1. Business Communication
(SPRING 2010 @ CASE)
Submitted to: Ms. Saiqa
Cross Cultural Communication in
United Nations Pakistan
By :-
KAMRAN ARSHAD F-09-204
HAFIZ MUBASSHIR ZAMAN SP-08-208
MIAN FAHEEM SP-10-210
KHUBAIB RAZA SP-10-201
MOHAMMED IMRAN KHAN F-09-202
-1-

2. Table of Contents:
Table of Contents:..............................................................................................................2
1.Introduction.....................................................................................................................4
1.1.Objective..................................................................................................................4
1.2.Methodology............................................................................................................4
1.3.Scope........................................................................................................................4
1.4.Limitations................................................................................................................4
2.Intercultural Communication .....................................................................................4
2.1.Culture..................................................................................................................4
2.2.Manifestations Of Culture....................................................................................5
2.3.Layers of culture...................................................................................................6
2.4.Measuring cultural differences.............................................................................7
2.5.Reconciliation of Cultural differences.................................................................7
2.6.High-Context Versus Low-Context Communication...........................................8
2.6.1.High Context.....................................................................................................9
2.6.2.Low Context....................................................................................................10
2.6.3.Ways that High and Low Context differ.........................................................10
2.6.4.Entering High and low context situations.......................................................10
2.7.Communication Styles.......................................................................................12
2.8.Intercultural Communication ............................................................................15
3.Intercultural Business Communication Comparison.................................................15
3.1.Intercultural Business Communication Tool......................................................15
3.1.1.Comparison of Culture between US and Pakistan..........................................16
3.1.2.Comparison of Culture between China and Pakistan......................................17
3.1.3.Comparison of Culture between UK and Pakistan..........................................18
3.1.4.Comparison of Culture between West Africa and Pakistan............................18
3.1.5.Comparison of Culture between Japan and Pakistan......................................19
4.United Nations Pakistan Structure................................................................................19
4.1.United Nations Introduction...................................................................................19
4.2.Charter Of United Nations.....................................................................................20
4.2.1.Preamble ........................................................................................................20
4.2.2.Purpose and Principles ...................................................................................21
4.3. United Nations Structure.......................................................................................22
4.4.United Nations Structure In Pakistan.....................................................................27
5.Intercultural Communication at UN..........................................................................27
5.1.Current Practices used at UN.............................................................................27
5.1.1.Core competency and values framework at UN..............................................27
5.1.2.Intercultural Competencies required for UN...................................................32
5.2.Standards of conduct for the international civil service ....................................37
5.2.1.Introduction ....................................................................................................37
5.2.2.Respect for culture and effective communication...........................................38
6.Communication Challenges in UN Pakistan.............................................................38
7.Recommendations.....................................................................................................44
-2-

3. 7.1.Pakistani Cultural Information briefing for foreign staff...................................45
7.1.1.Information about Pakistan.............................................................................45
7.1.2.Information about Pakistani society and culture.............................................46
7.2.Formal Training for Avoiding Intercultural Misunderstandings................................51
8.END NOTE...................................................................................................................53
9.REFERENCES..............................................................................................................53
-3-

4. 1. Introduction
1.1.Objective
The objective of this research is to analyze the Impact of the cross culture in
Business Correspondence in United Nations Pakistan. This research project is a
requirement of Business Communication Course.
1.2. Methodology
The methodology followed for collecting information is as follows:
• Interaction with concerned people of United Nations, Pakistan
• Internet.
• E-mails.
• Consulting Books on Intercultural Communications.
• United Nations, Pakistan Website.
• Various Business Magazines
We held several meetings with United Nation’s Local and International Employees. We
tried to access the policy documents but due to company policy we were not able to
access them. However, people at United Nations Pakistan helped us a lot to collect the
information for this research.
1.3.Scope
Scope of this research is limited to intercultural communication methodologies
implemented in United Nations Pakistan.
1.4.Limitations
Due to UN Pakistan confidentiality policy, exact policy documents couldn’t be shared
but the employees conveyed the information required by us via verbal communication in
meetings and e-mails.
2. Intercultural Communication
2.1. Culture
Culture refers to the cumulative deposit of knowledge, experience, beliefs, values,
attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations,
concepts of the universe, and material objects and possessions acquired by a group of
people in the course of generations through individual and group striving.
Culture is the systems of knowledge shared by a relatively large group of people.
-4-

5. Culture in its broadest sense is cultivated behavior; that is the totality of a person's
learned, accumulated experience which is socially transmitted, or more briefly, behavior
through social learning. A culture is a way of life of a group of people--the behaviors,
beliefs, values, and symbols that they accept, generally without thinking about them, and
that are passed along by communication and imitation from one generation to the next.
Culture is symbolic communication. Some of its symbols include a group's skills,
knowledge, attitudes, values, and motives. The meanings of the symbols are learned and
deliberately perpetuated in a society through its institutions.
Culture consists of patterns, explicit and implicit, of and for behavior acquired and
transmitted by symbols, constituting the distinctive achievement of human groups,
including their embodiments in artifacts; the essential core of culture consists of
traditional ideas and especially their attached values; culture systems may, on the one
hand, be considered as products of action, on the other hand, as conditioning influences
upon further action.
Culture is the sum of total of the learned behavior of a group of people that are generally
considered to be the tradition of that people and are transmitted from generation to
generation.
Culture is a collective programming of the mind that distinguishes the members of one
group or category of people from another
2.2. Manifestations Of Culture
Cultural differences manifest themselves in different ways and differing levels of depth.
Symbols represent the most superficial and values the deepest manifestations of culture,
with heroes and rituals in between.
• Symbols are words, gestures, pictures, or objects that carry a particular meaning
which is only recognized by those who share a particular culture. New symbols
easily develop, old ones disappear. Symbols from one particular group are
regularly copied by others. This is why symbols represent the outermost layer of
a culture.
• Heroes are persons, past or present, real or fictitious, who possess characteristics
that are highly prized in a culture. They also serve as models for behavior.
• Rituals are collective activities, sometimes superfluous in reaching desired
objectives, but are considered as socially essential. They are therefore carried out
most of the times for their own sake (ways of greetings, paying respect to others,
religious and social ceremonies, etc.).
• The core of a culture is formed by values. They are broad tendencies for
preferences of certain state of affairs to others (good-evil, right-wrong, natural-
unnatural). Many values remain unconscious to those who hold them. Therefore
they often cannot be discussed, nor they can be directly observed by others.
Values can only be inferred from the way people act under different
circumstances.
-5-

6. • Symbols, heroes, and rituals are the tangible or visual aspects of the practices of
a culture. The true cultural meaning of the practices is intangible; this is revealed
only when the practices are interpreted by the insiders.
2.3. Layers of culture
People even within the same culture carry several layers of mental programming within
themselves. Different layers of culture exist at the following levels:
• The national level: Associated with the nation as a whole.
• The regional level: Associated with ethnic, linguistic, or religious differences
that exist within a nation.
• The gender level: Associated with gender differences (female vs. male)
• The generation level: Associated with the differences between grandparents and
parents, parents and children.
• The social class level: Associated with educational opportunities and differences
in occupation.
• The corporate level: Associated with the particular culture of an organization.
Applicable to those who are employed.
-6-

7. 2.4. Measuring cultural differences
A variable can be operationalized either by single- or composite-measure techniques. A
single-measure technique means the use of one indicator to measure the domain of a
concept; the composite-measure technique means the use of several indicators to
construct an index for the concept after the domain of the concept has been empirically
sampled. Hofstede (1997) has devised a composite-measure technique to measure
cultural differences among different societies:
• Power distance index: The index measures the degree of inequality that exists in
a society.
• Uncertainty avoidance index: The index measures the extent to which a society
feels threatened by uncertain or ambiguous situations.
• Individualism index: The index measure the extent to which a society is
individualistic. Individualism refers to a loosely knit social framework in a
society in which people are supposed to take care of themselves and their
immediate families only. The other end of the spectrum would be collectivism
that occurs when there is a tight social framework in which people distinguish
between in-groups and out-groups; they expect their in-groups (relatives, clans,
organizations) to look after them in exchange for absolute loyalty.
• Masculinity index (Achievement vs. Relationship): The index measures the
extent to which the dominant values are assertiveness, money and things
(achievement), not caring for others or for quality of life. The other end of the
spectrum would be femininity (relationship)
2.5. Reconciliation of Cultural differences
Cultural awareness:
• Before venturing on a global assignment, it is probably necessary to identify the
cultural differences that may exist between one's home country and the country
of business operation. Where the differences exist, one must decide whether and
to what extent the home-country practices may be adapted to the foreign
environment. Most of the times the differences are not very apparent or tangible.
Certain aspects of a culture may be learned consciously (e.g. methods of greeting
people), some other differences are learned subconsciously (e.g. methods of
problem solving). The building of cultural awareness may not be an easy task,
but once accomplished, it definitely helps a job done efficiently in a foreign
environment.
• Discussions and reading about other cultures definitely helps build cultural
awareness, but opinions presented must be carefully measured. Sometimes they
may represent unwarranted stereotypes, an assessment of only a subgroup of a
particular group of people, or a situation that has since undergone drastic
changes. It is always a good idea to get varied viewpoints about the same culture.
Clustering cultures:
-7-

