E1031BT: Community Supports Assessment

This practical assignment assesses understanding of community development approaches (needs-based, gap-based, asset-based, rights-based) within the context of a youth center facing challenges like declining school attendance and increased petty crime among Aboriginal and Torres Strait Islan...Read More

Student Name:
Student ID:
33583/02 - Short Answer Questions
E1031BT Certificate IV in
Youth Work
Module 9: Community
supports
This is assessment 2 of 2
1. Background/Overview
As a youth worker, it is important to have strong links
within the local community to identify the needs faced by
young people and work together to create positive change.
In order to do this, you will need to have an understanding
of community development approaches and understand
how to create and facilitate groups, activities and events to
meet the identified needs in the community. Within this,
you will need to be able to support the individual needs of
young people while also achieving outcomes for wider
groups.
2. Brief
For this assessment, you will be demonstrating your ability
to approach an identified issue from a particular
community development approach. You will need to
demonstrate your ability to plan group activities and
engage appropriately with young people in a group setting.
This assessment task introduces a scenario, along with a
series of short answer questions. You need to carefully
read the scenario and then answer the short answer
questions.
The scenario unfolds over the course of the assessment
task, so it is recommended that you work through the
answers methodically from the top to the bottom.
You must answer all of the provided questions using your
own words and within the given word count (+ or – 10%).
If you have researched or used information from another
source, you must include a reference for where this
information has come from.
Make sure that you use your own words when answering
the questions.
Deliverables
Please submit this assessment
in Word doc format.
To do list:
1. Write your name at the
top of this page and your
student ID.
2. Read the
background/overview and
brief sections of this
document.
3. Carefully read the scenario
introduction.
4. Complete the 14 short
answer questions, working
from the top of the paper to
the bottom.
5. Save the Word document
using the naming
convention: your student
number assessment
number.doc. For example:
“12345678_31135_02.doc.”
6. Upload your document in
Open Space using the
relevant Assessment
Upload link in this Module.
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3. Questions/Tasks
Read the scenario below and then answer the assessment questions that follow.
In the youth centre you are working, there is a high proportion of Aboriginal and Torres Strait Islander
community members, families with four or more children, and a high rate of unemployment.
The centre provides drop-in style support to young people aged 12-20 years of age. Hangouts provides a wide
range of services to young people, including:
- a safe place to spend time
- basic meals
- employment support
- homework help
- sexual safety information
- referrals to GPs, counsellors and mental health supports
- and, among other things, a sports area.
There is an interagency meeting held in your local community to focus on issues related to young people. Some
key parties that attend this meeting include representatives from the youth centre you are working in, local
high school, the police, the headspace service, Centrelink and a local employment support service. Through
discussion at this interagency meeting, a significant issue has been identified. The representative from the local
high school reports that school attendance rates have dropped significantly over the past 12 months, primarily
for males aged 15-17 years. The school is also starting to notice that this trend is beginning to appear in the
younger siblings of these students, who are between the ages of 12 and 13 years. The representative from the
local police station also stated that they have recorded an increasing rate of petty crimes (such as shoplifting
and trespassing) in this age group over the past 12 months as well.
1. There are several different approaches towards community development. In your own words, provide a
brief explanation of each of the following community development approaches (approx. 50-100 words
per approach).
Community development approach Brief definition/explanation of the approach
Needs-based approach The community in focus has needs featuring educational, sexual
behaviour, psychological counselling and sports among others. The
needs approach focus on the community and its underlying needs.
In order to identify these needs, a community developer look at the
youth groups in the community. These include sports groups and
learning institutions (Soriano, 2012).
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Gap-based approach This approach focuses at the specific objectives of the community in
this case the drops in educational school attendance and the
increased cases of petty crimes (Ritchie, Lewis, & Ormston, 2013). A
gap-based approach will try to find out if the number of young
people affected and what they could be missing in upbringing or
psychological counselling.
Asset-based approach This problem solving approach considers strengths and deficits that
the community has in terms of resources. In this cases study, the
community has a productive age that faces unemployment. Its
strengths include the social cohesion from the family and the youth
centre.
Rights-based approach A right based approach focuses on the best way to transform the
society using human rights. It would look at the any violations to the
rights of the Aborigines youth groups such as discrimination in
education and health care. Strengthening the capacity of the youth
centre to offer these rights is one of the solutions (Ife, 2012).
