scholarly journals Conducting the Needs Assessment #2: Using Needs Assessments in Extension Programming

EDIS ◽  
2019 ◽  
Vol 2019 (6) ◽  
Author(s):  
Matthew Benge ◽  
Laura Warner
Keyword(s):  
Needs Assessment ◽  
Agricultural Education ◽  
Educational Program ◽  
Development Process ◽  
Planning Process ◽  
Service Providers ◽  
Program Planning ◽  
Extension Educators ◽  
Needs Assessments ◽  
The Right

This second publication in the Conducting the Needs Assessment series provides Extension educators and other service providers with a foundational underpinning of how the needs assessment fits within the program planning process. Both formal and nonformal educators seeking to develop and deliver an educational program must first be informed of what their audience lacks in order to develop the right curriculum or training, and therefore conducting a needs assessment is a priority in the program development process. This new publication of the UF/IFAS Department of Agricultural Education and Communication was written by Matthew Benge and Laura Warner.https://edis.ifas.ufl.edu/wc347

scholarly journals Conducting the Needs Assessment #4: Audience Motivations, Barriers, and Objections

EDIS ◽  
2019 ◽  
Vol 2019 (5) ◽  
pp. 5
Author(s):  
Laura A. Sanagorski Warner ◽  
Matt Benge
Keyword(s):  
Needs Assessment ◽  
Agricultural Education ◽  
Service Providers ◽  
Extension Educators ◽  
Needs Assessments ◽  
The Right

A successful needs assessment is contingent on participation from the right people, so understanding potential motivations, barriers, and objections specific to your participants is critical. This new 5-page publication, the fourth in the Conducting the Needs Assessment series, provides Extension educators and other service providers with an overview of motivations, barriers, and objections specific to participants in needs assessments. Written by Laura Warner and Matt Benge and published by the UF/IFAS Department of Agricultural Education and Communication. https://edis.ifas.ufl.edu/wc342

scholarly journals Conducting the Needs Assessment #3: Educator Motivations, Barriers, and Objections

EDIS ◽  
2021 ◽  
Vol 2021 (2) ◽  
Author(s):  
Matthew Benge
Keyword(s):  
Needs Assessment ◽  
Agricultural Education ◽  
Service Providers ◽  
Easy Task ◽  
Extension Educators ◽  
Needs Assessments

This third publication in the Conducting the Needs Assessment series outlines a range of motivations, barriers, and common objections Extension educators and other service providers may have pertaining to needs assessments. It is not an easy task to conduct a needs assessment, yet there are many motives for implementing one. This new 4-page publication of the Department of Agricultural Education and Communication discusses strategies for increasing educator motivation and removing barriers and objections to conducting a needs assessment. Written by Matt Benge.https://edis.ifas.ufl.edu/wc386

scholarly journals Conducting the Needs Assessment #1: Introduction

EDIS ◽  
2019 ◽  
Vol 2019 (5) ◽  
pp. 4
Author(s):  
Matthew Benge ◽  
Amy Harder ◽  
Laura Warner
Keyword(s):  
Needs Assessment ◽  
Program Development ◽  
Agricultural Education ◽  
Educational Program ◽  
Development Process ◽  
Community Or ◽  
Planning Implementation ◽  
The Right

An integral step in the program development process is identifying the needs of a community. Educators seeking to develop and deliver an educational program must first be informed of what their audience lacks in order to develop the right curriculum or training. This initial publication in the Conducting the Needs Assessment series provides a brief introduction to the planning, implementation, and prioritization of needs within a community or specific clientele group. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Matthew Benge, Amy Harder, and Laura Warner. https://edis.ifas.ufl.edu/wc340

scholarly journals Conducting the Needs Assessment #10: The Delphi Technique

EDIS ◽  
2020 ◽  
Vol 2020 (4) ◽  
Author(s):  
Laura A. Sanagorski Warner ◽  
Amy Harder
Keyword(s):  
Needs Assessment ◽  
Agricultural Education ◽  
Delphi Technique ◽  
Service Providers ◽  
Extension Educators ◽  
Needs Assessments

Previous publications in the Conducting the Needs Assessment series outlined why, how, and when Extension educators and other service providers should use needs assessments in their programs. The four preceding publications in the series provide Extension educators and other service providers with specific techniques that can be used in needs assessments, and this new 5-page publication provides an overview of using the Delphi technique to conduct a needs assessment. Written by Laura Warner and Amy Harder, and published by the UF/IFAS Department of Agricultural Education and Communication.

scholarly journals Conducting the Needs Assessment #11: Causal Analysis Techniques

EDIS ◽  
2020 ◽  
Vol 2020 (2) ◽  
Author(s):  
Amy Harder
Keyword(s):  
Needs Assessment ◽  
Agricultural Education ◽  
Service Providers ◽  
Causal Analysis ◽  
Analysis Techniques ◽  
Extension Educators ◽  
Consequence Analysis

