Strategy. Innovation. Brand.

Rhetoric

The Greeks invented the science of persuasion – they called it rhetoric. The posts in this category give a brief overview.

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Talking To Toddlers

Don’t talk down to me!

My friends who have kids sometimes ask if the lessons I teach in my Persuasion classes also apply to little tykes. Can we apply classic rules of rhetoric to convince kids to do (or not do) things? Can we apply Cicero’s five canons of rhetoric to five-year-olds? Truth be told, I haven’t studied it in detail. But, as a father, and now grandfather, I do have some thoughts. I might even claim to have good ethos (in the Ciceronian sense). Here are some thoughts:

  • Nobody likes to be talked down to — as a speaker or writer, you should never imply that you are smarter than your audience. If you want to degrade an opponent’s ethos, tell the audience that the opponent thinks he’s better than they are. (This technique is known as attributed belittlement). The same concept applies to kids — only it’s more literal. You’re taller than they are. Get down to their level. Speak to them face to face. They don’t like to be talked down to.
  • Pathos trumps logos — we know that adults make decisions more based on emotion than on logic. Doubly true for kids. Start by recognizing, and validating, their emotions.
  • Concession-and-shift — the best way to disagree is to begin by agreeing. If a kid is throwing a tantrum, start by conceding that she’s right. I call it the “ain’t it awful” maneuver. First you get down to their level and say something like, “I just hate it when my ice cream falls in the sand box and I don’t get to eat it. Ain’t it awful?” You may need to repeat it several times. Pretty soon, they’ll realize that you’re agreeing with them. Then (and only then) you can start talking about next steps.
  • Decorum is the art of meeting expectations – what does your kid expect from you? If you don’t fulfill these expectations, you create cognitive dissonance. Your kid’s not sure he can trust what you’re saying. You can talk about anything but, first, you have to act like your kid expects you to act. You can change your kid’s expectations, but it takes time. Don’t try it in the middle of a meltdown.
  • Social proof is incredibly important — how do you get a kid to eat broccoli? Not by logic. Not by lying — “You’ll grow up big and strong”. Put him with other kids who like broccoli. When another kid says, “Can I have your broccoli?”, your kid will say, “No, that’s mine!” By the way, as an adult, your value as social proof to a kid is approximately zero.
  • Speak to their commonplaces — a commonplace is simply a shared belief. Conservative commonplaces tend to revolve around liberty. Liberal commonplaces tend to revolve around justice. Kids’ commonplaces tend to revolve around … well, you know your kid. What does she believe? Speak to that, not to what you believe. As Will Rogers said, “When you go fishing, you bait the hook with what the fish likes. Not with what you like.”

One-Day Seminars – Fall 2018

Wake up! It’s seminar time.

This fall, in addition to my regular academic courses, I’ll  teach three one-day seminars designed for managers and executives.

These seminars draw on my academic courses and are repackaged for professionals who want to think more clearly and persuade more effectively. They also provide continuing education credits under the auspices of the University of Denver’s Center for Professional Development.

If you’re guiding your organization into an uncertain future, you’ll find them helpful. Here are the dates and titles along with links to the registration pages.

I hope to see you in one or more of these seminars. If you’re not in the Denver area, I can also take these on the road. Just let me know of your interest.

Information Avoidance and Persuasion

Don’t tell me.

The 1989 Tour de France was decided in the last stage, a 15.2 mile time trial into Paris. The leader, Laurent Fignon, held a fifty second advantage over Greg LeMond. Both riders were strong time trialers. To make up fifty seconds in such a short race seemed impossible. Most observers assumed that Fignon would hold his lead and win the overall title.

In most time trials, coaches radio the riders to inform them of their speed, splits, and competitive position. In this final time trial, however, LeMond turned off his radio. He didn’t want to know. He feared that, if he knew too much, he might ease up. Instead, he raced flat out for the entire distance, averaging 33.9 miles per hour, a record at the time. In a stunning finish, LeMond gained 58 seconds on Fignon and won the race by a scant eight seconds. (Here’s a terrific video recap of the final stage).

LeMond’s strategy is today known as information avoidance. He chose not to accept information that he knew was freely available to him. LeMond knew that he might be distracted by the information. He chose instead to focus solely on his own performance – the only variable that he could control.

