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BENCHMARKING Giving Feedback ag “ring 5 - All feedback from level 3 and 4 are delivered with measured steps for improvement,it is made in a tentative way, it invites responsibility and it excites the client to make even more positive changes. 4- All of the behaviors from level 3+ are respectful and well framed feedback. It is individualized and balanced, it is feedback that opens up new possibilities for the client. 3- Giving specific feedback that paces the person’s matrix, is factual, concise, succinct, relevant,sensory based, and usable for moving on toward objectives. 2- Giving convoluted and/or vague feedback, non-descriptive, using one’s own values, about behavior, not the person's. 1- Giving feedback with negative energy, criticizing, blaming, arguing, telling, making it personal. 0- Withholding any response or giving judging behaviors. p. 93 BENCHMARKING Receiving Feedback mg_*ecetving 5 - Actively seeking and appreciating feedback, celebrating it, recognizing patterns and efficiently implementing changes in behavior that enhances personal performance. 4- Appreciating feedback by questioning it in seeking clarification, asking for more, and reflecting upon it. 3- Accepting the feedback by showing trust and acknowledgement of it, demonstrating acceptance of being personally fallible. 2- Silent listening to feedback and some pondering of it. 1- Negatively engaged in feedback, arguing, deflecting, discounting, disagreeing. 0- Disengaged to feedback: walking away, avoiding, not dealing with it. prog ' DESIGNING TRAININGS The 4-MAT Design ¢ WHY? Why is this training important? e¢ WHAT? What will you teach, present, and train? What is your offering? ¢ HOW? How will you do it? How will you offer what you have to offer? ¢ SO WHAT? What difference will it make tomorrow, next week, over time for the participants? p. 107 ' GIVING QUALITY FEEDBACK a ay or Rapport-based: Establish respectful rapport. Outcome Relevant: Identify the outcome of the feedback. Tentative: Offer feedback tentatively while seeking the person’s validation or dis-validation. Timely: Make the feedback timely. Person/Style Distinction: Elicit your client to separate feedback and from the style of the feedback Helpful and Supportive: Invite the client to set the frame or reframe feedback as acceptable and valued. Sensory Specific: Give sensory specific behavioral feedback. . |. TRAINING PRINCIPLES Installing Neurologically Mind to Muscle Pattern Identify a principle you want incorporated into your muscles. Describe the principle as a Belief. Reformat the Belief as a Decision. Rephrase the Belief and Decision as an emotional State or Experience. Turn the Emotions into Action to Express the belief and decision. Step into the Action and let the higher levels of your mind Spiral. " TRAINING PRINCIPLES #1 States and State Management The best training occurs when we operate from the following principals. We train best when we've trained ourselves to be at our own personal best. We train from out of our highest frames(including our self-definition) These determine our states—states and attitudes that we will communicate. We train from a mind-body-emotion state and we train to the states the participants are in. p. 84 TRAINING PRINCIPLES I need to know when to be WHAT. When I know that... to BE THAT... and to be ONLY THAT Colin Cox " TRAINING PRINCIPLES #2 State Induction Skills We train best when we operate from a high level of state awareness and management. We not only need to be in our best states, we need the meta-awareness of our states and the meta-skill of shifting states as appropriate. As we monitor our own states and meta-states, we are much more able to elicit the best states in those at the training. What states do I bring to and apply to people? p. 84 " TRAINING PRINCIPLES a #3 >= Solidly Centered in Self so able to Focus on Others. We train best when we get our ego out of the way. Being un-se/f-conscious is the ideal since the training is not about us. We train best when we have a solid and positive sense of self. Do you have a great and solid sense of yourself? p. 84 TRAINING PRINCIPLES a e States and State Management ¢ State Induction Skills ¢ Solidly Centered in Self so able to focus on others. e Representation of Participants e Intentional and Purposeful e Congruence and Credibility ' DEMONSTRATING a Demonstrations are engaging and offer a model for how to do a process. Frames to set for those who Volunteer for the Demonstration. Frames to selecting someone to volunteer. Frames to set if the demonstration wasn't quite what you wanted. p. 100 ' DEMONSTRATING a Demonstrations are engaging and offer a model for how to do a process. — What criteria will we want to use to evaluate our demos? — Validating, safety, and security, what did it actually demonstrate? — Was it effective? — What frames and states did it elicit. p. 100 ' DEMONSTRATING a Frames to set for those who Volunteer for the Demonstration. — Appreciation — Thank you for being so brave as to come up here and show these people what it really