Behavioural Interview Questions

Question 1

Tell me about a time you had to make an important decision under time pressure.

Answer 1

S: While developing a training session at work, I was told a major software update had just launched, affecting all our materials.
T: I had to update all resources to reflect the changes, with only one day before delivery.
A: I quickly reviewed the update, held a short team meeting, delegated tasks, and personally edited the core slide deck. I also contacted the software provider to confirm unclear points.
R: The session was delivered on time, received strong feedback, and clients appreciated our up-to-date coverage.

Making Effective Decisions, Delivering at Pace, Working Together, Communication, Application of Economics, Knowledge of Economics

Question 2

Describe a time when you collaborated with others to improve a process.

Answer 2

S: At Keyteach, we were managing training bookings using fragmented spreadsheets that led to errors and delays.
T: I wanted to streamline the data management process to save time and reduce mistakes.
A: I built a Microsoft Access tool to centralise the data, using SQL for automation and VBA to ease usability. I worked with the team to understand needs and get feedback.
R: The tool improved forecasting, eliminated errors, and was adopted as the new standard.

Working Together, Communication, Delivering at Pace, Making Effective Decisions, Application of Economics

Question 3

Tell me about a time when you had to explain a complex idea to someone without your level of expertise.

Answer 3

S: During my MSc, I had to present my dissertation findings on Quantitative Easing to a mixed audience.
T: Many attendees were not economists, so I needed to explain advanced econometrics accessibly.
A: I used analogies like the flow of money in pipes and kept technical terms to a minimum. I checked understanding regularly.
R: The feedback was very positive, and several non-specialists said it was the first time they’d understood the topic clearly.

Question 4

Describe a time you made an improvement with limited resources.

Answer 4

S: As Kit and Merchandise Secretary, I noticed our team’s equipment budget was tight and poorly managed.
T: I needed to reduce costs while improving quality and sustainability.
A: I negotiated better deals with suppliers, implemented an inventory system, and donated old gear to schools.
R: Costs fell by 12%, and we had better oversight of equipment use.

Question 5

Give an example of when you had to adapt your approach to achieve a goal.

Answer 5

S: While working on Oracle Cloud training, a colleague wanted to include complex material early on.
T: I believed the material was too advanced and could confuse new learners.
A: I gathered data from previous sessions, proposed a step-by-step structure, and worked with the team to reach consensus.
R: We adapted the training, and learners gave strong feedback on the clarity and pacing.

Question 6

Tell me about a time when you dealt with a setback.

Answer 6

S: I was Tour Secretary for a university sports team. On the day of our tour to Italy, it was cancelled due to port disruptions.
T: I had to keep morale up and find an alternative plan.
A: I reorganised a local version of the tour, contacted other teams, and ensured everyone still had accommodation and activities.
R: The team praised the handling of the situation and still had a great week.

Question 7

Describe a time when you delivered something under tight deadlines.

Answer 7

S: For a client session, we had to update training materials overnight due to a last-minute software change.
T: I had to make sure the materials were accurate and relevant in under 24 hours.
A: I divided tasks among the team, took responsibility for the main deck, and double-checked technical content against release notes.
R: The materials were ready in time, and the client appreciated our responsiveness.

Question 8

Tell me about a time you had to challenge someone’s idea.

Answer 8

S: A team member proposed an overly ambitious training structure for new users.
T: I believed the format would overwhelm learners.
A: I calmly raised concerns, used past feedback to support my view, and suggested piloting a simpler version.
R: We adopted the simpler version and made the advanced content optional. Learner feedback was very positive.

Question 9

When did you use data to support a decision?

Answer 9

S: I was deciding how to structure a training module and wasn’t sure whether to include a certain topic.
T: I needed to make a data-informed decision.
A: I reviewed completion rates and feedback from similar modules, showing that the topic reduced engagement.
R: We dropped the topic and refocused on areas with higher interest and impact.

Question 10

Tell me about a time when you learned something quickly.

Answer 10

S: During my MSc, I had to learn advanced econometric methods for my dissertation with no advisor support.
T: I had to independently master VAR and cointegration techniques in a short time.
A: I used textbooks, online resources, and practice datasets. I also spoke to PhD students informally.
R: I completed a high-quality dissertation that evaluated UK monetary policy impacts rigorously.

Question 11

Tell me about a time you worked with someone with a very different working style.

Answer 11

S: While working on a training programme, I was paired with a colleague who preferred unstructured brainstorming, whereas I worked best with a clear plan.
T: We needed to collaborate to deliver consistent, high-quality training content within a short deadline.
A: I suggested we blend both approaches — we began with brainstorming but agreed on timelines and structured tasks afterwards. I also checked in regularly to align progress.
R: We delivered on time, the content was strong, and I gained a better appreciation for different work styles.

Question 12

Describe a time you handled a large workload effectively.

Answer 12

S: During a month when multiple training courses went live, I was also finalising my CFI certification and mentoring a new starter.
T: I had to manage competing priorities without compromising quality.
A: I broke down my tasks by urgency and complexity, blocked time for deep work, and delegated smaller tasks to the new hire where appropriate.
R: All courses launched successfully, I passed my certification, and the new team member gained confidence.

Question 13

Tell me about a time you solved a complex problem.

Answer 13

S: Our team was using several Excel files to track training metrics, which led to frequent errors and confusion.
T: I needed to create a streamlined, scalable way to manage our data and generate reports.
A: I built a centralised tool in Microsoft Access with SQL integration and automation features. I tested it with colleagues and trained them on using it.
R: It drastically cut down errors and saved hours of manual processing each month.

Question 14

Give an example of how you supported someone’s well-being at work.