While information avoidance worked for LeMond, the strategy often yields suboptimal outcomes. We choose not to know something and the not knowing creates health hazards, financial obstacles, and a series of unfortunate events. Here are some examples.

  • In a study of 7,000 employees at a large non-profit organization, Giulio Zanella and Ritesh Banerjee found that women are less likely to get a mammogram when one of their co-workers is diagnosed with breast cancer. The mammogram rate dropped by approximately eight percent and the effect lasted for at least two years. (Click here).
  • Amanda Ganguly and Josh Tasoff offered students tests to determine if they carried the herpes simplex virus. Though the tests were free and readily available, about five percent of the students refused the test for the HSV1 form of the virus. Fifteen percent refused the test for the HSV2 form of the virus, which is widely regarded as the “nastier” version. In other words, the scarier the disease, the more likely people are to avoid information about it. (Click here).
  • Marianne Andries and Valentin Haddad investigated similar effects in financial decisions. They found that “…information averse investors observe the value of their portfolios infrequently; inattention is more pronounced …in periods of low or volatile stock prices.” Again, the scarier the situation, the less likely people are to search for information about it. (Click here).
  • Russell Golman, David Hagmann, and George Loewenstein also investigated economic decision making and identified five information avoidance techniques: 1) physical avoidance; 2) inattention; 3) biased interpretation; 4) forgetting; 5) self-handicapping. (Click here).

In some ways, information avoidance is the flip side of the confirmation bias. We accept information that confirms our beliefs and avoid information that doesn’t. But there seems to be more to avoidance than simply the desire to avoid disconfirming information. Other contributors include:

  • Focus and fatalism – why learn something that we can do nothing about? I suspect that this was LeMond’s motivation. He couldn’t do anything about the information, so why receive it? Instead he focused on what he could do.
  • Anxiety – why learn something that will simply make us anxious? The scarier it is, the more anxious we’ll be. We’ve all put off visits to the doctor because we just don’t want to know.
  • Ego threat – why learn something that will shake our confidence in our own abilities? It seems, for instance, that poor teachers are less likely to pay attention to student evaluations than are good teachers.

Information avoidance can also teach us about persuasion. If we want to persuade people to change their opinion about something, making it scarier is probably self-defeating. People will be more likely to avoid the information rather than seeking it out. Similarly, bombarding people with more and more information is likely to be counter-productive. People under bombardment become defensive rather than open-minded.

As Aristotle noted, persuasion consists of three facets: 1) ethos (credibility); 2) pathos (emotional connection); 3) logos (logic and information). Today, we often seek to persuade with logos – information and logic. But Aristotle taught that logos is the least persuasive facet. We typically use logos to justify a decision rather than to make a decision. Ethos and pathos are much more influential in making the decision. The recent research on information avoidance suggests that we’ll persuade more people with ethos and pathos than we ever will with logos. Aristotle was right.

Greg LeMond’s example shows that information avoidance can provide important benefits. But, as we develop our communication strategies, let’s keep the downsides in mind. We need to package our arguments in ways that will reduce information avoidance and lead to a healthier exchange of ideas.

Inventing Your Argument

Cicero – Canon Crafter

Aristotle defined rhetoric as the ability to “see the available means of persuasion”. In other words, what will it take to persuade the audience to agree with your proposal? It may be an eloquent speech. It may be a brief video. It may be a nice bouquet of flowers. We aim to understand the dynamics of the situation and select the best available means of gaining agreement. To find the best persuasive approach, Cicero said that we need to consider five principles: Invention, Arrangement, Style, Memory, and Delivery. (Click here for brief definitions of each).

Many books on rhetoric present Cicero’s five canons rather formally. They may seem forbidding and perhaps somewhat outdated. But the canons are actually quite useful in finding the best available means of persuasion. To understand the canons and use them effectively, it helps to think of the questions each canon raises.

Let’s begin with the first canon: invention. We seek to invent the most persuasive argument for a given audience. Here are the questions to consider.

