NLP

1002.eng 101 “Violence is never the answer.”
1003.eng “Horses simply do not want to cooperate with anyone that would violate them.”
1004.eng Monty Roberts
1005.eng Greatest Strength
1006.eng Break him, the tough guy said.
1007.eng He’s got to know who’s boss.
1008.eng Tie him up, pull him down, put some sense in his head.
1009.eng He might get hurt, but that’s the risk, it’s only the horse’s loss.
1010.eng Is he mean, or simply filled with fear?
1011.eng Tradition would say it doesn’t matter.
1012.eng Break his will to fight…you hear?
1013.eng Or your body he will batter.
1014.eng I’ve come to learn it isn’t so, this traditional belief.
1015.eng Communicate, and let him know.
1016.eng Violence will only get you grief.
1017.eng Create a path, and watch him learn to partner with our kind.
1018.eng Be fair, and his trust you’ll earn.
1019.eng Be gentle, and a friend you’ll find.
1020.eng Training is not a battle that a man
1021.eng is obliged to win.
1022.eng Learning should be looked upon as a way of having fun.
1023.eng Leave your horse his dignity,and view him with a grin.
1024.eng Now your horse will see it through, ’til every job is done.
1025.eng The greatest strength a man can achieve is gentleness—I know.
1026.eng Cause your horse in you to believe, and your inner strength will grow.
1027.eng Monty Roberts, 2002
1028.eng Why is violence never the answer?
1029.eng # Because it is immoral
1030.eng # It conflicts with Monty’s principles
1031.eng # Prey animals respond with flight and violence only intensifies that response, shutting down learning
1032.eng 102 "Put the needs of the horse first."
1033.eng "Your horse is critical.
1034.eng His needs must be met first, and if his needs are not met, your performance will pay a price.”
1035.eng Monty Roberts
1036.eng Put the needs of the horse first
1037.eng Once a person has violence out of their life and they’ve cleared the decks of all malice, then I suggest that we need to meet the needs of the horse.
1038.eng To further explain that, obviously we need to know the needs of the horse.
1039.eng If a person is going to be successful in the horse world, you have got to decide what you want for yourself.
1040.eng The needs of the horse come before wanting to win championships; wanting to make money; wanting to be successful internally.
1041.eng It is a partnership.
1042.eng Your horse is critical.
1043.eng His needs must be met first, and if his needs are not met, your performance will pay a price.
1044.eng We need to know what that horse considers to be a reward.
1045.eng As predators, we know food as a reward.
1046.eng If we go out and shoot a large animal, we call them trophy animals, us guys, we will take it round to the neighbors and show them what a great-white-hunter we are.
1047.eng It is a trophy.
1048.eng We might even stuff it and put it on the wall.
1049.eng It is a reward for having hunted down this wonderful animal.
1050.eng I am not into hunting any more, and I don’t want others to be either, but nonetheless there is, in our DNA [deoxyribonucleic acid], a factor for considering food a reward, but no blade of grass has ever run from a horse.
1051.eng No horse felt the need to stalk down a blade of grass and kill it, and then eat it.
1052.eng Food is just there, for them.
1053.eng We need to know what that horse considers as a reward.
1054.eng Often times it is just the ceasing of work.
1055.eng Just stopping.
1056.eng Giving them a rub.
1057.eng Getting off their backs, if we’re on them.
1058.eng Walking them around.
1059.eng Walking away from them is a reward, that tells them that you are not predatorial.
1060.eng Think of innovative ways to reward your horse in HIS language.
1061.eng Which is to say, “I like you and I’m not going to hurt you.”
1062.eng Horses are very generous animals.
1063.eng They are ambitious.
1064.eng They have a lot of energy.
1065.eng So they don’t want to just stand around, they want to do things but be careful.
1066.eng Monitor them.
1067.eng Observe them.
1068.eng When they’ve had enough, ease up.
1069.eng Reward them.
1070.eng Stop.
1071.eng Get off.
1072.eng Give them a rub and walk away.
1073.eng Your chances for success will fall right off the table if the needs of the horse are not met.
1074.eng When you meet his needs, then your chances go sky-rocketing.
1075.eng One can’t simply be conceited about it, or arrogant, when the horse meets your needs.
1076.eng The reason that you can not do that, is that you will start to overwhelm your horse, with your own requirements.
1077.eng Study.
1078.eng Learn what he needs.
1079.eng Provide those needs and your chances for success will sky-rocket.
1080.eng What does the horse consider to be a reward?
1081.eng # Food
1082.eng # Rest
1083.eng # Praise and recognition
1084.eng How can you know if your horse remains partnered and has understood your reward?
1085.eng # He will follow you, in follow up, as you walk away
1086.eng # The horse will lick and chew
1087.eng # He will rest a leg
1088.eng JOIN-UP®
1089.eng 201 Introduction to Join-Up
1090.eng "Join-Up is the process of communicating with the horse to create an environment of cooperation.”
1091.eng Monty Roberts
1092.eng Join-Up is a title I have given to the body of work I employ in dealing with horses without violence.
1093.eng To define Join-Up, however, requires a narrower view of the term.
1094.eng Join-Up is that moment in which the horse decides that it is better to be with me than to go away.
1095.eng Join-Up can be achieved with all horses of any age or background.
1096.eng It is as effective on wild mustangs as it is on the gentle child’s horse.
1097.eng The practice of Join-Up is a commitment to a path that two species travel together in search of commonality, friendship and survival.
1098.eng This is my journey, what the horses taught me and what we have shared.
1099.eng It replaced my pain with joy and resentment with a willingness to serve.
1100.eng The process has no time constraints; it has no definable beginning or end.
1101.eng The process does not begin when you arrive at the barn to meet your horse; it begins when you wake up in the morning and exists even as you sleep.
1102.eng Join-Up is a process based upon communication in a shared language to create a bond rooted in trust.
1103.eng It must be nonviolent, non-coercive and can only be accomplished if both partners have willingly entered the process.
1104.eng To gain Join-Up with your horse, it is necessary to step into his world, observe his needs, conditions and the rules that govern his social order.
1105.eng Join-Up between you and your horse heralds an end to isolation and separation of both our species by bonding through communication.
1106.eng It is a procedure that should be precisely followed; there are no short cuts.
1107.eng Join-Up may bring out con flict and perceived resistance or even ambivalence.
1108.eng However, if the trainer is competent, believes in the concept and executes it reasonably well, the horse will respond positively.
1109.eng If you intend to use Join-Up on an untrained mustang or a domestic horse that has not been saddled or ridden, you should practice until competent on safe horses.
1110.eng Working with untrained animals is not for amateurs.
1111.eng The raw horse should be dealt with by people who work with horses on a daily basis.
1112.eng These should be professionals who have had significant experience training horses.
1113.eng It is my recommendation that anyone using Join-Up takes the time to comprehensively study the Language of Equus before attempting the procedure.
1114.eng Without a working knowledge of the language, it is unlikely that Join-Up will be successful.
1115.eng I think the first Join-Up attempt should be undertaken with the assistance of one of my properly qualified instructors.
1116.eng Excerpt from Monty’s textbook: “From My Hands to Yours”
1117.eng What is Join-Up?
1118.eng # The moment in which a rider first sits on a young horse’s back
1119.eng # A way to make a horse submissive to his handler
1120.eng # The moment in which the horse chooses to be with you rather than away from you
1121.eng Which of these factors has no place in Join-Up?
1122.eng # Freedom of choice
1123.eng # Force
1124.eng # Communication
1125.eng Which fundamental element in Join-Up sets it apart from other training methods used today?
1126.eng # Join-Up incorporates the silent language of horses
1127.eng # Join-Up is a gentle way to interact with horses
1128.eng # Join-Up helps you assess your horse’s personality
1129.eng Why would you want to do Join-Up with your horse?
1130.eng # To create a partnership with your horse based on trust and freedom of choice
1131.eng # To start your horse in less than 30 minutes
1132.eng # To start every training session on a positive note
1133.eng 202 Orientation to the Round Pen
1134.eng "Learning should be an ever-changing and never-ending process.
1135.eng To keep an open mind is essential.”
1136.eng Monty Roberts
1137.eng Equine Orientation
1138.eng Horses have an innate internal compass.
1139.eng Animals in general will demonstrate a natural orientation.
1140.eng Horses can track themselves back from where they came and know in which direction they are going.
1141.eng I have ridden horses throughout long nights in the wilderness.
1142.eng I can recall often when I was certain that my horse was trying to take me in the wrong direction.
1143.eng I can remember arguments that I had with my horses, certain that I knew more about where we should be going than they did.
1144.eng When I take a horse into the round pen, I move toward the center and face the horse in several different directions, rubbing his head each time I pause.
1145.eng This introduction allows the horse to orient himself, helping him to feel more comfortable in his surroundings.
1146.eng The horse has a directional mechanism so incredible that we human beings have difficulty in understanding it.
1147.eng The horse is far more likely to relax and accept his lessons if he is comfortably oriented.
1148.eng Since the publication of my first book we have received many letters relating stories of horses that took their riders home.
1149.eng Some of these tales tell of quite frightening circumstances.
1150.eng Snowstorms and other harsh conditions will often leave the human less than completely competent to judge the appropriate direction to travel.
1151.eng Horses possess a vastly superior compass mechanism to that of a human being.
1152.eng One lady recently sent us a story about getting lost on a mountain trail ride.
1153.eng She explained that when night fell she became very cold and her hands were so numb that she could not even hold the reins.
1154.eng She was paralyzed with fear as she buried her hands deeply in the pockets of her coat.
1155.eng Under the circumstances, she made the decision to completely trust her horse.
1156.eng Approximately seven hours later, she recognized the ranch headquarters; the horse had safely escorted her home.
1157.eng Once his head was free, her mount used his natural orientation.
1158.eng We should not view this as an exceptional feat.
1159.eng We should understand horses well enough to know that this is something they do quite naturally.
1160.eng Just as we use tracking dogs or homing pigeons, horses too can be used to enhance the human’s limited sense of direction.
1161.eng Monty’s Points
1162.eng # Horses have innate internal compasses.
1163.eng # When taking a horse into the round pen, orient him in each direction.
1164.eng # Orientation allows the horse comfort.
1165.eng # Trust your horse’s natural compass.
1166.eng Excerpt from Monty’s textbook: “From My Hands to Yours”
1167.eng Why is orientating your horse to the round pen important?
1168.eng # To let the horse know where 2 o’clock is
1169.eng # To show the horse where the gate is
1170.eng # To help the horse feel comfortable in his surroundings
1171.eng Why is it important for the horse to feel comfortable?
1172.eng # The horse is more likely to relax and accept his lessons
1173.eng # The horse will look at you
1174.eng # The horse will understand what you want
1175.eng In the round pen, where is 6 o’clock?
1176.eng # On the opposite side of the gate
1177.eng # At the gate
1178.eng # Facing the horse
1179.eng Where should you look when orientating your horse?
1180.eng # At the horse’s eye
1181.eng # At the horse’s nose
1182.eng # Around the shoulders/forelegs
1183.eng 203 Release at 2 O'Clock
1184.eng "Only through willingness can true harmony be found.”
1185.eng Monty Roberts
1186.eng Release
1187.eng At this time, I am prepared to release the horse.
1188.eng I unsnap the lead from one of the schooling rings (those attached to the nose rope).
1189.eng It is not critical which ring I use, but it is important to use only one at a time.
1190.eng I often school with the nearside ring for a time, then change to school from the offside ring to achieve a balanced response from my horse.
1191.eng Unsnapping the long line, I step away toward the rear of the horse.
1192.eng I do not allow even so much as a glance toward the horse’s eyes.
1193.eng Taking care not to enter the kick zone, when I am at a point directly perpendicular to the rear flank of the horse, I then go into action.
1194.eng Next, I snap my eyes on the eye of the horse.
1195.eng I pierce his pupils with my gaze.
1196.eng Squaring my shoulders, I cause my body to assume a military stance of attention.
1197.eng I swing the line coils, slapping my shoulders, first one side, then the other, and the horse flees virtually every time.
1198.eng As my student runs away from me, I pitch the long line toward the rear quarters.
1199.eng My intention is to convey to the horse that I am perfectly happy with his decision to flee.
1200.eng My experience has taught me that the horse regards being sent away as an act of discipline.
1201.eng I learned in my early days that the alpha female assumed this role when disciplining the obstreperous adolescent.
1202.eng My body language says, “Go away!
1203.eng Do not go away a little, go away a lot!” I keep my shoulders square with the body axis of my student, and I maintain piercing contact with my eyes on the eyes of the horse.
1204.eng The flight distance of the horse is about 1⁄4 to 3⁄8 of a mile (400 to 500 hundred meters).
1205.eng In a round pen 50 feet (16 meters) in diameter, the animal must negotiate between 4 to 6 laps in each direction.
1206.eng I try to negotiate 4 or 5 laps with my horse moving as swiftly as is comfortable and safe for him.
1207.eng Monty’s Points
1208.eng # Unsnapping the line begins the process of communication
1209.eng # Stepping away, I take care not to enter the kick zone
1210.eng # My body language says, “Go away!
1211.eng # Do not go away a little, go away a lot!”
1212.eng # Eyes on eyes and shoulders square means “Go away!” in Equus, the horse’s language
1213.eng Excerpt from Monty’s textbook: “From My Hands to Yours”
1214.eng What position should you take when you release the horse by unclipping?
1215.eng # Step back and away toward the midsection of the horse and outside the kick zone
1216.eng # In front of the horse so that you can see both his eyes.
1217.eng # You shouldn’t move until you snap your eyes on your horse to send away
1218.eng What does Monty mean when he says “Eyes on eyes”?
1219.eng # The eyes of the horse are the windows to his soul
1220.eng # Use your eyes to draw the horse’s eyes to you
1221.eng # Eyes on eyes means “Go away!”
1222.eng What is Monty’s intention when the horse that is released chooses to flee?
1223.eng # Monty wants to tire the horse out so he will do Join-Up
1224.eng # Monty is perfectly happy with the horse's decision to flee
1225.eng # Monty wants to avoid any flight reaction
1226.eng Why does Monty throw the line out toward the horse?
1227.eng # He throws the line to show his dominance over the horse
1228.eng # He throws the line to keep the horse focused on Monty
1229.eng # He throws the line to send the horse away
1230.eng 204 Flight Distance and Turns
1231.eng "Man should have the freedom to choose and so should the horse.”
1232.eng Monty Roberts
1233.eng Flight Distance and Turns
1234.eng The flight distance of the horse is about 1⁄4 to 3⁄8 of a mile (400 to 500 hundred meters).
1235.eng In a round pen 50 feet (16 meters) in diameter, the animal must negotiate between 4 to 6 laps in each direction.
1236.eng I try to negotiate 4 or 5 laps with my horse moving as swiftly as is comfortable and safe for him.
1237.eng I then step in front of his balance point, reverse him, and repeat the process in the opposite direction.
1238.eng Once I have my 8 to ten 10 comfortably completed, I reverse my animal again.
1239.eng Remember, I am still working with my shoulders square, eyes on eyes.
1240.eng The second reversal puts the horse back in the same direction that he traveled just moments before.
1241.eng I have found this to be of some comfort to the horse.
1242.eng He will now be more relaxed.
1243.eng I employ the gestures that reduce the pressure to leave, allowing the horse to slow.
1244.eng I will often put my line in my left hand and open the fingers of my right hand, with the horse circling to the right.
1245.eng Watch the horse at the end of the Join-Up, and realize that nothing negative has resulted from your sending the horse away.
1246.eng It is virtually impossible to draw a horse back to you until that horse is away from you.
1247.eng What I am attempting to do is to set up an environment whereby the horse exercises freedom of choice.
1248.eng The flight animal is quite accustomed to fleeing to avoid what it perceives as danger.
1249.eng In the wild horse herd, it is commonplace for adolescents to be sent out of the family group for periods of time as discipline for unacceptable behaviour.
1250.eng It is a part of their culture, and they understand it quite well.
1251.eng Anyone who chooses to study my concepts closely will realize that I wait until the horse chooses to make a move to leave me.
1252.eng It is at that time that I respond by overtly sending the horse away.
1253.eng I try not to be terribly aggressive in this action.
1254.eng I make a concerted effort to match my movements to the sensitivities of the horse with which I am working.
1255.eng Excerpt from Monty’s textbook: “From My Hands to Yours”
1256.eng The flight distance of a horse is roughly...
1257.eng # At the point when your horse no longer runs from you
1258.eng # 1/4 to 3/8 of a mile
1259.eng # Four to five laps going right
1260.eng Why is it necessary to send the horse away?
1261.eng # To let the horse know who's boss
1262.eng # To set up an environment whereby the horse exercises freedom of choice
1263.eng # To get the extra energy out of the horse before you begin a training session
1264.eng How can you cause your horse to turn?
1265.eng # Staying out of the kick zone, step in front of his balance point with shoulders square and eyes on eyes
1266.eng # Throw a line out at his head
1267.eng # Turn away from the horse to give him space to face you
1268.eng Which action will NOT help you negotiate an effective turn?
1269.eng # Turn your horse between 10 and 2 o’clock
1270.eng # Cause the horse to turn away from you
1271.eng # Allow the horse to turn when he chooses to turn
1272.eng 205 Line Handling Skills
1273.eng "Learning should be looked upon as a way of having fun.”
1274.eng Monty Roberts
1275.eng Line Handling
1276.eng Proper line handling is a crucial skill that all students of horsemanship need to have in their toolkit.
1277.eng It determines your effectiveness and ensures your safety in handling horses.
1278.eng Two fundamental elements will help you become proficient in this area: understanding the proper technique and practicing it.
1279.eng These notes are designed to create a roadmap for acquiring dexterity in line handling.
1280.eng The first step when you set out to coil up your line is to take hold near the snap at one end to prevent potential injury caused by the metal slapping against you.
1281.eng With the base of the snap safely in your grip, you can begin to coil the line using a clockwise motion.
1282.eng Your coils can be approximately 18 to 24 inches (45 to 60 centimeters) in length and should be fairly consistent in size.
1283.eng Using a clockwise motion, coil the line up until you come to the tail end.
1284.eng At this point, if you coiled the line up in your left hand, you can turn it around and clip it on your horse, with the tail of the line facing the back.
1285.eng If you coiled the line into your right hand using a clockwise motion, the tail of the line will already be facing the tail of the horse.
1286.eng It is essential to use a clockwise motion as you coil the line.
1287.eng In this way, the loops will feed through your hand easily.
1288.eng They will uncoil smoothly without catching on your hand or knot up into a loop that could trap your foot.
1289.eng As a verification of the coiling procedure, check yourself by ascertaining that the tail of the line is facing backwards.
1290.eng Having a properly coiled line goes a long way towards effective line handling, but you will also need to learn how to throw the line.
1291.eng This can be done with an underhand or overhand pitch toward the rear quarters.
1292.eng Either way, be sure to use a soft but decisive arm motion while keeping your eye on the horse.
1293.eng Virtually all components of horsemanship, particularly those involving the use of equipment, are affected by repetition.
1294.eng Repeat the correct technique of coiling and throwing the line, and you will develop the muscle memory to get the job done quickly, reliably, and with minimal thinking.
1295.eng Stay with it, and remember this maxim: An amateur will practice until he gets it right; a professional will practice until he can’t get it wrong.
1296.eng What is the consequence of coiling the rope clockwise?
1297.eng # You coil the rope in the least amount of time
1298.eng # You’re likely to get your hand caught in the line
1299.eng # The loops will feed off smoothly as the line uncoils
1300.eng Which statement is NOT true?
1301.eng # Coiling counter-clockwise is unsafe
1302.eng # Coil up the rope starting from the tail end
1303.eng # The tail of the rope should face backwards
1304.eng What is the most important step to protecting yourself from injury?
1305.eng # Use gloves when handling ropes
1306.eng # Never put pressure on the line
1307.eng # Keep the snap near your hand when you coil the rope
1308.eng Why is it critical to coil a rope the proper way?
1309.eng # For safety
1310.eng # To do it like a professional roper
1311.eng # To use the same procedures as Monty
1312.eng 206 The Four Gestures
1313.eng "Since horses are flight animals, they react and respond rather than initiate.”
1314.eng Monty Roberts
1315.eng Four Gestures
1316.eng There are four gestures by the horse that I call desirable goals.
1317.eng It is not necessary to achieve each of these gestures, but Join-Up is enhanced if you do.
1318.eng The first gesture you will observe concerns the horse’s ears.
1319.eng The horse will adjust the ear nearest you so that you can see into the open part of it.
1320.eng This ear will remain fairly constant while the ear furthest from you will move, picking up the sounds from the rest of the environment.
1321.eng I believe that this gesture means that the horse respects you.
1322.eng This suggests that you are important in his life though he is not sure why.
1323.eng Remember that you are still assuming your aggressive stance, eyes on eyes, shoulders square, all motions square.
1324.eng The next gesture is nearly always second of the four desired.
1325.eng The horse will come off the round-pen fence, shrinking the size of his circle.
1326.eng At this point, you will often see the neck bend inward so that the horse views you more intently than he did at first.
1327.eng The neck will generally relax and soften compared to its condition early in the flight mode.
1328.eng This gesture means that the horse wants to stop going away and to get closer to you.
1329.eng He would like to negotiate an agreement that would be mutually beneficial.
1330.eng While the third and fourth gestures often switch order positions, I will list as the third gesture “licking and chewing.” In doing so, the horse communicates that he is a herbivore and is eating.
1331.eng I believe this gesture means that while the horse is eating he cannot be afraid.
1332.eng I think he is saying, “We have guard horses on our herds and when a predator is present we must stop eating.
1333.eng We must get our heads high and get ready for the run or we die.” I often notice that the horse will defecate, lightening the bowel, in order to have a better chance of outrunning the predator.
1334.eng The final desired gesture is the horse dropping his head and neck and moving so his nose is just about an inch from the soil.
1335.eng He will often flex at the poll so that the head synchronizes with his pace with a kind of nodding motion.
1336.eng If the trainer finds the horse does not drop his head, he can employ a gesture likely to evoke this response.
1337.eng Excerpt from Monty’s textbook: “From My Hands to Yours”
1338.eng Is it imperative that you get all four signs from your horse to accomplish Join-Up?
1339.eng # Yes, if the horse does not give all four signs it means he is not 100% willing to be with you
1340.eng # No, but Join-Up is enhanced if you do
1341.eng # Yes, you can make gestures at the horse to cause him to show all four signs
1342.eng What are the four gestures that Monty describes as relevant to Join-Up?
1343.eng # Ear locked on, smaller circle, drop the head, lick and chew
1344.eng # Ears pointing forward, head turned in, smaller circle, lick and chew
1345.eng # Ear locked on, smaller circle, drop the head, yawning from relaxation
1346.eng Which of the following statements is NOT true?
1347.eng # Dropping the head means the horse is tired of running around
1348.eng # The third and fourth gestures often switch order positions
1349.eng # The first gesture you will observe concerns the horse’s ears
1350.eng How does Monty interpret the gesture of licking and chewing?
1351.eng # The horse communicates that he is hungry and tired of working
1352.eng # The horse communicates that he is a herbivore and is eating, and while the horse is eating he cannot be afraid
1353.eng # The horse communicates that he is afraid of the situation he is in and would like to Join-Up with you to make a herd of two
1354.eng 207 Join-Up and Follow-Up
1355.eng "It is difficult to get it right with your horse until you get it right with yourself.”
1356.eng Monty Roberts
1357.eng Join-Up and Follow-Up
1358.eng To invite the horse in to Join-Up with you, turn slightly to move in the same direction in which the horse is traveling, but no longer have your shoulders square with the horse.
1359.eng One shoulder should point toward the horse’s head.
1360.eng Next, step a fraction ahead of the horse’s balance point, casting your eyes slightly downward and away from the horse.
1361.eng This will usually cause him to halt and look inward.
1362.eng At this point, assume a passive stance, eyes downward, shoulders relaxed and on a 45-degree angle to the axis of the horse.
1363.eng Remain motionless at this 45-degree position, facing slightly away from the horse, not 45 degrees and toward the horse.
1364.eng All movements at this time should be slow and smooth, never rapid or jerky.
1365.eng Fluidity of movement including those of your eyes is critical at this juncture.
1366.eng The mistake of a quick snap of your eye will almost certainly send the horse away.
1367.eng At this time the horse will often advance, walking right up and reaching out with his nose to nuzzle your shoulder.
1368.eng This is the “moment of Join-Up”.
1369.eng It is critical that while in the passive mode you do not make eye contact with your student.
1370.eng You should, however, keep the horse within your peripheral vision to know where the animal is.
1371.eng If the horse feels the pierce of eyesight, he is likely to believe this is not a safe place to be and may even break away.
1372.eng If the horse fails to walk forward, you should move in arcs turning away from the horse and remaining passive.
1373.eng This will draw the horse toward your shoulder.
1374.eng In either case, once Join-Up is accomplished, you should then turn slowly toward the horse and standing immediately in front of him, rub gently between the eyes.
1375.eng Once you have rewarded your animal for his positive actions, you can then walk away and expect Follow-Up to occur.
1376.eng Equestrians would do well to remember that predators never walk away from their prey, so the horse has come to regard this as a nonthreatening gesture.
1377.eng I recommend walking in circles both right and left, stopping every few seconds to rub his forehead as a reward for following you (a positive action).
1378.eng You can walk in serpentine patterns so that the horse clearly expresses a desire to be with you by following your exact movements.
1379.eng How do you invite the horse in for Join-Up?
1380.eng # Turn toward the horse and draw him in by looking in his eyes and walking backwards
1381.eng # Step a fraction ahead of the horse’s balance point, casting your eyes slightly downward and away from the horse with your body relaxed and at a 45 degree angle to the horse
1382.eng # Stop all movement, stay in the middle of the pen and patiently wait for the horse to come to you
1383.eng In what situation would you use ‘arcing’?
1384.eng # To draw the horse to you for Join-Up if he is not coming in to you when you invite him
1385.eng # To bend your horse’s neck if he is not flexible in that part of his body
1386.eng # When you want to invite a horse for Join-Up at a trot
1387.eng Once Join-Up is accomplished, what do you do?
1388.eng # Clip your line on the training ring of the Dually Halter
1389.eng # Pat your horse vigorously on the neck to let him know he’s a good boy
1390.eng # Turn slowly toward the horse and standing immediately in front of him, rub gently between the eyes
1391.eng Which action will NOT cause a strong Follow-Up?
1392.eng # Walking in a straight line with hesitant steps to your horse can easily keep up with you
1393.eng # Walking in circles both right and left
1394.eng # Stopping every few seconds to rub his forehead as a reward
1395.eng 208 Join-Up Session
1396.eng "Each horse reacts to man in a different way.
1397.eng Therefore, every Join-Up is unique.”
1398.eng Monty Roberts
1399.eng Join-Up Session
1400.eng # Violence must have no part in the process of Join-Up.
1401.eng Violence of any kind will destroy the effectiveness of the procedure.
1402.eng A trainer must move through the process keeping the conversation alive, always allowing the horse time to respond.
1403.eng Join-Up is response-based, not demand-based.
1404.eng It should be your goal as the trainer to accomplish all four gestures, allowing him to begin the full complement of communication that will lead to Join-Up.
1405.eng To push the horse on, I make sweeping movements through the air with my arm and extend the fingers in an aggressive manner.
1406.eng The horse appears to consider this a “predatorial” gesture and will usually maintain his position against the fence, as far from me as possible.
1407.eng It is at this point that the horse begins to communicate.
1408.eng To ask the horse to drop his head, you should make the following gestures: first, raise one hand with open fingers and palm toward the horse.
1409.eng The arm, wrist and hand should be rigid at this point and rapidly moving left to right.
1410.eng Then, gradually close the fingers while simultaneously bending the wrist and relaxing the arm and bring the arm downward and toward the center of your body.
1411.eng With the arm relaxed, wrist and elbow bending, and fingers closed, bring your hand across your belt buckle to a point slightly beyond your body midline.
1412.eng This will often result in the horse stopping and dropping his head.
1413.eng I believe that when the horse drops his head, he is saying, “If we could have a meeting to renegotiate our contract, I would let you be chairperson of the meeting.” I do not believe that it is a message of submission, but one of wanting a partnership.
1414.eng It is one more request by the horse for a partnership without confrontation.
1415.eng In my operation, I do the full complement of Join-Up four, five, maybe six times and that is all.
1416.eng Then, you live by the concepts of Join-Up for the balance of the horse’s life.
1417.eng This means when you go into the box stall, you do not just walk in, grab hold of him and pull him around.
1418.eng You walk in, and when he moves away, you look him in the eye, square-up, and move toward him.
1419.eng When he looks back at you, you walk away and let him catch you.
1420.eng Excerpt from Monty’s textbook: “From My Hands to Yours”
1421.eng Your horse does not do Join-Up.
1422.eng He does not give you the signals.
1423.eng What's the problem?
1424.eng # You haven't run him hard enough.
1425.eng # Do longer sessions and get your horse tired out.
1426.eng # It's not your fault.
1427.eng # You have a horse that does not speak Equus.
1428.eng # Look in the mirror.
1429.eng # You caused the problem.
1430.eng Why does Monty make sweeping movements through the air with his arm with one hand with open fingers and palm toward the horse?
1431.eng # To indicate to the horse when he should turn
1432.eng # To cause the horse to move faster and further away from him
1433.eng # To desensitize the horse to sudden movements
1434.eng What effect does closing the fingers have on the horse?
1435.eng # It encourages the horse to relax
1436.eng # It causes the horse to look at the handler
1437.eng # It causes the ear to lock on
1438.eng How many Join-Ups is it appropriate to do with the same horse?
1439.eng # Start most training sessions with Join-Up for the balance of his life
1440.eng # One Join-Up is all you ever need to establish trust
1441.eng # Four to six Join-Ups with the same horse
1442.eng 209 My Horse Won't Draw to Me
1443.eng "Remedial problems are, in almost every instance, the product of training error.”
1444.eng Monty Roberts
1445.eng My Horse Won’t Draw to Me
1446.eng # Often students will become quite knowledgeable as to the procedures they need to follow.
1447.eng However, watching them in the round pen, I realize that the flow of their movements and the timing of their gestures are out of synchronization with their horses.
1448.eng Often, a student will observe the gesture made by a horse and then walk a few more steps thinking about exactly what to do to execute the transition.
1449.eng By the time he does, the horse is off on another subject.
1450.eng We have had several students in our school that pass the written tests successfully.
1451.eng Later in the round pen, I observe a person who is unable to execute the simplest elements of the Language of Equus.
1452.eng In a case like this, we will try to assign him a young horse to hone his practical skills.
1453.eng I have adopted several mustangs who serve as the greatest teachers available for students who fit this category.
1454.eng If you have the academics down, the likelihood is that you need more “hands-on” time with live horses to perfect your skills.
1455.eng After learning all you can from this website and my textbook, “From My Hands to Yours,” I encourage you to contact my team of Certified Instructors and take a class under their guidance.
1456.eng Which of the following actions would increase your chances for a strong Join-Up?
1457.eng # Looking back at the horse during the invite
1458.eng # Using clear body language
1459.eng # All of the above
1460.eng If you are having trouble with Join-Up, you need to...
1461.eng # Look inward for what you might be doing wrong and then change it
1462.eng # Go back to the books until you learn to avoid making mistakes
1463.eng # Accept that you don't have the gift to work with horses
1464.eng Arcing is...
1465.eng # An application of the concept of pressure and release
1466.eng # A way to draw the horse to you
1467.eng # All of the above
1468.eng Which statement is NOT true?
1469.eng # Making mistakes is part of the learning process
1470.eng # Horses are reactionary animals
1471.eng # Repetition with horses will eventually yield a different outcome
1472.eng DUALLY HALTER
1473.eng 301 Learning to Use the Dually Halter
1474.eng "The greatest strength a man can achieve is gentleness.”
1475.eng Monty Roberts
1476.eng Learning to Use the Dually Halter
1477.eng Work with the Dually halter should be performed on good footing in a safely fenced enclosure.
1478.eng The footing should be a loose, friable cushion of at least an inch and a half and the surface should be gritty with good traction.
1479.eng I prefer to work with the Dually in a round pen of approximately 50 feet (16 meters) in diameter.
1480.eng It is advisable to have a safe perimeter fence more than 6 feet high (approx.
1481.eng 2 meters) surrounding your training area.
1482.eng You should snap the lead into one of the schooling rings (those attached to the nose rope).
1483.eng It is not critical which ring you use, but it is important to use only one at a time.
1484.eng I often school with the nearside ring for a time, then change to school from the offside ring to achieve a balanced response from my horse.
1485.eng You should work to create circumstances so as to intrinsically school the horse not to resist the Dually halter.
1486.eng When your horse resists the Dually, it becomes smaller and less comfortable, and when he cooperates, the Dually gives immediate reward by expanding, and becoming quite comfortable.
1487.eng In all procedures concerning the Dually, it is important to remember to work without anger or violence.
1488.eng Losing one’s temper can cause injury to horse and human.
1489.eng Stay calm, and be safe.
1490.eng If you believe that you and your horse are not entirely safe, you should stop, get information and proceed only when you are comfortable.
1491.eng The Dually halter can be a wondrous tool, but it is only as good as the hands that hold it.
1492.eng I recommend that students work with several calm, non-remedial horses when first using the Dually halter.
1493.eng Proceed with horses who have problems only when you feel that you understand the full extent of the use of this tool.
1494.eng I suggest working with a minimum of 15 older trained and non-remedial horses before advancing to horses that have the potential to be dangerous.
1495.eng Excerpt from Monty’s textbook “From My Hands to Yours”
1496.eng How does the Dually halter support intrinsic learning?
1497.eng # It causes the horse to be uncomfortable when he is negative and comfortable when he is positive
1498.eng # It gives the handler a way to punish the horse for unwanted behaviors
1499.eng # It teaches the horse to come off pressure by restricting the horse’s airways
1500.eng Which of the following is NOT a pre-requisite to learning to use a Dually Halter?
1501.eng # Learning how to properly fit the Dually Halter
1502.eng # Understanding when to release pressure on the line by opening your hand
1503.eng # Getting experience with some remedial horses so you encounter a variety of training situations
1504.eng In what situation is it appropriate for your horse to wear a Dually halter?
1505.eng # When he is turned out in the field
1506.eng # When he is learning how to load in a trailer
1507.eng # When he is loose in the box stall
1508.eng The Dually halter sends a message that…
1509.eng # You’re the boss and you won’t be taken advantage of
1510.eng # Is clear, concise, immediate and fair
1511.eng # Lets the horse control the movement of his feet
1512.eng 302 Fitting Instructions
1513.eng "The most important piece of equipment in horse training are the hands that hold it”
1514.eng Monty Roberts
1515.eng Fitting Instructions
1516.eng The Dually halter should be fitted so that it is comfortable in all areas of the head and throatlatch.
1517.eng It should be fairly snug, but not tight.
1518.eng The nose-schooling rope attachment should rest on the bony bridge of the nose, not so low as to compress the airways.
1519.eng It has three separate adjustment buckles.
1520.eng The crownpiece buckle adjusts the total length of the halter.
1521.eng The buckle on the upper nosepiece should adjust the size of the halter on the circumference of the horse’s head immediately below the prominent cheekbones.
1522.eng And the buckle under the chin increases your adjustment capabilities at the level of the nose-schooling rope.
1523.eng You should use all of these buckles to achieve a comfortable position.
1524.eng The ring at the bottom of the halter under your horse’s chin is for tying, and for leading the horse when not actually schooling him.
1525.eng The Dually halter does not have a breaking point and this is intentional.
1526.eng It was designed in this way to discourage the user from leaving the horse unattended while he is wearing it.
1527.eng Monty’s Points
1528.eng # It is critical to adjust the Dually properly.
1529.eng # Never tie your horse using the schooling rings.
1530.eng # There is never a reason to reduce the horse’s air intake.
1531.eng # The Dually is only as good as the hands that hold it.
1532.eng Excerpt from Monty’s textbook “From My Hands to Yours”
1533.eng Which of the following is a NOT a Dually feature?
1534.eng # A training ring on each side of the noseband
1535.eng # Three adjustable buckles
1536.eng # A breakaway point
1537.eng Where should the upper noseband sit?
1538.eng # Immediately below the horse’s cheekbones
1539.eng # One inch or two-finger widths below the cheekbone
1540.eng # Low enough so that the rope part of the noseband is on the soft tissue of the nose
1541.eng How loose should the adjustable nose piece of the halter be?
1542.eng # Loose enough so you can fit your fist though it
1543.eng # Not slack but touching the skin of the horse all around
1544.eng # Tight and secure, pressing into the skin
1545.eng What is the headpiece (or crownpiece) buckle for?
1546.eng # To adjust the total length of the halter and the height of the noseband
1547.eng # It is simply there to put the halter on and take it off
1548.eng # To create pressure on the poll for training purposes
1549.eng 303 Working with the Dually
1550.eng "Make it easy for him to do right and difficult for him to do wrong.”
1551.eng Monty Roberts
1552.eng Working with the Dually
1553.eng When schooling with the Dually, you should use a longer than normal lead rope of at least 20 feet (approx.
1554.eng 7 meters) to enable you to operate at a safe distance from the horse.
1555.eng The post Join-Up work with the Dually halter should proceed until you achieve strong signs of willingness and relaxation.
1556.eng Then, you can move on to accomplish other goals.
1557.eng The Dually halter will help a horse load into a trailer, walk into a starting gate (starting stalls), walk through water, stand for mounting or any other handling problems.
1558.eng It should be noted that the Dually is very effective for schooling a horse to stand for the farrier or the veterinarian.
1559.eng The Dually is an effective tool for long lining using both rings, or even riding with the reins attached to the training rings, creating a type of side pull.
1560.eng It is also an extremely good tool for schooling horses to be shown in hand.
1561.eng While there are many more uses too numerous to list here, the Dually will help you in nearly all areas of forming a partnership with your horse.
1562.eng Overcoming phobias is easily accomplished when your horse is firmly in the learning mode.
1563.eng Remember, adrenaline level up, learning down; adrenaline level down, learning up.
1564.eng Excerpt from Monty’s textbook “From My Hands to Yours”
1565.eng Which is an appropriate scenario for setting out to work with the Dually?
1566.eng # You have a long line (20-30 feet or 6-9 meters) snapped into one of the training rings
1567.eng # You have a short line (so you can’t trip on it) snapped into one of the training rings
1568.eng # You attach one line through both training rings, as you would do with a lunge line
1569.eng What statement below is a true characteristic of the Dually Halter?
1570.eng # It has a breakaway point for added safety
1571.eng # It gets small and less comfortable when the horse resists it
1572.eng # The training ring can be used to tie up a horse that pulls back
1573.eng Which of the following uses of the Dually is NOT appropriate?
1574.eng # Riding with it in place of a bridle by attaching reins on the training rings
1575.eng # Tying a lead rope to the training ring during transportation
1576.eng # Attaching two lines to the training rings for long lining or driving your horse
1577.eng What is the most important piece of equipment in horse training?
1578.eng # A long line
1579.eng # The Dually halter
1580.eng # The hands that hold it
1581.eng 304 Learning to Lead
1582.eng "If you’re unable to smile while working with your horse, it is likely that you need to improve your methods.”
1583.eng Monty Roberts
1584.eng Learning to Lead
1585.eng You should encourage your horse to walk with his nose at your shoulder by gripping the lead and pulling backward when the horse is too far forward.
1586.eng It is best to allow the horse to bump into the Dually before you pull.
1587.eng He will then regard it as his error and he will accept this self-administered discipline.
1588.eng You should always pull the Dually halter, not jerk it.
1589.eng On the other hand, if your horse fails to walk forward sufficiently, then grip the lead and walk briskly forward directing the horse to advance his position so his nose comes close to your shoulder.
1590.eng You should move about the round pen quickly once the horse has his nose in the proper position.
1591.eng The next step is to walk briskly, then stop abruptly.
1592.eng Most of the time a horse will go forward for a few steps instead of stopping with you.
1593.eng Your leading hand should grip the line and firmly school the horse back into the desired position.
1594.eng The next step is to walk straight forward again, expecting the horse to follow with his nose at your shoulder.
1595.eng Should he fail to do so, the lead rope squeezes and shrinks the Dually, drawing the horse forward into the desired position again.
1596.eng This activity should continue until you can walk briskly anywhere you choose, stop at will, and restart with the horse’s nose remaining at your shoulder.
1597.eng Excerpt from Monty’s textbook “From My Hands to Yours”
1598.eng What does Monty consider good ground manners acceptable for a horse to lead?
1599.eng # Your horse is relaxed
1600.eng # Your horse should walk with his nose at your shoulder
1601.eng # Your horse should stay at a consistent speed even if the handler changes his
1602.eng What can you do if your horse lags behind when you are leading him?
1603.eng # Ask for forward movement by applying quick jerks on the line
1604.eng # Grip the lead and walk briskly forward directing the horse to advance his position
1605.eng # Turn him loose to send him away for another Join-Up
1606.eng What behavior in the horse regarding ground manners does Monty compare to “upstaging” the horse handler?
1607.eng # Walking ahead of the horse handler when leading
1608.eng # Walking into the back of the handler when leading
1609.eng # Walking across the handlers path when turning
1610.eng What immediate reward does the horse get for coming off pressure and staying at your shoulder?
1611.eng # A natural treat, like a piece of fruit or carrot
1612.eng # Comfort from the release of pressure
1613.eng # A rub on his head
1614.eng 305 Creating the Sweet Spot
1615.eng "Failure is an opportunity to learn.”
1616.eng Monty Roberts
1617.eng Creating the Sweet Spot
1618.eng Having accomplished the procedures described in the previous lesson, you are now prepared to add the back-up to the scenario.
1619.eng I find it effective to walk quickly and halt abruptly, facing the same direction as my horse.
1620.eng At this point, I back myself up passing close to the horse’s shoulder.
1621.eng When I reach the horse’s front leg, I grip the lead rope and school the horse with 3 or 4 backward steps in unison with mine.
1622.eng Next, I walk forward briskly for 15 to 20 steps, and repeat the process.
1623.eng I do this until my horse will back-up with me without requiring tension on the lead.
1624.eng The horse should execute these movements synchronizing his motion with mine.
1625.eng I want him to mirror my body motions to trigger his responses without the need for pressure on the halter.
1626.eng These movements should be accomplished with 2 to 3 feet (approx.
1627.eng 1 meter) of lead line between the hand and the halter.
1628.eng If, at this point, I have accomplished these procedures effectively, I should have a horse who is relaxed.
1629.eng He should be walking with his head fairly low.
1630.eng He should, with some regularity, lick his lips and chew, which tells me that his adrenaline level is down and that he is volunteering.
1631.eng I like to be able to stop at any point during this level of work and rub my horse’s ears and all around his neck and head without him acting nervous or reticent.
1632.eng Experience has shown that if I get it right, I will often have a horse that yawns periodically.
1633.eng I have found this to be a positive sign of cooperation.
1634.eng The post Join-Up work with the Dually halter should proceed until you achieve strong signs of willingness and relaxation.
1635.eng Then, you can move on to accomplish other goals.
1636.eng Excerpt from Monty’s textbook “From My Hands to Yours”
1637.eng Which is the correct positioning of the “sweet spot” for leading a horse?
1638.eng # The horse’s head is directly behind the handler
1639.eng # The horse’s head and neck are out in front of the handler
1640.eng # The nose of the horse is directly at the shoulder of the handler
1641.eng How do you create the “sweet spot”?
1642.eng # By giving the horse a treat when he is positioned correctly
1643.eng # By closing your hand on the line, making the halter smaller to bring him forward or backward of the correct position
1644.eng # By gently tugging on the line with in a repetitive motion to remind him that you are leading
1645.eng Leading from the shoulder of the horse is not advisable because...
1646.eng # You are in a more vulnerable position if the horse jumps in your direction
1647.eng # The horse is leading you
1648.eng # All of the above
1649.eng What is the “Dually dance” that Monty refers to?
1650.eng # A game you play with your horse to have some fun
1651.eng # A foundation for good ground manners that will last a lifetime
1652.eng # A term to describe the horse’s innate desire to synchronize with our actions
1653.eng 306 Standing Still
1654.eng "These ideas work because they are rooted in the natural instincts of the horse.”
1655.eng Monty Roberts
1656.eng Standing Still
1657.eng Training the horse to find value in standing still is fundamental.
1658.eng It doesn’t matter whether it’s for the veterinarian, the farrier or a rider mounting, remaining motionless is a part of reasonable ground manners for every horse.
1659.eng The Dually Halter is the definitive piece of equipment called for in this case.
1660.eng In my concepts, it is critical to have and fully understand the use of the Dually Halter.
1661.eng At the outset, the process of training the horse to stand still is executed by working from the ground.
1662.eng Stop your horse in a safe location (that is, where there is good footing and no dangerous circumstances in the environment) and step back away from him, leaving a bit of slack in the lead.
1663.eng I use a thirty-foot (ten-metre) driving line, and I recommend a minimum length of twenty feet (six metres).
1664.eng Stand simply looking at your horse, and when he moves any foot school him with the Dually Halter.
1665.eng This means tightening the line and using the halter to guide the horse firmly back to the spot where you originally placed him.
1666.eng Repeat this process until your horse stands for twenty to thirty seconds without moving a foot.
1667.eng Having accomplished this goal, step forward, give your horse a rub between the eyes and lead him around in a circle, allowing his muscles to relax.
1668.eng Then place your horse on another safe spot and repeat the process.
1669.eng You can begin to build on the requirements so that in time the horse will stand for three, four or five minutes remaining completely motionless.
1670.eng Making the transition to standing still under saddle is done by using a bitless bridle, if you have one.
1671.eng This will ensure the safety of your horse’s mouth.
1672.eng Sitting on the horse, use the bitless bridle just as the Dually Halter, causing your horse to be less than comfortable when he moves a foot.
1673.eng It is best to rein back during the schooling process.
1674.eng If one is diligent about using the recommended equipment and executing the desired techniques, it is possible to train a horse to stand for very long periods of time without changing the position of one foot.
1675.eng Be careful not to require the horse to stand motionless to the extent that he becomes extremely uncomfortable due to cramping muscles.
1676.eng Be fair with your horse and he will be fair with you.
1677.eng Excerpt from “ASK MONTY: The 150 most common horse problems solved”
1678.eng What are some things you can do to encourage your horse to stand still?
1679.eng # Look him in the eye, shoulders square, fingers open
1680.eng # Look at your horse’s feet and jiggle the line
1681.eng # Take out a carrot and hold it high up in the air
1682.eng Monty recommends that you initially ask the horse to stand still for how long?
1683.eng # 30 minutes
1684.eng # 20-30 seconds
1685.eng # 60 seconds
1686.eng Which of the following is true if you are training your horse to stand still?
1687.eng # It’s not OK for your horse to swish his tail
1688.eng # It is appropriate for the horse to stomp if he has a fly on his leg
1689.eng # By controlling the horse’s foot movement, you control the relationship
1690.eng After asking your horse to stand still for a length of time, how can you communicate to him that it is OK to follow you?
1691.eng # Drop your eyes to the near side of the horse and bring your lowered eyes across his body as you turn away and walk on
1692.eng # Cluck at the horse
1693.eng # Encourage forward movement by swinging a rope at the horse
1694.eng 307 Preparing for the Farrier
1695.eng "If he is about to learn, stay out of his way.”
1696.eng Monty Roberts
1697.eng Preparing for the Farrier
1698.eng Any person preparing a horse to be trimmed or shod by the farrier should take this responsibility seriously.
1699.eng I have seen extremely wild and fractious horses that require a week or more to be prepared for the farrier’s visit.
1700.eng During this training period the sessions might take up to an hour a day.

