Education

1. Needs Analysis: A Valuable Tool for Designing and Maintaining Effective ESP Curriculum
Abdeslam Badre
1
Needs Analysis: A Valuable Tool for
Designing and Maintaining Effective ESP
Curriculum
By
Abdeslam Badre
May, 2005

2. Needs Analysis: A Valuable Tool for Designing and Maintaining Effective ESP Curriculum
Abdeslam Badre
2
Table of Content
I - Introduction:
II - What is Needs Analysis
III - Types of needs assessment
IV – The importance of needs analysis implementation
V - Steps in implementing needs analysis:
1 - Who Will Conduct the Study?
2 - What Kind of Information Needs to Be Collected?
3 - How Will the Information Be Collected?
4 - The interpretation of Findings
VI - Approaches to needs analysis
VII - Components of needs analyses
VIII - Techniques used in needs analysis
IX - Conclusion:
X - Bibliography

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I - Introduction:
With the advent of the communicative approach, views on language
teaching started to incorporate communicative features into syllabus design.
Accordingly, a central question has been raised: what does the learner need/want
to do with the target language? Rather than, what are the linguistic elements the
learner needs to master? This movement has led in part to the development of
English for Specific Purpose. Thus, the focus has no more been only on
language function but also on experiential content.
In order to cater for the learners’ specific purpose, it has become urgent to
collect information about the learners: their needs and wants. For so doing,
relevant techniques as well as procedures have been developed by needs
analysts. These techniques have been borrowed and adopted from other areas of
training, particularly, those associated with industry and technology.
In this respect, the present paper attempts to shed light on the field of
needs analysis as a method of not only analyzing the needs of given individuals
(learners) or communities; but also as a tool that can help in predicting future
decisions about a targeted population. And before indulging in the “hows” and
“whats” of needs assessment, a clear and well-rounded definition of the concept
has to be provided.
II - WHAT IS NEEDS ASSESSMENT?
The word "assess" comes from the Latin term "assidere," which means to
"sit beside." Process-minded and participatory-oriented adult educators "sit
beside" learners to learn about their proficiencies and backgrounds, educational
goals, and expected outcomes, immersing themselves in the lives and views of
their students (Auerbach, 1994).

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The needs assessment process can be used as the basis for developing curricula
and classroom practice that are responsive to these needs.
The research to date has considered the concept through various
perspectives and proposed various interpretations accordingly. In this regard,
the concept of needs is viewed as ‘irrevocably value laden’ and felt and
prescribed needs are considered within this concept. Learner needs assessment
encompasses both what learners know and can do (learner proficiencies) and what they want
to learn and be able to do. Richterich (1983: 2) notes the difficulty of reaching an
agreed on definition of needs analysis is in that ‘The very concept of “language
needs” has never been clearly defined and remains at best ambiguous’. Berwick
(1989: 52) offers a simplified conventional definition of need as the ‘discrepancy
between a current state of affairs and a desired future state’. If this controversy
is meant to reveal anything, it should be the ambiguity loaded within the phrase
“needs assessment”.
III - Types of needs
Berwick (1989: 55) views perceived “needs” as those that the educators
make judgments about in other people’s experience, while ‘felt needs’ are viewed
as the ones that the learners have. Brookfield (1988: 221) defines “felt needs” as
wants, desires and wishes of the learner. Brindley (1989) and Robinson (1991)
consider all factual information about the learner (language proficiency,
language difficulties, use of language in real life) – as means to collect data about
objective needs; whereas cognitive and affective needs of the learner in language
learning (such as confidence, attitudes, expectations) are considered as data
about subjective needs. Hutchinson and Waters (1993: 54) define “target needs”
as the ones the learner needs to do in the target situation’, these are necessities,
lacks, and wants. ‘What the learner needs to do in order to learn’ is referred to
“learning needs.” Peck (1991) categorizes the concept in terms of academic,
social, and emotional needs.

