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Toward a New Vision of Productivity, Part 9: The Trouble with People

Toward a New Vision of Productivity, Part 9: The Trouble with People

 

Toward a New Vision of Productivity
    This is the ninth part of a 12-part series I am posting from the end  of December and into 2009, examining the current understanding of productivity and where the concept might be heading in the future. I invite Lifehack’s readers to be an active part of this conversation, both in comments here and on your own sites (if you have one). For more discussion along these lines, be sure to check out Beyond Productivity: Living from the Inside Out, a new series of discussions featuring Charlie Gilkey, Andre Kibbe, Duff McDuffee, Jonathan Mead, Sara Pemberton, and me. There are currently five episodes posted, with more to come.

    Here they come! Hear them? Their thundering footsteps pounding down the hall? Their greedy little fingers stabbing at their mobile phone keys? Their hands flailing away at email? The squeals of pain, of terror, of worry, of immediate need?

    In other words, people.

    Or as David Allen and a lot of others in the productivity world call them, “inputs”.

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    If productivity is, as Allen insists, about managing attention, then every person you interact with, whether face-to-face or mediated by phone, email, webconference, memo, tweet, status update, shared calendar, or a thousand different other high- and low-tech means is yet another strain on your productivity system, yet another piece of attention to manage.

    We can’t get around that, of course. Even Thoreau had a steady stream of visitors during his “isolation” at Walden Pond.

    The problem is, people are sloppy. They’re disorganized. They’re random, chaotic. They are, many of them, unproductive.

    Most systems deal with this by conflating interpersonal demands with the rest of your work – “Call Rashid to discuss 3rd quarter sales estimates” is another next action or task, alongside “Replace hard drive” and “Look up lockdown facilities for Junior.” Allen’s latest book is very explicit on this front: make it all “work”.

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    I said at the beginning of this system that one reason I thought there was a lot of resistance to productivity systems is that people are loathe to treat the people that matter a great deal to them the same way they treat their coworkers and their clients or customers. Indeed, Allen writes very much as if he has never had to deal with children (I don’t know whether he has or not), as if he’s never had his day intersect with a task list that looked something like this:

    · @someday/maybe: Fy like Superman

    · @home: Throw self down stairs. P: Achieve flight

    · @home: Smack head on banister.

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    · @home: Bleed freely.

    · @agenda (Mom): Discuss great pain in long, ragged sobs.

    · @out and about: Get stitches.

    In principle, when GTD and other systems are working, dealing with emergencies is easier – you have the mental energy and capacity to respond quickly and decisively. But no system can handle the emotional strain that “inputs” from people close to us can put on us.

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    Which makes me think that the next great piece in the productivity puzzle with be added by the folks studying the psychology of happiness, positive psychology. I imagine a system in which stress is managed not just using paper lists and effective filing techniques but with tools that encourage positive reflection and techniques of centering and regaining focus.

    Too, I imagine systems that are more explicitly social. I find it interesting that although Allen, Covey, and thousands of other productivity experts regularly address corporate groups and counsel them on both individual productivity and habits for more effective teamwork, few of the major productivity leaders have expanded their personal productivity works beyond the individual (Covey’s 7 Habits of Highly Effective Families is an important exception).

    As the world gets more social online – even as we physically interrelate less and less – I expect to see a more social productivity literature emerging. What that will look like I can only guess, but it will necessarily be grounded first and foremost in the psychology of groups and of interpersonal relationships.

    How do you reconcile your personal productivity with the demands of people who have no inkling of how disorganized (and disorganizing) they are? How do you manage your system in the face of inputs from those who have no system? Do you ever wish for a way to bridge the gap between your own efforts to keep things functioning and other people’s lack of such effort, even open hostility towards it?

    More by this author

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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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