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Keys to Personal Success Workbook Gregg Swanson Mental Strength Coach, Guide. Mentor and Awakener http://warriormindcoach.com [email protected]

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Page 1: Keys to Personal Success Workbook Coverd34dwvio6tb0w8.cloudfront.net/Keys-To-Personal-Success-Workboo… · Strengths Strengths Think about your strengths in relation to the people

Keys to Personal Success Workbook

Gregg Swanson

Mental Strength Coach, Guide. Mentor and Awakener http://warriormindcoach.com [email protected]

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WORKSHEET NO.1 Personal SWOT Analysis

Making the Most of Your Talents and Opportunities. “Chance favors the prepared mind." – Louis Pasteur You are most likely to succeed in life if you use your talents to their fullest extent. Similarly, you'll suffer fewer problems if you know what your weaknesses are, and if you manage these weaknesses so that they don't matter in the work you do. So how you go about identifying these strengths and weaknesses, and analyzing the opportunities and threats that flow from them? SWOT Analysis is a useful technique that helps you do this. What makes SWOT especially powerful is that, with a little thought, it can help you uncover opportunities that you would not otherwise have spotted. And by understanding your weaknesses, you can manage and eliminate threats that might otherwise hurt your ability to move forward. If you look at yourself using the SWOT framework, you can start to separate yourself and further develop the specialized talents and abilities you need to achieve personal success.

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StrengthsStrengthsStrengthsStrengths Think about your strengths in relation to the people around you. For example, if you're a great mathematician and the people around you are also great at math, then this is not likely to be a strength in your current role – it may be a necessity. Consider this from your own perspective, and from the point of view of the people around you. And don't be modest or shy – be as objective as you can. And if you have any difficulty with this, write down a list of your personal characteristics. Some of these will hopefully be strengths!

• What advantages do you have that others don't have (for example, skills,

certifications, education, or connections)?

• What do you do better than anyone else?

• What personal resources can you access?

• What do other people see as your strengths?

• Which of your achievements are you most proud of?

• What values do you believe in that others fail to exhibit?

• Are you part of a network that no one else is involved in? If so, what connections

do you have with influential people?

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WeaknessesWeaknessesWeaknessesWeaknesses Again, consider this from a personal/internal perspective and an external perspective. Do other people see weaknesses that you don't see? Do co-workers consistently outperform you in key areas? Be realistic – it's best to face any unpleasant truths as soon as possible.

• What tasks do you usually avoid because you don't feel confident doing them?

• What will the people around you see as your weaknesses?

• Are you completely confident in your education and skills training? If not, where

are you weakest?

• What are your negative work habits, i.e., are you often late, are you disorganized,

do you have a short temper, or are you poor at handling stress?

• Do you have personality traits that hold you back in your field? For instance, if

you have to conduct meetings on a regular basis, a fear of public speaking would

be a major weakness.

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OpportunitiesOpportunitiesOpportunitiesOpportunities When assessing opportunities it is important to look at your strengths, and ask yourself whether these open up any opportunities – and look at your weaknesses, and ask yourself whether you could open up opportunities by eliminating those weaknesses.

• What new technology can help you? Or can you get help from others or from

people via the Internet?

• What opportunities are open to you?

• Do you have a network of strategic contacts to help you, or offer good advice?

• What trends do you see in your area of interest, and how can you take advantage

of them?

• Where have you succeeded before?

• Are any of your competitors failing to do something important? If so, can you

take advantage of their mistakes?

• What knowledge/experience can you take advantage of?

• How can you turn your strengths into opportunities?

• Do your friends, family, customers or vendors complain about something in your

industry/area of interest? If so, could you create an opportunity by offering a

solution?

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Threats Threats Threats Threats Performing this analysis will often provide key information – it can point out what needs to be done and put problems into perspective.

• What obstacles do you currently face that stand in the way of your personal

success?

• What might de-motivate you or de-rail you taking action?

• What’s the day to day challenge?

• Do your weaker areas pose any additional threats?

• Who is your competition and how are they becoming successful?

• Is your area of interest/industry changing?

• Does changing technology threaten your area of interest?

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WORKSHEET NO.2 In addition to completing the In addition to completing the In addition to completing the In addition to completing the 17 Principles of Personal Achievement17 Principles of Personal Achievement17 Principles of Personal Achievement17 Principles of Personal Achievement please complete please complete please complete please complete your your your your PPPPersonal Assessment Form of the 21 Habits of High Achieversersonal Assessment Form of the 21 Habits of High Achieversersonal Assessment Form of the 21 Habits of High Achieversersonal Assessment Form of the 21 Habits of High Achievers

Mental HabitsMental HabitsMental HabitsMental Habits 1. Sensory Goal Vision: Sensory Goal Vision: Sensory Goal Vision: Sensory Goal Vision: The habit of translating every goal into specific, well-defined

images rich in vision, sound, touch, taste, smell, and emotion. Pre-living the realization of the goal and its positive consequences in rich sensory detail.

1 2 3 4 5 Never Seldom Sometimes Often Always

2. Disciplined MenDisciplined MenDisciplined MenDisciplined Mental Application: tal Application: tal Application: tal Application: The habit of sustaining a long, hard work effort toward a desired end without receiving immediate results. The ability to see a worthwhile goal through to completion. The patience to build a foundation of success, step-by-step, with giving up because it seems like too much effort.

1 2 3 4 5 Never Seldom Sometimes Often Always

3. Search for Knowledge: Search for Knowledge: Search for Knowledge: Search for Knowledge: The habit of continually increasing one’s knowledge base through study and reading, especially biographies that provide positive role models from which one can build success blueprints. Continually learning from the experiences of others and applying that learning to everyday learning.

1 2 3 4 5 Never Seldom Sometimes Often Always

3. Creativity: Creativity: Creativity: Creativity: The habit of creatively turning problems into opportunities. The ability to conceive, develop, refine, and transform one’s opportunities into successes.

1 2 3 4 5 Never Seldom Sometimes Often Always

Emotional HabitsEmotional HabitsEmotional HabitsEmotional Habits

5. Confronting and Conquering FConfronting and Conquering FConfronting and Conquering FConfronting and Conquering Fears: ears: ears: ears: The habit of challenging and tackling “head on”

subtle fears, everyday doubts, and self-imposed limitations that hold one back from realizing an ultimate level of enjoyment and success.

1 2 3 4 5 Never Seldom Sometimes Often Always

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6. InnerInnerInnerInner----Directedness: Directedness: Directedness: Directedness: The habit of taking responsibility for your actions and their consequences. The ability to create an internal driving force without becoming dependent upon the approval and acceptance of others for motivation.

1 2 3 4 5 Never Seldom Sometimes Often Always

7. Capacity to Develop Warm & Lasting Relationships: Capacity to Develop Warm & Lasting Relationships: Capacity to Develop Warm & Lasting Relationships: Capacity to Develop Warm & Lasting Relationships: The habit of viewing others as possessing intrinsic worth and goodness. Taking the time to listen to others and give emotional nourishment. Valuing the closeness of spouse, children, and family. Holding the value that no success can compensate for failure in valued relationships.

1 2 3 4 5 Never Seldom Sometimes Often Always

8. Time Competency: Time Competency: Time Competency: Time Competency: The habit of viewing others as possessing intrinsic worth and

goodness. Taking the time to listen to others and give emotional nourishment. Valuing the closeness of spouse, children, and family. Holding the value that no success can compensate for failure in valued relationships.

1 2 3 4 5 Never Seldom Sometimes Often Always

9. Constructive Criticism: Constructive Criticism: Constructive Criticism: Constructive Criticism: The habit of taking constructive criticism to heart without getting angry, feeling rejected, or put down. Utilizing constructive feedback as an opportunity to maximize personal growth and development, measuring it against you strengths and weaknesses, and, then, developing a plan of action to improve the necessary attitudes, behaviors and skills.

1 2 3 4 5 Never Seldom Sometimes Often Always

10. Power: Power: Power: Power: The habit of making others think more of themselves. A constant feeling of self-assuredness that accompanies a continual effort toward self-mastery. The ability to magnetically draw people toward you because of the way you bring out the bet in them.

1 2 3 4 5 Never Seldom Sometimes Often Always

Physical HabitsPhysical HabitsPhysical HabitsPhysical Habits

11. Stress Control: Stress Control: Stress Control: Stress Control: The habit of avoiding the buildup of stress and when it is present,

taking the necessary steps to diffuse it through natural means of control such as soothing music, mild meditations, or regularly scheduled periods of relaxation and leisure activities.

1 2 3 4 5 Never Seldom Sometimes Often Always

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12. Resistance to Illness and Disease: Resistance to Illness and Disease: Resistance to Illness and Disease: Resistance to Illness and Disease: The habit of harboring and including thoughts and images in mind that are health and vitality-oriented. Maintaining the attitude that you have no time to be burdened with the problem of physical illness.

1 2 3 4 5 Never Seldom Sometimes Often Always

13. Nutritional: Nutritional: Nutritional: Nutritional: The habit of “eating to live” and not “living to eat.” The pervading philosophy of “moderation in all things.” The habit of enjoying vitamin-enriched vegetables and fruits, lean meats, poultry and fish more than salt and sugar-rich, high caloric foods.

1 2 3 4 5 Never Seldom Sometimes Often Always

14. Physical Exercise: Physical Exercise: Physical Exercise: Physical Exercise: The habit of participating in regular aerobic exercise. Valuing the joy of exhaustion and the victory of spirit that results from the body and mind surpassing old physical limitations and expanding to met new physical challenges. The prevailing attitude that oxygen is the life source and the energy substance of vitality.

1 2 3 4 5 Never Seldom Sometimes Often Always

15. Energy Rejuvenation: Energy Rejuvenation: Energy Rejuvenation: Energy Rejuvenation: The habit of adequate rest and sleep. The ability to shut off the mind at night in order to enjoy eight hours of energy-revitalizing sleep. The habit of waking up refreshed and energized each morning, looking forward to the challenges, opportunities, and joy the new day will bring.

1 2 3 4 5 Never Seldom Sometimes Often Always

Financial HabitsFinancial HabitsFinancial HabitsFinancial Habits

16. Dollar Sense: Dollar Sense: Dollar Sense: Dollar Sense: The habit of foregoing the momentary thrills of luxury items to develop

a financial foundation based on solid capital generating investments. Once the financial foundation has been firmly established, such luxury items can be more fully enjoyed. The prevailing philosophy that anything you spend your money on must return to you a value or service that will generate more benefits in the future.

1 2 3 4 5 Never Seldom Sometimes Often Always

17. Financial Control: Financial Control: Financial Control: Financial Control: The habit of budgeting your resources and knowing where each of your dollars go and what they will return.

1 2 3 4 5 Never Seldom Sometimes Often Always

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18. Career Security: Career Security: Career Security: Career Security: The habit of returning to your employer in measurable income at least ten times the dollar value you receive in pay. The habit of quantifying your direct contribution to profit rather than basing your sense of job security and future career growth on skills you feel to possess. Habitually translating skills into measurable dollar contribution to your organization..

1 2 3 4 5 Never Seldom Sometimes Often Always

19. Law of Compensation: Law of Compensation: Law of Compensation: Law of Compensation: A habitual understanding and application of the natural law of return governed by the principle of whatever one unselfishly gives of their substance will be returned in its own kind many times over.

