Un Career Guide

DEVELOPMENT GUIDE
DEVELOPMENT GUIDE
Published by the:
© Staff Development Service
Division for Organizational Development
Office of Human Resources Management
August 2007
Homepage on iSeek:
http://iseek.un.org/m210.asp?dept=551
Email:
OHRM-StaffDevelopment@un.org
Table of Contents
Introduction .............................................................1
Chapter 1 e New World of Work: How the UN is Responding . . . . . . . . . . . . . . 5

Global work trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Chapter 2 How the United Nations Supports Career Development . . . . . . . . . . . 11

A framework of career development opportunities . . . . . . . . . . . . . . . . . 12
UN values and core competencies—A competency model . . . . . . . . . . . 12
Orientation programmes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Career support programmes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Staff development programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Performance management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Mission assignments… another career enhancing opportunity . . . . . . . 17
Moving across UN agencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Work/life balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Chapter 3 e Individual Staff Member—It is YOUR CAREER! . . . . . . . . . . . . . 21

Charting a career path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
I. Know yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
II. Assess your current performance . . . . . . . . . . . . . . . . . . . . . . . 31
III. Know the organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
IV. Take action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Review and update your goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Staying fresh/career plateaus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter 4 e Manager as Career Coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

e manager as coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
e manager as advocate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
e manager as information officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Supporting staff development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Supporting managerial and leadership development . . . . . . . . . . . . . . . . . 41
Chapter 5 Techniques to Enhance Opportunities for Career Development . . . . 43

Networking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Volunteering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Professional associations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Doing research/opportunity scans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Participation in task forces and special projects . . . . . . . . . . . . . . . . . . . . . 48
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Chapter 6 Resources for Career Planning—At the UN and Beyond . . . . . . . . . . . 49

Doing research about the UN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Vacancy announcements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Introduction
is Guide, originally published in 2000, was developed to support staff and
managers in planning and managing careers in the United Nations. is revised
version is being updated at a time when the United Nations is undergoing significant
reform, and the concept of career development, mobility, competency and skill
development is receiving much attention. e world of work, both inside and outside
the United Nations, continues to change rapidly, as well. e revised Career Support
Guide draws on lessons learned from experiences of staff within our Organization
and those of organizations throughout the world, and was published to provide
support and guidance to UN staff members as they contemplate their career and
professional development. It is part workbook, part resource guide, and includes
anecdotes and information from staff members that provide helpful advice about
what works in the new UN environment.
e Guide is based on the Secretary-General’s vision of a staff that is highly trained,

versatile, mobile, well managed and integrated as a global team. e Secretary-
General’s strategy for the reform of human resources management establishes a
new career development partnership based on the principle that responsibility for
career growth and development is shared by the Organization, managers and staff,
each playing a critical role.
e Organization’s increasingly complex mandates require a new skill profile to

respond to needs in areas as diverse as humanitarian assistance, peacekeeping,
human rights, electoral assistance, counter-terrorism and drugs and crime, in an
integrated way. e Organization needs to be able to recruit, develop and retain
leaders, managers and staff capable of handling large, complex multidisciplinary
operations with increasingly high budgets. While the United Nations will always
require specialist expertise, there is an increasing need for multi-skilled, versatile
and mobile staff able to work across occupational groups to enable the Organization
to respond in an integrated way to diverse new requirements.
Throughout the Career Support Guide, you will see quotes from UN staff and
managers who shared their experiences and insights (designated by ).
OHRM is very appreciative of their candor and generosity.
Introduction
CAREER DEVELOPMENT PARTNERSHIP
In the career development partnership, Individual Staff

Members have the primary responsibility for their develop-
ment and are key drivers of the career planning process.
Managers provide direction, information and career

support and are accountable to their staff and to the
Organization for doing so.
To implement this policy the Organization provides

structural support and a framework of opportunities,
including a model of core and managerial competencies1,
a broad range of development programmes, career
planning and development workshops, a mobility policy,
and a performance management system. e latter places
responsibility on all managers and staff to set and
accomplish development goals.
THIS GUIDE IS A TOOL FOR STAFF AND MANAGERS
Because there are lessons to be learned from many public and private
sector organizations, this Career Support Guide uses the global workplace
as a context and a directional compass for change.
1
e term “competency” refers to a combination of skills, attributes and behaviours that are directly
related to successful performance on the job. Core competencies are those that are considered
important for all staff of the Organization regardless of their function or level. Managerial competencies
are those that are essential for staff with managerial or supervisory responsibilities.
2 CAREER DEVELOPMENT GUIDE

e Guide draws on best practices from inside and outside the United Nations
in order to describe attitudes and behaviours that can help to maximise job
satisfaction and career opportunities. It also uses the core values, core and
managerial competencies that have been defined by the Organization. Some of
the suggestions may differ from your cultural norms or personal style. Studies have
shown that while it may be difficult to change personal style or habits, it usually is
possible to broaden perspectives and learn new behaviours. Doing so can help you
to achieve career aspirations within the organizational culture of the United Nations,
a culture formed by people from many nationalities and cultural backgrounds.
is Guide does not prescribe particular career paths. e United Nations’
Any person or wide range of functions, occupations and mandates offers many career
organization that opportunities. Changing needs, conditions and mandates also open new
takes his/her career paths in a wide range of duty stations and field operations.
continued
As noted above, the Guide presents the actual experiences and comments
relevance for
of United Nations staff members who have taken varied routes to get
granted runs
where they are today. Each of their stories reflects one or more aspects
the risk of
of the new career paradigm: developing competencies, building relation-
stagnating.
ships, seeing the big picture, staying current in skills and knowledge,
taking risks, demonstrating flexibility, being mobile, and communicating
a proactive and positive attitude, among others. e Division for Organizational
Development is grateful to these contributors for their thoughtful assistance in
this project and welcomes other staff members to share their experiences.
This is your personal copy of the Guide. You are invited to use it in an
interactive manner, making notes, completing the exercises, and drawing
links to your own situation. It is intended as a workbook and a reference
manual to be read and consulted when needed throughout your career.
Introduction
Notes:
CAREER DEVELOPMENT GUIDE

The New World of Work:
How the UN is Responding
he notion of career development is changing in both the private, public,
T and NGO sectors. Merit and performance-based career progression

have replaced notions of seniority-based career advancement. As
organizations flatten, there may be fewer opportunities for upward mobility.
In the new world of work, job enrichment opportunities, continuous learning
and skill development have become a key part of career growth. Continuous
learning is essential and good relationship building and communications
skills—team, spoken and written—are some of the prerequisites. While change
can be unsettling, it can also be generously rewarding, allowing individuals
to drive their careers in directions that may not have been possible in the past.
Trends include:
• Individuals increasingly need to match their skills and competencies

to the changing requirements of the organization and to clients.
• Career paths are no longer as clear and predictable as they might
have been in the past. Pragmatism, flexibility and the ability to adapt
quickly to change are in high demand.
• Specialists are expanding and integrating their areas of expertise,
taking on some generalist roles as their organizations evolve.
Career change
should be strategic. • People are increasingly less likely to stay in one occupation or
functional area throughout their careers—proactive planning
and building competence are important.
• Individuals must be regionally and functionally mobile in a global
marketplace in order for organizations to maintain a well-rounded
staff that can respond, in an integrated way, to diverse new require-
ments. ese areas include humanitarian assistance, peacekeeping,
human rights, electoral assistance, counter-terrorism, and drugs and
crime preventation.
The New World of Work: How the UN is Responding

GLOBAL WORK TRENDS
1. TECHNOLOGY
Advances in technology, which eliminate the need for some layers in an
organizational hierarchy while speeding up communication and transactions,
have also brought a landslide of available information, the processing
of which has had a substantial effect on how we work and how work is
managed. Over the past decades, these
advances, coupled with global competition
and shiing trade patterns, have altered
the marketplace. Public and private
organizations must produce work cheaper,
better, faster for their clients. Equally Staff must stay
important, increased global communication abreast of technology
has sped up transactions, making it trends and tools.
necessary to work more efficiently, to
simplify processes and to reduce paperwork.
2. CONTINUOUS LEARNING
To remain competitive and relevant, and in some cases to survive, organiza-
tions all over the world are engaging in a variety of actions, including
streamlining, downsizing, outsourcing and restructuring. As a result many
organizations are doing the same or increased amounts of work with fewer
staff than they had ten years ago.
e current UN reform effort is applying many of the lessons learned in

the private sector and other public organizations to its own human resource
policy. ese lessons include: clear, defined organizational values and
competencies, career development, and management coaching, and training.
Change no longer means moving an organization from a stable situation ‘X’

to a new stable configuration ‘Y’. Today change is ongoing. ere is no “ideal”
organizational structure or system. e most appropriate and effective
structures and systems are those that meet current needs and situations,
and support organizational goals. Procedures may change, therefore, as
needs, situations, and organizational objectives are redefined.

In many private and public organizations part-time,
temporary, contract, and project-oriented employees
When I left my job in New are working side by side with full-time staff, a trend
York to go on mission, the that is expected to increase in the twenty-first century.
change was good for me. Instead of “jobs,” organizations have “work that
I was exposed to a more needs to be done.” Consequently, individuals are not
challenging situation, and depending on an organization to train them and help
I was able to cope because them stay “marketable;” rather, they are taking the
of my prior experience and initiative to learn and grow so that they are competitive
training at Headquarters. within their organization, and with other
I grew, personally and organizations.
professionally.
Permanent lifetime employment with one employer
has become increasingly rare. Instead of climbing the
ladder in one organization, many employees expect
to have multiple employers and—probably—several
occupations during the course of their careers. Within
the United Nations, mobility is valued because staff
members who are exposed to different units,
departments, and duty stations bring a different,
It’s not in my job broader perspective to their jobs than individuals
description! who have never moved.
I continue to be surprised
when I hear someone
complain, “It’s not in my job 3. EMPLOYABILITY
description.” Our job descrip- In the new world of work, people are taking
tions are just outlines, and responsibility for their employability, whether that
should be seen as such. means maintaining their current jobs, being hired by
What we value are people another employer, or being self-employed. e new
ready to take on multiple UN culture embraces the concept of “employability”.
new tasks, people open to is is evidenced by a focus and a commitment to
learning new skills. What continuous learning; this increased emphasis on
every staff member should training and keeping skills fresh is important in both
value is any opportunity to the public and private sectors, and the United Nations
take on a new challenge. is no different as it works to recruit and maintain a
competitive workforce. By the same token, employees
themselves should be evaluating their organizations,
and considering whether they want to make their
careers in one organization or move to meet their
own career goals.
The New World of Work: How the UN is Responding 7

Try to see the whole puzzle
I try to get my staff to think strategi-
cally, to see the larger picture, and how
Taking Initiative to Learn
their work fits into it. Rather than just and Grow
focusing on the tasks assigned to
them, I want them to understand I participated in most of the OHRM
why the task is important and how career development and staff develop-
it fits into the overall goal we as a ment training, applied for three jobs,
department are trying to accomplish. got two offers and had one great
It is up to the manager to keep their opportunity. I now have new projects,
staff informed about the larger puzzle. new colleagues, and a new boss, all
of whom are very professional and
very good. I couldn’t expect better.
It took a year and a lot of effort but
persistence has finally paid off.
Employability depends on individual initiative.

