Persuasion Factor Month 16

Welcome to Month 16 of the Persuasion Factor. This is Kenrick Cleveland as I’m sure
you know by now, and we have some interesting things this month. I think you’ll find
this program enlightening and really enjoyable this month, as well as I have sort of a
different kind of treat for you that I’ll save until the end. But we do have a lot to cover
so let’s just jump right in and turn to slide two and we’ll start with stratagem twenty-
five and this stratagem is named, ‘Replace the Beams and Pillars with Rotten Timber’.
So that is the traditional name, ‘Replace the Beams and Pillars with Rotten Timber’ and
the new name I gave it is, ‘Destroy your enemy from the inside by removing his internal
supports and gain control: or the hollowing out stratagem.’

All right, here’s some ancient history on this. Christianity kept some of the practices and
holidays of other religions that it scooped up so as not to alienate them as they
converted. It made it sort of simple. In other words, if some of what the other religions
did before was still kept intact then the conversion process was made easier and that’s
the real strategy here behind this technique.

Let’s go to the next page, number three, modern Chinese history. By buying controlling
interest in a company’s stock, the ownership can change but the business still looks the
same and in particular Lee Cashing quietly and secretly went around buying
controlling interesting Hong Kong companies that were once British owned thus
converting them to Chinese companies. And that strategy. . . that was the primary one,
but there were a few others, helped him to gain a net worth of over fifteen billion
dollars. Not too bad.

So if you think about the strategy, what he was doing is, you know, the name would
look the same, the product remained the same, the customers would remain the same,
the buildings would remain the same, but the ownership changed which radically
changed even where the company was domiciled, for example. So that’s the strategy.

All right, let’s go to the next page, number four. And let’s look at how to use the
stratagem. Now, to begin with, what if you were to train people from foreign lands in
skills they need? One day you’d be able to use them to accomplish your goals. So that
would be an example of actually the kind of the inverse of the strategy which would be
to create the support of something you want such that you can repurpose it to what you
need down the road, just another application of the strategy.
Superpowers use this stratagem to supply technical or military assistance to foreign
countries and thus gain control from the inside out. And by the way, look at how the
International Monetary Fund does this all the time. They get a country to sell them their
precious metals, the rights to their gold and their silver and other precious resources
and all of the sudden the next thing you know the International Monetary Fund is
pretty well controlling the country.

How about if you were to become a trusted companion then use the information you’ve
gained to take over the other person in some way? A bit devious but could be a time
perhaps when that could be used positively as well. This is another place where you’ll
see it, I don’t like it, but sometimes in a marriage the man will cause the woman or it
could be even vica versa to become dependent on him and this removes her inner
structures and replaces them with his. Of course, it can lead to disaster if he pulls out of
the relationship. We see this all the time, don’t we?

Okay, what if you were to buy off, discredit or persuade an enemy’s closest friends or
confidants to leave him or her? Obviously in a vacuum this sounds really horrible. But
what if the enemy was doing actual damage to others and they just simply couldn’t be
stopped. There might be a time when you’d like to know this. At a minimum, if you
know that this is a way to remove the timbers and replace them with something else,
then it will also help you to avoid this being done to you and I think that’s one of the
primary reasons we’re learning these.

All right, how about if you were to make large donations to a charity or a religion that
you wished to have more control over. If you become a central pillar or support to that
organization, obviously you’d have a bigger voice, right?

One of the things to be careful of in this stratagem. . . Make sure you know about your
inner structure, meaning your business structure, your marital structure, your
organization that you work with or that you own, and don’t let it get eroded by anyone
or anything. Watch out that someone else isn’t trying to remove the structure and
replace it with something they control.

And along those lines, sometimes the deal just looks so good you just want to take it,
you know? Well, yeah, replace your structure with this structure. Someone comes along
with an offer and you feel compelled to do it because the benefit is pretty big. Well,
look, if you’re making a deal with the devil, so to speak, pass. Make it so that they can’t
do this to you. And by the way, here’s where good morals really come in handy because
with good morals they’re not going to be able to force you or persuade you by devious
means because you won’t really be able to be influenced in that way.

So here’s where having knowledge of the way humans interact, of human nature, in
general, will come strongly to your aid. So think about your life. Where could your life
have its beams and pillars replaced with something that wouldn’t stand up over time?
What if . . . And what is it about where you work or what you own that is also
susceptible to this? And see if you can’t shore that up just a little bit.

You know, the biggest way to shore this up is to shore up your own morals and values.
That’s a big one when it comes to this one because you won’t really be able to be
persuaded to do something not in your best interest and nobody will have any hooks
into you. So that’s something that’s really important to consider.

And also, where could this be done. Could you be on the school board? If you have
children in a school and you want to have greater influence over what’s being served
there or the classroom there, or what have you? Could you get on to the school board so
that you’re replacing one of their timbers with you? So that you’re having a bigger
voice? Could you do something like that financially in a way that creates a win-win
everywhere? Could you befriend a charity that would give you a big enough voice that
maybe that charity would speak out positively for you one day? There’s all kinds of
ways to look at this stratagem to give yourself an advantage.

All right. Let’s go on to slide number five. Stratagem twenty-six, ‘Point at the Mulberry
and Curse the Locust’. That’s the traditional name. The new name is, ‘Make an Example
of Someone to Teach the Rest; or Kill the Rooster to Scare the Monkey’. It’s also known
as the stratagem of indirect criticism. So this is a very, very, very powerful stratagem
and it’s one of my favorites. I really think this one is rock solid. They all are, but this one
I just like.

So let’s look at some of the Chinese history here. And this should shed a little bit of light
on what’s going on with this strategy. So Sun Se demonstrated the power of this
stratagem. He said that he could make even women and children into an invincible
army. To prove this, he called 180 court maidens to line up into two lines with the
king’s two favorite concubines each heading one column as its captain. So he took the
king’s two favorite concubines, you know what that is, and put one in charge of each
column of these maidens that he’d lined up. And he explained to everyone that when
he beat the drum this way, they were to turn right, and when they beat it that way, they
were to turn left.

He beat the drum for them to turn right and they just laughed. He explained several
more times and they still just laughed. Finally, he beat the drum ordering a left turn and
they laughed again. I think that was a mistake. Sun Se said it must be the captain’s fault
and immediately had them beheaded. He then promoted the next two girls behind
them to captain. These would be two of the maidens. When he beat the drum, the girls
did exactly as they were supposed to do. Now you understand, ‘kill the rooster to scare
the monkey’. Imagine, and this was done in China and I assume elsewhere as well, but
they had a misbehaving monkey, so the owner would go get a rooster, take it over to
where the monkey is, and they’d yell at the rooster, and tell it it was bad, it was a bad
rooster, it had done wrong, and they’d take it and they’d lay it down and chop its head
off right in front of the monkey and it would scare the monkey really bad, going, oh, my
goodness, if he gets mad at me, is he going to chop my head off? And so the monkey
would obey. Not very nice necessarily in that use of it, but certainly quite effective.

