Nlp-Problem Solving

1
GUIDE:
CREATIVE PROBLEM SOLVING and NLP
FOR URBAN SHARING LIFESTYLES
GUIDE CREATIVE PROBLEM SOLVING and NLP FOR URBAN SHARING LIFESTYLES
2
PROJECT
CREATIve Urban Sharing in Europe is a two-years long international project started in 2015.
This project is funded by the European Commission.
Additional information about the project are available at: www.creatuse.eu
The project consortium is composed by a mix of partners coming from different countries,
complementarity of profiles and skills: association, foundation, private VET providers,
Regional Government, Capital City Municipality, University.
PROJECT PARTNERS
YOUTH EUROPE SERVICE (ITALY)
AIDLEARN, CONSULTORIA EM RECURSOS HUMANOS LDA. (PORTUGAL)
EURO-IDEA FUNDACJA SPOLECZNO-KULTURALNA (POLAND)
KIRSEHIR VALILIGI (TURKEY)
AGENCIA PARA EL EMPLEO DE MADRID (SPAIN)
UNIVERSITA’ DEGLI STUDI DI BARI ALDO MORO (ITALY)
INOVA CONSULTANCY LTD. (UK)
GUIDE
GUIDE: CREATIVE PROBLEM SOLVING AND NLP FOR URBAN SHARING LIFESTYLES is an
interactive guide about the role of CREATIVITY and Neuro-Linguistic Programming approach
to test and learn to think outside of usual cognitive schemes. That may influence alternative
lifestyles based on sharing in urban areas.
4 chapters and exercises integrated with multimedia and large WEB links section for in-
depth analysis needs.
The guide is to any kind of users: schools, Higher Education Institutions, municipalities and
other Public Administrations, citizens committee, communities and anyone interested to
adopt more sustainable lifestyles.
This guide is available in English, Spanish, Italian, Portuguese, Turkish and Polish.
3
CREDITS
Elaborated by Youth Europe Service
Inova Consultancy UK
Web content Agencia Para el Empleo de Madrid
Videography Kirşehir Valiliği
Contribution to contents AidLearn, Consultoria em Recursos Humanos

Lda.
Euro-Idea Fundacja Społeczno-Kulturalna
Content Revision and Methodological Università degli Studi Di Bari Aldo Moro
approach
English Language revision Inova Consultancy UK
Design and layout Euro-Idea Fundacja Społeczno-Kulturalna
Translation (in your national version)
Revision (in your national version)
Etc, (in your national version)
delete unnecessary
4
CONTENTS
INTRODUCTION 6
CHAPTER 1 - Creative Problem Solving Methodology 9
What is Creative Problem Solving (CPS)? 9
Creative Problem Solving: the key words 11
Why is Creative Problem Solving important? 12
The CPS framework 13
The principles of Creative Problem Solving 15
More about creativity 17
Learning about creativity 20
CHAPTER 2 - CPS Methodology for Urban Sharing Lifestyles: Let’s think 22
creative and sustainable
Creative Problem Solving and Urban Sharing Lifestyles 22
Creative thinking: training, exercises and tools 23
Exercises for Creative Skills 24
Random images 24
Methodology to build up creative thinking skills 28
Think outside the box 28
Approach to think creatively together 32
Parallel thinking 32
Technique to think about complex issues together 34
Six thinking hats 34
BREAKING NOTES CONSIDERATIONS 43
5
CONTENTS
CHAPTER 3 - Neuro-Linguistic Programming 44

Introduction 44
What does NLP stand for? 46
But what is NLP, really? 47
The Pillars of NLP 48
Understanding paradigms and the production of meaning 50
The Presuppositions of NLP 50
Neuroplasticity 52
The NLP Communication Model 53
Developing communication strategies through NLP 56
What is Rapport? 60
Eye Accessing Cue Chart tool 62
Clean language 63
CHAPTER 4 - Neuro-Linguistic Programming for Urban Sharing Lifestyles 64
Using NLP for Urban Sharing Lifestyles 64
Rapport 64
Reframing 64
Strategy 64
NLP values in Urban Sharing Economy 65
Applying NLP in real contexts 67
Exercise : Urban sharing projects 69
NLP for Urban Sharing Lifestyles – example development 71
Conclusion 74
Bibliography 75
Web Content 76
Videography 77
6
INTRODUCTION
Th e CREATUSE project was developed after the consideration of four main aspects:
1
years (ref.
The proportion of the URBAN
POPULATION of the overall
population in Europe is expected
to reach up to 80% in the next
European Environment Agency);
2 ACTIVE
TION AND
PARTICIPA-
SOCIAL
INCLUSION are increasingly
important for a higher common benefit by
changing the relationships within citizens living
in the same urban area;
3 SHARING
COLLABORATIVE
CONSUMPTION
AND
may
become alternative lifestyles, stimulating the
sharing of products and services and promoting
sustainable lifestyles and the reduction of
4 CREATIVITY is a
critical skill that can be taught
through a specific methodolo-
gy starting from the understanding of the
importance of creative problem solving in daily
individual ownership and consumerism; life and stimulating the use of alternative solu-
tions and practical exercise to test and learn to
think outside of usual cognitive schemes.
INTRODUCTION
7
C R EA T
.
I V I T Y
T he role of CREATIVITY in this
context is essential; “SHARING” is, in fact, a
creative rethinking of lifestyles that are no

T he PROJECT is about the learning
to be creative in Urban areas thanks to the
improvement of the level of key competences
longer sustainable. The Creatuse methodology is and skills of citizens. In effect, the beneficiary is
concerned with alternative approaches to the anyone living in an urban area and that want to
waste and excesses of the consumerist society find creative and alternative ways to feel more
to preserve the environment, especially in urban active, connected with the neighbours and also
contexts. An excerpt from the project’s proposal to find a local job coming from a stimulated
summarizes the key aspects of the analysis entrepreneurship e.g. social enterprises.
proposed:
INTRODUCTION
8
T his interactive guide introduces the

Creative Problem Solving (CPS) methodology
...
(chapters 1 and 2) and the Neuro-Linguistic
Programming (NLP) (chapters 3 and 4).
Nonetheless, its added value consists of sug-
A METHODOLOGICAL
gesting the exploitation of such techniques at
an urban level regarding the issues of sustai-
INTRODUCTION
nability, active participation, enterprises and
job creation in social and sustainable sectors.
T
to have confidence to use creativity to solve
problems in daily situations. At the basis of this
he novelty of the work lies therefore in the
guide lies the idea that CPS can be applied in
attempt to connect such techniques to empirical
critical areas of socio-institutional and economic
situations at the urban level and, consequently,
development in Europe i.e. urbanisation, active
to provide relevant stakeholders with new ways
citizenship, sustainability, consumption trends.
to foster collective well-being. As indicated in the
previous guide, the sharing economy and
collaborative consumption might represent
desirable alternatives to the standard state of
N LP is an approach to communication,
personal development and psychotherapy,
affairs, especially when they valorise non- developed in the United States in the 1970s,
capitalist scenarios, namely ones that are more claiming that neurological processes ("neuro"),
centered on people, sustainability and on the val- language ("linguistic") and behavioural patterns
ue of resource sharing. learned through experience ("programming") can
S
be modified to achieve specific goals in life. Used
in combination with CPS, this approach can
pecifically, CPS is a multidisciplinary
contribute stimulating the behavioural changes
approach that deals directly with the stimulation
and attitudes needed to generate ideas for
of the ability to use creativity as critical skill while
sustainable urban lifestyles and put these ideas
facing difficult situations.
into action.
Through this methodology, anyone is stimulated
INTRODUCTION
9
CHAPTER 1
Creative Problem
Solving
Methodology
WHAT IS CREATIVE PROBLEM SOLVING (CPS) ?
IT IS A METHODOLOGY BASED ON A MULTIDISCIPLINARY APPROACH DEALING WITH THE ROLE OF
CREATIVITY, INNOVATION AND PROBLEM SOLVING IN VARIOUS SITUATIONS OF DAILY LIFE
PISA 2012 defines problem-solving competence as:
“…an individual’s capacity to engage in cognitive processing to understand and resolve problem
situations where a method of solution is not immediately obvious. It includes the willingness to
engage with such situations in order to achieve one’s potential as a constructive and reflective citi-
zen.” (1)
ref. http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-v.htm
CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY
10
From this definition, it is possible to identify some key elements:
F
irst, an individual’s capacity to engage in cognitive processing to understand and
resolve problem situations: Problem solving begins with recognising that a problem
exists and establishing an understanding of the nature of the situation. It requires the
individual or group to identify the specific problem(s) to be solved, plan and carry out a solution,
as well as monitor and evaluate progress throughout the activity. The verbs “engage, understand
and resolve” underline that, in addition to the explicit responses to problems, the assessment
measures individuals’ progress towards solving a problem, including the strategies they employ.
Where appropriate, these strategies are tracked through behavioural data captured by a
computer.
S T
econd, where a method of solution is hird, … it includes the willingness to
not immediately obvious. This part of engage with such situations. This last
the definition corresponds to the sentence of the definition underlines
definition of the “problem” as a situation in that the use of knowledge and skills to solve a
which the goal cannot be achieved by merely problem depends on motivational and affective
applying previously learned procedures (Mayer, factors as well (Mayer, 1998; Funke, 2010).
1990).
It follows that students’ willingness to engage
with novel situations is an integral part of
problem-solving competence. Motivational and
affective factors are a distinct focus of the
background questionnaire, which uses students’
answers to measure their perseverance
(whether they agree or not with the statement
“When confronted with a problem, I give up
easily”, and other similar statements) and
openness to problem solving (“I like to solve
complex problems”).
11
CREATIVE PROBLEM SOLVING: THE KEY WORDS
P S
ROBLEM OLVING
The Cambridge Dictionary defines SOLVING is immediately

