A First Step Towards Understanding the Effect (and Perhaps Potential) of Neuro-

Linguistic Programming on Salespeople’s Interpersonal Skills

ABSTRACT

This explorative study examines buyer-seller relationships from the perspective of

salespeople’s interpersonal skills. Reflections from an in-depth case study, supported by a
literature review, on how Neuro-linguistic Programming (NLP) affects salespeople’s
interpersonal skills are presented. A key finding is that NLP is perceived as a driver in
creating long term buyer-seller relationships. It was found that NLP provide knowledge that
has a positive effect on a salesperson’s mental ability, behavioural response, mutual feelings
sensitivity, and thereby the interaction outcome achievability. It is noted that the findings
from this case study are perceived effects of NLP training, but as such they a) provide
valuable in-depth insight into how NLP knowledge influences a person’s interpersonal skills,
b) give food for thought about the potential of NLP for industrial buyer-seller relationships.

Key words: interpersonal skills, neuro-linguistic programming, NLP, B2B salespeople,

buyer-seller relationship
 A First Step Towards Understanding the Effect (and Perhaps Potential) of Neuro-
Linguistic Programming on Salespeople’s Interpersonal Skills

INTRODUCTION

From a marketing relationship or network perspective, existing normative marketing theory

suggests that firms facing turbulent environments (e.g. like the current uncertain economic
times) should “extend” the firm by developing soft-assembled strategies (Clark, 1999). These
strategies include expanding a company’s network and relationship competences. From a
micro perspective such competences or skills are embodied in each individual person in an
organisation (Wilkinson and Young, 2005). A soft-assembled strategy involves extending the
“organisational mind”, which is the aggregated collective sensing, thinking and responding
system of all the people in an organisation. In other words, soft-assembled strategies
highlight the value of improving the relationship/interpersonal skills of the people in
organisations facing turbulent environments.

From another theoretical perspective, researchers within the field of B2B selling have over
the years concluded that interpersonal skills are essential in the sales process and that these
skills are positively linked to sales performance (Anselmi and Zemanek, 1997; Churchill et
al., 1985; Homeburg and Jensen, 2007; Basir et al., 2010). Further, a recent empirical study
by Marck, Ennis and Crawford (2010) investigated how the economic downturn has affected
the role of the B2B salespeople. In their research they stated that “it was quite evident that
nurturing and developing the relationship was the primary role of the salesperson and to keep
the link strong during the downturn” (Marck et al., 2010, p. 5). Again, this highlights the
value of improving the relationship/interpersonal skills of the salespeople in organisations
facing turbulent environments.

Despite researchers from both marketing and selling proclaiming that interpersonal skills are
essential for companies to survive turbulent environments or uncertain economic times very
little academic attention has been given to the widely-used Neuro-Linguistic Programming
(NLP) approach in the development of these skills. This is a paradox, because NLP claims to
hold the key to improving a person’s relational and interpersonal skills (Dilts and DeLozier,
2000; Tosey and Mathison, 2003).

NLP originates from the field of psychotherapy (Dilts et al., 1980), and is today a recognised
mode of psychotherapy as neurolinguistic psychotherapy (Wake, 2008). However, NLP is
also applied in a range of other areas e.g. coaching, law, teaching, HRM, selling and
management (Dilts and DeLozier, 2000). Even though it has been stated within sales
literature that NLP training is especially valuable (Jakobsen, 2010; Johnson, 2010) there
appears to be little research conducted (Thompson et al., 2002; Wood, 2006; Borg and
Freytag, 2010).

The aim of this paper is to begin to address this gap in the literature by undertaking A) a
systematic investigation of the NLP phenomenon, B) an exploratory study on the effects of
NLP training on B2B salespeople’s interpersonal skills to gain some empirical insight on how
NLP knowledge influences a salespersons interpersonal skills, and C) to use these findings to
evaluate its potential in buyer-seller relationships.

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The concept ‘interpersonal skills’ is conceptualized in many different ways (Rentz et al.,
2002). In this study we will adopt the interpersonal skills conceptualization and the IPS-EQ
model originating from the work of Borg and Johnston (2011). To investigate these issues an
in-depth case study (supported with a literature review) has been undertaken using the
systematic combining approach suggested by Dubois and Gadde (2002).

The article is organized as follows. First we will introduce the concept of interpersonal skills
and the analytical framework, the IPS-EQ model. Second, the NLP phenomenon is explored
and a literature review is conducted. Third, we will elaborate on applicability of NLP in an
IMP context. Fourth, methodological issues are addressed. Fifth, the empirical findings are
presented. Finally, the paper ends with a discussion about the implications of the findings.

THE INTERPERSONAL SKILLS CONCEPT AND THE IPS-EQ

MODEL
According to Leigh, Pulling, and Corner (2001), the number one ranked sales article of the
twentieth century was written by Churchill, Ford, Hartley, and Walker. In their meta-analysis
of identifying determinants of salespeople’s performance they concluded that interpersonal
skills are part of a selling skills level, which constitutes the second most important
determinant of the performance of a salesperson. In alignment with this seminal work of
Churchill et al, the majority of the subsequent researchers investigating the nature of
interpersonal skills in buyer-seller relationship likewise have concluded that interpersonal
skills and salesperson performance correlate positively (Anselmi and Zemanek, 1997;
Homeburg and Jensen, 2007; Basir et al., 2010).

However, although the majority of sales/marketing researchers conclude that interpersonal

skills are essential for a salesperson’s success, there is little congruence in its
conceptualizations (Borg and Johnston, 2011). In their recent work, Borg and Johnston offer
a unifying conceptualization of interpersonal skills via their IPS-EQ model (2011). This
model (which constitutes the theoretical foundation for our understating of interpersonal
skills) attempts to conceptualize interpersonal skills in a B2B sales process. The model draws
on a range of theories including: the mental ability models approach in understanding
emotional intelligence, the work originating from Mayer, Salovey, and Caruso (1997, 1999,
2000), and theories of the relationship between emotions and behavior (Ben Ze’ev, 2000;
Lang et al., 1998). The idea behind the communication theory by Mehrabian (1971) is partly
adopted. Essentials from the exchanges in industrial marketing and purchasing interactions
framework, presented by Bonoma and Johnston (1978), have been included, as well as
elements from the selling process in an interpersonal sense framework provided by Bagozzi
(1991).

