DEVELOPMENT GUIDE

DEVELOPMENT GUIDE
Published by the:
© Staff Development Service
Division for Organizational Development
Office of Human Resources Management
August 2007

Homepage on iSeek:
http://iseek.un.org/m210.asp?dept=551

Email:
OHRM-StaffDevelopment@un.org
Table of Contents
Introduction .............................................................1

Chapter 1 e New World of Work: How the UN is Responding . . . . . . . . . . . . . . 5

Global work trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Chapter 2 How the United Nations Supports Career Development . . . . . . . . . . . 11

A framework of career development opportunities . . . . . . . . . . . . . . . . . 12
UN values and core competencies—A competency model . . . . . . . . . . . 12
Orientation programmes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Career support programmes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Staff development programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Performance management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Mission assignments… another career enhancing opportunity . . . . . . . 17
Moving across UN agencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Work/life balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Chapter 3 e Individual Staff Member—It is YOUR CAREER! . . . . . . . . . . . . . 21

Charting a career path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
I. Know yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
II. Assess your current performance . . . . . . . . . . . . . . . . . . . . . . . 31
III. Know the organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
IV. Take action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Review and update your goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Staying fresh/career plateaus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Chapter 4 e Manager as Career Coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

e manager as coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
e manager as advocate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
e manager as information officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Supporting staff development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Supporting managerial and leadership development . . . . . . . . . . . . . . . . . 41

Chapter 5 Techniques to Enhance Opportunities for Career Development . . . . 43

Networking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Volunteering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Professional associations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Doing research/opportunity scans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Participation in task forces and special projects . . . . . . . . . . . . . . . . . . . . . 48
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Chapter 6 Resources for Career Planning—At the UN and Beyond . . . . . . . . . . . 49

Doing research about the UN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Vacancy announcements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Introduction
is Guide, originally published in 2000, was developed to support staff and
managers in planning and managing careers in the United Nations. is revised
version is being updated at a time when the United Nations is undergoing significant
reform, and the concept of career development, mobility, competency and skill
development is receiving much attention. e world of work, both inside and outside
the United Nations, continues to change rapidly, as well. e revised Career Support
Guide draws on lessons learned from experiences of staff within our Organization
and those of organizations throughout the world, and was published to provide
support and guidance to UN staff members as they contemplate their career and
professional development. It is part workbook, part resource guide, and includes
anecdotes and information from staff members that provide helpful advice about
what works in the new UN environment.

e Guide is based on the Secretary-General’s vision of a staff that is highly trained,

versatile, mobile, well managed and integrated as a global team. e Secretary-
General’s strategy for the reform of human resources management establishes a
new career development partnership based on the principle that responsibility for
career growth and development is shared by the Organization, managers and staff,
each playing a critical role.

e Organization’s increasingly complex mandates require a new skill profile to

respond to needs in areas as diverse as humanitarian assistance, peacekeeping,
human rights, electoral assistance, counter-terrorism and drugs and crime, in an
integrated way. e Organization needs to be able to recruit, develop and retain
leaders, managers and staff capable of handling large, complex multidisciplinary
operations with increasingly high budgets. While the United Nations will always
require specialist expertise, there is an increasing need for multi-skilled, versatile
and mobile staff able to work across occupational groups to enable the Organization
to respond in an integrated way to diverse new requirements.

Throughout the Career Support Guide, you will see quotes from UN staff and
managers who shared their experiences and insights (designated by ).
OHRM is very appreciative of their candor and generosity.

Introduction 
 CAREER DEVELOPMENT PARTNERSHIP

In the career development partnership, Individual Staff

Members have the primary responsibility for their develop-
ment and are key drivers of the career planning process.

Managers provide direction, information and career

support and are accountable to their staff and to the
Organization for doing so.

To implement this policy the Organization provides

structural support and a framework of opportunities,
including a model of core and managerial competencies1,
a broad range of development programmes, career
planning and development workshops, a mobility policy,
and a performance management system. e latter places
responsibility on all managers and staff to set and
accomplish development goals.

THIS GUIDE IS A TOOL FOR STAFF AND MANAGERS

Because there are lessons to be learned from many public and private
sector organizations, this Career Support Guide uses the global workplace
as a context and a directional compass for change.

1
e term “competency” refers to a combination of skills, attributes and behaviours that are directly
related to successful performance on the job. Core competencies are those that are considered
important for all staff of the Organization regardless of their function or level. Managerial competencies
are those that are essential for staff with managerial or supervisory responsibilities.

2 CAREER DEVELOPMENT GUIDE

 e Guide draws on best practices from inside and outside the United Nations
in order to describe attitudes and behaviours that can help to maximise job
satisfaction and career opportunities. It also uses the core values, core and
managerial competencies that have been defined by the Organization. Some of
the suggestions may differ from your cultural norms or personal style. Studies have
shown that while it may be difficult to change personal style or habits, it usually is
possible to broaden perspectives and learn new behaviours. Doing so can help you
to achieve career aspirations within the organizational culture of the United Nations,
a culture formed by people from many nationalities and cultural backgrounds.

is Guide does not prescribe particular career paths. e United Nations’
Any person or wide range of functions, occupations and mandates offers many career
organization that opportunities. Changing needs, conditions and mandates also open new
takes his/her career paths in a wide range of duty stations and field operations.
continued
As noted above, the Guide presents the actual experiences and comments
relevance for
of United Nations staff members who have taken varied routes to get
granted runs
where they are today. Each of their stories reflects one or more aspects
the risk of
of the new career paradigm: developing competencies, building relation-
stagnating.
ships, seeing the big picture, staying current in skills and knowledge,
taking risks, demonstrating flexibility, being mobile, and communicating
a proactive and positive attitude, among others. e Division for Organizational
Development is grateful to these contributors for their thoughtful assistance in
this project and welcomes other staff members to share their experiences.

This is your personal copy of the Guide. You are invited to use it in an
interactive manner, making notes, completing the exercises, and drawing
links to your own situation. It is intended as a workbook and a reference
manual to be read and consulted when needed throughout your career.

Introduction 
Notes:

 CAREER DEVELOPMENT GUIDE

 The New World of Work:
How the UN is Responding

he notion of career development is changing in both the private, public,

T and NGO sectors. Merit and performance-based career progression

have replaced notions of seniority-based career advancement. As
organizations flatten, there may be fewer opportunities for upward mobility.
In the new world of work, job enrichment opportunities, continuous learning
and skill development have become a key part of career growth. Continuous
learning is essential and good relationship building and communications
skills—team, spoken and written—are some of the prerequisites. While change
can be unsettling, it can also be generously rewarding, allowing individuals
to drive their careers in directions that may not have been possible in the past.

Trends include:

• Individuals increasingly need to match their skills and competencies

to the changing requirements of the organization and to clients.
• Career paths are no longer as clear and predictable as they might
have been in the past. Pragmatism, flexibility and the ability to adapt
quickly to change are in high demand.
• Specialists are expanding and integrating their areas of expertise,
taking on some generalist roles as their organizations evolve.
Career change
should be strategic. • People are increasingly less likely to stay in one occupation or
functional area throughout their careers—proactive planning
and building competence are important.
• Individuals must be regionally and functionally mobile in a global
marketplace in order for organizations to maintain a well-rounded
staff that can respond, in an integrated way, to diverse new require-
ments. ese areas include humanitarian assistance, peacekeeping,
human rights, electoral assistance, counter-terrorism, and drugs and
crime preventation.

The New World of Work: How the UN is Responding 

 GLOBAL WORK TRENDS

1. TECHNOLOGY
Advances in technology, which eliminate the need for some layers in an
organizational hierarchy while speeding up communication and transactions,
have also brought a landslide of available information, the processing
of which has had a substantial effect on how we work and how work is
managed. Over the past decades, these
advances, coupled with global competition
and shiing trade patterns, have altered
the marketplace. Public and private
organizations must produce work cheaper,
better, faster for their clients. Equally Staff must stay
important, increased global communication abreast of technology
has sped up transactions, making it trends and tools.
necessary to work more efficiently, to
simplify processes and to reduce paperwork.

2. CONTINUOUS LEARNING
To remain competitive and relevant, and in some cases to survive, organiza-
tions all over the world are engaging in a variety of actions, including
streamlining, downsizing, outsourcing and restructuring. As a result many
organizations are doing the same or increased amounts of work with fewer
staff than they had ten years ago.

e current UN reform effort is applying many of the lessons learned in

the private sector and other public organizations to its own human resource
policy. ese lessons include: clear, defined organizational values and
competencies, career development, and management coaching, and training.

Change no longer means moving an organization from a stable situation ‘X’

to a new stable configuration ‘Y’. Today change is ongoing. ere is no “ideal”
organizational structure or system. e most appropriate and effective
structures and systems are those that meet current needs and situations,
and support organizational goals. Procedures may change, therefore, as
needs, situations, and organizational objectives are redefined.

