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1 UNICEF Competency Definitions C O R E V A L U E S Diversity and Inclusion Treats all people with dignity and respect; shows respect and sensitivity towards gender, cultural and religious differences; challenges prejudice, biases and intolerance ; encourages diversity wherever possible. in the workplace Maintains high ethical standards; takes clear ethical stands; keeps promises; Integrity immediately addresses untrustworthy or dishonest behavior; resists pressure in decision - making from internal and external sou rces; does not abuse power or authority. Commitment Demonstrates commitment to UNICEF‟s mission and to the wider UN system; demonstrates the values of UNICEF in daily activities and behaviors; seeks out new challenges, assignments and responsibilities; pr omotes UNICEF‟s cause. C O M P E T E N C I E S C o r e C o m p e t e n c i e s Communication Speaks fluently; expresses opinions, information and key points of an argument clearly; presents information with skill and confidence; responds quickly to the needs of an audience and to their reactions and feedback; projects credibility; structures information to meet the needs and understanding of the intended audience; presents - structured and logical way. information in a well Working with People Shows respect for the views and cont ributions of other team members; shows empathy; listens, supports and cares for others; consults others and shares information and expertise with them; builds team spirit and reconciles conflict; adapts to the team and fits in well. high standards for quality of work; monitors and maintains quality of work; works Sets Drive for Results in a systematic, methodical and orderly way; consistently achieves project goals; focuses on the needs and satisfaction of internal and external partners; accepts and s demanding goals with enthusiasm. tackle F u n c t i o n a l C o m p e t e n c i e s Deciding and Initiating Takes responsibility for actions, projects and people; takes initiative and works under own direction; initiates and generates activity and introduces changes into work Action processes; makes quick, clear decisions which may include tough choices or considered risks. Leading and Supervising Provides others with a clear direction; motivates and empowers others; recruits staff of a high caliber; provides staff with developm ent opportunities and coaching; sets appropriate standards of behavior. Relating and Networking Easily establishes good relationships with external partners and staff; builds wide and xternal effective networks within UNICEF, within the wider UN system and with e parties; relates well to people at all levels; manages conflict; uses humor appropriately to enhance relationships with others. Gains agreement and commitment from others by persuading, convincing and Persuading and Influencing negotiating; makes effective use of political processes to influence and persuade others inside and outside UNICEF; promotes ideas on behalf of oneself or others; makes a strong personal impact on others; takes care to manage one‟s impression on others. Applying Technical Applies specialist and detailed technical expertise; develops job knowledge and xpertise E expertise (theoretical and practical) through continual professional development; demonstrates an understanding of different organizational departments and functions. Analyzing Analy z es numerical data and all other sources of information, to break them into component parts, patterns and relationships; probes for further information or greater mation understanding of a problem; makes rational judgments from the available infor and analysis; demonstrates an understanding of how one issue may be a part of a much larger system.

2 Learning and Rapidly learns new tasks and commits information to memory quickly; demonstrates nted information; gathers comprehensive an immediate understanding of newly prese Researching information to support decision making. Creating and Innovating Produces new ideas, approaches, or insights; creates innovative ways of designing projects or outputs in own work area; produces a range of solutions t o problems. Formulating Strategies develops strategies; identifies Works strategically to realize UNICEF‟s goals; sets and develops positive and compelling visions of the organization‟s future potential; and and Concepts takes account of a wide range of i ssues across, and related to, UNICEF. Planning and Organizing Sets clearly defined objectives; plans activities and projects well in advance and takes account of possible changing circumstances; identifies and organizes resources needed to accomplish task s; manages time effectively; monitors performance against deadlines and milestones. Following Instructions Does not unnecessarily challenge authority; follows procedures and policies; keeps to and Procedures schedules; complies with legal obligations and safety requirements of the role. Adapts to changing circumstances including emergencies and other crises; tolerates Adapting and ambiguity; accepts new ideas and change initiatives; adapts interpersonal style to suit Responding to Change different people situations; shows an interest in new experiences. and Maintains a positive outlook at work; works productively in a pressurized environment Coping with Pressure and Setbacks and in crisis situations; keeps emotions under control during difficult situation s; handles criticism well and learns from it; balances the demands of a work life and a personal life. Entrepreneurial Thinking Keeps up to date with trends in own work area; identifies opportunities for advancing developments in the organizational UNICEF‟s mission; maintains awareness of structure and politics; demonstrates financial awareness and a concern for cost - effectiveness. K N O W L E D G E A N D S K I L L S (see GJP) Taxonomy as per job family/level 2

