Sub-Badge 1: Gap analysis

Artifact

Reflection

Reflection on Conducting a Gap Analysis for Sailing Training Module

For the competency “Conducting a Gap Analysis,” I have selected my Gap Analysis and Needs Assessment, along with a Learning Objective for the Design Document of an American Sailing Association (ASA) certified sailing school training module, as my artifact. This project allowed me to identify and pinpoint critical gaps in the skills and knowledge of recent graduates of an ASA 101 class when they become members of the sailing club—specifically in navigating the challenging waters of the Columbia River and encountering river barges in Portland, OR, at Island Sailing Club.

Identifying the Learning and Performance Problem

I determined the learning and performance problem by collecting and analyzing data from multiple sources:

1. Instructor Feedback: Conversations with sailing instructors revealed that novice sailors struggled with real-world scenarios not sufficiently covered in the ASA 101 course. Instructors observed frequent difficulties in handling encounters with river barges, strong currents, and high winds unique to the Columbia River.
2. Incident Reports: Review of safety logs and incident reports indicated an increase in near-miss situations and minor accidents involving recent graduates. These reports highlighted specific challenges in maneuvering around commercial traffic and navigating hazardous areas.
3. Learner Surveys and Interviews: I conducted surveys and informal interviews with recent ASA 101 graduates. Many expressed a lack of confidence in their ability to sail independently on the river, citing unfamiliarity with local hazards and insufficient practical experience.
4. Performance Assessments: Observation of on-water performance during club outings showed gaps in essential skills such as chart reading, plotting safe courses, and executing docking maneuvers under challenging conditions.

By synthesizing this data, I identified a significant gap between the desired performance—safely and confidently navigating the Columbia River—and the actual performance of the novice sailors.

Conducting the Gap Analysis

The gap analysis involved the following steps:

• Defining Desired Performance: Recent graduates should be able to independently sail on the Columbia River, effectively identify and avoid hazards, communicate with commercial vessels, and make sound decisions in varying conditions.
• Assessing Actual Performance: Novice sailors lacked proficiency in river-specific navigation, hazard identification, and practical application of sailing techniques under challenging conditions.
• Identifying the Gap: The discrepancy between desired and actual performance was evident in safety concerns, lack of confidence among sailors, and increased incidents.
• Analyzing Root Causes: Root causes included limited coverage of river-specific hazards in the ASA 101 curriculum, insufficient hands-on practice in the local environment, and lack of emphasis on situational awareness and decision-making skills.

Proposing Instructional Solutions and Strategies

To address the identified gaps, I proposed the following instructional solutions:

• Developing a Specialized Training Module: Create an additional module focused on the unique challenges of sailing on the Columbia River, incorporating both cognitive and psychomotor skill development.
• Tailoring Instructional Strategies: Utilize the Dick and Carey Systems Approach Model to systematically design instruction that addresses specific learner needs. Incorporate cognitive strategies for decision-making and situational awareness, and psychomotor activities for physical maneuvering skills.
• Implementing Realistic Simulations and Practice: Include case studies, simulations, and hands-on practice sessions that replicate real-world scenarios, such as navigating around river barges and docking in strong currents.
• Emphasizing Both Soft and Hard Skills: Balance the development of technical sailing skills with soft skills like communication, teamwork, and problem-solving.

Demonstrating Competence in Performance Statements

My artifact demonstrates competence in conducting a gap analysis through:

• Describing the Nature of the Problem: Clearly articulating the specific learning and performance issues faced by recent graduates, grounded in data collected from multiple reliable sources.
• Identifying the Learning and Performance Gaps: Systematically analyzing the discrepancy between desired and actual performance, and pinpointing the root causes contributing to this gap.
• Proposing Potential Instructional Solutions: Developing targeted instructional strategies and solutions that directly address the identified gaps, ensuring alignment with instructional design principles and the specific context of the learners.
• Applying Instructional Design Models: Utilizing the Dick and Carey model to structure the instructional development process, demonstrating a methodical approach to designing effective training interventions.

Reflection on the Experience

This project reinforced the importance of conducting thorough gap analyses to inform instructional design. By systematically identifying the learning and performance problems and their root causes, I was able to propose targeted solutions that are both practical and effective.

How I Determined the Learning and Performance Problem

I identified the problem through a combination of qualitative and quantitative data:

• Instructor Observations and Feedback provided firsthand accounts of learner difficulties.
• Incident Reports offered objective evidence of safety concerns and performance issues.
• Learner Surveys and Interviews gave insight into learner perceptions and confidence levels.
• Performance Assessments allowed me to observe actual skill levels in real-time.

This multi-faceted approach ensured a comprehensive understanding of the problem, enabling me to address both surface-level symptoms and underlying causes.

Applying My Experience

My background in developing training programs in various fields, including identifying performance gaps and designing targeted interventions, was instrumental in this project. The parallels between addressing sales team performance issues and novice sailors’ training needs allowed me to apply proven strategies in a new context.

Moving Forward

I plan to continue refining my skills in conducting gap analyses and needs assessments. This experience has highlighted the value of data-driven decision-making in instructional design and the necessity of tailoring solutions to the specific needs of learners and their environments. By applying these techniques to future projects, I aim to enhance the effectiveness of training programs and contribute to improved performance and safety outcomes.

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This reflection addresses how I determined the learning and performance problem, including the data sources used, and demonstrates my competence in conducting a gap analysis by thoroughly describing the nature of the problem and proposing effective instructional solutions.