SpeakerConnect | Master the Stage: Using Multiple Intelligences (MIQ) to Transform Your Keynotes

Hey Shaun, how's it going? I want to chat a little bit today about how we build more engaging atmospheres and learning environments when we're speaking. So if we're speaking to whether it's a keynote group, whether it's you're a trainer, whether you're coaching, any one of those dynamics, how we reach out to the learner is the game changer. That's where people will start to begin to create greater transformation and transaction with the information that you're creating. So, a few years ago, I was working on a book, it's called, well, I'll show it to you. It's the Business of Caring About People. And when I was working on this book, I discovered some research around multiple intelligence quotient, which is a theory that was put together by Howard Gardner, who is a Harvard professor, prof, and he spends his time in the education realm and pedagogy. And one of the things he started talking about was how young people, if they gravitate towards what their learning strengths are, they'll land in certain types of jobs. And there's kind of certain strengths that help you to become successful in that job. So for example, maybe you want to be a police officer, you probably have high kinesthetic, you know, kind of modalities. If you're a, I don't know, maybe a counselor, you probably have a strong interpersonal. If you're a writer, you have strong linguistic skills. And so what I started to do is I started to apply that to the work that I was doing as a keynoter and as a trainer. And when I was picking my activities, I was starting to pick them in a way that allowed me to connect to their learning domains. And it was a game changer because the way in which I spoke, the way in which I created the learning environment, spoke to the way they like to learn. I say like good team building is good team learning. And I think that keynoting or training is the same way. If you have a group of accountants in your room, then you're gonna wanna make sure that you're appealing to their mathematical, logical ways of learning. So, you know, how you're structuring your data, the data that you're providing, you're gonna make sure that it's quantitative. You're gonna wanna make sure that there's a, you don't have too much fluff in what it is that you're providing. What you're doing is you're speaking their language. Their language in the way that they want to learn it. Let me show you a little something. You know, these are the 8 different types of learning intelligences according to Howard Gardner. There's more since he first published his book Frames of Mind, but we've got interpersonal, linguistic, naturalistic, intrapersonal, musical, visual-spatial, mathematical-logical, and body-kinesthetic. And what I learned was that what really matters is if I can connect to that learning intelligence for that specific type of learner in that job, I have great chance of creating greater learning success. So here's my team learning model. What you want to be able to do is you take your content that's relevant to them. So maybe you're training and teaching around the idea of how to build a spreadsheet, or maybe you're training or teaching around sales acumen, or maybe you're training and teaching around leadership, around customer service. That's the relevant content. So whatever's happening for the learner the room, what matters is that they have that relevant content. And that relevant content speaks volumes to them if it's delivered towards their intelligences. So that's number 1. Then some of the other things that we're going to create in— to create that transition of learning is we want the room to be supportive and trusting. And how we go about creating that supportive, trusting environment enables them to learn a little bit more. We want to make sure that we're how we're teaching them is challenging and that it's unique. You're not providing learning in the same way that everybody else or their dog has come and provided training in the past, you know. So maybe you're not just standing and delivering, maybe you're doing some experiential-based learning, maybe you're using song, maybe you're using AI to build song. You know, there's so many different cool ways that you can start to connect to people, and that's part of that engaging and interacting part. You know, when we're able to engage and interact with our learners in the way in which that they want to learn, which goes right back to those 8 different learning intelligences. That's how we truly begin to reach out and help to build transformational learning environments.

That sounds pretty cool.

Yeah.

Now, with these like different intelligences that you mentioned there, what do you do when there's multiples in the room? Like, how do you know that in advance as a speaker? Like, is there something you can do before you actually show up identify this so you're prepared?

