GUIDE TO COMPETENCY-BASED INTERVIEWING - VDBIO

Division of Human Resources 

Career Development Section 

GUIDE TO COMPETENCY-BASED INTERVIEWING

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GUIDE TO COMPETENCY BASED INTERVIEWING 

Table of Contents 

TABLE OF CONTENTS 19 

Section 1: Introduction 

THE PURPOSE OF THE GUIDE 20 

THE ROLE OF THE INTERVIEW IN THE SELECTION PROCESS 20 

KEY STEPS TO IMPROVING THE INTERVIEW 21 

Section 2: Core Interviewing Skills 

PREPARATION 22 

SELECTION OF INTERVIEW QUESTIONS 24 

QUESTIONS TO AVOID 25 

NON-VERBAL BEHAVIOUR OF INTERVIEWERS 26 

VERBAL BEHAVIOUR OF INTERVIEWERS 27 

Section 3: Competencies And Their Use 

WHAT IS A COMPETENCY? 28 

WHAT IS A COMPETENCY PROFILE AND WHAT IS ITS FUNCTION IN THE INTERVIEW PROCESS? 29 

Section 4: The Competency Based Interview Technique 

STRUCTURING THE EXPLORATION OF A COMPETENCY 30 

FOLLOW UP QUESTIONS 35 

TAKING NOTES 36 

Section 5: Rating The Candidate 

CLASSIFYING THE INTERVIEW NOTES 37 

EVALUATING THE EVIDENCE AND ASSIGNING A RATING 38 

SOURCES OF ERROR WHEN EVALUATING AND RATING CANDIDATES 39 

Section 6: Sample Interview Questions and Protocol 40

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SECTION 1 


INTRODUCTION 

The Purpose of the Guide 

The Guide has been designed to assist those responsible for conducting employment interviews and making decisions about the suitability of 

applicants to UNICEF. It seeks to explain and clarify some of the best ways to enhance the quality of information gathered during interviews and 

therefore increase the fairness and effectiveness of the selection process. 

The role of the interview in the selection process 

Within the overall process of recruitment and selection, the interview is typically an important component of the assessment procedure. Globally, over 

95% of large organizations use interviews as a major part of the assessment procedure, and often selection decisions are based entirely on the 

interviews. 

An interview gives you the chance to gather information that is not readily available through other means. It reveals information about the person’s 

experience and also provides you with the chance to observe their communication skills first hand. The information gathered through the interview 

process as well as from other selection methods that may have been used, plays a vital role in the decision-making process at selection time. 

Considering the importance of selection decisions, and the great financial and other costs to the organisation if the wrong decision is made, it is essential 

that the interviewer be confident that the assessments made in selection interviews are as accurate, reliable and objective as possible. Experts have 

estimated that the cost of a poor selection can be around three times the incumbent’s annual salary.

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Key Steps to Improving the Interview 

Despite the extensive use of the interview as a selection tool, evidence suggests that it can be a poor predictor of future job performance. Here are a 

number of steps that can be taken to improve its effectiveness: 

1. The Interview Should Be Properly Structured 

Adhering to a set structure is probably the single most important technique to improve the reliability of the selection process. Structure helps focus 

the discussion and ensures that candidates are assessed against the same criteria. It also enables us to gather information that is based on actual 

evidence rather than on assumptions based on stereotypes; with such an approach, the assessment of each candidate’s potential strengths and 

weaknesses starts on equal footing. In addition, having a structure makes it easier for the interviewer to monitor the progress of the interview, 

thereby ensuring that the discussions remain job-related. Moreover, adherence to a framework exposes possible gaps in the information collected. 

2. Focus On Obtaining Evidence of the Candidate’s Past Behaviour 

Decisions must be made based on evidence, rather than on the opinions of the interviewer. The latter should avoid basing selection decisions on 

unsubstantiated opinions, speculation, or stereotypes. The most effective interviewing style is one that explores the candidate’s past behaviour. 

Past behaviour is one of the best predictors of future behaviour and the core of competency based interviewing. 

3. Interviewers Should Take Notes 

It is difficult for the interviewer to accurately remember everything an interviewee said during the course of the interview. If the interviewer relies 

solely on his or her memory, important points may either be forgotten or distorted and systematic bias such as attribution or stereotyping may 

influence the subsequent recall of information. Note taking during the interview is strongly recommended; having someone other than the interviewer 

take notes is suggested. 

4. Interviews Should Be Supported By Other Assessment Techniques 

It is recommended that information collected from the interviewee be supplemented with other assessment techniques such as ability tests or 

assessment centres, which can provide objective and reliable evidence about the suitability of the candidate for the job. The use of multiple 

assessment techniques can improve the validity of selection procedures because it enables a candidate’s skills to be evaluated across a range of 

different situations (e.g. role plays or group interactions etc). This facilitates the identification of areas of consensus and dissentience, thus providing 

an evaluation of a candidate’s suitability from various viewpoints. 

5. More Than One Interviewer Involved In The Selection Process 

Ideally more than one interviewer should be involved in the selection process, especially if no other techniques of assessment are used. Since 

different interviewers will not possess the same biases and prejudices, a discussion with all the interviewers should take place after the interview.

SECTION 2 

The following steps will assist in preparation for an interview. 

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CORE INTERVIEWING SKILLS 

Preparation 

Awareness of Selection Process 

• What criteria were used to shortlist these applicants? 

• Is this the candidate’s first or second interview? If it is the second interview, who conducted the previous one? (Ensure you have a copy of that 

interviewer’s notes). 

• What will be the next stage in the selection process? 

• How quickly will you be able to contact the candidate again? 

Timetable 

• If a number of candidates are to be seen on one day, a timetable should be prepared in advance. It should allow a realistic amount of time for 

each interview and provide the interviewer with ample time to write the post-interview notes. 

Reception of Candidates 

• Arrangements must be made to receive the candidates: 

- It is important that the Reception or security staff be provided with pertinent information on the candidates so that they can be direct them to 

the interview area; 

- A waiting area should be prepared and any travel expenses should be paid upon the candidates’ arrival. 

Room 

• The interviewer needs to ensure there will be no disturbances in the interviewing room; 

• Prior to the interview the room should be checked to ensure that it is tidy, that there are sufficient chairs and the layout of the furniture is appropriate 

for the interview. 

Information for the Candidate 

• Make sure that information that will be presented to the candidate during the interview (e.g. information about the Organisation or department or the 

job, details about benefits, conditions of employment, …) is prepared in advance. 

Job Description and Selection Criteria/Competencies 

• A written job description should be available for any job that is being filled. Ideally this should be made available to the candidates prior to the

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interview; 

• Prior to the interview, the interviewers should meet to identify the functional competencies they will be focusing on. It is suggested that they isolate 3 

functional competencies from the competency profiles which are most critical for the post. The decision should be made in collaboration with the 

incumbent’s future manager, taking into consideration the position’s ‘critical incidents’ or ‘commonly occurring situations’ that the incumbent will 

confront and must be able to master to be considered a good performer. The job description, supplemented by the current and future needs of the 

post should also be taking into account when selecting the critically important competencies; 

• Interviewers must be provided with the interview protocol of the post the candidates are applying for; 

Review the Application Form or CV 

• Interviewers should read the application forms or curriculum vitae prior to the interview; 

• Interviewers should ensure that all pertinent information has been provided by the candidate; 

• Taking into consideration the selection criteria and the critical competencies that were selected in the previous step, the interviewer should make a 

note of any experiences which are particularly relevant to the job so that they may be probed further during the interview. 

Other Interviewers 

• If a panel interview is scheduled, the interviewers should decide (before the interview) on a specific format and on who will cover which 

competencies. 

