Next, I sent a memo to the 57 “Champions ” who are TLC supporters in every plant and office on site. I asked them questions about the effectiveness of my communications to them and to all my customers. All of their replies were printed and kept with my growing file of information.

Finally, I interviewed my governing body, the REAL Committee. Since every member of the Committee must take one course each year at TLC, they are acutely aware of the administration of the Centre and are customers at the same time. I asked them about their experiences regarding attendance and any reasons they may have for not attending. Minutes were recorded from this meeting and used in the analysis.

Making Sense of the Data

With the data folder full, I sorted the information into four emergent categories:

1. Outside Influences

2. Why Learners Attend

3. Why Learners Do Not Attend

4. Learners ’Suggestions

Category 1: Outside Influences

Upon examining the information that was sorted into the first category which as based on the weather and events chart and reviewing the reasons that learners do not attend, it became apparent that enticing weather (as defined by individuals) did not play a decisive role in attendance of classes. This certainly was exemplified by two evenings when Stanley Cup Semi-Final and Final games occurred accompanied by very pleasant weather, a "Men's Nights" at the local golf course and perfect attendance nights at TLC. So although that explanation was plausible and convenient (what could I do about that!), it turned out to be a non-starter. Weather and other events were not keeping my learners away in significant numbers.