An introduction
By Jacob Coverstone
Jcoverstone@aao.org
I have no financial interest to disclose.
Objectives
Attendees will be able to:
 Define Needs Assessment
 Create and utilize an outline for conducting a
Needs Assessment
 Understand types of identified needs
 Normative
 Relative
 Expressed
 Perceived
When do you conduct a Needs
Assessment?
 A Needs Assessment takes place before the activity is
designed.
Why do you conduct a Needs
Assessment?
 The purpose of a Needs Assessment is to make
decisions regarding priorities for the program.
 If you conduct a proper Needs Assessment, you will
address or support 9 of the 22 Updated Criteria and 3
of 7 Essential Elements [C2, C3, C4, C6, C16, C18, C19,
C21, C22, E2.1, E2.2, E2.3]
Needs Assessments are about
Evidence
 Can you answer:
 “what evidence do we have that our audience needs this
education?”
 “what evidence do we have that our solution will yield
positive results?”
 “what is the reason that we are offering education in this
format?”
“It depends on what the meaning of
the word 'is' is” – Former President Bill Clinton
 Definitions 1:
 Gap
 Need
 Want
 Assessment
 Needs Assessment
Definitions 1
• Gaps
– The space between what currently exists and what
should exist.
• Needs are contributing factors
– What needs to be resolved to help close a gap.
– Needs often relate to barriers
• Wants are possible solutions
– A proposed means to filling the gap.
• Assessment is the evaluation of needs, barriers and
resources.
Definitions 1, continued.
 Needs Assessment is the process of identifying and
measuring areas for improvement in a target audience,
and determining the methods to achieve
improvement.
So important,
it has its own
slide.
What goes into a Needs
Assessment?
 Normative data
 Evaluations
 Objectives
 Opinion
 Timelines
 Barriers
 Resources
“What does it take
to get your activity
off the ground?”
So… what is a Needs Assessment?
Pre-Assessment
Assessment
Action Plan
Needs
Assessment
Phases of a Needs Assessment
 Pre-Assessment
 Data collection. “What do we know?”

This is the foundation of Gap Analysis
 What is the current state?
 Where should we be?
 How does our region compare to others?
 What’s new?
 What’s important?
Phases of a Needs Assessment
• Assessment
–
Evaluation of the data
• What are our barriers?
Both internal and external
What Needs have we identified?
Are some gaps bigger than others?
–
•
•
–
•
•
•
Consider both scope and severity
What are our priorities?
Do we have the resources to address them?
Why do anything at all?
Phases of a Needs Assessment
• Action Plan
–
How are we going to translate what we have
into what they need?
•
•
Which Needs can we address?
How are we overcoming barriers?
–
•
List additional barriers hindering progress
Have any areas been identified for follow-up or
future opportunities for educational intervention?
Gathering Data
 Search for objective measures:
 Scope: How many, or what percent, of patients are
exposed/vulnerable/expected to suffer from…
 Severity: What are the consequences?

Discomfort? Pain? Blindness?
 Are there national standards for treatment?

Can we do better?
Assessment, an example:
“It's 106 miles to Chicago, we got a full tank of gas, half a
pack of cigarettes, it's dark, and we're wearing
sunglasses.”
- Elwood Blues, The Blues Brothers
It's not what you know, it's how
you know it.
 Needs (gaps) are identified in 4 ways:
 Types of Need




Normative
Relative
Expressed
Perceived
Types of Need
 Normative
 Defined as falling below a standard criterion established
by custom, authority, or general consensus.
 Strength:

Allows planners to use objective targets
 Weakness:

Need levels change with time and must be re-evaluated
Types of Need, cont.
 Relative
 Measured by the gap between the level of service
between similar communities
 Strength:

Can lead to a priority for distribution of limited resources
 Weakness:

Limits resource allocation to under-performing areas
Types of Need, cont.
 Expressed
 Defined in terms of the number of people who actually
have sought help
 Strength:


Focuses on situations where people have taken action
Helps to determine barriers
 Weakness:



Not all people with Needs seek help
Loss of the bigger picture
Misses latent Needs
Types of Need, cont.
 Perceived
 Defined in terms of what people think their needs are or
feel their needs to be
 Strength:

Easy to come by
 Weakness:


Subjective
Subject to the Dunning-Kruger effect
Problems must be translated into
Needs
 Strive to answer all 4 types of Need.
 Each type of need paints a different picture of the gap.
Needs are translated into
Objectives
 But that’s another talk…
Remember
 Want and Need are not synonyms.
 A Needs Assessment is conducted before the activity is
planned.
 Pre-Assessment is not enough.
 The more types of need you consider, the richer the
planning process and the more effective the education.
“What gets measured gets managed” – Peter Drucker.