Technical Competency
Working with People of Diverse Genders, Abilities and Ages
Anchoring the Competency into Recruitment Processes
Step 1: Integrating it into existing frameworks and procedures
For those with no existing Competency Framework, this is relatively simple and is does not require integration or finding an equivalent within your own system. For those with Competency Frameworks, such as the UN, European Personnel Selection Office (EPSO) and other agencies and organisations, you can find a table below of associated values, behaviours or competencies within other frameworks to allow you to incorporate and test this competency within an equivalent in your existing system.
| Murad Code Technical Competency | UN System (Old Values and Competencies, New Values and Behaviours) | Other systems |
|---|---|---|
| Working with People of Different Genders, Abilities and Ages | Old: Respect for Diversity, Client Orientation
New: Inclusion, Adapt and Innovate |
EPSO: Working Together
IOM: Inclusiveness, Diversity World Bank: Inclusion, IMF: Diversity ICRC/IFRC: Respect for Diversity |
Step 2: Adding language into your vacancy announcement, job description and terms of reference
In order to anchor this technical competency within the recruitment process, and onwards into expectations in terms of job performance, it is important to include wording in your vacancy announcement, job description and terms of reference. Some model wording for this competency is included below.
In the job/position tasks and responsibilities section:
“Apply an inclusive and person-centred approach, recognising and addressing barriers and tailoring engagement, and activities to the unique needs and strengths of individual survivors.”
“Respect and respond to diversity, adapting methods, communication, and support to ensure accessibility and inclusion across different ages (including children under 18), abilities, SOGIESC, and cultural or social backgrounds.”
“Adapt programme design, assessments, and delivery to meet the needs of individuals across different genders, ages, abilities, and backgrounds, ensuring inclusive participation.”
“Identify and address accessibility barriers, risks, and diverse pathways of support for participants of varying abilities, age groups, and intersectional identities.”
“Uphold the principles of inclusion, accessibility, and respect in all professional interactions and programmatic work.”
In the qualifications/experience section - what we are looking for?
“Demonstrates the ability to work effectively with people of different genders, ages, abilities, and backgrounds, tailoring approaches to individual needs and circumstances.”
“Knowledge of referral systems in humanitarian or development contexts, and experience mapping and vetting them for use by diverse participants.”
Proven ability to effectively engage with key stakeholders in the humanitarian architecture, including the cluster system and GBV AoR (Area of Responsibility).
“Committed to fostering an inclusive environment that recognizes and values diversity across gender, age, ability and background.”
Step 3: Designing written tests or interview questions which assess this competency
One of the most useful ways of understanding a candidate’s competencies is to set either case scenarios or hypothetical examples to understand what they would do and how they would do it. You can also test technical knowledge through written assessments. These can all be tailored to the relevant field of work or specific job. A few broad examples are provided below, both as written tests and for interview questions.
Sample written test examples
Hypothetical (can be based on relevant context and job requirements):
You are asked to arrange an interview with a male survivor of SCRSV in a culture where male victims face extreme stigma. He is hesitant. How do you adapt your approach to respect his agency and safety?
You are approached by a 16-year-old survivor of sexual violence in a conflict-affected area. What steps would you take to ensure your response is appropriate to their age, legal status, and immediate needs?
Technical:
Application Exercise: Share a copy of Principle 1 of the Murad Code and ask the candidate to reflect on how they would operationalise it in a practical situation (e.g., team training, field protocols, handling a breach).
How would you adapt your approach if you were asked to organise a series of individual interviews with SCRSV survivors who are now over 65 years in age?
Sample interview questions
Can you share an example of how you worked respectfully and effectively with someone whose identity or background was very different from your own?
Tell us about a time you had to adapt your approach to work effectively with people of different ages, genders, or abilities. What did you do, and what was the outcome?
Describe a situation where you worked with someone who had difficulty accessing services or support. What actions did you take? How did you help overcome those barriers?
Give an example of when you worked with another professional or service to better support someone with complex or specific needs. How did you coordinate?