Answer 14

S: A colleague was struggling to meet deadlines after returning from leave, and it was affecting morale and team dynamics.
T: I wanted to support them while keeping the team on track.
A: I offered to cover some urgent work and encouraged them to speak with our manager. I also checked in with them informally to make sure they were okay.
R: They caught up without burnout, appreciated the support, and our team dynamics stayed strong.

Question 15

Describe a time when you learned from feedback

Answer 15

S: In an early training delivery, I received feedback that I spoke too quickly and used too much technical jargon.
T: I needed to improve my communication to make content more accessible.
A: I recorded myself rehearsing, slowed my pace, and focused on using plain English analogies. I also practised with non-specialist friends for feedback.
R: My next sessions got better ratings and stronger engagement from learners.

Question 16

Tell me about a time you showed leadership without formal authority.

Answer 16

S: During my MSc, our group project lacked direction and motivation, with deadlines fast approaching.
T: I stepped up to get us back on track, even though no leader was appointed.
A: I set up a meeting to agree on roles, set deadlines, and created a shared task tracker. I kept momentum going by encouraging contributions and sharing progress.
R: We finished early and got a distinction for the project.

Question 17

Describe a time when you had to deliver a message that others may not have wanted to hear.

Answer 17

S: A team member insisted we include an advanced module in an entry-level training course.
T: I felt it would overwhelm new learners and reduce effectiveness.
A: I shared past feedback, explained potential confusion, and suggested adding it as an optional follow-up. I was respectful but clear.
R: The team agreed with my approach, and the course was well received.

Question 18

Tell me about a time you improved your own skills to benefit a team

Answer 18

S: I realised I needed stronger financial modelling skills to support the strategic aspects of our training business.
T: I decided to complete the CFI Corporate Finance certification alongside my work.
A: I studied in my own time and applied my learning by proposing new ways to analyse training performance and pricing strategies.
R: It boosted my confidence and helped the team make more data-driven decisions.

Question 19

Give an example of when you delivered results by thinking creatively.

Answer 19

S: After our tour to Italy was cancelled, I had to quickly salvage the experience for 40 disappointed teammates.
T: I needed to come up with a backup plan that was fun and logistically feasible at short notice.
A: I organised a local “stay tour” in Sheffield, booked activities with other sports clubs, and coordinated meals and transport.
R: The team really enjoyed it, and it turned into a memorable experience despite the original plan falling through.

Question 20

Tell me about a time when you dealt with competing views on a project.

Answer 20

S: While preparing a training programme, some team members wanted to prioritise technical detail, while others emphasised usability.
T: I needed to balance both to meet learner needs.
A: I organised a review meeting, summarised both sides, and proposed a modular structure — starting with accessible material and layering complexity.
R: Everyone agreed, and learner feedback praised the logical structure and pacing.

Question 21

Tell me about a time when you took initiative to solve a problem.

Answer 21

S: At work, we were struggling to forecast training demand using spreadsheets across teams.
T: I wanted to build a tool that would centralise and automate the forecasting process.
A: I developed an Access database with SQL-driven automation and filters, consulted the team for needs, and refined the interface to make it user-friendly.
R: The tool reduced errors, improved forecasting accuracy, and saved time across departments.

Question 22

Describe a time when you supported someone else in achieving a goal.

Answer 22

S: A colleague was struggling with formatting learning materials for a new training product under tight time pressure.
T: I wanted to help ensure the deadline was met without compromising quality.
A: I offered to take over part of the formatting, reorganised some of the materials to reduce duplication, and checked in regularly to offer advice and support.
R: We delivered on time and the client said the materials were clear and professional.

Question 23

Tell me about a time you had to work outside your comfort zone.

Answer 23

S: I was asked to co-lead a presentation for external stakeholders on a new training module.
T: I hadn’t presented to non-technical audiences before and was nervous about simplifying the material.
A: I practised translating technical language into analogies, tested the presentation with a peer, and asked for feedback on my delivery.
R: The stakeholders found the session engaging and accessible. It built my confidence for future presentations.

Question 24

Describe a time when you worked with a diverse group of people to complete a task.

Answer 24

S: While organising an inter-university event as Social Secretary, I worked with teams from different universities, each with different priorities and communication styles.
T: I had to coordinate everyone and create a consistent plan under time pressure.
A: I established a shared communication channel, created a clear agenda, and made sure everyone’s ideas were heard before decisions were made.
R: The event ran smoothly, and the collaborative process built strong relationships across teams.

Question 25

Give an example of when you had to quickly learn a new skill or tool.

Answer 25

S: While preparing to update training for a new software version, I had to get up to speed on features just released in the documentation. T: I had less than a day to learn the changes and update materials before delivery. A: I studied the release notes, tested the features myself, and created examples for learners based on real-world use cases. R: The updated training received strong feedback for being clear and current.

Question 26

Tell me about a time you made a mistake and how you responded.

Answer 26

S: I once published a data report with a mislabelled chart axis, which affected a client’s interpretation. T: I needed to correct it quickly and maintain the client’s trust. A: I acknowledged the error, sent a corrected version with a clear explanation, and updated internal QA processes to prevent future issues. R: The client appreciated the transparency, and the fix helped strengthen our reporting standards.

Question 27

Describe a time you dealt with a difficult stakeholder or team member.

Answer 27

S: A colleague consistently rejected feedback on shared training materials and resisted changes. T: We had a deadline, so I had to find a constructive way to move forward. A: I asked to meet one-on-one, framed the conversation around shared goals, and used evidence from client feedback to justify the revisions. R: We reached an agreement, updated the materials, and improved our working relationship.

Question 28

Tell me about a time you changed your approach based on feedback.

