EL2 Interview Questions and Sample Answers (APS Executive Level 2)
By Judy M. Wallis, Founder and Interview CoachLast updated
An EL2 panel is not asking whether you can run a team well. That is assumed. They are scoring whether you can set direction for a branch or program, steward people and resources you do not personally supervise, and hold your ground with senior and external stakeholders.
What EL2 is accountable for
At EL2 you lead a significant work area, branch or program under broad direction, set its direction within the agency's priorities, and are accountable for outcomes delivered through other managers.
- Strategic direction: translating agency and government priorities into a work program for a branch or program, and deciding what it will not do.
- Stewardship of people and resources: managing managers, building capability for the longer term, and owning budgets, risk and assets.
- External influence: representing the agency with senior stakeholders, central agencies, other jurisdictions and partners.
- Accountability for outcomes across a branch or program, including the ones that go wrong.
- Advice to SES that frames the decision, the risk and the recommendation, not just the facts.
- Drawing on the Integrated Leadership System capabilities, which panels commonly use alongside the Work Level Standards at Executive Level.
Framework wording varies by agency, so treat the APS Work Level Standards and the role description as the source for the role you're applying for. Stepping up from EL1? Compare this page with the EL1 interview questions guide.
10 common EL2 interview questions, by ILS capability
EL2 panels usually build their questions around the five Integrated Leadership System capabilities, pitched at the Executive Level. These are the ones I'd prepare for. Questions marked ★ have a full sample answer further down the page.
| ILS capability | Question | What the panel is listening for |
|---|---|---|
| ILS capabilityShapes strategic thinking | Question★ Tell us about a time you shaped the direction of a program or policy. | What the panel is listening forYou connected the work to agency priorities and changed where effort went, not just how it was delivered. |
| ILS capabilityShapes strategic thinking | Question★ Describe a time you led your area through significant ambiguity or complexity. | What the panel is listening forYou created enough clarity for your managers to act, and said what you didn't know. |
| ILS capabilityAchieves results | Question★ Tell us about a significant change you led. | What the panel is listening forYou planned it, brought managers with you, and tracked whether it actually landed. |
| ILS capabilityAchieves results | Question★ Describe a time you managed a significant risk or integrity issue. | What the panel is listening forJudgement, the proper channel, and stewardship of the agency's reputation. |
| ILS capabilityAchieves results | QuestionHow do you decide what your branch or program stops doing? | What the panel is listening forDeliberate trade-offs, agreed with your SES, not absorbed quietly. |
| ILS capabilityCultivates productive working relationships | Question★ Tell us about a time you developed a team, or dealt with poor performance, through the managers who report to you. | What the panel is listening forYou worked through your managers and built capability that lasts beyond you. |
| ILS capabilityCultivates productive working relationships | Question★ Tell us about a relationship you built across agencies or jurisdictions. | What the panel is listening forInfluence without authority, sustained over time. |
| ILS capabilityExemplifies personal drive and integrity | Question★ Tell us about a decision you made that did not work out. | What the panel is listening forOwnership of the decision, what you learned, and what you changed. |
| ILS capabilityCommunicates with influence | Question★ Describe a time you influenced an SES officer or senior stakeholder who started out with a different view. | What the panel is listening forEvidence and framing that moved a senior decision maker, and respect for who decides. |
| ILS capabilityCommunicates with influence | QuestionHow have you represented your agency's position in a forum where it was contested? | What the panel is listening forComposure, preparation, and knowing the limits of your brief. |
Pitching at EL2, not EL1 or SES
The most common reason a strong candidate misses out is answering one level below the role. Same story, wrong emphasis.
EL1 answers describe how your team delivered. EL2 answers show the direction you set, the managers you worked through, and the call you made about where the program's effort should go.
SES answers speak for the agency on whole-of-government strategy. At EL2, overreaching sounds like claiming decisions that were your SES officer's. Show the advice you gave and the direction you set within your remit, then say who decided.
