The Four Moments of Truth

Copyright © 2019 Leadership Studies, Inc. All rights reserved.
The Four Moments of Truth™
DR. SAM SHRIVER

Introduction
▪ Responsible for the research, thought leadership and content curation of
Situational Leadership®-related initiatives
▪ Author of “The Four Moments of Truth,” “From Coach to Coach,” “Frontline Service” and over 100
training industry journals, magazine articles and columns
▪ Designed, developed and delivered over 200 custom leadership development programs
▪ B.S. from United States Coast Guard Academy, MBA from Pepperdine and Ed.D in training and
development from NC State University
2
Sam Shriver, Ed.D
Executive Vice President

▪ Context and Background
▪ Relevant Research
▪ The Four Moments of Truth™ (4MOT™)
Agenda
3

Context and Background
Situational Leadership®
▪ A multidirectional model
▪ Creating a common language
of performance
▪ Accelerating the pace and quality of
employee development
▪ A repeatable process that your leaders
can leverage to effectively influence the
behavior of others
▪ Utilizing task specificity to serve as
a mechanism through which leaders
maximize their influence-related impact
44

Leader Effectiveness
5
Le = f (S) F; b; a; c; p; e; etc.
(Leader effectiveness is a function of the situation, the follower, the leader’s boss, the
leader’s associates/peers, the culture of the organization, the performance of the
organization, the economy and many other situational factors.)
Te = f (T) NLM; tm; c; p; e; etc.)
(Training effectiveness is a function of the training [to include the effectiveness of the
delivery and the active engagement of the trainee], the next-level manager, top
management support, the culture of the organization, the performance of the organization,
the economy, etc.)
Training Effectiveness

The Four Moments of Truth™ (4MOT™)
6

Copyright © 2019 Leadership Studies, Inc. All rights reserved. 7
▪ Kirkpatrick Partners
▪ Broad and Newstrom
▪ Brinkerhoff and Apking
▪ Anders Ericsson
Relevant Research

Four Levels of Evaluation
8
LEVEL 1:
REACTION
LEVEL 2:
LEARNING
LEVEL 3:
BEHAVIOR
LEVEL 4:
RESULTS
How well did the learners like the learning process?
What did they learn (the extent to which the learners gain knowledge and skills)?
What changes in job performance resulted from the learning process (capability to
perform the newly learned skills on the job)?
What are the tangible results of the learning process in terms of reduced cost,
improved quality, production, efficiency, etc.?
Adapated: Kirkpatrick JD, Kirkpatrick WK. Kirkpatrick’s Four Levels of Training Evaluation; 2016.
Kirkpatrick Partners

Four Levels of Evaluation as Change
9Adapted: Kirkpatrick JD, Kirkpatrick WK. Kirkpatrick’s Four Levels of Training Evaluation; 2016.

The Transfer Matrix
10
Discussion Question
1. What role/time combination(s) most
accurately identify traditional
responsibility for training transfer (i.e.,
which stakeholder[s] in which time
period[s] have had primary
responsibility for training transfer)?
Discussion Question
2. What role/time combination(s) should
be responsible (i.e., which
stakeholder[s] in which time period[s]
truly drive Level 3 and Level 4
outcomes)?
Adapted: Broad ML, Newstrom JW, Transfer of Training; 1992.
Broad and Newstrom

Helping and Hindering Roles
11Adapted from: Kirkpatrick DL, Kirkpatrick JD. Evaluating Training Programs: The Four Levels; 2006
"So, as I understand it, you're not going to be here next
week because you have to attend training. Personal
opinion: you're going to learn absolutely nothing of value,
and this simply couldn't be happening at a worse time.
Keep your phone on and close by because I know we are
going to have questions that only you can answer."
"If you learn something
useful in that class, I will
be blown away.
"You're in training next week, right?
Just to confirm, you are going to be out
on Wednesday and Thursday, correct?
OK, thanks."
“You know, when I look back on it,
I really enjoyed that course and felt it had
a lot to do with shaping who I became as
a manager. If it makes sense to discuss
that a little more when you return to work,
be sure to let me know. I really think you
are going to get a lot out of the
experience."
"I want to make sure the two of us get some time together before you
attend training next week. This kind of experience can have a dramatic
impact on your effectiveness. It's important that you and I are on the
same page as it applies to the training itself, and my expectation is that
you put together a plan to use what you learned when you get
back. I will set up a time for us to discuss that plan in detail."

