Seeing the Big Picture at Grade 6 level

Seeing the Big Picture Grade 6 Typical: 750 words

What Seeing the Big Picture looks like at Grade 6 (Grade 6): setting direction across areas, managing significant risk and influencing SCS and partners, demonstrated through seeing the wider context and how your work connects to organisational goals.

Assessors look for: evidence that you understand context, priorities and how your work fits the bigger agenda at a complexity that matches Grade 6.

Example statement

702 / 702 words

SAs Grade 6 responsible for a cross-cutting digital identity workstream, three departments were building overlapping citizen verification features. Left alone, my programme would hit its milestone while creating duplicated spend and a fragmented user journey that cut across design principles and a Cabinet Office spending control on identity-related digital projects.

TI needed to realign delivery so departments still met their legislative deadlines while converging on a shared approach that protected value for money and user trust.

AI convened a senior working group with product, commercial and security leads from each department, and I commissioned a joint architecture map that made the duplication visible in one artefact rather than in competing slide packs. I framed the choice as three options for SCS sponsors: continue separately, pause two programmes for a shared platform, or adopt a thin shared core with department-specific edges. I stress-tested costs with finance business partners and residual risk with the security community of practice, including what would happen if one department slipped its statutory date. I then secured a decision from the relevant director-general group for the thin shared core, with a written RACI, a joint backlog and a single spend-control narrative for Cabinet Office. I re-planned my own critical path, moved two teams onto the shared core, and negotiated transitional funding so no department missed its statutory date. I communicated the change to delivery managers in plain language, including what was stopping as well as starting, and I set monthly outcome metrics on duplication removed, user completion and assurance progress. When one supplier claimed change control would break their contract timeline, I worked with commercial to redesign the milestone payments rather than quietly accepting parallel build. I also established a fortnightly risk huddle with the other Grade 6 peers so emerging scope fights were settled early, and I personally checked that team objectives and supplier statements of work had been updated, because an aligned slide deck without aligned incentives does not change delivery. 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.

RWithin two quarters we retired two duplicate components, forecast cashable savings of £4.2m over three years, and improved first-time verification completion by 11% on the shared journey. The spend-control case was approved without conditions, and the model was referenced as a pattern in the cross-government digital board.

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. Sees beyond a single programme to system cost, user journey and spending control.
  2. Creates a decision for seniors with clear options and residual risk.
  3. Delivers measurable savings and service improvement while protecting statutory dates.

Writing tips for this grade

  • Keep STAR; raise the complexity of your Action for Grade 6.
  • Avoid confusing this behaviour with other elements. Leadership or Delivering at Pace: this is about context and alignment, not directing people or just finishing tasks.
  • Check the advert for the exact word or character limit (often 750 words).

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