Friday, 18 July 2014

Lovely Review for The Unsticker

Friday, 7 February 2014

Overwhelmed by the World Around Us

This fascinating article about supersnormal stimuli is copied from Quora...
A wise man rules his passions, a fool obeys them. Publius Syrus
Given the rapid pace of technology, one has to wonder whether or not our brains (and bodies) have been able to keep up with all the new “stimulation” that is available.

Fact is, a frightening amount of research suggests that many of the things we enjoy today would be classified as supernormal stimuli, a term evolutionary biologists use describe any stimulus that elicits a response more strongly than the stimulus for which it evolved, even if it is artificial—in other words, are “fake” stimuli like junk food and video games too much for our brains to handle?

It’s a question that deserves investigating.

Thursday, 6 February 2014

Generational Management Differences

Do Different Generations Need Different Management Practices?
For many years, managers have been encouraged to adapt their management style to their teams just as businesses have adapted their products and services to meet the needs of their customers.
With three distinct generations now in our workforce, it's very tempting to look for generic patterns and use those as benchmarks for how to manage and lead high performing teams.
Should different generations be managed differently? Or do younger generations simply have higher expectations which managers shouldn't pander to?
A multi-generational workforce
There are three distinct generations in the workforce today; Baby Boomers (1945-1964), Generation X (1965-1979) and Generation Y (1980 onwards). People born in later years have different educations and experiences of their parent's attitude to work. Younger generations travel more, have children later and crucially have no personal experience of the 'job for life'.
Generation Y employees seek more personal fulfilment than Baby Boomers, and they will change jobs for this reason, where Baby Boomers are more likely to seek long term security, perhaps in keeping with their greater sense of home and family life.
Increasing demands on employers
As education, work and social activities continue to evolve, younger generations have higher demands of employers. They seek personal development opportunities such as sabbaticals and professional development, and they seek greater autonomy and freedom in their jobs.
Generation Y staff seek greater job flexibility and the opportunity to move through different roles, so it is important that managers ensure they can provide flexibility and variety without a detrimental impact on other staff. However, Onetest’s 2008 Graduate Opinion Survey revealed that over 50% of graduates intend to stay with their employer for at least 3 years. The same survey also showed that the top priority for Generation Y is salary, followed by employer reputation. This seems to indicate a shift in expectations compared to Baby Boomers and even Generation X staff, who are more likely to look for stability and suitable working conditions, regardless of the reputation of the company.
Retention and turnover
Many managers actively encourage turnover to ensure the evolution of a healthy business culture. For factors that are under a manager’s control, it is interesting to note that the reasons why staff move on are changing, and this demands a change in management focus.
The top 5 reasons for resignation, according to the Insync Surveys Retention Review 2009, are:

Baby Boomers
Generation X
Generation Y
Lack of job satisfaction
Lack of job satisfaction
Lack of job satisfaction
Lack of career advancement
Lack of professional development
Lack of professional development
Workload related stress
Lack of career advancement
Lack of career advancement
Lack of challenge in role
Work life balance
Pay and working conditions
Work life balance
Workload related stress
Work life balance
What these results indicate is that younger generations:
  • Are more autonomous and look less to their employer for opportunities
  • Seek portable professional development rather than advancement within their employer
  • Demand higher pay and will move jobs to get it
  • Suffer less from stress, perhaps because their levels of commitment to an employer and family are lower
Overall, younger generations of staff are less tied to an employer and are investing more in their own careers than in loyalty and length of service. Employers can counter this trend by offering challenge and variety in a role. Professional development programs, secondments, job rotations and relocation opportunities all feature highly for leading employers of the 21st Century.

Tuesday, 21 January 2014

NLP Master Practitioner in Goa, India, with Peter Freeth in October 2014

NLP Master Practitioner in Goa, India

Combine world class learning with a fantastic holiday. Just don't tell the boss about the 'holiday' bit...!

With optional SNLP certification for students with an existing NLP Practitioner certification.