Answer 28

S: After delivering a pilot training session, feedback showed that participants found it too fast-paced. T: I needed to adjust the structure and style for future sessions. A: I introduced pacing breaks, more real-world examples, and recap slides. I also built in more interactive elements to check understanding. R: Later sessions scored higher for clarity and engagement.

Question 29

Describe a situation where you had to manage competing priorities.

Answer 29

S: During my MSc, I was completing coursework, applying for jobs, and finishing a data-heavy dissertation all at once. T: I needed to manage my time effectively to perform well on all fronts. A: I built a weekly plan with buffer time for emergencies, broke down large tasks into smaller goals, and used tools like Trello to track progress. R: I met all my deadlines and secured a first in my dissertation.

Question 30

Tell me about a time when you helped others understand the bigger picture.

Answer 30

S: During a team discussion about reducing kit costs, the focus was only on prices. T: I wanted to introduce sustainability and long-term value into the discussion. A: I explained how better-quality gear could reduce replacement costs and environmental impact. I also suggested donating surplus gear to boost reputation. R: The team adopted the proposal, and we reduced costs while improving sustainability.

Question 31

Tell me about a time you had to make a quick decision with limited information.

Answer 31

S: During a software training rollout, a core system update went live the night before delivery. T: I had to decide quickly whether to use the original materials or risk confusing learners with outdated content. A: I skimmed the release notes, identified only one major change, and quickly updated the affected slides before the session. I flagged the change at the start and adjusted live demos accordingly. R: The training ran smoothly. Attendees appreciated being shown the latest features, and the client praised our responsiveness.

Question 32

What’s the most unconventional idea you’ve ever proposed?

Answer 32

S: While managing team equipment as Kit Secretary, I proposed sourcing refurbished kit to reduce costs and waste. T: This wasn’t something the team had considered, and there were concerns about quality. A: I contacted reputable suppliers, tested samples, and compared durability and cost against new kit. I then presented a business case at a team meeting. R: We adopted the proposal, reduced costs by 12%, and received positive feedback from members and suppliers.

Question 33

Tell me about a time when something outside your control disrupted your work.

Answer 33

S: As Tour Secretary, I planned a sports tour to Italy. On the morning of departure, the trip was cancelled due to an issue at Dover. T: I had to lead the team in salvaging the experience. A: I coordinated with drivers to get us back to base, contacted other local university teams, and reworked the itinerary into a “home tour” with shared events and activities. R: The team still had a great week, and we made the most of the situation. I received positive feedback for keeping morale high.

Question 34

If someone on your team was clearly wrong, how would you handle it?

Answer 34

S: A colleague wanted to include advanced Oracle Cloud features in a beginner training session. T: I felt it was too complex for new users, but didn’t want to shut down their input. A: I used feedback from previous sessions to show how new learners engaged better with a simplified structure. I suggested we add the advanced features as optional extras later. R: The revised structure worked well, and the team appreciated the evidence-led approach.

Question 35

What’s something you taught yourself that helped you at work?

Answer 35

S: I taught myself Microsoft Access and SQL to build a centralised training data system. T: The team had been relying on multiple spreadsheets which made tracking difficult. A: I studied online tutorials, built a prototype, and refined it with input from the team. I also taught them how to use key features. R: The new system improved data accuracy, enabled trend analysis, and saved significant time each month.

Question 36

Describe a time when your opinion changed because of new information.

Answer 36

S: I initially disagreed with a plan to move from live demos to pre-recorded videos for part of our training. T: I thought it would make the sessions less engaging. A: After reviewing feedback and observing a trial run, I saw how recordings actually improved clarity and reduced anxiety for learners. I supported the shift and helped improve the content. R: The approach led to higher satisfaction scores and fewer support queries.

Question 37

Tell me about a time when you had to say no.

Answer 37

S: A colleague asked me to help with a side project during a period when I was already working on an urgent data analysis task. T: I didn’t want to let them down but knew I couldn’t commit properly without risking quality. A: I explained the situation, suggested an alternative teammate who had capacity, and offered to review their work later if needed. R: The colleague appreciated the honesty, and both tasks were completed to a high standard.

Question 38

What’s a time when something small you did made a big impact?

Answer 38

S: I noticed our training resource folder was disorganised and hard to navigate. T: It wasn’t my direct responsibility, but I knew it was affecting productivity. A: I reorganised the structure, labelled files clearly, and added a short README guide. I let the team know and invited suggestions for further improvement. R: Colleagues said it saved them time, especially when under pressure.

Question 39

Describe a time when you took a risk.

Answer 39

S: For my MSc dissertation, I chose a difficult topic involving quantitative easing and advanced econometrics with no advisor support. T: It was a gamble — many students chose simpler topics with easier marks. A: I mapped out a learning plan, studied independently, and sought peer support when needed. I cross-checked my results with academic literature to ensure rigour. R: I submitted a high-quality dissertation using VAR and cointegration analysis and achieved a strong final grade.

Question 40

What would you do if you made a mistake during your GES interview?

Answer 40

S: I’d acknowledge it straight away. For example, if I misquoted a statistic or misunderstood a policy effect, A: I’d pause, correct myself, and briefly explain the correct reasoning to show clarity of thought. R: It’s better to be honest and reflective than to try and bluff through — and it shows integrity and effective communication under pressure.

Question 41

Why do you want to work for the Civil Service?

Answer 41

I want to work for the Civil Service because it offers the chance to contribute to meaningful, evidence-based policymaking that directly impacts people’s lives. As someone with a strong background in economics, I’m motivated by the opportunity to apply analytical thinking to complex challenges like productivity growth, inequality, and public sector reform. The Civil Service’s emphasis on integrity, impartiality, and continuous learning also really appeals to me. I’m looking for a career where I can use my skills to support inclusive, long-term economic outcomes—and the Civil Service provides the platform to do that.

