CREATIVE PROBLEM SOLVING AND NLP FOR URBAN SHARING LIFESTYLES

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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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PROJECT 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 PARTNERS 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)

GUIDE 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.

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CREDITS

Elaborated by

Youth Europe Service Inova Consultancy UK

Web content

Agencia Para el Empleo de Madrid

Videography

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

Publisher

Creative Urban Sharing in Europe project

Published on February, 2017

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CONTENTS

INTRODUCTION

6

CHAPTER 1 - Creative Problem Solving Methodology

9

What is Creative Problem Solving (CPS)?

9

Creative Problem Solving: the key words

11

Why is Creative Problem Solving important?

12

The CPS framework

13

The principles of Creative Problem Solving

15

More about creativity

17

Learning about creativity

20

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

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Creative thinking: training, exercises and tools

23

Exercises for Creative Skills

24

Random images

24

Methodology to build up creative thinking skills

28

Think outside the box

28

Approach to think creatively together

32

Parallel thinking

32

Technique to think about complex issues together

34

Six thinking hats

34

BREAKING NOTES CONSIDERATIONS

GUIDE

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5

CONTENTS

CHAPTER 3 - Neuro-Linguistic Programming

44

Introduction

44

What does NLP stand for?

46

But what is NLP, really?

47

The Pillars of NLP

48

Understanding paradigms and the production of meaning

50

The Presuppositions of NLP

50

Neuroplasticity

52

The NLP Communication Model

53

Developing communication strategies through NLP

56

What is Rapport?

60

Eye Accessing Cue Chart tool

62

Clean language

63

CHAPTER 4 - Neuro-Linguistic Programming for Urban Sharing Lifestyles 64 Using NLP for Urban Sharing Lifestyles

64

Rapport

64

Reframing

64

Strategy

64

NLP values in Urban Sharing Economy

65

Applying NLP in real contexts

67

Exercise : Urban sharing projects

69

NLP for Urban Sharing Lifestyles – example development

71

Conclusion

74

Bibliography

76

Web Content

77

Videography

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INTRODUCTION

Th

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

1 years (ref.

The proportion of the URBAN POPULATION of the overall population in Europe is expected to reach up to 80% in the next European Environment Agency);

3

SHARING AND COLLABORATIVE CONSUMPTION may become alternative lifestyles, stimulating the sharing of products and services and promoting sustainable lifestyles and the reduction of individual ownership and consumerism;

2

ACTIVE PARTICIPATION AND SOCIAL INCLUSION are increasingly important for a higher common benefit by changing the relationships within citizens living in the same urban area;

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 solutions and practical exercise to test and learn to think outside of usual cognitive schemes.

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C R EA T .

I V I T Y

T

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

T

creative rethinking of lifestyles that are no

improvement of the level of key competences

longer sustainable. The Creatuse methodology is

and skills of citizens. In effect, the beneficiary is

concerned with alternative approaches to the

anyone living in an urban area and that want to

waste and excesses of the consumerist society

find creative and alternative ways to feel more

to preserve the environment, especially in urban

active, connected with the neighbours and also

contexts. An excerpt from the project’s proposal

to find a local job coming from a stimulated

summarizes the key aspects of the analysis

entrepreneurship e.g. social enterprises.

he role of CREATIVITY in this

to be creative in Urban areas thanks to the

proposed:

INTRODUCTION GUIDE

he PROJECT is about the learning

CREATIVE PROBLEM SOLVING and NLP FOR URBAN SHARING LIFESTYLES

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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-

A METHODOLOGICAL

gesting the exploitation of such techniques at an urban level regarding the issues of sustai-

INTRODUCTION

nability, active participation, enterprises and job creation in social and sustainable sectors.

T

to have confidence to use creativity to solve 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

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,

affairs, especially when they valorise non-

developed in the United States in the 1970s,

capitalist scenarios, namely ones that are more

claiming that neurological processes ("neuro"),

centered on people, sustainability and on the val-

language ("linguistic") and behavioural patterns

ue of resource sharing.

learned through experience ("programming") can

S

be modified to achieve specific goals in life. Used 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.

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.

Through this methodology, anyone is stimulated

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CHAPTER 1 Creative Problem Solving Methodology

WHAT IS CREATIVE PROBLEM SOLVING (CPS) ?

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

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 citizen.” (1) ref. http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-v.htm

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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.