That’s a very, very powerful stratagem.

Okay, let’s go to the modern history—the U.S. dropping the bomb on Japan. Think
about it. What did the rest of the world think when that happened besides that we were
monsters? Yeah, that’s right, they didn’t really want to mess with us, did they? So it
changed the course of history and I don’t condone it, I don’t think it was right, but it’s
just a good example.

So let’s go to how to use the stratagem. You use this stratagem along with positive
motivation to get the most from those you are in charge of. So for example, the use of
this stratagem. . . well, it’s really pretty self-evident, but if you make a major example of
someone to keep the others in line, you pretty much are using the point.

Let me give you an example. When I was eighteen years old, I guess almost nineteen, I
was managing . . . Well, I was an assistant manager at a health spa. And I got kind of
big for my britches. I was setting world records and believed I was all that and so I
demanded to become the manager. And they didn’t want to give it to me because they
thought I was too young. So I went to the vice president and I said, ‘Look, let me
explain something to you. . . ‘ Yeah, I guess he was the vice president at the time,
became the president. I said, ‘Let me just explain something to you. I’m going to be a
manager and I’m going to be one now and you’ll either give me a club or I’m going to
go to your competitor and I’m going to go to one that’s right near you and I’m going to
run you out of business.’

He kind of laughed and he goes, ‘You think you’re all that, huh?’ And I said, ‘Yeah,
pretty much.’ And he said, ‘Well, okay. But I don’t have a place for you right now.’
Well, he did. I knew he did. I knew he was just wanting to . . . He figured he’d try to
stand up to me. Well, I guess he didn’t really understand my resolve. I went to
European Health Spa. I took one that was very close to one of theirs. I went to the top
guy in the whole area and I explained my situation and told him what I had done and
asked him if he had an opening for me. And he said, ‘Absolutely. Take your pick.
Here’s three different clubs. Take which one of them you want. Do the same thing for
me that you did for them.’ I said, ‘All right.’ So I went into the club and I figured, well,
this is going to be a slam dunk. Well, it wasn’t a slam dunk. First of all, everybody that
worked there were in their late thirties or forties and here I was a young punk kid. Now
looking back on it all these years later I realize just what a young punk kid I really was.
But in any event, here they were, and there I was. And so I went to them and I called
them together and explained what I wanted them to do and told them to get on it.

They didn’t. They just kept doing what they were doing. So later that evening I called
them together and said that perhaps I wasn’t clear. Here’s what I expected and to please
make it happen. About a half an hour later I found them all back in the women’s room
again. Well, this went on for a couple of days. Finally I called them in the office and I
said, ‘Look, folks, I guess really maybe you’re just not used to this, I don’t know, but
we’ve got to perform or die. I’ve never died, I’ve always performed, thus, you’re going
to perform and I need to ask you to really get out of the women’s room, do not go there
unless you have to go to the bathroom, we’ve got to make this work.’ And they. . .oh,
yeah, all right. But they were pretty upset. They’d been through three managers before
me and finally one of them said to me, ‘Well, look, you tell us to do all these things but
we’ve been through a lot of managers and we’ll be here long after you’re gone too so
why don’t you just kind of back off?’

I said, ‘Do your job or we’ll have another discussion.’ So I called my dad. I said, ‘Dad,
what do I do?’ I explained the situation to him. He said, ‘Son, fire them all. The next
time you find them doing it, fire them all.’ He said, ‘Can you replace the staff?’ I said,
‘Oh, yeah. It’ll be a little hard but I can do it.’ He said, ‘All right. Make an example. First
fire one and if that doesn’t work, fire them all because then they’re too far gone and
nothing is going to change them.’

So I walked back, found them all in the bathroom again, took the one person that told
me, hey, I’m going to be here long after you’re gone, and I fired him right on the spot
and in front of everybody.

Unfortunately, the impact was that they ran right back into the bathroom and decided
to, in essence pull a mutiny whereupon I called them in the office and fired them all. All
but one, I think. That one person had been there forever like in a minor role of a janitor
or something. The place was clean, that’s for sure, and I got the new staff in and we
began again to set records and the rest is history on that story, so, but it was quite an
example. I will admit that when I fired them all I sat in the office and cried. I felt
horrible ending the careers of people that had been there for a number of years but
there was absolutely no cooperation and they were being rebellious in a really bad way.

But the strategy to scare them first, it didn’t work in this case. Sometimes it will, and
when it’s used correctly, you’ll have a tremendous power with it. That was an example
in which it didn’t. I learned from that point on to make a much, much quicker change. If
I came in, I saw someone as being insubordinate, I would immediately fire them
without so much as another thought to show everybody that I mean business. And if
there were any insurrection or problem like that, I would just start cleaning house and
the net result is, I didn’t have to fire everybody again in that same manner which was
very helpful.

Here’s another way you can do it. Point out a small flaw in an opponent or project to
call into question their overall competence. So let’s say that you want to take someone
down or out. One of the things you can do is keep pointing out small flaws as if people
will infer from those small flaws that there’s something wrong on a larger or bigger
scale.

Other examples, the Bible in Mark 12:1-12 is Jesus’ parable of the wicked tenants. If you
read that to get an example of this stratagem at work.

And Start Trek: The Next Generation showcases the Borg, often, which consume
everything in their path, you know, they have the saying, ‘Resistance is futile.’ And
that’s often thought of to refer to Microsoft in their gobbling up of companies in which
they will threaten a company and go right in and do whatever they are going to do. So
it’s pretty interesting. You can see some real powerful examples of this.

The goal is, and when the old fashioned name, ‘point at the mulberry and curse the
locust,’ the idea is that you’re indirectly warning, you’re pointing at one thing to scare
the other thing. Okay? And that’s really what that means.

So let’s go to the next slide, slide seven and I have another bonus analysis of stratagems
for you. And this analysis deals with disclosure stratagems. So there are two stratagems
I’ve taught you that work to accomplish this. Let’s define disclosure stratagems this
way. They are those stratagems that can be used to get someone to disclose something,
not necessarily voluntarily. In other words, by their own choice. They can also use your
disclosure to draw someone out, find out more, scare them, out negotiate them, etc.

So before you turn to the next slide, see if you can figure out which two stratagems fit
into the pattern of disclosure stratagems. Stop the recording. I want you to literally go
back through a list of the stratagems and see if you can figure this out. Go one by one
through the previous months’ stratagems to see if you can figure it out. If you just go to
the next page and get my answer, you’ll rob yourself of the opportunity to really think
through this. And it’s the thinking and the wrestling with this that really make a
difference, okay?

