Chapter 4: How to Analyze the Results

The answers to learning in the organization can be found in the completed assessment. Our next task is to report on the findings in a way that will be heard. This is a delicate task for the assessor. There needs to be a balance in the reporting style. The report needs to present the evidence in an honest and direct way without judgment. The assessor is the objective reporter who presents the facts and allows the organization to interpret and apply the information.

Organizations who participate in the assessment want to hear about the things they are doing well and those areas that require some improvement. What they do with the information is entirely up to them. Change will only happen if those at the management level are on board. Does the organization want to put out fires when they happen or seek to find ways to prevent the fires from starting? 

1. Review the Full Average Summary of the employees assessed. For each factor in the matrix, report on the level 1-3 statement that represents the average response. 

For example, if the average score for Continuous Learning (A1) Provide resources and support for learning was Level 2, write the statement, 'the organization has some resources and support for learning.'

These statements provide an overview of learning for each of the Essential Skills categories in the WESLAT. The following example demonstrates communication practices at Company X.

Example: Communication

Alternative viewpoints are often valued, openly discussed and considered for implementation.  Most often the organization is aware of communication barriers and acts to overcome them.
Occasionally there are chances to share and listen to ideas with co-workers.  Some employees keep thoughts to themselves while others are free to express ideas openly.  
Conflict is most often identified only after it becomes a crisis however managers work to resolve the issue once identified.  Lines of communication are unclear and uncertain for some and may seem formal and hierarchical in nature.  Also, the employee may not be certain who the right person is to talk to in different situations.  The organization accepts feedback and admits mistakes when identified but may not actively encourage feedback to remedy mistakes.

2.    Add anecdotal evidence gathered from participants to improve the quality of your report.

When participants give specific examples of when learning happens, make note to add to the value of the report. These specific examples will give the organization evidence of learning. These examplkes may be shared orally with the assessor or may be jotted on a note as they complete the assessment. For example: 

 Organizational Vision:

Employees are not part of the strategic plan and feel out of touch with changes that occur. For example, a recent change was made to the construction of cabinets. The employees heard of the change when they began their shift and found plywood at their work station. They had to ask supervisors about the changes that affected them.   

3.    Highlight the key learning strengths that were assessed at a  level 2-3. Write a statement about the learning strengths in the organization. These may be included in the introduction and/or conclusion of a report.  It is good practice to start and end your report on a positive note.

For example:

This organization has made an incredible investment in learning connecting the big picture of the organization to individual roles. Policy is consistent to practice and the vision of the organization is clearly aligned to the organizational goals. This organization encourages the ideas of all employees and seeks to use these ideas to improve processes and procedures. This is demonstrated in the daily huddles.

4.    Highlight the areas recommended for improvement. The areas requiring improvement are rated as a level 1-2 in the assessment. Write the recommendations as statements. Focus on 4-5 areas in the recommendations. These may be areas that seem to reoccur throughout the assessment.

For example:

According to the Workplace Essential Skills Learning Assessment Tool (WESLAT) the organization may want to:

1.    Create Learning Systems:

• Identify Gaps in Skills Training: Identify learning gaps throughout the year to ensure employees have support to achieve their goals
• Offer leadership opportunities for employees to mentor, coach and cross train to build the informal learning network
• Reflect on Learning: Develop clear processes to facilitate employee reflection of new learning

• Resolve conflict before a crisis arises
• Develop new strategies to build trusting relationships to encourage open lines of communication particularly with immigrants who may not voice their ideas
• Make communication lines transparent ex. Employees need to know who to talk to for a particular issue

3.    Connect Vision/Mission

• Include employees in the review of the mission/vision
• Review how employee roles connect to the vision/mission of the organization

4.    Meet with the employer to discuss how the recommendations connect to the business plan of the organization.  Write the organizations learning goals and the action plan to achieve them.

Company X is an exemplary example of a learning organization. The organization has managed to take the concept of lean beyond the boundaries and customize learning to their own specific needs. As Company X is aware, learning is a journey and those open to change will bridge the gap between reality and the vision.

