INTRODUCTION
Coaching: is a communication facilitation model,
achieved through deep conversation, questioning,
giving feedback and operating as an expert in
process or structure about how we run our brains for
more effective performances.
Coaching helps:
• Integrate learning meanings and
experiences
• Identify gaps from knowing to motivation to
action
Coaching is NOT:
1. Teaching
• A social process; imparting of knowledge
to an audience or to a set of learners
• Transmits: Knowledge
2. Consulting
• Providing professional or expert advice;
acting in an advisory capacity on
professional matters
• Transmits: Expert Advice
3. Training
• Helping another to develop skills and
knowledge relating to specific
competencies
• Transmits: Skills
4. Counselling
• The provision of professional assistance
and guidance in resolving personal and
psychological problems
• Transmits: Belongingness
5. Mentoring
• Supporting and encouraging people to
manage their own learning in order to
maximize potential, develop skills and
improve performance
• Transmits: Experience
6. Hypnosis
• Induction of state of consciousness to
access more of new information and
resources
• Transmits: Awareness
Coaching removes or lessens the following:
• Barriers to communication & learning
• Cognitive distortions
• Information & emotion overload (cluttered
mind & heart)
• Blind spots (Johari Window Model)
• Unwillingness to explore or change
• Lack of data & information or experience
Coaching Visualized, Heard, and Felt (VAK)
• Visual: Focus on images and videos
• Auditory: Focus on sounds and words
• Kinesthetic: Focus on feelings and
movement
Identify Gaps from Knowing to Motivation to
Action
1. Information Overload
• Information overload is an unhealthy
thing for an individual who aspires to
become better, because it precisely
starts with the mind, and if the mind is
cluttered, the rest of the things follows.
• Blindspot: When an individual has so
much going on in his mind that he starts
missing out what point in his life actually
needs improvement.
• Cluttered Mind: When an individual loses
his focus on what really matters, and his
set of priorities is also disorganized.
2. Unwillingness to Change
• With this, an individual knows whether or
not he has information overload.
However, the only thing that is stopping
him is his denial of the possibilities in life,
and that mindset of “I’m born this way.”
3. External Obstacles
• This is one of the things that is deemed
difficult by many because external
obstacles hinder you to be and to work
better although it is precisely what you
aspire to be. These could be your
parents, your friends or the society itself.
Products of Coaching
1. Direction: Long-term excellent performance
2. Adjustment: Self-correction
3. Renewal: Self-generation

Context as a Complement to:

1. Teaching: Learning how to learn
2. Consulting: Clarifying cultural patterns and differences in industry practices
3. Training: Faster skills acquisition
4. Counselling: Focus on past as source of disorder
5. Mentoring: Bringing generational and communication differences
6. Hypnosis: Increased awareness and deliberate actions

Neuro-linguistic Programming (NLP)

Definition: NLP is a model of how we function and operate give our mind-body-emotion system, how we “run
our brains”, or how we manage our “states”.
1. Neuro
• The voluntary and autonomic nervous systems through which our experiences are processed by
means of our 5 senses.
• The nervous system begins mapping the world out there.

2. Linguistic
• The symbolic mapping that we create of the territory.
• Enables us to encode order and give meaning to our sensory representations using much more
abstract categories (language, math, music, etc.)

3. Programming
• The actual processes or patterns that we use to order and sequence our mapping.
• Generates our strategies for function, and results in our skills, abilities, habits, etc.
1. Theory
• The theory offers an explanation of how something works.
• A model needs a theory, and in NLP, there are eighteen (18) hidden theories categorized into the
following: Input, People, Organizing, and Output.
o 18 NLP Assumptions
o Map / Territory Distinction
o Gestalt Psychology & Therapy
o Constructionism
o Bateson’s Cybernetics
o Korzybski
o Family Systems

2. Variables and Elements

• Variables and elements are pieces and parts that make up the components of the model.
o VAK Representational Systems
o Sub-modalities
o Meta-levels
o Language
o Meta-programs: has different categories: cognitive (thinking), emotional (feeling), conative
(choosing), and semantic.