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161.eng. _ Really understanding what makes coaching unique and why it is so appealing
162.eng. _ A wealth of new tools and techniques that are specific to Coaching
163.eng. _ A sense of certainty about their abilities to successfully Coach others and where appropriate, build a coaching practice
164.eng. _ An entirely new NLP skill level
165.eng. _ Really knowing how to give feedback
166.eng. _ Dramatically improved results with existing clients
167.eng. _ For some, a new career, for others a new way of working
168.eng. _ A sense of congruence around their ability to combine their NLP knowledge-base with well-defined Coaching skills
169.eng. _ New interest and more responsiveness from potential clients and customers following their certification as an NLP Coach
170.eng. _ Having credibility in the coaching field
171.eng. _ The ICF
172.eng. _ The International Coach Federation is the leading professional association of personal and business coaches.
173.eng. _ It seeks to preserve the integrity of coaching around the world and its pioneering work has set standards for the profession.
174.eng. _ Already in the US increasing numbers of companies are stipulating that they will only hire ICF Coaches.
175.eng. _ The ITS NLP Coaching Certification Training has been designed to meet the criteria laid down by the ICF.
176.eng. _ A significant part of the training involves being a Coach
177.eng. _ You will not just learn about Coaching skills - you will ‘do’ them in real Coaching environments.
178.eng. _ You will get a phenomenal amount of targeted hands-on experience of actual Coaching.
179.eng. _ People who have taken other coaching trainings repeatedly tell us how this makes our programme quite unique - and how empowering it is to know you really can deliver.
180.eng. _ In addition to coaching during the four-day modules you will also learn how to sustain a coaching relationship over time - from both perspectives.
181.eng. _ Throughout the programme you will have your own coach in-between the modules.
182.eng. _ You will also be a coach to a course participant in-between the modules.
183.eng. _ (This is so valuable that previous years’ course participants have chosen to continue the arrangement after the training is over).
184.eng. _ Beyond a 20-day training
185.eng. _ The depth of this programme goes far beyond the training modules.
186.eng. _ Between the modules, you will build on the material you have learned with your own Coach.
187.eng. _ In addition, you will be someone else’s Coach between modules.
188.eng. _ This process rapidly enhances your new Coaching skills.
189.eng. _ You will have the Coaching experience, you will have the added dimension of the client experience, you will have the feedback of your new colleagues
190.eng. _ - and then you will have the next module to use Ian and Jan’s expertise to answer questions and receive additional feedback and learning.
191.eng. _ So the ITS NLP Coaching Certification Training is not just a 20-day course - it is a six month continual learning experience.
192.eng. _ UK NLP Coaching
193.eng. _ Uniting the principles of advanced NLP with the power of Coaching, to offer a comprehensive Certification Programme for individuals whose work involves interacting with, influencing and assisting others, or who want to pursue a career as a professional NLP Coach.
194.eng. _ Why Coaching?
195.eng. _ The ability to assist others to gain clarity in their lives and access the resources they need to solve problems and fulfil their dreams, is both a sought after and highly rewarding skill.
196.eng. _ It’s also an ability that can be learnt by mastering the art of NLP Coaching.
197.eng. _ As the march of progress and technology continues, peoples’ lives are getting more complex and often more stressful.
198.eng. _ While 21st century life offers more opportunities
199.eng. _ - it also presents us with more choices.
200.eng. _ And navigating our way through these choices can be a challenge - that’s where we need some support.
201.eng. _ As an NLP Coach, you enable people to meet this challenge.
202.eng. _ People are also seeing the results that colleagues and friends achieve from working with an excellent Coach.
203.eng. _ Perhaps it should come as no surprise that seeking out a trained individual with superb coaching skills and an outside perspective on our lives, can produce significant results.
204.eng. _ This new acceptance of the power of Coaching is why it is now one of the world’s fastest growing professions.
205.eng. _ Certifi cation Training
206.eng. _ So why else has coaching become so popular?
207.eng. _ People are experiencing the financial benefits that follow from working with a good Coach.
208.eng. _ In particular, professionals who improve their lives as a result of coaching are far more effective at work and will generally command higher salaries or fees as a result.
209.eng. _ So an NLP Coach is a classic example of someone who adds incredible value to the lives of others.
210.eng. _ This, in turn enables the Coach to be well compensated for their skills.
211.eng. _ As people become busier, prioritising their lives becomes an increasing challenge.
212.eng. _ We have so many commitments, we don’t always successfully prioritise those commitments.
213.eng. _ If you have ten phone calls to make, fifteen emails to answer and the dry cleaning to pick up - it’s not surprising if other issues such as designing your life get put off - again and again.
214.eng. _ One of the reasons coaching has become so popular is that a coach holds us to our deadlines, our commitments and our promises.
215.eng. _ By working with a coach, we make a commitment to ourselves.
216.eng. _ By becoming an NLP Coach, you become equipped with the skills to help others fulfil their potential.
217.eng. _ In a world where it is gradually becoming more socially acceptable to express our feelings and talk about ‘problems’ we are all being asked to take on coaching roles.
218.eng. _ A manager is a coach -the days of management being about giving
219.eng. _ orders are long gone.
220.eng. _ A health professional can become a coach, as can teachers or parents…
221.eng. _ So we live in a climate where coaching is acceptable and sought after and those of us who learn the advanced skills of an NLP Coach are in increasingly high demand.
222.eng. _ Coaching offers people a way of dealing with important issues in their lives in a non-threatening way.
223.eng. _ In the past, therapy and counselling may have been regarded as the only solution when we encountered personal challenges.
224.eng. _ Now there is an increasing realisation that we have the resources we need within us - and we also need some outside assistance to help us access them and so facilitate our progress.
225.eng. _ Most people go through life realising only a part of their potential and sensing that there is so much more they are capable of.
226.eng. _ As a coach, you experience the satisfaction and fulfilment of assisting individuals in being more of who they can be.
227.eng. _ Coaching is a powerful partnership providing structure, accountability, feedback and support.
228.eng. _ Being a coach can be compared to being a personal trainer, keeping your clients focused on a vision of long-term excellence in their lives, and supporting them through the process of taking the steps to get there.
229.eng. _ This is an incredibly valuable resource for those you work with.
230.eng. _ Executive Coaching and Life Coaching
231.eng. _ Most of those who seek you out for coaching will be looking for Executive Coaching or Life Coaching.
232.eng. _ Some NLP Coaches focus on one of these areas.
233.eng. _ Some deal with both.
234.eng. _ The choice is yours.
235.eng. _ Executive Coaching
236.eng. _ Your clients will normally be high achievers who can’t go any further unless they expand their skills.
237.eng. _ Often those who seek Executive Coaching are outstanding in one or more areas of life, but feel they are lacking elsewhere.
238.eng. _ Perhaps they are highly successful at work but they feel they need to ‘get a life’ once they leave the office.
239.eng. _ Or they may be performing well at work, but recent promotion has meant there is one area (such as people skills) where they need to improve their performance.
240.eng. _ Executive Coaching is also for people who have achieved results and simply want assistance to go further.
241.eng. _ Individuals and Companies who seek you out as an Executive Coach are looking for tailor made solutions.
242.eng. _ An NLP Coach who is excellent at Executive Coaching is able to:
243.eng. _ 1 Achieve results for clients and where applicable, their team
244.eng. _ 2 Assist managers with team building
245.eng. _ 3 Help individuals gain clarity in their thinking
246.eng. _ 4 Challenge and help individuals to change limiting beliefs
247.eng. _ 5 Help managers to become a support rather than a threat, as well as assisting them in bringing out the talent and potential of their teams.
248.eng. _ Life Coaching
249.eng. _ This is about living your life in keeping with what’s important to you.
250.eng. _ It enables you first to take stock and get clear, second regain control and third achieve balance in your life.
251.eng. _ It addresses all manor of issues; Where am I now? Where am I going? What do I want? How do I resolve this particular issue? How do I sort out my confusing and stressful life? Which career path should I pursue?
252.eng. _ An NLP Coach who is excellent at Life Coaching is able to:
253.eng. _ 1 Help clients stay on track with their own self-selected solutions and plans
254.eng. _ 2 Develop deep rapport and trust with their clients
255.eng. _ 3 Ask thought-provoking questions to help clients clarify their outcomes and what they need to do to achieve them
256.eng. _ 4 Help others make steady progress towards goals by providing ongoing structure and accountability
257.eng. _ 5 Know that the real skill in Life Coaching
258.eng. _ - as in all coaching - is not knowing the solutions but eliciting the solutions from the real expert - your client.
259.eng. _ How is Coaching different and what is NLP Coaching?
260.eng. _ How is coaching different?
261.eng. _ When an explorer sets off on an exhilarating journey, they may well take a guide.
262.eng. _ When they finish the journey and celebrate their achievement, they know that they are responsible and they achieved their dream.
263.eng. _ But they also know they probably wouldn’t have done it without the help of the guide.
264.eng. _ The guide didn’t make the journey for them, but they were there at every stage to encourage, motivate, help with the navigation and remind the explorer why they took the journey in the first place!
265.eng. _ The difference between coaching - and other fi elds such as counselling, therapy or consulting is quite simple.
266.eng. _ The coach does not have the answers.
267.eng. _ The coach does not provide subject specific technical knowledge or expertise.
268.eng. _ A coach operates from the presupposition that the client has all the resources.
269.eng. _ Coaching is about assuming that people already have what they need - they just need to be coached to access it.
270.eng. _ Like a sports coach, your role is partly to hold your client accountable to their personal best.
271.eng. _ The client is the expert.
272.eng. _ The coach is an expert in not knowing.
273.eng. _ This is a skill in itself.
274.eng. _ Coaches do not provide answers or expertise in the way a trainer, consultant or mentor might, nor does the coach need to come up with their own answer to the client’s problems.
275.eng. _ The true art of coaching is to gently question and facilitate the client into tapping their resources so that they come up with the answers.
276.eng. _ As a masterful coach you help your clients stay on track with their own self-selected solutions and plans.
277.eng. _ The coach asks thought provoking questions to help clients clarify their present state without judgement, and helps clarify their desires for the future.
278.eng. _ Once the client develops strategies, the coach helps the client make steady progress towards goals by providing ongoing structure and accountability.
279.eng. _ Successful people seek out coaches.
280.eng. _ We have come a long way from the days when people were regarded as ‘broken’ if they had to seek outside help for problems.
281.eng. _ The tables have turned 180 degrees.
282.eng. _ Now it is accepted that it is the most successful individuals who seek out coaches because they realise that to fulfil your dreams in a complex world, you can’t do it alone.
283.eng. _ Recent issues of Newsweek, Money Magazine and The Wall Street Journal have been urging professionals to seek out the services of a professional coach.
284.eng. _ What is NLP Coaching?
285.eng. _ There are different types of coaching but some are more effective than others.
286.eng. _ Because NLP involves the study of human excellence, NLP Coaching is the result of studying and modelling the most effective forms of coaching available - and combining this with the leading edge knowledge on human behaviour and patterning that NLP offers us.
287.eng. _ So as an NLP Coach you are far more than just a ‘coach.’ You will have access to the most advanced tools and strategies for assisting individuals to clarify outcomes, align their values, remove any obstacles from the past and seek out and implement the strategies that will give them success in the future.
288.eng. _ Here are some of the unique aspects of being an NLP Coach
289.eng. _ The basis of all your communication will be mastery of some of the most advanced communications skills available.
290.eng. _ Your ability to establish deep rapport and your understanding of the structure of human influence will put you in an excellent position to interact with others and gain excellent results.
291.eng. _ By incorporating the NLP Presuppositions into your coaching you will greatly increase your effectiveness.
292.eng. _ In particular, approaching coaching with an understanding of how we all create the maps of our individual reality, together with the belief that your clients already have the resources they need, will enable you to help your clients achieve results more quickly and effectively.
293.eng. _ It is very likely that when a client seeks out a Coach for a specific issue, the blocks to them achieving their outcomes may well be rooted in past events.
294.eng. _ An NLP Coach has access to a vast array of tools to help clear such blocks.
295.eng. _ Coaches who are not trained in NLP will generally not have these skills.
296.eng. _ NLP’s focus on outcomes is a powerful aspect of NLP coaching.
297.eng. _ Sometimes, the main reason for someone seeking out an NLP Coach is for them to get clear on what they want.
298.eng. _ To assist an individual in clarifying their outcomes is not just a vital first step - it can also be the most important intervention the NLP Coach may make.
299.eng. _ NLP is about focusing on what we want and looking for models of excellence to achieve our goals.
300.eng. _ It is sometimes useful to remember that this is revolutionary thinking.
301.eng. _ A coach who works from this mindset is likely to be far more effective than a coach who adopts the normal cultural beliefs about possibility.
302.eng. _ This is the NLP Coaching difference.
303.eng. _ Coaching for professionals
304.eng. _ We are all Coaches There are many ways of coaching.
305.eng. _ You are a coach during a one hour session with a client and you may be a coach during breakfast with your children.
306.eng. _ The NLP Coaching Certification Training is designed to assist you in all of your interactions with others.
307.eng. _ Generally, those who attend this training will either want to use their skills as part of their existing working roles, or they are pursuing a career as an NLP Coach.
308.eng. _ While some will attend this training to build their own coaching practice, many are also using the material to progress their careers within existing organisations.
309.eng. _ Coaching is being used extensively in all forms of business.
310.eng. _ ‘Formal’ Coaching
311.eng. _ Many organisations see the benefit of offering staff the opportunity to engage in structured coaching with suitably trained members of staff or outside Coaches.
312.eng. _ As a trained NLP Coach you will have the necessary skills to assist staff at all levels whether their goals are personal or professional.
313.eng. _ NLP Coaching skills are also being used to assist organisations and their staff through times of change and re-organisation.
314.eng. _ ‘Informal’ Coaching
315.eng. _ Many NLP Coaches are using their skills in the organisational environment in less structured interactions with staff.
316.eng. _ The main currency of exchange in NLP coaching is language and non-verbal feedback.
317.eng. _ Your skills can be just as effectively applied in a fifteen minute chat with a colleague as they can in a pre-arranged ‘coaching session.’ You have the added advantage that some individuals will be more receptive to your NLP Coaching skills in such an environment.
318.eng. _ Coaching can be of benefit to all professionals
319.eng. _ There are many examples of how NLP Coaching is being used in different professions.
320.eng. _ Senior managers in the banking industry have used NLP Coaching to work with staff and create stronger teams.
321.eng. _ They built a strong distinction between coaching and mentoring to build the next generation of company leaders.
322.eng. _ A major insurance company has used NLP Coaching to help build a strong and successful sales force.
323.eng. _ Members of the teaching profession have used their new NLP Coaching skills to greatly assist their students to achieve more.
324.eng. _ Human Resources staff are using NLP Coaching to work at all levels of their organisations.
325.eng. _ Health professionals and complementary therapists can use NLP Coaching to increase their effectiveness with patients and clients.
326.eng. _ Consultants and Trainers who train as NLP Coaches make extensive use of their skills.
327.eng. _ They add considerable value to their clients and report increased business as a result.
328.eng. _ A career as an NLP Coach
329.eng. _ The profession of coaching is gaining in popularity and can be a fulfilling and financially rewarding career.
330.eng. _ Your certification as an NLP Coach, and the network of support from your fellow coaches will assist you as you build your business.
331.eng. _ Personal/Professional Coaching - how it can work
332.eng. _ If you are interested in a career as a Coach, here is an outline of how the process normally works:
333.eng. _ Coaching often begins with an initial intake or foundation appointment of two or more hours.
334.eng. _ The coach and client set up a regular meeting or call schedule, totalling perhaps two hours per month.
335.eng. _ The client commits to a minimum of three months coaching.
336.eng. _ The cost can range from £150 - £500 per month depending on the coach.
337.eng. _ There is no set structure for pricing.
338.eng. _ However, your rates are likely to increase over time due to increased skill and experience.
339.eng. _ Coaching in the 21st Century
340.eng. _ Technology is making a big impact on the profession of Coaching.
341.eng. _ As an NLP Coach, you will generally carry out your work in one or more of the following ways:
342.eng. _ 1 In Person By physically interacting with the person you are coaching, you have the opportunity to gain feedback in all sensory modalities.
343.eng. _ You can then use your advanced NLP skills to assist the client with precision.
344.eng. _ 2 Telephone It suits many peoples’ schedule to have initial meetings in person and then conduct future coaching sessions on the phone.
345.eng. _ Again, your NLP skills will be vital in measuring the auditory responses from your clients.
346.eng. _ 3 Email While personal interaction is vital for coaching, some aspects of the exchange can be done by email.
347.eng. _ Together with use of the phone the NLP coach is able to offer their skills to anyone on the planet.
348.eng. _ 4 Video Conferencing With the arrival of broadband internet, increasingly you will be able to see your clients in full screen video, either on your TV or computer.
349.eng. _ They will also be able to see you.
350.eng. _ The days of International Coaching have truly arrived!
351.eng. _ An In-depth Training… your key to credibility
352.eng. _ To even be eligible to take this training, you have already pursued excellence through to Practitioner and Master Practitioner training and possibly beyond.
353.eng. _ All of your NLP training has taken you to this point.
354.eng. _ As an NLP Master Practitioner, you have already completed a major component of what’s needed for your Coaching Certification Training.
355.eng. _ There are many training courses for coaching available.
356.eng. _ Some are cheaper than the NLP Coaching Certification and many are shorter.
357.eng. _ In fact, some last just one weekend! However, there is only one truly comprehensive 20-day NLP Coaching programme.
358.eng. _ If you were seeking out a coach and looking for just one individual to help you with a vital element of your life, would you work with someone who had done a few days training and maybe read a book or two - or would you choose someone who had trained to Master Practitioner level in NLP over a period of months or years - and then undertaken another 20 days of intensive Coaching Training with the world’s leading NLP Coaching trainers?
359.eng. _ By the time you complete this training, you will have completed many, many days training in NLP and Coaching.
360.eng. _ You will also have the opportunity to enhance your skills through specific Coaching calls in the periods between modules.
361.eng. _ This training will ensure that you have hands-on experience of real time coaching so that your skills are fine tuned
362.eng. _ -and you are able to use all your NLP training to deliver life-changing results.
363.eng. _ Build an international coaching practice
364.eng. _ Your trainers, Ian McDermott and Jan Elfline are recognised leaders in the field of international NLP Coaching.
365.eng. _ Both have built a global Coaching client base that attracts clients from many continents.
366.eng. _ “One of our outcomes for participants who want to build an NLP Coaching business is that they leave with the ability to build a global practice.
367.eng. _ We have worked at pioneering the skills necessary to cross the cultural divides with NLP coaching.
368.eng. _ While different societies have many surface level differences, at a deeper level we are all very similar.
369.eng. _ Our clients are in the US, Europe, the Asia Pacific rim and beyond.
370.eng. _ In our experience NLP Coaching is ideally suited to serve the global business economy.
371.eng. _ Our goal for you is that you have the option to take your skills beyond the boundaries of your own country so that you can reach and impact people, regardless of their location or culture.”
372.eng. _ Jan Elfline & Ian McDermott
373.eng. _ The world’s leading training for NLP Coaches
374.eng. _ Certification as an NLP Coach
375.eng. _ Successful completion of the training will result in Certification.
376.eng. _ This will enable you to refer to yourself as an ‘NLP Coach.’ You will have the expertise and credibility to market yourself to your existing employer and/or new clients.
377.eng. _ Here are just some examples of what you will learn and how you will benefit from your certification training as an NLP Coach.
378.eng. _ What you will learn
379.eng. _ The full range of tools and techniques that make Coaching unique
380.eng. _ The background and philosophy of Coaching
381.eng. _ International standards and practices in the field of coaching
382.eng. _ How to help clients find balance and live more fulfilling, satisfying lives
383.eng. _ How to work with common coaching/client issues
384.eng. _ How to help clients identify priorities, and take appropriate action based on those priorities
385.eng. _ How to facilitate the client’s progress through blocks, obstacles and fears
386.eng. _ How to provide your clients with the ongoing support they need to continue taking action
387.eng. _ How to deliver honest feedback (in a way that it can be heard) to heighten the client’s awareness of how they are perceived by others
388.eng. _ How to establish your niche and even market your coaching practice
389.eng. _ Applications of coaching in multi-national corporations.
390.eng. _ How you will benefit
391.eng. _ You will get hands-on experience of both coaching and being coached
392.eng. _ You will refine your communication skills by developing a real facility with the NLP coaching model
393.eng. _ You will be able to offer more services to current clients and expand into new markets
394.eng. _ You will discover how to use coaching in your current work and how to improve your leadership ability through coaching
395.eng. _ You will benefit from the experience of leaders in the coaching profession on how to build a successful coaching practice and earn a living as a coach
396.eng. _ You will be able to actually live what you are coaching by having the tools to be fulfilled, happy and successful.
397.eng. _ Training Content
398.eng. _ Here is just some of what you will cover during your 20-day
399.eng. _ NLP Coaching Certification Training:
400.eng. _ All 11 ICF Core Coaching Competencies
401.eng. _ Key Coaching Tools & Techniques including:
402.eng. _ The Designed Alliance
403.eng. _ Accountability
404.eng. _ The Voting Model
405.eng. _ Building trust
406.eng. _ Forward the Action
407.eng. _ Acknowledgement
408.eng. _ Articulating
409.eng. _ Intruding
410.eng. _ Planning
411.eng. _ Bottom Lining
412.eng. _ Managing the Intake
413.eng. _ Feedback structures
414.eng. _ Obtaining Permission
415.eng. _ Championing
416.eng. _ Creating structures
417.eng. _ Habituation
418.eng. _ Life Grids
419.eng. _ 5 Foci Intake Process
420.eng. _ Conversational Flags
421.eng. _ Challenging
422.eng. _ Dancing in the Moment
423.eng. _ Dealing with Interference
424.eng. _ Incremental Change Formats
425.eng. _ Holding Clients’ Agendas
426.eng. _ Voicing Intuitions
427.eng. _ Primary Focus
428.eng. _ Inventory Tools
429.eng. _ The Balance Wheel - personal and business formats
430.eng. _ Questioning Skills and Techniques
431.eng. _ Key macro topics include:
432.eng. _ Roots of Coaching
433.eng. _ NLP Presuppositions and Coaching
434.eng. _ Coaching definitions
435.eng. _ The Art of Feedback
436.eng. _ Coaching and Beliefs
437.eng. _ Preferences and Inclinations
438.eng. _ The Safety-Risk Continuum
439.eng. _ And of course…
440.eng. _ Using coaching in the workplace
441.eng. _ Building a Coaching Practice
442.eng. _ ICF Application and recognition process
443.eng. _ Requirements for Certification
444.eng. _ Certification isdependent on you:
445.eng. _ Attending all modules of the programme
446.eng. _ Completing full payment for the programme
447.eng. _ Keeping your in-between coaching sessions as both coach and coachee
448.eng. _ Demonstrating behavioural competency in coaching
449.eng. _ Your trainers: Ian McDermott and Jan Elfline
450.eng. _ “It has been so important to have the balance of Jan and Ian, female, male, European, American and their role modelling of Coaching.
451.eng. _ It has been a delight to discover Jan and to reconnect with Ian.” Danuta Drozak
452.eng. _ “A wealth of experience brought together in a generative atmosphere that was focalised by their knowledge of what works and how to apply it.” John Fielder -NLP Coach, HR Practitioner
453.eng. _ “They are so good, I could put them in my handbag and take them home!” Ingrid Burling -Coach and writer
454.eng. _ “Knowledgeable and extremely resourceful.”
455.eng. _ Karen Dyas - Business improvements manager
456.eng. _ “Highly skilled, professional - experts in their field.
457.eng. _ Felt I was trained by the best!” Margie Buchanan-Smith - Mngnt.
458.eng. _ Training Coaching & Consulting
459.eng. _ “Brilliant.
460.eng. _ They have obviously put a lot of thought into the course content and the delivery and I have learnt a great deal.” Stephen John Mitchell - Trainer/Coach
461.eng. _ “I so enjoyed the dynamic that each individual brought and the power as they worked off each other.
462.eng. _ For me Ian is so good at explaining things I felt I could rely on this ability unconditionally, while Jan’s own expertise came across giving a whole new dimension to my understanding of coaching.” Anne J Carter - Consultant and Coach
463.eng. _ “Skilled and knowledgeable.
464.eng. _ Warm.
465.eng. _ Likeable.
466.eng. _ Having two trainers from different backgrounds with different perspectives and experience worked really well.”
467.eng. _ Steve Bavister - Coach, Trainer, Writer
468.eng. _ “Playful, grounded, very present and really magnificent human beings.” Annie Slowgrove -Performance Coach / Trainer
469.eng. _ The real power of Coaching…
470.eng. _ …the ability to reclaim your life, one step at a time
471.eng. _ Coaching is not about the miracle one-hour cure to all of your clients’ problems.
472.eng. _ Sometimes, the most effective change will be in steps - not in one big bound.
473.eng. _ Massive cumulative change can be achieved through consistent improvement over time.
474.eng. _ Generally speaking Coaching needs to take place over time because people are seeking change and balance in their lives.
475.eng. _ And they need time to achieve this new balance.
476.eng. _ They seek guidance and clarity in making sense of the elements that make up their lives.
477.eng. _ Becoming clear about this balance often happens over time.
478.eng. _ Here are some examples of where you will be helping individuals as an NLP Coach.
479.eng. _ Work
480.eng. _ Many individuals know that they are not satisfied with their working lives.
481.eng. _ But when you ask them what they want instead, “I don’t know” is often the response.
482.eng. _ This ‘not knowing’ comes from the individual not being able to clarify their values and outcomes.
483.eng. _ As an NLP Coach, you are in an excellent position to help those you are working with gain that clarity, and without giving them the answers, leading them to a point where they can make really significant changes in their working lives.
484.eng. _ Health
485.eng. _ It is difficult for an individual to fulfil their potential if they are not in good health.
486.eng. _ While people do not normally expect a coach to deal with health issues, you will often find that your NLP Coaching skills can play a part in an individual’s journey to improved health.
487.eng. _ Often, encouraging someone to build health outcomes into their other life outcomes will be an important first step.
488.eng. _ If you are a graduate of the NLP Health Certification Training, the skills you learn as an NLP Coach, will greatly assist you to help clients achieve deeper health changes.
489.eng. _ Family/Relationships
490.eng. _ Family and relationship issues will often come up, whether you are a formal coach, or just chatting with individuals in your everyday life.
491.eng. _ When people bring up relationship questions they will often be asking for advice.
492.eng. _ As an NLP Coach, you will know that your greatest resource is to ask the individuals questions which help them gain clarity and access the resources they need to resolve the situation.
493.eng. _ People have all the resources they need, and bringing that knowledge to any interaction will often be the greatest gift you can give your clients or colleagues.
494.eng. _ Spirit
495.eng. _ Whatever the reason an individual seeks out formal or informal Coaching, they probably want to be more fulfilled in their lives and they probably want to be happier.
496.eng. _ For many people, achieving this will result in deeper fulfilment, at what might be referred to as a spiritual level.
497.eng. _ So while it would be unusual in our culture for a coach to offer their skills for spiritual outcomes, it is not unusual for clients to achieve spiritual outcomes after working with an excellent NLP Coach.
498.eng. _ Finance
499.eng. _ Some of your clients may have financial issues to deal with.
500.eng. _ When these issues arise, you will want to be trained to the level where you can assist your clients in gaining clarity and making the decisions that will work for them.
501.eng. _ Again, an excellent NLP Coach won’t have all the answers to financial problems - but they will have the questions that can produce those answers.
502.eng. _ Easy payment plan
503.eng. _ To make it as easy as possible for you to take this training, you have the option of an easy payment plan.
504.eng. _ You can spread the cost over seven months, enabling you to take the training for a deposit of £543.75 plus six easy payments of £350 which can be done with cheques or credit cards.
505.eng. _ A Dream Coach’s responsibility
506.eng. _ Discover, clarify and align with what the client wants to achieve
507.eng. _ Encourage self-discovery
508.eng. _ Hold the client responsible and accountable
509.eng. _ Speak the truth
510.eng. _ Relate, reflect and help produce results
511.eng. _ 10 Steps to Dream Coaching
512.eng. _ 1. Set An Intention — This is the first and one of the most essential steps in the process. Set an intention such as finding a new job or career, or getting a promotion.
513.eng. _ 2. Maintain Integrity — It is essential that you remove or clear up anything from your past that might be in the way of you having or getting what you want.
514.eng. _ 3. Live On Purpose — Dreams without purpose, even a job without aligning to your purpose, can be unfulfilling.
515.eng. _4. Access Your Dreamer — There is the part of you that knows what will make you happy and what you want.
516.eng. _ Uncover this and get extremely clear about what you want.
517.eng. _5. Learn From Your Doubter — Create a powerful relationship with the doubter inside of you, and learn from the lessons this part of you offers.
518.eng. _ Left unattended, this often sabotages our dreams and does not need to happen.
519.eng. _6. Believe In Your Dreams — If you don't believe in yourself or your dream, no one else will either.
520.eng. Creating a solid foundation is a life-changing step.
521.eng. _7. Failure Can Lead To Success — Identify your Achilles heel and design daily practices to overcome obstacles.
522.eng. _8. Take Serious Steps Forward — Plan the essential steps to insure that your dreams come true and then put those practical steps into action.
523.eng. _9. Build Your Dream Team — Being able to ask for help will make your dream more attainable.
524.eng. _ There are resources that can open doors and make your life easier.
525.eng. _10. Live As A Dreamer — Create a dream come true life.
526.eng. _ Once you are clear about your purpose, dreams and resources, you can look at all areas of your life and decide what you want.
527.eng.

100.eng. ANCHOR POINT ANCHOR POINT When Performance Meets Alignment:
101.eng. NLP Coaching
102.eng. “So What is NLP?”
103.eng. I’ve been teaching NLP since the mid–1980s and an NLP trainer for 10 years.
104.eng. But when someone asks me what is NLP, I can still fumble.
105.eng. It’s not easy to give a crisp, yet comprehensible, definition of NLP without leaving out important aspects of our field.
106.eng. One can begin by trotting out one of the classic one–sentence encapsulations, such as: “NLP is the study of the structure of subjective experience.” This key definition (originally offered by John Grinder, if I’m not mistaken) points to our interest in what makes people tick.And it includes the notion of structure, reflecting NLP’s interest in pattern and generalization from individual experience to more general models of what works.
107.eng. But it is also a very“third position” definition.
108.eng. And NLP has a strong interest in developing our own capabilities and coherency.
109.eng. So Richard Bandler’s well–known handle “learning to use the mental processes that are ours,” provides a useful complementary, more “first person” summation.
110.eng. It distinguishes NLP from what otherwise might be thought of as a branch of psychology.
111.eng. NLP is not just about taking an objective stance; it is also about realizing one’s potential.
112.eng. However, with Bandler’s definition, NLP lurches towards other systems of self–development that also encourage mastery of inner processes, from Psychosynthesis to Tibetan Buddhism.
113.eng. But what sets NLP apart?
114.eng. So, we reach for a third handle on our field: “NLP is the modelling of excellence.” This definition brings in the “second position,” which also has an important part to play in NLP.
115.eng. It points to an important element in the uniqueness of NLP, the ability to reach into the inner world of people’s lives and touch the heart of what makes them masters.
116.eng. Clearly, the truth lies somewhere in the midst of these definitions.
117.eng. NLP is uniquely at once a psychological study, a system of personal development, and an unprecedented modelling discipline.
118.eng. NLP is neither therapy, new science, nor simply personal development, but a discipline that touches all of these.
119.eng. Throughout its schizophrenic history, NLP has wobbled between the strengths and weaknesses implicit in these partial definitions, each accurate in parts, but unjust to the whole, now pretending to be a serious field of study, a meta–model capable of enfolding other ways of thinking within its ample epistemological robes, now a system of personal development, and now a way of mining the riches of human excellence.
120.eng. Coaching: The New Profession
121.eng. But while NLP has been developing and struggling with its hybrid tendencies, a new profession has emerged, which has also charted a middle way between heavy–duty therapy and the need for many people to find a way to do better at their jobs and improve their lives: coaching.
122.eng. Like a “trainer,” a “coach” hails from the sports’ field, where the enhancement of skills is crucial.
123.eng. But whereas the trainer metaphor implies shaping the behavior of the trainee to install the trainer’s outcomes, the coaching metaphor implies coaxing out and guiding the potential already present within the coachee, helping the coachee define and realize his or her outcomes.
124.eng. From the sports field, coaches have migrated everywhere.
125.eng. Life coaches, professional coaches, personal coaches, many thousands of them in the United States alone, grooming people for success, helping them solve problems, even offering an element of psychotherapy to those in need of some deep re–orientation in their life, but who would run a mile from anything formally declared as “therapy.”
126.eng. NLP and Coaching
127.eng. NLP has woken up late to the game; yet, a flick through the pages of Anchor Point, suggests we are catching on.
128.eng. Ads for NLP Coaching courses are on the up.
129.eng. And rightly so.
130.eng. In many respects, what Bandler, Grinder, and the first generation of NLP trainers were developing was actually a sophisticated coaching model well before people had really latched on to the notion of coaching.
131.eng. By 1980, NLP already had almost everything that a good coaching model needs: an emphasis on outcome definition to focus on practical results, a tool–box for modeling the nuts and bolts of greatness, so that ordinary mortals could have a sense of emulating the Olympian achievements of the hyper–talented, an emphasis on the internal structure of inner processes, and some precise tools for eliciting them, and a range of models to help substitute unhelpful patterns with more useful strategies for success in many areas of life.
132.eng. Performance and Alignment
133.eng. With its emphasis on pragmatics and orientation towards enhancing
134.eng. personal effectiveness,NLP quickly appealed to a wide range of professionals in many countries seeking to enhance their performance at work in a variety of fields.
135.eng. But almost from the outset, NLP also recognized that increased performance goes hand in hand with greater personal alignment, the other half of the coaching conundrum.The inner coherence and congruency of the individual make all the difference to performance, particularly in the practitioner wishing to help others.
136.eng. And so from its early days onwards, NLP has striven erratically, with elements such as “the Circle of Excellence,”“ Ecology Check,” and “Logical Level Alignment,” towards an enhancement of both performance and alignment in practitioner and client alike.
137.eng. This acknowledgement of the importance of situating improved performance in the context of increasing personal alignment—to find as suggested in the Legend of Bagger Vance, our “authentic swing,” the one we born with—is an important part of what NLP offers as a coaching methodology.
138.eng. NLP and Development
139.eng. Where NLP has been weak as a coaching model is in its lack of any concept of development.
140.eng. For modern coaching reaches beyond the shaping of behavior and supporting new learning, to helping negotiate the Niagara Falls of individual and corporate development.
141.eng. From its outset, NLP has been heavily focused on facilitating change.
142.eng. Its methods have been most effective for influencing behavior and supporting the mastering of new capabilities.
143.eng. Time–lines notwithstanding, NLP generally operates with a very shortterm view of time.
144.eng. NLP interventions are designed to work at almost any moment in a person’s life, without much consideration of where they are in the unfolding of their life story as a whole.
145.eng. The chief exception remains some adaptation in the way NLP is used with children.
146.eng. However, the issues facing the coachee cannot always be easily translated into a linear, present–state, desired state, plus resource type of model.
147.eng. Growth operates in a more subterranean way, running through whole phases and transitions of a person’s life.
148.eng. Growth cannot be had on command; it invites us to receive it.
149.eng. There has been some recognition of this need for an enriched understanding of development with the borrowings from the Graves model by some trainers, flirtation with Wilber’s “Spectrum of Consciousness” by others, and my own attempt with Nelson Zink to articulate a model of “Levels of Development.”1 But such models are really just the beginning of a recognition that both change and learning need to be contextualized in the overall development of an individual or organization.
150.eng. Much more needs to be done to strengthen the NLP model in this direction.
151.eng. This I have a attempted with my Belgian colleague, Jan Ardui, formulating “A Way of Unfolding” (subject of a forthcoming article and book), in which we situate behavioral and contextual change in relation to the learning it necessitates or engenders, and the growth which it arises from or stimulates.
152.eng. Some complementary elements are also necessary if one plans to conduct coaching in a professional context, either within a company or as an external coach contracted by an organization.
153.eng. But with this proviso, and an enriched framework for relating to the general process of development in
154.eng. ANCHOR POINT ANCHOR POINT an individual or system, it’s time for NLP to redefine and resituate itself, and play to its strengths, as arguably the best coaching model available.
155.eng. For NLP’s formidable array of models and methods makes its approach to the art of coaching precise and authoritative.
156.eng. When people ask,‘What’s NLP?’ I now say,“It’s the most sophisticated approach to coaching there is.”
157.eng. And if they need more detail, I can explain how it is so: because it offers a powerful methodology for uncovering the structure of subjective experience, thereby helping us to model excellence in any field.
158.eng. And it uses the fruits of that modeling to draw on more of our inner resources, so that our Performance and our Alignment become and remain best friends, as we grow and develop.

101.eng. Conceptualizing Leadership Questionnaire
102.eng. Purpose
103.eng. To identify how you view leadership
104.eng. To explore your perceptions of different aspects of leadership
105.eng. Directions
106.eng. Consider for a moment your own impressions of the word leadership. Based on your experiences with leaders in your lifetime, what is leadership?
107.eng. Using the scale below, indicate the extent to which you agree or disagree with the following statements about leadership.
108.eng. 1. When I think of leadership, I think of a person
109.eng. with special personality traits.
110.eng. 2. Much like playing the piano or tennis,
111.eng. leadership is a learned ability.
112.eng. 3. Leadership requires knowledge and know-how.
113.eng. 4. Leadership is about what people do rather than who they are.
114.eng. 5. Followers can influence the leadership process as much as leaders.
115.eng. 6. Some people are born to be leaders.
116.eng. 7. Some people have the natural ability to be a leader.
117.eng. 8. The key to successful leadership is having the right skills.
118.eng. 9. Leadership is best described by what leaders do.
119.eng. 10. Leaders and followers share in the leadership process.
120.eng. 11. A person needs to have certain traits to be an effective leader.
121.eng. 12. Everyone has the capacity to be a leader.
122.eng. 13. Effective leaders are competent in their roles.
123.eng. 14. The essence of leadership is performing tasks and dealing with people.
124.eng. 15. Leadership is about the common purposes of leaders and followers.
125.eng. 16. People become great leaders because of their traits.
126.eng. 17. People can develop the ability to lead.
127.eng. 18. Effective leaders have competence and knowledge.
128.eng. 19. Leadership is about how leaders work with people to accomplish goals.
129.eng. 20. Effective leadership is best explained by the leader-follower relationship.
130.eng. Scoring
131.eng. Sum scores on items 1, 6, 11, and 16 (trait emphasis)
132.eng. Sum scores on items 2, 7, 12, and 17 (ability emphasis)
133.eng. Sum scores on items 3, 8, 13, and 18 (skill emphasis)
134.eng. Sum scores on items 4, 9, 14, and 19 (behavior emphasis)
135.eng. Sum scores on items 5, 10, 15, and 20 (relationship emphasis)
136.eng. Total Scores
137.eng. Trait emphasis
138.eng. Ability emphasis
139.eng. Skill emphasis
140.eng. Behavior emphasis
141.eng. Relationship emphasis
142.eng. Scoring Interpretation
143.eng. The scores you received on this questionnaire provide information about how you define and view leadership.
144.eng. The emphasis you give to the various dimensions of leadership has implications for how you approach the leadership process.
145.eng. For example, if your highest score is trait emphasis, it suggests that you emphasize the role of the leader and the leader’s special gifts in the leadership process.
146.eng. However, if your highest score is relationship emphasis, it indicates that you think leadership is centered in the communication between leaders and followers, rather than on the unique qualities of the leader.
147.eng. By comparing the differences between your scores, you can gain an understanding of the aspects of leadership that you find most important and least important.
148.eng. The way you think about leadership will influence how you practice leadership.
149.eng.
150.eng.

100.eng. Firewalking through History
101.eng. Firewalking, next to prayer is one of the oldest transformational tools the world has ever known.
102.eng. In native cultures, the shamans and medicine men were called upon to walk on hot coals, rocks or lava to purify the community.
103.eng. Surprisingly, firewalking made its way into every single culture on the planet.
104.eng. Even middle ages Christianity embraced the mysteries of firewalking.
105.eng. Most often used as ritual purification, healing and worship, firewalking is still being used today as a local custom in such varied places as India, Spain, Bulgaria and Fiji.
106.eng. The Catholic Church canonized St.
107.eng. Francis of Paola in 1519 in part because of his incredible ability to handle fire.
108.eng. In front of church officials, St.
109.eng. Francis reached into a burning fire and grabbed a handful of red-hot logs.
110.eng. He also stepped into burning kilns, helping blacksmiths by handling red-hot pieces of iron.
111.eng. Firewalking in Africa, especially among the !Kung tribe of the Kalahari Desert, has been used in powerful healing ceremonies since their tribal beginnings.
112.eng. The !Kung are master firewalkers and part of their ceremonies include rolling on the fire.
113.eng. In 1977, anthropologist Laurens van der Post published his account of witnessing an incredible !Kung firewalk:
114.eng. "The !Kung dancers seemed to pass into a dimension of reality far out of reach of my understanding, and to a moment and place which belonged only technically to the desert in which we were all gathered.
115.eng. Indeed so obsessed did the men become with their search for fire that they were drawn nearer and nearer to the flames then, suddenly, they halved the circle and went dancing with their bare feet through the middle of the flames".
116.eng. The Kahunas of the Hawaiian Islands are also famous for their affinity with fire.
117.eng. These island medicine men walk over molten lava.
118.eng. In 1880 a young Dr.
119.eng. William Tufts Brigham of the Bishop Museum in Honolulu found himself on the hot lava while spending the day with three of his Kahuna friends.
120.eng. Dr.
121.eng. Brigham wrote of his experience:
122.eng. "When the rocks we threw on the lava surface showed that it had hardened enough to bear our weight, the Kahunas arose and clambered down the side of the wall.
123.eng. It was far worse than a bake oven when we got to the bottom.
124.eng. The lava was blackening on the surface, but all across it ran heat discoloration that came and went as they do on a cooling iron before a blacksmith plunges it into this tub for tempering.
125.eng. I heartily wished that I had not been so curious.
126.eng. The very thought of running over that flat inferno to the other side made me tremble.
127.eng. The Kahunas took off their sandals and tied Ti leaves around their feet.
128.eng. About three leaves to the foot.
129.eng. I sat down and began tying Ti leaves on outside my big hob-nailed boots.
130.eng. I wasn't taking my chances.
131.eng. The upshot of the matter was that I sat tight and refused to take off my boots.
132.eng. In the back of my mind I figured that if the Hawaiians would walk over hot lava with bare callused feet, I could do it with my heavy leather soles to protect me.
133.eng. Without a moments hesitation the oldest man trotted out on that terrifically hot surface.
134.eng. I was watching him with my mouth open and he was nearly across - a distance of a hundred and fifty feet - when someone gave me a shove that resulted in my having a choice of falling on my face on the lava or catching a running stride.
135.eng. I still do not know what madness seized me, but I ran.
136.eng. The heat was unbelievable.
137.eng. I held my breath and my mind seemed to stop functioning with the first few steps my boots began to burn.
138.eng. They curled and shrank, clamping down on my feet like a vise.
139.eng. The seams gave way and I found myself with one sole gone and the other flapping behind me from the leather strap at the heel.
140.eng. I looked down at my feet and found my socks burning at the edges of the curled leather uppers of my boots.
141.eng. I beat out the smoldering fire in the cotton fabric and looked up to find my three Kahunas rocking with laughter as they pointed to the heel and sole of my left boot which lay smoking and burned to a crisp on the lave.
142.eng. I laughed too.
143.eng. I was never so relieved in my life as I was to find that I was safe and that there was not a blister on my feet, not even where I had beaten out the fire in the socks".
144.eng. Several North American Indian tribes were known to have great fire handling capabilities.
145.eng. On the Indonesian Island of Bali young girls walk on fire because the Balinese believe the gods to be "children of the people" so children perform their ritual trace-dances.
146.eng. In India, Tibet, Sri Lanka, China, Japan and Argentina people walk across fire as part of their cultural heritage.
147.eng. In Sumatra, spirit mediums fill their mouths with burning coals.
148.eng. Dervishes in Egypt and Algeria reportedly swallow hot coals.
149.eng. Firewalking is not a "hot new sport" but rather a tradition as rich in ritual and culture as the history of the world.
150.eng. The opportunity to firewalk in modern times, especially in Western Culture, is a relatively new phenomenon.
151.eng. Firewalking was brought to a Western audience as recently as 1982, when Peggy Dylan and Tolly Burkan began instructing firewalking based on the Tibetan Buddhist model.
152.eng. A Brief History of Firewalking
153.eng. by Peggy Dylan .
154.eng. Fire worship practiced as a rite of purification, healing, initiation and transcendence has been a thread in the cultural tapestry of our planet.
155.eng. Many tribal people had, or have, rituals and ceremonies to honor the sacred aspect of fire, honoring its gifts and acknowledging its power.
156.eng. Fire worship and firewalking has nourished and warmed the human spirit since the dawning of mankind, today firewalking has evolved into a powerful tool for self-realization and empowerment.
157.eng. Many of the natural environments of our planet are dependent on the cleansing and purifying aspects of fire.
158.eng. Wildfires clear the way for new growth, which many animal and plant species depend on for survival.
159.eng. Just as the planet requires fire for renewal so does the human spirit, as we are always intrinsically connected with this earth from which we grew.
160.eng. Our relationship to fire is as old as the human race.
161.eng. Recent evidence suggests that Australopithecus controlled fire nearly a million and half years ago.
162.eng. The beginnings of firewalking are lost in the annals of history, but we do know that Africa, often considered the birthplace of mankind, has a long history of firewalking and fire dancing.
163.eng. The African-born Hindus walk on fire regularly as part of important religious festivals and !Kung Bushmen of the Kalahari desert have firewalked since their tribal beginnings.
164.eng. The !Kung use fire in their powerful healing ceremonies.
165.eng. In 1977, anthropologist Laurens van der Post published an account of his travels to Africa to study the !Kung and was astonished when witness to their healing fire dances.
166.eng. And, Richard Katz, a Harvard Psychologist reports that the !Kung use the fire to heat up their energy, which they call n/um :
167.eng. Dancers will go in the fire, walk in it, put their heads in it, pick up the coals and rub them over their hands and body...
168.eng. when the n/um (or energy) in the body is boiling and as hot as the fire, they will not be burned.
169.eng. As the n/um intensifies in the healers they experience an enhanced consciousness called !kia , during which they heal all those at the dance.
170.eng. In Bali, the mystical South Sea island, it is not the men who dance on the fire, but young girls.
171.eng. In India, Tibet, Sri Lanka, China, Japan and Argentina, to mention a few, people dance and walk, joyously, solemnly, exuberantly, or devotionally across fire.
172.eng. In the Hindu fire ceremony Agni Hotra, fire is used to purify the physical and spiritual atmosphere, and in Peru the flame is used to spiritually uplift participants in the fire-ceremony.
173.eng. The oldest recorded firewalk was over 4000 years ago in India.
174.eng. Two Brahmin priests were competing to see who could walk further, one managed to do so and his feat was written down in the historical records of that time.
175.eng. In a 17th century letter a Jesuit priest, Father Le Jeune, writes to his superior, telling of a healing firewalk he witnessed among the North American Indians.
176.eng. He reports of a sick woman walking through two or three hundred fires with bare legs and feet, not only without burning, but all the while complaining about the lack of heat she was feeling.
177.eng. Some 30 years later, Father Marquette reported similar firewalks among the Ottawa Indians and Jonathan Carver writes in his 1802 book Travels in North America that one of the most astounding sights he saw was the parade of warriors who would "walk naked through a fire...
178.eng. with apparent immunity".
179.eng. Other North American Indians who were known to have shamanic traditions which included fire handling were the Fox, Menomini, Kere, Blackfeet and particularly the Zuni, who had, and some claim still have, a "great fire fraternity".
180.eng. The Kahunas, or native priests of the Hawaiian Islands, had powerful practices of lava waking.
181.eng. All around this little globe people rely on their spiritual kinship with this dynamic element to bring them closer to their true nature and, through touching the fire of their spirit, feel renewed and healed.
182.eng. Firewalking in Modern Times
183.eng. I am often called the mother or originator of the firewalking movement.
184.eng. Given the history of firewalking, as practiced throughout recorded time on nearly every continent on the planet, that seems a rather unlikely title, quite like calling myself the mother of the human race because I have given birth to children.
185.eng. What I will take credit for is bringing firewalking into the public eye and allowing it to re-emerge in Western culture as a practice for people who are exploring consciousness and personal power.
186.eng. Through more than two decades of teaching firewalking and firewalk instructors in the United States and abroad I have had the honor of developing a modern comprehension of this ancient ritual and training others so this time-tested practice could also benefit the modern era.
187.eng. Incorporating firewalking into my seminars and teaching began when I returned from a personal pilgrimage to India in 1981.
188.eng. The following spring I walked on fire for the first time with Tolly Burkan.
189.eng. I realized immediately what a powerful tool firewalking could be in a seminar setting if truly explored and developed.
190.eng. At the time I was introduced to firewalking it was sometimes used as a surprise beginning to small weekend retreats where the participants were asked to keep it secret after taking part in the event.
191.eng. In these early settings, much to the shock of his group, Tolly would whip off his socks and shoes after singing around a campfire and quickly cross the coals.
192.eng. The entire "teaching" of how to walk on fire I witnessed back then amounted to 9 words "do what I do and you won't get burned" ...and a smile.
193.eng. Modern firewalking has come a long way since then!
194.eng. Because of the quality and emphasis on safety in modern firewalking, when asked about the birth of the modern firewalking movement, I hesitate to reply that Tolly trained me to firewalk.
195.eng. A more equable answer is that both Tolly and I were "shown" firewalking but we created the seed of a powerful seminar built around this ancient ritual together.
196.eng. In the beginning we combined tools from both of our backgrounds to create the first large public workshops.
197.eng. We developed the training for firewalk instructors two years later and formed a somewhat fiery, short-lived but productive partnership that lasted four years.
198.eng. I had been leading workshops internationally and had developed the Spiritual Reality Training, a weeklong intensive, which later was to become the base of our Firewalk Instructor's Training.
199.eng. The first Firewalk Instructor's Training was held in 1984.
200.eng. In 1984 I also incorporated my company, SUNDOOR.
201.eng. Tolly and I dissolved our partnership in 1986 and he retired from teaching public firewalking and firewalk instructors until the turn of the century.
202.eng. In 2004 SUNDOOR celebrated its 20th birthday.
203.eng. The memories of the early beginnings of modern firewalking, the experimentation, research and exploration that we undertook in the early 80's is much cherished.
204.eng. We explored which woods were best, if one could walk on bark, how deep and long the coal-bed should be, and the ideal mental state people should be in when firewalking.
205.eng. The question we answered was how do we take this potentially dangerous activity and make it both safe and powerful for Western people?
206.eng. Although those early years were difficult at times, those raw experiences provided the seed from which I developed the modern ritual, as it is known today, by continuing for these last two decades to explore and teach and train.
207.eng. Now as I teach with the support of my expert staff and Steve Brougher, my partner of 16 years by my side, the firewalk has matured into a true vehicle for transformation.
208.eng. During the booming economics of the early nineties, the firewalk caught the attention of managers and corporations as a way to inspire creativity and empower visions of higher horizons in their employees.
209.eng. Corporations as diverse as Microsoft, Coca-Cola, American Express and Pierce-Waterhouse participated in firewalks led instructors, with great success.
210.eng. After the 11th of September 2001, I received an e-mail from an American Express employee in New York expressing her gratitude with the words “I don't know how we would have survived these last few weeks without the tools you gave us”.
211.eng. The American Express building was damaged in the catastrophe and they were at the heart of the disaster.
212.eng. The firewalk was touching a new culture from small spiritual groups to thousands in corporate conferences.
213.eng. The firewalk as a tool for personal empowerment and a ritual for spiritual communion had been born in the West.
214.eng. SUNDOOR's International Firewalking School has continued to grow.
215.eng. For nearly two decades my staff, the Master Firewalk Instructors, and I, have been training instructors around the planet.
216.eng. SUNDOOR now has firewalk instructors doing excellent work all over the globe and offices in numerous countries worldwide.
217.eng. This organization that I began in the early 1980s has grown into a large international community that is not only the most experienced and wide-reaching school for firewalking, but is sponsoring a host of other exciting activities as well.
218.eng. The name SUNDOOR comes from an Inuit teaching.
219.eng. Ancient myth says that there are seven doors to pass through on the path of spiritual development.
220.eng. The SUNDOOR is the seventh and final door on this journey to awakening.
221.eng. I had little idea of the beauty and transcendent power of the firewalk when I named my company.
222.eng. But in these years of witnessing thousands of people crossing the fire and using that experience as a portal to their spirit, I now know it was aptly named.
223.eng. Through SUNDOOR I have attempted to keep the ancient heritage of firewalking pure in our courses.
224.eng. The experience people are having is truly remarkable.
225.eng. The firewalk is allowing people in western cultures to experience a depth of healing, inspiration and life altering change not usually available to us.
226.eng. Despite this I realize that we have only just begun to explore the fantastic potential of this ancient ritual and am truly excited to see where this ancient path of fire will lead us in the future.
227.eng.

100.eng. Can ancient rituals of empowerment, used by indigenous cultures for centuries, have applications in today's corporate world?
101.eng. Four large fires burn, waiting to be raked into glowing paths.
102.eng. To some of the three hundred people standing in the circle these paths represent insurmountable obstacles, to others an exhilarating challenge.
103.eng. Still others see those glowing coals as a way to break through fears in order to motivate themselves to go for distant goals or challenges.
104.eng. A small number perceive those gleaming pathways as leading them toward a reality which speaks of transformation and change.
105.eng. For them it is a trail which, if followed, will lead them on an amazing dance of ever deepening awareness.
106.eng. This last group interests me most.
107.eng. It is primarily for them that I have lit those fires, for I believe it is they who are beginning to grasp the true nature of this ancient dance of fire.
108.eng. People from varied cultures have firewalked since before recorded history.
109.eng. Although each culture has been unique in its customs involving the practice of firewalking, the firewalk has always been used in the context of emotional, physical or spiritual healing.
110.eng. Tibetan monks walked to droning chanting, crossing the glowing coal bed one hundred eight times to deepen their capacity to concentrate and focus.
111.eng. The Kahunas, the mystics of the Hawaiian Islands, walked on glowing lava to affirm their atonement with Pele, the goddess of earth and fire.
112.eng. On the Fijian Islands, young girls walked while being initiated into womanhood.
113.eng. Under the brilliant African night sky the Kalahari !
114.eng. Kung, renown for their capacities as healers before the white settlers disrupted their culture, danced through the fires to gather the power needed to heal the sick and wounded.
115.eng. On the North American continent the Cherokee and Zuni Indians walked, and some say still walk, in highly secret ceremonies.
116.eng. The exhilaration that people feel when they actually walk through their fears and perceived limitations easily translates into more open relationships, more effective communication, and a heightened sense of team spirit and cooperation.
117.eng. Throughout history fire has fascinated, warmed, comforted and terrified us.
118.eng. Looking around the fire, I see those sentiments reflected on the faces of these contemporary corporate warriors standing in a circle around me.
119.eng. I've been invited to lead this firewalk as part of a company retreat near Salt Lake City.
120.eng. We are in a small valley.
121.eng. A stream, which the early summer runoff has turned into a roaring torrent, runs through it.
122.eng. A drummer holds a steady beat.
123.eng. The firelight dances on the faces of the people in the circle, people gathering, as they have done for thousands of years, around fires.
124.eng. High mountains circle our group speaking of beauty and permanence.
125.eng. Their snowy caps reflect the silver light of the half moon just coming over the horizon.
126.eng. To the west, appearing as massive as the mountains, lies the hotel with hundreds of hotel rooms, conference and ball rooms, restaurants and, up on the tenth floor, the snack bar, gym, swimming pool and Jacuzzi.
127.eng. It seems almost out of context seen behind the fires, with the drum echoing ancient earth rhythms.
128.eng. Or is it I who am out of context bringing the myth of fire, its ritual and power to the corporate setting?
129.eng. Can the corporate culture, so alienated from the basic elements, regain the capacity to grasp the true potential available to us?
130.eng. And more importantly, will these businessmen and women be able to keep that fire alive in the corporate setting, allowing the workplace to become an arena for inner nourishment and a path of self-discovery?
131.eng. This retreat is being held due to the extreme pressures that change in the industry is inflicting on the individuals in this company.
132.eng. Their market is growing rapidly and, for the first time in their history, they are facing intense competition.
133.eng. The company is experiencing great turnover in their employees due to the increased pressures and they are finding that the corporate structures they used in the past are no longer working.
134.eng. They need their people to look within themselves for resources, to think independently and creatively and to be able to generate the enthusiasm and energy needed to deal with seemingly insurmountable obstacles.
135.eng. I was invited to work with the managers in this company a few months earlier by Rob Rabbin, an organization clarity coach and founder of the Hamsa Institute.
136.eng. This was the first time he had experienced the firewalk.
137.eng. He called the event with the 45 mangers an "unqualified success.
138.eng. " He went on to say: "The firewalk is a dynamic experience in which people can learn, practice and apply the principles of empowerment.
139.eng. The exhilaration that people feel when they actually walk through their fears and perceived limitations easily translates into stronger and more open relationships, more effective communication, and a heightened sense of team spirit and cooperation.
140.eng. " Because of the quantitative changes that happened in that group and therefore in the entire company, they created a setting for me to work with the rest of their employees.
141.eng. For the past fourteen years I have worked with thousands of people with the firewalk.
142.eng. In these walks, again and again I have witnessed the remarkably powerful effect the firewalk has on groups and individuals.
143.eng. Since 1984, I have trained firewalk instructors and studied the results of their walks.
144.eng. I have read volumes of research by skeptics, scientists and anthropologists who struggled to answer the question "Why is firewalking possible?
145.eng. It is amusing and touching to me that for the most plausible explanation, one which satisfies both my intellect and my heart and is verified through my experience, I must turn back to the cradle of civilization, to an African tribe which fascinates anthropologists with their almost Stone Age culture.
146.eng. In the Kalahari desert of Southern Africa, the !
147.eng. Kung bushmen have walked on fire since their tribal beginnings.
148.eng. Their fire dance is a high-energy community healing that empowers both individuals and the tribe as a whole.
149.eng. In 1977, anthropologist Laurens van der Post published his observations about the !
150.eng. Kung:
151.eng. Then one person approaches the coals and with focused intent walks across them, feet on red-hot coals.
152.eng. "How the dancers found the power to go on ever faster and faster, hour after hour, seemed beyond explanation or belief.
153.eng. Long before the end, they seemed to pass into a dimension of reality far out of reach of my understanding, and to a moment and a place which belonged only technically to the desert in which we were all gathered.
154.eng. Indeed, so obsessed did the men become with this search for fire that they were drawn nearer and nearer to the flames.
155.eng. Then, suddenly, they halved the circle and went dancing with their bare feet through the middle of the flames.”
156.eng. Harvard Psychologist Richard Katz went to the Kalahari in 1982 and reports that "as the dance intensifies, n/um, or energy, is activated in those who are healers, most of whom are among the dancing men.
157.eng. As n/um intensifies in the healers, they experience an enhanced consciousness called !
158.eng. Kia, during which they heal all those at the dance.
159.eng. " Katz goes on to state: „
160.eng. the !
161.eng. Kung work with the fire to help heat up the dancers' n/um.
162.eng. Dancers will go in the fire, walk in it, put their head in it, pick up coals and rub them over their hands and body.
163.eng. When the n/um in their body is boiling and as hot as the fire, they will not be burned.”
164.eng. N/um, chi, prana, ki, life force.
165.eng. When our n/um equals the n/um of the fire we walk on it unharmed.
166.eng. When our life force equals the challenge at hand, be it a fire, an illness or a corporation facing a changing world, we are successful in our venture.
167.eng. The question is: How do we learn to tap into or generate that n/um or life force, and how do we keep it alive in the corporate setting?
168.eng. Perhaps the ancient dance of fire holds a hint for us.
169.eng. In Peruvian mythology the path toward personal mastery is symbolized by three animals.
170.eng. The first is a snake, representing the shedding of our past conditioning.
171.eng. The second animal is the puma depicting physical excellence, and the third is the condor, who soars on great wings to spiritual heights.
172.eng. I believe firewalking is the highest form of puma practice available to us.
173.eng. It teaches us to generate the energy needed to achieve success and to focus that energy with a clear mind.
174.eng. I feel confident as I watch them that the objective of the firewalk has been met, that many of the barriers this company had been experiencing have melted in the heat of those fires.
175.eng. I am not surprised that companies are beginning to see the value in using the firewalk to empower their employees.
176.eng. The firewalk allows people to experience a source of energy which helps them to reach beyond their limiting beliefs.
177.eng. Breaking through our perceived boundaries frees an incredible amount of creative energy, allowing people to redefine themselves as people to whom the impossible becomes achievable.
178.eng. As we know, it is our inner image of ourselves which either hinders or furthers our aspirations.
179.eng. As company structures change, the inner structure of its employees will have to change to reflect a new model of creativity and self reliance.
180.eng. And the reverse is true also: as people discover the beauty and creativity of their inner nature, companies will have to change to allow for the expression of that nature.
181.eng. Tonight had not been about firewalking.
182.eng. It had been about facing our fears squarely and giving up our patterns of belief.
183.eng. It had been about freeing ourselves to walk on the sun.
184.eng. I wonder once again, looking around at the chatting people, if they grasp the true nature of what we did.
185.eng. The moon has risen into the sky during the time it has taken to rake the four fires into the glowing rectangles, each one about four feet wide and twelve feet long.
186.eng. The drum beat has intensified, matching the n/um in the group.
187.eng. The energy is palpable as I step away from the pathways and indicate that the fires are ready to be walked.
188.eng. This moment is always one of quiet intensity for me.
189.eng. It is a moment when I, like all the participants, am in disbelief at the audacity, perhaps even foolhardiness, of our undertaking.
190.eng. I glance at the mountain peak above us, a brief connection to that which stands in permanent beauty within all that is, a touch of a prayer for support from the invisible.
191.eng. Then one person approaches the coals and with focused intent walks across them, feet on red-hot coals.
192.eng. He gently steps off the glowing path and an exuberant yell of joy and success emanates from him.
193.eng. It is echoed by the group as more and more people cross the coals.
194.eng. Some walk fast, others slow, some dance, while others walk repeatedly, in total disbelief and delight.
195.eng. The atmosphere around the fire becomes celebratory as people rejoice in their own and their co-workers success.
196.eng. In the hotel conference room later people share their experience:
197.eng. "I will never be limited by my fears again!”
198.eng. "I can't believe I did it!
199.eng. I feel like I can do anything now.”
200.eng. "There was a moment of incredible fear, but when I made the decision to go, it turned to excitement.”
201.eng. "I was sure all night long I was not going to do it.
202.eng. But when we were out with the fires I felt, I guess it's what you call n/um, and I danced those coals.
203.eng. I danced on them!”
204.eng. There is a round of applause for the company for having the courage and far-sightedness to bring something as life altering as the firewalk to its employees.
205.eng. They express a sense of excitement about the challenges facing the company and using the tools learned here tonight to meet those challenges.
206.eng. The evening ends with a buffet.
207.eng. People sit and stand in clusters continuing to share their experience with lots of excitement and laughter.
208.eng. I feel confident as I watch them that the objective of the firewalk has been met, that many of the barriers this company had been experiencing have melted in the heat of those fires.
209.eng. And I can't help thinking that there is more.
210.eng. As a friend of mine who works in organizational development put it so aptly: "I'm not interested in turning these people into better and better donkeys, who can carry bigger and bigger loads up steeper mountains for their company.
211.eng. " I wonder if people grasped what we did here tonight, that it was more than a challenge faced or barrier overcome.
212.eng. For a moment in time we knew our limitless nature, allowing it to carry us beyond our beliefs into an experience which can heal, nurture and rejuvenate.
213.eng. And that experience, when kept alive, can guide, direct and give meaning to our lives.
214.eng. A medicine man once said: "I remember the elders talking about the shaman, Golden Sky, who was in trance and walked unharmed through hot embers, left from the council fire.
215.eng. Golden Sky has said: 'Greater magic than this is performed by all who have been able to destroy their patterns of belief.
216.eng. The greatest magic is in confronting all fears squarely and completely.
217.eng. Such a person can walk on the sun'."
218.eng. Tonight had not been about firewalking.
219.eng. It had been about facing our fears squarely and giving up our patterns of belief which keep us locked in a universe too small for our spirits.
220.eng. It had been about freeing ourselves to walk on the sun.
221.eng. I wonder once again, looking around at the chatting people, if they grasp the true nature of what we did.
222.eng. The next morning I get up for sunrise.
223.eng. I sit in the Jacuzzi on the top floor of the hotel, the mountains tower in the open air above me.
224.eng. I let the workshop from the night before run through my mind.
225.eng. I think that perhaps I am expecting too much for a group of corporate men and women, when I notice a solitary figure far below walking toward the gravel parking lot where the remains of the fires from the night before are still visible.
226.eng. This figure intrigues me, walking with purpose in the dawn toward the now darkened coal beds.
227.eng. He walks up to one and stoops down, touching the coals.
228.eng. He stands up and thoughtfully scratches his head.
229.eng. I remember my astonishment when, years ago, I went out to the fire bed the morning after a walk to find the coals still warm twelve hours later.
230.eng. The figure now paces off this first fire pit and then moves to do the same with the next one, as if the first might be some kind of illusion.
231.eng. He then backs off a bit and stands still, looking at the place where the night before the orange coals danced.
232.eng. Slowly he lifts his head to the tallest mountain, the pink of the rising sun reflecting off the snowy peak.
233.eng. He folds his hands, palms together over his heart, and for a moment, his face lifted to the peak, he stands.
234.eng. He then drops his hands and with purpose strides toward the hotel.
235.eng. The sun may be rising on the corporate world.

101.eng. Anthony Robbins: 12 Reasons Why People Don't Get Wealthy:
102.eng. 1.
103.eng. They never decide and really define, very specifically, what wealth means for them.
104.eng. The keyword here is specifically.
105.eng. Can you imagine how hard it would be to build a car or a plane without making a blueprint or sketch drawings of it first? You have to know what your target is before you go chasing after it.
106.eng. 2.
107.eng. They make wealth a moving target instead of a fixed one ﴾this is related to point one above﴿.
108.eng. Once you have your target, fix it.
109.eng. Don't change it until you reach it.
110.eng. You must accomplish each step, celebrate, and then set course for a new step, a new target.
111.eng. 3.
112.eng. They define it in a way that seems unreachable.
113.eng. You only achieve what you believe.
114.eng. No more, no less.
115.eng. So you must make it believable for you.
116.eng. Set goals that will make you move forward and stretch, but not too high that even you yourself don't believe you can.
117.eng. Take the biggest step you believe you can, achieve it, then take the next biggest you believe you can.
118.eng. This will build positive reinforcement in your self­confidence as well.
119.eng. 4.
120.eng. They never start.
121.eng. Ok, this is obvious.
122.eng. If you keep thinking about it forever, it will forever remain in the thought level.
123.eng. You have to act! Start somewhere, anywhere! Only after you start do you begin to get some feedback which will help you plot your course better.
124.eng. The aircraft has to first take off before it starts to adjust course for its destination.
125.eng. You must start, somewhere, anywhere, doesn't matter, just start! Act!
126.eng. 5.
127.eng. They never make it a must.
128.eng. Let me explain what it means to make it a must.
129.eng. It means marshalling all your intent, your will, your direction, into one singular flow that is directed towards your goal.
130.eng. All obstacles are viewed as challenges to be overcome.
131.eng. You will meet obstacles, and so expect it, but also expect to move forward anyways.
132.eng. Use your obstacles to develop strength and skills, don't run away.
133.eng. Find out how to go past them.
134.eng. Find out! There is always a way, always.
135.eng. And if your emotions are acting against your desire, embrace them, learn what they are, know yourself, but keep moving forward.
136.eng. Make it a must, and it will happen.
137.eng. Guaranteed.
138.eng. You don't know in how many steps it will take, but you know it will happen.
139.eng. 6.
140.eng. They don't have a realistic plan.
141.eng. If you want to do something, find out how it is done from someone who has done it before.
142.eng. Make a realistic plan.
143.eng. Copy from those who have succeeded before you.
144.eng. But don't throw away your intuition.
145.eng. Your intuition is extremely powerful once you learn how to listen to it with practice.
146.eng. 7.
147.eng. If they have a realistic plan, they never follow through on the plan.
148.eng. Well, if you don't follow the plan, who will?
149.eng. 8.
150.eng. They give responsibility to others ﴾"experts"﴿ instead of to themselves.
151.eng. This way, they never really learn how to do it, and if there are failures they never learn why the failures happened and so they are bound to repeat them.
152.eng. It is a good idea to get advice, but do it yourself.
153.eng. At least understand it yourself even if you will delegate the actual doing.
154.eng. 9.
155.eng. They give up when they face challenges.
156.eng. Going through the challenges is what has made people rich, not giving up.
157.eng. Look, there are always challenges.
158.eng. So get used to that.
159.eng. You will only get where you wish to get to if you are willing to face the challenges along the path.
160.eng. All challenges are opportunities dressed in work clothes, remember that.
161.eng. After the challenge is over, you will discover the amazing fruit it held for you.
162.eng. 10.
163.eng. They fail to conduct their lives as a business; they never ensure that they make a profit year by year.
164.eng. Get a personal finance package like Quicken or Microsoft Money.
165.eng. you need to have budgets and cash flow statements for your personal finances and your businesses.
166.eng. It is easy with those software packages.
167.eng. If you don't keep records and track, you wont know when you are making or losing money until it is embarrassingly too late.