1 2 3 4 5 Never Seldom Sometimes Often Always

Spiritual HabitsSpiritual HabitsSpiritual HabitsSpiritual Habits

20. Spiritual Focus: Spiritual Focus: Spiritual Focus: Spiritual Focus: Continually bringing into focus, reviewing, and refining the habits of

mind, body, emotion, and material substance. In-depth reflection focusing on what you might be against where and what you are now or have been in the past.

1 2 3 4 5 Never Seldom Sometimes Often Always

21. Sense of Higher Self: Sense of Higher Self: Sense of Higher Self: Sense of Higher Self: A pervading perspective and feeling of purpose. An internal sense of the ability to organize, create, and bring into being those tings in life which seem impossible for the common man or woman. A dignified sense of self-worth and respect.

1 2 3 4 5 Never Seldom Sometimes Often Always

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WORKSHEET NO.3

Keys to an Achievable Outcome Keys to an Achievable Outcome Keys to an Achievable Outcome Keys to an Achievable Outcome “What do I want?”

1.1.1.1. Stated in the positiveStated in the positiveStated in the positiveStated in the positive

a. What you want b. Moving toward

2.2.2.2. SelfSelfSelfSelf----initiated, selfinitiated, selfinitiated, selfinitiated, self----maintained and in my control maintained and in my control maintained and in my control maintained and in my control a. Am I doing this for myself or someone else b. Does the outcome rely solely on me?

3.3.3.3. Specific evidence procedure Specific evidence procedure Specific evidence procedure Specific evidence procedure a. How will I know that I am getting (or got) the outcome? b. What will I be doing when I get it? c. What will I see, hear and feel when I have it?

4.4.4.4. Context clearly defined Context clearly defined Context clearly defined Context clearly defined a. Context of goal clearly defined b. Where, when, how and with whom do I want it?

5.5.5.5. Identify needed resourcesIdentify needed resourcesIdentify needed resourcesIdentify needed resources a. What resources do I have now? b. What resources do I need to acquire? c. Do I evidence of achieving this (or similar) before? d. What would happen if I act as if I have all the resources required?

6.6.6.6. Is it ecologicalIs it ecologicalIs it ecologicalIs it ecological a. Good for me, good for others, good for “community” b. Who else will be affected by this? c. What do I want to keep the same?

7.7.7.7. Identify the first step to take Identify the first step to take Identify the first step to take Identify the first step to take a. “The journey of a thousand miles must begin with a single step” Lao-Tzu

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Establish Your Establish Your Establish Your Establish Your S.M.A.R.T.E.R GS.M.A.R.T.E.R GS.M.A.R.T.E.R GS.M.A.R.T.E.R Goalsoalsoalsoals 1, 3, 6, 9 Month Goals 1, 3, 6, 9 Month Goals 1, 3, 6, 9 Month Goals 1, 3, 6, 9 Month Goals

Goal: “the result or achievement toward which effort is directed; aim; end.” SSSS = Specific

Simple

MMMM = Measurable Meaningful to you

AAAA = As if now Achievable All areas of your life RRRR = Realistic Responsible (ecological) TTTT = Timed Toward what you want EEEE = Evaluate Examine RRRR = Revise Regroup Say it the way you want it!Say it the way you want it!Say it the way you want it!Say it the way you want it! You get what you focus on, so focus on what you want!You get what you focus on, so focus on what you want!You get what you focus on, so focus on what you want!You get what you focus on, so focus on what you want! Now combine your achievable outcome and SMARTER goal and develop your own:

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InInInIn regards to your one year achievable outcome answer the following regards to your one year achievable outcome answer the following regards to your one year achievable outcome answer the following regards to your one year achievable outcome answer the following

• What is your highest intention for this outcome?

• What is ultimately stopping you from having this already?

• What are the wider consequences?

• What do you want to keep the same?

• What time and effort is needed?

• Who else is affected and how will they feel?

• What will you have to give up to get this outcome?

• What is a good about the present situation?

• What else could happen when you get your outcome?

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Also, pleAlso, pleAlso, pleAlso, please consider and carefully and answer the following:ase consider and carefully and answer the following:ase consider and carefully and answer the following:ase consider and carefully and answer the following:

• What willwillwillwill happen if you getgetgetget your outcome?

• What won’twon’twon’twon’t happen if you getgetgetget your outcome?

• What willwillwillwill happen is you don’tdon’tdon’tdon’t get your outcome?

• What won’twon’twon’twon’t happen if you don’tdon’tdon’tdon’t get your outcome? IndentIndentIndentIndentify:ify:ify:ify:

• Is this outcome in keeping with how you are?

• If you have more then one outcome, how do your outcomes fit together? What prevents you from achieving this outcome? What prevents you from achieving this outcome? What prevents you from achieving this outcome? What prevents you from achieving this outcome?

• If your outcome is too large list all the obstacles that prevent you from getting it and set smaller outcomes.

• If your outcome is too small connect the details to the larger, more motivating parts. Also, ask, what does this small outcome get for me?

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Strategies and TacticsStrategies and TacticsStrategies and TacticsStrategies and Tactics My top three strategies for my 1

st SMARETR Goal is:

1 2 3 My three tactics for each strategy are: Strategy 1

1. 2. 3.

Strategy 2

1. 2. 3.

Strategy 2 1. 2. 3.

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ClarityClarityClarityClarity In addition to your achievable outcome and SMARTER Goals complete the follwing: SelfSelfSelfSelf----LoveLoveLoveLove: “I choose to love myself.” Think about what self-love means to you. Who you are is love, and expressing that love is your natural state. So choosing to love yourself may be getting to know who you are. Contemplate the choice of self-love and write your reflections below: SelfSelfSelfSelf----Choice:Choice:Choice:Choice: “I choose to take charge of my life and created the way I choose.” This means choosing to choose, recognizing that you are not a victim of the world to see. You are in a position to cause your life to unfold in any direction. Consider what choosing self choice means to you and write your reflections below: Health:Health:Health:Health: “I choose my physical, mental, emotional, and spiritual health.” What would it mean if you were healthy in all areas of your life? What would that degree of health feel like? You will need to recognize when you have created it, so think about what it sounds like it looks like to experience health in all areas of your existence. It may seem strange to consider a physical condition (“imperfection”) as part of perfect health. Yet people enjoy perfect health whether or not they have any physical or emotional condition. The important thing is to consider what choosing health means to you and then make that choice and write your reflections below: Freedom:Freedom:Freedom:Freedom: “I choose freedom. In truth, you are free.” There is no one other thing yourself who keeps you from being free. If you do not feel that you are, imagine setting yourself free. If you were to recognize that you were free, what would you feel like? This seven step process is about taking charge of your life and created the way choose to be. Before freeing yourself, think about what the freedom to choose the life you live means to you and write your reflections below:

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Truth:Truth:Truth:Truth: “I choose to be true to myself.” What does being true to yourself mean to you? Living honestly? Living concurrently? Living passionately? Before writing your choices, consider what being true to yourself means to you and write your reflections below: TTTTake Action:ake Action:ake Action:ake Action: In the space below create your weekly schedule for taking action on your:

• Tactics

• Visualization

• Practicing acceptance

• Developing focus

• Listening to your intuition

• Acknowledging your creation

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WORKSHEET NO.4 Each of the following questions and reflections to refer to the corresponding part in the workbook, i.e. questions 1.x would refer back to section 1. Use separate paper is needed. 1.1 Exercise: Your Motivation for Taking this Course1.1 Exercise: Your Motivation for Taking this Course1.1 Exercise: Your Motivation for Taking this Course1.1 Exercise: Your Motivation for Taking this Course

1. Please list below all the different reasons that you can think of for why you decided to take this course.

2. What different sources of motivation can you identify in them?

3. Which of those sources of motivation was the most powerful in influencing your decision?

1.2 Reflection: Are You Over1.2 Reflection: Are You Over1.2 Reflection: Are You Over1.2 Reflection: Are You Over----motivated?motivated?motivated?motivated?

1. Think about the things you do on a daily basis and your motivation for doing them. Identify the things for which you have the greatest motivation and list them below:

2. Out of this list of things, can you identify anywhere you think you might be over-motivated?

3. What do you think could be leading to that?

4. What about the people around you? Your friends, family members, work colleagues. Do you see them being over-motivated with things? What do you think causes that?

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1.3 Exercise: Applying the Four1.3 Exercise: Applying the Four1.3 Exercise: Applying the Four1.3 Exercise: Applying the Four Questions of Motivation to YourselfQuestions of Motivation to YourselfQuestions of Motivation to YourselfQuestions of Motivation to Yourself Think about a big goal that you are working towards at the moment. Answer each of the four questions of motivation for yourself in relation to this goal: (whether, what why, how)

1. To what degree are you motivated to act, expend effort, or other resources in pursuit of a goal? Decide whether or not you are motivated.

2. What is it you are motivated to pursue? 3. What is your goal or desired outcome?

4. Why are you pursuing this goal?

5. How will you achieve your goal? 1.4 Looking Ahead1.4 Looking Ahead1.4 Looking Ahead1.4 Looking Ahead Please think about and set two personal goals for the course, and think about your motivation for those goals. These may be something as simple as “keep up with the assigned reading each week.” Also, set two goals for other areas of your life (such as work or family), including a goal in a problem area of your life, and think about your motivation for pursuing them, as well.

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2.1 Reflection: Your Previous2.1 Reflection: Your Previous2.1 Reflection: Your Previous2.1 Reflection: Your Previous Educational ExperEducational ExperEducational ExperEducational Experiencesiencesiencesiences Think back to your school or college experiences, and the courses that you most enjoyed and least enjoyed. What was your motivation for taking each of those courses? What things impacted on that motivation? Write your answers here 2.2 Reflecti2.2 Reflecti2.2 Reflecti2.2 Reflectionononon How have your motives and goals been more or less internalized, in various times and places in your life? Have you gradually become more internalized in what you do, over the course of your life? Write your answers here: 2.3 Exercise: Reframing Moti2.3 Exercise: Reframing Moti2.3 Exercise: Reframing Moti2.3 Exercise: Reframing Motivationvationvationvation With reference to the Extrinsic versus Intrinsic Framing Examples given above, think about three goals that you need to frame, either for other people, or for yourself. How could you shift that framing from being an extrinsic orientation to being an intrinsic motivation? Write your original goals and reframed goals below: Extrinsic Goal (original) Intrinsic Goal (reframed)

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2.4 Exercise: Understanding Your Goals2.4 Exercise: Understanding Your Goals2.4 Exercise: Understanding Your Goals2.4 Exercise: Understanding Your Goals on the Motivation Continuumon the Motivation Continuumon the Motivation Continuumon the Motivation Continuum Please think and write about each of your four goals, using the SDT concepts described in the workbook. Answer the following questions for each goal:

1. Do the goals concern intrinsic or extrinsic contents, and are they pursued for autonomous or controlled reasons?

2. Where do the goals fit on the internalization continuum?

3. If some of your goals are extrinsic and/or controlled, how might you reframe or re-conceptualize them, so that they represent more positive forms of motivation, according to the SDT research? Of course you need not accept all of the ideas presented in this course, in order to do this assignment; just try them on for size.

