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Video Three and Four By Rintu Basu

Copyright Info

All Rights reserved. No Part of this book may be reproduced in any form without permission. DISCLAIMER AND TERMS OF USE AGREEMENT

The author and publisher have used their best efforts in preparing this book. The author and publisher make no representation or warranties with respect to the accuracy, applicability, fitness, or completeness of the contents of this book. The information contained in this book is strictly for educational purposes. Therefore, if you wish to apply ideas contained in this book, you are taking full responsibility for your actions. EVERY EFFORT HAS BEEN MADE TO ACCURATELY REPRESENT THIS PRODUCT AND IT'S POTENTIAL. HOWEVER, THERE IS NO GUARANTEE THAT YOU WILL IMPROVE IN A NY WAY USING THE TECHNIQUES AND IDEAS IN THESE MATERIALS. EXAMPLES IN THESE MATERIALS ARE NOT TO BE INTERPRETED AS A PROMISE OR GUARANTEE OF ANYTHING. SELF-HELP AND IMPROVEMENT POTENTIAL IS ENTIRELY DEPENDENT ON THE PERSON USING OUR PRODUCT, IDEAS AND TECHNIQUES. YOUR LEVEL OF IMPROVEMENT IN ATTAINING THE RESULTS CLAIMED IN OUR MATERIALS DEPENDS ON THE TIME YOU DEVOTE TO THE PROGRAM, IDEAS AND TECHNIQUES MENTIONED, KNOWLEDGE AND VARIOUS SKILLS. SINCE THESE FACTORS DIFFER ACCORDING TO INDIVIDUALS, WE CANNOT GUARANTEE YOUR SUCCESS OR IMPROVEMENT LEVEL. NOR ARE WE RESPONSIBLE FOR ANY OF YOUR ACTIONS. MANY FACTORS WILL BE IMPORTANT IN DETERMINING YOUR ACTUAL RESULTS AND NO GUARANTEES ARE MADE THAT YOU WILL ACHIEVE RESULTS SIMILAR TO OURS OR ANYBODY ELSE'S, IN FACT NO GUARANTEES ARE MADE THAT YOU WILL ACHIEVE A NY RESULTS FROM OUR IDEAS AND TECHNIQUES IN OUR MATERIAL. The author and publisher disclaim any warranties (express or implied), merchantability, or fitness for any particular purpose. The author and publisher shall in no event be held liable to any party for any direct, indirect, punitive, special, incidental or other consequential damages arising directly or indirectly from any use of this material, which is provided “as is”, and without warranties.

As always, the advice of a competent professional should be sought. The author and publisher do not warrant the performance, effectiveness or applicability of any sites listed or linked to in this book. All links are for information purposes only and are not warranted for c ontent, accuracy or any other implied or explicit purpose. Copyright 2014 Rintu Basu The NLP Company www.theNLPcompany.com

Hypnotic Persuasion Skills Deconstructed Part Two by Rintu Basu

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Copyright Info

All Rights reserved. No Part of this book may be reproduced in any form without permission. DISCLAIMER AND TERMS OF USE AGREEMENT

The author and publisher have used their best efforts in preparing this book. The author and publisher make no representation or warranties with respect to the accuracy, applicability, fitness, or completeness of the contents of this book. The information contained in this book is strictly for educational purposes. Therefore, if you wish to apply ideas contained in this book, you are taking full responsibility for your actions. EVERY EFFORT HAS BEEN MADE TO ACCURATELY REPRESENT THIS PRODUCT AND IT'S POTENTIAL. HOWEVER, THERE IS NO GUARANTEE THAT YOU WILL IMPROVE IN A NY WAY USING THE TECHNIQUES AND IDEAS IN THESE MATERIALS. EXAMPLES IN THESE MATERIALS ARE NOT TO BE INTERPRETED AS A PROMISE OR GUARANTEE OF ANYTHING. SELF-HELP AND IMPROVEMENT POTENTIAL IS ENTIRELY DEPENDENT ON THE PERSON USING OUR PRODUCT, IDEAS AND TECHNIQUES. YOUR LEVEL OF IMPROVEMENT IN ATTAINING THE RESULTS CLAIMED IN OUR MATERIALS DEPENDS ON THE TIME YOU DEVOTE TO THE PROGRAM, IDEAS AND TECHNIQUES MENTIONED, KNOWLEDGE AND VARIOUS SKILLS. SINCE THESE FACTORS DIFFER ACCORDING TO INDIVIDUALS, WE CANNOT GUARANTEE YOUR SUCCESS OR IMPROVEMENT LEVEL. NOR ARE WE RESPONSIBLE FOR ANY OF YOUR ACTIONS. MANY FACTORS WILL BE IMPORTANT IN DETERMINING YOUR ACTUAL RESULTS AND NO GUARANTEES ARE MADE THAT YOU WILL ACHIEVE RESULTS SIMILAR TO OURS OR ANYBODY ELSE'S, IN FACT NO GUARANTEES ARE MADE THAT YOU WILL ACHIEVE A NY RESULTS FROM OUR IDEAS AND TECHNIQUES IN OUR MATERIAL. The author and publisher disclaim any warranties (express or implied), merchantability, or fitness for any particular purpose. The author and publisher shall in no event be held liable to any party for any direct, indirect, punitive, special, incidental or other consequential damages arising directly or indirectly from any use of this material, which is provided “as is”, and without warranties.