3 Each UNICEF job will require the following: CORE VALUES are attitudes and convictions that should be held by all UNICEF staff. These attitudes/convictions will manifest as behaviors as indicated by the behavioral indicators (BIs) listed for each value. l in the delivery of desired COMPETENCIES are “sets of behaviors that are instrumenta results”. There are two types of competencies that apply to UNICEF staff: apply to all UNICEF staff, although the expected levels of Core Competencies these competencies may depend on the specific job. As a default, the compet ency levels will be assigned to specific roles on the basis of the functional area and the seniority of the role. apply to some, but not all UNICEF staff. Each role in Functional Competencies - s, based on the 5 functional competencie 3 UNICEF will be assigned a subset of functional area of the job. All competencies are leveled in that different levels of each competency will apply to different functional areas and different levels of seniority within these functional areas. are tech KNOWLEDGE AND SKILLS nical requirements for specific jobs. In the previous These are competency framework, these were designated as „Technical Competencies‟. (GJP). specified in the Generic Job Profile 3

4 Leveled Competency Framework C O R E V A L U E S s Show Diversity and and promotes respect and cultural and gender, sensitivity towards Inclusion religious differences. Welcomes, respects and works effectively with people from different Trea ts all people with backgrounds. dignity and respect; shows respect and . Treats all people with dignity and respect sensitivity towards cultural and gender, . onses Examines own biases and behaviors to avoid stereotypical resp religious differences; challenges prejudice, Challenges prejudice, biases and intolerance in the workplace . biases and intolerance in the workplace; Shows respect for and understanding of diverse points of view and encourages diversity demonstrates this understanding in daily work and decision - . making wherever possible. Does not discriminate against any individual gr oup . Learns from other cultures . Encourages diversity wherever possible . 4

5 C O R E V A L U E S Integrity Maintains high ethical standards, not compromising them to advance personal or organizational agenda. Maintains high ethical . Acts without consideration of personal gain standards; takes clear ethical stands; keeps Does not del iberately mislead others and keeps promises. promises; immediately addresses Takes clear ethical stands even if they are unpopular . untrustworthy or dishonest behavior; Immediately addresses any situation in which a peer, staff member, etc is ., resists pressu re in acting in an untrustworthy or dishonest manner . making from decision - internal and external - . from internal and external sources decision Resists undue pressure in making sources; does not abuse power or authority. Does not abuse power or authority . . Displays a fair, sincere and honest attitude to all people . and takes action to address them Openly admits mistakes 5

6 C O R E V A L U E S or its longer Demonstrates commitment to UNICEF and concern f Commitment - term future. UN Coherence . o Demonstrates commitment to the UN system as a whole and t Demonstrates comm itment to Presents a positive image of UNICEF at internal and external discussions. UNICEF‟s mission to and the wider UN system ; Demonstrates the values of UNICEF in daily activities and behaviors . demonstrates the values of UNICEF in ds by decisions that are in UNICEF‟s interest, even if they are unpopular Stan . daily activities and behaviors; seeks out Seeks out new challenges, assignments and responsibilities . new challenges, assignments and Takes personal respons . ibility for continuous learning responsibilities; promotes UNICEF‟s Promotes UNICEF‟s cause and encourages others to do so . cause. . Is highly committed to achieving organizational goals in own area of work Takes pride in working for UNICEF and shows enthusiasm for contributing to the organization‟s success . 6

