CBI Guide To WHO Interviewees (2015)

Human
Resources Department
Competency Based
Interviewing

A Guide
for WHO Interviewees

Table of Contents
1. Introduction ·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙·∙ 4
1.1 Objectives ................................................................................... 4

1.2 CBI .............................................................................................. 4
1.3 A definition of competency ......................................................... 4
1.4 What are behavioral indicators? ................................................. 5
1.5 What is CBI? ............................................................................... 6
1.6 How does CBI work? ................................................................... 6
1.7 The enhanced WHO Global Competency Model in the
interview process ...................................................................... 7
2. Preparing your candidacy ......................................................... 10
2.1 Step 1: know your skills, competencies and achievements ....... 10
2.2 Step 2: Review the Vacancy Notice to understand the
requirements of the post ......................................................... 12
2.3 The Vacancy Notice ................................................................... 13
2.4 Step 3: Prepare for the competency-‐based interview ................ 15
2.5 Types of interview questions .................................................... 16
2.6 How to define the situation ...................................................... 18
2.7 Provide the full story of what happened and your role in it ...... 18
3. Framework for answering competency-‐based questions ........... 20
3.1 Commonly-‐asked questions ...................................................... 21

3.2 Difficult questions ..................................................................... 21
Competency Based Interviewing for WHO -‐ 2 March 2015 Page 2

3.3 Key skills for candidates ............................................................ 22
3.4 Active listening ......................................................................... 22
3.5 Self-‐awareness and awareness of non-‐verbal behavior ............. 23
3.6 Sensitivity to different cultural orientations .............................. 24
3.7 Different communication styles ................................................ 24
3.8 Professionalism ........................................................................ 25
4. At the interview ........................................................................ 26
4.1 Preparing for and performing at the interview .......................... 26
4.2 Phone interviews ...................................................................... 28
ANNEXES ....................................................................................... 29

1. A short history of competency theory ....................................... 30
2. The enhanced WHO Global Competency Model e

3. Sample structure for various types of answers .......................... 43
4. Things to expect at a competency-based interview................... 46
5. Tips for interviewees on competency-‐based interviewing ......... 47

6. Some tips for telephone interviews .......................................... 48
7. Post-‐interview checklist ............................................................ 49
8. Transferable interpersonal skills and competencies .................. 50

9. An example of a rating scale for competency-‐based interviews 51
10. Further readings and sources .................................................... 52
11. References ................................................................................ 53

1. Introduction
The overall aim of this Guide is to prepare you as a candidate for competency-‐based interviews. The
Guide contains also practical exercises and provides ideas, tips and techniques on how to prepare
job applications. It complements the existing guidance document: “Putting Competencies into
Practice. A Guide to applying WHO Performance Competencies” and the “Enhanced WHO Global
Competency Model”.

1.1 Objectives

The Objectives of this Guide are to:

• Provide you with a clear understanding of what a competency-‐based interview (CBI) is and
what the panel will look for;
• Prepare staff members for CBI, including responding appropriately to commonly asked
questions (i.e., challenging ones);
• Help staff members to display a confident and positive attitude throughout the interview
process.
1.2 CBI

CBI brings objectivity and fairness in selections as it aims at obtaining evidence of behavior by
asking candidates for specific examples based on their practical experience.

In WHO the use CBI facilitates the recruitment process, ensuring that the right person is hired in a
given job, which entails shorter learning curves, stronger teamwork and more synchrony across the
Organization.
CBI is probably very different from any other interview which you have experienced. This type of
interview is mainly concerned with behavior and observations, but it is also geared to finding out
about your thinking patterns as well as consistent ways of approaching problems also based on the
characteristics of the story that you relate.

Further on, this Guide outlines a sequence of steps that will help you provide the kind of information
interviewers are seeking on your actual past performance.

Remember that preparation is the key to success and the Guide provides you all the steps you need
to follow and the exercises you need to do in order to be successful.
1.3 A definition of competency
A “competency” combines knowledge, skills and attitudes1. Competencies represent those patterns
of behavior that are demonstrated the most often by high performers to achieve the greatest
results. They provide a sound basis for consistent and objective performance standards by creating a
shared language about what is needed for and expected by the Organization.
1
See “Putting Competencies into Practice” and “Enhanced WHO Global Competency Model”.

The iceberg model, represented below, provides us with a visual representation of competency.
The portion of the iceberg that is above the water represents the explicit data regarding the person's
behaviors. These behaviors are based on the implicit mass of the iceberg which is under the surface
of the water and which must therefore be inferred from the presence or absence of the specific
behaviors associated with the competency.
Behaviours
Knowledge
Competency
Skills
Traits
Motives
Values
1.4 What are behavioral indicators?
Behavioral Indicators make competencies observable and measurable by others. They help to define
some (but not all) of the ways a competency is demonstrated and they provide valuable selection
criteria for recruiting because they can be used to evaluate candidates from a variety of
backgrounds.
Moreover behavioral indicators are very useful for developing an

individual’s performance because they are easy to translate into
assessment instruments as well as learning and development initiatives.

1.5 What is CBI?

CBI or “behavioral interviewing” is a structured interview process based on the simple idea that the
best predictor of how a person will behave in the future is how that person has behaved in the past
in a comparable situation.

PAST BEHAVIOUR FUTURE PERFORMANCE

When conducting a competency-‐based interview, the specific aim of a selection panel is to
understand and assess the candidate’s past behavior, in order to see how s/he has demonstrated
the competencies required for the post under consideration. Interviewers will ask questions to seek
evidence of how well knowledge and experience was used in previous positions so as to understand
how well candidates performed on the job. In so doing, interviewers try to obtain objective
‘evidence’ for projecting future performance.

This approach is considered to be significantly more objective and predictive than other, more
traditional forms of interviewing.

1.6 How does CBI work?

In a competency-‐based interview, the interview panel will ask focused, probing questions in an
attempt to understand your past performance, achievements and contributions. They will ask you to
give examples of real situations from your experience where you demonstrated the competencies
that have been determined as essential for the position for which you are being interviewed. The
panel will then need to make an informed decision about how well your competencies match the
tasks and competencies that are required for the vacancy and how successful your performance
might be in the future position. In other words, if you have performed effectively in your previous
position or demonstrated a certain behavior, you are likely to do the same again in the future.

Thus, interview panels will ask questions in a systematic (probing) way in order to build up a
picture of your relative strengths and weaknesses against the competency being assessed. Your
responses will be scored for each competency on a rating scale (See Annex 9). Remember, in any
response you give, the panel members will look for evidence that you have demonstrated the
required competency in the past, in a way and to a level of mastery that you will be able to
demonstrate in the future.

At times the panel may choose to ask challenging questions to
assess whether you have the ability to self-‐reflect on your own
responsibility for errors made and whether you have learned
from the situation rather than blaming others or external
circumstances.

Your preparation for any interview, therefore, will involve
ensuring that you have a clear understanding of your own skills
and competencies as well as your achievements in using those
skills and competencies.


1.7 The enhanced WHO Global Competency Model in the interview
process

A competency model is a concise picture of an Organization’s success factors or most critical
competencies, i.e., knowledge, skills and attributes, put together to make a comprehensive whole.
They include key behaviors required for excellent performance in particular roles. Excellent
performers on-‐the-‐job demonstrate these behaviors much more consistently than average or poor
performers.

The Enhanced WHO Global Competency Model or Framework2, in addition to supporting the
management of staff performance, forms the foundation for a number of human resources
processes, such as recruitment and selection, staff learning and development, performance and
career management, as represented in the graphic below.

Career
Staff Learning Performance Management
Selection and and Management and
Recruitment Development
Succession
Planning

WHO Competencies

The Competency Model is an essential reference and resource for all staff members in their own
career development, including the preparation for competency-‐based interviews.

In it, the behavioral indicators relevant to each of the required competencies are outlined. Staff
members preparing for an interview should refer to this framework as the interview panel will base
their focused competency-‐based questioning on these indicators.

The enhanced WHO Global Competency Model is composed of three main sets of competencies, as
follows:

2
See the Annex 2 of this Guide.

1. Core Competencies: Describe personal attributes that enable a member of staff to fulfill the
tasks and responsibilities of his or her job. They address underlying attitudes and behaviors, and are
therefore relevant to all jobs (e.g. communication, teamwork). Some Core Competencies have
been identified as Mandatory. A number of Mandatory competencies will appear in all
position descriptions and all staff members will be assessed against them in the
performance management and development process.

********

2. Managerial competencies: Describe the behaviors that WHO considers all staff in managerial
or supervisory positions should possess. They therefore apply only to staff with supervisory
responsibilities. (e.g. creating an empowering and motivating environment; ensuring the effective
use of resources).

********

3. Leadership competencies: Describe the behaviors that are expected from staff members who
have to create a vision for the Organization and to position WHO as a leader in the health arena.

The enhanced model builds on the previous 2004 model and it provides a general definition of the
competency and a list of behavioral indicators for each competency organized by staff category and
grade.

In order to best prepare for an interview at WHO, you should familiarize yourself with these
competencies and their related behaviors.

The assessment of the competencies as indicated in the vacancy notice should always be part of an
interview. The following five competencies are considered important for all staff regardless of their
function or level and therefore defined as Mandatory:

-‐ Technical expertise;
-‐ Overall attitude at work;
-‐ Teamwork;
-‐ Respecting and promoting individual and cultural differences;
-‐ Communication.

A sixth competency is mandatory for staff members with supervisory and managerial
responsibilities:

-‐ Creating an empowering and motivating environment.

The panel will decide and give particular attention to the specific core competencies considered
essential for the position being reviewed.


Before the interview don’t forget to review the behavioral indicators of the competencies outlined in
the vacancy notice of the post for which you have applied!


2. Preparing your candidacy
Personal preparation for both written applications and competency-‐based interviews involves three
stages:

Step 1: Know your skills, competencies and achievements
Step 2: Review the Vacancy Notice (VN) and understand the requirements of the position
Step 3: Prepare for the Interview

An interview is considered by many experts to be one of the most stressful activities that everyone
has to go through at least once at some stage in their careers. Certainly being prepared and having
some tips and techniques at your fingertips will help to reduce your stress level before and during
the interview. The exercises provided below aim to help staff build confidence in presenting
themselves effectively and gain greater insight into the value that they could bring to the post being
applied for.