Questions 

• It is important to select questions that will explore various aspects of each competency being assessed; 

• The application form or interview protocol will suggest areas the interviewer should cover

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Selection of Interview Questions 

Open Questions 

• These are questions which require the interviewee to respond with a statement and to provide more information than a simple one word answer such 

as “yes” or “no”. Open questions such as “tell me about ...” should be used to start off a new topic or subject. 

Probing Questions 

• These sorts of questions are designed to search for information in greater depth. They are vital for detail and for focusing the candidate and 

interview on particular areas. Usually they will be ‘open’ in format, but aimed at eliciting specific information. Probing questions are designed to 

explore areas of interest. Probing questions should be used to encourage the candidate to talk more about a specific aspect of their experience or 

knowledge. These can be used to further explore information or situations described by the candidate or to clarify a particular issue 

Comparative Questions 

• These encourage the interviewee to identify key differences in their experiences, duties, style of work, situations, etc. Examples of comparative 

questions are: 

- “What would you say was the biggest difference between the jobs with X and Y?” 

- “How do the responsibilities in your current job compare to those in your previous position?” 

Hypothetical Questions 

• These questions encourage a candidate to describe what they ‘would’ do if faced with a particular situation. For example, a hypothetical question 

might be: “How would you manage a poor performing staff member?” These types of questions explore the candidate’s knowledge but not their 

past behaviour. Often a candidate will give you a superficial answer of what they ‘know’ to be right. It is better to find out what they actually did; a 

better question would be: “How did you manage a poor performing staff member?”

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Questions to Avoid 

Closed Questions 

• A closed question is one that can be answered with very few words. Overall, questions that begin with “who?”, “what?”, “which?”, “when?” or 

“where?” should be avoided. Other examples might be: “Do you think it is very important to be firm with a team?” or “Did you complete your 

degree?” These types of questions should be used only when an interviewer needs to check a fact or confirm a detail. 

Leading Questions 

• Leading questions give the candidate the answer to the question being asked. An example might be “We think teamwork is very important. What 

do you think about teamwork?” Most candidates will simply agree with the interviewer. 

Double Questions 

• These occur when the interviewer asks two questions in the same sentence. These questions can be confusing to the candidate. An example of 

a double question is “I am keen to hear about your experience in planning and about the last time you needed to empower a team member”

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Non-Verbal Behaviour of Interviewers 

Positioning: 

• A distance of one to one and a half metres between the interviewer and the candidate is adequate. A distance of less than one metre may create 

discomfort, while more than five feet becomes overly formal. 

Posture: 

• The interviewer’s body should be orientated directly towards the candidate. The interviewer should sit up and slightly lean forward to show 

interest in what the candidate is saying. 

Eye Contact 

• Eye contact should demonstrate interest. Interviewers who do not look sufficiently at the candidate will find it harder to control and regulate the 

interview. 

Facial Expression: 

• Facial expression should indicate interest in what the candidate is saying. The interviewer should ensure her/his expression conveys interest and 

should avoid expressing boredom, irritation or disbelief. 

Head Movements: 

• Head nodding and shaking can convey interest. 

Gestures: 

• The interviewer should come across as calm and confident but excessive gesturing can undermine the latter. Hands can be used to give a 

greater emphasis to interviewer’s questions and to control or encourage the flow of information from the candidate; but clenched hands and 

entwined legs can communicate nervousness. 

Voice Production: 

• Nervousness and under-confidence in the interviewer can be conveyed by talking too quickly or too slowly. The interviewer should project 

calmness by speaking in a steady but energetic pace. Monotonous speech should be avoided as it may convey disinterest.

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Verbal signs of attention are: 


Verbal Behaviour of Interviewers 

• Simple responses such as “mm”, “yes”, “fine”, “I see”, can be especially useful when the interviewee is recounting a lengthy experience 

• Restating or summarising indicates that the interviewer is intent on getting an accurate picture of what the candidate is saying 

• Perceptive probing and the use of follow-up questions tend to reinforce the interviewer’s interest.

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SECTION 3 


COMPETENCIES AND THEIR USE 

What is a Competency? 

Competencies are the combination of knowledge, skills, traits and attributes that collectively enable a person to perform successfully in a given job. The UNICEF 

competencies identify and describe the competencies and associated behaviors required for effective performance in UNICEF. For a full review of the competencies 

and their use, please see the “Getting Results for Children” document on the Learning Web. 

The UNICEF Competencies and Competency Profiles consist of (1) Foundational Competencies, (2) Functional Competencies, and (3) Technical 

Competencies. 

1. FOUNDATIONAL COMPETENCIES (applicable to all staff across all functional areas and levels) 

There are six “Foundational Competencies.” These “Foundational Competencies” emerged as always important across every functional area and level, and 

therefore, apply to all UNICEF staff. They embody UNICEF’s ideals. These six Foundational Competencies are: 

• Commitment 

• Drive for Results 

• Embracing Diversity 

• Integrity 

• Self-awareness and Self-regulation 

• Teamwork 

2. FUNCTIONAL COMPETENCIES (depending on the functional area/level) 

There are eighteen “Functional Competencies” out of which a different combination of competencies is applied to each functional area and level. 

• Analytical and Conceptual Thinking 

• Leading Vision and Change 

• Building Trust 

• Managing Resources 

• Coaching 

• Managing Stress 

• Communication 

• Networking 

• Decisiveness 

• Setting Standards, and Monitoring Work 

• Planning

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• Flexibility 

• Strategic and Global Thinking 

• Group Facilitation 

• Tact 

• Influence 

• Team Leadership 

• Judgment Knowledge/ Leadership ( 

• Technical (please see below, 3. TECHNICAL COMPETENCIES.) 

3. TECHNICAL COMPETENCIES (Technical knowledge/ Technical leadership; divided into two groups) 

Technical Competencies are: 

• Common Technical Requirements (applicable to all functional areas): 

• Professional work experience 

• “Must Acquire” 

• Language; and 

• Function-Specific Technical Requirements (applicable to relevant functional areas only): 

• Academic Qualification and Training 

• Specialized Expertise 

• “Must Acquire” 

What is a Competency profile and what is its function in the interview process? 

A competency profile identifies and describes the competencies critical for successful performance in a job, within a specific functional area and at a 

specific level. Each competency in the profile is defined and accompanied by statements of behaviour which describe standards of performance to 

which the incumbent should aspire. 

In the recruitment, selection and placement process, the competency profile along with the job description are used to identify the selection criteria 

for the post. The interviewer(s) should (typically) assess the foundational competencies and additional 3 to 5 competencies that are deemed most 

critical for success in the post under recruitment and that best reflect the key aspects of the role. The choice of competencies should stem from the 

interviewer’s knowledge of the position and from the ‘critical incident’ and ‘commonly occurring situations’ the future incumbent will face. A 

competency typically takes around 15 minutes to explore fully; therefore the exploration of four competencies will take approximately one hour. 

During the course of a structured interview, candidates should be assessed against these competencies. The comparative assessment of 

candidates against competencies enables the organisation to determine the strengths and weaknesses of various candidates and their potential to 

develop.

SECTION 4 

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THE COMPETENCY BASED INTERVIEW TECHNIQUE 

The competency-based interview is built on the premise that "past behaviour is the best predictor of future performance". It is therefore essential to 

gather as much behavioural evidence during the interview as possible in order to arrive at an objective assessment of the candidate's ability to do the job 

in question. 

Structuring the Exploration of a Competency 

The most effective way of gathering specific behavioural evidence is to use a particular style of questioning and probing called the OPEN BACK 

technique. The technique can be compared to a “funnelling” process where the aim is to move from broad ranging questions about an individual’s 

experience to more specific evidence of how that individual behaves. 

