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Building Bridges: The Art of Creating Rapport in Communication

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Have you ever wondered how some people have an effortless ability to capture anyone’s attention? They seem to effortlessly engage with others without even trying. The secret to their success lies in their ability to establish rapport.

Rapport is the process of eliciting and holding the unconscious attention of another person or group of people with the goal of facilitating communication. It occurs spontaneously when someone is interested in someone else, or in something they are doing or saying. It is the process of eliciting and holding the unconscious attention of another person or group of people with the goal of facilitating communication.

Rapport is an essential component of successful communication, particularly when there is an outcome that needs to be achieved. It is not about likability or being liked but about establishing a connection that enables communication to flow seamlessly.

According to Chris and Jules Collingwood, the co-creators of the first postgraduate qualification in NLP, rapport is essential to the success of any communication that has an outcome. In other words, it is necessary to achieve the desired outcome of any communication. So, how do you create rapport?

There are various methods of building rapport, and some of the most common ones are physiological, verbal, and nonverbal. Physiological rapport involves matching someone’s posture, breathing, and gestures. Verbal rapport, referred to as pacing, involves making statements that match a person’s ongoing experience, while non-verbal rapport involves matching the tempo and volume of someone’s voice.

John Grinder, another co-creator of NLP, has identified rapport as the first of three essential elements for creating change in someone’s perception, and thus, influencing them. This highlights the critical role that rapport plays in successful communication.

Exceptionally effective communicators understand the importance of rapport and strive to create it in all of their interactions. As co-creator of Dr. John Grinder has said, “attention is the currency of relationships,” and creating rapport is essential for capturing and maintaining that attention. By understanding the techniques and principles of rapport, you can increase your effectiveness as a communicator and achieve better outcomes in your interactions with others.

In summary, the art of creating rapport is a critical component of successful communication. By understanding the techniques and principles of rapport, you can increase your effectiveness as a communicator and achieve better outcomes in your interactions with others. Remember, if you want to succeed in communication, you need to prioritise creating and maintaining rapport.

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(Note: If you would like to learn more about the New Code of NLP you can get a copy of  our latest Kindle book ‘AEGIS: Patterns for extending your reach in life, work & leisure’ by Jules Collingwood, NLP Trainer. For only $4.99 here).

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The Power of Framing: How to Direct Communication for Positive Outcomes

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Communication is the foundation of human interaction, but effective communication requires more than just words. One important aspect of communication is framing, or setting the limits and parameters for an exchange. Whether conscious or unconscious, frames operate in every aspect of human interaction, from cultural norms to personal conversations. Understanding framing can help circumvent misunderstandings and guide conversations towards positive outcomes.

At the largest scope, frames encompass culturally shared ideas and expectations about the way the world should operate. These frames are often unconscious and outside of individuals’ awareness. They are instilled through modelling by children of that culture and enforced through culturally-approved sanctions. For example, legal systems set frames for acceptable behaviour within a culture, and “ignorance is no defence” is a common cultural frame that operates outside of conscious awareness.

However, individuals can gain traction for their frames by deliberately articulating them and getting agreement from other parties. This can lead to relevant discussions and facilitate positive outcomes. In negotiations, meetings, coaching, and therapy, framing can imbue otherwise unusual questions with a sense of safety, giving the recipient agency and choice in the conversation.

To identify frames in play, it is important to observe initiating behaviour and responses and attend to inferences that frame speech. Specific frames, such as outcome or desired state frames, present state frames, backtrack frames, ecology frames, ‘as if’ frames, and intention frames, can also be used to guide communication towards positive outcomes.

The concept of framing is an essential component of Neuro-Linguistic Programming (NLP), which is a method of communication and personal development. The NLP corpus provides specific frames that can be used to gain agreement and facilitate positive outcomes in conversations, negotiations, and therapy.

One such frame is the Outcome Frame, which involves describing the desired state in all representational systems. In other words, it is a way of articulating the end goal of a conversation or negotiation. This frame can help individuals stay focused on the outcome and work towards achieving it.

Another frame is the Present State Frame, which is used to identify an individual’s current state in relation to the desired outcome. This frame can be elicited by asking “what prevents you from having your outcome?” and can help identify obstacles that need to be overcome to achieve the desired outcome.

The Backtrack Frame is a review of the last portion of the discussion, covering verbal and nonverbal elements. Its function is to review and summarise the prior information, gain agreement on the information up to this point in the discussion, and update new participants. This frame can help ensure that everyone is on the same page and has a clear understanding of the discussion’s direction.

The As If Frame is another type of frame that accesses a different perceptual framework. This can be especially useful if the subject is currently ‘stuck’. There are several types of As If frames, including Temporal Shift, Person Shift, and Information Shift. These frames can be used to shift the subject’s focus and help them view the situation from a different perspective.

The Ecology Frame is an ongoing check of the consequences of interventions. It involves considering the impact of actions on oneself, others, and the environment. This frame can help ensure that actions are aligned with values and principles and that they are sustainable in the long term.

The Intention Frame involves defining what something is for, as in “what do you want that outcome for?” This frame can help identify the underlying motivation behind a goal or desire and ensure that it aligns with personal values and principles.

Finally, the Context Frame involves defining the context within which the person has the present state and the outcome. This frame can help identify cultural presuppositions in the context and ensure that communication is culturally sensitive and appropriate.

In conclusion, the use of frames can be a powerful tool in communication, negotiation, and therapy. By deliberately articulating frames and gaining agreement from other parties, individuals can lead to relevant discussions and facilitate positive outcomes. The specific frames provided by NLP, such as the Outcome Frame, Present State Frame, Backtrack Frame, As If Frame, Ecology Frame, Intention Frame, and Context Frame, can help individuals navigate complex situations and achieve their desired outcomes.

