UNFPA-CPH-13-008 - Annex XI - UNFPA Competency Framework

Competency Framework
August 2003
Office of Human Resources

United Nations Population Fund
TABLE OF CONTENTS
UNFPA‟s Competency Framework Overview ..................................................... 1
Overview of Core Competencies ...................................................................... 4
Overview of Functional Competencies and Streams ......................................... 6
Levels of Competency .................................................................................... 10
Establishing Competency Profiles for Posts.................................................... 12
Application to Various HR Systems ............................................................... 14
Core Competencies ....................................................................................... 17
Values/Guiding Principles ................................................................... 18
Developing People ................................................................................ 21
Building and Managing Relationships .................................................. 24
Personal Leadership and Effectiveness ................................................. 28
Functional Competencies .............................................................................. 33
Functional competencies for Programme .............................................. 36
Functional competencies for Technical Support ................................... 46
Functional competencies for External Relations ................................... 52
Functional competencies for Management Services .............................. 61
Functional competencies for Oversight Services ................................... 69
Functional competencies for Human Resources ................................... 78
Functional competencies for Executive Director and Deputy Executive

Directors ............................................................................................. 87
Functional competencies for Office Support ......................................... 90

UNFPA’s Competency Framework Overview
Introduction
The Secretary General and the International Civil Service Commission encourage the
application of a competency based approach throughout the common system. Many
UN organizations have already or are currently introducing competencies as the basis
for managing their human resources.
In keeping with such initiatives, UNFPA views its competency framework as a

cornerstone of the organization‟s Human Resource Strategy. The primary purpose of
the framework is to set performance standards by defining competencies for staff at
all levels; to assist the organization to achieve its long-term mission and goals and to
support the development of a new organizational culture. The framework will serve as
an integrating mechanism for all HR systems and form the basis for recruitment and
rotation, career and performance management, staff development and learning, and
HR planning.
For a full understanding of the significance and application of the competency

framework it is recommended to review the Human Resource Strategy document and
the Performance Appraisal and Development Guide Book.
What is a competency framework?
A competency framework is an inventory of expected behaviors, skills and knowledge

that lead to excellence on the job. It enables the organization to clarify expectations
and to set standards for performance at every level in country offices and
organizational units at HQ. The competency framework captures the values and
guiding principles, managerial and leadership priorities as well as functional
requirements of the organization. It is a guide for managers and staff to help them
understand what behaviors and skills are expected of them and what they should
strive to achieve.
As these principles, priorities and requirements may change over time, the
competency framework will be adjusted to reflect these changes.
What is a competency?
The framework introduces two kinds of competencies:
 ‘Core competencies‟ which apply to all staff of the organization

 „Functional competencies‟ which apply to all staff within a given functional
stream.
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Competencies are defined as a combination of skills, knowledge, and behaviors that
lead to effective performance on the job and are therefore important for the success of
the organization, as well as of the individual staff member. They describe the “how“,
i.e. what behaviors, skills and knowledge are necessary to successfully meet the
requirements of the post. Competencies are identified by a label followed by a brief
description that describes the progression of mastery and a series of „indicators‟ that
describe what each competency looks like in action. For example:
Label: Communicating information and ideas

Description Indicators
Communicating clearly and  Participates in meetings and group discussions, actively

effectively. Seeking to listens and shares information
understand the ideas of others.
 Facilitates open exchange of information and ideas
Facilitating and encouraging
encouraging team members to share their views,
open communication. Creating
thoughts and feelings
an environment for open
communication. Inspiring and  Creates an environment for open communication and
persuading others. encourages others to be diplomatic and use tact and
sensitivity in dealing with colleages and partners
 Promotes open dialogue throughout the organization
Why introduce a competency framework?
The competency framework is a powerful tool for change. It has been specifically
designed to support the achievement of UNFPA‟s transformational goals, its strategic
direction and the change sought in organizational culture by including competencies
seen as critical for moving the organization in the desired direction. For example, core
competencies such as „Knowledge sharing/continuous learning‟, „Fostering innovation
and empowerment‟ and „Results orientation/commitment to excellence‟ will contribute
to UNFPA‟s transformation into an open, innovative and results oriented organization
and apply to all staff. Functional competencies such as „Advocacy/advancing a policy-
oriented agenda‟ and „Building strategic alliances and partnerships‟ describe behaviors
and skills required by staff in the programme stream in order to focus on policy
dialogue and strengthen strategic alliances and partnerships.
The establishment of core and functional competencies is important both for UNFPA
as an organization and for individual staff members, as it forms the basis for human
resource management. It does this by:
 Allowing staff and managers to gain a better understanding of what is required

for their development and career progression;
 Creating a shared language about what is needed and expected in the
organization thereby providing a sound basis for consistent performance
management;
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 Providing a clear framework of post expectations for recruitment purposes,
human resources planning, rotation and career development;
 Identifying competency gaps and addressing them through focused staff
development and learning and/or targeted external recruitment.
How the framework was developed
The competency framework is based on three broad sources of inputs: the values of
the organization; the strategic intent of the organization; and performance standards
as defined by a broad range of members of the organization.
The views of staff from different levels in a number of Country Offices and at HQ were
solicited in developing the competency framework. The Executive Committee was
engaged in the process from the outset, providing focus and direction. To obtain
inputs and feedback organization-wide, focus groups were formed from each of the
functional streams, as well as from staff at all levels. Furthermore, important inputs
were provided by the transition teams and the Staff Council. The results of these
efforts were synthesized and further validated in meetings with relevant staff groups at
headquarters. This participatory approach ensured that the framework contains
inputs from both managers and staff in the field and at headquarters, and reflects the
outcomes of the transition.
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Overview of Core Competencies
Overview of core competencies

Four clusters of core competencies were identified as required for all staff of UNFPA:
those that act as guiding principles and define the organization‟s values; those that
emphasize the development of people; those that focus on building and managing
relationships; and those that encourage the development of personal leadership and
effectiveness.
Integrity
Values/Guiding Developing People/ Developing
Coaching and Mentoring
Principles Commitment to the People
Organization
and its Mandate Performance
Management
Cultural Sensitivity/ Fostering Innovation
UNFPA and Empowerment
Valuing Diversity
Core
Working in Teams
Analytical and Competencies
Strategic Thinking Communicating
Results Orientation/ Information and Ideas
Commitment to Excellence Self-Management/
Personal Emotional Intelligence Building and
Appropriate and Transparent
Leadership and Decision-Making Conflict Management/ Managing
Effectiveness Negotiating & Resolving Relationships
Knowledge Sharing/ Disagreements
Continuous
Learning
1. Values/guiding Principles
These competencies provide the basis for shared understanding of UNFPA‟s values and
describe how they should be demonstrated in the workplace. Most are also part of the
code of conduct for international civil servants. They include integrity, commitment to
the organization and its mandate and cultural sensitivity/valuing diversity.
2. Developing People
These competencies highlight the skills and behaviors necessary to develop, retain,
and motivate high caliber staff within the organization. They set standards for
developing people/coaching and mentoring, performance management and fostering
innovation and empowerment.
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3. Building and Managing Relationships
These competencies cover the skills and behaviors required to interact and work
effectively with others in order to achieve organizational goals and objectives. They
guide staff on how to work in a team and how to communicate information and ideas
effectively. They also describe the appropriate behavior and skills necessary for self-
management/emotional intelligence, and conflict management/negotiating and
resolving disagreements.
4. Personal Leadership and Effectiveness
This cluster is leadership oriented. It includes the critical competencies needed for the
achievement of the organization‟s strategic direction, notably analytical and strategic
thinking, results orientation/commitment to excellence, appropriate and transparent
decision making and knowledge sharing/continuous learning.
‘Managerial’ competencies
Some organizations define specific managerial competencies for managers. UNFPA‟s
competency framework does not identify a separate cluster of managerial
competencies for staff in managerial positions. While some core competencies, such as
„developing people‟, „performance management‟ and „fostering innovation and
empowerment‟ are particularly important for managers, they also include indicators
applicable to staff in non-managerial positions. For example, in performance
management, staff in non-managerial positions will need to actively participate in
establishing expected results, provide constructive feedback to others, and welcome
constructive feedback themselves.
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Overview of Functional Competencies and Streams
The functional competencies

Functional competencies are sometimes described as „technical‟ competencies. They
describe the skills/knowledge and behavior that are required for success within a
particular functional stream. They describe „how‟ the work in a given function should
be performed to achieve the performance standards within that function rather than
describe the actual tasks to be performed or the particular technical/substantive
expertise required to perform the work.
The functional streams

The functional competencies are clustered into functional streams reflecting the main
functional areas of the organization, and by and large the organizational structure. For
example, the programme stream includes all programme positions in country offices
as well as the Geographic Divisions at HQ; the technical stream includes the Technical
Support Division at HQ and the Country Support Teams in the field.
Six major functional streams have been identified within UNFPA, each of which is
associated with four to seven functional competencies.
Executive Director/Deputy Executive Directors
Technical Information Management Human Oversight

Programme Support External Services Resources Services
Relations
Office Support
The functional competencies described in the six functional streams apply to staff at
levels ICS 6 and above. A distinct cluster of functional competencies has been
developed for office support functions applicable to levels ICS 1 to ICS 5, and a
number of organizational leadership competencies have been identified for the
Executive Director, the Deputy Executive Directors and the senior staff of OED.
In some streams, all functional competencies apply to all posts within that stream; in
others only selected competencies apply for a particular position, e.g. two functional
competencies in the technical stream apply only to CST advisers‟ posts.
A limited number of positions, particularly at Headquarters, are not part of a specific

functional stream but consist of a mix of functional competencies from different
streams, e.g. the post of a strategic planning adviser may include competencies from
the programme, oversight and/or executive stream.
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Multi-functional or shared competencies
A number of functional competencies apply across more than one functional stream,
e.g. „client orientation‟ applies to Management Services and Human Resources;
‟organizational awareness‟ is an important functional competency for divisions that
service the whole organization such as IERD, DOS, HR and DMS. In some cases the
competency has been slightly amended to reflect the specific requirements of the
stream, eg. „resource mobilization‟, a programme stream competency has been
amended to reflect the functional requirements of the Resource Mobilization Branch of
IERD at HQ. Additionally, the competency ‟job knowledge/technical expertise‟ has
been included in all functional streams to emphasize the importance of knowledge
throughout the organization.
The functional streams and their associated competencies are described below:
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Stream Functional competencies
 Advocacy/advancing a policy-oriented agenda
Programme  Results-based programme development and management
 Leveraging the resources of national governments and
partners/building strategic alliances and partnerships
 Innovation and marketing of new approaches
 Resource mobilization (Programme)
 Job knowledge/technical expertise
 Conceptual innovation in the provision of technical expertise

Technical  Leveraging the resources of national governments and
Support partners/building strategic alliances and partnerships
 Adaptation/application of knowledge in different contexts
(CST‟s)
 Integration in a multidisciplinary environment (CST‟s)
 Creating visibility for UNFPA/supporting UNFPA‟s capacity to

Information/ advocate
External  Global leadership and advocacy for ICPD goals
Relations  Resource mobilization (IERD)
 Promoting organizational learning and knowledge sharing
(IERD/OHR)
 Organizational awareness
 Business acumen
Management  Implementing management systems
Services  Innovation and marketing of new approaches
 Client orientation
(Finance, MIS  Organizational awareness
Administration)  Job knowledge/technical expertise
 Promoting accountability and results-based management

Oversight  Business acumen (Audit)
Services  Impact and influence (DOS)
 Promoting organizational learning and knowledge sharing
(DOS)
 Strategic alignment of human resource practices

Human  Promoting organizational change and development
Resources  Promoting organizational learning and knowledge sharing
(IERD/OHR)
 Impact and influence (OHR)
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Stream Functional competencies
 Ensuring operational effectiveness and accountability for
Executive results
Director/  Global leadership and advocacy for ICPD goals
Deputy  Organizational leadership and direction
Executive
Directors
 Logistical support
Office  Managing data
Support  Managing documents, correspondence and reports
 Managing information and workflow
 Planning, organizing and multi-tasking
 Providing financial support
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Levels of Competency
The level of mastery expected for a given competency increases as the responsibility
and scope of the position dictate. Both core and functional competencies are therefore
further differentiated by levels to account for these differences in scope, breadth and
depth of responsibilities. The level of competency mastery may increase due to
increased managerial responsibility and/or increased need for expertise.
Four competency levels

Four levels of competency mastery have been defined to reflect the progression of
managerial responsibility and/or level of expertise. These four levels relate to the
hierarchical structure of the organization and correspond to specific post levels from
ICS 1 through ICS 14 and USG/ASG.
Each competency level has a specific set of indicators to describe the behavior and
skills required at that particular level, e.g. a programme officer has a different set of
core and functional competency indicators than a representative. The decision about
which level of competence applies to an individual is based on his/her level of
responsibility as defined by the post held.
Cumulative competencies
The competency levels are cumulative, i.e. the basic behavioral indicators at lower
levels also apply to all subsequent levels. In other words, if Level 4 indicators are
assigned to a position, the previous levels are implicitly included.
This applies particularly to the „values‟ cluster and other core competencies. For a full
understanding of expected behaviors it is recommended to also review the
competencies at the levels lower than the ones applicable to the post.
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Levels of competency
Corresponding post
By level of responsibility By level of expertise level
Level 4
Organizational steward: World class expert: USG, ASG,
Persons at this level have Persons at this level are recognized ICS 14 (D-2, L-7)
stewardship responsibilities as world class experts in their field.
for the organization. Their They are responsible for defining
decisions affect the entire and leading the field in their areas
organization. of expertise. Their opinions wield
influence in the entire field.
Level 3
Multiple (or complex) team Expert: ICS 12 and 13
leader: Persons at this level are seasoned (P-5/D-1; L5/6)
Persons at this level manage professionals whose expertise goes ALD (A-4)
several teams or work units, beyond the theoretical and technical
or complex, multi-functional substantive knowledge of their field
teams. They have a high level to include complex interplays of
of responsibility for effective knowledge and context (political,
use of resources and the cultural, economic, etc.)
performance of several people.
Level 2
Team leader: Substantive specialist: ICS 10 and 11
Persons at this level manage a Persons at this level have a solid (P3/4; L3/4; NOC/D)
team or work unit, or have theoretical/technical substantive ALD (A-3/A-4)
supervisory responsibility for knowledge of their field, and can
others. Their decisions affect apply that knowledge to a variety of
the work of the team and/or circumstances.
project outcomes.
Level 1
Individual contributor/ Junior professional/ associate: ICS 6,7,8 and 9
team member: Persons at this level have (P1/2; L1/2;
Persons at this level are theoretical/technical knowledge and NOA/B
responsible for their own are testing it in practical GS 6/7)
performance/contribution to applications, or are assisting ALD (A-2/A-3)
the team and its outcomes. substantive specialists. Their
decisions and recommendations are
reviewed.
Office Support
Support staff: ICS 1,2,3,4 and 5
Persons at this level provide support and assistance in the functional (GS 1,2,3,4 and 5)
streams. While a distinct cluster of functional competencies applies ALD (A-1)
to this level, core competencies apply at level 1.
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Establishing Competency Profiles for Posts
Every position requires a particular profile of core and functional competencies

depending on the nature and level of responsibility.
Core competencies
Although all staff members should strive to demonstrate all core competencies at the
appropriate level, a set of priority core competencies has been identified. These priority
core competencies are based on the level of the position and on whether or not the
position is one of being an individual contributor or a manager. For example, in
managerial positions emphasis may be placed on developing and empowering people
and personal leadership and effectiveness, while in technical posts priority may be
given to communication, team work and job knowledge.
Functional competencies
Similarly, not all functional competencies apply to every post in a functional stream.
While at the representative, director and deputy director level all functional
competencies of the particular stream are relevant, at more specialized lower levels,
only some of the functional competencies may apply. For example, in the Division for
Oversight Services, „business acumen‟ applies only to staff in the Audit Branch.
Competency profiles will be developed for each post with summary competency
statements reflected in the job descriptions. More detailed competency profiles
including the indicators are used as the basis for performance management and are
made available to staff within the Performance Appraisal and Development system.
Two examples of competency profiles are shown below.
Example 1Representative’s Competency Profile

