Tag: Jeanine O’Neill-Blackwell
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
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
The 4MAT model is a framework for understanding how people take in and make meaning of new information. The
model can be applied to learning, training design, training delivery, coaching and leading. Most people discover the 4MAT model by taking one of the 4MAT assessment tools.
Each 4MAT assessment tool delivers a top-line, easy-to-digest description of the user’s style strengths. When you look deeper at the assessment profile, you will find that most users have a primary preference for one approach and a secondary preference in another. For example, a leader may have a strong preference for the 4MAT Type Four leadership approach with a secondary preference for the 4MAT Type Three leadership approach.
The primary and secondary approach descriptions combine to give a clearer picture of the individual’s approach. The illustration above shows how the combination of preferences described by the 4MAT Leadership Behavior Inventory illustrates leadership approach. Equally important to preference for a particular approach is the avoidance of another approach.
To gain the most benefit from the assessment of style strengths, you should pay attention to the degree of focus on all four approaches. The 4MAT assessment tools are designed to foster understanding of personal strengths and deliver strategies for maximizing those strengths. A significant part of the process of maximizing strengths involves addressing potential weak areas to the extent that they may diminish the potential impact and contribution of the individual’s strengths. We refer to this as gaining a “threshold” level of skill.
The corporate 4MAT assessment tools available include the:
Learning Type Measure or LTM assesses preferences in taking in and making meaning of new information. At an individual level, this tool is helpful for understanding how you process information and how to identify your natural thinking strengths. On a team level, this tool enhances communication and productivity.
Hemispheric Mode Indicator or HMI assesses preferences for right-brain or left-brain processing. On an individual level, this is an excellent tool for understanding your preference for the two dimensions of creativity: abstract and concrete. thinking For trainers, this tool enhances awareness of what might be missing in your training design and delivery. For teams, this tool is excellent for analyzing the creative process within the group and a great kick-off to a creative strategy session.
Leadership Behavior Inventory or LBI assesses preferences in four critical leadership approaches. On an individual level, this tool will help you understand your leadership approach’s strengths and the impact of that approach on all four learning styles present in your team. At an organizational level, this tool creates awareness of the diversity (or predominance) of the four essential leadership approaches.
Training Style Inventory or TRSI assesses preferences in four critical training roles: facilitator, presenter, coach and evaluator. At an individual level, this tool will help you understand your natural strengths when training others. It will also illustrate what might be missing in your training design and/or delivery. On a team level, this tool helps identify the composite training strengths of a team offering new possibilities for team teaching and colleague coaching.
How you are using the 4MAT assessment tools? Hiring? Coaching? Teambuilding? Leadership development?
February 8, 2011
In a recent 4MAT train the trainer session, the question of “How do we convince managers that understanding how the brain works is important to everyone in the organization, not just to training and development?” To answer this question, let’s explore the value leaders will generate by understanding how learning happens and how the 4MAT Leadership Behavior Inventory assesses leadership approach.
If you are familiar with the 4MAT learning styles model, you know that there are four primary preferences related to the process of taking in and making meaning of information. Most individuals have a dominant preference in one of the four learning approaches while others have a secondary approach that is also frequently used. This means that a manager has a preferred approach and every individual on their team has a preferred approach. At times, these preferences differ greatly.
A manager’s learning style influences their approach to communicating, planning, coaching, project management, prioritizing and more. If managers and leaders are using one or two dominant information sharing and processing approaches to manage people, programs and processes, it is likely that productivity and overall effectivess of the team and the organization suffers. For example, a senior leadership team that relies heavily on the 4MAT Type 3 and Type Four approach when communicating will miss half of the organization with their message. The value of understanding learning preferences lies in understanding that your 4MAT learning style refers to the part of the learning process that you prefer and tend to linger in the longest. To produce optimal results, we must move through the entire learning process in our planning, communicating and learning.
When a manager or leader understands how to form and lead groups that will generate balanced thinking, results increase exponentially. Here are some of the ways that managers and leaders who understand learning styles and understand how learning happens use this information to create higher performance:
Role design-When analyzing a project or team function, a manager that has awareness of the different learning style approaches of each individual on their team will organize the work to align with the thinking strengths of each individual. This enables each individual to contribute at the highest level.
Job Placement-When hiring for a position, a manager with a strong understanding of thinking preferences will look to see if the functions required in the role align with the natural strengths of the individual. They will ask themselves, “Will this person be operating from their natural strengths the majority of the time in this role?” For example, the 4MAT research team has identified that 44% of public hospital health nurses are strongest in the Type One learning approach. This indicates a feeling and reflective approach to interacting with others with a strong disposition towards listening that would serve well in the role of caretaker.
Team Structure-Differences in style create tension. This tension is healthy when it is acknowledged and celebrated as a valuable element of the team’s diversity. For example, a strong Type 4 team member will focus on possibilities while a team member with a strong Type 2 preference will focus on probabilities. Partnering these two thinkers on a new product development project will deliver well-thought-out solutions that are innovative and likely to be successful, based on past performance.
