Professional Documents
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TRAINERS TRAINING
TRAINING MANUAL
NEURO-SEMANTICS & NLP TRAINERS TRAINING
Certification Training for becoming an official and commissioned Trainer of NLP,
Meta-States, and Neuro-Semantic Trainings under the Trademark name of
Neuro-semantics®
and the ISNS — International Society of Neuro-semantics
Disclaimer: This Training Manual is designed for training and education and should
not be used as a substitute for psychotherapy or psychiatry. Even though this
material was designed and written by a psychologist and a Professional Licensed
Counselor in the State of Colorado, USA, neither Dr. Hall nor the International
Society of Neuro-semantics (ISNS) recommend that this should be used in the place
of professional psychological and psychiatric assistance.
NEURO-SEMANTICS TRAINER'S TRAINING
WELCOME!
June 2000
The Training Manual that you hold in your hands is designed to apply the meta-
levels of Neuro-semantics to the processes of presenting and training. The aim of
the training? To enhance and enrich your platform and training skills. The overall
focus here is facilitate the accessing your genius states in presenting. If NLP is
as brilliant and magical as we believe it is in its transformative power, then the
more we train ourselves in that magic, the more we can touch our world with it.
With Meta-States, we simply move to a higher magic for ourselves and our world.
What does training involve? Training involves lots of things: providing new
information, teaching, encouraging, motivating, facilitating skills, coaching,
consulting, and even counseling. Training involves group facilitation and so
entertainment, stage performance, and group teamwork. Training involve many
different facets and dimensions. It most fundamentally involves you as a trainer
and so your states, beliefs, desires, designs, agendas, motivations, etc. It
involves your style and skills, your way of learning and developing, your
philosophy about how others learn, etc. So much! As you thumb through this manual,
you could very easily begin to feel overwhelmed. While some have done that, I don't
recommend it as a way to enhance your learning! Overwhelm doesn't serve very well
for that. You can tell if you do if you go into an overwhelm state. Having snuck up
and observed several people do that very thing, I've noticed that they usually run
that program by thinking things like: "This is massive! I'll never learn all of
this! We can't cover all of this in just two weeks!" "I didn't know there was so
much about training! Where do I start? How will I ever develop proficiency in this?
Maybe I'm just not cut out to be a trainer!" That game will not serve to empower
you. If you're clear that playing Overwhelm will not serve you well, then I
recommend doing what I did when I first began studying Science and Sanity, that
massive 830-page book by Korzybski. At first, I experienced a moment of two of
feeling overwhelmed. I say "a moment or two" because I immediately sent my brain
into another direction. I knew that it would not do me any good, so I initiated a
different kind of internal dialogue with myself: "This is great! This is going to
provide me a gold mine of wonderful and marvelous insights that I can mine for
years to come. Just a page at a time. I don't have to understand it all from the
beginning, or even on the first or third reading. I'll get it. The fact that this
book represents a goldmine of intellectual wealth that few seem to master only
means that I have plenty of time to master it. And I will." Since that day, I have
extensively read and explored the text seven times and with each new reading, I
continue to learn more. I would recommend a similar attitude for yourself. Take the
pressure off and give yourself a decade to master this materials, skills,
principles, etc. in the field of training. Use your learnings here to guide your
actions, then go play and practice with it, then return to the reading with new
insights from the experience. Finally, treat yourself with grace and respect as you
give yourself the time to learn and integrate the principles here knowing that you
are under no pressure to be inhumanly "perfect" in presenting. Let patience also be
your guide as you learn and play with this material, along with passion and
excitement. In that way, you can have lots of fun as you become increasingly more
skilled in training. Welcome to this marvelous and fantastic adventure of training.
June, 2004 As I have been studying the field of training itself, I have been
modeling those who present and train with excellence and skill. I have been
modeling their best states, beliefs, understandings, strategies, and practices. In
modeling we identify the critical factors and elements, the structures and
processes of someone who performs with expertise and excellence and then develop
the procedures and processes for using and integrating them to make them ours.
Those who are experts in training others to learn and integrate informed skills are
masterful at presenting, motivating,
drilling, questioning, engaging, framing, trouble-shooting, nurturing, and
supporting. These are the practices and processes of training. In modeling we
identify these elements, identify their form, structure, and syntax, and then begin
exploring how we can best transfer them to ourselves. This leads to developing
processes for learning and incorporating the skills. In this way, modeling enables
us to dramatically reduce learning and training times as well as increase
effectiveness. Such modeling will still necessitate time, energy, commitment,
discipline, and learning. • • • Who are some excellent models of training? What
beliefs and values support training excellence? What skills and techniques support
excellence in training?
OVERVIEW
NEURO-SEMANTICS TRAINERS TRAINING
Our Objectives in this Training: • Congruency. First and foremost, to apply NLP and
Neuro-semantics to ourselves so that we "walk the talk" and experience the personal
power of Congruency as we model for those who participate in our trainings the
magic that we speak about. • Excellence. We aim to apply the Meta-States model to
the processes, skills, strategies, and experience of training so that we can become
the best trainers we can become. Training involves many facets of communicating:
teaching, presenting, coaching, consulting, facilitating. The term training in this
manual is used because it includes the other terms and carries the connotation of
facilitating another person or many others to become actually skilled in an area of
expertise.
•
The Design and Structure of this Training: • To become knowledgeable and skills in
the field of Training. What is this field and what will it become in the next
decades? We apply NLP and NS to ourselves by asking about what a well-formed
outcome in terms of training excellence would look like and by exploring the neuro-
semantics of training. We will explore the key principles of training and begin to
Mind-to-Muscles those principles so that we can make them "our way of being in the
world." • To become all we can become as Trainers/Coaches. We will use and apply
the foundation of NLP skills for "running our own brain." We will focus on
ourselves as trainers and presenters and what it means to become an excellent
trainer. What are the top-ten trainer states? How do I access them and make them
readily available to myself? What are the beliefs and values and understandings
that will support
my own personal trainer state? We will use the principle that excellence is easy
when we
are in the right state. To get our Ego out of the way.
In this training we will work on getting ourselves and our ego out of the way. In
training we inevitably and inescapably are always communicating ourselves. We can
do none other. While the training is not about us, it is through us. This creates a
paradox. To be at our best, we have to get our ego out of the way. To truly succeed
in training, we need to become so comfortable and okay with ourselves that we can
become un-self-conscious when training and focus on our participants and their
needs. This means that our Congruency, passion and compassion, excitement, and
alertness play a critical role in becoming top-notch trainers. To prepare and
present using the best of the models. This training will focus on how to think
through the process of organizing, structuring, and presenting your training in
terms of the states, meta-states, frames, meta-frames, beliefs, values, etc. that
you offer participants and that you utilize for yourself. We will study the very
structure of excellence in effective training, practice such skills, and install
the empowering patterns in ourselves. To frame, pre-frame, and outframe at all
levels. We will spend a lot of time on framing in all of its forms: pre-framing,
on-the-spot reframing, and post-framing. The training game is best played when we
know how to work and manage our own frames and the frames of our participants so
that the experience is fully experienced as a life-enriching and empowering
experience.
Welcome to the Challenge Becoming a Neuro-Semantic/ NLP Trainer is the focus and
purpose of this training—may the magic of running your own brain and managing the
higher levels of your mind now enrich and empower you in your journey.
Gateway Trainings
Meta-States Trainings 1) Accessing Personal Genius (APG) 2) Secrets of Personal
Mastery 3) Frame Games 4) Coaching Genius
Frame Game Applications— 5) Games Great Salespeople Play: Selling Excellence 5)
Mastering Your Wealth Matrix Wealth Building 7) Games For Accelerated Learning
(Meta-Learning) 8) Games for Masterful Writing 9) Games Slim & Fit People Play 10)
Games Business Experts Play 11) Games For Mastering Fear 12) Games for Mastering
Stuttering 13) Games Great Lovers Play 14) Defusing Hotheads 15) Instant Relaxation
16) Mind-Lines: Conversational Reframing 17) Matrix Games 18) Mastery Skills 19)
Resilience Training 20) Mastery Skills
The Vision— 2000 The following was developed during a modeling exercise with the
newly created South African Society of Neuro-semantics. I took the Vision Statement
that we had on the Web site at the time, the original one that Bob and I had
created and the group of NLP Trainers and Master Practitioners (now Neuro-
Semanticists) expanded it and operationalized the terms to generate a list of
behaviors that support the Vision. I later read it to numerous people in London
during the two weeks of trainings there and that brought forth more ideas. THE
VISION The Neuro-Semantic Movement is a group of people who operate out of a strong
belief in Abundance rather than scarcity and Cooperative Appreciation rather than
Competitiveness. It is this mind-set of Abundance, in fact, that leads to
professional cooperation, in fact, that describes our primary frame of mind, a
frame of mind. And from that position, we graciously relate to each other as
professionals with respect, and to others in an honorable way, as we seek always to
find or create Win/Win arrangements.
We envision ourselves as Neuro-Semantic Magicians who do our magic of framing,
reframing and outframing to "run our own brains" and to manage our own states, and
to do so with integrity and ecology that we will thereby demonstrate our
congruency. We will "walk our talk" in a way that is obvious and attractive. We
envision creating and sustaining high quality collegial relationships with each
other with honor as our byword. We will willingly use feedback for Accountability
between ourselves individually in order to operate ecologically as a group. We
envision the exploration into the structure of human experience and meaning as an
ongoing search that we conduct in the spirit of openness as we anticipate many new
developments in the years to come. We also seek to give concrete expression to our
vision of Abundance, Win/Win Cooperative Relationships, Accountability as
responsible persons, Respectful Professionalism, Ongoing Research and Development,
so that we can Leave a Positive Legacy by using the following specifics. This will
give us a way to mind-to-muscle our Vision into our own lives to create the kind of
congruency that will be winsome in itself. Acknowledge the contributions of others
Ongoing monitoring of our behaviors and trainings for congruency Quality checking
our actions and speech for balance and health
Attending regular workshops to continue our own education and training Cohering to
a code of conduct that demonstrates mental and emotional intelligence & health
Referring people to our colleagues for training Giving due credit for materials
Sharing newly generated patterns Paying royalties Reciprocating the generosity of
others Acknowledging the value of others even when we disagree Co-leading, co-
training, and co-writing with others as possible Surprising people by giving more
than what's expected Accepting and entering into mutual agreements Accepting the
rules of our association Honorably confronting those who violate the vision to win
them back to it, if possible. Caringly communicating to hold others accountable
Letting others evaluate my work and skills with an attitude of openness to
correction Giving account of ourselves without shame or guilt Recognizing the
importance of the whole and keeping our credibility, honor, & legacy in mind.
Recognizing the vital role that I play for the success of the larger Vision.
Applying our model and patterns to ourselves first of all Creating products,
patterns, books, trainings that enrich the human condition. Living Congruently in a
spirit of open generosity Resiliently handling upsets and challenges Considering
people as we speak and act Responding with care and compassion Demonstrating
quality product knowledge Welcoming differences and looking for ways of cooperating
Pacing as we respond to people Developing a commitment to innovation Staying open
to new ideas Proactively initiating by taking risks in extending ourselves
The Empowering Beliefs that create our Big "Why" We will congruently respect each
other as professionals because we believe in abundance rather than scarcity,
cooperation rather than competition, because we can achieve much more together and
in unison than we can alone or by conflict. We do that because we believe the rich
resources that NLP and Neuro-semantics contributes to the world. We are part of
something bigger than ourselves Responsible actions manifest our beliefs and
increase our credibility Congruency is our power to truly make a difference in the
world. We stand on the shoulder of giants.. and are part of the time-binding
process. The future of NS lies in our hands. Sharing freely enriches us all and
will come back to us a hundred fold. There's an attractiveness to a community that
lives congruently. You are as importance to me as I am to myself. Being held
responsible helps me to bring out my best, my personal genius. People are more
important that money and fame. Recognizing the whole keeps us balanced.
The Meaning of "Certification Training"
This is a Certification training. And as a certification training this means that
mere attendance will not be sufficient, nor will academic knowledge. Attendance
will get you a Certificate of Completion at best. It will not lead to any
certification level or licensing. As a Certification training you can expect that
there will be certain prerequisites along with numerous other requirements to reach
certification.
1) Presence:
To be present at all of the scheduled times and events for the classroom and
practice hours.
2) Participation:
To perform and practice the skills in the small group learning teams, the one-on-
one practice sessions, and the participation and discussions within the larger
group sessions.
3) Tasks:
To fully participate in the presentations that you and your colleagues will be
making.
4) Accountability:
To be monitored by the Team Leaders, Co-Trainers, and Staff. The team leaders
operate as team coaches and are our eyes and ears at the training. They will be
observing and reporting on your knowledge and skill competency. We have empowered
each and every one of them to step in and speak with you from a coaching
perspective as they see fit.
5) Coachability:
To be coached to shape your skills and you might be asked to perform other tasks in
and outside the training that will enable you to move to the next level of
competency. To be a leader is to be a good team player and therefore coachable,
that is, one who is looking for areas for further shaping, refining, developing,
mastery, etc. Are you willing to be coached? Are you willing to let coaching change
you?
6) Testing:
To be tested throughout the process on your knowledge and skills in coaching rather
than formal testing on paper-and-pencil testing. Certification depends on a minimum
of a 2.5 average competency on the benchmarking of the essential presenting and
training skills.
7) Authenticity:
Training is about relationship- entering personal relationships with participants.
In this sense it is dynamic and alive and calls upon us to rise up to a new and
more profound level of authenticity. In Neuro-semantics "apply to s e l f and
personal Congruency is our first priority as we integrate the knowledge so that it
is neuro-semantic.
DAYS 1—4: PLATFORM SKILLS
What are Platform Skills?
We begin with the Skills that enable us to speak and perform "on stage." We call
these Platform Skills. What are involved in these skills? What do these skills
entail? Confidence to stand in front of people with ease, grace, and comfort.
Ability to think on our feet before a group. Ability to engage a group and to
elicit the kind of open, curious, and learning states that facilitate a training or
presentation. Ability to elicit states in an audience and to anchor those states.
Ability to effectively work with semantic space in terms of movement and gesture on
stage. Ability to create an effective experience for participants to engage in
experiential learning. Ability to work with and through people while presenting
from the staff and assist team to the participants. Ability to use metaphors and
stories as framing tools.
THE TOOLS OF OUR TRADE The tools of our trade involve our powers of speech and
behavior by which we express ourselves and create a context for the content of our
presenting and training. 1) Express Yourself Succinctly. Speak tersely, use
expressive terms... with lots of action words (kinesthetic terms) in the active
tense, language your presentations with precision. Use the Meta-Model as the
language of precision to communicate in very precise and specific ways. Give see-
hear-feel referents so that people can easily track with you. This is especially
important for instructions. 2) Express Yourself Hypnotically Use the language of
trance or hypnosis when you want a person or group to "go inside" and generate
their own referent structures and construct resourceful states. The effective use
of storytelling will entrance an audience. In this, never under-estimate the power
of a relevant story or metaphor. 3) Make the Presentations Drama and Engaging.
Build motivation into the presentation. Use engaging features and components:
variety, questions, etc.
HANDLING CONSCIOUS INCOMPETENCE
1) It begins with incompetence. When we begin, we have no skill and we don't even
know that we don't. In this blissful state of ignorance we are Unconsciously
Incompetent. Here we have no discipline, no learning, no skill development, no
challenge. Here we live in our Garden of Eden, blissful and happy. And also
unskilled, unchallenged, and unable to enter into a domain of excellence. 2) It
then shifts to painful awareness of incompetence. Then we become conscious. Then
light appears and we realize that a whole new world of excitement, skill,
expertise, and knowledge exists. We bite into the forbidden fruit of the "Tree of
the Knowledge of Good and Evil." Yet this creates a certain amount of anxiety,
pressure, distress, unpleasantness. We now become Consciously Incompetent. Here we
face for the first time some of the reality constraints about what it would take to
become competent, the work, the process, the struggle, the challenge. Here we feel
confused, inadequate, incomplete, "dumb," and incapable of handling this domain.
And so we are. In the stage of Conscious Incompetence most people will feel tempted
to run back to the Garden of Innocence. We don't like feeling incompetent. And if
we run some head-programs of comparison, perfectionism, impatience, etc., we may go
into a state of self-judgment. "I hate being put down like this." "What's wrong
with me that I can't get this?" "Why does it have to be so hard?" "I'll never get
this" Here it seems like the "discipline" of apprenticing ourselves to the new
domain seems so "hard," overwhelming, uncomfortable, and rigorous. Here many people
turn back. They refuse to go on. They don't have a good relationship with learning
itself, with unsuccessful attempts, with using so-called "failure" as just
feedback, etc. They don't seem to know how to give themselves a chance—an
opportunity to grow, develop, get better. They judge and evaluate themselves so
harshly. If only they would take a kinder and gentler approach, validating and
celebrating every little step of progress. 3) Then we Get Good and Know it! If we
do the "work" in the second stage, we find ourselves eventually in the marvelous
and wonderful place of the third stage. Then, in Conscious Competence we feel
great! Now the discipline seems easy and delightful. We have attained a level of
competence and so enjoy it as a skill, confidence and continual development. We
have become a practitioner in the science or art. We know our business, and we do
it well. And though we know that we have many more things that we can develop, we
delight in the level of mastery that we have attained. 4) We we become mindlessly
Masterful Eventually, however, it all habituates so that we lose awareness of how
we do things—even of what we know. We just know it. And as it drops outside of
awareness, we have stepped into the next level of development —Unconscious
Competence. The discipline now seems like "a piece of cake." We experience it as
"No problem." We can do it without our mind. The programs for the competencies have
become installed in our very neurology. Now we do it "intuitively." There is
literally an "in-knowing" (in-tuition) about the skills. Here the mastery has
become quite pronounced. 5) Up to Becoming Mindful about our Unconscious Competence
Experts and masters are at the level of Unconscious Competence. This means that the
expert, typically, will not be able to explain his or her expertise. They just do
it. They have lost awareness of how they do it. So to move beyond that, and up to a
newer and more complex level of Conscious Competence we have to bring back into
awareness the structure, form, and process for the excellence in order to train
others in it. This represents
2
the fifth stage in the development of competency.
PRESENTATION PREPARATION Before We Begin —
DO NOT PROCEED UNTIL YOU HAVE DROPPED ALL JUDGMENT! Our aim here is to access our
Top Training States to develop the frames and states that will allow us to be at
our best when training. We will take the highest and most principled understandings
about learning, training, human development, growth and transformation and
incorporating them into the way we talk, walk, interact, etc. If the trainer is not
having fun, the participants probably won't be having fun either."
You are about to enter a
1) Access Self-Judgment. Has there ever been a time when you have judged and
criticized yourself? Any time when you beat yourself up in a harsh way? Said cruel
things to yourself? Recall that time, amplify it, anchor it, increase it so that it
becomes a really bad experience. Break state, stand up and shake it off. 2) Access
a State of "Mere Observation." Have you ever just observed something? Have you ever
been in an audience and watched a movie, a play, a concert? Have you ever sat in a
balcony and just watched? Heave you ever gone to a mall where there were layers and
levels of floors and looked down? What is it like in your body when you are just
observing? 3) Access Acceptance and Appreciation and apply to Self. Access a simple
and pure state of Acceptance, then increase to Appreciation. While you could really
get yourself into an agitated state of frustration, stress, and irritation about
the traffic, the weather, etc., what small and simple things that you don't
particular like do you just accept? Apply observation and acceptance to yourself
Access and apply each of these resources to yourself as a person ... And to
yourself as a trainer. What is that like? How does that transform things? Notice
what happens when I fire the self-judgment anchor now. 4) Quality Control the meta-
stating. Are all facets and parts of your mind and emotions fully aligned with
this? 5) Enrich the new State. Bring kindness, gentleness, and nurturing to bear
upon yourself. Access these states ... when have you experienced a good
representation of nurturing? 6) Give yourself plenty of powerful and valid reasons.
