Download NLP presentation

Neuro-Linguistic Programming
What is it?
Neuro…
…the way we experience the world through our senses and translate those
sensory experiences into thought processes (conscious and unconscious)
which in turn activates the neurological system
Linguistics…
…the way we use language to make sense of the world and then
communicate that experience to others
Programming…
…the way we 'code' (mentally represent) our experience and adopt regular
patterns of response
History and Development
• 1970s, Richard Bandler & John Grinder, US
• Pioneers claimed many benefits - can cure phobias, depression, common
cold, learning disorders
• Scepticism - limited evidence that it improves health outcomes – religious
comparisons
• Historic Uses - psychotherapy
• Modern uses – hypotherapy, leadership training and coaching, public
speaking, sports, sales
How does it work?
• Our behaviours are a result of our beliefs combined with our own
understanding of reality – our programming.
• Explores the links between neurological processes and language and
behaviours learned through experience
• NLP provides structure for change that enables the coach to look behind
the content at what actually drives the behaviour
• Seeks to achieve behaviour change by finding the positive connotation of a
thought or behaviour
Principles or ‘Presuppositions’ of NLP
Interacting with others
Personal Development & State
Management
General Principles
Take responsibility for how others respond to
you. (‘The meaning of your communication is
the response you get‘)
Enhance your behavioural and attitudinal
flexibility. (‘In any interaction the person
with the greatest behavioural flexibility has
most influence on the outcome‘)
NLP is a model rather then a theory – and it is the
study of subjective experience.
Act as if people have all the mental and
emotional resources they need even if they do
not currently recognise this.
Act as if there is a solution to every problem.
NLP is a generative rather than a repair model – it
emphasises finding solutions rather than analysing
causes – and in NLP we always add choices, rather
than take these away.
Discover the other person’s perceptions before
you begin to influence them. (‘Meet people in
their own unique model of the world‘)
Recognise the other person’s Identity or Self
Image – by distinguishing between their
behaviour and their identity or self image.
Mind and body are part of the one system
Recognise that in any situation a person is
making the best choice with the resources which
they currently perceive as being available to
them.
Act as if every behaviour is/was a means of
fulfilling a positive intention, at some level,
in a person’s life.
All human behaviour has a structure
Recognise that each person’s ‘truth’ is true for
them even if it differs from your ‘truth’ – since
any person’s internal view of reality is just that –
a ‘version’ of reality. (‘The map is not the
territory‘)
Redefine mistakes as feedback – and change
what you are doing if what you are doing is
not working.
External behaviour is the result of how a person uses
their representational systems.
Recognise that people interact with their
internal versions of reality rather than with
pure, sensory-based, input.
If one human can do something then, potentially,
anyone can.
Conscious mind capacity is very limited – supposedly
to around 5-9 chunks of information.
The 4 Pillars of NLP
Sensory acuity…
…taking in of information and creating experiences and
interactions with others. Being curious and alert to the effect
of what you do
Behavioural flexibility…
…you have choices. By looking at situations from different
angles - uncovers more info and gives more choice
Rapport…
…respecting and accepting others
Outcome orientation…
…paying attention to what you want not what you don't want
Using NLP in Coaching
1.
2.
3.
4.
5.
Building rapport
Gleaning information (e.g. through Meta Model questions) about
present state and define desired state. Paying particular attention to
verbal and non-verbal responses
Consider consequences of desired outcomes, impacts, potential issues
and positives
Assisting coachee to achieve desired outcomes by using tools and
techniques to change internal representations and responses to stimuli
Future paced - 'step into’ the future and describe how it feels having
achieved outcomes
Meta-Model
• a set of questions designed to specify information, challenge and expand
the limits to a person’s model of the world
• responds to the ‘distortions’, ‘generalizations’, and ‘deletions’ in the
speaker’s language.
• draws on transformational grammar and general semantics - the idea that
language is a translation of mental states into words, and that in this
translation, there is an unconscious process of:
– deletion (not everything thought is said)
– distortion (assumptions and structural inaccuracies)
– generalization (a shift towards absolute statements)
• Likewise in hearing, not everything said is acknowledged as heard.