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

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

which the goal cannot be achieved by merely

problem depends on motivational and affective

applying previously learned procedures (Mayer,

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

1990).

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

S

OLVING SOLVING is immediately connected with PROBLEM. It is in fact natural to look for an answer/action to stop or remove

between what you’ve got and what you want.

PROBLEM

the problem.

SOLVING

CREATIVE

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.

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WHY IS CREATIVE PROBLEM SOLVING IMPORTANT?

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

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

where few solutions are often available.

perceive them as challenges and can turn them

Following Linus Pauling, a chemist, biochemist

into opportunities instead of setbacks. Thus,

and peace activist winning 2 Nobel Prizes: “The

perception is crucial for the entrepreneur: what

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

everyone else may see as a problem or a threat,

ideas.�

the entrepreneur sees as a challenge to be turned into an opportunity. Suppose that it is

A starting point would be to start considering

forecasted that next weekend it is going to rain, to someone who is organising a garden party

problems as challenges.

that is a threat; to a shop that sells raincoats 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 umbrellas, it is a major opportunity - the shop manager would be successful by stocking up for the weekend.

and in the process, we may become better people and better citizens.

challenge

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THE CPS FRAMEWORK

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 Process Components of CPS are:

The Management Component is:

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a

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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.

C

Preparing for Actions

It is time to translate interesting and promising ideas into useful, acceptable 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.

THE CPS FRAMEWORK

b

This is about the production of many, varied and unusual ideas. It is the phase when it is possible to identify ideas with interesting potential to develop or use.

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.

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Generating Ideas

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THE PRINCIPLES OF CREATIVE PROBLEM SOLVING

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

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

standard questions that do not require

with its cognitive opposite, convergent thinking,

significant creativity, for instance in most tasks

which follows a particular set of logical steps to

in school and on standardized multiple-choice

arrive at one solution, which in some cases is a

tests for intelligence.

‘correct’ solution. By contrast, divergent thinking typically occurs in a spontaneous, free-flowing, “non- linear” manner, such that many ideas are

CONVERGENT THINKING

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 thinking has been completed, ideas and information are organized and structured using convergent thinking. One of the principal elements of Divergent Thinking is the ability to generate novel ideas in a short period of time. Divergent thinking also means being able to think outside the box, making associations that seem less possible to others. Divergent thinking also implies originality and the ability to come up with additional details regarding a potential solution.

DIVERGENT THINKING

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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

“ “

(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)

either:

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vertical” logic

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C R EA T.I VI T Y

MORE ABOUT CREATIVITY

A

fter introducing the word CREATIVITY,

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

it is essential to proceed to an

that often has a great deal of positive power and

in-depth analysis to further structure

energy associated with it, within and across

the Creative Problem Solving methodology.

cultures.

Most people can readily come up with informal

On the other hand, it is unusual for people to

definitions of creativity. They often associate

associate creativity with words such as

creativity with words such as new, unusual,

usefulness, value, and purposeful. When we

ideas, out of the ordinary, imagination, unique,

probe further, we find that some people often

exciting, wacky, open, fuzzy, or something

perceive creativity as something not very

radically different. it is common for them to

worthwhile, and in some cases, even as

relate creativity to arts: composing or performing

something quite negative. Specifically, there are

plays, making great sculpture, the paintings of

the following MYTHS people hold about

the masters, writing great literature, composing

creativity:

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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.

O

ther people believe that creativity is something MAGICAL, which only a few gifted people really have. This suggests

MAGIC

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.

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third

common

creativity In

other

is

myth

linked with

words,

to

be

is

that

MADNESS. creative,

MADNESS

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.

“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, peace activist winning 2 Nobel Prizes

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LEARNING ABOUT CREATIVITY

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

Train your brain

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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, creativeness or innovativeness

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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.

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

CPS is a multidisciplinary approach that deals

the entrepreneurship in social and sustainable

directly with the stimulation of the ability to use

sectors.

creativity as a critical skill while someone faces a difficult situation in everyday life.

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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

T

he next few pages present some



RANDOM IMAGES: an exercise to

exercises that can help people to

understand how creativity works and how

develop their CPS methodology and

anyone can be creative

apply it to the specific context of URBAN SHARING LIFESTYLES. Let us train our creativity.



