Making Effective Decisions Grade 6 Example — 500-Word Statement
At Grade 6, assessors look for judgement under genuine ambiguity: contested data, political pressure, decisions that shape a whole service or policy area. Show that you separated fact from assumption, designed options with honest costs, pre-agreed the evidence for future decisions, and carried senior stakeholders with you.
Example statement
SI was head of policy in a government arms-length body responsible for redesigning a £40m-a-year business support grant scheme. Ministers wanted a recommendation within ten weeks, but our consultation had closed with only 380 responses, skewed towards larger businesses, and the evaluation evidence on the old scheme was two years out of date. Waiting for better data was not an option because the scheme's legal authority expired that session.
TI owned the options appraisal and had to recommend one of three scheme designs to our board and sponsor department, being explicit about what we knew, what we did not, and how the design would cope with that uncertainty.
AMy judgement was that the biggest risk was not choosing the wrong option but pretending the evidence was stronger than it was, so I designed the appraisal around that. First, I separated fact from assumption. I had my analysts draw up an evidence matrix for each option, showing which claims rested on robust data, which on partial data, and which on judgement alone. Option one, expanding the existing universal scheme, scored well on deliverability but its benefits case relied entirely on the stale evaluation. Option two, targeting support at firms under ten employees, had strong theoretical backing but the consultation barely reached that group. Option three, a hybrid with targeted core funding plus a small universal pot, was untested anywhere. Second, I filled the worst gaps quickly rather than accepting them. I commissioned a rapid telephone survey of 200 micro-businesses through our trade body partners, which took three weeks and confirmed demand patterns the consultation had missed. Third, I ran sensitivity analysis on every option, testing how each performed if our take-up assumptions were 30% wrong in either direction. The hybrid proved most robust across the range, but I was wary of recommending an untested design on a £40m scheme. So I developed a fourth variant: adopt the hybrid, but phase it, launching the targeted element first with a formal review gate at nine months and pre-agreed criteria for continuing, adjusting or stopping. Before finalising the recommendation, I tested it with people who would challenge it honestly: our finance director on affordability, the sponsor department's analysts on the modelling, and a small panel of business representatives on operability. Each changed something specific, including a simpler application test that cut estimated admin costs by £1.8m a year. I presented the board with a two-page appraisal showing the evidence matrix, sensitivity results, the phased design and the explicit uncertainties, rather than a false single-point forecast.
RThe board and sponsor department approved the phased hybrid without requesting further analysis. Take-up in the first nine months ran 18% above the central forecast, admin costs came in £1.6m under the original scheme, and the review gate confirmed the design was working as intended. The National Audit Office later commended the appraisal's treatment of uncertainty in its lessons report, and the sponsor department reused my evidence-matrix format on two subsequent policy programmes.
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
- Shows mature judgement on a £40m scheme: separates fact from assumption, commissions rapid evidence to fill the worst gaps, and refuses false certainty.
- Uses sensitivity analysis and a phased design with a review gate to make a robust decision with incomplete data.
- Tests the recommendation with challengers, accepts improvements (cutting £1.8m admin costs), and presents uncertainty honestly to the board.
What Grade 6 level requires
| Grade | What assessors expect |
|---|---|
| Grade 7 | At Grade 7, making effective decisions means making evidence-based strategic decisions across a function or programme: interpreting complex and incomplete information, balancing competing priorities and risks, and setting the decision-making framework others work within. |
| Grade 6 ← this page | At Grade 6, making effective decisions means making complex, high-stakes decisions across programmes or directorates: working with ambiguous and contested evidence, balancing strategic risk, and setting direction that senior leaders and boards can rely on. |
| SCS | At SCS level, making effective decisions means owning decisions of departmental or system-wide consequence: setting the criteria and process for major choices, deciding with incomplete and contested evidence, and being accountable for outcomes to boards, ministers and audit. |
Common mistakes at this level
- Presenting a single-option decision where the only real choice was yes or no, rather than shaping several genuine options.
- Letting the evidence analysis happen elsewhere: your statement must show your own interpretation of contested data.
- Ignoring the political and stakeholder dimension that makes Grade 6 decisions hard, or being naive about it.
Frequently asked questions
Ambiguity and stakes. Grade 6 decisions involve contested evidence, conflicting expert views or pressure from opposing senior stakeholders, and they shape a whole service, policy area or directorate. Show you made sense of ambiguity, designed the options yourself, and carried people who initially opposed the decision.
Describe how you separated fact from assumption, commissioned work to fill the worst gaps, and used tools like sensitivity analysis or review gates to decide robustly anyway. Name what remained uncertain when you committed. Grade 6 assessors reward explicit treatment of uncertainty and punish false precision.
Ideally, yes. Decisions with a delivery director pushing one way and regional heads the other are realistic at this grade. Show how you gave opponents a fair hearing, answered them with evidence, and converted or accommodated them. A decision nobody disagreed with rarely tests Grade 6 judgement.
Next step
Get the free Grade 6 statement template pack — the same STAR structure used in this example.
Download the template pack