The basic level of certification demonstrating competence in core coaching skills. Associate: Demonstrating advanced coaching skills and ability to work with more complex issues. Professional: Demonstrating mastery level coaching skills, ability to work with complex issues and supervise others. Master: Demonstrating the ability to train and certify other coaches, conduct research, and advance the field through publications or presentations. Each level requires additional training, supervised practice, client sessions and passing an exam. The training is designed to take coaches to higher levels of skill, knowledge and positive impact.

1. Trainer: Romeo Haokip, NeuroSemantics-NLP Licensed
Trainer-ISNS-USA.
2nd DAY.

2. Menu and Agenda for
the Day
 Learn the fundamental State Management Skills
 Learn about State Elicitation and Anchoring Skills
 Learn and practice the Sphere of Excellence Pattern
 Learn and practice the Swish Pattern
 Learn and practice the Movie Rewind Pattern
 Discover the magic in the structure of language, the Meta-
Model
 Discover and learn the Well-Formed Outcome Pattern

3. Definition of State
 A state is a mental and
emotional state, a
dynamic mind-body
state of experience or
being that operates as an
experiential energy field.
 This is also known as
Neuro Linguistic State or
Primary State.

4. 3 Core Skills of Inducing States
 State Eliciting- the art of
identifying, detecting, and
providing the required
stimulus so that another
person elicits a state of mind-
and-emotion.
 State Anchoring- the art of
being able to establish a
trigger to a state and to be
able to replicate it at will.
 State Induction -by means
of a story, an anchor, a menu
list, and a wide range of
options so that we can invite
others into more resourceful
states

5. 2 Royal Roads to State Induction
1) Mind —> Linguistics: Sensory &
Language Representation.
 Visual: pictures, scenes, images
 Auditory: sounds, noises, music
 Kinesthetic: sensations, touches,
tactile, proprioceptive, motor
movements
 Olfactory (smell),
 Gustatory (taste),
 Auditory-digital(Aid): Metaphors,
Stories, Symbols
2) Body —> Neurology:
 Physiology and/or Neurology
describes the physical state or state
of “body”—the things that we
experience in our body involving
health, posture, breathing, bio-
chemistry, etc.

8. Anchoring a State:
 Set up a trigger (sight, sound,
sensation, movement, gesture,
word, etc.) and link it to the
state.
 "Anchors" operate as Pavlovian
conditioning tools for state
management and depend on
uniqueness, intensity, timing,
purity.
 Wait until you or another person
has reached the peak of the
experience, then link some
unique trigger to it. Test to see if
the trigger then “fires off” the
state. If so, you have an “anchor.”
E.g Celebrity endorsements.

10. Response Powers
 We have 2 Internal
Private Powers:
Thinking and
Emoting.
 And we have 2
External Public
Powers: Speaking and
Behavioral.
 Responsible For
versus Responsibility
to: The Line of Sanity.

11. STATE ACCESSING AND ANCHORING PATTERN
 1) Access: Identify the desired state and it’s mind-body
components.
 2) Amplify: Evoke it fully.
 3) Anchor the state when it is highly amplified.
 4) Practice stepping in and out. Break state and
repeatedly re-access .
 5) Apply the resourceful state to a time or place in
everyday life.

12. CIRCLE OR SPHERE OF EXCELLENCE PATTERN
1) Identify a desired states like
excitement, enthusiasm, confidence
etc.
2) Imagine a circle on the floor.
3) Take a meta-position.
4) Fill up the circle with a symbolic
color of the resourcefulness.
5) Step into the circle when at peak
and breathe it in while re-
experiencing the VAK.
6) Break state and test. Repeat with
additional resources.
7) Future pace.

13. THE SWISH PATTERN
1) Identify a compulsive habit or response
to be changed. (Menu list: Biting your
nails, smoking, not exercising, fear of
public speaking, meeting your boss,
eating too much, bitching)
2) Identify the cue picture. Q1. When do
you decide it’s time to be afraid or bite
your nail? Away or Towards. Q2. Teach
me the strategy.
3) Develop a desired State Picture and
access it fully. VAK.
4) Put the Cue picture in an associated
state in large and Desired picture in a
disassociated state as a dot in the right
hand bottom corner or on the moon with
loaded rocket fuel.
5) SWISH it 7 times. Break state in
between.
6. Test: As you think about that old
trigger, does your brain now immediately
go to the new picture?