7 C O M P E T E N C I E S C o r e C o m p e t e n c i e s Level 3* Level 1 Level 2* Speaks clearly and audibly Communication Speaks clearly and Achieves a fluent audibly. conversational style by and at an appropriate u Speaks fluently; pace. sing pauses, changes in volume, and changes in expresses opinions, information and key emphases. points of an argument Presents highly complex Clearly explains Quickly gets to the point, clearly; presents effectively presenting the arguments, inf ormation information. information with skill key points of an argument and ideas in an easy to and confidence; while separating the understand and responds quickly to the important from the trivial. memorable fashion. needs of an audience and to their reactions Presents effectively to N/A During formal public and feedback; projects speaking, presents in a others during formal credibility; structures highly engaging and public speaking making inf ormation to meet the informative way effective use of prepared ; Holds needs and materials and visual aids ; the attention of the understanding of the Structures the commu - audience throughout to intended audience; nication well, making good drive home the required presents information in - es and re use of summari message convincingly. structured and - a well statements. logical way. Checks that others have Checks if the message has Anticipates and responds been understood when received the general to the needs of an hen speaking speaking to others and pting message w audience, ada responds to feedback from content and style to suit to them. the audience by adapting Responds quickly them ; own interpersonal style and effectively to unforeseen questions or and the content of the challenges. message. Speaks with authority and Establishes credibili ty N/A quickly and effectively. conviction on a range of Projects confidence and subjects both within and authority with highly outside their areas of knowledgeable audiences personal expertise. even when the subject matter is unfamiliar or unprepared. implicity Develops points and arguments from initial s Structures information in a straight - forward to final comprehensiveness, giving the overall work a . fashion . logical progression of ideas Considers UNICEF‟s Anticipates the Adjusts the amount and degree of detail of strategic objectives when information needs of the formulating and information for the intended audience and intended audience . . delivering information tailors the amo unt, content and style of communication to deliver . maximum clarity 7

8 C O M P E T E N C I E S C o r e C o m p e t e n c i e s Level 1 Level 2* Level 3* esses an interest in Expr Working with People Considers how others‟ perceptions of a situation may ; the way people behave, influence the way they behave Demonstrates an ability to interpret non - recognizing the the verbal or emotional signs. Shows respect for views and contributions importance of attitudes of other team and motives. members; shows Creates and encourages a Encou rages immediate Creates a sense of team empathy; listens, working and spirit by encouraging climate of team work colleagues to think - supports and cares for harmony, co - of themselves as a team. , UNICEF collaboration across operation others; consults others and communication. acting as a visible r ole - and shares information model of these values and and expertise with behaviors. them; builds team spirit and reconciles conflict; Ensures that the Ensures that outstanding Acknowledges the good adapts to the team and performance is recogn ized contribution of others is work of others. fits in well. ; UNICEF across Personally recognized through formal reward processes invests time to recognize and also gestures of and support those who informal recognition. contribute to UNICEF‟s organizational success. Pays close attention to Proactively consults with a s Communicate section of - broad cross others when they are proactively and ges others to stakeholders during all speaking ; Makes others encoura aware of information share their views; aspects of decision making. Consults others when that may be useful to them. decisions need to be made. Offers appropriate help Sees the welfare of others Recognizes others‟ as a key organiza and support to people . tional limitations and offers priority and creates systems appropriate support, and processes to ensure that especially during difficult ; working practices are working periods being - Monitors the well changed or optimized to of others and takes assist others. steps to help others deal with challenging circumstances. Develops and openly Develops and openly Demonstrates an insight, - communicate s self awareness of own - communicates self insight such as an strengths and limitations recognizing how own awareness of own personality, ability and other and how these may factors impact on own impact on own work. nd strengths a approach to w ork, dealings weaknesses and what with others and fit with naturally or may come less naturally to them. UNICEF‟s values and culture. 8

