Tag Archives: Giving Advice

Offering Advice That People Will Appreciate

“A friend recently approached me in distress saying she wasn’t sure if she should dump her boyfriend or not…she asked what I think she should do. It gave me pause. Of course, I thought she should get rid of the guy, but I didn’t want to put our relationship at risk in case she stayed with him after I shared my opinion.” A. Goldfarb, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Excerpt: How to Give People Advice They’ll Be Delighted to Take, By Anna Goldfarb, The New York Times

“As anyone who has offered guidance knows, giving spectacular advice doesn’t necessarily mean people will take it. Advice is a gift, albeit one bundled with inherent power dynamics. That “I know your situation best and here’s what you should do” attitude is what can make advice-giving so fraught.

‘Expertise is a tricky thing,’ said Leigh Tost, an associate professor of management and organization at the University of Southern California Marshall School of Business. ‘To take advice from someone is to agree to be influenced by them.’ Sometimes when people don’t take advice, they’re rejecting the idea of being controlled by the advice-giver more than anything.

Nevertheless, it’s understandable to want to help when we see people struggling or in pain. It feels good to give direction. In fact, giving advice increases one’s sense of personal power, according to a study published last year in the Personality and Social Psychology Bulletin.

photo- La vita e bella

Researchers identified three factors that determine whether input will be taken to heart.  People will go along with advice if it was costly to attain and the task is difficult (think: lawyers interpreting a contract).

Advice is also more likely to be taken if the person offering counsel is more experienced and expresses extreme confidence in the quality of the advice (doctors recommending a treatment, for example). Emotion plays a role, too: Decision makers are more likely to disregard advice if they feel certain about what they’re going to do (staying with a dud boyfriend no matter what) or they’re angry (sending an ill-advised text while fuming).

So, where does this leave caring friends and concerned co-workers — those people in our lives who aren’t necessarily experts, but want to help?  You can chime in, but it’s crucial to approach the matter with sensitivity and center the person who is looking for assistance.

‘It may seem obvious, but it’s surprising how often people can overlook the need to consider what the decision maker wants and why,’ Dr. Tost said. Here are other things to keep in mind to make sure the advice you give to others will land so you, and the person you’re advising, can feel good about the exchange.

Evaluate the situation. Make sure you’re actually being asked to give counsel. It’s easy to confuse being audience to a venting session with being asked to weigh in. Sometimes people just want to feel heard.

Be clear on the advice-seeker’s goals. When people approach Austin Kleon, author of Steal Like an Artist, for advice, he drills down and identifies the exact problem:’What do you want to know specifically that I can help you with?’ This way, he won’t overwhelm the person with irrelevant information.

Consider your qualifications. People often go to those close to them for advice, even if family members and friends aren’t always in the best position to effectively assist, Dr. Tost said. Ask yourself: ‘Do I have the expertise, experience or knowledge needed to provide helpful advice in this situation?’ If you do, fantastic! Advise away. If you don’t, rather than give potentially unhelpful advice, identify someone who is in a better position to help.‘The key is to put your loved one’s needs and interests front and center,’ Dr. Tost said.

Collaborate on a solution. Be friendly. Words have power. Words can heal…It’s essential to start the advice-giving conversation with a reassuring tone…Certified life coach and leadership trainer Dee C. Marshall makes sure to praise the advice-seeker before she offers a single suggestion. She’ll say something like, ‘I really applaud you for knowing to do X and knowing to do Y.’ Complementing someone’s judgment not only makes the person feel good about his or herself, but it helps keep the equilibrium intact.

Share experience. People tend to resist when advice is preachy, Ms. Marshall said. Saying, ‘I’ve been there and here’s what I did,’ makes people more receptive.

Identify takeaways (and give an out). It’s not realistic for people to act on every piece of advice you give… After discussing a problem and suggesting how to handle it, Ms. Marshall asks her clients what tidbit resonated with them the most. Then she gives them permission to disregard any suggestions she made that weren’t a good fit.

Agree on next steps. Lastly, ask what kind of continued support is needed (if any) and what efforts should be avoided… Meeting the advice-seeker at this level further establishes the person’s autonomy.”

 

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

Stimulating background knowledge: Brainstorming

Directions: Place students in groups, ask students to think about what they already know about the topic.  Next, have students look at the pictures in the text and generate ideas or words that may be connected to the article.  Regroup as a class and list these ideas on the board. Students can use a brainstorming chart for assistance.

Brainstorming chart by UIE

 

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. My friend  approached me in distress.
  2. Advice is a gift, albeit one bundled with inherent power dynamics.
  3. You can chime in, but it’s crucial to approach the matter with sensitivity.
  4. It’s surprising how often people can overlook the speaker.
  5. Make sure you’re actually being asked to give counsel.
  6. Be sure you’ve grasped the heart of the issue.
  7. Make sure that your suggestions  are not redundant.
  8. Consider your qualifications first.
  9. Make certain that you have the expertise, needed to provide helpful advice.
  10. It’s essential to start the advice-giving conversation with a reassuring tone.

ELLteaching 2.0 vocabulary chart

 

Grammar Focus: Identifying Prepositions

Directions: The following sentences are from the news article.  For each sentence choose the correct preposition from the choices listed. Note that not all prepositions listed are in the article.

Some Prepositions:  at,  as, across, around,  by, during,  for, from, in, into,  of, on,  to, over,  off, through, up,  with,

  1. I didn’t want ___put our relationship___ risk ___case she changed her mind.
  2. It’s understandable ___want ___help when we see people struggling or___pain.
  3. Giving advice increases one’s sense ___personal power.
  4. Here are other things ___keep___ mind ___make sure the advice you give ___others will help.

 

Reading Comprehension

Identify TheSpeakers

Directions: Place students in groups. Hand out the following quotes from speakers in the article. Members are to identify the speakers from the article. The first group to correctlyidentify all of the speakers wins.

  1. “Expertise is a tricky thing…“To take advice from someone is to agree to be influenced by them.Sometimes when people don’t take advice, they’re rejecting the idea of being controlled by the advice-giver more than anything.”
  2. “It’s almost like people will say to you, ‘I want a strategy,’ and what they really mean is, ‘I want someone to understand.”
  3. “Would you be willing to hear some of my ideas, or is now not a good time?” This balances the playing field. Be prepared for the person to decline your offer to give input.
  4. “What do you want to know specifically that I can help you with?” This way, he won’t overwhelm the person with irrelevant information.

III. Post Reading Activities

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion Questions for Comprehension /Writing

Directions: Place students in groups and have them discuss the following questions/statements. Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. Do friends  or family members often come to you for advice? What is your usual reaction? Do they find your answers useful?
  2. Do you ask your friends or family members for advice? Do you find their suggestions useful?
  3. According to the article what are the three factors that determine whether people will take advice?
  4. The article list several good indicators which show people find your advice helpful. What are they?
  5. Life coach Dee C. Marshall states that complementing someone’s judgment before offering advice is important. Why is this important?
  6. After reading this article, do you feel that you’ve learned something about the right way to offer advice to family members and friends? Discuss with your group what new information you’ve learned and share with the class.

1-Minute Free Writing Exercise

Directions: Allow students 1 minute to write down one new idea they’ve learned from the reading. Ask them to write down one thing they did not understand in the reading.Review the responses as a class. Note: For the lower levels allow more time for this writing activity.

ANSWER KEY