1. Running Head: Implications of Needs Assessments in Program Development
Implications of Needs Assessments in Program Development
Krystle Robinson
Student # 0216731
Red River College, Certificate in Adult Education Program
The Pas Site
EDUC-1095 Program Development
Assignment # 2
Instructor: Dr. Kathryn McNaughton
Submitted: February 12, 2011

2. IMPLICATIONS OF NEEDS ASSESSMENTS IN PROGRAM DEVELOPMENT 2
Know, Alan B. (n.d). Critical appraisal of the needs of adults for educational experiences as a
basis for program development. Retrieved from:
http://www.eric.ed.gov/PDFS/ED022090.pdf
Implications of Needs Assessments in Program Development
Development of new programs is often the response to an identified need. These needs
are best identified through the process of a needs assessment. Needs assessments may be used to
support the development of a new program by identifying the needs of prospective learners,
employers and other stakeholders. When considering adult learning in program development, we
must take into consideration the diverse needs of adult learners. In Knox’s (n.d) article, Critical
Appraisal of the Needs of Adults for Educational Experiences as a Basis for Program
Development, he grapples with the term “need” and explores the major variables significant to
adult educational needs. In his discussion, he also describes methods for appraising needs in
order to apply them in program development. While Knox strongly believes identification of
needs is a key component for developing any adult education program, he argues that “the
identification of the needs of people as a basis for developing education programs is an
exceedingly difficult process” (p.1). Although the process may be difficult, the author suggests
that if we critically examine the needs of adults, we could significantly increase the benefits for
learning institutions and prospective adult learners.
In the first part of the article, Knox (n.d.) highlights the difficulty of defining need by
discussing the many different needs that people have. He argues that there are many types of
needs and that if we are to use needs as “a basis for program development, they must be relevant
enough to the learner to evoke the requisite effort and attention” (p.1). Therefore, we need to
cautiously appraise the needs we identify as they relate to the learner and to the education

3. IMPLICATIONS OF NEEDS ASSESSMENTS IN PROGRAM DEVELOPMENT 3
program. He questions the definition of need asking “Is an educational need the same as other
needs” (Knox, n.d., p.1), further articulating the importance of clearly defined needs as a basis
for meaningful program development. After reviewing several definitions of need, Knox (n.d.)
concludes that a need is “a gap between a present, or initial, or existing set of circumstances and
some changed set of circumstances” (p.2). He suggests that once this gap is identified it can be
used as “a basis for decisions regarding how to design and promote a program” (p.3). Therefore,
a needs assessment is a useful tool to help identify need and inform program development.
In analyzing the definition of need, the author cautions against individual need versus
societal needs. The process of a needs assessment is not clear cut and we need to ensure we do
not generalize societal needs to represent the needs of each individual. Knox points out that these
are two different types of needs and “from an adult education standpoint, should be viewed as
such” (p.4). In research conducted in Canada and the United States on education programs,
Knox states that many programs are developed based on labour market demands relative “to
time, place and circumstance” (p.4). This makes need identification exceedingly difficult because
“the adult education program planner…must identify those needs relevant to a particular
program” (p.4). From the author’s analysis, it is evident that when conducting a needs
assessment, we must establish a clear language around the idea of “need” and carefully examine
the results of the assessment to understand “who” perceives this to be a need. For example, in the
workplace, the identified need may vary depending on if you asked the employer or the worker.
They may have two very different needs and Knox argues that this has to be taken into
consideration because it “will have direct implications for program objectives” (p.5).
In the second half of the article, Knox points out the importance of appraising needs. He
stresses the importance of including potential learners for the program in a needs assessment. He

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suggests that if prospective learners can identify that a gap exists they are more likely to
participate as they will feel there is a need to complete a specific program to attain a higher level
of personal achievement. According to Knox (n.d), including the potential participant “provides
a basis for the program planner to more effectively demonstrate the relevance of the educational
program issues to the potential participant’s needs” (p.16). This demonstrates an underlying
theme in most if not all adult education programs—programs must be designed and developed
based on need and relevancy. Further, it once again highlights the importance of need
identification through a needs assessment process. Once the needs have been clearly identified it
is also necessary to include them in program design. Knox (n.d.) suggests that descriptive
information about the needs can provide a “basis for selecting that combination of subject matter,
resource persons, and methods that most effectively contribute to the achievement of program
objectives” (p. 17). These ideas demonstrate the multiple benefits and uses of the data collected
during a needs assessment.
In the concluding discussion, Knox suggests that when considering adult needs as a basis
for program development it would be “helpful to separate the concepts educational need and
social problem” (p.21). Knox concludes that although “the existence of a social problem
frequently indicates that educational needs exits” it would not be useful to base program
development “primarily on social problems” (p.21). His insightful discussion clearly
demonstrates that there are no easy solutions or processes when it comes to determining needs
and using that data to design and development programs suited for adult learning.
Reflection
Program Development is a complex process. There are several things to take into
consideration such as need, market demand, feasibility and resources. Knox’s article captures

