For the month of January, and in celebration of our two year and 100th post anniversaries, we’re revisiting some of our most viewed columns. It seems fitting that one of our first posts ever was about breaking goals down into macros, mids, and micros. If you’re a regular reader you’ll know that breaking goals down into doable pieces is something we’re constantly talking about and this is where it all started. Enjoy!
There are many things that academics are good at, but that’s not why this site exists.
One thing that academics, particularly grad students, are bad at is practical goal setting. In the early days of an academic career, there is a fair amount of structure established for you by course work where the syllabus establishes what you read, by when, and gives deadlines for turning in work. This isn’t to say that improved goal setting can’t improve your experience of coursework. It can, but that post is for another time.
Today, I want to focus on the latter half of a grad students career when the structure of course work disappears. In my personal observation, everyone tends to talk about time management as if it is the panacea to all of the difficulties of being post-coursework. Time management, on its own, however, is meaningless. What exactly, are you managing your time for?
You are managing your time (or attempting to) to make progress on your exams or your dissertation. How do you know if you are making progress?
You know you are making progress by setting and meeting goals.
Goal setting is the heart of time management and yet, at least in the academic circles I’ve been privy to, it is left out of the conversation almost completely. I suspect the reason for this is because academics are very, very bad at goal setting in any meaningful way.
Let me give you an example. At the beginning of this semester (fall 2017) I sat down with a friend to determine our macro goals for the semester and the micro-goals that would get us there. I initiated this conversation after some business classes had introduced me to the concept of macro and micro goals and setting them with a partner.
Our first attempt at goals was a train wreck. My friend listed a micro-goal as finishing edits on a chapter.
This, beloved, is not a micro goal. This is a macro goal. It makes a certain type of sense that, with the ultimate macro-goal of the dissertation on the horizon chapter revisions do seem like a micro-goal. Yet, chapter revisions are comprised of several independent tasks (the real micro-goals) and take days to complete (at best).
Why does it matter?
Well, if you set revising chapter three as your micro-goal you are going to wind up frustrated and discouraged. Instead of focusing on the progress you’ve made you will wind up feeling like you never get anywhere.
I believe this is why so many grad students prioritize teaching tasks over dissertation tasks despite dire warnings that “teaching is a time suck.” Teaching inherently has a micro-, mid-, macro-goal structure that is rewarding. For instance, in one of my classes this semester I have 15 students. If I want to get their papers back to them in a week (ha!) I know I need to grade two papers a day–that is my micro goal. I can adjust it based on what else is going on–if I have a day where I miss grading papers I can add two more to the next day or grade three papers per day over the next two days. When I grade 8 papers I know that I’m over the halfway hump. In a career where most of our labor doesn’t produce tangible results teaching let’s us see that we are making progress and it can be addictive.
This is actually really good news because it means you already likely have experience with setting micro-, mid-, and macro-goals. The trick is learning to apply it to dissertating–the ultimate in structureless, macro-goals.
First, what is a macro-goal in the context of dissertating? A macro-goal is any goal that is in the future and relies on the completion of several other discrete tasks. These discrete tasks can then be broken down into your micro- and mid-goals. Let’s go back to that chapter revisions example.
Macro-goal: Revise Chapter 3. This goal will likely take several days, at a minimum, and relies on you completing several other discrete tasks such as proofreading, rewriting, and citing.
Mid-goal: Proofreading. I use the model advocated by Kellee who conducts the UNSTUCK productivity group over at The Professor Is In and it has transformed my editing process for the better.
- Read through my draft. That’s it. Just read. No pen, no marks, no margin notes. Just read it.
- Give it some breathing room (try one of our recommended 5-minute videos here).
- Read through my draft and put a check mark next to anything I think needs editing. No notes. No comments. Just a check mark.
- Give it some breathing room.
- Read through one more time and add a comment for every check mark on what you think needs to be done.
Ta-da! I’ve transformed the overwhelming process of “Revise Chapter 3” into several things I can do today and each time I cross off one of these micro-goals I can see and feel my progress. (Kellee calls this “feeding the Lizard brain” which I love.)
My next Mid-goal will likely be Rewriting and here are some relevant micros- for that goal:
- Make all spelling and grammar edits. (Pro-tip: I use a highlighter to highlight my own comments after I make the requisite changes so I don’t go in circles or waste time looking for where I stopped if I get interrupted.)
- Make any syntax edits. (What the hell did I mean when I wrote that sentence, anyway?)
- Make notes on any changes to the argument. These will become your next set of micro-goals. For instance, do you need to look up that one article that will tie together the transition from section two to section three?
Let us know how goal-setting works for you and what you’d like to see next!