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(Note: If you would like to learn more about the New Code of NLP you can get a copy of  our latest Kindle book ‘AEGIS: Patterns for extending your reach in life, work & leisure’ by Jules Collingwood, NLP Trainer. For only $4.99 here).

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Reframing Neuro-Linguistic Programming: The Shift from Classic to New Code and the Imperative of Self-Application

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Neuro-Linguistic Programming (NLP) has long been a part of the self-improvement and behavioural change industry. By modelling successful behaviour and mindsets, it offers a diverse range of processes designed to promote personal transformation. However, as with any discipline, the field of NLP has limitations. These become particularly evident when considering the application of NLP patterns to oneself. This article focuses on a major shift within the field, from the Classic Code of NLP (the original) to the New Code, highlighting how this transformational approach addresses the issues related to self-application of NLP.

It is common for students and practitioners of the Classic Code of NLP to encounter difficulties with self-application. This challenge, often overlooked in mainstream training, poses a serious impediment to mastering NLP and deriving personal benefits from it. Short NLP programs, many promising proficiency in as little as five to seven days, contribute to this predicament. By relying on scripted techniques, these programs often produce practitioners who lack the ability or inclination to apply NLP patterns to themselves.

To address this predicament, the New Code of NLP, along with our postgraduate program, provides the opportunity for students to develop a deeper understanding and ability to apply NLP patterns both with others and, importantly, with themselves. A key element in this transformation is mastering the patterns through self-application, a process that equips students with the capacity to modulate and alter their emotional states and patterns of behaviours effectively.

The New Code isn’t just a reaction to the limitations of the Classic Code; rather, it’s an evolution of the original framework, fixing historical discrepancies that have emerged over time. John Grinder and Richard Bandler, co-founders of NLP, indeed demonstrated exceptional communication and change skills, but at the time they failed to articulate specific criteria for learning and teaching their material, inadvertently paving the way for other people to produce scripted techniques and content models.

The New Code, by contrast, provides clear benchmarking criteria for classifying material within the domain of NLP. It demands the application of minimal yet sufficient elements for change and exploration, making the NLP technology more easily applicable, ecologically sensitive, and widely transferable. This updated approach ensures that anyone can gain the benefits of this profound discipline, extending its influence beyond the realm of practitioners to everyday individuals seeking personal development.

The shift to the New Code in our postgraduate program doesn’t require a complete departure from the foundations laid down by Grinder and Bandler. Instead, it offers a more refined understanding of the principles of NLP. The new code design respects and elucidates the principles of the New Code, introducing appropriate material and re-coding some of the classic code formats for systemic and ecological content-free use. By grounding NLP education in first principles, our students not only learn to be adaptable when applying NLP with others but also master the vital skill of self-application.

In conclusion, the shift from the Classic Code of NLP to the New Code and the emphasis on self-application marks a pivotal moment in the field. This evolution of NLP, represented by the New Code, takes the discipline to a new level, improving its efficacy and making it more accessible to a wider audience, while maintaining fidelity to its founding principles.

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(Note: If you would like to learn more about the New Code of NLP you can get a copy of  our latest Kindle book ‘AEGIS: Patterns for extending your reach in life, work & leisure’ by Jules Collingwood, NLP Trainer. For only $4.99 here).

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How NLP Can Help You in Business

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As human beings, we like to think of ourselves as social animals. But when it comes to managing other people, it turns out that this skill set is not necessarily intuitive. Effective management requires the ability to articulate both your own intentions and the larger intentions of the firm. In addition, managers must be aware of the patterns in their organisation and the shifts that need to occur to embrace change.

Anecdotal reports suggest that managers are aware when requests and orders are not filled correctly or in a timely fashion, but do not know how to identify what stops this from happening. This lack of knowledge can lead to complaints from staff about intimidation, micro-management, inadequate supervision, incomplete instructions, and lack of access to their managers.

Formal training in managing people is a relatively new concept and is often applied reactively when a manager becomes the subject of too many complaints. Most managers won their first positions by becoming sufficiently competent in their own field that they were promoted out of it to manage others. However, there are interventions that can be implemented to improve communication and create a more positive workplace culture.

One effective method to promote a questioning culture in the workplace is to encourage staff to ask questions of their superiors to clarify their understanding. This intervention prompts staff to ask for managers’ intentions and information to clarify unclear or unusual requests. Over time, the quality of communication improves throughout the organisation and dialogue becomes more acceptable. A built-in by-product is that more work is done in a timely fashion as staff are operating inside a known context.

Another intervention is to teach managers to identify and articulate their intentions to staff so work orders exist inside a frame of the firm’s direction. When this class of information cascades down throughout a firm, staff and managers at all levels carry clear representations of the firm’s direction and the destination and function of their own work and other related activity. Learning to identify and articulate intentions for all requests, instructions, and orders is a simple matter as the benefits become apparent to learners immediately.

Neuro-Linguistic Programming  (NLP) can also be a valuable tool in business to improve communication and identify patterns in an organisation. NLP can help managers analyse language patterns to understand how staff members are responding to requests and orders. By analysing patterns, managers can identify the various shifts that need to occur for an organisation to embrace change. It is possible to identify the priority functions, projects, and teams to work with to move quickly towards desired outcomes and goals.

In conclusion, managing people is a skill that requires conscious effort and effective communication. By creating a questioning culture and teaching managers to identify and articulate their intentions, organisations can improve communication and create a more positive workplace culture. Additionally, tools like natural language processing can help identify patterns and facilitate change. With these interventions, managers can become more effective in their roles and help their organisations achieve their goals.

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(Note: If you would like to learn more about the New Code of NLP you can get a copy of  our latest Kindle book ‘AEGIS: Patterns for extending your reach in life, work & leisure’ by Jules Collingwood, NLP Trainer. For only $4.99 here).

