UN Interview Guide PDF

FOREWORD
Dear colleagues,
I am very pleased to present to you the UNFPA revised Competency Framework.
UNFPA has a very noble yet challenging mission.
No woman should die giving life. No girl should be violated or forced into marriage. Information about, and
access to, contraception should be universal. And all human rights of all people need to be respected and protected. Passion,
courage and professionalism are needed to bring about the changes in the lives of women, adolescents, and youth that are
required for the world to prosper.
It is only when we have staff with the right mix of competencies and skills sets that will be able to achieve the mission that had
been entrusted to us.
The updated Competency Framework has been developed as a key piece of the Human Resources transformation initiative to
support UNFPA staff in responding to the innovations and challenges that the revised Strategic Plan, the ICPD Beyond 2014 and
the post-2015 development agenda demand of the organization.
The Competency Framework provides valuable tools to help UNFPA staff improve their own performance, to identify behaviors and
skills sets when scouting for talent; to help the managers assess the performance of their staff and provide coaching in support of
their development, and finally, to recognize positive behaviors and performance that must be recognized and rewarded.
2 UNFPA’S COMPETENCY FRAMEWORK

I would like to invite you to become familiar with and use this valuable resource to strengthen UNFPA’s processes of recruitment,
performance management and staff development.
This is the only way we can deliver a world where every pregnancy is wanted, every childbirth is safe, and every young person’s
potential is fulfilled.
Babatunde Osotimehin
UNFPA Executive Director

TABLE OF CONTENTS
Introducing the Revised UNFPA Competency Framework
• Overview of Values
• Overview of Core Competencies
• Overview of Managerial Competencies
• Overview of Skillsets and Transferable Skills in Four Main Clusters:

• Organization Leadership and Management
• Programme and Technical Delivery
• Operational Excellence
• Organizational Oversight
• List of Skill sets with Definitions, Indicators, and Learning Resources
• Establishing Competencies and Skill Sets profiles for Positions in UNFPA
• Application to various HR Systems

INTRODUCING THE UPDATED UNFPA COMPETENCY FRAMEWORK
UNFPA’s first competency framework was introduced in 1992. Since then, it has served as an
integrating mechanism for all human resources (HR) systems, forming the basis for recruitment
and rotation, career and performance management, staff development and learning, and HR
planning.
In the last years UNFPA has evolved and changed in many ways. The demands and challenges
of implementing the outcomes of the International Conference on Population and Development
(ICPD) have become more complex, along with the realities that UNFPA staff face at the country level.
Expectations from donors, stakeholders and civil society for UNFPA to deliver results are higher
than ever. In response to these challenges, UNFPA developed a new Strategic Plan accompanied
by a new Human Resources Strategy for 2014-2017.
The new Strategic Plan is focused on addressing the unfinished agenda for Cairo with a particular
concentration on sexual and reproductive health. While the world strives to achieve the
Millennium Development Goals by 2015 and define an equally inspiring developing agenda for
post 2015 and ICPD beyond 2020, UNFPA continues to play a key role in building a safer, more
just, sustainable and equitable world for all of us, focusing on:
1. Increasing availability and use of integrated sexual and reproductive health services (including
family planning, maternal health and HIV), that are gender-responsible and meet human rights
standards for quality of care and equity in access.

INTRODUCING THE UPDATED UNFPA COMPETENCY FRAMEWORK
(CONTINUED)
2. Increased priority on adolescents, especially on very young adolescent girls, in national

development policies and programmes, particularly increased availability of comprehensive
sexually education and sexual and reproductive health.
3. Advanced gender equality, women’s and girl’s empowerment, and reproductive rights,
including for the most vulnerable and marginalized women, adolescents and youth.
4. Strengthened national policies and international development agendas through integration of

evidence-based analysis on population dynamics and their links to sustainable development, sexual
and reproductive health and reproductive rights, HIV and gender equity.
Only staff with the right combination of values, competencies and skill sets will be able to
respond to these challenges with the agility, performance and shared responsibility required.
The Strategic Plan for 2014 -2017 and its associated Business Model, as well as the modes
of engagement, set out the impact that UNFPA wants to achieve and the way that UNFPA will
deliver these results. In support of the Strategic Plan and the Human Resources Strategy, the revised
competency framework defines the behaviors and skill sets that will be required from the staff to
achieve these results.

HOW THE UPDATED FRAMEWORK WAS DEVELOPED
The framework reflects the inputs of staff members across the organization.
Focus groups took place at the country, regional and HQ levels. In addition, an
all-staff survey was held, and a number of group and telephone and one-on-one
consultations were conducted.
The revised competency framework is aligned to the new Strategic Plan for 2015-
2017, to the process of HR Transformation as well as the new Human Resources
Strategy.

WHAT IS A COMPETENCY FRAMEWORK?
A competency framework is an inventory of expected behaviours, skills and

knowledge that lead to excellence on the job. It enables the organization to clarify
expectations, and set standards for performance at every level, from Country Offices
to organizational units at headquarters (HQ).
The competency framework captures the values and guiding principles, managerial
and leadership priorities, and functional requirements of the organization. It is a guide
for managers and staff to help them understand expected behaviours and skills.
As principles, priorities and requirements are becoming more focused in UNFPA, the
competency framework needs to be adjusted accordingly.

WHAT IS A COMPETENCY?
Competencies are defined as skills, knowledge and behaviours that lead to effective
performance on the job, and are therefore important for the success of the organization
as well as that of the individual staff member. They describe the ‘how’, i.e., what
behaviours, skills and knowledge are necessary to successfully meet the requirements
of a given post. Competencies are identified by a label followed
by a brief description of the progression of mastery, and a series of ‘indicators’
reflecting what each competency looks like in action.
There are 4 types of competencies:
• Values
• Core Competencies
• Managerial Competencies
• Functional Skill sets

WHAT ARE FUNCTIONAL SKILLSETS?
The skillsets reflect groups of functional skills required to succesfully perform in a

particular function in the organization. In the past the functional competencies only
included skillsets related to the specific functional area to which the position belongs.
However, as the way UNFPA works is becoming more holistic, the job desing is
becoming more complex as positions require a mixture of skills. For example, for a
Representative post, a higher level of communication skill set are required as well as
resource mobilization.
We have included 4 clusters of Functional skill sets:
1) Organizational Leadership and Management,

2) Programme and Technical Delivery
3) Operational Excellence
4) Organizational Oversight
One additional important consideration is that skill sets are transferable. So, if a staff
member possess some skillsets, this can be used by UNFPA in different types of
positions across the organization.
WHAT ARE COMPETENCY INDICATORS?
Each of the competencies introduced in this framework are associated with a number
of specific ways it can be exhibited in the workplace.
The lists of positive indicators have been kept deliberately inclusive, in order to fully
capture the many ways in which competencies can be demonstrated. It is not expect-
ed that all of these indicators can or should be expressed on a daily basis—some will
only be demonstrated when given situations call for them.
In addition to a list of positive indicators for every competency, there is also a list
of indicators that shows when the particular competency is not demonstrated. This
second set of indicators can be very helpful in identifying and providing feedback to
staff members who may not be demonstrating a given competency in line with the
expected positive indicators.
We strongly encourage managers and staff members to make use of this tool for the
preparation of the PAD as well as for identifying opportunities for staff development.

WHY INTRODUCE A REVISED COMPETENCY FRAMEWORK?
The competency framework is a powerful tool for change. It has been specifically
designed to support the achievement of UNFPA’s transformational goals, its strategic
direction and the change sought in organizational culture.
At this moment, UNFPA is going through an important process of change, including

a new Strategic Plan for 2014 - 2017 as well as a transformation of the way that
we approach human resources. The revised competency framework is a very
powerful tool for the HR transformation indicating the need to become more flexible,
adaptable and open for change. It also emphasizes the required combination of
values, behaviours and skills need to be successful on the job.
The revised competency framework highlights the holistic nature of the functions and
positions in UNFPA, where staff members need to have a combination of skill sets in
different areas, and when a level of specialization must be accompanied by a good
proficiency in a combination of technical, programmatic and operational areas.

WHY INTRODUCE A REVISED COMPETENCY FRAMEWORK?
(CONTINUED)
The establishment of values, core and managerial competencies as well as the

functional skill sets is important both for UNFPA as an organization and for individual
staff members, as it forms the basis for human resource management.
It does this by:
• Creating a shared language about what is needed and expected in the

organization, thereby providing a sound basis for consistent performance
management
• Providing a clear framework of post expectations for recruitment purposes, human

resources planning, rotation and career development
• Allowing staff and managers to gain a better understanding of what is required

for their development and career progression
• Identifying competency gaps and addressing them through focused staff

development and learning and/or targeted external recruitment

THE EVOLUTION OF OUR COMPETENCY FRAMEWORK
UNFPA’s first competency framework played a very important role in support of HR management,
and served as an integrating mechanism for all HR systems, forming the basis for recruitment and
rotation, career and performance management, staff development and learning, and HR planning.
This updated version comes in a time of very important changes in UNFPA. The new Strategic Plan
for 2014-2017 is setting the priorities and expected outcomes for UNFPA in the following years, and
the competency framework aligned with the new Human Resources Strategy, define what is expected
from the staff.
The new competency framework uses the symbol of an arrow, which reflects the need for UNFPA
to become more effective, more focused and more results oriented. It also reflect the need for plan
- institutional efforts to be directed at achieving the specific objectives established in the business -
commonly referred as “the bulls eye”.
All the efforts have been aligned to a number of changes over the past decade in UNFPA, most
particularly in the strategic priorities of the organization, its organizational structure, and, finally, in the
nature of work itself, and how it is being performed. The revised competency framework has been
designed for a UNFPA that has a clearer focus, and that is more strategic and results oriented.

THE STRUCTURE OF OUR UPDATED FRAMEWORK
The new framework consists of 3 +1 elements:
• VALUES — Three main values have not changed. The addition of “Embracing change” as an important value
reflects the urgency of a more flexible and adaptable orientation required from all UNFPA staff.
• CORE COMPETENCIES — Define HOW we conduct ourselves in the organization, these apply
to all staff regardless of their level of responsibility
• MANAGERIAL COMPETENCIES — Newly introduced, these apply to those with managerial and
supervisory responsibilities.
• FUNCTIONAL SKILL SETS — Relate more closely to the substance of our work, and apply to all staff
in three clusters of transferable skills that define the main areas of work at UNFPA. The Functional skill sets are
presented in a form of a menu. Depending on the specific functional requirements of the post, a combination of
skill sets will be selected
This approach provides more flexibility in the way that functional skill sets are used. It will allow more
flexibility in job design depending on the country context and the modes of engagement.
The skill sets are “the ingredients”; the Job Description is “the recipe”. Depending on the position and
the mode of engagement to which this position correspond, the most adequate combination of skill
sets will be selected to prepare the Job Description.

THE STRUCTURE OF OUR UPDATED FRAMEWORK
(CONTINUED)
PROFESSIONAL
COMPETENCIES
FUNCTIONAL
VALUES
SKILL SETS
MANAGERIAL
COMPETENCIES
All competencies and skill sets, regardless of what type they are, define the abilities,
attributes and behaviours that are expected of effective staff members. They define
not just ‘what’ we do, but ‘how’ we do it.

THE COMPETENCY FRAMEWORK
‘’HOW WE DO OUR WORK”
VALUES
Exemplifying integrity Demonstrating commitment Embracing diversity Embracing change
to UNFPA and the UN system
CORE COMPETENCIES
Achieving Being Developing Thinking Working Communicating
results accountable and applying analytically and in teams / for impact
professional strategically managing our-
expertise selves and rela-
tionships
MANAGERIAL COMPETENCIES
Providing Engaging Leading, Making
strategic vision internal / developing decisions and
and focus external and empowering exercising
partners and people / creating judgment
stakeholders a culture of
performance

THE SKILLSETS: CLUSTERS OF TRANSFERABLE SKILLS
CLUSTERS OF FUNCTIONAL SKILLSETS OR “WHAT WE DO”
Functional skillsets reflect groups of skills required to successfully perform a particular function in the organization.
The combination of skills and competencies is a critical factor to be able to perform successfully
in a particular position at UNFPA.
The functional skillsets are divided in four clusters:
1) Organizational Leadership and Management: This cluster includes the skillsets necessary to perform
the managerial function in the organization. Typically, these skillsets are applied by managers such as
Representatives, Subregional and Regional Directors, Headquarters Directors, and Heads of Divisions and
Liaison Offices.
2) Programme and Technical Delivery: This cluster includes a combination of skillsets mostly applied by
programme managers, such as Deputy Representatives, Assistant Representatives, and Programme and
Technical Advisers.
3) Operational Excellence: This cluster mostly applies to Operations Managers and the teams in the areas of
operations and management at HQ and in field offices.
4) Organizational Oversight: This cluster is mostly relevant for staff members involved in oversight functions
(evaluation, audit, investigation), those providing related advisory services (legal), and those
dealing with integrity and ethics (ethics).

THE COMPETENCY FRAMEWORK
TO STRENGTHEN THE WORKFORCE
The competency framework provides the foundation for a number of important functions:
1) Job Design and Recruitment

2) Performance Management
3) Career Development

JOB DESIGN & RECRUITMENT
Competencies are essentially used as standards for job design and to assess candidates throughout
the screening and selection process.
They provide the foundation for the development of position profiles and vacancy notices, assist in
the screening of candidates, and guide the development of interviews for short listed candidates. The
revised competency framework includes a set of positive and negative indicators that provide guidance
in the assessment of competencies during the interviews.
Following the interview, the indicators make possible to provide specific feedback to a candidate, en-
abling his/her ongoing learning and development.
Competencies also enable the organization to train HR managers and staff on the techniques of
competency based interviewing, clearly established as a valid and viable process. The revised Compe-
tency framework will be launched with a set of tools for application, including an e-learning programme
for interview panel members to improve the way interviews are conducted.
Other benefits of using competencies in recruitment include that they:
• Provide a complete picture of the job requirements

• Ensure a more systematic and focused selection and interview process
• Increase the likelihood of selecting people who will succeed in the job
• Minimize the investment both, time and money, in people who may not meet the organization’s
requirements
• Enable more focused and targeted external recruitment
• Encourage lateral moves that afford opportunities for additional competency development

JOB DESIGN & RECRUITMENT(continued)
How to use the revised framework for job design:
Step 1: Define the title of the position (based on function, division, location and level)
Step 2: Include Values (all values apply to all UNFPA positions)
Step 3: Include Core Competencies (all Core competencies apply to all UNFPA positions)
Step 4: If the position has managerial responsibilities /supervise staff, then include managerial competencies.
Step 5: Depending on the function select the skill sets and clusters that apply to this specific position.
Example:
Representatives
Values (Exemplify integrity, Commitment, Clusters 1,2,and 3
Embrace Diversity and change) • Organizational Leadership and direction
• Ensuring Operational Effectiveness and
Core Competencies: accountability for results
• Achieving results • External and internal communication and advocacy for
• Being accountable results mobilization
• Developing and applying professional expertise • Strategically positioning UNFPA programmes in the
• Thinking analytically and strategically country
• Working in teams/managing ourselves and our relationships • Providing conceptual innovation to support
• Communicating for impact programme effectiveness
• Strengthening the programme and technical capacity
Managerial Competencies (Providing strategic focus,
of country offices
Engaging staff and partners, Leading, developing and
• Facilitating quality programmatic results
empowering people/creating a culture of performance, Making
• Aligning Human Resources with the organization’s
decisions and exercise judgment)
strategic direction
Deputy Representatives
Values (Exemplify integrity, Commitment, Embrace Diversity Clusters 2,and 3
and change) • Organizational Leadership and direction
• Strategically positioning UNFPA programmes in the
Core Competencies: country
• Achieving results • Providing conceptual innovation to support
• Being accountable programme effectiveness
• Developing and applying professional expertise • Strengthening the programme and technical capacity
• Thinking analytically and strategically of country offices
• Working in teams/managing ourselves and our relationships • Facilitating quality programmatic results
• Communicating for impact


International Operations Managers IOMs
Values (Exemplify integrity, Commitment, Embrace Diversity Clusters 2,and 3
and change) • Facilitating quality programmatic results
• Managing the organization’s financial resources
Core Competencies: • Ensuring compliance with ICT standards and
• Achieving results applications
• Being accountable • Ensuring compliance with Organization’s Policies
• Developing and applying professional expertise and procedures
• Thinking analytically and strategically • Provide procurement services
• Working in teams/managing ourselves and our relationships • Ensure facilities and assets management
• Communicating for impact • Align human resources management with the
organizations strategic direction
• Attract and develop the regional/country workforce

PERFORMANCE MANAGEMENT
Integrating competencies into the performance management process supports the provision
of feedback to staff members not only on ‘what’ they have accomplished but also on ‘how’ the work
was accomplished.
From the perspective of staff members, integrating competencies into the performance management
process assists them in understanding performance expectations in their current and potential future
positions.
Other benefits of using competencies in performance management include that they provide:
• A more balanced and comprehensive assessment of performance by measuring competencies

• A clear, shared understanding of performance expectations in terms of skills, behaviors and
knowledge defined through the competency framework
• A common language and framework for feedback and coaching as well as for performance
appraisal discussions
• More focused coaching and learning through feedback on individual competencies
• More focus on competency development and preparing staff to be successful in carrying out their
responsibilities.
• Better matching of staff to posts through appraisal of competencies
Positive and negative indicators are a powerful tool for coaching . It helps staff members and managers
to identify if competencies are being exhibited and how improve in these areas.

