NEUTROLINGUISTIC PROGRAMING

Language Systems

Neurolinguistic programing (NLP) is a model of human behavior and communication (Bandler & Grinder, 1975, 1979, 1982; Dilts, Grinder, Bandler, Bandler, & DeLozier, 1980; Grinder & Bandler, 1976). NLP resulted from a systematic study of Virginia Satir, Milton H. Erickson, Fritz Perls and other famous therapists (Harmon & O’Neill, 1981). Additionally, the theory of NLP draws from psychodynamics and behavioral theories.
The NLP model embodies several key components, as follows: (a) rapport and communication, (b) gathering information, and (c) change strategies and interventions. Within the component of rapport and communication exist the dimensions of language-representational systems, eye-accessing movements, verbal and nonverbal pacing and leading, communication translation skills, and representational system overlapping. The most well-known dimension of this component is language-representational systems. This is the dimension that is most applicable to human resource development. Other aspects of NLP are used primarily in therapeutic work.

Representational Systems

The basic premise of NLP is that people’s perceptions of the world (what they perceive as information) are filtered through their sensory systems (Bandler & Grinder, 1975). Data are first processed at an unconscious level, experienced internally, and then manifested in external behavior. Language patterns are one method that people use to communicate their internal responses. NLP is a model for understanding the processes that people use to encode and transfer experience and to guide and modify their behavior. All the distinctions we make concerning our environment, both internal and external, are represented in terms of three sensory systems: the visual, auditory, and kinesthetic (Dilts & Meyers-Anderson, 1980). Smell and taste are not widely utilized ways of gaining information about the world.
People who rely on their visual systems appear to run movies in their heads when remembering or storing information. If people are primarily auditory, i.e., taking information in through sounds, remembering may be like replaying a tape recorder, with original tones and dialogue. People who are primarily kinesthetic respond to internal bodily feelings or tactile sense. They remember bodily sensations in recalling experiences.

Predicates

“Predicates” are verbs, adjectives, and adverbs that people use to describe the processes and relationships in their experiences. They are divided into three categories corresponding to the three major representational systems. People either see (visual) pictures and have images about their experiences, or they hear (auditory) sounds and talk about their experiences, or they experience sensations (kinesthetic) and have feelings about their experiences (Grinder & Bandler, 1976). For example, a visual person might say: “Look at the facts,” “I see,” “I get the picture,” or “Let’s get a perspective on this.” An auditory person might say: “I hear you,” “Let’s listen to reason,” or “It sounds like it will work.” A kinesthetic person would be more likely to say: “It doesn’t feel right,” “Just hold on,” “Let’s get a handle on this,” or “He didn’t grasp the idea.” Each individual has a primary (more highly developed) representational system that he or she relies on during times of stress in problem solving as well as a secondary system that may be used in everyday conversation in combination with the primary system. A tertiary system may exist but it usually is beyond conscious awareness. For example, a person whose primary representational system is kinesthetic and whose secondary system is visual may be aware of what he “feels” and “sees” at any given moment, but not be in “tune” with the sounds and noises around him.

“Matching” Language Systems

It has been suggested that using the same primary language system as a client or trainee could help the counselor, consultant, or trainer to build rapport with the client or trainee (Grinder & Bandler, 1976). Although this theory has not been proven conclusively, the possibility exists that an HRD professional could increase rapport and trust with a client or trainee (or with the majority of group members) by using the other’s primary language system. This technique is called “reflecting.”
It also seems that people will learn best when content is presented to them in their primary representational systems. A visual person will remember graphs, illustrations, and “seeing” new things. An auditory person will remember sounds and will be stimulated by changes in vocal tone, pitch, and pacing. A kinesthetic person will learn best from “hands on” experience and will remember how he or she “felt.” Thus, more impact may be gained from showing things to visuals, providing interesting sounds for auditories, and working alongside kinesthetics. Conversely, if a trainee is kinesthetic or visual, and the training is presented verbally, the content may not be easily translated, and the trainee may not “get it.” If a client experiences and describes things visually, and the consultant uses an auditory language system, the client may have difficulty understanding.
Of course, the trainer or consultant must first be aware of his or her own primary and secondary language systems. Then, by paying attention to the predicates used by others, the trainer or consultant can determine the systems valued by those others. The following examples illustrate how matching or mismatching language systems can either enhance or frustrate communication.

Mismatched Language Systems

Learner (visual): “I just can’t see myself doing any better in this training session.”

Trainer (kinesthetic): “Well, how do you feel about not being able to do better?”

Learner (visual): “I just don’t have a clear picture of what you want from me.”

Trainer (kinesthetic): “How do you feel about not being able to get a handle on things that we are doing.”

Learner (visual): “I don’t see what you’re trying to do. It’s really hazy to me.”

In this example, it is apparent that the trainer is not paying attention to the language system used by the learner, who “sees” the trainer as a person who just does not portray things clearly. On the other hand, the trainer may “feel” frustrated in his attempts to “reach” this trainee. Neither of them profits from this type of interaction.

Matched Language Systems

Learner (visual): “I just can’t see myself doing any better in this training session.”

Trainer (visual): “It did appear to me that you looked confused when I was giving out the work assignment.”

Learner (visual): “I’m trying to get a picture of what you expect, but I just can’t seem to focus it.”

Trainer (visual): “I see. Let’s look at it from some different angles and see if we can come up with a new perspective for you.”

In this example, both the trainer and the learner are using the visual language system. They are actually “seeing” things from the same “perspective.”
HRD professionals who know how to identify and use language systems will be better prepared to teach and relate to their trainees and clients. In addition, trainers can teach their trainees to expand their own uses of their nonpreferred representational systems. For example, a person who is primarily kinesthetic can learn to access information through the visual and auditory systems. This will increase the person’s ability to learn in different contexts and from trainers with different language systems.

NEUROLINGUISTIC PROGRAMING