9 C O M P E T E N C I E S C o r e C o m p e t e n c i e s Level 3* Level 1 Level 2* es self and own Constantly revises quality Drive for Results Challeng Sets high levels of and productivity targets to team or organizational quality and productivity Sets high standards for - for self. set demanding cross area to achieve high quality of work; organizational standards. levels of quality and monitors and maintains productivity. quality of work; works Tries to get work right Emphasizes and Benchmarks UNICEF‟s quality in a systematic, every time, checking for systematically monitors and productivity standards methodical and orderly nd rejecting sub - against internal targets and own and others work errors a way; consistently external sector leader efficiency. standard work ; s; achieves project goals; Consistently meets Ensures that quality focuses on the needs agreed productivity standards address UNICEF‟s and satisfaction of levels. objectives and internal and external circumstances. partners; accepts and tackles demanding Takes a methodical and Creates processes to ensure Builds systematic and goals with enthusiasm. w ork is completed in a systematic approach to methodical processes own work. into projects and work ; systematic and orderly way of self and own team. Rigorously identifies blocks to methodical working and - removes haphazard or ad hoc processes. Drives projects along by - Consistently manages inter Consistently achieves departmental and other ensuring that team or own work targets. project teams to deliver department‟s goals projects on time and on - rela ting to wider - budget to agreed quality projects are consistently achieved; Consistently standards; Drives an organizational culture that - achieves high level focuses on results, inspiring results from project teams. others to achieve and exceed goals and expectations. Promotes a results oriented - Steers all their effort and Ensures that systems culture within own and processes support activity to the t of the achievemen achievement of clear, department and UNICEF as a . results . - measurable results whole, including establish ment of systems to measure results against objectives. Puts external and Seeks to understand and Champions initiatives to internal partners first, increase partner satisfaction; anticipate the needs of Drives an organizational responding to their external and internal - wa y expressed needs and culture of open, two partners; Proactively engages with partners to stake tion e xpectations. holder communica seek their feedback. to ensure complete under - standing of partner needs. Sets self increasingly Welcomes demanding Accepts and tackles goals, working through and demanding goals demanding goals enthusiastically. targets, and then challenges tough challenges to self to exceed them, achieve success. persevering through all obstacles and difficulties. 9

10 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 2* Level 3* Identifies urgent Makes straightforward Identifies urgent Deciding and Initiating Action decisions which may ss decisions to progre decisions which may involve difficult choices involve tough choices own work. Takes responsibility for and m and risks for team or ajor risks for Acts department ; actions, projects and UNICEF as a whole ; Acts upon them promptly, on the people; takes initiative upon them promptly, on basis of incomplete the basis of incomplete and works under own direction; initiates and information when or contradictory necessary. information when generates activity and introduces changes into necessary. work processes; makes Accepts responsibility for Stands by the actions of Stands by the decisions quick, clear decisions UNICEF as and actions of team or department, own work and mistakes. which may include a whole, accepting and publicly accepting tough choices or responsib promoting managerial ility and considered risks. responsibility. accountability. Confidently promotes Expresses confidence in Works well with minimal own decisions and direct supervision. own decisions and planned actions Seizes the actions ; ; Actively initiative, a nd guides encourages others at all levels to own work and work of others. take the initiative in the service of organizational goals . promotes team Actively Actively promotes Takes the initiative with respect to own work. individual and team initiative with respect to initiative across UNICEF. work processes and organizational objectives. 10

11 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 3* Level 2* Level 1 ordinates group activities, ensuring that roles Provides teams and Leading and - Co departments with clear within t he team or department are clear and that Supervising individuals know what is expected of them. directions that are others with a translated from Provides clear direction; organizational strategy. motivates and Role - models appropriate Defines standards for Identifies trends of empowers others; unacceptable behavior in behaviors; appropriate behavior recruits staff of a high Communicates and and addresses groups as well as caliber; provides staff inappropriate behavior monitors measur Puts actions able ; individuals with development from others. standards which the in place to addres s opportunities and unacceptable behaviors behavior of others must coaching; sets meet. and their causes across appropriate standards the organization. of behavior. Decides whi ch team or department is best placed to Delegates work to others deliver which aspects of the overall project, taking in own team or department into account departments‟ resources and an appropriately, taking into appropriate balance of routine and challenging account others‟ abilities, tasks. workload and preferences, and balancing routine and interesting tasks. Emphasizes the impa Pushes autonomy and ct Encourages team to and importance of empowerment achieve individual goals. downwards through people‟s work for ; Inspires UNICEF achieving team targets and objectives ; enthusiasm and a Empowers people with tude in positive atti respect to the people about their work and their contribution to achievement of these targets and objectives. ‟s success. UNICEF Identifies development Facilitates the Encourages others to - pursue development development of high needs in others and ities and potential individuals and opportun ensures they are aware of the resources avai the concept of a learning creates genuine learning - organi opportunities for them. lable for their learning ation. z and development. tt Identifies, a e r racts and recruits high calib Takes responsibility for individuals as organi ation recruiting suitable people z wide assets. - to teams and departments. 11