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The Fascinating History of Neuro-Linguistic Programming (NLP)

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Neuro-Linguistic Programming (NLP) has become an increasingly popular approach in personal development, communication, and therapy. But where did it come from?

NLP was developed in the early 1970s by John Grinder, an assistant professor of linguistics at the University of California, Santa Cruz, Richard Bandler, an undergraduate psychology student and another undergraduate student, Frank Pucelik. They started by modelling the skills of Fritz Perls, the founder of Gestalt therapy. Bandler’s intuitive skills in Gestalt therapy were unconscious, so he couldn’t pass them on explicitly to others. The goal was to make the implicit skills explicit so they could be taught.

Grinder was able to achieve similar results to Bandler with clients and identified specific language patterns that Bandler was using unconsciously. Grinder, with his academic background in linguistics, recognised these patterns as belonging to a particular class of language patterns in linguistics, and was able to extend the collection of patterns to include others from the same class. Bandler and Grinder then tested the patterns and formulated the first model of NLP, the Meta Model.

The Meta Model provides a way of obtaining high-quality information from clients by responding to the form of their language. This model has proven useful in contexts such as business consulting, management, and any other context where obtaining high-quality information in human communication is critical.

Bandler and Grinder continued their modelling work and developed the representational system model, the eye accessing cue model, and the Milton model. The representational system model states that we represent our experience in the world with visual images, auditory representations, and sensations. By understanding the processes of how people use their representations, we can help others (and ourselves) create change. The Milton model, a linguistic model of the language patterns used by psychiatrist Milton H. Erickson MD to do therapeutic hypnosis, provides a method for communicating with the unconscious mind.

In the early 1980s, Bandler and NLP developers Connirae and Steve Andreas did significant work on developing the submodality model of NLP. Submodalities are the sensory elements that make up our representations, and this model has become an integral part of NLP.

Recent developments in the field of NLP have seen a major shift in emphasis towards a more balanced relationship between the conscious and unconscious mind, with the advent of the new code of NLP. This reorganisation was spearheaded by the co-creator of NLP, John Grinder, and his partners Judith DeLozier and then Carmen Bostic St Clair in the 1980s and through to the 2020s. Their work resulted in a new code that places an explicit focus on the separation of NLP modelling from NLP applications and recommendations for research methodology, with an emphasis on harnessing the capabilities of the unconscious mind.

One of the key features of the new code of NLP is its recognition of different roles for the conscious and unconscious minds in achieving change. While the conscious mind is responsible for gathering and arranging information for potential change, the unconscious mind provides the resources for implementing that change. Researchers are now recognizing the benefits of this approach, with recent studies published in a leading scientific journal highlighting the importance of the unconscious mind in making major decisions (Dijksterhuis et al, 2006).

Moreover, the new code of NLP places a greater focus on working with the influencer of behaviour: a person’s state of mind. By assisting individuals to achieve states of high performance and resourcefulness, their unconscious mind becomes more able to develop greater range and flexibility in their behaviour. The situation where change is desired becomes part of the process. The development of the new code of NLP has thus opened up exciting new avenues for understanding the workings of the human mind and creating positive change in individuals, organisations and society at large.

In conclusion, the history of NLP is a fascinating one. It started with the simple goal of making implicit skills explicit in the context of psychotherapy and has developed into a comprehensive approach for personal development, communication, management, coaching and therapy. By understanding the different models of NLP and their applications, individuals can achieve success and make meaningful changes in their lives.

References

Dijksterhuis, A., Bos, M. W., Nordgren, L. F., & van Baaren, R. B. (2006). On making the right choice: The deliberation-without-attention effect. Science, 311, 1005–1007.

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(Note: If you would like to learn more about the New Code of NLP you can get a copy of  our latest Kindle book ‘AEGIS: Patterns for extending your reach in life, work & leisure’ by Jules Collingwood, NLP Trainer. For only $4.99 here).

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Psychological Research and NLP

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Neuro-Linguistic Programming (NLP) is a psychological approach that aims to model the structure of expertise and expert performance and the patterns of communication that accompany them. Despite its popularity, the scientific validity of NLP has been questioned due to methodological errors in some of the studies conducted. In this article, we will explore the science behind NLP and address some of the methodological issues raised by critics.

One important aspect of NLP research is understanding the associative nature of the human nervous system. Pavlov’s famous experiments with dogs and bells illustrated the basic psychological understanding of association. NLP studies have occasionally overlooked the lessons learned from associative learning research. For example, Dorn (1983) attempted to determine participants’ preferred representational systems (PRS) by having them select one word out of three sets of visual, auditory, and kinaesthetic words. However, this study overlooked the fact that participants might choose a word based on its specific associations rather than their PRS.

Another important consideration in NLP research is the impact of context. Humans function within and are influenced by context, which significantly affects processing across a wide range of cognitive domains, including learning, memory, language interpretation, problem solving, and perception. The confounding and influential effects of context significantly affect processing in memory experiments, as well as in language interpretation, perception, and problem-solving. In a classic example of context-dependent memory, Baddeley and Godden (1975) tested the memory of participants in two different environments: underwater and on land. They found that participants recalled more words learned in the same environment where they were tested. The impact of context on NLP is also significant. For instance, Einspruch and Forman (1985) noted that the representational system in which information is stored or retrieved is highly contextualised and varies with the situation, directly influencing the system used. They also highlighted the importance of context in determining the meaning and structure of any communication.

Experimental design considerations are also critical to NLP research. Sharpley (1987) rightly pointed out that some of the methodological objections raised by Einspruch and Forman unnecessarily discounted a large number of potentially valuable results. However, an analysis of the literature reviews and the studies to which they refer revealed consistent oversights of vital distinctions necessary for scientific enquiry into NLP to succeed. NLP graduates are already trained in these core patterns, but it is important to integrate this knowledge into future design methodologies in NLP research.