**********

2.1 Step 1: know your skills, competencies and achievements

If you have already participated in a job interview, you may already have a very good idea of what
you consider your strengths and areas where you would like to improve. Knowing oneself will
involve being able to demonstrate skills and competencies which match the specific requirements of
the position for which you are being interviewed.

Ø Self-‐reflection exercise: Determining your achievements
This is often a difficult exercise for many people. Over years of work, especially in pressured work
environments, we develop and become competent in a range of skills “on the job.” Perhaps we
haven’t had the time to reflect on what skills and competencies we have developed. Sometimes we
often become ‘unconsciously competent’ so to speak.

For this self-‐reflection exercise (below), take some time to think about the
successes and achievements you have had over your working life to date. To
do that:

1. Recall experiences from any stage in your life or career to date. They
can be both work and non-‐work related experiences. Write down on in
a notebook (or in a private word document which remains in your
private files) experiences/accomplishments that:

• you are most proud of
• brought you a great sense of satisfaction
• you most enjoyed doing
• important /significant to you (whether they were acknowledged by others or not)
• where you received positive feedback from colleagues/supervisors or others

2. Identify three specific achievements that came about or directly resulted from those
experiences or accomplishments. Write down each one, along with a brief description in
your notebook using the format here below as an example.

3. Then, next to each achievement, reflect on the questions below:

• Why do you consider it an achievement?
• What was your role?
• What specific actions did you take?
• What value did it bring to you and your work? And to the office where you worked?
• What added value did it bring to the environment you were in?

Then write the answers to each of your achievements, using the format below.

Experiences/ Achievements Why Important/Meaningful
Description
1.

2.

3.

4.

5.

Etc.

Ø Self-‐reflection Exercise B: Identifying Competencies
From the previous exercise you will have identified various achievements from your previous work
(and life) experiences. In accomplishing them, you will have demonstrated a whole range of skills
and competencies, more than you may ever have considered. Remember the unconsciously
competent state many people operate in!

There are TWO (2) parts to this exercise:

1. Look over carefully each of the achievements you have identified in the exercise above to
see which skills and competencies you demonstrated to reach them. Consider how you
achieved those accomplishments. Choose one of those achievements and make a list of as
many skills and competencies as possible. Don’t restrict or limit yourself at this point as this
is an awareness-‐raising exercise. To help you consider how you achieved each
accomplishment you noted down above, you may wish to refer to the list of skills and
competencies which you will find in the Annex to this guide to help you identify the skills and
competencies you used.

I demonstrated: (list as many skills and competencies as you can. You can also refer to the WHO
Competency Framework)

…………………………………………………………………………………………………………………………………………………………...
…………………………………………………………………………………………………………………………………………………………...
…………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………….
2. Now consider your current and at least one past position. Think about what your main tasks
are currently and have been in the past. Then match to the main tasks specific
competencies which you used to accomplish those tasks. Focus on how you accomplished
those tasks.
Posts/Role Main Tasks Competencies you employed (e.g.

(current and (e.g. describe what exactly you did in describe how you did that task)
previous) your job)

When you have worked on this exercise sufficiently, hopefully you will be pleasantly surprised to see
how many skills and competencies you have developed which can be transferred and further
developed in future positions. Refer also to the information sheet on Transferable Skills in the
Annex to this guide.

2.2 Step 2: Review the Vacancy Notice to understand the requirements of
the post

The vacancy notice and position description for the position for which you apply will clearly outline
the specific competencies required for the post.

The competencies outlined in the post description are directly taken from the WHO Competency
Model which outlines all the behavioral indicators for the core, managerial, and leadership
competencies that WHO has identified as essential for its staff members at all levels of service. In
addition, the post description will highlight the tasks and functions of the job, which are directly tied
to the technical competencies of the specific post. Core, managerial, and leadership competencies
describe the “how” of the job while the functions and task describe the “what” of the post.


The Competency Framework is a useful resource to consult when considering how your skills and
competencies might match those required for the position. If the vacancy notice is for another UN
agency, you should look at the website of the specific agency to consult the competency framework
for that agency.

It is important to remember that the responsibility of any interview panel is to find the most suitable
candidate for the position. Managers will look to find the candidate who can best perform on the
job. The best candidate would be the one who has the most, if not all, of the identified
competencies. The focus of the interview will be, therefore, to seek evidence of those
competencies. Therefore, candidates must demonstrate how they can perform both functions (or
technical competencies -‐ the “what”) and competencies (the “how”).

In order to demonstrate both functions and competence, one should prepare both letter of
motivation and interview. For both the letter of motivation and for a potential interview, you should
therefore recall several examples from your working (or other) past experiences where you have
demonstrated those functions or competencies. It will be important for you to have in your memory
bank several examples of each of the required competencies, because you will not know in advance
which questions will be asked. You should take your time to consider what information an interview
panel will or might seek.

2.3 The Vacancy Notice
Before writing or sending a cover letter, it is always a good idea to scrutinize the vacancy notice and
identify specific points of interest, even if doing so seems to be extremely obvious and
straightforward. The idea is to identifying the ‘what’ -‐ the functions of the post which are the most
relevant -‐ and what is most related to your past experiences, whether professional or in a private
capacity.

Let’s look at the job description of Technical Officer at P4 level as an example here below:

The incumbent will serve as the technical focal point coordinating and promoting activities related to health
sector interventions, environmental health of the sector, practical tools for assessing and managing
occupational risks and contribute to IHE’s programmatic activities.

What are the main characteristics of this job? What tasks will the selected candidate be expected to
perform? By looking at the verbs used here, there seem to be at least two main areas of work
required for this job: on one hand extensive promotion and coordination of activities is required
(coordination; promotion/liaise) and, on the other, analysis, program development,
implementation and monitoring (assessing and managing occupational risks; contribute to
programmatic activities etc.).


For specific responsibilities of the job, we can look further under the rubric “Description of duties”:

− Promote and monitor the implementation of the glocal plan of action on workers health;
− Liaise with regions, countries and other UN organizations;
− Lead technical advisory missions and participate in international workshops and meetings;
− Develop strategies, programmes, projects, workplans and tools for occupational health of health-‐
care workers and environmental health in the health sector;
− Support development of tools and practical solutions to control workplace hazards;
− Develop and implement policies;
− Coordinate, plan and implement occulational health of health-‐care workers and hepatitis B
immunization;
− Monitor and coordinate activities on occupational and environental health;
− Contribute to capacity-‐building of country-‐level institutions and professionals in the health sector.

Have our earlier conclusions about the job been confirmed? Are there two main areas/tasks to be
accomplished or are there more?

Based on the specific responsibilities, what skills/competencies do you think will be required? And
more importantly, how will they be required? The position description tells us that the competencies
of utmost importance are: Producing results; Communication; Setting an example which are Core
competencies which apply to all WHO staff. Building and promoting partnerships across the
organization and beyond; Ensuring the effective use of resources are Management Competencies.

So how do those competencies combine with tasks/duties/responsibilities of the post? And how do
they manifest themselves in terms of noticeable performance?

Ø EXERCISE: Communicating in a credible way and producing results

Because Communication and Producing results are core competencies in WHO. Pretend for a minute
that you would like to apply for this job. Go back to the Self-‐reflection exercise that you completed
in Step 1. Use the space here below to describe how you communicate and produce results to match
the promotion/liaising/coordination of activities and the monitoring and implementing aspects of
this post description.

Cite as many concrete examples as you can think of without censuring yourself. This only an
exercise, especially as your own profile might not have any relation to the technical area of
occupational health.

The aim is to help you pinpoint how you communicate and produce results and practice citing
concrete examples as they relate to a post description and to help you build a bank of examples of
how you might demonstrate these core competencies.
Competency
Communication Ex: Communicated the recommendations of a Ex: drew posters for son’s school
WHO policy on Infectious Control globally fund-‐raising event
Ex. Developed and published both global Ex. made a presentation to the “Club
policy and implementation guidelines for use Suisse de la Presse” on the role of the
in Members States international community in Geneva
Producing results Ex. Created a business plan for the Ex. Raised funds for a non-‐profit local
implementation of a global response to the non-‐governmental organization
overlapping HIV and TB epidemics in sub-‐ working to improve children’s
Saharan Africa education in Africa
Ex. Managed the budget for a 10 year health
project in South-‐East Asia
Ex. Implemented the revised International
Health Regulations across the whole African
region
Ex. Developed a paper on how to position TB Ex. Developed a Women’s Network to
and MDR TB as part of the ongoing health address migration and education
sector reform issues and raised funds for 2 projects
through a business proposal
Ex. Mobilized 10 M euros for accelerating Ex. Led the renovation project of the
achievement of MDGs 4&5 through a family house and completed all works
Contribution Agreement with the European within allocated budget
Union

What have you discovered about your competencies and how they relate to how you perform your
work?

NB: Once you identify a vacancy which interests you and that matches your skills, education, and
experiences, use your internal network to find out as much information as possible about the job,
the responsibilities/actual work, the location, the division or office where it fits in an organizational
structure, etc. Review the operational context more than once, consider contacting colleagues on
the post to find out more about the work, the context, and call colleagues who might also work in
that area or regional context. Be ready to share information about your current context/area of
work to make sure that you also have something to offer to them for the time they dedicate to you.

2.4 Step 3: Prepare for the competency-‐based interview

Let’s say that your letter of motivation (or cover letter) grabbed the attention of the manager or the
HR person and you have been invited to interview. Usually in WHO there will be a selection panel of
four people. How should you prepare?

Let’s begin by considering the different types of questions that may be used in a competency-‐based
interview. Interview panels that have been trained in competency-‐based interviewing techniques
may choose to ask open, closed, self-‐assessment and, of course, competency-‐based questions.
Hopefully, they will not ask leading, multiple, hypothetical or discriminatory questions, but we will
also look at how to answer these appropriately if they do. Various questions will be asked in
different ways, so here below we will look at the different types. This is why it is vital that you listen
carefully to what is being asked during the interview. If uncertain, do not hesitate to ask for the
question to be repeated to ensure you understand the focus of the question. You can also
summarize a question to check on clarity as well.


2.5 Types of interview questions

Ø Open questions

Open questions might be asked at the start of the interview to create a more relaxed environment
or as an introduction to probing questions that form the competency-‐based interviewing process.

