In our online 4MAT instructional design course, Leading Training Needs Analysis to Define Results-Focused Learning Outcomes Online Course, we explore how to define measurable outcomes that guide the design process. We focus on four key questions that help shape the outcomes framework which you will use to filter activity and content choices. To ensure performance results, four key outcomes must be achieved: value, knowledge, skill and adaptation.
We work through three critical steps in the outcomes development process:
Step 1: Analyzing the gap in performance.
Step 2: Defining the desired outcomes for the course.
Step 3: Working with Subject-Matter-Experts to define the concept and content of the course.
Let’s take an example of a request for sales training and explore one of the four key outcomes you must define: the Value Outcome. The value outcome statement articulates what value shift must occur in the learner to ensure higher performance. How must the learner think differently in order for them to act differently?
To craft a solid Quadrant 1 outcome (and great training opening), you must get into the mindset of the high performer. How does the high performer think differently than the struggling performer? What do they value differently? An article by titled, “What Makes Great Salespeople Tick” by psychoanalyst Rapaille gives a great example of a fundamental difference between high performing and struggling sales team members. Rapaille shares that great salespeople are “happy losers” that view rejection as a challenge. Rapaille goes on to explain that our first experiences in selling shape our views. When we sold (or didn’t sell) that first box of Girl Scout cookies, a foundational view of sales was formed.
If we imagine Rapaille as our subject matter expert on the mindset of high performing sales people, we might articulate a Value outcome statement for this course which sounds like:
1. Engage/Value Outcome: Learners will learn to value rejection or negative responses from customers as useful feedback in the sales process.
In the case of dealing with rejection, great salespeople value negative feedback. A high performing salesperson sees the negative response as a valuable clue that redirects their sales approach. To create this mindset in low performers, requires a reframe of their existing beliefs that are a direct result of their previous experiences.
In our 4MAT train the trainer courses, we explore the four roles that trainers play when delivering a 4MAT-based design. In this step, the trainer plays the role of “Facilitator” and uses reflection and dialogue to connect the learners to what they already know about the content and establish personal relevance. Here the trainer introduces the big idea, or concept, that subject matter experts appreciate which leads to learner engagement around the topic being learned. The outcome statement will serve as a guide to define the focus of the content and concept for the course. When choosing the opening activity, think about how you can tap into the learner’s previous experiences of learning from rejection.
For example, in the sales course mentioned earlier, you might design the following opening:
4MAT Step 1: Connect
Reflect on early experiences in “selling” something. Can you recall being faced with your first rejection? Describe the experience. How did you feel? What was the impact of that experience? What did you learn from this experience?
Note: In this step in the 4MAT model, the learner is tapping into their experiences which shape their perceptions around the content. The activity choice focuses on personal experiences around rejection which links directly to the desired learning outcome. Skillful facilitation will lead learners to connect their past experiences and current view of selling.
4MAT Step 2: Attend
Share your experiences in your table group. Answer the following questions, as a group:
- What were the commonalities in your experiences?
- How did this experience shape your view of “selling”?
Note: In this step in the 4MAT model, the learners compare and contrast their experiences. The learners begin to notice themes and identify how perceptions shape their behaviors. Energy is building around the topic.
4MAT Step 3: Image
Using the materials provided by the facilitator, learners are asked to visually illustrate how positive and negative feedback from a potential “buyer” impacts your sales approach.
Note: Here the learner begins to see how their perceptions (which are shaped by past experience) influence their results. Imagine a learner sharing a visual with “positive=negative” written across the paper chart sharing, “Positive and negative cues from a buyer give me equal value. Each points me in the right direction.
There are an infinite number of activities to choose from when designing. When you couple this with the unlimited amount of content you can include, effective instructional design choices can become difficult. Well-defined outcome statements make the process of filtering content and measuring impact much simpler.
October 31, 2011
In our 4MAT train the trainer and instructional design courses, engaged learning professionals come from all over to explore how to design and deliver learning experiences that create measurable, lasting impact using the 4MAT model. After reading the book, Fascinate, I am wondering if what we are really trying to figure out as trainers is how to become more fascinating.