2.5 Reflections2.5 Reflections2.5 Reflections2.5 Reflections Although the research shows that only some types of motivation are associated with productivity and well-being, most of us have experience with less productive motivations as well. Take a few minutes to consider the various types of motivation discussed and how they apply to your own life:

1. Think about a time when you engaged in an activity that “had to be done” but which you did not particularly enjoy. Perhaps this was a project at work, or a social obligation. Maybe it was some work around the house. Which type of motivation do you think best characterizes your approach to this task?

2. Why do you think you did not like it very much? What could have been done, motivationally speaking, to help you enjoy it more? Are there lessons from this that you can apply to your clients, teams, or students? Write your answers here:

3. Consider a time when you bought into an extrinsic value. Maybe it was wanting to look attractive for other people. Perhaps it was an instance of wanting money for some desirable furniture. Remember back to that time and try to recall how that goal felt. How did it motivate you? What did you do as a result? How did that goal feel in comparison to other, more intrinsic goals you have had? Write your answers here:

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3.1 Activity: Goal Hierarchies3.1 Activity: Goal Hierarchies3.1 Activity: Goal Hierarchies3.1 Activity: Goal Hierarchies Try thinking of your own goals in terms of a hierarchy, some of which are broader, more important, or take precedence over others. The way we most commonly do this is by thinking about goals in terms of “short” and “long term.” Take a moment and list some of your own personal goals. In this case, work top-down, from the “highest,” most abstract goals down to the most local, current, and concrete:

1. What I want to accomplish in my professional life:

2. What I plan to do to accomplish this:

3. What I need to do to increase skills, resources, and opportunities to put #2 into action:

4. What needs to happen on a daily basis, or micro-level to ensure #3 occurs: 3.2 Activity: 3.2 Activity: 3.2 Activity: 3.2 Activity: AnalyzeAnalyzeAnalyzeAnalyze Your Personal Goal Your Personal Goal Your Personal Goal Your Personal Goal SystemSystemSystemSystem Please analyze your own personal goal system using the concepts developed in this section. One way to do this is to write 3 long-term goals at the top of a page, three shorter-term (e.g. monthly) goals in the middle of the page, and 3 very short-term (e.i. weekly) goals at the bottom of the page. How do the goals at each level conflict with, or help, each other? To what extent are the higher-level goals and lower-level goals linked, so that your weekly goals provide a route to your monthly goals, and your monthly goals provide a route to your longer-term goals? If such linkages do not exist or are unclear, how could you enhance the “functional coherence” of your goal system?

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3.3 Activity:3.3 Activity:3.3 Activity:3.3 Activity: Using Implementation IntentionsUsing Implementation IntentionsUsing Implementation IntentionsUsing Implementation Intentions Please take a moment to think about how you could use implementation intentions to help achieve one or more of your personal goals. Consider a goal, and consider situations related to your goal. List some things you might do if one or more of these situations arises that will help you accomplish your goal. Please write down your goal, situation, and behavior below:

1. Goal

2. Likely situations related to goal 3. What will I do when these situations arise that will help me toward my goal?

3.4 Activity: Reframing Avoidance3.4 Activity: Reframing Avoidance3.4 Activity: Reframing Avoidance3.4 Activity: Reframing Avoidance Goals as Approach GoalsGoals as Approach GoalsGoals as Approach GoalsGoals as Approach Goals Please take a moment to consider whether any of your goals, or your client’s goals, are framed as avoidance goals, and if so, if they could be re-framed as approach goals:

• Goal #1:

• Goal#1 (reframed):

• Goal #2:

• Goal#2 (reframed): 3.5 Reflection: Thinking about Goals3.5 Reflection: Thinking about Goals3.5 Reflection: Thinking about Goals3.5 Reflection: Thinking about Goals that were not Selfthat were not Selfthat were not Selfthat were not Self----concordantconcordantconcordantconcordant As a reflection activity, can you think of some personal goal that you pursued in the past that was not self-concordant? A goal that may have come from somebody else, or that did not really reflect your values and interests, or that ran directly counter to your deeper personality? With this goal in mind, answer the following questions:

1. How did that “mistaken” goal get into your system in the first place?

2. To what extent was it “put there” by an outside force and to what extent did you allow it to be “put there”?

3. How did you perform in relation to this goal?

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4. What was your motivation like? What was the ultimate outcome?

5. If you were able to modify or get rid of the goal, how were you able to do so? While not part of the exercise, you might also want to think about any goals you have at the moment that are not self-concordant.

6. Why do you have them as goals? 7. What can you do about them? 8. Are there ways that you can make them more self-concordant?

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4.1 Exercise: Success and Failure 4.1 Exercise: Success and Failure 4.1 Exercise: Success and Failure 4.1 Exercise: Success and Failure If you feel comfortable doing so, please write down the failure and the success so that you can refer to them later as we discuss this topic further:

• My failure:

• My success: 4.2 Activity: Your Attributions4.2 Activity: Your Attributions4.2 Activity: Your Attributions4.2 Activity: Your Attributions Please take a moment to consider the success experience and the failure experience you brought to mind. How did you explain them at the time? Was there a self-serving component in those explanations, or were your explanations “objectively accurate?” If you used a negative but accurate explanation for your failure, did that help you, or would you have been better served with a more positive explanation? If you used a positive but inaccurate explanation for your success, did that serve you in the long run? Why or why not? Please write your answers to these important questions here:

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4.3 Activity:4.3 Activity:4.3 Activity:4.3 Activity: Measuring People’s Entity versusMeasuring People’s Entity versusMeasuring People’s Entity versusMeasuring People’s Entity versus InInInIncremental Theories of Achievementcremental Theories of Achievementcremental Theories of Achievementcremental Theories of Achievement Entity Theory

• “You have a certain amount of intelligence, and you can’t really do much to change it.”

• “Your intelligence is something about you that stays the same.” Incremental Theory

• “Intelligence is something that we develop over time, through effort.”

• “People can learn to be more intelligent in their lives.” Think about which of these statements may most apply to you. Write your answer here and describe why you think that is the case, illustrating it with examples: 4.4 Exercise: Contrasting Entity and4.4 Exercise: Contrasting Entity and4.4 Exercise: Contrasting Entity and4.4 Exercise: Contrasting Entity and Incremental OrientationsIncremental OrientationsIncremental OrientationsIncremental Orientations Can you think of two domains of your life, such that you have an entity orientation in one domain, and an incremental orientation in the other? Write your answer below, and describe each domain:

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4.5 Activity:4.5 Activity:4.5 Activity:4.5 Activity: Performance versus MasteryPerformance versus MasteryPerformance versus MasteryPerformance versus Mastery

1. If mastery goals engage people, and performance goals are associated with productivity, how can you work with yourself and others to ensure an optimal mix of both?

2. If mastery goals pay off in the long run and performance goals are associated with short term-effectiveness how can you balance the two for an optimal timeline of success?

4.6 Reflection:4.6 Reflection:4.6 Reflection:4.6 Reflection: Your Achievement EffortsYour Achievement EffortsYour Achievement EffortsYour Achievement Efforts Please reflect and write about the role of achievement goals in your own life. Which better characterizes your achievement efforts – performance orientation, or mastery orientation? When you are performance-oriented, does it tend to be an approach or an avoidance orientation? Also, which better characterizes your underlying beliefs about yourself – entity theory or incremental theory? Write your reflections below:

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5.1 Activity: Motivating Others5.1 Activity: Motivating Others5.1 Activity: Motivating Others5.1 Activity: Motivating Others Please think of a situation or two in your life when you need to be able to motivate others. This could be a general role you play (“I need to be able to motivate my coaching clients so they can keep momentum as they work toward their goals”), or a specific relationship you are in (“I need to be able to motivate my daughter to complete her homework before she socializes”). Think about the typical dynamics you experience, the ebb and flow of the process. Consider the following questions and please write your answers in the space provided:

1. How do you typically communicate the original request to complete a task?

2. How do others typically respond?

3. What recurrent problems seem to arise in these situations?

4. When are you the most successful when motivating others?

5. When do you feel like you are beating your head against the wall? 5.2 Reflection: How Do 5.2 Reflection: How Do 5.2 Reflection: How Do 5.2 Reflection: How Do You TypicallyYou TypicallyYou TypicallyYou Typically Motivate Others?Motivate Others?Motivate Others?Motivate Others? At this point, please bring to mind again the situation or situations in which you need to be able to motivate others. I’d like you to consider your typical approach – to what extent are you autonomy-supportive, as defined above, and to what extent are you instead controlling? Again, you have the power in these situations – how do you use that power? Do you try to minimize the power differential, or do you try to wield and exploit it? Do you see your subordinates as partners in a negotiation, or as lazy slackers trying to exploit the situation? (I sometimes see my children in the latter way!) Please take a minute to consider these questions. Please write any answers, notes or insights here:

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5.3 Reflection:5.3 Reflection:5.3 Reflection:5.3 Reflection: The CorreThe CorreThe CorreThe Correct Conditions forct Conditions forct Conditions forct Conditions for Appropriate PraiseAppropriate PraiseAppropriate PraiseAppropriate Praise Please think further about the question raised above. Under what conditions can praise be a positive motivator, and under what conditions might it backfire? Do you think it may matter whether or not the motivator is being controlling (trying to manipulate the subordinate’s performance via the praise) versus autonomy-supportive (trying to help the subordinate achieve greater internalization via the praise)? 5.4 Reflection:5.4 Reflection:5.4 Reflection:5.4 Reflection: Giving Praise AppropriatelyGiving Praise AppropriatelyGiving Praise AppropriatelyGiving Praise Appropriately Please take a moment to think about how and when you praise those around you. What do you emphasize – their ability, and their unchanging nature? Or, their effort, and their improving nature? Have you ever seen a case where praise seemed to backfire, swelling somebody’s ego and reducing their performance in the future? Please write any notes or insights here:

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6.1 Activity:6.1 Activity:6.1 Activity:6.1 Activity: Your Most Satisfying EventsYour Most Satisfying EventsYour Most Satisfying EventsYour Most Satisfying Events Please take a moment to bring to mind the most satisfying event you’ve experienced in the last year. Define “satisfying” in whatever way makes sense to you, and remember back to the single most satisfying event you can remember last year. Do this now, please! Please write notes about this event here: 6.2 Reflection:6.2 Reflection:6.2 Reflection:6.2 Reflection: Autonomy and RelatednessAutonomy and RelatednessAutonomy and RelatednessAutonomy and Relatedness

• Please take a moment to think of some conflict between you and another person – either current, or in the past. Perhaps this is a difficulty with a co-worker, maybe it was a time you and a supervisor could not see eye to eye, perhaps it was a trouble period in your marriage To what extent were each of you feeling truly autonomous at that time? To what extent do you think you were each feeling related? Was one of the two parties more concerned about having their way than in creating a true connection between the two? How did you feel during this period? How did you think about the other party? Ultimately, what happened? How was the situation resolved? How might this solution be tied to autonomy or relatedness? Consider these many questions and write your answers or insights here:

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• Now, please return to the “most satisfying event” that you brought to mind earlier. I’d like you to test, for yourself, our findings. Was this event mostly about feeling autonomous, competent, and related (i.e., you chose to learn a fun skill; you mastered it, and used it to make somebody important happy)? Was self-esteem involved as well? What about the other five “candidate needs” – to what extent was the event about health, pleasure, security, money/luxury, or popularity/fame? Was it unrelated to these needs? Or, is your “most satisfying event” an exception to the pattern we discovered? Please take a minute to consider this question! Please write any insights below:

Final Course Assignment:Final Course Assignment:Final Course Assignment:Final Course Assignment: Please write a 600 word essay that first summarizes and integrates the most interesting and useful things you learned in this class, and then, apply those ideas to some practical situations in your life. This is your chance to pull everything altogether, elaborating on what makes the most sense to you. We are not looking for particular “right answers” in this assignment – just evidence that you have thought carefully and deeply about the course concepts!