In answering open questions, candidates should frame the answer appropriately. A common
mistake is for the candidate to give a chronological, oral version of his/her CV. The selection panel
only wants to hear what is relevant to the future position and the competencies they seek. They can
already read your background in the CV they have before them. Therefore, make sure your answer
is concise and relevant to the future position.

Examples: Tell us something about your background
What have you done to upgrade your skills?

Ø Self-‐assessment questions

Self-‐assessment questions, if asked, require candidates to have a deeper level of self-‐awareness than
other interview styles require, and the ability to express both their strengths and their weaknesses
objectively. There is clearly some cultural sensitivity around what feels to some like “promoting”
self, or unnecessarily revealing a weakness, although an objective self-‐evaluation is clearly helpful to
the panel when making an informed decision on choice of candidate. As part of the self-‐assessment
process, a useful reminder when being asked about a situation where things did not go well is to
show what lessons you have learned from the experience.

Examples: What do you consider to be your two greatest strengths (or weaknesses)?
What is the biggest mistake you have made?

Ø Competency-‐based (behavioral) questions

The major part of any competency-‐based interview will consist of a range of competency-‐based
questions designed to really get the evidence from the interviewee of when s/he demonstrated the
specific competencies required for the position. Panels will therefore ask for specific examples, and
the panel will continue to probe until they feel they have this evidence.

Competency-‐based or behavioral questions can start in a variety of ways such as:

• Tell me about a situation when ……………………………………………………………………………………….
• Can you give me an example of a time when ………………………………………………………………..
• Describe …………………………………………….…………………………..………………………………………………..
• Tell me about a time where …………………………..……………………………………………………………….
• Describe a time where ………………………………………………………………………………………………………
The best preparation for answering these types of questions, as well as the other types of questions,
is to recall a wide range of brief examples where you demonstrated the specific competencies being
sought (see previous exercises).

One other aspect of this method of interviewing is that the interviewer/s sometimes probe for
contrary information, that is if they discover a positive, they then may seek a negative, and vice
versa. They also ask questions about strengths and weaknesses, successes and failures, challenges
and problems (and of course the lessons learned from these). Remember always to target your
responses demonstrating the competencies required by the position.

Ø Closed questions

Closed questions elicit simple yes/no answers. Interview panels may ask a closed question at the end
of a series of probing questions to check or confirm a fact already given in a fuller answer.

Examples: Was this the result you set out to achieve?
Did you complete the project within the allowable budget?

Ø Hypothetical questions

This type of question should not be used by selection panel but you should be ready in case panels
do ask hypothetical questions. Hypothetical questions test a candidate’s knowledge but not
necessarily their ability or past experience in using that knowledge effectively. Interview panels
might ask one when, for example, candidates do not have direct experience with regard to a specific
subject as a follow up question, “what would you do then?”, in order to give candidates a chance to
say something about themselves. If a hypothetical question is asked, it is always good to answer
with the relevant knowledge being requested but also to give a real life example when you used
that knowledge successfully.

Example: What would you do if you knew another staff member was behaving dishonestly?

2.6 How to define the situation

In the Competency Based Interview, you will be asked to describe a set of situations. A situation is
just like a short story, with a beginning, a series of events that make-‐up the middle and an ending.
Your task is to describe in a factual way the events that make up the middle of your story and in
which you contributed something significant to the eventual outcome of the situation.

Initially, as you identify a key situation. Occasionally you will choose a situation that spans over a
long period of time, perhaps even several years. Though the choice of a specific situation is left up to
you, this guide aims to help you focus quickly on specific events within the larger situation that
showed how you thought or acted.
When you select a situation which, for example, covers a long period of time, you need to narrow
the scope of the situation. Similarly, if the situation you chose to describe clearly contains a number
of different events, each of which could be a story in itself, you need to concentrate on a more
limited number of possibilities.
The following suggestions should help you to choose a situation or an event which is more
appropriate in scope:

a. Identify a particular time during that situation that was the real "high point" for you;

b. Choose one of the many things or events that happened to you, which went particularly
well for you, and give more details about it.

2.7 Provide the full story of what happened and your role in it

Your purpose is to focus on a time when you did something that resulted in a significant
accomplishment. You want to provide, as much as possible, the full story of what you did, where
you were involved in the situation. You want to provide the following key elements of your situation:
a. The background to the situation: What were the events that took place immediately before
you got involved in the story? This background can include information about the context or
history leading up to the situation, the cast of characters who were involved either before
or during the situation itself, and things you did leading up to the part of the situation that
will become the main focus of your answer.

b. Your thoughts: As you begin to provide the details of the situation, you want to let your
panel know what you wanted to accomplish in light of the background or situation context,
and if you had a specific result in mind. This indirect strategy will allow you to provide the
information from which the panel can draw conclusions later.

c. Your feelings: When things are happening to you in a situation, you want to tell what you
were feeling at that time before moving to the next part of the story. For example, when
you report being presented with opportunities or difficulties, or when you have a strong
reaction or are told something that is encouraging or discouraging, you need to say what
you were feeling while you were living through that event. Do not wait until after your story
is over to say about your feelings and avoid responses such as "I felt really good." Or "I felt
disappointed", answers that are just summaries of how you regarded the situation as a
whole and which do not provide the specific feelings you experienced.
d. Your behavior: You want to provide a description of your significant actions that is as
behaviorally specific as possible. In other words, during significant aspects of the situation,
you need to describe what you did in such a way that the panel members can picture in
their minds exactly what you did and the way you acted. You will also want to describe any
reactions you had to things that happened and what you did in response to those events.
e. Dialogue: When other people were involved in the situation you are describing, you need to
explain exactly what you said to them and what the others said in response to you. Provide
the exact words you used, if you can remember them, particularly during those parts of the
conversation that are important to make the panel understand where your story is going
and the message you want to convey.
f. The outcome of the situation: At the conclusion of the
situation, particularly at the point in the story where
your involvement has ended, you want to find out
what resulted from your actions. By saying how the
situation turned out, you can bring the story smoothly
to a close, while summarizing what happened as a
result of your actions.

3. Framework for answering competency-‐based questions

A basic framework for answering competency-‐based questions is the CATR (or also CAR) format
which graphically represents what has been explained in the preceding paragraphs:

“CATFR” Answers

Results
Value added
Lessons
Thoughts learned
Feelings
Action
Context
Behaviour

Length of answer

Context: where, when, with whom
Action/s: behaviors demonstrated
Thought/s: what was going through your mind at that point; what you were thinking
Feeling/s: how you felt at that point; what you felt when that happened to you etc.
Result/s: value added or lessons learned

From the above drawing, answers should focus on the RESULT achieved in examples given, that is,
the value brought to the situation through the use of competencies. If panels ask self-‐assessment
questions, answers should focus on lessons learnt from the experience. Contextual information will
focus on when and where of the examples. Candidates need only to give enough information about
the CONTEXT for the panel to understand where and when the example is situated, and possibly
who else was involved, especially in a team-‐based example. Main ACTIONS should describe what
was done to obtain the results achieved and of course in those actions one should demonstrate the
competencies that the panel seeks.

Another helpful way of framing your response is to be prepared for the type of probing question the
panel will ask after their initial question. It is important to remember that the panel is looking not
only for evidence of behavior, actions, and results, but also for motivation and your overall
suitability as a team member.

To practice possible responses to competency-‐based questions, think also about answering:
• What you did -‐ Actions taken
• When you did it -‐ Context
• Where you did it -‐ Context
• Who you did it with -‐ Team
• How you did it -‐ Skills/Competencies
• Why you did it -‐ Motivation, Drive, Values

See the Annex of this guide for examples of competency-‐based questions.

3.1 Commonly-‐asked questions

Let’s now look at some questions that are often asked during an interview. Some examples are given
below:

• Tell me something about your background
• What responsibilities do you enjoy most in your current position?
• Why are you leaving your current position?
• What do you consider your two greatest strengths?
• What have been your most significant achievements so far?
• How would you describe your personality?
• What has prepared you for this position?
• How do you think you can add value to our unit/department?
• Why should we select you?

3.2 Difficult questions

You could be asked job-‐related questions, including questions about previous jobs or supervisors.
Think about these types of questions in advance and practice your responses. Some examples could
be:

• What do you not like about your present job?
• What did you dislike about your last job?
• What is the biggest mistake you have ever made?
• How did you get on with your previous supervisor?
• Has your work ever been criticized? Why? What was said?
• What are your greatest weaknesses and what are you doing about them?
• Do you think you might be over-‐qualified for this position?
It is not certain that you will be asked any of those types of questions above, the commonly-‐asked,
or the difficult examples given here. To some extent what will be considered a difficult question will
be different for each person. As a general rule of thumb, candidates should be prepared for all
different types of questions, some which might create some uneasiness, especially if they provoke
reflection about things previously unconsidered.

In Annex 3 at the end of this guide you will find some tips for structuring your answers.

3.3 Key skills for candidates

The way in which you communicate affects the impression you leave on others. It certainly
determines your success in obtaining interviews and, to a large extent, your success at the interview
itself. Panel members will be assessing your suitability for the position primarily on what you
communicate to them.

There are several key skills which interview candidates can develop and use to maximize the
effectiveness of any interview. These are:

• Active Listening
• Self-‐awareness and awareness of non-‐verbal behavior
• Sensitivity to different communication styles
• Professionalism

3.4 Active listening

Clearly one of the most important skills necessary for both interviewers and candidates is the skill of
active listening. As mentioned before, in competency-‐based interviewing questions will be asked in a
specific, focused way. Therefore in order to answer appropriately, it is important that you listen
intently to how that question is formed, and consider not only what is being said, but why the panel
is asking it, what specific information is being sought from that question. Remember, the panel is
looking for specific evidence of when you demonstrated the competencies required for the position
in question. You draw on your past experience to demonstrate that you possess these
competencies.
Key elements of active listening are:
Ø Paying Attention (even if over the phone)

Give the speaker your undivided attention and acknowledge the message. Recognize that
non-‐verbal communication also “speaks” loudly:

• Look at all the speakers directly when the interview takes place in person
• Avoid being distracted by environmental factors/side conversations
• “Listen” to the speaker’s body language / non-‐verbal behaviour/pauses. Do not be
distracted by silence (if phone interview)
• Pay attention not only to what is being said but how it is being said (tone)

Ø Showing you are listening

Use your own body language, gestures, or voice to convey your attention:
• Smile and use other facial expressions
• Paraphrase to check you have understood the question correctly before answering if
necessary (“I believe you are asking me …… Is that correct?”)
• Take your time to reflect on your answer if needed. We all tend to answer too quickly
when nervous.