100%. So we have a tool that I use. It's called MIQ, so Multiple Intelligence Quotient. And you're exactly right. It's not going to be like, you're not just going to have a carbon copy of learner for everybody in the room. Everybody's going to have their own strengths and stretches. There, you know, some people are going to score, you can have accountants that might score really high in interpersonal, right? And you might have another accountant that scores really high in intrapersonal. So there's going to be variances. What we've done is we've taken the MIQ tool and we've made it so that you can look at multiple learners, compare multiple learners, and figure out what their, you know, kind of top 3 learning styles are. And then you teach to those multiple intelligences. So you teach to kind of 3 at a time, and that usually connects everybody. Now, I mean, some of my groups, they can range up to 8,000 people, so it becomes a little more challenging. To do that. So that, that's one way is if you have the time to do a conscientious intake, that, that can work. And then alternately, you can just look at the intelligences. If you Google, you know, what are the learning, what are the learning multiple intelligences for police officers, or what are the multiple intelligences for graphic designers, you know, Google or Gemini or AI will kick back and tell you exactly what they are. And then you can use that information to start to design your process. And if you take that same piece of information and you Google, okay, well, what are great activities for kinesthetic learners, it'll kick back like, these are some learning things that you could do that will excite them. Or what are— what's some stuff for visual learners? Well, build a map, you know, you know, draw a picture, you know, build some, some flowcharts. All that kind of stuff will begin to make sense. And then you can start to integrate those learning tools into your message and into the delivery of what you want to do to build that transformation, to bring people forward and have them go, hey, you know what, this learning is about me. It's not about the person, the talking head on stage. It's really about me, and I'm able to consume it and start to use it.

Now, you obviously have used this quite a bit. Have you noticed in times where certain certain people just aren't connecting with it. Like, you're either feeding into that or you feel that they're just starving. And like, how do you shift that like in the middle of your keynote?

Yeah, 100%. So, you know, you're not gonna nail it out of the park every time. I mean, we're— what's his name? Ohtani, the baseball player. Like, he's just like whacking the balls out of the park, right? It's not going to happen like that all the time. It's about making the subtle shifts. So, if it's not working for a smaller group, you can start to connect with that person one-on-one and figure out exactly what it is, who they are, and what they're missing. If, you know, in my case, you've got 1,000 people in the room, sometimes people just move along and, you know, they're not— they just disengage inside the group. And a lot of times that has to do with things that aren't within your power. The idea about MIQ is it's leading with your best foot forward in a way that will give you the best chance of being successful.

Clearly makes sense. Yeah, cool. Now, for those of us that are out there that are watching this, have an existing keynote, an existing presentation, how do we audit that for this? Like, what are some things we could look for in our current presentation that we have?

Awesome. So, great question, Shaun. You know, it's about looking fulsomely at your presentation. So, it's the slide deck. If you're looking at your slide deck and you've got, you know, graphical, you know, kind of visually based learners, well, you're going to want to upscale the types of graphics that you have on your pages. You're going to want to make sure that you've got the, you know, really cool images and maybe reducing some of the linguistic side, the word side. So you can start to play with what your presentation looks like from a from, you know, an audience perspective. So that's one, your PowerPoint and your keynote presentation. That's number one thing you can do. Number two thing you can do is look at what are the engagement things that I'm doing within my session. So how am I taking and getting people to communicate at the table? You know, I was working with a group of project managers in Florida, and one of the project managers looked at me and she said, Tyler, you don't understand. She said, "I work with a group of NASA engineers," and she said, "They don't do team building." And I said, "Well, yeah, you know what, I get that, but it's the type of team building that you're providing. It's the activities that you're doing." So I gave her an activity to do, and I said, "Do this one. Do commonalities and do it in this way." And I said, "Do it tomorrow when you get back to work." And she did. She called me back. She said, "They loved it." And she said, "I want to know, what can I do more like that?" And that was because we picked an activity around their table that they could do that spoke to their learning intelligences. So start to consciously and authentically pick your activities or redesign your activities with that learning domain in mind. So if it's a group of police officers or firefighters or construction workers, find a way to make it hands-on. If it's salespeople or counselors or teachers, you wanna make sure it's interpersonal and they're doing some one-on-one or one-on-a-bunch communication and sharing ideas. If it's mathematical, logical, and you need them to do some sharing of ideas, make sure it's brainstorming, make sure it's quick, make sure that they're able to evaluate and score what it is that they're talking about. Because all of those little nuances will make the learning that much more impactful. On them, whether it's in a large keynote space or a training space.

