32 4MAT 101

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BEFORE THE ONLINE COURSEStep One: Join the online forum (http://4mat4business.ning.com) and create accounts for your team members who will be participating in the online course.

When you signed up for the Online Learning Center, you received an email with the link to join the forum. You were given administrative access and have the ability to invite team members to your group. You will also be able to moderate discussions amongst your group.

Step Two: Have each team member take the Learning Type Measure® (LTM).

You can administer the paper or the online version of the test. You were provided with 25 Online Learning Type Measure assessments with your subscription to the online 4MAT Institute Learning Center. You can access them by visiting http://www.4mat4business.com/4mat/assessment/login.php and logging in with your username and password provided to you when you subscribed. There is also a link to log into the Online LTM on the Aveda Institutes 4MAT Learning Center web page.

Another option is to administer the paper version of the LTM which can be purchased in the 4MAT 4Business online store at www.4mat4business.com.

click on the “Forum” tab for the link to access the online forum.

TM © 4MAT 4BUSINESS. 2010. All rights reserved. No reproduction allowed.

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LAUNCH THE ONLINE COURSEAfter the team member has been set up on the online forum and completed the LTM, they are ready to begin the online modules. The online modules are accessible from the 4MAT Online Learning Center Tab in the Forum.

To begin, click on the correct “Module” tab and “Launch Course.” Make sure that the participant has a pen/pencil for completing the workbook assignments. Give each team member instructions on how to print the workbook and access the online forum. Here are the instructions found under the Course Information Tab:

Print the workbook: The Participant Guide workbook can be printed by clicking on the “Workbook” tab in the online module. Throughout the course, you will be asked to pause periodically and complete the reflection exercises in your workbook. You will be asked to share your reflections by typing your thoughts into the online course text fields. After the course is complete, you will be able to print your course results. The printed results will include all responses to the reflection exercises and quiz results. Access the Online Forum: During the course, you will also be asked to post and share comments and insights on the 4MAT Aveda Institutes Online Class Forum (http://4mat4business.ning.com). To access the forum, please visit the “Forum” tab in the online learning center. There is also a link to the online forum in the Workbook tab.

Print Results: Once they are ready, explain that the team member should print their results at the end of each course. This will serve as proof of completion for each module. Instruct the team member to bring their written results to your follow-up session.

Schedule Review: Schedule time to review the course results with each team member.

click on “Course Information” to learn how to navigate the module, and Workbook to print the workbook and for a link to access the online forum.

click on the player controls to navigate the course.


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COACHING MODULE 1For Module 1: Your Learning Style, there are two primary areas of accountability for the Coach. First, you will review the printable assessment results. Next, you will facilitate a follow-up session with the team member. The focus of the follow-up session is to help the team member to identify concrete strategies they will implement to improve their ability to engage all learning styles using their natural learning style strengths.

Coach Action Items:1. Provide the Learning Type Measure (online or paper version) to the team member,

before beginning the course.2. Schedule time to orient the team member to the course features. 3. Schedule time to review the course outcomes with the team member.4. Facilitate the Follow-Up Session, as outlined below.

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Reflect on the Learning Experience

Example scripts:

“What new insights emerged for you?”

“What did you discover about your natural strengths?”

Review the Review the Knowledge Check results. Revisit any potential areas of confusion:Example Script:“Let’s review the Knowledge Check results. Were there any parts of this that you struggled with? Or, any parts of this you would like to revisit? Any questions you have?”

Walk through the assessment results. Answer any questions related to the content.

Note: If the learner did not score 70% or higher, ask the team member to complete the course again.

Example Script:“Each course builds on the prior course content. To make sure you have a strong grasp on the founda-tion material, I am recommending that you experi-ence Module 1 again. Pay particular attention to (content incorrectly answered in the quiz).”

Plan for follow-up:Gain commitment on how and when the team member will implement their strategies.

Example script:

“I agree that taking more time to prepare your lessons in advance will benefit you and the students. Let’s plan on meeting next Tuesday at 4:30 to review what you have planned for the week. Does that sound good to you?”