PROBLEM as a situation that causes connected with PROBLEM. It is
difficulties. Peter Honey, a psycholo- in fact natural to look for an
gist, defines a problem as the difference answer/action to stop or remove
between what you’ve got and what you want. the problem.
PROBLEM SOLVING
CREATIVE
C
REATIVE
The word CREATIVE implies to bring into a situation something that was not there before,
that has elements of newness. CREATIVITY refers to the introduction of something in a
context that has value. It is important not to confuse creativity and ART, even though ART is usually
new and has value. In this specific project, creativity is about new ideas and not about the creativity
of art that involves aesthetic, excellence and skills/attitudes that cannot be learned. (5)
The IDEA CREATIVITY we are talking about can be taught, learned

and practiced in large contexts such as the one we are going to
analyse in connection with the need to solve problems.
12
WHY IS CREATIVE PROBLEM SOLVING IMPORTANT?
C F
reative thinking is not the universal or example, start uppers should adopt
antidote to solve all problems but it this kind of approach if they want to
offers ways to examine problems that be successful and instead of looking
force us to find alternative solutions in a context at problems they will encounter, they will
where few solutions are often available. perceive them as challenges and can turn them
Following Linus Pauling, a chemist, biochemist into opportunities instead of setbacks. Thus,
and peace activist winning 2 Nobel Prizes: “The perception is crucial for the entrepreneur: what
best way to have a good idea is to have a lot of everyone else may see as a problem or a threat,
ideas.” the entrepreneur sees as a challenge to be
turned into an opportunity. Suppose that it is
A starting point would be to start considering forecasted that next weekend it is going to rain,
problems as challenges. to someone who is organising a garden party

that is a threat; to a shop that sells raincoats
and umbrellas, it is a major opportunity - the
Usually we use the word problem as a reason for
shop manager would be successful by stocking
not to do something. The word challenge
up for the weekend.
denotes a hurdle which needs to be overcome
and in the process, we may
become better people and
challenge
better citizens.
13
THE CPS FRAMEWORK
A
lex Faickney Osborn - an advertising executive, writer and creativity theorist - is credited as
the person who originally developed CPS. Osborn’s contributions which influenced later
research started in the 1930s. After 50 years of research, development and experience in
many different programs and settings, a framework was developed by the intensive work of several
researchers such as Scott G. Isaksen, K. Brian Dorval and Donald J. Treffinger. (2)
CPS can be described at several different levels. It is composed of four components representing
general areas or categories of activities people deal with when they solve problems creatively.
The Process Components of CPS are:
The Management Component is:
a
14
Understanding the
Challenge
THE CPS
It is composed of three stages:
Constructing Opportunities: identification and FRAMEWORK

selection of broad, brief and beneficial goals for
your purpose – What is the challenge,
opportunity, or concern on which you are going
to be working?
b
Exploring Data: examination of many sources of
data to gather information, impressions, Generating Ideas
perceptions and feelings from a variety of
points of view. This is about the production of many,
varied and unusual ideas. It is the pha-
Framing Problems: this stage helps to develop se when it is possible to identify ideas with inte-
workable, stimulating and specific problem resting potential to develop or use.
statements. It helps to identify a pathway to
help to move toward an image of the desired
outcome.
C Preparing for Actions
It is time to translate interesting and

promising ideas into useful, accepta-
d PlanningYourApproach
his is the management component of

the CPS that includes the efforts to
ble and implementable actions. It is composed monitor the thinking, manage the choices, tools
of two stages: and process and also modify your actions
for a maximum effectiveness. It includes two
Developing Solutions: find ways to develop and
stages:
strengthen promising possibilities by analyzing,
evaluating, prioritizing and refining some Appraising tasks: this is the phase where to
promising ideas. determine whether CPS is a promising choice
for dealing with any particular tasks by taking
Building Acceptance: it challenges us to look at
into account: commitments, constraints and
options through the eyes of others and to
conditions but also the people involved, desired
examine the potential solutions in ways that
results, context and methods available.
will lead to effective solutions. The major
concerns are about follow-through, Designing Process: this is the phase where we
commitment and obtaining support for the may customize the approach to applying CPS.
solution while minimizing or reducing potential
objections and resistance.
15
THE PRINCIPLES OF CREATIVE PROBLEM SOLVING
C D
onvergent thinking is a term coined ivergent thinking is a thought
by Joy Paul Guilford as the opposite process or method used to generate
of divergent thinking. It generally creative ideas by exploring many
means the ability to give the "correct" answer to possible solutions. It is often used in conjunction
standard questions that do not require with its cognitive opposite, convergent thinking,
significant creativity, for instance in most tasks which follows a particular set of logical steps to
in school and on standardized multiple-choice arrive at one solution, which in some cases is a
tests for intelligence. ‘correct’ solution. By contrast, divergent thinking
typically occurs in a spontaneous, free-flowing,
“non- linear” manner, such that many ideas are
generated in an emergent cognitive fashion.
CONVERGENT THINKING Many possible solutions are explored in a short
amount of time, and unexpected connections
are drawn. After the process of divergent thin-
king has been completed, ideas and information
are organized and structured using convergent
thinking. One of the principal elements of Diver-
gent Thinking is the ability to generate novel
ideas in a short period of time. Divergent thin-
king also means being able to think outside the
box, making associations that seem less possi-
ble to others. Divergent thinking also implies
originality and the ability to come up with
additional details regarding a potential solution.
DIVERGENT THINKING
16
LATERAL THINKING (4)
C “
oined in 1967 by Edward de Bono,
vertical” logic
lateral thinking is concerned with
solving problems through an (the classic method for problem

indirect and creative approach, using reasoning solving: working out the solution
step- by-step from the given data)
that is not immediately obvious and involving
OR
“
ideas that may not be obtainable by using only
traditional step-by- step logic. According to de horizontal” imagination

Bono, lateral thinking deliberately distances (having many ideas but being
unconcerned with the detailed
itself from standard perceptions of creativity as
implementation of them)
either:
17
C R EA
T.I VI
T Y
MORE ABOUT CREATIVITY
A
fter introducing the word CREATIVITY, and performing music, and the like. It’s a word
it is essential to proceed to an that often has a great deal of positive power and
in-depth analysis to further structure energy associated with it, within and across
the Creative Problem Solving methodology. cultures.
Most people can readily come up with informal On the other hand, it is unusual for people to
definitions of creativity. They often associate associate creativity with words such as
creativity with words such as new, unusual, usefulness, value, and purposeful. When we
ideas, out of the ordinary, imagination, unique, probe further, we find that some people often
exciting, wacky, open, fuzzy, or something perceive creativity as something not very
radically different. it is common for them to worthwhile, and in some cases, even as
relate creativity to arts: composing or performing something quite negative. Specifically, there are
plays, making great sculpture, the paintings of the following MYTHS people hold about
the masters, writing great literature, composing creativity:
18
MYSTERY
S
ome people believe that creativity
is something so MYSTERIOUS it cannot
be studied productively. They believe creativity comes from an external source over which
the individual has no control. This becomes a problem when it inhibits or interferes with their desire
ability to make sense of their own creativity and how they might use it.
O
ther people believe that creativity is
something MAGICAL, which only a few
gifted people really have. This suggests MAGIC
that creativity is a trick that certain people know and
if you talk about how the trick is done you will take
away the “magic.” If you hold this belief, you separate people into two groups: those who have it and
those who do not. This myth also discourages people from discussing how they use their creativity or
how they can nurture it in others.
19
A
third common myth is that
creativity is linked with MADNESS.
In other words, to be creative, MADNESS
you are probably weird, strange, or abnormal.
This suggests that creativity is an unhealthy
behavior, which should be avoided. In the face of so many common myths and misconceptions,
it is a wonder that creativity has been studied seriously at all.
“There is nothing as powerful as an idea whose time has come.”, Victor Hugo - French poet, novelist,
and dramatist
“Doubt is not a pleasant condition, but certainty is absurd.”, Voltaire - writer, historian, and
philosopher
“Man is most nearly himself when he achieves the seriousness of a child to play.”, Heraclitus - ancient
Greek philosopher
“The best way to have a good idea is to have a lot of ideas.”, Linus Pauling - chemist, biochemist, pea-
ce activist winning 2 Nobel Prizes
20
LEARNING ABOUT CREATIVITY
D
o you know that CREATIVITY is a skill that can be learned, stimulated, developed and
applied?
To Build Creative Confidence, one has to overcome the fears that could block each person:
 Fear to go outside the comfort zone – normal for adults e.g. journey of a hero
 Fear of what other people might say – judgement – self censorship – self judgement
 Fear of actually starting some activities –not leave it on a piece of paper
 Fear of not being in control – anxiety – no need to be in control all the time.
It is also important to accept that:
 Certain ideas are not good
 Other people might have better ideas
Train
your
brain
21
There are different ways to measure creativity. (8) One interesting point of view includes
the analysis of four different BASIC CREATIVE SKILLS such as:
FLUENCY:
Ability to produce many ideas
FLEXIBILITY:
Ability to produce a varied mix of ideas
ELABORATION:
Ability to add detail, depth, mixtures of
viewpoints or perspectives
ORIGINALITY:
Uniqueness, novelty, newness, creative-
CHAPTER 1
2 - CREATIVE
SHARING PROBLEM SOLVING METHODOLOGY
22
CHAPTER 2
CPS Methodology for
Urban Sharing Lifestyles:
Let’s think creative and
sustainable
CREATIVE PROBLEM SOLVING METHODOLOGY

