Executive Leadership Coaching PDF

DAVID NORMAN
EXECUTIVE LEADERSHIP
COACHING
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Executive Leadership Coaching
1st edition
© 2018 David Norman & bookboon.com
ISBN 978-87-403-2064-0

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EXECUTIVE LEADERSHIP COACHING Contents
CONTENTS
About the author 7
Introduction: The Journey to Mastery 10
1 Coaching – Core Leadership Skills 16

1.1 Smarter Thinking! Deeper Change! Faster Results! 16
1.2 Total Self-Score Guidance 21
1.3 Practical Demonstration 22
1.4 Human Performance Technologies – are the Future 22
1.5 Instant and lasting results 24
1.6 Analysis of Structure 25
2 Communications – Influence and persuasion

360° 32
.
2.1 Sensory Preference 32
2.2 Sensory-Based Word Choices 38
2.3 Communicating on multiple levels is the norm
thinking 41
360°
thinking . 360°
thinking .
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3 Successful Goal Achievement (WIN/WIN Goals) 45

3.1 WIN Goal 47
3.2 Some goal-setting considerations 49
3.3 Chunking – Induction (detail), deduction (big picture) and abduction
(lateral thinking) 53
Appendix 1. Instructions for Following Exercises 55
Conclusion 61
Bibliography 62

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“This book is part I of II”. Click here to go to

“Fundamentals of executive leadership coaching”

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EXECUTIVE LEADERSHIP COACHING About the author
ABOUT THE AUTHOR

David is an executive leadership and talent development master coach, trainer, speaker and
author. He has a solid track record of experience in advanced human capital development.
This has included a background of executive, leadership and talent learning and development,
business strategy consulting and corporate roles.
Coaching – Over the past twenty-five years, David has successfully coached one-on-one
hundreds of individual Chairmen, CEOs, CFOs, MDs, VPs, directors, senior managers,
fast-track and high potential professionals in global blue chip and other firms. This work
has involved successfully boosting strengths and replacing weaknesses across a broad range
of cognitive and behavioural competencies. From resolving remedial problems and potential
career derailers through fulfilling potential and values alignment directed at accelerated talent
development, executive transformation and leadership transcendence.
David has also personally designed, presented and facilitated hundreds of bespoke and
structured open and in-company learning and development workshops, programmes, seminars,
executive briefings, group coaching events, masterclasses and skills-transfer intensives.
Specialist Coaching – In addition as a way of demonstrating rapid, effective and measured

behaviour change and skills development he has developed a range of specialist 121 coaching
services, viz:
• Like business psychotherapy services that for example remove emotional, mental
and psychological blockages and build confidence, motivation and self-esteem to
help people accomplish fulfilling their true career potential.
• Services for professional investors (fund managers and investment analysts) that
enable better quality investment decisions to be made independent of dysfunctional
emotions and behaviours.
• Using sports psychology to build or increase mental toughness and enhance peak
performance in any sport and at any level of proficiency from amateur to elite
athlete. Is valuable as a metaphor for executive leadership and talent development.
• Applying golf psychology to improving golf mental fitness and competitive mental
toughness that improves performance, lowers handicaps and builds concentration,
confidence and consistency. Successfully used by some of the worlds top 100 PGA
tour players. Powerful business coaching metaphor for participants (amateur golfers)
in an executive, leadership or talent development event.

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Business Background – He also has many years broad experience working as a business
strategy management consultant across Europe, the UK and South Africa. He has conducted
assignments using for example: scenario planning processes, competitive and value chain
analysis, portfolio strategy, creative brainstorming and blue ocean strategy. He held positions
with: Towers Perrin, International Data Corporation and Computer Sciences Corporation. In
addition for several years he held appointments as: visiting E MBA lecturer and dissertation
reviewer at CASS Business School, City of London, Corporate Strategy SIG chairman,
Strategic Planning Society, London, active in the global Strategic Management Society,
competitive strategy course designer and tutor MCE (Management Center Europe, Brussels)
and specialist advisor to the European Commission in Brussels. He has also written a book
on business strategy (available on request as a free pdf download). In his early career he
held various marketing and sales, and Research and Development positions with: Texas
Instruments, GEC and Racal Communications.
Credentials – David holds a BCom degree with triple majors in organisational psychology,
economics and business management, and has completed post-graduate BCom (Hons)
studies in advanced finance and marketing. In addition he has invested heavily in time and
money in doing applied research, attending a wide range of training programmes in the
USA and UK and building a personal library. He has also written a book on coaching for
high performance (available on request as a free pdf download).
As a past (non-player) hobby sports psychologist to some of worlds top 100 PGA golfers.
Serial entrepreneur involved in a dozen start-ups in UK and overseas. He is an international
board-certified trainer, master practitioner (double certification) and practitioner of NLP (neuro-
linguistic programming) and holds other related certifications. He is also a UK Chartered
Engineer and Member of the Institute of Engineering and Technology (previously MIEE).
Past Member/Associate of IoD, CIPD, ANLP, EHRF and Fellow of the Royal Society of Arts.
Current Services
• Coaching – Executive and Leadership Development + Bespoke and Structured CXO
Programmes. Available face-to-face and 121 Skype 24/7 worldwide. Expanded
C-Level Mindset Programme – structured 12/24 months coaching programme that
enhances authentic, strategic and visionary thinking, skills development, performance
enhancement and behaviour change.
• Masterclasses – One-day in-company workshop intensive or on-campus business
school event.
• How to Learn Anything…Faster • The Entrepreneur Mindset • Skills for Thinking
Strategically • Emotional Resilience Branding Audit • Strengthening Client
Relationships • Advanced Presenting Skills • Management Coaching Skills.

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• WorkOuts – Inspirational 90 Minute Bite-Size Facilitated Team/Group Coaching Events.

Unique modules are easy-to-learn, flexible, customisable, universal and affordable. 20
workshops topics reduce ‘executive/employee time (and cost!) to competence.’ Format
improves performance, deepens new skills and makes immediate (and lasting) behaviour
step-changes.
• e/m-MindSkills – Enterprise-wide cognitive algorithms that cut learning time and

costs by up to 90%.
Self-directed on-demand ‘personal effectiveness’ toolkit of >20 capabilities bridges
mission-critical skills gaps of time-pressured executives worldwide. Unique ‘accelerated
competencies’ toolkit – flexible, universal, scalable, cross-cultural, measurable and practical.
• Matt & Buzz – Two fictional characters created as a way to simplify complex learning
challenges.
Is an easy to follow and practical story dialogue (isomorphic metaphor) structure designed
to effortlessly learn how to improve performance, enhance skills and achieve greater
success and enjoyment in careers and relationships. (See M&B book on coaching for
high performance. Available on request as a free pdf download).
Clients have included: 3M, Alfa Laval, Alliance & Leicester, Anglia Water, Axa, Birmingham
Airport, Braxxon Technology, BT, CarnaudMetalBox, Cushman & Wakefield, EMC, Ford,
Fujitsu Services, GlaxoSmithKline, G4S, M & G Investments, Merck, Perstorp, Prudential,
RWD Technologies, Simon Engineering, Smiths Group, Sun Microsystems, Trinity Mirror,
Tullow Oil, Wilson Bowden, etc. Also have designed and run workshop intensives for Imperial
College, Cass and Wits Business Schools, European Commission (Brussels), Management
Centre Europe (Brussels), SPS and CIPD.
E: David.Norman@LeadershipDynamiX.com
T: UK +44 (0)1932 872433 M: +44 (0)7971 341406 S: davidnorman1932
L: www.linkedin.com/in/davidnorman1932 W: www.LeadershipDynamiX.com
Accelerated executive leadership and talent learning and develo pment

Coaching • Consulting • Masterclasses • Training • Self-Coaching
Cognitive algorithms for rapid learning, skills and solutions in business

Smarter Thinking | Deeper Change | Faster Results

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EXECUTIVE LEADERSHIP COACHING Introduction: The Journey to Mastery
INTRODUCTION: THE
JOURNEY TO MASTERY
The world is short of effective business leaders. This book is just one attempt at closing the
gap between languishing underperformance and sustained high-performance. Specifically,
it is about accelerated leadership development. By using coaching to be a better leader. No
matter what your preferred leadership model or style is now or whether it’s one (or portfolio)
you may aspire to in future. A few leadership examples might be; situational, visionary,
transformational, authentic, crisis, transactional, strategic or inspirational. Simply, how to
be more of the leader you would like to become.
The approach proposed is purposely designed to offer flexibility, adaptability and (following
Ashby’s law of requisite variety) core capabilities that are strengthened through a selection of
skilfully scripted exercises (MindSkills Algorithms – see also Appendix for design criteria).
Each chapter consists of a description of current business school theory or best practice for
that topic, together with a number of charts to highlight or illustrate a particular point. A
few case studies are also included.
This book is designed to augment a wide range of corporate leadership development, talent
management, performance management and employee engagement strategies and programmes.
It is ideal as part of a blended learning or motivational programme to reenergise employee
engagement after layoffs and/or a replacement or extension to external coaching provision.
Guiding principles:
• All behaviour is patterned – the structure of leadership excellence can be modelled,
copied or cloned and the results replicated.
• Focus on Solutions not problems – You get what you pay attention to. People
who study problems become experts in – well, problems!
• ‘How’ is indispensable to future success not ‘What’ – energy flows where thoughts
go. Many leaders know ‘what’ to do but don’t know how to do it!
• Showing not Telling – measured behaviour change, not ineffective action plan.
• Whatever you can imagine, you can do – how to turn imagination into reality.
• Inside-out not outside-in – changing the way you think, imagine and feel is key
to reshape your actions, performance and behaviour.
• Guaranteed Step-Improvements – Whatever your leadership responsibilities, this
approach will help you make practical step-improvements in capabilities, traits
and skills.

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Who is this book for?

Leaders and aspiring leaders – in public and private organisations in all economic sectors:
C-level executives, directors, managers, professionals, MBA graduates and students.
‘People’ professionals – Leadership development, talent management, employee engagement

and performance management specialists, Human Resources Executives, Organisational
development managers, learning and development professionals, business coaches, management
consultants, business psychologists, trainers and others who want to expand their people
skills toolkit.
Anyone wanting better results – in managing themselves or others. It is ideal for those
who want to quickly and effortlessly make step-improvements in personal and professional
effectiveness to get better results, boost performance and learn new skills to fulfil their
potential, improve or accelerate their career advancement, employability or put their career
on the fast-track.
This book is a crash course – on ‘how’ to boost leadership effectiveness in business. It

includes a series of practical how-to exercises on ‘running your business brain’ that lead to
quick and lasting life changes for leaders, directors, managers and professionals. Especially
those with a keen incentive to survive and thrive through unprecedented VUCA (VUCA
is an acronym used to describe volatility, uncertainty, complexity and ambiguity).
Imagine for a moment in your mind…A famous landmark, building or monument

And as you do this NOW…I want you to carefully notice in the moment what pictures…
sounds…and feelings you ‘experience’ right now…and especially become aware of the
qualities (like closeness, colour, brightness)…and begin to notice any self-talk (or speaking
to others) to describe your observations…and take all the time you need.
Now stop and recall the natural interaction in your mind ‘back and forth’ between what
you were ‘thinking’ about (experience) and ‘talking’ (language). Language is an abstraction
of subjective multi-sensory experience. Language and subjective experience are paradoxically
the same but different. The ‘Quantum Effect’ loop is a fundamental underpinning for
much of: human communications, thinking, learning, coaching and change, and is the
conceptual foundation for many MindSkills Algorithms (and contemporary leadership
development coaching). How we code multi-sensory subjective experience. Five senses
(modalities/representational systems/neurology). Most people have a hierarchy of thinking
and communicating preferences.

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1. Seeing – In your ‘minds-eye’ – Visual (V)

2. Hearing – Sounds in your ‘minds-ear’ – Auditory tonal (At)
3. Feeling – Sensations can be tactile (external body), proprioceptive (internal body)
and emotional (states) – Kinesthetic (K)
These three senses plus words (non-sensory/‘detached’ – Auditory digital (D or Ad) are
the main ones used in business, plus:
4. Smell – (O – Olfactory)
5. Taste – (G – Gustatory)
Suffixes can be used to denote the internal (i) or external (e) world. These all exhibit
qualities or distinctions (submodalities) and are typically described with sensory-based
words (predicates). Memory recall (‘reality’) and imagination (‘fantasy’) use the same neural
pathways (neuroplasticity) and is a key aspect of effective change. People have different
thinking and communications preferences.
Comparison of Recipe vs Algorithm Analogy. ‘Instructions’ must be followed for best

results. One mistake => poor result (disaster or dysfunctional!)
Baking a Cake Mental Strategy
Outcome Ready to eat cake New skill, capability or habit
MindSkills Algorithm
Guidelines Recipe
‘Quantum Effect’ Loop (Exercises)
= Sensory Distinctions
List of ingredients
What See (V) + Hear (A) + Feel (K)
Quantities (eggs, flour)
(+ Qualities/Submodalities)
Process instructions sequencing = Language/Syntax/Words

How
(Utensils + Temperature) (ABCD + qualities)
Result Cooking complete Measured behaviour change
Quality Inedible to Scrumptious 1 (V. Poor) to 10 (V. Good)
Three core paradoxical principles:

1. Solution not Problem
People who study ‘problems’ unwittingly become experts in problems, failure and causes
not solutions (eg. underperformance, stress, obesity, low self-esteem, resistance to change,
poverty, poor leadership, why mergers fail, and so on).