101.eng. Visual, Auditory, Kinethetic
102.eng. The Visual Thinker
103.eng. If you ask a friend what he or she watched on TV last night, they may say "Let's see...." and then look up to their left (your right).
104.eng. To answer your question, the person will actually see images of what he watched.
105.eng. They locate these pictures in their memory banks.
106.eng. When a person looks up and to his or her left, he or she sees pictures something they've seen before.
107.eng. When they look up and right (your left) they imagine something the Haven't seen.
108.eng. (a dream home, a dream vacation, etc.) Knowing how people pos- sessing a Visual Information Bias understand the world enables you to sell your products, ideas or services VISUALLY, and we'll see in the following information.
109.eng. The following contains a representative, but not exhaustive, list of VISUAL words and sentences for you to study.
110.eng. Words and Visuals Used by VISUAL people:
111.eng. Analyze, Angle, Appears, Aspect, Beautiful, Bird's Eye View, Blinding, Clarity, Clear, Catch a glimpse of, Cognizant, Discern, Distinct, Distinctive, Dream, Examine, Eye to eye, Flash, Focus, Fuzzy, Foresee, Get perspective on, Hazy idea, Horse of another color, Image, Inspect, Look, Mental picture, Mind's eye, Observe, Obscure, Peep, Perceive, Picture, Plain, Read, Realize, See, View.
112.eng. Here are several typical sentences that VISUAL people use frequently:
113.eng. Do you see what I mean?
114.eng. Let me show you how this works
115.eng. This appears to be correct
116.eng. That looks OK to me
117.eng. We're still vague on what the new boss wants
118.eng. I'd like to watch you do it
119.eng. That's a beautiful order
120.eng. Exercise: Here are 2 items from a sales script book we wrote for a client.
121.eng. Rewrite the key words to make them appeal to aVISUAL thinker:
122.eng. You're loyal to my competitor, and I respect your loyalty.
123.eng. But a 5 year contract is a long one.
124.eng. Will they give you the service you will need?
125.eng. 2) Talking price won't solve your production problem or reduce your staff turnover.
126.eng. Information Preference Checklist
127.eng. This checklist will help you measure your own sensory information preferences.
128.eng. If an item below is generally for you, put a check by it.
129.eng. If it is not for you, ignore it.
130.eng. When you get to the bottom of the page, add up the number of checks.
131.eng. Then go on to the next list.
132.eng. Take about 5 minutes for this exercise.
133.eng. Visual Orientation:
134.eng. On an evening when I don't have much to do, I like to watch TV
135.eng. I use visual images to recall names
136.eng. I like to read books, papers and magazines
137.eng. I prefer getting written instructions from my boss, rather than oral instructions
138.eng. I write lists to myself of things I need to do
139.eng. I follow recipes closely when I cook
140.eng. I can easily assemble things if I have written instructions to follow
141.eng. When playing games, I like "Scrabble" or "Password"
142.eng. I am very concerned about the way I look
143.eng. I like going to art exhibits or museum displays
144.eng. I keep a written diary or written record of what I do
145.eng. I often admire photos used in ads
146.eng. I review for tests by writing down a summary of all the pertinent points
147.eng. I can find my way around the city easily with a map
148.eng. I like keeping my house neat looking
149.eng. I see 2 or more films a week
150.eng. I think less of someone that doesn't dress well.
151.eng. I like to watch people wherever I go.
152.eng. I quickly repair scratches or dents in my car's finish
153.eng. I think fresh flowers really brighten a home or office.
154.eng. The total VISUAL ORIENTATION score:
155.eng. The Auditory Thinker
156.eng. If your customer looks down and to his left, (your right) he or she is talking to themselves or hearing words or voices stored in his memory banks.
157.eng. To sell to this individual, you need to meet his preference for auditory input! TALK to this person in greater detail about the features and benefits of your idea or products or systems or services.
158.eng. Brochures are less important to this prospect.
159.eng. This individual will LISTEN to a good verbal presentation with rapt attention.
160.eng. The following contains a representative, but not exhaustive list of auditory words, phrases and sentences used by auditory thinkers to process information.
161.eng. Words an Phrases used by AUDITORY people:
162.eng. Amplify, Announce, Blabber, Converse, Discuss, Dissonant, Earful, Express, Give an ear to, Hear (me out), Hidden message, Hold your tongue, Hush, Idle Talk, Inquire, Listen, Mention, Noise, Out-spoken, Proclaim, Purr, Quiet, Rap session, Roar, Rumor, Say, Shout, Silence, Speak, Squeal, State, Tell, Tone, Tuned in to, Unheard of, Utter, Voice, Well informed, Wordy
163.eng. Here are some typical sentences and Auditory Thinker may use:
164.eng. Do you hear what I'm saying?
165.eng. I can tell you how the system works
166.eng. Does that ring a bell?
167.eng. I've listened to this rap before
168.eng. His remarks were said off the record
169.eng. That sounds interesting, tell me more!
170.eng. Bob tells us their service is excellent
171.eng. Exercise: Answer the following customers using AUDITORY words:
172.eng. I've heard you have the best laser printer on the market in this price range.
173.eng. Sales professionals answer:
174.eng. Before discussing price, I want to talk about what my technical staff has heard about your service.
175.eng. Sales professional answers:
176.eng. Auditory Orientation
177.eng. On an evening when I don’t have anything to do, I like to listen to music
178.eng. To remember someone’s name, I repeat it to myself over and over again
179.eng. I enjoy long conversations
180.eng. I prefer my boss to explain something to me orally rather in a memo5) I like talk radio shows
181.eng. I use ryming words to help me remember things
182.eng. I am a good listener
183.eng. I prefer to keep up with the news by listening to the radio rather than reading a newspaper
184.eng. I talk to myself a lot
185.eng. I prefer to listen to a cassette tape of some material rather than read it.
186.eng. I feel bad when my car sounds funny (pings, knocks, etc.)
187.eng. I can tell much about a person by the sound of his or her voice
188.eng. I buy many CDs and recorded tapes
189.eng. I review for tests by reading my notes aloud or by talking to other people
190.eng. I would rather give a talk on some topic instead of writing a paper on the same topic.
191.eng. I enjoy attending concerts and musical events
192.eng. People sometimes accuse me of talking too much
193.eng. When I’m staying in a strange city, I like to stop at a gas station to get directions
194.eng. I talk to my dog or cat
195.eng. talk to myself when solving a math problem
196.eng. The total AUDITORY ORIENTATION score:
197.eng. The feeling-Action Thinker (Kinesthetic)
198.eng. Some customers frequently look down and to their right (your left).
199.eng. These customers think with their feelings and gut-level emotions.
200.eng. Sell these customers by appealing to feelings and emotions.
201.eng. Tell them how relaxed, satisfied, contented and proud they will feel after purchasing your product.
202.eng. Let them hold it, operate it, feel the finish, or take a walk around it.
203.eng. Communicate with this person in the way that has the greatest impact, that makes the most "sense"
204.eng. The following information contains representative words, phrases, and sentences used by FEELING-ACTION oriented customers.
205.eng. Word and Phrases used by FEELING-ACTION people:
206.eng. Active, Affected, Bear down on, Charge, Come to grips, Cool, Concrete, Cutting edge, Deep, Embrace, Fall apart, Float, Get a handle on, Get in touch with, Get your goat, Hands-on, Hang tough, Heated debate, Heavy, Hot-headed, Hustle, Intuition (having), Keep your shirt on,, lose your shirt, Lukewarm, Motion, Muddle, Rough, Seize, Sensation, Shallow, Shock, Slip-up, Smooth, Snap, Soft, Sore, Stand out, Stir up, Support, Take on, Test, Tie up, Tight, Touch, Uptight, Vie for, Whip
207.eng. Here are some typical sentences used by FEELING-ACTION people:Do you GRASP how it works?
208.eng. I feel you can HANDLE this rough assignment
209.eng. Do you know what risks you'll TAKE ON with this investment?
210.eng. He has a SMOOTH presentation style.
211.eng. Mary FORCED her boss to TAKE A STAND.
212.eng. This car really HUGS the road.
213.eng. Let's put the system THROUGH ITS PACES.
214.eng. Exercise: Respond to the following FEELING-ACTION customers:
215.eng. To push this purchase order through, you're going to have to back me up on delivery!
216.eng. Sales professional's answers:
217.eng. I'm hanging onto old machines that can still cut the mustard.
218.eng. Why should I trash them?
219.eng. Sales professional answers:
220.eng. Feeling, Action Touch Orientation
221.eng. I like to exercise
222.eng. When I'm blindfolded, I can distinguish items by touch
223.eng. When the music's on, I can't help but tap my feet
224.eng. I am an outdoors person
225.eng. I am well coordinated
226.eng. I have a tendency to gain weight
227.eng. I buy some clothing because of the way it feels
228.eng. I like to pet animals
229.eng. I touch people when I talk to them
230.eng. When I was learning to type, I learned the touch system quickly.
231.eng. I was held and touched a great deal when I was a child
232.eng. I enjoy playing sports more than watching them.
233.eng. I really like taking a hot bath at a day's end.
234.eng. I really enjoy getting massages
235.eng. I am a good dancer
236.eng. I belong to a gym, health club or spa.
237.eng. I like to get up and stretch frequently.
238.eng. I can tell a great deal about someone by the way he or she shakes hands.
239.eng. If I've had a bad day, my body gets very tense.
240.eng. I enjoy crafts, handworks and building things.
241.eng. The total FEELING/ACTION ORIENTATION score:

2200.eng. Pick someone to”model”who has already achieved a behaviour goal which you have selected as one of your well-formed outcomes.
2201.eng. You do not need to like everything about this person -- we are learning to model selectively!
2202.eng. Your partner will help you through each of the following steps:
a. Step into the internal state of”relaxation”which you practised previously.
2203.eng. Your partner can help you achieve this state by entering that state him/herself and using appropriate verbal/non-verbal cues.
2204.eng. 2 Imagine that you are observing your”model”engaging in the desired behaviour.
2205.eng. Watch as he/she repeats the behaviour over and over again.
2206.eng. 3 Get into rapport with your model.
2207.eng. 4 Step into your model's body and allow yourself to feel their physical movements and internal state/s.
2208.eng. Is this comfortable?
2209.eng. Practise being your model, several times until it feels quite comfortable, quite automatic.
2210.eng. Don't concern yourself with the detail, simply with”the big picture".
2211.eng. 5 Take over your model until it is not him/her standing there, but you.
2212.eng. Repeat the movements until you feel very comfortable and the process occurs automatically.
2213.eng. 6 Step aside from your body and observe yourself easily and naturally engaging in the behaviour you have just practised so thoroughly.
2214.eng. Exercise 42 - With help from your partner, notate the strategy for performing the above behaviour at an excellent standard.
2215.eng. Can the strategy be improved even beyond that currently exhibited by your model?
2216.eng. Practise the strategy with the improvement.
2217.eng. Beyond Design Human Engineering™
2218.eng. DHE™ was originally developed by Richard Bandler as a quantum leap up from NLP.
2219.eng. Unlike NLP, there is very little information available on DHE and even if you can get to do a course in it, you may still not have a clear idea in your mind about what it is.
2220.eng. The core question in DHE ™ is:
2221.eng. "How much pleasure can you stand?
2222.eng. „and the core technique of DHE™ has to do with mapping out submodality structures and using those to”ramp up”or amplify various internal states so that our states drive us effortlessly and irresistibly toward a more pleasurable, more joyful, more productive life.
2223.eng. For instance, if we have a particular goal, one way to create an irresistible”driver”is to anchor the most unpleasant internal states to the absence of the goal, and the most intensely pleasurable internal states to the having of the goal.
2224.eng. Another, infamous, aspect of DHE™ is it's combination of visualisation and submodalities to build machine metaphors for automating various life tasks, including measuring and feedback mechanisms.
2225.eng. Lately it has been reported that Richard Bandler has been moving away from his original format of DHE™, which apparently he is beginning to view as limited by NLP tools and language, to develop a more”organic”form which enables access to more unconscious internal resources.
2226.eng. Metaphor appears to be the key.
2227.eng. A particular piece of work known as Project Sanctuary, developed by NLP genius Silvia Hartmann-Kent, although original, appears to very much in alignment with what Richard Bandler is now beginning to work with.
2228.eng. We feel quite thrilled to be able to bring you this new work which we feel will change the face of DHE™.
2229.eng. Project Sanctuary
2230.eng. Question:
2231.eng. "What if we had access to Mechano, Construx, bricks and mortar, metals, nanotechnology?
2232.eng. What if we could take the IDEA of 'what else could there be?' and apply that to the models of experience themselves?
2233.eng. What if we could just put aside the NLP descriptors for just a while, and begin to wonder how else we can describe experience, in ways that help us build some really useful and cool new ways to live and dance and sing?”
2234.eng. Answer:
2235.eng. "Well, one way to do it would be to let the lego, mechano, and resources that you can't consciously think of, loose to play amongst themselves, to breed, hybridize, mutate, and go generally apeshit.
2236.eng. Then regularly check in on the whole evolving ecosystem to prune, harvest, or just enjoy.
2237.eng. In other words create an extensible, generative environment.
2238.eng. That's the nearest I can get to a conscious, metaphorical understanding of what goes on in Project Sanctuary, and what makes it unique.”
2239.eng. The above quotation picked up from the internet 28/08/00 The metaphors we construct in our minds, whether through dreaming or whether through conscious effort, cannot come from nowhere.
2240.eng. They all come from somewhere and therefore they are associated with some part of us -- they have meaning.
2241.eng. The main premise of Project Sanctuary is that just by altering submodalities we alter the meaning of experience, when we alter our metaphors we alter experience itself.
2242.eng. This is a bold statement, but one that is borne out experientially by Silvia Hartmann- Kent and the handful of people around the world who are beginning to experience the power of this work.
2243.eng. Try this exercise:
2244.eng. Exercise 43 - In pairs.
2245.eng. Your partner will help you to relax very deeply.
2246.eng. Imagine that you have created a whole planet and everything on it.
2247.eng. Every natural and man-made structure, every animal, every object, every atom, is your creation and represents something in you.
2248.eng. There is a goal which you desire which you do not yet have.
2249.eng. Somewhere on your planet is an object which represents that goal.
2250.eng. It may be a tree, a church, an animal, a town, or something quite different.
2251.eng. It probably does not logically relate to your goal in any way, shape or form.
2252.eng. Fly over your planet now, observing the landscape below, until you feel drawn to a particular place where you can”come down to earth".
2253.eng. There you will find a particular object which draws you attention.
2254.eng. (Your partner may need to do this exercise auditorially or kinaesthetically.
2255.eng. Not everyone visualizes easily or can even pretend to visualize!)
2256.eng. What is this object?
2257.eng. Is it perfect as far as you are concerned?
2258.eng. What does it need?
2259.eng. Alter or modify this object until you are completely satisfied with its appearance/function.
2260.eng. Remember that here in Metaphorland, you have access to every resource imaginable:
2261.eng. skilled craftspeople, scientific experts, artists, wise men/women, whoever you might like to call on for assistance.
2262.eng. Your partner's job is to record your process as you locate and work with your goal symbol, and to gently ease your way back to us here, in this room.
2263.eng. What did you learn?
2264.eng. Block 5 Metaphor, Advanced Meta-Model, Logical Levels, Meta-Programs, Milton Model, Sleight of Mouth
2265.eng. We have already experienced the power of metaphor when we studied goal achievement through the exploration of our own internal metaphors.
2266.eng. Now we examine how we use metaphor in day to day language and experience what happens in our lives when we deliberately modify or change those metaphors.
2267.eng. We quickly re-visit the Meta-Model first studied in Block 3 by gaining experience in applying the Meta-Model to more challenging real life situations and, more importantly, to our own self-talk.
2268.eng. We’ve had some exposure to Logical Levels in our work on identifying and matching chunk size.
2269.eng. Now we look at a more formal structure of Logical Levels of organisation and experience how knowledge of this “hierarchy”may be utilised to reach goals or solve problems with considerable ease.
2270.eng. Meta-Programs are the content-free processes by which we act upon the world.
2271.eng. The Milton Model can be thought of as the inverse of the Meta-Model, the art of speaking vaguely!
2272.eng. We make use of the Milton Model to induce trance and also learn that in combination with exquisite rapport and state management skills, the Milton Model becomes even more effective.
2273.eng. Sleight of Mouth is a term which refers to various language patterns which we use to influence ourselves and others away from problem states and toward solutions.
2274.eng. Assessment Criteria for this Unit
2275.eng. What will you need to be able to demonstrate to show that you’ve developed sufficient skills in these areas?
a. Identify metaphors in common usage and experience the result of using alternative metaphors.
b. Demonstrate the ability to identify Meta-Model violations in day-to-day business communication.
c. Demonstrate the ability to recognise and produce the hypnotic language of the Milton Model.
d. Demonstrate the ability to induce trance by using rapport and state management skills in combination with the Milton Model.
e. Demonstrate particular Sleight of Mouth patterns:
2276.eng. embedded commands, reframing.
2277.eng. 6 Demonstrate ability to use logical levels as a goal building tool.
2278.eng. 7 Demonstrate ability to operate congruently out of several opposing Meta- Programs.
2279.eng. Metaphor
2280.eng. Life’s a hard road.
2281.eng. Bill’s steel-trap mind helps him perform in his job.
2282.eng. If we’re to win this contract we’ve got to realise we’re in the race of our life!
2283.eng. On the corporate battlefield, there are many fatalities.
2284.eng. This problem is gnawing at me.
2285.eng. (Fingers clenching at gut.)
2286.eng. Metaphors (and similes and analogies) attribute rich meaning to things, people and places and are a good way to get meaning across in a very few words.
2287.eng. Metaphors “tell stories”.
2288.eng. Metaphors also limit or define meaning and prevent us from looking at the object of the metaphor in innovative ways!
2289.eng. For instance the question “What is the process of solving a problem like for you?
2290.eng. „might bring answers such as:
2291.eng. It’s like teasing out the knots from a tangled ball of wool.
2292.eng. It’s like being lost in a maze and trying out all possible exits.
2293.eng. It’s like gardening:
2294.eng. you look over your garden, see what you want to keep and what you want to remove, decide the best way to do it.
2295.eng. It’s like going into battle:
2296.eng. size up the enemy, set your strategy, weigh in!
2297.eng. Etc, etc.
2298.eng. What is it like for you?
2299.eng. If it’s teasing out a ball of wool, you might be inclined to spend more time examining it, looking for the way in.
2300.eng. You might be quite patient about the detail and the timing.
2301.eng. Your attention might be very tightly focussed on the problem in a rather dreamy way.
2302.eng. If it’s like going into battle, you might feel a sense of urgency.
2303.eng. You might imbue the problem with a sense of it being your enemy and therefore not conducive to being beaten!
2304.eng. You might rush in violently for the big “victory”at the end.
2305.eng. Our metaphors drive our attitudes and approaches to life!
2306.eng. (Do metaphors really “drive”?
2307.eng. :-) )
2308.eng. So we need to be aware of our metaphors and understand that whilst they are helpful communication tools, they may also limit us.
2309.eng. The next time you find yourself (or another) using a metaphor to describe a problem, ask yourself “What other metaphor could apply here?”
2310.eng. Exercise 44 – Expanding a “Map of the World”through using metaphor.
2311.eng. A co-worker you supervise has a problem with another staff member and asks for an appointment with you to discuss the problem.
2312.eng. He says:
2313.eng. “He gets me so angry with his constant attacks that I just have to put my shield up, batten down the hatches, dive into the trenches, just to stay sane!”
2314.eng. What metaphors are in use?
2315.eng. Are they useful?
2316.eng. Together, write up a script which may help your co-worker to identify the limits of his metaphor, and offer 2 other metaphors which may expand his “map of the world”in this instance.
2317.eng. Exercise 45 – Generating insights with metaphors
2318.eng. In groups, each person takes turns to be A.
2319.eng. A takes 5 minutes to explain to the group a current difficulty at/with work.
2320.eng. The rest of the group listens carefully to the story and allows the details to trigger some memory of a story, film or anecdote that seems to mirror the problem described.
2321.eng. For the best results, make your story far-fetched, way-out, surprising!
2322.eng. Having listened in turn to the stories, A chooses one to work with, and the group plays with the story, milking it for all it's worth.
2323.eng. Do not on any account draw correlations between the story and the original difficulty!
2324.eng. When the”play-time”comes to an end, A takes a moment to re-examine his/her reported difficulty and comments how he/she feels now about the difficulty and any possible solutions.
2325.eng. Exercise 46 – Write down the main statements relating to the previous problem you described to your group.
2326.eng. Share these with the group, who then identifies the Meta-Model violations and challenges the violation (do not answer the challenges!)
2327.eng. Logical Levels
2328.eng. Logical levels refers to the model of “neurological levels”originated by anthropologist Gregory Bateson and developed by Robert Dilts.
2329.eng. These are
2330.eng. Spirituality/Purpose Often a symbol or metaphorical representation of a higher ideal.
2331.eng. Identity Who am I?
2332.eng. Beliefs & Values What do you belief?
2333.eng. What’s important To you?
2334.eng. Capabilities What capabilities govern a behaviour?
2335.eng. Behaviour Particular behaviours one undertakes Environment What do we see around us?
2336.eng. This is a kind of chunking, isn’t it, with each level containing the information for the level below it.
2337.eng. If we change something at one of the lower levels, it does not necessarily change that something all the way up the hierarchy.
2338.eng. However if we change something at one of the higher levels, it causes changes in every level below.
2339.eng. You can use logical levels to problem solve, to goal set, or to achieve more congruency in the way you live.
2340.eng. Exercise 47 – Empowerment.
2341.eng. Choose an empowering state or goal you would like to experience, as well as the context in which you would like to experience it.
2342.eng. As a floor exercise, step out the various logical levels, commencing with the environment level and ending with the spiritual/purpose level, in each case describing out loud the significance of the level to that state.
2343.eng. (Eg, at environment level, describe where you want to experience it; at behaviour level describe what you want to do that reflects that state; at capability level describe the skills and knowledge involved in that behaviour; at beliefs/values describe what you believe that allows you to use those capabilities; at identity level
2344.eng. describe who you are that would have those beliefs, at spirituality/purpose describe your overall purpose or vision for your life (perhaps as a symbol).
2345.eng. Notice how your vision of your purpose affects every other level.
2346.eng. Maintaining that clarity of vision/purpose, step back into the level of identity and feel your identity merge with your purpose.
2347.eng. Maintaining your purpose and identity, step back into the level of beliefs and feel them all merge.
2348.eng. Continue stepping back into each level, bringing the merged qualities of the other levels with you, until you are back at the level of environment, knowing that you have all these resources at your fingertips, perfectly aligned and congruent, whenever you wish to use them.
2349.eng. Exercise 48 – How can you use your knowledge of logical levels to solve a problem?
2350.eng. (Clue:
2351.eng. At what level is the problem most apparent?)
2352.eng. Meta-Programs
2353.eng. These are the contentless attitudes which spring from our values and beliefs, and which inform all of our actions.
2354.eng. All of us have all of them operating, dependent upon context and circumstance, some more than others.
2355.eng. There are many different Meta-Programs, the number and complexity varying depending upon whose material you are reading.
2356.eng. Here are some of the most common for you to “try on”.
2357.eng. In Time/Through Time Toward/Away From (going for the reward or avoiding the pain?) General (Global)/Specific (Details) Positive/Negative Sort by People, Places, Things, or Information (what do we remember after a holiday?) Internally/Externally Referenced (whose opinion sways our opinion?) Sort by Logic/Sort by Feeling (what makes up our mind for us?) Sort by Necessity/Sort by Possibility (think in terms of have to or can do?) Convinced by:
2358.eng. Frequency, Proximity, Duration, Intensity, Consistency (what does it take to convince us?
2359.eng. How many times does something have to be told to us before we believe it?) Match/Mismatch (do we see what’s similar or what’s different?)
2360.eng. Exercise 49 – Planning a Party.
2361.eng. With a partner, plan an imaginary party.
2362.eng. Each person takes a different approach within each Meta-Program (eg, if one talks in “toward”terms, the other will talk in “away from”terms.
2363.eng. The Milton Model
2364.eng. The Milton Model is so named after brilliant hypnotherapist Milton Erickson, who absolutely changed the face of hypnosis in modern times.
2365.eng. Erickson used what he called “artfully vague”language patterns to communicate more effectively.
2366.eng. We are using Milton language when we ask questions like “Shall we make an appointment for Wednesday morning, or for Thursday afternoon?”, skillfully taking our listener’s focus away from the desirability or not of a meeting, and towards a decision between two similar outcomes.
2367.eng. Milton language tends to induce trance because of its lack of specificity.
2368.eng. On hearing Milton language, we tend to “go inside”(trans-derivational search) to search for and decide upon a more specific meaning.
2369.eng. Essentially, the Milton Model is the inverse of the Meta-Model, and so uses nominalisations, presuppositions, complex equivalence etc quite deliberately.
2370.eng. The Milton Model also includes:
2371.eng. Pacing current experience:
2372.eng. “You are sitting there in your chair, looking at me and listening to what I am saying.”
2373.eng. Double binds:
2374.eng. “Would you like to make me a cup of coffee now or some time in the next 30 seconds?”
2375.eng. Conversational postulates:
2376.eng. “Could you just close that door behind you?”
2377.eng. “Can you reach that book on the shelf?
2378.eng. „ We tend to simply comply, rather than question the command.
2379.eng. Extended quotes:
2380.eng. “As I was coming in to work this morning I was listening to the radio as the announcer talked about a guest he’d had on earlier who said “You really need to increase your exercise activity and lower your food intake now that summer is here.
2381.eng. „This can mask a message, or where you “nest”several quotes or stories within one main story, induce trance and achieve amnesia for much of the material.
2382.eng. Tag question:
2383.eng. “And you can do that, can you not?”
2384.eng. “So that has been a problem for you, hadn’t it?”
2385.eng. Selectional restriction violation:
2386.eng. “A table can have feelings.”
2387.eng. “Your chair feels comfortable.”
2388.eng. Ambiguity:
2389.eng. Phonological (Hear/here) (Your unconscious) can cause confusion Syntactic (They are visiting consultants.) Scope (Speaking to you as a mother)
2390.eng. Punctuation:
2391.eng. Run-on sentences “Notice your watch what you are doing.
2392.eng. „Pauses “So you might find yourself deciding to relax now.
2393.eng. Incomplete sentences “If you’re wondering about that ………”
2394.eng. Utilisation:
2395.eng. Making use of immediate happenings in the environment to enhance communication effectiveness “And the sound of the traffic serves to allow you to relax even more deeply.”
2396.eng. An important “utilisation”statement that Milton was famous for was “That’s right”said whenever Milton had suggested trance and the client responded in any way whatsoever :-) .
2397.eng. Exercise 50 – Script for trance.
2398.eng. The best way to induce trance in others is to GO FIRST!
2399.eng. How many of the above patterns can you use to write up a script for trance induction?
2400.eng. In pairs, A paces B and then begins to relax deeply as he/she reads out the prepared script.
2401.eng. Have B experiment by imagining him/herself (dissociated out in front) in a deep trance and altering/modifying submodalities to discover what increases trance and what decreases it.
2402.eng. Have B allow his/her arm to rise using honest unconscious movement whenever a change in submodality increases trance, and lower whenever a change in submodality decreases trance.
2403.eng. When trance is at its “maximum”, anchor this kinaesthetically.
2404.eng. Now say to B “Now just as quickly as your arm begins to lower all the way down you can bring those learnings back to us now in this room, and as your arm touches your leg you’ll realise you’re fully awake, relaxed, invigorated and alert.
2405.eng. „ (Bring arm down manually if they appear to take too long :-) )
2406.eng. So what did you learn?
2407.eng. Embedded Commands
2408.eng. Many of the Milton patterns contained embedded commands, that is commands which are presented hidden within the communication, but which can be “marked out”easily for the unconscious mind to notice and comply with (without the interference of the conscious mind).
2409.eng. It is easy to mark out such commands using command tonality (lower your voice towards the end of the command) and by pausing in your speech before and after the command.
2410.eng. Example:
2411.eng. I wouldn’t tell you, Joan, to get over this now ….
2412.eng. because I realise that sometimes these things take time before you can say to yourself ….
2413.eng. just yet ….
2414.eng. “It’s time to ….
2415.eng. let this go.”
2416.eng. I’m wondering if you’re able to help me with this problem in such a way that you can arrange a credit for me today?
2417.eng. Keep in mind that embedded commands were not invented.
2418.eng. They were observed!
2419.eng. What this means is that embedded commands are a natural part of our own language.
2420.eng. We all use them all of the time.
2421.eng. Trouble is, most of us use them negatively:
2422.eng. Teacher:
2423.eng. “Now don’t FORGET TO BRING YOUR BOOK TOMORROW!
2424.eng. „Mother:
2425.eng. “Be careful Johnny or you’ll DROP THAT!”
2426.eng. By being aware of our language, and practicing embedded commands, we can make sure we use our powers for good :-) .
2427.eng. Exercise 51 – Installing Good Stuff!
2428.eng. Now that you know how to access trance, how exciting would it be to anchor powerful states like confidence, bliss, fascination, wantonness, abandon, and the famous “Go For It!”.
2429.eng. Can you elicit all of these and stack them in one spot?
2430.eng. Can you create a sliding anchor and double them and double them again?
2431.eng. Can you anchor that in turn to a word which becomes a “power word”for yourself or another?
2432.eng. What is there in your life that you’d like to powerfully attach this anchor to?
2433.eng. I wonder how many embedded commands you can include?
2434.eng. Sleight of Mouth
2435.eng. Sleight of Mouth is possibly the most fun thing to learn in NLP, and we only have one rule when it comes to learning Sleight of Mouth:
2436.eng. Have Fun With It!
2437.eng. The more you enjoy learning SOM, the more rapidly and powerfully you’ll be able to put it to use in day to day life!
2438.eng. Here’s the theory:
2439.eng. We start with a complex equivalence, eg “Looking that way means you’re angry.
2440.eng. „This can be expressed as:
2441.eng. X = Y To “rattle the slots”of this belief in the speaker’s mind we can flexibly fry it in many ways :-)
a. Reframe Y
2442.eng. I’m not angry – I’m thoughtful I’m not angry – I’m distracted I’m not angry – I’m just trying to concentrate
2443.eng. 2 Reframe X
2444.eng. „I’m not looking that way, I’m trying to find my wallet.”
2445.eng. „I’m not looking that way, I’m looking this way.”
2446.eng. „I’m not looking that way, I was nearly asleep.”
2447.eng. 3 Chunk down X or Y
2448.eng. What specifically is that look?
2449.eng. What do you mean, angry?
2450.eng. 4 Chunk sideways (anther x or another y) (These are counter-examples)
2451.eng. No, when I shout, that means I’m angry.
2452.eng. (other x) That look means I’m concentrating.
2453.eng. (other y)
2454.eng. 5 Chunk up (Exaggerate, eg, Universal Quantifier, Modal Operator of Necessity)
2455.eng. So everyone who likes like that is angry?
2456.eng. Looking like that always means anger?
2457.eng. 6 Consequence
2458.eng. If you keep believing that you’re going to make it very difficult for us to have an honest relationship.
2459.eng. 7 Intent
2460.eng. Your bringing this up must mean you care a great deal about our relationship.
2461.eng. My intent was to express my feelings honestly in order to build trust in our relationship.
2462.eng. Apply to X
2463.eng. You’ve got that look yourself!
2464.eng. Apply to Y
2465.eng. Only an angry person could say that!
2466.eng. Hierarchy of Criteria
2467.eng. Isn’t it more important to be genuine than to worry about the look on my face?
2468.eng. What’s more important to you, how a person looks, or what a person does?
2469.eng. Change Temporal Frame
2470.eng. Twenty-five years from now, do you think that will really matter?
2471.eng. Changed Context
2472.eng. Would that look mean I was angry if I were worrying over a problem?
2473.eng. Model of the World
2474.eng. Who says?
2475.eng. According to whom?
2476.eng. Reality Strategy
2477.eng. How do you know that look means I’m angry?
2478.eng. Meta Frame
2479.eng. You’re only saying that to try to take control of me.
2480.eng. This is really about improving our communication, isn’t it?
2481.eng. Other Outcomes
2482.eng. The issue here isn’t whether I had a certain look or whether I was angry; this is about whether we can have a genuine relationship where we’re both free to be honest with each other.
2483.eng. Metaphor
2484.eng. I once knew a man who was always misunderstood by his family.
2485.eng. He had a habit of grinding his teeth and his family thought he was showing irritation towards them.
2486.eng. The Big Outframe
2487.eng. This has nothing to do with anger, or looking a certain way, this is about world peace.
2488.eng. Exercise 52 – In groups, share your Sleight of Mouth patterns by applying the 18 patterns to the following Complex Equivalences (some may not quite fit, but try them on anyway :-) ).
2489.eng. Saying mean things means you’re a bad person.
2490.eng. Being late means you don’t care.
2491.eng.

1600.eng. That perfume that reminds us straight away of “her”.
1601.eng. Gustatory:
1602.eng. Someone bakes us pie for us “just like Mum used to make”and as we take a bite we get an automatic feeling that goes with it.
1603.eng. We bite into an orange and our lips swell up because when we were a kid we bit an orange with a wasp on it and got bitten in turn!
1604.eng. We can install our own anchors in any of these sensory systems.
1605.eng. What sort of feelings would you like to anchor?
1606.eng. How might you use anchoring?
1607.eng. Perhaps these:
1608.eng. Immediately access a desired resourceful state Overcome a fear or a phobia Replace stress with calm Replace sadness with peace
1609.eng. Setting Anchors
1610.eng. There are three things to remember in setting anchors:
1611.eng. precision, precision, precision!
1612.eng. Set the anchor in the same way, with the same intensity, with the same duration, at just the moment the person is coming into the “peak”of the state you wish to anchor.
1613.eng. If you were setting a kinaesthetic anchor, for instance, you would make sure you touch exactly the same spot (you could use a chalk mark, or a spot on a seam, or even a freckle) with the same intensity (a stronger touch does not mean it sets “harder”!) and for exactly the same time duration.
1614.eng. The reason we set anchors as people are coming into the peak of a state, rather than at the peak, is that internal states tend to drop away very quickly once the peak of the state is actually reached.
1615.eng. Do you really want to anchor “dropping away”?
1616.eng. Then make sure you set your anchor as the person is coming into the peak of the state.
1617.eng. Exercise 18 – Collapse Anchors (Kinaesthetic Anchors)
1618.eng. In groups of 3 or more:
1618a.eng a. A helps B to elicit an unresourceful state which B would like to eliminate and anchors that state.
1618b.eng b. Break to a neutral state.
1618c.eng c. Repeat 1 and 2 until when B is neutral and you “fire”the anchor, B gets some of that unresourceful state automatically.
1618d.eng d. A helps B to elicit a highly resourceful state which B typically enjoys very much and anchors that state in a different place (this state need not relate to the unresourceful state in any way – a logical connection is not required).
1618e.eng e. Break to a neutral state.
1618f.eng f. Repeat 4 and 5 until when B is neutral and you “fire”the anchor, B gets some of the resourceful state automatically.
1618g.eng g. A then asks B to go back into the unresourceful state and fires off the “unresourceful”anchor.
1619.eng. 6 As soon as A sees that B has entered that state, A says “and put that over the top of it”as he/she simultaneously fires the “resourceful”anchor.
1620.eng. 7 Repeat this last step twice.
1621.eng. Can B access the unresourceful state at all now?
1622.eng. Even when the unresourceful anchor is fired?
1623.eng. Swap until everyone has had a turn at being A, B, and observer.
1624.eng. What does this exercise remind you of (that you've already experienced in this course)?
1625.eng. State Management
1626.eng. At any given time we are in a particular “internal state”which is unique to us and our neurology.
1627.eng. Our performance, indeed our pleasure in life itself, is a direct result of that internal state.
1628.eng. So, do we wish to choose our internal state for at least a significant portion of time, or are we content to accept whatever state happens to be unconsciously manifesting at the moment?
1629.eng. The direction in which we proceed in life depends absolutely on where we direct our minds.
1630.eng. Our internal state is the sum total of our current experience.
1631.eng. Experience has structure.
1632.eng. That structure can be described in terms of submodalities and can be modified.
1633.eng. Do you remember the “Change Belief”exercise?
1634.eng. We know we can’t just decide to change a belief, but we can alter the submodalities of a belief and automatically and effortlessly change the belief.
1635.eng. Similarly, we can elicit a state within ourselves and others if we are aware of the submodalities of that state.
1636.eng. Exercise 19 – Eliciting the Structure of an Internal State – Joy When eliciting a state from another person GO FIRST :-) !
1637.eng. In groups of 4 or more, A attempts (internally) to recall a time when he/she felt particularly joyful and then asks B to recall a time when B felt particularly joyful.
1637a.eng a. A then elicits all the qualities/features of that state, checking as many submodalities as possible and noting key words.
1638.eng. The rest of the group may offer assistance to A.
1639.eng. 2 Swap over roles until everyone has been A, B, and observer.
1640.eng. 3 Together the group compares notes, compiling a generic list of the qualities/features and submodalities of “joy”.
1641.eng. 4 Together the group makes up a set of hints/instructions for helping people to feel “joy”based on the generic list.
1642.eng. This could be called a “script for elicitation”.
1643.eng. The script will start:
1644.eng. “I wonder if you can remember a time when you felt particularly joyful.
1645.eng. Do you remember that your ………….
1646.eng. , and your ………… and you may even had said to yourself something like ‘…………………….
1647.eng. ’”.
1648.eng. Exercise 20 – Installing a State – Joy
a. In groups of 4 or more (which will have at least 2 people from another group from the previous exercise), A talks B into a state of “joy”using the script put together previously.
1649.eng. Swap until everyone has had a turn being A, B and observer.
1650.eng. Everyone in the group enters a neutral state, and then sees how quickly he/she can reaccess the internal state of “joy”.
1651.eng. Exercise 21 – Eliciting and Installing States – Relaxation, Confidence, Connection, Fascination Remember to GO FIRST.
1652.eng. In groups of 4 or more complete the following process for each one of these states just as we have for joy.
a. A elicits from B the features/qualities of the state, including submodalities.
b. Group members take turns being A, B and observer.
c. The group constructs a generic list of features/qualities and submodalities of the state.
d. The group constructs an induction script for installing the state, commencing with “I wonder if you can recall a time when you felt ………(the state)”5 After first going to a neutral state, the members of the group discover how quickly they can now access the state.
1653.eng. Anchoring States – Visually and Auditorially Exercise 22 – Visual Anchoring
1654.eng. In groups of 4 of more participants discuss appropriate visual anchors which they may use.
1655.eng. A elicits the state of “confidence”in B, several times, and each time sets the visual anchor.
1656.eng. (Remember to go to a “neutral”state in between elicitations.)
1657.eng. A then tests the effectiveness of the anchor by having B go to a neutral state, and without saying anything, fires the visual anchor.
1658.eng. B gives feedback.
1659.eng. Members of the group swap to take turns being A, B and observer.
1660.eng. Try to use different visual anchors for each “turn”.
1661.eng. Exercise 23 – Auditory Anchoring
1662.eng. As above, but this time using auditory anchors.
1663.eng. TIME LINES
1664.eng. In NLP we refer to “time lines”to describe how people spatially store information about events which occurred in different times.
1665.eng. It is supposed that if we did not have a system for coding time in this way, it might be difficult to differentiate between something which happened last week and something which happened, say, six months ago.
1666.eng. It can be very obvious where people spatially store their memories.
1667.eng. How often do you notice that when people refer to past events they gesture to their left, or behind themselves?
1668.eng. And when people refer to the future, they often gesture to their right, or in front.
1669.eng. We label these two commonly-observed configurations (left to right, or back to front) as “Through Time”or “In Time”.
1670.eng. (Remember there are many, many variations on these.
1671.eng. Sample Diagram of “Through Time”(Looking down on person’s head)
i. Past Present Future O
1672.eng. For a Through Time person, time is linear and sequential and it is believed that memories will generally be dissociated.
1673.eng. Through Time people generally find that for them planning is a simple task and have an excellent judgement of the passing of time, therefore tending to be on time for appointments and able to judge how long a task will take.
1674.eng. Sample Diagram of “In Time” Future o Present Past
1675.eng. For an In Time person, the past exists behind them and the future in front.
1676.eng. They are very much “in the moment”and not as aware of time duration, thus tending to misjudge the length of time required for a task and tending to be late for appointments.
1677.eng. It is believed that memories will generally be associated.
1678.eng. Using Time Lines
1679.eng. Time Lines, like all experience, have structure and therefore have submodalities.
1680.eng. These may easily be manipulated to change the meaning of events which occurred in the past, or to influence events which may happen in the future.
1681.eng. You may already know what sort of Time Line you have.
1682.eng. In fact, you may be aware that you run two or more Time Lines, depending upon the type of task you’re engaged in.
1683.eng. What if you don’t know what Time Line you have?
1684.eng. You can usually elicit someone’s Time Line very directly by asking them to remember an event from the past, and then asking what direction that came from.
1685.eng. Then ask them to think of a possible future event and ask what direction that came from.
1686.eng. It is often easy to elicit someone’s Time Line merely by watching them talk about past, present and future events.
1687.eng. They will tell you non-verbally.
1688.eng. Some people even point as they speak!
1689.eng. Exercise 24 – Check out Your Time Line
1690.eng. Relax and close your eyes, and then float up above your time line as if you were in an aeroplane and your line was far below.
1691.eng. What does it look like?
1692.eng. What is its shape?
1693.eng. How thick is it?
1694.eng. What texture?
1695.eng. Warm?
1696.eng. Cool?
1697.eng. What direction does it run?
1698.eng. Is it black/white or colour?
1699.eng. How bright or dim is it?
1700.eng. How clear or unclear is it?
1701.eng. Is it moving or still?
1702.eng. Look back along your time line and notice how you’ve represented all the events of your life.
1703.eng. Are there areas which are darker or lighter?
1704.eng. Does the colour differ?
1705.eng. On your time line, pick out an insignificant event from your past.
1706.eng. Make sure this is an event which is not at all important to you.
1707.eng. What happens when you darken this area of your time line?
1708.eng. Turn it black?
1709.eng. What happens when you brighten it?
1710.eng. White it out?
1711.eng. What happens when you playfully boot it off your time line altogether?
1712.eng. And turn it face down alongside your time line?
1713.eng. And watch as it turns to dust and blows away in the breeze?
1714.eng. And what delightful constructed memory could we put there instead?
1715.eng. Let’s see.
1716.eng. Look along your time line until you find a truly wonderful event and notice all of the features of your time line at that point.
1717.eng. Alongside that wonderful event, make a duplicate of the time line at that point.
1718.eng. A full-colour photo-copy.
1719.eng. Take that full-colour photo-copy back to the point in your time line where you booted off that old, nothing memory, and gently insert the photo-copy into that point.
1720.eng. Move back just before that point and look along your time line to where you are now.
1721.eng. Notice the effect on the whole of your time line, including into the future.
1722.eng. And when you’re ready, put your time line back where it belongs and come back to us here, now, in this room.
1723.eng. Debrief.
1724.eng. Exercise 25 – Using the Time Line to Program Your Future (Effortless Goal Achievement)
a. In pairs, A asks B what they want.
1725.eng. Use Well-formedness Conditions to help specify their outcomes and make sure the outcome is stated as completely as possible.
1726.eng. (Make sure the outcome is not an emotional state, but an actual thing which your partner wishes to achieve.
1727.eng. Putting an internal state into the future merely delays having it.
1728.eng. We have already learned that any internal state is available now!)
1729.eng. A helps B to create a detailed image of the desired outcome:
1730.eng. use as many visual, auditory and kinaesthetic submodalities as necessary to get a very solid image.
1731.eng. Anchor.
1732.eng. A tells B to float above his/her time line and go to the future to the time when it would be most appropriate to have accomplished this desired outcome.
1733.eng. A asks B to bring up the image of the desired outcome (fires anchor) and insert
1734.eng. this into the time line, immediately then associating into the image.
1735.eng. A asks B to notice their feelings and adjust their submodalities until they feel that the image is real.
1736.eng. A asks B to step out of the desired outcome image and turn to look back at the present.
1737.eng. A tells B to notice that all the events between then and now are changing and rearranging to totally support them in achieving their desired outcome.
1738.eng. A tells B to return to the present and now look toward the future and notice that the accomplishment of this desired outcome sets a direction of achievement for them into the future.
1739.eng. Note:
1740.eng. If B requires certain resources to achieve their desired outcome, such as learning something, they can float back into a time in the past where they learned something (anything) easily, associate into this experience, anchor it and bring it with them.
1741.eng. As they move along the time line from that point, tell them to look down and find the appropriate point to put all that they need in order to ensure their desired outcome.
1742.eng. Debrief.
1743.eng. Block 3 Neuro-somatic Changework, Introduction to the Meta Model and Sleight of Mouth
1744.eng. In this block we investigate the EFT process, a neuro-somatic tool developed by genius NLPer and Stanford engineer, Gary Craig.
1745.eng. You will gain an understanding of the sub-kinaesthetic system known as the meridian system, and facility with the use of language to help elicit internal states in self and others.
1746.eng. You'll also learn about the Meta Model, a tool for understanding the building blocks of language as a representation of experience.
1747.eng. You will recognise and respond to the distortions, deletions and generalisations that occur when we attempt to describe our experience of the world.
1748.eng. This is an empowering tool for communication, persuasion, and logical thinking.
1749.eng. Sleight of mouth is fun to learn and easy to apply.
1750.eng. Essentially we use”tricks of language”to expose deletions, distortions and generalisations in such a way that we expand the personal freedom of self and others.
1751.eng. Assessment Criteria for this Module
a. Demonstrate knowledge of an aspect of the sub-kinaesthetic system known as the”meridian system”or the”human biofield":
1752.eng. 5 reversal points and 9 general points.
1753.eng. 2 Demonstrate ability to use language to precisely elicit key internal states representative of”problem”states.
1754.eng. Includes ability to utilise the language and metaphor of others.
1755.eng. 3 Demonstrate ability to creatively challenge an outcome through testing and calibration of internal states and”future pacing”apparent changes.
1756.eng. 4 Describe and understand the key aspects of the Meta Model:
1757.eng. distortions, deletions and generalisations.
1758.eng. This includes an understanding of the following terms:
1759.eng. Surface structure Deep structure Comparative deletion Modal operator of possibility Modal operator of necessity
1760.eng. Nominalisation Referential index Universal quantifier Cause/Effect Complex Equivalence Incompletely specified verb Presupposition
1761.eng. 5 Demonstrate the use of verb tense as a way of inducing change through modification of temporal coding.
1762.eng. EFT - Emotional Freedom Techniques
1763.eng. In 1998 the news got out on the NLP chat lists that there was a new therapy called EFT that claimed results bordering on miraculous.
1764.eng. It had the strange name of Emotional Freedom Techniques, and partly involved tapping on energy meridian points.
1765.eng. My chat groups went into a sort of frenzy on EFT, to the point where EFT had taken over the topic of discussion to the exclusion of the original”purpose”of the groups.
1766.eng. The topic was even banned on some lists and various groups split off to continue uninterrupted discussion and investigation of this seemingly miraculous new approach.
1767.eng. A Brief History of EFT - The fascinating story of how EFT was born
1768.eng. “Tapping on the energy system while being tuned to an emotional (or physical) problem is an extraordinary healing technique that is deserving of the Nobel Prize.
1769.eng. Its impact on the healing sciences is bound to be enormous.
1770.eng. „ Dr F Gallo
1771.eng. EFT actually has its genesis in Traditional Chinese Medicine.
1772.eng. The ancient Chinese, and many other ancient cultures, believed that we all have an “energy body”and that energy flows through this body along lines called “meridians”.
1773.eng. They believed that “blockage”in the meridians caused illness.
1774.eng. They identified many different points on the physical body, which, when stimulated, seemed to impact on the energy body and thus influence health.
1775.eng. Modern acupuncture and acupressure, as well as reflexology and other energy therapies, have their genesis in TCM.
1776.eng. You may be surprised to hear that Western science has finally caught up with this several-thousand-year-old knowledge.
1777.eng. Not only can we easily measure changes in electrical resistance at acupuncture points, but in the mid-eighties French researchers proved the existence of the meridian system.
1778.eng. Vernejoul set about testing for the existence of a previously”unknown”circulatory system by injecting a radioactive tracer dye into acupuncture points.
1779.eng. (Vernejoul, P, et al (1985).
1780.eng. Etude des meridiens d'acupuncture par les traceurs radioctifs.
1781.eng. Bulletin of the Academy of National Medicine (Paris), 169, 1071-1075.) The resulting pattern of dye clearly showed the traditional meridian lines.
1782.eng. When the dye was injected into non-acupuncture points, no lines appeared.
1783.eng. The lines did not correspond with any circulatory system previously known to science, but nevertheless were physical channels through tissue and organs.
1784.eng. The most important contribution of Western science has been the discovery that when we combine emotional/mental work with stimulation of meridian points, the body and mind appear to work together to gently but quickly heal many psychological and physical problems.
1785.eng. When we consider the truly holographic nature of the universe, why should this not be so?
1786.eng. After all, if we cut a finger, all our physical healing
1787.eng. resources are automatically brought to bear and work towards life and health.
1788.eng. We now know that mental, emotional, psychological and even spiritual healing happens in the same way.
1789.eng. The whole of our body-mind trends towards health and wholeness …… given appropriate conditions.
1790.eng. The first dramatic breakthrough was made by Dr Roger Callahan, who developed Thought Field Therapy (originally called the Callahan Techniques), a system of diagnosis and treatment of emotional causes according to a range of particular algorithms, or sequences of tapping on precise meridian points.
1791.eng. The story goes that Dr Callahan was working with a chronically phobic patient, Mary, who had had such a fear of water that she had to be accompanied by someone wherever she went, just in case she saw so much as a photograph of water.
1792.eng. Mary couldn't even face an inch of water in her bath tub, nor could she look at a puddle of water on the road!
1793.eng. Dr Callahan deduced that Mary had a blockage in a meridian point just below the eye.
1794.eng. Upon tapping this point, Mary's phobia was completely and permanently eliminated and to this day (nearly 20 years later) Mary has no problem with water.
1795.eng. Needless to say, Dr Callahan was extremely excited by his discovery and at first thought he had discovered the cure to all phobias (a sort of therapeutic”Eureka!
1796.eng. „experience).
1797.eng. Indeed, some of his clients got results in just that way, others required different or more complex treatment.
1798.eng. Eventually Dr Callahan went on to develop the very complex and sophisticated system known as Thought Field Therapy.
1799.eng. This system was structured around the basic principle that there was one and only one sequence of tapping points (called an”algorithm") which would relieve a particular problem.
1800.eng. It took a great deal of time and cost a very large amount of money ($US100 000) to learn the full techniques.
1801.eng. Dr Callahan suffered disdain and ridicule from his own profession as a result of his work and his efforts to bring it to a wider audience.
1802.eng. His licence and livelihood were threatened by the governing Psychological Board in California and he was unable to have his excellent research published because no editor would touch this formerly highly-esteemed researcher.
1803.eng. I am reminded of that wonderful piece from Ayn Rand's book”The Fountainhead":
1804.eng. "Throughout the centuries there were men who took the first steps down new roads armed with nothing but their own vision.
1805.eng. Their goals differed, but they all had this in common:
1806.eng. that the step was first, the road new, the vision unborrowed, and the response they received - hatred.
1807.eng. The great creators - the thinkers, the artists, the scientists, the inventors - stood alone against the men of their time.
1808.eng. Every great new thought was opposed.
1809.eng. Every great new invention was denounced.
1810.eng. They fought, they suffered and
1811.eng. they paid.
1812.eng. But they won.
1813.eng. „(Ayn Rand, from Howard Roark's speech in”The Fountainhead")
1814.eng. Since that time, Gary Craig, who was the first person to pay the $US100 000 fee to Dr Callahan to learn his techniques, discovered that the sequence of tapping was unnecessary.
1815.eng. He developed EFT, a sort of one-size-fits-all, very easy and very powerful system, and his mission in life is to bring this healing modality into common use so that everyone has the benefit, not merely the wealthy.
1816.eng. Gary Craig has brought the powerful energy therapies to the whole world, and has been a generous and loving catalyst for the dissemination of the work of other developers in this field.
1817.eng. Psychological Reversal & Secondary Gain - The Real Reasons Behind our Limitations
1818.eng. Psychological Reversal
1819.eng. One of the major contributions to our understanding of medical and emotional problems lies in the concept of psychological reversal.
1820.eng. The principle of Psychological Reversal (PR) is that if your natural energy flow becomes “reversed”due to shock, stress, or trauma, healing cannot take place easily as the body is fighting against the natural healing process.
1821.eng. This may be entirely unconscious, or, you may be aware that you have a fear of getting over the problem, a fear you will not get over the problem, a feeling you don’t deserve to get over it, or even a feeling that it is not safe to get over it.
1822.eng. Dr Willem Lammers says “Reversals are … what seems to make sense for a coherent, intentional adult person.
1823.eng. In NLP and TA, much is said about positive intention.
1824.eng. As children, we need to know who we are and we need structure and affection.
1825.eng. When we look at psychological reversal, this is usually about patterns we developed as children to get our needs met.
1826.eng. When you grew up without money, and if your parents didn’t move easily in their worlds, you may lose their love as you make a lot of money and start to reach out into the bigger world.
1827.eng. I like Goulding’s idea of early decision:
1828.eng. We understand very early what we must do to guarantee our parents’ love and affection, and we do it, even if we have to hold ourselves back, keep ourselves poor, or make ourselves ill.”
1829.eng. This has finally put paid to the idea that some people “don’t want to get better”, or that those suffering from long standing depression, anxiety, weight or addiction problems just “have no will power”.
1830.eng. In such cases, reversal is almost always at the root of the problem
1831.eng. Secondary Gain
1832.eng. This is a term used to describe the benefit/s which always accompany a problem.
1833.eng. Someone suffering from a phobia may receive attention or care, someone who has an addiction may receive a feeling of safety or security, someone who has a compulsion may be placing controls on others and getting security or predictability in that way, someone who overeats may be avoiding starvation.
1834.eng. There are as many good reasons for doing unhelpful things as there are people on the planet (any maybe more!).
1835.eng. The vital thing is to respect the benefit s or needs which are being fulfilled (the secondary gains) and make sure that you still get those benefits or needs met or exceeded as you move towards greater health.
1836.eng. This is applying change in an ecological way.
1837.eng. The Actual EFT Process - Let's Get Right Down to it!
1838.eng. Because Psychological reversal is at the heart of just about every problem, we always deal with it first.
1839.eng. Step 1 involves tapping on a certain point while saying a sentence about the problem.
1840.eng. This is called”the set-up".
1841.eng. Step 2 involves tapping through nine acupoints several times while saying just a word or two that”sums up”the problem.
1842.eng. These tapping series are called”the rounds".
1843.eng. Step 1 - Dealing with Psychological Reversal - The Set-Up
1844.eng. Because psychological reversal (that part of us which self-sabotages or continually gives us the opposite of what we believe we want) is so common, and usually below consciousness, it is useful to deal with reversal or possible reversal prior to commencing the tapping routine.
1845.eng. After all, if we didn't have some reversal on the problem, we probably wouldn't have the problem!
1846.eng. There are several well-accepted methods of dealing with reversal, and some practitioners differentiate between criteria-related reversals, global reversals and mini- reversals.
1847.eng. We like to keep matters very simple and find that one simple process works extremely well for reversals of all kinds.
1848.eng. This addressing of psychological reversal is called”The Set-Up”and involves tapping or rubbing on certain points while saying certain words in order to”attune”to or focus on a problem.
1849.eng. Choosing your PR”Weapon"
1850.eng. There are at least five points that are commonly used very successfully to deal with PR, but you need only remember one of them, the one that you actually like using the most !
1851.eng. You can always change which point you use for PR, and in fact I use different points depending how I feel at the time.
1852.eng. Experiment now with the points below and get a feel for where they are and how you like each one.
1853.eng. Most of these points are tapped, and these are:
1854.eng. the karate chop point, the thymus point, and the underarm point (see pictures).
1855.eng. Thymus Underarm Karate chop point (edge of hand)
1856.eng. Two of these points are rubbed, and these are:
1857.eng. the”tender”spot (actually a neurolymphatic drainage point) and the two collarbone points (these last two are rubbed at the same time, usually with one hand, using the thumb and index finger).
1858.eng. The”K27's”are in the hollows formed betwe e the junction of each collarbone with the sternum.
1859.eng. To attend to psychological reversal, these are rubbed in a circular motion, usually just using thumb and forefin ger of one hand.
1860.eng. The”sore-spot”can be difficult to locate.
1861.eng. Just press around your ribs on your upper left chest wall until you find a spot that is more sensitive than any other area (and may even be very tender indeed).
1862.eng. What to Say While You're Tapping or Rubbing a PR Point
1863.eng. Having chosen which PR point you want to use, you now need to prepare to say something (a sentence) which describes the problem as well as stating self love or self acceptance.
1864.eng. What we say often sounds very negative because we are describing the problem exactly as it is, in our own language, in order to precisely elicit the negative internal state which has presented us with the”problem".
1865.eng. This sentence will generally take the form of”Even though I have this ……………….
1866.eng. (problem), I deeply and profoundly love and accept myself.
1867.eng. „This sentence is said three times while tapping or rubbing on the PR point you've chosen.
1868.eng. For example, a client had such a severe spider phobia that she couldn't go out at night for fear of walking into a web.
1869.eng. After tapping on”Even though I have this fear of spiders, I deeply and completely accept myself", and following on with all the other points, she had absolutely no improvement.
1870.eng. So I asked her how she thought of spiders and how she might describe her fear to someone else, to which she answered,”Oh, I'm scared shitless of spiders!
1871.eng. „ Eureka!
1872.eng. This was just what we needed.
1873.eng. So we proceeded to tap on”Even though I'm scared shitless of spiders, I deeply and completely accept myself.
1874.eng. „ Then we got instant improvement or even elimination of the problem.
1875.eng. I have seen this happen so many times.
1876.eng. If you choose words which don't”resonate”with you, or which don't accurately describe the way you really think about the problem/issue, the results may not be anything remarkable.
1877.eng. Step 2 - Tapping through the”Rounds”(the series of 9 points)
1878.eng. Now it is time to address the nine points which make up the bulk of the work in EFT.
1879.eng. It will take about 10-12 seconds for the entire round, maybe faster, and involve tapping 5-7 times on each of the points.
1880.eng. We also say something to help us get the right focus for this bit.
1881.eng. This is where we cut down the whole problem into a”nutshell”and say one or two words which serve to represent the whole shebang.
1882.eng. We say this just once for every point we treat, from the crown down to the under arm point, and we go through the”round”three times.
1883.eng. In our version of EFT we use nine basic tapping points which you'll find on the picture below.
1884.eng. These points are named very logically:
1885.eng. crown (top of head), occipital ridge (the bump on the back of your head), eyebrow (inner edge), outer eye, under eye, top lip, lower lip (actually the chin crease), collarbone (actually just below and to one
1886.eng. side of the sternum), and under arm (about 4 inches down from the armpit).
1887.eng. This series of points is used over and over from start to finish as we work through a problem.
1888.eng. You might just like to tap through these from start to finish a few times just to get the feel of it.
1889.eng. I've had people experience surprising results just from doing this!
1890.eng. (In one group I was working with, a lady in a wheelchair, who was suffering extreme back pain, started to”tap through”with me just to learn the points.
1891.eng. She suddenly exclaimed”My pain's gone!
1892.eng. „much to everyone's delighted amazement.)
1893.eng. Every two or three”rounds”of tapping from crown to underarm, just go back and do the PR again.
1894.eng. When you go back and repeat the PR, you need only say the set-up statement once, and then go on to tap 1-2 rounds of the full set of points.
1895.eng. If you notice change, it's helpful to change the set-up statement slightly to something like”Even though I still have some of this headache ….
1896.eng. ", and then the reminder word/s would be”Remaining headache".
1897.eng. This validates the work of the body/unconscious and helps aid further healing/relief.
a. Crown.
1898.eng. Centre of imaginary line drawn over top of skull from top of ear to top of ear.
a. Occipital ridge.
1899.eng. Centre of large”bump”at back of head.
a. Eyebrow.
1900.eng. Beginning of hairline of brow (or where it used to start :-) ) 1 Outer eye (still on the bony orbit of the eye socket).
a. Under eye.
1901.eng. On the bone.
a. Top lip.
1902.eng. Actually on the lip margin.
a. Lower lip.
1903.eng. Actually in the chin crease.
a. Collar bone.
1904.eng. The K27 in the hollow formed by junction of collarbone and sternum.
a. Under arm.
1905.eng. About 7-8 cm down from the armpit, or about where the bra strap is.
1906.eng. If EFT Seems Slow or Ineffective
1907.eng. Just now and then we may seem to make no or little progress with EFT.
1908.eng. That may be merely a perception (maybe there are so many interacting aspects that it's not until you've dealt with a particular proportion of them that you begin to notice a change), or in fact nothing much may be happening.
1909.eng. For beginners, usually the problem will be an incomplete or inadequate set-up, not getting into the issue properly, or other very routine matters.
1910.eng. Often, for instance, the problem is stated too”globally”or generally, and a little playing around with words will get a very specific wording which comes with the right”ring”so that you know it's the one to focus on.
1911.eng. Here's an example:
1912.eng. "Even though I just can't seem to get ahead at work, I deeply and profoundly accept myself."
1913.eng. Now maybe that's a decent starting point if you can't think of anything more accurate, and you'll probably find specific thoughts or images popping into your head as you work through it.
1914.eng. These thoughts might be like this:
1915.eng. I'm nervous when my boss is in the room.
1916.eng. I hate talking with clients on the phone.
1917.eng. My pay check is lousy.
1918.eng. I feel sick that Z got the promotion instead of me.
1919.eng. I'm going to get the sack.
1920.eng. I can't support my family.
1921.eng. Working on these specifics will most likely bring up things that are even more specific, and which may even seem unrelated, particularly childhood memories which you might consider to be of minor importance.
1922.eng. Trust me, they only seem irrelevant.
1923.eng. There are three more really simple ways to get things going:
1924.eng. The 9-Gamut
1925.eng. This is a seemingly weird but very effective tapping process which actually accesses every area of the brain, calling in all your conscious and unconscious resources.
1926.eng. This one is my first ports of call because it seems the fastest, easiest thing to do.
1927.eng. For the 9-Gamut, we tap continuously on the point between the fourth and fifth knuckle (either hand -see picture).
1928.eng. This point is known by various names:
1929.eng. Tri-heater, Triple Warmer, Gamut Spot, etc.
1930.eng. The Gamut Point
1931.eng. While we do this, we focus as continuously as we can on the issue and go through the following nine steps:
1932.eng. 1Close eyes 2Open eyes 3 Look down hard right (keep head straight) 4 Look down hard left 5 Roll eyes clockwise (right around in your skull as far as they can go) 6 Roll eyes anti-clockwise 7 Hum (a little bit of”Happy Birthday”will do nicely") 8 Count (just to five will do) 9 Hum again Now re-examine the issue and notice if there is a change.
1933.eng. There usually is.
1934.eng. Suppress that Psychological Reversal!
1935.eng. Some people feel that although PR is dealt with in the EFT set-up, it may”pop back in”from time to time, stopping real progress.
1936.eng. I don't know whether that's true, but I do know the following thing often works:
1937.eng. While going through the whole EFT process, from set-up to completion of several”rounds", keep rubbing the”tender spot” or the two collarbone points (see page ).
1938.eng. This maintains suppression of reversal until the whole procedure can take effect.
1939.eng. Sometimes all We Need is Another Set of Hands!
1940.eng. Sometimes we are doing all the”right”things and yet nothing's happening.
1941.eng. Try allowing someone else to tap on you and say the words with you and notice the difference.
1942.eng. I believe this works because of the additional energy system of our helper, and sometimes I believe it's actually a very important part of the healing to accept the help of another.
1943.eng. This is particularly the case when dealing with an abandonment issue, or working on self-acceptance.
1944.eng. Focusing
1945.eng. In order to process well, we need to focus on and fully accept inner pictures, sounds and feelings that arise, seemingly without purpose, as we process.
1946.eng. Sometimes things “come up”which may seem ugly, “bad”, unhelpful, or even revolting.
1947.eng. Pushing away or rejecting parts of ourselves or our memories works against the process.
1948.eng. SUMMARY
1949.eng. We are a product of our memories and learnings, with the majority of those being out of conscious awareness.
1950.eng. In other words the majority of”drivers”in our lives are unknown to us.
1951.eng. Mostly the feelings that we feel, we have no idea where they originate, we have no idea they are at cause in our lives, and rather than”running our own bus", we are being driven by a driver unknown and to an unknown destination.
1952.eng. The key to being able to”drive the bus”ourselves is the negative emotions attached to old memories.
1953.eng. All of us carry memories that are charged with negative emotion to some degree, and which are therefore still at cause in our lives.
1954.eng. Exercise 26
1955.eng. Locate and”treat”a memory which you would rather not have.
1956.eng. Exercise 27
1957.eng. Treat a physical pain or discomfort.
1958.eng. Hint:
1959.eng. In treating a physical pain, be very precise in the way you identify the location of the pain, and the type of pain.
1960.eng. Make sure you’re using the language you are thinking in about the problem!
1961.eng. Exercise 28
1962.eng. Identify a negative belief about yourself or another that you would rather not have and treat that with the EFT protocol.
1963.eng. Exercise 29
1964.eng. Identify goals which you have sought but have not yet been able to achieve, and treat these with the EFT protocol.
1965.eng. The Meta-Model
1966.eng. The Meta-Model is a model of language which came from transformational grammar and the work of Korzybski and others.
1967.eng. NLP developer Richard Bandler, in modelling genius therapist Virginia Satir, originally described the Meta-Model in his book”The Structure of Magic, Volume I”(actually his master's thesis).
1968.eng. Virginia Satir was successful in part because she recognised that human beings take language short-cuts in order to communicate the fullness of their experience.
1969.eng. These short-cuts can be thought of as”surface structure", and the more fuller linguistic representation of experience as”deep structure".
1970.eng. In order to represent our experience of the world in such a way that we can consciously cope with the amount of information (7 plus or minus 2 items or chunks of information), our brain engages in the processes of distortion, deletion and generalisation.
1971.eng. Thus we can continue to function and to largely experience the world in terms of our own Map of the World.
1972.eng. This is very useful because it makes the following possible for us:
a. We don't get overloaded with unnecessary information.
b. We are able to learn from events or situations such that we can generalise to similar events or situations and predict outcomes (recognise patterns).
c. We can communicate small amounts of information which serve to represent a greater reality.
1973.eng. People who don't have these abilities are usually classified as disabled; eg those with autism, who are overwhelmed by the 2,000,000 bits of information coming at them each second, both internally generated and externally generated.
1974.eng. They cannot form values and beliefs because they do not experience consistency and recognise few patterns.
1975.eng. So how can an understanding of the Meta-Model benefit us?
1976.eng. When we are able to recognise distortion, deletion, and generalisation, we automatically understand that the world is much bigger than our conscious experience of it.
1977.eng. We gain the ability to achieve much greater specificity in our communications with others and even with our own thoughts.
1978.eng. When we deliberately correct Meta-Model”violations”(distortions, deletions, and generalisations) we expand our own and others Maps of the World.
1979.eng. Distortions 1 Mind Reading (claiming knowledge of someone's internal state).
1980.eng. Example:
1981.eng. "You don't understand me.
1982.eng. „Possible response:
1983.eng. "How do you know I don't understand you?”
1984.eng. 2 Lost Performative (value judgement)
1985.eng. Example:
1986.eng. "It's bad to fail.
1987.eng. „Possible response:
1988.eng. "Who says it's bad?”
1989.eng. „According to whom?”
1990.eng. „How do you know it's bad?”
1991.eng. 3 Cause/Effect (claiming that a”self”is not at cause)
1992.eng. Example:
1993.eng. "You make me upset.
1994.eng. „Possible response:
1995.eng. "How does what I'm doing cause you to choose to feel upset?”
1996.eng. „How, specifically?”
1997.eng. 4 Complex Equivalence (claiming that two experiences are one and the same)
1998.eng. Example:
1999.eng. "Your shouting means you don't like me.
2000.eng. „Possible response:
2001.eng. "Have you ever shouted at someone you liked?”
2002.eng. „How does my shouting mean I don't like you?”
2003.eng. 5 Pre-suppositions (a statement which has to be taken for granted in order for a sentence to make sense)
2004.eng. Example:
2005.eng. "If you knew how important this was, you wouldn't question my request.
2006.eng. „Possible response:
2007.eng. "How do you know I don't know?”
2008.eng. „How am I questioning your request?”
2009.eng. Generalisations 1 Universal Quantifiers (claiming universality:
2010.eng. all, every, never, etc)
2011.eng. Example:
2012.eng. "He never gets it right!
2013.eng. „Possible response:
2014.eng. "Never?”
2015.eng. "What would happen if he did?”
2016.eng. 2 Modal Operators (Of necessity:
2017.eng. should, shouldn't, must, mustn't, etc.
2018.eng. Of possibility:
2019.eng. can, can't, will, won't, etc)
2020.eng. Example:
2021.eng. "I have to be the one to do it.
2022.eng. „Possible response:
2023.eng. "What would happen if you didn't?”
2024.eng. Example:
2025.eng. "I can't take a day off.
2026.eng. „Possible response:
2027.eng. "What would happen if you did?”
2028.eng. „What prevents you?”
2029.eng. Deletions 1 Nominalisations (verbs which have been turned into nouns)
2030.eng. Example:
2031.eng. "Our communication leaves a lot to be desired.
2032.eng. „Possible response:
2033.eng. "Who's communicating what to whom?”
2034.eng. „How would you like to communicate?”
2035.eng. 2 Unspecified verbs (an incompletely described action)
2036.eng. Example:
2037.eng. "I was thrown out.
2038.eng. „Possible response:
2039.eng. "How, specifically, were you thrown out?”
2040.eng. 3 Simple deletions (simple, lack of referential index, comparative deletion)
2041.eng. Example (Simple)”I am uncomfortable.
2042.eng. „Possible response:
2043.eng. "About what?”
2044.eng. Example (Lack of Referential Index)”They say it'll rain today.
2045.eng. „Possible response:
2046.eng. "Who, specifically, says?”
2047.eng. Example (Comparative Deletion)”He's better for the job.
2048.eng. „Possible response:
2049.eng. "Better than whom?”
2050.eng. „Compared to whom?”
2051.eng. Exercise 30 - Recognising Meta-Model Violations and responding appropriately.
2052.eng. Identify the specific Meta-Model Violations in the following sentences and determine an appropriate response.
2053.eng. Remember that a single statement can easily contain more than one type of Meta-Model Violation.
a. They all hate me!
2054.eng. Pattern:
2055.eng. Response:
2056.eng. 2 She made me so mad I had to fire her.
2057.eng. Pattern:
2058.eng. Response:
2059.eng. 3 You just don't listen.
2060.eng. Pattern:
2061.eng. Response:
2062.eng. 4 A dog is best.
2063.eng. Pattern:
2064.eng. Response:
2065.eng. 5 If she didn't like me she wouldn't have smiled like that.
2066.eng. Pattern:
2067.eng. Response:
2068.eng. 6 It's good to have lots of trust and communication in a relationship.
2069.eng. Pattern:
2070.eng. Response:
2071.eng. I know you agree that this is a much better place to be.
2072.eng. Pattern:
2073.eng. Response:
2074.eng. Exercise 31 - Meta-Model Violations in business
2075.eng. Each person makes a list of at least 5 common claims or statements which he she has made or heard made in a work situation.
2076.eng. Take turns reading out a statement from your list while the others verbally identify Meta-Model Violations and then respond.
2077.eng. Exercise 32 - Flash Cards
2078.eng. Take turns responding to the flash cards by quickly constructing statements using the particular Meta-Model Violation referred to.
2079.eng. Introduction to Sleight of Mouth
2080.eng. Sleight of Mouth is possibly the most fun set of NLP techniques to learn.
2081.eng. In this module, we are just beginning to get a taste of what sleight of mouth is all about by playing with verb tenses in response to other's communication.
2082.eng. (This is like using time-line techniques without the time-line!)
2083.eng. In fact Dr Connirae Andreas, who is well-known in the NLP world for her contribution to this important area, refers to verb”tenses”and verb”relaxes", because of the effect of loosening rigid beliefs when various past tenses are substituted for various present tenses.
2084.eng. For example, check your internal representation to these:
2085.eng. I am dancing.
2086.eng. I dance.
2087.eng. I danced.
2088.eng. I have danced.
2089.eng. I have been dancing.
2090.eng. I had danced.
2091.eng. I had been dancing.
2092.eng. I have a problem.
2093.eng. I am having a problem.
2094.eng. I had had that problem.
2095.eng. Example of Utilising Verb Tense to”Backtrack”(put a problem in the past instead of the present)
2096.eng. Statement of limitation:
2097.eng. "I just cannot understand this new approach.
2098.eng. „Interventions:
2099.eng. "So you just didn't understand the new approach, did you?”
2100.eng. „So you hadn't understood the new approach, hadn't you.”
2101.eng. „So you had had a problem with that, hadn't you?”
2102.eng. Make these statements to one another and track your internal representation in response to the various interventions.
2103.eng. Experiment with the”tag questions”on the end of the interventions.
2104.eng. What difference do they make?
2105.eng. Exercise 33 - A states a limitation, and B”backtracks”in a way that moves the limit out of the present or makes it more temporary.
2106.eng. Do not attempt to apply logic to A’s limitation, or to debate with A.
2107.eng. A is not allowed to respond verbally to B’s “backtrack”.
2108.eng. Block 4 – Well-formedness, Strategies, Modelling, Beyond Design Human Engineering
2109.eng. In this block we revisit well-formedness conditions in order to further refine or fine- tune our outcomes for this course.
2110.eng. We look at strategies as a methods or”recipes”to achieving those outcomes (goals), and we look at modelling as providing proven strategies for achieving excellence in any field of endeavour.
2111.eng. Lastly we briefly look at what the relatively new field of Design Human Engineering ™ seems to offer in terms of realisation of outcomes, and experiment with Silvia Hartmann-Kent's brilliant”Project Sanctuary”as just one way of getting”beyond DHE".
2112.eng. Assessment Criteria for this Module
a. Facility in revisiting original outcomes to further refine them or add to them, using well-formedness conditions.
b. Understanding of the TOTE model.
c. Elicitation, utilisation and installation of strategies for the achievement of outcomes, including micro-strategies for portions of such outcomes.
d. Ability to use state management as a tool for directing the mind towards goals.
e. Ability to develop metaphor as a tool for unconscious achievement of goals.
2113.eng. Well-formedness Conditions
2114.eng. We know that when we are assessing a goal for its”well-formedness”we are attempting to achieve both realism and ecology.
2115.eng. We are doing our best to ensure that the goal is indeed not only achievable by us, but that the goal truly is desirable by us.
2116.eng. We are unlikely to be able to achieve or maintain a goal which infringes upon the servo-mechanisms of our unconscious mind by being out of alignment with our own guiding principles or values.
2117.eng. The application of well-formedness conditions involves the following:
a. State your goal in the positive (not the absence of a negative), and ensure you are talking about a physical goal, not an internal state or emotion.
b. Put the goal in context.
2118.eng. How, where, when and why do I want this?
2119.eng. Do not say “in six months’ time”.
2120.eng. Instead nominate the date “30 April 2002”.
2121.eng. 3 Sensory specific.
2122.eng. Can you describe the achievement of the goal in all representational systems?
2123.eng. What representational systems of others would inform them that you had achieved this goal?
2124.eng. 4 Goal must be self-fulfilled - not rely on others contributions, and not subject to events outside your control.
2125.eng. 5 Honestly evaluate the effects of achieving the goal.
2126.eng. What will having the goal get for me?
2127.eng. What will having the goal lose for me?
2128.eng. What will not having the goal get for me?
2129.eng. What will not having the goal lose for me?
2130.eng. 6 Is the goal in alignment with other goals, with my values and guiding principles?
2131.eng. Exercise 34 - Re-assess all your outcomes for this course.
2132.eng. Make sure you have some outcomes which you would expect to achieve during or immediately on completion of the course, and some outcomes which are further out in the future.
2133.eng. Copyright Lifeworks Group – 2000 Page 70Strategies
2134.eng. We use the term strategy to refer to the mental processing that occurs as we undertake goal-directed behaviour.
2135.eng. We have strategies for every single behaviour we engage in, from getting up in the morning, to learning new information, to making decisions, to accessing memories, to performing a physical action, like walking, singing, playing sport.
2136.eng. We can never be consciously aware of every single step in a strategy, but we can usually elicit enough information to be able to use it well to get a predictable result (utilise it) and then to make it our own or teach it to others (install it) .
2137.eng. A Successful Strategy for Getting out of Bed
2138.eng. Here is an example of a strategy for getting out of bed on time in the morning:
a. I wake at 6.
2139.eng. 30 am and look at the clock (V e ) 2 Ask myself, businesslike internal voice”What day is it”(A d ) 3 Say to myself, command tonality”I'd better get out now”(A d ) 4 Get out of bed (K)
2140.eng. Each part of this strategy has an even more detailed strategy, for example step 2:
i. Visualise events of previous day to determine what day that was b) Visualise calender or diary with days of the week on it c) Say to myself,”Friday comes after Thursday, so this must be Friday, and Friday is a work day"
2141.eng. A Poor Strategy for Getting out of Bed (or …… An Excellent Strategy for Sleeping In!)
a. I wake at 6.
2142.eng. 30 am and look at the clock 2 Say to myself, soft and low internal voice”It's so warm and snug in here and so cold outside”3 Picture myself at my desk at work 4 Say to myself, soft and low internal voice”Just 5 more minutes”5 Go back to sleep
2143.eng. The TOTE Model of Strategies
2144.eng. TOTE (Test, Operate, Test, Exit) is a computing term used to describe a process leading to a predictable outcome.
2145.eng. The above successful strategy for getting out of bed could be seen as:
2146.eng. Test 1 (trigger) I need to get up in the morning Operate I run through the days of the week to conclude what time I need to get up today.
2147.eng. Test 2 Is today a working day?
2148.eng. If it is, I will get up.
2149.eng. If it is not, I will go back to sleep.
2150.eng. Result:
2151.eng. it is a working day.
2152.eng. Exit Get up
2153.eng. If Test 2 resulted in”No, it is not a working day", then we would cycle back (loop back) to an earlier stage in the strategy, until finally our”test”reveals that it is now appropriate to get up.
2154.eng. This strategy describes a self-regulating”cybernetic”system for producing a desired result.
2155.eng. We can presume that if our system is optimal, and keeps operating, that given enough time we absolutely must acquire our goal.
2156.eng. Most of our systems run unconsciously, but are probably accessible for modification anyway.
2157.eng. What keeps the system operating?
2158.eng. It is all very well to wish to acquire a goal, but where does the energy come from to keep running the system which is designed to produce that outcome?
2159.eng. We believe it comes from the kinaesthetic representational system, and that is why, when speaking of Design Human Engineering ™, the question most asked by Bandler is:
2160.eng. "How much delight can you stand?
2161.eng. „ Rather than being a flippant or rhetorical question, it is absolutely essential to the achievement of any goal you can think of.
2162.eng. Exercise 35 - Choose any one of your goals and express the process of achieving it in steps.
2163.eng. Exercise 36 - Take each step of your strategy for goal achievement, and express that as a TOTE sequence.
2164.eng. The”exit”of each TOTE sequence will be the”test”of the next.
2165.eng. Successful Strategies
2166.eng. All around us we notice people doing things with varying degrees of skill or effectiveness.
2167.eng. If we are interested in building our own skill or effectiveness, we can go to the trouble of eliciting the strategy of someone who is particularly skilful.
2168.eng. Let's look at spelling strategies.
2169.eng. Someone who is a good speller will depend heavily on visual representation of the word.
2170.eng. Their strategy may be:
a. Hear the word 2 See the word upper left position 3 Does this feel right?
2171.eng. 4 Spell the word or cycle (loop) back to 2, seeing the word in another way
2172.eng. Another (very simple) way of expressing this strategy would be:
i. A e V I K -/+ E In the following exercises, calibrate carefully because sensory cues will possibly be even more informative than the words used by your subject to describe his/her strategy.
2173.eng. Exercise 37 - Who in your group has a good strategy for decision making?
2174.eng. For memorisation?
2175.eng. Elicit all the steps of their strategies, and then put them into notation as in the example above.
2176.eng. Exercise 38 - Run through these strategies yourself.
2177.eng. Do they work for you?
2178.eng. Are they as complete as they need to be?
2179.eng. Would they still work if some steps were omitted?
2180.eng. What internal states are necessary for these strategies to work well?
2181.eng. What happens when you set anchors for heightened versions of these states and fire them during the strategy?
2182.eng. Exercise 39 - Who in your group can admit to often having difficulty making a decision or memorising something.
2183.eng. What is their strategy?
2184.eng. How does this differ from the effective strategies?
2185.eng. Exercise 40 - Who is the most productive and efficient member of the group.
2186.eng. Elicit his/her detailed strategy for task completion.
2187.eng. Is this strategy workable for you?
2188.eng. Can it be made even more effective?
2189.eng. Another way to Elicit a Strategy
2190.eng. It may be helpful to elicit a strategy conversationally or covertly and in that case there are three very important questions to ask, which can be repeated with variations to build up useful information:
2191.eng. What matters to you (what's important to you?) What does that mean to you What does that give you
2192.eng. If you're seeking to persuade someone, then these questions are perfect for eliciting the strategies and the value criteria necessary to help them decide to”buy”your idea or your product.
2193.eng. Exercise 41 - In pairs, conversationally elicit the”buying”strategy of your partner for the product/service/idea that you wish to promote, using only the above three questions.
2194.eng. When you are satisfied that you have enough information, feed this back to your partner conversationally and check whether you have succeeded in helping your partner feel very well disposed toward you and your product/service/idea.
2195.eng. Also get feedback on your rapport skills!
2196.eng. Modelling
2197.eng. Perhaps you can see that modelling, the copying of someone, is closely related to strategy elicitation and installation.
2198.eng. Remember though that in order to replicate someone's behaviour or skill, you also need to replicate the internal states that generate the sequence, otherwise too much conscious attention will be required to run the strategy.
2199.eng. Exercise 41 - In pairs.

