NLP Master Practitioner Certification Home Study Programme Test
NLP Master Practitioner Certification Home Study Programme Test.
John Chiva.
1) Presupposition’s means what is assumed by the phrasing of a sentence; useful for hearing subtext and forces the listener to accept certain things in order for the statement to make sense. The first of my 5 favourite presuppositions’s, is ‘Possibility/necessity’. Before studying NLP this is the clue that was most readily picked up on through communicating with peers and students. It is interesting to see the physiology that accompanies such statements that fit this category i.e. shoulders slumped or the lighting up of the eyes. For dealing with younger people it provides one with an understanding of how they feel about where there going in life and how they …show more content…
feel about achieving it. I also like to observe reactions to my use of should/can/need to etc. and most readily use it to inspire the student to complete a task in the best way possible.
‘Ordinal’ is very useful for me when talking to a peer who is completely over whelmed and/or lost sight of clear logical thought. It is often the case that each element is exaggerated due to the first and so on. When firing back a selection of rationales I find it useful as it displaces resistance, especially when accompanied and complimented with ‘possibility’.
‘Existence’ is used extensively in the popular media, with regards to news coverage especially. Through understanding this deliberate use, the facts become clearer. A good example to illustrate this point would be: ‘Saddam Hussein, with weapons of mass destruction, posses a significant devastating treat to the whole of the western world’. To which the intention is allowing the public to focus on the treat and to accept the cause, while neither confirming or denying there existence.
‘Exclusive/ Inclusive Or’, is useful for me when listening to an attempted sales close. This provides an illusion of choice, for example, ‘when you take this phone, you have the option to use 250 minuets peak or 1000 off peak’. ‘Complex Equivalence’ I favour in understanding positions in relationships. ‘When you X’d it means to me X’ or ‘When she didn’t hold my hand, then that means she doesn’t care’. It occurs when two or more statements are related and seem to mean the same thing. It helps me to challenge my own thinking (when verbalised) through breaking it down and getting specific through use of the Meta model.
2) The three major filters (on which the Meta Model is baced) are Delete, Distort and Generalize. Delete is to leave out a portion of an out side event, the usual example is the feeling of your foot in your shoe or the number of times you looked in the rear view mirror the last time you drove. Distort is to mistake something from what it is not, as directed by your believes of the world i.e. all young males wearing a ‘hoody’ will have criminal intent. Generalized is when one specific experience represents a wide range of experiences i.e. ‘there is never anything good on television’.
3) Crossover Matching (also referred to as Crossover Mirroring) is when an alternative body part is used to ‘reflect’ another part. Milton Erickson, while on stage, used to get the audience to breath in unison with him. He would do this with Crossover Matching, ask the audience to breathe in and out in time with the raising of his arms up and down. We would use this when the person who we wish to gain rapport with as a movement too overt to Match unnoticed; for example load clicking of the fingers may be matched with the tapping of a foot.
4) To build rapport using words there are many things one could look at.
Chunk Size refers to a combination of the amount of words and information in syntax. The delivery of the words (counting for 38%, Birdwistle) could be matched – these are tone, tempo, timbre and volume. Verb, adverb and adjective use could also be matched; this is known as Matching Predicates. The Key Words may also be matched, for example some people say ‘do you know’ or ‘massive’ a lot.
5) A ‘Submodality’ is the way we record and give meaning to our experiences, based through the 5 senses. Everyone dose this differently and as so we have differing views. These can be elicited by asking the client (or to do on yourself) to form a picture of the memory of an event and discover what are the ‘Submodality’s’; is the picture in black and white or colour, focused, moving, fast or slow etc. etc. This enables an interpretation change of an unchanging thing or event by changing these …show more content…
interpretations.
6) There are several things that will lead to a successful ‘Submodality Intervention’. One of the most fundamental is to get into rapport with the client, this is so they will feel relaxed a trust you to work with. Use sensory acuity to firstly calibrate the client, then to assess when they enter the state – this is particularly important with Anchors. Ensure the picture the client gets is specific, as this will help discover the drivers and assist in making little changes. Mostly the client is required to be associated with their ‘Submodality’, this is looking through their own eyes. If the state is not a negative one, then the practitioner should also get into it to aid its success. It is advisable each time to use a Submodality check list. Some interventions, the ‘like to dislike’ or the ‘believe change’ for example, the clients could be asked, ‘is it all right for your subconscious mind to make this change today and for you conscious mind to be aware of it.
7) In order to discover the drivers in ‘Submodality’ you do the process of ‘contrastive analysis’. This is achieved through asking the client (when they have the picture) a series of questions on the visual image, sounds of the image and any feelings of the image; then elicit the same of a different state. The biggest difference is the one that makes the difference. Generally if it is a location or size difference the chances of success are greater. When doing work with the ‘Values Higherarky’, the driver particularly needs to be analogue as it as a range of more that two, for example brightness or contrast; the driver is the ‘Submodality’ that when changed makes the most feeling change and when changed tend to carry the other ‘Submodality’ with it.
8 and 9) A ‘Swish Pattern’ can be used to curb a state or behaviour. It is done by; A) asking the client to get the picture of the habit or situation that they want to change; B) ask the client to get the picture of the desired state; C) change the intensity of that desired state for the most powerful kinaesthetic; D) get the first picture and make it associated and large on the ‘screen’; E) get the client to place a small dark picture of the desired state in the bottom left hand corner; F) get the two images to change place. This needs to be repeated a minim of six times, a “swiiiiishhhh” sound maybe used, the practitioners hand moving in the correct direction for the client and the speed is a vital consideration.
10) An ‘anchor’ is a stimulis that evokes a state.
For example, a red light, the white box on the floor at an ATM or the bell ringing last orders in a bar. However through deliberately eliciting a state and applying an anchor we can recall at will that state. The location of the anchor maybe personal to the client, so assess where they want it; it is important that its practical – for example sheer joy and ecstatic laugher on the upper arm is a nice feeling, but not appropriate at a funeral. There are three ways of installing an anchor; in the moment, this is most powerful; emotionally remembered which dose the job and physically constructed. There is nothing preventing the brain from being anchored with other scenes – and ‘we’ are already, the taste/smell of a cigarette or the picture of a loved
one.
The practitioner begins by getting into rapport with the client. Ask them what is the state that they want to be anchored, ensure that it is ecological and step into the state with the client. Ask them to see, hear and feel what is in the desired state and adopt the language of that state i.e. totally happy. Using sensory acuity watch them hit the state, the very moment they do then you must elicit the anchor. The moment the client starts to leave state, remove anchor. Test. Repeat if not strong enough and test again.