Now, 8 of these different styles. Yep. We used AI to prepare for this.

Yes.

I'm going to hide that fact. And it did a great job. And we are telling people, use AI if you have questions because it knows this stuff.

Yeah.

I want to go through each of those styles and I have a question for each of them.

Okay.

And we can hit it that way. Sound good?

Let's do it.

Let's do it. All right. So for the interpersonal learners, Yep. What is your go-to interaction method that builds connection without forcing that awkward participation factor?

Right on. So, for interpersonal, I'll do kind of group table activities. So, I've got one, it's called a scavenger, it's a scavenger hunter. And we do an on-your-person hunt or a runt hunt. And they find things collectively at the table without getting up from their table round. And so, picture a table round in a hotel room. And they get a list of 30 items. It could be photos, it could be pencils, it can be glasses, it could be licenses, it could be whatever, and they have to find all those things and come up with as many of them as they can. And why it works with the interpersonal is because they're working collectively as a group. They want everybody to participate. They want everybody at the table as well, but that's a go-to activity for them. And that's not to say that other learning intelligences won't like it. You know, the mathematical-logicals will like it because they're counting the numbers of licenses they found and pencils they found. So, you're appealing to multiple intelligences with each activity. But for that one, I like that because everybody's doing something together and they're all communicating at the same time with one another.

Makes sense. So, that's interpersonal. Now let's talk about the intrapersonal learners. How do you build in reflection so that they feel included even in those high-energy, fast-paced keynotes, which I think you know a little bit about?

Yeah, I do a few of those, right? And that's it. So part of my challenge as a speaker is I am high-energy, fast-paced, all that kind of stuff, as you said. And it could be scary for an intrapersonal learner. They're kind of our pensive learners. They're the ones who like to ask why a lot of the time. They're the, you know, the discoverers and explorers who aren't afraid of going into the back room and really like deep diving into the answer. So some of the things that I like to do for them is giving them a bit of time to think about what their answers can be. So I'll use like a dyadic encounter. One is so that they don't have to participate with everybody. They get to participate with their person of choice. So, say, everybody grab a partner. And what happens is intrapersonal learners tend to sit beside someone they already know and like, right? So, they already have a little bit of a personal relationship. And if they have 2 people sitting on either side of them, either in a theater or at a table round, they'll pick the one that they know best, right? So, say, everybody get a partner. Boom, they grab their partner. And then I'll put some open-ended phrases together, some questions that they just communicate with that one person. That helps to bring down that anxiety of, I'm being forced to come up on stage, I need to share with the whole table, you know, that kind of thing. So we bring down that level of social anxiety by just connecting them with a one-on-one. Then we can move that, that dyadic into a small group, and then one person from the table can present after that. So allowing the different intelligences and the different people with different strengths to get up and shine. Time, but it allows them to shine with their individual partner.

All right. Yeah. Next one. Now I'm going to butcher this word. How do we deal with the bodily kinesthetic learners?

Body kinesthetic. That's good, Shaun.

There we go.

That is the people who learn by doing. I mean, those are our, you know, our active learners. You know, they're the ones who probably did well in phys ed class, probably in the science they preferred to go to the lab. To be able to understand. So a lot of the activities that, or engagements that I do with them, is about getting them to actively experiment with things. So we do, we'll do everything from leaving Play-Doh on the table. I have one called a pipe cleaner interview where you have a dyadic encounter, you interview each other, and then they have to build a little sculpture out of the pipe cleaner to be able to express what they learned from their partner. So doing anything like that where they get to use their hands, they have something to hold on to, they're doing like on-the-job training, they're doing things that require them to move stuff around or move their entire body around, that can be an absolute winner for them.

Now, what if you're in a venue that doesn't lean towards that, like a theater setup? Yeah, they don't have tables. How would you get those people to move? You don't? Or you just don't come?

