Working and Learning Style Analyses (WSA, LSA)

Stiina Mäkivaara, hairdresser, beautician

"The WSA analysis clarified the picture of the type of work that would suit me best. It confirmed what I had been thinking, but it also gave me a lot to think about. What was surprising was that the analytical side of my work was also so strong. In the future, I will know under what conditions my work performance is at its best."

Marja Vartiainen, Master of Commerce, Education Specialist

"I have always been a very work-oriented person. The WSA work style analysis showed that my strengths include a holistic way of thinking and an analytical approach, which are particularly well suited to today's project-based world of work. The results of the analysis made me realise that I can achieve the best results if I also take care of sufficient rest and my own well-being."

Marja Virmajoki-Tyrväinen, Doctor of Education, supervisor

"The work style analysis gave me a confirmation of my self-esteem. I liked the holistic nature of the analysis, including the attention to the senses. A few things in my working style became clearer. It is important for me to get the big picture and I also like to have time to reflect before I take action. Exercise promotes and facilitates my work and learning. I warmly recommend the analysis to anyone interested in self-development."

Mari Rasku, designer, professional teacher

"I learned about LSA analysis by doing it myself. The multifaceted analysis clarified the overall picture of learning and the factors influencing it. The digital world launched by Covid has brought a whole new perspective to learning, with increased opportunities/demands for more flexible and methodologically diverse learning. The learning style analysis shows which senses the learner uses to learn and identifies the different factors that distract concentration. It gives the tester the keys to adapting the learning situation and environment to the student's own personal preferences, and the teacher the keys to planning and personalising teaching."