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UN COMPETENCYDEVELOPMENT- A PRACTICAL GUIDE
UNITED NATIONS
CORE VALUES
INTEGRITYPROFESSIONALISM
RESPECT FOR
DIVERSITY
COMMUNICATIONTEAMWORKVISION
PLANNING& ORGANIZING
ACCOUNTABILITY
CREATIVITY
CLIENT ORIENTATION
COMMITMENT TOCONTINUOUS LEARNING
TECHNOLOGICAL AWARENESS
LEADERSHIP
EMPOWERING
OTHERS
BUILDING
TRUSTMANAGINGPERFORMANCE
JUDGEMENT/DECISION-MAKING
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2010 United Nations, all rights reserved. Unauthorized use, duplication,
or distribution is strictly prohibited. No part of the contents of this material
may be reproduced or transmitted in any form or by any means without the
expressed written consent of the United Nations.
The Information contained in this guide is compiled for the convenience of
United Nations Sta and is furnished without responsibility for accuracy,and is accepted on the condition that errors or omissions shall not be made
the basis of claim, demand or cause of action. This guide contains examples
designed to foster better understanding of the Career Development
Component of Talent Management. The information and data in this guide
were obtained from sources believed to be reliable and accurate.
This guide will be updated and modifed from time to time. Comments and
suggestions for modifcation of provisions of this Guide or for additional
provisions should be addressed to the Director, LDSD, OHRM, Department
of Management.
Version 1.0 April 2010.
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Contents
1. Irduci ........................................................................................................ 1
I. Creating Your Development Plan .................... ................... .................... .................... . 3II. Identiying Your Development Needs ................... ................... .................... .............. 3
2. th Dvpm Acivii .............................................................................. 9
Cr Vau
I. Integrity .................... .................... ................... .................... .................... ................... ......... 11
II. Proessionalism ................... .................... .................... ................... .................... ............... 19III. Respect or Diversity ................... .................... .................... ................... .................... ..... 29
Cr Cmpci
IV. Communication ................... ................... .................... .................... ................... ............... 41V. Teamwork .................... ................... .................... .................... ................... ..................... .... 55VI. Planning & Organizing ................... .................... ................... .................... .................... . 65VII. Accountability ................... ................... .................... .................... ................... .................. 75VIII. Client Orientation............................. .................... .................... ................... .................... . 85IX. Creativity ................... .................... .................... ................... .................... .................... ....... 97
X. Technological Awareness .................. .................... ................... .................... .............. 109XI. Commitment to Continuous Learning .................... ................... .................... ........ 117
Maaria Cmpci
XII. Vision ................. .................... .................... ................... .................... .................... ............. 129XIII. Leadership ................. .................... ................... .................... .................... .................... .... 137XIV. Empowering Others ................... .................... ................... .................... ................... ..... 147XV. Managing Perormance ................... .................... ................... .................... ................. 155XVI. Building Trust ................... .................... .................... .................... ................... ................ 163XVII. Judgement / Decision Making ................... .................... .................... ................... .... 171
3. th Un Cmpci ad
oHRM Cray Crdiad Prramm .................................................. 181
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IntroductIon1
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UN Competency Development2
This Development Guide has been designed to provide UN Sta Members with guidanceon how to develop behaviours and skills within specic UN competency areas, througha variety o methods including ormal training, on the job development, job simulations,observation, eedback, inormal coaching, reading, and audio visual reerences.
The Guide will help you create a personal development plan tailored to your individual
needs. It oers advice on the type o development activities available to you in yourcurrent job, and also helps you to identiy how youcan develop in areas that are not tested in your dailywork environment. A wide range o suggestionsare oered, with the goal o allowing you to selectthose developmental activities which suit yourparticular development needs and learning style,enabling you to build a more personalized, targeteddevelopment plan.
Development material is oered at various levelsto help you build on current perormance or to
bridge the gaps i you are looking towards a uturecareer move. The guide has been designed towork alongside the UNSkillport.com developmentprocess, and many o the activities and resourcesreerred to within this guide can be accessedthrough this site.
Sta members at all levels within the Organizationmay nd it useul to use this Guide to help set aclear development plan ollowing:
A recent perormance review;
Receiving eedback rom a manager,
colleague, peer or sta member;
Input rom a coach or mentor;
A sel evaluation o strengths and weakness,or career aspirations; or,
Feedback ollowing an interview.
This Guide can also be used by managers as a reerence tool to help them support theirteam members in setting development plans, or preparing or a career move. It canalso be used to help managers give guidance to their sta members on how they mightaddress any areas o development identied during perormance review. This can helpto ensure that the perormance review process remains constructive and ocused on
building skills or the uture.
We hope that you nd this Guide to be a valuable aid to your uture development, andthat it helps you to ulll your potential, and achieve your career aspirations within theUnited Nations.
I know I can count on each o you
to bring these Compacts to lie
with real results in the year ahead.
They are now there to guide
us in addressing the enormous
challenges we ace.
I want the world to see that
the United Nations is becoming
a more perormance-driven
Organization that sets clear
goals within specic timerames,
communicates them widely, and
reports the results openly,
Secretary-General BAN Ki-moon12 February 2010Compact Signing Ceremony
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3
I. Crai Yur Dvpm PaThis Guide is designed to help you set a personal development plan, and steer your owndevelopment.
Personal development is dened as:
the development of yourself, by yourself, through a deliberate process oflearning from experience.
It is most eective when development needs are clearly assessed, activities are planned,and a structured process is ollowed or their implementation. This section o the Guide isdesigned to help you construct a clear, individually tailored development plan which willgive you the best opportunity or reaching your development goals.
I I. Idiyi Yur Dvpm nd
Fdac rm Cau
Eective development starts with a sound assessment o development needs, which inturn enables plans to target specic areas o behaviour where change is required. Useulsources o inormation to help assess your development needs could include:
A recent perormance review;
Feedback rom a manager, colleague, peer or sta member;
Input rom a coach or mentor;
A sel evaluation o strengths and weakness, or career aspirations; or,
Feedback ollowing a job interview.
I you have already received very specic eedback rom one o these sources which links toone o the UN competencies, then you may well be able to use that inormation directly inyour development plan.
However, i the eedback you have received is vague, or you are unclear to whichcompetency it relates, or i you do not understand or accept the eedback, then it maybe helpul to go back to the person who initially provided that eedback (providing itis easible to do so) and ask them to clariy and elaborate on their observations. It isimportant to do this constructively, stressing that your aim is to understand and learn romtheir eedback to help guide your uture development, rather than to challenge it. Duringthis discussion, consider asking the ollowing kinds o questions:
Can you tell me exactly what I did to leave you with that impression o me?
What was the exact situation that I was in when you made that observation?
What did I do that you eel was less eective?
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UN Competency Development4
Why do you eel that it was less eective?
What do you eel I could have done instead?
How do you eel that I could best develop my behaviour in this area?
Even i you eel that the eedback is unair, it is best not to challenge it. The aim here is tolearn how your behaviour is perceived by others, even i you eel the eedback provider
has misread your intentions. Remember that input rom others which challenges yourown sel-perceptions can be extremely valuable in opening you up to new developmentalopportunities that you have not previously recognized.
sevauai
In addition to the eedback that you may receive rom others, it is helpul to complement thiswith a sel evaluation o your development needs. You will benet rom acknowledging yourown weaknesses so that you can actively plan or how you intend to overcome them.
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5
THEUNITEDNATIONSCOMPETENCYFRAMEWORK
CoRe VAlUes
CoRe CoMPetenCIes
MAnAgeRIAl CoMPetenCIes
IntegRItY
UpholdstheprinciplesoftheUnitedNationsCharter. DemonstratesthevaluesoftheUnitedNations,includingimpartiality,fairness,
honesty and truthulness, in daily activities and behaviours. Actswithoutconsiderationofpersonalgain. Resistsunduepoliticalpressureindecision-making. Doesnotabusepowerorauthority. StandsbydecisionsthatareintheOrganizationsinteresteveniftheyareunpopular. Takespromptactionincasesofunprofessionalorunethicalbehaviour.
PRoFessIonAlIsM
Showsprideinworkandinachievements. Demonstratesprofessionalcompetenceandmasteryofsubjectmatter. Isconscientiousandecientinmeetingcommitments,observingdeadlinesand
achieving results. Ismotivatedbyprofessionalratherthanpersonalconcerns. Showspersistencewhenfacedwithdicultproblemsorchallenges.
Remainscalminstressfulsituations.
ResPeCt FoR DIVeRsItY
Workseectivelywithpeoplefromallbackgrounds. Treatsallpeoplewithdignityandrespect. Treatsmenandwomenequally. Showsrespectfor,andunderstandingof,diversepointsofviewanddemonstrates
this understanding in daily work and decision-making. Examinesownbiasesandbehaviourstoavoidstereotypicalresponses. Doesnotdiscriminateagainstanyindividualorgroup.
