Terms of Reference for the initial stages of the RAM MAG training
Background
In 2013 a consortium of RC/ RC movement partners collaborated to develop a set of tools and
guidance to enable field practitioners make market studies to support humanitarian interventions,
in particular around cash transfer programming. Two tools were developed, the RAM (Rapid
Analysis of Markets) that allows users to make quick assessments of market conditions in
situations of emergencies, and MAG (Market analysis Guidance) that allows users to include
pertinent market information during all stages of the project cycle in emergency and post
emergency contexts. This guidance has now been shared across the RC/RC movement and is
being used in various locations
Goal
In order to support the utilization of the RAM and the MAG, the same group has now proposed the
development of a learning environment to enable the tools to be used more widely and effectively
within and external to the RC/RC movement. The tools will potentially benefit any RC/RC who has
an interest in cash transfer programming, or requiring knowledge of markets during a humanitarian
response. The goal is to get potential users to have the capabilities, interest and instinct to
integrate these tools in their standard assessments, monitoring and response.
Purpose
The purpose of the current consultancy is to initiate the development of the learning environment
for the RAM and the MAG. The complete process will include a variety of stages including the
production of content, testing and evaluating the training. This consultancy however will limit itself
to the recommending the elements of design, which is needed prior to the production of content,
testing and evaluation can be done
a) Analysis of the RAM and the MAG in order to identify the specific competencies required by
the different types of users (two levels of competency are envisaged) team leaders who will
lead the process, and implementers who will use the tools)
b) A set of options and recommendations with tentative work plans for different learning
system components and modalities and the learning path highlighting the time and budget
needs for the production of each set of options
Objectives
The specific objectives include
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Identifying the specific learning competencies required for the RAM, the MAG, and the
advocacy component
Classifying the competencies in terms of different levels of complexity
Convert the required competencies into pedagogical objectives (primary and secondary).
The proposal of different learning system components and modalities including those for
different target groups. The options should include the consideration of scenario-based
simulation approaches
Outlining work plans and estimating time and budget requirements for the different options.
including some of the possible options if appropriate below
a) E-learning of the RAM, MAG
b) advocacy module for all target groups
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c) Face2 Face ( group) training for the RAM and the MAG for the team leaders (who
will have the competencies required to lead a RAM/ MAG
d) Face2face (group) training for the RAM and the MAG tools for non-specialists (with
the competencies to implement the RAM/MAG)
e) Face2face training for the RAM and the MAG tools with an experiential
component.(field based exercises)
f) The production of a Practical toolkit which will function as a reference used during
the training, referred as the real tool to implement during the eLearning course and
used on the field.
 Recommending technical specifications for media and platforms to be used for the
production of training materials that will be compatible for multi-platform usage (for example
e-learning, CD, HTML5 responsive design, and other offline formats), and the usability of
the questionnaires on handheld devices
The following specification needs to be taken into account to fulfill the objectives
A. Target groups
 Target group for the RAM training. The e-learning, and other training should provide
the basic orientation for non-specialists including everyone from volunteers, NS
staff, RDRT team members to expat relief delegates , including logistics staff. There
are two main levels of competencies required – one for the people who will
implement the RAM, the other to lead the RAM process
 Target Group for MAG training is programme/project managers, technical livelihood
recovery teams and people with some knowledge of markets, including logistics staff
This will include coordinators, HES delegates, cash specialists etc. There are two
levels of competencies required – one for the people who will implement the MAG,
the other to lead the MAG process
 The advocacy/awareness module should target decision makers and operational
leaders and managers (Head of Delegations, Operations Coordinators, FACT team
leaders etc. , logistics teams etc.)
B. The Proposed Training process (N.B. This is one option that may be revised by
alternative options suggested as part of this consultancy
Training Process for RAM
a) Stand-alone e-learning with no facilitator, produced with the flexibility to be able to print out
and used for face-2-face training
b) A face-2-face group training, at a higher level for the facilitator/ team leader. The standalone e-learning would be a prerequisite for this 1-3 day course
c) A ToT toolkit incorporating both above, and possibly incorporating a practical coaching
session
d) The contingency Planning section from the MAG is included in the RAM training.
e) The advocacy module included at the start of the training
Training Process for MAG
d) Stand-alone e-learning with no facilitator, produced with the flexibility to be able to print out
and used for face2face training
a) A face2face (group) training possibly at a higher level for the facilitator/ team leader. The
standalone e-learning would be a pre-requisite for this 1-3 day course
b) A ToT toolkit incorporating both above, and possibly incorporating a practical coaching
session
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c) The advocacy module included at the start of the training
Advocacy/Awarness Module
a) A 5-7 minutes standalone awareness component which will also functions as the introduction to the
RAM and the MAG
C. Pedagogical philosophy
The e-learning training should allow for testing the competencies of learners as part of the training.