12 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 2* Level 3* Relating and Quickly builds rapport Makes people feel at Actively nurtures good ease and builds good Networking with individuals and relationships with people across all organizational and establishes groups workin g relationships . with them Easily establishes good good working levels and boundaries, and with external relationships . relationships with external partners and partn contacts and . ers staff; builds wide and Maintains and extends Maintains and extends Uses people contacts to effective networks an effective network an e ffective network of the advantage of own within UNICEF, within work and work of individuals outside individuals across the wider UN system organizational UNICEF . , building immediate colleagues and with external strategic partnerships ; Helps departments ; relates well to parties with a range of key others to establish and people at all levels; . maintain networks . stakeholders manages conflict; uses humor appropriately to Relates well to people at all levels, including Relates well to others, staff, enhance relationships external contacts and including work , and facilitates partners with others . others in doing the same . colleagues, external and the general contacts public . Tactfully resolves Identifies and tackles Recognizes conflict between others disagreements that disagreements and and takes actions to compromise UNICEF‟s tensions between objectives - Diplo ; reduce any a nger or individuals and attempts . to resolve or ease them frustrations they might matically facilitates the . feel resolution of conflict between others and ensures that their anger or frustration is dealt . with tactfully Use Uses humor to positive Adapts humor to the s appropriate humor people, the occasion, effect, making sure that . to reduce tension and the purpose . it is inoffensive and . appropriate 12

13 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 3* Level 1 Level 2* Makes a positive uading and Pers tes an immediate, Crea Presents self effectively charismatic, credible and Influencing impression on other and credibly to others, lasting impression in - individuals in one - one one and group - to - in one to settings. settings. one, team and one - to - Gains agreement and group settings. - commitment from large others by persuading, ersations to Negotiates effectively Guides conv Persuades others convincing and desired end points; effectively, gaining their with people inside and negotiating; makes Negotiates effectively by C commitment while outside UNI by EF effective use of political exploring a range of recognizing the need for adopting a range of processes to influence give and take. possibilities. approaches, maintaining and persuade others relationships with all inside and outside parties at all times. UNICEF; promotes ideas on behalf of oneself or Voices ideas and Significantly changes the Effectively promotes rs; makes a strong othe of - ideas and recom suggestions on behalf perspective of people personal impact on an issue, self and immediate work with respect to mendations on behalf of others; takes care to self, other individuals gaining their colleagues. support and manage one‟s and/or own team. agreement. impression on others. Builds support Re cognizes key players Uses internal politics to UNICEF throughout for - and those who influence positive effect, under proposals and initiativ decisions. standing when to use es UNICEF formal and informal that follow ‟s overall agenda. structures to build upward support for own ideas. 13

14 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 3* Level 2* Demonstrates detailed Applying Technical Demonstrates detailed Demonstrates good skills knowledge and expertise and comprehensive Expertise and relevant knowledge in own area. knowledge of own area, in own area ; Can answer technical queries from Applies specialist and and is recognized as an detailed technical Shows some ; expert by people across others expertise; develops job ; knowledge of related UNICEF Maintains a - knowledge and comprehensive know issues and subject elated external ledge of r expertise (theoretical areas. issues and knows about and practica l) through continual professional research and upcoming development; developments. demonstrates an Keeps own skills and Develops own technical Engages in industry wide understanding of - and cross skills and knowledge by industry knowledge up to date as different organizational looking out for oppor - needed. discussions and events departments and tunities to engage in seeking to advance own functions. continual professional and ‟s current UNICEF development. and future thinking ; Seeks to be actively involved in cutting edge - research and develop - ment activities. Ensures that the Shares skills and Shares knowledge and expertise openly and necessary organizational relevant knowledge with structures and processes others and provides freely, providing appropriate guidance, are in place for others to guidance on how to coaching and advice on complete tasks. share knowledge and technical issues. expertise openly and Positions ; freely knowledge sharing as an organizational priority. Demonstrates a basic Demonstrates extensive h Becomes familiar wit understanding and in understanding of the - the activities of a wide work of other parts of depth knowledge of the range of other rking and overall wo UNICEF in direct contact organizational functions in - function of organi with own area. with UNICEF and how zational departments they should work ; together as a system; - Sees how they inter Identifies inter - relate and work together as an integrated system. dependencies among departments in UNICEF . 14

