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Bulletin 2022.1 / Breakthrough Innovations

In this Issue

  • Research by member Geoff Duncan

   >> Breakthrough innovations coming-up:

All FMTs are invited to share their expertise in fine-tuning this new set of tools.


Do you know ICF coaches trained in NLP?

Bulletin 2022.1 / Breakthrough Innovations

Our member Geoff Duncan

from New Zealand is looking for them!
As part of his studies at Capable NZ, Otago Polytechnic in New Zealand, Geoff has a research project aiming to explore the impact that NLP has on the professional practice of coaches trained in both coaching and NLP.
If you would be so kind to ask your graduates: Who is an accredited ICF coach working with NLP? Might be interesting for you to know, and a helping hand to Geoff.
   Geoff Duncan
Geoff will be happy to tell you more about the project.

New inter-collegiate Quality Assurance System

Bulletin 2022.1 / Breakthrough Innovations

With these guidelines, which will become mandatory for all Fellow Member Trainers (FMTs) of the IANLP, the IANLP seeks to promote professionalism and contribute to the continuous improvement of the services provided by the members.

The professional and ethical quality of the FMTs is of paramount importance to the good reputation of the IANLP.
These guidelines define the minimum quality assurance measures to be fulfilled by each Fellow Member Trainer of the IANLP.

With the introduction of this Quality Assurance System, the IANLP sets standards in the NLP world and positions itself once again, as the leading NLP standard organization.

Defined level competencies for NLP trainings

This groundbreaking work defines 10 state-of-the-art areas of competence in communication and coaching with more than 60 measurable tasks for evaluation and assessment.  It carries the potential to become the leading benchmark for all NLP trainings. The descriptions will be field-tested by experts in the coming months and refined on an ongoing basis.
Competence or skills orientation is a key concept in state-of-the-art adult continuing education. The trainings in NLP have been competency-focused from the beginning. The key question: "What is the difference that makes the difference?", “Why are some therapists or some managers so much more efficient than others? - What do they do different that makes them more effective?”. This is answered by NLP’s focus on do-how, on its focus in increasing skills competence, rather than on the know-how. Consequently, students in NLP have always been less interested in accumulating new knowledge, but much more in acquiring new additional communicative verbal and nonverbal skills (competencies).
Now, what works well in training, provides special challenges for final exams. Generally speaking, examining knowledge is an easier task than evaluating action competence. Even more so, if such action competencies include so-called soft skills like empathy (rapport), systemic thinking, professional values or the like.
Thus, it is not surprising that in the field of NLP there have been hardly any competence-oriented assessment methods available.
By introducing defined level competencies for NLP trainings the IANLP supports proven experts of the field in their evaluation and assessment measures. The IANLP appreciates your feedback. What works? What ought to be further refined? Are there elements missing still? Please share your experience.
The list will constantly be updated, and will serve as an open source project, that will be available to all interested parties.

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