Nlp overall-(figure)

THEMAGNIFICENT

SEVEN

Magnificentlyand Effectively

Improving Performanceat Work

Three Skills

1 Outcome Knowing what you want

2 Acuity Notice what you are getting

3 Flexibility Keep changing what youare thinking and doing

Use with Integrity

NLP andThe Structureof Experience

RESULTS?

ATTENTION

Know Do

Think Feel

FeedbackActions

Overview

Results thinking � outcomes

Relating to others � rapport

Improving performance � mental rehearsal

Managing emotions � resource states

Solving Problems � perceptual positions

Coaching � coaching process

Daily practice � learning diary

Support systems � coaching and practicegroups

NLP Overview

�What�s the difference thatmakes the difference?�

OutcomeEvidenceFlexibility

PurposeIdentityValuesCapabilityExpectations

Images VSelf-talk AFeelings K

RESULTS?

Reality= beliefs

Externalbehaviour

Thinkingprocess

Emotionalstate

ATTENTION

Know Do

Think Feel

Actions

1stSelf

2ndOther

3rdObserver

WordsVoice tone

Body language

Body language

Rapportand

Relationship

Feedback

CommunicationInfluence

� Body Language 55%

� Voice Tones 38%

� Words 7%

NLPOperatingPrinciples

If you always do whatyou've always done,you'll always getwhat you've always got!

It's not what happens to you,but what you do with it thatdetermines your experience

There is no failure,only feedback

The map is notthe territory

There is a positiveintention behindall human behaviour

The meaning of yourcommunication isthe result you get

NLPOperating Principles

Learning Skills

If somebody can do a skill then,in principle, you can if:

� You believe you can

� You want to

� You know how to

You know how toif you can replicate the key

BehavioursThoughtsFeelingsBeliefs

The Stagesof Learning

ConsciousIncompetence

Uncomfortablemeans

ConsciousCompetence

X2X20X200

UnconsciousIncompetence

Unaware

UnconsciousCompetence

Skill automated

REPEAT

ProactiveImprovement

THE

EARNING

QUESTION

What would I dodifferently next time?

ApplyingYour Learning

1 Identify each main challenge,issue or problem

2 Take responsibility and identifymain outcome

3 Ask What could I do differently?

- new behaviour?- new thought?- new feeling?- new belief?

4 Imagine and mentally rehearsethe change

5 Repeat daily until using theseskills becomes automatic

Outcomes

ill formed well formed

? Negative Positivee.g. The problem is... �I have issues with a colleague�

What would you rather have?

What would be better than the problem ?

e.g. �I would like to have effective and positive communications with them�

Look for 100% congruence.

(recycle to 1st step and ask questions again,if necessary)

? Yes but Ecology(consequences)

If you could have it - would you take it?

? Out of control Own partIs it within your control?What can you do to achieve it?

2

Outcomescontinued

ill formed well formed

? Vague SpecificWhere and when do you want it?Could you visualise it?

? Unknown EvidenceHow would you know you had got it?What would you see, hear or feel?

? Out of control Own partIs it within your control?What can you do to achieve it?

OutcomesHints and Tips

If your colleague doesn�t know

the answer ask them:

1 To guess

2 Who they know that would know what to do and

What their answer would be

Be sure your colleaguestates what they want

not what they don�t want!

Rapportnon-verbal communication

Body Matching

� Head Movements� Eye Contact� Gestures� Posture� Legs� Breathing� Speed

Voice Matching

� Speed� Pitch� Tone� Volume

Use with verbal matching to:

� Notice rapport when things are going well

� Notice rapport when things are not going well

� Try using rapport skills in difficult situations

and notice the impact

�pace �pace �lead

RepresentationSystems

See Visual

Hear Auditory

Feel Kinesthetic

The languages of the mind

Eye Accessing Cues

Visualc

Auditoryc

Kinesthetic(feelings)

Visualr

Auditoryr

Auditoryinternaldialogue

c constructedr recalled

Predicates

Visual

picturebrightfocuscolourhazyblankdimshine

Auditory

saysoundresonatetinklesingtoneloudclash

Kinesthetic

touchhandleroughsmoothgrasprubstickytickle

Neutral: think, understand, know

Submodalities

Visual

associated / disassociated

location

distance

brightness

etc ...

