-NLP-intro

7/29/2019 -NLP-intro

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Neuro Linguistic

Programming


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TEATEA

Emotions

Actions

Thoughts


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Four legs of NLP

Outcomes

Sensory acuity

Flexibility

Action


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POSEEPOSEE

Positive

Own partSpecific

EvidenceEcology

Where, when, with whom?

See, hear, feel, touch, smell

Self: selfSelf: other


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Logical levelsLogical levels

Identity

Beliefs & values

Capability and skills

Behaviour

Environment

Who

WhyMotivations and permissions

(prohibitions)

How

Actions

Where and when

You cant solve a problem at the same level as its created

External constraints

Beyond identitySpiritualismOur mission and purpose

for whom or for what larger vision are we working

Internal thoughtprocesses

What you doWhat you dont do

Unconscious


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Logical level v2Logical level v2

ContextBehaviour

Beliefs


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Language PatternsLanguage Patterns

What you say and how say it affects otherWhat you say and how say it affects otherpeople and can influence or persuade them inpeople and can influence or persuade them indifferent ways.different ways.

Language patterns, know in NLP as metaLanguage patterns, know in NLP as metaprogrammes, develop throughout your life.programmes, develop throughout your life.

Through the words used, language patternsThrough the words used, language patternsindicate how people perceive and interpretindicate how people perceive and interpretsituations.situations.


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Meta ProgrammesMeta Programmes

You have to use words and phrasesYou have to use words and phrasesappropriate for the other personappropriate for the other person sayingsaying

the right thing, in the right way at thethe right thing, in the right way at theright time.right time.

Pinpoint which meta programme the otherPinpoint which meta programme the otherperson usually adopts and phrase yourperson usually adopts and phrase yourcommunication using the same one.communication using the same one.


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Moving Away FromMoving Away From

Style: avoid, exclude, recognise problems, notStyle: avoid, exclude, recognise problems, nothave, preventhave, prevent

Away from the negative, avoiding problemsAway from the negative, avoiding problems

You need to: use words/phrases which take theYou need to: use words/phrases which take theperson away from a situation, egperson away from a situation, eg

If you dont do that project, you can work on...If you dont do that project, you can work on...If you dont meet the target.If you dont meet the target.


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Moving TowardsMoving Towards

Style: gain, attain, get, include, target, achieve,Style: gain, attain, get, include, target, achieve,accomplishaccomplish

Towards the positive, goalTowards the positive, goal--orientedoriented

You need to: use words/phrases which take theYou need to: use words/phrases which take theperson towards a target egperson towards a target eg

Lets aim for 20% more calls next weekLets aim for 20% more calls next week

The benefit of achieving a bonus..The benefit of achieving a bonus..


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GeneralitiesGeneralities

Style; overview, big picture, randomStyle; overview, big picture, randomorder.order.

GeneralitiesGeneralities

You need to: use words/phrases about theYou need to: use words/phrases about thebig picture egbig picture eg

What will this mean overall?What will this mean overall?


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Small chunkSmall chunk -- detaildetail

Style: details, sequences, exactly, precise.Style: details, sequences, exactly, precise.Details and specificsDetails and specifics

You need to: use words/phrases aboutYou need to: use words/phrases aboutminute details egminute details eg

By the 3By the 3rdrd quarter of next year the growthquarter of next year the growthwill be 15%will be 15%


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InternalInternal

Style: Know within self, use own feelingsStyle: Know within self, use own feelingsLocus of control is self, happy to makeLocus of control is self, happy to makeown decisionsown decisions

You need to: use words/phrases aboutYou need to: use words/phrases aboutpersonal feelings egpersonal feelings eg

You decide, its up to youYou decide, its up to you


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ExternalExternal

Style: depend on others, facts and figuresStyle: depend on others, facts and figuresLocus of control is on other personLocus of control is on other person needsneeds

feedbackfeedback

You need to: use words/phrases about otherYou need to: use words/phrases about otherpeople, egpeople, eg

My boss says I cant do thatMy boss says I cant do that

Other people have found that this worksOther people have found that this works


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Time orientationTime orientation -- PastPast

Style: concentrate on pastStyle: concentrate on pastFocus on the pastFocus on the past

You need to: use words/phrases about theYou need to: use words/phrases about thepast, egpast, eg

Last time I gave this presentationLast time I gave this presentation


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Time orientationTime orientation -- futurefuture

Style: look to futureStyle: look to futureFocus on the futureFocus on the future

You need to: use words/phrases about theYou need to: use words/phrases about thefuture, egfuture, eg

In five years time, I want to be..In five years time, I want to be..


