Phase 1

Objectives:

The course aims to focus on the skills needed by new and experienced professionals
who are responsible for training. The course will help to optimize their training skills and
training environment to achieve effective results.

Who is the course for?

• For Trainers wanting to develop a more in-depth knowledge of the skills required
to be a competent trainer.

• For those who are new to Training or are considering a transition from teaching
to training.

Course Requirement:

Since the course is in English it demands a high Intermediate or Advanced level of

English along with the ability to write insightful answers of a degree level standard.

Process:

All online and distance programs are self study programs therefore the candidates are
requested to read and comprehend the content of each Phase and then complete the
assignments that follow. Each phase has PowerPoint presentations and videos to
facilitate understanding and learning of the program. Our online tutors will always be
available from Monday to Friday from 10 am to 5 pm (IST) for any further help. However
do keep in mind that once assignments are submitted evaluators will require a week for
evaluation and return of assignments. For assignments that do not meet the required
standards, will be asked to be reworked with adequate guidelines. The assignments will
be graded and commented on, no marks will be awarded. After successful completion
of the entire program ATI certificate will be awarded however it will not reflect any marks
or grade.
Phase 1: Training and learning

Ø Teaching beliefs and values and their potential impact on learning

Ø Mentoring approaches and techniques

Ø Learning styles - An overview and Different training contexts

Ø Maintaining trainee and trainer motivation

Ø Neuro Linguistic Programing

Introduction

The developments that have taken place in the field of technology-based training and
distance education have not changed the fact that the instructor or teacher continues to
be one of the most important elements in the process of teaching and learning. When
we think about our own educational experiences, most of us can recall a particular
teacher who was able to make the subject come alive and inspired our learning without
the modern technology available today. "Chalk and talk" - used to be the norm in
teaching method some 25 years ago. It was and still is a very effective method of
teaching. However, there are many methods of teaching, each with advantages and
limitations in terms of helping participants to learn effectively.

Furthermore, the training environment in which you would be expected to work differs
from a traditional "teaching" environment where the teacher delivers new knowledge in
a school or university set up. Your learners are not "regular" participants. They are
mature adults who may have probably left a formal classroom a long time ago. One of
your initial important tasks may be to bring them back to a learning environment and at
the same time continue to engage their attention.

The fact that they have enrolled in the course could mean that they are interested in
learning. On the other hand, it could mean that the company policy requires that they
attend the training. Therefore, it is up to you as the Instructor or Trainer to make the
learning effective and meaningful, as well as a rewarding experience for both of you.

Teaching and training is only effective if it promotes learning. As instructors we are

expected to be not only highly competent in our subject areas but also have sound
knowledge concerning how participants learn. This reflects a shift away from the
traditional role of the teacher as primarily a provider of subject knowledge to a facilitator
of learning - whereby we manage participant learning, using a variety of instructional
methods, information sources and media. We now have a solid body of knowledge
concerning how we learn, the different processes involved and significant factors that
affect learning. This knowledge can increasingly contribute to all aspects of teaching
and course planning.

As more and more managers, team leaders, professionals and others are finding out,
there comes a time when we must all function as trainers. Customers demand it,
competition forces it, and employees need it to survive. Simply put, there’s greater need
for training. This may include people who have never trained before as well as
professional trainers who find their workload and level of competence stretched by the
increased demand and highly technical subject matter.

Unit 1

Teaching beliefs and values and their potential impact on learning

What is learning and how do we learn?

In the most basic sense learning involves acquiring new knowledge, skills and attitudes
that result in some change in our ability to do something. In competence-based training
we seek to promote a change that results in greater competence to perform certain
desired work functions.

Much has been written about how we learn. A good starting point is to ask yourself the
following question: How have I learnt in different learning situations? You may probably
have thought of some of the following: I attended a course; I did some reading; I asked
a colleague; I thought about it; I tested the information through trial and error; I planned
it; I kept practicing. The above list is not exhaustive, but you will notice a pattern in your
responses. Let us look at these in terms of three broad headings:

1 Acquiring relevant knowledge

All learning involves the acquiring of some knowledge, though the extent of this would
vary depending on what is to be learned. Learning a language, for example, requires
much knowledge acquisition. However, even in skill-based activities like playing
football, there is still important knowledge to be acquired for effective performance, for
example, the rules of the game. The key process in knowledge acquisition is memory.

2 Thinking for understanding

However, the mere acquisition of knowledge in itself is often not sufficient for effective
learning. Learners need to make sense of what they have learned and know when,
where and how to use this knowledge. Understanding the information you have
acquired is, therefore, fundamental to effective learning in most cases.

Understanding involves more than memory; it requires us to think about what we are
learning and make sense of it in terms of real life applications. Without
understanding, much of what we learn through memorization would have little use
and is likely to be soon forgotten.

3 Doing

Learning is often for the practical purpose of developing competence in an activity. This
could be work related, such as learning to use new software; or recreational, such as
learning to play tennis. Learning in these situations involves actually doing the activities,
and improvement in performance requires practice over time. For example, try to juggle
three tennis balls or play a three-chord sequence on a guitar - assuming, of course, that
you do not have these skills already! In real learning situations, these three components
of learning do not occur as separate processes, but are dynamic and mutually support
the overall learning process. For example, as we acquire more knowledge, think better
about what we are doing and practice more, we tend to become more competent at that
activity - whether it is work related or otherwise. This process is represented in Figure
1.1.

Acknowledgement: Train the Trainer:

Training Fundamentals 1.1

Competent performance develops from the acquisition of appropriate knowledge, good

thinking and doing - over time. Different types and levels of competence will require
more or less 'knowledge', 'thinking' and 'doing'. Effective learners are competent at
acquiring knowledge, developing understanding through good thinking and applying
these in doing.

Factors affecting learners and the learning process

In order for people to learn something well, they must hear it, see it, hear it, question it,
discuss it and do it. They may teach it to someone to solidify their understanding of the
information or skill. Over 24 years ago Confucius declared:

What I hear, I forget.

What I see, I remember.

What I do, I understand.

These 3 simple sentences speak volumes about how important it is for learners to be
actively involved in learning. We can expand this wisdom further into:
When I only hear, I forget.

When I hear and see, I remember a little.

When I hear, see and ask questions and discuss with someone else, I begin to
understand.

When I hear, see, question, discuss and do, I acquire knowledge and skill.

When I teach someone I master what I have learned.

While the above model can be applied to all learning and is a useful guide for planning
instruction, the actual process of learning for participants is influenced by a great variety
of other factors. For example, if you reflect on the factors that have influenced your
learning, you will probably find it has been affected by:

• your motivation

• the relationships you have had with teachers and peers

• your access to resources and time constraints

• your mood and situational factors your prior learning in a given area

• how you were taught

• How relevant you perceive the learning to be.

The above is not a full list of all possible factors that affect learning, but it clearly shows
the range of factors that affect the learning process. Most importantly, it shows that
learning is a social and emotional process, as well as an intellectual one. For example,
participants who have no motivation, or have other things on their minds, may fail in
learning tasks that are well within the scope of their abilities.