11) The five keys to creating a successful anchor are; ensure the client recalls an associated and vivid experience; it must be really intense; the timing of the anchor needs to be from 5 to 15 seconds at the peak (use sensory acuity); the anchor must be unique i.e. the place of the anchor; replication of stimulus and the number of times.
12) ‘Chaining Anchors’ would be used when the desired/resource state is considerably different to the present state, so it is too great a transition for a simple two step process. Usually used it the undesired state is an option restriction, so good for stuck no options or procrastination to motivation. It is recommended that the chain is no more then 5 states as it may not pull through adequately and the 2nd to last state be a ‘toward’.
13) In designing a ‘Chaining Anchor’, there are a number of important considerations to make. As the undesired state is likely to be stuck, then the next step is to have movement, for example ‘excitement’. The state should be of the same or a similar logical type, for example it is unlikely work for anger to bliss. Ensure the next step is intense enough to move the client toward the desired state. The state should be ‘self initiated’ – coming from inside the client – so the client has control. The state should differ from how the client already doses it.
14) The eye patterns of a normally organised person is the way approximately 80% of the population access portions of their brain. A normally organised person is usually right handed; exceptions would be if someone was forced to use their right hand at school. An understanding of eye patterns can be used to assess if the person is remembering or thinking about a feeling, remembering an image, remembering a sound, constructing either of the previous two and self talk. Eye patterns can be used to assess if the client has trauma in a particular area of thought, if truth is being told and discovering ‘strategies’. Diagram attached.
15) A ‘synesthesia’ is a two step strategy, where the two steps are linked together with one usually out side of awareness.
16) The buying strategies consist of the ‘Motivation’ to buy, the ‘Decision’ to buy and ‘Reassurance’. Ideally the sales person would have run the ‘Reassurance’ before the close. Between the ‘Decision’ and ‘Reassurance’ there is a sub section of a convincer strategy, the ‘Convincer Meta Programme’. This is how the client becomes convinced a good choice is being made; this on average is 3 checks. The item brought, which is being used to elicit the buying strategy, is best to be one they are happy to have brought. Therefore it is best to start with, ‘are you happy with that purchase?’ You also need to ask if it was ‘brought alone?’, as a different strategy to the one you want may have been used in that circumstance.
The questions to discover the ‘motivation’ making of the client are:- ‘What was the very first thing that’s caused you to be totally X’d, was it something you saw, something you heard or the touch of something/one?’ ‘After you (saw, heard, felt) that, what was the very next thing that happened as you were totally X’d?’ ‘Did you picture something; say something to yourself; or have a certain feeling?’
In order to elicit ‘decision’ making the client maybe asked, ‘What happened next to help you realise that this was the right thing for you?’ You may want to ask if there were any specific additional information – the price, feeling, a reminder of something someone else has said to them etc.
In the ‘convincer’ ask ‘How long did that take?’ If they say that they just wanted to see other things, ‘How many other items did you look at?’ The answer to this will see how many things they need to look at before buying. If it doesn’t do that, ask ‘What else did you have to do before buying?’
The ‘reassurance’ question could be ‘What happened for you to realise it was a good purchase?’ ‘Did someone comment on the product?’, ‘Did you see someone else with the same thing and it made you feel a certain way?’ or ‘Did you see yourself in the mirror?’
17) ‘Visual Squash Part Integration’ refers to the act of squashing together the two personified parts of the subconscious mind in ‘parts integration’. When performing a ‘parts integration’ with a client, it more effective to have each 2 part of the un-united subconscious (although the clients subconscious is asked before the completion of the therapy, if any other parts wish to rejoin the whole) as an image the client can associate with. For example ‘my younger brother’ is going to be more effective than ‘a big brown blob’. In the prossess of ‘Part Integration’, the arm is bent at the elbow and the hands just above each hip and there with be a subconscious drive for the hands to meet or ‘Squash’ together while the client is asked a series of questions. This would be used to bring together two conflicting parts of the client’s mind that result’s in indecision.
A key reason to specify ‘Visual Squash Part Integration’ is because there is an advanced parts integration, this is a kinaesthetic one.
18) Below are 10 examples of Mitlon Model Pattern sentences and their meaning.
A Mind Read is claiming to know the thoughts of another while not specifying how they came to know the information. ‘I know your anticipating my answer’.
Cause and Effect is where one thing directly causes another to occur. ‘The lowering of the bridge allowed her to cross’.
Complex Equivalence is when two things set up as though synonymous. ‘With the rain having stopped, he could swim more easily’.
Selection Restriction Violation is a claim that it is more than humans and animals that have feelings and thoughts. ‘Your pen will know the answer’.
Syntactic Ambiguity is where the word can not be immediately understood from its immediate context. ‘I must move the plates and the plants in the garden’.
Comparative Deletions is where a comparison is made and it is not specified to whom or what it was made. ‘It is always the thing to do’.
Universal Quantifier is a set of words with a generalization with no referential index. ‘Every bit’.
Utilisation is the consideration to exploit everything in communication. They say, ‘I don’t like that deal’, we say ‘Of course you don’t, that’s because I’ve not had the opportunity to allow you to like it’.
Extended Quotes are stating what someone or a few people have said, beyond what is usual and comfortable, i.e. Vicky Pollard in Little Britain. ‘Three days ago Simon claimed that Andy had commented on the speech Blair gave, regarding comments made by his wife … ‘.
Double Bind is where two choices are given, both of which are preferred or desirable, usually separated by an ‘or’. ‘It could be completed now easily or once you are more comfortable with the contract’.
19) Below are six sentences and next to them is an appropriate Meta Model response, followed by the pattern and filter it falls under.
A: Tests make me grumpy. ‘How do tests make you grumpy?’ Distortion – cause and effect.
B: Nobody Likes me. ‘Who doesn’t like you?’ Deletion – lack of referential index.
C: I have to study harder. ‘According to who?’ Distortion – lost performative.
D: It’s better to do it this way. ‘Better than what?’ Deletion – comparative deletions.
E: I always want more. ‘Always?’ Generalization – universal quantifiers.
F: You’re being late means you don’t love me. ‘Have you ever been late for someone you love?’ Distortion – complex equivalence.
20) The Meta Model three is directed questioning for a specific result and is deigned to change the internal representations of the client. It takes the client away from the problem and focuses on the solution. It achieves this by drawing the client in with a series of questions, the ‘flips’ the focus of the questions on the solution.