Functional competencies Core competencies
 Advocacy/Advancing a policy-  Values/Guiding principles
oriented agenda  Performance management
 Results-based programme  Developing people/Coaching and
development and management mentoring & fostering innovation and
 Leveraging the resources of national empowerment
governments and partners/Building  Working in teams
strategic alliances and partnerships  Self management/Emotional intelligence
 Innovation and marketing of new  Communicating information and ideas
approaches  Appropriate and transparent decision
 Resource mobilization (Programme) making
 Job knowledge/Technical expertise  Analytical and strategic thinking and
Results orientation/Commitment to
excellence
*Level 3 indicators are the requirement  Knowledge sharing/Continuous learning
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Example 2Human Resources Associate
Functional competencies Core competencies
 Strategic alignment of human resource  Values/Guiding principles
practices  Performance management and
 Promoting organizational change and Developing people/Coaching and
development mentoring
 Impact and influence (OHR)  Working in teams
 Organizational awareness  Communicating information and ideas
 Client orientation  Analytical and strategic thinking
 Job knowledge/Technical expertise  Results orientation/Commitment to
excellence
 Knowledge sharing/Continuous learning
*Level 1 indicators are the requirement
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Application to Various HR Systems
Competencies have an integrating function of the main elements of the HR strategy.

They will be integrated into UNFPA‟s HR systems and be used by both, managers and
staff, on a regular basis in organizational life.
Staffing
The goal of the HR Strategy with regard to staffing is to have the best people in the
right posts at the right time, to fill posts in a cost effective and efficient manner, and to
employ and deploy staff in such a way as to allow adequate flexibility for UNFPA to
deliver its mandate.
Vacancy management, recruitment, rotation/reassignment
In the area of staffing, competencies will be used for vacancy management, external
recruitment and rotation/reassignment. Competencies will be included in job
descriptions, vacancy announcements and advertisements to provide a more complete
picture of job requirements.
The selection of candidates, external and internal, will be based on competencies.

Competency-based interviews and assessments become the principal tool for selection
for the purposes of recruitment and internal placement. Guidance and training will be
provided to interviewers how to conduct such interviews.
The identification of competency gaps through the Performance Appraisal and

Development system will allow the organization to address these gaps through more
focused and targeted recruitment.
Benefits of using competencies in staffing
 Provides a complete picture of the job requirements

 Ensures a more systematic and focused selection and interview process
 Increases the likelihood of selecting people who will succeed in the job
 Minimizes the investment both, time and money, in people who may not meet
the organization‟s requirements
 Enables more focused and targeted external recruitment
 Encourages lateral moves that afford opportunity for additional competency
development
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Performance Management
Feedback on competencies is a fundamental part of UNFPA‟s Performance Appraisal
and Development system. The PAD system will measure results through output
setting, competencies through a multi-rater feedback mechanism and developmental
outputs. Appraisal of competencies accounts for the “how” things are accomplished
and provides a more complete and balanced picture of performance and behavior.
Performance management will be focused on competency development and thus will

enable the organization to promote and reward key competencies like „knowledge
sharing/continuous learning‟ and encourage behavior conducive to organizational
performance. The competency appraisal will not only assess proficiency of the past
year, but will use the feedback to create a plan for learning and growth in the coming
performance cycle - learning that will support the development of competencies.
To support effective performance management throughout the organization,

performance management is included as a core competency for supervisors. Managers,
including the most senior managers of the organization, will be assessed on their
ability to manage performance effectively.
Benefits of using competencies
 More balanced and comprehensive assessment of performance by measuring

competencies
 Clear, shared understanding of performance expectations in terms of skills,
behavior and knowledge defined through the competency framework
 Provision of a common language and framework for feedback and coaching as
well as for performance appraisal discussions
 More focused coaching and learning through feedback on individual
competencies
 More focus on competency development and preparing staff to be successful
 Better matching of staff to posts through appraisal of competencies
Career management and development

The organization‟s HR strategy envisages the development of a career management
and development system. It will be based on clearly defined career streams and
mechanisms to encourage staff to develop the competencies required for the career
stream. For a career management system to be effective, it is important that
organizational needs and individual career aspirations converge, resulting in a
mutually beneficial relationship between the organization and its staff. As the
competency framework defines competency requirements in the functional streams at
various levels of mastery it also serves as a basic framework for career planning.
Career progression and/or lateral moves within and between career streams will be
based on competencies rather than on seniority.
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Staff will be able to see what competencies and what level of mastery is required for
particular positions in the various functional streams and can seek out opportunities
to learn and to acquire additional or higher levels of competencies.
Competency proficiency will also be an important criteria for selection to higher level
posts and promotions.
 Provides staff members with a clear map of what is required for career
progression
 Encourages lateral moves for the acquisition of new competencies
Training and Learning
Competencies also provide a framework for training and learning to meet

organizational needs and to allow the planned progression of staff along various
designated career streams. Competency based learning programmes will be developed
to assist staff in acquiring the required competencies.
It is UNFPA‟s aim to transform the culture towards that of a learning organization. The
behaviors that are sought in this connection are captured in the competency
framework itself, for example,
 „Knowledge sharing/continuous learning‟ is a core competency that applies to

all staff and helps describe what is expected in this regard.
 „Developing people‟ is another core competency that applies to all staff, that has
particular significance for managers and supervisors in helping them
understand what is expected of them.
 Enables people to focus on the skills, knowledge, and characteristics that have
the most impact on effectiveness
 Ensures that training and development opportunities are aligned with
organizational values and strategies
 Makes the most effective use of training and development time and dollars
 Provides a framework for ongoing coaching and feedback
 Helps distinguish between competencies that are trainable and those that are
more difficult to develop
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Core Competencies
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CORE COMPETENCIES — VALUES/GUIDING PRINCIPLES
Integrity
Taking actions that are congruent with what he/she says. Reliably delivering on promises
and honoring commitments made. Demonstrating consistency in upholding and promoting
the values of UNFPA in actions and decisions.
Level 1  Demonstrates honesty, truthfulness and probity in all matters affecting
Demonstra- his/her work
ting integrity  Is familiar with and acts in accordance with the standard of conduct for
international civil servants and UN/UNFPA values
 Reliably delivers on promises and honors commitments, holding
himself/herself accountable for actions taken
 Takes the initiative to report on any deviations from established
norms/practices
Level 2  Demonstrates and promotes the highest standard of integrity, impartiality,
Safeguarding fairness and incorruptibility in all matters affecting his/her work and
integrity status
 Safeguards the integrity of the staff and the work unit
 Treats staff fairly by maintaining consistent values and performance
standards inspiring trust and confidence through personal credibility
 Recognizes ethical dilemmas and/or conflicts of interest and seeks advice
or support to resolve them
Level 3  Demonstrates consistency in upholding and promoting the values and HR
Promoting practices of UNFPA in actions and decisions related to staff and work
integrity  Ensures and promotes fair, consistent and impartial treatment of all
individuals in the office and in the host country
 Ensures that programmes and projects are consistent with UNFPA values
 Ensures that conflicts of interest and ethical dilemmas are resolved in favor
of the organization‟s interest
Level 4  Intentionally acts as a role model, setting an example for the highest
Creating standard of integrity for all staff through his/her personal behavior
organizational  Creates a culture that fosters the highest sense of integrity by actively
precedents promoting UN/UNFPA values within the organization and with all
stakeholders and holding staff accountable for abuse of power and
inappropriate behavior
 Resists undue political or personal pressure in human resource practices
and all other activities
 Identifies conflicts of interest between stakeholder groups and works to
keep UNFPA from inappropriate involvement in such situations
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Commitment to the organization and its mandate

Demonstrating personal commitment in actions taken and decisions made on a daily basis.
Demonstrating commitment to organizational vision and priorities and strategic direction.
Promoting the mandate outside the organization and defending it against detractors. Creating
and building coalitions of support for the mandate, vision and strategic direction.
Level 1  Demonstrates loyalty and commitment to the aims, principles and
Demonstra- purposes of the UN and to UNFPA‟s mandate and vision
ting personal  Places the interest of the organization above his/her own
commitment  Familiarizes him/herself with organizational priorities and understands
own role in achieving them
 Adjusts own behaviors/actions to reflect the organizational and/or
divisional vision and priorities
Level 2  Is committed to organizational vision and priorities and focuses effort and
Maintaining energy to achieving them
awareness  Aligns work of team with organizational priorities and divisional outputs
 Exercises critical judgment with regard to institutional policies, procedures
and guidelines, to ensure consistency with the organization‟s mandate
 Encourages others to capitalize on opportunities to advocate for UNFPA‟s
mandate
Level 3  Shows commitment to and promotes organizational vision, priorities and
Promoting and strategic direction
defending  Strategically aligns unit outputs with organizational priorities, taking into
consideration the situation and the issues involved
 Effectively promotes and defends UNFPA‟s mandate in a variety of settings,
regardless of obstacles and challenges encountered
Level 4  Takes leadership in building and promoting the organization‟s vision and
Building mandate through direct, personal involvement with all stakeholders
support  Embraces and models commitment to changing directions and
organizational goals, and facilitates their achievement
 Builds support for UNFPA‟s mandate through understanding of and
sensitivity to the political context
 Draws others into active, enthusiastic commitment to the mandate,
building spirit and identity in the process
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Cultural Sensitivity/Valuing diversity

Demonstrating an appreciation of the multicultural nature of the organization and the
diversity of its staff. Demonstrating an international outlook, appreciating differences in
values and learning from cultural diversity. Moves from demonstrating sensitivity to
encouraging full participation, to leveraging diversity.
Level 1  Shows willingness to work without bias with all persons regardless of
Demonstrating gender, nationality, religion or culture
sensitivity  Understands and respects cultural differences and takes actions
appropriate to the religious and cultural context
 Communicates effectively showing respect, tact and consideration for
different cultures and understanding for diverse perspectives
 Is aware of own cultural perceptions and behavior and avoids
stereotypical and biased expressions
Level 2  Demonstrates inclusive behavior towards all colleagues and stakeholders,
Encouraging successfully developing cross-cultural relationships
full  Encourages full participation on behalf of all staff members in office
participation processes and decisions, while respecting different working methods,
habits and attitudes
 Strives to build and support a diverse team and takes full advantage of
the perspectives brought by people regardless of gender, culture or
religion
 Adapts programme/project delivery to take account of the religious and
cultural context
Level 3  Promotes and enforces organizational policies that increase diversity and
Promoting ensure equity in UNFPA
diversity  Actively promotes diversity and gender equality in all organization
activities as well as in office management
 Enhances cross-cultural communication within and outside of the
organization
 Does not discriminate against any individual or otherwise abuse the
power and authority vested in him/her and ensures harassment free
work environment
Level 4  Models understanding and respect for diversity and its relation to
Leveraging enhanced organizational effectiveness
diversity  Builds synergy and better approaches out of diversity and differences to
get better results
 Ensures an organizational environment that respects diversity, gender
equality and cultural sensitivity and fosters openness to diverse
perspectives
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CORE COMPETENCIES — DEVELOPING PEOPLE
Developing people/Coaching and mentoring

Developing a realistic assessment of personal limitations and strengths; demonstrating a
desire to learn. Creating opportunities for the development of others. Envisioning and
forecasting trends, and responding to them. Connecting people to the future.
Level 1  Knows his/her limitations and strengths, and exhibits a desire to learn
Self- and acquire new competencies and skills
assessment  Welcomes constructive criticism and feedback
and  Knows when to ask for help and where to focus in developing new
development strengths, pursuing appropriate learning opportunities and ongoing
professional development
 Seeks new challenges and career opportunities including lateral moves
and special assignments
Level 2  Helps staff to identify their unique strengths and weaknesses, training
Building staff and development needs, tying those to their personal and career
competence aspirations
and self-  Encourages staff to establish long-term development and career goals,
confidence and facilitates development activities in support of those goals
 Gives staff challenging assignments that stretch them, and tolerates
short-term failure, understanding that it is part of a developmental
process
 Boosts staff competence and self-confidence, helping them function more
autonomously and at a higher performance level
Level 3  Ensures that staff are provided with appropriate development
Building opportunities and learning programmes to assist them in responding to
leadership and new professional and organizational trends and changes in the mandate
management  Encourages and promotes the development of leadership and
skills/Forecast management skills of staff, creating on-the-job development opportunities
ing trends for and providing guidance and coaching
 Builds and supports informal mentoring network within own immediate
development
work unit
 Seeks honest, candid feedback from staff and colleagues in order to
develop his/her own leadership and substantive competencies
Level 4  Takes a leadership role in staff development and career planning
Connecting recognizing them as prerequisites for staff retention and continued high
people to the performance
future  Forecasts UNFPA organizational direction and priorities and ensures the
organization as a whole develops the competencies it requires in the
future
 Expands mentoring network across the organization and serves as a
sounding board for more junior staff members to develop and test ideas
and strategies by giving direction, input and feedback,
 Fosters an open environment in which mentees, peers and direct reports
are comfortable providing feedback and discussing issues and concerns
21
Performance management
Accepting responsibility for personal performance and performance of staff. Managing own
career development to enhance value to UNFPA and its staff. Managing the performance of
staff, including fair evaluation of performance. Creating the conditions for outstanding
performance.
Level 1  Participates in individual work planning and output setting, seeking
Accepting clarification about priorities and expected results
responsibility  Monitors own strengths and weaknesses and evaluates own results
for personal realistically
performance  Seeks and accepts guidance and feedback on own performance, and acts to
continuously improve
 Provides performance feedback to supervisors and peers in a constructive
and objective manner
Level 2  Conducts group and individual work planning, including setting outputs,
Managing the clarifying roles, responsibilities and competency expectations
performance  Recognizes and expresses appreciation for good performance and addresses
of others poor performance and inappropriate work ethics and practices in a prompt,
fair and consistent manner
 Provides effective, continuous feedback and coaching to staff with the aim of
guiding them to improve their performance and develop their competencies
 Evaluates staff performance fairly, conducting mid-year and end-year
performance evaluations in a timely and constructive manner
Level 3  Creates opportunities for staff to grow and develop their knowledge and
Creating the competencies in order to attain excellent standards of performance
conditions for  Manages talent such that staff who do not have the required competencies
outstanding are encouraged either to develop them or to seek employment opportunities
performance which better match their strengths and abilities
 Actively promotes and acts in accordance with UNFPA‟s Performance
Appraisal and Development system, gaining commitment from staff to
achieving set outputs and performance standards
 Holds supervisors accountable for fair and accurate performance
evaluations and for addressing performance issues as they arise, including
violations of the code of conduct
Level 4  Champions the practice of continuous learning organization-wide,
Creating a encouraging staff to devote appropriate time to their development and career
culture of management
excellence  Creates and supports a policy environment that attracts, develops, and
and retains the best available talent at all levels, ensuring the development of
accountabilit future leaders
y for  Creates a culture of accountability for performance ensuring consistency,
fairness and transparency of performance appraisals and holding managers
performance accountable for achieving outputs and maintaining performance standards
 Translates organizational strategies into staffing requirements, building
necessary talent-base to ensure long term success for UNFPA
22
Fostering Innovation and Empowerment

