Presentations Skills that work!
There is a lot of hot air talked about great presentation skills but there are some very compelling models which will help you deliver great presentations.
NLP Presentations Skills
In any group of people there are theoretical limited number of different learning styles present.
The 4Mat pattern is a model to improve your communication with any group of people so that you can address the needs of the different learning styles in the best order.
Use it to structure presentations contributions to meetings and even interview questions.
The 4MAT System and Learning Styles
The 4MAT System comes from a study of learning styles by Bernice McCarthy. She noticed that people with different learning styles learnt by asking particular questions.
People ask the following questions in order to begin to understand new information:
• Why? Why are we doing this, why should I participate?
• What? questions. What are we going to do? What’s happening? What’s this for? Some people wanted facts – they wanted information – and asked the ‘
• How? How does this happen? How does this work?
• What If? The last group wanted to explore future consequences, and asked What If? What would happen if I did this? What would happen if I did it that way?
The Right Points in the right order!
When we are presenting new information it can be useful to address these questions in the above order. Why people need answers faster than What if people so the order can matter.
There is clearly a relationship between these 4MAT categories and Kolb’s learning styles and the work of Honey and Mumford. These links are shown here-
4MAT – Kolb – Honey and Mumford
Why? – Abstract – Reflector
What? – Concrete experience – Activist
How? – Active experimentation – Pragmatist
What if? – Reflective observation – Theorist
Trainers and presenters can be more effective when they use this.
When speaking, build the points to answer the 4MAT question categories to ensure we meet the needs of all of your audience and therefore all the learning styles.
Here’s one way of doing this when you speak-
. Start with why Why?, because until you give reasons answering the question “Why should I bother learning this?” the Why groups won’t engage in the learning. Until this question is fully answered, Reflectors won’t be ready to participate further.
. Then give the What? information. Let the What group know there’ll be plenty of action. This group will also be satisfied by an activity – they’re Activist so let them loose.
. Thirdly, answer the How? question and let the How group experiment with the content of the session. Pragmatists want to know how they will use the skill in a range of practical situations.
. Finally, answer the What if? question by putting the skill in context. You can also engage the What ifs by inviting questions – “What did you discover? What questions do you have?” The Theorists will open up and ask questions as they build theories for the future.
So, for every major section of learning-
. The first thing to do is introduce it and then say “This is why you would want to know this”, and then give some reasons.
. And then, give the knowledge and information – “This is what you do, this is what it looks like, and these are the key points.”
. And then, invite your students to go away and learn/experiment with how to do it in different contexts.
. When they come back, tell them what will happen if they use it in real situations, and invite questions and feedback.
By taking your audience through this simple process you are giving them experience of every learning style, and everyone in the group, whatever their learning style is satisfied.
Why What How What if?