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	<title>4MAT® Train the Trainer Blog</title>
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	<link>http://4mat4business.com/blog</link>
	<description>Research, tools, tips and best practices for Training Design &#38; Delivery</description>
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		<title>Defining Learning Outcomes to Guide Activity Choice</title>
		<link>http://4mat4business.com/blog/instructional-design/defining-learning-outcomes-to-guide-activity-choice/</link>
		<comments>http://4mat4business.com/blog/instructional-design/defining-learning-outcomes-to-guide-activity-choice/#comments</comments>
		<pubDate>Mon, 31 Oct 2011 20:51:08 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[instructional design]]></category>
		<category><![CDATA[training design]]></category>
		<category><![CDATA[4MAT instructional design]]></category>
		<category><![CDATA[4MAT model]]></category>
		<category><![CDATA[4MAT train the trainer courses]]></category>
		<category><![CDATA[4MAT-based design]]></category>
		<category><![CDATA[Defining Learning Outcomes to Guide Activity Choice]]></category>
		<category><![CDATA[Jeanine O'Neill-Blackwell]]></category>
		<category><![CDATA[Leading Training Needs Analysis to Define Results-Focused Learning Outcomes Online Course]]></category>
		<category><![CDATA[train the trainer]]></category>
		<category><![CDATA[train-the-trainer courses]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1264</guid>
		<description><![CDATA[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, [...]]]></description>
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		<title>4MAT Train the Trainer: How to Be Fascinating</title>
		<link>http://4mat4business.com/blog/training-design/4mat-train-the-trainer-how-to-be-fascinating/</link>
		<comments>http://4mat4business.com/blog/training-design/4mat-train-the-trainer-how-to-be-fascinating/#comments</comments>
		<pubDate>Wed, 12 Oct 2011 16:44:14 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[train the trainer]]></category>
		<category><![CDATA[training design]]></category>
		<category><![CDATA[4MAT]]></category>
		<category><![CDATA[4MAT blog]]></category>
		<category><![CDATA[4MAT model]]></category>
		<category><![CDATA[4MAT Train the Trainer: How to Be Fascinating]]></category>
		<category><![CDATA[4MAT train-the-trainer]]></category>
		<category><![CDATA[Jeanine O'Neill-Blackwell]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1237</guid>
		<description><![CDATA[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 [...]]]></description>
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		<title>4MAT Train the Trainer: 10 Questions to Ask a Subject Matter Expert</title>
		<link>http://4mat4business.com/blog/training-design/4mat-train-the-trainer-10-questions-to-ask-a-subject-matter-expert/</link>
		<comments>http://4mat4business.com/blog/training-design/4mat-train-the-trainer-10-questions-to-ask-a-subject-matter-expert/#comments</comments>
		<pubDate>Fri, 30 Sep 2011 14:49:48 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[train the trainer]]></category>
		<category><![CDATA[training design]]></category>
		<category><![CDATA[4MAT]]></category>
		<category><![CDATA[4MAT Leading Training Needs Analysis to Define Results-Focused Learning Outcomes Online Course]]></category>
		<category><![CDATA[4MAT Train the Trainer: 10 Questions to Ask a Subject Matter Expert]]></category>
		<category><![CDATA[4MAT train-the-trainer]]></category>
		<category><![CDATA[instructional design courses]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1223</guid>
		<description><![CDATA[“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 [...]]]></description>
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		<title>4MAT Train the Trainer: Simulation in Live Courses or The Great Marshmallow Experiment</title>
		<link>http://4mat4business.com/blog/instructional-delivery/4mat-train-the-trainer-simulation-in-live-courses-or-the-great-marshmallow-experiment/</link>
		<comments>http://4mat4business.com/blog/instructional-delivery/4mat-train-the-trainer-simulation-in-live-courses-or-the-great-marshmallow-experiment/#comments</comments>
		<pubDate>Fri, 19 Aug 2011 10:31:50 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[activities]]></category>
		<category><![CDATA[instructional delivery]]></category>
		<category><![CDATA[instructional design]]></category>
		<category><![CDATA[train the trainer]]></category>
		<category><![CDATA[training design]]></category>
		<category><![CDATA[4MAT]]></category>
		<category><![CDATA[4MAT instructional design model]]></category>
		<category><![CDATA[4MAT Train the Trainer: Simulation in Live Courses]]></category>
		<category><![CDATA[ASTD Dallas]]></category>
		<category><![CDATA[e-learning instructional design courses]]></category>
		<category><![CDATA[instructional design courses]]></category>
		<category><![CDATA[Southwest Learning Summit]]></category>
		<category><![CDATA[train-the-trainer courses]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1216</guid>
		<description><![CDATA[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 [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Improv Activities to Use in 4MAT Instructional Design (and Delivery)</title>
		<link>http://4mat4business.com/blog/instructional-delivery/improv-activities-to-use-in-4mat-instructional-design-and-delivery/</link>
		<comments>http://4mat4business.com/blog/instructional-delivery/improv-activities-to-use-in-4mat-instructional-design-and-delivery/#comments</comments>
		<pubDate>Thu, 14 Jul 2011 11:11:16 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[instructional delivery]]></category>
		<category><![CDATA[instructional design]]></category>
		<category><![CDATA[training design]]></category>
		<category><![CDATA[4MAT]]></category>
		<category><![CDATA[4MAT instructional design model]]></category>
		<category><![CDATA[4MAT train the trainer and instructional design course]]></category>
		<category><![CDATA[4MAT train-the-trainer]]></category>