CO
REVAlUES
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UN Competency Development6
CoMMUnICAtIon
Speaks and writes clearly and eectively. Listenstoothers,correctlyinterpretsmessagesfromothersandrespondsappropriately. Asksquestionstoclarify,andexhibitsinterestinhavingtwo-waycommunication. Tailorslanguage,tone,style,andformattomatchtheaudience.
Demonstratesopennessinsharinginformationandkeepingpeopleinformed.
teAMwoRk
Workscollaborativelywithcolleaguestoachieveorganizationalgoals. Solicitsinputbygenuinelyvaluingothersideasandexpertise;iswillingtolearnfrom
others. Placesteamagendabeforepersonalagenda. Buildsconsensusfortaskpurposeanddirectionwithteammembers. Supportsandactsinaccordancewithnalgroupdecisions,evenwhensuchdecisions
may not entirely refect own position. Sharescreditforteamaccomplishmentsandacceptsjointresponsibilityforteam
shortcomings.
PlAnnIng & oRgAnIzIng
Developscleargoalsthatareconsistentwithagreedstrategies. Identiespriorityactivitiesandassignments;adjustsprioritiesasrequired. Allocatesappropriateamountoftimeandresourcesforcompletingwork. Foreseesrisksandallowsforcontingencieswhenplanning. Monitorsandadjustsplansandactionsasnecessary. Usestimeeciently.
ACCoUntAbIlItY
Takesownershipforallresponsibilitiesandhonourscommitments. Deliversoutputsforwhichonehasresponsibilitywithinprescribedtime,costandquality
standards. Operatesincompliancewithorganizationalregulationsandrules. Supportssubordinates,providesoversightandtakesresponsibilityfordelegated
assignments. Takespersonalresponsibilityforhis/herownshortcomingsandthoseoftheworkunit,
where applicable.
ClIent oRIentAtIon
Considersallthosetowhomservicesareprovidedtobeclientsandseekstoseethingsrom clients point o view.
Establishesandmaintainsproductivepartnershipswithclientsbygainingtheirtrustandrespect.
Identiesclientsneedsandmatchesthemtoappropriatesolutions. Monitorsongoingdevelopmentsinsideandoutsidetheclientsenvironmenttokeep
inormed and anticipate problems. Keepsaclientinformedofprogressorsetbacksinprojects. Meetstimelinefordeliveryofproductorservicestoclient.
COR
ECOMPETENC
IES
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7
CReAtIVItY
Activelyseekstoimproveprogrammesorservices. Oersnewanddierentoptionstosolveproblemsormeetclientneeds. Promotesandpersuadesotherstoconsidernewideas. Takescalculatedrisksonnewandunusualideas;thinksoutsidethebox.
Takesandinterestinnewideasandnewwaysofdoingthings. Isnotboundbycurrentthinkingortraditionalapproaches.
teCHnologICAl AwAReness
Keepsabreastofavailabletechnology. UnderstandsapplicabilityandlimitationsoftechnologytotheworkoftheOce. Activelyseekstoapplytechnologytoappropriatetasks. Showswillingnesstolearnnewtechnology.
CoMMItMent to ContInUoUs leARnIng
Keepsabreastofnewdevelopmentsinownoccupation/profession. Activelyseekstodeveloponeselfprofessionallyandpersonally. Contributestothelearningofcolleaguesandsubordinates. Showswillingnesstolearnfromothers. Seeksfeedbacktolearnandimprove.
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UN Competency Development8
VIsIon
Identiesstrategicissues,opportunitiesandrisks. ClearlycommunicateslinksbetweentheOrganizationsstrategyandtheworkunitsgoals. Generatesandcommunicatesbroadandcompellingorganizationaldirectioninspiringothersto
pursue that same direction. Conveysenthusiasmaboutfuturepossibilities.
leADeRsHIP
Servesasarolemodelthatotherpeoplewanttofollow. Empowersotherstotranslatevisionintoresults. Isproactiveindevelopingstrategiestoaccomplishobjectives. Establishesandmaintainsrelationshipswithabroadrangeofpeopletounderstandneedsand
gain support. Anticipatesandresolvesconictsbypursuingmutuallyagreeablesolutions. Drivesforchangeandimprovement,doesnotacceptthestatusquo. Showsthecouragetotakeunpopularstands.
eMPoweRIng otHeRs
Delegatesresponsibility,clariesexpectationsandgivesstaautonomyinimportantareasof
their work. Encouragesotherstosetchallenginggoals. Holdsothersaccountableforachievingresultsrelatedtotheirareaofresponsibility. Genuinelyvaluesallstamembersinputandexpertise. Showsappreciationandrewardsachievementandeort. Involvesotherswhenmakingdecisionsthataectthem.
MAnAgIng PeRFoRMAnCe
Delegatestheappropriateresponsibility,accountabilityanddecision-makingauthority. Makessurethatroles,responsibilitiesandreportinglinesarecleartoeachstamember. Accuratelyjudgestheamountoftimeandresourcesneededtoaccomplishataskandmatches
task to skills. Monitorsprogressagainstmilestonesanddeadlines. Regularlydiscussesperformanceandprovidesfeedbackandcoachingtosta. Encouragesrisk-takingandsupportsstawhentheymakemistakes. Activelysupportsthedevelopmentandcareeraspirationsofsta. Appraisesperformancefairly.
bUIlDIng tRUst
Providesanenvironmentinwhichotherscantalkandactwithoutfearorrepercussion. Managesinadeliberateandpredictableway. Operateswithtransparency,hasnohiddenagenda. Placescondenceincolleagues,stamembersandclients. Givespropercredittoothers. Followsthroughonagreeduponactions. Treatssensitiveorcondentialinformationappropriately.
JUDgeMent / DeCIsIon MAkIng
Identiesthekeyissuesinacomplexsituation,andcomestotheheartoftheproblemquickly. Gathersrelevantinformationbeforemakingadecision. ConsiderspositiveandnegativeimpactonothersandontheOrganization. Proposesacourseofactionormakesarecommendationbasedonallavailableinformation. Checksassumptionsagainstfacts. Determinesthattheactionsproposedwillsatisfytheexpressedandunderlyingneedsforthe
decision. Makestoughdecisionswhennecessary.
MANAg
ERIAlCOMPETE
NCIES
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thedevelopmentActIvItIes2
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UN Competency Development10
PURPose
As you review each core value or competency in the ollowing sections, it is helpul toconsider how this Guide will be useul to you over the course o your UN career.
As noted in the Introduction, this guide is meant to practically support you, as a UN stamember, in developing the values and competencies needed to be successul in your job,and your broader career, within the Organization. The majority o the recommendationsin this guide are sel-directed. However, i you have any questions about how any o theseactivities may be undertaken within the context o UN Regulations and Rules, we encourageyoutoseekcounselfromyourmanager,ExecutiveOceorOHRM.TheUNCompetencyFramework is relevant and important in a range o your daily human resource activities:
To more eectively manage your career development, both as anindividual sta member and or those o you with supervisoryresponsibilities, in your role as manager;
In your learning goals and personal development plan (DP) as part o the
Organizations new perormance management and development system;
As you write your application and to help you prepare or job interviews;
To give more specic, constructive eedback to colleagues and team members;
To more eectively coach those who come to you or mentoring.
This Chapter o the Guide introduces each UN core value, competency and managerialcompetency, and positive and negative indicators or each. While not intended tospecically dene each according to how to rank/assess each competency, included areparameters to help both managers and sta assess themselves and their teams according tohow procient you are in each area.
Yu i a d ur ay dvp yur i:
lari y Di: on the job activities, job simulations and job aids
lari hruh traii: training courses
lari y lii/wachi: observing others, video based development
lari y Radi: books and skill bries
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Core Values 11
CoRe VAlUe: IntegRItY
th cmpcy Iriy i a cr vau r h Uid nai:
An ability to work honestly, openly, impartially and in accordance with the values o the United Nations iscritical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Piiv Idicar
Upholds the principles o the United Nations Charter.
Demonstrates the values o the United Nations,including impartiality, airness, honesty andtruthulness, in daily activities and behaviors.
Acts without consideration o personal gain.
Resists undue political pressure in decision-making.
Does not abuse power or authority.
Stands by decisions that are in the Organizationsinterest even i they are unpopular.
Takes prompt action in cases o unproessional orunethical behavior.
naiv Idicar
Interprets principles and ethics exiblywithout justication.
Seeks personal gain.
Compromises too readily when under
pressure.
Favors certain issues, individuals or groupsin a subjective way.
Not reliable.
May be dishonest.
