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The Professor, the PI, and the Manager

Here’s a question that I often ask myself: How much should I be managing my lab?

I was meeting with one of my trainees the other day and this grad student mentioned that they sometimes feel like they don’t know what to do during the work day and that they sometimes feel like they are wasting a lot of their time. As a result, this student will end up going home and maybe working on a coding class, or (more often) doing non grad school things. We talked about what this student is doing and I agreed: they are wasting a lot of time, and not really working very effectively.

Before I go on, some background…

There is no shortage of direction in my lab, or at least I don’t think so. I think I have a lot of things in place. Here’s a sample:

  • I have a detailed lab manual that all my trainees have access to. I’ve sent this document to my lab members a few times, and it covers a whole range of topics about how I’d like my lab group to work.
  • We meet as a lab 2 times a week. One day is to present literature (journal club) and the other day is to discuss the current research in the lab. There are readings to prepare, discussions to lead, and I expect everyone to contribute.
  • I meet with each trainee, one-on-one, at least every other week, and we go though what each student is working on.
  • We have an active lab Slack team, every project has a channel.
  • We have a project management Google sheet with deadlines and tasks that everyone can edit, add things to, see what’s been done and what hasn’t been done.

So there is always stuff to do but I also try not to be a micromanager of my trainees. I generally assume that students will want to be learning and developing their scientific skill set. This student is someone who has been pretty set of looking for work outside of academics, and I’m a big champion of that. I am a champion of helping any of my trainees find a good path. But despite all the project management and meetings this student was feeling lost and never sure what to work on. And so they were feeling like grad school has nothing to offer in the realm of skill development for this career direction. Are my other trainees also feeling the same way?

Too much or too little?

I was kind of surprised to hear one of my students say that they don’t know what to work on, because I have been working harder than ever to make sure my lab is well structured. We’ve even dedicated several lab meetings to the topic.

The student asked what I work on during the day, and it occurred to me that I don’t always discuss my daily routine. So we met for over an hour and I showed this student what I’d been working on for the past week: an R-notebook that will accompany a manuscript I’m writing that will allow for all the analysis of an experiment to be open and transparent. We talked about how much time that’s been taking, how I spent 1-2 days optimizing the R code for a computational model. How this code will then need clear documentation. How the OSF page will also need folders for the data files, stimuli, the experimenter instructions. And how those need to be uploaded. I have been spending dozens of hours on this one small part of one component of one project within one of the several research areas in my lab, and there’s so much more to do.

Why aren’t my trainees doing the same? Why aren’t they seeing this, despite all the project management I’ve been doing?

I want to be clear, I am not trying to be critical in any way of any of my trainees. I’m not singling anyone out. They are good students, and it’s literally my job to guide and advise them. So I’m left with the feeling that they are feeling unguided, with the perception that that there’s not much to do. If I’m supposed to be the guide and they are feeling unguided, this seems like a problem with my guidance.

What can I do to help motivate?

What can I do to help them organize, feel motivated, and productive?

I expect some independence for PhD students, but am I giving them too much? I wonder if my lab would be a better training experience if I were just a bit more of a manager.

  • Should I require students to be in the lab every day?
  • Should I expect daily summaries?
  • Should I require more daily evidence that they are making progress?
  • Am I sabotaging my efforts to cultivate independence by letting them be independent?
  • Would my students be better off if I assumed more of a top down, managerial role?

I don’t know the answers to these questions. But I know that there’s a problem. I don’t want to be a boss, expecting them to punch the clock, but I also don’t want them to float without purpose.

I’d appreciate input from other PIs. How much independence is too much? Do you find that your grad students are struggling to know what to do?

If you have something to say about this, let me know in the comments.

Presidential Power Pose

The president at work

As much as I don’t want to write about US presidential politics, I was struck by a photograph that was released officially by the Office of the White House of the president hard at work during the government shutdown. As you can see, it is a staged photograph of the president sitting in the oval office at his desk on the phone. The photo has been mocked on line, but I’m not really interested in mocking any more.

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The president seem small and ill-at-ease in this official photo.

The first thing that struck me, was how small he looked. I am not a fan of the current US president, but he never struck me as a small person. In fact, many people commented during the 2016 election on his body language.

