UNICEF Competency Framework Definitions

and Behavioural Indicators

C O R E V A L U E S
Diversity and Inclusion Treats all people with dignity and respect; shows respect and sensitivity towards
gender, cultural and religious differences; challenges prejudice, biases and intolerance
in the workplace; encourages diversity wherever possible.
Integrity Maintains high ethical standards; takes clear ethical stands; keeps promises;
immediately addresses untrustworthy or dishonest behavior; resists pressure in
decision-making from internal and external sources; does not abuse power or
authority.
Commitment Demonstrates commitment to UNICEF’s mission and to the wider UN system;
demonstrates the values of UNICEF in daily activities and behaviors; seeks out new
challenges, assignments and responsibilities; promotes UNICEF’s cause.

C O M P E T E N C I E S
Core Competencies
Communication Speaks fluently; expresses opinions, information and key points of an argument
clearly; presents information with skill and confidence; responds quickly to the needs
of an audience and to their reactions and feedback; projects credibility; structures
information to meet the needs and understanding of the intended audience; presents
information in a well-structured and logical way.
Working with People Shows respect for the views and contributions of other team members; shows
empathy; listens, supports and cares for others; consults others and shares
information and expertise with them; builds team spirit and reconciles conflict; adapts
to the team and fits in well.
Drive for Results Sets high standards for quality of work; monitors and maintains quality of work; works
in a systematic, methodical and orderly way; consistently achieves project goals;
focuses on the needs and satisfaction of internal and external partners; accepts and
tackles demanding goals with enthusiasm.

Functional Competencies
Deciding and Initiating Takes responsibility for actions, projects and people; takes initiative and works under
Action own direction; initiates and generates activity and introduces changes into work
processes; makes quick, clear decisions which may include tough choices or
considered risks.
Leading and Supervising Provides others with a clear direction; motivates and empowers others; recruits staff
of a high caliber; provides staff with development opportunities and coaching; sets
appropriate standards of behavior.
Relating and Networking Easily establishes good relationships with external partners and staff; builds wide and
effective networks within UNICEF, within the wider UN system and with external
parties; relates well to people at all levels; manages conflict; uses humor appropriately
to enhance relationships with others.
Persuading and Gains agreement and commitment from others by persuading, convincing and
Influencing negotiating; makes effective use of political processes to influence and persuade
others inside and outside UNICEF; promotes ideas on behalf of oneself or others;
makes a strong personal impact on others; takes care to manage one’s impression on
others.
Applying Technical Applies specialist and detailed technical expertise; develops job knowledge and
Expertise expertise (theoretical and practical) through continual professional development;
demonstrates an understanding of different organizational departments and functions.
Analyzing Analyzes numerical data and all other sources of information, to break them into
component parts, patterns and relationships; probes for further information or greater
understanding of a problem; makes rational judgments from the available information

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

K N O W L E D G E A N D S K I L L S
Taxonomy as per job family/level (see GJP)

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 Each UNICEF job will require the following:

CORE VALUES are attitudes and convictions that should be held by all UNICEF staff. These
attitudes/convictions will manifest as behaviors as indicated by the behavioral indicators
(BIs) listed for each value.

COMPETENCIES are “sets of behaviors that are instrumental in the delivery of desired
results”. There are two types of competencies that apply to UNICEF staff:

Core Competencies apply to all UNICEF staff, although the expected levels of these
competencies may depend on the specific job. As a default, the competency levels
will be assigned to specific roles on the basis of the functional area and the seniority
of the role.

Functional Competencies apply to some, but not all UNICEF staff. Each role in
UNICEF will be assigned a subset of 3-5 functional competencies, based on the
functional area of the job.

All competencies are leveled in that different levels of each competency will apply to
different functional areas and different levels of seniority within these functional areas.

KNOWLEDGE AND SKILLS are technical requirements for specific jobs. In the previous
competency framework, these were designated as ‘Technical Competencies’. These are
specified in the Generic Job Profile (GJP).

