In this article we look at two inexpensive, highly effective and leveraged ways to reach thousands of prospects via the Internet: affiliate programs and link exchanges.

Affiliate programs (also referred to as “reseller” or “associate” programs) are a great way to get other people called “affiliates” to promote your product or service for you. For every paying customer your affiliates refer to your web site, you pay them a commission. And since you only pay when you make money - it’s extremely low risk.

Your affiliates send visitors to your web site using banner ads, text links, letters of referral, and so on, while you track these referrals using special software. It’s an extremely powerful way to grow your business because it automates your traffic generation.

To get started with your own affiliate program, you need to:

1. Set your commissions. (To keep your affiliates motivated, you should pay them 40% to 50% of your profits per sale.)
2. Get software to track the traffic and sales of your affiliates so you know what to pay them.
3. Provide your affiliates with tools they can use to promote your products (like e-mails, banners, etc.).
4. Recruit your affiliates. (Look for sites that target your market, and invite them to become affiliates.)

Affiliate programs are an ideal way to automate your traffic generation because other people market your web site for you - and you don’t lift a finger. Your sales increase on a daily basis - but they do all the selling for you, and it doesn’t cost you a dime until they send you paying customers.

Link requests require minimal effort from you, but they can explode your traffic numbers overnight. How? If your site is a featured link on a major site in your industry, one that receives a ton of attention, your site immediately benefits from all the exposure their site receives.

Getting started with this strategy is simple, but you should follow a structured process every time you request a link. Let’s break it down into a few easy steps:

1. Do a Google search for your standard keywords - the ones that people generally use to find your site.
2. Make detailed notes about the sites that appear regularly in the top ten listings for your major keywords.
3. Use the Alexa Toolbar, LinkPopularity, or Technorati to find out who these sites are linking to, who is linking to them, and how much traffic they are receiving, then look up their contact information.

Make sure you know the correct URL for the site, the URL of the sub-page on which you want your link to appear, the name of the site owner or webmaster, the date you last visited their site, and a brief description of the contents of the site.

When you’re ready to contact these web site owners and request a link, write a personal e-mail - don’t use form letters. Be sure to include some positive comments about their site, information about you and your site (along with your URL), an explanation of why a link to you would benefit them, and instructions for contacting you to get started.

You want your request to be thorough and professional. If you can present a persuasive argument for why the link request benefits both of you, you stand a better chance of forging a connection.

If you are really eager to get your link on their site, be prepared to up the ante by offering them a commission or a link on your site in return. The investment could be well worth the extra exposure your marketing message receives.

But be stingy when other businesses request links on your site - just as links on others’ sites serve as a personal recommendation of your site, links on your site are recommendations for their businesses. Only recommend the best.

Related Articles from IQ:

1. Testimony Power
2. Gro.www. Your Business
3. Simple Viral Strategies
4. Bring BUZZ to Your BIZ

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IQ is the official CoachIQ Coaching Club newsletter. This eZine is distributed free of charge to thousands subscribers on a weekly basis. It is a powerful source of content for coaches and entrepreneurs who wish to build a flourishing business.

But business is not the only focus of this eZine - each edition is packed with personal and professional development content too. IQ’s categories include:

IQ Biz (business insights, strategies and know-how);
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This is an extremely valuable resource that you should definitely tap into.  There are presently 74 editions available online via www.coachingclub.com.au/ezine, and 100s of articles to read and constantly refer to. You can also subscribe, at zero cost, and receive the eZine directly into your inbox.

To become a subscriber (which means you will receive member-exclusive offers and invitations), go to www.coachingclub.com.au and enter your details on the box at the right-top corner of the page. You will also have the option of subscribing to a FREE 1-month trial with Coaching Club - and access 100s of resources for your professional, business and personal development. Act now, and enjoy the benefits straight away!

Neuro Linguistic Programming (NLP) is a popular theory used in coaching. It focuses on how people perceive and make meaning of their world and works with perceptions to help people understand and make changes to the way they perceive their world.

Here we will focus on how we process information to create such perceptions. James & Woodsmall (1988) proposed the following:

“After the external event comes in through our sensory input channels, and before we make an Internal Representation (IR) of the event, we filter the event. We run that event through our internal processing filters. Our internal processing filters are how we delete, distort and generalize the information that comes in through our five senses.”

