UK Civil Service Success Profiles: The Unofficial Guide 2025

1

Seeing the Big Picture

"Understand how your role fits with and supports organisational objectives and the wider public needs. Develop an understanding of economic, social, political and technological developments."

What assessors are really listening for

At AO level, the framework simply asks candidates to understand how their work fits into the team and supports wider objectives. At HEO/SEO, it asks them to align activities to contribute to wider organisational priorities, remain alert to emerging issues and trends, and understand how the strategies and activities of the team create value and meet the diverse needs of all stakeholders. By Grade 7/6, the expectation steps up to anticipating the long-term impact of economic, political, environmental, social and technological developments on the Department. The key word that distinguishes strong answers at senior grades is "anticipate": not responding to context, but spotting it before it arrives.

Key indicators by grade

Grade	Indicators the panel is scoring against
AA / AO (L1)	Understand what your responsibilities are and how these fit with your main duties Understand what your team does and how this fits into the organisation Understand how your work and the work of your team supports wider objectives
HEO / SEO (L3)	Understand the strategic drivers for your area of work Align activities to contribute to wider organisational priorities Remain alert to emerging issues and trends which might impact your work area Understand how the strategies and activities of the team create value and meet the diverse needs of all stakeholders
G7 / G6 (L4)	Anticipate the long-term impact on the Department of economic, political, environmental, social and technological developments Identify and shape how your work area fits within and supports the priorities of the organisation Develop an in-depth insight into the dynamics and politics surrounding your area of work and of the organisation Ensure relevant issues relating to their activity/policy area are effectively fed into strategy and big picture considerations

Worked STAR anchor (HEO / SEO)

Example answer structure HEO / SEO

S

My team was leading a review of our grants administration process. During the scoping phase, I identified that incoming secondary legislation would significantly change the eligibility criteria for the largest grant stream we administered, with implementation scheduled for eight months later.

T

No one had flagged this to the review team. I decided to raise it and propose that the review be designed to accommodate the legislative change rather than lock in a process that would need immediate revision.

A

I prepared a short briefing note for my Grade 7 setting out the legislative timeline, its impact on our current process, and two options for how the review could respond. I recommended building the new eligibility criteria into the design phase rather than treating it as a later iteration. I also flagged this to the policy team who had not been included in the review and set up a fortnightly touchpoint between the two teams for the duration of the project.

R

The review was redesigned to incorporate the legislative change. When the legislation came into force, we were ready to implement immediately. The Grade 7 noted in the project retrospective that this had saved an estimated three months of rework.

Keywords assessors listen for

strategic drivers wider organisational priorities emerging issues I anticipated long-term impact political developments stakeholder needs I aligned

Why candidates fail this question

Describing a task without explaining the context that gave it strategic significance. The indicators require candidates to articulate how their work connects to something wider: an organisational priority, a political development, a stakeholder's diverse need. An answer that stays inside the candidate's own team without naming a larger consequence will not score against the HEO or Grade 7 indicators.

Score my example against this behaviour

2

Changing and Improving

"Seek out opportunities to create effective change. Be flexible, innovative and adapt to changing circumstances."

What assessors are really listening for

At Level 1, the framework asks candidates to review working practices and come up with ideas to improve the way things are done. At HEO/SEO (Level 3), it asks them to work with others to identify areas for improvement, encourage ideas for change from a wide range of sources, clearly explain the reasons for change to colleagues, and help colleagues to understand how changes will affect them and how they can adapt. At Grade 7/6, the indicators expect candidates to create an environment where people feel safe to challenge and know their voice will be heard, and to spot warning signs of things going wrong and provide a decisive response. As with the NICS framework, the strongest answers show the candidate as the originator of change, not just its implementer.

Key indicators by grade

Grade	Indicators the panel is scoring against
AA / AO (L1)	Review working practices and come up with ideas to improve the way things are done Learn new procedures and help colleagues to do the same Co-operate with and be open to the possibilities of change
HEO / SEO (L3)	Work with others to identify areas for improvement and simplify processes Encourage ideas for change from a wide range of sources Clearly explain the reasons for change to colleagues and how to implement them Help colleagues to understand how the changes will affect them and how they can adapt
G7 / G6 (L4)	Encourage, recognise and share innovative ideas from a diverse range of colleagues and stakeholders Create an environment where people feel safe to challenge and know their voice will be heard Identify and pursue opportunities to create effective change Spot warning signs of things going wrong and provide a decisive response to significant delivery challenges

Worked STAR anchor (HEO / SEO)

Example answer structure HEO / SEO

S

Our team handled a high volume of Freedom of Information requests. I noticed that around 40% of our responses took longer than the statutory 20-day limit, and the pattern pointed to a bottleneck at the sign-off stage rather than drafting.