Impact of a Requiring Manager
12Adapted: Brinkerhoff RO, Apking AM. High Impact Learning; 2001
Brinkerhoff and Apking

Learning as Change
13
Questions to answer if you plan to embed
learning into the achievement of relevant
organizational goals:
1. What are our key strategic initiatives?
a. How can training help us achieve the objectives
dictated by our strategy?
2. If employees implemented what they learned in
training, what would be different (i.e., behaviorally,
what would they start doing, stop doing or do more of)?
a. What can we do to accelerate that behavior change
and get the most out of our investment in training?
3. How do we teach employees what they need to know in
an engaging manner?
a. How much time will it take to transfer that learning
and produce documented results?

The Four Moments
of Truth™
14

15

MOT1: Same-Page Status
16

MOT2: Maximum Engagement
17

MOT 3: Perfect Practice
18

MOT 4: Performance Support
19

20

Copyright © 2019 Leadership Studies, Inc. All rights reserved. 21
Thank You!
Sam Shriver, Ed.D
Executive Vice President
www.situational.com

PROCESS GUIDE
MOT2: Maximum Engagement
MOT3: Perfect Practice
MOT4: Performance Support
Let’s Get
Started!
First, the Trainee is
registered for the course.
(4MOT™
) is a process for transforming
learning into performance. This process is a simple, practical
sustainment solution designed to support the Trainee’s success and
engagement before, during and after a training event. Each moment
represents a vital stage in the training transfer process where
the Trainee and the Next-Level Manager (NLM) have distinct yet
interdependent, time-sensitive responsibilities.
SITUATIONAL LEADERSHIP
®
Building Leaders
Next-Level Manager Guide
™
The Four Momentsof Truth™
Copyright © 2018 The Center for Leadership Studies. All rights reserved.
Copyright © 2018, Leadership Studies, Inc. All Rights Reserved.
| Trainee Guide
7
Action Plan
Goal
Assess
How will you assess your progress and measure the
impact of your actions?
Next Steps
How will you keep your NLM informed of your
progress?
Action Step 1 Date
Action Step 2 Date
Action Step 3 Date
Progress
Progress
Progress
DIRECTIONS
 Refer to your MOT1 objectives, MOT2 learning summary and any relevant training materials
from the training session to develop the goals and speciﬁc actions you will take to
implement what you learned.
 Be prepared to share the Action Plan you developed for each goal during your MOT3
coaching discussion with your NLM.
SITUATIONAL LEADERSHIP®Building LeadersThe Four Moments of Truth™Trainee Guide
™
The 4MOT™ Next-Level
Manager Guide and Trainee
Guide are distributed
electronically to the NLM and
Trainee.
NLM proactively communicates
with Trainee’s peers and direct
reports regarding backup for
Trainee’s job-related responsibilities.
NLM and Trainee
independently review
the 4MOT™
materials to
prepare for the MOT1
discussion.
NLM and Trainee meet
to discuss the program overview,
establish personal objectives for
the training and gain alignment
on expectations for participation
during the training (MOT2)
and post-training deliverables
(MOT3). NLM schedules the
MOT3 meeting.
Trainee completes the MOT2
learning summary at the
conclusion of the program
to define their key learnings
and outline initial ideas to
implement what they learned.
Trainee develops Action Plans
to document their implementation
goals and action steps prior to the
MOT3 meeting with their NLM.
NLM schedules MOT1
meeting with the Trainee
to outline pre-training
expectations.
One to Two
Weeks Prior
to Training
WHEN
Set Aside 15
Minutes for
MOT1
TIME
Establish
Objectives
for Training
OUTCOME
Outline
Training
Expectations
GOAL
Training
Date and
Immediately
Post-Training
WHEN
Set Aside 10
Minutes for
MOT2
TIME
Learning
Summary
Completed
OUTCOME
Trainee Fully
Engages in
Training
GOAL
Three Months
After Training
WHEN
Set Aside 20
Minutes for
MOT4
TIME
Ongoing
Coaching and
Development
OUTCOME
Progress
Assessment
and Next Steps
GOAL
| Trainee Guide
4
DIRECTIONS
 Review the program overview and learning objectives prior to meeting with your NLM.
 Discuss what you hope to gain from the training with your NLM and identify developmental
opportunities.
 Agree upon two to three training-related objectives.
Outline Training Expectations
(one to two weeks prior to training)
Objective
1
Objective
2
Objective
3
Notes
| Trainee Guide
5
DIRECTIONS
 Be sure to bring this MOT2 worksheet with you to the training so you can complete the
learning summary below at the end of the program.
 Actively participate in training. Engage to the best of your ability and take personal
responsibility to make this training a positive investment.
 At the end of training, complete the learning summary to document what you learned and
how you plan to apply what you learned on the job.
 Refer to this information to develop your Action Plans for the MOT3 discussion with your
NLM.
 Be prepared to share how your NLM can support your efforts and your progress.
MOT2: Maximum
Engagement
During Training
Learning Summary
The three most important things I learned during the training are:
This is how I plan to apply what I learned:
START DOING STOP DOING CONTINUE DOING
One to Two
Weeks After
Training
WHEN
Set Aside 20
Minutes for
MOT3
TIME
Concrete
Action Steps
to Implement
TrainingOUTCOME
Feedback and
Coaching on
Action Plans
GOAL
NLM and Trainee meet to discuss
what the Trainee has learned and
review the MOT2 learning summary.
Trainee applies new skills
and knowledge in their real-
world work environment using
the Action Plans as a guide to
support implementation and
to track their progress.
NLM and Trainee meet
to discuss Trainee’s
progress to date and/or any
emerging challenges and
update the Action Plans,
as needed, to reinforce
application of new skills.
NLM provides feedback
on the Action Plans
and works with the Trainee
to adjust or refine their
goals and action steps, as
needed.
NLM and Trainee determine
how progress toward goals
will be measured and gain
alignment on next steps.
NLM schedules the MOT4
meeting.
For More Information on the Four Moments of Truth™
or The Center for Leadership Studies, visit:
www.situational.com.
The NLM and Trainee align
on next steps for ongoing
coaching to support
continued development.
Trainee actively
participates in the
program by practicing
intentional engagement
with course materials
and other participants.
OVERVIEW
OVERVIEW
OVERVIEW
OVERVIEW
| Trainee Guide
10
DIRECTIONS
 Meet with your NLM to review your Action Plans and assess your progress against each of
your goals.
 Update the Action Plans, as necessary, and establish next steps to continue your
development.
MOT4: Performance
Support
Ongoing Coaching
(three months after training)
Notes

