Train the Trainers Hand-outs

Trainers: Drs. Sytse Tjallingii

NLP-practitioner

NLP-Masterpractitioner

International Certificied NLP-trainer

and Drs. Marlies Tjallingii

NLP-Practitioner,

AVP mastertrainer

Cocounselteacher

Your Unlimited Powers as a Trainer p.2

1. Content

1. Content .............................................................................................................. 2

2. Train the Trainers ............................................................................................. 3 1. Exercise: What is important in an NLP training? ............................................................................ 3 2. Exercise: Training Constellation ..................................................................................................... 3

3. Your neurological levels as a trainer ................................................................ 4 3. Exercise: Discover all your levels as a trainer ................................................................................. 4

4. The 4-Step Learning Process ............................................................................ 5 4. Exercise: .......................................................................................................................................... 5

5. Learning processes ........................................................................................... 6 5. Exercise: Make a trainers plan for one NLP subject ........................................................................ 8

6. Spatial Anchors................................................................................................. 9 6. Exercise: .......................................................................................................................................... 9

7. Peripheral vision ............................................................................................. 10 7. Exercise Peripheral Vision............................................................................................................. 10

8. Yes set ............................................................................................................. 11 8. Exercise: Yes set ............................................................................................................................ 11

9. Feedback ......................................................................................................... 12 9. Practice: Train the sandwich feedback .......................................................................................... 13

10. Presentation styles of Virginia Satir ............................................................... 14 10. Exercise: Classify styles ........................................................................................................... 15 11. Exercise 2:Training the 5 styles ................................................................................................ 15


2. Train the Trainers

Whether you are just getting starting, or you are already an experienced trainer, you can take your training

skills to new levels of excellence!

1. Exercise: What is important in an NLP training? In pairs 2 x 5 min.

Write the following concepts on strips of paper:

Teaching knowledge, Lecturing theories, Training skills, Educate, Transfer knowledge, Drill, Encouraging

to explore, Encourage personal growth, Tell people how they should behave.

Place in order from least to more important of what you think a training in an NLP way should be.

Training is a profession of multidisciplinary arts:

you are a specialist in learning processes

you are a professional in group dynamics

you are excellent in making rapport with individual men and women

you are passionate to create an optimal learning state in the group

you are an artist in making posters and creating a stimulating environment for learning

you are inventive in stimulating curiosity in everybody who is participating

you have all the knowledge to recognize the structure of the individual process of each participant

you are a skilled listener

you are an expert in choosing the right questions to every member of your group

you enjoy making fun together in order to create a joyful learning state

2. Exercise: Training Constellation

What kind of training constellation do you have in mind as a trainer?

Palestinian youths practice their parkour skills in

KhanYounis, southern Gaza Strip, March 31,

2013. Parkour is a physical discipline of

movement focused on overcoming obstacles.

Training goals and methods. Goal is to train

people to make better decisions more quickly and

with more self-confidence. By speed learning by

encouraging mistakes because people learn

faster from their mistakes. We appreciate that

individuals have different ways of learning.

A A

D B C


3. Your neurological levels as a trainer

3. Exercise: Discover all your levels as a trainer

Make space for six A4 sheets in a row, with at least 50

cm between each sheet. Write on each sheet a

neurological level:

1. Environment 2. Behavior 3. Skills 4. Values and convictions/beliefs 5. Identity 6. Spirituality/Mission

Start the exercise and take as a starting point for the

exercise yourself as a trainer.

1. Step on the sheet environment ' Answer the question: What does my environment look like when Im giving a training?

2. Step on the sheet behavior Answer the questions: How do I conduct myself as a trainer in that environment? What am I doing there?"

3. Step the sheet skills' Answer the question: If I behave myself in that way, what skills do I use? What other skills do I have as a trainer?

4. Step on the sheet 'values and beliefs' Answer the questions: Why is this important to me? What are my beliefs and values as a trainer "

5. Then step on the sheet 'identity' Answer the question: Who am I as a trainer?"

6. Step on the sheet 'spirituality and mission' Answer the questions: Why do I do that? What is my contribution to the bigger picture? Feel now how it is to be in contact with your mission. Take this mission and that feeling as a support.

7. Turn around.

8. Step on the sheet 'identity' Answer the question: "Supported by my mission, who am I?

9. Step on the sheet 'values and beliefs' Answer the questions: "Supported by my mission, what are my beliefs and values as a trainer?