Why are we captivated by some people and not others? Why are we compelled into action by one message and not another? According to Fascinate author Sally Hogshead, the answer is “fascination.” Fascination is the most powerful way to influence decision making. Hogshead shares “7 triggers” that spark the fascination response. Allow me to share how Hogshead defines the triggers along with my own thoughts on how this might show up in the learning experiences you design and deliver:
1. Lust: If you engage lust, you attract others into the experience.
Think about how you invite training participants to move beyond thinking and engage in feeling. How do you invite in emotions? What senses are engaged? Do you tease with intriguing information, attracting the learner into the experience? Hmmm…
2. Mystique: If you trigger mystique, you’ll encourage others to learn more about your message.
How do you spark curiosity? Do you share just enough information before a training session to make learners eager to fill in the gaps? Do you incorporate mythology, stories and intriguing elements into your 4MAT instructional design?
3. Alarm: If you trigger alarm, you compel others to behave urgently.
How you do create a sense of urgency? Do you define the consequences of not acting? Is the consequence significant enough to warrant immediate action? Do you use deadlines, perceived negative consequences and even danger to move learners into positive action?
4. Prestige: If you trigger prestige, you will elevate others.
What evidence of achievement and prestige are incorporated into the training experience? Do training participants receive proof of achievement—certificates, merit badges or cool gear that signifies their inclusion in an elite group of the “all knowing.”
5. Power: If you trigger power, others will defer to you as the expert.
As a trainer, how do you establish your expertise? Do you influence the environment in such a way that learners willingly follow your lead? How might you use this influence to guide learning in and outside of the formal learning environment?
6. Vice: If you trigger vice, your message will tempt others to stray from the path of goodness and light.
As a trainer, think about how you encourage others to move beyond their comfort zones. How do you tap into unspoken desires? Do you leverage the basic needs of humans to be included, to achieve, to be fascinating? Are learners inspired to break with tradition?
7. Trust: If you trigger trust, your message will comfort others and put them at ease.
As a trainer, how do you build trust? Do you focus on a core message that is repeated consistently throughout the experience (4MAT aficionados would refer to this as the “concept”)? Do you bring your most authentic self to the experience? Do you invite in meaningful dialogue?
Fascinate is a book about marketing. Hogshead goes on to share that a company might choose to focus on a dominant trigger or create a combination of triggers to achieve the desired impact with the consumer. What are your thoughts on applying these triggers to creating desired learning impact? Your comments are welcome.
Source: Hogshead, Sally. Fascinate: Your 7 Triggers to Persuasion and Captivation. (New York: Harper Collins, 2010)
October 12, 2011
“What separates novices from experts?” John Bransford, an education researcher, identified six characteristics which distinguish the understanding of a novice from that of an expert. One of the characteristics is relevant to the conversation around how to help novices gain mastery in a particular area of competency. “[Experts’] knowledge is not simply a list of facts and formulas that are relevant to their domain; instead their knowledge is organized around core concepts or “big ideas” that guide their thinking about their domains.” If you have experienced a 4MAT train the trainer or instructional design course, you are familiar with this idea of defining the “concept” for your course.
In the 4MAT Leading Training Needs Analysis to Define Results-Focused Learning Outcomes Online Course, we delve into how to elicit these concepts from high performers (subject matter experts).
When working with subject-matter experts, the trainer should be focused on determining these concepts, the “big ideas.” This might sound easy. However, it is easy to be overwhelmed or distracted by all the possible content topics and miss the bigger idea.
What if we simply asked the experts to identify the concepts? This sounds like a simple solution, but one of the outcomes of growing expertise (unconscious competence), is the tendency to forget what it is like to be a novice (unconsciously incompetence).
Asking questions that zone in on the different ways that subject matter experts approach the learning content will help you define the right learning outcomes and elicit the content that should be included in your training design.
Here are 10 questions you might use in a subject matter expert interview to help you elicit what master performers “get” that novices need to acquire:
- Was there ever a moment when you had an “aha!” around this and suddenly it all made sense? If so, will you share this with me?
- If there were “one thing” that most people don’t get about this area of content, what would that one thing be?
- What does someone need to understand to do this well?
- Of all the information you shared, what is most important?
- If someone were to get “all caught up in the details” around this content, what “big picture” might they miss?
- When you picture how all this information fits together, what image comes to mind?
- If you were assigned to give someone feedback on applying this, what would you look for?
- If you were watching a high performer and a low performer applying this side-by-side, what differences would you see?
- What kind of situations would require someone to get creative in applying this information?
- Where might the “wheels come off of the track”?
- What advice would you give someone to help them prepare for the barriers they might run into when applying this content?
