duty assignment description

NCOER Bullets, Duty Descriptions, Army Awards, Counseling, Training, and More...

Sample NCOER Duty Descriptions

Sample NCOER Duty Descriptions covering a variety of Military Occupational Specialities (MOS) and duty positions.

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Welcome to my sample NCOER Duty Descriptions page. Within these pages, I have compiled a list of sample NCOER Duty Descriptions to aid in your NCOER preparation.

It’s been my experience that the last thing most raters accomplish when an NCOER comes due is to try to come up with a duty description that describes an NCO’s job that he or she has been doing for the last year. In reality a duty description should be written prior to the initial counseling session. Its purpose is clear—to provide purpose, direction, and motivation from the commencement of the rating period; however, it’s also been my experience that many raters find it difficult to write an effective duty description. Perhaps this explains the tendency to put it off until the end of the rating period.

At any rate, I hope that these pages will prove to be useful. Please keep in mind that these duty descriptions are not meant to be "cookie cutter" i.e. cut and paste solutions. They should be used as a guide to come up with a tailored duty description that uniquely identifies the most important duties and responsibilities of your particular NCO.

If you have a duty description that you would like to contribute then please contact me.

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SPECIAL DUTIES. EXTRAORDINARY ROLES.

Marines often serve in a variety of special capacities, whether protecting our Nation’s embassies abroad, recruiting the next generation of United States Marines, or even serving the United States Special Operations Command as a MARSOC Raider. These duties are earned by Marines who have proven their exceptional ability to fight and win in the primary Military Occupational Specialties (MOSs) .

Every Marine takes on a Military Occupational Specialty (MOS) for which he or she is optimally trained, but beyond these roles are the opportunities to take on special duty assignments. Many of these advanced opportunities are called “B” Billets, a designation separate from a Marine’s primary MOS. Explore these critical but atypical roles in the Corps.

Recruiting duty is a vital assignment in the Marine Corps, as it puts Marines in the position of ensuring the standards of our Corps remain high. Those Marines selected for recruiting duty carry the essential duty of screening, selecting, and preparing the next generation of Marines for the physical and mental rigors of recruit training.

Those Marines selected to serve on Drill Instructor Duty carry the essential responsibility of directly shaping the future of the Marine Corps, providing guidance, discipline, and direction for future Marines.

“These recruits are entrusted to my care. I will train them to the best of my ability. I will develop them into smartly disciplined, physically fit, basically trained Marines, thoroughly indoctrinated in love of Corps and country. I will demand of them, and demonstrate by my own example, the highest standards of personal conduct, morality and professional skill."

—Excerpt from Drill Instructor's Creed

The Marine Corps is the only military service that is entrusted with the responsibility of providing security for U.S. Embassies and Consulates around the world. Marines selected for these special duty assignments will have the opportunity to serve at embassies and consulates located in various countries around the globe.

Security Force duty is among the most challenging the Corps offers, and Marines who take on this opportunity must be highly-trained in advanced security procedures. Our Nation places special trusts in these Marines, as they are assigned the responsibility of maintaining a worldwide presence, guarding and protecting key naval assets and special strategic weapons.

MARINE CORPS SPECIAL OPERATIONS COMMAND

Ready to stand on the frontline of any battle, the Marine Raiders of MARSOC are built up in their Corps ethos, warfighting philosophy and values and represent the Marine Corps contribution to the United States Special Operations Command (USSOCOM). Two of the prominent roles within the Marine Raider community include Critical Skills Operators, who support the full spectrum of special operations on a global scale, and Special Operations Capability Specialists, who provide combat support expertise in intelligence, fire support, communications, EOD, and canine operations.

Gain direct access to a Marine Recruiter who has fought alongside Marines and is prepared to show you how to become one.

One doesn't consider an endeavor of this magnitude without having questions. Here are some of the most common.

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It takes many different roles to win our Nation’s collective fight. These are the many ways in which optimally trained Marines take part in a common moral cause.

This is the organizational structure that ensures remain ready to fight and win for our Nation all over the globe.

Reserve Marines are ready to supplement Marine active-duty forces when called upon, providing our Nation with a balanced, prepared force to win its battles.

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Look up a word, learn it forever.

Duty assignment, /ˌdudi əˌsaɪnmənt/.

