1. Organizational Learning and Development Section
Overview Presentation September 2011

2. UNICEF Competency Framework Redesign Project
Competency redesign project
Outline of revised Competency Framework
Core Values
Core Competencies
Functional Competencies
Full Competency Framework Document with Behavioral Indicators & related documents on DHR Intranet

3. Leadership Framework Learning, Development & Performance Management
Organizational
Core Competencies
Core Values/
Culture
Hard
Skills
Organizational Strategy
Organizational Success
Children
Soft
Skills
Knowledge/
Technical Skills
Performance Skills
Individual
Learning, Development &
Performance Management
UNICEF
Adapted from Building Robust Competencies, Green, Paul C., Jossey-Bass, 1999

4. CF: Competencies – Core and Functional
Core Competencies
Communication
Working with People
Drive for Results
Functional Competencies
Deciding and Initiating Action
Creating and Innovating
Leading and Supervising
Formulating Strategies & Concepts
Relating and Networking
Planning and Organizing
Persuading and Influencing
Following Instructions & Procedures
Applying Technical Expertise
Adapting & Responding to Change
Analyzing
Coping with Pressure and Setbacks
Learning and Researching
Entrepreneurial Thinking

5. CF: Competency Levels
Recent revisions to the CF produced a leveled competency framework, with different behavioral indicators for each level set so that;
Different levels of competencies can be assigned to different jobs
An individual’s competency development progress can be tracked

6. CF: Sample Leveled Competency
COMPETENCIES
Functional Competencies
Level 1
Level 2*
Level 3*
Relating and Networking
Easily establishes good relationships with customers and staff; builds wide and effective networks of contacts inside and outside the organization; relates well to people at all levels; manages conflict; uses humor appropriately to enhance relationships with others
Makes people feel at ease and builds good working relationships with them
Quickly builds rapport with different types of people and establishes good working relationships with them
Quickly builds rapport with individuals and groups. Actively nurtures good relationships with people across all organizational levels and boundaries, and with external contacts and clients
Uses people contacts to the advantage of own work and work of immediate colleagues
Maintains and extends an effective network of links with individuals across organizational departments
Maintains and extends an effective network of individuals outside the organization, building strategic partnerships with a range of key stakeholders
Recognizes disagreements and tensions between individuals and attempts to resolve or ease them
Tactfully resolves conflict between others and takes actions to reduce any anger or frustrations they might feel
Identifies and tackles disagreements that compromise organizational objectives. Diplomatically facilitates the resolution of conflict between others and ensures that their anger or frustration is dealt with tactfully
This is a single example, showing how all competencies will be structure.
Each post will be assigned a subset of the overall competencies, and a target level for each of the identified competencies will be defined for the post. In general, higher-level posts will be assigned higher levels of the competencies, although the relationship will not be perfect. It will be possible for some higher-level posts to have somewhat lower level expectations for certain key competencies than some lower-level posts. One example might be Communication, where some mid-level posts in the Communication Functional Area might have a requirement for Level 3, while Level 2 is the target for some more senior posts in other functional areas.

7. CF: How Are Competencies Assigned?
Core Competencies (3) - apply to all UNICEF staff; will be automatically applied to all roles
Functional Competencies (normally 3 to 5) - assigned to roles at advice of HR Classification Unit with input from relevant manager
The objective is to include NO MORE than 6 to 8 competencies for all posts. There is some flexibility, but it is important to note that best practice with respect to work-related competencies suggests that utility falls significantly if more than about 6 competencies are used.
It is also important to note that the emerging competency framework will provide significant flexibility to managers – while there will be a “default” set of competencies for each functional area, managers will be expected to review each post that they are responsible for and vary the default set as appropriate.
Functional Competencies (normally 3 to 5) - assigned to roles at advice of HR Classification Unit with input from relevant manager(s)
SHL proposed a default set of competencies for each functional area based on review of available UNICEF material, Capital H and Select International research, as well as consultation with stakeholders
Managers - have some defined flexibility to deviate from default set & will receive training on what the competencies are & how to select them for different roles

8. CF: Sample Default Competency Set
Job area: Communication Level: P3
CORE VALUES
COMPETENCIES
KNOWLEDGE & SKILLS
Core Competencies
Functional Competencies
Diversity & Inclusion
Integrity
Commitment
Communication (3)
Working with People (2)
Drive for Results (2)
Relating and Networking (2)
Learning and Researching (3)
Adapting and Responding to Change (2)
Following Instructions and Procedures (2)
(See Generic Job Profile)
In this example for a P3 post in the Communication functional area, we have illustrated a competency set that includes 7 competencies in addition to the Core Values, and note that some of the competencies are targeted for Level 3, with most at Level 2.
(#) Indicates the competency level