Yeah, no, totally. So we'll do things like we'll move within the theater. So a theater still has 4 corners. It still has entire lines. So we'll use the line of theater. I'll do an activity. It's called Pass the Impulse. And everybody in the theater line holds hands. And then you show something, like maybe it's a red ball or a blue ball. And as soon as they see the red ball ball, they squeeze the hand of the person next to them, and they have to— the last person at the end of the line has to stand up, and the first one to stand up wins. So you just need to come up with activity or experience that does well in a line. So if they're linguistic learners, it might be a story pass, but we pass the story down the line. So everybody's writing one sentence to the whole story on the piece of paper, and it goes all the way down the line. You know, so we use it as a line as opposed to a collective circle. We're just used to working in circles.

You mentioned linguistic, which is our next one here, the verbal linguistic learners. What makes language land harder for those people? Specific word choices, story structures, repetition, or something else?

Yeah, all that kind of stuff. So they love the mnemonic devices. So like when I was in school, we learned about the the order of the planets. Man very early made jars stand up nearly perpendicular. Pluto's not a planet anymore, but it's— so that was the way of learning, you know, was it Mercury, Venus, Earth? Like, so we learned man very early, and so we learned it that way. So if you could create those mnemonic devices, those matter. The one that I run into is sometimes I have spelling mistakes because I'm going a little bit— I have ADHD, I'm neurodiverse, and sometimes I'll have spelling mistakes on some of my stuff, and there's no greater deterrent for somebody who's a linguistic than finding a spelling mistake or a grammar mistake. So ensuring that those things are done correctly absolutely matters. You know, you could do things with AI. You can help— you could have groups begin to build prompts, showing them how to build a prompt, you know, the the linguistics are going to love that. They're going to love to be able to start to delve a little bit deeper into, you know, how can we make this tighter so that AI can fulsomely understand what it is we're looking for it to do.

Now for the visual learners, rules for slides, props, imagery. What's your advice on this so that that stuff resonates well on the screen or on stage?

Yep. So it's colors. It's making sure that we understand the colors, that we understand the different zones of the slides. Like, how do people's eyes work when they hit a slide? How are we flowing the information? All of those things matter. So, you know, there's 4 corners inside of each— 4 quadrants inside of each one of your slides, you know, and how you build people from like a bottom corner into a top corner, or whether you just want them to go side to side. It's how you build the slide and what becomes visually appealing. If it's awkward, it will detract from your message. You know, so how we're building those slides, what the outside frame of the slide looks like, is the room going to be a lit room or a dark room so I can use a black background or a white background? All those things matter as we begin to build our presentation so that people lean in.

Yeah, that makes a lot of sense.

Um, just, just thinking, like, often things make sense.

The part where you said about knowing if it was going to be a light or dark room. Yeah, that part I never even thought of. Um, like, do you ask that question when you're booking in?

Yeah, so not always. Uh, you usually get an idea of a size and scope of the room, so you'll know if you've got a— if you've got a group of, like, 500-plus, the room is dark and they're lighting the stage. If you're doing a more intimate group, you know, like 200-300 people, the room is probably lit. There's probably some backlight behind you. You know, they're not usually darkening the entire room for that. Is it a gala? A gala is usually dark in the room and well-lit on stage. So although, you know, getting to know kind of what the typical what the typical setup is from your meeting planners. Otherwise, you can just ask the meeting planner, like, is this a, is this a working room? Are we sitting with, you know, books in front of us? Are they sitting at tables? Like, those are all your intake questions before you get there so that you can, you can start to build your presentation around it.

Awesome. What about those logical mathematical learners? How do we, how do we serve them?

