Civil Service behaviours — UK 2026

Making Effective Decisions: 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 Making Effective Decisions means

Use evidence and knowledge to support accurate, expert decisions and advice. Carefully consider alternative options, implications and risks of decisions.Civil Service behaviour framework, gov.uk

Sifters want to see how you reach a decision, not just that you made one: what evidence you gathered, which options you compared, what risks you weighed, and how you explained your reasoning. The decision itself can be small. The thinking behind it is what scores.

What sifters look for at each grade

EO (Level 2)

Making sound, fair decisions within your own area of work, on time, and explaining them clearly.

  • Researching further information before deciding
  • Asking the right people for advice when you are unsure
  • Weighing options, costs, risks and the needs of end users, including accessibility
  • Explaining how you reached the decision, in writing or in person

HEO / SEO (Level 3)

Making difficult calls with confidence, using a wider range of evidence and involving others.

  • Using credible evidence from inside and outside your organisation
  • Inviting challenge and involving others in the decision
  • Standing by a difficult or unpopular decision
  • Presenting a clear recommendation with the alternatives, costs, benefits and risks set out
  • Empowering others to decide where that is appropriate

Grade 7 / Grade 6 (Level 4)

Reaching sound conclusions from complex, incomplete evidence and making sure decisions happen at the right level.

  • Clarifying stakeholder needs before deciding
  • Interpreting data from several sources accurately
  • Drawing reasonable conclusions from complex or incomplete evidence
  • Deciding confidently when details are unclear or the decision is unpopular
  • Stopping unnecessary bureaucracy from slowing delivery

Summarised from the gov.uk behaviour descriptors. Read the full indicators for the grade in your advert.

Making Effective Decisions example statements

EO (Level 2)

Benefits processing team

In my role processing benefit claims, I noticed that one claim type was being returned for missing evidence far more often than others, adding around two weeks to each case.

I reviewed 40 returned claims from the previous month and found that most were missing the same document, which our request letter did not clearly name. I compared three options: rewording the letter, adding a phone check before requesting evidence, or keeping the process and monitoring it. I weighed the cost, the time to introduce each, and whether any would disadvantage claimants who find phone calls difficult.

I recommended rewording the letter because it was quick, cheap and accessible to everyone, and proposed checking the following month’s returns to confirm it had worked. I wrote a short summary for my manager setting out the evidence, the options and my reasoning, and drafted the new wording with our guidance team so it met policy.

The revised letter went out the next month. Returns for missing evidence on those claims fell from 38% to 12%, and average processing time dropped by nine days.

Why this would score well

  • Researched before deciding (40 claims reviewed)
  • Compared options against cost, time and accessibility for end users
  • Explained the decision in writing and planned a check
  • Measurable result: 38% → 12%, nine days faster
HEO / SEO (Level 3)

Grant scheme delivery

I led the assessment process for a £2m community grant scheme when a late policy change meant around 60 applications no longer clearly met the eligibility criteria.

Rather than decide alone, I gathered evidence from three sources: legal advice on how the new rule applied, data on how many applicants were affected by region, and feedback from two partner organisations on what the change would mean for smaller charities. I asked my team to challenge my first draft, which led me to add an option I had missed: a short extension so affected applicants could resubmit.

I set out four options for the programme board, with the cost, delivery risk and impact on applicants of each. I recommended the resubmission window, even though it delayed awards by three weeks and was unpopular with some colleagues who wanted to keep to the original timetable. I explained the risk of legal challenge and the unfairness to smaller applicants if we simply rejected them.

The board approved my recommendation. Forty-one applicants resubmitted and 29 received funding, there were no appeals, and the approach was written into the guidance for the next funding round.

Why this would score well

  • Evidence from internal and external sources
  • Invited challenge, and it changed the options
  • A clear recommendation with costs, risks and alternatives
  • Held an unpopular position for a reason
  • Result with scale: 29 awards, no appeals, adopted into guidance
Grade 7 (Level 4)

Digital service decision

As the Grade 7 responsible for a public-facing online service, I had to decide whether to keep supporting an ageing case-management system through a peak period or bring forward its replacement, with incomplete data on the new system’s readiness.

I first clarified what mattered most to stakeholders: operations needed stability over the peak, finance needed to avoid a £400k extension to the old contract, and policy colleagues needed an audit trail for new legislation. I commissioned a two-week readiness review, compared incident data from both systems, and invited the delivery team and our commercial lead to challenge the evidence rather than simply confirm it.

The data showed the new system was ready for 80% of case types. I decided on a phased switch: moving that 80% before the peak and keeping the old system for the complex cases on a three-month extension rather than a year. I delegated the cut-over decisions to the service owner so they could be made quickly, and I defended the phased plan to the senior responsible owner when some wanted a single switch-over date.

The migration completed without a service outage, the shorter extension saved £290k, and the audit requirement was met in time for the legislation coming into force.

Why this would score well

  • Clarified stakeholder needs before deciding
  • Decided confidently on incomplete evidence, and said so
  • Pushed decisions down to the right level
  • Stood by a phased plan under senior pressure
  • Result at organisational scale: no outage, £290k saved

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

We decided to change the process.

Scores higher

I compared three options against cost and impact on claimants and recommended changing the letter.

Scores low

I made a good decision that helped the team.

Scores higher

I analysed 40 cases, set out the options for my manager, and returns fell from 38% to 12%.

Scores low

I looked at all the information available.

Scores higher

I gathered legal advice, regional data and partner feedback, then asked my team to challenge my draft.

Making Effective Decisions 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 had to make a decision with incomplete information.
  • Describe a decision you made that was unpopular. How did you handle it?
  • Give an example of when you used evidence to change your mind.
  • Tell me about a time you had to weigh up the risks of different options.
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Making Effective Decisions: FAQ

More Civil Service behaviours

All 9 Civil Service behaviours — levels by grade, 1–7 scoring and how to write a statement.

Delivering at Pace examples — example statements at EO, HEO/SEO and Grade 7.

Leadership examples — example statements at EO, HEO/SEO and Grade 7.

Civil Service behaviour interview questions — questions for all nine behaviours with a model answer.

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