WHO Global Competency Model

Per WHO Global Competency Model: Core Competencies. Source-grounded summary control covering authoritative framework structure + key obligations. See manifest + log for detailed mapping.

• Authoritative source-grounded evidence for WHOCOMP-1

• see authoritative source for detailed gap analysis

Express oneself clearly in conversations and interactions, listen actively to others, produce effective written communication, ensure messages are understood, share information openly, and adapt communication style to the audience and cultural context.

• Communication competency descriptors integrated into job profiles
• Communication skills training curriculum
• Performance review templates including communication ratings
• Written communication samples (assessed)
• Multilingual communication policy

• Competency descriptors not tied to actual jobs
• Training only for managers
• Performance reviews use vague communication language
• Written and verbal not separately assessed

Demonstrate self awareness including strengths, limitations, and emotional reactions, manage personal effectiveness under pressure, seek and act on feedback, maintain personal integrity, and pursue continuous personal development.

• Self assessment tools used during onboarding and review
• 360 degree feedback process and reports
• Individual development plans
• Resilience and stress management training
• Mentoring and coaching records

• 360 feedback optional and underused
• Development plans not reviewed
• No support for staff under high pressure missions
• Self awareness tools used once and forgotten

Plan and organise work to deliver agreed outputs on time and to required quality, take initiative, monitor own progress, persevere through obstacles, take accountability for outcomes, and contribute to team and organisational results.

• Annual workplans aligned to mandate
• Performance management cycle records
• Output quality criteria for key deliverables
• Accountability framework
• Lessons learned from delayed outputs

• Workplans not updated mid year
• Performance management compliance below 80 percent
• Quality criteria absent for technical outputs
• Accountability blurred across joint outputs

Adapt to change including new processes, technologies, and priorities, propose improvements to current ways of working, embrace innovation, learn from setbacks, and support others through transition periods.

• Change management approach for major reforms
• Innovation challenge and pilot records
• After action reviews following emergencies
• Cross functional rotation and assignment programmes
• Staff survey results on change readiness

• Change rolled out without competency support
• Innovation pilots not scaled
• Learning not captured systematically
• Survey results not communicated back

Work cooperatively across teams, departments, and offices, share information and credit, resolve conflicts constructively, support colleagues, value diverse perspectives, and contribute to a positive working environment.

• Team charters and norms
• Conflict resolution mechanism (ombudsperson, mediation)
• Cross functional project records
• Diversity and inclusion programme
• Team climate survey results

• Teamwork rated but rarely developed
• Ombudsperson role not visible
• Cross functional credit attribution weak
• Diversity programmes superficial

Show respect for diversity in race, gender, nationality, age, religion, sexual orientation, ability, and culture, challenge stereotypes and bias, build inclusive teams, and ensure programmes account for diverse populations served.

• Diversity and inclusion strategy
• Unconscious bias training records
• Demographic data of workforce versus population served
• Programme review for cultural appropriateness
• Inclusion survey results disaggregated by group

• Strategy lacks measurable targets
• Bias training one off
• Demographic gaps not addressed
• Programme reviews lack cultural lens

Demonstrate ethical conduct consistent with WHO values, model professional behaviour, comply with policies and standards, address ethical breaches when observed, and inspire trust through consistent actions matching stated commitments.

• Standards of Conduct training records
• Ethics office case statistics
• Whistleblower protection policy
• Financial disclosure records for senior staff
• Annual ethics certification

• Refresher training overdue
• Ethics office under-resourced
• Whistleblower retaliation reported
• Financial disclosures not reviewed

Integrate competencies into job profiles, recruitment, performance management, and learning, with annual competency assessment of staff, calibration across managers, and use of results to inform development and career progression.

• Job profile template incorporating competencies
• Performance management policy and forms
• Calibration meeting records
• Development plans linked to competency gaps
• Career framework using competencies

• Profiles inconsistent across departments
• Calibration weak leading to rating drift
• Development plans not funded
• Career framework unclear

Maintain governance for the competency framework including ownership by HR, periodic review and refresh, engagement with staff and managers in updates, communication of changes, and reporting on framework adoption and outcomes.