What lines (mind-lines) would enable you to formulate your new understandings? Find
them and practice them until they are your automatic self-talk lines: You can't be
kind to others if you are hateful and ugly with yourself! If you treat yourself
horrible on the inside, your neighbor better watch out when you love him as you
love yourself! Kindness accelerates learning and mastery. 7) Refuse to let Judgment
or Harshness to set the frame.
DEVELOPING AN INTENTIONAL VISION
Principle: We train best when we operate from our highest intentions, true to
ourselves, and clear about our objectives.
This principle challenges us to discover who we are and can be and to become all
that we can be. In NS we distinguish two parts of thought" 1) Attention: what we
have on our mind and 2) Intention: what we have in the back of our mind. Behind
every thought we have yet another thought, and another and another. We have lots of
thoughts in the back of our minds about things. Since our thinking always involves
thoughts in the back of the mind (the Meta-States model), we need to begin by
accessing those frames and making sure that the higher levels serve us in terms of
developing our skills as trainers. Rollo May (1969, Love & Will) noted that the
meta-level state or frame that we call "will" boils down to to facets: Intention
and Attention.
2) What is your Intentional Focus, your teleological outcome about training? What
is your motivation, reasons, agenda, what do you intend? What thoughts, feelings,
memories,
expectations, beliefs, values, identifications, fears, worries, permissions,
taboos, etc. lurk back there in the shadows of your mind about training? Our
Thought-Feeling States move forward by these two dynamics of our intentions and
attentions. Attention directs us to the primary state content whereas Intention
directs us to the meta-level frame and desired outcome, our positive intentions and
nested intentions.
1) Identify a work-related activity that you perform as part of your plan for
becoming a skilled and excellent trainer. [You can choose something very positive
or very negative, just as long as it is important.] What are some of the tasks that
you engage in as part of your process for developing more skills? What do you need
to do in order to succeed? Good, let's use that activity as a reference point to
explore your higher intentions. 2) How is that activity important to you? I take it
that that activity is significant, right? How is it significant? How is it
valuable? Meaningful? In what way? What else is important about that? How many
other answers can you identify about this activity? 3) Move up the meta-levels..
one at a time. So this activity is important to you because of these things. And
how is this important to you? What's important by having this? What important about
that outcome? And what's even more important than that? And when you get that fully
and completely and in just the way you want it, what's even more important?
[Continue this until you flush out and detect all of the higher values.] 4) Step
into the higher Value States of Importance so that you feel them fully. That' must
be important to you? [Yes.] So just welcome in the good feelings that these
meanings and significances invite, and just be with those higher level feelings for
a bit. Do you like that? [Yes.] Let those feelings grow and intensify as you
recognize that this is your highest Intentional Stance, this is what you are all
about... isn't it? Enjoy this awareness. 5) Bring the Higher States/ Frames of Mind
down and out Having these higher feelings in mind... fully... imagine this
intentional stance getting into your eyes, into your body, into your way of being
in the world and imagine moving out into life tomorrow with them... and as you
do ... and as you engage in that work-related activity that's part of your wealth
building plan, notice how the higher frames transforms it... And take all of this
into tomorrow and into all of your tomorrows... Imagine this becoming the basis of
your inner life.
7) Invite other Resources. Would you like to bring any other resource to this
intentional stance? Would playfulness enrich it? Persistent? Passion? Etc.
ENVISION YOURSELF AN EXCELLENT PRESENTER
A Vision: "Even more so than platform skills, flexibility, etc., we think what
makes a good trainer is someone who really cares about the responses of their
audience. They get their kicks out of training people. Their reward is seeing
people in the program grow and benefit. If you have that, and that's your goal,
then you'll keep noticing what things work better and refining what you're doing.
If you don't have that as your end product, you are not really teaching; you are
just presenting information. If we ever stop caring we'll stop teaching." Robert
Dilts & Todd Epstein
* How do you see yourself as a trainer or presenter? * How would you like to see
and experience yourself? * What could stop you?
1) Identify a cue picture Use your current self-image as a trainer. What could
evoke doubt, insecurity, or unresourcefulness in you? (See that trigger clearly. We
will use it for the Cue Picture.) Or, use your current self-expectations to
visualize your "cue" picture. Or, what would you see, hear, or feel that would give
you problems as a Trainer? 2) Identify your Fully Resourceful Self Specify and edit
an internal image in see-hear-feel terms (VAK) about "The You" for whom presenting
and training would be "no problem" at all. Is this fully compelling for your brain?
Keep editing in the traits, qualities, and behaviors that you would like to have.
As you think about the kind of trainer you want to be, what qualities would you add
to your picture? Let these ideas and images transform your image so that it becomes
a movie. Use the most compelling and driving features of your internal sights,
sounds, sensations.
3) Swish your brain. Swish to the resourceful image to "The Me" for whom training
is no problem. Start from the cue picture, fad out and swish to the Resourceful
Self-image. Do it repeatedly 5 times.
SETTING ENHANCING CORE QUESTIONS FOR YOUR TRAINER STATE
"Core" questions are those central, essential, ultimate, highest framing questions
that drive our states, focus, attention, energy, and responses. What are your core
questions as a person — as a trainer? Are they learning? Having fun? Developing new
resources? Getting it? Am I presenting well? How am I doing? Do they like me?
Accept me? Think I know what I'm talking about? What can I enjoy learning from
these people? How can I make this even more practical, useful, memorable, etc. for
them?
1) Recall a training situation or context that you have been in. Notice your
representations. What questions were quietly guiding your attention, behavior, and
activities? What were you noticing? Checking for? Focusing on? Trying to do? What
are the Questions in the back of your mind? Float above that memory and ask the
question from a meta-perspective. 2) Repeat with a training that you will one day
experience— as you imagine a future training. When do you expect to be involve in a
training that you'll be presenting? What are the Questions that you will be asking?
3) Contrast What question would be the opposite of your original question? Imagine
being there and asking the opposite question of yourself? 4) Exploration. What
question/s could you be asking that would enable you to use your Training
Principles? 5) Quality Control your Core Questions. What is presupposed in my
questions? What modal operators am I using? What verb tense (past, present,
future)? What emphasis in terms of self- or other-reference? Is the orientation
positive or negative? Are there comparisons? Are the questions opened-end or
closed-ended questions? Do I have any "how much..." "How well..." type of open-
ended questions? What direction do the questions suggest? How ecological are the
questions? 6) Adjust your essential questions and design engineer new and better
questions. Change any of the features so that they enhance your Trainer State.
Operating verbs: "control"—> understand, relate to, influence, contribute to. Put
feedback loops in the way you ask questions and represent things. Put in a dual
focus of self and other.
What would be a good balancing question to have in the back of my mind? What am I
missing in my presentation style? How could I make this even richer experience for
them? How can I add more fun, order, humor, charm, etc.? How can I bring out the
natural intelligence of the people here? How can I empower these people for more
state management? How can I influence with my own integrity? What am I missing that
could surprise even me?
DAY 2: WORKING ON STAGE
Presentation skills involve working on stage and that brings us to the foundations
of working with an audience.
We train from a state to a state. We train from our mental-and-emotional state and
we present to participants
who are in various states. Effectiveness in training necessitates being able to
access the best states and to operate from the most resourceful states. Yet all
states are not equal. There are different kinds of states. There are primary
states, meta-states, and gestalt states. Our meta-states are the crucial ones that
govern our lives. They define our overall attitude, mood, perspective, and frame of
mind.
5—
4—
3—
2—
1—
0—
No mention of the desired state, no tone, tempo, story or anything that would evoke
that state. Or, mentioning the state and asking participants to experience it.
"Don't feel afraid, feel courage."
Definition:
A state of flow, clarity, and presence of mind; simple, succinct, direct, and
perfectly aligned with the subject and the audience.
4—
3—
0—
Principle: We train best when we train from our Best States.
A workshop participant once asked Dr. John Grinder, "What are the most useful
things for a trainer to pay attention to? To which John said, "First pay attention
to your own state. Second, pay attention to your own state. Third, pay attention to
your audience's state. " (O'Connor, p. 103) "Have you ever noticed that the most
effective teachers and trainers are those with high energy and personal power? ...
Chinese philosopher Lao Tzu wrote of personal power ... He characterized Te as the
potential energy that comes from being in the right place at the right time in the
right frame of mind." (James and Shepherd, p. iv)
What states do you need to access and develop in order to become truly dynamic,
charismatic, delightful, fascinating, etc. as a Trainer? The time has now come for
us to engage in design engineer work as we pick and choose and custommake some
states and meta-states for ourselves. RECOMMENDED LIST OF MINIMAL STATES FOR
TRAINER EXCELLENCE: Choices: States to Avoid
Self-Acceptance Self-Appreciation Self-Esteem Empowered: Ownership of Power Zone
Centered in the Responsibility For Zone Able to Distinguish the Zone of
Responsibility To " Centered in your Values and Visions Self-Confidence about
Presenting/ Training Skills Care, Compassion, Empathy Calm and Relaxed Open and
Receptive Attentive — Uptime Gloriously Fallible: Authentic, Real. Passionate,
Ferocious, Excited, Ernest Committed, Focused Congruent Un-Insultable Presence of
Mind in the Midst of Stress, Poised able to "think of your feet" Knowledgeable,
Prepared — confident Playful Respectful, honor Flexible Energetic: Integrity,
credibility Sincerity Warmth, compassion Outrageous, Dramatic Self-Judgment —
Criticism Conditional Self-Esteem Helplessness
1) In the Zone:
Speaking and performing from a great state.
2) Competent:
Clarity of mind and skills in the area of expertise.
3) Intentional:
Clarity of mind about the desired outcome of the training.
4) Sensory acuity:
Able to see and recognize responses in people.
5) Flexibility:
The flexibility to shift and change to elicit new and different responses.
6) Elicitation Elegance:
High level skills in state accessing, induction, and application. Skilled in
building propulsion systems in people.
7) Verbal skills:
Able to communicate with clarity and precision and for communicating hypnotically.
8) Non-verbal skills:
Able to communicate using the non-verbal channels.
9) Highly Resourceful:
Able to handle the process and audience with resilient, un-insultability,
playfully, empathetically, etc.
Exercise:
LMH'S CHECKLIST OF TOP STATES
Some of my best states have now become so integrated and a part of my very sense of
self, that they have become higher meta-level states, and I don't have to access
them, because I never turn them off, I never step out of them. Centered: Centered
and esteeming one's self in order to become self-forgetful and to get one's ego out
of the way. Not needing or needy for approval, applause, recognition, able to make
people right without caring who gets the credit. Responsibility. Assume the power
to make responses in communicating, acting, etc. The sense of ownership of my
power-zone which builds a sense of control in life. Authentically real: Sense of
being fallible and fully "okay" with it, little need to play the role of the
"expert," to be able to talk and respond as one human being to another. Playful,
Passionate, Excited: Having an "eye of the tiger" motivation, genuinely passionate
about NLP and NS, a ferocious state of feeling alive, vigorous, vital, and
energetic.
6) Creative: The ability to put things together in new and sometimes weird ways, to
innovate new suggestions, to think out of the box, to not be limited by former
solutions or ideas.
2) Enrich it and texture it with other resources Calm relaxation: a sense of being
"at ease," composed, relaxed. Alert sensory awareness Caring empathy Self-
confidence 3) Fill it up as a Sphere of Excellence for your trainer's position or
stance.
ACCESSING A GREAT STATE
In the Game of state accessing, we identify the state that we want —elicit it, make
sure it is strong and robust, step into it, quality control it and then begin
associating it and linking it to other situations and contexts. 1) Identify the
state that you want and identify the thoughts that correspond to, evoke, or relate
to this state What internal representations, beliefs, values, etc. relate to this
state? How would you describe this in sensory-based language (see, hear, feel,
smell, taste)? How would you describe this in evaluative language? 2) Access: Use
the two state induction invitations to access the state. "Think of a time when you
fully experienced this state... " Have you ever experienced this state before? Even
in a little bit? When, where, what was that like? 'What would it be like if you did
fully experience this state? " If you fully pretended that you were experiencing
this state, what would you imagine? How would you feel? 3) Amplify the state. What
would increase this experience even more? What else can you do to amplify this
state so that it doubles in feelings? How can you juice it up even more? 4) Anchor
the State. Is this state anchored by this touch or image or sound? Nod when this
state is fully amplified and I'll anchor it so that it becomes fully linked. Do you
have an 8 or 9 on a 0-to-10 scale? Good; Let's anchor the state. Set a physical
touch on arm, knee, or forearm when person reaches the peak of the state or use a
tone, sound, music, image, or metaphor. 5) Repeatedly Re-Access the State Break
state. Then re-access and do so repeatedly as you future pace the state for
presentations and training events. Practice stepping into and out of the state
using the anchor until you can do so cleanly and effectively. 6) Analyze. Let's
check the ecology to quality control this state. Does it enhance your experience?
7) Appropriate into the Future. Imagine taking it with you and putting it into your
future.
ELICITATION POWER
The Art of Elicitation for Demos and Presentations Eliciting states and meta-states
lies at the very heart of NLP and Neuro-semantics. This makes the art of
elicitation crucially important. Elicitation refers to a natural and inevitable
process whereby we invite and facilitate or coach another person to access, create,
and/or experience a mind-body state. In NLP, we typically focus on using memory or
imagination to help us in elicitation. 1) Memory; Think about a time when you felt
or experienced X. 2) Imagination: What would it be like if you could fully feel or
experience X?
Yet there is a lot more to the art of elicitation then this. The following offers
some fine-tuning so that you can become much more skilled and artistic in your
Elicitation Skills.
1) Get into your own best resourceful state for eliciting. What state do you need
to access and operate from in order to most effectively elicit states in others?
Find that state, develop ready access to it and then anchor it so that you can
quickly "fly into" that state. For example: Relaxed and at ease, fun and playful,
mischievous, curious. Set your own frame: Elicitation is about getting someone into
a state.
3) Provide a menu list of choices that assist the elicitation. Give a list of
examples and sample references, even stories about people being in such states. 4)
Create the context for the person to "go inside" and access this neuro-linguistic
information. Set the frame: "In just a moment, I want you to close your eyes and
just let your mind float back to a time and a place when you learned something so
easily and naturally that it hardly seemed like learning, like when you first began
to play baseball..." Use downward inflections to speak in command mode. The person
accessing needs to be protected and facilitated into the process. You are
essentially communicating, "Go back and see the pictures in your mind that
correspond to appreciation. Now, go back and do that." If you get lots of "I don't
knows," you are not commanding enough. In Commands: your voice, eye brow, tone,
etc. goes down. In Questions: make your output channels go up. 5) Use
presuppositional questions and statements to make the elicitation and accessing
easy. Do not say, "Can you think of a time...?" Say, "As you do this..." "While you
..." 6) Help the person sort things out. Once a person has begun to access a state
or to even help them begin to access, ask lots of Indexing Questions: when does it
start? Where? What color is the picture (not, "Is there color?"). If you ask a
question like that after you have already presupposed that there is a picture, you
can confuse.
ENGAGEMENT
"The important thing is not to stop questioning. Curiosity has its own reason for
existing. Never lose a holy curiosity." Albert Einstein "When used well, questions
make people curious, and curiosity and its magical cousin fascination are the two
most powerful learning states." Joseph O'Connor (p. 167)
Questioning Surprising Demonstrating Inducing States Framing Using Eyes and Energy
Involving
The size of the group plays an important role in the way you design and conduct a
training. In smaller groups, you can devote more time to individual coaching. With
a larger group: "How many here have a background in NLP and know the model, at
least somewhat? Good. How many are brand new to this field? Great. NLP virgins!
Wonderful. How many here want to apply this training to business? To personal life
and development? To health?"
Demonstrating: Can you engage people by asking a question? Would that work? What do
you think? Nothing engages a group as to have someone come up and go through a
transformative pattern. Arrange with someone prior to
beginning, someone who is ready, who understands the pattern, who is responsive,
etc. This will set the frame for responding—and demonstrate not only the particular
process, but your respect and style in working with people in front of the group.
Questioning right out of the Gate! We train best by questioning. This is where
training elegance comes from. It creates an exciting, charming, and playful way of
questioning.
"Who here really wants to develop the kind of mastery over your states that you can
say that you have your states rather than they have you? Anybody with that kind of
an outcome here?" "Since we're going to be journeying into the realm of Meta-
States, I wonder how many outcomes you've brought with you that you might like to
apply to this learning?"
Framing and Meta-Questioning Framing; The quality of the answers (the quality of
our questions) and learnings that we create — come from the quality of our
questions. What is the most useful question I can ask right now? What is the most
useful way to think about this? What am missing that could be very important? What
would answering that question get for you? Moves to higher level. What has to be
true for you — in order to even ask that question? Questioning to create Training
Contexts: Questions create context. They set frames. They establish the form of our
interactions and sends the brain off in directions. Become aware of any questions
you may have about the material covered so far and notice whichever ones could be
the most useful to you and possibly to the others here and ask the when you feel
ready. When running out of time: "Were there any other questions we don't have time
for?" What other questions didn't you have?" "I'll take the final question in this
area before we move on." "Were there any other questions we don't have time for?"
What other questions don't you have now?" Using Your EYES to welcome, create
rapport and calibrate We can use our eyes for greater effect in trainings. There
are two ways of seeing: Focal or foveal vision is excellent for focusing in on
someone or something. Peripheral vision is excellent for catching movements off to
the side, seeing/sensing an entire audience.
Use eye contact to engage people. Look at people, get intro the habit of looking at
individuals and holding your
gaze, without staring, soften your eyes, and smile. With our visual powers, we can
learn to looking at our audience in new ways and to visually anchor a group. Bring
them in by scooping them in with your eyes.
Using Personal Energy You can use high energy engagements right from the start. You
can use it to demonstrate and convey that you are in control of your own state. An
Energy Start may include surprise, drama, humor, etc. By all means, avoid a low
energy, passive, dull, uncertain start! That only induces apathy! To a trainer,
only non-engagement is a serious concern. When people feel bored, uninvolved, not
connected, that the training is irrelevant, etc., you need to do something
different! Use energy breaks: stretching, jumping up and down, massages all around,
high fives, deep breathing, dancing.
Inducing active and intense Learning States Isn't this what we ultimately want?
People totally engaged and operating from an accelerated state of openness,
receptivity, with all of their motor programs ready for application? It's no big
secret that when we train, we need people in a learning state if we want the
training to "take," stick, and last. We train best when we assume responsibility
for eliciting, provoking, and inciting top-notch learning states... accelerated
learning states in the people who come to participate. Aim to effectively manage
the learning experience as you teach, demonstrate, train, etc. in order to install
new understanding and skills Training facilitates adult learning and development.
Therefore one of the central and key outcomes for the trainer must entail keeping
the participants in an excellent learning state. This means facilitating the
motivation, interest, attention, and state accessing of the auditors so that they
operate from high learning states.
People highly motived to learn, to receive. People must see the learning as
meaningful, worthwhile, and
valuable.
Benchmarks for Engagement or Engaging: Definition: To captivate the mind-emotions
of participants to attend to the ideas, experiences, patterns, and processes of the
training.
Using more than 10 engaging behaviors, audience in rapt attention, responding with
breath (including gasps), eye contact, laughter, etc. to content of speaker,
entranced (totally focused, no non-engagement behaviors).
Principle:
The tools of our trade involve what we say (our words) and how we express those
words using gestures, eyes, our bodies, space, etc.
Spatially Choreograph with your body establishing group anchors and creating
Semantic Space
The design:
To intentionally design and use spatial, visual, and tonal anchors for the group so
as to take charge of the space on stage and in the room and transform that space
into semantic space. Establish your gestural world by mindfully and intentionally
designing how to use "space" in such a way that it supports your communications.
Once you do that, then commit yourself to practice the movements until you develop
a consistent structure and ease. Here we work with and create Semantic Space. Think
of it as your own 3-D holographic training area. We can use our appearance and
actions to convey who we are, what we are about, what we are seeking to achieve. We
can do that via posture, our energy, clothes. First impressions do make a
difference, they set frames. Dress appropriate to the occasion. Warning: Nervous
movements will detract! Therefore avoid all meaningless gestures that signify
nothing: pointing with the finger when you are not "scolding," tapping, fiddling,
fidgeting, rocking to and fro. Think about your actions as the pantomiming of
representations. It lies in the discipline of our imagination that we can create
vivid visual images through the control of our movements.