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WORKSHEET NO.5WORKSHEET NO.5WORKSHEET NO.5WORKSHEET NO.5

Tips for changeTips for changeTips for changeTips for change Here are a few tips to help you turbo-charge your development and enjoy the process:

1.1.1.1. Establish a daily practice Establish a daily practice Establish a daily practice Establish a daily practice ---- Some people like tennis, others like writing, some like yoga, and others like running. It doesn’t really matter what it is. What matters is that you have it. A daily practice creates a core of consistency in your life. This allows the familiarity sensors to relax (a bit) when you want to make changes. The process of change becomes less effortful when you have a daily practice.

2.2.2.2. Find out what your thinker and prover are up to Find out what your thinker and prover are up to Find out what your thinker and prover are up to Find out what your thinker and prover are up to ---- Take an honest look at the

circumstances of your life, and ask yourself what you must be believing to have those results showing up. Once you have an idea of what you’re believing. . .

3.3.3.3. Accept yourself exactly as you are Accept yourself exactly as you are Accept yourself exactly as you are Accept yourself exactly as you are ---- When you get into the habit of self

acceptance, you’ll be amazed at how things which you’ve struggled with for years start to melt away.

4.4.4.4. Relax and enjoy the process Relax and enjoy the process Relax and enjoy the process Relax and enjoy the process ---- We live in a society that prizes results. The

implication is that success, happiness and fulfillment are dependent upon achievements that are external, and often distant. But most of life takes place during the process of creating the results. Relax and enjoy the process of getting where you’re going. Then, by the time you have the Ferrari, you’ll be able to relax and enjoy that ride too.

5.5.5.5. Open to the mystery Open to the mystery Open to the mystery Open to the mystery ---- Life by its very nature is chaotic, nonlinear and essentially

mysterious. As Kierkegaard said, "life is not a problem to be solved, but a mystery to be lived." Open to the mystery of life and, as Bill Hicks used to say, enjoy the ride.

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BeliefsBeliefsBeliefsBeliefs Here’s a couple of exercise to help you start exploring your beliefs. Discovering Your Beliefs by SelfDiscovering Your Beliefs by SelfDiscovering Your Beliefs by SelfDiscovering Your Beliefs by Self----TalkTalkTalkTalk The first exercise is take an area of your life you’re happy with, an area that doesn’t have much resistance. Then ask yourself, “What would have to believe in order to produce the results I’m getting?”What would have to believe in order to produce the results I’m getting?”What would have to believe in order to produce the results I’m getting?”What would have to believe in order to produce the results I’m getting?” If you really want to have fun with this, instead of writing them down, say them out loud into a micro recoding or any recording devise. The reason I like saying them out loud is you can just “stream” your thoughts...non stop. When you write them down there is a tendency to stop and think and you have make sure you’re writing fast enough…etc. So, for this exercise, say out loud the beliefs you had to have to produce the results you’re getting. Now for the not so fun part, pick an area of your life that things aren’t going so well. Or it could be goal that you’ve been wanting to accomplish but haven’t quite got there. Now ask yourself the same question, “What would I have to believe to get the results I’m “What would I have to believe to get the results I’m “What would I have to believe to get the results I’m “What would I have to believe to get the results I’m getting (or not getting)?” getting (or not getting)?” getting (or not getting)?” getting (or not getting)?” The interesting thing about asking this type of question is put all the responsibility on you. By taking the responsibility that you do produce your reality, this allows you to look at you…at least your beliefs. Again, say them out loud into a recorder and when you say them say “I would have to believe…” How this might look is something like this. Let’s say you own a business and it’s been a bit slow lately. You might say that you have to believe the people don’t have money. They don’t have a need for your product or service…you get the picture? Discovering Your Beliefs Through SelfDiscovering Your Beliefs Through SelfDiscovering Your Beliefs Through SelfDiscovering Your Beliefs Through Self----Reflection Reflection Reflection Reflection (Thanks to th(Thanks to th(Thanks to th(Thanks to the Belief Closet for this section) e Belief Closet for this section) e Belief Closet for this section) e Belief Closet for this section) Step One: Uncovering Your Beliefs Step One: Uncovering Your Beliefs Step One: Uncovering Your Beliefs Step One: Uncovering Your Beliefs You will need a journal or a pad of paper. Contemplate each question below, and write down every belief you can think of in that category. Begin by saying to yourself, “Something I believe about myself is…” Let your thoughts flow and keep your pen moving. Don’t judge your beliefs, argue with them, or censor them. Just allow whatever comes up to be written down. Write down all of them, even if they sound absurd or strange to you. When your subconscious talks, it’s a good time to listen. Give yourself a few minutes to write freely on each question. Answer as many questions as you can in one sitting, then choose three you want to work with in the next section. You can always come back and explore the remaining questions later. Some sample ideas are on the next page.Some sample ideas are on the next page.Some sample ideas are on the next page.Some sample ideas are on the next page.

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The Belief QuestionsThe Belief QuestionsThe Belief QuestionsThe Belief Questions What do I believe about…What do I believe about…What do I believe about…What do I believe about…

• Myself • My body • My health • My work • My financial situation • My sexuality • My abilities • My limitations • My attitudes

• My soul, spirit or spiritual self • My circumstances • God/Spirit/Source • Money • Handicaps, injuries, illnesses • My family • My relationships

• My government • The world • Good and Evil • Truth • Life • The past • The future • My beliefs

Step Two: Step Two: Step Two: Step Two: Understanding Your BeliefsUnderstanding Your BeliefsUnderstanding Your BeliefsUnderstanding Your Beliefs

Go through each belief on your list and circle between five and ten beliefs that have circle between five and ten beliefs that have circle between five and ten beliefs that have circle between five and ten beliefs that have the the the the most negative charge for you most negative charge for you most negative charge for you most negative charge for you – that is, the beliefs you feel really interfere with your life. Next to each circled belief, write down your answers to the following questions:

a. Has this belief been beneficial to me in my life or detrimental to me? b. Was this belief indoctrinated into me? c. If so, by whom? d. Did I ever consciously choose to believe it? e. If so, when? f. Why did I do so? g. What has been the advantage of having this belief? h. How has it served me in my life? i. What did I get or gain by having this belief? j. What did I avoid by having this belief? k. Who would I be without this belief? l. What would be different in my life if I held a different belief about this subject? m. Would I be willing to try out a different belief? n. What belief could I replace it with that would be more positive, beneficial, and

empowering in my life? Now, pick three of these beliefs that you would like to change and write them hthree of these beliefs that you would like to change and write them hthree of these beliefs that you would like to change and write them hthree of these beliefs that you would like to change and write them hereereereere 1) ______________________________________________________. 2) ______________________________________________________. 3) ______________________________________________________.

Now lets move on to changing the beliefs. There are MANY methods to change beliefs and think Robert Ditls has one of the most effective and fun methods. The belief change cycle follows on the next page.

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Belief Change Cycle Belief Change Cycle Belief Change Cycle Belief Change Cycle From Robert Dilts

People often consider the process of changing beliefs to be difficult and effortful. And yet, the fact remains that people naturally and spontaneously change dozens if not hundreds of beliefs during their life. Perhaps the difficulty is that when we consciously attempt to change our beliefs, we do so in a way that does not respect the natural cycle of belief change. We try to change our beliefs by "repressing" them or fighting with them. According to the theory of self organization, beliefs would change through a natural cycle in which the parts of a person's system which hold the existing belief in place become destabilized. A belief could be considered a type of high level attractor around which the system organizes. When the system is destabilized, the new belief may be brought in without conflict or violence. The system may then be allowed to restabilize around a new point of balance or homeostasis.

Organic systems often change through processes that take the form of cycles. While the content of these cycles shift and vary, the deep structure of the cycle stays constant. From the view of systems theory, therapeutic methods involve a structure in which an existing pattern in the 'landscape' is reaccessed and then 'destabilized' by bringing in new insights and perspectives. When new 'attractors' are introduced into this destabilized state, in the form of new understandings and resources, the system naturally and spontaneously reorganizes itself through "associative correction" into a new stable pattern.

This natural cycle of change might be likened to the changing of the seasons. A new belief is like a seed that becomes planted in the Spring. The seed grows into the Summer where it matures, becomes strong and takes root. In the Autumn the belief begins to become outdated and wither, its purpose served. The fruits of the belief, however, (the positive intentions and purposes behind it) are retained or 'harvested', and separated from the parts that are no longer necessary. Finally, in the Winter, the parts of the belief which are no longer needed are let go of and fade away, allowing the cycle to begin again.

As we prepare for the different stages in our lives or careers, for instance, we 'want to believe' that we will be able to manage them successfully and resourcefully. As we enter that stage of life and learn the lessons that we need in order to manage, we become 'open to believe' that we may, in fact, have the capabilities to be successful and resourceful. As our capabilities become confirmed, we become confident in our 'belief' that we are successful and resourceful and that what we are doing is right for us for now. As we begin to pass that stage of life or work, we begin to become 'open to doubt' that the success and activities associated with that stage are really what is most important, priorital or 'true' for us anymore.

When we are past that stage, we are able to look back and see that what used to be important and true for us is no longer the case. We can recognize that we 'used to believe' that we were a certain way and that certain things were important; and we can retain the beliefs and capabilities that will help us in our current phase, but we realize that our values, priorities and beliefs are now different. All one needs to do is to look over the cycles of change that one has gone through since childhood, adolescence, and the stages of adulthood to find many examples of this cycle. As we enter and pass through relationships, jobs, friendships, partnerships, etc., we develop beliefs and values which serve us, and let them go again as we transition to a new part of our life's path. In the terms of self organization theory, we can summarize this cycle as a 'landscape' that looks something like the following diagram.

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Warrior Mind Coaching and Training – Values Elicitation

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'Landscape' of Natural Be'Landscape' of Natural Be'Landscape' of Natural Be'Landscape' of Natural Belief Change Cyclelief Change Cyclelief Change Cyclelief Change Cycle

What we 'want to believe', what we 'currently believe' and what we 'used to believe', are like three 'basins' in the landscape. The experiences and ideas, both perceived and imagined, which make up our lives can collect or rest in the bottoms of these basins. If one visualizes a particular experience or idea as ball or pebble that can pass over the landscape, then in order to move from wanting to believe something to actually believing it, we must first pass over the part of the landscape in which we become 'open to believe' it. The part of the landscape in which one is 'open to believe' something new is less stable than those at the bottoms of the basins on either side of it; and it it sometimes requires and investment of effort to reach this part of the landscape.

