Frequently Asked Questions
Read about 'accelerated learning' being offered by various training institutes and why there are no easy shortcuts to obtain such certificates trough the IANLP
The label 'NLP' as such is in the public domain. Anybody who wishes to do so may therefore offer any kind of service and labeling it as 'NLP'. It is therefore wise to ascertain the qualifications of nlp training providers.
Since 1983 IANLP presents NLP training standards known and accepted globally.
Read more about 'accredited training programs'
Q: A FMT IANLP does not accept me into the next level training. Doesn't my practitioner certificate entitle me to take part in a NLP Master training?
A: As a matter of principle a IANLP certified training, such as a NLP Practitioner IANLP, is a requirement to start next level certification training. This does not mean that any level certification stipulates any rights to enter into the next level certification training. Sometimes a certain person is a good NLP Practitioner, but in the view of a Fellow Member Trainer is not ready yet to enter the next level certification training.
There can be various reasons why a fellow member trainer IANLP may not want to accept a certain trainee into his/her trainings. As each fellow member trainer is a fully independent enterpreneur, IANLP will not interfere with the decisions of any of its Fellow Member Trainers. Each Fellow Member Trainer IANLP is completey free to conduct his/her business in any way she/he feels is appropriate, and is only subject to the terms of the Code of Ethics.
Q: I have a NLP Practitioner certficate that is not sealed with a seal of the IANLP. May I enter a NLP Mastertraining with IANLP certfication?
A: The completion of an IANLP certification level can only take place when the IANLP certificates for the preceding level are present.
Thus, while Fellow Member Trainer (FMT) are certainly entitled to set their own admission criteria, upon the completion of such training IANLP certification can only take place once a student can produce a IANLP certificate for the preceding certification level.
Please ask your FMT IANLP for post-certification of your NLP Practitioner certificate that is issued from another training provider not qualified by the IANLP. These guidelines (Procedure for granting equivalency) apply.
In regards to providing opportunities to gather experience in working as assistants to nlp trainers, we want to emphasize that it is entirely up to the individual Fellow Member Trainer IANLP to offer or accept such positions.
An assistant trainer is part of the teaching staff or faculty of the entity providing the training. In our view, the most important obligation of any trainer and any school is towards their students.
NLP is taught in a various ways and methods can vary considerably. Also, cultural aspects play a big role as modes and norms of social interactions vary widely. These factors also hinder the developments of any binding guidelines.
There is also the issue of a match between trainer and assistant. Not every aspiring trainer will match with the personality and style of any given trainer - and it is up to parties themselves to decide whether they can collaborate successfully. For all these reasons the IANLP does not set standards or interferes as the parties involved decide what is best for them.
It is therefore up to the Fellow Member Trainers how they define the activities of their assistants, including defining goals, content, and structure of the assistant's activities in the training. In summary, the IANLP does not provide any guidelines or procedure in regards to the framework of the collaboration between Fellow Member Trainers and assistants.
Many graduates of NLP training that aspire to become nlp teaching trainers themselves will naturally gravitate toward their own trainers when looking for opportunities to gather experience as assistants. However, we encourage aspiring trainers to broaden their horizon and to not miss the opportunity to inquire with trainers of other schools, as this may offer them invaluable learning experiences by broadening their understanding and skill level which in turn may enrich their own trainings, once they become Fellow Member Trainers themselves.
Q: I've seen that practitioner curriculum asks for a minimum of 18 days and 130 hours of teaching. What about missing hours? When I was doing NLP practitioner we were allowed to miss two days in total. How is this in IANLP?
A: IANLP knows that in adult education many schools and educational authorities are asking a certain percentage (e.g. 80%) attendance only.
