Program design often begins with a needs assessment. The needs assessment helps to shape what the program requires to address the problems it will address. In this post, we will look at how needs assessments are often developed within the context of program evaluation and the various levels of needs that one may encounter.

Process of Needs Assessment

In program evaluation, needs assessment has three phases: preassessment, assessment, and postassessment. Preassessment determines the problem’s current status and the assets available to address it. Some common questions that a preassessment may address are resolving the issue, identifying who is affected by the problem and/or the lack of resources, and determining what has been done in the past to address this situation. The sources of data for this include historical data and interviews.

The assessment phase involves collecting new information on the organization’s needs and assets. Whereas the preassessment looks at the past, the assessment looks at the present situation. The evaluation also addresses the same questions as the preassessment. Since there is so much overlap between the preassessment and the evaluation, it is common to skip this step and move directly to the postassessment.

The postassessment phase involves using the information that was gathered from the first two phases to develop appropriate interventions. For example, if a needs assessment finds a lack of resources for improving reading, an appropriate intervention may be the development of a reading lab. Naturally, the creation of a reading lab would necessitate the need for funding, such as from a grant

Levels of Need

Another aspect of a needs assessment is determining the level of need. In this context, need refers to who is receiving and giving services. A primary-level need is used to identify service recipients. For example, the students who use a reading lab would be at the primary level. Primary-level individuals need the program’s services.

Secondary needs level involves the individual who provides the services of a program. An example of individuals at the secondary need level would be teachers who are supporting the reading lab. Secondary level individuals may need training, support, and or the actual materials to make the program come to life.

Tertiary needs level is the actual support secondary needs level individuals use to make the program happen. As already mentioned, this can include training, materials, and/or support. An example would be training teachers to use the reading lab and making the software readily available for teachers.

Conclusion

A needs assessment is often necessary when developing programs, especially large ones. This crucial step provides clarity about what needs to be developed. With these tools, program administrators can be sure that they are taking a scientific approach to supporting program participants.