HOW TO USE THE UPDATED COMPETENCY FRAMEWORK IN THE PAD
The new competency framework will be introduced in the PAD in 2014.
Among the different consequences for the Staff Member the revised competency framework
will contribute to:
• Align the PADs to the behaviors and values critical for moving forward our mandate and
organization,
• Provide more accurate criteria to rate and assess the competencies and values,
• Simplify the PADs, reduce the amount of time required to fill in the PAD form and increase
our focus on the critical elements of performance. The following chart shows what the new
competency framework will look like in the PAD:
Core Competencies Functional Competencies

Functional skill sets (1 rating)
Three values (1 rating) All staff members will be assessed on the
All staff members will be assessed to what skills required to perform in their functional
extent they show through their behaviors in area. This assessment will be done in one
the shared UNFPA values. single field summarizing overall functional
Professional competencies (6 ratings) skills.
All staff members regardless of their level (Supervisors Only)
of responsibility will be assessed in to how Managerial competencies (4 ratings)
extent we conduct ourselves aligned to the Supervisors will be assessed on
new professional competencies. competencies related to how they lead,
motivate, assess and support their teams.

COMPARISON BETWEEN CURRENT VERSUS NEW VERSION IN THE PAD
Current PAD New PAD 2014

Work Plan and Personal Development Work Plan and Personal Development
Outputs Outputs (they remain the same)
Core Competencies (8 ratings) Values (1 rating)

Functional Competencies (8 ratings) Professional Competencies (6 ratings)
Functional skill sets (1 rating)
Total: Supervisors only: managerial
16 competency ratings for every staff competencies (4 ratings)
member
Total:
8 Competency ratings for staff members
without managerial duties
12 Competency ratings for staff
members with managerial duties

CAREER PROGRESSION AND DEVELOPMENT
Competency frameworks directly support career progression and development in three key ways:
1) they identify the competencies required to move into positions of managerial responsibility
2) they provide a full range of functional skillsets expected within each of the three Skill Set Clusters
3) they outline the competencies to be developed if a staff member would like to move laterally into a
position in one of the other clusters.
Other benefits of using competencies in career progression and development include that they:
• Enable people to focus on the skills, knowledge, and characteristics that have the most impact
on effectiveness
• Ensure that training and development opportunities are aligned with organizational values and
strategies
• Make the most effective use of training and development time and dollars

VALUES
APPLIES TO ALL STAFF
Value-based competencies provide the basis for a shared understanding and workplace
demonstration of UNFPA’s values. Most are also part of the Standards of Conduct for international
Civil Servants.
Exemplifying integrity
Demonstrating commitment to UNFPA
VALUES and the UN system
Embracing cultural diversity
Embracing change

EXEMPLIFYING INTEGRITY
Integrity is one of our three values. It means exemplifying the Standards
of Conduct for the International Civil Service and the Charter of the
United Nations in everything we say and do.
Staff Members Who Staff Members Who Do Not

Demonstrate This Competency: Demonstrate This Competency:
• Act in accordance with the Standards of Conduct • Possess principles and values that are not in line
for the International Civil Service with the Standards of Conduct for the International
Civil Service and the Charter of the United Nations
• Follow through on commitments and take
responsibility when we are unable to fulfill them • Engage in questionable or unethical work
behaviour
• Conduct themselves in an ethical manner at all
times and do not abuse power or authority • Encourage others (e.g., people who report directly
to them or coworkers) to ‘get results no matter
• Recognize ethical dilemmas and conflicts of what”
interest and seek advice or support to resolve them
• “Look the other way” when integrity issues arises
• Demonstrate transparency, trust and respect within or when they observe others acting outside of the
the organization and with all partners and Charter of the United Nations; ignore unethical
stakeholders behaviour demonstrated by others
(CONTINUED)

• Resist undue political or personal pressure in • Find it acceptable to withhold information or to be
human resource practices and all other activities untruthful
• Are transparent in their actions and follow • Are ambiguous when setting expectations and
through their commitments direction, allowing others to act in an unethical or
compromising manner to achieve desired results
• Are trustworthy and, keep their promises and
do not compromise their ethics • Are not trustworthy; do not keep promises, or
compromise on ethics
• Use their power to achieve results for UNFPA
and not for personal gain • Use the power of their position or personal
influence to make others act in an unethical manner
• Act in a respectful manner with colleagues and
external parties • Undermine others to benefit their own personal
standing or position

(CONTINUED)
Managers Who Managers Who Do Not

• Role model the Standards of Conduct for the • Behave in contravention of the Standards of
International Civil Service Conduct for the International Civil Service
• Follow through on commitments and take • Do not follow up on commitments, or do not take
responsibility when unable to fulfil them responsibility when unable to fulfil them
• Exemplify integrity and do not abuse their
managerial position in the exercise of power or • Do not exhibit integrity, abuse their managerial
authority position in the exercise of power or authority
• Recognize ethical dilemmas and conflicts of • Do not acknowledge ethical dilemmas or conflicts
interest, and seek advice or support to resolve of interest, and do not resolve situations in which
them these conflicts arise

(CONTINUED)

• Encourage their teams to demonstrate • Do not act in a transparent manner and do not
transparency, trust and respect within the encourage teams to demonstrate transparency,
organization, and with all partners and trust and respect within the organization, and with
stakeholders all partners and stakeholders
• Resist undue political or personal pressure in • Fail to resist political or personal pressure in human
practices and all other activities resource practices and all other activities

RESOURCES TO STRENGTHEN THIS INTEGRITY
CAREER FITNESS PORTAL
• Preserving Integrity: https://portal.myunfpa.org/web/dhr/preserving-integrity
BOOKS
• The Accountable Organization: Reclaiming Integrity, Restoring Trust: (2004) by John Marchica;
Consulting Psychologists Press – This book shows how to identify an organization’s values and
purpose, integrate them into a strategic plan, and develop a focused road map for execution that
provides clarity, defines performance standards and much more.
• High Performance with High Integrity; (2008) by Ben W.Heineman Jr; Harvard Business School
Publishing – Concise and insightful, this book provides a corporate blueprint for creating a culture
of integrity through exemplary leadership, transparency, incentives and processes, not just rules and
penalties.
• Integrity works: Strategies for Becoming a Trusted, Respected :and Admired Leader; (2005) by Dana
Telford and Adrian Gostick; Gibbs Smith – A leader who wants to be trusted, followed and admired
must act with integrity. Harvard researcher and lecturer Dana Telford and bestselling author Adrian
Gostick explain ten principles of integrity that are proven to enhance loyalty and the bottom line.
• Skillsoft: Building Character: Strengthening the Heart of Good Leadership.
• Skillsoft: Ethics for Everyone: How to Increase Your Moral Intelligence.

RESOURCES TO STRENGTHEN THIS INTEGRITY
E-LEARNING
• Ethics, Integrity and Anti-fraud
• Making Decisions Ethically Business Ethics for Managers
• Understanding Organizational Ethics
• Social Responsibility in Corporations
• Business Ethics Simulation
• Core PMI® Values and Ethical Standards
• Standard Business Etiquette
• Communication Business Etiquette
• Etiquette at the Business Meeting
• Business Etiquette for Supervisors
• Professionalism and Business Etiquette Simulation

DEMONSTRATING COMMITMENT TO UNFPA AND THE UN SYSTEM
Demonstrating commitment to UNFPA and the UN system is integral to the work of

every staff member. It means adhering to UN and UNFPA principles and
purposes in daily actions and decisions.

• Demonstrate loyalty and commitment to the aims, • Are unwilling to make personal sacrifices in order
principles and purposes of the UN system and to support UNFPA goals, principles, and purpose
UNFPA of the UN and of UNFPA
• Demonstrate adherence to the rules and policies • Set an example that does not adhere to the rules
of UNFPA and policies of UNFPA
• Demonstrate a genuine passion for their work and • Lack genuine passion for their work and for the
for the work of the organization mission, vision, and values of the UN and of UNFPA
• Place the interests of the organization above their • Place their own interest above the interest of the
own organization
• Draw others into active, enthusiastic commitment • Are skeptical and do not convey enthusiasm for
to UNFPA’s mandate UNFPA mandate
(CONTINUED)

• Build support for UNFPA’s mandate by •Do not support UN and UNFPA principles,
understanding and being sensitive to the purposes, values or decisions on critical man-
political and cultural context dates
• Do little to promote or build support for UNFPA’s

mandate through understanding and sensitivity to
the political and cultural context

(CONTINUED)
Managers Who Managers Who Do Not Demon-

Demonstrate This Competency: strate This Competency:
• Encourage their teams to demonstrate loyalty and • Are unwilling to make personal sacrifices in order
commitment to the aims, principles and purposes to support UNFPA goals, principles, and the
of the UN system and UNFPA, and take corrective purposes of the UN system and UNFPA, and do
actions when this does not happen not ‘walk the walk’
• Exemplify adherence to the rules and policies of • Do not lead by example by practicing behaviours
UNFPA that do not adhere to the rules and policies of
UNFPA
• Inspire their teams to demonstrate passion for
their work and the work of the organization • Speak negatively about past and present members
of the team, or disclose private information
• Place the interests of the organization above about them or allow this behaviour in their teams;
theirs, encourage their teams to act in the same do not encourage respectful behaviour in their
way and take corrective actions when this does not teams
happen

(CONTINUED)
Managers Who Managers Who Do Not Demon-

Demonstrate This Competency: strate This Competency:
• Drive others into active, enthusiastic commitment • Do not inspire passion for UNFPA’s mission and
to UNFPA’s mandate vision, and the values of the UN system and UNFPA;
exhibit a sceptical attitude
• Build support for UNFPA’s mandate by
understanding and being sensitive to the political • Do not support UN and UNFPA principles,
and cultural context, and encourage their teams to purposes, values or decisions on critical mandates
do the same
• Do not encourage or coach staff towards
• Put UNFPA interests before their own understanding and sensitivity to political and
cultural contexts, and do not ensure that their
teams understand the rationale for this
• Put their own interests before the interests of

UNFPA

RESOURCES TO STRENGTHEN THIS VALUE
• Professionalism: https://portal.myunfpa.org/web/dhr/professionalism
• Working with Purpose: https://portal.myunfpa.org/web/dhr/working-with-purpose
BOOKS
• The Accountable Organization: Reclaiming Integrity, Restoring Trust: (2004) by John Marchica;
Consulting Psychologists Press – This book shows how to identify an organization’s values and
purpose, integrate them into a strategic plan, and develop a focused road map for execution that
provides clarity, defines performance standards and much more.
• Intrinsic Motivation at Work: What Really Drives Employee Engagement: (2009) by Kenneth W.
Thomas, Berrett- Koehler Publishers
• Skillsoft: The Committed Enterprise: How to Make Vision and Values Work
• Skillsoft: Influence: Gaining Commitment; Getting Results: For The Practicing Manager

E-LEARNING
• Ethics, Integrity and Anti-fraud.
• Sustaining Competitive Advantage
• Making Decisions Ethically
• Business Ethics for Managers

EMBRACING CULTURAL DIVERSITY
Embracing diversity goes beyond merely respecting it. It is about living the
human rights principles the organization stands for by demonstrating an
appreciation of its multicultural nature as manifested by the diversity of its staff.

• Demonstrate inclusive behavior and willingness to • Do not show appreciation for the diverse nature of
work without bias with all individuals and groups, people, including by:
regardless of gender, nationality, religion or any
other characteristic - Acting in a judgemental manner and/or expressing
denigrating comments about and/or
• Remain mindful of their own biases and behavior
and take steps to become more sensitive and - Failing to listen fully to colleagues, interrupting
inclusive conversations frequently, being dismissive of
undermining differing views, beliefs or mannerisms
• Promote and abide by organizational policies that certain colleagues’ views
increase diversity
• Prefer to work with others who are very similar;
• Demonstrate respect for the organization’s diverse believe that diversity must be tolerated rather than
and multicultural workforce in their communication embraced
and interaction with others
(CONTINUED)

• Actively promote diversity and gender equality in • Interact inappropriately with others from different
all organizational activities and in office cultures, gender, ages, backgrounds, etc; without
management sensitivity to the unique communication styles
and points of view of people who are different
from them
• Consistently dismiss initiatives that seek to

integrate, celebrate or highlight cultural diversity
and gender equality in all organizational
activities
• Fail to understand that improving communication in

cross-cultural relationships requires not just
respecting diversity, but embracing it and
demonstrating a full appreciation of the multicultural
nature of the organization and the diversity of its staff

(CONTINUED)

• Demonstrate inclusive behaviour and work • Show favouritism based on gender, nationality,
without bias with all individuals and groups, religion or any other characteristic; do not delegate
regardless of gender, nationality, race, religion work in an equitable manner, and do not take
or any other characteristic; encourage the same corrective measures when this behaviour is pointed
behaviour in their teams and take corrective out
measures when this is not followed
• Fail to recognize or improve on their biases and
• Examine their own biases and behaviours, and are behaviours; do not accept feedback on this issue,
open to receiving feedback and taking steps to and do not take steps to become more sensitive
become more sensitive and inclusive; coach their and inclusive
teams, or seek appropriate coaching for them,
when a gap is identified • Do not follow organizational policies that increase
diversity and ensure equity in UNFPA, and do not
• Demonstrate a capacity to engage in ‘active lead their teams to follow existing policies
listening’ to all colleagues regardless of rank,
position or institutional affiliation • Fail to demonstrate respect for the organization’s
diverse and multicultural workforce in their
(CONTINUED)

• Demonstrate conformity with organizational communication and interaction with others, as well
policies that increase cultural diversity, and ensure as in all processes including recruitment,
equity and gender equality in all organizational performance management and development
activities and in office management, especially in opportunities
delegation of functions, recruitment and staff
development opportunities • Do not promote diversity and gender equality in all
organizational activities as well as in office
• Demonstrate respect for the organization’s management
diverse and multicultural workforce in their
communication and interaction with others as • Do not show appreciation for the diverse nature of
well in all processes, including recruitment, people, including by:
performance management and development - Acting in a judgemental manner and/or expressing
opportunities denigrating comments about and/or
• Actively promote diversity and gender equality; - Failing to listen fully to colleagues, interrupting
encourage and ensure that their team members conversations frequently, being dismissive of
regularly review mandatory courses with guidance undermining differing views, beliefs or mannerisms
on handling cultural diversity (see Resources) certain colleagues’ views
• Avoid Discrimination: https://portal.myunfpa.org/web/dhr/avoiding-discrimination
• Working Abroad: https://portal.myunfpa.org/web/dhr/working-abroad
BOOKS
• Making Diversity Work: seven Steps for Defeating Bias in the Workplace; (2003) by Sondra Thiederman;
Kaplan Publishing –The author provides strategies for becoming aware of our biases, learning how to
overcome them, and avoiding relapses.
• Building on the Promise of Diversity: How We can Move to the Next Level in Our Workplaces, Our
Communities, and Our Society;(2006) by R. Roosevelt Thomas, Jr., 2006, AMACOM.
• Developing Competency to Manage Diversity: Readings, Cases & Activities; (1997) by Taylor H. Cox, Jr.
and Ruby L. Beale, Berrett-Koehler Publishers.
• Skillsoft: Beyond Race and Gender: Unleashing the Power of Your Total Work Force by Managing Diversity.
• Skillsoft: Capitalizing On Workplace Diversity: A Practical Guide to Organizational Success Through Diversity

E-LEARNING
• Ethics, integrity and anti-fraud.
• Diversity on the Job: The Importance of Diversity and the Changing Workplace
• Diversity on the Job: Diversity and You
• Culture and Its Effect on Communication
• Communicating Across Cultures
• Improving Communication in Cross-cultural Relationships
• Diversity on the Job: The Importance of Diversity and the Changing Workplace
• Diversity on the Job: Diversity and You
• Culture and Its Effect on Communication
• Communicating Across Cultures
• Improving Communication in Cross-cultural Relationships

EMBRACING CHANGE
Today’s environment is constantly evolving, which requires that organizations
be flexible and embrace change. All members of an organization not only have
to understand the need for change, but also adequately adjust and respond
positively to, and be proactive for change.
• Assimilate to environmental modifications with a • Do not recognize the need for change and value in
positive and optimistic attitude; do not allow innovation; fear new positions and opportunities;
change to become a fear, but rather an are pessimistic in seeing only the negatives in
opportunity to grow change
• Demonstrate flexibility through openness, critical • Are static in behaviours and thoughts about how the
thinking and the ability to accept feedback organization should function; rely heavily on what
‘has been’ and not on what ‘could be’ by not
• Examine their own resistance towards change, accepting feedback and being open to change
and take steps to become more open and involved
• Prefer to remain resistant and not get involved in a
• Take initiative to be innovative through change process
experimentation with resources, research
development and testing of new technologies

EMBRACING CHANGE
(CONTINUED)

• Promote and advocate for change by discussing • Do not take advantage of external resources,
ideas openly with others and encouraging research and new technology for the purpose of
others to be innovative innovation
• Attend training opportunities to learn more skills • Do not attend training opportunities to move to
and take on different positions in the workplace different career positions
• Do not actively promote change in their

organization, but rather encourage others to
resist change

EMBRACING CHANGE
(CONTINUED)

• Promote the need for change by becoming • Discuss a need for change but fail to actively
change leaders and actively participating in the participate in the actual change process; they talk
change process the talk but cannot walk the walk
• Identify individual, team and organizational • Remain static in their thoughts and their way of
resistance to change, and provide employees with doing things; do not recognize the need for
support and assistance to overcome resistance change and decline feedback that encourages
and make the change process more enjoyable change
• Coordinate change initiatives that actively involve • Decrease employee satisfaction by ordering
all organizational members and increase employees to make changes without including them
employee commitment in the change process
• Provide training to employees so that they obtain • Fail to foster change by not providing employees
the skills necessary to reach their goals and with training or encouragement to bring forward
change objectives new ideas

EMBRACING CHANGE
(CONTINUED)

• Examine their own biases and behaviours towards • Lack emotional intelligence during the change
change, and are open to feedback on their process; fail to recognize employee resistance to
own change processes change and help employees overcome that
resistance
• Demonstrate knowledge about their current
environment and future environmental outcomes; • Fail to demonstrate a need for change by not
establish and communicate an inspirational need showing knowledge about their current
for change environment and what they envision the
organization’s future outcomes to be
• Foster innovation and creativity by encouraging
employees to bring forward their change ideas
and environmental observations

EMBRACING CHANGE
• Surviving Organizational Changes: Taking Control & Proving Your Value:
https://portal.myunfpa.org/web/dhr/surviving-organizational-changes
• Managing Change: https://portal.myunfpa.org/web/dhr/managing-change
BOOKS
• Survival is Not Enough: Why Smart Companies Abandon Worry and Embrace Change, by Seth
Godin, 2002.
• Updating Your Company’s HR Strategy: Leading HR Executives on Embracing and Exploiting

Change, Measuring the Effect of HR, and Motivating a Strong Workforce, Aspatore Books, 2008.
• Organizational Change Theory and Practice, by W. Warner Burke, 2010.