All right, when you’re ready, go to the next slide, slide number eight. And here you find
that it’s stratagem thirteen and today’s stratagem twenty-six that have the common
theme. They’re stratagems of disclosure. So let’s go back and review stratagem
thirteen—‘beat the grass to startle the snakes’. When snakes feel vibration, they’re
startled and move. As they do, you see the grass move giving away their position. So
this would be, for example, another name for that would be the sounding board
stratagem or the test run stratagem. Add those definitions to what I’ve given you in the
past.

From the snake’s perspective now, beating the grass warns them that if they don’t out,
they could be beaten and killed. This is the killing a chicken to train the monkey
stratagem or the indirect deterrent stratagem or the warning shot stratagem. Add those
to the definitions that I’ve given you for number thirteen as well. And producing a
reaction. Beating the grass scares the snake which is a spontaneous reaction by the
snakes but thought out by the person doing it. In other words, luring the snake out of
its hole. And the way to think about that is the provocation stratagem.

So add to your understanding of stratagem thirteen that it’s the sounding board
stratagem, the test run stratagem, it is the killing the rooster to train the monkey
stratagem, the indirect deterrent stratagem, the warning shot stratagem, and the
provocation stratagem. Powerful, powerful, powerful. Look at all the ways you can use
that more effectively.

And also we have stratagem twenty six, which is ‘point at the mulberry and curse the
locusts’. So that was today’s lesson and you should take a look at today’s lesson to go
through that.

Okay. So hopefully that gives you the two stratagems for disclosure that you can use
any time you want. Now, if you were to study the stratagems from your previous
lessons, both thirteen and twenty-six, and really think about them, where might you
need to use them in your life or business? So create several examples of how you could
use these two stratagems in your business to secure disclosure or to fire a test shot
across the bow, or to teach someone something by scaring someone else or how you
could lure the snake out of its hole using a provocative strategy like this, how you could
do a test run to see what the result would be, because that will secure you information
or disclosure, and then post those to the board.

I hope you agree with me that these sections on analysis of stratagems are most
enlightening and valuable. I know that I’ve just been really excited to go through and
analyze them from that perspective which is a lot of fun.

Okay. Let’s move on to slide number ten. And here we move into the language of
beliefs and how to use this to install whatever you want, continued. And in this lesson,
we’re going to move into the second strategy for doing this. Last month we studied
implied cause and effect. This month we study cause and effect.

And this is really some pretty cool stuff. When we think about the power of cause and
effect, you will recall last month we talked about what it does based on belief, that it
really impacts a person’s belief and that’s why this has such power. So this pattern
along with the implied cause and effect pattern is powerful because it imitates the way
people speak when they’re telling the truth of their beliefs. Again, this is really speaking
in the language of beliefs.

So when you start speaking in beliefs, you cause people’s brains to kind of shut off and
go to sleep, not shut off in a negative way, you cause it to shut off in a way that causes
them to defend against you, they just sort of open up and let it pour in. Now, all beliefs
either state directly or imply that something causes or equals something else. So this
month we’ll study how to do it using a variation of the pattern you learned last month.
In order to increase your power even more, you can interchange these at will, you can
interchange cause and effect and implied cause and effect.

So let’s look at some examples of this and actually if you’ll not too, that the strategy is ‘X
causes Y.’ X is a pace. Y is a lead. So X should be something that’s true, and Y should be
something that you want them to believe. All right? So given that, let’s look at the
examples. ‘Sitting there causes you to completely absorb what I’m saying and as you
completely absorb it, it will cause you to immediately accept it at the deepest levels.’ So
there we have really two examples of it.

Also, ‘and as’ starts off looking like an implied cause and effect but sort of shifts when I
go, ‘it will cause you to’. There’s not much implied there. It states it quite directly.

All right, the next one, ‘Thinking your next thought causes you to agree with me that
you need to really master this material.’ Now that’s pretty slick because how can you
not think your next thought? Do you notice that I look for things that I can force to be
true, that there’s no real way to defend against being true so that if that part is true, well
then, gee, the other part must be too? Or, for example, someone says something and I
say, ‘And simply saying that excuse causes you to understand why you already don’t
believe it.’ I love that, that’s a real mind scramble.

Now remember in last month’s lesson I taught that you can ask ‘because?’ after any
statement of belief to uncover the other half of the belief. Consider now that should you
ever hear a statement like you’re learning to use here, like any of the examples I just
did, you can ask the word ‘because’ to give you back control. So if someone says to
you, ‘Sitting there causes you to completely absorb what I’m saying. And as you
completely absorb it, it will cause you to immediately accept it at the deepest levels.’
And you go, ‘Because?’ And they go, ‘Well, . . . uh. . . ‘ and you go, ‘Right. Okay.
Moving on.’
So someone who has minimal training in this, someone unlike yourself who is getting
quite a bit of it, would be flustered with that kind of a statement and you will have sort
of caught them red handed trying to do what they’re doing. If they’re slick and they go
around and say, ‘Well, because it’s obvious. You know?’ You’ll go, ‘Really? Okay.
Because it’s not making sense to me yet.’ And they’ll go, ‘Well. . .’ And pretty soon
they’ll just sort of go away or go on to something else, but you’ll really cause them grief
if they’re trying to use this to persuade you.

So therefore, what do you need to know? Well, you need to know that when you use
this, if the person has been trained in this, which the odds are what? One in a million?
Okay? But if they have, then you want to be able to have a ‘because’ and remember,
since any X can cause any Y, then the statement that was just made is the X, their
because is the causal link, and your Y is anything you want it to be.

So let me give you an example. Let’s go back to the first one. You say to a person,
‘Sitting there causes you to completely absorb what I’m saying and as you completely
absorb it, it will cause you to immediately accept it at the deepest levels.’ And the other
person goes, ‘Yeah? Because?’ And you go, ‘Well, because I just said it, right?’ And they
go, ‘Well, I’m not sure if I really get it. You’re saying that because?’ And you might say,
‘Well, because this is what you want to hear. It’s the way that the mind works, right?’
And about that point, jump in again, ‘And, listening to me now helps you to
understand what it is that you’re missing to make sense of this a lot more effectively.
So let’s move on, shall we?’ And that’s the way you can really get this to work
effectively.

So that’s a powerful use of the word ‘because’. You can use it to interrupt other people
or you can use it to get them to actually give you more of what they’re trying to
accomplish or you can use it on somebody to break up their pattern of persuasion and if
they do it to you, I’ve just shown you how to get around it as well. We’re kind of
playing chess with ourselves but it’s a powerful way to integrate this material. Like I
said last time, this stuff works like magic. Start using it, watch what happens. You’re
going to be blown away impressed.

All right, now, let’s look at some cause and effect words to choose from. This is a larger
list that you can use in formulating your suggestions. It’s only a sample listing. You can
easily generate a much larger list if you want to, but this will work pretty well for most
anything you want to do. And here are the words: kindles, invokes, justifies, forces,
brings to pass, makes, verifies, allows, constitutes, creates, generates, stimulates,
derives, settles, determines.