October 2014 - provisionally 10th to 19th

We'll be working with ClassNLP to deliver a unique NLP training experience - a real, 10 day SNLP certified NLP Master Practitioner program in the remarkable location of Goa, India. For less than the cost of a UK Master Practitioner course, you can combine your Master Practitioner certification with a holiday in an outstanding part of the world.

Get in touch to reserve your place - there are strictly only 10 available.

What does this mean to you? It means that you get probably the best and most rigorous NLP Master Practitioner Training in an amazing location and the course costs less than a UK based course, and since there's no VAT and it's a tax deductable expense, you save even more.

Your trainer will be Peter Freeth, well known as an outstanding NLP trainer with particular expertise in the business and professional applications of NLP. Peter has over 20 years' experience with NLP training and has written over 10 books on NLP and its applications. Peter has trained thousands of students, both through public NLP programs and through corporate training, as well as through many colleges and Universities, and his innovations in NLP are now used by trainers all over the world.


Get in touch to reserve your place - there are strictly only 10 available.

The course fee is £500 (everything there is better value for money!), flights start from £503 from Manchester or £607 from Birmingham and the real total cost with the tax saving is about £800. Plus, because the training takes place outside the UK, there's no VAT to pay, saving you another £100.

There's a huge range of accommodation to choose from, so you get to decide whether to stay in 5* luxury, or a cosy, private guest house. Or why not book a package holiday, including flights and hotel? A package including flights from London and accommodation at the 4* Royal Orchid Resort costs just £988 - plus the course fee and minus the tax is still just £1,100ish per person.

Get in touch to reserve your place - there are strictly only 10 available.

SNLP certification, if you want to apply for it once you've successfully completed the course, costs an additional £50.

See the TimeOut guide to Goa here

Get in touch to reserve your place - there are strictly only 10 available.

And remember to visit ClassNLP too to find out more about them...

Friday, 17 January 2014

How to be a Great Manager

Many years ago I started a new job - a transfer within the same company to a different business unit.

On the first working day of January, our manager called a team meeting in Gatwick, starting at 9:00, with colleagues having to travel from Nottingham, Manchester as well as London. 

It was a 2 hour drive for me, so despite having had a sinus infection over Christmas and feeling rotten, I set off at 6:00 to make sure I got there in plenty of time, as this was my first time meeting all of my new colleagues. As soon as I got to the motorway, I hit thick fog which lasted all the way down the M40 and M25 with hardly enough visibility to see the car in front. 

I called my new manager and told him the situation and he said, "Don't worry, just get here when you can".

I walked into the meeting room at 9:25 and my new manager said, "Peter, if you're late for another meeting, you're fired."

What would you have done in that situation?

Thursday, 16 January 2014

You Can Trust Me, I'm a Scientist

For the past 50 years,we've been talking about the power of authority, all because Stanley Milgram conducted a famous experiment. Derren Brown even reproduced the experiment on TV, with the same shocking results. But you have to remember, he's a magician, whereas Milgram was a serious scientist working under strict experimental conditions.

Or was he?

A new book by Gina Perry, 'Behind the Shock Machine', shows that, in fact he manipulated the experiment and the data to show the result that he wanted.

So are our views of authority changing, or was our point of reference just a lie all along?

You can find out more about the book here:

Friday, 13 December 2013

Bookboon have made my book, NLP - Skills for Learning, their book of the week!

Bookboon have made my book, NLP - Skills for Learning, their book of the week!

Here's the interview they've put on their blog...

Peter Freeth on how to enhance your potential

NLP - Skills for learning interviewed author Peter Freeth
Ever heard of NLP (Neuro-Linguistic Programming)? author Peter Freeth answers a few of our questions around his book  ”NLP – Skills for learning” and explains how progress starts with what you tell your brain. Take a look! 