IntegrIty
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UN Competency Development12
stAFF MeMbeR
Yu ar rquird dmra hi vau i yur r:
An ability to work honestly, openly, impartially and in accordance with the values o the United
Nations is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role
Chci haviur ypica ach rai v r sa Mmr
UaiacryRquir
DvpmFuy Cmp ouadi
Showslittle interest inorganizational values,
and does not use
them to regulate
personal behaviour
Does not standrm against acting
without thoughts
o personal gain,
and is willing to be
exible when political
pressure being
applied
Allows actionsand decisions to
be swayed by the
interests o sta
and other parties,
rather than ocusing
primarily on those o
the Organization
Does notrecognize or address
behaviour in sel
and others which is
unethical or lacking in
integrity
Generally triesto behave broadlyin line with general
organizational values
Resists actingwith thoughts o
signicant personal
gain, but may nd
it harder to resist
political pressure on
some occasions
Generally actsand makes decisions
in the interests o the
Organization, but
seeks to balance this
with the interests o
sta and other parties
Generallypoints out where
any behaviour in
others appears to
be signicantly less
ethical or to lack in
integrity
Seeks to ensurethat personalbehaviour broadly
complies with
the values o the
Organization
Acts withoutthoughts o personal
gain, and generally
seeks to resist
political pressure
wherever possible
Ensuresall actions and
decisions are taken
in the Organizations
best interests
Identies andacts to address any
behaviour in sel
or others which is
unethical or lacking
in integrity
Proactivelyseeks to understandthe values o the
Organization, monitor
personal behaviour to
ensure that it supports
them
Explicitly actswithout thoughts o
personal gain, and
stands strong when
political inuence is
applied
Ensures all actionsand decisions are taken
in the Organizations
best interests, checking
any potentially
controversial issues
with more senior
managers
Identies andacts to address any
behaviour in sel
or others which is
unethical or lacking
in integrity, and
positively promotes
the importance o
integrity wherever
possible
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Core Values 13
MAnAgeR
Yu ar rquird dmra hi vau i yur r:
An ability to work honestly, openly, impartially and in accordance with the values o the United
Nations is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Chci haviur ypica ach rai v r Maar
UaiacryRquir
DvpmFuy Cmp ouadi
Showslittle interest in
organizational
values, and does not
use them to regulate
personal behaviour
Does not standrm against acting
without thoughts o
personal gain, and is
willing to be exible
when political
pressure being
applied
Allows actionsand decisions to
be swayed by the
interests o sta
and other parties,
rather than ocusing
primarily on those o
the Organization
Does notrecognize or address
behaviour in seland others which is
unethical or lacking
in integrity
Generally triesto behave broadly
in line with general
organizational values
Resists actingwith thoughts o
signicant personal
gain, but may nd
it harder to resist
political pressure on
some occasions
Generally acts
and makes decisionsin the interests o the
Organization, but
seeks to balance this
with the interests o
sta and other parties
Generallypoints out where
any behaviour in
others appears to
be signicantly less
ethical or to lack in
integrity
Seeks to ensurethat personal
behaviour broadly
complies with
the values o the
Organization
Acts withoutthoughts o personal
gain, and generally
seeks to resist
political pressure
wherever possible
Ensuresall actions and
decisions are taken
in the Organizations
best interests
Identies andacts to address any
behaviour in sel
or others which is
unethical or lacking
in integrity
Proactivelyseeks to understand
the values o the
Organization, monitor
personal behaviour to
ensure that it supports
them
Explicitly actswithout thoughts o
personal gain, and
stands strong when
political inuence is
applied
Ensures all actionsand decisions are taken
in the Organizations
best interests, checking
any potentially
controversial issues
with more senior
managers
Identies andacts to address any
behaviour in sel
or others which isunethical or lacking in
integrity, and positively
promotes the
importance o integrity
wherever possible
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UN Competency Development14
MAnAgeR oF MAnAgeRs
Yu ar rquird dmra hi vau i yur r:
An ability to work honestly, openly, impartially and in accordance with the values o the United
Nations is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Chci haviur ypica ach rai v r Maar Maar
UaiacryRquir
DvpmFuy Cmp ouadi
Showslittle interest inorganizational
values, and does not
use them to regulate
personal behaviour
Does not standrm against acting
without thoughts o
personal gain, and is
willing to be exible
when political
pressure beingapplied
Allows actionsand decisions to
be swayed by the
interests o sta
and other parties,
rather than ocusing
primarily on those o
the Organization
Does notrecognize or address
behaviour in sel
and others which is
unethical or lacking
in integrity
Generally triesto behave broadlyin line with general
organizational values
Resists actingwith thoughts o
signicant personal
gain, but may nd
it harder to resist
political pressure on
some occasions
Generally actsand makes decisions
in the interests o the
Organization, but
seeks to balance this
with the interests o
sta and other parties
Generallypoints out where
any behaviour in
others appears to
be signicantly less
ethical or to lack in
integrity
Seeks toensure thatpersonal behaviour
broadly complies
with the values o
the Organization
Acts withoutthoughts o
personal gain, and
generally seeks
to resist political
pressure wherever
possible
Ensuresall actions and
decisions are
taken in the
Organizations best
interests
Identies andacts to address any
behaviour in sel
or others which is
unethical or lacking
in integrity
Proactively seeks tounderstand the valueso the Organization,
monitor personal
behaviour to ensure that
it supports them
Explicitly actswithout thoughts o
personal gain, and
stands strong when
political inuence is
applied
Ensures all actionsand decisions are taken
in the Organizations
best interests, checking
any potentially
controversial issues with
more senior managers
Identies and actsto address any behaviour
in sel or others which
is unethical or lacking
in integrity, and
positively promotes the
importance o integrity
wherever possible
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Core Values 15
sud Dvpm Acivii
Obtain a copy o the United Nations Charter. Make sure that you are ully conversant with the principleswithin the Charter. Construct a list o the principles which you believe are particularly relevant to yourrole or your team, and discuss them at a sta meeting or one on one with your team. I there any areasthat you are not sure about make a point o learning about these immediately. In all o your dealings as aUnited Nations representative, ensure that you demonstrate your commitment to the Charter.
Seek eedback rom your manager or colleagues regarding their perceptions o your honesty, ethics andintegrity in relation to your proessional ethics or codes o conduct. It is important that you try to addressany issues o concern as appropriate.
Devote some time, possibly at your next team meeting, to discuss with your team members what they seeas ethically important in their job and any concerns they have.
It might be useul to develop a written code o ethics or your team or unit within the Organization andmake sure that everyone is aware o and committed to this. Make sure that it is consistent with UnitedNations ethical standards.
Investigate proessional organizations, working groups, and committees both internal and external tothe United Nations that are relevant to your occupational group, and consider becoming involved oryour proessional development. Obtain a copy o any proessional ethics or standards you are boundby as a member o the group. Make sure that you are ully conversant with this document. In all o yourdealings as a United Nations representative ensure that you also honour your proessional ethics. Be sureto amiliarize yoursel with the Administrative Instruction on Outside Activities (ST/AI/2000/13).
Attend sessions at proessional conerences devoted to debating current ethics within your eld or
proession. Inormation obtained through attending such conerences could also be passed on to ordiscussed with relevant others within the United Nations.
Make sure that you do not promise to do something unless you truly believe that you can deliver it. Youwillndthatitisverydiculttogainthetrustofothersifyoubreakpromisestothem.
I someone provides you with condential or sensitive inormation or you regularly work in anenvironment in which there is condential or sensitive inormation readily accessible, make sure thatyou treat it as such. Think about how you have elt when someone else has broken your trust in the pastby passing on inormation or looking at personal paper work and use this as a motivator or keepingcondences in the uture.
Failing to meet deadlines can oten be seen by other people as unreliability and can contribute to a lacko trust. For that reason it is important that you evaluate your time management skills and address any
development needs in this area. For example, i you are invited to attend a meeting endeavour to be 5minutes early and well prepared as a sign o respect, trustworthiness and reliability.
Do not blame others or your errors, instead accept responsibility or the error and xing the mistake.
Seek opportunities to work on projects with ethical considerations either inside or outside work.
Beore taking action on an important issue, seek eedback on your intended approach rom a colleaguewhose integrity you respect.
Learning by Doing
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UN Competency Development16
Learning through Training
There are a number o development programmes available or the Core Value o Integrity. Further details othese can be ound on the United Nations eLearning platorm, UNSkillport.com. Programmes include:
Core UN Training Programmes Addressing Integrity
Ethics and proessional knowledge
Organisational scope o critical thinking
Leading without authority
Mandatory UN Training
Integrity Awareness Programme
Prevention o Workplace Harassment, Sexual Harassment, and Abuse o Authority in the Workplace
Many o these programmes, and other related programmes, are available in a range o languages. VisitUNSkillport.com to see the ull listings o programmes currently oered in Spanish, French and otherlanguages.