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OptionsOptions

Style: try new ways, offer choicesStyle: try new ways, offer choicesLove variety and different possibilitiesLove variety and different possibilities

Start projects but dont always finish themStart projects but dont always finish them

You need to: use words/phrases about options,You need to: use words/phrases about options,

egegYou could order it in any colour you preferYou could order it in any colour you prefer


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ProceduresProcedures

Style: follow set rulesStyle: follow set rulesFollow set methods, rules, proceduresFollow set methods, rules, procedures

Like precise instructions, follow speed limits!Like precise instructions, follow speed limits!

You need to: use words/phrases with clearYou need to: use words/phrases with clear

procedures egprocedures egYou need to follow steps 1You need to follow steps 1 10 precisely.10 precisely.


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ProPro--activeactive

Style: get things done, take control, takeStyle: get things done, take control, takeactionaction

Like taking charge, find solutionsLike taking charge, find solutions

Move at a faster paceMove at a faster pace

You need to: use words/phrases aboutYou need to: use words/phrases aboutaction egaction eg

You can do it this way, nowYou can do it this way, now


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ReactiveReactive

Style: wait for others to take the leadStyle: wait for others to take the leadAnalyse choices and goals, wait for instructionsAnalyse choices and goals, wait for instructions

Slower pace, think about thingsSlower pace, think about things

You need to: use words/phrases with choices egYou need to: use words/phrases with choices eg

Lets wait to see what the manager says.Lets wait to see what the manager says.


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Language FiltersLanguage Filters

In conversation we unconsciously useIn conversation we unconsciously usethree filters or processesthree filters or processes

You can identify the filter a person is usingYou can identify the filter a person is usingby listening to signs in their language.by listening to signs in their language.


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The filters are:The filters are:

DeletionDeletion

DistortionDistortion

GeneralisationGeneralisation


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Meta Model QuestionsMeta Model Questions

Questioning helps to:Questioning helps to:

Gather more informationGather more information

Clarify meaningClarify meaning

Identify a limitationIdentify a limitation


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Filter: DeletionFilter: Deletion omitting informationomitting information

Example of language use:Example of language use:

That was goodThat was good

Question to ask:Question to ask:

What aspect is good, specifically?What aspect is good, specifically?

AimAim To gather additional information to obtain a clearTo gather additional information to obtain a clearoutcome or clarify the messageoutcome or clarify the message


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Filter: DistortionFilter: Distortion changing the meaningchanging the meaning

Example of language used:Example of language used:

Wearing that tie means you dont take this jobWearing that tie means you dont take this jobseriously.seriously.


What specifically about this tie makes you think that?What specifically about this tie makes you think that?

AimAim To ascertain the underlying meaningTo ascertain the underlying meaning


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Filter: GeneralisationFilter: Generalisation

Example of language used:Example of language used:Everything is going wrongEverything is going wrong


Everything or just one aspect?Everything or just one aspect?

AimAim To expand the conversation away fromTo expand the conversation away fromthe limits the person is settingthe limits the person is setting


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Your Inner VoiceYour Inner Voice

Your inner voice links in with your unconsciousYour inner voice links in with your unconsciousmind and can provide important messages andmind and can provide important messages and

answers to problems.answers to problems.

Being aware of your inner voice and thoughtsBeing aware of your inner voice and thoughtscan provide the answers to issues or challengescan provide the answers to issues or challenges

and help you respond more resourcefully andand help you respond more resourcefully andpositively.positively.


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Negative and Positive LanguageNegative and Positive Language

Negative thoughts, egNegative thoughts, egEverything I do goes wrongEverything I do goes wrong

Practise exchanging your negativePractise exchanging your negativethoughts for positive ones, which arethoughts for positive ones, which are

more rational and helpful, egmore rational and helpful, eg

What is going well in my life?What is going well in my life?


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The following words need to beThe following words need to be

used with caution:used with caution:

Leads the brain to associate with the negative aspectLeads the brain to associate with the negative aspectfirst, before it hears the real message.first, before it hears the real message.

Eg, Dont think about the project yet, encourages theEg, Dont think about the project yet, encourages thelistener to think about the project first, in order to stoplistener to think about the project first, in order to stop

thinking about it!thinking about it!

Implies that you need to justify something.Implies that you need to justify something.