During the campaign

In the following picture, one that has also been seen by millions of people, candidate Trump is seen glowering and looming over candidate Hillary Clinton.  He appears aggressive, ready to attack (not in a good way).

Campaign 2016 Debate (5)

Candidate Trump looms and glowers over Hillary Clinton.

In other debates in appearances, he commanded attention. During the Republican convention, I even commented to friends that I thought he was going to win the election. He stood up there, absorbing the crowd energy, and fully in control of the vibe (so much so that I felt uneasy for days afterward). In other campaign rallies, for better or worse, he commanded attention. An attribute no doubt honed and developed in the aggressive world of NY/international real estate development, casinos, pageants promotion, and reality TV. You don’t have to be a fan is his to notice this.

But in the “at work at the desk” photo, he seem so very small. Much smaller than his actual size (6’2” or 6’3” depending on who you believe). The desk is too big for him, too consequential. Even the hat seems too large. He appears to be diminished. I don’t think you need to oppose the president to notice this. He really does seem to be making himself smaller, or is unable to make himself appear big enough.

Body language never lies

Body language is a fascinating subject, it’s the domain of ethnologists , comparative psychologists, and social psychologists. Our body language often conveys things that may be at odds with spoken language. It often gives away something that we may wish to conceal. Our body language is the link to the more primitive self. The inner ape that often is concealed and covered over by culture, language, and society. In the president’s photograph, the body language reveals a man who does not belong, who is out of place, and possible knows he is too small for the role.

Unlike the president’s spoken language, body language doesn’t lie.

The Creation Myth and Fear of Resting

Western Sunrise

The sunrise at Western University, as seen from my 7th floor lab.

November 30, 2017

I feel very unfocused lately, and I think I know why. When I was writing my two grant proposals in October, I really felt like I had control of my ideas. I felt like I knew what I was working on and what I wanted to be doing with my research program, my graduate student, and trainees. This is a great feeling and I was filled with the satisfaction of not only working hard on the proposals but also of having so many ideas and projects that I wanted to pursue. I could not wait to get started on some of the new projects.

But right after they were submitted, I rested. This seems natural, for course, for I’d worked hard and wanted to celebrate a job well done and relax a bit. Also I had just undergone a minor surgery, so some recovery time was needed. But a week later, I needed to turn to other things that Required my attention, and before I realized what had happened, I was overwhelmed with our departmental job searches and my office and lab’s move to the new building. My research ideas, having been developed and nurtured in the NSERC and SSHRC proposals, languished from the inattention.

That is, I worked. I seemed to have it together, I rested, and it all seemed to slip away.

It was like the 7th day.

In the creation myth in Genesis, God worked hard to create the universe and then he rested. And then right after that, right after sitting back, looking with satisfaction at what he’d done, and cracking open a divine beer, he seems to lose focus…humans took over, they started killing each other, and he can’t really seem remember why he created us in the first place, or what his plan is. He takes it out on us. He starts to clearly resent his work…he keeps coming back to it every so often, but the magic is gone. He rested and lost focus.

I think this is a metaphor that is often unexplored in the Bible (or maybe it is interpreted this way, I’m really not up on Bible scholarship). The creation myth can be seen as a story about what happens when you rest on your laurels and stop working on something. You step back and get caught up in other things and you lose you train of thought. The ideas fade, they take a back seat, and it can be so difficult to get back in control, that you risk starting to resent the ideas.

I think that’s the underlying theme in Genesis: God rested and the universe took a back seat. It got out of hand and he never quite got it back the way he wanted. He started to resent the work and even tried to destroy it.

The inevitability of forward motion.

I’m not trying to say I’m God here, but I am supposed to be in control of my research program. And there are times when I’m in the middle of working on a project, or paper, or grant that I really think I can see the big picture. I can glimpse a bigger vision for my research on cognition, concepts, and categories. I think I’ve created something worthwhile. But damnit, if I step way for a week and get caught up in a PhD defence, or faculty hiring, committee work, or the like, it can be so hard to put things back together.

And the lesson in Genesis seems to be: you can’t. You can’t put it back in that pristine state. But you can’t give up either. You have to let the ideas work themselves out. You have to come back and not be afraid to admit you made a mistake. Sometimes you start over or learning new skills. You may have to look at things from a new perspective while realizing that you can’t ever get back to the garden.