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 Figure 1: The IPS-EQ Model

Source: adopted from Borg and Johnston (2011)

The IPS-EQ model as depicted in Figure 1, suggests that interpersonal skills is a function of a
person’s “mental ability”, “behavioural response”, “mutual feelings sensitivity” and
“interaction outcome achievability”. The model is dyadic as it includes both parties’
perceptions as well as the buyer-seller interaction effect. However, in the following the model
will, in line with the purpose of the paper, be explained from the perspective of the
salesperson.

Figure 1 indicates characteristics of the salesperson that are central to the interpersonal
process. These include a salesperson’s "1. Mental ability" which is concerned with the
ability to perceive and express emotions accurately. This includes the ability to read other
people’s feelings and to discriminate between honest versus dishonest expressions of
feelings. Also included is the capability to understand and analyse emotions and use this
assessment. For example, it involves the ability to “mirror the emotions of another person”
and thereby take another person’s perspective. Finally, this involves the ability to manage
emotions in one-self as well as in others. An example would be to know how to calm down
after feeling angry or being able to alleviate the anxiety of another person.

A person’s "2. Behavioural response" is concerned with ways of linking with another. This
involves the “communication output” that a person is sending to a receiver; including verbal
response, non-verbal response, and tonality of voice. For example, a person with high
interpersonal skills would be characterized as “a good listener” and “a good communicator”.

The "3. Mutual feelings sensitivity" is concerned with the nature of an interaction and
includes people’s ability to sense the atmosphere of an interaction. By this we mean the

3
ability of a person to assess if there is a good atmosphere when interacting with one or more
people. For example, is there a sense of trust, or friendship between oneself and other
participants in the relationship? A person with high mutual feelings sensitivity also has the
ability to influence or alter the atmosphere; this might be done via humour or using another
strategy that works upon mutual feelings. As the figure indicates, this occurs while the
interaction is occurring and requires the capacity to react within that evolving set of
circumstances.

A salesperson’s "4. Interaction outcome achievability" is concerned with the ability to get
the outcome that is desired from the interpersonal interaction. This outcome might concern
actions of a counterpart, for example being able to gain new information that is needed or
getting the other party to do a specific task or to behave in a certain way. And this may
involve behaving in ways that are in conjunction with the actions of the other party to achieve
desired outcomes.

The interpersonal skills elements explained above are carried out on a conscious level, but
these skills are also unconsciously used. For example, a person might not always be aware
that he or she is applying his or her mental ability skills as they work to alleviate the anger or
frustration of another person. It is suggested that as all people have a certain level of
interpersonal skill they, consciously or subconsciously, employ these four elements in human
interaction on at least a minimal level.

Further, articulation of the process of interpersonal interaction and the skills contained within
the IPS-EQ model highlight the possibility of developing interpersonal skills. This is
discussed further in the following sections.

THE NEURO-LINGUISTIC PROGRAMMING PHENOMENON

Einspruch and Forman (1985) have criticized NLP researchers for lacking extensive
knowledge about NLP when exploring the phenomenon. To address this critique, an
elaboration of this multifaceted phenomenon is undertaken. It is to the best of our knowledge
the most comprehensive elaboration of NLP presented thus far within the field of marketing.

NLP started in the 1970s when Richard Bandler and John Grinder, considered the founders of
NLP, together with Leslie Cameron-Bandler, Steve Gilligan, Judith DeLozier, Robert Dilts
and David Gordon laid down the groundwork for the foundation of NLP at the University of
California (Mclendon, 1989).

The label ‘NLP’ reflects the principle that a person is a whole mind-body system, with
consistent, patterned connections between neurological processes (‘neuro’), language
(‘linguistic’) and learned behavioural strategies (‘programming’) (Dilts et al., 1980). Despite
many attempts, no clear, unified, definition of NLP exists. This is likely because those who
founded NLP, and those who later were involved in the development of it, have taken NLP in
many different directions (O’Conner, 2001) and thus divergent conceptualizations with
resulting different definitions exist. Multiple conceptualizations and unclear positioning have
left the status of NLP unclear. The extremes of this are represented, for example by Edwards
(1995, p.18) who indicates “it’s beginning was in the twilight world of psychology,
motivation, hypnosis and therapy”. Connell (1984, p. 44) claims that “Grinder and Bandler
used their expertise in linguistics, psychology and cybernetics to describe the strategies used
4
by master communicators”. In contrast Wood (2006, p. 197) characterizes NLP as “an
approach to human communication that combines cognitive theory, split-brain processing and
sensory perception”.

At the most basic level, there is not even agreement as to whether NLP is best described as a
theory, a methodology or is simply a collection of techniques (Craft, 2001; Tosey and
Mathison, 2003). Early work focussed on techniques, arguing NLP presents “specific tools
which can be applied effectively in any human interaction. It offers specific techniques by
which a practitioner may usefully organize and re-organize his or her subjective experience
or the experiences of a client in order to define and subsequently secure any behavioral
outcome” (Dilts et al., 1980, p. 1). As a growing body of work emerged showing systematic
results, this comprehension of NLP as being merely “a collection of techniques” was
expanded with NLP perceived by some also to be as “a behavioral science, a behavioral
model, a set of explicit skills and techniques”. (Dilts and DeLozier 2000 p. 849).

There remain simplified conceptualizations of NLP suggesting that NLP has its focus on
advancing people’s psychological skills for understanding and influencing people (O’Conner
and Seymour 2002). For example, Thompsen et al. (2002, p. 292) states that NLP “helps you
to understand yourself and others and teaches you how to communicate effectively with
others in order to build better relationships with them”. However in contrast, Andreas and
Faulkner (1994) suggest that NLP is the “study of human excellence”. John Grinder defines
NLP as “an accelerated learning strategy, by which one can discover and use patterns in the
world” (O’Conner, 2001). Finally, Tosey and Mathison (2009, p. 24) integrate the skills and
science perspectives presenting NLP as being about interest in “how people communicate,
perform skills and create experiences through patterns of thought and behaviour, mediated by
language. NLP helps people create more preferable and useful (to them) experiences of the
world, typically by attending to and modifying those patterns of thought and behaviour”.

