Research, Analysis, and Learning Director at DT Global

Position Overview: The Research Analysis, and Learning Director (RAL) will be responsible for TIS3’s monitoring, evaluation, and learning (MEL) approach, incorporating collaboration, learning, and adapting (CLA) into all program, operations and networking work, research and analysis. In consultation with USAID COR and COP, the RAL will be overseeing the research and analysis approaches and products of the project. In particular, the RAL will ensure TIS3 continually learns from all activities and will institutionalize a learning agenda with robust feedback loops throughout the activity cycle to ensure the program takes advantage of all successes and failures and uses strategically timed pause and reflect sessions to capitalize on windows of opportunity for activity, cluster, and program learning. The RAL advises and assists in the design, development, and oversight TIS3 research activities. This position requires utmost tact and sensitivity as the products are often sensitive in terms of the conflict dynamics and analysis of partner Somali organizations and/or individuals. The RAL is a key personnel position and is required to spend up to 50% of their time in Somalia. In short, the RAL Director focuses on the following four key pillars of the RAL portfolio:

• Creating a system for iterative program learning through various internal learning processes, (i.e. grant management processes, the learning agenda, as well as the Pause & Reflect sessions), which will strengthen the project’s thought leadership in the sector.
• Strengthen the project’s research and analysis capabilities through contributing to ongoing Political Economy Analysis (PEA), a thoughtful research agenda, and translating the evolving trends for programming decisions and vice versa.
• Establishing and/or supporting effective Monitoring, Evaluation, and Learning systems, including internal and external Data Quality Analysis, through internal project reporting, working with the MEL supplier, and DT Global’s corporate Learning and Innovation (L&I) systems and processes.
• Devising an effective mechanism for knowledge management to support the other three pillars as well as link micro-level learning and trends into policy discourse and vice versa.

Tasks and Responsibilities:

• Contribute to collaborative, learning and adaptive approach throughout the entire project; design program learning plan, ensure that findings from all monitoring, assessment and survey activities are fed back into the project and disseminated to stakeholders and partners for continuous program adjustments.
• Provide in-depth and conceptual input to program strategy.
• Design, develop and oversee assessment and analytical initiatives as requested in support of the achievement of program goals and objectives and contributing to the analysis of activities and program level impacts.
• Responsible for identification, analysis, and synthesis of lessons learned from program implementation and facilitating the incorporation of those lessons into the small grant activity development cycle.
• Provide relevant contextual and information to USAID/Somalia, and small grant activity development staff as part of the small grant activity development cycle to ensure activities support program theories and assumptions, assisting in the identification of program opportunities and potential local partners.
• Provide timely analysis and reporting support to USAID/Somalia or other USG entities as requested.
• Identify opportunities for research and suggests topics to USAID.
• Remain apprised of non-USAID research products generated by other donors, implementers, and think-tanks and disseminates them accordingly.
• Ensure the timely and relevant dissemination of information, tailoring content to the audiences’ interests, ranks, and relevant utility of information.
• Understands the Mission’s expectations and minimize Mission input and edits, ensuring quality timely products are delivered.
• Produce thought leadership research pieces based on information gathered from program M&E, learning, and research and analysis activities; both for client based and external consumption.
• Oversee and provide quality assurance for short- and long-term research and analysis initiatives requested by USAID, including research contracted out to specialist entities and not necessarily aimed at informing programming.
• Remain up-to-date on all USAID directives, regulations and policies relevant Monitoring, Evaluation, Research and Learning (MERL) and collaborating, learning, and adapting (CLA) and incorporate these policies and technical approaches into the programming cycle.
• Collaborate with USAID and program stakeholders to enable effective data usage through participatory, reflective analysis, and learning approaches.
• Ensure efficient coordination with grantees, partners, local authorities, UN/INGOs as relevant.
• Work closely with MERL team to assure they are trained, coached and provided sufficient tools and resources to use MERL data in management decision-making.
• Lead the team in leveraging existing knowledge products in order to increase efficiency and effectiveness.
• Facilitate the promotion of program quality minimum standards, including GESI MEL approaches, in particular the collection and analysis of sex, age, and socio-disaggregated data
• Oversee the design and development of the project MEL system and tools and support data analysis to promote evidence-based programming.
• Ensure high quality and timely submission of all required research and MEL reports, including analysis of data for indicator calculation, summary of learning agenda findings, etc.
• Directly manage the MEL Manager.
• Other tasks as assigned by supervisor.

Education & Minimum Qualifications:

• Bachelors' Degree in international development or another relevant field required, Master's Degree preferred.
• A minimum of six (6) years' direct experience in Research, Analysis, Monitoring and Evaluation, and/or Learning as to inform programming
• Prior experience on USAID-funded programs. Prior experience with OTI-funded projects or projects with a grants component highly preferred.
• Experience in developing countries, including in conflict-affected environments; experience in Somalia a plus.
• Demonstrated skill with program design, including assessments, proposal development, indicator selection and MEL planning.
• Demonstrated skills and experience with facilitating program design processes, results frameworks, theories of change, and overall program logic.
• Demonstrated knowledge of and experience with operational research and analysis methodologies, including quantitative and qualitative methods.
• Experience designing and overseeing practical and effective monitoring systems, including in a remote, virtual management context
• Strong technical research and writing skills
• Strong communication skills; able to work remotely with a geographically dispersed team.
• Ability to work on a team as well as independently: demonstrated skills in staff leadership, training, and problem-solving.
• Strong cross-cultural skills-ability to work, mentor, and build the capacity of national and international staff.
• Innovative problem-solving skills.
• Willingness to work 50% of the time in Somalia.
• Professional fluency in written and spoken English.

Core Competencies:

• TEAMWORK: Works cooperatively and effectively with others to achieve common goals. Participates in building a culture characterized by inclusion, trust and commitment.
• COMMUNICATION: Effectively conveys information and expresses thoughts professionally. Demonstrates effective use of listening skills and displays openness to other people's ideas and thoughts.
• ADAPTABILITY: Adjusts planned work by gathering relevant information and applying critical thinking to address multiple demands and competing priorities in a changing environment.
• CUSTOMER/CLIENT FOCUSED: Anticipates, monitors and meets the needs of customers and responds to them in an appropriate and responsive manner.
• DIVERSITY AND INCLUSION: Conveys respect for diverse individuals and perspectives; models inclusive behavior and treats everyone fairly.
• PROFESSIONALISM: Displays appropriate and ethical behavior, integrity and personal presentation in the workplace always; demonstrates respectful communication for others, both verbal and non-verbal.