From the curricula IANLP it is clear that we require 100% attendance, except, breaks <30 minutes. The curriculum reads: "Breaks exceeding 30 minutes that are taken in the course of the daily training can not be counted towards the fulfillment of the 130 training hours. "
If a school prefers to offer less than 100% attendance, then of course this has to be taken into consideration when designing the training. Example: A school wants to offer 80% attendance, then the training has to be designed with 22.5 days and 162.5 hours duration. Thus making sure that if a student misses 20% of the training, the minimum requirements of 18 days and 130 hours are still fully met.
Personally I (Ueli) can see only disadvantages when tolerating absence from a certain percentage of training. Participants are tempted to walk in late or leave early. This negatively impacts the intense training experience that is required for optimal results. Also, we have learned from other training providers that students used to avoid the most challenging parts of the training (like group dynamics) by using the 20% absence from training that was tolerated in a way that directly impacted the goals of the training. From a educational perspective, training sessions that students may feel tempted to avoid as they elicit anxiety and stress often contain exactly the kind of training experiences that would be most valuable for their personal and professional growth.
And - by the way - if you find that (many) students do not attend the same part of the training, then this could also be taken as an indication to design this part of the training differently to make it more attractive.
There is no membership at IANLP. If you fulfill the criteria of recognition you are most welcome to join the network of Fellow Member Trainers IANLP. Only Fellow Member Trainer are entiteled to certify their nlp-trainings with the seal of IANLP. Please refer to page curricula for information on how to apply and contact us. Welcome!
Q: Is it ok to just add the seal of the IANLP to our presently isssued certficates? (So far we have been certifying for our country nlp-association.)
A: If a certificate bears a sticker with the logo of the IANLP, then the respective curriculum of the IANLP has to be fulfilled. For each curriculum you will find distinctive definitions about the minimal contents of the certificate. For NLP Practiitoner IANLP,for instance, this curriculum section reads as follows:
Contents of NLP Practitioner Certificates
NLP Practitioner certificates have to include the following:
1. A statement that the training was held according to IANLP standards
2. An orginal seal of the IANLP (sticker)
3. A statement describing the duration of the training in days and hours
4. Date of the first and last day of training
5. Name and signature of fellow member trainer IANLP
6. Titel: NLP Practitioner IANLP
Therefore you have two options: Firstly to design your certificate in a way that it incorporates the above contents which are required by the IANLP, as well as other contents that are required by other bodys you are certifying for (for instance your country nlp association). If this is the case you may attach the sticker with logo of the IANLP to your certificate.
Alternatively, you have the option to design an additional certficate for the IANLP certfication. (Many trainers choose this option because it provides them with the opportunity to hand over several certificates at the end of the training.) Also, each certificate has its own value. This might also be a valuable marketing measure, since your students will notice that you are a honorable member in good standing of several important nlp bodies. Whereas your competitors in the market might not be in the position to offer this distinction.
Q: Is a FMT IANLP free to issue nlp-level certifications by other standards than IANLP?
A: All FMT IANLP provide written consent and agree to refrain from offering and/or promoting any nlp trainings that include the titles 'practitioner', 'master' or 'trainer' that do not meet or exceed the standards set forth by the IANLP. Therefore, FMT IANLP are free to issue nlp certificates 'practitioner', 'master' or 'trainer' by standards other than the IANLP as long as these standards at least meet the guidelines of the IANLP. This assures the public that FMT IANLP maintain and honor the quality standards for which the IANLP has received worldwide recognition at all times.
Q: In my country, NLP trainers offer many specialized seminars that culminate in granting NLP diplomas. These seminars typically include 30 hours of training which are comprised of basic NLP skills, such as the NLP communication model, submodalities, VAKOG, anchoring, feedback model and basics about goal setting. These seminars are also the basis for continuing with the NLP Practitioner training. What do you think about this approach? Does the IANLP also offer such options?