T

I decided to investigate the root cause and bring a proposal to my line manager, without waiting to be asked.

A

I ran a short session with four colleagues across two teams to map the process and identify where time was being lost. The group found that sign-off queued on a single Grade 7 regardless of response complexity, and that most responses did not need Grade 7 review under our existing delegation policy. I worked with a colleague to draft a revised triage process that routed straightforward cases to HEO sign-off. I then explained the proposed change to all affected staff individually, making clear it was a pilot and that we would review after 30 days. I also prepared a one-page note for the Grade 7 setting out the rationale.

R

Compliance with the 20-day limit improved from 60% to 87% in the first month of the pilot. The Grade 7 endorsed the change permanently. One colleague who had initially been resistant became an advocate for the approach after seeing the results.

Keywords assessors listen for

I identified simplify processes wide range of sources I explained the reasons how they can adapt I spotted warning signs decisive response safe to challenge

Why candidates fail this question

Describing implementation without ownership. "My manager decided to change the process and I helped roll it out" is not evidence of Changing and Improving at any level. The candidate must own the identification of the problem and a meaningful part of the solution design. At HEO and above, the indicators also require evidence of explaining the reasons for change to colleagues and helping them adapt: answers that skip this people dimension score poorly.

Score my example against this behaviour

3

Making Effective Decisions

"Use evidence and knowledge to make accurate, expert and professional decisions and recommendations."

What assessors are really listening for

The framework at all levels asks for the reasoning process behind a decision, not just the outcome. At AO, this means following decision-making criteria and investigating gaps or errors in information. At HEO/SEO (Level 3), it requires analysing and using a range of relevant, credible information from internal and external sources, displaying confidence when making difficult decisions even if they prove unpopular, and recognising patterns and trends in a wide range of evidence. At Grade 7/6, the key phrase is "draw together and present reasonable conclusions from a wide range of incomplete and complex evidence." Assessors at senior grades specifically want to see how candidates handled ambiguity and still acted decisively.

Key indicators by grade

Grade	Indicators the panel is scoring against
AA / AO (L1)	Make and record effective decisions following appropriate decision-making criteria Undertake appropriate analysis to support decisions or recommendations Investigate and respond to gaps, errors and irregularities in information Ask questions when unsure what to do
HEO / SEO (L3)	Analyse and use a range of relevant, credible information from internal and external sources to support decisions Invite challenge and where appropriate involve others in decision making to help build engagement Display confidence when making difficult decisions, even if they prove to be unpopular Recognise patterns and trends in a wide range of evidence/data and draw key conclusions
G7 / G6 (L4)	Clarify your own understanding and stakeholder needs and expectations, before making decisions Analyse and evaluate pros and cons and identify risks in order to make decisions that take account of the wider context Make difficult decisions by pragmatically weighing the complexities involved against the need to act Draw together and present reasonable conclusions from a wide range of incomplete and complex evidence

Worked STAR anchor (HEO / SEO)

Example answer structure HEO / SEO

S

Our team was asked to recommend which of three delivery models to adopt for a new public-facing service. Each model had different cost, risk and timeline profiles, and a decision was needed within two weeks to meet the programme board's approval cycle.

T

As the HEO leading the options appraisal, I was responsible for producing the recommendation. The data available was partial: costs for Model C were estimates only, and there were no precedents internally for Models B or C.

A

I gathered cost data from three comparable programmes in other departments through the Government Finance Function network, which allowed me to sense-check our estimates. I mapped the pros, cons and risks for each option against the programme's stated criteria, noting explicitly where data was uncertain. I then presented a draft recommendation to three colleagues from different teams and invited them to challenge the reasoning before I finalised it. Two raised risks I had not considered, which I incorporated. My final recommendation was Model A, with conditions addressing the two additional risks, and a clear explanation of why the incomplete data on Model C made it inappropriate to select without further work.