 CAREER DEVELOPMENT GUIDE


When I left my job in New
York to go on mission, the
change was good for me.
I was exposed to a more
challenging situation, and
I was able to cope because
of my prior experience and
training at Headquarters.
I grew, personally and
professionally.
It’s not in my job
description!
I continue to be surprised
when I hear someone
complain, “It’s not in my job
description.” Our job descrip-
tions are just outlines, and
should be seen as such.
What we value are people
ready to take on multiple
new tasks, people open to
learning new skills. What
every staff member should
value is any opportunity to
take on a new challenge.
In many private and public organizations part-time,
temporary, contract, and project-oriented employees
are working side by side with full-time staff, a trend
that is expected to increase in the twenty-first century.
Instead of “jobs,” organizations have “work that
needs to be done.” Consequently, individuals are not
depending on an organization to train them and help
them stay “marketable;” rather, they are taking the
initiative to learn and grow so that they are competitive
within their organization, and with other
organizations.
Permanent lifetime employment with one employer
has become increasingly rare. Instead of climbing the
ladder in one organization, many employees expect
to have multiple employers and—probably—several
occupations during the course of their careers. Within
the United Nations, mobility is valued because staff
members who are exposed to different units,
departments, and duty stations bring a different,
broader perspective to their jobs than individuals
who have never moved.
3. EMPLOYABILITY
In the new world of work, people are taking
responsibility for their employability, whether that
means maintaining their current jobs, being hired by
another employer, or being self-employed. e new
UN culture embraces the concept of “employability”.
is is evidenced by a focus and a commitment to
continuous learning; this increased emphasis on
training and keeping skills fresh is important in both
the public and private sectors, and the United Nations
is no different as it works to recruit and maintain a
competitive workforce. By the same token, employees
themselves should be evaluating their organizations,
and considering whether they want to make their
careers in one organization or move to meet their
own career goals.
The New World of Work: How the UN is Responding 7
 Try to see the whole puzzle
I try to get my staff to think strategi-
cally, to see the larger picture, and how
their work fits into it. Rather than just
focusing on the tasks assigned to
them, I want them to understand
why the task is important and how
it fits into the overall goal we as a
department are trying to accomplish.
It is up to the manager to keep their
staff informed about the larger puzzle.
Employability depends on individual initiative.
People need to develop skills and competencies
that are valued in a variety of agencies and
organizations. While formal education provides
an important foundation, once on the job,
achieving results, being open to change and
to learning new things are important.
Studies have shown that the individuals who
have the ability and willingness to learn and
to use new behaviours throughout their careers
are the ones who have the highest potential.
ese employees anticipate and adapt to
changing environments; they scan opportunities,
decide what they need to learn, and re-tool
their skills. ey take action.
4. SPECIALIST VS. GENERALIST
In an Organization with an increasingly complex
mandate, a new skill profile is needed. While
the United Nations will always require specialist
expertise, there is an increasing need for
 CAREER DEVELOPMENT GUIDE
Taking Initiative to Learn
and Grow
I participated in most of the OHRM
career development and staff develop-
ment training, applied for three jobs,
got two offers and had one great
opportunity. I now have new projects,
new colleagues, and a new boss, all
of whom are very professional and
very good. I couldn’t expect better.
It took a year and a lot of effort but
persistence has finally paid off.
multi-skilled, versatile, and mobile staff able
to work across occupational groups. us,
individuals with well developed “generalist”
skills, combined with one or two areas of
“expertise,” are oen in demand!
When considering a chosen career path,
individuals oen wonder whether it is better to
be a specialist or generalist—the answer is “both”.
Today, the Organization requires managers who
combine a mix of technical skills with generalist
experience. Both specialists and generalists
benefit from continuing to develop their skills
in managing projects and leading people.
However, whether to become a technical expert
or broader manager is a matter of personal
preference. When developing a career strategy,
people need to examine whether they enjoy
gaining in-depth knowledge in a particular field
or broad study of several fields. For instance,

Earn it at every stage
To succeed here and to
move up, you must seek
advice and take initiative.
Don’t moan and expect the
organization to recognise
you. Take calculated risks.
Move laterally. Earn it at
every stage. Listening and
understanding are skills
that have been invaluable
to me. We are lifelong
learners.
It is also helpful to think of
the role that you generally
assume in a team.
Facilitator? Time keeper?
Motivator? Leader? Think
about the strengths that
you bring to the group.
with the increased focus on technology, the need for
highly skilled specialists continues to outpace the
supply. While in today’s market there is a demand
for technical experts, narrow specialisation can
result in sudden obsolescence. In response,
specialists are taking on assignments or projects
that broaden their expertise within their field and
beyond. Adding generalist experience also increases
their flexibility and opportunities.
Generalists, on the other hand, oen choose to
develop one or more areas of specialisation to help
them meet the evolving needs of the organization
and improve their employability. Managers are
increasingly being drawn from the generalist ranks,
but they have developed a number of key technical
skills in budget, human resources, project/
programme management, and administration.
5. INCREASED EMPHASIS ON GLOBAL
AND VIRTUAL TEAMS
In many organizations, specialists and generalists
are teaming together to solve problems and execute
programmes. Developing the special skills of a good
team player may be a new experience for many,
but one that will serve them well in the new world
of work. Effective team players are able to work
collaboratively across many levels and functions in
order to achieve organizational goals. Teamwork is a
core UN competency, and developing this core skill,
and the ability to demonstrate specific examples of
effective teamwork, is critical for career progression.
6. MOBILITY
e Managed Reassignment Programme for staff
recruited at the P-2 level through the National
Competitive Recruitment Examinations began in the
year 2000, and has proved quite successful; staff have
The New World of Work: How the UN is Responding 

Teamwork
People who work alone and are
not part of a team have trouble
succeeding. I know that some
people have not been promoted
because they have not shown
that they can work well with
others, even if they know their
work, the rules and regulations
and established procedures.
changed fields, and duty stations, through the
programme, managed by the OHRM. Aimed
at encouraging multi-skilling and on-the-job
learning, junior Professionals are expected to have
experience in two functions during their first five
years of service. Aer two to three years in their
first post these staff members normally participate
in a managed reassignment process to move to a
second post with a new supervisor. e move may
be intra-departmental, inter-departmental, across
functions, occupational groups and duty stations.
A wider mobility policy is being implemented
for all staff from G-5 to D-2, which, in the broadest
sense, includes movement across functions,
occupational groups, departments, duty stations,
and agencies in the UN system.

IN SUMMARY

• Trends in the broader global work arena are impacting career development, particularly in the
areas of technology, teamwork, commitment to learning, and the need to be a “systems thinker”.

• It is important to review the opportunities and constraints that come with a “specialist” or
“generalist” career choice—it is good to have both sets of skills!

• Individuals must take control of their “employability,” staying abreast of trends in their field and
within the Organization, and ensuring that they are staying competitive in terms of their skills.

• The more individuals understand their values, competencies, and interests, the better prepared
they are to recognise opportunities and seek out experience that complete their plans. In many
organizations, job enrichment and lateral moves are important and powerful career strategies.
The United Nations is no exception.

• Career plans must be dynamic and flexible as organizational and personal priorities change.

0 CAREER DEVELOPMENT GUIDE

How the United Nations
Supports Career Development

s previously noted, many of the United Nations management reforms

A mirror changes taking place in organizations around the globe in both

the private and public sectors.

e United Nations, despite its unique role, functions and structure, is

responding to the challenge through an ongoing programme to modernise
its human resources management practices. is includes, but is certainly
not limited to:

• A streamlined recruitment system.

• Increased attention to Performance Management.
• Greater focus and attention on staff career development.
• An emphasis on mobility.
• More developmental opportunities for staff at all levels.

Additionally, at the United Nations, the multiplicity of occupations and

multi-disciplinary mandates means that some staff members change not only
functions, departments or geographic locations, but even fields of work. Such
shis require learning, time and effort, but can provide very valuable experience
and a broader perspective.

Some occupational groups have flatter career pyramids than others. Some
people may decide to remain in their chosen profession and deepen their
experience and expertise. Others, wishing to take on managerial responsibilities
at more senior levels, may consider the option of broadening their skills and
experience through self-study, by taking courses, and moving laterally to a
new function or occupation. Staff at a wide range of levels have participated
in peacekeeping assignments and electoral missions, which provide a very
different kind of professional development experience by allowing individuals
to take an active role in field operations. e choices staff members make are
related to their personal goals, interests, values, skills and talents.

How the United Nations Supports Career Development 

 A FRAMEWORK OF CAREER
DEVELOPMENT OPPORTUNITIES
e United Nations’ career development policy
calls for the Organization to provide a framework
of opportunities with the requisite supportive
programmes and systems; expects managers to
support staff development for career progress;
and staff members to be committed to their
professional growth.
Human Resources Planning
Included in the framework are:
Information and projections on
patterns and trends in the • A Competency Model.
Organization’s human resource • Orientation Programmes.
requirements are important • Career Support Programme.
elements of human resources • Career Resource Centres.
planning. OHRM meets with • Learning and Development
heads of departments and offices Opportunities/Staff Development
on an annual basis to assess Programmes.
the situation of human resources • A Performance Management and
management and to develop Appraisal System.
specific plans regarding • Commitment to Work/Life Balance.
vacancy management, career • Reassignment Programmes.
development, mobility, training, • Human Resources Framework.
performance management, and
staff/management relations. Each of these elements contributes to
These meetings provide useful career development.
information about trends and
needs in the department or office
and the steps to improve overall
human resources management.
UN VALUES AND CORE COMPETENCIES
– A COMPETENCY MODEL
e Organization has taken an important step to
create a new culture and build human resources
capacity through defining the key “Organizational
Competencies for the Future”. ese competencies are
the combination of skills, attributes and behaviours
that are essential for all staff—as well as the additional,
managerial competencies required by all those who
manage others.

