IFAD competency framework: How we give our best Supporting performance enhancement

IFAD competency framework: How we give our best IFAD competencies Competencies describe the behaviour that IFAD expects from everyone. The associated behavioural statements indicate what we all need to do to be successful in our job and to contribute to IFAD’s mission and core values. While operational objectives describe what the staff member is expected to achieve, competencies describe how objectives should be achieved. This framework provides guidance on the behaviours expected from all IFAD staff through their approach to their day-to-day work and interactions and that IFAD considers essential to achieve its operational objectives.

Background The UN Competencies were launched in 2002, when the Secretary-General commissioned a project to build human resources capacity through the introduction of organizational core values and competencies which are essential for all staff. Further, additional managerial competencies were introduced for those who manage the performance of others. These competencies are used as a foundation for our human resources framework, including recruitment, workforce and succession planning, staff development and performance management. IFAD’s competency framework was launched in 2004 and has been reviewed in 2013 through a participatory process open to all staff. A focus group of staff volunteered to support and drive this process in cooperation with the Human Resources Division and an external consultant, gathering feedback from IFAD staff, ECSA and management, and championing the framework.

Structure of the competency framework The framework consists of 10 generic competencies and their associated behaviours, presented in four clusters. The first three clusters – Developing the Business, Achieving Results and Working with Others – apply to all of us. In addition, the cluster Managing People applies to those staff members with people management responsibility. The definitions are not exhaustive; they are intended to provide example behaviours associated with each competency. These behaviours are organized into two levels describing the expected behaviour at increasing levels of responsibility and/or experience in the role. 2

• Level 1 behaviours have impact on the individual’s own ability to achieve their objectives, and will also affect their team and close colleagues. They are relevant for all staff. • Level 2 behaviours have significant impact on others and the wider organization. This higher level is expected for staff members who have wider responsibility or who have greater experience in their role. Staff members operating at level 2 are also expected to demonstrate all relevant behaviours outlined in level 1.

Use of the competency framework The competency framework is an important vehicle for achieving high organizational performance through focusing and reviewing staff capability and potential, and is a central element of IFAD human resources processes: • It is a component of the performance management process as it describes how staff are expected to deliver the planned objectives. • The 360-degree feedback process provides feedback on development areas related to IFAD competencies. • It is an integral part of IFAD’s recruitment as it describes the behaviours that IFAD requires from its staff and the profile of the people that it intends to recruit. • Competencies support IFAD’s strategic workforce and succession planning. • Competencies are embedded in the staff development programme and directly linked to training as they represent the behaviours that IFAD intends to promote, nurture and develop within the organization.

All staff members are expected to demonstrate all organizational competencies in their work. As part of performance planning, supervisors will guide their staff by focusing on the competencies that merit more attention based on the previous performance review, on their performance plan, and on the individual development plan and requirements. Progress on the development of the competencies will be discussed and recorded at mid-year review and more extensively during the year-end review. The assessment of competencies will review staff performance in the past year, and also generate feedback to inform the development plan for the coming performance cycle.

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Structure of IFAD’s competency framework IFAD’s core values All staff and managers are expected to uphold IFAD’s core values and to incorporate them into their daily work and actions. Focus on results

Integrity

Professionalism

Respect

We strive to achieve

We are driven by our

We exercise high levels of

We treat our staff,

excellent results. We

commitment to enabling

professionalism in our

partners, donors and poor

accept personal

poor rural people to

work and reward merit.

rural people with respect

responsibility and

overcome poverty, and not

We use the most

and sensitivity. We value

accountability for our

by personal gain or

appropriate skills and

diversity and draw upon

actions and results. We

alliances with vested

competencies, continually

the different strengths,

recognize achievement

interests. We protect and

seeking opportunities to

cultures, ideas, experience

and reward high

promote the reputation of

improve through innovative

and talents of people. We

performance. We respond

IFAD. We are honest and

approaches. We work

provide equal and fair

to the needs and

act with integrity. We do

collaboratively towards our

opportunities for

expectations of our clients

not tolerate unethical

common goal of serving

employment, career

and stakeholders with

behaviour; we challenge it

poor rural people

development and learning.

urgency, exercising good

as a matter of personal

regardless of individual

We ensure a positive and

judgement in addressing

responsibility, regardless of

roles or functions and

energizing work

changing circumstances.

our position in the

apply the same ethos with

environment.

organization.

our partners. We share our knowledge of best practices with colleagues at all levels to enhance the quality of our services.

