Tag Archives: 4MAT

Article: 4 Steps to Change the Coaching Conversation

The 4MAT model is a powerful tool for creating results. And, creating a new result begins with learning what is required to change the behavior that will ultimately deliver the result desired.

Here’s a recent article Jeanine Blackwell, President/CEO of 4MAT 4Business shared with one of our favorite business publications, Fast Company. You can click on the 4 Simple Steps that Will Empower Your People to Do Better and share with your leaders by clicking the share buttons found at the top of the article.

A change in the conversation can change the results.

 

 

 

Technique + Power + Speed = 4MAT Cycle

Where do most of us get stuck on our way to building mastery in a new skill?

Our 4MAT course creators often ask, “How do we help learners get unstuck?” We can get stuck on technique when the new thing we are trying doesn’t create the impact (power) we want or the results don’t show up quickly enough (speed).

If you use a new approach for coaching a client (technique) and it feels awkward (power) and you see no immediate change in the results of the person you are coaching (speed), it is tempting to abandon that technique and either go back to your old approach or shop around for a new one.

How can we focus on building technique + power + speed?

  • Put the new technique into practice.
  • Debrief your application. What worked? What could have been better?
  • Bring your insights into your next round of practice.
  • Repeat.

The key is to continue noticing what worked and what you could do better. The very act of focusing attention on amplifying the results you are getting in each round of practice will create power. As you continue wiring the new behavior through practice, you will gain speed.

Invitation for comment: How can you address this in the 4MAT courses you design for others?

Here’s what to focus on instead of your goal

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Here’s why most New Year’s resolutions aren’t realized: focusing on a goal doesn’t work.

The key focus of every 4MAT course design is to deliver results. If you want to create a result, the fastest way to do that is to mirror the beliefs and behaviors of someone already achieving the result. The high performer that is already achieving what you want to achieve is not focused on the goal. They are focused on the beliefs and behaviors that enable them to do what they need to do to deliver the result consistently.

Let’s explore the beliefs and behaviors that influence the #1 most commonly made (and broken) New Year’s resolution: to lose weight and get fit.

What do fit people of a healthy weight do to achieve this goal?

Example behavior: Exercise 3-5x a week for one hour.

What do they believe that enables them to do this consistently?

Example belief: “To exercise 5x a week, I just need to plan in advance and schedule exercise into my day.”

To create any result, you can work backwards from the goal by asking these 4 questions:

  1. What result do I want to achieve?
    Example: Write a book.
  2. Who is already achieving it?
    Example: “My mentor, Sue, wrote 3 books in the last 5 years.”
  3. What do they do that enables them to achieve this result?
    Example: She sets a minimum requirement to write 2 pages a day, 5 days a week, before she does anything else.
  4. What do they believe that enables them to be consistent with this behavior?
    Example: Sue believes that the discipline of making time to write daily is what enables her to be creative.

So, here’s what to focus on instead of your health, relationship, business, team or life goal:

What’s the one thing you need to do consistently to achieve it?

What belief will get you there?

 

What Made Einstein So Smart?

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The left and right hemispheres of Albert Einstein’s brain were unusually well connected to each other and may have contributed to his brilliance, according to a new study conducted in part by Florida State University evolutionary anthropologist Dean Falk. The research team’s findings show that Einstein had more extensive connections between certain parts of his cerebral hemispheres compared to both younger and older control groups.

The study, “The Corpus Callosum of Albert Einstein’s Brain: Another Clue to His High Intelligence,” was published in the journal Brain and contributed by lead author Weiwei Men of East China Normal University’s Department of Physics. (October, 2013)

What can we learn? It’s about balance. The use of the 4MAT model intentionally engages both the right and left sides of the brain.

Cool People Doing Great Things with 4MAT: Daisy Asiimwe Byarugaba of Compassion International

Daisy Asiimwe Byarugaba, EAA Learning and Support Specialist, Program Communications at Compassion International, partnered with Dennis Mugimba (whom we met last month) in applying 4MAT during our recent 4MAT Instructional Design Fundamentals online course.