2 CAREER DEVELOPMENT GUIDE


e competency model was developed through
a participatory process that included interviews
with the Deputy Secretary General, all Under-
Secretaries-General and Assistant Secretaries-
Generals, who head departments and offices,
and focus group interviews with a cross section
of staff at all levels at six duty stations.
e competencies are a valuable tool for
self-assessment and self-development. ey
communicate what is important and needed in the
Organization and which behaviours will lead to
organizational excellence and career success. Every
staff member has received a booklet that provides
a detailed description of the competencies and
their behavioural indicators—description of what
each competency should look like in practice.
In chapter three, there is a self-assessment tool that
you can use to determine your degree of mastery
of the competencies. A summary of the model is
presented below.
Competencies provide needed information
for staff and the “glue” to link various human
resources systems together in an integrated way.
ORIENTATION PROGRAMMES
e Orientation Programme for all new staff
members covers the Charter and history of
the United Nations, its structure, working in a
multicultural environment, and reviews services
available to staff as well as important policies
with which new staff should be familiar.
e Junior Orientation and Development
Programme for new professional staff members,
recruited and promoted through the competitive
examination processes, aims to facilitate their
integration and provide information, skills
enhancement and a foundation for future career
growth. All new P-2 staff are invited to this week-
long programme which also enables them to build
a network of colleagues around the Secretariat.
CAREER SUPPORT PROGRAMMES
CAREER DEVELOPMENT WORKSHOPS
Full and half day career development workshops
are offered at Headquarters and at each duty
station to explain the career planning process and
teach skills for effective career management. ey
serve to clarify the respective roles of staff,
managers and the Organization with regard to
career planning and development.
How the United Nations Supports Career Development 
 Workshops for staff at all levels present the career
planning process and explain steps, skills and
strategies leading to career satisfaction. ese
workshops help participants to identify their
skills, competencies, interests and goals.
Workshops for managers present the manager’s
role in career development and performance
management. ey aim to strengthen skills in
resolving career concerns and supporting and
advocating staff development and progression.
I learned that 2+2≠4. Every career
is different. There are many ways
in which you can develop it and
ways to go. It’s me who has to
decide what I want and explore
the options.
CAREER RESOURCE CENTRES
e establishement of Career Resource Centres
in all duty stations, an initiative which began in
2002, is a major component of the United Nations
Secretariat career development system. It is meant
to serve as a resource for staff and managers offer-
ing career planning and development information,
learning opportunities and mobility support. Since
then, other duty stations have opened similar
centres, and all provide career development
programmes and training.
e Career Resource Centre offers a physical space
and library for staff members to conduct research
and participate in mini workshops on a wide range
of career-related topics, including networking,
 CAREER DEVELOPMENT GUIDE
career plateaus, stress in the workplace,
reputation management, and several other
interesting sessions.
Confidential career coaching and advising sessions
with career consultants and OHRM staff members
is available. Topics for consulting include general
career advising sessions, PHP reviews, mock
interviews, development planning, etc.
Information sessions that provide information
about work in various departments, duty stations,
human resource policies and systems are held,
oen in larger group formats.
STAFF DEVELOPMENT PROGRAMME
A failure to learn is a failure to grow. Recognizing
this fully, the Organization has made a
commitment to helping and encouraging
individuals to meet their development and
learning needs through a wide range of
opportunities and channels. e value placed on
learning and development is underscored in the
Competency Model. Here is a description of the
behaviours contained in the competency
“commitment to continuous learning”:
• Keeps abreast of new developments
in own occupation/profession.
• Actively seeks to develop oneself.
professionally and personally.
• Contributes to the learning of
colleagues and subordinates.
• Shows willingness to learn from others.
• Seeks feedback to learn and improve.
A commitment to continuous learning sets the
tone for staff to profit from the learning and
development opportunities available to them, and
for managers to encourage staff to take advantage
of such opportunities. It also commits the
Organization to provide programmes that are
‘state of the art’ and relevant.
Staff members have access to a number of centrally
and locally organized programmes that are offered
throughout the Secretariat. ese programmes aim
to build core competencies and promote a shared
culture and values throughout the Organization.
To upgrade specific substantive and technical
skills, funds are allocated directly to departments
for learning activities and programmes.
e Organization offers programmes throughout
the Secretariat in the following areas:
• Leadership, Management, Supervision
and Organizational Development
Many programmes are available for staff in all
categories, including senior levels. ese cover
supervising and managing people, leadership
development, organizational development,
effective communication skills, conflict resolu-
tion, mainstreaming gender and gender equity
issues in the workplace, and valuing diversity.
Team based workshops are
also available to enhance
the capacity of intact teams
to work together effectively.
• General Service Development
Programme
is programme complements managerial
development programmes, focusing on commu-
nication, teamwork, and client service and work
management skills. Modules on crosscultural
communication, effective listening, and building
relationships are follow up sessions to the first
development programme.
• Communication Skills
Training is available in draing letters and
memoranda, report writing, presentation skills,
listening skills, conducting meetings, etc.
Take advantage of training
opportunities
Taking advantage of training
opportunities at the UN has helped me
grow in my professional and work life
by opening avenues to network while
learning new skills at the same time.
• Human Resources and Financial
Management
Resources Management is programme
comprises workshops on procurement and
contract management, financial and human
resources management, budget and finance.
• Information Technology
Courses are available on all organization
supported soware including word processing,
databases, spreadsheets, electronic mail, Internet
and web page development. An extensive library
of self-study on-line courses is available for
both end-users and technical support staff, with
over 5000 titles available. Information on how
to access this information is available in the
OHRM Staff Development Programme Guide,
in hard copy and online.
How the United Nations Supports Career Development 
 • Language Programmes
Courses are available in Arabic, Chinese, English,
French, Russian and Spanish to promote linguistic
balance within the Secretariat and to improve the
language capabilities of staff who work in this
multicultural and multi-lingual work environ-
ment. e goal of offering this wide variety of
programmes is to develop the Organization’s
human resources capacity, promote shared values
and standards, and build staff ’s substantive,
supervisory/managerial and leadership compe-
tencies progressively throughout their careers.
• Staff Welfare
e Staff Counsellor's Office in New York
offers learning programmes, including stress
management, crisis management, and critical
incident stress management, to prepare staff
members to help themselves and their colleagues
deal with difficult situations that may arise in
the workplace. ere is also ongoing training
of volunteer staff wishing to join the growing
numbers of Staff Outreach Support (SOS)
providers who work directly and confidentially
with colleagues temporarily in difficult personal
or work situations.
Staff members (and their spouses) who are
preparing for their retirement may attend the
annual Pre-retirement Programme, which will
assist them in making informed decisions and
smooth the retirement process.
Upgrading Substantive and
Technical Skills
Decentralised learning programmes and
activities managed by individual Departments/
Offices are available for building and
maintaining specialised substantive and
technical competence of staff.
 CAREER DEVELOPMENT GUIDE
Personal mastery
I’ve taken many training courses here at
the UN: People Management Training,
CAO Training, Job Classification,
Procurement, Collaborative Negotiation
Skills. These have helped give me
specific, applicable skills and, therefore,
confidence. I’ve learned how to
recognise and to exercise better the
authority entrusted to me. In one of
my training courses, I learned about
‘personal mastery’, a concept I’ve tried
to apply ever since. One has to maintain
a personal standard, walk the talk, so to
speak, and to be honest and direct.
PERFORMANCE MANAGEMENT
e Performance Appraisal System (PAS)
provides an excellent opportunity to periodically
discuss progress toward achievement of develop-
ment goals. Staff with supervisory or managerial
responsibilities are held accountable for the
development of their staff, including through
performance appraisal discussions. Every staff
member is expected to indicate at least one
professional development goal to be achieved
during the reporting period.
e Career Resource Centre offers mini work-
shops on Conducting Successful Performance
Discussions, Giving and Receiving Feedback,
and Creating a Development Plan: Continuous
Learning and Career Development. ere is also
a one day Performance Management workshop
offered to assist managers and supervisors in
reaping the benefits of an effective performance
management process.
MISSION ASSIGNMENTS… ANOTHER
CAREER ENHANCING OPPORTUNITY
e United Nations continues to need staff
members to serve in field missions. ose who
have taken these opportunities oen report
that the experiences have changed them quite
profoundly. Due to the demands and the difficult
nature of many missions, staff is required to take
on responsibilities beyond their normal activities.
ey are stretched and are oen surprised at their
own abilities to succeed in new areas, so much so
that upon return it is oen difficult to readjust to
a regular office routine.
Viewed from a long-term career development
perspective, many mission returnees find that
they have grown personally, developed skills
and self-confidence, and have worked with people
who become lifelong friends and colleagues.
e DPKO website has extensive information
about each ongoing mission.Jobs in peacekeeping
missions are advertised in Galaxy.
I joined the UN Secretariat after
 years with UNICEF. Switching
agencies has given me a different
perspective and a more complete
picture of the United Nations
system as a whole.
MOVING ACROSS UN AGENCIES
An area receiving increased attention is that of
interagency mobility, or moving across or between
UN agencies. For years, staff have moved infor-
mally across agencies, and the notion of a more
formalized concept of interagency mobility is
becoming more popular. ere are several ways
to explore career opportunities with UN agencies:
Explore career opportunities with UN agencies,
funds, and programmes through
http://icsc.un.org/.

I had worked in New York for a few

years when I had the opportunity to
go on mission to East Timor. It was
one of the best moves I have ever
made as I was able to connect the
work that is done at the Secretariat to
Change sections, departments,
what is getting accomplished in the
duty stations, or Agencies!
field. Having both experiences made
me much more of a well rounded
staff member and I returned from
mission with a better understanding
of what I wanted for myself.

How the United Nations Supports Career Development 7

 WORK/LIFE BALANCE
THE ORGANIZATION
In February 2003, the United Nations adopted
a Flexible Working Arrangements policy (see
ST/SGB/2003/4) in an attempt to help staff better
balance their professional and personal lives.
Options include: Staggered working hours,
compressed work schedules (10 days in 9),
Scheduled breaks for external learning activities,
and Telecommuting. Departments and Offices
create the policy that fits their needs; staff are
encouraged to check with their Executive Office
or local human resource office to learn more about
the Departmental policy currently in effect.
e Work-life Balance 2000: A Baseline study of
work-life balance practices in Great Britain, for
example, found that 91% of employers agreed
that people work best when they can balance their
work and other aspects of their lives. e majority
of employers (59%) also accepted that the employer
has a “responsibility to help people balance work
and other aspects of their lives”. More than half
(58%) of employers thought that work-life
balance practices improved staff motivation and
commitment, and 52% thought that staff turnover
and absenteeism were lower as a result.
Individuals, of course, need to engage in an active
role in determining their priorities and how their
work complements the rest of their lives. is
may include exploring opportunities for spousal
professional development in a particular duty
station, educational options for children, time for
exercise, study, or other community activity—a
whole host of options.
 CAREER DEVELOPMENT GUIDE
The following books can help staff
members explore this topic in more
depth, and in a more personal way:
• Making a Living While Making a
Difference, by Melissa Everett, .
• Work + Life: Finding the Fit that is Right
for You by Cali Williams Yost, 200.
• Life Balance: How to Convert
Professional Success into Personal
Happiness, by Alan Weiss, 200.
Recommended websites:
• New Ways to Work
(http://www.workingfamilies.org/)
—an experienced organization that
provides advice on flexible working
options.
• Working Balance
(http://www.workingbalance.co.uk/)
—filled with tips, advice and feature
articles on work-life balance issues.
• Monster.com Work/Life Balance
(http://wlb.monster.com/).
• Work/Life Balance
(http://www.worklifebalance.com/).
• Alliance for Work/Life Progress
(http://www.awlp.org/).
EXERCISE: WORK/LIFE BALANCE
There are a number of areas in your life,
beyond work, that contribute to overall
satisfaction. They include (but are certainly
not limited to):
 Friends and Neighbors
 Family—Immediate and Extended
 Leisure/Recreation—Sports, Hobbies, Nature
 Community Service/Volunteer Work
 Health: exercise, proper nutrition, proper rest
 Religion/Spiritual Growth
Begin this exercise by thinking quietly about
each area. Then, try to answer the following
three questions:
• Which areas, other than work, do you find
most present in your life?
• What areas need more attention?
• How could the areas that need more attention
GET more time? What would you have to
change?
(Note: Adapted from Making a Living While Making
a Difference, by Melissa Everett, 1999).
How the United Nations Supports Career Development 
 IN SUMMARY
• The Organization plays a critical role in supporting the career development aspirations of staff.
The framework of opportunities explained above continues to be enhanced as new, targeted
programmes are developed for staff at all levels.