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2. How not What

‘What to do’ can be determined from: personal development plans, performance management
goals, action learning sets, appraisal reviews or psychometric/360-degree profiles. Whereas
sophisticated ‘how to’ techniques are essential for boosting results, improving performance
and making quick and lasting step-changes in behaviour.
3. Show not Tell

Demonstration and guidance using skilfully designed algorithms, techniques or protocols
ensures the mind/body can fully (neurologically) experience the new skill, competency, trait
or behaviour.
Learning Principles…
1. Core cluster – multi-sensory, general/specific, motivation, emotional resilience,
memory development, self/others, perseverance, determination re criticism/set-
backs, etc.
2. One-trial learning – repetition not needed
3. Life-long skills – embedded and sustained over time
4. Generative pattern – learning-to-learn/continuous improvement
5. Unconscious competence – instantaneous ‘installation’
Why are they useful? MindSkills Algorithms are designed to boost personal effectiveness,
accelerate learning of new skills and capabilities whilst cutting costs and time.
What are they? Fresh yet tried and tested and skilfully crafted high impact change techniques.
(‘quantum effect’ + embedded ‘action process’ + ‘advanced linguistic’ and learning design).
How can you use them? To up your game quickly, confidentially and effectively by expanding
your behavioural flexibility and repertoire of skills, traits and abilities.
What if? By joining now, you can expect fast, safe, measured and lasting step-changes in
personal effectiveness. It may surprise you how fast, effective and sustainable it is!

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Fig. I.1 Leadership Performance – Coaching Case Study

How to Up Your Game by Taking Your Leadership Performance to a New Level
A Practical Case Study of How Bespoke Executive Coaching helped the Group CEO of a £2B
Plc Boost His Leadership Performance by 52%.
Client: Group Chief Executive. £2B plc. Utility Firm.
Issue/s: Taking leadership performance to the next level…

A bespoke programme of topics with specific deliverables were submitted in a written proposal
document based on an ‘exploratory’ discussion of Michael’s (name changed to protect
confidentiality) that outlined his specific issues/problems/needs together with a short summary
of the main changework undertaken, viz;
1. Empowering Vision – Develop a mental blueprint for successfully envisaging the

future (next 1 and 3 years, and beyond). Michael found it difficult to ‘see’ a clear
(at best fuzzy beyond a year, none at all in the far future) vision of the future. By
expanding his awareness of his ‘perceptual space’ pictures and making various
adjustments to the picture/movie qualities together with reshaping the direction and
trajectory of his spatial time coding, we were able to dramatically and immediately
enhance his ability to create, at any time he wishes, a clear, bright and compelling
strategic vision as far into the future as he desired.
2. Confronting Director Underperformance – Because of a strong collegiate board

culture, Michael found enforcing accountability for non-performance extremely
difficult to do, for fear of upsetting them. We devised a new pattern that enabled
Michael to make the desired behaviour shift to address under-performing board
members (often close friends, and without compromising friendship), and other
executives. To deal effectively, empathetically, congruently and with confidence,
and feel OK/comfortable about the interaction.
3. Quality Time and Space for Self – Needed to devise a practical way to create a
better work balance between self and others, as part of being a more effective time
manager. His life/work balance is good, by “retreating into my own world”, plus
supportive family, hobbies, regular exercise and active sport. Using a combination
cognitive strategy underpinned by the Covey urgency/importance matrix, adjustments
to his spatial time coding, clarifying his values hierarchy and motivation strategy
we successfully reshaped his time profile to improve quality reflection time.
4. Focus and Concentration – Michael wanted to deepen this ability in a number of

specific situations. There are several methods that will improve this capability, and
much else (eg. accelerated learning, health and well-being). Besides getting enough
rest! We worked with some short-term approaches based on ‘perceptual space/
landscape’ advanced visualisation, peripheral vision and symbolic metaphor, and
some longer-term deep calming methods like: autogenics, progressive relaxation,
mindfulness and meditation.

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5. Other – This assignment also included work on Personal Values alignment to enhance
motivation, time management and performance, Reshaping his Life (symbolic)
Metaphor to create greater resourcefulness, energy and inspiration, Body language
skills to expand powers of influence and persuasion in one-to-one’s, meetings,
negotiations, talks and press relations, and an enhanced Golf Mental Game to
lower his scoring and handicap, and many other relevant client issues.
Coaching time: 30 hours (5 approximately monthly sessions of 6 hours).
Results: Overall +52% Improvement
Evidence-based measurement: Client self-rating on a scale of 1 to 10.

1. Empowering Vision +29% (7 start to 9 end)
2. Confronting Director Underperformance +60% (5 start to 8 end)
3. Quality Time and Space for Self +50% (4 start to 6 end)
4. Focus and Concentration +67% (3 start to 5 end)
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EXECUTIVE LEADERSHIP COACHING Coaching – Core Leadership Skills
1 COACHING – CORE
LEADERSHIP SKILLS
What if Leopards Could Change Their Spots? Most people today believe, much as in Nobel
Laureate Rudyard Kipling’s time a century ago when he wrote his famous biblically-inspired
parable about ‘how the leopard got his spots,’ that people can’t learn to change. They can now.
Although leopards as far as I know still cannot!
1.1 SMARTER THINKING! DEEPER CHANGE! FASTER RESULTS!

Microsoft’s Bill Gates emphatically say’s ‘everyone needs a coach’ and former Google CEO
Eric Schmidt said ‘the best advice he ever got’ was to get a coach (just watch 1 minute
25 second TED video)
How to be more, do more and have more. Beyond traditional executive coaching this high-
performance transformational business leadership thinking and action skills development
initiative is designed to cut time and measurably accelerate results, performance and change.
The methods we will describe have helped many senior and top executives and their teams
acquire critical mental skills enabling them to take better decisions, make difficult behaviour
changes and accomplish extraordinary results. In their job, career, relationships and life that
they and others may not have believed possible.
“This leadership coaching approach has been shown to deliver positive, demonstrable and sometimes
quite extraordinary results, and is consistent with the experience of various people in the company.”
“I have benefited greatly from this leadership coaching – new business insights, lowered stress,
greater satisfaction, rebalanced my life. I would not have been able to make these changes on
my own.”
“This leadership coaching work has always inspired me! Bringing a new level of clarity and
understanding to thinking in business. Applying simple yet practical techniques will enable you
to change your thinking and instantly translate into action.”
“I am absolutely delighted with this leadership development coaching – the results have been
truly remarkable. I have made fundamental step-changes in my performance and experienced
some very powerful behavioural changes that I might not have believed even possible.”

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Although not for everyone. This structured step-by-step model will enable you to make
valuable time savings, enhance your decision-making, deepen learning, enrich relationships
and make effortless and important behaviour changes that will benefit your busy life.
Designed to empower you to overcome blind-spots, resolve shortcomings and build on
strengths. The relative involvement and participation of the coach and coachee is shown
in the chart (Fig 1.5). A perfect model for sceptics since you don’t even have to believe the
protocol-scripted guidelines (see appendix) will work – and they will!
Performance
>Performance
Fast and
<Time (Costs)
Effective
Unconscious
Learning &
Behaviour 4.
Change 3. Unconscious
Conscious Competence
2.
Competence
Conscious
1.
Incompetence
Unconscious
Incompetence
Traditional Learning Stages
Time
Fig 1.1 Effective Leadership Coaching Increases Performance and Reduces “Time (and Costs) to
Competence” over Traditional Methods
Knowing is not Doing – how rather than what

People often know ‘what’ to do but not ‘how’ to do it. This book exercises in particular
are carefully designed and scripted to show you ‘how’ to do something that delivers both
immediate and lasting results. It will develop and enhance your sense of self-awareness
and reflection, help you ameliorate stressful conflict and delegation situations, think more
strategically, demonstrate greater agility in decision-making, defuse tensions between
individuals, boards and executive teams. Enabling you to thrive, increase impact, learn
faster, accelerate your employability and promotional prospects, expand influence and make
a difference in a world of relentless change, global competition, unprecedented risk and
escalating uncertainty. The approaches taken are a blended combination of traditional tried
and tested business theory and cutting-edge global best practice.
How Good are you Already – find out now it will only take you a few minutes
The Quick (5 Minute) Executive Leadership Assessment Quiz and Profile is designed to
determine your current level of leadership ability and unfulfilled potential. It will pinpoint
some of your estimated preferences, strengths, weaknesses, habits and performance across a
range of IQ/EQ competencies, abilities and skills.

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A 2009 Harvard Business Review paper by James Zender reported on a survey of 60,000
employees who were asked about their respect and admiration for their leaders. 14% of
respondents voted for dominant ‘task leaders.’ 12% voted for dominant ‘people leaders.’ A
whopping 72% voted for the perceived balanced dominance ‘great leaders.’ Garnering 5X
more respect and admiration than for either dominant task or people leaders alone. Yet
these characteristics are found in only 1% of leaders!
5X
1%
High
Strong People Great Leader
Leader (72% voted/
(12% Voted) only 1% of
leaders!)
Social
Skills (EQ)
Strong Task
Leader
(14% Voted)
Low
Low High
Results Focus (IQ)
Fig. Fig. 1.2 Employee

1.2 Employee Perceptions
Perceptions of Leadership
of Business Business Leadership
Qualities
Qualities
Great leaders garner 5X more respect and admiration than either dominant task or people
Great leaders garner 5X more respect and admiration than either
leaders alone. Yet these
dominant task characteristics are found
or people leaders alone.inYet
only 1%characteristics
these of leaders!
are found in only 1% of leaders!
Data source: James Zender. HBR 2009. 60,000 employees survey
Data source: James Zender. HBR 2009. 60,000 employees

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Ex.1.1 The Quick (5 Minute) Executive 6. Speed/Conclusions (slow/quick)

Leadership Assessment Quiz and Profile Do you generally prefer to jump quickly
(quick) to conclusions or think and speak
To determine your current level of leadership deliberately (slow)
ability and unfulfilled potential take this quick Quick 1 2 3 4 5 Slow
test. It will pinpoint some of your preferences,
strengths, weaknesses, habits and performance 7. Dominance (achievement/power)
across a range of IQ/EQ competencies, abilities Do you generally prefer to seek domi-
and skills. nance and politics (power) or (achieve-
ment) results and goals
There are no right or wrong answers. As you Power 1 2 3 4 5 Achievement
answer each of the questions please select the
one number that MOST expresses how you 8. Change (late/early adoptor)
think about it NOW. The less time you consider Do you generally prefer to resist or dis-
your response, the better. like (late adoption) of change or embrace
or like change initiatives (early adoption)
1. Goals (away from/towards) Late adoption 1 2 3 4 5 Early adoption
Do you generally prefer to focus on prob-
lems to be avoided (away from) or on 9. Decisions (#7) (B&W/grey)
achieving objectives (towards) Do you generally prefer to think in B&W
Away from 1 2 3 4 5 Towards (dichotomous) terms or would rather con-
sider options on a grey scale (continuum)
2. Judgement (external/internal) B&W 1 2 3 4 5 Continuum
Do you generally prefer to accept opinion
and feedback from others (external) or 10. Winning (competitive/cooperative)
yourself (internal) Do you generally prefer to respond to
External 1 2 3 4 5 Internal situations with a win/lose (competitive)
attitude or a sense of win/win (cooperative)
3. Choice (procedures/options) Competitive 1 2 3 4 5 Cooperative
Do you generally prefer to follow estab-
lished steps (procedures) or seek alterna- 11. Motivation (reactive/proactive)
tives (options) Do you generally prefer to wait for others
Procedures 1 2 3 4 5 Options (reactive) to decide or would rather take
the initiative (proactive) yourself
4. Size (specific/general) Reactive 1 2 3 4 5 Proactive
Do you generally prefer to want details
and sequences (specific) or an overview 12. Intuition (MBTI) Sensor/INtuitor (proof/
and big picture (general) possibilities)
Specific 1 2 3 4 5 General Do you generally prefer to have practical
(proof) about a situation or understand
5. Results (task/people) (possibilities) it intuitively
Do you generally prefer to focus on get- Proof 1 2 3 4 5 Possibilities
ting the job done yourself (task) or on
using trusted relationships to accomplish
goals (people)
Task 1 2 3 4 5 People

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13. State (MBTI) (Feeling/Thinking) 18. Risk (fear/excitement)

Do you generally prefer to react to pres- Do you generally prefer to engage in
sure with an emotional response (feeling) adverse situations (fear) or embrace high-
or lack rapport and empathy (thinking) risk (excitement) initiatives?
Feeling 1 2 3 4 5 Thinking Fear 1 2 3 4 5 Excitement
14. Work (independent/collaborative) 19. Integrity (incongruent/congruent)