Deletion involves the process of selectively paying attention to specific aspects of an experience (James & Woodsmall, 1988). Through deletion we fail to notice particular sensory information.

For example, Ben’s sister is picking him up from a concert. He is looking out intently for her car which he knows is a bright red hatchback. Because he is so focused on seeing a small red car, he fails to hear his sister calling him from a blue sedan (which she had borrowed from a friend).

As you can see from the example, Ben is so focused on the visual aspect of his experience (see a red car) that he fails to notice (or deletes) the auditory aspect of his experience (his sister calling him).

Distortion occurs when we misrepresent the sensory data received. For example, Juanita thought she heard rain falling. She ran out to take her washing off the line only to discover that it wasn’t rain at all - it was the sound of the neighbour’s air conditioning starting up. This is an example of auditory distortion where Juanita thought she heard one thing when in fact it was something completely different. 

Generalisation is the process of making a judgement based on a limited number of experiences and attributing that judgement to a broad array of experiences (James & Woodsmall, 1988).

For example, Tyson and Nicky are looking to rent a new home. They visit their local real estate agent. Tyson feels as though this particular agent is only interested in working with people who are seeking to purchase a home, rather than rent one.

Nicky later overhears Tyson say to a friend, “real estate agents are all the same. They only want your business if you’re buying!” As you can see from this example, Tyson has had one experience with one real estate agent and generalises this to all real estate agents.

Filters

Filtering of the information occurs before an internal representation of an event is made. James & Woodsmall (1988) list six examples of filters we use to delete, distort and generalise information.

Metaprograms are one type of filter and they are styles of thinking (or mental programs) that operate like filters across many contexts of an individual’s life. For example, the metaprogram General vs. Specific characterises whether a person processes information by focusing on the details or on the broader picture.

Other metaprograms include: Frame of Reference (external vs. internal, or in other words, whether you assess your performance based on your own internal standards or through the feedback you receive from others) and Option vs. Procedures (also described as whether you like to look for new ways of doing things or prefer to stick with established procedures).

Sub Modalities

Sub modalities are the descriptive qualities that are directly linked to a sensory channel. For example - linked to the visual sensory channel are the sub modalities of colour, size, shape and distance.

This means that when I look at something I can assess it based on these features. Alternatively, when I hear something, I can assess its volume and tone. Therefore, volume and tone are examples of sub modalities of the auditory channel.

© Counselling Academy

Want to learn more about NLP? Then click here to register for the NLP course at Counselling Academy.

References

• James, T., & Woodsmall, W. (1988). Time Line Therapy and the Basis of Personality. Capitola: Meta Publications.

“What is the shortest word in the English language that contains the letters: abcdef? Answer: feedback. Don’t forget that feedback is one of the essential elements of good communication”.

Feedback is part of everyday life. It is given in the formal sense in a work environment; however, conversely it is also given and received everyday in personal and casual settings.

Feedback is giving someone an opinion, comment or advice. The ability to give this in a valuable and useful way is paramount to whether the receiver will actually take the comments on board and therefore make the feedback effective.

In this article, we will concentrate on the area of workplace feedback and in particular the manager’s role in this equation, as it is vital to interpersonal relationships in an organisation for this to be straightforward and valuable.

Most of the time managers do not give effective feedback mainly because they don’t know how to. On the whole, they have become managers based on their technical skills not on their people management skills. Therefore when they do give their feedback, it is often sloppy and very unproductive. This is one of the main reasons for employee dissatisfaction.

However, with a few simple steps and some basic knowledge, managers can go a long way toward making even the most negative feedback effective.

Here are 10 steps to take into account when giving feedback in the workplace:

1) Preparation is the Key: Put in some time and thought into the process of preparing your feedback. Speak to others (discreetly if required) so as to collect concrete examples to illustrate points that will be discussed. The majority of the time no examples are given to demonstrate the feedback and this leaves a weak argument. Also adequately brief the employee.

Speak to them and make sure they have clear expectations about the nature of the meeting and ask the employee to prepare by setting their own objectives. This way a solid discussion can be engaged and support can be given to the employee to move forward.