Other forms: duty assignments

• noun a duty that you are assigned to perform (especially in the armed forces) synonyms: assignment see more see less types: show 10 types... hide 10 types... guard , guard duty , sentry duty , sentry go the duty of serving as a sentry fatigue , fatigue duty labor of a nonmilitary kind done by soldiers (cleaning or digging or draining or so on) charge , commission , mission a special assignment that is given to a person or group reassignment assignment to a different duty sea-duty , service abroad , shipboard duty naval service aboard a ship at sea shore duty naval service at land bases fool's errand a fruitless mission mission impossible an extremely dangerous or difficult mission martyr operation , sacrifice operation , suicide mission killing or injuring others while annihilating yourself; usually accomplished with a bomb secondment the detachment of a person from their regular organization for temporary assignment elsewhere type of: duty work that you are obliged to perform for moral or legal reasons

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Positions Involving Equal Employment Opportunity Collateral Assignments

These qualification requirements cover Federal equal employment opportunity (EEO) collateral duties only . Employees assigned such collateral duties must, of course, meet the qualification requirements for the occupational series and grade levels to which their positions are classified.

Definition of EEO Collateral Assignments

EEO collateral assignments are official EEO duties and responsibilities assigned to an employee in addition to the primary duties and responsibilities of the position the employee occupies.

EEO Assignments not covered by this standard.

If an assignment has any of the following characteristics it is not a collateral assignment, and this standard should not be used:

• The EEO assignment controls the grade of the position. (Guidance for determining if an assignment is grade-controlling can be found in the "Introduction to the Position Classification Standards.")
• The EEO assignment is the primary reason for establishing or continuing the position.
• The EEO assignment is intended to be a permanent assignment.

EEO assignments that meet any of the above criteria are not collateral duties , and should be treated as continuing regular assignments. The position must be classified according to position classification principles, including principles for classifying mixed-grade positions. If the official EEO assignment results in a promotion, agency merit promotion procedures must be followed, the employee must meet qualification requirements for the grade level and series of the resulting new position, and the nature of the promotion action must be consistent with the intended duration of the assignment. Agencies must comply with adverse action regulations if removal of a permanent EEO assignment from a position results in a reduction in grade level or pay.

Documenting EEO Collateral Assignments

Official EEO duties and responsibilities assigned to employees on a collateral basis must be described in the official position description that covers the position the employee occupies. This documentation reflects the requirements imposed on the position by the EEO collateral assignment, and permits a determination that there is no grade-level effect of the collateral assignment.

Before EEO collateral duties are assigned to any employee, the agency should make a reasonable effort to determine if the assignment will affect the classification of the position, including grade level, or otherwise constitute a non-collateral assignment.

Basic Qualification Requirements for all EEO Collateral Assignments

In addition to meeting the qualification requirements for the series and grade level of their positions, employees who receive EEO collateral assignments should possess the following:

• Understanding of how agency policies and practices affect the equal employment opportunities of all employees;
• Understanding of the intent of the laws and regulations governing Federal equal employment opportunity;
• Understanding of the employment problems of underutilized persons and classes in the workforce and labor market, particularly racial and ethnic minorities, women, older workers, people with disabilities, or the economically disadvantaged;
• Ability to establish effective working relationships with and gain the confidence of managers and supervisors at all levels of the agency, as well as with employees regardless of their occupation, race, sex, ethnic heritage, or socioeconomic background; and
• Knowledge of the general structure of the Federal personnel system including classification, staffing, recruitment, performance evaluation, career development, labor relations, appeals, grievances, adverse actions, and employee rights and responsibilities;
• General knowledge of the missions, organizational structure, and distribution of responsibilities within the agency; and
• Understanding of the current labor market, e.g., types of jobs available, supply of and demand for certain types of skills, recruiting methods, sources of recruitment, and projected employment needs of the agency.

For EEO Counselor Positions:

EEO counselor collateral assignments also require the ability to:

• Learn complaint procedures in detail;
• Learn basic EEO principles and terms;
• Communicate orally to explain procedures and regulatory requirements to complainants and management officials who may be angry, confused, or distressed because of the circumstances that caused the complaint, or because of the complaint itself;
• Obtain and organize facts presented by persons who may be angry, confused, or distressed;
• Conduct factfinding to locate and obtain necessary documentation materials in connection with informal resolution of a complaint;
• Gain an understanding of a particular EEO case, identify the issues, and apply the relevant personnel regulations and principles;
• Clarify issues, discuss issues, and resolve misunderstandings if they exist (during the informal stage of a complaint);
• Report facts objectively; and
• Write simple, clear, and factual narrative statements (for reports).

EEO counselors who have not demonstrated the required knowledge, skills, and abilities within a reasonable period of time on the job, e.g., 6 months, should not be retained as EEO counselors.

For EEO Program Manager Positions:

In addition to the basic requirements for all EEO collateral assignments, EEO program managers must possess the knowledge, skills, and abilities required for entry level positions in the Equal Employment Opportunity Series, GS-260.