• The first question gets the client associated. • Handles cause and effect violations, while keeping client further more associated. • Then starts to move client to being at the cause of the issue. • The fourth question ‘flips’ the attention from the problem to the solution. • Looks at the future. • Will include an imbedded command. • The last two questions should make the client look inward for the solution and for how/when they’ll know it’s solved.
What’s making you feel this way? What event started that feeling? How do you think you should resolve this?
Flip: How are you going to act on the solution? How is this solution going to improve your life? How will the solution stop the problem? What criteria will you use to see the problem has changed?
How will you know you feel better about the feeling?
21) When creating a modal operator chain, one of the most important issue’s is knowing what you’re moving from and where it is you need to be moving to. In order to move the modal operator chain, it needs drive, motivation and movement. The practitioner begins by pacing the client, ‘I know you …’. This gets them on side straight away. The following is a modal operator chain from improbability to possibility; the clients say’s ‘I couldn’t go for that job, I wouldn’t get it’,
I know what you mean; you seem to feel you couldn’t. Perhaps you don’t want to know you could get it – some people would prefer to dare to try.. like you.. who could get it.
22) Below are 8 Sleight of Mouth patterns, these are used to reframe limiting believe that the client may have through the use of conversation. Believe can be changed using many NLP techniques, but Sleight of Mouth patterns allow the practitioner to hold 16 different ways of reframing a particular limiting believe. The example would be the limiting belief of ‘I can’t get that job as I think I lack the skills’.
Meta Frame: ‘A lot of people a perturbed by the same thing, but it is not up to them to decide’.
Reality Strategy: ‘How do you know you don’t have enough of the skills they are looking for?’
Model of the World: ‘I recon that a lot of the people who have done this job well, learnt as you are able to’.
Consequence: ‘By continuing to think that way you will never get a different job’.
Another outcome: ‘Through applying, you may be redirected to a job you’ll enjoy more’.
Chunk down: ‘Which skills do you specifically feel you need for this job?’
Chunk up: ‘For what purpose do you feel those skills are in place?’
Counter Example: ‘It is well known that Stevenson thought of himself he lacked skills’.
23) Meta programs are content free and are the unconscious filtering process for our experiences. Meta programs can also be referred to as ‘sorting’. Carl Jung believed that understanding the persons 4 most basic Meta programs he could predict which of the 16 personality types they fall under. The four simple Meta programs are ‘introvert/extrovert’ (‘Introvert/extrovert’: in assessing which category the person falls into there are 25 questions that could be asked. As 25 will be more useful when exclusively used than only one, it is advised to observe the persons behaviour), ‘sensor/intuitor’, ‘thinker/feeler’ and ‘judger/perceiver’. When we filter information, we use Delete, Distort and Generalize – we do this so the information does not exceed 9 (7+/-); how we filter is a result of values, believes, decisions and memories.
Motivation direction filter consists of 5 categories; towards, towards with a little away from, both equally, away with a little towards and away form. After you’ve asked the question, you can chunk down in order to discover why exactly they are important to the client. The results may be tainted by a recent negative experience the client may have had, which may not be permanent; for example ‘I was just informed I didn’t get the job that I was after’. These are important to know from a staff recruitment point of view. The later on the list above are people who are motivated by the treat of getting what they don’t want, where as the first few mentioned on the list are motivated by options and goals. So the important question is does this fit your management style?
The questions to elicit these are, ‘What do you want in a X?’ and ‘What is most important to you about X
Reason filter consists of either possibility, necessity or a combination of the two. It generally refers to how the person views doing things in their life. It, like motivation direction, looks at cause and effect. If the client view is one of possibility, then they are a cause; if it is one of necessity (like they ‘have to’) then they are at effect.
The questions to elitist these are ‘Why do you do what you do?’ and ‘Why are you choosing it/this’.
Frame of reference filter contains three possible parts. These are: internal, external, balanced, internal with an external check and external with an internal check. This is about how the person forms their view of the world and comes to a decision on the cause of action to take. An internal person would not check with others on decision or problem they have, they would also not consider others feeling or NVC – find it difficult to pick up on lack of rapport. External people are only concerned with the outside view; they are easily persuaded through another’s expression of self and so would not make good company based decisions. Balance people have an equal divide of both. Internal with an external check would be good for teaching, management etc. and external with an internal check put more weight on the outside. Range and flexibility over all elements is the key.
The questions to elitist these are ‘How do you know when you’ve done a good job?’ and ‘Do you know or do you need someone to tell you? – it is good to check the opposite i.e. Does it help to hear another person tell you?
Convincer representational filter follows on from the above and asks for the representational system the client uses to assess information. They are see (V), hear (A), read (AD) and do (K). On average people require things to happen three until they are convinced. The questions to elitist these are, ‘How do you know when someone else is good at what they do?’ and ‘Do you need to see them do it, hear about them doing it, read a report or do it with them?’
Convincer demonstration filter looks at how much it takes the client to be convinced. There are 4 options: Automatic which means that they are convinced right away – these people need a contract when you have them otherwise they will not be exclusively your customer; Number of times to be convinced, most people stand at three times; Period of time would be demonstrating competency (or whatever) over time not the number of times and consistent people are never convinced so will need to continually check things – good for accountancy, QC and generally managing anyone who can’t be autonomous i.e. a convict or a school children in a unpopular subject.
The questions to elitist these are, ‘How often does someone have to demonstrate competency to you before you’re convinced?’ and ‘Are you automatically convinced or do you need to see, hear, read, do a number of times, or see, hear, read, do over a period of time or are you never convinced?’
Management direction filter looks at the persons awareness of self roles, others roles and whether they are able to communicate what others should be doing. ‘Self and others’ are people you are fully aware of all roles in a team and don’t have an issue in communicating it – they make the best managers. ‘Self only’ are not aware of others job/roles so are unable to manage effectively – however in industries where promotion mainly happens from within, such as a family business, this person type can be found as a manager. ‘Others only’ are CEO’s; they know what others need to be doing and have no problem telling others. ‘Self but not other’, know all roles in a team but don’t want to tell others – these types are most like the ‘introvert’ in External Behaviour (of the four simple Meta programs) – with training they can make good managers.
The questions to elitist these are, ‘Do you know what you need to do to be a success on a job?’ and ‘Do you know what someone else needs to do?’ and ‘Do you find it easy or not so easy to tell him or her?’
Action filter is designed to assess the way and speed someone makes a decision. An active person would just do it; this is good when accompanied with experience and they are not required to or the team needs them to explain. Reflective is the person who considers all options – selling to these people may be arduous. Resent research indicated that men are Reflective while women are Active. The person who is ‘both’ alternates depending on the situation. Inactive people generally don’t move any further than weighing it up – the Hamlet complex.