The following is a summary of the assessments from six employees within the organization. The Workplace Essential Skills Learning Assessment Tool (WESLAT) is now available on line for additional assessments and for measurement of progress towards organizational learning goals. The assessments take approximately 30 minutes to administer and may be done simultaneously with a group or individually at anytime. The on line version will print a summary report and will chart individual or group differences for a quick analysis.

The Centre for Education and Work (CEW) will be developing resources to assist participating companies to analyze the data obtained in the assessment and will continue to work with the five companies assessed in each province over the course of the project to help them identify their training needs.  In consultation with the companies who participate in the research, the CEW will then develop interactive on line learning tools to address learning gaps identified in the assessments.  

The multimedia and guided learning experience (MAGLE) or the interactive e-learning tools will be available to the participating organization at no cost. These resources may be used as a stand alone distance program or may be used to compliment existing training.  The MAGLE will include audio, video, text and a chat room to meet the diverse needs of adult learners. The MAGLE makes learning fun and is flexible in design to meet a variety of workplace needs. A sample of the multimedia guided learning system is available for your review at:  www.magle.ca

For further information on the learning organization research project feel free to access the website www.weslat.ca. Case studies highlighting learning organizations across Canada are also available for your review on this website.

For further information on this and other projects at CEW access: www.cewca.org or call Carol Hawkins (204)885-2957. Thank you for your participation in the research.

Overview of the Assessment Results

Continuous Learning
Company X offers resources and supports for all employees to participate in learning activities and presents a variety of teaching strategies at the learning activities.  Employees may have opportunities to take on leadership roles to reinforce new learning at these learning events. The learning activities are aligned to both the individual and the organizational mission and vision of the organization.  

Managers support experimentation and exploration of all new ideas and solutions even when the outcome is uncertain.  Creative thinking is a collaborative effort.  Managers support and encourage the application of new learning on the job. However, supervisors may not support the learning or the changes within the department if they interfere with the production needs of the organization.  This is common in organizations with production schedules.  However, some work with supervisors might be undertaken to identify when learning interferes.

Employees and managers work together to develop a learning plan to close gaps identified; most often any additional learning or training is initiated by the individual.  Managers occasionally seek new learning opportunities themselves.  They will however recognize employee participation in formal learning activities.

New learning is regularly shared between coworkers. Supervisors sometimes recognize and give value to on the job learning.  However, supervisors may resent employee time away from the job.  To address this concern, more effort may be required coordinating informal learning activities to allow for mentoring, coaching and changes in roles on the job.  A system for cross learning would be beneficial.  

As well, more time could be spent reflecting and making inquiries on new learning.  A clear process to evaluate experiments or new ideas may need to be developed to foster their reflection of new learning.

Communication
Alternative viewpoints are often valued, openly discussed and considered for implementation.  Most often the organization is aware of communication barriers and acts to overcome them.

Occasionally there are chances to share and listen to ideas with co-workers.  Some employees keep thoughts to themselves while others are free to express ideas openly.  
Conflict is most often identified only after it becomes a crisis however managers work to resolve the issue once identified.  Lines of communication are unclear and uncertain for some and may seem formal and hierarchical in nature.  Also, the employee may not be certain who the right person is to talk to in different situations.  The organization accepts feedback and admits mistakes when identified but may not actively encourage feedback to remedy mistakes.

Working with Others
Team objectives are often aligned to the organization goals.  Collaboration is encouraged and there are opportunities to practice team building skills.  Team members feel included in group discussion and they work both collaboratively and autonomously in their working groups.  One employee commented, “Managers give direction, teams do the work.”  Some daily tasks and activities are overseen by managers. Inequalities are recognized and may be addressed.

Some employees communicate only with supervisors in the department while others communicate across the organization.  In some departments new ideas and decisions are rarely made in teams while in others most decisions are made in and by teams.  Mentoring and coaching is informally recognized as part of learning but there is no formal initiation, schedule or recognition system in place.  Team effort is generally recognized informally.