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Richterich and Chancerel (1987: 3) ague that experience shows that in
general the learner is little aware of his needs and, in particular, he is unable to
express them except in very vague terms’. Kopp (1986) and Pennington (1980)
(quoted in Knox, 1997: 56) maintain that adults may be unaware of some of
their educational needs, which may be implicit in their attitudes and choices, and
may be aware of other educational needs, which they can state explicitly in
response to some questions. Accordingly, it would be helpful to use needs
assessment procedures to confirm and discover both implicit and explicit needs
important to adult learners.
Richterich and Chancerel (1987) point out that due to the fact that needs
vary too much from person to person, the system should be continually adapted.
Porcer (1983: 129) emphasizes the fact that “speaking of a need (language or
other) is not the same as speaking in general of what is lacking. A need does not
exist prior to a project; it is always constructed’. The researcher also believes
that the process of learning is obviously affected by the attitude of the learner
towards the teaching itself. Therefore, the relationship between the learner and
the content of learning should be considered as a prerequisite in specifying and
analyzing the needs of a learner.
IV – The importance of implementing a needs analysis
Learners and teachers may have different needs. This why needs analysts
should be cautious in collecting information from various sources due to the
multiplicity and diversity of the views on prerequisites for an ESP. Hutchinson
and Waters (1993) hold that the relationship between necessities as perceived by
a sponsor or an ESP teacher, and what learners want or feel can be at extreme
poles. They suggest that learners’ perceived wants and wishes should be
considered carefully, and due to objective and subjective reality of needs, each
learning situation should be considered uniquely and systematically.

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Bearing in mind a wide range of needs due to the influence of different
social and cultural factors on student’s learning (Peck, 1991), a needs analysis is
considered as a prerequisite in any course design (Richterich and Chancerel,
1987). According to Knox (1997: 56), needs assessment enables researchers to
justify their assumptions as to whether or not potential educational needs are
sound, to design a program in terms of topics, materials so as to be responsive to
the needs of participants. "The curriculum content and learning experiences
should be negotiated between learners, teacher, and coordinator at the
beginning of the project and renegotiated regularly during the project" (p. 20).
At the beginning of the program, needs assessment might be used to determine
types of appropriate program and course content. During the program, it
assures that learner and program goals are being met, and allows for necessary
program changes. At the end of the program, it can be used for assessing
progress and planning future directions for learners and the program. This can
maximize the likelihood of students' participation. Finally such focus on
satisfying learners’ needs will help the learners to insist on learning and applying
what has been learnt.
Richards (1990) deals with this issue from the point of curriculum
development, and he thinks that the data to be collected from learners, teachers,
administrators, and employers in the planning process will help to identify
general and specific language needs and content of a language program. Besides,
it will provide data to review and evaluate the existing program.
Yet, it is recommended that needs analysis should be carried out during
the life of each course (Richterich and Chancerel, 1987), because ‘as students
become more involved with the course, their attitudes and approach may
change’ (Robinson, 1991: 15). Therefore, identification and analysis of needs
should be a continuous process (Richterich and Chancerel, 1987; Knox, 1987).
This can help both administrators and teachers to adapt necessary changes.

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IV.1. A needs assessment serves a number of purposes:
• It aids administrators, teachers, and tutors with learner placement,
developing materials, curricula, skills assessments, teaching approaches, and
teacher training. It assures a flexible, responsive curriculum rather than a
fixed and linear curriculum determined ahead of time by instructors.
• It provides information to the instructor about what the learner brings to the
course (if done at the beginning), what has been accomplished (if done
during the course), and what the learner wants and needs to know next.
When learners know that educators understand and want to address specific
needs and interests, the former are motivated to continue learning.
V – Steps in implementing a Needs Assessment
To undertake a needs assessment study, one must plan one’s strategy. The
four steps to the needs assessment process require that one should determine
who will conduct the study, what kind of information needs to be collected, how
the information will be collected, and how the information will be used.
V.1. Who Will Conduct the Study?
The first step in performing a needs assessment is to decide who will conduct the
study. A needs assessment study can be carried out by needs analysts, outside
consultants, practitioners, or educational members, such as teachers. Needless to
say that available resources, time frame, and comfort level with performing
research may influence decisions.
V.2. What Kind of Information Needs to Be Collected?
The second step in performing a needs assessment is to decide what you hope to
learn about your community and what kind of information you plan to collect.