The Four Momentsof Truth™
A PROCESS FOR TRANSFORMING LEARNING
INTO PERFORMANCE

| A Process for Transforming Learning into Performance
2
Introduction
Effective learning does not occur in an isolated,
one-time training event. Training that impacts
organizational performance must be sustained
to ensure the successful transfer of learning.
This requires intentional, proactive and well-
orchestrated efforts to extend the learning into
the context of a trainee’s daily workflow to become
engrained behaviors.
The Four Moments of Truth™ (4MOT™) is a process
for transforming learning into performance.
This approach is a simple sustainment solution
designed to support the trainee’s success and engagement before, during and after a training event. The
4MOT can serve as a practical guide to learning transfer for anyone who has a vested interest in positively
impacting performance through training.
Background
In the 1950s, organizations began to formalize learning and development by establishing functions and
departments dedicated to the discipline. During this time, Dr. Donald Kirkpatrick introduced us all to The
Levels Model, which became the established standard for measuring the impact of training experiences.
The framework consists of four levels:
• Level 1: Reaction – The degree to which participants find the training favorable, engaging and relevant
to their jobs.
• Level 2: Learning – The degree to which participants acquire the intended knowledge, skills, attitude,
confidence and commitment based on their participation in the training.
• Level 3: Behavior – The degree to which participants apply what they learned during the training when
they are back on the job.
• Level 4: Results – The degree to which targeted outcomes occur as a result of the training and the
support and accountability package.
Training that impacts organizational performance needs to be
sustained to ensure the successful transfer of learning.

3
While this model is simple in nature, many
organizations only track Level 1 metrics,
such as the number of courses offered, the
number of participants in attendance and how
those learners felt about the training facilities,
the facilitator and the course itself. Data
that connects an organization’s investment
in leadership training to true measures of
productivity are rare.
In the mid-1980s, Mary Broad and John
Newstrom questioned why more organizations
aren’t measuring Level 3 and Level 4 results.
Their research uncovered that involvement from the next-level manager (NLM) of the trainee is critical to
learner engagement and increasing learning transfer on the job.
Further research by Kirkpatrick identified five typical management responses that influence the degree
to which training transfers to the workplace:
• Preventing: Manager sees training as being in direct opposition to their style.
• Discouraging: Manager sends negative message about the skills learned in training by modeling
contradictory behaviors in the workplace.
• Neutral: Manager ignores training and adopts business-as-usual attitude.
• Encouraging: Manager encourages employee to put training into action by showing interest in what
was learned.
• Requiring: Manager knows what was learned and insists on implementation – in some cases creating
contracts to ensure implementation.
Robert Brinkerhoff, Ed.D., confirmed the impact of a requiring manager on Level 3 and Level 4 outcomes
through his research. Additionally, Dr. Brinkerhoff and Anne Apking found that the direct involvement of a
requiring manager could increase levels of learner retention by as much as 65 percent.
While involving managers in the learning process may seem easy, it’s not so simple in execution. Without
a clear process, mutual alignment and accountability, manager commitment to sustain training remains
random and difficult to measure.
To help organizations overcome the challenges of sustaining the impact of training, The Center for
Leadership Studies created a simple four-step process that outlines how NLMs can support trainees at
critical moments in the learning cycle.

