Tag Archives: Defining Learning Outcomes to Guide Activity Choice

Defining Learning Outcomes to Guide Activity Choice

4MAT Train the TrainerIn 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.