Step back from the training room and view it with fresh eyes: Architecture,
structure, form, color, light (natural), etc. How "busy" or simple is the stage?
Seating format, flow of traffic, etc. Managing a group's attention: What can you do
to manage and control a group's attention as you speak, make transitions to
different events, call a group back to attention, etc.? Practice using the quiet
"shhhhhh" and the gesture of raising your arm. Practice saying "Stand up." "Close
your eyes." Gesturing. Extend this into an even wider range: Sexy and seductive:
Fearful and horrifying Commanding with authority Urgency Pleading Giving Room:
After you invite people to make internal pictures, step out of the way. Let them do
so without tearing up their pictures. Also give process time both auditorially and
visually. Let them have the experiential moment.
Time:
past, present, future. Visually and kinesthetically establish the parameters for
setting up spatial anchors for "time." Then you can put various ideas/ concepts
into this structure: 1) Goals, desired outcomes, preferred futures 2) Toward and
Away From energies for propulsion systems. 3) Attractions and aversions. Degree of
intensities: Up and Down Gesturing This gives you a way to V/K the ideas of
"amount," more and less, etc. Reflexivity: Meta-layers, frames, frames of mind,
etc. Use the flow of your hand to gesture feedback loops, feed forward loops, etc.
Process, Completion Use hand movements to gesture movement, progress, process, Use
chopping hand movements to indicate sequence, step-by step Use hands stopped, open
palm for complete, finished. Important/ Non-Important Use hand movements to gesture
from down/ low (unimportant) to up/ high (important).
Congruency: To indicate rapport and the lack of rapport/ or resistance. Aligned
"Relevancy" / Not-Relevant. Put on the Time-Line: past, now, future. Put away from
yourself.
Spatial Anchoring speaks about the kind of anchoring in and with "space" or
territory itself so that we
consistently use verbal and visual anchors that we set, that we mindfully use
gestures to convey concepts, that we choreograph our use of space intentionally,
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Principle:
Validate and support people where they are so that you can lead them to where they
want to be.
Respecting and Honoring: Presenting and Training excellence makes people "right,"
and never makes people "Wrong." Pace, pace, pace in order to validate the persons
and utilize their skills and experiences. "Education" means "to draw out." Making
people "right" and never wrong. Training begins with rapport and pacing. In
practice this takes the linguistic form of validating, affirming, confirming, and
making people right. To do that we have to search for positive intentions,
incorporate what people offer, search for and operate from agreement frames, and
take the time to explore more fully their comments and questions before responding.
In terms of our meta-programs, as a trainer we have to stop mismatching and shift
entirely into matching.
What states and meta-states will you need for yourself to be able to reach out and
extend yourself to others? To invest your own psychic energy into the welfare of
those who have come to receive your expertise? What are the frames that you need to
set in your own mind and heart so that you can "bring out the best" in people? Set
a positive frame about the training, about yourself, and about the participants.
Actively engage the people who have come to participant before, during and after
the training. Create a personal contact with them; gather information about your
people. Appreciation Centering in your own Values and Visions Honor for People
Respect for the learning styles of others Recognition of the uniqueness of others
Being Professional Win/Win Cooperativeness
Almost completely focused on others with connecting behaviors, matching meta-
programs and metastates, using lots of validations in language. Much more matching
(80% or higher), continually coming back to asking about people, using names,
matching meta-programs, expressing more authenticity (see Authenticity). More
actions of connecting than disconnecting. More emotional congruence in body with
connecting behaviors than not. 60 to 70% of the time matching and pacing people in
behavior and words. Increasing number of actions that indicate attempts at
connecting and equal number of behaviors indicating the lack of such. Some actions
(1 to 4) that indicate connecting but mostly using behaviors that show disconnect
and poor relating. No actions that connect speaker with audience: meeting and
greeting, shaking hands, making eye contact, using names, mentioning personal
things, support or empathy, or matching words or behavior. Doing things that
violate a sense of relating: ignoring, quickly dismissing people with curt answers
or responses, acting aloof by looking elsewhere when talking, being incongruent
between words and actions when talking to individuals.
Benchmarks for Empowering Participants: Definition: To infuse a new confidence in
learning, changing and transforming in participants. This skill corresponds to the
belief that people have the resources within and that they only need to be called
forth and activated. With an audience we do this by nurturing and supporting people
(see Supporting), by cheer-leading successes (see cheer leading), by being
protective of participants, by facilitating experiences and inducing states (see
Inducing States), by using exercises and involving people in the processes, and in
handling questions well.
Celebrating and honoring the successes of participants, inquiring about results and
staying with the exploration until a full account is given of what worked, to what
extent, how well, what else needs to be done, what are the next steps, etc.
Challenging participants to rise to new challenges and to believe more fully in
themselves, giving assignments that presuppose finding and/or creating new
resources. Asking questions that engage participants to look within to access new
resources, building up new resources from small examples, showing excitement when
participants respond, asking lots of questions about the practical experience with
a new plan or strategy. Altering the percentage to 15% / 75%, making statements of
belief in the potential and power of participants. Inviting participants to find
and access resources, giving time to do such. 50% of the time teaching and telling
participants, and 50% of time asking questions, inviting discussion or dialogue.
Telling participants what to do in a "controlling" manner that gives little or no
room for them to participate in discussion to ask questions, to explore.
USING YOUR VOICE EFFECTIVELY
As we move, gesture, use space we affect ourselves and our participants and we
establish semantic space as we uses these non-verbal facets of communication. These
non-verbal facets of experience can powerfully support or undermine our verbal
elegance. It depends on our state and our use of our voice. Are we coming from a
state of energy, relaxation, excitement, passion, boredom, fatigue, etc? What is
the quality of our voice? We can powerfully communicate attitude through our voice.
To use your voice effectively, pay attention to your breath. Breathe fully so that
you can squeeze the juice out of your words. Speak congruent, use pauses
effectively, develop flexibility of tone and tempo.
Voice Detection and Awareness: Your skill with your voice begins with awareness of
the sound and quality of the sounds that you produce with your voice. Learn to
listen to yourself on the outside in order to detect the range, pitch, tempo, tone,
melody, etc.
Speak from your diaphragm. While standing in front of a wall, cup your hands behind
your ears and deliver your content from high, medium, to a low vocal range as you
calibrate. How do you need to shift your voice for maximum impact? Hit some low
notes and then raise it to the highest. Find the places where your voice
experiences glitches and work on those transitions.
How much flexibility do you have with your voice, tone, tempo, etc.? Practice
developing a voice pattern for: Questioning, denying, appealing, enticing,
demanding, commanding, nurturing, giving pleasure, giving pain, etc. Practice
saying the following using the list of adjectives and adverbs: "You wouldn't dare!"
Confidently, fearfully, amazed, in a cocky way, composedly, scornfully, hatefully.
"Hold you the Watch tonight?" Businesslike, divinely inspired, determined.
Exercise: Describe "Accessing Pesonal Genius" using five different states. Cycle
through the five different
states repeatedly.
Exercise: Turn to the person next to you and tell him or her why you like what
you're doing using your top
three training states. Sound like those states (i.e., calm, confidence, excited,
playful, curious, sexy, etc.)
Using the Voice for Maximum Impact. Voice variability involves volume (soft to
loud), speed (slow to fast), pitch (deep to high), rhythm (monotone to variations),
tone (voices, accents). Voice Exercise for Flexibility: 1) Groups of 3: practice
saying the following statements as Questions — Statements — Commands. 2) Repeat
with a focus on squeezing all the juice out of the words that you want to
emphasize. Check: Are you speaking in a way so that it sounds like what you are
saying? (Congruence) Vary the pace of your words so that you slow down and
enunciate the emphasis of the words very clearly. 3) Repeat and tonally mark out
certain phrases as embedded commands. Words: Linguistic Elegance. The richer your
vocabulary, the better. Let verbs do the work for you, keep things in the active
tense. Multisensory. Define new words, use them in context several times, repeat.
Set frame that it's perfectly alright to ask about strange or new words. Learning
to Use Pauses... Reasons for stopping in the middle of a process (exercise/
demonstration): 1) To highlight and underscore a point, learning. 2) To let the
person process and to internalize. 3) To speak to the audience.
Able to create crystal clear images and movies for the mind that move people to
take action, that succinctly states with precision the next step and that calls for
action. Able to effectively match and pace a group of people and call them into a
community, mostly able to get to the point and to be succinct, more precise
descriptions. Able to put into words the hopes and dreams of others, but verbose
and close to get to the point, not always clear or precise. Oral and written words
partly focused on a vision, dream, or new idea, still half or more of it about
self, either very talkative or offering not enough description to be inspirational.
Moderate amount of words, some suggesting a vision or dream, communications mostly
vague, fluffy, undefined, perhaps wordy, redundant, not getting to the point. Or
words almost always about self or coming back to self as if needing to put forward.
No or few words or communications that lead forth to anything new or different.
Only words of complaint or dislikes. Only words that relate to self not others.
Exercise: IMPROVISING
1) Get into groups of four persons and invent a story. Each persons says one
sentence at a time that adds to the story. The first person begins with the line,
"Once upon a time..." Or, "The other day, I was in the bathroom..."
Use linkage words (as, and, when, after, because, inasmuch, etc.) to tie the parts
together. Go round and round the circle until a story emerges.
2) In round two, tell a story that will add insights, skills, and resources to
becoming a brilliant trainer. First as a group make a menu list of needed insights,
skills and resource. "What I need to become a truly brilliant trainer is..."
Someone keep track of the desired resources. Begin telling a story, one line at a
time ... weaving in things that will bring out the lessons.
MAKING IT MEMORABLE
5) Induce (and keep re-inducing) a relaxed yet alert state. 6) Distribute the
practice into short study periods broken up by rest intervals. We remember best the
things that strike us as having primacy (the first things we learn) and recency.
Things in the middle get lost or forgotten more easily. Remember "the magic number
seven" principle. Chunk larger pieces down to 5 to 9 pieces at a time. 7) Utilize
the power of not closing frames. People tend to remember best uncompleted tasks
than completed. Closure ends the search. 8) Get people using the information.
Invite participants to practice, recite, rehearse, and use the information as soon
as possible. Then come back to debrief what they have learned and how the
experimenting went. 9) Consolidate new information. You can consolidate through
debriefing discussions, through summaries, additional demonstrations, hypnotic
inductions, etc. You can review previous learnings and keep layering it back from
session to session.
Memory Tools that you can Utilize:
1) Associations/ Anchors.
By linking, associating, and connecting things you have a way of gluing mental
understandings, emotions, experiences together. Use stories and metaphors.
2) Drama.
Make the things you say and do dramatic so that the way people represent it will
stand out in vivid imagery, bizzare, wacky.
4) Synesthias.
Create and anchor various cross-circuit wirings so that the participants get to
connect and build up various synesthesias.
5) Mnemonics.
Numerous mnemonic devices exist by which we can provide easy ways to remember
ideas: rhymes, diagrams, cartoons, places, stories. Use various memory pegs and
cues.
6) Variety.
Keep shifting and switching between various learning and teaching styles: concrete
experiences to abstract conceptualizations.
7) Review.
Summarize, continually backtrack and orient. Research in reviewing information
shows that reviewing data for ten minutes a day, a week, a month... makes the
retention process very strong.
Definition:
The ability to present the subject utilizing appropriate use of anchors, emotion,
stories, tonality, gestures, questions, meaning relevant to the audience's needs,
demonstrations, explanations, exercises, reviews, frames, strategies, integration,
assimilation, and future pacing to ensure appropriate retention (remembering the
right things for the right reasons). Presentation smoothly integrated and
interwoven, delivered in all modalities simultaneously; multiple state changes. 7
to 9 applications smoothly delivered in multiples modalities; good debriefing and
unpacking; good questioning for personal relevance; future paced for integration
and application. 5 to 7 applications delivered in several modalities, relevant to
the audience's needs, not fully integrated as a whole; demonstrations explained to
group's satisfaction, some debriefing, some questioning of relevance. 3 to 5
applications, some engagement, some state elicitation and anchoring, but with
erratic effect; more connected with the audience; some demonstrations; no
debriefing. 1 to 3 applications of memorable features, poorly utilized, without
relevance to the content or awareness of the audience, no demonstrations. Monotone,
using many nominalizations, no interaction, engagement, review or integration,
offering a minimum of any external stimulus, no apparent relevance to the learner,
delivered from self perspective. "Shut up and listen."
Using games that install learnings in the process of presentation. Using all
choices in meta-program learning styles. Skillfully using 10 or more behaviors
consistently that create atmosphere of safety and enjoyment. Engage all learning
styles and preferences. Using 5 or more of the behaviors that encourage safety and
trust: discussion, dialogue, group ice breakers, cheerleading succeed. Beginning to
use processes that make learning fun and enjoyable: laughter, fun, playfulness.
Validating persons, setting frames that make mistakes part of learning. Using more
behaviors that create sense of safety in the learning: matching, pacing,
validating, empathizing. Yet still letting comparisons and judgments to occur from
time to time. Using a few of the learning facilitation behaviors: stating benefits
of the learning, giving examples, inviting discussion, using group exercises but
doing so in awkward way. Allowing some of the behaviors that invite threat and
danger to be present. Using words that suggest threat or pressure, that challenge
people to measure up or get out. Inviting comparisons between participants. Using
words and/or tone of judgment.
EXERCISES FOR PRACTICING PLATFORM SKILLS
Learning to Project Love, Energy, Vitality, and Excitement Walk onto the stage and
take a few seconds before you begin to speak to project out onto the group various
emotional states: love, energy, vitality, excitement, etc. Notice how you can
embrace the participants with these energy states with your eyes, gestures,
movements, breathing, etc. Presenting with Elegance 1) State your frame ... the
statement that you want to make that's part of your presentation. 2) Use your frame
and keep enriching it. 3) Express it in at least 3 different ways: command,
question, statement. Playful, serious, in anger, in fear, discouraged, tired, sad,
joyful, etc.
Elegant use of stories that don't seem like stories at all, that induce state and
that entrance an audience so much that there's a total rapture with the story to
hear it out, typically very personal stories that somehow bring the point of the
lesson home. Using stories very effectively and powerfully, stories that move and
induce states. More personal stories. Stories that capture 75% or more of the
audience's attention. Using stories that exemplify the theme of the presentation.
Using stories from time to time as a comic relief, but not as a story with layered
meanings. Tossing in a little story from time to time. Minimal use of the story,
usually only a "canned" story, nothing personal. No stories, only propositional
statements and "academic" information. Using only a "teaching" or lecturing style
of presentation.
GLORIOUSLY FALLIBLE
Do you want to become a masterful trainer? Great! Then forget "perfection!" Forget
"flawless" performance. How many people want to see you acting like a god or
goddess? How many will think that anything you can do, they also can do when you
come across that way? The best trainers—present and disclose that they are human
beings. Fallible ones. That's gives hope to them! Let's set some different frames
then around any and all expressions of human fallibilities. Let's reflexively bring
back some positive ideas regarding the everyday states that we so often take and
use for self-contempting, self-depreciating, self-judging, etc. Suppose, that
instead of bringing some negative thoughts-and-feelings against ourselves, we set a
more neutral or, even better, positive frames of reference. Consider frustration:
Acceptance about your frustration: welcomed frustration Curiosity about your
frustration: learning about frustration Anticipating what good will come out of
this frustration: anticipatory frustration Calmness/Relaxation about frustration:
calm frustration Loving self and others: thoughtful, considerate frustration How
about those frames? These would establish a very different frame game. Do you think
of them as strange altered states of consciousness? Would you like to go there?
Would accessing such frames give you a more resourceful handle on things? What game
would they create? If we play the "I'm Okay" game, or the My Self-Esteem is a Given
game, then we don't move through life feeling that either ourselves or others are
broken, defective, or substandard. We're just perfectly fallible human beings.
Nothing more; nothing less.
PACING META-PROGRAMS
As we prepare to present, we do so out of our perceptual frames (or meta-programs)
and so naturally prefer to speak to our set of Meta-Programs. To balance this so
that we don't leave out the frames of minds of others, we therefore consciously
develop the flexibility to dance back and forth between the poles of various meta-
programs. This allows us to incorporate the majority of the frames of mind or meta-
programs that we find in groups.
Time Experience: "Time" does not exist as a primary state experience, and so those
"inside" of time don't notice it, they are lost in it, caught up in the activities,
aware of "time" as a concept. Those "outside" of events, can observe, notice,
sequence, and manage time very well ("through time"). Tell them to be back at 10:15
for a break. Tell the In Time people to be back at least by 10 o'clock. In Time:
Random:, spontaneous, Primary state. Through Time: sequential, Meta-State Level
Black-and-white (Either/Or) versus Continuum _ Black-and-White: Polar, Static
Continuum: Non-Aristotelian Linear, sequential, Static Non-Linear, Systemic,
Dynamic
By Andrew Bryant
What can Stories and Metaphors be used to? Among the many things, key are these:
Induce states of mind-body-emotion Build rapport Cause the listener to access
mental resources Entertain Bring one state to bare upon another state (meta-state)
Break state Reframe content or context of a situation Frame learnings Reduce
resistance to change or new ideas Anchor states Punctuate trainings
What is a Metaphor Metaphor is a Greek word made up of two smaller words, meta
meaning above or about and phorine which means "to transfer" or "carry over." When
we use a metaphor we cause the listener to go meta to meaning which creates
awareness which creates choice and choice allows change. We meta-state when we use
metaphors by putting one thing in hierarchy to another. The philosopher Aristotle
(circa 300BC), knew this when he said, "Metaphor is the application to one thing of
the name belonging to another." So a metaphor is "A figure of speech in which a
word or phrase literally denoting one kind of object or idea is used in place of
another by way of suggesting a likeness or analogy between them."
Exercise 2 Using a similar process, construct a metaphor that induces the states of
wanton curiosity, playful learning and courageous problem solving.
The Delivery of metaphor If you are not already a natural storyteller, set an
outcome to hone your skills, listen to others who have the "gift" and then
practice. If you have children, read them bedtime stories and then practice
creating your own. If you can enthrall a child you are well on you way.
A metaphor must be meaningful; it needs to pace the elements of the student's
intellectual level, experience and current situation. Good storytellers gather
information about their audience and not only pace content but pace their delivery.
No two audiences are the same and so a single story may vary in length and detail
depending on how it is being received. Just as with state induction the storyteller
must use his or her voice and physiology to act out the story for maximum impact.
Benchmarks for Creating and Using Metaphors: Definition:
The ability to talk about one thing in terms of another thing, to use to induce
states, resolve problems, install resources, and teach skills. Metaphors
appropriately reflect the message and fitting to the situation; expansive variety
of the use of metaphors. Metaphors induce specific states that fit with the
message; nesting of metaphors and closing of loops of stories within stories,
elegant matching with gestures and tonality. Use of stories with good
correspondence with outcome, listener comments, "This fits with my problem."
indicating presenter's awareness of the story and it's connection to the situation;
some substories, many uncompleted (without closure); some matching with gestures
and tonality. Some attempt to use metaphors to communicate one's message; some
correspondence between story and outcome; no sub-story inside a story. Some use of
metaphors, but poorly delivered, use of cliches as metaphors. Minimal use of
metaphors; accidental cliches, no awareness in using stories as evidence when asked
about the use of such and speaker not even aware of using such.
DISTINGUISHING RESPONSIBILITY TO/FOR
4-2 Responding
The Pattern: 1) Access your Power Zone Access, acknowledge, and appreciate your
four neuro-linguistic powers of thinking-emoting, speaking and behaving. Step into
your power zone and own it fully (bring "ownership" — as expressed in "Mine!" to
the Power Zone).
How well will you be able to train if you have dragons breathing down your neck?