Ø Responding appropriately

Active listening is a model for mutual respect and understanding. In responding to the
questions being asked, you give personal information that will help the panel gain
perspective on your skills and competencies:

• Be candid, open, and honest in your answers
• See your role as helping the panel with their need to find the best candidate
• Treat the panel in the way that you think they would wish to be treated

3.5 Self-‐awareness and awareness of non-‐verbal behavior

Being aware of your own strengths, skills and areas for improvement as well as personality traits is
key in an interview setting as it will allow you to be able to speak about yourself in an authentic way.

It is important to recognize the effect of some cultural differences on both verbal and non-‐verbal
behaviour. For example, speaking on one’s individual achievements is extremely hard in some
cultures; eye contact also is culturally specific. Lowered eyes can mean respect or disrespect,
depending on the cultural background of the individual.

While it is not necessary or even possible to be aware of all the different nuances within difference
cultural contexts, it is helpful to be sensitive to and non-‐judgemental about certain differences of
style. Particular attention therefore needs to be paid to space, gestures, eye contact and tone of
voice.
Speaking at an even and energetic pace implies confidence and preparedness.

In WHO, it is likely that panel members and interview candidates will have different cultural
backgrounds and may not have English or French as their first language. Therefore to adjust to this
reality, interview candidates need to be prepared in order to convey a confident image to the panel.

3.6 Sensitivity to different cultural orientations

Linguistic research has shown that both culture and gender have profound influence on
communication styles. Without needing to study these differences in depth, it can be helpful for
individuals to know their preferred style of communication and to recognize the different styles of
communication so as to avoid any potential misunderstandings during the interview process.
3.7 Different communication styles
Low context (direct) High context (indirect)

X……………………………………………… ………………………………………………….X
Task-oriented Relationship-oriented
X………………………………………………. ………………………….…..…………………….X
Internal (reflective) External (impulsive)

X………………………………………………. …………………………………………………….X

Individuals of whatever culture (or gender) will fall someone along a communications continuum
from a Low Context (direct) style of communication to a High Context (indirect) style. They may be
more task-‐oriented or relationship-‐oriented. They may go straight to the point when speaking or
may need time to build a connection first with people to whom they are speaking before getting to
the main point. They may be reflective, needing time before speaking, they may tend to be what
could be considered impulsive as they might go directly to a point, concluding or compose their
point of view as they communicate. Of course, there are no extremes; people can vary their style at
different points and it can depend on the particular situation. However, most people naturally have
a preferred style, and at times of stress (such as at interview) they will more likely show that style.
What impact do communication styles have during an interview? As an interviewed candidate, you
can be aware of the different communication style that the panel members may display, so that you
can have greater understanding and insight as to how and why questions are being asked. Of course,
you can always ask for clarification if any question is not clear.

If your style of communication to be very direct, task-‐oriented, you may wish to consider providing
insight into your values, feelings, and motivation during an interview if the panel wants to hear more
about those subjects. You will be able to tell by the probing questions they ask. Likewise, if your
style of communication is high context, giving a lot of background detail to your examples, you may
wish to consider limiting the amount of background information you give so that the panel can
assess your achievements and competencies. Panels want to be able to have the information they
need and wordiness may mean that they cannot detect what was important from the examples
given. As we said at the beginning of this guide, part of preparing for future success at interview is to
know your competencies. Part of preparing is to know your preferred style of communication and
to be sensitive to adapting that style to best meet the needs of the panel members to clearly
understand to what competencies they seek.
3.8 Professionalism

It is human nature to form an opinion of others instantly upon contact with them. We do that
unconsciously and our view is often based on our own past conditioning. Trained interviewers are
expected to consciously question themselves on whether they inadvertently stereotype the
candidate for whatever reason and to actively keep an open mind. As a candidate you need to be
conscious of this human tendency and to ensure that the first impression you make on the panel – in
person or by phone – is professional, confident, and competent in order to leave a good memory of
yourself as a candidate.

4. At the interview
The job interview is the culmination of all your preparation and personal development efforts.
During the interview you need to:

• Match your skills and competencies to the position and prepare some examples based on
the competencies listed in the vacancy announcement/job description;
• Actively listen, respond with interest, and if necessary be prepared to ask (appropriate)
questions to better understand the responsibilities of the position in order to respond with
specific information on your achievements which to validate your suitability for the position;
• Take responsibility for understanding the needs of the panel members to find the most
suitable candidate for the position and explain how you match those needs;
• Establish rapport with the panel members at the beginning of the interview (remember this
could be the start of a relationship between you and your future supervisor);
• Answer the questions posed openly, honestly and concisely, including only the information
the panel seeks (giving examples of past behaviour at interview is not storytelling – don’t get
lost in details!);
• Be prepared to answer questions on areas of weakness, or mistakes made, and remember to
show what you are doing to develop yourself, and what lessons your learned from your
mistakes.
However you perform at the interview, however pleased or
uncomfortable you feel when it is over, a good habit to get into is to
make yourself some notes immediately following the interview
(what went well, what you could have done differently, etc.). These
notes can serve as a useful memory jog for future interviews. There
is a suggested post-‐interview checklist in the Annex to this guide.

Section 4.1 below will provide you with additional practical guidance
on how to be successful in an interview.

4.1 Preparing for and performing at the interview

Preparing and practicing for interviews will increase your confidence and likelihood of success. Prior
to the interview, research the organization, company or department, to which you are applying to
the greatest possible extent in order to better understand their mission, direction and status. Most
major organizations and companies have websites, which are an easily accessible source of
information. You may wish to research the following areas:

• sector/organization information
• geographic area
• job trends
• information on your profession
• supply/demand for persons in your occupational category or profession.

Remember that the interviewer is trying to satisfying themselves with regard to three questions:

1. Can you do the job? = technical skills
2. Will you do the job? = motivation
3. Will you fit in? = competencies, values

Ninety-‐second introduction

In any type of interview, you may be asked to introduce yourself. To this purpose, you would be
advised to develop a 90-‐second introduction that outlines your education, background, experience,
current situation, and career aspirations.

The 90-‐second introduction will:

• alert the listener to your employment background and aspirations
• stimulate their interest in learning more about you
• provide some background with quantified accomplishments
• describe your current situation – what you are looking for.

Your 90-‐second introduction should be flexible, customized and responsive. It is important to be able
to expand your story, or to hold back, as appropriate. In either case, once you are comfortable with
your basic story, you will find calling, networking and interviewing easier and, ideally, more
successful. Keep the 90-‐second timeframe as a guide. The point is to be prepared, brief and not to
ramble on – and, as always, to practice before any interview.

Summary of key points:

Professional summary (60 seconds). Present the big picture. You should provide a snapshot of your
most recent job, the type of work you have been doing, and any key accomplishments.

Critical juncture (10 seconds). At this point, if asked, explain why you are looking for work. It is
important to talk about this in a brief, matter-‐of-‐fact way.
Example: “As you may be aware, WHO is _____” (reason for separation).

Future: Your target position (20–30 seconds). This is where you talk about your target sector, target
position, function or role.

Professional summary (60 seconds):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Critical juncture (10 seconds):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Future (20–30 seconds):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Tip: It is very beneficial to practice by conducting a mock interview with friends, colleagues or your
job search partner.

4.2 Phone interviews

Phone interviews clearly present some challenges for both panel members and interviewees, as it
becomes harder initially to establish rapport, connections may be difficult and different time zones
where the panel members and the interviewees are located may mean the interview has to be
conducted at unsocial hours – early morning or late evening – usually for the interview, which can
increase stress levels.

However, there are some advantages too! Perhaps you have already experienced one or more
phone interviews, so you may have some lessons learned on what went well previously, or what you
could have done differently. You may wish to reflect on some advantages of phone interviews and
make a note for yourself, before reviewing some tips offered in the Annex at the end of this guide.

Exercise:
• Review the post description for which you will have an
interview (as we did in the previous exercise earlier in this
guide). Based on the competencies and the functions of
the post, formulate three competency-‐based questions
that you believe the panel will ask. Just as you did in the
previous exercises, write down three examples per question based on your past work or
other experience.
• Give the questions to a friend or a trusted colleague. Ask a friend to ask you those
questions as though it were a job interview so set aside some 20 minutes for this exercise.
Then ask for your friend’s feedback on how well you gave answers to the questions based on
the Context/Actions/Thoughts/Feelings/Results (CATFR) model outlined above. Also, review
for yourself what you felt went well or might be improved.
• Send the position description and your three competency-‐based questions to your HR
contact person. Ask your HR contact person to pretend to be on the panel and take you
through a practice session of being interviewed for about 20 minutes. Ask your HR contact
person to then give you feedback about how well you managed to give examples of your
past performance and competencies based on the context/Action/
Thoughts/Feelings/Results model.

1. A short history of competency theory
2. The enhanced WHO Global Competency Model
3. Sample structure for various types of questions
4. Things to expect at a competency-‐based interview
5. Tips for interviewees on competency-‐based interviewing
6. Some tips for telephone interviews
7. Post-‐interview checklist
8. Transferable interpersonal skills and competencies
9. An example of a rating scale for competency-‐based interviews
10. Further readings and sources
11. References

1. A short history of competency theory

The use of the term competency to describe the specific behaviours associated with success in a
specific job or role dates to the late 1960's when behavioural psychologists began to question the
validity of traditional IQ testing as an accurate predictor of job success. The behaviouralists, led by
David C. McClelland, a psychologist at Harvard University, suggested that past behaviours were the
only true predictors of future behaviour and that it was behaviour -‐ what people do -‐ that was the
true determinate of job success. The behaviouralists suggested that if successful people were to be
observed closely enough on the job, their behaviours could be clustered into related groups, and
that these groups of behaviours could be given meaningful labels, which they called competencies.

The first practical use of this theory came when the U.S. Department of State asked McClelland to
devise a method of selection that would be both less culturally biased and more predictive of future
performance than was the written test then in use which basically measured the applicant's
knowledge and understanding of cultural factors like history, art, music, literature, etc. The
response was the development of the first competency model.

