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Monday
Aug232010

Perceptual Positions - Looking at Things from Different Viewpoints

If you look at something from a number of different viewpoints, you can gain extra information which gives you a basis for making wise choices. You can look at any interaction with another person from three different viewpoints:
  1. Your own viewpoint (sometimes known as 'first position'). This is a good position to be in for being in touch with your feelings and standing up for your own interests.
  2. The other person's viewpoint ('second position'). If you put yourself in the other person's shoes, you are more likely to understand how they see you and what their feelings and motivations are. This is extra information that you can't get if you stay stuck in your own viewpoint (of course, this 'mind reading' can only ever be speculation - you can't know for sure what another person is thinking, although people often behave as if they can)
  3. A detached observer's viewpoint ('third position'). This is good for detaching yourself from the emotions of a situation and gaining a dispassionate overview. From this position you can observe the interactions between yourself and others as a whole system. You can see how you respond when they do something, and vice versa.
Disadvantages of being stuck in one position

Sometimes people habitually experience things from one position and miss out on the other information available.
If you always see things from your own point of view, you may appear selfish to others, and you won't understand how other people feel, or anticipate the consequences of your actions.
If you see things only from the other person's point of view, you become a 'doormat' because you neglect your own feelings and interests. Other people will treat you accordingly.
If you always take a detached overview, you will not be in touch with your own feelings and will have no understanding of others. You may appear 'cold' and lacking in humanity to other people.
Wisdom comes from having the flexibility to move through the different positions, to see a situation from all sides before coming back to yourself to decide what you want.
Thursday
Aug122010

A simple self-hypnosis induction / relaxation script

When I was a hypnotherapist I often used to ask my clients how they relaxed. Very often they would say "I can't relax" - which could have something to do with why they ended up with problems that they had to seek help for.

I loved it when they said that, because I knew they were almost always in for a treat as they discovered simple ways that they could relax, much more quickly and much more deeply than they expected.

This is one of the simplest self-hypnosis methods that I used to show them, and probably one of the simplest and easiest anywhere. I also teach it near the start of my 'Self-Hypnosis Made Easy' one-day course (email me if you would like me to run another one, in Manchester or elsewhere). I thought I would share it with you in case it's useful.

There are at least three ways you can use this. If you need to relax more and recharge your batteries - and especially if you spend a lot of time supporting other people (most leaders, managers and professionals are notoriously bad at taking time just for themselves to renew their energies), use this script to help yourself get better at relaxing.

You can learn it by heart and run yourself through it, or (easier) get a friend to read it to you, delivering each phrase as you breathe out (it's more relaxing that way), or (easier still) record yourself reading it on your computer or iPhone so you can play it back to yourself whenever you need to relax.

If you are a coach or therapist, you can use this to help your clients relax, and teach it to them as a relaxation method. If you are a hypnotherapist, you can use it as a lead-in to pretty much any of your favourite deepeners, scripts, or Ericksonian extemporisations.

If you are a trainer of NLP, or anything else where relaxation is a useful aid to learning, you can use this as a lead-in to guided visualisations or just as a light relaxation method (e.g. for reviewing material at the end of the training day). If your audience might be uncomfortable with the idea of hypnosis, just describe it as an easy relaxation method - which it is.

Here's the script:

Now just begin to relax, and sit comfortably and symmetrically in your chair so you can hold yourself upright with a mimimum of muscular effort... and close your eyes... and be aware of your breathing... and you don't have to change your breathing in any way at all... although your breathing may change... all by itself... maybe gradually breathing slower... and deeper... all by itself... or maybe taking a deep breath and letting it out... all by itself... and all your conscious mind has to do... is be aware of your breathing as it flows in... and out... and any time you may feel your attention wandering, just bring it back to focus on your breathing... and because you're now more relaxed... you may notice certain pleasant sensations... and notice things that you normally overlook... like the way the cool air flows over your upper lip as you breathe in... and it will feel warmer as you breathe out... and I wonder if your attention can follow each in-breath... a little bit deeper down each time... a little bit deeper down... until pretty soon... your attention can follow each breath... all the way... deep down... inside...

(pause for as long as you like - then return:)

And it's almost time to begin to come back now... and just before you do... remember that next time you choose to relax in this way... you can relax more quickly... more easily... more deeply... each time you choose to relax in this way... so now... bringing everything that you've liked about this back with you... just begin to come back to full waking consciousness... as your energy levels rise... you feel more alert... starting to move and stretch a little... and open your eyes, feeling refreshed, alert and fully awake, as if you've just had a deep, refreshing sleep. And welcome back!

 ----

Do let me know how you get on with this script - leave a comment below!

 

Wednesday
Jul212010

"Is NLP Manipulative?"

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A question that comes up from time in one form or another is "Is NLP Manipulative?" So I thought it would be worth taking a moment to gather some thoughts on this matter.

The immediate cause was being interviewed by Judy Rees for the next edition of 'Rapport' magazine (the NLP one, not the Peugeot owners magazine) about these two questions: "What do you think is the relationship between NLP and influence/persuasion/manipulation/seduction?" and "Do you think any of this is a problem and if so, is there anything that anyone can/should do about it?"

So here goes...

Influence and persuasion just come down to effective communication - rhetoric (the art of using language to communicate effectively) was a central part of education in the ancient world, although interestingly there are a lot of ideas in classical rhetoric that don't turn up much in NLP (see http://www.figarospeech.com/). 

NLP adds some new techniques to the rhetorical arsenal, which in itself is morally neutral. To evaluate a piece of communication from an ethical point of view, we need to look at two things - the intent of the speaker, and the effects that the communication has.

In some contexts, manipulation is actually OK with the person on the receiving end. If I go the physio to sort my back out, I *want* them to manipulate me - literally. It's the only way that works.

Similarly, if you go to see a hypnotherapist, you want them to be communicating with your unconscious mind in ways that you are not consciously aware of - assuming you trust the therapist and that you want the therapy to work (and if either of those conditions are absent, what are you doing with that therapist in the first place?).

Seduction is an interesting case. The original Latin meaning is 'to lead astray', and seduction is about leading someone to make a behavioural choice that they wouldn't have made if they weren't in some kind of altered state. What's the seducer's intention? He wants sexual gratification. What's the effect? Well, it could lead to remorse later - in fact it almost certainly will if the seducer doesn't care about the person he's seducing. 

