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 Inventoryassesses 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.
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.
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:
We have talked about the concept of your 4MAT training design before in the blog. Recently in a train the trainer workshop, I was having a chat with a new-to-4MAT trainer who had some questions about how to get started in defining your concept. Here’s a quick video I created on defining your concept:
Remember, effective training concepts are:
Core, essential ideas.
Form bridges that link the learner’s experiences to the content.
Have immediate relevance for the learners.
Establish relationships between topics.
Act as a thread that weaves all the content together
The 4MAT online train the trainer course is an easy way to learn how to apply our 8 step design model. We invest a great deal of time on this critical part of the design process. As one of our recent training participants shared, “When you nail the concept, you immediately create a “wow” factor.”
By the way, if you haven’t already discovered Screenr, you should check it out. You can create short videos in no time. http://www.screenr.com/
In the Mastering Training Design program, we explore the differences in how learners process information. When we “watch”, we make sense of new information through reflection. We ponder the meaning and listen to our inner voice. When we “do”, we make sense of new information through action. We take action and move out into the real world. Some of us prefer to linger in watching and some of us prefer to move quickly to doing.
The trainer’s role is to guide the learner through this movement from inner reflection to outward action. The 4MAT model outlines specific steps that address what the trainer does and what the learner does to create this movement.
Here’s a quick 4MAT video I created in response to questions our last group of trainers posed about how to address watching and doing in training design:
Last week, I facilitated our Mastering Training Design course. In this 4MAT train the trainer workshop, one of the things we explore is the difference between sharing information from an experiential (feeling) place versus a thinking (intellectual) place.
By the second day of this course, participants are digging in and developing their own training designs using the 4Mat 8-step model. Before we work on the real-world course content that participants bring with them, we ask the trainers in our workshop to create a training design on one of two community awareness topic: “be physically active” or “quit smoking”. I am amazed at how quickly trainers can move into designing truly experiential learning. Designing experiential learning involves much more than adding activities. It is the art of eliciting and, sometimes creating, powerful personal experiences in the learner.
I discovered a video created by the Sussex Safer Roads Project on Nancy Duarte’s blog. The commercial is a powerful example of how an experience can be created in seconds. When I watched the video on my living room couch, my 6-year old asked “What’s wrong, Mommy?” You should know that I can be moved by a good dog food commercial. Emotional reaction is not uncommon in my living room. Even knowing this, I was surprised by the universal reaction of the trainers in the room.
Before you watch the video, take a look at the slide presentation below that I found on www.slideshare.net. This is a typical way that any trainer might approach this subject from a “thinking” place. Then, watch the video and experience what information sharing feels like from a experiential/feeling place.
In the 4MAT model for training design, there are four parts of the learning cycle that the trainer leads the learner through. In the third part, Practice, the trainer is focused on building learner skills that directly link to the desired business impact of the training course. 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 Practice, the trainer invites the learner to move into application of the information presented in Share. The learner is doing and the trainer is observing and coaching. Activities that encourage the learner to apply, adapt, practice and/or problem-solve work in this part of the learning cycle.
Here are some examples of activities that fit well in Practice:
Craft a Story vs Report a Story Objective: Reprocessing activity which requires learners to develop a story around the information being shared. Learners are divided into two reporting groups: creative story-telling and “just the facts” reporting.
At Your Finger Tips Resource Guide Objective: Participants will build a personal, reference guide of the content using index cards and a ring binder.
The Law of Three Objective: Action planning activity which encourages learners to identify 3 key learning focuses and plan specific actions around these ideas.
Download the facilitator guide with complete instructions:
In the 4MAT model for training design, there are four parts of the learning cycle that the trainer leads the learner through. In the second part, Share, the trainer is focused on delivering new knowledge required to deliver desired performance. Let’s take a look at what is happening in this step:
Part of the 4MAT Cycle
Goal
Learning Climate
Learning Method
You know it’s effective when:
Trainer’s Role
ShareThe question is “What?”
Learners understand expert information related to the content.
Organized, focused, and reflective with a n opportunity to ask questions.
Lecture and interactive discussion on the content.
Learners are recording, noting and questioning. They are asking clarifying questions and seeking to better understand the bigger ideas.
Presenter
Source: McCarthy and O’Neill-Blackwell, Hold On, You Lost Me! Use Learning Styles to Create Training that Sticks, ASTD Press, p 25.
How do we, as trainers, create this desired climate? What kind of activities should we use to generate insights and create meaningful dialogue? Here are 6 Share training activities that work with any content.
1-Group Interviews
Overview: Learners interview each other on questions related to the information being shared.