7 Principles of Learning

The following are seven important principles of learning that you must constantly bear in
mind in planning and delivering the training sessions you teach.
Principle 1: Utilize and stimulate the senses

Mental activity is stimulated through our five senses. Research suggests the following
as percentages of how much each sense contributes to our learning:

The greater the combination of our senses that are stimulated in learning, the more
successful the learning is likely to be. For example, it is estimated that we learn:

10% Of what we read

20% Of what we hear
30% Of what we see
40% Of what we see and hear
50% Of what we discuss
70% Of what we experience
90% Of what we teach

There are several reasons why most adults tend to forget what they hear. One of the
most interesting has to do with the rate at which a trainer speaks and the rate at which
the participants listen. Most trainers speak at about 100 to 200 words per minute. But
how many of these words do participant hear? It depends how well they are listening.
Studies show that participants hear (without thinking) at the rate of 400 to 500 words per
minute when the lecture exceeds 15 minutes. When they are listening to a sustained
period of time to a trainer who is talking up to a quarter as fast they are likely to get
bored and their minds will wander. Several problems have been noted with sustained
lecturing (Johnson, Johnson, &Smith, 1991)

• Audience attention decreases with each passing minute

• Sustained lecturing appeals only to auditory learners

• It tends to promote lower-level learning of factual information.

• It assumes that all learners need the same information and need it at
the same pace.

It is for this reason that an active approach to learning is advocated. The need to engage
participants in thinking, questioning and doing real work activities is central to promoting
effective learning.

Principle 2: Recognize the learning curve

Learning is a continuous process, but it does not progress at the same rate. For example,
when you start to learn something new, there is often little progress for a while, and then
you are likely to experience a spurt in learning when you seem to learn quite a lot quickly.

However, you then often experience a plateau in your learning when little progress seems
to be made, even though you are working just as hard as before. At this time you are
consolidating what you already have learned. Usually sustained effort is needed to create
a new learning spurt. The tendency for learning to occur in spurts and plateaus can be
represented in the following figure:
It is important, therefore, to help participants to become aware of these spurts and
plateaus in their learning. This will help them to maintain their confidence and motivation
when experiencing plateaus in learning.

Principle 3: Don't abuse the attention span

Attention plays a crucial role in learning. Without good attention, learning is likely to
partial and ineffective. Of course, our ability to maintain attention is greater if we are
motivated. In a typical lesson where the instructor is doing all the talking our attention
tends to follow the broad path.

The implications of this for teaching are very important. It shows that long periods of talk
by the instructor, without opportunities for participant participation, are likely to be
ineffective as a method of teaching. This is a typical mistake made by instructors who
think that more input by them equals more learning. This is clearly shown to be incorrect.
Your own experience of being a participant will fully bear this out.

Principle 4: Encourage the effective use of memory

As pointed out earlier in this unit, the acquisition of knowledge is a key component of
effective learning. We need both to memorize and understand knowledge. In this section
we will focus on how memory works, the problem of forgetting and the implications for
how we teach.
How memory works

It is useful to think of our memory systems as possessing two interrelated components:

1. A short-term memory system (STM), which can only cope with approximately seven
bits of information at one go.
2. A long term memory system (LTM), which has almost an infinite capacity for storing
information. This contains all the information we can recall.

The effective transfer of information from STM to LTM is crucial for the acquisition of
knowledge. In order to achieve this transfer, it is essential that the information makes
sense to the learner (is meaningful); is in manageable chunks (around seven bits); is
organized; and is sufficiently rehearsed (repeated a number of times until easily recalled).

(Image courtesy: drwicked.com)

How forgetting occurs

There are a number of theories concerning forgetting. Most important for our purpose as
instructors is that over 60% of factual information will be lost within 48 hours if there is no
subsequent rehearsal or review of what was learned. Skills and understanding are much
more resistant to forgetting. For example, once you learn to swim, it is unlikely that you
will ever forget how to swim, even if you do not swim for many years.

The more information is reviewed in the first day or so after it is 'learned', the more likely is
the chance of it becoming established in long term memory.

Implications for teaching and learning

It is most important that participants are made aware of these basic principles of memory.
This will save them making the typical mistake of trying to memorize too much too quickly.
From the point of view of teaching, we must recognize that if we speak for long periods,
there is little likelihood that much information will actually be memorized. It is important to
keep information well organized and allow participants time to digest the content, either
through question an answer sessions or activities.

Principle 5: Try to motivate participants in their learning

Motivation is crucial for effective learning. Participants can learn effectively and
independently when they are interested in what they are learning. However, much of
classroom learning is often perceived as uninteresting, which make the learning process
more difficult.
Making learning more interesting, meaningful and active is a real challenge to instructors.
In fact, this is a major purpose behind the production of this manual.

Principle 6: Accommodate different learning styles

There is a body of evidence to suggest that as individuals we have our own characteristic
ways of processing information, feeling and behaving in learning situations. In basic terms
this means that while all of us learn through acquiring knowledge, thinking and doing, we
have different approaches and preferences in terms of how we do these activities.
One area of research has shown that there can be significant differences in the ways in
which people approach a learning task. For example, some people will try to get an
overall picture or understanding of the task before they focus on more specific details and
linkages. In contrast, other people will approach the task in a more sequential manner,
making linkages gradually and methodically, and only building up to an understanding of
the overall task much later in the learning process. The most effective learners seem to
be able to adopt both of these styles simultaneously and in a versatile manner.

Another main area of research in this area has identified preferences in terms of learning
modality. Some people clearly have preferences in terms of using the following sensory
modalities in learning:

Visual seeing pictures, words, diagrams

Auditory listening to explanations
Kinesthetic actually doing the activity
There are important implications in different learning styles and modality preferences for
the ways in which we teach. These differences clearly suggest the need for learning to
involve the range of senses and provide many different ways in which learners can go
about their learning. Of course, it is not possible for instructors to cater for all preferences
all the time. However, it serves as a reminder to use a range of instruction methods and
provide a variety of learning sources for participants whenever possible.

Principle 7: Ensure effective feedback in the learning process

Feedback is crucial to effective learning in the following important ways.

Feedback identifies the present state of learning.

Feedback highlights what needs to be learned and suggests how to proceed with such
learning.
Feedback monitors progress in learning, helping to diagnose problems quickly and find
effective solutions.

Feedback provides positive reinforcement for learning achievements.

Many participants suffer frustration and may lose self-esteem if they find that they are not
succeeding in learning a particular subject or skill. Very often they lack a prior
competence or are employing incorrect technique. Without skilful feedback and guidance
from the instructor many participants may lose motivation and fail in their learning.

Key tips in giving feedback

Give feedback sooner, rather than later.

It is most useful to provide feedback as soon as possible. This enables participants to

make any necessary changes in their learning plan. In addition, they are more likely to
see the importance of the feedback and make the necessary connections to what they
have been doing.