2) Feedback Needs to be About Work Performance:  This means it has to be something the person does or says that affects the quality of their work. It mustn’t be about the employees’ values or beliefs or even based on the manager’s values or beliefs.  It needs to be professional in nature, not personal. This is why being specific is so necessary - you can focus on the behaviour that can be changed rather than on the personality. Examples in this situation are so essential.

They help the employee to understand their behaviour and it supports the manager in their argument.  Without examples, the feedback is not as valid as it is only a point of view or a perception.  Remain optimistic and lead with positive feedback and then deliver the constructive feedback.  Even the most negative feedback can be diluted to show it in a positive and supportive framework for the employee.

3) Choose an Appropriate Time & Place: Sometimes managers give feedback just as they or the employee are going home or taking their lunch break. This is inappropriate and usually leads to rushed or careless feedback because both parties are typically in a hurry.  Set a time in advance that is convenient to both individuals. Allow plenty of time for discussion. If possible go and have a coffee together. This makes the atmosphere relaxed and less formal. 

If this is not possible then at the very least it needs to be in a room where the door can be closed and no one else can listen in. Choose according to what makes the employee comfortable and suitable to the work environment culture.  And most importantly, turn off your mobile phone, hold your calls and ensure that you are not interrupted.

4) Show Respect and Appreciation: A lot of the time managers only think about giving the feedback without actually considering that they are giving this to a person and as such the feedback needs to be given with care and understanding. Therefore, choose your words carefully and deliver them in a calm and thoughtful way. Only use “I” statements - “I feel that…’ “I believe that…” “I sense that…” 

This makes the comments less accusatory and critical.  The employee will more likely accept and take the comments on board compared to if you were to say “You are not performing very well in your role at the moment.  What’s the matter with you?”  More importantly, remember to be balanced and fair and to give some positive feedback as well.

5) Explain, Ask and Listen: Explain why you are having this discussion and why this is an issue. Link it to the employee’s role, the expectations of this role and how it affects the team. Remember we are talking about the behaviour not the person.

Start off with a piece of positive feedback with the negative in the middle and end the conversation on a positive (sandwich scenario). People always remember the first and last things said.

Make it a two-way conversation. Bring the employee into the discussion, after all it is about them and they need to be proactive in solving the issue. Mainly the managers do all the talking and the employee is left feeling overwhelmed with the information being given and unheard because they haven’t been supported in giving their point of view.
 
Listen to and hear their view without pre-judging. The manager doesn’t need to say anything to their comments other than “thanks for your comments, I will take them on board and give them some thought.”

Be understanding, open and empathic. Ask for feedback yourself on how you handled giving the feedback.  It shows you are willing to learn and improve and at the same time, it is an opportunity to build bridges and show that you are both in this together. The employee will feel supported and will more likely put in an effort to change their behaviour.

6) Accept Some of the Responsibility: Most of the time, the employee will not be purposefully putting in a poor performance. There could be a number of reasons for this.  They may not know exactly what they are supposed to be doing, they may be having personal issues, have too many responsibilities, lack of direction or training and so on.

If the manager comes out and says something like “maybe I didn’t explain this up front, maybe we didn’t give you sufficient training, maybe the deadline was unrealistic, I apologise…” it automatically creates a relief on the part of the employee and they will more likely open up.
 
It is not placing blame solely with the employee.  When this happens the employee will most likely tell you want the problem is and be proactive in helping to solve it which leads to the next point.

7) Solve the Problem Together: Ask the other person for suggestions. What do they think?  Do they have any ideas? This way the employee is taking on some responsibility.  They probably know some solutions because they are in the middle of the situation and therefore what they have to say is relevant. If they don’t have any reasonable suggestions then propose a solution or new process or behaviour. Ask them what they think about this.

Offer them support about how they can implement this suggestion if it is the employee’s responsibility. Do they need some more training; do they need to put an action plan together? Ask the employee, “how can I support you in this regard?” And then keep up your end of the bargain. If you don’t, the employee will most likely not keep up their end.

8) Agree on Issues: At the end of the discussion ensure you both agree and you are both on the same wavelength. If there is disagreement then make sure you go over the issue again and give facts and examples until the employee agrees. If the person agrees with the facts but disagrees that it is a problem, provide the consequences for their actions if they continue.

Confirm agreements in writing after the session and always follow through and honour these agreements.

9) Be persistent: You may need to give feedback on the same issue more than once. It may take the employee some time to fully grasp the situation and adjust their behaviour.  However with support and consistent feedback the employee will eventually succeed if they want to do.