R

The programme board accepted the recommendation at its next meeting. The two conditions I had proposed were built into the project initiation document. A Grade 6 on the board noted that the approach to handling incomplete data was the most transparent options appraisal the team had seen.

Keywords assessors listen for

credible information pros and cons I invited challenge patterns and trends incomplete evidence I drew conclusions pragmatically weighing stakeholder expectations

Why candidates fail this question

"I made the decision and it turned out to be right." The outcome of the decision is not the competency being assessed. Assessors are scoring the quality of the process: what information was gathered, what alternatives were considered, what risks were identified, and how the candidate handled incomplete or conflicting data. A confident decision with poor reasoning scores lower than a cautious decision with excellent analytical process.

Score my example against this behaviour

4

Leadership

"Show pride and passion for public service. Create and engage others in delivering a shared vision. Value difference, diversity and inclusion."

What assessors are really listening for

Leadership in Success Profiles is not about seniority or hierarchy. At AO level, it means showing enthusiasm for your work, taking personal accountability, and acting in a fair, inclusive and respectful way. At HEO/SEO, the indicators step up to: inspire and motivate teams to be fully engaged in their work and dedicated to their role; stand by, promote or defend own and team's actions and decisions where needed; and welcome and respond to views and challenges from others, despite any conflicting pressures to ignore or give in to them. That last indicator is significant: it tests whether the candidate maintained their position under pressure, not just whether they were pleasant to work with. The diversity and inclusion dimension is explicit at every level from HEO upward.

Key indicators by grade

Grade	Indicators the panel is scoring against
AA / AO (L1)	Show enthusiasm for your work and take personal accountability for your role 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
HEO / SEO (L3)	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 Welcome and respond to views and challenges from others, despite any conflicting pressures to ignore or give in to them Stand by, promote or defend own and team's actions and decisions where needed Inspire and motivate teams to be fully engaged in their work and dedicated to their role
G7 / G6 (L4)	Promote diversity, inclusion and equality of opportunity, respecting difference and external experience Seek out shared interests beyond own area of responsibility Welcome and respond to views and challenges, despite conflicting pressures Inspire and motivate teams to be fully engaged in their work and dedicated to their role

Worked STAR anchor (HEO / SEO)

Example answer structure HEO / SEO

S

Our team was asked to develop guidance for a new eligibility assessment process with a tight six-week deadline. Two senior colleagues disagreed with the approach I had proposed and raised their concerns loudly in a team meeting. There was also pressure from a Grade 6 to simply replicate a previous process rather than develop something new.

T

As the lead HEO, I needed to hold the team together around a shared direction while genuinely engaging with the challenges being raised, not dismissing them.

A

I met individually with each of the two colleagues who had raised concerns. I listened carefully and found that one objection had identified a genuine flaw in my proposed approach, which I incorporated. The other was based on a misunderstanding I was able to clear up. I then went back to the full team, explained what I had changed and why, and made clear what the final approach would be and why we were not replicating the previous process. When the Grade 6 queried this, I set out the evidential basis for the new approach calmly and held my position. I also involved the colleague who had identified the genuine flaw as a co-lead on the guidance drafting, which visibly increased the team's confidence in the outcome.

R

The guidance was completed on time and passed legal review without amendment. The Grade 6 subsequently endorsed the approach in writing. The colleague who had raised the most significant challenge told me afterwards that being involved in the solution had made her feel her challenge had been properly valued.

Keywords assessors listen for

shared vision I engaged others I stood by my position I welcomed challenge diversity and inclusion I inspired fairness and opportunity personal accountability

Why candidates fail this question

Describing a situation with no challenge or pressure. The HEO indicators specifically require responding to views and challenges "despite any conflicting pressures to ignore or give in to them" and standing by decisions "where needed." An answer about leading a team through a smooth project where everyone agreed will not score against these indicators. The competency needs an element of difficulty that the candidate navigated.

Score my example against this behaviour

5

Communicating and Influencing

"Communicate with others in a clear, honest and enthusiastic way. Influence others and maintain trust."