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 Leveled Competency Framework

C O R E V A L U E S
Diversity and Shows and promotes respect and sensitivity towards gender, cultural and
Inclusion religious differences.

Treats all people with Welcomes, respects and works effectively with people from different
dignity and respect; backgrounds.
shows respect and
sensitivity towards Treats all people with dignity and respect.
gender, cultural and
religious differences; Examines own biases and behaviors to avoid stereotypical responses.
challenges prejudice,
biases and intolerance Challenges prejudice, biases and intolerance in the workplace.
in the workplace;
encourages diversity Shows respect for and understanding of diverse points of view and
wherever possible. demonstrates this understanding in daily work and decision-making.

Does not discriminate against any individual group.

Learns from other cultures.

Encourages diversity wherever possible.

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

Displays a fair, sincere and honest attitude to all people.

Openly admits mistakes and takes action to address them.

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 C O R E V A L U E S
Commitment Demonstrates commitment to UNICEF and concern for its longer-term future.

Demonstrates Demonstrates commitment to the UN system as a whole and to UN Coherence.

commitment to
UNICEF’s mission and to Presents a positive image of UNICEF at internal and external discussions.
the wider UN system;
demonstrates the Demonstrates the values of UNICEF in daily activities and behaviors.
values of UNICEF in
daily activities and Stands by decisions that are in UNICEF’s interest, even if they are unpopular.
behaviors; seeks out
new challenges, Seeks out new challenges, assignments and responsibilities.
assignments and
Takes personal responsibility for continuous learning.
responsibilities;
promotes UNICEF’s
Promotes UNICEF’s cause and encourages others to do so.
cause.
Is highly committed to achieving organizational goals in own area of work.

Takes pride in working for UNICEF and shows enthusiasm for contributing to
the organization’s success.

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 C O M P E T E N C I E S
Core Competencies
Level 1 Level 2 Level 3

Communication Speaks clearly and Speaks clearly and audibly Achieves a fluent
audibly. and at an appropriate conversational style by
Speaks fluently; pace. using pauses, changes in
expresses opinions, volume, and changes in
information and key emphases.
points of an argument
clearly; presents Clearly explains Quickly gets to the point, Presents highly complex
information with skill information. effectively presenting the arguments, information
and confidence; key points of an argument and ideas in an easy to
responds quickly to the while separating the understand and
needs of an audience important from the trivial. memorable fashion.
and to their reactions
and feedback; projects N/A Presents effectively to During formal public
credibility; structures others during formal speaking, presents in a
information to meet the public speaking making highly engaging and
needs and effective use of prepared informative way; Holds
understanding of the materials and visual aids; the attention of the
intended audience; Structures the commu- audience throughout to
presents information in nication well, making good drive home the required
a well-structured and use of summaries and re- message convincingly.
logical way. statements.

Checks that others have Checks if the message has
received the general been understood when
message when speaking speaking to others and
to them. responds to feedback from
the audience by adapting
own interpersonal style
and the content of the
message.
Anticipates and responds
to the needs of an
audience, adapting
content and style to suit
them; Responds quickly
and effectively to
unforeseen questions or
challenges.

N/A Speaks with authority and Establishes credibility

conviction on a range of
subjects both within and
outside their areas of
personal expertise.
quickly and effectively.
Projects confidence and
authority with highly
knowledgeable audiences
even when the subject
matter is unfamiliar or
unprepared.

Structures information in Develops points and arguments from initial simplicity

a straight-forward to final comprehensiveness, giving the overall work a
fashion. logical progression of ideas.

Adjusts the amount and Anticipates the Considers UNICEF’s

degree of detail of information needs of the strategic objectives when
information for the intended audience and formulating and
intended audience. tailors the amount, delivering information.
content and style of
communication to deliver
maximum clarity.