So simple X causes Y. Making a statement like that is derived from your need to be
right. Listening to me generates even more reasons to project yourself into the future
and create vivid images of what I’m suggestion. Thinking that next thought stimulates
you at a very deep level to just sigh a sigh of relief; you’ve finally found the answers
you’ve been looking for.

X causes Y. Any X causes any Y. It’s just that simple.

Okay? Let’s go to the next page, thirteen. And before we go even one bit further, I’d like
you to write three cause and effect sentences of your own following my examples. And
this is going to help cement this in your mind so please stop the recording, take a few
minutes and just go back and look at my examples and write three of your own. You
can pattern them right after mind so that it makes all kinds of sense for you and it’s real
easy to do, but get this going by combining reading and writing and action all at the
same time so that you’re really indelibly etching this into your brain. Do it now and I’ll
meet you back here in just a minute.

All right, now, let’s combine these with other patterns to increase the power. Now, here
is where this stuff gets powerful. We did it last month on that pattern and we’ve done it
before. Now we’re going to do it with this pattern. This work that you’re going to do
right now is where you’re really going to progress and I mean, really going to progress.
Okay? So please take the time to do it.

Cause and effect with the adverb/adjective pattern. Let me give you some examples.
‘Learning this material permits you much greater access to the unconscious mind of
your prospect which easily enables your confidence to build.’ Can you detect the
pattern? What’s the cause and effect word? Well, there’s several but ‘learning this
material’ is X, permits, which is the causal word, ‘greater access to the unconscious
mind of your prospect’. . . so learning this material permits greater access to the
unconscious. That’s the X causes Y, ‘which easily enables. . .’ so ‘which’ is another
causal linking thing, ‘enables’. . . so all of what was just said before ‘enables confidence
to build’. So see, I did one upon the other. Okay? As well as ‘easily’ which is the
adverb/adjective word thrown in there. See how it works?

Let’s go to the next example, ‘Listening to the sessions repeatedly enables you to
generate significantly better sentences which obviously enables you to gain even more
from this program.’ Let’s pull that apart. ‘Listening’ X. So ‘listening to the sessions
repeatedly’, that’s the X, ‘enables’, there’s the causal word, ‘you to generate significantly
better sentences’, so there’s the Y. X causes Y. Listening enables better sentences. ‘Which
obviously’ and obviously therein is the adverb/adjective word, ‘enables’ another cause
and effect, ‘you to gain even more from this program.’

These are powerful sentences. I’m going a little more advanced on you here. Okay? It’s
probably not quite as obvious to you when you hear them. They sound a little
smoother. I’m increasing the gradient each month as we go I’m expecting that you’re
really keeping up and I’m telling you, even if all you can do is just listen, if that’s all you
did, preferably repeatedly, you’re going to get it. But I really want you to write. So right
now, follow my example, I want you to increase the gradient a bit, just like I did, and
write three of your own cause and effect with the adverb/adjective pattern put in. Go
ahead and do that now and then join me back here.

Okay, and let’s move on. Cause and effect pattern with the temporal pattern thrown in.
So here we go, ‘Before you conclude on the inside that everything you’re hearing causes
greater integration of this material, you might imagine a way in which you can use
these patterns successfully even if for only a fraction of a second.’ That’s pretty hot.
What are we doing here? Let’s look at this.

‘Before’, is that the temporal word? Yup. ‘. .. You conclude on the inside’, that’s a
suggestion, ‘that everything you’re hearing causes’, so in other words everything you’re
hearing causes greater integration of the material. X causes Y. So there is the temporal
followed by a suggestion as to where that’s to happen (on the inside), you might
imagine a way in which you can use these patterns successfully.

Okay, so I’m giving them another suggestion ‘imagine a way in which you can use
these patterns successfully even if for only a fraction of a second’. Now remember, the
only way to make sense of what I’m saying is to do what I’m saying. Right? So how do
you make sense of me suggesting you imagine on the inside a way in which you can
use the patterns successfully? And how do you do that for even only a fraction of a
second. In other words, you’ll quickly see it.

Now if you see it, that these patterns are helping you, then are you concluding on the
inside that what you’re hearing gives you greater integration? See how that suggestion
then sinks in?

This is pretty sophisticated language. Okay? We’re getting up there now. All right,
here’s another one. ‘Some people imagine that they’ve heard what I’m saying
repeatedly only today in a way that makes complete sense which naturally causes them
to feel fantastic. Before you remember what you imagined, take a moment to sigh a
deep sigh of relief that finally what you’ve been searching for is at hand.’

Now this one is really complex. I really loaded this thing up. Okay? ‘Some people
imagine. . .’ so who’s some people? You. The person you’re talking to. ‘. . . Imagine that
they’ve heard what I’m saying repeatedly. . .’ by the way, what’s the rule that makes it
so that ‘some people’ means them? It’s because everybody will apply it to themselves as
they hear it. So when you say ‘some people, Mary’ then Mary’s going to apply it to her.
If Mary’s the one listening, or if there’s a room full of people listening, they’re all
applying it to them. That’s the beauty of that kind of pattern.

‘Some people imagine that they’ve heard what I’m saying repeatedly. . . ‘ So what are
you suggesting that they do? Imagine that they’ve heard you repeatedly. Now why
would we do something like that? Well, we’re going to get into those kind of patterns
right away, but the kind of patterns that. . . for example, that is the pattern called the
convincer pattern and I’m going to lay it out for you step by step, but one of the things
that happens is people have a length of time or a number of times that they will need to
do something in order to be convinced about it and so when you have people start
repeatedly imagining that what they’ve heard. . . that they’ve heard what you’re saying
over and over, it’s going to start firing that kind of thing off. So you’re saying, ‘some
people’, meaning them, ‘imagine they’ve heard what you’re saying repeatedly, only
today, in a way that makes complete sense.’ In other words, they’ve heard it before and
it didn’t quite settle in, but now it all of the sudden makes complete sense. ‘Which
naturally causes them to feel fantastic.’ Naturally is what? Adverb/adjective. ‘Causes’ is
the causal word, the Y—‘Feel fantastic.’ Then we follow up with a temporal pattern.
‘Before you remember what you imagined’ so you’re asking them to remember an
imaginary thing. Okay? Or what they just imagined seconds before.