CORE COMPETENCIES
The professional competencies define HOW we conduct ourselves in the

organization. These competencies are required of all staff regardless of
their level of responsibility.
Achieving results
Being accountable
CORE Developing and applying professional
COMPETENCIES
expertise/business acumen
Thinking analytically and strategically
Working in teams/managing ourselves and
our relationships
Communicating for impact

ACHIEVING RESULTS
This competency is about knowing what results are important and focusing
resources and efforts to achieve them. It means applying the principles and
practices of results-based management in everything we do.

• Define their work in terms of results to be achieved • Lack a sense of urgency to get things done
• Set challenging and realistic performance goals • Are more concerned with being busy than obtaining
measurable results
• Plan their work carefully
• Set vague or unrealistic goals that are better
• Effectively manage their time and deliver high characterized as “dreams” or “wishes”
quality work
• Get off track and are easily thwarted by obstacles
• Adapt to changing situations, re-evaluating their and distractions
work as required
• Are unwilling to confront change and adapt
• Strive to improve their performance and achieve sufficiently to it
high personal and professional standards of
excellence

ACHIEVING RESULTS
RESOURCES TO STRENGTHEN THIS COMPETENCY
• Quick Wins: https://portal.myunfpa.org/web/dhr/achieving-quick-wins
• Self-Discipline: https://portal.myunfpa.org/web/dhr/self-discipline
BOOKS
• The Accountable Organization: Reclaiming Integrity, Restoring Trust: (2004) by John Marchica; Consulting
Psychologists Press – This book shows how to identify an organization’s values and purpose, integrate them
into a strategic plan, and develop a focused road map for execution that provides clarity, defines performance
standards and much more.
• Skillsoft: The Influence Edge: How to Persuade Others to Help You Achieve Your Goals
• Skillsoft: The Book of Agreement: 10 Essential Elements for Getting the Results You Want
• Skillsoft: How Great Leaders Get Great Results

ACHIEVING RESULTS
E-LEARNING
• Results Based Management: https://portal.myunfpa.org/web/dhr/learning_career Assessing
• Performance Continuously
• Performance Reviews
• About 360-Degree Performance Feedback
• Skillsoft: Getting Results without Authority: Building Relationships and Credibility
• Skillsoft: Getting Results without Authority: Persuasive Communication
• ELMS: Course 1: RBM Basics (20013)
• ELMS: Course 4: Planning for Results (20037)

BEING ACCOUNTABLE
This competency is about our obligation as individuals to account for our
activities, to accept responsibility for them, and to disclose the results in a trans-
parent manner.

• Take responsibility for delivering on expected • Fail to take responsibility for actions and
results consequences
• Are productive and carry their fair share of the • Have difficulty being productive and contributing
team’s workload to the team’s effort by carrying their fair share of
the workload
• Take responsibility for their contribution to
outcomes and to team performance • Make excuses for mistakes
• Use assigned resources in the most cost effective • Have difficulty accurately estimating required
way and find ways to increase efficiency wherever resources; fail to modify plans in order to improve
possible upon inefficiencies

BEING ACCOUNTABLE
(CONTINUED)

• Acknowledge their shortcomings and those of the • Avoid taking responsibility for tasks or projects;
team, and apply lessons learned for improvement feel nervous or uncomfortable when assigned
responsibility
• Respect and follow organizational policies and
procedures • Blame others for problems
• Attribute errors, mistakes, or missed deadlines to

factors outside of their control; feel their
performance is due to uncontrollable factors
• Adopt an “I am never wrong” attitude when

confronted with questions about their actions,
behaviors or performance

BEING ACCOUNTABLE
• Taking Initiative: https://portal.myunfpa.org/web/dhr/taking-initiative
BOOKS
• The Accountable Organization: Reclaiming Integrity, Restoring Trust: (2004) by John Marchica; Consulting
Psychologists Press – This book shows how to identify an organization’s values and purpose, integrate them
into a strategic plan, and develop a focused road map for execution that provides clarity, defines performance
standards and much more.
• Results Without Authority: Controlling a Project When the Team Doesn’t Report to You, by Tom Kendrik, 2012.
• Skillsoft: The Accountable Organization: Reclaiming Integrity; Restoring Trust.

BEING ACCOUNTABLE
E-LEARNING
• Getting Results without Authority: Building Relationships and Credibility.
• Getting Results without Direct Authority: Reciprocity
• Getting Results without Authority: Persuasive Communication
• Getting Results without Direct Authority: Influencing Your Boss
• Leadership Essentials: Leading Business Execution
• Foundations for Business Execution
• Creating a Business Execution Culture

DEVELOPING AND APPLYING PROFESSIONAL EXPERTISE
This competency is about applying our knowledge and skills, staying current,
sharing knowledge, and continuously innovating — applying new and
improved methods for accomplishing results.

• Understand and apply fundamental concepts • Do not understand and apply fundamental
and principles of the professional discipline or concepts and principles of the UNFPA and/or their
technical specialty relating to their position professional discipline/technical expertise
• Stay informed of policies and best practices in • Appear oblivious of new or cutting-edge practices;
their subject area and integrate them into current do not value continuous or on-going education and
projects and processes development
• Share their personal knowledge and experience • Do not encourage others to share personal
and encourage others to do the same knowledge and only focus on their own knowledge
and experience
• Promote standardized models of working (for
example, guidelines) that have some level of • Have difficulty finding inspiration for work and
flexibility translating ideas into outputs

(CONTINUED)

• Demonstrate creativity and innovation in their • Believe others should rely on self-motivation; do
area of professional expertise not encouraging others to collaborate to
share personal knowledge
• Do not identify ways that current processes can

be improved; do not actively seek opportunities
for continuous improvement

(CONTINUED)

• Policies and Procedures Manual: https://portal.myunfpa.org/web/pd/ppm
• Business Practices: https://portal.myunfpa.org/web/pd/bp
• Building Expertise: https://portal.myunfpa.org/web/dhr/building-expertise
• Self Mastery: https://portal.myunfpa.org/web/dhr/self-mastery
• Taking initiative: https://portal.myunfpa.org/web/dhr/taking-initiative
• Standing out from the crowd: https://portal.myunfpa.org/web/dhr/the-pvi-model
• Getmore fulfilment from your job: https://portal.myunfpa.org/web/dhr/making-your-job-more-

satisfactory
BOOKS
• Shift to Professional Paradise: 5 Steps to Less Stress, More Energy & Remarkable Results at Work;(2008) by Vicky
Hess; Corner Stone Leadership Institute- Real wold examples, exercises and interactive tools to help your team
developing skills to connect more positively with customers and co-workers.
• Becoming the Best (1998) by T. Peters and R. Waterman, 1998, Harper Collins.

E-LEARNING
• The Five Characteristics of Professionalism: Discover the five characteristics of professionalism.

(Skillsoft available in ELMS).
• Conveying a Quality Image via E-Mail. Learn how to convey a quality image via e-mail.
(Skillsoft available in ELMS).

THINKING ANALYTICALLY AND STRATEGICALLY
This competency is about defining and analyzing information, as well as
demonstrating a capacity to think and act in order to achieve long-term benefits
and objectives for UNFPA.

• Analyze the needs of the situation, think through • Have difficulty interpreting data and determining
the consequences of different actions and draw needs of the situation; come to illogical
logical conclusions conclusions or makes recommendations not
supported by the facts
• Demonstrate an ability to prioritize actions
focusing on activities with direct and/or long-term • Are more tactical than strategic, maintaining a focus
impact on short-term goals; do not look beyond
the task at hand
• Logically break problems down into their essential
elements and solve them • Fail to take necessary action or take action that is
unlikely to effectively leverage UNFPA’s
• Look beyond symptoms to uncover root causes, resources and mandate
and anticipate potential problems before they
occur

(CONTINUED)

• Make decisions and take actions designed to • Avoid resolving tough organizational issues; do
most effectively leverage UNFPA’s resources and not take decisive action in crises or conditions of
mandate uncertainty. Avoid unpopular decisions or allow
decisions to be swayed by the desire to make
• Step back from operational issues to focus on popular decisions
long term directions for their area of responsibility
• Fail to see the big picture, often getting
• Are proactive in making recommendations for stuck in the details and day-to-day operations
modification/delay/termination of projects that
are no longer relevant and/or cost-effective • Lack the ability to translate vision into
operational goals
• Do not attempt to re-frame perspectives of

others; prefer to “stay the course” and avoid or
discourage creative or innovative ideas

• Developing Career Strategy. https://portal.myunfpa.org/web/dhr/developing-career-strategy
• Success Programming. https://portal.myunfpa.org/web/dhr/success-programming
BOOKS
• Leading change: Why Transformations Fail by J.Kotter, 1995, Harvard Business Review.
• Blink, by Malcom Gladwell, 2005, Time Warner Book Group
• Skillsoft: Identity And Strategy: How Individual Visions Enable the Design of a Market Strategy that Works
• Skillsoft: Learning to Think Strategically
• Skillsoft: Sustainable Strategic Management

E-LEARNING
• Ethics, integrity and anti-fraud.
• Thinking Strategically
• The Imperatives of Innovation and Leadership in Strategy
• Planning and Implementing a Business Strategy
• The Role of Critical Thinking in Organizations
• Developing Fundamental Critical Thinking Skills
• Strategies for Facilitating Critical Thinking

WORKING IN TEAMS / MANAGING OURSELVES AND OUR
RELATIONSHIPS
Working in teams is about our capacity to work collaboratively with others towards achieving
shared goals and results.
This competency is at the heart of emotional and social intelligence. It is about our ability to
remain calm and confident, and to have effective relationships with others.

• Are aware of and accept their role, and • Disregard or ignore the feelings of other people
constructively contribute to the work of the team
• Are viewed by others as distant or unapproachable
• Actively
seek to work collaboratively with
colleagues inside UNFPA as well as UNFPA part- • Take credit when not deserved or do not give
ners acknowledgement or credit to those deserving
and stakeholders to pursue common goals
• Do not take time or action to resolve conflicts or
• Take action to resolve sources of tension or obstacles that may prevent a team from achieving
obstacles that may prevent a team from achieving their goals
its goals, striving for win-win solutions
• Do not leverage the experience or expertise of
• Integrate the ideas of team members into their others
thinking, leveraging the experiences and expertise
of team members to achieve better and more
innovative outcomes
RELATIONSHIPS(CONTINUED)

• Foster team spirit and contribution to shared • Disrespect or insult other team members openly;
objectives, creating an environment of trust and humiliate others for the sake of making a point
shared ownership
• Are unwilling to provide personal sacrifices to
• Speak positively of fellow team members outside support company goals or goals of others;
the team always put themselves first and others second
• Are reliable and supportive of other team • Provide confidential and/or privileged information
members, welcome requests for assistance and to others; engage in gossip or other
help others succeed counterproductive behaviors that erode team
cohesiveness
• Keep team members informed of issues that
impact them and consistently seek and give
feedback


• Are honest with themselves and others • Are not reliable and supportive of team members
• Are able to ‘read ‘ situations, and choose • View job performance in an isolated manner versus
appropriate and effective behaviours in response considering how actions impact others and
contribute to broader objectives
• Avoid emotional displays that may exacerbate
difficult situations or interfere with effective • Findit acceptable to withhold information or be
working relationships untruthful
• Tolerate conditions of stress, uncertainty or • Become overly emotional and do not understand
ambiguity, and continue to maintain a positive how their emotions impact others
outlook and work productively
• Areunaware of or have an inaccurate
understanding of their own strengths and
weaknesses


• Are realistic about their own limits, using support • Aresurprised by feedback; ignore or misinterpret
mechanisms as needed and maintaining an the feedback in order to maintain their own
appropriate work-life balance perceptions
• Create a climate of enthusiasm and flexibility, • Become overly emotional and do not understand
where people feel encouraged to give their best how their emotions impact others
• Typically focus on opportunities rather than • Havethe inability to tolerate conditions of stress,
threats in the organizational environment, driving uncertainty or ambiguity
towards results and positive change
• Set
unrealistic goals and limits, and do not rely on
support mechanisms


• Create a negative environment that does not
foster support and encourage employees
• Donot moderate their communication and

behaviour for the needs of the situation or the
person receiving the message
• Donot understand how others perceive what they

say or do

• Good Manners at the Office: https://portal.myunfpa.org/web/dhr/good-manners-in-the-office
• Dealing with Difficult People: https://portal.myunfpa.org/web/dhr/dealing-with-difficult-people
• Dealing with Office Politics: https://portal.myunfpa.org/web/dhr/dealing-with-office-politics
• Stop Playing the Blame Game: https://portal.myunfpa.org/web/dhr/stop-playing-the-blame-game
• Dealing with Bossy coworkers: https://portal.myunfpa.org/web/dhr/dealing-with-bossy-co-workers
• What is your reputation?: https://portal.myunfpa.org/web/dhr/whats-your-reputation
• Self Mastery: https://portal.myunfpa.org/web/dhr/self-mastery
• Managing Your Emotions at Work: https://portal.myunfpa.org/web/dhr/managing-your-emotions-at-work
• Improving
Your Communication Skills: https://portal.myunfpa.org/web/dhr/improving-your-
communication-skills.
• Career Fitness Portal: How Good Are Your Communication Skills? A quiz:
http://www.mindtools.com/pages/article/newCS_99.htm.
• Career Fitness Portal: Good Manners at the Office: https://portal.myunfpa.org/web/dhr/goodmanners-in-
the-office.
BOOKS
• Interpersonal
Communication: Relating to Others, 7th edition, by Steven A. Beebe, Susan J.
Beebe and Mark V. Redmond, 2013.
• Skill
Builder Workbook for Interpersonal Communication: Relating to Others, by Steven A.
Beebe, Susan J. Beebe and Mark V. Redmond, 2010.
• Interpersonal Communication, by Kory Floyd, 2011.
E-LEARNING
• Managing Your Career: Creating a Plan
• Managing Your Career: Getting on the Right Track
• Improving Your Emotional Intelligence Skills: Self-Awareness and Self-Management
• Using Emotional Intelligence on the Job
• Workplace Conflict: Strategies for Resolving Conflicts
• Negotiation Essentials: What Is Negotiation?
• Negotiation Essentials: Planning for Negotiation

E-LEARNING
• Managing Your Career: Professional Networking Essentials
• Managing Your Career: You and Your Boss
• Managing Your Career: Leveraging the Performance Appraisal
• Improving Your Emotional Intelligence Skills: Self-Awareness and Self-Management
• Using Emotional Intelligence on the Job
• Workplace Conflict: Recognizing and Responding to Conflict
• Managing Your Career: Creating a Plan
• Managing Your Career: Getting on the Right Track
• Workplace Conflict: Strategies for Resolving Conflicts
• Negotiation Essentials: Communicating
• Negotiation Essentials: Persuading
• Negotiation Essentials: Avoiding Pitfalls in Negotiations

COMMUNICATING FOR IMPACT
Communicating is about listening to others, truly hearing what they have to say,
as much as it is about our own ability to express our thoughts and ideas clearly
and succinctly with impact.