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Positive influence and persuasionPositive influence and persuasion

To influence and persuade others positively:To influence and persuade others positively:

Listen carefully to what is being said and how itListen carefully to what is being said and how itis saidis said this may highlight a preferred languagethis may highlight a preferred languagestyle.style.

Match the pace of the conversationMatch the pace of the conversation

Match language styles and meta programmesMatch language styles and meta programmes


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Positive influence and persuasionPositive influence and persuasion

Note the meta model the person is usingNote the meta model the person is using

Consider your agenda and the other persons.Consider your agenda and the other persons.

Create a situation of respect for each personCreate a situation of respect for each person

Ask appropriate questionsAsk appropriate questions

Adopt positive languageAdopt positive language

Use all the senses to enrich your communicationUse all the senses to enrich your communication


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Logical LevelsLogical Levels

Logical levels identifies specific categories ofLogical levels identifies specific categories ofinformation used during communication andinformation used during communication and

which affect rapport.which affect rapport.

The levels or categories relate to how you thinkThe levels or categories relate to how you thinkabout situations.about situations.

There are five main levels with an optional sixthThere are five main levels with an optional sixthdepending on the context.depending on the context.


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Logical LevelsLogical Levels

11 EnvironmentEnvironment

22 BehaviourBehaviour

33 CapabilitiesCapabilities

44 Beliefs and valuesBeliefs and values

55 IdentityIdentity

66 Purpose (Optional Additional Level)Purpose (Optional Additional Level)


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Logical levels can help to:Logical levels can help to:

Clarify how you perceive a situationClarify how you perceive a situation

Highlight at what level work needs to beHighlight at what level work needs to bedone to achieve changedone to achieve change

Identify where a problem may come fromIdentify where a problem may come from


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Understanding the levelsUnderstanding the levels

1. Environment1. Environment

2. Behaviour2. Behaviour

3. Capabilities3. Capabilities


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Understanding the levelsUnderstanding the levels

(continued)(continued)

4. Beliefs and values4. Beliefs and values

5. Identity5. Identity

6. Purpose6. Purpose


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Identifying the different levelsIdentifying the different levels

Where the person places emphasis on the word,Where the person places emphasis on the word,will often highlight which level they need towill often highlight which level they need to

address to take action:address to take action:

II IdentityIdentity cantcant BeliefBelief dodo CapabilityCapability thatthat BehaviourBehaviour herehere EnvironmentEnvironment


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The Use of Logical LevelsThe Use of Logical Levels

Project management eg task prioritisation and roleProject management eg task prioritisation and roleresponsibility.responsibility.

Providing a structure to address different businessProviding a structure to address different businessissues.issues.

ProblemProblem--solving, eg understand at which level a problemsolving, eg understand at which level a problem

is based and where and how an intervention is required.is based and where and how an intervention is required.


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Practical ApplicationsPractical Applications

Improving relationships and teamworkImproving relationships and teamwork

Addressing business changeAddressing business change

Gathering information or preparingGathering information or preparing

presentationspresentations

Monitoring and assessing situationsMonitoring and assessing situations


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Accessing your skillsAccessing your skills

You may ask friends and colleagues toYou may ask friends and colleagues tohelphelp

You may learn new skills by training inYou may learn new skills by training innew areas.new areas.


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Beliefs often used in NLP:Beliefs often used in NLP:

We have all the resources we need, weWe have all the resources we need, wejust need to learn how to access them tojust need to learn how to access them to

achieve excellence.achieve excellence. (Relates to our(Relates to ourstate of mind).state of mind).

You cannot teach a man anything. YouYou cannot teach a man anything. Youcan only help him discover it withincan only help him discover it withinhimself.himself. GalileoGalileo


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Nine rules for being humanNine rules for being human

Consider which ones you relate to:Consider which ones you relate to:

1.1.You get a body whether you like it or notYou get a body whether you like it or not

2.2.You learn lessons in life whether you like it or notYou learn lessons in life whether you like it or not3.3.There are no mistakes, only lessonsThere are no mistakes, only lessons4.4.Lessons are repeated until they are learned in variousLessons are repeated until they are learned in various

formsforms5.5.Learning lessons doesnt endLearning lessons doesnt end

6.6.Over there is no better than hereOver there is no better than here7.7.Other people are mirrors of youOther people are mirrors of you8.8.You have all the tools necessaryYou have all the tools necessary9.9.The answers are inside youThe answers are inside you


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Circle of ExcellenceCircle of Excellence

The Circle of Excellence is a powerful wayThe Circle of Excellence is a powerful wayof mentally rehearsing a future situation.of mentally rehearsing a future situation.