People need to develop skills and competencies
that are valued in a variety of agencies and
organizations. While formal education provides multi-skilled, versatile, and mobile staff able
an important foundation, once on the job, to work across occupational groups. us,
achieving results, being open to change and individuals with well developed “generalist”
to learning new things are important. skills, combined with one or two areas of
“expertise,” are oen in demand!
Studies have shown that the individuals who
have the ability and willingness to learn and When considering a chosen career path,
to use new behaviours throughout their careers individuals oen wonder whether it is better to
are the ones who have the highest potential. be a specialist or generalist—the answer is “both”.
ese employees anticipate and adapt to Today, the Organization requires managers who
changing environments; they scan opportunities, combine a mix of technical skills with generalist
decide what they need to learn, and re-tool experience. Both specialists and generalists
their skills. ey take action. benefit from continuing to develop their skills
in managing projects and leading people.
4. SPECIALIST VS. GENERALIST However, whether to become a technical expert

or broader manager is a matter of personal
In an Organization with an increasingly complex preference. When developing a career strategy,
mandate, a new skill profile is needed. While people need to examine whether they enjoy
the United Nations will always require specialist gaining in-depth knowledge in a particular field
expertise, there is an increasing need for or broad study of several fields. For instance,

with the increased focus on technology, the need for
highly skilled specialists continues to outpace the
supply. While in today’s market there is a demand
for technical experts, narrow specialisation can
result in sudden obsolescence. In response,
specialists are taking on assignments or projects
that broaden their expertise within their field and
Earn it at every stage beyond. Adding generalist experience also increases
their flexibility and opportunities.
To succeed here and to
move up, you must seek Generalists, on the other hand, oen choose to
advice and take initiative. develop one or more areas of specialisation to help
Don’t moan and expect the them meet the evolving needs of the organization
organization to recognise and improve their employability. Managers are
you. Take calculated risks. increasingly being drawn from the generalist ranks,
Move laterally. Earn it at but they have developed a number of key technical
every stage. Listening and skills in budget, human resources, project/
understanding are skills programme management, and administration.
that have been invaluable
to me. We are lifelong
learners. 5. INCREASED EMPHASIS ON GLOBAL
AND VIRTUAL TEAMS
In many organizations, specialists and generalists
are teaming together to solve problems and execute
programmes. Developing the special skills of a good
team player may be a new experience for many,
but one that will serve them well in the new world
of work. Effective team players are able to work
collaboratively across many levels and functions in
It is also helpful to think of order to achieve organizational goals. Teamwork is a
the role that you generally core UN competency, and developing this core skill,
assume in a team. and the ability to demonstrate specific examples of
Facilitator? Time keeper? effective teamwork, is critical for career progression.
Motivator? Leader? Think
about the strengths that
you bring to the group.
6. MOBILITY
e Managed Reassignment Programme for staff
recruited at the P-2 level through the National
Competitive Recruitment Examinations began in the
year 2000, and has proved quite successful; staff have
The New World of Work: How the UN is Responding

changed fields, and duty stations, through the
programme, managed by the OHRM. Aimed
at encouraging multi-skilling and on-the-job
Teamwork learning, junior Professionals are expected to have
experience in two functions during their first five
People who work alone and are years of service. Aer two to three years in their
not part of a team have trouble first post these staff members normally participate
succeeding. I know that some in a managed reassignment process to move to a
people have not been promoted second post with a new supervisor. e move may
because they have not shown be intra-departmental, inter-departmental, across
that they can work well with functions, occupational groups and duty stations.
others, even if they know their
work, the rules and regulations A wider mobility policy is being implemented
and established procedures. for all staff from G-5 to D-2, which, in the broadest
sense, includes movement across functions,
occupational groups, departments, duty stations,
and agencies in the UN system.
IN SUMMARY
• Trends in the broader global work arena are impacting career development, particularly in the
areas of technology, teamwork, commitment to learning, and the need to be a “systems thinker”.
• It is important to review the opportunities and constraints that come with a “specialist” or
“generalist” career choice—it is good to have both sets of skills!
• Individuals must take control of their “employability,” staying abreast of trends in their field and
within the Organization, and ensuring that they are staying competitive in terms of their skills.
• The more individuals understand their values, competencies, and interests, the better prepared
they are to recognise opportunities and seek out experience that complete their plans. In many
organizations, job enrichment and lateral moves are important and powerful career strategies.
The United Nations is no exception.
• Career plans must be dynamic and flexible as organizational and personal priorities change.

How the United Nations
Supports Career Development
s previously noted, many of the United Nations management reforms
A mirror changes taking place in organizations around the globe in both

the private and public sectors.
e United Nations, despite its unique role, functions and structure, is

responding to the challenge through an ongoing programme to modernise
its human resources management practices. is includes, but is certainly
not limited to:
• A streamlined recruitment system.

• Increased attention to Performance Management.
• Greater focus and attention on staff career development.
• An emphasis on mobility.
• More developmental opportunities for staff at all levels.
Additionally, at the United Nations, the multiplicity of occupations and

multi-disciplinary mandates means that some staff members change not only
functions, departments or geographic locations, but even fields of work. Such
shis require learning, time and effort, but can provide very valuable experience
and a broader perspective.
Some occupational groups have flatter career pyramids than others. Some
people may decide to remain in their chosen profession and deepen their
experience and expertise. Others, wishing to take on managerial responsibilities
at more senior levels, may consider the option of broadening their skills and
experience through self-study, by taking courses, and moving laterally to a
new function or occupation. Staff at a wide range of levels have participated
in peacekeeping assignments and electoral missions, which provide a very
different kind of professional development experience by allowing individuals
to take an active role in field operations. e choices staff members make are
related to their personal goals, interests, values, skills and talents.
How the United Nations Supports Career Development

A FRAMEWORK OF CAREER
DEVELOPMENT OPPORTUNITIES
e United Nations’ career development policy
calls for the Organization to provide a framework
of opportunities with the requisite supportive
programmes and systems; expects managers to
support staff development for career progress;
and staff members to be committed to their
professional growth.
Human Resources Planning
Included in the framework are:
Information and projections on
patterns and trends in the • A Competency Model.
Organization’s human resource • Orientation Programmes.
requirements are important • Career Support Programme.
elements of human resources • Career Resource Centres.
planning. OHRM meets with • Learning and Development
heads of departments and offices Opportunities/Staff Development
on an annual basis to assess Programmes.
the situation of human resources • A Performance Management and
management and to develop Appraisal System.
specific plans regarding • Commitment to Work/Life Balance.
vacancy management, career • Reassignment Programmes.
development, mobility, training, • Human Resources Framework.
performance management, and
staff/management relations. Each of these elements contributes to
These meetings provide useful career development.
information about trends and
needs in the department or office
and the steps to improve overall
human resources management.
UN VALUES AND CORE COMPETENCIES
– A COMPETENCY MODEL
e Organization has taken an important step to
create a new culture and build human resources
capacity through defining the key “Organizational
Competencies for the Future”. ese competencies are
the combination of skills, attributes and behaviours
that are essential for all staff—as well as the additional,
managerial competencies required by all those who
manage others.

In chapter three, there is a self-assessment tool that
you can use to determine your degree of mastery
of the competencies. A summary of the model is
presented below.
Competencies provide needed information

for staff and the “glue” to link various human
resources systems together in an integrated way.
ORIENTATION PROGRAMMES
e Orientation Programme for all new staff
members covers the Charter and history of
the United Nations, its structure, working in a
multicultural environment, and reviews services
available to staff as well as important policies
with which new staff should be familiar.
e Junior Orientation and Development

Programme for new professional staff members,
recruited and promoted through the competitive
examination processes, aims to facilitate their
integration and provide information, skills
enhancement and a foundation for future career
e competency model was developed through growth. All new P-2 staff are invited to this week-
a participatory process that included interviews long programme which also enables them to build
with the Deputy Secretary General, all Under- a network of colleagues around the Secretariat.
Secretaries-General and Assistant Secretaries-
Generals, who head departments and offices,
and focus group interviews with a cross section
of staff at all levels at six duty stations. CAREER SUPPORT PROGRAMMES
e competencies are a valuable tool for
CAREER DEVELOPMENT WORKSHOPS
self-assessment and self-development. ey
communicate what is important and needed in the Full and half day career development workshops
Organization and which behaviours will lead to are offered at Headquarters and at each duty
organizational excellence and career success. Every station to explain the career planning process and
staff member has received a booklet that provides teach skills for effective career management. ey
a detailed description of the competencies and serve to clarify the respective roles of staff,
their behavioural indicators—description of what managers and the Organization with regard to
each competency should look like in practice. career planning and development.

