Give and Take: A Revolutionary Approach to Success

Grant explores the differences between givers who burn out and givers who are able to maintain their motivation and enthusiasm. He introduces two categories of givers: selfless givers and “otherish” givers. Selfless givers give to others without regard for their own well-being; they may give out of a sense of duty or obligation. Otherish givers give to others while also prioritizing their own needs and well-being; they understand the importance of taking care of themselves in order to continue giving effectively. Selfless givers score high in other-interest and low in self-interest, whereas otherish givers score high in both other-interest and self-interest.

Grant contends that giver burnout is not necessarily caused by giving too much, but rather a lack of meaning and fulfillment. Givers burn out when they don’t feel like their giving is truly helping or when they’re unable to see the impact of their work. On the other hand, if they glimpse a more immediate or greater impact from their giving, they are more likely to maintain their motivation and avoid burnout. As an example, Grant discusses a study he conducted of university students working in a call center. The students were calling alumni in order to raise money for scholarships. When the students saw the impact that their work was having—through reading letters and hearing students speak about how the scholarships changed their lives—they experienced increased levels of motivation and were less likely to burn out. The givers were most affected by this boost in motivation, and their fundraising numbers soared.

Another factor that can prevent burnout is a change in context. Grant cites the example of Conrey Callahan, a Teach for America (TFA) teacher who was on the verge of burnout, but who experienced a surge in motivation and happiness by volunteering on weekends. By engaging in a different form of giving outside of her professional role as a teacher, Conrey was able to find renewed purpose, and this boost in morale translated to her performance as a teacher.

In addition, Grant claims that “chunking” one’s giving—consolidating it into focused periods in one’s schedule—can also help prevent burnout. As opposed to sprinkling, which involves spreading out giving efforts sporadically throughout the day or week, chunking allows givers to dedicate specific blocks of time solely to giving. This conserves time overall, creates boundaries in a giver’s schedule, and lets the giver feel the impact of their giving more acutely. Grant cites the “100-hour rule of volunteering,” which suggests that 100 to 800 hours per year is “the range where giving is maximally energizing and minimally draining” (173). Giving beyond 800 hours per year, according to the rule, may lead to diminishing returns and increased risk of burnout.

Lastly, another method that otherish givers can use to prevent burnout is asking for and receiving support from colleagues. 

Grant contends that giving in an otherish way can increase willpower and stamina and that it can even make givers rich. He suggests that because otherish givers experience fulfillment and happiness from their giving, they work harder in their careers, which leads to more money earned over time.