Question 42

What is your ideal working style?

Answer 42

I work best when there’s a clear goal and the flexibility to approach it in the most effective way. I like to break down complex tasks into manageable parts, communicate regularly with the team, and stay organised with shared planning tools. I enjoy working collaboratively—sharing ideas, giving and receiving feedback—but I’m equally comfortable taking initiative and working independently when needed. I value environments where thoughtful discussion is encouraged and everyone contributes towards a common purpose.

Question 43

How would you support a diverse work environment?

Answer 43

I’d support a diverse work environment by actively listening to different perspectives and making sure everyone feels respected and included. That means being mindful of how I communicate, adapting to others’ working styles, and calling out exclusionary behaviour when necessary. I’d also advocate for inclusive decision-making—ensuring everyone has a voice, especially in group settings. In past roles, I’ve seen how diversity improves the quality of outcomes, and I’m committed to fostering a culture where that’s recognised and valued.

Question 44

What do you know about the GES?

Answer 44

The Government Economic Service is the UK’s largest employer of economists, providing analytical support across more than 40 departments. Its core role is to bring economic expertise into policymaking—whether that’s evaluating the impact of infrastructure investment, designing tax policy, or understanding labour market trends. The GES places strong emphasis on rigorous analysis, clear communication, and impartial advice. I know that Assistant Economists are expected to apply economic theory and data to real-world problems, and to collaborate with policymakers and analysts from other disciplines. It’s a unique opportunity to use economics in the public interest and contribute to decisions that shape the UK’s future.

Question 45

Tell me about a time you worked with someone outside your immediate team to solve a problem. ## Footnote Working Together

Answer 45

S: While building a new training forecasting tool at work, I realised the data we needed was split across several departments. T: I needed to bring these teams together to share information and create a centralised system that worked for everyone. A: I set up meetings with contacts in Operations, Sales, and Finance to understand their data needs and reporting processes. I actively listened and made sure all voices were heard, especially from quieter colleagues. I shared my early design with them and adapted it based on feedback. We discussed how the tool could help all teams—not just mine—and agreed to keep updating each other through a shared channel. R: The final tool worked across departments, reduced duplicated effort, and improved forecasting accuracy. People appreciated the consultative process, and it strengthened inter-team relationships.

Question 46

Describe a time when you contributed to an inclusive team environment. ## Footnote Working Together

Answer 46

S: In one training project, a newer colleague with less experience was struggling to get their ideas heard in group meetings. T: I wanted to ensure the environment was more inclusive, where everyone could contribute regardless of seniority or confidence. A: Before the next meeting, I messaged them to say I valued their input and asked if they wanted support sharing ideas. During the meeting, I signposted space for them to contribute and reinforced their points with examples. I also raised the idea of rotating facilitation roles so everyone had the chance to lead. When a tense discussion emerged between team members, I reminded the group of our expectations around respect and behaviour, reinforcing that bullying or dismissive conduct wouldn’t be acceptable. R: The tone of the meetings improved, the colleague’s contributions increased, and team cohesion strengthened. It also helped us refine our training product with more diverse perspectives.

Question 47

Tell me about a time you changed how you worked to improve collaboration across teams. ## Footnote Working Together

Answer 47

S: While working on an urgent software training update, our Development and Delivery teams were struggling to stay aligned due to different work rhythms. T: We needed to collaborate effectively to meet a tight deadline and avoid inconsistencies in the materials. A: I volunteered to act as a liaison between the two teams. I adjusted my own schedule to match their sprint reviews and created a shared tracker so both sides could see updates in real time. I made sure to listen carefully to concerns, even informal ones raised in passing, and brought them into planning discussions. I encouraged informal check-ins between the teams and offered to cover extra work when one team was short-staffed. I also flagged a couple of instances where language in messages could be misinterpreted, advocating for a more respectful tone. R: The collaboration became smoother, and we delivered the update on time. Both teams felt heard and supported, and we adopted some of these working practices long term.

Question 48

Tell me about a time you had to collaborate with someone outside your team to solve a shared problem. ## Footnote Working Together

Answer 48

S: While developing a training schedule at Keyteach, we realised that changes in client software meant our materials needed updating urgently. This impacted not just my team but also the content developers in another department. T: We had to work together to coordinate updates, avoid duplication, and ensure the client received consistent messaging. A: I reached out to the content team lead, proposed a joint working group, and set up a shared workspace to track updates. We held short daily check-ins and shared technical notes to streamline the process. I also encouraged input from junior staff and ensured everyone had space to contribute. When one member flagged they were overwhelmed, I reassigned tasks to protect their wellbeing. R: We delivered a consistent training product on time. Both teams built stronger working relationships, and I was later invited to co-lead future cross-team sessions.

Question 49

Describe a time when you adapted your working style to help a team work better together. ## Footnote Working Together

Answer 49

S: I worked on a training module with a colleague who preferred visual brainstorming over my usual structured approach. T: We had a tight deadline and needed to ensure our styles didn’t clash and slow down the work. A: I suggested we try starting each session with freeform discussion, then capture decisions in a task tracker to stay organised. This hybrid method worked well. I also made a point of inviting quieter team members to share views and reassured everyone that all input was valuable. When one person mentioned feeling behind, I offered help and adjusted timelines. R: We completed the module ahead of schedule, and the collaborative atmosphere improved significantly. The team praised the flexibility and inclusivity of the process.