According to Dilts and DeLozier the words “neuro linguistic programming” indicate the
sciences from which NLP draws from, namely neurological, linguistic and cognitive sciences
(Dilts and DeLozier, 2000, p. 850). This is much in line with Tosey and Mathison (2009,
p.183), which state that “today, it can potentially draw on perception from disciplines such as
cognitive linguistic, neuroscience and cognitive psychology”.

An attempt to integrate these perspectives can be found in the partial explanation by Borg and
Freytag (2010) which considers the various reasons for obtaining NLP knowledge. As
illustrated in Figure 2 they argue that there are three reasons (or levels) for obtaining NLP
knowledge. Level one deals with the individual’s desire for self or personal development
(Alder, 1992; Tosey and Mathison, 2010a, Bandler, 2005). Level two deals with the desire to
improve one’s knowledge of human interaction and improve one’s interpersonal skills level
(Tosey and Mathison, 2003; Thompson, 2002; Laborde, 2008). The third level links to
NLP’s psychotherapeutic origin and deals with the desire to influence or change another
person’s behaviour (Dilts et al., 1980).

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 Figure 2: Reasons for Obtaining NLP Training

Level 1 => Desire to Level 2 => Desire to gain

gain more knowledge more knowledge about
about one self => focus interpersonal behavior =>
on personal development focus on advancing
interpersonal skills

Level 3 => Desire to

influence or treat other
people’s ill behaviour =>
focus on psychotherapeutic
treatment

Source: adopted from Borg and Freytag (2010)

As the figure indicates, Borg and Freytag (2010) argue that a degree of overlap exists
between the three levels. This may be the reason there is an ongoing debate about the ethics
of applying NLP in a business and selling context (Haviv, 2007, Tosey and Mathison, 2010a).
In other words there is a debate as to whether a technique that was intended to unlock the
deeper processes of the mind as part of psychiatric treatment is being used inappropriately.
Perhaps this view also explains the doubtful reputation that NLP has in some countries, and
the unwillingness of businesses that employ NLP to promote the fact that they are providing
NLP training for their employees (Tosey and Mathison, 2009).

The research in this paper is positioned within level 2 which has its focus on NLP’s effect on
interpersonal/relational skills advancement. Furthermore, this research will adopt the
perspective that NLP (among other things) is one of the world’s most popular forms of
interpersonal skill and communication training (Tosey and Mathison, 2003). Therefore we
adopt Thompsen et al.’s (2002, p. 292) definition which states that NLP “helps you to
understand yourself and others and teaches you how to communicate effectively with others
in order to build better relationships with them”.

The NLP phenomenon presents challenges to those that seek to research it because it has not
developed or evolved within a traditional scientific model. Many of the NLP models or
techniques have only sporadically published academic documentation of their validity.

This non-evidence based approach by the founders of NLP has led parts of the scientific
establishment to take a critical view of NLP (Drenth, 2008). Some categorize it as
‘pseudoscience’ (Devilly, 2005), on the other hand, an investigation conducted by Tosey et
al. (2005) showed that NLP does build on academic theory and that the theoretical roots of
NLP include gestalt therapy (Perls, 1969), person-centred counseling (Rogers, 1961),
transformational grammer (Grinder and Elgin, 1973), behavioural psychology, cybernetics
(Ashby, 1965), the Palo Alto school of brief therapy (Watzlawick et al., 1967), Ericksonian
hypnotherapy (Bandler and Grinder, 1975a; Grinder et al., 1977), and cybernetic

6
epistemology of Gregory Batson (1973; Tosey and Mathison, 2003). However, Tosey and
Mathison (2010a) suggested that the existing body of empirical research do not support
definitive conclusions about the value of NLP.

The lack of evidence is in part due to the contexts in which NLP is used. Training is
conducted by self established training institutions or businesses. This development outside
established medical/academic systems has led to limited control or standardisation (i.e. of the
required amount of training to obtain a certain NLP degree). Instead the field has been left
open for those interested to explore whatever its principles led them to, and wherever their
personal interests take them. Today, the NLP community cannot be regarded as a uniform
field, but has diversified into various streams, e.g. new coding NLP, systemic NLP, DHE,
and EANLPt are terms indicating different forms of NLP.

A review of the extant popular literature available on the web about the various ways NLP is
used/advertised is summarized in Figure 3. This presents a continuum along which broad
grouping applications that include “NLP” are positioned and shows that there are two
extremes – spiritual orientation and psychotherapy. Considerable “spiritual orientation” is
embedded in a number of utilizations of NLP techniques. This is in line with Bromley (2007)
and Bovbjerg (2001) who argue that NLP is merely a new age phenomenon; However there
is another cluster of applications at the other extreme that are more grounded in the
psychotherapeutic roots and orientation of NLP, in line with Wake (2008) who argues that
NLP is an accredited mode of psychotherapy. On the continuum business applications of
NLP, of which many forms of sales training is part. It is highly likely that the orientation of
most NLP schools offering sales training is positioned on the left side as showed in Figure 3
however it is probable that there is variation as to exactly where they would sit.

Figure 3: The Spectra of NLP Training Facilities

Clinical NLP Psychotherapy NLP & spiritual orientation

(i.e.EANLPt)

NLP & pedagogy

NLP & clairvoyance

NLP & healing, Ma-Uri

NLP & business
massage, etc.

NLP & hypnotherapy

NLP & coaching

Source: Own production based on internet desk research on NLP and its training institutions

Knowledge as to the exact number of NLP training facilities/schools in existence, or the

number of people who have had NLP training does not exist. Tosey and Mathiason (2009)

7
suggest that 50 training schools are registered in United Kingdom alone. A simple search on
Google of “NLP” resulted in more than twenty-five million hits. It is beyond the scope of this
analysis to investigate all of these but a sampling of these hits provides support for the
assertion that NLP has developed into one of the world’s most popular forms of interpersonal
skill and communication training (Tosey and Mathison, 2003) with many of the sampled hits
addressing its effectiveness, including testimonials, etc.