Think about someone whom you trust or view as particularly ethical and try to identiy what theydid or do to make you eel this way. Bear this in mind or your own dealings with others and considertrying to emulate their style.
Attend or join appropriate United Nations or proessional bodies which promote and regularly discussethics and are bound by codes o conduct.
CD Roms
The Infuential Manager (CD Rom) Edited by Gareth Lewis published by Pergamon Open Learning
Learning by Listening/Watching
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Core Values 17
Learning by Reading
Go to a bookshop or a library and choose one or two books to read on integrity and ethics rom the readinglist below. You may also identiy other relevant titles.
Recommended Reference Books
th Accua oraiai: Rcaimi Iriy, Rri tru; (2004) by John Marchica;Consulting Psychologists Press - This book shows how to identiy an organizations values and purpose,integrate them into a strategic plan, and develop a ocused road map or execution that provides clarity,denes perormance standards, and much more.
Hih Prrmac ih Hih Iriy; (2008) by Ben W. Heineman Jr.; Harvard Business SchoolPublishing - Concise and insightul, this book provides a corporate blueprint or creating a culture ointegrity through exemplary leadership, transparency, incentives, and processes, not just rules andpenalties.
A br way thi Au bui: H Pra Iriy lad Crpra succ; (1999)by Robert C. Solomon ; Oxord University Press (US) - How and why to make integrity a core corporatevalue.
Iriy wr: srai r bcmi a trud, Rpcd ad Admird ladr; (2005) byDana Telord and Adrian Gostick; Gibbs Smith - A leader who wants to be trusted, ollowed and admiredmust act with integrity. Harvard researcher and lecturer Dana Telord and bestselling author AdrianGostick explain ten principles o integrity that are proven to enhance loyalty and the bottom line.
Maai by Accuaiiy: wha evry ladr nd k au Rpiiiy, Iriyad Ru; (2007) by M. David Dealy and Andrew R. Thomas; Greenwood Publishing - Using storiesrom ront line experiences and examples rom successul leaders, this book demonstrates how leaderswho embark on a management philosophy o personal accountability imbue their organizations withqualities o integrity and responsibility.
th Iriy Advaa: H tai h Hih Rad Cra a Cmpiiv Advaa i bui;(2003) by Adrian Gostick and Dana Telord; Gibbs Smith - Prominent business leaders rom some oNorth Americas most respected companies discuss the role integrity has played in their successes, andoer examples o the importance o integrity in business today.
Crpra Iriy: Rhii oraiaia ehic ad ladrhip; (2005) by Marvin T.Brown; Cambridge University Press - With a strong sense o integrity as wholeness, this text exploreskey challenges acing modern businesses as they try to respond ethically to cultural, interpersonal,organizational, civic and environmental challenges.
buidi Rpuaia Capia: srai r Iriy ad Fair Pay tha Imprv h bm li;
(2004) by Kevin T. Jackson; Oxord University Press (US) - This practical guide reveals basic principleso integrity and airness with which rms can build an enduring reputation. The author outlines theadvantages o a superior reputation, describes the vital role the rms leader must play.
th bm li Iriy: 12 Pricip r Hihr Rur; (2004) by Quinn McKay; Gibbs Smith- Written or both managers and MBA students, this thorough, thought-provoking book empowers you toprovide strategies and solutions or dening the standard o integrity in your company, and start applyingthem today.
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UN Competency Development18
Maai erpri Irmai Iriy: scuriy, Cr ad Audi Iu; (2005) by ITGovernance Institute - Containing denitions and distinctions to ocus on the meaning o inormationintegrity, and a ramework identiying key attributes, this document identies and validates keydimensions o inormation integrity and key inormation integrity risk areas.
eia bui ehic: Crai a oraiai Hih Iriy ad suprirPrrmac; (2009) by Denis Collins; John Wiley & Sons (US) - Based on more than two decades o
consulting, teaching, and research, the author o this nuts-and-bolts book provides you with practicalhow-to examples and best practices on every area o managing ethics inside your organization.
th baacd Cmpay: A thry Crpra Iriy; (2002) by Muel Kaptein and JohanWempe; Oxord University Press (UK) - This text presents a cohesive overview o the most importanttheories and insights in the eld o business ethics. It also tailors these theories to the situations in whichorganizations unction.
Maai Crpra Rpuai & Ri: A sraic Apprach Ui kd Maam;(2003) by Dale Nee; Elsevier Science and Technology Books, Inc. - This text explains how leadingcompanies are combining knowledge and risk management techniques with emerging internationalintegrity guidelines in order to create an ethical ramework.
th spd tru: th o thi tha Cha evryhi; (2006) by Stephen R. Covey; Free Press
Recommended SkillBriefs (available through UNSkillport.com)
Udradi Iriy: Explore ways o creating integrity in business.
Dmrai Yur Iriy: Learn how to think and act with integrity.
Aci ih Iriy: Learn more about honesty, impulse control, and reliability.
H Dmra Iriy: Discover three important ways you can demonstrate integrity.
Udradi tru: Explore how building trust can help in taking risks.Mi ehica sadard: Study how to make sure you do the right thing.
ehica trai Criica thir: Distinguish the ethical traits that characterize critical thinkers
Other Reference Books
bui ehic: A Guide or Managers (1996) by E.P. Tierney published by Kogan Page
ehica ladrhip by S. Connack and T. James published by IPD
tru i h baac: buidi succu oraiai Ru, Iriy ad Ccr (1997) byR.B Shaw published by Jossey-Bass
Cmpiiv ad ehica (1998) by G. Wyburd published by Kogan Page
ehiqu Maam by K. Blanchard and V. Peale published by Organization (French)
Mra d a Cmpiivi by O. Gelinier published by Hommes et Techniques (French)
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Core Values 19
CoRe VAlUe: PRoFessIonAlIsM
th cmpcy Priaim i a cr vau r h Uid nai:
An ability to work a calm, competent and committed manner is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Piiv Idicar
Shows pride in work and in achievements.
Demonstrates proessional competence and masteryo subject matter.
Is conscientious and efcient in meetingcommitments, observing deadlines and achieving
results.
Is motivated by proessional rather than personalconcerns.
Shows persistence when aced with difcultproblems or challenges.
Remains calm in stressul situations.
naiv Idicar
Less motivated than others to achieve.
Appears less knowledgeable to others aboutsubject matter / eld.
Complacent about achievements.
Sets easy targets and personal objectives.
Allows pressure to get to him/her.
Tends to nd it hard to bounce back aterset-backs / difcult challenges.