Incorporate the positive (where possible).

Sometimes the feedback we have to give participants will not be positive. If, for example,
they have not complied with course requirements, or have seriously misunderstood a key
issue, then what we have to say to them will naturally contain many negative points.
However, in most cases, we should also be able to offer participants something positive in
our feedback, providing, of course, they are willing to make the necessary effort from their
side.

What we say and how we say it will have a lasting impact on our participants. Think
carefully about your tone of voice and body language in giving feedback. In most cases,
we are seeking to build effective rapport at the same time as we are trying to provide
feedback.

Use feedback as a two-way process.

Use feedback as a two-way activity. Encourage participants to articulate their concerns.

The more you understand their difficulties in learning, the greater is the chance that you
will be able to teach them effectively and provide the right feedback in the best manner.

Unit 2

Mentoring approaches and techniques

Learning theory is a major field of study with extensive body o f knowledge. The theory
is based on sound principles. Because of this immense body of work trainers don’t have
to worry about research and theory. We can feel safe in simply applying the principles.
Let us look at 16 learning principles – seven that come from adult learning theory and
nine that are basic principles of how people learn:

• Adults learn by doing.

• Use realistic examples.

• Adults relate their learning to what they already know.

• Conduct the training in an informal environment.

• Variety is the spice of life.

• Remove the fear factor.

• Serve as the facilitators of the learning process.

• Inform learners of the learning process.

• Inform the learners of the learning objectives.

 • Practice makes perfect.

• Guide and prompt; do not tell.

• Give feedback.

• Apply transfer of training.

• Relate all activities to the learning objectives.

• Make a good first impression.

• Show enthusiasm.

• Use repetition.

(The First Time Trainer, Tom W Goad)

DIFFERENCES BETWEEN CHILDREN AND ADULTS AS LEARNERS:

Probably the single most important concern for the trainer of adult learners is a thorough
understanding of the learner. Through such an understanding it is possible to direct
your teaching to the specific needs and interest of the adult.

Characteristic #1

The adult learner is primarily independent/self-directed in what he/she learns.

Implications for Teaching:

Try not to treat the adult like a child. Introduce yourself to the group and have them
introduce themselves. Use name tags and try to call the adults by name. Make sure
you allow ample time for discussion. Don’t assume that you’re the only one with the
answer – try having the adults in the group also provide answers to each other.
Handouts and materials that you provide during your teaching can help the adults learn
on their own after your session is over. When the adult is learning on his own he can
use the speed or rate of learning that best fits his own learning style. Different learners
learn at different rates.

Characteristic #2

The adult learner has considerable experience to draw upon.

Implications for Teaching:

Provide opportunities for the adults to work together and share their ideas/experiences
in small groups. Present some information and ask the adults what experience they
have had in the past with the topic. Ask the adults to suggest solutions to
problems/questions from the experiences they have had. Each learner’s experience is
unique and different. Sometimes experience may be a barrier – bad experiences may
make it more difficult to teach an adult. Try and understand the experiences of your
learners.

Characteristic #3

The adult learner is most apt to be interested in topics that relate to the developmental
stage of their life.

Implications for Teaching:

Don’t assume that young adults and older adults are interested in the same things.
When you organize small groups for discussion try organizing them according to their
stage in life – adults who are beginning their career in one group, those in mid-career in
another group, and those who are well established in their career in another group.
Provide opportunities for the learners to talk about why an idea/concept is or is not
important to them. Try to hear from all the adults in the group – don’t just hear from a
few of the more vocal ones.

Characteristic #4

The adult learner is most interested in information and ideas that solves problems that
they are presently faced with.
Implications for Teaching:

Try to make your presentations problem-focused rather than just information focused.
Start your presentation by identifying the problems that you will be helping the learners
solve. Provide opportunities for questions from the adults an urge them to describe
their own specific situation and the problems they face. Try to focus your instruction on
responding to the problems that they identify.

Characteristic #5

The adult learner is most interested in information that can be immediately applied.

Implications for Teaching:

Try to focus on ideas that the adults can put to use immediately after your teaching is
finished. Ask the adults how they will be using, making application of, the ideas and
information presented. If the adults are not able to provide examples of how they will be
using the information, try to find out why. Do they understand your information? Is your
information not applicable to them? Are they unsure of what application opportunities
they have?

Characteristic #6

The adult learner is motivated from with him/herself.

Implications for Training:

Offering rewards for learning usually doesn’t work very well with the adult learner. You
must appeal to the learner at an adult level. Try and find out what the adult places
value on. Recognize and respect those things that the adult values. Let the adult know
that you are concerned with those things that he/she values. And then, really be
concerned.

Adults want to be involved in whatever it is they do, particularly when learning

something new. Don’t demonstrate; let the adult learner do it. Use plenty of examples
and keep them realistic and relevant to learners. Adults use familiar frames of reference
to enhance their learning. Knowing their backgrounds and experiences will help
immensely. Adults have plenty of experiences with some being more prevalent than
others. It is important to make everyone feel at ease at the beginning of the session.
Equally important is the need to change the pace and technique in training from time to
time. Use different methods and audiovisuals. Bring in other people or change the
setting.

Multimodality approaches in training: Show a video on ethics, followed by an open

discussion. Have learners summarize by writing out the key points they learned.

Understanding Training Techniques:

One of the most pertinent questions for a trainer is which method or technique
will best achieve the learning objectives of the training program? In all
probability this will depend on various factors:

• The learning outcome

• Different learning styles

• Expectations of the trainees

• Size of the training group

Training Methods:

Method Advantages Drawbacks

Trainer/ Presenter/ Keeps groups Can be dull if used too long

Lecturer together and on the without learner participation.
same point. Difficult to gauge if learning
Time control is easier. is t5aking place.
Useful for large group Retention is limited.
size.
Structures Exercise/ Aids retention. Requires preparation time.
Role play Allows practice of new May not be suitable for
skills in a controlled various levels.
environment. Needs time for completion
Learners are actively and feedback.
involved.
Individual Reading Saves time. Learners may lose interest if
assignment Materials can be too long.
reused later. Learners’ read at various
Consistency of paces.
information. Difficult to gauge learning
outcome.

Guided Group Keeps learners Learning points can be lost.

discussion interested and Can be dominated by a few.
involved. Controlling time may
Resources can be become a problem.
shared
Learning can be
observed.
Case Study Learners are actively Information has to be
involved. precise and up to date.
Can stimulate Requires a lot of time.
performance.
Learning can be
observed.
Demonstration Helps in Has to be relevant and
understanding and accurate.
retention. Written models may require
Stimulates learners’ a lot of preparation time.
 interest.
Acts as a model All learners may not be able
to follow the trainers pace of
demonstration.