Identify how they will apply the information:

Review reflections on page 18 of the course workbook.

Example script:

“Talk to me about the strategies you plan to implement to build on your strengths. Let’s review what you shared on page 18 of the workbook.”


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COACHING MODULE 1Optional Debrief Exercise: The 4MAT Team OverlayIf you are leading a group of team members through this course simultaneously, you may find benefit in leading the Team Overlay exercise. You can create a composite graph of your training team’s strengths by plotting the scores of multiple team members on one graph. Graph each team member’s scores on the graph, using different colored markers. Your graph should look like this when complete:

After viewing the graph results, encourage the team to reflect on the following questions:• What do you see as your team’s composite strengths? • How do our individual strengths show up in our results, as a team?• What area needs the most attention?• How can my individual strengths help the team in areas of needed attention?• How might we partner with each other to help balance individual style strengths?

FAQ: Is one learning style more effective in a teaching role than another?

Answer: The key to being an effective trainer is the ability to satisfy the needs of all learners while delivering the desired learning transfer. All trainers, regardless of style, can use stretching strategies to reach all learners. The 4MAT Training Style Inventory (TRSI) measures your degree if focus in all four training dimensions.


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COACHING MODULE 2For Module 2: The Learning Cycle, the Coach’s responsibility is focused on reviewing the Knowledge Check results and setting up a scheduled time for classroom or staff meet-ing observation. The team member will be asked to observe a learning situation and share feedback on what they observe. This assignment can be found on page 11 of the Module 2 workbook.

Coach Action Items:1. Schedule time for a follow-up session and due dates for assignment.2. Assign a classroom or meeting situation for the team member to observe and

complete the Observation assignment on page 11 of the Module 2 workbook.3. Facilitate the Follow-Up Session, as outlined below.

Reflect on the Learning Experience:

Example scripts:


“What did you discover about your natural strengths?”

Review the Review the Knowledge Check results. Revisit any potential areas of confusion:

Example Script:“Let’s review the Knowledge Check results. Were there any parts of this that you struggled with? Or, any parts of this you would like to revisit? Any questions you have?”

Walk through the assessment results. Answer any questions related to the content.

Note: If the learner did not score 70% or higher, ask the team member to complete the course again.

Example Script:“Each course builds on the prior course content. To make sure you have a strong grasp on the foundation material, I am recommending that you experience Module 2 again. Pay particular attention to (content incorrectly answered in the quiz).”

Plan for follow-up:Gain commitment on how and when the team member will implement their strategies.

Example script:

“I agree that taking more time to prepare your lessons in advance will benefit you and the students. Let’s plan on meeting next Tuesday at 4:30 to review what you have planned for the week. Does that sound good to you?”


As part of this module, the team member is asked to observe a meeting or classroom learning experience and complete the Observation Checklist found on page 15 of the Module 2 workbook.

Schedule a time for the team member to complete the observation and to meet with you to review their observations.


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Reflect on the Learning Experience:Example scripts:


“How confident are you in applying 4MAT?”

Review the Review the 4MAT Wheel Created by the Team Member:

Example script:“Let’s review your 4MAT design. Let’s take a look at the assessment criteria on page 12 of the workbook. I would like you to walk through the 4 steps of your design and assess each step using the criteria on page 12.”

Walk through each step and allow the team member to assess their design.

Example script:“I reviewed your design before we met. I would like to share how I assessed each step and we can compare notes. Are you open to comparing our feedback?”

Plan for follow-up:Based on the learner’s assessment of their application of 4MAT, identify areas of improvement and additional learning reinforcement needed.

Share ideas on additional resources and gain commitment on next steps. You can review the “Stretch” ideas for each style found on pp 10-13 of this guide to help determine areas of focus.

Example script:“Where do you feel most confident in applying 4MAT?”“How can I support you in using this in your role?”“I would like to suggest that you <insert recommenda-tion>. How does that sound? Let’s plan to meet next week to check in on your progress.”


