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UNICEF Competency Definitions: Core Values
UNICEF Competency Definitions: Core Values
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
in the workplace; encourages diversity wherever possible.
Integrity Maintains high ethical standards; takes clear ethical stands; keeps promises;
immediately addresses untrustworthy or dishonest behavior; resists pressure in
decision-making from internal and external sources; 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; promotes UNICEF‟s cause.
C O M P E T E N C I E S
Core Competencies
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
information in a well-structured and logical way.
Working with People Shows respect for the views and contributions 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.
Drive for Results Sets high standards for quality of work; monitors and maintains quality of work; works
in a systematic, methodical and orderly way; consistently achieves project goals;
focuses on the needs and satisfaction of internal and external partners; accepts and
tackles demanding goals with enthusiasm.
Functional Competencies
Deciding and Initiating Takes responsibility for actions, projects and people; takes initiative and works under
Action own direction; initiates and generates activity and introduces changes into work
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 development opportunities and coaching; sets
appropriate standards of behavior.
Relating and Networking Easily establishes good relationships with external partners and staff; builds wide and
effective networks within UNICEF, within the wider UN system and with external
parties; relates well to people at all levels; manages conflict; uses humor appropriately
to enhance relationships with others.
Persuading and Gains agreement and commitment from others by persuading, convincing 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
Expertise expertise (theoretical and practical) through continual professional development;
demonstrates an understanding of different organizational departments and functions.
Analyzing Analyzes numerical data and all other sources of information, to break them into
component parts, patterns and relationships; probes for further information or greater
understanding of a problem; makes rational judgments from the available information
and analysis; demonstrates an understanding of how one issue may be a part of a
much larger system.
Learning and Rapidly learns new tasks and commits information to memory quickly; demonstrates
Researching an immediate understanding of newly presented information; gathers comprehensive
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 to problems.
Formulating Strategies Works strategically to realize UNICEF‟s goals; sets and develops strategies; identifies
and Concepts and develops positive and compelling visions of the organization‟s future potential;
takes account of a wide range of issues 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 tasks; 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.
Adapting and Adapts to changing circumstances including emergencies and other crises; tolerates
Responding to Change ambiguity; accepts new ideas and change initiatives; adapts interpersonal style to suit
different people and situations; shows an interest in new experiences.
Coping with Pressure Maintains a positive outlook at work; works productively in a pressurized environment
and Setbacks and in crisis situations; keeps emotions under control during difficult situations;
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
UNICEF‟s mission; maintains awareness of developments in the organizational
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
Taxonomy as per job family/level (see GJP)
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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.
COMPETENCIES are “sets of behaviors that are instrumental in the delivery of desired
results”. There are two types of competencies that apply to UNICEF staff:
Core Competencies apply to all UNICEF staff, although the expected levels of
these competencies may depend on the specific job. As a default, the
competency levels will be assigned to specific roles on the basis of the functional
area and the seniority of the role.
Functional Competencies apply to some, but not all UNICEF staff. Each role in
UNICEF will be assigned a subset of 3-5 functional competencies, based on the
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.
KNOWLEDGE AND SKILLS are technical requirements for specific jobs. In the previous
competency framework, these were designated as „Technical Competencies‟. These are
specified in the Generic Job Profile (GJP).
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Leveled Competency Framework
C O R E V A L U E S
Diversity and Shows and promotes respect and sensitivity towards gender, cultural and
Inclusion religious differences.
Treats all people with Welcomes, respects and works effectively with people from different
dignity and respect; backgrounds.
shows respect and
sensitivity towards Treats all people with dignity and respect.
gender, cultural and
religious differences; Examines own biases and behaviors to avoid stereotypical responses.
challenges prejudice,
biases and intolerance Challenges prejudice, biases and intolerance in the workplace.
in the workplace;
encourages diversity Shows respect for and understanding of diverse points of view and
wherever possible. demonstrates this understanding in daily work and decision-making.
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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
standards; takes clear Acts without consideration of personal gain.
ethical stands; keeps
promises; immediately Does not deliberately mislead others and keeps promises.
addresses
untrustworthy or Takes clear ethical stands even if they are unpopular.
dishonest behavior;
resists pressure in Immediately addresses any situation in which a peer, staff member, etc., is
decision-making from acting in an untrustworthy or dishonest manner.
internal and external
sources; does not abuse Resists undue pressure in decision-making from internal and external sources.
power or authority.
Does not abuse power or authority.
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C O R E V A L U E S
Commitment Demonstrates commitment to UNICEF and concern for its longer-term future.
Takes pride in working for UNICEF and shows enthusiasm for contributing to
the organization‟s success.
