LEAD 6143 Module 2 Stakeholder Needs Assessment Example

Reviewed by Hollis Fairweather, PhD · American College of Education · Updated

This LEAD 6143 Module 2 example assesses the needs of a regional blood center's stakeholders and ranks their claims by salience, written to APA 7. The assessment was prepared for the second module of American College of Education LEAD 6143, Strategic Operations Planning and Innovation, the LEAD6143 course in ACE's Doctor of Business Administration. Using Bryson's stakeholder analysis techniques and the power, legitimacy and urgency model of Mitchell, Agle and Wood, a collections director surveys 31 of 38 hospital blood banks and 214 donors, holds two staff focus groups and interviews six families of children with sickle cell disease, finding the most urgent need held by the least powerful group.

CourseLEAD 6143 Strategic Operations Planning and Innovation
ModuleModule 2
Paper typeStakeholder needs assessment
Length1,220 words, about 4 pages plus title and reference pages
FormatAPA 7 student paper
SchoolAmerican College of Education
ProgramEd.D. and DBA doctoral core
UpdatedOctober 2026

Free sample paper for LEAD 6143 Module 2

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Who Counts and What They Need: A Stakeholder Salience and Needs Assessment for a Regional Blood Center, From Hospital Blood Banks to Families Living With Sickle Cell Disease

Student Name

American College of Education

LEAD6143: Strategic Operations Planning and Innovation

Module 2 Assignment

Instructor Name

October 19, 2026

What this page is doingThe title asks the two questions a stakeholder assessment must answer and names the two ends of the range, so the reader sees its scope immediately.
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Introduction

Module 1 found that a composite regional blood center's operations serve its mission well on safety and overall supply and poorly on "every patient," especially patients with sickle cell disease who need closely matched blood. Before planning changes, a leader needs to know who has a stake in the center's operations, how much each group's claims weigh and what each actually needs. This paper identifies the center's stakeholders, classifies them by salience and reports their needs from four sources of evidence.

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Method

Bryson (2004) described a range of practical techniques for identifying and analyzing stakeholders in public and nonprofit organizations, beginning with a basic analysis of who the stakeholders are, what criteria they use to judge the organization and how well it performs against those criteria, and moving to tools such as grids that plot stakeholders' power against their interest. Following that approach, I listed stakeholders with the senior team, then gathered needs through four channels during September: a survey of transfusion service managers at the 38 hospitals the center supplies, with 31 responses; a short survey of 600 randomly selected donors, with 214 responses; two focus groups with 16 collections staff; and interviews with six families of patients with sickle cell disease, arranged through the children's hospital's hematology clinic.

What this page is doingDescribing how needs were gathered, with response numbers, lets the reader judge how much weight each group's reported needs can bear.
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Who Was Missing From the First List

The senior team's first list named hospitals, regulators, donors and staff, the groups that appear in the center's reports. Freeman (2010), whose stakeholder approach to strategic management counts as a stakeholder any group whose actions can shape the organization's goals or whose fortunes those goals shape, offers a broader test, and applying it added three groups. Patients and their families are affected by every operational decision but never appear in the center's planning documents. Community organizations such as churches, sororities and health centers can affect the center's reach by hosting drives or declining to. And the region's transfusion medicine physicians, who decide when patients need antigen-matched units, shape demand in ways the collections team rarely discusses. Adding these groups changed the assessment's results more than any other step, because the needs that most clearly expose the mission gap belong to two of them.

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Classifying Stakeholders by Salience

Mitchell et al. (1997) argued that how much attention a stakeholder group gets depends on three things it may or may not have: the power to make the organization act, a claim that society would call rightful and a claim pressing enough to demand attention now. A group holding all three is, in their terms, definitive; a group with legitimacy and urgency but little power is dependent on others to advance its claims. Applied to the center, the hospitals are definitive stakeholders: they buy the blood, hold contracts and press urgent orders. Regulators, chiefly the Food and Drug Administration, hold power and legitimacy. Donors hold legitimacy and considerable collective power, since the center cannot operate without them. Staff hold legitimacy and some power through their skills. Patients with sickle cell disease and their families have legitimate and urgent claims but almost no power over the center; they are dependent stakeholders, whose needs reach the center only through the hospitals that order on their behalf.

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What Hospitals Need

Hospital transfusion managers rated reliability first: 28 of 31 named on-time delivery of routine orders as their top need, and 19 named faster supply of antigen-matched units for patients with special requirements. Several added comments about the delays of up to three days for matched units described in Module 1. Cost ranked third. The hospitals' needs therefore largely support the center's current focus on efficient routine supply, with one important exception that bears directly on the mission gap. Two of the smaller rural hospitals also asked for more notice when the center's shortages loom, since they hold fewer units and have less room to absorb a late delivery.

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What Donors Need

Donors' top needs were convenient times and locations and shorter visits. The median donor reported a total visit of 62 minutes and said 45 would be acceptable. Donors from urban zip codes were twice as likely as suburban donors to say they would give more often if drives were held closer to home or on weekends, and 22% of donors over 65 said online-only appointment booking discouraged them. These findings echo the community partners' accounts in Module 1.

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What Staff Need

In the focus groups, collections staff described two needs. The first was predictable schedules: crews are often reassigned on short notice to large drives, which disrupts their weeks and cancels smaller neighborhood drives. The second was recognition that smaller drives are harder work, not easier, because setup time is the same while units are fewer. Several staff said they would welcome a role in community drives if the scorecard did not penalize them for lower yields. Staff do not need to be persuaded that community drives matter; they need a system that stops punishing them for running one.