A key issue in the development of the model, however, was that with work as complex as that of a
diplomat, direct observation of high performers in action was impractical if not impossible. The
logistics were difficult and expensive. The factors regarding the extent to which the person being
observed changed their behaviours as a result of being observed were difficult to separate out. The
problem regarding how to observe behaviour was solved through the use of the critical incident
technique or behavioural event interview.
The behavioural event interview had been developed by a psychologist named Richard Flannigan
who was seeking a method of enabling instructor pilots to more accurately and precisely
differentiate between those students whom the pilots expected would become successful pilots
from those whom they believed would be unsuccessful. The behavioural event interview technique
enabled the instructors to describe in specific detail the behaviours of each of their students. These
recorded behaviours enabled the programme to develop a much more quantifiable assessment of
what had previously been an almost totally qualitative assessment.
Some critical assumptions

McClelland and his behaviouralist colleagues determined that the behavioural interview technique
(the basis of the competency based interview) would serve their purposes on the basis of some
critical assumptions. These assumptions still provide much of the theoretical framework of the use
of competency models and competency-‐based selection in our organizations today. These
assumptions include:
1. Past performance is a predictor of future performance. What people have done in the
past, they will continue to do in the future. What people have not done in the past, they are
very unlikely to do in the future. Thus if we know what people must do to succeed in a
specific job or role and we should seek to determine the extent to which job applicants have
demonstrated these behaviours in their previous experience.

2. The difference in a superior performer and an average performer is more obvious when
they are dealing with challenging situations than when they are doing routine work. The
behaviouralists found, and their findings have been validated by the experience of a wide
range of organizations which have used competency models, that average and superior
performers tend to produce similar behaviours when doing routine work. However,
measurable different ways. Thus, competency-‐based selection systems seek to understand
the behaviours exhibited by the applicants in situations in which they felt themselves truly
challenged by their work.
3. Although the competencies represent the behaviours associated with outstanding

performers, no one individual should be expected to demonstrate each of the behaviours
at the highest levels. The set of patterns of behaviour, or competencies, associated with
success in a specific job, role, or even organization should be considered to be a composite
of what a group of outstanding performers demonstrate as a group. Therefore, no one
individual should be expected to perform at the highest level on every competency.
Therefore, when assessing individual applicants in the selection process, selectors should
recognise that applicants will demonstrate a range of behaviours across a range of
competencies.
4. Competency Models represent the patterns of behaviour most closely associated with
outstanding performance not basic competence-‐they do not include everything the person
must be able to do in order to succeed on the job. The selection process should enable us
to use the person's training and experience to determine basic competence -‐ the
competency-‐based interview should be used to determine which of the various applicants is
most likely to go beyond mere competence to real job success.
5. Competencies are measured in terms of what people actually do. Behaviour is the only real
data regarding the extent to which a person possesses a competency. The source of the
competency is a highly complex mix of knowledge, skills, traits, beliefs, motives, and/or
values. It is important to note that although the label we use for the competency seems to
resemble a skill, trait or value -‐ it is always expressed in terms of behaviour and is therefore
measured in terms of the behaviour.
Competency Based Interviewing for WHO -‐ 2 March 2015
Mandatory
Competency definitions and Level 1 Level 2 Level 3 Level 4

Competency
behavioural indicators G2, G3, G4 G5, P1, P2, G6, G7, P3, P4, P5 and above
name
NOA, NOB NOB, NOC, NOD

Task oriented Process-operations Policy/implementation- Strategic orientation/
oriented oriented vision
Applies specialist and detailed technical Demonstrates the required skills Demonstrates good skills and Demonstrates technical knowledge Demonstrates detailed and
expertise; develops job knowledge and in relevant/required work area relevant knowledge of needs and expertise; can provide solutions comprehensive expertise in own area
expertise (theoretical and practical) and ability to carry out work and priorities in own area (e.g., and answer technical queries from and is recognized as a reference expert
through continual professional independently. possesses sound knowledge at others. across the Organization; maintains a
development; demonstrates an country level). comprehensive wealth of knowledge
understanding of different clusters and of related external issues.
functional areas.
Technical expertise
Seeks to acquire new skills in area Demonstrates engagement Develops own technical skills and Engages in management and technical
of work. and ensures own skills and knowledge by proactively seeking symposiums and events, seeking to
knowledge are continuously new opportunities to engage advance own and the Organization’s
updated. in continual professional and current and future vision. Is engaged
technical development. in cutting-edge research and
development activities.
Demonstrates a good Transfers skills and knowledge Transfers knowledge and expertise Demonstrates expertise in establishing
understanding of the different to others and ensures openly and freely, providing best practices and strategies in
functional areas of the objectives are met; mentors guidance, coaching and advice on technical work in order to position the
Organization and provides colleagues to achieve results. technical areas. Organization.
assistance to achieve deliverables
linked to its specialized technical
work .
Self-awareness and self-management; Maintains integrity and takes a clear ethical approach and stance; demonstrates commitment to the Organization’s mandate and promotes the values
attitude at
Overall
ethics, integrity. of the Organization in daily work and behaviour; is accountable for work carried out in line with own role and responsibilities; is respectful towards,
work
and trusted by, colleagues and counterparts.
continues ...
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... continued

Competency
name

Develops and Collaborate and Demonstrates team spirit and Works collaboratively Creates team spirit; promotes Advocates for collaboration across
promotes effective cooperate with actively participates in the work with team members and collaboration and open the Organization. Creates and
relationships with others. of the team; is supportive towards counterparts to achieve results; communication in the team; encourages a climate of team-
colleagues and colleagues. encourages cooperation and proactively supports others; working and collaboration across the
team members. builds a rapport; helps others welcomes team responsibilities Organization; sees cooperation as a
Deals when asked; accepts joint and drives team results; promotes key Organizational priority and creates
constructively with responsibility for the teams’ knowledge sharing in the team. collaborative systems and processes to
conflicts. successes and shortcomings. achieve Organizational goals.
Teamwork
Deal effectively Does not generate or initiate Identifies conflicts in a timely Proactively identifies conflicts Actively identifies and tackles
with conflict. conflict; shows a willingness manner and addresses them and facilitates their resolution disagreements between internal
to settle conflicts and as necessary; understands in a respectful manner; tactfully and external counterparts that
undertake actions to address issues from the perspective resolves conflicts between or compromise the Organization’s
misunderstandings in a of others; does not interpret/ with others and takes action goals and mandate; diplomatically
professional and productive way. attribute conflicts to cultural, to reduce any possible tension; facilitates the resolution of conflicts
geographical or gender issues. effectively builds a rapport with between others and ensures strategic
individuals and teams, establishing partnerships with a range of key
good personal and professional stakeholders; maintains and extends
relationships, as well as minimizing an effective collaborative network
risk of potential conflict. of individuals inside and outside the
Organization.
Respecting and promoting
Demonstrates Relate well Treats all people with dignity and respect. Relates well to people with different cultures, gender, orientations, backgrounds and/or positions; examines
individual and cultural
ability to work to diversity own behaviour to avoid stereotypical responses; considers issues from the perspective of others and values their diversity.
constructively in others and
differences
with people capitalize on

with different such diversity
backgrounds
and orientations.
Respects differences
and ensures that all
can contribute.
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continues ...
... continued

Competency
name

Expresses Express oneself Clarifies quality and quantity Quality and quantity of Foresees communication needs Articulates the Organization’s
oneself clearly in clearly when needed in achieving set objectives communication targeted at of audience and targets message strategic objectives when formulating
conversation and speaking. with supervisor and immediate audience. accordingly. and delivering information
interaction with colleagues. and presentations, and adapts
others; actively presentation methodology to address
listens. the needs of different audiences.
Produces
effective written Listen. Listens attentively and does not interrupt other speakers. Facilitates open communication; Establishes a safe environment for
communications. encourages others to share their others to express their views and
Ensures that views openly and takes time to takes those views into consideration
information is understand and consider their in decision making as needed. Is
shared. views. aware of cultural differences and uses
culturally appropriate non-verbal
communication.
Communication
Write effectively. Produces simple and clear Adapts communication style Writes down ideas in a clear, Supervises (or oversees) and
written messages with few, if any, and written content to ensure structured, logical and credible coordinates the development of
grammatical and spelling errors they are appropriately and way; drafts and supports the guidelines, policies and strategies;
(e.g., e-mails, memos, letters, accurately understood by the development of guidelines, policies ensures the Organization’s strategic
correspondence). audience (e.g., power-point and procedures. objectives are well reflected through
presentations, communication written communication and provides
strategies, implementation quality control for written documents.
plans).
Share Keeps others informed of key Shares information openly Shares relevant information Shares decisions and directives
knowledge. and relevant issues; requests and with colleagues and transfers openly and ensures that the of senior management and
supplies appropriate information knowledge, as needed. shared information is understood; communicates them in a manner
as necessary. considers knowledge sharing as a that ensures both understanding
constructive working method and and acceptance; shares knowledge
demonstrates awareness of the and best practice at the three
Organization should know what. Organizational levels (country, regional
and global), as necessary.
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continues ...
... continued

Competency
name

Guides and Provide N/A Manages individual and team’s Manages individual and group Oversees and provides teams and
motivates staff direction. projects and ensures that roles, projects and ensures that roles, departments with clear managerial
towards meeting responsibilities and reporting responsibilities and reporting lines directions which are translated from
Creating an empowering and motivating environment*
challenges lines are clearly defined, are clearly defined, understood Organizational strategy.
and achieving understood and accepted. and accepted; delegates work
objectives. appropriately to achieve best
Promotes results.
ownership and
responsibility for
desired outcomes at
*Only for Supervisors
all levels.
Support, Focuses on carrying out own Encourages others to take Builds a performance culture in the
motivate and managerial responsibilities, responsibility for their performance; Organization; contributes to setting
empower others. applying situational promotes ownership, responsibility Organizational performance goals and
management style appropriate and accountability for desired standards; monitors Organizational
to the circumstances; provides results at all levels. performance against milestones and
staff with regular feedback, strategic goals; identifies and nurtures
recognizes good performance talent as appropriate.
and addresses performance
issues.
Encourages and motivates Acknowledges own performance in Promotes autonomy and
colleagues/staff to achieve achieving objectives, and motivates empowerment throughout the
individual and team’s staff to continuously develop their Organization; inspires enthusiasm and
objectives; shows confidence potential in order to achieve set a positive attitude in people towards
in staff where necessary and goals and objectives. their work and contribution to the
encourages initiative. Organization’s success.
continues ...
Page 35
Core