Well, those are my NASA engineers, right? Like, they're the ones that you want to make sure You want to reduce the fluff level, right? They hate the fluff. They do not want to waste their time. If you're an idiot, they'll call you an idiot. If they don't agree, they'll challenge you. And it's very like, it has to be very measurable at the end of the day. So, you know, if you're giving out purple ribbons, they're not going to be a big fan. There's going to be one table that won in their opinion and a table that lost, and that's That's okay, right? Because, you know, when they look at the spreadsheet, it's either in a profit position or a loss position, right? They, they, they're okay with that. So anytime you can build an activity that has a winner and a loser, or it has like different— they can start to use, you know, if I'm doing like a strategic planning type session, or we're talking about like what our values are as a team, I'll often give them, you know, stars to score. And I'll say, okay, take your silver star and go to this, you know, the 20 things that are on the wall, and put your star beside the one that you think is our highest value. Okay, now we rip down the ones that have the lowest number of stars. And I say, okay, from these 8, now I want you to take your red star, and you get to put 1 or 2 red stars up on the 2 that you think are the most important. Then we rip down the last one. So they like that kind of stuff, right? So they like to be able to score and to be be actively involved in that scoring and make sure it's quick. Like, it can't take too long because their, their brains work so, so, so fast that they're moving into the next thing and they'll get bored.

They will get bored. Yeah. I feel like we're doing like a MuchMusic countdown here. So coming in at number 2, the musical learners. So how do we, how do we serve them without actually doing a sing-song on stage?

Right. So, okay, so here's the thing about musical learners. It's there, but it's probably the lowest in my experience. It's the least number of learners that I find on a regular basis. But what they have in common is— they have in common with mathematical, logical learners is the temperance and like the rhythm. So, life things for them is about rhythm, just like a mathematical, logical person. They want things to have like a pattern. So, that is That's how you reach them. So, they are reached much the same ways as mathematical, logical people. People who are good at math typically can play an instrument. So, that is, that's how we reach them. So, it's about how things happen in patterns. Also, another big thing for them is sound. So, I mean, they're musical learners, right? They're the ones who will find it very distracting if there's a fan in the corner that keeps going. So if you're working in a room and there's a lot of musical learners, you want to make sure that that room is, you know, soundproof and is appropriate in that way. They also— it's funny because every time I meet one in a management session, I'll be doing a management training like, okay, so who is high in musical learning? And someone will put up their hand. I said, tell me this, do you have a very specific way that you do your day And they're like, what do you mean? I'll be like, so when you get out of bed, do you always brush your teeth, then go to the bathroom, then make your coffee? And they're like, yeah, totally. So these folks, like, if you deviate from what the agenda is, they'll lose their mind, right? Because there is a very specific way that they like their day, and it will become an anxious moment if you step away from what the tempo is. Is, right? And the rhythm is— that matters to them.

Absolutely.

Yeah.

Now, the last one, naturalists. So these are the nature-based learners, right? Is that how I'm reading into that?

Yeah.

So what do you have to watch out for them for, for not getting too business and, and talk more about nature? Is that what you mean?

Kind of. Um, so they're the dope-smoking hippies of the— I'm just teasing. Uh, they're not, they're not that. They're, they're your project managers of the world. So what they love is things like culture. They love, um, they love, they love patterns. They love genus-species kind of stuff. So, you know, they're the project managers, the environmental consultants, um, where process matters. So for them, it's the process of doing things that matter. So when you're building your show, there needs to be a distinct beginning, middle, and end, right? When it's kind of like if you were writing a story that you would want to have like, you know, a lead-up to the climax and then a conclusion, lead-up to the climax. They're gonna want that. They're gonna want to see that logical pattern in how the learning is happening. So that's one thing that they're really interested in. The other thing they're really interested in is the cultures of everybody who are in the room. So they're They're driven and they're excited about finding about like, "Oh man, so tell me about Sri Lanka," right? Or, "Tell me about India. Tell me about South Africa." They want to know about that. That provides richness. And even in so far, I was doing a thing with an oil company, a major oil company in Atlantic Canada, and what we ended up talking about were different departments. We had multiple departments. And they wanted to know about the leadership culture inside of each of those departments. So culture not only extends to your geographic culture, maybe where your people are from, but also the culture with inside the business. That stuff matters. So as you're building your questions, as you're doing your, your Socratic method, and you're starting to figure out how you want to talk to people and what you want them to learn and how you're transitioning that learning, really focusing those questions around the culture that's in the room and the culture that's inside their business units.

