Needs Assessment Part 1:
Situational Analysis
STOP 53 Training
Kampala, Uganda
May 2019
Learning Objectives
1. Understand the possible components and why it is
important to conduct a needs assessment
2. Recognize & map identified needs/gaps as well as
opportunities and barriers to those needs/gaps in an
environment
Session Outline
• What is a need?
• What is a needs assessment?
o
o
o
Step 1 – Situational Analysis
Step 2 – Problem Analysis & Prioritization (presentation 25)
Step 3 – Create A Work Plan & Schedule of Activities (presentation 45)
• Why do a needs assessment?
• How to do a situational analysis
• Table Exercise
• Why does this matter to STOP Participants?
What Is a Need?
• A need is a gap between what is and what should be
Desired Result (what should be) – Current Result (what is) = Need
Should be 5 staff members
at a health facility
There are currently only 2
Need 3 staff members
What Is a Needs Assessment?
• A needs assessment is a systematic approach used to determine…
o
o
•
What needs/gaps or deficiencies exist
What strengths or resources already exist
Three step process
o
o
o
Step 1 – Situational Analysis
Step 2 – Problem Analysis & Prioritization (presentation 25)
Step 3 – Create A Work Plan & Schedule of Activities (presentation 45)
• Continual process – should be done on a regular basis
o
Must re-evaluate needs on a regular basis and update action plan
Why Do A Needs Assessment?
• To determine what already has been don
• To determine what needs to be done
• To determine what can be done
o Not all needs have solutions or can be fulfilled
o There are never enough resources to meet all needs, due to available…
 Finances/$$
 Time
 Human Resources
 Priorities
How to Do a Situational Analysis
• Must ensure you understand the environment and local context
(political, religious, ethnic, cultural, etc.) before assessing any needs
• Follow the steps (ABCs):
A. Determine what information already exists
B. Gather missing data or information
C. Analyze and interpret gathered data
• Always work with a local counterpart
• DO NO HARM!
A. Determine What Information Already Exists
• Know the history – what has worked and what has not?
• What has been done recently (KAP study, assessments,
trainings, etc.)?
• Who can be a resource for you?
o Staff
o Local Leaders
o Local Institutions
o Local Groups
o Maps
B. Gather Missing Data or Information
• Gather data through…
o
Interviews (formal and informal)
 What types of questions should you ask?
o
o
o
Surveys
Assessments
Mapping
• Gather background data/information on…
o
Population
 Example: Targets, religious/ethnic breakdowns, language, indigenous vs. nomadic, etc.
o
Geography
 Example: Population dispersion, location of settlements, key man-made and geographic
landmarks, etc.
Mapping
• What do we mean by mapping?
A way to understand the complexities and details of a given context
o Method for asking questions and gathering information about the situation
o
• How can mapping be used?
For planning of other activities/projects (i.e.: SIAs, community outreach, etc.)
o As a team building exercise with colleagues
 Can learn more about your counterparts, stakeholders and partners
 Can start to understand the priorities of different groups based on what they
emphasize
o As a training exercise for local counterparts/stakeholders
o
• Three types of mapping – process, organizational, and physical
Process Mapping
• Utilize flowchart approach
• Example: flow of surveillance
data reporting, vaccine
logistics, vaccination session
procedure
• Things to include: starting point
in process (circle), activities
(square), decision points
(diamond), feedback loops
Mother &
Child arrive
at clinic
Health provider
requests
vaccination
card
Yes
Vaccination
card?
Register child
and check
records
No
Check
immunization
status
Organizational Mapping
• Utilize organization chart
structure
• Example: WHO
organizational chart,
health facility staff chart
• Things to include: roles,
responsibilities, needed
skill sets, available vs.
needed staff, etc.
Note: We have already practiced mapping out roles and
responsibilities during our Team Building activity – now
you are going to practice mapping that team using an
actual structure
Physical Mapping
• Use location/geographic map
• Example: catchment area
maps, daily SIA vaccination
routes, etc.
• Things to include: seasonal
accessibility, distances between
settlements, demographics,
target populations, etc.
C. Analyze and Interpret Gathered Data
• Gather all the data you have collected and identify:
o Potential resources and needs/gaps
o Potential opportunities and barriers
• Analyze data with your counterparts
o Never analyze and interpret data on your own – you may come to the wrong conclusion
o Remember Do No Harm!
• Do you have enough information to proceed?
• Should never stop gathering data and updating your needs assessment when
new information is available
Table Exercise (45 min)
• Now we are going to practice mapping out a process, a team
and a place
1. Tables 1-7 will map out their morning (process flow chart – starting
from when you woke up until you arrived at the training center)
2. Tables 8-14 will map out the STOP Team from CDC (organizational
chart – Including names, roles and responsibilities)
3. Tables 15-21 will map out the Speke Resort grounds (physical map –
including points of interest for STOP training)
• Draw your maps on your flip chart paper as a team
• One person from each of the three groups will present their
maps to the entire group
Mapping Exercise Discussion
1. Process Map
o
o
We do not routinely think about our actions as a process (decision tree)
Can’t improve a process until you know what it is
 Knowing all of the steps in a process (both when they happen and when they don’t) is important for
identifying gaps in that process
2.Organizational Map
o
o
Cannot just passively understand how a team works together
Need to ask critical questions to understand the structure, hierarchy, and strengths and
weaknesses of a given team
3. Physical Map
o
Don’t map out an area by yourself or only take one perspective into account
 Every person will add different elements to a map (based on memory, priorities, experience)
o
The more detail the better
*What is an example of a process, organizational or physical map you would create
in the field?
Why Does This Matter to STOPers?
• Should not be making plans until you understand the
context/local situation
o
Do No Harm!
• It can be overwhelming when you first arrive in your country of
assignment
o
o
The steps to conduct a needs assessment can give you a roadmap for where to
start, and specific tasks to do with local staff when you arrive
Can and should be done at all levels
Thank You!!