Video One and Two

By
Rintu Basu

Copyright Info
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Hypnotic Presentation Skills Deconstructed

Video One and Two

How to Use this Course

How you use this course really depends where you are in terms of your development with
presentation skills.
If you have never presented before then go through the videos looking at the various tools and
techniques. There are probably two main areas that are worth looking at. The first is about your own
state management i.e. dealing with your nerves. And the second is having a structure for your
presentation. Both are covered fully in this course. So just run through the videos as a student and
just pick up what you need. Once you have done a couple of presentations, come back and you will
see this course on a whole new level.
If you have done a few presentations, are reasonably competent and confident, then start following
along with this report. You will find a lot more things to look for and things you can do with your
presentations.
If you are a student of persuasion and are looking at language patterns, how I structure the course
and how I am leading my students through to reach my objectives, then you probably want to start
with the report and take apart everything that you see on the screen.
I will suggest right now that this report doesnt deconstruct everything. There is stuff I would rather
you find for yourself, stuff that I think is idiosyncratic, stuff that I think on balance is less important
to talk about and stuff that I just missed this time around.
But as best I can, I will time stamp and discuss everything that I think is important. Along with
options, ideas for other contexts and exercises.
In Summary
If you are just focusing on your presentation skills, start by just going through the video. If you are
looking at integrating some hypnotic principles into your presentations, then start with this report
and use it to deconstruct what I am doing to build up the way that you would use the same
principles.
Now before you leap boldly into the rest of this report spend a few minutes thinking about what you
want to get from it. What will you be saying or doing at the end of this course that you werent at
the start?
Here is some of the stuff that is covered on the videos. Just go through and check what you want to
focus on, what you want to be able to do with it and how you will know when you have the skill /
pattern / process to the level that you will be happy with.
Remember there is a huge amount of content here so you might want to break it down into little
stages and keep reviewing as you go.

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Summary Course Content

Video One
The overt content is about; Language as a filter, Using presuppositions in language and Logical levels.
The Covert Content for Video One Includes:
Various patterns to reframe or install beliefs including:

Before we start
Open loop metaphors
What I think you are telling me
Pace, Future Pace, Solution to bridge between

Conversational and covert trance inductions

Tactics to keep them coming in and out of trance
Using a metaphor voice to tonally anchor
Eliciting your audiences values and sealing their commitment
Inducing confusion and reframing beliefs about confidence
Using the data chunk size to induce or reduce overwhelm
Opening loops with a contents list
Using Presupositional Questions to coach people
Reacting to the audience and using golden nuggets
Preteaching Peripheral Vision
Rapport Build Techniques

Video Two
The Overt Content includes:
How to keep relaxed and focused on your audience even in the worst conditions
How to see inside the mind of your audience
Getting the audience on your side
Presenting the benefits even when there appears to be none
The two questions that sets up your presentation to automatically reach your objectives

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Structuring a presentation in minutes

How to deliver a presentation when you dont know what you are talking about
Motivating your audience and committing them to your content
How to use metaphors in presentations to restructure audience perceptions and beliefs
Answering Questions and Staying on Topic - The Ultimate Answer Formula
A model for how you can reformat the information in your head to make the most impact on
you and your audience
A model for consistently improving your presentations
How to integrate new learning covertly with your audience at the end of a learning session

The Covert Content for Video Two Includes:

Eliciting and then reframing the fear of public speaking
Installing ideas and expectations
Reacting to golden nuggets from you audience to induce even more desire to learn
Preteaching content and structure
Setting up spatial anchors including timelines for future use
Pacing with metaphors and case studies
Covert Trance Inductions to install ideas and behaviour
Using presuppositional questions to integrate the learning

Video Three
The Overt Content Continues with:
Using Perceptual Positions to get the best from your presentations
Rapport and authority building tactics
Exerting covert control using a good pause
Charisma Patterns to draw your audience in
Using the rule of three so your audience gets the message
Peripheral Vision to keep hold of your emotions regardless of what is going on in the room

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Doubling your reading speed

Developing a presenters flow state that is pitch perfect to get your point across
Using nonverbal signals to take covert control
Anchoring the presenter state so you can access it any time you need it

And the Covert Content for Video Three includes:

My article writing formula, how I structure articles persuasively and add patterns.
How I vary 4MAT to respond to the group
A linguistic analysis of how I maintain authority and ask for permission covertly to take them
in to a trance to install some ideas
How I take covert control and build authoritative rapport with the audience
Demonstrating and preteaching charisma patterns and pauses (pattern interrupts)
Forcing peripheral vision on an audience
Stacking the deck so they get the right results from the exercises
How to keep an audience in overwhelm to covertly install ideas and process
Discussions on how to practice key models

Video Four
The overt content includes:
Feedback Model giving yourself good feedback
How to pitch an elevator pitch
Demonstrating using language patterns to coach (facilitating Derek and the difficulty in
getting him to reflect)
Live coaching demos linguistic patterns with a purpose
How to memorise your notes and access them while presenting
Impromptu presentations using case studies

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The Covert Content Concludes on Video Four With

How to develop and install your own feedback mechanism for personal and professional
development
Using presuppositional questions to direct your audience
Time shifting questions
Getting a negative thinker to say good things about themselves and watching me fail to hit
the mark
Active demonstrations of using language patterns and a feedback model with live students
Using timing to embed suggestions when your students are in a hyper suggestible state