In conclusion, the science behind NLP requires a deep understanding of the associative nature of the human nervous system, the impact of context on human functioning, and experimental design considerations. These factors have been overlooked in some studies, but their integration into future research can improve the scientific validity of NLP. While some criticisms of NLP may be valid, it is important to acknowledge the potential benefits of this approach and conduct rigorous studies to explore its effectiveness.

References

Balsam, P.D. & Tomie, A. (1985) Context and Learning. Hillsdale, NJ: Lawrence Erlbaum Associates.

Bandler, R., & Grinder, J. (1979). Frogs into princes : neuro linguistic programming. Moab, Utah: Real People Press.

Dorn, F. (1983). Assessing primary representational system (PRS) preference for Neuro-Linguistic Programming (NLP) using three methods. Counselor Education and Supervision Vol 23(2) Dec 1983, 149-156, 23, 149-156.

Einspruch, E. L., & Forman, B. D. (1985). Observations Concerning Research Literature on Neuro-Linguistic Programming. Journal of Counseling Psychology, 32(4), 589-596.

Elich, M., Thompson, R. W., & Miller, L. (1985). Mental imagery as revealed by eye movements and spoken predicates: A test of neurolinguistic programming. Journal of Counseling Psychology, 32(4), 622-625.

Falzett, W. (1981). Matched versus unmatched primary representational systems and their relationship to perceived trustworthiness in a counseling analog. Journal of Counseling Psychology, 28, 305-308.

Godden, D. R., & Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66, 325 – 331.

Gumm, W., Walker, M., & Day, H. (1982). Neurolinguistic programming: Method or myth? Journal of Counseling Psychology, 29, 327-330.

Miller, R.R. & Schachtman, T.R. (1985): The Several Roles of Context at the Time of Retrieval. In P.D. Balsam & A. Tomie (Eds.), Context and Learning. Hillsdale, NJ: Lawrence Erlbaum Associates.

Pavlov, I. P. (1927). Conditioned reflexes. London: Routledge and Kegan Paul.

Mitchell, D.C. (1994): Sentence parsing, in Morton Ann Gernsbacher (ed.), Handbook of psycholinguistics, Academic Press

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(Note: If you would like to learn more about the New Code of NLP you can get a copy of  our latest Kindle book ‘AEGIS: Patterns for extending your reach in life, work & leisure’ by Jules Collingwood, NLP Trainer. For only $4.99 here).

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Flow States for Peak Performance

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In today’s hyper-connected world you are expected to be able to respond to an incredibly diverse range of tasks without any compromise to performance.

Phone calls, interruptions, changes to plans, difficult new information, people issues, impromptu meetings and unforeseen circumstances all contrive to pull you from an ideal state of focus and effectiveness.

Our outcome as managers and professionals is getting more done in less time without compromising quality.

Knowing how to activate and maintain high performance states allows you to maintain control as you switch from one type of activity to another while managing interruptions without any significant loss of quality output.

In this series of posts I will be exploring the relationship between skills, mindset, our states/emotions and our performance. I will then describe the structure of high-performance ‘flow’ states and how to access and activate them for the purpose of increasing personal performance.

As you read this series about developing and activating flow states go ahead and test the simple patterns that I describe and note how this impacts on your performance.

What is flow?

There is a growing awareness of a psychological phenomena associated with high performance called flow. This is an experience where the person is fully engrossed in an activity to the extent that nothing else seems to matter and in which they are performing at the edge of their capacity.

Being in a flow state is typically pleasurable and in some instances the person experiences a distortion of their experience of time. What is a flow state?

The original work was developed by the psychologist Mihaly Csikszentmihalyi who described flow as

“…being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you’re using your skills to the utmost.”

Knowing the structure of flow states and the contextual conditions in which they occur enables people to deliberately activate this desired state to bootstrap their performance.

In a future post I will unpack the features of a flow state and describe ways that high performance flow states can be activated deliberately and applied to situations of your choice to enhance your performance.

When and where do flow states occur?

What are the contextual conditions where flow states naturally occur for an individual? Consider for a moment any experience where you were fully engaged and absorbed in an activity, where you lost your sense of time passing and in which you performed exquisitely well.

In that example you were probably doing something in which you were skilled. There was a challenge in what you were doing and you were stretched to the edge of your ability in doing that task in that situation.

Flow occurs when a person is engaged in a task that they are skilled at, in a context that provides enough challenge for them to stretch themselves. The challenge in that context must not exceed their capacity nor must the challenge be too easy.

If in your work you manage or lead others, consider giving tasks to the people you lead that is challenging enough and is within their capacity. Consider how you can organise your work to provide enough challenge for yourself. In the next post I will explore motivation and flow.

Motivation and Flow States

Intrinsic or self motivation is an essential component of and prerequisite for entering and maintaining a flow state. Intrinsic motivation is where you are interested in the context that you are in and the task you are engaging in within that context. 

I used to teach with a psychiatrist who told me the story of how as a young man he was almost thrown out of his medical degree for underperforming. He reminded himself that he was doing his undergraduate medical degree so that he could later do post grad studies to become a psychiatrist. He made a decision “I might as well make this interesting”. He loved history so he then reframmed medicine as history. He put himself into a state of interest in relation to his studies and then performed exceptionally well. 

Once interested and motivated he was able to fully engage himself in his studies. Consider examples from your personal history where you performed well and note, were you interested in the context, the outcome and task (intrinsically motivated)? Did you want to achieve your outcome or intention? 

Features of Flow States

People who are embodied in high performance flow states have minimal muscular tension in their physiology. Typically their breathing is even and their attention is externally focused on the world and the task or activity that they are engaged in. 

If you observe someone who is in a flow state and performing exceptionally well you might notice that there is a symmetry in their body. That they have a soft focus with they eyes and that their attention is on the world around them. As well as a steady soft focus their peripheral vision is typically engaged and open. 