Do you generally prefer to work alone Do you generally prefer to feel torn and
(independent) or with others in a team conflicted (incongruent) or integrated,
with joint responsibility (collaborative) harmonious (congruent) and living your
Independent 1 2 3 4 5 Collaborative values
Incongruent 1 2 3 4 5 Congruent
15. Down/Upside (pessimist/optimist)
Do you generally prefer to consider the 20. Confidence (doubt/conviction)
worst case/problems scenario (pessimist) Do you generally prefer to feel ambiva-
or the best opportunities and (optimist) lent and uncertain (doubt) or are proud
challenges (conviction) of your skills and ability
Pessimist 1 2 3 4 5 Optimist Doubt 1 2 3 4 5 Conviction
16. Emotions (scattered/focused) Self-Score Yourself (out of

Do you generally prefer to experience max score of 100%)
your thoughts and emotions as scattered
(diffused) or as clear and focussed (con- 1. Plot on IQ/EQ matrix
centrated) Q1 to Q10 (max 50%) total and plot on
Scattered 1 2 3 4 5 Focused IQ scale
Q10 to Q20 (max 50%) total and plot on
17. Pressure (impatient/patient) EQ scale
Do you generally prefer to act recklessly 2. Self-Score Guidance
(impatient) or rather are persistent (pa- 0/33 – plenty of preparatory work to do
tient) 33/67 – on the right track room for im-
Impatient 1 2 3 4 5 Patient provement
67/100 – strong candidate ready for ad-
vancement
Self-Score Yourself (out of max score of 100%)
Score IQ%: + Score EQ%:
Plot on intersection of IQ and EQ matrix
Results (IQ) Focus – Total Q1 to Q10 (max 50%) and plot on IQ scale
Score IQ%:
Social (EQ) Skills – Total Q10 to Q20 (max 50%) and plot on EQ scale
Score EQ%:

20
Social
Skills (EQ)
50%
Strong People
Great Leader
Leader
40%
30%
Strong Task
20%
Leader
10%
10% 20% 30% 40% 50%

Results Focus (IQ)
Fig. 1.3 Business Leadership Qualities
Fig. 1.3 Business Leadership
Mapping of Qualities Mapping Scores
Self-Perception of Self-Perception Scores
1.2 TOTAL SELF-SCORE GUIDANCE

0 to 33% – plenty of preparatory work to do
33 to 67% – on the right track room for improvement
67 to 100% – strong candidate ready for advancement
Ashby’s Law of Requisite Variety – the key to leadership competence, confidence and success
“The thing in the system with the greatest flexibility will ultimately dominate or control
the system.” The leadership model explored in this book is rooted in Ashby’s Law. A
unique approach that is flexible, adaptable and self-directed. Can be applied successfully
to any model or style of leadership (creative, visionary, authentic, autocratic, democratic,
strategic, facilitative, transformational, etc.). The thing (leader with personality characteristics
and proven competence, skill and focus) in the system with the greatest flexibility (most
competent in that context/human performance technology) will ultimately dominate (over
time) or control the system. Ideally suited to matching leaders’ personality characteristics
(the emergent era of “designer personalities”) to pervasive widespread technological advances.

21
1.3 PRACTICAL DEMONSTRATION

This book is designed to help explain and practically demonstrate that lasting breakthroughs
in leadership performance, productivity, skills learning and behaviour change are now
possible. The blended learning methods are quick, effective, provable and economic and
designed to ‘reduce time (and costs) to competence.’ Comprising a narrative, conceptual
charts, self-assessment quizzes, case studies and critically important exercises/protocols. See
also self-demo in this chapter.
1.4 HUMAN PERFORMANCE TECHNOLOGIES – ARE THE FUTURE

Is an important breakthrough innovation that simply makes learning, development and
behaviour change easier, lower cost and more time efficient than most people think possible.
Exercises are designed as a convenient, universal, globally-scalable and flexible ‘accelerated
competencies’ model for all leaders, executives, managers and professionals at all levels.
Who need no theories, understanding, books, case studies, lectures, role-plays, preparation,
action plan or tests. Just a few minutes of quiet uninterrupted time. The fast and deep
behaviour change ‘action process’ delivers fast and lasting workplace step-improvements in
results, performance and skills. Decades in development unique self-directed soft-skills (in
self-awareness, leadership, talent, relationships and communications) also significantly cuts
training time and costs. ‘Exercises’ are designed as ‘patterns’ and scripted as ‘protocols.’
In summary: General Purpose Algorithm >>> Exercises (Ex) (learning excellence: skills,
capabilities, habits, competences, algorithms) = Patterns (VAK >>> Qualities)/Protocols (ABC
>>> Syntax).
Like accelerated learning – But not as you know it

Although not for everyone, employees from the boardroom to the post-room can today
quickly, effortlessly, safely, effectively and immediately change dysfunctional workplace
behaviour, shift entrenched mindsets and attitudes, eliminate bad habits, build stronger
professional relationships and learn critical new career-advancing skills. To get measurable
results in say one competence you do not need days or hours, but this can be achieved in
as little as just ten to fifteen minutes! Cutting time and costs over other methods.
Controversially Learners – Need Little or No Theory, Repetition, Case Studies, Role Plays,
Tests or Action Plans
To make serious improvements to personal workplace, office and client productivity and
effectiveness typically requires investment in expensive and time consuming programmes,
courses and training – especially for director, leadership and talent development programmes.

22
Furthermore classroom learning or blended development typically requires people to: study
academic theories, read and analyse case studies, participate in role-plays, take tests, write
an action plan as well as requiring preparation and follow-up for the event. Using this
unique and field-tested action directed ‘how-to’ process’ results are immediate and enhanced
whilst learning time and costs are dramatically reduced. See fig 1.1. Contrary to mainstream
opinion, employee understanding, learning and knowledge often have very little to do with
effective workplace and office behaviour change – which is why there is so little!
People Who Study Problems – Unwittingly Become Experts in Problems not Solutions
Consider that many executives may well know plenty about theories of: motivation, decision-
making, time management, team-building, conflict resolution, change management, problem-
solving, self-confidence, emotional intelligence, and so on. And just as compelling consider
that they (or their partners!) probably also know a lot about: stress, obesity and dieting,
failed relationships, dangers of smoking, and so on – intelligent and educated people are
typically knowledgeable about the problems and causes – the only thing most people can’t
do is actually change their behaviour. Even with professional guidance. This distinction is
deeply profound. It is therefore unsurprising that people who study problems unwittingly
become experts in problems not solutions.
Self-Assessment Management MindSkills Change, Learning

Quiz (Why) Theory (What) Protocol (How) and Results (If)
To identify areas of Identified Global Using language Remove and

leadership strength Best Practice patterns (ABC) to replace old habit
and weakness, Models connect with and with new habit and
learning and create subjective new skills
development ‘Knowing is not reality
doing’ multi-sensory (VAK) Create new neural
algorithms pathways
‘Understanding has (neuroplasticity)
little or nothing to
do with effective Solution NOT
behaviour change’ Problem
How NOT What
Show NOT Tell
Fig. 1.4 Coaching Structure Guidelines – 4MAT (Bernice McCarthy/David Kolb) Learning Model
All Behaviour is Patterned – Simply Reshape the Structure to Boost Results

What if it were possible to eliminate many aspects used in typical mainstream people training,
learning and development. To get better results most likely never experienced before (like
instant and lasting workplace and office behaviour change) and make reductions of anything
up to 80/90% in costs and time! See fig 1.1. Furthermore, what if it was a ‘one-trial learning’
solution (little or no repetition or reinforcement needed) addressing most behavioural
competencies and found to be: convenient, universal, flexible, globally-scaleable, self-directed,

23
available 24/7, green, quick, effective, safe, confidential and measurable. Imagine being
able to measure positive changes in workplace behaviour in as little as 10 to 15 minutes!
Why would anyone want to attend several days training when you are more likely to get
better and lasting results in just a few minutes! The strategic implications for immediate
and sustained productivity gains, value creation and competitive advantage are enormous.
60 Second ‘Authority’ Self-Demo – to show how fast and effortless change, behaviour and
learning can be
To illustrate how Human Performance Technologies work for humans (not leopards!) you
could run through the 60 second quick self-demo. Followed by a brief analysis. The ‘personal
experience’ quick demo is included simply because most people believe that learning,
behaviour and change are hard and difficult. Emotional feeling and meaning shifts quickly
from feeling bad (subservient?) to feeling much better (being calmer and in control) to
feeling strong (dominant?). It simply challenges the notion by showing it can take just a
few minutes for example to change the dynamics of any relationship. In essence this paper
is about the underpinning for learning how to become world-class (top 5% of performers)
in almost any skill or competency in record time.
1.5 INSTANT AND LASTING RESULTS

Imagine transforming an important business relationship that currently makes you feel
inferior or intimidated. Then quickly enabling you to feel more in control with mutual
respect and then even possibly experience sensations of power and influence – instant (and
lasting) results in just a few minutes or even seconds. Having changed some characteristics
(location, eye elevation, size (life-size, smaller, larger), gaze direction, solid/transparent,
bright or dull, etc.) you don’t even have to believe it works – and it still does! Follow the
simple step-by-step instructions in section 2 below. That should only take between 30 and
60 seconds.
Instructions (Section 2. Behavioural Linguistics)
Do you have an issue with an authority figure or intimidating person?
Point to the location of this authority figure?
What do you begin to notice? What do you now see, hear and feel?
Move ‘authority figure’ by gesturing downwards to eye level and below

24
How is that now?
Move it away from you – and now squeeze and shrink it down
How is that now?
Do you want to leave it or put it back where it started?
1.6 ANALYSIS OF STRUCTURE

See Figs I.3 and I.4 below for full review and explanation
1.6.1 BASIC NON-TECHNICAL REVIEW
Having followed the simple step-by-step instructions in section 2 above. That should only
have taken at most around 60 seconds. You can now check your response against a typical
observation illustrated in section 3. Then consider section 5. the meaning – as your attention
The Wake
the only emission we want to leave behind
.QYURGGF'PIKPGU/GFKWOURGGF'PIKPGU6WTDQEJCTIGTU2TQRGNNGTU2TQRWNUKQP2CEMCIGU2TKOG5GTX
6JGFGUKIPQHGEQHTKGPFN[OCTKPGRQYGTCPFRTQRWNUKQPUQNWVKQPUKUETWEKCNHQT/#0&KGUGN6WTDQ
2QYGTEQORGVGPEKGUCTGQHHGTGFYKVJVJGYQTNFoUNCTIGUVGPIKPGRTQITCOOGsJCXKPIQWVRWVUURCPPKPI
HTQOVQM9RGTGPIKPG)GVWRHTQPV
(KPFQWVOQTGCVYYYOCPFKGUGNVWTDQEQO

25
25
moves through each of the four stages (a. above eye level, b. at eye level, c. below eye level,
and move away and shrink down) and the accompanying feeling.
1.6.2 BASIC TECHNICAL EXPLANATION
Section 1. is the technical structure, strategy or multi-sensory mental algorithm (comprises:

cognitive, emotional, sensory/neural, spatial, behavioural, linguistic, temporal and non-verbal
methods) – a form of shorthand that can be used to explain the underpinning of all human
behaviour, skill or habit (good and bad) and section 4. is a basic analysis of some simple
‘quantum’ linguistic structures that create rapid effective learning, behaviour and change.
(VAKOGD experience and multi-sensory qualities => ABC linguistics for guidance).
Ex. 1.1 Quantum Structure – ‘Authority’ 60 Sec Self-Demo/Analysis
Do you have an issue with an authority figure or intimidating person (presupposition/

associated)?
Ad/Ke (1) Yes – nodding
>>> Point (non-verbal) to the location (spatial/focal length and direction) of this authority
figure (2)?
Ve/S Location/upwards 4/5 feet and slightly above eye level/in

front (3)
>>> What do you begin (temporal/present(4)) to notice? What do you now (temporal/
present) see, hear and feel (stacking sensory predicates/nominalisations)?
Ki/Adt “I get a bad feeling” (powerless, subservient, compliant,

intimidated, obedient, inferior and submissive) (5)
>>> Move ‘authority figure’ by gesturing (non-verbal suggestion) downwards to eye level
(mutual respect) and below
Ve/Ke/S Follows instructions
>>> How is that now? (unspecified representation) (temporal/present)
Adt/Ks “I feel much better. Calmer and in control” (mutual respect)

>>> Move it away from you – and now squeeze and shrink it down
(qualities/control/kinesthetic/submodality/spatial)

26
V/Adt/S/Ke “Laughter.” Body shift/release of discomfort, stress and tension
>>> How is that now? (temporal present/unspecified senses)
Ke/Adt “I feel really good” (superior, dominant, influential,

authoritative, positive and confident)
>>> Do you want to leave it or put it back where it started? (ecology/safe anchor)
1. Structure
(Cognitive algorithm)
V = Visual (pics/movies)
A = Auditory (sounds)
K = Kinaesthetic 2. Instructions
O = Olfactory 3. Observations
(behavioral
G = Gustatory (calibration)
linguistics)
D = Detached
S = Spatial (3D/360)
t = tonal
e = external (k = tactile) 4. Syntax 5. Meaning
I = Internal (subjective (emotion/
(k = proprioceptive) experience) behaviour)
s = state
t = temporal (ppf)
Ex. 1.2 Quantum Structure
Analysis Summary for
Authority/60 Sec Self-Demo
Return on Investment – three different case studies of practical excellence

Although you are already undoubtedly good at what you do. These breakthrough leadership,
learning and behaviour change processes enable ambitious high-achievers to increase their
earnings and change their careers and lives for the better. Since you can be empowered to
accomplish faster career growth, accomplish challenging goals, achieve stronger results and
career success – if you wish.