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Before We Start
Course Design
Here are some ideas about the design of this presentation skills course. As a preframe, consider a
presentation that you are likely to deliver and how you would use these design elements.
The Audience
I know that these six students have a mixed range of knowledge and experience within the
organisation, both of the company products and services and the number of presentations they have
given.
I know that they have all given presentations but none of them enjoy it and will avoid doing it if
possible. I also know that they all want to be better at delivering presentations. I had spoken to
several of these guys before designing the course.
Presenting Problems
At the beginning of the course the majority of their driver is "away from" thinking. It is not that they
want to be good at presentations; it is that they dont want to be bad. The implications for course
design are that part of the course needs to be about getting them to let go of the fear that drives the
away from behaviour and then to give them a structure to develop their skills.
How do they know that they have changed? With presentation skills this can be easily achieved by
filming some presentations at the beginning and then filming them again at the end. If the course
works then it is immediately obvious.
I like doing this for any course that I develop. I really want the students to know what success looks
like and notice that they have reached it by the end of the course. There is another advantage to
filming the students at the start. If we are going to deal with all their negative emotions around
presentations it is important that they have those emotions up and that they recognise them. Being
filmed is a source of anxiety for people that are not confident in their ability. By adding this in to the
mix I can make sure that they are out of their comfort zone. The obvious downside to filming though
is the amount of time it takes, hence only six delegates.
Objectives
By the end of the course the students will:

Be able to demonstrate several core presentations models

Have delivered two short presentations and noticed significant differences in their ability to
present
Notice a shift towards a more positive emotional state about delivering presentations
Install and used state management tools to control their emotions

Obviously you can check how well I achieved these objectives by going through the video.

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Video One 0:00 to 0:06:30

0:00 Where do we start?
You may not catch it as it is right at the beginning of the video, but I start with, Where do we start?
Let me give you an idea of what I think this is about This is what I call a soft startwe are starting
but not really starting.
My most extreme version of this is the phrase, Before we start
I use these sorts of phrases because when people begin something new, they actually go through a
state change when they start whatever it is they are starting. Often in their before we start state
they are more relaxed and I can sneak a lot more passed them. And that is exactly what I am doing
here.
Here I am using a confused"where do we start?" phrase because I want them to settle and start
listening to me as if we have started but still keep the idea that this is a chat before the course.
0:0:00 to 0:6:11
Developing Metaphors My audience are a group of people that have done some presentations but
dont find them easy, dont enjoy them and lack confidence with them. So I want to pace that for the
rapport. I also want to bring out their negative emotions around presenting.
When using metaphors in any business setting I prefer using real stories. They dont always have to
be business stories but I prefer real life in these settings. It is a personal choice because in these
contexts I get turned off by hypotheticals, fairy stories and parables. It fits better for me.
I am spending the time developing the metaphors because I want them to pick up on open loops,
pacing and leading, telling an emotional storybut also to get into the story, see it through my eyes
and start to build the negative emotion.
0:05:50 to 0:06:30
Obviously this first story is a mild trance induction. You can notice how I am using my voice to take
them further in to trance. This becomes really obvious towards the end when I want to bring them
back a little and my pitch, pace and volume change quite suddenly as well as introducing a bit of
ambiguity. Does that make sense?
Also notice this is the payoff for the first story. Remember I am opening the loop so I dont want to
tell them what happened. But what I do want is to have a point for the story. Ive built a scary story
of just how bad a presentation can be just so I can release the tension by telling them that we are
going to learn tools to cope with that situation.
This is my covert way of installing some objectives. I am pacing things that have happened to them,
built that into a really big thing and then told them we will learn tools to resolve that problem. All
without concluding the story.

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Now its your turn

When you have a little practice at this you will suddenly find yourself spontaneously coming up with
metaphors, but the best are always thought out in advanced and are planned in. That way you can
also plan language patterns, embedded commands and sequences of internal representations.
Thats right, the first exercise is to go back and watch that five or six minute section again and notice
some of the stuff that we werent talking about.
The second exercise is to think of a presentation you are expecting to deliver. Create a metaphor
that paces and leads your audience to the biggest problem your presentation is going to solve for
them.

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Video One 0:06:30 to 0:07:30

0:06:30 to 0:07:30
You can hear that I am going back to my metaphor voice. The reason I am going back and forth from
these trance states is because fractionating in this way means that they are being sensitised to going
in and out of tranceand they go deeper each time you do it to them.
At the same time as I am transitioning in to my next metaphor I am also inoculating them against
criticising my own presentation techniques. Sometimes on these types of courses students wake up
to the fact that you are using the skills with them and if you dont meet their criteria for their idea of
excellence they may challenge you.
My response to that possibility is to inoculate against it right from the start. In this particular case I
have told them I am not very good at presenting but what I am very good at is training and coaching
presenters. From here they cant really question my presentation skills.
One environment I do this a lot is when giving talks about NLP. For some reason I find that groups of
NLPers usually have at least one person that is there only to let you know how good they are with
NLP.
With most NLP talks I give I start by letting the audience know that I dont consider myself any sort
of authority, dont have any particular NLP skills beyond the norm and I just modelled the process of
book writing to the point where I accidently wrote an international best seller.
Yes, you are right, in that paragraph I have installed a bunch of internal representations of the exact
opposite of what I am logically telling them.
I then go round the room asking people about their NLP experience scanning for the guys that like
waving their NLPness around. Once I have found them I will point them out to the rest of the
audience saying something like, This guy is the real expert, hes been trained by (blah blah insert
whatever criteria they are using to show off) so we will refer all the difficult questions to him.
This is a way of showing them respect, giving them the attention they want but in a most terrifying
way. I usually have some really difficult questions stored in my back pocket to start them off with if
they do start to become too vocal.