4
The Four Moments of Truth
The Four Moments of Truth (4MOT) is a process for transforming learning into performance (see Figure 1).
This sustainment solution is designed to support the trainee’s success and engagement before, during
and after a training event. Each moment represents a vital stage in the training transfer process where
the trainee and the NLM have distinct yet interdependent, time-sensitive responsibilities. When effectively
employed in conjunction with Situational Leadership®
or any training program, this four-part process
guarantees results.
Figure 1. The Four Moments of Truth™
MOT1 MOT2 MOT3 MOT4
Pre-Training
Same-Page
Status
Maximum
Engagement
Perfect
Practice
Performance
Support
Post-TrainingDuring Ongoing
Outline Training
Expectations
One to Two Weeks
Before Training
During Training Post-Training
Coaching
One to Two Weeks
After Training
Ongoing
Coaching
Three Months
After Training
Involvement from the next-level manager (NLM) of the trainee is
critical to learner engagement and increasing learning transfer
on the job.

5
Moment Of Truth 1:
Same-Page Status
It is difficult to imagine anyone rationally expecting to be able to win a game without knowing the rules or
how to score. Yet, far too often, learners consume training with a limited understanding of what is expected
of them, how the training relates to their job or how the training can help them improve their performance.
Aligning goals and expectations is necessary to achieve an intended outcome. One to two weeks before
a formal training program, the NLM and the trainee should schedule a 15-minute meeting to discuss the
expectations and goals for learning. That exchange should address how the learning could be applied after
the training event in a manner that can positively impact productivity. The probability for learning transfer
increases if trainees are clearly informed of the on-the-job expectations associated with an upcoming
training experience by their immediate supervisor.
MOT1 OVERVIEW
GOAL WHEN TIME OUTCOME
Outline training
expectations
One to two
weeks prior to
training
15 minutes
Establish
objectives for
training
Moment Of Truth 2:
Maximum Engagement
Actively engaging and participating in a training program is crucial to learning transfer. When a learner
clearly understands the goals and expectations prior to the event, then the likelihood of engagement at
the event increases. The NLM should communicate with the trainee’s peers and direct reports to ensure
all job-related responsibilities are covered while the trainee is at the training event and minimize any
potential distractions.
During the training event, the trainee should actively engage with the course materials and other participants
to identify tasks or behaviors to implement on the job. At the close of the program, the trainee should
complete a learning summary to define key takeaways to discuss with his or her NLM post-training.
MOT2 OVERVIEW
Trainee fully
engages in
training
Training date
and immediately
post-training
10 minutes
Learning
summary
completed

6
Moment Of Truth 3:
Perfect Practice
To extend the training into the workplace, the NLM and trainee should meet for a coaching session
approximately one to two weeks after the training event. In preparation for this meeting, trainees should
send their learning summary that highlights their implementation goals and action steps to their NLM.
During the meeting, the NLM will provide feedback on the action plan and work with the trainee to adjust
or refine the goals and action steps as needed. From there, the NLM and trainee will determine how
progress toward the goals will be measured and gain alignment on next steps. The meeting will end with
the NLM scheduling a follow-up meeting to discuss progress.
MOT3 OVERVIEW
Feedback and
coaching on
action plans
One to two
weeks after
training
20 minutes
Concrete
action steps
to implement
training
Moment Of Truth 4:
Performance Support
After the MOT3 meeting, NLMs should actively engage in ongoing coaching and follow-up with trainees as
they implement the action plan. Approximately two to three months after the training event, the NLM and
trainee should meet to discuss the progress toward the learning goals, update the action plan as needed
and determine if additional support is needed.
The NLM should document the discussion and continue coaching to reinforce the skills and on-job-
application. The NLM should also monitor and recognize the trainee’s success to reinforce the benefits
of the training.
MOT4 OVERVIEW
Progress
assessment
and next steps
Three months
after training
20 minutes
Ongoing
coaching and
development