As is illustrated in Figure 3, we conclude it is inappropriate to make general statements about

NLP as it is not a unified field. This research is positioned within the context of “NLP and
business” as the focus is on the effect of NLP in selling in mainstream business. However a
review of the academic business literature highlights that there is a wide range of activities
included in the context of “NLP and business”. These include negotiation (LaBorde, 2006),
training and education (Brown, 2002; Lavan, 2002, Ludwig and Mendendez, 1985, Tosey
and Mathison, 2010a), management (Tosey et al., 2005, Knight, 2002), innovation (Alder,
1992, 1994; Dilts and Bonissone, 1993), TQM and business excellence (Ashok and
Santhakumar, 2002; Singh and Abraham, 2008), Human Resource Development (Georges,
1996; Tosey and Mathison, 2007).

In addition there is a substantial amount of popular literature focussing on NLP in selling.

This work focuses on preaching the value of NLP to salespeople (e.g. Bagley and Reese,
1987; Jakobsen, 2010; Johnson, 2010; O’Connor and Prior, 1995). These popular books do
not provide hard evidence as to the effectiveness of NLP but present techniques claimed to be
NLP-focussed that are alleged to assist in building relationships and trust and thereby to
create more sales.

An academic literature review on a number of online databases (Springer, EBSCO, Wiley,

Emerald, PsycInfo and JSTOR) in sales/marketing disclose that little published research
exists involving the application of NLP. The few pieces in marketing that exist focuses on the
effect of NLP use. For example, Woods’ (2004) concludes that NLP is valuable in a brand
marketing context; Skinner and Stephens (2003) argue that NLP can be effectively applied in
connection with marketing communication; and Mainwaring and Skinner (2009) suggest that
NLP has value in connection with charity marketing communication. However, this work
does not address the underlying reasons as to why NLP assists in achievement of improved
outcomes.

The literature review identified eight articles involving the link between NLP and selling;
these are displayed in Table 1. The table summarizes the nature of the research undertaken,
the NLP techniques1 used and the main findings of the research. A clear pattern emerges. All
eight articles show that use of NLP techniques like ‘Rapport’, and ‘Preferred
Representational Systems’ (with considerable overlap of the techniques used/considered) are
associated with improved sales interaction. This is much in line with the assertions of popular
literature. However, none of these papers explore the research question posed in this paper -
whether NLP training improves interpersonal skills and that it is this that in turn improves
selling ability. We conclude from this analysis that there is an existing gap in the extant
literature and a need for further investigation into this process of how NLP can assist (or not)
in interpersonal skill development.

1
It is out of the scope of this paper to introduce and describe all the various techniques; instead we refer to the
work of O’Connor and Prior (1995, p. 211-216) for a short introduction of the techniques.

8
 Table 1: NLP Research in the Field of Selling

Researchers Empirical NLP Methodology Main findings in relation to NLP and selling
Singh and Yes NLP presuppositions NLP has the capacity to build up the
Abraham PRS*, Disney’s model, organizational capabilities, such as improved
(2008) Reframing communication, aligning goals, reducing
Meta Programs resistance to organizational change.
Borg and Yes Rapport, PRS* This case illustrate a way of applying NLP which
Freytag (2010) Calibration, NLP has the potential to not only influence the
presuppositions, Sensory individual salesperson’s relational skills but also
Acuity the relational skills of the entire organisation
Connell (1984) Mirroring Anchoring Salespeople who learn what NLP is and how to
PRS* use it show improvement in their sales.
Nickels et al. No PRS*, Predicates NLP is particularly useful to salespeople in their
(1983) Eye cues model relationships with customers.
Rapport building Rapport building skills, obtained via NLP,
Rapport skills increases awareness and listening skills, two of
Pacing the keys to effectiveness in selling and
interpersonal relationships in general.
Thompson et al. Yes No specific NLP NLP training lead to significant increase in the
(2002) technique mentioned adaptive selling measure provided by Spiro and
Weitz (1990).
Wood (2006) Yes Rapport, PRS* Provides evidence about the NLP theory about
Predicates predicates and PRS*.
Provide incremental evidence that the NLP
framework of establishing rapport through
nonverbal signals merits additional investigation.
Nancarrow and Yes Rapport, PRS* Many telemarketing organisations (in UK) use
Penn (1998) Mirroring, Matching NLP to foster rapport.
Predicates Suggest that the probability for long lasting
relationships may be increased by the application
of instant rapport techniques (like NLP) – the
lubricants of social exchange.
DeCormier and No Mirroring NLP is applicable in salespersons introduction
Jackson (1998) PRS* phase in the personal selling process.
 Preferred Representational Systems

THE POTENTIAL CONTRIBUTION OF NLP TO THE BUYER-SELLER

RELATIONSHIP THEORY

“A business is not an island” (Håkansson and Snehota, 1989) is one of the most frequently
used quotes in the IMP literature and refers to business working in networks. Businesses as
well as human beings are part of a larger network and develop through and in this network
(Freytag and Philipsen, 2010). A central tenant of this is that a firm cannot control their
network, that indeed no one is in control (Wilkinson and Young 2002) and that the normative
directions for businesses are therefore limited (Wilkinson and Young 2005).

However while accepting this view, we argue the focal firm can, to a certain extent, direct
and control the response it sends to the rest of the network. This perception is in alignment
with the normative direction, or the soft-assembled strategy, prescribed to firms facing
uncertain economic times (Wilkinson and Young 2005). As discussed in the introduction of
this paper, soft-assembled strategies highlight the value of improving the

9
relationship/interpersonal skills of the people in an organisation as it increases the relational
competence of the organisation (Borg and Freytag, 2010).

According to Hallén and Sandström (1991) interpersonal skills are critical elements in
relationship atmosphere which includes power balance, co-operativeness, and
empathy/closeness. Enhanced interpersonal skills contributes to an understanding of actors’
emotional perceptions and views on interaction and build relational competence (Phan et al
2005). The notion of relationship atmosphere is closely related to actors’ perceptions and
interactions of what can be done in a relationship (Hallén and Sandström, 1991). While this
‘actors’ perspective can include various levels ranging from the individual to the firms
(Håkansson and Johanson, 1992, p. 28) we argue (in line with Wilkinson and Young 2002)
that the individuals in a firm and their individual activities coalesce in a bottom-up self-
organising way and thus create the relationship and network atmospheres in which firms
operate. It follows that the systematic attempts to build individuals’ skills across parts of an
organisation will likely impact upon the organisation, the relationships that the organisation is
part of and the network that contains those relationships.

