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GUIDE CREATIVE PROBLEM SOLVING and NLP FOR URBAN SHARING LIFESTYLES

GUIDE:

CREATIVE PROBLEM SOLVING and NLP

FOR URBAN SHARING LIFESTYLES

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YOUTH EUROPE SERVICE (ITALY)

AIDLEARN, CONSULTORIA EM RECURSOS HUMANOS LDA. (PORTUGAL)

EURO-IDEA FUNDACJA SPOLECZNO-KULTURALNA (POLAND)

KIRSEHIR VALILIGI (TURKEY)

AGENCIA PARA EL EMPLEO DE MADRID (SPAIN)

UNIVERSITA’ DEGLI STUDI DI BARI ALDO MORO (ITALY)

INOVA CONSULTANCY LTD. (UK)

CREATIve Urban Sharing in Europe is a two-years long international project started in 2015.

This project is funded by the European Commission.

Additional information about the project are available at: www.creatuse.eu

The project consortium is composed by a mix of partners coming from different countries,

complementarity of profiles and skills: association, foundation, private VET providers,

Regional Government, Capital City Municipality, University.

PROJECT

PROJECT PARTNERS

GUIDE: CREATIVE PROBLEM SOLVING AND NLP FOR URBAN SHARING LIFESTYLES is an

interactive guide about the role of CREATIVITY and Neuro-Linguistic Programming approach

to test and learn to think outside of usual cognitive schemes. That may influence alternative

lifestyles based on sharing in urban areas.

4 chapters and exercises integrated with multimedia and large WEB links section for in-

depth analysis needs.

The guide is to any kind of users: schools, Higher Education Institutions, municipalities and

other Public Administrations, citizens committee, communities and anyone interested to

adopt more sustainable lifestyles.

This guide is available in English, Spanish, Italian, Portuguese, Turkish and Polish.

GUIDE

https://yespotenza.wordpress.com/

http://www.aidlearn.pt/pt/

https://euroidea.wordpress.com/

http://www.kirsehir.gov.tr/

http://www.madrid.es/portal/site/munimadrid

http://www.uniba.it/

http://www.inovaconsult.com/

http://www.creatuse.eu/

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CREDITS

Elaborated by Youth Europe Service

Inova Consultancy UK

Web content

Videography

Agencia Para el Empleo de Madrid

Kirşehir Valiliği

Contribution to contents AidLearn, Consultoria em Recursos Humanos

Lda.

Euro-Idea Fundacja Społeczno-Kulturalna

Content Revision and Methodological

approach

Università degli Studi Di Bari Aldo Moro

English Language revision Inova Consultancy UK

Design and layout Euro-Idea Fundacja Społeczno-Kulturalna

Translation (in your national version)

Revision (in your national version)

Etc, (in your national version)

delete unnecessary

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INTRODUCTION

CHAPTER 1 - Creative Problem Solving Methodology

What is Creative Problem Solving (CPS)?

Creative Problem Solving: the key words

Why is Creative Problem Solving important?

The CPS framework

The principles of Creative Problem Solving

More about creativity

Learning about creativity

CHAPTER 2 - CPS Methodology for Urban Sharing Lifestyles: Let’s think creative and sustainable

Creative Problem Solving and Urban Sharing Lifestyles

Creative thinking: training, exercises and tools

Exercises for Creative Skills

Random images

Methodology to build up creative thinking skills

Think outside the box

Approach to think creatively together

Parallel thinking

Technique to think about complex issues together

Six thinking hats

BREAKING NOTES CONSIDERATIONS

CONTENTS

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9

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12

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15

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CHAPTER 3 - Neuro-Linguistic Programming

Introduction

What does NLP stand for?

But what is NLP, really?

The Pillars of NLP

Understanding paradigms and the production of meaning

The Presuppositions of NLP

Neuroplasticity

The NLP Communication Model

Developing communication strategies through NLP

What is Rapport?

Eye Accessing Cue Chart tool

Clean language

CHAPTER 4 - Neuro-Linguistic Programming for Urban Sharing Lifestyles

Using NLP for Urban Sharing Lifestyles

Rapport

Reframing

Strategy

NLP values in Urban Sharing Economy

Applying NLP in real contexts

Exercise : Urban sharing projects

NLP for Urban Sharing Lifestyles – example development

Conclusion

Bibliography

Web Content

Videography

CONTENTS

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INTRODUCTION

3 S H A R I N G A N D

C O L L A B O R A T I V E

CONSUMPTION may

become alternative lifestyles, stimulating the

sharing of products and services and promoting

sustainable lifestyles and the reduction of

individual ownership and consumerism;

4 CREATIVITY is a

critical skill that can be taught

through a specific methodolo-

gy starting from the understanding of the

importance of creative problem solving in daily

life and stimulating the use of alternative solu-

tions and practical exercise to test and learn to

think outside of usual cognitive schemes.

INTRODUCTION

1 The proportion of the URBAN

POPULATION of the overall

population in Europe is expected

to reach up to 80% in the next

years (ref. European Environment Agency);

Th e CREATUSE project was developed after the consideration of four main aspects:

2 ACTIVE PARTICIPA-

TION AND SOCIAL

INCLUSION are increasingly

important for a higher common benefit by

changing the relationships within citizens living

in the same urban area;

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T he role of CREATIVITY in this

context is essential; “SHARING” is, in fact, a

creative rethinking of lifestyles that are no

longer sustainable. The Creatuse methodology is

concerned with alternative approaches to the

waste and excesses of the consumerist society

to preserve the environment, especially in urban

contexts. An excerpt from the project’s proposal

summarizes the key aspects of the analysis

proposed:

INTRODUCTION

C R E A T

I V I T Y .

T he PROJECT is about the learning

to be creative in Urban areas thanks to the

improvement of the level of key competences

and skills of citizens. In effect, the beneficiary is

anyone living in an urban area and that want to

find creative and alternative ways to feel more

active, connected with the neighbours and also

to find a local job coming from a stimulated

entrepreneurship e.g. social enterprises.

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...

A METHODOLOGICAL

INTRODUCTION

INTRODUCTION

T his interactive guide introduces the

Creative Problem Solving (CPS) methodology

(chapters 1 and 2) and the Neuro-Linguistic

Programming (NLP) (chapters 3 and 4).

Nonetheless, its added value consists of sug-

gesting the exploitation of such techniques at

an urban level regarding the issues of sustai-

nability, active participation, enterprises and

job creation in social and sustainable sectors.

T he novelty of the work lies therefore in the

attempt to connect such techniques to empirical

situations at the urban level and, consequently,

to provide relevant stakeholders with new ways

to foster collective well-being. As indicated in the

previous guide, the sharing economy and

collaborative consumption might represent

desirable alternatives to the standard state of

affairs, especially when they valorise non-

capitalist scenarios, namely ones that are more

centered on people, sustainability and on the val-

ue of resource sharing.

S pecifically, CPS is a multidisciplinary

approach that deals directly with the stimulation

of the ability to use creativity as critical skill while

facing difficult situations.

Through this methodology, anyone is stimulated

to have confidence to use creativity to solve

problems in daily situations. At the basis of this

guide lies the idea that CPS can be applied in

critical areas of socio-institutional and economic

development in Europe i.e. urbanisation, active

citizenship, sustainability, consumption trends.

N LP is an approach to communication,

personal development and psychotherapy,

developed in the United States in the 1970s,

claiming that neurological processes ("neuro"),

language ("linguistic") and behavioural patterns

learned through experience ("programming") can

be modified to achieve specific goals in life. Used

in combination with CPS, this approach can

contribute stimulating the behavioural changes

and attitudes needed to generate ideas for

sustainable urban lifestyles and put these ideas

into action.

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Solving

Methodology

Creative Problem

CHAPTER 1

CHAPTER 1 - CREATIVE PROBLEM SOLVING METHODOLOGY

IT IS A METHODOLOGY BASED ON A MULTIDISCIPLINARY APPROACH DEALING WITH THE ROLE OF

CREATIVITY, INNOVATION AND PROBLEM SOLVING IN VARIOUS SITUATIONS OF DAILY LIFE

WHAT IS CREATIVE PROBLEM SOLVING (CPS) ?

PISA 2012 defines problem-solving competence as:

“…an individual’s capacity to engage in cognitive processing to understand and resolve problem

situations where a method of solution is not immediately obvious. It includes the willingness to

engage with such situations in order to achieve one’s potential as a constructive and reflective citi-

zen.” (1)

ref. http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-v.htm

http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-v.htm

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S econd, where a method of solution is

not immediately obvious. This part of

the definition corresponds to the

definition of the “problem” as a situation in

which the goal cannot be achieved by merely

applying previously learned procedures (Mayer,

1990).

From this definition, it is possible to identify some key elements:

F irst, an individual’s capacity to engage in cognitive processing to understand and

resolve problem situations: Problem solving begins with recognising that a problem

exists and establishing an understanding of the nature of the situation. It requires the

individual or group to identify the specific problem(s) to be solved, plan and carry out a solution,

as well as monitor and evaluate progress throughout the activity. The verbs “engage, understand

and resolve” underline that, in addition to the explicit responses to problems, the assessment

measures individuals’ progress towards solving a problem, including the strategies they employ.

Where appropriate, these strategies are tracked through behavioural data captured by a

computer.

T hird, … it includes the willingness to

engage with such situations. This last

sentence of the definition underlines

that the use of knowledge and skills to solve a

problem depends on motivational and affective

factors as well (Mayer, 1998; Funke, 2010).