1. Can you tell us more about what a “labelling system” is? You mention it in the context of how people develop behaviours throughout their lives.
One of the most important mental mechanisms that we develop from early childhood is the ability to represent the world as a series of symbols. Starting perhaps with ‘mama’ and ‘dada’, children quickly move onto ‘cat’, ‘dog’ and then actions such as ‘give’. Just think about your computer – there are several different symbols that you understand for the command to print something, including a menu action, the keyboard action ‘control P’ and the printer icon on the toolbar. As we grow and learn, we have new experiences and have to figure out how to symbolise those experiences and communicate them to other people. When you describe a holiday, you don’t just say, “We went to Spain on August 30th and returned on September 14th. The weather was mostly warm and sunny”, you tell people how you felt about it, so that they can better understand your experience.
Our labelling system is therefore a vital part of how a trainer can begin to interact with a learner’s inner world. By paying careful attention to the language that people use, we can gain valuable insight into how to help them learn new behaviours more easily and effectively. And by behaviour, I mean anything from ‘leadership’ to computer skills – all involve the learner doing something, so by definition this is a behaviour which is underpinned by the learner’s model of the world.

2. When coaching, why do you think it is a good idea to include physical versions of exercises into a session? Can you give an example of physical exercises?
When a coach works only conversationally with a client, all they get in response is words, and perhaps some facial expressions. A significant proportion of the client’s communication is therefore inaccessible to the coach or trainer. When the coach asks a question, the client has too much time to think of the ‘right’ answer rather than saying what’s really true for them.
Here’s an experiment that you can do. Next time you give someone a choice and they say something like, “I don’t mind”, such as where to go for dinner, or which film to watch, hold out your two hands, palms up. Tell them that, for example, your left hand is pizza and your right hand is Chinese. Look them right in the eye and ask them which they want. A second or two before they answer, you’ll see them glance, very quickly, at their preferred choice. What their body tells you is often very different to what they say.
So physical exercises help in three ways; firstly they enable the coach to get the answer that is really true, rather than the answer that sounds good. Secondly, they enable the client to answer without having to actually answer, which is a big help when they’re discussing something emotive or traumatic. Thirdly, it enables the client to uncover information that the client may not themselves be consciously aware of yet, such as reaching a decision that they have been mulling over for a long time.

3. You mention the difference between someone saying “I can’t do…” and “I don’t do…”. How are these two types of declarations different?
These declarations are called modal operators, and they modify the way in which a verb works. I can play badminton, but I’m not doing it right now. However, I can’t play squash. When you listen to the modal operators that a person uses, they tell you how that person organises their memories and abilities around a certain task. You perhaps already know, at least instinctively, that if a person says that they’re going to try to do something, it means that they expect to fail. “I’ll try to come to your party”, or, “I’ll try to get my report finished” are ambiguous, and the listener will typically hear what they want to hear, instead of hearing the “try” for what it really is.
Many people will be making New Year’s resolutions soon, so this is a good time to notice modal operators in practice. “I really ought to lose some weight”, “I want to start cycling to work again”, and “I must get round to booking myself onto an art class” all say very different things about the speaker’s confidence in their resolution.
Trainers can use modal operators in two ways to overcome barriers to learning. The first involves listening to modal operators and adjusting their approach accordingly. The second is to modify modal operators to get a desired result. If a learner says, “I can’t do this, I’ll never get it right”, then the trainer might respond with, “Yes, I can see that you’re not quite there yet, that must be frustrating. Sometimes, people get frustrated just before they find the solution, don’t they?”. The trainer has converted the learner’s “can’t”, which means “never” to a “not now” which presupposes that success is just around the corner.
Probably the biggest difficulty with using language in this way is that, in the cold light of this sentence, it seems like it can’t possibly make a difference. But you’re not in the state of mind or the situation of the ‘stuck’ learner, so you interpret the language very differently. The important thing is to have a go and see what happens for yourself.

