maslow’s hierarchy of human needs survival needs safety needs love, affection, & belonging...
TRANSCRIPT
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Maslow’s Hierarchy of Human Needs
Survival needs
Safety needs
Love, affection, & belonging needs
Esteem needs
Need for self-actualization
An individual cannot satisfy any level
unless needs below are satisfied
Self-actualization means becoming everything one is
capable of becoming
Most basic needs have to
do with physical and
psychological survival
Healthy persons
strive for self-
actualization
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A Concept of NeedsFelt and Expressed Needs
•These are individual wants or desires •Clientele are not always able to articulate “felt needs” into “expressed needs” or even preferred solutions•Clientele’s felt needs often are not causally linked to underlying conditions.• Clientele tend to be able to identify problems and conditions rather than “needs”•Clientele sometimes express needs irrespective to costs to others
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A Concept of Needs
Ascribed or Assigned Needs
•These are identified by outsiders to the group and “assigned”•The basis for this assignment can be “normative” -- below a preset standard such as the poverty line•The basis for assignment could also be comparative or relative, such as the concept of “relative poverty”
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Most Needs Are Value-Based Judgements!!!
Values are based on Beliefs• Values of Clientele•Values of the County Agent•Values of Broader Community•Values of Funding Agencies•Values of Researchers•Values of State Government
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Most Needs Are Value-Based Judgements!!!
Should Programming be Prioritized by Expressed Needs
or Ascribed Needs?
Macro vs. Micro Needs
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Planning: An important first step in planning programs should be a needs assessment, which helps to:
•learn about present conditions in the county•learn about specific needs of the learners in the county•identify possibilities for new programs or improving old programs•improve the access of programs to a variety of people•access public opinion about goals and priorities
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Needs Assessments Allow You to:•Describe current conditions•identify needs, problems, opportunities and emerging issues•provide support and documentation of the need for your programming•provide indicators of the severity/scope of need•establish priorities for programs•provide baseline or benchmark data•describe the primary audience and geographic location
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The Needs Assessment Process
There are 10 Commonly Accepted Steps in the Needs Assessment Process
Step One Decision to Conduct the Assessment for Program Development
Step Two Identification of Individuals to be involved in the planning of Assessment
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The Needs Assessment Process
Step Three Defining the Levels for Analysis such as Community (collaborators), Volunteers, and Clientele and What Questions to Ask!
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The Needs Assessment Process: Step Three
Determine Questions by Listening!!
Informal Techniques, Key Informant Interviews, Focus Groups
•Pretend you are an anthropologist from another culture
•Do Windshield Reconnaissance
•Interact With the Natives
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The Needs Assessment Process
Step Four Determination of Time Frame and Budget
Step Five Selection of Data Collection Techniques -- Don’t be Afraid of Mixed Methods and Triangulation -- Consider Felt and Ascribed Needs
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The Needs Assessment Process
Step Six Collection of Data
Step Seven Analysis of Data -- Pay Particular Attention for Similarities in Ascribed and Felt Needs
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The Needs Assessment Process
Step Eight Ranking
Step Nine Prioritizing by feasibility
Step Ten Turn Needs Into Objectives
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Step Two Identify Individuals to be Involved in the Planning
There is a need to identify community leaders, especially in minority
communities
•Leaders can serve as Key Informants
•Leaders often serve as gate keepers to clientele
•Leaders may be important collaborators
•Ad Hoc of Advisory Committee
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Leaders have social Power. Social Power is defined as the process of people bringing the resources they command to attain goals they desire in relationships with other people.
Power is revealed in relationships with other social actors.
Legitimacy is an important element and is gained through the recognition that the person in power is acting appropriately and properly for their roles. Sources of legitimacy include: business leaders, church/religion, rational/legal
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Step Two Identify Individuals to be Involved in the Planning
There is a need to identify community leaders, especially in minority
communities
Three Approaches to Leader Identification:
•Positional Method
•Reputational Method
•Issues Method
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CLIQUE
Upper
Middle
Lower
Community Power Structure
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Factional
Community Power Structure
Religion
GOP
Farmers
Democrats
Business
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Coalitional
Upper
Middle
Lower
Community Power Structure
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Step three Define Levels for Analysisand What Questions to Ask
Defining Levels
•Determine the Scope of the Program
•Are there staff or volunteers? Assess professional development needs!!!
•Are there collaborators? Assess their needs and expectations.
•Does the program demand community involvement like CYFAR? Assess community (Macro) needs
•Don’t forget the clientele
ALL TEN STEPS ARE APPROPRIATE AT EACH LEVEL
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Step three Define Levels for Analysisand What Questions to Ask
Defining Levels
•Determine the Scope of the Program
•For each level ask the questions are:
•What learning/professional development is needed ?
•What changes in behavior or performance are needed ?
•What are the benefits to be achieved if the program is successful ? Is it worth the effort?
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Key Needs Assessment Questions:
•What are the needs of people in this community?•Is this need addressed by others in the community?•What programs must be added, changed, or improved?•Who supports this program?•What other individuals or agencies can and will contribute?