I’m not a religious believer… but I think there’s still a good lesson here: Even the divine creator has trouble keeping it together after a break.

Mindful Leadership in the University

Last year I ran a session on “mindful leadership” at a conference for academic leaders in my university. I decided to write this article as a way to help me prepare for the session.

Academia, like many other sectors, is a complex work environment. Although universities vary in terms of their size and objectives, the average university in Canada and the US must simultaneously serve the interests of undergraduate education, graduate education, professional education, basic research, applied research, public policy research, and basic scholarship. A university receives its operating funds from tuition payments, governments, from research funding agencies, and from private donors. Faculty are at the center of this diverse institution, providing the engine of teaching, research, and service. As a result, faculty members may find themselves occasionally struggling to manage these different interests. This article looks at the challenges that faculty members face, paying particular attention to the leadership role that many faculty play. I then explore the possible ways in which mindfulness practice can have a benefit on faculty well-being and productivity.

Challenges of Leadership in the University Setting

Although most work environments have similar challenges and issues (being pulled in different directions, time management, etc.) this article focuses on the challenges that faculty members face when working at and leading the average, mid-sized university. The specific challenges will vary in terms of what role or roles a person is serving in, but let’s first look at challenges that might be common to most faculty members.

Shifting Tasks

“Email is a wonderful thing for people whose role in life is to be on top of things. But not for me; my role is to be on the bottom of things. What I do takes long hours of studying and uninterruptible concentration.” — Donald Knuth

I love this quote from Donald Knuth, a professor of computer science, because it encapsulates the main challenge that so many of us have. We want to be on top of things (teaching, Twitter, emails from students, cutting-edge research) but we also want to be on the bottom: digging deeply into a problem and finding a solution.

The average faculty member has, at a minimum, 2–3 very different kinds of jobs. We’re teachers, researchers/scholars, and we also help to run the university. Within these broadly-defined categories, we divide our teaching time between graduate and undergraduate teaching and mentorship. Research involves investigation, applying for grants, reading, investigation, analysis, writing, dissemination. And running the university can make us managers, chairs, deans, and provosts and as such we’re responsible for hiring research staff, hiring other faculty members, and managing budgets.

These three categories require different sets of skills and shifting between them can be a source of stress. In addition, the act of shifting between them will not always go smoothly and this may result in a loss of effectiveness and productivity as the concerns from one category, task, or role bleed into another. Being mindful of the demands of the current task at hand is crucial.

For example, I find it especially difficult to transition after 2–3 hours of leading a seminar or lecture, and I like to have some time to unwind. But many times, I need to schedule a meeting in the afternoon and find that I have only a short amount of time to go from “lecture mode” into “meeting mode. I am still thinking about my lecture when the meeting begins. Even among leaders that have little or no direct teaching requirements, it is common to have to switch from and to very different topics. One day you might start the day answering emails (with multiple topics), a morning meeting on hiring negotiations, a meeting about undergraduate planning, then an hour with your PhD student on a very specific and complex analysis of data for her dissertation research, followed by phone call from the national news outlet asking about the research of your faculty members. Shifting between these tasks can reduce your effectiveness. The cognitive psychology literature refers to this as “set shifting” or “task-shifting”, and research has supported the idea that there is always a cost to shift (Arrington & Logan 2004; Monsell, 2003). These cost will eventually affect how well you do your job and also how you deal with stress. It’s difficult to turn your full attention to helping your student with an analysis when you are also thinking about your department’s budget.

The primary challenge in this area is to be able to work on the task at hand and to be mindful of distractions. Of course they will occur, but through practice, it may be possible to both minimize their impact and also reduce the stress and anxiety associated with the distractions.

Shared Governance

One aspect of academia that sets it apart from many corporate environments is the notion of “shared governance”. Though this term is common (and has been criticized as being somewhat empty,) the general concept is that a university derives its authority from a governing board, but that faculty are also vested in the institutional decision-making process. This means that most universities have a faculty senate that sets academic policy, dean’s level committees that review budgets and programs, and departmental committees that make decisions about promotion and tenure, hiring, and course assignments.