• Competency framework governance charter
• Periodic review records (every 3 to 5 years)
• Stakeholder consultation reports
• Change communications
• Annual adoption and outcome report

• Framework refreshed but not communicated
• Adoption metrics not collected
• Staff voice limited in updates
• Outcomes not linked to organisational performance

Design and deliver learning offerings (formal courses, e learning, coaching, on the job assignments) mapped to competencies, with learning paths by role, mandatory and elective options, and evaluation of learning effectiveness.

• Learning strategy mapped to competencies
• Learning paths by role and grade
• Catalogue of mandatory courses
• Completion and assessment data
• Kirkpatrick level 3 and 4 evaluation samples

• Mandatory completion below 90 percent
• Learning evaluated only at reaction level
• E learning content stale
• On the job learning not credited

Demonstrate technical expertise in assigned area (epidemiology, immunisation, NCDs, health systems, emergencies, regulatory science) maintained through ongoing learning, peer engagement, and contribution to normative or operational products.

• Technical role profiles with required expertise
• Continuing education records
• Conference and peer engagement records
• Publications, guidelines, or technical products authored
• Subject matter expert rosters

• Profiles outdated
• Education funded inconsistently
• SME rosters not maintained
• Publication output not tracked

Translate evidence and political context into health policy and strategy at global, regional, or country level, working with ministries of health, advising on policy options, and supporting implementation and evaluation.

• Policy advisory products
• Country support mission reports
• Strategy documents developed with member states
• Policy implementation monitoring
• Evaluation of policy impact

• Policy advice generic not country tailored
• Implementation support tapers after launch
• Impact evaluation rare
• Political context not assessed

Plan, execute, monitor, and close programmes and projects using recognised methodologies, manage risks, engage stakeholders, deliver outputs on time and budget, and report against results frameworks.

• Programme management methodology adopted
• Risk registers for major programmes
• Stakeholder engagement plans
• Status dashboards
• Closeout reports with lessons learned

• Methodology applied inconsistently
• Risk registers not updated
• Status reports inputs heavy not outcomes
• Closeouts skipped

Respond to public health emergencies through incident management, rapid assessment, deployment of expertise, coordination with national authorities and partners, and application of the International Health Regulations and Emergency Response Framework.

• Incident management team rosters
• Emergency response deployments records
• Rapid risk assessment outputs
• IHR coordination records
• Hot wash and after action reviews

• Roster surge capacity insufficient
• Risk assessments delayed
• IHR notifications late
• After action lessons not integrated

Design and use monitoring and evaluation systems to track health indicators, programme performance, and impact, applying statistical methods, data quality standards, and ethical safeguards for health data.

• M and E frameworks with indicators and baselines
• Data quality audit reports
• Statistical methods documentation
• Health data ethics review records
• Evaluation reports published

• Indicators output not outcome focused
• Data quality issues unaddressed
• Ethics review limited to research
• Evaluations not published

Per WHO Global Competency Model: Leadership Competencies. Source-grounded summary control covering authoritative framework structure + key obligations. See manifest + log for detailed mapping.

• Authoritative source-grounded evidence for WHOCOMP-3

• see authoritative source for detailed gap analysis

Vision - articulating compelling future states that motivate collective action. Control from WHO Global Competency Model framework, domain: Leadership Competencies.

• Vision statement
• Strategic narrative
• Communication plan

• No clear vision
• Poor communication
• Misalignment

Strategic Thinking - analyzing complex environments and designing impactful interventions. Control from WHO Global Competency Model framework, domain: Leadership Competencies.

• Strategic analysis
• Scenario planning
• Intervention design

• No scenario planning
• Reactive posture
• Missing analysis

Change Leadership - mobilizing organizations through transformations. Control from WHO Global Competency Model framework, domain: Leadership Competencies.

• Change management plan
• Stakeholder map
• Adoption metrics

• No change plan
• Resistance unaddressed
• No metrics

Innovation - creating conditions supporting novel approaches to persistent problems. Control from WHO Global Competency Model framework, domain: Leadership Competencies.

