Effective Communication through Neurolinguistics.

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programming ean put you in toueh with your audience and result in ..... Sidney Rosen's My Voice Will Go With You. ... teaching tales of Milton H. Erickson. New.
Effective C ommtuiication through Neurolingiiistics Tailoring presentations to suit individual needs is vital to suecessful training sessions. The tools of neurolinguistic programming ean put you in toueh with your audience and result in quicker learning.

By JOHN LUDWIG and DIANE MENENDEZ

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n e x c e l l e n t trainer is o n e w h o k n o w s n o t just what to say b u t h o w t o say it to a specific aud i e n c e . E x p e r t t r a i n e r s can tailor their c o m m u n i c a t i o n t o assist, not i m p e d e , o t h e r s ' learning. [During t h e 1 9 7 0 s , J o h n G r i n d e r a n d Richard Bandler investigated h o w trainers influenced others. Using linguistics, p s y c h o l o g y and c y b e r n e t i c s , t h e y d e scribed t h e s t r a t e g i e s and t a c t i c s of p e o p l e s u c c e s s f u l in selling, training a n d facilitating p e r s o n a l c h a n g e . T h e results of their w o r k , n e u r o l i n g u i s t i c p r o g r a m m i n g ( N L P ) d e s c r i b e s h o w language, n o n v e r b a l b e h a v i o r and internal (or s u b jective) experience influence communication. T h i s article d e s c r i b e s t h r e e N L P t e c h n i q u e s that t r a i n e r s c a n u s e t o tailor their d e l i v e r y . Specifically, t r a i n e r s c a n p a c e their s t u d e n t s ' e x p e r i e n c e , tailor their language to m a t c h trainees' r e p r e s e n tational s y s t e m s a n d u s e m e t a p h o r . F a c i n g h e l p s t r a i n e r s easily a c h i e v e r a p p o r t with s t u d e n t s and establish p r o d u c tive learning e n v i r o n m e n t s . Using representational s y s t e m s , trainers identify

John Liuhvig and Diane MenendeS' are, respectively, president of Cotnputrain, Inc., Palatine, Ohio anil staff manager for the sales and marketing educational center, AT&T Communications, Cincinnati, Ohio.

a n d m a t c h trainees' learning scvles. T h e use of m e t a p h o r e n s u r e s that trainees reap t h e full benefit of e x a m p l e s a n d analogies.

Facing to establish rapport A feeling of c o m f o r t b e t w e e n s t u d e n t and teacher aids t h e learning p r o c e s s . T h e u n d e r s t a n d i n g of n e w material m a y b e difficult e n o u g h to a c h i e v e w i t h o u t t h e p r e s e n c e of p e r s o n a l t e n s i o n . T r a i n e r s w h o c o n s i s t e n t l y m a i n t a i n r a p p o r t with t r a i n e e s will b e b e t t e r able to affect learning. R a p p o r t d o e s n ' t h a v e to b e a c c i d e n t a l . T r a i n e r s can e s t a b l i s h it t h r o u g h p a c i n g , m i r r o r i n g a n o t h e r ' s b o d y p o s t u r e , facial e x p r e s s i o n , t o n e of voice, for e x a m p l e . M i r r o r i n g s u b t l y c o m m u n i c a t e s that a t r a i n e r is t r u s t w o r t h y b e c a u s e lie s h a r e s t h e c o n c e r n s of his a u d i e n c e . By a c c e n t uating similarities and minimizing distracting d i f f e r e n c e s b e t w e e n t r a i n e r and t r a i n e e , p a c i n g p r o m o t e s listening a n d u n d e r s t a n d i n g . B a n d l e r and G r i n d e r d e s c r i b e p a c i n g as sensitivity to t h e p a r ticular ways in which o t h e r s p e r c e i v e their experiences. O n e trainer's e x p e r i e n c e s h e d s light o n t h e u s e f u l n e s s of p a c i n g . T h r o u g h w o r d s a n d g e s t u r e s s h e p a c e d h e r class's app a r e n t t e n s i o n at t h e b e g i n n i n g of a technical course. She stated that she r e c o g n i z e d that "many m i g h t feel n e r v o u s a b o u t b e g i n n i n g this difficult s u b j e c t . " F u r t h e r s h e s u b d u e d her o w n e x u b e r a n t style until t h e class was m o r e relaxed a n d

