NLP Standards - The International Board
Setting and maintaining measurable NLP standards.
Trainer Standards
¨ Demonstration of the following behavioural competencies:
¨ Complete behavioural competence in all Practitioner and Master Practitioner level skills, ability to do any and all Practitioner and Master Practitioner techniques simultaneously both overtly and covertly.
¨ Demonstration facility to shift between content and form (i.e. between experience and labelling).
¨ Ability to do (demonstrate the behaviour of) what one is teaching and to teach what one is doing - and to label it linguistically (i.e. model Self).
¨ Demonstration of presentation and teaching skills:
¨ Pacing and Leading.
¨ Respect for audience (i.e. al least keeping separate your and others model of the world, and responding to these congruently; considering and responding ecologically to others; concious and unconcious processes.
¨ Ability to answer questions, (including discerning the level and intent of questions and generating level-appropriate responses).
¨ Design of presentation: At least, setting opening and closing frames, setting outcomes, chunking and sequencing of information and experience, balancing information - giving an occasions for discovery, facilitating generalisation of information and skills across context and time.
¨ Design of exercises: At least, providing for both overt and covert learning in each exercise, including previously learned material for cumulative learning, specifying outcomes of exercises, providing a task for all involved persons insuring behavioural learning, including a future pace.
¨ Explanation of exercises including the ability to explain an exercise behaviourally without the use of notes or printed aids.
¨ Use of deep and shallow metaphor.
¨ Utilisation of multi-level feedback: ongoing re-evaluation and incorporation of overt and covert information from individuals and group.
¨ Graceful intervention in groups: at least maintaining rapport and giving specific sensory grounded feedback, via questions that directionalise appropraite search to facilitate peoples discovery for themselves, demonstration, or if necessary, overtly telling then what to do.
¨ "tasking": creating of a task that presupposes that a person behave in a different way that expands his/her model of the world.
¨ Ability to do demonstrations.
¨ Demonstration of a personal style, and artistry (indicating that the new trainer is integrating skills into his/her own behaviour).