This document discusses six meta-programs that can help understand learner motivation: towards/away, internal/external, self/others, matcher/mismatcher, convincer strategy, and necessity/possibility. Understanding a learner's preferences in these areas can help tap into their motivation and make learning more effective. The meta-programs provide insight into how individuals process information and make decisions. Awareness of these preferences helps tailor learning design and facilitation techniques to different learners.

1. 6waystotapinto
learnermotivation
In Neuro-Linguistic Programming (NLP) meta-programmes
are the keys to the way we process information. They are the
unconscious rules that help us navigate the world.
Our quick reference guide will help you tap into people’s
internal workings to help them embrace learning and
change.

2. If you have ever had people confused or frustrated
with the learning you provide this may help identify
why.
Our own preferences and the way we see the world
will direct our focus when we design or facilitate
learning.
This guide will help you analyse how your own
preferences might limit the learning opportunity for
others and provide insight into how you can build in
robust support to make leaning sing for everyone.

3. Towards
v.Away There are two kinds of motivation, ‘Towards’ (something you
want : GAIN) and ‘Away-From’ (something you don’t want:
PAIN).
Both have their uses.
Towards people are motivated to achieve goals. They can have
trouble recognising problems. They are good at managing
priorities.
Away From people focus on what may be and is going wrong.
They are motivated to solve problems and have trouble
keeping focused on goals
Organisations need both types of people to work successfully.
They’ll need towards people to set the vision and show energy
and commitment to change whilst the away from people will
help identify risks and minimise these.

4. Towards
v.Away
To help them learn ask questions and listen to their answers carefully.
Really tune in and with practice you’ll spot them instantly.
E.g. Do they tell you about their dreams and what they are looking
forward to achieve? Do they say things like: “I am working and saving
hard for a new car” or are they more likely to remark: “I shall be glad
when I don’t have to walk or take the bus any more”?
Think about your language.
For TOWARDS people use words
such as
For AWAY FROM people use
words such as
● Attain
● Gain
● Achieve
● Get
● Include
● Towards
● Can’t wait to get there
● Accomplish
● Reward
● End Result
● Goals
● Avoid
● Exclude
● Recognise
● Problem
● Don’t like…
● Trouble Shooting
● Fix
● Steer Clear of
● Prevent
● Solve
● Fix

5. Internalv.
External If people have an Internal Frame of Reference , they instinctively
know when they’ve done a good job and they will want to solve
all their own problems. They rarely ask for advice from other
people. They are happy to make decisions on their own
judgments, feelings and opinions. Sometimes this means they
will disregard evidence or advice from others.
If they have an External Frame of Reference, they measure
themselves against the feedback from other people. When faced
with a challenge, they will seek facts, evidence, advice and
opinions from other people and sources. If none is forthcoming
they can get stressed and become indecisive.

6. Internalv.
External If you ever give a compliment and it seems like somebody
doesn’t believe you, it might be because they are using an
internal frame of reference. You also can check this in yourself.
For example, do you put more stock in how you rate your
performance or do you look to feedback from others?
So, in learning make sure there are plenty of opportunities for
feedback from the facilitator and peers. And for internally
referenced people provide a reflection template so they can
process ideas for themselves and consider how they can
improve.

7. Sortingby
selfv.
others?
A person with more of a self-sort can be very self-centred
and disassociated. They primarily make their decisions
based on their own personal interests — based on what’s “in
it for them” in any particular situation.
A person with more of an other-sort is often very curious
and focused on the needs of other people. Therefore before
they make any kind of decision, they will often think of
what’s in it for others and how others will benefit from this
decision. They will in essence put other people’s needs
ahead of their own.

8. So to help influence both of these in learning it is important
to explore not only ‘what’s in it for them’ but also what’s in it
for others.
Think consequences and each time you debrief ask
questions like:
● Who would benefit from applying these ideas?
● How will it help you? Your colleagues/team/customers
and of course the organisation.
Sortingby
selfv.
others?