Auditory

volume

tone

location

distance

etc ...

Kinesthetic

(emotions and sensations)

location

extent

shape

pressure

temperature

movement

etc ...

Perceptual Positions

Practice moving round

these 3 positions frequently

and you will boost your own performance,

and others

3

Observer

objectiveposition

1

Own reality

yourexperience

2

Others reality

theirexperience

Dealing withDifficult People

1 Identify person and check ecology

2 Set up three positions

3 Adjectives for 1 and 2

4 In 1st what new beliefs, thoughts and feelings?In 3rd what s main new difference?

5 In 2nd what new beliefs, thoughts and feelings?In 3rd what s main new difference?

6 Now ask What could you do differently?(If stuck, ask Who do you know that couldhandle this well?How would they deal with it? )

Pick the Best Option .In 3rd, then 1st, imagine doing this new optionand fine tune it.

3

1 2

Mental Rehearsal

Rough sketch

1 Imagine watching a videoof your desired behaviour from 3rd position

2 Edit your video

Fine tuning

3 Step into your picture andtry on the behaviour in1st position

4 Fine tune until optimised

Automatic reminder

5 Find the signal which letsyou know it s time to usethe new behaviour

Managingyour Emotions

� Emotional resilience is acritical success factor

� Stress is caused by repeatednegative emotional states

� Learn to stay aware of variationsin your state.

� Negative emotions serve toattract your attention to

what you can do differently

earn to maintain positive

states by using

resource states at will

Resource Statesat Will

1 Identify difficult situations

2 Identify positive emotional resource and best reference experience of it

3 See, hear, and feel the reference experience until you know the peak of the state

4 Choose an Anchor (a trigger).Either V, A or K

5 Revisit the reference experience and do the Anchor just before thePeak of the state

6 Switch attention, repeat 5, then testthe Anchor on its own

7 Imagine using the Anchor inreal-life situations

Resource Statesat Will

trigger state

VAK

practise

time

inte

nsi

ty o

f st

ate

Anchor state herePeak of

state

Accessing PositiveEmotional Resources

� Collect positive states by anchoring themas they occur

� Imagine using them in the situationsyou want them

� Always find the positive intention of anynegative emotion

� You can anchor states separately or,all together

- Stacked Anchors , or,in sequence - Chained Anchors .

Simple Belief Change

1 Identify your limiting belief as a one liner

2 Imagine putting the belief behind you say,I used to believe

3 Ask What would it be more empoweringto believe?

- get positive and identify 3 better options- pick the best

4 Imagine clearly what it is like believingthis option.

- notice how it feels different.- notice the biggest advantage of this

new belief

5 Imagine a typical 24 hrs with this new belief- if there are problems, reword belief to suit

6 What will be the very first bit of evidence that this belief is just starting

Coaching Process

� The purpose of coaching is to help the colleague to resolve their own issues and improve their results

� Agree time of session

� Coach takes colleague through as many stages as appropriate, with recycling as necessary.

N.B. Stay out of content!

1 Establish rapport

2 Clarify the key problem or issue

3 Establish a well-formed outcome

4 Explore what would make a difference

5 Test it with a mental rehearsal

6 Re-cycle if necessary

Coaching Questions

1 To startWhat would be the most

useful thing to explore?

2 To clarify �problem�How is that a problem for

you?

What is the heart of theissue?

3 Use well-formedness questionsfor outcome

4 To explore whatwould make adifferenceWhat stops you fromoutcome ?

What would have tohappen for you tooutcome ?

Only if stuck ask:

Who do you know whocould outcome ?

What would they dodifferently?

What changewould makethe biggestdifference?

Listen for:

5 To test itCan you imagine yourself

doing that?

What difference does itmake?

6 To re-cycleWhich is the most useful

step to go back to?

