Problems in needs assessment data: discrepancy analysis

Needs assessment (NA) is generally based on the discrepancy between two conditions-the desired and present states. To date, there has not been an extensive research regarding a number of subtle problems in discrepancy analysis. One such example is missing data for one or both the two states. This leads to highly varied item n's for calculating discrepancy scores. Concerns like this arose in a NA study of minority students in science, technology, engineering, and mathematics programs in universities. A number of problems observed in this context are discussed as well as possible solutions for them. The results should be valuable to needs assessors and evaluators responsible for assessing needs.     

Effects of multiple stakeholders in identifying and interpreting perceived needs

The participation of diverse groups is advocated for planning and implementing needs assessment (NA) procedures. While the involvement of varied constituencies is important, obtaining it requires more effort from the needs assessor and therefore is less commonly employed [Witkin, B.R. (1994). Needs assessment since 1981: The state of the practice. Evaluation Practice, 15(1), 17-27]. In this paper the perspectives held by two groups of stakeholders in an NA were obtained, compared, and when disparate, the groups were queried as to why they were different. A mixed-method design, a quantitative approach followed by a qualitative one, was utilized. Self-report data were collected from the two groups. Group effects, although not strong, were apparent for some items. Understanding the reasons for such differences contributes to a fuller and more meaningful interpretation of needs.     

Understanding the "what should be condition" in needs assessment data

In needs assessment (N/A), the calculation of discrepancies is based on the assumption the “what should be” condition is a reasonable representation of respondent perceptions. That assumption may be erroneous and requires a closer inspection. This paper examines the use of importance scores in NA and some of the problems that can arise when they are used as a proxy to measure the “what should be” condition. A review of the literature and ways of dealing with importance scores are presented, followed by a discussion of the problems and issues that can arise. Some solution strategies are offered along with recommendations for practice and research. The paper provides guidance for others interested in improving needs assessment procedures.     

Planning for the delivery of special services in public schools : A multidimensional needs assessment framework

Public Law 94–142 requires that public school districts provide special service programs to handicapped and potentially handicapped children with diverse psychological, educational, and physical needs. In order for such programs to be developed and implemented in an appropriate and timely manner, procedures for assessment of pupil needs as well as assessment of school district resources that might address those needs, have been considered as important service delivery prerequisites. Toward that end, a Multidimensional Needs Assessment Framework, which has been developed by the authors and used in numerous public schools, is described in this paper. The Framework, which allows needs assessment to be seen as an integral part of the program planning process, requires that needs assessment and program planning activities occur in relation to three distinct, yet interrelated dimensions: Special Service Recipients, Special Service Resources, and Organizational Unit. Considerations necessary for design and implementation of needs assessment using the Framework are discussed, and suggestions for further development of the approach are noted.     

Local response to planning mandates. The prevalence and utilization of needs assessment by human service agencies.

Federal and state needs assessment mandates have traditionally been criticized both by their originators and by the local human service agencies that are required to conduct these studies as part of the planning process. This paper presents some preliminary evidence that local opposition to assessment may be shrinking as agencies gain a new appreciation for the varied uses of assessment information. Using data from a sample of Wisconsin agencies the prevalence of assessments between 1979 and 1980 is described and the conditions surrounding the practice of needs assessment are outlined. Particular attention is given to factors that affect the utilization of needs assessment results, including the characteristics of the sponsoring agency, the attributes of the study, and the structure of the assessment process.     

Maternal Affective Expression and Adolescents' Subjective Experience of Positive Affect in Natural Settings

This study investigated the association between maternal affective expression during laboratory‐based interaction tasks and adolescents' experience of positive affect (PA) in natural settings. Participants were 80 healthy adolescents and their mothers. Durations of maternal positive (PA) and negative affective (NA) expressions were observed during a conflict resolution task and a positive event planning interaction task. Ecological momentary assessment (EMA) procedures were employed to assess adolescents' momentary and peak experience of PA in daily life. Results indicated that maternal NA, but not maternal PA, was related to adolescents' EMA‐reported PA. Adolescents whose mothers expressed more NA experienced less PA in daily environments. Results suggest that adolescents' exposure to maternal negative affective behavior is associated with adolescents' subjective daily well‐being.     