The 'currently believe' basin is represented as deeper than the others because the ideas that we do currently believe are generally held more strongly and are more stable than what we 'want to believe' or 'used to believe'. It also sometimes takes more effort to move one of our current beliefs to the less stable part of our landscape in which we can become 'open to doubt' it. Once we have made that transition, certain aspects of that belief may fall back into the basin of our current beliefs, while other come to rest in the part of the landscape that holds those beliefs that we are aware that we 'used to believe' but no longer believe.

When something is changing or unstable on one level, it is helpful to establish stability at the next highest level of 'deep structure'. If, instead of changing behaviors, people are learning a new mental skill or capability, for instance, it is useful for them to have stable beliefs and values in relation to that skill. In other words, even though people be uncertain about their new skill they can be certain in their belief that they will eventually learn the skill and that it is valuable. Likewise, if a person is in a situation where he or she is changing a belief or needing to establish a new belief, it will make it easier if that person has a stable sense of identity. So that even if the person does not know what to believe anymore, the person still knows who he or she is. Similarly, if a person's identity is changing or unstable, it would be important for that person to find a point of stability on a 'spiritual' level in terms of his or her position within the larger system of which he or she is a part. The experience in 'trusting' in something that is beyond one's beliefs, or trusting in a larger system than oneself, can help to make the process of belief change more smooth, comfortable and ecological. In guiding people through the process of changing their beliefs it is important to have them create a space or location for the experience of 'trusting' in something beyond their beliefs, which serves as a kind of 'meta position' to the rest of the process.

Implementing the Belief Change CycleImplementing the Belief Change CycleImplementing the Belief Change CycleImplementing the Belief Change Cycle To implement the Belief Change Cycle, lay out separate locations for each of the states associated with the 'landscape' of belief change. This essentially involves having you engage as fully as possible into the experience and physiology associated with each of these aspects of the natural cycle of belief change and 'anchoring' to specific spatial locations.

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1. ‘Wanting to believe' something new. 2. The experience of being 'open to believe' something new.

[[[[Note As an additional 'attractor' you may identify a 'mentor' that helped you to become more 'open to believe' by 'resonating' with, releasing or unveiling something deeply within you. Then make a physical space for the mentor near the 'open to believe' space. Mentors can include children, teachers, pets, people you've never met but have read about, phenomena in nature (such as the ocean, mountains, etc.) and even yourself.]]]]

3. The beliefs that you 'currently believe' now, including any limiting beliefs or beliefs that conflict with the new belief you would like to have more strongly.

4. The experience of being 'open to doubt' something you had believed for a long time. [[[[Again you may identify another 'mentor' that helped you to become more open to doubt something that was limiting you in your life.]]]]

5. Beliefs that you 'used to believe' but no longer believe. [[[[This is a space we sometimes call the 'museum of personal history'.]]]]

6. An experience of deep 'trust' - perhaps a time when you did not know what to believe anymore but were able to trust in yourself or a higher power.

These states and mentors do not need to have any connection to the current belief issue you are trying to resolve.

'Landscape' of States Associated with the Belief Change Cycle'Landscape' of States Associated with the Belief Change Cycle'Landscape' of States Associated with the Belief Change Cycle'Landscape' of States Associated with the Belief Change Cycle

Implementing the Belief Change Cycle Implementing the Belief Change Cycle Implementing the Belief Change Cycle Implementing the Belief Change Cycle Once this landscape has been laid out it can be utilized in many different ways. One of the common ways in which to use it is to have a person think of a new belief that he or she would like strengthen and simply 'walk it' through the natural steps of the cycle. The instructions would proceed as follows

1. Stand in the 'Want to Believe''Want to Believe''Want to Believe''Want to Believe' space, think of the 'new belief' that you would like to have

more confidence in. Holding this belief in mind move into the 'Open to Believe''Open to Believe''Open to Believe''Open to Believe' space. (If you have chosen a 'mentor' for this state, you may step into his or her 'shoes' at this point. Seeing yourself through the eyes of your mentor, you may give the you who is 'open to believe' the new beliefs any helpful advice or support.)

2. Feel what it is like to become more open to believe this new belief. When you intuitively feel the time is appropriate, step into the 'Currently Believe''Currently Believe''Currently Believe''Currently Believe' space concentrating on the new belief you want to have.

3. If there are any conflicting or limiting beliefs that come up in the 'Currently Believe' space, hold them in mind and move to the 'O'O'O'Open to Doubt'pen to Doubt'pen to Doubt'pen to Doubt' space. (Again, if you have chosen a 'mentor' for your 'open to doubt' state, you may step into his or her 'shoes' at this point.

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Seeing yourself through the eyes of your mentor, you may give the you who is becoming 'open to doubt' any of the limiting or conflicting beliefs any helpful advice or support.)

4. Ecology Check Go to the 'Trust' 'Trust' 'Trust' 'Trust' space and consider the positive intents and purpose of both the new belief and any conflicting or limiting beliefs. Consider whether there are any changes or revisions you would like to make to the new belief. Also consider if there are any parts of the old beliefs that would be worth retaining or incorporating along with the new belief.

5. Return to the old limiting or conflicting beliefs that you left in the 'Op 'Op 'Op 'Open to Doubt'en to Doubt'en to Doubt'en to Doubt' space, bringing the insights you had from the 'Trust' 'Trust' 'Trust' 'Trust' space and move them into the 'Used to Believe' 'Used to Believe' 'Used to Believe' 'Used to Believe' space, your 'Museum of Personal History''Museum of Personal History''Museum of Personal History''Museum of Personal History'.

6. Step back into to the 'Currently Believe' 'Currently Believe' 'Currently Believe' 'Currently Believe' space and focus on the new beliefs you want to strengthen. Experience your new sense of confidence and verbalize any new insights or learnings that you may have discovered during this process.

7. Ecology Check Again step into the 'Trust''Trust''Trust''Trust' space and consider the changes you have made. Know that, because this is a natural, organic and ongoing cycle, the process can continue evolve and that you can make any necessary adjustments in the future in the way that is most appropriate and ecological for you.

Many people find that simply walking through these locations (or even imagining walking through these locations) and re-experiencing the states allows them to gently completely shift their beliefs. Symbolic Belief Change Cycle Symbolic Belief Change Cycle Symbolic Belief Change Cycle Symbolic Belief Change Cycle Another application of this belief change 'landscape' involves the creation of symbols for each of the locations. This can be very powerful for two reasons. First, it adds an additional 'attractor' to each state making them more easily accessible. Secondly, as Freud pointed out, symbols often help us to involve unconscious processes more in the process of change. The symbolic belief change cycle involves creating symbols for each of the states that make up the belief change 'landscape'. The symbols are then synthesized into a personal story or metaphor for belief change. When coming up with the symbols, it is important to keep in mind that they do not need to 'logically' relate to each other in any way. They should just simply emerge from your unconscious. It is not necessary that they make any sense at first. Just write down what pops into your mind as a symbol for the state. Remember the states which make up the landscape and their symbols should be kept general and not connected to any particular belief issues. In this process, there will be separate symbols or characters for the particular belief you would like to have or strengthen, and any limiting or conflicting beliefs. As an analogy, the symbols relating to the states which make up the belief change landscape will make up the 'stage' on which story is played out. The desired and limiting beliefs will be the 'characters' that move around on that stage. 1. Stand into the 'Want to Believe''Want to Believe''Want to Believe''Want to Believe' space and think of what it is like when you want to believe something new. Create a symbol or metaphor for 'wanting to believe' something new. Symbol ___________________________________ 1.1. Make up character or symbol for the new beliefs you would like to develop or strengthen. Character/Symbol ___________________________________ 2. Move into the 'Open to Believe' 'Open to Believe' 'Open to Believe' 'Open to Believe' space and think of what it is like when you are open to believe something new. What is your metaphor or symbol for being 'open to believe'? Symbol ___________________________________

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3. Stand in the 'Currently Believe''Currently Believe''Currently Believe''Currently Believe' space and think of the current beliefs that you have. Focus on any limiting beliefs that you would like change or which conflict with the new beliefs you would like to strengthen. Create a symbol or metaphor for the old belief or beliefs you would like to change. Symbol ___________________________________ 3.1. Make up character or symbol for the conflicting or limiting beliefs you would like to update or change. Character/Symbol ___________________________________ 4. Move into the 'Open to Doubt''Open to Doubt''Open to Doubt''Open to Doubt' space and think of a time you were open to doubt something you had believed for a long time. What is your metaphor or symbol for being 'open to doubt'? Symbol ___________________________________ 5. Stand in the 'Used To Believe' 'Used To Believe' 'Used To Believe' 'Used To Believe' (your "museum of personal history") space and remember something you used to believe but no longer believe. What is your metaphor or symbol for all the beliefs in your life that you used to believe but no longer believe? Symbol ___________________________________ 6. Step into the space for the experience of deep 'Trust''Trust''Trust''Trust'. Create a symbol or metaphor for the experience of trusting in something beyond your beliefs. Symbol ___________________________________ 7. Tell your 'story of change' by incorporating all of the metaphors and symbols that you have created. If you want to, as you are telling the story, you may physically walk to the spaces to which you are referring. Allow the story to 'self-organize' itself. That is be intuitive. Just begin and let the story take you where 'it needs to go'. Tell it as if you were telling a fairy tale to a child or as if it were a dream. In fact it is best to start the story with the words, "Once upon a time..." or "I had a dream that..." and then just let it flow. Synesthesia and the Structure of BeliefsSynesthesia and the Structure of BeliefsSynesthesia and the Structure of BeliefsSynesthesia and the Structure of Beliefs In NLP, the phenomenon of "overlap" has to do with the connections between the senses. We can "overlap" an image and a sound together, for example. Sounds or images may also be overlapped onto feelings. Overlap is possible because our sensory experiences become mixed together in our nervous systems. It is this connecting together of information from the different senses that makes creativity and learning possible. The process of overlap, for instance, makes it possible to form cognitive strategies in which sensory processes and representations are linked together in a particular sequence. Experiences which involve an overlap of the senses are usually more rich and powerful than perceiving something through a single sense alone. Certainly, many of the most powerful experiences in our lives (such as 'religious' or 'spiritual' experiences) involve an integrating together of the various senses. The process of overlap is used in many NLP processes in order to create or enrich a particular experience. To create a resource state, for example, a person may be instructed to, "Visualize how you would look if you were able to act effectively and resourcefully." When the person is able to form an image, the picture may be overlapped onto the kinesthetic representational system by suggesting, "As you watch yourself in that image, notice what feelings and body sensations would accompany those actions." The image and feelings could be

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overlapped onto the auditory system by asking, "If you had those feelings and sensations in your body, how would your voice sound? What sort of tone and rhythm goes with those feelings?" SynesthesiaSynesthesiaSynesthesiaSynesthesia As the phenomenon of overlap demonstrates, not all of our mental experiences are clearly distinguishable in terms of the five senses. Sometimes experiences become connected and overlapped so completely that it is not possible to easily distinguish one from the other in a causal relationship - they are both there simultaneously but each needs the other in order to be there. Feeling moved by a piece of music or art would be an example of this. The feeling could not exist without the art and the art could not exist without the feeling. In NLP, such a connection is called a synesthesia. The term literally means "a synthesizing of the senses." Synesthesias are usually more rich and powerful than perceiving something through a single sense alone. Synesthesia patterns can also be a very important factor in determining the ease or effectiveness in which certain mental functions are performed. As with the development of the senses themselves, the strength of the various synesthesia relationships vary for different people. Thus, synesthesia has to do with the interconnection between representational systems, characterized by phenoma like "see-feel circuits," in which a person derives feelings from he sees, and "hear-feel circuits," in which a person gets feelings from what they hear. Any two sensory modalities may be linked together. Synesthesia links have to do with the mutual influence between sensory representations. Certain qualities of feelings may be linked to certain qualities of imagery - for example, the intensity of a feeling may be linked to the brightness of an image; the color of an image (red or blue, for instance) may influence the temperature of a feeling; people may feel the impact of a particular image at different locations in their bodies depending on its quality of movement; and so on.