‘Before you remember what you imagined, take a deep sigh’ (sigh) and you want to do
it, just like that, okay? Because that way they are going to do it with you. It’s like if you
do it with full on conviction, you know, if you're being congruent, it’s like yawning.
Everybody wants to do it with you. So if you do it in that same way, deep sigh of relief,
‘that finally, what you’ve been searching for is at hand.’ So what are we really saying?
Let’s kind of paraphrase this. You’re asking them to imagine that they’ve heard you
repeatedly, so as if you are familiar to them, but now to hear you in a way that makes
sense finally. Okay? And it doesn’t just make sense in a vacuum, it makes sense in a
way that makes them feel fantastic. What powerful . . . I mean we’re talking about
suggestions that are very difficult to defend against because it’s very hard to
understand and pull it apart. Okay? And then you’re saying, ‘And before you go back
and remember what you imagined milliseconds before, a few words before’, which they
had never done anyway, so you told them to imagine hearing you before, they may
never have, and now you’re telling them to remember remembering you.

‘Take a deep sigh. . .’ so you’re leading them again into a particular behavior, ‘that
finally what you’re searching for is at hand’. Well tell me, if your prospect believes that
what they’re searching for is at hand and you’re the one that’s there talking, would they
be inclined to buy from you? I’ve really stepped up the gradient on these. If you want to
emulate them, just use my words and put in some of your content. All right? You can
even use these sentences directly if you’d like until you get the hang of it. But this is a
very sharp increase in gradient. I’m telling you right now, this whole month will have
been of tremendous value to you if you can just step up the gradient by patterning after
what I’m doing right here.

This is hot, hot stuff. I get excited teaching you this. I mean, I could never have taught
this to you back sixteen months ago, you simply wouldn’t have even heard me and I’m
finally getting to the point where I can start kind of pulling out the stops and giving you
some really heavy duty things. But to do so, what I need you to do is to really go
through and write the patterns so that you’re getting it. Okay? And post it to the board.
I’m not seeing posting, I really don’t understand it, but I’d love to see it because I would
be able to help you and you would be able to get a lot of benefit from those in the
program who are posting. So please post more and more to the board. I just need to go
look harder, I’m sure. So I’ll go look. You go post.

So right now I want you to write at least two sentences. If you can, pattern them after
mine. And if you want to, just write the exact two sentences I did so you can begin to
implant this in your neurology how this works. And I want you to listen to my
explanation of that over and over again. It is very complex. I assume that it’s confusing
to an awful lot of people hearing it. Okay? We’ve really stepped up the gradient. That’s
powerful material. Just write it in your own hand. Type it. In fact, you know what you
really should do? Type my exact words twenty-five times. That would really help you
to engrain this. You’d start to get it. Say it 100 times out loud. Say it twenty-five times a
day for the next ten days. Okay? But get this into your neurology and then begin to
adjust it and modify it and add your content.

Slick, slick, slick patterns. Stuff I have never written anywhere else like this. So you’re
getting a real treat here.

Okay, once you’ve written those patterns at least a couple of times, rejoin me. So stop
the program now so you can do that. Okay?

All right. And let’s move to slide fourteen—cause and effect with the awareness pattern.

‘Starting to become aware of the added benefits we haven’t even spoken of yet, enables
you to discover even deeper reasons to support yourself in feeling good with going
forward.’

Now, if you want, take a quick break and go open up last month’s lesson and compare
the sentence I just did with last month’s implied cause and effect with the awareness
pattern and you’re going to see that it’s similar and I want you to contrast the two.
Okay? At this level, you actually have to do a little bit of work to really build your
competence. So do that and contrast the two sentences, okay? See a lot of similarity.
You’re just going to see a slight adjustment of the tenses and a shift to the full on cause
and effect instead of the implied cause and effect.

Now let’s evaluate it. ‘Starting to become aware’ so in other words, what does that do?
It limits the amount of awareness. In other words, it’s saying that it’s just beginning, it’s
only to start. It’s not to complete. It’s to enter into a process, to start it. To do what? To
become aware. .. so there’s the awareness pattern right off the bat, ‘of the added
benefits’. . . what added benefits? We haven’t even spoken of them yet. Well, how are
they going to start to become aware of added benefits if we haven’t even spoken of
them yet? Well, they’re going to do it by imagining them. Their mind is going to create
them. This is the power of persuasion. Okay? This is where we get their mind to become
our friend and do what we’re telling it to do. This is where they imagine what we
suggest and they’re persuaded. This is full on influence and persuasion skills. All right?

So ‘these benefits we haven’t even spoken of yet. . .’ so in other words, ‘starting this
enables you’, so there’s the cause and effect word, ‘enables’. . . ‘enables you to discover
even deeper reasons to support yourself.’ Now, okay, ‘even deeper reasons’
presupposes they’ve already found some reasons. Okay? ‘Deeper’ is a spatial
presupposition as well. ‘To support yourself.. . . ‘ how do you support yourself? Don’t
you just love that term? Actually, I can’t stand it when psychologists or psychiatrists say
that. But in any event, isn’t that just hysterical? ‘To support yourself in feeling good
with going forward’. What in the heck are we telling them to do?

Well, we’re telling them to begin a process of what? Of ‘becoming aware of added
benefits’. Well, what kind of benefits? We haven’t even spoken of them yet, so you go
ahead and imagine whatever ones you want. So they’re now imagining benefits, not
consciously necessarily, but they’ll be flashing in their mind nonetheless, and starting
this process ‘enables’, there’s the cause and effect so we’re speaking in the language of
beliefs, ‘you to discover even deeper reasons,’ as if they’ve found any so far, but now
we’re assuming they are and they will, okay, ‘deeper reasons to support yourself’. How
do they do that? Well they’ve got to figure out how to do it. ‘In feeling good with going
forward.’ So it all. . . In other words, just staring this, in essence, makes them move
forward. Wow. I mean, dense. This is really seriously increased gradient. I mean, this is
a very increased gradient.

Let’s go to the next sentence. ‘Focusing on what you want brings to pass a deep
connection with this material along with an awareness of ever increasing ease in its
implementation.’ Now be honest, if you heard that in normal conversation, doesn’t that
just sound good? Especially if it’s about something that you want to learn like this.
Sounds good, doesn’t it?
And the last thing I want is for anyone to say, ‘Oh, my good, you’re so good at this,
Kenrick. I’ll never get this good.’ Oh, hooey. You will too. That’s exactly why you’re
doing it. All you have to do is listen to it over and over again if nothing else. But start
writing, even if you just write my own exact words. Okay. And let’s tear it apart.

‘Focusing. . .’ so what am I doing? When I’m asking you to focus, am I asking you to
increase and see a bigger picture, or zero in on something? Well, I’m asking you to zero
in on something. ‘Focusing on what you want’, in other words to zero in on something
that you want, ‘brings to pass’ there is the connection word, the causal word, ‘a deep
connection with this material.’ Now stop for a moment. How does focusing on what
you want make any kind of connection? Well, technically it doesn’t, does it? But when
you say it like that, it just makes sense, it just feels good. Like, yeah, okay. Because it’s in
the language of beliefs. And it’s bringing it to pass. When? Well, you didn’t say when.
The assumption is now.