If the seducer did care about the other person, seduction is not much of a basis for a meaningful relationship.

Is this a problem? It could be, for the person who is manipulated or seduced. It's self-limiting though - most of the persuasion methods outlined in Cialdini's classic book Influence (not that that is NLP of course, although all the NLP persuasion buffs that I know of swear by it) are short-term tricks that later leave the 'victim' baffled or annoyed, so won't work to build a long-term relationship.

I believe we can often pick up at an unconscious level when someone is trying to manipulate us and doesn't have our best interests at heart - it's a matter of listening to that inner voice and trusting our intuitions. Anyone attempting to use manipulative tricks will tend to come across as sleazy (we may get a feeling about them even if we don't spot the specific pattern) which kicks away one of the three components of rhetorical persuasion - ethos, or 'appeal based on the character of the speaker' (the others being logos, appeal based on reason, and pathos, appeal based on emotion).

More concerning to me is the effect on the 'persuader' (and not just manipulators and seducers, but NLP enthusiasts in general) of approaching every human interaction with a desired outcome - of getting the other person to do something or at least agree with them - as NLP books sometimes urge us to do. This outcome focus does not allow for genuine conversations in the sense that Theodore Zeldin talks about them - dialogues in which we can genuinely connect with another person learn something new, increase our self-awareness, and even change our minds.

What can be done about it? If we want to 'clean up NLP', I guess we could name and shame NLP trainers and speakers who use tricks that we regard as damaging. Of course this is subjective - one person's manipulation is another's legitimate persuasion or effective communication - and someone marketing themselves as a persuasion expert might actually welcome a reputation as an 'NLP bad boy'.

More practically, we can educate ourselves to notice the tricks which can serve as 'markers' for a manipulator. For example, Daniel Goleman in The New Leaders (published as Primal Leadership in the USA)has a useful distinction for telling the difference between an inspirational leader and a manipulative demagogue - the demagogue will appeal to fear and other 'negative' or 'dissonant' emotions, whereas the true leader will appeal to the best in people.

If I had a daughter, I would definitely be teaching her to spot tricks like 'negging' (making a negative remark wrapped up in a backhanded compliment with the aim of shaking a person's confidence and making them more vulnerable). Not, again, that 'negging' is specifically an NLP method - jerks have been using it instinctively since the dawn of time.

To sum up - NLP is a tool, like a scalpel, which can be used to harm or to heal. This is pretty much what any NLP practitioner would say. We can't legislate against using it for sneaky tricks, since all of the devices and language patterns have been modelled either from classical rhetoric or from people who use them 'naturally' anyway (if this comes as a surprise, consider the idea that everything that anyone says is a hypnotic suggestion, whether the speaker realises it or not - more about this idea in a future article).

However, what we in NLP need to remember is that not every interaction with other human beings needs to be goal-directed - in fact, the best moments in our lives, and our opportunities to learn and grow, come from connecting just for the sake of it.

 

Ethical Influence with NLP bundle with CD set or MP3 download -  by Jamie Smart

If you would like to master the secrets of effective communication so you can use NLP to influence in an ethical way, I recommend this magnificent bundled set by leading NLP trainer Jamie Smart. It's available as either a CD set or an MP3 download, plus four bonus NLP ebooks and the Influence card set. This bundle contains boat-loads of NLP-based language patterns and techniques for ethical influence, overcoming resistance, frame-setting, and identifying the 'Buy This Now' words that are unique to each individual.

Jamie is an expert in this field, and always produces reliable, quality products. Yes, this eight-hour audio represents a significant investment, but if you choose to apply even a fraction of what it will teach you, your investment will be well worth it.

If you are not absolutely delighted with the results you get from these programmes, then you can return the audio within 30 days for a full refund and you even get to keep the valuable ebooks & other bonuses as Jamie's gift to you.

So there's no financial risk whatsoever which means you can invest in these programmes right now with absolute confidence you're making the right decision.

£238.85GBP  £107.00GBP Save: 55% off  

 Ethical Influence with NLP Bundle with CD Set - click here to find out more

£208.85GBP  £77.00GBP Save: 63% off

Ethical Influence with NLP Bundle with MP3 Download - click here to find out more

 

 So, do you think NLP is manipulative? Let us know by posting your comments below...

Friday
Jul092010

Tweet roundup Friday 9th July

My pick of the last month's tweets, listed via listoftweets.com - remember you can follow me direct at twitter.com/practicaleq:

  • Great piece by Greil Marcus on Van Morrison and separation between art and artist http://bit.ly/cv8nRb Sat Jun 05 08:55:40 +0000 2010
  • Great piece by philosopher Julian Baggini on 'character' re Cumbrian massacre (Indy): http://ht.ly/1Ur1Y Sat Jun 05 10:15:42 +0000 2010
  • Limiting hours worked increases output - important article by the always-reliable Oliver Burkeman http://bit.ly/btn0ze Sat Jun 05 13:08:32 +0000 2010
  • What makes the Steely Dan sound distinctive? The 'Mu Major' chord http://bit.ly/a9BRFf Sat Jun 05 17:05:00 +0000 2010
  • The Power of Appreciative Inquiry - nice illustration by Max Hardy http://bit.ly/9W8sUV Sun Jun 06 20:53:04 +0000 2010
  • A free service for therapists that helps website visitors from out of your area to find one closer to them http://www.near2home.com/ Mon Jun 07 08:17:25 +0000 2010
  • Top 8 iPhone Apps for Self-Help: http://bit.ly/9CKbe2 Sun Jun 06 11:05:46 +0000 2010
  • Click to read more ...

Wednesday
Jun232010

Seven Principles of Effective Communication

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Pnoto by Monica Myers

What do you need to know in order to communicate effectively? Here are some principles, largely drawn from NLP but verified by experience, that you can use as a checklist.

 

1. Know your desired outcome

What do you want to happen as a result of your communication? Do you want your audience to know or understand something, or to take some action? (these are not necessarily the same thing).

 

2. Open the channel of communication and keep it open

In order for your audience to even be aware of your communication, you need to get their attention first. How will you that? Then, what do you need to do to keep them listening? How are you maintaining the relationship with them?

 

3. The meaning of your communication is the response you get

Everyone has their own model of the world and their own perceptual filters - is your message being received as sent? The only way you will know is by how the audience respond to it. If you are not getting the response you want, you need to change the message. How will you know if they are getting the message?