What assessors are really listening for

At AO level, the framework asks candidates to put forward views in a clear, constructive and considerate manner, and to use an appropriate method of communication for each person, taking into consideration their individual needs. At HEO/SEO (Level 3), the expectation is to communicate in a straightforward, honest and engaging manner, choosing appropriate styles to maximise understanding and impact, ensure communication has a clear purpose and takes into account people's individual needs, and ensure that important messages are communicated with colleagues and stakeholders respectfully, taking into consideration the diversity of interests. At Grade 7/6, the added dimension is delivering difficult messages with clarity and sensitivity, and being persuasive when required. The word "honest" appears at every grade from HEO upward: assessors want to hear about situations where the communication involved some difficulty or discomfort, not just clear and smooth exchanges.

Key indicators by grade

Grade	Indicators the panel is scoring against
AA / AO (L1)	Put forward your views in a clear, constructive and considerate manner Use an appropriate method of communication for each person, taking into consideration their individual needs Use plain and simple language, being careful to check written work for errors Listen to and understand the views of others
HEO / SEO (L3)	Communicate in a straightforward, honest and engaging manner, choosing appropriate styles to maximise understanding and impact Ensure communication has a clear purpose and takes into account people's individual needs Share information as appropriate and check understanding Ensure that important messages are communicated with colleagues and stakeholders respectfully, taking into consideration the diversity of interests
G7 / G6 (L4)	Communicate with others in a clear, honest and enthusiastic way in order to build trust Deliver difficult messages with clarity and sensitivity, being persuasive when required Take into account people's individual needs Consider the impact of the language used Remain open-minded and impartial in discussions, whilst respecting the diverse interests and opinions of others

Worked STAR anchor (HEO / SEO)

Example answer structure HEO / SEO

S

I needed to communicate to a team of 12 that an internal application they had submitted for a new flexible working arrangement would not be approved. Three of the team members had significant caring responsibilities and had been waiting for the decision for six weeks.

T

The decision had been made above my level and I did not agree with all aspects of the reasoning. I needed to communicate it honestly without undermining confidence in the organisation or personalising my disagreement.

A

I met individually with the three colleagues with caring responsibilities before the wider team communication, so they heard from me directly rather than through a group announcement. I explained the decision and the reasoning I had been given, and I was honest that the outcome was not what I had expected or hoped for. I did not attribute the decision to unnamed "management" or present it as something I had no part in: I said "the decision was taken at Grade 6 level, I was involved in the discussion, and here is what I understand the reasoning to be." I then focused the conversation on what practical support was available under existing policy. For the wider team, I used a short written note followed by a team meeting where I invited questions.

R

No formal grievances were raised. Two of the three colleagues told me they appreciated the individual conversation. My line manager received positive feedback from one of the affected staff members specifically about how the message had been handled. The team meeting generated several questions I was able to answer, which helped close the issue down.

Keywords assessors listen for

appropriate style maximise understanding individual needs I checked understanding diversity of interests difficult message clear purpose I was honest

Why candidates fail this question

Describing pleasant communication situations where the message was welcome and the audience was receptive. The HEO indicators include delivering important messages with consideration for the diversity of interests involved, and the Grade 7 indicators specifically require delivering difficult messages with clarity and sensitivity. An answer where communication was straightforward and everyone agreed does not demonstrate the behaviour at the level being assessed.

Score my example against this behaviour

6

Working Together

"Form effective partnerships and relationships with people both internally and externally, from a range of diverse backgrounds, sharing information, resources and support."

What assessors are really listening for

This behaviour is frequently misunderstood as simply getting on well with colleagues. The framework at HEO/SEO (Level 3) is specific: encourage collaborative team working within own team and across the Department, invest time to generate a common focus and genuine team spirit, actively seek input from a diverse range of people, readily share resources to support higher priority work, showing pragmatism and support for the shared goals of the organisation, and deal with conflict in a prompt, calm and constructive manner. That last indicator is the one most commonly missed. At Grade 7/6, the framework adds actively building and maintaining a network, challenging assumptions while being willing to compromise if beneficial to progress, and ensuring consideration and support for the wellbeing of individuals throughout the team.