September 30, 2011
We learn from experience. When faced with something new, we ask ourselves “How does this connect with what I already know?” The 4MAT model of instruction, which we share in our instructional design courses and train-the-trainer courses, guides learners through a complete learning cycle which begins with the learner’s experience.
Simulations are a powerful way to generate a shared experience. There’s a lot of talk about simulations in e-learning environments. In our 4MAT e-learning instructional design courses, we play around with all the different ways we can simulate the personal interaction and reflection that is often missing in e-learning environments. But, what about simulations in live learning environments? We tend to think that learning simulations require a great deal of time, but that’s not always the case.
Last week, I headed over to the Southwest Learning Summit hosted by ASTD Dallas to lead a train-the-trainer workshop on how to connect performance-based outcomes to activity choice. The rest of the time I had the pleasure of participating in the sessions. Diana Monk of Time Warner Cable, opened her 75-minute session with a fun, impactful simulation that took less than 20 minutes. Yes, this was 20 minutes of a 75 minute presentation-sounds like a lot. However, I can tell you it was the most engaging and memorable part of the entire day. (And, our team took home the $10 Target gift card prize-gotta love that).
The winning marshmallow structure
Here’s how she did it:
Time needed: 20 minutes
What you will need:
Paper bags (1 per group of 5 attendees)
10 sticks of dried spaghetti (in bag)
12″ length of string (in bag)
1 Marshmallow (in bag)
2″ strip of masking tape
Scissors
Method:
1-Teams of 5 are formed.
2-Each team is instructed to build a structure that will support the marshmallow without piercing, cutting or otherwise mutilating it. The goal is for the marshmallow to be positioned at the highest point possible from the base. The structure must be stand-alone. It cannot lean on or be supported by anything else, including the people creating it.
3-Teams are given 12 minutes from “Go” to grab their bag of materials and create their structure.
4-Midway through the 12 minutes, the facilitator “remembers” that she forgot to tell us the following: “I forgot to tell you that the winning team members will each receive a Target gift card.”
5-At the 12-minute mark, everyone must remove their hands from their structure. The winning team is determined by the height of the marshmallow from the base.
What could you do with a simulated experience like this? Where might you take the debrief? How could you connect this to content you will be sharing.
August 19, 2011
The 4MAT instructional design model guides the learner through an experiential learning process which begins with concrete experience. In our 4MAT train the trainer and instructional design courses, we find it is easy for trainers to get stuck in a rut of over-using reflective training openings that sound like, “Reflect on a time when…”
At ASTD ICE 2011 in Orlando, I experienced a session being led by the Second City improv troupe focused on how to use improvisational techniques in training design and delivery. Improv is a great way to create shared concrete experience through simulations. Here are some examples shared:
Improv #1: Celebrating Contribution
A learner, “Bob”, is invited to come to the front of the room. The facilitator introduces Bob and sets up the improv by sharing that he will be asking Bob a series of questions. The facilitator explains that the audience’s job is to demonstrate loud, enthusiastic applause to anything and everything that Bob shares. The interaction sounds like:
Facilitator: What is your name?
Bob: Bob
Audience: Wild applause
Facilitator: Why did you choose this session?
Bob: It was closest to the Starbucks.
Audience: Wilder applause
Facilitator: What do you hope to learn from this conference?
Bob: How to make my boss think I am a training rock star.
Audience: Applause reaches decibel level equivalent to a rock concert and someone pulls out a lighter
Imagine you demonstrated this in the front of the room with “Bob” and then invited table groups to mirror the same process. How might you connect a simulation like this to training content? In a workshop with content focused on thinking diversity in project planning, innovation or meetings, debrief of this experience might include questions such as:
“How did it feel to have this kind of response to every thought you contributed?”
“Are you typically wildly enthusiastic about every thought shared by your colleagues? Are there people in your life that you tend to “celebrate” by eagerly waiting for their every thought? Are there people who invite the opposite response? Why?”
“What are some typical, less-than-enthusiastic thoughts that occur in the minds of meeting participants (or your mind) in response to comments made by others? What would it take to create a more receptive climate?”
Improv #2: Listening with the Intent to Understand
Round 1: Partner One is tasked with talking about any topic. Partner Two is tasked with listening and periodically interrupting by sharing some reference to themselves and then apologizing for interrupting. This might sound like:
Partner One: I am really busy remodeling my house which is….