 

4. Start from where your audience is

Following on from the previous point, you need to start from the audience's map of the world, not expect them to jump into yours straight away. If what you are saying makes sense from where they are, you can lead them towards another point of view. 

 

5. All meaning is context-dependent

Your audience will be assessing the meaning of what you say in the context of: their understanding of the relationship you have with them, the previous history of your communications with them, what they expected you to say, the tone of voice (literal or metaphorical) that you use, how much they think you care about them, how credible they think you are...

 

6. We are always communicating

Following on from the previous point, whatever we do or don't do, when viewed in context, is a communication. Even saying nothing is communicating. Imagine going into a meeting with your line manager where they remain completely silent and stone-faced - that would be telling you something.

 

Exercise (should you choose to accept it): Think of the next piece of communication you have to do. It could be a presentation, a course, a best man's speech, or a newsletter. Check it against each of the points above. What do you want to change?

 

Get your staff trained up! You can commission the Essential NLP for Effective Communication course to be run in-house at your organisation, in two-day, one-day, or half-day versions.

Now reduced to only £45 inc P&P!

 

Finding Your Irresistible Voice - CD set by Jonathan Altfeld

If you would like to become more influential in your spoken communication and presentation, and bring out the best in the voice you have, plus learning some useful tips about embedded suggestions, command tonality and the like, get this superb double-CD set from renowned US NLP trainer (and good friend of mine) Jonathan Altfeld. 

"As a certified hypnotherapist, I can tell you that I will use these techniques in all of my future hypnosis work, both with clients & on tape, as well as any inductions I record for free distribution. Jonathan demonstrated these techniques as he taught them, & each time, I had a high level of response to them. He is a very dynamic speaker, & forced me to really pay attention & understand the communication at all levels." 
- Alex Akselrod

Tuesday
Jun222010

When is "Why?" A Useful Question?

Image: FreeDigitalPhotos.net

retweetOn entry-level NLP courses, students are often taught not to ask "Why?" when helping someone to solve a problem. And rightly so - human thought processes are very different from mechanical processes like production lines, not least because their workings cannot be directly observed. "Why?" doesn't make it into NLP's Meta Model toolkit of questions because the Meta Model is designed to lay bare the structure of problems, whereas "Why?" tends to bring up content. 

Techniques like the "5 Whys" process devised by Sakichi Toyoda (of Toyota Motor Corporation fame) are very applicable to diagnosing production problems and mechanical faults. "Why?" is less useful for solving problems where human thoughts, motivations, and feelings are involved, for reasons outlined in an earlier article Three Downsides of the Question "Why?" - it makes people defensive, it disempowers them by focusing on past causes so they feel 'acted upon' rather than 'actors', and we are mostly unaware of the real reasons why we act anyway.

There are some situations where "Why?" can be a useful question, even in therapy and coaching - as the NLP students eventually (I hope) go on to discover. These are the cases where content is what you are after.

One such situation is finding out more about people's motivation - specifically, whether their 'motivation direction' in a particular context is mainly towards what they want, or away from what they don't want. Someone whose motivation at work is mainly 'away from' (they may enjoy preventing problems, or diagnosing and fixing faults) will need to be managed in a different way from someone primarily motivated 'towards' achieving their bonus, or making a positive difference.

Similarly, if someone is motivated primarily 'towards' in a buying situation, you won't ever make the sale by focusing on the problems that buying your product will prevent. You will do much better to make sure they know the possibilities that having your product will open up for them.

So how can you discover if a person's motivation is towards, away from, or a mixture of the two? This could be useful if, for example, you were helping someone to consider their options for a career choice. 

Let's say you've discovered that 'fairness' is important to the person (and the process of eliciting someone's value set deserves a whole article to itself, and will get one at some point soon). How do you find out the motivation direction in this value? One simple question will do it:

"Why is fairness important to you?"

Listen to their answer. They may talk about how fairness leads to a happy workplace, or how it enables people to pull together as a team. This is pretty straightfowardly 'towards' (although you also need to calibrate their non-verbals as they are giving you their answer - if they are frowning or their voice sounds strained as they are talking, you may want to explore what they are not saying). 

If, on the other hand, they talk about how much they hate unfairness, there's some obvious 'away from' motivation. 

Keep asking 'Why else is fairness important?" until the answers dry up, to get the full picture. You may get a mix of 'towards' and 'away from', in which case I usually ask the person to estimate the relative percentages around this value.

Watch out for 'concealed away-froms', where they person doesn't explicitly mention anything 'negative', but it's nonetheless there in their thought processes. Here are two give-away patterns in the responses: 

  1. Comparisons where the thing being compared to is not mentioned: "It's better to be fair, isn't it?" Better than what, you may wonder. Better than being unfair - which is what they are motivated to keep away from. 

  2. The other giveaway is where the person invokes a rule, as in "Well, you've got to have a level playing field, haven't you?" Other giveaway words and phrases include 'must', 'should', 'ought to', 'have to', 'it is necessary that', and so on. These 'should statements' (as they call them in Cognitive Behavioural Therapy) or - jargon alert - 'Modal Operators of Necessity' (NLP) are a sign that the person is not operating from a position of choice. Rather, they are motivated to avoid whatever bad consequences they think would happen if the rule were broken. 

If you wanted to find out more about their away-from motivation (sometimes this is useful, sometimes not), you could ask "What would happen if you didn't have a level playing field?"

It's important to know your own motivation - particularly since away-from motivation leads to inconsistent results for long-term goals (another whole article in itself, which I will write soon). So, for whatever is important to you about your career, your health and fitness or your relationships, you may want to ask yourself "Why is that important to me?" and reflect on your answers.

Buy it in the UK

Buy it in the USA

Buy it in Canada

 

For more information about how to discover what really motivates you, how to set effective goals, and how to keep your motivation going, get my book "Achieve Your Goals: Strategies To Transform Your Life (Dorling Kindersley 2006). At the time of writing, it has eleven reviews on Amazon.co.uk, all of them five-star!

The book designers have done an amazing job (except on the cover) and the end result is probably the most accessible and practical NLP-based book ever, packed full of beautiful full-colour illustrations, diagrams, tips, quotations, step-by-step instructions, and case studies.

"Well done Andy - this is a superb book. It is simply the most comprehensive book I have read on goals. It is written with great care and passion, which comes through as you flick the pages and find gem after gem of useful ideas and tools. The result is a highly practical book full to the brim with exercises and insights to help you set and achieve goals. If you are falling short in the achievement department - buy this book and the lights will come on."