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C O M P E T E N C I E S
Core Competencies
Level 1 Level 2* Level 3*
Communication Speaks clearly and Speaks clearly and audibly Achieves a fluent
audibly. and at an appropriate conversational style by
Speaks fluently; pace. using pauses, changes in
expresses opinions, volume, and changes in
information and key emphases.
points of an argument
clearly; presents Clearly explains Quickly gets to the point, Presents highly complex
information with skill information. effectively presenting the arguments, information
and confidence; key points of an argument and ideas in an easy to
responds quickly to the while separating the understand and
needs of an audience important from the trivial. memorable fashion.
and to their reactions
and feedback; projects N/A Presents effectively to During formal public
credibility; structures others during formal speaking, presents in a
information to meet the public speaking making highly engaging and
needs and effective use of prepared informative way; Holds
understanding of the materials and visual aids; the attention of the
intended audience; Structures the commu- audience throughout to
presents information in nication well, making good drive home the required
a well-structured and use of summaries and re- message convincingly.
logical way. statements.
Checks that others have Checks if the message has Anticipates and responds
received the general been understood when to the needs of an
message when speaking speaking to others and audience, adapting
to them. responds to feedback from content and style to suit
the audience by adapting them; Responds quickly
own interpersonal style and effectively to
and the content of the unforeseen questions or
message. challenges.
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C O M P E T E N C I E S
Core Competencies
Level 1 Level 2* Level 3*
Working with People Expresses an interest in Considers how others‟ perceptions of a situation may
the way people behave, influence the way they behave; Demonstrates an ability
Shows respect for the recognizing the to interpret non-verbal or emotional signs.
views and contributions importance of attitudes
of other team and motives.
members; shows
empathy; listens, Encourages immediate Creates a sense of team Creates and encourages a
supports and cares for work colleagues to think spirit by encouraging climate of team-working and
others; consults others of themselves as a team. harmony, co-operation collaboration across UNICEF,
and shares information and communication. acting as a visible role-
and expertise with model of these values and
them; builds team spirit behaviors.
and reconciles conflict;
adapts to the team and Acknowledges the good Ensures that the Ensures that outstanding
fits in well. work of others. contribution of others is performance is recognized
recognized through across UNICEF; Personally
formal reward processes invests time to recognize
and also gestures of and support those who
informal recognition. contribute to UNICEF‟s
organizational success.
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C O M P E T E N C I E S
Core Competencies
Level 1 Level 2* Level 3*
Drive for Results Sets high levels of Challenges self and own Constantly revises quality
quality and productivity team or organizational and productivity targets to
Sets high standards for for self. area to achieve high set demanding cross-
quality of work; levels of quality and organizational standards.
monitors and maintains productivity.
quality of work; works
in a systematic, Tries to get work right Emphasizes and Benchmarks UNICEF‟s quality
methodical and orderly every time, checking for systematically monitors and productivity standards
way; consistently errors and rejecting sub- own and others work against internal targets and
achieves project goals; standard work; efficiency. external sector leaders;
focuses on the needs Consistently meets Ensures that quality
and satisfaction of agreed productivity standards address UNICEF‟s
internal and external levels. objectives and
partners; accepts and circumstances.
tackles demanding
goals with enthusiasm. Takes a methodical and Builds systematic and Creates processes to ensure
systematic approach to methodical processes work is completed in a
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.
Steers all their effort and Ensures that systems Promotes a results-oriented
activity to the and processes support culture within own
achievement of clear, the achievement of department and UNICEF as a
measurable results. results. whole, including establish-
ment of systems to measure
results against objectives.
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
Leading and Co-ordinates group activities, ensuring that roles Provides teams and
Supervising within the team or department are clear and that departments with clear
individuals know what is expected of them. directions that are
Provides others with a translated from
clear direction; organizational strategy.
motivates and
empowers others; Role-models appropriate Defines standards for Identifies trends of
recruits staff of a high behaviors; appropriate behavior unacceptable behavior in
caliber; provides staff Communicates and and addresses groups as well as
with development monitors measurable inappropriate behavior individuals; Puts actions
opportunities and standards which the from others. in place to address
coaching; sets behavior of others must unacceptable behaviors
appropriate standards meet. and their causes across
of behavior. the organization.
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
Relating and Makes people feel at Quickly builds rapport Actively nurtures good
Networking ease and builds good with individuals and relationships with people
working relationships groups and establishes across all organizational
Easily establishes good with them. good working levels and boundaries,
relationships with relationships. and with external
external partners and contacts and partners.
staff; builds wide and
effective networks Uses people contacts to Maintains and extends Maintains and extends
within UNICEF, within the advantage of own an effective network an effective network of
the wider UN system work and work of individuals across individuals outside
and with external immediate colleagues. organizational UNICEF, building
parties; relates well to departments; Helps strategic partnerships
people at all levels; others to establish and with a range of key
manages conflict; uses maintain networks. stakeholders.
humor appropriately to
enhance relationships Relates well to others, Relates well to people at all levels, including staff,
with others. including work external contacts and partners, and facilitates
colleagues, external others in doing the same.
contacts and the general
public.