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Step three Define Levels for Analysisand What Questions to Ask
How do you know what to ask if you have not listened first?
Ways of “Listening”
•observe public places and meetings
•Rely upon Key Informants and Action Informant Protocols
•Last try Focus Groups
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Step three Define Levels for Analysisand What Questions to AskAdult Focus Groups
•6-12 adults, unknown to one another, and preferably, unknown to facilitator, have an ice breaker•4-10 open-ended questions for 1-2 hour session•good idea to provide incentives•it’s o.k. to probe•generates a range of needs or problems•listen for the language being used
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Step three Define Levels for Analysisand What Questions to Ask
Youth Focus Groups•4-6 participants, can know each other•4-6 open-ended questions for no more than a 1 hour session•avoid yes/no questions -- have an ice breaker•instruct any adults to fade into the background and keep mouths shut!!!•Keep questions age appropriate•often useful to separate girls and boys•listen for the language being used•Typical questions include:
•what do you love?•what do you hate?•what would you change?
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Step three Define Levels for Analysisand What Questions to Ask
•Focus Groups are not Random Representative Samples
•Survey work can Supplement Findings
•Advisory committees and other are more comfortable with quantitative assessments
•Nonetheless, An Alternative to Expensive Survey Research is to Conduct 3 or More Focus Groups and Triangulate with Advisory and Research input
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Step Five -- Selection of Data Collection Techniques
Primary Data Collection:•Re-Utilize Focus Groups and/or Key and Action Informants•Collect Survey Data
•Telephone•Mail•Personal Interview
Use Secondary Data
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The Needs Assessment Process
More Formal Methods of Assessment
Secondary Data for problem identification
a. examining community conditions and trends -- population size, growth and decline, migration, births and deaths, age,sex, and racial composition
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The Needs Assessment Process
More Formal Methods of Assessment
Secondary Data for problem identification
b. Economic trends -- poverty, unemployment, income, welfare, cost of living
c. Social trends -- divorces, marriages, teen pregnancies, crime, health statistics
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Using Secondary Data for Needs Assessments
What is Secondary Data?
•Secondary data is information collected by someone other than yourself--cheap alternative to doing it yourself!
•It is a compilation of records of other organizations or agencies
•surveys conducted by others
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Using Secondary Data for Needs Assessments
To assess needs with secondary data, you begin by selecting “Key Indicators”
What is a Key Indicator?
•Key indicators are items of data or variables which provide information about a group of clientele
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Key Indicators Are Used To . . . .
Identify a group’s size•the census of agriculture lists the number of farmers in each county•School enrollments are used for counts of youth by race and gender
Describe a group’s status or conditions •The census identifies the number of households in poverty•The census of agriculture lists the number of farms in 10 income categories
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Selecting Key Indicators: Which Should You Use?
•Variables or measures available to you
•Data used by subject matter specialists
•Variables in published research
•Indicators that your experience or judgement have been shown to be useful
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Methods for Interpreting Secondary DataCross-sectional comparisons
•by comparing your county with another similar or neighboring county or some other meaningful unit, such as:
•the state average•Region or district•previously established standard
Longitudinal comparisons
•compare county data for 2 points in time
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GAP
USE THE GAP MODEL WITH SECONDARY DATA
What is Desired
What Currently Exits
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IDENTIFY THE ROOT
OF THE PROBLEM
•Identify the MACRO NEED
•Identify the factors that cause the gap
•Segment the audience into groups with the same needs
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Use Secondary Data to Understand How Audiences are Ranked in Society
People are Stratified by•education•lifestyle•status•ethnicity•race•income•occupation•etc.
These strata can be established
objectively or subjectively
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Step Five Consider a Case Study Mapping Approach for Data Analysis
Use the Elements of the Social System to Understand and Map your Audience
Putting It all Together!
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Elements of a Social System(Loomis 1960):•Beliefs•Sentiments•Ends or objectives•Facilities•Status Roles•Power•Norms•Social Rank•Sanctions
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Elements of a Social System(Loomis 1960):•Beliefs -- what audience perceives as true•Sentiments -- feelings of solidarity that identify belonging to a group•Ends or objectives -- what does the group want -- reason for being a group-- the purpose of the needs assessment•Facilities -- what resources does the group have for obtaining ends or objectives•Status Roles -- expectations for various roles
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Elements of a Social System(Loomis 1960):
•Power -- control in the system•Norms -- rules for behavior -- group acceptable behavior•Social Rank -- stratification•Sanctions -- culturally relevant rewards or punishment
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Master Processes of Social Systems(Loomis 1960):
•Communication -- how is change transmitted•Boundary Maintenance -- process of maintaining identity•Socialization -- how does the group pass of their norms •Social Control -- how do they get each other to behave
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Used to Generate a Full List of Possibilities
Possible Problems, Benefits, and Solutions are Good Jumping Off
Points
Steps Eight and Nine Ranking and Prioritizing
BRAINSTORMING
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BRAINSTORMING
Procedures
1) Record All Ideas in Full View of Participants
2) There Should be a Moderator or Facilitator Who Stimulates Ideas During Lulls by Asking Open-Ended Questions
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BRAINSTORMING
Procedures
3) Utilize a Turn-Taking Procedure if Interaction Becomes Unequal
4) Postpone Evaluation of Ideas to a Later Session
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BRAINSTORMING
RULES1) Expressiveness-Suggest Any Idea That Comes to Mind!