Synesthesia is at the basis of our appreciation of art, our ability to feel compassion for the misfortunes of others, and is a core quality of genius. They are also the basis of the so-called "fuzzy functions" in NLP. Fuzzy FunctionsFuzzy FunctionsFuzzy FunctionsFuzzy Functions "Fuzzy Functions" were defined by John Grinder and Richard Bandler in The Structure of Magic Volume II (1976) as a connecting or overlapping of our sensory representational systems. Technically, Grinder and Bandler define "fuzzy functions" as: Any modeling involving a representational system and either an input channel or an output channel in which the input or output channel involved is a different modality from the representational system with which it is being used. In traditional psychophysics, this term, 'fuzzy function', is most closely translated by the term 'synesthesia'.

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Hearing a loud noise (auditory input channel) and feeling startled or frightened (kinesthetic representational system), for example, is a "fuzzy function" because the sound has overlapped onto physical and emotional sensations. Seeing internal imagery while listening to music, or having emotional responses to seeing various facial expressions would also be a results of "fuzzy functions." Fuzzy functions are typically characterized by terms such as "see-feel" or "hear-feel" circuits. According to Grinder and Bandler, fuzzy functions are the way in which our experience acquires meaning, but can also be the source of confusion and stress. Fuzzy functions create problems when they lead to stuck states and when we have no choice about them. Problematic fuzzy functions can be dealt with by sorting and separating the representational channels that have become fused or confused. This can be accomplished a variety of ways. Accessing Cues and Submodality interventions can be used to help people clarify and influence different aspects of their sensory experience. The Failure Into Feedback process, for example, employs the use of both eye movements and submodalities to sort and restructure fuzzy functions related to the experience of failure. Failure Into Feedback StrategyFailure Into Feedback StrategyFailure Into Feedback StrategyFailure Into Feedback Strategy One of the core presuppositions of NLP is that "there is no failure, there is only feedback." Another variation of this is the notion that "there are no mistakes, there are only outcomes." The implication of these statements is that the results of our attempts to reach our goals may be interpreted in different ways. Depending upon the nature of a particular outcome, it may take more or less effort to accomplish a particular goal. In many instances, our ultimate success is not a function of immediate results; it is a function of an ongoing feedback loop. Sometimes you even need to do something that you know probably won't work in order to get the feedback necessary to progress. A good illustration of this is the example of an inventor who had developed a very complex three dimensional imaging device. It had taken him years to complete it, and he had made many versions that had not worked. During an interview he was asked, "How did you manage to deal with all of the failures you encountered along the way?" Initially the inventor appeared confused by the question. Finally he said, "I guess I didn't consider them failures. I just figured they were a solution to a problem other than the one I was working on at the time." And, in fact, something that hadn't worked at one stage in the development of the device, was often a legitimate solution at another stage. Another example is that of the man who invented xerography, Chester Carlson. In an interview he said that at several points he had to make a machine that he knew would not work in order to get the feedback he needed to know what to do next. You might say he had to make a 'grander failure' than the earlier version. Yet, while most of us may agree that it is better to interpret lack of success as "feedback" rather than "failure," changing our feelings about an unsuccessful situation is "easier said than done." The Failure Into Feedback Strategy is a process that uses the NLP concepts of 'synesthesia' and 'accessing cues' to help transform experiences of failure into productive learning experiences. It was developed to address limiting beliefs about capabilities. An assumption of the process is that a "belief" is more than a particular representation of an experience. Rather, it is a synesthesia, or "synthesis," of several representations which form a kind of "molecule" of experience. In order for us to form a belief about an experience, we must not only, say, visually remember the external details of an event, but also have feelings, and/or self talk, mental fantasies, recalled messages from others, etc., attached to the memory. When these

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various forms of representations are detached from one another and considered in their elemental state, they do not have any particular "meaning." The words, "Be careful," for instance, are just words until we associate them with feelings and images. If we connect those words to a feeling of anxiety and a remembered image of a situation in which we failed to achieve a desired outcome, they may form the core of a belief "molecule" relating to avoidance. If, on the other hand, we add to this "molecule" a fantasized image of the desired goal and put in the additional words, "Be careful...and be wise, and you'll make it OK," and the meaning of the molecule is transformed. The anxiety may shift to being more of a sense of anticipation and alertness that helps us to approach our desired state rather than avoid failure. The Failure Into Feedback Strategy offers a method to identify and "break up" limiting "molecules" of experience, and then to enrich and reassemble the cluster of experiences into a more useful and appropriate model of a situation. ReferencesReferencesReferencesReferences The Structure of Magic, Volume IIThe Structure of Magic, Volume IIThe Structure of Magic, Volume IIThe Structure of Magic, Volume II; Grinder, J. and Bandler, R., 1976. Changing Belief Systems With NLPChanging Belief Systems With NLPChanging Belief Systems With NLPChanging Belief Systems With NLP; Dilts, R., Meta Publications, Capitola, CA, 1990. Strategies of Genius, Volume IStrategies of Genius, Volume IStrategies of Genius, Volume IStrategies of Genius, Volume I; Dilts, R., 1994.

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Values Elicitation Exercise Step 1

Initial Values Elicitation

You’re more likely to achieve your goals when they’re not in conflict with your values— the

attributes, concepts and qualities that are important to you. That’s why we’re going to undertake

a Values Elicitation exercise to help you establish what your Core Values really are.

If you’ve thought about this in the past, you may have some values to put on the list already. In

that case you might like to jot them down now, on a separate piece of paper, before you attempt

the exercise.

Now, in the context of life answer the following question:

“What’s important to me about my life and living?” Or if you prefer,

“What do I value about in my life and enjoying life?”

Take that same separate piece of paper you already started and write out at least 20

aspects/values. To help you out, here’s a list to get you going. If your value doesn’t appear in

this list that’s fine, make sure you include YOUR values, however ever you call or label them.

Abundance

Acceptance

Accomplishment

Accountability

Accuracy

Achievement

Acknowledgement

Action

Adaptability

Adventure

Aesthetics

Affection

Affluence

Aggressiveness

Agility

Alertness

Alignment

Altruism

Ambition

Anticipation

Appreciation

Artistic

Assertiveness

Assistance

Attainment

Attentiveness

Attitude

Audacity

Authenticity

Autonomy

Awareness

Awe

Balance

Beauty

Belonging

Bliss

Blissfulness

Boldness

Bravery

Bravery

Brilliance

Calm

Candor

Carefulness

Caring

Certainty

Challenge

Change

Charity

Cheerfulness

Choice

Clarity

Cleanliness

Collaboration

Comfort

Commitment

Communication

Community

Compassion

Competence

Competition

Completion

Concentration

Confidence

Conformity

Congruent

Connection

Consciousness

Consistency

Contemplation

Content over fluff

Contentment

Continuity

Continuous

Contribution

Control

Conviction

Convincing

Cooperation

Courage

Courtesy

Creativity

Curiosity

Daring

Decisiveness

Dedication

Delight

Dependability

Dependable

Desire

Determination

Devotion

Dignity

Diligence

Directness

Discernment

Discipline

Discovery

Discretion

Diversity

Divinity

Dominance

Drama

Drive

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Duty

Eagerness

Education

Effectiveness

Efficiency

Elation

Elegance

Empathy

Empowerment

Encouragement

Endurance

Energy

Enjoyment

Enlightenment

Entertainment

Enthusiasm

Equality

Excellence

Excitement

Exhilaration

Expansion

Experience

Expert

Expertise

Exploration

Expressiveness

Fairness

Faith

Fame

Family

Feeling

Fidelity

Flexibility

Flow

Focus

Forgiveness

Fortitude

Freedom

Friendship

Frugality

Fun

Generosity

Giving

Glamour

Going the extra

mile

Goodness

Grace

Gratitude

Growth

Guidance

Happiness

Hard work

Harmony

Health & Fitness

Helpfulness

Heroism

Holiness

Holistic

Honesty

Honor

Hope

Hopefulness

Hospitality

Humility

Humor

Image

Imagination

Imagination

Improvement

Independence

Influence

Information

Ingenuity

Inner peace

Innovation

Inquisitive

Insightfulness

Inspiration

Integration

Integrity

Intelligence

Intensity

Intimacy

Intuition

Intuitiveness

Invention

Inventiveness

Investing

Joy

Judgment

Justice

Kindness

Knowledge

Laughter

Leadership

Learning

Liberty

Logic

Longevity

Love

Loyalty

Magic

Magnificence

Making a

difference

Mastery

Maturity

Meaning

Merit

Mindfulness

Modesty

Money

Nonviolence

Numbness

Nurture

Openness

Opportunity

Optimism

Order

Orderliness

Organization

Orientation

Originality

Outcome

Outstanding

service

Partnership

Passion

Patience

Peace

Peacefulness

Perception

Perceptiveness

Perfection

Performance

Perseverance

Persistence

Personal growth

Persuasion

Planning

Playfulness

Pleasure

Poise

Positive attitude

Power

Practicality

Precision

Preparation

Preparedness

Presence

Preservation

Privacy

Proactivity

Process

Professionalism

Progress

Prosperity

Purpose

Punctuality

Quality

Quest

Question

Quiet

Radiance

Rationality

Realization

Recognition

Refinement

Reflection

Relationship

Reliability

Religion

Resilience

Resourcefulness

Respect

Responsibility

Reverence

Righteousness

Risk-taking

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Romance

Safety

Satisfaction

Security

Self expression

Self-esteem

Selflessness

Sensation

Sensuality

Serenity

Seriousness

Service

Sex

Simplicity

Sincerity

Skill

Solitude

Space

Speed

Spirit

Spirituality

Spontaneity

Stability

Stimulation

Strength

Style

Superiority

Synthesis

Systemization

Teamwork

Tenderness

Thinking

Thoughtfulness

Thrill

Timeliness

Tolerance

Touch

Tradition

Tranquility

Transformation

Trust

Truth

Understanding

Uniqueness

Unity

Variety

Vision

Vitality

Vulnerability

Wealth

Well-being

Wholeness

Will

Wisdom

Zeal

Step 2

Motivation Values

Let’s continue to make sure you got them all…In the context of your life can you remember of

a time when you were totally motivated?

Can you remember a specific time….as you remember that time, see what you saw, hear what

you heard and feel what you felt…what was the last thing you felt just before you were totally

motivated…rewind it just before motivation.

What is the name of that feeling?

Is that feeling important to you about your life and living?

If “yes” add it to your list of values. If it’s already there, great!

Now, think of two more times that you were totally motivated in your life and do the above

exercise.

Step 3

Your Top 10

So, now you should have a list of at least 20 Core Values…fantastic! Take a look at the list

and circle 10 and ONLY 10 of your Core Values.