• Encourage a culture of communicating regularly • Discourage open communication; criticize the
and lead by example, communicating externally by ideas of others
being proactive and using ‘one voice’, and
• Use terminology or an approach that is
internally by sharing best practices and knowledge inappropriate for the audience (e.g., use jargon,
among offices and teams talk down to people)
• Prioritize strategic communication by creating and • Do not maintain regular communication or
seizing external and internal opportunities to contact with key stakeholders
convey UNFPA’s unified messaging to priority
• Do not speak with ‘one voice’; do not share best
audiences, towards increased awareness of issues practices, and keep critical information for
and the visibility of the organization themselves
• Engage the media on UNFPA issues to increase
the organization’s visibility and credibility

(CONTINUED)

• Connect field work to UNFPA’s vision and mission, • Arenot familiar with UNFPA’s overall vision and
communicating UNFPA’s impact externally to mission and how it relates to external
stakeholders stakeholders, including media, partners, donors,
NGOs and other priority audiences
• Incorporate UNFPA’s vision in internal and external
communication • Missopportunities to speak to priority audiences
using UNFPA’s unified messaging to increase
• Understand and use (as appropriate) external and awareness of issues and the visibility of the
UNFPA-owned internal and external organization.
communication channels to share information and
exchange knowledge • Do not promote UNFPA visibility
• Donot connect with colleagues in other offices in

the field, Regional Offices, Subregional Offices
and Headquarters.
• Donot incorporate UNFPA’s vision into internal

and external communication

(CONTINUED)

• Exemplify‘speaking with one voice’ by • Do
not strategically use external and UNFPA-
pro-actively sharing communication best owned internal and external communication
practices and case studies that illustrate UNFPA’s channels to share information and exchange
vision and mission internally across the organization knowledge.
• Empower staff to communicate UNFPA’s vision • Donot exemplify ‘speaking with one voice’ by
and programming activities both internally and pro-actively sharing communication best practices
externally and case studies that illustrate UNFPA’s vision
and
• Stay informed of corporate priorities and mission internally across the organization
initiatives by regularly visiting and participating in
internal communication channels and events • Donot empower staff to communicate UNFPA’s
vision and programming activities both internally
• Participatein available communication-focused and externally
trainings, including speaking with the media,
understanding digital media, communication • Donot stay informed of corporate priorities; do
basics, etc., to enhance knowledge and skills not see the connection between their job and
organizational priorities

(CONTINUED)

• Remain aware of and systematically execute • Do not make the effort to keep updated with new
external and/or internal communication communication technologies
responsibilities, including proper use of use of
communication systems and protocols across all
levels

• Improving
your communication skills: https://portal.myunfpa.org/web/dhr/improving-your
communication-skills
BOOKS
• PeopleSkills: How to Assert Yourself, Listen to Others , and Resolve Conflicts; (1979) by Robert
Bolton, NY. Simon and Schuster.
• Communicationin Organizations, by Corinne Leech and Kate Williams, 2005, Elsevier Science
and Technology Books, INC.
• Talk
Less, Say More: Three Habits to influence Others and Make Things Happen. By Connie
Dieken.

E-LEARNING
• Interpersonal Communication: Communicating with Confidence
• Interpersonal Communication: Targeting Your Message
• Interpersonal Communication: Listening Essentials
• Interpersonal Communication: Communicating Assertively
• Interpersonal Communication: Being Approachable
• Business Coaching: Getting Ready to Coach
• Business Coaching: Conducting Coaching Sessions
• 360-Degree Performance Appraisal Simulation
• Elements of a 360-degree Performance Review
• Delivering 360-Degree Performance Feedback
• DLPI Communication Module
• Communication with One Voice training (coming soon)

MANAGERIAL
COMPETENCIES
APPLIES TO ONLY MANAGERS
The managerial competencies are a new addition to the competency framework. They
are the competencies required of staff holding managerial positions.
Providing strategic focus

Engaging internal/external partners and
stakeholders
MANAGERIAL Leading, developing and empowering people/
COMPETENCIES creating a culture of performance
Making decisions and exercising judgment

PROVIDING STRATEGIC FOCUS
This competency deals with setting direction, identifying priorities, and focusing
on achieving results in priority areas. It means using our human, financial and
material resources in the most effective way.

• Assess the political environment both internally • Develop strategic priorities regarding resource
and externally, demonstrating an understanding allocations that are inappropriate or ineffective;
of the complex inter-relationships among political do not ensure priorities align with the business
issues and actors objectives of the organization
• Understand UNFPA’s overall vision and mission, • Develop a vague vision that is not aligned with
and how it relates to external stakeholders, overall organizational strategies or the UNFPA
including media, partners, donors, NGOs and mandate
other priority audiences
• Operate in a ‘thought vacuum’; analyzing only
• Developa vision and strategy for the work unit, what is most directly relevant to the immediate
based on the broader organizational vision situation, not based on the broader UNFPA vision
• Translate
the vision into a clear strategic • Direct action and resources towards activities and
framework, making concepts concrete projects that may be worthwhile, but do not
contribute to achieving strategic priorities or
• Provide clear direction on priorities goal-directed outcomes

(CONTINUED)
Managers Members Who Managers Who Do Not

• Say ‘no’ to activities and projects that, while • Assign
unclear roles and responsibilities, and
worthwhile, do not contribute to achieving provide vague expectations when delegating
strategic priorities work
• Allocate resources in line with strategic priorities

(CONTINUED)

• How to be a good role model: https://portal.myunfpa.org/web/dhr/how-to-be-a-good-role-model
• Mentoring: https://portal.myunfpa.org/web/dhr/mentoring
• Mentoring Skills: https://portal.myunfpa.org/web/dhr/mentoring-skills
• Finding a mentor: https://portal.myunfpa.org/web/dhr/finding-a-mentor
BOOKS
• First Thing First, by Stephen Covey, 2003, Free Press.
• Getting Things Done, by David Allen, 2001, Penguin Press
• Skills for New Managers, by Morey Stettner, 2000.
• TheCenter for Creative Leadership Handbook of Leadership Development, by Ellen Van Velsor,
Cynthia D. McCauley and Marian N. Ruderman, 2010.
• How to Grow Leaders: The Seven Key Principles of Effective Development (The John Adair Leade),
by John Adair, 2009.

(CONTINUED)

E-LEARNING
• Assessing Performance Continuously
• Business Coaching: Conducting Coaching Sessions
• Mentoring Effectively
• Mentoring as a Manager

ENGAGING INTERNAL/EXTERNAL PARTNERS AND STAKEHOLDERS
This competency deals with establishing, developing and maintaining

relationships with a broad range of partners and stakeholders, consolidating
relationships with existing partners, and forging relationships with new and some-
times non-traditional partners.

• Identify
and build relationships with strategic • Donot try to learn about stakeholders’ contexts
partners, creating synergies or goals for the future
• Demonstrate an awareness of the concerns and • Donot make an effort to gain an understanding
strategies of stakeholders at all levels (internal of what motivates partners and stakeholders, or
and externally) make an effort to get to know their personal and
career goals
• Stayinformed of the current priorities of partners
and stakeholders, and respond appropriately to • Do
little to promote or encourage partners to
changes in their positions demonstrate respect and a service orientation
• Takea focused and long-term approach to • Takea vague and short-term approach to
investing in relationships with stakeholders, investing in relationships with stakeholders, and
maintaining constructive expectations of them do not maintain constructive expectations of them
even in the face of adversity
• Expressa negative attitude to participating in
networking activities; participate only when
absolutely necessary
(CONTINUED)

• Achieve collaboration and results by • Do not cultivate strong relationships with
communicating and, where appropriate, stakeholders; are overly dependent on a small
negotiating effectively with internal and external number of individuals or groups
partners
• Call upon contacts and strategic partners only
• Create and seize opportunities for when their organization is in need; fail to assist
communicating about UNFPA in ‘one voice’ to and follow through on commitments to partners
priority external audiences to increase awareness
of issues and the visibility of the organization • Fail to utilize contacts and alliances to help meet
goals and objectives
• Createan open, positive environment to
stimulate discussion • Create a negative environment, and do not
encourage discussion
• Demonstrate and elicit trust by seeking and
providing helpful feedback


• Self Motivation: https://portal.myunfpa.org/web/dhr/achieving-quick-wins
• Comparative Advange: https://portal.myunfpa.org/web/dhr/add-value
BOOKS
• The
Power of Coaching...Engaging Excellence in Others!, by P MacDonald Machen and Patti
McKenna, 2007.
• The Influence Matrix: Strategies for Engaging Others to Get Results, by Joan Wood, 2012.
• Engaging the Hearts and Minds of All Your Employees: How to Ignite Passionate Performance for
Better Business, by Lee Colan, 2008.


E-LEARNING
• Generating Creative and Innovative Ideas: Enhancing Your Creativity
• Generating Creative and Innovative Ideas: Maximizing Team Creativity
• Generating Creative and Innovative Ideas: Verifying and Building on Ideas
• The Imperatives of Innovation and Leadership in Strategy
• Leadership Essentials: Leading Innovation
• Appraising Performance Simulation
• Implementing a Mentoring Program for the Organization

LEADING, DEVELOPING AND EMPOWERING PEOPLE /
CREATING A CULTURE OF PERFORMANCE
This competency deals with bringing out the best in people, motivating and
inspiring them to go beyond what they believe they can do. It entails providing the
team with a clear purpose and sense of direction, linked to organizational strategy.

• Guide, coach and empower individual members • Have difficulty accurately assessing the values,
of the team, encouraging them to reach their full needs, and capabilities of others; treat everyone
potential as simply a member of the team rather than as an
individual
• Aregood communicators who listen to their team,
and encourage a culture of open communication • Donot appear interested in what others have to
by communicating regularly and leading by say; fail to use appropriate verbal and/or
example nonverbal responses
• Empower staff to communicate UNFPA’s vision • Are disinterested in learning about the values,
and programming activities both internally and interests and needs of others
externally
• Make decisions without considering the ideas of
• Provide
helpful guidance and support to team others or the impact those decisions will have on
members for their career development others

CREATING A CULTURE OF PERFORMANCE(CONTINUED)

• Inspire
the team to go beyond what members • Treat everyone as simply a member of the team
believe they can do; provide input without taking rather than as an individual
over
• Are skeptical about the skills of others; do most
• Sharecredit with team members and define work by themselves to ensure it is done ‘the right
success as achievements by the whole team way’
• Facilitate
dialogue between team members, • Assign tasks rather than responsibility and
using tact and diplomacy to manage decision-making power
interpersonal conflicts
• Micromanage employees; provide too much
• Allocate
time to work with staff on matters of instruction and/or follow-up; do not realize that
substance there may be many paths to achieving desired
outcomes
• Empower staff through appropriate delegation—
do not micromanage • Do not provide sufficient resources to help
employees experience success


• Set clearly defined and realistic objectives, and • Fail to identify when employees need coaching in
articulate expectations in collaboration with the a particular skill area
staff members
• Allow employees to struggle with tasks on their
• Ensurethat staff work plans are developed to own instead of stepping in to guide them
achieve the agreed upon objectives
• Have difficulty clearly communicating what
• Distribute
workload in line with roles and individuals need to do to improve their skills
responsibilities; do not overload high performers
with work that should be carried out by other • Lack patience to effectively help their
members of the team subordinates, or do not take the time to provide
needed coaching
• Promptly recognize good performance and deal
with poor performance in accordance with HR • Erode trust by focusing on own goals or fail to
policies fulfil commitments


• Provide
helpful and constructive feedback and • Have difficulty eliciting excitement from others in
coaching to staff order to arouse interest in accomplishing
work-related goals
• Carryout formal performance evaluation in a fair
and honest manner, ensuring that it accurately • Tell followers the ‘right answer’ rather than
reflects staff performance encouraging them to solve problems for themselves
• Donot hesitate to assess staff member • Communicate negative information to the extent
performance at below satisfactory levels when staff that it damages morale
members have not improved their performance
despite regular and consistently constructive
feedback

• Voices:Executive Corner. Articles and reflections of our Executive Director Dr. Babatunde
Osotimehin.
• Managing change: https://portal.myunfpa.org/web/dhr/managing-change
• How to Be a Good Role Model: https://portal.myunfpa.org/web/dhr/how-to-be-a-good-

role-model
• Coach yourself for success: https://portal.myunfpa.org/web/dhr/coach-yourself-to-success

BOOKS
• Leading Change, by John Kotter, 1996, Harvard Business School Press
• TheLeadership Challenge, Fourth Edition, by Hames M.Kouzes and Barry Z Posner, 2008,
John Wiley and Sons (US)
• The Three Leadership Roles. Skillsoft.
• The Three Myths Regarding Leadership. Skillsoft.
• Progressive Leadership. Skillsoft.

E-LEARNING
• Business Coaching: Coaching Sessions.
• Business Coaching: Building the Coaching Relationship
• Business Coaching: Using Different Coaching Styles
• Being an Effective Team Member
• Establishing Team Goals and Responsibilities
• Elements of a Cohesive Team
• Effective Team Communication
• Using Feedback to Improve Team Performance

MAKING DECISIONS AND EXERCISING JUDGMENT
This competency deals with making appropriate and timely decisions that are
in the best interests of the organization.

• Assess risks and alternatives before making • Rush into decisions; take others’ advice without
decisions due consideration; do not consider alternative
actions, risks or consequences
• Consult with stakeholders and others on decisions
that affect them • Donot make logical or objective decisions; allow
emotions to cloud their judgement; make a
• Are able to discern which actions and decisions decision based on unclear facts or hearsay
are in the best interests of UNFPA, and which are
not • Failto appropriately identify when to make
decisions on their own versus when to get others
• Following
consultations and evidence-gathering, involved
make decisions without delay
• Make poor decisions resulting in significant
• Refrainfrom ‘jumping to conclusions’ based on no, negative consequences
or minimal, evidence; take time to collect facts
before decision-making • Hesitateor fail to make decisions, or make poor
decisions when faced with difficult or tough
decisions
(CONTINUED)

• Recognize when to escalate appropriate or specific
situations, and when to take decisions at their
level; avoid ‘delegating decisions upwards’
• Donot hesitate to make tough or difficult

decisions
• Communicate decisions in a transparent and

consistent manner

• SWOT Analysis:
https://portal.myunfpa.org/web/dhr/swot
BOOKS
• Smart Choices: A Practical Guide to Making Better Decisions, by John S. Hammond, Ralph
L. Keeney and Howard Raiffa, 2002.
• The
Decision Book: 50 Models for Strategic Thinking, by Mikael Krogerus, Roman
Tschäppeler, Philip Earnhart and Jenny Piening, 2012.
• Making Smart Decisions, 2011, Harvard Business Review Paperback Series.
• Wharton
on Making Decisions, by Stephen J. Hoch, Howard C. Kunreuther and Robert E.
Gunther, 2004.

E-LEARNING
• Making Decisions Ethically
• Business Ethics for Managers
• Decision Making: The Fundamentals
• Decision Making: Tools and Techniques
• Decision Making: Making Tough Decisions

LINKING OF UNFPA COMPETENCIES TO
RESIDENT COORDINATOR COMPETENCIES
One of the goals in developing the new framework has been to intentionally link UNFPA
competencies to those of the Resident Coordinator (RC) system in order to increase staff awareness of
requirements for this potential career path and encourage staff development. This is demonstrated below.
COMPETENCY MAP: HOW UNFPA’S NEW COMPETENCIES ARE LINKED WITH THE RC COMPETENCIES
Resident Coordinator UNFPA Color Key
Domain Competencies Competencies
Core
Thinking analytically and strategically Competency
Analysis and decision-making Making decisions and exercising judgement
Managing complexity Managerial
Providing a strategic focus Competency
Strategic and political thinking
Thinking analytically and strategically Functional
Creating a culture of performance Skill Sets
Planning and organizing Mobilizing resources
Delivering results Delivering operational excellence
Achieving results
Drive for Results
Working in teams
Collaboration and teamwork stakeholders
People leadership
Leading, developing and empowering people
Managing people Engaging partners and stakeholders
Advocacy, engagement stakeholders for impact
Personal impact and influence Communicating for impact
and effectiveness Advocacy/Advancing a policy-oriented agenda
Being accountable
Resilience
Managing ourselves and our relationships with others
SKILL SET CLUSTERS
“THE WHAT”
Organizational Leadership
SKILL Programme and Technical Delivery
SETS Operational Excellence
Organizational Oversight

CLUSTERS OF FUNCTIONAL SKILLSETS OR ‘WHAT WE DO’
One of the goals in developing the new framework has been to intentionally link UNFPA competencies to
those of the Resident Coordinator (RC) system in order to increase staff awareness of requirements for
this potential career path and encourage staff development. This is demonstrated below.
As noted above, the functional skillsets are divided in four clusters:
1) Organizational Leadership: This cluster includes the skillsets necessary to perform

the managerial function in the organization. Typically, these skillsets are applied by managers such as
Representatives, Subregional and Regional Directors, Headquarters Directors, and Liaison Offices.
2) Programme and Technical Delivery: This cluster includes a combination of skillsets mostly applied by
programme managers, such as Deputy Representatives, Assistant Representatives, and Programme and Technical
Advisers.
3) Operational Excellence: This cluster mostly applies to Operations Managers and the teams in the
areas of Operations and Management at HQ and in field offices.
4) Organizational Oversight: This cluster is mostly relevant for staff members involved in oversight
functions (evaluation, audit, investigation), those providing related advisory services (legal), and those
dealing with integrity and ethics (ethics).