PrOF
eSSIOnALISM
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UN Competency Development20
stAFF MeMbeR
Yu ar rquird dmra hi vau i yur r:
An ability to work a calm, competent and committed manner is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Chci haviur ypica ach rai v r sa Mmr
UaiacryRquir
DvpmFuy Cmp ouadi
Frequently does
not manage to deliveron commitments
made, letting
deadlines slip
Pays littleattention to the
quality o work, and
allows substandard
work to be delivered
on occasion
Is prone torespond quite
emotionally when in
difcult situations,
nding it hard to
remain calm and
condent when under
pressure
Does not overtlymanage proessional
standards through
own and others work
and activities
Generally honours
commitments wherepossible, but may
sometimes let things
slip due to other
pressures
Generallymaintains key quality
standards wherever
time and resources
allow
Can becomeustered when in
difcult situations, and
nds it hard to remain
calm and condent at
all times
Seeks to maintainown proessional
standards through
daily work and
activities, but does
not encourage
proessionalism in
others
Seeks to honour
all key commitmentsmade, meeting any
critical deadlines
Seeks to ensurethat key quality
standards are
maintained in all
work delivered
Generallymanages to remain
calm and condent
in difcult situations,
but may let internal
tensions show on
rare occasions
Seeksto maintain
proessional
standards in sel and
others through daily
work and activities
Always honours
any commitmentsmade, meeting
all deadlines and
exceeding all
expectations
Takes personalpride in all work
delivered, seeking
to raise the quality
standard as ar as is
practically possible
Remains calm and
condent in difcultsituations, projecting
an air o proessional
competence
Seeks to raiseproessional standards
in sel and others
through daily work and
activities
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Core Values 21
MAnAgeR
Yu ar rquird dmra hi vau i yur r:
An ability to work a calm, competent and committed manner is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Chci haviur ypica ach rai v r Maar
UaiacryRquir
DvpmFuy Cmp ouadi
Frequently
does not manageto deliver on
commitments made,
letting deadlines slip
Pays littleattention to the
quality o work, and
allows substandard
work to be delivered
on occasion
Is prone torespond quite
emotionally when in
difcult situations,
nding it hard to
remain calm and
condent when
under pressure
Does not overtlymanage proessional
standards through
own and others work
and activities
Generally
honours commitmentswhere possible, but
may sometimes let
things slip due to
other pressures
Generallymaintains key quality
standards wherever
time and resources
allow
Can becomeustered when in
difcult situations,
and nds it hard to
remain calm and
condent at all times
Seeks to maintainown proessional
standards through
daily work and
activities, but does
not encourage
proessionalism in
others
Seeks to honour
all key commitmentsmade, meeting any
critical deadlines
Seeks to ensurethat key quality
standards are
maintained in all
work delivered
Generallymanages to remain
calm and condent
in difcult situations,
but may let internal
tensions show on
rare occasions
Seeksto maintain
proessional
standards in sel and
others through daily
work and activities
Always honours
any commitmentsmade, meeting
all deadlines and
exceeding all
expectations
Takes personalpride in all work
delivered, seeking
to raise the quality
standard as ar as is
practically possible
Remains calm andcondent in difcult
situations, projecting
an air o proessional
competence
Seeks to raiseproessional standards
in sel and others
through daily work and
activities
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UN Competency Development22
MAnAgeR oF MAnAgeRs
Yu ar rquird dmra hi vau i yur r:
An ability to work a calm, competent and committed manner is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Chci haviur ypica ach rai v r Maar Maar
UaiacryRquir
DvpmFuy Cmp ouadi
Frequentlydoes not manageto deliver on
commitments made,
letting deadlines slip
Pays littleattention to the
quality o work, and
allows substandard
work to be delivered
on occasion
Is prone torespond quite
emotionally when in
difcult situations,
nding it hard to
remain calm and
condent when
under pressure
Does not overtlymanage proessional
standards through
own and others work
and activities
Generallyhonours commitmentswhere possible, but
may sometimes let
things slip due to
other pressures
Generallymaintains key quality
standards wherever
time and resources
allow
Can becomeustered when in
difcult situations, and
nds it hard to remain
calm and condent at
all times
Seeks to maintainown proessional
standards through
daily work and
activities, but does
not encourage
proessionalism in
others
Seeks tohonour all keycommitments
made, meeting any
critical deadlines
Seeks toensure that key
quality standards
are maintained in
all work delivered
Generallymanages to
remain calm
and condent in
difcult situations,
but may let internal
tensions show on
rare occasions
Seeksto maintain
proessional
standards in sel
and others through
daily work and
activities
Always honours anycommitments made,meeting all deadlines
and exceeding all
expectations
Takes personal pridein all work delivered,
seeking to raise the
quality standard as ar as
is practically possible
Remains calm andcondent in difcult
situations, projecting
an air o proessional
competence
Seeks to raiseproessional standards in
sel and others through
daily work and activities
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Core Values 23
sud Dvpm Acivii
With a colleague or mentor, discuss a goal that you have been able to obtain despite considerableopposition, problems or barriers. Focus on how you ollowed through the course o action, what youmight do dierently and how this relates to your personal strengths and limitations in the area opersistence and motivation.
Try to view challenges and setbacks rom a problem-solving perspective, that is, look or solutions, ratherthan ocusing on the problems and why things can not be done.
Considersettingyourselfatargettoachieveeverymonth.Youshouldkeeparecordofthedicultiesthat you encounter on a day-to-day basis and how you aim to or did deal with them. Then review yourprogress at the end o each month.
Take the time to list situations where you eel you did not achieve goals due to the setbacks that youencountered. Discuss with a mentor how you handled them and what you could have done dierently tomeet your objectives.
Consider a work situation where you ailed to meet an objective or goal. Then ocus on all o theadvantages, benets and positive development that could have resulted had you succeeded.
Consider how you might receive eedback rom your manager or colleagues regarding how well you havecoped with disappointments and setbacks and whether you persevered to achieve goals in the past.
Take the time to examine your time management careully. It is possible that you may be spendingtime on routine, repetitive tasks, that distract you rom your main objectives. I so, look to delegatesome aspects o your nonessential work. You might think o ways in which you create an extra hal an
hour a day or yoursel. Try to plan ahead to reduce the likelihood o stress building by setting practicaldeadlines, learning to delegate and getting projects adequately resourced. Good time management isessential to stress management.
Attempt to attend and participate in meetings to which you are invited, arriving on time and participatingactively.
Join and attend proessional groups that are relevant to your role or proession. Subscribe to theirpublications and read them. Once you have read the appropriate articles, circulate them amonginterested others.
It is important that you are being seen to work successully. You could talk condently about your workwith your manager or colleagues without being unduly brash or immodest. Make sure that people realizehow much pride you take in your work and notice your ideas and achievements.
Let people know how motivated you are by looking or increased responsibility, development andchallenge. You could potentially arrange a meeting with your manager to discuss whether there areany additional areas o responsibility that you could assume. Devote time and energy to developing apersonal development plan or yoursel - this guide is an excellent tool and resource.
Continue your education and to develop your skills. Learning might include: university courses, OHRM/UN training, subscriptions to appropriate magazines and publications, a book club with like-mindedindividuals, or orming a community o practice; with colleagues who hold similar roles or positionswithin the United Nations to share inormation and discuss current priorities.
Learning by Doing
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UN Competency Development24
There are a number o development programmes available or the Core Value o Proessionalism.Further details o these can be ound on the United Nations eLearning platorm, UN Skillport.com.Programmes include:
Core UN Training Programmes Addressing Professionalism
Standard business etiquette
Business etiquette or managers
Learning through Training
It may be helpul i you try to become aware o what causes you stress and the typical responses you haveto stress, in order to learn to cope more eectively. Refect on situations in the recent past where youhave elt under undue stress and note down how you elt, what went through your mind and what youdid. Evaluate whether you react similarly to dierent stress situations and which o your reactions proveduseul and which unhelpul.
Stress can sometimes be related to a lack o competence with respect to job relevant skills, which
subsequently results in anxiety. Take the time to examine your condence level on each aspect o yourjob and compare this with recent appraisal ratings. Try to determine i there are any areas where lack oskill or knowledge is contributing to concern or negative eelings. I there are, it is important that you tryto address these.
You could ask your colleagues or riends how they perceive your ability to handle pressure. Ask them totell you in what ways do you respond well and in what ways do you respond less well. When under stressin the uture, try to respond with more o the positive behaviours.
Some people nd it helpul to watch their diet as part o an overall drive towards increasing theirproessionalism. A well-balanced nutritional programme will enhance your emotional well beingand contribute to maintaining the energy levels necessary to deal eectively with demanding andchallenging situations.
Recommended Simulations (available through UNSkillport.com)
Proessionalism and business etiquette simulation
Doing business proessionally simulation
Recommended Job Aids (available through UNSkillport.com)
Prjci Priaim: Use this SkillEval to evaluate your current telephone manners.
Ai Qui Priay: Use this SkillGuide to enhance your ability to skillully ask questionsthat will enable you to control telephone calls.
A Iuia Ima ad a Piiv Aiud: Use this SkillGuide to help you ocus on the attributes oa positive attitude, and to help you build a more infuential image.
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Core Values 25
Communication business etiquette
Etiquette at the business meeting
Handle calls with condence and proessionalism
The organizational scope o critical thinking
Improving your image (within the career support module)
Advancing your administrative career
Advancing service expertise
The proession o selling
Recognising saety procedures, eective communication and proessional behaviour
Many o these programmes, and other related programmes, are available in a range o languages. VisitUNSkillport.com to see the ull listings o programmes currently oered in Spanish, French and otherlanguages.
Learning by Listening/Watching
Video References
th Prur o Maai sr a wr(2 x videos) published by BBC or Business
Learning by Reading
Make sure that you are ully up to date with current business issues. Try reading relevant papers, articles andmagazines to ensure that you are ully aware o new opportunities and developing practices. It is possible thatyou may be able to apply some o these ideas to your own work.
You might consider doing some reading on the topic o stress management and relaxation rom the readinglist below.
Recommended Reference Books
shi Pria Paradi: 5 sp l sr, Mr ery & Rmara Ru awr; (2008) by Vicki Hess; CornerStone Leadership Institute - Through real-world examples, exercisesand interactive tools, this book will help your team develop skills or connecting more positively withcustomers and coworkers, improving team productivity and nding better solutions to workplaceproblems.
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UN Competency Development26
th Pria srvic Firm bi; (2004) by John Baschab and Jon Piot; John Wiley & Sons (US)- Full o best practices, proven advice and practical techniques, this comprehensive guide allows youto assess current operations and develop a plan or realizing measurable productivity improvements inrunning a proessional services organization.
sr Maam; (2002) by Team Publications; Human Resource Development Press - This bookletwill seek to test whether the denitions o stress are helpul in explaining stress, and seek to explore what
implications this might have or each and every one o us.
