Virtual NLP Practitioner
Certification Program
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NLP University
International
NeuroLogical Levels of Learning
and Change
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Bateson’s Levels of Learning
n Learning 0–no change.Repetitivebehaviorsinwhich
theindividual,groupororganizationisstuckinarutor
trapped“insidethebox”—e.g.,habits,resistance,inertia.
n Learning I–gradual,incremental change.Making
correctionsandadaptationsthroughbehavioralflexibility
andstretching,butstill“withinthebox”—e.g.,establishing
andrefiningnewproceduresandcapabilities.
n Learning II–rapid,discontinuous change.Instantaneous
shiftofaresponsetoanentirelydifferentcategoryorclass
ofbehavior.Aswitchfromonetypeof“box”toanother—
e.g.,changeinpolicies,valuesorpriorities.
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Bateson’s Levels of Learning
n Learning III–evolutionary change.Significant
alterationswhichstretchbeyondtheboundariesofthe
currentidentityoftheindividual,groupororganization.
Notonlyaretheyoutsidethe“box,”theyareoutsideof
the“building”—e.g.,transitionofrole,brandoridentity.
n Learning IVisrevolutionary change.Awakeningto
somethingcompletelynew,uniqueandtransformative.
Theindividual,groupororganizationisoutofthebox,
outofthebuildingandinanewworld—e.g.,completely
newresponses,technologiesorcapabilitiesthatopen
thedoortopreviouslyunknownanduncharted
possibilities.
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Levels of Learning and
Change Comparison
Bateson’s Levels
of Learning
Dilts’ Levels of Change
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•Environmentdeterminestheexternalopportunitiesorconstraintstowhich
apersonhastorespond.
Relatestothewhere and when - creating a context.
LEVELS OF LEARNING
AND CHANGE
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•Behaviorsarethespecificactionsorreactionsmadebyapersonwithin
theenvironment.
Relatestothewhat - engaging people's actions and bodies.
•Capabilitiesguideandgivedirectiontobehavioralactionsthrougha
mentalmap,planorstrategy.
Relatestothehow - engaging people's strategies and minds.
•Beliefsandvaluesprovidethereinforcement
(motivationandpermission)thatsupportsor
inhibitscapabilities.
Relatestothewhy – engaging people's
hearts.
LEVELS OF LEARNING
AND CHANGE
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•Identityinvolvesaperson'sroleandmission.
Relatestothewho – engaging people's
sense of self.
•Purposeinvolvestherecognitionofthe
largersystemsofwhichpeopleareapart.
Relatestothewho and what else–
engaging people’s sense of vision
Levels of Learning and
Change
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Levels of Perception Are
Reflected in Language
A.Identity—“I am a cancer victim.”
B.Belief—“It is false hope not to accept the inevitable.”
C.Capability—“I am not capable of keeping well.”
D.SpecificBehavior—“I have a tumor.”
E.Environment—“The cancer is attacking me.”
A.Identity—“I am an alcoholic and will always be an
alcoholic.”
B.Belief—“I have to drink in order stay calm and be
normal.”
C.Capability—“I can’t seem to control my drinking.”
D.SpecificBehavior—“I had too much to drink.”
E.Environment—“When I get around my friends I like a
drink or two.”
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Levels of Support for
Learning and Change
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Spirit—Awakening
Identity—Sponsoring
Values and Beliefs—Mentoring
Capabilities—Teaching
Behavior—Coaching
Environment—Guiding/Caretaking
Multi Level
Introductions
• Whereyouarefrom.
• Whatyoudo.
• Howyouwouldliketoimproveduringthis
course.
• Whyyouwanttoimproveinthatway.
• Ametaphorforwhoyouareorwantto
becomemoreofasaresultofthiscourse.
Whatisthespecial giftyoubring?
• Yourvisionofwhatyouwanttocreate
moreofintheworld.Whatisthelarger
wisdomyouserve?
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Copyright © 2020 by Dilts NLP University