OPEN refers to the need to open up the discussion in order to understand the breadth of experience a candidate has had in relation to a 

competency area. 

BACK refers to the gathering of specific evidence of the individual behaviour in those situations. Remember that it is an understanding of 

an individual’s past behaviour that helps us to predict their future behaviour and therefore their likely performance within UNICEF.

The OPEN BACK Technique 

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OPportunities - establishing the opportunities an individual has had to demonstrate a particular competency 

ExperieNce - identifying specific experiences an individual has had which necessitated the use of a 

particular competency 

Behavioural description - seeking specific evidence of how an individual has behaved in past, relevant situations 

Appraisal - highlighting any feedback a candidate has had on their performance in a competency area 

Comparison - comparing an individual’s skills and performance over time 

Knowledge - understanding an individual’s awareness of “best practice” or their knowledge of a particular 

subject. These questions can be particularly useful if a candidate does not have much 

experience

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Taking each competency in turn, the first step is to ask about OPportunities and ExperieNce. 

OPEN it up 

Find out what opportunities the candidate has had to exhibit behaviour related to this competency. Encourage him/her to identify past/present 

experiences which relate to the competency under consideration. 

For example, for the competency of Judgement: 

“What opportunity have you had to demonstrate your judgement when making decisions?” 

or 

“What experience have you had in weighing up relevant facts?” 

Ask the interviewee to recall and describe a specific example of judgement. 

“Describe how you went about using your judgement when determining the best outcome for your team?” 

“Tell me about a time when….” 

“Describe a specific situation when…..” 

Having OPEN’ed up the competency area, you now BACK it up with further questions about their behaviour. 

Examples can come from work, education or from leisure activities. 

You should aim to get a balance of positive and negative examples.

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BACK it up 

Behavioural Description 


Exploring the candidate’s behaviour can be achieved using a range of questions about their strengths and limitations, satisfactions and 

dissatisfactions, likes and dislikes. 

For example: 

“What did you do best in planning that conference? 

“Why? What skills do you think you bring to planning?” 

“What did you enjoy most/least about planning the conference?” 

“What gave you most satisfaction/dissatisfaction?” 

“What did you find the most difficult part of planning the conference was?” 

“What did you do most/less well at?” 

Remember to cover limitations as well as strengths. 

“On reflection, what could you have improved upon when planning that event?” 

Appraisal 

Ask the interviewee to report on feedback they have received from others regarding that competency. The purpose of this exercise is to assess the 

candidate’s level of performance. 

For example: 

“What feedback did you get regarding the event you planned?” 

“How have your organisational skills been appraised in the last year?”

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Comparison 


Another approach to benchmark the candidate’s level and identify her/his skills is to ask them to compare their behaviour over time. 

For example: 

“In relation to the planning you did for that event, how do you think your current planning skills compare to when you were working as project officer in 

Malawi". 

“Why?” 

“What makes you say that?” 

Knowledge and Attitudes 

Finally, it may be relevant to probe for the candidate’s preferred behaviours and assess her/his awareness of best practices in order to further explore 

the competency being assessed. 

For example: 

“Now that you’ve had experience of planning a conference, what advice would you give someone planning a similar event?” 

or 

“What do you see to be the key stages in planning and scheduling a project?”

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Follow up Questions 

Listed below are some further hints on how to ask additional questions: 

• The interviewer should pursue questioning the candidate until a competency is properly assessed 

Candidates will often skim over an important area. The interviewer should be prepared to ask probing questions that clarify ambiguous information. 

• Find out the "why" behind actions 

Do not assume motives. Interviewers must be careful not to project their values on candidates. It is very easy for a highly motivated interviewer to 

assume a candidate feels the same way. 

• Ask for clarification 

If a candidate uses jargon or an acronym that is unfamiliar to the interviewer, s/he should ask for an explanation or a definition of the term 

• Avoid collecting information that is not relevant to the specific competency 

If the competency that is being assessed is a candidate’s ability to plan and organise a conference, the interviewer should not probe into irrelevant 

details, for instance the topic of the last conference the candidate organised 

• Do not talk too much 

Allow the candidate to do most of the talking. A good interviewer controls, but does not monopolise the conversation (the interviewer should speak 

about 30% of the time and the interviewee about 70%).

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Taking Notes 

• The interviewer must take notes during and immediately after the interview. It is important to take notes on everything the candidate says and 

does. The interviewer should record as much verbatim information as possible. Interviewers should avoid writing down their judgements as the 

interview is intended to be a data collection exercise. The evaluation and decision making should take place after the interview. 

• Notes on certain aspects of behaviour such as verbal fluency or hesitancy, excessive nervousness, etc. should also be written down 

• Some interviewers may find it helpful to mention that they will be taking notes at the beginning of the interview. Note taking should be done 

openly but not in such a way that the candidate can see what is being recorded.

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SECTION 5 


Rating the Candidate 

During the interview, the interviewer should have noted examples of situations, behaviours and outcomes for each of the competencies being assessed. 

S/he should have also noted any additional pertinent information that could support a candidate’s suitability for the post. Once the interview has 

concluded, the information collected must be classified, rated and evaluated using the Interview Protocol. In order to provide additional structure to the 

assessment component of the interview, the following approach should be adopted: 

Classifying the Interview Notes 

• First, decide which competency the behaviour illustrates. It may be the case that some behaviours can be assigned to more than one 

competency; discretion should used as it is better to allocate the behaviour to one competency rather than to two or more. 

• Second, identify whether the behaviour documented in your interview notes positively or negatively illustrates that competency by assigning a 

+ or - sign next to your comments. 

Interview record – Planning & Organising 

“I led the team in developing the plan”, + 

“Set objectives and time lines”, “thought through the possible problems”, + 

“Ensured that project plan would not hinder the implementation of the office work plan”, + 

“Kept the supervisor informed at every step”, + 

“Decided not to adapt the plan, too much effort had been invested in getting it right”, - 

These comments in response to a question about Planning & Organising may be more relevant to another competency.

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Evaluating the Evidence and Assigning a Rating 

Finally, the interviewer must assess the significance of each behavioural example recorded during the interview process. This is done by referring to 

the positive and negative indicators for the competency (they appear alongside the competency’s definition in the competency profiles). The following 

rating scale should be used: 

WD – well developed 

D – developed 

OD – opportunity for development 

NE - no evidence obtained 

The NE rating should also be used in the event that the amount of evidence gathered during the interview was not sufficient enough to 

enable the interviewer to confidently make an assessment. If this occurs because the interviewer failed to probe a competency sufficiently, 

that fact should be noted 

The following is available to assist the interviewer in the evaluating process: 

• Competency profiles for each functional area; 

• Interview protocols that can be used to assess the candidates during the interview; 

• A candidates comparison matrix that should be used to summarize and compared the distinct competencies of the candidates.

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When evaluating candidates remember to: 

• Look for more than one piece of evidence 

• Look for trends and supporting evidence 

• Attempt to understand conflicting evidence 


Sources of Error When Evaluating and Rating Candidates 

When using the rating scale remember that the following factors can distort assessments: 

• Halo effect –this is the tendency to rate candidates highly on one criterion because they have impressed on other criteria; 

• Central tendency - tendency to give candidates a middle rating rather than using the E or D rating which clearly indicate that the candidate 

strongly demonstrated the competency or did not demonstrate it at all; 

• Response bias - a tendency to under or over rate; 

• Logical error - not making a clear distinction between two competencies; 

• Contrast effect - rating one candidate against another instead of against the competency.