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 C O M P E T E N C I E S
Core Competencies
Level 1 Level 2 Level 3

Working with People Expresses an interest in Considers how others’ perceptions of a situation may
the way people behave, influence the way they behave; Demonstrates an ability
Shows respect for the recognizing the to interpret non-verbal or emotional signs.
views and contributions importance of attitudes
of other team and motives.
members; shows
empathy; listens, Encourages immediate Creates a sense of team Creates and encourages a
supports and cares for work colleagues to think spirit by encouraging climate of team-working and
others; consults others of themselves as a team. harmony, co-operation collaboration across UNICEF,
and shares information and communication. acting as a visible role-
and expertise with model of these values and
them; builds team spirit behaviors.
and reconciles conflict;
adapts to the team and Acknowledges the good Ensures that the Ensures that outstanding
fits in well. work of others. contribution of others is performance is recognized
recognized through across UNICEF; Personally
formal reward processes invests time to recognize
and also gestures of and support those who
informal recognition. contribute to UNICEF’s
organizational success.

Pays close attention to Communicates Proactively consults with a

others when they are proactively and broad cross-section of
speaking; Makes others encourages others to stakeholders during all
aware of information share their views; aspects of decision making.
that may be useful to Consults others when
them. decisions need to be
made.

Offers appropriate help Recognizes others’ Sees the welfare of others

and support to people. limitations and offers
appropriate support,
especially during difficult
working periods;
Monitors the well-being
of others and takes
steps to help others deal
with challenging
circumstances.
as a key organizational
priority and creates systems
and processes to ensure that
working practices are
changed or optimized to
assist others.

Demonstrates an Develops and openly Develops and openly

awareness of own communicates self-
strengths and limitations insight such as an
and how these may awareness of own
impact on own work. strengths and
weaknesses and what
may come naturally or
less naturally to them.
communicates self-insight,
recognizing how own
personality, ability and other
factors impact on own
approach to work, dealings
with others and fit with
UNICEF’s values and culture.

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 C O M P E T E N C I E S
Core Competencies
Level 1
Drive for Results Sets high levels of
quality and productivity
Sets high standards for for self.
quality of work;
monitors and maintains
quality of work; works
in a systematic, Tries to get work right
methodical and orderly every time, checking for
way; consistently errors and rejecting sub-
achieves project goals; standard work;
focuses on the needs Consistently meets
and satisfaction of agreed productivity
internal and external levels.
partners; accepts and
tackles demanding
goals with enthusiasm. Takes a methodical and
systematic approach to
own work.
Consistently achieves
own work targets.
Steers all their effort and
activity to the
achievement of clear,
measurable results.
Puts external and
internal partners first,
responding to their
expressed needs and
expectations.
Accepts and tackles
demanding goals
enthusiastically.
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Level 2 Level 3
Challenges self and own Constantly revises quality
team or organizational and productivity targets to
area to achieve high set demanding cross-
levels of quality and organizational standards.
productivity.
Emphasizes and Benchmarks UNICEF’s quality
systematically monitors and productivity standards
own and others work against internal targets and
efficiency. external sector leaders;
Ensures that quality
standards address UNICEF’s
objectives and
circumstances.
Builds systematic and Creates processes to ensure
methodical processes work is completed in a
into projects and work systematic and orderly way;
of self and own team. Rigorously identifies blocks to
methodical working and
removes haphazard or ad-
hoc processes.
Drives projects along by Consistently manages inter-
ensuring that team or departmental and other
department’s goals project teams to deliver
relating to wider projects on-time and on-
projects are consistently budget to agreed quality
achieved; Consistently standards; Drives an
achieves high-level organizational culture that
results from project focuses on results, inspiring
teams. others to achieve and exceed
goals and expectations.
Ensures that systems Promotes a results-oriented
and processes support culture within own
the achievement of department and UNICEF as a
results. whole, including establish-
ment of systems to measure
results against objectives.
Seeks to understand and Champions initiatives to
anticipate the needs of increase partner satisfaction;
external and internal Drives an organizational
partners; Proactively culture of open, two-way
engages with partners to stakeholder communication
seek their feedback. to ensure complete under-
standing of partner needs.
Welcomes demanding Sets self increasingly
goals, working through demanding goals and
tough challenges to targets, and then challenges
achieve success. self to exceed them,
persevering through all
obstacles and difficulties.
 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Deciding and Makes straightforward Identifies urgent Identifies urgent