means to have a “GO FOR IT Attitude” — Privilege — It really is and honor to go first and I want to honor you for doing this with me. — This is just to practice a process. — Content free — I don’t need much detailed information. — Safety. ae ' DEMONSTRATING a Frames to selecting someone to volunteer. Use qualification questions. — Who has a ...? — Who has something that would...? Offer a list of examples — This will prime the pump and enable people to begin to select what to work on. p. 100 ' DEMONSTRATING a Frames to set if the demonstration wasn’t quite what you wanted. Acknowledge and lead in the direction you wanted. —™“Now that took longer than I expected...” Identify the fact that not every pattern is the best for every presenting problem. p. 100 |. TRAINING SKILLS Handling Questions a gQ 1. Set your aim to never but never make the questioner wrong. 2. Thank, Praise, Celebrate 3. Answer with a sense of calm confidence. 4. Usually it is wise to answer a question by asking for more information. 5. Refuse to be seduced by just answering. 6. Be ready to let the group answer the question. p. 101 | TRAINING SKILLS Handling Questions = ¢ Set your aim to never but never make the questioner wrong. — Do everything you can to not embarrass, insult, threaten, laugh at, make fun of, etc. Set the question in your mind: How does this make sense? How can I use this. p. 101 |. TRAINING SKILLS Handling Questions Pie gQ ¢ Thank, Praise, Celebrate — Thank you for asking that... questions that challenge me, stretch me and help me to grow. p. 101 |. TRAINING SKILLS Handling Questions Pie gQ ¢ Answer with a sense of calm confidence. — That communicates the sense, “I know my subject well... and what I don’t know excites me and challenges me for new growth. p. 101 |. TRAINING SKILLS Handling Questions Pie gQ ¢ Usually it is wise to answer a question by asking for more information. — This is wise because it helps us to not answer the wrong question, Don't answer too quickly. Explore what the person is really asking. p. 101 |. TRAINING SKILLS Handling Questions a gQ Refuse to be seduced by just answering. — Gointo the learner's mode and explore the question, what it is truly asking and what’s implied in the question. — Tune your ears to hear really great questions. What is the question behind the question? — What is the meta-question? p. 101 |. TRAINING SKILLS Handling Questions Pie gQ ¢ Beready to let the group answer the question. — “Does anybody here have an insightful answer to that?” p. 101 |. TRAINING SKILLS Handling Questions a gQ Why ask questions? To Clarify message To engage and motivate To set frames To gather meta-program information To check on and use feedback DANGERS Seduced into teaching more and more. Chasing RABBITS Defending self p. 104 ' BENCHMARKING FRAMING a 5 — Asking about empowering beliefs, values, decisions, etc. (Meta Questions) and using induction skills to set new categories. 4— Asking about layers of categories, asking challenging questions about such. Giving space and time to explore the higher embedded layers of awareness. Reminding participants that all perceptions are just maps. 3 — Asking or calling attention to the classification of the details and asking about awareness in participants, providing menu list of other filters. quality control questions about filters and categories. 2 - Speaking as if there is only one other classification and imposing that upon participants by rhetorical questions. Using either/or expressions. Tone of judgment. right/wrong. talking more than client to impose the other way of seeing things. 4 -Talking about the classification, pattern, or structure of the details as if that map is the territory, as if not other classification is possible. Using universal quantifiers (all nothing, always etc) and absolute terms. Speaking and feeling from perspective of being inside the box of participants’ story, problems, and challenges. 0 —Talking about and asking questions in the very words and details of the story without giving evidence of the classifications or categories of the details, No distinguishing between content and structure. p. 112 FRAMING To a great extent training is all about framing. ¢ The art and skill of framing — setting frames and solidifying frames is what allows us to take charge of the training and make sure that it moves in the direction that will enhance the lives of those who come to participate. p. 112 FRAMING We Frame: + Preframe a training to eliminate problems + Frame for rapport and connection * Frame for engagement and motivation - Frame for exercises and experience + Frame for spatial anchoring * Frame for using tools of our trade - Frame for comfortable challenge + Frame installation “for the rest of your life” + Frame demonstrations * Frame closure p. 112 FRAMING + FRAMES BEGIN WITH A THOUGHT IN REFERENCE TO SOMETHING * To Frame is to Think... * To Think is to Frame... FRAMING “ Whoever sets the Frame... ” Controls the Game! FRAMING EXPECTATIONS — Framing Audience Expectations + We explore self-expectancies in Meta- States to flush out our own higher frames, we