So it ‘brings to pass a deep connection with this material along with an awareness.’ So
‘along with’, again, is a spatial presupposition, ‘with an awareness’ which is the
awareness pattern, ‘of ever increasing ease’. Well, I guess what you’re saying is if it
wasn’t easy before, it’s to become now, ‘in its implementation.’ So I’m suggesting to you
that you are connecting with these skills in a very profound way. And that in so doing,
it makes the implementation of them easier. Great suggestion, isn’t it? It’s kind, it’s nice,
it’s also extremely slick.

Okay. Next one. ‘Coming today invokes and even deeper desire to bind these skills
with your highest aspirations, the understanding of which spurs you forward.’ Imagine
saying that to a group of people that come to listen to you in a seminar, for example, if
you were teaching them, I don’t know, investment advice or how to get loans, or
whatever you might be doing.

So a statement like that after achieving a degree of rapport sounds like butter. It’s just
smooth. It rolls off the tongue and it makes them go, ‘oh, yeah. Wow. That’s good.’
Hard to argue with that. Lots and lots of suggestion power.

Okay. Follow my lead, write three of your own cause and effect with awareness
patterns. I loaded these things up. I really went all out. The gradient is really getting
steep. So just enjoy it. If you feel a bit bogged, stand up and shake it off. Okay? And
then sit down and write my exact words, ten times each sentence. Believe me, you’ll
start to get it then. All right? Even if you can’t do it yourself yet, you will soon and if I
don’t push you to do it like this. . . In fact, a great strategy I’ve always used and I’ve
been using it on you, is I just keep adding more and more and more and demanding
that you keep getting this at higher and higher levels, all of the sudden the basic levels
just drop in. A few more months, this will feel like the basic level and it will just be
dropped in. See? Great strategy, it works well.

All right, write three of these of your own and then join me back here.

All right. Excellent. Now, if you turn to slide fifteen, I’m going to introduce what we’re
going to do next. This is a special section. I told you I had kind of a special treat for you
this month, that I was going to save it until the last. So what I’m going to do is I’m going
to introduce the section and then we’re going to zip right through it. I think you’re
going to really get a kick out of this.

As I said, I’ve prepared a special treat for you. I’m going to go through a lot of what
you’ve learned to date, talking about different aspects and asking you questions. If you
can’t answer the questions easily, you might want to go back to the month that I
reference and look over the transcripts and the pdf file or listen to the audio again and
brush up on the skills.

The purpose of doing this is to stretch your brain, to make you wrestle with the material
and make it yours. And in this way, you’ll have the material on top of your mind and
ready to use any time.

Now if possible, I’d repeat not only this entire month’s lesson repeatedly, I’d focus on
this last section as well and do it over and over again to keep bringing things together
for you. So if you have to go back and look up anything that I have to say, and I know
you will, everybody would, okay, then go through it again and this time you’ll be able
to answer what you looked up and I want you to go through it again and keep getting
more and more of it, and pretty soon you’ll find it organized at higher and higher levels
in your brain.

Now one of the reasons that I’m doing this for you is to ensure that you don’t make the
same mistake that I did. Early in my learning of these skills, I made the mistake of
learning the techniques one at a time and all by themselves. So I could easily do one of
the skills, but to do another of them, I had to stop doing the first. Now obviously this
didn’t make it very smooth for me to be combining the patterns and that’s where the
power is, right?

So one of the things this is going to do is to help bring everything together for you and
use it to launch into what we do next month, in our remaining months together. So
you’re going to be thrilled you did this and you’re going to be real excited when you
keep going through it because it’s going to put you in a whole different world. It’s
going to help you not to make those mistakes that I made and to feel far more effective
at what you’re doing and for that, I’d be thrilled. Okay?

All right. So let’s start off. Let’s go all the way back to rhythmic speaking. Rhythmic
speaking. So what is the key to rhythmic speaking? How does it work? What amount of
beats per minute should you really be kind of aiming at? Does it need to be real specific,
by the way, or can it be kind of in general? Speaking of rhythmic speaking, another
thing we talked about is using affect in your speaking, in other words, emotion, in your
speaking. Where’s a good place to go hear people do that? I gave you several references
for good people to listen to, or good types of people to listen to. Remember the kind of
places I said to go?

All right, speaking in threes. . . I told you that that broke something. It broke a habitual
what? Tends to kind of knock people out of their habitual what? Okay? What does that
do?

Now, we moved on and talked about mirroring, for rapport skills, and I told you that
mirroring had a double edged sword aspect to it. Can you remember what that is?
What is the double edged sword aspect of rapport? How can rapport come back to hurt
you? All right.

We went to the unconscious hello. What is the unconscious hello? When should it be
used? How should it be used? What is the technique? Can you describe the technique?
Okay, great.

We talked about sensory acuity. What does sensory acuity mean? What’s it about?
What’s the point of sensory acuity? What is it supposed to do for you? In other words, if
you had more sensory acuity right now, what would be different in your life?
Next we talked about keeping something that’s critically important in mind as you
persuade. It’s one of the biggest and most important things to keep in mind. I’m going
to tell you what it is. It’s your outcome. So how do you set your outcome? What do you
do? How do you make sure that you’re keeping that in your mind all the time?

We talked about what a pace is and how to pace someone’s behavior. Do you remember
some of the specific things I said you should pace? And what’s a simple strategy to
ensure you’re never caught?

Next we’d also talked about leading and I told you why it’s important to lead. Do you
remember why it’s important to lead? What happens if they don’t follow your lead and
how do you know if they do follow your lead?

We talked about the vibration of rapport. And I named at least two specific techniques
that you could use to do the vibration of rapport. We talked about. . . I’ll give you one of
them, we talked about the pink bubble, and the second one is one for public speaking.
What is it and how does it work? If you can’t answer any of those questions, then I
would highly recommend going back to month one and really going over that section
again. Powerful, powerful lesson.

All right, moving on, we talked about the persuasion strategy. Do you know the
persuasion strategy? What is it? There’s really, one, two, three steps to it. Three primary
steps that we talked about, starts with rapport, what’s the next thing? And I’ll tell you
the third thing, it’s seeding. Seeding. And what does seeding mean? What is that? By
the way, the kinds of suggestion patterns you’ve been learning throughout this lesson
are what seeding is. Okay?

We talked about a big element that the second part of the persuasion strategy, the part
I’m not telling you, I’m asking you if you remember. So you start with rapport, then
you go to what? And I told you that you go to that for a big important reason. We’re
going to eliminate a very old-fashioned kind of selling. What is that old-fashioned kind
of selling? What’s the thing I hate more than anything else when it comes to selling?

How do you aim your message? What is it that we do with someone else that allows us
to aim our message? And by the way, doing that, sounds like it violates one of the
biggest rules of selling. You always hear, ‘God gave you one mouth and two ears. You
should listen more than you speak.’ Well, baloney. Not really. You need to ask great
questions that get people to answer and spill their guts and what is one of the greatest
of the questions I ever taught you? And how many times do you ask that question?