FUNCTION SKILL SETS CLUSTER 1 CLUSTER 2 CLUSTER 3 CLUSTER 4
EXECUTIVE Global leadership and advocacy for ICPD √

LEADERSHIP
Organizational leadership and direction √
Ensuring operational effectiveness and
√
accountability for results
External and internal communication √
and advocacy for results mobilization
PROGRAMME
AND TECHNICAL Regional and country focus
DELIVERY
Advocacy/advancing a policy-oriented agenda √
Leveraging the resources of national

governments and partners/building strategic √
alliances and partnerships
Delivering results based programmes √
Internal and external communication and √ √

resource mobilization

Global Focus
Global leadership and advocacy for ICPD √
Strategically positioning UNFPA programmes √
Providing conceptual innovation to support pro-
gramme effectiveness
√
Providing a technical support system √

Strengthening the capacity of country offices √
Facilitating quality programme results √

External and internal communication and √
advocacy for resource mobilization
EXTERNAL AND INTERNAL RELATIONS
AND RESOURCE MOBILIZATION
Leading global /regional/country advocacy for
organizational priorities √
√
Creating visibility for the organization √
Mobilizing resources √
MANAGEMENT
SERVICES
Managing the organizations financial resources √
Developing ICT standards and applications √
Providing procurement services √
Ensuring facilities and assets management √
HUMAN
RESOURCES
Aligning human resources management with the
organization’s strategic direction
√
Attracting and developing the global workforce √

Addressing the rights and needs of staff √
members
ORGANIZATIONAL
OVERSIGHT
√
Evaluating the impact of UNFPA’s activities √
Providing assurance and advice on governance, √
risk management and internal control processes

ORGANIZATIONAL
OVERSIGHT
Assessing fraud prevention and detection √
mechanisms set in place by management
Conducting investigations into allegations of √
wrongdoing
SAFETY AND
SECURITY
Enabling the safety and security of UNFPA √

personnel and operations
OFFICE SUPPORT
Provide logistical support √

Manage data √
Manage documents, correspondence and reports √
Manage information and workflows √
Planning, organizing and multitasking √
Support financial data analysis √

LISTS OF SKILL SETS
A skill set is a particular category of skills necessary to perform a job.Functional skills are acquired through a
combination of academic qualification, work experience and exposure. The functional skill sets might be required
in more than one function at UNFPA; this is why the skill sets are transferable.
The level of skill set mastery changes depending on specific positions. Some positions are highly
technical and require a strong concentration of a specific technical skills. Others will be more holistic and
call for a mixture of different skills. Specific requirements in terms of skill sets, values and competencies
are included in job profiles and descriptions.
The following list of skill sets is not exhaustive and does not replace job profiles or descriptions.
The objective of including the list is to help staff members understand what types of skills might
be necessary to perform different functions.
Staff members interested in specific combinations of skill sets and competencies for particular
functions need to consult the list of job profiles and descriptions available on the Division of
Human Resources webpage, in the PAD system and in job vacancies.

ORGANIZATIONAL LEADERSHIP
THE OFFICE OF THE EXECUTIVE DIRECTOR (OED)

Executive Director (ED)
Deputy Executive Director (DED)
Special Assistants
Executive Associate
ALL MEMBERS OF THE EXECUTIVE COMMITTEE

All Division Directors in HQ
All Regional and Subregional Directors
All Representatives

FUNCTIONAL SKILL SET/ORGANIZATIONAL LEADERSHIP
• Global leadership and advocacy for ICPD goals
• Organizational leadership and direction
• Ensuring operational effectiveness and accountability for results
• External and internal communication and advocacy for results mobilization

GLOBAL LEADERSHIP AND ADVOCACY FOR ICPD GOALS
This competency is about building the effectiveness with which UNFPA exercises
global leadership and advocacy for ICPD goals.
The Executive Director, Deputy Executive Directors OED Staff Who Demonstrate This
And Other Members Of The Executive Committee: Competency:
• Exercise leadership and build consensus for the • Assist and support the ED, DEDs and other
achievement of ICPD goals within the UN system members of the Executive Committee in their role
and among partners, governments and civil of exercising global leadership and advocacy for
society ICPD goals
• Provide conceptual leadership for global • Identify opportunities for global advocacy
leadership and advocacy for ICPD goals and
promote global strategies for achieving them • Identify and analyze emerging trends or issues
requiring the attention of the ED, DEDs or other
• Dialogue with national counterparts to strengthen members of the Executive Committee
advocacy for ICPD goals, incorporating global
perspectives; serve as global advocates for the
goals of the ICPD

GLOBAL LEADERSHIP AND ADVOCACY FOR ICPD GOALS
RESOURCES TO STRENGTHEN THIS SKILLSET
• ICPD at 15 Portal: https://portal.myunfpa.org/web/icpdat15.
• ICPD Beyond 2014 Review & Post 2015 Development Agenda Platform:
https://portal.myunfpa.org/web/icpd-beyond-2014-review-toolkit/home
BOOKS
• Programme of Action Adopted at the International Conference on Population and
Development, 5-13 September 1994, Cairo.
E-LEARNING
• Making Decisions Ethically Distance Learning in Population Issues (DLPI)
https://portal.myunfpa.org/web/dhr/learning_career
• Communicating ICPD Effectively: https://portal.myunfpa.org/web/dhr/learning_career

ORGANIZATIONAL LEADERSHIP AND DIRECTION
This competency is about providing overall leadership to UNFPA as an

organization by defining a vision and strategic direction, setting priorities, and en-
suring their implementation.
• Create and instill a vision, a set of values, and • Coordinate the translation of organizational
create a supportive, enabling environment in strategies into concrete plans
which the vision and strategic direction can be
achieved • Actively contribute to the setting or organizational
priorities in a consultative process
• Gain and sustain the interest and support of the
Executive Committee for strategies which • Guide and coordinate the formulation and
implement the vision and values of the implementation of programme and/or
organization management policies
• Remain accessible to various stakeholders,

including their colleagues and staff, and show a
willingness to become directly and personally
involved

(CONTINUED)
• Promote better understanding of UNFPA’s
strategic agenda with global partners and build
consensus on major initiatives
• Create consensus and communicate effectively the

vision and strategic direction to internal and
external audiences

• LEAD Programme Coordinator Markus Voelker LCMB
BOOKS
• The Accountable Organization: Reclaiming Integrity, Restoring Trust, by John
Marchica, 2004, Consulting Psychologists Press. This book shows how to identify
an organization’s values and purpose, integrate them into a strategic plan, and
develop a focused road map for execution that provides clarity, defines
performance standards and much more.
• The Heart of Change Field Guide, by Dan Cohen, 2005, Harvard Business School Press
• Skillsoft: Leadership Practice.
E-LEARNING
• Business Coaching: Coaching Sessions

• Business Coaching: Building the Coaching Relationship

• Business Coaching: Using Different Coaching Styles
• Being an Effective Team Member
• Establishing Team Goals and Responsibilities
• Elements of a Cohesive Team
• Effective Team Communication
• Using Feedback to Improve Team Performance
• Appraising Performance Simulation
• Implementing a Mentoring Program for the Organization

ENSURING OPERATIONAL EFFECTIVENESS AND
ACCOUNTABILITY FOR RESULTS
This competency is about ensuring that the organization as a whole performs
effectively—that results are achieved, resources are used efficiently, and the
organization is able to respond effectively in situations of humanitarian crisis.
• Ensure that organizational resources are employed • Assistand support the ED, DEDs and other
effectively and redeployed when necessary members of the Executive Committee in their
role of ensuring operational effectiveness and
• Provide conceptual leadership for efficiency of accountability for results
operations at HQ and in the field
• Identify opportunities for enhancing effectiveness
• Guide and promote the establishment of and efficiency
accountability systems that review activities and
goals against strategies
• Sustain UNFPA’s momentum towards

accomplishing goals and measuring organizational
performance, and communicate successes and
challenges

ACCOUNTABILITY FOR RESULTS(CONTINUED)
• Directthe organization’s activities in line with its
vision, strategic direction and plans
• Ensure that operations at HQ, and in Regional,

Subregional and Country Offices are carried out
efficiently and effectively
• Ensure that the outcomes of programme

evaluations and policy application reviews and/or
internal, external and project audits are taken into
due consideration and implemented

ACCOUNTABILITY FOR RESULTS (CONTINUED)
BOOKS
• The Nonprofit Outcomes Toolbox: A Complete Guide to Program Effectiveness,
Performance Measurement, and Results, by Robert M. Penna, 2011.
• Closingthe Execution Gap: How Great Leaders and Their Companies Get Results, by
Richard Lepsinger, 2010.
• TheRoad to Results: Designing and Conducting Effective Development Evaluations,

by Linda G. Morra Imas and Ray C. Rist, 2009, World Bank Training Series.
E-LEARNING
• The Communication of a Shared Vision
• Leadership Essentials: Communicating Vision
• Leadership Essentials: Building Your Influence as a Leader

PROGRAMME & TECHNICAL
DELIVERY
SKILL SET APPLIES TO:
Deputy Representatives
Assistant Representatives
Programme and Technical Division Director and Deputies in HQ
Programme and Technical Division Team In HQ
Programme and Technical Specialists/Advisers in Regional/Subregional Offices
National Programme Officers
Junior Professional Officers
Programme Analysts
Programme Associate

FUNCTIONAL SKILL SET/PROGRAMME DELIVERY
AND TECHNICAL LEADERSHIP
• Advocacy/Advancing a policy-oriented agenda
• Leveraging the resources of national governments and

partners/building strategic alliances and partnerships
• Delivering results-based programmes
• Internal and External communication and advocacy for results

mobilization

ADVOCACY/ADVANCING A POLICY-ORIENTED AGENDA
This competency is about influencing the public policy agenda to include

population and development, and sexual and reproductive health concerns.
PROFESSIONAL INDICATORS MANAGERIAL INDICATORS
Staff Who Demonstrate This Competency: Managers who demonstrate this competency:
• Develop and maintain a functioning network of • Advocate for the inclusion of population and
contacts in the media and civil society to promote development, and reproductive health concerns in
a better understanding of UNFPA’s mandate and the public policy agenda
to support advocacy efforts
• Bringvisibility and sensitize decision makers to
• Prioritize strategic communication by creating and relevant emerging issues
seizing external and internal opportunities to
convey UNFPA’s unified messaging to priority • Build
consensus concerning UNFPA’s strategic
audiences, towards increased awareness of agenda with partners on joint initiatives
issues
and the visibility of the organization • Leverage UNFPA’s international multidisciplinary
expertise to influence the shape of policies and
• Create and/or convey evidence-based advocacy programmes
messages
(CONTINUED)
• Create
and/or contribute to the elaboration of an • Dialogue with national counterparts and regional
advocacy strategy by identifying and prioritizing intergovernmental bodies to strengthen advocacy
audiences and messages efforts, incorporating country, regional and global
perspectives
• Performanalysis of political situations and
scenarios • Demonstrate cultural sensitivity, political savvy and
intellectual capacity in handling disagreements
with UNFPA’s policy agenda in order to promote
and position UNFPA in an adverse and hostile
environment

• Positioning the Post-2015 UNFPA Agenda, Voices: My UNFPA.

• MDG at 10 Portal: https://portal.myunfpa.org/web/mdgat10
• MDG Toolkit: https://www.myunfpa.org/Apps/MDG/app/report.cfm?
CFID=4019&CFTOKEN=58289853&jsessionid=C804B4E64B0CD6593919612CF9E53509
• Business Plan 2012-2013: https://portal.myunfpa.org/web/bpportal/home
• Strategic Plan 2014-2017: https://portal.myunfpa.org/web/sp-portal
BOOKS
• Managing Sustainable Development Programmes: A Learning Approach to Change,
by Brulin Goran and Lennart Svensson, 2012.
• Participatory
Development: From Advocacy to Action, by Hartmut Schneider and
Marie-Helene Libercier, 1995, Organisation for Economic Co-Operation and
Development (OECD).

E-LEARNING

LEVERAGING THE RESOURCES OF NATIONAL GOVERNMENTS AND PART-
NERS/BUILDING STRATEGIC PARTNERSHIPS AND ALLIANCES
This competency is about leveraging the larger resources of national governments

and other development partners.
• Effectively network with partners, seizing • Buildalliances with non-traditional sectors, including
opportunities to build strategic alliances with the private sector, by translating UNFPA’s agenda
institutions and individuals relevant to UNFPA’s into messages that reflect the pertinence of their
mandate and strategic agenda values and interests
• Sensitize UN partners, donors and other • Promote a consistency of messages, common

international organizations to UNFPA’s strategic platform and inter-agency collaboration regarding
agenda, identifying areas for joint efforts population and development, and reproductive
health issues
• Identify areas of common interests and goals,
and carry out joint initiatives with national and • Createnetworks and promote initiatives with civil
international partners society organizations and intergovernmental
organizations at country/regional and global levels

LEVERAGING THE RESOURCES OF NATIONAL GOVERNMENTS AND
PARTNERS/BUILDING STRATEGIC PARTNERSHIPS AND ALLIANCES
(CONTINUED)
• Identifyand prioritize opportunities and obstacles • Leveragethe larger resources of national

in the political scenario (government, congress, governments, regional and global banks, and
civil society, parliamentarians, pressure groups) to other development partners
advance UNFPA’s agenda
• Connectfield work to UNFPA’s vision and mission,

communicating UNFPA’s impact externally to
stakeholders

LEVERAGING THE RESOURCES OF NATIONAL GOVERNMENTS AND
PARTNERS/BUILDING STRATEGIC PARTNERSHIPS AND ALLIANCES
BOOKS
• Influencer: The Power to Change Anything, by Kerry Patterson, Joseph Grenny,
David Maxfield, Ron McMillan and Al Switzler, 2007.
• Crucial
Conversations Tools for Talking When Stakes Are High, second edition,
by Kerry Patterson, Joseph Grenny, Ron McMillan and Al Switzler, 2011.
• LeveragingYour Leadership Style: Maximize Your Influence by Discovering the

Leader Within, by John Jackson and Lorraine Bosse-Smith, 2007.
E-LEARNING

MOBILIZING RESOURCES
This competency is about ensuring UNFPA has the resources it requires to
implement programmes and advance a policy-oriented agenda.
• Understand UNFPA’s overall vision and mission • Provide leadership in fundraising strategies and
and how it relates to external stakeholders, activities to ensure a stable resource base for
including donors, the private sector and other the organization
priority audiences.
• Develop partnerships with potential donors and
• Create and seize opportunities to use UNFPA’s government counterparts in all sectors at
unified messaging to speak to priority audiences country level
to increase awareness of issues and support for
the organization • Consult with the multilateral and bilateral donor
community for co-financing and contributions
• Analyze information on potential bilateral donors to emergency services
and national counterparts to recommend a
strategic approach

(CONTINUED)
• Identify
country needs and develop proposals to • Develop partnerships with the private sector and
be presented to donors and governments foundations in developing the resource
mobilization strategy
• Developa resource mobilization strategy at
country level

• Resource Mobilization Toolkit:
https://www.myunfpa.org/Apps/RMBToolkit/app/index.cfm?url_t=0
• How to raise resources: https://www.myunfpa.org/Apps/RMBToolkit/app/index.cfm?url_t=26
• Learning materials (joint programmes, private sector, DARTS, etc.):

https://www.myunfpa.org/Apps/RMBToolkit/app/index.cfm?url_t=31
• DARTS (donor agreement report tracking system)

https://www.myunfpa.org/Apps/DARTS/app/index.cfm
• Strategic Plan 2014-2017: https://portal.myunfpa.org/web/sp-portal]. web/sp-portal
E-LEARNING

DELIVERING RESULTS-BASED PROGRAMMES
This competency means effectively managing resources to achieve
organizational results. It requires applying RBM (Results Based Management)
standard practices (e.g., targets, baselines, indicators) and monitoring progress
towards intended results, as well as making necessary adjustments.
• ApplyRBM standard practices (e.g., targets, • Ensure that UNFPA’s global and regional institutional
baselines, indicators) priorities and policy and programming guidelines
are taken into account in country-level programming
• Monitor specific stages of programme processes
implementation and progress towards predefined
milestones • Use findings from RBM practices for decision-making
• Analyze the country situation to identify • Identify country needs and strategies for the
opportunities for project development programme, using an evidence-based approach

(CONTINUED)
• Participate
in the formulation of programme • Ensure the full implementation of country
proposals and ensure substantive rigor in the programme and financial resources to obtain
design and application of proven successful results
approaches
• Conceptualize innovative, results-oriented
• Implementwork adjustments based on lessons programmes, and hold themselves
from monitoring progress accountable for outcomes
• Determine work load and resource requirements

(including HR) for programmes and projects
• Pro-activelyshare information and knowledge

within the organization for more effective results

• Results-based management webpage (Programme Division):
https://portal.myunfpa.org/web/pd/rbm-capacity-development
• Results-based capacity development webpage

https://portal.myunfpa.org/web/pd/rbm-capacity-development
• Result-based management optimization page (Programme Division)

https://portal.myunfpa.org/web/pd/rbm-optimization
BOOKS
• Results-BasedLeadership, by Dave Ulrich, Jack Zenger and Norman
Smallwood, 1999.
• Performance-Based Management: What Every Manager Should Do to Get

Results, by Judith Hale, 2003.
E-LEARNING
• Results-Based Management ELMS: https://portal.myunfpa.org/web/dhr/learning_career

PROGRAMME AND
TECHNICAL DELIVERY
PROGRAMME DIVISION, REGIONAL OFFICES,

TECHNICAL DIVISION SUBREGIONAL OFFICES
Directors Regional Directors

Deputy Directors Deputy Regional Directors
Branch Chiefs Programme Advisers
Specialists and Advisers Technical Advisers
Junior Professional Officers Programme Specialists
Analysts Programme Analysts
Associates Programme Associates
Programme Assistants

FUNCTIONAL SKILLSET/PROGRAMME AND TECHNICAL
DELIVERY
• Strategically positioning UNFPA programmes
• Providing conceptual innovation to support programme

effectiveness
• Generating, managing and promoting the use of knowledge and

information
• Providing a technical support system
• Strengthening the programming capacity of Country Offices
• Facilitating quality programmatic results
• Internal and External communication and advocacy for results

mobilization
STRATEGICALLY POSITIONING UNFPA PROGRAMMES
This competency is about contributing to defining the strategic direction
of UNFPA as an organization, and about developing strategic plans and a
strategic focus for the organization’s programmes at a regional and country
level.
• Develop and disseminate environmental scanning • Seek regional, global and technical perspectives on
tools and procedures for analyzing environments; strategic positioning issues
perform environmental scanning at global and
regional levels • Identify and communicate global and regional
programme priorities, milestones, timelines,
• Contribute to the development and monitoring of performance measures and accountabilities
the Strategic Plan
• Coordinate global and regional priorities, planning
• Ensure linkages between global and regional and performance
programmes, and the Strategic Plan, as well as
to Country Programmes • Follow through on all stages of UNFPA’s business
plan from planning to implementing, monitoring,
evaluating and reporting

(CONTINUED)
• Contribute to the development of global and • Revise goals and plans to reflect changing
regional institutional priorities priorities or conditions
• Contribute to the formulation of policy and

programming guidelines
• Exemplify ‘speaking with one voice’ by pro-actively

sharing best practices and case studies that
illustrate UNFPA’s vision and mission across the
organization

• UNFPA Strategic Plan 2013-2017: https://portal.myunfpa.org/web/sp-portal/home
BOOKS
• Strategic
Thinking: A Nine Step Approach to Strategy and Leadership for
Managers and Marketers, by Simon Wootton and Terry Horne, 2010.
• Aheadof the Curve: A Guide to Applied Strategic Thinking, by Steven

Stowell, Ph.D. and Stephanie Mead, 2005.
E-LEARNING
• GreatCourses (Teaching Company) Strategic Thinking Skills DVD (Course 5913), by Prof.
Stanley Ridgley, 2012.