2. From the above four community development approaches, state which perspective you think would be
most helpful to apply to this scenario and write a paragraph explaining how you think your chosen
approach applies to the scenario. (approx. 150-200 words)
Type your answer below:
The rights based approach is ideal because it is the best when dealing with humanitarian issues.
The case involves the Aboriginal and Torres Strait Islander community who are minority groups. As a
community, they have rights. These are not just an ordinary group of young people but also an indigenous
group with a history. The Aborigines have stories of rights violations that has affected generations. Research
shows that cases of inequality, emotional distress, and delinquency is rife among this group because of these.
In equality in the education, system is the reason behind the unemployment while poor access nutrition is
evident in lack of meals. Poverty results from the violation of basic rights such as poor income and
joblessness. Young people in this group are depressed because of the social environment within which they
live in. A rights based approach will explain why there are high rates of psychological or mental problems
among the group. It highlights reasons behind the drug abuse and alcoholism among these teenagers and
young adults. The approach also provides an inquiry into transformational solutions that can change the
social problems using evidence based initiatives.
3. The issue identified in the scenario is about decreasing levels of school attendance, particularly for
adolescent males. Explain how choosing to not attend school and not having any other meaningful day
time activities to engage in (such as work) can affect a young person’s development in these areas.
Provide an example for each.
Development area Effect on development (approx. 25
words per effect)
Example (approx. 25 words per example)
Personal Lack of basic life skills leads to poor Ignorance hinders effective planning for life.
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thought processes
lack of problem solving skills leads to
desperation
Poor cognitive development
Poor academic skills reduces for
employability
Underdeveloped cognitive skills means
inability to make independent career choices
Social Lack of a social network system leads to
isolation
Poor interpersonal skills breeds criminal
thoughts
Peer pressure leads to delinquent
behaviour and complicated sexual
relations
Broken social networks leading to peer
pressure and lack of sexual education implies
poor choices like early marriage, teenage
pregnancy and miscarriages/abortion.
Relationships Broken homes and families as
adolescents run away from homes
Unstable homes and high single
parenthood
Increased divorce rates caused by conflicts.
Family separations as children and young
people leave homes searching for jobs.
High economic dependencies overburdening
young people
The participants at the interagency meeting unanimously agree that some action must be taken to encourage
these young people to attend school more regularly. Several different suggestions about how to do this are
discussed by the group, including trying to offer incentives for attending school, holding a parent’s conference,
or police cracking down and issuing more fines for truancy.
4. List three advantages of using a strength based approach in this situation (approx. 20-25 words per
advantage).
1) It has legal consequences which instils compliance from all young people, parents and community
2) It is the best way to deal with delinquent or petty crime habits because it discourages illegal actions
3) It uses an institutionalised approach to reinforce the legal approaches
5. This issue could be addressed on either a group or an individual level. Identify one advantage and one
disadvantage of using an Individual Approach, as well as one advantage and one disadvantage of using a
Group Approach to address the issue (approx. 25 words per advantage/disadvantage).
Advantage Disadvantage
Individual Approach
It offers personalised solutions for
specific causes and effects
It is difficult to monitor all
individual cases effectively
Group Approach
The approach is holistic and
integrative. It provides numerous
ideas for solutions in complex
issues
It gives a generalised approach and
may ignore individual
developments such as
psychological causes for certain
behaviour
It is decided that using a strengths-based approach is most likely to produce the best outcomes for the young
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people in the town.
A meeting participant highlights the fact that the youth centre you are part of has a very popular and thriving
AFL team, which is well attended by many of the young people who are not engaging in school very well. It is
suggested that a group is formed relating to the young people’s shared interest in AFL and providing an
incentive or encouragement for them to attend school more regularly.
The meeting draws to a close and you are given the responsibility to formulate a plan for how this initiative can
be carried out.
6. Identify three other people, or groups, you could make contact with to collaboratively work together on
designing this project (these may be other members of the interagency group or other people/groups
within the community).
1) Learning institutions or games departments
2) Church based or religious organizations in the area
3) Youth leaders in the community
You have carried out your initial consultations with the relevant groups you have listed above. You have
together decided on a plan for the group.