Competency
name

Task oriented Process-operations Policy/implementation-oriented Strategic orientation/
oriented vision
Manages ambiguity Remain productive. Stays productive when given new Remains productive even Remains objective and focused even in Maintains exemplary levels of work
and pressure in a directions and remains focused in an environment where a “changing and moving” environment; even in crisis situations; maintains
self-reflective and despite competing demands. information or direction continues to display positive behaviour a high level of morale when facing
constructive way. is not available, and when when facing some constraints; keeps challenges in achieving own and
Uses criticism as a facing challenges; recovers challenges in perspective. team’s work; demonstrates to others
developmental quickly from setbacks, where that constraints and challenges can
opportunity. Seeks necessary. be overcome.
opportunities for
continuous learning Manages stress. Manages stress positively; Manages stress positively; Effectively controls own emotions, Channels emotions in a positive
and professional remains positive and productive, remains positive and avoiding displaying them and helpful manner, even in highly
growth. even under pressure and/or in productive even under inappropriately; continues to show challenging settings; maintains
challenging circumstances. pressure; does not transfer positive attitude when producing exemplary levels of work even
stress to others. individual results, as well as under intense pressure; continues to
Knowing and Managing Yourself
supporting team’s work; continues provide guidance and direction to

to be collaborative with others, own team, including in stressful and
even in stressful and challenging challenging circumstances.
circumstances.
Invite feedback. Seeks clarification as necessary Seeks feedback to Sees feedback as a key element Welcomes feedback as an
and is open to constructive improve knowledge and in personal and professional opportunity for personal and
feedback. performance; shows self- development; displays a high level of Organizational development; uses
awareness when seeking self-awareness in response to positive criticism to increase self-awareness
and receiving feedback; uses and negative feedback; accepts and improve self-image; accepts
feedback to improve own negative feedback positively, moving negative feedback as an opportunity
performance. forward quickly and constructively. to build capacity in successfully
achieving own and team’s goals.
Continuously learn. Identifies areas for acquiring new Seeks informal and/or formal Seeks all relevant information Manages sustained in-depth
knowledge and learns new tasks learning opportunities for for decision making from a wide investigations and research,
relevant to job. personal and professional range of sources; quickly learns obtaining obscure information in
development; systematically new competencies and skills that order to advance own and team’s
learns new competencies expand role capability; shows rapid work; effectively and rapidly
and skills useful for job; understanding of new and/or complex optimizes use of new information and
Page 36
takes advantage of learning information relevant to job. expert techniques that significantly
opportunities to fill extend role capability; rapidly
competencies and skill gaps. acquires new and/or highly complex
information which is strategic to job
and Organization.
continues ...
... continued

Competency
name
oriented vision
Produces and delivers Work efficiently Prioritizes work and makes Prioritizes work, monitors Monitors own and others’ work in a Benchmarks Organizational standards
quality results. Is and planning/Organizational own progress against systematic and effective way, ensuring and best practices against internal/
action oriented and independently. adjustments as necessary; seeks objectives and adapts plans required resources and outputs. external key performance indicators
committed to achieving clarification from supervisor on as required; communicates to ensure quality and productivity.
outcomes. timelines, as needed. adjustments as necessary.
Uses feedback and inputs from Acts proactively and Aligns projects with Organization’s Manages and effectively oversees
supervisor to achieve results. stimulates action as needed; mission and objectives. Consistently team’s and/or department’s projects
handles problems effectively solves own and team’s problems to ensure best practice and impact at
and constructively. effectively as needed. the Organizational level.
Deliver quality Produces quality results and Produces high-quality results Challenges self and team to deliver Tailors Organizational targets to meet
results. has frequent discussions with and workable solutions that high quality results, in line with changing demands in the global
supervisor to achieve results. meet clients’ needs. Organizational goals. health environment.
Is action-oriented and sees tasks Works independently to Welcomes challenges to produce new Positions self and team to meet new
through to completion. produce new results and sets results. challenges and demanding goals, in
own time lines effectively line with Organizational strategies
Producing Results
and efficiently. and Programme of Work.

Shows understanding of own role Shows awareness of own role and clarifies roles of team members in Acts as a role model for team and
and responsibilities in relation to relation to project’s expected results. identifies potential when assigning
expected results. roles to team members in order to
successfully achieve expected results.
Take responsibility. Solicits and accepts direction Makes proposals for Consults counterparts as required Engages stakeholders as necessary
and guidance from supervisor improving processes and takes responsibility for work of and takes responsibility for work of
and team members and takes as required and takes own team. Demonstrates a good own department/cluster.
responsibility for own work and responsibility for own work understanding of the impact of team’s
actions, as appropriate. and/or actions, as necessary. and own work on external and internal
counterparts.
Shows commitment and Demonstrates positive Proactively engages in projects and Constantly seeks developmental
engagement when completing attitude in working on new initiatives, accepting demanding goals, opportunities, inspiring others
tasks. projects and initiatives. in line with Organizational Strategies to achieve and exceed goals and
and Programme of Work. expectations.
Takes responsibility for errors Demonstrates accountability Demonstrates accountability for work Demonstrates accountability for work
Page 37
and learns from experience, as for own success, as well of team and sets an example, while of department/cluster and promotes
appropriate. as for errors; learns from explicitly articulating lessons learnt for best practice, while learning from
experience. own and team’s benefit. experience; articulates lessons learnt
for the benefit of the Organization.
continues ...
... continued

Competency
name

oriented vision
Is open to, and Propose change. Seeks new ways of working Suggests and articulates Actively supports Organizational Designs and oversees change
Moving forward in a changing environment
proposes, new to meet challenges posed by effective and efficient change initiatives and demonstrates management initiatives to ensure
approaches and ideas. changing environment and offers proposals for change personal commitment to them, Organizational innovation as needed
Adapts and responds them for consideration by the as needed when new including when faced with new and responds to resource needs.
positively to team and supervisor. circumstances arise. demands; proposes workable solutions
change. to challenging situations.
Adapt to change. Is positive and open to new Quickly and effectively Engages in positive responses to a Takes a leadership role in
effective and efficient ways of adapts own work approach changing environment and promotes Organizational change management
working. in response to new demands workable solutions to achieve own and initiatives; facilitates Organizational
and changing priorities. team’s results. responses to them.
Demonstrates necessary flexibility Is open to new ideas, Welcomes, and actively seeks to apply, Introduces new ideas and strategic
and provides inputs to improve approaches and working new ideas, approaches and working directions to improve Organizational
own ways of working, as needed. methods; adjusts own methods and technologies in order results; considers change initiatives
approach to embrace change to improve own and/or team’s work as opportunities for improvement, as
initiatives. processes and results; demonstrates appropriate.
commitment to Organizational change
initiatives.
Acts within THE Act professionally Works ethically to achieve individual work objectives under WHO Regulations and Rules and the Standards of Conduct for the International Civil
ORGANIZATION’s and Service.
Setting an example
professional, ethical and ethically.

legal boundaries and Maintains confidentiality and treats sensitive information with discretion; ensures that policies and procedures are followed in accordance with THE
encourages others to ORGANIZATION’s professional, ethical and legal standards.
adhere to them.
When others behave in an unprofessional or unethical way, promotes appropriate standards and provides feedback in order to remedy the situation;
Behaves consistently
escalates as necessary. Stands by own decisions and actions and accepts responsibility for them.
in accordance with
clear personal ethical Be trustworthy Acts in an open and transparent manner when dealing with others; stands by own and/ team’s decisions or actions and accepts responsibility for them.
standards and values. Acts to promote the Organization’s success.
Page 38
Management

Competency
name

Identifies priorities Strategize and set Sets specific, measureable, Sets specific, measureable, Sets specific, measureable, Sets specific, measureable, attainable,
in accordance with clear attainable, realistic and timely attainable, realistic and timely attainable, realistic and timely realistic and timely objectives for
THE ORGANIZATION’s objectives. objectives in line with those objectives in line with those set objectives for self and own team; own team and/or the Organization;
strategic directions. set by the supervisor; commits by the supervisor and follows anticipates priorities and ensures systematically analyses and
Ensuring effective use of resources
Develops and to producing results and acts up to achieve them; takes into necessary actions to implement anticipates priority projects for
implements action plans, efficiently to set priorities. account impact on own work; them; effectively manages the use own team and allocates necessary
organizes the necessary shows awareness of how own of financial and human resources to resources to achieve them; identifies
resources and monitors work contributes to the WHO achieve own and team’s work. the cross-Organizational resources
outcomes. Programme of Work. needed for large- scale projects in line
with key Organizational objectives.
Monitor progress Monitors own progress and seeks Resets priorities in response Anticipates and addresses potential Anticipates foreseeable changes and
and advice from supervisor to ensure to unexpected circumstances; difficulties for team or department; adapts own and team’s projects in the
use resources that actions are implemented. applies measures to monitor uses existing timelines to monitor face of unforeseen circumstances and/
well. resources and progress as own and team’s progress against or challenges; creates measures and
planned; looks for cost- deadlines and milestones; proposes criteria to monitor progress of overall
effective solutions; identifies cost-effective solutions for own projects against key Organizational
resources ‒ financial, human work and the work of the team. objectives; creates cost-effective
and technological ‒ needed to solutions for the Organization.
achieve own workplan.
Develops and Develop networks Assists colleagues in working together to deliver; creates and Effectively and easily networks Builds and negotiates strategic
Building and promoting partnerships
across the Organization and beyond
strengthens internal and and maintains good working relationships with colleagues inside and to enhance own team’s and/or partnerships and alliances with a wide
external partnerships partnerships and outside the Organization to facilitate own and team’s work. department’s results and fosters range of key stakeholders to ensure
that can provide encourage mutually beneficial working Organizational results and success.
information, collaboration. relationships to create synergies
assistance and support across the Organization and with
to THE ORGANIZATION. external stakeholders.
Identifies and uses
synergies across the
Organization and with Works to improve own work by Seeks to understand internal Promotes synergies between the Creates innovative opportunities
external partners. setting appropriate performance synergies between own work of the Organization and that for promoting synergies inside and
standards. and others’ work within the of external partners in order to outside the Organization to improve
Page 39
Organization. improve outcomes. Organizational success.