8. • Some countries may share many attributes that help mold their cultures (the
modifiers may be language, religion, geographical location, etc.). Based on this
data obtained from past cross-cultural studies, countries may be grouped by
similarities in values and attitudes. Fewer differences may be expected when
moving within a cluster than when moving from one cluster to another.
Determining the extent of global involvement:
1. All enterprises operating globally need not have the same degree of cultural
awareness. Figure illustrates extent to which a company needs to understand
global cultures at different levels of involvement. The further a company moves
out from the sole role of doing domestic business, the more it needs to
understand cultural differences. Moving outward on more than one axis
simultaneously makes the need for building cultural awareness even more
essential.
`
2.6. High-Context Versus Low-Context Communication
The general terms "high context" and "low context" (popularized by Edward Hall)
are used to describe broad-brush cultural differences between societies.
High context refers to societies or groups where people have close connections over
a long period of time. Many aspects of cultural behavior are not made explicit
because most members know what to do and what to think from years of interaction
with each other. Your family is probably an example of a high context environment.
Low context refers to societies where people tend to have many connections but of
shorter duration or for some specific reason. In these societies, cultural behavior and
-8-

9. beliefs may need to be spelled out explicitly so that those coming into the cultural
environment know how to behave.
2.6.1.High Context
 Less verbally explicit communication, less
written/formal information
 More internalized understandings of what is
communicated
 Multiple cross-cutting ties and intersections with
others
 Long term relationships
 Strong boundaries- who is accepted as belonging vs who is considered an
"outsider"
 Knowledge is situational, relational.
 Decisions and activities focus around personal face-to-face relationships, often
around a central person who has authority.
Example:
Small religious congregations, a party with friends, family gatherings, expensive
gourmet restaurants and neighborhood restaurants with a regular clientele,
undergraduate on-campus friendships, regular pick-up games, hosting a friend in
your home overnight
-9-

10. 2.6.2.Low Context
 Rule oriented, people play by external rules
 More knowledge is codified, public, external, and
accessible.
 Sequencing, separation--of time, of space, of
activities, of relationships
 More interpersonal connections of shorter duration
 Knowledge is more often transferable
 Task-centered. Decisions and activities focus around what needs to be done,
division of responsibilities.
Example:
large US airports, a chain supermarket, a cafeteria, a convenience store, sports where
rules are clearly laid out, a motel.
While these terms are sometimes useful in describing some aspects of a culture, one can
never say a culture is "high" or "low" because societies all contain both modes. "High"
and "low" are therefore less relevant as a description of a whole people, and more useful
to describe and understand particular situations and environments.
2.6.3.Ways that High and Low Context differ
The Structure of Relationships
High: Dense, intersecting networks and longterm relationships, strong
boundaries, relationship more important than task
Low: Loose, wide networks, shorter term, compartmentalized relationships,
task more important than relationship
Main Type of Cultural Knowledge
High: More knowledge is below the waterline--implicit, patterns that are not
fully conscious, hard to explain even if you are a member of that culture
Low: More knowledge is above the waterline--explicit, consciously organized
2.6.4.Entering High and low context situations
- 10 -

11. High contexts can be difficult to enter if you are
an outsider (because you don't carry the context
information internally, and because you can't
instantly create close relationships).
Low contexts are relatively easy to enter if you
are an outsider (because the environment
contains much of the information you need to
participate, and because can you form
relationships fairly soon, and because the
important thing is accomplishing a task rather than feeling your way into a
relationship).
Remember that every culture and every situation has its high and low aspects. Often
one situation will contain an inner high context core and an outer low context ring
for those who are less involved.
For instance, a PTA is usually a low context situation: any parent can join, the dates
of the meetings, who is president, what will be discussed, etc. are all explicitly
available information, and it is usually fairly clear how to participate in the meetings.
However, if this is a small town, perhaps the people who run the PTA all know each
other very well and have many overlapping interests. They may "agree" on what
should be discussed or what should happen without ever really talking about it, they
have unconscious, unexpressed values that influence their decisions. Other parents
from outside may not understand how decisions are actually being made. So the PTA
is still low context, but it has a high context subgroup that is in turn part of a high
context small town society.
Note:
When you enter a high context situation, it doesn't immediately become a low
context culture just because you came in the door! It is still a high context culture
and you are just (alas), ignorant. Also, even low context cultures can be difficult to
learn: religious dietary laws, medical training, written language all take years to
understand. The point is that that information has been made conscious, systematic,
and available to those who have the resources to learn it.
- 11 -

12. 2.7. Communication Styles
Knowing when and where to use direct or indirect communication can make all the
difference in your interactions. There is an appropriate time and place for each one
of these communication styles.
Direct and indirect communication styles are easy to identify. When they are used,
the speaker and listener are naturally placed into a particular hierarchy
2.7.1.Direct Communication
Direct communication can be defined as speech that specifically states and directs an
action. Most of us grew up hearing direct speech from our parents or teachers: "Get that
homework done before you go out to play," or, from our boss today we might hear: "I
need this on my desk by Friday."
When someone hears direct speech, they know immediately what needs to be done.
There is no question about who is in charge, and usually no need for discussion. The
speaker in this situation is positioned as "one up"-above the listener-as their
communication style proclaims their right and authority to direct the action. The listener,
consequently, is "one down,"-below the speaker-as the listener's input is not being
solicited.
When to Use Direct Communication:
• Direct communication is often necessary in working environments. There are plenty
of situations when a direct style is the only appropriate option. The following
situations call for this form of speech:
• When you are the expert: When a patient comes to you with a problem, they want to
know what has to be done to solve it. After all, you are the expert! Speaking with
confidence about an issue will give listeners the impression that you know your
stuff. Be clear about your knowledge of the subject matter. You'll see that others are
likely to follow your directions.
• When there is only one right way to do something and/or the outcomes are regulated
by law, policy, or procedure: When you know what's right, the last thing you want to
do is risk having someone else do it wrong. Also, there may be no way around
following a certain method of action when legal or structural procedures are in place.
For example, you know that there is a policy for disposing hazardous waste.
Communicating this policy in a direct way to newcomers eliminates the potential for
error.
• When you're short on time: When you find yourself in a situation where something
needs to be done, and it needs to be done now, you don't want to waste any time
- 12 -

13. soliciting the opinions and thoughts of others. In emergency situations direct
communication to the team can save a patient's life.
• When the listener is unaware of the need: Face it, sometimes people don't see the big
picture like you do. Therefore, when something needs to be done, a direct approach
may work best. Communicate in a way that allows your listener to understand your
need and act on it. For example, say, "While I'm completing these charts I need for
you to administer meds to the patient in room 404."
• When the person wants to be told what to do: Sometimes people want you to direct
their actions. A smooth working environment is created when each person knows
exactly what their specific roles and responsibilities are. Letting others know exactly
what our expectations are and giving them a clear timeline for accomplishing these
tasks can help keep everyone on track
2.7.2.InDirect Communication
Unlike direct communication, a indirect style of speech is not typically authoritative,
rather it encourages input from the listener. By using this method, you give the other
person the opportunity to speak up. An indirect style, makes them feel as if their ideas
are important. This style of communication places the listener in the "one-up" position.
When to Use Indirect Communication:
Like direct communication, indirect communication can be very useful in the workplace.
This method can make teams run more smoothly and create an environment of friendly
respect. The following situations call for indirect speech
• When they are the expert: Indirect speech comes in handy when you want to learn
from someone. By asking a person to share their ideas and expertise, you can show
them that you respect their knowledge and authority and welcome their ideas.
• When their commitment to the solution is critical: In situations where commitment
and assistance from others is crucial, it is wise to let them know that their ideas
count. By asking them questions such as, "What do you think?," you give them a
sense of value. Further, when they think that they came up with the solution, they are
more cooperative in implementing that solution.
• When your goal is to create collaboration and synergy: When everyone contributes,
everyone wins! When working as a team, it's important that each member realize
their value. Inclusive statements such as, "I'd like to get everyone's input on how the
policy change will affect our unit?," help to create open-ended interactions where the
thoughts and opinions of others are welcome.
- 13 -

14. • When the listener wants to learn through involvement: A successful mentor produces
confident professionals that are able to think on their own. Therefore, indirect
communication can be beneficial when mentoring aspiring professionals. For
example, asking, "Explain what you would do in this situation?," helps to build
confidence and self-esteem
- 14 -