10) Follow-up: Agree on a review date and make sure it happens. This gives the employee accountability and shows that you are serious with the implementation. It also shows the employee that they are being supported and given the boundaries to change.

The above following points illustrate how simple it can be to give feedback. When given appropriately, it can be effective and empower the employee to develop and enhance their behaviour. Most managers are afraid of giving feedback and this has more to do with them than the employee. Managers need to get past this and approach the situation as a positive learning experience for both parties involved.

The manager doesn’t need to have automatic answers. They can say, “I am not sure how to handle this situation, I will need some time to think about this.”  However, through verbal dialogue, both parties can reach a conclusion that is satisfactory to each individual involved.  Effective feedback is crucial to the functionality of the workplace and as such needs to be helpful and resourceful.

About the Author: Anna Cairo is an established life coach, editor and writer who support clients with tailored programs to suit their individual needs and requirements.

© 2008 Anna Cairo
anna@annacairo.com
www.annacairo.com

If you are looking into establishing a new business, or reviewing your current one, then consider how you can create productive points of view to augment its growth.

Your ‘point of view’ includes the attitudes, opinions and basic approaches you take in managing yourself and your business. These points of view are a series of productive perspectives about yourself, your business, your customers and your employees.

About Yourself

• Be proactive - don’t wait for problems or circumstances to arise. The future is all about change and you are leading that change. Keep your eyes open, plan for what you can expect and take corrective action when things don’t go as planned. Problems really are opportunities in disguise - or in Thomas Edison’s words, “opportunity is missed by most people because it comes dressed in overalls and looks like work.”
• Break out of your comfort zone - the only way to change for the better. The unknown is seldom as threatening as it seems. Once you take that step into the unknown, the future, you can enjoy the rewards.
• Mistakes are part of learning - you learn by trial and error.
• You can only fail 2 ways - by not trying or by believing you’ve failed - learn from your mistakes and next time, do better!
• Every frustration is the result of the lack of a system - a system is the way you do something time and again. The way to improve the outcome is to improve the system. Changing the system can eliminate the frustration.

About Your Business

• Your business is a reflection of yourself - be focused, organised and conduct yourself with forethought.
• Reaching your objectives requires strategic work - this means working on, not in, your business. You must be involved in the strategic work of organising, planning, developing and operating your business in order to move consistently towards your goals. You must continually analyse how it is all done, and develop systems to produce the predictable results you want.
• Systems should be as simple as possible - even complex things can be broken down into simple steps.

About Your Employees

• Orchestrated patterns are natural for people - it’s natural to strive for constancy and predictability in our lives. We need a solid foundation to stand on and then we’re willing to take chances, be creative, and act with energy and enthusiasm.
• Take a fresh look at your employees - people perform up to or down to the expectations of those opinions they value. It’s better to give assignments that enable people to stretch and to offer your encouragement and belief in their ability to excel. Almost without exception, people become better, more productive and more creative as you present a positive role model and show consistent, sincere belief in them. Do the same for yourself too.
• You can, and should, delegate - with systems to guide them, you’ll find your employees are more capable than you expected them to be.
• Involve your employees - help them to grow, reduce their resistance to change, and make your business development work easier.  Involving people lets them know they are valued. Your employees will, with your support, turn their creative energies to building your company.

About Your Customers

• Unconscious needs and emotions drive customer choices - convenience, looking good, feeling good, a problem solved. Touch an emotion or need.
• Complaints are opportunities - when customers complain, they are telling you what they want. Listen to them, understand their position. Look for the opportunity to make your business better and retain them as loyal customers.
• Value and service are more important than price alone - people tend to seek value for money rather than mere ‘bargains’. When you emphasize good service and improved products you differentiate your business from your competition in a positive way. If your perceived value is truly better, your customers will be happy and they won’t balk at your moderately higher prices.

Despite the fact that the field of life coaching has experienced enormous growth in the past decade, many people are still toeing with the idea of a Life Coach. Many are now aware of the positive outcomes of coaching, but when it comes to the process; it’s a different story.

Thus, as a Life Coach, you need to develop a concise 30-second message that will tell your prospects (1) what you do for a living and (2) what is it that you do. To assist you, this article will attempt to answer the big question:

What is Coaching?