Having a personal sense of leadership and ability to achieve. Identifying ways for everyone
to use their knowledge and experience to lead staff to the right action. Challenging
established methods and generating/enabling new, innovative solutions; promoting
brainstorming, and fostering creativity and reasonable risk-taking. Creating an
environment where leaders can emerge.
Level 1  Integrates himself/herself into the work unit, taking responsibility for
Self- own contribution to achieving team results
empowerment,  Actively and enthusiastically attempts to influence events
creative  Takes initiative and seeks opportunities to originate action
initiative-  Proposes innovative ideas and new solutions to work approaches,
taking methods and problems
Level 2  Delegates appropriate responsibility, accountability and decision-
Delegating to making to staff and respects delegated authority
empower  Encourages staff to take initiative and responsibility for putting ideas
others, and activities into practice and making them work
encouraging  Promotes creativity, innovation, and openness to new ideas
creativity and  Takes appropriate risk in developing new or adapting existing methods
innovation and approaches to more effectively perform tasks or to solve problems
in new and unique ways
Level 3  Gives staff members opportunities to represent the work unit, to be
Creating an visible to senior managers and external stakeholders
environment of  Delegates meaningful work, allowing staff to use their judgment within
creativity and their area of responsibility and supports staff on decisions taken within
innovation in delegated authority
which leaders  Creates a climate that encourages innovation and creativity
can emerge  Facilitates constructive dissent and encourages calculated risk taking
Level 4  Creates a sense of freedom to act, a sense of common worth and a
Creating and desire to contribute at all levels of the organization
leading an  Gives recognition and visibility to creative, innovative ideas and
innovative approaches that promote the achievement of organizational goals and
culture priorities
 Fosters a culture that values creativity, innovation, and an openness to
diverse perspectives
 Inspires, motivates and empowers staff creating an environment in
which leaders can emerge
23
CORE COMPETENCIES — BUILDING AND MANAGING RELATIONSHIPS
Working in teams
Working effectively with colleagues in ways that allow the achievement of shared objectives.
Building teams both within existing organizational structures and outside of them. Creating
team spirit and unity of purpose across UNFPA.
Level 1  Accepts team role and actively and constructively contributes to the
Acting as a work of the team
team player  Works collaboratively with team members sharing information openly
and displaying cultural awareness and sensitivity
 Proactively pursues solutions to team problems and asks for help when
needed
 Supports the decisions of the team even when it is not his/her preferred
solution
Level 2  Coordinates team activities and promotes a climate of teamwork,
Facilitating harmony and trust
teamwork and  Works collaboratively with colleagues inside UNFPA as well as UNFPA
promoting partners and other stakeholders to pursue common goals
harmony  Takes action to resolve sources of tension or obstacles that may prevent
a team from achieving its goals striving for win-win solutions
 Integrates the ideas of team members from other
disciplines/perspectives into his/her thinking where appropriate by
leveraging the different experiences and expertise of team members to
achieve better and more innovative outcomes
Level 3  Builds effective teams, bringing diverse background, skills and expertise
Building and to maximize innovation and goal achievement
promoting  Makes self accessible and participates in corporate activities (e.g. ad hoc
effective teams committees, task forces, etc) sharing information associated with them
 Recognizes opportunities to meet organizational priorities through team
work, inspires and motivates staff to achieve them collectively
encouraging them to think and act co-operatively, openly and honestly,
 Resolves differences within the work unit, anticipates potential obstacles
to achieving team goals by providing insight/guidance to team members
to effectively address those obstacles
Level 4  Fosters team spirit and contribution to shared objectives across the
Developing organization creating an environment of trust
unity of  Encourages and creates mechanisms for sharing of expertise and team
purpose approaches between HQ divisions, Country Offices and CSTs , as well as
with other partners and stakeholders
 Manages and resolves conflicts with individuals and groups both within
and outside the organization to achieve win-win solutions
 Supports and promotes inter-agency cooperation and recognizes
participation of staff in cross-functional and inter-agency teams
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Communicating information and ideas

Communicating clearly and effectively. Seeking to understand the ideas of others.
Facilitating and encouraging open communication. Creating an environment for open
communication. Inspiring and persuading others.
Level 1  Delivers oral/written information in a timely, clear, organized and easily
Communicating understood manner, ensuring written material does not require
effectively corrections or editing by others
 Participates in meetings and group discussions, actively listens and
shares information
 Frankly expresses own ideas/interests/concerns with the intent to
resolve project-related issues; responds appropriately to criticism
 Asks questions to understand the perspective of others; takes time to
hear and consider what others have to say
 Develops a network of contacts inside and outside the organization to
gain and share information
Level 2  Understands team members‟ key requirements and concerns and
Facilitating and responds with relevant information using appropriate language
encouraging  Facilitates open exchange of information and ideas encouraging team
open members to share their views, thoughts and feelings
communication  Frankly expresses ideas/interests/concerns of self and of a team, and
in the team encourages dialogue to develop an optimal solution without jeopardizing
rapport with colleagues
 Uses tact and sensitivity when delivering sensitive information or
resolving delicate staff issues
Level 3  Synthesizes multiple/complex messages, identifies appropriate key
Creating and points for different audiences and communicates concepts in a manner
promoting an that influences the perceptions/behaviors of others
environment for  Keeps staff informed of decisions and directives of senior management
open and communicates them in a manner that ensures understanding and
communication acceptance
 Identifies and presents multiple conflicting points of view in a way that
is fair to others and works to extract the best solution
 Creates an environment for open communication and encourages others
to be diplomatic and use tact and sensitivity in dealing with colleagues
and partners
Level 4  Promotes open dialogue throughout the organization

Inspiration and  Makes effective use of existing communication vehicle/media and
persuasion creates new ones to ensure effective internal and external
communication
 Simply and compellingly communicates UNFPA‟s vision and strategic
direction to staff and external stakeholders in a way which gains their
support
 Effectively communicates to audiences in challenging and adversarial
situations
25
Self management/Emotional intelligence

Managing moods, responding effectively to stress, situations of ambiguity or crisis. Managing
relationships with others to achieve mutual benefit. Building an emotionally intelligent
organization.
Level 1  Stays calm and maintains composure under stress or during a crisis
Self-control keeping disruptive emotions under control
 Adapts flexibly to changing situations, overcomes obstacles and recovers
quickly from set-backs
 Tolerates conditions of stress, uncertainty or ambiguity and continues to
maintain a positive outlook and to work productively
 Is realistic about own limits using support mechanisms as needed and
maintaining an appropriate work-life balance
Level 2  Senses the emotions of others, understanding their perspective, taking
Creating an active interest in their concerns
human  Fosters a positive outlook and maintains focus during period of stress
synergies and heavy work load, inspiring and guiding others towards goal
through group achievement
harmony  Creates a climate of enthusiasm and flexibility, where people feel
encouraged to give their best
 Stands up to group pressure, not giving in out of a desire to please or to
avoid confrontation and conflict
Level 3  Creates a work environment which minimizes stress and ensures an
Creating an even distribution of work load
emotionally  Demonstrates a genuine passion for the work, and leverages political
intelligent forces and tacit knowledge to support the achievement of organizational
organization goals and priorities
 Foresees how others will interpret and react to events, using that
awareness to smooth the way
 Supports the right of staff to a personal life and a reasonable balance
between work and personal life
Level 4  Provides a sense of direction and purpose, and maintains operational
Applying effectiveness of the organization, even during times of organizational
emotional crisis or change
intelligence to  Does not hesitate to cut through red tape or make exceptions to rules
influence the when necessary to create better possibilities for the future of UNFPA
destiny of  Typically focuses on opportunities rather than threats in the
UNFPA organizational environment; drives towards positive change
 Fosters an organizational environment that encourages flexibility and
supports work life balance
26
Conflict management/Negotiating and resolving disagreements

Remaining calm, collected and patient, when facing conflict. Resolving interpersonal conflict
by focusing on mutually acceptable solutions. Using conflict as a potential source of
creativity and innovation. Developing an environment where conflict or problems can be
addressed and resolved. Setting standards for organizational behavior.
Level 1  Remains calm, composed and patient, regardless of his/her own state of
Managing mind in the face of conflict
personal  Expresses disagreement in constructive ways that focuses on the issue
reactions and not the person
 Expresses own point of view in a neutral manner rather than in an
argumentative tone, avoiding unproductive conflict
 Seeks to understand the perspective and interests of the other when in
disagreement
Level 2  Addresses conflict proactively, before it can affect the results/output of
Managing the work unit
interpersonal  Surfaces conflicts, acknowledges the feelings and views of all sides, and
conflict redirects energy towards achieving a mutually acceptable solution
 Builds consensus by focusing attention on areas of agreement and by
getting others to confirm them
 Takes action to understand and reduce anger and frustration in
colleagues or external stakeholders
Level 3  Promotes a mindset of co-operation, teamwork and a commitment to
Leveraging building and maintaining trust among colleagues
conflict in the  Distinguishes between interpersonal conflict and substantive conflict,
interests of using substantive conflict as a potential source of creativity and
UNFPA innovation
 In cases of competition for organizational resources, systematically
adopts a win-win approach to meeting needs
 Intervenes promptly in cases of unproductive conflict among colleagues,
settling them equitably
Level 4  Creates an organizational climate of unconditional civility and respect
Setting for others
standards of  Holds himself/herself and others accountable for respecting
organizational organizational standards of civility in all circumstances
civility  Acts as a role model for positive handling of potentially conflictual
situations to others inside and outside the organization
27
CORE COMPETENCIES — PERSONAL LEADERSHIP AND
EFFECTIVENESS
Analytical and strategic thinking

Identifying, defining and analyzing information, situations and problems. Demonstrating a
capacity to think and act in order to achieve long-term benefits and objectives for UNFPA by
breaking situations into smaller parts or tracing step-by-step the implications of the
situation. Using rational and intuitive processes that result in drawing accurate conclusions,
generating viable solutions and visualizing new potentials. Demonstrating the ability to step
above immediate concerns and to see the „big picture‟.
Level 1  Logically breaks problems down into their essential elements and solves
Analyzing and them
drawing  Analyses the needs of the situation accurately, thinks through the
conclusions consequences of different courses of action, and draws logical
conclusions
 Independently gathers and analyzes information, distills critical
elements and identifies relevant links using appropriate analytical tools
 Demonstrates an ability to prioritize actions focusing on activities with
direct and/or long-term impact
Level 2  Proposes feasible recommendations and options, builds persuasive
Applying arguments based on logic, data the objective merits of a situation, and
results of effectively presents findings
analysis and  Identifies warning signs based on analysis, looks behind symptoms to
adopting a uncover root causes and anticipates potential problems before they
strategic occur
 Identifies, develops and applies sound methodologies for analysis and
perspective
conceptualization
 Demonstrates the ability to develop a long-term strategic perspective on
issues and programmes weighing implications and impact
Level 3  Converts organizational priorities and goals into strategic action plans,
Integrating the appropriately engaging members of the team in strategic and operational
results of planning
analysis and  Makes decisions and takes actions designed to most effectively leverage
defining UNFPA‟s resources and mandate, using own models/approaches for
strategic goals analysis
 Determines objectives and sets strategic priorities in furtherance of
UNFPA‟s goals identifying key issues, opportunities, risks and
challenges
 Steps back from operational issues to focus on long term direction for
the area of responsibility, establishing effective organizational
mechanisms and structures
28
Level 4  Engages with members of the Executive Committee in building a shared
Setting overall vision and identifying strategic directions for UNFPA taking into
strategic account the needs of beneficiaries and stakeholders
directions for  Translates vision into action by positioning and reorienting UNFPA to
UNFPA meet emerging trends and to achieve strategic goals
 Communicates the strategic direction, gains commitment from staff and
provides the means and resources to ensure the achievement of
strategic priorities and goals
 Ensures the continued validity of the strategic direction taking into
account relevant trends and events in the external environment and
feedback from beneficiaries and external stakeholders
29
CORE COMPETENCIES — PERSONAL LEADERSHIP AND EFFECTIVENESS
Results orientation/Commitment to excellence

