32...exceptional guest care experiences value outcome: learners will value pre-booking as a powerful...

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4MA

T 101

Mod

ule

3: A

pply

ing

4MA

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INSTRUCTIONSWelcome to the 4MAT 101 program. This introduction to 4MAT® program includes three learning modules:

Module 1: Your Learning Style

Module 2: The Learning Cycle

Module 3: Applying 4MAT®

Each 4MAT Online Learning Module includes:

• printable participant workbook• online class forum access

course materials

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

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INSTRUCTIONSThe Participant Guide WorkbookThe 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.

How to access the Online Class Forum During the course, you will also be asked to post and share comments and insights on the 4MAT Aveda Institutes Online Class Forum. 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.

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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OVERVIEWThe course you are about to experience is designed using the 4MAT® learning model. You will experience the 4MAT learning model, as you learn about 4MAT. In the 4MAT model, an agenda for a course is presented in a circular visual often referred to as a “wheel.” Here is the agenda “wheel” for Module 1:

Beginning with the End in Mind

Forum Exercise

Review the 4 Steps of the Learning Cycle

Design: The 3 Steps

Case Study

Which Activity?

Assess Your Design

Creating Your Design

Next Steps

1R

1L

2R

2L3L

3R

4L

4R

1

3 2

4connect

attend

image

informpractice

extend

refine

perform


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BEGIN WITH THE END IN MINDIn The 7 Habits of Highly Successful People1, author Stephen Covey shares “Habit #2 - Begin with End in Mind.”

The second habit, “Begin with the end in mind,” is based on the principle that all things are created twice. First, we create a mental image and then we make that image a reality. Beginning with the end in mind means that we move into action only after we define a clear vision of what we are trying to accomplish.

Reflect on when you have successfully applied the habit of “Beginning with the End in Mind.” Can you think of a time when you envisioned something and then you made it a reality? Write about your experience below:

Optional Forum Exercise: Post your experience in the online course forum. Include your thoughts on how the idea of “beginning with the end in mind” connects to the pro-cess of creating powerful learning experiences.

1Source: Stephen R. Covey, The 7 Habits of Highly Effective People, Powerful Lessons in Personal Change (New York: Simon and Schuster, 1989).


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REVIEW: THE 4 STEPSIn module 2, we explored the four parts of the 4MAT learning cycle. Let’s review what happens in each of the four steps. When we lead a learning experience, we move the learner through four steps:

ENGAGE

We answer the question “Why?“ and grab the learner’s attention.

SHARE

We answer the question “What?“ and share the information the learner will need to support application

PRACTICEWe answer the question

“How?“ and create opportunities for the learner

to apply the information in a real-world setting.

PERFORM

We answer the question “If?“ and encourage the

learner to assess their work and prepare for real-world

barriers.


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DELIVERYThe process for designing a learning experience flows differently than the process for delivering a learning experience. When we deliver, we move through the four steps sequentially-engaging the learner’s attention, sharing information, creating practice and assessing performance. When we design, we begin with the final step, Perform. We begin with the end.

What impact do you want to make through this learning experience? What do you de-fine as success? What new results will be generated from this learning experience? The answers to these questions will guide you in choosing the activities and strategies you will apply in the fourth and final step of your training design, Perform.

Why is this information meaningful and important to the learner? What’s at stake if the learner does not apply the information?

1

What does the learner need to understand to perform these skills? What does the learner need to know to assess their application?

2What skills will the learner need to perform the behavior? What will you need to practice?

3

What impact do you want to make through this learning experience? What do you define as success? What new results will be generated from this learning experience?

4


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DESIGN: THE THREE STEPSWhen creating a 4MAT-based workshop, you will follow these three steps:

Step 1: Begin with the end in mind. You will define four outcomes that will help guide the choice of your activities.

Step 2: Choose activities for each of the four steps of the 4MAT Model.

Step 3: Assess your workshop to make the biggest learning impact possible.


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CASE STUDYScenario: Sam is the Guest Care Team Leader at the Aveda Institute. The Director of the Institute has asked Sam to create a workshop for the Institute students with the intention of increasing the number of guests that pre-book their next appointment. The benchmark for the number of guests pre-booking their next appointment is 70%.

Let’s take a look at how Sam applies thee three steps to building the Pre-Booking work-shop.

Step 1: Defining OutcomesAs you observe Sam determining defining his course outcomes, make notes on the four outcomes below:

1

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4 The value outcome for Sam’s pre-booking course is:

The knowledge outcome for Sam’s pre-booking course is:

The skill outcome for Sam’s pre-booking course is:

The performance outcome for Sam’s pre-booking course is:


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WHICH ACTIVITY?Step 2: Which activity would you choose? Why?

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2

Personal stories: Invite students share stories of when they have planned a shopping or service experience in advance

Simulation: Create a simulated experience in which the students can’t get what they need, when they need it

Reflection: Invite students to share exceptional guest care experiences

value outcome: learners will value pre-booking as a powerful tool.

Lecture: Reviews the Guest Experience Wheel and the role pre-booking plays in the service experience

Images/Stories: Showing a visual of the Guest Experience Wheel

Demonstrations: Showing students how to lead the pre-booking conversation

knowledge outcome: learn when to introduce the pre-booking conversation, understand scripts

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Self-Assessment: Students assess how they did in their role-play.

Commitment: Students commit to offer-ing pre-booking to every guest.

