Developing Self and Others:
Civil Service examples by grade
What sifters look for at EO, HEO/SEO and Grade 7, three worked example statements, and the phrasing that separates a 3 from a 6.
What Developing Self and Others means
“Focus on continuous learning and development for self, others and the organisation as a whole.”Civil Service behaviour framework, gov.uk
This behaviour is about learning with a purpose: spotting a skills gap in yourself or your team, doing something about it, and showing the difference it made. Sifters want to see the gap, the action and the result. Listing courses you attended is not enough.
What sifters look for at each grade
EO (Level 2)
Identifying gaps in your own and your team’s skills, seeking learning, and supporting colleagues’ development.
- Identifying gaps in your own and your team’s skills and knowledge
- Setting and meeting development objectives
- Looking for learning opportunities
- Supporting colleagues’ development plans and valuing diversity
- Delegating work to help others develop
- Asking for and listening to feedback
HEO / SEO (Level 3)
Setting development objectives, coaching colleagues, and acting on feedback.
- Identifying capability gaps for yourself and your team
- Making sure development objectives are set and met
- Coaching, mentoring and developing colleagues, including for succession
- Respecting different personal needs to promote inclusion
- Reflecting on your work and acting on feedback
Grade 7 / Grade 6 (Level 4)
Role-modelling learning and making development available to everyone.
- Prioritising and role-modelling your own continuous learning
- Identifying where individuals and teams need to develop for future objectives
- Supporting colleagues to take responsibility for their own learning
- Making sure development is available regardless of background
- Encouraging discussion to learn from experience
Summarised from the gov.uk behaviour descriptors. Read the full indicators for the grade in your advert.
Developing Self and Others example statements
Closing a personal skills gap, then sharing it
When my team started using a new data system, I identified that I did not have the spreadsheet skills needed to produce the weekly caseload report, which I was due to take over from a colleague who was leaving. I set a development objective with my manager to produce the report independently within two months.
I completed two online courses on Civil Service Learning, shadowed the colleague who was leaving for three reports, and asked an analyst in another team for feedback on my first drafts. I kept a short log of what I had learned and the mistakes I had made.
Once confident, I noticed that three other colleagues in my team were struggling with the same skills. I offered to run two short sessions based on my log, adapted the pace for a colleague with dyslexia by providing written step-by-step notes in advance, and made myself available for questions afterwards.
I produced the report on my own after six weeks, two weeks ahead of my objective. Errors in the report fell from an average of 4 a week to 0 over the following quarter, and all three colleagues can now cover the report when I am away.
Why this would score well
- Identified a specific gap in their own skills
- Set and met a development objective
- Used several ways to learn, including feedback
- Helped others learn and adjusted for different needs
- Result: independent two weeks early, errors 4 a week → 0
Coaching two colleagues for succession
As an HEO team leader of seven, I reviewed my team’s skills against the work planned for the next year and identified that only I could handle complex appeals. That was a risk if I was absent, and it limited development for others.
I discussed this with the team and agreed development objectives with two EOs who were interested. One had a hearing impairment, so I checked what support she needed and arranged captioned recordings of the relevant training.
I coached each of them weekly for three months: first having them observe me, then reviewing appeal responses they prepared, and finally letting them handle cases alone with a check afterwards. I asked for their feedback on my coaching each month, and when one said my comments were too brief to act on, I changed to written notes with examples.
After four months, both colleagues were handling complex appeals independently, which reduced the average appeal time from 30 to 18 days. One of them was promoted to HEO the following year, partly on the strength of this experience.
Why this would score well
- Identified a capability gap against future work
- Set development objectives and coached towards them
- Respected different personal needs
- Sought and acted on feedback about their own coaching
- Result: appeals 30 → 18 days, one colleague promoted
Making development fair across offices
As a Grade 7 leading a team of 25 analysts, I found through the people survey that only 38% felt they had fair access to development, and that staff in the two regional offices felt overlooked compared with those in London.
I started by role-modelling learning myself: I shared my own development objectives openly, completed a leadership course and reported back what I had learned. I then held discussions with each office to identify the skills the team would need for the next two years, particularly in data science.
I introduced a development plan open to everyone, with two hours a week of protected learning time. I set up peer mentoring across offices, rotated high-profile projects so regional staff had equal opportunities, and ran monthly reviews where teams reflected on what had gone well and what had not. I supported each person to own their plan rather than wait to be told what to do.
A year later, 81% said they had fair access to development, up from 38%. Twelve analysts gained new data science skills, three regional staff were promoted, and the directorate now uses the model in its other teams.
Why this would score well
- Role-modelled their own learning
- Identified development needs against future objectives
- Made development available regardless of location or background
- Encouraged people to own their learning and reflect on experience
- Result: fair access 38% → 81%, three promotions
These illustrate structure and pitch. They are not statements to copy: Civil Service guidance treats presenting someone else’s or AI-generated content as your own as plagiarism, and applications can be withdrawn for it. Write about your own experience.
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Weak vs strong phrasing
Scores low
“I am committed to my personal development.”
Scores higher
“I set an objective to produce the caseload report alone within two months, and did it in six weeks.”
Scores low
“I attended several training courses.”
Scores higher
“I completed two courses, shadowed a colleague for three reports and asked an analyst for feedback on my drafts.”
Scores low
“I helped my team to develop.”
Scores higher
“I coached two EOs weekly for three months until both handled complex appeals on their own.”
Developing Self and Others interview questions
If you reach interview, expect the panel to ask about this behaviour again, often with follow-ups on the same example.
- “Tell me about a time you identified a gap in your own skills and closed it.”
- “Describe a time you helped a colleague develop.”
- “Give an example of feedback you received and what you did with it.”
- “How have you made sure development opportunities were open to everyone in your team?”
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Developing Self and Others: FAQ
More Civil Service behaviours
→ All 9 Civil Service behaviours — levels by grade, 1–7 scoring and how to write a statement.
→ Making Effective Decisions examples — example statements at EO, HEO/SEO and Grade 7.
→ Delivering at Pace examples — example statements at EO, HEO/SEO and Grade 7.
→ Leadership examples — example statements at EO, HEO/SEO and Grade 7.
→ Seeing the Big Picture examples — example statements at EO, HEO/SEO and Grade 7.
→ Changing and Improving examples — example statements at EO, HEO/SEO and Grade 7.
→ Communicating and Influencing examples — example statements at EO, HEO/SEO and Grade 7.
→ Working Together examples — example statements at EO, HEO/SEO and Grade 7.
→ Managing a Quality Service examples — example statements at EO, HEO/SEO and Grade 7.
→ Civil Service behaviour interview questions — questions for all nine behaviours with a model answer.
→ Civil Service Success Profiles — the 5 elements, how each is assessed, and all 36 strengths.
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