When in a high performance flow state the person has a complete lack of self-reflection. They are fully absorbed in the task that they are doing. There is a complete absence of internal dialogue. 

Contrast this with someone who is performing poorly. Their focus is often tunnel vision. They have a lot of internal dialogue and they are often self-reflecting as they attempt to do the task or activity.

Physiology, state and performance 

A by product of naming a category is that we have to use language and may make an artificial distinction that is epistemologically shoddy. For example, separating mind and body linguistically directs our thinking to make that metaphor concrete. How do we decide what falls into the category called Mind and the category called Body?

Physiology does not distinguish between mind and body. The brain is included naturally.

In any state we are using physiology, breathing and sensory attention in a particular manner. If we change our breathing, the way we are holding ourselves or moving will alter. If we change our  physiology or shift how we use our senses our state changes.

There is a relationship between our physiology, breathing pattern and #state. This is fundamental to developing, accessing, activating and applying flow states and is nicely described in a model developed by the linguist and co-creator of Neuro-Linguistic Programming John Grinder which he called ‘The Chain of Excellence’.

The model holds that a person’s #performance is a function of their state. To change state change physiology and a simple way to change physiology is to change one’s breathing pattern.

Exploring flow states

Most people have experienced being in a high performance flow state. One way to explore any state is comparing and contrasting it with a different state. This is one of the most basic ways in which we learn. We are creating what the anthropologist Gregory Bateson calls “news of difference”. 

To do this, identify two states for the contrast. Take an example of when you were in a flow state and select an example of when you were performing below par. 

The next step is to reactivate each state separately. To do this, take your example of the flow state and remember when and where you experienced the state and the circumstances. Can you remember what you saw, heard and felt at the time? Make sure the memory is life size, three dimensional and moving. Take the position as if you are reliving the experience, looking out of your eyes, listening through your ears, aware of posture and pattern of breathing. Then shake off the state and repeat the exercise using the subpar state.

Compare the experiences of the two states noting differences in posture, breathing and muscular tension, and attention variables: focus vs peripheral vision, external sound vs internal dialogue. 

Generating flow states Using Sense Memory

As applied in the previous post, one way to access a high-performance flow state is through reactivating an example from one’s own history. 

When we do this we are bringing conscious attention to the sights, sounds and sensations we experienced there at that time. Method actors refer to this as Sense Memory. It is an approach to activating and embodying desired states to bring a character to life.

A potential risk of using sense memory to reactivate a state is that the state may have undesired historical associations that reduce the quality of the result when we apply the reactivated state to the context where we want to improve our performance.

Another way to activate a high-performance flow state is using games or activities that generate a high-performance flow state free of history and associations.

The activity produces a high-performance flow state as a by product of the activity. The state is content free, produced in the present and can be applied to any context where we want it. 

Defining the context for enhancing our performance

High-performance flow states can be applied to situations, times and places to increase our performance significantly. First we need to identify and prepare the context where we want to boost our performance.

Ask yourself, ‘Is there a situation, time and place where I produce poor performance?’. When you have chosen a context, explore it with sense memory (see earlier post). Place yourself mentally back in that situation, time and place and bring it to life around you. 

Take an inventory of your state in that situation. How is your posture, movement and breathing pattern? How are you attending with your senses?

Now ‘step back’ from that situation and act ‘as if’ you can observe yourself in that context. 

Consider, if I were to increase my performance noticeably in that context, what would be the consequences to productivity, effectiveness and personal accomplishment?

Now you have defined and prepared the context you are ready to create a flow state for that context.

Generating flow states using activities

There are a number of games already developed for generating flow states as byproducts of the activities. I will describe the principles of game design so that you can explore this for yourself, instead of describing the specific games that I use with clients. 

Juggling with one addition is an activity that can be used to generate a high #performance flow state. What are the features of learning to juggle that produce a flow state? 

Juggling has a variable set of conditions to produce challenge. When first learning to juggle you start with just one ball, then progress to two balls and then to three. You have enough challenge based on your level of skill. For some people using one or two balls correctly with an even rhythm an even arc can produce sufficient challenge for a person to perform at the edge of their ability. 

Automation. As you progress, tossing and catching the ball/s will automate. The basic movements will become unconsciously competent. 

External attention and stimulation of peripheral vision. Juggling the balls in a steady, even rhythm automatically stimulates and opens up peripheral vision. Your visual attention will be external. 

Juggling has other features that can generate a flow state In addition to the features described in the last post.

Physiology. Juggling uses both sides of your body and thus activates both brain hemispheres. To succeed you must use your physiology in a resourceful manner with upright balanced posture and even breathing. Typically people breathe with an even rhythm when in highly resourceful states.

Ideally you want to have minimal muscular tension in your body as you juggle. There should be varying tension only in the muscles you need to make the toss and catch. 

Reduced internal dialogue. To do this I suggest you add a ‘content free’ auditory task to your juggling such as reciting multiplication tables out loud. This not only helps to keep your chosen rhythm, it also has the same function as a mantra used in meditation. 

Feedback on performance. In most games feedback is provided by the coach. In juggling the feedback is provided through dropping the ball. You pick up the ball, re-adjust your attention and physiology and begin again.

Juggling with an auditory task for about 15 minutes without dropping the balls will typically develop a flow state. 

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What is NLP (Neuro-Linguistic Programming)?

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NLP explores the relationship between how we think (neuro), how we communicate both verbally and non-verbally (linguistic) and our patterns of behaviour and emotion (programmes) (Collingwood & Collingwood; 2001).

It is both an epistemology, in that it studies how we know what we know and a methodology for creating practical descriptions of how we function as human beings. The purpose of NLP is to study, describe and transfer models of human excellence. (Modelling).