Leadership

Competency
name

Demonstrates a broad Constructive N/A Uses all relevant processes to Develops plans that support the Leads and develops a road map for
understanding of the leadership style. achieve results that benefit Organization’s mission, vision and successfully achieving real progress in
growing complexities of the Organization; takes an priorities; uses a collaborative the Organization’s mandate, including
health issues active role through exemplary managerial style to strengthen the consultation with key stakeholders;
Driving THE ORGANIZATION to a successful future
and activities. Creates behaviour, thus strengthening Organization’s image. demonstrates respectful, trustworthy,
a compelling vision the Organization’s identity. transparent and accountable
of shared goals, and behaviour in order to develop a
develops a road map for reliable and coherent identity for the
successfully Organization.
achieving real progress
in improving people’s Manage Keeps up-to-date on Anticipates new trends and uses Identifies opportunities to promote
health. complexity and structural changes within the information to benefit the the Organization’s long-term goals;
think systemically. the Organization and the Organization; proposes solutions for creates Organizational initiatives for
UN Common System; advancing the Organization’s work advancing the Organization’s mission,
demonstrates a good planning. building on existing opportunities
understanding of the key presented by new local and global
factors driving Organizational developments.
success.
Set the vision and Demonstrates ability to Is able to explain the vision to Creates a coherent Organizational
build generate new ideas; maintains others and secure their support for vision of shared and successful goals;
commitment. awareness of developments in the Organization’s mandate. fosters a culture of vision and long-
the Organizational structure. term goals, recognizing and rewarding
efforts to maximize the Organization’s
value.
continues ...
Page 40
... continued

Competency
name

Invigorates the Encourage Participates in informal and formal Undertakes informal and Creates opportunities for learning Ensures that knowledge and
Promoting innovation and Organizational learning
Organization by learning. learning activities for personal formal learning activities and and development in own team and learning are shared across the
building a culture which and professional development. encourages others to do the synergies with other Organizational Organization, transmitting a sense
encourages learning and Takes constructive feedback in same with a view to staying units, recognizing that learning of responsibility and empowerment
development. Sponsors a professional manner and acts relevant in current job and for is a key motivator in sustaining down the Organization; builds a
innovative approaches upon it to further improve own future job aspirations. performance; encourages own culture that encourages learning
and solutions. performance. team members to learn from each and development by coaching and
other, enhancing team building and mentoring others.
effectiveness.
Sponsor Demonstrates openness in Sponsors innovative Encourages and supports others to Drives and advocates for change as
innovation. learning about new methods and approaches and solutions; be innovative; actively generates needed, continually promoting new
tools in order to facilitate work . shows openness to new new perspectives on own and ways to position the Organization
perspectives in own work area. team’s work. for success; is recognized as a key
resource within the Organization for
generation of alternative perspectives
on the Organization’s mission and
work.
continues ...
Page 41
... continued

Competency
name

Positions THE Understand and N/A Demonstrates credibility in Demonstrates credibility and Creates strong relationships and
ORGANIZATION as promote the dealing with individuals inside authority in dealing with individuals partnerships by providing an
Promoting THE ORGANIZATION’s position in health leadership
a leader in health. mission. the Organization. inside and outside the Organization immediate credible impression
Gains support for with, among others, international
THE ORGANIZATION’s and national counterparts, technical
mission. departments and donor and
Coordinates, plans development partners.
and communicates Persuades others effectively, Guides conversations to desired end Negotiates effectively with people
in a way that attracts gaining their commitment points; negotiates effectively by inside and outside the Organization,
support from intended while recognizing the need to exploring a range of possibilities. by adopting a wide range of
audiences. support exchanges and trade- approaches, and maintaining
offs. relationships with all parties at all
times.
Prepares and delivers internal Plans, develops and communicates Represents the Organization internally
presentations and messages, organizational strategies in a way and externally with authority and
using a wide range of that attracts support from intended credibility, preparing and delivering
appropriate techniques. audiences. high-level messages, using a wide
range of appropriate techniques.
Works to link own work area to Takes account of a wide range of Gains agreement from others for a
other parts of the Organization. issues across, and related to, the desired course of action that has a
Organization as a whole. positive impact on the Organization.
Respects and supports the Gains support for the Organization’s Positions the Organization as a
the Organization’s “brand”; mission and agreement from others leader in health through successful
successfully promotes the on a desired course of action. promotion of the Organization’s
Organization’s mission and mission and programmes.
programmes.
3. Sample structure for various types of answers
Open:
“Tell me something about your background.”
This is a difficult open question because it requires the candidate to structure the answer. There is
no need to recount your CV or P11. Be concise and focused, highlighting the competencies, and
achievements that are relevant for the position for which you are being interviewed. Relate your
answer to the post in question. Summarize key highlights of your work experience, explaining that
you would be happy to elaborate. If you manage this question well, you will show the panel your
skill in being selective, in prioritising, and providing the exact information that is being requested.
“What have you done to upgrade your skills?”
Panel members look for candidates who are committed to continuous self-‐development.
Clearly where possible you will highlight skills that you have upgraded that are relevant for the
position in question. Remember that sometimes on-‐the-‐job skills development is pertinent for
your response, not necessarily only formal training courses.
Closed
“Was this the result you set out to achieve?”
Although in asking this closed question, the panel may just wish to clarify the end result
of the example you have given. It is usually a good idea to add something more than
just a simple yes or no. If the answer is yes, you may wish to add something to show the response
that you successful result received, i.e. feedback from your supervisor or colleagues. If the answer is
no, you could add something to explain why not. Keep your answer clear and concise.
“Did you complete the project within the allowable budget?”
As with the last example, expand on a yes/no answer, keeping in mind why the
question was asked.
Hypothetical
“How would you handle a conflict with another team member?”
In asking this question, the panel understands that tensions and misunderstandings within teams
and between colleagues can have a negative effect on the whole team and on the work of the
department. Therefore, they seek to test your knowledge of conflict resolution techniques.
You can give a CATFR example – the context, what you actually did and the
result. In this way, always try to turn a hypothetical question into a competency-‐based one.
“What would you do if you knew another staff member was behaving dishonestly?”
This could be a very sensitive question to answer. If you have been unfortunate enough to
have had this experience, you will need to show honestly what you did, and whether you felt
satisfied with the actions you took, or whether in hindsight you would have done anything
differently.

Self-‐Assessment

“What do you consider to be your two strengths (or weaknesses)?”

Remember when being asked for strengths or for weaknesses, you do not have to give a long list of
strengths or weaknesses. In asking this question, the panel seeks to know how self-‐aware you are,
know what skills and competencies you possess, and what value you can bring to the new situation.
In telling about strengths, you should highlight the strengths that are most needed in the new
position. In acknowledging your weaknesses, you should show that the weaknesses you have will not
detract from the position for which you are applying.

“What is the biggest mistake you have made?”

Here again you could consider a reasonably important mistake you made. Respond by showing your
awareness of the consequences or potential consequences of that mistake, what you did about
correcting it, and what you learned from the experience. Everyone has made mistakes at some
stage in their working life, so again the aim of the question is to see how self-‐aware the candidate is.
If by chance, you can think of no mistake of any consequence, you could give an example of a near-‐
mistake, and how you averted it by some skill. You should of course acknowledge that you are not
exactly answering the question as it was posed.

Questions that trained interviewers are advised not to ask

Panel members are advised not to use leading, multiple, or discriminatory questions, but it could be
possible that you may be asked these types of questions anyway. Again, remember to consider what
information the panel really needs to understand about your suitability for the position. This will
help you answer in an appropriate way, even when some questions tend towards an inappropriate
side.

Leading

“A core value of this organisation is Respect for Diversity; what are your views on diversity?”

While in theory, asking the candidate for his/her views on diversity, the interviewer is clearly
expecting an agreement to the norms of the organisation, and is unlikely to hear anything authentic
from the candidate except agreement.

Multiple

“Why did you leave your previous job? Were you unhappy with the work, or was it the conditions, or
didn’t you get along with your supervisor or colleagues?”

It is not best practice to ask three or four questions at the same time, though some panels do ask a
series of questions in a row. While asking multiple (a series of) questions can cause confusion, you
can ask the panel to repeat the question. If an interviewer should ask you this type of question, stay
focused on one of the points, answer whichever one you feel most comfortable with, and then
pause and ask the panel for them to repeat the other elements of the question. Usually this will act
as a reminder to the panel member who will either repeat or will be satisfied with your answer.

Discriminatory

Organisations have policies in force now which prohibit discussion at interview or elsewhere on
invasive questions of a personal nature. This could include questions on marital status, family
circumstances, sexual orientation, etc. However, if a question comes at you at interview which you
feel is inappropriate, the best way to handle it is to reply firmly “I don’t believe there is anything in
my personal circumstances that would prevent me from performing well in this new position.”

4. Things to expect at a competency-‐based interview

Quick review

• Interviewers will focus on collecting evidence for each competency covered during the
interview. They may ask you to clarify some responses and find out why you undertook
some of your actions.

• You will be asked for examples of when you demonstrated certain competencies and how
you handled certain situations. (“Give me an example of a situation when it was important
for you to clearly communicate an objective to a newly-‐arrived colleague. How did you make
sure you were understood?”).

• Interviewers will look for examples of how and what you learn from experiences. Expect
questions about lessons you have learned from certain assignments or situations or what
you would do differently in the future as a result of a specific experience.

• Initial questions are likely to be open-‐ended (“How much direct experience have you had
servicing clients or customers?”) followed by more probing questions (“Tell me how you
have dealt with excessively demanding clients”). Questions will also ask for evidence of past
behaviours, especially competencies (“Tell me about a situation where you used your
problem-‐solving abilities and got a successful result”).

• There may be some probing into “weaknesses” or “challenge” areas. Interviewers will be
ascertaining your sense of self-‐awareness insight and personal development orientation.
Acknowledge imperfections and talk about what you are doing about them. Give examples
of how you obtained feedback and the concrete steps you took to adjust your behaviour;
how you were able to reflect and learn from the experience.