SECTION 6 

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SAMPLE INTERVIEW QUESTIONS AND 

INTERVIEW PROTOCOL 

A complete list of competencies, their definitions and behavioural indicators, as well as the functional specific competency profiles can be found on the 

Learning Web, under the Personal X Professional Development Portal. 

Below are some sample interview questions for illustration purposes and a sample interview protocol. 

PLANNING, STANDARD 

SETTING AND MONITORING 

WORK 

Definition � Positives Indicators x Negative indicators 

Sets clear and realistic 

objectives for work plans and 

programmes. Monitors 

performance against 

objectives. 

♦ Converts goals and strategies into measurable 

project activities. 

♦ Foresees and anticipates future resource needs. 

♦ Monitors the work of team members in respect to 

end results, to ensure that they are meeting 

objectives and quality standards in a timely manner. 

♦ Identifies areas of potential risk in the project plan 

and takes preventative measures. 

♦ Effectively manages the “grey” areas where no clear 

mandate exists. 

♦ Use a systematic approach for monitoring project 

activities, results, expenditures, and timelines. 

♦ Creates and implements customised review or 

quality control processes. 

♦ Maximises the resources available to him or her to 

most effectively complete the task or project. 

♦ Immediately takes corrective action or “damage 

control” in the event a project slips from schedule. 

♦ Does not develop clear and concise action plans. 

♦ Has no sense of urgency to monitor progress; is 

unsure of status of the project at any given time. 

♦ Unevenly distributes the workload. 

♦ Does not utilise all available planning tools or 

resources. 

♦ Involves more resources (people monetary, etc.) 

than necessary. 

♦ Organises project plans at the last minute. 

♦ Contingency planning is not utilised. 

♦ Misses deadlines with serious consequences. 

♦ Can only manage projects when there is face-toface 

contact; unable to successfully delegate that 

aspect to others. 

♦ Allows ambiguity over deliverables. 

♦ Takes on impossible workloads. 

♦ Fails to monitor progress.

SAMPLE INTERVIEW QUESTIONS 

� Describe a time when you had to plan a significant project: 

• What did you do? 

• How much time did you have? 

• What factors did you need to consider? 

• What could you have done better to assist in the smooth 

implementation of the project? 

• How would you rate the effectiveness of your planning on this 

occasion? 

• How does your approach to planning and standard setting differ 

from that of other managers? 

• What are the advantages and disadvantages of your approach? 

� Can you tell me about a time when you missed a deadline? 

• Why did it happen? 

• How were you responsible for this? 

• What did you do to try an overcome this problem? 

• What have you have done differently in relation to deadlines 

since this occasion? 

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GUIDE TO COMPETENCY BASED INTERVIEWING

Strategic and Global Thinking 

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Definition � Positive Indicators X Negative Indicators 

Takes a long-term view of 

wide-ranging possibilities in 

developing a vision for the 

future. Assesses situations 

and makes decisions that 

take into consideration global 

trends and implications and 

how they reflect on the 

organization. 

♦ Sees the “big picture” or long-term implications of 

actions. 

♦ Analyzes complex data and trends regarding local 

and world events and then uses this information to 

outline courses of action to accomplish objectives. 

♦ Conducts analyses that provide for the best 

strategizing and positioning of UNICEF as a global 

partner and relief organisation. 

♦ Seeks ways to increase global exposure and leverage 

that knowledge for new opportunities and potential for 

the organisation. 

♦ Establishes mechanisms to prioritize in an 

environment of limited resources and unlimited 

challenges related to the problems of women and 

children as well as the internal demands of UNICEF. 

♦ Studies and researches relevant literature and 

information on international trends in business. 

♦ Engages UNICEF personnel in both strategic and 

operational planning. 

♦ Establishes a clear link between the work of each 

functional area and the overall organization’s strategy 

and goals. 

♦ Successfully balances conflicting demands from the 

organisational, global, and political levels. 

♦ Reads relevant literature on international trends. 

♦ Has difficulty positioning specific functional area 

objectives and initiatives from a global mindset. 

♦ Lacks a clear understanding of the current political, 

social, and economic factors that affect the global 

community. 

♦ Does not maximise or leverage available information 

or literature on global trends and events. 

♦ Struggles to translate a strategic vision into clear 

manageable action plans. 

♦ “Short-term thinkers”; becomes distracted by internal 

UNICEF goals and objectives and loses sight of the 

bigger picture. 

♦ Lack general awareness of international issues. 

♦ Makes decisions that do not effectively utilise 

UNICEF’s resources or mission and mandate. 

♦ Does not understand that there are many facets to 

consider when developing a strategy (i.e., political, 

external interest groups, internal UNICEF interests, 

etc.) 

♦ Only considers local issues.


� Please tell me about a time when you have needed to 

construct and communicate a critically important plan: 

• What was the specific situation? 

• What approach did you take and whom did you involve? 

• How did you communicate the plan? 

• What feedback did you have in relation to its effectiveness? 

• What could you have done differently to improve your 

effectiveness? 

� Can you describe an occasion when you have needed to 

consider a number of possible scenarios when planning? 

• What factors did you consider? 

• How did you select the correct course of action? 

• How did you minimise the risk of getting it wrong? 

� Can you describe a time when you have needed to make a 

timely intervention in the face of an impending emergency? 

• What prompted the decision and what did you do? 

• In hindsight, what could you have done differently? 

• How would you rate your effectiveness on that occasion? 

• How did you approach differ from that your colleagues may 

have adopted? 

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Influence Able to influence attitudes and 

opinions of others and gain 

agreement to proposals, plans 

and ideas. Skilful at 

negotiating. 

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Definition � Positives Indicators X Negative Indicators 

♦ Convinces others to see things in a different light 

and adopt new ways of thinking, acting or behaving. 

♦ Recognises the sources and dynamics of power, 

and influence critical decision-makers. 

♦ Has a tendency to turn a negative task or situation 

into a positive task or situation. 

♦ Anticipates actions and objection. 

♦ Understands the sources of influence and uses them 

to convince others. 

♦ Uses compromise or negotiation skills to create a 

win-win situation while still achieving objectives. 

♦ Knows when to employ subtle influences to build 

consensus and support. 

♦ Formulates a realistic goal regarding what can be 

accomplished and wisely spends time and energy 

influencing others to reach that goal. 

♦ Has the ability to overcome rejections and obstacles 

and make a positive impact. 

♦ Uses creative and new approaches to convincing 

others. 

♦ Gets buy-in and commitment from others. 

♦ Gives others a sense of vision. 

♦ Displays difficulty overcoming obstacles or 

resistance. 

♦ Lacks basic influence and negotiation skills. 

♦ Allows others unreasonable demands or 

expectations to go unaddressed. 

♦ Is unable to convince others or make a positive 

impact on decisions. 

♦ Uses threats or negative behaviour to get people to 

act. 

♦ Targets energies and efforts on the inappropriatelevel 

of decision-maker. 

♦ Becomes frustrated when faced with a situation that 

requires compromise. 

♦ Does not understand how to properly influence 

others; does not accentuate the positives or “what’s 

in it for them”. 

♦ Rarely creates a win-win situation or achieve goal of 

persuading others. 

♦ Does not appreciate the difficulties or constraints 

under which others are working. 

♦ Actions and reactions focus solely on one’s own 

interests. 

♦ Fails to highlight critical issues. 

♦ Does not push point of view. 

♦ Fails to gain acceptance of ideas.


� Tell me about a time when you have effectively negotiated an 

outcome that allowed both parties to realise their goals: 

• How did you do this? 

• What factors did you need to consider? 

• What feedback did you receive? 