15 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 3* Level 1 Level 2* Analyzes and integrates Analyzing Analyzes and integrates Analyzes and integrates e and complex divers potentially conflicting verbal, numerical and es numerical data quantitative and other types of data. numerical, verbal and Analyz qualitative data from a of other data from a and all other sources number of sources. information, to break wide range of sources. them into component Sees key, high level Perceives relationships Breaks information down parts, patterns and ; trends across data set into parts and sees and patterns within relationships; probes for - Recognizes subtle inter straightforward information, and further information or relationships between between causes and relationships among greater understanding effects. them. multiple issues and sees of a problem; makes the potential effects on rational judgments from the overall system or the available infor - process. mation and analysis; demonstrates an assumptions Questions Challenges assumptions Questions obvious understanding of h ow ; and their underlying logic mistakes and asks for and probes for further one issue may be a part Seeks inputs from multiple clarification of unclear information to clarify of a much larger . sources to gain a clear vague or confusing issues system. and comprehensive under - information. standing of the issue. Makes straightf orward Makes logical, rational, Makes logical and well - - reasoned and reasoned judgments well judgments from the available information. from an analysis of the defensible judgments from information available. Can available information ; extend the underlying rationale to make sense of and incorporate additional or unforeseen information. Produces a workable Produces a range of Produces a number of solution that meets the workable strategies aimed workable solutions that immediate demands of meet the demands of at solving numerous, the situation. ; possibly related issues the situation ; Considers practical issues Considers the practical the relating to implementing concerns regarding the the preferred solution. implementation of a range of possible solutions. Recognizes that the Demonstrates an ng to Uses systems thinki investigate the complex awareness of how one solution to one issue relationships between issue may be part of a may have an impact - later on in a process. seemingly unrelated larger system, recog ; nizing that different issues Steps away from processes may be solving the immediate affected by solutions problem to place it into a proposed. Considers ; wider context the whole system, not just one issue or a localized cluster of issues. 15

16 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 2* Level 3* Learning and Rapidly learns new tasks Quickly absorbs new Effectively and quickly relevant to own job and information and learns Researching optimizes the use of new inf new techniques that ormation and quickly commits infor - Rapidly learns new extend role capability. mation to memory. advanced techniques that significantly extend tasks and commits role capability. information to memory quickly; demonstrates Gathers sufficient Uses formal and informal Seeks all relevant an immediate information directly information for decision methods to gather the understanding of newly making from a wide - widest range of infor relevant to own role to presented information; mation possible Where ; ces range of sour ; aid line manager in gathers comprehensive making decisions. Realizes when infor - necessary, carries out information to support - mation is missing and sustained, in depth . decision making knows where to find it. investigations, obtaining information that is diff icult to get hold of. - Understands newly Shows rapid under Rapidly responds to standing of newly highly complex presented information information with useful that is relevant to own presented complex insights, i n familiar and job. information, offering also extremely unusual useful insights. settings that are outside previous experience. Collects and classifies Creates systems and Promotes the developm ent and use of information useful to initiatives for collecting - wide - and classifying infor . organization UNICEF knowledge sharing mation useful to systems that capture all UNICEF . relevant information from sources inside and outside of UNICEF . 16

17 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 2* Level 3* Creating and Identifies unusual ideas Produces new ideas Contributes radical that others may have Innovating within own work area. ideas, approaches and ; missed Contributes insights that open up whole new avenues of tive approaches Produces new ideas, innova approaches, or insights; and insights. exploration. creates innovative ways Creates new ways of Creates innovative ways Makes suggestions about of designing projects or to design projects or and contributions designing projects or outputs in own work outputs in own work towards new ways of outputs in own work area; produces a range area. area that challenge designing projects or of solutions to outputs in own work traditional assumptions; problems. and approaches ongoing area. developments from new perspectives. Recognized as a key Actively generates new - Open to new per perspectives on own resource within the spectives with r espect to work and work of team; organization for own work area Seeks new perspectives generation of alternative perspectives with from others . respect to the organization‟s work Instigates a range of Constantly seeks Recognizes opportunities opportunities for alternative approaches for improvements within to create improvements improvements across the own work area. in a number of whole organization that organizational areas. lead to major changes in overall efficiency. Devises, initiates and Thinks up effective Is regarded as a change champion who initiates drives effective change changes in own work - initiatives in own area or scale area. and drives large or department. ganizational change, creating an environment where others become change drivers. 17