4. Let’s talk about the “images” you refer to as ways to create confidence. How does this work? Seems like a great method! Do a lot of people use it?
In fact, I would say that everyone uses it, because every person on the planet is goal oriented. We think about what we want before we take action to get it. That might be months ahead of time, or it might be just milliseconds. However, every action is preceded by a thought – an idea, a need, a desire, even a fear or an instruction from someone else. That idea usually takes the form of either a feeling (like thirst) or an image (like you winning the lottery).
It seems that many people worry, and worry is just an application of the same process – you imagine something that hasn’t happened yet, you picture it turning out badly, and you act as if it is happening now. If the things that you worry about were to really happen then your reaction would be entirely appropriate, however they haven’t happened, and so your response is more likely to make them happen. Going to a job interview under a dark cloud because you’re sure you won’t get the job gives the interviewer a sense that you’re pessimistic, negative and withdrawn. Not the kind of person they want to hire, and also not the kind of person that you are!
The simple trick that I’ve developed to help people with worry is this. Most people will ask the worrier, “Why are you worried?” but this is an unhelpful question because it confirms the worrier’s fears. Instead ask, “What do you imagine is going to happen?” The worrier then describes their image, and you ask, “Is that what you want to happen?” The worrier answers, “No!”, and you say, “Well, imagine something else then!”
It’s important to be realistic in all of this. If you imagine winning the lottery, it might encourage you to buy a ticket, but that’s not really an ideal way out of financial difficulties. It’s better to picture yourself taking action, getting results that you’re in control of and feeling good about yourself as someone who can set goals and make them happen.

5. When did you discover NLP? What were you doing/using before?
From when I was at school, I read books on psychology and sociology as I was interested in how people worked. In 1992 I went on an internal training course in the company that I worked for which turned out to be about NLP, and from there I just used the little that I knew in everyday meetings and so on. In 1999 I started running a large practice group in London that attracted some very well-known International trainers and up to 90 people each month, and from there I took a voluntary redundancy opportunity and started my own business. So I think that before I discovered NLP, I was just doing what most people do, learning to get through human interactions by trial and error, mostly error! I started writing about what I’d learned in about 1999, really as a way to help me to organise my own thoughts and capture some of the interesting discoveries I’d made. However, other people seemed to like my books too and it all grew from there. Today, I concentrate more on ‘modelling’ with NLP, which is a process for getting inside the heads of experts and figuring out what they do. It’s the process used to create all of NLP’s techniques, and I use it to model high performers and create custom training programs for corporate clients.

If you want to learn more about NLP and coaching, download Peter Freeth’s book “NLP – Skills for learning” right here.

Friday, 15 November 2013

Peer to Peer Learning

So what steps do you need to take if you are looking to implement a peer to peer learning programme in your organisation and what are the main pros and cons of doing so?

“The first thing to understand is that your organisation already has a peer to peer learning programme,” says author and L&D consultant Peter Freeth, “So what you're actually aiming to do isn't to introduce it, but to recognise and support it.”

Unlike the more traditional learning routes, such as classroom training and e-learning, formalising peer to peer learning does not necessarily work, according to Freeth.  “The whole point is that it's totally demand driven; people learn when they need to know something, and they seek out the people who can help them,” he notes.

Identifying the key influencers within your learning network and ensuring you provide them with some training delivery skills is the next stage, says Freeth. “Remember that an expert is someone with knowledge, not necessarily someone who knows how they acquired that knowledge,” he adds. So the learning needs to be facilitated by someone who can bridge the gap between the expert and the learner, rather than becoming a demonstration by the expert.

Read the full article at the ILM...

Sunday, 27 October 2013

87% of Employees are a Waste of Space

Oh no! 87% of our employees are disengaged! We'd better think of ways to encourage and reward them and make them feel loved.

No, focus on the 13%. They'll outperform the 87% anyway.

It sounds harsh, but maybe 87% of staff would feel more engaged somewhere else. And once you start down that road, it's surprising how many of them suddenly find their motivation again.

The bottom line is that 87% of staff are disengaged because their managers allow them to be.

However, the picture is different around the world. Here's gallup's data:

But according to these figures, Americans are fantastic, fired up go-getters (it must be all that whooping and high-fiving) and even the Russians are more engaged than the Europeans.

So maybe engagement isn't all it's cracked up to be. Maybe we don't need engaged, whooping, high-fiving employees. Maybe we just need them to do what they're paid to do.

Thursday, 6 June 2013

NLP Skills for Learning is Republished by Bookboon

My 2002 book 'NLP - Skills for Learning' has been updated and republished, and you can get a free copy from its new publisher Bookboon.

If you're an experienced trainer or presenter and you want to find out how NLP can help you to transform your skills then this book is for you.