can do so with regard to participants. People come to and show up at a training to achieve certain outcomes. They come with expectations. p. 113 FRAMING * An ouneé of Framing ” 1s Worth a pound of Reframing p. 112 "MASTERFUL TRAINING THE WHAT — What we actually do in training revolves around how we manage the training process itself. "MASTERFUL TRAINING so Pacing and Rapport We train best when we connect with people and stay in tune with them through the training. Validating and Supporting We train best when we are committed to making people “right,” and to never make people “wrong”. p. 87 "MASTERFUL TRAINING Eliciting and Educating We train best when we set frames that draw people out, engages them and facilitates them. Welcoming problems We train best when we pre-frame problems objections, and difficulties as acceptable and as part of the learning process. p. 87 "MASTERFUL TRAINING Playful Flexibility We train best when we are playfully flexible and when we graciously roll with the punches. Succinct Expressiveness We train best when we express ourselves succinctly and effectively. p. 87 MASTERFUL TRAINING Dramatic and Engaging We train best when we make the training dramatic and engaging. Installing We train best when we install the learnings and states throughout the process of training. p. 87 "MASTERFUL TRAINING so Pacing Learning Styles We train best when we pace the way people learn so they can learn their way. Connects to Vision We train best when we give people a vision of something great along with supporting reasons for that vision. p. 88 "MASTERFUL TRAINING Sense of Abundance We train best when we train from our own sense of abundance. Non-Verbal Elegance and Precision We train best when we intentionally manage our non-verbal communications. We train best when we mindfully manage and control our sense of space on stage. p. 88 "MASTERFUL TRAINING a Experiential We train best when we give people experiences from which to draw new maps. Protective We train best when we consciously protect the vulnerability of participants. " Mind-to-Muscle Pattern Identify a Principle. Describe the Principle as a Belief. Reformat the Belief as a Decision. Rephrase the Belief and Decision as an Emotional State or experience. 5. Turn the Emotions into Actions and express the Belief or Decision. 6. Step into the Action and let the higher levels of your mind spiral. > © ee Mind-to-Muscle a e This pattern turns highly informative, insightful and valued principles into neurological patterns. ¢ We do this when we learn to type. ¢ Most expertise involves taking a principle concept, understanding and /or awareness and then translate it into muscle. PRE- FRAMING My commitment to training is to always thinking through every training prior to it and afterwards in order to develop and refine my pre-framing skills. After a training (every training) set down and think about the situations that arose during the training, situations that created problems, challenges, doubts, etc. Then use the following format for thinking through how to pre-frame your next training. SITUATION FRAME REFRAME What can you What frame or frames How can | expect in a training? are being activated? teframe this? p. 116 " Mind-to-Muscle Pattern Identify a Principle. Describe the Principle as a Belief. Reformat the Belief as a Decision. Rephrase the Belief and Decision as an Emotional State or experience. 5. Turn the Emotions into Actions and express the Belief or Decision. 6. Step into the Action and let the higher levels of your mind spiral. > © ee PRE- FRAMING My commitment to training is to always thinking through every training prior to it and afterwards in order to develop and refine my pre-framing skills. After a training (every training) set down and think about the situations that arose during the training, situations that created problems, challenges, doubts, etc. Then use the following format for thinking through how to pre-frame your next training. SITUATION FRAME REFRAME What can you What frame or frames How can | expect in a training? are being activated? teframe this? p. 116 " SETTING UP EXERCISES Frames for work groups ¢ Cooperation « Respect « Process not outcome « Learning Passion Installation Feedback p. 102 ' SETTING UP EXERCISES a Frames for work groups « Practicing Patterns * Go for it « Enjoy it and have fun! « Avoiding Self-Analytical Loops Just for the practice of it p. 103 ' SETTING UP EXERCISES a The Trainer as Coach during the Exercises + The design of experiential learning is that we allow participants to discover the principles, skills and processes. + Where are you in the process? + What step? + Are you clear about the next step? + What outcome are you going for right now? + What have you discovered so far? p. 103 " SETTING UP EXERCISES Criteria for Exercises « With every exercise, make sure you have clarified three key things: — Process: Give step-by-step descriptions that set out the procedure. — Outcome: Make the outcome overt and explicitly (unless covert by intention) — Time-Frame: Number the group, roles, expectations, how to do that. p. 102 "ENGAGEMENT 4 ¢ Questioning e Surprising ¢ Demonstrating ¢ Inducing States ¢ Framing e Using EYES and ENERGY ¢ Involving ~ BENCHMARKING ENGAGEMENT a 5 - Using more than 10 engaging behaviors - Mastery 4- Using 5 to 9 engaging behaviors Audience very engaged, matching speaker as speaker matches audience. 