1001.eng. The Lifeworks Group
1002.eng. Manual for NLP Practitioner Certification Training by Video Distance LearningWarning:
1003.eng. This manual is an accompaniment to our video distance learning course for NLP Practitioner Certification.
1004.eng. Throughout the manual, we are addressing people who are taking part in video training and are using the manual as an additional resource and an aid in completing the necessary activities for assessment.
1005.eng. The manual does not replace full video training, and we in no way purport that video training is equivalent to live training.
1006.eng. The purpose of placing this manual on the world wide web at very low cost is to make NLP more available to people who otherwise could simply not afford to make NLP skills part of their lives.
1007.eng. Although we regret that we have the resources to provide educational backup only to our registered students, those who have acquired this manual without enrolling in our distance learning course can still find enormous peer support on various internet chat lists.
1008.eng. Good luck with your studies!
1009.eng. NLP Practitioner Certification Training
1010.eng. Welcome to a very different NLP Practitioner Certification.
1011.eng. This training is different not just because it is the first Practitioner Training in the world, to our knowledge, which is being provided by video distance learning, but because it also contains an introduction to the neuro-somatic work of NLP genius Gary Craig.
1012.eng. The format of the course is 5 modules, each one designed to be completed over 2 days, with the course intended to take around 5 months.
1013.eng. It is unlikely that you will succeed in this course in much under that time, because you are asked to apply and demonstrate your ability to create real change in your life as a result of applying NLP tools.
1014.eng. It takes time and practice to really build skill to this level.
1015.eng. This manual is not a definitive or comprehensive textbook on NLP.
1016.eng. It provides a process for achieving a certain level of skill.
1017.eng. I believe that learning NLP is a lifelong commitment, and this course is only a beginning.
1018.eng. There is a wealth of fantastic NLP material out there, some of which we’ve listed at the end of this manual, but most of which you’ll discover yourself through research or through serendipity.
1019.eng. You will not learn much from this course if you merely watch the videos and read the manual on your own.
1020.eng. NLP is not learned by reading -- it is learned by doing and experiencing.
1021.eng. Therefore it is absolutely essential that you enrol others to study and share the material with you.
1022.eng. This, of course, is at no cost to them (unless you choose to minimise your own cost and share the cost of purchase with them) but with enormous gain.
1023.eng. If other members of your group also wish to be assessed for certification, they need to apply to do at commencement of the study group.
1024.eng. Our policy is to sell a complete video set to a student who is then registered
1025.eng. For me the journey of studying and understanding NLP continues to excite me and to add to the richness and pleasure of my professional and personal life.
1026.eng. So naturally one of my intended outcomes for this training is for participants to experience the training as a pleasurable and enriching experience.
1027.eng. In my mind is a rich representation of what this might be like:
1028.eng. lots of sharing, lots of laughter, faces glowing with “light globe”experiences, and a sense of camaraderie and goodwill between group members.
1029.eng. I guess the evidence for this might be a raft of pleasant emails to Lifeworks as we share your pleasure at learning.
1030.eng. The experience of really “connecting”with another is beyond words but nevertheless felt by everyone at one time or another in our lives.
1031.eng. When we add this type of connection to the powerful language skills of NLP, the difference in the depth and effectiveness of the communication is amazing.
1032.eng. So the second of my outcomes is to be able to observe measurable and dramatic changes in participants’ ability to communicate powerfully and persuasively.
1033.eng. The evidence for this will be not only in feedback from assessments, but from reports of changes in participants’ lives that automatically flow as we connect more authentically with others and thus gain trust and co-operation.
1034.eng. It has been a particular joy for me to be able to take creative control over my own brain and over my environment (to a large extent :-) ).
1035.eng. So another of my outcomes is for participants to have both the ability and confidence to easily and naturally demonstrate not just the skills and knowledge necessary to meet the standards for Practitioner Certification, but to demonstrate achievement of real outcomes and a new life direction which is more joyful and more productive.
1036.eng. A large part of the assessment process is in requiring participants to set goals for positive change and demonstrate their achievement.
1037.eng. Take a moment, right now, to think about what you already know or suspect about NLP.
1038.eng. Consider also what expectations or goals you have the process of your studying NLP through this manual.
1039.eng. Take time to list a selection of these goals, some very short term, some which you might expect to achieve in a few months, and some which you might except to achieve in a year or so.
1040.eng. As you study, re-visit these goals and not only judge how you're doing, but consider whether they need to be modified or added to as a result of your learning.
1041.eng. Good luck with your studies!
1042.eng. The Components of the Program
1043.eng. In order to reach certification standard for Practitioner Level of NLP, students need to be able to demonstrate the ability to identify the following basic skills, techniques, patterns and concepts of NLP, and to utilise them competently with self and with others:
a. Behavioural integration of the basic presuppositions of NLP:
1044.eng. Outcome orientation with respect for other’s model of the world and the ecology of the system.
1045.eng. People create their own experience.
1046.eng. I am in charge of my mind and therefore my results.
1047.eng. Distinction between map and territory.
1048.eng. The map is not the territory.
1049.eng. A person is not his/her behaviour.
1050.eng. Experience has a structure.
1051.eng. Whatever you think you are, you are always more than that.
1052.eng. There is no failure, there is only feedback.
1053.eng. There is a solution to every problem.
1054.eng. Learning is living – we cannot not learn.
1055.eng. The mind and body are part of the same system, and affect each other.
1056.eng. The meaning of your communication is the response that you get.
1057.eng. A person cannot not respond.
1058.eng. Adaptive intent of all behaviour.
1059.eng. Everyone does the best he/she can at any given time, given the resources he/she is able to access.
1060.eng. Every behaviour has a positive intention.
1061.eng. People make the best choices available to them.
1062.eng. People work perfectly (no-one is broken).
1063.eng. Everyone has the necessary resources.
1064.eng. People have all the resources they need to bring about change and success.
1065.eng. If one person can do something, anyone can do it.
1066.eng. Change can be fast and easy.
1067.eng. Resistance is a signal of insufficient pacing.
1068.eng. Resistance is a comment on the communicator and may be a sign of insufficient pacing.
1069.eng. Law of requisite variety.
1070.eng. The system with the widest range of variables will constitute the controlling element.
1071.eng. The person who controls the system is the one with the most flexibility.
1072.eng. Choice is better than no choice.
1073.eng. 2 Rapport, establishment and maintenance of.
1074.eng. 3 Pacing and leading (verbally and non-verbally).
1075.eng. 4 Calibration (sensory experience).
1076.eng. 5 Representational systems (predicates and accessing cues).
1077.eng. 6 Meta Model
1078.eng. 7 Milton Model
1079.eng. 8 Elicitation of well-formed, ecological outcomes and structures of Present State.
1080.eng. 9 Overlap and translation.
1081.eng. 10 Metaphor creation.
1082.eng. 11 Frames:
1083.eng. Contrast, Relevancy, As If, Backtrack.
1084.eng. 12 Anchoring (V, A, K).
1085.eng. 13 Ability to shift consciousness to external or internal as required by the moment’s task (uptime/downtime).
1086.eng. 14 Dissociation and Association.
1087.eng. 15 Chunking (Stepping).
1088.eng. 16 Submodalities.
1089.eng. 17 Verbal and non-verbal elicitation of responses.
1090.eng. 18 Accessing and building of resources.
1091.eng. 19 Reframing.
1092.eng. 20 Strategies:
1093.eng. Detection, elicitation, utilisation and installation.
1094.eng. In addition to these world standards for Practitioner Certification, we have added the neuro-somatic work of genius NLPer Gary Craig:
1095.eng. 21 Familiarity with the sub-kinaesthetic system of meridian points.
1096.eng. 22 Ability to construct language patterns which elicit highly-idiosyncratic internal states.
1097.eng. 23 Ability to work with ideomotor signals.
1098.eng. We have also added:
1099.eng. 24 Aspects of accelerated learning 25 Basic Modelling 28 Beyond DHE, the use of metaphor to “design”yourself and your environment.
1100.eng. 7Introduction to Neuro-Linguistic Programming
1101.eng. NLP Neuro-Linguistic Programming - Originally developed by Richard Bandler and John Grinder, now a vast field encompassing language and subjective experience, and the study of excellence in human performance.
1102.eng. NLP is described in many different ways and this presents some controversy, depending upon whether we call it a science, a field, a body of knowledge, a philosophy, a collection of observations or techniques, or an epistemology.
1103.eng. If you have a working definition of NLP, you can rest assured that at least some of the world's most renowned NLP experts will probably disagree with you, as well as with each other.
1104.eng. For most of us, who have definite, practical requirements from our study and practice of NLP, none of this may matter.
1105.eng. Neuro-Linguistic Programming is a term first coined by Dr Richard Bandler and John Grinder as they continued the work of transformational grammarians in the late 1970s.
1106.eng. NLP also grew out of”modelling", the process of examining and interpreting the behaviour of”excellence”so that excellence could be explained, taught, and replicated.
1107.eng. This is one aspect of NLP that has grown very little since the early days, apart from Bandler's development of Design Human Engineering™ and the work of a few creative pioneers, such as Rex Sikes.
1108.eng. Initially, the models used were that of excellence in therapy, and we owe much of the content and philosophy of NLP to revered therapists such as Milton Erickson (Ericksonian Hypnosis), Virginia Satir (family therapy), Fritz Perls (Gestalt Therapy), Frank Farrelly (Provocative Therapy), and others.
1109.eng. These people were mostly unable to explain their own brilliance, since much that they did was below consciousness (perhaps in the nature of”intuition").
1110.eng. When their performance was analysed by Bandler and Grinder, what had formerly been unconscious and unnoticed became available for us all.
1111.eng. One thing is for sure, NLP is not a magic wand.
1112.eng. The classic NLP texts are full of amazing and miraculous stories, many of which do not fully”check out".
1113.eng. NLP is, however, exceedingly useful, and will empower your communication and your life in ways you never dreamed possible.
1114.eng. In a therapeutic context, NLP skills give enormous advantage.
1115.eng. In selling and persuasion likewise.
1116.eng. It is probably best if you decide for yourself on a working definition for NLP.
1117.eng. Module 1 Calibration and Rapport
1118.eng. Calibration means the conscious or unconscious observation of verbal and non-verbal behaviours.
1119.eng. Some of these are:
1120.eng. eye accessing cues, breathing, skin tone, muscle tone and movement, gestures, noting language clues (predicates) to how the person is processing his/her experience.
1121.eng. Rapport means “connection”, or being “in tune”with someone.
1122.eng. Although rapport and calibration mean different things, obviously each is very helpful in facilitating the other.
1123.eng. If you can calibrate people accurately, as well as achieve and maintain rapport (and maybe even deliberately “break”rapport) then you will have achieved a level of mastery in the following areas:
1124.eng. Representational Systems Sub-modalities Pacing Leading
1125.eng. Assessment Criteria for this Unit
1126.eng. What will you need to be able to demonstrate to show that you’ve developed sufficient skills in these areas?
a. Demonstrate establishment and maintenance of rapport.
1127.eng. Assessment:
1128.eng. K+ from 3 separate sources (self, partner, observer), observation of matching, mirroring, cross-mirroring, as well as verbal pacing, including matching “chunk size”.
1129.eng. 2 Demonstrate ability to elicit and experience anothers “map of the world”(using at least 6 sub-modalities).
1130.eng. Assessment:
1131.eng. Confirmation from “other”that the experience described is accurate.
1132.eng. 3 Demonstrate ability to alter ones own subjective experience by modifying ones sub-modalities.
1133.eng. Assessment:
1134.eng. Successfully execute “change belief”exercise, and swish technique.
1135.eng. 4 Demonstrate knowledge of simple eye-accessing cues.
1136.eng. Assessment:
1137.eng. test via identification from chart.
1138.eng. 95 Demonstrate knowledge of simple predicates.
1139.eng. Assessment:
1140.eng. test via identification from list.
1141.eng. 6 Demonstrate ability to observe self from first, second and third positions.
1142.eng. Assessment:
1143.eng. simple goal-setting exercise using multiple positions as an aspect of well-formedness.
1144.eng. 7 Demonstrate understanding of terms “associated”and “dissociated”.
1145.eng. Assessment:
1146.eng. Explain same event from the two perspectives, noting sub- modality changes.
1147.eng. Rapport
1148.eng. In applying NLP skills, you will find that very little will work without being underpinned by rapport.
1149.eng. Rapport cannot be faked because far too much of it is mediated subconsciously.
1150.eng. People sometimes try to fake rapport, especially if they know a few pacing and leading skills or have some facility with language patterns.
1151.eng. Interestingly, without authentic rapport they are not likely to succeed for long, if at all.
1152.eng. With authentic rapport, which is really “from the heart”, they find themselves unable to manipulate with exploitative intent because hurting the other would be almost the same as hurting oneself.
1153.eng. Exercise 1 - Experimenting with Variables in Rapport
1154.eng. In determining how deeply something is felt, we use a score system based on the Subjective Units of Discomfort Scale (SUDS), which ranges from 0 to 10 (with 0 being no discomfort whatsoever, and 10 being the worst discomfort you could possibly imagine).
1155.eng. In the following exercise use a scale of 0 to 10 to subjectively describe your degree of comfort, with 0 being no comfort at all, and 10 being as comfortable as you could possibly imagine.
1156.eng. Groups of 3 or more.
1157.eng. A & B rate their relative feeling of rapport on doing each of the following (ie, rate after each step):
1157a.eng. i. Merely sit and look at one another and rate”comfort".
1157b.eng. ii. Match breathing and posture and rate”comfort".
1157c.eng. iii. Think”I really like you", and rate”comfort".
1157d.eng. iv. Interpret the others conversation into your own words and rate”comfort".
1158.eng. (To do this step, interject your comments by picking out key words or phrases and substituting other words and phrases that have similar meaning.
1159.eng. For example,
1160.eng. A might say “I took a flight up to Darwin.
1161.eng. „, and B might then interject, “Oh, so you took a flight North.
1162.eng. „e) Exactly repeat back (pace) the others conversation and rate”comfort".
1163.eng. (So here, if A were to say “I took a flight up to Darwin.
1164.eng. „, B might interject “Oh, a flight to Darwin.”
1165.eng. When you feel that state of rapport, or connection, anchor it by gently squeezing your wrist just as you come into the peak of that experience.
1166.eng. Just relax if you’re not certain about this part.
1167.eng. You’ll learn much more about anchoring in this course.
1168.eng. People who are in rapport naturally tend to match and mirror each others physiology and language.
1169.eng. If the people doing the above exercise already know one another, you’ll see that they don’t need to be told to match and mirror – they were probably doing that the moment they sat down.
1170.eng. Note:
1171.eng. It’s not necessary to exactly reproduce the body language of the person you wish to achieve rapport with.
1172.eng. Cross-matching (for instance moving a hand or foot in time with the others breathing), or lag-matching (where you match the body movements but allow a time lag of around 3 seconds) also help build rapport.
1173.eng. Note:
1174.eng. Sometimes when people do the above exercise, they report a feeling of irritation when their partner “parrots”back their own words.
1175.eng. This is not because word repetition is wrong:
1176.eng. it is because the parroting stands out in this exaggerated role modeling exercise.
1177.eng. Keep in mind 2 things:
1178.eng. None of the above is “made up”or “designed”.
1179.eng. All of it has been obtained by observation of people in close rapport.
1180.eng. Every time you translate someones experience into your own words you risk imposing a different meaning and therefore risk losing rapport.
1181.eng. CHUNKING
1182.eng. Have you ever noticed how some people naturally go for the”big picture”while others go for the detail?
1183.eng. This is an example of chunking.
1184.eng. We will maintain better rapport if we”pace”(match) our partners”chunk size", or level at which they're thinking and talking.
1185.eng. Take a look at this example of chunks or levels:
1186.eng. Transport Methods Motor Vehicles Ford Festiva Brake System Brake Pedal Rubber
1187.eng. At any time we can chunk up, down or across in response to hearing someone elses expression of chunk size.
1188.eng. Theoretically we can eventually chunk up to something as large as the whole universe (known and unknown) and as small as the smallest component of that universe, no matter where we start from.
1189.eng. What are some of the ways we can move up, down, or sideways in the above list?
1190.eng. When we fail to match chunk size in a conversation, we risk breaking rapport.
1191.eng. Unless we wished to break rapport, we would always pace first, before leading into a higher or lower order of information.
1192.eng. Exercise 2 - Chunking
1193.eng. In groups of 3, A faces B and states a noun.
1194.eng. C stands behind A and signals to B whether to chunk up, down, or sideways.
1195.eng. Notice what happens when we match, or what happens when we mismatch, even unintentionally.
1196.eng. How do you resolve differences of opinion of definitions?
1197.eng. Keep in mind, your main job here, no matter what, is to hold rapport.
1198.eng. Exercise 3 – Rapport in Movement
1199.eng. This exercise is a great way to experience the “K”(kinaesthetic) sense of rapport when we are “in tune”.
1200.eng. To do this exercise, put on some music with a nice beat and practise walking in pairs, feeling the music inside you.
1201.eng. Can you and your partner “walk as one”?
1202.eng. (Allow the rest of the group to judge the extent of your rapport.)
1203.eng. A side benefit of this exercise is that it builds the beginning of charisma.
1204.eng. Can you do this exercise until you feel great ease and grace walking with the music?
1205.eng. Can you hear the music inside you when you walk into the office?
1206.eng. When you walk down the street?
1207.eng. When you are playing your favourite sport?
1208.eng. When you are making love with your partner?
1209.eng. Calibration
1210.eng. Calibration is “accurately recognising another person’s or group’s state by reading non- verbal signals.”
1211.eng. One of the easiest non-verbal signals to track is that of eye movements, often called eye accessing cues.
1212.eng. There is a great deal of controversy over who first noted the varied eye movements which we make when we undertake certain mental tasks (Bandler and Grinder are often attributed with the discovery, but in fact eminent neurologist Karl Pribram showed the link some ten years before).
1213.eng. But that need not concern us here.
1214.eng. We just want to know how to use them!
1215.eng. It seems that an overwhelming majority of people have eye movements which are characteristic for the type of mental function taking place.
1216.eng. There are varied estimates for the proportion and it is thought to be somewhere between 80-90%.
1217.eng. Of those people not organised in this way, it is thought that left-handedness may account for a significant proportion.
1218.eng. A Few Benefits of Understanding Eye Accessing Cues
1219.eng. • Understanding others preferred method of processing information • Understanding how eye accessing cues link to sensory experience • Deliberating using eye accessing cues yourself as an aid to tasks
1220.eng. AC VR VC
1221.eng. K V
1222.eng. AR
1223.eng. AD
1224.eng. Standard Eye Accessing Cues These cues help demonstrate which sensory representational system the person is currently accessing:
1225.eng. visual, auditory or kinaesthetic (including gustatory and olfactory).
1226.eng. V – Visual When people look up, either straight up or up to the left or the right, they are generally accessing pictures.
1227.eng. VR – Visual Recall When people look up to their left, they are generally accessing pictures they have actually seen before; eg, an orange.
1228.eng. VC – Visual Construct When people look up to their right, they are generally constructing images they have not actually seen before; eg, an orange with purple spots.
1229.eng. AR – Auditory Recall When people look sideways to their left, they are generally hearing something they have heard before; eg, a piece of music, or their mother’s voice.
1230.eng. AC – Auditory Construct When people look sideways to their right, they are generally hearing something they have not heard before; eg, a piece of music they are creating for the first time, the sound of a glass bell.
1231.eng. AD - Auditory Digital When people look down to their left, they are generally talking to themselves in their own voice.
1232.eng. K – Kinaesthetic When people look down to their right, they are generally accessing emotions or bodily sensations.
1233.eng. Keep in mind that these are indeed generalizations.
1234.eng. Many eye movements happen too fast or almost too fast to track.
1235.eng. Just because someone looks up and to their right when answering a question does not mean he or she is lying!
1236.eng. Additionally, some folk are simply not neurologically organized this way.
1237.eng. Spend some time now practising notating these diagrams with the 7 accessing cues.
1238.eng. Cover completed diagrams as you go :-) , though it’s perfectly OK to “cheat”if you need to.
1239.eng. Exercise 4 – Practise Accessing Cues
1240.eng. In groups of 3 or more, B holds an eye accessing position and A “labels”it (ie, says whether it is visual recall, auditory construct, or whatever).
1241.eng. Others in the group repeat A’s label or challenge it.
1242.eng. Exercise 5 – Eye Accessing Cues in Business, Making Decisions/Solving Problems
1243.eng. Work in groups of 2 or more.
1244.eng. The first time through this exercise, have A ask B to think of a time when he/she solved a difficult business problem.
1245.eng. A then asks B a series of questions about that time.
1246.eng. B doesn't answer, but just thinks about the answers internally while A observes the eye accessing cues and makes notes on the diagrams to show which way the eyes went.
1247.eng. A and B swap and repeat.
1248.eng. For example:
1249.eng. 1, V r
1250.eng. 2, A r
i. 3, K This shows that this person's eyes were observed going first to Visual (recall), then to Auditory (recall), and finally to Kinaesthetic.
1251.eng. Of course there may have been little quick flicks before, during, and after.
1252.eng. Some movements are too quick to track consciously, especially when we are just beginning to notice these things.
1253.eng. Here are the questions:
1254.eng. Where were you and what were you doing?
1255.eng. How did you solve the problem?
1256.eng. What was going on inside your head?
1257.eng. Exercise 5 – Part 2
1258.eng. The second time through this exercise, have A ask B to think of a time when he/she made an important business or career decision.
1259.eng. A then asks B a series of questions about that time.
1260.eng. As before B doesn't answer, but just thinks about the answers internally while A observes the eye accessing cues and makes notes on the diagrams to show which way the eyes went.
1261.eng. B considers the relative ease or difficulty in accessing the information required by A each time.
1262.eng. A and B swap and repeat.
1263.eng. Here are the questions:
1264.eng. Where were you when you made that decision?
1265.eng. How did you arrive at that decision?
1266.eng. What was going on inside your head?
1267.eng. Now in your group consider the following questions:
1268.eng. Who found it easiest to access information in one eye position than another?
1269.eng. Who found that one position seemed to be unfamiliar or underused?
1270.eng. What new responses arose, which hadn't occurred in the first demonstration of eye accessing cues?
1271.eng. In what other contexts could this material be useful?
1272.eng. Predicates
1273.eng. These are the linguistic cues which alert us to which representational system someone is using.
1274.eng. It can be most helpful to recognise and pace these in order to build and maintain rapport, and in fact if you do not pace these you may find your client or colleague has difficulty in trusting you or even understanding you.
1275.eng. Visual Predicates Auditory Predicates Kinaesthetic Predicates
1276.eng. see hear feel look listen touch appear sound grasp view make music get hold of show harmonise slip through illuminate tune in/out catch on clear be all ears tap into focus rings a bell make contact imagine silence throw out picture resonate turn around catch a glimpse of deaf hard dim view overtones concrete get a perspective on attune get a handle on eye to eye outspoken touch base in light of tell boils down to make a scene clear as a bell come to grips with mind's eye call on connect with pretty as a picture clearly expressed cool/calm/collected showing off describe in detail firm foundations take a peek earful get a load of this well defined give me your ear get in touch with vivid word for word slipped my mind clarity orchestrate hand in hand
1277.eng. You might also from time to time hear some predicates which could be described as gustatory or olfactory:
1278.eng. tasteful, tasteless, stinks, soft buttery fabric, peachy!
1279.eng. Most NLPers tend to lump these together with kinaesthetic predicates.
1280.eng. Some words don’t seem to be attributable to any particular representational system:
1281.eng. consider, think through, believe, calculate etc.
1282.eng. This type of language is often used in technical or academic reporting and is considered to be “auditory digital”.
1283.eng. Exercise 6 - Describing a Single Event using Varied Predicates
1284.eng. In writing, describe the same business or personal situation 3 times, using first visual, then auditory, then kinaesthetic predicates.
1285.eng. Take about 4 lines of writing each time.
1286.eng. We experience everything through our senses.
1287.eng. That is all we have.
1288.eng. When we seek to describe our experiences, we cannot help but display the senses through which we”make sense”of our world.
1289.eng. Notice we are not describing the world, but our”map of the world”which by its nature can never be complete and may in fact be far from”real", at least when compared to the experience of most others.
1290.eng. This is partly because we have different preferences for using different sensory representational systems.
1291.eng. Some people process their experiences mainly visually, others mainly kinaesthetically, and so on.
1292.eng. What is your preference?
1293.eng. Perhaps you already know, or think you know.
1294.eng. Try the next exercise :-) .
1295.eng. Exercise 7 - Discovering Your Own Sensory Representation System
1296.eng. This exercise is from the highly-recommended book”Advanced Techniques”by Phill Boas.
1297.eng. Read through the six statements which are printed on the next page (not yet!).
1298.eng. When you do so, read each statement only once and immediately answer questions 1 and 2 which follow each statement.
1299.eng. Once you have done that, quickly re-read all six statements and rank them in order of which you prefer most.
1300.eng. Don't think about or analyse your preference in any way.
1301.eng. This needs to be a”gut”decision.
1302.eng. Seeing is believing; that's a saying I have heard and it feels to me like it could be true.
1303.eng. Q1 Makes sense/does not make sense.
1304.eng. Q2 Like/don't like/neutral/dislike
1305.eng. 2 Many times I ask myself what to say.
1306.eng. I feel that that is a comfortable thing to do and then I will notice that things appear to be OK.
1307.eng. Q1 Makes sense/does not make sense.
1308.eng. Q2 Like/don't like/neutral/dislike
1309.eng. 3 Often my feelings get in my way and I can see that no pictures will suffice, so I tell myself that this is satisfactory.
1310.eng. Q1 Makes sense/does not make sense.
1311.eng. Q2 Like/don't like/neutral/dislike
1312.eng. 4 Occasionally I look around my experiences and get the feeling that I can move things around in there and hear myself telling myself that things sound harmonious.
1313.eng. Q1 Makes sense/does not make sense.
1314.eng. Q2 Like/don't like/neutral/dislike
1315.eng. 5 When I get the feeling that I am going nowhere, I might sound off to myself in a special tone and then notice that I am viewing the world from another perspective.
1316.eng. Q1 Makes sense/does not make sense.
1317.eng. Q2 Like/don't like/neutral/dislike
1318.eng. 6 Sometimes I listen to messages or voice tones I remember and see pictures of events from my past and feel the feelings that go with them.
1319.eng. Q1 Makes sense/does not make sense.
1320.eng. Q2 Like/don't like/neutral/dislike
1321.eng. Liked Most Next Next Next Next Liked Least
1322.eng. Score Sheet for Exercise 5
1323.eng. Makes sense/doesn't Like/Neutral/Dislike Rank Sequence Question 1 VAK Question 2 AKV Question 3 KVA Question 4 VKA Question 5 KAV Question 6 AVK
1324.eng. Exercise 8 - Calibration - The Nitty Gritty!
1325.eng. This exercise is also from”Advanced Techniques", Boas.
1326.eng. In groups of 3 or more, A asks B 5 questions, to each of which the answer will be”yes”(eg, “Are you in this room with us?
1327.eng. „).
1328.eng. B will say to him/herself”yes”(ie, internally say”yes") and then raise his/her arm or hand when he/she has said it.
1329.eng. A and C (and anyone else in the group) are to watch, using their peripheral vision, and to notice any change that occurs between asking the question and the hand signal which indicates that the question has been answered.
1330.eng. This procedure is followed for all 5 questions.
1331.eng. Next, A is to ask 5 questions to which B must answer”no”(eg, “Are you sitting on a block of ice right now?).
1332.eng. B is again instructed to say”no”internally and to raise a hand/arm as soon as that is done.
1333.eng. Again A and C are to watch and notice any changes in B between the asking of the question and the raising of the hand/arm.
1334.eng. Now A and C have non-verbal information on B when he/she is saying”yes”and when he/she is saying”no".
1335.eng. Finally A is to ask B 5 questions to which A does not know the answer.
1336.eng. A and C watch, and using the information they have been collecting, they should be able to say whether B is saying”yes”or”no".
1337.eng. Swap in order to give everyone an opportunity to experience each role.
1338.eng. Exercise 9 - Heightened Awareness of Breathing Cues
1339.eng. Breathing cues can alert us to the type of sensory representational systems (V, A, K) a person is using.
1340.eng. When a person is breathing high in the chest (see shoulders moving) then they may be processing pictorially.
1341.eng. When a person is breathing mid chest (abdomen not moving) they may be processing auditorially.
1342.eng. When a person is breathing fully (abdomen moving in and out) they may be processing kinaesthetically.
1343.eng. In groups of 3 or more, A talks to B about a situation, and every time A uses a predicate, B raises his/her hand, breathes in a V, A or K way, and names the word to which he/she was responding and which representational system he/she was modelling.
1344.eng. C observes and comments on accuracy.
1345.eng. Submodalities
1346.eng. These could be considered aspects, qualities or building blocks of the sensory representational systems.
1347.eng. For instance, someone may be processing visually (internally representing an image), but that image has various unique qualities according to the way the individual has coded it.
1348.eng. Some people may”see”internally in black and white, while others see colour.
1349.eng. Some people may tend to”see”still shots or frozen images, while others see movies.
1350.eng. Here is a list (not complete) of submodalities:
1351.eng. Visual Auditory Kinaesthetic
1352.eng. associated/dissociated loud or soft temperature colour/black & white distance from sound texture (rough/smooth) location (l/r, up/down) words or sounds intensity distance location of sound pressure (hard/soft) brightness stereo/mono duration framed/panoramic continuous/not weight (light/heavy) blurred/focused speed (faster/slower) shape contrast clear/muffled moving/still soft/harsh speed (faster/slower) size 2-D or 3-D
1353.eng. The accordance of submodalities to our representation of experience gives our experience meaning.
1354.eng. How do we alter our subjective experience?
1355.eng. Alter the submodalities by which we represent it.
1356.eng. Changing Unhelpful Beliefs
1357.eng. The tremendous power available to us through the awareness and modification of our submodalities is obvious as we explore an NLP”Change Belief”pattern.
1358.eng. Keep in mind as we work through this that NLP is not a set of techniques, but more like a model for understanding experience.
1359.eng. Nevertheless NLP has left behind it a trail of techniques which many people see as”magic wands", and indeed they can be.
1360.eng. However a technique applied blindly may or may not work without understanding its dynamics and having the ability to alter it according to the needs of our client or ourself!
1361.eng. A technique is also likely to prove fairly useless if we try it with someone with whom we are not in rapport!
1362.eng. The best way to understand a Change Belief Pattern is to go ahead and experience it.
1363.eng. Exercise 10 - Change Belief
a. In groups of 3 or more, A thinks of a strong negative belief which gets in the way of his/her having a more enjoyable, more productive, or more pleasurable life, and B elicits A's submodalities and writes these down.
b. A then thinks of something which he/she used to believe but which would now be quite ludicrous or outrageous to believe.
1364.eng. B elicits and writes down B's submodalities.
1365.eng. 3 A then states an alternative belief to the belief used in 1, which is not currently held as a strong belief, (or perhaps it is not believed at all) if it were held as a very strong belief would make life more enjoyable, productive or pleasurable.
1366.eng. 4 B aids A in altering the submodalities of 1 to the submodalities of 2 (ie, turning the strong belief to a weak belief).
1367.eng. 5 B aids A in altering the submodalities of the desired belief to the submodalities of 1 (ie, make 3 a strong belief).
1368.eng. 6 Finally B aids A in altering the unhelpful belief in 1 (which is now exhibiting”weak”submodalities) to one which is no longer believed at all, or which is quite ludicrous, by altering the submodalities to those of 2.
1369.eng. Swap until everyone has had a turn being A, being B, and observing.
1370.eng. Be aware of non-verbal calibration and be helpful in your feedback to one another.
1371.eng. Note:
1372.eng. It seems we cannot simply change a belief by confronting it and “deciding”to change it.
1373.eng. However, we can alter the submodalities of that belief with great ease – in turn, the belief changes automatically.
1374.eng. Changing Unhelpful Behaviour
1375.eng. The Swish Pattern is another powerful NLP technique which involves manipulating submodalities in order to alter our experience.
1376.eng. Typically it is used to eliminate behaviours which we find detrimental to our enjoyment, pleasure and productivity.
1377.eng. This may be something as debilitating as an addiction, or as stressful as a phobic response to something, or as minor as a mild chocolate craving!
1378.eng. Here are the steps to do a good”Swish":
a. What's the final trigger?
1379.eng. What do you see, hear or feel just before you start the undesired behaviour?
1380.eng. Associate into the trigger.
1381.eng. 2 Identify your ideal state.
1382.eng. (Not the ideal behaviour - just you with all the skills and capabilities to have overcome the old behaviour.) Make the image big and bright and attractive, but keep it dissociated.
1383.eng. 3 Shrink the ideal state down, small and dark.
1384.eng. Bring back to mind the trigger picture (associated) and place the ideal image down in the corner.
1385.eng. 4 Swish!
1386.eng. Make the trigger image get smaller and darker, and out of sight.
1387.eng. Simultaneously enlarge and brighten the ideal image until it's all you can see.
1388.eng. (If you like, even say or imagine a big “swish”sound as you execute the swish.) Open your eyes.
1389.eng. 5 Repeat this five times, very fast, opening your eyes after you have enlarged the ideal state each time.
1390.eng. Exercise 11 - Swish Pattern
1391.eng. In groups of 3 or more, A guides B through the swish process while the others observe.
1392.eng. Everyone should have a turn being A, being B, and observing.
1393.eng. What do you experience?
1394.eng. Unconscious Calibration
1395.eng. We have found that while one needs to be consciously aware in order to learn to calibrate well, it is possible to accelerate the development of unconscious skill by use of certain exercises where the conscious mind is so focused on observing a particular information set that it does not interfere with the unconscious learning of the peripherals of that skill set.
1396.eng. The best learning contains such elements of conscious and unconscious learnings.
1397.eng. In fact in order to really excel at anything, we need to have incorporated and have access to unconscious learning.
1398.eng. Consider this sequence of learning as we learn to, for example, drive a car:
1399.eng. Unconscious incompetence As a newborn, we don’t even know we can’t drive a car.
1400.eng. We have unconscious incompetence when it comes to the skill of driving.
1401.eng. Conscious incompetence As a child or young person, we are aware that we cannot, as yet, drive a car.
1402.eng. We are conscious of our incompetence.
1403.eng. Conscious competence Learning to drive a car, and at first when we have gained our licence, we can certainly execute the various skills involved, but we do so consciously, acutely aware of working the clutch and accelerator together, braking, indicating, watching the road and the cars around us, checking mirrors, etc, etc, etc.
1404.eng. We have conscious competence.
1405.eng. Unconscious competence After a while, we find we are driving without conscious thought.
1406.eng. Have you ever driven home from work, pulled up in the driveway and realised that you don’t remember the trip?
1407.eng. Genius/artistry/magic This is the level of skill where we produce behaviours or experience intuitions which we have no idea how they got there.
1408.eng. It seems to come about when our unconscious competence has been building and bubbling away under the surface over time.
1409.eng. It is way and beyond what we can consciously produce or even account for.
1410.eng. This is the level of skill of Erickson, Satir, Perls, and others.
1411.eng. They could reliably produce the behaviour, when they were”in the flow", but they could not directly teach others to do the same because they did not know or understand the depth of their own abilities.
1412.eng. Exercise 12 - Unconscious Calibration - How I Know I'm Me
1413.eng. In groups of 3 or more, A enters a state called”how I know I'm me", and B calibrates and attempts to model A's experience.
1414.eng. Discussion is encouraged to assist B to obtain as precise a calibration as possible.
1415.eng. Once B is successful (has explained A's experience using at least 6 submodalities and can duplicate the experience to A and the group's satisfaction, B then moves into a state which represents”calibrating A", and C calibrates to an models this state.
1416.eng. (At this stage C is not watching A at all, but is focused on B.)
1417.eng. Exercise 13 - Unconscious Calibration - More Rapport
1418.eng. A sits while B makes true statements about A, ending with”and I like you very much".
1419.eng. (EG, I notice that you are sitting in your chair and that your left leg is crossed over your right leg and I like you very much.)
1420.eng. C sits where he/she can see both A and B in peripheral vision but is focused on B.
1421.eng. C's task is to calibrate and get into a rapport state with B.
1422.eng. Exercise 14 - Unconscious Calibration - Mindreading
a. B observes and calibrates A's thinking alternately of a green triangle, a red square, and a blue circle until he/she is satisfied that he/she can calibrate the difference with some ease.
1423.eng. (Hint:
1424.eng. use peripheral vision rather than staring or scrutinizing.
1425.eng. Peripheral vision is better than foveal vision for detection movement or change.)
1426.eng. 2 A then thinks of one of these shapes at random (without speaking) with B calibrating and guessing which A is thinking of.
1427.eng. 3 Try this back to back, then back to back without touching.
1428.eng. In each case C calibrates to B's calibrating.
1429.eng. Now repeat this whole exercise from 1-3.
1430.eng. How much better did you do the second time?
1431.eng. Warning:
1432.eng. If you don't follow the exact directions for this exercise, or are less than hones, you may well not get the full benefits.
1433.eng. Calibration and Rapport with Groups
1434.eng. Some of the applications of being able to calibrate groups and to achieve and maintain rapport are:
1435.eng. Coaching Be more aware of people's thoughts and feelings
1436.eng. Interpersonal Skill Detect signs of unease, doubt or misunderstanding
1437.eng. Meetings Identify possible hidden agendas
1438.eng. Negotiation Gain insight into possible underlying agendas
1439.eng. Selling Gain insights into unspoken needs or problems
1. The Value of Non-Verbal Behaviour Any presenter benefits from noticing and understanding the importance of non-verbal behaviour.
1440.eng. Whether we are aware of it or not, we nevertheless respond (we cannot not respond!).
1441.eng. If we are consciously aware, we can be more purposeful in our response and more accurate in our determination of what is necessary to help the situation and in turn get the response from our audience that we hope for.
1. What to Look and Listen For
1442.eng. Incongruity - a mismatch between verbal and non-verbal communication.
1443.eng. For example someone may say they understand a task which is to be done, yet do so with a high-pitched voice and jerky hand movements.
1444.eng. Boredom - doodling, yawning, muttering to a neighbour, looking out a window, reading the handout.
1445.eng. Change - someone who has been sitting forward, now leans back, perhaps with the beginnings of a frown or a puzzled expression.
1446.eng. This may signify a change in thinking.
1447.eng. Patterns of behaviour - in a lengthy presentation, you may notice that someone consistently looks up to the right and furrows his brow when they need to get clear on something.
1447a.eng. 1. How to Do It Use peripheral vision Listen with a judgment-free mind Ask open questions such as”What's your opinion on this?
1448.eng. „rather than”What problem are you having?"
1449.eng. Exercise 15 - Staying in Touch with Your Audience
1450.eng. The purpose of this exercise is to develop greater awareness of the non-verbal communication of your audience and to respond so that your message is understood.
1451.eng. Take 10 minutes to prepare a presentation to the group lasting no more than 5 minutes.
1452.eng. Each member of the group will have roles to play and will respond to you non-verbally.
1452a.eng. 1. Notice their non-verbal behaviour when they are listening quietly and when they ask questions.
1452b.eng. 2. Keep an open mind.
1452c.eng. 3. Use open questions to individuals to find out the thinking that underlies the response (eg “What’s your opinion of that?”
1453.eng. “What are your thoughts on that?
1454.eng. „Closed questions invite yes/no answers; eg, “Do you want to comment on that?
1455.eng. „).
1456.eng. For the audience:
1456a.eng. 1. Choose a moment to make the non-verbal response and ask the question you have chosen.
1456b.eng. 2. Be aware of your colleagues so that you each make a chosen response at a different time.
1456d.eng. 3. If the presenter is unable to notice your non-verbal response, then just repeat it at a later stage.
1457.eng. Calibration and Rapport - Saying No
1458.eng. It is often necessary to say no, to assert ourselves in order to be heard, or to put a proposal forward in the face of opposition in such a way that it is likely to be listened to.
1459.eng. And yet we wish to maintain rapport in order to have the greatest chance of persuading, leading, guiding.
1460.eng. An Elegant Way of Saying No In the past we have been encouraged to ask clearly for what we want, and in the face of resistance, use the”broken record”technique.
1461.eng. Although this often works, there is a risk of losing rapport and/or co-operation.
1462.eng. Even where the person does as we wish, there is often a feeling that one has been manipulated or co-erced.
1463.eng. NLP offers a more elegant way of saying no by framing the communication in such a way that rapport is engendered and the listener is able to be more responsive.
1464.eng. Framing the Message This means putting the message into a context likely to encourage receptiveness in the listener.
1465.eng. An effective way to do this is to present the logic or the”big picture”prior to giving the message itself.
1466.eng. The Automatic Response to a Demand People's natural reaction to being”pushed”is to push back, so when faced with an unrealistic demand our natural response is to express our objection.
1467.eng. In most cases that will result in turn in reciprocal objection as the person's emotional response prevents their hearing our logic or even our message.
1468.eng. The Recommended Response - NLP Effective negotiators give reasons for their proposals before putting the proposal itself, thus framing the message in such a way that the listener understands the logic and is then more receptive.
1469.eng. This technique generally works well when we need to refuse a request or even an order.
1470.eng. Exercise 16 - Maintaining Rapport When Saying NO
1471.eng. Part 1 In groups of 3 or more, B asks A to do some mundane task (eg stand up, shut door, write name on board).
1472.eng. A must:
1473.eng. Pause Brief reason (give the big picture or logic behind your refusal) Polite refusal Offer of co-operation in the future or now in some other way.
1474.eng. Each person in the group takes turns being A, being B, and being an observer.
1475.eng. Discuss the effect of this exercise (ie, the emotional reaction).
1476.eng. Was it easy/easier to refuse a request using this method?
1477.eng. Did you feel any reduction in rapport when someone refused your request?
1478.eng. Part 2 A thinks of a situation at work where a request or order may be made (or perhaps has already been made) which he/she doesn't wish to comply with.
1479.eng. A coaches B in putting the request to A in a realistic manner.
1480.eng. A refuses B as in the first part of this exercise.
1481.eng. As before, each person takes turns playing all roles, and the effect is discussed after the completion of each”turn".
1482.eng. Block 2 State Management, Anchoring, Time Lines
1483.eng. In NLP we think of state management as the ability to control our neurology to the extent that we can control our internal states.
1484.eng. We know that this provides a powerful ability to create our own reality.
1485.eng. We know we are really skilled when we can induce or help to induce these states in others.
1486.eng. Anchoring is the setting of triggers which elicit internal states and is an important part of state management.
1487.eng. We use the term “time lines”to describe our unique way of internally representing chronological time.
1488.eng. Our experience of time has a structure which can be investigated and modified.
1489.eng. Assessment Criteria for this Unit
1490.eng. What will you need to be able to demonstrate to show that you’ve developed sufficient skills in these areas?
1491.eng. 8 Demonstrate ability to change a “stuck”state at will.
1492.eng. Assessment:
1493.eng. Resource Triangle Exercise.
1494.eng. 9 Demonstrate the ability to enter particular states at will:
1495.eng. confidence, connection, relaxation, fascination, joy.
1496.eng. Assessment:
1497.eng. provision of written generic induction for each of these states, physiological change evident to others on entering these states.
1498.eng. 10 Demonstrate the ability to induce or help induce these states in others.
1499.eng. Assessment:
1500.eng. group exercise.
1501.eng. 11 Demonstrate ability to anchor in the 3 main representational systems:
1502.eng. visual, auditory and kinaesthetic.
1503.eng. Assessment:
1504.eng. group exercise.
1505.eng. 12 Demonstrate ability to elicit unique time-line configurations.
1506.eng. Assessment:
1507.eng. group exercise.
1508.eng. 13 Demonstrate knowledge of difference between the two main types of time lines “through time”and “in time”.
1509.eng. Assessment:
1510.eng. produce diagrams.
1511.eng. 14 Demonstrate ability to manipulate aspects of a timeline for both past and future using submodalities and also the VAK dissociation technique.
1512.eng. Assessment:
1513.eng. Group exercises to correct a past unresourceful decision, and to program ones future with a desired outcome.
1514.eng. If You’re Stuck – Move!
1515.eng. (The Amazing Resource Triangle)
1516.eng. One of the fastest and most powerful NLP techniques for resolving stuck internal states is the Resource Triangle, which I first came across in the training of Rex Steven Sikes, a renowned US NLP trainer.
1517.eng. This deceptively simple floor exercise requires some facility in state management, as well as enough discipline to avoid any analytical thought whatsoever during the exercise (although of course analysis or evaluation afterwards may be most enlightening!).
1518.eng. The technique also includes 2 particularly clever NLP language patterns (you’ll learn more about those later when you study the Meta Model and the Milton Model).
1519.eng. To use the Resource Triangle, arrange 3 pieces of paper in a triangle on the floor as per page 34.
1520.eng. Keep in mind that in this example we are using the state of “depression”as an example of a stuck state which can be eliminated using this process.
1521.eng. Any stuck state could be substituted.
1522.eng. Points to remember:
a. When stepping onto the “S”, be sure you stand there only long enough to get the beginning “trigger”to the feeling which you have been experiencing as a problem.
1523.eng. Quickly step back onto the “D”and dissociate (detach from) the feeling you are freeing yourself from.
1524.eng. 2 To detach quickly, you might like to try a number of different techniques:
1525.eng. Imagine you’ve left yourself standing on the “S”and observe the back of yourself, watching yourself breathe.
1526.eng. Imagine you are in a bubble or have a thick Perspex sheet between yourself and the “S”.
1527.eng. Quickly count back from 20 by 3’s.
1528.eng. Gaze out the window and “make a shape”out of the first cloud you see.
1529.eng. 3 While standing on the “D”, decide which resource state you wish to make use of before you step onto the “R”.
1530.eng. Copyright Lifeworks Group – 2000 Page 334 The resource state does not need to be a positive state – it can be a very negative one.
1531.eng. The important thing is that it is an intense state which you can access with relative ease.
1532.eng. Try these:
1533.eng. The experience of laying or walking on a beautiful beach.
1534.eng. The experience of walking through putrid mud.
1535.eng. The experience of being in a spa (make it fantastic!).
1536.eng. The experience of being acutely embarrassed.
1537.eng. The experience of doing something exhilarating (paragliding?).
1538.eng. The experience of desperation (Drowning?
1539.eng. Needing to get to a toilet?
1540.eng. Falling?) Any bizarre or disgusting experience (see “the chicken leg fantasy”, below).
1541.eng. The Chicken Leg Fantasy Imagine that you are standing there with a big, fat, warm, cooked chicken leg in each hand.
1542.eng. Mmmmmm.
1543.eng. And imagine that you take first one, and then the other, and gently insert one into each ear (have a yuuuuccckkkk tonality in your voice now and mimic the movements of inserting the chicken legs).
1544.eng. And it’s sort of greasy and yucky as you feel the warmth against your cheeks and smell that greasy cooked chicken smell and ….
1545.eng. Oh no, it’s reeeaaalllly greasy and oh no, it’s starting to drip, drip, drip down your shoulders and down your front (put a really disgusted look on your face as you gingerly lift your shirt outward away from the “grease”) and it’s sticking to your shirt and it’s slowly congealing into a cold, sticky mass of chicken fat around the waistband of your trousers.
1546.eng. Oh yuck!
1547.eng. See, it really doesn’t have to be a positive state to work really, really, well.
1548.eng. 5 Use all your acting skills to assist the person to intensify whatever resource state they are using.
1549.eng. As they reach the height of that state (calibrate!) tell them to “Wrap that feeling all around you and take that back (you may need to guide their elbow to gently push them in the direction of the “S”) to where you had had that stuck feeling, and just say to yourself, “How does that, feel differently now.
1550.eng. „ Take special note of the importance of the verbal instructions to your partner, particularly the bolded parts.
1551.eng. These are important language patterns and there is much more going on here than you might first think!
1552.eng. 6 On no account attempt to analyse the experience while stepping around the Resource Triangle.
1553.eng. Do that later if you wish but keep in mind this is a process for the unconscious mind, not the conscious mind.
1554.eng. different to your The more you vary the resource state, the faster and more powerful the effect.
1555.eng. Repeat this process from steps 1-4 several times, each time applying a different resource state.
1556.eng. depressed feeling.
1557.eng. feeling.
1558.eng. intense feeling that is”D”and detach from that vividly imagine an 2 Quickly step back to the 3 Step onto the”R”and that feels different, now.
1559.eng. your depression.
1560.eng. ask yourself to notice how very brief feeling of the depressed feeling and long enough to get a back to where you had had 1 Step onto the”S”just 4 Take that new intense feeling The Resource Triangle 7 Exercise 17 – The Resource Triangle
1561.eng. In groups of 2, help your partner to run through the Resource Triangle on 5 problems or problem states, a minimum of 5 times each.
1562.eng. Swap and repeat.
1563.eng. Write down your description of the Resource Triangle here, including the language patterns.
1564.eng. In your own words, write the steps for the Resource Triangle here:
1565.eng. _________
1566.eng. Anchoring
1567.eng. Anchoring is the utilisation of rapidly-induced stimulus/response bonds to achieve management of internal states.
1568.eng. This is a fascinating area of study, with many exciting applications in the whole of life, as you will see and experience for yourself.
1569.eng. At the end of this module you should have an understanding of the physiology behind effective anchoring, and be able to demonstrate applications of several types of anchoring to a variety of situations.
1570.eng. Precision anchoring is a skill and therefore requires practice in order to achieve real competence.
1571.eng. That means you’ll be practising on yourself because that is the best and fastest way to gain a full appreciation of the effect of anchoring on others.
1572.eng. Most of us can identify stimulus/response bonds in our own lives and this process has been happening for as long as there have been humans.
1573.eng. Pavlov is famous for his stimulus/response bond experiments with dogs.
1574.eng. Where does the response begin?
1575.eng. How does it happen?
1576.eng. We know that all information comes to the brain through a structure called the thalamus.
1577.eng. From there it is “transduced”to the hippocampus and amygdala, structures which code the information with “flight or flight”.
1578.eng. This is all below consciousness.
1579.eng. The importance of this will be recognised when you realise that when a person has a phobic response, the first place in the brain where the electrical activity relating to the response takes place is in the reptilian brain and the central nervous system!
1580.eng. Not the frontal cortex.
1581.eng. Cognitive function is a long way down the track.
1582.eng. (So why do we waste time applying cognitive therapies to non-cognitive problems?
1583.eng. Especially when therapies like NLP have been available for over 20 years!)
1584.eng. We urge you to learn to use these techniques for yourselves and for others.
1585.eng. If you are a therapist, counsellor, mentor or coach, please especially teach these techniques to your clients so they can more rapidly and gently be set free from their various distresses, including the emotional blocks which hold them back from their dreams.
1586.eng. We typically use variations on basic anchoring techniques to relieve clients of a range of distresses:
1587.eng. phobias, compulsions, sensitivities, anger, grief, etc.
1588.eng. We already have a lot of anchors, in all sensory systems:
1589.eng. Visual:
1590.eng. Our husband or wife gives us “that look”and we immediately respond with emotion.
1591.eng. Someone holds out their hand and we automatically reach out to shake it.
1592.eng. Auditory:
1593.eng. We hear an old song from our teenage years and are immediately transported back to that time.
1594.eng. The phone rings and we jump to answer it.
1595.eng. Kinaesthetic:
1596.eng. The feeling of mud between our toes automatically gives rise to feelings of delight or revulsion.
1597.eng. A limp handshake automatically makes our stomach “churn”.
1598.eng. Olfactory:
1599.eng. The feeling we get when we smell fresh-baked bread.