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Now its your turn

Think of your last few presentations. What are the common objections? What would you like the
audience to think about you? How can you tell them without actually telling them?
PS. Another way of doing this might be using a metaphor. Think about what this audience must
think about my authority after I have just told them a story about having all the senior police officers
in the south of England, Members of Parliament and the BBC come to listen to me speak?

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Video One 0:07:20 to 0:22:30

0:07:20 to 0:10:03
The second metaphor again designed to pace and lead, bring up emotions. Again I dont resolve the
story, I dont tell them what happened but I do point out that we are learning the skills to deal with
these situations.
We finish with a hand clap and the phrase, Before we start can I ask you a couple of questions?
In most NLP books they work on three or more metaphors. I am only using these two (although I had
five prepped and ready in my head). The most important thing with presentations is calibrating to
the needs of the group.
In terms of structure I needed two metaphors but had five prepared in case I needed more. That is
for my peace of mind. As it was we had two nice trance inductions, I could see the group was with
me and I had taken ten minutes. It was time to move on.
I have seen presentations where they have stuck rigidly to their plan at the expense of their
audience. The key here is keep your senses focused on the audience and notice what they are
getting. My feeling at the time was another story would have been overkill.
Have a look at the first ten minutes again imagining yourself being a student in the room. Would you
have had enough storytelling by then?
0:10:03 to 0:23:30
In any training or presentation you will find that I ask a version of this question, If you could get one
thing from this course that would make the biggest difference in your lifewhat would that be?
The supplementary questions include:
What is important to you about having this?
How would you know if you got it?
These type of questions give you the success criteria for the course. This is a really small group so I
have the opportunity to take the time to ask them and give them an opportunity to speak.
I am writing their responses on to a flip chart. Remember Cialdinis commitment and consistency?
This is about making sure they are on board with the course objectives, them making a public show
of committing to what they want to get from it and a focus of attention for the rest of the course.
I am often asked what to do if they come up with things that you are not covering on the course. I
have several ways of dealing with that. In terms of course design I usually think in terms of modules
of subjects. So if they are asking for one that I didnt build in, one solution is just to switch something
else out and add what they want.

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Often what they are asking for and what I have designed for the course are similar but not exactly
the same. In those cases I will start reframing either the content or their perception of the content
until I get a good fit. Notice I am doing this sort of fiddling with their notions of confidence.
It happens rarely but if what they are asking for is completely outside of the scope of the course you
will need to tell them it is outside the scope and then start objections handling. My usual pitch is the
redefineI agree (insert their issue) is important and the issue isnt about the importance of that
but about how (insert major disaster) if we dont learn how to (insert most important skills). How
can you see this new skills helping you with (insert their issue)?
Obviously the last connection between what you are presenting and what they want to talk about I
would only use if I can already see a connection. But if you can then that would work perfectly.
I prefer working with small groups because I can get in the middle of them and be highly interactive.
Exactly as I am doing with these guys. As a rough rule of thumb the more people there are the less
interactive you can be. If there were 20 to 30 people in the room I may pose the questions and break
them into groups to discuss and give feedback to me. A larger group and I will still pose the
questions and perhaps take some answers from the floor. If we are talking 500+ sized group I am
likely to ask the questions rhetorically and look for an agreement frame for my answers.
0:11:30 to 0:13:11
I know Thomas is not the only one that wants to talk about confidence so here I am reframing the
whole confidence issue. What I have done to Thomas is put his big thing on the flipchart whilst
simultaneously giving him a different way of thinking about it. I have suggested that the state
doesnt exist and he doesnt need itbut lets keep it on the chart for the moment because we can
leverage off that.
Before he can ask what I mean by that I have moved on to someone else. To learn you have to step
outside the boundaries of your knowledge. That inevitably means some level of confusion before
you grasp the next thing. What I have done is I have taken their notion of confidence, left them with
an internal representation of it being completely different to their normal experience of it and then
moved on before they can fully explore it.
0:15:20 to 0:18:10
And we are back at confidence. I knew this was to be their biggest thing and I prefer to hit it in small
chunks. At this point I dont really want to make a big thing of dealing with itremember that from
their perspective they have not yet started the course.
This time we are exploring what gives them confidence. Sadly, there is a lot of road noise at this
point. But the gist of the discussion was that previously when I spoke to a couple of them they
mentioned that particular presentations, specifically when doing redundancy exercises (they are a
company specialising in distressed businesses), they are comfortable dealing with that.