10. Step on the sheet 'skills' Answer the question: Backed by that mission, what new skills do I need?

11. Step on the sheet 'behavior' Answer the question: Backed by that mission, how I behave?

12. Step on the sheet 'environment' Answer the question: Backed by that mission, what does my environment look like?

Finally, note what difference there is in the answers in going from environment towards your mission and

going from your mission back to the environment. They offer you a starting point for change.

training the neurological levels with spatial anchors in Gaza


4. The 4-Step Learning Process

4. Exercise: What is the most important emotional state in step 2 as a trainer?

What is the most important action as a trainer if a participant is in step 2?

Learning to walk: In which step of the learning process of walking are you

now? What did your trainer?

4. Unconscious competent

1. Unconscious incompetent

2. Conscious incompetent

3. Conscious competent

Becoming conscious

Exercise

Getting routine

Unlearn: from step 4 to 2 and again to 4

Learning better what you know to do already: from 2 to 4.


5. Learning processes

Teacher: What is this?

The definition is Research has proven that Important to remember is

2

Coach: How?

The exercise is as follows Do the following experiment

3

Facilitator: What can you do with this? How are you going to use it?

Where are you going to apply this?

What is going to happen if ?

4

Motivator: The Why? Would it be interesting .? Do you recognize this ..? Would it be useful ?

1

Facilitator Motivator

What can you do with

this? Translate to the practice

Why should you do

this? Give reasons and motivation

How? Give an exercise

What is this? Give theory and concepts

1

2

4

3

Coach Teacher


Example of a training schedule:

Basic course NLP Your unlimited powers Representation systems

Gaza October 23, 2012

Time Topic Content Material

8.30

M

Welcome Meditation COACH state

Centre, Open up, Alert , Contain, Holding (making movements)

Singing: Every little cell in my body is happy

8.40

S

Building a

resourceful state

Good and New

In pairs each way one minute

9.00

M

Open frame In the open frame everyone has the chance to bring in whatever you

want to bring in. It can be a question related to yesterday, something

which you want to ask, or to share. We have about 20 minutes for

this. Maybe you think my question is not related to the themes of the

course, however it might be that we can make the link to NLP.

9.30

S

Large frame

The program for

this day

Meditation COACH

Good and New

Open frame

Representation systems

Practice Predicates

Anchoring

Language

Yes but yes and Hierarchy of language

Chunking up down lateral

Meta language: how to gather specific information

Milton Language

Evaluation of the day

On the

flipchart,

maybe a bit

more

compact as

in this list

9.35 Small what Representation systems, About the specific words we use to express

ourselves in VAKOG.

Why? To recognize the differences in language and to make rapport more

easily happen

Metaphor The married couple on a couch. sketch

9.40

S

What?

Explanation

The representation systems are the only way in which information is

stored, can be recalled to our internal representation, then we can

talk about it, make plans etc.

Explain the kite model

10.00

M

How? Fill in the survey,

Fill in the two tables.

Make the kite with a marker so that it is easy to see the differences.

10.20 What can you

do with this?

Make rapport with other people, using their representation system.

10.25

10.30

Conclusion Produce a yell together


5. Exercise: Make a training schedule for one NLP subject

Time Topic Content Material

Welcome

State building

Open frame

Large frame

The program for this day

flipchart,

handbook

Small what

Why?

Metaphor

story

What?

How?

What can you do with it?

Conclusion


6. Spatial Anchors

NLP Spatial anchoring is one of the most overlooked, and powerful forms of anchoring available. In

changing your spatial location you change your whole perspective! Your audience sees things from a

different perspective, they hear sounds from a different perspective, and even subtle differences in the light

and sound change in different spatial locations! How awesome!

This means that in just changing your spatial location, hundreds, perhaps thousands of smaller anchors

change as well. What a powerful difference can it make to just change the place where you are standing in

the training room, as it changes all of the other anchors in

the training room!

When you want to indicate past and future in your spatial

anchors it is necessary to find the timeline of your audience.

The direction of reading and writing is mostly the same as

going from past to future. If past lays behind you and future

lays before you, then you ask to put it a direction of left to

right or right to left.

An examples: To clarify the difference between being at the

side of the cause versus being at the side of the effect in your explanation you can effectively use spatial

anchors. The trainer asks the audience the following question: What was Oprah Winfrey saying? When he asks this he stands at the left side of the room:

NLP: Being at Cause versus Effect. Which side of cause effect was Oprah on? Being at Cause is taking

responsibility for the outcome of your life. In other words, taking responsibility for finding the solution.

Being at Effect is staying in victim mode -blaming the circumstances for the state you are in.

Meta Model focuses on taking the client from Effect to Cause and then assisting them to their outcome.

(The solution). By separating the locations you also separate the understanding and feelings belonging to

both sides of this meta program.