What are you working on? How are you using 4MAT in this work?
I worked on a team assignment with Dennis Mugimba (one of my colleagues) in using 4MAT to design a training on HPI and performance management. The 4MAT training was timely because we were able to use this approach in instructional design that married a number of concepts that we would ordinarily have handled separately. I have also been working with our global learning team to design sessions for a tours management summit which is beginning today in Colorado Springs.

What have you discovered lately that has positively impacted the results you are creating through the learning experiences you design?
Oh my goodness, so many things!  Given that I had only been a learning professional for a year at the time I begun the training, one of the most important things for me was is the importance of being systematic in designing a learning experience that is impactful. Although I knew intuitively the importance of having the learner in mind and have always designed my sharings (again intuitively) on the 4 quadrants, I had never fully realized that one can actually address all four aspects in a training.

The other was that one must always follow the cycle while delivering learning, but not when designing the sessions (that was quite the eye opener). I also learned the importance of not delivering learning for its own sake (information transfer) but for visible and measurable transformation – hence the critical importance of evaluation of learning.

What’s your favorite quote? Why?
My all time favorite quote is “If men could only know each other, they would neither idolize nor hate.” ~Elbert Hubbard.

I love this quote because it reminds me that people are people wherever we go – it doesn’t matter what the race, size, creed or stature is. We often admire or hate people from a stand point of ignorance/not having a full picture of who they really are and it is only when we see people as people … that we are able to fully appreciate and work with/impact them appropriately. It also reminds me that in the school of life, anyone can be my teacher, not just the people I like and admire.

 

Perceiving Preferences in the 4MAT Learning Styles Model: Perceiving and Processing

Two primary actions define learning: perceiving and processing. The 4MAT Learning Type Measure assesses individual learning style preferences for taking in and making meaning of new information.

  • Perceiving refers to the act of taking in information through our senses
  • Processing refers to how we make meaning of that information

By this definition, when we read an email, sit in a meeting, or talk to colleague, you are learning.

How do you prefer to take in information?
Some of us prefer to take in information experientially. “Feelers” enjoy being immersed in an experience. Feelers take in information from an “inside” place. They rely heavily on their own experience and intuition. They prefer to be personally involved in a learning experience. You will see these preferences in action in a classroom situation. Feelers like to hear and share stories. They enjoy dialogue and group activities. Are you a feeler?


Other learners prefer to take in information intellectually. “Thinkers” prefer to read, research, or learn from an expert source. Thinkers prefer to take in information from an “outside” place. They enjoy structured, well-organized presentation of information. You will see these preferences in action in a classroom learning situation. Thinkers prefer well-researched data, concepts and organized lecture. Are you a thinker?

Source: Engage, The Trainer’s Guide to Learning Styles (Wiley 2012)

From Engage, The Trainer’s Guide to Learning Styles: Handling “Negative” Dialogue

ENGAGE, THE TRAINER'S GUIDE TO LEARNING STYLES

Engage, The Trainer’s Guide to Learning Styles
Purchase your copy

Trainers often share that one of the greatest fears of encouraging dialogue is maintaining focus on the content being explored. Trainers often ask, “What if it goes off-track? What if they start to complain about things I can’t do anything about?”

The only way we can tap into the learner’s commitment to the content is to welcome the dialogue. The dialogue will tell you what the learners are committed to. In Seven Languages for Transformation: How the Way We Talk Can Change the Way We Work, authors Kegan and Lahey share, “… people only complain about something because they are committed to the value or importance of something else.” (Kegan and Lahey, 2001, p. 30). When a learners says he is upset about one thing, what he is really telling you is that he is committed to something else. It’s your job to figure out what that is. Rather than thinking about how you address the complaint, focus on the bigger message being delivered. The opposite of what we complain about is what we want. With each complaint, the learner is giving up the key to engagement—what it is he truly wants to create.

Source: Engage, The Trainer’s Guide to Learning Styles (Wiley 2012)

Perceiving Preferences in the 4MAT Learning Styles Model

The 4MAT Learning Type Measure assesses learning style preferences in how we take in and make meaning of new information.