Examples
Categories
Thought / Response
Coaching Questions
Mind Reading: Claiming to know someone’s internal state
“You don’t like me.”
“How do you know I don’t like you?”
Lost Performative: Value judgments where the person doing
the judging is left out.
“It’s bad to be inconsistent.”
“Who says it’s bad?” “According to whom?” “How do
you know it’s bad.”
Cause/Effect: Where cause is wrongly put outside the self.
“You make me sad.”
“How does what I’m doing cause you to choose to feel
sad?” “How Specifically?”
Complex Equivalence: Where two experiences are
interpreted as being synonymous
“She’s always shouting at me, she doesn’t
like me.”
“How does her yelling mean that she..?” “Have you
ever shouted at someone you liked?”
Presuppositions
“If my husband knew how much I
suffered, he wouldn’t do that.”
How do you choose to suffer?” “How is he (re)acting?
“How do you know he doesn’t know?”
Universal Quantifiers: Universal Generalizations such as all,
every, never, everyone, no one, etc.
“She never listens to me.”
“Never?” “What would happen if she did?”
Modal Operators: a. Modal Operators of Necessity: As in
should, shouldn’t, must, must not, have to, need to it is
necessary. Ex: b. Modal Operators of Possibility: (Or
Impossibility.) As in can/can’t, will/won’t, may/may not,
possible/impossible.
“I have to take care of her.”
“I can’t tell him the truth.”
“What would happen if you did?” (“What would
happen if you didn’t?” Also, “Or?”
“What prevents you?” (“What would happen if you
did?”)
Nominalizations: Process words which have been frozen in
time, making them nouns.
“There is no communication here.”
“Who’s not communicating what to whom?” “How
would you like to communicate?”
Unspecified Verbs
“He rejected me.”
“How, specifically?”
Simple Deletions:
Lack of Referential Index: Fails to specify a person or thing.
Comparative Deletions: As in good, better, best, worst, more,
less, most, least.
“I am uncomfortable.”
“They don’t listen to me.”
“She’s a better person.”
“About what/whom?”
“Who, specifically, doesn’t listen to you?”
“Better than whom?” “Better at what?” “
DISTORTIONS
GENERALIZATIONS
DELETIONS
How to use the Meta Model
• Treat it as a tool for listening. What is said out loud is the tip of an iceberg
– and what lies under water is a huge amount of thinking, believing,
feeling, evaluating, and so on.
• Determine if the situation and your relationship with the person is right
for using the Meta Model - and get their permission to use it
• Listen for which category they use most.
• Ask questions to encourage the person to explore the thinking behind
what they are saying
• Be very clear that your aim is not to get them to admit to being “wrong” in
their thinking. Your aim is to get them thinking about their thinking.
Why develop Meta Model skill?
It improves our ability to:
• Better understand people and what's behind their problem behaviours
• Identify how best to motivate colleagues and customers
• Communicate clearly and unambiguously
• Coach people in finding their own solutions to difficult situations
References
•
•
•
•
•
•
•
•
•
2007, Linder-Pelz, S. and Hall, M., The theoretical roots of NLP-based coaching, The Coaching
Psychologist, Vol 3, Issue 1.
2008, NLP Training – Meta Model, NLP World, http://www.nlpworld.co.uk/nlp-training-metamodel/
2011, Dove, J., NLP and coaching, http://www.coachingformore.co.uk/wpcontent/uploads/2011/03/NLP-and-coaching.pdf
2016, Caroll, M., An overview of the Meta Model and explanation of the five distortion
categories NLP Academy,
http://www.nlpacademy.co.uk/articles/view/An_overview_of_the_Meta_Model_and_explan
ation_of_the_5_distortion_categorie/
How to use the NLP Meta Model, Pegasus NLP, https://nlp-now.co.uk/use-nlp-meta-model/
Life coaching with the NLP Meta Model, Pegasus NLP,
https://nlp-now.co.uk/nlp-meta-model-coaching/
What is NLP? Excellence Assured, https://excellenceassured.com/nlp-training/what-is-nlp
18 Fundamental Principles of NLP, Pegasus NLP, https://nlp-now.co.uk/the-fundamentalprinciples-of-nlp/