A: a) The IANLP understands the (marketing) need for offering basic nlp-seminars. In some countries these are called 'Introductory Days', in other countries they are referred to as 'NLP Basics'. Other designations that are equally acceptable by the market place are also in use. The goal is to facilitate the initial step of getting in touch and exploring NLP.
b) From IANLP's point of view, these seminars can be called anything that seems to be appropriate in the market place and does not violate IANLP’s code of ethics.
c) A certificate for any one of these seminars may include the following wording: "This seminar is a part of the NLP Practitioner training according to IANLP curriculum (http://www.ia-nlp.org)". However, it is important to be aware that such certificates may not bear the official sticker seal of the IANLP.
d) In Switzerland, the word 'diploma' is reserved for advanced studies in adult continuing education. To grant diplomas on the basis of a training that only lasts a few days would be considered highly questionable. Hence, looking at the issue from our perspective here in Switzerland, we would certainly highly recommend a designation other than the title 'diploma'. Possibly, in your country 'diploma' stands for some kind of attestation of attendance, in which case it could be used without raising any eyebrows. However, to be on safe ground, we recommend the usage of the designation ‘attestation’ or 'certificate' (if competence evaluation took place at the end of the training) instead of ‘diploma’, as this seems more appropriate in this situation.
Q: If I have a complaint about my training and/or my trainer. How do I proceed?
A: Check with IANLP website member section to see whether your trainer is a registered Fellow Member Trainer IANLP.
If she/he is NOT registered with us, we unfortunately cannot assist you any further.
If the trainer in question is a Fellow Member Trainer IANLP, you are welcome to submit your grievance to IANLP. Grievances shall be submitted in writing. The adress of the member whose conduct you find objectionable has to be included. Grievances have to be specific. IANLP can only adress grievances if:
a) a FMT is involved, and
ba) a IANLP-curriculum training is involved, or
bb) IANLP-Code of Ethics is involved
Anonymity: Complainants have the option to have their name withheld. In that case, neither the FMT in question nor any other person outside the IANLP will know the identity of the complainant. IANLP office will respect the complainants preference, unless forced to disclose details to authorities in the course of legal proceedings.
Q: Master curriculum: The five coaching sessions with the same client. Is this to be outside the classroom? Using NLP often means that coaching is finished in two or three (sometimes even one) session.
A: One of the overall outcomes of an NLP Master training is to enable the student to work with individual clients on their personal growth issues. The aim of this specification is to support the students to work with 'real clients' outside of their training peer group to complete a series of sessions. For many students this might be the first time that they have had the opportunity of working with a 'real' client. These coaching sessions provide many new experiences:
- organizing the sessions,
- setting up a coaching contract (written or verbal),
- asking for payment (even if it is not money),
- helping the client to focus his/her personal growth issues over an extended period of time,
- going along with changing needs of the client
So, yes, these 5 coaching sessions should be outside the classroom. How these sessions are to be documented is up to the FMT. Some FMT ask their students to write a reflection on each session and/or discuss these sessions during supervision.
Q: Supervision: Does the supervision have to be inside or outside the classroom? Do I, the Fellow Member Trainer IANLP have to do the supervision or could that be done by someone else?
A: The 5 hours of supervision have to be in addition to the required 130 hours of live training. They can be done by the FMT and/or outside qualified supervisors. Supervision can be done in groups and/or individually. In the supervision the student shall reflect upon his/her study progress and shall receive support in individual transfer of the nlp-models into his/her personal context.
Q: In the curricula it says: "In addition, individual out of school training of at least 10 full hours of training." Could you give me an example of this please?
A: In addition to the minimum 130 'trainer contact' hours students are expected to undertake, 10 hours of learning focused on NLP outside the training room are required. So 'individual out of school training' in IANLP curricula means that the students might meet outside the training course in peer groups to practice their skills. Individual NLP coaching sessions (student acting as coach or being coached) can also be counted towards these hours. They might also consist of formal training hours or training hours supervised by a NLP trainer or even the Fellow Member Trainer IANLP herself/himself.
