Sub-Badge 1: Gap analysis

Challenge 1: Conducting a gap analysis

Criteria for successful completion of this challenge: This challenge focuses on conducting a gap analysis to describe the nature of a learning or performance problem and propose a potential instructional and/or non-instructional solutions and strategies. Gap analysis is a process of determining the gap between actual situation and desired situation as well as the root causes of this gap. Reflection must address: How did you determine or identify the learning or performance problem, including data sources you used? How did your artifact demonstrate your competence in each of the performance statements?

Examples: Performance Assessment and Design and Develop HPT Solutions and Evaluation Plan (EDCI 528); Design Document 1 (EDCI 572), Project Plan (EDCI 569 if taken in Spring 2021 or later). 

Reflection

I submit a single artifact that demonstrates my ability to perform a gap analysis on a student population. The artifact is the first portion of a design document I composed for EDCI 572 in the Fall of 2022. The topic of the training module under development is “Perform an energy analysis using a Fluke 437-II Energy Analyzer”. A gap analysis is an essential component of a thorough front-end analysis which identifies the need for instruction. Without a gap analysis, the instructional designer lacks a clearly articulated target to hit with the further development of the training. In this case, after I completed the front-end analysis using the Dick and Carey framework, I developed this project into a real-world training module I present to students at the Electrical Training Institute of Indianapolis (ETI). The gap analysis I completed ensured the learning content aligned with the instructional goals.

My design document works well to satisfy this challenge by analyzing the learner’s current capabilities, commonly referred to as the “Actual status”. Next, the gap analysis clearly articulates the learner's end goal, or “Desired status, " after completing the training. Finally, the gap analysis method identifies the “Need” to bridge the gap between actual and desired learner knowledge. I performed a verbal interview with other instructors at the ETI and veteran electricians to assess the level of competency that I should expect from learners. Next, I interviewed several learners to gauge their current level of knowledge in this domain. After collecting this data, I wrote the gap analysis statement and identified the skills necessary to be included in the goal analysis diagram.  

My experience with performing gap analysis goes back to my early days as an electrical instructor. I did not perform formal gap analysis procedures. Instead, I spoke with my colleagues to formulate a plan to deliver instruction to learners. My previous method lacked an assessment of the learner to determine their current status. This naïve approach opened up the possibility of missing critical skills in my lessons that learners would need to ultimately achieve the desired status. 

I truly enjoyed following the Dick and Carey method of systematic instructional design. Though it requires a significant amount of work to perform front-end analyses, I am drawn to the analytical and sequential aspects of the process. When performing future gap analysis, one area for growth is to narrow the project scope to ensure the targeted goals are both reasonable and specific. I look forward to using the Dick and Carey model in future projects and also have begun sharing this knowledge with my colleagues in hopes that we can see widespread adoption of performing a detailed gap analysis before moving forward with curriculum development.

Artifact - Design Document