The follow-up questions to expect
EL2 panels probe for scale and for where your accountability started and stopped. Practice these for each example:
- Which decisions were yours, and which did you recommend to your SES officer?
- How did you work through your managers rather than around them?
- What did it cost, and what did you stop doing to pay for it?
- Who outside the agency had to agree, and how did you bring them along?
- What would you do differently if you led it again?
EL2 interview questions with sample answers
Use these as models for structure and evidence density, not as scripts. Substitute your own work — panels can tell.
1. Tell us about a time you led your area through significant complexity or ambiguity.
Whether you created direction your managers could act on while the bigger picture was still unclear, and whether you were honest about what was unknown.
Say what was fixed and what was uncertain, set a short-term direction with a review point, and give your managers clear decision rights.
Situation: our program's funding was under review for the following year and the outcome was months away, while three teams still had to plan their work. Task: as director I had to keep the program delivering without committing resources we might not have. Action: I separated the work into what continued under any funding outcome and what depended on the review, and told my EL1s plainly which was which. I set a three-month plan with a checkpoint tied to the review timetable, and agreed with each manager the decisions they could make without coming back to me. I briefed my SES officer monthly on the exposure if the review went the other way. Result: the program met its commitments through the review, and when the funding came back reduced, we already had the scaled-back option ready and implemented it within a month.
2. Describe a time you influenced an SES officer or senior stakeholder who started out with a different view.
Whether you understood their position, used evidence and framing that suited them, and respected that the decision was theirs.
Start from what they were worried about, bring evidence that speaks to it, offer a way forward that reduces their risk, and accept the decision either way.
Situation: my first assistant secretary favoured a national rollout of a new service model in one step. I thought the delivery risk was too high. Task: I needed to change the decision without undermining her. Action: I asked what was driving the single rollout and learned it was a ministerial expectation about timing. I came back with a phased option that met the same announced date for the first stage, with the risk data from our pilot sites and the cost of a failed national launch set out side by side. I made the recommendation clearly and said I would implement either option well. Result: she took the phased option to the minister's office, it was agreed, and the first stage launched on the announced date. Problems found in stage one were fixed before the wider rollout.
Going for a leadership role? Download the free STAR Method for Leaders worksheet
3. Tell us about a time you shaped the direction of a program or policy.
Whether you connected the work to agency priorities and changed where effort went, rather than improving delivery within the existing direction.
Show the gap between what the program was doing and what the agency needed, the evidence you used, and the direction that changed as a result.
Situation: our grants program had been run the same way for several years and was measured on the number of grants paid. Task: I led the program and was asked to prepare for the next funding round. Action: I looked at what the agency's strategic plan said the program was for and compared it with what we were actually funding. Too much went to organisations that would have done the work anyway. I worked with my EL1s to draft revised guidelines that targeted the gap, tested them with two peak bodies, and took the proposal and its risks to my SES officer. Result: the revised guidelines were approved for the next round, and the program now reports on outcomes as well as grants paid.
4. Tell us about a significant change you led.
Planning, how you brought your managers and staff with you, and whether you checked that the change actually landed.
Explain why the change was needed, how you involved your managers in the design, how you handled resistance, and how you measured whether it worked.
Situation: two sections in my branch were merged into one after a restructure, with different processes and some unhappy staff. Task: I was accountable for the combined section delivering within six months. Action: I asked the two EL1s to design the new process together rather than adopting either existing one, which meant both teams had a stake in it. I held open sessions where staff could raise concerns and published what we changed as a result. I agreed three measures with my SES officer and reported them monthly. Result: the combined section met its service standards by month five, unplanned leave fell back to pre-merger levels, and both EL1s stayed in their roles.
5. Tell us about a time you developed a team, or dealt with poor performance, through the managers who report to you.
Whether you worked through your managers rather than around them, and built capability that would last beyond you.
Coach the manager, not the team member. Agree the approach, support the process, and show what improved in both of them.