15. 2.8. Intercultural Communication
Intercultural communication in its most basic form refers to an academic field of study
and research. Its seeks to understand how people from different countries and cultures
behave, communicate and perceive the world around them. The findings of such
academic research are then applied to 'real life' situations such as how to create cultural
synergy between people from different cultures within a business or how psychologists
understand their patients.
The definition of intercultural communication must also include strands of the field that
contribute to it such as anthropology, cultural studies, psychology and communication.
There are many researchers and academics of note within the intercultural field, who
naturally all have different definitions of 'intercultual communication'. For example
Karlfried Knapp defines it as "'Intercultural communication,' can...be defined as the
interpersonal interaction between members of different groups, which differ from each
other in respect of the knowledge shared by their members and in respect of their
linguistic forms of symbolic behaviour." For those wanting to dig a bit deeper it may be
a good idea to look into the works of Edward T. Hall, Geert Hofstede, Harry C. Triandis,
Fons Trompenaars, Clifford Geertz and Shalom Schwartz.
The theories developed by the researchers and academics can and has been applied to
many fields such as business, management, marketing, advertising and website design.
As business becomes more and more international, many companies need to know how
best to structure their companies, manage staff and communicate with customers.
Intercultural communication gives them an insight into the areas they need to address or
understand. Intercultural communication theories are now also used within the
education, health care and other public services due to growing multicultural
populations.
3. Intercultural Business Communication Comparison
3.1. Intercultural Business Communication Tool
The graph is based upon the work and research of Professor Geert Hofstede. He is
considered by many to have carried out the most comprehensive study of the way in
which values in business are influenced by intercultural differences. Professor Hofstede
analysed a large number employees at IBM between 1967 and 1973 covering more than
70 countries. From his findings, he established a set of scores attributed to each country
based upon four dimensions of culture. These four dimensions are Power Distance,
Individuality, Uncertainty Avoidance and Masculinity
• PDI (Power Distance Index) - the PDI score relates to the degree of equality or
inequality between people in a country's society. A high PDI score indicates that
inequalities of power and wealth exist in a country where as in low scoring countries
- 15 -

16. there is more social equality. For tips on how to communicate and interact with
people from the target country please visit Power Distance.
• IDV (Individualism) - the individualism score focuses on the degree to which a
culture values and reinforces the importance of the individual as opposed to the
group. A high scoring country will view individuality and individual rights as
critical. Low scoring countries will value the group, i.e. family, tribe, etc. For tips on
how to communicate and interact with people from the target country please visit
Individualism.
• MAS (Masculinity) - masculinity focuses on the degree to which a culture reinforces
the traditional role of males vs females. A high scoring country will have a more
accute degree of gender differentiation whereas in low scoring countries there is less
differentiation and discrimination between genders. For tips on how to communicate
and interact with people from the target country please visit Masculinity.
• VAI (Uncertainty Avoidance) - uncertainty avoidance looks at the level of tolerance
for uncertainty and ambiguity within a culture. Cultures with a high uncertainty
avoidance score will have a low tolerance for uncertainty and ambiguity. This is seen
through it being a more rule-oriented society that institutes laws, rules, regulations.
A low scoring country is less concerned about ambiguity and uncertainty and is less
rule-oriented, more ready to accept change, consider new ideas and take more and
greater risks. For tips on how to communicate and interact with people from the
target country please visit Uncertainty Avoidance.
3.1.1.Comparison of Culture between US and Pakistan
- 16 -

17. 3.1.2.Comparison of Culture between China and Pakistan
- 17 -

18. 3.1.3.Comparison of Culture between UK and Pakistan
3.1.4.Comparison of Culture between West Africa and Pakistan
- 18 -

19. 3.1.5.Comparison of Culture between Japan and Pakistan
4. United Nations Pakistan Structure
4.1.United Nations Introduction
The United Nations is an international organization founded in 1945 after the Second
World War by 51 countries committed to maintaining international peace and security,
developing friendly relations among nations and promoting social progress, better living
standards and human rights. Due to its unique international character, and the powers
vested in its founding Charter, the Organization can take action on a wide range of
issues, and provide a forum for its 192 Member States to express their views, through
the General Assembly, the Security Council, the Economic and Social Council and other
bodies and committees.
The work of the United Nations reaches every corner of the globe. Although best known
for peacekeeping, peace building, conflict prevention and humanitarian assistance, there
are many other ways the United Nations and its System (specialized agencies, funds and
programmes) affect our lives and make the world a better place. The Organization works
on a broad range of fundamental issues, from sustainable development, environment and
refugees protection, disaster relief, counter terrorism, disarmament and non-
proliferation, to promoting democracy, human rights, governance, economic and social
development and international health, clearing landmines, expanding food production,
- 19 -

20. and more, in order to achieve its goals and coordinate efforts for a safer world for this
and future generations
At the behest of the Government of Pakistan the United Nations supports national
development efforts and responds to emergencies and crises as and when required.
The UN system in Pakistan assists the Government through the UN Development
Assistance Framework (UNDAF), a plan that outlines the activities and modalities of the
UN’s support in the achievement of development goals prioritized by the Government
and in line with international norms and conventions, especially the Millennium
Development Goals (MDGs). The current UNDAF has been extended to 2012 to allow
the pUNting of the UN Reform. The work of the UN has been reorganized in five
thematic areas with four cross cutting issues under joint programmes enveloped in the
One Program Document. This re-organization allows the UN to combine its strengths
for greater efficiency and efficacy.
The five thematic areas are agriculture, rural development & poverty reduction, disaster
risk management, education, environment, and health & population with gender, civil
society, refugees and human rights as cross cutting areas.
Since October 2005, the country has been challenged with one crisis after another, be it
natural or manmade. At the request of the Government and in line with its mandate, the
UN works day and night to provide assistance in relief, recovery and rehabilitation to
affected populations. The cluster approach that the UN adopted in Pakistan to respond to
the crises is a global best practice and has garnered international acclaim for the country.
The most unique quality that the UN has is its impartiality and multidimensional
approach that allows for support and assistance in all required development and
humanitarian areas.
The UN plays its role as advisor, advocator, convener and service deliverer in all sectors
at the request of the Government of Pakistan
4.2. Charter Of United Nations
The Charter of the United Nations was signed on 26 June 1945, in San Francisco, at the
conclusion of the United Nations Conference on International Organization, and came
into force on 24 October 1945. The Statute of the International Court of Justice is an
integral part of the Charter
4.2.1.Preamble
Vision is simple: “We the people.. A stronger UN for a better world”
- 20 -

21. The people of the United Nations are determined:
• to save succeeding generations from the scourge of war, which twice in our
lifetime has brought untold sorrow to mankind, and
• to reaffirm faith in fundamental human rights, in the dignity and worth of the
human person, in the equal rights of men and women and of nations large and
small, and
• to establish conditions under which justice and respect for the obligations arising
from treaties and other sources of international law can be maintained, and
• to promote social progress and better standards of life in larger freedom
and for these ends
• to practice tolerance and live together in peace with one another as good
neighbors, and
• to unite our strength to maintain international peace and security, and
• to ensure, by the acceptance of principles and the institution of methods, that
armed force shall not be used, save in the common interest, and
• to employ international machinery for the promotion of the economic and social
advancement of all peoples,
4.2.2.Purpose and Principles
The Purposes of the United Nations are:
• To maintain international peace and security, and to that end: to take effective
collective measures for the prevention and removal of threats to the peace, and
for the suppression of acts of aggression or other breaches of the peace, and to
bring about by peaceful means, and in conformity with the principles of justice
and international law, adjustment or settlement of international disputes or
situations which might lead to a breach of the peace;
• To develop friendly relations among nations based on respect for the principle of
equal rights and self-determination of peoples, and to take other appropriate
measures to strengthen universal peace;
• To achieve international co-operation in solving international problems of an
economic, social, cultural, or humanitarian character, and in promoting and
encouraging respect for human rights and for fundamental freedoms for all
without distinction as to race, sex, language, or religion; and
• To be a centre for harmonizing the actions of nations in the attainment of these
common ends
The Organization and its Members, in pursuit of the Purposes stated, shall act in
accordance with the following Principles.
- 21 -

22. • The Organization is based on the principle of the sovereign equality of all its
Members.
• All Members, in order to ensure to all of them the rights and benefits resulting
from membership, shall fulfill in good faith the obligations assumed by them in
accordance with the present Charter.
• All Members shall settle their international disputes by peaceful means in such a
manner that international peace and security, and justice, are not endangered.
• All Members shall refrain in their international relations from the threat or use of
force against the territorial integrity or political independence of any state, or in
any other manner inconsistent with the Purposes of the United Nations.
• All Members shall give the United Nations every assistance in any action it takes
in accordance with the present Charter, and shall refrain from giving assistance
to any state against which the United Nations is taking preventive or enforcement
action.
• The Organization shall ensure that states which are not Members of the United
Nations act in accordance with these Principles so far as may be necessary for
the maintenance of international peace and security.
• Nothing contained in the present Charter shall authorize the United Nations to
intervene in matters which are essentially within the domestic jurisdiction of any
state or shall require the Members to submit such matters to settlement under the
present Charter; but this principle shall not prejudice the application of
enforcement measures.
4.3. United Nations Structure
• General Assembly
The following Bodies report directly to the General Assembly.
• Main Committees
o Subsidiary Bodies
 Committees
 Commissions
 Boards
 Councils and Panel
 Working Groups and other
o Advisory Subsidiary Body
 United Nations Peacebuilding Commission (1)
o Programmes and Funds
- 22 -