e x h i b i t e d greater e n e r g y . Skillful trainers p a c e t h r o u g h s t a t e m e n t s t h a t reflect t h e c u r r e n t m o o d of their class. D u r i n g a particularly trying e x e r c i s e a t r a i n e r m i g h t say, " F r o m t h e looks of fatigue, you s e e m t o find this e x e r c i s e difficult." If t h e class a g r e e s , t h e trainer p a c e d s u c c e s s f u l l y . T h e result is that t h e class feels t h a t t h e trainer is on their side. P a c i n g and m i r r o r i n g h e l p w h e n w o r k ing o n e - t o - o n e as well. W h e t h e r giving f e e d b a c k a f t e r role p l a y s , c o a c h i n g m a n a g e r s in skill d e v e l o p m e n t , or w o r k ing with slower s t u d e n t s , trainers can c o n sciously mirror a n d p a c e . T h e y m a y a s s u m e a p o s t u r e and an e m o t i o n a l t o n e similar to that of t h e p e r s o n t h e y ' r e assisting, and in d o i n g so, c o m m u n i c a t e e m p a t h y and a t t e n t i v e n e s s . O t h e r o p p o r t u n i t i e s for p a c i n g i n c l u d e m a t c h i n g t h e v o i c e v o l u m e , rat e of s p e e c h , and inflection of s t u d e n t s w h o ask q u e s t i o n s or m a k e c o m m e n t s d u r i n g class. A trainer w h o n o r m a l l y s p e a k s quickly and with s t r o n g inflection, for e x a m p l e , can turn off s o m e o n e w h o s p e a k s in a s l o w m o n o t o n e . P a y a t t e n t i o n n o t only to h o w t h e class asks a q u e s t i o n , b u t b e c o m e a w a r e of t h e vocabulary t h e y u s e . If t h e class is f o n d of a particular a n a l o g y , use it y o u r s e l f . For practice, try to p a c e individuals during p h o n e calls a n d social occasions. Practice p a c i n g d u r i n g b u s i n e s s m e e t i n g s a n d individual s e s s i o n s with t r a i n e e s . Begin s i m p l y , m a t c h i n g o n e a s p e c t at a t i m e (voice t o n e or rate, for e x a m p l e ) . T h e n increase your repertoire (body position, breathing) as mirroring b e c o m e s easy a n d natural. Finally, p a c e t h e m o o d a n d style of a g r o u p .

Representational systems L e a r n i n g t a k e s p l a c e w i t h o u r five s e n s e s and t h e i m a g e - p r o d u c i n g faculty of i m a g i n a t i o n . T h r o u g h t h e s e c h a n n e l s (or " r e p r e s e n t a t i o n a l " c h a n n e l s for B a n d l e r a n d G r i n d e r ) w e t a k e in and p r o c e s s inf o r m a t i o n and e x p e r i e n c e s . Yet, m o s t of us rely m o r e heavily on only o n e or t w o senses. W h e n conveying new information, t r a i n e r s m u s t k e e p in m i n d t h a t s t u d e n t s each may h a v e a different p a t t e r n of p r e f e r r e d c h a n n e l s . By m a t c h i n g a stud e n t ' s or class's r e p r e s e n t a t i o n a l s y s t e m , trainers are able to focus on particular learning p a t t e r n s a n d c o m m u n i c a t e w i t h greater success. P r e f e r r e d c h a n n e l s — o r p r e f e r r e d seq u e n c e s of c h a n n e l s — c a n h e l p or h i n d e r learners, d e p e n d i n g on t h e task t h e y face. Since each trainer generally prefers to u s e

T r a i n i n g a n d D e v e l o p m e n t Journal, M a r c h 1985

o n e c h a n n e l m o r e than t h e o t h e r s , his or her delivery may neglect t o incorporate t h e pictures, sounds or e x p e r i e n c e s that will s u p p o r t learning in other s y s t e m s . In this case, trainers act like an insensitive f a r m e r scattering s e e d s on the g r o u n d , allowing new shoots, if they appear at all, to fend for themselves. Successful trainers act like caring gardners w h o k n o w that each plant needs specific a m o u n t s of sun and w a t e r to flourish. T h e e x p e r t trainer—like the expert gardner—ensures that a nuturing e n v i r o n m e n t is p r o v i d e d for e a c h charge. T h e r e are t h r e e basic t y p e s of learners. S o m e are visual learners. They may have difficulty c o m p r e h e n d i n g n e w material if the trainer only lectures. Visual representations (charts, graphs, or lists of key words) are more effective m o d e s of p r e s e n t a t i o n . Auditory learners prefer s o u n d s . T h e y may like to learn through lectures, group discussions, a u d i o t a p e s , etc. H o w e v e r , they may not learn well when a s k e d to read or learn through abstract graphs or flow charts. T a c t i l e or kinesthetic learners learn best when they can connect new information to their physical actions or feelings. An engineering m a t h e m a t i c s trainer discovered that one of her engineers learned to read electrical flow diagrams by imagining himself in a b o b s l e d , c a r e e n i n g