Measuring program needs: A strategic design

Strategic planning is a key element in organizational effectiveness and growth. A fundamental step in the planning process is the strategic needs assessment: a systematic procedure for accessing information about constituents' needs which impact and shape organizational objectives and planning decisions. Reported here is the development and field test of a strategic needs assessment for the U.S. Navy Division of Recreational Services. The assessment established systematic procedures for gathering objective, reliable information about Navy members' and families' needs for recreational services. The final product was a strategic needs assessment package that included: a brief but comprehensive OPSCAN questionnaire, procedures for conducting the survey, and software for analyzing the data and generating summary reports for local managers.     

Caregiver Needs Following Disclosure of Child Sexual Abuse

Caregiver support is vital in improving outcomes for child sexual abuse victims; however, the disclosure can significantly affect caregivers, thus impacting their ability to meet their children’s needs. To maximize the support from caregivers, their own needs following disclosure need to be met. This study investigated the impact of child sexual abuse disclosure and associated needs as identified by caregivers. Sixty needs assessment forms were collected from families who accessed a parenting support pilot program run in New Zealand. These forms were completed by nonoffending caregivers during an assessment session with their counselor and consisted of both open-ended and Likert scale questions focusing on both the needs of the child and the family. Caregivers identified a range of impacts of the disclosure on their children, themselves, and other families members and the related support that may be needed. In particular, caregivers identified that they needed support with child behavior management and with their own coping. The findings suggest that interventions with caregivers following disclosure of child sexual abuse may be a valuable adjunct to therapy provided directly to the child.     

Cost-utility analysis in educational needs assessment

Educational needs assessments (hereafter NAs) are inattentive to cost considerations and are frequently dominated by elite stakeholder groups. In this article I make a case for adopting a cost–utility approach, illustrating the argument with data generated in a NA of central library services in a Canadian school district. Using survey data from eight stakeholder groups, I found that (1) NAs based on the service preferences of a single stakeholder group can be misleading; (2) service preferences can be integrated into a single set of priorities, even when there are disagreements, by using the stakeholder group as the unit of analysis and assigning weights that privilege input from knowledgeable respondents; and (3) that the ranking of service operations produced by user preferences was not significantly correlated with the ranking produced by integrating preferences with costs. Cost–utility analysis would be more helpful if the utilities represented rigorously determined benefits of the services assessed, as well as stakeholder perceptions of the value of these benefits. Cost–utility analysis in NA will not reach its potential until cost considerations are routinely included in educational program evaluations.     

A critique of social indicators analysis and key informants surveys as needs assessment methods

This paper reports data from a pilot study designed to determine the practicality and utility of two differing needs assessment methodologies: social indicators analysis and key informants surveys. The authors found social indicators analysis successfully identified differential areas of need within the SMSA which served as the research site. They suggest it is a practical and valid means for assessing human service needs at a general level. The key informants survey was judged to be less useful. Informants generally were unable to identify the extent of differing types of needs or their geographic distribution. It is suggested additional research utilizing differing designs must be completed before meaningful conclusions can be reached about the utility of the key informants survey as a needs assessment method.     

Evaluation of selected ergonomic assessment tools for use in providing job accommodation for people with inflammatory arthritis

Inflammatory arthritis (IA) is a leading cause of work disability, especially for those with jobs involving repetitive, hand-intensive or manual work. Ergonomic interventions may mediate against job loss. Our objective was to identify desirable features of an ergonomic tool for use in providing job accommodation for people with IA, and to evaluate a selection of ergonomic and rehabilitation tools against these features. Eight desirable features were compared across 16 assessment tools. None of the tools met all the pre-determined features. Ergonomic assessment tools should incorporate objective assessment of risk factors together with subjective perceptions of symptom aggravation, and identify risk factors that may not currently be causing problems, but may increase risk of aggravation or injury in the future. To accommodate the needs of people with IA, the tool should allow for evaluation of risks and generation of solutions without a worksite visit in situations where the client does not want to disclose their illness. Finally, an assessment tool needs to be applicable to a wide range of worksites, easy to use, valid, and reliable. Against these criteria, it appears that there is a lack of appropriate ergonomic assessment tools for use in people with IA.     

Mental health needs assessment of children and adolescents

Needs assessment is essential input for program planning. Little data are, however, available about the various approaches and whether strategies for needs assessment are viable. It was found by an inexpensive methodology that opinions about the importance of various services, opinions about the potential acceptance of services, services provided, and the total need for services are interrelated. A hybrid approach that utilized data from teachers and the people that provide mental health services was also a practical means to obtain information about the unmet needs of children and adolescents in the country. Data supported the value of this technique for the assessment of the unmet needs of children and adolescents. Thus, an inexpensive methodology can provide useful information from multiple perspectives.     