From a leadership perspective, this can mean that as a chair or dean you are always managing personnel, balancing the needs of faculty, students, budgets, senior administrators, and the public image of your university. There may not be a clear answer to the question of “who is the boss?”. Sometimes faculty are asked to assume leadership roles for a set time, and will need to shift from a collegial relationship to a managerial one (then back to a collegial one) for the same people. That is, one day you are colleagues and the next you are his or her supervisor.

The challenge here is to understand that you may be manager, colleague, and friend at the same time. In this case, it’s very helpful to be mindful of how you interact with your colleagues such that your relationship aligns with the appropriate role.

Finding time for research and scholarship

One of the most common complaints or concerns from faculty is that they wish they had more time for research. This is a challenge for faculty as well as leaders. Although a common workload assumes that a faculty member may spend 40% of his or her efforts on research, most faculty report spending most of their time in meetings. However, promotion and tenure is earned primarily through research productivity. Grants are awarded to research productive faculty. That is, most of those meetings are important, but do not lead to promotion and career advancement. This creates a conflict that can cause stress because although 40% is the nominal workload, it may not be enough to be productive. Other aspects of the job, like meetings related to teaching and service, may take up more than their fair share but often feel more immediate.

Academic leaders also need to consider these concerns from a different perspective. For example, as a department chair, I need to balance the needs of faculty to have adequate time for research with the needs of my department to be able to offer the right amount of undergraduate teaching. Being mindful of these concerns and how they come into conflict is an important aspect of university leadership.

Mindfulness and Leadership

I’ve listed three challenges for leaders in an academic setting: switching, shared governance, and finding time for research. There are more, one course, but let’s stick with these. I want to now explain what mindfulness practice is and how it might be cultivated and helpful for academic leaders. That is, how can mindfulness help with these challenges?

The challenge is to create the necessary cognitive space for thinking about research questions and working on research.

What is mindfulness?

A good starting point for this question is a definition that comes from Kabat-Zinn’s work. Mindfulness is an open and receptive attention to, and awareness of what is occurring in the present moment. For example, as I’m writing this article, I am mindful and aware of what I want to say, aware of the sound of the office fan, aware of the time, aware that I am attending to this task and not some other task. I’m also aware that my attention will slip sometimes and I think about some of the challenges I outlined above. Being mindful means acknowledging and being aware but not being critical or judgmental about my occasional wavering. Mindfulness can be defined as a trait or a state. When described as a state, mindfulness is something that is cultivated via mindfulness practice and meditation.

How can mindfulness be practiced?

The best way to practice mindfulness is just to begin right away. Mindfulness can be practiced alone, at home, with a group, or on meditation retreat.

If you are technologically inclined, the Canadian company Interaxon makes a small, portable EEG headband called MUSE that can help develop mindfulness.

The basic practice is one of developing attentional control and awareness by practicing mindfulness meditation. Many people begin with breathing-focused meditation in which you sit (in a chair or on a cushion) close your eyes, relax your shoulders and concentrate on your breath. Your breath is always there, and so you can readily notice how you breath in and out. You notice the moment where your in-breath stops and your out-breath begins. This is a basic and fundamental awareness of what is going on right now. The reason many people start with breathing-focused meditation is that when you notice that your mind begins to wander, you can pull your attention back to your breath. The pulling back is the subtle control that comes from awareness and this is at the heart of the practice.

Benefits of mindfulness to academic leaders

A primary benefit of mindfulness involves learning to be cognitively and emotionally present in the task at hand. This can help with task switching. For example, when you are meeting with a student, being mindful could mean that you bring your attention back to the topic of the meeting (rather than thinking about a paper you have been working on). When you are working on a manuscript, being mindful could mean keeping your attention on the topic of the paragraph and bringing it back from other competing interests. As a researcher and a scientist, there are also benefits as keeping an open mind about collected data and evidence which can help to avoid cognitive pitfalls. In medicine, as well as other fields, this is often taught explicitly as at the “default interventionist” approach in which the decision-maker strives to maintain awareness of her or her assessments and the available evidence in order to avoid heuristic errors (Kahneman, 2011). As a chair or a dean, being fully present could also manifest itself by learning to listen to ideas from many different faculty members and from students who are involved in the shared governance of academia.