The centre will take the lead on running a youth AFL mentoring program in the town, which will be associated
with their popular AFL team. The mentoring program will be held at the local school and be co-facilitated by
one of your colleagues and the high school physical education teacher. You are aiming to engage a high profile
AFL team in your region to support the initiative and to come and provide some AFL skills workshops in your
town.
The aim of the program will be to engage the older students in a program of AFL skills development, which also
incorporates education about being a good mentor and leader within a sporting context. After engaging in this
course, the older students will be given responsibility to mentor and coach younger players in the sport. By
participating in the program, they will also have the opportunity to participate in the skills workshops run by
the high profile AFL team. The program will only be eligible for students who have an 80% or higher attendance
rate at school during the program period. The program is initially planned for a six-month trial, with the aim of
continuing it longer term if it is meeting its outcomes.
7. Now that you have identified the scope of the group activity and have the above information, develop a
plan for how this program will be implemented using the guide below (approx. 40-50 words per
question).
(Keep in mind that there is both a sporting skills and a learning component to this program)
What type of venue/s will be
required?
Learning centre is ideal for the physical education training using theoretical
lessons. These will incorporate audio-visual learning tools and techniques
for practical lesson from the AFL team. Sports centers will also provide a
base for physical training and practice. These facilities include the high
school, church, community social, and AFL sports grounds.
What equipment or resources
will be necessary?
For the actual sports, they need balls, gym equipment, skipping ropes,
uniforms and protective gear. A fully equipped sports centre will have
changing rooms and a shower.
Projectors and audio-visual equipment for the classroom lessons. A supply
of stationery material, desks and chairs is also necessary.
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What, if any, administrative
support will the program
require?
The program needs a system for registration of its members. The project
shall depend on an online application to encourage the use of technology
for the youth. This shall be under the administrative office, which shall also
facilitate the preparation of the projects, meals and contingency plans.
Will the program require
financial support? Where could
you source these funds from?
The program needs $10000 support for its initial plans. In order to ensure
its sustainability it requires regular funds for projects. These are funds from
partnership programs like NGOs involved in youth events, training
programs and indigenous groups. The Australian government is also part of
the project. Any support from churches and well-wishers is also viable.
What specialist expertise may
you need to draw upon in your
planning?
Project management provides a foundation for basic planning from the
onset to completion of the project. It also helps in the monitoring process
to check for gaps in the plan for future improvements. Within the plan is
budgeting for accountability and research for evidence-based decision-
making.
What work health and safety
requirements need to be
considered?
Regular medical check-up for all young people in sports. Clean and safe
sports grounds with proper garbage collection. A regular supply of clean
drinking water is also advisable. The ground shall also have a security
system for the administrative office.
8. Describe three strategies that you could use to seek input/feedback from the young people on this
mentoring program. (You as the student need to provide different methods of feedback) (Approx. 80-100
words per strategy).
1) Interviews done on a regular basis to inquire from individual participants highlight gaps in the plan. This
allows for changes in the plan and it brings out suggestions on how to introduce new ideas. The use of
open questions provides an effective tool of communication from the planning team and the
participants. It is important for the young people to feel part of the team. Interviews give them a
chance to participate in the decision process by giving ideas for improvement.
2) The website and social media is also another platform for interaction (Piskorski, 2011). Young people
can connect with the project through discussions, comments and highlights. It provides a
contemporary approach for peers to connect and participate in important and social issues. Facebook
and Twitter allow them to interact with young people around the globe. Instagram is another platform
for sharing event actions with NFL professionals. Such links widen the young people’s mind to stimulate
and engage their imagination. Technology video links like YouTube also have credible information for
learners.
3) Forums for discussion and focus groups provide concrete discussions to allow young people to share
their thoughts. A mixed group for all age groups allows former members to give advice to the new
members. Mentorship through forums facilitates for external coaching from professionals. This is
important for motivating the students. It enables the group to exchange experiences. Young people
learn easily from role models and using successful examples is one of the best ways to model their
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thoughts and approaches to learning.
9. Explain two strategies you could put in place to accommodate the different cultural needs of participants
in the group (approx. 50 -75 words per strategy).
1) Multilingual learning opportunities allow diverse communities to coexist with each other through
cultural exchange. This includes learning a common language like English and French for official
purposes. This does not imply neglecting native language. Holding History discussions on landmark
events for the communities allows young people to learn about their past in order to bridge the culture
gap.