18 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 2* Level 3* Formulating Always works with an Revises objectives of Demonstrates an Strategies and orientation to the future, own team or department awareness of changes in encouraging others to organizational strategy Concepts to reflect changes in that impact on UNICEF‟s ‟s long UNICEF consider - own work goals. term strategy when Works strategically to area. realize UNICEF‟s goals; setting departmental sets and develops objectives. st rategies; identifies UNIC Bears Sets, develops and Translates strategic strategy EF‟s and develops positive UNICEF‟s revises direction into medium in mind when planning and compelling visions strategy in line with the own work and work of and long term plans and of the organization‟s ational vision organiz objectives for own team own team or future potential; takes ensuring it is coherent or department. department. account of a wide range and meaningful. of issues across, and related to, UNICEF. Constantly explores Explores with Identifies future future possibilities for possibilities for own appropriate stakeholders UN as a whole and working area and a range of future the possibilities that the identifies where UNICEF beyond, and passes fits within these department or entire these ideas to key organization could possibilities. Inspires stakeholders. others to achieve this aspire to achieve. future UNICEF‟s vision of potential. an Gains insight into and Takes account of a wide Demonstrates understanding of a broad fully considers global range of issues across, range of factors that link developments and and related to, the trends tha own work area to other t may impact UNICEF as a whole . . UNI parts of UNICEF . C EF upon 18

19 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 3* Level 2* rly defined Sets clea Planning and Sets self clearly defined Sets clearly defined Organizing tasks in line objectives and objectives for self objectives for own set by the line manager. own team. department and/or as a whole. Sets clearly defined UNICEF objectives; plans Systematically p Plans own work Produces comprehensive lans , projects well activities activities, raising activities and projects project plans that in advance and takes possible changing for own team or anticipate foreseeable account of possible department and circumstances with the changes and can be changing adapted in the face of anticipates potential line manager. circumstances; difficulties. unforeseen or disruptive tifies and organizes iden events. resources needed to accomplish tasks; s own and Organize Manages own time Sets realistic timescales manages time for the overall effectively; Completes others‟ time effectively, effectively; monitors individual tasks on time. allocating achievable completion of major performance against projects, ensuring that mileston es for project deadlines and . any deadlines set by stages milestones. others in connection with a project fit into the escales. overall tim Effectively manages the - Identifies the cross Knows what resources organizational resources are needed to deployment of people accomplish own tasks. and equipment in own needed for large scale team or department. projects and ensures the lity of these availabi critical resources. Uses existing timelines Keeps track of own Creates measures and criteria to monitor progress against task to monitor own and others‟ progress against progress of overall deadlines. - deadlines and mile projects against key - organizational objec stones, maintaining an tives, maintaining ongoing awareness of issues helping or constant vigilance hindering progress. regarding all issues that may impact upon project completion. 19

20 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 2* Level 3* Follows spoken and Creates and fosters an organizational culture of Following appropriately following instructions and not Instructions and written instructions unnecessarily challenging authority, leading by Procedures without unnecessarily example. challenging others‟ authority. hallenge authority C only where necessary and Ensures that team or Sticks to recommended - organization Creates ; follows appropriate g practices and wide processes to ensure department follows workin procedures and policies; relevant company procedures in own work. that procedures and keeps to schedules; policies and procedures. policies are adhered to. complies with legal obligations and safety Ensures that own team or department keeps to Keeps to schedules and requirements of the ime. schedules and delivers work on time. delivers work on t role. Upholds the highest Understands and follows Abides by safety and safety and other legal other legal requirements possible safety and legal regarding own team or UNICEF standards across requirements of own job. as a whole. Anticipates department‟s activities. legal developments and Ed ucates others on relevant legal issues and acts immediately to ensure that monitors for compliance. UNICEF complies with changes to legisla tion. 20