Cognitive and clinical psychological research has generally supported the idea that both trait mindfulness and mindfulness meditation are associated with improved performance on several cognitive tasks that underlie the aforementioned challenges to academic leaders. For example, studies have shown benefits to attention (Jha, Krompinger, & Baime, 2007), working memory (Jha, Stanley, Kiyonaga, Wong, & Gelfand, 2010), cognitive flexibility (Greenberg, Reiner, & Meiran, 2012), and affect (Chambers, Lo, & Allen, 2007; Jha et al., 2010). And there have been noted benefits to emotional well-being and behaviour in the workplace as well. This work has shown benefits like stress reduction (Grossman et al., 2004), a reduction to emotional exhaustion (Hulsheger, Alberts, Feinholdt, & Lang, 2013), and increased job satisfaction (Hulsheger et al., 2013).

Given these associated benefits, mindfulness meditation has the potential to facilitate academic leadership by reducing some of what can hurt good leadership (stress, switching costs, cognitive fatigue) and facilitating what might help (improvements in attentional control, better engagement with others).

Conclusions

As I mentioned at the outset, this article was written to help me organize my thoughts and ideas. This is an informal article, not a scientific one. Mindfulness is not a panacea or a secret weapon. Mindfulness will not make you a better leader or a better scientist. Mindful leaders may not always be the best leaders.

But the practice of mindfulness and the cultivation of a mindless state has been shown to reduce stress and improve some basic cognitive tasks that contribute to effective leadership. I find mindfulness meditation to be an important part of my day and an important part of by role as a professor, a teacher, a scientist, and an academic leader.

References

Arrington, C. M., & Logan, G. D. (2004). The Cost of a Voluntary Task Switch. Psychological Science, 15, 610–615.

Chambers, R., Lo, B. C. Y., & Allen, N. B. (2007). The Impact of Intensive Mindfulness Training on Attentional Control, Cognitive Style, and Affect. Cognitive Therapy and Research, 32, 303–322.

Greenberg J., Reiner K., Meiran N. (2012). “Mind the Trap”: mindfulness practice reduces cognitive rigidity. PLoS ONE 7(5): e36206.

Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of psychosomatic research, 57(1), 35–43.

Hülsheger, U. R., Alberts, H. J. E. M., Feinholdt, A., Lang, J. W. B. (2013) Benefits of mindfulness at work: The role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98,310–325.

Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective & Behavioral Neuroscience, 7, 109–119. Jha, A. P., Stanley, E. A., Kiyonaga, A., Wong, L., & Gelfand, L. (2010). Examining the protective effects of mindfulness training on working memory capacity and affective experience. Emotion, 10, 54–64.

Kahneman, (2011). Thinking, fast and slow, New York, NY: Farrar, Straus and Giroux.

Monsell, S. (2003). Task switching. Trends in cognitive sciences, 7(3), 134–140.

Does This Project Bring Me Joy?

 

I think I have too many research projects going on.

It’s great to be busy, but I’m officially overwhelmed in this area. As a university professor, some of my job is well defined and other parts not so much. My workload is divided into 40% research, 40% teaching, and 20% service. Within each of these, I have some say as to what I can take on. I can teach different classes and volunteer to serve on various committees. But the research component is mine. This is what I really do. This is supposed to be my passion.

So why do I feel overwhelmed in that area? I think I have too many projects going on. And I don’t mean that I am writing too many papers. I’m most certainly not doing that. I mean I have too many different kinds of projects. There are several projects on psychology and aging, projects on the brain electrophysiology and category learning, a project on meditation and wellbeing in lawyers, a project on patient compliance, a project on distraction from smartphones, plus 4-5 other ideas in development, and at least 10 projects that are most charitably described as “half baked ideas that I had on the way home from a conference”.

Add to this many projects with students that may not quite be in my wheelhouse, but are close and that I’m supervising. And I’ll admit, I have difficulty keeping these things straight. I’m interested in things. But when I look at the list of things, I confess I have a tough time seeing a theme sometimes. And that’s a problem as it means I’m not really fully immersed in any one project. I cease to be an independent and curious scientist and become a mediocre project manager.