what you mean," he is giving his trainer an o p p o r t u n i t y to pace. R e c o g n i z i n g John's emphasis on image, t h e trainer can answer by creating a mental p i c t u r e for t h e class. In lieu of verbal explanations trainers should m a k e use of b l a c k b o a r d s or o v e r h e a d s to m a k e points clearly. A trainee's p o s t u r e , e y e m o v e m e n t , breathing and other behavior can help you d e t e r m i n e t h e type of learner your trainee is. A visual learner may hold his head up and focus his eyes a b o v e others'ga/.e. His b r e a t h i n g is o f t e n rapid and f r o m t h e chest, with voice pitch high and s p e e c h rapid. A learner w h o prefers tactile channels is quite the opposite. His e y e s are fixed b e l o w others' gaze with his head and shoulders d o w n . H i s v o i c e low and s p e e c h slow, he k e e p s his head and shoulders d o w n . H e a d tilted to o n e side, the auditory learner holds his g a z e even with others' and has a varied p a t t e r n of breathing, voice pitch and p a c e . P r e v e n t i n g c o m m u n i c a t i o n and learning p r o b l e m s is easier than c u r i n g t h e m . T r a i n e r s w h o k n o w t h a t m a t c h i n g representational s y s t e m s ease c o n f u s i o n and e n h a n c e learning can offer all t h r e e t y p e s of s t u d e n t s a way of u n d e r s t a n d i n g the material p r e s e n t e d . T h e r e are sources available for practicing this t e c h n i q u e . O b s e r v e a n o t h e r trainer and record t h e language you hear.

Trainers w h o consistently maintain rapport with trainees will be better able to affect learning

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through t h e channels of t h e diagram. Trainers can assist kinesthetic learners by providing opportunities to practice or d e m o n s t r a t e learning through roleplay. demonstration, or o t h e r spatial representations. T h e r e are ways to d e t e r m i n e a trainee's preferred channel through, for e x a m p l e , the language they use. W h e n trainees say, "it s o u n d s like. . ." or "that's not ringing any bells" they are using the auditory c h a n n e l . T h e visual c h a n n e l is d e m o n strated by words like, "It's not clear to me," or "I just don't s e e what you m e a n . " Taetile/kinesthetic channels are manifested by such p h r a s e s as, "I don't have a handle on it" and "I feel 1 finally can grasp this.". By listening w h e n questions are a s k e d , trainers can identify t h e c h a n n e l trainees use and t h e n answer with a same-channel r e s p o n s e . W h e n John says, "1 don't s e e

I Determine whether the trainer is teaching to all representational s y s t e m s . N o t e the language of trainees' q u e s t i o n s and trainer's an sw er s. D o they m a t c h ? W a t c h and record the language used during television interviews. O b s e r v e other clues to rapport: Are b o d y p o s t u r e s m a t c h e d ? D o t h e voice t o n e s and p a c e match? H o w do t h e m o o d of the interview and t h e e x i s t e n c e of rapport relate? While a t t e n d i n g a party try to identify c o u p l e s who are and are not in rapport. R e c o r d d i f f e r e n c e s in language and nonverbal behavior.

Metaphor C h a r i s m a t i c s p e a k e r s o f t e n use stories to e m p h a s i z e key points or to t e a c h by suggesting radier than stating m e a n i n g . Stories like these are metaphors, symbolic r e p r e s e n t a t i o n s of ideas and c o n c e p t s .

According to A n d r e w O r t o n y , m e t a phors are necessary t o learning, not just nice. L e a r n e r s will consider t h e value, relevance, and c o h e r e n c e of new information by c o m p a r i n g it to their past exp e r i e n c e . M e t a p h o r s help t h e m understand what's unfamiliar by allowing a comparison with what is already k n o w n . Because trainees fill in details f r o m their personal e x p e r i e n c e , m e t a p h o r s can b e c o m e helpful to each individual's learning. For e x a m p l e , a s t u d e n t in a m i c r o c o m puter course had difficulty grasping t h e c o n n e c t i o n b e t w e e n her entering c o m m a n d s and the information displayed on the screen. T h e trainer c o m p a r e d Janet's c u r r e n t difficulty with t h e c o m p u t e r to that of a child learning to ride a bicycle, an e x p e r i e n c e Janet likely would have had. T h r o u g h this m e t a p h o r , J a n e t revisited a time w h e n a now-easy skill was difficult, a skill that required coordinating her body m o v e m e n t s and directing t h e m toward an envisioned goal. In his story, the trainer e m p h a s i z e d that the child was self-confident as she practiced connecting the feeling of balance and m o v e m e n t with s e e i n g w h e r e s h e was going. T h e m e t a p h o r was a p p r o p r i a t e b e c a u s e t h e structure of the learning m a t c h e d her present problem. It e m p h a s i z e d that her current difficulty would be o v e r c o m e with practice, as it was in her own bicycleriding ex p er i en ce. T o m a k e t h e m e t a p h o r w o r k , the trainer did not merely suggest that bicycle riding was analogous. Instead, he carefully included details of a child's experience. By painting "word pictures" that incorp o r a t e all representational s y s t e m s , the trainer gave t h e e x p e r i e n c e heighte n e d impact. Janet imaginatively saw, heard and felt t h e child's e x p e r i e n c e and unconsciously e x t e n d e d it to her situation. T h e benefit, according to e x p e r t s , is that if w e imaginatively can e x p e r i e n c e s o m e t h i n g n e w and c o m p a r e it to s o m e t h i n g k n o w n , w e are m o r e likely to be p r e p a r e d for t h e real e x p e r i e n c e . M e t a p h o r s , stories and analogies work b e c a u s e they are links to what trainees already k n o w . T h e y are natural learning strategies. N e w learning is coupled to old, and new information is e x a m i n e d in t h e light of old beliefs and values. M e t a p h o r s help trainees by calling attention to t h e value of new ways of doing and thinking. Four steps can be t a k e n to practice using m e t a p h o r s : • C o n s i d e r t h e trainee's difficulty with a particular task and determine its structure.