Additional and higher level knowledge and skills, such as those required for equal employment opportunity specialist positions at higher grade levels, may be required when they are related to the duties and responsibilities of the collateral assignment.

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Your rights regarding your employee assignment

Your rights regarding assignments vary greatly depending on whether you have a contract.

Contract employees

In general, school districts have a great deal of discretion when it comes to assignment decisions, but the amount of discretion they have for contract staff is based on the wording of the contract. Employees under contract have agreed to work and the district has agreed to employ them for the entire school year under the contract terms. These terms determine what assignments and reassignments can be made.

Noncontract employees

A noncontract or at-will employee has no binding agreement between the district and employee as to what the employee’s assignment will be. This makes it easy for the district/employer to make significant changes to the assignment or duties, even reassigning the employee to an entirely different job with a different pay scale. That said, employees who do not have contracts have greater flexibility in responding to unwelcome assignments/reassignments; they are free to resign at any time.

Employees often believe they have been hired for a specific position and they will always hold that position. It’s often an unwelcome shock when word comes down that their job assignment is being changed.

Almost all employees can be reassigned to different positions. Again, the key document is the contract, if there is one.

A district is generally free to assign an individual to any position that fits the “professional capacity” stated in the contract, such as “certified teacher” or “administrator.” Most, if not all, contracts also contain an  assignment and reassignment clause  stating that the district may reassign the employee. This clause allows the district to change the educator’s specific assignment to another specific assignment that also fits under the contract’s description of the professional capacity . In this case, the more narrow the stated professional capacity, the more limited the district’s right to reassign the educator.

For example:  If the contract states a professional capacity of “certified classroom teacher,” the district can reassign the educator to any classroom teaching position for which they are properly certified. If the educator’s contract states “fifth grade classroom teacher,” then the district can only reassign them to another fifth grade position.

A negative reassignment, such as a demotion, motivated by factors such as retaliation or discrimination, might be illegal and therefore contested legally.

There might also be reasons specific to a particular employee, possibly related to a disability or health condition, that limit a district’s ability to reassign the employee to a particular position, even if the reassignment was valid under the employee’s contract.

Even if a reassignment fits within the contract, it can be contested by filing a grievance or other appropriate administrative procedure.

Generally, noncontract at-will employees can be reassigned to any position at any time. However, a negative reassignment, such as a demotion, might be illegal if it was retaliation for filing a grievance or because of the employee’s gender, race, ethnicity, religion, disability, or age. If it is based in part on these factors, but the district can show it would have reassigned the employee anyway for other valid reasons, then the reassignment is probably legal.

There might be reasons specific to a particular employee, possibly related to a disability or health condition, that limit a district’s ability to reassign that employee to a particular position, even if the reassignment was otherwise legal.

Even if a reassignment is legal, the employee can contest it through the grievance process.

Reassignments outside of your certification area

School districts are generally required to fill all teaching assignments with people who are fully certified for them whenever possible. When it’s necessary to fill an assignment with a person not certified in that area, the district generally must secure a temporary or emergency permit for the assigned individual. An educator can usually refuse to accept reassignment to a position for which they are not properly certified. However, if the educator’s previous assignment no longer exists due to a reduction in force (RIF) or a program change, the educator might face termination if an assignment is refused.  

Districts are also required by law to notify the parents of students who are in classes taught by teachers who are not certified for the assignment. This includes teachers on emergency and temporary permits. This law does not apply to teachers in alternative certification programs, on district permits or who are certified in another state and awaiting Texas certification. Districts must distribute this notice no later than 30 instructional days after the teacher begins the assignment.

An employee might be asked or required to perform some duty outside of their primary job.

For example:  A teacher might be required to attend a grade-level meeting after regular work hours or to coach volleyball. An assistant principal might be required to attend all after-school athletic events.

Employees might wonder whether they can be required to perform these extra duties and, if so, whether they must be paid extra for doing so. The answer lies, first, in whether there is a contract, and second, in whether the duty is an “additional duty” or a “supplemental duty.” The difference between the two is whether the district intends to pay extra compensation for the duty. If there is no extra compensation, such as for staying after-hours for a meeting, it is an “additional duty.” If there is extra compensation, such as through a coaching stipend, it is a “supplemental duty.”

Contract employees and additional duties

For contract employees, additional duties are  first governed by the contract itself. Most teacher contracts contain a specific clause stating that additional duties can be assigned at the district's discretion. Most teacher contracts also do not state duty hours. These two factors mean that generally, a district can require work beyond the ordinary workday. Exactly how much work can be required is a subject of hot debate.