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
Analyzing Analyzes and integrates Analyzes and integrates Analyzes and integrates
verbal, numerical and potentially conflicting diverse and complex
Analyzes numerical data other types of data. numerical, verbal and quantitative and
and all other sources of other data from a qualitative data from a
information, to break number of sources. wide range of sources.
them into component
parts, patterns and Breaks information down Perceives relationships Sees key, high level
relationships; probes for into parts and sees and patterns within trends across data set;
further information or straightforward information, and Recognizes subtle inter-
greater understanding relationships between between causes and relationships among
of a problem; makes them. effects. multiple issues and sees
rational judgments from the potential effects on
the available infor- the overall system or
mation and analysis; process.
demonstrates an
understanding of how Questions obvious Questions assumptions Challenges assumptions
one issue may be a part mistakes and asks for and probes for further and their underlying logic;
of a much larger clarification of unclear information to clarify Seeks inputs from multiple
system. issues. vague or confusing sources to gain a clear
information. and comprehensive under-
standing of the issue.
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
Learning and Rapidly learns new tasks Quickly absorbs new Effectively and quickly
Researching relevant to own job and information and learns optimizes the use of new
quickly commits infor- new techniques that information and
Rapidly learns new mation to memory. extend role capability. advanced techniques
tasks and commits that significantly extend
information to memory role capability.
quickly; demonstrates
an immediate Gathers sufficient Seeks all relevant Uses formal and informal
understanding of newly information directly information for decision methods to gather the
presented information; relevant to own role to making from a wide widest range of infor-
gathers comprehensive aid line manager in range of sources; mation possible; Where
information to support making decisions. Realizes when infor- necessary, carries out
decision making. mation is missing and sustained, in-depth
knows where to find it. investigations, obtaining
information that is
difficult to get hold of.
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
Creating and Produces new ideas Identifies unusual ideas Contributes radical
Innovating within own work area. that others may have ideas, approaches and
missed; Contributes insights that open up
Produces new ideas, innovative approaches whole new avenues of
approaches, or insights; and insights. exploration.
creates innovative ways
of designing projects or Makes suggestions about Creates new ways of Creates innovative ways
outputs in own work and contributions designing projects or to design projects or
area; produces a range towards new ways of outputs in own work outputs in own work
of solutions to designing projects or area. area that challenge
problems. outputs in own work traditional assumptions;
area. and approaches ongoing
developments from new
perspectives.
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
Planning and Sets self clearly defined Sets clearly defined Sets clearly defined
Organizing tasks in line objectives objectives for self and objectives for own
set by the line manager. own team. department and/or
Sets clearly defined UNICEF as a whole.
objectives; plans
activities, projects well Plans own work Systematically plans Produces comprehensive
in advance and takes activities, raising activities and projects project plans that
account of possible possible changing for own team or anticipate foreseeable
changing circumstances with the department and changes and can be
circumstances; line manager. anticipates potential adapted in the face of
identifies and organizes difficulties. unforeseen or disruptive
resources needed to events.
accomplish tasks;
manages time Manages own time Organizes own and Sets realistic timescales
effectively; monitors effectively; Completes others‟ time effectively, for the overall
performance against individual tasks on time. allocating achievable completion of major
deadlines and milestones for project projects, ensuring that
milestones. stages. any deadlines set by
others in connection with
a project fit into the
overall timescales.
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
Adapting and Accepts changes in Adjusts own and/or Remains constantly alert
Responding to circumstances when team‟s approach to for changing economic
Change presented with them. embrace changing and organizational
circumstances. conditions and alters
Adapts to changing UNICEF‟s overall
circumstances including approach to incorporate
emergencies and other them.
crises; tolerates
ambiguity; accepts new Quickly adapts work Actively identifies Takes a leadership role
ideas and change approach in response to appropriate responses to with respect to crisis
initiatives; adapts crisis situations. crisis situations; response; Facilitates
interpersonal style to Promotes effective team organizational response
suit different people and response to crisis. to crisis situations.
situations; shows an
interest in new Accepts new ideas when Welcomes new ideas in Develops and oversees
experiences. presented with them. own area and large scale change
demonstrates personal initiatives, creating a
commitment to wider managed sense of
change initiatives. urgency to bring the
changes about.
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
Coping with Pressure Remains focused on Remains objective and Maintains exemplary
and Setbacks work when under focused on work even levels of work even in
pressure or in crisis when under considerable extremely taxing or
Maintains a positive situations. pressure or in crisis pressurized
outlook at work; works situations. environments, including
productively in a crisis situations.
pressurized
environment and in Avoids emotional Effectively controls own Channels potentially
crisis situations; keeps displays in difficult feelings, guarding negative emotions in a
emotions under control situations. against unhelpful or helpful and positive
during difficult inappropriate displays of manner, even in highly
situations; handles emotions. emotive or emotionally
criticism well and learns challenging settings.
from it; balances the
demands of a work life Keeps an appropriate Effectively manages Creates an
and a personal life. balance between the actual and potential organizational culture
demands of work and conflicts between that emphasizes the
personal life when personal life and work importance of work-life
conflicts occur. demands. balance at all levels.
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C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2* Level 3*
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