2) The incorporation of cultural activities like dancing, singing and performance arts in sports and social
activities is important for social coexistence. It encourages cohesion and acceptance of the minority
groups as part of the system. It is important for young people to learn how to appreciate new culture in
order to embrace others. It also encourages the youth to be proud of their own culture and values.
You have carried out your consultation and everyone is on board and excited to begin this new group. The
group has been advertised to the young people in the community and you have spoken to many young people
who are excited about participating in the group.
The first session of the group is due to be held next week, so you need to develop a plan about how the first
week will be run.
10. The initial session of any group activity is vital for setting the tone for how things will occur in future
sessions. Explain what steps you will take (and what information you want to discuss) during the first
meeting of the group in order to set up a positive environment for the rest of the program (approx. 100-
150 words).
Type your answer below:
A good introduction is important because it sets the pace for the group. First impression
highlights the agenda, mission and vision of the group. It develops the plan of activities for the
participants using simple communication strategies. On the list is the:
 Highlight of the group goals and objectives
 Mention of the supporting groups like donors and NGOs
 Membership procedure
 Analysis of individual cases and review of working teams
The process also considers the depth of the process, approach and budget. The availability of
resources determines the scope of the work and teams involved. At the onset, the team
discusses the direction taken by the project.
11. Using Tuckman’s model of group development, describe each stage of the model and provide an example
of the type of behaviour you may expect to see from the group in that stage.
Stage of group development Description of the stage (approx.
50-75 words)
Types of behaviour you may expect to see
(approx. 50-75 words)
Forming This is the development of the
Leadership at the stage steers the project
towards the right direction. Focused
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appropriate direction. It assigns
roles and responsibilities while
streamlining the objectives
adopted. It also incorporates
external plans of partners in the
initiative for a holistic approach.
The leadership takes a situational
mode to provide appropriate
direction for the team.
behaviour is important if the leader
needs to sell the vision to the followers.
Members also have to adopt to the group
and this calls for tolerance of each
members as everyone brings out their
strengths and weaknesses.
Storming
This involves the participation of
the team. The members establish
networks and they learn to cope
with the challenges. The team
continues to familiarise with each
other and the unknown. This is a
stage of interdependence as
members learn to learn on each
other for emotional support. At
this stage, there is a struggle for
power as members form cliques.
At this stage, members learn to
compromise and there is struggle for
popularity. Individuals sell their agenda,
strengths and attributes for others to
make judgements on who becomes a
leader within the team and who is a
follower. The stage shows persistence,
commitment and engagement practices.
It also separates the strong from the
overbearing characters.
Norming
This is a stage where members
reach a consensus on the
proposed modes of leadership,
roles and membership
responsibilities. The groups sets
out to delegate roles within
smaller teams under a unified goal.
Working groups decide on the
most effective mode of operation
and the best approach that
members are comfortable to
undertake.
This is a stage of acceptance, delegation
of roles and submission of members. The
stage also expects members to have a
sharing attitude. There is demonstration
of cooperation and unity as members
participate in different functions. It shows
partnerships as groups form smaller
unions
Performing
At this stage, the team is aware of
its roles and focus. Its members
have adopted the group’s vision
and mode of operation. Each
member and team is aware of his
or her tasks and functions. Leaders
are in charge of group and
personal initiatives. The delegation
process is at its peak and everyone
looks towards the successful
completion of the project.
This is stage of awareness, insight and
focus. Members how dedication, zeal and
autonomy. This independence is crucial in
decision-making. Disagreements may
arise but the leaders are in control-they
show oversight of the process. Teams are
also interdependent and helpful to each
other. Delegation is at the team level and
disagreements may arise due to conflict
of interest.
This is a stage of break up because The team exhibits contentment,
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Adjourning/Mourning the project has reached
completion. This is a stage of
change from the place of
uncertainty to a feeling of
steadiness. Members feel good
about their accomplishment and
they connected because of the
shared experience. The bond
grows and there is a feeling of
recognition.
achievement and fulfilment. The group
members also feel secure because of the
achievements made. This is a stage of,
empathy, and dominance for the leader.
Members are drawn to each other. They
express closeness and unity. Leaders feel
content and responsible. This is a stage of
hope and fulfilment (Tuckman & Harper,
2012).