The question becomes whether the assignment is a reasonable additional duty. The inquiry used in making that decision is whether it was something the educator knew or should have known might be required when they signed their contract.

Traditional teacher tasks would be considered reasonable , such as preparing lessons, grading in the evenings, and occasionally attending after-school department meetings and parent-teacher conferences. But, as expectations evolve, so does the standard for what is reasonable. It has become increasingly common for teachers to tutor after regular hours and attend weekend pre-STAAR preparation sessions. As these become more common and an understood part of teaching, they become a more reasonable additional duty.

Local expectations are also important.  If teachers know that in their district teachers are expected to work at the concession stand during school athletic events and sign their contracts knowing that, then they have agreed to accept that as a part of their jobs. If teachers know that on their campus, the teachers are expected to attend weekly grade-level planning meetings after hours, that means the meetings are more likely to be considered reasonable additional duties.

Sudden but significant changes raise more questions —changes such as a mid-year 30-minute extension of the workday might not be considered reasonable if unexpected.

Most educator contracts state that the educator’s normal salary compensates the educator for all additional duties performed. If an assignment would be considered a reasonable additional duty, the district does not provide additional compensation. Generally, when an educator receives extra compensation for performing a duty, that duty is called a supplemental duty  . (Supplemental duties are discussed below.)

Noncontract employees and additional duties

Because there is no contract, the district is generally free to require that the employee perform any legal task. The employee can try to explain why an additional duty should not be required, but—except in situations where some specific legal right is at issue, such as a reasonable accommodation for a disability under the Americans With Disabilities Act—the employer can demand that the employee perform the task.

Like additional duties, supplemental duties are assignments not specifically mentioned in an educator’s contract. If a teacher’s contract says the person is a teacher and a coach, then coaching is not a supplemental duty; it is a contractual duty. But there are two important distinctions between a supplemental duty and an additional duty:

• A supplemental duty has a stipend attached to it under district policy.  The district realizes the duty, such as coaching, is time-consuming enough to warrant additional compensation. Because it’s up to each district to determine what positions have stipends, one district might treat a position as a supplemental duty with a stipend while another district might consider the same position an additional duty with no stipend.   
• A supplemental duty is outside the contract while an additional duty is part of the contract. As such, an educator can usually be directed to perform the additional duty but can refuse a supplemental duty.  This means that in many cases an educator can decide to “quit” the supplemental duty without any effect on their contract. By the same token, the district can often terminate a supplemental duty without having to provide the due process required for contract termination. Educators should be aware, though, of the many nuances related to supplemental duties, when they can be terminated, and when that termination can result in losing the stipend attached to the supplemental duty. 

Because a supplemental duty is outside of the contract, it is very much like an individual “at-will” assignment for someone who has a contract. For a non-contract employee, it is just another assignment—just one with added compensation.

Can districts extend the school day?

There is no maximum workday set in state or federal law. Local policy therefore determines the number of hours in a workday.

For contract employees, an extension might be considered a change in the contract term that cannot be made during the contract. This is why school districts usually announce planned changes for the next school year in the spring.

Work hours can be changed at any time for noncontract employees. 

Because schools generally close during the summer months, most educators are not required to work during the summer unless their contracts extend through the summer, as is the case for many administrators, or the educators have agreed to perform some type of special service, such as teaching summer school. However, district-required summertime professional development has become relatively common.

Most school district employees are familiar with a clause in their employment contracts stating that "additional duties" may be assigned. This means that the employee and the school district agree that the employee can be expected to perform duties beyond his regular duties during the contract period. However, that "additional duties" clause does not permit the school district to assign duties beyond the contract dates. This means that the duties assigned to you based on this clause of your employment contract should end with the last workday of the contract. So, in most cases, a summer professional development requirement cannot be based solely on this clause in your contract.

However,  each school district has the legal authority to require a particular level of professional development or continuing education for its employees to maintain employment with the district . Such requirements may be greater than the general Texas teacher certification requirements.

For example:  A school district could decide that all of its teachers must be certified in ESL by a certain date. Every teacher in the school district would be responsible for meeting the additional education and certification requirement by the required date. If a teacher didn’t meet the requirement, the district could likely end the teacher's employment following the deadline.

In addition, as noted above, in most cases a district cannot directly require an educator to work during the summer because the educator’s contract does not cover the summer.  However, many districts are “swapping out” two days of professional development in the summer for two days of work during the traditional school year, effectively extending the contract to cover these days.  If the summer workdays are actually contract workdays, then a district can require the work and, as is often the case, “dock” the salary of an educator who fails to complete the professional development.