Partner Two: Oh, I have remodeled a Victorian house. What a project! I’m sorry, please continue…
Partner One: That’s ok. I just went to the paint store to choose the colors for our front porch…
Partner Two: Really-I have a front porch on our lake cabin. I go fishing there almost every weekend. I’m sorry, please continue…
This continues for 3 minutes or so and then the partners switch roles. The facilitator invites reactions to the exercise with questions like:
“Was it difficult to be the interrupter? How did it feel?”
“What was your reaction to being interrupted?”
“What was going on in your head when you were tasked with being the “Interrupter”?”
Round 2: Partner One is tasked with sharing a statement. Partner Two must begin a reply statement by using the last word of the statement previously shared by Partner One. This might sound like:
Partner One: I am remodeling my home.
Partner Two: Home is truly where the heart is.
Partner One: Is this your first conference?
Partner Two: “Conference” is not the word I would use to adequately describe this event.
The facilitator debriefs the exercise by asking questions such as:
“How did you feel during this exercise?”
“Where was your attention when you were listening to your partner?”
“Was your listening more active when you were “interrupting” or linking to the last word shared by your partner? Why?”
“Compare this experience to the previous exercise. Discuss with your partner the differences in the two approaches to listening. (Reflection time) What did you notice?”
Imagine this improv activity being used to simulate the distinction between listening with attention on “self” and listening with attention on “other”. After the improv, learners could be moved into personal reflection with an invitation to “Reflect on an experience when you felt truly “heard”. What created that feeling? Share the experience with a partner.”
Have you used improv in training? What ideas are sparked by this approach?
PS-When is showed the image to wandering folks in our office, only half guessed that the image represents “Think on your feet=improv”.
July 14, 2011
Trainers in our 4MAT instructional design courses often share that they get requests for content, rather than outcomes. Before you begin to determine what content should be included in an instructional design, there are two things you need to know: what is the outcome you are tasked with generating and what shift in learner behavior will produce it.
Analyzing the issue with key stakeholders, you can mutually define the desired outcomes of the training course you are tasked with designing. A stakeholder may be the manager or leader which requests training, a senior level executive who assesses the value of the training or any influencer who evaluates budgeting for your area of accountability. The right questions will guide the needs analysis conversation and lead to the identification of the performance gap and the four critical outcomes which will help you bridge this gap. Gaining a mutual definition of success for your training program will guide development.
Performance gap refers to the difference between the desired level of performance and the actual level of performance which currently exists. When processing the training request from a stakeholder, the following questions will help guide the conversation to define the gap.
Desired performance:
- What is the desired result of this training program?
- How will you measure the success of the program? Is there a metric you are currently using to assess this area of performance?
- If you were to fast forward 30 days from the completion of this course, what new behaviors would you observe that would lead you to believe the training was successful?
- Do you have any team members who are already performing at this level? Can you share their results?
Current performance:
- How would you describe the current level of performance?
- What measurement are you using to assess performance now?
Analyzing causes:
- What do you see as the source of the issue?
- Can you identify performers who are achieving desired results?
- How do high performers think differently? Act differently?
- What actions have you already taken to address the performance gap?
- How do managers support and/or coach the behaviors?
- How are performers acknowledged or rewarded for the desired performance behavior?
These 12 questions represent a sample of the first set of questions used to guide the needs analysis process.
FAQ: “If I want to learn more about leading needs analysis and defining learning outcomes, which 4MAT course do you recommend?”
The Leading Training Needs Analysis to Define Results: Focused Learning Outcomes Online Course is offered in an online and live format. Click here for more information: live or online.
June 9, 2011
Our team had the opportunity to work with the Aveda training team to design a curriculum to be used globally to train hairdressers in haircutting. To define the learning outcomes for this project, we interviewed stakeholders including customers, trainers and master hairdressers to define the four learning outcomes that would guide the instructional design process.
An interesting insight on how master hairdressers view the concept of hair design came out of the performance analysis process. Using the 4MAT performance model we share in our Leading Training Needs Analysis to Define Results: Focused Learning Outcomes Online Course, we began to unearth some of the surprising ways that hairdressers view their work. In response to one of the questions, one hairdresser described the process of cutting hair as being similar to carving a sculpture. He went on to compare haircutting to the process of sculpting a large slab of granite into a statue. He shared that when the sculptor approaches the granite, he has to see what needs to be removed to get to the desired result.
Haircutting is similar to the process of sculpting in that the hairdresser must see the “weight” that needs to be removed tocreate the desired result in the client’s hair.