It follows that students’ willingness to engage

with novel situations is an integral part of

problem-solving competence. Motivational and

affective factors are a distinct focus of the

background questionnaire, which uses students’

answers to measure their perseverance

(whether they agree or not with the statement

“When confronted with a problem, I give up

easily”, and other similar statements) and

openness to problem solving (“I like to solve

complex problems”).

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CREATIVE PROBLEM SOLVING: THE KEY WORDS

P ROBLEM

The Cambridge Dictionary defines

PROBLEM as a situation that causes

difficulties. Peter Honey, a psycholo-

gist, defines a problem as the difference

between what you’ve got and what you want.

S OLVING

SOLVING is immediately

connected with PROBLEM. It is

in fact natural to look for an

answer/action to stop or remove

the problem.

C REATIVE

The word CREATIVE implies to bring into a situation something that was not there before,

that has elements of newness. CREATIVITY refers to the introduction of something in a

context that has value. It is important not to confuse creativity and ART, even though ART is usually

new and has value. In this specific project, creativity is about new ideas and not about the creativity

of art that involves aesthetic, excellence and skills/attitudes that cannot be learned. (5)

The IDEA CREATIVITY we are talking about can be taught, learned

and practiced in large contexts such as the one we are going to

analyse in connection with the need to solve problems.

SOLVING

CREATIVE

PROBLEM

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C reative thinking is not the universal

antidote to solve all problems but it

offers ways to examine problems that

force us to find alternative solutions in a context

where few solutions are often available.

Following Linus Pauling, a chemist, biochemist

and peace activist winning 2 Nobel Prizes: “The

best way to have a good idea is to have a lot of

ideas.”

Usually we use the word problem as a reason for

not to do something. The word challenge

denotes a hurdle which needs to be overcome

and in the process, we may

become better people and

better citizens.

F or example, start uppers should adopt

this kind of approach if they want to

be successful and instead of looking

at problems they will encounter, they will

perceive them as challenges and can turn them

into opportunities instead of setbacks. Thus,

perception is crucial for the entrepreneur: what

everyone else may see as a problem or a threat,

the entrepreneur sees as a challenge to be

turned into an opportunity. Suppose that it is

forecasted that next weekend it is going to rain,

to someone who is organising a garden party

that is a threat; to a shop that sells raincoats

and umbrellas, it is a major opportunity - the

shop manager would be successful by stocking

up for the weekend.

WHY IS CREATIVE PROBLEM SOLVING IMPORTANT?

A starting point would be to start considering

problems as challenges.

challenge

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A lex Faickney Osborn - an advertising executive, writer and creativity theorist - is credited as

the person who originally developed CPS. Osborn’s contributions which influenced later

research started in the 1930s. After 50 years of research, development and experience in

many different programs and settings, a framework was developed by the intensive work of several

researchers such as Scott G. Isaksen, K. Brian Dorval and Donald J. Treffinger. (2)

CPS can be described at several different levels. It is composed of four components representing

general areas or categories of activities people deal with when they solve problems creatively.

THE CPS FRAMEWORK

The Process Components of CPS are:

The Management Component is:

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THE CPS

FRAMEWORK

C Preparing for Actions

It is time to translate interesting and

promising ideas into useful, accepta-

ble and implementable actions. It is composed

of two stages:

Developing Solutions: find ways to develop and

strengthen promising possibilities by analyzing,

evaluating, prioritizing and refining some

promising ideas.

Building Acceptance: it challenges us to look at

options through the eyes of others and to

examine the potential solutions in ways that

will lead to effective solutions. The major

concerns are about follow-through,

commitment and obtaining support for the

solution while minimizing or reducing potential

objections and resistance.

d PlanningYourApproach

his is the management component of

the CPS that includes the efforts to

monitor the thinking, manage the choices, tools

and process and also modify your actions

for a maximum effectiveness. It includes two

stages:

Appraising tasks: this is the phase where to

determine whether CPS is a promising choice

for dealing with any particular tasks by taking

into account: commitments, constraints and

conditions but also the people involved, desired

results, context and methods available.

Designing Process: this is the phase where we

may customize the approach to applying CPS.


a Understanding the

Challenge

It is composed of three stages:

Constructing Opportunities: identification and

selection of broad, brief and beneficial goals for

your purpose – What is the challenge,

opportunity, or concern on which you are going

to be working?

Exploring Data: examination of many sources of

data to gather information, impressions,

perceptions and feelings from a variety of

points of view.

Framing Problems: this stage helps to develop

workable, stimulating and specific problem

statements. It helps to identify a pathway to

help to move toward an image of the desired

outcome.

b Generating Ideas

This is about the production of many,

varied and unusual ideas. It is the pha-

se when it is possible to identify ideas with inte-

resting potential to develop or use.

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C onvergent thinking is a term coined

by Joy Paul Guilford as the opposite

of divergent thinking. It generally

means the ability to give the "correct" answer to

standard questions that do not require

significant creativity, for instance in most tasks

in school and on standardized multiple-choice

tests for intelligence.

D ivergent thinking is a thought

process or method used to generate

creative ideas by exploring many

possible solutions. It is often used in conjunction

with its cognitive opposite, convergent thinking,

which follows a particular set of logical steps to

arrive at one solution, which in some cases is a

‘correct’ solution. By contrast, divergent thinking

typically occurs in a spontaneous, free-flowing,

“non- linear” manner, such that many ideas are

generated in an emergent cognitive fashion.

Many possible solutions are explored in a short

amount of time, and unexpected connections

are drawn. After the process of divergent thin-

king has been completed, ideas and information

are organized and structured using convergent

thinking. One of the principal elements of Diver-

gent Thinking is the ability to generate novel

ideas in a short period of time. Divergent thin-

king also means being able to think outside the

box, making associations that seem less possi-

ble to others. Divergent thinking also implies

originality and the ability to come up with

additional details regarding a potential solution.

THE PRINCIPLES OF CREATIVE PROBLEM SOLVING

CONVERGENT THINKING

DIVERGENT THINKING

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“ vertical” logic

(the classic method for problem

solving: working out the solution

step- by-step from the given data)

OR

“ horizontal” imagination

(having many ideas but being

unconcerned with the detailed

implementation of them)

LATERAL THINKING (4)

C oined in 1967 by Edward de Bono,

lateral thinking is concerned with

solving problems through an

indirect and creative approach, using reasoning

that is not immediately obvious and involving

ideas that may not be obtainable by using only

traditional step-by- step logic. According to de

Bono, lateral thinking deliberately distances

itself from standard perceptions of creativity as

either:

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A fter introducing the word CREATIVITY,

it is essential to proceed to an

in-depth analysis to further structure

the Creative Problem Solving methodology.

Most people can readily come up with informal

definitions of creativity. They often associate

creativity with words such as new, unusual,

ideas, out of the ordinary, imagination, unique,

exciting, wacky, open, fuzzy, or something

radically different. it is common for them to

relate creativity to arts: composing or performing

plays, making great sculpture, the paintings of

the masters, writing great literature, composing

and performing music, and the like. It’s a word

that often has a great deal of positive power and

energy associated with it, within and across

cultures.

On the other hand, it is unusual for people to

associate creativity with words such as

usefulness, value, and purposeful. When we

probe further, we find that some people often

perceive creativity as something not very

worthwhile, and in some cases, even as

something quite negative. Specifically, there are

the following MYTHS people hold about

creativity:

MORE ABOUT CREATIVITY

C R E A

T . I V I

T Y

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O ther people believe that creativity is

something MAGICAL, which only a few

gifted people really have. This suggests

that creativity is a trick that certain people know and

if you talk about how the trick is done you will take

away the “magic.” If you hold this belief, you separate people into two groups: those who have it and

those who do not. This myth also discourages people from discussing how they use their creativity or

how they can nurture it in others.

MYSTERY

S ome people believe that creativity

is something so MYSTERIOUS it cannot

be studied productively. They believe creativity comes from an external source over which

the individual has no control. This becomes a problem when it inhibits or interferes with their desire

ability to make sense of their own creativity and how they might use it.

MAGIC

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“There is nothing as powerful as an idea whose time has come.”, Victor Hugo - French poet, novelist,

and dramatist

“Doubt is not a pleasant condition, but certainty is absurd.”, Voltaire - writer, historian, and

philosopher

“Man is most nearly himself when he achieves the seriousness of a child to play.”, Heraclitus - ancient

Greek philosopher

“The best way to have a good idea is to have a lot of ideas.”, Linus Pauling - chemist, biochemist, pea-

ce activist winning 2 Nobel Prizes

A third common myth is that

creativity is linked with MADNESS.

In other words, to be creative,

you are probably weird, strange, or abnormal.

This suggests that creativity is an unhealthy

behavior, which should be avoided. In the face of so many common myths and misconceptions,

it is a wonder that creativity has been studied seriously at all.

MADNESS

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D o you know that CREATIVITY is a skill that can be learned, stimulated, developed and

applied?

To Build Creative Confidence, one has to overcome the fears that could block each person:

Fear to go outside the comfort zone – normal for adults e.g. journey of a hero

Fear of what other people might say – judgement – self censorship – self judgement

Fear of actually starting some activities –not leave it on a piece of paper

Fear of not being in control – anxiety – no need to be in control all the time.