• Tools such as handbooks and guides are designed to inform individuals on ways to approach the
acquisition of new skills and competencies.

• It is up to an individual staff member to identify the best learning and career development
programmes for him/her, and discuss these opportunities with a supervisor/manager. The
Organization continues to expand its offerings in the area of training; staff are encouraged to take
advantage of this excellent resource.

• Since most learning occurs each day on the job, it is necessary to also look beyond formal
courses and seek a full range of ways to learn including self-study, mission assignments,
positions in different duty stations, on-the-job learning, and temporary job swaps.

• Creative approaches to lateral mobility include mission assignments, temporary assignments,

and inter or intra-departmental assignments. Staff members are encouraged to explore any and
all of the options that appeal to them.

20 CAREER DEVELOPMENT GUIDE

 The Individual Staff Member
—It is YOUR CAREER!

he most powerful part of the career development partnership is you, the

T UN staff member. Your career hinges on your desire, drive, attitude, skills
and competencies.

If you have already begun to engage in active career planning, you may know where
you want to go in your career and exactly what you need to do to get there. True,
planning does not guarantee that all your career goals will be accomplished. ere are
many factors you cannot control: the expectations of the Organization’s stakeholders,
the mandates given to your office, budget priorities, the availability of positions, and
the competencies and skills of those who are competing for the same positions.

However, by planning, and then carrying out your plans, you are controlling the
things that you can do something about: your skills, knowledge, performance and
qualifications—in sum, your employability. For example, perhaps the job you are in
is exciting and interesting, and you want to stay and grow in your current position.
Or you may feel, aer several years in the same position,
that you can contribute more to the Organization, and
derive greater job satisfaction, if you make a career
Take a Chance and Reach Higher move. As you take more action in the area of your own
I think that to continue to do interesting career development, you improve your chances of
work in the Organization, one must getting to where you want to go.
keep putting one’s goals a little higher
and trying to reach them. You can’t just
wait for something to happen to you.
It’s better to take chances, to push
yourself all the time. Don’t stop to As you take more action in the area of your
reflect too much. Watch how others do own career development, you improve your
it: one can learn from so many sources. chances of getting to where you want to go.

The Individual Staff Member—It is YOUR CAREER! 2

 CHARTING A CAREER PATH
A career path is as personal as a life plan or
a value system. It is unique to each individual
—it is not given to you, it is something that
you “create”.
ere are three basic options:
• Wandering from position to position, letting
“fate” control your path.
• Rigidly defining, step by step, the “right” path,
missing creative opportunities along the way.
• Charting a career path that will help you seek
out and evaluate career choices, and recognise
opportunities.
To begin charting a career path,
it is useful to follow a process:
 Know Yourself: Take stock of your
interests, skills, competencies, values,
and performance.
 Reality Checks: Test to see if your
self-perception is in line with how
others see you. What is your reputation?
22 CAREER DEVELOPMENT GUIDE
The Need to be a “Systems Thinker”
The new workplace realities also require
a new style of management, of increased
responsibility and accountability at all
levels. Both managers and staff need to
be “systems thinkers,” understanding the
whole organization rather than just their
respective departments.
To be a “systems thinker,” an individual
needs to take initiative. Learning what
organizational priorities are, their strategic
plans and challenges, requires talking to
people at all levels of the organization,
reading, and staying abreast of trends.
This proactive approach also has a
positive impact in terms of an individual’s
“employability”.
 Know the UN: Identify career options.
What are the trends and opportunities?
What qualifications are or will be required?
 Take Action: Set goals, make plans,
identify resources available to you,
and carry out your plans. Develop your
skills and competencies.
 Reviews and Updates: Are you on
target? Has the target changed?
I. Know yourself
Career planning starts with life planning.
Like any project, life planning requires
objectives, time frames, committed resources
and periodic revisions/updates. If you can
identify some broad goals you would like to
achieve during your lifetime, you can start
to determine how to allocate time and energy
among such areas of life as family, work,
leisure and personal growth. You can also
anticipate changes in this allocation during
your passage through the stages of adult life.
Self-assessment is the process that helps you
identify strengths, areas of interest, values,
lifestyle preferences, and similar “wants”
that help you identify some of these life
goals. Completing a life-planning exercise
is recommended as a first step in attaining a
career objective because it provides a frame-
work to show where your career objective
fits into your overall life plan. Although each
person charts a unique path, everyone uses
the same touchstones: self-knowledge,
performance, opportunity and resources.
On success . . .
Although every person may have a
different definition of success, you
would probably agree that one type
of “success” means achieving the
long-range goals that you define for
yourself. You can define “long-range
goals” in terms of your role in the
organization (i.e. project manager,
supervisor, technical expert, specialist
or generalist.) You also may define
goals in terms of the rewards you
personally value, such as degree
of authority, salary level, recognition,
and quality of interaction with
other people, social value of work,
magnitude of personal achievement.
Long-term career goals defined as
names of specific posts, titles or
grades, may impose unnecessary
limitations. Who knows how those
posts will change over time, and
whether they would continue to
embody your definition of success?

Self assessment has helped me to

get a more realistic view of my
strengths and areas for development.
I have learned more about what is
important to me, and this has helped
me to be more strategic and focused
in my job search.

The Individual Staff Member—It is YOUR CAREER! 2

 The following four exercises serve as a “sampling”
of self assessment. They can help you begin to
clarify your goals.

EXERCISE 1: LIFE PLANNING

The following two exercises can help you to
develop a life plan. By creating goals, and
deadlines for reaching them, you become
“objective-driven,” motivated by both the desire
and a guiding structure to fulfil your dreams.
1. In the box, draw a line to represent your lifeline.
Divide it into five or ten-year segments. At
the appropriate point, draw a check mark to
indicate the stage of life you are in right now.

2 CAREER DEVELOPMENT GUIDE

2. Next, write down 0 answers to the question: 4. Go to the future end of your lifeline. Imagine
“Who am I?” Answer the question in yourself looking back over your career.
all the different ways you think about yourself What do you hope to say were the major
accomplishments or highlights of your life?
today?—roles, important relationships,
attributes, activities you participate in, and
so on.
.
2.
.
.
. 5. Return to the check mark. Did your glance
back from the future imply any additional
.
answers to the question “Who am I?” or any
7. changes in the order of your answers?

.
.
0.

3. Rank the answers in the order of their

importance to your identity. Place at the
top those answers most central to your
sense of yourself; at the bottom, those 6. Go to some point between the check mark and
that are least central. the future end of the lifeline. Imagine a day,
event, situation, or set of activities that you
. would like to be characteristic of your life at
that time, and reflect on who you will be at that
2. time. You may want to do this for several
. points between now and the end of your
lifeline. The richness of the pictures, of the
. accomplishments and the rewards you
envision, will add tangibility, depth and
. meaning as you plan the kinds of life and
career experiences you want for yourself.
.
7.
.
.
0.

The Individual Staff Member—It is YOUR CAREER! 2

 EXERCISE 2: LIFE INVENTORY

In order to make your dreams a reality, it helps to • What do I want to improve upon?
define what you enjoy doing and where you excel.
Ask yourself some broad questions like the follow-
ing to help you close the gap between where you
are now, and where you want to be in the future.

• When do I feel most alive?

• What do I find less satisfying that I must do in

my current circumstances?

• What do I do well?
• What dreams or wishes do I have that I have not
turned into plans or acted upon?

Showing Initiative
After three years of number crunching in my job, I put my head up and started noticing how
often my colleagues go off on trips. One of the places we have a big project is in Mexico,
and I was planning a vacation to Mexico. As I was making my vacation plans, I found out
that my boss was going to be in Mexico at this project the week after, so I took the plunge
and asked him if he would mind if I joined him there: it wouldn’t cost the Organization
anything. He agreed, and I spent the whole week going to all the meetings with him and
seeing how the project was going: it was fascinating. Then, the best thing: six months later,
he was too busy to make the necessary return visit, so he turned to me in a meeting one
day and said, ‘Why don’t you go in my place? You’ve met all the people and know the story
from last time.’ So I did.