To help a novice gain competency, trainers must create an opportunity for them to “see” what the competent already see. By asking the right questions of a subject matter expert, an instructional designer can uncover the important concepts that must be conveyed in the training delivery. The right questions led to the discovery of a powerful concept , “weight distribution”, which became one of the core concepts shared to help novice hairdressers begin to see what master hairdressers already see.
Training design is focused on improving the skills and competency of a learner. Observing and questioning masters, or subject-matter-experts, will help you identify what to include in your training design. Subject-matter-experts can help you identify what concepts must be valued, what content must be included, what skills must be practiced and what follow-up and support must be offered.
April 21, 2011
In the 4MAT model, lecture happens in the step called “Inform”. In our 4MAT Train-the-Trainer sessions, we invite trainers and instructional designers to evaluate what it takes to deliver lecture well. “Well-organized” consistently shows up as the key criteria we all tend to use to evaluate lectures. Learners often describe painful lectures as “wandering”, “disorganized” and “all over the place”. There are many ways you can organize lecture. In this post, we will explore 7 Ways to Organize Lecture. Before we explore how to organize, let’s reflect on “How much is too much (lecture)?” and “How long is too long?”
How long is too long?
We explored the issue of “How Long is Too Long” when it comes to lecture in a previous post. According to brain expert, Dr. John Medina, we tend to drift off in lecture after the first quarter hour:
“Peer-reviewed studies confirm my informal inquiry: Before the first quarter-hour is over in a typical presentation, people usually have checked out. If keeping someone’s interest in a lecture were a business, it would have an 80 percent failure rate.”
What trainers and instructional designers need to know about the limits of human attention :
-We tend to pay attention according to some “stubborn timing pattern”. In my experience, this pattern runs in 10-15 minute increments. Without some shift in delivery approach, learners tend to drift off. Next to “organized”, the second most cited criteria by learners for evaluating lecture is “entertaining”. There are many ways to shift the delivery approach and increase the entertainment factor: stories, images, interactive processing, visual organizers, visual data presentation, and props all work to entertain and engage.
How much is too much?
-Our working memory can only hold so much information. A good rule of thumb is 5 bits of information, plus or minus 2. When structuring your lecture, challenge yourself to identify the main topics and limit the total to 7 maximum. 5 is even better. Create an experience to reflect and process each of the main topics within your lecture.
Organizing Your Lecture
Once you focus the content, you can then think about how you will organize the delivery of the content. The most obvious way to organize delivery of content is by topics. For example, if you were teaching a product knowledge course, an obvious way to organize lecture would be by product categories. There are many other ways that you can structure the organization of the information. Think about how the learner will use the information to help you determine the best way to structure the delivery of the content.
Here are 7 ways to organize lecture including examples of how this might look in a product knowledge course on haircare products.
1. Topics-organize the training content by categories or subject
Example: The lecture is structured into “shampoos”, “conditioners” and “styling aids”.
2. Problem and Solution-organize the training content around common problems learners face and how the content being explored provides a solution
Example: The lecture is structured around the “5 most common complaints” customers have about their hair such as “My hair is flat.” or “My curl is frizzy.”
3. Cause and Effect-organize the training content around how specific actions create different results
Example: The lecture is organized around the causes of common hair issues and how the products work to address these issues. One cause might be “humidity” with illustrations of how some products attract humidity to produce more curl and others decrease humidity to maintain straightness of hair.
4. Pros and Cons-organize the training content by comparing and contrasting the advantages and disadvantages of one thing over another
Example: Products can be compared and contrasted to competitive products with highlights on what makes “our” product better.
5. Acronym-create acronyms to help the learner understand the structure of the content delivery and to improve retention of the information
Example: The acronymn “ESP” might be used to organize the lecture.
E-Engage the client by asking the right questions.
S-Share the right product solution, linking the product to the client’s needs based on the client’s answers.
P-Provide the client with product usage information and tips.
6. Timelines-organize the training content in past-present-future orientation.
Example: Products can be explored based on when they were introduced.
7. Visual-organize the content using a visual organizing structure such as icons or color coding.
Example: Visual icons are introduced at the beginning of the lecture which represent the different needs of different haircare clients. The icons are used as a coding system to identify the type of clients which would find each product appealing.
What other organizing structures would you add to the list?
March 21, 2011
In our 4MAT instructional design courses and train the trainer courses, we often hear trainers share how difficult it can be to focus and sustain learner attention. Let’s explore how you can use 25 Coaching questions to focus the attention of the learner during the 4MAT Practice step. First, let’s explore why questions are important in the coaching process.