Organizational design-The extensive research on 4MAT learning style preferences in different functional roles confirms that different thinking styles gravitate to different functional roles. For example, our research shows that the majority of entrepreneurs and strategic planners have a preference for the 4MAT Type Four learning style while the majority of bookkeepers and operations managers have a preference for the 4MAT Type 2 learning style. The differences between these functions in an organization create healthy tension and balance between possibilities and probabilities.
There are many benefits to understanding learning styles and the way that learning happens. If you want to invite leaders in your organization into this conversation, one of the most effective ways to do this is to assess their leadership approach through then lens of the 4MAT Leadership Behavior Indicator (LBI). Here is an overview of the four approaches:
The Type One leadership approach is highly collaborative, team-oriented and focused on people.
The Type Two leadership approach is highly structured, fact-based and focused on process.
The Type Three leadership approach is highly practical, action-oriented and focused on performance.
The Type Four leadership approach is highly intuitive, adaptation-oriented and focused on possibility.
February 6, 2011
Many train the trainer programs encourage the use of games that serve as metaphors for the content being learned. Why and how does this work to enhance learning? For most people, metaphors are seen as a device to creatively articulate some idea. Poets, musicians and creative storytellers are often perceived to be the masters of metaphor. On the contrary, we are all quite masterful at using metaphors.
In Metaphors We Live By, authors George Lakoff and Mark Johnson share, “…metaphor is pervasive in everyday life, not just in language but in thought and action. Our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature.”1
We think in metaphors. Lakoff and Johnson illustrate brilliantly the many ways we think in terms of metaphors:
We think of time as money2:
“How did you spend your time today?’
“There was just not enough ROI on my time on that project.”
“You need to budget your time wisely.”
We think of an argument as a container3:
“That argument has holes in it.”
“Your argument won’t hold water.”
As trainers, we need to understand that a difference in metaphor will create a difference in understanding and approach. For example, many people perceive conflict as a “battle” to be won:
“I’m prepared for battle.”
“I’m going to take him down.”
“He won’t know what hit him.”
What if that metaphor were shifted? What if conflict were viewed as a creative process? as a collaboration? as a dance with each party taking turns leading? How might that shift the way we prepare for, approach and resolve conflict? A shift in the metaphor we use to understand, shifts the way we think and they way we act.
As trainers, the metaphor is a powerful tool for understanding the concepts that guide the learner’s understanding and approach. If we want to shift behavior toward a desired outcome, we must identify what metaphor will best guide the thinking and action of the learner. In the 4MAT model, the Image step creates an opportunity for the trainer to explore and, if necessary, shift the metaphors learners use to understand and approach the learning content.
Imagine that you are leading a workshop for department managers on the strategic planning process. Which of the following visual metaphors would you use to create a shared understanding of the process you are leading the group through?
Telescoping spyglass-illlustrating how the individual, team, department and division objectives must be integrated and focused on the long-range vision
Mason jar with rocks, pebbles and sand-illustrating how we must allocate space for the big initiatives (rocks), then secondary initiatives (pebbles). Otherwise, all of our resources (the space in the jar) are consumed with low impact initiatives which generate minimal return (sand).
Pie-illustrating that there is a limited budget and limited resources (pie). Each department’s allocation of budget (slice of the pie) will be determined based on the merits of plans submitted.
What metaphors have you used in training design and delivery to shift thinking?
1Lakoff, George and Johnson, Mark. 1980. Metaphors We Live By Chicago: University of Chicago Press, p. 3.
2 Ibid, p. 7.
3Ibid, p 92.
September 26, 2010
In the 4MAT model for training design, there are four parts of the learning cycle that the trainer leads the learner through. In the fourth part of the cycle, Perform, the trainer is focused on building the assessment and adaptation skills of the learner. Let’s take a look at what is happening in this step:
Source: McCarthy and O’Neill-Blackwell, Hold On, You Lost Me! Use Learning Styles to Create Training that Sticks, ASTD Press, p 25.
In Perform, the trainer invites the learner to assess the practice application which occurred in the previous step, Practice. The learner is assessing and adjusting and the trainer is guiding this process. Activities that encourage the learner to assess, refine and adapt the content being learned are appropriate for this part of the training design.
Here are some examples of activities that fit well in Practice:
1. 10-10-10
Objective: Planning activity focused on implementation of the learning in the next 10 days, 10 weeks and 10 months.
2. “Co”+ “Labor”=Collaboration
Objective: Learners will devise an action plan for implementation of learning. This activity focuses on personal and team accountability around the learning.
3. Exit Interview
Objective: As a final “exam”, participants will interview each other in a reflective manner about the learning that has occurred.
4. Super Hero
Objective: Using a Super Hero as a metaphor, participants will reflect on tools and skills needed to implement the knowledge.
5. Reunion Web Call
Objective: Learners participate in a post-session call to review implementation or learning commitments.
6. Elearning: Branched Scenario Simulations
Objective: Learners assess the effectiveness of alternative applications of the content being learned.
Download the facilitator guide with complete instructions:
September 23, 2010
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.