As always, the advice of a competent professional should be sought. The author and publisher do not warrant the performance, effectiveness or applicability of any sites listed or linked to in this book. All links are for information purposes only and are not warranted for c ontent, accuracy or any other implied or explicit purpose. Copyright 2014 Rintu Basu The NLP Company www.theNLPcompany.com


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Hypnotic Presentation Skills Deconstructed Video Three and Four

Before We Start - A 4MAT Interlude Whilst putting these notes together a student on my FB group asked me how I put articles together. Specifically he asked about an email and article on my website. I think there is a connection with the discussions we are having about 4MAT, how I lace patterns through my writing and generally how I construct material in written form as a different type of presentation. As such I am going to answer that question here. Here is the email and the article in question. Have a read and then I will take you through how I constructed them both.

Email Subject: The Sneakiest Most Underhanded and Devious Persuasion Tricks Demonstrated

Hi Friend, I am about to send you an article that is outrageously written on four different levels and is calculated to sneak one past any reader that comes across it unless they had seen this email. I wanted to practice my persuasion chops a little and see how much change I could create with as few words as possible. And the result is the article you will click through to in a moment. But let me tell you what is happening first so you can learn. The purpose for doing this sort of thing is so you can see an active demonstration of these hypnotic patterns. On the face of it the article is about accelerated learning and how to learning hypnotic language patterns. The first thing you might notice is that I use the pattern and variations several times over in the article. It is obvious, especially once yo u have seen the pattern. The next thing I want you to notice is that I have a sequence where I bring out the fear of failure in people. I use schools as an example because I am looking for a common experience that people can relate to. Not everyone will relate to the example I give but I am hoping that some will and I can then use that to bring out that fear and then reframe it. I am not telling the reader that this is what I am doing and I am quite deliberately reframing their concept of failure so that they look at it a different way. This paves the way to use the pattern to ingrain the pattern and convince the reader to use it. In summary this article is i s about teaching the reader some accelerated learning concepts and embed a new language pattern. Covertly we are reframing a common failure point and motivating the reader to do the one thing that will completely seal the deal on their new language pattern i.e. go out in to the world and just use it.


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If you like this way of learning then then you will get huge benefits from "Hypnotic Persuasion Skills Deconstructed". Click Through and find out more here (link deleted) This is a special offer for you, but if you have seen it before it will tell you that the offer has expired. You can read the article when you click through this link (link deleted) Cheers Rintu PS. How well did I do the preframing on this email?

And here is the article: The More You Fail The Closer to Success You Become

This article is about a particular accelerated learning technique that can dramatically improve your ability to use hypnotic language patterns. And as a bonus you will get to learn another fun and easy to use language pattern. Try Before You Buy I’ve seen a lot of people fall in to an interesting double bind in many different learning situations. Some people won’t use a skill until they are good at the skill. The obvious issue here is without using

the skill you are unlikely to get any good at it. Conversely the more you use the skill the better you get at it. This is a particular problem with hypnotic language patterns. They are only likely to work once you have made the pattern your own and it appears as part of your natural speech. Even past that point there are a whole number of variables that will determine if the pattern works in any given situation. Another typical reaction to learning patterns is a need to understand how a pattern works, where you would use it, how to set up to use it in a conversation and a million other details. The reality is that you can only get proper answers to those questions through the experience of using the pattern. The Failure of Our School System

There is a lot that our schools do right in educating us. But one thing that schools tend to ingrain is a fear of failure. Here is the reality of failure. All of your growth and your development is outside your comfort zone. You learn fastest when you can explore, play and accept not getting things right first time. For you to succeed at learning new skills failure is an inevitably part of the process. As such every time you fail with your new skill you should be out celebrating because you are learning, growing and developing. The nature of fast development is all about celebrating and learning from our


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failures. In fact the more you fail the closer to success you get. With this in mind I have a particular approach to learning hypnotic language patterns that I share with people. The Pattern of the Day Approach

The best way of learning hypnotic language is to take a pattern and over use it. Play with it, try and fit it into a conversation as many times as possible. As you do this you will learn how to control the conversation to get the pattern in. You will notice what has to go before the pattern and after the pattern to make it work. You will notice how the pattern impacts the person you are speaking with. You will learn to cover your mistakes, how to recover from being found out, stumbling over your words and just talking word salad. The more you use a particular pattern the more you find yourself instinctively using that pattern. But best of all you will quickly let go of any outcome other than to play with the pattern. And that is where the magic starts to happen. In essence the more you let go of the outcome the more you find that you get your outcomes. Something to Get You Started

Here is a great little pattern you can use. The game is to use it in the same conversation a minimum of three times. You may well find the more you just use the pattern the more you will find how easy it is to use the pattern. Then to come back here and report your findings: The more you (x) the more you (y) The more you (do what I want) the more you will (gain benefit) from it. The phrase presupposes that you will do (x) and that the more you do it the more you gain (y). You only need three examples to understand what is going on and the more examples you come up with the more you will find this pattern spontaneously occurs. Here are three more examples: 

The more you lick my belly button the more you will get to enjoy it



The more you say these patterns out loud the more you understand how they work



The more you learn hypnotic language the more fun you will have getting people to do your bidding

The More You Play Patterns the Better You Get

If you want a clear, straightforward guide to learning and running a few hypnotic language patterns to gain some more influence and persuasive ability then click through and find out more here (link deleted)

Deconstructing My Article Writing Strategy Before we start with how I specifically write articles let’s start with some of the frames I am

operating with. My philosophy is to teach, demonstrate and train hypnotic persuasion techniques through my articles. I am also obviously in business and all of my articles are aimed at selling to the audience. I


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normally go for a “if you want more of this good stuff then you can find out more throu gh this link to a specific sales page” approach.