23.  International Trade Centre (ITC)
 Office of the United Nations High Commissioner for
Refugees (UNHCR)
 United Nations Children's Fund (UNICEF)
 United Nations Conference on Trade and Development
(UNCTAD)
 United Nations Development Programme (UNDP)
 United Nations Capital Development Fund (UNCDF)
 United Nations Development Fund for Women (UNIFEM)
 United Nations Volunteers (UNV)
 United Nations Drug Control Programme (UNDCP) (2)
 United Nations Environment Programme (UNEP)
 United Nations Human Settlements Programme (UN-
HABITAT)
 United Nations Population Fund (UNFPA)
 United Nations Relief and Works Agency for Palestine
Refugees in the Near East (UNRWA)
 United Nations World Food Programme (WFP)
o Research and Training Institutes
 United Nations Institute for Disarmament Research
(UNIDIR)
 United Nations Institute for Training and Research
(UNITAR)
 United Nations Interregional Crime and Justice Research
Institute (UNICRI)
 United Nations International Research and Training Institute
for the Advancement of Women (UN-INSTRAW)
 United Nations Research Institute for Social Development
(UNRISD)
o Other UN Entities
 International Computing Centre (ICC)
 Joint United Nations Programme on HIV/AIDS (UNAIDS)
 United Nations Office for Project Services (UNOPS)
 United Nations System Staff College (UNSSC)
 United Nations University (UNU)
• Security Council
The following bodies report directly to the Security Council.
o Subsidiary Bodies
 1540 Committee
 Counter-Terrorism Committee
 International Criminal Tribunal for the former Yugoslavia
(ICTY)
 International Criminal Tribunal for Rwanda (ICTR)
- 23 -

24. Military Staff Committee
Peacekeeping Operations and Missions
Sanctions Committees
Standing Committees and Ad Hoc Committees
UN Compensation Commission
Working Group on Children and Armed Conflict
Informal Working Group on Documentation and Other
Procedural Questions
o Advisory Subsidiary Body
 United Nations Peacebuilding Commission (1)
• Economic and Social Council
The following bodies report directly to Economic and Social Council.
o Functional Commissions
 Commission on Crime Prevention and Criminal Justice
 Commission on Narcotic Drugs
 Commission on Population and Development
 Commission on Science and Technology for Development
 Commission for Social Development
 Commission on the Status of Women
 Commission on Sustainable Development
 Statistical Commission
 United Nations Forum on Forests
o Regional Commissions
 Economic Commission for Africa (ECA)
 Economic Commission for Europe (ECE)
 Economic Commission for Latin America and the Caribbean
(ECLAC)
 Economic and Social Commission for Asia and the Pacific
(ESCAP)
 Economic and Social Commission for Western Asia
(ESCWA)
o Standing Committees
 Committee on Negotiations with Intergovernmental Agencies
 Committee on Non-Governmental Organizations
 Committee for Programme and Coordination
o Ad hoc bodies
 Ad hoc Open-ended Working Group on Informatics
o Expert Bodies composed of governmental experts
 Committee of Experts on the Transport of Dangerous Goods and
on the Globally Harmonized System of Classification and
Labelling of Chemicals
 United Nations Group of Experts on Geographical Names
- 24 -

25.  Intergovernmental Working Group of Experts on International
Standards of Accounting and Reporting
o Expert Bodies composed of members serving in their personal
capacity
 Committee for Development Policy
 Committee on Economic, Social and Cultural Rights
 Committee of Experts on International Cooperation in Tax
Matters
 Committee of Experts on Public Administration
 Permanent Forum on Indigenous Issues
o Other related Bodies
 Executive Board of the International Research and Training
Institute for the Advancement of Women
 International Narcotics Control Board
 Committee for the United Nations Population Award
 Programme Coordinating Board of the Joint United Nations
Programme on HIV/AIDS
• Trusteeship Council
• International Court of Justice
• Secretariat
• Specialized Agencies, Related Organizations, Funds, and other UN
Entities
• Specialized Agencies
- 25 -

26. - 26 -

27. 4.4. United Nations Structure In Pakistan
FAO, IFAD, UN, IOM, UN-HABITAT, UNAIDS, UNDP, UNDSS, UNESCO,
UNFPA, UNHCR, UNIC, UNICEF, UNIDO, UNIFEM, UNMOGIP, UNODC,
UNOPS, UNRC, UNV, WFP, WHO
5. Intercultural Communication at UN
5.1.Current Practices used at UN
5.1.1.Core competency and values framework at UN
Competencies can be defined as part knowledge, part skills, part talent and personal
attributes required to deliver good performance in a given job, role or situation. They
demonstrate how we work as individuals, together and with our partners. A focus on
competencies ensures that we create high quality results this year, next year, and in the
future. Competencies serve as a guide in HR processes, such as recruitment, grading,
learning and development, and performance management.
The UN has defined following core competencies:
5.1.1.1.ORIENTATION TO LEARNING & KNOWLEDGE SHARING
Definition: Continuously develops and updates professional skills, and masters new
tools; diagnoses development needs and targets learning opportunities; assimilates,
applies and shares job related knowledge in a timely manner.
Basic: Actively participates in learning activities - Takes part in relevant learning
activities; makes the most of the learning experience (e.g., takes notes, asks questions,
engages actively in all tasks); undertakes other development activities to fulfil learning
needs (reading, self-study, coaching, experiential learning, etc.). Quickly gains and
applies knowledge and skills - Readily absorbs and comprehends new information, and
builds new skills, following participation in formal and informal learning experiences;
practically applies new knowledge and skills on the job; furthers learning through
practical experience.
Targets learning needs - Seeks and uses feedback and other sources of information to
identify appropriate areas for learning; objectively identifies own learning and
development needs. Builds expertise – Seeks opportunities to build the depth and
breadth of own expertise and knowledge; puts him or herself in unfamiliar or
uncomfortable situations in order to learn; takes on challenging or unfamiliar
assignments. Shares knowledge – Shares important or relevant knowledge and
information formally (e.g. workshops, seminars) or informally (e.g. conversations with
colleagues); promotes knowledge transfer.
- 27 -

28. Managerial: Creates a learning environment - Secures the resources required to support
staff development; ensures both on-the-job (e.g. project work, observation, coaching,
etc) and off-the-job (e.g. formal training and education, secondment) development
opportunities are available; makes time for staff development; positively encourages all
individuals to engage in learning and development; personally coaches staff members.
Establishes development goals - Works with individuals to identify areas for
development; sets specific development goals; clarifies expected behaviour, knowledge
and skill levels. Identifies relevant development activities - Works with individuals to
determine appropriate developmental activities; anticipates, and plans to overcome
barriers to development.
Provides feedback and reinforcement - Gives timely, detailed and constructive feedback
to individuals; reinforces efforts and progress made to address development goals.
Proactively disseminates knowledge – Disseminates and shares knowledge openly; puts
others into contact with various sources of knowledge.
5.1.1.2.Client Orientation
Definition: Effectively identifies and meets (internal or external) client/constituent
needs; builds productive client/constituent relationships; delivers client-centric
solutions; takes responsibility for ensuring client/constituent satisfaction and loyalty.
Basic: Establishes productive client relationships – Gives clients/constituents full
attention, engaging them in all relevant discussions; listens carefully to clients and
responds with empathy; ensures clients feel valued, and gains their trust and respect;
takes personal responsibility for resolving client/constituent problems/issues. Identifies
client needs - Asks questions to determine needs; summarises to check understanding of
needs; explores underlying and hidden needs as well as those explicitly raised. Builds
client focused solutions – Builds client focused solutions to address diagnosed needs;
seeks client/constituent’s ideas and suggestions for solutions or alternatives; ensures
client commitment to proposed solutions.
Ensures client satisfaction – Makes realistic commitments and delivers on these; checks
for client satisfaction; is motivated to exceed expectations; identifies, and commits to
taking follow-up action where necessary.
Managerial: Ensures programme/project activities are client/constituent focused –
Ensures programmes are client focused and all activities oriented towards meeting client
needs; encourages team members to proactively consider, discuss and explore client
needs. Manages client/constituent expectations – Is open about limitations and
constraints; builds client solutions within the constraints rather than making
unreasonable commitments; addresses unrealistic client expectations constructively;
aligns client expectations alongside UN capabilities and principles; manages conflicting
or unreasonable client demands. Builds a client-centric culture – Role models effective
client oriented behaviour, positively promoting the need to respect clients and work in a
- 28 -