Initiating Action decisions to progress decisions which may decisions which may
own work. involve difficult choices involve tough choices
Takes responsibility for and risks for team or and major risks for
actions, projects and department; Acts upon UNICEF as a whole; Acts
people; takes initiative them promptly, on the upon them promptly, on
and works under own basis of incomplete the basis of incomplete
direction; initiates and information when or contradictory
generates activity and necessary. information when
introduces changes into necessary.
work processes; makes
quick, clear decisions Accepts responsibility for Stands by the actions of Stands by the decisions
which may include own work and mistakes. team or department, and actions of UNICEF as
tough choices or publicly accepting a whole, accepting and
considered risks. responsibility and promoting managerial
accountability. responsibility.

Works well with minimal Expresses confidence in Confidently promotes

direct supervision. own decisions and own decisions and
actions; Seizes the planned actions;
initiative, and guides Actively encourages
own work and work of others at all levels to
others. take the initiative in the
service of organizational
goals.

Takes the initiative with Actively promotes team Actively promotes

respect to own work. initiative with respect to individual and team
work processes and initiative across UNICEF.
organizational
objectives.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Leading and Co-ordinates group activities, ensuring that roles Provides teams and
Supervising within the team or department are clear and that departments with clear
individuals know what is expected of them. directions that are
Provides others with a translated from
clear direction; organizational strategy.
motivates and
empowers others; Role-models appropriate Defines standards for Identifies trends of
recruits staff of a high behaviors; appropriate behavior unacceptable behavior in
caliber; provides staff Communicates and and addresses groups as well as
with development monitors measurable inappropriate behavior individuals; Puts actions
opportunities and standards which the from others. in place to address
coaching; sets behavior of others must unacceptable behaviors
appropriate standards meet. and their causes across
of behavior. the organization.

Delegates work to others Decides which team or department is best placed to

in own team or deliver which aspects of the overall project, taking
department into account departments’ resources and an
appropriately, taking into appropriate balance of routine and challenging
account others’ abilities, tasks.
workload and
preferences, and
balancing routine and
interesting tasks.

Encourages team to Emphasizes the impact Pushes autonomy and

achieve individual goals. and importance of empowerment
people’s work for downwards through
achieving team targets UNICEF; Inspires
and objectives; enthusiasm and a
Empowers people with positive attitude in
respect to the people about their work
achievement of these and their contribution to
targets and objectives. UNICEF’s success.

Identifies development Encourages others to Facilitates the

needs in others and pursue development development of high-
ensures they are aware opportunities and potential individuals and
of the resources avai- creates genuine learning the concept of a learning
lable for their learning opportunities for them. organization.
and development.

Takes responsibility for Identifies, attracts and recruits high caliber

recruiting suitable people individuals as organization-wide assets.
to teams and
departments.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Relating and Makes people feel at Quickly builds rapport Actively nurtures good
Networking ease and builds good with individuals and relationships with people
working relationships groups and establishes across all organizational
Easily establishes good with them. good working levels and boundaries,
relationships with relationships. and with external
external partners and contacts and partners.
staff; builds wide and
effective networks Uses people contacts to Maintains and extends Maintains and extends
within UNICEF, within the advantage of own an effective network an effective network of
the wider UN system work and work of individuals across individuals outside
and with external immediate colleagues. organizational UNICEF, building
parties; relates well to departments; Helps strategic partnerships
people at all levels; others to establish and with a range of key
manages conflict; uses maintain networks. stakeholders.
humor appropriately to
enhance relationships Relates well to others, Relates well to people at all levels, including staff,
with others. including work external contacts and partners, and facilitates
colleagues, external others in doing the same.
contacts and the general
public.

Recognizes Tactfully resolves Identifies and tackles

disagreements and conflict between others disagreements that
tensions between and takes actions to compromise UNICEF’s
individuals and attempts reduce any anger or objectives; Diplo-
to resolve or ease them. frustrations they might matically facilitates the
feel. resolution of conflict
between others and
ensures that their anger
or frustration is dealt
with tactfully.