I also like writing articles on multiple levels with easy stuff for the novice to get to grips with and some patterns thrown in for people to discover and then some deeper stuff for my advanced students to pick up on. The Idea to Outcomes

The idea to write this article started a few days earlier when I was playing with patterns with a few people that knew what I was doing and despite my every effort refused to join in. When I quizzed one of them, afterwards t hey told me they had put themselves in that double bind…won’t do it until I can do it. As an experienced trainer I have met this many times before across lots of different contexts and have explored it a lot with various different people. And for the most part, it i s a fear of failure thing that is going on. So the first part of my process is to look at what I am trying to achieve. Just as you have seen me do and teach I start off with the question, “What do I want my (in this case) readers to be saying o r doing at the end of my article that they weren’t at the beginning?”

And the follow up question, “How do they benefit?”

My answers to these were: Play with some language patterns. This outcome has two bits, let go of the fear of failure and then actually use some patterns. Buy a product (I just picked the one best suited to the content we were discussing) – the benefit is to develop more of the skills they see displayed in the article. For my advanced students I wanted them to deconstruct some of the patterns involved in the article. My Template Article Formula

I write most of my articles to a general formula. I tell my readers: 

What the article is about



The benefits, what they will gain from reading it and open some loops



The content including theory, practical applications and examples



Any exceptions, ways to practice and how they can find out more (opening more loops where appropriate and closing any that need closing)

If you have been looking at 4MAT then you will recognise this formula as part of that.


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From this you can see that the article almost writes itself based on the formula and the objectives. It is obvious I need to supply a quick, easy and flexible pattern if I want people to run off and start playing. So I picked a pattern and set up the end of the article to demonstrate it. I then need to deal with the fear of failure thing . The obvious way to covertly deal with a fear is to reframe it as something else. So I needed to bring up the fear and then define it as something else. Again my experience kicked in. I’ve dealt with a lot of fear of failure that was installed from school and this business about "success is built on the back of failure", is a common personal development truism. That now just turns in to a sequence of internal representations that I am recounting for the reader. It is true that I am not going to hit everyone with this metaphor but that is a chance you have to take when working covertly with groups…particularly in writing.

So now what I need is some benefit statements and a healthy dose of open loops and reasons for the reader to start / continue reading. My first paragraph is usually as short as I can get it and is a frame for the article with a benefit statement. This is more because that is the snippet that would be on the front page of the site or in Google when the page is i ndexed. The next couple of paragraphs are where I properly develop the consequences of not dealing with the issue and / or the benefits of reading further. Doing the Writing Proper

I now have the article in note form. I have the sections in order with why and what they are supposed to achieve. This next bit is the secret sauce; the one thing that is the edge that I use that makes my articles different. I then do a perceptual positions exercise to do the writing. I imagine myself looking out through the eyes of my ideal reader watching and listening to me speaking. I am not a proper grammatical writer. All I try to evoke is the idea that I am i n the room talking with you directly. I then write the article based on what my ideal reader needs me to say or do for them to get the outcomes that I had set at the beginning. Adding some Hypnotic Language

Now that the building blocks of the article are written I can start playing with it. In this particular case I have given them a language pattern for them to use. Obviously, then I want to demonstrate that pattern as many times as I can. So I went back through the article adding the pattern in as often as I can in as many different variations as I can. Constructing the Email

The primary purpose of the email is to frame the article and get people to read it. I of ten write a slightly different email for different groups of people. For example if the subject relates to Job Hunting my email to the people that have bought my Job Hunting products might get a straightforward, “Look at this article because it will help you find a job”

email.


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People that have not bought my job hunting books and courses might get an email that links the content to other areas of persuasion. My advanced students may get an email that highlights certain persuasion techniques that I have covertly embedded into the article. It might be how I motivated the reader to continue reading or use the skill, it might be why I decided to explain the tool in the particular way that I did, or it might be a competition for them to find as many patterns in the article. In all three cases though, the object is to get people to read the article, preferably several times. Shock Horror Probe Headlines Matter

Before I can convince you to read the article I need to convince you to read the email. That means I need a headline that hooks your interest enough to read the rest of the email. My email open rates are far higher when I use a controversial, complaining or tabloid headline. So I try and do this as often as I can and obviously I have a perfect opportunity with this email. Opening Loops and Setting Frames

A wonderfully simple way of getting people to read further is to tell them what they are going to see ass a sort of benefit without giving them any detail. I have lots of structures to do this and one of my favourites is ordinals. If I say to a reader that there are four things to look out for and only list three it keeps the loop open. I also like creating a them and us situation. There are readers of the article and then there’s us…the people that really know what is going on. It makes us special, clever and in the know. With this email it was really easy to create that whole thing just by telling the reader (of the email) all the sneaky tricks I used in the article. Based on the presupposition that people on my list want to learn these tactics, outlining the fact that they are all demonstrated in the article almost automatically means people will click through and read. I don’t usually sell direct in emails but this multilevel learning is the approach I use here and with

Persuasion Skills on Steroids Deconstructed that it seemed an obvious thing to do. PS What About the Ending?

I loved the PS on this email. The post script is one of the most read parts of letters and emails. This one presupposes that I was doing something covert about in the email. It is calculated to get the reader (of the email) to reread, ponder and analyse the email as much as the article. So that’s it. This is how I think about and construct articles and emails.


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And Now Over to You If you have any written work that people see, now might be an appropriate time to review it in the light of what you have just read. If you present using slides or visual aids you might want to start thinking about how you might use them to draw people in, frame what you are going to say or the other way round- use what you are saying to frame a view of what they see on the slide.