- David Molden, author and NLP trainer

In a future article we will explore using "Why?" to uncover limiting belief systems.

Friday
Jun042010

Tweet roundup Friday

The latest summary of tweets from @practicaleq for the last 3 weeks or so - I hope you find some interesting stuff in here.

I've used listoftweets.com to make this summary - the HTML setting works better than the text setting as it makes the links live.

  • Do you want to add Appreciative Inquiry to your management toolkit? http://bit.ly/d9jusi Fri Jun 04 14:01:11 +0000 2010
  • Positive affect and the complex dynamics of human flourishing http://bit.ly/h6XR - I gave wrong link yesterday! Fri Jun 04 09:18:47 +0000 2010
  • Life Changes in Chorley - high quality goal setting Free for women returners to work and single mums! http://bit.ly/d0ofa0 Thu Jun 03 15:24:45 +0000 2010
  • Why change is so hard: self-control is exhaustible http://bit.ly/9QxNAz Thu Jun 03 14:21:04 +0000 2010
  • Four ways Appreciative Inquiry can help your team http://bit.ly/aguYQf (includes link to Marcial Losada's reseearch on team effectiveness) Thu Jun 03 11:39:29 +0000 2010
  • Some great ideas emerging from lunch with @gaviningham yesterday Thu Jun 03 10:27:58 +0000 2010
  • Language lessons: you are what you speak - new findings challenge Chomsky's 'universal grammar' http://bit.ly/cHCq8J Wed Jun 02 09:55:05 +0000 2010
  • "The first job of the brain is to build a more complicated brain" - Christine Kenneally in New Scientist Wed Jun 02 07:01:52 +0000 2010
  • More about motivation: Cognitive Surplus with Clay Shirky and Daniel Pink http://bit.ly/d4d5LM Mon May 31 12:23:06 +0000 2010
  • The surprising science of motivation - great video: http://www.wimp.com/surprisingmotivation/ Mon May 31 12:21:22 +0000 2010
  • 12 ways to get a better night's sleep http://bit.ly/9NwpsS Sun May 30 18:47:46 +0000 2010

Click to read more ...

Friday
Jun042010

The Dalai Lama on Kindness

retweet"This is my simple religion. There is no need for temples; no need for complicated philosophy. Our own brain, our own heart is our temple; the philosophy is kindness." ~ Tenzin Gyatso, 14th Dalai Lama

 

Thanks to Sarah for the quote.

Friday
Jun042010

Three Downsides Of The Question "Why?"

Elephant and mahout © Dylan George - used by permission

retweetBy the end of this short article you'll be a lot warier of using "Why?" as a problem-solving question, especially where people are involved. But first let me clarify: "Why?" can be a great question - for looking for the causes of problems in simple systems. 

For complex systems, however (and anything involving people is a complex system), looking for causes is just going to be too hard, without sophisticated computer models and massive processing power to help you.

So why is "Why?" a bad question for solving problems where people are involved?

Three reasons:

1. It makes the person being questioned (or interrogated, which is what it can feel like) defensive.
If you are asked why you did something, or why something is going wrong in your team, it's going to feel like an accusation - unless the person asking you has a lot of rapport skills, *and* you are able to detach your ego from your work.

Usually, people respond to "Why?" questions by defending their previous actions and decisions. They want to justify what they did, and convince you that it was the right thing to do. No-one likes to look foolish. 

People also want to feel consistent with their earlier selves, because their past actions and decisions form part of our self-image. It's uncomfortable to have a different light cast on them.

Even if people come round to the view that they took a wrong decision or did a wrong thing, they will usually try to excuse it, coming up with all kinds of mitigating factors. This now raises doubt in the questioner's mind that they have learned anything from the experience. Cue arguments as the questioner tries to get them to break down and admit that they were wrong, and it won't happen again. This can take a lot of time, and damage relationships.

2. "Why?" is a disempowering question
This is true even if the person on the receiving end of the question gets their ego out of the way, and is able to look at the situation dispassionately.

The question "Why?" directs attention back towards past causes, rather than towards the present (which is where you can act to change things) or the future (which is where you can decide what you want and set a course towards it). 

When we focus on the past causes of our problems, decisions or actions, we view ourselves as acted upon rather than actors, so we end up being 'effects' of factors beyond our power to influence, rather than 'causes' who can make things happen. 

You can hear this in the language that people use (certainly in English - some other languages don't work in quite the same way). "He upset me", "She is annoying me", "I had to hit him - he was looking at me." In each case, the speaker is talking as if they have no control over their feelings, or even their actions.

Taken to the extreme, this view would mean that our lives run along predetermined paths, we can't make choices, and free will is an illusion. The world becomes like a clockwork mechanism - a dull, hopeless place without meaning. No thanks!

3. Asking "Why?" usually won't get you to the truth
Even if the  person on the receiving end is not putting up a defence of their actions, and is genuinely trying to tell you why they did what they did, you are unlikely to get to the real reasons.

If I ever got out of line at school and was hauled in front of the teacher for interrogation about why I committed whatever infraction it was, my answer was like any other schoolboy's: "I don't know sir." Sometimes this was just stonewalling, but most of the time I genuinely didn't know myself why I had done it. I looked back at my past actions and my mind went blank.

Why? Because people generally don't know 'why' they do things. As Jonathan Haidt points out in his excellent book 'The Happiness Hypothesis: Putting Ancient Wisdom To The Test of Modern Science', most of the time our decisions and motivations come from the 'elephant' of automatic processing (or 'unconscious' as most hypnotherapists and NLP buffs know it) rather than from the 'rider' of conscious awareness.

Subjectively, it feels like our conscious awareness is in control (although looking at the results we get will soon disabuse us of that notion, as anyone who has dieted or 'given up' smoking more than once will recognise). In fact, it's the 'elephant' that makes our day to day decisions, for reasons that are mysterious to us.

Just because we don't know why we do things doesn't stop us from making reasons up - a process called 'confabulation' that I've posted about before. These made-up stories may sound plausible, but any relationship to the 'real' but unknown reasons why we do things is usually coincidental.

It's the confabulations, not the real reasons, that you get when you ask someone why they did something. Is it really worth risking putting them on the defensive to get information that probably won't help you anyway?

 

What to ask instead of "Why?"