2 CAREER DEVELOPMENT GUIDE

EXERCISE 3: COMPETENCY ASSESSMENT
Competencies include a combination of skills,
attributes and behaviours which you possess
and which can be continuously developed and
strengthened. Acquiring competencies is not a
one-time activity, but rather an ongoing process.
At any stage in your career, you should be aware
of the competencies you possess and the ones
you need to develop both to do your current job
well and to move to the next stage of your career.
CORE VALUES
Integrity
 I demonstrate in my daily work the values of
the UN, including integrity, respect for diversity
and professionalism.
 I act without consideration of personal gain.
 I resist undue political pressure in decisionmaking.
 I do not abuse power or authority.
 I stand by decisions that are in the Organization’s
interest, even if they are unpopular.
 I take prompt action in cases of unprofessional
or unethical behaviour.
Professionalism
 I show pride in my work and achievements.
 I demonstrate professional competence and
mastery of my field.
 I am conscientious and efficient, observing
deadlines and achieving results.
CORE COMPETENCIES
Communication
 I speak and write clearly and effectively in my
working language.
 I listen to others and respond appropriately.
 I ask questions to clarify and show an interest
in two-way communication.
 I tailor my language tone and style to match
the audience.
The following is a list of core values, and core and
managerial competencies that have been identified
as being important in the United Nations. They are
presented here as a self-assessment exercise.
Use these scores to rate the frequency with which
you demonstrate each behaviour:
3 = Always 2= Sometimes 1 = Never
 I am motivated by professional rather than
personal concerns.
 I show persistence when faced with difficult
problems or challenges.
 I remain calm in stressful situations.
Respect for Diversity
 I work effectively with people from all
backgrounds.
 I treat all people with dignity and respect.
 I treat men and women equally.
 I show respect for and understanding of
diverse points of view and demonstrate this
understanding in daily work and decision making.
 I examine my own biases and behaviours to
avoid stereotypical responses.
 I do not discriminate against any individual
or group.
 I show openness in sharing information and keep
people informed.
Teamwork
 I work collaboratively with colleagues to achieve
organizational goals.
 I solicit input by genuinely valuing others’ ideas,
and am willing to learn.
The Individual Staff Member—It is YOUR CAREER! 27
 I place team agenda before my personal
agenda.
 I build consensus for task purposes and
direction with team members.
 I support the final group decision, even
when I may disagree.
 I share credit for team accomplishments and
accept responsibility for team shortcomings.
Planning & Organizing
 I develop clear goals that are consistent
with agreed strategies.
 I identify priority activities and assignments
and adjust my work as needed.
 I allocate appropriate amount of time and
resources to do the work.
 I foresee risks and allow for contingencies
when planning.
 I monitor and adjust plans and actions
as necessary.
Accountability
 I take ownership for all responsibilities and
I honour commitments.
 I deliver work on time and within cost and
quality standards.
 I operate within the rules.
 I support subordinates, provide oversight
and take responsibility for delegated
assignments.
 I take personal responsibility for my own
shortcomings.
Client Orientation
 I consider all those to whom I provide
services as “clients” and seek to see things
from their point of view.
 I establish productive partnerships with
clients by gaining their respect.
 I identify client needs and match them to
appropriate solutions.
2 CAREER DEVELOPMENT GUIDE
 I monitor developments within and without
the client’s environment to keep informed
and anticipate problems.
 I keep clients informed of progress and
setbacks in projects.
 I meet timelines for delivery of products
or services to the client.
Creativity
 I actively seek to improve programmes
or services.
 I offer new and different options to solve
problems and meet client needs.
 I promote and persuade others to consider
new ideas.
 I take calculated risks on new and unusual
ideas; I think outside the box.
 I take an interest in new ways of doing things.
 I’m not bound by current thinking or
traditional approaches.
Technological Awareness
 I keep abreast of available technology.
 I understand applicability and limitations
of technology to my work.
 I actively seek to apply technology to
appropriate tasks.
 I am willing to learn new technology.
Commitment to Continuous Learning
 I keep abreast of new developments in
my own profession.
 I actively seek to develop myself
professionally and personally.
 I contribute to the learning of colleagues
and subordinates.
 I show willingness to learn from others.
 I seek feedback to learn and improve my
performance.
MANAGERIAL COMPETENCIES
How do I measure up as a manager?
If you manage or supervise others, use the
following indicators to assess your managerial
competencies.
Use these scores to rate the frequency with
which you demonstrate each behaviour:
3 = Always 2= Sometimes 1 = Never
Vision
 I identify strategic issues, opportunities
and risks.
 I clearly communicate links between the
Organization’s strategy and the work
unit’s goals.
 I communicate a broad and compelling direction
and inspire others to pursue that same direction.
 I convey enthusiasm about future possibilities.
Leadership
 I serve as a role model that others want
to follow.
 I empower others to translate vision into results.
 I am proactive in developing strategies to
accomplish objectives.
 I establish relationships with a broad range of
people to understand needs and gain support.
 I anticipate conflict and resolve it by pursuing
mutually agreeable solutions.
 I drive for change and improvement, and
don’t accept the status quo.
 I show the courage to take unpopular stands.
Empowering Others
 I delegate responsibility, clarify expectations
and give staff autonomy in their work.
 I encourage others to set challenging goals.
 I hold others accountable for achieving results.
 I genuinely value all staff members’ input
and expertise.
 I show appreciation and reward achievement
and effort.
 I involve others when making decisions that
affect them.
Managing Performance
 I delegate appropriate responsibility,
accountability and decision-making authority.
 I make sure that roles, responsibilities and
reporting lines are clear to each staff member.
 I accurately judge the amount of time and
resources needed to accomplish a task and
I match tasks to staffs’ skills.
 I monitor progress against milestones and
deadlines.
 I regularly discuss performance and provide
feedback and coaching to staff.
 I encourage risk-taking and support staff
when they make mistakes.
 I actively support the development and
career aspirations of staff.
 I appraise performance in a fair and
objective manner.
Building Trust
 I provide an environment in which others
can talk and act without fear or repercussion.
 I manage in a deliberate and predictable way.
 I operate with transparency, and have no
hidden agenda.
 I place confidence in colleagues, staff
and clients.
 I give proper credit to others.
 I follow through on agreed upon actions.
 I treat sensitive or confidential information
appropriately.
The Individual Staff Member—It is YOUR CAREER! 2
Judgement/Decision Making  I propose a course of action or make
 I identify the key issues in a complex
a recommendation based on all available
information.
 I check assumptions against facts.
situation, and come to the heart of the
problem quickly.
 I gather relevant information before  I make tough decisions when necessary.
making a decision.
 I consider positive and negative impact
on others and on the Organization.

EXERCISE 4: JOB SATISFIERS—  Working closely with clients

AN IMPORTANT PART OF
SELF-ASSESSMENT
In essence, career planning is finding out what
excites and satisfies you, and working towards
achieving that career satisfaction.
 Conducting analysis
 Doing work of social value
 Using my unique skills
 Completing a complex project

Which of the following mean the most to you? Do you feel that you are deriving job
Add any others that are of particular importance satisfaction now?
to you.

 Public recognition
 Recognition by a supervisor
 Managerial responsibilities
 Working independently
 Autonomy What can you do (add or delete) to maintain
 Achievement/delivering results
or increase your job satisfaction?

 Security/permanence
 Sense of growth/learning
 Getting challenging assignments
 Being part of a team
 Drafting well-written reports
 Mission assignments
 Helping people in need For more self-assessment work, to increase
 Chances to learn new skills your focus and become more aware of your

 Entitlements/benefit package
strengths, weaknesses, attend a UN full day
Career Development workshop and/or visit
 Creating a programme your local Career Resource Centre, where
you will find many resources to help you.

0 CAREER DEVELOPMENT GUIDE

II. Assess your current performance
—get a “reality check” from others
It is important to validate a self-assessment of
strengths and weaknesses with feedback from others.
• Would your manager and colleagues agree with
your self-perceptions?
• What is your reputation in the Organization?
• What is your reputation in your field?
EXERCISE
 Whose reputation do you admire? Why?
 Describe in a few words what you would like
your reputation to be? What would you like
people to say about you?
One of the most critical factors in turning
aspirations into reality is your performance in
your current position. Are you accomplishing
your goals? Do you understand your clients’ needs
and work well with others? Gaps in performance
or attitude can hamper your career progress.
Strategies for improving performance can include
courses, self-study, and getting help from your
manager or colleagues.
Some staff members who feel stalled in their careers
might not be aware of their reputation in the
Organization. For instance, a person who sees
themself as devoted and hard working, who works
late every evening, may be seen as someone who
unnecessarily complicates tasks, focusing on irrele-
vant details. While it may be uncomfortable to ask
for feedback, the alternative—not knowing—can
be more damaging.
To the extent that there is a gap between what you
believe your assets are, and what others see, you can
take various corrective actions. Likely as not, you
will continually be closing the gap, because life is
a process of manifesting that you are, learning,
bringing that development into practice, and then
starting the cycle again.
Immersing myself in my job led
to greater challenges
I started off as a secretary and enjoyed my
work very much. I had enormous respect for
my immediate boss and was interested in
learning about everything related to the work
of my office; I read everything that came in
the in-tray. Because I was able to show an
understanding of the issues and management
of the work, I was selected for a professional
post that became vacant. I didn’t actually
plan for it. When people get to know that you
are good at what you do, then it is more likely
that they will think of you when a job opportu-
nity comes up, even for other types of work.
III. Know the organization
“Opportunity scanning” refers to the process of
finding out about current and future job trends,
qualifications required, projected vacancies, and
areas of interest.
Career planning is part of personal strategic planning,
and as such requires one to take the long view
—it can be helpful to view your career as a marathon,
The Individual Staff Member—It is YOUR CAREER! 
 rather than a “sprint” to the finish. Looking at
career possibilities includes matching what you
want with positions that are likely to meet these
criteria or be available in the future.
Chapters 5 and 6 describe some of the ways you
can become informed of opportunities that exist.
Certainly, scanning UN vacancies and vacancies
in the broader UN system make sense; not to
simply look for openings but to see what skills
are in demand, and where new opportunities are
being created. It also makes sense to look in your
field more broadly, outside the system, for the
same reasons. You may even create opportunities
by finding ways to meet changing organizational
needs. It is helpful to keep in mind that as
responsibility and level increase, the number of
opportunities available decreases and competition
for those positions increases. Keeping informed
and being visible are key aspects of an effective
career development strategy.
Opportunities may take many forms, including:
• Job changes.
• Job swaps.
• Lateral moves.
Career research—at lunchtime!
I came in at P2 level through the
Competitive Exam, not really expecting
to stay in New York. I decided I must
find out what other people in this
Organization are doing in their jobs. I was
working in economic statistics; I wanted
to find out if they do similar kinds of
analysis in other duty stations. A friend
got assigned to Angola, and I was
curious: How did that happen? So I
just started inviting people to lunch and
asking them what they do. From these
lunches I started to get a picture of my
options and how the structure works.
2 CAREER DEVELOPMENT GUIDE
• Expansion of current assignments.
• Going on mission.
• Changing duty stations.
• Filling in for someone on mission
assignment.
• Finding a job in another UN agency.
• Leaving the organization to pursue
another challenging opportunity
with an NGO, government, or in
the private sector.
e choice to accept or reject an opportunity, and
the consequence of that choice, belongs to each
individual. Knowing yourself—your interests,
skills, values and goals—will enable you to make
the choices that are right for you.
Going to the field
For one move, I involved my boss in my
career planning, negotiating with him that
if I could find someone who could take over
my office management for three months,
he would let me go on a mission. He agreed.
When the chance came to accompany one
of the Special Representatives to the field, I
took it. It was the most difficult assignment
of my life, and the best. After that, I’d
“caught the bug” and started engineering
things so that I could continue being asked
to accompany these Representatives.
And now I’m in charge of the whole area
that I used to cover on these trips. I want to
dispel the notion that I had a full plan. I don’t
think that is really possible these days. But
one can look objectively at where you are
now and what opportunities are available.
And then one can actively pursue all learning
opportunities to move into related areas.
IV. Take action
After working through the inventories/exercises
and considering your performance, feedback,
opportunities and requirements, you are ready
to do some planning.
1. List three long-range career goals, each with
a target date.
Goals:
.
3. Looking at where you are today, and where
you’d like to be, list some mid-range steps you
might need to make to reach your long-term
goals. Remember that organizations change
over time, and the positions in place today may
be different than the structure of opportunities
in the future, so stay descriptive and flexible as
you set targets and plan.
.

2.
2.
.

.
Steps:
.