PROVIDING CONCEPTUAL INNOVATION TO ENHANCE/
STRENGTHEN PROGRAMME EFFECTIVENESS
This competency is about supporting UNFPA’s programme effectiveness by
developing innovative and creative approaches to providing technical expertise.
• Identify opportunities for conceptual innovation • Promote conceptual innovation in the provision of
technical expertise
• Analyze ongoing trends, evolving needs and
emerging issues to identify appropriate responses • Lobby for the resources required for conceptual
for capacity-building innovation
• Develop innovative and creative approaches to • Engage development partners in conceptual and
meet programme and capacity development methodological innovation that is pertinent to global,
objectives regional and national contexts
• Conduct programme assessments to improve

development of models and methodologies

GENERATING, MANAGING AND PROMOTING THE USE
OF KNOWLEDGE AND INFORMATION
This competency is about generating, managing and promoting the use of
evidence-based knowledge and information for decision making. Knowledge
and information are used to improve the organization’s effectiveness and
efficiency.
• Master the use of the organization’s knowledge • Lead in defining and prioritizing the organization’s
and information system knowledge needs
• Analyze data and information • Communicate to staff the importance of knowledge

sharing for organizational effectiveness
• Advocate for and promote the use of knowledge
• Determine the knowledge and information sharing
performance of the organization

PROVIDING A TECHNICAL SUPPORT SYSTEM
This competency is about providing technical leadership and strategic direction to ensure
that the ICPD programme of Action is firmly placed within the global development and
humanitarian response agenda, including the MDGs trends and initiatives.
The technical support influences the population and reproductive health research agenda,
establishes the substantive priorities of UNFPA, identify substantive partnerships,
contributes directly to the state of the art technical knowledge of the UNFPA’s mandate and
ensure the evidence-based programming to ensure that operational activities are carried out
in line with corporate standards of quality.
The technical skillsets involve substantive knowledge of UNFPA’s areas of work (including
Reproductive Health, Population and Development and Gender) and of the approaches
and methods to effect change at population level by strengthening national capacity and
supporting programme scale-up (epidemiology, demography, public health, management,
approaches to national capacity strengthening).

(CONTINUED)
• Position strategically UNFPA programmes by • Act as UNFPA-wide champions of RBM practices
providing conceptual innovation.
• Demonstrate that decision-making is based on
• Build a solid edge knowledge and consistently evidence and good RBM practices
link knowledge with an strategic vision
• Create an environment that rewards good RBM
• Provide technical guidance and tools to improve practices, such as seeking out staff members
the quality of UNFPA programmatic engagement. who display RBM-based behaviour and appropriately
recognizing them
• Develop operating standard procedures and
guidance, aimed at the integration of • Advise senior management on findings of analysis of
programmes and services provided as per UNFPA programme performance
mandate.
• Report on results/impact of programmes at global level
• Build Capacities of staff and partners at all level Ensure the state of the art technical/programming capacity
to analyze, assess and design interventions with to ensure that UNFPA becomes the leader (go to) agency in
impact. areas of our mandate.

(CONTINUED)
• Lend programming practice to a range of policy • Provide technical leadership for the promotion and
making interventions. implementation of the ICPD in the context of a Global
Agenda and the MDGs within and outside UNFPA,
• Assess overall technical performance to identify including the identification of strategic priorities and
success factors and compile and share a list positioning on substantive areas.
of good practices within UNFPA and externally with
partners • Provide technical leadership to advance and strengthen
capacity in programme areas related to population and
• Document and disseminate lessons learned reproductive health issues within a global technical network.
• Identify ‘best practices’ and apply them to programme • Identify UNFPAs substantive role and specific contribution
development in the broad and changing development agenda.
• Monitor overall alignment of programmes with the • Contribute to substantive institutional and inter regional
strategic plan and organizational priorities capacity development

(CONTINUED)
• Identify and attract critical human resources talent in their

areas of expertise for UNFPA.
• Report on results/impact of programmes at global level in

technical substantive areas
• Develop and promote substantive policies, standards,

guidance and tools
• Provide technical support and guidance to integrate

ICPD agenda in development and humanitarian
processes
• Provide technical support for mobilizing additional

resources in selected thematic areas.

• Participant Guide For The Workshop on Reproductive Health Commodity
• Facilitator Guide For The Workshop on Reproductive Health Commodity Security (RHCS)
• Quantification of RHCS: Training Curriculum-Participant Handbook
• Quantification of RHCS: Training Curriculum-Facilitator Guide.

• Donor Support for Contraceptive and Condoms for Family Planning and STI/HIV
Prevention. (Yearly Publication)
• Increasing Access to RH-Key Results of Global Program to Enhance RHCS (GPRHCS),

2007-2012: http://www.unfpa.org/public/supplies/pid/3591
• Ten Good Practices in Essential Supplies for FP and Maternal Health:

http://www.unfpa.org/public/home/publications/pid/11457
• Recent Success Stories in RHCS: http://www.unfpa.org/public/home/publications/pid/6688
• Good Practice in Family Planning-Making Universal Access to Reproductive Health a Reality:

http://www.unfpa.org/public/cache/offonce/home/publications/pid/7602;jsessionid=7A90ABF2123
50240266889D912EE7913.jahia01
• Safe Disposal and Management of Unused, Unwanted Contraceptives: http://www.unfpa.org/

public/cache/offonce/home/publications/pid/

• GPRHCS Annual Reports: http://www.unfpa.org/public/cache/offonce/home/publications/

annual_reports;jsessionid=4876FCAFD37A8A273080FCDF9934D979
• Gender at the Heart of ICPD: UNFPA’s Strategic Framework on Gender. This is an

important document to read, although will likely be updated to align with the new Strategic
Plan: http://www.unfpa.org/public/home/publications/pid/8080
• Human Rights Based Approach to Programming which has Practical Information and Training
materials (although lengthy, can be used a key reference source regarding HRBA and its application
to UNFPA issues): http://www.unfpa.org/public/publications/pid/4919
• Training Manual on Integrating Culture, Gender and Human Rights in Development

Programming: http://www.unfpa.org/public/home/publications/pid/4106
• Highlights of the MDG Achievement Fund’s report Review of Key Findings

and Achievements: Culture and Development: http://www.mdgfund.org/sites/all/
themes/custom/undp_2/docs/thematic_studies/English/CultureThematic_Study_5-
pager_Final_Link.pdf
• The inter-agency e-learning course on gender which was designed by UNDP, UNFPA,
UNICEF and UN Women entitled Gender Equality, UN Coherence and You:
http://www.unicef.org/gender/training/content/scoIndex.html

STRENGTHENING THE PROGRAMMING CAPACITY OF
COUNTRY OFFICES
This competency is about strengthening the capacity of Country Offices and
UN Country Teams to provide high-quality and relevant results-based policy
dialogue and programming.
• Provide high-quality, integrated technical and • Provide high-level policy-related support for advocacy
programme support to Country Offices and and policy dialogue
partners
• Ensure the allocation of human and financial resources
• Provide support and guidance on programming
policies, tools and systems
• Understand and use internal communication

channels to promote intra- and inter-regional
exchanges of information and knowledge,
including good practices and lessons learned
• Build the capacity of Country Offices in the adoption

and use of RBM techniques and tools

COUNTRY OFFICES(CONTINUED)
• Provide technical, policy and strategic guidance to

develop quality programmes and to
participate in UN system coordinated processes
• Provide technical inputs for training/professional

development programmes in programme
management in conjunction with the Division of Human
Resources
• Assure quality of programme design
• Guide and support the development of Country

Programmes

COUNTRY OFFICES
• Programme Division webpage: https://portal.myunfpa.org/web/pd/psrdb
• Programme management tool page:

https://portal.myunfpa.org/web/pd/programme-management-tools.

COUNTRY OFFICES
HIV/AIDS BRANCH
Learning resources to strengthen technical competencies in the new competency framework
Technical Areas Technical Resources / Reference Materials
SRH & HIV Linkages Linkages online resource pack:

www.srhhivlinkages.org
Preventing HIV and Unintended Pregnancies Strategic Framework:

http://www.unfpa.org/webdav/site/global/shared/documents/publications/2012/
V2_web_P1P2_framework%2022.8.12.pdf
Rapid Assessment Tool for Linking SRH and HIV:

http://www.unfpa.org/webdav/site/global/shared/documents/publications/2009/
rapid_assesment_2009.pdf
Women and Girls & HIV Agenda for Accelerated Country Action for Women, Girls, Gender Equality, and HIV
http://www.unaids.org/en/media/unaids/contentassets/documents unaidspublication/
2010/20100226_jc1794_agenda_for_accelerated_country_action_en.pdf

HIV & Sex Work In Reach Training (link to be provided)
Prevention And Treatment Of HIV And Other Sexually Transmitted Infections For Sex
Workers In Low- And Middle- Income Countries:
http://apps.who.int/iris/bitstream/10665/77745/1/9789241504744_eng.pdf
HIV & Young People Global Guidance Briefs – HIV Interventions for Young People
http://www.unfpa.org/webdav/site/global/groups/youth/public/EN-GlobalGuidancekit.pdf
Comprehensive Condom HIV Prevention Gains Momentum: Success in Female Condom Programming
Programming http://www.unfpa.org/public/op/edit/home/publications/pid/7668
Comprehensive Condom Programming: A guide for resource mobilization and

country programming
http://www.unfpa.org/public/cache/offonce/home/publications/pid/8017;jsessionid=
08FAE7171897594CF0338435928647A2.jahia02
Technical Guidance for Global Fund HIV Proposals: Comprehensive Condom

Programming (CCP) and HIV Prevention http://www.who.int/hiv/pub/toolkits/
Condom%20programming.pdf

Comprehensive Condom Myths, Misperceptions and Fears: Addressing Condom Use Barriers
Programming (continued) http://www.unfpa.org/webdav/site/global/shared/documents/publications/2007/
myths_condoms.pdf
Female Condom: A Powerful Tool for Protection

http://www.unfpa.org/public/global/pid/376
WEBSITES:
www.allaboutcondoms.org
www.TheCondomizeCampaign.org
HIV Technical Briefs https://portal.myunfpa.org/web/myunfpa/issue-briefs
PREVENTION: https://portal.myunfpa.org/web/myunfpa/issue-briefs/-/wiki/Main/
Intensifying+HIV+Prevention
CONDOM: https://portal.myunfpa.org/web/myunfpa/issue-briefs/-/wiki/Main/
Comprehensive+Condom+Programming
SEX WORK: https://portal.myunfpa.org/web/myunfpa/issue-briefs/-/wiki/Main/

HIV+and+Sex+Work

HIV Technical Briefs SRH, HIV LINKAGES: https://portal.myunfpa.org/web/myunfpa/issue-briefs/-/wiki/

Main/HIV+and+SRH+Linkages
(continued)
WOMEN & GIRLS: https://portal.myunfpa.org/web/myunfpa/issue-briefs/-/wiki/Main/
HIV+and+Women+and+Girls
YOUNG PEOPLE: https://portal.myunfpa.org/web/myunfpa/issue-briefs/-/wiki/Main/

HIV+and+Young+People
NOTE: Updated on an annual basis

FACILITATING PROGRAMMATIC QUALITY RESULTS
This competency is about supporting programme delivery to ensure that
operational activities are carried out in line with corporate standards of quality.
• Analyze key programming issues • Act as UNFPA-wide champions for RBM practices
• Manage conduct of independent evaluations and • Demonstrate that decision-making is based on evidence
disseminate findings throughout UNFPA and good RBM practices
using internal channels of communication and
knowledge-sharing • Create an environment that rewards good RBM practices,
such as seeking out staff members who display RBM-
• Assess overall programme performance to identify based behaviour and appropriately recognizing them
success factors and compile a list of good
practices • Advise senior management on findings of analysis of
programme performance
• Utilize/disseminate RBM standard practices (e.g.,
targets, baselines, indicators) • Report on results/impact of programmes at global level

FACILITATING QUALITY PROGRAMMATIC RESULTS
(CONTINUED)
• Document and disseminate lessons learned
• Seek out ‘best practices’ and apply them to

programme development
• Monitor overall alignment of programmes with the

UNCT/UNDAF Strategic Plan and organizational
priorities

• Career Fitness Portal: Self Mastery: https://portal.myunfpa.org/web/dhr/self-mastery

E-LEARNING
• The inter-agency e-learning course on gender which was designed by UNDP, UNFPA,
UNICEF and UN Women entitled Gender Equality, UN Coherence and You:
http://www.unicef.org/gender/training/content/scoIndex.html
• Gender at the Heart of ICPD: UNFPA’s Strategic Framework on Gender. This is an

important document to read, although will likely be updated to align with the new Strategic Plan:
• Human Rights Based Approach to Programming which has Practical Information and
Training materials (although lengthy, can be used a key reference source regarding HRBA
and its application to UNFPA issues): http://www.unfpa.org/public/publications/pid/4919
• Training Manual on Integrating Culture, Gender and Human Rights in Development

Programming: http://www.unfpa.org/public/home/publications/pid/4106
• Highlights of the MDG Achievement Fund’s report Review of Key Findings and Achievements:
Culture and Development: http://www.mdgfund.org/sites/all/themes/custom/undp_2/docs/
thematic_studies/English/CultureThematic_Study_5-pager_Final_Link.pdf

The following Technical Resources (including training materials/guidelines) are available:
1. Participant Guide For The Workshop on Reproductive Health Commodity Security (RHCS)
2. Facilitator Guide For The Workshop on Reproductive Health Commodity Security (RHCS)
3. Quantification of RHCS: Training Curriculum-Participant Handbook
4. Quantification of RHCS: Training Curriculum-Facilitator Guide.

5. Donor Support for Contraceptive and Condoms for Family Planning and STI/HIV Prevention.
(Yearly Publication)
6. Increasing Access to RH-Key Results of Global Program to Enhance RHCS (GPRHCS),

2007-2012: http://www.unfpa.org/public/supplies/pid/3591
7. Ten Good Practices in Essential Supplies for FP and Maternal Health: http://www.unfpa.org/
public/home/publications/pid/11457

8. Recent Success Stories in RHCS:

9. Good Practice in Family Planning-Making Universal Access to Reproductive Health a Reality:

http://www.unfpa.org/public/cache/offonce/home/publications/pid/7602;jsessionid=7A90ABF2123502
40266889D912EE7913.jahia01
10. Safe Disposal and Management of Unused, Unwanted Contraceptives:

http://www.unfpa.org/public/cache/offonce/home/publications/pid/14334;jsessionid=591647051B04
84588361C90B11A10FFD.jahia02)
11. GPRHCS Annual Reports:

http://www.unfpa.org/public/cache/offonce/home/publications/annual_reports;jsessionid=4876FCA
FD37A8A273080FCDF9934D979

EXTERNAL RELATIONS &
RESOURCE MOBILIZATION
INFORMATION AND EXTERNAL RELATIONS LIAISON OFFICES:

Division (HQ) (Copenhagen, Tokyo, Washington,
Director Brussels, Geneva)
Branch Chiefs Chiefs
Advisers Advisers
Specialists Associates
Associates Assistants
Assistants
Technicians
REGIONAL OFFICES
OFFICE OF THE EXECUTIVE DIRECTOR Regional Directors
Information Specialist Communication Advisers
Assistants
Country Offices
Representatives
Deputy/Assistant Representatives
Communication Officers
FUNCTIONAL SKILL SET/ORGANIZATIONAL LEADERSHIP
• Leading global advocacy for organizational priorities
• Creating visibility for the organization
• Mobilizing resources

LEADING GLOBAL ADVOCACY FOR ORGANIZATIONAL
PRIORITIES
This competency is about building the effectiveness with which UNFPA
exercises global leadership and advocacy for ICPD goals.
• Prepare evidence-based communication for • Advocate for increased resources at international
global advocacy and national levels
• Contribute to the elaboration of a global • Develop strategies to counter challenges to ICPD

advocacy strategy principles and goals
• Perform analysis of political situations and • Provide conceptual leadership for global leadership
scenarios, and contribute to the formulation of and advocacy for ICPD goals, and promote global
institutional responses strategies for achieving them
• Advocate for increased priority given to • Dialogue with international and national actors to
population and reproductive health issues strengthen advocacy for ICPD goals, incorporating
internationally and in national planning global perspectives
frameworks

PRIORITIES(CONTINUED)
• Prioritize strategic communication by creating and • Exercise leadership and build consensus for the
seizing external and internal opportunities to convey achievement of ICPD goals within the UN system and
UNFPA’s unified messaging to priority audiences, among partners, governments and civil society
towards increased awareness of issues and the
visibility
of the organization
• Bring visibility and sensitize decision makers to relevant

emerging issues

PRIORITIES
• ICPD at 15: https://portal.myunfpa.org/web/icpdat15
• Communicating ICPD: https://portal.myunfpa.org/web/icpdat15/comm_icpd
BOOKS
• Organizational Change: Creating Change through Strategic Communication,
by Laurie K. Lewis, 2011.
• Strategic
Communications for Nonprofit Organizations: Seven Steps to Creating a
Successful Plan, by Sally J. Patterson and Janel M. Radtke, 2009.
• Strategic
Communications for Nonprofits: A Step-by-Step Guide to Working with the
Media, by Kathy Bonk, Emily Tynes, Henry Griggs and Phil Sparks, 2008.