  • What do you want the audience to do? This surprisingly simple question often goes unanswered. We may express our opinions without a specific goal in mind. As the Cheshire cat said, “If you don’t know where you’re going, any road will lead you there.” Your goal may be to convince the audience to vote for a given candidate or buy a certain product. The more specific the goal, the more persuasive the presentation. (Some inexperienced presenters seem to have a goal of showing the audience how smart they are. That’s usually not persuasive.)
  • Are you a credible witness? Why would the audience trust you? If you have relevant experience, make sure the audience knows about it. You can state this yourself or ask someone to introduce you. (They can brag about your accomplishments better than you can). If you don’t have relevant experience, the audience may find you untrustworthy. In this case, you’ll need to enhance your credibility by citing people and sources that your audience respects.
  • What are the benefits? To whom do they accrue? – Benefits may fall in several different categories. What are the benefits to individuals in the audience? What are the benefits to their families? To their companies? Think of the hierarchy of benefits and identify the most important ones. Make sure they’re highlighted throughout the presentation.
  • Who will make the decision? What are their interests? – Emphasize the benefits to those who are making the decision. Early in my career, I sold word processing equipment that provided many benefits to clerical workers. But clerical workers didn’t make the buying decision. Financial managers did. I needed to state benefits for managers rather than for secretaries.
  • How does the audience feel about the competition? – If the audience respects and admires the competition, it’s foolish to launch nasty zingers against them. Doing so simply diminishes your credibility. Clearly state your admiration for the competition, then identify how your solution is different and what benefits that produces.
  • How can you convince the audience that you’re one of them? – You want your audience to think you are like them in some regard. This could be your experience, you manner of speaking, your vocabulary, your age, or even how you’re dressed. Don’t ever give the impression that you’re speaking down to your audience. Tip: you don’t need to dress like the audience; they may sense that you’re inauthentic. You do need to dress like the audience expects you to dress.
  • What are the audience’s commonplaces? How can you frame your argument to fit their commonplaces? – A commonplace, in this sense, is a set of commonly held beliefs. A conservative audience’s commonplace might be: “We should take steps to enhance liberty.” A liberal audience’s commonplace might be “We should take steps to enhance justice.” You should always know your audience’s commonplaces and – to the extent possible – adapt your argument to fit them.
  • What stories can you tell? – Audiences react much better to stories than to abstract concepts. Stories are memorable and touch on emotions. They illustrate ideas simply and clearly. Personal stories are the best but, if you don’t have a personal story to share, feel free to make up a story that illustrates your key points.

Remember that you’re just trying to invent the argument at this point. There are many more questions to ask round out a persuasive argument. If you can answer these questions, however, you can greatly enhance your chances of success.

Don’t Argue In The Past Tense

Why would I want her to be annoyed?

Let’s say that Suellen and I have an argument and I notice that all the verbs are in the past tense. According to Aristotle, the verbs tell us that the argument is about blame. I may think it’s about who left the door unlocked or forgot to pay the mortgage. But it’s really about blame.

Let’s also say that I win that argument. (This is very hypothetical). I’ve successfully pushed the blame away from myself and on to her. It’s not easy to win an argument, so I do a little victory dance. Meanwhile, how does Suellen feel? Probably a mixture of emotions – irritation, annoyance, anger, … perhaps even a desire to get even. Suellen is the woman I love. Why on earth would I want her to feel like that? That’s the problem with arguing in the past tense. Even if you win, you lose.

Arguing in the past tense is generally known as forensic rhetoric. In many legal situations, we do want to lay blame. We want to establish guilt and make sure that the appropriate person is appropriately punished. Most of the testimony in a trial is in the past tense. Similarly, characters in crime dramas speak almost exclusively in the past tense. The goal is to lay blame and Aristotle and others give us rules for how to argue the point.

Outside of the courtroom, however, arguing in the past tense is essentially useless. We can’t do anything about the past. We can’t change it. We can’t enhance it. We can lay blame but, even then, we will argue endlessly about whether we got it right or not. Did we blame the right person? If so, did we blame them for the right reasons? Did we learn the right lessons? Did history teach us anything? Or did it teach us nothing?

The next time you’re in an argument, notice the verbs. If they’re in the past tense, you’re simply trying to blame the other person. Does it do any good to “win” such an argument? Nope. By “winning”, you just give the other side motivation to come back stronger next time. This is how feuds get started. The Stoic philosopher, Epictetus, had it right: “Small-minded people blame others. Average people blame themselves. The wise see all blame as foolishness.”

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