Workshops for staff at all levels present the career career plateaus, stress in the workplace,
planning process and explain steps, skills and reputation management, and several other
strategies leading to career satisfaction. ese interesting sessions.
workshops help participants to identify their
skills, competencies, interests and goals. Confidential career coaching and advising sessions
with career consultants and OHRM staff members
Workshops for managers present the manager’s is available. Topics for consulting include general
role in career development and performance career advising sessions, PHP reviews, mock
management. ey aim to strengthen skills in interviews, development planning, etc.
resolving career concerns and supporting and
advocating staff development and progression. Information sessions that provide information
about work in various departments, duty stations,
human resource policies and systems are held,
oen in larger group formats.
I learned that 2+2≠4. Every career

is different. There are many ways
STAFF DEVELOPMENT PROGRAMME
in which you can develop it and
ways to go. It’s me who has to A failure to learn is a failure to grow. Recognizing
decide what I want and explore this fully, the Organization has made a
the options. commitment to helping and encouraging
individuals to meet their development and
learning needs through a wide range of
opportunities and channels. e value placed on
learning and development is underscored in the
CAREER RESOURCE CENTRES Competency Model. Here is a description of the
behaviours contained in the competency
e establishement of Career Resource Centres “commitment to continuous learning”:
in all duty stations, an initiative which began in
2002, is a major component of the United Nations • Keeps abreast of new developments
Secretariat career development system. It is meant in own occupation/profession.
to serve as a resource for staff and managers offer- • Actively seeks to develop oneself.
ing career planning and development information, professionally and personally.
learning opportunities and mobility support. Since • Contributes to the learning of
then, other duty stations have opened similar colleagues and subordinates.
centres, and all provide career development • Shows willingness to learn from others.
programmes and training. • Seeks feedback to learn and improve.
e Career Resource Centre offers a physical space A commitment to continuous learning sets the
and library for staff members to conduct research tone for staff to profit from the learning and
and participate in mini workshops on a wide range development opportunities available to them, and
of career-related topics, including networking, for managers to encourage staff to take advantage

of such opportunities. It also commits the communication, effective listening, and building
Organization to provide programmes that are relationships are follow up sessions to the first
‘state of the art’ and relevant. development programme.
Staff members have access to a number of centrally

and locally organized programmes that are offered • Communication Skills
throughout the Secretariat. ese programmes aim Training is available in draing letters and
to build core competencies and promote a shared memoranda, report writing, presentation skills,
culture and values throughout the Organization. listening skills, conducting meetings, etc.
To upgrade specific substantive and technical
skills, funds are allocated directly to departments
for learning activities and programmes.
e Organization offers programmes throughout Take advantage of training

the Secretariat in the following areas: opportunities
Taking advantage of training
• Leadership, Management, Supervision opportunities at the UN has helped me
and Organizational Development grow in my professional and work life
by opening avenues to network while
Many programmes are available for staff in all
learning new skills at the same time.
categories, including senior levels. ese cover
supervising and managing people, leadership
development, organizational development,
effective communication skills, conflict resolu-
tion, mainstreaming gender and gender equity • Human Resources and Financial
issues in the workplace, and valuing diversity. Management
Resources Management is programme
comprises workshops on procurement and
contract management, financial and human
resources management, budget and finance.
Team based workshops are
also available to enhance
the capacity of intact teams • Information Technology
to work together effectively.
Courses are available on all organization
supported soware including word processing,
databases, spreadsheets, electronic mail, Internet
and web page development. An extensive library
• General Service Development
of self-study on-line courses is available for
Programme
both end-users and technical support staff, with
is programme complements managerial over 5000 titles available. Information on how
development programmes, focusing on commu- to access this information is available in the
nication, teamwork, and client service and work OHRM Staff Development Programme Guide,
management skills. Modules on crosscultural in hard copy and online.

• Language Programmes
Courses are available in Arabic, Chinese, English, Personal mastery
French, Russian and Spanish to promote linguistic I’ve taken many training courses here at
balance within the Secretariat and to improve the the UN: People Management Training,
language capabilities of staff who work in this CAO Training, Job Classification,
multicultural and multi-lingual work environ- Procurement, Collaborative Negotiation
ment. e goal of offering this wide variety of Skills. These have helped give me
programmes is to develop the Organization’s specific, applicable skills and, therefore,
human resources capacity, promote shared values confidence. I’ve learned how to
and standards, and build staff ’s substantive, recognise and to exercise better the
supervisory/managerial and leadership compe- authority entrusted to me. In one of
tencies progressively throughout their careers. my training courses, I learned about
‘personal mastery’, a concept I’ve tried
to apply ever since. One has to maintain
• Staff Welfare
a personal standard, walk the talk, so to
e Staff Counsellor's Office in New York speak, and to be honest and direct.
offers learning programmes, including stress
management, crisis management, and critical
incident stress management, to prepare staff
members to help themselves and their colleagues
deal with difficult situations that may arise in PERFORMANCE MANAGEMENT
the workplace. ere is also ongoing training
of volunteer staff wishing to join the growing e Performance Appraisal System (PAS)
numbers of Staff Outreach Support (SOS) provides an excellent opportunity to periodically
providers who work directly and confidentially discuss progress toward achievement of develop-
with colleagues temporarily in difficult personal ment goals. Staff with supervisory or managerial
or work situations. responsibilities are held accountable for the
development of their staff, including through
Staff members (and their spouses) who are performance appraisal discussions. Every staff
preparing for their retirement may attend the member is expected to indicate at least one
annual Pre-retirement Programme, which will professional development goal to be achieved
assist them in making informed decisions and during the reporting period.
smooth the retirement process.
e Career Resource Centre offers mini work-
shops on Conducting Successful Performance
Discussions, Giving and Receiving Feedback,
Upgrading Substantive and and Creating a Development Plan: Continuous
Technical Skills
Learning and Career Development. ere is also
Decentralised learning programmes and a one day Performance Management workshop
activities managed by individual Departments/ offered to assist managers and supervisors in
Offices are available for building and reaping the benefits of an effective performance
maintaining specialised substantive and management process.
technical competence of staff.

MISSION ASSIGNMENTS… ANOTHER
CAREER ENHANCING OPPORTUNITY
I joined the UN Secretariat after
e United Nations continues to need staff years with UNICEF. Switching
members to serve in field missions. ose who agencies has given me a different
have taken these opportunities oen report perspective and a more complete
that the experiences have changed them quite picture of the United Nations
profoundly. Due to the demands and the difficult system as a whole.
nature of many missions, staff is required to take
on responsibilities beyond their normal activities.
ey are stretched and are oen surprised at their
own abilities to succeed in new areas, so much so
that upon return it is oen difficult to readjust to
a regular office routine.
MOVING ACROSS UN AGENCIES
Viewed from a long-term career development
perspective, many mission returnees find that An area receiving increased attention is that of
they have grown personally, developed skills interagency mobility, or moving across or between
and self-confidence, and have worked with people UN agencies. For years, staff have moved infor-
who become lifelong friends and colleagues. mally across agencies, and the notion of a more
formalized concept of interagency mobility is
e DPKO website has extensive information becoming more popular. ere are several ways
about each ongoing mission.Jobs in peacekeeping to explore career opportunities with UN agencies:
missions are advertised in Galaxy.
Explore career opportunities with UN agencies,
funds, and programmes through
http://icsc.un.org/.
I had worked in New York for a few

years when I had the opportunity to
go on mission to East Timor. It was
one of the best moves I have ever
made as I was able to connect the
work that is done at the Secretariat to
Change sections, departments,
what is getting accomplished in the
duty stations, or Agencies!
field. Having both experiences made
me much more of a well rounded
staff member and I returned from
mission with a better understanding
of what I wanted for myself.
How the United Nations Supports Career Development 7

WORK/LIFE BALANCE
THE ORGANIZATION
In February 2003, the United Nations adopted
a Flexible Working Arrangements policy (see
The following books can help staff
ST/SGB/2003/4) in an attempt to help staff better
members explore this topic in more
balance their professional and personal lives. depth, and in a more personal way:
Options include: Staggered working hours,
compressed work schedules (10 days in 9), • Making a Living While Making a
Scheduled breaks for external learning activities, Difference, by Melissa Everett, .
and Telecommuting. Departments and Offices • Work + Life: Finding the Fit that is Right
create the policy that fits their needs; staff are for You by Cali Williams Yost, 200.
encouraged to check with their Executive Office
or local human resource office to learn more about • Life Balance: How to Convert
the Departmental policy currently in effect. Professional Success into Personal
Happiness, by Alan Weiss, 200.
e Work-life Balance 2000: A Baseline study of
work-life balance practices in Great Britain, for
Recommended websites:
example, found that 91% of employers agreed
that people work best when they can balance their • New Ways to Work
work and other aspects of their lives. e majority (http://www.workingfamilies.org/)
of employers (59%) also accepted that the employer —an experienced organization that
has a “responsibility to help people balance work provides advice on flexible working
and other aspects of their lives”. More than half options.
(58%) of employers thought that work-life
• Working Balance
balance practices improved staff motivation and
(http://www.workingbalance.co.uk/)
commitment, and 52% thought that staff turnover
—filled with tips, advice and feature
and absenteeism were lower as a result.
articles on work-life balance issues.
Individuals, of course, need to engage in an active • Monster.com Work/Life Balance
role in determining their priorities and how their (http://wlb.monster.com/).
work complements the rest of their lives. is
may include exploring opportunities for spousal • Work/Life Balance
professional development in a particular duty (http://www.worklifebalance.com/).
station, educational options for children, time for • Alliance for Work/Life Progress
exercise, study, or other community activity—a (http://www.awlp.org/).
whole host of options.

EXERCISE: WORK/LIFE BALANCE
There are a number of areas in your life, Begin this exercise by thinking quietly about
beyond work, that contribute to overall each area. Then, try to answer the following
satisfaction. They include (but are certainly three questions:
not limited to):
• Which areas, other than work, do you find
Friends and Neighbors most present in your life?
Family—Immediate and Extended • What areas need more attention?
Leisure/Recreation—Sports, Hobbies, Nature • How could the areas that need more attention
Community Service/Volunteer Work
GET more time? What would you have to
change?
Health: exercise, proper nutrition, proper rest
Religion/Spiritual Growth
(Note: Adapted from Making a Living While Making
a Difference, by Melissa Everett, 1999).

IN SUMMARY
• The Organization plays a critical role in supporting the career development aspirations of staff.
The framework of opportunities explained above continues to be enhanced as new, targeted
programmes are developed for staff at all levels.
• Tools such as handbooks and guides are designed to inform individuals on ways to approach the
acquisition of new skills and competencies.
• It is up to an individual staff member to identify the best learning and career development
programmes for him/her, and discuss these opportunities with a supervisor/manager. The
Organization continues to expand its offerings in the area of training; staff are encouraged to take
advantage of this excellent resource.
• Since most learning occurs each day on the job, it is necessary to also look beyond formal
courses and seek a full range of ways to learn including self-study, mission assignments,
positions in different duty stations, on-the-job learning, and temporary job swaps.
• Creative approaches to lateral mobility include mission assignments, temporary assignments,

and inter or intra-departmental assignments. Staff members are encouraged to explore any and
all of the options that appeal to them.