The questions to elitist these are, ‘When you come into a situation do you usually act quickly after sizing it up or do you do a complete study of all the consequences and the act?’
The affiliation filter assesses people’s interaction in a team environment. Independent players would be best placed generating their own results, neither being held up or having to do things for others. A team player is someone who gets a kick out of not only the result but also the working together in the process of achieving it. Management player is someone who gets a kick out of not only the result, but being in charge while it is generated – they need to be asked specifically if it was the result or being in charge while it was achieved.
The questions to elitist these are, ‘Tell me about a specific work situation in which you were the absolute happiest?’ then ‘What was it about the event that was the best, was it your own achievement, what others said about you effort, working as part of a team or heading a team?’
24) A ‘value’ is a high level generalization that describes something that is important. It may also be referred to as ‘criteria’. It can both act as the motivation to do something and the justification/evaluation for an action after the event. A value has a strong kinaesthetic. A ‘highly valued criteria’ is what’s most important to you in life. It is easy to change but will leave a big result. A ‘value’ is a filter. Values subconsciously change all the time, usually due to a significant emotional event, such as a surprise ending of a relationship.
25) Believe are what we totally believe are true and form the rules that we run our lives on. A belief is also a filter and act as a generalization about the world and our options in it. The difference between ‘values’ and ‘believe’ are in the level of abstraction, with values having a higher level and therefore being more subconscious. This level of abstraction also means that a ‘believe’ will require more words to communicated to the outside world, whereas a value could be described in as little as one word – by that word will almost certainly a normalisation.
26) There are three ways involved in eliciting values; the standard elicitation, from motivation strategy and from threshold values. In the standard elicitation, the client is asked ‘What is important to you about X?’ X can be any number of things the client wants to talk to you about e.g. relationships or career. Ensure the answers are recorded in the words of the client and are normalization i.e. will fit into a wheelbarrow. After the client has got the end of their first list and perhaps go quiet, ask is ‘OK what else?’ Repeat this until they start to repeat themselves.
The motivation strategy requires the practitioner to gain rapport and get in to the state talked about. You ask: ‘Can you remember a time when you were totally motivated in the context of X? Can you remember a specific time?’ Then, ‘As you remember that time, what was the last thing you felt just before you were totally motivated?’ This answer may be a new value. ‘Can you give me the name of that feeling?’, ensure the word that they give you is not a low level; if it is ask ‘What is important to you about that?’ Then continue with the first two steps in the motivation strategy until the client starts to repeat words.
The final in this value hierarchy elicitation is Threshold values. After turning the list toward the client, the two questions to ask are ‘All these values being present, is there anything that could happen that could make you …’ (leave or change behaviour). Then ask ‘All these values being present, plus X as you just indicated, what would have to happen such that would make you stay?’ Then the client should be asked ‘All of these values being present, plus X, what would have to happen such as to make you leave. Continue with the last two questions until they start to repeat words.
There are other questions that could be asked from here that may assist the client; ask them to place the values in order of importance to them – like the love strategy, if you were unable to get a clear answer, then ask if you had this with out that and so on. You may also want to ask a series of questions to gage the complex equivalence.
27) To elicit someone’s toward/away values conflict you would ask them ‘Why is this value important to you?’ This is one of only a hand full of instances one would use the word ‘why’. In their answer look for a physiology change to ensure they hold physical and verbal congruency. To achieve this the clients physiology must be calibrated. In the clients answer look for negation such as ‘I don’t want X’ – that is an away form. Look for comparative deletions such as ‘being there is better than being here’ – this would mean that they are thinking of what is undesired and what is desired and as such still have too much away from. Also listen out for model operators of necessity such as ‘I must have that’ – then they are away from.
28) To add a new value to a clients ‘value hierarchy’, first establish where it is to be placed. This is important for ecological reasons, for example the value of money perhaps shouldn’t be higher than the value of family – literally sell your Grandmother. Elicit the values hierarchy as it stands; find the ‘driver’ of state that the client wishes to add, ask the clients subconscious to change the sub modalities of the desired value to the one above the position required. Back the driver of new value off a little and test i.e. (the new value at position 3) ‘If you could have –x3- but not –x2- is that ok?’ ‘If you could have –x4- but not –x3- is that ok?
29) Vertical and horizontal component of a strategy. I am unable to find a definition either in any of the book, CD’s or on line. With the necessity to answer this question it would have to be said that it was referring to the horizontal TOTE model and relating to the eye pattern movements.
31) There are many NLP techniques that could be used in training. The use of physical and verbal rapport allows the trainee to accept less critically the learning’s available. Getting the trainees into the learning state aids the information going into their brains. The use of metaphors (X3), 80 to 90% at the start of the training, the remaining elements at the end, helps to focus on the content. The trainees could also be asked what they hope to get from this training and to do a ‘keys to an achievable outcome’ with a single goal set. Use all three predicates so as to included all learning styles.
32) The founders of NLP began with modelling Fritz Perls and Virginia Satir. NLP modelling successfully is achieved by: finding a suitable model, they should be a model of excellence at their skill or in their field. A suitable model is also someone with whom we can spend time with while they demonstrate the skill. It cannot be with written work or a sound recording as there is a need to observe the process. With the choice of excellence the act of modelling requires us to spend time in the presence of the person while they work or perform their function.
Our state should include opening peripheral vision, internal silence and minimal tension required to assume a similar posture to the model. In this state we can observe, listen, match and use micro-muscle movement to mimic the model's micro behaviour over time, while we remain comfortable with not knowing. It is essential to keep everything we take in at this stage unconscious and avoid searching for meaning.
The next stage of modelling is reaching criteria. Then we continue modelling with unconscious uptake until we can achieve the same class of results as the model. Then we continue to practice our skill unconsciously. Just because we reach criteria does not mean the skill is reliably available immediately and would remain intact under conscious scrutiny. We need a period of unconsciously led skill practice before conscious awareness starts to happen spontaneously. If we are modelling for our own use, the project ends at this point and we do not search for more conscious awareness. We use our skill in real time with unconscious, automated flow.
The next stage is only necessary when modelling is intended for skill transfer to others. The skill can become conscious after a period of unconscious practice and will begin to do so spontaneously. The choice in coding the model for transfer depends on the area of expertise and the manner in which it functions. Often, there is choice in how to represent something depending on the desired outcome and the capacity of the learners.
Completed with information from:
Home study pack – Performance Partnership.