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Video Three 0:00:0 to 0:26:12

0:00:0 to 0:16:00 Perceptual Positions

I start each day with a soft start. I normally prompt people for thoughts, observations, ideas and experiences that occurred to them over night. I’ve cut out all of that from this course because

nothing hugely relevant came up. Normally I would use what they say to link in to what I want to talk about and it makes it look like the content is being driven by what they say. Some you win some you lose. Take what you know about perceptual positions and compare it to what I say to this audience. I’ve taken it to quite a deep level quite quickly because as yo u have seen I have been covertly teaching them the concept all of the day before. If you are analysing this in terms of 4MAT you will notice that I don’t do any Why in this segment. It appears that I leap directly in to the What and then I follow through the rest of 4MAT. It isn’t necessary to stick rigidly to the process. At this point I think I still have the group’s attention and buy

in. The model also is fairly obvious in terms of benefits so my judgement call in this situation was that I could jump straight in. In addition you might recognise this as the first covert trance induction of the day (it’s actually the

second but the first was about the conversation that happened in the soft start). By not properly putting the frames around the subject the audience has to go inside and ask the question, “Where is this going?” That is a trance right there. You need to be careful how you use it because obviously if

you don’t have the audience buy in , they have the potential to abreact. 0:16:00 to Peripheral Vision, Managing Emotions, Exerting Covert Control

In this segment we are just about to launch in to some unusual material, peripheral vision, anchoring and charisma patterns. For some of the audience this will be the first time they are meeting this sort of material and I may well be plunging them well outside their comfort zones. Hence I'm starting this section with benefit statements and selling in the Why part of 4MAT again. 0:16:40 to 0:17:19 Nice little bit of language “You brought up managing your emotions so I want to give you something about that…I’m going to

go round the houses to get there because there are all sorts of extra benefits, one of which is exerting covert control over your audience…and here is all sorts of reasons why you should exert some control over you audience”

I thought it is worth looking at the language I am using here. First I link to what they want from the course…I’m only telling you this because you asked. I know I am about to embark on yet another


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trance process so by letting them know I am about to “go round the houses” gives me permission to take them in to trance. I might not have needed this if it wasn’t for the fact that I h ave already used

a similar approach to the trance elicitation in the previous segment without preframing it. And then I start talking to the audience about exerting covert control including all the reasons why you need to do this. This is obviously another series of benefit statements. I started with the thing that they want (managing emotions) and connected it to what I want to give them (covert control) so I can get a lot of buy in right from the start. 0:18:00 to 0:26:12 Taking Covert Control of the Room

At times I really struggle not to laugh. Here I am teaching people how to take covert control of a room whilst demonstrating some of the ways that I use to take covert control of a room. 0:21:55 to 0:23:00

This is where I let them know how I started to take control of them starting from yesterday. As a side note this is absolutely my most favourite way of taking control of the room. It is also what I love small groups, because I can use that process really powerfully. The larger the group the more you have to modify it. But my process for taking control of the group, assuming you have the time and the numbers is this: 

Ask them as individuals to think about what they want from the course, how they will know when they have it and to make a note of it.



Then ask them to pair up with someone else in the group that they don’t know to discuss it with each other and find some commonalities.



Each pair is to find another pair and turn it into some group consensus with a priority list.



I then debrief the exercise publically asking each group of four to give me something to put on a flip chart. If their point has already been said we can move to their next point and we just go through until we have a group list of outcomes on a flipchart at the front of the room.

As a process this builds group rapport and cohesion with each other. It puts me completely as the group leader but in a benign way (I am leading them to where they want to go). And I / We have a flipchart full of where the course is headed and the outcomes that we have to achieve. Also by getting them to chunk down on that list I can create a sense of wonder and excitement as the list will seem impossible to achieve initially and I can create commitment (to get through all of this I will need you full attention and participation in all the exercises etc.). I have taken groups of the most hard bitten, cynical, anti-establishment hard cases you could imagine and had them eating out of my hand just using this process. In short this builds a cohesive group that puts me as leader and is completely focused on a set of outcomes that they have all publically bought in to.


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Stuff to Think About Trust me this is a process that is too powerful for you not to build in to your life. Think about the presentations you do, look at the context and the numbers and then start working out how you can get them to link their outcomes to the outcomes from your presentation.


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0:23:00 to 0:26:12 The Power of a Good Pause

Remember I am selling in a process. So here I am selling the benefits as well as demonstrating the power of a good pause as a prelude to getting them to try the process. 0:26:12 to 0:42:00 Charisma Patterns

0:28:20 I link the rule of three to perceptual positions. This is a really nice and simple way of delivering content to an audience. Let me make this explicit as a process. It doesn’t necessarily

matter which order you do this in but obviously consider your audience and make a decision based on what would be the most effective. Explain the content from your perspective, a neutral observer perspective and from the audiences’ view. As an example:

I like using perceptual positions as it helps me focus on what is important for my audience. Several people I’ve taught perceptual position s to use it to improve their presentation skills.

But the important thing is for you to work out how you are going to use it to get good results for yourself. Let’s look at how you can use this tool. 0:30:00 to 0:42:00 Covert Demonstration of Charisma Patterns

I am teaching charisma patterns by demonstration. You will notice that I cycle through rep systems (feelings and visual) very quickly as I discuss them. I am making a big deal non-verbally about the difference between the speed of processing so th at they recognise the differences.


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Over to You A great practice drill for you is to read stuff out loud to yourself. Change pitch, pace and volume. Stop…at inappropriate.

Places. Streaattch ooouttt wooords.

Pause. After. Every. Word. AndThenRunWordsTogether. Place some emotion in to whatever you are reading. Sometimes extreme and sometimes gentle or complex. See if you can go from raging red mist anger to quiet melancholy to apathy and straight into pant wetting excitement. A few days practicing like this will pay you dividends when talking to individuals and groups. As soon as you have done this a few times try starting a few conversations with a charisma pattern and see what happens.