2. Go back to the assessment inventories to

review which skills and competencies you will 2.
need to use to meet your goals. Keep in mind
that your strengths will form the foundation of
future success, so plan to maintain those skills .
as you develop new ones. List below:

4. Based on where you are today, and your

mid-term plans, list - positions, functions
or responsibilities that you may want to
pursue and your reasons for selecting each
position/function.

.

2.

.

.

.

The Individual Staff Member—It is YOUR CAREER! 

5. List the qualifications, knowledge,
competencies, skills and behaviours you
believe each position/function requires.
Position .
7. “Test” your plan by seeking answers
these questions:
 Do the positions that seem of greatest
interest really possess the job content
you think they do?

 Do you have enough information of

Position 2. the knowledge, skills and behaviour
requirements?

 What changes (if any) in family or social

Position . situations would be required to fulfil
your action plan?

 Are you willing to make the sacrifices

Position . required by these positions?

 Could some or all of the attractive

features in these other positions be
Position . included in your current position?
Refer to your selection of job satisfiers.

 Are the action plans for acquiring the

6. Compare these with the qualifications,
knowledge, competencies, skills and
behaviours you now possess. List the skills,
and competencies you would need to
acquire/refine to become a more qualified
candidate.
.
2.
.
necessary qualifications realistic and
achievable?
To obtain the answers, network with people who
are working in those departments and holding
those positions2. Ask them about their work and
how they think it may change in the future (note:
for more information on networking, see page 43.)
Remember, you can modify and adjust your
goals as you progress. As you gain new skills
and experience, your professional interests and
personal needs may change. As you develop your
competencies, new and exciting opportunities
may open up to you. Having plans and alternate
plans can increase the likelihood of accomplishing
your career goals and decrease your frustration in
the process.

2
For more information on networking, please refer to Chapter 5.

 CAREER DEVELOPMENT GUIDE


It is important to recognise that if
your goal is to move up the ladder,
it may not be possible by remaining
in the same area of work. One early
boss of mine commented that
sometimes it is necessary to make
a choice between your ‘work’ and
your ‘career’.
Avoid complacency
I remember at one point in my
career feeling very self-satisfied,
very under control, even
complacent. That was when my
“mentor” suddenly came in and
said, “As of Monday morning, your
new job is <job title>.” Feeling
rather sick, on Monday morning I
reported to my new assignment,
about which I felt extremely
uncertain and not at all under
control. Yet, looking back at my
colleagues who have stayed in one
place for 0 years, waiting for one
person above them to be promoted
or to retire, I am very glad I pulled
myself out of my comfort zone.
REVIEW AND UPDATE YOUR GOALS
Regularly review your goals and plans to see if you
are on target and make mid-course corrections
based on changes in your own interests and skills,
and opportunities that seem to be developing.
You may have major life and family changes that
make you want to adjust your priorities for a
number of years, perhaps forever, and because of
which you will need to update your career plans.
Sometimes these changes evolve over a period of
time, giving you a chance to adjust gradually. At
other times a single experience can be seminal in
making you see what you truly value—an illness,
a child, a mission assignment. Such fundamental
changes in one’s life will rightly have an impact on
career plans, and may cause a shi, or realignment.
STAYING FRESH/CAREER PLATEAUS
One challenge that all employees face, whether or
not they are UN staff members, is the need to stay
fresh, and the ability to recognise when a “plateau”
has been reached. A career plateau occurs when the
likelihood of additional hierarchical promotion is
very remote, and few internal opportunities for
advancement exist. A Plateau is a period in which
an individual’s learning rate doesn’t improve; a
time of stagnation. It is oen identified by loss of
enthusiasm, tension, boredom, and frustration.
However, a plateau can be a highly valuable
interval of rest that provides an opportunity to
regain perspective and digest new ideas, and
plan for change.
The Individual Staff Member—It is YOUR CAREER! 
 Job satisfaction
and involvement

Number of years in the same job

Source: Paul Evans@INSEAD (Leadership Development: Guidelines for and Pitfalls in
Developing Leaders and Managing Development)

Listed below are a few key actions to consider in

coping with a career plateau:
IN SUMMARY

• Restructure your view of success: explore ways to . It is important to engage in

feel success on the job apart from “moving up”. a range of self-assessment
Consider making a lateral move, or perhaps exercises to identify current
negotiate a developmental assignment in your skills, skill gaps, values, lifestyle
current job; let go of the notion of regular needs, and goals.
promotions as the only way to go.
2. Consider career goals within
• Explore new learning; return to school; explore a the context of life goals. Work,
sabbatical—paid or unpaid time off from work to as you know, is only one aspect
develop a skill. of a very full life!

• Enhance your understanding of trends in your field. . After you have completed your
selfassessment, the next step
• Enrich the status quo: seek out a special challenging involves doing research into
assignment; any new experience to break monotony. current work realities (openings,
skills in demand, trends in the
• Seek a career move: a change within the organization Organization, etc.) to begin to
or to a different organization; move laterally to find compare what you wish to do
new excitement and challenge through a new with the reality of your current
environment. work environment.

• Prepare a personal development plan to adjust

professional gaps or areas of weakness.

 CAREER DEVELOPMENT GUIDE

The Manager as Career Coach

hether you call them “coaches,” “supervisors,” or “mentors,”

W managers in today’s organizations are expected to help staff

achieve their personal and professional best.

e Organization’s Competency Model provides a vivid profile of what it

means to be an effective manager in the United Nations today. In this model,
the manager’s role in career development is one of coach, advocate and
information officer, supporting and encouraging the development of staff.
e following behavioural indicators, which reflect the six managerial
competencies in the UN illustrate these roles:

• Leadership: Serves as a role model that other people want to follow.

• Vision: Conveys enthusiasm about future possibilities.
• Empowering others: Encourages others to set challenging goals.
• Building trust: Provides an environment in which others can talk
without fear or repercussion.
• Managing performance: Actively supports the development and
career aspirations of staff.
• Judgement/Decision Making: Identifies key issues in a complex
situation, gather relevant information before making a decision.
Makes difficult decisions when necessary.

e following section highlights the specific ways in which managers might

more actively assume the roles of coach, advocate and information officer.

The Manager as Career Coach 7


Taking a fresh approach
When I took over in this section, I
was determined to make some
changes, both the ones requested
by management and ones I could
see were needed. Getting people
to think and see things in new ways
is the biggest challenge. The task
for managers is to find new ways
to motivate and inspire people to
take a fresh approach to their
responsibilities. I do feel there
should be more encouragement for
career moves, at least every five
years, so that both sections and
staff have a chance to renew their
energies and outlooks.
You know as much as I do
One of the best managers I ever
had—she’s retired now—is
memorable to me because she went
out of her way to give her staff
exposure to new opportunities and
public recognition. She would send
me and other members of her staff
to senior-level meetings for her,
saying, ‘You know as much about
this as I do.’ She would often pass
on a compliment given to her in a
meeting, saying that it was so and
so on her staff who should receive
the credit.
 CAREER DEVELOPMENT GUIDE
THE MANAGER AS COACH
Taking a long-term and strategic view of career
development, managers can nurture professional
development, share information about trends and
encourage staff to keep abreast in their fields. ey
can provide feedback on strengths, weaknesses
and development requirements, and then follow
up with on-the-job training and assignments that
provide opportunities for growth and challenge.
THE MANAGER AS ADVOCATE
Managers can play a key role as the focal point
between their staff and the Organization, serving
as advocates, providing feedback to senior
management, human resources sections and
other units about their staff members' skills and
aspirations. is advocacy brings to the attention
of the Organization the valuable contributions and
potential of staff. By taking a larger view of their
responsibilities, managers support the needs of
the Organization and help staff members find
new positions that stimulate professional growth.
THE MANAGER AS INFORMATION
OFFICER
To do realistic and effective career planning people
need information about future opportunities
including, the skills and competencies required.
In a positive career partnership, managers provide
information on competencies, skills and other
requirements to staff within and outside their
departments and offices. In so doing, these
managers receive candidates who are better
prepared to join their teams and to progress
within their departments.

A stepping stone
I like to celebrate publicly the
successes of those who do
manage to find jobs outside
my section. My motive is get
the word out that working in my
department is a stepping stone
to other good jobs. That way
the best people will apply...
I can’t promote them, but…
I encourage my staff to branch
out and gain as many experiences
as possible, even though it makes
my life harder. One of my research
associates very much wanted to
go on mission. Although I can’t
replace her, I have to let her go.
I feel that if the staff member feels
very strongly about something like
that, we as supervisors must do
all in our power to help. I can’t
promote them—that is not within
my power—but I can make their
professional lives as rewarding
and interesting as possible. Every
one of my officers has been
encouraged to go on
familiarisation missions to the
countries they cover.
SUPPORTING STAFF DEVELOPMENT
Managers are expected to inspire, encourage and
enable staff to take active charge of their careers
by broadening their knowledge about the
Organization, gaining new skills and embracing
the challenge of change.
e following behaviours have been suggested
by managers and staff as “best practices” for
supporting staff development.
(Many of these behaviours are also reflected
in the Organization’s managerial competencies,
reproduced in Chapter ree.)
1. Get to know each of your staff members, and
be familiar with their professional goals
and aspirations.
• Recognise that every person is a unique
combination of experience, cultural backgrounds,
skills and personality traits, and adapt managerial
style to meet their needs. Some of the new career
management behaviours, such as building
relationships, increased focus on asserting
oneself, and personally taking charge of career
development, may be unfamiliar and even
uncomfortable for some people.
• Managers need to be aware of individual
differences and decide when to coach staff to
be more proactive in pursuing opportunities
for career development at the United Nations.
2. Create two-way communication channels both
to convey information and to listen to staff
ideas and concerns.
• Establish clear expectations and challenging goals
that are mutually agreed upon.
• Provide honest, open and constructive feedback
to enable staff to maintain and enhance strengths
and diminish weaknesses.
The Manager as Career Coach 
 • Suggest other people and resources that staff
can access for additional information about
the work of the Organization and that make
their job more efficient, while promoting their
reputation across their Departments and the
broader Organization.
• Become fluent in the Performance Manage-
ment System and tool of the Organization by
attending relevant training and seeking counsel
as needed. Schedule performance discussions
on time, and provide specific feedback
on achievements and constructive counsel
for professional development.
3. Develop work environments that are
conducive to growth by delegating
responsibility, and valuing the role of
continuous learning.
• Recognise successes publicly to show staff
their work is valued and reinforce positive
behaviours and actions.
• Encourage training and development to
further professional growth, making use of
opportunities such as: on-the-job training,
development programmes, rotation, job
swapping, educational leave, temporary
projects and assignments, to name a few.
• Recognise that mistakes are also a natural
part of the learning process; be patient
with new staff members and yet provide
constructive feedback that is helpful for
individuals and the team.
• Take an active role in developing the annual
departmental training plan.
0 CAREER DEVELOPMENT GUIDE
An example
A very good supervisor I had backed me
up and gave me confidence. Once, when
I was in charge of making some rather
complex calculations for a presentation, I
suddenly realised, after the document had
been published, that I’d made a mistake.
I went to him immediately. He did not raise
his voice. He simply asked for the new
calculations and we issued a corrigendum.
At the Committee, there were a number of
comments about the ‘inefficiency’ of the
Secretariat, but he just responded that
mistakes were sometimes made and that
the correction was in front of them. He
stands as an example for me now that
I am in a managerial position.
Thinking about the whole
I was lucky. My first supervisor had
managed her career from GS to ASG.
She took an interest in me and gave me
valuable advice. For instance, it was she
who told me the maximum level I could
reach in my chosen profession was P. It
was a new concept to me, coming from
an academic background. She told
me to start thinking about the whole
organization. It opened my mind up to
other possibilities under her tutelage.