9. MADC Briefing
September 2011

10. Revised Competency Framework
COMPETENCIES
Core Competencies
Communication
Working with People
Drive for Results
Functional Competencies
Deciding and Initiating Action
Creating and Innovating
Leading and Supervising
Formulating Strategies & Concepts
Relating and Networking
Planning and Organizing
Persuading and Influencing
Following Instructions & Procedures
Applying Technical Expertise
Adapting & Responding to Change
Analyzing
Coping with Pressure and Setbacks
Learning and Researching
Entrepreneurial Thinking
The Revised UNICEF Competency Framework describes fully the new set of Competencies
Please get familiar with these competencies; based on your performance your strengths and development areas will be identified.
The specific competency to be assessed at the MADC are:
Communication
Drive for Results
Leading and Supervising
Persuading and Influencing
Analyzing
Formulating strategies and concepts
Adapting and responding to change
Entrepreneurial Thinking

11. Competencies Assessed at MADC
Communication
Drive for Results
Leading and Supervising
Persuading and Influencing
Analyzing
Formulating strategies and concepts
Adapting and responding to change
Entrepreneurial Thinking

12. Assessment Tools and Methodologies
360º Survey
Three tools psychometric instruments:
The Occupational Personality Questionnaire (OPQ)
Verbal and Numerical Reasoning Tests
Competency Based Interview (CBI) of each participant will be conducted by an the MADC.
The CBI will be structured to focus on a subset of the competencies to be assessed
360º Survey - The MADC will use a 360º survey tool, which allows a variety of raters familiar with the individual being assessed (the focus) to evaluate him or her on the identified competencies. This tool will be used as a contributor to evaluation in all identified competencies.
Psychometric Tests – all available in multiple languages – completed prior to the MADC.
SHL will use 3- tools from their library of psychometric instruments:
The Occupational Personality Questionnaire (OPQ) is one of SHL’s standard tools, used widely in many assessment contexts. It consists of a large numbers of items in groups of four. For each group of four, the individual completing the test is asked to identify which item is most true for them, and which item is least true. The Questionnaire takes about 45 minutes to complete, and provides valuable data about individual preferences and style as applied to work. Published literature finds that the OPQ results are strongly associated with work performance. It is administered online, through a web facility, and will inform assessment of all identified competencies. It is completed prior to the MADC.
Verbal and Numerical Reasoning Tests provide an excellent evaluation of critical thinking, and of the ability of individuals to extract complex information from written or numerical data. These tests are administered online. These ability tests will contribute substantially to the Analyzing competency, and may also inform the Drive For Results, Formulating Strategies and Entrepreneurial Thinking competencies.
Competency Based Interview – completed at the MADC.
A Competency Based Interview (CBI) of each participant will be conducted by an assessor as part of the Assessment Center. The CBI will be structured to focus on a subset of the competencies. The CBIs will build on best practice in interviewing allowing for efficient focus on the key behaviors reflected in a participant’s past work performance.

13. Assessment Tools and Methodologies
Role-Play Exercises
Each participant will receive a set of materials (the dossier) containing a variety of kinds of information, along with instructions for each of the exercises.
Strategic Analysis/Presentation Exercise
Negotiation Exercise
Role-Play Exercises - Each participant will receive a set of materials (the dossier) containing a variety of kinds of information, along with instructions for each of the exercises. This material will define an imaginary organization that reflects UNICEF’s circumstances to some degree, and provide the participant with information on their role in the organization, an on the financial, human resource and strategic challenges facing the organization. The participant is then responsible for reviewing the dossier, identifying the documents and/or themes relevant to each exercise, and preparing for participation in the exercises. The actual exercise is conducted by an assessor, who will play the role(s) of someone in the organization.
In the Strategic Analysis/Presentation Exercise, the participant is asked to review a substantial file of materials having to do with the challenges (financial, human resource, strategic, competitive) facing the organization, and to prepare a presentation presenting their analysis and making a series of strategic recommendations. The presentation is made to a senior manager (role-played by the assessor) who at the close of the presentation will ask a series of difficult questions. It is expected that this exercise will inform the following competencies: Communication, Drive for Results, Formulating Strategies and Analyzing. It may also inform, to some extent, other.
In the Negotiation Exercise, the participant is confronted with a situation where he or she must negotiate with an external partner or similar, with respect to resource allocation. A variety of information is provided on the resource difficulties, as well as organization strategy and priorities and the changing circumstances in the organizations’ environment. The challenge is to find a way to address the needs of both parties in a collaborative and effective way. A path is available for a positive resolution. The participant’s “peer” is role-played by the assessor. We expect this exercise to inform evaluation of the following competencies: Persuading and Influencing, Formulating Strategies, and to some extent other prioritized.