9. Matcherv.
mismatcher?This meta-programme determines how you sort information
to learn, understand, and focus. Some people respond to the
world by finding sameness. They look at things and see
what they have in common.
They’re matchers.
A person with more of a mismatcher sort often tends to go
against the grain. They tend to find faults in things, in
circumstances, and in others. They always look for
differences and will tend to disagree with you no matter
what you do or say.
So if you’ve ever had someone who constantly seems to
disagree with you, know you know why!

10. This is a really interesting one for a group setting. Many
people seek to absorb ideas and see how they can make it
work for them. The mis-matchers are the ones who see a
problem in everything. The key here is to recognise that it is
just their processing and that is a GREAT thing rather than
seeing it as just being objectionable. If you come at it with
that assumption it builds your own resourcefulness to cope.
Managing this is all in the set up!
In your introduction explain that you welcome challenge.
That it’s your belief that challenge aids learning and you
actively encourage learners to come up with why it can’t be
done. Welcome it. Set up the challenge and then manage it
so it’s constructive. Ask people to go with the learning and
in the debriefs explore what the challenges will be. Keep
asking questions like:
● What’s the problem here?
● What is the biggest challenge that will stop us from
applying this?
Matcherv.
mismatcher?

11. What’stheir
Convincer
strategy?
A “Convincer Strategy” is how a person comes to believe
something to be true. For some people, they need to see it
with their own eyes. For others, they need to hear something
multiple times from multiple people before they believe it.
Tony Robbins explains it here:
“The convincer strategy has two parts. To figure out what
consistently convinces someone, you must first find out what
sensory building blocks he needs to become convinced, and
then you must discover how often he has to receive these
stimuli before becoming convinced.
Basically, the “Convincer Strategy” comes down to whether
you need to hear it, see it, or read about it, and how many
times you need to see or hear it, and over what period of time
before you believe something is true.

12. If you are providing learning then this meta- programme taps
into the heart of what you do.
It’s your job to influence people to apply what they are
learning.
To aid this think about how you can help learners see, hear
and feel the value of learning.
E.g. Can you:
● Get role models to share their experiences or be
interviewed?
●Ask stakeholders to share expectations, needs and
challenges?
●Set up a situation for them to observe what success
might feel like?
●Help them ‘build’ a personal model of success?
This meta-programme stresses the value of personalised,
blended learning so really consider the need for
communication pre and post learning to help tap into their
personal convincer strategy.
What’stheir
Convincer
strategy?

13. This is about how people make decisions.
A person with more of a necessity sort often settles for
what life gives them. They primarily make decisions that are
based on avoiding pain. They will settle for what’s available
and don’t care much about options or varied experiences.
A person with more of a possibility sort often seeks variety
and opportunity. They primarily make decisions that are
based on gaining pleasure. They therefore don’t like to
settle, but rather go for what they really want in life. They
are motivated to look for possibilities that will help them
expand their opportunities.
Necessityv.
possibility

14. To influence, motivate and build rapport with necessity
sort people you will need to focus on making them feel
secure and comfortable with their decisions. Provide them
with something that’s familiar, easy and safe and build
gradually.
Whilst to to influence, motivate and build rapport with the
possibility person you will need to focus on presenting
them with challenges; informing them about the risks that
they will need to take to get what they want, and the
inevitable opportunities that will be available once they
take positive action.
Necessityv.
possibility

15. Using meta-programmes help you understand yourself and
others. They help you understand how people sort and make
sense of the world. They also help you understand your own
values, beliefs and behaviours.
Remember that people use a blend of meta-programmes. It’s
a spectrum of possibilities. It’s a tool for understanding how
or why people behave and adapting your own behaviours to
improve communication.
They aren’t a tool for stereo-typing or pigeon-holing.
It can also lead you to self-understanding and the better you
know yourself, the better you can drive yourself. It will help
you in your learning design as you can use this as a checklist
to ensure your design covers all preference; not just your
own.
It reminds us of the importance of providing personalised
learning and reflection for our learners.
Enjoy your exploration!
Key
takeaways

16. To find out more then please contact us using the details below.
We are ready to help you accelerate performance, now!
Genius Learning Ltd
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Liverpool
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w: www.inspireyourgenius.com
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