However some popular techniques are:

• Role Play

Using a role play activity allows participants to experience real life situations in a
risk free environment. Role plays are a versatile learning tool that can be used in
many different ways. The normal way is to get participants to work in pairs. Each
person is assigned a ‘role’ to play. These roles can be scripted or can be made
up on the spot. Participants should be explained clearly what their roles are and
what is expected of them. Time should be allotted for practice and they should be
told the time allotted for the actual exercise. The role play should be followed by
a feedback session. On the positive side role plays allows people to experience
real world situations. The downside is sometimes it is very difficult to get reluctant
or shy people to participate enthusiastically. Role plays also are time consuming.

• Case Studies

Case studies are presentations of specific incidents usually with relevant

background information. These are incidents that trainees may have faced in the
past and might have to face in the future. It is up to the trainer to select cases
that are relevant to the training situation and at the same time easy to understand
with fewer complications. The trainees need to have a personal copy of the case
as reference during discussion. The task should be clearly explained and should
conclude with a feedback session. Case studies can be written to suit the
learning situation, they also emulate reality and therefore trainees can easily
relate to them. The disadvantage is however that case studies are two
dimensional and there is always a chance of either not giving enough details or
giving too much of it.
• Syndicate Groups

This is a favorite activity with trainers. Most training sessions have trainees
forming groups and discussing points. A syndicate group is a sub group of the
main group. While grouping participants one can divide them at random, or they
can self select or preselect a group. Syndicate group activities help in a lot of
interaction among group members and keep the groups energized. There is
scope for a rich exchange of opinions, views and experiences. However it can be
monotonous if overused and some may not like to move around the room or be
reluctant to express themselves and can remain isolated.

• Ideas Shower

Ideas shower starts with brainstorming of ideas from the trainees related to the
problem under discussion. It is done to consider different aspects of the situation.
It acts as a starting point for the group’s discussion. However it is important to
see that it does not become chaotic. It is a quick method for generating ideas
from a group and can be made engaging and fun.

• Simulations

Simulation is a training activity that includes a learning experience that has a real
life angle to it. The learning comes from the trainee’s own experience. The
learning outcomes have to be made clear and have roles and the context clearly
defined. Again the trainer has to keep in mind the fact that it requires a lot of
time.

• Games

Games need people to conform to rules, have a competitive element and

therefore have winners. People learn best when they realize they are not
learning. Games help to create that environment. However it is important to give
clear instructions regarding the learning outcome and the rules of the game.
Games ensure that all the trainees are engaged and involved. It is important to
 have a good mix of both physical games and some milder ones to suit all types of
people in the training session.

Unit 3

Learning styles - An overview and Different training contexts

Learning styles:

Adult learners come in different styles. David Kolb, an expert on learning styles,
identifies 4 styles, accommodating, diverging, assimilating, and converging.

Accommodators like to solve problems by careful experimentation, Divergers solve

problems by taking risks preferring concrete experiences in which they take actions,
Assimilators like to solve problems by inductive reasoning preferring to be guided to the
right answer, Convergers like to figure things out through their own reasoning process.
Because of these different approaches to learning Kolb would urge trainers to provide
some way for learning of each style to engage the trainees.

From work of others a popular model of learning styles have emerged that is concerned
with how people take in information. Some adults learn best by seeing information, they
are visual learners. High on their preference list are videos, slides, demonstrations.
Others are auditory learners who rely on their ability to listen and remember. High on
their preference list are lectures, discussions, question answer sessions. On the other
hand Kinesthetic learners learn mainly by direct involvement in activity. High on their
preference list are experiential activities such as role plays and group exercises.

Of course most participants are not exclusively one kind of learner. According to Grinder
(1991) in every group of 30 people an average of 22 are able to learn effectively as long
as the trainer is able to blend visual, auditory and kinesthetic activities. The remaining 8
prefer one of the modalities so strongly that they struggle to understand unless
presented in their mode. Instruction therefore should be multi-sensory and varied.
 To summarize watch the presentation: “Different Learning Styles”.

• An overview and Different training contexts:

Major training categories:

Executive Development – Includes leadership training, advanced executive degree

programs, mentoring programs, rotations through various divisions of the organization,
special assignments, deals with highest level management leadership skills such as
management change and strategic decision making; aimed at corporate-level
management.

Management development – Includes strategic planning skills, leadership, networking

with other managers, degree programs, management of change, time management,
project management, coaching, goal setting, and mentoring.

Supervisory development – includes basic interpersonal communication skills, how to

make decisions, how to give orders, coaching employees, setting objectives, time
management and other basic skills that newly promoted supervisors might need.

Professional development – covers a wide range of training, such as interpersonal

communication skills, stress management, computer literacy and specific discipline-
related skills (finance, purchasing, engineering, scientific; a broad area of training
covering basic, advanced and refresher training.

Technical skills – continues as one of the largest growth areas because of ever
evolving technology. Training associated with getting work accomplished; includes
computer skills, manufacturing processes, using particular systems and equipment,
carrying out policies and procedures.

Literacy skills - includes the fundamental skills needed to be able to read, write, speak
and compute and make decisions in entry level jobs within an organization; process of
making employees functionally literate as well as training those who are already literate
to move up to the next level.

Marketing and sales – this ranges from training new sales representatives to providing
information on new products, to planning and research skills for marketing managers;
involves the motivational aspects of marketing and communication skills required.

Safety, health and workplace laws- this is designed to ensure a safe, healthy
workplace while reducing costs related to maintaining safety health and dealing with
legal issues; increasingly includes aspects of job stress and wellness training for a
healthier lifestyle; includes drug and substance abuse training and training in legal
matters related to the workplace such as sexual harassment prevention and other
requirements that must be complied with.

Orientation – this is how new employees get off to a good start; ranges from basics
about the workplace to a detailed indoctrination on the company’s culture.

Organization development- this includes training conducted in relation to the

interventions to mange organization change, such as quality assurance programs,
customer service and team building.

Unit 4

Maintaining trainee and trainer motivation

Let us look at what is motivation?

People learn for a reason. It may be positive or negative for pleasure or survival. People
are motivated to learn and motivation plays a major role in the training and learning
process. At a basic level motivation to work may arise from the need to meet food and
rent costs later it changes to recognition and dreams of making it to the top.

Nearly all the conscious behavior of human being is motivated. The internal needs and
drives lead to tensions, which in turn result into actions. The need for food results into
hunger and hence a person is motivated to eat.
Motivation can be defined in a number of ways. Generally, it is defined as a driving force
that initiates and directs behavior. In other words, motivation is a kind of internal energy
which drives a person to do something in order to achieve something. It is a temporal or
dynamic state within a person which is not concerned with his/her personality. There are
different types of motivation such as achievement motivation, affiliation motivation,
competence motivation, power motivation, and attitude motivation.

There are many theories about what motivates people. In actuality, you are motivated
by both internal and external factors, as there are always mixtures of reasons why you
do, achieve, behave, learn and react. Personality and self-concept often determine
whether or not you will be intrinsically or extrinsically motivated. If you understand the
distinction between intrinsic and extrinsic motivational factors, you have a greater
probability of motivating yourself or others. Every behavior has an underlying cause,
and understanding the cause of behavior and motivating factors is key to changing or
improving outcomes.