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0:39:44 to 0:42:00 I’m still in the Why phase for selling in the process that combines peripheral vision / charisma

patterns and a safety spot resource anchor. I have taken each little part of the system, demonstrated it covertly and sold them the benefits of each bit. This is just a huge W hy section with a lot of What included because I just want to install the system and let them play with it. 0:42:00 to 1:17:40 Peripheral Vision as a Route to a Presenter State

We are now starting to install the process. Here I am overtly telling them about peripheral vision. Covertly I am getting them to try it and obviously this is going to send them in to trance. 0:48:15 After spending many minutes covertly getting them to go in and out of peripheral vision

here I finally just throw embedded commands at them. “…it is a natural response and you Do It All the Time” And then you get a slew of my favourite structures, “focus on being in peripheral”, “The more you

do it, the less You Have to Do It because the more You Recognise That You Do It All the Time” The hardest part of this job is not to burst out laughing all the time. 0:53:06 You can see and hear me change state and bring them quickly and strongly out of trance

here. This is so we can now have a go at peripheral vision overtly. 0:55:00 This is also my typical approach. I will tend to tell people what they can expect to see, hear

or feel in particular circumstances. It just helps people along to get the results I am looking for. 1:00:00 I am going in to a What If section. I am looking at exceptions, diff erent applications and how

else you can use this. That is a typical What If approach. So again I have cycled through 4MAT again just for Peripheral Vision and I am still cycling through 4MAT for the whole Trainer State Process that we are installing. 1:10:00 As part of the what if section of peripheral vision, I give them everything about reading in

peripheral vision for no other reason than that people find it interesting and I find even a quick chat often creates significant results for people. 1:13:46 Here is a typical phrase I use when training, “There is a little more to it than that but if you do (x) you will get (y) result.” This is a real judgement call. I don’t like closing off learning. If I said “that is all there is to it ” people

might be closed about any other learning or exploration around that topic. I mean what would be


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the point of any further examination if they have “all there is to the topic”. So by saying there is a

little more to it I am keeping the loop open. To balance that I am also saying if you do (x) you will get (y). I am getting them to the idea if they do the little I say they will get a good result and there is even more they could study about the subject. 1:13:55 to 1:17:40 If you haven’t worked it out yet, I want to make this peripheral vision a “must keep” tool in their

armoury. As a result I have spent well over ten minutes giving them really useful tools and applications just so I can tell them that there is an even more useful application and the real reason they should look at developing this skill. Notice I am very obviously demonstrating the process and I talk them through it and linking / demonstrating the business about charisma patterns and pace.


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Video Three 1:17:40 to End

Practicing Peripheral Vision and Building a Trainer State

I start by going through the mechanics of what I want them to do , then how to do it, I demonstrate it several times over and explain everything in detail. Imagine what happens to your audience i f you tell them that you are going to do an exercise and then you hold them back and explain it in detail. These guys are getting desperate to have a go. This is a deliberate ploy to get them more motivated to have a shot at this. Also by talking them through in detail f rom multiple perspectives I am still installing the process.

1:25:40 First volunteer – Antonia.

My experience of doing this suggests that people struggle with this exercise. I am asking them to do things that they may consider strange in front of an audience of their peers. As such I am stacking the deck to get the best results. Outside of what I mentioned above about getting them keener to have a go, I targeted my two strongest participants so one or other will volunteer to go first. And I am making the whole thing light, fluffy and jokey so she is more comfortable at the fro nt of the room. A rough rule of thumb that is worth keeping in mind is that the first one up will set the tone for the rest.

1:27:39 to 1:28:00 - The Structure of Overwhelm

There are two things going on here. The first is Antonia has given me the opportunity to unpack another great little rapport building skills. But also I am moving and keeping this audience in an overwhelm situation. So in the middle of a peripheral vision exercise I stop to talk to them about a smiling rapport technique and open that by debriefing a language pattern I have just used that we looked at the previous day. This is calculated overwhelm. It is not an easy thing to manage but I want them in a position where there is too much for them to consciously think about but comfortable going with the flow of it. The more I c an make sure they can’t focus consciously the more we can install stuff with their unconscious minds.

Unfortunately if you get the balance wrong people can get quite grumpy because they get an idea that they don’t know what they are doing, what they are learning etc. It is one of the reason I prefer

small groups, I can get in the middle of them and balance the process with them.


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1:28:00 1:30:00 - The Process of Smiling

This is my favourite way of delivering content. I love the idea of demonstrating the process whilst explaining it and having the evidence of it working in front of the group.

1:30:56 to 1:36:00 - Practicing Pace, Pitch and Volume

Not much to say about this other than practice this skill, it will stand you in good stead for any kind of persuasive speaking that you might do. Comfort Zones

This is a good piece of content and a preframe for everything that they are doing. A gain it is a golden nugget offered up by Derek saying about being more nervous than yesterday. I am just reframing the nerves thing for him.

1:36:00: to 1:43:43

Debrief highlights including; Doing Nothing In Front of an Audience and Taking Control of a Group. There are some tips, ideas and content about controlling groups, developing your presenter state and lots of language / preframes I use with the group that are worth having a look through I have left out the participants doing the exercise as it is just a load of people standing still, breathing and getting in to state and then introducing themselves whilst increasing the rate that they speak at.