It helps you to access resources you willIt helps you to access resources you willneed and to imagine stepping into theneed and to imagine stepping into the

experience before it occurs.experience before it occurs.


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The steps are:The steps are:

1.1. Create a circle on the floor using aCreate a circle on the floor using ahoop or piece of string or by simplyhoop or piece of string or by simply

visualising it.visualising it.

2.2. Think of a future, challengingThink of a future, challenging situationsituation

3.3. Decide what skills/resources youllDecide what skills/resources youllneed.need.


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The steps are: (continued)The steps are: (continued)

4.4. Recall past experiences (eg a previousRecall past experiences (eg a previoussuccessful presentation) when yousuccessful presentation) when youhave had those resources that you willhave had those resources that you will

need for the new challenge.need for the new challenge.

5.5. Step into the circle and relive that pastStep into the circle and relive that pastexperience.experience.

6.6. Repeat step 5 for each of the resourcesRepeat step 5 for each of the resources youyouneed (this strengthens the resources).need (this strengthens the resources).Notice how differently you feel.Notice how differently you feel.


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The steps are: (continued)The steps are: (continued)

7.7. See yourself at the event (future pacing) withSee yourself at the event (future pacing) withall the skills/resources available to you, as ifall the skills/resources available to you, as ifthey were flowing into your body, and see thethey were flowing into your body, and see the

event occurring in your minds eye.event occurring in your minds eye.

8.8. Step out of the circleStep out of the circle

9.9. Test how you feel by thinking about theTest how you feel by thinking about thechallenging event, to see if there are anychallenging event, to see if there are anyfurther resources required.further resources required.


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Examples of positive resourcesExamples of positive resources

Positive experiencesPositive experiences AccoladesAccolades What you enjoyWhat you enjoy Your successesYour successes Special momentsSpecial moments StrengthsStrengths SkillsSkills Support networkSupport network Things that make you smileThings that make you smile


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AnchorsAnchors

An anchor is a stimulus which reminds youAn anchor is a stimulus which reminds youof events and can change your stateof events and can change your state

positively or negatively.positively or negatively.

The stimulus can involve all the sensesThe stimulus can involve all the senses(eg something you see, hear, feel, taste or(eg something you see, hear, feel, taste orsmell) and can be internal or external.smell) and can be internal or external.


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Internal and External AnchorsInternal and External Anchors

An internal anchor is generated in yourAn internal anchor is generated in yourmind, eg as you remember a visual imagemind, eg as you remember a visual image

which evokes certain feelings.which evokes certain feelings.

An external anchor can be triggered when,An external anchor can be triggered when,for example, you hear a piece of musicfor example, you hear a piece of musicwhich reminds you of a lovely holiday orwhich reminds you of a lovely holiday orexperience.experience.


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When to use anchorsWhen to use anchors

When you feel unhappy or in a negative frameWhen you feel unhappy or in a negative frame

of mind, you can create a more resourceful stateof mind, you can create a more resourceful stateby triggering positive anchors in your mind andby triggering positive anchors in your mind andbody.body.

You can also create positive anchors for a futureYou can also create positive anchors for a futuresituation which is causing you concern.situation which is causing you concern.


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Examples of anchors to triggerExamples of anchors to trigger

positive feelingspositive feelings

A favourite piece of musicA favourite piece of music

An aromaAn aroma

An outdoor sceneAn outdoor scene


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Creating positive anchorsCreating positive anchors

Identify how you want to feel, physically,Identify how you want to feel, physically,mentally or emotionally in order to achieve thementally or emotionally in order to achieve the

desired resourceful statedesired resourceful state Create a detailed list or picture of your mostCreate a detailed list or picture of your mostresourceful statesresourceful states

Repeat the exercise several times to connectRepeat the exercise several times to connect

your chosen movement, phrase or picture withyour chosen movement, phrase or picture withthe positive statethe positive state

Use all the senses to create your anchorsUse all the senses to create your anchors


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Sporting ExampleSporting Example

You may recall the anchor practised byYou may recall the anchor practised byJonny Wilkinson during the Rugby WorldJonny Wilkinson during the Rugby World

Cup in 2003.Cup in 2003.

To get into his resourceful state to score aTo get into his resourceful state to score a

goal he placed his hands together in agoal he placed his hands together in aparticular way.particular way.


