Leadership Examples, Scored
Leadership in the Civil Service behaviours is not only about managing people. At every grade it covers taking responsibility, treating people fairly and including everyone; from HEO up it adds creating a shared vision and engaging others in delivering it. Panels look for what you did to bring people with you and how you made sure everyone could contribute.
Official definition: Show pride and passion for public service. Create and engage others in delivering a shared vision. Value difference, diversity and inclusion, ensuring fairness and opportunity for all.
What panels look for
- A shared goal you set or communicated, and how you engaged people in it.
- Fairness and inclusion in action (adjustments, different working patterns, giving credit).
- Taking responsibility, including when things were difficult.
- Results for the team and for the people in it.
SEO example, likely score 4-5 out of 7
When I became the SEO leading a 12-person casework team, morale was low after a restructure: sickness absence was double the directorate average and two experienced caseworkers had resigned.
I held one-to-ones with everyone in my first fortnight to understand their concerns. The common theme was that people felt decisions were made without them. I set out a shared goal with the team, clearing the backlog of 600 cases within six months without weekend working, and asked them to help design how we would get there.
I created three small working groups, each led by a different team member, on triage, templates and training. I made sure part-time colleagues and those working remotely could take part by holding sessions at different times and recording them. When one manager told me a colleague was struggling, I arranged a workplace adjustment and protected her caseload while she settled in.
I celebrated progress at our weekly stand-up and passed credit to the people who had done the work in my updates to the Grade 7.
We cleared the backlog in five months. Sickness absence fell from 14 to 6 days per person, and in the next People Survey the team's engagement score rose by 19 points. Two caseworkers who led working groups were later promoted. I learned that people commit to a vision they have helped to shape.
- Listens first, then sets a shared goal and lets the team design the route.
- Inclusion is concrete: sessions at different times, a workplace adjustment.
- Gives credit upwards.
- Several measured results: backlog cleared early, sickness absence down, engagement up 19 points.
AO example, likely score 3-4 out of 7
As an Administrative Officer in a court office, I took responsibility for helping a new colleague settle in when our supervisor was on leave for two weeks.
The colleague had joined from another sector and was nervous about using our case system. I made time each morning to go through the day's tasks with him and showed him where to find the guidance. I made sure I listened to his questions without rushing him, and I treated him with the same respect I would want.
During the second week, a member of the public was rude to him at the counter. I stepped in calmly, dealt with the query, and afterwards checked how he was. I also reminded the team that we should all support new starters, and I set up a simple shared list of common queries so everyone could add tips.
When our supervisor returned, she told me the colleague had settled in well and was processing cases on his own. The shared list is still used by the team. This showed me that taking ownership of my part of the team's objectives helps everyone.
- Leadership at AO level: taking responsibility for helping a new colleague.
- Respect and fairness shown in specific actions.
- A clear, modest result.
G7 example, likely score 2-3 out of 7
In my current role I manage a small team of two officers, and I always try to lead by example and show pride in public service.
Last year, our team was asked to organise the directorate's away day for around 60 people. I took the lead on this and made sure everyone knew what they had to do. I booked the venue, arranged the catering and sent out the invitations. I asked my two officers to help with the agenda and the materials, and I checked in with them regularly to see how they were getting on.
I made sure the event was inclusive by checking the venue was accessible and asking attendees if they had any dietary needs. On the day, I welcomed people and made sure the sessions ran to time.
The away day went well and we received positive feedback from colleagues, with many saying it was one of the best they had attended. My Deputy Director thanked the team for our hard work. I believe this shows that I can lead others and deliver a shared goal, and I would bring this leadership to the Grade 7 role.
- Organising an away day is below the scope Grade 7 leadership descriptors ask for.
- Inclusion is limited to venue access and dietary needs.
- Positive feedback is the only result.
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
- Organising an event and calling it leadership.
- Telling people what to do as the main evidence.
- Generic claims about leading by example.
Situations that often make good examples
- Turning round a team's morale or performance
- Leading a group of peers without line management authority
- Making sure a colleague with different needs could contribute fully
- Taking responsibility when a piece of work went wrong
Leadership 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)
- show enthusiasm for your work and take personal accountability for your role
- demonstrate responsibility for your own objectives
- act in a fair, inclusive and respectful way when dealing with others
- be considerate and understanding of other people’s points of view
- understand and support the objectives of the wider team
- demonstrate consideration of the wider consequences of own actions
Executive Officer (EO)
- show pride and passion for your work and positive, inclusive engagement with your team
- understand your areas of responsibility and display awareness of the wider impact of your actions
- proactively role model and promote an inclusive workplace, promptly dealing with inappropriate language and behaviours when they arise - including any instances of discrimination or misconduct
- give praise and credit to colleagues and stakeholders where appropriate
Higher Executive Officer (HEO) and Senior Executive Officer (SEO)
- ensure colleagues and stakeholders have a clear understanding of objectives, activities and time-frames
- take into account different individual needs, views, and ideas, championing inclusion and equality of opportunity for all
- consider the impacts of own and team’s activities on stakeholders and end users
- role-model commitment and satisfaction with role
- recognise and praise the achievements of others to drive positivity within the team
- effectively manage conflict, misconduct and non-inclusive behaviour, raising with senior managers where appropriate
Grade 7 and Grade 6
- actively develop and protect the reputation of the Civil Service, creating a sense of pride and passion for public service
- present a clear and focused strategy with direction for the future
- act in ways that are highly visible, inspirational and credible at the most senior levels across and outside of the Civil Service
- create an inclusive environment where diversity is valued and there is equality of opportunity for all
- engage positively in debate and resolve ambiguities, gaining the best possible outcomes for the department
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.