Ma Yur wrpac gra: th 7 ky a emiay Ii oraiai; (2007) bySteven J. Stein; John Wiley & Sons (US) - Based on the authors proprietary and cutting-edge research, thisbook shows you how to implement the necessary changes to make your workplace a happier and moreproductive one.
Iriic Mivai a wr: wha Ray Driv empy eam; (2009) by Kenneth W.Thomas; Berrett-Koehler Publishers - By identiying our intrinsic rewards and explaining exactly how andwhy they build engagement, this book provides a diagnostic ramework to evaluate which need boostingand how to boost them.
gi Prmd: Ra srai r Advaci Yur Carr; (1999) by Harry E. Chambers; Perseus
Books, L.L.C. - Use this guides tips and tricks to motivate and improve yoursel up the ladder to apromotion.
sic srai I A opiDai ih Difcu Pp Cmm Prm adUcmm sui by Sandra A. Crowe.
Maai dirc: H buid r raihip a hm ad a r; (1996) by D. Dana;New York: M&T Books.
th Had Cic Rui: thry ad Pracic; (2004) by M. Deutsch, P.T Coleman & E.Marcus; San Fracisco: Jossey-Bass.
gi Y: niai Arm wihu givi I; (1981) by R. Fisher & W. Ury; New York:Penguin Books.
why I Ca Mar Mr tha IQ r Characr, Hah ad li Achivm; (1995) by D.PGoleman; New York: Bantam Books.
I ovr our Had: th Ma Dmad Mdr li; (1994) by R. Kegan; Cambridge, MA: HarvardUniversity Press.
eia niai, (2 d ed); (2007/1997) by R.J Lewicki, D.M. Saunders & J.W Minton; Boston:McGraw-Hill Irwin.
Recommended SkillBriefs (available through UNSkillport.com)
th Fiv Characriic Priaim: Discover the ve characteristics o proessionalism.
Cvyi a Quaiy Ima via emai: Learn how to convey a quality image via e-mail.
H Cra a Favura Ci Impri: Explore how to create a avourable closingimpression.
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Core Values 27
H Prrv a Pria Raihip: Explore how to preserve a proessional relationship.
Maai sr: Learn strategies or handling stress in support situations.
Rcii h Criur sr: Learn to recognize the our general contributors to stress.
thr tchiqu r Cri sr: Learn to control stress by using these three techniques.
Chai Yur Udira bhaviur: Follow these our steps to change your undesirable behaviour.
Dvpi ad Dipayi smivai: Use these strategies to develop and display sel-motivation.
Dmrai smivai: Explore the characteristics associated with sel-motivation.
H gai h Cdc ohr: Use these techniques to gain the condence o others.
Other Reference Books
bcmi h b (1988) by B Popplewell and A Windsmith published by Gower
sr r succ: th Prv Prram r trarmi sr i Piiv ery a wr (1997)by J.E. Loehr published by Times Books
buidi Yur o Rai: A r r carr & i maam (1989) by B Hopson and MScally published by Lieskills Associates
I sarch excc (1991) by T Peters and R Waterman published by Harper Collins
w a wr: buidi Riic J sr by V. OHara published by New Harbinger Books
Ju Ru (1997) by J.P. Imlay and D. Hamilton published by Kogan Page
A Pai r succ (1995) by Kazuo Inamori published by McGraw-Hill
Par Hih Prrmac Dicvri h way Pp wr b (1993) by J.L. Fletcherpublished by Berrett-Koehler Publishers
eciv tim Maam (1988) by J Adair published by Pan Books Ltd
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UN Competency Development28
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Core Values 29
CoRe VAlUe: ResPeCt FoR DIVeRsItY
th cmpcy Rpc r Divriy i a cr vau r h Uid
nai:An ability to work eectively, respectully and inclusively with people rom dierent backgroundsand with dierent perspectives is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Piiv Idicar
Works eectively with people rom all backgrounds.
Treats all people with dignity and respect.
Treats men and women equally.
Shows respect or, and understanding o, diversepoints o view and demonstrates this understandingin daily work and decision-making.
Examines own biases and behaviors to avoidstereotypical responses.
Does not discriminate against any individual or group.
naiv Idicar
Unable to relate to people rom otherbackgrounds.
Insensitive to the needs o individuals
with dierent perspectives.
May oend people rom dierentbackgrounds.
Unable to view issues rom theperspective o people with diverseviewpoints.
re
SPeCtFO
r
D
IVerSIty
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UN Competency Development30
stAFF MeMbeR
Yu ar rquird dmra hi vau i yur r:
An ability to work eectively, respectully and inclusively with people rom dierent backgrounds
and with dierent perspectives is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Chci haviur ypica ach rai v r sa Mmr
UaiacryRquir
DvpmFuy Cmp ouadi
Works lesseectively withpeople rom dierent
backgrounds
Shows lessrespect or diverse
views
Does notconsciously monitor
own behaviour to
ensure that it is
ree rom bias and
discrimination
Does notrecognize, nor point
out, when bias is
encountered in the
workplace
Works withpeople rom dierentbackgrounds, seeking
to treat all people with
respect
May sometimesnot attend ully to all
diverse viewpoints
Generally tries tobehave in a manner
which is ree rom bias
and discrimination
Points out whenbias is encountered in
the workplace
Shows respecttowards peoplerom dierent
backgrounds
Pays attentionto diverse
viewpoints
Ensures ownbehaviour is ree
rom bias and
discrimination
Challenges andaddresses bias whenit is encountered in
the workplace
Works eectivelyand respectully withpeople rom dierent
backgrounds
Actively seeks outand attends to more
diverse viewpoints
Questions ownbehaviour to ensure it
is ree rom bias and
discrimination
Challenges andaddresses bias whenit is encountered,
positively encouraging
others to show respect
or diversity
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Core Values 31
MAnAgeR
Yu ar rquird dmra hi vau i yur r:
An ability to work eectively, respectully and inclusively with people rom dierent backgrounds
and with dierent perspectives is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Chci haviur ypica ach rai v r Maar
UaiacryRquir
DvpmFuy Cmp ouadi
Works lesseectively with
people rom dierent
backgrounds
Shows lessrespect or diverse
views
Does notconsciously monitor
own behaviour to
ensure that it is
ree rom bias and
discrimination
Does notrecognize, nor point
out, when bias is
encountered in the
workplace
Works withpeople rom dierent
backgrounds, seeking
to treat all people with
respect
May sometimesnot attend ully to all
diverse viewpoints
Generally tries tobehave in a manner
which is ree rom bias
and discrimination
Points out whenbias is encountered in
the workplace
Shows respecttowards people
rom dierent
backgrounds
Pays attentionto diverse
viewpoints
Ensures ownbehaviour is ree
rom bias and
discrimination
Challenges andaddresses bias whenit is encountered in
the workplace
Works eectivelyand respectully with
people rom dierent
backgrounds
Actively seeks outand attends to more
diverse viewpoints
Questions ownbehaviour to ensure it
is ree rom bias and
discrimination
Challenges andaddresses bias whenit is encountered,
positively encouraging
others to show respect
or diversity
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UN Competency Development32
MAnAgeR oF MAnAgeRs
Yu ar rquird dmra hi vau i yur r:
An ability to work eectively, respectully and inclusively with people rom dierent backgrounds
and with dierent perspectives is critical or all sta members.
All sta members are required to demonstrate this value, irrespective o the nature o their role.
Chci haviur ypica ach rai v r Maar Maar
UaiacryRquir
DvpmFuy Cmp ouadi
Works lesseectively withpeople rom dierent
backgrounds
Shows lessrespect or diverse
views
Does notconsciously monitor
own behaviour to
ensure that it is
ree rom bias and
discrimination
Does notrecognize, nor point
out, when bias is
encountered in the
workplace
Works withpeople rom dierentbackgrounds, seeking
to treat all people with
respect
May sometimesnot attend ully to all
diverse viewpoints
Generally tries tobehave in a manner
which is ree rom bias
and discrimination
Points out whenbias is encountered in
the workplace
Shows respecttowards peoplerom dierent
backgrounds
Pays attentionto diverse
viewpoints
Ensures ownbehaviour is ree
rom bias and
discrimination
Challengesand addresses
bias when it is
encountered in the
workplace
Works eectivelyand respectully withpeople rom dierent
backgrounds
Actively seeks outand attends to more
diverse viewpoints
Questions ownbehaviour to ensure it
is ree rom bias and
discrimination
Challenges andaddresses bias when it is
encountered, positively
encouraging others
to show respect or
diversity
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Core Values 33
sud Dvpm Acivii
Attending local cultural events is also a great way to broaden your understanding o dierent culturesand perspectives.
Continue your interest in other cultures and their values through books, magazines, lms and televisiondocumentaries. Further to this, make an eort to attend lm estivals or events hosted by othercultures to commemorate holidays and events.
Attend UN language classes provided or a region/culture o interest.