Intrinsic Motivation
Intrinsic means internal or inside of yourself. When you are intrinsically motivated, you
enjoy an activity, course or skill development solely for the satisfaction of learning and
having fun, and you are determined to strive inwardly in order to be competent. There is
not external inducement when intrinsic motivation is the key to behavior or outcome.

Examples of Intrinsic Motivation

When you are motivated intrinsically, you have fun and look for skill development and
competency, personal accomplishment and excitement. If you write articles for the
curiosity and fun of learning and sharing information or run because it relieves stress
and makes you feel better or excites you to improve your personal time, you are
intrinsically motivated. As well, when you learn a new game and seek to play it often
because it excites you to think differently and work internally to develop your skills, you
are motivated by intrinsic measures.
Extrinsic Motivation
Extrinsic means external or outside of yourself. This type of motivation is everywhere
and frequently used within society throughout your lifetime. When you are motivated to
behave, achieve, learn or do based on a highly regarded outcome, rather than for the
fun, development or learning provided within an experience, you are being extrinsically
motivated.

Examples of Extrinsic Motivation

Trophies, medals, money, discounts, grades, entrance to programs or schools, higher
commission percentages, new clothes and losing weight are all examples of extrinsic
motivators. In childhood, bribery is used, schools use grades, trophies and academic
recognition based on good behavior, grocers use discount cards and coupons to save
you money while you shop at their store and corporations use bonuses and commission
scales to encourage growth and sales numbers.

Considerations
The main argument and difference between intrinsic and extrinsic motivation contends
that intrinsic motivation is derived from a self-concept, core beliefs, internal need and
development opposed to extrinsic motivators which can undermine these motivations.
According to Dr. James Gavin, a professor at Concordia University, motives need to be
additive in effect, which means the more reasons you find to motivate yourself to
engage in a behavior, the more likely you will continue with and persist in these
behaviors. External motivators are typically not addictive.

The differences between intrinsic and extrinsic motivators primarily lie within the reason
for doing something. In order for you to ultimately change or improve behavior, you
have to understand the reason for the behavior. Intrinsic and extrinsic factors are
important to understanding behaviors, regardless of differences.

A manager requires to create and maintain an environment in which individuals work

together in groups towards the accomplishment of common objectives. A manager
cannot do a job without knowing what motivates people. The building of motivating
factors into organizational roles, the staffing of these roles and the entire process of
leading people must be built on knowledge of motivation. It is necessary to remember
that level of motivation varies both between individuals and within individuals at different
times. Today in the increasingly competitive environment maintaining a highly motivated
workforce is the most challenging task. The art of motivation starts by learning how to
influence the behavior of the individual. This understanding helps to achieve both, the
individual as well as organizational objectives.

There’s a direct relationship between motivation and two major trainer concerns. One is
that the motivated trainers are the more successful training will be. The other adult
learning theory is founded on concepts of motivation. Learners must be motivated if
training is to be successful and trainers must be motivated to perform well as facilitators
and to continually improve performance. This dual motivation is the best road to
success.

Types of Motivation:

(1) Achievement Motivation

It is the drive to pursue and attain goals. An individual with achievement

motivation wishes to achieve objectives and advance up on the ladder of
success. Here, accomplishment is important for its own shake and not for the
rewards that accompany it. It is similar to ‘Kaizen’ approach of Japanese
Management.

(2) Affiliation Motivation

It is a drive to relate to people on a social basis. Persons with affiliation

motivation perform work better when they are complimented for their favorable
attitudes and co-operation.

(3) Competence Motivation

It is the drive to be good at something, allowing the individual to perform high

quality work. Competence motivated people seek job mastery, take pride in
developing and using their problem-solving skills and strive to be creative when
confronted with obstacles. They learn from their experience.
Maintaining Trainee motivation

Motivational and inspirational experiences improve trainees' attitudes, confidence and

performance. Motivational methods are wide-ranging, from inspirational quotes and
poems, to team building games and activities, as ice-breakers, warm-ups and exercises
for conferences, workshops, meetings and events, which in themselves can often be
helpful too.

People often enjoy events which include new non-work activities, especially when
bosses and superiors take part in the same teams as their junior staff, which also helps
cohesiveness and 'can-do' culture. Inspirational quotes, stories and poems all help
motivation too. Powerful positive imagery stimulates visualization in the conscious and
sub-conscious brain, which encourages self-motivation, developmental behavior,
confidence and belief. Playing games enables people to experience winning and
achieving in a way that their normal work might not. People become motivated to
achieve and do better when they have experienced the feelings of success and
achievement, regardless of context.

Also, using activities and references that take people out of their normal work
environment creates new opportunities for them to experience winning, achievement,
team-working, learning and personal development, in ways that are often not possible in
their usual work context. Experiencing these positive feelings is vital for the conscious
and sub-conscious visualization of success and achievement, essential for broadening
people's horizons, raising their sights, setting new personal standards and goals, and
increasing motivation. The use of role playing games and role play exercises is an
especially effective motivational and visualization technique, despite people's normal
aversion to the practice.

The trainees need to be tempted before they feel motivated to join and take the exercise
seriously. Here are some ways to motivate them:

• Explain the objectives – don’t assume they already know.

 • See the benefits – let them know what’s in it for them. Explain what they will
derive from it and how they can apply it later.

• Convey enthusiasm – trainees will internalize some of your enthusiasm.

• Connect the activity to previous activities – it helps them see the common thread
in the program.

• Share personal feelings with trainees – explain why the activity is valuable to
you.

• Express confidence in participants – tell them that you think they are capable of
doing a good job.

(Image courtesy: positivesharing.com)

Maintaining Trainer Motivation:

• Note down your goals. A major mistake that many people make is that they have
the goals set, in their "mind". What they fail to focus on, is that out of sight is
 often out of mind. If you note down all your goals, your "miles to go before you
sleep" are right there in front of you. This will give you the drive to go on for the
day (at the least). Put up notes of your goals on your refrigerator, near your bed,
on your workstation and in your diary! This way, whenever you are around any of
these, you will be reminded of your goals.

• One of the most basic mistakes that many people make, is that they focus on the
"bad feeling" that a certain activity gives them. In case of my friend, she started
focusing on the fact that her senior's behavior made her feel really bad, worthless
and like a slave. Don't focus on those feelings. Like the very popular saying goes,
"Don't get mad, get even!" Use the bad feelings and focus on making them go
away. Take it as a challenge. Let the lack of support, or external motivation be
the fuel to your fire. Every time you feel like someone is putting your down, work
twice as hard and prove them wrong!

3. Procrastination is like the kryptonite for your motivation. If you procrastinate over
your work, rest assured that it will not get done. Even if you are not very fond of the
activities that you need to perform, procrastination is not the way to go. Best thing
would be to start and get done with the work at the first instance. This way it will be
out of your way. The longer you "think over it", the more time you keep it around. So,
every time you feel demotivated, start working right away. Trust me, it worked for my
friend it will work for you!

