We are the world

1. We are the world

2. What is Global Competency ? • Global competency comprises the knowledge and skills that help people understand the flat world in which they live, the skills to integrate across disciplinary domains to comprehend global affairs and events, and the intellect to create possibilities to address them. • Global competency also includes fostering an attitude that makes it possible to interact peacefully, respectfully, and productively with fellow human beings from diverse geographies.

3. The Tri-dimensional Nature of Global Competency: • First, there needs to be a positive disposition towards cultural differences and a framework of global values with which to engage these differences. This requires a sense of identity and self­esteem but also empathy towards others with different identities. • This ethical dimension of global competency also includes a commitment to basic equality and the rights of all persons, as well as the disposition to uphold those rights.

4. The Tri-dimensional Nature of Global Competency: • The second dimension of global competency is the ability to speak, understand, and think in languages to the dominant language of one's native country. • Foreign language skillsare analogous to stereoscopic vision for the global mind.

5. The Tri-dimensional Nature of Global Competency: • The third dimension of global competency involves deep knowledge and understanding of world history, geography, the global dimensions of topics such as health, climate, economics, and the process of globalization itself (the disciplinary and interdisciplinary dimension) • A capacity to think critically and creatively about the complexity of current global challenges.

6. Globally Competent Persons:

7. A Globally Competent Persons: • A globally competent person isa person with a grasp of global systems, global issues, the dynamics of how things are interrelated and interconnected in the world, and how society can best address global issues. • A globally competent person will view cultural differences as opportunities for constructive, respectful, and peaceful transactions among people.This ethical dimension of global competency also includes a commitment to basic equality and the rights of all persons,as well as the disposition to uphold those rights.

8. The New Aspiration of Global Competent For all: • In the past, families, schools, and universities sometimes helped a select group of students acquire the foreign language skills, an interest in global affairs, and deep knowledge of global topics. • Now, globalization has made these skills necessary for the majority of the world's population, rather than for just a few students. Therefore, global competency should now be a purpose of mass education, not just elite education.

9. The New Aspiration of Global Competent For all: • The demand for international competencies has extended to other occupations beyond the "area studies specialist," broadening to encompass the basic competencies necessary for global citizens and works in the 21st century

10. Global Community

11. Developing Global Competency: • SHOULD FOCUS ON 3 DIMENSIONS

12. Cultural Awareness: • The first dimension includes the development of attitudes, values, and skills that reflect an openness, interest, and positive disposition towards diverse cultures. • This framework for global values should include, at a minimum, tolerance towards different cultures

13. Cultural Awareness: • More advanced frameworks should encompass the skills to recognize and negotiate differences in cross-cultural contexts, the cultural flexibility and adaptability necessary to develop empathy and trust, the ability to conduct effective interpersonal interactions in diverse cultural contexts, and a commitment to extending the Golden Rule's treatment of "others" to different civilizations and cultures

14. Cultural Awareness: These values and attitudes can be developed in a number of ways: • reading books that reflect cosmopolitan views and value • interacting with culturally diverse groups of faculty and students • engaging in international projects, accessing content about comparative topics such as comparative literature, world history, or geography

15. Cultural Awareness: These values and attitudes can be developed in a number of ways: (cont'd) • studying artistic creations from different cultures • discussing films focusing on human rights issues • participating in groups such as global movements or international sports competitions.

16. Foreign Language Skill: • The second dimension of global competency is foreign language skills. • These allow communication through varied forms of expression between individuals and groups who communicate in different languages. • Furthermore, foreign language instruction can be supported with after-work and special courses, perhaps involving heritage speakers in the communities. • Technology is an increasingly important resource to support foreign language instruction.