This new 3-page publication in the Conducting the Needs Assessment series provides Extension educators and other service providers with an introduction to two techniques that can easily be used when seeking information about relationships between causes and needs: fishboning and cause and consequence analysis. Written by Amy Harder and published by the UF/IFAS Department of Agricultural Education and Communication.https://edis.ifas.ufl.edu/wc352

Application of a Lifestyle Development Process for Persons with Severe Intellectual Disabilities: A Case Study Report

1992 ◽  
Vol 17 (3) ◽  
pp. 179-191 ◽  
Author(s):  
Paul Malette ◽  
Pat Mirenda ◽  
Tracy Kandborg ◽  
Peter Jones ◽  
Tia Bunz ◽  
...  
Keyword(s):  
Behavior Management ◽  
Development Process ◽  
Planning Process ◽  
Challenging Behaviors ◽  
Program Planning ◽  
Severe Disabilities ◽  
Future Research ◽  
Training Problem ◽  
Case Study Report ◽  
Service Training

This report summarizes the results of four data-based case studies that examined the efficacy of the Lifestyle Development Process (LDP) for persons with severe disabilities. The process involves five steps, described in detail in the paper. The planning process was implemented by means of a consultant model, and involved planning meetings, on-site visits, in-service training, problem solving, written program planning, and demonstrations of instructional techniques. The consulting teams were composed of educational and behavioral consultants. Four persons with severe disabilities and challenging behaviors were participants. These individuals resided in four communities in the Province of British Columbia, and received consultative services from 1989 through 1991. All four individuals engaged in a greater number of preferred, integrated activities during the mid- and posttests than at baseline. Their social networks and program quality scores also showed various degrees of improvement. The behavior problems that were reported at the referral stage were substantially reduced at the posttest for all individuals. These results are discussed in relation to previous research in the areas of lifestyle planning and behavior management. Problems in implementing the process by means of a consultant model are also discussed, and areas for future research are identified.

Using needs assessment as a learning tool in the product development process

2014 ◽  
Vol 26 (8) ◽  
pp. 529-544 ◽  
Author(s):  
Denise M. Cumberland ◽  
Rod P. Githens
Keyword(s):  
Product Development ◽  
Needs Assessment ◽  
New Product Development ◽  
Development Process ◽  
Stakeholder Analysis ◽  
New Product ◽  
Product Development Process ◽  
Content Type ◽  
Needs Assessments ◽  
Quick Service

Purpose – The purpose of this case study was threefold. First, to examine whether a needs assessment can work in the context of an organization’s new product development process to identify the gap between what “is” occurring and what “should” be occurring. Second, to investigate how a well-known stakeholder classification system can be adopted in a practitioner setting. Third, to identify why the new product development process derailed in a quick-service restaurant chain. Design/methodology/approach – A Fortune 200 quick-service restaurant chain provided the setting for a case study on the new product development (NPD) process. Data were gathered from multiple stakeholder groups using interviews and a survey questionnaire. Findings – Findings support the adaptability of needs assessment as a learning tool to help organizations identify and address performance gaps. A second finding was the applicability of the Mitchell et al. (1997) classification system to identify and prioritize groups of stakeholders. Finally, this study revealed that the specific activities involved in the NPD process were not codified, and that the restaurant chains cross-functional team was not adhering to the process due to a lack of training. Research limitations/implications – The specific setting may limit the generalizability of findings. Future research could determine the applicability in other settings. Practical implications – This study provides useful insights for applying needs assessments in conjunction with a stakeholder analysis when problems arise in the product development process. Originality/value – The study contributes to understanding around product development learning tools and provides impetus for the adoption of needs assessments and stakeholder analysis when deficiencies in the process occur.

Pengelolaan Masjid Berbasis Kampus dalam Meningkatkan Pemberdayaan Masyarakat

2018 ◽  
Vol 3 (4) ◽  
pp. 311-328
Author(s):  
Egidiasafitri Egidiasafitri ◽  
Dadang Kuswana ◽  
Yuliani Yuliani
Keyword(s):  
Planning Process ◽  
Program Planning ◽  
Community Empowerment ◽  
Qualitative Approach ◽  
Work Tasks ◽  
Management Functions ◽  
Indirect Supervision ◽  
Division Of Work