 I can recommend the Coaching Cards by Jamie Smart as an excellent resource for anyone who trains coaching skills, or indeed anyone wanting to get better at coming up with exactly the right coaching questions to ask their clients.

As usual with Jamie's products the coaching cards pack is one of those 'such a brilliant idea, why didn't I think of it first' concepts. What Jamie has done is to take coaching questions from NLP's meta model, strategy and values elicitations, well-formed outcomes, and presuppositions, along with some from other disciplines such as Solutions Focus, and put them, with examples of how to use them, on a pack of playing cards.

You can use them as a teaching aid (playing a simple card game and asking the question on each card you play) or as a revision aid, reminder, or even self-coaching tool. I found at least one clever use for embedded questions that I would never have thought of, and I've been using NLP for 15 years. Superb!

In the next article (assuming you, my sharp-witted and strong-hearted readers, don't send me more questions that send my thinking off in another direction), we'll look at the situations when "Why?" actually can be a good question.

Until then, please do experiment with these ideas. What are you going to do differently as a result of what you've learned from this article? Let me know, and also let me know how you get on!

Monday
May312010

Ask Better Questions: How Not To Use The NLP Meta Model

retweetMy last posting about open and closed questions prompted this response from a reader, which got me thinking about how questions from the NLP Meta Model, or any kind of "challenging" question, have to be used with care if you don't want to wreak havoc on your working relationships (he's kindly given me permission to publish his question):

I was recently posed a question by an employee stating that something "Always" happened. I knew that it didn't happen all the time and when I replied by returning the question "Always?" I was told by my peers that I was being aggressive and not adopting a coaching approach.

How should I, in your opinion, which I respect, should I have dealt with the question without closing the conversation and without sounding patronising?

What my correspondent did there was use one of the standard responses recommended by the NLP Meta Model for 'universal quantifiers' such as 'always'. The difficulty with using these standard responses is that so much depends on how you deliver them, and the context within which you deliver them.

That 'always' is an example of what is referred to in many books on NLP as a 'Meta Model violation'. The very term 'violation' suggests something that is wrong, to which a 'Meta Model challenge' would be appropriate. Even if you don't intend it, the bald use of a response such as 'Always??' may be received as aggressive or patronising, and consequently damage the relationship.

There's an 'early days of NLP' story (which may or may not be apocryphal) about John Grinder teaching the Meta Model to his Linguistics class at the University of Santa Cruz, quite soon after he and Richard Bandler had come up with it. The students went out buzzing - they couldn't wait to try out these amazingly precise questions and start uncovering the missing information and thought patterns that underlay the 'surface structure' of what people said.

The following week they shuffle back into the classroom looking like they've been through hell. They looked tired, scruffy, depressed; some of them had obviously slept in their clothes, others had been crying, and one or two had black eyes. Grinder asked them what had happened. "Well," said one, "I tried out some Meta Model patterns on my wife, she was getting more and more pissed off, and after about half an hour she kicked me out of the house." Every student had a similar tale of woe - "I had a stand-up fight with my best buddy", "My family have disowned me" and so on.

That's what the Meta Model questions will do if you use them without regard to maintaining rapport. Nobody likes being interrogated. Here's how to use these very powerful questions to make your life easier rather than harder:

  1. Use the Meta Model as a guide to recognising particular language patterns that indicate missing information, over-generalisation, or 'distorted thinking'. Have the appropriate response question flag up in your mind. But *choose whether or not you actually say it out loud*. Sometimes you may want to let the 'violation' go, or just bear it in mind as something to return to later.

  2. If you do decide to 'challenge' the 'violation' with a question, don't ask the question in a challenging way. Use whatever 'softeners' you need to keep the relationship on track.
  3. Sometimes it's enough to just deliver the question in a softened, or humourous, tone of voice. Other times, you may want to ask the question in a different way, with some verbal 'softeners' around it. For example:

    "So, I'm wondering if there's ever been any times when there are exceptions - when something different happens?"

    Or "I wonder if you'd mind me asking..." or "Maybe you could tell me if there've ever been any times..."

    Or you could use a 'reflecting back' statement which will be taken as you checking your understanding, while at the same time posing the question in a non-threatening way: "So what I think you're saying is, this happens every single time, and there have never been any exceptions?" which you could follow up with "Are there any circumstances in which it doesn't happen?"

    Again, you could soften these still further by adding "Let me just check my understanding...". Or with the follow-up, you could say "Could there be any circumstances in which it wouldn't happen?" which is hypothetical and unthreatening.

  4. Make sure that the "paralanguage" or non-verbal component of your conversation is right. I've already mentioned voice tone. How you stand or sit in relation to the other person is important too. You don't want to be so close to them that you're invading their personal space, getting "in their face" about the issue.

    Rather than facing them head-on (which is what the word 'confrontation' literally means) and across a desk ("keep your distance" or "I'm nervous of you so I will keep this barrier between us"), ideally you want to be standing beside them at a comfortable distance, so that you are 'facing' the issue together.

These kind of considerations would apply to using any kind of "challenging" question. Remember, your long-term relationship with the person is at least as important, if not more so, than retrieving any specific example of missing information or exposing a particular misconception in their thinking.

If you want to get really good at recognising Meta Model patterns and thinking of appropriate questions, you need to practice. A good study aid is Jonathan Altfeld's Meta Model Exercise Workbook. It includes 12 sections (1 for each Meta Model pattern), and within each section, includes a Definition, Examples, Questions to ask, and 1 or more exercises to help you develop your skills. Find it here.

Saturday
May292010

Ask Better Questions: How Closed Questions Shut Down Thinking

retweetWhen teaching coaching skills to managers I have often noticed that it's hard for them to move on from the habit of using questions that close down thought processes, rather than opening them up.

This short series of articles suggests some things to look out for in the way you frame questions, if you want to encourage generative thinking ('generative' meaning original, creative, not bound by previous assumptions) in your team - whether in coaching, brainstorming, or in an Appreciative Inquiry process.

How closed questions shut down thinking

Closed questions can be ones that demand a simple yes or no answer, or a choice between a set of predetermined choices.

"Do you know what to do?" shuts down thinking by inviting a yes or no answer - if the listener thinks they know but is not quite sure, it would take some mental effort to break out of the binary choice offered and ask for clarification.

"Is it <this> or <that>?" is a slightly more insidious form of closed question. It presents the listener with a set of choices - very often two choices are offered, sometimes more. The danger of this type of question is that it excludes any alternatives other than those presented by the questioner.