For the parts of the wheel that scored less than a “2” on the evaluation criteria, go back and identify strategies for improving the impact of the design.

Example script:

“Let’s see how we can move each part of this wheel to the highest level. What ideas do you have for improving the…?”

For Module 3: Applying 4MAT®, the Coach’s responsibility is focused on reviewing and evaluating the 4MAT workshop the team member creates. The team member will be asked to develop a simple 4MAT wheel using the template found on page 16 of the Module 3 workbook. Upon completion of all 3 modules, print and fill out a Certificate of Completion (found in the Coach Tab of the 4MAT Online Learning Center) for each team member.

Coach Action Items:1. Schedule time for a follow-up session and due dates for assignment.2. Review the 4MAT wheel created by the team member and assess using the evaluation

criteria found on page 12 of the Module 3 workbook.3. Review the 4MAT wheel with the team member.4. Agree upon next steps in skill development (see “Additional Resources” on page 14).5. Write your Action Plan on page 15.

COACHING MODULE 3


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TYPE 1 TRAINING APPROACH1 2 3 4

Type One

learners focus

on feeling and

watching.

Stretch to reach the

Type One learners:

It will be easier to engage Type One Learners because your preferred training approach matches their learning preferences.

The Type One learner appreciates your preference for exploring personal experiences. They will enjoy the opportunity for dialogue that your training approach often provides. They will need you to lead them into application of the information.

Type Two

learners focus

on watching

and thinking.


Type Two learners:

Structure your approach. When facilitating dialogue, be careful to call attention to the themes emerging in the dialogue. Connect the dialogue themes to the expert knowledge that validates the personal experiences of the learners.

The Type Two learners share your appreciation for reflection. However, they have a strong preference for concrete information over personal anecdotes. They will grow impatient with over- emphasis on personal experiences and opinions.

Type Three

learners focus

on thinking

and doing.


Type Three learners:

Define clearly the skills the learner will need to practice to be successful. Use dialogue and reflection to the extent it serves to engage and prepare learners for application. Balance learning time between reflecting and doing. When you are debriefing learner reflections or sharing, be sure to draw attention to how this will be useful in the real world.

The Type Three learners have needs that oppose your preference for exploring personal experience and reflecting. The Three’s will quickly become frustrated with a lack of “how to” if you linger too long in feelings and personal experiences.

Type Four

learners focus

on doing and

feeling.


Type Four learners:

Think about how personal insights explored will benefit real world application. When leading dialogue, be careful to balance the exploration of past experiences with the impact on future application.

The Type Four learners will enjoy the opportunity to share their own experiences. If the dialogue becomes too “touchy-feely”, they will grow frustrated with the lack of focus on real world application.


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Type One

learners focus

on feeling and

watching.

The Type One learners share your appreciation for reflection. They will value the methodical way that you move through information. If you skip the opportunity for learners to explore the personal relevance of the information, the Type One learners will miss this.

Type Two

learners focus

on watching

and thinking.

The Type Two learners appreciate the way you deliver information in an organized, methodical way. The Type Two learners will benefit from your guidance in moving into application.

Type Three

learners focus

on thinking

and doing.

The Type Three learners share your appreciation for objective data and concrete knowledge. They will enjoy step-by-step delivery of information. Once they understand the steps, they will want to move quickly into action. The Type Three’s will have little patience for re-presenting or summarizing information, once they believe that they “got it”.

Type Four

learners focus

on doing and

feeling.


Type One learners:

Allow time for exploration of the meaning of the content. Create a sense of community in the learning environment by allowing time for learners to get to know each other and identify what they find mutually important in the content being explored.


Type Two learners:

Notice when Type Two learners over-emphasize the need to “know” over the need to “do”. Create practice situations that allow all learners to check their understanding before you escalate practice to real-world situations.



Edit your content delivery to the essential knowledge needed to successfully apply the information in the real world. Be careful to create interaction during lecture and to look for alternative non-lecture ways of delivering content.