and
URBAN SHARING LIFESTYLES
A T
2010 IBM poll of 1,500 CEOs from hrough the methodology, anyone is
60 countries and 33 industries have stimulated to build a confidence in the
identified creativity as the most use of the creativity that could be
crucial skill for future success and leadership applied to any daily life situation.
competency. Creativity is a critical skill that can
CPS could be exploited at an urban level for
be taught through a specific methodology and
fostering environmental-friendly production and
practical exercises to test and learn to think
consumption patterns, for stimulating citizens’
outside the usual mental schemes.
active participation and for creating the basis for
CPS is a multidisciplinary approach that deals the entrepreneurship in social and sustainable
directly with the stimulation of the ability to use sectors.
creativity as a critical skill while someone faces
a difficult situation in everyday life.
CHAPTER 2 - CPS METHODOLOGY FOR URBAN SHARING LIFESTYLES: LET’S THINK CREATIVE AND SUSTAINABLE
23
At the basis of this guide lies the idea that CPS can find application in some critical areas of
socio-institutional and economic development in Europe: i.e. urbanisation, active citizenship,
sustainability, consumption trends.
In this chapter, we introduce several TOOLS, METHODOLOGIES AND EXERCISES from CPS
methodologies with the specific goal to try and think about possible improvements and
changes in urban areas’ lifestyles.
CREATIVE THINKING: TRAINING, EXERCISES AND TOOLS
T
he next few pages present some  RANDOM IMAGES: an exercise to
exercises that can help people to understand how creativity works and how
develop their CPS methodology and anyone can be creative
apply it to the specific context of URBAN
SHARING LIFESTYLES. Let us train our creativity.
 THINK OUTSIDE THE BOX: a methodology
Within a wide range of tools, methodologies and used to build up your creative thinking skills
exercises, the most suitable for the purpose of
the present work are the following:  PARALLEL THINKING: an approach to think
(After each activity, there are some background creatively together
reflections in order to explain the methodology

and the approach used but also to focus it in  SIX THINKING HATS: a technique used to
connection to context of the guide (ref. Urban think about complex issues .
Sharing Lifestyles)
CREATIVITY is a skill that can be learned, stimulated, developed and applied
24
E
xercises for Creative Skills
RANDOM IMAGES
TASK DESCRIPTION SUGGESTIONS
 You have 90 seconds to complete the  List whatever you can do with the object no matter
next exercise: of the size is little or big.
 Two RANDOM IMAGES WILL BE  Imagine that you are going to receive a large
SHOWN. amount of the objects delivered at your home.
 Your goal is TO LIST AS MANY USES AS  Try not to just think of the typical uses of the
POSSIBLE FOR THE OBJECTS in the object; try to think of different, creative uses.
image.
 REMEMBER that there is no right solution.
 BE CREATIVE!!!
25
EXERCISE 1
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————-
26
EXERCISE 2
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————-
27
BACKGROUND REFLECTIONS ON RANDOM IMAGES
This exercise is used as an introductory game to understand something about creativity.
It is essentially a warm up activity.
It is used to measure one of the basic creative skills described in the previous chapter: FLUENCY.
The first image is a well known object, in connection to the need to think creatively within a comfort
zone.
The second image is an image connected to Urban areas: a place where it’s possible to meet
someone in your own neighborhood.
28
METHODOLOGY TO BUILD UP CREATIVE THINKING SKILLS
T H I N K O U T S I D E THE B O X
x o x
Empirical scientific studies show that creative thinking training
will only lead to a change in the behaviour of individuals and the
culture of an organization if the following criteria are met: x o x
o x o
• The training ensures that the basic principles of creative
thinking are accepted and applied by the participants.
 The training connects creative thinking techniques and tools

with a model of the creative process so that the participants
know when to use which tool and develop an understanding of
the creative process.
29
T H I N K O U T S I D E THE B O X (6)
One of the best ways to build creative thinking skills is to use exercises that encourage “out-of-the-
box” thinking.
 This means to think beyond usual ways of thinking.
 The term “box” represents the constraints of our traditional or standard thinking. So to think
outside the box is to think in new ways, to be PROVOCATIVE in developing a concept or to see a
problem and view it and design a solution in a different way than we usually do it.
 The main reason we think inside the box is because the brain forms patterns and every time we
are faced with an issue the brain taps into those patterns to come up with a solution.
 This is a capability that has to be worked on – we are all used to our respective “boxes”. However,
by continually searching for ideas, different ways of addressing the problem we are faced with, we
can move outside the box.
 Through thinking outside the box, “failure” does not exist, what exists are learning experiences.
Some leading US companies promote slogans such as fail and fail cheaply.
x o x
x o x
o x o
o
30
EXERCISE 1
What kind of ideas can you generate in the following contexts– remember to be provocative and to
think outside the box!!
You are assigned by your neighbourhood committee as a motivator in the activation of public
participation.
a) How can you attract the attention of your neighbourhood?
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
b) How can you share and show publicly the ideas of different neighbours?
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
31
BACKGROUND REFLECTIONS ABOUT THINK OUTSIDE THE BOX
PROVOCATION has an essential role in moving out of our comfort zone in order to discover
something new;
 Failure has to be considered as a step forward success.
The above exercise may take place in an urban area; two challenges are must be faced in order
to promote active participation from citizens:
 Detect the attention;
 Share the ideas.
32
APPROACH TO THINK CREATIVELY TOGETHER
PARALLEL THINKING
As anticipated, parallel thinking implies:
 Getting everyone focused on using the same thinking tool at the same time.
 Encouraging the sharing of information.
 Prompting a group to pool all of their ideas rather than defending one point of view.
Parallel thinking is defined as a thinking process where focus is split in specific directions. When
occurring in a group, it effectively avoids the consequences of the adversarial approach (as used in
courts). In adversarial debate, the objective is to prove or disprove statements put forward by the
parties (normally two). This is also known as the dialectic approach. In parallel thinking, practitioners
put forward as many statements as possible in several (preferably more than two) parallel tracks. This
leads to exploration of a subject where all participants can contribute, in parallel, with knowledge,
facts, feelings, etc. Crucial to the method is that the process is done in a disciplined manner, and that
all participants play along and contribute in parallel. Thus, each participant must stick to the specific
track.
From Adversarial
To Parallel
After the previous exercise, it is clear that to build up a better community, living in the same urban
area, it is essential to focus the attention to a parallel thinking approach.
33
BACKGROUND REFLECTIONS ABOUT PARALLEL THINKING
This is not an exercise but mainly an attitude:
 To drive the thinking to the same direction;
 To share ideas;
 To pool ideas.
This approach is essential every time you are thinking about urban sharing lifestyles.
Lifestyle changes in an urban context must be developed from a local level, in your neighbourhood or
community and not at a larger scale or global level. Only when implemented at this level is it possible
to activate a networking with similar activities already present in other areas and zones.
34
TECHNIQUE TO THINK ABOUT COMPLEX ISSUES TOGETHER
SIX THINKING HATS (3)
Thinking hats are a technique for thinking about complex issues. The approach is based on the
assumption that when people think about complex issues, they are overcrowded with emotions, logic,
data, hopefulness, and creativity. Six Thinking Hats is a system designed by Edward de Bono which
describes a tool for group discussion and individual thinking involving six coloured hats. Six Thinking
Hats and the associated idea of parallel thinking provides a means for groups to plan thinking
processes in a detailed and cohesive way, and in doing so - think together more effectively.
The premise of this method is that the human brain thinks in a number of distinct ways which can be
deliberately challenged, and hence planned for use in a structured way allowing one to develop tactics
for thinking about particular issues. De Bono identifies six distinct directions in which the brain can be
challenged. In each of these directions the brain will identify and bring into conscious thought certain
aspects of issues being considered (e.g. gut instinct, pessimistic judgement, neutral facts). None of
these directions are completely natural ways of thinking, but rather how some of us already represent
the results of our thinking. Since the hats do not represent natural modes of thinking, each hat must
be used for a limited time only. Additionally, some will feel that using the hats is unnatural,
uncomfortable or even counterproductive and against their better judgement.
A compelling example presented is

sensitivity to "mismatch" stimuli. This is
presented as a valuable survival instinct,
because, in the natural world: the thing
that is out of the ordinary may well be
dangerous. This mode is identified as the
root of negative judgement and critical
thinking.
35
SIX THINKING HATS
According to de Bono, the benefits of the Six Thinking Hats are used to:
 Separate out thinking so we can do one thing at a time;
 Ask people to switch thinking from one mode to anothe;
 Separate ego from performance.
The thinking hats represent six critical views for thinking about any complex issue. Let us consider
them one by one:
• The White Hat— Neutral and objective, this hat is concerned with data and an analytical view.
Most of us are stuck here.
INFORMATION
• The Red Hat— this hat represents the emotional view.