• What, if anything, holds you back from accessing and using your most exquisite
Training States right now? • What states and/or meta-states can hold you back? •
Does fear, hesitancy, self-contempt, anger, stress, etc.? We cannot truly or fully
succeed until we take care of our internal "dragons." As long as we have internal
conflicts that tear us up, sabotage our best efforts, turn our energies against
ourselves, or that prevent us from becoming congruent and aligned, we can't move
on. We know this experientially. We already well know that every program of
internal conflict inside us puts the brakes on our efforts or undermine those
efforts. This is why we need to slay and/or tame our dragons. There are 5 basic
steps. These are not necessarily in the order or sequence you will use. Start by
attempting to name the dragon and then do whatever seems most appropriate as you
chase the dragon and circle his cave. You may have to do that many times before you
get the real dragon. (See Dancing with Dragons) 1) Name the Dragon 2) Embrace the
Dragon: Kiss the Dragon 3) Analyze the Dragon (Use the Meta-Model sword on it) 4)
Starve or Interrupt the Dragon 5) Frame or meta-state the Dragon
What ideas, concepts and understandings do you have for the various aspects of
presenting?
Research and preparation Selling and marketing yourself Standing up before a group
Being on stage, being watched Failure, making a mistake Feedback, criticism,
rejection Competence in being skilled Stuttering for words Losing your place
Troublemakers Difficult participants Creating materials Embarrassment Risk taking
Confidence in knowing your subject Being good enough Comparing yourself to someone
else
Do you have any negative or unpleasant reference experiences that need to be dealt
with? If so, what?
Each of these, and a hundred other ideas (beliefs) about training make up the
frames (and frames of mind) that we have and use to think about, feel about, and
respond to the subject of training. • • • Do you have a good relationship with all
of these ideas? What, if anything, holds you back from being at your best? Does
anything stop you from developing your best skills as a trainer?
S.W.O.T. ANALYSIS COACHING
Use the SWOT analysis as a way to explore yourself, what you do (skills), and your
practice as a presenter and trainer.
Strengths: Advantages What are your advantages? What competencies and proven skills
do you have? What do you uniquely offer? What expertise do you bring into coaching
from other areas? What are some of your passions and interests? Weaknesses: Dis-
advantages What are your weaknesses? Where are you deficit of critical skills? What
skills do you need to develop to be fully effective as a trainer? Opportunities:
What opportunities do you see before you? What circumstances could you use as an
opportunity? What problems or needs to you have a passion to address? Threats: What
factors might impact negatively on you and your situation? What changes might be
threatening or upsetting? What stresses and stressors?
Reflection: What have you learned from this? What does it mean to you? What will
you do about it?
DESIGNING A COMPELLING AUDIENCE
How you think about your audience will radically affect your performance. Your
Social Panorama of your training group sets a frame for how you'll think and feel,
the states you'll experience, and how you will do in the training situation.
Nasty Audience: Recall a time when presenting seemed especially difficult, when the
audience was not with
you. As you recall this event, notice how you represent your audience. What are the
key differences between your nice and nasty groups? Between those that scare you
and those that make you roar with a passion.
4)Trainer Editing
After you have developed a resourceful perception from which to view your audience,
now take 2 position ... float out into various people in your audience and look
back to You the Trainer in front of the group. From this perspective (or this
multiple perspectives) how can you coach the Trainer You to become more effective?
Experiment with being various participants. Do this now from 3 position— float back
to the camera man and see the group and the Trainer You participating together,
interacting, etc. Offer coaching suggestions to that you from the camera man's
point of view.
rd
nd
Self-Expectancies: Use any of the following sentence stems to flush out dragons. Do
that by generating 5 to 12 statements. Just begin writing. Do not censor whatever
comes to mind. Let whatever thoughts come and intrude... just to find out what
comes up for you in regard to the following experiences.
When I'm disappointed about a training — When I can't get rapport with a group or
someone rejects me, I feel or think — When someone criticizes me about something I
said or the way I performed— When I find myself being angry or afraid during a
training — When I feel exposed or vulnerable, I feel — When I recognize I've made a
mistake — If I became highly skilled at training — To become excellent at training
and successful, I would have to — When I compare myself with another trainer and
feel that I am not as skilled — When we have a smaller group than I wanted in a
training — When we have people leaving the training — When the training goes into
the financial red —
The Pattern: 1) Check out your level and nature of permission. Go inside and say,
"I give myself permission to X..." Then just notice what arises to awareness. Do
you have any sense of an objection? Do any voices, words, conversations, memories,
images, etc. come to mind? Do you have a sense of "No " at a higher level of mind
preventing, forbidding, objecting?
1) Access a Desired Outcome What do you want that's very important to you? What
outcome do you want to achieve or go for that you know is well-formed and
ecological? What is something that would really improve the quality of your life?
2) Let the Excuse or Excuses emerge When you think about carrying it out, do you
find that numerous excuses come to mind and stop you from acting on your desired
outcome? Take a moment to imagine going ahead with taking action ... and notice
what happens. How do you excuse yourself from it? Listen to your internal voice.
Feel the excuse. Notice where you feel it in your body. What does it feel like. In
your body? How do you know to call it an excuse? 3) Quality Control the Excuse Is
it just an excuse? Do you want this excuse? Do you need it? Does it serve your life
at all? Does it enhance you or empower you? If there is some part or facet of the
excuse that you might need or want to preserve, what is it? What facets of the
excuse may serve a positive purpose for you? 4) Preserve the Excuse's Values and
Benefits Go inside and preserve any part of the excuse that might prove useful to
you in some way at some time. Suck out of the excuse any element (a value, belief,
understanding) that could be useful. Suck it all out so that the rest of the excuse
remains as an empty shall, devoid of any usefulness at all. Notice the value of the
reason— an understanding, belief, or state that you want to keep with you.. Note it
and store it as something you can have apart from this particular stupid excuse. Is
it now just an excuse? Just an empty shell of an excuse? [Yes] If not, repeat until
you just have an empty shell of an excuse left. 5) Reject the Empty Shell of the
Old Worn Out Excuse Access a strong "NO!" state, a "Hell, No!" state. Amplify that
state of "Rejection, Refusal, or Disgust" that comes out as a "No" fully until you
feel it very strongly. Anchor it spatially in a spot and feel it in your hands and
in your feet. Let it radiate throughout your body. When you have it accessed very
strongly, imagine the empty excuse immediately in front of you and step into that
excuse with the NO!" state and Stomp on the excuse with the power of your "hell,
No!" Stomp it to the ground. 6) Test
Now imagine the desired activity that's ecological and notice what happens as you
think about moving toward it... What do you feel? What comes to mind? Do you have
any excuse lurking that you might use to excuse yourself from life, love, and
commitment?
7) Access Your Executive Decision State Will you do this? Will you allow it to
become an attractor in your mind so that as you think of this activity, how you
will do it will simply become a matter of discovery and of building the resources
so that you can .. and will, will you not? Go to the part of your mind that makes
decisions and commission it to go ahead and decide to engage in your desired
activity.
Day 4: Excellence in Presentation
UN-INSULTABILITY
• There is a state of taking insult. We all know that one. There is also a state of
being Un-insult-able. The uninsultable state empowers you to take criticism
effectively and positively, handle communication interchanges, conflicts,
confrontations, and people in bad moods with much more grace and resourcefulness.
Un-insult-ability eliminates the emotional black-hole of criticism and enables us
to positively take communications so we can use them constructively. This allows us
to hear out complaints, even harsh and cruel criticism, without getting defensive.
Since everybody seems skilled at dishing out criticism, most people must have the
ability to take it well and use it for learning and growth. Right? Not quite. Most
of us are sensitive to receiving criticism. Few seem to know how to make good use
of criticism. Most use criticism never think of responding to criticism with good
feelings or of putting the best twist on criticism. Most take insult all too
easily. How do you typically respond to criticism? Would you want a state that
allows you to move through the world Un-Insultable? How easily can you move into a
meta-state about a criticism viewing it as just information and feedback? How easy
can you respond from a state where you take it with no displeasure, dismay,
discouragement, depression, but with contentment, delight, appreciation,
understanding, etc.?
•
•
2) Sense of Self: Do you have a strong and unconditional sense of your Core Self?
Access your Power Zone (responsibility) and take complete ownership of those
powers. Access Acceptance, Appreciation, and Awe (Esteem) and apply to Self. Access
your confidence in your Skills and Abilities (Self-confidence). 3) Others: Frames
of Meaning about Insult, put-downs, reputation, honor, etc. What can you believe
about words and actions "out there" in order to keep them "out there?" What
supporting beliefs, meanings, etc. would enable you to reframe "insult?" How do you
represent Others?
Pattern for installing un-insultability 1) Identify a referent event What do you
want to have more choices, flexibility, and power in handling? Identify in your
mind a trigger event of insult. What is that like?
Step aside from the content Psychological distance Ownership of your Power Zone
Appreciation Curiosity: "tell me more..." Defusing Skills Humanize the critic
Optimistic Explanatory Style Distinguish Language and Meaning Say "No!" to
criticism that doesn't fit
Keep presence of mind about the criticism Refusal to take personal Self-Integrity
Ability to listen with a quiet and receptive mind Discern Responsibility To / For
Able to stay emotionally centered Self-Esteeming Distinguish Behavior from Person
Recognize as Feedback; just words and not the territory
3) Sequence the states that you want to set as Frames in terms of being Un-
Insultable. What sequence of resources makes the most sense to you? What is it like
to access each individually and applying them? When you feel this and notice how it
transforms that criticism, do you feel un-insultable yet? 4) Keep Layering until
the Gestalt emerges. What belief frames, value frames, decision frames, identity
frames, etc. will support you along the way? Have you identified the best frames
for un-insultability yet? 5) Solidify with higher supporting frames. Do you like
this? Want to keep it? How would enrich your life? And you'd like that? Are you
willing to keep it? Provoke to elicit a meta-No in losing it. You won't remember
it! 6) Quality Control the new gestalt state. Would this empower you as a person?
Enhance your life? Are you fully aligned with it?
7) Future pace and Commission at a higher executive level
Defusing Skills: Are you skilled at defusing someone who is hot, angry, irritable,
etc.?
Others Matrix: Distinguish the Person of your critic from his or her Behavior and
words: Are you willing to refuse to confuse your critic's behavior with his or her
person? Are you willing to esteem your critic?
State Matrix; Get a sense of Distance: What happens when you imagine the criticism
coming from two blocks away? What happens when you imagine the critic speaking from
behind a wall of plexiglass? Meaning Matrix; Invent lots of empowering reasons for
explaining the criticism. Since in order to feel insulted, we have to "take"
insult, do you have some compelling reasons to stop that? It's just Information: Do
you know at the feeling level that words are just information? "Would you tell me
more? Just how do you think I exist as a turkey, or why I am clumsy. How
specifically do I remind you of a turkey?" Optimistic Explanatory Style. Will you
use the optimistic style to explain why your critic criticizes? Distinguish
Language and Meaning: Do you know that we supply the meaning to words? Just
Feedback: Do you understand that criticism is just words, symbols, and feedback?
Power and Others Matrices; Refuse to Counter-Attack:
Are you willing to respond kindly rather than counter-attack? "It sounds like you
have some things about which you really want to set me straight. Does that
represent your position? Do you feel that this comprises your best choice to
accomplish this? What do you hope to accomplish by this? How do you expect me to
respond to you as you so express yourself? I want to hear you out, would you
express yourself so that I could feel you offer this within a context of care and
respect?"
What is pressure for you as a speaker? How do you experience such pressure? What
triggers the fight/flight response when on stage? Menu: time pressure, non-
acceptance of your message, non-involvement, yawning, conflict, disagreement, inner
demands, the "shoulds," financial pressures, etc
2) Identify Resources and the best structure. What resources do you need to have in
order to handle such pressures? Menu: calm, fun, playful, self-efficacy, centered,
grounded, appreciation, respect, focus, passion, courage, mischievous, humorous,
connected, wonder, excited, etc.
3) Design Engineer the new state. Use your discoveries to design engineer the meta-
stating for the gestalt to emerge. Spatially anchor 3 to 5 resources states around
the pressure state. 4) Access and Amplify each resource. Use small and simple
examples until you access the state, then keep layering it with more of the
resources. Practice stepping in and out and applying the resources to the pressure
state. 5) Apply to your primary level situation Future pace this enriching resource
to how you think, perceive, feel, talk, and act at work, home, in relationships, or
wherever. 6) Install by making an empowering Decision for it, then Meta-Yes it. Are
you willing to make this your program? How will it affect your self-definition?
SUPPORTING BELIEFS FOR PRESENTING
Training isn't for the faint of heart!
Do you need to beef up your attitude about training? Would you like to? How would
you like to beef up your beliefs as a trainer? If beliefs are commands to the
nervous system, what would you like to believe? Beliefs do not have to be true to
be useful, just enabling principles. Which will you choose to "believe?"
List of Limiting beliefs that sabotage our best as trainers: People with more
education than I have are intimating. People with more money are intimating. People
from a different culture, race, are intimating. To be video-taped means I have to
be flawless.
Marketing yourself is hard. Preparation is long and hard. I can't stand being
criticized.
Make a list of empowering ideas that you'd appreciate and enjoy "running your
programs" as a presenter/trainer.
What beliefs do the trainers who you know and respect seem to use to navigate their
way? What beliefs correspond to
1) Access awareness of your Passion about training. What are you passionate about?
What else? How hungry are you for that? What if you began to feel yourself drool
for it? Hear a growl rising up in your throat! 2) Put this passionate ferocity into
your circle of excellence. Now imagine turning this loose... and letting it rip ..
how does that feel? 3) Step in and fully experience it As you let yourself say
"Yes!" to this... Feel it and enjoy it and wonder, really wonder, what parts of you
will have to shift and transform to stretch this far.... now. Remembering that
NLP/NS is at attitude, developed in and by relationships, supported by a
methodology, and that leaves behind it a trail of techniques. And now you have the
attitude, do you not?
1) Identify a response you don't like: behavior, emotion, habit, response. What
response do you make that you don't like? Describe in sensory-based terms the
primary state experience level that you want to become more skilled and resourceful
in. 2) Meta-state it regard its Positive Intent What do you seek to accomplish of
value for yourself by this response? Keep asking this positive intention question
of the behavior. This part or behavior has become organized to accomplish something
significant and important for you— but what? 3) Meta-state about Positive Intent of
that Positive Intent and repeat What will that response do for you that you deem of
value and importance? What will that do for you that's even more important?
5) From the highest meta-states future pace back down through other states to the
primary state and beginning "problem." If you had this resourceful fully and
completely, how would that transform things for you? Answer quietly within taking
all the time you need.
Benchmarks for Self-Evaluating: Definition: Evaluating a person's skill level using
an agreed upon criteria list with sensory-based behaviors to improve knowledge and
skills over time.
Regularly evaluates knowledge and skills against agreed criteria in many contexts
over time. Validates own rating by seeking external evaluation by others against
the same criteria. Develops own criteria for defined newly differentiated skills.
Uses proven criteria to evaluate self knowledge and skills for increased
effectiveness in a single context over time. Uses ranked criteria to evaluate own
knowledge and differentiated skills to improve performance. Compare performance
with personal ideals and only against a list of skill gradation differentiated by
the criteria definition in a minor way. Compare self with others, seeks to improve
by emulating them. No evaluation of skills, no sensory feedback about skills;
responding to self with statements of judgment, praise or blame.
Definition: Using knowledge and skills within the framework of a specific model
(like the Meta-Model, Meta-Programs,
Meta-States, Matrix, Mind-Lines, etc.) to elicit other patterns of human behavior
which leads to replications etc. Using knowledge and skills in the framework of a
model for consistency and efficacy that leads to successful outcomes, retrospective
analysis, greater understanding of the process, synthesis of other models and
consistent replication of successful intervention. See and hear client through a
model and make judgements and analyses based on experience and current evidence,
which lead to a strategy for effective interventions. Populates model with client
data, uses such to inform practice, uses model in thinking and speaking to
facilitate change processes. Understands a model and uses it for retrospective
analysis and developing understanding. Describes how the model provides structure
and insight. Knows of models, speaks about them, and even uses them, but with
little effect. Knows of models and seeks to relate it to practice under supervision
and training. Seldom remembers to use the model to look for patterns. Talks only
about the content details of a subject with no reference to any model, behaves as
if there's nothing above the contents.
CERTIFICATION ACTIVITIES
Presentations:
1) Presentation of content: something in NLP or Neuro-semantics. 2) Demonstration
of a process or pattern 3) Handling Open Questions 4) Introducing a speaker 5)
Speaking Personally
5) Recommendations for enhancement and enrichment What suggestions can you offer?
What would you like to see different?
INTRODUCTIONS And now will you warmly welcome
As trainers and presenters we will be introduced and we will introduce people. This
is a crucial part of the pre-framing that can tremendously influence things. Don't
leave this to chance. Help your introducer out by having something prepared.
Task:
Write one to three Introduction pieces to yourself. How do you want to be
introduced? What do you want the emcee to say about you that will introduce you to
the audience and set some frames for why and/or how they should listen to you? 1)
Write an Introduction for a Professional Gathering. 2) Write an Introduction for a
Training in Personal Genius. 3) Write an Introduction for you at a free
Introduction Night for NLP and NS.
Possibilities:
Considerations: Do not start with the person's name, build up the introduction so
that you end with the person's name. "And now ... will you warmly welcome Dr. Bobby
Bodenhamer!"
Do not "read" it with your head buried in the paper. Read it several times... so
that you can use quick glances at the paper as you keep in eye contact with your
audience. Sell benefits and mention features. Mention what the person has done and
can do and will do for the audience. Build up reasons why the people gathered
should pay attention to this person. Mention things that build credibility and
interest.
DEVELOPING PRESENTATION ELEGANCE
Pauses
Projection of voice
EVALUATION CRITERIA
Choosing Your Criteria
What criteria do you want to evaluate yourself on and have others use to evaluate
you? Make a list of your highest desired criteria that you're willing to use for
your evaluation as being the kind of training and providing the kind of trainings
that you want to provide. Look at your Top 10 Training States. What do they say
about your highly desired criteria? Menu List of Criteria: Smooth Dramatic Variety
Thought-provoking
My List (2001): 1) Playful and fun 2) Engaging and entrancing 3) Insightful and
practical 4) Inspiring in helping people catch a bigger vision of the abundant
potential that's available. 5) Direct and forthright... giving clear instructions.
6) Suggestive and teasing — yet not telling all. 7) Personal, personable — warm and
authentic. 8) Magical — having a touch of magic.
Speaking Personally When we speak from our heart about our relationship with a
group and about our feelings, we speak from our inmost self and this allows people
to see us— see us for who we are. This makes us much more masterful as trainers. In
accessing the state of authenticity, we want to become comfortable and composed in
just being ourselves. What frame do you need to set to do this? It's okay to be me.
It's excellent to present self as a model and exemplar, even if an imperfect one.
People need to know who we are and that we care before they listen to what we have
to say. How do we do this? We do it by saying something that's important to us.
"The most important thing in my life is..." "My most exciting hope right now is..."
"What I want to do with my NS Training is..." "One of my goals in the next year
is..."
DAYS 5
TRAINING SKILLS
(Days 5 to 8)
"Nobody can force change on anyone else. It has to be experienced. Unless we invent
ways where paradigm shifts can be experienced by large numbers of people, then
change will remain a myth." Eric Trist (The Change Handbook)
Training Skills differ from Platform Skills and offer another set of distinctions
about how a trainer uses the stage or
platform for facilitating the development of new skills. • What are the critical
and essential Training Skills? • What are the skills that are critical, crucial,
and essential for a trainer? • What skills must a trainer have? • What are the
skills of an excellent and masterful trainer?
WHAT IS TRAINING? Training is first and foremost about facilitating and coaching.
While training is also involves presenting, teaching, questioning, leading
discussions, demonstrating, framing, etc., the heart of training is the art of
assisting another to develop an informed skill and have it at his or her command.
WHY TRAINING?