It is also important to accept that:

Certain ideas are not good

Other people might have better ideas

LEARNING ABOUT CREATIVITY

Train

your

brain

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CHAPTER 2 - SHARING

There are different ways to measure creativity. (8) One interesting point of view includes

the analysis of four different BASIC CREATIVE SKILLS such as:

FLUENCY:

Ability to produce many ideas

FLEXIBILITY:

Ability to produce a varied mix of ideas

ELABORATION:

Ability to add detail, depth, mixtures of

viewpoints or perspectives

ORIGINALITY:

Uniqueness, novelty, newness, creative-


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CHAPTER 2

CHAPTER 2 - CPS METHODOLOGY FOR URBAN SHARING LIFESTYLES: LET’S THINK CREATIVE AND SUSTAINABLE

CREATIVE PROBLEM SOLVING METHODOLOGY

and

URBAN SHARING LIFESTYLES

A 2010 IBM poll of 1,500 CEOs from

60 countries and 33 industries have

identified creativity as the most

crucial skill for future success and leadership

competency. Creativity is a critical skill that can

be taught through a specific methodology and

practical exercises to test and learn to think

outside the usual mental schemes.

CPS is a multidisciplinary approach that deals

directly with the stimulation of the ability to use

creativity as a critical skill while someone faces

a difficult situation in everyday life.

T hrough the methodology, anyone is

stimulated to build a confidence in the

use of the creativity that could be

applied to any daily life situation.

CPS could be exploited at an urban level for

fostering environmental-friendly production and

consumption patterns, for stimulating citizens’

active participation and for creating the basis for

the entrepreneurship in social and sustainable

sectors.

CPS Methodology for

Urban Sharing Lifestyles:

Let’s think creative and

sustainable

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T he next few pages present some

exercises that can help people to

develop their CPS methodology and

apply it to the specific context of URBAN

SHARING LIFESTYLES. Let us train our creativity.

Within a wide range of tools, methodologies and

exercises, the most suitable for the purpose of

the present work are the following:

(After each activity, there are some background

reflections in order to explain the methodology

and the approach used but also to focus it in

connection to context of the guide (ref. Urban

Sharing Lifestyles)

RANDOM IMAGES: an exercise to

understand how creativity works and how

anyone can be creative

THINK OUTSIDE THE BOX: a methodology

used to build up your creative thinking skills

PARALLEL THINKING: an approach to think

creatively together

SIX THINKING HATS: a technique used to

think about complex issues .

At the basis of this guide lies the idea that CPS can find application in some critical areas of

socio-institutional and economic development in Europe: i.e. urbanisation, active citizenship,

sustainability, consumption trends.

In this chapter, we introduce several TOOLS, METHODOLOGIES AND EXERCISES from CPS

methodologies with the specific goal to try and think about possible improvements and

changes in urban areas’ lifestyles.

CREATIVE THINKING: TRAINING, EXERCISES AND TOOLS

CREATIVITY is a skill that can be learned, stimulated, developed and applied

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E xercises for Creative Skills

RANDOM IMAGES

TASK DESCRIPTION

You have 90 seconds to complete the

next exercise:

Two RANDOM IMAGES WILL BE

SHOWN.

Your goal is TO LIST AS MANY USES AS

POSSIBLE FOR THE OBJECTS in the

image.

BE CREATIVE!!!

SUGGESTIONS

List whatever you can do with the object no matter

of the size is little or big.

Imagine that you are going to receive a large

amount of the objects delivered at your home.

Try not to just think of the typical uses of the

object; try to think of different, creative uses.

REMEMBER that there is no right solution.

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EXERCISE 1

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EXERCISE 2

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This exercise is used as an introductory game to understand something about creativity.

It is essentially a warm up activity.

It is used to measure one of the basic creative skills described in the previous chapter: FLUENCY.

The first image is a well known object, in connection to the need to think creatively within a comfort

zone.

The second image is an image connected to Urban areas: a place where it’s possible to meet

someone in your own neighborhood.

BACKGROUND REFLECTIONS ON RANDOM IMAGES

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Empirical scientific studies show that creative thinking training

will only lead to a change in the behaviour of individuals and the

culture of an organization if the following criteria are met:

• The training ensures that the basic principles of creative

thinking are accepted and applied by the participants.

The training connects creative thinking techniques and tools

with a model of the creative process so that the participants

know when to use which tool and develop an understanding of

the creative process.

METHODOLOGY TO BUILD UP CREATIVE THINKING SKILLS

T H I N K O U T S I D E THE B O X

x o x

x o x

o x o

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o

x o x

x o x

o x o


T H I N K O U T S I D E THE B O X (6)

One of the best ways to build creative thinking skills is to use exercises that encourage “out-of-the-

box” thinking.

This means to think beyond usual ways of thinking.

The term “box” represents the constraints of our traditional or standard thinking. So to think

outside the box is to think in new ways, to be PROVOCATIVE in developing a concept or to see a

problem and view it and design a solution in a different way than we usually do it.

The main reason we think inside the box is because the brain forms patterns and every time we

are faced with an issue the brain taps into those patterns to come up with a solution.

This is a capability that has to be worked on – we are all used to our respective “boxes”. However,

by continually searching for ideas, different ways of addressing the problem we are faced with, we

can move outside the box.

Through thinking outside the box, “failure” does not exist, what exists are learning experiences.

Some leading US companies promote slogans such as fail and fail cheaply.

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E X E R C I S E 1

What kind of ideas can you generate in the following contexts– remember to be provocative and to

think outside the box!!

You are assigned by your neighbourhood committee as a motivator in the activation of public

participation.

a) How can you attract the attention of your neighbourhood?

b) How can you share and show publicly the ideas of different neighbours?

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PROVOCATION has an essential role in moving out of our comfort zone in order to discover

something new;

Failure has to be considered as a step forward success.

The above exercise may take place in an urban area; two challenges are must be faced in order

to promote active participation from citizens:

Detect the attention;

Share the ideas.

BACKGROUND REFLECTIONS ABOUT THINK OUTSIDE THE BOX

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As anticipated, parallel thinking implies:

Getting everyone focused on using the same thinking tool at the same time.

Encouraging the sharing of information.

Prompting a group to pool all of their ideas rather than defending one point of view.

Parallel thinking is defined as a thinking process where focus is split in specific directions. When

occurring in a group, it effectively avoids the consequences of the adversarial approach (as used in

courts). In adversarial debate, the objective is to prove or disprove statements put forward by the

parties (normally two). This is also known as the dialectic approach. In parallel thinking, practitioners

put forward as many statements as possible in several (preferably more than two) parallel tracks. This

leads to exploration of a subject where all participants can contribute, in parallel, with knowledge,

facts, feelings, etc. Crucial to the method is that the process is done in a disciplined manner, and that

all participants play along and contribute in parallel. Thus, each participant must stick to the specific

track.

APPROACH TO THINK CREATIVELY TOGETHER

P A R A L L E L T H I N K I N G

From Adversarial

After the previous exercise, it is clear that to build up a better community, living in the same urban

area, it is essential to focus the attention to a parallel thinking approach.

To Parallel

33



This is not an exercise but mainly an attitude:

To drive the thinking to the same direction;

To share ideas;

To pool ideas.

This approach is essential every time you are thinking about urban sharing lifestyles.

Lifestyle changes in an urban context must be developed from a local level, in your neighbourhood or

community and not at a larger scale or global level. Only when implemented at this level is it possible

to activate a networking with similar activities already present in other areas and zones.

BACKGROUND REFLECTIONS ABOUT PARALLEL THINKING

34


Thinking hats are a technique for thinking about complex issues. The approach is based on the

assumption that when people think about complex issues, they are overcrowded with emotions, logic,

data, hopefulness, and creativity. Six Thinking Hats is a system designed by Edward de Bono which

describes a tool for group discussion and individual thinking involving six coloured hats. Six Thinking

Hats and the associated idea of parallel thinking provides a means for groups to plan thinking

processes in a detailed and cohesive way, and in doing so - think together more effectively.

The premise of this method is that the human brain thinks in a number of distinct ways which can be

deliberately challenged, and hence planned for use in a structured way allowing one to develop tactics

for thinking about particular issues. De Bono identifies six distinct directions in which the brain can be

challenged. In each of these directions the brain will identify and bring into conscious thought certain

aspects of issues being considered (e.g. gut instinct, pessimistic judgement, neutral facts). None of

these directions are completely natural ways of thinking, but rather how some of us already represent

the results of our thinking. Since the hats do not represent natural modes of thinking, each hat must

be used for a limited time only. Additionally, some will feel that using the hats is unnatural,

uncomfortable or even counterproductive and against their better judgement.

A compelling example presented is

sensitivity to "mismatch" stimuli. This is

presented as a valuable survival instinct,

because, in the natural world: the thing

that is out of the ordinary may well be

dangerous. This mode is identified as the

root of negative judgement and critical

thinking.


TECHNIQUE TO THINK ABOUT COMPLEX ISSUES TOGETHER

SIX THINKING HATS (3)

35


According to de Bono, the benefits of the Six Thinking Hats are used to:

Separate out thinking so we can do one thing at a time;

Ask people to switch thinking from one mode to anothe;

Separate ego from performance.

The thinking hats represent six critical views for thinking about any complex issue. Let us consider

them one by one:

• The White Hat— Neutral and objective, this hat is concerned with data and an analytical view.

Most of us are stuck here.

INFORMATION

• The Red Hat— this hat represents the emotional view.

FEELINGS, INTUITION, INSTINCT

• The Black Hat— the “devil’s advocate” hat, this is the cautious or/and sceptical view.

