Developing Self and Others SCS Example — 750-Word Statement

Developing Self and Others SCS 750 words Last reviewed:

At SCS, assessors expect development as organisational strategy: talent pipelines, succession for senior roles, sponsorship of underrepresented talent, and a learning culture you visibly lead. Evidence spans the whole organisation and years, and your personal example as a learner still matters.

Example statement

749 / 750 words

SI joined the department as director general of corporate services two years after a capability review had warned that our leadership bench was dangerously thin. Of the 40 most senior roles below the executive committee, only seven had a credible internal successor, external searches were taking nine months and costing around £90,000 each, and the last three external hires into director roles had all left within 18 months. Meanwhile our own high-potential Grade 6 and Grade 7 staff were leaving for promotion elsewhere, citing invisible pathways. Every directorate could point to a favoured individual, but none could point to a system.

TThe executive committee asked me to lead the redesign of succession and talent across the department's 3,000 staff: a pipeline that would fill most senior roles internally within three years, whilst respecting open competition. I chose to sponsor the work personally rather than delegate it to HR, because talent decisions are leadership decisions.

AI started by making the problem undeniable. I commissioned a talent census across all directorates — skills, aspirations, mobility, readiness — and presented the executive committee with a single page: our 40 critical roles, their successors by readiness, and the cost of doing nothing. Several colleagues were uncomfortable naming names; I argued that anonymity was how organisations hid weak pipelines, and the committee agreed to honest mapping. From the census I designed a three-tier approach. For the top 40 roles, each postholder and I agreed a named successor with a tailored development plan — board exposure, a stretch posting, or a cross-department secondment — reviewed twice yearly at the talent board, which I chaired. For the next tier, roughly 200 leaders, we ran development centres so assessment was consistent rather than dependent on who your boss knew. For emerging talent, I launched a sponsored scheme pairing 40 high-potential staff with executive mentors, and I made sponsorship real by holding fellow executives accountable at each committee for what they had actually done for their sponsorees. I sponsored three people myself, all from groups underrepresented in our senior grades. One, a brilliant Grade 7 analyst, had been told in a previous role that she lacked presence. I gave her our toughest stakeholder environment to lead — the annual settlement negotiation — prepared with her beforehand, debriefed afterwards, and let the executive see what I already knew. She is now a director. The mechanics mattered less than the resistance. Two director-general peers saw central succession as favouritism and kept running their own informal pipelines; I confronted it directly at committee, with data on the outcomes their approach had produced. Finance challenged the £400,000 development budget during a spending round; I defended it with the external search costs we had already avoided. When development-centre results showed our Grade 6 pipeline was weaker than assumed, I slowed promotions rather than lower the bar, and invested in a nine-month readiness programme instead. I also put myself through the process. I asked our most senior civil servant and two external non-executives for annual feedback on my leadership, commissioned a 360 review, and took part in reverse mentoring with a young disabled colleague, whose monthly candour about how our buildings and meetings excluded people changed decisions I had been making for years. We communicated the whole design openly — criteria, process, outcomes — because secrecy feeds the suspicion that talent management is patronage. I answered questions at staff roadshows in four locations, including hostile ones, and published the first year's results internally, including where we had fallen short. Every six months I reported progress to the executive in the same one-page format, so success and failure were equally visible, and I handed the chairing of the talent board to a colleague in year three so the system did not depend on me.

RThree years on, 33 of the 40 critical roles have a credible internal successor, up from seven. Internal appointments to director and deputy director roles have risen from 30% to 65%, external search spend has fallen by £1.1 million a year, and average time-to-fill has halved. Voluntary turnover among identified talent has dropped from 18% to 7%, representation of women at director level has moved from 32% to 46%, and both disabled and minority ethnic representation are up by a third. Two of my three sponsorees now run directorates of their own, and two other departments have adopted the model. Internal survey scores for whether staff could see a career in the department rose by 19 points over the same period.

Use this as a model, not a script. This is an original example written for this site. Adapt the structure to your own experience — copying it word for word risks plagiarism and will not reflect your evidence.

Why this scores well

  1. Succession at genuine SCS scale: 3,000 staff, 40 critical roles, a three-tier strategy the writer authored and defended at executive committee.
  2. Personal sponsorship is concrete and human — three sponsorees, one developed through the toughest assignment available — not process ownership.
  3. Resistance is real and confronted: informal pipelines challenged with data, a £400,000 budget defended, a lowered-bar dilemma resolved by slowing promotions — and the writer submits to the same scrutiny via a 360 review and reverse mentoring.

What SCS level requires

What Developing Self and Others looks like at each level
GradeWhat assessors expect
Grade 7At Grade 7, Developing Self and Others means championing learning across a business area: building a culture where development is planned and protected, growing future leaders, and aligning skills with what the organisation needs next.
Grade 6At Grade 6, Developing Self and Others means building capability at organisational scale: sponsoring development programmes, shaping succession pipelines, and making learning part of how the organisation runs.
SCS ← this pageAt SCS, Developing Self and Others means role-modelling continuous learning across the organisation, setting the talent and capability strategy, and creating the conditions for other leaders to grow.

Common mistakes at this level

Frequently asked questions

Next step

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