Driving to achieve results while pursuing the highest standards. Maximizing the use of
resources. Moving from basic results orientation to managing for results, to linking results
Level 1  Strives to improve performance and achieve high personal standards of
Basic excellence
orientation to  Displays initiative, sets challenging outputs for him/herself and willingly
achieving accepts new work assignments
results  Takes responsibility for achieving agreed outputs within set deadlines
and persists until successful outputs are achieved
 Puts in extra effort and takes action that goes beyond responding to the
obvious needs of the situation
Level 2  Agrees on work plan outputs with staff, ensures they are aware of
Managing for performance standards and measures attainment of results
results  Ensures that work methods and processes are effective/efficient and
appropriate for the achievement of desired results and standards of
excellence
 Foresees potential obstacles, develops contingency plans and redirects
staff activities to ensure timely completion of the unit‟s outputs
 Seeks ways to maximize the efficient use of resources and makes
adjustments as required
Level 3  Moves multiple project and programmes forward by clarifying objectives
Linking results and providing feedback
to strategic  Focuses action and resources on the achievement of strategic goals and
goals priorities
 Sets challenging outputs for the office/unit in line with UNFPA‟s
strategic and organizational priorities and gets resources and support
needed by the team to achieve results
 Promotes a mindset of focusing on excellence and achievement of results
Level 4  Sets and communicates standards for organizational performance in
Championing area of responsibility and sustains UNFPA‟s momentum towards
results accomplishing results
orientation and  Establishes and maintains effective accountability systems which
excellence measure activities and results against outcomes/outputs and indicators
 Provides organizational leadership in setting and applying standards of
excellence
 Promotes dialogue about excellence at all levels of the organization,
encouraging staff to strive for excellence in all aspects of their work
30
Appropriate and transparent decision making

Making appropriate and transparent decisions by analyzing complex information, taking into
consideration different points of view. Demonstrating the ability to make tough and/or
sensitive decisions. Having flexibility to both adopt a course of action and change it when
required by the situation.
Level 1  Makes decisions within his/her own span of control, recognizes issues
Informed requiring more advanced judgement and refers them to the appropriate
decision level
making  Takes into consideration various and complex issues
 Includes the points of view of relevant others
 Is aware of and takes responsibility for the impact of his/her decisions
Level 2  Makes sound and well informed decisions in a fair and transparent
Fair and manner
transparent  Identifies urgent decisions and makes them expeditiously in light of
decision available information
making  Commits to a position when required, on the basis of limited information
 Once committed to a course of action, follows through to achieve results
Level 3  Makes tough and sensitive decisions clearly and appropriately, even
Tough decision when information is limited and solutions produce unpleasant
making; consequences
calculated risk-  Ensures that criteria and reasons for important decisions are
taking communicated and explained to all those affected, especially in the case
of tough or sensitive decisions
 Takes calculated risks, as appropriate, on the basis of available
information and analysis
 Lets go of a course of action and changes direction decisively when
required
Level 4  Champions transparent decision-making throughout the organization
Courageous  Challenges any decisions taken by others in a non-transparent manner
decision  Promotes collegial and transparent decision-making by members of the
making Executive Committee
 Does not hesitate to make difficult or uncomfortable decisions when
they are in the best interests of UNFPA
31
Knowledge sharing/Continuous learning

Taking responsibility for one‟s own learning and development. Actively seeking learning and
career development opportunities. Promoting organizational learning and knowledge
management. Building a culture of knowledge sharing and learning.
Level 1  Actively seeks opportunities to learn, including formal and informal
Learning and means
sharing  Learns from others elsewhere in the organization and beyond, adopting
knowledge best practices created by others
 Freely shares information and knowledge with team members and helps
others in unit
 Actively produces and disseminates new knowledge, using technology to
share knowledge where possible
Level 2  Acknowledges others‟ skill sets and expertise, encourages and facilitates
Encouraging the sharing of that knowledge and creates learning opportunities for
the learning of others
others  Shares knowledge, skills and learning from experiences across different
situations and contexts to encourage professional development
 Creates/contributes to mechanisms to collect and share knowledge
 Demonstrates commitment to ongoing professional development and keeps
abreast of new developments in his/her professional field
Level 3  Captures personal and team learning in ways that makes it accessible to
Sharing others and integrates lessons learned in the future work of teams
knowledge  Promotes data capture and knowledge sharing and management
across the practices within his/her area of responsibility
organization  Identifies/contributes to innovative mechanisms and structures of
knowledge sharing that allow UNFPA to achieve objectives in non-
traditional ways
 Creates, supports, and promotes an enabling environment for
organizational knowledge sharing and learning
Level 4  Assumes leadership in building an organizational culture which values
Building a knowledge sharing and continuous learning
culture of  Promotes the development of information and knowledge management
knowledge including the use of technology
sharing and  Makes himself/herself accessible to share his/her personal knowledge
learning and experience with others in the organization, and encourages staff to
do the same
32
Functional Competencies
33
Functions  Programme Technical External Management Oversight Human ED and DED’s Office Support
 Competencies Support Relations Services Services Resources
Adaptation/Application of 
knowledge in different contexts
(CST’s only)
Advocacy/Advancing a policy- 
oriented agenda
Business acumen  (1)
Client orientation  
Conceptual innovation in the 
provision of technical expertise
Creating visibility for UNFPA/ 
Supporting UNFPA’s capacity to
advocate
Ensuring operational effectiveness 
and accountability for results
Global leadership and advocacy for  
ICPD goals
Impact and influence  
(OHR and DOS)
Implementing management 
systems
Innovation and marketing of new  
approaches
Integration in a multidisciplinary 
environment (CST’s only)
Job knowledge/Technical expertise       
(1)
Audit only
34
Functions  Programme Technical External Management Oversight Human ED and DED’s Office Support
 Competencies Support Relations Services Services Resources
Leveraging the resources of  
national governments and
partners/Building strategic
alliances and partnerships
Logistical support 
Managing data 
Managing documents, 
correspondence and reports
Managing information and work 
flow
Organizational awareness    
Organizational leadership and 
direction
Planning, organizing and multi- 
tasking
Promoting accountability and 
results-based management
Promoting organizational change 
and development
Promoting organizational learning   
and knowledge sharing
(OHR/IERD and DOS)
Providing financial support 
Resource mobilization  
Results-based programme 
development and management
Strategic alignment of human 
resource practices
35
Functional competencies for Programme
The Programme stream

This stream includes staff in the Geographic Divisions and country offices:
 Geographic Division directors/deputy directors
 Programme advisers
 Representatives/deputy representatives
 Assistant representatives
 Programme specialists (HQ)
 National programme officers
 JPOs
 Programme associates
List of functional competencies

The functional competencies for the programme stream are:
 Advocacy/advancing a policy-oriented agenda
 Results-based programme development and management
 Leveraging the resources of national governments and partners/building
strategic alliances and partnerships
 Resource mobilization (Programme)
Level of competence/title Level of position

Level 4 GD director ICS 14
(D-2)
Level 3 GD deputy director, ICS 12/ 13

Programme advisers (P-5/ D1; L5/6)
Representatives ALD (A-4)
Level 2 Deputy representatives ICS 10/11

Assistant representatives (P3/4; L3/4; NO-C/D)
Programme specialists (HQ) ALD (A-3/A-4)
Level 1 National programme officers ICS 6/7/8/9

JPOs, Programme analysts (P1/P2; L1/L2; NO-A/B; GS 6/7)
Programme associates ALD (A-2/A-3)
36
Advocacy/Advancing a policy-oriented agenda

Preparing the basic information required for advocacy for the inclusion of population and
development, reproductive health and gender concerns. Creating messages and strategies.
Influencing the public policy agenda. Providing conceptual leadership for UNFPA‟s advocacy
at a global level.
Level 1  Identifies and communicates relevant information for evidence-based
Preparing advocacy for a variety of audiences
information for  Maintains a functioning network of contacts in the media and civil
advocacy society, to promote a better understanding of UNFPA‟s mandate and to
support advocacy efforts
 Identifies and takes advantage of opportunities for advocating for
UNFPA‟s mandate
Level 2  Creates effective evidence-based advocacy messages/strategies
Analysis and  Contributes to the elaboration of an advocacy strategy by identifying and
creation of prioritizing audiences and messages
messages and  Performs analysis of political situations and scenarios, and contributes
strategies to the formulation of institutional responses
 Uses the opportunity to bring forward and disseminate materials for
advocacy work
Level 3  Advocates for the inclusion of population and development, reproductive
Influencing the health and gender concerns in the public policy agenda
public policy  Brings visibility and sensitizes decision makers to relevant emerging
agenda issues
 Builds consensus concerning UNFPA‟s strategic agenda with partners on
joint initiatives
 Leverages UNFPA‟s international multidisciplinary expertise to influence
the shape of policies and programmes
 Demonstrates political/cultural acumen in proposing technically sound,
evidence based approaches/solutions (TSD)
 Develops internal organizational policies promoting strategic approaches
to population and development, reproductive health and gender issues
(HQ)
 Dialogues with national counterparts to strengthen advocacy efforts,
incorporating country, regional and global perspectives
 Demonstrates cultural sensitivity, political savvy and intellectual
capacity in handling disagreements with UNFPA‟s policy agenda in order
to promote and position UNFPA in an adverse and hostile environment
37
Level 4  Advocates for Country Programme and regional specific needs and
Providing priorities and strategic agenda with UNFPA‟s governing body
conceptual  Promotes better understanding of UNFPA‟s strategic agenda with
leadership for regional/global partners and builds consensus on major initiatives
advocacy  Provides conceptual leadership for regional advocacy initiatives and
promotes strategies within the region/globally
 Manages the provision of integrated expertise from the CST system in
support of advocacy strategies and programme delivery
 Dialogues with regional inter-governmental bodies to strengthen
advocacy efforts, incorporating country, regional and global perspectives
38
Results-based programme development and management

Effectively managing internal and external resources to achieve organizational results. Moving
from basic research to programme and project management, to programme design and
conceptual leadership.
Level 1  Assesses project performance to identify success factors and compile a list
Contributing of best practices
to results  Researches linkages across programme activities to identify critical points of
through integration
primary  Monitors specific stages of projects/programme implementation
research and  Analyzes country situation to identify opportunities for project development
analysis and drafts proposals
 Participates in the formulation of project proposals and ensures substantive
rigor in the design and application of proven successful approaches
Level 2  Achieves results by effectively managing the human, financial and
Achieving information resources assigned to the work unit
results  Determines work load and resource requirements (including HR) for
through basic programmes and projects
programme  Manages programme(s) and project(s) from approval to conclusion,
and project including systematic monitoring and evaluation
management  Seeks out „best practices‟ and applies them to programme development
 Identifies and communicates opportunities for national capacity
development initiatives
 Consults with COs in relation to operational and planned activities to gather
and channel country needs into intercountry programming process (HQ)
 Ensures that UNFPA‟s global and regional institutional priorities and new
policy and programming guidelines are taken into account in country-level
programming processes (HQ)
Level 3  Identifies country needs and strategies the programme using an evidence-
Achieving based approach
results  Sets performance standards, monitors progress and intervenes at an early
through stage to ensure results are in accordance with agreed-upon quality and
programme timeframes and reports on it
design and  Makes use of a variety of resources within UNFPA to achieve results, such
innovative as cross-functional teams, secondments and developmental assignments,
and collaborative funding approaches
resourcing
 Oversees and documents the process of strategy formulation for
strategies programmes at country level
 Ensures the integration of UNFPA‟s strategic concern in interagency, other
multilateral initiatives and multi-sectoral development frameworks such as
PRSPs, SWAPs and MDGs
 Ensures the full implementation of country programme and financial
resources to obtain results
 Conceptualizes innovative, results oriented programmes and holds self
accountable for outcomes
39
Level 4  Provides programmatic, policy and regional strategic guidance

Achieving throughout the programming and implementation process
results through  Assures a holistic and mutually supportive inter-country regional/global
conceptual programme approach in consultations with CST and TSD and the field
programme  Provides UNFPA regional and country level perspectives into UNDG work
leadership  Promotes dialogue with regional research institutions, agencies and
other partners of regional reach on planned and operational regional
and inter-country activities
 Shapes organizational programme priorities by integrating regional
priorities and building consensus in senior management bodies
40
Leveraging the resources of national governments & partners/

Building strategic alliances and partnerships
Establishing, maintaining and utilizing a broad network of contacts. Building partnerships and
strategic alliances. Leveraging the larger resources of national governments and other
development partners.
Level 1  Maintains an established network of contacts for general information sharing
Maintaining and to keep on top of issues
a network  Analyzes and selects materials for strengthening strategic alliances with
of contacts partners and stakeholders
 Establishes and nurtures positive communication with partners
Level 2  Effectively networks with partners seizing opportunities to build strategic
Identifying alliances with institutions and individuals relevant to UNFPA‟s mandate and
and strategic agenda
building  Sensitizes UN partners, donors and other international organizations to the
partner- Fund‟s strategic agenda, identifying areas for joint efforts
ships  Develops positive ties with civil society to build/strengthen national
population and development, reproductive health and gender constituencies
 Identifies needs and interventions for capacity building of counterparts,
clients and potential allies
Level 3  Identifies and prioritizes opportunities and obstacles in the political scenario
Building (government, congress, civil society, parlamentarians, pressure groups) to
strategic advance UNFPA‟s agenda
alliances  Identifies areas of common interests and goals, and carries out joint
initiatives with national and international partners
 Makes effective use of UNFPA‟s resources and comparative advantage to
strengthen alliances
 Builds alliances with non-traditional sectors by translating UNFPA‟s agenda
into messages that reflect the pertinence of their values and interests
 Promotes a consistency of messages, common platform and inter-agency
collaboration regarding population and development, reproductive health and
gender issues
 Creates networks and promotes initiatives with civil society organizations in
the country
 Leverages the larger resources of national governments and other
development partners
Level 4  Develops regional/global strategic networks and alliances with UN agencies

Creating and other international partners in support of UNFPA‟s agenda
opportunitie  Leverages the larger resources of regional and global development banks and
s through a partners
broadening  Creates networks and promotes initiatives with civil society organizations and
network of intergovernmental organizations in the region/globally
alliances  Promotes UNFPA‟s agenda in interagency meetings
41
Innovation and marketing of new approaches