Published/reviewed: February 11, 2021

The legal information provided here is accurate as of the date of publication. It is provided here for informative purposes only. Individual legal situations vary greatly, and readers needing individual legal advice should consult directly with an attorney. Please note: Rights based on the Texas Education Code may not apply to all. Many Texas Education Code provisions do not apply to public charter schools, and public school districts may have opted out of individual provisions through a District of Innovation plan. Eligible ATPE members may contact the ATPE Member Legal Services Department.

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United Nations International Civil Service Commission - Pricing Agent

JAKARTA, INDONESIA

Type of Contract :

NPSA (Short-Term)

Starting Date :

01-Aug-2024

Application Deadline :

26-Jun-24 (Midnight New York, USA)

Post Level :

Duration of initial contract :, languages required :.

English  

Expected Duration of Assignment :

UNTIL END OF AUGUST 2024

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence. UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

A place-to-place survey entails price data collection by a pricing agent in retail outlets patronized by the UN staff members. It is carried out at least once every three to five years in all locations where staff of the UN system are stationed. The United Nations’ International Civil Service Commission (ICSC) has scheduled a place-to-place survey for  Indonesia for August  2024.

Duties and Responsibilities

On behalf of the ICSC and under the direct supervision of the Survey Coordinator, the pricing agent will be responsible for the following duties:

• Before the beginning of the survey, review all the documents provided directly or via the survey support microsite  https://surveys.unicsc.org/cold  especially the “Instructions for the Pricing Agent” and “Instructions for the Pricing Agent – Target Brands”
• Review the list of items to be priced as well as their specifications, to assess their availability in the local market; and document any variances and observations in the Pricing Forms
• Develop a strategic plan for data collection, and collect prices from the list of stores/outlets (with complete addresses) provided by the Survey Coordinator
• Ensure that collected prices are from the approved list of outlets and conform with the item specifications
• Record in a legible and complete manner the price data in the Pricing Agent Pricing Book and Prescription Medication Pricing Form
• Complete the Pricing Agent Questionnaire on the general market conditions as well as the pricing activities
• Submit the Pricing documents, including the Pricing Book, and the completed questionnaire on local market conditions, to the Survey Coordinator by the end of the pricing activities
• Remain available to respond to queries and requests for clarifications from the ICSC or the Survey Coordinator regarding specific price quotations or generally about the price data collection exercise

Competencies

Achieve Results: LEVEL 1: Plans and monitors own work, pays attention to details, delivers quality work by deadline

Think Innovatively: LEVEL 1: Open to creative ideas/known risks, is pragmatic problem solver, makes improvements 

Learn Continuously:  LEVEL 1: Open minded and curious, shares knowledge, learns from mistakes, asks for feedback

Adapt with Agility:  LEVEL 1: Adapts to change, constructively handles ambiguity/uncertainty, is flexible 

Act with Determination:  LEVEL 1: Shows drive and motivation, able to deliver calmly in face of adversity, confident

Engage and Partner:  LEVEL 1: Demonstrates compassion/understanding towards others, forms positive relationships

Enable Diversity and Inclusion:  LEVEL 1: Appreciate/respect differences, aware of unconscious bias, confront discrimination 

Required Skills and Experience

The following are the qualifications of a Pricing Agent. He or she:

• Is an independent person who is not an employee or consultant, or an immediate relative of a staff member, of any of the organizations of the United Nations Common System based at the duty station to be surveyed.
• Secondary education is required, or University Degree in Business Administration, Public Administration, or equivalent field will be given due consideration, but it is not a requirement.
• Minimum of 5 years (with high school diploma) or 2 years (with bachelor’s degree) of experience in the field of statistics, economics, project management, auditing, accounting and/or finance, sales/marketing, is an additional asset
• Has international shopping experience with knowledge of, and experience with, the local market.
• Has the ability to get around the duty station to visit the outlets by either public or private transportation.
• Is conversant with English to ensure proper interpretation of item specifications as provided on the pricing forms.
• Is able to communicate effectively (preferably in the official language of the duty station) because the job requires interaction with outlet owners and workers.
• Is available to complete the job within the specified time frame.

Duration and payment

The duration of the contract is one month and will commence on  1 August 2024 and 31 August 2024  The authorized remuneration in rupiah,  to be paid upon satisfactory completion of the assignment in accordance with the provisions of the contract to be signed by the pricing agent.

Language Requirements:

• Fluency in English and Bahasa Indonesia is required.
• Excellent written and communication skills.

Please attach your legal working permit in Indonesia in your application

APPLICANT MUST COMPLETE P11 FORM AND SUBMIT AS PART OF THEIR APPLICATION. Click here to download the form: -    https://bit.ly/P11-DOWNLOAD

UN is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. Female candidates are strongly encouraged to apply. All applications will be treated with the strictest confidence.