By the way: academic adult continuous education distinguishes between in-school training hours and out-of-school training hours. Added up, these make up the 'total learning time' which is often stated on certificates. This takes into consideration that learning takes place both inside and outside the classroom as well as in between formal training sessions.
Q: How shall the testing be conducted/designed?
A: The design of the oral and written testing is at the discretion of the FMT. Testing shall provide an opportunity for the students to rehearse and assess the competencies that they had acquired in the course of the training.
Testing designs may vary substantially and one may expect that FMT will have their unique preferences. Local language, customs, and culture may all affect how testing is conducted. In some countries, for example, testing (examination) may be conducted in a strict traditional classroom setting, whereas in other countries, a more relaxed, open, and informal style might be preferred.
To state an example: At the NLP-Academy Switzerland testing is viewed as an opportunity for students to celebrate their newly acquired competencies and further strengthen their skills, as oppose to an examination that results in unnecessary stress that typically is elicited by traditional, silent classroom type examinations. We support all students during the training so that they eventually reach the training outcomes. If, however, we realize that a student will be unable to reach the minimal level of competency required within a course of training, we will discuss the matter with the respective student and will not subject the student to oral testing. Hence, all students who are invited to participate in the oral testing already know that their FMT's were able to observe the specified competencies prior to the actual testing. The oral testing will thus offer them the opportunity to demonstrate their skills once more. At the oral testing students are invited to use all resources that they might use in the course of a typical professional coaching setting. They may, for example, use their own scripts as long as they maintain good rapport with the client.
Written Testing: At the NLP-Academy Switzerland, we conduct the written test in the so-called 'open book' format. Thus, students will get a final take home examination and they are encouraged to use all possible resources for completing the required assignments, such as books, internet articles, or other resources. The sources of all quotes must be documented and all answers must contain a unique, personal contribution. Students are expected to turn in the completed take home examination within three months after having passed the oral testing.
Question: Can you tell me if the following meets IANLP Criteria:
My NLP Master students undertake the following:
- five coaching session with the same client
- five hours of supervision
Will doing these activities meet the curriculum requirements for:
- "In addition, individual out of school training of at least 10 full hours of training."
- "five coaching sessions with the same client. "
- "five hours of supervision."
Answer: The curriculum NLP Master IANLP is quite clear: quote> In addition, individual out of school training of at least 10 full hours of training, and at least five coaching sessions with the same client are required. Furthermore, at least five hours of supervision are required. <unquote.
So it says 'in addition' and 'and' and 'furthermore'. Added up together it will be
- 130 hours of live training, plus
- 10 hours of out of school (extracurricular) training, plus
- five hours of coaching with the same client, plus
- five hours of supervision
totaling 150 hours learning time.
Therefore the answer is a 'no': The five coaching sessions and the five supervision sessions cannot be counted towards the fulfillment of the 10 hours of out of school training.
Question: In IANLP curricula it says
quote>>> "A minimum of 130 hours of live training, including testing is required. Training must be spread over a period of 18 days or longer." <<<unquote
How does the IANLP define 'live training' please?
Answer: Under the term 'live training' the IANLP defines all in-school training activities (in contrast to out-of-school training activities). This means the student is in a classroom experiencing live on-site face-to-face training with other students (= class) and a teaching person (Trainer, Fellow Member Trainer) present. Of course training actions such as individual work, group exercises, field studies (and similar) that are happening within this in-school frame are counted towards in-school training time as well.
Q: May I incorporate an NLP Practitioner training into my own training design?
A: When issuing certificates, Fellow Member Trainers IANLP are required to assure that the receiving parties have fully met all the requirements of the respective curriculum. However, we also want to emphasize that within the established framework of the curricula, FMT are encouraged to creatively design trainings that fit their particular frame of reference and their particular area of expertise.