4. Who would not like rewards and recognition? Well, it was rhetorical a question,
everyone likes rewards for their hard work. So, every time you complete a project or
a task, give yourself a treat. Be it an hour of shopping at the mall, or an hour long
massage session, treat yourself. This technique goes a long way in keeping up the
motivation. My niece gets a special gift every time she gets an A at school. This is
what makes her keep her grades up for the subjects she hates as well.
 5. Be disciplined. The right amount of nutrition and sleep go a long way in keeping
your mood and motivation in check. While it is important to focus on having fun, it is
also important to keep up to date with your responsibilities. Like if it is your job to
take out the trash, do it. If you don't, the nagging in your own head will come in the
way of your motivation about other things. If you spend all your free time on partying,
you will face lack of sleep and your errands will be undone. Follow the right mix of
work and play; it really helps at keeping a person motivated.

Unit 5

Neuro Linguistic Programming (NLP)

The new buzz word in training these days is ‘NLP’. In order to understand NLP one has
to take a closer look at the term itself. The approach includes the three most influential
aspects namely, neurology, language and programming. (i) Neurology is concerned with
the human physiology and specifically the nervous system (ii) through language we
express our emotions, opinions and feelings and it helps us interact with others and
(iii)finally programming determines how we perceive the world and create our own
models. Therefore Neuro Linguistic Programming describes the relationship between
the human mind or neurology and language or linguistic and how this in turn influences
behavior or programming.

As human beings right from birth we are flooded by millions of inputs from the
environment. We respond to these inputs through the sense system, namely, our sight:
vision, hearing: audition, touch: tactician, smell: olfaction and taste: gustation. However
in the process we develop our unique system of filtration. Our first image or map of the
world is based on what we experience in the environment through the sensorial system
and is the Neuro map. We then use language to interpret the first map to assign
personal meaning to it and in the process create our second image or map of the world,
this is the linguistic map. This helps leads to everyday awareness. The third map or
programming occurs when we respond behaviorally as a result of the first two maps.
What is NLP?
NLP is an approach used to evaluate and help motivate and train individuals to move
from their present level of achievement to their desired level of achievement. NLP is a
pragmatic approach and a multi-dimensional process. It helps us to understand the
mental and cognitive processes behind individual behavior. NLP provides individuals’
with tools and skills to strive towards excellence. NLP tries to establish a system of
beliefs about what are we all about, what communication is, and how can we bring
changes in our lives. It is al so about personal discovery, creating own identity and
goals. It extends to understanding and relating to the higher 'spiritual' side of our being
and going beyond to reach the family, community and the world at large. NLP is not only
about competence and excellence but also about wisdom and vision.

The theories of NLP are based on certain presuppositions. Firstly, as human beings, we
can only perceive what reality is but it is not possible for us to know reality. Our
responses to the environment and our experiences are primarily sensorial. This is our
'neuro-linguistic' maps of reality not reality itself. The way we filter and perceive
information absorbed through our five senses from the world helps us to form our
unique mental maps of the world. This map determines our behavior and how we
interpret those behaviors. It is our map of reality that limits us or empowers us, not
reality itself. Secondly, there is a systematic process that binds the interactions within a
human being and between human beings and their environment is systemic. Ecology of
complex systems and sub-systems within ourselves, the society and the universe
interact with and mutually influence each other. It is not possible to completely isolate
any part from the rest of the system. These systems work on a self-organizing principle
and naturally seek a state of balance or homeostasis.

As human beings it is our endeavor to create the richest map and at the same time
respecting the systemic nature and ecology of ourselves and the world we live in. The
people who are most effective are the ones who have a map of the world that allows
them to perceive the greatest number of available choices and perspectives. NLP is a
way of enriching the choices available in the world around us. Excellence is a result of
having many choices while wisdom comes from having multiple perspectives.

(Image source: http://www.nlpacademy.co.uk)

A Brief History
In the early 1970’s Richard Bandler and his professor, John Grinder of California, USA,
wanted to develop models of human behavior to understand why certain people
seemed to be excellent at what they did, while others found the same tasks challenging
or nearly impossible to do. Bandler was studying at the University of Santa Cruz, where
he met John Grinder, an assistant professor of linguistics. They began to pursue a
curiosity about what differentiated excellent therapists from others. Their initial study of
the work of Fritz Perls, the founder of Gestalt therapy, and Virginia Satir, the family
therapist, resulted in a two volumes titled The Structure of Magic, which describe
language patterns that the authors identified as characteristic of excellent therapists.

Inspired by pioneers in fields of therapy and personal growth and development, Bandler
and Grinder began to develop systematic procedures and theories that formed the basis
of NLP. Their goal was to develop models of how it was that these people got the
results they did. They sought to identify and model the patterns that produced these
results and then to teach these models to others. These three gifted therapists were
quite different personalities, yet Grinder and Bandler discovered some underlying
patterns that were quite similar. These patterns became the underlying structure of
NLP.

A question often asked of NLP is that of whether it has a theory and whether it has
empirical research to support it? The answer to both is probably a ‘no’. As noted above,
authors in the field emphasize pragmatism, and have seldom shown interest in
articulating NLP as a theory. Because NLP has always aimed to model `what works’,
one can find evidence within its practices of an eclectic approach that draws from
(among other things) cognitive-behavioral approaches, Gestalt therapy, hypnotherapy,
family therapy, and brief therapy.

Principles of NLP
NLP is based on four operational principles:

1. Understand what outcome you want to achieve. It is important to have specific

outcomes. Many people do not have conscious outcomes and wander randomly
through life.
2. Have effective sensory awareness. In order to achieve outcomes it is necessary to
act and speak in certain ways.
3. Beflexible in behavior. . If it is not working it is important to do something different.
The idea is to vary your behavior until you get the results you want.
4. Take immediate action. It is also important to take action, since nothing ever
happens until someone takes the initiative.

Principle 1 - Achieving Outcomes

Without clear goals and objectives it is difficult to achieve anything in life. People without
focus do not have conscious outcomes. Many people have no idea as to what they want
but know what they don't want. Their life is based on keeping at bay things they don't
want. NLP is all about working towards what you want rather than what you do not want.
Without outcomes life becomes a process of wandering aimlessly like a ship without
radar. Once an outcome is determined and the goal is set you can begin to focus on
reaching that goal.

NLP lists certain well-formed conditions that outcomes should meet.

a) The outcome or goal needs to be clearly stated in positive terms. Outcomes must
be realistic and capable of being satisfied.
b) The outcome must be testable and demonstrable in sensory experience. There
must be an evidence procedure. With an evidence procedure for the outcome it is
possible to determine whether or not you are making progress towards achieving the
outcome.
c) The desired state must be sensory specific. You must be able to linguistically
express what you would look like, sound like and feel like if you reached your goal.
d) The outcome or desired state must be initiated and maintained by the individual.
This places the responsibility for achieving the outcome with the individual and not with
someone else. It is important to have an outcome in which you can change yourself or
your behavior so as to bring about a change in someone else.
e) The outcome must be contextualized. This means that outcomes must not be stated
as universals. You must never want something either 'all the time' or 'never', but only
under specific circumstances. In NLP the goal i is to make the choices or responses
available in the appropriate circumstances.
f) The desired outcome must preserve any positive product of the present state. If
this is not the case then symptom substitution may occur.
g) The outcome or desired state must be ecologically sound. You should consider the
consequences for yourself and for other people and not pursue outcomes that lead to
harm to yourself or other people.