UN Indonesia reserves the right to select one or more candidates from this vacancy announcement.  We may also retain applications and consider candidates applying to this post for other similar positions with UN Indonesia at the same grade level and with similar job description, experience and education requirements.

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MOS 15P Aviation Operations Specialist Duty Descriptions

Aviation Operations Sergeant Processes flight plans, ensures flight rules and regulations are followed by checking accuracy of flight plans; maintains flight information on flights; participates in the development and implementation of a tactical rescue system; maintains flying regulations, navigation information, and reports flight violations; safeguards classified material; uses proper terminology in air navigation and is aware of air traffic control advisory radio procedures; manages notices to airmen; interprets and posts weather reports; maintains individual flight and training records.

Aviation Operations Sergeant Serves as an Aviation Operations Sergeant in a rapid deployment Attack Helicopter Battalion; assists and advises the Senior Aviation Operations Sergeant in all facets of Battalion Aviation Operations; supervises the temporary duty assignment (TDY) section; provides technical and tactical guidance in job performance and ensures subordinates are competent in their MOS and Army Warrior Skills necessary for combat operations; responsible for the leadership, health, welfare and professional development of two Soldiers; oversees the accountability of the battalion's equipment during movement.

Aviation Operations NCO Responsible for aviation operations within the Grafenwoehr Training Area (GTA); plans, coordinates, conducts safety analysis, and supervises all aviation ranges and training facilities for use by US, NATO, and Multinational forces; conducts briefings on weapon utilization and safety implementation; provides guidance and expert level knowledge on Grafenwoehr Training Area SOPs for training ground and aviation units to ensure required readiness levels (RL) are met; monitors the maintenance and improvements of all aviation live fire ranges and staging areas; advises Chief of GTA Range Operations on all aviation related training.

Flight Operation NCO Serves as the Flight Operation NCO for Task Force Phoenix, 10th Combat Aviation Brigade; maintains aviation operation files and records; prepares reports, orders, and schedules pertaining to aviation operations; displays flight planning information to include airfield diagrams, maps of local flying areas, special use airspace, and crash grid charts; maintains and issues flying regulations, pilots, and flight crew's information file; keeps files of extended flight and navigational information such as weight and balance data, navigational publications, and maps; responsible for the supervision, morale, health, welfare, and readiness of 5 junior enlisted Soldiers.

Flight/Base Operations Specialist Supervises a flight operations activity consisting of XX subordinates; supervises the preparation of situation map; prepares operations orders; processes cross-country and local flights planned with other agencies including the FAA; maintains flight information, records, and reports on flight operations and activities; maintains files on flying regulations and navigational aid information; arranges ground services for transient aircraft; interprets and posts teletype weather reports; schedules and dispatches aircraft and performs associated administrative duties; plans and schedules work assignments; reviews, consolidates, and prepares technical, personnel, and administrative reports; assists in pre-accident plans.

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NPO (Public Health and Environment) - (2404766)

Objectives of the programme.

WHO India Country Office collaborates with the Government of India and relevant stakeholders within the framework of the collaborative Country Cooperation Strategy, to actively support the development and implementation of national health policies, strategies and plans aiming at promoting access to and utilization of affordable and quality health services and improving the financial protection against health-related risks.--> To collaborate with national authorities to improve health and quality of life through promotion of environmental health especially in the areas of water supply and sanitation, chemical safety, food safety, occupational health, air pollution, climate change, building healthy cities, health risk assessments and management.--> To collaborate and support related areas of work such as prevention and control of water and sanitation linked diseases, burden of disease attributable to environmental factors, climate change, preparedness and response to chemical and radio-nuclear events and sustainable development. To liaise with other related teams such as communicable and non-communicable diseases, health through the life-course, food safety and health system development for coordination of various health related activities. Underlying Values and Core Functions of WHO WHO's mandate revolves around six (6) leadership priorities specifying (i) advancing universal health coverage (ii) health related sustainable development goals (iii) addressing the challenge of non-communicable diseases and mental health, violence and injuries and disabilities (iv) implementing the provisions of the International Health Regulations (2005) (v) increasing access to quality, safe, efficacious and affordable medical products (vi) addressing the social, economic and environmental determinants of health. The South - East Asia Region (SEAR) of WHO is made up of 11 countries, with over 1.9 billion people, with India's population of 1.4 billion. All the Member States of WHO/SEAR (Bangladesh, Bhutan, Democratic People's Republic of Korea, India, Indonesia, Maldives, Myanmar, Nepal, Sri Lanka, Thailand and Timor Leste), share the common value of the highest attainable standard of health as a fundamental human right. All of WHO actions are based on this and rooted in the underlying values of equity, solidarity and participation. The mission of WHO India is to improve quality of life of the 1.4 billion people in India by supporting the government in eliminating vaccine preventable and other communicable diseases, reducing maternal and neonatal mortalities, promoting healthy lifestyles, addressing determinants of health, preparing and responding to health emergencies and strengthening health systems for universal health coverage.