One of our FMT exemplifies this tailor-made approach. This particular FMT offers a 3 year post-graduate university program in leadership. In the course of the training all contents of the NLP Practitioner curriculum are covered. At the conclusion of the program, students are offered the opportunity to participate in the written and oral practitioner testing, and if they pass, students receive their IANLP certificates. This certificate is in addition to the post-graduate degree that successful students obtain and is perceived as a valuable bonus in addition to the academic degree. When quizzed, many students report that the opportunity to obtain both the IANLP certificate and the academic degree within one integrated course of study was crucial in their decision making process to enroll in this particular course of training.
Q: Much of what I train isn't directly backed up by notes. Is it necessary to have a written training design?
A: The training standards of the IANLP define the duration and minimal contents of training.
There are absolutely no limitations in regard to the methods and didactical approaches that trainers need to follow. Since its inception, the IANLP has always respected and seeks to encourage diversity in regard to how training is being conducted and how knowledge and skills are taught. Hence, all Fellow Member Trainers are free to develop and design training that convey their very own personal style and approach to teaching nlp. Also, depending on the the cultural context and the legal framework within which they operate, trainers will need to make sure their seminars meet and satisfy local requirements or limitations.
Hence you are absolutely free to conduct your trainings without written notes relating to methods and didactics, if you so desire. The guidelines of the IANLP only require clear and transparent descriptions of your training in all of your marekting channels, so that the public is adequately informed about what they can expect from your seminars. Obviously, other essentials, such as the exact duration of the training in hours and days and the costs of the training should be clearly communicated as well.
Q: How do we count the days and hours of our training to comply with IANLP standards?
A: IANLP counts full hours (60 minutes) and each day of in-school presence.
Let us make an example:
Let's say a practitioner training runs a total of 10 Weekends. 9 weekends are saturday/sunday (= 9 x 2 days) and one weekend is friday (starting 16.30) until sunday (end 12.00) (= 1 x 3 days).
This counts for 21 days.
The hours are on the 9 weekends: 8.30 - 10.00, 10.30 - 12.00 / 13.30 - 15.30, 16.00 - 18.00
This counts for 16 hours because only breaks longer then 30 minutes are not to be counted as school time.
On the weekend Fr/Sa/Su the hours are: Fr 16.30 - 18.00, 20.00 - 21.30 (= 3 hrs), Sa 8.30 - 10.00, 10.30 - 12.00 / 14.00 - 15.15, 15.45 - 18.00 / 20.00 - 21.30 (= 9.5 hrs), Su 8.30 - 10.00, 10.30 - 12.00 (= 4 hrs.) Total 16.5 hrs.
Therefore the total duration of this training is 21 days / 160.5 hrs
Q: My trainer says that she will give me an attestation of attendance, but no IANLP certificate. What is the difference?
A: We understand that this is not an easy situation to be in. Neither for students, nor for trainers. Students take part in a training with the aim of gaining new skills and to obtain a recognized certificate in the field of neuro-linguistic programming and invest time, effort and money. Now, at the end of the training, of course students would like to see all their efforts rewarded.
When trainers are not able to recognize those new competencies in the behavior and/or mental and/or emotional abilities of a students, they will not issue a certificate.
Indeed, IANLP certificates are not merely an attestation of 'having been in class' but are certificates of competency. If a student does not reach that competency, we require that our Fellow Member Trainers do not issue certficates! This is why certificates with our seals enjoy a high reputation worldwide.
In this situation, our FMT require additional work, offer additional training, stop training, or find whatever solution is appropriate for a particular student.
By handling such situations in a satisfactory fashion, Fellow Member Trainer IANLP demonstrate that they care about the quality of training and the true growth of students, and are not motivated by financial considerations alone.
So we do hope and we are confident that students, together with their Fellow Member Trainer, will find ways on how to meet the training goals and accomplish the necessary additional requirements.
In case this cannot be accomplished, we are nevertheless positive that having trained in nlp students will certainly have gained substantially from the training itself. Even in the case that they will not obtain certification, they will have grown by the experience and will have aquired new tools in communication that they will find personally beneficial - and that will also have a positive effect on those around them.