3- Using 3 to 5 engaging behaviors with some good results. Audience attending and looking. 2 — Speaker attempts at engaging via stories, eye contact, humor and examples. 1- Beginning to use a few items that might engage. Mostly acting disconnected by not looking at people. O-Lack of any engaging behaviors that typically interests audience, telling stories, making no eye contact. p. 26 " TRAINING PRINCIPLES #2 State Induction Skills We train best when we operate from a high level of state awareness and management. We not only need to be in our best states, we need the meta-awareness of our states and the meta-skill of shifting states as appropriate. As we monitor our own states and meta-states, we are much more able to elicit the best states in those at the training. What states do I bring to and apply to people? p. 84 Spatial Anchoring ¢« Managing Semantic space * Spatial Choreograph + Intentional Gesturing Spatial Choreograph with your body establishing group anchors and creating Semantic Space. Step back from the training room and view it with fresh eyes. Managing a group’s attention. Gesturing Giving room |, Benchmarking Platform Skills Spatial Anchoring a 5 — Movement totally supports content of presentation. 4—Movement flows smoothly and elegantly, gestures have a consistency about them. 3 — Movement on stage smooth and clam, gestures in terms of audience perspective. 2 —Moving on stage calmly, nervous gestures reduced significantly. 1 — Moving about on stage in ways that bring attention to self or presentation. 0 - Moving about on stage by pacing back and forth, moving arms and legs in nervous gestures. p. 29 | Effective Use of Voice El Definition: To use one’s tonality to effectively enhance one’s communication, to elicit, induce and install states frames, to anchor, and analogically mark one’s use of language to project effectively to utilize one’s full vocal range and make use of sounds elegantly and appropriately. To make appropriate use of speed of delivery, pause and silence. BENCHMARK By USE of VOICE ae Seamless use of voice as an effective tool to use in communicating. Words clear and precisely pronounced large range of voice variation, appropriate volume control use of silence, alignment of sounds with meanings of words, elegant analogue marking and embedded commands, projection appropriate to the environment jood voice management even in momentary poor health. ise of voice to elicit states and synesthesia. Matching of voice and gestures. Use of pause and silence, analogue marking, al imitate other voices and/or sounds. Matching ot state, not always in the correct context. Some voice projection, matching of predicates. Using clear articulation and emphasi: jation of rhythm corresponding to intention of communication, modulation, some use of inflection in voice. Full variation and use of a voice parameters. Voice matching gestures. Some use of rhythm, speed and emphasis matching them with gestures and predicates. Some modulation of volume and pitch. No sign of voice as an effective tool to use in communicating. Mumbled words, voice incongruent with meaning, no voice variation, no volume control, no analogue marking or attempt to induce states. Training Installation Clarity of understanding the process. 1) Dol have the materials/ experiences ordered, structured, sequenced, etc. the ideas, skills so that it invites clarity? 2) Can! or have l represented with clarity & vividness in my mind? 1) 2) Training Installation Intensity of emotion & energy for the new skill. How much excitement do | feel? What have | built into the training to make it exciting? Do | feel excited about this? Do | feel a need for this? How is this valuable to me? p. 97 Training Installation The fittingness of the new frame for our 1) 2) life situation alignment. Does this idea or skill fit for people? Is this aligned with my highest values? Is this fitting to my identity? Does this fit for me? Am | aligned with this skill? Am | willing to let this become a part of my identity? p.97 Training Installation a Responsibility for installation 1) Have I taken personal responsibility for making this skill mine? Have I owned the learning? 