The most effective instruction begins with robust analysis, even before design or development takes place. The Dick and Carey model uses a front-end analysis to gather a multitude of information, some of which is referred to as a gap analysis. The gap analysis essentially describes the problem in the current state, the desired state, how the gap occurred, and how it can be addressed. The Design Document I created, for my EDCI 572 class (Introduction to Learning Systems Design), as the framework for a drawing workshop for preteens satisfies the “Conducting a gap analysis” challenge. The workshop was an exploration of the entire Dick and Carey model from beginning to end, so the front-end analysis is included in this Design Document.

Regarding the importance of a front-end analysis, of which the gap analysis is a part, Dick and Carey say, “If done improperly, even elegant instruction may not serve the organization’s or the intended learners’ real needs” (Dick et al., 2022, pp. 19-20). From this simple statement, it can be seen that a well-formed gap analysis (as part of a well-executed front-end analysis) is a crucial component of sound instruction. Front-end analyses do take time to complete, but they are worth the effort, as they allow instructional designers to create theoretically sound instruction that speaks to the direct learning needs of their target population of learners, in the appropriate contexts. The gap analysis specifically provides an opportunity for instructional designers to determine where learners “are” and where they need to “be.” Additionally, we are able to use the gap analysis to gain perspective on what factors are contributing to the gap and how they might be addressed. In the Design Document, the gap analysis examines the current state of preteens’ drawing skills (as they relate to realistic pencil drawings). The gap analysis was conducted using observation, a content outline approach, and a performance technology approach, which allowed me to analyze a member of the target population (who, in the interest of transparency, is my own child) and compare those observations with information published in a book on drawing instruction, which corroborated many of my own observed findings. The gap analysis performed indicated that while the preteen desired a certain level of realistic drawing achievement, they did not possess the skills required to produce it. Several techniques were identified as growth opportunities that could improve achievement. A workshop was recommended that would focus on two primary skills that were notably lacking in the preteens’ skill repertoire.

This particular project, not just creating the Design Document, but the entirety of creating the workshop, was made personal for me when my own son was the inspiration for both the content and the target population of learners. Professionally, I have worked almost exclusively on instructional material for adult audiences; this was my first experience designing and developing instruction for a younger (school age) learner population. Because the Dick and Carey model can be applied in design and development for any learner population, the gap analysis skills and tools I learned will be useful in any project going forward.

The Design Document selected clearly shows the gap analysis (it is highlighted in a pink box for quick identification); the analysis table displays the desired status, the current status, and the instructional need that should move learners from the current state to the desired state. The paragraphs preceding the table describe some of the gap context and reasons preteens often find their drawing skills in the state they do. This artifact represents considerable growth in me as an instructional designer. As a contractor, I am not frequently part of the analysis phase, instead being provided with the pertinent information (gap analysis, target population information, etc.). However, to have the opportunity to conduct the analyses myself and apply these new skills has given me more confidence not only in my ability to conduct a full-scall front-end analysis, but also to be an asset in a contract role when I have not personally conducted the analysis. I am now better positioned to ask clarifying questions, seek out more information, and suggest more robust analysis should it be necessary.

Dick, W., Carey, L., & Carey, J. O., (2022). The systematic design of instruction (9th ed.). Pearson.