Running Out of Time:

Multitasking and Time Management

People, in general, are a busy species. They complain that there are not enough hours in a day, and find the only way to cope is performing several tasks at once. While some tasks can be done at the same time, most will take longer to do together then apart. (Sparks) Because of this people need to reevaluate their priorities, and distinguish between urgent and important tasks (McKay and McKay) so that they can have more quality time that betters their futures.

According to Sarah Sparks, self-control is the biggest factor in multitasking. The reporter at Education Week continued in her report, “Studies on Multitasking Highlight Value of Self-Control,” that Larry D. Rosen discovered that thirteen to eighteen year olds were exposed to over six types of media on average at a single moment. Rosen, author of iDisorder: Understanding Our Obsession With Technology and Overcoming Its Hold on Us, also found that this has caused people to pay “continuous partial attention.” This division of brain power forces the brain to spend more time trying to multitask then doing the tasks separately would use. One of the department chairmen at John Hopkins University, Steven G. Yantis, explained that some simple tasks may be done at the same time without noticeable consequence. When the tasks require choices, however, there is what Yantis referred to as a “bottleneck,” or a brief slowdown or halt of the decision making process. Though this only lasts fractions of seconds, numerous factors could cause this to increase. Some people brag that they are constantly multitasking, but a recent study performed by Stanford University found that people who rarely devoted their time to multiple tasks at once actually did better with reaction times then those who did otherwise. Those who have ADHD have an even harder time switching between tasks, says Dr. Denckla, professor at John Hopkins and director at the Kennedy Krieger Institute. Sarah Sparks also suggested that texting is “the new marshmallow test.” “Marshmallow Test” refers to a Stanford University research project in which preschoolers were given marshmallows and were promised another if they waited to eat them for fifteen minutes. Over two-thirds could not wait and ate the marshmallow before time. A grown up marshmallow test was given by Rosen to college level students. They were told to watch a video with content they would be quizzed on later. During the video some of the students were texted with questions that had nothing to do with the content video. The students who were texted dropped a full letter grade on the test they were given due to missing out on information while texting. The article was concluded with a realization that, while people would do best in an environment with no multitasking, this environment is near impossible to find. Cathy Davidson, author of Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn, claimed that the world is “connected” at all times. She also suggested that people need to create good multitasking skills as the world is moving to a more multitasking environment (Sparks).

I will admit I am very guilty of the multitasking bug. My own multitasking usually consists of one task which requires greater thought and choice making, along with a comparatively mindless activity. In particular, I enjoy listening to music or watching television while doing homework. I have found that music focuses me during schoolwork so long as I choose certain genres (instrumental pieces in particular); watching TV, however, I have found distracts me. Last October I was writing a paper on ancient Egyptian society, but suddenly found myself typing about baking. My mind was on the show currently playing and not the essay. During this semester of school I have tried to avoid the habit of watching videos while attempting school activities. In most lecture classes I can be found with a ball of yarn and half-finished hat in my hands. The simple hand motions, which I can perform without much thought or even looking at the project, grounds me in the class and is a way for me to focus fidgeting so that my brain can concentrate and stay in the moment. I have autism, and have found that I fare best with a tiny amount of physical multitasking to keep my mind calm. In this manner I do not entirely agree with Sarah Sparks’ article. Some people, like me, need to have a task to mindlessly do so as to stay on focused on the main task. In more interactive classes, I can cope without multitasking because they already include movements for my hands to do (like typing.) I prioritize certain activities during my day in which I do not allow any multitasking. I always try to set aside thirty minutes to an hour to spend with my young nephews. During this time I try to leave any distractions, including my phone, in my bedroom and close the door so that I focus completely on them. Recently I remembered why I do this; I was talking with one sister on the phone when my youngest nephew came in the room. I was so distracted by the telephone call that I nearly missed when he jumped off the bed into a bookcase. Thankfully, I dropped the phone and was able to catch him before he could injure himself. I also reserve thirty minutes daily to practice violin. I notify my family before I practice so that they will not distract me and put away all technology except for a timer and tuner. I tried a few weeks ago to practice violin while watching a documentary, and upon finished my practice feeling like I had learned nothing during a usually productive practice. It is better that I do some things without distractions and thereby multitasking. At the same time there are activities that I feel are best when done together. Multitasking should depend on individual situations and what the person feels they benefit most from.