RISKS, DIFFICULTIES AND PROBLEMS

• The Yellow Hat— this hat represents the completely positive, optimistic view.

BENEFITS AND FEASIBILITY

• The Green Hat— the creative hat is for new ideas and perspectives.

CREATIVE AND ALTERNATIVE THINKING

• The Blue Hat— the blue hat is the organizing, synthesizing hat- representing overviews, summaries

and conclusions.

MANAGING THE THINKING


SIX THINKING HATS

Let’s try to think about yourself, which two hats do you feel most comfortable using?

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E X E R C I S E 1

LET US USE THE THINKING HATS

EXPERIENCE THE WHITE HAT

FACTS

CONTEXT: Thefts in apartments are in the rise in your neighbourhood.

QUESTION: What do we know? What do we need to know?

ACTIVITY: Imagine you’re a journalist; describe the ongoing situation by avoiding any personal

position and judgement.

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E X E R C I S E 2


EXPERIENCE THE RED HAT

FEELINGS

CONTEXT: In your neighbourhood, the Municipality has just decided to sell to a public wilderness

area to private investors;

the decision is going to increase the number of buildings in the area.

QUESTION: How do you feel?

ACTIVITY: Try to list your feelings, intuitions, deliberate thinking both positives and negatives.

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E X E R C I S E 2


EXPERIENCE THE YELLOW HAT

BENEFITS

CONTEXT: In your neighbourhood, some TIME BANKING activities have been launched thanks to

the involvement of some active citizens and their willingness to share some of their free

time to help the community.

QUESTION: What are the benefits/positive impacts of this activity?

ACTIVITY: Try to list and describe all the positive benefits and impacts of TIME BANKS activities

with a special focus on the community’s point of view.

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E X E R C I S E 2


EXPERIENCE THE BLACK HAT

CAUTIONS

CONTEXT: In your neighbourhood, some TIME BANKING activities have been launched thanks to

the involvement of some active citizens and their willingness to share some of their free

time to help the community.

QUESTION: What are the risks and weaknesses of this activity?

ACTIVITY: Try to find the possible risks and weak points to the effectiveness of TIME BANKS.

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E X E R C I S E 2


EXPERIENCE THE BLUE HAT

PROCESS

CONTEXT: A public meeting has been organised in your neighbourhood to discuss a new method

for recycling waste and collecting garbage.

QUESTION: How do you organise the event?

ACTIVITY: Imagine you are in charge of preparing the agenda by describing the points to be di

scussed with specific evidence to the challenge for the community.

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E X E R C I S E 2


EXPERIENCE THE GREEN HAT

CREATIVITY

CONTEXT: An abandoned PUBLIC AREA is going to be soon available for the benefit of the

neighbourhood

QUESTION: What are the possible INNOVATIVE ideas?

ACTIVITY: Try to generate some ideas for how the new area could be used to benefit your com

munity.

42



The methodology is well known and used extensively for educational purposes.

Problems are best solved by thinking about them in an orderly fashion, by intentionally looking at the

problem and the solution with intentionally different angles, then switching to new angles. In effect,

when you run into a roadblock in solving a problem, putting on a different ‘hat’ might help.

The exercises are clearly focused on possible activities in urban areas and neighbourhoods starting

from a more neutral point of view. By contrast, the last exercise is completely creative.

If your community group is facing a challenge which needs to be approached in a new way, try this

exercise at your next meeting. Debate the issue together, with each person taking one of De Bono's

hats and sticking to that given perspective. This can help you to come up with more varied ideas and

solutions to the challenge.

BACKGROUND REFLECTIONS ABOUT SIX THINKING HATS

43



The Creative Problem Solving methodology is quite complex and varied but it is effective when

connected to a specific purpose/goal.

The purpose selected and described in chapters 1 and 2 is related to innovation in urban areas

coming from community members’ initiative and intensive active participation.

In our opinion, this approach is not enough and it needs a change affecting a more personal and

intimate approach.

That’s the reason we’ve selected Neuro-Linguistic Programming (NLP) as a subjective learning tool,

taking into account the possibility to create value for the community in which urban citizens are living

in.

The following chapters are going to introduce NLP and apply it to Urban Sharing Lifestyles.


44


Neuro-Linguistic

Programming

CHAPTER 3

CHAPTER 3 - NEURO-LINGUISTIC PROGRAMMING

INTRODUCTION

INTRODUCTION

Introduction to NLP – Video by Inova Consultancy

Neuro-Linguistic Programming was developed by Richard Bandler and Dr. John Grinder in the 1970s.

Bandler, a master’s level student of information sciences and mathematics, and Grinder, a professor

of linguistics, studied those who they considered to be excellent communicators.

NLP’s history is rooted in therapy, through an interest in understanding how good therapists could get

through to difficult patients by the ways they communicated. Bandler and Grinder systematically

studied world-renowned psychotherapists such as Virginia Satir (developer of Conjoint Family

Therapy), Fritz Perls (founder of Gestalt Psychology) and Milton H. Erickson (a key figurehead in the

advancement of clinical hypnotherapy). Bandler and Grinder also drew inspiration from linguists

such as Noam Chomsky and Alfred Korzybski, psychotherapist Paul Watzlawick and social

anthropologist Gregory Bateson. (14)

http://www.creatuse.eu/wp-content/uploads/2017/02/Introduction-to-NLP-Creatuse-Project-Copia.mp4

http://www.creatuse.eu/wp-content/uploads/2017/02/Introduction-to-NLP-Creatuse-Project-Copia.mp4

45



Today, NLP focuses on the applications rather than many of its’ theoretical models.

Experts in one field often incorporate NLP tools and take them into their own fields.

NLP can help to encourage new thinking and choice making and acknowledges the

positive intentions underlying all actions. It can be utilised as a tool for changing

paradigms (or ways of thinking), understanding others and building social cohesion.

NEURO LINGUISTIC

PROGRAMMING.IONS

VIDEO by Richard Bandler

WHAT IS NLP?

https://www.youtube.com/watch?v=8vlcsFJyEXQ





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WHAT DOES NLP STAND FOR?

N EURO

Concerns our neurological system,

or nervous system, through which

we gather and process information,

consciously and unconsciously via

our 5 senses:

Sight – Visual

Hearing – Auditory

Touch – Kinaesthetic (although Kinaesthetic

also refers to emotions)

Smell – Olfactory

Taste Gustatory

L INGUISTIC

Language and other non-verbal

systems by which we give

meaning to our Internal

Representations (IRs) of the

world. In NLP, linguistics is the study of how our

body language and our words influence our

experience.

P ROGRAMMING

The internal patterns, programmes and strategies we use to gain a specific result. These are

often unconscious and NLP can help us become more aware of these patterns and

reorganise our programming in order to get better outcomes.

This aspect draws heavily from learning theory and is concerned with how we mentally represent or

code our experiences. Our personal programming consists of internal processes and strategies which

we use to make decisions, learn, evaluate, and solve problems (14). Our internal programmes are very

much like a computer programme. We are programmed from an early age in how we see the world –

through our environment, parents, early experiences and so on. NLP can help us to recognise these

programmes, patterns, ‘set ways’ of thinking – so we can be more aware of our pre-conceived ideas

and how they may be affecting our behaviour.

N L P

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NLP can be described in a

variety of ways. The formal

definition of NLP is ‘the study

of the structure of your

subjective experience’ (14).

Here are a few more ways of

answering the question of

‘what is NLP?’:

The art and science of communication

The key to learning

The way to understand what makes you and other people

tick

The route to getting what you want in many aspects of life

The way to influence others with integrity

The manual for your brain

The secret of successful people

The method of creating your own future

The way to help people make sense of their reality

The toolkit for personal and organisational change

BUT WHAT IS NLP, REALLY?

Thinking process:

The way you use senses

to understand things

happening around.

NEURO

LINGUISTIC

Your language:

The way you use language & how it

influences you and those around.

PROGRAMMING

Your behaviour:

The way you organise

ideas and actions which

produces expected &

unexpected results.

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N LP is primarily based on four principles or ‘pillars’. Let us consider them.

Rapport: how we get on with and build relationships with other people. For example we

usually have good rapport with our friends and partners; people we want to spend time

with. If we can build rapport with others, in a work environment, it can help us achieve better results.

Sensory awareness: similar to mindfulness, being more aware of what’s happening around us and

using all our senses to be more aware of what other people are thinking or feeling.

Outcome thinking: focus on what we want to achieve or get, rather than our current problems

Behavioural flexibility: being able to see things from new perspectives, or approach a problem in a

new way instead of being stuck in our normal patterns. Think about a child trying to do a jigsaw – they

just try out all the pieces until they find one that fits. Image: The four pillars of NLP (14)


THE PILLARS OF NLP

Raport Sensory

Awareness

Outcome

Thinking

Behavioural

Flexibility

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You have rented out your apartment to a couple. After two days, you return to the house to find that

some damage has been caused to the front door. You phone the woman who stayed and she is

surprisingly unhelpful and somewhat rude. You must therefore utilise all your skills in regards to

building rapport with her before you can reach an agreement on paying for and fixing the door. You will

need to engage your senses, especially your ears to listen carefully to what she says, notice how to

control your emotions and feelings before you decide on your response. You must make your desired

outcome very clear in your mind - what do you want to happen following the conversation, for example,

do you want them to give you the money for the door or do you want them to pay someone to fix it?