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For example, do you hope to perform a broad-based study or one that is focused
on a particular area? A needs assessment for use with adult learners of English is
a tool that examines, from the perspective of the learner, what kinds of English,
native language, and literacy skills the learner already believes he or she has; the
literacy contexts in which the learner lives and works; what the learner wants
and needs to know to function in those contexts; what the learner expects to
gain from the instructional program; and what might need to be done in the
native language or with the aid of an interpreter. The categories of information
one might be interested in collecting include: Demographic Data, Social, Cultural,
Educational and Recreational Organizations.
V.3. How Will the Information Be Collected?
After deciding on the types of information the institution wants to collect about
its community, it needs to determine how to collect that information. Data can
be collected by: 1) interviewing key informants (also known as "gatekeepers"):
these are people who hold socially responsible positions, such as educators, 2)
holding a community forum, 3) researching social indicators, 4) consulting
demographic information from public records and reports, 5) and performing
field surveys. It is best if the needs analysts can use more than one of these data
collection methods in combination.
V.4. Interpretation of Findings
In order to make use of the information collected, the results have to be
interpreted. To interpret the data, some statistical analyses are often applied to
identify the most important needs for the majority of the informants. An
important feature of the results should be a reflection of whether or not the
current goals of the given institution do meet (and will continue to meet) the
needs of the community. Crucial to be covered in the finding also is the question

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as to whether the institution has collected information about the present or the
past needs of the community. When the data analysis is completed, it should be
possible to produce a rank-ordered list of the most important changes identified
by the community. This ranking can be used to set budget priorities. At the end
of this process, it is a good idea to share the findings with the community in
some way: holding a group meeting, creating displays at the institution, or
writing articles to appear online or in the local newspapers, or through teachers
seminaries.
VI - Approaches to Needs Analysis
A careful needs analysis should involve “Present Situation Analysis”
(PSA) and “Target Situation Analysis” (TSA). PSA aims at finding out the
students’ English proficiency level and their existing language requirements at
the beginning of a language program, whereas learners’ language requirements
regarding the target situation are identified through TSA (Robinson, 1991: 8-9).
Bloor (1984) defines the former type of analysis as a learner-centered needs
analysis, and the latter one as a target-centered analysis. Bloor emphasizes that
operation of both analyses during a term is certainly desirable. Robinson (1991)
also holds that TSA and PSA are complementary and form an efficient form of
needs analysis.
Jordan (1997) proposes a “tri-chotomy” of needs analysis which
comprises: 1) deficiency analysis, 2) strategy analysis, 3) and means analysis.
Deficiency analysis is concerned with the necessities that the learner lacks;
strategy analysis seeks to establish the learners preferences in terms of learning
styles and strategies, or teaching methods; means analysis examines the
‘constraints’ - local situation - to find out the ways of implementation of a
language course.
Furthermore, various analyses and approaches to needs assessment were
put forward: analytic view of needs analysis which examines expert opinion, and

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diagnostic approach which examines the learner’s needs to be used in social
services (Berwick, 1989); discrepancy analysis which attempts to examine what
people know and what they ought to know, and democratic approach which is
based on learner points of view (Stufflebeam et al, 1985, quoted in Berwick,
1989).
VII - Components of Needs Analyses
Many needs assessment tests are available for use in different employment
contexts. Sources that can help you determine which needs analysis is
appropriate for your situation are described below.
• Context Analysis. The important questions being answered by this
analysis are who decide that a given training should be conducted, why a
training program is seen as the recommended solution to a business
problem, what the history of the organization has been with regard to
employee training and other management interventions.
• User Analysis. Analysis dealing with potential participants and instructors
involved in the process. The important questions being answered by this
analysis are who will receive the training and their level of existing
knowledge on the subject, as well as what is their learning style, and who
will conduct the training?
• Work analysis. Analysis of the tasks being performed. This is an analysis
of the job and the requirements for performing the work. Also known as a
task analysis or job analysis, this analysis seeks to specify the main duties
and skill level required. This helps ensure that the training that is
developed will include relevant links to the content of the job.
• Content Analysis. Analysis of documents, laws, procedures used in the job.
This analysis answers questions about what knowledge or information is
used on this job; and the sources of the information ( does it come from
manuals, documents, or regulations.) It is important that the content of

