Muna Yusuf 1

LSI 469: Dr. Sabielny

Discrepancy Analysis
Skills Needed
Operating a flat bed

Filing overstock merchandise

Stocking shelves

Display set up

Assembling hardware (making selfstanding shelves)

Students Performance
The student has difficulty discerning
in which order to stack the boxes
sometimes stacking smaller boxes on
bottom and larger ones on top
therefore have an imbalanced flatbed
that occasionally causes the
merchandise to spill out while
transporting.
With the assistance of another worker
the student was able how to file
overstock merchandise by matching
the UPC codes against one another.

Peers Performance
The peer stacks the larger boxes on
the bottom and the smaller boxes on
top on the flat bed and is able to
operate a flat bed with merchandise
with ease.

Instructional Implications
Student will be provided a visual
representation/task analysis on how to
stack the boxes on the flatbed safely
for transportation.

The peer is able to complete the task

of filing the overstock merchandise
by matching the UPC codes
independently.

The student uses a planogram visual

to stock all the items on the shelf
according to its organization. If the
student is missing any product to
complete the planogram shelf she will
contact her manager to find a
substitute product.
Student has difficulty reading
directions therefore she uses the
visual representations that accompany
the display set ups to complete the
task.
Student has difficulty reading the
written directions therefore needs
assistance from another co-worker to
assemble the shelves.

The peer also uses the planogram

visual to complete stocking the
shelves and also contacts the manger
to find a substitute product.

Student will watch an instructional

video that demonstrates how to match
UPC codes with one another. Student
will be also provided a visual display
on how to match up UPC codes in
order to file overstock merchandise.
There are no instructional
implications in this instance because
Ulta Beauty provides the planogram
visual to all stock associates.

The peer is able to complete the

display set up with the written
directions and uses the visual
representation as only a secondary
reference.
The peer is able to assemble the
shelves independently with the use of
the directions.

The student needs to be provided a

visual representation of the display
table in order to complete the task.

The student would need a task

analysis/visual representation in order
to aid her to complete the task
independently.