Manual Primavera P6

Thomas Jeffe rson once said, " If [\\ 0 indivi duals ge t wgethe r and exchange a dollar, the" each walk away with onc dollar. If the same indi,idual!; get together and exchange an idea, they both walk away with m o ideas." In many ways, this stateme nt expresses the vastly generative potential or ';cconomics" of modeling. ~ l ode l in g is the process of ta king a complex cvent or phenome non and breaking it into ~m a ll enough chunks SO that it can be recapiru lated or applied in some way. Bc ha,ioral model ing involves obse rving and mapping the successfu l proccsscs wh ic h underlie an exceptional performance of some eype. The purpose of behavior modeling is to create a pragmatic map or ' model' of a particular be ha vior which can be used to reproduce or simulate some as pect of that pcrformance by anyone who is mOtivated co do so. Th e abili ty to mode l effective ly opens the door to many possibilities that have prc"'iously been unava ilable to humankind. In add ition to providing a methodology which (.w an be uscd co make ideas more explicit and casie r [Q commliniC'Jtc, modeling ca n transform the way we " ic\\ and pe rcei\c one anOthcr. If we see someone who does something bener than oursch'es, for example, instead of looking at th at person and feeling inadequate, jealoll,), or ~ u s pi cio ll S, wc Can go OUl and model how they do wh ,n they do. Thcn, wc t OO ca n havc the ca pabi l i ~ that the other person possesses. The field of :"\'e uro- Linguistic Programming (XLP) has d e n~ l oped out of the modeling of the beh aviors and thinking processes of c'\ceptional peopl e from many fiel ds. NLP modeling procedures involve finding out abollC the me ntal \ rrarcgics ("XClI ro" ) a person is using by analY-l ing that pcr,on 's language patterns (" Lin guistic" ) and non·\'erbal respon ses. Th e rC\ lIl tS of th is a nal ys i ~ are rhen put into srcp· by·step strategies or proccdures ("Programm ing") rhat may be used [0 transfer the ski ll to other people, and apply it to othe r CO IHC XC;. The purpose of :"lLP modeling is to put ''''hat has been obse rved and described inro action in a way th .. t is productive and enriching. In fact, the worldwide sllccess of :"\LP a\ a technology for creating and managi ng change comes from its foundation in the modeling process. Th is book is about the :\LP modeling proce~s and its applica tions. The fi m part of this book is devoted to defining the principles and tools necessary for effective modeling (the "e pistemology," methodology and technology of:--':LP ). 1"e second part of rhe lxx>k illustrates the application of N I... P modeling procedures to th e study of effective leade rship. It pro\ Ides exa mples of ho'" i'\ LP was appl ied to identify specific cognitive, linguistic and he ha\-iora l lntuition->SelfUse

(Build Subjective Experience from Second Positwn)

Explicit: Intuition->Structure->Transfer to Others (Define the Structure of Subjective Experience from Third Positwn)

IMPLICIT

EXPLICIT

Unconscious "Right Brain" General - Whole Synthetic State Associated Inductive Intuitive Analog Child External-> Internal Territory

Conscious "Left Brain" Specific - Parts Sequential Strategy Disassociated Deductive Cognitive Digital Adult Internal->External Map

Comparison of Implicit and Explicit Modeling

Implicit modeling is primarily an inductive process by which we take in and perceive patterns in the world around us. Explicit modeling is essentially a deductive process by which we describe and put those perceptions into practice. Both processes are necessary for effective modeling. Without the "implicit" phase, there is no effective intuition base from which to build an "explicit" model. As NLP co-founder John Grinder pointed out, "It is impossible to make a description

52

MoDELING WITH NLP

of the grammar of a language about which you have no intuition." On the other hand, without the "explicit" phase, the information that has been modeled cannot be built into techniques or tools and transferred to others. Implicit modeling by itself will help a person to develop personal, unconscious competence with the desired behavior (the way that young children typically learn). Creating a technique, procedure or skill set that can be taught or transferred to others beyond oneself, however, requires some degree of explicit model­ ing. It is one thing, for example, to learn to spell well, or develop an effective golf swing for oneself; it is another thing to teach other people how to do what you have learned. NLP, in fact, was born from the union of implicit and explicit modeling. Richard Bandler had been intuitively "implicitly" modeling the linguistic skills of Fritz Perls and Virginia Satir through video tapes and direct experience. Bandler was able to reproduce many of the therapeutic results of Perls and S atir by asking questions and using language in a similar manner as they did. Grinder, who was a linguist, observed Bandler working one day, and was impressed by Handler's ability to influence others with his use of language. Grinder could sense that Bandler was doing something systematic, but was unable to explicitly define what it was. Bandler was also unable to explicitly describe or explain exactly what he was doing and how he was doing it. He only knew that he had somehow "modeled" it from Perls and Satir. Both men were intrigued and curious to have a more explicit understanding of these abilities that Bandler had implicitly modeled from these exceptional thera­ pists - an understanding that would allow them to transfer it as a 'conscious competence' to others. At this point Grinder made the offer to Bandler, "If you teach me to do what you are doing, then I will tell you what you are doing." In a very real way, Grinder's historic invitation marks the beginning of NLP. Grinder's words encapsulate the essence of the NLP modeling process: "If you teach me to do what

MoDELING METHODOLOGY

53

you are doing" (if you help me to develop the implicit intuitions, or 'unconscious competence', that you possess so that I too can accomplish similar results), "then I will tell you what you are doing" (then I can make an explicit description of the patterns and processes we are both using). Notice that Grinder did not say, "If you let me obj ectively observe and statistically analyze what you are doing, then I will tell you what you are doing." Grinder said, "Teach me to do what you are doing." Modeling arises from the practical and instru­ mental intuitions that come from "leading with experience." Grinder and Bandler were able to work together to create the Meta Model (1975) by synthesizing (a) their shared intui­ tions about the verbal capabilities of Perls and Satir, (b) direct observations (either in life or through video tape) of Perls and Satir as they worked, and (c) Grinder's explicit knowledge of linguistics (in particular, transformational grammar).

Behaviors of Perls and Satir Intuitions and Behaviors ofBandler Intuitions and Behaviors of Grinder

.., ..,

__....

The 'Meta Model':

Desired Perf