21 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 2* Level 1 Level 3* Accepts changes in Adapting and Adjusts own and /or Remains constantly alert circumstances when for changing economic team‟s approach to Responding to Change and organizational presented with them. embrace changing conditions and alters circumstances. UNICEF‟s overall Adapts to changing approach to incorporate circumstances including them. emergencies and other crises; tolerates Quickly adapts work Takes a leadership role Actively identif ies ambiguity; accepts new appropriate responses to approach in response to with respect to crisis ideas and change crisis situations ; situations crisis response; Facilitates . initiatives; adapts organizational response am Promotes effective te style to nterpersonal i response to crisis. to crisis situations. suit different people and situations; shows an Welcomes new ideas in Develops and oversees Accepts new ideas when interest in new own area and large scale change presented with them. experiences. initiatives, creating a demonstrates personal ider managed sense of commitment to w change initiatives. urgency to bring the changes about. Demonstrates an Uses many different approaches to interact successfully with others, adapting own interpersonal awareness of how own interpersonal style style to fit in with the situation, and the impacts on different characteristics of groups and individuals. people and different situations. Sees ambiguity or Stays positive and Readily accepts uncertainty in the sector conditions of uncertainty upbeat in situations for the as an opportunity and remains productive - where definite infor mation or direction is here is lack of organization to when t strengthen its overall clarity about aspects of not available and seeks position Searches for own role. to take advantage of ; such settings. growth opportunities wherever there is doubt or lack of clarity. 21

22 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 2* Level 3* Maintai ns exemplary Coping with Pressure Remains objective and Remains focused on work when under focused on work even levels of work even in and Setbacks extremely taxing or when under considerable or in crisis pressure pressurized situations or in crisis pressure . sitive Maintains a po . s situations , including environment outlook at work; works . crisis situations productively in a pressurized Effectively controls own Avoids emotional Channels potentially and in environment displays in difficult feelings, guarding negative emotions in a crisis situations ; keeps helpful and positive against unhelpful or situations. emotions under control r, even in highly inappropriate displays of manne during difficult emotive or emotionally emotions. situations; handles challenging settings. criticism well and learns from it; balances the Effectively manages Keeps an appropriate eates an Cr demands of a work life organizational culture balance between the actual and potential and a personal life. conflicts between that emphasizes the demands of work and life personal life and work personal life when - importance of work balance at all levels. demands. conflicts occur. Mai Remains positive in the ntains visibly high Shows an optimistic levels of morale in the face of adversity, quickly approach to work. recovering from set face of difficulties ; - Remains upbeat about backs and keeping the future at all times problems in perspective. demonstrating to others a firm belief that obstacles and adversity will be conquered. Welcomes and invites Accepts criticism calmly, Accepts criticism without criticism, regarding it as becoming hostile or taking comments on board and moving an opportunity for overly defe nsive. UNICEF forward quickly and individuals and constructively to improve and develop ; Does not ; dwell on negative - Retains a positive self feedback. image even when directly criticized. 22

23 C O M P E T E N C I E S F u n c t i o n a l C o m p e t e n c i e s Level 1 Level 2* Level 3* term local Entrepreneurial - Anticipates and actively monitors long Proactively builds a Thinking and global developments and their impact on broad understanding of the key factors driving UNICEF . Keeps up to date with local economic, social and po litical trends in own work developments. area; identifies opportunities for Seeks and proposes Shows an awareness of Constantly seeks new advancing UNICEF‟s opportunities for opportunities for opportunities for sion; maintains mis advancing UNICEF‟s advancing UNICEF‟s advancing UNICEF‟s awareness of mission. n. missio mission, seizing upon developments in the possibilities opened up organizational structure by new local and global and politics; developments. demonstrates financial awareness and a Understands and Shows an awareness of cial cost Uses finan - - concern for cost - basic financial and cost effectiveness information interprets key financial effectiveness. to monitor team or effectiveness issues and economic data UNICEF department‟s directly relating to own , using affecting this information work. performance. effectively to monitor and plan organizational performance. Fosters a cost Tracks expenditure and portunities Identifies op - - waste - to reduce waste and conscious, anti uses the most cost costs in own work area. culture across UNICEF , effective methods available . recognizing and rewarding efforts to add maximum value to the organiz ation. 23

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