2) Non-Evaluative-Ideas are not to be Evaluated During the Generation Phase
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BRAINSTORMING
RULES3) Quantity-the More Ideas the Better
4) Build Upon and Extend the Ideas of Others
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BRAINSTORMING
Variation: Brainwriting•Ideas that are Written in a Short Time Period
•Same Rules as Brainstorming
•Avoids Domination by Strong Personalities
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NOMINAL GROUP TECHNIQUE
1) Silent Generation of Ideas in Writing (15-20 Minutes)
2) Round-Robin Participation-Each Individual Presents One Idea from their List That has not Been Presented Already
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NOMINAL GROUP TECHNIQUE3) A Recorder Writes Each Idea on a Flip Chart or Chalkboard, in Full View of the Group. This Round-Robin Continues Until Nobody has Anymore New Ideas
4) Each Idea Then is Discussed Individually and Clarified by the Group
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NOMINAL GROUP TECHNIQUE5) Spontaneous Evaluative Discussion, Which Includes Criticism, Follows
6) There is Next, Silent Individual Voting On Priorities or Rank Ordering
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NOMINAL GROUP TECHNIQUE7) Sometimes the Group Decision is the Final Outcome. Sometimes the Results are Shown to the Group for Further Discussion and a Second Round of Voting
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NOMINAL GROUP TECHNIQUE
Variation
Two or More Nominal Groups Work Independently; Then Present Their Final Set of Ideas to the Final Group, With Joint List and Rank Ordering or Voting Occurring on the Joint List
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DELPHI TECHNIQUE
•Design Team or Agent Designs the Initial Questionnaire
•The Same Person(s) Redesigns the Follow-up Questionnaires
•The Respondent Group is Chosen as Experts or Interested Stakeholders
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DELPHI TECHNIQUE
OBJECTIVES
•To Determine a Range of Possible Alternatives
•To Explore or Expose Underlying Assumptions or Information Leading to Differing Judgements
•To Seek Out Information Which May Generate a Consensus on the Part of the Respondent Group
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DELPHI TECHNIQUE
OBJECTIVES
•To “Triangulate” Informed Judgements From a Variety of Interdisciplinary Experts
•To Educate the Respondent Group as to the Diverse and Interrelated Aspects of the Topic
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DELPHI TECHNIQUE
Procedures
•Two or More Rounds of Written, Usually Anonymous, Ratings of Options or Projections by Expert Groups
•Typical Questions Include the Importance of Issues, Likelihood of Outcomes, etc.
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DELPHI TECHNIQUE
Example
Round 1
•Provide Information Regarding the Housing Situation in Sunshine County
•Provide a List of Possible Solutions
•Ask the Panel to add any Solutions you have not Considered
•Ask the Panel to Rank These Possible Solutions
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DELPHI TECHNIQUEExample
Round 2•Redesign the Survey so Possible Solutions are Rank Ordered, Include the New Possibilities•Have the Respondents Rank the Possible Solutions and Provide Comments on each Possible Scenario•You Discover One Expert’s Assumptions are Uncertainties For Others
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DELPHI TECHNIQUEExample
Continue the Process Until:
1) Your Respondent Group Reaches Consensus
2) You Have Enough Useful Information to Proceed in the Program Development Process
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Program Logic in Program Development
Bennet’s Hierarchy Program Logic Model
Social,Economic, Environmental Conditions
PracticesKnowledge, Opinions, Skills, Aspirations
Activities
ResourcesPlanning Performance
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•Major objectives for your CMP should come directly from the MACRO NEED identified in your situation statement
•This objectives should probably be at the SEEC level and must be client based
Step 10 Turn Needs Into Objectives
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•The needs assessment process should identify the major objective, even if the program is “Top Down” -- you must map the learners needs and situation to make the program effective
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•A useful way to think about major objectives is as a “Structure of Needs”
•Needs have structure because to meet Macro Needs you must meet Micro Needs or annual objectives first
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•Needs are logical, orderly, and sequential in structure
•The program planning process must address this needs structure systematically if it is to be effective
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Needs Hierarchy Example
REDUCE SOLID WASTE IN COUNTY LANDFILL
6) Increase Recycling (Practice Change)
5) Increase Composting (Practice Change)
4) Ability to Sort Recyclables (Skills)
3) Knowledge of What and How to Recycle (Knowledge/Skills)
2) Do Clientele Wish to Save Money and Environment (Aspirations)
1) Create Awareness of Economic and Environmental Problems (Knowledge--Low Level)
Felt Needs: Tipping Fees are Increasing
Ascribed Needs: County Government is Concerned the Landfill Will Close 10 years Ahead of Schedule