IFAD competencyframework:How we give our best

Supporting performance enhancement

IFAD competency framework:How we give our bestIFAD 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.

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• 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.

Structure of IFAD’s competency frameworkIFAD’s core valuesAll staff and managers are expected to uphold IFAD’s core values

and to incorporate them into their daily work and actions.

Focus on results

We strive to achieve

excellent results. We

accept personal

responsibility and

accountability for our

actions and results. We

recognize achievement

and reward high

performance. We respond

to the needs and

expectations of our clients

and stakeholders with

urgency, exercising good

judgement in addressing

changing circumstances.

Integrity

We are driven by our

commitment to enabling

poor rural people to

overcome poverty, and not

by personal gain or

alliances with vested

interests. We protect and

promote the reputation of

IFAD. We are honest and

act with integrity. We do

not tolerate unethical

behaviour; we challenge it

as a matter of personal

responsibility, regardless of

our position in the

organization.

Professionalism

We exercise high levels of

professionalism in our

work and reward merit.

We use the most

appropriate skills and

competencies, continually

seeking opportunities to

improve through innovative

approaches. We work

collaboratively towards our

common goal of serving

poor rural people

regardless of individual

roles or functions and

apply the same ethos with

our partners. We share our

knowledge of best

practices with colleagues

at all levels to enhance the

quality of our services.

Respect

We treat our staff,

partners, donors and poor

rural people with respect

and sensitivity. We value

diversity and draw upon

the different strengths,

cultures, ideas, experience

and talents of people. We

provide equal and fair

opportunities for

employment, career

development and learning.

We ensure a positive and

energizing work

environment.

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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 developmentThis 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 managementand/or strategicleadership 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

• Draws on diverse viewpoints to develop inclusive strategies

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2. Demonstrating leadershipLeadership 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 leadershipand 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 supportschange

• 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

Developing the business

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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 tolearn, shares knowledgeand 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, innovatesand contributes to alearning 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

Developing the business

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Achieving results

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4. Focusing on clientsThis 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 client-focused 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

build excellence

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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 soundproblem-solving anddecision-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 complexproblems and makesdecisions that havewider 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

Achieving results

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6. Managing time, resources and informationThis 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 andresources 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 useof time, informationand/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

Achieving results

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Working with others

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7. Team workingThis 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 effectivelyto 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 cohesiveteam 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

conflict resolution

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8. Communicating and negotiatingThis 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: Communicateseffectively; createsunderstanding betweenself 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 awide range ofcommunication stylesand 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

Working with others

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9. Building relationships and partnershipsThis 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 maintainseffective workingrelationships

• 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 maintainsstrategic partnershipsinternally 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

Working with others

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Managing people

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Level 1: Manages staff andteams 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 teamswith greater impact onothers and on theorganization

• 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

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

development and learning

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 staffThis competency is relevant for all staff with responsibility for managing and developing the performance of others.

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For more information:

Human Resources Division

staffdevelopment@ifad.org

July

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International Fund for Agricultural Development

Via Paolo di Dono, 44 - 00142 Rome, ItalyTel: +39 06 54591 - Fax: +39 06 5043463E-mail: ifad@ifad.orgwww.ifad.orgwww.ruralpovertyportal.org

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