29. client-centric manner; supports team members in addressing difficult client issues and
dilemmas; addresses all behaviour which is disrespectful towards clients. Monitors the
delivery of client outcomes – Implements mechanisms to monitor the delivery of client
outcomes; ensures client commitments are fulfilled; actively seeks client/constituent
feedback and monitors satisfaction; takes prompt action to address client dissatisfaction
5.1.1.3.COMMUNICATION
Definition: Communicates in a clear and effective manner, adapting language, tone and
style to match the audience; ensures messages are understood; is attentive to others, and
encourages open, two-way communication.
Basic: Communicates clearly – Speaks and writes clearly and effectively; is fluent.
Structures communications - Communicates purposefully and stresses key points;
follows a logical sequence; summarises information; adheres to UN and office
communication standards, formats, procedures, and style.
Actively fosters communication - Shares relevant information openly; keeps
communication channels open; encourages two-way communication; seeks input from
others. Listens to others - Actively listens to others; attends to messages from others;
correctly interprets messages and responds appropriately.
TaUNrs communications – TaUNrs language, tone, style and format to match the
audience; uses vocabulary, examples, and analogies that are meaningful to the audience.
Ensures understanding - Checks for understanding; presents messages in different ways
when required to ensure understanding.
Managerial: Advocates the UN mandate – Clearly and simply communicates the UN
mandate and vision; is an advocate for the organisation; seeks and undertakes
opportunities to represent the UN externally to promote its mandate. Communicates with
impact – Communicates confidently; commands attention and respect when speaking,
and projects credibility; inspires others; creates a good first impression. Gains agreement
– Seeks agreement; influences others; negotiates effectively; presents convincingly
5.1.1.4.ORIENTATION TO CHANGE
Definition: Remains positive and effective in response to change; adapts to new work
methods and structures; thinks outside the box and is not bound by current thinking;
handles ambiguity.
Basic: Approaches change positively - Treats change as an opportunity; focuses on the
beneficial aspects of change; speaks positively about change to others; accepts new ideas
and change initiatives. Adapts to changing circumstances– Modifies behaviour in
response to changes in the work environment; readily tries new approaches; lets go of
ineffective behaviour patterns even if they served a purpose in the past.
- 29 -

30. Thinks creatively – Strives for continual improvement; seeks alternatives and new,
unusual ideas; thinks outside the box; is not bound by current thinking. Deals with
ambiguity – Is comfortable with a degree of ambiguity and uncertainty; remains open to
ideas despite any lack of clarity; handles ambiguity by seeking to understand proposed
changes and the rationale for them.
Managerial: Recognises opportunities for change – Recognises opportunities for change
and improvement; identifies where change is needed; takes calculated risks. Encourages
others to instigate change – Creates an environment where change is encouraged; is open
and receptive to ideas; recognises and rewards creativity in others; encourages continual
improvement. Drives change positively – Acts as a role model for positive change;
promotes change positively; helps others understand the benefits of, and rationale for,
change; drives changes through.
Addresses change resistance – Directly addresses resistance to change; challenges
individuals to overcome inertia; counteracts arguments against change. Manages
ambiguity – Accepts uncertainty and manages accordingly; seeks to minimise ambiguity
for others; clarifies direction and smoothes the process of change; works to align
systems, processes and people during change.
5.1.1.5.TAKES RESPONSIBILITY FOR PERFORMANCE
Definition: Takes prompt action to accomplish objectives; goes beyond what is required;
is proactive; accepts responsibility and accountability; drives own and others’
performance.
Basic: Accepts responsibility - Takes ownership of all responsibilities; accepts
accountability for outcomes; admits mistakes and takes action to address them.
Takes independent action – Initiates and generates activity; operates independently
without over-reference to his or her supervisor; takes action without prompting; does not
wait for others to instigate, action; is proactive. Responds quickly - Takes immediate
action; reacts quickly; acts promptly and with confidence.
Goes above and beyond - Takes action that goes beyond his or her job requirements;
seeks ways around barriers to action. Is motivated to perform – Works hard; accepts and
tackles demanding goals with enthusiasm.
Managerial: Builds a performance culture – Encourages others to take responsibility for
their own performance; recognises and rewards achievement; addresses
underperformance promptly; identifies and nurtures talent. Sets performance goals and
standards – Establishes clear performance goals, standards and expectations; sets
stretching goals.
Evaluates performance – Monitors performance against milestones and goals; evaluates
performance fairly; holds regular performance discussions with staff members.
- 30 -

31. Delegates appropriately – Delegates appropriate levels of responsibility, accountability
and authority; retains overall accountability for the delivery of delegated work.
5.1.1.6.QUALITY ORIENTATION
Definition: Sets high quality standards; is structured, methodical, systematic and
thorough; monitors and maintains quality; addresses quality issues and does not
compromise quality standards.
Basic: Sets high quality standards – Establishes high quality standards for own delivery;
does not compromise quality standards. Is organised and structured – Sets detailed
plans; is personally well organised and structured; anticipates and prepares for problems.
Monitors and maintains quality – Monitors the quality of delivery; spots errors; uses
rigorous quality checks to maintain standards. Addresses quality issues – Takes action to
correct quality issues; readily accepts when quality standards have been compromised.
Works in a systematic and methodical manner – Adheres to quality procedures and
processes; is thorough and conscientious; gets the details right.
Managerial: Stresses the importance of quality – Consistently reinforces the importance
of quality to others; promotes pride in delivering a quality service; recognises and
reinforces quality.
Establishes quality processes – Establishes processes and procedures to maintain quality;
ensures compliance to quality systems; develops processes to address the root cause of
quality problems.
Ensures resources support quality delivery – Ensures appropriate time and resources are
allocated to enable quality delivery. Builds mechanisms to monitor quality – Builds
mechanisms to monitor quality into all project plans; takes personal responsibility for
monitoring quality delivery within his or her area.
5.1.1.7.COLLABORATION
Definition: Establishes strong interpersonal relationships and builds internal and external
networks; promotes cooperation, supporting others and sharing the credit for
achievements; accepts consensus views.
Basic: Establishes good interpersonal relationships – Establishes strong relationships
with colleagues and partners; relates well to people at all levels; fits in with others and
builds team spirit. Promotes cooperation – Works collaboratively with colleagues and
partners to achieve shared goals; encourages cooperation; manages and resolves conflict;
places team agenda before personal agenda; defines mutual goals. Supports others –
Supports and cares for others; demonstrates empathy; shows an interest in, and
- 31 -

32. understanding of, others. Shares credit – Shares credit for team accomplishments and
accepts joint responsibility for team shortcomings.
Accepts consensus views – Accepts, supports and acts in accordance with consensus
views; solicits and values others’ input even when it conflicts with personal views.
Builds networks – Builds wide and effective networks of contacts inside and outside the
UN;
Managerial: Builds a collaborative culture – Stresses the importance of collaborative
working; encourages others to build networks and partnerships; recognises and rewards
collaborative behaviour; quickly addresses uncooperative behaviour.
Monitors partnerships – Monitors and evaluates the effectiveness of partnerships; takes
action to enhance the effectiveness of established collaborative relationships. Removes
barriers to cooperation – Identifies and breaks down barriers to cooperation within
teams, and between teams, units, sections, divisions, and organisations.
Forges new external collaborations – Proactively identifies potential new partners
within, and outside the UN; forges relationships with potential new partners; establishes
effective inter-team cooperation and communities of practice
5.1.2.Intercultural Competencies required for UN
5.1.2.1.INTEGRITY AND TRANSPARENCY
Definition: Upholds social, ethical and UN norms and values; firmly adheres to codes of
conduct and ethical principles; behaves consistently, and is open, honest and
trustworthy; acts without consideration of personal gain.
Basic: Ensures behaviour is consistent with values – Ensures words and actions are
consistent, and in line with values; behaves consistently across situations; reacts in a
considered manner. Respects confidences – Respects confidences; is trustworthy; does
not share confidential information. Demonstrates honesty and openness - Deals with
people in an honest and straightforward manner; does not use information as power;
presents information accurately and completely; demonstrates accurate self-awareness.
Is loyal to the UN – Shows commitment to the UN’s mandate; places UN interests
above his or her own; acts without consideration of personal gain.
Managerial: Role models integrity – Role models honesty and integrity; upholds ethical
standards and UN values in everyday behaviour. Promotes high ethical standards -
Discusses ethical issues and dilemmas regularly; stresses the importance of maintaining
high ethical standards. Acts to address poor ethical standards - Acts swiftly to address
unprofessional or unethical behaviour. Fosters a climate of impartiality - Deals with
people in a fair, objective manner; resists undue political pressure in decision-making;
does not abuse power or authority
- 32 -

