Download: Curriculum NLP Practitioner IANLP
                  IANLP Assessment Guidelines
On-Site vs. Online Training: If you are not sure which form of training is best for you, you might give this questionnaire a try.
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Transitional Provision

Trainings with starting date after September 30, 2023 must comply with the regulations of this curriculum. Until this date, the trainings may still be carried out according to the previously valid curricula.

Duration of Training

A minimum of 130 hours of curricular live training, including testing is required. This curricular training must consist of a minimum of 18 days with a total of 130 hours of live training (100% attendance is required). Breaks exceeding 30 minutes that are taken in the course of the daily training can not be counted towards the fulfilment of the 130 training hours requirement.

In addition, individual training and/or other learning activities to be arranged by the trainer and student consisting of at least 10 full hours is required. Recommended Supervision: 3 hours individual and/or group supervision within the training and/or after the testing.

The entire curricular training (130 hours) must focus on the minimum contents defined in this curriculum. If a Fellow Member Trainer teaches additional content within the framework of this curriculum, the total training time must be extended accordingly. Spending time teaching and/or certifying additional skills within the context of this training at the expense of the core curriculum is considered a violation of the training standards.

Training Modality

All training time provided in the curricula must be either on-site training or synchronous online training, or a mix of both (blended learning).

Special Requirements for Online Training

The following guidelines apply to the implementation of online training.

• On a single training day, 7 training hours may not be exceeded.
• Assistants: The Student:Assistant ratio must be sufficient to ensure that adequate supervision of students can be maintained at all times. At a minimum, the guidelines defined in the 'Qualification of Trainers' chapter must always be followed. 
• The FMT must observe every student practicing in a live, interactive situation as part of their certification assessment. [It is insufficient to simply assess student recordings, written work or case studies without any live observation of student practice.]
• Minimum Training Contents: The content listed in this curriculum can be adapted in favor of other content that is more suitable for online delivery.
• The training should include all the usual elements it would include if it were being delivered in situ e.g. demos, Q&A sessions, practice.
• There are opportunities for students to practice and be observed practicing in small groups eg by using breakout rooms.

The trainer must provide sufficient support for students, to compensate for the fact they are not in the same room as the trainer. ‘Sufficient support’ can include:

• Recording the training sessions so students can revisit the session later
• Leaving the chat room open during breaks so students can interact with each other and the trainers/assistants
• Hosting additional ‘informal’ sessions eg. coffee break chats or evening gatherings
• Providing opportunities for students to raise follow up questions with the trainer

Ecology Checks; Ecology Safeguarding

• Personal resilience of students: FMT uses a system to check the suitability of participants for online training in advance or during the first online sessions. Emotionally unbalanced individuals cannot be admitted to online training.
• Ensure sufficient pre-framing is done prior to the course commencing.
• Recommended: Provide pre course materials (which can include videos and pre-recorded materials) so the students have some knowledge embedded before they meet in the virtual training environment for the first time.

Ecology of Contents

• Ensure that all demos and practical exercises concern emancipatory topics (growth topics). Topics that the person can handle well by himself/herself, but where s/he would like to find more options. To ensure the safety of students in an environment that is not as easy to control as a live, in situ training would be. - No traumatic history may be worked upon during a virtual training, either for demo or practice purposes.
• There must be due consideration for certain elements of the course, that require the training to be adapted for a virtual environment e.g. specific Time Line work, kinesthetic anchors, re-imprinting – if there are any concerns, consider offering these elements as follow up courses.

Infrastructure Participants
For online training the following minimum requirements have to be met:

• Quality of internet connection to the trainer and the other participants must be such that a direct interactive exchange is possible at all times for 99% of the online time.
• Participants must attend with screens large enough to easily interprete/read all content presented. Participation with tablets or mobile phones cannot be counted towards the required in-school training time.
• The participant's space (background) must be large enough to also allow standing up and walking in full view (full body) of the camera. And a microphone must be placed so that the participant can be heard from anywhere in the room.
• Students must be dressed properly as for a live seminar and be in a protected and designated learning environment (with no outside interference).
• All online training time is spent in full attendance in front of the running camera/screen.
• During online training, all screens and cameras are on all the time.
• An exchange of communication between all participants must be possible at all times.

Infrastructure Trainer
For online training the following minimum requirements have to be met:

• Quality of internet connection to the participants must be such that a direct interactive exchange is possible at all times for 99% of the online time.
• IT equipment is of comparably state-of-the-art standard;
• The infrastructure allows presenting from different positions (sitting, standing, walking).

Online Competence of Trainers

• FMTs who deliver online training, continuously educate themselves on best practices for virtual training. (This is part of the Quality Assurance System of the IANLP, element 6 'CPD - Continuous Professional Development'.)

Qualification of Trainers

Fellow Member Trainers according to IANLP Standards. Eighty percent (80%) of the live training has to be led by a Fellow Member Trainer; 20% of the live training can be led by any other qualified person under the supervision of a Fellow Member Trainer.

Fellow Member Trainers conducting online training are recommended to receive special training on how to design and facilitate online workshops and/or trainings.

Fellow Member Trainers conducting on-site training are recommended to receive special training on how to design and facilitate on-site in-the-room workshops and/or trainings.

Assistants

Assistants must be certified at NLP Practitioner IANLP level or higher.

For groups on-site: Are more than 15 students in attendance, for each 15 additional students, training has to include an additional assistant.