Here's some great news—we train because "knowledge" is not just a thing of the
head. True knowledge is experiential. It is felt knowledge that's "in the body."
And that's where Neuro-Semantics comes in. We train because knowledge alone doesn't
produce the skilled ability to do things. We need an integration of our
neurosemantic system so it is in our perception, touch, movement, muscles, and
attitude.
This is good news? Yes. This is great news for the trainer. With the new workplace
becoming de-stabilized, people need more skills for what has been called the "soft"
skills of emotional intelligence (E.Q.): flexibility, communicating, getting along,
handling stress, framing and reframing, understanding their own emotions and
handling them effectively, etc. There is a new and growing need for consultants,
coaches, and trainers. Today training is in the competitive advantage factor in
business and entrepreneurship. Those who do not
The most successful organizations, corporations, and groups are those whose
leadership enables the entire organization to use all of their resources. Among any
company's best assets and resources are their people, their talented and energized
people. Most companies give lip-service to this. Personnel departments are now
called "Human Resources." The problem is that most are not truly empowering people
to think, question, look for better ways, etc. The knowledge in the field of
business and the principles of success far exceed what most businesses actually do.
Meta-Training moves to a level higher to specific content and works with attitude.
Training starts with need assessment, skill identification, benchmarking or
modeling best practices, transferring skills, installing supporting beliefs,
values, decisions, understandings, and doing so both explicitly and implicitly.
1) Why?
Why is this training important? What will it achieve? What will it do for the
participants? Why do you want to provide it? There's a relationship in training
between our outcomes and the outcomes of participants. "I know that you don't have
a choice about attending this training and I know that can get in your way and my
way of you getting any value out of this experience, especially if this training
could provide some information or skills that would enhance your work."
2) What? What will you teach, present, and train? What is your offering? What is
the training about? What content, ideas, skills, patterns, etc. will you
facilitate, teach, and coach? What ideas, understandings, models, etc. will you
present? What skills and processes will you want to train people for or in? Aim for
structured flexibility, not for flexibility in structure, that leads to chaos, or
for structured structure that leads to rigidity. 3) How?
How will you do it? How will you offer what you have to offer? What processes,
techniques, and training patterns will you use? How will you carry the training
off? What will be the style of your training? The feel of it? Will it be dynamic,
boring, matter-of-fact, rehearsal of traditional ideas, cutting-edge, exploratory,
meeting the demands of an organization, energetic, playful, entertaining,
respectful, insulting, challenging, comforting, etc.?
4) So what? What different will it make tomorrow, next week, over time for the
participants? What if... ? Consider the things that get get in the way. What are
the constraints about using a given pattern?
The 4-MAT Design
4-Mat System
Bernice McCarthy
Learning Style
Kolb
1) Why? Reasons and explanations Why are we doing this? Why learn this? Start with
the whys to create motivation. 2) What? Information, facts, data. What is this
about? What is the subject 3) How? Practical how-to knowledge How does this work?
4) What if? Exploration of possibilities What would happen if I did this? Explore
the consequences and possibilities
Discussion
Abstract
Teaching
Concrete
Coaching
Active experimenting
Self-Discovery
Reflective observation
1) Explanations:
We explain and describe what NLP and NS is, what it can do for you, how it works,
etc. In doing this, we use propositional language that's forthright and direct.
This is the "teaching" part and can degenerate into lecturing. Here also we can use
storytelling, personal disclosures, and case studies.
2) Demonstrations:
Overtly and explicitly, we demonstrate and show how a process works. Covertly and
more implicitly, we also demonstrate by how we do our training itself
3) Exercises:
We offer hands-on processes and patterns and encourage people and coach them to try
on the patterns and see how they work, what they experience, and what they learn.
5)Inductions:
Benchmarking the 4-Mat Analysis of a Presentation Definition: Checking for the why,
what, how, and what //"dimensions of a presentation. Why describes the reasons,
benefits, values, outcomes, intentions. What? describes the information and content
presented; How? describes processes, strategies and techniques. What if? describes
possibilities (both positive and negative), consequences, and alternatives.
Why: 2-3 statements suggesting benefits or the harms if not. What: Subject not
sufficiently defined,
as evidenced by the questions about the subject. How: Process information given,
but insufficiently to carry it out; poorly sequenced, lack of linear structure.
What if: Some mention but only briefly, without any details or follow-up.
Why: No reason given for learning the subject, no mention of benefits and values.
What: Failure to
even mention of the subject content; all focus on why, how and what if. How: No
process information; all information solely about theory, concept, reasons. What
if: No alternatives as to other possibilities, no pre-framing for trouble, shooting
difficulties.
DEVELOPING YOUR MATERIALS
1) Clarify your main idea Clarify your main idea until you have a clearly defined
and articulated description of the training. Write the basic idea of the training
down. What is your overall theme? Is that description memorable, motivating,
compelling, understandable? You are not ready until it is. Establish outcomes for
the training every hour or couple hours to establish sub-goals that build up to the
larger outcome of the training. 2) Brainstorm and download all of your ideas
Brainstorm about how to put together the pieces that will make up the training:
presentation, demonstration, readings, demonstrations, hands-on experiences, etc.
Arrange these in an order that logically moves participants from present state to
desired state. This will endow your training with direction and coherence. 3)
Create an outline that tracks the line of reasoning and the states. Once you have
an outline or flow chart you can use it to test and govern the structure of your
materials. Give your training a memorable title.
Sequencing the flow of events during the training: Design a flow chart that
designates the pathway for the learning and skill development. Does it move from
simple ideas and exercises to increasingly complex ones? Does the training build?
Does it move from safe exercises to more risky ones?
5) With your model in mind, Meta-Detail it: By overview, you orient both yourself
and your participants to the subject, the direction and movement of the training.
Then you can use your principles and outcomes as your meta-level governor to guide
yourself and the group. • What am I presenting? • To whom am I presenting? Who is
my audience? What do they need? • Where am I in the process? Is it working? Would
another format or sequence work better? • What outcome am I moving toward at any
given stage in the process? What outcome does my audience need?
Clarity of Purpose, Intention and Outcome can then lead to INTENTIONAL TRAINING
With your outcome in mind, who are your participants? What do they want Do they
want knowledge, skill, states: beliefs, values, character, remedial training,
generative training, public or in-house training? What is the content of your
presentation?
OPENING AND CLOSING LOOPS
Training can be seen as a whole series of process outcomes nested one inside
another like a Russian doll, all aligned with, and included in, the main outcome."
(O'Connor and Seymour, p. 127)
The Skill of Layering and Embedding Messages: What is a loop? A loop of what? We
can "open" a subject, thought, theme, or story and then "close" that loop much
later. Leaving something unfinished tends to elicit thoughts and feelings of
tension and stress which then drives the need for closure in people who have the
meta-program of "Closure." For them, this can build response potential, an inner
hunger or need for closure. Closing it later creates and installs a mental
contextual frame around whatever was said between the leaving open of the loop and
the closing of it.
Layering of States Upon States State Information the evokes worry stress, dread
about conflict State Information that evokes calmness, relaxation about the emotion
of fear State Information that evokes curiosity, excitement about empowerment over
emotions State Information that evokes playful fun about State
1 3 4 3
Advanced Metaphors
(Opening/Closing Loops)
Andrew Bryant The multiple embedded metaphor is technique for creating overload,
confusion and amnesia. It is an expansion on the Milton Model Pattern of the
Extended Quote. The basic process is to tell a story within one or more other
stories. Bandler refers this to as opening and closing loops. Each story can make
multiple points that the listener can use to find solutions to his or her problems.
In fact, this is a way to address several problems at once. The reason for creating
amnesia is that this keeps the conscious mind from sabotaging the solutions
generated in the unconscious searches. The structure of an embedded metaphor is
like this: | Introduction: A conversational induction that may or may not link to
the first story. | Story A begins: This follows the basic metaphor formula | Story
B begins: This grows out of the first story in some way, e.g., a character in the
story tells a story (extended quote). Story B story stimulates the listener to
access resources | Story C is told to completion: This story grows out of story B
and is told to completion and contains hints and tip for the listener to solve
their problem. The story may emphasise support systems, imagery, words and phrases
and new behaviours. | Story B ends: A connection is made back to story B whose
ending links ideas and resources from story C to the desired outcome. Previous
resources from B are reiterated to reinforce the point. | Story A ends: A
connection is made back to the first story. This closing further reinforces
resources and solutions and future paces the outcome. The ending can be logical or
a surprise. Finishing with a suitable quotation can add weight as well as increase
the amnesic effect. | Re-orientation: The listener is brought back to the present
with positive commands to continue to work on the change which is presupposed to be
already in progress.
Exercise 1:
Write 5 basic metaphors that you will use in a NS training prior to introducing a
new topic.
META-PROGRAM DESIGN
In order to maximize the state of accelerated learning, get people motivated right
from the start, put the information in the formatting (metaprograms) that match
most people, give meaning and context to the pieces in the training, evoke a sense
of achievement and accomplish at each step along the way, use all of the
representational systems, have people step into their representations, build in
redundancy so that you repeat the strategy or knowledge or skill in numerous ways.
Invite both matching and mismatching: For those who sort for things to match and
who ask themselves, "What fits? How does this match what I already know?" Give them
things to match that they already know and agree with. For those who mismatch and
ask themselves, "How does this differ from what I already know? What doesn't fit
here?" Give them things to mismatch and tell them things that they can't do or
understand. They will then work to defeat you!
Designing a Presentation:
1) Design a 1 hour presentation on rapport, anchoring, or "sub-modalities." 2)
Design a 3 hour training on an NLP Pattern. 3) Structure it to answer the 4
questions: Why, What, How, So What?
DEMONSTRATING
Demonstrations are engaging and offer a model for how to do a process. • What
criteria will we want to use to evaluate our demos? • Validating, safety, and
security, what did it actually demonstrate? • Was it effective? • What frames and
states did it elicit? • Was it engaging? • Did you focus both on the participant
and the audience?
1) Appreciation:
Thank you for being so brave as to come up here and show these people what it
really means to have a "go for it" attitude!
2) Privilege:
It really is an honor to go first and I want to honor you for doing this with me.
5) Safety:
Frames for selecting someone to volunteer: 1) Use Qualification questions. Who
has...? Who has something that would fit the format of "When I want to do this, I
start but then something gets in my way?"
2) Offer a menu list of examples. This will "prime the pump" and enable people to
begin to select what to work on.
Smooth sequencing from one step to the next, weaving the audience in the
interaction, validating the volunteer, immediately made relevant to the audience,
excitement and eagerness to do it, as evidence by people saying "When can we do
this?" Celebrates and utilizes the unexpected. The demonstration occurs seamlessly
and elegantly making the point and show participants how to do the process, the
process introduced and debrief to satisfaction of participants, it is future paced
for the audience; if unexpected happens, remains unperturbed but explains and post-
frames; appreciates the unexpected. Well paced and timed, directions given clearly
in a step-by-step fashion, maintains balanced rapport with both the volunteer and
the audience; presenter focuses attention on the process not self, audience still
asking some questions on how to do it, accepts the unexpected. Clearer sequencing,
smoother transitions, loses rapport with the audience while speaking to the
volunteer, can be disoriented and lose balance if something unexpected happens.
Demonstration is not framed at all, or poorly framed about its purpose, role,
and/or process; no sequencing of the steps, no rapport with audience or
participant, no sense of time, no outcome, presenter interrupts process in a
jarring way leaving the volunteer looking frustrated , upset, or embarrassed; no
audience involvement, completely overwhelmed by the unexpected. No demonstration,
forgets to demonstrate, fails to schedule time for demonstration.
UNPACKING
The Skill or Art of "Unpacking"
Definition: By unpacking we refer to being able to describe the structure level or
process level of an experience and to provide insightful understanding so that
participants can go and then do the process. 1) Relevance: Listen for relevant
structure and points for the participant's level of learning. What structure will
you be listening for? (MP, Matrix, MS, etc.) How did it work? What was critical
about what happened? You'll need the Procedural meta-program to be Sequential,
step-by-step. Active MP - in expressing succinctly. Global to detail: hence meta-
detailing... Difference to Same MP: to identify the critical factors that make a
difference, point those out and match for sameness with audience so that it can be
replicated. 2) Succinctness: Express things succinctly. Not a "presentation" time,
but a "getting to the heart of things" quickly. Get out of the "teaching" mode. Not
about teaching. Access a "let's get down to business" state of mind and body. 3)
Questioning: Express via Questioning Coach the group to identify the structure via
asking questions
6) Invisible structure.
What's not been said? What frames-by-implication have been set? Form: Interruption
Space for client Rapport and matching Highlight or put the spotlight on structural
features: MP, MS, language, movie structures, tracking skills, etc.
FEEDBACK
What is feedback?
"Mistakes are toothless little things if you recognize and correct them. If you
ignore or defend them, they grow fangs and bite." (Dee Hock, 1999,
P r e c i s e S e n s o r y - B a s e d behavioral information O u t c o m e o r i
e n t e d a n d relevant Action-able t h a t gives next s t e p in small e l e m e
n t s without judgment with care, interest, and benevolence as immediately as
possible
Principles: "There is no failure, there is only feedback; and all feedback can be
used positively for refinement of skills."
We need feedback. We need good, accurate, useful, and reflective feedback that
truly assists us in tuning up our skills and getting new patterns down. Giving
timely feedback depends upon the exercise. Typically do it after you have practiced
a pattern. Review the process—what was superb? What needs some tuning up?
4) Meaning: Frame and reframe feedback. What do you now want to think about
feedback so you find it acceptable and even valued? Intention: Why do you want to
receive feedback? How will it help you? For what purpose? 5) Texture your state
with the qualities and resources for a Robust Feedback State. What do you need to
texture your feedback state with? Do you need more patience, acceptance,
appreciation, recognition of positive intention, commitment to yourself, to your
learning, to your budding genius, etc.? Have you the frames set to texture your
state for receiving feedback with the most robust Matrix? Have you decided to
refuse to let another's incompetence or sloppiness in giving feedback deprive you
of the feedback? How hungry are you for feedback? Enough? Are you able to invite
another to specific the feedback in precise sensory-based behavioral terms? Will
you make the sensory-based/evaluative distinction when someone communicates in
judgments? Will you help the speaker translate from judgment into feedback? Will
you also stubbornly refuse to buy into feedback that doesn't fit for you? 6) Update
your Matrix for feedback. Do you have a robust feedback Matrix? What resources or
states do you need to create such? What frames about Others, the World, your
Powers, your Self, or Time? 7) Future Pace Imagine moving forward with this way of
operating with your feedback Matrix fully robust and ;powerful in this way — do you
like this? How well will it enhance your interactions and relationships?
GIVING QUALITY FEEDBACK
We need feedback, but we do not need judgments, evaluations, or mind-reading. We
need precise, accurate, and sensory-based feedback that assists us in tuning up our
skills and incorporating new patterns. All forms of coaching involves giving
precise, accurate, immediate, useful, and sensory-based feedback—feedback that
truly assists the client in refining responses and honing skills. Feedback differs
from evaluation. The first is sensory based and behavioral, the second is an
interpretation that comes from a person's model of the world.
1) Set your aim to never but never make the questioner wrong!
Do everything you can to not embarrass, insult, threaten, laugh at, make fun of,
etc. Set the question in your mind: How does this make sense? How can I use this.
Definition:
Asking for and responding to questions about a presentation or demonstration.
Inviting audience participants to inquire about how a process works, what it means,
etc.
Required skill set involved: Validating. Paraphrasing, Open body language. Rapport.
Sensory acuity. Flexibility. Language skills. Questioning. Meta-Questioning. Giving
and Receiving feedback. Awareness of structure.
Celebrates the question for new insights it offers the presenter; elicits the meta-
question implicit in the question. Expresses appreciation for the question,
validates the questioner, addresses the question and uses it to pre-frame new
learnings, checks to see if the question was answers to the questioner's
satisfaction. Repeats the questions, asks for clarification, addresses the question
and outframes with prior learnings. Accepts and starts to explore the question.
Failure to ask for questions, fails to hear the question asked and answers a
different question, responding with words, tones, or behaviors that are rude;
deflecting, disconfirming, and making the questioner wrong by making statements of
judgment, answers from unresourceful state of frustration or anger, no exploration
of the questions.
SETTING UP EXERCISES
Criteria for Exercises: With every exercise, make sure you have clarified three key
things: Process: Give step-by-step descriptions that set out the procedure.
Outcome: Make the outcome overt and explicitly (unless covert by intention) Time-
frame: Number in the group, roles, expectations, how to do that.
Frames for Group Work; Cooperation: Move into this with a Win/Win attitude. This is
not to play One Upmanship Games with the others. It is to create a strong sense of
"We." There is a social nature of any group, to being in an audience, to
experiencing community. The "we" feeling comes as an emotional connection, a sense
of like-mindedness, as being part of a valued in-group. We seek to help
participants to both belong to the group and to transcend it at the same time.
Respect and Honor each person's learning style and uniqueness
Learning Passion:
Be hungry to get all that you can from the experience. For this reason, don't chit-
chat in the groups! If you do, you will not learn the patterns or have them as well
installed, you will have less skill, less confidence, less
competence.
Installation:
We do this for installation and accelerated learning
Feedback:
Give and receive enhancing feedback
"When we get into the small groups, more than anything else the amount of mental
and emotional energy you're willing to put into it and to support the others in the
group, the more you will get in terms of incorporating these skills into your own
behavior. This really is not a time to socialize and chatter; it's a time to
practice the magic. Are you ready for that? Do you know the process? Good. Then go
for it."
The Trainer as Coach during the Exercises: The design of experiential learning is
that we allow participants to discover the principles, skills, and processes. The
danger is that we will want them to get it too much and then go and explain to them
what they need to discover on their own. Explaining puts us into the "experts"
role, and that undermines the discovery mode they need to be in. They only
Where are you in the process? What step? Are you clear about the next step? What
outcome are you going for right now? What have you discovered so far?
Do not explain the discoveries Do not run the exercise for them. Ask questions to
elicit the key parts that you want to highlight. This will also enable you to
integrate the discovering to validate progress in the development.
Day 6:
TRAINING PRINCIPLES
"True 'freedom' is not the absence of structure... But rather a clear structure
which enables people to work within established boundaries in an autonomous and
creative way." Rosabeth Moss Kanter (The Change Masters) "Training is a circular,
co-operative venture, and the trainer has primary charge of creating a context
where it is easy for people to learn. Everybody is responsible for their own
learning.... If the trainer is not learning, the trainees are unlikely to be
either." (O'Connor & Seymour, p. 60 Training with
NLP)
#1. States and State Management: The best training occurs when we operate from our
best training states. We train best when we've trained ourselves to be at our own
personal best. We train from out of our highest frames (including our self-
definitions). These determine our states—states and attitudes that we will
communicate. We train from a mind-body-emotion state and we train to the states
that participants are in. When it comes to training and getting the best results,
state is everything. What are your best training states? How well rehearsed are you
for "flying into" those states? What are your top ten? #2. State Induction Skills.
We train best when we operate from a high level of state awareness and management.
We not only need to be in our best states, we need the meta-awareness of our states
and the meta-skill of shifting states as appropriate. As we monitor our own states
and meta-states, we are much more able to elicit the best states in those at the
training. What states do I bring to and apply to people? Remember: If you are not
having fun as the trainer, the participants probably won't be having much fun
either. #3. Solidly Centered in Self so able to Focus on Others. We train best when
we get our ego out of the way. Being un-self-conscious is the ideal since the
training is not about us. We train best when we have a solid and positive sense of
self.
Do you have a great and solid sense of yourself? What are you trying to do when
you're training? Training is not about us, it's always about giving the
participants who have paid money to come to receive whatever it is that we are
offering. It is about what they need in order to become more informed, resourceful,
skilled, etc. The training is not about our excellence, good looks, intelligence,
wit, or success. The training comes through us. We are always involved, always
being presented. In that sense, you won't be able to hide, so, be a wise and safe
guide. There is an "authority" and "power" in presenting, in training so we need to
use our role as a trainer with care, grace, and compassion. When you stand up to
present, you are in the role of an "expert." This can be intoxicating especially if
you have low self-esteem or problems with your sense of self. In this, it takes a
lot of self-esteem to handle the ego-satisfactions that can come along with the
expert role, your "authority" in the training context, and the praise that can
come. How does the idea of being an authority or expert settle with you?