The IPS-EQ model (Figure 1) reflects an individual perspective. But it depicts process (see
Young 2011 for further discussion of the importance of this) and thereby contributes to the
relationship atmosphere concept. There are also fairly obvious links between elements of
relationship atmosphere and the IPS-EQ model presented in Figure 1. Specifically power
balance and cooperativeness can be seen to influence and be influenced by “interaction
outcome achievability” part of the interaction effect; similarly empathy is part of (and affects
and is affected by) the “mental ability” and closeness is part of the “mutual feeling
sensitivity” element of the IPS-EQ.

This is in line with buyer-seller literature that concludes that sale is correlating with the
ability to create closer relationships, commitment, feelings and trust (e.g. Andersen, 2006;
Georges, 2006). More specifically there is literature that highlights the value of interpersonal
skills in relationship building. For example, Gray (2004) suggests that interpersonal skills of
the alliance manager are essential in creating trust and thereby a success factor in business
partnering.

The ability to trust and to build it is at the center of discussions of development of

relationships. For example Håkansson, Harrison and Waluszewski (2004, p.23) argue that
“building some degree of trust and commitment appears a necessary condition for conducting
economic exchange transactions”. The causes and consequences of trust has been
substantially researched in business setting and there is also a small body of work that
recognizes that at the heart of trust is emotional capability (e.g. Young, 2006) which is also at
the centre of IPS-EQ model depicted in Figure 1.

Correspondingly, in the NLP literature the concept of trust is a central theme and part of the
key behavioural model in NLP (see Figure 3). According to NLP trust is created via an
interpersonal rapport building process involving NLP methodologies like
matching/mirroring, sensory acuity, representational systems (Laborde, 1994). In other
words, adherents of NLP claim it provides knowledge which influences interaction effects
like trust.

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 METHODOLOGY
The research goal of this paper is to undertake an explorative study on the perceived effect of
NLP knowledge on B2B salespeople’s interpersonal skills. Linking to this goal, the research
question of the article is: how do salespeople perceive the effect of their NLP training?

The choice of research design was guided by issues researchers exploring the NLP
phenomenon have previously faced. As previously discussed NLP incorporates many
different models and techniques. We avoid consideration of these. Instead we only seek to
explore the perceived effect of NLP training on a person’s interpersonal skills. A number of
problems and issues associated with this kind of exploration have been noted by others. First
the perceptions of informants about NLP may lack validity as NLP is absorbed and
effectuated by human beings on a subconscious level and therefore it is argued cannot be
researched in this way Sharply (1987). We recognize this limitation and seek only to study
the perceived effects of NLP training on a person’s interpersonal skills. Here, we do not seek
to uncover the actual effects of NLP on sales effectiveness (this would require additional data
sources) only perceived effectiveness and the role that NLP has in this. These perceptions are
analyzed at a deep level however, allowing some insights into the credibility and quality of
our informant’s reflections. Specifically, the primary analyst of the informants’ voice has
both expertise in qualitative analysis and insights into NLP processes via her two year’s
masters practitioner degree in NLP training.

This latter qualification enables the analysis of informants’ discussions about NLP and its
impact upon them to address a number of the criticisms leveled at previous research.
Einspruch and Forman (1985) have criticized existing NLP research for serious errors;
including (a) lack of understanding the concepts of pattern recognition and inadequate control
of context; (b) unfamiliarity with NLP as an approach to therapy; (c) lack of familiarity with
the NLP ‘Meta-Model’ of linguistic communication; (d) failure to consider the role of
stimulus-response associations; (e) inadequate interviewer training and definitions of rapport;
and, (f) logical mistakes.
Research Design

The need to explore the deep processes that characterize the development of interpersonal
skills and the response to training dictates the use of an in-depth case study applying a
systematic combining logic. This design allows the researchers to go ‘back and forth’ from
one type of research activity to another and between empirical observations and theory, as
this expands the researchers understanding of both theory and empirical phenomena (Dubois
and Gadde, 2002). Further, the case study method allows gathering considerably detailed data
(Yin, 2009). Also, case studies are especially appropriate for exploring new areas (Leonard-
Barton, 1990) and where the focus furthermore is on a contemporary phenomenon within
some real-life context (Eisenhardt, 1989).

From December 2008 data has been collected through three sources: A. Interviews. B.
Secondary data such as company announcements, strategy papers and other internal
documentation. C. Observation during meetings. A total of 20 hours of interviews and 15
hours of observations have been carried out with the focal firm. The interview informants
include: management, HR, marketing, front line sales people and the sales coach team. The
focus in the following reporting of the case is on the interviews.

11
Different types of interviews were included, ranging from in-depth and focus group
interviews to informal interviews that occurred spontaneously. Informants were chosen by
means of theoretical sampling, i.e. on the basis of the expected level of new insights they
could bring (Flick, 2006). The in-depth and focus group interviews used sequential visual
displays of the IPS-EQ used as well as constructed vignettes exemplifying the four levels of
the IPS-EQ model to stimulate discussion. This was combined with a narrative inquiry or
evaluating questions methodology (Halkier, 2008). This involved encouraging informants to
tell stories, relate experiences, reflections and to make “before and after” NLP training
evaluations. This interview style was chosen because as Burr (1995) and Richardson (1990)
argue, people tend to organize their experiences over time into a narrative form. Secondly, a
narrative inquiry is less focused on what historical accounts, i.e. what has happened, but has
its focus on what meaning people have derived from what has happened. As such, this
methodology allows interviewers access to “unknown” information and is excellent for
exploratory work (Matthews and Ross, 2010).

The data was analysed and categorized using a grid analysis (Gammack and Stephens, 1994),
and also used the method of linking the axial coding and theoretical frameworks (Flick,
2006). This is done in order to compare and explore similarities and differences across the
various sources, and to extract the perceived effects of NLP training on each of the 4 elements
of the IPS-EQ model.

Brief Case Description

The focal case is one of Denmark’s leading financial service providers, founded in 1851, with
a turnover of 9,522 million DKK and employing approximately 4,000 people. The focal firm
claims to serve approximately 1 million customers – 513,000 customers directly via 49
private centres (private business area). 85,000 business customers directly via 24 business
centres (business to business area). And 500,000 customers are handled by the partnering
banks (partner business to business area). Similarly, all customer groups are served via the
Internet. Approximately 65% of the company’s staff are dealing with sales and have some
degree of customer contact.