Q: Can an NLP Master Practitioner treat emotional issues or illness without a license in social work, counseling or psychology with the required course work and national exams?
Can an NLP Master Practitioner do work with couples and families for a fee without a license in the mental health area?
A: As an international organization, IANLP sets standards for superior training offered by IANLP Fellow Members worldwide. However, whether a person based on this training is entitled to offer professional services to clients is regulated by the laws of the country in which the professional performs his or her services.
In most countries NLP training by itself does not constitute and does not prepare for a professional state or federal license. Many countries have no laws at all regulating counseling and/or psychology.
It is especially in these countries, that obtaining training from a IANLP Fellow Member distinguishes the acceptance of a NLP-professional in the market place. It also assists the public to differentiate between the high quality of a IANLP certified trainer and those who graduate from such training, from individuals who may have only received substandard training.
To sumarize: When offering professional services to the public It is essential to check with the proper local authorities to determine whether and what kind of prerequisites have to be met for a given professional activity. This is not only the case in the field of counseling psychology, but is also required before engaging in any other professional activity.
Q: What kind of e-learning and/or online trainings are being offered by Fellow Member Trainers IANLP?
A: We are aware of the fact that some training institutes have begun offering nlp courses based on e-learning activities. The guidelines of the IANLP require that our esteemed members do not offer the common certificates ´NLP Practitioner´, ´NLP Master´, or ´NLP Trainer´ based on e-learning curricula though. When blended teaching is planned, i.e., a combination of face-to-face training and e-learning, then the face-to-face portion must always meet the minimum live training hours set-forth for the various training levels.
Let us be very explicit here: It is not acceptable to offer on-line 'NLP Practitioner' and/or 'NLP Master' and/or 'NLP Trainer' training with the reasoning 'it is ok as long as these trainings do not receive the IANLP certification' !.
Our intention is to hereby protect the quality and the value of these core nlp certificates, as they can only be obtained in live training and under the close scrutiny of a certified Fellow Member Trainer. The true power of the nlp lies not so much in the 'know how' but rather in the 'do how'! To this end, in order to obtain any of these certificates, a clearly stated minimum live training (130 hours and 18 days) must be completed for each level.
However, let there be no doubt, we do encourage and fully embrace the idea of using e-learning technologies, both for additional specialized trainings, or as add-ons to live training of the core curricula described above.
In case a Fellow Member trainer seeks to offer trainings that are based exclusively on e-learning activities and offer certificates for the successful completion of such trainings, s/he needs to name these certificates differently. For example, ´NLP Counselor, ´NLP Consultant´, ´NLP Advisor´, are all suitable alternatives. We encourage our Fellow Member Trainers to come up with unique certificate names that reflect the training offered closely.
Q: Are all courses delivered in person, or are they also available online via distant education?
A: The true power of the nlp lies not so much in the 'know how' but rather in the 'do how'! That's why all IANLP curricula require live on-site training. Distant and/or e-learning may be valuable additional training components for further strengthening the various nlp competencies. Such distant training hours must not be counted towards the required minimum 130 hours though.
IANLP recognizes the growing popularity of online training and believes that online training can contribute to Practitioners´ knowledge and skill level.
However, NLP training has a set of aims and objectives which need to be pursued in the context of face-to-face training and one-to-one coaching.
In high-quality NLP training, ample time is devoted to provide students with personalized feedback so they can understand behavioral patterns, reflect on their experience, and acquire new patterns.
Also, it is only in the context of a real time, face-to-face environment that trainers and co-students can provide the kind of personalized feedback that will help learners to acquire the presuppositions of NLP on a conscious and unconscious level, which are essential for high-end verbal and non-verbal communicative skills and their overall ability to perform.