The Individual Staff Member
—It is YOUR CAREER!
he most powerful part of the career development partnership is you, the
T UN staff member. Your career hinges on your desire, drive, attitude, skills
and competencies.
If you have already begun to engage in active career planning, you may know where
you want to go in your career and exactly what you need to do to get there. True,
planning does not guarantee that all your career goals will be accomplished. ere are
many factors you cannot control: the expectations of the Organization’s stakeholders,
the mandates given to your office, budget priorities, the availability of positions, and
the competencies and skills of those who are competing for the same positions.
However, by planning, and then carrying out your plans, you are controlling the
things that you can do something about: your skills, knowledge, performance and
qualifications—in sum, your employability. For example, perhaps the job you are in
is exciting and interesting, and you want to stay and grow in your current position.
Or you may feel, aer several years in the same position,
that you can contribute more to the Organization, and
derive greater job satisfaction, if you make a career
Take a Chance and Reach Higher move. As you take more action in the area of your own
I think that to continue to do interesting career development, you improve your chances of
work in the Organization, one must getting to where you want to go.
keep putting one’s goals a little higher
and trying to reach them. You can’t just
wait for something to happen to you.
It’s better to take chances, to push
yourself all the time. Don’t stop to As you take more action in the area of your
reflect too much. Watch how others do own career development, you improve your
it: one can learn from so many sources. chances of getting to where you want to go.
The Individual Staff Member—It is YOUR CAREER! 2

CHARTING A CAREER PATH
A career path is as personal as a life plan or The Need to be a “Systems Thinker”
a value system. It is unique to each individual The new workplace realities also require
—it is not given to you, it is something that a new style of management, of increased
you “create”. responsibility and accountability at all
levels. Both managers and staff need to
ere are three basic options:
be “systems thinkers,” understanding the
• Wandering from position to position, letting whole organization rather than just their
“fate” control your path. respective departments.
To be a “systems thinker,” an individual

• Rigidly defining, step by step, the “right” path,
needs to take initiative. Learning what
missing creative opportunities along the way.
organizational priorities are, their strategic
• Charting a career path that will help you seek plans and challenges, requires talking to
out and evaluate career choices, and recognise people at all levels of the organization,
opportunities. reading, and staying abreast of trends.
This proactive approach also has a
positive impact in terms of an individual’s
“employability”.
To begin charting a career path, Know the UN: Identify career options.
it is useful to follow a process: What are the trends and opportunities?
What qualifications are or will be required?
Know Yourself: Take stock of your
Take Action: Set goals, make plans,
interests, skills, competencies, values,
identify resources available to you,
and performance.
and carry out your plans. Develop your
Reality Checks: Test to see if your skills and competencies.
Reviews and Updates: Are you on

self-perception is in line with how
others see you. What is your reputation?
target? Has the target changed?

I. Know yourself
Career planning starts with life planning.
Like any project, life planning requires
objectives, time frames, committed resources On success . . .
and periodic revisions/updates. If you can
Although every person may have a
identify some broad goals you would like to
different definition of success, you
achieve during your lifetime, you can start
would probably agree that one type
to determine how to allocate time and energy
of “success” means achieving the
among such areas of life as family, work,
long-range goals that you define for
leisure and personal growth. You can also
yourself. You can define “long-range
anticipate changes in this allocation during
goals” in terms of your role in the
your passage through the stages of adult life.
organization (i.e. project manager,
Self-assessment is the process that helps you supervisor, technical expert, specialist
identify strengths, areas of interest, values, or generalist.) You also may define
lifestyle preferences, and similar “wants” goals in terms of the rewards you
that help you identify some of these life personally value, such as degree
goals. Completing a life-planning exercise of authority, salary level, recognition,
is recommended as a first step in attaining a and quality of interaction with
career objective because it provides a frame- other people, social value of work,
work to show where your career objective magnitude of personal achievement.
fits into your overall life plan. Although each
Long-term career goals defined as
person charts a unique path, everyone uses
names of specific posts, titles or
the same touchstones: self-knowledge,
grades, may impose unnecessary
performance, opportunity and resources.
limitations. Who knows how those
posts will change over time, and
whether they would continue to
embody your definition of success?
Self assessment has helped me to

get a more realistic view of my
strengths and areas for development.
I have learned more about what is
important to me, and this has helped
me to be more strategic and focused
in my job search.

The following four exercises serve as a “sampling”
of self assessment. They can help you begin to
clarify your goals.
EXERCISE 1: LIFE PLANNING
The following two exercises can help you to 1. In the box, draw a line to represent your lifeline.
develop a life plan. By creating goals, and Divide it into five or ten-year segments. At
deadlines for reaching them, you become the appropriate point, draw a check mark to
“objective-driven,” motivated by both the desire indicate the stage of life you are in right now.
and a guiding structure to fulfil your dreams.

2. Next, write down 0 answers to the question: 4. Go to the future end of your lifeline. Imagine
“Who am I?” Answer the question in yourself looking back over your career.
all the different ways you think about yourself What do you hope to say were the major
accomplishments or highlights of your life?
today?—roles, important relationships,
attributes, activities you participate in, and
so on.
.
2.
.
.
. 5. Return to the check mark. Did your glance
back from the future imply any additional
.
answers to the question “Who am I?” or any
7. changes in the order of your answers?
.
.
0.
3. Rank the answers in the order of their

importance to your identity. Place at the
top those answers most central to your
sense of yourself; at the bottom, those 6. Go to some point between the check mark and
that are least central. the future end of the lifeline. Imagine a day,
event, situation, or set of activities that you
. would like to be characteristic of your life at
that time, and reflect on who you will be at that
2. time. You may want to do this for several
. points between now and the end of your
lifeline. The richness of the pictures, of the
. accomplishments and the rewards you
envision, will add tangibility, depth and
. meaning as you plan the kinds of life and
career experiences you want for yourself.
.
7.
.
.
0.

EXERCISE 2: LIFE INVENTORY
In order to make your dreams a reality, it helps to • What do I want to improve upon?
define what you enjoy doing and where you excel.
Ask yourself some broad questions like the follow-
ing to help you close the gap between where you
are now, and where you want to be in the future.
• When do I feel most alive?
• What do I find less satisfying that I must do in

my current circumstances?
• What do I do well?
• What dreams or wishes do I have that I have not
turned into plans or acted upon?
Showing Initiative
After three years of number crunching in my job, I put my head up and started noticing how
often my colleagues go off on trips. One of the places we have a big project is in Mexico,
and I was planning a vacation to Mexico. As I was making my vacation plans, I found out
that my boss was going to be in Mexico at this project the week after, so I took the plunge
and asked him if he would mind if I joined him there: it wouldn’t cost the Organization
anything. He agreed, and I spent the whole week going to all the meetings with him and
seeing how the project was going: it was fascinating. Then, the best thing: six months later,
he was too busy to make the necessary return visit, so he turned to me in a meeting one
day and said, ‘Why don’t you go in my place? You’ve met all the people and know the story
from last time.’ So I did.

EXERCISE 3: COMPETENCY ASSESSMENT
Competencies include a combination of skills, The following is a list of core values, and core and
attributes and behaviours which you possess managerial competencies that have been identified
and which can be continuously developed and as being important in the United Nations. They are
strengthened. Acquiring competencies is not a presented here as a self-assessment exercise.
one-time activity, but rather an ongoing process.
At any stage in your career, you should be aware Use these scores to rate the frequency with which
of the competencies you possess and the ones you demonstrate each behaviour:
you need to develop both to do your current job
well and to move to the next stage of your career. 3 = Always 2= Sometimes 1 = Never
CORE VALUES
Integrity I am motivated by professional rather than
I demonstrate in my daily work the values of
personal concerns.
the UN, including integrity, respect for diversity I show persistence when faced with difficult
and professionalism. problems or challenges.
I act without consideration of personal gain. I remain calm in stressful situations.
I resist undue political pressure in decisionmaking.
I do not abuse power or authority.
Respect for Diversity
I work effectively with people from all
I stand by decisions that are in the Organization’s
backgrounds.
interest, even if they are unpopular.
I treat all people with dignity and respect.
I take prompt action in cases of unprofessional
or unethical behaviour. I treat men and women equally.
I show respect for and understanding of
Professionalism diverse points of view and demonstrate this
I show pride in my work and achievements.
understanding in daily work and decision making.
I examine my own biases and behaviours to
I demonstrate professional competence and avoid stereotypical responses.
mastery of my field.
I do not discriminate against any individual
I am conscientious and efficient, observing or group.
deadlines and achieving results.
CORE COMPETENCIES
Communication I show openness in sharing information and keep
I speak and write clearly and effectively in my
people informed.
working language.
I listen to others and respond appropriately.
Teamwork
I work collaboratively with colleagues to achieve
I ask questions to clarify and show an interest
organizational goals.
in two-way communication.
I solicit input by genuinely valuing others’ ideas,
I tailor my language tone and style to match
and am willing to learn.
the audience.

I place team agenda before my personal I monitor developments within and without
agenda. the client’s environment to keep informed
I build consensus for task purposes and and anticipate problems.
direction with team members. I keep clients informed of progress and
I support the final group decision, even setbacks in projects.
when I may disagree. I meet timelines for delivery of products
I share credit for team accomplishments and or services to the client.
accept responsibility for team shortcomings.
Creativity
Planning & Organizing I actively seek to improve programmes
I develop clear goals that are consistent or services.
with agreed strategies. I offer new and different options to solve
I identify priority activities and assignments problems and meet client needs.
and adjust my work as needed. I promote and persuade others to consider
I allocate appropriate amount of time and new ideas.
resources to do the work. I take calculated risks on new and unusual
I foresee risks and allow for contingencies ideas; I think outside the box.
when planning. I take an interest in new ways of doing things.
I monitor and adjust plans and actions I’m not bound by current thinking or
as necessary. traditional approaches.
Accountability Technological Awareness

I take ownership for all responsibilities and I keep abreast of available technology.
I honour commitments. I understand applicability and limitations
I deliver work on time and within cost and of technology to my work.
quality standards. I actively seek to apply technology to
I operate within the rules. appropriate tasks.
I support subordinates, provide oversight I am willing to learn new technology.
and take responsibility for delegated
assignments.
I take personal responsibility for my own
Commitment to Continuous Learning
shortcomings.
I keep abreast of new developments in
my own profession.
I actively seek to develop myself
Client Orientation
I consider all those to whom I provide professionally and personally.
services as “clients” and seek to see things I contribute to the learning of colleagues
from their point of view. and subordinates.
I establish productive partnerships with I show willingness to learn from others.
I seek feedback to learn and improve my
clients by gaining their respect.
I identify client needs and match them to performance.
appropriate solutions.