Once we take in information, we process the information. We make sense of it. Some of us linger in reflection. “Watchers” prefer to reflect before moving into action. Watchers like to understand the information. They want to make sense of what they are experiencing before deciding how to act upon this new information. You will see these preferences in a learning situation. The watchers will hang back and observe. The will ask clarifying questions. They will be more reflective as they approach learning activities. They like to see things unfold before jumping in. Are you a watcher?

4MAT Learning Styles Model

Others prefer to jump into action. “Doers” are imagining how they will use the information you are sharing. They will be quick to move into activity, sometimes disregarding the directions. They will finish quickly. And, they will have little interest in content that doesn’t seem to be practical. Are you a doer?

In any learning experience, you will find watchers and doers. The key is to balance the needs of both simultaneously.

Source: Engage, The Trainer’s Guide to Learning Styles (Wiley 2012)

Cool People Doing Great Things with 4MAT: Dennis Kagimba Mugimba of Compassion International

Compassion International exists as a Christian child advocacy ministry focused on supporting the needs of children throughout the world. The Compassion International learning team began using 4MAT online courses to certify their global instructor team in 2009. Dennis Kagimba Mugimba, Child Survival Program Specialist based in Uganda, recently completed certification in the 4MAT Instructional Design Fundamentals online course.

What are you working on? How are you using 4MAT in this work?

This 4MAT training came in handy at a time when our work-team was in the preparations for rolling out the Human Performance Improvement (HPI) model to the Field staff we support in the five East African countries of Rwanda, Ethiopia, Kenya, Tanzania, and Uganda. We had drawn up some training plans for this rollout training prior to the 4MAT training. However, following the 4MAT training, we felt compelled by the knowledge we had acquired to completely overhaul our earlier plans and return to the drawing board. Everyone on our work-team as well as Management is quite pleased with the new look of Instructional Design that we have come up with – so, well done 4MAT for equipping us.

What have you discovered lately that has positively impacted the results you are creating through the learning experiences you design?

The greatest discovery during this training was the realization that even though we all learn differently because we are wired uniquely, with proper training and skill, the trainer can facilitate learning in a way that addresses the various learning styles/preferences of the learners. By the end of the training, I felt more empowered and equipped to be a better facilitator of learning. From the home-front, through this training, I also became more intentional in trying to understand how my children learn. I have realized Elizabeth likes to be given instructions, Grace-Joy prefers to be shown how to do something before she can go it alone, whereas Christina has no patience for instructions; she simply jumps into the fray!

What’s your favorite quote? Why?

Without a shadow of a doubt, Bernice McCarthy’s quote “The tension between these two ways of perceiving, feeling and thinking, is the central dynamic in learning. So the real issue in learning is how to balance being subject to our feelings with relating to our feelings as object.” is my favorite quote during the class.

The next session of 4MAT Instructional Design Fundamentals begins on October 5, 2012.

3 Ways to Engage Learners in Innovative Thinking

Innovation happens when different ideas and different ways of seeing things combine to create a new, larger perspective.  I am happily immersing myself in all things new while on holiday in Europe with my just-graduated-from-high-school daughter, Madison. I am amazed at how many ideas come forth when we get out of our grind and take time to just “be.”

How can we create more opportunities for ideas, insights and “aha’s” to show up in the 4MAT learning experiences we create?

  1. Get a conversation going. Unhurried dialogue about the big and small are often a trigger for some of the best insights. How can you mimic the magic of a sidewalk table for two, cappuccinos and the luxury of real conversation? Allow learners to get into dialogue. Trust the process — ask THE right question and let it do the heavy lifting. Spend time crafting powerful questions that will stimulate the thinking of the group.
  2. Reflect.  Why do our best ideas come in the shower? For the brain alpha waves to get rolling, we need to relax and to stop thinking about the problem we are trying to solve. Individual reflection, journaling, a walk in nature or a switching of gears are all ways to encourage the arrival of a new idea. My three most favorite and impactful learning experiences all involved these elements. If you can’t get outside of four walls, think about pre- and post-learning reflection exercises which stimulate the brain.
  3. Stimulate with the novel. Our brains are attracted to all things new. New languages (or words), images that we haven’t seen before and the unpredictable all make our brains kick into gear and pay attention. Get away from the predictability of Powerpoint® and systematically include the unpredictable in the learning experiences you design.