DESCRIPTION OF DUTIES

Under the overall guidance of the WHO Representative, and the direct supervision of Deputy Head of WHO Country Office, and in collaboration with relevant technical units in the Country Office, the incumbent will perform the following duties:

• Provide technical support to the country in planning, monitoring and evaluating environmental health interventions with a focus on the provision of safe drinking water, adequate sanitation and hygiene, improving air quality, healthy workplaces, health care waste management, and the sound management of chemicals and pesticides throughout their life-cycle
• Collaborate with partners to develop national strategies and institutional capacities on primary prevention interventions, particularly those related to the safety of drinking water, sanitation, waste management, occupational health and to mitigate the health impact of air pollution and climate change.
• Provide support to Ministry of Health and Family Welfare (MOHFW) and other related Ministries, Government of India (GoI) for development of Strategies on Environmental Health, Water and Sanitation, air pollution, and climate change based on national context.
• Formulate, evaluate and oversee the technical support to national and state environmental health programmes in the areas of community water supply and sanitation, chemical and pesticide safety, occupational health, healthy settings, environmental health risk assessment and management.
• Provide technical support - advising/ coordinating/ guiding - on issues concerning climate change and its impact on health, environmental epidemiology, air pollution, occupational health, water, sanitation and hygiene and waste management in the context of sustainable development. The activities include preparation of work plans, programme budget, implementation and monitoring the progress of work.
• Provide technical advice and support to the MOHFW on water sanitation and hygiene, assisting and proactively participating in the design and implementation of water and air quality monitoring and surveillance as appropriate.
• Support capacity-building of national program managers to promote safe water, sanitation, hygiene and sound waste management in the community, in health-care facilities and in the workplace, and to support capacity-building in other priority areas of environmental health.
• Liaise with concerned National counterparts of the technical units/departments , WHO/SEARO and WHO/HQs, collaborate with other clusters in areas i.e. communicable and non-communicable diseases, family, gender and life-course, health systems development for coordination of various health related activities ;and with donors and development partners (bilateral and UN) to harmonise recommendations on policies and strategies relating to environmental health cluster are suitably adopted to the Indian context.
• Promote development of studies and research on the environmental health areas, including water, sanitation, air quality and climate change, in close coordination and collaboration national authorities, WHO collaborating centres, national centers of excellence and national R & D institutions, dissemination of research information to all stakeholders.
• Coordinate and participate in inter-agency working group meetings/workshops and strengthen Inter-agency collaboration and liaise with external /donor agencies.
• Support information brokering/exchange function of WCO India through contributions to the health repository at the WCO India by collation, analysis and sharing of relevant information and statistics.
• Prepare technical reports, as necessary and perform any other duties as may be assigned by WR-India and DWR.

REQUIRED QUALIFICATIONS

Essential : University Degree in environmental sciences such as water and sanitation and environmental engineering from a recognized University Desirable : Postgraduate degree or training in Public Health or related field.

Essential : At least five (5) years of experience in Public Health/Environmental Engineering/Environmental Management programme at national level. Desirable : Experience of work in WHO or other UN Agencies; field level experience to handle emergency programme at national level

• The incumbent should identify with the core values of World Health Organization.
• Thorough knowledge of the situation in India with regard to adolescent health and development with good understanding of country's needs and priorities.
• Very good knowledge of WHO policies, programmes and guidelines in the related areas.
• Sound technical and policy advisory skills, based on evidence. 
• Leadership skills with demonstrated ability to work effectively with government and colleagues in a team setting at national and international levels, to share information and data and make oral and written presentations on technical issues.
• Very good ability to build and maintain relations and network with national authorities and other stakeholders across relevant sectors.
• Understanding of the potential motivating factors within national context and ability to adjust to new approaches in an increasingly complex environment.
• Modern management skills including planning and evaluation.
• Capacity to prepare terms of reference and to prepare and monitor and manage the implementation of contractual agreements.
• Capacity to convey information and options in a structured and credible way; ability to speak and write clearly.
• Proficiency in computer applications and ability to draft reports.
• Knowledge of WHO /UN agencies programmes and practices will be an advantage

WHO Competencies

• Respecting and promoting individual and cultural differences
• Communication
• Producing results
• Creating an empowering and motivating environment

Use of Language Skills

Essential : Expert knowledge of English. Expert knowledge of Hindi. Desirable :

REMUNERATION

Remuneration comprises an annual base salary starting at INR 3,663,614 (subject to mandatory deductions for pension contributions and health insurance, as applicable) and 30 days of annual leave.