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What Patients and Families Need

The six families described lives organized around transfusions. Children with sickle cell disease on chronic transfusion programs visit the clinic every three to five weeks, and parents described appointments postponed because matched units had not arrived. Two parents said they would gladly organize drives at their churches or workplaces if the center asked, and one mother said she had only just learned, from the clinic nurse, that donors of similar ancestry were more likely to be good matches for her son. Their needs are simple to state: matched blood on time, and a way to help.

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Reading the Assessment

The salience classification and the needs data together reveal the center's planning problem. The stakeholders with the most power, hospitals and regulators, mostly need what the center already does well. The stakeholder with the most urgent need, families of sickle cell patients, has the least power and is invisible in the center's planning except through hospital orders. Donors and staff, with moderate power, need changes that would also serve the families: drives closer to home and a scorecard that values smaller drives. A strategic plan that listens only to definitive stakeholders will keep the mission gap in place.

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Priorities for Planning

The assessment suggests three priorities for the strategic plan that later modules will build. The first is to give the dependent stakeholder a voice: a family representative and the children's hospital's hematology nurse should join the center's community advisory committee. The second is to treat donors' and staff members' needs as allies of the mission rather than as costs, since closer, weekend and phone-bookable drives would serve donors, staff and families at once. The third is to keep the definitive stakeholders' trust by protecting routine reliability, which hospitals ranked first, while the center changes how it collects.

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Conclusion

Assessing stakeholder needs before planning changed how I see the center's options. The groups that would benefit from neighborhood and weekend drives, donors, staff and families, are more numerous than the scorecard suggests, and the most powerful stakeholders' needs do not conflict with serving them. Module 3 will map the drive process itself to find where time and capacity could be freed for that purpose.

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References

Bryson, J. M. (2004). What to do when stakeholders matter: Stakeholder identification and analysis techniques. Public Management Review, 6(1), 21-53. https://doi.org/10.1080/14719030410001675722

Freeman, R. E. (2010). Strategic management: A stakeholder approach. Cambridge University Press. https://doi.org/10.1017/CBO9781139192675

Mitchell, R. K., Agle, B. R., & Wood, D. J. (1997). Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of Management Review, 22(4), 853-886. https://doi.org/10.2307/259247

What the LEAD 6143 Module 2 instructions ask for

The second LEAD 6143 module usually asks you to assess what the organization's stakeholders need. Expect a prompt asking you to identify internal and external stakeholders, gather or estimate their needs and analyze how well the organization meets them, often as groundwork for a strategic plan. Use a recognized stakeholder framework to classify groups rather than listing them, and gather needs through whatever channels you can reach, reporting how many people took part. Include stakeholders without much power, since their needs are the easiest to overlook. End by reading the assessment as a whole: whose needs align, whose conflict and what the pattern means for planning. Treat any family or patient interviews with particular care.

How this LEAD 6143 Module 2 example is built

The paper links back to the mission gap found in Module 1 and explains why stakeholders must be assessed before planning. A method section describes Bryson's approach and four channels of evidence with response counts. The salience model then sorts stakeholders into definitive, dependent and other types. Four sections report needs: hospitals' reliability and matched units, donors' time and location preferences, staff members' wish for predictable schedules and fair measures and families' need for matched blood and a way to help. A reading section shows the inverse relationship between power and urgency, and a brief conclusion sets up the process mapping in Module 3. A section shows which groups the senior team first left out, and a short priorities section turns the findings into planning aims.

LEAD 6143 Module 2 rubric: what full marks look like

Stakeholder assessments are usually graded on completeness, method and insight. Graders look for stakeholders identified systematically, classified with a framework such as salience or power and interest, and described by needs gathered from evidence rather than assumed. Reporting how needs were gathered, including numbers, shows rigor. Insight shows when the writer reads across groups, noticing where needs align or where powerful stakeholders crowd out urgent ones. Including groups that lack power reflects ethical awareness as well as strategic sense. Clear organization, precise figures and APA 7 citations for the frameworks complete the assessment. Testing the first stakeholder list against a broad definition often reveals the groups that matter most.

Common LEAD 6143 Module 2 mistakes, and how to avoid them

Stakeholder papers often list groups in a table with a phrase next to each and no evidence behind it. If you need help identifying stakeholders, applying a salience or power-interest framework or designing quick surveys and interviews to gather real needs, our writers can help. Describe your organization and who it serves, and send the prompt, and a Module 2 assessment will be drafted around your own stakeholders. A hospital unit, a nursing program or a public health department could be assessed the same way. A stakeholder grid can be included as a figure. Survey items can be drafted for you too.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official American College of Education document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More LEAD 6143 and Ed.D. and DBA doctoral core sample papers

LEAD 6143 Module 2 questions, answered

What does LEAD6143 Module 2 usually ask for?

LEAD6143 often asks in Module 2 for an assessment of internal and external stakeholders' needs, identifying who they are, how much their claims weigh and what they need from the organization.

What is stakeholder salience?

Mitchell, Agle and Wood's idea that managers prioritize stakeholders according to their power, the legitimacy of their claim and its urgency.

What is a dependent stakeholder?

A group with a legitimate and urgent claim but little power, which relies on others to advance its interests.

Where can I find a free LEAD 6143 Module 2 sample paper?

Here, in full: a blood center's stakeholders sorted by power, legitimacy and urgency, with needs gathered from hospitals, donors, staff and families of sickle cell patients.

How should I gather stakeholder needs for this assignment?

Use whatever channels you can reach, such as short surveys, focus groups and interviews, and report how many people took part in each.