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Organizational competencies

Developing the business

1. Strategic thinking and organizational development 2. Demonstrating leadership 3. Learning, sharing knowledge and innovating

Achieving results

4. Focusing on clients 5. Problem-solving and decision-making 6. Managing time, resources and information

Working with others

7. Team working 8. Communicating and negotiating 9. Building relationships and partnerships

Managing people

10. Managing performance and developing staff

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Developing the business

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1. Strategic thinking and organizational development This competency is particularly relevant for staff who are able to influence the strategic direction and effectiveness of the organization. Level 1: Personal influence

• Protects and enhances IFAD’s corporate reputation and maintains its integrity • Ethically navigates the organizational dynamics and complexities • Promotes corporate initiatives and addresses resistance • Demonstrates respect for diversity and treats women and men equally

Level 2: Staff in management and/or strategic leadership roles

• Proactively reviews and develops strategies to address evolving organizational objectives • Contributes to the development of a capacity for early response to emerging changes in IFAD’s external environment • Demonstrates effective decision-making and use of resources at the corporate level • Fosters a culture of continuous learning and improvement

©IFAD/Susan Beccio

• Draws on diverse viewpoints to develop inclusive strategies

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Developing the business

2. Demonstrating leadership Leadership at all levels is vital to the organization – effective leadership engages people, is future-focused and moves the organization forward. This competency describes the manner in which personal leadership can be demonstrated by all staff regardless of position, and how great leadership can influence others positively, particularly during a time of change or transition. Level 1: Personal leadership and attitude to change

• Acts with emotional intelligence: demonstrates self-awareness and manages own moods and emotions • Models respect for diversity, gender equality and sensitivity to cultural traits and behaviours • Supports and facilitates change while maintaining a focus on results • Adapts positively to changes in responsibilities, working methods and business needs • Recognizes and constructively addresses resistance to change in self and others • Accepts and embraces new ideas and change initiatives • Takes responsibility for own work-life balance

Level 2: Leads by example; initiates and supports change

• Leads through emotional intelligence: demonstrates empathy and maturity • Builds collaborative relationships and positive influence across the wider organization • Clarifies direction and facilitates the process of change, focusing on results • Builds a powerful and rigorous case for change, inspiring others to embrace it • Motivates others to overcome obstacles to achieving results and effecting positive change

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Developing the business

3. Learning, sharing knowledge and innovating This competency focuses on the ongoing commitment to self-improvement, sharing knowledge and developing appropriate and creative solutions in support of IFAD goals. It also encompasses learning from experience, taking controlled risks, and learning from failure, as these experiences can empower innovators to embark on the next project with renewed confidence and lessons learned. Level 1: Continuously seeks to learn, shares knowledge and innovates

• Demonstrates willingness to learn, update skills and develop competence in own role • Seeks learning through new challenges, career opportunities and new assignments • Shares knowledge and learning willingly and proactively seeks to learn from the experiences of others • Challenges paradigms by thinking independently, identifying assumptions and risks and exploring new approaches • Puts new learning into practice and draws on diverse sources of ideas and inspiration • Commits to action despite uncertainty of outcome, recognizing the benefit of learning from failure • Develops or adapts existing practices, procedures or innovative ways of using resources

Level 2: Challenges, innovates and contributes to a learning culture

• Owns and drives personal growth and learning, while supporting others to do the same • Constructively challenges the status quo, continually looking for more effective ways of working • Fosters innovation by keeping alive the innovator’s enthusiasm and emotional engagement • Contributes to an environment that is conducive to innovation and learning, and supports mobility assignments • Encourages controlled risk-taking and supports others to embrace failure as part of constructive growth • Rewards knowledge-sharing and ensures that knowledge is captured, recorded and disseminated appropriately • Generates ‘best practice’ and introduces it to the wider organization 9