Got it?

Great…on to step 4

Step 4

Ordering Your Top 10

Take another piece of paper and place your Top 10 Core Values in order of importance,

number 1 being the highest.

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Step 5

Verify Your Top 5

Now, let’s narrow the list down to your Top 5. On your Top 10 Core Values list draw a line

after number 5. These are your Top 5 Core Values and they tend to have more of an impact

on your life then the others. So we want to get the ones that provide the most drive for you.

To make sure that you have your Top 5 Core Values in the correct order perform the

following:

Take your top value and then compare it your number 2 value and ask “Is number 1 value

more important to me then number 2?” Continue this for ALL your values. The process

would like this:

“What is more important to me?”

1 vs. 2

1 vs. 3

1 vs. 4

1 vs. 5

2 vs. 3

2 vs. 4

2 vs. 5

3 vs. 4

3 vs. 5

4 vs. 5

Rewrite you list to represent the new order of importance. There ya go! You now have your

Top 5 Core Values!

Step 6

Motivation Direction

Values can provide motivation to move towards a goal or away from something you DON’T

want, i.e. Abundance can provide a ‘towards’ motivation of freedom, or it can provide

motivation away from poverty.

Take your Top 5 and assign a percent of ‘move away’ and ‘move towards’

Step 7

Reflection

OK, so you did all the work, now what?

Take a goal that you’ve tried to reach and have been unsuccessful or struggled with. See if

the value associated with that goal appears in your Top 5. For example, if weight loss was a

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Warrior Mind Coaching and Training – Values Elicitation

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goal do you have “Health and Fitness” in your Top 5? If not, it will be VERY difficult for you

to reach that goal with your current order of values.

Next, take a look at an area of your life that you have experienced inconsistent results, is the

major motivation an “away from”? If so, you’ll need to ‘clean up’ the negative energy

associated with that value.

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Warrior Mind Coaching and Training – Values Elicitation

© 2010 Warrior Mind Coaching and Training – http://warriormindcoach.com

1. ‘Wanting to believe' something new. 2. The experience of being 'open to believe' something new.

[[[[Note As an additional 'attractor' you may identify a 'mentor' that helped you to become more 'open to believe' by 'resonating' with, releasing or unveiling something deeply within you. Then make a physical space for the mentor near the 'open to believe' space. Mentors can include children, teachers, pets, people you've never met but have read about, phenomena in nature (such as the ocean, mountains, etc.) and even yourself.]]]]

3. The beliefs that you 'currently believe' now, including any limiting beliefs or beliefs that conflict with the new belief you would like to have more strongly.

4. The experience of being 'open to doubt' something you had believed for a long time. [[[[Again you may identify another 'mentor' that helped you to become more open to doubt something that was limiting you in your life.]]]]

5. Beliefs that you 'used to believe' but no longer believe. [[[[This is a space we sometimes call the 'museum of personal history'.]]]]

6. An experience of deep 'trust' - perhaps a time when you did not know what to believe anymore but were able to trust in yourself or a higher power.

These states and mentors do not need to have any connection to the current belief issue you are trying to resolve.

'Landscape' of States Associated with the Belief Change Cycle'Landscape' of States Associated with the Belief Change Cycle'Landscape' of States Associated with the Belief Change Cycle'Landscape' of States Associated with the Belief Change Cycle

Implementing the Belief Change Cycle Implementing the Belief Change Cycle Implementing the Belief Change Cycle Implementing the Belief Change Cycle Once this landscape has been laid out it can be utilized in many different ways. One of the common ways in which to use it is to have a person think of a new belief that he or she would like strengthen and simply 'walk it' through the natural steps of the cycle. The instructions would proceed as follows

1. Stand in the 'Want to Believe''Want to Believe''Want to Believe''Want to Believe' space, think of the 'new belief' that you would like to have

more confidence in. Holding this belief in mind move into the 'Open to Believe''Open to Believe''Open to Believe''Open to Believe' space. (If you have chosen a 'mentor' for this state, you may step into his or her 'shoes' at this point. Seeing yourself through the eyes of your mentor, you may give the you who is 'open to believe' the new beliefs any helpful advice or support.)

2. Feel what it is like to become more open to believe this new belief. When you intuitively feel the time is appropriate, step into the 'Currently Believe''Currently Believe''Currently Believe''Currently Believe' space concentrating on the new belief you want to have.

3. If there are any conflicting or limiting beliefs that come up in the 'Currently Believe' space, hold them in mind and move to the 'O'O'O'Open to Doubt'pen to Doubt'pen to Doubt'pen to Doubt' space. (Again, if you have chosen a 'mentor' for your 'open to doubt' state, you may step into his or her 'shoes' at this point.

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Warrior Mind Coaching and Training – Values Elicitation

© 2010 Warrior Mind Coaching and Training – http://warriormindcoach.com

Seeing yourself through the eyes of your mentor, you may give the you who is becoming 'open to doubt' any of the limiting or conflicting beliefs any helpful advice or support.)

4. Ecology Check Go to the 'Trust' 'Trust' 'Trust' 'Trust' space and consider the positive intents and purpose of both the new belief and any conflicting or limiting beliefs. Consider whether there are any changes or revisions you would like to make to the new belief. Also consider if there are any parts of the old beliefs that would be worth retaining or incorporating along with the new belief.

5. Return to the old limiting or conflicting beliefs that you left in the 'Op 'Op 'Op 'Open to Doubt'en to Doubt'en to Doubt'en to Doubt' space, bringing the insights you had from the 'Trust' 'Trust' 'Trust' 'Trust' space and move them into the 'Used to Believe' 'Used to Believe' 'Used to Believe' 'Used to Believe' space, your 'Museum of Personal History''Museum of Personal History''Museum of Personal History''Museum of Personal History'.

6. Step back into to the 'Currently Believe' 'Currently Believe' 'Currently Believe' 'Currently Believe' space and focus on the new beliefs you want to strengthen. Experience your new sense of confidence and verbalize any new insights or learnings that you may have discovered during this process.

7. Ecology Check Again step into the 'Trust''Trust''Trust''Trust' space and consider the changes you have made. Know that, because this is a natural, organic and ongoing cycle, the process can continue evolve and that you can make any necessary adjustments in the future in the way that is most appropriate and ecological for you.

Many people find that simply walking through these locations (or even imagining walking through these locations) and re-experiencing the states allows them to gently completely shift their beliefs. Symbolic Belief Change Cycle Symbolic Belief Change Cycle Symbolic Belief Change Cycle Symbolic Belief Change Cycle Another application of this belief change 'landscape' involves the creation of symbols for each of the locations. This can be very powerful for two reasons. First, it adds an additional 'attractor' to each state making them more easily accessible. Secondly, as Freud pointed out, symbols often help us to involve unconscious processes more in the process of change. The symbolic belief change cycle involves creating symbols for each of the states that make up the belief change 'landscape'. The symbols are then synthesized into a personal story or metaphor for belief change. When coming up with the symbols, it is important to keep in mind that they do not need to 'logically' relate to each other in any way. They should just simply emerge from your unconscious. It is not necessary that they make any sense at first. Just write down what pops into your mind as a symbol for the state. Remember the states which make up the landscape and their symbols should be kept general and not connected to any particular belief issues. In this process, there will be separate symbols or characters for the particular belief you would like to have or strengthen, and any limiting or conflicting beliefs. As an analogy, the symbols relating to the states which make up the belief change landscape will make up the 'stage' on which story is played out. The desired and limiting beliefs will be the 'characters' that move around on that stage. 1. Stand into the 'Want to Believe''Want to Believe''Want to Believe''Want to Believe' space and think of what it is like when you want to believe something new. Create a symbol or metaphor for 'wanting to believe' something new. Symbol ___________________________________ 1.1. Make up character or symbol for the new beliefs you would like to develop or strengthen. Character/Symbol ___________________________________ 2. Move into the 'Open to Believe' 'Open to Believe' 'Open to Believe' 'Open to Believe' space and think of what it is like when you are open to believe something new. What is your metaphor or symbol for being 'open to believe'? Symbol ___________________________________

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Warrior Mind Coaching and Training – Values Elicitation

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3. Stand in the 'Currently Believe''Currently Believe''Currently Believe''Currently Believe' space and think of the current beliefs that you have. Focus on any limiting beliefs that you would like change or which conflict with the new beliefs you would like to strengthen. Create a symbol or metaphor for the old belief or beliefs you would like to change. Symbol ___________________________________ 3.1. Make up character or symbol for the conflicting or limiting beliefs you would like to update or change. Character/Symbol ___________________________________ 4. Move into the 'Open to Doubt''Open to Doubt''Open to Doubt''Open to Doubt' space and think of a time you were open to doubt something you had believed for a long time. What is your metaphor or symbol for being 'open to doubt'? Symbol ___________________________________ 5. Stand in the 'Used To Believe' 'Used To Believe' 'Used To Believe' 'Used To Believe' (your "museum of personal history") space and remember something you used to believe but no longer believe. What is your metaphor or symbol for all the beliefs in your life that you used to believe but no longer believe? Symbol ___________________________________ 6. Step into the space for the experience of deep 'Trust''Trust''Trust''Trust'. Create a symbol or metaphor for the experience of trusting in something beyond your beliefs. Symbol ___________________________________ 7. Tell your 'story of change' by incorporating all of the metaphors and symbols that you have created. If you want to, as you are telling the story, you may physically walk to the spaces to which you are referring. Allow the story to 'self-organize' itself. That is be intuitive. Just begin and let the story take you where 'it needs to go'. Tell it as if you were telling a fairy tale to a child or as if it were a dream. In fact it is best to start the story with the words, "Once upon a time..." or "I had a dream that..." and then just let it flow. Synesthesia and the Structure of BeliefsSynesthesia and the Structure of BeliefsSynesthesia and the Structure of BeliefsSynesthesia and the Structure of Beliefs In NLP, the phenomenon of "overlap" has to do with the connections between the senses. We can "overlap" an image and a sound together, for example. Sounds or images may also be overlapped onto feelings. Overlap is possible because our sensory experiences become mixed together in our nervous systems. It is this connecting together of information from the different senses that makes creativity and learning possible. The process of overlap, for instance, makes it possible to form cognitive strategies in which sensory processes and representations are linked together in a particular sequence. Experiences which involve an overlap of the senses are usually more rich and powerful than perceiving something through a single sense alone. Certainly, many of the most powerful experiences in our lives (such as 'religious' or 'spiritual' experiences) involve an integrating together of the various senses. The process of overlap is used in many NLP processes in order to create or enrich a particular experience. To create a resource state, for example, a person may be instructed to, "Visualize how you would look if you were able to act effectively and resourcefully." When the person is able to form an image, the picture may be overlapped onto the kinesthetic representational system by suggesting, "As you watch yourself in that image, notice what feelings and body sensations would accompany those actions." The image and feelings could be

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Warrior Mind Coaching and Training – Values Elicitation

© 2010 Warrior Mind Coaching and Training – http://warriormindcoach.com

overlapped onto the auditory system by asking, "If you had those feelings and sensations in your body, how would your voice sound? What sort of tone and rhythm goes with those feelings?" SynesthesiaSynesthesiaSynesthesiaSynesthesia As the phenomenon of overlap demonstrates, not all of our mental experiences are clearly distinguishable in terms of the five senses. Sometimes experiences become connected and overlapped so completely that it is not possible to easily distinguish one from the other in a causal relationship - they are both there simultaneously but each needs the other in order to be there. Feeling moved by a piece of music or art would be an example of this. The feeling could not exist without the art and the art could not exist without the feeling. In NLP, such a connection is called a synesthesia. The term literally means "a synthesizing of the senses." Synesthesias are usually more rich and powerful than perceiving something through a single sense alone. Synesthesia patterns can also be a very important factor in determining the ease or effectiveness in which certain mental functions are performed. As with the development of the senses themselves, the strength of the various synesthesia relationships vary for different people. Thus, synesthesia has to do with the interconnection between representational systems, characterized by phenoma like "see-feel circuits," in which a person derives feelings from he sees, and "hear-feel circuits," in which a person gets feelings from what they hear. Any two sensory modalities may be linked together. Synesthesia links have to do with the mutual influence between sensory representations. Certain qualities of feelings may be linked to certain qualities of imagery - for example, the intensity of a feeling may be linked to the brightness of an image; the color of an image (red or blue, for instance) may influence the temperature of a feeling; people may feel the impact of a particular image at different locations in their bodies depending on its quality of movement; and so on.