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I was pointing out that most presenters would not have the confidence to deal with that situation
well, but these guys seem to be okay with it. So now I am contrasting back and forth between
different situations and pointing out confidence in some and not in others, as well as different
people reacting differently. I am covertly loosening their hold on what confidence actually is and
making sure they understand that confidence is
context dependent.
The last thing I do is show them the two coffee cup
sleeves. Before the cameras were on I showed
them the coffee cup holders. Grab two and hold
one above the other like I did on the video. You will
notice that the top one appears smaller.
This is just an optical illusion based on the shape.
The two sleeves are exactly the same size but the
bottom one looks a lot bigger. It is a great optical
illusion and you could use it as a visual metaphor
for whatever you want.
I usually use it for things like how pre-existing
beliefs and assumptions distort our view of what is
actually happening.
0:18:15 to 0:19:10
Antonia mentions her fear of looking stupid. Derek helpfully tells us that we all have it. The great
thing with this is it gives me the opportunity to let everyone know that everyone suffers from some
sort of fear and that there are a whole range of them. This serves me several purposes all in one go. I
am sort of building this upremember I want them to feel the fear before taking it away from them.
But I am also loosening this up so they can let go of it. I deliberately picked on the fear of having my
flies open (the zip in your trousers) to make light of the situation.
0:21:55 to 0:22:30
And here is me shutting the trap, So if we dealt with all of that in two days would that do it for
you?
You can seal the deal in lots of different ways. If needed you might ask for some commitment e.g.
Well to get through all of this we need to stay tightly on focus so you will have to (insert whatever
you want them to do) is that okay?
This is just a standard conditional close, I will deliver all of this great material so long as you agree
to stay focused, interact, do all the exercises etc.
But my favourite set up is slightly different and is what I do on the video. I am telling them we have
enough time to cover even more, so feel free to add a little more. If they think of things to add they
are following my presupposition that there is space for more. In essence my structure is to create
what looks like an impossibly large list of things to cover in the time and then tell them that it we can
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easily add a little more to it. If they add more stuff they are accepting that it is not that large, and by
implication, not a difficult task to get done in the time allocated.
Of course I have stacked the deck. I already know what they are going to say, I have already designed
the course to cover everything they want. As we have put things on the flip chart I have deliberately
chunked them in to more detail so it seems like a lot more, reframed all their points in to what I
want to speak about or taken them off the list for being out of scope of the course. The net result is
they have a seemingly amazing large list of things to cover and I have already fitted it into what I am
going to speak about.

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For You to Consider

If you do small presentations you might consider how you can elicit your audiences needs and
desires, link them to what you want to tell them and then close the deal. You will see me give them
this strategy explicitly later in the course but this is a covert demonstration of me doing it with this
group. Here it is simplified:
1. Ask them what they want
2. Reframe it to what you want to give them (assuming there is some commonality and if not
tell them it is out of scope and leave it out).
3. Seal their commitment to getting it (just how good are you going to feel when you are using
the process as an everyday process?)
4. Deliver the promise
5. Go back and make sure they recognise that they got what they asked for
This strategy works for meeting, groups and individuals and is a great management as well as
training technique.

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Video One 0:22:30 to 0:33:00

0:23:30 to 0:33:00
Here I am preframing and opening loops about the course. This is all in the guise of telling them
what we are going to cover.
I love doing presentation skills with small groups because it is one of those courses where you can
give the students direct feedback that they have changed. Wherever possible I will video them
before the start of the course and then again towards the end so they can see the difference.
Where ever this is possible this structure is worth using. For example I like getting people to write
me testimonials in that before and after sequence e.g.:

Before I was (pace current problems of prospects)

Then I took super wonder product
Then I was (insert hope dreams and desires of prospects)

Another linguistic variation on this is the Feel Felt Found pattern. I know you are feeling a little odd
thinking through this pattern, many people felt the same before they found themselves laughing at
how easy it is to use.
Here is a typical sales variant:
I can understand how you might feel the product is expensive, many of our clients felt the same
before they stated using the product and then they found themselves getting a huge return on
investment.
And a training version:
You may not feel confident about trying this out yet. Many people felt the same way at the start of
learning a new skill. And obviously once people are successfully using the skill you will suddenly find
yourself thinking very differently as you think back on today as the day when you first started
developing this skill. (Sorry I just cant help myself. You can untangle the knot of patterns there for
yourself.)
The key to this structure is pacing existing problems and ending with current desires. In terms of this
course it is a very real situation where the students actually see the changes in themselves.
Ive heard of some coaches filming their clients talking about the problem and then showing them
the film when they have resolved the situation. I think this could be a great convincer.
There is a lot going on in this ten minutes, but most of it is pretty obvious. Here is another of my
favourite patterns for us to focus on that I use here, I have a lot of material. It is all useful but not
always relevant. If you want the best of me, you will need to keep me focused on what you want to
get from the course. So interact with me

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Again this is a really cool pattern. Here is a deconstruction:

I can deliver (massive benefit statement) if you can (insert what you want them to do)
e.g.
I can give you a 20% discount if you buy today
You will learn these great skills if you focus for ten minutes a day for a week
If you think of a couple of situations for yourself, you will realise just how easy this pattern is