#6. Congruence and Credibility. We train best when we operate from our personal
power of being congruent, walking our talk, and being a living example of NLP and
Neuro-Semantics.
Many things build up personal credibility— congruence is one of the most important.
The more credibility people grant you, the more power and effectiveness your
training.
INSTALLING NEUROLOGICALLY
Put your Creed into your Deed (Ralph Waldo Emerson) "We know too much and are
convinced of too little " (T.S.Elliot)
Use the Mind-to-Muscle Pattern, then ... Add other levels— Identity: "I am..."
Expectations: "I can expect..." Validation: "Yes, I like..." Values: "I consider
this important because..." Pleasure: "I enjoy this because..."
Since the NLP Developers found and codified some truly powerful principles from the
world-class communicators that they modeled, we have in the NLP presuppositions
some of the best, most ecological, and profound principles for communicating, being
effective, and succeeding. Now that we know about the mind-to-muscling process, we
can take these NLP presuppositions and the meta-level principles in Meta-States and
install them within us as our operational programs.
To a great extent training is all about framing. The art and skill of framing —
setting frames and solidifying frames is what allows us to take charge of the
training and make sure that it moves in the direction that will enhance the lives
of those who come to participate. We Frame— Preframe a training to eliminate
problems Frame for rapport and connection Frame for engagement and motivation Frame
for exercises and experience Frame for spatial anchoring Frame using the tools of
our trade Frame comfortable challenge Frame installation "for the rest of your
life" Frame demonstrations Frame closure
Asking about empowering beliefs, values, decisions, etc. (Meta-Questions) and using
induction skills (see Inducing States) to set new categories. Asking about layers
of categories, asking challenging questions about such. Giving space and time to
explore the higher embedded layers of awareness. Reminding participants that all
perceptions are just maps. Asking or calling attention to the classification of the
details and asking about awareness in participants, providing menu list of other
filters, quality control questions about filters and categories. Speaking as if
there is only one other classification and imposing that upon participants by
rhetorical questions. Using either/or expressions. Tone of judgment, right/wrong,
talking more than client to impose the other way of seeing things. Talking about
the classification, pattern, or structure of the details as if that map is the
territory, as if no other classification is possible. Using universal quantifiers
(all, nothing, always, etc.) and absolute terms. Speaking and feeling from
perspective of being inside the box of participants' story, problems, and
challenges. Talking about and asking questions in the very words and details of the
story without giving evidence of the classifications or categories of the details.
No distinguishing between content and structure.
FRAMING EXPECTATIONS
Framing Audience Expectations: We explore self-expectancies in Meta-States to flush
out our own higher frames, we can do so with regard to participants. People come to
and show up at a training to achieve certain outcomes. They come with expectations.
What do you expect about this? You sell a group on buying the intangible product of
your knowledge and expertise, your own experiences and trainings, and they have
invested money, time, and self into receiving what you have to offer.
What can you expect from them in terms of their states, thoughts, feelings,
worries, fears, etc.? Let's adjust ourselves to the reality of the training world.
everybody?
Just Observe: "Some of this may challenge your beliefs. When that happens, just
notice the challenge, notice how you feel and put this aside for future evaluation.
This will allow you to walk through the experience and make a good decision later."
A Different Kind of Thinking:
Ask for Help if you need it: "You have come to embark upon a new journey, a journey
into mind, and into emotion, a journey into the higher reaches of mind... a journey
that will allow you to track the feedback and feed forward loops in your
neuro-linguistic system that involves body and mind and so I want you to know that
I am here for you and so are all of the Associate trainers... so that if at any
time you want some assistance, just call on us. That's what we're here for. I am
committed to you so that you get as many of your outcomes as possible... "
You are in charge of your own learning. "You have come here with all of your Meta-
States intact, those that govern your values, beliefs, expectations— you have your
preferred way to learn, and I may or may not use that style. I do plan to use
discussion, presentation, demonstration, hands-on practice in small groups, etc.
Some of these will mean more to you than others. If you use your strengths to
overlap to the others, you will at the same time expand and extend your learning
skills."
In these statements we have frames for "Trusting the Process," "Embracing
Confusion," "I'll be responsive and accountable to you," and "Judgment is not
needed." I regularly set those. What other frames would you want to set? Which
frames have you been setting? Boldness: You are very bold and brave for
courageously investing in your Development. Fun: I want you to have fun, be
playful, and allow yourself a chance to become more resourceful. Considerate: There
are others here, so be thoughtful, considerate, non-judgmental, and empathetic.
Passionate: Be absolutely hungry to get everything you can out of the exercises.
Diversity:
Installing.
What can you expect in a training? What can you expect of participants?
How can I reframe this? How can I give it a new and more enhancing meaning?
Write 5 emotions, thoughts, fears, worries, situations that you can count on people
experiencing in your trainings.
Your reframes become your preframes for the next time which then makes irrelevant
the problem.
Day 7:
PRINCIPLES:
#8. Validating and Supporting. We train best when we are committed to making people
"right," and to never making people "Wrong." This means pace, pace, pace... in
order to validate participants and utilize their skills and experiences. Believing
as we do, that people have all the resources they need, our work involves coaching
and facilitating those resources, drawing them out.
MO. Welcoming Problems. We train best when we preframe problems, objections, and
difficulties as acceptable and as part of the learning process. Make it safe for
people to question, explore, and ask "hard" questions. Doing this will get concerns
out on the table where they can be dealt with. It sets the frame of security and
your own confidence that you're not afraid of tough questions.
Use criticism, resistance, etc. as valuable information and incorporate whatever is
offered to you.
#11. Playful Flexibility. We train best when we are playfully flexible and when we
graciously roll with the punches. Don't aim for flawless perfection. Don't wait
until you know it all; you never will! You will always be a learner. So be a
learner—an excited, fascinated, and curious learner. Be the kind of learner that
you want in your trainings. Model it. Let your vulnerability be your strength— not
any so-called or imagined "perfection." Flexibility is your power, so aim to
continually expand your personal flexibility. Frequently, we have to let
go of the form and trust that we can be spontaneous in a way that's relevant and
meaningful in that moment with that person or with that group. It is self-trust
that allows this to occur.
Among the very processes and mechanisms that "install" we have the following:
Have I used repetition to learn this myself? Will I work with this often enough so
that it becomes habitual? Will I playfully repeat it enough so that I can do it in
my sleep? Is it memorable to me? Have I made the idea memorable? What memory
devices have I used to assist both short-term and
long-term memory of learners? Have I invited learners to vividly image these ideas
and skills? How will this play out in the future in my relationships, job, health?
Have we set up role playing experiences? Have I played around with role-playing
these skills?
Do I have group experiences planned and scheduled? Am I willing to learn via small
group experiences?
Have I extended these states and skills in my own behavior? Will I delight myself
with the playfulness of extending the parameters of the new states? Do I give
sensory based feedback in the groups? Am I willing to receive feedback to refine my
skills?
Have I made the training playful and fun? Have the participants had fun in the
process? Have I elicited humor or used jokes? Have I appealed to the higher levels?
Are participants able to step out of content and into structure?
Have I used the higher levels to embed or install information? Are these the meta-
levels that make most sense and have the most power?
INSTALLING UNCONSCIOUSLY
Conscious engagement involves what's on our mind, whereas unconscious engagement
involves those things that we pick up in the back of our mind. This gives us an
advantage with Meta-States since we are already dealing with things "in the back of
the mind." All of the meta-levels are "unconscious" or outside of awareness until
we call attention to them.
Preframe for both Challenge and Comfort: • "In this Training, we will be assisting
you to find that center place where you can rest in that ultimate assurance of your
worth and validity as a person so that you can sally out on adventures and journeys
for growth and discovery."
5
Continuing explorations into unpleasant present and futures, doing so with more
confrontation that prods, pokes, and nudges the client to feel the need to move
away-from current situation. After mentioning and asking about current reality,
exploring further into how painful, unpleasant, and undesirable things will be if
unchanged. Doing this in a matter-of-fact tone and attitude. Inducing a state of
intolerance and high level frustration about current state and direction.
Mentioning and asking questions about current reality to induce the client to feel
the need to move away from the current situation, problems, and anticipated
consequences. Inviting client to stay with the emotions and awarenesses even though
unpleasant. Asking SWOT questions. Mentioning and asking questions about current
reality, but moving away from such if the client begins to feel frustrated, upset,
angry, anxious, or fearful. Quickly moving to a "thinking positive" mode, rescuing
client from facing the current reality of his or her situation. Mirroring or pacing
back current reality. Briefly or slightly mentioning the client's current
situation, but not dwelling on it, quickly moving away from speaking about anything
unpleasant, negative, or that would lead to painful consequences. No mention,
questioning, or elicitation about current reality, only speaking about the past or
future, asking or mentioned outcomes and goals.
1
THINKING SYSTEMICALLY
• • • •
Language: Linguistics and the sensory based neurological languages (the VAK).
Perception: Perceptual filters and sorting devices — thinking patterns. States and
Levels: State dependent neuro-linguistic experiences—the mind-body or thought-
feeling states in which we live and from which we operate. Representation: The
Cinematic features that determine the quality of our mental movies.
("SubModalities," or Meta-Modalities).
l )The Meta-Model:
The Meta-model identifies the form and structure of mental mapping. This provides
an understanding of the
linguistic magic that governs our mental mapping and it provides us the structure
of precision. We move up into the meta-linguistic domain of evaluative words from
primary representational.
What are you Attracted to? What functions as an Attractor in Your World? 1) List
the ideas, beliefs, understandings, values, experiences, references, etc. that pull
on you, that keep you repeating a pattern or style of responses. 2) What drives
them? What empowers them? 3) What Attractors have you had that have become non-
operational? How did it become de-commissioned? What destablized the attractor? How
did it become destablized? 4) What new Attractors would you like to set (meta-
state) as your Neuro-Semantic frames?
As trainer, you manage the training process itself—what is done, how and when. As a
process manager you have to be in uptime, alert, and out of time in order to gauge
the time. Model a permissive, yet firm and empowering influence. You are the one
responsible for creating the training culture. Track the group When its flagging
When it needs a break The speed of learning in the group Variety of expectations
Role play/ case studies, discussions, demonstrations, videos, tasks, rehearsing,
drills, puzzles, brainstorming, trance, etc.
Hold Your Principles in Mind Respect, honor, etc. Treating people as if they are
their behaviors only entrenches the behavior. In your mind, separate person and
behavior. Refuse to argue. You will only discredit yourself I you have to be right
at all costs. Make it safe for people to question, explore, and ask "hard"
questions. This will get concerns out on the table where they can be dealt with. It
sets the frame of security and your own confidence that you're not afraid of tough
questions. Use criticism, resistance, etc. as valuable information. Incorporate
whatever is offered to you. #1) TOO MUCH TALK, QUESTIONS, IRRELEVANCIES Sometimes
people just ask too many questions, go on and on talking, and chase rabbits that
are irrelevant to the training. At such times you need to charge and set some mind-
lines that reframes things: "Now there's a rabbit to chase...! " "I can't answer
that with the camera on... see me at the break." "Why doesn't that sound really
like a question? Do you hear a statement behind that question that you're wanting
to make?" Meta-comment on the question itself: "How important is that question in
terms of this exercise?" Let me think about the best way to answer that and I'll
get back to you. That's an important point, but not really useful right this minute
about this exercise.
Utilize whatever is given to you and incorporate it for the sake of the training.
#2) RESISTENCE: 1) Gather information. When you feel resistance meta-model the
resisting itself. What is the resistance? How is he resisting? Resisting what? For
what purposes? "Resistance" typically indicates that we do not having sufficient
rapport. We have not spent enough time validating and supporting the person's world
of frames and meta-states. How have I contributed to this
resistance? 2) Acknowledge the resistance and pace it fully. 3) Sort out space in
your training area for cooperation, play, learning, etc. and a space for
"resistance," feeling negative, pain, hurt, etc. 4) Build new reframes for
preventing this resistance next time. 5) Set frame on the fly that move everybody
into thoughtfulness, respect, and Win/ Win attitude. "That is one way of looking at
it, given this model, let me offer you the Meta-States take on thatThen later you
will have sufficient knowledge to decide on the strengths and weaknesses of both."
"That's an interesting view point. What I think would probably be best at this
moment is to ask that you suspend disbelief for the sake of really learning this
and then you can figure out which offers you the most resources." 6) Apologize as
appropriate. Options: Defer to a break Identify the Positive Intention Reframe the
meaning Incorporate into ongoing experience Ask to be allowed to continue Invite
group pressure Challenge relevancy
#3) META-STATING HECKLERS Remember that it takes two to have a conflict, so refuse
to play a part in it. Adopt a centered, focused, and playful state from which you
can stay totally resourceful in the midst of any storm. Set it as a principle to
never argue and never get defensive. People can and will understand if you are
wrong about something, that in itself won't undermine authority or expertise. But
you will discredit yourself if you cling to being right! "Enjoy playing with
hecklers and be so patient that the group controls them.' (O'Connor and Seymour, p.
165) Options: 1) Treat resistance with curiosity and interest — and use them to set
new frames that will prevent it from arising, next time.
2) Playfully turn the tables and invite the person to be skeptical enough to test
the material thoroughly to see whether it really works. If you were me how would
you deal with a comment like that? Invite the heckler up on front onto your
territory. It's much easier to heckle from the safety of the audience. "Either
enjoy playing with hecklers or be so patient that the group controls them!" 3) Use
the Relevancy Challenge on statements. How does this relate to our topic? 4) Invite
the person to become the devil's advocate for the group. 5) Utilize what the
heckler says and turn it back upon them. Being heckled is a good challenge. Stand-
up comedians, far from avoiding them, love to interact with them. 6) If you suspect
hidden agendas, flush it out and tackle it openly. Flush out projections as well.
People who project, disown their statements. "Let's check that out." Exercise: In a
small group of 7 people, exchange roles as speaker with someone really skilled at
heckling giving them heck.
#4. WHEN THE GROUP'S ENERGY FLOW I've been told that some people actually get tired
in trainings. In the likelihood that this could possibly be true,
design energy breaks, trance breaks, memory breaks. "Let's do a state gauge. How do
you feel? Need a blast of some energy? Then let's take 60 seconds to energize
ourselves. Have you ever felt a blast of energy that renewed you in the midst of a
project? Do you know what it's like to get such a blast of new enthusiasm?" "It's
time to go away... So do that... just go away... to a place ... inside ... where
you find a sense of delight and comfort... and just rest... take a daily vacation
in that special place... as you find some rejuvenating resources to bathe yourself
in..." (O'Connor, p. 68, 54)
#5. TROUBLE-MAKERS. When you have to ask someone to leave, get sensory based data
for the why. Constant interruptions, irrelevancies. 1) First, notice, then pace in
order to incorporate.
2) Flush out the hidden agendas with them. 3) Invite fairness for all. 4) Call
attention to the responses being generated by the behavior. 5) Challenge the
Relevancy of what they are doing in midst of the group. 6) Appoint the person to
play the devil's advocate (Prescribe the Symptom and thereby give it a new meaning
and role). 7) "Excuse me, you may have forgotten that you have already used your
number of comments for this session, we need to let others get their turns." 8)
Refuse to argue at all costs. 9) If it is due to a mistake on your part, graciously
apologize. Then, extract foot from mouth.
FRAMING CLOSURE
With every training event, there are actually 3 trainings:
1) They one you prepared to give. 2) They one you actually gave. 3) The one you
wish you had given.
Set your aim to end Pleasure and Celebration. How will you end your training? How
do you want it to end? What makes for a good ending? Why end with Pleasure? We want
to end trainings with pleasure for several reasons: • To integrate the learnings
and skills in a memorable way. • To send the participants forth ready to use the
newly learned skills. • To coach and frame people about possible new developments
that they can anticipate. • To backtrack through the learnings to give a sense of
closure. • To give a sense of direction into their future. • To end on a high note
with lots of fun, playfulness, and pleasure.
Good endings will have: • Information backtracking and review that integrates and
future paces. • An emotional impact that fires off anchors set during the training
about things of much importance and meaning to the participants. • Future pacing
that projects the use and power of the training in the future. • A sense of closure
that ties up lose ends and creates a sense of a complete package • A sense of a new
opening as new doors of opportunities and pathways for exploration suggest that the
adventure has just begun.
• •
By future pacing and putting the new learnings and skills on each person's time-
line. By using pleasurable processes like trance, celebrations, rituals,
commissioning, etc.
Set another aim to end with an Quality Control on the training itself. "Training
without outcomes is throwing money down the drain." (O'Connor and Seymour, p. 201)
Demos Exercises
5—
4—
1—
3—
2—
1—
0 — No or little contact with the group, focused almost exclusively on self or one
other individual no sign of awareness of the group's need for breaks, energy,
focus.
FEEDBACK FORM
Name (with title or position) Address: City, State, Zip: Phone (Home/ Business)
Email / Web Site: Overall value of the training to you Transformational value of
the training for you Enjoyable, fun, engaging Balance between presentation,
discussion, experience 1) Most Impactful. What insight, idea and/or skill did you
find most important, useful, or impactful?
2) Immediate Use. What learnings or skills will you immediately use in the coming
days and weeks?
3) More Information. What information or patterns would you want to know more
about?
Signature: Name
Date
SPONSORING TRAININGS
• • • How does the business of training work? How does one build a training center
or Institute? How does one go about "getting business?"
3) Specialize.
Find or create your niche market and specialize there.
4) Develop credibility.
Marketing and selling your trainings is all about credibility. What forms and
expressions of "credibility" have you already achieved? How can you increase and
expand your credibility with your customers and clients?
* * * *
An intangible product:
Something people can see, hear, or feel, namely, the learning of new skills,
models, understandings.
An experience
An intellectual and personal experience that will enhance their life and empower
them as a person.
The experience of studying and learning. You are asking people to give up their
days, evenings, or weekends to sit in a classroom. Most people find this turn them
off—and you want them to pay for it? A challenge to the way people have been
thinking and feeling.
After you get them to pay to study, use their brain, you are going to challenge
their precious limiting beliefs!
2) Promotional Materials:
• Send 2 or 3 pieces. One mailing is seldom sufficient. Most people need 2 or 3 or
more reminders. Current wisdom in the field of marketing recommends at least 3
mail-outs: A postcard 3 months prior to the training: a sales letter (4 to 6 pages)
2 months prior; and another flyer 1 month prior. We have been developing many
different forms of sales letters, flyers, extensive brochures, etc. and we are
constantly improving these. We will make these available to you. You should plan to
invest minimally $400 and depending on the size of the training, perhaps $3,000 for
printing of the flyers.
3) Networking in your local community and beyond: • What networking can you do with
other training centers in your area, Human Resources in various businesses, etc.?
Create a co-sponsoring arrangement with others if possible. Look into cross-
marketing. • You can marketing using Press Releases to your local media. We have
samples of actual press releases that we have used. • You can market via special
people by providing them "tickets" to come as your guests—as you barter for an
• •
4) Other Preparations:
• • •
1) Minimum numbers:
• Generally it takes a minimum of 15 people to just break even after venue
expenses, marketing, training fee, flight, and other overhead expenses. Aim to have
at a minimum 25 people and push it toward 50,75, or 100. 1) 3 Mailings;
advertisements, marketing: $500 to $2000. 2) Flight: transportation, travel, food,
lodging, etc.: $1500 to $3000. 3) Training fee that I charge Institutes of NS is
$600 to $1200 per day. 4) Training manuals: Generally about $10 per participant. 5)
Training Room: hotel, school, etc.: From $100 a day to $650 a day.