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Future pacing and mental rehearsalFuture pacing and mental rehearsal

Future pacing takes the anchors you haveFuture pacing takes the anchors you havedeveloped into future situations.developed into future situations.

The mental rehearsal allows your mind and bodyThe mental rehearsal allows your mind and bodyto practise the skills, to support your successto practise the skills, to support your successbefore the event actually occurs.before the event actually occurs.

Using kinaesthetic anchors, or writingUsing kinaesthetic anchors, or writinginformation down, also brings the messages intoinformation down, also brings the messages intothe bodys muscles, making the technique morethe bodys muscles, making the technique morepowerful.powerful.


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The Score ModelThe Score Model

SymptomsSymptoms What you notice and what youWhat you notice and what youwould like to changewould like to change

CausesCauses The root of the problemThe root of the problem OutcomesOutcomes Your goal, what you wantYour goal, what you want ResourcesResources What is required to resolve theWhat is required to resolve the

situationsituation

EffectsEffects What you will do differently in theWhat you will do differently in thefuture, the longerfuture, the longer--term effect of reaching theterm effect of reaching theoutcomeoutcome


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How to Walk the ScoreHow to Walk the Score

ExampleExample

You have a project running late and need to turn itYou have a project running late and need to turn itaround.around.

On separate pieces of paper write down the five wordsOn separate pieces of paper write down the five wordsin capital letters and place them on the floor.in capital letters and place them on the floor.(Symptoms, Causes, Outcomes, Resources, Effects).(Symptoms, Causes, Outcomes, Resources, Effects).

In the order shown, step on to each word and considerIn the order shown, step on to each word and considerthe questions related to your goal.the questions related to your goal.


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Walk the ScoreWalk the Score

1.1. Identify the OUTCOME firstIdentify the OUTCOME first2.2. Define the desired EFFECTDefine the desired EFFECT

3.3. Consider the SYMPTOMConsider the SYMPTOM4.4. Define the CAUSEDefine the CAUSE5.5. Step back from the words on the paperStep back from the words on the paper

and consider your findings from theand consider your findings from theabove.above.

6.6. Identify the RESOURCES you need toIdentify the RESOURCES you need toachieve the desired outcomeachieve the desired outcome


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Identifying Barriers To

Identifying Barriers ToActions Based on Your BeliefsActions Based on Your Beliefs

-- ExerciseExercise


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A Time LineA Time Line

A Time Line shows how an individual organisesA Time Line shows how an individual organisestime.time.

It can show pictorially where you see time andIt can show pictorially where you see time andhow you relate to time in your life.how you relate to time in your life.

Understanding how you relate to time is a keyUnderstanding how you relate to time is a keystep in creating realistic future goals.step in creating realistic future goals.


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Relate to TimeRelate to Time

Some people see themselves as spontaneous (inSome people see themselves as spontaneous (intime) whilst other people see eventstime) whilst other people see eventssequentially (through time).sequentially (through time).

Pictorial representation, eg some people think ofPictorial representation, eg some people think ofthe future looking forward and of the past bythe future looking forward and of the past bylooking back.looking back.

Alternatively, you may look to the left whenAlternatively, you may look to the left whenthinking about the past, or to the right whenthinking about the past, or to the right whenthinking about the future, or vice versa.thinking about the future, or vice versa.


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Time line process for creating goalsTime line process for creating goals

Step 1Step 1 Create achievable outcomeCreate achievable outcome

Step 2Step 2 Clearly represent your goalClearly represent your goal

Step 3Step 3 Ascertain your Time LineAscertain your Time Line

Step 4Step 4 Use Time Line with your goalUse Time Line with your goal


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Create Achievable OutcomeCreate Achievable Outcome

State exactly what your goal is and theState exactly what your goal is and theintention behind it.intention behind it.

This statement needs to be in the presentThis statement needs to be in the present

tense and stated positively.tense and stated positively.


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Clearly Represent Your GoalClearly Represent Your Goal

Make your representation as colourful andMake your representation as colourful andrealistic as possible:realistic as possible:

What will it look like?What will it look like? What will you hear or what will people beWhat will you hear or what will people be

saying?saying? What will you feel?What will you feel?


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Ascertain your Time LineAscertain your Time Line

If you think of the past, where do youIf you think of the past, where do youlook or where would you point?look or where would you point?

If you think of the future, where do youIf you think of the future, where do you

look or where would you point?look or where would you point?


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Ascertain your Time LineAscertain your Time Line

(continued)(continued)

When you have ascertained where you look,When you have ascertained where you look,imagine a line going from the past to the future.imagine a line going from the past to the future.