MANAGERIAL COMPETENCIES I hold others accountable for achieving results.
How do I measure up as a manager? I genuinely value all staff members’ input
and expertise.
If you manage or supervise others, use the I show appreciation and reward achievement
following indicators to assess your managerial and effort.
I involve others when making decisions that
competencies.
Use these scores to rate the frequency with affect them.
which you demonstrate each behaviour:
3 = Always 2= Sometimes 1 = Never Managing Performance

I delegate appropriate responsibility,
accountability and decision-making authority.
Vision I make sure that roles, responsibilities and
I identify strategic issues, opportunities reporting lines are clear to each staff member.
and risks. I accurately judge the amount of time and
I clearly communicate links between the resources needed to accomplish a task and
Organization’s strategy and the work I match tasks to staffs’ skills.
unit’s goals. I monitor progress against milestones and
I communicate a broad and compelling direction deadlines.
and inspire others to pursue that same direction. I regularly discuss performance and provide
I convey enthusiasm about future possibilities. feedback and coaching to staff.
I encourage risk-taking and support staff
when they make mistakes.
I actively support the development and
Leadership
I serve as a role model that others want career aspirations of staff.
I appraise performance in a fair and
to follow.
I empower others to translate vision into results. objective manner.
I am proactive in developing strategies to
accomplish objectives.
I establish relationships with a broad range of
Building Trust
people to understand needs and gain support. I provide an environment in which others
I anticipate conflict and resolve it by pursuing
can talk and act without fear or repercussion.
mutually agreeable solutions. I manage in a deliberate and predictable way.
I drive for change and improvement, and I operate with transparency, and have no
don’t accept the status quo. hidden agenda.
I show the courage to take unpopular stands. I place confidence in colleagues, staff
and clients.
I give proper credit to others.
I follow through on agreed upon actions.
Empowering Others
I delegate responsibility, clarify expectations
I treat sensitive or confidential information
and give staff autonomy in their work.
appropriately.
I encourage others to set challenging goals.

Judgement/Decision Making I propose a course of action or make
I identify the key issues in a complex
a recommendation based on all available
information.
I check assumptions against facts.
situation, and come to the heart of the
problem quickly.
I gather relevant information before I make tough decisions when necessary.
making a decision.
I consider positive and negative impact
on others and on the Organization.
EXERCISE 4: JOB SATISFIERS— Working closely with clients

AN IMPORTANT PART OF Conducting analysis
SELF-ASSESSMENT Doing work of social value
Using my unique skills
In essence, career planning is finding out what Completing a complex project
excites and satisfies you, and working towards
achieving that career satisfaction.
Which of the following mean the most to you? Do you feel that you are deriving job
Add any others that are of particular importance satisfaction now?
to you.
Public recognition
Recognition by a supervisor
Managerial responsibilities
Working independently
Autonomy What can you do (add or delete) to maintain
Achievement/delivering results
or increase your job satisfaction?
Security/permanence
Sense of growth/learning
Getting challenging assignments
Being part of a team
Drafting well-written reports
Mission assignments
Helping people in need For more self-assessment work, to increase
Chances to learn new skills your focus and become more aware of your
Entitlements/benefit package
strengths, weaknesses, attend a UN full day
Career Development workshop and/or visit
Creating a programme your local Career Resource Centre, where
you will find many resources to help you.

II. Assess your current performance Some staff members who feel stalled in their careers
—get a “reality check” from others might not be aware of their reputation in the
Organization. For instance, a person who sees
It is important to validate a self-assessment of themself as devoted and hard working, who works
strengths and weaknesses with feedback from others. late every evening, may be seen as someone who
unnecessarily complicates tasks, focusing on irrele-
• Would your manager and colleagues agree with vant details. While it may be uncomfortable to ask
your self-perceptions? for feedback, the alternative—not knowing—can
• What is your reputation in the Organization? be more damaging.
• What is your reputation in your field? To the extent that there is a gap between what you
believe your assets are, and what others see, you can
take various corrective actions. Likely as not, you
EXERCISE will continually be closing the gap, because life is
a process of manifesting that you are, learning,
Whose reputation do you admire? Why? bringing that development into practice, and then
starting the cycle again.
Immersing myself in my job led

to greater challenges
I started off as a secretary and enjoyed my
work very much. I had enormous respect for
my immediate boss and was interested in
learning about everything related to the work
Describe in a few words what you would like of my office; I read everything that came in
your reputation to be? What would you like the in-tray. Because I was able to show an
people to say about you?
understanding of the issues and management
of the work, I was selected for a professional
post that became vacant. I didn’t actually
plan for it. When people get to know that you
are good at what you do, then it is more likely
that they will think of you when a job opportu-
nity comes up, even for other types of work.
One of the most critical factors in turning III. Know the organization
aspirations into reality is your performance in
your current position. Are you accomplishing “Opportunity scanning” refers to the process of
your goals? Do you understand your clients’ needs finding out about current and future job trends,
and work well with others? Gaps in performance qualifications required, projected vacancies, and
or attitude can hamper your career progress. areas of interest.
Strategies for improving performance can include Career planning is part of personal strategic planning,
courses, self-study, and getting help from your and as such requires one to take the long view
manager or colleagues. —it can be helpful to view your career as a marathon,
The Individual Staff Member—It is YOUR CAREER!

rather than a “sprint” to the finish. Looking at • Expansion of current assignments.
career possibilities includes matching what you • Going on mission.
want with positions that are likely to meet these • Changing duty stations.
criteria or be available in the future. • Filling in for someone on mission
assignment.
Chapters 5 and 6 describe some of the ways you • Finding a job in another UN agency.
can become informed of opportunities that exist. • Leaving the organization to pursue
Certainly, scanning UN vacancies and vacancies another challenging opportunity
in the broader UN system make sense; not to with an NGO, government, or in
simply look for openings but to see what skills the private sector.
are in demand, and where new opportunities are
being created. It also makes sense to look in your e choice to accept or reject an opportunity, and
field more broadly, outside the system, for the the consequence of that choice, belongs to each
same reasons. You may even create opportunities individual. Knowing yourself—your interests,
by finding ways to meet changing organizational skills, values and goals—will enable you to make
needs. It is helpful to keep in mind that as the choices that are right for you.
responsibility and level increase, the number of
opportunities available decreases and competition
for those positions increases. Keeping informed
and being visible are key aspects of an effective
career development strategy. Going to the field
For one move, I involved my boss in my
Opportunities may take many forms, including:
career planning, negotiating with him that
• Job changes. if I could find someone who could take over
• Job swaps. my office management for three months,
• Lateral moves. he would let me go on a mission. He agreed.
When the chance came to accompany one
of the Special Representatives to the field, I
took it. It was the most difficult assignment
Career research—at lunchtime! of my life, and the best. After that, I’d
“caught the bug” and started engineering
I came in at P2 level through the things so that I could continue being asked
Competitive Exam, not really expecting to accompany these Representatives.
to stay in New York. I decided I must
find out what other people in this And now I’m in charge of the whole area
Organization are doing in their jobs. I was that I used to cover on these trips. I want to
working in economic statistics; I wanted dispel the notion that I had a full plan. I don’t
to find out if they do similar kinds of think that is really possible these days. But
analysis in other duty stations. A friend one can look objectively at where you are
got assigned to Angola, and I was now and what opportunities are available.
curious: How did that happen? So I And then one can actively pursue all learning
just started inviting people to lunch and opportunities to move into related areas.
asking them what they do. From these
lunches I started to get a picture of my
options and how the structure works.

IV. Take action 3. Looking at where you are today, and where
you’d like to be, list some mid-range steps you
After working through the inventories/exercises might need to make to reach your long-term
and considering your performance, feedback,
goals. Remember that organizations change
opportunities and requirements, you are ready
to do some planning. over time, and the positions in place today may
be different than the structure of opportunities
in the future, so stay descriptive and flexible as
1. List three long-range career goals, each with you set targets and plan.
a target date.
Goals:
.
.
2.
2.
.
.
Steps:
.
2. Go back to the assessment inventories to

review which skills and competencies you will 2.
need to use to meet your goals. Keep in mind
that your strengths will form the foundation of
future success, so plan to maintain those skills .
as you develop new ones. List below:
4. Based on where you are today, and your

mid-term plans, list - positions, functions
or responsibilities that you may want to
pursue and your reasons for selecting each
position/function.
.
2.
.
.
.

5. List the qualifications, knowledge, 7. “Test” your plan by seeking answers
competencies, skills and behaviours you these questions:
believe each position/function requires.
Do the positions that seem of greatest
Position . interest really possess the job content
you think they do?
Do you have enough information of

Position 2. the knowledge, skills and behaviour
requirements?
What changes (if any) in family or social

Position . situations would be required to fulfil
your action plan?
Are you willing to make the sacrifices

Position . required by these positions?
Could some or all of the attractive

features in these other positions be
Position . included in your current position?
Refer to your selection of job satisfiers.
Are the action plans for acquiring the

necessary qualifications realistic and
achievable?
6. Compare these with the qualifications,
knowledge, competencies, skills and
behaviours you now possess. List the skills, To obtain the answers, network with people who
and competencies you would need to are working in those departments and holding
acquire/refine to become a more qualified those positions2. Ask them about their work and
candidate. how they think it may change in the future (note:
for more information on networking, see page 43.)
.
Remember, you can modify and adjust your
goals as you progress. As you gain new skills
2. and experience, your professional interests and
personal needs may change. As you develop your
competencies, new and exciting opportunities
may open up to you. Having plans and alternate
.
plans can increase the likelihood of accomplishing
your career goals and decrease your frustration in
the process.
2
For more information on networking, please refer to Chapter 5.