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the significance of need identification as the basis for meaningful program development.
Although he criticizes current practices suggesting more could be done, he isn’t clear on “how”
to do things better. One thing he is clear on is the fact that needs assessments can make or break
a program and that the implications of needs assessments in program development are huge.
Conversely, this leaves many unanswered questions about why some post-secondary
programs have such low enrolment numbers. If research supports the fact that needs assessments
in program development are best practices, than it would be safe to assume that these processes
have been done before implementing a new program. Yet some programs have few students. It
leads one to wonder the same question Knox asks “need, as perceived by whom?” (p.5). If there
is market or industry need and demand what is keeping students from enrolling in these
programs Perhaps this lends credibility to Knox’s argument that educational programs for adults
need to be relevant to their personal needs and the fact that potential learners have to recognize
“that a gap exists…if he is to participate” (p.6). If that is the case, how do post-secondary
institutions begin to address skill shortages when there is limited interest or personal need from
individuals?
These implications are also reflected in the current development of the Educational
Assistant Program at the University College of the North. Enrolment numbers are minimal. This
is due largely to the fact that this credential is not a requirement for employment within the local
school division as well as other Northern school divisions. So, what is the need? There is a need
but perhaps it is localized as Knox suggests; by “time, place and circumstance” (p.4). Perhaps
we need to reevaluate the need to determine and more specifically identify “whose need it is.”
Some community school divisions have offered incentives for staff to complete the additional
education. In other divisions, staff—whether trained or not—receive the same pay. In other parts

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of the Province, this education is a requirement for employment, so perhaps the program design
may need to consider alternative delivery methods. This personal example exemplifies the same
point the author is trying to make. When considering adult learning and program development,
determining need can help to define any program you wish to create. This might be a post-
secondary program such as a certificate, diploma or degree; or, in my line of work it might be
workshops or support programs.
This article also shed light on the diverse definition of “need”. The definitions discussed
highlight the importance of considering the various definitions when designing a needs
assessment. For example, labour market demands might indicate a need for trained heavy
equipment operators. However, employers may suggest that the need is actually for equipment
operators trained on specific types of machines. Although these needs are similar, the distinction
is that the employer is also seeking additional skills/knowledge on certain types of equipment. In
designing the program, you would want to ensure that you met both needs; this is a recent
example of where graduates of the Heavy Equipment Operator Program were not able to obtain
employment with several companies as they had not been trained on some specific equipment.
This example would suggest that the program design may not have considered all “needs” when
developing subject matter. Therefore, understanding the definition of need as it relates to the
program your developing is essential.
Another implication resulting from Knox’ discussion would be considering need in the
evaluation of programs. Once you have determined the identified needs in a needs assessment,
you can use that information to inform program development. Alternatively, you can use those
same needs to evaluate whether a program has been effective. In doing so, you could determine
what worked, what didn’t work, what changes could be made and make recommendations on

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possible changes in program design. This links back to the earlier discussion on low enrolment
in certain programs. If the needs of adults is the basis for meaningful program development,
than it would only make sense to use needs to evaluate programs. The needs of individuals,
society, and the labour market are constantly changing. Accordingly, it would be best practice to
make the necessary changes within programs to continue to meet the needs and demands of all
stakeholders. What is being suggested is that enrolment numbers and need have perhaps
decreased in certain programs in response to the changing needs and demands of individuals,
society and the labour market. For example, perhaps there is still an individual and market need
but the program isn’t meeting the employers need. There are several variables of need to
consider, as Knox suggests. As a prospective educator, it is important to be aware and have an
understanding of the needs of adult learners within your program. It is important to consider
various ways for determining need. This leads to questions on personal need. As an adult learner
within a post-secondary program, how is what I am learning relevant to my professional needs?
Personal goals? Society’s need? When thinking of myself, I think of my learners. Where are
they in program development and how can we assure that their needs are being met.