COGNITIVE (THINKING) EMOTIONAL (FEELING) CONATIVE (CHOOSING)

Perceivers will want to
change themselves in order
to fit in.
A general-global person
focuses on the big picture, or
the overview.
The overview can eventually
be broken down into specific
details.
A person whose attention is
on oneself will focus on
taking care of their wants and
needs first.
A person whose attention will
put other’s wants and needs
before their own.
Judgers will try to change
others to behave like
themselves.
Perceivers are comfortable to
do what others want to do.
Judgers feels uncomfortable
unless they know what is
going to happen.

A detail-specific person
focuses on details.

Details can be built up in

order to get to the bigger
picture.
3. Guiding Principles
• Guiding and operational principles are the laws or principles that makes the model work and how to
use it.
• NLP Guiding Principles and the TOTE Model generally has the same message. It basically follows
this format:
o Failure is not an accident.
o Feedback is the foundation of success.
o Success is a structure.

4. Technologies and Patterns

• Technologies or patterns are the tools that provide immediate application to the model.
• It answers the question, “how can we make the engine slower or faster?”
• There are over 150 NLP Patterns that allows an individual to restructure the way they think and feel
which leads to a change in overall behavior. These patterns help us understand our experiences in
the world and give meaning to each of our actions and emotions.
LISTENING AND SUPPORT
What is listening?
• The art of being present to another
• Attending to a person and paying attention to the key elements in the person’s communicating

Listening actively and effectively involves:

1. Sensory Acuity: To notice and detect the person’s state of mind. We call that calibrating to the person’s
experience and mental-emotional state.

2. Representation System: To detect, recognize and record the sensory representational and Meta-
representational systems that a person uses to make sense of things.

3. Eye-Accessing Cue Awareness and Acuity: To be able to see in experience how a person is processing
information and the states that being accessed.

4. Linguistic awareness (Predicate Awareness): To detect the kind of language patterns a person is using.

There are 4 predominant processing styles:

Representation Coding and Listening

Visual Auditory Kinesthetic Auditory

Memorize by seeing Pay attention to sounds, May talk slowly and in Want to make sense of
pictures and are less tones, volumes and find breathy way. things by using words.
distracted by noise. noises distracting.

Often have trouble Easily repeat back what May respond to physical Talk in more abstract
remembering, and they hear and learn best touch and rewards. terms, generalize,
become bored by, long by listening. theorize, etc.
verbal instructions
Value appearances Like music and enjoy Gesture closer to the Much less use of body,
talking on the phone. body, hand overhear gestures, more in a
computer mode.
Use a higher pitch, talks Think in more linear, Memorize by doing May even have a little
quickly word-byword ordering, something or walking awareness of the
logical. around sensory based systems.

Use gestures are Highly value tone of Tonality will tend to be

are expansive voice and use of specific lower pitch, slower, with
words. hesitations
Linguistic Awareness
Not only do we have 3 basic representational systems, but within each of these domains, we can make many
further distinctions. These are the qualities of the sense of modalities and make up the cinematic features of our
mental movies.

Visual Auditory Kinesthetic

Brightness Pitch Pressure
Focus Location of Sounds Location
Color (Degree) Continuous/ Interrupted Shape
Color/ BnW Tone Texture
Size Tempo Temperature
Distance Volume Movement
Contrast Duration Duraction
Movement Distance Intensity
Direction

Listening for Representations in Speech

Statement “My future looks hazy”
Match Visual: When I look into the future, it doesn’t seem clear.
Translate Auditory: I can’t tune in to my future.
Kinesthetic: I can’t get a feel for what seems to be going to
happen.

Sensory Acuity Skills

This refers to the art and skill of calibrating to a person while accessing a state or experiencing something.