This book is written to both teach and demonstrate the application of NLP as a learning tool, with ready made exercises and applications to use right away.

Peter Freeth has over twenty years' experience in using NLP to improve training in subjects from leadership and sales through to customer service and technical training.

NLP - Skills for Learning is a NLP trainer's book, a book about NLP for trainers and a general introduction to NLP - all in one.

Tuesday, 21 May 2013

Learning at Work with BI Worldwide

We've just spent the day with managers at BI Worldwide, sharing the Genius at Work methodology with them.

HR Director Karen Minto says, "It was very  thought-provoking, and yet was also run to demonstrate and prove how extremely simple it is to apply and achieve results!

The interaction and participative examples you gave us were great for bringing home the message/s. Without exception, we have come away with techniques and ideas of what and how we can apply our learning to make improvements in our various areas of the business.

Thank you once again for a very useful day’s activities that we can all utilise in our different roles."

Tuesday, 30 April 2013

Get The Unsticker from the Google Play Store Now!

Saturday, 27 April 2013

The Unsticker is Back!

My unique and, frankly, amazing problem solver, The Unsticker is coming back!

An Android and possibly iPhone app is being developed as I write this, and it will be available very very soon through the Google Play Store (and obviously iTunes if you are an Apple fan and if we decide it's worth the extra trouble).

The Unsticker is a problem solving tool. Not only that, users regularly report that after only 4 or 5 questions, they can't even remember what their problem had been, and they certainly feel very differently about it.

You'll be able to use The Unsticker with yourself to solve everyday problems and dilemmas, you'll be able to use it with your team for creative problem solving sessions, and if you're a coach, you'll be able to use it with your clients to literally unstick them.

We'll also be sending the app to some carefully selected reviewers so if you have an Android phone and you would like to be considered, get in touch.

Friday, 12 April 2013

Revelation joins BI Worldwide for Learning at Work Day

This year's Learning at Work Day is on May 23rd and Revelation Consulting Ltd will be supporting the Campaign for Learning's annual celebration of workplace learning by spending the day with BI Worldwide, helping a number of their managers to understand how to use the modelling toolkit from Peter Freeth's book Genius at Work.

Karen Minto, BI Worlwide's Head of HR & Development, said, "I felt the offer was very topical for us as we are in the midst of some real growth in the business and are on course for a stretching set of targets and goals in 2017. Going hand in hand with this, the managers have been so busy managing the work and operational perspectives, the people side may have been overlooked, or not running as efficiently as could be. This is confirmed in some of our Best Companies results we are just starting to review."

Peter Freeth of Revelation says, "All too often, companies look externally for knowledge and skills, bringing in consultants and trainers to provide easy answers. However, the most valuable knowledge of all is already within your business, and it's evolving every day as staff interact with customers, solve problems and make business processes more efficient. Getting access to this tacit knowledge means that the whole business can benefit from this ongoing process of learning that always takes place within any organisation, and the skills to do so can easily be learned so that staff don't just know 'what' to do, they also know 'how' to do it successfully."

Revelation's research over the past twelve years shows that the performance of an individual is the result of a unique combination of their attitude, their practical skills and the culture within which they're operating, so part of the Genius at Work modelling process also involves mapping the organisation's culture so that it enables high performance rather than getting in the way.

"One thing that we have consistently found about high performers is that their results are achieved in a counter-intuitive way. They rarely set out to achieve the result that they are recognised for, and so it's understanding these hidden thought processes that is at the heart of the Genius at Work approach.", adds Peter. "When organisations work so hard to develop intellectual property and business processes, it's absolutely vital to protect and develop that knowledge so that it continues to serve as a valuable asset, supporting current and future staff and helping the business to deliver real value to its customers".

Thursday, 11 April 2013

Seven Things that Motivate Us

Seeing the fruits of our labor may make us more productive

The less appreciated we feel our work is, the more money we want to do it

The harder a project is, the prouder we feel of it

Knowing that our work helps others may increase our unconscious motivation

The promise of helping others makes us more likely to follow rules

Positive reinforcement about our abilities may increase performance

Images that trigger positive emotions may actually help us focus