33. 5.1.2.2.SENSITIVITY TO DIVERSITY
Definition: Is sensitive to, and adapts own behaviour to accommodate, the differences
found in diverse work environments; treats all individuals and groups fairly and with
respect, irrespective of cultural background, gender, religious belief, age, sexual
orientation, marital status, physical disability or political conviction.
Basic: Adapts behaviour - Adjusts own behaviour to be appropriate and effective when
working with people from all backgrounds (e.g. culture, gender, age, religion, age,
sexual orientation, marital status physical disability or political conviction) without
sacrificing personal and UN values. Exhibits sensitivity - Shows sensitivity to, and
respect for, the perspectives and interests of people from diverse backgrounds; attends to
and tries to understand different perspectives and approaches.
Demonstrates inclusive behaviour - Establishes good relationships with people from all
backgrounds; shows genuine acceptance of people from backgrounds different to one’s
own; treats all people with dignity and respect; does not discriminate against any
individual or group. Values diverse viewpoints - Fully considers all views and opinions,
including those that differ from his or her own
Managerial: Shapes a culture that values diversity - Creates an environment that values
diversity and benefits from it; promotes the benefits of diversity; ensures all voices are
heard and respected.
Promotes mutual respect and understanding - Promotes and practices tolerance,
understanding and respect for all, without distinction as to culture, gender, age, religion,
age, sexual orientation, marital status physical disability or political conviction. Creates
an inclusive environment - Creates an environment which enables inclusive and
respectful working relationships to be built; challenges inappropriate language and
behaviours driven by stereotypes, assumptions and bias.
5.1.2.3.COMMUNICATING & LISTENING
Clearly conveying information and ideas through a variety of media to individuals or
groups in a manner that engages the audience and helps them understand and retain the
message. Actively listening to others. Creating a good first impression; commanding
attention and respect; showing an air of confidence.
Key Actions
• Organises the communication—Clarifies purpose and importance; stresses major
points; follows a logical sequence.
• Maintains audience attention—Keeps the audience engaged through use of
techniques such as analogies, illustrations, body language, and voice inflection.
• Adjusts to the audience—Frames message in line with audience experience,
background, and expectations; uses terms, examples, and analogies that are
meaningful to the audience.
- 33 -

34. • Ensures understanding—Seeks input from audience: checks for understanding;
presents message in different ways to reinforce
• comprehension.
• Listens—Actively listens to others; takes account of their verbal and nonv erbal
cues; attends to messages from others; correctly interprets messages and
responds appropriately.
• Has impact—Commands attention and respect; inspires credibility and instils
confidence in others.
Where competency needed (examples):
• Writing Governing Body reports
• Facilitating tripartite meetings
• Leading team meetings
• One-on-one reviews
• Making presentations
• Giving media interviews
Rationale for competency:
• The way UN messages, information and ideas are conveyed, whether internally
or externally, affects the UN’s image, credibility and impact.
• Listening carefully to people and taking their views into account facilitates
reaching agreement, solving conflicts, addressing issues and generates trust
5.1.2.4.PERSONAL AWARENESS & EMPATHY
Demonstrating the qualities, traits, or attributes (beyond intelligence, technical
competence, or special skills) that contribute to the ability to effectively relate to and
identify with peers, subordinates and superiors; conveying an image that is consistent
with the organisation’s team.
Key Actions
• Knows self—Understands own strengths and weaknesses as well as impact on
others; is open to feedback from others.
• Demonstrates empathy—Listens and responds! acts with empathy; understands
how people feel and the possible reasons or the context that caused these
feelings; responds accordingly
• Maintains personal health and well being—Exhibits a personal energy to achieve
success; balances work priorities with personal life so that neither is neglected;
maintains healthy lifestyle.
• Manages stress—Remains dispassionate under conditions of emotional stress;
remains calm and deliberate when confronted by work-related stress or by
- 34 -

35. opposition from others; does not overreact.
Where competency needed (examples):
• Leading meetings
• Building teams
• Giving performance, development counselling
Rationale for competency:
• Seives for more objective decisions
• Helps to be perceived as closer and fairer to people
• Creates an environment that helps people handle situations
dispassionately
• “People who understand themselves will make much better managers than
others.”
5.1.2.5.ADAPTABILITY
Maintaining effectiveness when experiencing major changes in work tasks or the work
environment; adjusting effectively to work within new work structures, processes,
requirements, or cultures.
Key Actions
• Tries to understand changes—Tries to understand changes in work tasks,
situations, and environment as well as the logic or basis for change; actively
seeks information about new work situations.
• Approaches change or novelty positively—Treats change and new situations as
opportunities for learning or growth; focuses on the beneficial aspects of change;
speaks positively about the change to others.
• Adjusts behaviour—Modifies behaviour to deal effectively with changes in the
work environment; readily tries new approaches appropriate to new situations;
does not cling to ineffective behaviour patterns.
Where competency needed (examples):
• Adapting working methods and thinking to changes related to internal and
external change.
Rationale for competency:
• To maintain effectiveness, organisations need to change constantly, both to
internal stimulae, to improve operational effectiveness, and to the external
environment, to stay relevant to clients/constituents needs.
5.1.2.6.GENERATING SYNERGIES
Using appropriate interpersonal styles and communication methods to work effectively
with partners (e.g., peers, functional partners, cross-sector partners, between sectors,
headquarters and field) to meet mutual goals and objectives; builds networks to obtain
cooperation without relying on authority
Key Actions
- 35 -

36. • Establishes shared goals—Describes and explores the issues; increases
awareness of implications of problems and needs; gains commitment to shared
goals by explaining the added value of collaboration between potential partners.
• Collaboratively develops solutions—Seeks others’ ideas and suggestions; builds
on ideas and suggestions provided by others.
• Influences action/ provides rationale for action—Explains value of solutions
using sound rationale; looks for win-win opportunities.
• Confirms agreement and support—Checks for understanding regarding proposed
actions and gains agreement to solutions; ensures that people are willing to work
together.
• Facilitates—Structures interactions toward productive conclusions; restates what
was heard or decided; encourages expression and debate of differing ideas;
checks for acceptance of solutions; encourages the resolution of conflicts when
appropriate.
• Acknowledges contributions—Appropriately recognises contributions,
competencies, and potential; shares credit for successes; listens and responds to
concerns and the underlying issues they reflect.
Where competency needed (examples):
• Developing work plans
• Developing joint programs between headquarters and the field, or between
sectors
• Managing technical cooperation projects involving different units, people, skills,
etc
• Facilitate the circulation of information between departments
• Setting focal point meetings
• Sending representative of his /her team to a meeting
• Participating in Policy integration or “Operationalisation” of decent work
Rationale for competency:
“Fragmented organisations are difficult to understand and to work with. Building
internal or external synergies applies leverage to resources and makes the UN more
effective.”
5.1.2.7.CLIENT CONSTITUENT ENVIRONMENT
AWARE N ESS
Understanding the economic and political environments in which programmes are
developed and implemented; using this understanding to make in formed decisions;
contributes to the development of UN activities by seeking out new opportunities;
keeping abreast of current product! services development and trends relative to market
opportunities.
Key Actions
• Identifies and understands key social & economic forces—Unravels the complex
issues that affect client I constituent ‘s issues and environment; understands the
factors that determine viability of new opportunities.
- 36 -

37. • Keeps abreast of international events—Stays up to date on occurrences
throughout the world that may impact one’s own organisation.
• Keeps abreast of products development in the UN— Keeps up with the latest
development in own technical field.
• Actively seeks understanding of client! constituent’s environment Gathers
information on client I constituent’s economic environment through personal
contacts, books, media sources, participates in seminars and discussion outside
his/her area of work, etc..
Where competency needed (examples):
• Giving policy advises to constituents
• Developing programs
• Implementing policies in a country
Rationale for competency:
• “International events change issues: globalization changes dents’ environment “.
• The work of the UN is tied to political, social, economical environments;
effective managers require an understanding of the cultural framework of the
country in which they operate.
5.2. Standards of conduct for the international civil service
5.2.1.Introduction
For the past half century the international civil service has been guided by the Standards
of Conduct in the International Civil Service prepared in 1954 by the International Civil
Service Advisory Board. Although these standards have stood the test of time, an earlier
era resonates in some of the content and tone. The onset of a new millennium provided
the impetus for the revision of these standards to take into account global changes and to
reflect, in more modern, gender-neutral language, developments and concepts that either
did not exist or were of lesser importance in 1954. A renewed interest in the subject on
the part of national civil services and the private sector in responding to new ethical
challenges was a further stimulus to a new text.
The Standards of Conduct for the International Civil Service contained in this brochure
were revised and updated by the International Civil Service Commission in consultation
with participating organizations and the representatives of the staff over a three-year
period. Upon their completion in 2001, they were welcomed by the United Nations
General Assembly in its resolution 56/244. The ICSC Framework for Human Resources
Management, approved by the General Assembly in 2000, illustrates the overarching
nature of the Standards of Conduct, noting that they are linked to all elements of the
Framework, and states that "although organizations' internal cultures may vary, they face
similar ethical challenges. Standards for ethical conduct promote common values and
define the behaviour and performance expected of international civil servants".
- 37 -