• How might your efforts on this occasion have differed from those 

of your colleagues? 

� Can you describe a time when you have been able to use your 

contacts to further the efforts of your organisation? 

• How was this possible? 

• What did you need to do in return? 

• What do you do to build your networks? 

� Can you describe an occasion when you have not been able to 

arrive at a mutually beneficial outcome? 

• Why? 

• What has been the impact of this? 

• What might you have done differently to have achieved a better 

outcome? 

45 


COMMUNICATION Effectively presenting 

thoughts and ideas in a clear, 

concise, and readily 

understood manner. Listen to 

and acknowledges others’ 

perspectives and views. 

46 



♦ Comes across as extremely articulate, clear, and 

easy to understand. 

♦ Communicates “sensitive” information in an effective 

and respectful manner. 

♦ Captures and retains the attention of the audience. 

♦ Conveys confidence and professionalism through 

speech and written material. 

♦ Appropriately adjusts the content and approach to 

best suit the audience being addressed. 

♦ Communicates effectively with all levels within an 

organisation. 

♦ Actively listens to others to understand their point of 

view. 

♦ Reports situations to the appropriate individuals in a 

comprehensive and accurate manner. 

♦ Precise and succinct in conveying ideas to others. 

♦ Conclusions are clear. 

♦ Fails to communicate thoughts and ideas in a clear 

or easy to understand manner. 

♦ Has difficulty commanding the attention of the 

audience. 

♦ Is either overly wordy or overly short. 

♦ Communicates in a manner that is inappropriate for 

the target audience (i.e., too formal/informal, too 

technical, too blunt, etc.). 

♦ Experiences difficulty communicating “sensitive” or 

negative information. 

♦ Does not convey a high degree of professionalism or 

competence when communicating with others. 

♦ Communication is all “one-sided”; does not focus on 

or acknowledge what others have to say. 

♦ Communiqués are not addressed or relayed to the 

appropriate individuals. 

♦ Unable to adapt communication style to suit different 

situations. 

♦ Gets sidetracked from main theme. 

♦ Monotonous delivery. 

♦ Uses jargon inappropriately. 

♦ Assumptions are presented as facts. 

♦ Vague or unambiguous wording. 

♦ Documents and presentations are poorly structured.


� Could you please give a recent example of when you have 

needed to explain something difficult to someone who does not 

have your knowledge or background: 

• What information did you need to get across? 

• What did you consider when constructing your message? 

• How effective were your efforts? How did you measure this? 

� Tell me about a significant piece of written communication you 

have needed to complete. 

• How did you organise the contents of it? 

• What are the key differences between your writing style and that 

of your manager or colleagues? 

� Please describe an instance when your efforts to communicate 

your ideas have not been fully understood by your intended 

audience. 

• What was the situation? 

• Why did they misinterpret your message? 

• What could you have done differently if the situation arose 

again? 

47 


Teamwork 

48 



Cooperates and works 

effectively with others in the 

pursuit of common goals 

♦ Effectively links the purposes and functioning of 

team(s) to UNICEF’s mission, vision, purpose, goals 

and results. 

♦ Deals effectively with conflicting perspectives. 

♦ Clearly defines roles and responsibilities and 

expectations for individuals as well as the team, 

thereby creating win-win situations. 

♦ Encourages and supports the ideas and effort of 

other team members and finds or creates ways to 

help the team perform more effectively. 

♦ Motivates others to want to contribute to the team. 

♦ Provides constructive and timely feedback to others 

within the team, both positive and negative. 

♦ Views and responds to feedback as a learning 

process as opposed to an affront on one’s selfesteem 

or personal competence. 

♦ Acknowledges that the overall accomplishments of 

the team are greater than individual 

accomplishments. 

♦ Identifies the potential gains for all parties. 

♦ Ensures that work pressures are shared across 

team. 

♦ Puts up walls or barriers and alienates one’s self 

from the team. 

♦ Conveys a sense of apathy or indifference and does 

little to help the team perform effectively. 

♦ Possesses a severe distrust of team members, a 

lack of energy, and little motivation to do work with 

others, thereby creating a negative work 

environment. 

♦ Is not open to, nor listens to the ideas of others. 

♦ Puts his/her personal interest ahead of the team and 

does not extend a spirit of collaboration. 

♦ Actions and behaviours precipitate decreased team 

morale. 

♦ Does not provide nor ask for feedback; lives with 

discourse instead of taking initiative to address 

conflicts or provide negative feedback. 

♦ Reacts slowly to help team members unless he or 

she is certain that he/she will get credit for it. 

♦ Does not share information readily with the team; 

protects one’s own territory and information. 

♦ Avoids socialising with the team. 

♦ Fails to get buy-in from the team. 

♦ Stays aloof from the team. 

♦ Blames others for problems. 

♦ Takes a long time to integrate into the team.


� Please tell me about a time when you have gone out of your 

way to assist a member of your team: 

• What prompted you to take action and what did you do? 

• What was the outcome? 

• How has that changed things between you? 

� Give me a specific example of when you have tried to 

encourage a cooperative approach in your team: 

• What did you say? 

• How was this received? 

• What has been the result of your efforts? 

� Can you describe a time when you have disagreed with a 

decision made by the majority of your team? 

• What was the situation and what prompted the disagreement? 

• What did you say to voice your concerns? 

• What happened in relation to this? 

� How does your team behaviour differ from that of other 

colleagues? 

49 


JUDGEMENT 

50 


Definition � Positive Indicators X Performance Needs Improving 

Makes effective, realistic and 

impactful decisions based on 

logical inferences, experiences, 

and the consideration of 

implications, alternatives, and 

consequences. 

♦ Makes logical and well thought out decisions. 

♦ Makes decisions on the basis of logical inferences 

that are easy to understand. 

♦ Considers possible implications and alternatives 

when making decisions and takes into account 

others’ perspectives before making a decision. 

♦ Possesses the capability to make quality decisions 

even during highly stressful or ambiguous 

circumstances. 

♦ Strategically weighs the consequences and severity 

of his/her options before making a decision. 

♦ Does not make a decision based strictly on emotions 

or unclear facts. 

♦ Shows good common sense as to when to tackle a 

problem independently and when to ask for help. 

♦ Identify the issues, conduct research and gather 

relevant information and hypotheses potential 

solutions before making a decision. 

♦ Finds solutions that have not been tried before. 

♦ Can evaluate, foresee and anticipate the 

consequences of a problem. 

♦ Identifies the risks involved. 

♦ Rushes into making decisions before fully 

comprehending the situation. 

♦ Does not consider the severity or magnitude of his 

or her decisions. 

♦ Cannot separate emotion from the reality of the 

situation and allows emotions to cloud his or her 

judgement. 

♦ Hesitates or fails to make decisions during times of 

urgency or high stress. 

♦ Does not follow a logical stream or pattern of 

thinking in his or her decision-making. 

♦ Does not clearly identify when it is appropriate to 

make decisions on his or her own and when it is 

important to get others involved. 

♦ Seeks to blame others for poor judgement. 

♦ Takes others’ advice without due reflection and 

consideration. 

♦ Overlooks the simple solutions to problems. 

♦ Fails to see the links between related issues. 

♦ Takes a long time to analyse a problem. 

♦ Accepts information at face value. 

♦ Panics/reacts illogically.


� Could you please describe a decision that you made recently 

that you found challenging? 

• What were the circumstances and the issues you needed to 

consider when making the decision? 

• What has been the impact of this decision? 

• What feedback have you received in relation to the choice that 

you made? 

� Can you think of a time when you were rushed into a quick 

decision that you later regretted? 

• What lead to the need to make a hasty decision? 