THINK OUTSIDE THE BOX: a methodology used to build up your creative thinking skills

Within a wide range of tools, methodologies and exercises, the most suitable for the purpose of the present work are the following:



PARALLEL THINKING: an approach to think creatively together

(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



SIX THINKING HATS: a technique used to think about complex issues .

Sharing Lifestyles)

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 

SUGGESTIONS

You have 90 seconds to complete the



next exercise: 

Two

RANDOM

of the size is little or big.

IMAGES

WILL

BE



SHOWN. 

Your goal is TO LIST AS MANY USES AS



Imagine that you are going to receive a large amount of the objects delivered at your home.



POSSIBLE FOR THE OBJECTS in the image.

List whatever you can do with the object no matter

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.

BE CREATIVE!!!

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EXERCISE 1

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EXERCISE 2

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BACKGROUND REFLECTIONS ON RANDOM IMAGES

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.

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METHODOLOGY TO BUILD UP CREATIVE THINKING SKILLS

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

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. 

x o x x o x o x o

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.

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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-thebox” 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.

x o x x o x o x o

o

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EXERCISE 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?

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

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BACKGROUND REFLECTIONS ABOUT THINK OUTSIDE THE BOX

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.

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APPROACH TO THINK CREATIVELY TOGETHER

PARALLEL THINKING

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.

From Adversarial

To Parallel

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.

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BACKGROUND REFLECTIONS ABOUT PARALLEL THINKING

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.

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TECHNIQUE TO THINK ABOUT COMPLEX ISSUES TOGETHER

SIX THINKING HATS

(3)

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.

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SIX THINKING HATS

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

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

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EXERCISE 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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EXERCISE 2

LET US USE THE THINKING HATS 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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EXERCISE 3

LET US USE THE THINKING HATS 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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EXERCISE 4

LET US USE THE THINKING HATS 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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EXERCISE 5

LET US USE THE THINKING HATS 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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EXERCISE 6

LET US USE THE THINKING HATS 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.

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BACKGROUND REFLECTIONS ABOUT SIX THINKING HATS

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.

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BREAKING NOTES CONSIDERATIONS

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.

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CHAPTER 3 Neuro-Linguistic Programming

INTRODUCTION

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)

INTRODUCTION Introduction to NLP – Video by Inova Consultancy

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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.

WHAT IS NLP? NEURO LINGUISTIC PROGRAMMING.IONS VIDEO by Richard Bandler

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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:

L

INGUISTIC Language and other non-verbal systems meaning

by to

which our

we

give

Internal

Representations (IRs) of the



Sight – Visual



Hearing – Auditory

body language and our words influence our



Touch – Kinaesthetic (although Kinaesthetic also refers to emotions)

experience.



Smell – Olfactory



Taste Gustatory

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

N

P

L

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.

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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.

NEURO Thinking process: The way you use senses to understand things happening around.

BUT WHAT IS NLP, REALLY?

NLP can be described in a variety of ways. The formal definition of NLP is ‘the study of

the

subjective

structure

of

experience’

your

the

‘what is NLP?’:

question

The art and science of communication



The key to learning



The way to understand what makes you and other people tick

(14) .

Here are a few more ways of answering





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

of

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THE PILLARS OF NLP

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.

Raport

Sensory Awareness

Image: The four pillars of NLP (14)

Outcome Thinking

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

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.

EXERCISE

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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UNDERSTANDING PARADIGMS AND THE PRODUCTION OF MEANING

THE PRESUPPOSITIONS OF NLP

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.

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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

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

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.

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NEUROPLASTICITY

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 information 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.

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

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THE NLP COMMUNICATION MODEL

FILTERS

DELETE DISTORT GENERALIZE

INTERNAL REPRESENTATION

CE / SPA TIME RGY / ENE R E E T UAG MAT LANG

EXTERNAL EVENT

RY

O MEM

S SION DECI S RA M PROG

STATE

A MWT ES VALU FS LIE & BE TUDE

ATTI

S

PHYSIOLOGY

BEHAVIOR

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.

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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, generalisation and deletion.

DISTORTIONS

Surface Structure

Question/ Deep Structure

Outcome

Mind Reading



How do you know she does not like you?

Recovers the source on information

Lost Performative



Who says it’s bad?

Gathers evidence criteria

(Value judgements – where the person doing the judging is left out)



According to who?

Recovers missed info



How do you know it’s bad?

Cause – Effect



Where cause is wrongly put outside self

How does what he’s doing cause you to choose to feel mad?



