Tag: 4MAT 4Business
The 4MAT Hemispheric Mode Indicator measures our preference for right-mode of left-mode thinking. With an awareness of your natural preference for one mode of thinking over another, trainers, instructional designers and learners can more readily recognize how to stretch into their under-utilized learning mode. Most of the participants in our 4MAT instructional design courses and train the trainer courses share with us that the right-mode learning strategies are most likely to be missed.
We know now that the right brain plays an essential role in learning. As recently as the early 1980’s, neuroscientists believed the right side of the brain was mostly unnecessary. Nobel Prize winner, Dr. Roger Sperry, shared in his 1981 Nobel lecture, the right hemisphere was “not only mute and agraphic but also dyslexic, word-deaf and apraxic, and lacking generally in higher cognitive function.” Sperry made it sound like our right brains might be non-essential.
What if you only had a left brain? If we look at patients who have suffered damage to the right brain, we will find a list of symptoms and inabilities that give insight into what would happen if you found yourself missing the right part of your brain. Here’s what that might look like:
- You wouldn’t understand a joke.
- You would have no idea what Forrest Gump meant when he shared the metaphor “life is like a box of chocolates.”
- You would not be able to make sense of a map or any other visual tool.
- A 2-year could draw a more realistic house, cat or dog than you.
- You would have no concept of what Bob Dylan meant when he sang about “a rolling stone”:
How does it feel
To be without a home
Like a complete unknown
Like a rolling stone?
All of the problems associated with right brain damage are related to the ability to relate one thing to another. The right brain enables us to make connections and synthesize which are essential acts in learning and innovation.
Without well-crafted right-mode learning strategies, learners have difficulty integrating learning into their lives. The 4MAT instructional model intentionally creates balance by moving the learner through a complete learning cycle while integrating both right and left-mode strategies. We have to constantly ask ourselves, “How balanced are the learning experiences I am creating?”
What do you think gets in the way of effective use of right-mode instructional strategies?
May 14, 2012
What we think and what we know are two different things. Thinking is what is happening in our minds – the mind chatter we listen to. Our consciousness, on the other hand, holds all that we are aware of including that which we cannot put into words (yet). Making the distinction between thinking and knowing is important when designing and delivering training experiences.
Learners know much more than they can quickly put into words. This is especially true when first exploring new content.
In his book, The Power of Now, Eckhart Tolle shares, “All true artists whether they know it or not, create from a place of no-mind, from inner stillness. The mind then gives form to the creative impulse or insight.” To ensure learning transfer, learners must be equipped with the ability to adapt the content – to get creative. Tapping into the full potential of our creativity requires that we make time for reflection.
The problem with many learning experiences is that they are emphasize thinking over knowing. The 4MAT model intentionally balances this focus. Here are two (of the many) ways that the 4MAT model equips learners for success:
- Encouraging Learner Reflection: The 4MAT instructional design model intentionally builds in reflection points for the learner to explore and synthesize what they already know with the new information being given to them.
- Mental Imagery: The 4MAT model integrates right-brain instructional strategies which enable learners to express what they know (consciousness) but may not be able to fully express in words (thinking).
In the rush to shorten a training design, we have to be careful to honor and maintain the balance between thinking and consciousness.
May 13, 2012
I recently facilitated our 4MAT Advanced Instructional Design Course with the Aveda Global Education Team. In this experience the group discovered their 4MAT learning style results and then overlaid this with their 4MAT Hemispheric Mode Indicator results. As we explored how their natural learning preferences influenced design and delivery approach, the group began to explore creative ways to increase retention of information by engaging the right brain. The learners were assigned to groups to reprocess the brain research shared on the impact on learning of right- and left-mode strategies. One particularly creative group came up with an interesting exercise to explore the differences between right- and left-mode processing.
Here’s the directions for the activity they designed:
- Draw two charts each titled with “How does this make you feel?” On one chart, draw a series of interconnecting squares. On the other chart, draw a collection of interconnecting spirals.
- Divide participants into two groups and assign each group a chart. Ask each group to answer the question, “How does this make you feel?” Invite each team to write their answers on the chart.
- Have the two groups switch charts. Repeat the process.
- Debrief the exercise by sharing the insights written on each chart.