1931.eng. Yourself agreeing at an even deeper and more profound level. In fact, you'll find that whether or
1932.eng. not you understand how yet, your next thought will prove what I said to be true. Anyway, let's get
1933.eng. started with these ideas, shall we?
1934.eng. Now, let's write two sentences that use this pattern:
1935.eng.
1936.eng. NOTES
1937.eng.
1938.eng. Controlling Emotions
1939.eng. In this section, you will learn how to control the emotions of yourself and other people.
1940.eng. All persuasion is based on some form of eliciting the type of emotions you want and leveraging
1941.eng. them to get the results you're after. This can take several forms. You can elicit the desired
1942.eng. emotions directly, or you can use the emotionally charges words that will get you the response --
1943.eng. or both!
1944.eng. Here's what you'll learn in this section. You'll learn how to:
1945.eng. - Invoke any emotional state in a person immediately, and leverage it for persuasion
1946.eng. - Control that state permanently by having the ability to turn it on or off at will.
1947.eng. - Put yourself in an optimum emotional state for persuasion
1948.eng. - Identify useful emotional states in order to enhance persuasion
1949.eng. HOW TO ELICIT AN EMOTIONAL STATE
1950.eng. 1. Go into the state yourself.
1951.eng. 2. Ask questions about the target state. Can you remember a time when you absolutely had to
1952.eng. have something and you bought it? What did you feel like right at the instant that you made
1953.eng. the decision to do it?
1954.eng. 3. Be congruent! If it's an excited state you want them to go into, be excited yourself!
1955.eng. 4. Have the associate into the experience. Note in number to above, I asked, What did you feel.
1956.eng. I made them feel. In order to do that, you have to be in the experience.
1957.eng. First, let's learn state elicitation. How can you elicit a state? There are some useful steps to
1958.eng. follow:
1959.eng. Associated = ____________________________________
1960.eng. Dissociated = ____________________________________
1961.eng. Useful States to Elicit
1962.eng. What are some useful states to elicit?
1963.eng. 1. Buying
1964.eng. 2. Excitement
1965.eng. 3. Pure desire
1966.eng. 4. Something you must do
1967.eng. 5. Something that is no longer true for you but used to be
1968.eng. Here are the two primary techniques you can use to elicit any emotional state:
1969.eng. 1. Use emotionally-charges words in your conversations or writings.
1970.eng. 2. Ask the prospect about the state directly: What's it like when you are completely X'd?
1971.eng. Anchoring
1972.eng. Anchoring is based on ______________ _______________ conditioning.
1973.eng. The famous psychologist Pavlov discovered that our brain is capable of ________
1974.eng. _____________ learning. What this means for the process of persuasion is that we can create an
1975.eng. emotional state in someone and then create a stimulus that, when repeated by us, they will
1976.eng. immediately experience the emotions again.
1977.eng. Anchoring is based on eliciting a state in someone and then providing a unique stimulus that
1978.eng. makes an association in their mind between your stimulus and their emotional response.
1979.eng. The procedure is:
1980.eng. 1. Elicit a state in a person
1981.eng. 2. At the peak of their emotional response, set your anchor.
1982.eng. 3. Calibrate closely to their state so you can see if you did it right.
1983.eng. 4. Let go of your anchor before their emotional state subsides.
1984.eng. 5. Test the state.
1985.eng. 6. Leverage the anchor by firing it when you want them to have that response to what you say.
1986.eng. You can make an anchor covert by anchoring in one of the coding systems that the person _____
1987.eng. _______ in right then.
1988.eng. How do you get rid of an anchor? _________ it with another anchor of at least as much
1989.eng. emotional strength.
1990.eng. Question: How long does an anchor last?
1991.eng. Answer: Until a __________ emotion is collapsed into the anchored one.
1992.eng. You can increase the power and longevity of an anchor by:
1993.eng. 1. Anchoring in as many of the rep systems as possible. You have to determine if this is advisable
1994.eng. based on your need for covertness.
1995.eng. 2. Firing the anchor repeatedly.
1996.eng. 3. Anchoring at the peak of the emotional state.
1997.eng. 4. Stacking other similar and beneficial emotional states together.
1998.eng. The Illusion of Choice
1999.eng. Where single binds create a mental bind in the mind of the listener, double binds create the illusion
2000.eng. of choice. With this pattern, you'll be able to:
2001.eng. - Create the illusion of choice
2002.eng. - Use that illusion to install suggestions
2003.eng. - Hide your use of "illusion" so that it's unrecognizable
2004.eng. - Begin learning to use "controlled confusion" to install suggestions.
2005.eng. Double Binds are sentences that give the ___________________ of choice. You give two
2006.eng. "choice", where either choice they choose, they will end up doing what you want or having the
2007.eng. thought you want them to have.
2008.eng. How to Make Double Binds Effective
2009.eng. 1. Be sure to have gained ____________ before using these. Even a little is enough.
2010.eng. 2. Use a ________________ from the mental to the physical. It is always best to bind a person's
2011.eng. _____________ then work progressively toward binding physical movements, such as signing
2012.eng. the contract, etc. (NOTE: You can bind them into signing right from the first if you bind them
2013.eng. to making the decision, not the physical action of signing!)
2014.eng. 3. You must deliver these in a meaningful way, as if what you said actually made sense. This is
2015.eng. very important!
2016.eng. The Structure of Binds
2017.eng. The formal structure of binds is: X (choice) or Y (choice) where either choice is basically the
2018.eng. same, only worded differently.
2019.eng. Example:
2020.eng. So far you have been learning different ways to speak indirectly to people to make it easier for
2021.eng. them to do what you want them to do and as you continue to learn and use these patterns, will
2022.eng. you find them useful in your daily work and personal life or will you simply integrate them into
2023.eng. your behavior?
2024.eng. 1. What is the bind?
2025.eng. 2. How do the embedded commands support the bind?
2026.eng. 3. Notice the pacing and leading. What are the pace(s) and lead(s)?
2027.eng. Now, come up with five or more examples of double binds that would be useful for you to use.
2028.eng. Examples: Learn or Understand, Buy now or Decide to do this, Desire this or Be compelled to
2029.eng. get it, Be happy or Experience excitement, etc. Do not write the complete sentence yet, only the
2030.eng. bind itself.
2031.eng. Now, put each of the above binds into sentences that fit the context of where you'd like to use
2032.eng. them:
2033.eng.
2034.eng. How to Hide a Double Bind
2035.eng. Hiding a double bind gives binds extraordinary power. When you hide a double bind, it makes the
2036.eng. person you're communicating with not notice or hear that you have used one.
2037.eng. This is one of the _____________ _______________ tactics that you will come to love! The rule
2038.eng. is: When a person becomes confused, they will accept the first __________ _______________
2039.eng. that is given as a means of pulling themselves out of confusion.
2040.eng. The structure for using this is the same as before except at the end of the double bind you don't
2041.eng. stop -- you keep talking and ask a question.
2042.eng. The Structure of a Double Bind
2043.eng. The structure is like this:
2044.eng. Sentence... Double Bind... Sentence... Question
2045.eng. The double bind is sandwiched between the structure of the sentence and a question is used at the
2046.eng. end. Thus, the double bind provides the ________________ and the question provides the
2047.eng. _______________ _______ __________________ that the person needs to come back to
2048.eng. reality.
2049.eng. Therefore, once a person answers the question at the end of a hidden double bind, they come back
2050.eng. to reality and immediately the bind is accepted by the unconscious. Isn't that neat?!
2051.eng. Example:
2052.eng. (I'll use the same example as I used to demonstrate double binds but I'll add to it to make it
2053.eng. hidden.)
2054.eng. So far you have been learning different ways to speak indirectly to people to make it easier for
2055.eng. them to do what you want them to do and as you continue to learn and use these patterns will
2056.eng. you find them useful in your daily work and personal life or will you simply integrate them into
2057.eng. your behavior because I have found that speaking indirectly can also be a more polite way to
2058.eng. communicate with others. Did you know that this is the way the Japanese communicate?
2059.eng. 1. How does hiding the bind affect you?
2060.eng. 2. How did you feel after you answered the question about the Japanese?
2061.eng. Now take three of the sentences you just wrote and put them into the hidden double bind
2062.eng. format:
2063.eng.
2064.eng. Conditional Binds
2065.eng. This pattern is in the family of cause and effect patterns. All cause and effect patterns are in a
2066.eng. greater family called inductive logic. Inductive logic is the opposite of deductive logic.
2067.eng. The conditional bind pattern derives its name from the fact that it works on the condition that the
2068.eng. first side of the bind (the "if" side) is valid. If it is valid then the second half is valid.
2069.eng. Based on what you know so far, these are easy to learn and use -- as well as being very powerful.
2070.eng. Example:
2071.eng. Mr. Smith, we're at the house right here that I told you about. Before you go inside I want to tell
2072.eng. you this. If the first thought that goes through your mind, right as you step through the door is,
2073.eng. "This is a perfect home for me," then you'll realize that not only should you buy it, but you will
2074.eng. be very happy living here, just as you have dreamed.
2075.eng. If you have doubts about your ability to commit to what it takes to improve your persuasion skills
2076.eng. by enrolling in this course, then you'll understand that it is perfect for you, in that you will get
2077.eng. the skills that you most need. Are there any more considerations you need answered before you
2078.eng. enroll now and start the process of experiencing the relief that comes when you take steps like
2079.eng. these to secure your future?
2080.eng. Before we get started and by way of creating an overall way to look at all we are going to do
2081.eng. together today, let me ask you this. Do you know what it's like, right now when you begin to
2082.eng. believe strongly that something is right for you? You know, like when it's so right that you all of
2083.eng. a sudden come upon the realization that you should be participating? [If yes] Then as a result of
2084.eng. that, you understand how my discussion of cellular phones will be affecting you as we talk
2085.eng. together. Now, which model are you interested in?
2086.eng. Now, write three sentences that use conditional binds. One sentence should also contain a single
2087.eng. bind.
2088.eng.
2089.eng. NOTES
2090.eng.
2091.eng. Specific Questioning Tactics
2092.eng. "While I'm sure that you are familiar with the notion that, 'the map is not the territory,' I'm
2093.eng. wondering if you have fully realized that, as human beings, we will forever experience on ly the
2094.eng. map and not the territory. We but alter maps; that is, we change people's subjective experience
2095.eng. of the world, not the world."
2096.eng. -- Leslie Cameron Bandler
2097.eng. There are three basic human modeling principles.
2098.eng. Distortion ... Generalization ... Deletion
2099.eng. Distortion
2100.eng. Distortion is the process whereby we are able to shift our sensory data to make different kinds of
2101.eng. sense out of the same thing. This is the way in which we plan. We take the sensory data that we
2102.eng. have right now and distort it by imagining what will happen in the future if we do X or Y.
2103.eng. Distortion is what allows us to construct things.
2104.eng. There are three types of distortion that occur:
2105.eng. 1. Lost performatives
2106.eng. 2. Mind reading
2107.eng. 3. Cause and effect
2108.eng. Lost Performative
2109.eng. Lost performative occurs when you talk like everybody has the same model of the world as you
2110.eng. do. If you say, "It's wrong to cheat," or, "You should treat others the way you would like to be
2111.eng. treated," you are violating the lost performative rule.
2112.eng. The problem with this is that people don't often realize that it is their model of the world that is
2113.eng. causing them to make these statements. They are dissociated from what they are saying. In other
2114.eng. words, they are not taking ownership of what they are saying.
2115.eng. The challenge for this is:
2116.eng. "According to whom?"
2117.eng. or
2118.eng. "Who says?"
2119.eng. This process must take place early on in a conversation and especially in handling an objection so
2120.eng. that they are willing to take ownership for what they say. They must understand that it is their
2121.eng. model of the world they are referring to, not a general belief that the whole world believes in.
2122.eng. Therefore, statements like, "A person has to do what is right!" or "It's always wise to think
2123.eng. something over for a while before buying," can be challenged with a response like, "According to
2124.eng. whom?" or "Who says?" Remember to stay in rapport while using this material.
2125.eng. Mind Reading
2126.eng. Mind Reading is when someone claims to know what someone else is thinking or feeling without
2127.eng. having direct sensory evidence.
2128.eng. Sentences like, "He doesn't like me," or, "I know I'm not wanted here," are the types of sentences
2129.eng. we're talking about.
2130.eng. The challenge for this is:
2131.eng. How do you know?
2132.eng. That's Incredible!
2133.eng. This pattern can be used to challenge how a person knows anything! If a person says, "I think I
2134.eng. should just wait before I make a decision," you could say, "How do you know?" If they say it's
2135.eng. just a feeling, you can say, "How do you know that's a feeling that tells you to wait? Perhaps it is
2136.eng. a feeling of anticipation of going ahead. As you recognize it for what it is, NOW, don't you feel
2137.eng. better?"
2138.eng. This is an incredible pattern!
2139.eng. Cause and Effect
2140.eng. Cause and Effect is a statement that states some action by one person that makes another person
2141.eng. do, think, or feel something.
2142.eng. This is often difficult for people to get, however since you have already studied cause and effect
2143.eng. patterns, this will come easy for you.
2144.eng. The reason that it is often difficult is that our society supports the belief that if a person says or
2145.eng. does something to you then they have caused you to have a particular feeling or response. This
2146.eng. also presupposes that you have no control over your own emotions and actions, that you simply
2147.eng. respond to whatever is going on around you. Obviously, this is not true.
2148.eng. Sentences like, "They make me mad when they treat me like that!" or, "I can't buy now because I
2149.eng. have to look around more," are what we are talking about for the cause and effect pattern.
2150.eng. The challenge for this is:
2151.eng. How does X cause Y?
2152.eng. How does some behavior or X person cause you to choose to Y?
2153.eng. Generalization
2154.eng. Generalization is the process we use to create structure in our lives. All knowledge and science
2155.eng. is based on generalization.
2156.eng. There are two types of generalization that occur:
2157.eng. 1. Modal Operators
2158.eng. 2. Universal Quantifiers
2159.eng. Modal Operators
2160.eng. Modal Operators are what we use to express the rules that we live by.
2161.eng. We'll deal with two types of Modal operators.
2162.eng. - Modal operators of necessity such as: have to, ought to, should, need to, must
2163.eng. - Modal operators of possibility such as: impossible, unable, mustn't, can't
2164.eng. How Modal Operators Remove Choice
2165.eng. Modal operators demonstrate the limits of the speaker's model. Often you will hear words like
2166.eng. "just" or "it's only that", etc.
2167.eng. The challenge for modal operators is:
2168.eng. Just suppose you can.
2169.eng. What would happen if you did / did not?
2170.eng. Universal Quantifiers
2171.eng. Universal Quantifiers are words that take an experience and generalize it into all experiences.
2172.eng. For example, if a person tried to sell something once and it didn't work, he might generalize that
2173.eng. he couldn't ever sell anything.
2174.eng. Words like: all, every, everybody, no one, each, etc., will tip you off to a universal quantifier
2175.eng. being used.
2176.eng. The challenge for Universal Quantifiers is:
2177.eng. Use the same word as a challenge. Like, ALL?
2178.eng. Reverse what is said and put it in their words.
2179.eng. Examples of challenging Universal quantifiers.
2180.eng. "No one pays that much for this." You reply, "No one? You're sure that no one has paid this
2181.eng. much?"
2182.eng. "Everyone knows that you shouldn't do that." You reply, "What is it that you know you shouldn't
2183.eng. do?"
2184.eng. Deletion
2185.eng. Deletion is the result of paying attention to one set of information that automatically causes a
2186.eng. person to delete certain other information. We all have seven plus or minus two (between 5 and 9)
2187.eng. slots of information available to us at any given point in time. As a result, when we orient our
2188.eng. attention to anything, it automatically causes us to both be aware of what we are orienting our
2189.eng. attention to and to delete what else is happening.
2190.eng. There are four types of deletion that occur:
2191.eng. 1. Nominalization
2192.eng. 2. Unspecified Verbs
2193.eng. 3. Lack of Referential Index
2194.eng. 4. Simple Deletion
2195.eng. Nominalization
2196.eng. Nominalization is what happens when you take a process and turn it into a thing. It is where a
2197.eng. process becomes static and unchanging. Processes by definition are changing, evolving.
2198.eng. Nominalizations are verbs that have been turned into nouns. For example, the word "deciding" is
2199.eng. a verb, the word "decision" is a noun. One of the ways to tell it is a noun is that it ends in, "ion."
2200.eng. To break nominalizations, you have to change it back into a verb.
2201.eng. The challenge for this is similar to Unspecified Verbs:
2202.eng. How specifically [state the noun as a verb]?
2203.eng. Example:
2204.eng. "That decision is interesting." You respond with, "How, specifically are you deciding?"
2205.eng. "Our association with our sales team needs to be changed." You respond with, "How specifically
2206.eng. are you currently associating?"
2207.eng. The Test for Nominalizations
2208.eng. Test 1
2209.eng. Ask yourself if it fits in a wheelbarrow. If it does not, then it is a nominalization.
2210.eng. Example: A rock (which is a noun) fits in a wheelbarrow. A relationship does not. Therefore, a
2211.eng. relationship is a nominalization.
2212.eng. Test 2
2213.eng. Say the phrase, "An ongoing [insert the suspected word here]." If it makes sense, then it is a
2214.eng. nominalization.
2215.eng. Example: An ongoing decision makes sense and therefore it is a nominalization. An ongoing
2216.eng. computer does not make sense and therefore is not a nominalization.
2217.eng. Unspecified Verbs
2218.eng. Unspecified Verbs are descriptions that do not supply enough information. It's real easy to go
2219.eng. way overboard with this. Remember that the most important information to challenge is the
2220.eng. Distortions and the Deletions.
2221.eng. The challenge for this is:
2222.eng. How specifically ___________________.
2223.eng. Example:
2224.eng. "I was cheated." You reply with, "How specifically were you cheated?"
2225.eng. "I have to make more sales." You reply with, "How specifically will you make more sales?"
2226.eng. "I'm not comfortable with this." You reply with, "How specifically are you not comfortable?"
2227.eng. Lack of Referential Index
2228.eng. Lack of referential index is when a person deletes who is being referred to. This also sounds
2229.eng. vague and ambiguous.
2230.eng. The challenge for this is:
2231.eng. Who specifically or What specifically ___________________.
2232.eng. Example:
2233.eng. "All our competition is trying to get that account." You reply with, "Who specifically of our
2234.eng. competition is trying to get the account?"
2235.eng. "People should respect the work I do." You reply with, "Who specifically should respect the
2236.eng. work you do?"
2237.eng. "They need to learn how to do their job." You reply with, "Who specifically needs to learn how
2238.eng. to do their job?"
2239.eng. Simple Deletion
2240.eng. Simple deletion is the "catch all" category that is used to recover any other deletions that exist.
2241.eng. The challenge for this is:
2242.eng. Who(m) or what specifically ___________________.
2243.eng. Example:
2244.eng. "I'm concerned." You reply with, "What specifically is concerning you?"
2245.eng. "He hurt me." You reply with, "Who specifically hurt you?"
2246.eng. Time-Released Suggestions
2247.eng. This is the technique that will enable you to make sure that once you secure a commitment or
2248.eng. agreement to something, they won't back out. It practically eliminates "buyer's remorse" in most
2249.eng. situations.
2250.eng. Here's how it works:
2251.eng. 1. Get a commitment to something.
2252.eng. 2. Create an arbitrary situation in the future where they might not be as excited with their
2253.eng. commitment as they are now.
2254.eng. 3. Ask them what will cause them to keep their commitment anyway.
2255.eng. You can also do this with any idea you want to impress upon someone.
2256.eng. The way this works is to:
2257.eng. 1. Give a suggestion that you want the person to carry out.
2258.eng. 2. Identify in your mind a time in the future that you want to remind the person of this
2259.eng. suggestion.
2260.eng. 3. Tell the person that when this time in the future happens, they will automatically remember
2261.eng. this suggestion.
2262.eng. It's very important to do this regularly when you get a commitment or agreement. This will save
2263.eng. you much heartache!
2264.eng. Closing
2265.eng. The final patterns I'd like to give you are my two favorite closes. I use them both with great
2266.eng. success. On this subject, I hope by now, you realize that there is nothing better than a good
2267.eng. presentation to help you secure any agreement -- whether you are negotiating, selling, speaking or
2268.eng. writing.
2269.eng. These two patterns are especially helpful in a "sales" context.
2270.eng. Closing Pattern #1
2271.eng. It goes like this. After you have completed your presentation and it's time to secure the
2272.eng. agreement, ask:
2273.eng. Is there anything else you need to know in order to go ahead?
2274.eng. This works well because in this case, a "No" really means "Yes!" Also, if they say, "Yes," then
2275.eng. you still are in there and can get to the bottom line. Either way, you haven't lost the sale.
2276.eng. Closing Pattern #2
2277.eng. Again, after you have completed your presentation and it's time to secure the agreement, do the
2278.eng. following:
2279.eng. 1. Summarize why you are there. "We got together today because..."
2280.eng. 2. Say, "You decided to take care of [handle, fix, do something, etc.] [feed in their criteria]."
2281.eng. 3. Say, "I'd like to [enroll you, schedule our first meeting, ship the product, etc.] for all the
2282.eng. obvious reasons."
2283.eng. 4. Ask, "Is this what you'd like to do?"
2284.eng. That's all there is to it! Usually, people will ask you how they can get involved with whatever
2285.eng. you're doing if you have presented what you do well enough.
2286.eng. Table of Contents
2287.eng. FIRST THINGS FIRST
2288.eng. RAPPORT THROUGH PHYSIOLOGY.
2289.eng. THREE WAYS TO PACE A PERSON'S NON-VERBAL BEHAVIOR.
2290.eng. THINGS YOU CAN MATCH WHEN PACING.
2291.eng. PACING & LEADING.
2292.eng. CALIBRATION / SENSORY ACUITY.
2293.eng. Three Rules For Successful Communication.
2294.eng. VERBAL RAPPORT.
2295.eng. REPRESENTATIONAL SYSTEMS.
2296.eng. The Three Main Coding Systems.
2297.eng. WHAT THE EYES TELL US ABOUT REPRESENTATIONAL SYSTEMS.
2298.eng. ADDITIONAL INFORMATION ON RAPPORT.
2299.eng. BACKTRACKING VERBAL RESPONSES.
2300.eng. PACING MOODS, OPINIONS AND BELIEFS.
2301.eng. PROCESS VS. CONTENT.
2302.eng. WHAT TO LISTEN TO.
2303.eng. THE 18 MOST POWERFUL WORDS FOR PERSUASION (AND HOW TO USE THEM.
2304.eng. AWARENESS PATTERN.
2305.eng. TEMPORAL PATTERN.
2306.eng. SPATIAL CATEGORY.
2307.eng. CAUSE AND EFFECT CATEGORY
2308.eng. QUOTES PATTERN
2309.eng. IMPLIED CAUSE & EFFECT.
2310.eng. COMMANDS CATEGORY.
2311.eng. CRITERIA.
2312.eng. THE EIGHT MOST DANGEROUS WORDS.
2313.eng. BUT.
2314.eng. TRY.
2315.eng. IF.
2316.eng. MIGHT.
2317.eng. WOULD HAVE, COULD HAVE, SHOULD HAVE
2318.eng. CAN'T.
2319.eng. VERBAL PACING AND LEADING.
2320.eng. PACING.
2321.eng. LEADING.
2322.eng. HIDDEN DIRECTIVES.
2323.eng. ANALOGICAL MARKING.
2324.eng. How to Mark Off Commands.
2325.eng. POSTURING FOR SUCCESS.
2326.eng. CONVERSATIONAL POSTULATES.
2327.eng. HIDDEN QUESTIONS.
2328.eng. BINDS
2329.eng. SINGLE BINDS.
2330.eng. ADVANCED USES OF BINDS.
2331.eng. CONTROLLING EMOTIONS.
2332.eng. USEFUL STATES TO ELICIT.
2333.eng. ANCHORING.
2334.eng. THE ILLUSION OF CHOICE.
2335.eng. HOW TO MAKE DOUBLE BINDS EFFECTIVE.
2336.eng. THE STRUCTURE OF BINDS.
2337.eng. HOW TO HIDE A DOUBLE BIND.
2338.eng. The Structure of a Double Bind.
2339.eng. CONDITIONAL BINDS.
2340.eng. SPECIFIC QUESTIONING TACTICS.
2341.eng. DISTORTION.
2342.eng. Lost Performative
2343.eng. Mind Reading.
2344.eng. Cause and Effect.
2345.eng. GENERALIZATION
2346.eng. Modal Operators.
2347.eng. How Modal Operators Remove Choice.
2348.eng. Universal Quantifiers.
2349.eng. DELETION.
2350.eng. Nominalization.
2351.eng. The Test for Nominalizations.
2352.eng. Unspecified Verbs.
2353.eng. Lack of Referential Index.
2354.eng. Simple Deletion.
2355.eng. TIME-RELEASED SUGGESTIONS.
2356.eng. CLOSING
2357.eng. CLOSING PATTERN #1.
2358.eng. CLOSING PATTERN #2.

1699.eng. It's not a severely negative word, just be sure you don't use it in a way that takes power away from your message.
1700.eng. Would Have, Could Have, Should Have Would have, Could have, Should have:
1701.eng. These words are all past tense and can have a seriously negative impact on your persuasion message.
1702.eng. Generally, you want to be leading people into the present time so they can and will act right now!
1703.eng. Often, these words create a whining atmosphere as well.
1704.eng. Can't Can't:
1705.eng. This word is in a class of words called negations.
1706.eng. Negations, used the way most people use them, can pose a serious threat to your persuasion message.
1707.eng. Sentences such as, "You can't use negations" force your mind to first picture using negations then in some way negate that picture.
1708.eng. Think back to a time when you saw a mother with her child on a rainy day.
1709.eng. As the two of them approach a mud puddle, the mother says, "Johnny, don't step in the mud puddle.
1710.eng. " And what does Johnny do?
1711.eng. Of course, he jumps right in.
1712.eng. The reason is that any negation forces the mind to think about the very thing that you don't want the person you're persuading to do.
1713.eng. As you know, one of the most important elements to any persuasion is to get the person who you're persuading to make a mental image of doing what you want them to do.
1714.eng. Thus, words like "Can't" create the very image you don't want the person to make.
1715.eng. There are some very powerful and creative ways to use negation -- just be careful that you use it properly or not at all until you're real comfortable with it.
1716.eng. Verbal Pacing and Leading This pattern is so fundamental to all good persuasion that taking the time to really master it will pay off for you in a big way -- in far greater proportion than the time it takes to learn it.
1717.eng. Pacing = talking about either what is ____________ and ______________ in a person's ongoing experience or talking about what is _____________ accepted as true.
1718.eng. Talking about what is commonly accepted as true is also called using ___________.
1719.eng. Leading = talking about what you want the other person to believe that as yet is not ______________________.
1720.eng. THE PACING AND LEADING PERSUASION FORMAT Pace, pace, pace, lead Pace, pace, lead Pace, lead Lead, lead, lead.
1721.eng. Example:
1722.eng. As you sit there, reading this information, letting your eyes follow each word, you can begin to discover how this information will allow you to increase your persuasion power.
1723.eng. And as you think about how that might happen, and listen to what those ideas are inside your own thoughts, you may find yourself getting excited at how much easier this makes the process of convincing someone to do what you want.
1724.eng. In fact, feeling that excitement beginning to build now causes you to want to begin to practice, to perfect this technique.
1725.eng. The technique is strong enough to get people to go along with whatever you say, so much so that utilizing it will dramatically increase your sales.
1726.eng. This also establishes your credibility and furthers the rapport you are building.
1727.eng. Now, can you go over that example and pick out the paces and leads?
1728.eng. Another thing to add to the above format is the concept of moving someone from the external environment to the ______________.
1729.eng. Look again at the above example and see if you can determine how this was done.
1730.eng. What is a "yes" set?
1731.eng. Where a person feels _______________ to say _______ to whatever you are saying.
1732.eng. One of the main reasons to use verbal pacing and leading is that it automatically sets up an.
1733.eng. unconscious "yes" set.
1734.eng. A "yes" set traditional is a set of questions designed to elicit a "yes" response from the person you're persuading.
1735.eng. The theory is that if you get enough "yesses" during the presentation, when you ask for the commitment, agreement or order, they will say, "Yes!
1736.eng. " Here's an example of the traditional conscious "Yes" set.
1737.eng. Salesperson to prospect:
1738.eng. Mr.
1739.eng. Smith?
1740.eng. Prospect:
1741.eng. Yes.
1742.eng. Salesperson:
1743.eng. Mr.
1744.eng. John Smith?
1745.eng. Prospect:
1746.eng. Yes.
1747.eng. Salesperson:
1748.eng. Thank you, Mr.
1749.eng. Smith.
1750.eng. My records indicate that you are the vice-president of purchasing.
1751.eng. Is that right?
1752.eng. Prospect:
1753.eng. Yes.
1754.eng. Salesperson:
1755.eng. Great.
1756.eng. May I ask you a question?
1757.eng. Prospect:
1758.eng. Yes.
1759.eng. Salesperson:
1760.eng. If I can show you a way to save costs on your inventory, you would be interested in taking a look, wouldn't you?
1761.eng. YUCCHH!
1762.eng. Do you see the pattern?
1763.eng. What else happens for you as you read this?
1764.eng. If you are like a lot of intelligent consumers, you are also alerted to the upcoming assault, right?
1765.eng. So, what's the answer?
1766.eng. How can you get people saying "Yes" without using out-moded tactics like the one above?
1767.eng. The answer is in verbal pacing and leading.
1768.eng. What is verbal pacing and leading?
1769.eng. It's a sophisticated technique that links things that are true with things that you'd like people to believe are true.
1770.eng. Pacing Some examples of things that qualify as pacing (verifiably true):
1771.eng. You are reading this.
1772.eng. You can feel the temperature around you.
1773.eng. On the news last night.
1774.eng. As you participate in this learning experience.
1775.eng. On my way to see you today, I was thinking.
1776.eng. Write three of your own:
1777.eng. The reason that those qualified is because they are true and verifiable.
1778.eng. Or they qualify as truisms (things that are commonly accepted as true).
1779.eng. Leading Leads are anything that you want people to believe.
1780.eng. So here are some examples of things that could be considered leads:
1781.eng. You are excited about this information.
1782.eng. You are becoming committed to learning more about this.
1783.eng. Verbal pacing and leading makes persuasion easier.
1784.eng. Verbal pacing and leading creates a lullaby type of effect.
1785.eng. This training will have ongoing benefits that you haven't even become aware of yet.
1786.eng. What are some of your own?
1787.eng. Can you begin to see the difference between pacing and leading?
1788.eng. Pacing statements are statements that are true.
1789.eng. The listener can't take exception to them!
1790.eng. That's what makes them so powerful for our purposes.
1791.eng. Leading statements are what you want the person you're persuading to believe.
1792.eng. They are not necessarily proven, but they are what you want your prospect to believe.
1793.eng. The format to follow is:
1794.eng. Pace, pace, pace, lead Pace, pace, lead Pace, lead Lead, lead, lead.
1795.eng. Example:
1796.eng. As you review what you've read so far, allowing the seconds to pass while you think about this in your own way, you can begin to understand the value of using this technique to get more of what you want when you want it.
1797.eng. And as you begin to understand the value of this, thinking back to a time when this might have made the difference, you can begin to anticipate the benefits that will be yours as you begin to use it.
1798.eng. While that anticipation builds, you might just take a second to tell yourself how thrilled you are to have found this at a time when you can really use it.
1799.eng. NOW, as the realization begins to sink in, perhaps even outside your awareness, that the real key to persuasion is having skills like this that you can use, have you already started to wonder who you will first share this new skill of yours with?
1800.eng. Now, let's go back over this passage and analyze it.
1801.eng. First, before we do that, read it one more time.
1802.eng. Can you understand how the pacing and leading creates a powerful influence that literally compels your experience?
1803.eng. Here are the paces and leads:
1804.eng. Pace:
1805.eng. review what you've read Pace:
1806.eng. allowing seconds to pass Pace:
1807.eng. while you think about this in your own way Lead:
1808.eng. understand the value of using this Pace:
1809.eng. understand the value of using this Pace:
1810.eng. thinking back to a time…
1811.eng. could have made a difference Lead:
1812.eng. anticipate the benefits …
1813.eng. use it Pace:
1814.eng. anticipation builds Lead:
1815.eng. tell yourself how thrilled you are to have found this.
1816.eng. Lead:
1817.eng. realization begins to sink in Lead:
1818.eng. the real key to persuasion is having skills like this Lead:
1819.eng. wonder who you will share this new skill with first.
1820.eng. Try this.
1821.eng. Read just the leads above, out loud.
1822.eng. If those were all that was written, they wouldn't have had near the power as when you have the pacing statements with them, right?
1823.eng. Each time you read a pace, your unconscious says, "Yes.
1824.eng. " Except that this is so subtle (and therefore, powerful)!
1825.eng. that nobody thinks of it as an assault.
1826.eng. Instead, you have created an environment that is comfortable, one that supports the other person in moving with you.
1827.eng. Here's another example for you:
1828.eng. As you sit there, reading this information, letting your eyes follow each word, you can begin to discover how this information will allow you to increase your persuasion power.
1829.eng. And as you think about how that might happen, and listen to what those ideas are inside your own thoughts, you may find yourself getting excited at how much easier this makes the process of convincing someone to do what you want.
1830.eng. In fact, feeling that excitement beginning to build now causes you to want to begin to practice more, to perfect this technique.
1831.eng. This technique is strong enough to get people to go along with whatever you say.
1832.eng. It also establishes your credibility and furthers the rapport you are building.
1833.eng. Now, let's see if you can list the paces and leads in the above passage:
1834.eng. Also note that the passage begins with an external orientation and moves the reader to an internal orientation, thus further facilitating the persuasion process.
1835.eng. NOTES.
1836.eng.
1837.eng. Hidden Directives Okay, now we're really picking up speed.
1838.eng. This pattern is one of my personal favorites.
1839.eng. It has been responsible for earning me a significant amount of money, and it can do the same for you.
1840.eng. Here's what hidden directives will do for you.
1841.eng. They enable you to:
1842.eng. .
1843.eng. #
1844.eng. - bypass a person's conscious filtering system
1845.eng. - covertly give instructions that will be carried out by the person
1846.eng. - do your persuading on an unconscious level as well as conscious
1847.eng. - dramatically increase your personal power by understanding how to access instant acceptance in the person you are communicating with Hidden Directives are:
1848.eng. Commands that fit into the ___________ ____________ of a sentence without calling attention to their existence.
1849.eng. An example of this is as follows.
1850.eng. If you learn this material, you will be able to use it powerfully and that will allow you to feel good about your increased sales.
1851.eng. Write down the directives used above:
1852.eng. Note:
1853.eng. From now on, whenever you write a hidden directive, underline it.
1854.eng. This will be the standard that we will use.
1855.eng. Note the example on this page!
1856.eng. Note that if you just read the commands of the example, they make sense on their own.
1857.eng. This is communicating in multiple levels.
1858.eng. Here's another example:
1859.eng. I'm wondering, by now, if you can, John, feel great inside by understanding the value of what you have learned so far -- and this is just the beginning!
1860.eng. Write down the directives used above:
1861.eng. I did several important things here that you should be aware of.
1862.eng. First, I used the directive, "by now".
1863.eng. It could also mean, "Buy now" because it is something called a phonological ambiguity.
1864.eng. In other words, the mind translates that into all the possibilities of what the word sounds like and acts appropriately.
1865.eng. Think, then, about what using the word, "know" might do in a sales presentation.
1866.eng. I also used something called a noun substitution.
1867.eng. Read the example above and leave out the name John.
1868.eng. This meaning is still the same, however, adding the name makes the directive stronger because it focuses the person's attention.
1869.eng. You can put the name before or after the directive and still get the same results.
1870.eng. Sometimes, you can't use the person's name because it would make the sentence sound strange.
1871.eng. But often, you can use it!
1872.eng. By the way, if you think you'll get caught using hidden directives, think again.
1873.eng. Go back to the beginning of this workbook (and look through the manual that comes with this course) and you'll find dozens of examples of hidden directives.
1874.eng. (Just look for the underlines).
1875.eng. I've never been caught using this language pattern, and neither will you.
1876.eng. Here's a third example for you so that you can begin to understand this even more as you read it.
1877.eng. I had a client come in the other day and ask me if I thought this would be a good product for him to buy.
1878.eng. I told him, "If you want a good investment by all means, buy it.
1879.eng. " I said, "Take my word, it will do what you want.
1880.eng. " Finally, I said, "You are the only one who can convince yourself that it's right.
1881.eng. " Then I asked him if he felt it was right to go ahead and get it.
1882.eng. " He said he was.
1883.eng. I get asked a lot for my advice and I would love to be of service in any way I can.
1884.eng. Write down the directives used above:
1885.eng. Now, if you look back over the three examples that you were given you'll note that they follow a specific format.
1886.eng. Each one used a different structure for embedding commands.
1887.eng. Write down the structure here.
1888.eng. Example #1 used commands in a ________________ format.
1889.eng. (S) Example #2 used commands in a ________________ format.
1890.eng. (Q) Example #3 used commands in a ________________ format.
1891.eng. (")” Analogical Marking.
1892.eng. Analogical Marking is a fancy way of describing a way in which hidden directives are marked off _____________ or _____________ to draw attention to them unconsciously.
1893.eng. How to Mark Off Commands.
1894.eng. 1- Pause before giving the command.
1895.eng. 2- Change your tone (preferably, make it deeper) while giving the command.
1896.eng. 3- Increase or decrease your volume when giving the command.
1897.eng. 4- Make a specific motion when giving the command.
1898.eng. 5- Use anything that "marks off" the command.
1899.eng. NOTE:
1900.eng. Use numbers 1, 2 and 3 together for the most powerful effect.
1901.eng. Practice with the directive, "Convince yourself.
1902.eng. " Say it out loud until it sounds like a command.
1903.eng. (Refer to the audio tapes, please)!
1904.eng. Choose five commands that you can use in your day-to-day business.
1905.eng. Make them short (2-4 words each):
1906.eng. Now, use these commands in a statement that consciously does not call attention to the commands.
1907.eng. Write them here.
1908.eng. Underline all commands:
1909.eng.
1910.eng. Now, use these same commands in a question that does not call attention to the commands.
1911.eng. Write them here and underline all commands:
1912.eng.
1913.eng. Now, use these commands in a quotes form:
1914.eng.
1915.eng. Now, using what you've learned so far, write one sentence that uses pacing and leading, several of the most powerful words, and at least two commands -- all in combination!
1916.eng. Write the sentence here:
1917.eng.
1918.eng. Here's yet another way to use hidden directives in a powerful way.
1919.eng. You can quote yourself talking to yourself in your own head.
1920.eng. Example:
1921.eng. You know, it's really neat!
1922.eng. When I talk to you, I get excited about what the possibilities are for our future.
1923.eng. I even say to myself, be open to really be of service here.
1924.eng. I really appreciate our relationship!
1925.eng. Write one example for yourself:
1926.eng.
1927.eng. NOTES.
1928.eng.
1929.eng. Posturing For Success Here we will learn two patterns that will subtly help us to posture ourselves into a position of control.
1930.eng. The first pattern is called:
1931.eng. Conversational Postulates This technique is based on asking a question where the real intent of the question is not to get an answer, but to get the person to take some action.
1932.eng. It is quite subtle and powerful -- especially as a positioning technique.
1933.eng. Here are some examples:
1934.eng. Is the door open?
1935.eng. (Here you want the person to close the door).
1936.eng. Do we have any more soup?
1937.eng. (You want the person to bring you more soup).
1938.eng. Is it convenient to sit here and begin?
1939.eng. (You get the point.
1940.eng. .
1941.eng. ).
1942.eng. The second pattern is called:
1943.eng. Hidden Questions.
1944.eng. This technique is designed to soften questions so the person feels more at ease in answering them.
1945.eng. The most powerful questions to use are:
1946.eng. I'm wondering whether.
1947.eng. I ask myself if.
1948.eng. I'm curious as to.
1949.eng. Binds This pattern has somewhat-miraculous tendencies.
1950.eng. With this pattern, you can literally install suggestions that create the effect of a bind on the listener.
1951.eng. In other words, they will feel as though they must or must not, as the case may be, take certain action.
1952.eng. Here's what this pattern will do for you.
1953.eng. It will enable you to:
1954.eng. #
1955.eng. - "Bind" the mind of someone you want compliance from
1956.eng. - Use a format for installing suggestions that are irresistible Single Binds.
1957.eng. Single binds follow the format of:
1958.eng. The more you X, the more you Y.
1959.eng. The easiest way to teach this is by example:
1960.eng. The more you hear about this piece of property, the more you will be compelled to buy it.
1961.eng. The more you try and object, the more you will find yourself going along with these ideas.
1962.eng. The harder you try to find reasons why this won't work, the more you'll be forced to admit that it does.
1963.eng. The more you want to feel good about yourself, the more you'll need to act now on this proposal.
1964.eng. There are several structures to using this that may help you use this easily:
1965.eng. A. The more you don't comply, the more you will find yourself complying anyway.
1966.eng. B.
1967.eng. The more you do what I want, the more you will do even more of what I want.
1968.eng. C.
1969.eng. The more X happens, the more you'll know.
1970.eng. Additionally, you can put these inside of quotes, or use them with Cause and Effect language, or use them while firing off a compliance anchor (more on anchoring later) or while using Pacing.
1971.eng. and Leading (this is a very effective pace and lead) or use your creativity to combine this pattern with any other pattern!
1972.eng. Let's practice this pattern now.
1973.eng. Write three binds in the spaces below:
1974.eng.
1975.eng. Advanced Uses of Binds.
1976.eng. (Using binds to bind binds).
1977.eng. You can literally use a bind to bind a bind.
1978.eng. The idea here is to support an earlier bind with another bind.
1979.eng. The pattern to follow is to first, use a bind.
1980.eng. Then use another bind that binds the acceptance of the first bind.
1981.eng. Example:
1982.eng. The more you wonder if this is right for you, the more you'll know it is.
1983.eng. And, if you begin to doubt that what I just said is true, then you'll be compelled to buy it immediately.
1984.eng. The more you question the value of this, the more value you'll discover.
1985.eng. If you should wonder if what I just said makes any sense, you'll just immediately realize the value now as it applies to you.
1986.eng. The more ideas I share with you this afternoon, the more sense each one will make and the more compelled you will be to take action on them.
1987.eng. If you try to negate that in your mind, you will find yourself agreeing at an even deeper and more profound level.
1988.eng. In fact, you'll find that whether or not you understand how yet, your next thought will prove what I said to be true.
1989.eng. Anyway, let's get started with these ideas, shall we?
1990.eng. Now, let's write two sentences that use this pattern:
1991.eng.
1992.eng. NOTES.
1993.eng.
1994.eng. Controlling Emotions.
1995.eng. In this section, you will learn how to control the emotions of yourself and other people.
1996.eng. All persuasion is based on some form of eliciting the type of emotions you want and leveraging them to get the results you're after.
1997.eng. This can take several forms.
1998.eng. You can elicit the desired emotions directly, or you can use the emotionally charges words that will get you the response -- or both!
1999.eng. Here's what you'll learn in this section.
2000.eng. You'll learn how to:
2001.eng. #
2002.eng. - Invoke any emotional state in a person immediately, and leverage it for persuasion
2003.eng. - Control that state permanently by having the ability to turn it on or off at will.
2004.eng. #
2005.eng. - Put yourself in an optimum emotional state for persuasion
2006.eng. - Identify useful emotional states in order to enhance persuasion HOW TO ELICIT AN EMOTIONAL STATE
2007.eng. 1- Go into the state yourself.
2008.eng. 2- Ask questions about the target state.
2009.eng. Can you remember a time when you absolutely had to have something and you bought it?
2010.eng. What did you feel like right at the instant that you made the decision to do it?
2011.eng. 3- Be congruent!
2012.eng. If it's an excited state you want them to go into, be excited yourself!
2013.eng. 4- Have the associate into the experience.
2014.eng. Note in number to above, I asked, What did you feel.
2015.eng. I made them feel.
2016.eng. In order to do that, you have to be in the experience.
2017.eng. First, let's learn state elicitation.
2018.eng. How can you elicit a state?
2019.eng. There are some useful steps to follow:
2020.eng. Associated = Dissociated = Useful States to Elicit What are some useful states to elicit?
2021.eng. 1- Buying
2022.eng. 2- Excitement 3- Pure desire 4- Something you must do 5- Something that is no longer true for you but used to be Here are the two primary techniques you can use to elicit any emotional state:
2023.eng. 1- Use emotionally-charges words in your conversations or writings.
2024.eng. 2- Ask the prospect about the state directly:
2025.eng. What's it like when you are completely X'd?
2026.eng. Anchoring Anchoring is based on ______________ _______________ conditioning.
2027.eng. The famous psychologist Pavlov discovered that our brain is capable of ________ _____________ learning.
2028.eng. What this means for the process of persuasion is that we can create an emotional state in someone and then create a stimulus that, when repeated by us, they will immediately experience the emotions again.
2029.eng. Anchoring is based on eliciting a state in someone and then providing a unique stimulus that makes an association in their mind between your stimulus and their emotional response.
2030.eng. The procedure is:
2031.eng. 1- Elicit a state in a person
2032.eng. 2- At the peak of their emotional response, set your anchor.
2033.eng. 3- Calibrate closely to their state so you can see if you did it right.
2034.eng. 4- Let go of your anchor before their emotional state subsides.
2035.eng. 5- Test the state.
2036.eng. 6- Leverage the anchor by firing it when you want them to have that response to what you say.
2037.eng. You can make an anchor covert by anchoring in one of the coding systems that the person _____ _______ in right then.
2038.eng. How do you get rid of an anchor?
2039.eng. _________ it with another anchor of at least as much emotional strength.
2040.eng. Question:
2041.eng. How long does an anchor last?
2042.eng. Answer:
2043.eng. Until a __________ emotion is collapsed into the anchored one.
2044.eng. You can increase the power and longevity of an anchor by:
2045.eng. 1- Anchoring in as many of the rep systems as possible.
2046.eng. You have to determine if this is advisable based on your need for covertness.
2047.eng. 2- Firing the anchor repeatedly.
2048.eng. 3- Anchoring at the peak of the emotional state.
2049.eng. 4- Stacking other similar and beneficial emotional states together.
2050.eng. The Illusion of Choice.
2051.eng. Where single binds create a mental bind in the mind of the listener, double binds create the illusion of choice.
2052.eng. With this pattern, you'll be able to:
2053.eng. #
2054.eng. - Create the illusion of choice
2055.eng. - Use that illusion to install suggestions
2056.eng. - Hide your use of "illusion" so that it's unrecognizable
2057.eng. - Begin learning to use "controlled confusion" to install suggestions.
2058.eng. Double Binds are sentences that give the ___________________ of choice.
2059.eng. You give two "choice", where either choice they choose, they will end up doing what you want or having the thought you want them to have.
2060.eng. How to Make Double Binds Effective.
2061.eng. 1- Be sure to have gained ____________ before using these.
2062.eng. Even a little is enough.
2063.eng. 2- Use a ________________ from the mental to the physical.
2064.eng. It is always best to bind a person's _____________ then work progressively toward binding physical movements, such as signing the contract, etc.
2065.eng. (NOTE:
2066.eng. You can bind them into signing right from the first if you bind them to making the decision, not the physical action of signing)!
2067.eng. 3- You must deliver these in a meaningful way, as if what you said actually made sense.
2068.eng. This is very important!
2069.eng. The Structure of Binds.
2070.eng. The formal structure of binds is:
2071.eng. X (choice) or Y (choice) where either choice is basically the same, only worded differently.
2072.eng. Example:
2073.eng. So far you have been learning different ways to speak indirectly to people to make it easier for them to do what you want them to do and as you continue to learn and use these patterns, will you find them useful in your daily work and personal life or will you simply integrate them into your behavior?
2074.eng. 1- What is the bind?
2075.eng. 2- How do the embedded commands support the bind?
2076.eng. 3- Notice the pacing and leading.
2077.eng. What are the pace(s) and lead(s)?
2078.eng. Now, come up with five or more examples of double binds that would be useful for you to use.
2079.eng. Examples:
2080.eng. Learn or Understand, Buy now or Decide to do this, Desire this or Be compelled to get it, Be happy or Experience excitement, etc.
2081.eng. Do not write the complete sentence yet, only the bind itself.
2082.eng. Now, put each of the above binds into sentences that fit the context of where you'd like to use them:
2083.eng.
2084.eng. How to Hide a Double Bind Hiding a double bind gives binds extraordinary power.
2085.eng. When you hide a double bind, it makes the person you're communicating with not notice or hear that you have used one.
2086.eng. This is one of the _____________ _______________ tactics that you will come to love!
2087.eng. The rule is:
2088.eng. When a person becomes confused, they will accept the first __________ _______________ that is given as a means of pulling themselves out of confusion.
2089.eng. The structure for using this is the same as before except at the end of the double bind you don't stop -- you keep talking and ask a question.
2090.eng. The Structure of a Double Bind.
2091.eng. The structure is like this:
2092.eng. Sentence.
2093.eng. .
2094.eng. .
2095.eng. Double Bind.
2096.eng. .
2097.eng. .
2098.eng. Sentence.
2099.eng. .
2100.eng. .
2101.eng. Question The double bind is sandwiched between the structure of the sentence and a question is used at the end.
2102.eng. Thus, the double bind provides the ________________ and the question provides the _______________ _______ __________________ that the person needs to come back to reality.
2103.eng. Therefore, once a person answers the question at the end of a hidden double bind, they come back to reality and immediately the bind is accepted by the unconscious.
2104.eng. Isn't that neat?
2105.eng. !
2106.eng. Example:
2107.eng. (I'll use the same example as I used to demonstrate double binds but I'll add to it to make it hidden).
2108.eng. So far you have been learning different ways to speak indirectly to people to make it easier for them to do what you want them to do and as you continue to learn and use these patterns will you find them useful in your daily work and personal life or will you simply integrate them into your behavior because I have found that speaking indirectly can also be a more polite way to communicate with others.
2109.eng. Did you know that this is the way the Japanese communicate?
2110.eng. 1- How does hiding the bind affect you?
2111.eng. 2- How did you feel after you answered the question about the Japanese?
2112.eng. Now take three of the sentences you just wrote and put them into the hidden double bind format:
2113.eng.
2114.eng. Conditional Binds This pattern is in the family of cause and effect patterns.
2115.eng. All cause and effect patterns are in a greater family called inductive logic.
2116.eng. Inductive logic is the opposite of deductive logic.
2117.eng. The conditional bind pattern derives its name from the fact that it works on the condition that the first side of the bind (the "if" side) is valid.
2118.eng. If it is valid then the second half is valid.
2119.eng. Based on what you know so far, these are easy to learn and use -- as well as being very powerful.
2120.eng. Example:
2121.eng. Mr.
2122.eng. Smith, we're at the house right here that I told you about.
2123.eng. Before you go inside I want to tell you this.
2124.eng. If the first thought that goes through your mind, right as you step through the door is, "This is a perfect home for me," then you'll realize that not only should you buy it, but you will be very happy living here, just as you have dreamed.
2125.eng. If you have doubts about your ability to commit to what it takes to improve your persuasion skills by enrolling in this course, then you'll understand that it is perfect for you, in that you will get the skills that you most need.
2126.eng. Are there any more considerations you need answered before you enroll now and start the process of experiencing the relief that comes when you take steps like these to secure your future?
2127.eng. Before we get started and by way of creating an overall way to look at all we are going to do together today, let me ask you this.
2128.eng. Do you know what it's like, right now when you begin to believe strongly that something is right for you?
2129.eng. You know, like when it's so right that you all of a sudden come upon the realization that you should be participating?
2130.eng. [If yes] Then as a result of that, you understand how my discussion of cellular phones will be affecting you as we talk together.
2131.eng. Now, which model are you interested in?
2132.eng. Now, write three sentences that use conditional binds.
2133.eng. One sentence should also contain a single bind.
2134.eng.
2135.eng. NOTES.
2136.eng.
2137.eng. Specific Questioning Tactics.
2138.eng. "While I'm sure that you are familiar with the notion that, 'the map is not the territory,' I'm wondering if you have fully realized that, as human beings, we will forever experience on ly the map and not the territory.
2139.eng. We but alter maps; that is, we change people's subjective experience of the world, not the world.
2140.eng. " -- Leslie Cameron Bandler There are three basic human modeling principles.
2141.eng. Distortion .
2142.eng. .
2143.eng. .
2144.eng. Generalization .
2145.eng. .
2146.eng. .
2147.eng. Deletion.
2148.eng. Distortion Distortion is the process whereby we are able to shift our sensory data to make different kinds of sense out of the same thing.
2149.eng. This is the way in which we plan.
2150.eng. We take the sensory data that we have right now and distort it by imagining what will happen in the future if we do X or Y.
2151.eng. Distortion is what allows us to construct things.
2152.eng. There are three types of distortion that occur:
2153.eng. 1- Lost performatives
2154.eng. 2- Mind reading.
2155.eng. 3- Cause and effect Lost Performative Lost performative occurs when you talk like everybody has the same model of the world as you.
2156.eng. do.
2157.eng. If you say, "It's wrong to cheat," or, "You should treat others the way you would like to be treated," you are violating the lost performative rule.
2158.eng. The problem with this is that people don't often realize that it is their model of the world that is causing them to make these statements.
2159.eng. They are dissociated from what they are saying.
2160.eng. In other words, they are not taking ownership of what they are saying.
2161.eng. The challenge for this is:
2162.eng. "According to whom?
2163.eng. " or "Who says?
2164.eng. " This process must take place early on in a conversation and especially in handling an objection so that they are willing to take ownership for what they say.
2165.eng. They must understand that it is their model of the world they are referring to, not a general belief that the whole world believes in.
2166.eng. Therefore, statements like, "A person has to do what is right!
2167.eng. " or "It's always wise to think something over for a while before buying," can be challenged with a response like, "According to whom?
2168.eng. " or "Who says?
2169.eng. " Remember to stay in rapport while using this material.
2170.eng. Mind Reading Mind Reading is when someone claims to know what someone else is thinking or feeling without having direct sensory evidence.
2171.eng. Sentences like, "He doesn't like me," or, "I know I'm not wanted here," are the types of sentences we're talking about.
2172.eng. The challenge for this is:
2173.eng. How do you know?
2174.eng. That's Incredible!
2175.eng. This pattern can be used to challenge how a person knows anything!
2176.eng. If a person says, "I think I should just wait before I make a decision," you could say, "How do you know?
2177.eng. " If they say it's just a feeling, you can say, "How do you know that's a feeling that tells you to wait?
2178.eng. Perhaps it is a feeling of anticipation of going ahead.
2179.eng. As you recognize it for what it is, NOW, don't you feel better?
2180.eng. " This is an incredible pattern!
2181.eng. Cause and Effect Cause and Effect is a statement that states some action by one person that makes another person do, think, or feel something.
2182.eng. This is often difficult for people to get, however since you have already studied cause and effect patterns, this will come easy for you.
2183.eng. The reason that it is often difficult is that our society supports the belief that if a person says or does something to you then they have caused you to have a particular feeling or response.
2184.eng. This also presupposes that you have no control over your own emotions and actions, that you simply respond to whatever is going on around you.
2185.eng. Obviously, this is not true.
2186.eng. Sentences like, "They make me mad when they treat me like that!
2187.eng. " or, "I can't buy now because I have to look around more," are what we are talking about for the cause and effect pattern.
2188.eng. The challenge for this is:
2189.eng. How does X cause Y?
2190.eng. How does some behavior or X person cause you to choose to Y?
2191.eng. Generalization Generalization is the process we use to create structure in our lives.
2192.eng. All knowledge and science is based on generalization.
2193.eng. There are two types of generalization that occur:
2194.eng. 1- Modal Operators
2195.eng. 2- Universal Quantifiers Modal Operators Modal Operators are what we use to express the rules that we live by.
2196.eng. We'll deal with two types of Modal operators.
2197.eng. #
2198.eng. - Modal operators of necessity such as:
2199.eng. have to, ought to, should, need to, must
2200.eng. - Modal operators of possibility such as:
2201.eng. impossible, unable, mustn't, can't How Modal Operators Remove Choice Modal operators demonstrate the limits of the speaker's model.
2202.eng. Often you will hear words like "just" or "it's only that", etc.
2203.eng. The challenge for modal operators is:
2204.eng. Just suppose you can.
2205.eng. What would happen if you did / did not?
2206.eng. Universal Quantifiers Universal Quantifiers are words that take an experience and generalize it into all experiences.
2207.eng. For example, if a person tried to sell something once and it didn't work, he might generalize that he couldn't ever sell anything.
2208.eng. Words like:
2209.eng. all, every, everybody, no one, each, etc.
2210.eng. , will tip you off to a universal quantifier being used.
2211.eng. The challenge for Universal Quantifiers is:
2212.eng. Use the same word as a challenge.
2213.eng. Like, ALL?
2214.eng. Reverse what is said and put it in their words.
2215.eng. Examples of challenging Universal quantifiers.
2216.eng. "No one pays that much for this.
2217.eng. " You reply, "No one?
2218.eng. You're sure that no one has paid this much?
2219.eng. " "Everyone knows that you shouldn't do that.
2220.eng. " You reply, "What is it that you know you shouldn't do?
2221.eng. " Deletion Deletion is the result of paying attention to one set of information that automatically causes a person to delete certain other information.
2222.eng. We all have seven plus or minus two (between 5 and 9) slots of information available to us at any given point in time.
2223.eng. As a result, when we orient our attention to anything, it automatically causes us to both be aware of what we are orienting our attention to and to delete what else is happening.
2224.eng. There are four types of deletion that occur:
2225.eng. 1- Nominalization.
2226.eng. 2- Unspecified Verbs
2227.eng. 3- Lack of Referential Index 4- Simple Deletion Nominalization Nominalization is what happens when you take a process and turn it into a thing.
2228.eng. It is where a process becomes static and unchanging.
2229.eng. Processes by definition are changing, evolving.
2230.eng. Nominalizations are verbs that have been turned into nouns.
2231.eng. For example, the word "deciding" is a verb, the word "decision" is a noun.
2232.eng. One of the ways to tell it is a noun is that it ends in, "ion.
2233.eng. " To break nominalizations, you have to change it back into a verb.
2234.eng. The challenge for this is similar to Unspecified Verbs:
2235.eng. How specifically [state the noun as a verb]?
2236.eng. Example:
2237.eng. "That decision is interesting.
2238.eng. " You respond with, "How, specifically are you deciding?
2239.eng. " "Our association with our sales team needs to be changed.
2240.eng. " You respond with, "How specifically are you currently associating?
2241.eng. " The Test for Nominalizations.
2242.eng. Test 1 Ask yourself if it fits in a wheelbarrow.
2243.eng. If it does not, then it is a nominalization.
2244.eng. Example:
2245.eng. A rock (which is a noun) fits in a wheelbarrow.
2246.eng. A relationship does not.
2247.eng. Therefore, a relationship is a nominalization.
2248.eng. Test 2 Say the phrase, "An ongoing [insert the suspected word here].
2249.eng. " If it makes sense, then it is a nominalization.
2250.eng. Example:
2251.eng. An ongoing decision makes sense and therefore it is a nominalization.
2252.eng. An ongoing computer does not make sense and therefore is not a nominalization.
2253.eng. Unspecified Verbs Unspecified Verbs are descriptions that do not supply enough information.
2254.eng. It's real easy to go.
2255.eng. way overboard with this.
2256.eng. Remember that the most important information to challenge is the Distortions and the Deletions.
2257.eng. The challenge for this is:
2258.eng. How specifically ___________________.
2259.eng. Example:
2260.eng. "I was cheated.
2261.eng. " You reply with, "How specifically were you cheated?
2262.eng. " "I have to make more sales.
2263.eng. " You reply with, "How specifically will you make more sales?
2264.eng. " "I'm not comfortable with this.
2265.eng. " You reply with, "How specifically are you not comfortable?
2266.eng. " Lack of Referential Index Lack of referential index is when a person deletes who is being referred to.
2267.eng. This also sounds.
2268.eng. vague and ambiguous.
2269.eng. The challenge for this is:
2270.eng. Who specifically or What specifically ___________________.
2271.eng. Example:
2272.eng. "All our competition is trying to get that account.
2273.eng. " You reply with, "Who specifically of our competition is trying to get the account?
2274.eng. " "People should respect the work I do.
2275.eng. " You reply with, "Who specifically should respect the work you do?
2276.eng. " "They need to learn how to do their job.
2277.eng. " You reply with, "Who specifically needs to learn how to do their job?
2278.eng. " Simple Deletion.
2279.eng. Simple deletion is the "catch all" category that is used to recover any other deletions that exist.
2280.eng. The challenge for this is:
2281.eng. Who(m) or what specifically ___________________.
2282.eng. Example:
2283.eng. "I'm concerned.
2284.eng. " You reply with, "What specifically is concerning you?
2285.eng. " "He hurt me.
2286.eng. " You reply with, "Who specifically hurt you?
2287.eng. " Time-Released Suggestions This is the technique that will enable you to make sure that once you secure a commitment or agreement to something, they won't back out.
2288.eng. It practically eliminates "buyer's remorse" in most situations.
2289.eng. Here's how it works:
2290.eng. 1- Get a commitment to something.
2291.eng. 2- Create an arbitrary situation in the future where they might not be as excited with their commitment as they are now.
2292.eng. 3- Ask them what will cause them to keep their commitment anyway.
2293.eng. You can also do this with any idea you want to impress upon someone.
2294.eng. The way this works is to:
2295.eng. 1- Give a suggestion that you want the person to carry out.
2296.eng. 2- Identify in your mind a time in the future that you want to remind the person of this suggestion.
2297.eng. 3- Tell the person that when this time in the future happens, they will automatically remember this suggestion.
2298.eng. It's very important to do this regularly when you get a commitment or agreement.
2299.eng. This will save you much heartache!
2300.eng. Closing.
2301.eng. The final patterns I'd like to give you are my two favorite closes.
2302.eng. I use them both with great success.
2303.eng. On this subject, I hope by now, you realize that there is nothing better than a good presentation to help you secure any agreement -- whether you are negotiating, selling, speaking or writing.
2304.eng. These two patterns are especially helpful in a "sales" context.
2305.eng. Closing Pattern #1.
2306.eng. It goes like this.
2307.eng. After you have completed your presentation and it's time to secure the agreement, ask:
2308.eng. Is there anything else you need to know in order to go ahead?
2309.eng. This works well because in this case, a "No" really means "Yes!
2310.eng. " Also, if they say, "Yes," then you still are in there and can get to the bottom line.
2311.eng. Either way, you haven't lost the sale.
2312.eng. Closing Pattern #2.
2313.eng. Again, after you have completed your presentation and it's time to secure the agreement, do the following:
2314.eng. 1- Summarize why you are there.
2315.eng. "We got together today because---”
2316.eng. 2- Say, "You decided to take care of [handle, fix, do something, etc.
2317.eng. ] [feed in their criteria].
2318.eng. "
2319.eng. 3- Say, "I'd like to [enroll you, schedule our first meeting, ship the product, etc.
2320.eng. ] for all the obvious reasons.
2321.eng. "
2322.eng. 4- Ask, "Is this what you'd like to do?
2323.eng. " That's all there is to it!
2324.eng. Usually, people will ask you how they can get involved with whatever you're doing if you have presented what you do well enough.
2325.eng. Table of Contents.
2326.eng. FIRST THINGS FIRST.
2327.eng. RAPPORT THROUGH PHYSIOLOGY.
2328.eng. THREE WAYS TO PACE A PERSON'S NON-VERBAL BEHAVIOR.
2329.eng. THINGS YOU CAN MATCH WHEN PACING.
2330.eng. PACING & LEADING.
2331.eng. CALIBRATION / SENSORY ACUITY.
2332.eng. Three Rules For Successful Communication.
2333.eng. VERBAL RAPPORT.
2334.eng. REPRESENTATIONAL SYSTEMS.
2335.eng. The Three Main Coding Systems.
2336.eng. WHAT THE EYES TELL US ABOUT REPRESENTATIONAL SYSTEMS.
2337.eng. ADDITIONAL INFORMATION ON RAPPORT.
2338.eng. BACKTRACKING VERBAL RESPONSES.
2339.eng. PACING MOODS, OPINIONS AND BELIEFS.
2340.eng. PROCESS VS.
2341.eng. CONTENT.
2342.eng. WHAT TO LISTEN TO.
2343.eng. THE 18 MOST POWERFUL WORDS FOR PERSUASION (AND HOW TO USE THEM).
2344.eng. AWARENESS PATTERN.
2345.eng. TEMPORAL PATTERN.
2346.eng. SPATIAL CATEGORY.
2347.eng. CAUSE AND EFFECT CATEGORY.
2348.eng. QUOTES PATTERN.
2349.eng. IMPLIED CAUSE & EFFECT.
2350.eng. COMMANDS CATEGORY.
2351.eng. CRITERIA.
2352.eng. THE EIGHT MOST DANGEROUS WORDS.
2353.eng. BUT.
2354.eng. TRY.
2355.eng. IF.
2356.eng. MIGHT.
2357.eng. WOULD HAVE, COULD HAVE, SHOULD HAVE.
2358.eng. CAN'T.
2359.eng. VERBAL PACING AND LEADING.
2360.eng. PACING.
2361.eng. LEADING.
2362.eng. HIDDEN DIRECTIVES.
2363.eng. ANALOGICAL MARKING.
2364.eng. How to Mark Off Commands.
2365.eng. POSTURING FOR SUCCESS.
2366.eng. CONVERSATIONAL POSTULATES.
2367.eng. HIDDEN QUESTIONS.
2368.eng. BINDS.
2369.eng. SINGLE BINDS.
2370.eng. ADVANCED USES OF BINDS.
2371.eng. CONTROLLING EMOTIONS.
2372.eng. USEFUL STATES TO ELICIT.
2373.eng. ANCHORING.
2374.eng. THE ILLUSION OF CHOICE.
2375.eng. HOW TO MAKE DOUBLE BINDS EFFECTIVE.
2376.eng. THE STRUCTURE OF BINDS.
2377.eng. HOW TO HIDE A DOUBLE BIND.
2378.eng. The Structure of a Double Bind.
2379.eng. CONDITIONAL BINDS.
2380.eng. SPECIFIC QUESTIONING TACTICS.
2381.eng. DISTORTION.
2382.eng. Lost Performative.
2383.eng. Mind Reading.
2384.eng. Cause and Effect.
2385.eng. GENERALIZATION.
2386.eng. Modal Operators.
2387.eng. How Modal Operators Remove Choice.
2388.eng. Universal Quantifiers.
2389.eng. DELETION.
2390.eng. Nominalization.
2391.eng. The Test for Nominalizations.
2392.eng. Unspecified Verbs.
2393.eng. Lack of Referential Index.
2394.eng. Simple Deletion.
2395.eng. TIME-RELEASED SUGGESTIONS.
2396.eng. CLOSING.
2397.eng. CLOSING PATTERN #1-.
2398.eng. CLOSING PATTERN #2-.