FEELINGS, INTUITION, INSTINCT
• The Black Hat— the “devil’s advocate” hat, this is the cautious or/and sceptical view.
RISKS, DIFFICULTIES AND PROBLEMS
• The Yellow Hat— this hat represents the completely positive, optimistic view.
BENEFITS AND FEASIBILITY
• The Green Hat— the creative hat is for new ideas and perspectives.
CREATIVE AND ALTERNATIVE THINKING
• The Blue Hat— the blue hat is the organizing, synthesizing hat- representing overviews, summaries
and conclusions.
MANAGING THE THINKING
Let’s try to think about yourself, which two hats do you feel most comfortable using?
36
EXERCISE 1
LET US USE THE THINKING HATS
EXPERIENCE THE WHITE HAT
FACTS
CONTEXT: Thefts in apartments are in the rise in your neighbourhood.
QUESTION: What do we know? What do we need to know?
ACTIVITY: Imagine you’re a journalist; describe the ongoing situation by avoiding any personal
position and judgement.
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
37
EXERCISE 2
EXPERIENCE THE RED HAT
FEELINGS
CONTEXT: In your neighbourhood, the Municipality has just decided to sell to a public wilderness
area to private investors;
the decision is going to increase the number of buildings in the area.
QUESTION: How do you feel?
ACTIVITY: Try to list your feelings, intuitions, deliberate thinking both positives and negatives.
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
38
EXERCISE 2
EXPERIENCE THE YELLOW HAT
BENEFITS
CONTEXT: In your neighbourhood, some TIME BANKING activities have been launched thanks to
the involvement of some active citizens and their willingness to share some of their free
time to help the community.
QUESTION: What are the benefits/positive impacts of this activity?
ACTIVITY: Try to list and describe all the positive benefits and impacts of TIME BANKS activities
with a special focus on the community’s point of view.
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
39
EXERCISE 2
EXPERIENCE THE BLACK HAT
CAUTIONS
CONTEXT: In your neighbourhood, some TIME BANKING activities have been launched thanks to
the involvement of some active citizens and their willingness to share some of their free
time to help the community.
QUESTION: What are the risks and weaknesses of this activity?
ACTIVITY: Try to find the possible risks and weak points to the effectiveness of TIME BANKS.
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
40
EXERCISE 2
EXPERIENCE THE BLUE HAT
PROCESS
CONTEXT: A public meeting has been organised in your neighbourhood to discuss a new method
for recycling waste and collecting garbage.
QUESTION: How do you organise the event?
ACTIVITY: Imagine you are in charge of preparing the agenda by describing the points to be di
scussed with specific evidence to the challenge for the community.
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
41
EXERCISE 2
EXPERIENCE THE GREEN HAT
CREATIVITY
CONTEXT: An abandoned PUBLIC AREA is going to be soon available for the benefit of the
neighbourhood
QUESTION: What are the possible INNOVATIVE ideas?
ACTIVITY: Try to generate some ideas for how the new area could be used to benefit your com
munity.
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
————————————————————————————————————————————————————————————————
42
BACKGROUND REFLECTIONS ABOUT SIX THINKING HATS
The methodology is well known and used extensively for educational purposes.
Problems are best solved by thinking about them in an orderly fashion, by intentionally looking at the
problem and the solution with intentionally different angles, then switching to new angles. In effect,
when you run into a roadblock in solving a problem, putting on a different ‘hat’ might help.
The exercises are clearly focused on possible activities in urban areas and neighbourhoods starting
from a more neutral point of view. By contrast, the last exercise is completely creative.
If your community group is facing a challenge which needs to be approached in a new way, try this
exercise at your next meeting. Debate the issue together, with each person taking one of De Bono's
hats and sticking to that given perspective. This can help you to come up with more varied ideas and
solutions to the challenge.
43
BREAKING NOTES CONSIDERATIONS
The Creative Problem Solving methodology is quite complex and varied but it is effective when
connected to a specific purpose/goal.
The purpose selected and described in chapters 1 and 2 is related to innovation in urban areas
coming from community members’ initiative and intensive active participation.
In our opinion, this approach is not enough and it needs a change affecting a more personal and
intimate approach.
That’s the reason we’ve selected Neuro-Linguistic Programming (NLP) as a subjective learning tool,
taking into account the possibility to create value for the community in which urban citizens are living
in.
The following chapters are going to introduce NLP and apply it to Urban Sharing Lifestyles.
BREAKING NOTES CONSIDERATIONS
44
CHAPTER 3
Neuro-Linguistic
Programming
INTRODUCTION
Neuro-Linguistic Programming was developed by Richard Bandler and Dr. John Grinder in the 1970s.
Bandler, a master’s level student of information sciences and mathematics, and Grinder, a professor
of linguistics, studied those who they considered to be excellent communicators.
NLP’s history is rooted in therapy, through an interest in understanding how good therapists could get
through to difficult patients by the ways they communicated. Bandler and Grinder systematically
studied world-renowned psychotherapists such as Virginia Satir (developer of Conjoint Family
Therapy), Fritz Perls (founder of Gestalt Psychology) and Milton H. Erickson (a key figurehead in the
advancement of clinical hypnotherapy). Bandler and Grinder also drew inspiration from linguists
such as Noam Chomsky and Alfred Korzybski, psychotherapist Paul Watzlawick and social
anthropologist Gregory Bateson. (14)
INTRODUCTION
Introduction to NLP – Video by Inova Consultancy
CHAPTER 3 - NEURO-LINGUISTIC PROGRAMMING
45
Today, NLP focuses on the applications rather than many of its’ theoretical models.
Experts in one field often incorporate NLP tools and take them into their own fields.
NLP can help to encourage new thinking and choice making and acknowledges the
positive intentions underlying all actions. It can be utilised as a tool for changing
paradigms (or ways of thinking), understanding others and building social cohesion.
WHAT IS NLP?
NEURO LINGUISTIC
PROGRAMMING.IONS
VIDEO by Richard Bandler
46
WHAT DOES NLP STAND FOR?
N L
EURO INGUISTIC
Concerns our neurological system, Language and other non-verbal

or nervous system, through which
we gather and process information, systems by which we give
consciously and unconsciously via meaning to our Internal
our 5 senses:
Representations (IRs) of the
 Sight – Visual
world. In NLP, linguistics is the study of how our
 Hearing – Auditory body language and our words influence our
 Touch – Kinaesthetic (although Kinaesthetic experience.
also refers to emotions)
 Smell – Olfactory
 Taste Gustatory
N L P
P
ROGRAMMING
The internal patterns, programmes and strategies we use to gain a specific result. These are
often unconscious and NLP can help us become more aware of these patterns and
reorganise our programming in order to get better outcomes.
This aspect draws heavily from learning theory and is concerned with how we mentally represent or
code our experiences. Our personal programming consists of internal processes and strategies which
we use to make decisions, learn, evaluate, and solve problems (14). Our internal programmes are very
much like a computer programme. We are programmed from an early age in how we see the world –
through our environment, parents, early experiences and so on. NLP can help us to recognise these
programmes, patterns, ‘set ways’ of thinking – so we can be more aware of our pre-conceived ideas
and how they may be affecting our behaviour.
47
LINGUISTIC
Your language:
The way you use language & how it
influences you and those around.
PROGRAMMING
Your behaviour:
NEURO The way you organise
Thinking process: ideas and actions which
The way you use senses produces expected &
to understand things unexpected results.
happening around.
BUT WHAT IS NLP, REALLY?
NLP can be described in a  The art and science of communication

variety of ways. The formal
 The key to learning
definition of NLP is ‘the study
of the structure of your  The way to understand what makes you and other people
subjective experience’ (14) . tick
Here are a few more ways of
 The route to getting what you want in many aspects of life
answering the question of
‘what is NLP?’:  The way to influence others with integrity
 The manual for your brain
 The secret of successful people
 The method of creating your own future
 The way to help people make sense of their reality
 The toolkit for personal and organisational change
48
THE PILLARS OF NLP
N
LP is primarily based on four principles or ‘pillars’. Let us consider them.
Rapport: how we get on with and build relationships with other people. For example we
usually have good rapport with our friends and partners; people we want to spend time
with. If we can build rapport with others, in a work environment, it can help us achieve better results.
Sensory awareness: similar to mindfulness, being more aware of what’s happening around us and
using all our senses to be more aware of what other people are thinking or feeling.
Outcome thinking: focus on what we want to achieve or get, rather than our current problems
Behavioural flexibility: being able to see things from new perspectives, or approach a problem in a
new way instead of being stuck in our normal patterns. Think about a child trying to do a jigsaw – they
just try out all the pieces until they find one that fits. Image: The four pillars of NLP (14)
Sensory Outcome Behavioural

Raport
Awareness Thinking Flexibility
49
HERE IS AN EXAMPLE OF THE FOUR PILLARS OF NLP IN AN EVERYDAY SITUATION.
You have rented out your apartment to a couple. After two days, you return to the house to find that
some damage has been caused to the front door. You phone the woman who stayed and she is
surprisingly unhelpful and somewhat rude. You must therefore utilise all your skills in regards to
building rapport with her before you can reach an agreement on paying for and fixing the door. You will
need to engage your senses, especially your ears to listen carefully to what she says, notice how to
control your emotions and feelings before you decide on your response. You must make your desired
outcome very clear in your mind - what do you want to happen following the conversation, for example,
do you want them to give you the money for the door or do you want them to pay someone to fix it?
Finally, you may have to be flexible in your behaviour, considering other options if you are not
successful in what you want to achieve the first time.
EXERCISE
Think of a time when you have had a problem communicating with someone or a difficult relationship
– using each of the four pillars, and reflect on this relationship. Did you have rapport? How engaged
were you in the conversation? Were you aware of the other person’s feelings or distracted by
something else? Did you have a clear idea of what you wanted from the conversation? Were you
willing to be flexible in your approach or in what you wanted to get?
50
UNDERSTANDING PARADIGMS AND THE PRODUCTION OF