Key indicators by grade

Grade	Indicators the panel is scoring against
AA / AO (L1)	Proactively contribute to the work of the whole team and remain open to taking on new and different roles Get to know your colleagues and build supportive relationships Listen to alternative perspectives and needs, responding sensitively and checking understanding Ask for help when needed and support others when the opportunity arises
HEO / SEO (L3)	Encourage collaborative team working within own team and across the Department Invest time to generate a common focus and genuine team spirit Actively seek input from a diverse range of people Readily share resources to support higher priority work, showing pragmatism and support for shared goals Deal with conflict in a prompt, calm and constructive manner
G7 / G6 (L4)	Actively build and maintain a network of colleagues and contacts to achieve progress on shared objectives Challenge assumptions while being willing to compromise if beneficial to progress Build strong interpersonal relationships and show genuine care for colleagues Ensure consideration and support for the wellbeing of yourself and individuals throughout the team Create an inclusive working environment where all opinions and challenges are taken into account

Worked STAR anchor (HEO / SEO)

Example answer structure HEO / SEO

S

Two of the teams our branch worked with closely had developed a pattern of avoiding each other. A disagreement over shared resource allocation six months earlier had not been properly resolved and it was affecting the quality of joint work being submitted to our Grade 6.

T

I was not a line manager of either team, but I had relationships with both and the poor working dynamic was affecting a piece of work I was responsible for delivering. I decided to try to address it directly.

A

I spoke to each team lead separately to understand their account of the original dispute. Both had valid concerns I had not been aware of. I then facilitated a joint meeting between the two leads, with an explicit agenda focused on the current piece of work rather than relitigating the past. I acknowledged upfront that the previous resource decision had been difficult and that both teams had legitimate views. I helped them identify three specific working arrangements for the current project and proposed a short review at the midpoint to assess whether they were working. I also checked in informally with both leads individually in the following two weeks.

R

The joint work was completed to the agreed standard and on time. The midpoint review was positive. One of the two leads told me the facilitated conversation had changed how they thought about the original dispute. The working relationship between the two teams has continued to improve since.

Keywords assessors listen for

common focus diverse range of people I shared resources I dealt with conflict pragmatism shared goals I challenged assumptions across the Department

Why candidates fail this question

"We worked well as a team and supported each other." This describes an outcome, not a behaviour. The HEO indicators require evidence of dealing with conflict in a prompt, calm and constructive manner, and of actively seeking input from a diverse range of people. If the answer has no friction, no disagreement and no cross-departmental dimension, it is unlikely to score against the Level 3 indicators.

Score my example against this behaviour

7

Developing Self and Others

"Focus on continuous learning and development for yourself, your team and the organisation."

What assessors are really listening for

As with its NICS equivalent, this behaviour has a personal dimension and an organisational dimension. At AO, the framework asks candidates to identify their own learning and development needs, react constructively to feedback, and take responsibility for their own learning. At HEO/SEO (Level 3), it requires identifying gaps in own and team's skills and knowledge, ensuring that there are opportunities for learning and development, encouraging and supporting others to take responsibility for their own development, and providing constructive feedback to others to help them improve. At Grade 7/6, the indicators add creating an environment where mistakes are seen as learning opportunities and establishing and driving intra and inter team discussions to learn from experience. The phrase "and others" in the behaviour title is the key: an answer that covers only self-development does not satisfy Level 3 or above.

Key indicators by grade

Grade	Indicators the panel is scoring against
AA / AO (L1)	Identify your own learning and development needs Take responsibility for your own learning and development React constructively to feedback from others Review your own performance with your line manager and other colleagues
HEO / SEO (L3)	Identify gaps in own and team's skills and knowledge Ensure that there are opportunities for learning and development Encourage and support others to take responsibility for their own development Provide constructive feedback to others to help them improve Reflect on own performance and seek and act on feedback
G7 / G6 (L4)	Prioritise and role model continuous self-learning and development Identify capability requirements needed to deliver future team objectives Coach and support colleagues to take responsibility for their own development Create an environment where mistakes are seen as learning opportunities Establish and drive intra and inter team discussions to learn from experience

Worked STAR anchor (HEO / SEO)

Example answer structure HEO / SEO

S

A team of five that I supported had taken on responsibility for data quality reporting following a restructure. Three team members had no experience of working with the relevant data systems and two were visibly anxious about the new requirement.

T

I needed to identify the specific gaps in the team's knowledge, create a development plan that would work for people at different starting points, and build their confidence alongside their technical skills.

