Starting design by identifying gaps
These notes are part of a series for the book.
Outline
- The learner’s journey
- Where’s the gap?
- Identifying and bridging gaps
- Examples
- Why this is important
- Summary
Notes
With successful learning design, the learner does something differently; it’s not just about knowing something. For example, they may need a combination of information, practice, and attitude to fully make the change in their actions. The designer should identify the gap between what the learner does now and what the learner should do after learning. Dirksen identifies six types of gaps.
Knowledge gaps
If all they need is information, then provide documentation and be sure to make it accessible where and when they will need it.
Skills gaps
Provide opportunities for the learners to practice their new skills and apply new knowledge.
Motivation gaps
Sometimes people have the knowledge and skills, but they lack buy-in, resist change, lack focus, are not interested, or don’t understand the big picture or plan.
Change (unlearning)
This is a type of motivation gap; if the new actions require a change, then the former actions must be unlearned. The more new things learners must master, the more they must unlearn and relearn a new way, and the more difficult it is.
Environment gaps
Make sure the organization supports the new performance:
- Provide scaffolding materials (such as job aids) in the work environment.
- Make sure people are rewarded for new skills, and not punished for using them.
- Make sure new skills are reinforced over time.
Communication gaps
Sometimes people have the knowledge and skills, but they have bad directions; ‘communication issues can sometimes masquerade as learning issues’ (Dirksen, 2012, p. 19).