Question 50

Tell me about a time you supported a colleague going through a difficult period. ## Footnote Working Together

Answer 50

S: A teammate returned from sick leave and was visibly struggling to manage their workload. T: I wanted to help them reintegrate without overwhelming them, and maintain team productivity. A: I offered to cover urgent deadlines and spoke with our manager about adjusting expectations temporarily. I also made time to catch up informally and check on their wellbeing. In meetings, I made sure their ideas were included and respected. I was clear that any kind of judgement or exclusion would not be acceptable. R: The colleague felt supported and regained confidence. Our team delivered all our goals and maintained a supportive, respectful environment.

Question 51

Give an example of a time you built strong working relationships across departments. ## Footnote Working Together

Answer 51

S: At Keyteach, our training and admin teams had minimal interaction, which often caused miscommunication about bookings and updates. T: I wanted to improve cross-team cooperation to reduce errors and delays. A: I initiated a monthly joint meeting to share updates and ask for feedback. I encouraged each team to bring up challenges and needs openly, and I always ensured we listened and respected all views. I also created a shared document where teams could flag overlapping issues and solutions. R: Communication improved noticeably. Fewer booking errors occurred, and we identified shared solutions faster. The admin team said they felt more involved and valued.

Question 52

Tell me about a time when you helped create an inclusive and respectful working environment. ## Footnote Working Together

Answer 52

S: During a team project, I noticed that one junior colleague’s suggestions were often being talked over in meetings. T: I wanted to make sure our environment remained inclusive and that everyone felt comfortable contributing. A: I raised it privately with the team and suggested we rotate chairing meetings so everyone had a chance to lead and speak. I made sure to model active listening by repeating and building on quieter team members' ideas. I was also clear that dismissive behaviour wasn’t acceptable. Outside meetings, I regularly checked in to offer support and gather feedback. R: Team dynamics improved, and contributions became more balanced. The colleague later said they felt more confident and included in future discussions.

Question 53

Tell me about a time you kept your team focused on a priority during a high-pressure period. (WaP)

Answer 53

S: We had a last-minute change to training content following a client software update, with just 24 hours before delivery. T: I needed to update and QA all materials while keeping the team aligned and avoiding burnout. A: I immediately gathered the team, clearly communicated the top priority, and delegated roles based on everyone’s strengths. I emphasised the importance of procedure by using our standard checklist and ensured digital tools like shared documents were set up to avoid duplication. I monitored progress hourly and offered help where needed. R: We delivered the updated session on time. Feedback from both the client and the team was very positive, especially about how smoothly the work was coordinated under pressure.

Question 54

Describe a time when you reassessed workloads to meet conflicting demands. (WAP)

Answer 54

S: During one week, I had to prepare for a client session, help a colleague with onboarding, and finalise my CFI certification project. T: I needed to handle competing demands without compromising on quality. A: I blocked out focused time in my calendar and listed all deadlines. I reassessed priorities, moved some certification work to the weekend, and asked my manager to support the onboarding. I kept others informed and checked whether colleagues needed help too. I also made sure the client work followed our usual review procedures to maintain quality. R: All three goals were achieved. My manager praised my time management, and the new hire felt well supported.

Question 55

Tell me about a time you ensured resources were in place for a team project to succeed. (WAP)

Answer 55

S: While planning a new internal training module, we had tight deadlines and several new tools to introduce. T: I needed to ensure everyone had access to what they needed and that procedures were followed to avoid errors. A: I created a shared toolkit of templates, guides, and FAQs. I asked each team member to flag gaps and added resources as needed. I also scheduled regular milestones and check-ins to make sure progress stayed on track. When someone flagged feeling behind, I offered extra help without judgement. R: The module launched on time and without issues. The resource pack was later adopted for future training projects.

Question 56

Give an example of a time when you balanced oversight and trust in your team’s delivery. (WAP)

Answer 56

S: I was co-leading a large update to our course materials with multiple contributors. T: I wanted the team to work independently while ensuring deadlines were met and quality was maintained. A: I assigned tasks with clear goals and timelines, giving everyone space to work in their own way. I monitored a shared progress board, checked for blockers regularly, and only stepped in when issues arose. I followed up privately when a colleague missed a milestone to offer support and adjusted their workload. R: The update was completed smoothly. Team morale remained high, and the balance of autonomy and support was mentioned in our internal review as a key strength.

Question 57

Describe a time when you promoted innovation while still following key procedures. WAP

Answer 57

S: We were updating our approach to forecasting training demand, which had relied on outdated spreadsheets. T: I wanted to innovate the process without risking accuracy or bypassing governance. A: I proposed building a Microsoft Access tool with automated features. I first mapped our existing process and reviewed compliance steps. I designed the new tool to match these checks, then introduced improvements like filters and dropdowns to improve speed. I trained the team and created a guide to support changeover. R: The tool reduced manual errors, increased forecasting speed, and maintained all procedural safeguards. It became our new standard.

Question 58

Tell me about a time you had to deliver multiple tasks to tight deadlines. WAP

Answer 58

S: While launching two training programmes, I was also finalising content for a major client workshop. T: I needed to deliver all three to a high standard within the same week, without compromising on quality or team wellbeing. A: I created a visual task tracker, prioritised the workshop first, and delegated editable content in the training modules. I shared progress updates daily, followed established QA processes, and offered extra help to a colleague handling a last-minute resource issue. R: All three projects were delivered on time. The client gave excellent feedback, and the team appreciated the structure and support I provided.

Question 59

Describe a time you had to keep performance on track when team capacity dropped. WAP

Answer 59

S: A colleague was unexpectedly off sick during a crucial sprint for a training launch. T: I needed to redistribute their workload quickly to keep the timeline on track. A: I reviewed our task list, reassigned key responsibilities based on availability and skillsets, and ensured those taking on more had clarity and support. I stepped in to cover the most technical work myself. I reassessed milestones and communicated the plan clearly to the team. R: The training launched on time. Everyone felt supported, and the project review highlighted the speed and fairness of the adjustments.