Former US President and General Dwight Eisenhower said “What is important is seldom urgent and what is urgent is seldom important” (McKay and McKay). Brett and Kate McKay, writers of the website The Art of Manliness, suggest that people often confuse what is what is urgent and what is important. Urgent tasks require immediate action and set people into what the authors refer to as the “reactive mode.” This mode sets a person on the defensive. Important tasks put one in an offensive, or responsive, mode, preparing the individual for the future. Important tasks should be the main focus of every person; however, it may be difficult to tell what is important and what is not. This is why author Stephen Covey developed the Eisenhower decision process into a four-square matrix in his book, The Seven Habits of Highly Effective People. The matrix is divided into four quadrants which divide tasks into their importance and urgency, so as to prioritize time effectively. Quadrant one is for the tasks which need to be taken care of right away and will benefit the individual in the long run, in other words that which is both urgent and important. The authors list crises, problems, and deadlines in the first quadrant. The second quadrant is where Covey suggests his readers should spend most of their time. This quadrant holds activities which are important but not urgent. These tasks better a person in the long term and include exercise, education, and meditation. Many people are caught in quadrant three, which contains the tasks which are urgent only. These activities often help other people fulfill their important tasks, but not one’s own goals. Examples of the third quadrant tasks include text messages, favors done for others, and some emails. Quadrant four is for leisure activities and distractions, such as television, games, and surfing favorite internet sites. While people should be focused on the second quadrant, they are often caught up in what author Douglas Rushkoff, in his book, Present Shock: When Everything Happens Now, refers to as the present bias. The present bias is a theory that people live only “in the now” and have an inability to focus on long-term goals. This causes them to focus on what is urgent instead of what is important. People can overcome this tendency by planning out important tasks, like house work, so that they do not become quadrant one tasks. Quadrant three tasks need to be balanced between helping other people reach their long-term goals and the individual reaching their own. This is done, the McKay’s suggest, by learning to be assertive and when to say “no.” By doing this the individual can live in sector two, and truly enjoy the time they spend on the leisure sector, knowing everything is taken care of. (McKay and McKay)

I am one of those people who schedules every moment of their day. I always have my journal with me which contains my schedule for the day. From waking up to going back to sleep, I map out how I will use my time. School has been given precedence over nearly all other activities, and, in taking eighteen credit hours, most of my schedule is reserved for classes and homework. I consider this to be somewhere between a quadrant one and two task as it is a everyday task, but can also have close approaching deadlines. I do, however, endeavor to plan out a good amount of quadrant two time. During lunch, I do online Spanish lessons, not for a grade, but because I would love to be fluent in another language. Dinner is set aside by the whole family to catch up with each other and spend time together. I have always wanted to learn violin, so I have time always set away for that as well. I set up buffer times of fifteen to thirty minutes between planned activities to deal with urgent tasks which come up like responding to texts and emails. I have tried not to forget that I need some time for leisure and have an hour planned each week night to waste watching television with my brother, a quadrant four task. After reading the article authored by the McKays, I realized that my habitual scheduling failed to account for one thing: quadrant one emergencies. This was particularly brought to my notice this past week. A good family friend was committed to the hospital and a family member had an emergency room visit which turned into a two night stay. When these quadrant one events occurred, I found myself shifting around all of my prior scheduling to accommodate unfortunately dropping some of my important quadrant two tasks off of my schedule. Thankfully, the situations do not seem to be permanent and I will reevaluate my scheduling so that room will be made for such emergencies. After reading these articles, I have not found a need to change my level of multitasking, but I have started to evaluate each of my daily activities as parts of a quadrant. I am trying to concentrate on what is really important to me and am learning to balance what is urgent.

No one will argue that life is hectic. People will always find themselves rushing around to complete the latest project thrust upon them. But they do have the opportunity to ease some of this pressure off of their schedules. They can take note of Sarah Sparks’ article and realize it is best to take their undivided attention and spend it on one thing at a time. People can also head the advice of the McKay’s and learn the differences between urgent and important task, eliminating the unnecessary ones. Lastly, they can utilize Covey’s time matrix to see where their focus lies, allowing them to lead a stress reduced and managed life.

Works Cited

Sparks, Sarah. “Studies on Multitasking Highlight Value of Self-Control.” Education Week. 15 May 2012. 20 March 2015 <http://www.edweek.org/ew/articles/2012/05/16/31multitasking_ep.h31.html?tkn=PTWFGpBwR5o7bKrnCvQZswL8Vr+lUoJB+62c&cmp=clp-edweek>.

McKay, Brett and Kate McKay. “The Eisenhower Decision Matrix: How to Distinguish Between Urgent and Important Tasks and Make Real Progress in Your Life.” The Art of Manliness. 23 Oct. 2013. Internet. 25 March 2015. <http://www.artofmanliness.com/2013/10/23/eisenhower-decision-matrix/>.

McKay Article

Sarah Sparks Article