There are a number of other descriptions of what is NLP. The founders of NLP Dr. John Grinder and Richard Bandler defined NLP as “the study of the structure of subjective experience” (Dilts et al; 1980). Judith DeLozier and John Grinder (1987) define NLP as “an accelerated learning strategy for the detection and utilisation of patterns in the world“. We think of NLP as a field that explores “the patterns of organisation of effective human intuition” (Collingwood & Collingwood; 2001). Through modelling an expert’s intuitive application of their skill, we can as Neuro-Linguistic Programmers, have those patterns of organisation for ourselves and / or make them available to others. Modelling is the core function of NLP, learning to model (self and others) the core activity of well designed NLP practitioner and NLP master practitioner certification trainings. It is certainly at the core of our postgraduate qualification in NLP – 10970NAT Graduate Certificate in Neuro-Linguistic Programming.

The most precise definition is made by John Grinder and is found on the back cover page of our book The NLP Field Guide part 1 (2001). Grinder states “NLP is a meta-discipline which focuses on the discovery and coding of patterns which distinguish the most capable of the practitioners of some particular discipline (managerial practice, medical practice, sports, therapy…) from the average practitioner. These distinguishing patterns are the substance of NLP”.

For practical purposes, learning NLP thoroughly will give you an edge when it comes to self management, creative and abstract thinking, communicating with other people in multiple contexts and increasing your skill levels at work and in private life. Specifically, you will sharpen your observation and listening ability and identify patterns in people’s behaviour and language so you can respond to the subtext of their communication. You will learn to communicate more effectively, create descriptions others can understand quickly and ask apposite and penetrating questions that lead their thinking in useful directions. Cut through distractions or make conversation that is well received. Your own thinking will benefit from these skills as you learn to identify the direction you want to take in action and interaction. These benefits only happen to their full extent with live training and class room practice of the full syllabus. If you settle for a short “practitioner” course, the chances are you will be given a sheaf of scripts which limit your ability to use the material creatively and naturally in real life.

References:

Collingwood, Jules., Collingwood, Chris. (2001) The NLP Field Guide; Part 1. A reference manual of Practitioner level patterns. Sydney, Australia: Emergent Publications.

Collingwood, Jules. (2016) Aegis; Patterns for extending your reach in life, work and leisure. Sydney, Australia: Emergent Publications.

DeLozier, Judith., Grinder, John. (1987) Turtles all the Way Down; Prerequisites to Personal Genius. Bonny Doon CA: Grinder, DeLozier and Associates.

Dilts, Robert., Grinder, John., Bandler, Richard., Cameron-Bandler, Leslie., DeLozier, Judith. (1980) Neuro-Linguistic Programming Volume 1; The study of the structure of subjective experience. Cupertino, CA: Meta Publications

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(Note: If you would like to learn more about the New Code of NLP you can get a copy of  our latest Kindle book ‘AEGIS: Patterns for extending your reach in life, work & leisure’ by Jules Collingwood, NLP Trainer. For only $4.99 here).

By Jules Collingwood, NLP Trainer at INSPIRITIVE

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Swish stories and formats

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Running the Swish Successfully and Otherwise

Many people in the NLP community are willing to use the Swish as a stand alone process. They claim success using the Standard or Distance Swish by itself with a variety of habitual acts. Given the importance of protecting subjects’ higher level intentions and ecology, I wonder about the time frame in which some of these results hold up.

Here is an example of typical consequences of a stand alone Swish. During a short conversation with someone at their workplace, they mentioned that they bit their nails and had done since childhood. Was there a quick fix that would take less than 10 minutes? They were made aware of the lack of ecology but wanted to try it out. One Swish later, they stopped biting their nails. Three weeks later, the same person observed that since stopping biting their nails, they were aware of an uncomfortable state. The state went away if they brought their nails to their mouth. There was time to explore the state and do a full piece of work, so the person kept their nails and sorted out the underlying state.

Some years ago a student wanted to experiment using the Swish to find out if it was sufficient for him to stop smoking with no other intervention. This was an interesting idea. Usually, smoking is associated with lots of intentions for doing it, for stopping it and for participating in social and business milieux in which it does and does not take place. This is one topic where it is extremely useful to gather high quality information and make a systemic approach to change. The Swish can be an excellent end piece after everything else has been addressed.

The student who wanted to experiment chose the visual system for both representations. He chose separate images for a cigarette in the left hand, in the right hand, lit and unlit, in each case with the hand approaching his face. Then he ran the Swish separately for each image. He reported a few days later that for the first day he had been unable to extract a cigarette from a packet, but he still felt a strong desire to smoke. This is not surprising. When the student explored the rest of his own system and made changes with reference to smoking, he was able to give it up comfortably and congruently. He lost the physiological and state based desire, when the intentions for their presence were addressed. This complemented the initial Swish and he remains a willing and easy non-smoker.

Provided the Swish is used ecologically as part of a suite of interventions, it can be applied usefully to any unwanted recurring behaviour or state. It is best known for breaking unwanted habitual behaviour, but unwanted states can be construed as behaviour and will respond to a Swish. A Swish is a form of shunt, where one state is shunted directly to another, using representations with specific submodalities shifted at high speed. , 

“Provided the Swish is used ecologically it can be applied usefully to any unwanted recurring behaviour or state”

Some say the Swish supersedes the N-Step Reframe – Not So.

The N-Step Reframe used to be called 6 Step Reframing, but Grinder changed its name. This is Bostic and Grinder’s N-Step instructions from p. 155 of “Whispering in the Wind”.

