Vertical thinking, lateral thinking, Johari window, NLP.

1. UNIT - 2

2. VERTICAL THINKING
Vertical thinking is a method of thinking in very
linear, selective pathways. Each step is precise,
necessary, and must be correct.
Most of the time, vertical thinking must also follow a
very straight path. In this method, there isn’t usually a
way to diverge from the set thought process or skip
steps in the pattern.
Many psychologists say that vertical thinking is the
opposite of lateral thinking. Lateral thinking can
involve wrong answers, path divergence, and jumping
from one step to another at random.

3. LATERAL THINKING
Lateral thinking is often seen as the opposite of
vertical thinking.
People who usually think laterally may have a
difficult time focusing on step-by-step tasks, but often
come up with interesting solutions to thorny
problems.
A major force in British creative thinking is Edward
de Bono.
A lateral thinker understands vertical thinking, but
chooses to deliberately outside of this bounded
thought process.

4. SIX THINKING HATS
White hat: neutral information (think of purity).
Red hat: emotions and hunches (think of warm fire).
Black hat: judging and evaluating (think of the judge’s
black robes).
Yellow hat: optimism and positive views (think of
sunshine).
Green hat: ideas and creativity (think of vegetation
growth).
 Blue hat: big picture and control (think of the sky
above).

5. DIFFERENCE BETWEEN VERTICAL
AND LATERAL THINKINGVertical thinking Lateral thinking
Looking for the right approach Looking for as many approaches as possible
Rightness Richness
Proceeds if there is a direction Proceeds to generate direction
Is analytical Is provocative
Is sequential Can make jumps
One must be correct at every step One does not have to be correct at every step
Uses negative to block off certain pathways There is no negative
Excludes what is irrelevant Welcomes chance intrusions
Fixed categories/labels Labels may change
Explores most likely paths Explores least likely paths
Is a finite process Is a probabilistic process

6. CREATIVITY
Creativity is the bringing into being of something
which did not exist before, either as a product, a
process or a thought.
CREATIVE THINKING
Creative thinking is the process which we use when
we come up with a new idea.
It is the merging of ideas which have not been
merged before.
Brainstorming is one form of creative thinking

7. WHAT IS CREATIVITY?
An ability
An attitude
A process

8. CREATIVE METHODS
Evolution- idea from another one
Synthesis- merging two ideas
Revolution- marked change
Reapplication-look at something in a old way
Changing direction- think out in alternative way

9. NEGATIVE ATTITUDES THAT BLOCK
CREATIVITY
Oh no a problem
It can’t be done
I can’t do it
But I’m not creative
That’s childish
What will people think
I might fail

10. MYTHS ABOUT CREATIVE
THINKING AND PROBLEM SOLVING
Every problem has only one solution
The best answer is already found
Creative answers are complex technologically
Ideas either come or they don’t

11. MENTAL BLOCKS TO CREATIVE
THINKING AND PROBLEM SOLVING
Prejudice
Functional fixation
Learned helplessness
Psychological blocks

12. POSITIVE ATTITUDES FOR
CREATIVITY
Curiosity
Challenge
Constructive discontent
A belief that most problems can be solved
The ability to suspend judgment and criticism
Seeing the good in the bad
Problems lead to improvements
A problem can also be a solution
Problems are interesting and emotionally acceptable

13. MISCELLANEOUS GOOD
ATTITUDES
Perseverance
A flexible imagination
A belief that mistakes are welcome

14. Characteristics of the Creative
Person
curious
seeks problems
enjoys challenge
optimistic
able to suspend judgment
comfortable with imagination
sees problems as opportunities
sees problems as interesting
problems are emotionally acceptable
challenges assumptions
doesn't give up easily: perseveres, works hard

15. NLP (NEURO-LINGUISTIC
PROGRAMMING)
Neuro-Linguistic Programming (NLP) was created in
the early 1970s by Richard Bandler, a computer
scientist and Gestalt therapist, and Dr John Grinder, a
linguist and therapist.
It is said by many to contain the most accessible,
positive and useful aspects of modern psychology, and
so can be helpful in virtually every aspect of personal
and inter-personal relations.

16. NLP OPERATIONAL PRINCIPLES
NLP PRINCIPLE 1 - ACHIEVING OUTCOMES
NLP PRINCIPLE 2 - SENSORY AWARENESS
NLP PRINCIPLE 3 - CHANGING BEHAVIOUR
NLP PRINCIPLE 4 - TIME FOR ACTION

17. NLP PRESUPPOSITIONS
The meaning of a communication is the response you get.
The map is not the territory.
Language is a secondary representation of experience.
Mind and body are parts of the same cybernetic system and
affect each other.
The law of requisite variety (also known as the first law of
cybernetics - cybernetics is the science of systems and
controls in animals, including humans, and machines) states
that in any cybernetic system the element or person in the
system with the widest range of behaviours or variability of
choice will control the system.

18. Behaviour is geared towards adaptation.
Present behaviour represents the very best choice
available to a person.
Behaviour is to be evaluated and appreciated or changed as
appropriate in the context presented.
People have all the resources they need to make the
changes they want.
'Possible in the world' or 'possible for me' is only a matter
of how.
The highest quality information about other people is
behavioural.
It is useful to make a distinction between behaviour and self.
There is no such thing as failure; there is only feedback.