Home study pack – Helford http://www.inspiritive.com.au/talent.htm http://www.cleanlanguage.co.uk/Modelling.html
John Chiva.
1) Presupposition’s means what is assumed by the phrasing of a sentence; useful for hearing subtext and forces the listener to accept certain things in order for the statement to make sense. The first of my 5 favourite presuppositions’s, is ‘Possibility/necessity’. Before studying NLP this is the clue that was most readily picked up on through communicating with peers and students. It is interesting to see the physiology that accompanies such statements that fit this category i.e. shoulders slumped or the lighting up of the eyes. For dealing with younger people it provides one with an understanding of how they feel about where there going in life and how they …show more content…
feel about achieving it. I also like to observe reactions to my use of should/can/need to etc. and most readily use it to inspire the student to complete a task in the best way possible.
‘Ordinal’ is very useful for me when talking to a peer who is completely over whelmed and/or lost sight of clear logical thought. It is often the case that each element is exaggerated due to the first and so on. When firing back a selection of rationales I find it useful as it displaces resistance, especially when accompanied and complimented with ‘possibility’.
‘Existence’ is used extensively in the popular media, with regards to news coverage especially. Through understanding this deliberate use, the facts become clearer. A good example to illustrate this point would be: ‘Saddam Hussein, with weapons of mass destruction, posses a significant devastating treat to the whole of the western world’. To which the intention is allowing the public to focus on the treat and to accept the cause, while neither confirming or denying there existence.
‘Exclusive/ Inclusive Or’, is useful for me when listening to an attempted sales close. This provides an illusion of choice, for example, ‘when you take this phone, you have the option to use 250 minuets peak or 1000 off peak’. ‘Complex Equivalence’ I favour in understanding positions in relationships. ‘When you X’d it means to me X’ or ‘When she didn’t hold my hand, then that means she doesn’t care’. It occurs when two or more statements are related and seem to mean the same thing. It helps me to challenge my own thinking (when verbalised) through breaking it down and getting specific through use of the Meta model.
2) The three major filters (on which the Meta Model is baced) are Delete, Distort and Generalize. Delete is to leave out a portion of an out side event, the usual example is the feeling of your foot in your shoe or the number of times you looked in the rear view mirror the last time you drove. Distort is to mistake something from what it is not, as directed by your believes of the world i.e. all young males wearing a ‘hoody’ will have criminal intent. Generalized is when one specific experience represents a wide range of experiences i.e. ‘there is never anything good on television’.
3) Crossover Matching (also referred to as Crossover Mirroring) is when an alternative body part is used to ‘reflect’ another part. Milton Erickson, while on stage, used to get the audience to breath in unison with him. He would do this with Crossover Matching, ask the audience to breathe in and out in time with the raising of his arms up and down. We would use this when the person who we wish to gain rapport with as a movement too overt to Match unnoticed; for example load clicking of the fingers may be matched with the tapping of a foot.
4) To build rapport using words there are many things one could look at.
Chunk Size refers to a combination of the amount of words and information in syntax. The delivery of the words (counting for 38%, Birdwistle) could be matched – these are tone, tempo, timbre and volume. Verb, adverb and adjective use could also be matched; this is known as Matching Predicates. The Key Words may also be matched, for example some people say ‘do you know’ or ‘massive’ a lot.
5) A ‘Submodality’ is the way we record and give meaning to our experiences, based through the 5 senses. Everyone dose this differently and as so we have differing views. These can be elicited by asking the client (or to do on yourself) to form a picture of the memory of an event and discover what are the ‘Submodality’s’; is the picture in black and white or colour, focused, moving, fast or slow etc. etc. This enables an interpretation change of an unchanging thing or event by changing these …show more content…
interpretations.
6) There are several things that will lead to a successful ‘Submodality Intervention’. One of the most fundamental is to get into rapport with the client, this is so they will feel relaxed a trust you to work with. Use sensory acuity to firstly calibrate the client, then to assess when they enter the state – this is particularly important with Anchors. Ensure the picture the client gets is specific, as this will help discover the drivers and assist in making little changes. Mostly the client is required to be associated with their ‘Submodality’, this is looking through their own eyes. If the state is not a negative one, then the practitioner should also get into it to aid its success. It is advisable each time to use a Submodality check list. Some interventions, the ‘like to dislike’ or the ‘believe change’ for example, the clients could be asked, ‘is it all right for your subconscious mind to make this change today and for you conscious mind to be aware of it.
7) In order to discover the drivers in ‘Submodality’ you do the process of ‘contrastive analysis’. This is achieved through asking the client (when they have the picture) a series of questions on the visual image, sounds of the image and any feelings of the image; then elicit the same of a different state. The biggest difference is the one that makes the difference. Generally if it is a location or size difference the chances of success are greater. When doing work with the ‘Values Higherarky’, the driver particularly needs to be analogue as it as a range of more that two, for example brightness or contrast; the driver is the ‘Submodality’ that when changed makes the most feeling change and when changed tend to carry the other ‘Submodality’ with it.
8 and 9) A ‘Swish Pattern’ can be used to curb a state or behaviour. It is done by; A) asking the client to get the picture of the habit or situation that they want to change; B) ask the client to get the picture of the desired state; C) change the intensity of that desired state for the most powerful kinaesthetic; D) get the first picture and make it associated and large on the ‘screen’; E) get the client to place a small dark picture of the desired state in the bottom left hand corner; F) get the two images to change place. This needs to be repeated a minim of six times, a “swiiiiishhhh” sound maybe used, the practitioners hand moving in the correct direction for the client and the speed is a vital consideration.
10) An ‘anchor’ is a stimulis that evokes a state.
For example, a red light, the white box on the floor at an ATM or the bell ringing last orders in a bar. However through deliberately eliciting a state and applying an anchor we can recall at will that state. The location of the anchor maybe personal to the client, so assess where they want it; it is important that its practical – for example sheer joy and ecstatic laugher on the upper arm is a nice feeling, but not appropriate at a funeral. There are three ways of installing an anchor; in the moment, this is most powerful; emotionally remembered which dose the job and physically constructed. There is nothing preventing the brain from being anchored with other scenes – and ‘we’ are already, the taste/smell of a cigarette or the picture of a loved
one.
The practitioner begins by getting into rapport with the client. Ask them what is the state that they want to be anchored, ensure that it is ecological and step into the state with the client. Ask them to see, hear and feel what is in the desired state and adopt the language of that state i.e. totally happy. Using sensory acuity watch them hit the state, the very moment they do then you must elicit the anchor. The moment the client starts to leave state, remove anchor. Test. Repeat if not strong enough and test again.