Other examples of topics:

The three perceptual positions Chunking up and down The map is not the territory

Using meta-model language and

Milton model language

Using the neurological levels Using a denial and using positive

language.

The Timeline indicating Past and

Future

Using negative critics or

constructive feedback

Using .yes but.., or . and ..

6. Exercise: Chose a specific NLP model and use spatial anchors to explain the model for the group. Take 5 minutes to

prepare the topic, take max. 2 minutes to present the topic using spatial anchors.

I think of myself as a poor deprived ghetto girl .

I think of myself as somebody, who from an

early age, knew I was responsible for myself

and I had to make good.


7. Peripheral vision

Peripheral vision is a kind of vision that occurs outside the

very center of gaze. There is a broad set of non-central points

in the field of view that is included in the notion of

peripheral vision. The yellow spot or fovea receives the

image as we are focusing on one issue, tunnel vision.

The loss of peripheral vision while retaining central vision is

known as tunnel vision.

There are two types of receptor cells, rod cells and cone

cells; rod cells are unable to distinguish color and are

predominant at the periphery of the retina, while cone cells

are concentrated mostly in the center of the retina, the fovea

or yellow spot.

Peripheral vision is good at detecting motion (a feature of rod cells).

The main functions of peripheral vision in

the training setting are:

Staying connected with the whole

group and picking up signals of

everybody.

stay in contact with all the

individuals in the back of the room

and at the sides instead of moving

continuously from one to another

to improve your learning state, your

feeling of pure love and

compassion.

to stimulate the feelings of

connection with all the participants

of the training

7. Exercise Peripheral Vision 1 In groups of a minimum of 6 people.

2 One member stays in front of the group.

3 First focus on the person in the middle of the group (tunnel vision). What is the feeling?

4 Second broaden your attention consciously to the right, stay focused on the person in the middle.

5 Third broaden your attention consciously to the left, stay focused on the person in the middle

person.

6 Bring your attention to the back of the room, stay focused on the person in the middle.

7 Be in contact with everybody in the room

8 Notice that you can store the feeling of where each person stays.

9 Make a short presentation in this position.

10 How can you use a peripheral vision in a circle? Make a drawing below.


8. Yes set

The YES-set is to create a mindset of a very positive state in a group or one person.

For example: You're [name of person]?

You came here all the way to this place!

I see that you look at me, you're sitting at the same table, you have attention, you listen, you have time to

learn, etc.

So you are interested in this topic. I can imagine you are curious about what is going to happen next.

While you listen to my voice, you may wonder what this conversation is going to bring you.

I am convinced that you want to leave this place satisfied.

Finally we both want to bring this matter to a successful conclusion.

I am sure that you want to make serious efforts to tackle this carefully.

Would you tell me how important this matter is to you?

What do we ultimately want to achieve with this?

What steps do you have in mind that would bring success closer?

Example of a yes set:

(the presupposition is that he/she wants to cooperate now)

8. Exercise: Yes set Create a Yes set with the purpose to stimulate somebody in your environment to do something

which is the best interest of both of you.

Milton patterns

(a) Factual observations (b) Cause Effect (c) Mind reading (d) Universal truth (e) Possibility (f) Presupposition

How would you like to approach this project (f)

1

2

3

4

5

I see that you came here. (a)

I observe that you look at me and this proves that

you are interested in this topic(b)

I can imagine that you wonder how much this

conversation will bring you. (c)

Everything indicates that this will become

a success. (d)

Good things will happen. (e)


9. Feedback

Ambitious trainers often need to be effective managers. With this in mind, a

useful approach for providing constructive feedback to participants can be

to adopt the sandwich approach.

Top slice: Something specific positive (for example: your voice was loud

and clear).

Filling: Something to improve, to change or develop (for example: could you

look also at the participants far left of you?).

Bottom slice: Something general positive (for example you have done a lot

of preparation).

Its important though to keep in mind your objectives when providing feedback. These probably include:

1. To motivate the person concerned;

2. To encourage him/her to keep up the good work;

3. To help him/her to close the gap between the present level/standard of their work and the level you

(and probably they) want to achieve;

Thus, on the one hand, we want to motivate the person to take one step more to learn, and if you install a

good feeling, it is easier to learn, You dont want to demotivate by over-emphasizing the filling - the constructive element of the feedback. Equally, though, its important that we dont make the sandwich with big chunks of bread. When someone does that, no one can taste the filling. In the same way, its important not to over-stress the positive feedback so that the constructive words get forgotten.

In professional firms, most staff members want to develop and to progress. They value constructive

feedback, so its important to be able to provide this in a helpful and motivating way. The sandwich approach motivates the learning person.