The addition of "or what?" to the end of this kind of question theoretically opens some space for alternatives that the questioner has not already thought of. In practice, though, the presented choices will be front of mind for the listener and usually crowd out any other ideas they may have - particularly if the question comes from a boss who is obviously impatient.

Incidentally, the questions people ask give an insight into their thought processes. When I hear a coaching student asking a closed question like "Is your team large or small?", it tells me that they already have a solution in mind and they are trying to gather information to see if it will work. They may think that they are doing 'non-directive' coaching (asking questions that direct the client to find their own solutions) - but what would be the point of gathering this information, if not to test a solution against? 

Open questions (like "What could you do?") are always going to be better in a coaching context, because they allow the client to find their own solutions without being limited by illusory choices imposed by the coach. 

Monday
May102010

Andy Smith's Twitter round-up

Twitter is a really good way of sharing interesting stuff quickly. For me it also serves as a way of making a note of said interesting stuff, which I otherwise might forget about. If you've only read about Twitter and wondered what all the fuss is about, I urge you to give it a try - you need to try it for a while to really 'get' it.

Most of my tweets from @practicaleq are links to interesting research or articles, with the (very) occasional inspiring quote and the odd bit of personal observation. Here is the pick of the last couple of months - have a browse, I'm sure you will find something that interests you!

* Book review: The Thin Book of SOAR http://bit.ly/agQ420 - strategy planning with Appreciative Inquiry!
Sun May 09 19:28:55 +0000 2010 from Andy Smith
(http://twitter.com/statuses/13683840512)
 
* "If we have limits, they are self-imposed" ~ Joe Pike -->
Sun May 09 15:35:24 +0000 2010 from Andy Smith
(http://twitter.com/statuses/13673566533)
 
* NLP TRAINERS: maybe we should just call it 'NLP Practioner' - easier to spell + doesn't imply it's a vocational qualification. Whaddya say?
Sat May 08 13:32:41 +0000 2010 from Andy Smith
(http://twitter.com/statuses/13608251354)
 
* Are you an Asker or a Guesser? Life-changing article by Oliver Burkeman http://bit.ly/ddcCiH
Sat May 08 08:34:58 +0000 2010 from Andy Smith
(http://twitter.com/statuses/13598377320)
 
* Really good intro to systems thinking by @Watt_Works http://bit.ly/9BGxpo #systemsthinking
Fri May 07 12:04:47 +0000 2010 from Andy Smith
(http://twitter.com/statuses/13544720548)

Click to read more ...

Monday
Apr192010

Superb residential personal development training for teenage girls in the North West

retweetIf you have a daughter between 13-19 years old (I'm assuming a lot more parents than teens read this blog), she should jump at the chance of going on the 'Growing Dreams' residential weekend.

It's run by two of my NLP Practitioner graduates who are very experienced in working with young people, Cheryl Speak of Amazing Young Women and Andy Jackson of Dreamcatchers.

Growing Dreams is the ultimate personal development experience for young people. It translates cutting edge human development psychology into practical and accessible skills and techniques that young people can utilise immediately to make rapid and lasting positive changes in their lives. 

The residentials combine a fun blend of workshop sessions, outdoor activities and much more. They offer a fantastic opportunity to challenge yourself, try new things, build trust and work with others while developing skills that will help you either in school, college or at work.

Content includes: 

  • Understanding what motivates you 
  • Managing your emotions and being in control 
  • How our habits shape who we become 
  • How your brain works for and against you 
  • Increasing your own self esteem and confidence 
  • Creating goals to shape your future 
  • How to make and keep positive relationships 
  • Outdoor challenges, activities and much more! 
The organisers can also offer a supplementary nationally recognised accreditation. 
Not being a teenager, I haven't attended the course myself - but I know the two organisers well and trust them to deliver the best possible course and experience for young people.
The courses are running in May and August 2010 - currently just for young women but there will be similar courses for young men running soon.
Download a PDF of the course leaflet here. I forget the price but I do remember thinking "That's very reasonable" when Cheryl told me what it was.
For further information please contact Cheryl Speak on 07939 171756  or cheryl@amazingyoungwomen.co.uk 
Friday
Apr162010

Amma Theodora on being a teacher

retweetSome wise words on leadership from Amma Theodora - an early Christian monastic who went into the Egyptian desert during the third and fourth centuries to live a life of prayer and contemplation.

For 'teacher', also read leader, therapist, and coach - the advice applies equally.

A teacher ought to be a stranger to the desire for domination, vain-glory, and pride; one should not be able to fool him by flattery, nor blind him by gifts, nor conquer him by the stomach, nor dominate him by anger; but he should be patient, gentle, and humbler as far as possible; he must be tested and without partisanship, full of concern for people, and a lover of souls.

Friday
Apr162010

Gregory of Nyssa on self-awareness and self-deception

retweetRecently I co-facilitated a training workshop in appreciative coaching skills for rural deans, bishops and lay members of the Diocese of Chester. It was the first time I had worked with Anglican clergy and a more welcoming and stimulating audience you couldn't wish for (I must admit that part of me thought "in your face, Richard Dawkins!").

The day opened with a prayer and some readings from early Christian writers who were new to me, but whose thoughts deserve a wider audience beyond the church, as they have some wise things to say regarding what we call 'emotional intelligence' today (thanks to the suffragan Bishop of Stockport, the Right Reverend Robert Atwell, for the references).

The first comes from Gregory of Nyssa, one of the 'Cappadocian Fathers' (c 335 – after 394), and should be heeded by anyone in a leadership, teaching or changework role.

Our greatest protection in this life is self-knowledge so that we do not become enslaved to delusion, and end up trying to defend a person who does not exist. This is what happens to those who do not scrutinise themselves. They look at themselves and what they see is strength, beauty, reputation, power, an abundance of material possessions, status, self-importance, bodily stature, a graceful appearance and so forth, and they think that this is the sum of whom they are. Such persons make very poor guardians of themselves because in their absorption with externals they overlook their inner life and leave it unguarded.

How can a person protect what he does not know? The most secure protection for our treasure is to know ourselves: each of us must know ourselves as we are, and learn to distinguish ourselves from what we are not. Otherwise we may end up unconsciously protecting somebody who we are not, and leave our true selves unguarded. 