For groups online: Up to 9 students one assistant is mandatory. Are more than 9 students in (online) attendance, for each 9 additional students, training has to include an additional assistant.

Required Abilities of NLP Practitioner IANLP and Criteria for Evaluation and Certification

The 'IANLP Assessment Guidelines' lists all competencies and evaluation criteria that must be fulfilled. These include

• Knowledge and behavioral integration of the main presuppositions of NLP
• Knowledge of basic skills, abilities, techniques, patterns, methods and concepts of NLP; Personal ability to utilize them competently with self and with others.
• Basic abilities of the NLP Practitioner shall be: Establishing rapport and maintaining it; Pacing and Leading (verbal and non-verbal); Outcome orientation with respect for others models of the world and the ecology of the system; Calibration (sensory experience); Representational systems (predicates and accessing cues); Demonstration of behavioral flexibility; Resource-orientation and ecology of interventions.

Minimum training contents

• Rapport, establishment and maintenance of;
• Pacing and Leading (verbal and non-verbal);
• Ethical and legal issues in the practice of NLP, such as inherent values, legal framework, limits of confidentiality, issues regarding dual relationships and exploitation, limits of professional competence, ethical advertising/marketing, and other topics are introduced by trainers.
• Calibration (sensory experience);
• Representational systems (predicates and accessing cues);
• Meta-Model of language;
• Milton-Model of language;
• Outcome orientation with respect for others models of the world and the ecology of the system;
• Elicitation of well-formed, ecological outcomes and structures of present state (problem elicitation);
• Overlap and Translation of representational systems.
• Metaphor creation.
• Frames: outcome; ecology; as if; backtrack.
• Anchoring (VAK) and Anchoring Techniques (contextualized to the field of application).
• Feedback: giving and receiving sensory specific feedback
• Ability to shift consciousness to external or internal, as required by the moment’s task.
• Dissociation and Association; 1st, 2nd, 3rd-Position
• Submodalities.
• Logical levels (Bateson, Dilts)
• Outcome oriented accessing and utilizing of resources;
• Reframing
• Strategies; detection, elicitation, utilization and installation.
• Timeline

The various techniques, i.e. Swish, Collaps-Anchor, are working examples of the content listed above and are therefore not explicitly mentioned.

The content listed in this curriculum may be adapted in favor of other content that is more suitable to the modality (on-site / online) of delivery. The above contents shall be conveyed by theoretical lectures, practical demonstrations and group exercises.

Written test for NLP Practitioners

The required written test shall be a summary of the minimum contents of this curriculum. It shall be a tool for evaluating sufficient know-how acquisition at the completion of the training. In particular, the cognitive integration of the following contents are to be included:

• NLP-Presuppostions
• Outcome work
• Rapport
• Anchoring
• Representational systems
• Meta-Model of language
• Milton-Model of language
• Timeline
• Strategies
• Submodalities
• NLP-Techniques
• Ecology

The written testing is to be designed by the Fellow Member Trainer and is expected to match his/her training emphasis. Written tests are to be stored for at least three years following testing. For reasons of quality assurance the IANLP or individuals appointed by the IANLP have the right to request submission of this documentation.

Practical testing for NLP Practitioner

Layout: There must be a practical evaluation and assessment period at the end of the training. Fellow Member Trainers are free to design their own evaluation and assessment layout. The practical assessment shall enable participants to demonstrate their personal integration of NLP-presuppositons and chosen NLP-techniques, namely: well-formed outcome and problem-elicitation; rapport, sensory awareness, flexibility and sensory specific feedback. At least 50% of the required competencies must be assessed in a synchronous setting.

Competencies: The 'IANLP Assessment Guidelines' lists all competencies and evaluation criteria that must be fulfilled. Each and every  competence must be presented on acceptable level at least. This final evaluation and assessment must be structured in such a way that the FMT can clearly identify the required competencies and assess their fulfillment.

Documentation: The assessment must be appropriately documented by the FMT. The fulfillment of the individual competencies must be documented in order that it  can be reconstructed by an external expert. This documentation (papers, videos) must be kept for inspection by the IANLP for 5 years upon issuance of the certificate.

Contents of NLP Practitioner Certificate

NLP Practitioner certificates must include the following 8 items:

1. A statement describing the duration of the training in days and hours in which the student has fully (100%) participated and a distinct reference to the particular training modality; (*)
2. A statement that this training was held according to IANLP standards;
3. Either an orginal sticker seal of the IANLP and/or a digital seal of the IANLP. At least one seal must be shown on certificate;
4. Date of the first and last day of training;
5. Date of issuance of certificate;
6. Name and signature of fellow member trainer IANLP;
7. Unique IANLP Certification Number obtained from the headquarters of the IANLP.
8. Title

• 8a)  'NLP Practitioner IANLP' or 'NLP Practitioner (on-site) IANLP'
  if 100% of curricular training has been attended in on-site training modality.
• 8b)  'NLP Practitioner (blended) IANLP'
  if curricular training has been attended in a mix of on-site and online training modality.
• 8c)   'NLP Practitioner (online) IANLP'
  if curricular training has been attended in online training modality.

This curriculum is valid as per January 1, 2001 (updated 230312)

(*) Examples for statement of duration:

8a)  The total learning time of 160 hours included 18 days with a total of 130 hours of on-site in-the-room classroom training.

8b)  The total learning time of 140 hours included 10 days/60 hours of synchronous online training and 8 days/70 hours of on-site classroom training.

8c)  The total learning time of 147 hours included 18 days/130 hours of synchronous online training.

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