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Procrastination – NOT a Problem!

Procrastination – NOT a Problem!

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    “I’m feeling guilty because I procrastinate too much”

    A quick search on Twitter confirmed my hunch.  There are a lot of  people talking about procrastination, and the tweets I surveyed  are filled with feelings of guilt, regret and remorse.

    The word “procrastinate” is a heavy one, and I believe that people are  trying to solve the problem the wrong way, leaving them with baggage that just won’t seem to go away no matter what they do.

    Procrastination: Not a Problem!

    Perhaps procrastination simply isn’t the problem we think it is.

    Webster’s Dictionary defines the word as follows:

    procrastinate: To put off from day to day; to delay; to defer to a future time

    Anyone who is skillful at managing their time will tell you that the  act of “putting off from day to day,” “delaying” and “deferring to  a future time” are required skills in today’s information age.

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    With technology has come an increased number of demands on our time,  and a variety of ways in which we allow ourselves to be  interrupted, reminded or prompted to make new commitments.  The only smart tactic to take is to put things off until later.

    Take the simple example of checking your email Inbox.

    In fifteen minutes it’s possible to scan 100 new items, while making  30 instant decisions to take further action.  It’s impossible to act on  all 30 items immediately.  Instead, it’s a much better idea to focus on a  single item at a time, rather than trying to split one’s attention between multiple tasks.

    In other words, it’s better to “put it off from today,” “delay”  or “defer to a future time” than to try to do multiple actions  at the same time, in the very next moment.

    Why is procrastination deemed to be such a problem if, by its definition, the action is such a benign and even useful one?  I suspect that  when we call a problem by its incorrect name, we prevent ourselves from seeing clear, common-sense solutions.  The word “procrastination” is being used to label the wrong problem.

    The Real Problem

    To understand the real problem, let’s look at some cases in which  actual failures occurred, and why they had nothing to do with  procrastination.

    Failure #1 – A Missed Due Date: Sam’s homework was due on Monday morning, and she waited until  late on Sunday evening to get started.  After she started she found  out that the assignment required  at least 20 hours of work, which she could not complete in time.   The assignment was handed in late, and her tardiness cost her a  full letter grade according to the rules stated in the syllabus.

    Analysis: Most might call Sam a procrastinator, but I only see that she has a weakness in scheduling her time.  The failure started by  not properly estimating the size of the task, and continued when  she didn’t use her calendar to determine the best time to start the assignment.

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    In this case what we call procrastination is actually a problem  with the discipline that time management experts would call “personal scheduling.”

    Failure #2 – Several Delays: Mike has made an internal decision to cut the lawn on Saturday,  an activity that he despises.  On the appointed day, other events intervene, and he decides to cut the lawn on Sunday instead.

    Sunday rolls around and once again he decides to postpone his date  with the lawnmower until Wednesday.

    On Wednesday he decides that next Friday would be better, and  he once again foregoes the much needed chore.

    On Friday he finally cuts the entire lawn in one effort.

    Analysis: Was Mike procrastinating?  Many would say yes, and  they might strongly imply that he was just being lazy.

    If I add in the fact that it rained on Friday, Monday and Tuesday  nights rendering the ground soft and unsafe for a cut, would it be  said that he was still being lazy, and procrastinating?

    If I add in the fact that his neighbour cut his lawn under similar  conditions would you change your mind?  And if I add in the fact  that the neighbour is known to be a drunkard who sometimes does  crazy things help you to change your  mind again?

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    The problem with the way we use procrastination is that it has come to mean much more than the dictionary definition, and now brings with it  an accusing tone filled with blame.

    If we were to use the dictionary definition of the word we’d conclude that he was simply re-scheduling.  The fact is that he deferred  the activity, and according to the dictionary, he was procrastinating.  According to our common-day usage of the word, it all depends on  whether or not he was to blame for the delay.

    The charge of being a “procrastinator” that we lay against  ourselves and others has a become a way to cast blame.

    Solutions

    The negative judgements and feelings related to procrastinating  don’t come from the delays, the  putting off or the postponements.  Instead they come from our  judgemental minds which  have decided that something or someone is to blame.  A close look at the examples above reveal that  it’s actually the negative thoughts that are producing the guilty  feelings and the blame, and NOT the actual rescheduling.

    What can we do about these negative thoughts?  What can we do if we  continue to blame ourselves and others for procrastinating?