11) The five keys to creating a successful anchor are; ensure the client recalls an associated and vivid experience; it must be really intense; the timing of the anchor needs to be from 5 to 15 seconds at the peak (use sensory acuity); the anchor must be unique i.e. the place of the anchor; replication of stimulus and the number of times.
12) ‘Chaining Anchors’ would be used when the desired/resource state is considerably different to the present state, so it is too great a transition for a simple two step process. Usually used it the undesired state is an option restriction, so good for stuck no options or procrastination to motivation. It is recommended that the chain is no more then 5 states as it may not pull through adequately and the 2nd to last state be a ‘toward’.
13) In designing a ‘Chaining Anchor’, there are a number of important considerations to make. As the undesired state is likely to be stuck, then the next step is to have movement, for example ‘excitement’. The state should be of the same or a similar logical type, for example it is unlikely work for anger to bliss. Ensure the next step is intense enough to move the client toward the desired state. The state should be ‘self initiated’ – coming from inside the client – so the client has control. The state should differ from how the client already doses it.
14) The eye patterns of a normally organised person is the way approximately 80% of the population access portions of their brain. A normally organised person is usually right handed; exceptions would be if someone was forced to use their right hand at school. An understanding of eye patterns can be used to assess if the person is remembering or thinking about a feeling, remembering an image, remembering a sound, constructing either of the previous two and self talk. Eye patterns can be used to assess if the client has trauma in a particular area of thought, if truth is being told and discovering ‘strategies’. Diagram attached.
15) A ‘synesthesia’ is a two step strategy, where the two steps are linked together with one usually out side of awareness.
16) The buying strategies consist of the ‘Motivation’ to buy, the ‘Decision’ to buy and ‘Reassurance’. Ideally the sales person would have run the ‘Reassurance’ before the close. Between the ‘Decision’ and ‘Reassurance’ there is a sub section of a convincer strategy, the ‘Convincer Meta Programme’. This is how the client becomes convinced a good choice is being made; this on average is 3 checks. The item brought, which is being used to elicit the buying strategy, is best to be one they are happy to have brought. Therefore it is best to start with, ‘are you happy with that purchase?’ You also need to ask if it was ‘brought alone?’, as a different strategy to the one you want may have been used in that circumstance.
The questions to discover the ‘motivation’ making of the client are:- ‘What was the very first thing that’s caused you to be totally X’d, was it something you saw, something you heard or the touch of something/one?’ ‘After you (saw, heard, felt) that, what was the very next thing that happened as you were totally X’d?’ ‘Did you picture something; say something to yourself; or have a certain feeling?’
In order to elicit ‘decision’ making the client maybe asked, ‘What happened next to help you realise that this was the right thing for you?’ You may want to ask if there were any specific additional information – the price, feeling, a reminder of something someone else has said to them etc.
In the ‘convincer’ ask ‘How long did that take?’ If they say that they just wanted to see other things, ‘How many other items did you look at?’ The answer to this will see how many things they need to look at before buying. If it doesn’t do that, ask ‘What else did you have to do before buying?’
The ‘reassurance’ question could be ‘What happened for you to realise it was a good purchase?’ ‘Did someone comment on the product?’, ‘Did you see someone else with the same thing and it made you feel a certain way?’ or ‘Did you see yourself in the mirror?’
17) ‘Visual Squash Part Integration’ refers to the act of squashing together the two personified parts of the subconscious mind in ‘parts integration’. When performing a ‘parts integration’ with a client, it more effective to have each 2 part of the un-united subconscious (although the clients subconscious is asked before the completion of the therapy, if any other parts wish to rejoin the whole) as an image the client can associate with. For example ‘my younger brother’ is going to be more effective than ‘a big brown blob’. In the prossess of ‘Part Integration’, the arm is bent at the elbow and the hands just above each hip and there with be a subconscious drive for the hands to meet or ‘Squash’ together while the client is asked a series of questions. This would be used to bring together two conflicting parts of the client’s mind that result’s in indecision.
A key reason to specify ‘Visual Squash Part Integration’ is because there is an advanced parts integration, this is a kinaesthetic one.
18) Below are 10 examples of Mitlon Model Pattern sentences and their meaning.
A Mind Read is claiming to know the thoughts of another while not specifying how they came to know the information. ‘I know your anticipating my answer’.
Cause and Effect is where one thing directly causes another to occur. ‘The lowering of the bridge allowed her to cross’.
Complex Equivalence is when two things set up as though synonymous. ‘With the rain having stopped, he could swim more easily’.
Selection Restriction Violation is a claim that it is more than humans and animals that have feelings and thoughts. ‘Your pen will know the answer’.
Syntactic Ambiguity is where the word can not be immediately understood from its immediate context. ‘I must move the plates and the plants in the garden’.
Comparative Deletions is where a comparison is made and it is not specified to whom or what it was made. ‘It is always the thing to do’.
Universal Quantifier is a set of words with a generalization with no referential index. ‘Every bit’.
Utilisation is the consideration to exploit everything in communication. They say, ‘I don’t like that deal’, we say ‘Of course you don’t, that’s because I’ve not had the opportunity to allow you to like it’.
Extended Quotes are stating what someone or a few people have said, beyond what is usual and comfortable, i.e. Vicky Pollard in Little Britain. ‘Three days ago Simon claimed that Andy had commented on the speech Blair gave, regarding comments made by his wife … ‘.
Double Bind is where two choices are given, both of which are preferred or desirable, usually separated by an ‘or’. ‘It could be completed now easily or once you are more comfortable with the contract’.
19) Below are six sentences and next to them is an appropriate Meta Model response, followed by the pattern and filter it falls under.
A: Tests make me grumpy. ‘How do tests make you grumpy?’ Distortion – cause and effect.
B: Nobody Likes me. ‘Who doesn’t like you?’ Deletion – lack of referential index.
C: I have to study harder. ‘According to who?’ Distortion – lost performative.
D: It’s better to do it this way. ‘Better than what?’ Deletion – comparative deletions.
E: I always want more. ‘Always?’ Generalization – universal quantifiers.
F: You’re being late means you don’t love me. ‘Have you ever been late for someone you love?’ Distortion – complex equivalence.
20) The Meta Model three is directed questioning for a specific result and is deigned to change the internal representations of the client. It takes the client away from the problem and focuses on the solution. It achieves this by drawing the client in with a series of questions, the ‘flips’ the focus of the questions on the solution.