The optimal treatment approach to needs assessment

This paper describes a needs assessment technique which has not been considered in previous discussions. Basically the Optimal Treatment approach to needs assessment consists of comparing the most desirable set of services for a client with the services actually recommended or received. Discrepancies due to unavailable resources are noted and aggregated across clients. Systematic shortcomings may be taken to represent service needs.The advantages and disadvantages of this and other procedures are considered, especially with respect to political factors and the utility of data for planning and decision making in the local agency context.     

Putting the pieces together for queer youth: a model of integrated assessment of need and program planning

Needs assessments require staff with the necessary expertise to design the study, collect the data, analyze the data, and present results. They require money, time, and persistence, because the people one wishes to assess often are difficult to access. This article argues for the centrality of a well-done needs assessment when developing services for LGBTQ youth. Needs assessment methodology and adjunctive uses of the needs assessment data also are discussed. The authors present a needs assessment of LGBTQ youth living in out-of-home care in San Diego, California, as an example of the purpose, practicality, and power of a comprehensive needs assessment. The needs assessment identified several issues, as well as additional data supporting the project's necessity. The data also identified the most significant obstacles youth face in accessing housing and supportive services. Through the data collection process, non-LGBT housing providers better understood their need for additional training, and housing and city leadership communities obtained and spread knowledge of the project.     

Development of an evidence-based conceptual framework for workplace assessment

One solution to the underutilization of workplace accommodations is to use teleconferencing technology to conduct remote assessments, effectively expanding the geographical area that experienced rehabilitation specialists can cover. However, such an effort requires a highly structured and comprehensive assessment protocol. This paper reports on the analysis of 53 existing assessments to develop a conceptual framework for assessment and the use of that framework to evaluate the applicability of 10 work-related assessment protocols for remote tele-assessment. While none of the 10 protocols were found to be sufficiently comprehensive for our purposes, the conceptual framework itself will serve as an important tool to structure a new comprehensive protocol that will be developed. Moreover, the framework can also be used by providers of workplace assessments to evaluate the suitability of any assessment protocol to meet the needs of any particular individual or workplace situation.     

Social Work Students’ Interest in Working with Persons with Serious Mental Illness

Educating and recruiting practitioners to work in community-based settings with persons with serious mental illness has become a national health issue, particularly in underserved rural areas. To inform curriculum development and recruitment efforts, the authors conducted a needs assessment. Graduate and undergraduate social work students in a rural New England state university were surveyed about their interest, perceived competence, and perceived training needs in working with persons with serious mental illness. The findings indicated that almost half of the students expressed an interest in working with this population. The extent and nature of previous work with this population and educational level were shown to be related to students’ responses, in areas including interest in work with persons with serious mental illness and the perceived ability to handle a psychiatric crisis. The findings suggest important implications for the social work curriculum, additional needs assessment, and recruitment activity.     

Exploring training needs of educational program evaluators in the Asia-Pacific region

Training is critical for the growth of the evaluation profession as more qualified and competent individuals will be required to meet the increased demand for evaluation. This paper deals with the training needs of professionals and is based on a part of a study on the status and challenges of educational program evaluation in the Asia-Pacific region. A web-based Delphi was used with a needs assessment framework for examining the current nature of training, what should be done, and discrepancies (gaps) between the two. The results should be of value for academic training programs and those in non-academic settings.     

Comprehensive needs assessment as basis for equitable distribution of nutrition education and training services

The purpose of this article is to describe the attempts of the Nutrition Education and Training Program to provide equitable services to its target populations. The article stresses the effectiveness of a comprehensive needs assessment in identifying the need for program services relative to the characteristics of target populations, setting priorities for service delivery. Equitable distribution of program services is tied to the needs assessment methodology.     

Field Note—Developing Suicide Risk Assessment Training for Hospital Social Workers: An Academic–Community Partnership

This article describes 1 large urban pediatric hospital's partnership with a university to provide suicide assessment and management training within its social work department. Social work administrators conducted a department-wide needs assessment and implemented a 2-session suicide assessment training program and evaluation. Respondents (97.8%) indicated that the training was either helpful or very helpful in 8 suicide assessment skill-based domains. All attendees reported positive changes in perceived competence in 6 of 8 skill-based domains. A brief and time-efficient in-service training can be instrumental in augmenting hospital social worker competence in suicide risk assessment practice. This model of training program development, implementation, and evaluation is feasible, evidence-informed, and may be replicated.