		<category><![CDATA[ASTD ICE 2011]]></category>
		<category><![CDATA[Improv Activities to Use in 4MAT Instructional Design (and Delivery)]]></category>
		<category><![CDATA[instructional design courses]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1203</guid>
		<description><![CDATA[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&#8230;” At [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>12 Questions to Use When Defining the Performance Gap</title>
		<link>http://4mat4business.com/blog/training-design/12-questions-to-use-when-defining-the-performance-gap/</link>
		<comments>http://4mat4business.com/blog/training-design/12-questions-to-use-when-defining-the-performance-gap/#comments</comments>
		<pubDate>Thu, 09 Jun 2011 17:19:37 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[training design]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1185</guid>
		<description><![CDATA[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 [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Working with Subject-Matter-Experts to Define Learning Outcomes</title>
		<link>http://4mat4business.com/blog/instructional-design/working-with-subject-matter-experts-to-define-learning-outcomes/</link>
		<comments>http://4mat4business.com/blog/instructional-design/working-with-subject-matter-experts-to-define-learning-outcomes/#comments</comments>
		<pubDate>Thu, 21 Apr 2011 21:55:49 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[instructional design]]></category>
		<category><![CDATA[training design]]></category>
		<category><![CDATA[4MAT]]></category>
		<category><![CDATA[4MAT 4Business]]></category>
		<category><![CDATA[4MAT performance model]]></category>
		<category><![CDATA[Jeanine O'Neill-Blackwell]]></category>
		<category><![CDATA[training delivery]]></category>
		<category><![CDATA[Working with Subject-Matter-Experts to Define Learning Outcomes]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1172</guid>
		<description><![CDATA[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. [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Train-the-Trainer Tips:  7 Ways to Organize Lecture</title>
		<link>http://4mat4business.com/blog/instructional-delivery/train-the-trainer-tips-7-ways-to-organize-lecture/</link>
		<comments>http://4mat4business.com/blog/instructional-delivery/train-the-trainer-tips-7-ways-to-organize-lecture/#comments</comments>
		<pubDate>Mon, 21 Mar 2011 10:32:58 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[instructional delivery]]></category>
		<category><![CDATA[train the trainer]]></category>
		<category><![CDATA[training delivery]]></category>
		<category><![CDATA[training design]]></category>
		<category><![CDATA[4MAT]]></category>
		<category><![CDATA[4MAT train-the-trainer]]></category>
		<category><![CDATA[7 ways to organize lecture]]></category>
		<category><![CDATA[Jeanine O'Neill-Blackwell]]></category>
		<category><![CDATA[Train-the-trainer tips: 7 ways to organize lecture]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1139</guid>
		<description><![CDATA[In the 4MAT model, lecture happens in the step called &#8220;Inform&#8221;. 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 [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>25 Coaching Questions for Trainers Using the 4MAT Model</title>
		<link>http://4mat4business.com/blog/instructional-delivery/25-coaching-questions-for-trainers-using-the-4mat-model/</link>
		<comments>http://4mat4business.com/blog/instructional-delivery/25-coaching-questions-for-trainers-using-the-4mat-model/#comments</comments>
		<pubDate>Sat, 26 Feb 2011 21:05:47 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[instructional delivery]]></category>
		<category><![CDATA[train the trainer]]></category>
		<category><![CDATA[trainer tools]]></category>
		<category><![CDATA[training delivery]]></category>
		<category><![CDATA[25 Coaching Questions]]></category>
		<category><![CDATA[25 Coaching Questions for Trainers Using the 4MAT model]]></category>
		<category><![CDATA[4MAT]]></category>
		<category><![CDATA[4MAT 4Business]]></category>
		<category><![CDATA[4MAT model]]></category>
		<category><![CDATA[4MAT Practice Step]]></category>
		<category><![CDATA[coaching skills for trainers]]></category>
		<category><![CDATA[instructional design courses]]></category>
		<category><![CDATA[Jeanine O'Neill-Blackwell]]></category>
		<category><![CDATA[train-the-trainer courses]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1116</guid>
		<description><![CDATA[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&#8217;s explore why questions are important [...]]]></description>
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		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>How the 4MAT Model Improves Performance</title>
		<link>http://4mat4business.com/blog/learning/how-the-4mat-model-improves-performance/</link>
		<comments>http://4mat4business.com/blog/learning/how-the-4mat-model-improves-performance/#comments</comments>
		<pubDate>Wed, 16 Feb 2011 10:36:09 +0000</pubDate>
		<dc:creator>4MAT 4Business</dc:creator>
				<category><![CDATA[leadership]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[learning styles]]></category>
		<category><![CDATA[train the trainer]]></category>
		<category><![CDATA[4MAT]]></category>
		<category><![CDATA[4MAT 4Business]]></category>
		<category><![CDATA[4MAT Learning Type Measure]]></category>
		<category><![CDATA[4MAT model]]></category>
		<category><![CDATA[4MAT train-the-trainer]]></category>
		<category><![CDATA[How the 4MAT Model Improves Performance]]></category>
		<category><![CDATA[Jeanine O'Neill-Blackwell]]></category>
		<category><![CDATA[Learning Type Measure]]></category>
		<category><![CDATA[train-the-trainer courses]]></category>

		<guid isPermaLink="false">http://4mat4business.com/blog/?p=1105</guid>
		<description><![CDATA[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 [...]]]></description>
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		<slash:comments>0</slash:comments>
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