3) Training fees when you bring in a trainer: • A shared risk agreement means that
above and beyond expenses (which is itself negotiable), you as a trainer
will share the financial risks with the sponsor. I have done this often. For
example, I may accept $400 training fee as part of the expenses and then share
profits 40/60—60% to the sponsor. Then, whatever happens we either receive or pay
according to that percentage. I have also contracted for no training fee in the
expenses and taken a straight 50/50 share of whatever we make above and beyond
expenses. When I am invited to come and train at an established Training Center, my
training fee per day is $ 1200. Some centers have fee schedules that provide more
based on the numbers, others offer percentages, 50/50 of profits, 20/80 of profits.
With Corporations, my daily training fee is $2500. With individuals or Centers or
the Institutes of NS, I begin by asking for $600 for the daily training fee as part
of the expenses and then ask for a 40/60 split of profits. This is negotiable
because there are always many variables to consider. Using a Contract Agreement
with the trainer and possibly others of your staff just to keep expectations and
understandings clear and up-front. They protect everyone.
•
About Marketing, Materials, and Promotions 1) Materials.
• The more you spend on making the ads, sales letter, postcards fancy, color-coded,
the more you waste your money. Marketing wisdom (Jay Abraham, David Garfinkie, Joe
Vitale, Robert Olic, etc) says keep it simple,
down-to-earth, plain.
• Forget trying to compete with Career-Track and the like. The more you try to make
the materials "perfect," the more you waste your time, energy, creativity.
5) Promotions:
• • • Start the training the previous night, Thurs. evening if the training starts
on a Friday morning—plan a 2 hour introduction open to those who haven't made up
their minds, "Free 2 hour Introduction to Wealth Building." And/or, Social— the
night prior to the training for formal or information introduction. Radio or
Television Interview the day prior to the training.
Sample:
TRAINING AGREEMENT
L. Michael Hall, Ph.D. P. O. Box 8 Clifton CO 81520 (970) 523-7877 (970) 523-5790
NLPmetastats@onlinecol.com www.neurosemantics.com Client:
This
document
describes
and
Arrangements:
2) Cancellation Policy.
If the training is canceled before one month prior to the training date (4 weeks),
the deposit on the flight will be refunded minus the costs for canceling or
transferring the flight, and half of the Training Fee will also be refunded. If
cancellation notice is received after one month prior to the scheduled event, the
deposit will not be refunded.
3) Training Fee.
Daily training fee is $2500 for business; $1200 for Training and/or Event
Organizations and $700 for Nonprofit Organizations. Balance is due upon the day
that we complete the training.
If you are going to conduct a training, host or sponsor a training, there are
specific things to do. We have detailed many of them. What
One promoter I worked with had years of experience as a tele-marketer. She thought
that because she could sell tickets to a training already scheduled and promoted
with an international trainer, she could get in on the ground floor by planning and
hosting a training. But there were several problems with her strategy. First she
was very global in her thinking and so missed most of the crucial details. Her
greatest skill was having the gift of gab and a pleasant charmingness at talking
fluff. This allowed her to talk people into buying tickets. Yet when she confused
being a great talker with selling and promoting, she thought she would use the
"talking her way through anything" as the way to solve logistic problems. But she
could not. She missed details right and left, didn't listen well, and lacked
critical thinking skills.
2) Don't substitute emails and faxes for an actual physical brochure. I have known
several people who have tried to promote a training using faxes and emails. It
doesn't work. That's worse than using bulk rate for mail-outs; people consider it
junk mail and so often do not even look at it. A recent promoter thought he did a
great job. He bragged to me that he sent out 4,500 brochures. When I got there, I
asked to see one. he didn't have one. It was an email invitation! He blamed "the
Europeans" for being closed-minded to NLP and Neuro-semantics. People need
something concrete in their hands... something that can look at, read, take with
them. It needs to be of good quality, descriptive, compelling, having the pictures
of the presenter, etc. They need at least three exposures to a brochure, sales
letter, or flyer.
Tony Robbins already had name recognition value there, he already had a team
together, he already had lots of investment money upfront for generating a hot
calling list.
4) Don't ignore networking and getting people to share the burdens and
responsibilities. To go it alone makes it all much harder than it needs to be. To
create alliances and to share the risk with others who can bring in other skills,
interests, and expertise enables us to double and triple our efforts. Fear of
cooperating, of being taken advantage of, of losing control, etc. leads to being
more independent and notconnected.
MARKETING
WHAT IS MARKETING? Marketing refers finding, or creating, a market of people for a
product, service, or event. We market our offerings through ads, mailers, phone
calls, etc. and through personally talking to people to sell them. In this way we
bring a product, service, or event to a market. This means that marketing involves
multiple facets of presentation. Directly, we market when we— • Create and run ads
in newspapers, journals, and mail outs. • Get publicity for a new product, service,
or event. • Send out Press Releases. • Call people on our mailing list and sell
them on a book, training, etc. Indirectly, we market when we— • Let people know who
we are and what we do that adds value to their lives. • Create Web Sites, offer
free articles, techniques, etc. • Provide top-notch customer service that backs up
and supports our offerings.
There's a difference between finding a market that already exists of people wanting
or needing a service or product and creating a market for those things. Marketing
is about attracting people to what we do and offer, humanizing ourselves in their
eyes, and making our products, services, and events increasingly more desirable. It
means giving a personal touch, a touch of meaning and value to everything we do,
from how we treat each other, our partners, associates, employees, etc. to how we
treat and support our customer. We create loyalty in all these relationships as we
give things a personal touch. Customer service is absolutely critical for keeping
our market and basing it upon quality of service. Marketing is "selling" to the
extent that in marketing we are informing people in our market (and people who will
become our market) the what and why of buying. We tell them why to buy We tell them
how to buy We tell them what to do We tell them why to do it now.
What do we Market in NLP and Neuro-semantics? We market and sell such things as —
Change and the management of change. Resources and how to access personal
resourcefulness. Excellence — models of how experts perform at top performance.
Solutions to problems that satisfies a need or want. Tools or technologies that
allow us to do things. Ourselves — who we are and the relationship that we set up.
To whom do we Market? 1) People who have had enough of something that doesn't work
and are ready for a change. People sick and tired of not running their own brains,
managing their own states.
2) People who are changing and/or in the process of change, transition and need
tools for doing so. 3) Change agents and those involved in coaching, training such
change.
HOW DO WE MARKET EFFICIENTLY?
We can spend a fortune on marketing with very little to show for it in return.
Advertising, mailing, creating artwork, display ads, etc. are not cheap. If we want
to get the most for every dollar we invest in marketing, and not waste our money,
then we have to think in terms of Marketing Effectiveness.
By Adding Value
• We focus first and foremost on the benefits. People buy benefits. They invest in
our products, services, and events because they see, hear, and feel it as valuable
to them, significant, meaningful, beneficial. Generally, only when customers
believe and feel convinced that the offering is valuable will they buy.
4
By grabbing the minds and emotions of people: • We find and utilize every technique
that gets a foothold in the mind of our consumers. Just as it's the impact of the
message that counts, so it is the depth of the message in the mind of the customer.
We have to engage, interest, and seduce the customer's mind to notice, pay
attention, receive, hear and consider our offering.
We have to touch the customer's emotions. Regardless of what we sell, the important
things are actually the intangibles, things like value, benefit, meaning, and
specific emotions. Customers see our offerings in terms of what it will do for
them. We differentiate ourselves and our products. We develop a unique and special
offering that meets the needs or wants of customers.
•
THE GOVERNING PRINCIPLES OF MARKETING
4) We need to find something that people want and need. Fears —> Desires.
This means marketing research to find out what people really want and need, to get
close enough to our customers and to look intensely at what we have to offer.
Abraham: "One of the biggest problems I observe when I'm consulting one-on-one is
that people erroneously want me to bombard them with a ton of different concepts,
ideas, and strategies in order to feel they've gotten their money's worth. I tell
them that this is wrong. Rather they are for better advised to take one good,
sound, and workable idea—and single-mindedly work it to its fullest potential
before turning to another idea. Sadly, most business people become "whirling
dervishes" of diffused freneticism instead of concentrating their attention on one
focused concept and working it to its full potential." (97). "The real super-
achievers I've known take on one really good idea at a time. Then they spend the
time and attention necessary to fully perfect and optimize all the avenues of
sustainable profit which that one idea holds." (98)
3) They aren't afraid of the unknown. In fact, they're eager and willing to pursue
pathways they've never been down before. They're impervious to become paralyzed
with fear or inaction. They can invent it as they go and don't have to work it out
perfectly before they begin. 4) They persevere. Tenacity, commitment, resiliency,
and unrelenting determination to accomplish their objective is their strategy. They
don't "fold" at the first sign of temporary defeat. Setbacks are but a challenge,
and these are people who recognize the gossamer-thin line separating "frustration"
from "challenge." 5) They really prepare. They practice, do their homework, take
full advantage of every opportunity, edge, and advantage that's ever presented to
them. They're swift, deft, accurate, and they make their life happen. Reactive is
the last thing they are. Quite the contrary, these are the most proactive people
you'll ever meet. They know what they want out of life and they understand that the
only way to accomplish their vision is with strategic, pragmatic, and continuous
forward action.
various factors in their marketing and get measurable data on which factors produce
the best result. We don't tell our market what it wants; we find out what it wants.
So we ask our consumers what they want. By testing we can determine with pinpoint
accuracy what our market wants and doesn't want.
This is why we don't impose our preferences on the market; but experiment to find
out which approaches bring the best resp
Analyze responses for quality as well as for quantity. Analyze not only front-end
response to a promotion, but also how many of those who respond convert to a sale,
and how much the average sale is in dollars. Test the headlines, offers, prices,
etc. that you use to determine which work best.
9) They get People to respond by calling for Action. Marketing is not just
informing, communicating, it is motivating, persuading, getting people to take
action. So, put a response card with most of your mail promotions. The response
card makes it easy for them especially if their response doesn't involve committing
to anything.
Call for action toward and away from. What are you inviting people toward? Are you
giving your customers adequate incentive? What are they moving away from? What are
the penalties if they don't respond?
Give abundant information that people will value. People crave information. So give
valuable information as part of your promotions. Do so from your generosity in
sharing knowledge. This implies that you must have much more to offer than what
you've shared, and also much more than what your competitors have. Give candor and
forthrightness. Again, people appreciate candor. So explain your strategy. Explain
that you could make more on an initial sale if you wanted to, but that you're
concerned about the long run, about return business over the years. I want to give
my customers the best service at the lowest price and believe that will work best
in the long run.
11) They offer top-notch quality Service. Since it is much less expensive to keep
the customers you have, give them the best services. Turn them into loyal
customers. Refuse to neglect them. Since some of the best profits come from repeat
business, the best way to get repeat business is to offer the kind and quality of
service that makes that highly desirable.
Don't under-estimate the pre-emptive advantage. If you're the first to tell the
public about your industry's standard, behind-the-scene services, they will
consider you to be the one among all your competitors who looks out most fo
12) Put People above the Sell. Conduct yourself nobly both at the end and at the
beginning of any business relationship. If a person says "No," salvage all of the
good will you can by being courteous, conscientious, and extending yourself. Burn
it in your mind: It will cost me dearly if I burn people. The relationship is more
important than any given sell. Successful people do not burn their relationship
bridges behind them. When things go bad in a relationship, don't lower yourself to
the other's level of conduct. Don't take a customers relationship for granted. 13)
They integrate success piece by piece.
Once you have a solid idea that works— integrate it fully into your business.
Abraham: "Before you move on to testing or experimenting with another idea, make
sure you've taken steps to integrate the idea you just validated into a perpetual
part of your on-going operations. Perpetuation of a proven concept, and then adding
layers of additional perpetual concepts on top— that's the secret to enduring
growth. The way to do this is to take every marketing concept you perfect, and
before you go on to another concept, sit down and figure out how to continuously
profit from that perfected concept or derivations of it." (p. 100 100 Marketing
Strategies) Promotion Strategy: Tell the entire story of your product/ service in
the most compelling way possible! Using the "you" point of view (not "I" or "we").
State the benefits with crystal clarity. Then call to immediate action. Find the
hot buttons— keep your eyes and ears on what the market wants. Nurture endorsements
as you go. Publicity must be newsworthy, have value and interest for the readers.
Get someone in another business to promote you. Have him or her send out to his/her
most cherished customers, "I Want to buy your next NLP book for you —no strings
attached!" Sending out such unsolicited gifts helps to create good-will.
ADVERTIZING MAGIC
Roy Williams (1998) in The Wizard of Ads describes the art of how we can turn words
into magic.
4) Sight and sound function differently in the mind, with sound being the surer
investment. Win the ears of the people,
their eyes will follow.
Activate Imagination and get people to see, hear, and feel themselves acting on
your suggestions
Describe in detail what a person can expect when he arrives. No person will take
action until he has seen himself taking such action in his mind. We always imagine
doing a thing before we do it. The real power we have lies in our ability to help
the client tell his story as convincingly as possible.
(Theodore Roosevelt)
Knowing what's right isn't the hard thing; Doing the right things—That's the hard
thing.
Think of something that you have learned do very efficiently, but which you did not
always do efficiently. Think of that behavior when
3) Amplify the Personal Efficiency State How much do you feel and sense this
feeling of personal efficiency from 0 to 10? Allow your feelings and awareness to
double. Let it grow and increase. What else can you do to step even more fully into
this state? 4) Check and give permission for Efficiency in another area. Do you
have permission to be efficient here? Does it settle well? Do you have permission
to "take orders?" What comes to mind when you think about being "under orders? When
you have to do something? What's your attitude about the things you "have to do?"
Can you give yourself instructions and positively just follow those instructions?
Give yourself permission if you need to. Apply this state to your training state
and tasks. Holding this state... notice how it begins to transform the tasks and
core competencies of writing. 5) Neutralize and Integrate the NS of "work," self-
discipline, fear of losing alternatives, etc. As you feel this fully... and let it
grow... You can recall how that others call this state of personal efficiency "work
" And you can too... know that it's not really work, but fun and efficiency. As
experiencing this in this positive way, you can recognize that others may look at
this and call it selfdiscipline, and so can you. But when you exercise your
personal power to get yourself to do what you want to do, should do, when you need
to do it, regardless of whether you feel like it or not, you know it's just being
efficient! Do you yet have the habit of just doing the things that need to be done?
6) Connect and Align your everyday activities with your Highest Intentions. Are you
clear about your goals and objectives in training? Since your efficiency arises
from clarity of intention.
What are your top 10 goals for this year about training? If you were to accomplish
one of these goals, which one would have the greatest positive impact on my life?
What is your most important goal? Second? Third? Is every part of your mind full
aligned with this efficiency in the area of training? Any objections to being
resourceful in this way?
7) Loop back to Identity and other higher frames If you moved out into your future
with this... day after day, week after week, etc. would this affect your
selfdefinition? Your identity? Would you like that? This is who you would become
more and more? 8) Future pace and symbolize Imagine doing this into your future...
What is this like? What symbol or metaphor... a color, song, whatever comes to mind
that you can use as a symbol for this way of being.
RE-VISITING GENIUS FROM A HIGHER LEVEL — You have treated yourself to Genius states
at least once, and now you get to do it again! This time, however, you will do it
for a new and different purpose, for the purpose of learning how to teach and train
the material yourself.
The challenge is for you to step back and to take a meta-position to the training.
As you do, then notice how it is formatted and how it flows. Take each bit and
pattern and notice how the process works at a meta-level. On a more personal level,
you may want to apply the pattern of the genius states to yourself as a Trainer to
create the best flow states for yourself when training.
What did you learn from Accessing Personal Genius the first time?
What do you aim to get out of the training this second time? Set several outcomes
each day for things to learn, discoveries to make, etc.
What do you need to know about meta-states or recursiveness that will allow you to
put all of your learnings to better use?
What questions have you not yet asked yourself that will enable you to take the
next step of development with Neuro-semantics?
DAYS 12—14
Neuro-semantics®
NS is all about how meaning (semantics) gets incorporated or embodied in our bodies
(neurology) It is founded first upon Meta-States, then Frame Games, and finally in
the Matrix model-
NS has become an international society of professional men and women who are using
the model for teaching, training, coaching, consulting, writing, managing, wealth
building, etc.
FACETS OF NEURO-SEMANTIC CERTIFICATION AND LICENSE
During NSTT you will have the opportunity to have hands-on practice in coaching and
training people in Accessing Personal Genius. Afterwards, we will debrief the
structure of that training and provide materials so that each certified NS Trainer
will be able to begin training and certifying that training.
What if I already have NLP Trainers Training? Then we invite you to the 14 7 days
of NSTT to add Neuro-Semantics and Meta-States to your repertoire of skills,
patterns, and trainings at 54 price. What does Mastery as a Neuro-Semantics Trainer
involve? To become a truly skillful and masterful Meta-States Trainer, you will
need: 1) A thorough acquaintance with the Meta-States Model. 2) The experience of
accessing your own personal genius and have begun to develop your own personal
mastery. 3) The ability to apply Meta-States, NLP, and Neuro-Semantics to yourself.
This is the basis of congruence and "walking your talk." 4) The ability to apply
personal genius to your training states and to become masterful in the process of
training, coaching, facilitating, and presenting. 5) A commitment to ongoing
development and continual learning. The process of ongoing mastery will never end.
The attitude of continual curiosity and playfulness is part of mastery. What does
Certification and Licensing mean? To be certified as competent as a Neuro-Semantics
Trainer means that we recognize the trainer as having the knowledge, skills, and
competence in the following:
NS Trainers agree to the NS Vision and Mission Statement and to conduct themselves
professionally and ethically according to that statement. Every person certified as
Neuro-Semantic-NLP Trainer agrees to the Vision Statement and to the general
principles of professional conduct doing trade under the Trademark of "Neuro-
semantics. " Each Trainer has been coached about the importance of operating from
respect for self and other, from abundance and cooperation, from recognition of the
importance of teamwork and community. Each trainer agrees to uphold the principles
and ideals of NS-NLP in order to create a more professional and healthy public
image of these fields. Each trainer agrees' to take full personal responsibility to
stay in community, to keep learning and sharing, and using NS to work out
conflicts.
Signed:
NEURO-SEMANTICS LICENSE
CONTRACTUAL AGREEMENT
Copy for the International Society of Neuro-semantics
Date:
Signed:
Conflict Resolution Agreement
Trainer's Copy
Signed:
Conflict Resolution Agreement
Copy for the International Society of Neuro-semantics
Conflict is always bound to arise when people interact. This is not a "bad" thing.
Conflict is simply a reflection that we operate from different maps, different
perspectives, have different needs and wants, and are unique. In this we can
celebrate and honor differences. But conflict also arises from misunderstandings,
failed promises, misbehaviors, disappointments, violation of trust, frustrations,
stress, and general unresourcefulness.
While this is the beginning, this is just the beginning. There is much to do and
together we will be inventing it as we go. How NS will grow and develop in the
years to come will depend to a great extent upon you ... upon those of you who are
the first to catch the Vision and to make this a facet of your commitment.
4) Cut and Paste from the T.M., description pages, patterns, etc. and giving full
credit for such, using a prescribe description that I will provide for you, and
create your own Manual. If you alter, change, or add to the text so that it becomes
significantly different from the T.M., then we will copyright as it as a co-
produced work of that product. It will then reflect both your creativity and mine
and will become another version of that
T.M.
MAKE US PROUD!
What we are doing is not without consequences. What we do in training, coaching,
consulting, and writing will affect the lives and minds and hearts of people. And
with the powerful magic at our disposal— we can harm as well as heal. We can hurt
and damage as well as empower and enhance. The ethical use and the human use of
this technology does not lie in the technology, but upon the user. So ... as you
have learned the structure of magic and many of the secrets of magic... May you go
out to do much good as you touch the minds and hearts of many. May us proud of what
you do and how you do it!
Being real and human and authentic. May you experience your fallibility in glorious
ways so that you truly
become gloriously fallible... and instead of fearing or dreading your weaknesses
and inadequacies, you develop them and play to your strengths and focus on what you
can do. Yes you have quirks and yes you are quirky. We all are. And that's what
makes us so loveable ... or makes us great candidates for developing new NS
patterns.