27
Hi Hi
Diminishing
Coach Coachee
Directions\ Application\
Guidance Increasing Changework
Lo Lo
#1 #2 #3
Each Coaching Session
Fig.1.5
Fig.1.5 Coach/Coachee
Coach/Coachee Participation
Participation Emphasis
Emphasis Chart
Chart Over time and with each session
Over time and with each session time needed for coach
time needed for coach guidance diminishes and coachee timeguidance
and active involvement
diminishes and coachee time and active involvement increases
increases due to greater personal awareness, knowledge and skills development and
due to greater personal awareness, knowledge and skills
applications.
development and applications.
Learning stages (Bloomsstages

Learning taxonomy): Remember==>Understand==>Apply
(Blooms taxonomy):
Remember==>Understand==>Apply
At the heart of ©this remarkable

Copyright ‘human performance technology’ underpinning high-
2015 David.Norman@LeadershipDynamiX.com
performance coaching delivers a sustained coaching return on investment (ROI) of an
astonishing 100:1! That requires less time than more conventional mainstream approaches. If
you want to know how you can achieve a sustained personal financial benefit of coaching
return on investment of 100:1!
Excellence – Borrowing, modeling or cloning the structure of ‘global best practice’ or

‘patterns of excellence’ from other fields can be important sources and insights of how to
accomplish enhanced performance in business leadership. Consider just three examples of
high-performance coaching success taken from different fields:
1. Corporate – How to become a FTSE CEO in under two years. Examples of vital
skills and capabilities development coaching essential to rapid promotion
2. Elite Sports – How to quickly boost performance and earnings from languishing
mediocrity to tournament champion in just a few weeks
3. Charity – How to accelerate career from disadvantaged background and minimum
wage to study for a two-year MBA at global ranked #1 ivy-league B-School
Corporate – Rapid Career Growth. Exceptional career advancement coaching that accelerated
transformation from a career going nowhere as a long-overlooked for promotion Assistant
General Manager to General Manager and Chief Executive Officer of a FTSE 250 firm in
under two years. To accomplish this feat specifically worked on fast capabilities and skills
building of a number of mission-critical areas like:

28
• Strategy – Learned to think more strategically, align with planning/management

• Confidence – Boosted confidence/charisma/rapport in presenting, talks and media
• Vision – Improved board synergy and collaboration with shared vision and values
• Focus – Sharper goal clarity, better prioritisation and relentless focus on results
• Projection – Enhanced personal gravitas, stature and presence for promotion
• Engagement – Enhanced board and staff engagement and motivation
• Out-of-box – Stimulated creative ideas for growth and competitive advantage
• Pressure – Improved work/life balance, enjoyment and lowered stress
• Relationships – Built stronger key relationships inside and outside firm
• Communications – Improved communications and influencing skills
• And much more. As an aside his golf handicap reduced from 18 to 9!
Considering Personal Financial Benefit Only – Short-term ROI – 10:1 Long-term ROI
>100:1
Elite Sports – High-Performance – Accomplished outstanding results coaching a ‘journeyman’

professional PGA tour golfer who had never won a tour trophy and was ranked in the top
eighty in the world. After just a few weeks ‘competitive mental toughness’ work with this
elite player:
• Broke Records – Won his first tournament and then won again within a few weeks
together with breaking the course record along the way
• 6X – Increased his record of top ten finishes by a factor of six times
• Eliminated Missed Cuts – Virtually eliminated missed cuts, only missed one out
of forty four starts (2%), whereas prior to coaching, in the previous forty four he
missed sixteen (36%)
• More Money – His on-course earnings alone increased by 250% achieved by playing
in fewer tournaments, as he moved up the world rankings (and players money list!)
from top eighty into a coveted top ten position
• Majors – Qualified for first time ever to compete in the majors
I worked with this player to conclusively prove that making a series of carefully designed
psychomotor interventions (that can also be applied to many other sports and business)
will deliver provable immediate and sustained performance improvements and dramatically
increase on and off-course earnings in elite sport, and much more.
Considering Personal Financial Benefit Only – Short-term ROI – 40:1 Long-term ROI
>100:1

29
Charity – Exceptional Success. An extraordinary journey coaching and mentoring a young

person from a disadvantaged background – impoverished rural upbringing (and schooling)
in a non-European and non-English speaking culture. Found working in dead-end job on
minimum wage went on to be in top 5% of earners (en route to top 1%) in less than five
years in their early to mid-twenties. This included:
• Prestigious – Awarded the only non-Oxbridge (with an OU undergraduate degree!)

placement on a tightly restricted highly sought-after intake for a prestigious 18
month graduate scheme at large global consulting firm
• Global #1 – This was followed with acceptance (<5% admission rate!), six-figure
self-funded and completion of a two-year full-time MBA at elite USA ivy league
(FT global rank #1) business school
• High-Achiever – Studied and worked in five different countries, completed another
master’s degree part-time whilst working as a VP in large global finance business.
This high-achiever’s professional career is set for even greater things
• Degrees – completed undergraduate and graduate degrees part-time (assignments
and exams written in English) whilst working in full-time job
• Special Person – Much of the cloning, modeling and reinforcing observation
aspect of this (patterns of excellence) work (self-confidence, self-belief, tenacity,
zeal, learning strategies, work ethic, etc.) can and are being successfully applied in
business leadership development for other people
Considering Personal Financial Benefit Only – Short-term ROI – Infinite: Free (>100:1)
Long-term ROI – Infinite: Free (>100:1)
You can expect to benefit in ways you may not have contemplated no matter whether
you have a business degree/s, attended one or more prestigious executive development
programmes and are interested in personal and professional development. This is because
sharp demarcation between accumulating knowledge and taking action ‘knowing is not
doing.’ This leadership coaching is largely about doing. Mostly people know what to do but
don’t have much of an idea of how to do it! If they did they would have already done it!
Since we know a great deal about what makes an exceptional even extraordinary leader and
what it takes to get there. Since the world is short on leadership capabilities we are interested
in helping expand the great leader population from 1% to 10% or beyond. Realistically
in the short-term building individual behavioural competencies that plug any shortcoming
gaps and expanding strengths is a good start.
Applying modern human performance technologies means no matter where you start – you
are quite likely to be pretty good at leadership already – how about making the transition

30
from good to great? It’s unlikely you will have experienced learning and mastering cognitive
skills and new ways of thinking, acting and behaving and so quickly.
According to ICF research – personal financial benefit

According to the International Coach Federation the median personal financial benefit return
on investment (ROI) derived from coaching is typically 3:1 (300%). That is earning an
extra three times what is spent. In addition, the company can expect an overall ROI of
7:1 that includes delivering a broader range of benefits to the organisation including career
development, emotional intelligence and non-monetary enhancements.
Ex. 1.3 How to Reduce (or Eliminate) Anxiety (Rotating Technique)
A quick yet powerful method for transforming a feeling of anxiety (future directed fear), worry,
nervousness, or unease, typically about an imminent event or something with an uncertain
outcome into a more empowering state of comfort, confidence and calmness
Important: It is Critical to Follow each step and Thoroughly Complete all Instructions
1. Bad feeling
Think of a time when you felt anxious, nervous or apprehensive…
2. Rotation
And as you think of that specific time…notice the direction and rotation of feeling in your
body…either backwards/forwards or left to right/right to left?…and imagine a stream of
red coloured arrows…rotating in the direction of movement…
3. Outside/inside
Now transfer the feeling outside your body in synchronisation with both hands whirling
in front of you…change the arrows to a different calming colour say blue and now rotate
in the opposite direction and take the feeling back into your body…
4. Better feeling
As you begin spinning the feeling faster and faster notice how different you are beginning
to feel…
5. Successful
Think of something that makes you feel more calm, greater success, better results or
increased prosperity…and notice what you see and hear as you whirl this feeling…and
imagine everything working out exactly the way you would wish…
6. Present
And now taking all the time you need come back to now…and reorientate to the room?
Measure the shift/change? Notice on a scale of 1 (poor) to 10 (good) where you started and
where you are now?
You can rerun a few times at any time for the same scenario or if you prefer for several different
situations until completely satisfied you have lowered or even eliminated your feelings of anxiety.

31
EXECUTIVE LEADERSHIP COACHING Communications – Influence and persuasion
2 COMMUNICATIONS –
INFLUENCE AND PERSUASION
2.1 SENSORY PREFERENCE
2.1.1 HOW DO YOU PREFER TO COMMUNICATE?
How well you think, influences how you prefer to communicate, influence, learn and make
changes. The language of the brain is represented by five different senses or modalities of
thinking: 1. Pictures or visual (V) 2. Sounds or auditory tonal (At), and non-sensory words or
auditory digital (Ad), 3. Feelings or kinaesthetic (K), that can include tactile, proprioceptive
and emotional, 4. Smell or olfactory (O) and 5. Taste or gustatory (G). These are either
our subjective reality recalled internally from a past memory or future imagination, or are
observed externally through our eyes, ears, body, nose and mouth. Some people may even
want to add a sixth sense of Intuition?
2.1.2 EVERYONE HAS A PROFILE
Everyone has a preferred multi-sensory communications profile or preference (Fig. 2.1.1).

Studies of highest ranked preferences, excluding non-sensory words or auditory digital,
across the USA population, showed that 40% prefer making and accessing pictures in their
‘minds-eye’ and are primarily visual. 40% would rather trust their feelings and emotions
to make decisions and communicate and are kinaesthetic. And 20% prefer to rely on their
‘minds-ear’ by hearing the manner in which things are said and are primarily auditory
tonal. There are many additional ‘generalisations’ useful in identifying thinking preferences
like, breathing, posture, body shape, eye movement, and so on. These preferences directly
influence success in communicating, relationships and making changes.
2.1.3 SENSORY-BASED LEADERSHIP IS A START
Effective leadership benefits from developing, strengthening and sharpening your sensory
awareness. Overlapping your senses (creating mild synesthesia) will help you up your game
whatever style of leadership you practice or encourage. Experience and enjoy it now…by
following the instructions below…

32
As you begin…just sit calmly…and slow down your breathing…notice that you are feeling
calm and relaxed…
Pictures (V – visual) – I’d like you to think about going to the ocean (if you don’t like
water maybe would prefer going to the mountains, a national park, a horticultural garden, a
theme park…)…maybe you would prefer going somewhere that is temperate, very cold like
the arctic or hot like the tropics…as you begin thinking of where to go…even if you have
never been there…tap into your imagination…and consider somewhere real or imaginary…
see the water…is it calm or stormy…the coastline…the sky…the colours…the brightness…
the prevailing weather pattern…waves crashing on the black rocks…notice features of the
boat or ship you are in…
Sounds (A – auditory) – as you have already noticed what you have seen in your imaginary
movie…now begin to notice the sounds of the ocean…you may also hear the sound of
other boats or ships and their engines…bird calls, distance road traffic noise…people and
children voices…ships foghorn…and music sounds…construction work…
Feelings (K – kinaesthetic) – having created pictures or a movie in your mind and also
noticed the sounds in this little adventure…ask yourself how do you feel right now…the
movement of the water or boat…what emotions do you notice…a sense of relaxation or
calmness?…or excitement and pleasure…also begin to notice the feeling of the sun, rain or
wind…or perhaps sea spray…on your face, arms and body…the feeling below your feet…
Smells/Taste (O/G – olfactory/gustatory) – now notice the smell of salt spray…maybe

even engine fumes…become aware of the wafting smell carried on the coastal wind from
local beachfront food outlets…and now whenever you are ready…taking all the time you
need come back to now.
You may notice that one of these senses dominates. This is a rough guide to your sensory
preference. Although people will tend to use all senses depending on the context to a lesser
or greater degree.