Learning from Mistakes
There is a big, irrational fear of failing
at the UN. In my department we
‘celebrate’ people’s failures. At least
the staff member dared to do
something. For instance, one of our
guys reorganised a chunk of training
to target particular services. He did
departmental needs analyses, said
we’d group people by their level of
ability, and customised the training.
The problem was that our priority was
grouping people by ability and theirs
was scheduling people at times that
were convenient for them. So in the
end it didn’t work. But based on what
we learned, we were able to greatly
improve the service. To celebrate the
failure, I emphasised at the next staff
meeting what had been positive and
what we had learned. I also took full
responsibility for the problems with
our clients, and gave credit for the
positive aspects of the experiment to
the staff member, making a point of
saying that I supported him all the
way along. You need to show publicly
that it is okay to make mistakes.
SUPPORTING MANAGERIAL AND
LEADERSHIP DEVELOPMENT
To meet their new roles and responsibilities in this
changing organization, managers must recognise
their need for continuous learning and make plans
for their own development.
e Organization offers a range of programmes,
including:
• Supporting Mobility and Career Development:
a workshop for managers and supervisors.
• Performance Management Workshops for
managers and supervisors.
• Leadership Development Programmes for
D1s and D2s (LDP).
• Management Development Programmes for
P4s and P5s (MDP).
• Organizational Development Programmes
for departments or significant organizational
units that involve a customized range of
interventions (ODP).
• Supervisory Development Programmes.
• Competency-based Selection and Interviewing
Skills Programme.
• Working Together: Ethics and Integrity in
Our Daily Work.
• Coaching for Improved Performance.
In addition, Career Resource Centres (CRC) at
every duty station hold mini-workshops for
managers around such topics as Giving and
Receiving Feedback, Creating a Development Plan
for Staff, and Conducting Successful Appraisal
Meetings. e career libraries in each CRC include
a large section of books for managers and
supervisors about coaching, managing
performance, and leadership development.
The Manager as Career Coach 
 Give them a loose rein
I learned the most from one of
the most senior persons in the
Organization today. He used to
say, ‘If you trust your staff, give
them a loose rein. Let them make
the decisions.’ When I went to a
certain high-level meeting with
him, he would often say, ‘Please
ask Ms. __ instead of me. She is
more informed on this issue.’ He
always said he’d back me up if
necessary. And he did.

IN SUMMARY

. As a manager or supervisor, you play

a critical role in sharing information,
N
encouraging dialogue, and advocating
for your staff.

2. OHRM has a range of training opportunities

to support and prepare you to be as
effective as possible in managing the
career development of your staff, and
creating supportive, positive work
environments that empower your team.

. The “best practices” shared throughout this

chapter—quotes from managers and staff
members—attest to the wealth of ideas
that exist. Peer mentoring for managers is
a “best practice” in and of itself!

2 CAREER DEVELOPMENT GUIDE

Techniques to Enhance Opportunities
for Career Development

s a staff member, and as an active member of the global workforce, it is your

A responsibility to continue to “stay fresh,” and enhance your professional

development. ere are several ways to do this—namely:

• Networking.
• Volunteering.
• Mentoring.
• Doing Research “Opportunity Scans”.
• Participating in task forces and professional associations.
• Continuing Education: learning and teaching.

All of these activities allow you to stay up to date with what’s going on in the
Organization, as well as in the outside world. ese are ways to learn, practice and
strengthen competencies and skills as well as for others to see what you are capable
of doing. Finally, these actions have the added benefit of increasing your visibility,
and enhancing your reputation.

NETWORKING
Networking—building and cultivating relationships with people both inside
and outside of your field, in similar and different positions—is considered one
of the most important career-building skills. Most successful people are always
networking—and not just when they want to make a move. In fact, networks
should be in place, and well developed, long before you embark on a job search.

Techniques to Enhance Opportunities for Career Development 

 Bother to go to lunch
Knowing people in various parts of
Networking is invaluable. Bother to go
the Organization connects you with
to lunch with friends. Bother to keep
new sources of information about
up with people you’ve met. One learns
developmental opportunities,
so much about how the Organization
assignments, committees, etc.,
works from keeping in contact with
which might tap your talents.
others, and when you need to get
things done, it is so much easier to
pick up the phone and talk to someone
you already know. You have to put out
the energy, but the reward is worth it.
Learn about New Types of Work: Of course, you
can use networking to obtain information on the
positions, fields, functions, or organizations you
want to learn more about; get advice; set up
Networking appropriately also has a large educa-
introductions to new contacts; and let people
tional component; speaking with individuals
know of your availability, qualifications and
throughout the Organization, and in your field,
interests. Sometimes people feel uncomfortable
can assist you in locating resources and generating
about what they perceive as “selling” themselves,
ideas to be more effective in your current position.
and it is quite true that it is off-putting to have to
It also enhances your network for those times
listen to long lists of accomplishments and self-
when you need assistance with a career change.
congratulatory comments. A good way to think
e objective of networking is to be visible as you about your presentation of yourself is to assess
learn, share knowledge and contribute to others. your audience and tailor your remarks: in this
Mutuality is implicit in networking. It is built fast-paced world people may well forget that you
on a relationship of give-and-take. You network both enjoy and are particularly adept at public
because you want to meet people, exchange infor- speaking, so a simple reminder of that one ability,
mation and knowledge and build relationships. To at the right moment, can be effective.
the extent you are generous in sharing with others,
people will reciprocate when you need assistance.

The Career Resource Centre’s mini

WHY IS NETWORKING SO IMPORTANT?
Learn about What is Happening Around the
World—or Across the Street: Networking allows
you to make connections within the organization
that direct you to people and resources you
wouldn’t have known existed. Sharing insights and
experiences oen leads to improvements in your
own work, not to mention enjoying a new level of
energy that comes with an unexpected discovery.
workshop, Career Connections, allows
you to become more comfortable and
familiar with the process of professional
networking. Also stop by and check out
the books on Networking that exist at
each duty station. Chapter  of the
Career Support Guide lists websites with
additional information on how to network.

 CAREER DEVELOPMENT GUIDE

HOW TO JUMPSTART THE PROCESS:
While networking can be as informal as meeting
people at a social gathering, there will be times
when you want to prepare a mental or even a
written purpose and agenda for your conversation.
If you wanted to find information about a subject,
you might:
• Make a list of your contacts with the most
knowledge about the area. If networking is new
for you, start with the least threatening contacts
first, until you feel comfortable with the process.
• Arrange a short meeting or telephone call; depend-
ing on your relationship, you may want to arrange
a meal. Be general but upfront about the purpose
of the conversation. e more specific you can be,
the more helpful individuals can be to you.
• If your needs are specific and detailed, don’t be
afraid to prepare questions in advance and take
notes in the meeting. Since networking is mutually
beneficial, anticipate questions the other person
may have, either about you, or about information,
knowledge or resources that may be helpful to
them in their work, career or personal life.
Follow up!
One of the biggest mistakes people make
when networking is failing to follow up.
Often, individuals are afraid to “bother”
someone again by reconnecting, but it is
a professional courtesy: if someone has
given you their time and shared ideas, it is
important to follow up and let them know
how you acted on their advice. This can
be done through a simple e-mail, or hand-
written note. Following up also builds, and
strengthens, relationships.
Techniques to Enhance Opportunities for Career Development
• Keep in touch, and be sure to follow up, especially
if something materialises from their input. People
love to know that their efforts made a difference
(don’t you appreciate knowing?). It is the
professional thing to do.
VOLUNTEERING
Volunteering is another great career management
tool. It allows you to establish contacts, gain visibility
and credibility, refine your skills and develop new
competencies at your own pace, with a low level
of career risk.
How?
You can get excellent management experience by
taking a leadership role, such as managing a short-
term project or serving on the board of directors
of an organization. Volunteer to be the focal point
for a new change process in your department or
unit, or to serve on a task force that is examining
a way to improve something in your area.
ere are also many opportunities to teach and
make presentations at meetings, seminars and
workshops. Within the UN, volunteer opportunities
abound through panels, committees, social and
cultural groups, athletic clubs. Ask friends and
colleagues about the area you are interested in,
and for ideas about how to get involved.
One UN staff member was interested in supporting
the spouses of Secretariat staff members, so she
approached the Staff Counsellor’s office about
volunteering in some way. e career development
spousal workshops were a direct result, and have
been incredibly successful. e staff member kept
her training skills fresh, and her initiative and
enthusiasm caught the eye of several people outside
of her immediate area.

