Communicating and Influencing Examples, Scored
Communicating and Influencing is about getting a message across clearly to the people who need it, adapting it to them, listening, and persuading where needed. Panels want to see who your audience was, how you tailored the message and the channel, how you handled challenge, and what changed because people understood or were persuaded.
Official definition: Communicate purpose and direction with clarity, integrity and enthusiasm. Respect the needs, responses and opinions of others.
What panels look for
- A specific audience and what they needed.
- How you adapted the content, format or channel (and why).
- Listening and handling challenge honestly.
- An outcome that shows the message landed or persuaded.
HEO example, likely score 4-5 out of 7
As an HEO in an environmental regulator, I had to explain a change in flood warning thresholds to 30 parish councils, several of which had publicly criticised us after a flood the previous winter.
I knew a technical letter would not work, so I tailored the message to each audience. For councillors, I produced a two-page briefing in plain English with a map of their parish, showing what the change would mean in practice: fewer false alarms, but earlier warnings for the highest-risk streets. For the two councils most opposed to us, I offered face-to-face meetings rather than a webinar.
At the first meeting, the chair challenged our data. I acknowledged the frustration from the previous winter honestly, explained what we had learned, and invited him to suggest a local gauge we should add to the review. I followed up within a week with the analysis of his suggestion, as promised.
I also checked the materials with our accessibility lead and produced a large-print version for one council with older members.
All 30 councils confirmed they had shared the change with residents, and 26 signed up to the new warning service, compared with 11 before. The chair who had challenged us asked to join our community advisory group. I learned that being open about past mistakes built more trust than defending them.
- Tailors the message to three audiences, including an accessible version.
- Handles a hostile chair honestly and follows up as promised.
- Measured result: 26 councils signed up, up from 11.
- Reflection that shows judgement.
EO example, likely score 4-5 out of 7
As an Executive Officer in a pensions team, I was asked to explain a change in the contribution rules to a group of 25 part-time staff in a partner organisation, many of whom were worried about losing money.
I prepared a short presentation using plain language and two worked examples, one for someone working two days a week and one for three days. I avoided jargon and checked my figures with a senior colleague before the session. I chose a face-to-face session at their site because several staff did not have regular access to email.
During the session, I listened to their concerns and answered questions honestly. When I did not know the answer to one question about career breaks, I said so and promised to find out. I emailed the answer to their manager two days later.
Afterwards, their manager told me the staff felt much clearer, and the number of individual queries to our team about the change was lower than expected. I learned that preparing examples for different situations helps people understand how a change affects them personally.
- Plain language and worked examples for an anxious audience.
- Chooses face to face for a reason (no regular email access).
- Honest about not knowing an answer, and follows up.
G6 example, likely score 1-2 out of 7
I am an excellent communicator with strong interpersonal skills, and I have over fifteen years of experience communicating with a wide range of stakeholders at all levels, from frontline staff to ministers.
I am comfortable presenting to large audiences and I regularly write briefings, submissions and reports. I adapt my style depending on the audience and I always make sure my message is clear and concise. I am a confident public speaker and I enjoy engaging with people.
I believe that communication is a two-way process and I always listen carefully to the views of others. I respect different opinions and I am able to influence people through building strong relationships based on trust and integrity. I am passionate about what I do and I communicate with enthusiasm, which helps to bring people with me.
Throughout my career I have successfully communicated complex and sensitive messages on a number of high-profile issues, and I have received positive feedback from senior leaders on my communication skills. I have also led communications for several major programmes.
I would bring these skills to the Grade 6 role, where I would communicate the purpose and direction of the team with clarity, integrity and enthusiasm, and make sure that the needs and opinions of others are respected.
- Entirely claims; no example at all.
- Repeats the behaviour definition back to the panel.
- At Grade 6, the panel needs a specific, high-stakes example.
These examples are written by us to illustrate the scoring. The scores are what our checker gives them (it tends to be a little strict), not a panel's. Use them to understand what earns points, not as text to adapt: panels look for your own experience.
Common mistakes
- Listing the types of documents you write.
- "I am an excellent communicator" with no example.
- No evidence of how the audience responded.
Situations that often make good examples
- Explaining a change to people who were worried by it
- Persuading a stakeholder who disagreed
- Writing a briefing that led to a decision
- Presenting complex data to a non-specialist audience
Communicating and Influencing at each grade
What the published descriptors say. Panels read your example against the list for the grade you apply for; you don't need every point, but several, with depth.
Administrative Assistant (AA) and Administrative Officer (AO)
- put forward your views in a clear, constructive and considerate manner
- use an appropriate method of communication for each person - for example an email, phone call, face-to-face - taking into consideration their individual needs
- use plain and simple language, being careful to check written work for errors
- consider the impact of language used on different groups of stakeholders
- remain honest and truthful when explaining opinions
- listen and ask questions to ensure your understanding
Executive Officer (EO)
- communicate clearly and concisely both orally and in writing
- take time to consider the best communication channel to use for the audience, including making the best of digital resources and considering value for money
- interact with others in an enthusiastic way
- express ideas clearly and with respect for others
- listen to and value different ideas, views and ways of working
- respond constructively and objectively to comments and questions
- handle challenging conversations with confidence and sensitivity
Higher Executive Officer (HEO) and Senior Executive Officer (SEO)
- communicate in a straightforward, honest and engaging manner - choosing appropriate styles to maximise understanding and impact
- encourage the use of different communication methods, including digital resources and highlight the benefits, including ensuring cost effectiveness
- ensure communication has a clear purpose and takes into account people’s individual needs
- share information as appropriate and check understanding
- show positivity and enthusiasm towards work, encouraging others to do the same
- ensure that important messages are communicated with colleagues and stakeholders respectfully, taking into consideration the diversity of interests
Grade 7 and Grade 6
- demonstrate and promote communicating with honesty, integrity, impartiality and objectivity
- ensure there is the infrastructure to support varied communication methods which are cost effective and keep up with advances in digital technology
- develop a culture where colleagues consider the individual needs of people when deciding how to communicate and understand the impacts of the chosen methods
- communicate purpose and direction with respect, clarity and enthusiasm
- overcome objections to gain acceptance of the vision and purpose of the department
- use your influence to make a positive difference across the Civil Service and externally
Descriptors from Success Profiles: Civil Service behaviours (GOV.UK). Contains public sector information licensed under the Open Government Licence v3.0. Their use here does not imply endorsement.