MEANING
THE PRESUPPOSITIONS OF NLP
NLP is based on a number of ‘presuppositions’ or ‘convenient beliefs.’ Those who practice NLP adopt
these beliefs to help ease their journey through life. The idea is that if you always keep these in mind,
everyday problems which may get other people down will not affect your state of mind. There are
hundreds of these ‘pre-suppositions’ but this is a selection of those most useful for our purposes in
the Creatuse project.
1. Everyone has a unique model of the world.
2. Respect other peoples’ models of the world.
3. The map is not the territory.
4. People are not their behaviour.
5. The meaning of all behaviour is dependent upon the context it appears in.
6. All behaviour has a highest positive intention for the individual.
7. The most important information about a person is their behaviour.
8. Everyone is doing the best they can with the resources they have.
9. There are no un-resourceful people, only un-resourceful states.
10. Everyone has all the resources they need to succeed & to achieve their desired outcomes.
11. The person with the most flexibility of behaviour has the greatest influence on others.
12. There is no failure, only feedback.
13. Everyone is in charge of their mind and therefore their results.
14. The meaning of your communication is the response you get.
15. Resistance in a person you are communicating with, is a sign of a lack of rapport.
51
When we initially meet people who see the world differently to us it gives us ‘cognitive dissonance’
- the state of having inconsistent thoughts, beliefs, or attitudes, especially as relating to
behavioural decisions and attitude change. However, if we recognise and accept the fact that
everyone sees the world differently – it will bother us less! To exemplify:
What you see on the surface is not always what lies beneath
Take a look at the following image. What do you see?
Do you see an old woman or a young lady? Or can you see both?
We usually start seeing one dominant image and get ‘stuck’ to only being able to see that one thing!
This can be the case in everyday life, where we are so used to seeing the world from our own point of
view that we forget to see things from other perspectives. It takes flexibility to see both images in the
picture and, in the same way; we need to keep our minds open to other possibilities and options in the
real world. This flexibility can be developed through reflection exercises and other NLP techniques.
52
NEUROPLASTICITY
I
t was previously thought that the brain was fully developed by age 3 and would not change after
– as they say, you can’t teach an old dog, new tricks! Now it is known that this is not the case.
The brain can always develop and is moulded throughout life by our experiences. Some
important facts are:
Neuroplasticity includes several different processes that take place throughout a lifetime.
Neuroplasticity has a clear age-dependent determinant.
Neuroplasticity occurs in the brain under two primary conditions:
During normal brain development when the immature brain first begins to process sensory informa-
tion and also via information received throughout adulthood (developmental plasticity and plasticity of
learning and memory).
As an adaptive mechanism to compensate for lost function and/or to maximize remaining functions in
the event of brain injury. The environment plays a key role in influencing plasticity.
Neuroplasticity does not consist of a single type of neurological change, but rather includes several
different processes that occur throughout an individual's lifetime. However, different types of plasticity
dominate during certain periods of one's life and are less prevalent during other periods. In addition to
genetic factors, the brain is shaped by the characteristics of a person's environment and by the
actions of that same person for example, using brain training exercises.
So what does Neuroplasticity mean for us? If we accept the fact that the brain can change and adapt
based on our circumstance then we can start to make active changes to how we think and behave.
Modelling is a good example of how NLP uses this – a technique to help individuals achieve a
change. This is how children learn – they copy
what they see adults do around them!
NEUROPLASTICITY
Video by sentis
53
THE NLP COMMUNICATION MODEL
FILTERS
DELETE
DISTORT
GENERALIZE
INTERNAL
REPRESENTATION
CE
/ SPA
TIME
RGY
E R / ENE E
T UAG
MAT EXTERNAL
LANG EVENT
O RY
MEM S
SION
DECI
S
RA M
A PROG
MWT
STATE ES
VALU FS
LIE
& BE
S
TUDE
ATTI
PHYSIOLOGY BEHAVIOR
The NLP Communication model is also referred to as the Meta Model of NLP. The way we experience
the world through our senses (for example, what we see, smell or hear) is filtered through our past
experiences and affects our behaviours.
54
The NLP Meta Model describes the way that when people speak. Three processes happen
naturally: deletion, distortion and generalisation. This allows us to explain our experiences in
words more easily – otherwise we would be very long winded! The following tables present
the structures, associated questions and outcomes of the processes of distortion, generalisa-
tion and deletion.
DISTORTIONS
Surface Structure Question/ Deep Structure Outcome

Mind Reading  How do you know she does not like Recovers the source on
you? information
(Knowing someone’s internal state –
but not saying how)
For example, “She doesn’t like me.”

Lost Performative  Who says it’s bad? Gathers evidence criteria
(Value judgements – where the  According to who? Recovers missed info

person doing the judging is left out)
 How do you know it’s bad?
For example, “It’s bad to be rich.”
Cause – Effect  How does what he’s doing cause you to Recovers choice
choose to feel mad?
Where cause is wrongly put outside
self  Or – how specifically?
For example, “He makes me mad.”

Complex Equivalence  How does her yelling mean she doesn’t Gives a counter example
like you?
Two experiences are interpreted as
being synonymous  Have you ever yelled at someone you
like?
For example, “She’s always yelling at
me, she doesn’t like me.”
Presuppositions  How do you choose to suffer? Put back at cause
For example, “If my husband knew  How is he reacting? What does he do?
how much I suffered, he wouldn’t do
that.”  How do you know he doesn’t know? Bust the mind-read
55
GENERALISATIONS
Universal Quantifiers Exaggerate the universal quantifier and find Recover counter
counter examples...
All, every, never, everyone, no-one etc. example – effects
 Never?
For example, “He never talks to me.” outcome
 What would happen if he did?
Modal Operators  What would happen if you didn’t? Recover effects/outcome
For example, “I have to work hard, or “I  ...Or? Recover causes

can’t stop smoking.”
 What prevents you?
 What would happen if you did?
Generalisations are important – they are similar to stereotypes – we need them to make sense of the
world.
EXERCISE
Can you think of some generalisations? Why do you think that these are restrictive?
DELETIONS
Nominalisations:  Who’s not communicating what to Turns the verb back in to a process,
who? recover the deletion.
Process words, verbs turned in to
nouns  How would you like to communicate?
For example, “We have a problem

with our communication.”
Unspecified Verbs:  How specifically did he reject you? Specify the verb
For example, “He rejected me.”
Comparative Deletion:  Compared to what? Recover comparison
For example, “That’s expensive!”
Deletion is also referred to as selective attention. We leave out key details to improve our
efficiency. However, this can cause a problem when we get into the habit of always deleting
certain information, for example, always paying attention to criticisms and not taking note of
compliments. Being
CHAPTER 2 - CPS aware of FOR
METHODOLOGY deletions can also
URBAN SHARING help us to
LIFESTYLES: better
LET’S clarify
THINK issues
CREATIVE in
AND SUSTAINABLE
communication.
56
DEVELOPING COMMUNICATION STRATEGIES THROUGH NLP
I
n order to understand how people communicate, it is important to understand how they
develop communication strategies. This can be in combination with the NLP communication
model above to effectively communicate with other project members and community
members.
People experience the world through their five senses – visual, auditory, kinaesthetic, olfactory and
gustatory. This system is called primary representational system. It influences how people learn as
well as how they present their external world inside their head. Different people have different
systems. Let us analyse the Characteristics of representational systems.
V: Visual A: Auditory K: Kinaesthetic Ad: Auditory Digital
57
V: VISUAL
People with a primary visual representation system often stand or sit with their heads and/or bodies
erect, with their eyes up. They will be breathing from the top of their lungs. They will often sit forward in
their chair and tend to be organised, neat, well-groomed and orderly. They memorise by seeing
pictures and are less distracted by noise. They often have trouble remembering verbal instructions
because their minds tend to wander. A visual person will be interested in how things look.
Appearances are important to them.
A: AUDITORY
Auditory people will often move their eyes sideways. They may breathe from the middle of their chest.
They typically talk to themselves, and are often easily distracted by noise. They can repeat things back
to you easily, they learn by listening, and usually like music and prefer talking on the phone. They
memorise by steps, procedures, and sequences. Auditory people prefer to be told how they are doing,
and respond to a certain tone of voice or set of words. They will be interested in what you have to say
about things.
CHAPTER 3
2 - NEURO-LINGUISTIC
CPS METHODOLOGYPROGRAMMING
FOR URBAN SHARING LIFESTYLES: LET’S THINK CREATIVE AND SUSTAINABLE
58
K: KINAESTHETIC
Kinaesthetic people will typically be breathing from the bottom of their lungs so you will see their
stomach go in and out when they breathe. They often move and talk very slowly. They respond to
physical rewards and touching. They also stand closer to people than a visual person. They memorise
by doing or walking through something. They will be interested in things if they feel right or if you give
them something they can grasp.
AD: AUDITORY DIGITAL
Auditory digital learners will spend a fair amount of time talking to themselves. They will want to know
if things “make sense”. The auditory digital person can exhibit characteristics of the other major
representational systems.
THE ELEMENTS OF OUR MESSAGES
WORDS PHYSIOLOGY
TONALITY
CHAPTER 3
59
The words we use are a tiny part of how we communicate.
WORDS
10% of communication is through words including key words and phrases, sharing common
experiences, giving examples, telling stories, values and beliefs.
TONALITY OF VOICE
35% of communication is through the pitch, speed, volume and rhythm of our voices. For example, a
sentence that goes up at the end usually means a question; one that is moderate or flat usually
means a statement; and one that goes down at the end is usually a command.
PHYSIOLOGY
55% of communication is by the way we move and hold our body, including posture, head tilt, facial
expressions, blinking, gestures and breathing.
Let us watch this video of Barack Obama and observe the way he uses tonality, words and physiology.
Barack Obama is a good example of techniques one can use to effectively build rapport with others, he
has a charismatic appeal to his character that people find appealing and admirable.
OBAMA SPEECH
Video
CHAPTER 3
60
WHAT IS RAPPORT?
R
apport (noun) is defined as a close and harmonious relationship in which the people or
groups concerned understand each other's feelings or ideas and communicate well. i.e.
"she was able to establish a good rapport with the children" (17) . It is synonymous with
the words affinity, close/special relationship, (mutual) understanding, bond, empathy, sympathy, link,
accord. It derives from the French verb rapporter, which means ‘to return or bring back’. i.e. “I’m like
you therefore you can like me.” The basis of rapport is that when people are like each other, they like
each other. When you like someone, you are more willing to assist them in getting what they want.
W
here is rapport needed?
Anywhere you interact with other people!
Rapport is about making a genuine and strong connection with another person. You
know you have good rapport when you experience a sense of trust and respect and when you engage
comfortably with someone else.
61
EXERCISE
In order to understand how you personally build rapport and what’s important to you in different
relationships, try the following exercise from the book “Neuro-Linguistic Programming for Dummies”(14):
1. Think for a moment about someone with whom you have rapport. What signals do you send out to
that person and receive back that allow you to know that you’re on the same wavelength? How do
you create and maintain your rapport?
2. Think for a moment about someone with whom you do not have rapport, but would like to. What
signals do you send out to that person and receive back that allow you to know that you’re not on
the same wavelength? What gets in the way of creating and maintaining rapport with that person?
3. Think about your experience of the first person. What can you do differently in your behaviour with
the second person to help you build a stronger relationship?
THE OUTCOMES OF RAPPORT
HOW DO WE BUILD RAPPORT?
 We can match their physiology (the way they