In 1999, the focal firm started its investments in a “sales coach network” philosophy. The
idea with this network of coaches was that they would provide selected sales coaches with an
NLP coach education. It was then intended that these sales coaches would give training and
guidance for the rest of the sales people in the organisation. The intention is that 80% of their
time the sales coaches would work alongside the rest of the sales people in the organisation
coaching, nurturing and providing guidance to them. This was augmented with mandatory
attendance by all new salespeople at a 3 day sales training programme, which would include
NLP techniques. This training included the practicing customer buyer interaction and how to
use various learned methods in those interactions.

ANALYSIS OF THE FINDINGS

During the interview process it became clear that a) the degree of in-depth knowledge about
NLP methodology varied a lot among the interviewees, b) some of the perceived effects of
NLP training were perceived to impact on more than one element of the IPS-EQ model. This
was in line with informant’s perceptions of the IPS-EQ model (which guided much of the
discussion), as it acknowledged that the four elements – “mental ability”, “behavioural

12
response”, “mutual feelings sensitivity”, and “interaction outcome achievability”- are
interrelated.

While recognizing that these elements are very much interrelated in informants’ minds, the
findings are presented within the IPS-EQ model framework, with each element considered in
turn. This enables us to better distinguish the complex elements of a person’s interpersonal
skills.

Findings Linked to the “Mental Ability” Element of the IPS-EQ Model

This particular element of the IPS-EQ model builds on the emotional intelligence theory
(Mayer, Salovey, and Caruso, 1997, 1999, 2000) and is concerned about a person’s ability to
perceive and express emotions, understanding and analyse emotions and finally, manage
emotions (for further explanation of IPS-EQ please see figure 1).

The dominant NLP methodology which by the interviewees where perceived to have an
effect on this mental ability element is linked to one of NLP’s key presuppositions.
Furthermore, it interlinks with the key behavioural model of NLP, illustrated in figure 4,
which focuses on how individuals take in information from surroundings, mentally represent
these inputs in the brain to form a map of the world, which then impacts on the persons
internal state and guide the persons behaviour.

Figure 4: The Behavioural Model in NLP

Source: adapted from Dilts and DeLozier, 2000; Dyrting, 2003; Hansen, 2005; Knight, 2002; O'Connor, 2002

In other words, the model suggests that every person has his or her own individual map of the
world, which is different from the territory (reality), and that no individual map of the world
is any more “true” than any other. In other words the model emphasizes that each human

13
being has his/hers own subjective construction on their reality (map of the world), which
might not be the same as the reality.

Further, the model suggests a person gets an extremely large amount of information units,
some say millions of bits of information each second (Dyrting, 2003; Hansen, 2005).
However, this amount of information is absorbed in our unconscious and conscious mind,
which then again affects our behavior. Miller (1957) stated that most people can consciously
respond to about seven, plus or minus two “chunks” of information. This finding seems to be
valid in the neuroscience today – as it is mentioned by Solms (2003, p. 90) “If we compare
the consciousness with the amount of information we can withhold in the psyche at any given
time, then the consciousness can obtain only seven information units”.

Neuroscience does not know exactly the amount of information our mind-body obtains in a
second – only that we are in our conscious mind able to register approx. 7 information units.
What neuroscience knows is that the human brain contains between 1011 – 1013 neurons (or
nerve cells) and each one of these neurons are able to communicate (send and receive
messages) with up to 10,000 others. The brain consists of very large sets of nerve cell
networks, each network is extremely complex. It is the belief that all human knowledge and
information in some way is coded into these networks (Gazzaniga, 2002).

All the information we get every moment enters and processes via our sensory system, which
is part of our nervous system. A sensory system consists of systems for vision, hearing,
somatic sensation (touch), taste and olfaction (smell) – the 5 senses (see Figure 4). All of this
information is channeled via our internal filters and is hereafter represented by the brain into
our own internal maps of the world. This internal map of the world constitutes then the reality
from which ones internal state is based on and is reflected in our behavior and physiology.

It was argued by the informants that knowledge (and NLP training) about NLP’s behavioral
model (Figure 4) impacts a person’s mental ability in different ways. First, it was proclaimed
that NLP extends a person’s patience regarding the customer’s different views and attitudes.
Second, the knowledge created curiosity to explore the buyers “map of the world”. A central
part of their NLP training was focused on training the participant’s ability to explore and
understand another person’s “map of the world”. Third, the training underlined for the
informants that not all customers are alike and that they therefore have different needs. It was
explained by one informant like this:

“NLP knowledge has expanded my conscious awareness and I now accept that it is his world,
not mine. Further, NLP has given me some tools to explore what goes on in the mind of the
customer, this allows me to better understand and meet the customer in his world”

Part of the internal state element from Figure 4 links to emotions, therefore as the model
suggests, to a certain degree emotions are a driver of human behavior (actions) and
physiology (e.g. like getting red in the face or having sweaty palms when nervous).

This notion that emotions play a central role in behavior has been introduced in the buyer-
seller literature. For example Andersen and Kumar (2006, p. 522) states that “a lack of
positive personal chemistry is an often-cited reason why business relationships either fail to
develop and/or sustain”. And Young (2006) has highlighted the diversity of emotions in
business relationships. However, the impact of emotions, emotional wisdom, and emotional

14
intelligence in a selling context is less investigated and more research is called for (Bagozzi
et al., 2010; Deeter-Schmelz and Sojka, 2003).

In this study, it was suggested by the interviewees that emotions do play a key role in selling.
It was mentioned that the essence in selling is to create some form of behavioral action of the
buyer (also linking to the teaching in Figure 4), i.e. signing a contract, identifying another
member of the buying center, or making a transfer of money, product, etc. In relation to
emotions in selling one informant stated that “the basis of my selling is that the customer
likes me as a person”. This person perceives positive emotion, from the buying part towards
the seller, as fundamental in selling. This is in line with Jobber and Lancaster (2009, p. 319)
who state that “liking a specific salesperson will positively affect a buyer’s attitude towards
the products recommended by that person”.