This line will be used with you goal.This line will be used with you goal.

Some people imagine the line like a piece ofSome people imagine the line like a piece ofstring or they may picture walking down astring or they may picture walking down agarden.garden.


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Use Time Line With Your GoalUse Time Line With Your Goal

Imagine you are floating above yourself: float out intoImagine you are floating above yourself: float out intothe future above your imaginary Time Line.the future above your imaginary Time Line.

Take with you the clear picture, sounds and feelingsTake with you the clear picture, sounds and feelingsassociated with your goal.associated with your goal.

As you reach your goal, allow your goal to be insertedAs you reach your goal, allow your goal to be insertedinto the Time Line beneath you.into the Time Line beneath you.

Then float back, knowing that your goal is firmly fixed onThen float back, knowing that your goal is firmly fixed onyour Time Line.your Time Line.


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The Time Line Process: SummaryThe Time Line Process: Summary

1.1.See yourself now on the Time LineSee yourself now on the Time Line2.2.Go back five yearsGo back five years3.3.Project yourself into the future, five years from now.Project yourself into the future, five years from now.

4.4.What do you want to continue, want more ofWhat do you want to continue, want more of5.5.Consider your lifestyle, habits, recreation, career, healthConsider your lifestyle, habits, recreation, career, health6.6.Think of 10 attributes you would like to haveThink of 10 attributes you would like to have7.7.Move five years on into the future and into your idealMove five years on into the future and into your ideal

self.self.

8.8.Look back at your present selfLook back at your present self what steps do you needwhat steps do you needto take?to take?9.9.Return to the present to view the ideal future self.Return to the present to view the ideal future self.


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Realising and visualising your goalsRealising and visualising your goals

Using your senses and your imagination canUsing your senses and your imagination canhave a powerful effect on making your goalshave a powerful effect on making your goals

realistic and compelling.realistic and compelling.

The more details you can add, the moreThe more details you can add, the morepowerful and effective the technique is.powerful and effective the technique is.

Be clear what you want and what obstacles youBe clear what you want and what obstacles youmay need to overcome.may need to overcome.


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10 Steps for Goal10 Steps for Goal--SettingSetting

1.1. Have goals for all areas of your lifeHave goals for all areas of your life

2.2. Include both short and long term goalsInclude both short and long term goals

3.3. Write down your goalsWrite down your goals

4.4. State your goals in the positive:State your goals in the positive:

-- What do you want?What do you want?

-- What will that do for you?What will that do for you?


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10 steps for goal10 steps for goal--settingsetting

(continued)(continued)5.5. Visualise yourself achieving your goalsVisualise yourself achieving your goals

6.6. Define specifically what the outcome will be,Define specifically what the outcome will be,involving all the sensesinvolving all the senses

7.7. Ensure you have the resourcesEnsure you have the resources

8.8. Have a clearly defined time frameHave a clearly defined time frame

9.9. Establish the first step you need toEstablish the first step you need to

take, and then decide on the next stepstake, and then decide on the next steps10.10. Confirm a date or time when you willConfirm a date or time when you will

start.start.


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The Geo GoalThe Geo Goal--Setting ModelSetting Model

GOAL:GOAL:Present state + resources* = desired statePresent state + resources* = desired state

*(including skills or training you may need)*(including skills or training you may need)

EVIDENCE: SensoryEVIDENCE: Sensory--based, how you will know youbased, how you will know youhave achieved your goal.have achieved your goal.

OUTCOME/OPERATION: Actions to achieve yourOUTCOME/OPERATION: Actions to achieve yourgoal.goal.


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Wise WordsWise Words

We must become the change we want toWe must become the change we want toseeGhandiseeGhandi


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Four stages to learning a new skillFour stages to learning a new skill

UNCONSCIOUS INCOMPETENCE: Learning aUNCONSCIOUS INCOMPETENCE: Learning anew skill for the first timenew skill for the first time

CONSCIOUS INCOMPETENCE: Realizing whatCONSCIOUS INCOMPETENCE: Realizing whatyou dont know and what you still need to learn.you dont know and what you still need to learn.

CONSCIOUS COMPETENCE: Building the newCONSCIOUS COMPETENCE: Building the newskill and capabilityskill and capability

UNCONSCIOUS COMPETENCE: Expertly usingUNCONSCIOUS COMPETENCE: Expertly usingthe tools as if they were second naturethe tools as if they were second nature

Documents

-NLP-intro