1:43:43 to 1:47:00 - Working with Thomas

Developing a Full Trainer State. I’ve left this one in specifically so you can see h ow Thomas built a complete trainer state and

anchored it to the spot on the wall. This means he has a massive resource anchor that also sends him in to peripheral vision that Thomas can use in any presentation situation. Now that you have seen how Thomas built that anchor for himself you have everything you need to do it for yourself. I highly recommend doing this. It is a great tool to have if you present information to groups or individuals. 1:47:10 to End

Some more debrief highlights including Antonia giving me the opportunity to call back to the Dilts Model. Including right at the end another one of my favourite training phrases, “The more you do it the less you have to do it”. You can work out the embedded commands for yourself.


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Over to You It is great watching this stuff and thinking it through. But it means nothing if you don’t practice and use it. So here are a few things to have a go at. Practice Peripheral Vision and Getting in to a Trainer State You don’t need an audience to develop these tec hniques. Just go through the exercise as shown o n

the video for yourself. It would obviously be better if you have a study buddy so you can help each other along. But if you don’t have that luxury then just do it for yourself.

The slightly less easy thing is practicing live. If you are working with groups and want to develop your trainer state just practice a routine that builds in this whole getting in to state before you start delivering. You could do that several times over when you practice your presentation to an empty room. The key is to remember that you are practicing the process of going in to state. The content is not an issue. So you might just have a generic introduction that you use just for some words to say. Just practice going out to the front of the room and going through the process. A good tip is to over exaggerate everything when you are practicing. Especially the pauses. This is because generally people underestimate how long the pauses are and because when in a live situation, most people until they are used to it, speed up. If this is just about persuasion skills and personal development then there are other ways you can practice peripheral vision and a resource state. I would still build a resource anchor to a spot on the wall and go in to peripheral vision as described in the video. But I would also start doing it in conversations and when you are with people. Most people forget to do it when they are in a conversation so here are a few ideas. This assumes you don’t have a study buddy or someone you can have odd conversations with. If

these people exist in your life just go in to peripheral vision and talk to them regularly until you start to notice that you are doing it everywhere else naturally as well. Firstly start by working on conversations where you are not directly involved. Just go to a pub, bar or coffee shop and eaves drop on other people’s conversation whilst in peripheral vision. Once you are comfortable watching people then the next step would be to have conversations. Remember most people forget to do this when they are in a conversation. So to make sure you practice we will do this slightly differently. Set your phone or watch to a random time during the day when you know you are going to be with people. When the phone goes off go in to peripheral vision and then talk to someone. The objective is to try and stay in peripheral vision for as long as possible. And the more you do this the less you have to do this because you will suddenly find yourself doing it naturally.


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Speeding Up Slowing Down, Injecting Some Emotion and Stopping Mid Senta

Again this is an easy thing to practice. Every morning just pick up a book, newspaper or an internet browser and start reading out loud. Use different voices, practice your charisma patterns try using different emotions, stttreach oooouuuttt wooords and

compact them.

Talk In Different Rhythms and

sometimes have inappropriate

pauses. TALK ANGRY or sad  After you have done this for a few days start introducing this to your normal conversations. The way to do this again is to set a random time on your watch or phone when you know you will be with people. When the alarm goes off your objective is to have a conversation specifically to practice this skill. If you are a presenter or trainer I would practice charisma patterns with generic introductions to an empty room until you are doing it naturally. And in terms of developing the flexibility of voice I would just practice bits of your presentations at different speeds, energy and emotions. Also remember to practice pausing and over exaggerate them. In a conversation just stop midsentence, wait until it is really uncomfortable and then slow count to ten. If the other person has not attempted to restart the conversation by then check for their pulse. The objective is for you to get so comfortable with not having to say or do anything with the other person that they have to intervene. Do the same with audiences. But the easiest place to practice is right at the start of your presentation. Just get comfortable standing there not doing or saying anything. Just stand and notice the impact this has on your audience. As you get more comfortable with this start to do it where you need it. Practice Smiling

The process I describe on the video is a massive rapport builder and in terms of presentation can be used to great effect. Imagine a presenter going out in front of the room, pausing to go in to state. Looking at their resource spot and slowing down their breathing they go in to peripheral vision. Meanwhile because of the stillness and composure of the presenter the audience calm down and focus their attention on the person at the front of the room. The presenter then brings their eyes down looking steadily at people around the room pausing just long enough to force a smile from each member of the audience. The presenter then starts slowly, almost hesitantly rapidly speeding up as they engage the audience with the benefits to listening to the presentation.


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Practicing the process of smiling is just the same as the other techniques here. Go through and do it a few time on your own until you have the process down. Then set your timer or watch and go for it. Remember the only reason you are in the conversation is to practice your smiling routine. Other Practice Opportunities

You can practice all of these drills with shop assistants, serving staff and on the phone with telemarketer. All you need to do is remember to set the objectives before you start the conversation. I tend to work on the basis that if I am paying for goods or services, part of the deal is to allow me to practice my persuasion skills. The only thing I would ask -and this is also good practice- is that you leave people in a better state than you found them.


