How to close the gap towards desired learning performance
“Dangling data” and “closing the gap”. Two interesting concepts I came across in an article considering performance feedback in learning recently. Although it’s looking at Higher Education I found some real parallels with workplace learning.
From Elizabeth Molloy at Monash University and David Boud at the University of Technology Sydney, the article looks at feedback models for learning, teaching and performance.
They quote feedback as “a key process in learning, providing information on actual performance in relation to the goal of performance”.
The article outlines D. Royce Sadler’s groundbreaking 1989 paper which found that learners need to have:
- An understanding of their performance goals
- An opportunity to compare performance goals with actual performance
- An opportunity to close the gap between their desired performance and actual performance.
Although Sadler’s work isn’t new, it’s still very relevant. I really like how this ties in with our view about learning transfer. The best way to create behavioural change after a learning event is by creating an action plan of our intended goals, followed by a series of reflective learning transfer sessions to look at how we are going with our goals and how we might close the gap to reach our desired outcome.
I also loved Sadler’s concept of “dangling data”. Being shown something – whether it’s new content or specific feedback from a line manager – but not being supported with what to do with that feedback. Essentially if we are running an excellent learning initiative with fabulous content, we are merely “dangling data” if we aren’t clear how this is relevant to their role or how they can use the information practically in the real world.
Authors Molloy and Boud also refer to a study from Kluger and Van Dijk (2010) which suggests that a one size fits all model on ‘how to give feedback’ is not appropriate. Totally agree! Feedback and reflection need to be unique and tailored to the individual and their specific performance goals, especially within the context of learning transfer. We are all different after all!
Thanks to Susan Leslie for sending over this interesting article.
References:
- Kluger, A., & Van Dijk, D. (2010). Feedback, the various tasks of the doctor, and the feedforward alternative. Medical Education, 44:1166-1174
- Molloy, E. and Boud, D. (2013). Feedback models for learning, teaching and performance. In Spector, J. M., Merrill, D., Elen, J. and Bishop, M.J. (Eds.) Handbook of Research on Educational Communications and Technology. Fourth Edition. Springer: New York, 413-424. DOI 10.1007/978-1-4614-3185-5_33
- Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18: 119-144.