Achieving results

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4. Focusing on clients This competency refers to the ability to provide professional service excellence to internal and external clients. Level 1: Focuses on clients

• Takes responsibility for own area of work and delivers on commitments • Meets the expectations of internal customers and external beneficiaries and partners • Responds to client needs in a professional, timely, helpful and respectful manner • Actively listens to clients’ needs and shows that their perspectives are valued • Seeks to resolve disagreements constructively, focusing on the situation rather than the person • Consistently strives to meet agreed service standards

Level 2: Contributes to a clientfocused culture

• Promotes client orientation and customer service excellence • Proactively and explicitly manages client expectations • Looks for ways to improve service and add value beyond client’s immediate requests • Both demonstrates and recognizes positive customer service attitudes and actions • Shares appropriate client knowledge and information with the team to

©IFAD/GMB Akash

build excellence

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Achieving results

5. Problem-solving and decision-making This competency refers to the ability to analyse problems by evaluating available information, resources and contextual issues, and develop effective solutions which support the achievement of the expected results. Level 1: Demonstrates sound problem-solving and decision-making ability

• Makes routine decisions and acts in accordance with organizational requirements • Identifies and defines the problem, idea or opportunity to be acted on • Considers different perspectives and constraints, and evaluates alternatives • Takes decisions with confidence and communicates decisions with clarity • Works with others to agree mutual expectations and discusses impacts of changes to plans • Obtains, analyses and uses necessary information to make informed decisions

Level 2: Solves complex problems and makes decisions that have wider corporate impact

• Makes prompt, clear decisions which may include tough choices or considered risks • Utilizes a variety of thinking techniques to analyse problems and create solutions • Consults and involves others in decisions that may directly affect or impact them • Elicits support for decisions at all levels, both internally and externally • Champions the equal voice of women and men in decision-making

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Achieving results

6. Managing time, resources and information This competency refers to the ability to manage time, resources and information in an effective manner for the achievement of the expected results. Level 1: Manages own time, information and resources effectively

• Respects organizational resources and seeks most efficient use of them • Understands own goals and purpose, and the tasks required to fulfil commitments • Proactively plans and prioritizes work according to importance and relevance to achieving results • Regularly reviews progress of tasks and keeps others informed where appropriate • Identifies and uses appropriate sources, types and form of information • Manages knowledge and information in line with organizational standards • Checks information for relevance and accuracy and maintains it in appropriate forms

Level 2: Coordinates wider use of time, information and/or resources

• Ensures the allocation of human and financial resources to deliver on corporate priorities, including gender equality • Encourages others to achieve challenging goals • Liaises with others to identify changes to optimize the efficient use of resources • Applies systems thinking to internal processes to maximize the use of resources • Utilizes data and information to identify new opportunities and to support wider business decisions

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Working with others

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7. Team working This competency refers to the ability to work respectfully and cohesively with colleagues who are interdependent, and share a common purpose and goals. Level 1: Contributes effectively to the team

• Is fully aware of the team purpose, respects and understands individual and collective responsibilities • Listens and responds positively to the contributions made by others and gives credit when due • Respects and benefits from individual and cultural diversity • Actively contributes to a productive and engaging working environment • Accepts and supports team decisions and accepts joint accountability for results

Level 2: Fosters a cohesive team environment

• Identifies and builds on the unique talents and strengths of team members • Builds team spirit, fostering trust, loyalty and engagement; exemplifies commitment and a positive attitude • Encourages colleagues to share their perspectives and consider all views before making decisions • Promotes integrity, mutual respect, cooperation, cohesion, collaboration and commitment within the team • Encourages understanding among colleagues and facilitates constructive