Now, listening to everything you told me, my mind's like, wow, I would have to learn 8 different speaking styles in one talk, right? Which probably is not the case. But, but with such variety, how do you balance that? And, but also keeping your, your brand consistent with who you are, right? So it doesn't feel like you're, you're doing 8 different things at one time.

100%. So number 1 is your brand is your brand is your brand, right? Like you need to deliver to your brand and, and, and speakers will find like there, there are several speakers that I know that kind of speak to any type of industry group. Then there are others that are like, I am focused on salespeople, I am focused on government officials. So with that depth comes some anticipation of what things will look like. So if you're focused on salespeople, you'll know they're mathematical, logical, they're kinesthetic, they're interpersonal, and those can become your go-to lessons and your go-to But if you're speaking to like a broad range, your brand really becomes what you lead with. For me, as an example, I'm a high-energy storyteller, right? And so I have my high-energy stories, right, which is my brand. That's what people buy me for. But then the activities and the interactions that I do become more specifically tailored to the people that are in the room., right? So I know that I want to do a, you know, a questioning piece, but what that questioning piece or that at-table people talking about things, it'll look different for a group of accountants and engineers as it will for a group of teachers, right? And how I get them to have that conversation will be more specific to their learning style. So you're doing your, your, your brand You always lead with your brand because that's what's going to get you hired over and over and over again. But then you're having these like IKEA pieces that you can pull in and pull out and add the one that matters to the learner that's in the room.

Makes sense? Yeah. We spend so much time talking about like when you're on site delivering, like presenting. My mind starts to go from a marketing automation side of of like, you know, the post follow-ups or, you know, you're getting people to opt into things. Like if there's a way to identify which style each person in your database is and have 8 different lanes of same messaging, but delivered, you know, differently in there, um, how much better that would be for that, that end user to, to connect with you. Right. That's where my mind's going.

Yeah, of course. Cause you're learning, you're helping them to learn. Like the sales process is learning about buying the next thing. Right? You're learning how it is you want to buy it. And if I can speak to you in a way that you— that makes you feel better, you know, and that's like one of my rubs is in a marketing perspective. If somebody sends me like the percentages saved or the dollars saved or the top, like, I don't care. Like, I don't care. I'm not a mathematical, logical person. That data doesn't matter to me. But if they can talk about, you know, people being more connected and people being happier, and I'm like, okay, Excellent, I can listen to that, I can see that, or, you know, better vibrant, more vibrant images. Okay, well, that sells me, right? Because I'm a visual learner as well, you know. So all like, you can have 8 different lanes in an automation perspective, but you can also use it when you're shipping your post-conference pack, whether it's a gift, whether it's learning tools, for the staff. I just did a thing for a nuclear power plant, and one of the things that I realized is that they're kinesthetic because a lot of the— that's a lot of very tactile jobs that, that people were performing, but they're also very visual learners. They're always watching what's happening on a screen or watching how to build something. So we built these beautiful graphic posters that they could put all around the nuclear power plant. And that speaks to their learning intelligence, which might not work with a group of accountants, right?

Yeah. Now, my last question before we kind of wrap up here is for those that are selling their own services, right? So they're dealing with people that are booking events and stuff. Are there ways to pick up on what style that person is just in conversation? That you can actually on the fly start to speak to that to lean into it, or is that even something in the sales process?

Yeah, I mean, so that goes back to How to Win Friends and Influence People, right? Like, that's the Dale Carnegie kind of stuff, right? Like, you're looking for those tells that they're going to give you. At the end of the day, it's really what job are they in, right? If I'm calling and talking to a CFO, high chances they're mathematical, logical. They're probably also interpersonal, so I'm going to want to, you know, start to have those conversations. If I can find out what their hobby is in the conversation, I'll often use that as a gateway to be able to go, oh, okay, well, so you paint watercolors. Okay, well, cool. Well, guess what that means? You're probably visual, right? Or you love to cook. Well, you're probably naturalistic. Stick, right? So we could start to find their extracurricular— extracurricular— extracurricular—

extracurricular—

that's it— extracurricular— that's it— types of activities. And those too can be very telling of what their learning styles are.