Finally, you may have to be flexible in your behaviour, considering other options if you are not

successful in what you want to achieve the first time.

HERE IS AN EXAMPLE OF THE FOUR PILLARS OF NLP IN AN EVERYDAY SITUATION.

E X E R C I S E

Think of a time when you have had a problem communicating with someone or a difficult relationship

– using each of the four pillars, and reflect on this relationship. Did you have rapport? How engaged

were you in the conversation? Were you aware of the other person’s feelings or distracted by

something else? Did you have a clear idea of what you wanted from the conversation? Were you

willing to be flexible in your approach or in what you wanted to get?

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NLP is based on a number of ‘presuppositions’ or ‘convenient beliefs.’ Those who practice NLP adopt

these beliefs to help ease their journey through life. The idea is that if you always keep these in mind,

everyday problems which may get other people down will not affect your state of mind. There are

hundreds of these ‘pre-suppositions’ but this is a selection of those most useful for our purposes in

the Creatuse project.

1. Everyone has a unique model of the world.

2. Respect other peoples’ models of the world.

3. The map is not the territory.

4. People are not their behaviour.

5. The meaning of all behaviour is dependent upon the context it appears in.

6. All behaviour has a highest positive intention for the individual.

7. The most important information about a person is their behaviour.

8. Everyone is doing the best they can with the resources they have.

9. There are no un-resourceful people, only un-resourceful states.

10. Everyone has all the resources they need to succeed & to achieve their desired outcomes.

11. The person with the most flexibility of behaviour has the greatest influence on others.

12. There is no failure, only feedback.

13. Everyone is in charge of their mind and therefore their results.

14. The meaning of your communication is the response you get.

15. Resistance in a person you are communicating with, is a sign of a lack of rapport.

UNDERSTANDING PARADIGMS AND THE PRODUCTION OF

MEANING

THE PRESUPPOSITIONS OF NLP

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When we initially meet people who see the world differently to us it gives us ‘cognitive dissonance’

- the state of having inconsistent thoughts, beliefs, or attitudes, especially as relating to

behavioural decisions and attitude change. However, if we recognise and accept the fact that

everyone sees the world differently – it will bother us less! To exemplify:

What you see on the surface is not always what lies beneath

Do you see an old woman or a young lady? Or can you see both?

We usually start seeing one dominant image and get ‘stuck’ to only being able to see that one thing!

This can be the case in everyday life, where we are so used to seeing the world from our own point of

view that we forget to see things from other perspectives. It takes flexibility to see both images in the

picture and, in the same way; we need to keep our minds open to other possibilities and options in the

real world. This flexibility can be developed through reflection exercises and other NLP techniques.

Take a look at the following image. What do you see?

52


I t was previously thought that the brain was fully developed by age 3 and would not change after

– as they say, you can’t teach an old dog, new tricks! Now it is known that this is not the case.

The brain can always develop and is moulded throughout life by our experiences. Some

important facts are:

Neuroplasticity includes several different processes that take place throughout a lifetime.

Neuroplasticity has a clear age-dependent determinant.

Neuroplasticity occurs in the brain under two primary conditions:

During normal brain development when the immature brain first begins to process sensory informa-

tion and also via information received throughout adulthood (developmental plasticity and plasticity of

learning and memory).

As an adaptive mechanism to compensate for lost function and/or to maximize remaining functions in

the event of brain injury. The environment plays a key role in influencing plasticity.

Neuroplasticity does not consist of a single type of neurological change, but rather includes several

different processes that occur throughout an individual's lifetime. However, different types of plasticity

dominate during certain periods of one's life and are less prevalent during other periods. In addition to

genetic factors, the brain is shaped by the characteristics of a person's environment and by the

actions of that same person for example, using brain training exercises.


NEUROPLASTICITY

So what does Neuroplasticity mean for us? If we accept the fact that the brain can change and adapt

based on our circumstance then we can start to make active changes to how we think and behave.

Modelling is a good example of how NLP uses this – a technique to help individuals achieve a

change. This is how children learn – they copy

what they see adults do around them!

NEUROPLASTICITY

Video by sentis

https://www.youtube.com/watch?v=ELpfYCZa87g

https://www.youtube.com/watch?v=ELpfYCZa87g

http://www.greattransition.org/publication/%20%20debating-the-sharing-economy

53



THE NLP COMMUNICATION MODEL

PHYSIOLOGY

INTERNAL

REPRESENTATION

STATE

BEHAVIOR

EXTERNAL

EVENT

TIME / SPACE

MATTER / ENERGY

LANGUAGE

MEMORY

DECISIONS

MWTA PROGRAMS

VALUES

& BELIEFS

ATTITUDES

FILTERS

DELETE

DISTORT

GENERALIZE

The NLP Communication model is also referred to as the Meta Model of NLP. The way we experience

the world through our senses (for example, what we see, smell or hear) is filtered through our past

experiences and affects our behaviours.

54



The NLP Meta Model describes the way that when people speak. Three processes happen

naturally: deletion, distortion and generalisation. This allows us to explain our experiences in

words more easily – otherwise we would be very long winded! The following tables present

the structures, associated questions and outcomes of the processes of distortion, generalisa-

tion and deletion.

D I S T O R T I O N S

Surface Structure Question/ Deep Structure Outcome

Mind Reading

(Knowing someone’s internal state –

but not saying how)

For example, “She doesn’t like me.”

How do you know she does not like

you?

Recovers the source on

information

Lost Performative

(Value judgements – where the

person doing the judging is left out)

For example, “It’s bad to be rich.”

Who says it’s bad?

According to who?

How do you know it’s bad?

Gathers evidence criteria

Recovers missed info

Cause – Effect

Where cause is wrongly put outside

self

For example, “He makes me mad.”

How does what he’s doing cause you to

choose to feel mad?

Or – how specifically?

Recovers choice

Complex Equivalence

Two experiences are interpreted as

being synonymous

For example, “She’s always yelling at

me, she doesn’t like me.”

How does her yelling mean she doesn’t

like you?

Have you ever yelled at someone you

like?

Gives a counter example

Presuppositions

For example, “If my husband knew

how much I suffered, he wouldn’t do

that.”

How do you choose to suffer?

How is he reacting?

How do you know he doesn’t know?

Put back at cause

What does he do?

Bust the mind-read

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Deletion is also referred to as selective attention. We leave out key details to improve our

efficiency. However, this can cause a problem when we get into the habit of always deleting

certain information, for example, always paying attention to criticisms and not taking note of

compliments. Being aware of deletions can also help us to better clarify issues in

communication.

G E N E R A L I S A T I O N S

Universal Quantifiers

All, every, never, everyone, no-one etc.

For example, “He never talks to me.”

Exaggerate the universal quantifier and find

counter examples...

Never?

What would happen if he did?

Recover counter

example – effects

outcome

Modal Operators

For example, “I have to work hard, or “I

can’t stop smoking.”

What would happen if you didn’t?

...Or?

What prevents you?

What would happen if you did?

Recover effects/outcome

Recover causes

D E L E T I O N S

Nominalisations:

Process words, verbs turned in to

nouns

For example, “We have a problem

with our communication.”

Who’s not communicating what to

who?

How would you like to communicate?

Turns the verb back in to a process,

recover the deletion.

Unspecified Verbs:

For example, “He rejected me.”

How specifically did he reject you? Specify the verb

Comparative Deletion:

For example, “That’s expensive!”

Compared to what? Recover comparison

E X E R C I S E

Can you think of some generalisations? Why do you think that these are restrictive?

Generalisations are important – they are similar to stereotypes – we need them to make sense of the

world.

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I n order to understand how people communicate, it is important to understand how they

develop communication strategies. This can be in combination with the NLP communication

model above to effectively communicate with other project members and community

members.

People experience the world through their five senses – visual, auditory, kinaesthetic, olfactory and

gustatory. This system is called primary representational system. It influences how people learn as

well as how they present their external world inside their head. Different people have different

systems. Let us analyse the Characteristics of representational systems.

V: Visual A: Auditory K: Kinaesthetic Ad: Auditory Digital

DEVELOPING COMMUNICATION STRATEGIES THROUGH NLP

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People with a primary visual representation system often stand or sit with their heads and/or bodies

erect, with their eyes up. They will be breathing from the top of their lungs. They will often sit forward in

their chair and tend to be organised, neat, well-groomed and orderly. They memorise by seeing

pictures and are less distracted by noise. They often have trouble remembering verbal instructions

because their minds tend to wander. A visual person will be interested in how things look.

Appearances are important to them.

V: VISUAL

A: AUDITORY

Auditory people will often move their eyes sideways. They may breathe from the middle of their chest.

They typically talk to themselves, and are often easily distracted by noise. They can repeat things back

to you easily, they learn by listening, and usually like music and prefer talking on the phone. They

memorise by steps, procedures, and sequences. Auditory people prefer to be told how they are doing,

and respond to a certain tone of voice or set of words. They will be interested in what you have to say

about things.


58



Kinaesthetic people will typically be breathing from the bottom of their lungs so you will see their

stomach go in and out when they breathe. They often move and talk very slowly. They respond to

physical rewards and touching. They also stand closer to people than a visual person. They memorise

by doing or walking through something. They will be interested in things if they feel right or if you give

them something they can grasp.

K: KINAESTHETIC

AD: AUDITORY DIGITAL

Auditory digital learners will spend a fair amount of time talking to themselves. They will want to know

if things “make sense”. The auditory digital person can exhibit characteristics of the other major

representational systems.