1001.eng. First Things First.
1002.eng. In order for you to get the most from this training, it's critical that you contextualize it into the ways you will be using it.
1003.eng. It's also useful for you to understand your inner motivations for why you are studying this course.
1004.eng. Please take a few minutes to fill out the following information.
1005.eng. Please read this page completely before you fill in all the blanks.
1006.eng. What do you want to be able to do as a result of studying this course?
1007.eng. (Be specific and concrete.
1008.eng. and state it in terms of what you'll be seeing, hearing and feeling).
1009.eng.
1010.eng. What's important about being able to be/have/do the answer above?
1011.eng. (To you, personally.
1012.eng. What's important about it)?
1013.eng.
1014.eng. What's important about that?
1015.eng.
1016.eng. Because?
1017.eng.
1018.eng. So, ultimately, what would this mean to you?
1019.eng.
1020.eng. As you accomplish this, what message will you be sending the world?
1021.eng.
1022.eng. More importantly, what message are you sending yourself?
1023.eng.
1024.eng. Now, restate your above answers clearly and succinctly:
1025.eng. As a result of studying this course, I want:
1026.eng.
1027.eng. I want to do this because:
1028.eng.
1029.eng. I agree that I will do what it takes to accomplish this outcome!
1030.eng. Your Signature.
1031.eng. Rapport Through Physiology.
1032.eng. Rapport is a critical ingredient in any persuasion situation.
1033.eng. We will focus on building rapport through becoming as much like the other person as possible to eliminate as many differences as we possibly can between us.
1034.eng. When you use rapport in your persuasion situations, you can:
1035.eng. #
1036.eng. - Establish rapport with anyone in under a minute
1037.eng. - Build trust into every communication
1038.eng. - Send subliminal messages of likeness
1039.eng. - Improve your range of responsiveness
1040.eng. - Achieve personal and professional flexibility
1041.eng. - Establish deep bonds of trust very quickly
1042.eng. - Covertly verify that you have rapport
1043.eng. - Know when you have made your point so you can avoid "over influencing"
1044.eng. - Covertly determine when a person changes states Rapport can be a two-edged ________________.
1045.eng. Why?
1046.eng.
1047.eng. The Conscious Mind is that part of your being that can best be defined by saying what it does.
1048.eng. It enables you to shift your attention from one thing to another.
1049.eng. Therefore, what you are aware of is that part of you that would be called your conscious mind.
1050.eng. The Unconscious Mind is that part of you that contains your long-term memories.
1051.eng. It is also in charge of automatic behavior -- reflex action.
1052.eng. In fact, the purpose of this training is to get you to be persuasive -- automatically -- be evaluating the way you automatically respond in persuasion situations, and then make changes that will enhance the process.
1053.eng. The definition of Rapport is an _____________________ ____________________.
1054.eng. Three Ways to Pace a Person's Non-Verbal Behavior
1055.eng. 1- Mirroring:
1056.eng. You copy the other person's actions as if you were looking in a mirror.
1057.eng. 2- Matching:
1058.eng. Left and right are reversed.
1059.eng. (Opposite of Mirroring).
1060.eng. 3- Cross-Over:
1061.eng. Pacing with a different part of your body.
1062.eng. Things You Can Match When Pacing.
1063.eng. Whole bodyMatch or mirror the other person's stance or overall position.
1064.eng. Partial bodyMatch/mirror any consistent behavioral shrugs, gestures, head nods, or any other types of shifts in their behavior.
1065.eng. Half bodyMatch/mirror upper or lower portions of the other person's body BreathingMatch depth and/or speed.
1066.eng. (This is one of the most powerful forms of non- verbal pacing).
1067.eng. VoiceMatch tonality, tempo, volume, intensity and intonation patterns.
1068.eng. (This is especially useful for pacing over the telephone).
1069.eng. Pacing & Leading.
1070.eng. Now we need to learn a couple of additional things that will make this even more fun and predictable.
1071.eng. It's called "Pacing and Leading".
1072.eng. The definition of pacing is _________________ about or _______________ things that are verifiably true in a person's ongoing sensory experience.
1073.eng. The definition of leading is:
1074.eng. doing something ______________ than what the other person is.
1075.eng. doing.
1076.eng. (You'll receive a more complete definition when we get to the section on verbal pacing and leading).
1077.eng. The test for rapport is:
1078.eng. lead by doing something _______________ than what the other person is doing and if they ____________ __________ then you are in rapport.
1079.eng. If they don't, then go back to ______________ .
1080.eng. Calibration / Sensory Acuity.
1081.eng. Calibration refers to the process by which you tune yourself in to the non-verbal signals that indicate a particular state or a change in the person's state.
1082.eng. All powerful communicators (sales people, ministers, politicians, managers, etc).
1083.eng. do three things in order to communicate successfully:
1084.eng. Three Rules For Successful Communication.
1085.eng. 1- Determine what outcome you want (critical)!
1086.eng. 2- Have the sensory acuity to know when you've got the response that you want.
1087.eng. 3- Have the behavioral flexibility to vary what you are doing so that you can modify your behavior if it isn't working.
1088.eng. What can you gain from learning how to calibrate to the non-verbal signals of others?
1089.eng.
1090.eng. NOTES.
1091.eng.
1092.eng. Verbal Rapport.
1093.eng. Verbal methods of rapport is the second pattern you will be taught about rapport.
1094.eng. In this section, you will learn how to:
1095.eng. #
1096.eng. - Understand the language your brain uses to communicate with itself
1097.eng. - Use representational systems to gain deeper rapport.
1098.eng. #
1099.eng. - Increase your flexibility in being able to "talk the other person's language"
1100.eng. - Greatly lower the listener's resistance to your thoughts and ideas
1101.eng. - Determine what the eyes tell us about the way a person thinks and speaks
1102.eng. - Know why you must avoid "active listening" and what to do instead
1103.eng. - Understand how "pacing and leading" works at a deeper level to achieve what you want
1104.eng. - Use the 100 + 1% rule
1105.eng. - Use additional verbal techniques to establish instant rapport Representational Systems.
1106.eng. Let's start by defining the term representational systems.
1107.eng. Our representational system creates for us a ___________ or _____________ of reality.
1108.eng. This reality is very ______________ to us.
1109.eng. As information comes into our brain, it does so through our ________ __________ .
1110.eng. Let's list them:
1111.eng. 1- __________________
1112.eng. 2- __________________ 3- __________________ / _________________ 4- __________________
1113.eng. 5- __________________
1114.eng. The reason that we call this our representational system is because these five senses represent reality to us inside our own heads.
1115.eng. As strange as it may seem, we really don't operate on "pure reality" or what is really happening in the world around us.
1116.eng. Instead, we operate on our ___________ or ____________ of "reality" which is based on how we ______________ that information to ourselves.
1117.eng. In other words, how we use our five senses to take the information in and store it.
1118.eng. Our representation of reality comes in through our five senses and then goes through some filters.
1119.eng. Thus, what we have are individuals who are communicating with each other in a sort of ____________.
1120.eng. If you can unlock this, they will believe you understand them.
1121.eng. And, in fact, you will be understanding them better.
1122.eng. When you verbally match someone's way of coding information by using words from the rep system that they use, they don't have to re-code what you say into the system that makes sense for them.
1123.eng. Although the brain uses five senses to code information, only three systems are used for purposes of coding in communications.
1124.eng. These three systems are:
1125.eng. The Three Main Coding Systems.
1126.eng. 1- Visual
1127.eng. 2- Auditory 3- Kinesthetic There is one more system that we have not introduced yet.
1128.eng. This is called the __________________ system.
1129.eng. This one often comes from the visual system and is very useful to learn (more on this later).
1130.eng. The way to determine if a word is unspecified is to determine whether it can fit into more than one coding system.
1131.eng. If it can then it is unspecified.
1132.eng. Example:
1133.eng. take the word, "Understand.
1134.eng. " Can you understand something you see?
1135.eng. Sure.
1136.eng. Can you understand something you hear?
1137.eng. Certainly.
1138.eng. You can also understand something you feel.
1139.eng. So the word, "Understand" fits into the unspecified category.
1140.eng. Here's a fun challenge for you.
1141.eng. This will assist you in learning where you can improve.
1142.eng. Beside each of the phrases below, write a (V) for visual, (A) for auditory and (K) for kinesthetic or (U) for unspecified.
1143.eng. I see now.
1144.eng. Too loud for me.
1145.eng. Don't argue with me.
1146.eng. Pleasing personality.
1147.eng. Hot idea.
1148.eng. Quiet please.
1149.eng. What an oversight.
1150.eng. Rings a bell.
1151.eng. Bright idea.
1152.eng. Awesome potential.
1153.eng. Move back.
1154.eng. Let's set our view.
1155.eng. Chime in.
1156.eng. Branch out.
1157.eng. Shakes me up.
1158.eng. Brilliant example.
1159.eng. Pretty picture.
1160.eng. A tender moment.
1161.eng. Understand completely.
1162.eng. Soft sell.
1163.eng. Don't utter a word.
1164.eng. Observe if you will.
1165.eng. Pretty view.
1166.eng. Tone it down.
1167.eng. I hear you.
1168.eng. That blows me away.
1169.eng. Solid idea.
1170.eng. It touches me deeply.
1171.eng. Get the big picture.
1172.eng. Someone told me.
1173.eng. Rough day.
1174.eng. Bells & whistles.
1175.eng. NOTES.
1176.eng.
1177.eng. Visual.
1178.eng. see.
1179.eng. aim.
1180.eng. dark.
1181.eng. sketch.
1182.eng. view.
1183.eng. glow.
1184.eng. portray.
1185.eng. bright.
1186.eng. scan.
1187.eng. vision.
1188.eng. hazy.
1189.eng. dull.
1190.eng. color.
1191.eng. show.
1192.eng. cloudy.
1193.eng. watch.
1194.eng. light.
1195.eng. reflect.
1196.eng. dim.
1197.eng. observe.
1198.eng. pretty.
1199.eng. visible.
1200.eng. hide.
1201.eng. focus.
1202.eng. brilliant.
1203.eng. oversight.
1204.eng. diagram.
1205.eng. look.
1206.eng. picture.
1207.eng. blind.
1208.eng. clear.
1209.eng. zoom_in.
1210.eng. image.
1211.eng. foggy.
1212.eng. sight.
1213.eng. survey.
1214.eng. glare.
1215.eng. reveal.
1216.eng. shine.
1217.eng. spotless.
1218.eng. draw.
1219.eng. Auditory.
1220.eng. hear.
1221.eng. say.
1222.eng. talk.
1223.eng. yell.
1224.eng. rasp.
1225.eng. sing.
1226.eng. babble.
1227.eng. whine.
1228.eng. tone.
1229.eng. boom.
1230.eng. chime.
1231.eng. snore.
1232.eng. music.
1233.eng. describe.
1234.eng. loud.
1235.eng. clatter.
1236.eng. aloud.
1237.eng. shrill.
1238.eng. verbalize.
1239.eng. clang.
1240.eng. squawk.
1241.eng. debate.
1242.eng. utter.
1243.eng. shriek.
1244.eng. hiss.
1245.eng. resounding.
1246.eng. tell.
1247.eng. discuss.
1248.eng. phrase.
1249.eng. purr.
1250.eng. call.
1251.eng. chant.
1252.eng. noise.
1253.eng. listen.
1254.eng. ring.
1255.eng. voice.
1256.eng. scream.
1257.eng. sound.
1258.eng. shout.
1259.eng. speak.
1260.eng. tune.
1261.eng. Kinesthetic.
1262.eng. feel.
1263.eng. string.
1264.eng. sharp.
1265.eng. fumble.
1266.eng. cool.
1267.eng. balanced.
1268.eng. shocking.
1269.eng. merge.
1270.eng. bumpy.
1271.eng. bend.
1272.eng. throw.
1273.eng. rough.
1274.eng. grasp.
1275.eng. tension.
1276.eng. push.
1277.eng. reach.
1278.eng. connect.
1279.eng. jarring.
1280.eng. link.
1281.eng. cram.
1282.eng. tackle.
1283.eng. pack.
1284.eng. shuffle.
1285.eng. unite.
1286.eng. catch.
1287.eng. strain.
1288.eng. sharp.
1289.eng. compress.
1290.eng. warm.
1291.eng. shoulder.
1292.eng. grasp.
1293.eng. stick.
1294.eng. solid.
1295.eng. shape.
1296.eng. hard.
1297.eng. soft.
1298.eng. handle.
1299.eng. fall.
1300.eng. cut.
1301.eng. lift.
1302.eng. strain.
1303.eng. Unspecified.
1304.eng. logical.
1305.eng. organize.
1306.eng. express.
1307.eng. evaluate.
1308.eng. feedback.
1309.eng. explain.
1310.eng. ponder.
1311.eng. select.
1312.eng. rational.
1313.eng. cooperate.
1314.eng. interact.
1315.eng. understand.
1316.eng. teach.
1317.eng. reward.
1318.eng. plan.
1319.eng. relate.
1320.eng. reiterate.
1321.eng. agree.
1322.eng. condone.
1323.eng. communicate.
1324.eng. worrisome.
1325.eng. decide.
1326.eng. hope.
1327.eng. What the Eyes Tell Us About Representational Systems.
1328.eng. Fill in the information as instructed.
1329.eng. You may even want to keep this diagram readily available until you have the positions memorized.
1330.eng. The brain has "hard wired" these eye movements into its system.
1331.eng. And these movements are the same for all people everywhere.
1332.eng. Begin now to train your brain to see these subtle movements in other people's eyes as they answer your questions and communicate with you.
1333.eng. Based on what you observe, modify your language patterns accordingly!
1334.eng. Additional Information on Rapport.
1335.eng. 1- Make sure you always have an outcome in mind when using these techniques.
1336.eng. It makes your aim sharper and you won't fall prey to the two-edged sword.
1337.eng. 2- How do you break rapport?
1338.eng. Stop pacing them.
1339.eng. Do something different.
1340.eng. 3- The deeper you want your rapport to be:
1341.eng. A) Pace more behaviors, attitudes, beliefs, rep systems, etc.
1342.eng. B) Make your movements at the same time they do.
1343.eng. 4- To test for rapport -- change your behavior.
1344.eng. If they follow, you're in rapport.
1345.eng. Additional notes of importance to you on Rapport:
1346.eng.
1347.eng. Backtracking Verbal Responses.
1348.eng. Based on what you know so far, can you speculate as to why "active listening" doesn't work for our purposes?
1349.eng. If your answer was that a person is precise about what they say based on the way they organize their rep systems, you are right!
1350.eng. Here's an even easier way to make sure you are using the right rep system.
1351.eng. This technique is rather similar to "active listening.
1352.eng. " However, it differs in one significant way.
1353.eng. Instead of paraphrasing someone else's words, you say the exact words they say.
1354.eng. Simply choose some of the words the person says and say them back.
1355.eng. This needs to be done artfully or you'll offend the person.
1356.eng. Used subtly, this is very powerful.
1357.eng. Another great side benefit of this is that what you say back will reinforce that thought in the other person's mind.
1358.eng. Use it carefully, then, and you will automatically remain in the same rep system that the person you're matching is in.
1359.eng. Therefore, you'll be able to selectively reinforce thoughts that you want them to internally reinforce.
1360.eng. Pacing Moods, Opinions and Beliefs.
1361.eng. Pacing moods is an extremely effective way of gaining rapport rapidly.
1362.eng. If someone is in a bad mood, you want to pace that mood and then gently lead them out of it.
1363.eng. What are some moods you could pace?
1364.eng. Make sure you don't compromise yourself when you pace opinions and beliefs.
1365.eng. No matter what a person believes, there will always be something about that belief or opinion that you can feel comfortable in pacing, even if it is only a tiny percent of the entire opinion or belief that was expressed.
1366.eng. NOTES.
1367.eng.
1368.eng. Process vs.
1369.eng. Content.
1370.eng. This is one of the most critical aspects of persuasion, and you'll find this theme running through all the persuasion that I teach!
1371.eng. This is about being able to learn to think, talk and write in terms of process, not content.
1372.eng. Think of it using a "treasure map" metaphor:
1373.eng. content is the location of the treasure.
1374.eng. Process is how you go about getting to the treasure.
1375.eng. Obviously, just talking about the content -- the "location" of the treasure -- won't take you there.
1376.eng. You must use process in order to decide how to get to the treasure.
1377.eng. Questions like, "What caused---” and "How did you decide to---” will get you process information.
1378.eng. The best way to uncover process-oriented information is to listen for it as the other person talks.
1379.eng. The keys to their process will spill right out!
1380.eng. What to Listen To.
1381.eng. Listen to the procedure they use to go from start to finish.
1382.eng. As an example, listen to a response from this person:
1383.eng. "First, I determine what benefits I would expect a product like this to give me.
1384.eng. Then, I look at all the possible options and make a list of them.
1385.eng. Then, I talk to several people I consider to be knowledgeable on the subject.
1386.eng. Then, I go back to my list of benefits and modify them accordingly.
1387.eng. By this time, I have a gut feeling about whether I should go ahead or not.
1388.eng. " Look at this from two perspectives.
1389.eng. #1:
1390.eng. From the position of what are the overall global aspects to this person's process?
1391.eng. (Her sequence is that she first determines the benefits then looks at all the options, etc).
1392.eng. Think of this as a "sequence of events" in her process.
1393.eng. Next analyze it from the perspective of the order in which she organized her coding system.
1394.eng. First she looked, then she talked, etc.
1395.eng. Now list the steps she goes through on a global level to make her decision:
1396.eng. Next, list the VAK codes she goes through in order to make her decision (in order):
1397.eng. NOTES.
1398.eng.
1399.eng. The 18 Most Powerful Words for Persuasion.
1400.eng. (And How to Use Them).
1401.eng. This one section has so much power-packed information that if you just mastered this part of the training, you would experience such a significant leap in your persuasion abilities, you would consider the training entirely worthwhile, even if this is all you learned.
1402.eng. For the most part, this section deals with the power of a linguistic pattern that forces the listener to accept your concepts and ideas as true.
1403.eng. And most of these ideas that your listener must accept aren't even directly stated!
1404.eng. So.
1405.eng. .
1406.eng. .
1407.eng. what are these powerful words?
1408.eng. Here they are!
1409.eng. Adverb/Adjective pattern:
1410.eng. 1- Naturally
1411.eng. 2- Easily 3- Unlimited Awareness pattern:
1412.eng. 4- Aware
1413.eng. 5- Realize 6- Experience Temporal (time) / Number pattern:
1414.eng. 7- Before
1415.eng. 8- During 9- After Spatial pattern:
1416.eng. 10- Among
1417.eng. 11- Expand
1418.eng. 12- Beyond Cause & Effect pattern:
1419.eng. 13- And
1420.eng. 14- As
1421.eng. 15- Causes 16- Because Commands:
1422.eng. 17- Now
1423.eng. 18- Stop Now, let's learn how to put them to use!
1424.eng. First, you'll note that the words are grouped into 6 sections.
1425.eng. In each section, you'll note the category name to the right.
1426.eng. I have chosen several of the most powerful examples of each of the categories to make up the 18 most powerful words for persuasion.
1427.eng. Lets start with the Adverb / Adjective pattern.
1428.eng. Here's a strategy for using these types of words:
1429.eng. Always put adverbs before the verb and adjectives before the noun.
1430.eng. 1- Naturally
1431.eng. 2- Easily 3- Unlimited Major Note:
1432.eng. Everything that follows one of these words is presupposed in the sentence.
1433.eng. In other words, the listener must accept everything that follows as true in order to make sense of the sentence.
1434.eng. Here are some examples:
1435.eng. "Have you discovered how easily you can make the decision to refer your friends to our company?
1436.eng. " "Have you asked yourself if the unlimited potential of this information is what is making you so excited?
1437.eng. " "Have you naturally discovered how persuasive you are becoming?
1438.eng. " "Many people begin naturally, Mr.
1439.eng. Williams, to create an idea of owning this just prior to making the decision to buy it.
1440.eng. " "Naturally, you'll find more than enough reasons to go ahead today if you understand even a little bit of what I say next.
1441.eng. " Remember to put the describing words in front of what they describe.
1442.eng. This forces the listener to see powerful pictures, and this method is also very powerful in writing copy.
1443.eng. Now, write three examples using this pattern.
1444.eng. Make your examples ones that you can take back with you to the "real world" and effectively use.
1445.eng.
1446.eng. The three words you have been given in the Adverb / Adjective category are, as you have probably figured out by now, representative of a whole class of descriptive words that will have this same impact when you use them.
1447.eng. I gave you the most important three that I use on a regular basis -- here's a more complete list that you can also choose from:
1448.eng. some.
1449.eng. all.
1450.eng. many.
1451.eng. begin.
1452.eng. easily.
1453.eng. naturally.
1454.eng. readily.
1455.eng. infinitely.
1456.eng. unlimited.
1457.eng. accordingly.
1458.eng. obviously.
1459.eng. still.
1460.eng. already.
1461.eng. repeatedly.
1462.eng. usually.
1463.eng. finally.
1464.eng. most.
1465.eng. truly.
1466.eng. truly.
1467.eng. immediately.
1468.eng. Now, here's a way to really have some fun with these and add exponentially to their power.
1469.eng. For maximum power, remember this:
1470.eng. Pack as many of these words as possible together (without sounding too strange)!
1471.eng. Here are some examples of this strategy at work:
1472.eng. You've probably started to become aware of some of the many easy yet powerful ways you can use this information.
1473.eng. Naturally, the most readily available and more importantly, competent person to deal with is me.
1474.eng. Finally, the most reliably accurate system of persuasion is within your grasp.
1475.eng. Once you begin to easily absorb this information, you'll naturally discover how easily it works for you.
1476.eng. Most of the reasons why people succeed with this information have to do with the truly unlimited power of the skills that you can easily put to good use in your own life, don't you think?
1477.eng. Here's a power-packed, fun one:
1478.eng. Have you asked yourself recently how many services your present broker [or whatever service provider] should be providing, but isn't?
1479.eng. [pause] Since I brought that up, does it make you.
1480.eng. wonder how much more you could be getting when we do [the service]?
1481.eng. Note:
1482.eng. When you use these patterns in writing, don't pack them as tightly as you do in speaking.
1483.eng. When you use them in speaking, pack as many in as you can!
1484.eng. Awareness Pattern.
1485.eng. Now we move on to the most powerful words in the next category:
1486.eng. 4-Aware 5-Realize 6-Experience This is the Awareness category.
1487.eng. This is one of my personal favorites because simply saying one of these words makes the person start the mental process that you mentioned.
1488.eng. These words are very important to your persuasion arsenal because, like the Adverb / Adjective words, everything that follows them is presupposed to be true.
1489.eng. Also, these words force the issue of not, "Will you do---” but instead, "Are you aware of---”, which is far more powerful in persuasion.
1490.eng. By the way, as you gain skill in being able to use these words powerfully, you might think that.
1491.eng. someone may respond to the question, "Are you aware of---” by saying, "No.
1492.eng. " I assure you, when done properly, this will never happen.
1493.eng. But if it ever did, all you need to do is say, "Not yet, huh?
1494.eng. " How's that?
1495.eng. Here are some examples of this pattern:
1496.eng. Is the awareness of the power of these patterns starting to sink in?
1497.eng. The more you begin to construct in your mind the ways you'll be using these patterns after you finish this course, the more you'll begin realizing the explosively profitable techniques you now possess.
1498.eng. Are you starting to experience the satisfaction of what owning this will bring as I tell you about it?
1499.eng. And, of course, you can combine them to create super-powered suggestions:
1500.eng. Becoming aware of the potentials of this policy allows you to start experiencing the inner sense of realizing how completely this program fits your needs.
1501.eng. Now, write three examples using this pattern:
1502.eng.
1503.eng. The real power of these words comes when you use them in combination with the Adverb / Adjective group.
1504.eng. Remember, no pattern is an island!
1505.eng. Strength comes from combining as many patterns together as possible!
1506.eng. Here's an example:
1507.eng. Naturally, as you start to realize the unlimited ways you can easily become aware of how joining this team will help you to truly accomplish your goals more rapidly and effectively, you'll start imagining the success you can actually achieve with my help and guidance -- NOW
1508.eng. - - are you starting to experience the possibilities?
1509.eng. Of course, as before, the words I choose are my personal favorites.
1510.eng. Here are some additional words in this category that you can also choose from:
1511.eng. realizeawareknowunderstand thinkfeelwonderpuzzle speculateperceivediscoverexperience accomplishfulfillgraspreconsider weighconsiderassumeconceive Now, let's put all this together in an exercise that will help you use powerful combinations.
1512.eng. Write a paragraph using the following "Power Words" in the order they are listen in:
1513.eng. 1- Naturally
1514.eng. 2- Aware 3- Unlimited 4- Experiencing Write your paragraph here:
1515.eng.
1516.eng. Temporal Pattern.
1517.eng. Now we move on to the next category:
1518.eng. the temporal pattern.
1519.eng. 7-Before 8-During 9-After These words use some aspect of time and/or numbers to create the presuppositions of your choice.
1520.eng. Here are some examples:
1521.eng. After you work with me, you'll understand.
1522.eng. Before you decide just how easy this decision is to make, let me tell you a few things that might help, OK?
1523.eng. During our time together today, could you be applying the benefits you will be discovering about this (product or service) to your life?
1524.eng. Now, write three of your own sentences using this pattern:
1525.eng.
1526.eng. And, of course, you can combine all the patterns together to get even more exciting suggestions:
1527.eng. During our discussion today, naturally, you'll begin to experience the excitement about what the future holds for you as you begin to understand how easily leverageable this information is for you!
1528.eng. Here's a larger list of words that fit into the Temporal category:
1529.eng. beforeformerwascurrentlywhile duringafterwhenforemostcontinue earlylateruntilfirsteventually secondhighestotheralong within addition to chiefanotherearliestlatestmore Spatial Category.
1530.eng. Now we move on to the most powerful words in the spatial category:
1531.eng. 10-Among
1532.eng. 11-Expand 12-Beyond Spatial words are used to create some relationship between things.
1533.eng. These could be thoughts, ideas, products, services, etc.
1534.eng. These words evoke powerful imagery in the mind of the listener.
1535.eng. Here are some examples:
1536.eng. From among the positive thoughts that you're already starting to realize you have about working with our firm will come the most obvious, yet overlooked reason to bring us on board now.
1537.eng. (Of course, you see/hear the plethora of additional presuppositions used above, do you not)?
1538.eng. To expand on your ever-growing ideas that contain the essence of your good feeling regarding using this information powerfully, think of the money you'll be making.
1539.eng. That's a great observation.
1540.eng. Let me suggest that as you start to experience the realization of what you just said, you can begin to realize that the full, positive ramifications will go beyond even your expectations.
1541.eng. Can you imagine how much further they'll go?
1542.eng. Now, you write three sentences using this pattern:
1543.eng.
1544.eng. Some additional words in this category:
1545.eng. againstalongamongapart fromaroundaside from behindbelowbeneathbeyondalong withdown from aboveinincludingfrom behindintofrom under in place ofwithoutoffonout ofbeside short ofthroughtowardunderuncoveroff the top underlyingtouchingclose(er)near(er)furtherexpanded enlarge(ed)proceed(ing)withdraw(ing)undergoneupward(ly)separate Now, put together some statements / paragraphs using the following words in the order given.
1546.eng. Remember to aim it at something important that makes sense in your life!
1547.eng. 1- Realizing
1548.eng. 2- After 3- Beyond 4- Easily 5- Effectively 6- Realizing Make some notes here for the above exercises so that you can easily do it.
1549.eng. You might even want to make a brief outline first.
1550.eng.
1551.eng. Cause and Effect Category.
1552.eng. We now come to our last two categories of the most powerful words, and we've definitely saved the best for last!
1553.eng. The Cause and Effect category is extremely powerful!
1554.eng. One of the main reasons for this is.
1555.eng. because it is the natural way that we state our beliefs.
1556.eng. Actually, this pattern is pivotal to the balance of the training because it is the most basic expression of pacing and leading.
1557.eng. This language pattern enables you to:
1558.eng. #
1559.eng. - Use a naturally-occurring pattern to install suggestions
1560.eng. - Create "realities" of making whatever you want cause anything else you want.
1561.eng. This is called "junko-logic.
1562.eng. "
1563.eng. - Speak in terms of the way people organize beliefs in their own minds.
1564.eng. Therefore, whatever you say is more believable.
1565.eng. Here are the words:
1566.eng. 13-And
1567.eng. 14-As 15-Causes 16-Because For the sake of making this pattern simple, let's split it up into two distinct groups with 13 and 14 being in one group and 15 and 16 being in another.
1568.eng. Let's start with 15 and
1569.eng. 16- The reason this pattern is called Cause and Effect is because one thing can literally be said to cause another.
1570.eng. The pattern is used exactly as it is written.
1571.eng. It basically takes the form of x (a pace) happens and causes y to happen (the lead).
1572.eng. Use these rules to make the pattern simple:
1573.eng. X is a pace Y is a lead Most importantly, ANY X can cause any Y!
1574.eng. Here are some examples:
1575.eng. Sitting there causes you to completely absorb what I'm saying.
1576.eng. And, as you completely absorb it, it will cause you to immediately accept it at the deepest levels.
1577.eng. Thinking your next thought causes you to agree with me that you need to really master this material.
1578.eng. Simply saying that excuse causes you to understand why you already don't believe it.
1579.eng. Isn't this a neat pattern?
1580.eng. Quotes Pattern.
1581.eng. OK, I want to introduce you to another pattern that you can use with any of the patterns.
1582.eng. It's called, "Quotes.
1583.eng. " This pattern works so well because you can literally say anything you want to say and just say that you're quoting someone else.
1584.eng. This adds credibility to your statement because someone else is saying it, not you!
1585.eng. Here's an example:
1586.eng. I was talking with a client the other day and she said, "the effectiveness of your material is so profound that you must be loaded with clients -- I mean, just listening to what you say would cause anybody to get excited and decide on the spot to bring you in if they really want to increase their profits.
1587.eng. " This kind of excitement is justified when you consider I helped her increase her income last month by $25,000- OK, now you come up with four sentences of your own:
1588.eng. two are normal Cause and Effect and two are using Cause and Effect with Quotes:
1589.eng.
1590.eng. Implied Cause & Effect.
1591.eng. Another form of Cause and Effect is called, "Implied Cause and Effect" and it takes advantage of our most powerful words 13 and
1592.eng. 14- This pattern implies that two things are linked together.
1593.eng. The basic pattern is:
1594.eng. As X (pace) happens, Y (the lead) naturally follows.
1595.eng. Here are some examples:
1596.eng. As you learn this pattern and start using it, you will have a certain sense of accomplishment.
1597.eng. As you start to assimilate this information, you will instantly begin to find ways to use it.
1598.eng. As the realization begins to sink in of how easily, rapidly and efficiently your profits will go up as a result of using my help, you'll naturally get more and more excited!
1599.eng. Now write three sentences of your own using the Implied Cause and Effect pattern:
1600.eng.
1601.eng. Here are more words to broaden your Cause and Effect word base:
1602.eng. kindlesderivesgeneratesallowsforces makesinvokessettlesstimulatesbrings to pass createsverifiesjustifiesdeterminesconstitutes Commands Category The last two words fall into the Commands category.
1603.eng. The best way to use them is to practice inserting them into your language as much as is feasible, now!
1604.eng. (ha ha)
1605.eng. 17- Now
1606.eng. 18- Stop
1607.eng. Here are some examples of these words in use:
1608.eng. This is a great idea, and I think you're beginning to gain the understanding of my ability to help you, are you not?
1609.eng. I mean stop, and start to begin to become aware of all the ways you can use just the few ideas I've given you so far -- pretty impressive, isn't it?
1610.eng. As you begin to realize all the power the Cleveland Method gives you to influence others effectively, you'll begin to discover your ever-increasing enthusiasm for mastering this -- now -- let's keep practicing on putting more and more of the patterns together, shall we?
1611.eng. Learn to throw in these last two words as frequently as you can without being ridiculous.
1612.eng. Let's now examine two other words:
1613.eng. because that causes These words give you the ability to do a somewhat-advanced version of the Cause and Effect pattern.
1614.eng. Here's how to use them:
1615.eng. Both can be used in roughly the same way and they are really effective.
1616.eng. The method is to wait until the person you are speaking with says something positive about you or your product / service / idea, and then you say:
1617.eng. That's a good point, and just understanding that point causes you to realize the full value of our system.
1618.eng. or I agree with that because it's so important for you, for all the reasons you've already mentioned.
1619.eng. In essence, using the Cause and Effect pattern in this manner allows you to use it as a "tag" to what you've been saying so far.
1620.eng. O.K., you now have the 18 most powerful words for the purposes of persuasion.
1621.eng. Practice using them constantly and you will be well-rewarded for your efforts!
1622.eng. Criteria.
1623.eng. The key to all successful persuasion is being able to "aim" your message at the person you are persuading in a way that they can't say no.
1624.eng. People have a naturally-developed "sales/persuasion" resistance.
1625.eng. So, your job is to present whatever you say in a way that blows right by any resistance.
1626.eng. In fact, it makes the person salivate to hear more and take action on what you say.
1627.eng. The secret here is using Criteria.
1628.eng. Without eliciting and using a person's criteria, you will never succeed in your persuasion efforts.
1629.eng. Using this information will allow you to "customize" everything you say so that it has the maximal effect on that person -- right then!
1630.eng. Here's how to do it.
1631.eng. The question to ask to elicit criteria is:
1632.eng. What's important about [fill in the context] for you?
1633.eng. Example:
1634.eng. What's important about investments to you?
1635.eng. What's important about improving your influence skills?
1636.eng. What's important about a piece of property to you?
1637.eng. This information is what a person uses to decide if something is good / bad, etc.
1638.eng. It is what drives a person to take action or to avoid it.
1639.eng. The more closely your product or service matches the person's criteria that you're persuading, the more impact you'll have on this person.
1640.eng. For influence purposes, the more you refer to their criteria and link it to your product, service, or proposal, the more impact you'll have.
1641.eng. Criteria, when properly used, can eliminate any objection.
1642.eng. However, you don't stop there.
1643.eng. Once you get the answer to the question, above, you then ask it repeatedly to obtain a "hierarchy" of information that will absolutely stun you with its effectiveness.
1644.eng. Fill in the blanks with your criteria for learning this information:
1645.eng. 1- (Most important)
1646.eng. 2- .
1647.eng. 3- .
1648.eng. 4- (Least important) All criteria serves to move a person towards an objective or away from a problem.
1649.eng. This is called, for simplicity, the Towards / Away pattern.
1650.eng. THE FUNCTION OF CRITERIA All criteria serves to make you want to move toward something or away from something.
1651.eng. TOWARD Words like:
1652.eng. attain, achieve, goals, include, accomplish, solutions.
1653.eng. These are what you'll hear when a person's criteria is moving them toward something.
1654.eng. AWAY FROM Words like:
1655.eng. avoid, get away from, evade, exclude, escape.
1656.eng. These are what you'll hear when a person's criteria is moving them away from something.
1657.eng. The question to ask to determine whether they are towards or away from us:
1658.eng. What will having (name their criteria) do for you?
1659.eng. Example of toward answers:
1660.eng. Q. What will having a passive income do for you?
1661.eng. A. It will enable me to buy more of what I want.
1662.eng. Q. What will having high quality do for you?
1663.eng. A. It makes me feel good knowing that I can afford the best.
1664.eng. Q. What will having superior influence skills do for you?
1665.eng. A. It makes accomplishing all my goals easier and faster!
1666.eng. Example of move away answers.
1667.eng. Q. What will having a passive income do for you?
1668.eng. A. It makes sure I won't have to work when I get older.
1669.eng. Q. What will having high quality do for you?
1670.eng. A. It guarantees me that what I buy won't break down.
1671.eng. Q. What will having superior influence skills do for you?
1672.eng. A. If I have superior influence skills, I won't get told, "No" as often.
1673.eng. NOTES.
1674.eng.
1675.eng. The Eight Most Dangerous Words.
1676.eng. Now that you know the 18 most powerful words for persuasion, let's learn the eight most dangerous words that are guaranteed to negate the power of your persuasion.
1677.eng. 1- But
1678.eng. 2- Try 3- If 4- Might 5- Would have 6- Could have 7- Should have 8- Can't Let's take them one at a time.
1679.eng. But But:
1680.eng. This word negates anything that was said before it.
1681.eng. Example:
1682.eng. "I want to help you but---” This really means, "I don't want to help you.
1683.eng. " Eliminate the word, "But" and replace it with the word, "AND.
1684.eng. " Try Try:
1685.eng. This word presupposes failure.
1686.eng. It is a subtle suggestion to fail to do whatever follows the word.
1687.eng. Such as, "If you'll try and get to this, it will really benefit you.
1688.eng. " This really means, "I know.
1689.eng. you probably won't get to it, but (there's that word again)!
1690.eng. if you could, it would be useful to you.
1691.eng. If If:
1692.eng. This word presupposes that you might not.
1693.eng. Such as, "If you want to pursue this with me---” This actually means that you might not want to pursue this.
1694.eng. This is used by people who have not built a compelling persuasive message and are using it as a weak close.
1695.eng. If you ever hear yourself using this word, then stop, and evaluate whether or not your overall message is weak.
1696.eng. Might Might:
1697.eng. This word is somewhat wishy-washy -- maybe yes, maybe no.
1698.eng. It does nothing definite.