REVIEW AND UPDATE YOUR GOALS
Regularly review your goals and plans to see if you
are on target and make mid-course corrections
It is important to recognise that if
based on changes in your own interests and skills,
your goal is to move up the ladder,
and opportunities that seem to be developing.
it may not be possible by remaining
in the same area of work. One early You may have major life and family changes that
boss of mine commented that make you want to adjust your priorities for a
sometimes it is necessary to make number of years, perhaps forever, and because of
a choice between your ‘work’ and which you will need to update your career plans.
your ‘career’. Sometimes these changes evolve over a period of
time, giving you a chance to adjust gradually. At
other times a single experience can be seminal in
making you see what you truly value—an illness,
a child, a mission assignment. Such fundamental
changes in one’s life will rightly have an impact on
career plans, and may cause a shi, or realignment.
Avoid complacency
I remember at one point in my
career feeling very self-satisfied,
STAYING FRESH/CAREER PLATEAUS
very under control, even
complacent. That was when my One challenge that all employees face, whether or
“mentor” suddenly came in and not they are UN staff members, is the need to stay
said, “As of Monday morning, your fresh, and the ability to recognise when a “plateau”
new job is <job title>.” Feeling has been reached. A career plateau occurs when the
rather sick, on Monday morning I likelihood of additional hierarchical promotion is
reported to my new assignment, very remote, and few internal opportunities for
about which I felt extremely advancement exist. A Plateau is a period in which
uncertain and not at all under an individual’s learning rate doesn’t improve; a
control. Yet, looking back at my time of stagnation. It is oen identified by loss of
colleagues who have stayed in one enthusiasm, tension, boredom, and frustration.
place for 0 years, waiting for one
person above them to be promoted However, a plateau can be a highly valuable
or to retire, I am very glad I pulled interval of rest that provides an opportunity to
myself out of my comfort zone. regain perspective and digest new ideas, and
plan for change.

Job satisfaction
and involvement
Number of years in the same job

Source: Paul Evans@INSEAD (Leadership Development: Guidelines for and Pitfalls in
Developing Leaders and Managing Development)
Listed below are a few key actions to consider in

coping with a career plateau:
IN SUMMARY
• Restructure your view of success: explore ways to . It is important to engage in

feel success on the job apart from “moving up”. a range of self-assessment
Consider making a lateral move, or perhaps exercises to identify current
negotiate a developmental assignment in your skills, skill gaps, values, lifestyle
current job; let go of the notion of regular needs, and goals.
promotions as the only way to go.
2. Consider career goals within
• Explore new learning; return to school; explore a the context of life goals. Work,
sabbatical—paid or unpaid time off from work to as you know, is only one aspect
develop a skill. of a very full life!
• Enhance your understanding of trends in your field. . After you have completed your
selfassessment, the next step
• Enrich the status quo: seek out a special challenging involves doing research into
assignment; any new experience to break monotony. current work realities (openings,
skills in demand, trends in the
• Seek a career move: a change within the organization Organization, etc.) to begin to
or to a different organization; move laterally to find compare what you wish to do
new excitement and challenge through a new with the reality of your current
environment. work environment.
• Prepare a personal development plan to adjust

professional gaps or areas of weakness.

The Manager as Career Coach
hether you call them “coaches,” “supervisors,” or “mentors,”
W managers in today’s organizations are expected to help staff

achieve their personal and professional best.
e Organization’s Competency Model provides a vivid profile of what it

means to be an effective manager in the United Nations today. In this model,
the manager’s role in career development is one of coach, advocate and
information officer, supporting and encouraging the development of staff.
e following behavioural indicators, which reflect the six managerial
competencies in the UN illustrate these roles:
• Leadership: Serves as a role model that other people want to follow.

• Vision: Conveys enthusiasm about future possibilities.
• Empowering others: Encourages others to set challenging goals.
• Building trust: Provides an environment in which others can talk
without fear or repercussion.
• Managing performance: Actively supports the development and
career aspirations of staff.
• Judgement/Decision Making: Identifies key issues in a complex
situation, gather relevant information before making a decision.
Makes difficult decisions when necessary.
e following section highlights the specific ways in which managers might

more actively assume the roles of coach, advocate and information officer.
The Manager as Career Coach 7

THE MANAGER AS COACH
Taking a fresh approach Taking a long-term and strategic view of career
When I took over in this section, I development, managers can nurture professional
was determined to make some development, share information about trends and
changes, both the ones requested encourage staff to keep abreast in their fields. ey
by management and ones I could can provide feedback on strengths, weaknesses
see were needed. Getting people and development requirements, and then follow
to think and see things in new ways up with on-the-job training and assignments that
is the biggest challenge. The task provide opportunities for growth and challenge.
for managers is to find new ways
to motivate and inspire people to
take a fresh approach to their
responsibilities. I do feel there
THE MANAGER AS ADVOCATE
should be more encouragement for
Managers can play a key role as the focal point
career moves, at least every five
between their staff and the Organization, serving
years, so that both sections and
as advocates, providing feedback to senior
staff have a chance to renew their
management, human resources sections and
energies and outlooks.
other units about their staff members' skills and
aspirations. is advocacy brings to the attention
of the Organization the valuable contributions and
potential of staff. By taking a larger view of their
responsibilities, managers support the needs of
the Organization and help staff members find
You know as much as I do
new positions that stimulate professional growth.
One of the best managers I ever
had—she’s retired now—is
memorable to me because she went
out of her way to give her staff THE MANAGER AS INFORMATION
exposure to new opportunities and OFFICER
public recognition. She would send
me and other members of her staff To do realistic and effective career planning people
to senior-level meetings for her, need information about future opportunities
saying, ‘You know as much about including, the skills and competencies required.
this as I do.’ She would often pass In a positive career partnership, managers provide
on a compliment given to her in a information on competencies, skills and other
meeting, saying that it was so and requirements to staff within and outside their
so on her staff who should receive departments and offices. In so doing, these
the credit. managers receive candidates who are better
prepared to join their teams and to progress
within their departments.

SUPPORTING STAFF DEVELOPMENT
A stepping stone Managers are expected to inspire, encourage and

enable staff to take active charge of their careers
I like to celebrate publicly the
by broadening their knowledge about the
successes of those who do
Organization, gaining new skills and embracing
manage to find jobs outside
the challenge of change.
my section. My motive is get
the word out that working in my e following behaviours have been suggested
department is a stepping stone by managers and staff as “best practices” for
to other good jobs. That way supporting staff development.
the best people will apply...
(Many of these behaviours are also reflected
in the Organization’s managerial competencies,
reproduced in Chapter ree.)
1. Get to know each of your staff members, and

be familiar with their professional goals
and aspirations.
I can’t promote them, but… • Recognise that every person is a unique
I encourage my staff to branch combination of experience, cultural backgrounds,
out and gain as many experiences skills and personality traits, and adapt managerial
as possible, even though it makes style to meet their needs. Some of the new career
my life harder. One of my research management behaviours, such as building
associates very much wanted to relationships, increased focus on asserting
go on mission. Although I can’t oneself, and personally taking charge of career
replace her, I have to let her go. development, may be unfamiliar and even
I feel that if the staff member feels uncomfortable for some people.
very strongly about something like • Managers need to be aware of individual
that, we as supervisors must do differences and decide when to coach staff to
all in our power to help. I can’t be more proactive in pursuing opportunities
promote them—that is not within for career development at the United Nations.
my power—but I can make their
professional lives as rewarding 2. Create two-way communication channels both
and interesting as possible. Every to convey information and to listen to staff
one of my officers has been ideas and concerns.
encouraged to go on • Establish clear expectations and challenging goals
familiarisation missions to the that are mutually agreed upon.
countries they cover.
• Provide honest, open and constructive feedback
to enable staff to maintain and enhance strengths
and diminish weaknesses.

• Suggest other people and resources that staff
can access for additional information about
the work of the Organization and that make
their job more efficient, while promoting their
reputation across their Departments and the
broader Organization. An example
A very good supervisor I had backed me
• Become fluent in the Performance Manage- up and gave me confidence. Once, when
ment System and tool of the Organization by I was in charge of making some rather
attending relevant training and seeking counsel complex calculations for a presentation, I
as needed. Schedule performance discussions suddenly realised, after the document had
on time, and provide specific feedback been published, that I’d made a mistake.
on achievements and constructive counsel I went to him immediately. He did not raise
for professional development. his voice. He simply asked for the new
calculations and we issued a corrigendum.
3. Develop work environments that are
At the Committee, there were a number of
conducive to growth by delegating
comments about the ‘inefficiency’ of the
responsibility, and valuing the role of
Secretariat, but he just responded that
continuous learning.
mistakes were sometimes made and that
• Recognise successes publicly to show staff the correction was in front of them. He
their work is valued and reinforce positive stands as an example for me now that
behaviours and actions. I am in a managerial position.
• Encourage training and development to

further professional growth, making use of
opportunities such as: on-the-job training,
development programmes, rotation, job
swapping, educational leave, temporary Thinking about the whole
projects and assignments, to name a few.
I was lucky. My first supervisor had
• Recognise that mistakes are also a natural managed her career from GS to ASG.
part of the learning process; be patient She took an interest in me and gave me
with new staff members and yet provide valuable advice. For instance, it was she
constructive feedback that is helpful for who told me the maximum level I could
individuals and the team. reach in my chosen profession was P. It
was a new concept to me, coming from
• Take an active role in developing the annual an academic background. She told
departmental training plan. me to start thinking about the whole
organization. It opened my mind up to
other possibilities under her tutelage.

SUPPORTING MANAGERIAL AND
LEADERSHIP DEVELOPMENT
To meet their new roles and responsibilities in this
changing organization, managers must recognise
their need for continuous learning and make plans
for their own development.
Learning from Mistakes e Organization offers a range of programmes,
There is a big, irrational fear of failing including:
at the UN. In my department we
• Supporting Mobility and Career Development:
‘celebrate’ people’s failures. At least
a workshop for managers and supervisors.
the staff member dared to do
something. For instance, one of our • Performance Management Workshops for
guys reorganised a chunk of training managers and supervisors.
to target particular services. He did • Leadership Development Programmes for
departmental needs analyses, said D1s and D2s (LDP).
we’d group people by their level of
• Management Development Programmes for
ability, and customised the training.
P4s and P5s (MDP).
The problem was that our priority was
grouping people by ability and theirs • Organizational Development Programmes
was scheduling people at times that for departments or significant organizational
were convenient for them. So in the units that involve a customized range of
end it didn’t work. But based on what interventions (ODP).
we learned, we were able to greatly • Supervisory Development Programmes.
improve the service. To celebrate the
failure, I emphasised at the next staff • Competency-based Selection and Interviewing
meeting what had been positive and Skills Programme.
what we had learned. I also took full • Working Together: Ethics and Integrity in
responsibility for the problems with Our Daily Work.
our clients, and gave credit for the
• Coaching for Improved Performance.
positive aspects of the experiment to
the staff member, making a point of In addition, Career Resource Centres (CRC) at
saying that I supported him all the every duty station hold mini-workshops for
way along. You need to show publicly managers around such topics as Giving and
that it is okay to make mistakes. Receiving Feedback, Creating a Development Plan
for Staff, and Conducting Successful Appraisal
Meetings. e career libraries in each CRC include
a large section of books for managers and
supervisors about coaching, managing
performance, and leadership development.