NLP knowledge, gained via the behavioral model (Figure 4), was perceived to have different
effects on a salespersons mental ability and the emotional aspect of selling. First, it was
claimed that the simple notion that emotions influence one’s behavior has led salespeople to
“speak to customer’s emotions”. One salesperson explained that he spoke to the anxiety of a
customer (because their sales office were locally based, whereas the competitors sales office
were located further away, and he played on the fact that the customer was keen on having
them close to his business). In similar vein, Festinger (1975) presented his cognitive
dissonance theory linking anxiety to buying. Second, NLP knowledge, gained from the
behavioral model had, according to the informants, underlined the necessity of “not to engage
in own emotions” during a sales meeting, involving e.g. the ability not to take emotional
remarks personally. Third, it was suggested by the interviewees that NLP knowledge
increases the ability to adapt to customer expectations by adapting their own expectations and
linking these to customers’ emotions. This capability is part of an NLP philosophy, which is
labeled “behavioral flexibility”, which relates to the ability to vary one’s own behavior in
order to adapt to a particular situation or to elicit a particular response from another person
(Dilts and DeLozier, 2000).

This proclaimed positive impact of NLP on a person’s behavioral flexibility has been tested
by Thompson et al.(2002). In their research they found that NLP training had an effect on a
person’s ability to perform adaptive selling, which is the ability to altering the sales behaviors
during customer interaction (Weitz et al., 1986). (In their experiment on NLP effectiveness,
Thompson et al (2002) tested respondents according to Spiro and Weitz’s (1990) adaptive
selling scale.)

Findings Linked to the “Behavioural Response” IPS-EQ Element

The “behavioural response” element of IPS-EQ model was explained in figure 1.

According to interviewees, another NLP presupposition taught in NLP training is reflected in

the behavioural response element of IPS-EQ. For example, one informant said when
discussing this, “the meaning of the communication is the response it elicits, regardless of the
intent of the communicator”. This perceived effect of NLP training had an impact on how a
salesperson would communicate with customers. In other words, informants accepted that as
NLP posits, it is the salesperson’s responsibility that the customer receives the message
according to the intended message. This involves probing and explaining the message in
various ways until sure that the customer has actually received the message accurately.

15
Figure 5 summaries five different effects of NLP training on a person’s behavioural response
that were identified by informants. Each of these five effects will be explained below.

Figure 5: Perceived Effects of NLP on a Person’s Behavioural Response

Informants agreed that NLP training specifically enhances a person’s ability to read non-
verbal language; in NLP language it is called enhancing a person’s sensory acuity. Further,
the NLP students were taught that “a person cannot not communicate – your body language
will always communicate”. Academic research by Wood (2006) suggests that, in selling,
nonverbal communication accounts for 60-70 percent of all interpersonal communication;
which underlines the potential value of understanding and mastering this particular ability.

In the literature review, illustrated in Table 1, nearly all researchers who have studied NLP
mention the NLP methodology that addresses a person’s Preferred Representational Systems
(PRS) as essential in selling. Similarly, PRS was identified as essential by all informants. The
PRS methodology is linked to NLP’s key behavioral model, (Figure 4). This model asserts
that each person has a preferred sensory system (which they use to represent in their mind the
information units they get). The hypothesis linked to PRS is that a salesperson should apply
the words (in NLP language called predicates) which link to the customers PRS and then
they are “speaking the same language” as the customer and “meeting the customer in his
world”. Wood (2006) tested this NLP hypothesis (with respect to three representational
systems – visual, auditory, and kinesthetic) and found some support for this claim.

Similarly, informants mentioned that knowledge gained via their NLP training about a
person’s PRS was perceived valuable for them when presenting a product/service.
Interviewees stated that they would alter their sales presentation to match the customers PRS.
For example if they believed a customer to be visual oriented (see Figure 4) then the
salesperson would include more figures, use the appropriate predicates, and apply metaphors
in his/her selling approach, all in the pursuit to match the language or the PRS of the
customer.

16
‘Active listening’ and ‘Curiosity’ are the two remaining elements that, according to the
informants, were perceived to be substantially affected as a result of their NLP training. The
two elements are interrelated, thus it was explained by the interviewees that NLP’s ‘meta
model’ and ‘meta programs’ had together impacted their active listening skills and their
active questioning techniques. These techniques were used in the quest to gain more
knowledge about the personality of a particular customer. According to NLP literature is the
meta model part of the early NLP work and deals with understanding a person’s specific
language patterns, where as the meta programs are concerned with defining typical patterns
or thinking styles of a particular individual (Dilts and DeLozier, 2000).

Similarly, in the selling literature, the two capabilities ‘active listening and curiosity’ are
proclaimed valuable for salespeople (Castleberry and Shepherd, 1993; Comer and Drollinger,
1999). Jobber and Lancaster (2009) state that interest in people are a key quality for sale
people and further they even suggest that the number one success factor in selling is a
salesperson’s “listening skills”. Again this highlights the potential of NLP, if training actually
has the ability to enhance the listening and curiosity capability of a person.

Findings Linked to the “Mutual Feelings Sensitivity” and “Interaction Outcome

Achievability” IPS-EQ Elements

The remaining two elements of the IPS-EQ model and the perceived effect of NLP training
on these will be addressed together. This is because the perceived effects of NLP are
overlapping both IPS-EQ elements – ‘Mutual feelings sensitivity’ and ‘Interaction outcome
achievability’. The suggested effects of NLP training on these two elements are displayed in
the below Figure 6.

Figure 6: Perceived Effects of NLP on a Person’s Mutual Feelings Sensitivity and

Interaction Outcome Achievability

The ability to create rapport is a key element in NLP and is likewise proclaimed essential in
selling (Campbell et al., 2006; Nickels et al., 1983; Wood, 2006). It is defined as “the process
of building and maintaining a relationship of mutual trust and understanding” (O’Connor and
Prior, 1995, p. 215). One interviewee explained the effect of his NLP training which link to
rapport building in the following manner: “I have via NLP learned to create bodily rapport
(via mirroring my bodily posture to my customer), rapport in words (speaking the same
17
language as my customer), using the same tonality and tone (as my customer), and creating
rapport in opinions and values (by having the same views as the customer). Via this teaching
I have learned to reduce the psychic distance between me and the customer and remove
interference on the line and thereby create trust. Removing interference on the line is
essential before I can start explaining about our actual services”.