©IFAD/Pablo Coral Vega

conflict resolution

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Working with others

8. Communicating and negotiating This competency is required at all levels of the organization. It is the ability to listen and communicate effectively to engage others, and to conduct principled negotiations that align parties and operate in the long-term interests of the organization, protecting and promoting its reputation. Level 1: Communicates effectively; creates understanding between self and others

• Interacts respectfully and constructively with people from diverse backgrounds, nationalities and cultures • Presents own point of view clearly, confidently and with conviction • Listens attentively without interrupting and considers the perspectives of others • Clarifies situations by exploring different perspectives without bias or prejudice • Builds common ground by highlighting areas of agreement and clarifying what is still to be agreed • Uses the appropriate media and communication channels for purpose • Demonstrates awareness of IFAD’s corporate identity and corporate key messages, protecting and promoting IFAD's reputation

Level 2: Acquires and uses a wide range of communication styles and skills

• Adopts a communication style appropriate to the needs of others and the situation • Engages audiences confidently, commanding attention and enhancing credibility • Presents arguments and counter-arguments constructively • Acquires and selects from a wide range of influence styles and strategies • Conducts complex negotiations in a principled manner and finds sustainable compromises • Asserts self and resolves conflicts in diverse settings using a variety of modes • Safeguards IFAD’s corporate identity and reputation: acts as ambassador of IFAD

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Working with others

9. Building relationships and partnerships This competency describes at level 1 the fundamental ability, vital for all staff, to build effective working relationships characterized by a high level of acceptance, cooperation and mutual respect; at level 2 this competency describes those behaviours typical of someone who builds and maintains constructive, ethical and strategic partnerships. Level 1: Builds and maintains effective working relationships

• Makes a conscious effort to establish and build rapport with others • Builds and proactively maintains own network of workplace relationships • Establishes mutually effective relationships that emphasize openness, trust and mutual respect • Seeks to collaborate with others to achieve mutually beneficial results • Participates in and contributes to relevant networks and communities of practice

Level 2: Builds and maintains strategic partnerships internally and externally

• Forms and champions alliances, builds ethical coalitions and networks to extend professional sphere of influence • Identifies and maintains contact with relevant stakeholders as part of business network • Proactively seeks opportunities to further develop network and establish beneficial partnerships • Builds and manages strategic partnerships and networks with country sector counterparts, governments, donors, private sector, and development partners • Promotes, facilitates and contributes to communities of practice

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Managing people

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This cluster is relevant for all staff with managerial and supervisory responsibility. It may also be relevant for staff on complex assignments requiring managerial and strategic skills, for project managers assigned to corporate initiatives and for outposted staff that represent IFAD in other countries.

10. Managing performance and developing staff This competency is relevant for all staff with responsibility for managing and developing the performance of others. Level 1: Manages staff and teams effectively

• Provides staff with clear sense of purpose, direction and context for their work • Works in partnerships with staff to achieve the expected results and performance standards • Clarifies expectations, roles and responsibilities • Appraises performance objectively, and gives credit and visibility for achievements of others • Delegates appropriate responsibility, accountability and decision-making authority • Respects and fosters a healthy work-life balance for all • Encourages others to respect gender equality and diversity, challenging and addressing biases when encountered

Level 2: Manages wider teams with greater impact on others and on the organization

• Supports staff to identify individual strengths and talents, matching them to the appropriate tasks • Creates opportunities for staff growth, learning and development, and supports mobility assignments • Recognizes and rewards individual and team success and proactively manages underperformance • Guides staff in the definition of the performance plan by identifying clear objectives and competencies • Monitors progress, regularly discusses performance and provides constructive feedback and coaching

©IFAD/Susan Beccio

• Demonstrates commitment to equal and fair opportunities for employment, career development and learning

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International Fund for Agricultural Development Via Paolo di Dono, 44 - 00142 Rome, Italy Tel: +39 06 54591 - Fax: +39 06 5043463 E-mail: [email protected] www.ifad.org www.ruralpovertyportal.org

For more information: Human Resources Division [email protected]

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July 2014

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