"Tell me why I should call you tomorrow with my credit card number, ready to sign up."

That was the challenge from Rhinocerous, one of the guys at www.nlpweekly.com

Perhaps you've been wondering just that? Here's the response Judy Rees gave.

(To find out more, go here for downloads, CDs, teleseminars and more.)

"I’m going to use the words ‘facilitator’ and ‘client’ in these answers for convenience, but there are dozens of possible roles in which Clean can be used – substitute your own preferred ones.

R: What does Clean Language actually DO?

When used well, it brings into awareness information held outside the client’s everyday consciousness, in the realm of metaphor. Both client and facilitator use this to create their own dynamic models of whatever’s going on for the client, which in turn leads to further questioning.

In a context where change is wanted (eg coaching or therapy or a problemy business situation) the questioning process is used to develop a desired outcome (usually in the form of metaphor) and to find out how it may be achieved (often still in metaphor). Working at a metaphoric level often seems to allow the other-than-conscious system to make the necessary changes spontaneously. In other cases, the client gets a greater understanding of what’s going on and is able to discover new choice-points at which they can do something differently in future.

In contexts of modelling excellence, both client and facilitator find out more about how the client does something, in a form which is easily communicated to others – a metaphor.

R: I need some of the algorithm of it, what's the structure? How would it look in action?
 
I’m going to refer your to online resources, since it’s been thoroughly written up elsewhere.

There’s a short demo transcript and audio here: http://www.cleanchange.co.uk/Articles/AngelaDunbardemonstration.php
And a description of a self-facilitation activity using Clean here: http://www.cleanchange.co.uk/Articles/SuccessfulResolutions.php

Lots of other articles, the book Metaphors in Mind and an annotated video are available on www.cleanlanguage.co.uk

R: What is an exercise like ? How much time is lecture ? How much is exercise ? How large is the group?

 
I’ll treat these questions as relating specifically to the summer school training at St Catherine’s, and I’m replying having consulted lead trainer Wendy Sullivan – the quoted words below are hers. Penny Tompkins or James Lawley will also be attending this training on the last two days, for the certification process.

What is an exercise like?
“A delicious opportunity to put what you are learning to the test as a facilitator.  And a golden opportunity to develop yourself in the client role.  Typically, in a group of 2 (client and facilitator roles) or 3 (as for 2, but with an observer), activity repeated so each person experiences each role.  Some activities are ‘notice what you notice’ discovery activities and many are chances to apply the concepts just covered on the training.  Length varies from a few minutes to 30 minutes in each role.”

How much time is lecture?
“Not much.  A fair amount of time involves discussion.”

How much is exercise?
“It depends where you draw the boundaries.  If set-up, doing and debriefing are all regarded as part of the exercise, then more than half the time, I guess.”

How large is the group?
Probably around a couple of dozen participants.

This is the first residential summer school we’ve ever run, so I’ll treat the remaining questions as applying to Clean Change company’s ‘normal’ trainings, Modules 1 - 4. 

What is their educational level?

It varies, but typically participants have tertiary education and a fair proportion have a masters degree. Some have NLP training and experience, some don’t.

What are their expectations?

Wendy again: “They expect that the course will provide what is needed to become a competent Clean facilitator, with an understanding of the principles of Clean.  Further, they expect that they will have experienced personal development on the course, possibly experiencing significant changes.”

What skills do they have on departing? 

Clean facilitation skills appropriate to the module in question, including dramatically improved listening/noticing and modelling skills, a grasp of Clean principles, mastery of the Clean questions and their applications in various contexts.

How do you expect their lives to be different as a result of this investment?

It depends very much how they apply what they’ve learned. On anecdotal evidence we'd expect a business manager to be able to:
- Get people more motivated and therefore more proactive
- Make quick conversations count – get results in the lift or at the coffee machine
- Get their more difficult people to pull their weight
- Resolve conflicts more effectively
- Make meetings more forward-focussed, constructive, collaborative – and shorter! – so they deliver improved results
- Make more effective plans
- Lead effectively even without direct authority, for example in project teams including people senior to them
- Manage competing priorities and demands – and help others to do so
- Save time, stress and aggravation, so adding more productive time to the day
- Behave differently in the face of personal challenges

Are they better critical thinkers?

Probably, depending how you define this. They are certainly better modellers.

Have they gained some cognitive flexibility? 

Probably, depending on definition and on their starting point. For most, working with metaphor in this way gives a whole new meaning to the phrase ‘the map is not the territory’. For those without significant personal development experience, the effects are often dramatic.

How carefully tracked are they after the seminar?

Most stay in touch with us through practice groups and a large proportion are continuing on to the higher modules.

You know, what's the value takeaway? 

When all the above apply, does “Life’s better with Clean” sound like hyperbole?

(To find out more, go here for downloads, CDs, teleseminars and more.)

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