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Debriefing Presentations
Originally I was going to cut out the whole presentations and the debriefing as it doesnt add much
value. I changed my mind as I watched the debriefings because there is much to see about language
patterns in this coaching and training environment.
0:33:00 to 0:35:20 - Derek
So my opening question How do you feel?
This is just to open him up, get him talking and make sure that he is not broken or damaged from the
experience. Notice that as quickly as I can, without making Derek feel unlistened to, I close him
down and move to my agenda - the next question.
The Second Question What would have made that even better for you?
Check what is presupposed in the question. Notice that Dereks immediate answer is something that
is outside of his control. Whilst it is a valid answer to the question it is not something that I could
use. So I just made the question more specific.
Dereks answer is feeling like he wasnt interacting with his audience. I use that to build it into a
bigger problem, reading scripts where you cant take your eyes off it in case you lose your place, not
being able to look at your audience and then sweep it away with thatWell we will deal with all
that. I am just making sure that Derek knows that we will be dealing with the problem.
I build up the importance of the next question and pre frame its importance. The question itself
(What would make it better for the audience?) is designed to covertly get Derek to sit in the heads of
his audience.
I am obviously taking Derek through a perceptual positions exercise. At this point it is very light
touch so we dont look at the third position. If we were going to look at third position, I would ask a
question that forced Derek to consider the experience from a systemic or process perspective.
Perhaps something like, What evidence can you supply for how well you hit your objectives? I have
not asked that question because at this point in time I am not entirely sure that the group will
understand objectives well enough in this context to give me a good answer.
0:35:20 to 0:36:40 - Alan
I started the debrief of Alan with an appeal for evidence from the audience. I had spoken to Alan a
number of times before the course and I knew one of his big things was not just about being nervous
but appearing nervous in front of the audience. An easy way of dealing with that was to get the
audience reaction, knowing full well that he looked far better than he felt.
I am asking the same two questions of everyone. I am engraining them into thinking about those two
questions, What would make it better for me? and, What would make it better for my audience?
Alans responses to the two questions are precise and dont need elaborating.

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0:36:40 to 0:41:00 - Antonia

As a trainer this is what I call a golden nugget. We can debrief the impact of Antonias presentation
on the group. The only thing I need to make sure of is that the group stays open and unthreatened
by this amount of focus. My usual approach is a lot of valuing statements and humour to make sure
every knows that what happened is perfect material for us to learn from.
Now that I have highlighted the problem about Phil and his disengagement I have the perfect
opportunity to give them one idea of a solution, which again is based on something Antonia did ask
a rhetorical question.
The idea is as straightforward as I describe it on the video. But notice just how many times I play
through the idea with the audience as I am describing a way of doing it.
0:41:00 to 0:42:42 - Phil
At this point the audience has been through the two standard questions a few times and we have
started expanding in to solutions, so asking Phil the supplementary question is far less threatening
than it would have been if we were right at the start.
As a rough rule of thumb, you will get more buy in and engagement if they come up with answers for
themselves. So whilst I could have given Phil a range of solutions, the better response is to ask the
question and let him find his own answers. Once Phil has his own answer the opportunity is open for
me to expand on it and for him to accept it as if it were his answer from the start. And finally I get to
open the loop about questions since we started talking about it.
0:42:42 to 0:46:56 - Thomas
Again here is a golden nugget where we can debrief some actual behaviour. I also give them one
strategy - stop and look at your audience. This is a deliberate pre-teaching of peripheral vision and
making eye contact which I know will be coming up quite soon.
0:45:00 0:46:56 Thomas deflects the question and I shift him back to it quite brutally. The reason
being is that he mentioned one of my hot words (structure). I wanted that word to come up and
Thomas supplied it but not in a frame that I could use particularly well. In my excitement I quite
aggressively shifted him to a position where he had to say it again just so I could open the loop about
structure.
The structure I use for this anticipation loop is quite interesting. I start from taking the cue from
Thomas so I am linking to his direct need. I then tell them how long people generally use to design
and compare it to how long I think you need. I then tell them it is a practice thing and it might take
them a little longer but end with just a little practice they will be able to do it as fast as I do. This is
deliberately making it a big thing to start with and reducing it down with comparison frames until it
doesnt seem like anything at all.

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Video One 0:46:56 to End

0:46:56 to 0:48:00
A quick bit of preframing for the first piece of real content. I also take off my jacket and roll up my
sleeves. This is something I do often at some point of the course. It is my signal to differentiate
between the start and the content. It is also my shorthand for saying this is where we roll our
sleeves up and really start to work.
As a side note anchoring is a two way street. The person you are anchoring will go where you lead
them. That means having rapport and accessing the state yourself. As such, this sleeve rolling state
that I am accessing here I am hoping gets to all my audience. But if it does not that is okay because I
have accessed a state I need to get in to for myself.
0:48:00 to 0:55:00
Have you ever thought of Language as a Filter?
This is just content. Notice that I preframed it by saying that they would not be able to connect it to
anything to start with. This is my safety net, as I want them to have the language as a filter frame but
until they have got it I cant explain the benefits of having that frame to them.
0:52:30 to 0:55:00
I dont want you to take this on board because I say it. I want you to take it on board because you
believe it.
I say the phrase and then immediately deconstruct it. This is me giving them the benefit statement
about language being a filter. As you can see they need to understand the concept to be able to
understand the benefit. There are a number of different ways of doing this and this is the way I
chose for this course. By now you will have seen me put this frame up on different courses in
different ways.
0:55:00 to End
A Little Model Deconstructing the Entire Basis of Personality
If you have not noticed, I like combining extremes. One of my favourite title structures that doesnt
work for marketing but I like is A Beginners Guide to Advanced I even like An Advanced Guide to
Foundation Level I like the idea of a little model that describes the entire of human behaviour.
Notice again I lay a definition of what a model is before giving them one. This is my version of the
map is not the territory. A model is not real life. This stops people from looking for exceptions,
challenging it or dismissing it in situations where it doesnt work.
I then open the loop and give them some benefit statements before launching in to the content. This
is also a pre-teach of the 4MAT system that I am planning to teach in the afternoon. In terms of
4MAT I take them through the Why, the What, and we discuss some applications which is starting to

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transition in to the How. But we dont actually get to doing the How completely. A proper How
would be the students actually applying the model to something.
What I want to do to the students is leave them on something that makes them want to come back
for the afternoon. So I am very deliberately ending the session with a "these are all the great things
you can do with the model and we will look at that once you get back from lunch".

