Define a performance gap against a clear standard without assuming its cause.
Examine learning and contextual causes before choosing an intervention.
Propose a mixed solution when several causes contribute to the gap.
A performance gap is not a diagnosis
A performance gap is the difference between an expected level and a current level in a task, behavior or result. It describes what we observe but does not explain why it happens. A learning decision therefore begins by clarifying the expected standard, gathering evidence of current performance and examining causes. Training-quality guidance emphasizes that training is not the right solution for every performance problem; solutions may instead involve policy, technology, work organization or procedures.
Use five simple diagnostic lenses: knowledge and skill; clarity of process or standard; tools and access; priorities, incentives and feedback; and operational capacity such as time, volume and workload distribution. This is not a closed list of causes, but it prevents the shortcut “they need training.” One cause or several connected causes may appear, in which case a blended performance solution is more accurate. These lenses should not be used to force a single cause. Causes can interact: an unclear process can increase cognitive demand, a poor tool can increase error, and limited practice can make it harder to detect the problem quickly. A stronger decision separates what learning can improve from what requires a work-system change, then coordinates both when the causes interact. Diagnosis therefore guides intervention selection rather than becoming a checklist used to justify a course already chosen.
Lesson summary
A gap describes the difference between expected and current performance but does not explain cause. Examine knowledge, skill, process, tools, incentives and capacity, then use learning only where it addresses a learnable cause.