Give them a loose rein
I learned the most from one of
the most senior persons in the
Organization today. He used to
say, ‘If you trust your staff, give
them a loose rein. Let them make
the decisions.’ When I went to a
certain high-level meeting with
him, he would often say, ‘Please
ask Ms. __ instead of me. She is
more informed on this issue.’ He
always said he’d back me up if
necessary. And he did.
IN SUMMARY
. As a manager or supervisor, you play

a critical role in sharing information,
N
encouraging dialogue, and advocating
for your staff.
2. OHRM has a range of training opportunities

to support and prepare you to be as
effective as possible in managing the
career development of your staff, and
creating supportive, positive work
environments that empower your team.
. The “best practices” shared throughout this

chapter—quotes from managers and staff
members—attest to the wealth of ideas
that exist. Peer mentoring for managers is
a “best practice” in and of itself!

Techniques to Enhance Opportunities
for Career Development
s a staff member, and as an active member of the global workforce, it is your
A responsibility to continue to “stay fresh,” and enhance your professional

development. ere are several ways to do this—namely:
• Networking.
• Volunteering.
• Mentoring.
• Doing Research “Opportunity Scans”.
• Participating in task forces and professional associations.
• Continuing Education: learning and teaching.
All of these activities allow you to stay up to date with what’s going on in the
Organization, as well as in the outside world. ese are ways to learn, practice and
strengthen competencies and skills as well as for others to see what you are capable
of doing. Finally, these actions have the added benefit of increasing your visibility,
and enhancing your reputation.
NETWORKING
Networking—building and cultivating relationships with people both inside
and outside of your field, in similar and different positions—is considered one
of the most important career-building skills. Most successful people are always
networking—and not just when they want to make a move. In fact, networks
should be in place, and well developed, long before you embark on a job search.
Techniques to Enhance Opportunities for Career Development

Bother to go to lunch
Knowing people in various parts of
Networking is invaluable. Bother to go
the Organization connects you with
to lunch with friends. Bother to keep
new sources of information about
up with people you’ve met. One learns
developmental opportunities,
so much about how the Organization
assignments, committees, etc.,
works from keeping in contact with
which might tap your talents.
others, and when you need to get
things done, it is so much easier to
pick up the phone and talk to someone
you already know. You have to put out
the energy, but the reward is worth it.
Learn about New Types of Work: Of course, you
can use networking to obtain information on the
positions, fields, functions, or organizations you
want to learn more about; get advice; set up
Networking appropriately also has a large educa-
introductions to new contacts; and let people
tional component; speaking with individuals
know of your availability, qualifications and
throughout the Organization, and in your field,
interests. Sometimes people feel uncomfortable
can assist you in locating resources and generating
about what they perceive as “selling” themselves,
ideas to be more effective in your current position.
and it is quite true that it is off-putting to have to
It also enhances your network for those times
listen to long lists of accomplishments and self-
when you need assistance with a career change.
congratulatory comments. A good way to think
e objective of networking is to be visible as you about your presentation of yourself is to assess
learn, share knowledge and contribute to others. your audience and tailor your remarks: in this
Mutuality is implicit in networking. It is built fast-paced world people may well forget that you
on a relationship of give-and-take. You network both enjoy and are particularly adept at public
because you want to meet people, exchange infor- speaking, so a simple reminder of that one ability,
mation and knowledge and build relationships. To at the right moment, can be effective.
the extent you are generous in sharing with others,
people will reciprocate when you need assistance.
The Career Resource Centre’s mini

WHY IS NETWORKING SO IMPORTANT? workshop, Career Connections, allows
Learn about What is Happening Around the you to become more comfortable and
World—or Across the Street: Networking allows familiar with the process of professional
you to make connections within the organization networking. Also stop by and check out
that direct you to people and resources you the books on Networking that exist at
wouldn’t have known existed. Sharing insights and each duty station. Chapter of the
experiences oen leads to improvements in your Career Support Guide lists websites with
own work, not to mention enjoying a new level of additional information on how to network.
energy that comes with an unexpected discovery.

HOW TO JUMPSTART THE PROCESS: • Keep in touch, and be sure to follow up, especially
if something materialises from their input. People
While networking can be as informal as meeting
love to know that their efforts made a difference
people at a social gathering, there will be times
(don’t you appreciate knowing?). It is the
when you want to prepare a mental or even a
professional thing to do.
written purpose and agenda for your conversation.
If you wanted to find information about a subject,
you might:
• Make a list of your contacts with the most

VOLUNTEERING
knowledge about the area. If networking is new Volunteering is another great career management
for you, start with the least threatening contacts tool. It allows you to establish contacts, gain visibility
first, until you feel comfortable with the process. and credibility, refine your skills and develop new
competencies at your own pace, with a low level
• Arrange a short meeting or telephone call; depend-
of career risk.
ing on your relationship, you may want to arrange
a meal. Be general but upfront about the purpose
of the conversation. e more specific you can be, How?
the more helpful individuals can be to you.
You can get excellent management experience by
• If your needs are specific and detailed, don’t be taking a leadership role, such as managing a short-
afraid to prepare questions in advance and take term project or serving on the board of directors
notes in the meeting. Since networking is mutually of an organization. Volunteer to be the focal point
beneficial, anticipate questions the other person for a new change process in your department or
may have, either about you, or about information, unit, or to serve on a task force that is examining
knowledge or resources that may be helpful to a way to improve something in your area.
them in their work, career or personal life.
ere are also many opportunities to teach and
make presentations at meetings, seminars and
workshops. Within the UN, volunteer opportunities
abound through panels, committees, social and
cultural groups, athletic clubs. Ask friends and
Follow up! colleagues about the area you are interested in,
One of the biggest mistakes people make and for ideas about how to get involved.
when networking is failing to follow up.
Often, individuals are afraid to “bother”
One UN staff member was interested in supporting
someone again by reconnecting, but it is
the spouses of Secretariat staff members, so she
a professional courtesy: if someone has
approached the Staff Counsellor’s office about
given you their time and shared ideas, it is
volunteering in some way. e career development
important to follow up and let them know
spousal workshops were a direct result, and have
how you acted on their advice. This can
been incredibly successful. e staff member kept
be done through a simple e-mail, or hand-
her training skills fresh, and her initiative and
written note. Following up also builds, and
enthusiasm caught the eye of several people outside
strengthens, relationships.
of her immediate area.
Techniques to Enhance Opportunities for Career Development

A wonderful mentor You also may want to consider
becoming a mentor by identifying
My first mentor in the United Nations someone who could benefit from your
was a man who taught me by challeng- experience and whom you would like
ing and, even, arguing with me. He’s to help succeed. In the new mentoring
taken this approach with a number of paradigm, young people have as
staff who worked under his supervision. much to contribute to the relationship
He made me set out my logic and as the senior, more experienced
document my arguments in order to colleague. Newcomers can share their
prove that I was right. He was really outside experience with long-serving
tough on me, but I’ve now come to staff that in turn can help new staff
appreciate how much caring and thought members navigate the complexities
went into his efforts. And, he must have of the United Nations.
done something right, since six of his
immediate staff have been successful in
the G to P exam. I wonder if anyone else
in the Secretariat has that kind of record.
Support from my supervisors

Each move I’ve made has been
traumatic at first. I think it takes about
six months begin to feel comfortable in
MENTORING a new job. Two of the moves I’ve made
I was going into areas that were quite
No discussion of career management would be
new for me. What got me through were
complete without discussing the role of the
my supervisors. A former supervisor
mentor. However, expectations about mentoring
set up a pattern of having lunch
have changed over the years. Gone are the days
every Wednesday to discuss my
when senior managers picked and groomed a
work challenges with him. This was
protégé. Now, it is more common to have informal
tremendously helpful.
mentoring relationships, oen initiated by a
“mentee,” or someone seeking guidance, advice
and support.
mentoring, and being mentored. ere is a wealth
Multiple mentors with different strengths and of information on the Internet (see Chapter 6)
backgrounds are more practical, and have become as well.
the norm. Diverse perspectives are inherently
valuable, and this new, flexible approach to As you talk and network with various people, take
mentoring may be preferable in that a staff note of those you connect with especially well
member has several people to turn to for advice and feel you can trust. You might ask them for
and feedback. career advice as part of your career development
planning. If the relationship seems to work and
Career Resource Centres throughout the they are open to periodic conversations, see what
Secretariat maintain a number of books on you might give back in return.