A

I asked each team member to rate their confidence against five specific data tasks before we started any training. This gave me a baseline and surfaced that two people had stronger existing skills than they had let on. I arranged access to the internal data skills pathway for the three who needed it and paired each with one of the more experienced colleagues for the first live reporting cycle. I provided written feedback on each person's first two reports, framing any errors as normal at this stage and setting specific improvement points. I also ran a short team retrospective after the first reporting cycle to identify what we had all learned, including mistakes I had made in designing the development approach.

R

By the third reporting cycle, all five team members were completing reports independently. The two initially most anxious colleagues both told me the paired working had made the difference. I shared the development approach with the wider branch and it was adopted for two subsequent capability transitions.

Keywords assessors listen for

skills and knowledge gap learning opportunity I provided feedback I encouraged I reflected capability requirements I sought feedback constructive feedback

Why candidates fail this question

"I completed a professional qualification that helped me in my role." Self-development alone does not meet the Level 3 indicators. The behaviour requires evidence of identifying gaps in others' skills, creating development opportunities, providing constructive feedback, and supporting others to take responsibility for their own development. An answer without the "others" dimension will score at Level 1 at best.

Score my example against this behaviour

8

Managing a Quality Service

"Deliver service objectives with professional excellence, expertise and efficiency, taking account of diverse customer needs."

What assessors are really listening for

This behaviour requires evidence-led improvement against measurable standards, not effort or commitment. At AO level, the framework asks candidates to actively seek information from customers to understand their needs, take ownership of issues, and encourage customers to access relevant information or support. At HEO/SEO (Level 3), the indicators require developing, implementing, maintaining and reviewing systems and service standards, establishing mechanisms to seek out and respond to feedback from customers, and developing proposals to improve quality with involvement from a diverse range of staff, stakeholders or delivery partners. The diversity dimension is present throughout: assessors expect candidates to demonstrate that they considered the varying needs of different user groups, not a single generic customer.

Key indicators by grade

Grade	Indicators the panel is scoring against
AA / AO (L1)	Actively seek information from customers to understand their needs and expectations Take ownership of issues and keep customers and delivery partners up to date with progress Encourage customers to access relevant information or support that will help them understand and use services Gain the knowledge needed to follow relevant legislation, policies, procedures and rules
HEO / SEO (L3)	Develop, implement, maintain and review systems and service standards to provide quality, efficiency and value for money Work with stakeholders to set priorities, objectives and timescales Establish mechanisms to seek out and respond to feedback from customers about service provided Develop proposals to improve quality of service with involvement from a diverse range of staff, stakeholders or delivery partners
G7 / G6 (L4)	Exemplify positive customer service behaviours and promote a culture focused on ensuring customer needs are met Establish how the business area compares to customer service expectations and industry best practice Make clear, pragmatic and manageable plans using programme and project management disciplines Ensure the service offer thoroughly considers diverse customer needs and a broad range of available methods to meet this

Worked STAR anchor (HEO / SEO)

Example answer structure HEO / SEO

S

Our team managed a public-facing application service. An analysis of complaint patterns over two quarters showed that 35% of complaints related to the same stage in the process: the point at which applicants were asked to upload supporting documents. A disproportionate number came from applicants using smartphones rather than desktop computers.

T

I took responsibility for investigating the root cause and developing a proposal to address it, involving staff and a representative sample of users in the process.

A

I reviewed the upload stage on a range of devices and confirmed it was poorly optimised for mobile. I then ran a structured feedback session with five applicants who had complained, including three who used smartphones as their primary internet access. Their input shaped the proposal: a simplified upload method for mobile users, clearer guidance on accepted file formats, and a direct telephone alternative for applicants who could not complete the upload online. I presented the proposal to stakeholders from the digital team, the customer service team, and a user advocacy group, and incorporated their comments before finalising. I also proposed a monthly review of complaint categories as an ongoing mechanism to catch future service issues earlier.

R

Complaints at the upload stage fell by 58% in the quarter following implementation. Completion rates for the application process increased by 12%. The monthly complaint review has been adopted as standard practice across the wider team.

Keywords assessors listen for

service standards feedback mechanism diverse customer needs quality, efficiency and value I developed a proposal stakeholders I implemented measurable improvement

Why candidates fail this question

"I always put the customer first and went above and beyond." This is a values statement, not a behaviour answer. Assessors need to hear: what the service standard was, what evidence showed it was falling short, what proposal was developed (and with whom), and what measurable improvement resulted. Candidates who describe hard work or good intentions without connecting them to a system, a standard, or a data point will not score at HEO level.

