assessing community needs and developing a theory of change · logic models are dynamic and they...
TRANSCRIPT
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Assessing Community Needs and Developing a Theory of Change
Venture Development Lunch and Learn Workshop
Joanne Sobeck, Ph.D., M.S.W.
January 24, 2020
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INTRODUCTIONS AND WORKSHOP OVERVIEW
WHO IS IN THE ROOM? WHAT IS YOUR CURRENT IDEA?
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WORKSHOP OBJECTIVES
Develop a clear understanding and distinction between conditions and needs
Understand the value of identifying needs
Know the purpose of articulating a theory of change underlying a new venture
Identify and define the elements of a logic model
Apply logic modeling to your STEAM idea
Develop a theory of change for your STEAM idea
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ASSESSMENT OF WHAT?
Conditions
Problems
NeedsAssets
Challenges
Assessment is the process of identifying strengths, assets, needs and challenges
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WHAT ARE CONDITIONS?
The facts, or a statistical representation of the phenomenon under study
Example: 9.4% of Americans have diabetes
• How many people are experiencing the condition, who they are, where they live, and for how many the condition is mild, moderate or severe
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CONDITIONS vs. PROBLEMS
• Conditions move to be problems when you bring a frame a reference to bear, shaped by a value system
CONDITION PROBLEM
CONDITION PROBLEM
• Conditions become problems when they are judged to be negative, harmful or pathological
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WHY IS IT IMPORTANT TO ASSESS NEEDS?
Participant brainstorming
Benefits and challenges
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WHAT IS A NEED?
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WHAT IS A NEED?
The value judgment that some group has a problem that can be solved
• People with different values will recognize different needs
• Perceiving need and the person experiencing need may differ
Example: Insufficient # of physicians in rural areas
Need is elastic – estimating in the moment
Discrepancy between what is and what should be
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BRADSHAW’S TYPOLOGY OF NEED
Normative
Felt or Perceived
Expressed
Comparative or Relative
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IDENTIFYING NEEDS:
NORMATIVE
A need identified according to a norm (or standard), usually set by professionals and experts, or by those in authority
Examples of standards:
• Minimum number of prenatal visits
• Timing of immunizations for infants and children (measles vaccinations must take place at 12-15 months and 4-6 years of age)
• School curriculum requirements
• Housing codes
• Pollution or water quality standards
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IDENTIFYING NEEDS:
FELT OR
PERCEIVED
The views or wants of those who are experiencing the problem or those who speak on their behalf
Examples:
• Family members
• Reps of voluntary associations (churches, immigrants, neighborhood associations, prison watch groups)
• Specialized advocacy organizations (MADD, Multiple Sclerosis Society, NRA, AARP).
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IDENTIFYING NEEDS:
EXPRESSED
Expectations based on the behavior of the target population
A perceived need that is acted on when members of a target population request a service
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IDENTIFYING NEEDS:
COMPARATIVE
OR RELATIVE
The condition of individuals, a community, or an area that falls significantly below the average or generally accepted level of that condition among comparable groups, communities, or areas.
Based on comparison to and equity with others
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CHALLENGES IN ASSESSING NEEDS
Normative
• What evidence will be used to establish norm?
Felt• How to measure felt need which is not
expressed?
Expressed
• How to distinguish ‘real’ from ‘artificial’ needs?
Comparative
• Which are the appropriate comparison groups?
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METHODS USED TO ASSESS NEEDS
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WHAT KINDS OF EVIDENCE IS NEEDED TO ESTABLISH
NEEDS?
Normative
• Interviews with key informants, web-based surveys of staff, Census data, scientific reports, evidence-based practices
Felt
• Interviews with customers/clients, focus groups with parents, youth, users of current services, surveys of residents/customers/target population
Expressed
• Admission data, drug court data, number of likes, intake data, wait lists
Comparative
• Rates of disorder, water quality measures, mortality rates, morbidity rates
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EXERCISE 1What kind of evidence do you have to demonstrate the need for your idea?
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WHAT IS A "THEORY OF CHANGE"?
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THEORY OF CHANGE
Definition: A statement of a proposed relationship between program or service and some desired outcome.
Understanding of the causes of the problem > Implied in your intervention > Expected outcomes
Know the purpose of articulating a theory of change underlying a new venture
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EXERCISE 2Theory of ChangeWrite a sentence that reflects your theory of change: "If we provide _________, then ________will happen"
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LOGIC MODELS
Definition: A Logic Model provides a description of how the program theoretically works to achieve benefits for participants. It is the “if-then” sequence of changes that the program intends to set in motion through its inputs, activities, and outputs.
A visual model used to present and share your understanding of the relationships between resources, activities and changes, or results you hope to achieve
All ideas are born via logic models
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USES OF A LOGIC MODEL
Grounds your idea in a framework of needs and goals
Helps to think through planning process, how all elements relate to other elements
Useful tool, identifies all of the steps to carry out your idea
Provides a clear framework for evaluation because outcomes are specified
Multiple applications
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ELEMENTS OF A LOGIC MODEL
Step 5RESOURCES: What are the basic resources needed to accomplish our goals?
Step 4ACTIVITIES: What do we have to do to be sure we meet our goals?
Step 3SHORT-TERM OBJECTIVES: What can we accomplish in one year?
Step 2LONG-TERM GOALS: What is our broadest vision for the future?
Step 1ASSUMPTIONS: What principles (facts, conditions…) are understood to be guiding this plan?
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VISUALLY, IT’S PLANNING BACKWARDS…
Step 1 Step 5 Step 4 Step 3 Step 2
ASSUMPTIONS RESOURCES ACTIVITIES SHORT-TERM OBJECTIVES
LONG-TERM GOALS
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…BUT YOU IMPLEMENT FOWARD
Step 1 Step 2 Step 3 Step 4 Step 5
ASSUMPTIONS RESOURCES ACTIVITIES SHORT-TERM OBJECTIVES
LONG-TERM GOALS
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EXERCISE 3Model the logic of your idea!
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STEP 1:ASSUMPTIONS
What are your assumptions about what is going on with and around the target group and environment?
What are your perceptions of the needs and problems for the target population, and what evidence do you have to support these perceptions?
Facts or conditions about needs and the problem
Statements concerning the effectiveness of the program
Evidence that is guiding you in developing your idea
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STEP 2:
LONG-TERM IMPACTS
This is your broad vision for the future
What conditions do you see for the target population? Where do you want to go?
Frame as positive statements if possible
Keep realistic
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STEP 3:
SHORT-TERM OBJECTIVES
These are tied to specific program outcomes
What results can you expect? What are your objectives?
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STEP 4:
ACTIVITIES
What do we have to do to ensure our goals and objectives will be met?
Implementation steps: methods and tasks that will take you to your goals.
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STEP 5:
RESOURCES
What are the basics needed to accomplishyour goals?
What are the needs for staff, materials,volunteers, community support, transportation, etc…?
Specific expertise
Physical labor
Community support
Required materials
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KEY IDEAS TO REMEMBER
There is no one exact perfect logic model for any program - aim for complete and consistent
Logic models are dynamic and they change with experience, influx of resources, change in stakeholders, etc.
More inclusive the group is that identifies the needs, goals, objectives and finalizes the logic model, the more likely it is to be of value
Level of detail depends on purpose of model; to communicate with broad audiences, keep it simple. For purposes in evaluation we usually include more detail; for planning it is used to visually convey the program idea in succinct
Multiple logic models may be needed; one for a city wide effort, school district effort and separate models for specific components
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LARGE GROUP REFLECTION AND DEBRIEF
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GOOD LUCK!