Uses appropriate humor Uses humor to positive Adapts humor to the

to reduce tension. effect, making sure that people, the occasion,
it is inoffensive and and the purpose.
appropriate.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Persuading and Makes a positive Presents self effectively Creates an immediate,

Influencing impression on other and credibly to others, charismatic, credible and
individuals in one-to-one in one-to-one and group lasting impression in
Gains agreement and settings. settings. one-to-one, team and
commitment from large-group settings.
others by persuading,
convincing and Persuades others Guides conversations to Negotiates effectively
negotiating; makes effectively, gaining their desired end points; with people inside and
effective use of political commitment while Negotiates effectively by outside UNICEF by
processes to influence recognizing the need for exploring a range of adopting a range of
and persuade others give and take. possibilities. approaches, maintaining
inside and outside relationships with all
UNICEF; promotes ideas parties at all times.
on behalf of oneself or
others; makes a strong Voices ideas and Effectively promotes Significantly changes the
personal impact on suggestions on behalf of ideas and recom- perspective of people
others; takes care to self and immediate work mendations on behalf of with respect to an issue,
manage one’s colleagues. self, other individuals gaining their support and
impression on others. and/or own team. agreement.

Recognizes key players Uses internal politics to Builds support

and those who influence
decisions.
positive effect, under- throughout UNICEF for
standing when to use proposals and initiatives
formal and informal that follow UNICEF’s
structures to build overall agenda.
upward support for own
ideas.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Applying Technical Demonstrates good skills Demonstrates detailed Demonstrates detailed

Expertise and relevant knowledge knowledge and expertise and comprehensive
in own area. in own area; Can answer knowledge of own area,
Applies specialist and technical queries from and is recognized as an
detailed technical others; Shows some expert by people across
expertise; develops job knowledge of related UNICEF; Maintains a
knowledge and issues and subject comprehensive know-
expertise (theoretical areas. ledge of related external
and practical) through issues and knows about
continual professional research and upcoming
development; developments.
demonstrates an
understanding of Keeps own skills and Develops own technical Engages in industry wide
different organizational knowledge up to date as skills and knowledge by and cross-industry
departments and needed. looking out for oppor- discussions and events
functions. tunities to engage in seeking to advance own
continual professional and UNICEF’s current
development. and future thinking;
Seeks to be actively
involved in cutting-edge
research and develop-
ment activities.

Shares skills and Shares knowledge and Ensures that the

relevant knowledge with expertise openly and necessary organizational
others and provides freely, providing structures and processes
guidance on how to appropriate guidance, are in place for others to
complete tasks. coaching and advice on share knowledge and
technical issues. expertise openly and
freely; Positions
knowledge sharing as an
organizational priority.

Demonstrates a basic Becomes familiar with Demonstrates extensive

understanding of the the activities of a wide understanding and in-
work of other parts of range of other depth knowledge of the
UNICEF in direct contact organizational functions working and overall
with own area. within UNICEF and how function of organi-
they should work zational departments;
together as a system; Sees how they inter-
Identifies inter- relate and work together
dependencies among as an integrated system.
departments in UNICEF.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Analyzing Analyzes and integrates Analyzes and integrates Analyzes and integrates
verbal, numerical and potentially conflicting diverse and complex
Analyzes numerical data other types of data. numerical, verbal and quantitative and
and all other sources of other data from a qualitative data from a
information, to break number of sources. wide range of sources.
them into component
parts, patterns and Breaks information down Perceives relationships Sees key, high level
relationships; probes for into parts and sees and patterns within trends across data set;
further information or straightforward information, and Recognizes subtle inter-
greater understanding relationships between between causes and relationships among
of a problem; makes them. effects. multiple issues and sees
rational judgments from the potential effects on
the available infor- the overall system or
mation and analysis; process.
demonstrates an
understanding of how Questions obvious Questions assumptions Challenges assumptions
one issue may be a part mistakes and asks for and probes for further and their underlying logic;
of a much larger clarification of unclear information to clarify Seeks inputs from multiple
system. issues. vague or confusing sources to gain a clear
information. and comprehensive under-
standing of the issue.