2) Am | willing to take responsibility for this skill or idea? How much ownership am | willing to take for this? p. 97 MASTERFUL TRAINING Energy We train best when we are physically feeling good. Team We train best when we work and network with others. NLP Presupposition People have all the resources they need. Access... Amplify... Apply... "MASTERFUL TRAINING Sense of Abundance We train best when we train from our own sense of abundance. Non-Verbal Elegance and Precision We train best when we intentionally manage our non-verbal communications. We train best when we mindfully manage and control our sense of space on stage. p. 88 "MASTERFUL TRAINING a Experiential We train best when we give people experiences from which to draw new maps. Protective We train best when we consciously protect the vulnerability of participants. MASTERFUL TRAINING Structured We train best when we develop effective training structures. Cooperative We train best when we cultivate and develop a sense of cooperation and team spirit with the participants. p. 89 Training Installation Skill reinforcement in groups 1) Dol reinforce learnings with celebration, honoring and attaching positive emotions. Training Installation a State Extending 1) Havel extended these states and skills in my own behavior? 2) Will! delight myself with the playfulness of extending the parameters of the new states? p. 98 Training Installation a Sensory-Based Immediate feedback 1) Dol give sensory based feedback in the groups? 2) Am | willing to receive feedback to refine my skills? p. 98 Training Installation FOCUSED - little interference 1) Havel kept interferences & distractions down? p. 98 Training Installation a Humor and Fun 1) Have I made the training playful and fun? Have | elicited humor or used jokes? 2) Have the participants had fun in the process? p. 98 Training Installation Embedded in Higher Levels 1) Have I appealed to the higher levels? 2) Are participants able to step out of content and into structure? p. 98 Training Installation a Accelerating the Learning State 1) Have I used the higher levels to embed or install information? 2) Are these the meta-levels that make the most sense and have the most power? Training Installation a Responsibility for installation 1) Have I taken personal responsibility for making this skill mine? Have I owned the learning? 2) Am | willing to take responsibility for this skill or idea? How much ownership am | willing to take for this? p. 97 Training Installation Willingness to experiment and play 1) Havel played around with this new idea or skill? 2) Am | willing to play with this? 1) 2) Training Installation Repetition of the skill or pattern. Have | used repetition to learn this myself? Will | work with this often enough so that it becomes habitual. Will | playfully repeat it enough so that | can do it in my sleep? Training Installation a MEMORABLE 1) Is it memorable to me? What memory devices have | used to assist both short-term and long-term memory learners? 2) Have | made the idea memorable? Training Installation a Future Pacing 1) Have | invited learners to vividly image these ideas and skills? 2) Have! imagined vividly how this will play out in my life in the future? p. 98 Training Installation a Experiential role playing in groups. 1) Have we set up role playing experiences? 2) Have! played around with role playing these skills? p. 98 PRESENTATION EFFECTIVENESS INTENTION/ RELAVANCE EFFECTIVENESS * VOICE * SPACE * RAPPORT + ENGAGMENT * STATE ECOLOGY © Appropriate ¢ Fittingness © Congruent © Ethical © Context/Relationship e Enhancing | HANDLING GROUP PROBLEMS When Things go wrong ¢ Training principle: Welcoming problems - Track the group - When its flagging - When it needs a break - The speed of learning in the group - Variety of expectations - Role play/ Case studies, discussions p. 118 | HANDLING GROUP PROBLEMS a When Things go wrong ¢ Training principle: Too much Talk — Chasing rabbits — Participants Making Statements ¢ Solutions — Meta-Comment on the question itself “How important is that question in terms of this exercise?” — Let me think about the best way to answer that and I'll get back to you. p. 118 | HANDLING GROUP PROBLEMS a When Things go wrong ° pilheal BENS principle: RESISTANCE Gather information. — Acknowledge the resistance and pace it. — Sort out space in your training are a for cooperation, play learning and space for resistance. Build new reframes for preventing this resistance next time. -— Set frame on the fly that moves everybody into thoughtfulness, respect and a Win/Win Attitude. p. 118 HANDLING GROUP PROBLEMS When Things go wrong Training principles Hold your principles in mind Too much talk, questions, Irrelevance Resistance Meta-Stating Hecklers When the Group Energy Flows Trouble Makers p. 118 ' CHALLENGING SAFELY a Pre-Frame for both Challenge and Comfort. ¢ Challenging — To identify current reality and to highlight it ina client’s awareness so that he or she recognizes the things currently at work and the consequences that will result if unchanged, and therefore the things to move away from. ¢ Provoking — To strongly, surprisingly elicit a response to action that triggers a sense of threshold in the person and gets an action to do something about one’s awareness of the need for change. To incite, call forth, evoke, arouse, annoy or stir up. p. 104 | HANDLING GROUP PROBLEMS a When Things go wrong ° pilheal BENS principle: RESISTANCE Gather information. — Acknowledge the resistance and pace it. — Sort out space in your training are a for cooperation, play learning and space for resistance. Build new reframes for preventing this resistance next time. -— Set frame on the fly that moves everybody into