Question 60

Give an example of when you improved how your team delivered results.

Answer 60

S: Our feedback processing was slow because responses came in via multiple formats. T: I wanted to streamline the process so feedback could be reviewed and acted on quickly. A: I set up a centralised form that auto-categorised responses, shared a summary dashboard, and offered guidance on how to respond to trends. I trained the team to use it and ensured it followed our data handling protocols. R: Processing time was cut in half, and we were able to apply suggestions more quickly, improving learner satisfaction scores.

Question 61

Tell me about a time you overcame a delay or roadblock. WAP

Answer 61

S: A key stakeholder delayed their input on a training module we couldn’t finalise without their approval. T: I needed to keep the wider project moving despite the hold-up. A: I rearranged the task order, focusing the team on polishing related modules and prepping visuals while we waited. I also set a deadline for the stakeholder’s response and gently chased via phone. When their input arrived, we were ready to integrate it quickly. R: The project still launched on time, and the team appreciated that the delay hadn’t left us idle or frustrated.

Question 62

Describe a time when you made sure a process worked for everyone in the team. WAP

Answer 62

S: A new reporting process was rolled out across the company, but parts of it were inaccessible to some junior colleagues due to their system access. T: I needed to adapt the process without compromising reporting accuracy or deadlines. A: I spoke to IT to clarify restrictions, then redesigned the task split so juniors prepared data offline, and seniors uploaded it. I created a guide for both groups and built in a quick peer-review step. I followed up to ensure no one felt left out or overburdened. R: Reporting stayed on schedule, and the new structure was adopted more widely after positive feedback on inclusivity and practicality.

Question 63

Tell me about a time you made a difficult decision using limited but credible information. (MED)

Answer 63

S: While updating training materials, a software update came out days before a major session, but full documentation wasn’t yet released. T: I had to decide whether to include the new feature, which risked being unclear, or stick with the outdated version. A: I reviewed preliminary release notes and checked internal forums for credible updates. I consulted the vendor’s support team and involved a colleague with past experience. I considered the risk of confusion for learners vs. the benefit of being current. R: I updated the slides with a short demo and added a disclaimer explaining that details could evolve. The client appreciated the transparency and up-to-date content, and we avoided misleading users.

Question 64

Describe a time when you involved others in making a decision to improve outcomes. (MED)

Answer 64

S: We were revising our training approach for a key client, and I had proposed removing an advanced topic based on previous feedback. T: Some team members disagreed, arguing it was important for credibility. A: I facilitated a short meeting, presented the feedback data, and invited alternative views. Together, we evaluated three options, weighing clarity, time, and value to the client. I suggested we keep the topic but as an optional module. R: The compromise pleased both the team and the client. Learners reported better engagement, and the client praised the flexibility of our approach.

Question 65

Give an example of when you had to present a recommendation clearly and promptly. (MED)

Answer 65

S: A manager asked for my view on whether we should adopt a new data reporting tool that had just become available. T: They needed a decision quickly to meet a procurement deadline. A: I did a rapid analysis comparing key features, cost, and integration requirements. I also considered support documentation and user reviews. I consulted a colleague who’d used the tool in a previous role to validate my impressions. R: I submitted a short summary outlining pros, cons, and risks, with a clear recommendation to delay adoption until a more stable version was released. The manager agreed, and the time was used to improve internal processes instead.

Question 66

Tell me about a time you empowered others to make a decision while maintaining oversight. (MED)

Answer 66

S: I was managing a small team working on training resource updates. One junior colleague had a strong idea about revamping our FAQ section. T: I wanted to let them take ownership but ensure the results met quality standards. A: I asked them to draft the section, encouraged them to gather peer input, and offered guidance on tone and structure. I stayed available for support but didn’t micromanage. Once done, I reviewed and approved it with only light edits. R: They produced a clear, helpful FAQ that received great feedback. They appreciated the trust, and it boosted their confidence for future projects.

Question 67

Describe a time you had to balance competing priorities and make a trade-off. (MED)

Answer 67

S: While finalising two training courses, I was also asked to help test a new software product. T: I had to decide how to split my time without letting anything fall through the cracks. A: I spoke with both project leads to understand flexibility in deadlines. I prioritised course finalisation, as it was learner-facing and more time-sensitive, but committed specific hours to the testing. I tracked my time and ensured I stayed within agreed limits. R: Both projects stayed on track. I delivered all course updates and submitted thorough testing feedback, and the leads thanked me for the transparent and reliable approach.

Question 68

Tell me about a time you had to make a decision that not everyone agreed with. (MED)

Answer 68

S: During a team project to streamline training materials, one colleague strongly pushed to include detailed legacy content, while I believed it would overwhelm new learners. T: I had to decide whether to retain the legacy section or cut it to focus on clarity and accessibility. A: I reviewed engagement data from past sessions and consulted a client learning advisor. I involved the team in reviewing learner feedback and explained the potential trade-offs. I then made the call to move legacy content to an appendix. R: The updated materials improved clarity, and learner comprehension scores rose. Though not everyone initially agreed, they appreciated the rationale and the data-driven approach.

Question 69

Describe a time when you considered the long-term impact of a decision. (MED)

Answer 69

S: I was developing a new Access-based data tool for forecasting training demand. There was pressure to use quick fixes in Excel instead. T: I had to decide whether to take longer and build a sustainable solution or deliver short-term results quickly. A: I analysed team workflows and demonstrated how the Access tool would reduce duplication and errors long term. I consulted the team to ensure the interface met real needs and adjusted my timeline to manage expectations. R: Though development took longer, the tool was rolled out successfully, saved time monthly, and became the standard system across the team. Its long-term benefits were widely recognised.