How do you like to get feedback?

You know how important a good feeling is for the learning process. You are much more open to

suggestions, advice and criticism if you are in a neutral or in a more positive mood. That is the essence of

the sandwich feedback model. There are many feedback methods which are effective and usable. The

sandwich feedback model is such a method which practically can be used everywhere and turns out to be

very effective.


To give feedback in this way is very good training in looking at yourself and others in a constructive way.

9. Practice: Train the sandwich feedback 1. Train the sandwich feedback for someone of the group who gives a presentation.

2. Write your feedback in the model above. Look carefully what is useful for him/her to do better next

time.

3. What is the difference between critic and a suggestion to improve?

And

possibly you could do .still better/differently

.

In general I think that you do

....

..

(something positive) well.

I think that you do (something specific) well.

.. ..


10. Presentation styles of Virginia Satir

What does Your Body Say Without You Even Knowing?

What does your body language express and what do your gestures say when youre doing a training?

2nd Presupposition of NLP:The meaning of your communication is the

response that you get.

How consciously are you aware of what you do with your hands and how you stand?

If youre like a windmill then you may have been one of the talk with your hands style who tend to flap their hands all over the place when speaking. Did you realize, you were totally distracting the audience

with your physical movement?

Or perhaps youre more of a fig leaf holding your hands together in front of you for protection? Or maybe you were supporting your head as if it could fall off?

Or are you unconsciously pointing to someone in the public as if he is always failing to do what you want

him to do?

Suppose you could consciously choose to be in conscious control of your body language and gestures. You

can then use them to deliberately reinforce your message and build rapport with your audience. And you can avoid sending a physical message that you didnt intend and that conflicts with what youre saying. How good would that be?

The Satir Categories 5 non-verbal patterns of communication were described in the 1970s by Virginia Satir, a renowned family therapist. These gestures/postures communicate certain archetypal messages that

work internationally and across cultures. They produce an internal response in both the presenter and the

audience, with the audience feeling different emotions, depending on how you are standing/gesturing. The

Satir Categories can be used to add another dimension to your trainers skills and face to face

communication.

1 BLAMER DEMONSTRATES power, dominance, authority, in charge and

superiority on the offensive.its your fault not mine VOICE shrill, tight, loud voice AUDIENCE - feel told off/blamed

USAGE - very sparingly - positively to empower an individual,

punch a point home, to reach someone who just isnt getting the message or for short guilt trips. Soften by pointing above the

audience or using two fingers.

Useful when indirectly used in a story. And his boss was so angry that he dismissed him, because he was 1 minute late.

PLACATER DEMONSTRATES helplessness, pleading, dependence, vulnerability,

begging.

AUDIENCE feel youre a Yes man, cant think for yourself, just want their approval, trying to please, run from conflict

WARNING women should avoid this gesture ingratiating, weakens your position.

USAGE men only, use when say something confrontational to soften the blow or for sympathy.


LEVELLER (hands start at chest height and move down and out as if resting on a desk)

DEMONSTRATES frankness, truth, strength, honesty, openness, sincerity, calming.

VOICE slow, calm, includes pauses. AUDIENCE feels you level with them candid and forthright tell them the

truth.

USAGE good for giving impartial or factual information, use for believability, to convince an audience, bring them down to earth.

COMPUTER DEMONSTRATES intellect, thinker, professor, logical, sensible, considering,

rational, analytical, unemotional and super reasonable.

VOICE slow/monotone voice and long words. USAGE great to show someone youre considering what they say, good diffusion

tactic when challenged by the audience, use to separate your message from

emotions or to buy time.

DISTRACTER DEMONSTRATES fun, laughs, jokes, clown literally distracting. WARNING avoid for serious messages, always asymmetric in

gesture/posture switches continually between categories, never makes sense! Can seem panicky

USAGE use only for fun and to create energy/surprise. Dont overuse!

So next time youre presenting, or even just talking to someone face to face, try these out. Computer is a perfect starting point and can be of value in a host of

different situations. Are there any other gestures or postures that you use that you

think are great for getting a certain message across?

10. Exercise: Classify styles

Which style is showed in the pictures above? Put the letter belonging to a picture at the right style.

1. Blamer .. 2. Placater . 3. Leveler . 4. Computer. 5. Distracter .

11. Exercise 2:Training the 5 styles In two groups. One by one everybody comes in front of the group and uses the presentation style which is

written on a sign. Take some time to prepare your presentation. The content is not important.

After a one minute of presentation the group discusses which style is used.

A B C D E

Documents

Train the Trainers Hand-outs