Alternatively attend cooking classes or a culture or country o interest. These are a great and creativeway to gain insight into the every day lie o people including rituals and customs.
Make an eort to nd out about cultural dierences in social and business norms when dealing with colleagues to help you to learn how to modiy your behaviour when this is appropriate. This can bedone in a variety o ways, or example, taking your colleague out or coee and discussing dierenceswith them, reading books, searching the Internet or appropriate websites or contacting relevantcultural societies.
Provide a platorm or team members rom other countries and cultures to educate others, or example,team lunches or meals, or i appropriate the team celebrating key cultural events with their teammembers rom that country.
I a confict arises, try to see the issue rom the other persons perspective beore deending your ownposition. Make sure that you look at the confict as a confict o ideas or approaches, rather than opeople and make every eort to remain neutral.
When presenting to a diverse audience, pay particular attention to explaining things as simply aspossible and avoid using jargon and complex words. When talking, regularly check that people haveunderstood what you have been saying.
Think about widening your social circle within the Organization. You can extend your social awarenessby listening to people talk about their culture, by reading autobiographies, and by listening to peopletalking on radio and television about their experiences and lives.
You may wish to consider attending evening classes in cross-cultural studies or the UN/OHRM trainingin cross-cultural communication to increase your knowledge and understanding o other cultures.
Trytoincreaseyourself-awarenessbymakingalistofbehavioursthatyounddiculttotolerate.Make a conscious eort to control your eelings when coming across people who illustrate these
behaviours and try to engage them in conversation and get to know them better.
Consider getting eedback rom people rom other cultures about how they see you and your culture.Try to put yoursel in their shoes. Then talk through issues about how you see their culture.
Learning by Doing
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UN Competency Development34
Practice being sensitive, not only to what people say but to how they are saying it and try tounderstand what the real message is that they are trying to communicate. Watch peoples eyes, theirace muscles, their posture, their movements and gestures or clues that will assist you. Unortunatelythere is no sure dictionary to translate non-verbal behaviours into meanings, but they can giveadditional clues to what is going on within the speaker. This in turn can be useul when trying tomotivate and develop less orthcoming sta.
Consider seeking eedback rom your colleagues about instances where you have reacted withoutconsideration o others eelings. Try to determine what caused you to react this way and try to bemore aware o it in the uture.
In your own work unit, think about how much you listen to and understand those people with whomyou work. How do you demonstrate concern and interest, and how do you react when a confictarises? Think about what areas can you develop and change.
Recommended Simulations (available through UNSkillport.com)
Managing diversity in the workplace simulation
Recommended Job Aids (available through UNSkillport.com)
A Md r Divriy: Use this SkillGuide to review the our steps o the diversity model.
Chci r Vaui tam Divriy: Use this SkillEval to assist you when working with diversestyles and backgrounds.
Maai Divriy Aci Pa: Use this job aid to relate diversity initiatives to real-Iie goals andollow-through steps or managing diversity.
Vaui Divriy Aci Pa: Use this job aid to relate your knowledge to real-lie goals and ollow-through steps or valuing diversity.
Hamar eciv Hiic Divriy: Use this job aid to check the status o your companysapproach to diversity.
oraiaia Ra Vau Divriy: Use this job aid to determine an organizations reasonsor undertaking a diversity eort, provide answers to the question why? as well as to identiy benetswhich relate to the bottom-line, making diversity more than just a nice-to-have initiative.
Divriy D ad D: Use this job aid to remind yoursel o the things you should and shouldnot do to help your company achieve business advantages rom diversity.
Maai Divriy sAm wrh: Use this job aid to refect on your behaviours inmanaging diversity and or creating goals or development.
oraiaia Divriy srai: Use this job aid to determine to what degree your organizationis implementing the strategies needed or a successul diversity eort.
Vaui Divriy sAm: Use this job aid to give people the opportunity to refect on theirown behaviours in valuing diversity and creating goals or development.
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Core Values 35
Learning through Training
There are a number o development programmes available or the Core Value o Proessionalism. Further
details o these can be ound on the United Nations eLearning platorm, UN Skillport.com. Programmesinclude:
Core UN Training Programmes Addressing Respect for Diversity
The reasons why diversity matters
Planning a diversity initiative
Managing diversity
Diversity: the uture
Getting past clashes: valuing team diversity
International communications
Peacekeeping Training Programmes
The impact o culture on communication
The art o global communication
Improve your cross cultural communication
Many o these programmes, and other similar programmes, are available in a range o languages. VisitUNSkillport.com to see the ull listings o programmes currently oered in Spanish, French and otherlanguages.
Learning by Listening/Watching
Try to identiy a colleague or a riend who comes across as respectul, understanding and sensitive to otherpeoples eelings. Discuss with this person how they go about interacting with people in this manner and tryto pick up any useul tips which you could subsequently adopt to enhance your own style.
Video References
Maai Divriy (Video 23 mins) published by American Media
buidi h traaia tam (Video 23 mins) published by TMA
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UN Competency Development36
Learning by Reading
Go to a good bookshop or a library and choose one or two books to read on understanding dierent
cultures.
Read about and practise a range o dierent listening techniques. It is important that you try tounderstand peoples ideas and views rom their perspective without prejudging situations. Make aneort to try to avoid interrupting people while they are talking and wait until they have nished beoreyou start to speak.
Recommended Reference Books
Mai Divriy wr: sv sp r Dai bia i h wrpac; (2003) by SondraThiederman; Kaplan Publishing - This book oers practical ways or everyone to be more aware otheir biases, stereotypes and negative attitudes. The author provides strategies or becoming aware
o our biases, learning how to overcome them, and avoiding relapses.
buidi h Prmi Divriy: H w Ca Mv h nx lv i our wrpac,our Cmmuii, ad our sciy; (2006) by R. Roosevelt Thomas, Jr.; AMACOM - Whether youlet diversity be a drain on your organization or a dynamic contributor to your mission, vision andstrategy, this action-oriented book will help leaders break out o the status quo and reinvigorate thecan-do spirit o making things better.
Maai Divriy: wrd i Aci; (2006) by Gary Mulholland, Mustaa zbilgin andDianah Worman; CIPD Enterprises - Based on an action research study o nine organizations, thisreport explains how they used change management principles to motivate people and engagecommitment beore introducing diversity initiatives.
th Icui brahruh: Uahi h Ra Pr Divriy;
(2002) by FrederickA. Miller and Judith H. Katz; Berrett-Koehler Publishers - Oers a specic, tested, and provenmethodology or achieving an inclusion breakthrough that will unleash the nearly boundlesscreativity and productivity o any rms greatest resource: its people.
Maai Divriy: th Cura lad; (2000) by Elsie Y. Cross; Greenwood Publishing- Drawing on her own experiences as an Arican American woman, Elsie Y. Cross presents aknowledgeable, reasoned explication o a complex and complete system o organizational change,and contributes to our understanding o gender and cultural problems.
Dvpi Cmpcy Maa Divriy: Radi, Ca & Acivii; (1997) by Taylor H.Cox, Jr. and Ruby L. Beale; Berrett-Koehler Publishers - Blending theory and practice in numerousexamples and industry models, the authors o this toolkit look closely at every level o lie in aparticipative organization, and defate the ears and misperceptions that sabotage change.
Capiaii o wrpac Divriy: A Pracica guid oraiaia succ thruhDivriy; (1996) by Richard Y. Chang; Richard Chang Associates - Learn how to successullyhandle the challenges and reap the rewards o a diverse workplace. With practical how-to advice,this innovative guidebook helps create a diversity vision, build commitment, ensure workorcecapability, and reinorce success.
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Core Values 37
Dai ih Divriy; (2003) by George B. Graen (ed); Inormation Age Publishing - This textexamines the application o Leader-Member Exchange (LMX) theory to allow the transormation o wellintentionedarmativeactionprogramsfromtheirrelianceonsurface-leveldiversitytoanewrelianceon deep-level diversity.
Rdi Divriy; (1996) by R. Roosevelt Thomas, Jr.; AMACOM - Diversity in the workplace goesbeyond race and gender--it goes to the heart o an organizations strategic planning.
th Divriy scrcard: evauai h Impac Divriy oraiaia Prrmac; (2004) by Edward E. Hubbard; Elsevier Science and Technology Books, Inc. - Providing step-by-stepinstructions, worksheets and examples to help diversity executives and managers analyze and track theimpact o their diversity initiatives, this book will also help them develop measures that ocus on thepast, present, and uture.
th Divriy traii Had: A Pracica guid Udradi & Chai Aiud,3rd edii; (2008) by Phil Clements and John Jones - Providing clear guidelines on diversity issuesand on designing diversity training, this practical book includes techniques to bring about attitudinalchange as well as advice on dealing with workplace racism, sexism and prejudice.