7
Summary
Organizations cannot risk developing training that isn’t tied to a change in behavior. Involving managers
in the learning process can increase learner engagement and the application of skills on the job. The
Four Moments of Truth is a simple sustainment process that can help managers realize their impact on
employee performance and provide long-lasting business results.
The probability for learning transfer increases if trainees are
clearly informed of the on-the-job expectations.
References
1. ASTD Research Study (2009). The Value of Evaluation: Making Training Evaluations More Effective.
Alexandria, VA: American Society for Training and Development.
2. Brinkerhoff RO, Apking AM. High Impact Learning: New Perspectives in Organizational Learning,
Performance, and Change. Cambridge, MA: Perseus; 2001.
3. Brinkerhoff RO. The Success Case Method: Find Out Quickly What’s Working and What’s Not. San
Francisco, CA: Berrett-Koehler Publishers; 2003.
4. Brinkerhoff RO. Telling Training’s Story: Evaluation Made Simple, Credible, and Effective. San
Francisco, CA: Berrett-Koehler Publishers; 2006.
5. Broad ML, Newstrom JW, Transfer of Training: Action Packed Strategies to Ensure High Payoff From
Training Investments. Perseus Publishing; 1992.
6. Carson B. Gifted Hands: The Ben Carson Story. Grand Rapids, MI: Zondervan; 2011.
7. Ericsson A, Pool R. PEAK: Secrets From the New Science of Expertise. New York, NY: Houghton Mifflin
Harcourt Publishing Company; 2016.
8. Gladwell M. Outliers: The Story of Success. Columbus, GA: Little, Brown and Company; 2008.
9. Goldsmith M. Triggers: Creating Behavior That Lasts — Becoming the Person You Want to Be. New
York, NY: Crown Business; 2015.
10. Kirkpatrick DL, Kirkpatrick JD. Evaluating Training Programs: The Four Levels. 3rd ed. San Francisco,
CA: Berrett-Koehler Publishers, Inc.; 2006.
11. Kirkpatrick JD, Kirkpatrick WK. Kirkpatrick’s Four Levels of Training Evaluation. Arlington, VA: ATD
Press; 2016.

A Process for Transforming
Learning Into Performance
“The Four Moments of Truth” is a practitioner’s
guide to training transfer and sustainment grounded
in time-tested fundamentals of evaluation strategy.
This book is the product of over three decades
of design experience by author Dr. Sam Shriver.
In a concise and easy-to-follow narrative, Shriver
reviews pioneering research in the fields of training
evaluation, measurement and impact analysis,
and then walks the reader through the details
associated with successful implementation of The
Four Moments of Truth™ (4MOT™) process. In
essence, 4MOT™ is a straightforward blueprint that
connects learning to behavior change, and behavior
change to tangible results.
The Four
Moments of Truth™
Situational Leadership®
and Performance Readiness®
are trademarks of Leadership Studies, Inc.
Copyright © 2019 Center for Leadership Studies, Inc. All rights reserved.
© Copyright 2019 Leadership Studies, Inc. dba The Center for Leadership Studies. All rights reserved.
The Four Moments of Truth™ and 4MOT™ are trademarks of Leadership Studies, Inc.
280 Towerview Court, Cary, NC 27513
919.335.8763
situational.com

Interested in learning more? info@situational.com | 919.335.8763 | situational.com
© Copyright 2019 Leadership Studies, Inc. dba The Center for Leadership Studies. All rights reserved.
The Four Moments of Truth™ and 4MOT™ are trademarks of Leadership Studies, Inc.
A simple, practical sustainment solution designed to support the Trainee’s
success and engagement before, during and after a training event
There is an almost endless list of variables to account for (and stakeholders to consider) if you are
responsible for measuring the impact of training in your organization. But, one thing is for certain, if the
Trainee, Trainer and Next-Level Manager (of the Trainee) aren’t all on the same page, the probability of
ongoing skill application and targeted behavior change is low.
Three Key Stakeholders
Each moment in the 4MOT™ represents an integrated subset of the training-transfer process where the
Next-Level Manager, Trainee and Trainer execute roles that will, ultimately, determine the training’s impact
on performance.
The Next-Level Manager (NLM)
The person who is the
immediate supervisor or
manager of the Trainee on
the learning journey; the NLM
is the single most important
driver of training transfer
The Trainee
The person who will engage
with the formal learning
directly and then attempt to
implement what was learned
in a real-world setting for the
express purpose of delivering
targeted results
The Trainer
The person delivering the
training, to include the team
that designed and developed
the experience
AVAILABLE NOW ON SITUATIONAL.COM!
MOT1
Outline
Training
Expectations
One to Two Weeks
Before Training
MOT2
During
Training
MOT3
Post-Training
Coaching
One to Two Weeks
After Training
MOT4
Ongoing
Coaching
Three Months
After Training
Pre-Training Post-TrainingDuring Ongoing

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