14. MOVIE REWIND PATTERN
 1) Think about the memory as if just witnessing it by
going before the event and making it black and white
from the 10th row.
 2) Float back to the projection booth to watch yourself
watching.
 3) Now let the old memory play out as you watch it
from the projection booth to a scene of comfort and
freeze frame the scene.
 4) Step into the comfort scene at the end of the movie
and rewind fast.
 5) Repeat this process five times after state break.
 6) Test the results. [Break state from this exercise for a
few minutes.]

15. Questioning Models in Neuro
Semantics and Meta Coaching.
 1) The Meta-Model of Language: Representational
Tracking to recover what the client has deleted,
distorted or generalized.
 2) Well-Formed Outcome Questions: To create a well
formed outcome for a client through a series of 10
Criteria questions to help them attain their outcome.

16. NLP Communication Model

17. Compare the two statements
What happens when you representationally track the
following statement.
 “Management has recently decided that it is required
that the empowerment initiative begin by May 1.”
What pictures and sound track did you create for your
inner movie? Compare that with this one:
 “The brown dog ran across the green grass in the backyard
chasing a brown rabbit who appeared suddenly from under
a bush, and he ran across the cement that has only been set
a few minutes before.”
Do you have pictures of that? Did the movie begin
playing almost as soon as you read the words?

18. The Meta Model Distinctions

19. The Meta Model Distinctions

20. Meta-Model Exercise: 15 Mins
1) In groups of three, identify a limitation.
 Person A will think about an area of life wherein he or
she experiences a limitation of some sort and describe it.
Person B will ask questions and support the experiencer.
Person C will record the conversation to keep track of
things.
2) Meta-Model the language.
 After the Person A shares for 4 minutes, the others-B and C
will meta-model the statements only using Meta-Model
questions. Especially inquire about nominalizations, cause-
effect statements, and complex equivalences.
3) Debrief learnings and experience.
 What distinctions were identified?
 What Meta-Model questions were used?
 What was the resulting response and the effect?

21. Meta-Model Exercises for Empowering States
15 Mins.
1) Identify an empowering state.
 Describe a resource and/or resourceful state that you would
like to have or to have more of (e.g. confidence, pose, self-
affirmation, enthusiasm, love, energy, etc.). Describe this
resource fully.
2) Meta-Model the state.
 As the person offers their map of the resource, meta-model
him or her to invite a richer and fuller map of the
experience. Continue until the person confirms that richer
map.
3) Anchor the state.
 As one of the members kinesthetically anchors this
resourceful state, ask for an auditory digital term that
summarizes it— “Confidence, joy, calmness, etc.” Anchor
repeatedly saying the term at the peak of the experience
until just the word anchors it.

23. WELL-FORMED OUTCOME PATTERN
 1) Stated and represented positively:
 2) Sensory-based or empirical:
 3) Contextualized:
 4) Forecasted in a time frame:
 5) Actions steps and stages:
 6) Self initiated and maintained:
 7) Resources specified:
 8) Compelling:
 9) Ecologically balanced:
 10) Evidence procedure:

24. Getting a Well-Formed Outcome Statement
 "By the end of this session I will be able to feel
calm hearing my voice speaking evenly as I look in
the eyes of my audience as I prepare myself to
speak without notes in the boardroom this week
which is realistic for me, ecological, and very
exciting.
 "By the end of this session 1 will have begun to
create a plan for how to learn and practice the First
three core coaching skills. I will have the plan
written down and will be able to use it as a
Reminder and checklist each day."

25. What Coaching is NOT.
The Key Helping Modalities:
 Consulting is about giving
advice and expertise.
 Mentoring is about guiding
from experience.
 Training is about teaching and
drilling in new skills.
 Counseling and therapy is
about solving problem,
healing hurts, resolving
traumas and building up ego-
strength so the person gets up
to average and becomes "okay.

26. What then is coaching?
 Coaching is about facilitating through questioning, giving
feedback, and operating as an expert in process or
structure about how we run our own brains for more
effective performances.

27. Coaching is about facilitating generative
change at numerous levels and stages.
1)Performance Coaching: Enhancing skills and
behaviors.
2)Developmental Coaching: Evolutionary change to
beliefs, values and identity.
3)Transformational Coaching: Revolutionary change in
purpose, direction and meaning.

33. The levels of Meta-Coach
certification include the following: