Four mat system
- Four mat system
A training style that allows the presenter to speak to all the different types of brains in the room at the same time.
Bernice McCarthy developed the 4 MAT system based on her study of a number of other models of teaching, including NLP and David Kolb's Learning Style theory. Kolb noticed that learners have different preferred learning styles. To simplify, learners are asking four different questions in relation to the learning process:
• Why? These learners want to know the reason for learning. Kolb calls them "Divergers".
• What? These learners want to get the facts and concepts. Kolb calls them "Assimilators".
• How? These learners want to practice and do something. Kolb calls them "Convergers".
• What if? These learners want to try out variations. Kolb calls them "Accommodators".
Kolb pointed out that each of the four groups of students is focusing on one section of a learning cycle. This cycle begins with identifying a reason to learn, formulating concepts about the subject, actively using the concepts, speculating about the results of using the concepts and trying them out in life elsewhere, and identifying new reasons to learn more. Kolb's research verified that learners were spread across the four types. McCarthy pointed out that different teaching styles were required for each stage of this learning cycle, and that accelerated learning models such as NLP were providing the tools to meet the needs of all four groups. The 4 MAT is almost the larger scale strategy of teaching. It can to be used to easily and quickly structure communication in a way that satisfies the information needs of the audience.
Using The 4 MAT In NLP Training
How does an NLP Trainer apply the 4 MAT? In simple terms, they could apply it by:
Explaining why the subject is worth learning. They can check that the "Why" question is answered for Diverges by then asking "So would this be of use to you?". If not, it makes sense to continue explaining or demonstrating "Why" until students are motivated.Teaching the facts of the subject, and the design of the process if there is one. They can check that the information is conveyed adequately for the Assimilators with questions such as "What more do you need to know?"
Demonstrating the use of this information (e.g. demonstrating the process), which gives the trainees vicarious experience ("How"). Then giving them an exercise to practice using the information. To check that they are Converges are ready to do the exercise, ask, "What else do you need to know to do the exercise?" and screen out questions about things which "might happen" or speculative "What if..." questions (which will make more sense after the exercise).
Inviting questions and comments after the exercise. At this stage questions about applications outside the training room can be answered, including questions about what might go differently to the expected and demonstrated process. This particularly answers the needs of the Accommodators.