THE ELEMENTS OF OUR MESSAGES

PHYSIOLOGY

TONALITY

WORDS


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10% of communication is through words including key words and phrases, sharing common

experiences, giving examples, telling stories, values and beliefs.

35% of communication is through the pitch, speed, volume and rhythm of our voices. For example, a

sentence that goes up at the end usually means a question; one that is moderate or flat usually

means a statement; and one that goes down at the end is usually a command.

TONALITY OF VOICE

WORDS

The words we use are a tiny part of how we communicate.

PHYSIOLOGY

55% of communication is by the way we move and hold our body, including posture, head tilt, facial

expressions, blinking, gestures and breathing.

Let us watch this video of Barack Obama and observe the way he uses tonality, words and physiology.

Barack Obama is a good example of techniques one can use to effectively build rapport with others, he

has a charismatic appeal to his character that people find appealing and admirable.

OBAMA SPEECH

Video


https://www.youtube.com/watch?v=hWQNOB070ns

https://www.youtube.com/watch?v=hWQNOB070ns

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R apport (noun) is defined as a close and harmonious relationship in which the people or

groups concerned understand each other's feelings or ideas and communicate well. i.e.

"she was able to establish a good rapport with the children" (17) . It is synonymous with

the words affinity, close/special relationship, (mutual) understanding, bond, empathy, sympathy, link,

accord. It derives from the French verb rapporter, which means ‘to return or bring back’. i.e. “I’m like

you therefore you can like me.” The basis of rapport is that when people are like each other, they like

each other. When you like someone, you are more willing to assist them in getting what they want.

W here is rapport needed?

Anywhere you interact with other people!

Rapport is about making a genuine and strong connection with another person. You

know you have good rapport when you experience a sense of trust and respect and when you engage

comfortably with someone else.

WHAT IS RAPPORT?

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E X E R C I S E

In order to understand how you personally build rapport and what’s important to you in different

relationships, try the following exercise from the book “Neuro-Linguistic Programming for Dummies”(14):

1. Think for a moment about someone with whom you have rapport. What signals do you send out to

that person and receive back that allow you to know that you’re on the same wavelength? How do

you create and maintain your rapport?

2. Think for a moment about someone with whom you do not have rapport, but would like to. What

signals do you send out to that person and receive back that allow you to know that you’re not on

the same wavelength? What gets in the way of creating and maintaining rapport with that person?

3. Think about your experience of the first person. What can you do differently in your behaviour with

the second person to help you build a stronger relationship?

T H E O U T C O M E S O F R A P P O R T

H O W D O W E B U I L D R A P P O R T ?

We can match their physiology (the way they

are holding their body)

We can match their tonality (the tone of voice

they use)

We can match their predicates and keywords

(the type of words they use)

62



EYE ACCESSING CUE CHART TOOL

Understanding the way that people communicate is a necessary part of building rapport. Bandler &

Grinder observed that peoples’ eyes move differently depending on the type of question they are

asked and how they process information. This can help you to gauge their learning preference and

therefore communicate more effectively with them.

“Eye accessing cue chart" as it appears as an example in Bandler & Grinder's Frogs into Princes

(1979).

The six directions represent:

"visual construct“ (Vc) "visual recall“ (Vr)

"auditory construct“ (Ac) "auditory recall“ (Ar)

“kinesthetic” (K) "auditory internal digue“ (Ai)

If they are looking to the right

it is a construct, and if they

look to the left they are

remembering (please note:

this is a mirror image).

V c

A c

K

V r

A r

A i

63



CLEAN LANGUAGE

H ow we speak and term our requests can influence the response we get back – by keeping

our language ‘clean’ we can avoid influencing the response we get – important in

coaching/counselling.

‘Try’ – has the presupposition built into it that you might possibly fail.

‘But’ – always negates what has just been said. Use ‘and’ instead.

‘Don’t’ – The truth is we cannot not think of something. Avoid typical instruction such as, don’t run,

don’t shout, don’t be late, don’t talk.

For example, If I said to you “don’t think about a purple elephant”, what’s the first thing you do?

Conversely, we can use negation to our advantage when communicating. If I say to a student “I don’t

want to suggest that you can master this skill easily”, which internal representation do they have to

create?

U tilising Values in the Real World

Listening to people and paying attention to the key words they use will enable you to find

out about their values. By using these key words back to them we can build better rapport

and influence them more effectively.

Here is an example of this: “Well John,

because I am committed to assisting you

achieve your GOALS and overall

SATISFACTION, let me tell you about a new

project that will teach you utilise CREATIVE

problem solving to promote urban SHARING

whilst gaining greater FULFILMENT from

your work. Does that sound like a project

that would be of value to you?” .

A sample values

hierarchy that you

established with the

client.

Goals

Satisfaction

Creative

Sharing

Fulfilment

64


CHAPTER 4

CHAPTER 4 - NEURO-LINGUISTIC PROGRAMMING FOR URBAN SHARING LIFESTYLES

Using NLP for Urban Sharing Lifestyles

Staring from the previous insights, it is possible to suggest that NLP can be used as a facilitation tool:

To enable change of paradigms (ways of thinking) in citizens;

To understand better how to build rapport with other community members, and so contribute to

active citizenship;

To enable learners to tap into unconscious barriers and support them to achieve their goals;

To enable urban communities to be more efficient in their communication and develop better

rapport amongst community members, increasing community cohesion.

In addition, we can use NLP to attract more people to engage in sharing lifestyles. NLP includes

several techniques that can be useful to enhance the sharing in urban settings:

Rapport

The process of establishing a relationship with a subject that is characterised by harmony,

understanding and mutual confidence. This is done by reducing to a minimum the perceived

differences at the unconscious level.

Reframing

A process used to produce a positive intention by separating a problematic behavior from the internal

part responsible for it. New choices of behavior are established that maintain the positive intent but

don't have the problematic byproducts.

Strategy

A set of explicit mental and behavioral steps used to achieve a specific outcome. (18)

Neuro-Linguistic

Programming for Urban

Sharing Lifestyles

65



NLP VALUES IN URBAN SHARING ECONOMY

Many think of NLP as being a tool box of techniques and models without a heart. However, the

principles, tools and skills of NLP presuppose certain values, which form the emotional basis for

people’s commitment to the field itself. Practitioners and trainers are often passionate about NLP’s

key values and sharing their benefits. Several of the core values of the global NLP community are

fundamental to establishing an urban sharing economy. Among them:

Usefulness: Being pragmatic and goal orientated. Seeking to make a difference. Focussing on

practical applications and using all available resources to reach the end goal.

Integrity: To have congruence in language and action – to ‘walk the talk’. This means to have an

alignment between our beliefs, values and behaviour and to act from our core values. This is achieved

by being aware of all our internal processes and beliefs and to behave in ways that are truthful to our

values.

Respect: The acknowledgement of personal boundaries as well as honouring the potential within

another person. To provide all people with equal time and space, while asking permission to intrude

on this space. To maintain unconditional positive regard for others while honouring the unique

contributions of each person.

Creativity: To be the builders of our own lives and communities. To be open to new possibilities – by

creating new models of the world, new ways to reach our goals, to ask new questions, to encourage

others to express their goals, and to constantly innovate the way we do things.

Empathy: To put ourselves in the shoes of others. To connect with others by putting oneself in their

position. To feel and demonstrate compassion for others and accept them for who they are. To offer a

space where changes can happen. To value ourselves, as well as to value others as we do ourselves

and to choose to invest in the well-being of others.

Creating artful community: by fostering bonding and friendship in future projects together. To be

concerned with the ‘we’ and not just the ‘me’. To act in service of others and value the different gifts

that others bring. Creating affiliation and association incorporating a wide variety of people and

aspects of expression.

66



T here are many values shared among a large NLP community. These core beliefs and values

and the sharing of them are integral to developing urban sharing. In order to maintain and

promote community cohesion, values such as empathy, creativity, respect, and integrity are

key ingredients. They inspire the selflessness required for urban sharing in reality. According to

research by Robert Dilts (15) , a renowned NLP developer and consultant, when people use NLP in their

daily lives, they are more open to others and able to share the same values. These values may be

more connected to the self (integrity, creativity and flexibility), or to goals (usefulness, freedom,

elegance), or to the system (ecology, diversity, professionalism) or more connected to others (respect,

love, artful community). Therefore, if community members are using NLP in daily life, they will probably

share these same values. In turn, these same values may also become the basis of a sharing

community (15) . Many of these core values relate to each other. As indicated in figure 1 they can be

categorised into four areas: self, others, goals, and the system within one interacts. These shared

values are the foundation of an ethical community and culture.

Figure 1

T hese clusters of values are also important to build an effective leadership. In the broadest

sense, leadership may be defined as the ‘ability to involve others in the process of

accomplishing a goal within some larger system or environment’ (15) . A leader expresses

him or herself by being both an example and a stimulus to influence individuals or groups in achieving

an outcome in the context of a specific system. “Visionary leadership” means involving and working

with others – most often peers – to create a world which people want to belong. Also urban sharing

needs a level of leadership for it to work, and often people who are attracted to and practice NLP are

naturally inclined towards leadership.