Type Four learners:

Look for opportunities to include interaction in your delivery of information. Create structures that will encourage learner input and maintain control of the dialogue, at the same time.

The Type Four learners have needs that oppose your preference for reflection and methodical delivery of information. The Type Four learner needs to have an opportunity to explore and share their experiences related to the content. They will appreciate the willingness to explore ideas that may not be part of the planned content.


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Type One

learners focus

on feeling and

watching.


Type One learners:

Slow down and create an opportunity for learners to reflect on the importance of the information. Be willing to invest time in allowing learners to share their feelings and experiences.

The Type One learners have needs that oppose your preference for sharing concrete information and moving quickly into action. If you miss the opportunity to establish personal meaning and connections between the learners, the Type One learners will be impacted the most.

Type Two

learners focus

on watching

and thinking.


Type Two learners:

Slow down and make sure that all learners are clear on the “how to”. Create practice activities that enable you to check for understanding before turning learners “loose”.

The Type Two learners share your appreciation for objective data. However, they prefer to make meaning through reflection, rather than action.

Type Three

learners focus

on thinking

and doing.



Notice when Type Three learners want to move too quickly into action. Create reflection opportunities that appeal to this Type Learner by connecting them to real-world skills.

The Type Three learners appreciate the way that you integrate real-world application into the learning environment.

Type Four

learners focus

on doing and

feeling.


Type Four learners:

Stretch to reach the Type Four learners:Allow time for dialogue and brainstorming. Create opportunities for learners to self-assess their application and adapt for real-world implementation.

The Type Four learners will enjoy the active learning environment that you create. They are less likely to follow the step-by-step, as you define it. They will want to be able to get creative with the application of the content.


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Type One

learners focus

on feeling and

watching.

The Type One learners share your appreciation for personal experience. They will appreciate the dialogue that you create in the learning environment. However, they prefer to make meaning through reflection and may have difficulty moving quickly into active learning application without time for personal reflection.

Type Two

learners focus

on watching

and thinking.

The Type Two learners needs oppose your natural training approach. You will need to be careful to organize your delivery in an easy-to-digest structure and to reference sources and base your assertions on data or expert thinking.

Type Three

learners focus

on thinking

and doing.

The Type Three learners share your preference for action. They will appreciate your emphasis on real-world issues. The Type Three learner will appreciate structure and clear standards of performance .

Type Four

learners focus

on doing and

feeling.


Type One learners:

Take time to encourage learner reflection. Balance individual, partner and group reflection. Create learning activities that allow opportunities to reflect, before moving into application.


Type Two learners:

Structure your delivery. Create an agenda and stick to it. When leading interactive exercises, be conscious of linking the dialogue back to the established learning objectives. Give clear criteria for application before moving learners into practice.



Define clearly the skills the learner will need to practice to be successful. Be clear on standards of performance.


Type Four learners:

Create opportunities for reflection. Encourage learners to do it the “expert” way before getting creative.

The Type Four learners share your appreciation for active learning and personal reflection. They will benefit from a balance of thinking and reflection.


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ADDITIONAL RESOURCES1. Recommend that the team member subscribe to the 4MAT 4Business blog. Here,

weekly articles are posted online on how to apply 4MAT including activity ideas. To subscribe, visit http://4mat4business.com/blog/ and complete the subscription form on the right side of the page:

2. Join 4MAT 4Business on Facebook by “liking” us. Daily posts include learning quotes, interesting article links, videos and more-all related to 4MAT.

3. Read Hold On, You Lost Me! Using Learning Styles to Create Training That Sticks co-authored by 4MAT Creator® Bernice McCarthy and Jeanine O’Neill-Blackwell. You can access a companion book study guide under the “Coach” tab of the Online Learning Center.

4. Implement a Growth Plan. Read through the suggested strategies for each style on page 10-13. Identify one or two key focus areas and determine how you will support the team member in that area.

Complete the “Subscribe” form to receive the 4MAT blog in your email.


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NEXT STEPS

Action Items Who When


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NOTES


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Documents

32 4MAT 101