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Video Four 0:00:0 to 0:16:05

Feedback Model

In terms of any set of skills like presentations it is unrealistic to expect every presentation to be perfect. I think you can build better resilience with presenters if you can give them a methodology with involves continuous development. Obviously this applies to many different contexts and skills. One of the best ways I have found to build that on-going professional development is to make sure that the participants have a feedback model. I have a few models that work really well but I love giving this one out when I am working with a business audience. This is only because they generally all know it and I can reframe that whole bad rep that it has. Practice Self Feedback

Have you any idea just how significantly you will improve any skill if you had someone on tap to give you feedback consistently? The best thing you can do for yourself is set up an automatic process to give yourself quality feedback whenever you do anything important. This is how to do it. First you need to ingrain the process. So here it is deconstructed as a series of three statements: 1) What I did really well in this situation is ___________ 2) What I could do that would have made my performance even better is ___________ 3) This is how good I feel about myself as I look back at having integrated this new learning in to my behaviour. It sounds a bit clunky and you might want to modify it to your own language but note the tenses and what it does to the internal representations you create in your mind. The first statement is about you seeing the good of what you did. The second statement will get you to imagine the same situation but with changes that make it even better. It is almost like fooling your unconscious mind in to thinking that is what you actually did. The third statement is about future pacing yourself with the feel good stuff that you get when you know you are growing, learning, developing and getting better results. Not that you have the process the next thing will be to start making it automatic. I would start using the feedback model on small and inconsequential things. The objective is to go through the process and ingrain the system. The easiest way to ingrain a new habit is to link it to something that you do habitually anyway. So for the next few days as you brush your teeth thing through some things that you did over the last few days and find something to give yourself feedback over. Remember this is about learning the system not necessarily getting quality feedback yet. So pick things that are easy for you to think through and get the learning from. You might even give yourself feedback about brushing your teeth. Once you have the system tied down I would set up to use it for a particular event. Now the teeth brushing thing turns in to thinking about things that are about to come up that you can give yourself


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feedback over. For example if you are routinely doing presentations you might set yourself up so that habitually at the end of a presentation you give yourself feedback in this manner. My routine is within a couple of hours of finishing delivering any training I will sit by myself with a coffee and go through this process in a very detailed way. This is so habitual with me I really feel like there is something wrong if I don’t do it. Adding in Perceptual Positions

The secret sauce to this feedback though is using perceptual positions with it. Instead of giving yourself feedback imagine that you are a member of the audience or a fly on the wall or the boss or the person just once removed from the situation (many people I have trained actually imagine me) and then give yourself feedback from that position. Obviously you can only really do this when you are giving yourself feedback for something where you are interacting with other people. But this really forces you to thing from different perspectives and can give you some great quality feedback. And again like everything in this course. It is an easy skill to master when you expend the little bit of effort it takes to practice it.


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Video Four 0:16:05 to 0:35:22

Presuppositional Questions

This is me closing the main content part of the course. There are a couple of bits to go but they are just about to do a second presentation so this is a natural break point. My usual approach is to ask the group questions that focus them on what has changed, what they have learnt and how they have met the objectives that they set at the beginning of the course. This is something I will do as often as appropriate because for me it is a check to see we are heading in the right direction. But even more importantly it is a confirmation for the delegates that they are getting what they asked for. And the fact that I am asking them to drudge through it all again means that they are keeping it all alive in their heads. Obviously with a bigger group I might have to turn this into a group exercise where they discuss it with each other or if even larger I may have to do the thing rhetorically where the only interaction is perhaps a show of hands. Notice my strategy with this. I am setting presuppositions in the questions to channel their thoughts. And then as they answer I cede more information, applications and ideas. When you do this really well your audience will start to think that the ideas came from them and not from you as the presenter / trainer. The advantage to this is people take more ownership of their own ideas better than they will yours. Other Applications The most obvious would be a sales pitch where you summarise with a question like, “Well we have

covered a lot of ground so just to make sure we are in the same place can I ask you to give me the top three things you like about the product?” And then you can interject and direct them as they

give you an answer.

0:29:05 to 0:35:22 A Question on Practice

This is my standard form for delivery of training. I have a section on how to practice that these guys would get at some point. Normally I would have delivered this after they have done their presentations. But the asking of the question is a golden nugget. By the fact that the question has come from the group means they are ready for answers on the topic. The other approach you could use is something like, “Great question. And it is a question that

deserves a full answer. That is why we are going to devote some time to it later in the course. So keep hold of the question for now and if I have not answered it by 3 pm this afternoon then ask me again.”


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You can check through the presuppositions in my statement for yourself but let me explain the 3 pm line. This line is about getting him to ask the question again when I want him to so I can do what I did in the video. If he doesn’t remember then I will remind him of the question shortly afterwards, but if

he does remember then I have just time shifted the question to where it is more appropriate. I have simple criteria over whether to deal with the question then and there or whether to try to time shift it. Normally I prefer to deal with it when it comes up. I will shift it if we are in the middle of something else that I want them focused on or the question comes too early. If for instance the question was asked the previous day before they have learnt any of the tools and techniques it would be appropriate to shift it to a time when they have something to practice.


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Video Four 0:35:22 to 1:08:38

Debriefing Presentations I’ve taken the presentations out as they wo uld make these videos a lot longer without adding much

value. The focus you could have in this section is about how I train in the feedback system and use my language to direct their thoughts.

0:35:22 to 0:46:16 Derek This is one of my stock patterns, “I think what you are telling me is (add in the point that you want

him to make). Notice also that I start with his point, reframe it using this pattern to what I want him to have and then add my own point on as if he had said it. If you had to say, is Derek Towards or Away From motivated? If you are coaching people using this generalised “What was good, What would make it even better”

approach is great because you can get really aggressive and demanding without people taking offence. And you can see me doing this with Derek. This mode of thinking doesn’t come naturally to

Derek. He desperately wants to be negative about it all and I am really fighting him here to get him to say good stuff about himself. The whole of the Derek debrief is not as clean as I would like because Derek is quite verbose in his answers and generally away from driven. So this particular debrief does get away from me a bit. 0:41:20 I do that, “What I think you are telling me” pattern again and it works pretty well with him. Also notice I am now starting to match his away from language a little more, “I don’t see any reason not to.”