Makes straightforward Makes logical and well- Makes logical, rational,

judgments from the reasoned judgments well-reasoned and
available information. from an analysis of the defensible judgments from
information available. available information; Can
extend the underlying
rationale to make sense of
and incorporate additional
or unforeseen information.

Produces a workable Produces a number of Produces a range of

solution that meets the workable solutions that workable strategies aimed
immediate demands of meet the demands of at solving numerous,
the situation. the situation; Considers possibly related issues;
the practical issues Considers the practical
relating to implementing concerns regarding the
the preferred solution. implementation of a range
of possible solutions.

Recognizes that the Demonstrates an Uses systems thinking to

solution to one issue awareness of how one investigate the complex
may have an impact issue may be part of a relationships between
later on in a process. larger system, recog- seemingly unrelated
nizing that different issues; Steps away from
processes may be solving the immediate
affected by solutions problem to place it into a
proposed. wider context; Considers
the whole system, not just
one issue or a localized
cluster of issues.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Learning and Rapidly learns new tasks Quickly absorbs new Effectively and quickly
Researching relevant to own job and information and learns optimizes the use of new
quickly commits infor- new techniques that information and
Rapidly learns new mation to memory. extend role capability. advanced techniques
tasks and commits that significantly extend
information to memory role capability.
quickly; demonstrates
an immediate Gathers sufficient Seeks all relevant Uses formal and informal
understanding of newly information directly information for decision methods to gather the
presented information; relevant to own role to making from a wide widest range of infor-
gathers comprehensive aid line manager in range of sources; mation possible; Where
information to support making decisions. Realizes when infor- necessary, carries out
decision making. mation is missing and sustained, in-depth
knows where to find it. investigations, obtaining
information that is
difficult to get hold of.

Understands newly Shows rapid under- Rapidly responds to

presented information standing of newly highly complex
that is relevant to own presented complex information with useful
job. information, offering insights, in familiar and
useful insights. also extremely unusual
settings that are outside
previous experience.

Collects and classifies Creates systems and Promotes the

information useful to initiatives for collecting development and use of
UNICEF. and classifying infor- organization-wide
mation useful to knowledge sharing
UNICEF. systems that capture all
relevant information
from sources inside and
outside of UNICEF.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Creating and Produces new ideas Identifies unusual ideas Contributes radical
Innovating within own work area. that others may have ideas, approaches and
missed; Contributes insights that open up
Produces new ideas, innovative approaches whole new avenues of
approaches, or insights; and insights. exploration.
creates innovative ways
of designing projects or Makes suggestions about Creates new ways of Creates innovative ways
outputs in own work and contributions designing projects or to design projects or
area; produces a range towards new ways of outputs in own work outputs in own work
of solutions to designing projects or area. area that challenge
problems. outputs in own work traditional assumptions;
area. and approaches ongoing
developments from new
perspectives.

Open to new per- Actively generates new Recognized as a key

spectives with respect to perspectives on own resource within the
own work area work and work of team; organization for
Seeks new perspectives generation of alternative
from others. perspectives with
respect to the
organization’s work

Recognizes opportunities Instigates a range of Constantly seeks

for improvements within alternative approaches opportunities for
own work area. to create improvements improvements across the
in a number of whole organization that
organizational areas. lead to major changes in
overall efficiency.

Thinks up effective Devises, initiates and Is regarded as a change

changes in own work drives effective change champion who initiates
area. initiatives in own area or and drives large-scale
department. organizational change,
creating an environment
where others become
change drivers.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Formulating Demonstrates an Revises objectives of Always works with an

Strategies and awareness of changes in own team or department orientation to the future,
Concepts organizational strategy to reflect changes in encouraging others to
that impact on own work UNICEF’s goals. consider UNICEF’s long-
Works strategically to area. term strategy when
realize UNICEF’s goals; setting departmental
sets and develops objectives.
strategies; identifies
and develops positive Bears UNICEF’s strategy Translates strategic Sets, develops and
and compelling visions in mind when planning direction into medium revises UNICEF’s
of the organization’s own work and work of and long term plans and strategy in line with the
future potential; takes own team or objectives for own team organizational vision
account of a wide range department. or department. ensuring it is coherent
of issues across, and and meaningful.
related to, UNICEF.
Identifies future Explores with Constantly explores
possibilities for own appropriate stakeholders future possibilities for
working area and a range of future the UN as a whole and
beyond, and passes possibilities that the identifies where UNICEF
these ideas to key department or entire fits within these
stakeholders. organization could possibilities. Inspires
aspire to achieve. others to achieve this
vision of UNICEF’s future
potential.

Demonstrates an Takes account of a wide Gains insight into and

understanding of a broad range of issues across, fully considers global
range of factors that link and related to, the developments and
own work area to other UNICEF as a whole. trends that may impact
parts of UNICEF. upon UNICEF.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Planning and Sets self clearly defined Sets clearly defined Sets clearly defined
Organizing tasks in line objectives objectives for self and objectives for own
set by the line manager. own team. department and/or
Sets clearly defined UNICEF as a whole.
objectives; plans
activities, projects well Plans own work Systematically plans Produces comprehensive
in advance and takes activities, raising activities and projects project plans that
account of possible possible changing for own team or anticipate foreseeable
changing circumstances with the department and changes and can be
circumstances; line manager. anticipates potential adapted in the face of
identifies and organizes difficulties. unforeseen or disruptive
resources needed to events.
accomplish tasks;
manages time Manages own time Organizes own and Sets realistic timescales
effectively; monitors effectively; Completes others’ time effectively, for the overall
performance against individual tasks on time. allocating achievable completion of major
deadlines and milestones for project projects, ensuring that
milestones. stages. any deadlines set by
others in connection with
a project fit into the
overall timescales.

Knows what resources Effectively manages the Identifies the cross-

are needed to deployment of people organizational resources
accomplish own tasks. and equipment in own needed for large scale
team or department. projects and ensures the
availability of these
critical resources.

Keeps track of own Uses existing timelines Creates measures and

progress against task to monitor own and criteria to monitor
deadlines. others’ progress against progress of overall
deadlines and mile- projects against key
stones, maintaining an organizational objec-
ongoing awareness of tives, maintaining
issues helping or constant vigilance
hindering progress. regarding all issues that
may impact upon project
completion.

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UNICEF_Competency Framework Def and Behavioural Indicators_2009 Oct_v2

 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Following Follows spoken and Creates and fosters an organizational culture of

Instructions and written instructions appropriately following instructions and not
Procedures without unnecessarily unnecessarily challenging authority, leading by
challenging others’ example.
Challenge authority only authority.
where necessary and
appropriate; follows Sticks to recommended Ensures that team or Creates organization-
procedures and policies; working practices and department follows wide processes to ensure
keeps to schedules; procedures in own work. relevant company that procedures and
complies with legal policies and procedures. policies are adhered to.
obligations and safety
requirements of the Keeps to schedules and Ensures that own team or department keeps to
role. delivers work on time. schedules and delivers work on time.

Understands and follows Abides by safety and Upholds the highest

safety and other legal other legal requirements possible safety and legal
requirements of own job. regarding own team or standards across UNICEF
department’s activities. as a whole. Anticipates
Educates others on legal developments and
relevant legal issues and acts immediately to
monitors for compliance. ensure that UNICEF
complies with changes to
legislation.

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UNICEF_Competency Framework Def and Behavioural Indicators_2009 Oct_v2

 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Adapting and Accepts changes in Adjusts own and/or Remains constantly alert
Responding to circumstances when team’s approach to for changing economic
Change presented with them. embrace changing and organizational
circumstances. conditions and alters
Adapts to changing UNICEF’s overall
circumstances including approach to incorporate
emergencies and other them.
crises; tolerates
ambiguity; accepts new Quickly adapts work Actively identifies Takes a leadership role
ideas and change approach in response to appropriate responses to with respect to crisis
initiatives; adapts crisis situations. crisis situations; response; Facilitates
interpersonal style to Promotes effective team organizational response
suit different people and response to crisis. to crisis situations.
situations; shows an
interest in new Accepts new ideas when Welcomes new ideas in Develops and oversees
experiences. presented with them. own area and large scale change
demonstrates personal initiatives, creating a
commitment to wider managed sense of
change initiatives. urgency to bring the
changes about.