Enhancing existing processes or products. Developing original and imaginative ideas and
approaches. Influencing others (within UNFPA and outside) to adopt new approaches.
Creating a culture of innovation and change.
Level 1  Generates new ideas and proposes new, more effective ways of doing
Enhancing things
processes or  Documents and analyses innovative strategies/best practices/new
products approaches
 Documents bottlenecks, problems and issues, and imagines effective
solutions
 Adapts quickly to change
Level 2  Seeks a broad range of perspectives in developing project proposals
Developing new  Generates original and imaginative ideas and effective solutions to
approaches problems
 Looks at experience critically, drawing lessons, and building them into
the design of new approaches
 Identifies new approaches that are replicable, generalizable, and
promotes their use in other situations
 Documents successes and uses them to project a positive image
 Creates an environment that fosters innovation and innovative thinking
 Makes the case for innovative ideas from the team with own supervisor
Level 3  Influences and coaches others (inside and outside UNFPA) in developing
Fostering and implementing innovative approaches
innovation in  Creates an environment that fosters innovation and innovative thinking
others  Conceptualizes more effective approaches to programme development
and implementation and to mobilizing and using resources
 Leverages resources in support of new approaches
 Gains support from senior management for new ideas and approaches
 Facilitates change and influences senior decision makers to implement
change strategies
Level 4  Champions innovative thinking and innovative approaches to meeting
Creating a UNFPA‟s mandate
culture of  Creates a climate that encourages innovation and receptivity to change
innovation  Provides authoritative guidance regarding methods and approaches to
meeting UNFPA‟s objectives
 Leads change and implements effective change strategies
 Shapes the organizations‟ programmatic vision and guides its
adaptation into programme priorities
42
Resource mobilization
Ensuring that UNFPA has the resources it requires to implement programmes and advance a
policy-oriented agenda. Moves from providing basic inputs to resource mobilization
strategies, through implementation of the strategies, through conceptualization and design of
strategies.
Level 1  Analyzes and maintains information/databases on potential and actual
Providing donors
inputs to  Develops and maintains database of project profiles
resource  Provides data and information needed for preparation of project
mobilization documents
strategy  Identifies opportunities for projects proposals for presentation to donors
Level 2  Analyses information on potential bilateral donors and national
Implementing counterparts to recommend a strategic approach
resource  Identifies and compiles lessons learned
mobilization  Promotes and encourages Country Office action with local Missions of
strategy donor countries as well as appropriate government authorities for
increased contribution to core resources, including cost sharing
modalities
 Identifies country needs and develops proposals to be presented to
donors and governments
Level 3  Contributes to the development of a resource mobilization strategy at
Developing regional (sub-regional) level
strategy at  Develops a resource mobilization strategy at country level
country level  Actively develops partnerships with potential donors and government
counterparts in all sectors at country level
 Shares information with Field Offices concerning opportunities to tap
potential donors
 Strengthens the capacity of the Country Office and Field Office to
mobilize resources
Level 4  Develops a strategy for resource mobilization globally and across the
Developing a region
global and  Actively develops partnerships with the private sector and foundations
regional in developing the resource mobilization strategy
strategy  Develops relationships and contacts with donors and governments in
support of Country Office resource mobilization efforts
 Engages in active consultation with the multilateral and bilateral donor
community for co-financing and contributions to emergency services
43
Job knowledge/Technical expertise

Demonstrating and applying professional and/or technical expertise/knowledge of the post or discipline.
Focusing on the knowledge and skill areas necessary to effectively perform the post. Identifying and
seeking to expand knowledge and improve work processes
 Understands and applies fundamental concepts and principles of a
Level 1 professional discipline or technical specialty relating to the position
Fundamental  Possesses basic knowledge of organizational policies and procedures
knowledge of relating to the position and applies them consistently in work tasks
own discipline  Identifies new and better approaches to work processes and
incorporates same in own work
 Strives to keep job knowledge up-dated through self directed study and
other means of learning
 Demonstrates basic knowledge of standard computer software
applications and information technology including electronic
communication and seeks to apply it in work tasks
Level 2  Understands more advanced aspects of primary area of specialization as
In-depth well as the fundamental concepts of related disciplines
knowledge of  Serves as internal consultant in area of expertise and shares knowledge
own discipline with staff
 Continuously seeks new and improved methods and systems for
accomplishing the work of the unit
 Keeps abreast of new developments in area of professional discipline and
job knowledge and seeks to develop him/herself professionally
Level 3  Possesses expert knowledge of advanced concepts in primary discipline,
Expert a broad knowledge of related disciplines, as well as an in-depth
knowledge of knowledge of relevant organizational policies and procedures
own discipline  Applies knowledge to support the unit/branch‟s objectives and to
further the mandate of the UNFPA
 For Managers: applies a broad knowledge of best management practices;
defines objectives and work flows, positions reporting relationships in
such a way as to obtain optimum effectiveness for the unit/branch
44
Level 4  Contributes to knowledge/information that extends the boundaries of

External knowledge in the discipline
authority in  Is recognized outside the organization as a world-class authority in their
own discipline discipline
 For Managers: applies an in-depth knowledge of best practices within
the discipline; effectively uses this information to improve work practices
within the function and the organization
45
Functional competencies for Technical Support
The Technical Support stream

This stream includes staff in the Technical Support Division (TSD) and Country
Support Teams (CSTs):
 TSD director/deputy director
 CST director
 CST advisers
 Branch chiefs
 Technical advisers and specialists
 JPOs
 Technical analysts
 Research associates

The functional competencies for the Technical Support stream are:
 Conceptual innovation in the provision of technical expertise
 Leveraging the resources of national governments and partners/Building
strategic alliances and partnerships
 Job knowledge/Technical expertise
Two additional competencies apply only to CST directors and advisers:

 Adaptation and application of knowledge/innovations in different contexts
 Integration in a multidisciplinary environment

Level 4 TSD director ICS 14
CST directors (D-2; L-7)
Level 3 TSD deputy director, branch ICS 12/ 13

chiefs (P-5/ D1; L5/6)
CST advisers ALD (A-4)
Technical advisers
Level 2 Technical specialists ICS 10/11
(P3/4; L3/4)
ALD (A-3/A-4)
Level 1 JPOs ICS 6/7/8/9
Technical analysts (L1/L2; GS 6/7)
Research associates ALD (A-2/A-3)
46
Conceptual innovation in the provision of technical expertise

Supporting UNFPA‟s advocacy by developing innovative and creative approaches to the
provision of technical expertise. Moves from research and analysis to developing innovative
and creative approach to conceptual leadership and championing conceptual innovation.
Level 1  Keeps himself/herself updated in his/her area of substantive expertise
Research and  Identifies opportunities for conceptual innovation
analysis  Recognizes problem areas and identifies solutions
 Analyses ongoing trends, evolving needs and emerging issues to identify
appropriate responses for capacity building
 Selects critical information from masses of data
Level 2  Leverages the different experience and expertise of team members to
Developing achieve better and more innovative outcomes
innovative and  Leverages his/her multidisciplinarity, institutional knowledge and
creative experience of other countries and regions to promote the RH,
approaches population, gender and development agenda
 Develops innovative and creative approaches to meet programme and
capacity development objectives
 Has the capacity to participate in dialogue about conceptual innovation
at the country and regional level
Level 3  Conducts programme assessments to improve development of models
Conceptual and methodologies
innovation  Designs programme models to support comprehensive interventions
linking TSD/CST objectives to programme delivery and capacity
development objectives
 Ensures that the design of technical expertise is appropriate to regional
and country social and religious contexts
 Demonstrates ability to engage development partners at all levels in
conceptual and methodological innovation that is pertinent to the
global, national and local context for RH, population, gender and
development
Level 4  Promotes conceptual innovation in the provision of technical expertise
Creating a  Lobbies for resources required for conceptual innovation
climate for  Promotes strategic direction for capacity building in the provision of
conceptual technical expertise
innovation
47
Leveraging the resources of national government & partners/

Building strategic alliances and partnerships
Establishing, maintaining and utilizing a broad network of contacts. Building partnerships
and strategic alliances. Leveraging the larger resources of national governments and other
development partners.
Level 1  Maintains an established network of contacts for general information
Maintaining a sharing and to keep on top of issues
network of  Analyzes and selects materials for strengthening strategic alliances with
contacts partners and stakeholders
 Establishes and nurtures positive communication with partners
Level 2  Effectively networks with partners seizing opportunities to build
Identifying and strategic alliances with institutions and individuals relevant to
building promoting RH, population, gender and development strategies
partnerships  sensitizes UN partners, donors and other international organizations to
the Fund‟s strategic agenda, identifying areas for joint efforts
 Develops positive ties with civil society to build/strengthen national
population and development, reproductive health and gender
constituencies
 Identifies needs and interventions to develop the ability of counterparts,
clients and potential allies to perform and to achieve their objectives in
RH, population, gender and development
Level 3  Identifies and prioritizes opportunities and obstacles in the political
Building scenario (government, congress, civil society, parlamentarians, pressure
strategic groups) to create a common vision and unity of purpose in RH,
alliances population, gender and development
 Identifies areas of common interests and goals, and carries out joint
initiatives with national and international partners
 Makes effective use of UNFPA‟s resources and comparative advantage to
strengthen alliances
 Builds alliances with non-traditional sectors by translating RH,
population, gender and development issues into messages that are
relevant to these sectors reflecting the pertinence of their values and
interests
 Promotes a consistency of messages, common platform and inter-agency
collaboration regarding population and development, reproductive
health and gender issues
 Creates networks and promotes initiatives with civil society
organizations in the country
 Leverages the larger resources of national governments and other
development partners to promote RH, population, gender and
development issues
 Advocates for the inclusion of population, gender, HR/FP concerns in
global and regional and/or national development policies and strategies
48
Level 4  Develops regional/global strategic networks and alliances with UN

Creating agencies and other international partners in support of RH, population,
opportunities gender and development
through a  Leverages the larger resources of regional and global development banks
broadening and partners
network of  Creates networks and promotes initiatives with civil society
alliances organizations and intergovernmental organizations in the
region/globally
 Promotes RH, population, gender and development issues in interagency
meetings
49

Demonstrating and applying professional and/or technical expertise/knowledge of the post or
discipline. Focusing on the knowledge and skill areas necessary to effectively perform the
post. Identifying and seeking to expand knowledge and improve work processes
50

Adaptation and application of knowledge/innovations in different contexts

(for CST Directors and Advisers only)
Levels 3 and 4  Collaborates with regional, national and local partners to create and
CST Advisers apply knowledge and concepts that will help partners achieve their RH,
and Directors population, gender and development objectives within the country and
regional context
 Focuses on tasks/activities which have a strategic impact on
programme and capacity development activities
 Promotes a supportive environment to enhance partnerships, leverages
resources and build support for population, gender and reproductive
health programmes
 Provides evidence-based guidance to policy dialogue
Integration in a multidisciplinary environment

(for CST Directors and Advisers only)
Levels 3 and 4  Integrates the ideas of team members from other disciplines into his/her
CST Advisers own thinking
and Directors  Takes the initiative to share knowledge and experience with others
 Develops partnerships between CSTs and with other United Nations
regional and subregional technical teams
 Leverages the different experience and expertise of team members to
achieve better and more innovative outcomes
 Is dedicated to providing strategic direction and innovative technical
assistance to support Country Offices in developing national and local
partners ability to achieve their objectives in RH, population, gender and
development
51
Functional competencies for External Relations
The Information/External Relations stream

This stream includes staff in the Information and External Relations Division (IERD):
 Director of IERD/deputy director
 Branch chiefs
 Information, external relations, resource mobilization, media relations, knowledge sharing
advisers and specialists
 Reports, website, NGO/parliamentary, co-financing specialists
 Speech writers
 JPOs
 Editorial, statistical, research, production, contribution, and knowledge sharing associates

The functional competencies for the Information/External Relations stream are:
 Creating visibility for UNFPA/supporting UNFPA‟s capacity to advocate
 Global leadership and advocacy for ICPD goals
 Resource mobilization (IERD)
 Promoting organizational learning and knowledge sharing (IERD/DHR)

Level 4 IERD director ICS 14
(D-2)
Level 3 IERD deputy director, branch ICS 12/ 13
Information, external relations, ALD (A-4)
resource mobilization, media
relations, knowledge sharing
advisers
Level 2 Information, external relations, ICS 10/11
resource mobilization, media (P3/4; L3/4)
relations, knowledge sharing ALD (A-3/A-4)
specialists
Reports, website,
NGO/parliamentary, co-
financing specialists
Speech writers
Editorial, statistical, research, (L1/L2; GS 6/7)
production, contribution, and ALD (A-2/A-3)
knowledge sharing associates
52
Creating visibility for the organization

Ensuring that UNFPA has the visibility and corporate image it requires as the key agency in
population and development, reproductive health and gender issues. Moves from research
and analysis to developing organizational „messages‟ and projects, to formulating strategy for
creation of the image, and providing authoritative guidance on the corporate image to be
projected.
Level 1  Promotes awareness of UNFPA‟s centrality to ICPD through
Research and dissemination of information and materials
analysis  Maintains networks and knowledge assets for use in visibility and image
activities
 Makes recommendations on the design and delivery of image activities
 Collects, analyses and disseminates information on reproductive health,
population development and gender issues
Level 2  Identifies and develops activities to enhance the visibility of UNFPA
Developing  Develops promotional activities based on monitoring/evaluation
promotional information identifying areas requiring higher visibility
projects and  Develops „messages‟ for use by UNFPA staff when working with partners,
organizational internationally and nationally
messages  Reviews documents and materials intended for use within and outside
the organization in order to ensure consistency and validity of messages
 Creates and cultivates networks of partners to promote UNFPA‟s image
 Conducts assessments of activities to improve impact and effectiveness
Level 3  Formulates strategy for the implementation of promotional activities and
Formulating materials
strategy for  Develops strategies for improved and expanded coverage in the mass
creating the media
corporate image  Designs and initiates assessments of activities to improve impact and
effectiveness
 Develops relationships and contacts with professional networks and
high profile advocates
Level 4  Provides authoritative guidance on the objectives, content and direction
Defining the of corporate image activities
corporate image  Builds consensus with senior management colleagues on the corporate
image to be projected and sets priorities on key audiences to be targeted
 Secures necessary resources to carry out corporate image building
53
Global leadership and advocacy for ICPD goals

Building the effectiveness with which UNFPA exercises global leadership and advocacy for
ICPD goals. Moves from preparing information for global advocacy to the creation of messages
and strategies, to influencing global and national initiatives and providing conceptual
leadership for global advocacy.
Level 1  Identifies and communicates relevant information for advocacy for ICPD
Preparing goals for a variety of audiences
information for  Maintains a functioning network of contacts in the media and civil
global advocacy society, to promote a better understanding of UNFPA‟s mandate and to
support advocacy efforts
 Identifies and takes advantage of opportunities for advocating for
UNFPA‟s mandate
Level 2  Creates effective global advocacy messages/strategies
Analysis and  Contributes to the elaboration of a global advocacy strategy by
creation of identifying and prioritizing audiences and messages
messages and  Performs analysis of political situations and scenarios, and contributes
strategies to the formulation of institutional responses
 Uses the opportunity to bring forward and disseminate materials for
global advocacy work and adapts it for use at country level
Influencing health and gender concerns in the public policy agenda
global and  Brings visibility and sensitizes decision makers to relevant emerging
national issues
initiatives  Advocates for effective ICPD-legislation
 Advocates for increased priority given to population and reproductive
health issues internationally and in national planning frameworks
 Advocates for increased resources at international and national level
 Develops strategies to counter challenges to ICPD principles and goals
Level 4  Provides conceptual leadership for global leadership and advocacy for
Providing ICPD goals and promotes global strategies for achieving them
conceptual  Dialogues with international and national actors to strengthen advocacy
leadership for for ICPD goals, incorporating global perspectives
global advocacy  Exercises leadership and builds consensus for the achievement of ICPD
goals within the UN system and among partners, governments and civil
society
54
Resource mobilization (IERD)