0:42:17 I want to get these guys to a position when they are giving themselves feedback from the position of the audience. So asking the audience to give structured feedback to Derek is worthwhile. I make a big deal here of still training in the structure of the feedback because the debrief of Derek was not particularly clean and I want them to focus on the structure. By the end of Derek’s debrief we have a lot of technical points about the use of props and visual aids

come up. So in the end I had to let go of pushing the feedback structure and just run with the technical points that needed discussing. The best things about the way I debriefed Derek was how I used a lot of patterns, matched his thinking style to keep them focused and eventually used my flexibility to take the group to where they wanted to go. What would have made this debrief even better is if I had summarised all the points in the feedback structure I was training them in. How good does it feel as you notice how easy this feedback structure is to use and just how used to it you are getting?


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0:46:16 to 0:54:30 - Phil

One of the ways I debrief and coach people about their performance is to have a checklist of things I want to cover. I then ask them the questions and tick things of my checklist as they cover them. You can see me right at the beginning of this debrief checking what Phil S ays again and what I think. 0:47:42 Here comes my pattern of the afternoon, “Can I just stop you there for a second, am I understanding you right…insert massive reframe on what they have been saying”

0:49:47 And that pattern again. But the reason for marking this point is that really I think this point is one that many sales people need to keep on board. Product knowledge is essential but only if you can look at the product through the eyes of the prospect / customer. Expanding on that idea, how much better would your presentations be if you wrote, practiced and rehearsed them but completely through he eyes of your audience? 0:52:00 Phil gives me the opportunity here to hit him with some feedback. Obviously the more I can make my point similar to the point that Phil is making it wil l help me get my point across. But the reality is we could be talking about two completely different things and so long as you have conviction you can pull this off. My opening is to bridge from what Phil is saying to what I want to discuss. So my pattern for this is, “I almost agree with you and I want to phrase it slightly differently.” This is a very calculated open

loop designed to draw him in. I then act out what I would like him to do. A gain this is very deliberate. I could just talk him through it. And the reason I am acting it out is because it gives Phil the opportunity to replay his presentation in his head as if he had done that. 0:54:30 to 1:00:01 - Alan

Finally getting them to use the structure of the feedback. 0:56:00 One of the ways I design content is to have three lists; Must Haves, Should Have, and Could Haves. I then take all my topics and spread them as appropriate in to these three columns. I obviously design the course around the Must Haves whilst throwing in Should Haves in to the structure if we have the time. By designing the course in this fashion, I have a pocket full of Should Haves and Could Haves in my back pocket for use if we are running fast and I can get more in or people bring things up as a particular focus. This was an opportunity to give them a little bit extra that is really useful and fit it seamlessly in to the topic at hand. Because they are now getting used to the debrief system I am now starting to let go of the form and adding little bits of extra material. Notice some of the presuppositions in my language as I speak to Alan about what he is doing. Just after an exercise is a great time to load up the participant with lots of embedded commands and presuppositions. If the exercise is complex, perceived as threatening or has the participant thinking


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through multiple skills, then when they finish their automatic response is to relax. Also if it is a complex exercise they often will not remember the nuances of what they specifically did. As a result immediately they finish they are hyper suggestible and this is a great opportunity to really build in some positive internal representations for them. Often I will debrief people telling them only what I would like them to have done as if they had done it. And then making them feel really good as if it were a fantastic thing to do. The net result is they drive the behaviour in to their unconscious and it becomes a habit. But even if you don’t take it this far always be careful of the internal representations that you are

forcing when people are in this hyper suggestible state. 1:00:10 to 1:03:56 - Antonia

How to have case studies prepared. This is a tactic I normally teach to interview subjects. But I also think it is a great approach for presenters and sales staff. It means you have live, real stories to bring up on the spur of the moment. If you have already taken the case studies through 4MAT and considered through the eyes of your ideal prospect / customer then you will have a whole slew of persuasive presentations ready to go in your head just waiting for someone to ask you the right question. If you are thinking this is how I am delivering some of the course content for this group in this way you would be right. There is a downside to this approach sometimes. I remember giving a talk to a business networking group once and got overwhelming feedback to say that I wasn’t prepared. When I actually spoke to the group members I was told that they have never had a speaker that spoke to them, didn’t use

notes and responded directly to their questions. In their minds a presentation is a formal thing where a speaker turns up with a load of power point slides and talks at them and leave them a hand out including a contact number where they can ask question. What I did was ask them what they wanted and then gave them that. This was so far out of their concept of presentations that they just decided that I was not prepared. 1:05:05 to 1:08:38 - Thomas

This is me reframing Thomas constantly to get him to recognise just how impressive he has been with his presentation. You can also see that they are getting more comfortable with this debrief structure. I think that as a group they still have a way to go before they have this down completely. This is because they don’t

yet have the foundation of knowledge about internal representations and how language works yet. This is why I wanted this course to only go to knowledgeable people. You already have the knowledge that will allow you to take on board that feedback structure much more positively.


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Video Four 1:08:38 to End

Embedding Commands, Forcing Internal Representations and Closing Loops

You can analyse my closing comments for yourself as most of it is obvious. The key now is for you to take some of this information and do something with it. If you don’t have presentations to do in the

near future consider just breaking some of this down in to little conversation pieces. How about taking something funny, dramatic or topical that happened to you in the recent past break it into a two part metaphor organised in a 4MAT structure with a few interesting presuppositions and embedded command. Tell the story to someone and see what happens. Then take another moment out of your life. Then combine the two. If you are studying this package from a business perspective how about taking your two best case studies or testimonials or business results-anything really, and just f it them together this way. And just because you don’t have a large audience doesn’t mean you can’t practice having a safety

spot, going in to peripheral vision and practicing increasing your vocal range. If you do have opportunities to practice in front of an audience then that is even better.


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