    There are a variety of approaches that we can use, but  this is  my personal favorite.  Byron Katie’s methods of dealing with  stressful thoughts is the method that I have used for the past 4 years. (Her entire approach can be found at her website.)

    Her thesis is simple, and is a good match for the problem of blame.

    Stress is never caused by life circumstances, but instead it  originates in the thoughts that we have, and whether or not we  believe them.

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    In the example above, Sam’s assignment was late (a fact,) but her thought that “I’m a procrastinator” would only cause stress if she believed it.

    On Katie’s site, there is a powerful and simple process. It involves dealing with stressful thoughts by  first writing them down and then  applying 4 questions and what  she calls a turnaround statement (an opposing thought.)

    The result of using her process on stressful, judgmental thoughts about procrastination is a sense of relief in which statements  like “I should stop procrastinating” might still recur, but  without the stress that usually comes.

    While this kind of habit might not seem to be related to time  management, there are so many who struggle with thoughts of  procrastination that if they could get past their own thinking, it  would help bring peace of mind — which is the goal of every time management system.

    So, if you think you have an issue with procrastination, start by  separating your actions from your thoughts. Deal with your skill at scheduling if you need to. According to the dictionary, you are  probably doing the right thing by procrastinating.

    If you find that you have blaming thoughts that keep returning, and that  they are causing stress, use Katie’s method to free yourself to be as productive as you can be without this  harmful habit.

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    Francis Wade

    Author, Management Consultant

    How To Manage A Post-College Productivity Dip Why You Need to Understand and Accept Your Productive Type A Tendencies The New Lifehacking #7 – Why You Should Be Open to New Stuff, But Wary About Using It The New LifeHacking #6 – Staying Away from Harmful Gadgets The New Lifehacking #5 – Tricking Yourself into Making the Changes You Need

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    Last Updated on September 18, 2019

    How to Take Notes Effectively: Powerful Note-Taking Techniques

    How to Take Notes Effectively: Powerful Note-Taking Techniques

    Note-taking is one of those skills that rarely gets taught. Almost everyone assumes either that taking good notes comes naturally or, that someone else must have already taught about how to take notes. Then, we sit around and complain that our colleagues don’t know how to take notes.

    I figure it’s about time to do something about that. Whether you’re a student or a mid-level professional, the ability to take effective, meaningful notes is a crucial skill. Not only do good notes help us recall facts and ideas we may have forgotten, the act of writing things down helps many of us to remember them better in the first place.

    One of the reasons people have trouble taking effective notes is that they’re not really sure what notes are for. I think a lot of people, students and professionals alike, attempt to capture a complete record of a lecture, book, or meeting in their notes — to create, in effect, minutes. This is a recipe for failure.

    Trying to get every last fact and figure down like that leaves no room for thinking about what you’re writing and how it fits together. If you have a personal assistant, by all means, ask him or her to write minutes; if you’re on your own, though, your notes have a different purpose to fulfill.

    The purpose of note-taking is simple: to help you work better and more quickly. This means your notes don’t have to contain everything, they have to contain the most important things.

    And if you’re focused on capturing everything, you won’t have the spare mental “cycles” to recognize what’s truly important. Which means that later, when you’re studying for a big test or preparing a term paper, you’ll have to wade through all that extra garbage to uncover the few nuggets of important information?

    What to Write Down

    Your focus while taking notes should be two-fold. First, what’s new to you? There’s no point in writing down facts you already know. If you already know the Declaration of Independence was written and signed in 1776, there’s no reason to write that down. Anything you know you know, you can leave out of your notes.

    Second, what’s relevant? What information is most likely to be of use later, whether on a test, in an essay, or in completing a project? Focus on points that directly relate to or illustrate your reading (which means you’ll have to have actually done the reading…). The kinds of information to pay special attention to are:

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    Dates of Events

    Dates allow you to create a chronology, putting things in order according to when they happened, and understand the context of an event.

    For instance, knowing Isaac Newton was born in 1643 allows you to situate his work in relation to that of other physicists who came before and after him, as well as in relation to other trends of the 17th century.

    Names of People

    Being able to associate names with key ideas also helps remember ideas better and, when names come up again, to recognize ties between different ideas whether proposed by the same individuals or by people related in some way.

    Theories or Frameworks

    Any statement of a theory or frameworks should be recorded — they are the main points most of the time.

    Definitions

    Like theories, these are the main points and, unless you are positive you already know the definition of a term, should be written down.

    Keep in mind that many fields use everyday words in ways that are unfamiliar to us.

