Nathan Gold

Presentation Coach, Trainer, and Speaker

Workshop: How to captivate any audience

White Summers law firm in Redwood City, California is hosting my workshop called, How to captivate any audience in less than 30-seconds. This is primarily for entrepreneurs who need to more concisely and succinctly present or pitch their products/services to investors and customers.

Seating is limited to the first 25 people who register. There are also 10 seats available at Early Bird pricing. Here are the details to the workshop:


sli.do gives your audience a voice

Whenever presenters stand up in front of a room full of people, they are usually armed with the normal tools people use such as PowerPoint, KeyNote, or Prezi. However, none of these tools allows the presenter to engage the audience when they have questions or when you want to poll them for an answer before moving on.

sli.do is an amazing tool that takes care of the lack of audience participation by literally giving your audience a voice. Using their smartphone or laptop, the audience members can use sli.do to ask a question of the presenter or participate in a poll for instant results and feedback.

I highly recommend sli.do for everyone who presents. It will likely add a bit of confidence to your talk because you know that you can engage your audience in a new way using sli.do.


The web's community of communities

Several people recommended adding Disqus to my site as a way to engage a larger audience who are comfortable leaving messages and interacting with this tool. So, it is now part of my Blog comments for all to use and interact with each other and me.


How to Captivate any Audience with Special Effects

I am offering a one-time workshop to test my assumption that presenters want to stand out in unique and special ways. Using select magic effects during a presentation, not unlike what magicians do, you will learn how to instantly captivate your audience. I have been doing this for over 30 years to almost every audience I spend time with.

If you want to attend this workshop, please sign up now using the link below. And, if you want to attend for free, use the Promo Code: NATHANVIP

Seminal entrepreneurship and innovation skills can in fact be learned

After presenting to the UC Berkeley Engineering Leadership Professional Program cohort this week, I started looking into some of the backgrounds of the people I met. One of the most interesting people was the Director of the program, Ikhlaq Sidhu.

I found a recent post he wrote refreshing because the question of whether entrepreneurship and innovation skills can be taught seems to be the topic of discussion behind closed doors these days, especially for incubators and accelerators looking to improve and expand.

The title says it all...

SEMINAL ENTREPRENEURSHIP AND INNOVATION SKILLS CAN IN FACT BE LEARNED

April 22, 2014 · by Ikhlaq Sidhu · in AcademicsBusinessEngineering LeadershipProfessional CourseProfessional Program. ·

 

New Ways to Learn Entrepreneurship

New Ways to Learn Entrepreneurship

You may already be aware that the Berkeley Method of Entrepreneurship (BMofE, seelink on our CET website – https://cet.berkeley.edu/curriculum/) is a unique teaching model for developing the entrepreneurial mindset, in addition to teaching tactics and providing infrastructure for the new venture process. One of the big questions in the field of start-up education has always been whether entrepreneurs are simply “born” or whether entrepreneurial skills can be acquired. Our most recent findings give us reason to believe that these critical skills and behaviors can indeed be taught and learned.

We see support for this in the confluence of two major themes:

1) our own co-authored Comfort Zone research showing that entrepreneurs and innovators are comfortable (and continue to be increasingly so) with ambiguity and with experiences outside their comfort zone

2) empirical research studies on motivating success by Carol Dweck, a distinguished Stanford psychology professor. Her findings show that mental growth, learning, and resilience are linked to a specific mindset (growth mindset), which allows students to be comfortable working outside their comfort zones and accepting of new challenges.

Thanks to Rebecca Loeffler, Visiting Scholar with UC Berkeley’s CET and on loan from Germany’s prestigious Ludwig-Maximilians-Universität München (LMU), we are now bringing together concepts from social psychology (part of Rebecca’s academic focus) with our previous work training entrepreneurs.

So, let’s connect the dots. Prof. Carol Dweck’s work on mindsets is exciting for education, with most of the study being conducted originally in K-12 settings. What she discovered is that children typically develop one of two mindsets: a “fixed mindset” or a “growth mindset”. The fixed mindset characterizes students who believe that ability is a fixed trait. Often children become constrained in their learning by allegedly permanent “labels” such as being smart or not smart. People with a fixed mindset try very hard to hold their label of being smart by avoiding challenges or situations that might have others question their badge of credibility. They are mostly afraid to lose the label of “being smart” which they have already attained.

In contrast, individuals with the growth mindset believe that ability is the product of effort and can therefore be learned or trained. They believe that they can overcome challenges and develop new mental capabilities. Those who have a “growth mindset” are not afraid of being wrong. Instead they find reward in the experience of overcoming challenges. They continue to take on challenges outside of their comfort zones and they continue to grow.

As mentioned earlier, the amazing part is that this growth mindset can be learned. It comes down to reward mechanisms. For those who are rewarded by themselves or others for “being” smart or successful, it generally leads to less self-driven challenge, less growth, and a downfall in measured results. But for those who are rewarded for the process of “overcoming challenges or trying new strategies or for even effort” the result is a positive reinforcement for taking on harder tasks and a continued increase in capabilities and results (i.e. to get in to the growth mindset on your own, “don’t tell yourself your are brilliant, instead, be proud of the challenges that you have been able to overcome”)

In our most recent Comfort Zone research work, originally developed by Prof. Paris de l’Etraz at the IE Business School, we observed that among the segments of entrepreneurs/innovators, managers, and engineers, it is the entrepreneur segment that is the most tolerant of ambiguity and the most comfortable to take on challenges outside of his/her own comfort zone. Moreover, it turns out that people in each segment would like to increase their comfort with ambiguity believing that they would actually be happier professionally and personally, however, only entrepreneurs/innovators actually continue to grow in this manner. Every other segment regresses slightly after their high school years, while entrepreneurs and innovators markedly increase their comfort with ambiguity.

There are several major results (or at least hypothesis) that could be concluded from this:

  1. A growth mindset allows a person to be comfortable with ambiguity and therefore creates the seminal condition from which entrepreneurship and innovation skills and mindset can be formed.
  2. Developing a growth mindset is essential to become a successful entrepreneur. Successful entrepreneurs are likely to reflect a growth mindset.
  3. A growth mindset can be fostered through certain kinds of feedback and rewards.
  4. Since reward structure has a direct effect on mindset, it’s likely that corporate environment or social environment plays a significant role in creating and incentivizing entrepreneurs and innovators.
  5. Ultimately, we can teach people in ways that will bring out their intrinsic innovation and entrepreneurial potential.