PROFESSIONAL ASSOCIATIONS
Support your staff in their No matter what your occupation, chances are there
career efforts are at least one local professional organization—and
Every year, I send out at least one probably some international and national groups
e-mail to everyone in my office asking in your location. By attending meetings, networking
who among the General Service staff is with colleagues, reading association publications
planning to take the G to P exams and and taking advantage of special programmes, you
offering to set up regular study groups. can stay up-to-date in your field and develop a long
The response is terrific, and it’s fun. list of contacts.
We have practice sessions for the orals
If you are not sure what groups exist, you can
and I pass on my reading lists. When
identify them through the Directory of Professional
one of our colleagues passed the G to
Associations, found in most libraries. ere is also
P exam this year it was as though we
a wealth of information on the Internet, including
all joined in her success.
http://www.jobweb.com/Career_Development/
prof_assoc.htm. You might also ask—in your
networking meetings or in discussions with your
mentors—what professional associations are
well-known and respected in your field of interest.
Encourage Your “Bright Lights”
Also, I encourage certain people, for
instance, a bright light I have in the
DOING RESEARCH/OPPORTUNITY
department right now. I give her
assignments every day to summarise
SCANS
information from certain documents. I Finding the information to stay current and
think that if a manager sees something tracking trends in your department and occupation
valuable in a staff member, s/he owes will help keep you ahead of the curve. You can do
it to the Organization to get them to research yourself, reading widely from the Intranet
consider their career options. I find that and Internet, newspapers and publications, attend-
colleagues appreciate any effort on the ing meetings and information sessions, keeping
part of their peers or their supervisors abreast of organizational and world events reported
to show appreciation and support for internally and through the public media, and using
their talents and aspirations. libraries, book stores, and e-mail bulletin boards
and blogs to explore specific topics.
Becoming known in your profession outside your organization, whether through making
presentations in an area of specialisation or by becoming an active member or leader of a
professional group, can help you develop skills and enhance your reputation and value
both inside and outside your organization.
Techniques to Enhance Opportunities for Career Development 7

Watch for opportunities to hear or read about EDUCATION
what other organizations, both similar and
dissimilar, are doing in your occupation;
presentations, articles and conferences are other LEARNING
good sources of information. (See chapter 6)
Continuing your education by taking courses
and attending seminars at local schools and
institutions, or through distance learning, are
popular means of increasing knowledge and
PARTICIPATION IN TASK FORCES
obtaining new qualifications. Be careful in your
AND SPECIAL PROJECTS selection of distance learning venues since there
Task forces usually address critical organizational are many “diploma mills” out there.
needs or problems and can expose you to a
crosssection of people. Special projects give you
a change of pace and the opportunity to acquire TEACHING
or develop skills and broad-based knowledge.
Many United Nations staff members have valuable
e interdisciplinary nature of most task forces
skills and experience they can pass on to people
creates a valuable environment in which to learn
both within and outside the organization; some
and exercise “big picture” and “new picture”
are world-renowned experts in their fields and
thinking—the kind of thinking that management
oen are asked to present at conferences or to
prizes at all levels of an organization.
teach courses. Since teachers oen learn as much
In sum, task forces are vehicles to demonstrate from their students, this can be an interesting way
the abilities to think strategically, manage to refresh ideas and update knowledge.
implementation through to a result, and work
effectively as a team member or a leader.
Passing on what I’ve learned:

Going on Mission
Career ladders I’d worked in administrative positions
When I realised that there was no for so many years that I thought I was
advancement possible beyond P- on very conversant with the whole human
my career track, after a certain amount resources process. Although I was
of time to establish my credibility, I keen to move to another area, I had
actively started looking around for a a strong feeling that I wanted to pass
related field. I wanted to be ready to on my knowledge. So I offered to go
take advantage of opportunities. I went on some missions and help some
back to school to learn specific skills. I countries in setting up their HR
then moved into a new field and, when capacity in administration. These
an interesting P- became available, I missions gave me a great sense of
had experience from two different but accomplishment. It was a way of
related areas, both of which were useful sharing information and knowledge
for the P- job. both within and outside the UN system.

Resources for Career Planning
—At the UN and Beyond
ince effective career management involves matching your individual
S career aspirations with the knowledge, skills and competencies needed

by the organization, information is a critical component of successful
career management.
Primary sources of information are your managers, colleagues, mentors, and

UN administrative and human resources offices. is chapter lists additional
places to find additional information and resources for your career planning.
DOING RESEARCH ABOUT THE UN
SOURCES OF INFORMATION
• Descriptions of the main departments and regional commissions of the
Secretariat are issued as Secretary-General’s Bulletins (ST/SGB). You will
also want to review Administrative Instructions (AIs) and Information
Circulars (ICs). ese descriptions provide information on mandates,
functions and organizational structure. Find them at http://iseek.un.org/;
click on STBs, AIs, ICs.
• e Composition of the Secretariat, also updated yearly and distributed

generally, is a useful reference tool that details the distribution of staff of
the Secretariat by nationality, gender, grade and type of appointment. It
usually includes data on staff retirements and projections of future human
resource needs.
Resources for Career Planning—At the UN and Beyond

• e UN Home Page (http://www.un.org) and VACANCY ANNOUNCEMENTS
iSeek! (the Intranet) are both excellent career
resources. ey provide a voluminous amount
of information to keep you informed about the
ELECTRONIC SOURCES
Organization. Click on “News and Media” for
a wide range of current press information,
produced by the UN and commercial media. Intranet/Internet
• Another reference is the online and hard copy United Nations vacancies
telephone directories for each organization,
e UN Home Page on the Internet
commission and agency in the common system,
<http://www.un.org/> contains vacancy
which has both alphabetical listings and listings
announcements, including those in Peacekeeping
of individual staff within departments and
missions. Click on “jobs” under quick links.
divisions as well as a list of departments/offices,
and explanations of common UN acronyms. e HR handbook, available online, is an excellent
source of information on a wide range of staffing
• “UN in the news” is a daily electronic “clipping”
and human resource issues. It is available through
service provided by the Dag Hammarskjold
“iSeek” under the topic, “Human Resources”.
Library. It contains a limited number of stories
reported by the media. e focus of this service UN Common System vacancies
is on the UN reform, new appointments in the
UN system of organizations, and budgetary To access the list of professional vacancies
matters. “UN in the news” is readily available. throughout the UN common system, grouped
usefully by type of job, you may use the following
• e Department of Public Information regularly Internet address: <http://icsc.un.org/>
issues an updated version of the book, Basic
Facts about the United Nations. It contains e Vacancy Announcement Bulletin as well
information about the purpose, structure and as other vacancy announcement lists can also
work of all organs of the United Nations. be found at <http://www.unsystem.org/>.
Vacancies outside the UN: NGO and

Private Sectors
Obviously, there are hundreds, if not thousands,

of sites that list jobs around the world. Listed
below are a few of the most popular.
http://www.careers.org/
http://www.economist.com/classifieds/
http://www.monster.com/
http://www.jobtrak.com/
http://www.reliefweb.com/
http://www.interaction.org/

Bibliography EE
CA IDE
RR
GU
R
Recommended websites and books on

career developmentand self assessment;
check your local Career Resource Centre for many more!
INTERNET
www.careerbuilder.com www.vault.com
www.careerjournal.com www.wetfeet.com
www.monster.com
BOOKS
Career Change: Everything You Need e Good News About Careers: How
to Know to Meet New Challenges and You’ll be Working in the Next Decade,
Take Control of Your Career, by by Barbara Moses, Stoddart Publishing,
Dr. David P. Helfand, VGM Career April, 1999.
Horizons, 1999.
What Color is Your Parachute? A
Career Intelligence, by Barbara Moses, Practical Manual for Job-Hunters and
Berrett-Koehler Publishers, Inc., 1998. Career-Changers, by Richard Bolles,
Berkeley: Ten Speed Press, (updated
I Could Do Anything If I Only Knew every year).
What It Was, by Barbara Sher, Dell
Publishing, 1994. What Next?: e Complete Guide
to Taking Control of Your Life, by
Promoting a Development Culture Barbara Moses, DK Publishing Ltd.,
in Your Organization, Simonsen, Peggy 2003.
Davies-Black Publishing, Palo Alto,
California, 1997. Work + Life: Finding the Fit that is
Right For You, by Cali Williams Yost,
Repacking Your Bags: Lighten Your Berkeley Publishing Group, 2004.
Load For e Rest of Your Life by
Richard Leider and David Shapiro, Zen and e Art of Making a Living,
Berrett-Koehler Publishers, Inc., 2002. by Lawrence Boldt, e Penguin Group,
1999.
Soul Work: Finding the Work You
Love, Loving the Work You Have by
Deborah Bloch and Lee Richmond,
Davies-Black Publishing, 1998.
Bibliography
Notes:

DEVELOPMENT GUIDE

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What is the purpose of the development guide?

What is the purpose of the development guide?

How does the UN support staff career development?

How does the UN support staff career development?

DEVELOPMENT GUIDE

Chapter 1 e New World of Work: How the UN is Responding . . . . . . . . . . . . . . 5

Chapter 2 How the United Nations Supports Career Development . . . . . . . . . . . 11

Chapter 3 e Individual Staﬀ Member—It is YOUR CAREER! . . . . . . . . . . . . . 21

Chapter 4 e Manager as Career Coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Chapter 5 Techniques to Enhance Opportunities for Career Development . . . . 43

Chapter 6 Resources for Career Planning—At the UN and Beyond . . . . . . . . . . . 49

e Guide is based on the Secretary-General’s vision of a staﬀ that is highly trained,

e Organization’s increasingly complex mandates require a new skill proﬁle to

In the career development partnership, Individual Staﬀ

Managers provide direction, information and career

To implement this policy the Organization provides

THIS GUIDE IS A TOOL FOR STAFF AND MANAGERS

2 CAREER DEVELOPMENT GUIDE

CAREER DEVELOPMENT GUIDE

he notion of career development is changing in both the private, public,

T and NGO sectors. Merit and performance-based career progression

• Individuals increasingly need to match their skills and competencies

The New World of Work: How the UN is Responding

e current UN reform eﬀort is applying many of the lessons learned in

Change no longer means moving an organization from a stable situation ‘X’

CAREER DEVELOPMENT GUIDE

The New World of Work: How the UN is Responding 7

Employability depends on individual initiative.

4. SPECIALIST VS. GENERALIST However, whether to become a technical expert

CAREER DEVELOPMENT GUIDE

The New World of Work: How the UN is Responding

0 CAREER DEVELOPMENT GUIDE

s previously noted, many of the United Nations management reforms

A mirror changes taking place in organizations around the globe in both

e United Nations, despite its unique role, functions and structure, is

• A streamlined recruitment system.

Additionally, at the United Nations, the multiplicity of occupations and

How the United Nations Supports Career Development

2 CAREER DEVELOPMENT GUIDE

Competencies provide needed information

e Junior Orientation and Development

How the United Nations Supports Career Development

I learned that 2+2≠4. Every career

CAREER DEVELOPMENT GUIDE

Staﬀ members have access to a number of centrally

e Organization oﬀers programmes throughout Take advantage of training

How the United Nations Supports Career Development

CAREER DEVELOPMENT GUIDE

I had worked in New York for a few

How the United Nations Supports Career Development 7

CAREER DEVELOPMENT GUIDE

How the United Nations Supports Career Development

• Creative approaches to lateral mobility include mission assignments, temporary assignments,

20 CAREER DEVELOPMENT GUIDE

he most powerful part of the career development partnership is you, the

The Individual Staff Member—It is YOUR CAREER! 2

To be a “systems thinker,” an individual

 Reviews and Updates: Are you on

22 CAREER DEVELOPMENT GUIDE

Reviews and Updates: Are you on