are holding their body)
 We can match their tonality (the tone of voice

they use)
 We can match their predicates and keywords

(the type of words they use)
62
EYE ACCESSING CUE CHART TOOL
Understanding the way that people communicate is a necessary part of building rapport. Bandler &
Grinder observed that peoples’ eyes move differently depending on the type of question they are
asked and how they process information. This can help you to gauge their learning preference and
therefore communicate more effectively with them.
“Eye accessing cue chart" as it appears as an example in Bandler & Grinder's Frogs into Princes
(1979). Vc Vr
Ac Ar
K Ai
The six directions represent:
"visual construct“ (Vc) "visual recall“ (Vr)
"auditory construct“ (Ac) "auditory recall“ (Ar)
“kinesthetic” (K) "auditory internal digue“ (Ai)
If they are looking to the right

it is a construct, and if they
look to the left they are
remembering (please note:
this is a mirror image).
63
CLEAN LANGUAGE
H
ow we speak and term our requests can influence the response we get back – by keeping
our language ‘clean’ we can avoid influencing the response we get – important in
coaching/counselling.
‘Try’ – has the presupposition built into it that you might possibly fail.
‘But’ – always negates what has just been said. Use ‘and’ instead.
‘Don’t’ – The truth is we cannot not think of something. Avoid typical instruction such as, don’t run,
don’t shout, don’t be late, don’t talk.
For example, If I said to you “don’t think about a purple elephant”, what’s the first thing you do?
Conversely, we can use negation to our advantage when communicating. If I say to a student “I don’t
want to suggest that you can master this skill easily”, which internal representation do they have to
create?
U
tilising Values in the Real World
Listening to people and paying attention to the key words they use will enable you to find
out about their values. By using these key words back to them we can build better rapport
and influence them more effectively.
Here is an example of this: “Well John,

 Goals
because I am committed to assisting you
 Satisfaction achieve your GOALS and overall
A sample values
SATISFACTION, let me tell you about a new
hierarchy that you
 Creative project that will teach you utilise CREATIVE
established with the
problem solving to promote urban SHARING
 Sharing client.
whilst gaining greater FULFILMENT from
your work. Does that sound like a project
 Fulfilment
that would be of value to you?” .
64
CHAPTER 4
Neuro-Linguistic
Programming for Urban
Sharing Lifestyles
Using NLP for Urban Sharing Lifestyles
Staring from the previous insights, it is possible to suggest that NLP can be used as a facilitation tool:
 To enable change of paradigms (ways of thinking) in citizens;
 To understand better how to build rapport with other community members, and so contribute to
active citizenship;
 To enable learners to tap into unconscious barriers and support them to achieve their goals;
 To enable urban communities to be more efficient in their communication and develop better
rapport amongst community members, increasing community cohesion.
In addition, we can use NLP to attract more people to engage in sharing lifestyles. NLP includes
several techniques that can be useful to enhance the sharing in urban settings:
Rapport
The process of establishing a relationship with a subject that is characterised by harmony,
understanding and mutual confidence. This is done by reducing to a minimum the perceived
differences at the unconscious level.
Reframing
A process used to produce a positive intention by separating a problematic behavior from the internal
part responsible for it. New choices of behavior are established that maintain the positive intent but
don't have the problematic byproducts.
Strategy
A set of explicit mental and behavioral steps used to achieve a specific outcome. (18)
CHAPTER 4 - NEURO-LINGUISTIC PROGRAMMING FOR URBAN SHARING LIFESTYLES
65
NLP VALUES IN URBAN SHARING ECONOMY
Many think of NLP as being a tool box of techniques and models without a heart. However, the
principles, tools and skills of NLP presuppose certain values, which form the emotional basis for
people’s commitment to the field itself. Practitioners and trainers are often passionate about NLP’s
key values and sharing their benefits. Several of the core values of the global NLP community are
fundamental to establishing an urban sharing economy. Among them:
Usefulness: Being pragmatic and goal orientated. Seeking to make a difference. Focussing on
practical applications and using all available resources to reach the end goal.
Integrity: To have congruence in language and action – to ‘walk the talk’. This means to have an
alignment between our beliefs, values and behaviour and to act from our core values. This is achieved
by being aware of all our internal processes and beliefs and to behave in ways that are truthful to our
values.
Respect: The acknowledgement of personal boundaries as well as honouring the potential within
another person. To provide all people with equal time and space, while asking permission to intrude
on this space. To maintain unconditional positive regard for others while honouring the unique
contributions of each person.
Creativity: To be the builders of our own lives and communities. To be open to new possibilities – by
creating new models of the world, new ways to reach our goals, to ask new questions, to encourage
others to express their goals, and to constantly innovate the way we do things.
Empathy: To put ourselves in the shoes of others. To connect with others by putting oneself in their
position. To feel and demonstrate compassion for others and accept them for who they are. To offer a
space where changes can happen. To value ourselves, as well as to value others as we do ourselves
and to choose to invest in the well-being of others.
Creating artful community: by fostering bonding and friendship in future projects together. To be
concerned with the ‘we’ and not just the ‘me’. To act in service of others and value the different gifts
that others bring. Creating affiliation and association incorporating a wide variety of people and
aspects of expression.
66
T
here are many values shared among a large NLP community. These core beliefs and values
and the sharing of them are integral to developing urban sharing. In order to maintain and
promote community cohesion, values such as empathy, creativity, respect, and integrity are
key ingredients. They inspire the selflessness required for urban sharing in reality. According to
research by Robert Dilts (15) , a renowned NLP developer and consultant, when people use NLP in their
daily lives, they are more open to others and able to share the same values. These values may be
more connected to the self (integrity, creativity and flexibility), or to goals (usefulness, freedom,
elegance), or to the system (ecology, diversity, professionalism) or more connected to others (respect,
love, artful community). Therefore, if community members are using NLP in daily life, they will probably
share these same values. In turn, these same values may also become the basis of a sharing
community (15) . Many of these core values relate to each other. As indicated in figure 1 they can be
categorised into four areas: self, others, goals, and the system within one interacts. These shared
values are the foundation of an ethical community and culture.
Figure 1
Ecology Diversity
Professionalism
SYSTEM
Integrity Usefulness
SELF GLOBAL
Creativity Freedom
Flexibility OTHERS Elegance
Respect
Love
Artful community
T
hese clusters of values are also important to build an effective leadership. In the broadest
sense, leadership may be defined as the ‘ability to involve others in the process of
accomplishing a goal within some larger system or environment’ (15) . A leader expresses
him or herself by being both an example and a stimulus to influence individuals or groups in achieving
an outcome in the context of a specific system. “Visionary leadership” means involving and working
with others – most often peers – to create a world which people want to belong. Also urban sharing
needs a level of leadership for it to work, and often people who are attracted to and practice NLP are
naturally inclined towards leadership.
CHAPTER
CHAPTER24- -CPS
NEURO-LINGUISTIC
METHODOLOGY PROGRAMMING
FOR URBAN SHARING
FOR URBAN
LIFESTYLES:
SHARING
LET’S
LIFESTYLES
THINK CREATIVE AND SUSTAINABLE
67
APPLYING NLP IN REAL CONTEXTS
A
n important application of NLP occurred some years ago in the Welsh Social Services. In
2010, the Social Services Improvement Agency in Wales and Country Councils
implemented a research project to identify the skills, knowledge and values required of
social workers in the 21st century. One of the aims was to identify how multi-disciplinary teams of
social workers were making positive differences towards service users in achieving their own
outcomes and working towards them achieving their own independence (16) . They used behavioural
modelling techniques and NLP theories to design surveys and questionnaires to test how social
workers operated on a number of different levels. This research was directly related to Robert Dilts’
theory of how people operate at the various neurological levels, and how this affects their behavioural
performance, and ultimately their outcomes across a variety of situations.
68
Firstly, the team surveyed 100 service users who had recently accessed social services via a
social worker. Survey results were then analysed on a scale developed by Dilts called the
neurological levels model, to identify performance in these areas:
identity
values and beliefs
skills and capabilities
behaviour
environment.
Secondly, the team used video interviews with 60 staff from the various departments, asking
open questions which were again linked to the neurological levels model.
The final stage was using a qualified professional NLP trainer who undertook modelling
interviews with social workers in order to identify conscious and unconscious competences. This
could then be imparted to others in training schemes, mentoring and coaching sessions. This
strategy helped to highlight skills and key components of successful engagement strategies (16) .
These outcomes, which have been based on NLP theory, have now received national recognition
from the Welsh Assembly Government and are now becoming a core part of the training
programme for social workers in community care services in Monmouthshire County of Wales.
This example shows how NLP methods improved engagement strategies in social services. These
techniques will also be useful and relevant in urban sharing initiatives.
69
EXERCISE
F
irstly, have a look at the following Urban Sharing projects.
Imagine you are the project leader.
Project 1 – FoodForAll
This project provides meals for elderly people in the local area. It has been running for six months and
has been triumphed as a success in the community. The current kitchen where meals are made is
closing down. You know of another location which you could use but the owner isn’t sure if he can
help.
Project 2 – Wednesday club
This project provides childcare for working parents every Wednesday by retired people. This is a new
project and there is currently a debate with the local authority (council) about the project being unsafe.
The pilot of the project has been a great success but it still faces scrutiny.
Project 3 – Clothes for the Homeless
This project collects second hand clothing to donate to homeless people in the town where it is based.
The project has been very successful but has had so many donations that it requires an increase in
storage space. You need a cash injection quickly to pay for a new warehouse and are approaching a
local businessman for sponsorship.
70
EXERCISE
Project 4 – Language Lovers
This project is a community language sharing scheme between migrants and locals. The project is
struggling to get off the ground. Its first session drew only two migrant participants and three local
people. The target for participants was 20 (10 migrants, 10 locals), so the project is at risk of losing its
funding if this continues.
S
econdly, imagine that these corresponding people may be presenting barriers to your
project’s overall success. How would you use NLP techniques and theories to negotiate
and influence them towards a mutual agreement?
a) You are a restaurant owner who has been approached by the FoodforAll project who would like to
use your kitchen to make their meals. You aren’t sure what’s in it for you and are worried that you
might lose paying customers.
b) You are a council officer who is worried about the safeguarding element of the Wednesday club
project. You feel that children may be put at risk if the club continues and are not sure if it should
continue.
c) You are a local businessman who has been approached by a local project to donate money for a
project distributing clothes to homeless people in your area. You are not sure if this project is worth
your investment.
d) You run a local charity that support migrants and have been approached by the Language Lovers
project to help them promote their service to your clients. However, you’re worried that this is a
conflict of interest and may take away your clients/funding.
71
NLP FOR URBAN SHARING LIFESTYLES – EXAMPLE