33
Fig. 2.1.1 Communications, Thinking and Learning Preference Test
Take this quick self-test to find out how you prefer to think, learn and communicate with others.
There are no right or wrong answers. The less time you think about your response, the better.
For each of the following statements, please place a number next to every phrase as follows:
4 = closest to describing you. 3 = next best description. 2 = next best. 1 = least descriptive of you.
1. l make important decisions based on:

___ gut level feelings
___ which way sounds the best
___ what looks best to me
___ precise review and study of the issues
2. During an argument, I am most likely to be influenced by:

___ the other person’s tone of voice
___ whether or not I can see the other person’s point of view
___ the logic of the other person’s argument
___ whether or not l feel I am in touch with the other person’s true feelings
3. I most easily communicate what is going on with me by:

___ the way I dress
___ the feelings I share
___ the words I choose
___ my tone of voice
4. It is easiest for me to:

___ find the ideal volume and tuning on a stereo system
___ select the most intellectually relevant points concerning an interesting subject.
___ select superbly comfortable furniture
___ select rich, attractive colour combinations
5. I am very:
___ attuned to the sounds in my surroundings
___ adept at making sense of new facts and data
___ sensitive to the way articles of clothing feel on my body
___ responsive to colours and the way a room looks

34
SCORING the Communications, Thinking and Learning Preference Test
STEP 1. Copy your answers from the test to the lines below:
1. 2. 3. 4. 5.
___ K ___ A ___ V ___ A ___A
___ A ___ V ___ K ___ D ___ D
___ V ___ D ___ D ___ K ___ K
___ D ___ K ___ A ___ V ___ V
STEP 2. Fill in the numbers associated with each letter. There will be five entries for each letter.
V A K D
1. ___ ___ ___ ___
2. ___ ___ ___ ___
3. ___ ___ ___ ___
4. ___ ___ ___ ___
5. ___ ___ ___ ___
Total: ___ ___ ___ ___
30 FR
da EE
SMS from your computer ys
...Sync'd with your Android phone & number tria
l!
Go to
BrowserTexting.com
and start texting from

your computer!
... BrowserTexting

35
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2.1.4 LEARNABLE SKILLS IN HEIGHTENED SENSORY AWARENESS
Having followed this brief adventure in heightened sensory awareness you may have noticed
a connection between ‘being in the present’ (as opposed to the past or future), content
(trip to the ocean), the senses (seeing, hearing, feeling and smelling), finer distinctions or
sub-qualities of the senses (submodalities), language (instructions) and action (behaviour).
There are 5 primary natural senses or modalities (external and internal) of seeing pictures
or movies (V – visualisation), speaking and hearing (At – auditory tonal), Feelings, tactile,
proprioceptive and emotional, (K – kinaesthetic), smelling (O – Olfactory) and tasting
(G – Gustatory) plus non-sensory (Ad – Auditory digital or D – detached) language. These
can be sequenced (V>A>K>D = behaviour, habit, competency or skill) to form a learnable
cognitive algorithm, strategy or pattern. These are either our subjective reality recalled
internally from a past memory or future imagination, or are observed externally through
our eyes, ears, body, nose and mouth. Some people may even want to add a sixth sense
of Intuition?
2.1.5 YOUR PREFERENCE PROFILE
Completing the communications, thinking and change preference test (Fig 2.1.1) will
provide you with a multi-sensory hierarchical personal profile. People with similar profiles
tend (without knowing why) to get on well. Sub-cultures, groups and teams in organisations
often unconsciously self-select new members on the basis of similar profiles. They talk
in a familiar and comfortable manner. This can create communication challenges within
organisations. A high auditory (A) group would struggle with a high visual (V) group.
Designers and creatives are typically high visual. People trained as accountants and lawyers
are predominately very high D whereas HR professionals are typically low D. This mismatch
in organisations alone can cause significant communications challenges.
2.1.6 FLAT OR BALANCED PROFILES ARE BEST FOR LEADERSHIP
A common feature of relevance found in leadership development is successful CEOs and

other high-potential executives typically have a flat or balanced profile. This enables them
to easily translate understanding between people with different profiles. As the name implies
visionary leadership is a communications style characterised by dominant visual qualities. In
a typical board led by a visionary leader, followers are often impoverished visualisers. This
creates challenges for everyone involved in creating a shared vision between a leader and
followers. The good news is everyone can strengthen and deepen their sensory awareness
skills to participate in a visionary strategy.

36
2.1.7 SOME PROFESSIONS ARE SELF-SELECTING
Visualisation for example when applied as a ‘technique’ is largely restricted to the internal
(‘minds-eye’) visual channel. Is widely understood though typically used in a simplistic
manner in sports psychology for example. It also forms an integral part of meditative
practice, hypnosis, some alternative health therapies, etc. Suits people who are naturally
strong visualisers. Dyslexics are natural and exceptional 3D visualisers and automatically
self-select career choices that need this talent as: architects, interior designers, engineers,
artists, futurists, ‘visionary’ leaders, ‘bright’ pupils, etc.
The words we use determine which sensory memory system we habitually use in self and
others communication. Called predicates. See Fig 2.1.2 for a few examples of visual, auditory,
kinaesthetic, olfactory, gustatory and non-sensory digital words and phrases. See an example
of workshop scores below for a small workshop group that illustrates individual differences
in sensory preference (in a business context).
Delegate V A K D
1 12 16 6 16
2 12 12 9 17
3 12 9 10 18
4 14 14 10 13
Since need to consider all the senses (modalities) and critically understand the elegance and
sophistication of applying to each internal picture or movie, sounds/words and sound track
and emotional profiles. A wide range of finer distinctions, characteristics and qualities (>100
sub-modalities) that can be elicited, restructured and reinstalled (see Fig 2.1.3). Powerful
cognitive tools for developing rapport and influence as well as diminishing or removing
troublesome or disempowering memories and intensifying, deepening and enriching great
experiences, memories and goals.
Fig. 2.1.2 Predicate Examples (Sensory and non-Sensory Words)
Visual (V)/Seeing Words

Words: look, picture, focus, illustrate, reveal, notice, vision, examine, foresee, appear, show,
illuminate, clear, hazy, crystal, flash, imagine, vivid, snap shot, foggy, notice, sparkling, dark,
exhibit, frame, bright, see, colour, twinkle, shine, view, perspective, focus, dull, imagine.
Phrases: “I see what you mean”, “It appears to me”, “Taking a dim view”, “Shed some light”,
“A colourful notion”, “Seeing eye to eye”, “Having a blind spot”, “Beyond a shadow of doubt”.
“Clear cut”, “In view of”.

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Auditory (A)/Sounding Words

Words: say, listen, discuss, clear, silence, harmonious, rhythm, tone, speechless, hear, sound,
attune, tell, announce, sound, tune in/out, deaf, dissonance, resonate, tune-in/out, music,
melody, deaf, talk, babble, loud, volume, resonate, discuss, dialogue, discuss, listen, intonation,
overtone, mellow, note.
Phrases: “On the same wavelength”, “Rings a bell”, “Music to my ears”, “Calling the tune”,
“Turn a deaf ear”, Clearly expressed”, “Describe in detail”, “Hidden message”, “Power of
speech”, “Tell the truth”, ”Loud and clear”, ”Outspoken”.
Kinesthetic (K)/Feeling Words

Words: touch, grasp, hold, tackle, heavy, smooth, warm, solid, sensitive, stress, tangible,
concrete, move, gentle, feel, hard, scrape, catch, throw, contact, soft, thick, carry, pressure, tap
into, throw, scrape, impression, rub, smooth, touch, stumble, relax, cold, hot, tepid.
Phrases: “A cool customer”, “Thick-skinned”, “Keep in touch”, “I can’t put my finger on it”,
“Firm foundation”, ”Pull a fast one”, “Heated argument”, “Boils down to”, “Hang in there”,
“Pull strings”, “Lay cards on table”, “Slipped my mind”, ”Get a handle on”, ”Under handed”.
Olfactory (O)/Smell & Gustatory (G)/Taste Words

Words: fragrant, smoky, fresh, fishy, bitter, juicy, sweet, flavour, salty, fresh, sour, smell, odour,
spicy, stale, taste, sweet, saline, rotting, texture, smooth, acidic, fruity, overpowering.
Phrases: “Smell a rat”, “Fishy situation”, “Acid comment”, “Bitter pill”, “A sweet person”,
“Fresh as a daisy”, “Sweet smell/taste of success”.
Detached Words (Ad-Auditory digital) Non-sensory/unemotional words and language

Words: change, sense, experience, understand, think, learn, process, decide, motivate, consider,
change, perceive, problem, distinct, statistic, know, question, remember, believe, learn, nice,
process, assume, past, present, future, problem, experience, know, quality, theory, consequence,
theory, result.
Phrases: ”Factor in”, ”The bottom line”, ”Hash it out”, ”Get an account of”, ”Doesn’t compute”,
What a good idea”, ”New programme”.
2.2 SENSORY-BASED WORD CHOICES

See workshop scores example for individual differences in sensory preference (in a business
context). Studies of highest ranked preferences, excluding non-sensory words or auditory
digital, across the USA population, showed that 40% prefer making and accessing pictures
in their ‘minds-eye’ and are primarily visual. 40% would rather trust their feelings and
emotions to make decisions and communicate and are kinaesthetic. And 20% prefer to
rely on their ‘minds-ear’ by hearing the manner in which things are said and are primarily
auditory tonal. There are many additional ‘generalisations’ useful in identifying thinking
preferences like, breathing, posture, body shape, eye movement, and so on. These preferences
directly influence success in communicating, relationships and making changes.

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Some years ago, IBM commissioned some research about memory recall. Explaining something
by telling only, telling and showing, and telling, showing and experiencing increased recall
over time. This work on leadership methodically uses all the senses and their characteristics,
where changes are made this is often at a deep level. This will deliver quick, effective and
lasting results, performance improvement and behaviour change.
Senses Involved Memory Recall After 3 Weeks After 3 Months
Told 70% 10%

(words/sounds)
Told and Shown 72% 32%

(words/sounds + pictures)
Told, Shown and Experienced 85% 65%

(words/sounds + pictures +feelings)
Fig. 2.1.3 Sensory Qualities and Characteristics (Comprehensive List)
The Visual, Auditory and Kinesthetic (VAK) Qualities, Features and Characteristics (Submodalities)
of your Inner World of Thinking, Learning and Communicating
The Visual Track of Pictures, Images and Movies

Experience: Associated (Thro’ Own Eyes) Dissociated (Home Movie)
Brightness: Dull Bright
Focus: Blurred Clear
Intermittent Steady
Distance: Far Close
Colour Intensity: Light/Pastel Bright/Bold
Colour Preference: Disliked/Liked Favourite
Colour Range: Black/White Full Range
Size: Small (Movie Screen) Large (Big Picture)
Field of View Contrast: Small Difference Large Difference
Movement: Still Action
Direction/Location: Right Left
Above Below
Tilted Straight
Figure: Foreground Background
Frames: Snapshot Movie
Still Picture Moving Film
Speed: Slow Fast
Images: Single Multiple Images/Split Screen
Picture Edges: Bordered Panoramic
Shape: Normal, Fisheye, Flattened, etc.
Ratio: Horizontal/Vertical Perspective
Angle: Multiple Camera, Position Location
Dimension: Flat 2D Image 3D Holographic

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The Auditory Sound Track of Sounds, Noise, Music and Words
Content: What is said

Pitch: Low High
Location/Direction: Front/Back Panoramic
Up/Down Single Source
Nature: Continuous Interrupted/On-Off
Timbre: Quality Fullness
Tone: Pleasant Unpleasant/Harsh
Cadence: Slow Speech Fast Speech
Sources: One Many
Perspective: Associated Dissociated
Tempo/pace: Slow Fast
Inflection/Modulation: Irregular Regular
Volume: Low High
Rhythm No Rhythm/Irregular) Regular
Duration: On/Off Continuous
Distance: Close Far
Clarity Vague/Fuzzy/Muffled Crystal Clear
The Kinaesthetic Track of Sensations and Feelings
Sensations: Warmth, Movement, Pressure

Pressure: Light Heavy
Location: On/In Body
Sensation: Local Pervasive
Moisture: Little Extensive
Shape: Scattered, Pin-Point, Round, Up/Down
Texture: Rough Smooth
Temperature: Cold Warm Hot
Movement: Type Slow/Fast
Duration: Momentary Continuous
Intensity: Light High
Frequency: Slow Fast
Rhythm: regular repeated irregular pattern
A wide range of finer distinctions, characteristics and qualities (>100 sub-modalities see
listing in Fig. 2.1.3) can be elicited, restructured and reinstalled. Powerful cognitive tools
for developing rapport and influence as well as diminishing or removing troublesome or
disempowering memories and intensifying, deepening and enriching great experiences,
memories and goals.