Coaching (or life coaching as it is sometimes referred) is a general term for working with an individual (or company in some cases) to improve and enhance aspects of an area which, for the client, they may need or want to change (Grant & Greene, 2004).

Zeus and Skiffington (2000) have identified the coaching relationship to be one that focuses on change and transformation. The coaching relationship is:

• Essentially a conversation
• About learning
• More about asking the right questions than providing answers

Another way to look at coaching is that it helps maximise an individual’s performance (Gallway, as cited in Whitmore, 1996).

Grant and Greene (2004) have identified the origins of coaching to have started in the 1960’s when the business world used techniques from the discipline of sports coaching. Such techniques, for example utilising pressure and stress and setting performance targets were used in staff training and development.

Coaching has also incorporated techniques from a number of other disciplines such as human resources, mentoring, counselling, training, and consulting which have helped make it the discipline it is today (Grant & Greene, 2004; Skiffington & Zeus, 2005).

Coaching focuses on the different areas of an individual’s life. Grant and Greene (2004) have identified seven main themes in life coaching. The themes are:

1. Clarify what the individual wants from life
2. Set effective goals
3. Monitor progress on the journey of change
4. Stay focused and challenged
5. Stick to commitments
6. Continually reassess and re-examine ideas, plans and strategies
7. Identify values

General Roles of a Life Coach

The coaching relationship (or coach-coachee relationship) plays a large role in determining the success of the coaching process. It is thus crucial in the initial stages of coaching that the coach joins with the coachee to establish a relationship based on mutual trust and rapport.

For trust to develop, coachees must feel safe and comfortable with the coach. Coachees must sense that the coach is being genuine in his/her dealing with them, that he/she is competent and able to assist them in achieving their aims.
 
There are many roles that a coach performs. These roles include:

• Increasing the individual’s self-awareness.
• Modelling desired behaviours.
• Getting to the core of the issue.
• Giving instructions.
• Targeting behaviours to be changed.
• Giving feedback.
• Insuring practice rehearsal.
• Keeping the coachee focused and on track.

These roles are generic across coaching situations and can occur throughout the coaching relationship in no particular order.

Coaching and Counselling

The following reading provides an understanding of the differences between these professions:

“Before suggesting some differences between counselling or psychotherapy and life coaching, I stress that there are many similarities. Both counselling and life coaching aim to help clients lead fulfilling lives. In addition, they leave the client with the right to choose what sort of life to lead. Some counselling approaches, in particular the cognitive and cognitive-behavioural approaches, contain a large coaching element within them.

Though they do not emphasize the word skills, approaches like rational emotive behaviour therapy and cognitive therapy aim to teach and coach clients in key mind skills and, to a lesser extent, in communication skills so that they can deal better with the problems for which they came to counselling. Life coaches can gain much from being familiar with theories of counselling and therapy”. (Corsini and Wedding, 2005; Nelson-Jones, 2006a)

“Now let’s look at some ways that life coaching differs from conventional counselling and therapy. The goals of life coaching are both positive and stated in the positive. There is an assumption of seeking mental wellness rather than overcoming mental illness. Though an exaggeration, there is some truth in Peltier’s comment: ‘High performance athletes are coached; sick, weak or crazy people get therapy’ Peltier, 2001: xix).

Life coaching is not geared towards those whose problems are best described by the latest version of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders. Such people require psychotherapy. Coaching clients are not worked within psychiatric hospitals. Often very competent people seek life coaching; they want to be even more effective in leading their lives.

“Normal” people also seek life coaching to maximize aspects of their potential and get more out of life. Life coaching does this by bringing psychological knowledge to address everyday issues and problems such as relationships, health, career, finances and spiritual concerns, among others.

Though there is some overlap, the clients for life coaching differ from those for counselling and therapy. Clients come for counselling very often because they are suffering and in psychological pain. They want to feel, think and act at a level that they regard as normal for the society of which they are a part. At the very least, they want to stop continually feeling very low.

Approximately 10 per cent of the population will need counselling at some stage of their lives. However, even normal people can feel unfulfilled. Clients seek coaching to gain ways of or skills for becoming even more successful and happier than they already are. Rather than being motivated by pain, they are motivated by gain. 