Celebration/Measurement: Create a chart to measure daily pre-booking and review in Daily Huddles.

performance outcome: 7/10 customers pre-booking their next appointment

3

Role-play: Students practice role-playing the pre-booking conversation

Written knowledge check: Students take a test on pre-booking

Real-world practice: Students apply the script in a conversation with a guest

skill outcome: learn how to customize scripted pre-booking conversations with each guest.


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SAM’S DESIGNStep 3: Assessing the DesignRead through Sam’s design and assess his workshop using the critera on page 12:

14Sam establishes the “Big Why” on pre- booking.First, Sam invites the students to reflect on an exceptional customer service experience. Students share the elements that create an amazing customer experience.

Next, Sam gives each student a “Pre-Booking Income Booster” calculator. The students calculate the impact that a small increase in pre-booking %’s can make in their personal income.

Sam sets up a chart to measure the daily pre-booking percentages of each student.

Sam adds a review of pre-booking successes to the Daily Huddle with the students.

Sam gains commitment from the clinic floor educators to coach students that are not reaching the desired 70%.

Q1 Score:Why?

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Q4 Score:Why?

Sam shares the Guest Service Experience wheel. He shows the students when and how the pre-booking conversation fits into the Guest Experience.

Sam demonstrates the Pre-Booking conversation and provides each student with a script.

Students role-play the pre-booking conversation using the script provided.

Sam coaches the conversations.

Q2 Score:Why?

Q3 Score:Why?


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ASSESSMENT CRITERIA

Learner assesses their performance from Practice...

(and) Learners identify things they could to better next time...

(and) Learners commit to a follow-up plan and next steps.

Learners are reflecting on their own personal experiences and sharing examples...

(and) learners are deeply engaged in conversation, contributing personal insights and noticing commonalities in experience...

(and) learners demonstrate increased energy around the topic and commitment to the learning process emerges.

Learners are receiving information in an organized way and “connecting the dots...”

(and) Stories, images, metaphors, and/or interactivity are increasing the impact of the learning...

(and) the personal experiences of the learners are woven into the delivery of the information shared.

Learners practice “how to” in a safe environment (role plays, hands-on, application exercises)...

(and) Learners are applying to their own real world situations...

(and) Learners are becoming more aware of gaps in their performance.

0

1

2

0

1

2

0

1

2

0

1

2

0 = acceptable 1 = very good 2 = excellent

engage1

share2

perform4

practice3TM © 4MAT 4BUSINESS. 2010. All rights reserved. No reproduction allowed.

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YOUR TRAINING DESIGNNow, it’s your turn to create a 4MAT-based workshop. Remember, when creating a 4MAT-based workshop, you will follow these steps:

Choose one of the following topics:

Topic 1: Dress CodeTopic 2: ????

Step 1: Begin with the end in mind. You will define four outcomes that will help guide the choice of your activities.

Step 2: Choose activities for each of the four steps of the 4MAT Model.

Step 3: Assess your workshop to make the biggest learning impact possible.


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YOUR TRAINING DESIGN

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4Step 1: Define Your Outcomes

The value outcome for this course is:

The knowledge outcome for this course is:The skill outcome for this course is:

The performance outcome for this course is:


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Step 2: Choose Your Activities


value 1 performance4

knowledge 2 skill3

1. Think about refining the learning.2. Think about how the learner can see new possibili-

ties.3. Think about gaining learner commitment.4. Think about setting up feedback loops.5. Think about how you might extend the learning.6. Think about how the learners can stay connected.7. Think about giving and receiving feedback.8. Think about generating new questions.9. Think about giving and receiving feedback.10. Think about celebrating success.11. Think about eliciting learner insights.12. Think about tracking the key metrics associated

with learner transfer

1. Think about eliciting learner’s stories around the concept.

2. Think interactive.3. Think about how to relate the content to the

learners’ lives.4. Think about creating a simulated experience.5. Think about a reflection exercise.6. Think about learners choosing a quote and sharing

why.7. Think about tapping in to what the learner already

knows about the content.8. Think about learner-generated questions around

the content.9. Think about learners identifying experiences that

influence their thoughts around the concept.10. Think about video clips that provoke personal

reflection. 11. Think about creating meaningful dialogue.12. Think about learners sharing their reaction to the

experience in Connect.13. Think about learners comparing and contrasting

personal stories.14. Think about learners creating visuals that sum up

their dialogue.15. Think about learners presenting their group

reflections.

1. Think about laughter and humor. 2. Think about demonstrations that clarify the

content.3. Think about images that illustrate the ideas,

including magazine clippings, mind maps, cartoons, movie clips, and visual organizers.

4. Think about practice tools learners can be practicing with while they hear the lecture.

5. Think about paying special attention to note taking, especially encouraging creative note taking.

6. Think about honoring questions as they arise. 7. Think about forming groups where people come

up with the big question based on what they are hearing.

8. Think about encouraging listening, recording, analyzing, and questioning

1. Think about demonstrations.2. Think about practice simulations of real-world ap-

plications.3. Think about problem-solving sessions. 4. Think about worksheets, questions, and scenarios. 5. Think about allowing time for applying what peo-

ple have learned.6. Think about role playing. 7. Think about how you might check to see if the

learner understands the content well enough to apply in a real-world situation.


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Step 3: Assessing Your DesignAfter you have completed all four steps of your training design, use the assessment scale below to assess each step. How strong is each step of your design? Rate each step using the scale on page 15.


Q1 Score: 1 Q4 Score: 4

Q2 Score: 2 Q3 Score: 3


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