T r a i n i n g and D e v e l o p m e n t J o u r n a l , M a r c h 1985

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Ottawa: Apr 22-26, 19B5 Aug 5-9, 1985 N o v 4 8, 1 9 8 5

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D e c i d e w h a t s e q u e n c e of e v e n t s or behavior is n e c e s s a r y t o c o m m u n i c a t e t h e p o i n t , t h e beliefs or a t t i t u d e s that trainees n e e d to hold, and t h e e n v i r o n m e n t in w h i c h learning is s u c c e s s f u l . • Analyse the difference between the d e s i r e d p a t t e r n and t h e o n e e x i s t i n g . For t h e c o m p u t e r crainee t h e d i f f e r e n c e was p r a c t i c e , A s an a d u l t , J a n e t was not c o n v i n c e d t h a t s h e could learn, e v e n with practice. • I m a g i n e an e x p e r i e n c e c o m m o n to y o u r t r a i n e e s that s h a r e s t h e s a m e patt e r n s as t h e t a s k t h e y are learning. Elaborate on t h e details of that e x p e r i e n c e t o m a t c h t h e k e y p a r t s of w h a t is d e s i r e d . C r e a t e a n d w r i t e a s t o r y rich in visual, a u d i t o r y and tactile detail. • P r a c t i c e telling t h e s t o r y , using your voice and n o n v e r b a l b e h a v i o r to e m p h a s i z e critical learning p o i n t s . T w o valuable r e s o u r c e s for trainers w h o w a n t to use m e t a p h o r skillfully are D a v i d G o r d o n ' s 'therapeutic Metaphors and Sidney Rosen's My Voice Will Go With You. G o r d o n describes how to analyze the s t r u c t u r e of a d e s i r e d goal and c r e a t e an appropriate m e t a p h o r while R o s e n p r e s e n t s m a n y of t h e "teaching tales" told by Milton E r i c k s o n . Achieving rapport with trainees, m a t c h ing t h e i r c h a n n e l s t y l e a n d u s i n g m e t a p h o r s are t h r e e tools that n e u r o linguistic p r o g r a m m i n g c a n offer trainers. Practicing t h e m will i m p r o v e t h e trainer's effectiveness and increase results. Suidents, because presentations have b e e n tailored specifically for t h e m , will b e m o r e at e a s e a n d willing to learn.

No... but if you're not careful, you can take a lifetime to get four days of experience. Let's face it. A skilled instructor can be the best thing that ever happened to your employees. They can make those employees teel good about themselves and their growing competence... get them excited about learning.. .and assure that well-developed courses aren't compromised in the classroom. For that to happen, though, they need to communicate confidence as well as competence; they need to know that they can handle any situation that comes along. Our Classroom Presentation Skills Workshop will give them the preparation, the practice, and the feedback they need to help them sharpen their skills and develop a winning style in the classroom.

Bibliography Bandler, R., & Grinder, J. (1975, 1976). The structure of magic: vols. I rind II. Palo Alto, Calif.: Science and Behavior Books Gordon, I ) . (1978). Therapeutic metaphors. Cupertino, Calif.: Meta Publications. Ortony, A. (l"375, Winter). Why metaphors are necessary and not just nice. Educational theory, 45-5,5. Paivio, A. (1971). Imagery and verba!processes. New York: Holt, Rinehart & Winston. Rosen,S.(Ed.). My voice will go with you: The teaching tales of Milton H. Erickson. New York: WAV. Norton.

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Circle No. 121 on Reader Service Card Training and Development Journal, March 1985