• How has this influenced your subsequent behaviour? 

� How do you arrive at your decisions? 

• Could you describe an occasion when you have adopted this 

approach? 

• What were the advantages of this style of decision making? 

• What are some of the disadvantages of this style when 

compared with your colleagues’ style? 

51 


Analytical and Conceptual 

Thinking 

52 



Systematically investigating, 

studying, or otherwise 

breaking down a problem 

using logical reasoning and 

drawing accurate and 

appropriate conclusion. 


� Describe a situation when you were able to identify linkages 

between seemingly unrelated elements of a problem: 

• What led you to identify the linkages? 

• How did this help you in solving the problem? 

• What are the aspects to which you could have paid more 

attention? 

� Tell me about a specific occasion when you have been able to 

draw on your previous experience to solve a complex problem. 

• What type of problem was it? 

• How did your experience and knowledge assist? 

• How effective was your approach in this instance? 

• What feedback did you receive about your performance? 

� Tell me about an occasion when your past experience and 

existing skills were of little help to you in solving a problem. 

• Why was this? 

• How did this lack of experience influence your behaviour and 

approach to the problem? 

• In hindsight, what should/could you have done differently? 

♦ Focuses on underlying causes as opposed to just 

the symptoms. 

♦ Remains focused and do not become distracted by 

irrelevant or superfluous information. 

♦ Conducts appropriate analyses and research from 

which to draw appropriate conclusions. 

♦ Identifies the meaning of trends and 

interrelationships and makes appropriate predictions 

for projected advancements. 

♦ Pinpoints the risks involved in a project at an early 

stage. 

♦ Analyses highly technical or complex information 

that requires advanced technical training. 

♦ Finds novel and creative solutions that have not 

been tried before. 

♦ Asks the right questions and understands concepts 

quickly. 

♦ Becomes overwhelmed or distracted when analysing 

information. 

♦ Finds it challenging to make sense of new, complex 

information (e.g., many variables, quantitative and 

qualitative data, numerous “if, then” scenarios, many 

possible courses of action). 

♦ Has a tendency to get bogged down in the details. 

♦ Misunderstands or misinterprets the situation due to 

not focusing on the root of the problem. 

♦ Relies too heavily on common sense or a “gut” 

feeling when interpreting complex information. 

♦ Fails to identify the interrelationships between 

related issues. 

♦ Overlooks or dismisses the simple solutions to 

problems 

♦ Does not explicitly identify the risks or 

consequences associated with proposed solutions.

Integrity Acting with uncompromising 

ethics and honesty at all times, 

in all situations, both 

professionally and personally 

53 


Definition � Positive Indicators X Negative indicators 

♦ Communicates open and honestly with others 

♦ Demonstrates trustworthy behaviour based on 

personal accountability and sounds ethics. 

♦ Seeks out other course of action if pressure by 

influential personas to participate in less than ethical 

behaviour. 

♦ Immediately addresses any situation in which a peer, 

staff member, etc. is acting in an untrustworthy or 

dishonest manner. 

♦ Takes a clear stand on difficult issues and links all 

positive and ethical behaviour to UNICEF’s mission 

for women and children. 

♦ Models positive ethical behaviours; “walk the talk”. 

♦ Tactfully confronts others, even those in supervisory 

positions, if their behaviour is less than ethical. 

♦ Makes realistic promises and sticks to commitments. 

♦ Keeps personal interests and agendas out of the 

decision-making process. 

♦ Openly admits mistakes. 

♦ Deliberately hides or keeps important information 

from others. 

♦ Looks the other way if one observes unethical 

behaviour. 

♦ Demonstrates inconsistency among principles, 

values and behaviours. 

♦ Struggles to take a clear stand on a difficult issue 

and loses sight of UNICEF’s mission for improving the 

lives of women and children. 

♦ May confront the unethical behaviour or practices of 

peers and subordinates, but would not confront a superior 

or influential persona demonstrating unethical behaviour. 

♦ Demonstrates acceptable ethical behaviour but does 

not actively promote or encourage others to do the same. 

♦ Chooses tasks or projects that increase one’s own 

visibility and status. 

♦ Does not retain ownership and responsibility when 

things go wrong; blames others. 

♦ Focuses on short-term gain. 

♦ Picks tasks which increase own visibility and status. 

♦ Spends time on what interests him/her, rather than 

what needs to be done.


� Tell me about the last time that you were faced with a 

professional or ethical dilemma at work. 


• How did you feel? 

• How did you resolve the dilemma? 

� Sometimes our positions can help us get things done and 

push through layers of bureaucracy. Can you think of a time 

when you have been able to do this? 

• What prompted your approach? 

• How effective was this? 

• What were the disadvantages of adopting this approach? 

� In your experience, have you ever observed others working in 

an unprofessional/unethical manner? 

• What was unprofessional or unethical about their behaviour? 

• What did you specifically do about their behaviour? 

• What were the implications of taking action? 

• How did you deal with the possible consequences? 

• How likely are you to take action compared with your 

colleagues? 

54 


Self-Awareness & Self- 

Regulation 

55 



Knowing and managing one’s 

own emotions, strengths, 

weaknesses, passions, 

interests, and values. 

♦ Focuses on personal improvement and looks for 

opportunities to improve developmental areas. 

♦ Recognises the importance of how he/she is 

perceived by others. 

♦ Continually asks for feedback from peers, staff, 

supervisors, etc. 

♦ Listens and responds appropriately to criticism. 

♦ Actively chooses to participate in projects or 

activities that will leverage his/her strengths or 

provide him/her with developmental opportunities. 

♦ Knows his/her limitations and when he/she is not 

capable of taking on a task without assistance. 

♦ Capable of showing restraint when working under 

conditions of stress, frustration, or tension. 

♦ Builds trust by demonstrating reliability. 

♦ Knows one’s own strengths, emotions, and 

limitations. 

♦ Knows when and how to say “no”. 

♦ Manages impulsive feelings by staying calm and 

composed. 

♦ Holds oneself accountable. 

♦ Seeks out fresh ideas from a variety of sources. 

♦ Takes on fresh perspectives and risks in one’s own 

thinking. 

♦ Takes tough principled stands even if they are 

unpopular. 

♦ Presents oneself with self-assurance and selfconfidence. 

♦ Does not place a high value on how he/she is 

perceived or how his/her actions are reflected on the 

organisation. 

♦ Ploughs through his/her daily activities with no 

regard for others’ feedback about his/her actions. 

♦ Holds perceptions of himself/herself that are not in 

line or accurate with how others perceive him/her. 

♦ Becomes defensive and does not readily accept 

constructive criticism. 

♦ Does not take advantage of opportunities to 

leverage strengths or improve developmental areas. 

♦ Has difficulty recognising his/her personal limitations 

and does not know when to “say no” or ask for 

assistance. 

♦ Fails to speak up when one has a strong opinion. 

♦ Seeks continuous approval and is constantly 

apologising. 

♦ Does not admit own mistakes and assume 

responsibility. 

♦ Does not follow through on promises and 

commitments.


� Could you please describe an occasion when you were able to 

remain outwardly calm, even when you were provoked? 

• Why did you adopt this approach? 

• What effect did it have? 

• What feedback did you receive about the approach you 

adopted? 

� Could you describe a situation where you were very open with 

your feelings? 

• Why did you adopt this approach? 

• What effect did it have? 

• If similar circumstances arose, what, if anything, would you do 

differently? 

� Tell me about a time when you have been under a lot of 

pressure? 

• To what extent were your colleagues and team aware of the 

stress you were under? 

• How did they know? 


• What was the outcome? 