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And Now It is Your Turn

Here are a few ideas for you to play with:
Here is a personal development process for you.
Think of a goal that you want to achieve.
1. Imagine that you have achieved it, then step in to the body of your future self that has
completed this result and get used to how it feels.
2. Look back from that future to the original 'you' back at now that is just starting out on the
journey.
3. Leave the future 'you', come back to now and from this perspective look towards the future
'you' that has got the result.
4. Explore what obstacles are in the way and has to change about you (particularly values,
beliefs and identity) to achieve the result.
5. Once you have the idea from the perspective of just starting out, head back to the future
version of 'you' and explore the same thingsbut note this is from the perspective of having
achieved the goal. So you are exploring the new values, beliefs and identity having already
overcome the obstacles and having achieved the goal.
6. You can bounce between the two positions as often as you like comparing and contrasting
between the two until you have a good idea of how you are changing to achieve the goal.
7. Also consider, especially if you get stuck anywhere in this process a neutral third person
perspective where you can see both old and new versions of you to compare and contrast.
You obviously recognise this as a perceptual positions exercise using the neurological levels model to
build more framework to it.
The next step is to notice that this is similar to what we are taking the students through. We have
got them to recognise what they want, what both good and their current position looks like and
discussed all the obstacles between the two.
This is just another way of looking at a presentation design structure. This works particularly well
with persuasive presentations where you can be quite detailed but metaphorical in your approach.
Imagine a future where we have done (xzy), how will we have changed to get there? Lets list the
details, compare and contrast with now. Lets look at the obstacles and instead of seeing them as
the problem imagine sitting in the result seeing how we achieved this result. Here is what we did.
Lets stand aside from the problem, look at this from our supplier / customer / IT Department etc.
and watch as we change to create these results. Now lets just future pace all the benefits so we feel
good about doing this.
Take a presentation that you are likely to do in the near future and start looking at the structure of it
this way. You might even sit in the future version of yourself having completed it successfully,
looking back on today as the start of a new presentation design process andwell you know the rest.

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Rapport Building
We will cover rapport building techniques in the next video and for the moment check out the fact
that I am demonstrating a structure that inevitably builds rapport. If you use nothing other than
structuring your presentation this way you will automatically be building rapport.
Remember, I started with two metaphors that highlighted the problem, told my audience that I was
like them but maintained my authority and then led them through an exercise of finding out what
they want so I can give it to them.
Trance
I havent mentioned the trance elicitations that i employed after about the first ten minutes. There
are several more. If you havent noticed them, run through the video again and notice where, when,
how and most importantly why.

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Video Two 0:00:00 to 0:25:40

0:00:00 to 0:03:35
Reframing the Fear of Public Speaking
Especially with small groups I prefer this soft start approach. It is after lunch and a perfect time for a
sneaky trance or two and reframe of what standing in front of people means. I elicit the fear of
public speaking, tell them that it is okay to have it, and then take it away from them using a
perceptual positions concept to reframe the way they should be looking at presentations. And then
use that as a preamble to talk through the next section.
0:03:35 to 0:16:40
Applying Neuro-logical Levels
Before lunch they went through the why and the what of the model. They briefly discussed the
applications. Now we are looking at specific applications for them. Also note I am still pre teaching
the front end of 4MAT
And now it is Your Turn
Think about your typical audience. Look at them in terms of Neuro Logical Levels and elicit their
values, beliefs and identity. Set up some hooks, open loops and benefit statements for your
audience. For extra points, build them in to one or a series of metaphors that you can use at the
beginning of your presentation.
0:16:40 to 0:25:40
Audiences Are On Your Side
The conscious key point I want them to get is the motivation one about hitting the audience with the
benefits of listening to you. I go round the houses to get there because I also am reframing their
expectations of an audience i.e. the audience is on your side.
The idea I am trying to install is that the audience starts off on your side and all you need to do to
keep them there is give them the benefit.
Alan gives me a great golden nugget when he brings out his metaphor to illustrate my point. As a
trainer and coach I live for these moments. He not only beautifully illustrates my point but he also
gives me the opportunity to link in some benefit statements about having a structure.
This was perfect in a lot of ways. Often people have resources in one area that they can use in
another but just dont realise it. These guys are great at the most difficult presentation skills
environment I can imaginetelling their audience that they are being made redundant and may
even not get paid. By their own admission they are good at that but they dont realise that those
skills are transferable to other presentation situations which they find difficult.

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Remember that exercise at the end of the first video? Another version of it is to look at yourself in a
situation where you have the resources to get the results and then look at the difference with the
situation where you want the skills.
When designing this course I already knew they were good presenters in this context and my
experience at developing presenters meant I already knew the difference that made the difference.
It is simply that they had a process or structure to follow and the confidence to use it.
Conceptually one of the things I am doing here is rubbing their faces in the fact that they are good in
this one specific circumstance and the reasons why they are good. And then to get them to
generalise that for other types of presentations. If we got this right we wouldnt even need any
content.

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Some Stuff to Think About

Think about presentations that you have to deliver. Consider your audience and what strengths,
resources and processes they have. How could they apply them to what you want them to do? Once
you have this, consider how you can get them to bring it up in conversations and link it to where you
want them to go.
In training I get people to define the skill that we are looking at and then get them to examine areas
of their life where they have exhibited that skill.

