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Code of Conduct for Trainers

1     Declaration

  1. The Company undertakes to provide quality training and assessment, and field trainers and assessors who are specialists in their field.
  2. The Company undertakes to provide training and development activities to support Trainers’ ongoing development.

2     Ecology

  1. Trainers are required to be fully familiar with the Code of Ethics for Psychotherapists, so that both the trainer’s and the learner’s behaviour can be moderated in line with its principles.
  2. All conscious hypnotic and trance language can only be accepted if it meets the learning objectives and the intellectual and emotional needs of the learner. Such language patterns need to be offered with complete congruence and should they be recognised, the observer gains a clear demonstration of the ethical application.
  3. Trainers need to be mindful of professional boundaries, given the potential for uneven power-holding within the learning context. Trainers must not take financial, material or emotional advantage of a learner.
  4. Should fictitious stories be provided as a means of generating learning and establishing learning points, these need to be marked out in the session notes. At no point can fictitious stories be used for the self promotion of the Trainer.
  5. Claims made concerning professional experience must be verifiable.
  6. Trainers can provide anecdotal accounts, provided that anonymity of clients and learners is maintained.
  7. Any social or personal relationships between a trainer and a learner need to be declared to the Lead Tutor.

3    Learning Outcomes

  1. Trainers are required to deliver the products and services outlined in the contracted programme or part thereof.
  2. Trainers are required to arrive prepared with a lesson plan that delivers the identified and intended learning objectives. Any deviation from this lesson plan needs to be explained. Such deviations are ideally recorded and can inform redesign decisions.

4    Materials

  1. All materials that are presented to learners are required to use the Company’s brand and agreed layout, be produced to the agreed standard in terms of accuracy, layout and quality of materials.
  2. To assist this, the Company will process the trainer’s materials in advance of the programme, provided two weeks lead time is offered.

5     State

  1. Trainers are required to arrive in a state of readiness and energy such that they can maintain multiple attention, demonstrate flexibility, model in the moment and provide an on-going exemplary model of NLP application in practice.
  2. Trainers need to disclose to the Board any serious illness, personal or professional events which might affect their ability to professionally function.

6     Learning

  1. Trainers are required to operate predominately from the learner’s model of the world whilst providing learning opportunities, and be mindful of and mark out those occasions where they, the trainer, is operating specifically from their own map of the world.
  2. Trainers are required to gain feedback through meta, and third position, plus through direct or indirect consultation.
  3. Trainers need to acknowledge mistakes congruently, and welcome challenges to their personal model of the world, realising that their learners are their most useful and contemporary sources of learning.
  4. Trainers are required to update their thinking and integrate new learning into their practices, either at knowledge or skill level.

7     Health and Safety

  1. Trainers are required to be familiar with the Company’s Health and Safety policy and maintain safe working practices accordingly.

8     Managing Bias and Prejudice

  1. Trainers are required to notice any bias or prejudice from within their own map towards a learner, resulting from cultural, political, intellectual, social, racial differences, or from patterned responses to age, gender, physical ability and attributes. Once noticed Trainers are required to stay alert and curious, with an external focus of attention, and a determined commitment to adopt more useful filters, whilst monitoring the congruence levels of their own responses.
  2. Should a Trainer find it an unproductive strain maintaining this degree of applied openness, then s/he may be replaced by an alternative Trainer.

9     Managing Conflict

  1. Trainers are required to balance the needs of the individual with the welfare of the class as a whole.
  2. Trainers need to be mindful that all learning, and in particular personal development learning, is an emotional process, requiring disclosure and personal revelation. Accordingly they need to be mindful at all times of the sensitive and potentially volatile nature of the content they are presenting.
  3. Similarly, trainers need to be mindful of possible learner displacement activities, as the individual is managing their own internal processing.
  4. Trainers are required to pace levels of conflict within the room, either generated by an individual learner’s patterns or as a result of the materials presented. Trainers are required to decide how useful this conflict is, within the learning context, and pace and lead the conflict to resolution, albeit temporary.
  5. Should an individual continue to be disruptive and impervious to rapport building initiatives, then they will be asked to leave the group for the sake of the majority’s learning.

10    Coaching

  1. Trainers are required to provide 1:1 coaching support during exercises or between sessions, to meet the learner’s outcomes and those of the session plan.
  2. Trainers can enter into email or phone coaching, mindful of their own and the learner’s ecology, and with the knowledge of the Lead Tutor.
  3. Trainers need to make clear to the learner that they cannot be regarded as advisors or spokes persons on behalf of the Company where queries arise not directly related to the current training session. In such cases, the learner is referred to the Lead Tutor.

11    Therapy

  1. Trainers can offer therapy services to learners, in response to a direct request, provided that the boundaries of the therapeutic and training relationship are clearly differentiated, and provided that they are the most suitable therapist for that learner. Conditions for referral apply.
  2. Information gained in these sessions remains confidential, as appropriate.
  3. Trainers, who have direct authority over assessment and certification decisions post Master Practitioner, cannot offer therapeutic services to that learner.

12   Student Records

  1. All outcomes on written work are registered and materials filed securely.
  2. Notes are maintained regarding the progress of learners, key events, and evidence provided through observation.
  3. All contact with outside agencies, bodies or personnel on behalf of the learner is recorded.
  4. This information is available to the learner at any time.

13   Reviews

  1. Trainers are required to review and evaluate the effectiveness of the session, its design and its materials. If the session is part of a set programme then this feedback needs to inform re-design decisions. If the trainer has full responsibility for these elements, then they are obligated to make whatever adjustments are required, should the session be repeated.
  2. Trainers are required to conduct on going personal reviews regarding their own effectiveness, and seek out advice or mentoring should they detect unuseful patterns in their professional behaviour.
  3. Trainers are required to participate in any review and evaluation exercises conducted by the Company.

14   Administration

  1. Trainers are required to update personal details, to include contact details.
  2. Trainers are required to comply with the administrative requirements of the Company, namely maintaining registers of attendance, review details, assessment outcomes, submitting expenses claims, submitting invoices in a timely, accurate and clear manner.
  3. Trainers are required to keep the admin office appraised of all outside contacts on Company business.
  4. Trainers are asked to provide details of availability.

15   Remuneration

  1. Trainers undertake to perform agreed tasks for the fees agreed at the time of contracting.
  2. Submission of costs after the event will not be accepted.

16   Collaboration

  1. The trainer is required to disclose in confidence to the Lead Tutor matters coming to their attention regarding a learner, which could prevent that learner from meeting his/her learning outcomes, or which might jeopardise the welfare of the group.
  2. The Lead Tutor is required to collaborate with all parties who have a direct professional influence on the learner’s progress, namely fellow trainers, coaches, supervisors.
  3. The Lead Tutor is required to provide all relevant, current information on learner’s to outside bodies as required, namely UKCP, NLPtCA, The Guild, either for assessment, certification, moderation and/or verification purposes, or as part of a complaints enquiry
  4. In exceptional circumstances, the Lead Tutor can seek further information from the learner’s family and friends, or other professionals involved with that learner, in order to further that learner’s chances of achieving his/her learning outcomes.