Question 70

Tell me about a time you had to analyse multiple sources of information before making a decision. (MED)

Answer 70

S: We were planning which software version to train a client on, and there were conflicting signals on which version they’d adopt. T: I had to choose which version to use in the materials, balancing clarity with future-proofing. A: I spoke to the client’s IT team, reviewed their procurement timeline, and checked support policies from the vendor. I also consulted colleagues with experience of past upgrades. I proposed covering the older version, with footnotes on new features. R: The client appreciated the thoroughness, and when they upgraded months later, the transition was seamless thanks to the built-in guidance. My structured approach avoided costly rework.

Question 71

Describe a time when you made a decision that impacted users or clients.

Answer 71

S: A client had requested highly technical content in their training, but I felt it wouldn’t suit their audience of generalist managers. T: I needed to balance the client’s expectations with the learners’ ability to benefit from the session. A: I reviewed learner job roles and previous feedback from similar clients. I consulted our account manager and suggested a blended approach: essential concepts in plain English with optional technical deep-dives. R: The client approved the plan. Feedback showed improved engagement and clarity, and they booked a follow-up session with more confidence in our delivery style.

Question 72

Give an example of how you consulted others before making a key decision. (MED)

Answer 72

S: Our team was planning an internal training calendar, and I was responsible for deciding how to group topics. T: I needed to balance efficient delivery with staff preferences and workloads. A: I gathered input through a quick survey, spoke to key stakeholders, and analysed past attendance rates. I proposed a format that grouped related topics monthly to avoid fatigue. I shared the draft and invited final feedback before locking it in. R: The format worked well. Attendance was high and feedback positive. People appreciated having been consulted and said the pacing improved focus.

Question 73

Why are you leaving Keyteach?

Answer 73

I’ve learned a lot during my time at Keyteach, especially around training development, stakeholder communication, and using data to improve processes. But over time, I’ve realised I want to apply my economics background more directly in a role where I can contribute to evidence-based policy and public value. That’s why I’m making the shift — to work on issues with broader social impact and be part of a mission-driven organisation like the Civil Service.

Question 74

Why the GES and not Keyteach?

Answer 74

The GES role offers a much closer alignment with the skills I developed in my MSc and what I enjoy most: analysing complex economic issues, communicating insights clearly, and working collaboratively to inform decision-making. I’m looking for a role where I can grow in that direction and contribute meaningfully to the public goo

Question 75

Why this role and not a job in the private sector?

Answer 75

I’m drawn to the public sector because I want to contribute to policies that have real-world impact. In the private sector, the focus is often on profit and internal KPIs. This role offers a broader purpose — using data and analysis to improve outcomes for society. I'm motivated by work that affects millions, not just shareholders. I want to be involved in questions around inequality, growth and productivity, where evidence-based analysis genuinely shapes decision-making. That alignment with public value is what sets this role apart for me.

Question 76

How does this role align with your long-term goals?

Answer 76

Long-term, I want to be an economist who helps shape strategic policy at scale. This role is the ideal foundation: I’ll build technical expertise, policy insight, and communication skills, all within a high-impact environment. I want to develop as someone who can move between complex modelling and real-world clarity. Over time, I hope to take on more responsibility, possibly progressing towards roles that combine leadership with deep analytical work — and this is the first crucial step on that path.

Question 77

What do you know about the kind of work government economists do?

Answer 77

Government economists apply theory, data, and modelling to inform policy across departments — from cost-benefit analysis of infrastructure, to assessing welfare reform, to forecasting macroeconomic outcomes. They translate complex analysis into advice ministers and senior officials can act on. I know communication is key, especially when explaining uncertainty or trade-offs. It’s also a collaborative role — working with statisticians, policy teams and external stakeholders to make decisions that are rigorous, fair, and well-informed.

Question 78

What departments or policy areas are you most interested in and why?

Answer 78

I’m particularly interested in productivity and growth, so departments like HM Treasury, the Department for Business and Trade, or the Cabinet Office’s economic strategy teams really appeal. I’m keen on questions around regional inequality, industrial policy, and public sector productivity — especially where long-term growth interacts with challenges like demographics, decarbonisation, or innovation. I also enjoy analysing how behavioural insights and economic evidence can drive better policy delivery across government.

Question 79

What do you think will be the biggest economic challenge facing the UK in the next few years?

Answer 79

Productivity stagnation is the long-term challenge — it's central to pay, living standards and fiscal sustainability. But in the short-to-medium term, the UK faces a combination of tight labour markets, rising debt interest payments, and ongoing uncertainty from global shocks. Managing inflation, improving supply-side performance, and navigating decarbonisation without widening inequality will all require careful economic judgement. These are multidimensional challenges — and the GES is well placed to address them with evidence-based thinking.

Question 80

What do you think economists can bring to government policymaking?

Answer 80

Economists bring structure, clarity, and a focus on evidence. We help policymakers think about opportunity cost, unintended consequences, and how people are likely to respond to incentives. We test assumptions, quantify trade-offs, and make the case for long-term value over short-term fixes. But perhaps most importantly, we bring a mindset — one that’s analytical but pragmatic, rooted in data but aware of limitations. That balance is vital in a world where good policy often requires managing complexity and uncertainty.

Question 81

What would you do if you were asked to work on an area outside your comfort zone?