A sales student might look at how they sold an idea in a debating class.
A persuasion student might look at how they talked a lecturer in to giving an extension on an
assignment.
A managerial student might look at a time when they convinced their children to go to bed
on time.

Once you have this you just need to draw links and build bridges to applying the same skill set in the
context that you want it in. Obviously I am working a training room with a small audience that I can
interact with. If you are doing a presentation to several thousand, I will be looking for universal
experiences that I can use for the same thing.
For example have you ever been in a conversation and suddenly completely forgot what you
were about to say? I dont know about you but it happens to me all the time. The thing I
want to check with you is when it happened was anyone ever hurt, maimed or killed as a
result? They never have been with me.
The thing that usually happens is I think about the conversation so far and hopefully it jogs
my memory and I can pick up from where we left the conversation. Sometimes I cant even
remember the thread and so I have to start a new one to carry the conversation.
Interestingly it hasnt always been the same when I do presentations but I have noticed over
the years the more I do, the less I am concerned about what I will do when I lose track. I still
lose track a lotthere is a lot going on in my head and it is hard keeping track of all the
voices but still no one has been hurt, killed or even injured as a result. The plus point Ive
noticed is that the less bothered I am about it the easier I remember my track. And even
when I dont I can move on to the next topic.
I think the important point is that this will happen to you as part of everyday conversations
and it will happen to you as a presenter. Get on with it and move on because if you have the
structure right, a process to follow and some good content for your audience, the fact that
you stumble a few times makes you quaint, eccentric and a little different. And audiences
love that.
See, if you can get a universal experience you can even make it work in writing. Shared problems are
also great rapport builders as we discovered in the first video.

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Video Two 0:26:00 to 1:33:00

0:26:00 to 0:36:00
The Ultimate Question
What will my audience be saying or doing at the end of this presentation that they werent at the
beginning?
Pre-teaching 4MAT again and giving the idea that so long there is a subject matter expert in the
room you can deliver even if you know nothing about the subject.
0:36:00 to 0:59:00
4MAT, Applications and Uses
Nothing much to say here as this is mostly content. There are some interesting language, metaphors
and spatial anchors but all of that you can look for yourself. The only big thing I want you to notice is
I have taken them through 4MAT several times before we got to this section and then used 4MAT to
teach 4MAT. Oddly no one seems to notice or at least didnt see fit to comment on the fact.
0:59:51 to 1:04:55
Applying 4MAT
They have just come back from the break having been tasked up to look at the presentations that
they delivered in light of what they have learned. The sound quality is not great and you may not
pick up the detail of what they are saying.
I almost cut this out completely but left it is for the sake of completeness and to point out this is a
strong approach to the How section of 4MATactually getting them to use the content to do
something.
1:05:00 to 1:33:00
Variation on Why and Designing Metaphors
This is a mop up of different points about 4MAT. It is a variation of the What If section. The only
difference is it is me that is mainly producing the questions for them. Again there are a few really
cool things especially about constructing metaphors around the Why in format. But this section is
really about content.
1:09:47 to 1:11:08
Just at this point in time can I ask you a question? Seeking permission to then ask a question that
I already know the answer to. I am deliberately asking them for the connection between what they
have learnt and what they were asking for.
Their biggest thing was about confidence. My biggest counter was that having structure makes
people more confident, they have experienced that from the presentations they do when they are
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confident and now I have given them even more structure that they have played with. All that is left
to do is make sure that they know they have changed.
I am surprised at how cool, calm and collected I look considering this is the total nub of the course. I
relax a little when Antonia really demonstrates that she has got it.
This is the beauty of starting with a question like, What is my audience saying or doing at the end
that they werent at the beginning? This shapes a perfect presentation outcome and it is
measurable.

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Video Two 1:33:30 to 1:47:30

1:33:30 to 1:37:15
Memory, Presenting and Visual Aids
I just highlighted this little section as the nub of how I go about running courses without using notes.
If you can mind map your presentation on to one sheet of paper and load that in to your memory all
you need do is take a branch and talk about it in the 4MAT system until you are done. Then you
move on to the next branch and so on.
The way I do it is I talk about the whole map, an overview if you like. I then pick the first main branch
and then if required we then travel the lesser branches. Every now and again I recap by going back
out to the main branch or even the overview to recap and so people can see how it all fits together.
Depending on the course I may even give the delegates hard copies of the mind map to follow along.
But once you are comfortable with using mind maps and memorising them you can hold several
days worth of content in your head.
1:37:27 to 1:47:30
Developing and Applying Metaphors
Using metaphor to teach metaphor. This story about the guys with the black box is great and I use it
a lot to get the idea across about how the detail trips people up. It is also a perfect illustration of
how a real experience works so much better than a fairy story.
1:43:20 to 1:47:30
Here is Alan telling me he really has bolted down his understanding of the 4MAT modelcutting out
the how because we dont want to give all our knowledge away to our competitors.
And then I am grinding in the question to get them to recognise how much they have changed
during the day. Often this is a good thing to do in a training or coaching environment because when
the changes are this complete sometimes they dont recognise where they have come from and may
not recognise just how complete the change is.
I used my solicitor story with the emotion trumps logic theme here because these guys are
accountants and are invested in their technical details. Alan used a metaphor that used emotion. I
am using my story to reinforce that message and I know I have buy in because they are now
discussing how they can use client stories.