Belief Behaviour

Thought Feeling

Quality Questions

The quality of the questions you ask determinesthe quality of the results you get

Practise this strategy for generating key questions

1 Be creative, ask yourselfWhich question would make the most useful

difference to this stage of communication?

2 Be specificKnow exactly what your outcome is in askingthis questionAnd how you will know you ve got it

3 Ask the question and notice the resultwhich determines

Remember to pace what they have said beforeleading with your question

Learning Diary

Diary — Reflections

What s been significant?

Learning Log

What would I have done differently?

Personal Development Outcomes

1

2

3

4

5

6

7

To Do Outcomes

1

2

3

4

5

6

7

Last 24 hours

Next 24 hours

Support Systems

Make the difference between

Developing your skills and producing moreof the results you want

Or not!

Skills — use them or lose them!

� Core values, life purpose, life planning

� The learning question + mental rehearsal

� Daily learning diary

� Daily meditation, relaxation, reflection downtime

� Weekly practice group or coaching

� Everything else, nutrition, exercise, friends, therapies, books, tapes, courses, etc.to support and feed your mind

Life Planning

Around Core Values and Life PurposeWrite key outcomes and issues in each box

3 Time Frames

7 L

ife

Are

as

Modelling

3 BASIC QUESTIONS

EMOTIONAL STATE

What emotional state are you in/do you need

when you do this?

BELIEFS

What beliefs do you have that enable you

to do this?

BEHAVIOURS

What do you do to achieve this?

ElicitingKey Criteria

What is important to you about...?

What else...?

Which of these is most important?

Dilts:Logical Levels

ENVIRONMENTWhere / what environment?

BEHAVIOURSWhat behaviours?

CAPABILITIESWhat Skills?

BELIEFS AND VALUESWhat is important? What do I / we believe?

IDENTITYWho am I / are we?

MISSIONThe overall purpose?

Generalisations

1 - THE �CAN�TS�What is stopping you?OrWhat needs to happen for you to be able to

2 - THE �MUSTS/MUSTN�TS�What would happen if you did/didn’tWhat wouldn’t happen if you did/didn’t

3 - THE �ALWAYS/NEVERS�What always?OrHas there not been one occasion on whichyou have ..?

Reframing

CONTEXT REFRAME: Changing the time orthe place in order to create a differentunderstanding.

Where or when would thebehaviour/attitude etc. be useful?

CONTENT REFRAME: Changing the view ofthe subject matter to create a differentunderstanding.

What else might thisbehaviour/attitude/information mean?

Feedback

A Process:

1 - Start with a positive, specific comment:

�I particularly liked ...�

2 - Make an improvement point[something that can be achieved!]

�You might benefit by doing xmore / less / differently�

3 - Finish with a general, personal positive:

�I truly appreciate you / your ...�

Strategy fordealing with Criticism

1 - Remember the situation

2 - Notice or move to�observer� position

3 - Re-create the scene

4 - Decide how you wouldlike to respond

5 - Watch yourselfresponding �appropriately�

6 - Imagine a future situation

Circle of Excellence

1 Relive and build a confident experience

2 Create a Circle around your feet

3 Step out and leave the feelings

4 Select where and when you want those feelings

5 Imagine stepping into the circle in those future situations

6 Check after stepping out and just imagine those situations

AccessingPositive StatesAccessing a positive state is theprocess to which we link specific

stimuli to specific responses.

This allows you to anchor a specificstimulus which when applied

(triggered) elicits a specific response.

1

BuildingEven More Effective

Relationships

2

SMARTerOutcomes

3

ManagingEmotions

4

InfluencingCommunications

5

ConflictResolution

6

From Problemsto solutions

7

Coachingin Business

S.C.O.R.E.

SymptomsThese are the most noticeable aspects of aproblem.What are the presenting symptoms?

CausesThese are the elements that create and maintainthe symptoms. What are the causes?

OutcomeThis is the desired goal.What do you/we want?

ResourcesThese are the elements that create and maintainthe outcomes.What resources do you/we need?

EffectsThese are the results or responses to theachievement of a specific outcome. What will be the results?