12. Describe how this program could positively impact upon the following (approx. 80-100 words each).
Structural disadvantage and
inequality
It creates uniformity because it gives members a chance to participate. This
gives them confidence across different stages. Members abide by rules and
behaviour, which the team establishes. It helps in the development of a
common agenda so that each member feels part of the team. It gives the team
a chance to analyse behaviours through its autonomy. It has flexible roles and
different styles for all member’s participation. There is no external influence
hence the group makes independent decisions suitable for all its members.
The empowerment of young
people
Young people are able to show their personality including frustrations and they
can disagree. Delegating allows members to take part the functions across
different levels. The motivation encourages members across levels for a
holistic development of the team. The organization mode encourages
autonomy and interdependence, which empowers young people socially and
individually. It is ideal for team building exercise that consider strengths and
weaknesses in order to improve on each member’s capacity within the
specified manageable groups (Tuckman & Harper, 2012).
Community participation for
the young people
The approach is essential in encouraging teamwork. Through the participation
of different teams within one group. Members learn to support each other. Its
framework provides solutions for conflict resolution based on reliable
leadership modes. It enhances cohesion and communication through the
norming, storming and forming stages. It also sustains the group towards the
completion of the project. Individual participation shows interdependence to
one another and members learn from the differences. Members’
familiarisation with each other allows them to bond and interact as they
network.
13. Explain how you would keep accurate records of the group activities. (Make sure to consider the safe
storage of records as well as privacy and confidentiality considerations) (approx. 100-150 words).
Type your answer below:
Management of the project includes proper storage of records through an organized process.
This includes filing and using digital record systems that are safe. Privacy for all personal records
is necessary. This is done by putting in place regulations that prevent unauthorized access to
private data. Software security systems for online data management prevents unauthorized
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access from external parties.
A proper system facilitates for short term and long term records. In order to avoid keeping
records indefinitely, the plan incorporates a period for the expiry of documents. A back up
system for the storage of legal documents includes payment from donor, health and safety
details. Clarity in the records ensures easier retrievals and maintenance (Hardy, R;, 2017).
14. How would you ensure the sustainability of the program into the future? In your answer, think about the
environmental, economic, political, workforce and social factors relating to the program (approx. 100-150
words).
Type your answer below:
The sustainability of the program depends on the community participation. The involvement of
the larger community ensures that future projects borrow lessons from the current. Investment
in research creates gaps for new projects. It is also important to have a good relationship with
the young people in the community. These clients recommend future generations to similar
programs. Skill development strengthens the program managers for future management.
Keeping the environment clean is also a sustainability approach (Dewane, 2011). Economic
empowerment of the young people in the group is also a strategy that breeds future investors for
the program. The involvement of the government is critical because it protects the program from
exploitation and encourages legal implementation.
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4. Assessment Rubric
Below is a rubric that determines whether your answers and knowledge is satisfactory or unsatisfactory.
To be deemed satisfactory, and to pass the assessment, you must complete the requirements for the column that
is titled ‘satisfactory’.
It is advisable to read the rubric for the question you are answering to determine if you have fully answered the
question to the correct standard.
Criteria Satisfactory Not yet satisfactory
Question 1
Understand community
development approaches
The student has correctly and sufficiently
explained the four types of approaches to
community development.
The student has not correctly and
sufficiently explained the four types of
approaches to community
development.
Question 2
Plan appropriate
strategies to address
community priorities
The student has correctly and sufficiently
provided a justification of which approach
should be applied to the scenario.
The student has not correctly and
sufficiently provided a justification of
which approach should be applied to
the scenario.
Question 3
Understand human
behaviour and
development of young
people
The student has correctly and sufficiently
identified how a young person’s
development may be impacted in terms of
their personal, social and relational
wellbeing.
The student has not correctly and
sufficiently identified how a young
person’s development may be
impacted in terms of their personal,
social and relational wellbeing.
Question 4
Identify principles of
strength-based
approaches
The student has correctly and sufficiently
listed three benefits of using a strength-
based approach (as applied to the given
scenario).
The student has not correctly and
sufficiently listed three benefits of
using a strength-based approach (as
applied to the given scenario).
Question 5
Individual and group
approach
The student has correctly and sufficiently
identified one advantage and one
disadvantage of using a group approach
and one advantage and one disadvantage
of using an individual approach in the given
situation.
The student has not correctly and
sufficiently identified one advantage
and one disadvantage of using a
group approach and one advantage
and one disadvantage of using an
individual approach in the given
situation.