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2.3 COMMUNICATING ON MULTIPLE LEVELS IS THE NORM

The main influence on multi-level communications comes from the field of psycholinguistics.
It is the impact of language on the mind and body. It’s a bit like the iceberg effect. The
language you hear and read is only the bit above the surface called the surface structure.
Whilst most of what is really happening is below the surface or in the deep structure. This is
largely at the unconscious level. Influencing language structures and syntax can be designed
to be stacked, layered and sequenced to deliver maximum impact. Not surprisingly the more
knowledge and skills you develop in this area the better leader, coach and communicator
you will become. Although beyond the scope of this book, this includes many potent
psycholinguistic patterns like: quantum linguistics, predicate and temporal submodalities,
Metamodel, presuppositions, sleight of mouth, negation, analogical marking, Milton model,
embedded commands, and many dozens more.
Ex.2.3.2 Self-Talk (Inner-Confidant Technique)
How to replace unhelpful inner-critic chatter with an inner-friend and supporter
Introduction
Most people are troubled at one time or another listening to what seems like overly critical,
pessimistic, harsh, negative, irrational and unfriendly self-talk – it could be their own voice or even
another persons? Often referred to as ‘just thinking’, ‘self-chatter’ or ‘inner-thoughts’, Like: „I
can’t believe you just did that“, „You should know better“, „I’ll never get that right“, and so on.
There is nothing wrong with that provided you consistently get the results you want? Though on
occasions it might be more beneficial to replace this with a more friendly, supportive, resourceful,
calm, rational, positive, optimistic inner-dialogue – more rational even? Being befriended by an
uncritical inner-voice that improves clarity directly influences control, action and performance.
Important: It is Critical to Follow each step and Thoroughly Complete all Instructions
You can start now…but first, think about what your want?
1. Critical Voice
Think of a time when your inner-chatter troubled you? Like telling yourself off in an
unpleasant or uncompromising tone…
2. Notice Differences
And as you think of that specific time carefully notice what this self-dialogue is saying…
and what it sounds like. Particularly irksome or troublesome voices often begin with ‘you…
dumb/ stupid/ dopey /silly /foolish’…
3. Notice Location
Now notice the voice distinctions…and where it comes from? Inside or outside your
head…even your throat…chest…or stomach…

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4. Shift Characteristics
Alter this dialogue with any of the following: volume, tonality, melody, tempo, rhythm,
duration, pitch, and so on, (even make it sound like Donald Duck or Mickey Mouse?) and
carefully notice what happens…
5. Move Location
Now move the original voice to another part of your body, if you can…your elbow…knee…
foot…shoulder…and so on…and notice what happens? And now move it to your mouth
or throat…when it moves there the voice often changes to ‘I…think/ feel/ see/ hear’. Slow
it down…or change the tone. Now you may begin to notice how much more control you
have and the less threatening…and calmer…more positive…helpful…and friendly it is…
6. Going Forward
Now re-programme your future automatically – go to an unspecified time in the future
and talk with yourself (eg. calmly, even tone and volume, from your mouth/throat) in a
manner you feel at your best…and see what you seeing…hear what you hearing…and
feel really good what you feeling. Then taking all the time you need, come back to now?
Repeat a few times by creating scenarios where you imagine being in different situations.
Fig. 2.3.3 How to Structure any Communication for Maximum Impact (Monroe’s motivated
sequence technique)
The persuasive speech outline below is the classic 5-step pattern called Monroe’s Motivated
Sequence. This method of organizing material forms the basis of many of the successful political,
public awareness or advertising campaigns you see and hear around you on a daily basis. Why?
Because it faithfully follows the psychology of persuasion.
In developing your persuasive communications outline follow these 5 steps:

1. Attention – Grab the audience’s Attention
2. Need – Establish there is a Problem (need) demanding their attention
3. Satisfaction – Outline a Solution to the problem
4. Visualization – Show the audience how (VAKD) they will Benefit from your solution
5. Action – Provide the impetus and drive for Action
Step 1. Attention – Getting attention

To make it effective it needs to grab the audience. It could be: a startling statement • rhetorical
question • quotation • funny story • dramatic story • photograph or other visual aid. Consider
“What’s in it for me?” while deciding on your attention getter. Why should your audience listen?
Is it relevant to them? How? Why should they believe what you say? Have you established
your credibility?

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Step 2. Problem – Establish the need

This step develops the need for change. Now that you have your audience’s attention you will
clearly show them what the problem is and the extent of it. Use: examples to illustrate how it
impacts on them – happiness, future, health, family, neighbourhood… • statistics – facts, figures,
graphs, diagrams… You need recognized sources to give your speech the credibility you want
• expert witness testimony – the more authoritative, the better. Your goal at the conclusion of
this step is to have your audience eager to hear your solution. They agree with you that there
is a problem and want the answer.
Step 3. Solution – Satisfy the need

Now you outline your answer or solution and show the audience how it will work. To do this well:
• outline your solution succinctly • demonstrate how it meets the problem • use examples to
show how effective it is • support with facts, figures, graphs, diagrams, statistics, testimony… •
if there is known opposition to your solution, acknowledge and counteract showing how your
plan overturns it.
Step 4. Benefit – See the future

In this step the audience “experiences” the solution. They see (hear, feel, smell and taste) what
will happen if they do as you are suggesting contrasted against what will happen if they don’t
do as you are suggesting. This multisensory step relies on your use of vivid imagery to portray
the outcome of their action or inaction. They see, hear and feel the pleasure or pain in their
imagination. To bring it home to your audience the pictures you provide, the stories you tell,
need to be relevant and believable.
Step 5. Action – Take action

In this last step you present your call to action. This can be embedded in any combination of
the following: • summary • quotation • challenge or appeal • example • personal statement of
intent. To be effective the action step must be readily doable and executed as soon as possible.
Make it as easy as you can for your audience. Action steps that are delayed are less likely to
be acted on.
The pattern or steps mirror those identified as being part of the normal thinking processes
that occur whenever a person is confronted by a problem. Because the steps are perceived
as reasonable, using them prepares and motivates an audience to respond positively to the
speaker’s message. The sequence is named after Prof Alan H Monroe who taught public speaking
at Purdue University, USA.

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Fig.2.3.4 The Secret Principles Underlying a Superpower Memory (Buzan technique)
According to Tony Buzan (p. 41 Use your Memory. Tony Buzan. BBC Books. 1986/2006) the
following 12 principles are considered the most useful in developing improved memory skills.
Developing a perfect memory from Buzan’s and O’Brien’s (How to Develop a Perfect Memory.
Headline. 1993) from which you can create your own memory enhancement programme requires
three things.
Step 3.
Step 1. Step 2.
Follow Technique
Communications Apply Buzan
Structure
Multisensory Skills Memory Principles
(Protocol ABC +
(VAKD + Qualities) (1–12)
Pattern VAK)
Fig 2.6.1 Steps Required to Develop a Superpower Memory
Application of the communications principles (of core multisensory skills of VAKD + >100
qualities), application of the memory principles (in particular mild to moderate synaesthesia,
creative imagination, association and exaggeration) and a well-researched technique structure as
proposed by Buzan (raising IQ, telephone numbers, schedules, numbers and dates, passwords/
bank details, reading, language learning, etc.) and Dominic O’Brien (eg. mental diary, names/
faces, job interviews, remembering speeches, etc.) for example.
The Buzan memory principles
1. Synaesthesia – blending of the senses – seeing, hearing, feeling (tactile, proprioceptive

and emotion), smell and taste useful for enhanced recall
2. Movement – 3D images and rhythm to make outstanding to remember
3. Association – link it to something stable in environment (peg, link, etc.)
4. Sensuality – most people have a good memory of this
5. Humour – make funny, ridiculous, absurd and surreal to make images outstandingly
memorable
6. Imagination – powerhouse of memory (imagination is more important that
knowledge – Einstein) – the more you apply your vivid imagination to memory the
better your memory will be
7. Number – adds specificity and efficiency
8. Symbolism – substituting a meaningful image for a normal, boring or abstract
image increases recall
9. Colour – makes more memorable
10. Order and/or sequence – more immediate reference – size, category, etc.
11. Positive images – more pleasant for memory development
12. Exaggeration – size, shape and sound to increase recall

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EXECUTIVE LEADERSHIP COACHING Successful Goal Achievement (WIN/WIN Goals)
3 SUCCESSFUL GOAL
ACHIEVEMENT (WIN/WIN GOALS)
Gaining clarity, sharpening focus, boosting motivation and reinvigorating commitment to achieve
challenging goals
‘Would you tell me, please, which way I ought to go from here?’
‘That depends a good deal on where you want to get to.’
‘I don’t much care where…‘
‘Then it doesn’t matter which way you go.’
– Lewis Carroll, Alice in Wonderland
On the surface ‘setting goals’ sounds an easy and simple thing to do. Yet many people have
great difficulty with goal setting, maintaining focus and sustaining commitment, motivation
and persistence over time. Especially in the face of rapid change, increasing complexity
and escalating uncertainty. And where the goals (and goalposts!) are extremely demanding,
challenging and stretching – and they can move!
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A goal can be defined as a ‘mental projection of something we wish to achieve within a

given period of time.’ There are two types of goals ‘ends/results’ and ‘means/process.’ The
power of setting goals is illustrated by the Harvard MBA alumni exit interview in which
3% had a written goal for their life, and after 10 years their combined wealth (se Fig 8.1)
was greater than the other 97%!
• Critical to results is clarifying and articulating what you want (not what you don’t
want – most people are really good at unwittingly getting more of what they
don’t want!)
• Consider a valuable technique for shifting from a problem space to a solution
space (Fig 8.3)
• Learn one way to ‘start with the end in mind’ (Seven habits of highly effective
people – Stephen Covey)
• Follow a step by step process that demonstrates progressive evidence of potential
accomplishment
• Goal size must be just right – too big and ‘overwhelm’ and too small ‘why bother’
Written Goals – 10X

greater wealth than 97%
of class after 10 years
10X
Unwritten Goals – 2X
greater wealth than 84%
of class after 10 years
2X
No Goals – or plans for
getting there 84% of class
0X
3% 13% 84%
Percent of Harvard MBA Class
Fig. 3.1
Fig.The
3.1Power of Written
The Power of Goals
Written Goals
Data Source: What they don’t teach you at the Harvard
Business School.
Data Source: Markthey
What McCormack
don’t teach you at the
Harvard Business School. Mark McCormack

46
3.1 WIN GOAL
3.1.1 W – WANT (OBJECTIVE)
• Solution – What do you want (solution) not what you don’t want (problem) in
the future? People get what they pay (conscious and importantly unconscious)
attention to since energy flows where thoughts go. Important to state in sensory-
based positive terms what you wish for. To test can imagine what it would be like
to practice in your ‘minds-eye’ (associated/looking through your own eyes) having
‘as if ’ you have already accomplished it. A well-structured goal will create new
neural pathways (neuroplasticity) in support of a self-fulfilling prophesy. No matter
whether your aspirations are positive or negative!
• Specific – the more specific the better, clear and languaged ‘as if ’ have already
accomplished/now.
• Influence – Best results are accomplished when goal is under your control.
Fig. 3.2 WIN Goals for Superior Results
W – Want (objective)
• What do you want (not what you don’t (negation) want)?
• Stated in the positive (‘end’ or ‘means’).
• Specific, clear and languaged ‘as if’ now (’try out?’).
• Ideally under your control.
I – Imagination (evidence)
• How would you know when you have it?
• How would someone else know?
• What will you see, hear and feel?
• Make compelling (like a ‘Hollywood’ movie).
• Is the goal too big or small, or about right?
N – Need (assets and timing)

• What resources do you need?
• When do you specifically want it?
• What is your first step?
WIN/WIN – Specific goals for yourself and another party

Timeline (if known) – float out and down into your future timeline

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I – Imagination (evidence)
• Evidence – How would you know when you have it? What will you see, hear and
feel (self reference) when you have achieved this goal?
• Others – How would someone else know? How would others (manager, direct
reports, team members, etc.) know (others reference)?
• Compelling – structure goal to be motivational– articulated as ‘towards’ (pleasure)
is preferable to ‘away from’ (pain).
• Size – Is the goal too big or small, or about right? Is the goal an appropriate size?
Can it be achieved in one step? If outcome is too big, chunk down. If outcome is
too small to be motivating, chunk up. Is it appropriately contextualised? (Where,
when, how and with whom do you want it?).
Want
Solution
Frame
Mindset
People who study problems
Problem
unwittingly become experts
Frame
Don’t in problems not solutions
want
Past Present Future
Time
Fig. 3.3 Shifting to a Solution Frame
Fig. 3.3 Shifting to a Solution Frame
‘A problem cannot be solved in the same space/frame that created it’ Einstein
‘A problem cannot be solved in the same space /frame
that created it’ Einstein
N – Need (assets and timing)

• Resources – What do you need to set up and maintain your focus? Anything you
can put a label on (internal and external) that you need like skills, states, attitudes,
beliefs, values, competencies, knowledge, relationships, money, etc.
• Next – What is your first step? What is the last thing that has to happen (fully
associated into the experience, specified and achievable) so you know you have got it?
• Time – When do you specifically want this goal? How will you maintain intention
through time? Insert (dissociated picture/looking at small picture of yourself ) in
future timeline.
• Purpose – What would you gain? What would you lose? How would achieving
this outcome affect your personal and professional relationships and your integrity?
See Fig 8.3.

48
‘What wouldn’t ‘What would

happen if you did happen if you did
(get it)?’ (get it)?’
(Converse ~AB) (Theorem AB)
‘What wouldn’t
‘What would
happen if you
happen if you
didn’t (get it)?’
didn’t (get it)?’
(Non-mirror image
(Inverse A~B)
reverse ~A~B)
Fig. 3.4 Resolving a Problem Using Cartesian Coordinates
3.2 SOME GOAL-SETTING CONSIDERATIONS

• Wanted/unwanted – The linguistic concept of ‘negation’ or the ‘law of reversed
effect’ is important in goal setting. Viz: ‘I implore you not to think about a large
pink elephant – especially don’t think of one with large floppy ears!’ What happens?
That’s right. You were compelled to imagine in your ‘minds-eye’ an image or a
multi-sensory construct of what is not wanted. This is because the conscious mind
cannot process a negative suggestion and hence is a crucially important distinction
in goal setting.
• Visualisation – If you frame your goal as unwanted (wanted) – e.g. less problems
(better solutions), fewer failures (more successes), lower stress (calmer), cut waste
(right first time/zero defects), resolve poor leadership (leadership excellence), reduce
time wasting, (make time savings), and so on, a negative construct will automatically
drive you towards an unwanted outcome. A primary reason many people unwittingly
set themselves up to fail. Many people are able to blank out/cross out a negative
image and replace by visualising a picture or movie of what is wanted.
• Associated/Dissociated – Practice your goals ‘as if ’ associated (emotional experience).
When you have completed running through the above checklist create a dissociated
image (diminished emotion). In your ‘mind’s eye’ associated (more intense feelings)
means looking through your own eyes compared to dissociated which means
looking at yourself – like in a photograph or small screen home movie. This sets
up a driving cognitive tension between a compelling, motivational and unfulfilled
aspirational goal and the desired action, outcome or result.

