NLP is a leading-edge communication technology that provides a powerful set of techniques for improving communication and influencing behaviour. NLP enables people to become outstanding communicators in any context, able to influence and persuade others dynamically in an ethical way.

To influence an individual or a group in any context, you must drill down to their sub-conscious beliefs with your message. Then, you have to fully engage their personal values to generate internal motivation to act. And when it comes to health and safety, you’ve got to influence them fast – before something happens.

on-SIDE is proud to announce the very first NLP (Neuro-Linguistic Programming) qualification for health and safety professionals ever run in the UK.  The course will show health and safety professionals how to:

• Establish rapport (essential for effective communication) in a purposeful and systematic way with individuals and groups
• Widen perceptual filters so more of the message gets through
• Deal successfully with arguments and objections flowing from limiting and unhelpful beliefs
• Lock health and safety into individuals’ personal values systems
• Give feedback to co-workers and others that is constructive (even when they see an unsafe act)
• Generate powerful internal motivation in others, so they:
  - Are able to better recognise unsafe acts and near misses and do something about them
  - Become more finely tuned to hazards and want to fix them
  - Are able to determine safer behaviour in any setting
  - Go on choosing safer behaviour, unsupervised, day in, day out.

Venue:

The first one or two days may be attended as an introduction to NLP for anyone interested in this powerful communication technology.

If you would like to find out more about this course please call us on 0845 8 123 124 or email enquiries@onsidetraining.co.uk

Challenging Inappropriate Behaviour at Work

For some people, inappropriate behaviour in the workplace doesn't seem such a big deal, unless, of course, they've been on the receiving end of it.

Inappropriate behaviour is any behaviour that treats someone unfairly or with a lack of dignity because of their sex, sexual orientation, marital status, religion, race, ethnicity, appearance, age, maternity, paternity, lifestyle or for any other reason.

Behaviour is anything we say or do.  It is driven by our attitudes.  Our attitudes are, in turn, driven by our beliefs and values.  Our beliefs and values create perceptual "maps" that guide us, day-by-day on our journey through life.  Some of our maps are appropriate, some are not.  Influencing these maps is the key.  And inappropriate behaviour is an example of a particularly unhelpful and undesirable map.

More often than not, inappropriate behaviour is the result of a lack of understanding of what it is and the impact it can have on others.  In this case, challenging is about bringing inappropriate behaviour above the psychological radar and providing guidance as to alternative ways of behaving that are appropriate. 

In some cases, inappropriate behaviour occurs as a conscious expression of beliefs and values that are deeply discriminatory.  That requires a much stronger kind of challenge.

In either situation, the key to influencing such behaviour is giving constructive feedback that identifies the behaviour as inappropriate and determines an alternative that is appropriate.

We are currently delivering a series of Challenging Inappropriate Behaviour workshops for a large government agency. 

Delegates on these courses are learning how to:

• Describe how beliefs and values create perceptual "maps"
• Discuss how to identify perceptual "maps" that are unhelpful and undesirable
• Explain how perceptual "maps" drive behaviour
• Demonstrate their understanding of areas in which inappropriate verbal or non-verbal behaviour may arise
• Discuss what the law says about inappropriate verbal or non-verbal behaviour in these areas
• Identify examples of inappropriate verbal and non-verbal behaviour in these areas
• Use the on-SIDE technique to challenge constructively when they see or experience an instance of inappropriate behaviour and then influence the other person to choose an alternative

If you would like to know more about this workshop, call us on 0845 8 123 124 or email enquiries@onsidetraining.co.uk

Neurological levels of thought

Each of us operates in a number of different environments every day at work, corresponding to the different situations we encounter.  In an organisational sense, this involves the work we are asked to do, the procedures and processes we have to follow, the rules and regulations to which we must adhere. 

As we adapt to these different environments and make decisions about how to behave, certain subconscious, neurological processes take place.  We could think of these processes as if they were levels of thought the subconscious goes through.  To influence someone successfully, we must satisfy all the psychological requirements at each level. 

Here are the levels (remember, they are subconscious and, hence, out of awareness):

Level 1 - Environment (The physical setting in which we operate)

Questions that people consciously or subconsciously ask at this level are:

How does that work?

What is the correct procedure?

How can we change the procedure?

What improvements can we make?

How do we improve performance?

Is that the right way to do that?

Do we have enough resources/time?

This list is not exhaustive (the same is true of the lists below) but gives a flavour of the thinking at this level.

Level 2 - Behaviour (what we and others do and say and how we do and say it)

Questions at this level are:

Am I doing the right thing?

Is there another way to do this?

I wonder what would happen if I tried it this way?

I wish someone would give me some feedback?

What would happen if I tried it the way she does it?

Level 3 - Capability (the skills, abilities, experience and potential we have acquired throughout our life that we may or may not be using)

Questions at this level are:

Why can't I do something else in this organisation?

Why won't they let me try something new?

Why don't they listen to me?

I'm capable of so much more, aren't I?

Level 4 - Beliefs and Values (what we believe and what we consider important about the world in general, the people in it and the things that happen to us) 

Questions at this level are:

What's important to me in this situation?

Why do they do that?

What does that mean?

Why is that so important?

Why must we do it like that?

Why do we have to change things?

Why won't they listen to me?

Level 5 - Identity (our sense of who we are, what we are, our value to those who are important to us and our self-esteem)

Questions at this level are:

What do they think of me?

Do they like me?

Do they love me?

How important am I?

What am I contributing?

Am I doing a worthwhile job?

What value do I have?

What kind of a person am I?

Am I a good person?

Level 6 - Connectedness (a sense of being connected to or being part of something bigger than themselves)

Questions:

Where is all this heading?

What's the point of all this?

Where do I fit in?

Am I just a small cog in a big wheel?

To illustrate, a manager who wants to introduce major change and who is only concerned with the environmental level (the work, procedures, processes, rules, regulations and policies) will often wonder why people resist, motivation remains low and performance does not improve.  The reason is that he has only addressed one of the neurological levels - environment.  Especially at times of significant change, people frequently function psychologically at the level of their beliefs, values, identity and connectedness.  Ignoring this leaves them feeling isolated, unmotivated and often openly hostile. 

To influence people at all levels, we must learn to listen with a new ear.  In the various managerial situations in which we find ourselves, we must use questions to discover at what level people are in their thinking on a particular issue.  Then, use the questions posed above as a guide to your own responses. 

(adapted from Neurological Levels by Robert Dilts)

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