Civil Service Behaviours Framework: All 9, Level by Level
By Mustafa Tarabya, founder of CVBooster · Published · Updated
13 min read
The Civil Service behaviours framework has nine behaviours, and each one is written differently for every grade. No advert uses all nine, because recruiting managers pick the handful that fit the role. It is published on gov.uk as Success Profiles: Civil Service behaviours, and as a PDF on assets.publishing.service.gov.uk. Every behaviour is below, with its official wording, the indicators at AA and AO, EO, HEO and SEO, and Grade 6 and Grade 7, and one worked application. Written by Mustafa Tarabya, who hired for his own company, read every application himself and now writes CVBooster's guides.
How the framework is structured
Behaviours are one of five elements inside Success Profiles, alongside strengths, ability, experience and technical. gov.uk calls them "the actions and activities that people do which result in effective performance in a job".
Two things about the grade bands catch people out.
- HEO is grouped with SEO, and Grade 6 with Grade 7, so there is no SEO-only list. Deputy Director has its own list, as do Director and Director General.
- The behaviours PDF states plainly: "There is no expectation that all individuals will need to demonstrate every part of each example to be successful."
So pick the two or three indicators your evidence hits and write to those, then check the wording against the gov.uk page itself.
Seeing the big picture
What the framework says. gov.uk asks you to "Understand how your role fits with and supports organisational objectives" and to "Recognise the wider Civil Service priorities and ensure work is in the national interest".
| Grade | Indicator quoted from the framework |
|---|---|
| AA and AO | "gather information from both inside and outside of the organisation to inform your area of work" |
| EO | "focus on overall goals and not just specific tasks to meet priorities" |
| HEO and SEO | "understand the strategic drivers for your area of work" |
| Grade 6 and 7 | "adopt a government wide perspective to ensure alignment of activity and policy" |

EO: Seeing the Big Picture, worked application (110 words)
I run the events programme at a borough library service. Our team measure was attendance. The council's corporate plan named digital exclusion as a priority, so I asked our data officer which wards had the lowest online claim rates. Two of them had no library session at all. I moved two of my four monthly sessions to those wards. I swapped the format from craft to form-filling help, after asking three regular users what they struggled with. Attendance dipped by 12 in month one, then rose. In six months the two new sessions supported 214 residents with online claims, and adult social care now sends its clients to us directly.
Changing and improving
What the framework says. gov.uk asks you to "Seek out opportunities to create effective change and suggest innovative ideas for improvement", then to "Review ways of working, including seeking and providing feedback".
| Grade | Indicator quoted from the framework |
|---|---|
| AA and AO | "review ways of working and suggest improvements, including how to make full use of new digital technologies" |
| EO | "regularly review own and team's work and take the initiative to suggest ideas to make improvements" |
| HEO and SEO | "work with others to identify areas for improvement and simplify processes to use fewer resources" |
| Grade 6 and 7 | "create an environment where people feel safe to challenge and know their voice will be heard" |

AO: Changing and Improving, worked application (112 words)
I work on reception at a GP practice with 9,400 patients. Our repeat prescription slips were handwritten and came back unreadable, so we were ringing patients to check them. I counted the callbacks for two weeks and logged 63. I drafted a tick-box slip with the practice pharmacist and tested it with twenty patients at the desk. I changed the layout twice after they told me the boxes were too small. I asked the two receptionists who dislike new forms what would make it worse, and fixed both points before we printed it. Callbacks fell to 11 a fortnight, and the slip is now on the practice website as a printable form.
Making effective decisions
What the framework says. gov.uk asks you to "Use evidence and knowledge to support accurate, expert decisions and advice" while you "Carefully consider alternative options, implications and risks of decisions".
| Grade | Indicator quoted from the framework |
|---|---|
| AA and AO | "identify and deal with any errors or gaps in information before making a decision" |
| EO | "demonstrate the consideration of all options, costs, risks and wider implications" |
| HEO and SEO | "present strong recommendations in a timely manner outlining the consideration of other options, costs, benefits and risks" |
| Grade 6 and 7 | "present reasonable conclusions from a wide range of complex and sometimes incomplete evidence" |

HEO: Making Effective Decisions, worked application (124 words)
I manage a housing benefit assessment team of eight at a unitary council. In March 2026 we found that a supported housing provider had been billing an ineligible service charge across 46 claims. Recovering it in full would have forced arrears on tenants who had done nothing wrong. I set out three options with costs: full recovery, write-off, and recovery from the provider with a phased tenant element. I took legal advice on the second, and asked the provider for its own figures before deciding. I recommended the third, wrote the reasoning in one page for our head of revenues, and flagged the risk that other providers would ask for the same treatment. It was accepted, and two providers have since corrected charges voluntarily.
Leadership
What the framework says. gov.uk asks you to "Show pride and passion for public service", to "Create and engage others in delivering a shared vision", and to "Value difference, diversity and inclusion, ensuring fairness and opportunity for all".
| Grade | Indicator quoted from the framework |
|---|---|
| AA and AO | "act in a fair, inclusive and respectful way when dealing with others" |
| EO | "proactively role model and promote an inclusive workplace, promptly dealing with inappropriate language and behaviours when they arise" |
| HEO and SEO | "effectively manage conflict, misconduct and non-inclusive behaviour, raising with senior managers where appropriate" |
| Grade 6 and 7 | "stand by, promote or defend your own and your team's actions and decisions where needed" |