One of the things I found interesting about this exercise is how the learners described the differences in how the two images made them feel. Some of the words used to describe the differences included:
| Boxes: Linear Image |
Swirls: Abstract image |
- “Retrotastic”
- Organized
- Secure
- Motivated
- Structured
- Deliberate
|
- Softness
- Free
- Relaxed
- Warm
- Comforted
- Inspire
|
As we stood in front of the two images, the entire group began to ponder how balanced their individual approach is to utilizing right- and left-mode strategies. The consensus was that a balance of both right- and left creates the greatest learning impact and that the group collectively tends to lean heavily on left-mode processing.
When the group facilitating the exercise asked the question, “What do we miss when we underutilize right-brain learning strategies?,” the answers shared brilliantly summed up the power of right brain strategies:
- The impact of seeing the bigger picture.
- The ability to visualize how it all fits together.
- The potential power of the mental image created when we use stories, metaphors and visual tools.
- The impact of feeling.
- Full engagement.
April 9, 2012
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 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
Last week, a participant in one of our 4MAT Train the Trainer courses shared her frustration in engaging learners who did not want to be in the training experience. We affectionately began to refer to these participants as “hostages”.
How can we free the hostages to participate fully in the learning experience? Every shift in behavior begins with a shift in belief. To engage non-engaged learners, we have to shift the belief that there is no value to be gained from the experience. This will only come through personal experience. Simply telling a hostage, “Trust me, this is going to be great”, won’t cut it.
Here are some of the ideas our 4MAT trainer group explored:
1-Define what “value” is to the learner-allow the learners to define expectations and determine what is of interest to them around the topic
-Expectations exercise-elicit expectations and design a wall-size mindmap that illustrates common themes. Link the participant’s expectations to the agenda for the program.
-What’s Your Question? Ask participants to answer the following: “If you could explore only one question around this topic, what would it be?” or “What’s the most important thing we should be talking about today?” Link the answers to the program agenda.
2-Engage the learner in a meaningful exploration around the issues that are relevant to them
-Determine the concept of the content. Engage the learner in an exploration of the bigger concept. Think simulations, dialogue on past experience, story-telling and pair shares around provoking questions. At this point, you are exploring the bigger idea, not the content.
The first part of the 4MAT Cycle, Engage, focuses on how to create this experience. When it is done well, the learner sees the personal relevance of the content and is eager to move into content exploration.
February 22, 2010
Dan Pink and I had a chance to connect in between speaking at the Serious Business conference in New Orleans last weekend. Dan just released his latest book, Drive, The Surprising Truth About What Motivates Us. In his book, he shares the 7 Reasons that Carrots and Sticks (Often) Don’t Work…here are 3:
- They can extinguish intrinsic motivation.
- They can diminish performance.
- They can crush creativity
This book has interesting applications to 4MAT training design and delivery. The essential purpose of the 4MAT Engage step is connecting to the intrinsic motivation of the learner . Many train the trainer programs emphasize integrating fun activities. Engaging the learner requires more than fun activities-it requires a deep connection to the greater purpose of the learning. When this doesn’t happen, we risk performance and creative adaptation.
February 1, 2010
“To have a good idea, you must first have lots of ideas.” –Linus Pauling, winner of two Nobel Prizes
The 4MAT Learning Type Measure® assesses many dimensions of learning including our preference for divergent versus convergent thinking. What does this mean? Divergent thinking is focused on creating many options. Convergent thinking is focused on choosing one of the existing options. This difference in thinking style becomes readily observed in meeting spaces in Any Business. The divergent thinkers want to brainstorm, explore new ground and play “What if?” The convergent thinkers want to analyze the existing options, think through what will work in our current model and choose the viable option. Tension exists between these two ways of processing.
It is important to notice when you switch from one to the other. A too-early switch to convergent thinking could have you miss the big idea that might create a monumental versus incremental learning leap. A delayed movement to convergent thinking can have you miss the delivery date.
October 13, 2009
I frequently get questions about how to do the 4MAT quadrant one in elearning. In Engage, the first step of the 4MAT model, we are creating a learning that encourages authentic sharing and meaningful dialogue. To do this, we must create a sense of community. This morning, I stumbled across this link highlighting 6 social activities:
http://www.how2elearn.com/Elearning%20Activities%20Article%20for%20Instructors.pdf
I like the website idea–asking elearning participants to share three websites that illustrate their personal interests. Here is mine:
Margaret Wheatley on conversations: www.margaretwheatley.com
Brain Rules–reading this book now and loving it: www.brainrules.net
Facebook-join our instructional design community of practice: http://www.facebook.com/home.php#/group.php?gid=68125306923&ref=ts
April 5, 2009
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