17. Academic Knowledge Comparative Field: • The third dimension covers academic knowledge in comparative fields (comparative history, anthropology, political science, economics, trade, literature, world history, etc.) • The ability to integrate cross-disciplinary materials when solving questions about globalization. • This is important for issues such as the nature of global trade treaties, how to balance commitments to human rights with commitments to global trade, and how to weigh commitments to global institutions against the desire to achieve national foreign policy objectives in a reasonable timeframe

18. Who care? • Given that finance, trade, technology, and information now move relatively freely across national borders; governments, corporations, educational institutions, and the international community at large need managers and professionals who possess a broad understanding of our interconnected world. • "All major hiring companies need global citizens, global sensitivities, global perspective, global insight; along with maturity and a capacity for risk-taking, are exactly the skills every major organization is looking for in every industry." • - Kevin Gill, Global Director of Staffing for Honeywell

19. Who care? • In the financial world, cultural awareness and cultural adeptness are far more important than degree major or existing skill sets... These needs touch all industries, from banking to healthcare to engineering.“ • -Jonathan Jones, Firmwide Campus Recruiting Director

20. Global Competency of IR Officers

21. Global Competency: Internationalist • Able to work effectively as a part of multinational/ multicultural team • Effective and knowledgeable in working in cross-cultural settings • Learn quickly • Excellent intercultural communication skills • Learn through listening and observing • Thrive in multicultural settings with a diverse range of personalities and learning styles • Establish rapport quickly

22. Global Competency: Internationalist • Capacity to adapt and be flexible in new and changing situations • Handle difficult situations • Extremely adaptable and resourceful in new and challenging environments • Function well in multiple, dissonant environments • Capable of working in difficult and ambiguous settings

23. Global Competency: Multicultural Leadership • Effective and cooperative team player who also works well independently • Take initiative and risks • Communicate despite barriers • Understand cultural differences and similarities Handle stress • Identify problems and utilize available resources to resolve them

24. What Specific Skills Do Globally Competent IR Officers Should Have? • Initiative • Enthusiasm • Inquisitiveness • Interest in continuous learning • Courage • Self-reliance • Self-confidence • Self-control • Self-knowledge • Positive outlook toward adversity

25. What Specific Skills Do Globally Competent IR Officers Should Have? • Independence • Appreciation of Diversity • Perseverance • Creativity • Flexibility ' • Comfort with uncertainty • Open-mindedness • Language and communication skills • Assertiveness • Sense of humor

26. What Specific Skills Do Globally Competent IR Officers Should Have? 1.CORE COMPETENCIES 2. MANAGEMENT COMPETENCIES 3. LEADERSHIP COMPETENCIES

28. 1.) Communicating In A credible And Effective Way Definition: • Expresses oneself clearly in conversations and interactions with others; listens actively. Produces effective written communications. Ensures that information is shared.

29. 1.) Communicating In A credible And Effective Way Effective Behaviors 1. peaks and writes clearly, adapting communication style and content so they are appropriate to the needs of the intended audience 2. Conveys information and opinions in a structured and credible way 3. Encourages others to share their views; takes time to understand and consider these views 4. Ensures that messages have been heard and understood 5. Keeps others informed of key and relevant issues

30. 2.) Knowing and Managing Yourself Definition: • Manages ambiguity and pressure in a self-reflective way. Uses criticism as a development opportunity. Seeks opportunities for continuous learning and professional growth.

31. 2.) Knowing and Managing Yourself Effective Behaviors: 1. Works productively in an environment where clear information or direction is not always available 2. Remains productive when under pressure 3. Stays positive in the face of challenges and recovers quickly from setbacks 4. Uses constructive criticism to improve performance 5. Shows willingness to learn from previous experience and mistakes, and applies lessons to improve performance 6. Seeks feedback to improve skills, knowledge and performance

32. 3.) ProducingResults Definition • Produces and delivers quality results. !s action oriented and committed to achieving outcomes.

33. 3.) ProducingResults Effective Behaviors: 1.Demonstrates a systematic and efficient approach to work 2.Produces high-quality results and workable solutions that meet client needs 3.Monitors own progress against objectives and takes any corrective actions necessary 4. Acts without being prompted and makes things happen; handles problems effectively 5.Takes responsibility for own work -6. Sees tasks through to completion

34. 3.) Moving Forward In a changing Environment Definition: • Is open to and proposes new approaches and ideas. Adapts and responds positively to change.