Absolutely. This has been great. I mean, I— for somebody who hasn't built a keynote myself, but my mind's going like, wow, like I'm starting to think of stories in my life to start to go in that process. But my mind is thinking now of how to enhance those along the way. And hopefully anyone who's watching or listening to this is actually getting that as well. At the time I recorded, we don't know where this is going. We are recording it to put it out to you. But let's talk a little bit about what we're building together. Yeah. You know, we're coming off of the convention in Halifax that was there. And we saw soft, kind of rolled it out to get some ideas of this. It's the idea of what we're calling Speaker Connect. And, you know, a lot of times there's always been like software-first types of offers, and then they tag on like learning, right? And while there's not a big uptake, but really I think what we feel the need for is this community side of things, helping speakers, you know, not only just in Canada but anywhere, you know, build their speaking business and, you know, they're as diverse as everyone could be out there. But then also layering in secondly, the technical side, because all the stuff that you're talking about here, there's technical aspects in it. Some people will need help with using AI to put pieces together and stuff like that. I'd love to hear your view being in the industry for so long as to what this need is and why you think too that this is a void that we're going to fill.

Yeah, I, you know, so I was super excited. Well, number one, because I'm a, I'm more of a community, like I've been in the business and for the last 30 years I've been in the business. Well, 30 years come August. I've never had the back end, like what it is that you've been able to build for me, Shaun. And as I got to know you and the, you know, the tech stuff, that tech stack is beginning to transform my business. So that's just— I'm gonna give you props because it's been a, it's been a huge difference in the way that I focus and look at how I do business. But in the last 29, almost 30 years, what I've realized is that the mentors and the coaches and the conversations that I have and the access to information beyond Googling it makes the world of difference. You know, when we begin to create that community and you have that trusted advisor, which each of us is as a speaker in our area of influence, you know, we spend the time around the, you know, the C-suite table talking to CFOs, COps, whatever, talking about what their needs are from our perspective. You know, this community is about saying, okay, well, who are the expert speakers and how can we help you to scale and leverage what it is that you're doing? You know, for me, you know, what appeals to me is for the last 30 years I've loved building this business. I've done pretty well, and for me For me, it's not about finding 10 more shows a year, but rather finding 10 more people who want to find 10 more shows. And can I help you find those 10 more shows? And by building your shows better, like what we talked about today, by, you know, starting to figure out what are the right questions to ask in the sales process, you know, and so that you're ready to hit the stage at 110%. You know, that's, I think, what is the real game changer in this business is that community. We do it really well at CAPS. What I'm hoping, what I understand this is going to be, is it's going to be really like in-depth focused on you, right? It's a mastermind and it's a deep mastermind of learning and of action. Transformation, man. It's about transformation.

Absolutely.

Yeah.

So if this appeals to you, wherever you're seeing this, comment, respond back, whatever. Uh, all the stuff will be there, and we'll take you along for the ride.

It's going to be fun.

Like, it's gonna be awesome.

It's gonna be fun. And, and I know, I know full well, Shaun, that we're going to learn from others too, which is going to be super cool, right? You know, it's not, uh— I think there's amazing resource out there, and it's going to be absolutely cool. So yeah, click like, subscribe, ring the bell, do whatever it is you do in internet land, but come and join us.

Let's, you know, let's move your business. Excellent. And I know one topic that I want to do a session on with you because I'm looking at your feed here. And as a person that wears glasses, I'm like, how the heck do you not have reflections in your glasses? Like learning a setup that works for you. And I know I've I've been in calls with people.

There they are.

There it is. There it is. Yeah, I know. But I'm like, like, I can't. I got two screens in front of me and I'm like, how would I do that? Right. So anyway, we'll cover those topics. Like, there's a ton. Like, we could do probably one a day and still never scratch the surface of questions that people have. So Tyler, thank you so much for the, for this time together.

Thank you, Shaun. Let's do it.

Let's do it up.