SELF

SYSTEM

GLOBAL

OTHERS

Ecology Diversity

Professionalism

Integrity

Creativity

Flexibility

Usefulness

Freedom

Elegance

Respect

Love

Artful community

67



A n important application of NLP occurred some years ago in the Welsh Social Services. In

2010, the Social Services Improvement Agency in Wales and Country Councils

implemented a research project to identify the skills, knowledge and values required of

social workers in the 21st century. One of the aims was to identify how multi-disciplinary teams of

social workers were making positive differences towards service users in achieving their own

outcomes and working towards them achieving their own independence (16) . They used behavioural

modelling techniques and NLP theories to design surveys and questionnaires to test how social

workers operated on a number of different levels. This research was directly related to Robert Dilts’

theory of how people operate at the various neurological levels, and how this affects their behavioural

performance, and ultimately their outcomes across a variety of situations.

APPLYING NLP IN REAL CONTEXTS

68



Secondly, the team used video interviews with 60 staff from the various departments, asking

open questions which were again linked to the neurological levels model.

The final stage was using a qualified professional NLP trainer who undertook modelling

interviews with social workers in order to identify conscious and unconscious competences. This

could then be imparted to others in training schemes, mentoring and coaching sessions. This

strategy helped to highlight skills and key components of successful engagement strategies (16) .

These outcomes, which have been based on NLP theory, have now received national recognition

from the Welsh Assembly Government and are now becoming a core part of the training

programme for social workers in community care services in Monmouthshire County of Wales.

This example shows how NLP methods improved engagement strategies in social services. These

techniques will also be useful and relevant in urban sharing initiatives.

Firstly, the team surveyed 100 service users who had recently accessed social services via a

social worker. Survey results were then analysed on a scale developed by Dilts called the

neurological levels model, to identify performance in these areas:

identity

values and beliefs

skills and capabilities

behaviour

environment.

69



F irstly, have a look at the following Urban Sharing projects.

Imagine you are the project leader.

Project 1 – FoodForAll

This project provides meals for elderly people in the local area. It has been running for six months and

has been triumphed as a success in the community. The current kitchen where meals are made is

closing down. You know of another location which you could use but the owner isn’t sure if he can

help.

Project 2 – Wednesday club

This project provides childcare for working parents every Wednesday by retired people. This is a new

project and there is currently a debate with the local authority (council) about the project being unsafe.

The pilot of the project has been a great success but it still faces scrutiny.

Project 3 – Clothes for the Homeless

This project collects second hand clothing to donate to homeless people in the town where it is based.

The project has been very successful but has had so many donations that it requires an increase in

storage space. You need a cash injection quickly to pay for a new warehouse and are approaching a

local businessman for sponsorship.

E X E R C I S E

70



Project 4 – Language Lovers

This project is a community language sharing scheme between migrants and locals. The project is

struggling to get off the ground. Its first session drew only two migrant participants and three local

people. The target for participants was 20 (10 migrants, 10 locals), so the project is at risk of losing its

funding if this continues.

S econdly, imagine that these corresponding people may be presenting barriers to your

project’s overall success. How would you use NLP techniques and theories to negotiate

and influence them towards a mutual agreement?

a) You are a restaurant owner who has been approached by the FoodforAll project who would like to

use your kitchen to make their meals. You aren’t sure what’s in it for you and are worried that you

might lose paying customers.

b) You are a council officer who is worried about the safeguarding element of the Wednesday club

project. You feel that children may be put at risk if the club continues and are not sure if it should

continue.

c) You are a local businessman who has been approached by a local project to donate money for a

project distributing clothes to homeless people in your area. You are not sure if this project is worth

your investment.

d) You run a local charity that support migrants and have been approached by the Language Lovers

project to help them promote their service to your clients. However, you’re worried that this is a

conflict of interest and may take away your clients/funding.

E X E R C I S E

71



H ere is a fuller example

showing how NLP can be used in the FoodForAll project (Project 1).

Project 1 – FoodForAll

FoodForAll is an urban sharing project in a northern UK town. It was set up by a group of people from

a number of community projects, churches and mosques who came together in response to the

growing number of isolated elderly people in the local area. The group started a couple of years ago,

but the project has really taken off in the last six months. The number of volunteers has doubled, and

FoodForAll is reaching more elderly people in more districts of the town. There has been excellent

publicity for the project in local and social media, and other schemes may also be developed to

support more elderly people as a result. Food is donated to the project for free by a number of local

shops - and up until now - FoodForAll has had access to the well-equipped and free kitchen in a local

community centre. However, the group has just found out that the community centre is closing down,

so there is an urgent need to find somewhere else to cook the meals.

One of the group knows of a restaurant that is close to the community centre, and has a good, friendly

reputation. They’ve made an initial contact with the restaurant owner to tell her briefly about

FoodForAll. So far, the restaurant owner isn’t sure whether she can or will help. In particular, she said

that she wasn’t clear how her business would benefit from helping FoodForAll, and she was

concerned about the kitchen not being available for her own chef.

NLP FOR URBAN SHARING LIFESTYLES – EXAMPLE

DEVELOPMENT

72



I t is important to use language well when negotiating with people. Try and find out their needs

and interests. For example, with the restaurant owner, it is important to find out about, and

then take into account, her fears and motivations. So a conversation might start with you

saying something like:

“We believe that working with FoodforAll will INCREASE your customer base, the local community is

very supportive of the project and it is being widely shared on SOCIAL MEDIA, which can in turn bring

in more CUSTOMERS to your restaurant.”

Y ou will need to use all your skills to build rapport with her before she takes on your offer.

You will need to engage your senses, especially your ears to listen carefully to what she

says, notice how to control your emotions and feelings before you decide on your

response. You must make your desired outcome very clear in your mind - what do you want to happen

following the conversation, for example, how often will you need to use the restaurant? How long will

the project need the restaurant for? Finally, you may have to be flexible in your behaviour,

considering other options if you are not successful in what you want to achieve the first time.

NLP TECHNIQUES IN PRACTICE

73



B uilding rapport with the restaurant owner will be crucial. The more people feel at ease

and can connect with you, the more we can negotiate with each other to end in a win/

win situation. Subtle mirroring and positive body language such as an upright open

posture can make the person you are communicating with connect with you more easily. This

connection is important when establishing agreement with another person. Try to avoid looking down

at your hands for example. Eye contact is also important, try to maintain eye contact when you are

making a point. Nod your head when they make a point, and remember to listen to what they are

saying. People like to feel as though they are being listened to.

I n this scenario the restaurant owner could, for example, approach your meeting with a slightly

defensive demeanour, with her arms folded and her head looking down. At this point it is

important to have an open, upright posture to make her feel more at ease. She may then drop

her arms to the side and lift her head slightly. At this point, you should drop your arms to the side to

mirror her to make her feel at ease with her loosening body language. Use your hands to illustrate your

points, if she opens up more try continuing to mirror the body language until she opens up fully.

Maintaining eye contact is also key to this conversation, so try to connect when she looks up and

avoid looking down yourself.

NLP TECHNIQUES IN PRACTICE

74



N LP theories and methods can effectively encourage sharing and integration across

different cultures, including for Urban Sharing initiatives. They can encourage creative

problem solving, including the development of key leadership skills for making changes.

As there tend to be fewer mediators and middle people in Urban Sharing initiatives, peer-to-peer

relationships are important. So here we can see the relevance of NLP techniques for building rapport

to develop these unique economic relationships.

T he Urban Sharing Economy means that physical assets, products, venues, skills, ideas

and money are managed differently, and often more efficiently. Again, this means that

effective leadership and communication are both crucial, with NLP providing appropriate

theories, tools and techniques for them. NLP training could also be a collective tool to support

alternative ways of life, promote public engagement, and facilitate closer social relationships. It could

also offer support for alternative employment activities, such as social enterprises. As well as having a

unique economic base, social relationships in urban settings are fundamental to the success of Urban

Sharing. Ideally, in a community where people are more open to the values and beliefs of others, self

reflective and open to new ways of doing things in an ecological and moral way, NLP could provide

both the theory and practical tools to create a positive Sharing Economy.

CONCLUSION

75


Bibliography

1) OECD—PISA 2012 Results: Creative Problem Solving (Volume V) - Students' Skills in Tackling Real-

Life Problems - OECD Publishing 2014

2) Scott G. Isaksen, K. Brian Dorval, Donald J. Treffinger – Creative Approaches to Problem Solving: A

framework for Innovation and Change – Third edition - Sage Publications 2010

3) Edward de Bono - Six Thinking Hats - Back Bay Books 1999

4) Edward de Bono - Lateral Thinking: Creativity Step by Step - Harper Colophon 2015

5) Edward de Bono - Creativity Workout - Erickson 2008

6) Edward de Bono - Thinking Outside The Box: How to Think Creatively By Applying Critical Thinking

and Lateral Thinking - CreateSpace Independent Publishing Platform 2015

7) Steven Johnson - Where Good Ideas Come From:The Seven Patterns of Innovation - Penguin 2011

8) Tony Proctor, Creative Problem Solving for Managers, Routledge 2010

9) Ian Atkinson - The Creative Problem Solver - Pearson Education Limited 2014

10) Rod Judkins - The Art of Creative Thinking - Sceptre 2015

11) Tina Seelig - InGENIUS: A Crash Course in Creativity - Hay House UK 2012

12) Devika Devaiah and Rajiv Narang - Orbit-shifting Innovation: The Dynamics of Ideas That Create

History - Kogan Page Ltd 2014

13) Sam Kaner - Facilitator's Guide to Participatory Decision-Making - Jossey-Bass 2007

14) Romilla Ready. Neuro-linguistic Programming For Dummies. John Wiley & Sons; 2nd Edition edi-

tion, 2010

15) Robert Dilts, Shared Values of the NLP Community, 2016 http://www.nlpu.com/GTC/Values.html.