Ensuring that UNFPA has the resources it requires to implement programmes and to achieve
ICPD goals. Moves from providing basic inputs to resource mobilization and utilization
strategies, developing and maintaining donor relationships, managing agreements and trust
funds to conceptualization and design of strategies and approaches and creating an
environment for effective resource mobilization.
Level 1  Collects, researches and analyzes information on resource
Providing inputs to mobilization and utilization, drafts reports and documents and
resource maintains information/databases on potential and actual donors and
mobilization donor funded projects
strategy  Provides data and information needed for preparation of fund raising
activities and resource mobilization documents ensuring needs of
donors are met
 Records information on donor contributions/funding in a timely,
organized and accessible manner and ensures that funds have been
used in a fashion that reflect donor agreements
 Translates financial information from project documents and
agreements into a series of financial records and produces related
statistics
Level 2  Develops detailed knowledge and understanding of key donors, their
Building and priorities and areas of interest and adapts content and approach of
maintaining donor RM activities to their requirements
relations;  Builds and maintains relationships with donors demonstrating
Implementing professionalism in providing advice and information on UNFPA
activities and sensitivity to donor concerns
resource
mobilization  Develops, reviews and monitors agreements and trust funds which
reflect the outcomes of negotiations with donors and meet the
strategy reporting requirements of UNFPA
 Uses knowledge of donors and successful programmes and projects
to contribute to fund raising and resource mobilization strategies
including the Country Programme resource mobilization plan
Level 3  Develops innovative approaches and strategies for fund raising
Developing activities to increase core and non-core resources of the organization
strategies and  Actively develops partnerships with potential donors in all sectors
approaches to seeking to encourage their commitment to UNFPA
resource  Formulates strategies to develop a stable and diversified donor base,
mobilization including governments, private sector, foundations, corporations,
philanthropists, etc.
 Conducts donor negotiations for core and multi-bi funds
demonstrating UNFPA‟s comparative advantages and reflecting
priorities of donor countries
Level 4  Provides leadership in fund raising strategies and activities to ensure
Creating an a stable resource base for the organization
environment for  Actively develops high-level partnerships with key stakeholders in the
effective resource private sector and foundations in developing the resource
55
mobilization mobilization strategy

 Engages in active consultation with the multilateral and bilateral
donor community for co-financing and contributions
56
Promoting organizational learning and knowledge sharing (DOS)

Providing learning and knowledge sharing opportunities to assist the continuous
development of all staff of UNFPA. Moves from basic research and analysis to the
development of innovative tools and mechanisms, to developing policies and innovative
approaches, through promoting an organizational culture that values learning and
knowledge sharing.
Level 1  Generates new ideas and approaches, researches best practices and
Basic research proposes new, more effective ways of doing things
and analysis  Documents and analyzes innovative strategies and new approaches
 Identifies and communicates opportunities to promote learning and
knowledge sharing
 Develops awareness of the various internal/external learning and
knowledge-sharing resources
Level 2  Makes the case for innovative ideas documenting successes and building
Developing them into the design of new approaches
tools and  Identifies new approaches and strategies that are replicable,
mechanisms generalizable and promotes their use in other situations
 Develops and/or participates in the development of tools and
mechanisms, including identifying new, replicable approaches to
promote individual and organizational learning and knowledge sharing,
using formal and informal methodologies
Level 3  Actively seeks and promotes innovative methodologies and leads the
Participating development of supporting policies/tools to instill commitment to
in the learning and knowledge sharing
development  Develops and/or participates in the development of policies and new
of policies and approaches and participates in training staff in their application
throughout the organization
innovative
approaches  Influences and coaches others inside and outside UNFPA in developing
and promoting and implementing innovative approaches and policies
their  Applies systemic thinking to help UNFPA to become a
application learning/knowledge sharing organization i.e. understands the
structure and hierarchy of UNFPA, process flows through the
throughout organization, products and services and their measures of effectiveness,
the ways in which decisions are made, attitudes and perceptions of staff and
organization clients and the interrelationship between these components
Level 4  Provides leadership to the organization in the process of becoming a
Promoting a learning/knowledge sharing organization
learning  As member of the EC, contributes to UNFPA‟s strategy around
organization learning/knowledge sharing and participates in overseeing its
implementation
 Provides authoritative guidance regarding methods and approaches to
meeting UNFPA‟s organizational goals
 Champions innovative thinking and approaches to meeting UNFPA‟s
mandate
57
Organizational awareness
Understanding, building and using formal and informal systems and contacts in a complex
organizational and global environment in order to get results. Moves from an ability to use
organizational services and assist others in doing so, to applying systemic thinking and
applying judgment, to building support and, finally, demonstrating political acumen.
Level 1  Uses the formal structure or hierarchy in the organization effectively in
Using formal order to get work done
structure/hiera  Provides assistance to colleagues in dealing with other parts of the
rchy organization and in applying policies and procedures which affect the
work unit
 Understands when issues or problems can and should be resolved at own
organizational level, when the assistance/input of other organizational
units is required and when issues should be raised to a higher level
Level 2  Demonstrates a capacity for „systemic thinking‟ i.e. understands the
Applying structure and hierarchy of UNFPA, process flows through the
systemic organization, products and services and their measures of effectiveness,
thinking and ways in which decisions are made, attitudes and perceptions of staff and
clients and the interrelationship between these components
using sound
 Applies systemic thinking and uses knowledge of interrelationships
judgment between different functions to develop solutions which are well
coordinated and easily implementable
 Approaches assigned responsibilities with a broad perspective taking into
account the way business is done within the organization
 Develops and uses contacts and more informal structures throughout the
organization to assist in achieving objectives
Level 3  Applies systemic thinking (see Level 2) and encourages it in colleagues
Building  Uses understanding of the organizational culture and key players within it
support to gain support for initiatives and to determine optimum timing to launch
initiatives and address issues
 Adopts a systemic approach to complex situations understanding them
not as snapshots but focussing instead on process of change and
interrelationships
 Demonstrates sensitivity to the different perspectives and ways of working
of various organizational units, and works to resolve differences
Level 4  Gains cooperation from others through understanding of and sensitivity
Political to the political and organizational culture
acumen  Applying systemic thinking, balances conflicting demands from the UN
system, partners, governments, civil society and UNFPA itself
 Builds and maintains alliances and networks of partners, colleagues and
interest groups inside and outside of the organization to achieve results
58

59

60
Functional competencies for Management Services
The Management Services stream

This stream includes staff in the Division of Management Services, finance,
administrative and MIS staff in country offices including operations managers and
administrative staff in other HQ divisions:
 Director/deputy director
 Branch chiefs
 Procurement and MIS advisers
 Operations managers
 Administrative, finance, accounts, budget, procurement, network,
telecommunication and travel specialists and associates
 MIS and database specialists and associates
 Computer programming technician

The functional competencies for the Management Services stream are:
 Business acumen
 Implementing management systems
Level of competence/title Level of

position
Level 4 DMS director ICS 14
(D-2)
Level 3 DMS deputy director, branch chiefs ICS 12/ 13

MIS, procurement advisers (P-5/ D1; L5/6)
ALD (A-4)
Level 2 Administrative, finance, accounts, budget, ICS 10/11

procurement, MIS, network and telecommunication (P-3/4; L-3/4;
specialists NOC)
Operations managers ALD (A-3/A-4)
Administrative, finance, accounts, budget, (P-1/2;L1/L2;
procurement, network, telecommunication and travel NO-A/B;GS 6/7)
analysts and associates ALD (A-2/A-3)
MIS and database associates; Web developer
Computer programming technician
61
Business acumen
Gathering, analyzing, prioritizing and presenting information. Applying the results of analysis
and sound business judgment to make timely decisions. Using analysis to develop
appropriate project assumptions and financial projections. Determining and evaluating
operational risks and benefits.
Level 1  Independently gathers, distills and analyses information using
Research and appropriate analytical tools and professional standards
data analysis  Analyzes and interprets data from a range of sources reconciling
conflicting data
 Identifies warning signs based on analysis, probes for clarification or
points of concern and presents findings
 Identifies the potential and the consequences of a course of action
Level 2  Identifies results of analysis while balancing thoroughness of analysis
Basic design with speed of decision making
and project  Analyzes the operational environment and identifies issues,
management opportunities and risk factors to identify the most desirable course of
action
 Actively keeps up to date with best practices in area of responsibility
 Provides quality control over projections and makes recommendations to
strengthen analysis/projections
 Assesses appropriateness of organizational practices and makes
recommendations toward their improvement
Level 3  Makes recommendations, at an early stage, about organizational
Innovative operations and programme delivery
development  Suggests changes to operational strategies to strengthen overall
and programme programme results
support  Reviews assumptions and financial projections of others and provides
expert advice, insight and quality control over risk management
processes
Level 4  Effectively shapes and influences the managerial and operational
Conceptual strategies of UNFPA
leadership and  Actively promotes the identification of activities where UNFPA gains
coordination efficiency and/or reduces risk
 Identifies, develops and evaluates total risk management concept for
new management systems, techniques or projects
 Explores best opportunities for the organization
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Implementing management systems

Ensuring that UNFPA has the internal management systems it requires to support
achievement of its objectives, and to function effectively and efficiently. Moves from basic
research and analysis to design and implementation of management systems, to formulating
strategy for systems implementation and setting priorities for systems design.
Level 1  Maintains information/databases on system design features
Research and  Develops simple system components
analysis  Makes recommendations relative to work-processing approaches and
procedures which would lead to more efficient systems design
Level 2  Carries out research into existing systems to identify „best practice‟ and
Designing and make recommendations to management on applicability to UNFPA
implementing  Refines and enhances existing systems by leading and coordinating
management systems development
systems  Makes recommendations regarding design or operation of systems or
programmes within organizational units
 Identifies and recommends remedial measures to address problems in
systems design or implementation
 Conducts system assessment to improve development of systems design
and operation
Level 3  Designs management systems based on established best practice and
Formulating identified needs within UNFPA
strategy for  Manages complex design projects where different actors are involved at
system different stages of the project until completed
implementation  Provides advice on the financial structuring and designs necessary
budgets for complex projects and prepares financing documentation
 Formulates strategy for the implementation of systems
 Advocates through internal networks the demonstrable value of existing
systems to facilitate achievement of organizational goals
 Reviews systems performance to support rigorous development of
systems standards and modes of operation
 Engages in active consultation with organizational units within UNFPA,
what types of systems are required by UNFPA
Level 4  Provides authoritative guidance concerning systems design and
Setting implementation strategies
priorities for  Engages in active consultation with UN system and outside partners,
system what types of systems are required by UNFPA
development  Builds consensus with senior management colleagues on the direction
and priorities of systems development
 Lobbies to obtain resources for systems design and implementation
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Innovation and marketing of new approaches

Enhancing existing processes or products. Developing original and imaginative ideas and
approaches. Influencing others (within UNFPA and outside) to adopt new approaches.
Creating a culture of innovation and change.
Level 1  Generates new ideas and proposes new, more effective ways of doing
Enhancing things
processes or  Documents and analyses innovative strategies/best practices/new
products approaches
 Documents bottlenecks, problems and issues, and imagines effective
solutions
 Adapts quickly to change
Level 2  Seeks a broad range of perspectives in developing project proposals
Developing new  Generates original and innovative ideas and effective solutions to
approaches problems
 Looks at experience critically, drawing lessons, and building them into
the design of new approaches
 Identifies new approaches that are replicable, realizable, and promotes
their use in other situations
 Documents successes and uses them to project a positive image
 Creates an environment that fosters innovation and innovative thinking
 Makes the case for innovative ideas from the team with own supervisor
Level 3  Influences and coaches others (inside and outside UNFPA) in developing
Fostering and implementing innovative approaches
innovation in  Conceptualizes more effective approaches to mobilizing and using
others resources
 Leverages resources in support of new approaches
 Sells ideas and new approaches upward gaining support from senior
management
 Facilitates change and influences senior decision makers to implement
change strategies
Level 4  Champions innovative thinking and innovative approaches to meeting
Creating a UNFPA‟s mandate
culture of  Creates a climate that encourages innovation and receptivity to change
innovation  Provides authoritative guidance regarding methods and approaches to
meeting UNFPA‟s objectives
 Leads change and implements effective change strategies
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Client orientation
Understanding and meeting or exceeding client needs. Anticipating and addressing client
needs and concerns. Developing innovative approaches to meeting client needs. Ensuring
overall provision of quality service to clients.
Level 1  Researches potential solutions to internal and external client needs and
Establishing reports back in a timely, succinct and appropriate fashion
effective client  Organizes and prioritizes work schedule to meet client needs and
relationships deadlines
 Establishes, builds and sustains effective relationships within the work
unit and with internal and external clients
 Actively supports the interests of the client by making choices and
setting priorities to meet their needs
 Anticipates client needs and addresses them promptly and
diplomatically
Level 2  Helps clients to analyze their needs
Contributing to  Seeks to create an enabling environment for a smooth relationship
positive between a client and service provider
outcomes for  Seeks to understand issues from the client‟s perspective
the client  Keeps the client informed in case of problems or delays in the provision
of services
 Uses discretion and flexibility in interpreting rules in order to meet
client needs and achieve organizational goals more effectively
 Seeks feedback on service provision/the satisfaction of the client with
the service provided
 Provides service beyond the client‟s expectations by seeking information
about the real, underlying needs of the client
Level 3  Anticipates constraints in the delivery of services and identifies
Meeting long- solutions or alternatives
term client  Proactively identifies, develops and discusses solutions for internal and
needs external clients, and persuades management to undertake new projects
or services
 Acts as a trusted advisor while looking for long-term benefits to the
client
 Consults with clients and ensures their needs are represented in
decision-making processes
 Develops strategic and operational solutions with clients that add value
to UNFPA programmes and operations
Level 4  Demonstrates a commitment to the provision of quality service to
Advocating for clients, promoting a mindset of valuing clients
client needs  Provides client groups with opportunities for active
participation/consultation on decisions relevant to their needs
 Persistently lobbies on behalf of internal/external clients to integrate
their interests into the strategic direction of UNFPA
 Reviews overall fulfillment of agreements with clients
 Leverages a network of senior level contacts and decision makers to
pursue new approaches
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work unit
 Understands when issues or problems can and should be resolved at
own organizational level, when the assistance/input of other
organizational units is required and when issues should be raised to a
higher level
using sound
 Approaches assigned responsibilities with a broad perspective taking
into account the way business is done within the organization
 Develops and uses contacts and more informal structures throughout
the organization to assist in achieving objectives
Building  Uses understanding of the organizational culture and key players within
support it to gain support for initiatives and to determine optimum timing to
launch initiatives and address issues
interrelationships
 Demonstrates sensitivity to the different perspectives and ways of
working of various organizational units, and works to resolve differences
 Builds and maintains alliances and networks of partners, colleagues
and interest groups inside and outside of the organization to achieve
results
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Functional competencies for Oversight Services
The Oversight Services stream