38. This new text aims at providing for the international civil service standards that, like
those of 1954, become an indispensable part of the culture and heritage of the
organizations and are of similarly enduring quality.
5.2.2.Respect for culture and effective communication
Out of the fifty standards of conduct, we have listed below those which show respect for
different customs and culture and effective communication.
10. This does not mean that international civil servants have to give up their personal
political views or national perspectives. It does mean, however, that they must at all
times maintain a broad international outlook and an understanding of the international
community as a whole.
13. An international outlook stems from an understanding of and loyalty to the
objectives and purposes of the international organization itself as set forth in its legal
instruments. It implies, inter alia, respect for the right of others to hold different points
of view and follow different cultural patterns. It requires a willingness to work without
bias with persons of all nationalities, religions and cultures; it calls for constant
sensitivity to how proposals, events and statements may look to others. It requires
punctilious avoidance of any expressions that could be interpreted as biased or
intolerant. Working methods can be different in different cultures. International civil
servants should not be wedded to the attitudes, working methods or work habits of their
own country or region.
17. It is naturally incumbent on managers and supervisors to communicate effectively
with their staff and share information with them. International civil servants have a
reciprocal responsibility to provide all pertinent facts and information to their
supervisors and to abide by and defend any decisions taken, even when these do not
accord with their personal views.
36. The world is home to a myriad of different peoples, languages, cultures, customs and
traditions. It is self-evident that a genuine respect for them all is fundamental for an
international civil servant. Any behaviour that is not acceptable in a particular cultural
context must be avoided. However, if a tradition is directly contrary to any human rights
instrument adopted by the United Nations system, the international civil servant must be
guided by it. International civil servants should avoid an ostentatious lifestyle and any
display of an inflated sense of personal importance.
6. Communication Challenges in UN Pakistan
- 38 -

39. All communication is cultural; it draws on ways we have learned to speak and give
nonverbal messages. We do not always communicate the same way from day to day,
since factors like context, individual personality, and mood interact with the variety of
cultural influences we have internalized that influence our choices.
Communication is interactive, so an important influence on its effectiveness is our
relationship with others. Do they hear and understand what we are trying to say? Are
they listening well? Are we listening well in response? Do their responses show that
they understand the words and the meanings behind the words we have chosen? Is the
mood positive and receptive? Is there trust between them and us? Are there differences
that relate to ineffective communication, divergent goals or interests, or fundamentally
different ways of seeing the world? The answers to these questions will give us some
clues about the effectiveness of our communication and the ease with which we may be
able to move through conflict.
The challenge is that even with all the good will in the world, miscommunication is
likely to happen, especially when there are significant cultural differences between
employees of the United Nations.
Miscommunication may lead to conflict, or aggravate conflict that already exists. We
make -- whether it is clear to us or not -- quite different meaning of the world, our places
in it, and our relationships with others. cross-cultural communication is very important
in Organizations like UN and it is very important to outline and demonstrated by
examples of ideas, attitudes, and behaviors involving four variables:
• Time and Space
• Fate and Personal Responsibility
• Face and Face-Saving
• Nonverbal Communication
6.1. Time and Space
Time is one of the most central differences that separate cultures and cultural ways of
doing things. In the West, time tends to be seen as quantitative, measured in units that
reflect the march of progress. It is logical, sequential, and present-focused, moving with
incremental certainty toward a future the ego cannot touch and a past that is not a part of
now. Novinger calls the United States a "chronocracy," in which there is such reverence
for efficiency and the success of economic endeavors that the expression "time is
money" is frequently heard. This approach to time is called monochronic -- it is an
approach that favors linear structure and focus on one event or interaction at a time.
Robert's Rules of Order, observed in many Western meetings, enforce a monochronic
idea of time.In the East, time feels like it has unlimited continuity, an unraveling rather
- 39 -

40. than a strict boundary. Birth and death are not such absolute ends since the universe
continues and humans, though changing form, continue as part of it. People may attend
to many things happening at once in this approach to time, called polychronous.
This may mean many conversations in a moment (such as a meeting in which people
speak simultaneously, "talking over" each other as they discuss their subjects), or many
times and peoples during one process (such as a ceremony in which those family
members who have died are felt to be present as well as those yet to be born into the
family).
Differences over time can play out in painful and dramatic ways in negotiation or
conflict-resolution processes. It is also true that cultural approaches to time or
communication are not always applied in good faith, but may serve a variety of motives.
Asserting power, superiority, advantage, or control over the course of the negotiations
may be a motive wrapped up in certain cultural behaviors (for example, the government
representatives' detailed emphasis on ratification procedures may have conveyed an
implicit message of control, or the First Nations' attention to the past may have
emphasized the advantages of being aware of history).
Culture and cultural beliefs may be used as a tactic by negotiators; for this reason, it is
important that parties be involved in collaborative-process design when addressing
intractable conflicts. As people from different cultural backgrounds work together to
design a process to address the issues that divide them, they can ask questions about
cultural preferences about time and space and how these may affect a negotiation or
conflict-resolution process, and thus inoculate against the use of culture as a tactic or an
instrument to advance power.
Any one example will show us only a glimpse of approaches to time as a confounding
variable across cultures. In fact, ideas of time have a great deal of complexity buried
within them. Western concepts of time as a straight line emanating from no one in
particular obscure the idea that there are purposive forces at work in time, a common
idea in indigenous and Eastern ways of thought. From an Eastern or indigenous
perspective, Spirit operates within space and time, so time is alive with purpose and
specific meanings may be discerned from events.
A party to a negotiation who subscribes to this idea of time may also have ideas about
fate, destiny, and the importance of uncovering "right relationship" and "right action." If
time is a circle, an unraveling ball of twine, a spiral, an unfolding of stories already
written, or a play in which much of the set is invisible, then relationships and meanings
can be uncovered to inform current actions. Time, in this polychronic perspective, is
connected to other peoples as well as periods of history.
This is why a polychronic perspective is often associated with a communitarian starting
point. The focus on the collective, or group, stretching forward and back, animates the
polychronic view of time. In more monochronic settings, an individualist way of life is
more easily accommodated. Individualists can more easily extract moments in time, and
- 40 -

41. individuals themselves, from the networks around them. If time is a straight line
stretching forward and not back, then fate or destiny may be less compelling.
6.2. Fate and Personal Responsibility
Another important variable affecting communication across cultures is fate and personal
responsibility. This refers to the degree to which we feel ourselves the masters of our
lives, versus the degree to which we see ourselves as subject to things outside our
control. Another way to look at this is to ask how much we see ourselves able to change
and maneuver, to choose the course of our lives and relationships.
This variable is important to understanding cultural conflict. If someone invested in free
will crosses paths with someone more fatalistic in orientation, miscommunication is
likely. The first person may expect action and accountability. Failing to see it, they may
conclude that the second is lazy, obstructionist, or dishonest. The second person will
expect respect for the natural order of things. Failing to see it, they may conclude that
the first is coercive or irreverent, inflated in his ideas of what can be accomplished or
changed.
6.3. Face and Face-Saving
Another important cultural variable relates to face and face-saving. Face is important
across cultures, yet the dynamics of face and face-saving play out differently. Face is
defined in many different ways in the cross-cultural communication literature. Novinger
says it is "the value or standing a person has in the eyes of others...and that it relate[s] to
pride or self-respect." Others have defined it as "the negotiated public image, mutually
granted each other by participants in [communication]." In this broader definition, face
includes ideas of status, power, courtesy, insider and outsider relations, humor, and
respect. In many cultures, maintaining face is of great importance, though ideas of how
to do this vary.
The starting points of individualism and communitarianism are closely related to face. If
I see myself as a self-determining individual, then face has to do with preserving my
image with others and myself. I can and should exert control in situations to achieve this
goal. I may do this by taking a competitive stance in negotiations or confronting
someone who I perceive to have wronged me. I may be comfortable in a mediation
where the other party and I meet face to face and frankly discuss our differences.
If I see my primary identification as a group member, then considerations about face
involve my group. Direct confrontation or problem-solving with others may reflect
poorly on my group, or disturb overall community harmony. I may prefer to avoid
criticism of others, even when the disappointment I have concealed may come out in
other, more damaging ways later. When there is conflict that cannot be avoided, I may
prefer a third party who acts as a shuttle between me and the other people involved in
the conflict. Since no direct confrontation takes place, face is preserved and potential
damage to the relationships or networks of relationships is minimized.
- 41 -