Training in NLP enhances perception in interpersonal encounters and provides tools that seek to improve human communication. Whether skills and tools are used responsibly depends on the intentions of the user – as is the case with all tools.
Read why we at the IANLP advocate that every educated individual should be trained in basic nlp processes, thus becoming aware and being able to master natural communication processes so that they are able to detect and prevent any attempted (unwanted) manipulation.
For more information on this subject please read 'History: Ethical aspects of NLP training and the IANLP' in this FAQ section of website too.
At the IANLP US-$ is the world wide lead currency. The fees sheet 'Rates for services rendered' lists costs in US-$ and in Euro. Feel free to transfer in either currency, whichever is more favourable to you.
Founded in the 1980's IANLP soon became the worlds biggest nlp-network with over 1300 members in it's peak time. Read more at section 'History of IANLP and NLP' on this website.
The continual growth of NLP has come with a price. While early pioneers consisted of a close-knit community of professionals who took care to enforce quality standards, the fact is that the terms NLP and Neuro-linguistic Programming are not owned by any one person, and are not a trademarked intellectual property; as a result, there are a plethora of training institutes with a number of certification bodies, all offering somewhat different standards for training and certification. Today, certification training in NLP ranges from a few hours of Internet-based learning to intensive live training, with observation and feedback from experienced professionals, programs that include stringent assessment and testing, and typically require years to complete until the highest level of training is certified... read more...
Some general information on IANLP and NLP and tips on how to select a quality nlp training (Download: 26 Kb)
Q: I have obtained a NLP Trainer certification. May I teach NLP ?
A: IANLP wants to make a clear distinction between ‘NLP Trainer IANLP’ and ‘Fellow Member Trainer IANLP’.
A ‘NLP Trainer IANLP’ is a person who has successfully passed the NLP trainer training as described in the curriculum. A NLP trainer training is an excellent preparation for utilizing NLP tools when working with groups.
Passing on NLP methodology to groups (= Fellow Member Trainer IANLP or NLP teaching trainer) requires various additional competencies, primarily extensive experience of teaching NLP.
This has been taken in account by setting the following additional minimum requirements: Assistance of at least one Practitioner training and one Master training is required. Furthermore, at least 300 hours of live teaching experience in adult education are required.
Q: What ist the difference between NLP Trainer IANLP and Fellow Member Trainer IANLP?
A: Experience tells us that students at times do not adequately appreciate the difference between the designations ´NLP Trainer IANLP´ and `Fellow Member Trainer IANLP´. This necessitates that our members take time to clearly communicate the respective skills and specialization associated with the respective designations:
´NLP Trainer IANLP´ encompasses the training of NLP Master IANLP graduates in order to successfully use nlp tools in group settings, such as when providing training, teaching courses, meetings, or in the course of their activities in educational settings. Hence, this training does not prepare individuals for teaching NLP tools. It rather prepares individuals to employ NLP tools to foster group processes and to promote learning.
´Fellow Member Trainer IANLP´, by contrast, is the top level designation for individuals who provide NLP trainings on all levels, such as NLP Practitioner, NLP Master, and NLP Trainer, and who, by virtue of their training and skill level, are in the position to certify their training with the seal of the IANLP.
Q: Please tell me what can I do with a NLP Practitioner Certificate
A: Since we are neither familiar with your personal education nor with your personal professional background, we are not in the positon to advice you in which private and professional field a training in neuro-linguistic programming will help you realize the most pronounced benefits.
People who learn nlp report that the quality of their daily communication increases dramatically. This is the case both in business and in their personal lives.
Thus it might be that somebody will use nlp in counseling. But many more people utilize the power of neuro-linguistic programming in general business areas, such as management, human resources, sales, marketing and consulting. In addition, we would like to point out that nlp has become an important tool in supervision, coaching and education as well, where professional trainers and teachers design (and reflect) their presentations with the aid of nlp, and supervisors, coaches, consultants and parents enhance their work and relationships with their co-professionals, children and students.