Critical Thinking
Creativity and innovation is supported by the organization for some employees.  New ideas and approaches are valued and encouraged.

The organization most often integrates past experience to build knowledge.  When there is a problem, alternative solutions are considered. The organization locates the root cause of the problem that may not be obvious and may require some additional research to resolve.  

Assumptions, biases and other problems are often revealed and sometimes addressed.  Decisions and/or a set plan of action are sometimes aligned to the best interest of the organization.

Organizational challenges and problems are often addressed when a problem arises more often than before a problem surfaces.  There are informal procedures for analysis and interpretation of information but there are no systematic procedures in place.  One employee commented, “We go for a quick fix first, if that doesn’t work, then we dig deeper into the problem. “

Organizational Vision
The strategic plan is viewed as the responsibility of managers and supervisors not the employees. Only senior and middle managers know the plan.  Because the strategic plan is unclear to some, employees are uncertain if it is updated. Managers may seek input from employees on the organizational vision but ultimately the decision is made by management.  

There is an awareness of the gap between the reality and the vision. There may not be a plan of action to reach these goals. However, sometimes the goals and vision are linked to the daily activities. Some clarification may be needed to link daily tasks and activities to organizational goals and vision.  

The personal vision of the employee also needs to be linked to the organizational vision.

Some additional training and learning could focus on aligning the personal vision of employees to the organizational vision.

Workplace Culture
 “If someone has an idea or a problem, they are encouraged to mentor it in the daily meeting.”  Adaptation and growth are often encouraged and employees have a chance to challenge existing processes. Questions are encouraged and employee differences are honored.  

Mistakes are viewed as part of the learning process; managers will sometimes admit their own mistakes. There is a high level of investment in learning and knowledge is accessible in a central location.  Managers provide guidance to employees on most daily tasks and activities.

Employees are aware of the big picture but are unable to connect their position to the larger organization. Only senior managers can articulate how the organization links to the external stakeholders. Employees often work for the purpose of their working group’s goals.

The organization is aware that inequalities exist but no policy and inconsistent practices are in place. For example, immigrants may not share with others and may be more sensitive to feedback.  Employees are aware there is a workplace culture but it is not openly discussed. Similarly, power structures are recognized but often not challenged.
There is some alignment between policy and practice.  For example, family life/work balance is inconsistently applied.

Some employees have access to relevant knowledge.  There is informal recognition of employee contributions at Company X.  

Recommendations
The following addresses the inconsistent and/or level one response averages from the assessment of 6 employees. These may be areas the organization may want to consider, is currently addressing, is planning to address in the future or may be an area that is irrelevant to the learning needs and business plan of the organization. The learning priorities are best determined by the organization.   

According to the Workplace Essential Skills Learning Assessment Tool (WESLAT) Company X may want to:

1.    Create Learning Systems:

• Identify Gaps in Skills Training: Identify learning gaps throughout the year to ensure employees have support to achieve their goals
• Offer leadership opportunities for employees to mentor, coach and cross train to build the informal learning network
• Reflect on Learning: Develop clear processes to facilitate employee reflection of new learning

2.    Build Clear Lines of Communication

• Resolve conflict before a crisis arises
• Develop new strategies to build trusting relationships to encourage open lines of communication particularly with immigrants who may not voice their ideas
• Make communication lines transparent ex. Employees need to know who to talk to for a particular issue

3.    Connect Vision/Mission

• Include employees in the review of the mission/vision
• Review how employee roles connect to the vision/mission of the organization

4.    Build a Strong Workplace Culture

• Align policy to practice
• Connect the work of the individual to the big picture of the organization and to the external stakeholders

This report summarizes the results of the Workplace Essential Skills Learning Assessment in your organization.  We are interested in meeting with you to discuss how these recommendations connect to the organizational business plan and what resources would be most beneficial to meet your learning needs. We will consult with you throughout the development phase and then will notify you as the learning resources become available.  Feedback is always welcome.
Upon completion of the study in March 2010 we will forward a copy of the summary report to your organization. The report will also be available on the WESLAT website.

Thanks again for your contribution and support.