 

 

Wednesday
Mar242010

How to access your heart and gut intelligence

retweetPeople may have advised you to 'follow your heart' or 'go with your gut feeling' in those situations where thinking it through rationally, or listing the pros and cons of a decision, does not give you a satisfactory answer.

 It turns out that the wisdom of the heart (and of the gut) is more than just a metaphor. What follows is some information about the wonders of our heart and gut intelligences, and a process that you can use to access these intelligences to supplement the brain-based thinking that you're used to.

 

Heart Intelligence

Traditionally, the heart has been associated with “feeling qualities” such as care, love, wisdom, intuition, understanding, security, and appreciation. It has also been seen as the seat of the “relational self” - self in relation to others.

The new discipline of neurocardiology tells us that the heart has its own “brain” - a plexus of 40,000 neurons which can feel, learn and act independently of the brain in the head.

Four ways in which the heart communicates with the brain:

Neurologically, via the vagus and sympathetic afferent nerves. The heart’s signals have a regulatory influence on the autonomic nervous system and the higher centres of the brain including the cortex and the amygdala.

Biochemically. The heart secretes a hormone called ANF or atrial peptide which regulates blood pressure and body-fluid retention, and also inhibits stress hormones and may influence the immune system. The heart also produces noradrenaline and dopamine, neurotransmitters involved in mediating emotion that were formerly thought to be produced only in the brain.

Biophysically. Every beat of the heart generates a powerful blood pressure wave that influences the brain’s electrical activity.

Energetically. The heart’s electromagnetic field is the most powerful produced by the body. It can be measured up to ten feet away. Some researchers propose that this electromagnetic field affects not only the brain and emotions, but can affect other people in close proximity.

Emotional states are reflected in the heart’s rhythms. Negative emotions produce more jagged heart rate variability (HRV) patterns than positive ones.

The effect works both ways. The heart is the strongest biological oscillator in the human system. The rest of the body’s systems are pulled into entrainment with the heart’s rhythms. When the brain is entrained with the heart rhythms, subjects report increased intuitive clarity and sense of well-being.

Information from Doc Childre and Howard Martin, The HeartMath® Solution.

 

 

Body or ‘gut’ Intelligence

In the human embryo the original 'neural crest' separates into the brain and another section which migrates down into the abdomen. Later the two systems become connected via the vagus nerve. The abdominal 'brain' has about 100m neurones. The area below the navel - the hara (Japanese) or tan tien (Chinese) is associated with courage, feeling grounded and centred, sense of self in the body, and also with sex, desire, and action. The digestive system is also known to produce neuro-peptides which influence the brain.

Information from Richard Bolstad and Margot Hamblett in Anchor Point Vol.15 No. 2


Accessing Heart and Gut Intelligence

This is an exercise you can use by yourself or teach to clients. You can use it whenever you feel overwhelmed by a stressful feelings or can find no solution to a problem using conscious reasoning.

If you do use it with clients, do a lot of preframing around the traditional role of the heart as the seat of love and compassion, to avoid the client coming up with thoughts such as “I’m heartbroken” or “I hate him with all my heart”. If appropriate, tell them about the heart’s “brain” and its influence on the brain and the rest of the body.

  1. Notice how you feel about the problem, dilemma, or stressful situation.

  2. Float up above the situation, however you are representing it.

  3. Place your hand over your heart. Imagine you are breathing into the heart area. Associate into core heart feelings of love, care and compassion. Take as long as you need, until you feel a shift.
    (Optional) If necessary, recall a positive experience associated with these core heart feelings, or fire a previously-established anchor.

  4. Ask your heart, “What’s the one question I need to ask in order to move beyond this problem?” and notice the answer.

  5. Notice how you feel about the situation now.

  6. Associate into the hara area by placing your hand below the navel. Imagine you are breathing into this area until you feel centred, grounded and strong. Again, notice how you feel about the situation now.

  7. Ask your hara, “What else do I need to ask in order to move beyond this problem?” and notice the answer.

  8. Move out into the future, beyond the solution to the problem. Ask your unconscious mind to store the positive learnings so they are always there for you in the future.

 

This process is a refinement of the “FREEZE-FRAME” technique in Doc Childre and Howard Martin, The HeartMath® Solution, combined with elements from the ‘Physiological Triple Description’ process outlined by Keith Trickey in Anchor Point, September 1999.

For ways to access the creative imagination of groups and get past the boundaries of conventional thinking in team and work situations, check out the two-day Practical Appreciative Inquiry facilitator training that I am running for AI Consulting Ltd in Manchester on 17-18 May 2010, or in London on 14-15 June 2010.
Thursday
Feb112010

Coaching Leaders is now an ILM Recognised Provider!

We are proud to announce that Coaching Leaders Ltd is now an Institute of Leadership & Management (ILM) Recognised Provider with four of our programmes recognised as ILM Development Programmes:

ILM's Development Programmes add value to bespoke management training by providing industry wide recognition from Europe’s largest management and leadership awarding body, without altering the programme content or delivery.

To qualify as an ILM Development Programme, leadership and management training schemes must meet the following minimum requirements:

  • Must be based on management, leadership, coaching, mentoring or enterprise
  • Must aim to enhance or develop the knowledge and skills of managers, leaders, coaches, mentors or entrepreneurs

Benefits to training purchasers

Our learning programme content has been approved by Europe's foremost provider of leadership and management qualifications. This gives you an impartial "seal of approval", assuring you that we are providing you the very best in quality.

Benefits to your learners

On completing any of the above courses, participants have the option to receive an ILM Development Certificate, detailing their professional development. They are also entitled to one year's free Studying Membership of ILM, offering them access to the ILM's terrific range of learner support materials and services.

For more information about what our ILM Development Programmes offer your learners, call us now on 07967 591 313 or email andy@coachingleaders.co.uk

 

Monday
Dec212009

The role of emotion in decision-making

The Judgement of Paris by Lucas Cranach the ElderWe are often told to keep emotion out of our decision-making, and decide on entirely rational grounds. Of course, when emotions such as anger are too strong, they affect our ability to think rationally.

But outside of these extreme circumstances, emotions are not the enemy of reason. In fact, it is impossible to make meaningful decisions without emotion, since emotion is what supplies the meaning. All decisions, even business decisions, are ultimately emotional.