SEO: Leadership, worked application (120 words)
I run a waste and recycling depot with 64 operatives and four supervisors. After a round change in 2025, two crews began refusing to work with a new colleague, and the language used about him in the yard was racist. I dealt with it the same morning. I spoke to him first and asked what he wanted to happen, then held a toolbox talk naming the behaviour rather than hinting at it. I started disciplinary action on two operatives and told the supervisors plainly that ignoring it was a management failure, including mine. I then changed how new starters are introduced, pairing each one with a named buddy for four weeks. He is still with us and now buddies others.
Communicating and influencing
What the framework says. gov.uk asks you to "Communicate purpose and direction with clarity, integrity and enthusiasm" while you "Respect the needs, responses and opinions of others".
| Grade | Indicator quoted from the framework |
|---|---|
| AA and AO | "use plain and simple language, being careful to check written work for errors" |
| EO | "handle challenging conversations with confidence and sensitivity" |
| HEO and SEO | "ensure communication has a clear purpose and takes into account people's individual needs" |
| Grade 6 and 7 | "deliver difficult messages with clarity and sensitivity, being persuasive when required" |

Grade 7: Communicating and Influencing, worked application (121 words)
I lead development management at a district planning authority. In 2026 we had to tell a parish that a scheme it had opposed for two years would be approved. The case officer was being abused at meetings. I went to the parish hall myself rather than sending a letter. I set out the three tests the decision turned on in plain language. I showed which of their objections had changed the conditions, and named the two that carried no planning weight. I did not soften that part. I offered the parish council a pre-application briefing on the next two sites in return. Attendance at the follow-up session doubled, and the parish now submits comments against the tests rather than around them.
Working together
What the framework says. gov.uk asks you to "Form effective partnerships and relationships with people both internally and externally, from a range of diverse backgrounds, sharing information, resources and support".
| Grade | Indicator quoted from the framework |
|---|---|
| AA and AO | "are aware of the need to consider your own wellbeing and that of your colleagues" |
| EO | "develop a range of contacts outside own team and identify opportunities to share knowledge, information and learning" |
| HEO and SEO | "actively seek and consider input of people from diverse backgrounds and perspectives" |
| Grade 6 and 7 | "challenge assumptions while being willing to compromise if beneficial to progress" |

EO: Working Together, worked application (114 words)
I process payroll for 2,300 staff in a shared service covering three academy trusts. Each trust sent starter data in its own format, and October is the month we always get wrong. I asked for thirty minutes with the school business manager at each trust, which nobody in my team had done before. Two of them did not know we needed a start date before the cut-off, because our guidance never said so. We agreed one shared spreadsheet and I wrote a one-page note in their language, not ours. I also told my manager I could not run this alongside year end without dropping the arrears report. October errors fell from 38 to 6.
Developing self and others
What the framework says. gov.uk asks you to "Focus on continuous learning and development for self, others and the organisation as a whole".
| Grade | Indicator quoted from the framework |
|---|---|
| AA and AO | "share knowledge and skills learnt with colleagues to contribute to the learning and development of the whole team" |
| EO | "support the development plans of all colleagues, recognising how diversity of experience/background can help to build an inclusive team culture" |
| HEO and SEO | "take time to coach, mentor and develop other colleagues to support succession planning" |
| Grade 6 and 7 | "ensure that development opportunities are available for all individuals regardless of their background or desire to achieve promotion" |

HEO: Developing Self and Others, worked application (116 words)
I lead a customer contact team of fourteen at a water company. Two team leaders were due to retire within a year and nobody was ready to replace them. I mapped the skills each role actually needed, then asked all fourteen what they wanted, rather than picking the two obvious candidates. Three people wanted the route, including an adviser working part time who assumed it was closed to her. I built a rota so each of the three chaired one shift a week. I coached them for an hour a fortnight, and swapped my own coaching for feedback on my briefings. Two are now team leaders, one of them part time, which is a first here.
Managing a quality service
What the framework says. gov.uk asks you to "Deliver service objectives with professional excellence, expertise and efficiency, taking account of diverse customer needs".
| Grade | Indicator quoted from the framework |
|---|---|
| AA and AO | "act to prevent problems by identifying issues, reporting them and providing solutions" |
| EO | "create clear plans and set priorities which meet the needs of both the customer and the business" |
| HEO and SEO | "establish ways to find and respond to feedback from customers about the services provided" |
| Grade 6 and 7 | "ensure adherence to legal, regulatory and security requirements in service delivery" |