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Over to You
As you can see I have a cupboard stacked full of metaphors in my mind. They are all neatly stacked
under different theme, points and purposes. And they are ready to pull out whenever I need them. I
think this is a great resource to have and would suggest that you start building that library.
If you have done the Advanced Persuasion Patterns Course (APP) go through the section on Incident
Point Benefit.
If you have not done the APP then start with a benefit you want to convey. Perhaps you are in sales
in an area where there are lots of cowboys and you want to convey an air of trust and mutual
cooperation. Look for a story from your experience that conveys that benefit. Perhaps you worked
with one customer and gave them a cheaper product because it better suited their needs.
Once you have the story then work it in to two, possibly three versions. One that is 30 second bare
bones. One that is your normal couple of minute telling version. And if appropriate a bigger one with
the emotions, the open loops and the rollercoaster of emotions. Obviously the third version is
reserved for stories that you might use in sequence like the ones I used at the beginning of the
course.
Once you have a few stories under your belt in this way do the exercise in reverse. Find a story that
you would be happy to tell. Then look for the point that it illustrates. Again you can then start
building it in to these two or three versions.
Within an hour or so you will have a great starting library of metaphors that are all filed and labelled
and ready to use.
But now the extra clever bit is start thinking of the sequence of internal representations that you are
taking the listener through. Think about the pre frames, the embedded commands and beliefs you
want to install. Then start to redesign those metaphors with those ideas in mind.
Pretty soon you will have a powerhouse of powerful and incredibly covert persuasion tools.

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Video Two 1:47:33 to 2:02:10

1:47:33 to 2:02:10
The Issue isnt the Pattern. The Issue is the Impact It Has on Confidence
I start this section tying confidence to structure again. And more specifically, when you have these
structures in your head the confidence issue just starts to go Remember I have had buy in for this
concept before they had structure. Now they have structure I am holding them to it and then giving
them even more structural elements. In essence I am opening another loop to connect this element
of structure to confidence.
01:49:12
This is the start of a demonstration of 4MAT again. As many times as I can demo and teach these
models I will.
One exercise that will help you work through 4MAT is to watch this section and isolate the different
quadrants. And as a hint the majority of this is What.
1:52:26
Here I set up the shape of a phrase using my hands so a little later (1:54:27) I can use my hands to
illustrate deletions and addition.
1:59:00 to 2:00:00
This is where I am starting to move in to an application phase. They have been opened up with the
possibilities of the content and it has thrown them in to a trance of some sort. Now I want to drag
them out of it so we can apply what they have just learnt.
Now that I have demonstrated a little and they are back I am closing the confidence loop. What I am
saying and demonstrating to them is, All you need do is practice this a little and you can keep any
presentation completely on track regardless of what questions come upwouldnt that give any
presenter confidence?

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Video Two 2:02:10 to End

2:02:10 to 02:18:00
The Conscious / Unconscious Mind Trance Induction
This is the start of one of my favourite covert trance inductions. When I do this people think I am
giving them information. I am, but I am also using it to take people through several trance inductions
and install a variety of mechanisms that we can use to make changes.
I use this induction with anything from an individual, right through to hundreds of people in the
room. The only thing that changes is the level of interactivity and possibly the size of the hand
gestures and spatial anchors.
I even tell them that I am leveraging against the confidence issue. I then suggest the voices in their
head. Just thinking about that is the start of a trance, isnt it?
And then we split your mind in to two bits, anchor the two bits to separate hands, split them apart
and bring them together in some sort of integration.
On this course I am looking to install this particular model of conscious and unconscious mind so that
they can talk to themselves more gently, and use the redefine pattern to redirect their own
thoughts.
02:16:00 to 02:18:00
And now that they are nicely in a trance state, I am also installing perceptual positions, the ultimate
question (what do I want the audience to say or do at the end of the course that they werent at the
beginning) and the right presuppositional questions.
02:18:00
And now to drag them out of trance. Notice the shift in tone and interactivity. This is me dragging
them out of trance. If you compare the state of the audience from here and from a couple of
minutes earlier, it will give you a good indication of how much trance they were in.
I then use my redefine pattern and a couple of great presuppositional questions to direct the group
to where I want them to go.
02:19:35 to End
If there is one thing that you got from today that is an absolute result for you what would it be? I
like ending days with this sort of thing. It grounds people, draws the out of trance and allows me to
link everything back to what they asked for.
When going round the room like this I will if possible keep the strongest guy until last. If you notice I
direct the question, deliberately not go round the room in order and make light of the thing. I do this
so I can keep the strongest to last.

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Sadly the video finishes just before I open some loops over what they will do for the next day. They
may never find the body of the cameraman.

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Over to You
Now you are at the end of the first report this would be a good time to pause and reflect on what
you have got so far. Remember at the beginning of this report I asked you to list the things you want
to get from this course?
Well, how much have you got?
What are you saying and doing differently as a result of what you have learnt?
Would now be a good time to put together some action plans to integrate some of these new
insights, skills and intentions? If now is not the best time to do it then when is the best time to get it
done?
I suggest what you might do some of this down in to small skills that you can practice in live
conversations. Then set up a timetable where you can go out and deliberately start conversations to
practice with.
The most important thing is to relax, have fun and notice just how much you are improving your
skills.
Once you are ready Ill see you in the next report where we will get stuck in towell you know
exactly what I am doing here so just imagine I opened exactly the right loops to have you desperate
to start the next report right now.

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