SNLP Trainer Certification

Following changes in the ownership structure of the SNLP, Peter Freeth is now an owner and certifying lead. This page shares the new updated SNLP Trainer certification process.

Stage 1

During the training, you will work through a number of practical activities and complete a total of 8 written assignments.

Following the training, you will deliver the following:

A training plan for NLP Practitioner

Delivery of a NLP based training session of at least one hour which will be observed. The observation should be in-person or via live video. If this is not feasible then a recorded session may be acceptable.

The training delivery could be the first hour of NLP Practitioner training or it could also be a short presentation. You could deliver a 'NLP taster session' or 'Introduction to NLP' or anything else as long as the NLP content is clearly visible. It does not necessarily need to be described to your students or audience as NLP but the NLP principles need to be clearly visible for assessment. For example, you could teach a 'Squash' and call it something else but the steps of the technique would be clear. Or it can be the first hour of a full Practitioner training.

Following the training demonstration, we'll have a feedback conversation.

If you achieve the required standard, you will be granted Trainer Associate certification. You will be able to deliver NLP Practitioner training but you cannot sign certificates for your students and their assessment must be supervised by your Master Trainer.

If you don't yet achieve the standard then you'll have clear feedback to act upon so that you can resubmit at any time. There is no cost for resubmission.

Stage 2

You will deliver a full NLP Practitioner training under supervision. If you achieve the required standard and the training hours requirement, you will then achieve full Trainer certification. You can then assess and certify your own students and deliver any SNLP certified training at Practitioner and Master Practitioner levels.

There is no additional cost for this, in contrast to the $400 certification fee that was charged under the original SNLP process.

Certification

When you certify students, you send a list of names and the course title for the certificates. You'll then receive printed certificates back in the post with gold stickers on and a unique certificate number.

The cost for this is £25 per certificate.

This is in contrast to the $100 certification fee that was charged under the original SNLP process.

If a student loses their certificate, there is no cost for a duplicate (in contrast to the $400 certification fee that was charged under the original SNLP process).

In some circumstances, the Trainer might be able to buy a block of stickers and print certificates locally, for example if the volume of certificates and the location made postal delivery impractical.

Renewal

The SNLP certification must then be renewed every 4 years by completing the following steps:

Send evidence of training delivery over the previous 4 years

Share a sample video of training delivery which could be anything to an audience - a presentation at work, a talk to a local group, anything which contains the principles that you've learned during the training and illustrates your continuous development.

Submit a 200 word reflective statement which outlines how your knowledge and practice of learning design and deliver continues to evolve.

There is no cost for recertification, this process is only important to maintain quality and consistency.

This is in contrast to the $400 recertification fee that was charged under the original SNLP process.

Criteria

These Trainer certification criteria are in addition to those at NLP Practitioner and NLP Master Practitioner levels.

Criteria	Evidence	Example
Manage the process of change for a group of students.	The trainer maintains their own state, leading the process and keeping to their plan regardless of what happens in the ‘training room’. The trainer utilises individual student interactions to support learning for the group. The trainer predicts disruptive behaviours rather than reacting to them.	If a student tries to engage in a conversation about their specific situation, the trainer utilises it as a learning activity or example for all students to benefit from. If a student is disruptive, the trainer maintains their state and manages the disruption rather than losing their composure and reacting to it.
Plan and deliver the learning process from the student’s point of view.	The trainer understands and demonstrates not only how to do something but also how to learn how to do that thing. The trainer understands and responds to the students’ needs which might otherwise impact on the learning process.	The trainer considers what the students need to know in order to practise a technique rather than ‘showing off’ their advanced skills. The trainer would not deviate from the ‘recipe’ for a technique whilst demonstrating it, so as not to confuse the students.
Plan and deliver the learning process with the student’s future clients or stakeholders in mind.	The trainer understands how the students will apply their new skills and makes references to their future context. The trainer uses examples and metaphors which are relevant to the students’ future application of their learning.	The trainer talks about the students’ future coaching clients and evaluates students’ learning and progress with this in mind.
Provide context for learning, including the practical applications and considerations for what is being learned.	The trainer is able to explain why a particular technique might be used over another and also what potential challenges might arise. The trainer can give specific examples of how to choose a technique and when a particular technique might be made less effective.	The trainer might give a specific example of a time when they used a visual squash, together with the impact and why they chose that technique. The trainer might give specific examples of how they learned from their own early ‘mistakes’.
Explain what they are doing, how they are doing it and why they are doing it - whilst they are doing it - maintaining both the presentation or demonstration and the group learning experience.	The trainer is able to deliver a concise and clear demonstration whilst also conveying critical success factors to the audience. The trainer can reference what they are seeing or seeing from the demonstration subject which informs their decisions, e.g. for timing of a technique.	During an anchoring demonstration, the trainer might point out changes in their demo subject’s skin colour, breathing etc while they are also interacting with the subject and managing the process of anchoring, so that the students can make sense of what the trainer is doing, when and why.
Have clear and objective criteria for evaluation, reflection and feedback.	The trainer’s feedback to students is based on verifiable observations which can be acted upon by the student, and the intention behind feedback is related to the overall assessment criteria for certification.	The trainer might point out to a student that their timing for a swish is too late because they are waiting for a reaction, and that is why their results are less effective than they could be.
Link sections of content together in such a way that the sections of learning are generalised and connected by the students.	The trainer utilises and incorporates concepts from related techniques and the students are able to draw upon other experiences during practice sessions.	Anchoring is part of every other technique, so during perceptual positions, the trainer might connect the importance of clear directions and changing positions.
Open the learning process in such a way as to enable all of the above, connecting the learners from their ‘ordinary world’ into the process.	The trainer understands the various realities that students bring into the ‘training room’ and both utilises those differences and creates a single shared state and experience for learning.	The trainer might acknowledge the students’ different journeys to the ‘training room’ as a metaphor for their life journeys.
Close the learning process in such a way as to enable the students to connect their learning from the process back into their ‘ordinary world’.	The trainer understands the various realities that students return to after they have left the ‘training room’ and both utilises those differences and creates a bridge from the training out into the students’ real world applications.	The trainer might acknowledge that the learning process has been a shared journey for their students, which they now take back into their individual journeys.

SNLP Trainer Certification - New Process