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The 4MAT System – A Holistic Model for Successful Teaching and Learning
In the past 30 years, I’ve seen many well-structured seminars, but also many truly poor ones. For over 25 years now, I have trained new generations of trainers year after year. In doing so, I teach the 4MAT system. It has proven itself thousands of times. In this article series, we aim to explore more and more nuances of this model from issue to issue.
Imagine you are sitting in a seminar and the trainer starts without any introduction, immediately presenting you with a flood of facts and models. He talks about complex theories, shows diagrams that come out of nowhere, and you barely have time to process the content. You ask yourself: “Why is this important to me? How does this relate to my workday?” But that question remains unanswered because the trainer focuses entirely on theory and never explains why the topic is relevant for you. Soon, you notice your attention fading, and the seminar feels endless.
Or another situation: The trainer opens the seminar with a long and emotional story about the topic. While that might spark interest, instead of building on that connection, he jumps straight to a practical group task without explaining the necessary basics. You and the other participants feel overwhelmed and uncertain. No one really knows what the exercise is aiming at, and the results remain superficial. In the end, the clear “aha” moment is missing because the “what” was simply skipped.
Such scenarios are typical of training sessions where the learning process is unbalanced and the needs of the participants are not fully considered. This is exactly where the 4MAT system comes in: It offers you a clear structure that ensures you address every learning style and create a meaningful flow. By systematically addressing the questions “Why?”, “What?”, “How?”, and “What if?”, you can design your seminars to be both profound and inspiring. In this article, you’ll learn how the 4MAT system works and how to apply it effectively in your training sessions. In the upcoming issues, we’ll take a closer look at each quadrant and show which NLP techniques can help you better achieve the learning goals of each phase.
Background of the 4MAT System
The 4MAT system was developed in the early 1980s by Bernice McCarthy. McCarthy was an experienced educator who deeply engaged with learning styles and instructional methods. Her experience in education showed her that traditional teaching methods were often one-sided and failed to reach many learners. These insights motivated her to develop a new model. Inspired by David Kolb’s learning style theory and his model of the Experiential Learning Cycle, she combined Kolb’s approach with her own observations in educational practice to create a holistic method for teaching and learning processes.
The main goal of the 4MAT system is to account for the diversity of learning styles within a group and to provide teachers—whether in schools, seminars, or companies—with a tool to structure the learning process in a balanced way. It aims to ensure that every phase of learning is addressed so that both the perception and processing of information are effectively supported.
McCarthy went beyond Kolb’s work by focusing on the practical applicability of the model in teaching and training situations. Her goal was to create a system that is not only theoretically sound but also directly usable in classrooms or seminars, making learning more accessible and effective for all participants—regardless of whether they prefer reflective, practical, analytical, or creative learning.
What is the 4MAT System?
The 4MAT system is based on the assumption that people learn in different ways. It combines two essential dimensions:
- Perception Dimension: People perceive information differently—either concretely (through experience) or abstractly (through concepts).
- Processing Dimension: People process information either reflectively (by thinking) or actively (by trying it out).
From this combination emerge four learning types, illustrated in a learning cycle. McCarthy used these insights to develop a cyclical learning process that ensures each participant in a seminar experiences their preferred phase of learning while also benefiting from the others.
The Four Quadrants of the 4MAT System
1. Quadrant 1: Why? – The Experiential Learner
This quadrant addresses those who learn by making a personal connection to the topic. These learners ask: “Why is this important? How does it affect me personally?”
This phase appeals particularly to those who learn emotionally and through experience. They benefit from stories, discussions, or personal reflections that link the topic to everyday life. Starting a seminar with a compelling anecdote or provocative question speaks directly to this group and lays the foundation for motivation across the board.
2. Quadrant 2: What? – The Analytical Learner
This quadrant addresses those who need clear, logical structure. They want to understand the facts, theory, and concepts. Their question is: “What exactly is this? What are the basics?”
Here, knowledge and theory are central. Analytical learners thrive on structure, facts, and explanations. Trainers can present models, background info, and scientific concepts here. For example, you might explain the origins and principles of the 4MAT system to give participants a solid foundation.
3. Quadrant 3: How? – The Practical Learner
This quadrant is for those who learn through hands-on experience. They ask: “How does this work in practice? What can I do with it?”
In this phase, practical exercises, role plays, group tasks, or simulations are most effective. Learners apply the theory and deepen their connection with the material. This is where understanding becomes tangible competence.
4. Quadrant 4: What If? – The Visionary Learner
This quadrant speaks to creative and visionary learners who ask: “What else can I do with this? How can I adapt it to my context?”
This phase encourages exploration of new possibilities and adaptations. Discussions, brainstorming, or reflections on how to apply the content to new scenarios are ideal here. This ensures the learned content is not only applied but also integrated into long-term practice.
The Learning Cycle
The special feature of the 4MAT system is its cycle. Each learning phase (Why, What, How, What If) builds on the previous one and is interconnected. Your job as a trainer is to reflect this cycle in your seminar planning to appeal to all learning types.
Why the cycle is important:
- Wholeness: Every participant connects strongly with at least one phase and also benefits from the others.
- Flexibility: The cycle is universal and can be applied to any topic—whether soft skills, technology, or creativity.
- Sustainability: Participants retain information better because it’s experienced on multiple levels.
Practical Application of the 4MAT System
Imagine you want to conduct a seminar on “Giving Feedback.” Here's how the four quadrants could look:
- Why: Begin with a personal story or question: “When was the last time you received truly helpful feedback? How did it feel?”
- What: Explain theoretical foundations: “There are different models like the Sandwich Model or the 4F Method. What’s the difference between constructive and positive feedback?”
- How: Let participants practice in pairs: “Give your partner positive feedback on a performance and offer constructive suggestions.”
- What If: Explore alternative scenarios: “How could feedback be structured in digital spaces or intercultural teams?”
Benefits of the 4MAT System
- Diversity in training: You address various learning styles and preferences, increasing engagement and satisfaction.
- Structured planning: The cycle gives you a clear guide to structure complex content. With some practice, you can even use it spontaneously.
- Sustainable learning: Learners retain more because content is delivered on multiple levels.
- Flexibility: The model can be used in workshops, classrooms, online training, and more.
Conclusion: The 4MAT System as the Key to Successful Seminars
The 4MAT system is an invaluable tool for you as a trainer. It helps you design seminars that are holistic and engaging—for every participant. Through the four quadrants of “Why,” “What,” “How,” and “What If,” you meet the needs of all learning types and create an optimal learning environment.
Try the 4MAT system in your next event and experience how it motivates your participants and deepens their learning. It won’t just enhance your training—it will elevate your skills as a trainer to the next level.
Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. (1984).
Stephan Landsiedel is a diploma psychologist and NLP trainer.