In his book Descartes' Error, the neurologist Antonio Damasio tells of a successful corporate lawyer who underwent brain surgery to remove a tumour. The surgery had the unfortunate side-effect severing the links between the amygdala (part of the limbic system or 'emotional brain') and the neocortex, the part of the brain responsible for thinking. Although his intellectual abilities were unimpaired, the lawyer could not hold down a job, his wife left him, and he squandered his savings on foolish investments.

His thinking had become computerlike. Detached from emotion, all options had equal value so he could not choose between them. Even something as mundane as making a doctor's appointment was beyond him, because he could find reasons for and against the date and time of any available appointment.

It is our emotions that tell us which option is preferable. It is also emotion which tells us when it is time to stop comparing the features, costs and benefits of different options and decide between them.

Finally, our emotions can alert us to factors that our conscious, rational awareness has missed, but which are nonetheless important. 'Gut feelings' or 'intuition' can alert us when something is not quite right about a person, a situation or a business deal, even when they look good on paper. Security consultant Gavin de Becker, in his splendid book The Gift of Fear, gives many examples where these gut feelings literally saved the person's life.

This is not the same as saying that you should always follow your gut instinct. Rather, your decisions should both make sense rationally and feel right. If either your feelings or your intellect are flagging up doubts about a choice, you need to give it some more attention before you finally decide.

If you are based in the Middle East and interested in decision making, I am running the Grooming Leaders in Decision Making course for VMAC Group on 18-19 January 2010!



Thursday
Dec102009

How to inoculate your team against contagious blame and negativity

Because I run in-house courses for a lot of different clients, I get exposed to a lot of first impressions of different workplaces. You can pick up a sense of the atmosphere of a particular office very quickly - some of them feel like they would be great places to work, while others would fall into the 'avoid at all costs' category.

The 'emotional climate' in your team - the overall mood of the workplace, which influences how people relate to each other, how they feel when they are at work, and the range of emotional responses they expect from their colleagues - has a powerful effect on staff turnover and on performance. Various studies have shown the beneficial effect of a positive mood on specific aspects of performance such as creativity, quality of decision making, and conflict resolution (Barsade and Gibson, "Why Does Affect Matter in Organizations?", Academy of Management Perspectives Feb 2007).

A healthy emotional climate at work doesn't just happen by itself. Recent studies back up what most of us have observed informally - that negativity and blame can be contagious, and that a 'bad apple' will influence the behaviour of the whole team.

It doesn't take much to influence people to blame others. A study by USC's Nathanael Fast and Sanford's Larissa Tiedens asked people to read a report about the 2005 ballot defeat of  Governor Schwarzenegger's efforts to reshape the state government of California.  In one version of the report, the governor blamed special interests for the defeat, while in another version he took full responsibility.

The researchers then asked the participants to write a short essay to explain a time in their lives when they had failed. The participants who had read the article about Schwarzenegger blaming special interests blamed others twice as much for their own personal failures. Repeating the experiment with blaming and non-blaming versions of other articles about failures gave a similar result.

Another study at Indiana University suggests that people are more influenced by the opinions of others when those opinions are negative, and that privately held negative attitudes are harder to change than positive ones. This implies that other things being equal, negative attitudes will spread at the expense of the positive.

Finally, research by William Felps and Terence Mitchell at the University of Washington found that people who don't do their fair share of work, who are emotionally unstable or who bully others can become 'bad apples' who affect the emotional climate of the whole team, as 'negative' behaviour outweighs positive behaviour.

So, what can you do to improve the 'emotional climate' of your team?

1. Deal with the 'bad apples'. Make sure you screen them out at the hiring stage. Robert Sutton's book 'The No Asshole Rule' is very good on why it's not worth hiring 'destructive jerks'.  No matter how talented they are, they are not worth the damage they cause to the morale and increased turnover of their colleagues.

If you already have a 'bad apple' in your team, address their behaviour. This is something that many managers shy away from. Books that can help you are Bad Apples: How to Manage Difficult Employees, Encourage Good Ones To Stay, and Boost Productivity by Terrance Sember and Brette Sember, and 'Fierce Conversations' by Susan Scott.

 

2. Lead by example. In any group, the leader is the person to whom people look for clues as to how to respond when there is uncertainty, or a situation not previously encountered. The leader therefore is a key influence on the emotional climate of a group. Most leaders don't realise how much influence they have on the mood of their team.

A “resonant” leader creates a positive mood throughout the organisation, their example encouraging everyone to contribute their best efforts. A “dissonant” leader who engenders a climate of anxiety and doubt - through undermining people, outbursts of anger, or a consistently glum outlook - acts as a brake on the performance of the whole organisation.

3. Don't be afraid to show emotion. The more expressive the leader (in facial expression, voice tone, and gesture), the more influence he or she will have on the overall emotional climate. Inexpressive, stone-faced, monotone bosses create an 'emotional power vacuum' that a more junior but more expressive team member can step into and become the 'emotional team leader'.

4. Even if you are not the boss, you can still have a positive influence on the emotional climate.
If your boss has left an 'emotional power vacuum', it is even more important that you maintain yourself in a positive state. This will 'resonate' with your colleagues and influence them to feel and perform better.

To turn around the emotional climate in your team, it's worth looking into positive psychology and Appreciative Inquiry. Our briefing paper, What Is Appreciative Inquiry?, is a good place to start.

What are your experiences of the emotional climate at work? And what are your tips for dealing with 'bad apples' or improving the emotional climate?

Wednesday
Nov182009

Funding Available For Well-Being At Work Schemes

The Department for Work and Pensions has created a Health, Work and
Well-being Challenge Fund
for innovative projects that improve health
and welfare at work.

If your business employs between 1 and 249 staff, you are eligible to
apply for grants of between £1,000 and £50,000.

Projects to improve mental well-being in small businesses will take
priority for funding. You can apply yourself, or in partnership with a
specialist service provider like us.

The funding criteria also state:

"We’d like to see that you have involved your employees in defining
the problem you may be encountering and coming up with the solution."

It's a competitive scheme, so not all applications will be successful.

We specialise in employee participation and engagement using the
Appreciative Inquiry methodology, and also have expertise in emotional
intelligence
, stress management, relaxation, and coaching, so we are ideally placed to help you and your
people define and implement an innovative health and well-being
scheme.

If you would like to partner with us to set up an innovative staff
wellbeing programme and access this funding, call now on 07967 591 313 or email me on andy@ai-consulting.co.uk.

Applications need to be in by 31st December so call us now!