- Complete the instructions attachment below. You should identify one gap that exists in your organizational setting and justify your decision to frame the gaps the way you did.
- Use the Ishikawa (Fishbone) Diagram Template [DOCX] to identify the root causes that are contributing to the GAP. Remember that the head of the fish represents the problem or issue, and the ribs represent the major causes of the problem. Finally, the sub-branches are where the root causes are identified.
Instructions
1. Issue: Identify an organizational issue that, if addressed, could positively impact organizational effectiveness or outcomes. Your organizational issue should reflect a performance gap or potential problem of practice that you will describe as your area of interest in the assignment. Identify the organizational issue by completing a description of the issue just as done in the Examples of Gaps section that follows the blank gap analysis worksheet below.
2. Process or Activity Title: Identify each process, factor, or activity associated with the organizational issue or performance gap identified in the issue statement. List those processes or associated activities related to the issue that are not performing as desired or expected. Each process or activity needs to be analyzed to determine its related performance gaps and its impact on the organization.
3. Expected Performance (A): Regarding each process or activity, describe performance expectations based on established goals, performance standards (for example, state testing), or organizational intent/vision. In the Examples of Gaps section below, the expected performance for the discipline tickets report was anticipated to be at a low level because the system was designed for exceptions. The gap analysis revealed other issues and gaps in expected instructor performance. Note: If the expected performance level or number or percent is known, provide it, or if possible, provide a reasonable estimate and label it as an estimate only. Another approach is to qualitatively describe the expected performance.
4. Current Performance (B): Describe the current performance. In the Examples of Gaps section below, a high number of ticket reports were identified as consistently submitted across semesters. Note: provide the most accurate performance indicators possible. In the Examples of Gaps, the exact number such as total number of tickets for the previous term or the average of tickets per week for the past term would have been a more precise measurement. Be as precise as you can in describing the current performance.
5. Performance Gap (A minus B): Describe the difference between expected performance and the current performance: what should be and what is. Note that the comparison between expected performance and the current performance could involve additional gaps. In the Examples of Gaps table, the ticket report analysis showed additional problems. As with describing the expected and current performance use the most precise numbers, data, or language that you can.
Gap Analysis Worksheet
Using the template below, do your own gap analysis. Complete each cell clearly and completely. Add rows for additional processes and activities that need to be analyzed. Use number/percentage data to support your statements only when the numbers are known. Otherwise, use descriptive words where no actual numbers are available. Gaps are often qualitative. If there are no established numbers (or reasonable estimates) to support a quantification of a gap, explain it in qualitative terms.
Use a separate row for each process and activity and include the specific information requested for each column. Cells will expand as needed.
Issue:
|
Process or Activity Title |
Expected Performance (A) |
Current Performance (B) |
Performance Gap (A minus B) |
Effect of Gap on Organization |
Examples of Gaps
Issue: Suspension rates at a high school are at unacceptably high levels.
|
Process or Activity Title |
Expected Performance (A) |
Current Performance (B) |
Performance Gap (A minus B) |
Effect of Gap on Organization |
|
Discipline Ticket Reports |
The system is in place to accommodate exceptions. Exceptions are expected to be few in number. (Note: If expected number is known, provide it. Or provide a reasonable estimate and label it an estimate only.) |
A high number of ticket reports are consistently submitted across semesters. (Note: Provide actual data, e.g., number of tickets), if possible.) |
System that was created to handle exceptions routinely handles too many. (Note: If actual numbers are known for A and B, subtract the difference.) |
System is taxed. |
|
Ticket Distribution |
Tickets that enter the system are expected to be representative of the overall race and gender ratios at the institution. (Note: Provide actual data current race and gender ratios of student body if possible.) |
Students of color and males are overrepresented as recipients of behavioral/disciplinary tickets. (Note: Provide actual data about race, ethnicity, and gender if possible.) |
Ticket distribution ratios in terms of race and gender are not representative of student body demographics. (Note: Describe the difference.) |
Potential ethical implications; potential unbalanced or biased application of disciplinary regulations. May affect institution’s learning environment and climate. |
|
Classroom Management |
Faculty manage behavior in the classroom and submit tickets as a last resort. |
Faculty default to sending students out of class. |
Classroom resolution is not happening. |
Classroom instruction is missed by students; disruptions lower quality of instruction for all. |
|
Classroom Management |
Faculty manage behavior with cultural sensitivity. |
Faculty display limited skills in responding to behavioral issues or to facilitate a multicultural classroom effectively. |
Skills to manage and resolve behavioral problems and desired level of cultural competence are lacking. |
Ill will and distress for students and faculty; loss of incentive to attend class. Loss of opportunities to learn about others. |
|
Classroom Management and Support |
Faculty can, as an interim option, require students who have behavior issues schedule an appointment with student services counseling support. As a result students receive counseling and return to the classroom able to manage their behavior. |
Faculty do not exercise their interim option and do not require students who have behavior issues schedule an appointment with student services counseling support. |
Interim resolution with support is not happening. |
Classroom instruction is missed by students; disruptions lower quality of instruction for all. |
|
Classroom Management and Support |
Faculty can, as an interim option, require student veteran’s who have behavior issues schedule an appointment with student services veterans support. As a result students receive counseling and return to the classroom able to manage their behavior. |
Faculty do not exercise their interim option and do not require student veterans who have behavior issues schedule an appointment with student services veterans support. |
Interim resolution with support is not happening. |
Classroom instruction is missed by students; disruptions lower quality of instruction for all. |
Reference
Adapted from Gupta, K. (1999). A practical guide to needs assessment (p. 145). New York, NY: Jossey-Bass.