CREATING VISIBILITY FOR THE ORGANIZATION
This competency is about ensuring that UNFPA has the visibility and corporate image it requires as
the key agency in population and development, reproductive health and gender issues.
• Identify and develop communication products • Formulate a strategy for the implementation of
and activities to enhance the visibility of UNFPA promotional activities and materials
• Understand UNFPA’s overall vision and mission • Develop strategies for improved and expanded
and how they relate to external stakeholders, coverage in the media and on the Web
including media, partners, donors, NGOs and
other priority audiences • Provide authoritative guidance on the objectives,
content and direction of corporate image activities
• Prioritize strategic communication by creating and
seizing external and internal opportunities • Build consensus with colleagues on the corporate
to convey UNFPA’s unified messaging to priority image to be projected and set priorities on key
audiences, towards increased awareness of audiences to be targeted
issues and the visibility of the organization

(CONTINUED)
• Connect field work to UNFPA’s vision and mission, • Secure necessary resources to carry out corporate
communicating UNFPA’s local impact externally to image-building
stakeholders
• Develop promotional activities based on monitoring/

evaluation material identifying areas requiring higher
visibility
• Develop messages for use by UNFPA staff when

working with partners, nationally and internationally
• Review documents and online materials intended for

use within and outside the organization in order to
ensure the consistency and validity of messages
• Conduct assessments of activities to improve impact

and effectiveness

• Career Fitness Portal: Getting Noticed: https://portal.myunfpa.org/web/dhr/getting-

noticed
• Career Fitness Portal: Self Mastery: https://portal.myunfpa.org/web/dhr/self-mastery
BOOKS
• Brandraising: How Nonprofits Raise Visibility and Money Through Smart
Communications, by Sarah Durham, 2009.
• The IABC Handbook of Organizational Communication: A Guide to Internal

Communication, Public Relations, Marketing, and Leadership, by Tamara Gillis and
IABC, 2011.
• Organizational Change: Creating Change Through Strategic Communication,

by Laurie K. Lewis, 2011.
E-LEARNING
• Organizational Communication E-learning Programme

This competency is about supporting Country and Regional Offices in fundraising strategies and
activities.
• Analyze information from financial documents in • Develop and oversee the implementation of a global
order to create financial records and statistics resource mobilization strategy
• Develop technical knowledge and an • Encourage innovative approaches and strategies for
understanding of donors, their priorities and fundraising activities to ensure a stable resource
areas of interest, and adapt content and approach base for the organization
of resource mobilization activities to
their requirements; build and maintain • Formulate strategies to develop a stable and
relationships with donors, providing advice and diversified donor base, including governments,
information on UNFPA activities and private sector organizations and foundations
demonstrating sensitivity to donor concerns

(CONTINUED)
• Connect field work to UNFPA’s vision and mission, • Conduct donor negotiations for regular and other
communicating UNFPA’s local impact externally to contributions, demonstrating UNFPA’s comparative
stakeholders advantages and reflecting the priorities of donor
countries
• Develop, review and monitor agreements and trust
funds that reflect the outcomes of negotiations with • Provide leadership and guidance in fundraising
donors
strategies and activities

• Resource Mobilization Toolkit: https://www.myunfpa.org/Apps/RMBToolkit/app/index.cfm?url_t=0
• Positioning the Post-2015 UNFPA Agenda, Voices: My UNFPA.
• DARTS (donor agreement report tracking system): https://www.myunfpa.org/Apps/DARTS/

app/index.cfm
• Strategic Plan 2014-2017: https://portal.myunfpa.org/web/sp-portal
BOOKS
• Resource Mobilization for NGOs in the Developing World: Current and Emerging
Practices, by Mavuto Kapyepye, 2013.
• Towards Financial Self-reliance: A Handbook of Approaches to Resource Mobilization for

Citizens’ Organizations, by Richard Holloway, 2001.
• The Seven Faces of Philanthropy: A New Approach to Cultivating Major Donors, by Russ
Alan Prince and Karen Maru File, 2001, Jossey-Bass Nonprofit & Public Management.

• Global Fundraising: How the World is Changing the Rules of Philanthropy, by Penelope
Cagney and Bernard Ross, 2013, The AFP/Wiley Fund Development Series.
• Brandraising: How Nonprofits Raise Visibility and Money Through Smart Communications,
by Sarah Durham, 2009.
E-LEARNING

MANAGEMENT
SERVICES
MANAGEMENT SERVICES DIVISION (HQ) REGIONAL AND SUBREGIONAL OFFICES
Director Operations Managers
Branch Chiefs Specialists
Managers And Project Managers Associates
Specialists Assistants
Associates
Assistants
COUNTRY/FIELD OFFICES
Operations Managers
OTHER DIVISIONS AND OFFICES (HQ) Specialists
Finance/Administrative Associates Associates
Assistants

FUNCTIONAL SKILL SET/MANAGEMENT SERVICES
• Managing the organization’s financial resources
• Developing ICT standards and applications
• Providing procurement services
• Ensuring facilities and assets management

MANAGING THE ORGANIZATION’S FINANCIAL RESOURCES
This competency is about ensuring that UNFPA’s financial resources are effectively
managed. Staff members who exercise this function must ensure safeguarding and
reporting on the organization’s financial resources and assets.
• Develop policies, standards, procedures, • Provide support to senior management at
guidelines, controls, systems and tools for headquarters and in Country Offices
financial management
• Participate in UN reform initiatives for operational
• Develop directives and tools for financial improvement
monitoring and reporting
• Provide authoritative advice and guidance in the
• Establish and maintain the organization’s management of financial resources
framework for financial delegated authority
• Lead and direct the development of tools and
• Manage the integrated budget process systems
• Record transactions and monitor financial

operations

(CONTINUED)
• Manage resources and safeguard UNFPA’s assets
• Manage the audit of NEX (National Execution)

implementing partners

• DMS webpage: https://portal.myunfpa.org/web/dms/atglance
• Accounting policies and IPSAS webinars.
BOOKS
• The Accountable Organization: Reclaiming Integrity, Restoring Trust, by John Marchica,
2004, Consulting Psychologists Press. This book shows how to identify an organization’s
values and purpose, integrate them into a strategic plan, and develop a focused road
map for execution that provides clarity, defines performance standards and much more.
E-LEARNING
• Internal Control Framework Training

DEVELOPING ICT STANDARDS AND APPLICATIONS
This competency is about ensuring that UNFPA has ICT standards and applications
based on industry best practices, and harmonized with those of other UN organizations.
• Develop a global ICT strategy • Provide authoritative advice and guidance in the
development and use of ICT standards and
• Harmonize UNFPA’s corporate systems with those applications
of other UN agencies
• Lead and direct the development ICT standards and
• Ensure that the network is monitored to prevent applications
intrusion
• Implement technology solutions that utilize

management and operational best practices
• Develop tools and reports for decision-making
• Streamline and automate business processes

(CONTINUED)
• Provide productivity and collaboration tools
• Ensure that staff can work anywhere, anytime in

conducting UNFA’s business
• Provide reliable telecommunication

PROVIDING PROCUREMENT SERVICES
This competency is about ensuring cost-effective procurement services in support of the
organization’s operations.
• Coordinate UNFPA’s procurement services • Ensure the application of ethical standards and
behaviours in procurement
• Develop UNFPA procurement policies and
procedures • Participate in various related inter-agency committees
• Assist Country Offices in forecasting their • Provide authoritative guidance and support
procurement requirements
• Manage and lead the work of procurement teams
• Provide logistic support and advice

• Procurement division webpage: https://portal.myunfpa.org/web/psb
• Procurement division planning tool: https://www.myunfpa.org/Apps/ProcPlan/app/
BOOKS
• Procurement, Principles & Management, 10th edition, by Peter Baily, David Farmer, Barry
Crocker and David Jessop, 2010.
• The Procurement and Supply Manager’s Desk Reference, by Fred Sollish and John Semanik,
2012; see also the website.
• Common Sense Purchasing: Hard Knock Lessons Learned From a Purchasing Pro, by Dr. Tom
DePaoli, 2004.
• Purchasing and Supply Chain Management, by Robert M. Monczka, Robert B. Handfield,

Larry C. Giunipero and James L. Patterson, 2011.
• Strategic Supply Management: Principles, theories and practice, by Paul Cousins, Richard
Lamming, Benn Lawson and Brian Squire, 2007.

• Purchasing, Principles and Management, ninth edition, by Peter Baily, David Farmer, David
Jessop and David Jones, 2005.
• Purchasing and Supply Chain Management: Analysis, Strategy, Planning and Practice, by Arjan
van Weele, 2009.
• OECD Principles for Integrity in Public Procurement, OECD, 2009.
• Principles of International Purchasing: International Procurement, Shipping, Logistics, by

Faustino Taderera, 2010.
E-LEARNING
• Procurement Training Level One

ENSURING FACILITIES AND ASSETS MANAGEMENT
This competency is about ensuring cost-effective and adequate UNFPA facilities, asset
management and responsive support services, including harmonization and use of UN
common premises and services.
• Monitor and review premises needs of field • Represent,
protect and advance UNFPA’s interests in
offices and HQ divisions the UNDO Working Group
• Provide solutions for premises needs as required • Evaluate and encourage strategic opportunities for
use of administrative common services
• Develop facilities management policies and
procedures • Maintainactive involvement in improvement of
services and guidelines on UN houses/common
• Monitor and ensure compliance with policies and premises for the field
procedures
• Approveexpenditure for establishment of UN
• Provide space management assets houses/common premises
• Lead and direct facilities and asset management

teams
(CONTINUED)
• Ensure security and safety of HQ premises,

including maintenance and repair of facilities
• Provide travel and related services
• Develop and implement an archives and records

management system
• Provide miscellaneous support and general

administrative services at HQ

• Facilities and asset management webpage: https://www.myunfpa.org/Portal/?pageid=21061
BOOKS
• The Facility Management Handbook, by David G. Cotts, PE CFM, Kathy O. Roper, CFM LEED
AP and Richard P. Payant, CFM CPE, 2009.
• Total Facilities Management, by Brian Atkin and Adrian Brooks, 2009.
• Facility Management, by Edmond P. Rondeau, Robert Kevin Brown and Paul D. Lapides, 2006.
• Ready, Set, Green, by Graham Hill and Meaghan O’Neill.
• The Green Book: The Everyday Guide to Saving the Planet One Simple Step at a Time, by
Elizabeth Rogers and Thomas M. Kostingen.
E-LEARNING

HUMAN RESOURCES
HUMAN RESOURCES DIVISION (HQ) REGIONAL AND SUBREGIONAL OFFICES
Director Regional Director
Deputy Director Deputy Regional Director
Branch Chiefs Division Managers
Specialists Regional Operations Managers
Associates Specialists
DIVISIONS (HQ)
Director COUNTRY OFFICES
Branch Chiefs Operations Managers
Managers And Project Managers Specialists
Specialists Associates
Associates
Assistants

FUNCTIONAL SKILL SET/HUMAN RESOURCES
• Aligning human resources management with the

organization’s strategic direction
• Attracting and developing the global workforce
• Addressing the rights and needs of staff members

ALIGNING HUMAN RESOURCES MANAGEMENT WITH
THE ORGANIZATION’S STRATEGIC DIRECTION
This competency is about ensuring that human resources systems and services are
aligned with the organization’s strategic direction.
• Gather and analyze HR-related information on • Develop HR strategies to support the organization’s
jobs and the workforce to meet current and strategic and business plans (for example, transfer of
future organizational priorities technology, talent management and shared services)
• Adapt best HR practices to the requirements of • Encourageand support managers at all levels to
the organization and/or organizational units to assume responsibility for the management
facilitate the achievement of strategic objectives of human resources
• Build capacity for HR management in • Lead

the effort to develop/maintain systems that help
organizational units throughout the organization UNFPA attract and retain the highest calibre staff
by providing appropriate HR tools, and advising
and coaching managers • Participate
in the development and integration of the
organization’s culture, core values and ethical
standards

ALIGNING HUMAN RESOURCES MANAGEMENT WITH
THE ORGANIZATION’S STRATEGIC DIRECTION(CONTINUED)
• Develop an HR infrastructure that supports the • Establish internal and external global relationships
organization’s business plan, and is valued as and alliances with stakeholders
a source of subject matter expertise and credible
business partnership
• Develop measurement systems to evaluate HR

contributions to the achievement of the
organization’s strategic goals

• Human Resources webpage: https://portal.myunfpa.org/web/dhr/home
• UNDP Staff Administrative Services webpage: https://sas.undp.org/
• International Civil Service Commission: http://icsc.un.org/rootindex.asp
• Association for Human Resources Management in International Organizations:

http://www.ahrmio.org/
• Iseek: UN Intranet: http://iseek.un.org/html%5CNYEnglish.html
BOOKS
• The Accountable Organization: Reclaiming Integrity, Restoring Trust, by John Marchica, 2004,
Consulting Psychologists Press. This book shows how to identify an organization’s values and
purpose, integrate them into a strategic plan, and develop a focused road map for execution
that provides clarity, defines performance standards and much more.

• Integrity Works: Strategies for Becoming a Trusted, Respected and Admired Leader, by Dana
Telford and Adrian Gostick, 2005, Gibbs Smith. A leader who wants to be trusted, followed
and admired must act with integrity. Harvard researcher and lecturer Dana Telford and
bestselling author Adrian Gostick explain 10 principles of integrity that are proven to enhance
loyalty and the bottom line.
• HR Transformation: Building Human Resources from the Outside In, by Dave Ulrich, Justin Allen,
Wayne Brockbank, Jon Younger and Mark Nyman, 2009, McGraw.
• The Human Resources Handbook: http://www.un.org/hr_handbook/English/
• The United Nations common system salaries and benefits: http://users.ictp.it/~staff/psalaries.html
E-LEARNING
• Ethics, Integrity
• Harassment, Sexual Harassment and Abuse of Authority in the Workplace
• UN Cares, HIV in the workplace: http://www.uncares.org/UNAIDS2/

• CharteredInstitute for Personnel Development (a very wide range of up-to-date resources
on HR, e.g., tools, articles, etc.): http://www.cipd.co.uk/hr-resources/
• Society for Human Resources Management: http://www.shrm.org/Pages/default.aspx
• Organizational analysis course by Stanford University: https://www.coursera.org/course/

organalysis

ATTRACTING AND DEVELOPING THE GLOBAL WORKFORCE
This competency is about the development of programmes and processes to ensure
that UNFPA has a global workforce with the knowledge, skills and experience to meet
current and future requirements.
• Identify, utilize and evaluate sources of global • Developa global staffing plan that supports the
talent organization’s needs in collaboration with
Country, Subregional and Regional Offices, and
• Create job descriptions that define job-specific executive management
responsibilities, knowledge, skills and
competencies • Provide authoritative guidance and direction in the
development of policies, tools, processes and
• Develop, implement and evaluate orientation/ programmes designed to attract and develop the
induction processes that are culturally global workforce
relevant and aligned with organizational strategy
• Influencethe Executive Committee and other senior
colleagues to support organization-wide policies and
programmes

(CONTINUED)
• Develop, implement and promote processes, • Ensure the inclusion of global workforce
programmes and tools to support career management policies in the organization’s strategic
development, leadership development, succession planning
planning and retention, and performance
management
• Provide counselling to staff members and

managers on questions related to talent
management

• Career Fitness Portal: Interview Skills: https://portal.myunfpa.org/web/dhr/interview-skills
• Career Fitness Portal: Preserving Integrity: https://portal.myunfpa.org/web/dhr/

preservingintegrity
• PPM: https://portal.myunfpa.org/web/pd/ppm
BOOKS
• The Talent Management Handbook: Creating a Sustainable Competitive Advantage by
Selecting, Developing, and Promoting the Best People, by Lance Berger and Dorothy Berger,
2010.
• Talent Management Systems: Best Practices in Technology Solutions for Recruitment, Retention
and Workforce Planning, by Allan Schweyer, 2004.
E-LEARNING
• Human Resources Certificate Programme (through eCornell of Cornell University)

ADDRESSING THE RIGHTS AND NEEDS OF STAFF MEMBERS
This competency is about ensuring that staff members’ rights and needs are addressed
on a global basis.
• Develop and implement programmes to promote • Consultwith employee representative groups, the
a positive work climate Ombudsman and the Ethics Officer
• Develop and implement employment-related • Provide authoritative guidance and direction in

corporate policies (for example, on preventing the development of policies, tools, processes and
harassment and abuse of authority) programmes designed to address the rights and
needs of staff members
• Develop audit procedures to assess HR internal
controls, evaluate results and take corrective • Influence the Executive Committee and other senior
action colleagues to support organization-wide policies
and programmes
• Establish alternative dispute resolution/grievance
procedures • Communicate and advocate for programmes and
policies addressing the rights and needs of
staff members
(CONTINUED)
• Provide counselling to staff members and

managers on questions related to the rights and
needs of staff members

• Staff Council webpage: http://www.staffcouncil.org/
• Career Fitness Portal: Bullying in the Workplace:

https://portal.myunfpa.org/web/dhr/bullying-inthe-workplace
• Career Fitness Portal: Avoiding Discrimination:

https://portal.myunfpa.org/web/dhr/avoidingdiscrimination
• Ombudsperson webpage: http://www.un.org/en/ombudsman
• A Guide to Resolving Disputes: Administration of Justice in the United Nations:

http://www.un.org/en/ombudsman/docs/AoJ%20handbook%20with%20changes%202%20
July%2009.pdf].
E-LEARNING
• Harassment, Sexual Harassment and Abuse of Authority in the Workplace
• UN Cares, HIV in the workplace