49
• Past/Future – The brain is essentially unable to distinguish between past real events
and imagined future outcomes, by ‘consciously’ reconfiguring your ‘unconscious’
thought processes will enable you to effortlessly align your actions, energy and
behaviour with your chosen goal/s.
• Neuroplasticity – By ‘consciously’ building new neural pathways (neuroplasticity)
in your brain will automatically reprogramme you to behave (self-fulfilling) with
‘unconscious competence’. You will act congruently, be believable and be focused
in achieving your outcomes. Dovetailing your outcome with other’s where relevant
as ‘win/win’ is invaluable in achieving mutually beneficial results.
Ex. 3.1 Successful Goal Achievement (Goal Setting Technique)
Gaining clarity, sharpening focus, boosting motivation and reinvigorating commitment to set
and achieve challenging goals
On the surface ‘setting goals’ sounds an easy and simple thing to do. Yet most people have great
difficulty with effective goal setting, maintaining focus and sustaining commitment, motivation
and persistence over time. Especially in the face of rapid change, increasing complexity and
escalating uncertainty, and even where goals can be extremely demanding, challenging and
stretching – and where goalposts move!
This WIN goal process is more detailed than SMART goals and is based on the principle that
energy flows where thoughts go (neuroplasticity) and since the brain is unable to distinguish
between past real events and imagined future outcomes, step-by-step ‘consciously’ redesigning
your ‘unconscious’ thought processes will enable you to effortlessly align your actions, energy
and behaviour with your chosen goal/s.
By carefully following the instructions below will enable you to develop greater control, improve
focus, strengthen motivation and resolve – and success.
W – Want (objective 1/2) – What do you (1) want not what you don’t want? Stated in the positive.
(2) Specific, clear and languaged ‘as if’ now. Ideally under your control
Begin by taking one deep breath and then let your breathing return to normal…feeling totally
calm and relaxed…and now think of a goal, objective or milestone…an ‘ends’ result or ‘means’
performance…you are keen to achieve…at a specific time in the future…not too big nor too
small…yet practical and manageable…even stretch, demanding or challenging if you wish…and
under your control…it must be stated as what you want not what you don’t want…talk about
it to yourself as if you have already completely accomplished it…
I – Imagination (evidence 3/4/5) – (3) How would you know when you have it? (4) How would
someone else know? What will you see, hear and feel? Make compelling. (5) Is the goal too
big or small, or about right (eg. chunking technique)

50
And as you are thinking about that specific goal…imagine seeing a picture or movie-clip in
your ‘minds-eye’ of its achievement in the future…and if it makes things more real add some
voices, sounds or words…and especially incorporate your feelings, sensations and emotions of
accomplishment…
…now to make your goal more attractive, motivational or appealing…you can consider
composing it if it were a ’Hollywood’ trailer…begin by ensuring you are looking through your
own eyes…making it bigger, brighter, sharper…and slowing down or speeding up the sounds…
making them louder or softer…and then adjusting feelings for the strongest drive, energy and
enthusiasm…and finally adjust to exactly how you want your goal to look, sound and feel…
your ‘Hollywood’ film-clip blockbuster is now focused, energised and achievable no matter how
challenging, difficult or demanding
check that this goal is achievable, manageable and realistic…if not make bigger or smaller…
the more specific the better…
now ask yourself if you are totally convinced of your future success…if yes skip the next section,
if no carry on…
if you find it difficult to imagine your future success…or your chosen goal appears overwhelming
or underwhelming…change the size of goal and choose another that is simpler, more relevant
or clearer…
N – Need (assets and timing 6/7/8) – (6) What resources do you need? (7) When do you
specifically want it? (8) What is your first step?
consider what resources, skills and capabilities you will need to accomplish your goal…then set
a precise date by when this will have been achieved…now as you think about your future goal…
seeing yourself in the picture like a home movie…finally outline the first practical step you will
need to take to move you towards your goal…and success…
You can use this process as often as you like for different goals and timeframes…by simply
creating ‘Hollywood’ movie-clip blockbusters…and you may begin to notice your results keep
getting better and faster…
Ex. 3.2 Visualising Your Goals for Better Results (Enhancing visionary leadership technique)
Taking only a few moments, this free, quick and practical technique is guaranteed to improve
your (own, coaching and client) personal effectiveness. MindSkills techniques are deceptively
fast and powerful, delivering both instant and lasting results, so don’t be fooled by its apparent
simplicity. To gain maximum benefit you will need: 1. To find a quiet moment of uninterrupted
concentration then, 2. Follow each step and instruction methodically whilst, 3. Allowing sufficient
time to pause and consider…by thinking through carefully:

51
Sharpening Clarity, Focus and Intensity To Create A Compelling Future

The WIN goal model is used as a template. Remember, in your ‘minds-eye’ you must: 1. ‘Visualise
to actualise,’ (pictures are only one of the five senses) 2. ‘Start with the end in mind (Covey)’
and 3. Create clear, focused and intense pictures (because ‘mushy’ or ‘blurry’ pictures or inner-
movies cause doubt and uncertainty delivering ‘mushy’ or poor results!).
It is Critical to Follow each step AND Thoroughly Complete all Instructions
1. Relaxing
I want you to start by taking just one deep breath and then allow your breathing to settle
back into its normal rhythm…and as you are beginning to feel completely calm…and
relaxed inside
2. Goal
…I now want you to think of a goal, objective or milestone…an ‘ends’ result or a ‘means’
performance goal…you are keen to achieve…at a specific time in the future…not too big
nor too small…yet practical and manageable…even stretch, demanding or challenging if
you wish…and under your control…it must, and this is important, be what you want not
what you are trying to avoid or don’t want
3. imagine
…and as you are carefully thinking about that specific goal…I want you to create or
pretend in your ‘minds-eye’ a picture or movie clip of its achievement…whilst it may also
be accompanied with some sounds, words and emotions…at this stage we are mainly
concerned with the picture…and its qualities…if you find it difficult to imagine what your
future goal success will look like…choose another goal that is simpler or clearer
4. Notice
…and as you recall or begin composing that picture…I want you to notice whether
it is more like a Hollywood movie or an old grainy sepia photograph…or something
in between…and how you are feeling as you watch it now…if it already looks like a
Hollywood spectacular…and you feel totally confident…have steely determination…and
remain unwaveringly resilient in your ability to accomplish this goal…then you are already
finished…if not you have some work to do…
5. Compelling
There are around 50 ‘minds-eye’ distinctions or ‘visual levers’ you can use to boost the
quality, desirability and attractiveness of your goal picture that will directly influence the
emotional and motivational intensity you attach to this goal…we will just run through a
few…as you keep the picture steady…I want you to make the following adjustments…
switch back and forth to identify those few distinctions that are the most compelling
and…notice those where you feel the strongest drive, energy and enthusiasm…notice
whether you are looking through your own eyes or you are in the picture…is it a movie
clip or still picture…identify location then move in front…near or far…colour or black and
white…bright or dull…sharp focus or fuzzy…panoramic or bordered…life size – bigger
or smaller…2D flat or 3D depth…distinct foreground and background

52
6. Stabilise
… stop…and now make sure the picture is adjusted to represent exactly how you want
your goal to look…and feel…and now to ensure you retain tension (cognitive dissonance)
between the present and the future…inexorably over time unconsciously drawing you
towards it…make sure you are looking at yourself in the picture not through your own
eyes…you have now visualised your ‘Hollywood’ blockbuster goal and made adjustments
so it is compelling, energised and highly achievable no matter how challenging, difficult
or demanding
7. Reinforce And New Goals

…you can repeat as often as you find it useful to update, reinforce or reenergise existing
goals…or create new ones…and you may also notice the process gets quicker and
quicker…and the results keep getting better and better…
Note: WIN Goal Achievement: W – What you WANT. I – IMAGINATION – How would you
know when you (and someone else) have it? What will you SEE, hear and feel. N – NEED
resources and timeframe.
3.3 CHUNKING – INDUCTION (DETAIL), DEDUCTION (BIG

PICTURE) AND ABDUCTION (LATERAL THINKING)
It is a useful cognitive skill to shift from focusing on the ‘Big Picture’ to ‘specific detail’ in
other words from the general to the specific. It is also useful to shift in the other direction.
When thinking, learning and communicating people have been found to ‘chunk’ information.
Deductive thinkers start globally and move downwards. They see the forest but not the trees.
Inductive thinkers begin with specific details and move upwards. They see the trees but not
the forest. Abductive thinkers use stories, metaphors and analogies to think laterally. How
to talk about one thing by thinking about something else.
People who think more abstractly deduce downwards from high-level abstractions (ideas,
concepts, beliefs and principles). People who begin with specific details induce upwards to
general principles and conclusions. By just listening to someone proposing lots of specifics,
details and sequences indicates a specific processor. If someone talks in terms of concepts,
principles and overviews is a global sorter. It is estimated that 15% of people naturally think
in details, 60% global and 25% specific and some global.

53
General
Big Picture
MBTI: Intuitor
Chunking Up – Agreement (Deductive)
"What is this an Example of?"

"For What Purpose...?"
"What would this do for/give you?
Abductive (lateral thinking)/Metaphor
"What are examples of this?"

"What specifically...?"
"What do you want instead/stops you?"
Chunking Down – Agreement (Inductive)

MBTI: Sensor
Details
Specific
Ex. 3.3 Hierarchy of Scale (chunking technique)

54
EXECUTIVE LEADERSHIP COACHING Appendix 1. Instructions for Following Exercises
APPENDIX 1. INSTRUCTIONS
FOR FOLLOWING EXERCISES
How to get best results

Whilst these technique exercises of patterns and protocols are not for everybody, following
the instructions typically work very quickly (literally taking just a few minutes) are powerful
and may surprise you how well they work in practice! The effect for many is both immediate
and cumulative and as you look back at this experience in a few weeks time the changes
will be apparent.
Don’t be misled by the apparent simplicity of this ‘self-guided technique.’ Having carefully
worked through it you may begin to notice how relatively effortless, effective and powerful
the learning, growth and changes are. It may even change your life and will last for as long
as it is useful!
> Apply now
redefine your future

AxA globAl grAduAte
progrAm 2015
- © Photononstop
axa_ad_grad_prog_170x115.indd 1 19/12/13 16:36

55
55
The ellipsis in the text indicate you may find a pause in your thinking useful. You may
sometimes move on quickly or you may need anything from a few seconds to a few minutes
to imaginatively process the instruction. However much time you need is right for you.
It is important to find a quiet place where you will be uninterrupted for a short period
whilst you engage with and concentrate on carefully following the guidelines. It is essential
to follow the instructions in each step methodically.
Meeting your expectations

In order to get even better results out of each exercise you may find it useful to unconditionally
accept the following empowering assumptions, presuppositions and beliefs as true whilst
following the instructions:
1. People who keep an open mind and reserve judgement get better results
2. People have all the internal resources they need to succeed
3. People make the best choices open to them since all behaviour is useful in some context
4. People with the most flexibility (Ashby’s law) exercise the greatest influence in
any system
Specific just-in-time outcome

It is important that you either think through or get clear in your own mind, or alternatively
write down what real-life practical work-related problem or concern you need to resolve
(what you don’t want) or better your goal or objective (what you do want) in completing
each exercise.
Before starting
Put all electronic devices with alerts on silent. Make sure you are sitting comfortably legs
uncrossed, take a deep breath and begin feeling totally calm and relaxed.
IMPORTANT: Why reading ‘Normal’ text is different to following ‘Exercise’ text
Normal reading is mostly ‘passive’ (rooted in general semantics?) and one-way (called
asychronous learning) designed to inform, build understanding and/or transfer knowledge.

56
Exercises by contrast (based on cognitive linguistics) is a sophisticated change method

designed to empower the reader on their own to make step-improvements in their results,
performance, skills and behaviour.
Following instructions by carefully reading each exercise is ‘active’ in the sense that it is a
self-directed two-way (synchronous) deep-learning process. You are engaged in an internal
‘back-and-forth’ mental gymnastics. Subjectively translating each word and phrase (ABC –
alphabet) and bringing the text alive by engaging an internal sensory ‘experience’ with varying
levels of awareness; seeing pictures in your minds-eye, hearing sounds in your minds-ear
and sensations and feelings in your body (and possibly even smell and taste?). The general
purpose human performance technologies algorithm:
Exercise = Pattern (multi-sensory VAK+qualities)>>>Protocol (linguistics ABC)
Since imagined experiences use the same neural pathways (neuroplasticity) as actual memories
a carefully crafted artificially created scenario in one’s mind can feel as real as actuality.
Thereby empowering the ‘reader’ (if they choose) to act and behave in ways that will enable
them to make real changes capable of changing even long-held engrained beliefs and deeply
embedded good and bad habits. As well as delivering measurable step-improvements in
results, accelerated skills development and superior performance both immediately and
compounded over time.
Measuring progress to maintain focus and motivation

You can use the 10-point self-scoring scale as suggested below, or something similar like a
Likert or Thurstone scale to monitor progress. Then for overall change measurement you
could use a diagnostics instrument like: a psychometric inventory, a 360-degree feedback or
a mini-survey. The scale asks; ‘Where are you: 1. At the start (begin score) and, 2. At the
end (finish score)? Circle the number that most closely resembles your current performance?
Poor Below Neither poor Good Excellent
average nor good
1 2 3 4 5 6 7 8 9 10
It works because it consciously tracks progress between working sessions ensuring progress
is regularly monitored. But more importantly it unconsciously reinforces goal clarity and
achievement focus, reduces goal drift, and directionalises energy and motivation.