Put another way, sometimes I’m not really sure what I do anymore…

So what should I do about this, other than complain on my blog? I have to tidy up my research.

A Research Purge

There is a very popular book called “The Life Changing Magic of Tidying Up“. I have not read this book, but I have read about this book (and let’s be honest that’s sometimes the best we can do). The essence of the approach is that you should not be hanging on to things that are not bringing you joy. Nostalgia is not joy. Lots of stuff getting in the way is not joy. And so you go though things, one category at a time, and look at each thing and say “does this item spark joy“? If the answer is no, you discard it. I like this idea.

If this works for a home or a room…physical space…then it should work for the mental space of my research projects. So I’m going to try this. I will go through each project and each sub project and say “Does this project bring me joy?” or “Is there joy in trying to discover this?” Honestly, if the answer is “no” or “maybe” why should I work on it? This may mean that I give up on some things and that some possible papers will not get published. But I will not be compelled to carry out research an writing if it is not bringing me joy. Why should I? I suspect I will be more effective as a scientist because I will (hopefully) focus my efforts on several core areas.

The Psychology of the Reset

Why do we like this? Why do people want to cleanse? To reset. To get back to basics? It seems to be a theme in so many pop-psych and self help books. Getting rid of things. A detox or a “digital” detox. Getting back to something. I really wonder about this. And although I wonder why we behave this way, I’m not sure that I would not find joy in carrying out a research study on this…I must resist the urge to start another project.

I’m going to pare down. I still need to teach, and supervise, and serve on editorial boards, etc: that’s work. I’m not complaining. I like it. But I want to spend my research time working on projects that will spark joy. Investigating and discovering things that I’m genuinely curious about…curious enough to put in the hours and time to do the research well.

I’d be curious too, to know if others have tried this. Has it worked? Have you become an better scholar and scientists by decluttering your research space?

Thanks for reading and comments are welcome.

Thinking about Vacations

Summer is when most people take a vacation. The weather is usually nice, so there are many options for most people. And of course, children are usually home from school for a few months so families tend to take a vacation during this time. And even people without children probably still have a residual rhythm to the year that was forged during their own childhood and school time. Those early patters leave their mark.

I’m fascinated by how people choose to spend their vacation time. When I was a child, growing up in rural Pennsylvania, we tended to spend most if the summer at home since my mother was a schoolteacher. But we did go away on vacations. They tended to be road trips to stay with family in other areas of the country and we’d take in attractions like the Grand Canyon, the White Mountains in NH or the beach in North Carolina along the way. One year, we visited family in Northern Virginia and spent some time at the Smithsonian Museum. I was 12 and younger siblings were 11 and 8. I remember we had to all wear the same bright yellow Pittsburgh Steelers t-shirt so that my parents would not lose us in the crowds. I remember being embarrassed but don’t remember the crowds.

Crowds are bigger these days

As I’ve gotten older, I’ve really started notice the crowds more. As an example, my famliy and I often spend time on the Bruce Peninsula in Ontario. There is a wonderful national park and fantastic hiking along the Niagara Escarpment. The first year we visited, 2004, the place seemed so remote, so pristine. But ever year, the crowds have steadily increased. So much so that one of the most popular attractions, “the Grotto” has summer restrictions now. It can only be accessed you are given one of the parking passes that are handed out at 7:00am each day. When the passes are gone, the park is closed to anyone without one. The Grotto is magnificent, but hard to enjoy when it’s teeming with people.

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A quiet evening on the Bruce Peninsula, looking out over Georgian Bay

The traffic at the big American parks (Yosemite, Smokey mountains, Yellowstone) is legendary and a growing problem, In some parks, campgrounds are so popular that some entrepreneurs have set up permit bots to buy the site permits when they are available and resell.

Personal preference

So what makes some people crave a vacation in a crowded area and others choose solitude? Some people plan for big crowed locations like Disney, Las Vegas, or a music festival like Coachella or Osheaga. And of course, some events are crowded by nature, such as a ball game. I tend to want to avoid crowds (an ideal vacation is winter camping…crowds are low).