thoughtfulness, respect and a Win/Win Attitude. p. 118 | HANDLING GROUP PROBLEMS a When Things go wrong e Training principle: HECKLERS - REMEMBER - it takes two to have a conflict e OPTIONS - Treat resistance with curiosity — Playfully turn the tables and invite the person to be skeptical enough to test the material thoroughly to see whether it really works. — Use the Relevancy Challenge on statements. - Invite the person to become the devil's advocate. - Utilize what the heckler says and turn it back on them. — If you suspect hidden agendas, flush it out and tackle it openly. ae P. | HANDLING GROUP PROBLEMS a When Things go wrong e Training principle: HECKLERS — REMEMBER - it takes two to have a conflict e OPTIONS - Treat resistance with curiosity - Use spatial anchoring along with phonological ambiguity as a resource. - Recognize value — Sort and separate p. 119 | HANDLING GROUP PROBLEMS — When Things go wrong e Training principle: Group Energy Flow — Itis possible that people get tired in trainings. In the likelihood that this might be true... ¢ OPTIONS - Design in energy, trance and memory breaks. - Check periodically for energy levels. p. 119 HANDLING GROUP PROBLEMS a a 2S oe When Things go wrong Training principle: Trouble-Makers When you have to ask someone to leave, get sensory based data for the why. Constant interruptions, irrelevancies. First, notice, then pace in order to incorporate. Flush out the hidden agendas with them. Invite fairness for all. Call attention to the responses generated by the behavior. Challenge the Relevancy of what they are doing in midst of the group, Appoint the person to play the devil’s advocate. “Excuse me you may have forgotten that you have already used your number of comments for this discussion, we need to let others get their turn. Refuse to argue at all costs. If it is due to a mistake on your part graciously apologize. p. 120 FRAMING CLOSURE “a ¢ End with Pleasure and Celebration — How will you end your training? — How do you want it to end? — What makes for a good ending? ¢ How can we do this? — By future pacing and putting the new learnings and skills on each person’s time line. — By using pleasurable processes like trance, celebrations, rituals, commissioning, etc. p. 121 |, THINKING SYSTEMICALLY a ¢ Definition To view the whole experience or whole person as a system, to think in terms of elements, mechanisms, and processes that make the system work as such. As an NS/NLP Trainer, to work in the four Meta-Domains of NLP, with the mind- body-emotion system of participants, and with the Matrix as a system of beliefs within beliefs. p. 95 |, THINKING SYSTEMICALLY a ¢ The Meta-Domains as a systems approach — The Meta Model — The Meta Programs — Meta-States — Cinematic Features (Sub-modalities) p. 94 |, THINKING SYSTEMICALLY a « Language — Linguistics and the sensory based heurological languages (VAK) e Perception — Perceptual filters and sorting devices e States and Levels — State dependent neuro-linguistic experiences * Representation — The cinematic features that determine the quality of our mental movies (Sub-modialities) p. 94 |. THINKING SYSTEMICALLY BENCHMARKING Asks and talks about the feedback and feed forward loops of the system, the multiple variables of the system, time contexts, cultural contexts, time-binding effects, etc. Inquiring about spiraling loops of responses and interactions, the context and contexts of contexts, the layering effect and emergence of new properties in the system. Integrating multiple models to offer an explanation about something and acknowledgement that the models are all just maps and therefore inadequate. Talking and acting more in Both/And terms, recognizing multiple causes, the fact of simultaneousness. Some talk and action about multiple causes, still mostly linear in thinking. Either/Or statements, Aristotelian statements assuming things are static and unchanging. No words, actions or attention to the system of interactions. Talking on in linear cause-effect terms, stimulus-response terms. p.95 |. THINKING SYSTEMICALLY BENCHMARKING 1 Some talk and action about multiple causes, still mostly linear in thinking. Either/Or statements, Aristotelian statements assuming things are static and unchanging. OQ No words, actions or attention to the system of interactions. Talking on in linear cause-effect terms, stimulus- response terms. p. 95 |. THINKING SYSTEMICALLY BENCHMARKING 3 Integrating multiple models to offer an explanation about something and acknowledgement that the models are all just maps and therefore inadequate. 2 Talking and acting more in Both/ And terms, recognizing multiple causes, the fact of simultaneousness. |. THINKING SYSTEMICALLY BENCHMARKING 5 Asks and talks about the feedback and feed forward loops of the system, the multiple variables of the system, time contexts, cultural contexts, time- binding effects, etc. 4 Inquiring about spiraling loops of responses and interactions, the context and contexts of contexts, the layering effect and emergence of new properties in the system.

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