• The first question gets the client associated. • Handles cause and effect violations, while keeping client further more associated. • Then starts to move client to being at the cause of the issue. • The fourth question ‘flips’ the attention from the problem to the solution. • Looks at the future. • Will include an imbedded command. • The last two questions should make the client look inward for the solution and for how/when they’ll know it’s solved.
What’s making you feel this way? What event started that feeling? How do you think you should resolve this?
Flip: How are you going to act on the solution? How is this solution going to improve your life? How will the solution stop the problem? What criteria will you use to see the problem has changed?
How will you know you feel better about the feeling?
21) When creating a modal operator chain, one of the most important issue’s is knowing what you’re moving from and where it is you need to be moving to. In order to move the modal operator chain, it needs drive, motivation and movement. The practitioner begins by pacing the client, ‘I know you …’. This gets them on side straight away. The following is a modal operator chain from improbability to possibility; the clients say’s ‘I couldn’t go for that job, I wouldn’t get it’,
I know what you mean; you seem to feel you couldn’t. Perhaps you don’t want to know you could get it – some people would prefer to dare to try.. like you.. who could get it.
22) Below are 8 Sleight of Mouth patterns, these are used to reframe limiting believe that the client may have through the use of conversation. Believe can be changed using many NLP techniques, but Sleight of Mouth patterns allow the practitioner to hold 16 different ways of reframing a particular limiting believe. The example would be the limiting belief of ‘I can’t get that job as I think I lack the skills’.
Meta Frame: ‘A lot of people a perturbed by the same thing, but it is not up to them to decide’.
Reality Strategy: ‘How do you know you don’t have enough of the skills they are looking for?’
Model of the World: ‘I recon that a lot of the people who have done this job well, learnt as you are able to’.
Consequence: ‘By continuing to think that way you will never get a different job’.
Another outcome: ‘Through applying, you may be redirected to a job you’ll enjoy more’.
Chunk down: ‘Which skills do you specifically feel you need for this job?’
Chunk up: ‘For what purpose do you feel those skills are in place?’
Counter Example: ‘It is well known that Stevenson thought of himself he lacked skills’.
23) Meta programs are content free and are the unconscious filtering process for our experiences. Meta programs can also be referred to as ‘sorting’. Carl Jung believed that understanding the persons 4 most basic Meta programs he could predict which of the 16 personality types they fall under. The four simple Meta programs are ‘introvert/extrovert’ (‘Introvert/extrovert’: in assessing which category the person falls into there are 25 questions that could be asked. As 25 will be more useful when exclusively used than only one, it is advised to observe the persons behaviour), ‘sensor/intuitor’, ‘thinker/feeler’ and ‘judger/perceiver’. When we filter information, we use Delete, Distort and Generalize – we do this so the information does not exceed 9 (7+/-); how we filter is a result of values, believes, decisions and memories.
Motivation direction filter consists of 5 categories; towards, towards with a little away from, both equally, away with a little towards and away form. After you’ve asked the question, you can chunk down in order to discover why exactly they are important to the client. The results may be tainted by a recent negative experience the client may have had, which may not be permanent; for example ‘I was just informed I didn’t get the job that I was after’. These are important to know from a staff recruitment point of view. The later on the list above are people who are motivated by the treat of getting what they don’t want, where as the first few mentioned on the list are motivated by options and goals. So the important question is does this fit your management style?
The questions to elicit these are, ‘What do you want in a X?’ and ‘What is most important to you about X
Reason filter consists of either possibility, necessity or a combination of the two. It generally refers to how the person views doing things in their life. It, like motivation direction, looks at cause and effect. If the client view is one of possibility, then they are a cause; if it is one of necessity (like they ‘have to’) then they are at effect.
The questions to elitist these are ‘Why do you do what you do?’ and ‘Why are you choosing it/this’.
Frame of reference filter contains three possible parts. These are: internal, external, balanced, internal with an external check and external with an internal check. This is about how the person forms their view of the world and comes to a decision on the cause of action to take. An internal person would not check with others on decision or problem they have, they would also not consider others feeling or NVC – find it difficult to pick up on lack of rapport. External people are only concerned with the outside view; they are easily persuaded through another’s expression of self and so would not make good company based decisions. Balance people have an equal divide of both. Internal with an external check would be good for teaching, management etc. and external with an internal check put more weight on the outside. Range and flexibility over all elements is the key.
The questions to elitist these are ‘How do you know when you’ve done a good job?’ and ‘Do you know or do you need someone to tell you? – it is good to check the opposite i.e. Does it help to hear another person tell you?
Convincer representational filter follows on from the above and asks for the representational system the client uses to assess information. They are see (V), hear (A), read (AD) and do (K). On average people require things to happen three until they are convinced. The questions to elitist these are, ‘How do you know when someone else is good at what they do?’ and ‘Do you need to see them do it, hear about them doing it, read a report or do it with them?’
Convincer demonstration filter looks at how much it takes the client to be convinced. There are 4 options: Automatic which means that they are convinced right away – these people need a contract when you have them otherwise they will not be exclusively your customer; Number of times to be convinced, most people stand at three times; Period of time would be demonstrating competency (or whatever) over time not the number of times and consistent people are never convinced so will need to continually check things – good for accountancy, QC and generally managing anyone who can’t be autonomous i.e. a convict or a school children in a unpopular subject.
The questions to elitist these are, ‘How often does someone have to demonstrate competency to you before you’re convinced?’ and ‘Are you automatically convinced or do you need to see, hear, read, do a number of times, or see, hear, read, do over a period of time or are you never convinced?’
Management direction filter looks at the persons awareness of self roles, others roles and whether they are able to communicate what others should be doing. ‘Self and others’ are people you are fully aware of all roles in a team and don’t have an issue in communicating it – they make the best managers. ‘Self only’ are not aware of others job/roles so are unable to manage effectively – however in industries where promotion mainly happens from within, such as a family business, this person type can be found as a manager. ‘Others only’ are CEO’s; they know what others need to be doing and have no problem telling others. ‘Self but not other’, know all roles in a team but don’t want to tell others – these types are most like the ‘introvert’ in External Behaviour (of the four simple Meta programs) – with training they can make good managers.
The questions to elitist these are, ‘Do you know what you need to do to be a success on a job?’ and ‘Do you know what someone else needs to do?’ and ‘Do you find it easy or not so easy to tell him or her?’
Action filter is designed to assess the way and speed someone makes a decision. An active person would just do it; this is good when accompanied with experience and they are not required to or the team needs them to explain. Reflective is the person who considers all options – selling to these people may be arduous. Resent research indicated that men are Reflective while women are Active. The person who is ‘both’ alternates depending on the situation. Inactive people generally don’t move any further than weighing it up – the Hamlet complex.