Question 6
Seek opportunities
actively for collaborative
planning
The student has correctly and sufficiently
identified three other people or groups
they can collaborate with on the project.
The student has not correctly and
sufficiently identified three other
people or groups they can collaborate
with on the project.
Question 7
Develop a plan for the
program
The student has correctly and sufficiently
created a plan which addresses how the
program will function in terms of venue
arrangements, resources and equipment
requirements, administrative support
requirements, financial resources, specialist
expertise requirements, and work health
and safety requirements.
The student has not correctly and
sufficiently created a plan which
addresses how the program will
function in terms of venue
arrangements, resources and
equipment requirements,
administrative support requirements,
financial resources, specialist
expertise requirements, and work
health and safety requirements.
Question 8
Create strategies for
addressing individual
differences
The student has correctly and sufficiently
described three strategies for how to seek
input from young people about the
planning of the program.
The student has not correctly and
sufficiently described three strategies
for how to seek input from young
people about the planning of the
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11

program.
Question 9
Accommodate cultural
practices and customs of
the community and the
young people in the
service
The student has correctly and sufficiently
explained two strategies to implement to
accommodate the cultural needs of
participants.
The student has not correctly and
sufficiently explained two strategies
to implement to accommodate the
cultural needs of participants.
Question 10
Set up a positive
environment
The student has correctly and sufficiently
explained the information and skills
required to safely establish a group activity.
The student has not correctly and
sufficiently explained the information
and skills required to safely establish a
group activity.
Question 11
Identify dynamics of
groups and group
behaviour
The student has correctly and sufficiently
described the stages of group development
and provided appropriate examples of the
types of behaviours typical in each stage.
The student has not correctly and
sufficiently described the stages of
group development and provided
appropriate examples of the types of
behaviours typical in each stage.
Question 12
Identify the principles and
practices of community
development work
The student has correctly and sufficiently
described how the program could positively
impact upon:
a. Structural disadvantage and
inequality
b. The empowerment of young
people
c. Community participation and
engagement of young people
The student has not correctly and
sufficiently described how the
program could positively impact upon:
a. Structural disadvantage and
inequality
b. The empowerment of young
people
c. Community participation and
engagement of young people
Question 13
Record keeping
The student has correctly and sufficiently
identified strategies to maintain accurate
records of group activities (with reference
to privacy, confidentiality, and safe record
storage considerations).
The student has not correctly and
sufficiently identified strategies to
maintain accurate records of group
activities (with reference to privacy,
confidentiality, and safe record
storage considerations).
Question 14
Identify strategies to
ensure sustainability of
programs
The student has correctly and sufficiently
explained how they would ensure the
sustainability of the program (including
reference to environmental, economic,
political, workforce and social factors).
The student has not correctly and
sufficiently explained how they would
ensure the sustainability of the
program (including reference to
environmental, economic, political,
workforce and social factors).
Overall assessment requirements
Word counts As per tasks.
Plagiarism All or most of the work is original and sourced material (if any) is properly cited.
Referencing Appropriate referencing conventions are used.
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5. Units of Competency
This assessment contributes to the overall competencies for the following unit(s) of competency:
CYCYTH003 Support young people to create opportunities in their lives
CHCCDE003 Work within a community development framework
CHCGRP002 Plan and conduct group activities
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6. Bibliography
Dewane, C. (2011, October). Envionrmnetalism & Social Work: The ultimate Social Justice Issue. Social Work
Today, 11(5), 20. Retrieved September 10, 2017, from
http://www.socialworktoday.com/archive/092011p20.shtml
Hardy, R;. (2017, June 7). Tips for social workers on case recording and record keeping. Retrieved from community
care : http://www.communitycare.co.uk/2017/06/07/tips-social-workers-case-recording-record-keeping/
Ife, J. (2012). Human rights and social work; Towards rights based practice . Cambridge University Press.
Piskorski, M. J. (2011, November). Social staretgies that work. HBR. Retrieved September 10, 2017, from
https://hbr.org/2011/11/social-strategies-that-work
Ritchie, J., Lewis, J. N., & Ormston, R. (2013). Qualitative research practice: A guide for social science students and
researchers. Sage.
Soriano, F. (2012). Conducting needs assessments. Sage.
Tuckman, B., & Harper, B. (2012). Conducting educational research. Rowman & Littlefield Publishers.
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