OHRM_CDG_The UN Competency Development a Practical Guide

7/31/2019 OHRM_CDG_The UN Competency Development a Practical Guide

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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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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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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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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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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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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


best interests, checking

any potentially

controversial issues

with more senior

managers


behaviour in sel

or others which is


in integrity, and

positively promotes

the importance o

integrity wherever

possible


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Core Values 13

MAnAgeR





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


without thoughts o

personal gain, and is

willing to be exible

when political

pressure being

applied


be swayed by the

interests o sta

and other parties,

rather than ocusing


the Organization


behaviour in seland others which is


in integrity

Generally triesto behave broadly

in line with general



signicant personal

gain, but may nd

it harder to resist


some occasions

Generally acts

and makes decisionsin the interests o the

Organization, but





any behaviour in

others appears to

be signicantly less


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


decisions are taken


best interests


behaviour in sel

or others which is


in integrity

Proactivelyseeks to understand

the values o the

Organization, monitor

personal behaviour to

ensure that it supports

them


personal gain, and

stands strong when


applied




any potentially

controversial issues

with more senior

managers


behaviour in sel

or others which isunethical or lacking in

integrity, and positively

promotes the

importance o integrity

wherever possible


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MAnAgeR oF MAnAgeRs





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


without thoughts o

personal gain, and is

willing to be exible

when political

pressure beingapplied


be swayed by the

interests o sta

and other parties,

rather than ocusing


the Organization


behaviour in sel

and others which is


in integrity

Generally triesto behave broadlyin line with general



signicant personal

gain, but may nd

it harder to resist


some occasions

Generally actsand makes decisions

in the interests o the

Organization, but





any behaviour in

others appears to

be signicantly less


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


decisions are

taken in the

Organizations best

interests


behaviour in sel

or others which is


in integrity

Proactively seeks tounderstand the valueso the Organization,

monitor personal

behaviour to ensure that

it supports them


personal gain, and

stands strong when


applied




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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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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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.


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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stAFF MeMbeR





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





UaiacryRquir

DvpmFuy Cmp ouadi

Frequently

does not manageto deliver on

commitments made,

letting deadlines slip


quality o work, and

allows substandard


on occasion


emotionally when in

difcult situations,

nding it hard to

remain calm and

condent when

under pressure


standards through

own and others work

and activities

Generally

honours commitmentswhere possible, but

may sometimes let

things slip due to

other pressures


standards wherever

time and resources

allow


difcult situations,

and nds it hard to

remain calm and

condent at all times


standards through

daily work and


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,


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


competence

Seeks to raiseproessional standards

in sel and others

through daily work and

activities


28/194


MAnAgeR oF MAnAgeRs





UaiacryRquir

DvpmFuy Cmp ouadi

Frequentlydoes not manageto deliver on

commitments made,

letting deadlines slip


quality o work, and

allows substandard


on occasion


emotionally when in

difcult situations,

nding it hard to

remain calm and

condent when

under pressure


standards through

own and others work

and activities

Generallyhonours commitmentswhere possible, but

may sometimes let

things slip due to

other pressures


standards wherever

time and resources

allow


difcult situations, and

nds it hard to remain

calm and condent at

all times


standards through

daily work and


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,


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


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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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


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.


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.


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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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.


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.


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


34/194



35/194

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.


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


36/194


stAFF MeMbeR


An ability to work eectively, respectully and inclusively with people rom dierent backgrounds

and with dierent perspectives is critical or all sta members.



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






UaiacryRquir

DvpmFuy Cmp ouadi

Works lesseectively with

people rom dierent

backgrounds


views


own behaviour to

ensure that it is

ree rom bias and

discrimination


out, when bias is

encountered in the

workplace

Works withpeople rom dierent

backgrounds, seeking


respect


diverse viewpoints



and discrimination


the workplace

Shows respecttowards people

rom dierent

backgrounds


viewpoints


rom bias and

discrimination

Challenges andaddresses bias whenit is encountered in

the workplace

Works eectivelyand respectully with

people rom dierent

backgrounds


diverse viewpoints


is ree rom bias and

discrimination

Challenges andaddresses bias whenit is encountered,

positively encouraging

others to show respect

or diversity


38/194


MAnAgeR oF MAnAgeRs






UaiacryRquir

DvpmFuy Cmp ouadi

Works lesseectively withpeople rom dierent

backgrounds


views


own behaviour to

ensure that it is

ree rom bias and

discrimination


out, when bias is

encountered in the

workplace

Works withpeople rom dierentbackgrounds, seeking


respect


diverse viewpoints



and discrimination


the workplace

Shows respecttowards peoplerom dierent

backgrounds


viewpoints


rom bias and

discrimination

Challengesand addresses

bias when it is

encountered in the

workplace

Works eectivelyand respectully withpeople rom dierent

backgrounds


diverse viewpoints


is ree rom bias and

discrimination

Challenges andaddresses bias when it is

encountered, positively

encouraging others

to show respect or

diversity


39/194

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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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.


41/194

Core Values 35


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.


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


42/194


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.


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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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.


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.


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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47/194

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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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


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


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


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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MAnAgeR oF MAnAgeRs


Communicating direction or strategy to managers

Leading high level negotiations, oten with external par

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OHRM_CDG_The UN Competency Development a Practical Guide

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