Iraia Dimi oraiaia bhavir; (2001) by Nancy Adler, Southwestern College
Publishing.
Cuur ad oraiai: sar h Mid, Ircuura Cprai ad i imprac surviva; (1991) by Gert Hostede; London: McGraw-Hill.
wh Cuur Cid: Maai succuy Acr Cuur; (2005) by Richard Lewis; Boston:Nicholas Brealey Publishing.
Maai Ircuura Cic ecivy; (2001) by Stella Ting-Toomey and John G. Oetzel; CA:Sage
Ridi h wav Cuur: Udradi Cuura Divriy i ga bui; (1998) by FonsTrompenaars and Charles Hampden-Turner; London: Nicholas Brealy
turi bric i Jad: Criica Icid r Muua Udradi am Chi adAmrica; (2000) by Mary M. Wang et al; Yarmouth, ME: Intercultural Press, Inc.
th n Japa: Dui sv Cuura sryp; (2002) by D. Matsumoto; Yarmouth, ME:Intercultural Press, Inc.
third Cuur kid: th expric gri Up Am wrd by David Pollock and Ruther E.Van Reken.
th R Cuur ad Prcpi i Iraia Rai (scd edii); 1988 by GlenFisher; Yarmouth, ME: Intercultural Press, Inc.
I Arica: Ircuura Iih; (1998) by Yale Richmond and Phyllis Gestrin; Yarmouth, ME:
Intercultural Press, Inc.
Cuura Miudradi: th FrchAmrica expric; (1987) by Raymonde Carroll andCarol Volk; Chicago: University o Chicago Press.
Frm ny Da: Udradi h Ruia; (1992) by Yale Richmonde; Yarmouth, ME:Intercultural Press, Inc.
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UN Competency Development38
wh Cuur Cid: Maai succuy Acr Cuur; (2005) by Richard Lewis;Boston: Nicholas Brealey Publishing.
bur; (1998) by Stan Davis and Christopher Meyer
Cmpi ih Iriy i Iraia bui; (1993) by Richard T. DeGeorge; OUP, Oxort.
ehic Mar; (2000) by Dawn-Marie Driscoll and W. Michael Homan; CBE, Bentley College.
Auiraphy: th sry My exprim ih truh; (1948/1983) by Mahondas K. Gandhi;New York: Diver.
Maai Cuura Dirc; (1996) by Philip R. Harris and Robert T. Moran; Gul Publishing,Houston (4th Edition).
th Divriy Dirciv; (1997) by Robert Hayles and Armida Mendez Russel; McGraw-Hill.
Cuur ad oraiai; (1999) by G. Hostede; McGraw-Hill.
buidi Rpuaia Capia; (2004) by Kevin T. Jackson; Oxort University Press
whi Privi ad Ma Privi: A Pra Accu Cmi s Crrpdcthruh wr i wm sudi; (1988) by Peggy McIntosh; Wellesley College Center orResearch on Women.
ki, b, r sha Had; (1995) by Terry Morrison et al; Adams
th brdr wrd: Maam l i h n lic h ga Marpac;(1999) by Kenichi Ohmae; Harper Business.
A thry Juic; (1971) by John Rawls; Belknap Press o Harvard University Press.
A Maar guid gaiai: six ky succ i a Chai wrd; (1996) by StevenH. Rhinesmith, Ph.D; Business One Irwin.
eurDivriy; (2002) by George Simons; Butterworth Heinemann.
o wrd: th ehic gaiai; (2004) by Peter Singer; Yale University Press.
Mai Divriy wr; (2003) by Sondra Thiederman; Dearborn Trade Publishing.
Cuur ad oraiai: sar h Mid: Ircuura Cprai ad IImprac r surviva; (2004) by G. Hostede & G.A Hostede; New York: McGraw-Hill.
Diau ad h Ar thii thr; (1999) by W. Isaacs; New York: Currency Books.
Mivai ad Praiy; (1970) by A. Maslow; New York: Harper and Row.
Recommended SkillBriefs (available through UNSkillport.com)
Udradi Cuura Divriy: Learn to avoid and to resolve cross-cultural confict.
Myh au Divriy: Explore various myths and acts about diversity.
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Core Values 39
Avidi Divriyrad Dipu: Learn to guard your company against diversity-related disputes.
why Divriy I ncary: Explore three actors or incorporating diversity.
lauchi a Divriy Iiiaiv: Learn how to get your diversity initiative o to a good start.
Icrai empy saiaci hruh Divriy: Learn how to increase employee satisaction
through diversity.
th evui Divriy: Learn about the evolution o diversity.
Other Reference Books
Ridi h wav Cuur: Udradi Cuura Divriy i ga bui (1997) by A.Trompenaars, C. Hampden-Turner and F. Trompenaars published by McGraw-Hill
CrCuura Cmmuicai: A Pracica guid (1996) by G. Barnard published by Cassell
Ircuur Cmmuicai
(1990) by D. Pinto (French)th Iraia Mar (1991) by K Barham and D Oates published by Axe & Bottle
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UN Competency Development40
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Core Competencies 41
CoRe CoMPetenCY: CoMMUnICAtIon
th cmpcy Cmmuicai i iy impra yur j
prrmac i yur y jciv ivv ay h i:
Advocating to, or inuencing, others, either internally or externallyIssuing instructions or directions to others, or conducting briengsPreparing written communications (e.g., reports, correspondence, emails)Delivering presentationsConducting negotiations or taking part in debates and discussionsProviding technical advice or support
Piiv Idicar
Speaks and writes clearly andeectively.
Listens to others, correctly interprets
messages rom others and respondsappropriately.
Asks questions to clariy, andexhibits interest in having two-waycommunication.
Tailors language, tone, style, and ormatto match the audience.
Demonstrates openness in sharinginormation and keeping peopleinormed.
naiv Idicar
Lacks condence when talking.
Produces writing that is vague or wordy.
Uses inappropriate language.
Tends to stick to one style o communication.
Lacks expression during the interview.
Loses the attention o the reader / audience at times.
Tends to drit rom one topic to another.
Limited positive eedback rom others oncommunication eectiveness.
Withholds inormation without sufcientjustication.
COM
MunICAt
IOn
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UN Competency Development42
stAFF MeMbeR
Yu ar rquird dmra hi cmpcy i yur r:
Participating in team discussions and debates
Preparing written documents, reports, or correspondence
Providing technical advice or support appropriate to your audience, either ace to ace, bytelephone, by email, or in writing
Delivering presentations to dierent audiences
Promoting ideas, or presenting a convincing case with the aim o inuencing others
Chci haviur ypica ach rai v r sa Mmr
UaiacryRquir
DvpmFuy Cmp ouadi
Never listens
Misjudges theaudiences needs
Uses conusingjargon or terminology
Cannot expressviews clearly &
concisely
Doesnt alwayslisten attentively
Can misjudgesome audiences needs
Sometimes usesconusing terminology
Is not alwaystotally clear & concise
Generally listensattentively
Accuratelyjudges most
audience needs
Generallyavoids conusing
terminology
Usuallycommunicates
clearly & concisely
Asks questionsand listens attentively
Judges dierentaudience needs
accurately
Simplies complextechnical inormation
Alwayscommunicates clearly
& concisely
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Core Competencies 43
MAnAgeR
Yu ar rquird dmra hi cmpcy i yur r:
Leading team discussions and debates
Communicating instructions, directions or guidance to sta members, individually and in groups
Preparing complex written documents, reports, or correspondence
Targeting communications to address the needs o a wide range o dierent audiences, eitherace to ace, by telephone, by email, or in writing
Delivering high level presentations to, or negotiating with, internal and external audiences
Engaging in advocacy and outreach work
Chci haviur ypica ach rai v r Maar
UaiacryRquir
DvpmFuy Cmp ouadi
Neither seeks,nor listens to, others
views
Communicationsare inappropriately
pitched or audiences
Lacks credibilityand impact when
communicating
Communicationsalways lack clarity &
structure
Seeks, but maynot always give
attention to others
views
Sometimespitches
communicationsinappropriately or
the audience
Style doesnot always convey
condence &
credibility
Communicationsare not always clear,
structured & concise
Generally seeksinput rom others &
listens attentively
Accuratelyadapts
communications suit
most audiences
Communicateswith impact,
generally conveying
credibility &
condence
Usuallycommunicates in a
clear, structured &
concise manner
Always encouragesothers to contribute
and attends ully to
their views
Eectively adaptscommunication style
to suit all dierentaudiences
Communicateswith impact, conveying
credibility & condence
Alwayscommunicates in a
clear, structured &
concisely
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UN Competency Development44
MAnAgeR oF MAnAgeRs
Yu ar rquird dmra hi cmpcy i yur r:
Communicating direction or strategy to managers
Leading high level negotiations, oten with external par