101.eng. „There is always room in your life for thinking bigger, pushing limits, imagining the unimaginable”– Anthony Robbins
102.eng. The World Leader in Personal and Professional Coaching
103.eng. IMAGINE the life you’ve always dreamed of living, with no barriers or boundaries.Imagine a life rich with success and achievement, endless physical vitality, heartfelt personal relationships, and a deep sense of spiritual fulfillment.
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107.eng. Robbins has directly impacted the lives of nearly 50 million people from 80 countries with his best-selling books, public speaking engagements, live appearances, and the No.1 audio coaching system of all time.A successful entrepreneur, Robbins serves as Chairman of five private companies and Vice Chairman of two companies-including one public company-that together generate nearly half a billion dollars in revenue per year.
108.eng. While some have paid more than $1 million for his personal mentoring, Robbins’ dream to share this unbelievable tool for life transformation has laid the groundwork for the Anthony Robbins Coaching program.Utilizing elements that were once geared toward world statesmen, high-level business leaders and entrepreneurs, Robbins has developed a custom coaching program where you’ll discover and implement change using the same tools, techniques and methodologies that have enabled a select few to radically transform their businesses and their lives.
109.eng. AMERICAN EXPRESS asked entrepreneurial clients whom they would select to help them take their business to the next level, if price were no object.Robbins was chosen, along with Bill Gates, Donald Trump, Warren Buffett, Lee Iacocca, and Ross Perot.
110.eng. To be selected in this group is an extraordinary privilege- especially when four of the six individuals are billionaires.
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113.eng. Screenwriter, Sleepless in Seattle
114.eng. vision
115.eng. “We are not creatures of circumstance; we are creators of circumstance.”— Anthony Robbins
116.eng. The Anthony Robbins Coaching Distinction
117.eng. With the Anthony Robbins Coaching program, you will learn and put into action incredible strategies of focus, training and accountability that will put you on a path toward definitive fulfillment.
118.eng. This coaching program is unlike any other program in the world.In addition to focusing on specialty areas of coaching, Anthony Robbins has assembled and trained the finest coaches in the world and designed a revolutionary program that impacts every aspect of your life.This network of highly trained coaches is what truly sets Anthony Robbins Coaching apart.
119.eng. Your coach is matched to you based on the specific results you are looking to achieve.This is the first step in empowering development and refinement for a compelling vision of what you really want in life.This program helps you focus on the big picture, identifying the major outcomes that will have a monumental impact on your life.And from there, you’ll then develop a plan to implement it, challenging you to step up and live the life-with conscious thought, decision and action-that you are capable of living.
120.eng. “Creating an extraordinary quality of life requires a paradigm shift from managing your time to managing your life.”— Anthony Robbins
121.eng. action
122.eng. “Men talk as if victory were something fortunate.Work is victory.”— Ralph Waldo Emerson
123.eng. “There is only one way to succeed in anything, and that is to give it everything.”— Vince Lombardi
124.eng. Anthony Robbins’ coaching has transformed the lives of nearly 50 million people from 80 countries around the world.
125.eng. Here’s How You Benefit:
126.eng. The Ultimate Resource
127.eng. Anthony Robbins Coaches are trained with the same proprietary techniques that Tony integrates into his coaching curriculum for his multimillionaire personal clients.Some of the greatest leaders in the world-from humanitarians to elite athletes-have engaged the same technologies that will be passed on to you.This exclusive fraternity of Anthony Robbins Coaches-there are fewer than 75 in the entire world-has logged more than 250 hours of intense training and achieved extraordinary results in their own lives.
128.eng. Proven Tools and Technologies
129.eng. Anthony Robbins Coaches use a number of Tony’s proven tools and technologies, including the Rapid Planning Method, a proprietary system of thinking and planning that focuses on getting the results you want in the most efficient and effective way possible.You will be amazed at what you can accomplish simply by having a clear vision, a compelling purpose, and a clear massive action plan of how to get there.
130.eng. Measurable Results
131.eng. Our coaches are results-focused and have the specialized training to help you define specific action items and hold you accountable to your commitments.This includes two key components of the Anthony Robbins Coaching program: psychology and results.Clients need the right beliefs, focus, language and physiology to achieve lasting results.Tony is a master at creating the necessary psychology to get the results you desire, and he passes that along to his coaches.This training enables coaches to uncover trigger mechanisms in your psyche that will allow you to take your life to the next level.
132.eng. “What we can or cannot do, what we consider possible or impossible, is rarely a function of our true capability.”— Anthony Robbins
133.eng. results
134.eng. Favorable productivity (60 percent) and employee satisfaction (53 percent) were the factors most significantly impacted in a study to determine the business benefits and return on investment for an executive coaching program.Overall, the coaching process produced a whopping 788 percent ROI.- Independent research study commissioned by a Fortune 500 company
135.eng. Coaching = Results
136.eng. “My listings are up 266 percent, and I’ve tripled my sales volume.All this in 90 days!”— Kelli Rogan
137.eng. Realtor, ReMax Duluth, Georgia
138.eng. “I’ve experienced a whole new relationship and marriage, a 79-pound weight loss, a 600% increase in my income, and a new top-level executive position of a billion- dollar corporation.”— Polly Bauer
139.eng. Subsidiary President/CEO Home Shopping Network Credit Corporation
140.eng. “Since enrolling in Anthony Robbins Coaching, my business went from grossing $8,000 per month to $20,000 and it’s still growing.By applying the methods and principles given to me through coaching, I now understand what it means to be in control of my life.Coaching gave me the power to see it, plan it, follow the plan, and do it.This coaching system works.”— Helana Cauliffe
141.eng. Owner, American Dragon Martial Arts Academy Coral Springs, Florida
142.eng. “I’ve missed more than 9,000 shots in my career.On 26 occasions, I have been entrusted to take the game-winning shot…and missed.I have failed over and over and over again in my life, and that is why…I succeed.”— Michael Jordan
143.eng. The Process: Flexibility-Focused
144.eng. Everything you do, and everything you accomplish, no matter the aspect, affects your entire life.That’s why the Anthony Robbins Coaching program is not limited by specialty or specific curriculum.
145.eng. Flexibility is built into the program with coaches who are trained in a variety of areas and have the tools and technologies available to traverse the spectrum of what you want to accomplish.That flexibility stems from a commencement process specifically designed to maximize your coaching experience.
146.eng. Ready
147.eng. To match you with a coach who best suits your needs, an Anthony Robbins Coaching advocate will perform a preliminary interview that gets to the root of the following:
148.eng. 1.
149.eng. What you’re looking to achieve;
150.eng. 2 .
151.eng. The obstacles that have stopped you in the past;
152.eng. 3 .
153.eng. What can be done to start moving you in the right direction; and
154.eng. 4 .
155.eng. The qualities you want out of your coach.
156.eng. Set
157.eng. Once your coach is chosen, based on the preliminary interview, you will be provided materials to help you and your coach rapidly develop an effective partnership for success.An in-depth profile assessment that you complete will give your coach the knowledge base and a solid foundation to hit the ground running from the outset.
158.eng. Go!
159.eng. You’re now ready for your first coaching session.This is the time when you and your coach start creating the building blocks for your success.You and your coach’s expectations are discussed in detail, along with the rules of the game.You are now on your way! Whatever you’re looking to achieve, Anthony Robbins Coaches will get you there using the following steps:
160.eng. Define your vision
161.eng. Although you may have an idea of where you want to go and who you want to be, your coach will help you define with absolute clarity your beliefs, values and life purpose.
162.eng. Set challenging goals
163.eng. To obtain the results you desire, you need to stretch beyond your comfort zone.Your coach will help you break old habits and relinquish the beliefs that have prevented you from obtaining your ultimate goals.
164.eng. Create a plan of action
165.eng. Your coach will help you develop and implement an effective action plan that forecasts obstacles, identifies specific goals, sets timelines and determines the resources and support systems needed.Action plans also provide a system of accountability for benchmarking performance.
166.eng. Achieve extraordinary results
167.eng. Your coach will provide you with proven strategies and invaluable support, enabling you to reach your goals quickly and efficiently.Better still, your coach will provide you with tools to help you stay motivated and on track.
168.eng. “There are no failures in life, only results.”— Anthony Robbins
169.eng. “The world can't get enough of Anthony Robbins.”— The New York Times
170.eng. We don’t pretend that our partnership will be effortless, but we guarantee it will be rewarding.The only thing standing in your way is inaction.
171.eng. Anthony Robbins has proven that a coaching partnership can provide the ultimate resources for an extraordinary quality of life-personally and professionally.Anthony Robbins Coaching is focused on results that will help you achieve anything and everything you’ve ever wanted.Together, there is nothing you and your Anthony Robbins Coach cannot accomplish.
172.eng. Imagine a place in life where unbelievable achievement is the norm.This is where the hearts and minds of some of the world’s greatest leaders, entrepreneurs and visionaries live.
173.eng. Anthony Robbins has been honored by Accenture as one of the “Top 50 Business Intellectuals in the World” and the International Chamber of Commerce as one of the top 10 “Outstanding People of the World.”
174.eng. “It is in your moments of decision that your destiny is shaped.Choose well.”— Anthony Robbins
175.eng. Now is the time to live an extraordinary life.
176.eng.
177.eng.

100.eng Getting the edge in business with NLP

101.eng L. Michael Hall, Ph. D.

102.eng The rules for the Game of Business are changing.

103.eng Those rules have been in flux for some time th throughout the last decades of the 20 century.

104.eng With the speed of change and the inundation of information in our lives, the very nature of business itself is changing.

105.eng Today, 40% of workers are “information workers” and that number is estimated to climb to 60% within the decade.

106.eng Business today is no longer like it was in the Industrial Age where “work” was mostly physical.

107.eng Today business increasingly involves a focus on communication, information, self- management, self-initiate and self-discipline, relationships, networking, teamwork, etc.

108.eng That’s why such leading edge fields as NLP and Neuro-Semantics inevitably play a critical role for those who want to stay on the cutting edge of business.

109.eng After all, business has for a long time involved psychology—the psychology of how people think, feel, and function.

110.eng Yet in using the word “psychology,” I know that I have really not used the right word.

111.eng “Psychology” typically carries connotations of fixing people, healing traumas, and getting over “issues,” and that is not what business is about.

112.eng Instead, business mostly involves how people work— how they get into the states they do, create the skills, behaviours, interactions, and experiences they do, and how they process information.

113.eng It’s about discovering and implementing how people work at their best.

114.eng Leading Edge Models for Reading People

115.eng Because NLP and Neuro-Semantics are models about how people operate, they provide us working models from the latest discoveries of the neuro-sciences, cognitive psychology, accelerated learning, the structure of mastery, etc.

116.eng Why is that important?

117.eng Because if we know how people operate—their operating programs for thinking, deciding, feeling motivated, being persuaded, taking initiative, in a word, in how to read them— it puts us several steps ahead of those who don’t have a clue.

118.eng Actually, NLP began as a communication model.

119.eng It was synthesized from three world-class communicators who had a magical way in using words to effect and influence people.

120.eng The first NLP model (called “the Meta-Model”) was a model about how to use words and especially questions in such a way that just by talking you could gather high quality information that was precise and accurate, how to use words to create rich maps that enable us to know what we want and how to get there and to enable others to understand us.

121.eng This led to such NLP patterns as setting up goals or outcomes that are well-formed and enhancing.

122.eng It led to patterns for self-motivation and initiative so that we can take our brains and destinies into our own hands and proactively make things happen for us.

123.eng It has led to patterns for accelerated learning.

124.eng This gives people the edge of getting to more information and being able to use it more effectively.

125.eng It has led to the development of a model about how people “see” the world and how to profile their perceptual filters (the Meta- Programs).

126.eng And knowing that enables some to use NLP to hire the right people, build rapport in minutes rather than days or months.

127.eng It has led to a more informed way to think about the processes of selling and influencing so that the modern sales person first seeks to understand.

128.eng This explorative approach surprisingly creates the necessary rapport and trust that then customises the sell, so that we sell precise benefits to a given person’s specific values.

129.eng No wonder NLP trained sales people report higher sales earnings and a lot more enjoyment of their work.

130.eng That’s a typical result when a person knows how to recognize and play to another’s internal strategy for considering and deciding.

131.eng Today people in a wide range of occupations, from teachers, lawyers, doctors, psychologists, sales people, to marketers and politicians, study and use NLP.

132.eng Some do it overtly, but most covertly.

133.eng They simply use the models and patterns for making their business work more smoothly and efficiently.

134.eng They use it on themselves first to run their own brains and states.

135.eng By accessing their very best states they are able to produce more, experience less stress, and achieve their goals more effectively.

136.eng This sets them out from the crowd.

137.eng It makes them more valuable and so increases their ability to contribute and to make more money.

138.eng They also use it to more subtly enable others to run their own brains and so manage their own states.

139.eng This enriches the lives of others, makes for better relationships, and for higher level management and leadership skills.

140.eng They use it to enrich their natural skills of profiling people.

141.eng This makes them more intuitive about people thereby giving an added boast to the accuracy of their decisions.

142.eng In these and many more ways, NLP and Neuro-Semantics have been leading the way about how to get the most out of yourself and others—how to be the best version of you .

143.eng Yet these models are not a hard-nose approach, they can be applied naturally, gently, and covertly.

144.eng That’s part of their beauty and elegance.

145.eng As you learn NLP, become a practitioner of the art, you add a “touch of magic” to your everyday communications and relationships.

146.eng And as you take more charge of your own mind, your emotions become more manageable, so do your relationships, and then you can count on the fun meter of life increasing by many points!

147.eng The power of NLP and Neuro-semantics for enriching you life

148.eng I am often asked, “How has NLP changed your life?”

149.eng Sometimes it comes in a person conversation as someone inquires about the actual benefits of learning NLP, sometimes on a radio or television interview, and sometimes by people just passing the time on an airplane.

150.eng Yet when I think about the changes in my own life since stumbling upon NLP and having the privilege of co-founding the field of Neuro-Semantics, it all almost seems too incredible to be true.

151.eng At the heart of how NLP has improved my life is the central theme of NLP— It has given me the practical tools whereby I can truly “run my own brain.

152.eng ” Prior to NLP I was not quite sure about how brains ran, really never thought about it in those terms, and certainly didn’t know much about how to take control of my own brain.

153.eng NLP changed all of that.

154.eng It gave me that language by which I could even think of such things and then provided “patterns” or processes by which I could get my brain to do my bidding.

155.eng Sometimes when I think of the pre-NLP days when my brain seemed to have a mind of its own and when my emotions certainly seemed to “have” me a lot of the time rather than I “having” them, the transformation astonishes me.

156.eng Knowing that every experience has a structure and that I have the means in NLP and NS to identify that structure and use it to my benefit, there’s a sense of control over any and every experience I encounter —whether my own or someone else’s.

157.eng All of this equally applies to my lifestyle, business, health, relationships.

158.eng Using NLP and NS, I discovered the structure of wealth building and eventually stopped working for money and got money working for me.

159.eng This led to taking charge of my career in a way I once never even thought possible.

160.eng It has led to becoming financially independent so that I no longer feel the pressure of bills but can choose my lifestyle based on my personal values and visions.

161.eng I have detailed much of this in my newest book, Games Business Experts Play (2001) and in the Wealth Building training (Game Wealthy People Play).

162.eng The “Games” I play involving what I say and do, my interactions with others, even how I feel and think are all functions of my Frames (my frames of mind).

163.eng This describes the newest way we talk about the structure of excellence using NLP and NS.

164.eng We live, play, love and work as we do according to our Frame Games.

165.eng It’s as simple as that; it’s as profound as that.

166.eng I love the power in these models because if I want a new Game, if I’m sick and tired of the payoffs of the old Games, then change is as close as changing the rules of the Games (the frames).

167.eng That’s the power of NLP and NS for making our lives richer and fuller.

100. 1 What am I happy about in my life now? 101. What about that makes me happy? 102. How does that make me feel? 103. 2. What am I excited about in my life now? 104. What about that makes me excited? 105. How does that make me feel? 106. 3. What am I proud about in my life now? 107. What about that makes me proud? 108. How does that make me feel? 109. 4. What am I grateful about in my life now? 110. What about that makes me grateful? 111. How does that make me feel? 112. 5. What am I enjoying most in my life right now? 113. What about that do I enjoy? 114. How does that make me feel? 115. 6. What am I committed to in my life now? 116. What about that makes me committed? 117. How does that make me feel? 118. 7 Who do I love? Who loves me? 119. What about that makes me loving? 120. How does that make me feel?

1. ; eng -

   Coaching Glossary

   
   
2. ; eng - Like any new technology, the field of coaching has developed a vocabulary all its own. We are providing some basic definitions that you may encounter in your "coaching education" and understanding.
   
3. ; eng -

   360-Degree Feedback (or Evaluations, Assessments, Reviews)

   
   
4. ; eng - Refers to a process in which data is collected from multiple sources or multiple raters surrounding the person being assessed. Respondents may include self, supervisor, reporting employees, peers, and, in some cases vendors/clients. Applications include performance appraisal, professional development, succession planning, assessing organizational climate, and targeted competency areas specific to the individual being assessed.
   
5. ; eng -

   Accountability

   
   
6. ; eng - What are you going to do? By when will you do this? How will I know? It does NOT include blame or judgment!
   
7. ; eng -

   Accountability

   
   
8. ; eng - Keeping your word, being on time, doing what you say you will do.
   
9. ; eng -

   Annual Goals

   
   
10. ; eng - What you want to achieve with in a year from now.
    
11. ; eng -

    Assessment

    
    
12. ; eng - A measurement process or tool of the performance, knowledge, learning, or other measurable qualities of a person, position, or named subject that has either taken place or can take place. Usually measured against stated outcomes.
    
13. ; eng -

    Attainment testing

    
    
14. ; eng - Tool to measure what a person knows or can do, and is usually related to the stated goals of a course or training the person has undertaken.
    
15. ; eng -

    Authentic Self

    
    
16. ; eng - Being connected to your inner wisdom, knowing what’s most important to you, and fully living your life attuned to and aligned with your highest values.
    
17. ; eng -

    Awareness training

    
    
18. ; eng - Training used to disseminate information that provides an individual with the basic knowledge/understanding of a policy, program, or system.
    
19. ; eng -

    Balance

    
    
20. ; eng - A dynamic, always-in-motion process. Clients either move toward balance or away from it through the decisions they make in their life. Coaching is designed to steer clients towards balance in key life areas like: career, money, relationships, romance, personal growth, health, physical surroundings, fun & recreation. If one or more areas are receiving attention at the expense of the others, life will feel “bumpy” and unbalanced.
    
21. ; eng -

    Balance

    
    
22. ; eng - Balance is integration of awareness, conscious choice and patience.
    
23. ; eng -

    Bottom-lining

    
    
24. ; eng - A skill of brevity and succinctness. Getting to the essence of communication rather than engaging in long descriptive stories. Bottom-lining is necessary to make the best use of each coaching call.
    
25. ; eng -

    Career Coaching

    
    
26. ; eng - Coaching that focuses on work and career transitions, or issues around careers.
    
27. ; eng -

    Challenging

    
    
28. ; eng - A request that you stretch way beyond your self-imposed limits. The only acceptable replies to a challenge are: Yes, No, or a Counteroffer
    
29. ; eng -

    Chunking

    
    
30. ; eng - Doing a little bit of a big project or on-going job for an allotted amount of time--5, 10, 30 minutes. Breaking things down in appropriate amounts in order to handle a process with ease.
    
31. ; eng -

    Clearing

    
    
32. ; eng - Sometimes life presents us with challenges that interfere with our ability to be present or take action. Sometimes, we all just need to complain or vent to get it out of our heads and out of our system! Let me know that you need to “clear” and I will support you with active listening so that you can get it out of the way and we can focus on taking the next step.
    
33. ; eng -

    Closure

    
    
34. ; eng - Closure is the acknowledgement of different phases of any process, equation or relationship. It is leaving things in such a way so that you can see the end as a new beginning.
    
35. ; eng -

    Coach

    
    
36. ; eng - A person who gives honest feedback and support, inspires, challenges, facilitates growth and change, and partners with another person to achieve stated goals. A coach may perform these functions on a personal or professional level.
    
37. ; eng -

    Coach Approach

    
    
38. ; eng - A way of relating and behaving that is based on coaching a person or team, instead of "managing" or teaching, etc.
    
39. ; eng -

    Coaching

    
    
40. ; eng - The process of being a coach, performing the functions detailed under "coach." The goal of coaching is the development, growth and success of those being coached.
    
41. ; eng -

    Coaching Culture

    
    
42. ; eng - A culture cultivated within an organization or corporation that embraces the competencies and attitude of coaching.
    
43. ; eng -

    Co-Active Coaching

    
    
44. ; eng - A powerful alliance designed to forward and enhance the lifelong process of human learning, effectiveness and fulfillment. The client and coach are equals in this process – the coach is not the “expert” and does not dispense advice.
    
45. ; eng -

    Cognitive

    
    
46. ; eng - The mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes. Cognitive also refers to attempts to identify a perspective or theory in contrast to emphasizing observable behavior.
    
47. ; eng -

    Commitments

    
    
48. ; eng - What you intend to do and be on an ongoing basis; also, underlying commitments to how you do things, (i.e. an underlying commitment to making everything you do "hard" -- "if it is not hard, it must not be working").
    
49. ; eng -

    Complex Coaching Situation

    
    
50. ; eng - A "complex" coaching situation is one that has the following characteristics: / the performance factors are not well-defined; / the consequence of error is significant / the coach is expected to be at the cutting edge of knowledge and practice; / the coach is expected to produce innovative and novel responses to the demands of the situation; / objectives are long-term.
    
51. ; eng -

    Conflict Management

    
    
52. ; eng - The art of managing conflict effectively. Nearly all projects encounter conflict. The object of successful conflict management is to handle conflicts so that the result is positive rather than destructive.
    
53. ; eng -

    Conscious Gratitude

    
    
54. ; eng - Really noticing what you are grateful for in your life at this moment. Spending time feeling true appreciation daily.
    
55. ; eng -

    Corporate Coaching

    
    
56. ; eng - Coaching within and with an entire corporation or different divisions, departments/teams within the corporation or organization.
    
57. ; eng -

    Counseling

    
    
58. ; eng - A means of assisting persons to resolve and overcome personal (and sometimes professional) problems using standardized behavioral psychological methods. A coach is not a counselor. In addition to "problem-solving" a coach maximizes the personÕs potential. A coach works with a person to move confidently forward in life, not just over or around a hurdle. A counselor may inadvertently foster dependency. A coach empowers individuals for flight. (Note: Some people benefit from counseling instead of coaching.)
    
59. ; eng -

    Daily/Weekly Actions

    
    
60. ; eng - Actions you do daily or a certain number of times per week to support either a goal; a "success ingredient" until completion; a primary focus; the development of a specific habit; or a way of being.
    
61. ; eng -

    De-cluttering

    
    
62. ; eng - Clearing your space of items that do not serve you, support you, or feel good to you.
    
63. ; eng -

    Designing the Alliance

    
    
64. ; eng - The client and coach jointly develop how they will work together. The client grants power to the coaching relationship and takes responsibility for their part of the alliance. This is done through making requests of the coach, setting up the logistics of the coaching relationship, and discussing the best ways to facilitate client learning and action.
    
65. ; eng -

    Destiny

    
    
66. ; eng - What is bound to happen to you in this lifetime. Information used to create a sense of Purpose, Vision and Mission.
    
67. ; eng -

    Development

    
    
68. ; eng - The training and nurturing of people to acquire new horizons, technologies, or viewpoints, enabling leaders to guide their organizations onto new expectations by being proactive rather than reactive. It enables workers to create better products, faster services, and more competitive organizations. It is learning for ultimate growth of the individual, but may not be related to a specific present or future job or function.
    
69. ; eng -

    Evaluation

    
    
70. ; eng - The process of gathering information in order to make informed decisions. It is broader than testing, and includes both subjective (opinion) input and objective (fact) input. Evaluation can take many forms including tests, assessments, and self-reflection.
    
71. ; eng -

    Executive Coaching

    
    
72. ; eng - Coaching at the executive level either with a single individual or with complete teams of individuals either within an organization or corporation, or as a unique individual relationship outside the organization's boundaries.
    
73. ; eng -

    Expert

    
    
74. ; eng - A person whose knowledge, skill, and experience is specialized and extensive, especially as the result of much practical experience.
    
75. ; eng -

    External Coach:

    
    
76. ; eng - A coach who is contracted from the "outside", by an individual, corporation or organization, to come "inside" to provide coaching services. The external coach may or may not have technical experience in the client's industry or field, but WILL have experience in dealing with conditions and goals related to that industry or field, as well as with the people issues involved. An external coach may negotiate an ongoing general coaching contract, or one which specifies a limited period of time, dealing with stated issues.
    
77. ; eng -

    Facilitator

    
    
78. ; eng - A person who makes it easier for others to learn and grow, or assists in and directs the implementation of processes, programs, and plans. A facilitator determines the best way to make information available to the people involved by providing the knowledge, systems, or materials which enable persons to perform a task more effectively. This is done by listening, asking questions, providing ideas, suggesting alternatives, and identifying possible resources. A good facilitator is adept and experienced with people and people issues.
    
79. ; eng -

    Feedback

    
    
80. ; eng - Providing information about the nature of an action and its result in relation to some criterion of acceptability. It provides the flow of information back to a person so that actual performance can be compared with planned performance. Feedback can be positive, constructive, or neutral.
    
81. ; eng -

    Filing

    
    
82. ; eng - A way to manage information, documents and references that allows you easy access as you need it; and is based upon how you think, categorize, and operate.
    
83. ; eng -

    Focus

    
    
84. ; eng - The ability to choose to concentrate your attention in a way that serves you. Clarity of purpose used to forward yourself.
    
85. ; eng -

    Follow-through

    
    
86. ; eng - The act of doing what you say you will do--being accountable. Making sure you stick to your word in both personal and business affairs for the sake of long term honesty as well as trust in your relationships with others.
    
87. ; eng -

    Fulfillment

    
    
88. ; eng - Living your values. A fulfilling life is a valued life. It’s what nourishes you…what fills you up. It is both intensely personal and constantly evolving.
    
89. ; eng -

    Fulfillment

    
    
90. ; eng - Those moments which are filled with joy, happiness, love and satisfaction. Living from a personal foundation that supports you most in being fulfilled. Doing and being what you love.
    
91. ; eng -

    Future Self

    
    
92. ; eng - The Self with the wisdom of 20/20 vision, who is already living out your Vision of your life--has a message of getting from here to there.
    
93. ; eng -

    Goals

    
    
94. ; eng - The concrete results or manifestations of an intention.
    
95. ; eng -

    Gremlin

    
    
96. ; eng - The voice in your head that doesn’t want you to have what you want! Gremlins are guaranteed to come out whenever you contemplate making any change or taking any risks. The Gremlin concept was developed by Richard Carson to embody the group of thought processes and feelings that maintain the status quo in our lives. Like our mind, the Gremlin will always be with us. It is neither good nor bad; it just is. The Gremlin loses its power over us when we can identify it for what it is, notice our options in the situation, and then consciously choose what it is we do really want at any given point in time.
    
97. ; eng -

    Gremlins

    
    
98. ; eng - Personifications of our negative self-talk and inner critic.
    
99. ; eng -

    Inner North

    
    
100. ; eng - Finding your own True North by way of connecting with your authentic self.
     
101. ; eng -

     Inner Stress

     
     
102. ; eng - Intangible internal demands and pressures we create within ourselves. Example: Fear, anxiety, and negative fantasies we make up.
     
103. ; eng -

     Inner Vacation

     
     
104. ; eng - Living a life where the NORM is fun and ease. Techniques for being able to go inside and create a sense of peace, relaxation and fun and to carry that back out to your everyday life.
     
105. ; eng -

     Inner Wisdom (or Inner Core)

     
     
106. ; eng - A place of inner knowing and clarity. Trusting the place of strength and power within that knows what is best for you and your life.
     
107. ; eng -

     Inquiry

     
     
108. ; eng - A powerful question intended to deepen learning and provoke future reflection. The intention is for the client to consider the inquiry between sessions to see what insights arise for them.
     
109. ; eng -

     Intention

     
     
110. ; eng - Focused energy on a certain outcome or belief.
     
111. ; eng -

     Intention

     
     
112. ; eng - The meaning behind who you are being and doing.
     
113. ; eng -

     Internal Coach:

     
     
114. ; eng - A coach who has been trained to perform the functions of coach within and for an organization, and is a paid employee of that organization or corporation. The internal coach may or may not have other specified job duties in addition to coaching within the organization. The internal coach can be either a full-time or part-time employee.
     
115. ; eng -

     International Coach Federation (ICF)

     
     
116. ; eng - The largest and foremost professional association which accredits coaching schools and certifies individuals in coaching. (www.coachfederation.org)
     
117. ; eng -

     Intervention

     
     
118. ; eng - The ability to mediate effectively with individuals, groups or teams in order to facilitate the achievement of a specific outcome. It may be understood as a dynamic interpersonal process performed with a clear purpose whereby the coach may have to communicate, teach, lead and/or manage.
     
119. ; eng -

     Intrude

     
     
120. ; eng - On occasion, the coach may need to intrude, to interrupt or “wake-up” a client who is going on and on, or who is kidding themselves. Although it may initially appear impolite, the purpose of intrusion is to be direct with the client, allowing the client to honestly assess and immediately deal with the situation.
     
121. ; eng -

     Labyrinth Walk

     
     
122. ; eng - A labyrinth has one well-defined path that leads us into the center and back out again. A labyrinth is NOT a maze. The labyrinth does not engage our thinking minds. It invites our intuitive, pattern-seeking, symbolic mind to come forth. It is walking/moving meditation. The labyrinth is a tool to guide healing, deepen self-knowledge and empower creativity. Walking the labyrinth urges action. It calms people in the throes of life transitions. It helps them see their lives in the context of a path, a pilgrimage. (excerpted from "Walking The Sacred Path" by Dr. Lauren Artress)
     
123. ; eng -

     Life Purpose

     
     
124. ; eng - Why you are here on this planet. An essence statement that serves as a reminder of who you are and the impact that you create in the world. When you are living your purpose, life is experienced as fulfilling, effortless and satisfying. When you are disregarding your life purpose, life is often felt to be empty, anguished and unfulfilling. / The reasons you are here on earth, what gives your life meaning. A common theme, or thread throughout your life.
     
125. ; eng -

     Life Purpose Statement

     
     
126. ; eng - A single statement including two elements: a metaphor for who you need to be to live on purpose; and the impact you want to have on your life and the world.
     
127. ; eng -

     Lifelong Learning

     
     
128. ; eng - The concept of continuous personal development through personal (self-actualized) learning.
     
129. ; eng -

     Mentor

     
     
130. ; eng - A wise and trusted advisor. Three mentoring roles can exist in a work context: / mainstream mentor - someone who acts as a guide, adviser and counselor at various stages in someone's career destined for a senior position. / professional qualification mentor - someone required by a professional association to be appointed to guide a student through a program of study, leading to a professional qualification. / vocational qualification mentor; someone appointed to guide a candidate through a program of development and the accumulation of evidence to prove competence to a standard. / NOTE: A coach is generally not a mentor, except to another coach, or someone within their field of experience. A coach is outside the workplace boundaries, specializing in people and the encouragement of personal and professional achievement and goal realization.
     
131. ; eng -

     Method of Operation

     
     
132. ; eng - How you really operate. What behaviors you actually have. If your business is strictly based on referral, for example, you may not want to make cold calls. Honor how you really operate.
     
133. ; eng -

     Mission

     
     
134. ; eng - A way you are acting on your Life Purpose--the "doing" part of your Life Purpose, may also be motivated by a specific goal or vision.
     
135. ; eng -

     Model

     
     
136. ; eng - (1) A person who serves as an example for another person to emulate. / (2) A representation of a process or system that shows the most important variables in the system in such a way that analysis of the model leads to insights into and understanding of the system.
     
137. ; eng -

     Module

     
     
138. ; eng - A stand-alone instructional unit that is designed to satisfy one or more learning objectives. A separate component complete within itself that can be taught, measured, and evaluated for a change or even bypassed as a whole. A module consists of one or more lessons.
     
139. ; eng -

     Needs Analysis

     
     
140. ; eng - A method used to determine specific needs by reviewing tasks, identifying performance factors and objectives, and defining objectives and recommendations.
     
141. ; eng -

     Needs Assessment

     
     
142. ; eng - Problem identification process that looks at the difference between "what is" and "what should be" for a particular situation. A systematic study that incorporates data and opinions from varied sources in order to create, install and evaluate people, products and services.
     
143. ; eng -

     Organization

     
     
144. ; eng - A system or strategy to keep items accessible as well as retrievable. Managing activities/belongings in ways that support the best/most efficient use of time/money/resources for the highest return on your investment.
     
145. ; eng -

     Organizational Development

     
     
146. ; eng - This is a large area of expertise, encompassing the ability to conduct overviews, interviews, analyses and any other assessments required to determine the overall structure and function of an organization, including all the inter-dependent parts and how they function together. The purpose of this review is generally to determine where problem areas may exist and then to suggest changes, or to provide expertise to those in start-up businesses. Many executive coaches specialize in this area.
     
147. ; eng -

     Outer Stress

     
     
148. ; eng - Tangible external demands and pressures.
     
149. ; eng -

     Paper Flow

     
     
150. ; eng - Managing incoming and outgoing paper in such a way that location of documents is simple to remember, easy to find, with the least amount of effort possible.
     
151. ; eng -

     Performance Analysis

     
     
152. ; eng - It is the process by which professionals partner and team up to identify and respond to opportunities and problems, and through study of individuals and the organization, to determine an appropriate cross-functional solution system.
     
153. ; eng -

     Performance Coaching

     
     
154. ; eng - Coaching that is generally done within an organization or corporation, focusing on the skills and competencies required for optimum performance to meet expectations.
     
155. ; eng -

     Personal Coaching

     
     
156. ; eng - Coaching with an individual, working on personal issues with a client.
     
157. ; eng -

     Perspective

     
     
158. ; eng - An expression of a “being condition”. It is a state you are in. A way of looking at reality. The key point is that there are always other ways of looking at a situation that are also true.
     
159. ; eng -

     Planning

     
     
160. ; eng - Taking the time to look at what you want, when you want it, and the appropriate steps as well as pace to getting it.
     
161. ; eng -

     Primary Focus

     
     
162. ; eng - The main project; area of focus; or ultimate goal of getting what you want. Usually defined for a given time period.
     
163. ; eng -

     Proactive

     
     
164. ; eng - Taking responsibility for your beliefs, behaviors and experience. Creating the quality of life you want for your self. Life maintenance--giving up the adrenaline rush of putting out fires.
     
165. ; eng -

     Process

     
     
166. ; eng - Being “in process” is to be wherever you are in the flowing river of your life! Sometimes it’s calm & smooth; other times it’s chaotic and messy. To be truly present in THIS moment, we need to turn off worries about the past & the future and just experience where we’re at right now. To truly experience a moment, we need to truly feel it - no matter how painful or joyful it is!
     
167. ; eng -

     Productivity

     
     
168. ; eng - Feeling as if you are using you time, space and energy for the highest returns on your investment.
     
169. ; eng -

     Professional Support

     
     
170. ; eng - Who you hire to assist you in areas that will save you time, frustration, grief and money in the long run, (Coaches, Professional Organizers, Computer Consultants, Financial Consultants, Web Developers, Lawyers, Office Assistants, Managers). Knowing what questions you need to be asking and requests you need to be making of these people to make the most of your time and money spent with them.
     
171. ; eng -

     Project Completion

     
     
172. ; eng - Seeing a project through from beginning to end. Defining the end of a project, process or goal clearly enough to have an ending.
     
173. ; eng -

     Project Management

     
     
174. ; eng - Looking at a given project from all of the angles. What are the logistics, time frames, resources, and human influences? How can you best manage the elements of the project to get the project done in a reliable time frame, while taking into consideration things that maybe out of your control?
     
175. ; eng -

     Qi Gong

     
     
176. ; eng - (pronounced chi kung) Qi Gong is a form of moving meditation. Our bodies are full of energy but, because of the everyday stresses of life the energy becomes blocked inside us. Learning and practicing Qi gong develops internal strength and energy. It also teaches us to relax our entire system and calms our minds so that we can remove our internal energy blocks. Best of all, Qi gong exercises are simple, invigorating, effective, relaxing and very easy to learn. (excerpted from "Chi Kung" by Eleanor McKenzie).
     
177. ; eng -

     Quarterly Goals

     
     
178. ; eng - Your goals put into perspective based on quarters of an annual schedule.
     
179. ; eng -

     Request

     
     
180. ; eng - A request is based upon a client’s agenda and is designed to forward the client’s action. A request includes a specified action, conditions of satisfaction and a date or time by which it will be done. The only acceptable replies to a request are: Yes, No, a Counteroffer or agreement to a future time that a response will be given.
     
181. ; eng -

     Signs Along the Way

     
     
182. ; eng - Specific markers that signify stepping stones on the way towards a goal.
     
183. ; eng -

     Simple Coaching Situation

     
     
184. ; eng - A "simple" coaching situation is one that has the following characteristics: / the performance factors are well-defined; / the consequence of error is limited; / the coach is expected to have acquired some limited, well-accepted knowledge and information; / the coach is expected to use previously-learned, well-accepted coaching practice and procedures; / objectives are short-term
     
185. ; eng -

     Single Daily Action

     
     
186. ; eng - An action taken daily to reinforce what you want in your life for personal growth and/or business growth.
     
187. ; eng -

     Skill

     
     
188. ; eng - The ability to do something well, especially as the result of practical experience; the ability to apply knowledge in a practical manner.
     
189. ; eng -

     Someday Syndrome

     
     
190. ; eng - Unconscious procrastinating by always waiting for the perfect time in the future to start something, finish something, or try something new.
     
191. ; eng -

     Space Allocation

     
     
192. ; eng - Using your space in ways to get the most return from your efforts. Giving enough space for specific projects and operations.
     
193. ; eng -

     Spaciousness

     
     
194. ; eng - Creating physical and psychological space around what you are doing.
     
195. ; eng -

     Special Permission

     
     
196. ; eng - Having permission to do or be a certain way during the process of pushing hard towards achieving a goal. It may be a special treat, or a special privilege not often taken; or it may mean allowing yourself to experience things differently.
     
197. ; eng -

     Stepping Stones

     
     
198. ; eng - Markers that represent a significant step towards a goal.
     
199. ; eng -

     Strategic Planning

     
     
200. ; eng - The process of thinking of and determining specific goals, objectives, and actions to move from one place to another; for industries and organizations of all sizes.
     
201. ; eng -

     Structure

     
     
202. ; eng - An outline of or foundation for what you want to achieve or be.
     
203. ; eng -

     Success Circles

     
     
204. ; eng - Small yet powerful groups of people who come together with a common focus for a four or six week commitment to themselves and others to learn, share, support each other, and grow in their business, work and personal life.
     
205. ; eng -

     Systems

     
     
206. ; eng - Methods of doing things that honor how you really operate, and are easy to do and remember.
     
207. ; eng -

     Team Development

     
     
208. ; eng - The process of forming and advancing a team to be more effective, and to develop higher functioning relationships.
     
209. ; eng -

     Technology

     
     
210. ; eng - Making the most of what technology there is available to you to support you in getting the most out of life.
     
211. ; eng -

     Time Lining

     
     
212. ; eng - Looking at the big picture, at what you want to accomplish, and at what you need to accomplish.
     
213. ; eng -

     Time Management

     
     
214. ; eng - Making sure you are managing your time in a way that allows you to get things done as well as feel like you are getting things done with out feeling overwhelmed or exhausted. Feeling like you have enough time to do what you need to do.
     
215. ; eng -

     Tools

     
     
216. ; eng - Objects, materials, methods, strategies, structures that support you in getting what you need and want.
     
217. ; eng -

     Tracking

     
     
218. ; eng - Keeping track of progress. Noting the goals you set, and what really happens. Do you expect too much of your self? Are you staying focused enough to get the task done?
     
219. ; eng -

     Trainer

     
     
220. ; eng - A person who directs the growth of learners by making them qualified or proficient in a skill, task, attitude, system, or process. Utilizes coaching, instructing, and facilitating techniques to accomplish the learning objectives.
     
221. ; eng -

     Training

     
     
222. ; eng - Learning that is provided in order to improve performance (not always job related, but always growth related)
     
223. ; eng -

     Values

     
     
224. ; eng - Those things most important to you that drive your priorities, decisions and choices on a daily basis.
     
225. ; eng -

     Values

     
     
226. ; eng - Values represent who you are right now. They’re the principles that you hold to be of worth in your life. They are NOT morals. They are not chosen. They are intrinsic to you.
     
227. ; eng -

     Values

     
     
228. ; eng - Intangible, that which is intrinsically important to you, when honored, your life is fulfilling. What is true to Self. Not morals.
     
229. ; eng -

     Vision

     
     
230. ; eng - The picture in your mind, or a knowingness, that represents where you are going--creates a basis for "being" and "doing" on the way of getting there. The dreams and ambitions which you see out in front of you pulling you forward.
     
231. ; eng -

     Visioning

     
     
232. ; eng - Creating a mental picture of the desired outcome of intentions. Imagining what you would like to create.
     
233. ; eng -

     Walk Your Talk

     
     
234. ; eng - Guidelines for living your Mission, Vision and Life Purpose. Intentions, commitments, actions, goals, daily habits supporting the process of your life towards balance and fulfillment. Developing methods and behaviors that honor who you really are. "Being" and "doing" in ways that support your Life Purpose, that make your life flow.
     
235. ; eng -

     Work Flow

     
     
236. ; eng - Your time, tasks, paper, projects moving smoothly and gliding through the pressures of the Information Age, allowing flexibility, agility, and presence throughout your life.
     

1. ; eng - Coaching Quotation
   
2. ; eng - "You cannot solve a problem with the same kind of thinking that lead to the problem." -- Albert Einstein
   
3. ; eng - What our client's say… "Die fokus op individuele sterkpunte het my uitkyk op ontwikkeling vir myself en my personeel vir ewig gewysig." -- Carine Krijnauw, Process Unit Manager
   
4. ; eng - "Your coaching techniques helped me discover for myself not only my strengths but also the areas and job related functions that I enjoy most." -- John Guthrie, Product Manager
   
5. ; eng - "There is nothing very 'touchy-feely' about the program and much of it appears to be evidentiary based or based on sound sense, features which particularly appeal to me." -- Dr. David Harley, Director, Yebotech (Pty) Ltd
   
6. ; eng - "Problem talk creates problems - solution talk creates solutions" -- From Steve De Shazer, Co-founder of the Solution-focused approach
   
7. ; eng - "Companies cannot afford to just fix employees' weaknesses, because fixing weaknesses only helps people prevent failure. It's within the strengths that lie the true opportunities for growth and world-class performance." -- From Marcus Buckingham
   
8. ; eng - "Professional coaching is an interactive process that helps individuals and organizations improve their performances and achieve extraordinary results. Professional coaches work with clients in all areas including business, career, finances, health and relationships. As a result of professional coaching, clients set better goals, take more action, make better decisions, and more fully use their natural strengths." -- The International Coach Federation (ICF)
   
9. ; eng - "Values are like fingerprints. Nobody's are the same, but you leave 'em all over everything you do." -- Elvis Presley
   
10. ; eng - "A Masterful Coach stands for the future and space of possibility, while shaping concrete goals and prompting concrete action." -- Robert Hargrove (Masterful Coaching, 2003)
    
11. ; eng - "Ek dink as dit by toerusting kom (my werkwoord vir "coaching") is daar 'n paar dinge wat uitstaan. Eerstens die insigte wat ek verkry het met behulp van die buite perspektief van iemand wat weet waarvoor om te kyk. Dit het my baie gehelp om net die regte vrae te hoor en antwoorde daarop te verbaliseer." -- Johann Uys, Firmware Team Lead
    
12. ; eng - "I have been challenged to maintain a healthy balanced life, and have also found time with (my coach) helpful with regard to recognising and affirming my strengths as well as being a sounding board when it comes to Leadership decisions." -- Brendon Asch, Youth Ministry Director
    
13. ; eng - "They (coaches) work from the inside out, discerning the power of purpose within a client, as well as the values from which vital passion is derived." -- From Frederic Hudson (The Handbook of Coaching, 1999)
    
14. ; eng - "Coaching is a professional, collaborative and outcomes-driven method of learning that seeks to develop an individual and raise self-awareness so that he or she might achieve specific goals and perform at a more effective level." / "Mentoring is a partnership in which a mentee is assisted in making significant advances in knowledge, perspective and vision in order to develop their full potential; the mentor's wisdom is utilized by the mentee to facilitate and enhance new learning and insight." -- COMENSA
    
15. ; eng - "I really have enjoyed the coaching sessions we've had over the past 8 months. It's been a very rewarding learning experience that has certainly exceeded all my expectations. It has awakened in me a greater sense of purpose, and while the coaching sessions have ended, my journey to personal mastery continues with a greater sense of urgency, direction, and purpose." -- Daniel September, CSC
    
16. ; eng - "It has been wonderful to have someone so willing and able to allow me to reflect on my life in a non threatening, extremely relaxing environment. This has encouraged me to see the rest of my life as the best of my life. Most liberating!" -- Wendy Louw, Membership Care and Development Manager
    
17. ; eng - "I found coaching a fantastic tool for obtaining focus. Simultaneously it helped me break through the boundaries of my thought processes, enabling me to solve complex problems from a new perspective." -- Francois Retief, Project Manager and Systems Engineer
    
18. ; eng - "Being effective as individuals and organisations is no longer optional in today's world - it's the price of entry to the playing field. But surviving, thriving, innovating, excelling and leading in this new reality will require us to build on and reach beyond effectiveness. The call and need of a new era is for greatness. It's for fulfilment, passionate execution, and significant contribution." -- From Stephen R. Covey, The 8th Habit
    
19. ; eng - “I remember that one fateful day when Coach took me aside. I knew what was coming. "You don't have to tell me," I said. "I'm off the team, aren't I?" "Well," said Coach, "you never were really ON the team. You made that uniform you're wearing out of rags and towels, and your helmet is a toy space helmet. You show up at practice and then either steal the ball and make us chase you to get it back, or you try to tackle people at inappropriate times." It was all true what he was saying. And yet, I thought something is brewing inside the head of this Coach. He sees something in me, some kind of raw talent that he can mold. But that's when I felt the handcuffs go on.” -- Jack Handy (American Writer and cast member of Saturday Night Live from 1991-2003. Famous for his Deep Thoughts comedy sketches.)
    
20. ; eng - “No coach has ever won a game by what he knows; it's what his players know that counts.” -- Paul Bryant (American football college Coach. 1913-1983)
    
21. ; eng - “A coach is someone who can give correction without causing resentment.” -- John Wooden (American , b.1910)
    
22. ; eng - “The secret is to work less as individuals and more as a team. As a coach, I play not my eleven best, but my best eleven.” -- Knute Rockne quotes / Similar Quotes. / Team work quotes, Secrets quotes.
    
23. ; eng - “You are only as good as the coach thinks you are.” -- Brian Williams (American pitcher (Detroit Tigers, Astros), b.1969) / Similar Quotes. / Sports quotes.
    
24. ; eng - “To have long term success as a coach or in any position of leadership, you have to be obsessed in some way.” -- Pat Riley quotes
    
25. ; eng - “My mental approach is totally different. My coach predicated everything on defense. He always talked about defense, defense, defense. I took it to heart that if you play defense, you can take the heart from an offensive player.” -- Eric Williams quotes
    
26. ; eng - “A life of frustration is inevitable for any coach whose main enjoyment is winning.” -- Chuck Noll (American Football coach, b.1932)
    
27. ; eng - “Actors yearn for the perfect director, athletes for the perfect coach, priests for the perfect pope, presidents for the perfect historian. Writers hunger for the perfect reviewer.” -- Thomas Fleming quotes
    
28. ; eng - “A lifetime contract for a coach means if you're ahead in the third quarter and moving the ball, they can't fire you.” -- Lou Holtz (American Football coach, 1937-1980)
    
29. ; eng - “Being in politics is like being a football coach. You have to be smart enough to understand the game, and dumb enough to think it's important.” -- Eugene J. McCarthy (American democratic Senator from Minnesota, b.1916) / Similar Quotes. / : Football quotes, Politics quotes.
    
30. ; eng - “I am a typed director. If I made Cinderella, the audience would immediately be looking for a body in the coach.” -- Alfred Hitchcock (English Film Director, 1899-1980) / Similar Quotes. / : Managers quotes.
    
31. ; eng - “I told him, 'Son, what is it with you. Is it ignorance or apathy?' He said, 'Coach, I don't know and I don't care.” -- Frank Layden quotes
    
32. ; eng - “I throw myself down in my chamber, and I call in, and invite God, and his Angels thither, and when they are there, I neglect God and his Angels, for the noise of a fly, for the rattling of a coach, for the whining of a door.” -- John Donne (English poet, 1572-1631) / Similar Quotes. / : God quotes, Prayer quotes.
    
33. ; eng - “Come, my coach! Good-night, ladies; good-night, sweet ladies; good-night, good-night.” -- William Shakespeare (English Dramatist, Playwright and Poet, 1564-1616)
    
34. ; eng - “Successful colleges will start laying plans for a new stadium; unsuccessful ones will start hunting a new coach” -- Will Rogers (American entertainer, famous for his pithy and homespun humour, 1879-1935) / Similar Quotes. / : Success quotes, College quotes.
    
35. ; eng - “We have obstacles in front of us, but my goal and my job[as coach] is to continue to develop our younger players, to get the most and the best out of our veteran players, to not have a losing record, to make the playoffs every year and to lead this organization and this team to a level that it has yet to reach, I always look forward to the challenge and opportunity and I am looking forward to continuing the success of Indiana basketball.” -- Isiah Thomas (American retired NBA Basketball Player and Coach of the Indiana Pacers, b.1961)
    
36. ; eng - “The civilized man has built a coach, but has lost the use of his feet.” -- Ralph Waldo Emerson (American Poet, Lecturer and Essayist, 1803-1882) / Civilization quotes, Mankind quotes, Coaches and Coaching quotes.
    
37. ; eng - “The fewer rules a coach has, the fewer rules there are for players to break.” -- John Madden (American broadcaster, Football coach and Analyst, He coached the Oakland Raiders, 1969-79. b.1936)
    
38. ; eng - “I neglect God and his Angels, for the noise of a fly, for the rattling of a coach, for the whining of a door.” -- John Donne (English poet, 1572-1631)
    
39. ; eng - “We trotted, coach-dog fashion, at the heels of the human race, our tails wag.” -- Ben Hecht (American film Writer, Novelist and Playwright who, as a newspaperman in the 1920s, perfected a type of human interest sketch that was widely emulated. 1893-1964)
    
40. ; eng - “No dissenter rides in his coach for three generations; he infallibly falls into the Establishment” -- Ralph Waldo Emerson (American Poet, Lecturer and Essayist, 1803-1882)
    
41. ; eng - “He saw a cottage with a double coach house, A cottage of gentility; And the Devil did grin, for his darling sin Is pride that apes humility” -- Samuel Taylor Coleridge (English lyrical Poet, Critic and Philosopher. 1772-1834)
    
42. ; eng - “Coaches are creatures of habit. I knew a coach who got a deal going where his players had to run a mile in six minutes. I asked why. He said, 'gut check'.” -- Abe Lemons (American basketball college Coach. 1922-2002)
    
43. ; eng - “Generally in the Little League you're up against a good pitcher who throws like hell. What does the coach say? Get a walk. Isn't that beautiful way to learn to hit? For four years you stand up there looking for a walk.” -- Robin Roberts quotes
    
44. ; eng - “God, as some cynic has said, is always on the side which has the best football coach” -- Heywood C. Broun (American Writer, 1888-1939)
    
45. ; eng - “I'm in the same traffic as everybody else. I'm in the same airplane delay as everybody else. I sit in the same coach seat as everybody else.” -- Bill Gates (American Entrepreneur and Founder of Microsoft Co., b.1955)
    
46. ; eng - “Love and a cottage! Eh, Fanny! Ah, give me indifference and a coach and six!” -- George Colman, the Younger (English Playwright and Writer of scurrilous satiric verse, and theatre manager whose comic operas, farces, melodramas, and sentimental comedies. 1762-1836)
    
47. ; eng - “A good manager doesn't try to eliminate conflict; he tries to keep it from wasting the energies of his people. If you're the boss and your people fight you openly when they think that you are wrong - that's healthy.” -- Robert Townsend quotes / Similar Quotes. / : Health quotes, Conflict quotes, Managers quotes, Coaches and Coaching quotes.
    
48. ; eng - “The manager of a team is like a stagecoach, he can't move unless he has the horses.” -- Pete Rose (American Baseball Player and Manager, Charlie hustle was was noted for his all-around ability and enthusiasm. Exceeded Ty Cobb's record of 4,191 career of hits. b.1941)
    
49. ; eng - Similar Quotes. / About: Coaches and Coaching quotes.
    
50. ; eng - “The civilized man has built a coach, but has lost the use of his feet.” -- Ralph Waldo Emerson (American Poet, Lecturer and Essayist, 1803-1882) / Civilization quotes, Mankind quotes, Coaches and Coaching quotes.
    
51. ; eng - “There are only two kinds of coaches - those who have been fired and those who will be fired” -- Kin Loeffler quotes / Coaches and Coaching quotes.
    
52. ; eng - “Coaches are an integral part of any manager's team, especially if they are good pinochle players.” -- Earl Weaver (American baseball player,) / Coaches and Coaching quotes.
    
53. ; eng - Nothing improves an athlete's hearing as much as praise. / / Use your words to build confidence in others. / / Leadership is action, not position. / / People don't care how much you know until they know how much you care. / / "It's not what you tell your players that counts. It's what they hear." -- Red Auerbach
    
54. ; eng - Perhaps once in a hundred years a person may be ruined by excessive praise, but surely once every minute someone dies inside for lack of it. / / A great coach has a knack for making players think they are better than they think they are. / / "Spread the seeds of encouragement far and wide, and delight in the bountiful harvest that they will surely bring." -- Ralph Marston
    
55. ; eng - "The things which hurt, instruct." -- Benjamin Franklin
    
56. ; eng - "You cannot manage men into battle. You manage things; you lead people." -- Grace Murray Hopper
    
57. ; eng - "The coach is first of all a teacher." -- John Wooden
    
58. ; eng - The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. / / "Other people go to an office. I get to coach. I know I've been blessed." -- Jim Valvano
    
59. ; eng - No written word nor spoken plea / Can teach our youth what they should be / Nor all the books on all the shelves, / It's what the teachers are themselves. / / "When you handle yourself, use your head; when you handle others, use your heart." -- Donna Reed
    
60. ; eng - Young people need models, not critics. / / When we are out of sympathy with the young, then our work in this world is over. / / "Kindness in words creates confidence, / Kindness in thinking creates profoundness, / Kindness in giving creates love." -- Lao-Tse
    
61. ; eng - "Leaders are visionaries with a poorly developed sense of fear and no concept of the odds against them. They make the impossible happen." -- Dr. Robert Jarvik
    
62. ; eng - Sport doesn't teach character, coaches teach character. / "It doesn't matter where you coach, it matters why you coach." -- Don Meyer
    
63. ; eng - "Leadership: The art of getting someone else to do something that you want done because he wants to do it." -- Dwight D. Eisenhower
    
64. ; eng - "If you keep too busy learning the tricks of the trade, you may never learn the trade." -- John Wooden
    
65. ; eng - "A soft answer turns away wrath, but harsh words cause quarrels." -- Proverbs 15:1
    
66. ; eng - Criticize the performance. Not the performer. / "Discipline and demand without being demeaning." -- Don Meyer
    
67. ; eng - A real leader does not lead...he is content to show the way. / / Help people reach their full potential. Catch them doing something right. / / "Flatter me, and I may not believe you. Criticize me, and I may not like you. Ignore me, and I may not forgive you. Encourage me, and I may not forget you." -- William Arthur
    
68. ; eng - "The secret of discipline is motivation. When a person is sufficiently motivated, discipline will take care of itself." -- Sir Alexander Peterson
    
69. ; eng - "How do you want to be remembered?" -- Ed Bunio, Football Coach
    
70. ; eng - "You cannot teach a man anything; you can only help him to find it within himself." -- Galileo
    
71. ; eng - "Don't worry that children never listen to you; worry that they are always watching you." -- Robert Fulghum
    
72. ; eng - Praise is habit forming. / / Although the distance between the two is roughly 12 inches, the response from a pat on the back and a kick in the pants is noticeably different. / / "Teaching is not a lost art, but the regard for it is a lost tradition." -- Jaques Barzun
    
73. ; eng - Children are a great deal more apt to follow your lead than the way you point. / / "I got a fortune cookie that said, 'To remember is to understand.' I have never forgotten it. A good judge remembers what it was like to be a lawyer. A good editor remembers being a lawyer. A good parent remembers what it was like to be a child." -- Anna Quindlen
    
74. ; eng - "Preach not to others what they should eat, but eat as becomes you, and be silent." -- Epictetus
    
75. ; eng - "Treat the other man's faith gently; it is all he has to believe with. His mind was created for his own thoughts, not yours or mine. -- Henry S. Haskins
    
76. ; eng - "Keep cool and you command everybody." -- Louis de Saint-Just
    
77. ; eng - "Be gentle with the young." -- Juvenal
    
78. ; eng - "The first duty of a leader is to make himself be loved without courting love. To be loved without 'playing up' to anyone - even to himself." -- Andre Malraux
    
79. ; eng - "To sway an audience, you must watch them as you speak." -- C. Kent Wright
    
80. ; eng - "A sense of humor is part of the art of leadership, of getting along with people, of getting things done." -- Dwight D. Eisenhower
    
81. ; eng - “You never know when a moment and a few sincere words can have an impact on a life.” -- Zig Ziglar
    
82. ; eng - "Treat a person as he is, and he will remain as he is. Treat him as he could be, and he will become what he should be." -- Jimmy Johnson
    
83. ; eng - "Carry the battle to them. Don't let them bring it to you. Put them on the defensive. And don't ever apologize for anything." -- Harry S. Truman
    
84. ; eng - "You can't lead by memo.....leadership is a contact sport....eyeball-to-eyeball, on the field with the sound of the contest in your ears. Most everything else is noise from the grandstand." -- Ron Gornto
    
85. ; eng - Have I taught for lo, these many years, or have I only taught one year many times? / / "Think of new ways to do old things. You must protect against boredom in a practice situation." -- George Raveling
    
86. ; eng - "Leadership is not magnetic personality—that can just as well be a glib tongue. It is not 'making friends and influencing people'—that is flattery. Leadership is lifting a person's vision to higher sights, the raising of a person's performance to a higher standard, the building of a personality beyond its normal limitations." -- Peter Drucker
    
87. ; eng - "The fewer rules a coach has, the fewer rules there are for players to break." -- John Madden
    
88. ; eng - "A good coach will make his players see what they can be rather than what they are." -- Ara Parasheghian
    
89. ; eng - “You get the best effort from others not by lighting a fire beneath them, but by building a fire within.” -- Bob Nelson
    
90. ; eng - “No person can be a great leader unless he takes genuine joy in the successes of those under him.” -- W. A. Nance
    
91. ; eng - "A boss creates fear, a leader confidence. / A boss fixes blame, a leader corrects mistakes. / A boss knows all, a leader asks questions. / A boss makes work drudgery, a leader makes it interesting. / A boss is interested in himself or herself, a leader is interested in the group." -- Russell H. Ewing
    
92. ; eng - "A man who wants to lead the orchestra must turn his back on the crowd." -- James Crook
    
93. ; eng - "The challenge of leadership is to be strong, but not rude; / be kind, but not weak; / be bold, but not bully; / be thoughtful, but not lazy; / be humble, but not timid; / be proud, but not arrogant; / have humor, but without folly." -- Jim Rohn
    
94. ; eng - "Outstanding leaders go out of their way to boost the self-esteem of their personnel. If people believe in themselves, it's amazing what they can accomplish." -- Sam Walton
    
95. ; eng - "No matter how small, acknowledge the achievement." -- Greg Henry Quinn
    
96. ; eng - "Keep it simple, when you get too complex you forget the obvious.' -- Al Maguire
    
97. ; eng - "R.E.P.S. - Repetition Elevates Personal Skills." -- Conor Gillen
    
98. ; eng - "Successful leaders recognize that great innovation comes from observing the same ideas as everyone else and seeing something different." -- Reed Markham
    
99. ; eng - "I praise loudly; I blame softly." -- Queen Catherine II
    
100. ; eng - "The key to successful leadership today is influence, not authority." -- Kenneth Blanchard
     
101. ; eng - “I make my practices real hard because if a player is a quitter, I want him to quit in practice, not in a game.” -- Paul "Bear" Bryant
     
102. ; eng - "Management is nothing more than motivating other people." -- Lee Iacocca
     
103. ; eng - "When people talk, listen completely. Most people never listen." -- Ernest Hemingway
     
104. ; eng - "You've got to put the players first. If you are in this business for any other reason, you are making a mistake." -- Leon Barmore
     
105. ; eng - "In no other profession does the character and personality of a director play a more vital role in the development of young men than in the coaching of athletics." -- Clair Bee
     
106. ; eng - "My way of trying to motivate my players is to tell them how good they can be; to build them up, instead of tearing them down." -- Lou Carnesecca
     
107. ; eng - "Players know how to dribble, shoot and pass. The challenge is to teach them why they should do it a certain way, and when they should do it." -- Marv Harshman
     
108. ; eng - "Well-coached teams are never surprised; they can adapt to anything they see." -- Jack Ramsay
     
109. ; eng - "A torn jacket is soon mended; but hard words bruise the heart of a child." -- Henry Wadsworth Longfellow
     
110. ; eng - "A pat on the back is only a few vertebrae removed from a kick in the pants, but is miles ahead in results." -- Ella Wheeler Wilcox
     
111. ; eng - "No man will make a great leader who wants to do it all himself, or to get all the credit for doing it." -- Andrew Carnegie
     
112. ; eng - "Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity." -- George S. Patton
     
113. ; eng - "A leader is a person you will follow to a place you wouldn't go by yourself." -- fortune cookie
     
114. ; eng - "Leadership is the art of getting someone else to do something you want done because he wants to do it." -- Dwight D. Eisenhower
     
115. ; eng - Communicate in a way as to leave as little room for misunderstanding as possible.
     