SEO: Managing a Quality Service, worked application (111 words)
I manage the register office for a county council: births, deaths, marriages and citizenship. Death registration appointments were running at eleven days, which is past the legal window families are asked to meet. I rebuilt the week around the statutory duty first, protecting four death appointments every morning before anything else was booked. I added a Saturday ceremony slot to pay for the extra cover, and asked two funeral directors to tell me when our slots did not fit their families. I published the wait on our website so nobody had to ring to ask. The wait fell to three days inside two months and has held there for a year.
Delivering at pace
What the framework says. gov.uk asks you to "Take responsibility for delivering timely and quality results with focus and drive".
| Grade | Indicator quoted from the framework |
|---|---|
| AA and AO | "keep focused on delivery and take responsibility for the quality of work produced" |
| EO | "regularly check performance against objectives, making suggestions for improvement or taking corrective action where necessary" |
| HEO and SEO | "act promptly to reassess workloads and priorities when there are conflicting demands to maintain performance" |
| Grade 6 and 7 | "ensure delivery of timely quality outcomes, through providing the right resources to do the job, reviewing and adjusting performance expectations and rewarding success" |

Grade 7: Delivering at Pace, worked application (116 words)
I led a household support grant programme worth 4.1 million pounds, with a nine-week window and eleven delivery partners. Two partners told me in week two that they could not spend their allocation. I did not wait for the mid-point review. I reallocated to the four partners with waiting lists. I set a weekly spend return of three lines rather than a report, and bought in two agency assessors for six weeks. I told the partners which measure I would judge them on and published the running total to all eleven. We paid 9,700 households inside the window, returned nothing to the department, and the three-line return is now the standard format for the next round.
Which behaviours your advert will ask for
The advert decides, not the framework. Read the person specification, count the behaviours listed, and note the grade and the word limit against each one. Then write one statement per behaviour, to that grade band's wording.
How each one is marked is published by departments rather than by gov.uk. COPFS lists all seven points of the scale, from "Not Demonstrated" up to "Outstanding Demonstration", and a 4 is the usual minimum for an appointable application.
Full-length statements at four grades are on the behaviour pages: Working Together, Seeing the Big Picture, Making Effective Decisions, Managing a Quality Service, Delivering at Pace and Communicating and Influencing.
One sample for every behaviour sits on the statement hub. The four non-behaviour elements are in the Success Profiles guide, and the online stage many campaigns run first is covered in the judgement test examples.
Frequently asked questions
Where can I find the Civil Service behaviour framework?
On gov.uk, as Success Profiles: Civil Service behaviours. The same content is published as a PDF, Success Profiles: Civil Service Behaviours, hosted on assets.publishing.service.gov.uk. Both are free and neither needs an account. Departmental candidate packs quote the same wording. If a pack differs from gov.uk, follow the pack for that campaign.
How do you answer Civil Service behavior examples?
In first person, in STAR order, to the grade in the advert. Give roughly 40 words to the situation, 40 to the task, 120 to your actions and 50 to the result at a 250-word limit. Pick two or three indicators from your grade's list and make sure a sifter can trace a sentence to each. Say what you did, not what the team did.
How long should Civil Service behaviour be?
As long as the advert states. 250 words per behaviour is the most common cap, with 100 and 750 also used, and the form usually enforces it. Write to within ten words of the limit, because unused words are unclaimed marks. Each behaviour is scored separately on the 1 to 7 scale, so never merge two behaviours into one answer.
What are the four core values of the Civil Service?
Integrity, honesty, objectivity and impartiality, set out in the Civil Service Code. The Code defines integrity as "putting the obligations of public service above your own personal interests". Objectivity is "basing your advice and decisions on rigorous analysis of the evidence". They are separate from the nine behaviours. Behaviours are assessed and scored; the values are the standard of conduct the job is held to.
What are the civil service behaviours?
Nine: seeing the big picture, changing and improving, making effective decisions, leadership, communicating and influencing, working together, developing self and others, managing a quality service, and delivering at pace. Each has one definition and a different set of indicators for every grade band. They are one of the five Success Profiles elements, alongside strengths, ability, experience and technical.
More in this series: Civil Service applications
- Civil Service Behaviours: 9 Examples, One Per Behaviour
- Civil Service Judgement Test: 8 Questions and Answers
- Civil Service Success Profiles: the Five Elements, Explained
- Communicating and Influencing: 4 Civil Service Examples
- Delivering at Pace: 4 Civil Service Examples, EO to G7
- Making Effective Decisions: 4 Civil Service Examples
- Managing a Quality Service: 4 Worked Examples, EO to G7
- Seeing the Big Picture Civil Service Example: AO to G7
- Working Together Civil Service Example: AO to Grade 7
Related articles
- Seeing the Big Picture Civil Service Example: AO to G7
- Working Together Civil Service Example: AO to Grade 7
- Civil Service Behaviours: 9 Examples, One Per Behaviour
- Civil Service Interview Questions and 15 Full Answers
More articles
- Civil Service Judgement Test: 8 Questions and Answers
- Civil Service Strengths Examples: 10 Worked Answers
Looking for a worked example for your job title? Browse the resume examples by job title.