According to Laborde (1994) is the rapport element in our everyday human interaction, we
unconsciously establish some level of rapport – it seems to be a natural feature among most
people when they get together. Laborde suggests that good rapport is characterized by a sense
of ease with another, trust, and easy flow of dialog. Informants reflect this view, seeing
rapport as a prerequisite to trust.

In marketing literature trust has been proclaimed to have a positive influence on buyer-seller
relationship development (Morgan and Hunt, 1994), especially in B2B selling (Liu and
Leach, 2001). In similar vein, Lichtenthal and Tellefsen (2001) delineate the value of buyer-
seller similarity which also links to the rapport concept (as explained by last interview quote).
This once more gives food for thought about the potential of NLP, which train people in the
ability to establish rapport and thereby influence the mutual feeling of trust.

A second effect of NLP training, visualized in Figure 6, has to do with the ability of sensing
and altering the climate or atmosphere. Specific NLP methodologies mentioned, which were
perceived by the interviewees to be of value for example in handling conflicts, were the
“reframing technique” or the ability to go into “meta-position”. Reframing is concerned with
changing the way of understanding a statement or behavior to give it another meaning, and
meta-position focuses on the viewpoint we are aware of at any given moment (O’Connor and
Prior, 1995). In NLP training, changing viewpoints is an important consideration, this can be
achieved by adopting someone else’s viewpoint or adopting a meta-position where one acts
as an objective observer. Specifically, NLP students are trained to see a problem or a conflict
from one’s own glasses, the glasses of the counterpart and the glasses of an imaginary third
person, who sees the conflict in an objective manner. These techniques also interlink with the
“behavioral flexibility” as explained earlier.

The final two perceived effects of NLP training has to do with “increased self-confidence”
and being “goal and positive oriented”. Figure 2 addresses the first of these, suggesting that
the ‘level one’ reason for obtaining NLP training is associated with a desire for self or
personal development. However, Thompson et al. (2002) measured the effect of NLP on
people’s self-esteem and self-efficacy and found a short-term effect, but no long lasting effect
on these concepts. The second effect of goal and positive orientation links to another NLP
presupposition, which focuses on setting goals (e.g. the TOTE model) and finding peoples’
“positive intention”. The positive intention is linked to the presupposition that underlying any
behavior is a positive intention for the person acting out a specific behavior; it is focused on
what it gets for the person who acts in a specific way (O’Connor and Prior, 1995). The goal
and positive orientation was explained by one interviewee like this: “For example I use future
pacing before I meet a customer, meaning that I think ahead in time and reflect on what
felling will I have when the meeting with the client is over, and I see a positive outcome and
set the goals with the meeting before I actually go to the meeting”.

18
 DISCUSSION AND IMPLICATIONS
In 1985 Einspruch and Forman concluded that it was not then possible to determine the
validity of either NLP concepts or whether NLP-based therapeutic procedures are effective.
In 2010 Tosey and Mathison concluded that the existing body of empirical research did not
support definitive conclusions about the effects of NLP. As has been illustrated in this paper
NLP is extensive, multifaceted and non-aligned. This raises the question as to whether it will
ever be possible for academia to give any precise verdict as to the value of NLP as no
definitive conceptualisation is likely to emerge. However the problem is an important one.
We argue that it is essential and valuable to start exploring this world wide phenomenon and
illustrate a research method that can serve as an important starting point for this exploration.

Our findings highlight the value of grounding NLP research into a comprehensive elaboration
of NLP. To the best of our knowledge this has not been done in any other marketing or sales
work. The combination of the core frameworks of NLP combined with the IPS-EQ that has
been introduced into the marketing literature allows effective analysis of the narratives of
salespeople about their perceptions of the impact of their NLP training.

These narratives suggest NLP has considerable effects on salespersons perceived

interpersonal skills. This approach to analysis allows us to further demonstrate a likely way
or ways the NLP techniques influence a salesperson’s interpersonal skills. This is via their
influence upon mental ability, behavioural response, mutual feelings sensitivity, and thereby
the interaction outcome achievability. This pattern of results indicates that NLP does hold
part of the key to improving a person’s relational and interpersonal skills.

To a certain degree the authors agree with Nancarrow and Penn (1998) when they state that
NLP might be among the lubricants of social exchange. This claim also captures the potential
for the buyer-seller relationship development literature. Especially, researchers interested in
relationship competences, relationship atmosphere and trust might be interested in the
potential value of NLP. There are also obvious implications for managers. If sales skills
generally and more specifically a salesperson’s ability to build trust and commitment are a
necessary condition for conducting economic exchange transactions (as claimed by
Håkansson, Harrison and Waluszewski, 2004) and NLP has the potential to enhance these
skills, then NLP training represents an important potential competitive advantage. Arguably
firms already recognize this intuitively as evidenced by the substantial investment in this
training in many parts of the world.

The value of high relationship/interpersonal skills was highlighted in the introductory part of
this paper. There, it was mentioned that not only do salespeople with higher interpersonal
skills perform better, but these skills also seems to be even more valuable in an economic
recession period. This paper offers important first hints in understanding the effect of NLP
training and it suggests that there seems to be some evidence to the proclaimed thesis that
NLP in fact has the ability to enhance a salesperson’s relationship/interpersonal skills.

Implications of these findings for practitioners are that first, all their extensive investments in
NLP training are not “a waste of money”. Second, these potential investments might be
exploited further in targeted salespeople training programmes. Third, knowledge about
interpersonal skills and training in related areas might be valuable in a salesperson selection
process. Fourth, it brings food-for-thought on what the whole organisation (and not only the
salespeople) might gain if trained in NLP.

19
Even through this research is “a first step” towards understanding the effect and perhaps
potential of this complex phenomenon we believe to have laid down the pathway for, and
encourage further research into this widely-applied phenomenon. Future research will
consider the deeper processes that characterize the development of interpersonal skills for
salespeople and the way in which these correspond to NLP training. The training itself and
the validity of its claims (i.e. it is possible to link what is actually done to what is claimed)
can also be examined. Further research can also consider the unconscious impacts of NLP,
using non narrative methods (e.g. role play) and applying more deeply interpretative methods
of analysis including observation to analysis of interviews with salespeople. Additional
sources of data including secondary data, interviews with managers, trainers and customers
can also be applied.

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