• The common thread through the entire interview will be a search for examples of how your
action or behaviour demonstrated a desired competency. Be prepared. Build your bank of
success stories on concrete examples.
5. Tips for interviewees on competency-‐based interviewing
Quick review

• Use both your work and life experiences to demonstrate skills and competencies
• Talk to the position you are interviewing for
• Consider the NEEDS of the Interviewer
• Don’t rely on the panel members to probe, always try to give examples
• Give short, concise answers and check if the panel need more detail
• For OPEN questions such as “Tell me about your background” – be focused and concise
(don’t recite your CV or give a chronological account of your life!)
• Make your achievements measurable – give figures, budgets/time/resources managed
• Give CATFR answers –
• CONTEXT
• ACTIONS TAKEN (BEHAVIOURS DEMONSTRATED)
• THOUGHTS
• FEELINGS
• RESULTS ACHIEVED / or LESSONS LEARNED if negative questions
• Don’t give results without describing actions taken to get there
• Remember you have skills and competencies that you use other than at work
• Remember the example you give is the VEHICLE for demonstrating the skills/competencies
the panel are seeking
• Give real-‐life examples from your experience!

6. Some tips for telephone interviews

• Make sure you choose a quiet place to take the call where there will be no interruptions.
You can make your environment as comfortable as possible;

• You do not have to worry about any dress code, although some people do choose to dress
themselves smartly as if they were visible in order to get “in the mood” for the interview;

• Stay calm at the introduction; try to capture the names of the panel, even phonetically, so
that you can address them by person during the interview;

• Remember your voice is the only thing the panel can hear. Make it work for you. Practice
projecting your voice rather than mumbling or talking into the phone;

• Put a mark on the wall opposite you at eye level, i.e. where the interviewer/s would be if
they were facing you, and talk to that mark. This keeps your head up and the voice
projecting outwards rather than muffled as you talk into the receiver or looking down at
your notes;

• Stand if that is more comfortable, but be careful not to walk around. Your nervousness can
be more easily reflected in your voice when moving;

• Write notes (bullet points) of key words as memory jogs of your most-‐valued skills and
competencies prior to the interview. You can comfortably refer to them while talking.

• Do not write out long answers and memorise them, as this will sound rehearsed and
artificial.

• Use post-‐its or similar and keep them at eye level rather than copious notes on the desk,
which make you look downwards. If you use notes, be careful not to shuffle them since the
microphone picks up the noise;

• Have your questions about the job prepared beforehand (make sure you could not have
found this out beforehand with research and preparation).

7. Post-‐interview checklist

Shortly after finishing any interview, take a few minutes to reflect and note down how you felt the
interview.
• Was I prepared? Relaxed? Well rested? …………………………………………………………………..…….
• Did the introduction go smoothly? …………………………………………………………..……………………
• Did I make appropriate eye contact? ………………………………………………………..…………………..
• Did I smile regularly? …………………………………………………………………………………………………….
• How did I respond to the questions? ………………………………………………………..…………………
• What did I do well? (list at least two examples) ………………………………………..…………………
• What would I do differently another time? …………………………………………………………………
• Did I remain calm and appear professional? ………………………………………………………………….
• Did I ask appropriate questions? ……………………………………………………………….………………….
• Was I dressed appropriately? (if in person) ….………………………………………….……………………
• Was I am time? …………………………………………………………………………………….………………………
• Did I appear enthusiastic? ……………………………………………………………………..………………………
• Did I communicate my interest in the position? ……………………………………….……………………
• Did I target my responses to the panel’s needs? ……………………………………………………………
• Did I portray confidence in myself and in my abilities? ……………………………..…………………
• Was my posture appropriate? ………………………………………………………………..……………………
• Did I give specific examples to substantiate my skills and competencies? …….……………….
• Did I make a clear case for being the best candidate for the post? …………….…………………
• Did I thank the panel for taking the time to interview me? ……………………………………………
• What question could I have answered differently? …………………………………….…………………
• What did I learn from the experience? …………………………………………………….……………………
• Did I ask about the next step in the process? ………………………………………….……………………
• What would I do differently another time? ……………………………………………………………………

You can also use these questions as a pre-‐interview checklist!

8. Transferable interpersonal skills and competencies
Apart from the qualifications, expertise, and experience being sought at interviews, hiring managers
also look for people who have competencies that are easily transferable, who can fit in quickly to
their departments and teams, and can adapt to a variety of working contexts. Some of these
transferable competencies are noted below:

• Communication: speaking effectively, writing concisely, listening attentively and the ability
to summarize and express ideas; persuading; reading/speaking another language

• Problem solving: analyzing problems; defining and expanding issues; identifying several
solutions to same problem; innovating and thinking outside the box

• Interpersonal skills: developing rapport; being sensitive; providing support for others;
cooperating; perceiving feelings; listening; motivating others into action; working well with
people from different backgrounds; influencing others

• Self-‐motivation, self-‐regulating with self-‐assurance

• Working well in a team; working in fast start-‐up teams

• Willingness to learn and continuously self-‐develop

• Personal management: implementing decisions; being punctual; managing time; attending
to detail; enlisting help; prioritizing and juggling different responsibilities

• Using initiative

• Being well organized; being adaptable

• Managing complexity and multiple tasks

• Identifying and managing ethical issues

• Information skills: sorting data; compiling/ranking information; applying information to
problems and tasks; synthesizing facts and concepts; understanding and using organizing
principles; evaluating information according to set standards

• Managing ambiguity: operating in fluid environments with constantly shifting competing
pressures and priorities

• Managing conflicts & disagreements

• Resilient under pressure

9. An example of a rating scale for competency-‐based
interviews

The panel will assess interviewees on how well their responses demonstrate their level of the
required competencies and will use the following rating scale. As a candidate in preparing for the
interview, it is important that you recall several strong examples of when you demonstrated those
competencies, paying particular attention to the behavioral indicators defined for each respective
competency at the relevant grade level. For this purpose, you can refer to the Enhanced WHO
Global Competency Model to review the indicators.

• The staff member consistently demonstrated the majority of the
1. Fully Demonstrated
effective behaviors of the Competency at the required level.
2. Partially • The staff member demonstrated a limited number of the effective
Demonstrated behaviors of the Competency at the required level.
• The staff member ineffectively and/or inconsistently
demonstrated the effective behaviors of the Competency at the
3. Not Demonstrated
required level, or did not demonstrate the effective behaviors of
the Competency at the required level.

10. Further readings and sources

• Eder, R. & Ferris, G. 1989 The Employment Interview Sage
• Janz, J. & Hellervick, H. & Gilmore, D. 1986 Behaviour Description Interviewing

• Baston Allyn & Barron Smith, M. & Robertson, I. 1993 Advances in Selection and Assessment

• Wiley Anderson, N. & Shackleton, V. 1993 Successful Selection Interviewing Oxford, England

• Silvester, C. 1996 The Norton Book of Interviews London. Norton Company

• Sitzmann, M. & Reloy, G. 1981 Successful Interviewing

• Stewart, C. & Cash, W. 1994 Interviewing: Principles and Practices

• Goleman Daniel. Emotional Intelligence. Bantam Books, 1995

• David Rock and Ruth Donde. Driving Change with Internal Coaching Programs. ASTD Press,
2008

• Covey Stephen M.R. The Speed of Trust: The one thing that changes everything. Free Press,
2008

• Stone Douglas, Patton Bruce, Heen Sheila. Difficult conversations: How to discuss what
matters most. Penguin Books, 1999

• Coaching people: Expert solutions to everyday challenges. Harvard Business School Press,
2006
• https://careers.un.org


11. References

• “Putting Competencies into Practice, A Guide to applying WHO performance competencies”,
WHO, 2012 (printed document)
• UNHCR Best Practice Guide: Applications and Interviewing for Candidates, 2013

• Enhanced WHO Global Competency Model (http://intranet.who.int/homes/pml&)

WHO would like to thank UNHCR for the use and reference to their competency-‐based materials.
Comments or questions?
Contacts: cannas@who.int and morellim@who.int

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1.1 Objectives ................................................................................... 4

3.1 Commonly-­‐asked questions ...................................................... 21

Competency Based Interviewing for WHO -­‐ 2 March 2015 Page 2

ANNEXES ....................................................................................... 29

2. The enhanced WHO Global Competency Model e

5. Tips for interviewees on competency-­‐based interviewing ......... 47

8. Transferable interpersonal skills and competencies .................. 50

Competency Based Interviewing for WHO -­‐ 2 March 2015 Page 3

1.3 A definition of competency

Competency Based Interviewing for WHO -­‐ 2 March 2015 Page 4

1.4 What are behavioral indicators?

Moreover behavioral indicators are very useful for developing an

Competency Based Interviewing for WHO -­‐ 2 March 2015 Page 5

Competency Based Interviewing for WHO -­‐ 2 March 2015 Page 6

Competency Based Interviewing for WHO -­‐ 2 March 2015 Page 7

Competency Based Interviewing for WHO -­‐ 2 March 2015 Page 8

Competency Based Interviewing for WHO -­‐ 2 March 2015 Page 9

Ø Self-­‐reflection Exercise B: Identifying Competencies

Posts/Role Main Tasks Competencies you employed (e.g.

Key elements of active listening are:

Ø Paying Attention (even if over the phone)

3.7 Different communication styles

Low context (direct) High context (indirect)

Internal (reflective) External (impulsive)

4.1 Preparing for and performing at the interview

4.2 Phone interviews

Some critical assumptions

3. Although the competencies represent the behaviours associated with outstanding

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

and trusted by, colleagues and counterparts.

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

with people capitalize on

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

supporting team’s work; continues provide guidance and direction to

Competency definitions and Level 1 Level 2 Level 3 Level 4

and efficiently. and Programme of Work.

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

professional, ethical and ethically.

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

Organization. improve outcomes. Organizational success.

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

Competency definitions and Level 1 Level 2 Level 3 Level 4

NOA, NOB NOB, NOC, NOD

“Tell me something about your background.”

“What have you done to upgrade your skills?”

“Did you complete the project within the allowable budget?”

Comments or questions?

Contacts: cannas@who.int and morellim@who.int

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5. Tips for interviewees on competency-‐based interviewing ......... 47

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Competency Based Interviewing for WHO -‐ 2 March 2015 Page 6

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Ø Self-‐reflection Exercise B: Identifying Competencies