Expected outputs
Learning System Components
Learning Path
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Methodology
Step
Purpose
Task analysis Determine level of detail
and depth of content
Defining
instructional
objectives
(what is
required to
be learned)
Write instructional
objectives according to
Mager’s 1Structure
(Objective, Condition,
Performance, Criteria).
Selecting
instructional
Strategies
Define instructional
strategy and identify
instructional
activities
Action
 Identify the tasks
learners should be able
to perform.
 Elaborate task into
subtasks


 Analyse tasks to
identify conditions,
performance, and
standard of
performance.
 Consolidate the
components to write
objective statements.
 Identify terminal
objectives, intermediate
objectives, and enabling
objectives.
 Analyse instructional
objectives to identify
types of learning
involved.
 Plan on how to achieve
instructional elements
 Identify macro
instructional strategy.
 Identify instructional
activities.
 Outline course content
relatively to
instructional activities
Deliverables
Task sheet and
information flow
chart
Instructional
objectives
Outlines to
achieve
instructional
objectives (Face to
face, E-Learning,
performance
support kit)
The expected outputs will be achieved through the close collaboration between a subject matter
specialist (on markets and the RAM and MAG) and an Instructional Designer. The roles of each
will be as follows:
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Robert Mager developed the Criterion Referenced Instruction Framework which includes methods and tools for the
design and delivery of training programmes
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1. Subject matter specialist
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To agree and clarify the process and deliverables to the instructional designer
To familiarize her/himself with different e-learning and other methodologies for training for
this kind of content
To work through the content of the RAM and MAG tools and analyze the specific
competencies required at each stage, to enable the users to understand and use the tools
o The RAM for non specialists ( including relief and logistics staff)
o The RAM for team leaders who need to have the competencies to lead the RAM
process
o The MAG for users ( including relief and logistics staff)
o The MAG for team leaders who need to have the competencies to lead the MAG
process
o The key instructional points for why these tools must be used in humanitarian
response – as an Advocacy tool and introduction
To work with the instructional designer to :
o conceive the type of design that will be required, and estimate how long it will take
for E-learning and Face2face learning (group)
o and evaluate the different platforms that might be appropriate for the
implementation of the training
o estimate the budget and time needed for the development of the training ( design,
production, testing evaluation)
o make a presentation to the reference group
Instructional Designer
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

To guide and organize the process of skills identification, pedagogical objectives definition
(primary and secondary), in relation with the subject matter expert.
According to pedagogical objectives and available budget, identify and propose most
suitable learning activities for identified targets
provide learning scenarios tailored to different audiences, and combining different
modalities consistently.Participate to definition of Learning System requirements
Schedule
Closing date for applications:
Process of selection to identify the consultant/ company:
Submission of detailed plan of work:
Submission of output related to the advocacy component
Submission of output related to RAM
Submission of output related to the MAG
Submission of onward process and budgets
Presentation to the reference group
Dec 31st
Jan 10th
Jan 30th
Feb 10th
Feb 25th
Mar 4th
Mar 20th
Mar 30th
Reference Group
The two consultants/ companies will submit their outputs for feedback to a reference group
bringing together one or two representatives of each of the partner RC/RCs (AmCross, IFRC,
BRCS, ICRC)
The ICRC will provide the technical lead and monitor the work according to the agreed schedule.
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The BRCS will take responsibility for
o
o
o
o
administering the tenders, selection where necessary for the consultancy
issuing the contract to the selected constants/ companies
arranging for travels and accommodation of the team as required;
effecting payments as per agreed contractual procedures.
Desired profile of the consultants
The subject matter specialist should
a) Have extensive theoretical and practical experience of market assessment methodologies
in humanitarian contexts, including rapid market assessment (essential)
b) be a member of the original team that designed the RAM and the MAG
The instructional designer should have
a)
b)
c)
d)
experience on designing educational resources for processes
demonstrated experience of instructional design
experience in designing hybrid Learning systems
Project management skills specific to the development of online
educational resources.
and face to face
Deliverables
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Task sheet and information flow chart
Instructional objectives
General instructional strategy with options, combined modalities and recommendations
Outline structure of the face to face training for leaders (RAM)
Outline structure of the face to face training for leaders (MAG)
Outline structure of the elearning module for practitioners (RAM)
Outline structure of the elearning module for practitioners (MAG)
Outline adaptation of content of practical toolkit for users (RAM)
Outline adaptation of content of practical toolkit for users (MAG) (could be translation of
content to Opale)
Budget
Subject (RAM MAG) Specialist 25 days @ xxxchf
Instructional designer - consultancy fees 25 days @ xxx chf
Travel
TOTAL
16250.00
16250.00
1000.00
33,500.00
Potentials providers:
 e-learning-cegos.fr
 2jprocess.com
 crossknowledge.com
Prospective consultants or consultancy teams should submit a proposal in order to be considered
for this piece of work.
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Please submit proposals by 31 Dec 2013 to Sam Jamieson, sjamieson@redcross.org.uk, +44
(0)207 877 7172, British Red Cross UK Office, 44 Moorfields, London EC2Y 9AL, UK.
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