Or – how specifically?

Complex Equivalence



Two experiences are interpreted as being synonymous

How does her yelling mean she doesn’t like you?



Have you ever yelled at someone you like?

Presuppositions



How do you choose to suffer?

Put back at cause

For example, “If my husband knew how much I suffered, he wouldn’t do that.”



How is he reacting?

What does he do?



How do you know he doesn’t know?

Bust the mind-read

(Knowing someone’s internal state – but not saying how) For example, “She doesn’t like me.”

For example, “It’s bad to be rich.”

Recovers choice

For example, “He makes me mad.”

For example, “She’s always yelling at me, she doesn’t like me.”

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Gives a counter example

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GENERALISATIONS Universal Quantifiers All, every, never, everyone, no-one etc.

For example, “He never talks to me.”

Modal Operators

Exaggerate the universal quantifier and find counter examples...

Recover counter example – effects



Never?



What would happen if he did?



What would happen if you didn’t?

Recover effects/outcome

...Or?

Recover causes

For example, “I have to work hard, or “I  can’t stop smoking.”  

outcome

What prevents you?

What would happen if you did?

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

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

DELETIONS Nominalisations:



Process words, verbs turned in to nouns

Who’s not communicating what to who?



How would you like to communicate?



How specifically did he reject you?

Specify the verb



Compared to what?

Recover comparison

Turns the verb back in to a process, recover the deletion.

For example, “We have a problem with our communication.”

Unspecified Verbs: For example, “He rejected me.”

Comparative Deletion: For example, “That’s expensive!”

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 FOR deletions can also help us to better clarify issues in CHAPTER 2 - CPS METHODOLOGY URBAN SHARING LIFESTYLES: LET’S THINK CREATIVE AND SUSTAINABLE communication.

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DEVELOPING COMMUNICATION STRATEGIES THROUGH NLP

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

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V: VISUAL

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.

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.

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K: KINAESTHETIC

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.

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

WORDS

TONALITY

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

WORDS

10% of communication is through words including key words and phrases, sharing common experiences, giving examples, telling stories, values and beliefs.

TONALITY OF VOICE

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.

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

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WHAT IS RAPPORT?

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.

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EXERCISE

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?

THE OUTCOMES OF RAPPORT HOW DO WE 

BUILD RAPPORT?

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)

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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).

Vc

Vr

Ar

Ac K

Ai 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).

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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. 

Goals



Satisfaction



Creative



Sharing



Fulfilment

Here is an example of this: “Well John, because I am committed to assisting you

A sample values hierarchy that you established with the client.

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?” .

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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)

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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.

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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.

Ecology

Figure 1

Diversity

Professionalism SYSTEM Integrity

SELF

GLOBAL

Creativity Flexibility

Usefulness Freedom

OTHERS

Elegance

Respect Love Artful community

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.

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APPLYING NLP IN REAL CONTEXTS

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.

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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 skills and

beliefs

capabilities

behaviour environment.

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.

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EXERCISE

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.

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EXERCISE

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.

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NLP FOR URBAN SHARING LIFESTYLES – EXAMPLE DEVELOPMENT

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.

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NLP TECHNIQUES IN PRACTICE

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.

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NLP TECHNIQUES IN PRACTICE

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.

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CONCLUSION

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.

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Bibliography

1) OECD—PISA 2012 Results: Creative Problem Solving (Volume V) - Students' Skills in Tackling RealLife 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 edition, 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/howcould-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.

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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

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How to improve your performance through NLP http://www.wikihow.com/Improve-Your-Performance-Through-NLP

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

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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

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

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How can Neuro Linguistic Programming help with leadership and development?: http://www.nlpworld.co.uk/how-can-neuro-linguistic-programming-help-with-leadership-anddevelopment/

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

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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. Marketing guru Seth Godin spells out why, when it comes to getting our attention, bad or bizarre ideas are more successful 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 solution 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 Success.

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 problems. John Paul Lobo explains how to think creatively during situations and tackle problems effectively by setting yourself apart from everyone else.

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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 thinking 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 professor 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 lifetime 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 creative 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 started his first company, at the age of 16.

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Contact: www.creatuse.eu

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

This project is funded by the European Commission.

This publication reflects the views only of the author, and the Commission/National Agencies cannot be held responsible for any use which may be made of the information contained therein.

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