Gap Analysis Worksheet: Addressing Student Retention Issues at a Community College

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Gap Analysis Worksheet The goal of gap analysis is to find the difference between what should be and what currently is. State all entries clearly and completely, using numbers or percents only when the numbers are known. Otherwise, use descriptive words where no actual numbers are available. Gaps are often qualitative. If there are no reasonable numbers to support a quantification of a gap, explain it in qualitative terms.

Use a separate row for each gap. Refer to the example on the next page.

Instructions 1. Issue: Name the specific problem or issue that exhibits a performance gap. 2. Process or Activity Title: In two or three words, list the processes, factors, or activities

associated with the issue that are not performing as desired or expected. 3. Expected Performance (A): Describe performance expectations based on established

goals, performance standards (for example, state testing), or organizational intent/vision.

4. Current Performance (B): Describe what the performance currently is. 5. Performance Gap (A minus B): Describe the difference between what should be and

what is. 6. Effect of Gap on Organization: Spell out how the performance gap affects the

organization. Issue:

Process or Activity Title

Expected Performance (A)

Current Performance (B)

Performance Gap

(A minus B)

Effect of Gap on Organization

Here’s a completed Gap Analysis Worksheet based on the provided format:

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**Gap Analysis Worksheet**

**Issue:** Low Student Retention Rates at a Community College

| **Process or Activity Title** | **Expected Performance (A)** | **Current Performance (B)** | **Performance Gap (A minus B)** | **Effect of Gap on Organization** |
|————————————-|—————————————————————————————-|——————————————————————-|————————————————————|—————————————————————————————-|
| **Student Retention Strategies** | A retention rate of 80% or higher by the end of the academic year. | Current retention rate is 65%. | Retention rate is 15% below the expected performance. | Reduced financial stability, lower overall institutional performance, and loss of student trust. |
| **Advising and Support Services** | Students should receive proactive academic advising and support from their first semester. | Many students report only receiving advising when they request it. | Advising and support are not as proactive as expected. | Students may feel unsupported, leading to disengagement and higher dropout rates. |
| **Engagement and Extracurricular Activities** | 75% of students should be involved in at least one extracurricular activity. | Only 45% of students participate in extracurricular activities. | Participation is 30% below the expected level. | Lower student engagement can lead to decreased satisfaction and retention. |
| **Faculty-Student Interaction** | Faculty should engage with students both inside and outside the classroom regularly. | Many students report limited interaction with faculty outside of class. | Faculty-student interaction is less frequent than expected. | Decreased student motivation and connection with the institution, impacting retention. |

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### **Explanation of Gaps**

1. **Student Retention Strategies:**
– **Expected Performance (A):** The goal is to maintain a retention rate of 80% or higher. This standard is set to ensure students complete their studies and contribute positively to the college’s reputation.
– **Current Performance (B):** The retention rate is currently at 65%, indicating a significant shortfall from the expected rate.
– **Performance Gap:** The gap is 15%, reflecting a need to enhance retention strategies.
– **Effect of Gap on Organization:** This gap can result in reduced financial stability due to decreased enrollment and lower overall institutional performance. It may also damage the institution’s reputation and affect its ability to attract new students.

2. **Advising and Support Services:**
– **Expected Performance (A):** Proactive advising and support are expected to help students from their first semester.
– **Current Performance (B):** Advising is often reactive, only occurring when students initiate contact.
– **Performance Gap:** The lack of proactive advising creates a gap in the expected level of support.
– **Effect of Gap on Organization:** Students may feel unsupported, which can lead to disengagement, lower academic performance, and increased dropout rates.

3. **Engagement and Extracurricular Activities:**
– **Expected Performance (A):** At least 75% student involvement in extracurricular activities is expected.
– **Current Performance (B):** Participation is only 45%, falling short of the target.
– **Performance Gap:** The 30% gap indicates a need for better engagement strategies.
– **Effect of Gap on Organization:** Lower student involvement can lead to decreased satisfaction and retention, impacting the overall student experience.

4. **Faculty-Student Interaction:**
– **Expected Performance (A):** Regular interactions with faculty are expected to enhance student experience and retention.
– **Current Performance (B):** Limited faculty-student interactions are reported.
– **Performance Gap:** The frequency of interactions is less than what is expected.
– **Effect of Gap on Organization:** Limited interaction can lead to decreased student motivation and connection with the institution, negatively affecting retention.

### **Conclusion**

Addressing these performance gaps is critical to improving student retention and overall satisfaction at the community college. Implementing targeted strategies for proactive advising, increasing engagement opportunities, and fostering more frequent faculty-student interactions can help close these gaps and enhance student outcomes.

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Make sure to adapt the content to fit the specific details and context of your organization or situation. Adjust the figures and descriptions according to actual data and observed performance gaps.

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Examples of Gaps Issue: Behavior/discipline tickets at a community college 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.

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.

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Process or Activity Title

Expected Performance (A)

Current Performance (B)

Performance Gap

(A minus B)

Effect of Gap on Organization

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.

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.

Reference Adapted from Gupta, K. (1999). A practical guide to needs assessment (p. 145). Jossey-Bass.