ADDITIONAL INFORMATION

• This vacancy notice may be used to fill other similar positions at the same grade level
• Only candidates under serious consideration will be contacted.
• A written test and/or an asynchronous video assessment may be used as a form of screening.
• In the event that your candidature is retained for an interview, you will be required to provide, in advance, a scanned copy of the degree(s)/diploma(s)/certificate(s) required for this position. WHO only considers higher educational qualifications obtained from an institution accredited/recognized in the World Higher Education Database (WHED), a list updated by the International Association of Universities (IAU)/United Nations Educational, Scientific and Cultural Organization (UNESCO). The list can be accessed through the link:  http://www.whed.net/ . Some professional certificates may not appear in the WHED and will require individual review.
• According to article 101, paragraph 3, of the Charter of the United Nations, the paramount consideration in the employment of the staff is the necessity of securing the highest standards of efficiency, competence, and integrity. Due regard will be paid to the importance of recruiting the staff on as wide a geographical basis as possible.
• Any appointment/extension of appointment is subject to WHO Staff Regulations, Staff Rules and Manual.
• The WHO is committed to creating a diverse and inclusive environment of mutual respect. The WHO recruits and employs staff regardless of disability status, sex, gender identity, sexual orientation, language, race, marital status, religious, cultural, ethnic and socio-economic backgrounds, or any other personal characteristics.
• The WHO is committed to achieving gender parity and geographical diversity in its staff. Women, persons with disabilities, and nationals of unrepresented and underrepresented Member States ( https://www.who.int/careers/diversity-equity-and-inclusion ) are strongly encouraged to apply.
• Persons with disabilities can request reasonable accommodations to enable participation in the recruitment process. Requests for reasonable accommodation should be sent through an email to  [email protected]
• An impeccable record for integrity and professional ethical standards is essential. WHO prides itself on a workforce that adheres to the highest ethical and professional standards and that is committed to put the  WHO Values Charter  into practice.
• WHO has zero tolerance towards sexual exploitation and abuse (SEA), sexual harassment and other types of abusive conduct (i.e., discrimination, abuse of authority and harassment). All members of the WHO workforce have a role to play in promoting a safe and respectful workplace and should report to WHO any actual or suspected cases of SEA, sexual harassment and other types of abusive conduct. To ensure that individuals with a substantiated history of SEA, sexual harassment or other types of abusive conduct are not hired by the Organization, WHO will conduct a background verification of final candidates.
• WHO has a smoke-free environment and does not recruit smokers or users of any form of tobacco.
• For information on WHO's operations please visit:  http://www.who.int.
• WHO also offers wide range of benefits to staff, including parental leave and attractive flexible work arrangements to help promote a healthy work-life balance and to allow all staff members to express and develop their talents fully.
• The statutory retirement age for staff appointments is 65 years. For external applicants, only those who are expected to complete the term of appointment will normally be considered.
• Please note that WHO's contracts are conditional on members of the workforce confirming that they are vaccinated as required by WHO before undertaking a WHO assignment, except where a medical condition does not allow such vaccination, as certified by the WHO Staff Health and Wellbeing Services (SHW). The successful candidate will be asked to provide relevant evidence related to this condition. A copy of the updated vaccination card must be shared with WHO medical service in the medical clearance process. Please note that certain countries require proof of specific vaccinations for entry or exit. For example, official proof /certification of yellow fever vaccination is required to enter many countries. Country-specific vaccine recommendations can be found on the WHO international travel and Staff Health and Wellbeing website. For vaccination-related queries please directly contact SHW directly at  [email protected] .
• This is a National Professional Officer position. Therefore, only applications from nationals of the country where the duty station is located will be accepted. Applicants who are not nationals of this country will not be considered.
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Grade: NO-C

Contractual Arrangement: Fixed-term appointment

Contract Duration (Years, Months, Days): Two years

Job Posting: Jun 25, 2024

Closing Date: Jul 9, 2024

Primary Location: India-New Delhi

Organization: SE_IND WR Office, India

Schedule: Full-time

Link to apply:

• WHO Careers Website:  Careers at WHO
• Vacancies (staff member access):  https://careers.who.int/careersection/in/jobsearch.ftl  
• Vacancies (external candidate access):  https://careers.who.int/careersection/ex/jobsearch.ftl