GAP ANALYSIS

Within this design document, I include a gap analysis. Using the need identified in my analysis, I developed a learning module for supervisors about giving feedback. This design document proves that I have met the criteria for conducting a gap analysis, which is a crucial step in the planning and analysis stages of systematic design. 

To prepare us for a professional context, EDCI 572 Introduction to Learning Systems Design has developed a project-based learning experience that walks through the steps of the Dick and Carey design model. The first step in this model is to conduct in-depth analyses of the learning gaps, the learners, the learning contexts, and the performance contexts. The first step, however, is to identify the need. This is a critical first step in the design process, and it can often make or break the execution of the design. Without closely analyzing the need, a designer could potentially develop a learning module that will fall flat because it does not solve the learning or performance problem. This results in wasted time, resources, and money. 

For my learning module, I used a content outline approach based on convincing evidence that there was a widespread need. I started with the desired outcome, “Before starting a leadership role, managers and supervisors will attend a 1-hour training on giving subordinates feedback.” Next, I stated the current status, “Informally, managers and supervisors have learned from professional experience when giving feedback; however, they were not provided formal training on this subject.” The deficit, or gap, between these two resulted in the learning need, a “1-hour formal training that reviews the fundamental aspects of giving feedback and best practices when giving feedback to subordinates.” The data used to determine the performance problem was primarily anecdotal during informal conversations with friends and colleagues. Subsequently, when I formally surveyed a larger group of learners for my learning analysis, it reaffirmed the validity of the need I had identified during this gap analysis. 

I also focused on my personal experience of having been in a leadership role for five years. I was responsible for conducting ongoing and formal observations, however, I was never formally trained in how to do this. When speaking to other colleagues in education and professionals in corporate and creative fields, I heard similar experiences. Had I received formal feedback training, I would have felt more comfortable providing feedback to my peers, which in turn would have helped them grow professionally and overall would have helped support students. Many of the professional developments I have attended throughout my career did not feel suited to the need of the learners. From an administrative level, I think this would be a valuable step in addressing the professional development needs of their staff. As a teacher, this intentional reflection of where students are versus where they need to be would have more specifically targeted their learning gaps. 

From this experience, I learned that the front-end analysis stage of design is critical to the success of the learning experience. I also learned that this stage is somewhat abbreviated in the real world. This does not mean that it is not carefully considered, but it is not as meticulously documented as we are doing for EDCI 572. Nevertheless, I would like to continue developing this practice so that it becomes an automatic thinking skill when I begin my professional career as a designer. This scaffolded, guided breakdown will help prepare me to rehearse the cognitive motions that go into effective design.