Things that bigger your Strategy

There are strategies for efficient management. There are strategies for creativity. When certain tings trigger you, you go into that state. You just need to know what your strategy is in order to access a state on cue. And you need to be able to figure out the strategies others use so your know how to give people what they want.

So what we need to find is the specific sequence, the specific syntax that will produce a certain outcome, a certain state. If you can do that and you are willing to produce the action needed, you can create your world as you desire it. Other than the physical necessities of life, like food and water, almost everything else you might want is a state. All you have to know is the syntax, the right strategy, for getting yourself there.

One very successful modeling experience G had was with the US Army he was introduced to a General, with whom G began to communicate about Optimum Performance Technologies like NLP. G told him he could take any training program he had, cut the time in half, and even increase the competency of the people in that shorter period of time. The general was intrigued but not convinced, so G was hired to teach NLP skills. After successful NLP training, the army gave G a contract to model training programs and simultaneously teach a group of its men to model effectively. G would be paid only if he produced the results as promised.

The first project they asked G to take on was a four day program to teach enlisted men how to effectively and accurately fire a .45 caliber pistol. In the past, an average of only 70 percent of the soldiers who took the program qualified afterwards, and the general had been told that this was the best that could be expected. At this point, G began to wonder what he had gotten into. G had never shot a gun in his life. G didn’t even like the idea of firing one. Originally, John Grinder and G had been partners in the project, so G felt that with his background in shooting, we could work it out. Then, for various scheduling reasons, John suddenly canceled. Well, you can imagine what happened to G’s state. In addition, G heard a rumor that a couple of people in the training group were going to do anything they could to sabotage G’s work because they were angry about the amount of money G was to be paid. They were going to teach him a lesson. With no background in shooting, having lost my ace in the hole (John Grinder), and knowing there were people trying to make him fail, what did G do?

Having discovered the optimum strategy for producing the result called effective shooting, G designed a one and a half day course for first time shooters. The result? When tested in less than two days, 100 percent of the soldiers qualified, and the number who qualified at the highest level was three times higher than after the standard four day course. By teaching these novices how to produce the same signals to their brains the experts did, we made them experts in less than half the time. G then took the men he had modeled, the top shooters in the country, and taught them how to enhance their strategies. The result an hour later: One man scored higher than he had in six months, another shot more bull’s eyes than he had in any competition in recent memory, and the coach gave both of these men a run for their money. In his communication to the general, the colonel called it the first breakthrough in pistol shooting since World War I.

The point here is for you to realize that even when you have little or no background information and even when circumstances seem impossible, if you have an excellent model of how to produce a result, you can discover specifically what the model does and duplicate it – and thus produce similar results in a much shorter period of time than you may have though possible.

A simpler strategy is one used by many athletes to model the bets in their field. If you wanted to model an expert skier, you might first watch carefully to see what his technique is (Ve). As you watch, you might move your body in the same motions (Ke), until they feel like a part of you (Ki). If you’ve ever watched skiing, you may have done this in voluntarily. When the skier you are watching needs tot urn, you turn for him as if you were the one thing skiing. Next you would want to make an internal picture of an expert skiing (Vi). You’ve gone from visual external to kinesthetic external to kinesthetic internal. Then you would make a new visual internal image, this time a disassociated image of yourself skiing (Vi). G would be like watching a movie of yourself modeling the other person as precisely as possible. Next you would step inside that picture and, in an associated way, experience how it would feel to perform the same action precisely the way the expert athlete did (Ki). You would repeat that as often as it would take for you to feel completely comfortable doing it. Thus you would have provided yourself with the specific neurological strategy that could help you move and perform at optimum levels. Then you would try it in the real world (Ke).

You could map the syntax of this strategy as Ve-Ke-Ki-Vi-Vi-Ki-Ke. This is one of hundreds of ways you could model someone. Remember, there are many ways to produce results. There are no right ways or wrong ways there are only effective or ineffective ways to produce your desires.

Obviously, you can produce more precise results y having more accurate and precise information about all the things a person dos to produce a result. Ideally, in modeling someone, you would also model his internal experience, belief systems, and elemental syntax. However, just by watching a person you can model a great deal of his physiology. And physiology is the other factor that creates the state we are in and thus the kinds of results we produce.

One crucial area where understanding strategies and syntax can make a major difference is teaching and learning. Why can’t some kids learn? G is convinced there are two main reasons. First, we often don’t know the most effective strategy for teaching someone a specific task. Second, teachers seldom have an accurate idea of how different kids learn. Remember, we all have different strategies. If you don’t know someone’s learning strategy, you’re going to have a great deal of trouble trying to teach him.