This stream includes staff in the Division of Oversight Services
 DOS director/deputy director
 Branch chiefs
 Evaluation advisers
 Audit specialists
 Audit associates

The functional competencies for the Oversight Services stream are:
 Promoting accountability and results-based management
 Business acumen (Audit)
 Impact and influence (DOS)
 Promoting organizational learning and knowledge sharing (DOS)

Level 4 DOS director ICS 14
(D-2; L-7)
Level 3 DOS deputy director, branch ICS 12/ 13

Evaluation advisers ALD (A-4)
Level 2 Audit specialists ICS 10/11
(P3/4; L3/4)
ALD (A-3/A-4)
Level 1 Audit associates ICS 6/7
(GS 6/7)
ALD (A-2/A-3)
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Functional competencies for the Office of Oversight Services
Promoting accountability and results-based management

Monitoring and promoting practices, procedures and systems that support accountability
and results-based management, while also influencing change in the organizational culture.
Moves from basic monitoring to the development and application of organizational
standards, to leadership in promoting organizational accountability and results-based
management.
Level 1  Gathers, analyzes and disseminates information on „best practice‟ in
Basic accountability and results-based management systems
monitoring  Monitors implementation of oversight recommendations and prepares
inputs to reports
 Establishes and maintains databases on audit, monitoring and
evaluation findings and on follow-up action taken
Level 2  Provides inputs to the development of organizational standards for
Input to the accountability and results-based management
development of  Develops and applies audit tools and techniques in assessing the
standards and application of programme and/or administrative policies and procedures
policies  Manages the dissemination and provides advice on the implementation
of audit recommendations in UNFPA office and programme
 Undertakes ad hoc analysis of issues emanating from audits and policy
application reviews
Level 3  Sets organizational standards for audit, monitoring and evaluation and
Development results-based management and promotes and monitors their application
and  promotes a culture of accountability in the organization by overseeing
application of audit and evaluation processes
organizational  Develops, disseminates and promotes the use of sound methodologies
standards and tools to assist organizational units in carrying out results-based
monitoring and evaluation
 Analyzes audit, evaluation and policy application review results, extracts
key elements and prepares proposals to address areas of weakness in
the organization‟s performance
 Promotes the conduct of systematic, transparent audit and evaluations
and the use of findings through networking and collaboration with
CSTS/TSD/GDs
Level 4  Exercises leadership in elevating the importance of oversight, in order to
Leadership in strengthen accountability and results-based management
promoting  Advocates for an accountability culture with members of the Executive
accountability Committee and other senior managers
and results-  Promotes alignment of actual behavior throughout the organization with
based core values
management  Promotes the strategic use of oversight findings and results in
supporting organizational priorities, policy and decision making
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Business acumen (Audit)

Gathering, prioritizing, analyzing, and reporting information. Applying the results of analysis,
established procedures and sound judgment to reach sound conclusions and make practical
recommendations. Assessing operational risks.
Level 1  Independently gathers, sorts and analyses data using appropriate
Research and analytical tools applicable to the profession
data analysis  Analyzes and interprets data from a range of sources reconciling
conflicting data
 Identifies weaknesses based on analysis, obtains clarification and
presents findings
Level 2  Reviews results of analysis balancing thoroughness of analysis with
Basic design need to cover other areas of operations and presents them using
and project applicable standards of reporting
management  Conducts risk analysis assessing risks of negative outcomes and
proposes alternative courses of action
 Identifies issues and risk factors, analyzes operational environment,
seeks advice if applicable and makes recommendations for improvement
 Actively keeps up to date with developments in the auditing field and
with best business practices
 Provides quality control over audit reports issued by the Branch
 Assesses appropriateness of organizational practices and makes
recommendations towards their improvement
Level 3  Makes recommendations, about operations and programme
Innovative management
development  Suggests changes to organizational strategies to strengthen overall
and programme results especially in regard to internal controls
support  Reviews reports, provides expert advice, insight and makes
recommendations to reduce risk within the organization
 Identifies risks and consequences of lack of remedial action to address
weaknesses
Level 4  Effectively shapes and influences the managerial and operational
Conceptual strategies of UNFPA
leadership and  Actively promotes the identification of activities where UNFPA gains
coordination efficiency and/or reduces risk
 Identifies risk in new management systems, techniques or programmes
and makes recommendations for improvement
 Explores best opportunities for the organization
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Impact and influence (DOS)

Ensuring that the Division for Oversight Services is perceived as a valuable and critical
function within the organization. Moves from establishing basic personal and professional
credibility, to exercising personal impact, to creating organizational impact for the function.
Level 1  Keeps current in his/her area of expertise and is confident about
Basic personal his/her own knowledge and ability
and  Gains respect from others by operating in a professional and credible
professional manner
credibility  Operates with transparency, independence and impartiality; maintains
confidentiality;
 Demonstrates concern for due process
Level 2  Demonstrates knowledge of principles, standards and best practices of
Personal impact oversight
and influence  Gains trust from others by providing information and advice in a
professional and credible manner
 Is able to persuade others to adopt a particular course of action and/or
to consider a different point of view
 Advocates for transparent implementation of organizational policies and
procedures
Level 3  By adopting a collaborative approach, creates a broad consensus
Establishing around the organization‟s oversight strategies and plans
broad-based  Is an effective advocate for oversight strategies and approaches
consensus  Provides persuasive, evidence-based arguments to address oversight
issues emphasizing organizational risks and impact
 Builds commitment of managers and staff to apply results based
oversight practices
Level 4  Is able to generate commitment to the strategic role of oversight in the
Creating organization
organizational  Ensures that oversight findings are taken into account in strategic
impact for the issues and decision-making
oversight role  Gains commitment for oversight strategies by demonstrating impact on
organizational results
 Establishes credibility and organizational value for the oversight
function
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work unit
higher level
systemic organization, products and services and their measures of
thinking and effectiveness, ways in which decisions are made, attitudes and
perceptions of staff and clients and the interrelationship between these
using sound components
judgment  Applies systemic thinking and uses knowledge of interrelationships
between different functions to develop solutions which are well
Building  Uses understanding of the organizational culture and key players
support within it to gain support for initiatives and to determine optimum
timing to launch initiatives and address issues
interrelationships
working of various organizational units, and works to resolve
differences
73
Level 4  Gains cooperation from others through understanding of and

Political sensitivity to the political and organizational culture
acumen  Applying systemic thinking balances conflicting demands from the UN
results
74
Promoting organizational learning and knowledge sharing (DOS)

Providing learning and knowledge sharing opportunities to assist the continuous
development of all staff of UNFPA. Moves from basic research and analysis to the
development of innovative tools and mechanisms, to developing policies and innovative
approaches, through promoting an organizational culture that values learning and
knowledge sharing.
Level 1
 Generates new ideas and approaches, researches best practices and
Basic research proposes new, more effective ways of doing things
and analysis
 Documents and analyzes innovative strategies and new approaches
 Identifies and communicates opportunities to promote learning and
knowledge sharing
Level 2  Makes the case for innovative ideas documenting successes and building
Developing them into the design of new approaches
tools and  Identifies new approaches and strategies that are replicable,
mechanisms generalizable and promotes their use in other situations
mechanisms, including identifying new, replicable approaches to
promote individual and organizational learning and knowledge sharing,
using formal and informal methodologies
Participating development of supporting policies/tools to instill commitment to
in the learning and knowledge sharing
development  Develops and/or participates in the development of policies and new
of policies and approaches and participates in training staff in their application
throughout the organization
innovative
approaches  Influences and coaches others inside and outside UNFPA in developing
and promoting and implementing innovative approaches and policies
their  Applies systemic thinking to help UNFPA to become a
application learning/knowledge sharing organization i.e. understands the
structure and hierarchy of UNFPA, process flows through the
throughout organization, products and services and their measures of effectiveness,
the ways in which decisions are made, attitudes and perceptions of staff and
organization clients and the interrelationship between these components
Level 4  Provides leadership to the organization in the process of becoming a
Promoting a learning/knowledge sharing organization
learning  As member of the EC, contributes to UNFPA‟s strategy around
organization learning/knowledge sharing and participates in overseeing its
implementation
 Provides authoritative guidance regarding methods and approaches to
meeting UNFPA‟s organizational goals
 Champions innovative thinking and approaches to meeting UNFPA‟s
mandate
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77
Functional competencies for Human Resources
The Human Resources stream

This stream includes all staff of the Office of Human Resources:
 OHR Chief
 Branch chiefs
 HR, legal/policy and training specialists
 JPOs
 HR and training associates

The functional competencies for the Human Resources stream are:
 Strategic alignment of human resource practices
 Promoting organizational change and development
 Promoting organizational learning and knowledge sharing (IERD/DHR)
 Impact and influence (DHR)

Level 4 OHR Chief ICS 13
(D-1)
Level 3 Branch chiefs ICS 12

(P-5; L5)
ALD (A-4)
Level 2 HR, legal/policy and training ICS 10/11

specialists (P3/4; L3/4)
ALD (A-3/A-4)
HR and training associates (L1/L2; GS 6/7)
ALD (A-2/A-3)
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Strategic alignment of human resource practices

Aligning human resource systems and services with the organization‟s strategic direction;
positioning human resources as a strategic partner within the organization rather than as an
administrative service through the demonstration of its impact on organizational results.
Moves from identifying best practice to recommending it, to strategically aligning human
resource practices and developing an overall guiding vision for the human resources function.
Level 1  Gathers and analyzes information on „best‟ practices in human resource
Identifying management in his/her area of responsibility within and outside the UN
„best system and makes recommendations on their application
practice‟,  Understands the organizational structure, knows key functional and
analyzing operational areas of organizational units and delivers HR systems and
services according to their unique requirements
HR
informa-  Gathers and analyzes HR-related information on jobs and workforce to meet
current and future organizational priorities and goals
tion
 Establishes and uses contacts throughout the organization to ensure
increased understanding of HR policies and practices in supporting
organizational goals
Level 2  Knows the objectives and outputs of organizational units and their human
Adapting resource, financial and technological capacities and links them to appropriate
„best HR policies and services
practice‟  Forms partnerships with managers and staff providing advice and solutions
and that integrate various HR areas to enable them to meet their needs
building  Adapts best HR practices to the requirements of the organization and/or
capacity organizational units to facilitate the achievement of strategic objectives
for HR  Builds capacity for HR management in organizational units throughout the
organization by providing appropriate HR tools and advising and coaching
manage- managers
ment
Level 3  Understands the strategic direction and context in terms of HR requirements
Strategical and ensures HR policies and practices support the achievement of
ly aligning organizational goals
human  Anticipates and understands internal and external issues and opportunities
resources that may impact the human resources of the organization
practices  Encourages and supports managers at all levels to assume responsibility for
management of human resources
 Leads the effort to develop/maintain HR systems which help UNFPA achieve
its strategic objectives through the attraction and retention of the highest
caliber staff
Level 4  Develops and instills a compelling vision for human resources as a strategic
Developin partner; inspires others to achieve the vision
g a vision  Provides advice on human resources issues and works with the EC and ED to
for human develop strategies that best address the internal and external issues
resources  Works to promote the UNFPA as an „employer of choice‟ inside and outside
the UN system
 Ensures that EC members and senior managers operationalize the HR vision
and strategy in their respective divisions and organizational units
79
Promoting organizational change and development

Influencing, facilitating, and leading organizational change and development by using effective
human resource expertise to help UNFPA achieve its strategic goals. Performing work and
process redesign to improve individual, team, and organizational effectiveness. Moves from
basic research and analysis, to assisting individual staff members cope with change, to
influencing organizational change and leading organizational change strategies
Level 1  Researches and documents „best practices‟ in organizational change and
Basic research development within and outside the UN system
and analysis  Demonstrates ability to diagnose problems and identifies and
communicates opportunities to support and assist change
 Gathers and analyses feedback from staff about how HR can be an
effective agent of change
Level 2  Develops communications and programmes to assist individual staff
Assisting members in their development and ability to adapt to a changing
individuals to environment
cope with  Provides counseling and coaching to colleagues who are dealing with
change change
 Assists in the development of HR policies, communications, and change
strategies
 Performs appropriate work analysis and assists in redesign to establish
clear standards for excellent performance (e.g. job descriptions,
competencies, etc.)
Level 3  Identifies problems central to the organization‟s success, assesses their
Influencing impact and is able to discern high from low leverage change
organizational  Articulates desired change, translating it into specific competencies and
change and behaviors and integrates them into HR programmes and management
development systems
 Provides change and development consulting, including the design and
implementation of change strategies to enable staff/the organization to
deal with change effectively
 Encourages and supports managers at all levels to behave consistently
with desired change Drives process definition, simplification, and
integration efforts throughout the organization
 Drives process definition, integration efforts and establishes effective
organizational structures to achieve goals
Level 4  Articulates a vision for change and champions the transformation
Leading process
organizational  Promotes alignment between „espoused‟ values and actual behavior
change throughout the organization
strategies  Influences the Executive Committee and other senior colleagues to adopt
organization-wide change strategies, as developed in the human
resources strategy and to address issues requiring change
 Ensures the inclusion of organizational change and development
approaches in the UNFPA‟s strategic planning processes
 Facilitates the design of structures and reporting relationships in
alignment with organization strategies and goals
80
Promoting organizational learning and knowledge sharing (OHR)

Providing learning and knowledge sharing opportunities to assist the continuous development
of all staff of UNFPA. Moves from basic research and analysis to the development of
innovative tools and mechanisms, to developing policies and innovative approaches, through
promoting an organizational culture that values learning and knowledge sharing.
Level 1  Researches and documents „best practices‟ in learning and knowledge
Basic research sharing tools/mechanisms within the UN system and outside of it
and analysis  Identifies and communicates opportunities to promote learning and
knowledge sharing
Level 2  Keeps abreast of innovative learning and knowledge sharing
Developing opportunities and „packages‟ them for staff use
tools and  Develops and/or participates in the development of tools and
mechanisms mechanisms to promote individual and organizational learning and
knowledge sharing, using formal and informal methodologies
mechanisms which allow UNFPA to become more aware of its underlying
knowledge base and to learn from it
Developing development of supporting policies/tools to instill commitment to
policies and learning and knowledge sharing (such as support for competency
innovative development, learning networks, learning self-assessment, knowledge
assets)
approaches
 Establishes partnerships with institutions of learning and professional
associations (universities, UN System Staff College and others) in order
to assist in the creation of an infrastructure for learning and knowledge
sharing
 Develops strategies to increase commitment to learning/knowledge
sharing through linkages with HR programmes (rewards, development,
etc.)
 Applies systemic thinking to help UNFPA to become a
learning/knowledge sharing organization (i.e. understands the structure
and hierarchy of UNFPA, process flows through the organization,
products and services and their measures of effectiveness, ways in which
decisions are made, attitudes and perceptions of staff and clients and
the interrelationship between these components)
Level 4  Champions the process of UNFPA becoming a learning/knowledge
Promoting a sharing organization
learning  As member of the EC, contributes to and develops UNFPA‟s strategy
organization around learning/knowledge sharing and oversees its implementation
 Lobbies for the resources required for the organization to become a
learning/knowledge sharing organization
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Impact and influence (HR)