116. ; eng - "Management is doing things right; leadership is doing the right things." -- Peter Drucker
     
117. ; eng - "In preparing for battle I have always found that plans are useless, but planning is indispensable." -- Dwight D. Eisenhower
     
118. ; eng - "To love what you do and feel that it matters - how could anything be more fun?" -- Katharine Graham
     
119. ; eng - "What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others." -- Pericles
     
120. ; eng - "When I've heard all I need to make a decision, I don't take a vote. I make a decision." -- Ronald Reagan
     
121. ; eng - "Strategy is something anyone can learn. But not all coaches take the time to understand a man's personality." -- Arnold "Red" Auerbach
     
122. ; eng - "I believe the objective of coaching is winning with integrity." -- Pete Carril
     
123. ; eng - "Coaches come and go. Records come and go. But if you touch peoples' lives, they remember you." -- Clarence "Big House" Gaines
     
124. ; eng - "A player is supposed to perform to the best of his ability. It's the coach's job to see that this gets done." -- Alexander 'Alex' Hannum
     
125. ; eng - "To be a coach is to be a teacher. You have to teach people from different backgrounds to work together for the common ground." -- Nat Holman
     
126. ; eng - "You must be sure that you give back something that's beneficial to the game. Any of the teaching you do must be for the benefit of the men who play." -- Hank Iba
     
127. ; eng - "The problem with most leaders today is they don't stand for anything. Leadership implies movement toward something, and convictions provide that direction. If you don't stand for something, you'll fall for anything." -- Don Shula
     
128. ; eng - "Coaches have to watch for what they don't want to see and listen to what they don't want to hear.” -- John Madden
     
129. ; eng - "Probably my best quality as a coach is that I ask a lot of challenging questions and let the person come up with the answer.” -- Phil Dixon
     
130. ; eng - "Make no mistake, as you change your leadership style to one of a coach you will face challenges. There will be times when you question why am I doing this. However, you must at all times keep the long term benefits of being a coach at the forefront of your mind.” -- Byron & Catherine Pulsifer, from Challenges in Adopting a Coaching Style
     
131. ; eng - "People will exceed targets they set themselves.” -- Gordon Dryden
     
132. ; eng - "Coaching is 90% attitude and 10% technique.” -- Author Unknown
     
133. ; eng - "A good coach will make his players see what they can be rather than what they are.” -- Ara Parasheghian
     
134. ; eng - "A good coach passes on information quickly. They do not hold back information that affects my job.” -- Byron & Catherine Pulsifer, from People's Expectations of a Coach
     
135. ; eng - “The test of a good coach is that when they leave, others will carry on successfully.” -- Author Unknown
     
136. ; eng - “You get the best effort from others not by lighting a fire beneath them, but by building a fire within.” -- Bob Nelson
     

November 2001 - The Essence of Leadership

The Corporate Mystic

Principle-Centered Leadership

The Leadership Challenge

The Greatest Management Principle in the World

Leadership Secrets of Attila the Hun 

The Tao of Leadership

This Job Should be Fun!

Leading Up: How to Lead Your Boss So You Both Win

Four Ways to Wisdom

Leaders

An Exercise in Personal Leadership

Resources (links, books, articles, the lighter side)

The Essence of Leadership

There are many, many theories about what is a "leader" and the qualities a leader must posses to be successful.  In this month's article, we take a look at the essence of a number of different theories so that people can decide for themselves what qualities they want to claim as their own.

The Corporate Mystic

Gay Hendricks and Kate Ludeman identify 12 characteristics of leadership for 21st Century Leaders in their book, The Corporate Mystic:

1. Absolute Honesty.  Leaders want to know the truth even though that truth is sometimes personally painful.
2. Fairness.  Leaders are fair because they see that at the core, all of us are equal.
3. Self-Knowledge.  Leaders are particular concerned about learning about themselves. 
4. A Focus on Contribution.  Leaders work for contribution, for the opportunity to serve.  Ultimately, they work for love.
5. Non-dogmatic Spirituality.  Leaders tend to be allergic to dogma and often remain at a distance from religion in its more structured forms.  Rather, they attempt to live their lives from the universal sources of spirituality. 
6. They Get More Done By Doing Less.  Leaders put a great deal of attention on learning to be in the present — not caught up in regret about the past or anxiety about the future.  
7. They Call Forth the Best of Themselves and Others.  Leaders develop a kind of double vision, at once able to see the mask and the essential person inside.
8. Openness to Change.  Leaders understand that everything in the universe is subject to change and everything is right on schedule.
9. A Special Sense of Humor.  Leaders laugh a lot.  They are quick to point out the quirks of life and the human animal, and are quick to include themselves in the joke.
10. Keen Distant Vision and Up-Close Focus.  Leaders have the ability to focus on the separateness and the way everything is woven together.
11. An Unusual Self-Discipline.  Leaders are fiercely disciplined — a discipline born of passion, not authoritarian discipline driven by fear.
12. Balance.  Leaders keep their eye on balancing their lives in four main areas: intimacy (including marriage, family and close friendship), work, spirituality and community (including social and political life.)

Leaders use those characteristics as they act through Integrity, Vision, Intuition, Inspiring Commitment, Communicating with People, Managing Projects, Creating Wealth and Discipline.

In addition, they offer Seven Radical Rules for Business Success:

1. Always tell the truth.
2. Always take 100 percent responsibility for any activity you are involved in.
3. Scrupulously attend to all agreements you make and others make with you.
4. Never gossip and never get in the middle of communications between other people.
5. Set aside daily creative think-time and make it sacred.
6. Make a to-do list and update it constantly throughout the day.
7. Go to the source.  Whenever you hear of something that makes you feel uncomfortable, talk to all parties concerned and listen carefully to them.

Principle-Centered Leadership

Stephen Covey, author of The 7 Habits of Highly Effective People,  describes the characteristics of principle-centers leaders in this book as:

1. They are constantly learning.
2. They are service-oriented.
3. They radiate positive energy.
4. They believe in other people.
5. They lead balanced lives.
6. They see life as an adventure.
7. They are synergistic.
8. They exercise for self-renewal.

In the book, Principle-Centered Leadership, Mr. Covey further describes 10 Power Tools that leaders use to be powerful:

1. Persuasion, which includes sharing reasons and rational and committing to stay in the communication process until mutually beneficial and satisfying outcomes are reached.
2. Patience with the process and the person.
3. Gentleness, not harshness, when dealing with vulnerabilities, disclosures and feelings of others.
4. Teachableness, which means operating with the assumption that you do not have all the answers and valuing the different viewpoints, judgments and experiences of others. 
5. Acceptance, withholding judgment, giving the benefit of the doubt, requiring no evidence or specific performance as a condition for sustaining high self-worth, making them your agenda.
6. Kindness, sensitive, caring, thoughtful, remembering the little things (which are the big things) in relationships.
7. Openness, acquiring accurate information and perspectives of others, giving full consideration to their intentions, desires, values and goals rather than focusing exclusively on their behavior.
8. Compassionate confrontation, acknowledging error, mistakes and the need for others to make "course corrections" in a context of genuine care, concern and warmth, making it safe for people to take risks.
9. Consistency so that your leadership style is not manipulative, rather a set of values and a reflection of who you are and who you are becoming.
10. Integrity, honestly matching words and feeling with thoughts and actions, as well as constantly reviewing your intent as you strive for congruence.

The Leadership Challenge

James Kouzes and Barry Posner, authors of The Leadership Challenge, describe 5 practices of leaders:

1. Challenging the Process.  Leaders are pioneers — people who are willing to step out into the unknown in order to achieve innovation.  Leaders search out opportunities, experiment and take risks.
2. Inspiring a Shared Vision.  Leaders see pictures in their mind's eye of what the results will look like even before they have started their projects.  Leaders envision the future and enlist others.
3. Enabling Others to Act.  Exemplary leaders enlist the support and assistance of all those who must make a project work — it includes peers, superiors, customers and suppliers — all those who must support the vision.  Leaders foster collaboration and strengthen others.
4. Modeling the Way.  Leaders lead by their own example, being a role model for others to follow, acting in ways that are consistent with their beliefs.  Leaders set the example and plan small wins.
5. Encouraging the Heart.  Leaders must constantly encourage the heart of people to carry on by showing them how they can win.  Often this is through positive acknowledgement of the many small things that people do every day.  Leaders recognize contributions and celebrate accomplishments. 

A survey asking about the most admired qualities of leaders shows the following top 10:

1. Honest     83% (This quality was selected by 83% of the 2,600 managers surveyed)
2. Competent    67%
3. Forward-looking    62%
4. Inspiring    58%
5. Intelligent    43%
6. Fair-minded    40%
7. Broad-minded    37%
8. Straightforward    34%
9. Imaginative    34%
10. Dependable    33%

The Greatest Management Principle in the World

Michael LeBeof describes the greatest principle: The things that get rewarded get done.

He goes on to describe 10 strategies for making this principle into work:

1. Reward solid solutions instead of quick fixes.
2. Reward risk-taking instead of risk-avoiding.
3. Reward applied creativity instead of mindless conformity.
4. Reward decisive action instead of paralysis by analysis.
5. Reward smart work instead of busy work.
6. Reward simplification instead of needless complication.
7. Reward quietly effective behavior instead of squeaking joints.
8. Reward quality instead of fast work.
9. Reward loyalty instead of turnover.
10. Reward working together instead of working against.

Leadership Secrets of Attila the Hun 

Wess Roberts wrote this very non-traditional book and first published it on his own for friends.  It has since became a best seller and a "must have" book for anyone interested in the subject of leadership.  The leadership qualities described include:

1. Loyalty.  Disagreement is not necessarily disloyalty and should be listened to.  However, someone who participates in or encourages action that are counter to the good of the tribe is disloyal.
2. Courage.  Leaders must be fearless and have the fortitude to carry out assignments given to them.  They must not balk at the sight of obstacles nor must they become bewildered when in the presence of adversity.
3. Desire.  Leaders must have an inherent commitment to influencing people, processes and outcomes.
4. Emotional Stamina.  Leaders must have the stamina to recover rapidly from disappointment, to bounce back from discouragement, to carry out the responsibilities of their office without becoming distorted in their views without losing clear perspective as well as the emotional strength to persist in the face of seemingly difficult circumstances.
5. Physical stamina.  Leaders must nurture their bodies in order to support a healthy mind. 
6. Empathy.  Leaders must have an appreciation for an d an understanding of the values of others, a sensitivity for other cultures, beliefs and traditions.
7. Decisiveness.  Leaders must know when to act and when not to act.
8. Anticipation.  Leaders must observe and use their instincts to anticipate thoughts, actions and consequences.
9. Timing.  Leaders often develop a good sense of timing by applying the lessons learned by failure.
10. Competitiveness.  Leaders must have an intrinsic desire to win the important contest, not necessarily win all the time.
11. Self-confidence.  Leaders must have a personal feeling of assurance to meet the inherent challenges of leadership.
12. Accountability.  Leaders must be accountable for their personal actions and the people they are responsible for.
13. Responsibility.  Leaders must accept full responsibility for their actions.
14. Credibility.  Leaders' words and actions must be believable to friend and foe, and must be worth of trust.
15. Tenacity.  Leaders must have an unyielding drive to accomplish assignments.
16. Dependability.  Leaders must be depended upon in all situations to carry out their roles and responsibilities.
17. Stewardship.  Leaders must serve in a manner that encourages confident, trust and loyalty. 

Attila reminds us  that leaders must teach what they know to others so that there will continue to be leaders to follow.  Apparently, there was no strong leader following Attila and the Hun nation was absorbed into greater Europe.  The vanity of the princes and chieftains who jealously sought to succeed him resulted in the downfall of the nation.

The Tao of Leadership

John Heider has adopted Lao Tzu's Tao Te Ching for modern leaders.  Just a few of the 81 leadership qualities covered in this wonderful book include:

1. Be Open to Whatever Emerges.  The wise leader does not impose a personal agenda or value system on the group.
2. The Paradox of Letting Go. When I let go of what I am, I become what I might be.  When I let go of what I have, I receive what I need.
3. Unbiased Leadership.  Can you remain open and receptive, no matter what issues arise?  Can you know what is emerging, yet keep your peace while others discover it for themselves?
4. Soft and Strong.  Water is fluid, soft and yielding.  But water will wear away rock, which is rigid and cannot yield.
5. The Creative Process.  The wise leader knows about pairs of opposites and their interactions.  In order to lead, the leader knows how to follow.
6. Inner Resources.  To know how other people behave takes intelligence, but to myself takes wisdom.
7. Knowing What is Happening.  When you cannot see what is happening in a group, do not stare harder.  Relax and look gently with your inner eye.
8. Tao is Universal.  All power and effectiveness come from following the law of creation.  There is no substitute for knowing how things happen and for acting accordingly.
9. Unclutter Your Mind.  Learn to unclutter your mind and simplify your work.
10. The Beginning, the Middle and the End.  Once an event is fully energized and formed, stand back as much as possible.  Pay attention to the natural unfolding of events.  Don't do too much.  Don't be too helpful.

This Job Should be Fun!

Bob Basso's book, This Job Should Be Fun!, is a reminder that without fun, most of us would rather be somewhere else.  

He offers a number of strategies for making sure the workplace has an appropriate amount of fun:.  

1. Communication: Walk Your Talk.  Declare honesty from day one.  Lay it on the line, say what you mean, mean what you say. 
2. Feedback: Form M-I-B Teams.   MIB means "make it better."  MIB teams satisfy your need to get the team to buy into improving everything and their need to take more control of the decisions that affect their day-to-day work life.
3. Use a Battle Cry: Create Excitement, Start a Raging Fire.  Have the team create a slogan that reflects the team's commitment.  The slogan is like an advertising slogan.  For example, "Stop everything and support the front line first" or "We try harder."
4. Cooperation: Get Action Now!  Enlist others by asking for their help, being responsible and accountable. 
5. Goal-Setting: The "Hot List."  Practice MBGOOTW (managing by getting out of the way).  Identify the top 3 hot (immediate) problems to solve and ask the team to find ways to solve them, ask for their suggestions, make everybody a consultant and celebrate their victories in finding solutions.
6. Rotation: Exchange Combatants.  Rotate employees for a day into another department, ask for volunteers, ask the rotated person to share what they learned with their regular team.
7. Litigation: Resolve All Conflict in the Boo-Boo Stage. A recent survey of corporate attorneys reveals that the biggest culprit in most workplace legal actions is the frontline supervisor. Therefore, pay more attention to small conflicts and get them resolved before they become lawsuits. 
8. Evaluations: Turn the Tables.  Use multiple view evaluations giving employees the chance to evaluate their supervisors. Ask them for suggestions about how you could do a better job. 
9. Training: Stick to the Golden Rule.  Every morale problem, communication bottleneck, drop in quality and high rate of absenteeism can be traced to the closed door of a supervisor who's never been trained how to get people to do things together. — to talk nicely, think, listen and have the patience of a saint.
10. Workspace: Create a "Green Light" Environment. A green light means, "Yes, we want you to feel free to open up, ask questions, take charge, find new ways."  A red light means, "No, we don't want that."  High productivity comes when people are allowed to be productive, take initiative, develop creative solutions and produce results. 

Leading Up: How to Lead Your Boss So You Both Win

This new book looks at leadership from a 360 viewpoint.  The author, Michael Useem, professor of management at The Wharton School,  provides many detailed case study examples of leaders who were successful and the various methods they used.  He also describes many examples of people who failed and the reasons why they failed.

Chapters in the book cover the following aspects of leadership:

1. Informing your commander.
2. Convincing a company to turn inside out.
3. Begging your boss to untie your hands.
4. Retaining the confidence of your directors and investors.
5. Keeping your head when you have several superiors.
6. Guiding your guide.
7. Designing a future your boss can't quite envision.
8. Persuading the ultimate authority
9. The upward leader's calling.

Each chapter is filled with practical tips and ways to use the case studies.  This is a powerful book for anyone who leads people, reports to someone else or has ever felt the frustration of not having their ideas heard.

Four Ways to Wisdom

Author Angeles Arrien's work is well known for combining ancient wisdom with today's challenging business problems.  Her "four-fold way" is a reminder that helps us stay  powerful and balanced. 

1. Show up and be present physically, mentally and emotionally.  This is the way of the Warrior, which teaches us to be visible and empower others through example and intention. 
2. Pay attention to what has heart and meaning.  This is the way of the Healer archetype, which teaches us to be aware of and express feelings and emotions.
3. Tell the truth without blame or judgment.  This is the way of the Visionary archetype, which teaches us to be honest and authentic during communication.
4. Be open to outcome, not attached to outcome.  This is the way of the Teacher archetype, which teaches us to let go of expectations and preconceived ideas.

Leaders

Warren Bennis' now classic book, Leaders, describes leadership as "heading into the wind with such knowledge of oneself and such collaborative energy as to move others to follow."  He offers four major strategies after interviewing 90 leaders over a period of two years:

1. Attention Through Vision.  "I have a dream"<Martin Luther King, Jr.>  The leader must set a vision for others to follow.
2. Meaning Through Communication.  "If you can dream it, you can do it."  <Walt Disney>   The leader's vision must be communicated to the people who can make it happen.  
3. Trust Through Positioning. The accumulation of trust is a measure of the legitimacy of leadership; trust is the emotional glue that binds follows and leaders together. 
4. The Deployment of Self Through Positive Self-Regard.  Leaders must have persistence and self-knowledge, be willing to take risks and accept losses, make and honor commitments, be consistent and willing to learn constantly. 

The book closes with this thought.  "We must raise the search for new leadership to a national priority.  We desperately need women and men who can take charge, and we hope that you, the reader, will be among them.  What can be more consequential and inspiring?"

An Exercise in Personal Leadership

This exercise comes from a Leadership course taught by Anna Joy Grace, Minister of the Unity Church of Olympia, WA, who adapted it from an exercise by Dr. Maria Nemeth called "Standards of Integrity":

1. Think about leaders you admire and what makes them special to you.  
2. Make a list of 10 leaders you admire.  They can be well-known people or anyone in your life who you feel shows leadership traits.  
3. Write down 3 qualities that each leader has that you admire.
4. Go back over the list and select 7 qualities that you particularly admire and write them down in a list. 
5. Acknowledge that those qualities you admire in others are what you yourself exhibit as a leader.  It is because you resonate with them and feel drawn to them that you admire those qualities in others.
6. Think about how you FEEL as you acknowledge the truth of your own leadership.
7. Make a personal commitment to always walk in the truth of your own version of leadership rather than trying to fit anyone else's ideas.  This is a very powerful acknowledgement and helps give you the confidence that true leaders exhibit. 

  Books

• Leaders: The Strategies for Taking Charge.  Warren Bennis, Burt Nanus.1985.  Harper & Row.  ISBN 0-06-015246-X
• Leadership Secrets of Attila the Hun. Wess Roberts. 1985. Warner Books ISBN 0-446-39106-9
• Leading Up: How to Lead Your Boss so You Both Win, Michael Useem, 2001.   Crown Business. ISBN: 0-8129-3310-9 Book excerpts:  http://leadership.wharton.upenn.edu/l_change/Leading_Up.shtml 
• Principle-Centered Leadership. Stephen Covey . 1990. Fireside (Simon & Schuster) ISBN 0-671-79280-6
• The Corporate Mystic: A Guidebook For Visionaries With Their Feet on the Ground.  1996 Gay Hendricks and Kate Ludeman, Bantam Books, New York  ISBN 0-553-37494-X
• The Four Fold Way: Walking the Paths of the Warrior, Teacher, Healer and Visionary. Angeles Arrien.  1993. HarperCollins ISBN 0-06250-059-7.
• The Greatest Management Principle in the World. Michael Le Boeuf. G.P. Putnam's Sons. 1985 ISBN 0-399-13052-7
• The Leadership Challenge: How to Get Extraordinary Things Done in Corporations. James Kouzes, Barry Posner. Original 1987. Third Edition, 2002.   Jossey-Bass Inc. Publishers ISBN: 0787956783
• The Tao of Leadership: Lao Tzu's Tao Te Ching Adapted for a New Age. John Heider.  1985 Humanics Limited. ISBN 0-89334-079-0   
• This Job Should Be Fun! The New Profit Strategy for Managing
  People in Tough Times.  Bob Blasso with Judi Klosek.  iUniverse.comISBN: 0595141420

  Articles

• The Essence of Leadership http://www.cs.nps.navy.mil/people/faculty/mjholden/q-leadership.html 
• Leadership as Discovery http://www.leadersdirect.com/leadership%20intro.html (many other articles on this site)
• The Art of Chaordic Leadership http://www.pfdf.org/leaderbooks/l2l/winter2000/hock.html 
• Sending Clear Messages http://www.caaws.ca/Leadership/leader_links/leadlink_sp98.htm 
• Morale Problem? Look in the Mirror http://www.clemmer.net/excerpts/morale_problem.shtml 
• The Essence of Leadership: 6 Key Traits for Greater Effectiveness http://www.canlead.com/Essence.htm 
• Why should I follow you?  http://www.inventuregroup.com/journal/view_article.cfm?AID=32&journalid=1 
• Linking Individual Goals With Organizational Goals http://www.aboutbarbarabrown.com/html/tips_.html 
• How You Manage to Lead http://www.devco.demon.co.uk/Leadership.html 
• The 7 Traits of Effective Leaders: How Many Do You Share?  http://www.womentodaymagazine.com/career/7leader.html 
• The WSCC Leadership Essence http://www.westshore.cc.mi.us/leadership.htm 
• The Essence of Good Leadership http://www.economictimes.com/040601/04lear03.htm 
• The Essence of Leadership http://www.actionpoint.net/articles/select.php?article=2 
• Running the School for Principals http://www2.tvo.org/pdonline/running_the_school/leadership_drake.html (many other articles on this site)
• The Essence of Leadership: Views of a Former Commander http://www.airpower.maxwell.af.mil/airchronicles/apj/apj88/rosencrans.html 
• Four Ways to Wisdom http://www.spiritsound.com/arrien.html 
• Essence of Good Leadership http://www.defencejournal.com/oct99/essence.htm 
• David Gergen on the Essence of Leadership http://www.ksg.harvard.edu/news/Gergen_leadership.htm 
• Conversation with David Gergen on Leadership http://www.pbs.org/newshour/conversation/july-dec00/gergen_10-19.html 
• Nobel Laureates Explore Leadership in the New Millennium http://www.gwsae.org/executiveupdate/2001/september/electronicissue/leadership.htm 
• Do something: Taking action, the essence of leadership http://wichita.bcentral.com/wichita/stories/1999/05/17/smallb2.html 
• Leadership and Change
• Ten Qualities of a First Class Leader http://www.eaglesflight.com/leadership/10_qualities.html 
• The New Leadership Paradigm http://www.nlpu.com/Articles/article8.htm 
• Important Personal Traits of Effective Leaders http://www.ssu.missouri.edu/faculty/rcampbell/Leadership/chapter4.htm 
• Management  vs. Leadership (newsletter article November 1996) http://www.itstime.com/nov96.htm
• Management  vs. Leadership (newsletter article October 1996) http://www.itstime.com/oct96.htm

  Internet Resources

• Leaders Direct http://www.leadersdirect.com/index.html 
• The Peter F. Drucker Foundation for Non-Profit Management http://www.pfdf.org/index.html 
• Angeles Arrien's Four-fold Way to Wisdom program http://www.angelesarrien.com/four-fol.htm and monthly reflections http://www.angelesarrien.com/Reflections.htm 

  The Lighter Side

Managers are people who do things right.  Leaders are people who do the right thing. ... Warren Bennis and Burt Nanus, Leaders. 

A throne is only a bench covered with velvet .. Napoleon Bonaparte, emperor of France

You manage things.  You lead people ... Grace Murray Hopper, U.S. Navy, considered by many to be the "mother of computer programming"

Shallow people believe in luck ... strong believe in cause and effect. ... Ralph Waldo Emerson

Keep away from people who try to belittle your ambitions.  Small people always do that, but the really great make you feel that you, too, can become great.  ... Mark Twain 

I praise loudly, I blame softly.  ... Catherine II (The Great), empress of Russia

Some are born great, some achieve greatness and some have greatness thrust upon them.  ... William Shakespeare.

Sandwich every bit of criticism between two heavy layers of praise ... Mary Kay Ash, founder, Mary Kay Cosmetics

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1001.eng Business Coaching Handbook

1002.eng A Guide for Human Resources Professionals at NASA

1003.eng May 2003

1004.eng Business Coaching Handbook

1005.eng A Guide for Human Resources Professionals at NASA

1006.eng Index

1007.eng Page Executive Overview 1

1008.eng Introduction 1

1009.eng Strategy 2

1010.eng What is Coaching? 3

1011.eng What Do Coaches Do? 4

1012.eng Characteristics of Effective Coaches 5

1013.eng How Does the Coaching Partnership Work? 5

1014.eng Why Would One Choose to Work With a Coach? 6

1015.eng Coaching Capabilities at NASA 7 What is Internal Certified Coaching? 8

1016.eng What is External Coaching? 8

1017.eng What is Supervisory Coaching? 10

1018.eng Managing the Coaching Process 11

1019.eng Step l. Self-Assessment 11

1020.eng Step ll. Meeting with HR Development Professional 11

1021.eng Step lll. Coach Assessment 12

1022.eng Step lV. Coach/Client Relationship 12

1023.eng Step V. Follow-up Assessment (post coaching) 13

1024.eng Resources 14

1025.eng Appendix A Preference Guide 15

1026.eng Appendix B Intake Questionnaire 16

1027.eng Appendix C Potential Coach Assessment 20

1028.eng Appendix D Suggested Coach Selection Interview Questions 22

1029.eng Appendix E Sample Coaching Agreement 23

1030.eng Appendix F Sample Mid-Point Assessment 24

1031.eng Appendix G Sample Final Assessment Form 26

1032.eng Appendix H Sample Follow-Up Assessment Form 29

1033.eng Business Coaching Handbook

1034.eng A Guide for Human Resources Professionals at NASA

1035.eng Executive Overview

1036.eng This handbook describes what business coaching is and how it is being made available to NASA employees.
1037.eng The introduction explains how the NASA coaching initiative responds to the President’s Management Agenda and helps implement the NASA Strategic Human Capital Plan.
1038.eng

1039.eng Introduction

1040.eng NASA is committed to developing its greatest asset, its employees.
1041.eng While already heavily invested in technical training, NASA has become increasingly aware of the need to balance technical skills with the soft sciences or human resources skills that enable employees to contribute their best.
1042.eng The practice of coaching has been successfully introduced at many Centers as one way of developing the NASA workforce.
1043.eng Because of the positive impact coaching activities have had to date, NASA leadership identified coaching as a tool for implementing the Agency’s Human Capital Strategic Plan.
1044.eng The NASA Coaching Development Team has created this guide to help leaders, managers, supervisors, and Human Resources (HR) Professionals understand and use coaching effectively to improve individual and organizational performance.
1045.eng

1046.eng NASA has identified coaching as a basic supervisory competency.
1047.eng Supervisory coaching is effective when:
1048.eng

1048.eng 1) it becomes a way of conducting everyday communication and is not an “event,” and 2) it is focused on incremental performance improvement through increasing self-awareness.
1049.eng

1050.eng NASA is implementing coaching agency-wide as part of its Strategic Human Capital Plan (SHCP) initiative in response to the President’s Management Agenda (PMA).
1051.eng In part, the PMA states:
1052.eng “…agencies must make better use of the flexibilities currently in place to acquire and develop talent and leadership…Human capital strategies will be linked to organizational mission, vision, core values, goals, and objectives…High performance will become a way of life that defines the culture of the federal service…The system will attract and retain talented people who will demand and deliver sustained excellence and high levels of performance.”
1053.eng

1054.eng Pillar 3.0 of the NASA SHCP is Learning:
1055.eng “NASA promotes a knowledge-sharing culture and a climate of openness, continuous learning and improvement.”
1056.eng Flowing from this are Goal 3.1, “NASA has a climate of open sharing of relevant knowledge to facilitate best practices, promote personal and professional growth, and avoid failures,” and Strategy 3.1.1, “Strategically invest in training and development opportunities, including coaching and mentoring, and foster a climate of continuous learning and improvement.”
1057.eng

1058.eng The SHCP Pillar 5.0, Leadership, states that “NASA ensures it has leaders who are adaptable; who inspire, motivate, and guide others towards goals; who mentor and challenge the workforce; and who demonstrate high standards of honesty, integrity, trust, openness, and respect.”
1059.eng Goal 5.1 of this pillar is “NASA recruits, selects, hires, and retains a diverse, high performing cadre of leaders who are nurtured through training and development opportunities,” whence flows strategy 5.1.2, “Provide mentoring, training, development and coaching opportunities to equip employees to assume leadership positions within the Agency.”
1060.eng

1061.eng Strategy

1062.eng NASA’s strategy for developing coaching for mission results is three-fold:
1062.eng 1) To provide leaders, managers, and supervisors with the training, experience, and tools to conduct coaching conversations as part of their everyday way of operating to improve mission performance.
1062.eng 2) To develop in-house coaching expertise as a cost-effective, cross-agency resource to draw from, and to ensure that NASA has the expertise to be a “smart buyer” of coaching services.
1062.eng 3) To continue to utilize external coaches and organizational development specialists to build on the Agency’s internal efforts.
1063.eng

1064.eng “The scarcest resource in the world is leadership talent, capable of continuously transforming organizations to win in tomorrow’s world.
1065.eng .all people have untapped potential.
1066.eng with coaching and practice, we can all get better at it.”
1067.eng

1068.eng Noel Tichy, The Leadership Engine

1069.eng What is Coaching?
1070.eng

1071.eng While there are several types of coaching, the coaching employed by NASA is most often referred to as business or professional coaching.
1072.eng Business coaching focuses on aligning organizational and individual goals to improve individual performance and mission results.
1073.eng Three different types of coaching relationships are used at NASA:
1074.eng external (to NASA) coaches, internal (NASA employee) certified coaches, and supervisory coaching.
1075.eng With external and internal coaches, there is a facilitative, one-to-one, mutually designed relationship between a coach and an individual.
1076.eng Supervisory coaching occurs in the course of day-to-day interactions.
1077.eng Coaching benefits the organization through improved employee performance, producing results that are both observable and measurable, and that are commensurate with the performance requirements of the person being coached.
1078.eng

1079.eng Coaching is most effectively employed when it is used to do one or more of the following:
1080.eng

1080.eng 1) address individual and organizational change to improve mission performance;

1080.eng 2) enable personal transformation and career role transition;

1080.eng 3) support the development of future leaders for the organization;

1080.eng 4) address a specific problem area or challenge; and

1080.eng 5) facilitate the creation of an organizational culture that values learning, creativity, and continuous improvement.
1081.eng

1082.eng Business coaching includes principles from sports coaching such as teamwork, personal excellence, and “going for the goal.”
1083.eng But unlike sports coaching, business coaching is not about competition or based on win/lose.
1084.eng A business coach focuses on helping an individual “learn what it takes” for him or her to improve existing capabilities, set meaningful goals, and be accountable for his or her results.
1085.eng A coach helps an individual understand and eliminate barriers to more effective performance.
1086.eng

1087.eng Coaching is often confused with

1088.eng $$ Mentoring – A mentor works closely with an individual to help develop the skills, knowledge, and relationships needed to perform better in the current position and to advance his or her career.
1089.eng A mentor is usually at a more senior level in an organization and has the professional and personal competencies to pass on organizational culture, norms, and traditions through skill and example.
1090.eng The mentor shares personal experiences through dialog, and often gives advice.
1091.eng

1092.eng $$ Counseling or Therapy – Counselors and therapists focus on an individual’s psychological well-being and may spend time analyzing the past.
1093.eng In contrast, coaches concentrate on personal and organizational success, how well the individual is functioning within the organization, and is future focused.
1094.eng

1095.eng $$ Consulting – A consultant gives expert advice and is hired for specific technical expertise.
1096.eng

1097.eng The following table illustrates these distinctions:
1098.eng

1099.eng What do Coaches Do?
1100.eng

1101.eng Coaches help individuals set and achieve desired goals.
1102.eng Coaches utilize questions and assessment tools to help individuals become more effective.
1103.eng Through the insight gained from assessment tools and observations by the coach, individuals become more self-aware of their strengths and barriers, and develop strategies and plans to reach their goals.
1104.eng

1105.eng Characteristics of Effective Coaches

1106.eng The role of a coach is that of a non-judgmental, strategic business partner.
1107.eng The coaching relationship is built on trust.
1108.eng Coaching conversations must remain confidential between the individual and the coach in order for the partnership to work.
1109.eng When coaching is provided by NASA, the relationship extends to the individual’s supervisor, who helps define the performance goals and provides feedback on progress.
1110.eng

1111.eng Coaches at NASA must demonstrate knowledge through past experience and application of basic competencies.
1112.eng NASA has adopted the competencies identified by the International Coaching Federation (ICF).
1113.eng First, the coach must meet ethical guidelines of the profession.
1114.eng Other competencies include the ability to:
1115.eng

1116.eng $$ Establish a coaching agreement.
1117.eng

1118.eng $$ Establish a trusting relationship with the client.
1119.eng

1120.eng $$ Be fully present, attentive, and spontaneous.
1121.eng

1122.eng $$ Express active listening.
1123.eng

1124.eng $$ Ask powerful questions.
1125.eng

1126.eng $$ Be a direct communicator.
1127.eng

1128.eng $$ Create and raise the client’s awareness.
1129.eng

1130.eng $$ Design and create action plans and action behaviors.
1131.eng

1132.eng $$ Develop plans and establish goals with the client.
1133.eng

1134.eng $$ Manage the client’s progress and hold him/her responsible for action.
1135.eng

1136.eng In addition to the above, effective coaches believe in the potential of their client and demonstrate a personal integrity in “walking the talk.”
1137.eng

1138.eng How Does a Coaching Partnership Work?
1139.eng

1140.eng Formal coaching relationships are based on written agreements between the coach and the individual being coached.
1141.eng This written agreement delineates the goals and mutual expectations for how the coaching relationship will work.
1142.eng The individual, coach, and supervisor must be in agreement regarding the desired results of the coaching relationship.
1143.eng

1144.eng Coaching relationships can vary in duration and complexity.
1145.eng An internal or external coach may use assessment instruments to help focus the coaching process.
1146.eng Short-term, feedback coaching generally takes from one to six months and is intended to provide immediate feedback to the individual to help him or her develop a plan to address specific needs.
1147.eng Longer term, indepth coaching involves a close, long-term relationship between the coach and individual to address specific needs, and generally lasts from six to twelve months.
1148.eng This type of coaching will involve more in-depth data collection and analysis with an intensive feedback session.
1149.eng Supervisory coaching is usually on a more informal basis and occurs in the context of day-to-day, working interactions.
1150.eng

1151.eng A coach will continue to work with the individual until the plan is implemented.
1152.eng

1153.eng Why Would One Choose to Work With a Coach?
1154.eng

1155.eng Employees may choose to work with a coach when they:
1156.eng

1156.eng 1) Realize they need to improve their performance but require more than the acquisition of new knowledge or the development of new skills;

1156.eng 2) Are open to participating in a rigorous and honest self-appraisal;

1156.eng 3) Realize that someone else can assist them in becoming more effective and are willing to ask for help;

1156.eng 4) Are willing to devote the time and effort to work with the coach to make changes over a period of months;

1156.eng 5) Are willing to trust another person and talk about their strengths and challenges…

1157.eng Employees considering coaching should think about career goals and how coaching could help achieve them.
1158.eng Employees may also find it helpful to ask questions to clarify their expectations for the coaching partnership, such as:
1159.eng How do I expect coaching to help me reach my goals?
1160.eng Are there other activities such as training or mentoring that better fit my developmental needs at this time?
1161.eng

1162.eng Results from coaching can include improved performance and working relationships, better teamwork, and reduced conflict.
1163.eng When coaching produces better alignment between personal and organizational values and goals, the results often include increased job satisfaction and organizational commitment and improved performance.
1164.eng

1165.eng Coaching Capabilities at NASA

1166.eng NASA’s goal in coaching is to equip employees with the tools and opportunities needed for self-development.
1167.eng A coach serves as a catalyst to the individual’s development.
1168.eng In performing as a strategic business partner, coaches demonstrate credibility and the abilities to forge partnerships of trust, inspire commitment, focus on goals that matter, promote persistence, and ask the tough, strategic questions leading to performance breakthroughs.
1169.eng Because of this, NASA works to ensure that employees have access to coaches who possess a broad diversity of backgrounds (job function, gender, culture, etc.).
1170.eng

1171.eng NASA has both an internal and external coaching capacity.
1172.eng Ultimately, selection of a coach will be based upon the coach’s experience and skill and his/her ability to relate to the individual being coached.
1173.eng NASA builds its coaching capacity internally and externally as depicted in the following diagram:
1174.eng

1175.eng What is Internal Certified Coaching?
1176.eng

1177.eng Internal Coaching is a facilitative one-to-one, mutually designed coaching relationship between a NASA civil servant certified coach and a key NASA employee who is accountable for highly complex decisions with wide scope of impact on the NASA organization, Government, and industry as a whole.
1178.eng The primary impetus for engaging in coaching is organizational performance or development, either of which may have a personal component as well.
1179.eng The results produced from this relationship are observable, measurable, and aligned with the performance requirements the individual (or NASA organization) has established.
1180.eng Coaching services are arranged through the HQ or Center Training Office.
1181.eng

1182.eng In addition to the characteristics of an effective coach discussed previously, NASA has established the following standards for selecting Internal Coaches:
1183.eng

1184.eng $$ Coaching Certification—All internal coaches must have coaching credentials from an ICF-certified training program.
1185.eng

1186.eng $$ Tested Experience—The coach must have the appropriate level of corporate experience to understand the developmental, political, and environmental needs of the employee.
1187.eng

1188.eng $$ Skilled at Problem Diagnosis—If diagnostic instruments are used, the coach must be appropriately certified to administer those instruments to assess gaps, help identify blind spots for the individual being coached, determine outcome measurements (scorecards for accountabilities, pre-and post assessments to measure 360 degree feedback), and facilitate communication and feedback.
1189.eng

1190.eng $$ Results Oriented—The outcomes of the coaching relationship should specify how the coaching success would be measured, evaluated, and realized by individual performance improvement and NASA mission impacts.
1191.eng Additionally, a coaching agreement for the employee should be established up front and refined throughout the coaching relationship.
1192.eng

1193.eng $$ Knowledge and Application of Coaching Competencies, including Interpersonal Competencies—The coach must demonstrate knowledge through past experience and application of competencies previously identified.
1194.eng

1195.eng What is External Coaching?
1196.eng

1197.eng External Coaching has all the same components as those identified for internal coaches (above) with the exception that the relationship is between

1198.eng a key NASA employee and a trained and certified coach hired from outside the Agency.
1199.eng In some cases NASA will use non-certified coaches based on previous performance.
1200.eng These coaching services are procured through the HQ or Center Training Office.
1201.eng Consult your Training Office for specifics.
1202.eng

1203.eng In addition to the characteristics of an effective coach discussed previously, NASA has established the following standards for selecting external coaches:
1204.eng

1205.eng $$ Tested Experience—The coach should have a minimum of 7-10 years coaching experience in the skill area that needs to be addressed.
1206.eng ICF certification is preferred.
1207.eng Ideally, the coach should have work experience at or above the level of the individual being coached.
1208.eng This helps to ensure that the coach has the appropriate level of corporate experience to understand the developmental, political, and environmental needs of the individual.
1209.eng

1210.eng $$ Skilled at Problem Diagnosis—The coach should be appropriately certified to administer a variety of diagnostic instruments to assess gaps, help identify blind spots for the individual being coached, determine outcome measurements (scorecards for accountabilities, pre-post assessments to measure 360 degree feedback), and facilitate communication and feedback.
1211.eng When procuring the coach, the contract language should specify the types of diagnostic instruments that will be used as part of the coaching effort.
1212.eng

1213.eng $$ Results Oriented—The outcomes of the coaching relationship should specify how success would be measured, evaluated, and realized by performance improvement NASA mission impacts.
1214.eng Additionally, a developmental plan for the individual should be identified up front and refined throughout the coaching relationship.
1215.eng

1216.eng $$ Familiarity with Industry and Government—At a minimum, the coach should have a working knowledge of NASA’s strategic goals, the NASA Leadership Model, and the Office of Personnel Management (OPM) Executive Core Qualifications (ECQ).
1217.eng This includes broadly understanding the internal system constructs of NASA (science, engineering, administrative) as well as the external environment in which NASA operates, such as the Federal government, leadership challenges in the public sector, and understanding the local environment.
1218.eng

1219.eng $$ Knowledge and Application of Coaching Competencies, including Interpersonal Characteristics – The coach must demonstrate knowledge through past experience and application of characteristics and competencies previously identified.
1220.eng

1221.eng $$ Costs-All external coaching services must have a clearly identified, value added component for the organization.
1222.eng This can be determined at the local Center level.
1223.eng Inasmuch as possible, coaching rates should be commensurate with local MOBIS and GSA quotes.
1224.eng

1225.eng What is Supervisory Coaching?
1226.eng

1227.eng An important role of the supervisor is to coach employees in the course of their everyday interactions.
1228.eng All NASA Managers, Supervisors, and Team Leads are expected to have a level of proficiency in coaching their employees.
1229.eng This “real-time” coaching involves day-to-day observation with immediate, practical feedback on performance and behavior.
1230.eng A supervisor may pinpoint performance problems or areas and skills needing improvement, or open an employee’s eyes to simple changes that could make their personal interactions more satisfying and their efforts more productive.
1231.eng Real-time coaching can boost an employee’s confidence and enable him or her to better understand their strengths and how to use them.
1232.eng Coaching should also be a part of developmental planning discussions.
1233.eng The key to an effective supervisory coaching relationship is trust.
1234.eng The employee needs to know that the supervisor has their best interests as well as the organization’s needs at heart.
1235.eng Coaching helps employees reach their full potential, which moves them and the organization forward.
1236.eng

1237.eng If done properly, supervisory coaching is not an additional task.
1238.eng It is a way of building understanding between supervisors and employees through day-to-day conversations.
1239.eng Supervisory coaching strengthens:
1240.eng

1241.eng $$ performance,

1242.eng $$ shared understanding of priorities,

1243.eng $$ understanding of Agency and Center mission and goals,

1244.eng $$ working relationships, and

1245.eng $$ two-way communications.
1246.eng

1247.eng Managing the Coaching Process

1248.eng Generally, the management of the coaching process resides in the Human Resources function.
1249.eng Centers should align their coaching efforts to the philosophy and strategy outlined in this Coaching Guide

1250.eng The first phase of the coaching assessment process begins with the individual doing a self-assessment such as the questions in the “Why would I choose to work with a coach?” section of this Guide Pg.#

1251.eng Step II:
1252.eng Meeting with Human Resources (HR) Development Professional

1253.eng If the employee is confident that he or she can benefit from and is willing and ready to participate in the coaching process, the next step is to set up a meeting with an HR Professional at his or her Center.
1254.eng At this meeting, the employee will complete a short “Preference Guide” (See Appendix A for Preference Guide) and discuss their coaching needs (See Appendix B for the Intake Questionnaire).
1255.eng The HR Professional will have the training and access to guides (which are used to determine how well coaching will meet the employee’s current needs) to interpreting it.
1256.eng

1257.eng Based on the information provided by this discussion, the HR Professional will identify a pool of potential coaches for the employee by conducting interviews (See Appendix C for Potential Coach Assessment).
1258.eng

1259.eng Next, the individual reviews the coaches identified and conducts interviews.
1260.eng (See Appendix D for suggested interview questions).
1261.eng After this process is completed the individual will meet with their HR professional to finalize the coach selection.
1262.eng

1263.eng Step III:
1264.eng Coach Assessment

1265.eng At the beginning of the relationship the coach typically conducts an assessment.
1266.eng Assessments are tools used to gather information about an individual’s values, behaviors, competencies, goals, interests, and potential opportunities for development.
1267.eng

1268.eng This assessment can range from being very formal to informal depending on where the individual is in the development process and their past experience.
1269.eng An informal assessment may consist of a brief questionnaire, face-to-face discussion or simple observation.
1270.eng The coach will determine the appropriate assessment instrument tool to use in the coaching process.
1271.eng

1272.eng Assessments are used in a coaching relationship not to label but to provide valuable information to guide and focus the relationship.
1273.eng Assessments provide new explanations for behaviors, discover new possibilities, generate a baseline of information about the individual being coached, build the coach/client relationship, and facilitate identification of the coaching intervention.
1274.eng All assessment data will be kept confidential between the client and the coach.
1275.eng Any assessment documentation will be given to the client at the end of the relationship.
1276.eng

1277.eng Step IV:
1278.eng Coach-Client Relationship

1279.eng Once assessments are completed, the coach will review the data with the individual being coached and provide feedback.
1280.eng The coach and individual then work together to create a development plan and a set of three to five objectives based on the data results and the individual’s goals.
1281.eng The coach and individual will also identify roles of stakeholders (including the individual’s supervisor and the HR Professional); significant milestones related to their progress; and measures of success.
1282.eng Additionally, the coach and individual will work out the terms and logistics of the coaching

1283.eng relationship and gain appropriate approvals, when necessary.
1284.eng See Appendix E for a sample coaching agreement.
1285.eng

1286.eng Mid-point Assessment

1287.eng The mid-point assessment will be conducted half way into the coaching contract.
1288.eng This assessment is designed to track the progress with the coaching contract, relationship, and coaching process.
1289.eng During this phase some of the following questions may be asked:
1290.eng

1291.eng $$ What is working well?
1292.eng

1293.eng $$ What needs improvement?
1294.eng

1295.eng $$ How can we do things differently?
1296.eng

1297.eng $$ Are we on track in accomplishing our goals?
1298.eng

1299.eng It is the responsibility of the coach to conduct a mid-point assessment with the individual being coached, who, after a discussion with the coach, sends the completed assessment to the HR Professional.
1300.eng A sample mid-point assessment form is included in Appendix F.
1301.eng

1302.eng Final Assessment (close of relationship)

1303.eng The final assessment is conducted at the end of the coaching relationship.
1304.eng During this assessment the coach and individual are assessing the following:
1305.eng

1306.eng $$ Goal accomplishment (tangible goals benefiting NASA)

1307.eng $$ Quality of the relationship

1308.eng $$ Coaching process

1309.eng $$ Coach’s abilities

1310.eng $$ Individual’s commitment and follow through

1311.eng Also, the coach and individual will determine whether to stop or continue the coaching relationship.
1312.eng The coach gives the individual being coached the final assessment form to complete.
1313.eng After a discussion with the coach, the individual sends the final assessment form to their HR professional.
1314.eng A sample final assessment form is included in Appendix G.
1315.eng

1316.eng Step V.
1317.eng Follow-up Assessment (post coaching)

1318.eng The final phase of the coaching assessment process is the follow-up assessment.
1319.eng This is normally conducted six months to a year after the end of the coaching contract.
1320.eng During this phase, the HR office is working with the individual and supervisor to assess mission results/impact and successes/future challenges.
1321.eng A sample form is included in Appendix H.
1322.eng

1323.eng Resources

1324.eng The following list of suggested references is supplied solely for background information and does not imply endorsement by NASA.
1325.eng

1326.eng International Coach Federation:
1327.eng http://www.coachfederation.com/

1328.eng Hudson, Frederic M.
1329.eng PhD.
1330.eng The Handbook of Coaching.
1331.eng San Francisco:
1332.eng Jossey-Bass Publishers, Flaherty, James.
1333.eng Coaching:
1334.eng Evoking Excellence in Others.
1335.eng Boston:
1336.eng Butterworth Heinemann, Porche, Germaine and Jed Niederer.
1337.eng Coach Anyone About Anything.
1338.eng Del Mar, CA, Wharton Publishing, Inc., Whitworth, Laura; Henry Kimsey-House, and Phil Sandahl.
1339.eng Co-Active Coaching:
1340.eng New Skills for Coaching People Toward Success in Work and Life.
1341.eng Palo Alto, CA, Davies-Black Publishing, 1998

1342.eng Appendix A

1343.eng PREFERENCE GUIDE (An employee, confident that he or she can benefit from and is willing and ready to participate in the coaching process, fills out this form as a “talking point” with the HR Professional)

1344.eng Appendix B

1345.eng INTAKE QUESTIONNAIRE

1346.eng Please circle the number below that most accurately reflects your attitude regarding each question.
1347.eng

1348.eng # How important is it that a person advising you has a thorough understanding of NASA’s organization policies and procedures?
1349.eng

1350.eng # Is it important that you have a clear measure of whether you have made progress after receiving advice?
1351.eng

1352.eng # To what extent do you think that evaluation of your work performance would be beneficial for improvement?
1353.eng

1354.eng # To what degree is your personal life negatively affecting your job capability?
1355.eng

1356.eng # How important is expertise on the particulars of your work environment for advising to be successful?
1357.eng

1358.eng Appendix B

1359.eng # To what extent do you feel that confidentiality is important when addressing your work priorities and how to make changes in your work?
1360.eng

1361.eng # To what extent would it be beneficial for you to work with someone who has more experience in your field than you have yet acquired?
1362.eng

1363.eng # I believe there is little, if anything, that I can do to improve my current work

1364.eng # To what extent would it be beneficial for you to receive advising from a person higher up in the NASA hierarchy?
1365.eng

1366.eng # To what degree is your work life negatively affecting your personal life?
1367.eng

1368.eng # To what extent would it be beneficial for you to receive advising from a person who will have the ability to evaluate your job performance at an official level now or in the future?
1369.eng

1370.eng Appendix B

1371.eng # To what degree is confidentiality important to you in the process of receiving advice and feedback?
1372.eng

1373.eng # To what extent is it important that the relationship between you and your advisor is an equal relationship?
1374.eng

1375.eng # To what extent would it be helpful to have advice and direction from a person who is in a position of authority in your work area?
1376.eng

1377.eng # To what degree is the goal of the advice you are seeking primarily for personal development?
1378.eng

1379.eng # To what degree is the goal of the advice you are seeking primarily for career development?
1380.eng

1381.eng # To what degree is the goal of the advice you are seeking primarily for the development of a particular area or structure within NASA?
1382.eng

1383.eng Appendix B

1384.eng # To what extent do you think that someone simply telling you what to do at work would be beneficial for your improvement at work?
1385.eng

1386.eng # I need to discuss the internal politics of my organization and how it affects my career path.
1387.eng

1388.eng # I need to discuss some personal matters about my sense of well-being.
1389.eng

1. I believe that my own efforts could significantly impact my work situation.
1390.eng

1391.eng 2. To what extent is a friendly, collegial relationship between you and an advisor beneficial for your improvement at work?
1392.eng

1393.eng Julie L.
1394.eng Jordan, M.A.
1395.eng

1396.eng Appendix C

1397.eng Potential Coach Assessment

1398.eng Instructions

1399.eng The following questions are provided to assist Centers for interviewing and identifying potential coaches that align with NASA’s strategy and guidelines for coaching.
1400.eng

1401.eng Process of Interaction with Clients

1402.eng Overview Questions

1403.eng # How would you define coaching?
1404.eng What does coaching mean to you?
1405.eng

1406.eng # Do you have a particular coaching model that you use?
1407.eng

1408.eng Training and Background

1409.eng # What is your educational and professional background?
1410.eng

1411.eng # What are some of the key work experiences that led you to be a coach?
1412.eng

1413.eng # How long have you been doing coaching work?
1414.eng

1415.eng # What kinds of people do you work with and what results did you achieve?
1416.eng

1417.eng # With what kinds of people and topics do you do your best work?
1418.eng

1419.eng # Who would you turn down and why?
1420.eng

1421.eng # Give an example of when you have had to be tough and confrontational in a supportive way.
1422.eng How did you accomplish this?
1423.eng

1424.eng # What do you think are necessary experiences and educational qualities for a good coach?
1425.eng

1426.eng Clients

1427.eng # Do you have a particular type of coaching you specialize in?
1428.eng

1429.eng # Do you have a particular industry you specialize in?
1430.eng

1431.eng # How similar are the situations you engage in?
1432.eng

1433.eng # What is your strategy with regards to supporting confidentiality?
1434.eng

1435.eng Assessment

1436.eng # What kind of assessment instruments, tools, or techniques do you go through with a new client?
1437.eng

1438.eng # Who do you gather information about the client from, and how?
1439.eng

1440.eng # How do you determine the client’s needs?
1441.eng

1442.eng # What information do you gather about the organization and how?
1443.eng

1444.eng Intervention

1445.eng # How long do you work with clients?
1446.eng How much time do you usually spend with the client?
1447.eng

1448.eng # How will you help the client learn new ways to do things?
1449.eng

1450.eng # What tools or activities do you use to improve client performance (e.g.
1451.eng role-playing)?
1452.eng

1453.eng # How do you implement your intervention (phone, e-mail, face-to-face)?
1454.eng

1455.eng # How standardized are your interventions?
1456.eng

1457.eng # How much time do you spend with others in service of the client’s development?
1458.eng

1459.eng # At what point do you terminate the coaching relationship with the client?
1460.eng

1461.eng Evaluation

1462.eng # How will you ensure the client will get results?
1463.eng

1464.eng # How do you determine the effectiveness of your intervention?
1465.eng

1466.eng # How often do you communicate with the client’s organization about his or her progress?
1467.eng

1468.eng # What level of information do you share with the client’s organization?
1469.eng

1470.eng # Do you solicit feedback about your performance from your clients?
1471.eng

1472.eng Appendix D

1473.eng SUGGESTED COACH SELECTION INTERVIEW QUESTIONS

1474.eng Appendix E

1475.eng COACHING AGREEMENT

1476.eng We are voluntarily entering into a formal coaching relationship partnership, which we expect to benefit NASA and us.
1477.eng The following highlights the features of our partnership:
1478.eng

1479.eng Coaching partnership objectives:
1480.eng

1481.eng Coaching milestones related to objectives:
1482.eng

1483.eng Measures of success related to objectives:
1484.eng

1485.eng Specific role of the coach and key stakeholders:
1486.eng Coach:
1487.eng

1488.eng Client:
1489.eng

1490.eng Other key stakeholders (manager, peers, direct reports, and customers):
1491.eng

1492.eng The logistics of our meetings will generally include the following:
1493.eng When:
1494.eng Where:
1495.eng How long:
1496.eng Frequency Who is responsible for initiating:
1497.eng

1498.eng The client will gain commitment of his/her supervisor by:
1499.eng

1500.eng We will honor the following confidentiality agreement:
1501.eng

1502.eng This agreement remains in effect for twelve months.
1503.eng The agreement may be terminated at any time by either the coach or the individual being coached.
1504.eng

1505.eng Signature:
1506.eng ___________________________ Signature:
1507.eng ______________________ Individual Being Coached Coach

1508.eng Appendix F

1509.eng MID-POINT ASSESSMENT

1 What coaching activities have you participated in since the start of the coaching?
1510.eng process?
1511.eng

1512.eng 2 To what extent have these coaching activities contributed to your goals so far?
1513.eng

1514.eng 3 I am on track in accomplishing my coaching goals.
1515.eng

1516.eng 4 There have been changes in my goals since beginning coaching.
1517.eng

1518.eng 5 If there have been changes in your goals, what are they?
1519.eng

1520.eng 6 As a result of the coaching thus far, I have had an impact on the mission of NASA, my organization, and/or my own personal mission

1521.eng Appendix F

1522.eng # What was this impact, if any?
1523.eng How did the coaching contribute to or enable it?
1524.eng

1. The coaching relationship is working extremely well.
1525.eng

1526.eng 2. The coaching relationship is not working well.
1527.eng

1528.eng 3. What needs improvement or isn’t working?
1529.eng Identify concerns, disappointments, and areas for revision.
1530.eng

1531.eng 4. My coach is willing to adapt to changes in our coaching relationship.
1532.eng

1533.eng Appendix G

1534.eng FINAL ASSESSMENT

1535.eng Results of Coaching

1536.eng # My coach helped me to set focused and clearly defined goals.
1537.eng

1538.eng # To what degree did you accomplish the goals that you set?
1539.eng

1540.eng # What goals did you accomplish through coaching?
1541.eng

1542.eng # Are there any goals that you did not achieve?
1543.eng If so, what are they?
1544.eng

1545.eng # What new skills have you learned through coaching?
1546.eng

1547.eng # I have applied the new skills I have learned.
1548.eng

1549.eng # What behaviors have you changed or what new behaviors have you learned through coaching?
1550.eng

1551.eng # I have applied the new behaviors I have learned.
1552.eng

1553.eng # I have become more open minded in how I approach my work as a result of coaching.
1554.eng

1555.eng 10.I am more willing to participate in learning or developmental activities as a result of coaching.
1556.eng

1557.eng 11.As a result of coaching, I have had an impact on the mission of NASA, my organization, and/or my own personal mission.
1558.eng

1559.eng # What was this impact, if any?
1560.eng How did the coaching contribute to or enable it?
1561.eng

1562.eng Appendix G

1563.eng Coaching Relationship

1564.eng # What problems did you encounter with your coach or the coaching process?
1565.eng

1566.eng 13.How were problems with your coach or the coaching process addressed?
1567.eng

1568.eng 14.My coach was very effective in helping me achieve my goals.
1569.eng

1570.eng 15.In what way(s) was your coach effective in helping you achieve your goals?
1571.eng

1572.eng 16.My coach and I were compatible.
1573.eng

1574.eng 17.My coach gave me constructive feedback.
1575.eng

1576.eng Appendix G Supervisory Relationship

1577.eng 18.I received encouragement and support from my immediate manager/supervisor to participate in the coaching process.
1578.eng

1579.eng 19.In what way(s) did your manager/supervisor offer support or encouragement?
1580.eng

1581.eng HR Relationship

1582.eng 20.I received encouragement and support from human resources to participate in the coaching process.
1583.eng

1584.eng 21.In what way(s) did human resources offer you support or encouragement?
1585.eng

1586.eng Appendix H

1587.eng FOLLOW-UP ASSESSMENT

1588.eng # The goals set by my coach and me continue to be useful.
1589.eng

1590.eng # To what degree have you mastered the goals you set with your coach.
1591.eng

1592.eng # Have you identified new goals and are you working on achieving them?
1593.eng

1594.eng # Are you interested in engaging in a coaching relationship in the future?
1595.eng If so, why?
1596.eng

1597.eng # To what degree have you become more interested in long term development since your coaching experience?
1598.eng

1599.eng # How can the human resources staff help you to continue with your own development?
1600.eng

1601.eng # To what degree are you utilizing the skills you learned.
1602.eng

1603.eng # To what degree are you utilizing the behaviors you learned.
1604.eng

1605.eng # I am more open minded in how I approach my work as a result of coaching.
1606.eng

1607.eng # I am more willing to participate in learning or developmental activities as a result of coaching.
1608.eng