    Arguments and Debates

    Any list of pros and cons, any critique of a key idea, both sides of any debate or your reading should be recorded.

    This is the stuff that advancement in every discipline emerges from, and will help you understand both how ideas have changed (and why) but also the process of thought and development of the matter of subject.

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    Images

    Whenever an image is used to illustrate a point, a few words are in order to record the experience.

    Obviously it’s overkill to describe every tiny detail, but a short description of a painting or a short statement about what the class, session or meeting did should be enough to remind you and help reconstruct the experience.

    Other Stuff

    Just about anything a professor writes on a board should probably be written down, unless it’s either self-evident or something you already know. Titles of books, movies, TV series, and other media are usually useful, though they may be irrelevant to the topic at hand.

    I usually put this sort of stuff in the margin to look up later (it’s often useful for research papers, for example). Pay attention to other’s comments, too — try to capture at least the gist of comments that add to your understanding.

    Your Own Questions

    Make sure to record your own questions about the material as they occur to you. This will help you remember to ask the professor or look something up later, as well as prompt you to think through the gaps in your understanding.

    3 Powerful Note-Taking Techniques

    You don’t have to be super-fancy in your note-taking to be effective, but there are a few techniques that seem to work best for most people.

    1. Outlining

    Whether you use Roman numerals or bullet points, outlining is an effective way to capture the hierarchical relationships between ideas and data. For example, in a history class, you might write the name of an important leader, and under it the key events that he or she was involved in. Under each of them, a short description. And so on.

    Outlining is a great way to take notes from books, because the author has usually organized the material in a fairly effective way, and you can go from start to end of a chapter and simply reproduce that structure in your notes.

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    For lectures, however, outlining has limitations. The relationship between ideas isn’t always hierarchical, and the instructor might jump around a lot. A point later in the lecture might relate better to information earlier in the lecture, leaving you to either flip back and forth to find where the information goes best (and hope there’s still room to write it in), or risk losing the relationship between what the professor just said and what she said before.

    2. Mind-Mapping

    For lectures, a mind-map might be a more appropriate way of keeping track of the relationships between ideas. Now, I’m not the biggest fan of mind-mapping, but it might just fit the bill.

    Here’s the idea:

    In the center of a blank sheet of paper, you write the lecture’s main topic. As new sub-topics are introduced (the kind of thing you’d create a new heading for in an outline), you draw a branch outward from the center and write the sub-topic along the branch. Then each point under that heading gets its own, smaller branch off the main one. When another new sub-topic is mentioned, you draw a new main branch from the center. And so on.

    The thing is, if a point should go under the first heading but you’re on the fourth heading, you can easily just draw it in on the first branch. Likewise, if a point connects to two different ideas, you can connect it to two different branches.

    If you want to neaten things up later, you can re-draw the map or type it up using a program like FreeMind, a free mind-mapping program (some wikis even have plug-ins for FreeMind mind-maps, in case you’re using a wiki to keep track of your notes).

    You can learn more about mind-mapping here: How to Mind Map: Visualize Your Cluttered Thoughts in 3 Simple Steps

    3. The Cornell System

    The Cornell System is a simple but powerful system for increasing your recall and the usefulness of your notes.

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    About a quarter of the way from the bottom of a sheet of paper, draw a line across the width of the page. Draw another line from that line to the top, about 2 inches (5 cm) from the right-hand edge of the sheet.

    You’ve divided your page into three sections. In the largest section, you take notes normally — you can outline or mind-map or whatever. After the lecture, write a series of “cues” into the skinny column on the right, questions about the material you’ve just taken notes on. This will help you process the information from the lecture or reading, as well as providing a handy study tool when exams come along: simply cover the main section and try to answer the questions.

    In the bottom section, you write a short, 2-3 line summary in your own words of the material you’ve covered. Again, this helps you process the information by forcing you to use it in a new way; it also provides a useful reference when you’re trying to find something in your notes later.

    You can download instructions and templates from American Digest, though the beauty of the system is you can dash off a template “on the fly”.

    The Bottom Line

    I’m sure I’m only scratching the surface of the variety of techniques and strategies people have come up with to take good notes. Some people use highlighters or colored pens; others a baroque system of post-it notes.

    I’ve tried to keep it simple and general, but the bottom line is that your system has to reflect the way you think. The problem is, most haven’t given much thought to the way they think, leaving them scattered and at loose ends — and their notes reflect this.

    More About Note-Taking

    Featured photo credit: Kaleidico via unsplash.com

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