Situation: one of my EL1s had a team member whose performance had been poor for months, and the EL1 had avoided raising it. Task: I needed it resolved without taking it over myself. Action: I met the EL1 to understand what was holding her back. It was her first formal performance issue. I talked her through the agency's process, helped her prepare for the first conversation, and agreed fortnightly check-ins with her, not with the staff member. I made sure HR was involved early. Result: the team member's performance improved under a documented plan, and the EL1 handled the next performance issue in her team on her own. I used the experience to run a short session on performance conversations for all my managers.
6. Describe a time you managed a significant risk or integrity issue.
Judgement, use of the proper channel, and stewardship of the agency's reputation and resources.
Act quickly, use the right channel, protect the people and the agency, and fix the control that failed.
Situation: a routine check showed a contract manager in my branch had approved invoices for a supplier he had a personal connection with, and the connection had not been declared. Task: I was accountable for the branch's contracts. Action: I did not investigate it myself. I referred it the same day to the agency's integrity area, moved approval of that supplier's invoices to another manager while the matter was assessed, and briefed my SES officer. I kept the circle of people who knew to those who needed to. Separately, I reviewed our declaration process and found it relied on people remembering to update their declarations. Result: the integrity area handled the matter through the proper process, and the branch moved to an annual conflict-of-interest declaration for everyone with approval rights.
7. Tell us about a relationship you built across agencies or jurisdictions.
Influence without authority, sustained over time, with a result both sides valued.
Understand what the other agency needs, find the shared outcome, agree how you will work together, and keep it going after the first win.
Situation: our program depended on referrals from a state health agency, and referral numbers had fallen with no clear reason. Task: I needed the referrals back without any authority over the state agency. Action: I asked to meet my counterpart director and learned their staff found our referral form slow and could not see what happened after a referral. We agreed a shorter form and a quarterly report back to their staff on outcomes, and set up a joint meeting every quarter between our two teams. Result: referrals recovered within two quarters, and the quarterly meeting became the forum both agencies used to resolve issues before they escalated.
8. Tell us about a time a decision you made did not work out.
Ownership of the decision, not the outcome; what you learned; and what you changed afterwards.
Name the decision and your reasoning at the time, say plainly what went wrong, describe what you did next, and what you now do differently.
Situation: I decided to move my program's client contact to an online-first model to free staff for complex cases. Task: the decision was mine, endorsed by my SES officer. Action: I had tested the model with internal staff but not with clients, and within a month complaints rose from older clients who could not use the online forms. I told my SES officer what had happened and why, restored phone contact for clients who asked for it, and ran testing with client groups before redesigning the forms. Result: the revised model went live three months later with a clear phone option, and complaints fell below the original level. I now test any change that affects clients with clients before it goes live.
For more on this question, read how to answer "tell me about a failure" in a leadership interview.
Get the government interview checklist
A short checklist of what APS and Queensland government panels look for, plus The Practice Lab Edit, one email a month with new interview guides. Free, and you can unsubscribe at any time.
EL2 interview questions — FAQs
Rehearse at EL2
Set your target classification in the Practice Lab and rehearse out loud. You get feedback on structure, evidence and delivery after every answer, and you can retry the same question to compare attempts.
The free demo is a 3-question mock interview. For a full EL2 rehearsal, the Practice Lab is sold as a Single Interview Session (A$14.99) or a monthly subscription. If nerves are the bigger problem, start with the free Interview Nerves Workbook.
Other APS classifications
Also useful: the APS interview questions guide for the Work Level Standards overall, the Australian government interview questions guide for state frameworks, and STAR method example answers for the underlying answer structure.
Interview this week? A$14.99, no subscription
Test your STAR examples against the APS Work Level Standards with instant feedback before your panel.
The Single Interview Session gives you one full Practice Lab interview built from your job ad, with feedback on every answer and a coached redo. Pay once, nothing renews. Need more than one? All Access is unlimited for A$19.99/month.
Get a single session, A$14.99