Maybe it comes down to what you want to get away from or back to? I work at a large research university and teach classes up to 200 students. With 30,000 students enrolled at Western, I find that I’m always in a crowd. I suppose the last thing I want to do to recharge is be in another crowd. But if you tend to work in a less crowded place, maybe the fun of being in a bigger crowd on the beach or a park is what you enjoy.

Vacations are needed

Regardless of whether you like a crowd, a beach, the city, or solitude, we all need some time to get out of our comfort zone (or sometimes time to get back into it). Project:Time Off tracks research on vacations and the general message is that we’re not doing it enough. I I hope you are able to get away for a few days. Unplug. Reconnect with your friends or family. Or head to a big crowded festival if that’s your thing (I won’t see you there…). Either way, enjoy your vacation!

 

 

 

Taming My Distracted Mind

There is mounting evidence that digital devices, screens, smartphones are a real roadblock to productivity. The very tools that are supposed to make us more productive might be robbing us of that ability.

The Modern Worker

I’m a psychology professor at a large research institution. This means that although I do spend some time teaching in a large lecture hall, mostly I’m in my office writing, reading, doing email, attending meetings, and planning…that is, spending my time like many other modern workers. I’ve been at this for a while and I can still recall a time when not everyone had an email address, when research articles had to be printed, when submitting my work to a journal meant actually mailing four identical copies of the manuscript to the publisher. But nearly all of that is now done on line. I sit at my desk to do email, to read, to analyze data, to access research papers, to grade assignments, comment on student work …everything. And lately this has expanded to me writing and managing email at home, at breakfast on my phone, reading email in a faculty meeting on my phone, in bed on my phone…in the bathroom on my phone. An really…why am I doing my work in the bathroom?

What’s more, everything is being carried out on a device or a browser that is also used for recreation media consumption and social media. I read news, play games, and watch baseball games on my laptop. I watch sports on my laptop and tweet about the game at the the same time.

What this means is that my workstation is essentially also a playstation.

A Tired Mind

Lately I’m finding that a week of desk/computer work leaves my mind feeling like mush. Much more cognitive fatigue that there used to be. I’m less able to focus on my work. I can’t read the whole way through a paper. I’ll start and email and write two lines and then my attention wanders. It did not used to be this way, and it’s not just because I’m getting older (I’m a few weeks shy of 47). I think my work habits have begun to tire me out.

Meditation does help in this regard…I can meditate for 10–15 minutes with little difficulty. And running helps too: I can run for an hour without getting bored and feel refreshed (not tired)

But the minute I’m at my desk I slide right back into the habit of having 10 browser tabs open…each one vying for my attention.  No matter what I try, the second I sit down at my university office or home office to write, I lose my ability to concentrate on my work. It starts with email, and then 10 minutes of local news, maybe twitter….some more email. And back and forth and them I’m still working on the same email.

Some remedies

I’ve started taking steps this week to create some “digital distance” at work. Small habits to try to improve my work experience. None of this is scientific: I’m just trying to retrain. And I’m not so much interested in being more productive…just less tired.

  1. I’m printing more and screen reading less. This goes for articles, student work, and editing my own work. (don’t worry: I’m recycling the paper by printing on the back of other used paper!)
  2. This is big one: After many years of running everything through a browser and Gmail, I’m switching back to an actual email client (Spark Mail App for mac). That way, when I decide to do email, I’m ONLY doing email and not tempted to read FB, Twitter, news, etc. in another tab. Gmail or Outlook webmail was killing me for that because “hey you already have Chrome open, just leave a tab open for twitter”. So Chrome is closed when I’m responding to email.
  3. My lab and my graduate students are now on Slack (not email) so that when I’m doing project management, research planning, and advising, I can concentrate on that and nothing else. I close can Chrome and email
  4. I’ve turned all the notifications off on my smart phone, except texts/calls from my wife & kids, and their school.
  5. No posting to social media in the morning, because I’ll just be thinking about whether not there are hits. This is another big one. I’ll post something at breakfast or comment and then keep checking.I’ve already completely deactivated Facebook to make this even easier. My students and I are even carrying out a research study on this specific topic (more detail on that later..when the data are in).

I’m curious if others are finding similar things. Do you think that your productivity has waned? Do you think that working all day on a screen is reducing your ability to concentrate? Have you taken steps to correct this or retrain your mind? I’d be interested in hearing.