In general, the quality of any training is measured by the success of the participants as evidenced by changes in: Knowledge, understanding, skills learned, skills and application of the topics covered. Participants should increase their competence. If a training focuses only on the student's own change, the training is more like a treatment or group therapy session. Some NLP trainers define their training as such, we do not. We believe that training should involve a transfer of knowledge and understanding, and teach and train skills and abilities. Training should not change the personal problems of the student himself. Of course, personal experience and application of learned subjects are important and should be part of all training.
In learning languages, scientific disciplines, and other skills, levels of competence are often used. We want to use these here as well.
Level of learning competence:
A1 Knowledge Know how to present the learning content.
A2 Understanding Being able to explain in one's own words
B1 B2 Apply Practically apply what has been learned
C1 Mastery Being able to flexibly apply what has been learned
C2 Pioneering Inventing new applications
Competence level B1 or higher is required for all NLP certifications.
Depending on the result you want to achieve in a training, you will create a specific training design, but you should also consider the elements of the configuration you choose for the training.
The elements of the configuration:
Group size (e.g. 3 - 100)
Time format (evening class, day, weekend, 4 day sessions, week-long, one piece)
Time supplement additional time for training, supervision, peer group sessions, practice, theory
Learning location format (on-site, presence / hybrid / online)
Training focus (therapy/coaching, personal development/growth, communication, sales/PR)
Client groups (e.g. people in helping professions, business people, teachers, people in need of self-management, etc.)
Participant characteristics (age, education, prior knowledge, experience, etc.)
Training environment (availability of: technical equipment, support staff, room size, group rooms, etc.)
Skills of trainers (background, certifications, experience, etc.)
If the choice of a particular parameter of the configuration elements makes it impossible to achieve the training result or affects the quality of the training, they should not be used and are a limitation that must be taken into account.
Some examples of this:
If you have a group size of 35 people but no assistants for a training focus on personal development with inexperienced, emotionally stressed, uneducated middle-aged participants - under these conditions the quality B1 and the result cannot be achieved - don't do it - reduce the size so you can handle it, additional time (at least 130 hours - add 5-10 hours to use the additional time for answering questions or longer discussions)
If you are doing training focused on therapy/coaching and your trainer skills in using computers and online tools are low and you think it is inappropriate to do more in-depth psychotherapeutic work online - don't do it - just do training in a face-to-face format.
If you are running a communication-focused training for a weekend with three people in a hybrid training format (one person is present at your site and two are online) and your exercises are from your usual face-to-face trainings with 15 people - don't do it - wait for larger groups or change the time setting and exercises so they can achieve the necessary practice and experience that participants need to maintain quality.
The configuration for the highest quality is the level against which other configurations are measured.
If you can provide the highest quality training with 12 people in a face-to-face training in a weekend format, with 2 assistants and 2 group rooms for a group of people in helping professions with a focus on communication, then any change in the configuration elements will lead to a decrease in quality. You will need to find answers to compensate for this possible quality degradation by adding assistants, equipment, time format, total training time, etc. and set some limits for yourself so that you are able to provide the best possible training for you in your circumstances.
At INLPTA we offer flexibility and a variety of designs, structures and ways to deliver the training - but with this great freedom comes great responsibility - for commitment to quality, professionalism and ethics.
The training format, i.e., group size, time format, time supplement, face-to-face/hybrid/online format, will be selected by the INLPTA trainer from the design and implementation for the focus and client groups such that:
This means that the INLPTA trainer decides in a self-assessment in which configuration he/she feels confident and competent on the one hand, and on the other hand, his/her own desired learning goals and competence level greater than B1 can be achieved.
All trainings aim to increase participants' skills and competencies for their purpose and application in their lives. The different focus areas use NLP content elements and tools to achieve different skills for different applications. Here are some examples of NLP content and how the focus categories influence what is taught, what learning objectives are set, and how the NLP models are used.