 A wonderful mentor
My first mentor in the United Nations
was a man who taught me by challeng-
ing and, even, arguing with me. He’s
taken this approach with a number of
staff who worked under his supervision.
He made me set out my logic and
document my arguments in order to
prove that I was right. He was really
tough on me, but I’ve now come to
appreciate how much caring and thought
went into his efforts. And, he must have
done something right, since six of his
immediate staff have been successful in
the G to P exam. I wonder if anyone else
in the Secretariat has that kind of record.
MENTORING
No discussion of career management would be
complete without discussing the role of the
mentor. However, expectations about mentoring
have changed over the years. Gone are the days
when senior managers picked and groomed a
protégé. Now, it is more common to have informal
mentoring relationships, oen initiated by a
“mentee,” or someone seeking guidance, advice
and support.
Multiple mentors with different strengths and
backgrounds are more practical, and have become
the norm. Diverse perspectives are inherently
valuable, and this new, flexible approach to
mentoring may be preferable in that a staff
member has several people to turn to for advice
and feedback.
Career Resource Centres throughout the
Secretariat maintain a number of books on
 CAREER DEVELOPMENT GUIDE
You also may want to consider
becoming a mentor by identifying
someone who could benefit from your
experience and whom you would like
to help succeed. In the new mentoring
paradigm, young people have as
much to contribute to the relationship
as the senior, more experienced
colleague. Newcomers can share their
outside experience with long-serving
staff that in turn can help new staff
members navigate the complexities
of the United Nations.
Support from my supervisors
Each move I’ve made has been
traumatic at first. I think it takes about
six months begin to feel comfortable in
a new job. Two of the moves I’ve made
I was going into areas that were quite
new for me. What got me through were
my supervisors. A former supervisor
set up a pattern of having lunch
every Wednesday to discuss my
work challenges with him. This was
tremendously helpful.
mentoring, and being mentored. ere is a wealth
of information on the Internet (see Chapter 6)
as well.
As you talk and network with various people, take
note of those you connect with especially well
and feel you can trust. You might ask them for
career advice as part of your career development
planning. If the relationship seems to work and
they are open to periodic conversations, see what
you might give back in return.

Support your staff in their
career efforts
Every year, I send out at least one
e-mail to everyone in my office asking
who among the General Service staff is
planning to take the G to P exams and
offering to set up regular study groups.
The response is terrific, and it’s fun.
We have practice sessions for the orals
and I pass on my reading lists. When
one of our colleagues passed the G to
P exam this year it was as though we
all joined in her success.
Encourage Your “Bright Lights”
Also, I encourage certain people, for
instance, a bright light I have in the
department right now. I give her
assignments every day to summarise
information from certain documents. I
think that if a manager sees something
valuable in a staff member, s/he owes
it to the Organization to get them to
consider their career options. I find that
colleagues appreciate any effort on the
part of their peers or their supervisors
to show appreciation and support for
their talents and aspirations.
Becoming known in your profession outside your organization, whether through making
presentations in an area of specialisation or by becoming an active member or leader of a
professional group, can help you develop skills and enhance your reputation and value
both inside and outside your organization.
Techniques to Enhance Opportunities for Career Development
PROFESSIONAL ASSOCIATIONS
No matter what your occupation, chances are there
are at least one local professional organization—and
probably some international and national groups
in your location. By attending meetings, networking
with colleagues, reading association publications
and taking advantage of special programmes, you
can stay up-to-date in your field and develop a long
list of contacts.
If you are not sure what groups exist, you can
identify them through the Directory of Professional
Associations, found in most libraries. ere is also
a wealth of information on the Internet, including
http://www.jobweb.com/Career_Development/
prof_assoc.htm. You might also ask—in your
networking meetings or in discussions with your
mentors—what professional associations are
well-known and respected in your field of interest.
DOING RESEARCH/OPPORTUNITY
SCANS
Finding the information to stay current and
tracking trends in your department and occupation
will help keep you ahead of the curve. You can do
research yourself, reading widely from the Intranet
and Internet, newspapers and publications, attend-
ing meetings and information sessions, keeping
abreast of organizational and world events reported
internally and through the public media, and using
libraries, book stores, and e-mail bulletin boards
and blogs to explore specific topics.
7
 Watch for opportunities to hear or read about
what other organizations, both similar and
dissimilar, are doing in your occupation;
presentations, articles and conferences are other
good sources of information. (See chapter 6)
PARTICIPATION IN TASK FORCES
AND SPECIAL PROJECTS
Task forces usually address critical organizational
needs or problems and can expose you to a
crosssection of people. Special projects give you
a change of pace and the opportunity to acquire
or develop skills and broad-based knowledge.
e interdisciplinary nature of most task forces
creates a valuable environment in which to learn
and exercise “big picture” and “new picture”
thinking—the kind of thinking that management
prizes at all levels of an organization.
In sum, task forces are vehicles to demonstrate
the abilities to think strategically, manage
implementation through to a result, and work
effectively as a team member or a leader.
Career ladders
When I realised that there was no
advancement possible beyond P- on
my career track, after a certain amount
of time to establish my credibility, I
actively started looking around for a
related field. I wanted to be ready to
take advantage of opportunities. I went
back to school to learn specific skills. I
then moved into a new field and, when
an interesting P- became available, I
had experience from two different but
related areas, both of which were useful
for the P- job.
 CAREER DEVELOPMENT GUIDE
EDUCATION
LEARNING
Continuing your education by taking courses
and attending seminars at local schools and
institutions, or through distance learning, are
popular means of increasing knowledge and
obtaining new qualifications. Be careful in your
selection of distance learning venues since there
are many “diploma mills” out there.
TEACHING
Many United Nations staff members have valuable
skills and experience they can pass on to people
both within and outside the organization; some
are world-renowned experts in their fields and
oen are asked to present at conferences or to
teach courses. Since teachers oen learn as much
from their students, this can be an interesting way
to refresh ideas and update knowledge.
Passing on what I’ve learned:
Going on Mission
I’d worked in administrative positions
for so many years that I thought I was
very conversant with the whole human
resources process. Although I was
keen to move to another area, I had
a strong feeling that I wanted to pass
on my knowledge. So I offered to go
on some missions and help some
countries in setting up their HR
capacity in administration. These
missions gave me a great sense of
accomplishment. It was a way of
sharing information and knowledge
both within and outside the UN system.
Resources for Career Planning
—At the UN and Beyond

ince effective career management involves matching your individual

S career aspirations with the knowledge, skills and competencies needed

by the organization, information is a critical component of successful
career management.

Primary sources of information are your managers, colleagues, mentors, and

UN administrative and human resources offices. is chapter lists additional
places to find additional information and resources for your career planning.

DOING RESEARCH ABOUT THE UN

SOURCES OF INFORMATION
• Descriptions of the main departments and regional commissions of the
Secretariat are issued as Secretary-General’s Bulletins (ST/SGB). You will
also want to review Administrative Instructions (AIs) and Information
Circulars (ICs). ese descriptions provide information on mandates,
functions and organizational structure. Find them at http://iseek.un.org/;
click on STBs, AIs, ICs.

• e Composition of the Secretariat, also updated yearly and distributed

generally, is a useful reference tool that details the distribution of staff of
the Secretariat by nationality, gender, grade and type of appointment. It
usually includes data on staff retirements and projections of future human
resource needs.

Resources for Career Planning—At the UN and Beyond 

 • e UN Home Page (http://www.un.org) and
iSeek! (the Intranet) are both excellent career
resources. ey provide a voluminous amount
of information to keep you informed about the
Organization. Click on “News and Media” for
a wide range of current press information,
produced by the UN and commercial media.
• Another reference is the online and hard copy
telephone directories for each organization,
commission and agency in the common system,
which has both alphabetical listings and listings
of individual staff within departments and
divisions as well as a list of departments/offices,
and explanations of common UN acronyms.
• “UN in the news” is a daily electronic “clipping”
service provided by the Dag Hammarskjold
Library. It contains a limited number of stories
reported by the media. e focus of this service
is on the UN reform, new appointments in the
UN system of organizations, and budgetary
matters. “UN in the news” is readily available.
• e Department of Public Information regularly
issues an updated version of the book, Basic
Facts about the United Nations. It contains
information about the purpose, structure and
work of all organs of the United Nations.
0 CAREER DEVELOPMENT GUIDE
VACANCY ANNOUNCEMENTS
ELECTRONIC SOURCES
Intranet/Internet
United Nations vacancies
e UN Home Page on the Internet
<http://www.un.org/> contains vacancy
announcements, including those in Peacekeeping
missions. Click on “jobs” under quick links.
e HR handbook, available online, is an excellent
source of information on a wide range of staffing
and human resource issues. It is available through
“iSeek” under the topic, “Human Resources”.
UN Common System vacancies
To access the list of professional vacancies
throughout the UN common system, grouped
usefully by type of job, you may use the following
Internet address: <http://icsc.un.org/>
e Vacancy Announcement Bulletin as well
as other vacancy announcement lists can also
be found at <http://www.unsystem.org/>.
Vacancies outside the UN: NGO and
Private Sectors
Obviously, there are hundreds, if not thousands,
of sites that list jobs around the world. Listed
below are a few of the most popular.
http://www.careers.org/
http://www.economist.com/classifieds/
http://www.monster.com/
http://www.jobtrak.com/
http://www.reliefweb.com/
http://www.interaction.org/
Bibliography
Recommended websites and books on
career developmentand self assessment;
check your local Career Resource Centre for many more!
INTERNET
www.careerbuilder.com
www.careerjournal.com
www.monster.com
BOOKS
Career Change: Everything You Need
to Know to Meet New Challenges and
Take Control of Your Career, by
Dr. David P. Helfand, VGM Career
Horizons, 1999.
Career Intelligence, by Barbara Moses,
Berrett-Koehler Publishers, Inc., 1998.
I Could Do Anything If I Only Knew
What It Was, by Barbara Sher, Dell
Publishing, 1994.
Promoting a Development Culture
in Your Organization, Simonsen, Peggy
Davies-Black Publishing, Palo Alto,
California, 1997.
Repacking Your Bags: Lighten Your
Load For e Rest of Your Life by
Richard Leider and David Shapiro,
Berrett-Koehler Publishers, Inc., 2002.
Soul Work: Finding the Work You
Love, Loving the Work You Have by
Deborah Bloch and Lee Richmond,
Davies-Black Publishing, 1998.
EE
CA IDE
RR
GU
R
www.vault.com
www.wetfeet.com
e Good News About Careers: How
You’ll be Working in the Next Decade,
by Barbara Moses, Stoddart Publishing,
April, 1999.
What Color is Your Parachute? A
Practical Manual for Job-Hunters and
Career-Changers, by Richard Bolles,
Berkeley: Ten Speed Press, (updated
every year).
What Next?: e Complete Guide
to Taking Control of Your Life, by
Barbara Moses, DK Publishing Ltd.,
2003.
Work + Life: Finding the Fit that is
Right For You, by Cali Williams Yost,
Berkeley Publishing Group, 2004.
Zen and e Art of Making a Living,
by Lawrence Boldt, e Penguin Group,
1999.
Bibliography 
Notes:

2 CAREER DEVELOPMENT GUIDE

DEVELOPMENT GUIDE