ORGANIZATIONAL
OVERSIGHT
DIVISION FOR OVERSIGHT SERVICES (HQ)

Director
Deputy Director
Branch Chiefs
Internal Auditors
Investigators
Evaluators
Associates
Assistants

FUNCTIONAL SKILL SET/OVERSIGHT
• Evaluating the impact of UNFPA’s activities
• Providing assurance and advice on governance, risk

management and internal control processes
• Conducting investigations into allegations of wrongdoing

EVALUATING THE IMPACT OF UNFPA’S ACTIVITIES
This competency is about assessing the validity of the approach used to identify
priorities and challenges for programmes or projects, and the quality and reliability of
programme/project monitoring and evaluations.
• Develop evaluation tools and methods • Provide advisory services on evaluation standards,
tools and methodologies
• Commission, manage and conduct independent
evaluations (global/thematic and selected • Report to the Executive Director on the evaluation
country programmes) function and evaluation findings
• Follow up on management responses and the • Prepare annual/periodic reports on evaluation for
implementation status of independent the Executive Board
evaluations
• Provideauthoritative guidance and direction on
• Provide advice on evaluation matters to other evaluation issues
organizational units
• Participate and provide leadership on UNEG
activities and dealings

(CONTINUED)
• Maintain a database of evaluations carried out in

the organization, both decentralized and
independent
• Contribute to building evaluation capacities in the

organization through training on evaluation
• Perform quality assessment of decentralized

evaluations
• Participate in United Nations Evaluation Group

(UNEG) work

• UNFPA evaluation webpages: http://www.unfpa.org/public/home/about/Evaluation;
https://www.myunfpa.org/Portal/?pageid=01020
• Revised policy on evaluation
• UNEG: www.uneval.org
• UNEG evaluation resources: http://www.uneval.org/evaluationresource/index.jsp?ret=true
• UNEG norms and standards: http://unevaluation.org/normsandstandards/index.jsp?

doc_cat_source_id=4
• OECD-DAC (Development Assistance Committee) Evaluation:

http://www.oecd.org/dac/evaluation/
• DAC criteria for evaluating development assistance:

http://www.oecd.org/dac/evaluation/daccriteriaforevaluatingdevelopmentassistance.htm
E-LEARNING
• UNEG e-learning

PROVIDING ASSURANCE AND ADVICE ON GOVERNANCE,
RISK MANAGEMENT AND INTERNAL CONTROL PROCESSES
This competency is about enhancing overall organizational performance by evaluating
and improving governance, risk management and control processes.
• Support the audit risk assessment used as a basis • Lead the audit risk assessment process in order to
for preparing the overall audit work plan prepare and support the overall audit work plan
• Plan and conduct risk-based audits with due • Set in place and supervise, as necessary, quality
regard to professional audit standards assurance processes to ensure quality and
relevance of audit work and reports
• Review and provide an opinion on mechanisms
• Lead and direct audit teams
set in place by management to prevent and
detect fraud • Provide authoritative guidance on audit matters to
team members
• Set up and maintain appropriate audit guidelines
and tools • Liaise with the Board of Auditors on matters of
common interest between internal and external audit to
• Monitor management progress in implementing ensure maximum audit coverage and avoid duplication of
audit recommendations efforts, with due respect to internal and external auditors’
mandates
RISK MANAGEMENT AND INTERNAL CONTROL PROCESSES (CONTINUED)
• Demonstrate expert knowledge of internal audit • Strengthen partnerships and harmonized approaches with
standards, approaches, tools and the internal audit services of the UN system (UN-RIAS)
techniques
• Provide advice to management, as necessary, without
• Demonstrate advanced to expert knowledge in infringing on the independence of the function
governance, risk management and internal
control • Prepare annual/periodic reports (or portion thereof) on
audit functions for the Executive Board
• Demonstrate advanced to expert knowledge of
International Public Sector Accounting Standards • Develop audit staff skills
(IPSAS)
• Act as focal points with the Joint Inspection Unit (JIU);
prepare annual/periodic reports for the Executive Board on
JIU recommendations

• Audit/oversight webpage: http://www.unfpa.org/public/home/about/oversight
• Audit/oversight Intranet site: https://www.myunfpa.org/Portal/?pageid=01000
• Disclosure of internal audit reports: Proposal for achieving full transparency with regard to
disclosure of internal audit reports, DP/FPA/OPS/2012/1.
• The Internal Professional Practices Framework for Internal Auditing: https://global.theiia.org/

standards-guidance/Pages/Standards-and-Guidance-IPPF.aspx
• Enterprise Risk Management: http://www.coso.org/ERM-IntegratedFramework.htm
• Internal Control Framework (ICF): http://www.coso.org/IC-IntegratedFramework-summary.htm
• ICF for the public sector:

http://www.issai.org/media%28574,1033%29/INTOSAI_GOV_9100_E.pdf
http://www.issai.org/media%28576,1033%29/INTOSAI_GOV_9120_E.pdf]
http://www.issai.org/media%28577,1033%29/INTOSAI_GOV_9130_E.pdf
• Fraud resources: http://www.acfe.com/fraud-resources.aspx
• JIU: https://www.unjiu.org/en/Pages/default.aspx

BOOKS
• Sawyer’s Guide for Internal Auditors, sixth edition, the IIA Research Foundation.
E-LEARNING
• Institute of Internal Audit (IIA, open only to members): www.theiia.org
• Association of Certified Fraud Examiners (ACFE, open only to members): www.acfe.org

CONDUCTING INVESTIGATIONS INTO ALLEGATIONS
OF WRONGDOING
This competency is about contributing to improving the integrity of UNFPA.
• Conduct or supervise investigations into allegations • Lead and direct investigation teams
of wrongdoing and misconduct, with due respect
for professional standards, and UNFPA policies and • Provide authoritative guidance on investigation
procedures matters
• Prepare investigation reports for ultimate • Liaise with internal and external stakeholders, as
presentation to the internal justice system (UN appropriate and with due respect for due process
Dispute Tribunal or UNDT, UN Appeal Tribunal or
UNAT), as decided by the Executive Director or his/ • Issue investigation reports to the Executive
her representative Director for further administrative and disciplinary
action, as necessary
• Support the system for reporting wrongdoing;
follow up on actions taken by management after • Interact with the internal justice system as
issuance of investigation reports (disposition of appropriate
cases)
CONDUCTING INVESTIGATIONS INTO ALLEGATIONS
OF WRONGDOING (CONTINUED)
• Provide support and advice to management, as • Set in place and maintain investigative processes
necessary, without jeopardizing due process and procedures, in line with UNFPA policies
and independence of the function, on fraud and procedures, as well as UNDT and UNAT
prevention and detection jurisprudence
• Promote actions to increase integrity, liaising with • Provide support and advice to management, as
the ethics function necessary, without jeopardizing due process
and independence of the function
• Participate actively in the investigation community

and cooperate with other investigation
services of the UN system organizations and
others, as appropriate
• Develop investigation staff skills

RISK MANAGEMENT AND INTERNAL CONTROL PROCESSES
• Uniform guidelines for investigations, 10th Conference of International Investigators,
June 2009.
• Disciplinary Framework Policy.
• Policy on Sexual Assault and Exploitation.
• Oversight Internet site: http://www.unfpa.org/public/home/about/oversight
• Intranet site: https://portal.myunfpa.org/web/unfpahotline/dos-home
• Hotline for reporting wrongdoing: http://web2.unfpa.org/help/hotline.cfm
• Internal justice system resource information: http://www.un.org/en/oaj/unjs/

resource.shtml; judgements: http://www.un.org/en/oaj/dispute/judgments.shtml;
jurisprudence: http://www.un.org/en/oaj/unjs/jurisprudence.shtml
E-LEARNING
• ACFE (open only to members): www.acfe.org

SAFETY AND SECURITY OF UNFPA PERSONNEL AND OPERATIONS
This competency is about enabling the safety and security of UNFPA personnel and
operations.
• Align safety and security management with the • Represent UNFPA as a key player and contributor in the
organization’s strategic direction and UN Inter-Agency Security Management Network (IASMN),
Security Management System (UNSMS) the UN security governance body, to ensure UNFPA
positions are represented in the formulation of UN
• Address safety and security needs of UNFPA security policies and procedures
personnel, their eligible dependents and
property of the organization • Represent UNFPA at the Crisis Operations Group (COG)
in development and implementation of HQ crisis
• Monitor and assist in the mitigation of global, management, safety and security policies and procedures.
regional, country and local security threats
• Provide the Executive Director and senior management
• Provide timely and appropriate responses to crises guidance on the security accountability framework and
affecting UNFPA personnel and operations. security risk management
• Lead the implementation of UN and UNFPA safety and

security policies and procedures

(CONTINUED)
• Coordinate and facilitate the implementation of • Direct and lead safety and security measures and teams
security risk management measures as identified through
the United Nations Department of Safety and Security • Mainstream safety and security in all organizational
(UNDSS) and UNFPA security risk assessments policies and procedures
• Exchange information and collaborate with UNDSS • Provide authoritative guidance and support on safety
and security issues
• Assess, prioritize and respond to all UNFPA
requests for security assistance
• Support and enable the development of security

planning and emergency preparedness
• Coordinate personal security risk assessments for the

UNFPA Executive Director and senior management with
UNDSS to identify specific threats and risks, and enable
implementation of appropriate mitigation and preventive
measures as identified through security risk assessments

E-LEARNING
• Basic Security in the Field II and Advanced Security in The Field
• Distance learning courses on population issues
• UNFramework for Accountability (FoA): Approved by the General Assembly, the FoA details
responsibilities and accountability of all actors within UNSMS. It is accessible through the
UNDSS website and UNFPA/Security Portal.
• UNFPA Security Accountability Policy: Approved by the Security Management Group (SMG),
the document details individual and managerial safety and security accountability, in
accordance with specific roles within UNFPA. All UNFPA personnel are expected to familiarize
themselves with the policy, in particular their specific individual and managerial safety and
security responsibilities. The document is accessible through the UNFPA/Security Portal.
UN Security Management System Policy Manual (UNSMSPM): Includes security policies and
procedures approved by the relevant bodies on security and safety issues, accessible through
the UNDSS website.

THE OFFICE
SUPPORT STREAM
Administrative Assistants
Administrative Associates
Personal Assistants
Secretary/Assistants
Drivers
Messenger and Maintenance Workers
Reprographics and Maintenance Workers

FUNCTIONAL SKILL SET/OFFICE SUPPORT
• Providing logistical support
• Managing data
• Managing documents, correspondence and reports
• Managing information and work flow
• Planning, organizing and multitasking
• Supporting financial data analysis

PROVIDING LOGISTICAL SUPPORT
Staff Who Demonstrate This Competency:
• Plan, schedule and coordinate travel and logistics for meetings, conferences and special events
• For meetings, check that all equipment is available and working, and have a back-up plan for
additional technical assistance
• Ensure all relevant documents are available

MANAGING DATA
• Collect and compile data with speed and accuracy, identifying what is relevant and discarding
what is not
• Demonstrate attention to detail, and identify and correct errors on their own initiative
• Interpret data, draw conclusions and/or identify patterns that support the work of others

MANAGING DOCUMENTS, CORRESPONDENCE
AND REPORTS
• Create, edit and present information (queries, reports, documents) in visually pleasing, clear and
presentable formats
• Edit, format and provide inputs to correspondence, reports, documents and presentations using
word processing, spreadsheets and databases
• Show a sound grasp of grammar, spelling and structure in the required language
• Ensure correspondence, reports and documents comply with established UN standards

PLANNING, ORGANIZING AND MULTITASKING
• Organize and accurately complete multiple tasks by establishing priorities while taking into
consideration special assignments, frequent interruptions, deadlines, available resources and
multiple reporting relationships
• Plan, coordinate and organize their workload while remaining aware of changing priorities and
competing deadlines, as well as global time zone differences
• Establish, build and maintain effective working relationships with staff and clients to facilitate the
provision of support

SUPPORTING FINANCIAL DATA ANALYSIS
• Examine income and/or expenditure and other financial reports in accordance with
established rules and procedures
• Show attention to detail in checking and processing financial data relating to vouchers,
payment requests, etc., identifying and following up on errors and gaps
• Calculate budget estimates, initiate adjustments and revisions, and monitor and reconcile
expenditure against budgetary allocations

OFFICE SUPPORT
• Getting Things Done, by David Allen: http://youtu.be/CHxhjDPKfbY;
http://youtu.be/Qo7vUdKTlhk
E-LEARNING
• Advanced Certificate on Communication Skills (coming soon)
• Advanced Certificate on Effective Work Management (coming soon)
• Atlas Overview (10027)
• Certificate Foundation Skills for GS Staff (coming soon)
• Corporate Finance (University of Pennsylvania): https://www.coursera.org/course/finance
• Creativity, Innovation and Change (Penn State University): https://www.coursera.org/course/cic
• Fixed Asset Management Certification (20048)
• Internal Control Framework Certification, v. 2012 (20002)

OFFICE SUPPORT
• Introduction to Computer Science: https://www.udacity.com/course/cs101
• Introduction to Databases (Stanford University): http://online.stanford.edu/db-win13
• Introduction to Finance (with online tutoring): https://www.coursera.org/course/introfinance
• IPSAS Learning for All Staff (20018)
• Managerial/ Supervisory Skills Certificate for GS staff (coming soon)
• MSOffice training in Skillsoft: https://un.skillport.com/skillportfe/main.action?content=search

UNFPA Training in Procurement - Level One (20001)

UN Interview Guide PDF

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FOREWORD

I am very pleased to present to you the UNFPA revised Competency Framework.

UNFPA has a very noble yet challenging mission.

2 UNFPA’S COMPETENCY FRAMEWORK

3 UNFPA’S COMPETENCY FRAMEWORK

• Overview of Core Competencies

• Overview of Managerial Competencies

• Overview of Skillsets and Transferable Skills in Four Main Clusters:

• List of Skill sets with Definitions, Indicators, and Learning Resources

• Establishing Competencies and Skill Sets profiles for Positions in UNFPA

• Application to various HR Systems

5 UNFPA’S COMPETENCY FRAMEWORK

2. Increased priority on adolescents, especially on very young adolescent girls, in national

4. Strengthened national policies and international development agendas through integration of

6 UNFPA’S COMPETENCY FRAMEWORK

7 UNFPA’S COMPETENCY FRAMEWORK

A competency framework is an inventory of expected behaviours, skills and

8 UNFPA’S COMPETENCY FRAMEWORK

There are 4 types of competencies:

9 UNFPA’S COMPETENCY FRAMEWORK

The skillsets reflect groups of functional skills required to succesfully perform in a

We have included 4 clusters of Functional skill sets:

1) Organizational Leadership and Management,

11 UNFPA’S COMPETENCY FRAMEWORK

At this moment, UNFPA is going through an important process of change, including

12 UNFPA’S COMPETENCY FRAMEWORK

The establishment of values, core and managerial competencies as well as the

• Creating a shared language about what is needed and expected in the

• Providing a clear framework of post expectations for recruitment purposes, human

• Allowing staff and managers to gain a better understanding of what is required

• Identifying competency gaps and addressing them through focused staff

13 UNFPA’S COMPETENCY FRAMEWORK

14 UNFPA’S COMPETENCY FRAMEWORK

15 UNFPA’S COMPETENCY FRAMEWORK

16 UNFPA’S COMPETENCY FRAMEWORK

17 UNFPA’S COMPETENCY FRAMEWORK

The functional skillsets are divided in four clusters:

18 UNFPA’S COMPETENCY FRAMEWORK

1) Job Design and Recruitment

19 UNFPA’S COMPETENCY FRAMEWORK

Other benefits of using competencies in recruitment include that they:

• Provide a complete picture of the job requirements

20 UNFPA’S COMPETENCY FRAMEWORK

Managerial Competencies (Providing strategic focus,

22 UNFPA’S COMPETENCY FRAMEWORK

23 UNFPA’S COMPETENCY FRAMEWORK

• A more balanced and comprehensive assessment of performance by measuring competencies

24 UNFPA’S COMPETENCY FRAMEWORK

The new competency framework will be introduced in the PAD in 2014.

Core Competencies Functional Competencies

25 UNFPA’S COMPETENCY FRAMEWORK

Current PAD New PAD 2014

Core Competencies (8 ratings) Values (1 rating)

26 UNFPA’S COMPETENCY FRAMEWORK

27 UNFPA’S COMPETENCY FRAMEWORK

28 UNFPA’S COMPETENCY FRAMEWORK

Staff Members Who Staff Members Who Do Not

Staff Members Who Staff Members Who Do Not

30 UNFPA’S COMPETENCY FRAMEWORK

Managers Who Managers Who Do Not

31 UNFPA’S COMPETENCY FRAMEWORK

Managers Who Managers Who Do Not

32 UNFPA’S COMPETENCY FRAMEWORK