Identify the behaviour(s) to be changed

  1. Establish a reliable involuntary signal system with the unconscious
  2. Confirm that there is a positive intention(s) behind the behaviour(s) to be changed
  3. Generate a set of alternatives as good or better than the original behaviour(s) in satisfying the positive intention(s)
  4. Get the unconscious to accept responsibility for implementation
  5. Ecological check

“The N-Step Reframe used to be called 6 Step Reframing, but Grinder changed its name”

There is a belief in the NLP community that anything the N-Step Reframe can address, the Swish can change more quickly and with less effort. They claim that the Swish supersedes the N-Step Reframe and is therefore the process of choice for that class of problems. To address these opinions:

  • The N-Step Reframe contains ecology, consultation with the unconscious mind, access to and use of intentions. It requires a large enough frame to address any systemic elements that impact the proposed change. All the essential elements for a high quality, lasting change are inside the process. Of course it takes longer than a stand alone Swish. This is the difference between a complete intervention and one piece of an intervention.
  • If the comparison is restricted to personal change, and the N-Step Reframe is compared with a Swish performed inside an ecological framework as above, you are comparing apples with apples. Then the choice can be, what best fits this client, now?
  • Within the personal change context, the N-Step Reframe can accommodate a greater range of topics for change than a stand alone Swish. So can a Swish inside an ecological framework.
  • The N-Step Reframe was developed by John Grinder, directly from his unconscious mind and first published in “Frogs into Princes”. The story of the N-Step Reframe is told in full in Bostic and Grinder, “Whispering in the Wind”. The Swish came later, but to supersede the N-Step Reframe it would have to fulfil all the same functions. The N-Step Reframe has many more applications than the Swish. It lends itself to the creative process, facilitating ideas and designs, to business and commerce, managing people and projects. The principles can be applied to organising thought, teaching and learning and to anything where it is useful to work at the level of intentions, which includes most of life.

“The N-Step Reframe contains ecology, consultation with the unconscious mind, access to and use of intentions”

Now that the framing for the Swish is in place, examples are given and common views are discussed, it is time to describe the Swish itself. This the model:

Instructions for using the Swish Pattern from First Principles (also known as the Designer Swish):

  1. Identify the behaviour to be changed
  2. Create an associated representation at the point of no return for commencing the behaviour
  3. Create a dissociated representation of the subject in their desired state
  4. Identify two analogue driver submodalities to intensify each representation
  5. Associate into the first representation
  6. Apply driver submodalities to reduce intensity of first representation to zero and…
  7. Simultaneously, apply driver submodalities to increase intensity of desired state representation to optimal intensity
  8. Return attention to the outside
  9. Repeat steps five to seven inclusive AT SPEED, two to five times, with a break between each cycle.
  10. Test and future pace.

Formats go into more detail and constrain the average user to following specific instructions, which may or may not suit the subject in front of them. The advanced user will be aware of the frames and extrapolate to the description above. They will routinely gather information and vary the details of the process to suit their subject.

Format for the Standard Swish:

  1. Identify the behaviour to be changed
  2. Create a large associated image at the point of no return for commencing the behaviour
  3. Create a large, close, dissociated image of the subject in their desired state
  4. Apply submodalities of size and brightness to intensify each image
  5. Associate into the first image
  6. Shrink, darken and move the first image down to one side until it is a black dot and…
  7. Simultaneously, from a black dot to the side, enlarge, brighten and move the desired state image to the centre of the visual field so it occupies the whole visual field while remaining dissociated
  8. Return attention to the outside
  9. Repeat steps five to seven inclusive AT SPEED, two to five times, with a break between each cycle.
  10. Test and future pace.

Format for the Distance Swish:

  1. Identify the behaviour to be changed
  2. Create a large associated image at the point of no return for commencing the behaviour
  3. Create a large, close, dissociated image of the subject in their desired state
  4. Apply submodalities of distance and brightness to intensify each image
  5. Associate into the first image
  6. Darken and move the first image far away until it is a black dot in the distance and…
  7. Simultaneously, from a black dot in the distance, enlarge, brighten and move the desired state image to the centre of the visual field so it occupies the whole visual field while remaining dissociated
  8. Return attention to the outside
  9. Repeat steps five to seven inclusive AT SPEED, two to five times, with a break between each cycle.
  10. Test and future pace.

A cautionary tale

Two of our graduates who attended our Trainers’ Training and became skilled trainers, decided to experience a different description of NLP. They each attended a second Trainers’ Training program with different organisations. Each of them, separately, reported the following event.

They were assessed on their training skills by Master Practitioners who were not trainers themselves. In each case, the Master Practitioner assessing ordered them to demonstrate a Standard Swish. Each candidate tried to find a demonstration subject for whom a Standard Swish would sit well. There were none in the available group. Each candidate framed his intention and found a subject who could work with a Swish in the visual system using other analogue driver submodalities. Each candidate presented his intention for using a Designer Swish in the visual system and explained, as if training a group, the ecology of his decision.

Each candidate was failed for not doing a Standard Swish. The Master Practitioners in question demonstrated a lack of awareness of the frames and context of the Swish, disregard for an ecological approach to demonstration subjects and an adherence to the content of procedures over utilisation of models that is deeply disappointing. Several years on, the two trainers remain confident in their own knowledge and do excellent work, one in NLP training and the other in arts and academic applications.

“The function of learning NLP is to apply flexible models in varied contexts”

The function of learning NLP is not to collect a sheaf of paper with single application formats on it. It is to learn to apply flexible models in varied contexts, while working from first principles. If you re-read the N-Step Reframe and the Swish Model descriptions, it will all make sense in light of the framing and recommendations for the rest of an intervention earlier in this e-book. That is the class of information that students need in order to learn to work from first principles. It takes longer than collecting formats, but is infinitely more lasting and rewarding for the future. Formats are like recipes. You can make one dish from each. First principles can be applied together or piecemeal in conversation, at work, in the bank or on a boat. First principles are learned through a combination of framing and exploring multiple patterns through their models. The hands on experience of using them is like having a new format for every subject. You choose.