35. 4.) Moving Forward In a changing Environment Effective Behaviors: I. Is receptive to new ideas and working methods. 2.Actively supports change initiatives 3. Recognize opportunities for improvement and proposes workable solutions 4. Actively seeks to apply new methods and technologies to improve work processes 5.Adapts readily and efficiently to changing priorities and demands

36. 5.) Fostering Integration and Teamwork Definition: • Develops and promotes effective relationships with colleagues and team members. Deals constructively with conflicts.

37. 5.) Fostering Integration and Teamwork Effective Behaviors: 1. Works collaboratively with team members to achieve results 2. Encourages co-operation and builds rapport among fellow team members 3. Supports and acts in accordance with team decisions 4. Accepts joint responsibility for team's successes and shortcomings 5. Identifies conflict early and supports actions to facilitate its resolution

38. 6.) Respecting and Promoting Individual and Cultural Differences • Definition: • Demonstrates the ability to work constructively with people of all backgrounds and orientations. • Respects differences and ensures that all can contribute.

39. 6.) Respecting and Promoting Individual and Cultural Differences Effective Behaviors: 1. Understands and respects cultural and gender issues and applies this to daily work and decision making 2. Relates and works well with people of different cultures, gender and backgrounds 3. Examines own behavior and attitudes to avoid stereotypical responses 4. Considers issues from the perspective of others 5. Draws on diversity of skills, backgrounds and knowledge of people to achieve more effective results

40. 7.) Setting and Example Definition: • Acts professional, ethical and legal boundaries and encourages others to adhere to these. Behaves consistently in accordance with clear personal ethics and values.

41. 7.) Setting and Example Effective Behaviors: 1. Understands and behaves in accordance with WHO's professional, ethical and legal framework 2. Demonstrates consistency between expressed principles and behaviors 3. Is transparent in dealings with others 4. Takes action when others behave in an unprofessional or unethical manner 5. Maintains confidentiality and treats sensitive information with discretion 6. Stands by own decisions or actions and takes responsibility for them

43. 1.) Creating an Empowering and Motivating Environment Definition: • Guides and motivates staff towards meeting challenges and achieving objectives. Promotes ownership and responsibility for desired outcomes at all levels.

44. 1.) Creating an Empowering and Motivating Environment Effective Behaviors: 1. Provides staff with clear direction and support in meeting their objectives 2. Ensures that roles, responsibilities and reporting lines are clearly defined, understood and accepted 3. Delegates work appropriately to staff, providing them with the necessary support to meet their objectives 4. Shows confidence in staff and encourages initiative 5. Provides staff with regular feedback, recognize good performance and addresses performance issues. 6. Motivates staff to achieve individual and team goals

45. 2.) Ensuring the Effective Use of Resources Definition: • Identifies priorities in accordance with WHO's strategic directions. Develops and implements action plans, organizes the necessary resources and monitors outcomes.

46. 2.) Ensuring the Effective Use of Resources Effective Behaviors: 1. Develops plans into clearly defined objectives that take account of changing circumstances 2. Identifies priorities and defines realistic objectives and timelines 3. Identifies, organizes and effectively manages the financial and human resources needed to achieve results 4. Is able to quickly re-allocate resources and reset priorities in response to unexpected events 5. Establishes measures to monitor resources and progress of activities as planned 6. Monitors costs and seeks to use the most cost-effective methods

47. 3.) Building and Promoting Partnerships Across the Organization and Beyond Definition: • Develops and strengthens internal and external partnerships that can provide information, assistance and support to your organization. Identifies and uses synergies across the Organization and with external partners.

48. 3.) Building and Promoting Partnerships Across the Organization and Beyond Effective Behaviors: 1. Seeks to understand and promote synergies between the work produced in your organization and the work of external partners to improve organizational success 2. Builds and maintains mutually beneficial work relationships and alliances inside and outside the Organization 3. Encourages and assists others in building networks to improve results 4. Creates opportunities for promoting synergies inside and outside the organization to improve outcomes 5. Encourages people from different parts of the Organization to work together

50. 1.) Driving Your Organization to a Successful Future Definition: • Demonstrates a broad-based understanding of the growing complexities of health issues and activities. Creates a compelling vision of shared goals, and develops a roadmap for successfully achieving real progress in improving people's health.