The questions to elitist these are, ‘When you come into a situation do you usually act quickly after sizing it up or do you do a complete study of all the consequences and the act?’
The affiliation filter assesses people’s interaction in a team environment. Independent players would be best placed generating their own results, neither being held up or having to do things for others. A team player is someone who gets a kick out of not only the result but also the working together in the process of achieving it. Management player is someone who gets a kick out of not only the result, but being in charge while it is generated – they need to be asked specifically if it was the result or being in charge while it was achieved.
The questions to elitist these are, ‘Tell me about a specific work situation in which you were the absolute happiest?’ then ‘What was it about the event that was the best, was it your own achievement, what others said about you effort, working as part of a team or heading a team?’
24) A ‘value’ is a high level generalization that describes something that is important. It may also be referred to as ‘criteria’. It can both act as the motivation to do something and the justification/evaluation for an action after the event. A value has a strong kinaesthetic. A ‘highly valued criteria’ is what’s most important to you in life. It is easy to change but will leave a big result. A ‘value’ is a filter. Values subconsciously change all the time, usually due to a significant emotional event, such as a surprise ending of a relationship.
25) Believe are what we totally believe are true and form the rules that we run our lives on. A belief is also a filter and act as a generalization about the world and our options in it. The difference between ‘values’ and ‘believe’ are in the level of abstraction, with values having a higher level and therefore being more subconscious. This level of abstraction also means that a ‘believe’ will require more words to communicated to the outside world, whereas a value could be described in as little as one word – by that word will almost certainly a normalisation.
26) There are three ways involved in eliciting values; the standard elicitation, from motivation strategy and from threshold values. In the standard elicitation, the client is asked ‘What is important to you about X?’ X can be any number of things the client wants to talk to you about e.g. relationships or career. Ensure the answers are recorded in the words of the client and are normalization i.e. will fit into a wheelbarrow. After the client has got the end of their first list and perhaps go quiet, ask is ‘OK what else?’ Repeat this until they start to repeat themselves.
The motivation strategy requires the practitioner to gain rapport and get in to the state talked about. You ask: ‘Can you remember a time when you were totally motivated in the context of X? Can you remember a specific time?’ Then, ‘As you remember that time, what was the last thing you felt just before you were totally motivated?’ This answer may be a new value. ‘Can you give me the name of that feeling?’, ensure the word that they give you is not a low level; if it is ask ‘What is important to you about that?’ Then continue with the first two steps in the motivation strategy until the client starts to repeat words.
The final in this value hierarchy elicitation is Threshold values. After turning the list toward the client, the two questions to ask are ‘All these values being present, is there anything that could happen that could make you …’ (leave or change behaviour). Then ask ‘All these values being present, plus X as you just indicated, what would have to happen such that would make you stay?’ Then the client should be asked ‘All of these values being present, plus X, what would have to happen such as to make you leave. Continue with the last two questions until they start to repeat words.
There are other questions that could be asked from here that may assist the client; ask them to place the values in order of importance to them – like the love strategy, if you were unable to get a clear answer, then ask if you had this with out that and so on. You may also want to ask a series of questions to gage the complex equivalence.
27) To elicit someone’s toward/away values conflict you would ask them ‘Why is this value important to you?’ This is one of only a hand full of instances one would use the word ‘why’. In their answer look for a physiology change to ensure they hold physical and verbal congruency. To achieve this the clients physiology must be calibrated. In the clients answer look for negation such as ‘I don’t want X’ – that is an away form. Look for comparative deletions such as ‘being there is better than being here’ – this would mean that they are thinking of what is undesired and what is desired and as such still have too much away from. Also listen out for model operators of necessity such as ‘I must have that’ – then they are away from.
28) To add a new value to a clients ‘value hierarchy’, first establish where it is to be placed. This is important for ecological reasons, for example the value of money perhaps shouldn’t be higher than the value of family – literally sell your Grandmother. Elicit the values hierarchy as it stands; find the ‘driver’ of state that the client wishes to add, ask the clients subconscious to change the sub modalities of the desired value to the one above the position required. Back the driver of new value off a little and test i.e. (the new value at position 3) ‘If you could have –x3- but not –x2- is that ok?’ ‘If you could have –x4- but not –x3- is that ok?
29) Vertical and horizontal component of a strategy. I am unable to find a definition either in any of the book, CD’s or on line. With the necessity to answer this question it would have to be said that it was referring to the horizontal TOTE model and relating to the eye pattern movements.
31) There are many NLP techniques that could be used in training. The use of physical and verbal rapport allows the trainee to accept less critically the learning’s available. Getting the trainees into the learning state aids the information going into their brains. The use of metaphors (X3), 80 to 90% at the start of the training, the remaining elements at the end, helps to focus on the content. The trainees could also be asked what they hope to get from this training and to do a ‘keys to an achievable outcome’ with a single goal set. Use all three predicates so as to included all learning styles.
32) The founders of NLP began with modelling Fritz Perls and Virginia Satir. NLP modelling successfully is achieved by: finding a suitable model, they should be a model of excellence at their skill or in their field. A suitable model is also someone with whom we can spend time with while they demonstrate the skill. It cannot be with written work or a sound recording as there is a need to observe the process. With the choice of excellence the act of modelling requires us to spend time in the presence of the person while they work or perform their function.
Our state should include opening peripheral vision, internal silence and minimal tension required to assume a similar posture to the model. In this state we can observe, listen, match and use micro-muscle movement to mimic the model's micro behaviour over time, while we remain comfortable with not knowing. It is essential to keep everything we take in at this stage unconscious and avoid searching for meaning.
The next stage of modelling is reaching criteria. Then we continue modelling with unconscious uptake until we can achieve the same class of results as the model. Then we continue to practice our skill unconsciously. Just because we reach criteria does not mean the skill is reliably available immediately and would remain intact under conscious scrutiny. We need a period of unconsciously led skill practice before conscious awareness starts to happen spontaneously. If we are modelling for our own use, the project ends at this point and we do not search for more conscious awareness. We use our skill in real time with unconscious, automated flow.
The next stage is only necessary when modelling is intended for skill transfer to others. The skill can become conscious after a period of unconscious practice and will begin to do so spontaneously. The choice in coding the model for transfer depends on the area of expertise and the manner in which it functions. Often, there is choice in how to represent something depending on the desired outcome and the capacity of the learners.
Completed with information from:
Home study pack – Performance Partnership.
Home study pack – Helford http://www.inspiritive.com.au/talent.htm http://www.cleanlanguage.co.uk/Modelling.html