2-Questions and Answers
Overview: To engage learners before or during lecture, learners generate key questions related to the content.
3-Craft a Story vs Report a Story
Overview: Lecture processing activity which requires learners to develop a story around the information being shared. Learners are divided into two reporting groups: creative story-telling and “just the facts” reporting.
4-Lecture Translator
Overview: Presenter pauses periodically during lecture and learners translate lecture into their own words to reinforce key concepts. This works particularly well with high-level technical information lecture.
5-Essence
Overview: Participants summarize lecture with the intent of identifying the core concepts being shared.
6. Content Voting
Overview: Participants generate a list of questions for the session. Participants vote on the questions they are most interested in exploring, related to the topic.
Download the facilitator guide with complete instructions:
What does a great opener to a learning experience look like? The 4MAT design model defines four critical parts of the learning cycle: Engage, Share, Practice and Perform. What does success look like in Engage? First, let’s look at what it is happening in this critical step of the training experience:
Part of the 4MAT Cycle
Goal
Learning Climate
Learning Method
You know it’s effective when:
Trainer’s Role
EngageThe question is “Why?”
Learners connect personally to the content being delivered.
Easy, open and inviting; focused on listening
Dialogue, discussion and reflection
Learners are sharing personal and meaningful insights related to the content. The learners are engaged and ready to learn.
Facilitator
Source: McCarthy and O’Neill-Blackwell, Hold On, You Lost Me! Use Learning Styles to Create Training that Sticks, ASTD Press, p 25.
How do we, as trainers, create the desired climate? What kind of activities should we use to generate insights and create meaningful dialogue. Here are 6 activities that work with any content.
1. Expectations (or Big Questions) Exercise
Ask learners to reflect on their expectations for the course. In small groups, have teams share their expectations. Prepare a large flip chart on a visible wall. Record all responses. Link responses to the agenda for the day.
2. Expectations Exercise (Elearning)
You can lead an expectations exercise in an online course. Using a whiteboard with a numbered grid, assign participants to write expectations in an assigned grid section.
3. Timelines
Using a visual timeline, learners plot experiences that have shaped their perception or current understanding of the content being shared.
“Think about the people, events and experiences that have shaped your definition of effective leadership. On the timeline, make note of these events and be prepared to share in your table group.”
4. The One Thing
Show “The One Thing” clip from the movie, City Slickers. Encourage participants to reflect on:
-The one thing which, if accomplished, would generate the biggest results.
-The one thing we should be talking about today.
-The one question which, if answered, would make the biggest impact.
5. Partner Interviews (Elearning)
In the chat, participants interview an assigned partner with the task of discovering key areas of interests and past experiences around this topic. On the whiteboard, partners write down what they discovered about their partner’s interests in the course topic.
6. Visual Metaphors Ask the participants to create a visual metaphor which relates to the concept using an item in the room. For example, if you are teaching a course on leadership development, you might choose the concept of “empowerment”. Learners will reflect on “empowerment” and pick an item in the room that illustrates the concept of “empowerment” to them. A learner might choose a light bulb in the room (“illuminating the way”) or a cup of coffee (“energizing others”) to share their understanding of the concept.
In the 4MAT learning model, the trainer designs a learning experience that taps into what the learner already knows about the subject. Thousands of years ago, Socrates was putting 4MAT into action. Socrates believed that every learner brought knowledge into the learning experience. And, it was the teacher’s responsibility to bring forth that knowledge.
Here’s a training activity idea to put the Socratic teaching method into action. You might try this to liven up Inform, the lecture portion of the 4MAT training design model:
Socratic Circles
Socratic circles can be used with any subject matter. Typically, learners first read information with an eye toward critically analyzing the content. Then, learners form into two concentric circles. First, the inner circle explores and discusses the text while the outer circle makes notes and later comments on the quality of the dialogue. Next, the two circles switch places and roles. The process is repeated, based on the dialogue of the second group. Each group is quiet while the other group shares.
Socratic circles are effective in developing the critical thinking skills of the group. Through this process, the learners develop shared meaning around the content being presented.
Directions:
1. Facilitator shares reading assignment (typically, prior to the session).
2. Learners analyze and take notes to prepare for dialogue.
3. Learners form two, concentric circles.
4. The inner circle shares their comments and observations for 10-15 minutes, while the outer circle silently observes.
5. The outer circle listens and evaluates the inner circle’s dialogue.
6. The outer circle provides feedback on the dialogue, emphasizing what they observed.
7. Learners switch circles and roles.
8. The new inner circle shares their comments and dialogues for approximately 10-15 minutes.
9. The new outer circle shares their observations on the inner circle’s dialogue.
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.
