Empowering Leadership Skills with NLP in Vocational Education and Training

The challenge

As a trainer at a business college in Australia, I work with students from diverse backgrounds pursuing a Diploma of Leadership and Management across various campuses nationwide. Recently, I incorporated Neuro Linguistic Programming (NLP) into my curriculum, specifically focusing on the subject of "Leading and Managing Effective Workplace Relationships."

For their assessment, students were presented with a case study illustrating two common workplace relationship challenges: cultural misunderstandings and communication gaps leading to miscommunication. One scenario involved addressing escalating misconduct by an employee.

Despite the majority of students having work experience, few had held formal leadership positions. This resulted in struggles to embody the role of a team leader as required by the case study. During group discussions, students expressed uncertainties about demonstrating fairness and openness. They felt they lacked foundational knowledge.

The effect

Students were tasked with performing role plays simulating team leadership scenarios,. This required students to demonstrate several competencies:

• Adapting communication styles to model behaviors and foster trust.
• Providing guidance and support to resolve coworkers' work difficulties.
• Taking a lead role in situations requiring effective collaboration and motivation.

Upon reviewing the assessment criteria, many students felt overwhelmed. They expressed doubts about their ability to meet the requirements satisfactorily. Some experienced a slight panic and difficulty focusing on assessment preparation. They used language such as "No way!" and “It’s difficult!"

Solution

Believing in the transformative power of NLP presuppositions, I introduced these principles to my students to empower them:

• We have all the resources we need.
• There is no failure, only feedback.
• Anything can be accomplished if the task is broken down into small enough steps.

Initially, students were sceptical. They gradually embraced these principles as I explained each one. Positive shifts in their facial expressions and attitude towards the tasks became evident. They were ready to approach the role plays with increased confidence and enthusiasm.

Additionally, I introduced NLP presuppositions relevant to role play scenarios:

• Have respect for the other person’s model of the world.
• The map is not the territory.
• We are always communicating.
• The meaning of your communication is the response you get.
• Behind every behaviour there is a positive intention.

Furthermore, I shared insights on representational systems and rapport-building. Equipped with valuable tools, students were ready to navigate their assessments.

These concepts were covered over three sessions totalling nine hours. They seamlessly integrated with the requirements of the Australian Qualification Framework, fostering holistic skill development.

Result

Students wholeheartedly embraced NLP concepts. They recognised their practical value in real-world situations. They expressed increased confidence and a newfound intention to apply their skills. Some students said they were keen to take on leadership tasks.

While awaiting assessment results, the transformed thoughts, language and behaviour of students suggests improved performance and enhanced communication abilities.