Eyes Breathing Face Voice

Focus Rate Skin color Tone, Volume,
Pupil Dilation Location Skin or Muscle Tone Quality, Pitch
Lower lip size
What is supporting?
Relating in such a way that we create a relational
and physical context for communicating and
dialoguing that provides a sense of safety, validity,
care, and respect.
Pacing
1. Physiological Pacing
• Matching the physiological outputs of the
client so the person feels that we are
together, like each other, and dancing in
harmony in energy levels, movements,
and voice qualities.
• Matching: The process of adjusting
aspects of our external behavior to
approximate those in the other’s person’s
behavior
o Matching heads and shoulder
angle.
o Matching facial expressions.
o Matching gestures.
o Matching breathing.
o Matching vocal or qualities of
speech.
imagine his words reflect a
perception or map of the world.
• We can purposefully break pace
in order to engage the other
person.
o Matching verbal
predicates
o Matching repetitive
phrases
o Matching the exact words
(metaphors, vocabulary,
etc.)
3. Meta or Conceptual Pacing
• Identifying and mirroring back to the
person concepts, ideas, beliefs, values,
metaprograms, meta-states, etc. that
reflect his or her internal world. Meta-
level pacing is a higher level of pacing.
Such rapport leads to a person feeling
understood.
• Building Rapport: Conceptually pace by
temporarily assuming his or her words
are correct and then imagine how they
can be correct.

Indicators of Voice Qualities to

2. Verbal Pacing
Rapport Pace
• Saying the words that fit and match the Color change in face Tone, Volume,
person’s internal world. Following you Speed, Timbre,
• Empathy Comfortable with you Rhythm, Emphasis
• The ability of entering into Kinesthetic cue
another’s reality.
• This makes for true
understanding because it takes
the other at his word and tries to
INDUCING STATES
1. STATE ELICITING: Refers to the art of
identifying, detecting, and providing the
required stimulus so that another person
elicits a state of mind and emotion
2. STATE ANCHORING: Refers to the art of
being able to establish a trigger or link to a
state, to do so consciously and to be able to
replicate it at will.
3. STATE INDUCTION: Refers to the
systematic ability to provide an induction by
means of a story, an anchor, a menu list
and a wide range of options so that can
invite other into more resourceful states.
Terms and Definitions
Primary State
• Thoughts and feelings about an external
stimulus
• Acts as filter of the interpretations about
reality.
State Awareness
• Because all states habituate, the drop out of
conscious awareness. State Awareness is
about noticing the quality of the stats.
State Accessing/ Inducing
• Memory: Remembering a state.
• Imagination Creating a state.
• Modelling: Observing a state.

State Altering
What is a State? • Changing the states
• A dynamic mind-body state of experience or
being that operates as an experiential State Intensity and Amplification
energy field. We experience life in specific • How much do you experience the state?
mental and emotional states. • What processes do you rely on for
• A way of being at the moment; the way we amplifying your states?
feel
• Act as a kind of filter on our interpretations State Interrupts
of our experiences • Stopping any and every mind-body-emotion
Emotions Feelings Mood state by jarring, interfering, sabotaging,
Physical Mental A feeling or a preventing, etc.
states that associations person's
arise as a and reactions to specific state State Dependency
response to emotions. of mind at • Also called as “emotional expectational
external any particular sets” or “conceptual expectational sets"
stimuli. time determining what we see and hear.
Intense but Lowkey and Less specific
temporary. sustainable. and less State Contrasts
intense. • Comparing one state with another to gain
insightful understanding about “the
difference that makes a difference.”

State Utilization
• Detecting then using the resourceful ways
of thinking-feeling, perceiving,
communicating, etc.

State Strategy
• The pieces of information, neurology
responses and the like that comprise the
sequential composition of a state.
Four Central Expressions of State (BEST)
• Behavior
• Emotions
• Speech
• Thoughts

Anchoring B.E.S.T.
1. INTENSITY
• Capture the state at the peak of its
intensity and anchor when the person
goes in the desired state.
2. PURITY
• How focused is the person’s attention?
3. UNIQUENESS
• How unique is the new stimulus of
anchor? How much pressure, for what
length of time?
• Avoid setting a touch anchor in an area
that’s regularly touched.
4. TIMING
• In replicating an anchor, you fire it off by
returning to the precise location with the
same stimulus and apply the same
pressure the same amount of time.

Practice: State Accessing and Anchoring

Pattern
Step 1: Identify an event wherein a resourceful event
would be most useful. (Ex. Being nervous during
presentation)
Step 2: Identify a resourceful event. (Ex. Confidence,
enthusiasm, etc.)
Step 3: Access the state by remembering when you
last experienced that resourceful event.
Step 4: Amplify that resourceful state. And anchor.
Step 5: Revisit the event in Step 1 and fire the
anchor. Observe changes in the four central
expressions of state.