I taught you to ask another question, ‘So ultimately. . . ‘ that’s the question. ‘So
ultimately. . . ‘ and then you fill in the blank with what you’re doing, and hopefully you
remember that real well, so the question I have for you is, how and when do you ask
the ‘so ultimately’ question?

We talked about logical levels. Do you remember why? Do you remember the point of
it? What’s the point of being able to go to a higher logical level? Because the higher
logical level controls what? And after that, we went and talked about the carrot and the
boot technique. And what is the point of the carrot and the boot technique? It’s because
the kinds of questions that we were talking about in that month’s lesson gave us the
information to determine which direction they were heading. They’re heading what? So
that we would use the carrot and the boot?

We talked about when to use both of them and the consequences of doing them wrong.
Remember? If you have any struggles with what I’ve just gone over, well, you need to
go to listen to it again. Month two.

Moving on, in month three, we had the introduction to the stratagems. And we talked
about why they are so powerful. Can you summarize why stratagems are so powerful?
Okay, we talked about stratagem one, ‘hide in the open’, and stratagem two, ‘bring
down a person by attacking his friend: the Achilles’ heel stratagem’, so what’s with
those two stratagems. What do you know now about those stratagems that you didn’t
know back then? And if you need a refresher, go back to that month and look.

And moving on to month four, we went to stratagems three and four, three being ‘use
other’s resources to get ahead’ and what language pattern fits that stratagem? Do you
remember? If you don’t remember, go back and look. And stratagem four, ‘rest while
maneuvering the enemy into exhaustion.’ Now, I talked about a very famous guy and
he wrote a sixteen character poem for doing what? I’ll tell you the guy’s name, Mao
Zedung. And what did he do? He created a sixteen character poem for conducting
what? And it can be used for anything like that in business too. So if you don’t know
what it is, if that doesn’t ring a bell, go back and look.
And that month we talked about VAK language and you took an online VAK test that
had some blinds in it. It was quite informative. So tell me why did we learn VAK? Why
did we learn to speak in other representational systems? Why did we learn and get
exposed to the idea of translating between the different sensory systems?

In month five I gave you an incredibly powerful bonus. I gave you Dr. Knowles Omega
Strategies for reducing resistance. So I’m not going to go into all of those right now
with you but let me just tell you that if you listen to that once a month for the next year,
you’d still have tones to learn. It is just densely packed with information.

So the question I have for you is, what’s the difference between alpha and omega
strategies? Do you remember what Dr. Knowles said? And if you don’t, by all means,
go back and look again.

Moving on, month six, we went to stratagem five, which is ‘exploit another’s troubles
for your advantage’. Do you remember the other way of saying that . .. what another
name for that is? It’s a bird stratagem. The ‘something’ stratagem. Do you remember
what it is? All right, I’ll give you a hint. ‘Exploit another’s troubles for your advantage.’
What does this bird do, it sees a dead carcass on the ground, it kind of circles overhead
and dives down and eats it? It exploits that troubled animal for its advantage, right? All
right, now do you know the bird? All right, stratagem six, create diversions.

And there was a language pattern that we started working on as well, ‘create
diversions’ is pretty obvious and so we jumped into a major, major powerful verbal
pattern. And it’s called ‘verbal pacing and what? How does this relate to the
unconscious yes set? How does verbal pacing and what relate to the unconscious yes
set?

So do you remember what the old fashioned yes set is? Mr. Smith? Yes. Mr. John Smith?
Yes. My records indicate you’re the manager of the XYZ company, is that right? Yes.
Remember? How does pacing and leading encourage your prospect to stop thinking
and become dependent on your words?

All right, can you answer these questions? Pacing statements are usually ____________
and leading statements are usually ________________________. So the definition of a
pacing statement is that they are usually what? And leading statements are in contrast
to that, what? Okay?
All of that was covered in month six. Now going on to month seven, stratagem seven,
‘use illusions’. Stratagem eight, ‘claim to go one way while actually going another.’ And
did you think through those stratagems? Did you think through how you can use
illusions, how you can claim to go one way and actually go another? Well, take a few
moments and actually remember those. Pretty powerful stuff.

We got into that month then telling persuasive stories. The ‘who’s’ journey? Remember
the _______ journey? The something journey? I taught you something powerful. I
taught you the role that faith plays in your stories. Do you remember what it is? And I
taught you the two questions people need answered to trust you. What are those two
questions? What do people need answered to trust you? Remember that? You learned
the call to adventure, the role and power of emotion in your story and you learned
about crossing the first threshold, entering the inner most cave, the second threshold
which is death and resurrection, you learned about the elixir, you learned how to add
criteria to your story and then we talked a lot about how to figure out the hook in your
story.

Now, when you did that, what is your hook? What is your story? And what is your
hook? Why don’t you just stop this right now and figure out your hook and your story?
All right, just remember your hook and tell your story real quick so it’s uppermost in
your mind. Do that now and come back in just a moment when you’re done.

Okay, let’s go on to month eight. Stratagem nine, ‘wait patiently until your enemy has a
crisis then take advantage of it’. Stratagem ten, ‘disarm your opponent with smile or
gifts’. And then we went on to using emotions to your advantage. Okay? We talked a
lot about anchoring. What is anchoring? We talked about how to do this in your
presentation. Do you remember how?

Emotions allow you to do what more effectively? If you said, leverage, you’re correct.
You learned how to elicit an emotional state and I told you some different effective
emotions to listen. Can you name three of them of the ones I told you? What are three
powerful states I taught you to elicit?

I told you that every emotional state there are two properties that you want to be aware
of—associated and . . . what’s the other one? And I taught you how to use both of them,
when and how to use both. So when would you use the associated state? And when
would you use the. . . that’s right, that one, when would you use the other one?

All that was covered in month eight.

Month nine covered stratagems eleven and twelve. Eleven ‘use a scapegoat’ and how
does that stratagem apply to the lifetime value of your customer? Remember what I
said about that? Stratagem twelve ‘seize the opportunity to lead the sheep away.’ And
what did you come up with about that?

All right, and then we talked about things to keep in mind as you begin to persuade.
We talked a lot about the role of intention and why to set yours and when to set it.
Remember that? We talked about organizing principles of persuasion. How many of the
organizing principles that you’re learning and that I told you in month nine, can you
name right now? I’ll bet you can’t name them all. Go back and look. Go back and look
at it again.

And we talked about the role of the other than conscious. So what is the role of the
other than conscious? What is the other than conscious? How does it differ from the
conscious? What does the conscious mind do? What does the other than conscious mind
do?

These are good questions, aren’t they? These questions made me stop and think for a
minute so I know they’re making you stop and think. And to the extent that they’re
right off the top of your tongue and you can just say them. To the extent that they
aren’t, well, go back and just review it. Next month you’ll be glad you did. Trust me.