DEVELOPMENT
H
ere is a fuller example
showing how NLP can be used in the FoodForAll project (Project 1).
Project 1 – FoodForAll
FoodForAll is an urban sharing project in a northern UK town. It was set up by a group of people from
a number of community projects, churches and mosques who came together in response to the
growing number of isolated elderly people in the local area. The group started a couple of years ago,
but the project has really taken off in the last six months. The number of volunteers has doubled, and
FoodForAll is reaching more elderly people in more districts of the town. There has been excellent
publicity for the project in local and social media, and other schemes may also be developed to
support more elderly people as a result. Food is donated to the project for free by a number of local
shops - and up until now - FoodForAll has had access to the well-equipped and free kitchen in a local
community centre. However, the group has just found out that the community centre is closing down,
so there is an urgent need to find somewhere else to cook the meals.
One of the group knows of a restaurant that is close to the community centre, and has a good, friendly
reputation. They’ve made an initial contact with the restaurant owner to tell her briefly about
FoodForAll. So far, the restaurant owner isn’t sure whether she can or will help. In particular, she said
that she wasn’t clear how her business would benefit from helping FoodForAll, and she was
concerned about the kitchen not being available for her own chef.
72
NLP TECHNIQUES IN PRACTICE
I
t is important to use language well when negotiating with people. Try and find out their needs
and interests. For example, with the restaurant owner, it is important to find out about, and
then take into account, her fears and motivations. So a conversation might start with you
saying something like:
“We believe that working with FoodforAll will INCREASE your customer base, the local community is
very supportive of the project and it is being widely shared on SOCIAL MEDIA, which can in turn bring
in more CUSTOMERS to your restaurant.”
Y
ou will need to use all your skills to build rapport with her before she takes on your offer.
You will need to engage your senses, especially your ears to listen carefully to what she
says, notice how to control your emotions and feelings before you decide on your
response. You must make your desired outcome very clear in your mind - what do you want to happen
following the conversation, for example, how often will you need to use the restaurant? How long will
the project need the restaurant for? Finally, you may have to be flexible in your behaviour,
considering other options if you are not successful in what you want to achieve the first time.
73
NLP TECHNIQUES IN PRACTICE
B
uilding rapport with the restaurant owner will be crucial. The more people feel at ease
and can connect with you, the more we can negotiate with each other to end in a win/
win situation. Subtle mirroring and positive body language such as an upright open
posture can make the person you are communicating with connect with you more easily. This
connection is important when establishing agreement with another person. Try to avoid looking down
at your hands for example. Eye contact is also important, try to maintain eye contact when you are
making a point. Nod your head when they make a point, and remember to listen to what they are
saying. People like to feel as though they are being listened to.
I
n this scenario the restaurant owner could, for example, approach your meeting with a slightly
defensive demeanour, with her arms folded and her head looking down. At this point it is
important to have an open, upright posture to make her feel more at ease. She may then drop
her arms to the side and lift her head slightly. At this point, you should drop your arms to the side to
mirror her to make her feel at ease with her loosening body language. Use your hands to illustrate your
points, if she opens up more try continuing to mirror the body language until she opens up fully.
Maintaining eye contact is also key to this conversation, so try to connect when she looks up and
avoid looking down yourself.
74
CONCLUSION
N
LP theories and methods can effectively encourage sharing and integration across
different cultures, including for Urban Sharing initiatives. They can encourage creative
problem solving, including the development of key leadership skills for making changes.
As there tend to be fewer mediators and middle people in Urban Sharing initiatives, peer-to-peer
relationships are important. So here we can see the relevance of NLP techniques for building rapport
to develop these unique economic relationships.
T
he Urban Sharing Economy means that physical assets, products, venues, skills, ideas
and money are managed differently, and often more efficiently. Again, this means that
effective leadership and communication are both crucial, with NLP providing appropriate
theories, tools and techniques for them. NLP training could also be a collective tool to support
alternative ways of life, promote public engagement, and facilitate closer social relationships. It could
also offer support for alternative employment activities, such as social enterprises. As well as having a
unique economic base, social relationships in urban settings are fundamental to the success of Urban
Sharing. Ideally, in a community where people are more open to the values and beliefs of others, self
reflective and open to new ways of doing things in an ecological and moral way, NLP could provide
both the theory and practical tools to create a positive Sharing Economy.
75
Bibliography
1) OECD—PISA 2012 Results: Creative Problem Solving (Volume V) - Students' Skills in Tackling Real-
Life Problems - OECD Publishing 2014
2) Scott G. Isaksen, K. Brian Dorval, Donald J. Treffinger – Creative Approaches to Problem Solving: A
framework for Innovation and Change – Third edition - Sage Publications 2010
3) Edward de Bono - Six Thinking Hats - Back Bay Books 1999
4) Edward de Bono - Lateral Thinking: Creativity Step by Step - Harper Colophon 2015
5) Edward de Bono - Creativity Workout - Erickson 2008
6) Edward de Bono - Thinking Outside The Box: How to Think Creatively By Applying Critical Thinking
and Lateral Thinking - CreateSpace Independent Publishing Platform 2015
7) Steven Johnson - Where Good Ideas Come From:The Seven Patterns of Innovation - Penguin 2011
8) Tony Proctor, Creative Problem Solving for Managers, Routledge 2010
9) Ian Atkinson - The Creative Problem Solver - Pearson Education Limited 2014
10) Rod Judkins - The Art of Creative Thinking - Sceptre 2015
11) Tina Seelig - InGENIUS: A Crash Course in Creativity - Hay House UK 2012
12) Devika Devaiah and Rajiv Narang - Orbit-shifting Innovation: The Dynamics of Ideas That Create
History - Kogan Page Ltd 2014
13) Sam Kaner - Facilitator's Guide to Participatory Decision-Making - Jossey-Bass 2007
14) Romilla Ready. Neuro-linguistic Programming For Dummies. John Wiley & Sons; 2nd Edition edi-
tion, 2010
15) Robert Dilts, Shared Values of the NLP Community, 2016 http://www.nlpu.com/GTC/Values.html.
16) John McConnachie, NLP Modelling to engage with Customers, 2016 http://www.anlp.org/how-
could-nlp-help-me.php?csid=88.
17) Oxford Dictionary Online, Rapport Definition, 2016
https://en.oxforddictionaries.com/definition/rapport.
18) Robert Smith, NLP (neuro-linguistic programming, 2016
http://www.businessballs.com/nlpneuro-linguisticprogramming.htm.
76
Web Content
Useful links for CPS