Applying NLP and NS to yourself first. Don't forget to experience the magic
yourself, the transformation of
your personality so that you can feel and experience the power of personal
congruence.
Having lots of fun. This is the rule in NS, "You must enjoy yourself." You must
pleasure yourself first and
then spread the fun and joy around. Your competence and congruence depends on your
ability to have a delightful and appreciative attitude as you move through life. So
make NS attractive by having lots of goodnatured fun every day. If you get serious,
you will get stupid.
Experiencing life as richly and fully as possible... and then, double that. Make
the quality of your state and your life an attractor for others so that they will
say what the lady in the movie, Harry Meets Sally said in the
restaurant when Meg Regan showed Billy Crystal what an organism sounds like, "I
want what she has!"
THE NEXT LEVEL OF TRAINERS TRAINING
L. Michael Hall, Ph.D
What is the quality of training trainers in NLP today? How satisfied do you feel
regarding the currently quality of NLP trainers? If leaders and trainers are the
ones who call and train a community in a given field, model or discipline, how
pleased are we with NLP leaders and trainers in general? What do we need in order
to raise the level of skill, competency, and integrity in NLP leaders? What
problems has the NLP community experienced and suffered over the years due to
problems in the training of trainers? What is the next level of quality and
competency for trainers training?
For many of us in NLP who truly care about this field and want to see it succeed in
terms of gaining more credibility academically, gain more effectiveness in the
world of business, and gain more acceptance publically—we've got a problem. We have
a lot of serious challenges facing us. After 30 years, NLP is not only not
recognized for its credibility, it is all too frequently seen in a negative light.
We could spend time exploring why this is so, where this comes from, who has
contributed to this problem, etc. Yet to do would not help and it would not be
applying NLP to ourselves. The issue we need to focus on isn't the source of the
problem, we rather need to focus on constructing some powerful solutions to turn
things around. Since I see this problem almost everywhere in the world—in the USA,
Europe, Australia, Africa, Asia, South America—the problem must be a systemic
problem. Perhaps there is something amiss in the very way that we train trainers.
Actually, this isn't a new thought or one that I've invented. I hear this from NLP
trainers, thinkers, and leaders everywhere. The very conflicts between various
"schools" or "camps" in NLP suggests that there's some inadequacy in how trainers
have been trained.
Training of Trainers —Past and Future So how are trainers trained? How do we
designed trainers training? What do we seek to create or achieve in such trainings?
What strategies and processes do we use? What structures and networking do we
initiate that allow trainers to develop excellence, high quality, congruency,
integrity, a cooperative and collaborative style, etc.?
As a result, many trainers are not very skilled, lack the competency even in the
context of presenting NLP information, facilitating the processes, eliciting states
in an audience, engaging an audience, and building skill and competence in
participants. Among those who have this level of competency, there's a great many
who do not have the business skills
for creating, building, and sustaining a viable business. And for those who do,
they often lack the skills for networking, collaborating, and creating coalitions
so as to not be stuck in a small proprietary business and feel that they are in
competition with the rest of the NLP community. Then there's the problem of
scarcity. Beyond all of the petty competition, small-minded nit-picking and
highlighting of differences in this tiny little community, there is the attitude
that there's not enough. This leads to fear of sharing, childish clinging to
"intellectual property," refusal to acknowledge sources, and other toxic ideas,
feelings, and experiences that come from a sense of scarcity rather than abundance.
So, what can we do about this? How can we create a new, different, and better
future?
Taking Trainers Training to a New and Higher Level Suppose we acknowledged these
problems and difficulties and set our aim to step back and reflect on the training
of trainers and leaders in NLP. If we did, we could begin asking some very
important questions that could perhaps allow a vision of what's possible to arise.
• What kind of leaders and trainers do we want? • What kind of trainers would truly
represent the spirit of NLP, that is the essence and heart of what we envision NLP
to be? • What qualities do we want in our trainers and leaders? • How would we go
about training in those kinds of traits, features, skills, and relational
qualities? • How could we measure or benchmark the quality of trainers? • How could
we create a network of cooperation and collaboration world-wide and raise the
vision of trainers that we are all in this together?
NEURO-SEMANTIC LEADERSHIP CRITERIA
• What makes a leader a leader? • What qualifies a person to led and to step up to
a position of leadership? • What distinguishes a person as a leader? • What enables
a person to exercise influence with others? While leaders come in many different
forms so that there are many different kinds of leadership, leaders arise and
express themselves in a given context. That context is the particular values,
expectations, needs, style, and culture of the referent group. This realization, of
course, leads to numerous other questions—questions that are more precise to our
concerns. • What qualities and traits do we look for in recognizing leaders in
Neuro-Semantics? • How will we recognize and qualify the men and women who will
arise in Neuro-Semantics as leaders? • What criteria of leadership will we set? •
If we want leaders who lead from the Neuro-Semantic vision, what will be the
prerequisites of leadership? Obviously, in Neuro-Semantics, we will look mostly and
preeminently for leaders who embody the principles of the neuro-semantic vision—its
principles and practice. We will look for practical leaders who are excited about
the vision, who apply that vision to themselves, who look for adding value to
others, and who work at translating their talk into their walk. Conversely, we will
not be interested in leaders who are driven by visions of personal glory, the rank
and status of privilege, or the ego satisfactions of someone driven to be a guru.
To that end, we have set forth the following leadership criteria. This criteria
comes immediately and directly from the Vision and Mission statement of Neuro-
Semantics. As such it reflects the very qualities of individuals who are in
actuality leading out in directions which fit the meaning and purpose of Neuro-
Semantics. In recent years, we have become aware that we should not only wait for
men and women with these special traits and qualities to arise, but that we should
intentionally plan to facilitate this kind of leadership development in people.
Also, recognizing that most leaders in Neuro-Semantics will come through the
Training and/or Coaching Tracks, we have set forth the following 7 criteria as the
foundation for leadership. These are divided into two categories: Being and Doing
criteria. Being Criteria: Authenticity: being and acting from one's true self
without masks and personas Integrity: being as good as one's word, impeccably
honest and fair-minded Congruent: applying the principles to self so that one walks
the talk Doing Criteria: Contributing: giving of oneself to others, serving from
the NS principles Collaborating: operating as a team player, cooperating with
others Pioneering: leading out into new areas Communicating: sharing and disclosing
in ways that are clear, precise, succinct, engaging, and compelling The following
is still in its formative stages and I will be updating it in the years to come. In
setting forth the following criteria, I first offer a definition and then a
benchmarking from 0 to 5 of specific behaviors that evidence that criterion. About
reading the benchmarks, start with 0 and move upwards. With each higher number, the
person demonstrates increasingly more of the positive features of the quality and
less of the negative features.
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2) Integrity. Integrity: being as good as one's word, impeccably honest and fair-
minded Definition: Integrity speaks first about being whole and integrated which
immediately leads to a forthright and honest presentation of self. When a person
has integrity, there is an honesty and reliability in the person so that the person
will do what he or she says. Integrity means making promises and keeping them, It
means honoring the words we utter and not breaking our commitments. Integrity leads
a person to typically do whatever it takes to come through with one's word and that
when we cannot, we immediately communicate that, apologize quickly, and make
whatever amends seem appropriate. Integrity also refers to telling the truth even
when it's difficult. It means living one's life as an open book without a lot of
secrets or cover-ups. Several of the pathways to integrity is making oneself
accountable to others, receiving and integrating feedback, and staying in a
community where we can be available for such.
The opposite is being dishonest, lacking the strength of character to tell the
truth and to be fair. Integrity Questions: Are you as good as your word? Do you
generally come through with what you do? Can people generally trust you, depend on
you? Do you receive feedback graciously and seek to use it? Do people have any
basic integrity issues with you? Benchmarking "Integrity" 5 Comes through on
promises even at great cost (financially, time, energy). 4 3 2 1 0 Lifestyle and
actions shows strong and consistent congruency between word and actions. Quickly
making amends or communicating about problems when cannot come through on a
promise. Mostly doing and acting on what one says or presents (75%). Mostly open to
correction and feedback, making amends. Coming through with 50% or more of what one
says, acknowledging misalignment between word and action. Sometimes making excuses,
getting defensive. Saying that one wants to come through on a promise or idea, but
evidencing little to no behaviors that match those words. Breaking agreements
without making it open and explicit. Behaviors that show no relationship to
promises, commitments, or word. No mention of the difference between word and
action. Lies, deceptions, presenting oneself in ways that do not fit reality.
3) Congruency; Applying the principles to self so that one walks the talk
Definition: Congruency speaks about being harmonious, in agreement with self, and
arises from the ability to "apply to self." Our speech and behavior fits with our
thinking and feeling. This comes from applying and translating our ideas,
principles, and beliefs to ourselves. When this happens, we can walk our talk. Our
actions then appropriately reflect our principles and premises. Since "apply to
self lies at the heart of NS, it lies as one of the key and central leadership
criteria. Apply to self enables us to be congruent so that all of our parts are
aligned and congruent with our values and visions. We are not inwardly torn, we do
not fail to live up to our values. We can step back, evaluate ourselves with some
fairness, seek feedback, and take responsibility for one's own responses.
Congruency Questions: Does you apply NLP and NS to yourself? What are the
indicators that you do? Am I aligned with my values and visions? Do others see me
as congruent or incongruent? Do I walk the talk? Benchmarking "Apply to Self 5
Constantly talking, inquiring, exploring how to apply to self, improve. Explores
feedback when given, and eagerly invites feedback, receives coaching, etc. 4 3
Applies most things to self, constantly seeking to continuously learn, develop,
improve. Few incongruencies, searches for feedback. Apply many things to self,
asking about how to apply something to self, receiving coaching, feedback,
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0
5) Collaborating: Operating as a team player, cooperating with others Definition:
Collaborating with others means cooperating, operating as a team player, helping,
assisting, etc. A collaborative style such as that presupposes the ability to
reference the thoughts, feelings, values, and needs of others, to take second
position, to be empathetic, concerned, and even loyal. It means matching,
supporting, and following the lead of another. If the person is naturally a
mismatcher, he or she can turn off the mismatching to be a member of the team. As a
team player, we are able to shift from sorting by self to sorting by others and
thinking of the good for the larger community. Opposite to collaborating is keeping
to self, not sharing, not disclosing, not making oneself open or vulnerable to
others.
Benchmarking "Collorabative"
5 Adding to a team in creating a sense of working well together, performing as a
high performance team.
4 Following the lead of someone and supporting him or her in a project (see
Supporting), contributing ideas about team work, collaboration, etc. 3 2 Being a
part of a team project, Assist Team, Coach; helping a group or team become more
cohesive. Supporting others in a project, collaborating with them on something that
contributes to their success or that pioneers some new facet in NS. 1 0 Talks about
collaborating, but does not get around to it, mostly keeping things to self and not
sharing. No participation with others, keeping completely to self, criticizing
others and what others are doing.
6) Pioneering: Leading out or moving out into new areas. Definition: Pioneering
refers to launching out into new and unexplored territories. As a metaphor, the
pioneer describes a leader as one leading out to some new place, going first, being
an example, trailblazing the path. As such a pioneer or leader sees a vision and
begins acting to make it real. As others catch that vision, the follow that lead.
People who are actually leading out in some area by speaking out on something,
creating a product or service, doing something that's commercially viable, running
a training company, developing a training, creating coaching practice, developing
new program, model, idea, pattern.
Pioneering Questions:
Do people follow me? Where and in what areas do they follow? Can I communicate a
vision clearly and precisely? What have I provided leadership for? In what areas am
I now leading out in?
Benchmarking "leadership"
5 Setting frames for solving a problem, setting forth a vision of a new
possibility, inviting others to share the dream and co-invent the solutions.
3
1 0
Talks about new directions, but does nothing, talks about needs, problems, and
complaints. Sharing nothing, pioneering no new directions, keeping to self.
7) Communication: sharing and disclosing in ways that are clear, precise, succinct,
engaging, and compelling Definition: Leaders lead by communicating. They
communicate a vision, an idea, a value, a hope, or a desired outcome. In leading by
communicating, the communication typically is persuasive or influential because it
has certain qualities. It is precise, succinct, clear, compelling, and
inspirational. The communication effectively languages or frames the felt needs,
emotions, values, hopes, dreams, fears, etc. of those who follow. Leaders lead by
framing, building relationships, matching, negotiating, seeing and seizing
opportunities, risk taking, and developing an entrepreneurial in attitude and
disposition.
Communication Questions:
How precise, accurate, and succinct are my communications? How clear is the vision
or picture that I describe in word or in print? How compelling, inspiring, or
motivational are my words? Do people seem drawn and compelled by the word pictures
I draw or the frames that I set?
4 — Able to effectively match and pace a group of people and call them into a
community, mostly able to get to the point and to be succinct, more precise
descriptions. 3 — Able to put into words the hopes and dreams of others, but
verbose and close to get to the point, not always clear or precise. 2— Oral and
written words partly focused on a vision, dream, or new idea, still half or more of
it about self, either very talkative or offering not enough description to be
inspirational.
Dilts, R.B., Dilts, R.W., Epstein, Todd (1991). Tools for dreamers: Strategies for
creativity and the structure of innovation, Cupertino, CA: Meta Publications.
Dilts, Robert B.; Epstein, Todd A. (1995). Dynamic learning. Capitola, CA: Meta
Publications. Gardner, Howard. (1993). Multiple intelligences: The Theory in
Practice. NY: BasicBooks Gardner, Howard. (1983). Frames of mind: The theory of
multiple intelligences. BasicBooks, NY Garratt, Ted. (1996), The effective delivery
of training using NLP: A handbook of tooks, techniques, and practical exercises.
London. Grinder, John; and DeLozier, Judith. (1987). Turtles all the way down:
Prerequisites to personal genius. Scotts Valley, CA: Grinder & Associates. Hall, L.
Michael (1995, 2000 edition). Meta-states: Selfreflexive consciousness in human
states of consciousness. Clifton, CO: N.S. Publications. Hall, L. Michael. (1996).
Languaging: The linguistics of psychotherapy. Grand Jet. CO: E.T. Publications.
Hall, L. Michael (1996). Dragon slaying: Dragons to princes. Grand Jet. CO: E.T.
Publications. Hall, L. Michael (2000) The spirit of NLP: The process, meaning, and
criteria for mastering NLP. Wales, United Kingdom: Anglo-American Books. Hall, L.
Michael; Bodenhamer, Bobby G. (1997). Figuring out people: Design engineering with
meta-programs. Wales, United Kingdom: Anglo-American Books. Hall, L. Michael;
Bodenhamer, Bobby G. (2002). Mindlines: Lines for changing minds. Clifton. CO: N.S.
Publ. Hall, L. Michael. (1998). Secrets of magic: Communicational excellence for
the 21 . Century. Wales, United Kingdom: Anglo-American Books.
st
Derks, Lucas (1997). The social panorama model: Social psychology meets NLP.
Unpublished Manuscript: The Netherlands: Van den Boenhoffstraat 27,6525 BZ
Nijmegen. Dilts, Robert; Grinder, John; Bandler, Richard; DeLozier, Judith. (1980).
Neuro-linguistic programming, Volume I: The study of the structure of subjective
experience. Cupertino. Ca.: Meta Publications. Dilts, Robert. (1983). Applications
of neuro-linguistic programming. Cupertino CA: Meta Publications. Dilts, Robert B.
(1983). Roots of neuro-linguistic, programming. Cupertino, CA: Meta Publications.
Dilts, Robert (1990). Changing belief systems with NLP. Cupertino, CA: Meta
Publications.
James, Tad; Shephard, David. (2001). Presenting Magically: Transforming your stage
presence with NLP. Wales, UK: Crown House Publishing Limited.
Marketing
Abraham, Jay. (1994) 100 Marketing Strategies. Phoenix: AZ: The Wizard Edge.
Levinson, Jay; Godin, Seth. (1994). The guerrilla marketing handbook. NY: Houghton
Mifflin Co. Williams, Roy H. (1998). The wizard of Ads: Turning words into magic
and dreamers into millionaires. Austin, TX: Bard Press Overstreet, Harry. (1956).
Influencing Human Behavior. Weinberg, Gerald, M. (1985). The Secrets of Consulting:
A Guide to Giving & Getting Advice Successfully. NY: Dorset House Publishing.
Ramacitti, David F. (1994). Do-it-yourself marketing. NY: Amerian Management
Association Ries, Al; Trout, Jack. McGraw-Hill Co. (1989). Bottom-Up Marketing.
Ott, Richard (1992). Creating demand: Powerful tips & tactics for marketing your
product or service. Homewood, IL: Business One Irwin. Vitale, Joe. (1997). The
Power of Outrageous Marketing. Audio-Cassette set, Niles, IL.: Nightingale Conant
Vitale, Joe. (1992). The seven lost secrets of success. Ashland OH: VstaTron.
Metaphors: (Provided by Andrew Bryant) Rosen, Sidney (1982). My Voice Will Go With
You, The Teaching Tales of Milton H. Erickson. NY: WW. Norton & Company.
Watlzwick, Paul; Beavin, Janet H.; and Jackson, Don D. (1967). Pragmatics of human
communications: A study of interactional patterns, pathologies, and paradoxes. NY:
W.W. Norton.
RECOMMENDED BOOKS
Garratt, Ted. (1996). The effective delivery of training using NLP: A handbook of
tooks, techniques, and practical exercises. London. O'Connor, Joseph; Seymour,
John. (1994). Training with NLP: Skills for managers, trainers, and communicators.
London: Thorsons: Imprint of HarperCollins Publishers. Hall, L. Michael. (1996).
Becoming more ferocious as a trainer: Notes on the Trainer's Training by Richard
Bandler. Grand Jet. CO. E.T. Publications. Kamp, Di. (1996). The Excellent Trainer:
Putting NLP to Work London: Gower.
Books:
1) Meta-States: Self Reflexiveness in Human States of Consciousness (2000) 2)
Dragon Slaying: Dragons to Princes (1996) 3) The Spirit of NLP: The Process,
Meaning & Criteria for Mastering NLP (1996) 4) Languaging: The Linguistics of
Psychotherapy (1996) 5) Becoming More Ferocious as a Presenter (1996) 6) Patterns
For "Renewing the Mind" (w. Dr. Bodenhamer) (1997) 7) Time-Lining: Advance Time-
Line Processes (w. Dr. Bodenhamer) (1997) 8) NLP: Going Meta — Advance Modeling
Using Meta-Levels (2001) 9) Figuring Out People: Design Engineering With Meta-
Programs (w, Dr. Bodenhamer) (1997) 10) A Sourcebook of Magic (w. B. Belnap) (1997)
st
11) Mind-Lines: Lines For Changing Minds (w. Dr. Bodenharmer) (2002) 12) The
Secrets of Magic: Communication Excellence for the 21 . Century (1998) Now,
Communication Magic (2001) 13) Meta-State Magic. From the Meta-State Journal,
(1997-1999) 14) The Structure of Excellence: Unmasking the Meta-Levels of "Sub-
Modalities "(Hall/Bodenhamer, 1999) 15) Instant Relaxation (1999, Lederer & Hall)
16) The Structure of Personality: Modeling "Personality Using NLP and Neuro-
semantics (Hall, Bodenhamer, Bolstad, H
17) The Secrets of Personal Mastery (Fall, 2000) 18 Frame Games: Persuasion
Elegance (2000) 19) Games Slim People Play (2001) 20) Games for Mastering Fear
(2001, with Bodenhamer) 21) Games Business Experts Play (2001) 22) The Matrix Model
(2002/ 2003) 23) User's Manual of the Brain: Master Practitioner Course, Volume II
(2002) 24) MovieMind (2002) 25) The Bateson Report (2002) 26) Make it So! (2002)
27) Sourcebook of Magic, Volume II, Neuro-Semantic Patterns (2003) 28) Games Great
Lovers Play (2004) 29) Propulsion Systems (2003) 30) Coaching Conversations (2004
with Michelle Duval)