All right, month ten. Stratagem thirteen, ‘beat the grass to startle the snake’. Thoughts
on when to scare it, when to observe it. Stratagem sixteen, ‘a small piece of bait catches
a big fish’.

We talked about using anchoring and/or framing skills to give or take what from
something? We’re talking about making what? The ability to take or change the what?
We talked about what framing is and ideas on its use. We talked about the role of your
clients believing you versus their own what? I said, they may believe you, but they’ll
always believe what they. . .what? By the way, if you listened to that light and sound
session, that’ll probably be on the tip of your tongue, right?
We talked about presuppositions in language and we jumped into the adverb/adjective
pattern. And how many of these words can you say now off the top of your head? How
many of the adverb/adjective patterns can you say off the top of your head? We also
talked about how to add criteria into the mix. So how do you add criteria into the mix?
You presuppose criteria using the adverb/adjective pattern, right? Is that what we
talked about? I gave you a big one there. All right, that was all done in month ten.

In month eleven, we covered stratagem fourteen ‘to catch something first let it go’,
stratagem sixteen, ‘a small piece of bait catches a big fish’. . . I think I got those
backwards again somehow. But anyway, how and why to use the ‘everything happens
for a reason’ strategy and the ‘there are no accidents’ strategy. Remember that? How do
we use that? What’s the importance of it? Why do those work?

We talked about how to assign what? And I taught you how to use the ‘there are no . . .’
what language? There’s one more word missing, for greater leverage. I taught you how
to use that for greater leverage.

Then we got into the awareness pattern. How many of the awareness words can you
use? I taught you how to combine awareness and adverb/adjective patterns and how to
amplify them. Do you remember how to amplify them?

Month twelve, we did stratagem fifteen, ‘lure the tiger out of the mountain’, stratagem
eighteen, ‘defeat your enemies by capturing their leader or thinkers and/or take their
headquarters.’ We talked about the temporal pattern. How many temporal
presuppositions can you say off the top of your head?

I taught you how to increase response potential through the use of what? How to open
them, how to leave them, all right? So you increase response potential through doing
what? And we learned how to combine temporal, awareness and adverb/adjective
patterns as well as how to be artfully what? Vague. I’ll give you that one, all right? All
that in month twelve.

Month thirteen, we did stratagem nineteen, ‘eliminate the source of your enemy’s
strength’, stratagem twenty, ‘fish in troubled waters’. The spatial pattern, how many
words can you name in that category, out of curiosity? So think of the spatial pattern
and how many words can you name?
We talked about how to combine all of the patterns so far and we talked about why not
to be slick. Can you remember why not to be slick? We also talked about how and why
to alternate between normal speaking and speaking with a high frequency count of
these patterns. Why do we alternate between them? Can you remember? It’s really
important.

All right, month fourteen, stratagems twenty-one, ‘appear to be in one place while
you’re actually in another’, stratagem twenty-two, ‘lure your enemy into a trap where
you can cut off all possible escape routes.’ And embedding strategies. Do you
remember the three types of things you can command? I’ll give you two of them. You
can do commands, and thoughts and what was the third one?

I taught you how to bypass the conscious filtering system and I taught you a specific
type of phonological ambiguity to watch out for. Do you remember it? What’s the
special phonological ambiguity that’ll get you in trouble? There’s a couple of them I
gave you.

All right, what is noun substitution and when do you use it? And what is a potential
problem to misusing it or using it too much?

Next, we learned how to mark off commands and that’s called what? All right?
Anological marking. Yup. You got it. And we learned key strategies to doing anological
marking powerfully. How many do you know and how many can you do? So name the
main strategies to do anological marking. Pause before the command,. . . what are the
rest?

We used stop and start as directives and how to command emotions and values.
Remember that? Big lesson. Month fourteen.

Hot stuff, isn’t it?

All right, month fifteen. Last month. We learned stratagem twenty-three, ‘create and
use tactical alliances’, stratagem twenty-four, ‘use your good relations with others to
extend your reach then perhaps conquer them too’. The stratagems of concealment. The
language of beliefs. And what are the language of beliefs? That should be right in your
mind since we’re still on it this month? We talked about imitating the way people speak
when they speak their beliefs, and that month we learned implied cause and effect.
We learned the structure of beliefs as X, Y. Why beliefs have such an impact. I got you
to really think about beliefs and we got to figure out how to get both sides of a belief by
asking a simple one word question. And that is what? So how do you elicit the missing
side? And what is the implied cause and effect formula? What is it?

Not only did we do all that, but there is the whole Millionaire Mind side through month
five. Okay? So we did the universe system, we talked about your personal universe,
your business universe, your public universe. There’s the whole online system for you
on that. Maybe now would be a good time to go update it. We talked about the power
of truth. We talked about eliminating negatives from your life through the tapping
strategies. I gave you a big forgiveness process. Maybe it would be a great time to go
revisit that if you think it’s good.

We talked about the role of courage and what it really is. Do you remember what the
role of courage is? We talked about what fear really is. And we talked about reasons
people don’t use the persuasion skills they know and how to overcome it. It might be a
good thing to go back and review again. We also talked about how to practice the
tapping patterns to eliminate fear and negativity. We learned a swish pattern for fast
change. And we went through numerous of the billionaire strategies and light and
sound sessions for success as well as we talked about them.

Just a terrific amount of material up to this point and it’s going to get even increased in
gradient and even more fun as we move into a couple of the additional areas that I want
to teach you in our remaining time together, so this is really getting into some fun,
powerful stuff. If anything here I’ve talked about doesn’t make sense, please go back
and do it again. Please go back and review it again. It’s really profound.

All right? And with that, let’s jump back to the final page of our pdf that I’ve sent you,
and look at our home play. This month I’d like you to study stratagems twenty-five and
twenty-six. And come up with several ways you can use each one for your business and
post them to the forum.

Also, look at the special analysis, okay, and in the special analysis, we talked a lot about
how to use the stratagems of disclosure, stratagems thirteen and twenty-six. So by all
means, look through that. Okay? Study that.
Next, write fifty simple cause and effect sentences and post five or ten of them, of your
better ones, to the board. Then write ten sentences for each presupposition category
we’ve studied combining them with cause and effect. Put commands in where you can.
Post everything to the board regularly. And really celebrate. . .When you post
something, man, make that a victory day for you, okay? Because this stuff can be a little
brain taxing, let me tell you, but the rewards are unbelievable. And when you think
back to all that we’ve learned, it’s impressive. This is a very powerful series of lessons.
So as you do this work, I’d like you to really immerse yourself in it. Also, go back and
listen to the review over and over and over again. It’s just going to help you. It’s that
simple. It’s going to help combine everything into one, and make this easy for you.

All right?

With that, we’ll bring this month’s session to a close. Have a wonderful month. I look
forward to seeing you on our next session.