• Innovation strategy
• Pilot register
• Lessons learned

• No innovation budget
• Risk aversion
• No pilots

Position WHO as authoritative voice in global health through evidence based normative work, technical leadership in emergencies, convening stakeholders, and translating health priorities into political and operational action with member states.

• Strategic positioning documents
• Normative product pipeline
• Convening event records
• Member state engagement strategy
• Media and influence metrics

• Positioning unclear in emerging topics
• Normative pipeline behind schedule
• Convening attendance declining
• Media metrics not analysed for impact

Foster a culture of innovation and continuous learning, support research and development of new tools and approaches, capture and apply lessons from experience, and challenge legacy approaches when evidence supports change.

• Innovation hub or unit charter
• Research and development pipeline
• After action review repository
• Knowledge management platform usage
• Decisions changed by evidence over past year

• Innovation siloed in one unit
• Lessons captured but not applied
• Knowledge platform poorly maintained
• Legacy programmes unchallenged

Develop senior management talent, set clear expectations and delegate authority, hold senior staff accountable for results, build cohesive leadership teams across HQ, regions, and country offices, and steward succession planning.

• Senior leadership development programme
• Executive performance compacts
• Leadership team charters
• Succession plans for critical roles
• Cross office leadership rotation records

• Succession plans theoretical
• Performance compacts not reviewed
• Leadership team meetings dominated by reporting
• Rotations rare

Per WHO Global Competency Model: Management Competencies. Source-grounded summary control covering authoritative framework structure + key obligations. See manifest + log for detailed mapping.

• Authoritative source-grounded evidence for WHOCOMP-2

• see authoritative source for detailed gap analysis

Build trust with team members, delegate effectively, recognise contributions, support development, address performance issues constructively, and foster a climate where staff feel empowered to take initiative and raise concerns.

• Manager onboarding and development programme
• Delegation matrix per role
• Recognition programme records
• Performance dialogue templates
• Staff engagement survey by manager

• Managers promoted without management training
• Delegation unclear
• Recognition limited to monetary
• Engagement scores not actioned by manager

Plan budgets and resource allocation aligned to priorities, monitor expenditure and resource use, ensure value for money, comply with financial and procurement rules, and maintain accurate records for accountability and audit.

• Workplan with budget allocation
• Monthly financial monitoring reports
• Procurement compliance checklists
• Audit response records
• Resource reallocation requests with justification

• Budget vs actual variance not analysed
• Procurement compliance gaps repeat
• Audit recommendations linger open
• Reallocations late impacting delivery

Identify and develop partnerships with member states, UN agencies, civil society, academia, and private sector partners aligned with WHO mandate, manage partnership agreements, and ensure mutual accountability and value delivery.

• Partnership strategy
• Memoranda of understanding and grant agreements
• Partner due diligence records
• Joint workplans and review meetings
• Partnership outcomes evaluation

• Due diligence skipped for established partners
• Joint workplans not monitored
• Outcomes not evaluated
• Partner concerns not surfaced

Creating an Empowering and Motivating Environment for staff. Control from WHO Global Competency Model framework, domain: Management Competencies.

• Engagement survey
• Recognition programme
• One-on-one cadence

• Low engagement
• No recognition
• Irregular check-ins

Building and Promoting Partnerships across organizational and sectoral boundaries. Control from WHO Global Competency Model framework, domain: Management Competencies.

• Partnership register
• Joint workplans
• Relationship reviews

• No partnership strategy
• Transactional only
• No reviews

Ensuring Effective Use of Resources through planning and accountability. Control from WHO Global Competency Model framework, domain: Management Competencies.

• Resource plan
• Budget vs actual
• Accountability register

• No resource plan
• Budget overruns
• Weak accountability

Managing Performance - setting expectations, monitoring, providing feedback. Control from WHO Global Competency Model framework, domain: Management Competencies.

• Performance framework
• Feedback cadence
• Development plans

• No framework
• Annual-only review
• Missing development plans