By Jules Collingwood, NLP Trainer

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The beginner’s guide to working with the unconscious mind

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Definition of the unconscious mind

In NLP we define the unconscious mind as representing those physiological and cognitive processes that occur outside of conscious awareness. Physiological processes include respiration, hormonal response, etc. Some examples of unconscious cognitive processes include dreaming, ideomotor responses, and learned unconscious competences such as letter recognition, word recognition and grammar processing involved in the skill of reading. Much of our perceptual processing is unconscious; there is an incredible amount of sensory processing that precedes conscious awareness.

“Unconscious mind: those physiological and cognitive processes that occur outside of conscious awareness.”

Creating change through NLP

Arrangements can be made with the unconscious mind to create changes in behaviour and states (including our emotions). These include such things as reviewing and sorting of patterns of experience that can be used to reduce pain, integrate new skills and develop new understandings; a few examples from a very rich set of possibilities. The processes developed in NLP for making these arrangements are, in my view, some of the most liberating applications yet developed.

Personal change takes place in a particular context. Context is when, where, with whom, and the overall conditions within which you have a problem or an outcome. It’s the context within which behaviour occurs that gives the behaviour meaning.

Using our conscious attention to define the context and the parameters in which we are considering having a change is a process called ‘framing’. This is a necessary prerequisite to involving the unconscious mind in accessing or developing resources for change.

John Grinder, in Whispering in the Wind, states that ‘… the unconscious is capable of enormously complex and creative acts when the proper framing and context have been established and the lead is released to the unconscious …‘, This statement also applies to the contexts of personal change and performance, which can be construed as complex and creative acts.

Working with the unconscious – preparing the ground

There are additional patterns identified through NLP that can assist in negotiating between conscious and unconscious minds. One such pattern is arranging a formal involuntary signal system with the unconscious.

Our unconscious communicates, that is, gives us signals, in a variety of different ways. For many people these naturally occurring signals are framed as intuition, a loose term from our perspective. Sometimes the unconscious will communicate a pattern or learning for our conscious minds to attend to through a dream. A signal from the unconscious may be in the form of an image, a sound, a sensation or even a smell or a taste.

“A signal from the unconscious may be in the form of an image, a sound, a sensation or even a smell or a taste.”

The most reliable signals from our unconscious are involuntary responses. A thought may just pop into awareness out of the blue. A person may have an involuntary movement or other sensory response. Having a response that you can’t replicate consciously, supports an integrity in the system of conscious/unconscious communication. If your conscious attention knows when you get a signal from the unconscious, then by implication, it can attend to the communication.

“The most reliable signals from our unconscious are involuntary responses.”

It is useful to have an involuntary response for yes, an involuntary response for no and, for the more advanced student or client, an involuntary response for I don’t have enough information yet.

Having a formal signal system with the unconscious mind is just one example of a signal system. We have multiple signal systems with the unconscious mind already. An example is a class of experience that we have all had: knowing that something was ‘right’ for us, or conversely we just knew that something was definitely ‘not right’ for us. This type of signal, often felt somewhere in the mid-line of the body, is called a congruency signal in NLP. In a context with a proposed outcome you are either congruent or not, about the outcome. If a proposal seems and sounds fine on a conscious level, yet you are incongruent about it, I suggest that your unconscious mind is giving you a signal for you to attend to.

Our emotions are forms of communication from the unconscious mind. Exploring and working with the unconscious intent for a particular emotional response can lead to the development of new responses for that context.

“Our emotions are forms of communication from the unconscious mind.”

For some people, simply learning to use their conscious attention to be sensitive and responsive to the communication of their unconscious mind can make a world of difference. It is the first step to being able to engage the unconscious in promoting high performance, developing greater emotional choice, enhancing learning and other projects that you may create.

The roles of the conscious and unconscious minds

The unconscious mind has access to representations of experience that are often outside conscious awareness, yet the unconscious is relatively unorganised. The conscious mind is superb at organising information, though poor, in comparison with the unconscious, in finding and accessing resources. When working with the unconscious mind to create change and the development of improved performance, or to propose projects in other contexts such as business, learning or family, we perform different tasks with the conscious and unconscious minds. The role of considering context, possible outcomes and framing is assigned to the conscious mind while the role of identifying resources to support the outcome is assigned to the unconscious mind.

Preparing the conscious mind for working with the unconscious

Before working with the unconscious mind, we begin by considering both the context within which we want a change , and the outcome and intentions we have for creating change. What is the intended result that we want to propose to the unconscious mind?

For the context under consideration, what do I want? How would I know if I had that result? What would I see, hear and feel as evidence of a desired change? What do I want that change for? What is my intention for having this change? If I had this change, what would be the flow-on consequences in my life?

Next, it is useful to have arranged some form of signal system with the unconscious mind, some involuntary response for yes and another involuntary response for no.

Now we are ready to make a proposal to the unconscious. In a comfortable relaxed state, having reviewed the prepared outcome and the context within which that outcome is desired, simply ask your unconscious mind: ‘Is this proposed outcome acceptable to you, my unconscious?’ If you get a yes response, simply invite your unconscious to begin the process of searching and sorting for ‘… all suitable resources to be applied in support of the outcome in that context’. If you get a no response, thank your unconscious and request that your unconscious please communicate the nature of the objection to that outcome, and/or propose back to conscious attention an alternative outcome for that context.

This is the beginning of a dialogue between conscious and unconscious minds in which a suitable outcome is selected, resources are arranged and a negotiation made.

That is the general framework for working in partnership with the unconscious mind to create change and healing. Within this specific application of NLP there are many strategies and refinements that can be used to facilitate communication and the development of an excellent relationship between conscious and unconscious minds.

(Note: If you would like to learn more about the New Code of NLP you can get a copy of  our latest Kindle book ‘AEGIS: Patterns for extending your reach in life, work & leisure’ by Jules Collingwood, NLP Trainer. For only $4.99 here).

By Chris Collingwood, NLP Trainer at INSPIRITIVE

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