16) John McConnachie, NLP Modelling to engage with Customers, 2016 http://www.anlp.org/how-

could-nlp-help-me.php?csid=88.

17) Oxford Dictionary Online, Rapport Definition, 2016

https://en.oxforddictionaries.com/definition/rapport.

18) Robert Smith, NLP (neuro-linguistic programming, 2016

http://www.businessballs.com/nlpneuro-linguisticprogramming.htm.

http://www.nlpu.com/GTC/Values.html

http://www.anlp.org/how-could-nlp-help-me.php?csid=88

http://www.anlp.org/how-could-nlp-help-me.php?csid=88

https://en.oxforddictionaries.com/definition/rapport

http://www.businessballs.com/nlpneuro-linguisticprogramming.htm

76


Web Content

Useful links for CPS

The Creative Problem Solving Group, Inc.: http://www.cpsb.com

OECD and PISA: www.oecd.org/pisa

Management Training and Leadership Training, Online: https://www.mindtools.com/

Dr. Edward de Bono website: https://www.edwdebono.com/

The de Bono Group: Proven Design Thinking Methods: http://www.debonogroup.com

Center for Creative Learning: www.creativelearning.com

Tools for diagnosis CPS, identify levels (Test & Questionnarie of CPS)

http://www.cpsb.com/assessments/soq

http://www.queendom.com/tests/index.htm

Method for creative solving problem (test, questionnarie)

http://es.slideshare.net/pacop/creative-problem-solving-y-talento-corporativo

Only 3% of people pass this creative test, can you?

https://www.youtube.com/watch?v=aH2ll5bwpKw

Creativity Techniques A to Z: https://www.mycoted.com/Category:Creativity_Techniques

Useful links for NLP

What is Neuro Linguistic Programming (NLP)?

https://www.ewellnessexpert.com/blog/166/what-is-neuro-linguistic-programming-nlp

How to improve your performance through NLP

http://www.wikihow.com/Improve-Your-Performance-Through-NLP

NLP for Leaders: https://www.cips.org/Documents/Knowledge/Procurement-Topics-and-Skills/8-

People-and-Skills/Influencing-Skills/NLP-for-leaders.pdf

NLP and how it can be applied to leadership

http://leadershipperformance.blogspot.com.tr/2010/10/nlp-and-how-it-can-be-applied-to.html

Using NLP for Leadership Skills: http://www.exforsys.com/tutorials/nlp/using-nlp-for-leadership-

skills.html

How can Neuro Linguistic Programming help with leadership and development?:

http://www.nlpworld.co.uk/how-can-neuro-linguistic-programming-help-with-leadership-and-

development/

Building rapport:

http://www.skillsyouneed.com/ips/rapport.html

http://www.cpsb.com

http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-v.htm

https://www.mindtools.com/

https://www.edwdebono.com/

http://www.debonogroup.com

http://www.creativelearning.com

http://www.cpsb.com/assessments/soq

http://www.queendom.com/tests/index.htm

http://es.slideshare.net/pacop/creative-problem-solving-y-talento-corporativo

https://www.youtube.com/watch?v=aH2ll5bwpKw

https://www.mycoted.com/Category:Creativity_Techniques

https://www.ewellnessexpert.com/blog/166/what-is-neuro-linguistic-programming-nlp

http://www.wikihow.com/Improve-Your-Performance-Through-NLP

http://leadershipperformance.blogspot.com.tr/2010/10/nlp-and-how-it-can-be-applied-to.html

http://www.exforsys.com/tutorials/nlp/using-nlp-for-leadership-skills.html

http://www.exforsys.com/tutorials/nlp/using-nlp-for-leadership-skills.html

http://www.nlpworld.co.uk/how-can-neuro-linguistic-programming-help-with-leadership-and-development/

http://www.nlpworld.co.uk/how-can-neuro-linguistic-programming-help-with-leadership-and-development/

http://www.skillsyouneed.com/ips/rapport.html

77


Videography

Seth Godin: How to get your ideas to spread

http://www.ted.com/talks/seth_godin_on_sliced_bread

In a world of too many options and too little time, our obvious choice is to just ignore the ordinary stuff. Marke-

ting guru Seth Godin spells out why, when it comes to getting our attention, bad or bizarre ideas are more suc-

cessful than boring ones.

Navi Radjou: Creative Problem Solving in the face of extreme limits

http://www.ted.com/talks/navi_radjou_creative_problem_solving_in_the_face_of_extreme_limits

Navi Radjou has spent years studying “jugaad,” also known as frugal innovation. Pioneered by entrepreneurs in

emerging markets who figured out how to get spectacular value from limited resources, the practice has now

caught on globally. Peppering his talk with a wealth of examples of human ingenuity at work, Radjou also

shares three principles for how we can all do more with less.

Steven Johnson: Where good ideas come from

www.ted.com/talks/steven_johnson_where_good_ideas_come_from

People often credit their ideas to individual “Eureka!” moments. But Steven Johnson shows how history tells a

different story. His fascinating tour takes us from the “liquid networks” of London’s coffee houses to Charles

Darwin’s long, slow hunch to today’s high-velocity web.

What is Creative Problem Solving?

https://www.youtube.com/watch?v=QbxyiUG5RRI

An overview of CPS

7 Step Problem Solving

https://www.youtube.com/watch?v=bZXDGQSuF9I

Are you facing a challenging situation at work? Ed Muzio, author of "Make Work Great" explains a 7 step solu-

tion to effective problem solving.

Problem Solving Techniques - how to solve problems in the workplace in 6 easy steps

https://www.youtube.com/watch?v=cQPNVFZId68

Using these 6 easy steps you can solve any problem as work. Enhance your skills by watching this simple guide

to solving problems.

Creative Problem Solving Process

https://www.youtube.com/watch?v=oqwoOpO-4k0

The Canadian Management Centre Thought Leader Series: Janice Francisco on Creating Problem Solving Suc-

cess.

Problem solving skills

https://www.youtube.com/watch?v=wHbLhZ5OoJc

Problem solving is a key skill in any job. The world of work is mostly about making decisions and solving pro-

blems. John Paul Lobo explains how to think creatively during situations and tackle problems effectively by set-

ting yourself apart from everyone else.

78


Videography

Six Creative Ways To Brainstorm Idea

https://www.youtube.com/watch?v=yAidvTKX6xM

Do you ever have an issue developing ideas? Here are six creative ways to overcome hitting a roadblock when

generating ideas.

How to improve your creativity

https://www.youtube.com/watch?v=6-Tb1FvLGjM

Watch this movie to get a quick overview on how to improve your writing skills. It starts from finding out your

weak areas in terms of writing and strengthening them through a variety of ways.

Problem Solving - Thinking Outside of the Box!

https://www.youtube.com/watch?v=rRtwh2HvmXQ

Examines a basic problem solving concept. Great intellectual exercise to warm up participants to critical thin-

king and problem solving.

Creative thinking - how to get out of the box and generate ideas: Giovanni Corazza at TEDxRoma

https://www.youtube.com/watch?v=bEusrD8g-dM

This video is filmed and edited by Università Telematica Internazionale UNINETTUNO. Corazza is a full-time pro-

fessor at the Alma Mater Studiorum at the University of Bologna, a member of the Executive Council, and the

founder of the Marconi Institute of Creativity. He teaches science and the applications of creative thinking.

Why/Which/How/Where/What/When/Experiment. A quick jump out of the box is more insight ful than a lifeti-

me of standard thinking.

Think out of the Box - Expand your Comfort Zone - Creative Thinking with Kevin Hunter

https://www.youtube.com/watch?v=TdguN4KZlSs

Kevin Hunter is a Radio Show Host of "THE BUSINESS FORUM SHOW." He teaches business people how to

think out of the box and overcome both personal and professional obstacles by expanding their comfort zone.

Kevin Hunter demonstrates how you can think out of the box by changing your life habits, explaining that creati-

ve thinkers interrupt their daily routines with a purposeful strategy, thereby giving them the mindset that allows

them to think out of the box with very little resistance.

Charles Leadbeater: The era of open innovation

https://www.ted.com/talks/charles_leadbeater_on_innovation?language=en

In this talk, Charles Leadbeater weaves a tight argument that innovation isn’t just for professionals anymore.

Passionate amateurs, using new tools, are creating products and paradigms that traditional companies can’t.

Ambition. Discipline. Purpose. The Journey of Being an Entrepreneur with Gurbaksh Chahal

https://www.youtube.com/watch?v=28sCH-uK-0Q

Gurbaksh Chahal is the Founder, Chairman and CEO of Radium One. A die-hard internet entrepreneur, he star-

ted his first company, at the age of 16.

79


Contact:

www.creatuse.eu

The Guide “CREATIVE PROBLEM SOLVING and NLP FOR URBAN SHARING LIFE-

STYLES ” has been developed under Erasmus+ KA2 Strategic Partnership for

Adult Education Project CREATUSE is licensed under a Creative Commons.

Attribution-NonCommercial-ShareAlike 4.0 International License.

This project is funded by the European Commission.

This publication reflects the views only of the author, and the Commis-

sion/National Agencies cannot be held responsible for any use which may be

made of the information contained therein.

CREATive Urban Sharing in Europe

KA2 Strategic Partnership for Adult Education

Project no. 2015-1-IT02-KA204-014775

Additional information about the project are available at: www.creatuse.eu

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