19. NLP TECHNIQUES AND
DEFINITIONS
ANCHORING
ANCHORS
STACKING ANCHORS
COLLAPSING ANCHORS
CHAINING ANCHORS
ASSOCIATED STATE
DISSOCIATED STATE
DOUBLE KINESTHETIC DISSOCIATION
CALIBRATION
CHANGE HISTORY
RAPPORT
REFRAMING
STRATEGY
SUBMODALITIES

20. JOHARI WINDOW
The Johari Window model is a simple and useful tool for
illustrating and improving self-awareness, and mutual
understanding between individuals within a group.
The Johari Window model is a simple and useful tool for
illustrating and improving self-awareness, and mutual
understanding between individuals within a group.
The Johari Window model was devised by American
psychologists Joseph Luft and Harry Ingham in 1955, while
researching group dynamics at the University of California
Los Angeles.

21. JOHARI WINDOW FOUR REGIONS
what is known by the person about him/herself and is
also known by others - open area, open self, free
area, free self, or 'the arena'
what is unknown by the person about him/herself but
which others know - blind area, blind self, or
'blindspot'
what the person knows about him/herself that others
do not know - hidden area, hidden self, avoided
area, avoided self or 'facade'
what is unknown by the person about him/herself
and is also unknown by others - unknown area or
unknown self

22. EFFECTIVE COMMUNICATION
Effective communication helps us better understand
a person or situation and enables us to resolve
differences, build trust and respect, and create
environments where creative ideas, problem solving,
affection, and caring can flourish.
In the information age, we have to send, receive, and
process huge numbers of messages every day.
But effective communication is about more than just
exchanging information; it's also about understanding
the emotion behind the information.

23. Effective communication skills #1:
Listening
Make the speaker feel heard and understood, which
can help build a stronger, deeper connection between you.
Create an environment where everyone feels safe to
express ideas, opinions, and feelings, or plan and problem
solve in creative ways.
Save time by helping clarify information, avoid conflicts
and misunderstandings.
Relieve negative emotions. When emotions are running
high, if the speaker feels that he or she has been truly
heard, it can help to calm them down, relieve negative
feelings, and allow for real understanding or problem
solving to begin.

24. Tips for effective listening
Focus fully on the speaker
Avoid interrupting
Avoid seeming judgmental
Show your interest

25. Effective communication skills #2:
Nonverbal communication
You can enhance effective communication by using
open body language—arms uncrossed, standing with
an open stance or sitting on the edge of your seat, and
maintaining eye contact with the person you’re
talking to.
You can also use body language to emphasize or
enhance your verbal message—patting a friend on the
back while complimenting him on his success, for
example, or pounding your fists to underline your
message.

26. Tips for improving how you read
nonverbal communication
Practice observing people
Be aware of individual differences
Look at nonverbal communication signals as a group
Use nonverbal signals that match up with your words
Adjust your nonverbal signals according to the
context
Use body language to convey positive feelings

27. Effective communication skills #3:
Managing stress
Recognize when you’re becoming stressed
Take a moment to calm down
Bring your senses to the rescue
Look for humour in the situation
Be willing to compromise
Agree to disagree

28. LISTENING SKILL
The key to receiving messages effectively is listening
Listening is a combination of hearing what another
person says and psychological involvement with the
person who is talking
Requires concentration and energy
Involves a psychological connection with the speaker
Includes a desire and willingness to try and see things
from another's perspective
Requires that we suspend judgment and evaluation

29. Key Listening Skills
Nonverbal:
Giving full physical attention to the speaker;
Being aware of the speaker's nonverbal messages;
Verbal:
Paying attention to the words and feelings that are
being expressed;
Using reflective listening tools such as paraphrasing,
reflecting, summarizing, and questioning to increase
understanding of the message and help the speaker tell
his story.

30. LANGUAGE FORMS OR VERBAL
COMMUNICATION
Quality – speakers should tell the truth, not say what
they think or know to be false, or make statements
without evidence.
Quantity –speakers should be as informative as is
required for the conversation to continue; they should
say neither too little, nor too much.
Relevance – speakers’ contributions should relate
only to the purpose of the exchange.
Manner – speakers’ contributions should be clear,
orderly, and brief--avoiding ambiguity.

31. NON LANGUAGE FORM OR
NONVERBAL MESSAGES
You cannot not communicate
Facial Expression
Postures and Gestures
Paralinguistics
Body Language and Posture
Proxemics
Eye Gaze
Haptics
Appearance

32. TRANSACTIONAL ANALYSIS
While there were many theories purporting to explain
human behavior before Eric Berne, the most
frequently cited and known is the work of Sigmund
Freud.
Freud emerged in the early 20th century with his
theories about personality.
Three components or aspects were the Id, Ego, and
the Superego.
Parent – taught concept
Child – felt concept
Adult – learned concept

33. The human brain acts in many ways like a camcorder, vividly
recording events. While that event may not necessarily be able
to be consciously retrieved by the owner, the event always exists
in the brain.
Both the event and the feelings experienced during that event are
stored in the brain. The event and the feelings are locked
together, and neither one can be recalled without the other.
When an individual replays his or her experiences, he or she
can replay them in such a vivid form that the individual
experiences again the same emotions he or she felt during the
actual experience. Or, as Berne’s student Thomas A.
Harris said “I not only remember how I felt, I feel the same way
now”2
Individuals are able to exist in two states simultaneously.
Individuals replaying certain events are able to experience the
emotions associated with those events, but they are also able to
objectively talk about the events at the same time.

36. TRANSACTIONAL ANALYSIS - LIFE
POSITIONS
Life positions are basic beliefs about self and others,
which are used to justify decisions and behaviour.
When we are conceived we are hopefully at peace,
waiting to emerge into the world once we have grown
sufficiently to be able to survive in the outside of the
womb.
If nothing untoward happens we will emerge
contented and relaxed. In this case we are likely to
perceive the world from the perspective of I am OK
and You are OK.

38. THANK YOU