Synesthesia is at the basis of our appreciation of art, our ability to feel compassion for the misfortunes of others, and is a core quality of genius. They are also the basis of the so-called "fuzzy functions" in NLP. Fuzzy FunctionsFuzzy FunctionsFuzzy FunctionsFuzzy Functions "Fuzzy Functions" were defined by John Grinder and Richard Bandler in The Structure of Magic Volume II (1976) as a connecting or overlapping of our sensory representational systems. Technically, Grinder and Bandler define "fuzzy functions" as: Any modeling involving a representational system and either an input channel or an output channel in which the input or output channel involved is a different modality from the representational system with which it is being used. In traditional psychophysics, this term, 'fuzzy function', is most closely translated by the term 'synesthesia'.

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Warrior Mind Coaching and Training – Values Elicitation

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WORKSHEET NO.WORKSHEET NO.WORKSHEET NO.WORKSHEET NO.6666 Vision and the Neurological LevelsVision and the Neurological LevelsVision and the Neurological LevelsVision and the Neurological Levels To get a clear inventory of your ‘Neurological Levels’ in relation to your personal success please take time to answer the following questions:

Environmental ConditionsEnvironmental ConditionsEnvironmental ConditionsEnvironmental Conditions - wherewherewherewhere and whenwhenwhenwhen success occurs:

• What aspects (people, things) in your environment support yousupport yousupport yousupport you in achieving your personal success? Remember to think of your entire environment, i.e. work, home, car, gym, church, etc

• What aspects (people, things) in your environment needneedneedneed to change to change to change to change in order to support you in achieving your personal success?

Behavioral FactorsBehavioral FactorsBehavioral FactorsBehavioral Factors – whatwhatwhatwhat as to be done for success to occur:

• What behaviors are you conducting that support you support you support you support you in achieving your personal success?

• What behaviors are you conducting that do not supportdo not supportdo not supportdo not support you in achieving your personal success?

CapabilitiesCapabilitiesCapabilitiesCapabilities - howhowhowhow your actions are selected and monitored for success to occur:

• What capabilities do you now have you now have you now have you now have that support you in achieving your personal success?

• What capabilities do you need to acquireneed to acquireneed to acquireneed to acquire to support you in achieving your personal success?

Beliefs and ValuesBeliefs and ValuesBeliefs and ValuesBeliefs and Values - They relate to whywhywhywhy a particular path is taken and the deeper motivations which drive your actions.

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Warrior Mind Coaching and Training – Values Elicitation

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• Review your values list; are your top 5 in support of your personal success goal?

• Review your beliefs; what beliefs do you have that support you in reaching your personal success goals? Which one’s hold you back?

Identity FactorsIdentity FactorsIdentity FactorsIdentity Factors - relates to your sense of your role or mission. Now we get to the good stuff….your mission. Do you know what your mission is? If not, I’ll help you work on that from the level of Vision (spiritual). Remember, you have to be above the level you want to work on. So in this case, if you don’t know your mission, you’ll need to “jump up” to the level of vision. “Spiritual” factors“Spiritual” factors“Spiritual” factors“Spiritual” factors relates to your vision or view of the larger system of which you are a part of. So finally we’re here…your vision for your life. Got it? No? That’s OK, here’s an exercise to help you with your vision. I want to say that a vision is something that should be taken seriously…have fun with the process, but this is WHY you are here on Earth.

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Warrior Mind Coaching and Training – Values Elicitation

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Exploration to Prepare to Write the Personal Vision StatementExploration to Prepare to Write the Personal Vision StatementExploration to Prepare to Write the Personal Vision StatementExploration to Prepare to Write the Personal Vision Statement Use these questions to guide your thoughts. I would suggest going to a isolated location, preferably somewhere in Nature, take a journal and these questions with you. Spend some time with each of them. Perhaps even speak them out loud in your micro-recorder again. This should be a very scared time of introspective; after all, we’re talking about the rest of your life! Remember your vision is your life; your mission will be how you engage and interact in it.

• What are the ten things you most enjoy doing? Be honest. These are the ten things

without which your weeks, months, and years would feel incomplete.

• What three things must you do every single day to feel fulfilled in your work?

• What are your five-six most important values?

• Your life has a number of important facets or dimensions, all of which deserve some

attention in your personal vision statement. Write one important goal for each of

them: physical, spiritual, work or career, family, social relationships, financial

security, mental improvement and attention, and fun.

• If you never had to work another day in your life, how would you spend your time

instead of working?

• When your life is ending, what will you regret not doing, seeing, or achieving?

• What strengths have other people commented on about you and your

accomplishments? What strengths do you see in yourself?

• What weaknesses have other people commented on about you and what do you

believe are your weaknesses?

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Warrior Mind Coaching and Training – Values Elicitation

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CrCrCrCraft Your Personal Vision Statementaft Your Personal Vision Statementaft Your Personal Vision Statementaft Your Personal Vision Statement Once you have thoughtfully prepared answers to these questions and others that you identify, you are ready to craft a personal vision statement. Write in first person and make statements about the future you hope to achieve. Write the statements as if you are already making them happen in your life. Some experts recommend 50 words or less, but I would rather see you fully articulate the vision you want for your life and your future, than be limited by word count.

Motivational speaker and writer, Brian Tracy, states that you generally accomplishment your written goals, dreams, plans, and vision. Writing them down lends power and commitment to their accomplishment.

Keep in mind that your personal vision statement can also change over time, depending upon what is happening in your life. You will be amazed, however, at how many components remain consistent over time.

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Warrior Mind Coaching and Training – Values Elicitation

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A A A A Personal Vision StatementPersonal Vision StatementPersonal Vision StatementPersonal Vision Statement A personal vision statement can include such items as reading and writing every day; publishing books; sharing a lifetime of knowledge about people, management, and workplaces with a vast international audience; having a positive impact on every person with whom you come in contact; living daily a life dedicated to integrity, commitment, challenge, and joy; loving your spouse or “significant other” and valuing your relationship/marriage; valuing a few close friends; valuing family relationships; being at all times aware of and engaged in your natural environment; inventing and writing about recipes and food; traveling the world to experience its richness; watching plays and movies; listening to music; never having to worry about spending money on anything I want; and walking on the beaches of Hawaii.

When I live and experience the components of my personal vision statement frequently, I feel inner peace and joy that knows no bounds. Your personal vision statement will have the same impact for you. Take the time to formulate answers to the above questions, and write your personal vision statement. Then, listen to your heart sing with the fullness of your articulated dreams.

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Warrior Mind Coaching and Training – Values Elicitation

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How to Write a Personal Mission StatementHow to Write a Personal Mission StatementHow to Write a Personal Mission StatementHow to Write a Personal Mission Statement Writing a personal mission statement is simple, but writing a good personal mission statement is what is going to take a little time. Though it's meant to be short, choosing the right words, and drafting it in a concise yet impressive manner, requires some time as well as, you have to follow some of these tips:

• Determine Your Passion & AbilitiesDetermine Your Passion & AbilitiesDetermine Your Passion & AbilitiesDetermine Your Passion & Abilities: Some of you may not be aware of it, but you're sure to have some kind of passion, some driving force to get you where you want to be. First identify this driving force. Then point out things you are naturally good at, or things you like doing, or both. Some of you may be creative, socially active, or good managers. Whatever you think are your abilities, make a note of them.

• Determine Your Principles & ValuesDetermine Your Principles & ValuesDetermine Your Principles & ValuesDetermine Your Principles & Values: Principles guide the manner in which you go about attaining your goals. When you make a note of these, you are promising yourself to follow these to give you a direction towards your final destination. These principles also help you decide the kind of impact you want to have on the people around you, the causes you are passionate about, and the virtues that you think are necessary to achieve your goal. An important note to make is that principles are simply guidelines, and can be altered as the situation demands. However, your core values, such as simplicity or respect, will remain the same. So what are the principles and values you live by? Note them down.

• Determine Your GoalsDetermine Your GoalsDetermine Your GoalsDetermine Your Goals: Why are you writing a mission statement? What is your ultimate goal, i.e. your vision? What do you intend to achieve by utilizing your abilities and your values? Identify all these to complete your mission statement.

The above are simply the underlying guidelines that will help you write a good personal mission statement, once you have identified yours, incorporated them into your personal mission statement. Please write your mission statement in your journal now.

If you’d like some help with a mission statement here’s a good link: http://www.franklincovey.com/msb/

If you’re ready to fully explore your vision, mission and ALL levels below, I offer a 2 If you’re ready to fully explore your vision, mission and ALL levels below, I offer a 2 If you’re ready to fully explore your vision, mission and ALL levels below, I offer a 2 If you’re ready to fully explore your vision, mission and ALL levels below, I offer a 2 ½ day High Intensity Inner Strength Vision Quest, ½ day High Intensity Inner Strength Vision Quest, ½ day High Intensity Inner Strength Vision Quest, ½ day High Intensity Inner Strength Vision Quest, eeee----mailmailmailmail for more details. for more details. for more details. for more details.

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Warrior Mind Coaching and Training – Values Elicitation

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Bonus!Bonus!Bonus!Bonus! Purpose HuntingPurpose HuntingPurpose HuntingPurpose Hunting

A good friend of mine, Tim Kelly, has given me permission to share this mini e-book, “Purpose Hunting” with you. Have you ever wondered what life has in store for you? Do you want a job that will fulfill, enliven, and enrich you? Do you sometimes feel dissatisfied, that there must be something "more"? All of us are here for a reason. Questions like, "Who am I? What am I meant to do with my life?" may seem too big to answer. But these questions do have answers, specific ones, and they are different for each person. You are unique, and you have a purpose. Deep down inside, you even know what your purpose is! You can use the Know Your Purpose™ method to uncover your purpose, and lead a life of fulfillment, joy, and success. Tim Kelley is the foremost expert on finding your life's purpose. His Know Your Purpose™ method includes eight distinct techniques for discovering your life's purpose. To download Tim’s mini e-book you can download it at the Warrior Mind Coach here: http://warriormindcoach.com/ebook/PurposeHunting.pdf