56 


Building Trust 

57 



Dealing openly, honestly, and 

transparently with issues and 

people. Follows through on 

commitments, pays attention 

to the interests of others, and 

deals in a trustworthy and 

dependable manner. 

♦ Spends time developing mutually beneficial 

relationships with others. 

♦ Takes the time to get to know internal and external 

partners on a personal level. 

♦ Promotes policies, procedures, or structures that 

support strong relationships, both internally and 

externally. 

♦ Follows through on commitments to build credibility 

and trust. 

♦ Takes the time to learn the cultural customs, 

language, personal preferences, background, etc. of 

others. 

♦ Readily offers co-operation and assistance to others 

and makes a strong effort to develop close and 

credulous relationships. 

♦ Considers the feelings, concerns, and interests of 

others when making decisions. 

♦ Encourage others to seek guidance and support 

when they have questions or are experiencing 

frustrations. 

♦ Looks for opportunities for synergy between 

people/teams. 

♦ Does not effectively utilise opportunities to develop 

strategic relationships with individuals or partners 

relevant to UNICEF’s mission/mandate. 

♦ Attitudes and behaviours do not foster positive ties 

with partners and do little to strengthen UNICEF’s 

position for improving the lives of women and 

children. 

♦ Is so focused on completing the task at hand, that 

little effort or emphasis is placed on developing and 

nurturing relationships with others. 

♦ Focuses only on self-serving, once-sided 

relationships that create more animosity than trust. 

♦ Reacts in a defensive or argumentative manner. 

♦ Bases communication on strictly factual-level and 

does not seek to develop more personal 

relationships with others. 

♦ Does not appreciate the difficulties or constraints 

under which others are working. 

♦ Actions and reactions focus solely on one’s own 

interests. 

♦ Does not get involved in discussions and debate. 

♦ Fails to appreciate the constraints that others are 

under. 

♦ Refuses to help other team member. 

♦ Is uncomfortable with people and makes them feel 

uncomfortable 

♦ Gets into unnecessary conflicts.


� Please tell me about a time when you have tried hard to be very 

frank and open. 

• Why was frankness important? 

• How did you approach the situation? 

• What did you say? 


• How was your message received? 

� Could you please describe a time when you have needed to 

demonstrate the kind of behaviour or standards that you 

require of others around you? 

• What was the situation? 

• How did you need to behave? 

• Why was this important? 

• How were your actions perceived by others? 

� It is sometimes very difficult to treat everyone in the same way. 

Can you think of an occasion when you have been challenged 

over this? 

• What led to the challenge? 

• What did you do as a result? 

• How might you have handled the situation differently? 

58 


Decisiveness Makes firm and speedy 

decisions, which require 

immediacy and urgency, and 

commits to definite courses of 

action on the basis of limited 

information. 

59 



♦ Makes decisions in a timely manner based upon 

factual information, impact upon people, analyses, 

wisdom, and experience. 

♦ Carefully considers both political implications and 

impact on the child when making difficult decisions. 

♦ Makes thoughtful, outcome based decisions, even 

with ambiguous information under pressure and tight 

deadlines. 

♦ Considers the severity or implications of a situation 

and makes provisions for damage control. 

♦ Does not back down from a decision even under 

pressure, in the context of UNICEF’s principles and 

values. 

♦ Make tough and potentially unpopular decisions 

despite opposition. 

♦ Effectively handles extreme decisions that fall 

outside of standard policies and regulations. 

♦ Consult with others for input and counsel when 

necessary. 

♦ Weighs up alternative courses of action. 

♦ Emphasises personal accountability in his/her 

decision-making. 

♦ Tend to need more time than others and struggles to 

make quality decisions in a timely manner. 

♦ Reacts impulsively when making decisions. 

♦ Has difficulty maintaining a balance between 

individual decision-making and team-based 

decision-making which calls for collective action. 

♦ Fluctuates or “second-guesses” his/her decisions 

during times which require snap decision-making. 

♦ Inconsistent in making appropriate 

recommendations for action. 

♦ Makes a decision based on half-truths or unclear 

facts instead of focusing on substantiated data. 

♦ Defers tough decisions to others. 

♦ Procrastinates and delays action; does not escalate 

decision-making when doing so is necessary. 

♦ Will not act unless complete information is available. 

♦ Seeks to blame others for poor decision. 

♦ Escalates decisions unnecessarily. 

♦ Takes others advice without due reflection. 

♦ Allows ambiguous situations to persist.


� Tell me about a time when you have needed to confront 

someone who you believed was behaving inappropriately? 


• What did you say and do? 

• How was this received? 

• What have been the consequences of your action? 

� Could you describe an occasion where in hindsight, you wish 

you had been less tolerant of another person’s inappropriate 

behaviour? 

• What delayed or prevented your action? 

• What was the impact of this? 

• How might your behaviour at this time have differed from that of 

your colleagues? 

� Tell me about one of the toughest decisions you have needed 

to make at work? 

• What made it so difficult? 

• What things did you need to consider in making this decision? 

• What were the implications of making an error? 

• How did you feel about needing to make the decision? 

• What feedback did you receive about the outcome you 

achieved? 

60 


INTERVIEW PROTOCOL: 

Education 

POST TITLE:____Senior Programme Officer____ 

INTERVIEW DETAILS 

Name of Candidate Ms. XXXX YYYY 

External/Internal External 

Nationality Kenya 

Date of Birth 10/10/1965 

Gender Female 

Date and Place of Interview 24 March 2004, Nairobi 

Interviewer(s) 

Ms. AAAA 

Ms. BBBB 

Mr. CCCC 

“Face-to-face” ٱ or Telephone � 

PURPOSE AND KEY RESONSIBILITIES OF THE POST 

Under the guidance of the IEC, incumbent facilitates the planning, developing and implementation 

of the Early Childhood Education policies and activities as well as the strategy of social 

mobilization and other elements of the Education programme. 

1. Under the guidance of the IEC, contribute toward the design, preparation, implementation and 

evaluation of the components of the country Education programme. Analyse and evaluate data to 

ensure achievement of the objective and/or take corrective action when necessary to meet 

programme/project aims.


BASIC INTERVIEW GUIDELINES 

1. For detailed information on "UNICEF COMPETENCIES" please go the Learning Web on the UNICEF 

Intranet. Under the portal "Personal x Professional development" you will find the following: 

a) UNICEF Guide to Competency Based Interviewing. 

b) Outline of UNICEF COMPETENCIES. 

c) Competency Profiles for every functional area; each profile consists of 6 Foundational 

competencies, applicable to all levels and functions as well as of specific Functional 

competencies and Technical Knowledge. 

d) For each competency you will find Positive and Negative Behaviour Indicators. Please use 

them when developing interview questions and when assessing and rating candidates. They 

will facilitate your selection, and make it more fair, consistent and objective. 

2. The six Foundational competencies are applicable to all UNICEF staff positions: They are "Always 

Important' and therefore should always be assessed in an interview. 

3. The Functional competencies: You need to identify the 3-5 functional competencies which are 

"Critically Important" for success in the level of the job, and assess them during the interview. While 

all other functional competencies in the Profile are still "Important", you may not have the time to 

assess them during a competency-based interview. If so, please note that they could also be assessed 

through other criteria, such as reference checking, application forms, publications, reports, 

presentations, development assignments, written assignments, evaluation reports, role play or 

simulation exercises. 