 The Creative Problem Solving Group, Inc.: http://www.cpsb.com
 OECD and PISA: www.oecd.org/pisa
 Management Training and Leadership Training, Online: https://www.mindtools.com/
 Dr. Edward de Bono website: https://www.edwdebono.com/
 The de Bono Group: Proven Design Thinking Methods: http://www.debonogroup.com
 Center for Creative Learning: www.creativelearning.com
 Tools for diagnosis CPS, identify levels (Test & Questionnarie of CPS)
http://www.cpsb.com/assessments/soq
 http://www.queendom.com/tests/index.htm
 Method for creative solving problem (test, questionnarie)
http://es.slideshare.net/pacop/creative-problem-solving-y-talento-corporativo
 Only 3% of people pass this creative test, can you?
https://www.youtube.com/watch?v=aH2ll5bwpKw
 Creativity Techniques A to Z: https://www.mycoted.com/Category:Creativity_Techniques
Useful links for NLP

 What is Neuro Linguistic Programming (NLP)?
https://www.ewellnessexpert.com/blog/166/what-is-neuro-linguistic-programming-nlp
 How to improve your performance through NLP
http://www.wikihow.com/Improve-Your-Performance-Through-NLP
 NLP for Leaders: https://www.cips.org/Documents/Knowledge/Procurement-Topics-and-Skills/8-
People-and-Skills/Influencing-Skills/NLP-for-leaders.pdf
 NLP and how it can be applied to leadership
http://leadershipperformance.blogspot.com.tr/2010/10/nlp-and-how-it-can-be-applied-to.html
 Using NLP for Leadership Skills: http://www.exforsys.com/tutorials/nlp/using-nlp-for-leadership-
skills.html
 How can Neuro Linguistic Programming help with leadership and development?:
http://www.nlpworld.co.uk/how-can-neuro-linguistic-programming-help-with-leadership-and-
development/
 Building rapport:
http://www.skillsyouneed.com/ips/rapport.html
77
Videography
Seth Godin: How to get your ideas to spread

http://www.ted.com/talks/seth_godin_on_sliced_bread
In a world of too many options and too little time, our obvious choice is to just ignore the ordinary stuff. Marke-
ting guru Seth Godin spells out why, when it comes to getting our attention, bad or bizarre ideas are more suc-
cessful than boring ones.
Navi Radjou: Creative Problem Solving in the face of extreme limits

http://www.ted.com/talks/navi_radjou_creative_problem_solving_in_the_face_of_extreme_limits
Navi Radjou has spent years studying “jugaad,” also known as frugal innovation. Pioneered by entrepreneurs in
emerging markets who figured out how to get spectacular value from limited resources, the practice has now
caught on globally. Peppering his talk with a wealth of examples of human ingenuity at work, Radjou also
shares three principles for how we can all do more with less.
Steven Johnson: Where good ideas come from

www.ted.com/talks/steven_johnson_where_good_ideas_come_from
People often credit their ideas to individual “Eureka!” moments. But Steven Johnson shows how history tells a
different story. His fascinating tour takes us from the “liquid networks” of London’s coffee houses to Charles
Darwin’s long, slow hunch to today’s high-velocity web.
What is Creative Problem Solving?

https://www.youtube.com/watch?v=QbxyiUG5RRI
An overview of CPS
7 Step Problem Solving

https://www.youtube.com/watch?v=bZXDGQSuF9I
Are you facing a challenging situation at work? Ed Muzio, author of "Make Work Great" explains a 7 step solu-
tion to effective problem solving.
Problem Solving Techniques - how to solve problems in the workplace in 6 easy steps
https://www.youtube.com/watch?v=cQPNVFZId68
Using these 6 easy steps you can solve any problem as work. Enhance your skills by watching this simple guide
to solving problems.
Creative Problem Solving Process

https://www.youtube.com/watch?v=oqwoOpO-4k0
The Canadian Management Centre Thought Leader Series: Janice Francisco on Creating Problem Solving Suc-
cess.
Problem solving skills

https://www.youtube.com/watch?v=wHbLhZ5OoJc
Problem solving is a key skill in any job. The world of work is mostly about making decisions and solving pro-
blems. John Paul Lobo explains how to think creatively during situations and tackle problems effectively by set-
ting yourself apart from everyone else.
78
Videography
Six Creative Ways To Brainstorm Idea

https://www.youtube.com/watch?v=yAidvTKX6xM
Do you ever have an issue developing ideas? Here are six creative ways to overcome hitting a roadblock when
generating ideas.
How to improve your creativity

https://www.youtube.com/watch?v=6-Tb1FvLGjM
Watch this movie to get a quick overview on how to improve your writing skills. It starts from finding out your
weak areas in terms of writing and strengthening them through a variety of ways.
Problem Solving - Thinking Outside of the Box!

https://www.youtube.com/watch?v=rRtwh2HvmXQ
Examines a basic problem solving concept. Great intellectual exercise to warm up participants to critical thin-
king and problem solving.
Creative thinking - how to get out of the box and generate ideas: Giovanni Corazza at TEDxRoma
https://www.youtube.com/watch?v=bEusrD8g-dM
This video is filmed and edited by Università Telematica Internazionale UNINETTUNO. Corazza is a full-time pro-
fessor at the Alma Mater Studiorum at the University of Bologna, a member of the Executive Council, and the
founder of the Marconi Institute of Creativity. He teaches science and the applications of creative thinking.
Why/Which/How/Where/What/When/Experiment. A quick jump out of the box is more insight ful than a lifeti-
me of standard thinking.
Think out of the Box - Expand your Comfort Zone - Creative Thinking with Kevin Hunter
https://www.youtube.com/watch?v=TdguN4KZlSs
Kevin Hunter is a Radio Show Host of "THE BUSINESS FORUM SHOW." He teaches business people how to
think out of the box and overcome both personal and professional obstacles by expanding their comfort zone.
Kevin Hunter demonstrates how you can think out of the box by changing your life habits, explaining that creati-
ve thinkers interrupt their daily routines with a purposeful strategy, thereby giving them the mindset that allows
them to think out of the box with very little resistance.
Charles Leadbeater: The era of open innovation

https://www.ted.com/talks/charles_leadbeater_on_innovation?language=en
In this talk, Charles Leadbeater weaves a tight argument that innovation isn’t just for professionals anymore.
Passionate amateurs, using new tools, are creating products and paradigms that traditional companies can’t.
Ambition. Discipline. Purpose. The Journey of Being an Entrepreneur with Gurbaksh Chahal
https://www.youtube.com/watch?v=28sCH-uK-0Q
Gurbaksh Chahal is the Founder, Chairman and CEO of Radium One. A die-hard internet entrepreneur, he star-
ted his first company, at the age of 16.
79
Contact:
www.creatuse.eu
CREATive Urban Sharing in Europe

KA2 Strategic Partnership for Adult Education
Project no. 2015-1-IT02-KA204-014775
Additional information about the project are available at: www.creatuse.eu
This project is funded by the European Commission.
This publication reflects the views only of the author, and the Commis-
sion/National Agencies cannot be held responsible for any use which may be
made of the information contained therein.
The Guide “CREATIVE PROBLEM SOLVING and NLP FOR URBAN SHARING LIFE-
STYLES ” has been developed under Erasmus+ KA2 Strategic Partnership for
Adult Education Project CREATUSE is licensed under a Creative Commons.
Attribution-NonCommercial-ShareAlike 4.0 International License.

Nlp-Problem Solving

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Nlp-Problem Solving

Uploaded by

Copyright:

Available Formats

1

Additional information about the project are available at: www.creatuse.eu

Elaborated by Youth Europe Service

Web content Agencia Para el Empleo de Madrid

Videography Kirşehir Valiliği

Contribution to contents AidLearn, Consultoria em Recursos Humanos

Euro-Idea Fundacja Społeczno-Kulturalna

English Language revision Inova Consultancy UK

Design and layout Euro-Idea Fundacja Społeczno-Kulturalna

Translation (in your national version)

Revision (in your national version)

Etc, (in your national version)

CHAPTER 3 - Neuro-Linguistic Programming 44

T he role of CREATIVITY in this

context is essential; “SHARING” is, in fact, a

creative rethinking of lifestyles that are no

to be creative in Urban areas thanks to the

improvement of the level of key competences

T his interactive guide introduces the

WHAT IS CREATIVE PROBLEM SOLVING (CPS) ?

IT IS A METHODOLOGY BASED ON A MULTIDISCIPLINARY APPROACH DEALING WITH THE ROLE OF

CREATIVITY, INNOVATION AND PROBLEM SOLVING IN VARIOUS SITUATIONS OF DAILY LIFE

PISA 2012 defines problem-solving competence as:

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

From this definition, it is possible to identify some key elements:

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

CREATIVE PROBLEM SOLVING: THE KEY WORDS

The Cambridge Dictionary defines SOLVING is immediately

The IDEA CREATIVITY we are talking about can be taught, learned

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

WHY IS CREATIVE PROBLEM SOLVING IMPORTANT?

problems as challenges. to someone who is organising a garden party

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

THE CPS FRAMEWORK

The Process Components of CPS are:

The Management Component is:

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

Constructing Opportunities: identification and FRAMEWORK

C Preparing for Actions

It is time to translate interesting and

his is the management component of

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

THE PRINCIPLES OF CREATIVE PROBLEM SOLVING

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

LATERAL THINKING (4)

solving problems through an (the classic method for problem

traditional step-by- step logic. According to de horizontal” imagination

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

MORE ABOUT CREATIVITY

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

ce activist winning 2 Nobel Prizes

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

LEARNING ABOUT CREATIVITY

 Fear of actually starting some activities –not leave it on a piece of paper

It is also important to accept that:

 Certain ideas are not good

 Other people might have better ideas

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

CREATIVE PROBLEM SOLVING METHODOLOGY

CREATIVE THINKING: TRAINING, EXERCISES AND TOOLS

(After each activity, there are some background creatively together

reflections in order to explain the methodology