Penelitian ini bertujuan untuk mengetahui pengelolaan masjid berbasis kampus dalam meningkatkan pemberdayaan masyarakat melalui proses perencanaan, pengorganisasian, penggerakan, dan pengawasan kegiatan membangun kerjasama dengan masyarakat, sehingga semua pemberdayaan yang dilakukan oleh DKM masjid dapat berjalan dengan efektif dan efisien. Metode yang digunakan dalam penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatatif. Hasil penelitian di Masjid Al-Jabbar Kampus ITB Jatinangor dapat diperoleh data pengelolaan masjid Al-Jabbar mencakup beberapa tahapan dalam meyusun program kegiatan yang telah direncanakan. Ada beberapa langkah-langkah yang digunakan  dalam melakukan pemberdayaan masyarakat melalui masjid Al-Jabbar Kampus ITB Jatinangor sesuai dengan fungsi pengelolaan yang digunakan. Pertama adalah perencanaan program yang dilakukan oleh DKM masjid Al-Jabbar dalam meningkatkan pemberdayaan masyarakat. Kedua yaitu pengorganisasian diterapkan untuk pembagian tugas kerja kepada pengurus DKM. Ketiga yaitu pelaksanaan diterapkan melalui bimbingan, pemberian motivasi kepada pengurus, menjalin hubungan. Kemudian yang terakhir adalah pengawasan yang diterapkan DKM masjid Al-Jabbar melalui pengawasan langsung dan tidak langsung. This research aims to determine the management of campus-based mosques in improving community empowerment, through the planning process, organizing, actuating, and controlling of activities in building cooperation with the community, so that all the empowerment carried out by DKM mosques can run effectively and efficiently. The method used in this research uses descriptive methods with a qualitative approach. The research at the Al-Jabbar Mosque in the ITB Jatinangor Campus can be obtained from the management data of the Al-Jabbar mosque covering several stages in arranging the planned program of activities. There are several steps used in empowering the community through the Al-Jabbar mosque in accordance with the management functions used. First is program planning carried out by the DKM Al-Jabbar mosque in improving community empowerment. Second, organizing is applied to the division of work tasks to DKM administrators. Third, the implementation is implemented through guidance, giving motivation to the board, having a relationship. Then the last is the supervision applied by the Al-Jabbar DKM mosque through direct and indirect supervision.

Volunteer Management Reference for Local VCE Master Gardener Coordinators

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 503a-503
Author(s):  
Sheri T. Dorn ◽  
Paula Diane Relf
Keyword(s):  
Educational Program ◽  
Program Planning ◽  
Community Leaders ◽  
Volunteer Management ◽  
Educational Programming ◽  
Job Descriptions ◽  
Master Gardener ◽  
Volunteer Program ◽  
Reference Guide

Virginia Cooperative Extension's (VCE) Master Gardener volunteer program is available in 72 unit offices. The unit programs are managed by MG coordinators who currently include 10 locally funded agents, eight locally funded technicians, and 28 volunteers. The VCE Master Gardener Coordinator Manual, a 12-unit resource book, was developed cooperatively with teams of MGs, coordinators, and agents to enhance coordinators' skills for managing the local VCE MG program. The manual includes chapters on VCE MG components such as risk management; job descriptions; recruitment and screening; and volunteer review, recognition, and retention. Additional resources within the manual include a synopsis of educational program planning, implementation, and evaluation, as well as a copy of the current VCE Master Gardener Program Policies and the volunteer section of the Virginia Master Gardener Handbook, which serves as program orientation for new or prospective trainees. The VCE Master Gardener Coordinator Manual is the basis of three local MG coordinator training sessions in 1998. Additional resources available to coordinators for enhancing the local MG program include a MG newsletter focused on the role of Master Gardeners as community leaders and educators; program policies and guidelines for the management of MG training and operation; VCE publication 426-699 Welcome to Virginia Master Gardenering! Guide to Educational Programming and Resource and Reference Guide; and the VCE Master Gardener Internet website at http://www.ext.vt.edu/vce/specialty/envirohort/mastergard/master.html.

Using the Self-Advocacy Strategy to Support Middle School Students With EBD

2021 ◽  
pp. 107429562110237
Author(s):  
Kinga Balint-Langel ◽  
Benjamin S. Riden
Keyword(s):  
Planning Process ◽  
Special Educators ◽  
Program Planning ◽  
Individualized Education Program ◽  
The Self ◽  
Research Support ◽  
School Students ◽  
Specific Instruction ◽  
Self Advocacy ◽  
Students With Ebd

Self-advocacy skills enable active student involvement in the Individualized Education Program planning process. However, some students with emotional and behavioral disorders (EBD) lack appropriate self-advocacy skills and may require specific instruction in how to prepare for and participate in their own IEP. Special educators may have limited knowledge and skills to foster the self-advocacy skills of students with EBD. Therefore, this article focuses on a research-based strategy, the Self-Advocacy Strategy (SAS), that can be used by educators to effectively promote students’ self-advocacy skills. Research support and a detailed overview and guidelines on how educators can implement the SAS in their classrooms are included.

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