4. Before the interview: this is a critical stage that determines future success of the entire selection 

process. During this phase, it is important that the interview Panel agrees on the following: 

a) Distribution of competencies to be assessed among interviewers, so that each interviewer 

knows in advance which of the "critically important" competencies he/she will explore and 

probe during the interview. 

b) Sufficient time should be allowed for the panel to meet and agree on the questions to be asked 

during the interview. 

c) Definition of both “present and likely future requirements" of the position (What do we 

expect the incumbent to do and how? One year from now, how will we know whether the 

incumbent has been successful? What will be the incumbent’s initial objectives?) 

d) Definition of the position's "critical incidents" or "commonly occurring situations" that the 

incumbent will most likely have to confront and deal with successfully to be considered a very 

good performer. Examples of critical incidents may be obtained from supervisors of the post, 

other managers, and staff in similar positions or from previous job-holders. It is important to 

identify in advance which behaviors would be considered examples of good or bad responses 

to these critical incidents. Again, this would make the assessment more objective, fair and 

transparent.


Please think of past real examples in UNICEF offices (i.e., both positive and negative 

performance incidents and actual problem scenarios) which are very useful for questions on 

critical incidents. This is an effective way of determining whether the candidate has strongly 

developed competencies to deal with those issues and situations. 

e) It is critical to select open-ended questions that will help probe into various aspects of a 

competency. Moreover, questions must be prepared in advance and in behavioural terms. For 

example, instead of asking "How do you feel about taking risk", the interviewer could ask "Tell 

me about a situation in which you faced risks", to be followed by "How did you deal with it?” 

f) If several candidates are to be interviewed on the same day, a timetable should be prepared. It 

should allow sufficient time for each interview and provide the interviewer with ample time to 

complete the interview protocol. Normally a competency based interview last for approximately 

an hour or more, and 20 minutes are required for completing the assessment, ranking the 

candidates. Please remember to suspend judgement during the interview, just observe and 

record. 

g) The interviewers must have the Job description and/or terms of reference together with all 

relevant background information/CV of each candidate. 

h) The panel may wish to recommend learning / developmental support for the candidate. 

i) The panel should arrange for all interviewed candidates to receive feedback (please refer to the 

developmental coaching guidelines in the P 2 D portal


Technical Knowledge: 

A. Academic Qualifications: 

• University degree, preferably advanced 

university degree or equivalent background, in 

Social Sciences, Civil Engineering, Public Health, 

Environmental Sanitation, Sanitary Engineering, 

Hygiene, Education, or other relevant disciplines, 

with training in rural water supply, sanitation, 

hygiene, or a related technical field. 

B. Experience (Please select one below) 

Junior β Mid β Senior β 

Two years of 

relevant 

professional 

work 

experience. 

Developing 

country work 

experience (for 

NO). 

Background/ 

Familiarity with 

emergency and 

security. 

Five to eight 

years of 

relevant 

professional 

work 

experience. 

Developing 

country work 


NO). 

Background/ 


emergency and 

security. 

C. Specialized Expertise: 

Ten to thirteen 

years of 

relevant 

professional 

work 

experience. 

Developing 

country work 


NO). 

Background/ 


emergency and 

security. 

• Knowledge of water and sanitation practices 

and technology. 

• Understanding of community relations. 

D. Languages: 

Assessment Comments 

W 

D 

D O 

D 

N 

E 

� ڤ ٱ ٱ 

� ٱ ٱ ٱ 

ٱ � ٱ ٱ 

ٱ ٱ � ٱ 

� ٱ 

� ٱ 

• Fluency in English � ٱ ٱ ٱ 

• Fluency in French ٱ � ٱ ٱ 

• Fluency in Spanish ٱ ٱ � ٱ 

• Knowledge of other UN working language(s) ٱ ٱ ٱ � 

ٱ 

ٱ 

ٱ 

ٱ 

15 years professional experience. 

Worked briefly in NGO. 

Extensive experience as engineer in water 

purification. 

Mother tongue 

β Junior-Level: applies to posts categorized as NO-A, NO-B, L-1, L-2, P-1, and P-2. 

Mid-Level: applies to posts categorized as NO-C, NO-D, L-3, L-4, P-3, and P-4. 

Senior level: applies to posts categorized as P-5 and above as well as Section Chief / 

Office Head (National and International Officers).


Competencies Required W 

D 

Foundational Competencies: 

• Commitment 

Passionately and enthusiastically demonstrates 

responsibility and dedication to UNICEF and its 

mission and mandate. Aligns one’s conduct with 

UNICEF’s goals, ideals and guiding principles. 

Commits to building a culture that embodies these 

ideals. 

• Drive for Results 

Effectively translates ideas into actions. Has a drive 

to implement goals and objectives, to accomplish 

tasks, ensuring the end-results or services are 

delivered to the clients by deadlines. Makes things 

happen through perseverance and tenacity. 

Achieves quantifiable and measurable results. 

Identifies areas for improvement and takes 

necessary steps to implement those changes. 

• Embracing Diversity 

Values differences in gender, culture, opinions, 

values, perspectives, ideas, skills, and experiences. 

Managing and leveraging this diversity to maximize 

UNICEF's effectiveness. 

• Integrity 

Acts with uncompromising ethics and honesty at all 

times, in all situations, both professionally and 

personally. 

• Self-Awareness and Self-Regulation 

Knowing and managing one’s own emotions, 

strengths, weaknesses, passions, interests, and 

values. 

• Teamwork 

Cooperates and works effectively with others in the 

pursuit of common goals. 


D O 

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E 

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Strong commitment towards learning new 

skills. 

Strong interest in working in UN/UNICEF, 

and making a difference. 

Proven record of getting things done 

effectively. 

Several of her technological ideas are now 

the standard for water purification. 

Worked in several countries, with a variety 

of people. 

Seems a bit introverted, but very articulate. 

Aware of her own strengths. 

Mainly worked independently throughout 

career; never leaded a team/project with 

others.


Competencies Required 

Critical Functional Competencies: 

Analytical and Conceptual Thinking 

Solves problems based on the critical review of 

facts, data, and information and draws conclusions 

based on logical reasoning. 

Influence 

Influences attitudes and opinions of others and gain 

agreement to proposals, plans and ideas. 

Effectively negotiates and persuades. 

Team Leadership 

Energizes, inspires, and develops others by creating 

a shared vision, demonstrates model performance 

and professionalism, and recognizes and rewards 

results. 

Technical Knowledge/ Technical Leadership 

Exercises relevant expertise or utilizes knowledge of 

a technical nature that requires specific training, 

experience, and education relevant to UNICEF’s 

work and one’s specific functional area. Takes 

leadership in the creation of new strategies and 

approaches based on the latest technical 

knowledge of a given field. 


W 

D 

D O 

D 

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β Junior-Level: applies to posts categorized as NO-A, NO-B, L-1, L-2, P-1, and P-2. 

Mid-Level: applies to posts categorized as NO-C, NO-D, L-3, L-4, P-3, and P-4. 

Senior level: applies to posts categorized as P-5 and above as well as Section Chief / 

Office Head (National and International Officers). 

Very good understanding of technical 

issues. Proven record of solving problems 

quickly and effectively. 

Not a big networker. Focuses on own 

solutions, does not ask for others opinions. 

Never lead a team/project. Prefers to work 

alone, or be given clear instructions. 

Excellent, documented technical knowledge.


Learning / Developmental Needs: 

Comments and Recommendation 

A strong candidate with a relevant background for the position. 

She seems a bit shy, but handled all questions professionally. 

Strong commitment towards new learning. 

Interested in using her private sector experience in the UN system. 

It is recommended that she is among the other candidates in the final short 

listing. 

Can be considered for the roster for future positions. 

It would be beneficial for her to attend a project manager/team-leader 

workshop or training opportunity. 

Name and Title of Interviewer(s): Date and Signature(s): 

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GUIDE TO COMPETENCY-BASED INTERVIEWING - VDBIO

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