The neurons in your brain communicate with each other through electrochemical signals. These signals are triggered by incoming sensory information. What you notice and pay attention to over time shapes the neuronal connections in your brain. In the article, A Brain-Based Approach to Coaching, Jeffrey Schwartz, M.D., shares:
“The questions you ask of your brain significantly affect the quality of the connections it makes, and profoundly alters the patterns and timings of the connections the brain generates in a fraction of a second. Now, substitute the concept of ‘attention’ for the phrase “the question you ask,” and you get the statement “Where you focus your attention, you make connections.”1
If you want to create sustained behavioral change, you must generate focused attention on the behaviors that must be executed consistently to generate the desired training result. In the 4MAT model of instruction, the third part of the learning cycle is “Practice”. In this step, the learner applies the content and the trainer moves into the role of “Coach”.
The questions the trainer asks in this step should be aimed at focusing the learner’s attention on the quality of the practice application of the content being learned in the course. To help you increase your inventory of coaching questions, here is a list of 25 Coaching Questions you can use to focus the learner’s attention during practice training activities:
25 Coaching Questions for Trainers Using the 4MAT Model
1. What worked?
2. What could have worked better?
3. What do you notice about your application?
4. If you were your own coach, what coaching would you give yourself on this?
5. How could you turn this around?
6. What are three things you would improve?
7. What would you do again?
8. What would you not do again?
9. If you were a customer, how would you evaluate your approach? Your results?
10. What are three actions you might take to apply this with different results next time?
11. On a scale of 1-10, where is your application?
12. What would it take to move from a 5 to a 9?
13. Where are you comfortable? least comfortable? Why?
14. What can you learn from this?
15. How else might you approach this?
16. What do you notice?
17. What could you pay more attention to?
18. What themes do you see showing up in the work of the group?
19. What differences do you notice in your application and others?
20. What one behavior (or thought) if executed consistently would make the biggest difference in your application?
21. What insights have you gained through this practice?
22. What do you think you should do first? next?
23. What would you do if it was entirely up to you?
24. If you saw someone else in this situation, what would you suggest that they do?
25. If you weren’t holding anything back, how might this look differently?
What other questions would you add to the list?
1David Rock and Jeffrey M, Schwartz, M.D. Journal of Coaching in Organizations, 2006, 4(2), pp 32-43.
February 26, 2011
As a result of some interesting dialogue in one of our 4MAT train the trainer courses, Karen Hann, Senior Education Manager, and Denise Johnson, Performance Improvement Consultant, of Tupperware came up with a visual concept of how the 4MAT model improves performance internally and externally in an organization.
Since the 4MAT model was developed in 1979 by Dr. Bernice McCarthy, over 1 million people have discovered their learning style strengths using the 4MAT® Learning Type Measure. This is one of the most common ways that individuals are introduced to the 4MAT model-by identifying their individual learning style strengths. In the illustration below, you will see that this increased self-awareness is the launch pad for a common language that can be used to improve teaming, communication, engagement, training, execution, leadership and coaching.
- 4MAT creates a foundation for leadership and coaching skill development—4MAT is a simple framework for leading, managing, coaching and performance improvement.
- 4MAT provides a model for execution—The 4MAT four-step model is a framework for getting things done. Project teams can utilize this framework to build a plan and identify potential barriers for successful execution.
- 4MAT dramatically improves the impact of training—4MAT dramatically increases the measurable impact of instructional design and delivery by organizing the essential content around four critical learning outcomes that deliver on expected training ROI.
- 4MAT provides a framework for engaging others—The 4-step model directly applies to planning meetings, sales presentations, coaching and marketing.
- 4MAT builds complementary teams—Team members and leaders can use the awareness of individual strengths to assemble teams with complementary skill sets.
- 4MAT increases self-awareness—The Learning Type Measure provides individuals with an awareness of their natural learning strengths along with concrete strategies for effectively interacting with learning styles of fellow team members.
February 16, 2011
Previous page
In our online 4MAT instructional design course, Leading Training Needs Analysis to Define Results-Focused Learning Outcomes Online Course, we explore how to define measurable outcomes that guide the design process. We focus on four key questions that help shape the outcomes framework which you will use to filter activity and content choices. To ensure performance results, four key outcomes must be achieved: value, knowledge, skill and adaptation.