Their problems are often more to do with achieving their positive potential than dealing with negative issues. They may realise that, during their upbringing, they were not systematically trained in many of the skills for leading a successful life. In addition, they may want coaching to face new challenges in their lives.

There is a vast potential market for life coaching in the 90 per cent or so of people who do not need counselling. In addition, many who have been counselled may not need counselling. Also, many who have been counselled may later want life coaching to become even happier and more skilled at living.

There are many broader reasons why there is a need for disciplined life coaching. With the increase in economic affluence in the Western world, there does not appear to have been a corresponding increase in overall happiness. For example, the divorce rate in countries like Britain, Australia and the USA is about 50 per cent of first marriages, with many also failing at subsequent marriages.

In addition, the increased mobility and time spent at work by both sexes has contributed to a breakdown in traditional support systems, such as the extended family and local church. People are bombarded every day by information that often causes them to question how they are living.

Arguably, this is a more challenging time in which to live. Not only are the former sources of support in decline, but there is a whole new range of problems with the rapid increase in changes brought about by technological invention.

Alongside the difference of life coaching goals to those of counselling and therapy, the ways of attaining them also differ. With its main emphasis on working with non-disturbed people, life coaching is less likely to be conducted with a psychodynamic approach. Mutual goals are established quite quickly in life coaching. If anything, life coaching directly encourages and trains clients in how to deal with and improve their present and their futures, rather than to understand their past.”

Source: Nelson-Jones, R. (2007). Life coaching skills: How to develop skilled clients (pp. 6-9). London: SAGE Publications, Inc.

Modes of Life Coaching

Technology is constantly evolving and new ways to communicate with people are continually being developed. This being said, technology can influence the way a Life Coach manages and expands his/her business.

When working with different coachees, one may find that some coachees are extremely busy people that don’t always have time to have a face-to-face meeting but who still want to work on their life and career goals. There are other coachees who may travel a lot and a face-to-face meeting is not always possible.

Email, telephone and video conferencing have expanded the ways in which coaching can occur. However, certain communication types suit different situations and a certain amount of creativity is required to facilitate the coaching relationship. There are four modes of how coaching can be conducted:

1. Face-to-face coaching
2. Telephone coaching 
3. Email coaching
4. Video coaching

Timeframes for Sessions

There is no set time frame for how long a coaching relationship should last. It is very much dependent on the situation and how much work is required of both the coach and the coachee. Therefore, the coaching relationship could last from one session for one hour to longer sessions, and the coaching relationship could even last years.
 
Skiffington and Zeus (2003) have identified that for management or executive development coaching, the relationship can last up to five years. It has also been identified that for coaching to enhance performance in an organisation the timeframe is usually from three to six months.

For team coaching in an organisation the sessions are also generally three to six months however, the program can run multiple times a week. Business coaching can run from six to twelve months, and in personal/life coaching there are many different issues that come up during coaching and therefore no timeframe has been identified.
 
Overall, there is no set guideline for the length of the coaching relationship nor is there a layout to how many sessions a week should occur. It would be up to both the coach to make a professional judgement as to how long they work with the coachee and also, the coachee who may feel he or she has taken all they can from a coach. It is important to keep an open, honest dialogue between the coach and coachee.

Why Become a Life Coach?

There are a number of reasons why people want to become life coaches. Coaching is among the fastest growing fields at present and there are opportunities in different areas to work as a coach. It is also a discipline in which professionals could achieve career goals by working for an organisation or for oneself.

It can also be an opportunity to utilise knowledge gained through other experiences to help others. Overall, coaching can be a rewarding and fulfilling career.

Want to become a Life Coach? Then visit www.lcia.com.au/lz.

References

1. Corsini, R.J., & Wedding, D. (eds) (2005) Current Psychotherapies (7th ed). Belmont, CA: Thomson Brooks/Cole.
2. Grant, A., & Greene, J. (2004). It’s your life: What are you going to do with it. (2nd ed.). London: Pearson Education.
3. Nelson-Jones, R. (2007). Life coaching skills: How to develop skilled clients. London: SAGE.
4. Skiffington, S., & Zeus, P. (2003). Behavioural coaching: How to build sustainable personal and organisational strength. Sydney: McGraw-Hill.
5. Zeus, P. & Skiffington, S. (2000). The complete guide to coaching at work. Sydney: McGraw-Hill.