Score my example against this behaviour

9

Delivering at Pace

"Deliver timely performance with energy and taking responsibility and accountability for quality outcomes."

What assessors are really listening for

This is not a behaviour about speed or effort: it is about prioritisation, monitoring and accountability. At AO level, the framework asks candidates to work in an organised manner, take responsibility for the quality of their own work, and remain focused on delivery. At HEO/SEO (Level 3), the indicators require regularly monitoring own and team's work against milestones or targets and acting promptly to keep work on track, taking responsibility for delivering expected outcomes on time and to standard, planning ahead but reassessing workloads and priorities if situations change or people are facing conflicting demands, and coaching and supporting others to set and achieve challenging goals. At Grade 7/6, the frame shifts to managing team performance: getting the best out of people through encouraging messages, securing individual and team ownership, and acting as a role model by supporting and energising teams. The accountability thread runs through every level: candidates who describe working hard but do not demonstrate ownership of an outcome score consistently below expectations.

Key indicators by grade

Grade	Indicators the panel is scoring against
AA / AO (L1)	Work in an organised manner using own knowledge and expertise to deliver on time and to standard Take responsibility for the quality of own work and keep manager informed of how work is progressing Remain focused on delivery Maintain consistent performance
HEO / SEO (L3)	Regularly monitor own and team's work against milestones or targets and act promptly to keep work on track Take responsibility for delivering expected outcomes on time and to standard Plan ahead but reassess workloads and priorities if situations change or people are facing conflicting demands Coach and support others to set and achieve challenging goals for themselves
G7 / G6 (L4)	Get the best out of people by giving enthusiastic and encouraging messages about priorities, objectives and expectations Clarify business priorities, roles and responsibilities and secure individual and team ownership Act as a role model in supporting and energising teams to build confidence in their ability to deliver Maintain effective performance in difficult and challenging circumstances, encouraging others to do the same Review, challenge and adjust performance levels to ensure quality outcomes are delivered on time

Worked STAR anchor (HEO / SEO)

Example answer structure HEO / SEO

S

Three weeks before the publication of a policy document I was leading, a significant error was identified in one of the underpinning datasets. Correcting it required contributions from two other teams, both of whom had their own pressing deadlines.

T

The publication date had been publicly announced. I was accountable for delivery and needed to decide whether to hold the date, request an extension, or restructure the workplan to absorb the correction without slipping.

A

I immediately assessed the scale of the correction needed and concluded it was possible to hold the date if I could secure three days of capacity from each of the two other teams. I escalated to my Grade 7 within the hour, setting out the situation, the proposed solution, and the risk if the other teams could not release resource. I then spoke directly to the HEO leads in both teams, explained the situation clearly, and asked what they could realistically offer. Both agreed to a reduced contribution that was workable. I restructured the remaining three weeks of the workplan that afternoon, reassigned tasks within my own team, and set a daily progress check at 09:00 each morning. I kept my Grade 7 updated at each check-in.

R

The document was published on the announced date. The correction was fully incorporated. My Grade 7 noted in her feedback that the speed of escalation and the transparency of the updated workplan had been the key factors in holding the timeline.

Keywords assessors listen for

I monitored against milestones I reassessed priorities conflicting demands I took responsibility on time and to standard I escalated promptly I coached I kept stakeholders informed

Why candidates fail this question

"I worked long hours to make sure it got done." Working extra hours implies the workload was not being managed effectively in the first place, and it does not score against any HEO indicator. The behaviour requires evidence of monitoring against milestones, reassessing priorities when circumstances change, and taking accountability for an outcome. Candidates who demonstrate endurance rather than structured delivery consistently score below the expected level.

On "at pace"

The word "pace" in this behaviour title refers to the energy and purposefulness of delivery, not to speed at the expense of quality. The indicators at every level pair pace with quality: "on time and to standard," "quality outcomes are delivered on time." An example where you moved fast but quality suffered does not demonstrate this behaviour well.

Score my example against this behaviour

UK Civil ServiceSuccess Profiles

Seeing the Big Picture

Changing and Improving

Making Effective Decisions

Leadership

Communicating and Influencing

Working Together

Developing Self and Others

Managing a Quality Service

Delivering at Pace

Ready to test your examples?

Further reading

UK Civil Service
Success Profiles