Leadership at Grade 6 level

Leadership Grade 6 Typical: 750 words

What Leadership looks like at Grade 6 (Grade 6): setting direction across areas, managing significant risk and influencing SCS and partners, demonstrated through setting direction, inspiring others and taking responsibility.

Assessors look for: evidence that you give clear direction, model the right behaviours and take ownership at a complexity that matches Grade 6.

Example statement

697 / 697 words

SIn a senior role I inherited a plan that treated a piece of work that needed a clearer link to wider priorities as a local delivery issue. The wider system impact (including partner organisations and published commitments) was underplayed.

TI had to reset direction so we delivered pace and quality while honouring the broader organisational and cross-cutting priorities.

AI convened the right senior forum, put options and residual risk on one page, and secured a clear decision with measures. I realigned objectives, funding or backlog as needed, communicated what would stop as well as start, and held leaders to the new controls. I modelled Leadership by publishing assumptions and inviting challenge from finance, policy and delivery. I documented decision criteria, set a feedback loop with frontline staff, and agreed a sunset or review point so the change did not drift. I also prepared handling for seniors and partners so the story matched the operational reality. Finally, I ensured incentives and MI reinforced the new priority, because a strategy that leaves old targets untouched rarely sticks. Beyond the immediate fix, I mapped stakeholders who would feel second-order effects, agreed how we would handle exceptions, and made sure finance and delivery saw the same assumptions. At senior level I also reset incentives and reporting so the new priority could stick: objectives, forums and MI were updated in the same cycle as the narrative, and I held leaders to account for both. I checked progress against the measures we had agreed and adjusted the plan when leading indicators moved. I kept a short decision log so others could see why we chose this path and what we had ruled out. I briefed the people doing the work in plain language, including what would stop as well as what would start. I made sure the result could be evidenced with MI or feedback rather than relying on assertion alone. I invited a peer to challenge the approach before we locked it in, which improved the final design. I clarified owners and timescales so the change did not depend on informal goodwill alone. I revisited residual risks with the senior owner and recorded what we were consciously accepting. I shared a short lessons note so a neighbouring team could reuse the approach without starting from scratch. I tested the user or stakeholder impact before scaling the change beyond the pilot group. I aligned the local metric with the wider objective so incentives stopped pulling people backwards. I scheduled a review point with a clear stop-go criterion rather than letting the change drift. I translated the decision into practical steps on the ground and checked understanding with two practitioners. I quantified the before-and-after as honestly as the data allowed, including what had not yet improved. I protected quality standards while delivering pace, rather than treating them as optional under pressure. I ensured communications matched the operational reality so seniors and frontline staff heard one story. I checked progress against the measures we had agreed and adjusted the plan when leading indicators moved. I kept a short decision log so others could see why we chose this path and what we had ruled out. I briefed the people doing the work in plain language, including what would stop as well as what would start. I made sure the result could be evidenced with MI or feedback rather than relying on assertion alone. I invited a peer to challenge the approach before we locked it in, which improved the final design. I clarified owners and timescales so the change did not depend on informal goodwill alone. I revisited residual risks with the senior owner and recorded what we were consciously accepting. I shared a short lessons note so a neighbouring team could reuse the approach without starting from scratch. I tested the user or stakeholder impact before scaling the change beyond the pilot group. I aligned the local metric with the wider objective so incentives stopped pulling people backwards. I scheduled a review point with a clear stop-go criterion rather than letting the change drift.

RThe reset improved the outcome metric that mattered publicly while protecting essential delivery dates.

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 matches Grade 6

  1. Shows evidence that you give clear direction, model the right behaviours and take ownership.
  2. Uses specific actions and a clear result rather than vague claims.
  3. Pitched at Grade 6 expectations: setting direction across areas, managing significant risk and influencing SCS and partners.

Writing tips for this grade

  • Keep STAR; raise the complexity of your Action for Grade 6.
  • Avoid confusing this behaviour with other elements. Working Together alone: leadership includes direction and accountability, not only collaboration.
  • Check the advert for the exact word or character limit (often 750 words).

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