Answer 81

I’d see it as a valuable opportunity to stretch myself. I’m used to self-directed learning — for my MSc dissertation, I taught myself advanced econometrics with no supervisor support. I’d take the same approach here: start by reviewing background policy and relevant literature, ask colleagues for advice, and break the topic down into manageable areas. I’d stay curious and make sure I understood the policy context as well as the economics. Being outside your comfort zone is often where the best development happens.

Question 82

How would you approach your first month in the role?

Answer 82

I’d focus on building relationships and getting up to speed with the team’s work. I’d ask lots of questions, shadow colleagues where possible, and take the time to understand how our analysis fits into the wider policy process. I’d also get familiar with any data tools, models, or reporting processes the team uses. My aim would be to listen, absorb, and identify early ways to contribute — whether that’s helping with a data task or sense-checking a piece of analysis. I’d also want to clarify expectations with my manager so I can prioritise effectively.

Question 83

How do you deal with working on topics you’re not personally interested in

Answer 83

I always look for the bigger picture. Even if a topic doesn’t excite me at first glance, I focus on the impact — who the policy affects, what problem we’re solving, and how economics can improve the outcome. I also try to find an angle I can learn from, whether it’s a new method, a policy challenge, or a stakeholder perspective. Ultimately, being a government economist means delivering value in whatever area you're assigned — and I take pride in doing that with commitment and curiosity.

Question 84

How would you handle working in a team where you’re the only economist?

Answer 84

I’d see it as a chance to add value by translating economic thinking into clear, practical insight. I’d work hard to explain concepts in plain English, using examples or analogies to bridge any knowledge gaps. At the same time, I’d listen closely to colleagues’ perspectives and make sure my analysis responds to their real-world questions. Collaboration would be key — I’d build trust by being helpful, responsive, and open to challenge. I’d also stay connected to the wider GES community for peer support and best practice.

Question 85

What does integrity mean to you in an analytical role?

Answer 85

To me, integrity means being honest, objective, and transparent in all aspects of analysis. It’s about following the evidence wherever it leads, even if it contradicts expectations or isn’t politically convenient. In practice, that means clearly stating assumptions, caveats, and limitations, and resisting pressure to skew analysis to support a predetermined outcome. It also means taking accountability — if there’s an error or uncertainty, I would flag it early and correct it. Integrity builds trust, and in government analysis, that trust underpins sound decision-making and public credibility.

Question 86

What do you think are the benefits and drawbacks of neutrality in policy advice?

Answer 86

Neutrality is essential for credibility. It ensures that advice is driven by evidence and economic reasoning, not personal or political views. This helps policymakers weigh trade-offs clearly and makes analysis more robust under scrutiny. The drawback, however, is that neutrality can sometimes be mistaken for passivity — there’s a risk of avoiding judgement calls entirely. I think good economists maintain neutrality in how they analyse and present options, but still offer clear recommendations based on economic criteria. That’s how you stay impartial while still being useful to decision-makers.

Question 87

Tell us about an economic policy you disagree with and why.

Answer 87

I’ve found the UK’s Help to Buy scheme problematic. While well-intentioned, it inflated demand without a proportionate increase in housing supply. This contributed to rising house prices, benefiting existing homeowners and developers more than first-time buyers. In my view, policy should have focused more on easing planning constraints or increasing affordable housing investment. It’s a reminder that without addressing supply-side issues, demand-side subsidies can worsen the problem they aim to solve.

Question 88

How would you respond if ministers misrepresented your analysis in public?

Answer 88

I’d first clarify whether it was an intentional misrepresentation or a misunderstanding. If it risked misleading the public or undermining the analysis, I would raise it through internal channels, ensuring that the correct findings were available and clearly communicated to senior officials. If asked to brief again, I’d re-emphasise the key caveats and assumptions. Ultimately, I’d prioritise the integrity of the analysis while respecting the Civil Service code.

Question 89

Have you ever supported a colleague in a way that didn’t involve work tasks?

Answer 89

S: A colleague returned from leave and was struggling with energy levels and confidence. T: Though our projects didn’t overlap, I wanted to help them reintegrate. A: I offered to be their informal check-in buddy for the week, joined them for lunch, and shared tips that helped me in similar situations. R: They told me it helped them settle back in more smoothly. It reminded me how small actions can make a big difference to someone’s wellbeing.

Question 90

Would you rather have 2% productivity growth and 5% unemployment, or 1% productivity growth and 3% unemployment?

Answer 90

I’d favour the 1% productivity growth with 3% unemployment in the short run. Higher employment contributes to household incomes, reduces welfare spending, and strengthens social cohesion. However, if sustained, lower productivity growth could cap long-term living standards. So ideally, I’d support policies that maximise both—such as skills investment and innovation support—rather than trade one off permanently.

Question 91

If you could change one thing about how the Civil Service uses economists, what would it be?

Answer 91

I’d give economists a stronger role in early-stage policy design. Too often, economists are brought in at the appraisal stage. Involving them earlier could improve how options are framed, leading to better policies grounded in economic trade-offs. Embedding economic thinking from the outset helps avoid costly missteps and improves value for money.

Question 92

What’s a misconception about economics that frustrates you?

Answer 92

That economics is only about money or markets. In reality, it’s a way of thinking—about incentives, trade-offs, and decision-making under constraints. Whether we’re designing climate policy or managing NHS resources, economic reasoning helps us understand consequences and improve outcomes. I find it frustrating when it’s dismissed as irrelevant or purely theoretical.

Question 93

Which economist has influenced your thinking the most and why?

Answer 93

Amartya Sen. His work on development and capabilities reshaped how I think about wellbeing and economic success. It’s not just about GDP growth but about expanding people’s real freedoms. That lens is especially useful in public policy—where the goal is to improve lives, not just balance spreadsheets.