57
Grammar Warning!
All exercises (Ex.) and similar in body of text are deliberately grammatically incorrect.
‘Grammatically incorrect’ means: when designing a MindSkills algorithm to accelerate and

sustain behaviour change a confluence of linguistic models are ‘deliberately’ deployed. Models
drawn on include: Neurolinguistics, Milton model, Metamodel, Quantum Linguistics,
Temporal and Submodality Linguistics, etc.
This approach provides a balanced conduit, process or connection between a language

protocol (ABC) and mental experience (multi-sensory VAK + qualities).
We have been developing dozens of dialogue combinations of these language patterns for the
past 25 years. This has been in a wide range of applications (acquiring new skills, changing
bad habits, faster learning, more eloquent presenting, etc.).
The 2017 Nobel Prize, ‘Nudge Theory,’ Gregory Bateson and Milton Erickson
Professor Thaler recipient of the 2017 Nobel prize for economics and father of ‘nudge’
theory and behavioural economics has like ourselves drawn heavily on the work of famous
English anthropologist Gregory Bateson (Steps to an ecology of mind) and distinguished
American Milton Erickson (hypnotherapist, psychologist and psychiatrist) as well as 2002
Nobel prize winner Daniel Kahneman (thinking fast and slow).

58
Appendix 2. Example – MindSkills Algorithm – How to Improve Your Self-Image (I of II)
(Authentic, Successful, Professional, Wealthy, Happy, etc?) All your actions, feelings, behaviours
and abilities must be consistent with your newly created image.
1. Relax – Take a deep breath, and begin feeling…totally calm, grounded and centred.
2. Most Successful You – Imagine standing in front of you…the most authentic you.
3. Detail – Pay careful attention to how you look, move and talk with others. Notice
how you act and behave consistent with your self-image.
4. Boost – Intensify or alter pictures and sounds to get right effect.
5. Fully Step Into – Adjust until feels comfortable. Notice what you see, hear and
feel when living authentically.
6. Practice The Future – Now go to an unspecified time in the future and…see, hear
and feel your authentic self (do three times). Then taking all the time you need
come back to now.
Source: Matt and Buzz: on: High Performance Coaching. David Norman. 2006. P 80.
www.MattAndBuzz.com/Business
Brief explanations of linguistic distinctions used to design this example of a

MindSkills Algorithm
Stacking, layering and sequencing a minimum of 22 different language structures have been used
(many MindSkills Algorithms use dozens more). Language is an important tool in reconfiguring
a persons subjective perception (see ‘quantum effect’) of reality leading to a potentially deeply
profound and lasting change in behaviour.
How to Improve Your Self-Image

(Authentic, Successful, Professional, Wealthy, Happy, etc?) (20, 21, 22, 23.) All your actions,
feelings, behaviours and abilities must be consistent with your newly created image.
1. Relax – Take a deep breath (1) and (2.) begin (3) feeling (4.5. Denominalisation)…
totally (6) calm, grounded and centred. (7) (Ki)
2. Most Ideal You – Imagine standing in front of you (1. 8.9,10. Dissociation)…the
most authentic (create anchor) you (Ve/i)
3. Detail – Pay careful attention (7) to how you look, move and talk with others (11.).
Notice how you act and behave consistent with your self-image (12.)
4. Boost – Intensify or alter pictures and sounds to get right effect (13. Adjusting
qualities of seeing and hearing) (Submodalities +Vi/+At).
5. Fully Step Into – Adjust until feels comfortable (14.) then fully step into the image
(15. Associated). Notice what you see, hear and feel when living authentically (fire
anchor) (16) (Vi => At => Ki => Ke/i)
6. Practice The Future – Now go to an unspecified time in the future (8.) and…see,
hear and feel your authentic self (16. 6) (do three times). (17). Then taking all the
time you need come back to now (18)

59
Appendix 2 Example – MindSkills Algorithm – How

to Improve Your Self-Image (II of II)
1. Embedded command
2. Conjunction
3. Presupposition of time
4. K Predicate
5. Denominalisation – (“Feeling”) – is a verb (and predicate) when transposed into
‘pictures and sounds in the mind – and feelings’ the characteristics display process,
movement and action – ideal for change.
Many business words are ‘nominalisations’ (e.g. change, communications, leadership,
talent, problems, learn, development, transformation, performance, and so on!) are verbs
that have become a noun, with imagery that is dichotomous, static or stuck unwittingly
impeding change.
Unfreezing a fixed position, e.g. “The decision I made…” can be challenged to unfreeze
“What was important when you were deciding? Likewise you can freeze a decision from,
“My thinking on this issue…” can be frozen to “What are your thoughts when you will
be ready…”
6. Semantically charged
7. Stacking presuppositions of truth
8. Temporal verb –Tag question
9. Presuppositions of creative visualisation ability
10. Dissociation – involves looking at yourself (having possibly ‘stepped out’) in a
detached manner – like watching yourself in a home movie – diminishes emotional
intensity (compared to ‘looking through your own eyes’). And 15. Association
11. Stacking Ve+Ke+Atd/e predicates
12. Integrity alignment
13. Qualities – (“Intensify or alter pictures and sounds to get right effect”) – the finer
distinctions or submodalities of seeing and hearing senses that can be used to adjust
or boost sensations, feelings and emotions.
14. Ability to consciously alter various characteristics of pictures and sounds to ‘feel right’
15. Associated – (“then fully step into the image”) – now seeing things through your
own eyes you will fully experience the ‘new you’ and by ‘trying it on’ will get a
sense of how it feels. If it feels unfamiliar or uncomfortable this means you are
stretching and testing your own boundaries of how you would expect to be when
you are already this new person.
16. Awareness of qualities/submodalities of seeing, hearing and feeling
17. Embed scenarios – Future pacing – Metafilters
18. Reorientation
19. Anchor, 20. Values, 21. Stacking, Layering and Sequencing, 22. Headings – break state

60
EXECUTIVE LEADERSHIP COACHING Conclusion
CONCLUSION
This book I and companion book II have been written as an attempt to improve the skills and
redress the shortage of capable leaders tasked with accomplishing better results, performance
and productivity improvements in a variety of organisations. The approach used to expand
capabilities include a variety of multisensory exercises called MindSkills algorithms. That
are flexible and incorporate a wide range of leadership styles that I hope challenged you
and will prove useful to you. I especially hope you found the explicit connection between
language, experience and process insightful together with an outline of learning principles
and a case study example.
I trust you found the IQ/EQ quiz, profile and self-assessment of your focus on results,
social skills or a balance of both. Ashby’s law of requisite variety is especially important as
a guide for closing capability and competence gaps as well as building a leadership skills
portfolio. To demonstrate how fast learning and change can be you had the opportunity to
explore this with a short exercise about authority. The ROI of a coaching intervention for
three different scenarios were outlined together with a valuable exercise that you may find
lowers or even eliminates anxiety.
In the communications section you created a multi-sensory preference profile. This included
a listing of words that underpin your preferences of qualities or characteristics called
submodalities. I hope you were able to try out one of the exercises; Self-talk, Monroe or
Buzan and hopefully noticed an improvement in thinking, learning or performance that
you might have come to expect.
The WIN goals chapter includes a comprehensive checklist. Two common questions from my
experience stand out. When asked “what do you want” many people answer without hesitation
“what they don’t want.” Which is why people are often really good at consistently getting
what they don’t want. They have absolutely clear focus of what is unwanted. The evidence
or “how would you know” when you have achieved your goal can be challenging for many
executives. A typical response is “I would just know!” As you can imagine greater specificity
is needed here to develop keen awareness of and capturing of evidence. In addition I hope
you found the Einstein/Solution frame, Cartesian coordinates and chunking models helpful
in working through different aspects of the goal setting and achievement process useful.
Having worked your way through this book has hopefully given you the appetite to continue
on your journey of self or co-discovery with other accomplished or aspiring leaders and
talented individuals. The follow-up Book II will soon be available for you to expand, develop
and deepen you leadership skills. This work should help you even further on your way
forward to improved and faster promotability, employability and sustained career growth
and advancement as you expand and deepen your leadership portfolio of skills.

61
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64
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65
65
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66
Chapter 5. Vision
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Chapter 6. People
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Holger Rathgeber. Macmillian. 2006.
Who moved my cheese: An A-Mazing way to deal with change in your work and in your
life. Spencer Johnson. Vermilion. 1998.
Diffusion of innovations. Third edition. Everett Rogers. Free. 1983.
The language of change: Elements of therapeutic communication. Paul Watzlawick.
Norton. 1993.
The inner game of work: Focus, learning, pleasure and mobility in the workplace. W.
Timothy Gallwey. Random House. 2000.

67
Chapter 8. Goals
Mindworks: Unlock the promise within – Find the resources, abilities, and creativity to
accomplish your goals and control your life. Anne Linden. Berkley. 1998.
Chapter 9. Being (A Way of )

The power of myth. Joseph Campbell. Anchor. 1988.
The Hero’s Journey: A voyage of self-discovery. Stephen Gilligan and Robert Dilts. Crown. 2009.
Composing a life: Life as a work in progress. Mary Catherine Bateson. Plume. 1990.
The path of least resistance: Learning to become the creative force in your own life. Robert
Fritz. Ballantine. 1989.
The life we are given: A long-term programme for realizing the potential for body, mind,
heart and soul. George Leonard and Michael Murphy. Penguin. 1995.
Transforming yourself: Becoming who you want to be (self-concept, values and self-esteem).
Steve Andreas. Real People. 2002.
Appendix
The structure of magic: A book about language and therapy. Richard Bandler and John
Grinder. 1975.
Strategies of genius. Volume III (Sigmund Freud, Leonardo da Vinci and Nikola Tesla).
Robert Dilts. Meta. 1995.
Zen in the art of archery. Eugen Herrigel. Arkana. 1985.

68
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Introduction: The Journey to Mastery 10

1 Coaching – Core Leadership Skills 16

2 Communications – Influence and persuasion

© Deloitte & Touche LLP and affiliated entities.

Deloitte & Touche LLP and affiliated entities.

3 Successful Goal Achievement (WIN/WIN Goals) 45

Appendix 1. Instructions for Following Exercises 55

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“This book is part I of II”. Click here to go to

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ABOUT THE AUTHOR

Specialist Coaching – In addition as a way of demonstrating rapid, effective and measured

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Download free eBooks at bookboon.com

• WorkOuts – Inspirational 90 Minute Bite-Size Facilitated Team/Group Coaching Events.

• e/m-MindSkills – Enterprise-wide cognitive algorithms that cut learning time and

Accelerated executive leadership and talent learning and develo pment

Cognitive algorithms for rapid learning, skills and solutions in business

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Who is this book for?

‘People’ professionals – Leadership development, talent management, employee engagement

This book is a crash course – on ‘how’ to boost leadership effectiveness in business. It

Imagine for a moment in your mind…A famous landmark, building or monument

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1. Seeing – In your ‘minds-eye’ – Visual (V)

Comparison of Recipe vs Algorithm Analogy. ‘Instructions’ must be followed for best

Baking a Cake Mental Strategy

Outcome Ready to eat cake New skill, capability or habit

Process instructions sequencing = Language/Syntax/Words

Result Cooking complete Measured behaviour change

Quality Inedible to Scrumptious 1 (V. Poor) to 10 (V. Good)

Three core paradoxical principles:

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2. How not What

3. Show not Tell

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Fig. I.1 Leadership Performance – Coaching Case Study

Client: Group Chief Executive. £2B plc. Utility Firm.

Issue/s: Taking leadership performance to the next level…

1. Empowering Vision – Develop a mental blueprint for successfully envisaging the

2. Confronting Director Underperformance – Because of a strong collegiate board

4. Focus and Concentration – Michael wanted to deepen this ability in a number of

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Coaching time: 30 hours (5 approximately monthly sessions of 6 hours).

Results: Overall +52% Improvement

Evidence-based measurement: Client self-rating on a scale of 1 to 10.

All rights reserved.

Bring your talent and passion to a

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1.1 SMARTER THINKING! DEEPER CHANGE! FASTER RESULTS!

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Knowing is not Doing – how rather than what

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Fig. Fig. 1.2 Employee

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1 Coaching – Core Leadership Skills 16

2 Communications – Influence and persuasion

3 Successful Goal Achievement (WIN/WIN Goals) 45

Ve/S Location/upwards 4/5 feet and slightly above eye level/in

V/Adt/S/Ke “Laughter.” Body shift/release of discomfort, stress and tension