42. 6.4. Nonverbal Communication
Nonverbal communication is hugely important in any interaction with others; its
importance is multiplied across cultures. This is because we tend to look for nonverbal
cues when verbal messages are unclear or ambiguous, as they are more likely to be
across cultures (especially when different languages are being used). Since nonverbal
behavior arises from our cultural common sense -- our ideas about what is appropriate,
normal, and effective as communication in relationships -- we use different systems of
understanding gestures, posture, silence, spacial relations, emotional expression, touch,
physical appearance, and other nonverbal cues. Cultures also attribute different degrees
of importance to verbal and nonverbal behavior.
Low-context cultures like the United States and Canada tend to give relatively less
emphasis to nonverbal communication. This does not mean that nonverbal
communication does not happen, or that it is unimportant, but that people in these
settings tend to place less importance on it than on the literal meanings of words
themselves. In high-context settings such as Japan or Colombia, understanding the
nonverbal components of communication is relatively more important to receiving the
intended meaning of the communication as a whole.
Some elements of nonverbal communication are consistent across cultures. For example,
research has shown that the emotions of enjoyment, anger, fear, sadness, disgust, and
surprise are expressed in similar ways by people around the world. Differences surface
with respect to which emotions are acceptable to display in various cultural settings, and
by whom. For instance, it may be more social acceptable in some settings in the United
States for women to show fear, but not anger, and for men to display anger, but not fear.
At the same time, interpretation of facial expressions across cultures is difficult. In
China and Japan, for example, a facial expression that would be recognized around the
world as conveying happiness may actually express anger or mask sadness, both of
which are unacceptable to show overtly.
These differences of interpretation may lead to conflict, or escalate existing conflict.
Suppose a Japanese person is explaining her absence from negotiations due to a death in
her family. She may do so with a smile, based on her cultural belief that it is not
appropriate to inflict the pain of grief on others. For a Westerner who understands smiles
to mean friendliness and happiness, this smile may seem incongruous and even cold,
under the circumstances. Even though some facial expressions may be similar across
cultures, their interpretations remain culture-specific. It is important to understand
something about cultural starting-points and values in order to interpret emotions
expressed in cross-cultural interactions.
Another variable across cultures has to do with proxemics, or ways of relating to space.
Crossing cultures, we encounter very different ideas about polite space for conversations
and negotiations. North Americans tend to prefer a large amount of space, perhaps
because they are surrounded by it in their homes and countryside. Europeans tend to
- 42 -

43. stand more closely with each other when talking, and are accustomed to smaller personal
spaces. In a comparison of North American and French children on a beach, a researcher
noticed that the French children tended to stay in a relatively small space near their
parents, while U.S. children ranged up and down a large area of the beach.
The difficulty with space preferences is not that they exist, but the judgments that get
attached to them. If someone is accustomed to standing or sitting very close when they
are talking with another, they may see the other's attempt to create more space as
evidence of coldness, condescension, or a lack of interest. Those who are accustomed to
more personal space may view attempts to get closer as pushy, disrespectful, or
aggressive. Neither is correct -- they are simply different.
Also related to space is the degree of comfort we feel moving furniture or other objects.
It is said that a German executive working in the United Nations became so upset with
visitors to his office moving the guest chair to suit themselves that he had it bolted to the
floor. Contrast this with U.S. and Canadian mediators and conflict-resolution trainers,
whose first step in preparing for a meeting is not infrequently a complete rearrangement
of the furniture.
Finally, line-waiting behavior and behavior in group settings like grocery stores or
government offices is culturally-influenced. Novinger reports that the English and U.S.
Americans are serious about standing in lines, in accordance with their beliefs in
democracy and the principle of "first come, first served." The Pakistanis, on the other
hand, have a practice of resquillage, or line jumping, that irritates many British and U.S.
Americans.
- 43 -

44. 7. Recommendations
People are programmed differently and have no, or at bests, a superficial knowledge of
each other. If a need to communicate arises, they have to be able to communicate in
such a way as to make their meaning clear and not provoke misunderstanding. The
intended message may be anything from a major negotiation to a simple sales pitch.
The goal of the communicator is to deliver a well-defined reaction to the message being
conveyed. The challenge is to get the desired reaction from the communication. To do
this one must practice cultural awareness and effective communication. Successful
intercultural communication is a fine balancing act that requires enthusiasm and a
willingness to overcome cultural barriers.
In business matters, it is essential to understand the values and traditions that shape
people's behavior. If one were aware of the possibility of dealing with people from other
cultures, then learning a few words of their language would certainly demonstrate your
respect and willingness to develop rapport. Be aware of non-verbal aspects of
communication also - gestures and symbols are not universal and mistakes are
inevitable, by the other person and by the communicator.
It is often necessary to check meanings and paraphrases where applicable. Practice
active listening skills. Holstede (1997) provides a very descriptive way of
understanding their ethnocentrism.
"When people cross cultural boundaries they take their "taken for granted" meaning
structure from their home culture. They continue to choose actions consistent with the
way they've been enculturated and continue to interpret actions in terms of their own
enculturation. It is inevitable that communication across cultural boundaries will break
down unless people can recognize their ethnocentrism and take action to overcome it.
They must recognize that one culture cannot be judged by the standards of another. This
is cultural relativism and it is important to understand this concept and not judge others
according to your values."
Other strategies outlined by The Society for Intercultural Education, Training and
Research – Houston (2005) that can facilitate ones interaction with a nonnative speaker
include:
• Try not to focus on differences in pronunciation and accent. Concentrate
on what the other person is saying by looking directly at her/him so that you can use all
of the other person's verbal and nonverbal cues. As time goes on, you naturally will find
it easier to understand the other person.
• If you do not understand, try to identify exactly what the missing word(s)
or piece of information is. For example, rather than saying, "I don't follow you at all!"
you might repeat the part of the sentence you understood and then ask the other person
to fill in the rest.
- 44 -

45. • Request that words that are difficult for you to understand be translated if
available.
• Vocal Cues: Do not use an excessive amount of 'filler' words (sayings or
words repeated often), sounds such as "uh, um" or use lengthy pauses during
conversation. The listener will lose interest in what you are saying and will become
bored.
• Non-verbal Language: Nine-five percent of our communication is non-
verbal, which includes: eye movement, tones of voice, posture, facial expressions, and
hand gestures. When talking to someone keeping eye contact without staring shows a
sense of confidence. Be aware of non-verbal communication and keep it consistent with
your message.
• Create an Atmosphere of Openness: To establish a good relationship with
customers and create a comfortable atmosphere is attentive to the number of
interruptions. Give your customer/acquaintance your undivided attention by not keeping
physical barriers (such as desks) between you. Avoid trying to communicate in a busy
area and keep your focus on the listener.
7.1. Pakistani Cultural Information briefing for foreign staff
The following information should be communicated to all foreign staff of United
Nations Pakistan to enable them in understanding the cultural differences and
adjustments that may be required for them to have an efficient Business communication
with local staff and customers
7.1.1.Information about Pakistan
Location: Southern Asia, bordering Afghanistan 2,430 km, China 523 km, India
2,912 km, Iran 909 km
Capital: Islamabad
Population: 174,579,000 (Dec 2009 est)
Ethnic Make-up: Punjabi, Sindhi, Pashtun (Pathan), Baloch, Muhajir (immigrants
from India at the time of partition and their descendants)
Religions: Muslim 97% (Sunni 77%, Shi'a 20%), Christian, Hindu, and other (inc
Sikh) 3%
Language in Pakistan
Urdu is the only official language of Pakistan Although English is generally used
instead of Urdu in this regard English is the lingua franca of the Pakistani elite and
most of the government ministries
- 45 -

46. Urdu is closely related to Hindi but is written in an extended Arabic alphabet rather
than in Devanagari Urdu also has more loans from Arabic and Persian than Hindi
has
Many other languages are spoken in Pakistan, including Punjabi, Siraiki, Sindhi,
Pashtu, Balochi, Hindko, Brahui, Burushaski, Balti, Khawar, Gujrati and other
languages with smaller numbers of speakers
7.1.2.Information about Pakistani society and culture
Islam
Islam is practised by the majority of Pakistanis and governs their personal, political,
economic and legal lives. Among certain obligations for Muslims are to pray five times
a day - at dawn, noon, afternoon, sunset, and evening. Friday is the Muslim holy day
Everything is closed. During the holy month of Ramadan all Muslims must fast from
dawn to dusk and are only permitted to work six hours per day Fasting includes no
eating, drinking, cigarette smoking, or gum chewing
The Family
The extended family is the basis of the social structure and individual identity
It includes the nuclear family, immediate relatives, distant relatives, tribe members,
friends, and neighbours. Loyalty to the family comes before other social relationships,
even business. Nepotism is viewed positively, since it guarantees hiring people who can
be trusted, which is crucial in a country where working with people one knows and
trusts is of primary importance. The family is more private than in many other cultures.
Female relatives are protected from outside influences It is considered inappropriate to
ask questions about a Pakistani's wife or other female relatives. Families are quite large
by western standards, often having up to 6 children
Hierarchical Society
Pakistan is a hierarchical society
People are respected because of their age and position, Older people are viewed as wise
and are granted respect In a social situation, they are served first and their drinks may be
poured for them Elders are introduced first, are provided with the choicest cuts of meat,
and in general are treated much like royalty. Pakistanis expect the most senior person, by
age or position, to make decisions that are in the best interest of the group. Titles are
very important and denote respect It is expected that you will use a person's title and
their surname until invited to use their first name
7.1.3.Etiquette & Customs in Pakistan
- 46 -