Demonstrates an Uses many different approaches to interact

awareness of how own successfully with others, adapting own interpersonal
interpersonal style style to fit in with the situation, and the
impacts on different characteristics of groups and individuals.
people and different
situations.

Readily accepts Stays positive and Sees ambiguity or

conditions of uncertainty upbeat in situations uncertainty in the sector
and remains productive where definite infor- as an opportunity for the
when there is lack of mation or direction is organization to
clarity about aspects of not available and seeks strengthen its overall
own role. to take advantage of position; Searches for
such settings. growth opportunities
wherever there is doubt
or lack of clarity.

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 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Coping with Pressure Remains focused on Remains objective and Maintains exemplary
and Setbacks work when under focused on work even levels of work even in
pressure or in crisis when under considerable extremely taxing or
Maintains a positive situations. pressure or in crisis pressurized
outlook at work; works situations. environments, including
productively in a crisis situations.
pressurized
environment and in Avoids emotional Effectively controls own Channels potentially
crisis situations; keeps displays in difficult feelings, guarding negative emotions in a
emotions under control situations. against unhelpful or helpful and positive
during difficult inappropriate displays of manner, even in highly
situations; handles emotions. emotive or emotionally
criticism well and learns challenging settings.
from it; balances the
demands of a work life Keeps an appropriate Effectively manages Creates an
and a personal life. balance between the actual and potential organizational culture
demands of work and conflicts between that emphasizes the
personal life when personal life and work importance of work-life
conflicts occur. demands. balance at all levels.

Shows an optimistic Remains positive in the Maintains visibly high

approach to work. face of adversity, quickly levels of morale in the
recovering from set- face of difficulties;
backs and keeping Remains upbeat about
problems in perspective. the future at all times
demonstrating to others
a firm belief that
obstacles and adversity
will be conquered.

Accepts criticism without Accepts criticism calmly, Welcomes and invites

becoming hostile or taking comments on criticism, regarding it as
overly defensive. board and moving an opportunity for
forward quickly and individuals and UNICEF
constructively; Does not to improve and develop;
dwell on negative Retains a positive self-
feedback. image even when
directly criticized.

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UNICEF_Competency Framework Def and Behavioural Indicators_2009 Oct_v2

 C O M P E T E N C I E S
Functional Competencies
Level 1 Level 2 Level 3

Entrepreneurial Proactively builds a Anticipates and actively monitors long-term local

Thinking broad understanding of and global developments and their impact on
the key factors driving UNICEF.
Keeps up to date with local economic, social
trends in own work and political
area; identifies developments.
opportunities for
advancing UNICEF’s Shows an awareness of Seeks and proposes Constantly seeks new
mission; maintains opportunities for opportunities for opportunities for
awareness of advancing UNICEF’s advancing UNICEF’s advancing UNICEF’s
developments in the mission. mission. mission, seizing upon
organizational structure possibilities opened up
and politics; by new local and global
demonstrates financial developments.
awareness and a
concern for cost- Shows an awareness of Uses financial cost- Understands and
effectiveness. basic financial and cost- effectiveness information interprets key financial
effectiveness issues to monitor team or and economic data
directly relating to own department’s affecting UNICEF, using
work. performance. this information
effectively to monitor
and plan organizational
performance.

Identifies opportunities Tracks expenditure and Fosters a cost-

to reduce waste and uses the most cost- conscious, anti-waste
costs in own work area. effective methods culture across UNICEF,
available. recognizing and
rewarding efforts to add
maximum value to the
organization.

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UNICEF_Competency Framework Def and Behavioural Indicators_2009 Oct_v2