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the training does not conflict or contradict job requirements. An
experienced worker can assist (as a subject matter expert) in determining
the appropriate content.
• Training Suitability Analysis. Analysis of whether a training is the desired
solution. Training is one of several solutions to employment problems.
However, it may not always be the best solution. It is important to
determine if training will be effective in its usage.
• Cost-Benefit Analysis. Analysis of the return on investment (ROI) of
training. Effective training is expected to result in a return of value to the
organization that is greater than the initial investment to produce or
administer the training.
VIII - Techniques used in needs analysis
Several basic Needs Assessment techniques include:
• Direct observation
• Questionnaires
• Consultation with persons in key positions, and/or with specific
knowledge
• Review of relevant literature
• Interviews
• Focus groups
• Tests
• Class discussions
• Records & report studies
• Work samples
1. Surveys

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Surveys are usually in the form of a questionnaire. A comprehensive
survey of the information needs of your institution would seek information on
the types of information users (physician, nurse, administrator, etc.), the types of
information sought (factual, reviews, in-depth, clinical, research,
administrative), the frequency of the need (daily, monthly, annually), and where
the information is currently found (hospital library, other library, personal
library, consultation with colleague, not found, et c.).
Other surveys may be on a more narrow aspect of service. Recent surveys
at Dartmouth have assessed 1) satisfaction with the current awareness service,
2) the desirability of a change in Sunday hours, 3) and satisfaction with the
Learning Resources Center. Satisfaction with and the need for additional
educational workshops are regularly assessed after each workshop.
2. Interviews
Interviews may be formal or informal. Formally, you may visit department
chairs, administrators, and/or managers annually to ask if the library, for
example, is currently meeting their needs and how things could be better.
Informal interviews are often done as you greet people entering the library or
check materials out, and ask them if they have found what was needed. If you
take it a step further, making a note of the conversation and any action taken in
response. This way, you've already initiated done a needs assessment.
3. Analysis of statistics, records
Libraries have always been faithful record keepers, gathering statistics on
every aspect of their operations - circulation, reference, acquisitions, interlibrary
loan, etc. Analyze these records regularly to see what they tell you about the
needs of your institution. You probably already analyze interlibrary loan
requests to determine titles to which you should subscribe.

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5. Suggestion box
A suggestion box is a very basic needs assessment tool. Complaints -
whether received through a suggestion box or not - can fall into this category of
needs assessment tool.
6. Meetings, Reports, Newsletters
Attending meetings, reading newsletter, and getting on as many
distribution lists as possible are all useful ways to find out about the level of
efficacy of new programs and services, and the new direction is heading to.
Any of the aforementioned tools may be used in the continuous quality
improvement process to uncover areas in need of improvement and to measure
progress toward improvement. With all of the above needs assessment tools, it is
important to document how you measure need for knowledge-based information
and how you respond to the measured needs.
IX - Conclusion
An ongoing needs analysis should be a prerequisite for any
program/course design in order to achieve effective instructional outcomes.
Besides this, it can help educators and administrators to gain awareness of the
‘context variable’ (Chaudron, 1990) and program designers - to provide
appropriate instructional input to foster effective learning. Needs of
administrators /educators and students generally vary across time, instructional
contexts, the requirement of an ongoing needs assessment for any educational
institution becomes crucial in order to promote effective teaching and learning
environments.

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Bibliography
Weddel, Kathleen Santopietro - Van Duzer, Carol Adjunct ERIC Clearinghouse
for ESL Literacy Education.
Van House, Nancy A. and Thomas A. Childers (1993). The Public Library Effectiveness
Study: The Complete Report, Chicago: American Library Association.
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