Ensuring that human resources is perceived as a valuable and critical function within the
organization. Moves from establishing basic personal and professional credibility, to
exercising personal impact, to creating organizational impact for the function.
Level 1  Keeps current in his/her area of human resources expertise and is
Basic personal confident about his/her own knowledge and ability
and  Gains respect from others by operating in a professional and credible
professional manner
credibility  Operates with transparency; maintains confidentiality; has no „hidden
agenda‟
 Demonstrates concern for due process and supports the needs of all
staff regardless of level
Level 2  Demonstrates knowledge of underlying theory of HR and delivers state-
Personal impact of-the-art, innovative HR practices
and influence  Gains trust from others by providing information and advice in a
professional and credible manner
 Is able to persuade others to adopt a particular course of action and/or
to consider a different point of view
 Ensures transparent implementation of HR policies and procedures
Level 3  By adopting a collaborative approach, creates a broad consensus
Establishing around the organization‟s human resource strategies and plans
broad-based  Is an effective advocate for human resources strategies and approaches
consensus  Applies appropriate negotiation strategies to find mutually beneficial
solutions to HR issues
 Motivates and builds commitment of managers and staff to participate
in and contribute to HR activities and projects
Level 4  Is able to generate commitment to and enthusiasm for the strategic role
Creating of human resources in the organization
organizational  Ensures that a human resources perspective is taken into account in
impact for the strategic issues and decision-making
human  Gains commitment for HR strategies/programs by demonstrating impact
resource role on organizational results
82
work unit
higher level
using sound
Building  Uses understanding of the organizational culture and key players within
support it to gain support for initiatives and to determine optimum timing to
launch initiatives and address issues
interrelationships
working of various organizational units, and works to resolve differences
results
83
Client orientation
Understanding and meeting or exceeding client needs. Anticipating and addressing client
needs and concerns. Developing innovative approaches to meeting client needs. Ensuring
overall provision of quality service to clients. Building and maintaining relationships with
clients.
Level 1  Anticipates clients needs, researches potential solutions to these needs
Establishing and reports back in a timely, succinct and appropriate fashion
effective client  Organizes and prioritizes work schedule to meet client needs and
relationships deadlines
 Establishes, builds and sustains effective relationships within the work
unit and with internal and external clients
 Seeks feedback on the satisfaction of the client with the service provided
Level 2  Helps clients to analyze their needs and provides service beyond the
Contributing to client‟s expectations by seeking to understand issues from the client‟s
positive perspective
outcomes for  Seeks to create an enabling environment for a smooth relationship
the client between a client and service provider
 Uses discretion and flexibility in interpreting rules in order to meet
client needs and achieve organizational goals more effectively
 Anticipates constraints in the delivery of services and identifies
solutions or alternatives
Level 3  Proactively identifies, develops and discusses solutions for internal and
Meeting long- external clients, and persuades management to undertake new projects
term client or services
needs  Acts as a trusted advisor to management while looking for long-term
mutually beneficial benefits to the client and the UNFPA
 Consults with clients and ensures their needs are represented in
decision-making processes and provides clients with opportunities for
active participation on decisions relevant to their needs
 Develops strategic and operational solutions with clients that add value
to UNFPA programmes and operations
Level 4  Demonstrates a commitment to the provision of quality service to clients
Advocating for and assesses effectiveness of same
client needs  Persistently lobbies on behalf of internal/external clients to integrate
their interests into the organizational priorities of UNFPA
 Leverages a network of senior level contacts and decision makers to
pursue and implement innovative approaches to meeting clients‟ needs
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Functional competencies for Executive Director and Deputy
Executive Directors
The Executive Director and Deputy Executive Directors stream

The three functional competencies in this section include indicators at levels 3 and 4
only. Level 4 applies to the Executive Director and the Deputy Executive Directors.
Level 3 applies to those staff in the OED to whom these competencies may also apply.

The functional competencies for the Executive Director and Deputy Executive
Directors are:
 Ensuring operational effectiveness and accountability for results
 Global leadership and advocacy for ICPD goals
 Organizational leadership and direction
87
Functional competencies for the Executive Director and Deputy
Executive Directors
Ensuring operational effectiveness and accountability for results

Ensuring that the organization as a whole performs effectivelythat results are achieved,
resources are used efficiently, and the organization is able to respond effectively in situations
of humanitarian crisis.
Level 3  Ensures that operations at Headquarters and in the field are carried out
Supporting efficiently and effectively
effective  Ensures that outcomes of programme evaluations and policy application
organizational reviews and/or internal, external and project audits are taken into due
performance consideration and implemented
 Develops strategies to improve preparedness of UNFPA in situations of
crisis (HRU)
 Designs programme models to support comprehensive interventions in
emergencies and post-conflict situations (HRU)
Level 4  Ensures that organizational resources are employed effectively and
Exercising redeployed when necessary
leadership for  Provides conceptual leadership for efficiency of operations at
organizational Headquarters and in the field
performance  Guides and promotes the establishment of accountability systems which
and review activities and goals against strategies
accountability  Sustains UNFPA‟s momentum towards accomplishing goals and
measuring organizational performance
 Directs the organization‟s activities in line with its vision, strategic
direction, and plans
Global leadership and advocacy for ICPD goals

Building the effectiveness with which UNFPA exercises global leadership and advocacy for
ICPD goals.
Influencing health and gender concerns in the public policy agenda
global and  Brings visibility and sensitizes decision makers to relevant emerging
national issues
initiatives  Advocates for increased ICPD-legislation
 Advocates for increased priority given to population and reproductive
health issues in national planning frameworks
 Advocates for increased budget allocations at national level
Level 4  Provides conceptual leadership for global leadership and advocacy for
Providing ICPD goals and promotes global strategies for achieving them
conceptual  Dialogues with national counterparts to strengthen advocacy for ICPD
leadership for goals, incorporating global perspectives
global advocacy  Exercises leadership and builds consensus for the achievement of ICPD
goals within the UN system and among partners, governments and civil
society
 Serves as a global advocate for the goals of the ICPD
88
Functional competencies for the Executive Director and Deputy
Executive Directors
Organizational leadership and direction

Providing overall leadership to UNFPA as an organization by defining a vision and strategic
direction, setting priorities, and ensuring their implementation.
Level 3  Acts decisively to coordinate the translation of organizational strategies
Defining the into concrete plans
vision and  Actively contributes to the setting of organizational priorities in a
direction consultative process
 Guides and coordinates the formulation and implementation of
programme and/or management policies
 Communicates a coherent and consistent set of „strategic messages‟ to
staff
 Responds to changes in the operational and policy environment and
adjusts organizational priorities when the situation requires it
 Coordinates the development of the strategic framework with various
organizational units (SPO)
 Co-ordinates the implementation of strategic direction and plans (SPU)
 Creates awareness of the strategic vision and direction and builds
teamwork around achieving them (SPO)
Level 4  Creates and instils a vision, a set of values, and creates a supportive,
Creating enabling environment in which the vision and strategic direction can be
commitment to achieved
vision and  Gains and sustains the interest and support of the Executive Committee
direction for strategies which implement the vision and values of the organization
 Remains accessible to various stakeholders and shows a willingness to
become directly and personally involved
 Promotes better understanding of UNFPA‟s strategic agenda with global
partners and builds consensus on major initiatives
 Creates consensus and communicates coherently the vision and
strategic direction to internal and external audiences
89
Functional competencies for Office Support
The Office Support competencies

A separate set of functional competencies apply to staff up to and including the ICS 5
level involved in providing administrative, financial, logistical and secretarial support
to offices in the field and at Headquarters. They capture the basic functional
competencies that are required to provide effective support in the various functional
streams.
Office support competencies have indicators only at one level.

The functional competencies for the Office Support stream are:
 Logistical support
 Managing data
 Managing documents, correspondence and reports
 Managing information and workflow
 Planning, organizing and multi-tasking
 Providing financial support
90
Logistical support
 Plans, schedules and co-ordinates travel and logistics for meetings, conferences and
special events using planning skills to avoid scheduling and commitment conflicts
and gaining the cooperation of participants and clients
 Ensures availability of relevant factual information and supporting documentation
highlighting key issues and providing appropriate detail for use in meetings,
conferences and other events
 Ensures electronic and other equipment is functioning and available for meetings,
conferences, video conferences and other events
 Tracks, monitors and acquires/purchases inventory such as forms, office supplies
and equipment to ensure adequate resources are available
Managing data
 Collects and compiles data with speed and accuracy identifying what is relevant and
discarding what is not, records it in an accessible manner and maintains data bases
 Thoroughly and methodically collects, verifies and records data demonstrating
attention to detail and identifying and correcting errors on own initiative
 Transmits file data; creates and generate queries, reports and documents utilizing
databases, spreadsheets, communications and other software packages with speed
and accuracy
 Interprets data, draws conclusions and/or identifies patterns which support the work
of others
Managing documents, correspondence and reports

 Creates, edits and presents information (queries, reports, documents) in visually
pleasing, clear and presentable formats such as tables, forms, presentations, briefing
notes/books and reports using advanced word processing and presentation functions
and basic database and spreadsheet software
 Edits, formats and provides inputs to correspondence, reports, documents and/or
presentations using work processing, spreadsheets and databases meeting quality
standards and requiring minimal correction
 Shows sound grasp of grammar, spelling and structure in the required language
 Ensures correspondence, reports and documents comply with established UN
standards
91
Managing information and work flow

 Retrieves information easily and speedily by maintaining electronic and paper filing
and inventory systems
 Demonstrates understanding of distribution of responsibilities within unit and directs
mail/queries and correspondence to responsible staff following-up and watching
deadlines
 Responds to requests for information in a courteous and timely manner identifying
suitable sources of information and/or directing staff and clients to them
 Shows sensitivity in handling confidential information and ensures safe filing
Planning, organizing and multi-tasking

 Organises and accurately completes multiple tasks by establishing priorities while
taking into consideration special assignments, frequent interruptions, deadlines,
available resources and multiple reporting relationships
 Plans, coordinates and organises workload while remaining aware of changing
priorities and competing deadlines
 Demonstrates ability to quickly shift from one task to another to meet multiple
support needs
 Establishes, builds and maintains effective working relationships with staff and
clients to facilitate the provision of support
Providing financial support

 Carefully and thoroughly examines income and/or expenditure and other financial
reports in accordance with established rules and procedures
 Shows attention to detail in checking and processing financial data relating to
vouchers, payment requests etc. identifying and following on errors and gaps
 Accurately performs a variety of basic mathematical calculations related to financial
data verification and processing
 Calculates budget estimates, initiates adjustments and revisions and reconciles
expenditure against budgetary allocations
Job knowledge
 Shows detailed knowledge and understanding of clerical, administrative, secretarial
best practices and procedures
 Demonstrates in-depth knowledge of main office software applications relating to
word-processing, data/financial management and/or presentations as required
 Operates, „trouble-shoots‟ and maintains a variety of computerized business
machines and office equipment in order to provide efficient delivery of service
 Demonstrates the capacity and willingness to learn and understand the specific
functions, language, practices and concepts of a particular function necessary to
provide efficient support
92

UNFPA-CPH-13-008 - Annex XI - UNFPA Competency Framework

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UNFPA-CPH-13-008 - Annex XI - UNFPA Competency Framework

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Competency Framework

Office of Human Resources

UNFPA‟s Competency Framework Overview ..................................................... 1

Overview of Core Competencies ...................................................................... 4

Overview of Functional Competencies and Streams ......................................... 6

Levels of Competency .................................................................................... 10

Establishing Competency Profiles for Posts.................................................... 12

Application to Various HR Systems ............................................................... 14

Core Competencies ....................................................................................... 17

Values/Guiding Principles ................................................................... 18

Developing People ................................................................................ 21

Building and Managing Relationships .................................................. 24

Personal Leadership and Effectiveness ................................................. 28

Functional Competencies .............................................................................. 33

Functional competencies for Programme .............................................. 36

Functional competencies for Technical Support ................................... 46

Functional competencies for External Relations ................................... 52

Functional competencies for Management Services .............................. 61

Functional competencies for Oversight Services ................................... 69

Functional competencies for Human Resources ................................... 78

Functional competencies for Executive Director and Deputy Executive

Functional competencies for Office Support ......................................... 90

In keeping with such initiatives, UNFPA views its competency framework as a

For a full understanding of the significance and application of the competency

What is a competency framework?

A competency framework is an inventory of expected behaviors, skills and knowledge

The framework introduces two kinds of competencies:

 ‘Core competencies‟ which apply to all staff of the organization

Label: Communicating information and ideas

Communicating clearly and  Participates in meetings and group discussions, actively

Why introduce a competency framework?

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

How the framework was developed

Overview of core competencies

The functional competencies

The functional streams

Executive Director/Deputy Executive Directors

Technical Information Management Human Oversight

A limited number of positions, particularly at Headquarters, are not part of a specific

 Conceptual innovation in the provision of technical expertise

 Creating visibility for UNFPA/supporting UNFPA‟s capacity to

 Promoting accountability and results-based management

 Strategic alignment of human resource practices

Four competency levels

Every position requires a particular profile of core and functional competencies

Two examples of competency profiles are shown below.

Example 1Representative’s Competency Profile

Competencies have an integrating function of the main elements of the HR strategy.

Vacancy management, recruitment, rotation/reassignment

The selection of candidates, external and internal, will be based on competencies.

The identification of competency gaps through the Performance Appraisal and

Benefits of using competencies in staffing

 Provides a complete picture of the job requirements

Performance management will be focused on competency development and thus will

To support effective performance management throughout the organization,

Benefits of using competencies

 More balanced and comprehensive assessment of performance by measuring

Career management and development

Benefits of using competencies

Training and Learning

Competencies also provide a framework for training and learning to meet

 „Knowledge sharing/continuous learning‟ is a core competency that applies to

Benefits of using competencies