Principle 2 - Sensory Awareness

Once you know your outcome you must next have sufficient sensory awareness to
know if you are moving towards it or not. NLP teaches the ability to calibrate or 'read'
people. This involves the ability to interpret changes in muscle tone, skin colour and
shininess, lower lip size and breathing rate and location. The NLP practitioner uses
these and other indications to determine what effect they are having on other people.
This information serves as feedback as to whether the other person is in the desired
state.

Principle 3 - Changing Behavior

The third operational principle of NLP is to vary your behavior until you get the response
you want.

If what you are doing isn't working, then you need to do something else. You should use
your sensory acuity to determine if what you are doing is leading you in the desired
direction of not. It what you are doing is leading towards your outcome, and then you
should continue. If, on the other hand, what you are doing is leading away from your
goals, then you should do something else.

Principle 4 - Time for Action

The fourth and final operational principle of NLP is to take action now. There is no place
for complacency or procrastination. NLP is about taking action now to change behavior
for you and for others, which will affect the present and the future. So the action has to
be taken here and now and not delayed.

Presupposition
There are certain presuppositions underlying NLP. These are things that are
presupposed in effective communication. Below each presupposition is explained in
more detail.

• The response determines the meaning of communication. In communication it is

usually assumed that you are transferring information to another person. You
have information that 'means' something to the other person and you intend for
the other person to understand what it is you intend to communicate.
 Frequently a person assumes that if they 'say what they mean to say', their
responsibility for the communication is over. Effective communicators realize that
their responsibility doesn't end when they finish talking. They realize that, for
practical purposes, what they communicate is what the other person thinks they
say and not what they intend to say. Often the two are quite different.

In communication it is important what the other person thinks you say and how
they respond. This requires that the person pays attention to the response they
are getting. If it is not the response they want, then they need to vary their own
communication until they get the desired response.

There are several major sources of 'misunderstanding' in communication. The

first arises from the fact that each person has a different life experience
associated with each word in the language. Frequently, what one person means
by a word (their complex equivalence for that word) may be something different
from what another person means by it. The second misunderstanding arises from
the failure to realize that a person's tone of voice and facial expression also
communicate information, and that the other person may respond to these as
much as they do to what is said. As the old saying goes: 'Actions speak louder
than words,' and in NLP people are trained that when the two are in conflict, the
person should pay more attention to the actions.

• Mind and body are parts of the same cybernetic system (cybernetics is the
science of systems and controls in animals, including humans, and machines)
and affect each other. In any cybernetic system the element or person in the
system with the widest range of behaviors or variability of choice will control the
system. Mind and body are parts of the same cybernetic system and affect each
other. There is no separate 'mind' and no separate 'body'. Both words refer to
aspects of the same 'whole' or 'gestalt', they act as one and they influence each
other in such a way that there is no separation.
 Anything that happens in one part of a cybernetic system, such as a human
being, will affect all other parts of that system. This means that the way a person
thinks affects how they feel and that the condition of their physical body affects
how they think. A person's perceptual input, internal thought process, emotional
process, physiological response and behavioral output all occur both
simultaneously and through time.

In practical terms, this means that a person can change how they think either by
directly changing how they think or by changing their physiology or other feelings.
Likewise, a person can change their physiology or their emotions by changing
how they think. One important corollary of this, which will be explored later, is the
importance of visualization and mental rehearsal in improving the conduct of any
activity.

• Behavior leads to adaptation. The current behavior of a person represents the

best available choice the individual has at that time. Behavior is to be evaluated
and appreciated or changed as appropriate in the context presented. The best
information about people is behavioral. Control in human systems refers to the
ability to influence the quality of a person's own and other people's experience in
the moment and through time.

The person with the greatest flexibility of behavior - that is, the number of ways of
interacting - will control the system. Choice is always preferable to no choice, and
more choice is always preferable to less choice. This also relates to the third
general principle of NLP, mentioned previously. This principle is that a person
needs to vary their behavior until they get their desired outcome. If what you are
doing is not working, vary the behavior and do something else. Anything else is
better than continuing with what doesn't work. Keep varying your behavior until
you find something that works.
• Experience is represented by language. Language is at a third semantic level.
First is the stimulus coming from the word? Second is the person's
representation of experience of that stimulus. Third is the person's description of
that experience by way of language. Language is not experience but a
representation of it. Words are merely arbitrary tokens used to represent things
the person sees, hears or feels. People who speak other languages use different
words to represent the same things that English speakers see, hear or feel. Also,
since each person has a unique set of things that they have seen, heard and felt
in their lives, their words have different meanings from each of them.

People are able to communicate effectively to the degree that these meanings
are similar. When they are too dissimilar, problems in communication begin to
arise.

• The map and the territory are not the same. Good communicators realize that the
representations they use to organize their experience of the world ('map') are not
the world ('territory').

It is important to distinguish between several semantic levels. First there is the

world. Second comes the person's experience of the world. This experience is
the person's 'map' or 'model' of the world and is different for each person. Every
individual creates a unique model of the world and thus lives in a somewhat
different reality from everyone else. You do not operate directly on the world but
on your experience of it. This experience may or may not be correct. To the
extent that your experience has a similar structure to the world it is correct and
this accounts for its usefulness.

A person's experience, map, model or representation of the world determines

how they will perceive the world and what choices they will see as available to
them. Many NLP techniques involve you changing your representation of the
 world to make it more useful and to bring it more into line with the way the world
actually is.

• People have all the resources they need to make the changes they want. It is
useful to make a distinction between behavior and self. Behavior is geared
towards adaptation. A person's behavior is determined by the context in which
that behavior originates.

Your reality is defined by your perceptions of the world. The behavior a person
exhibits is appropriate to their reality. All of a person's behavior, whether good or
bad, is an adaptation. Everything is useful in some context. All behavior is or was
adaptive, given the context in which it was learned. In another context it may not
be appropriate. People need to realize this and change their behavior when it is
appropriate to do so.

• Behind every behavior is a positive intent. A person makes the best choice
available to them at any moment in time, given which the person is and based on
all their life experiences and the choices they are aware of. If offered a better
choice they will take it.

In order to change someone's inappropriate behavior it is necessary to give them

other choices. Once this is done they will behave accordingly. NLP has
techniques for providing these additional choices. Also, in NLP we never take
away choices. We only provide more choices and explicitly contextualize the
existing choices.

• People have all they need to make changes they want to make. The task is to
locate or access those resources and to make them available in the appropriate
context. NLP provides techniques to accomplish this task.
 What this means in practice is that people do not need to spend time trying to
gain insight into their problems or in developing resources to deal with their
problems. They already have all the resources they need to deal with their
problems. All that is necessary is to access these resources and transfer them to
the current time frame.

• It is important to note that failure is another form of feedback. It is more valuable

for a person to view their experience in terms of a learning frame than in terms of
a failure frame. If a person doesn't succeed in something, that doesn't mean they
have failed. It just means that they have discovered one way not to do that
particular thing. The person then needs to vary their behavior until they find a
way to succeed.

(Source: adapted from http://www.businessballs.com)

The NLP Vocabulary

NLP consists of a set of powerful techniques to effect change. Some of these
techniques are as follows, with their definitions:

Anchoring: The process of associating an internal response with some external stimuli
so that the response may be reassessed.
Anchors: These may be natural or consciously set up.
Stacking anchors: The process of associating a number of events with one specific
anchor. This will strengthen the intensity of the subject's response to a specific anchor.
Collapsing anchors: A process of simultaneously triggering two incompatible
responses at the same time to neutralize a negative state.
Chaining anchors: A process by which a series of anchors is created to lead to a
desired state from an undesired state through a series of intermediate states.
Calibration: The process of reading a subject's internal responses in an ongoing
interaction by pairing them with observable behavioral cues.
Change history: A process of guiding a subject to re-experience a series of past
situations by the use of selective anchoring.
Reframing: A process used to look at a problematic behavior and separate it from the
positive intention to the internal part responsible for that behavior and also offering new
choices.
Associated state: Being fully present in a state so as to experience it kinesthetically.
Dissociated state: This means the person recreates a past experience from the
perspective of an onlooker.
Double kinesthetic dissociation: The process of watching yourself watching a film of
a past experience. This is used in cases of phobias and extreme psychic trauma.
Strategy: A set of explicit mental and behavioral steps used to achieve a specific
outcome. This is represented by a specific sequence of representational systems used
to carry out the specific steps.
Sub modalities: The sub-classification of external experience. Breaking it down into its
components of a picture, sound or feeling.
Rapport: The process of establishing a relationship with a subject that is harmonious
based on understanding and mutual confidence.
Applications of NLP

NLP has various applications - both personal and professional.

NLP in life
Personally NLP helps you to take control of your thoughts, emotions and behaviors. It
helps you stay motivated. NLP also helps identify life goals, set objectives clearly and
work towards achieving the desired outcome. This in turn helps align values around
finance, career, health, relationships and family for greater success. NLP also is about
having several choices therefore do not limit decisions and beliefs. Since NLP helps
release negative emotions and experiences from the past, it creates a desired self-
image. This in turn attracts right people which lead to better rapport with people. NLP
can therefore help establish healthier relationships and marriages. NLP helps take
control of one’s emotional state and in the process reduce stress, anxieties and
phobias. It heals mind and body and leads to improved state of being.

Getting What You Want More Easily With NLP:

Think of a specific goal you want to achieve.

Maybe it's to go back to school, learn a new skill, lose weight, get a new job, start a
family, get a raise, win a big contract, or buy an expensive car. Just make it something
specific and something you really want.
Write it down.

Now, READ the below instructions. Then, ACT on the instructions (in that order):
1. Close your eyes, and name the goal. "I want a new job."
2. Become aware of the feelings associated with the goal. If you picked a real goal,
there will probably be more than one.
3. Write down the words that describe all of the "feelings" - the actual words that come
to your mind.
4. Now, draw a line to start a new section on your paper.
5. Next, think of a goal you achieved in the past, that you are proud about.
6. Write it down, along with how you felt about it. "I got a good grade, and it felt great.
My teacher felt I deserved it, and we had to toil harder to make it happen. And in the
end, it felt great to have someone believe in me that much."
7. Now, read the two descriptions out loud. What do you notice about the difference?
Most of us have not recognized how much subtle "inside talk" goes on in our mind that
is unsupportive, demotivating or negative. It keeps playing inside our head like a stuck
record without us even realizing it.
The important question is: are the voices cheering you, motivating you, encouraging you
or are they like the nay-sayers, ne'er do-wells, critical parents who shut down the
positive messages?

NLP at work
NLP concepts and processes are being used in areas as diverse as developing
business plans and getting clarification of client needs - to - modeling successful
business leaders to be able to teach their methods to others. Neuro-Linguistic
Programming offers tools to the business world that can increase the effectiveness,
health and communication skills of people who need to work together. By getting a
"well-formed outcome" statement about the business goals and plans of the
organization, effective business strategies can be designed and created or modeled
from the people or project solutions that have been successful in the past. Effective
communication skills can help managers more clearly interact with upper management
and communicate with and inspire that manager's employees. By upgrading employees'
interpersonal awareness and communication skills, team projects can proceed more
elegantly and with less stress. Salary reviews can become deeply meaningful strategy,
goals clarification and feedback sessions.

Listed below are a few contexts in which NLP principles are at work:

A manager tailors her approach to staff development and motivation to the individual
thinking patterns of each staff member. In a performance review, she identifies the
employee’s motivation strategy, i.e. how the employee motivates him/herself, and
incorporates this naturally into the employee’s development plan. In her next meeting,
she uses conflict resolution techniques to resolve differences between three employees
working on the same project.

A team member presents a proposal in a planning meeting. He begins by gaining

rapport and accord in the group. He then incorporates highly valued criteria
representing each faction in the team into the design and communication of his idea.
This makes the idea more accessible to each participant in the meeting, and therefore
more persuasive.
A saleswoman uses precision questioning to understand how her customer has been
using the product she represents. She teaches the customer how to make the product
work more effectively and go farther. In the process of gathering information she
uncovers another area in which her products may be able to help the customer.

A customer service representative handles a call from an irate customer. She

establishes rapport with the customer, gently leads him into a calmer state of mind,
pinpoints the problem, and solves it. After the grateful customer hangs up, she takes a
moment or two to shift herself into a more resourceful state of mind.

An internal consultant is part of an international project. He notices cross-cultural

communication problems developing between project team members. Reading their
non-verbal cues, he “translates” each group’s intentions to the other group and prevents
delays in the project due to misunderstandings.

What is in it for me as a trainer?

NLP can be used as a tool and gain insight into

• Becoming very effective and influential communicators
• Feeling more in charge of oneself rather than circumstances
• Developing and becoming more effective in their personal and working lives.

NLP is a way of understanding how each of us experiences life, of understanding

ourselves and others in a deeper way

NLP is what you make it

It depends on what and how you want to use it:
• as part of a therapeutic process
• to ethically or unethically sell something
• to grow your business or develop your managerial abilities
• to influence people
• to empower people with whom you live or work
• to be better in your sport
• to empower your children and help them believe in themselves
• to train soldiers to fire guns or missiles
• to help people overcome fears and phobias
• to improve your results as an educator/ trainer
• to contribute to your community
• to improve your sporting skills
• to become better friends with yourself - or others