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Creating Systems

“Systematize everything, and find peace”

Brandon Turner (The Book on Rental Property Investing)

Why create systems?

Having goals is a fantastic way to be productive and build a life by design, but the most productive results come from having systems. When we have a goal, there are a series of choices we have to make. Usually, goals are things we haven’t done before, so all the choices we’re going to have to make require a lot of attention and energy. Even if the goals have been accomplished before, having to deal with the challenges that arise time and time again can be exhausting.

Systematizing everything makes these processes a lot easier, especially if there are goals that need to be completed regularly. Creating systems gives us the opportunity to make fewer choices and the freedom to do other things. Despite what many people think, our energy is like our time, limited and nonrenewable. The return on saving energy is virtually infinite. Systems allow us to be more productive as well, in terms of quantity AND quality.

Systems also make processes easier when we have to do them. Having a reliable proven strategy for conquering whatever scenario in front of us cuts the effort down tremendously. It’s much easier to just “start the process” than to try really hard just to discover that it wasn’t going to work anyway.

Focusing on systems, not goals, is the key to long-lasting, reliable, and fruitful results.

In order to focus on systems, we first have to understand what they are and how they work. I wrote two posts on systems so far: Gall’s Law & System Components and Analyzing & Improving Systems. I highly recommended checking those out, I go over the fundamental information about systems and how they work. This post synthesizes some of the information discussed in those two posts and emphasizes the concepts that will make creating systems much easier.

When we understand how systems work and how to create our own, then we can engineer our own systems to fit our unique needs perfectly.

Marks of an Effective System

Human beings need purpose and intentionality in order to have fulfilled lives and content with existentialism. I talk a little bit about that in this post. We need something to aim at and a system is no different.

What is the purpose of a system & how we do know if it’s working well?

According to author of The Personal MBA, Josh Kaufman, an effective system does the following:

  • Fulfills its functionality
  • Has great infrastructure
  • Ready connectivity with other systems
  • Versitile
  • Adaptable
  • Reliable
  • Produces benefits which far exceed the initial investment

Keep in a mind, all of these criteria don’t need to be met to have a functional system. A system can work without all of these, however, these are all qualities that a great system can build towards.

How to Create Systems

“If you want to build a system that works, the best approach is to build a simple system that meets the Environment’s current selection tests first, then improve it over time. Over time, you’ll build a complex system that works.”

Josh Kaufman (The Personal MBA)

Keep Gall’s Law in mind when you first start – work on creating a simple system, then add complexity over time. Don’t try to make a system that does too much at once right off the bat.

Creating a complex system immediately will result in failure.

When it comes to building a system from scratch, just try to figure out how to get the task done in the first place. Once we’ve completed the task, we developed a neural pathway that knows exactly how to get that task done. Every single time we work on that task in the future it gets easier and easier. (Exactly like Active Recall.) Once we’ve gotten to this point, it will be much easier to create a system because we will know the steps intimately. Creating a system will speed that process up even more!

Once we know how to get the task done, we need to identify the key components of the system and improve each step of the process so it becomes more efficient and effective. Just make one change at a time. Creating a good system takes time and patience, like building habits.

Systems are almost never correct right off the bat. It takes a few tests to get all the details right and have a system that runs smoothly. All systems start off terribly, but all the best ones improve over time and the only way to objectively improve a system is through experimentation.

Fans of history can probably name a few times human beings have tried to create something but had to revamp the system because they found out it wasn’t working too well. I remember working with a student on history work and I was stunned to discover that this process is the exact process that the American government evolved from. Today, the American government is a massively complex system with multiple branches and precedence for almost every conceivable situation but it did not start off that way. It started off with just the Articles of Confederation, and that system didn’t even have an executive or judicial branch. Then it grew with the Virginia Plan, then the Constitution, then the Bill of Rights, and finally with the amendments we have today. The point is that this extremely complex system didn’t start off how it is today, it grew over centuries through experimentation.

Humans never get anything right the first try.

When I was a noob at creating systems, I thought that I needed to know each step of the process and it had to work perfectly before I even started, but that prevented me from even starting in the first place. There’s no way to know every single step and account for every single variable without testing a system.

All, if not most, problems can be handled with systems. If there isn’t a system for it, then we can create one. We just have to go into the process expecting the system to fail and be willing to make adjustments or we won’t have any systems at all.

Guiding Questions

If you’ve read some of my Importance of Questions post, then you know that I believe questions hold the key to everything we want in life. They can allow us access to other people’s minds as well as guide our thinking to solve problems that we haven’t seen before.

Here are some questions that could be useful when creating systems:

  • How do I make this process easier next time?
  • How can I make this process more reliable next time?
  • How can I prevent ____ from happening again?
  • In a perfect world, how would I want to deal with this situation?
  • How can I make _____ happen again?
  • What is the end result? What am I producing?
  • What are we starting with? What do I need to get this going?

Tips for a Great Checklist

Systems can take many different forms. One of the most simple forms, checklists, have also been proven to be one of the most effective. I talk a little about checklists in my post Analyzing & Improving Systems and in that post, I mention how checklists are fantastic for creating processes that haven’t been articulated yet. Checklists are my go-to method for ordering the chaos and are fantastic simple systems to build upon later.

In Dr. Atul Gawande’s fantastic book, The Checklist Manifesto, Gawande lays out the proof that checklists are more reliable than the instincts of even the highest trained professionals. Pilots, especially when confronted with an emergency, are more than willing to turn to their checklists.

The first tip for making a great checklist is to have normal and non-normal checklists. Normal checklists are for normal everyday situations, things that come up often. Pilots have normal checklists for things like take-off and landing. Non-normal checklists are less often used but are for emergencies or other scenarios that wouldn’t occur on a regular basis. Pilots have more non-normal checklists than normal checklists. They have checklists for all conceivable emergency situations.

There are two types of checklists: do-confirm and read-do. Do-confirm lists are when team members perform their jobs first, then pause and run the checklist to make sure that everything was done correctly. Read-do lists are when people do the tasks as they read them on the list. Do-confirm lists act more like a double-check while read-do lists are more like a recipe. Know which type of checklist you are creating and when to use it.

Great checklists are specific and precise. If a checklist is too vague and inaccurate is becomes hard to use and impractical.

They also need to be short and to the point, if a checklist is too long it becomes another hurdle. Try to keep the length of the list within the bounds of our working memory, 7+2 items (5-9). They can be longer, but keep in mind that if checklists take longer than 60-90 seconds then people start shortcutting and they become more hassle than they’re worth. Focus on the critical few.

They also have to be easy to use in the most difficult situations, keeping it short and sweet helps a lot with this.

Contrary to popular belief, a great checklist should not spell everything out. They just simply provide a reminder of the crucial steps. Operators of the checklist should be trained and know what they are doing. The checklist is just an aid, not an instruction manual.

Checklists must, above all, be practical.

Checklists cannot solve problems for us, they simply help us manage complex processes and clarify priorities. They are not comprehensive guides, just reminders of the critical steps. If we include every little step, then the checklist just adds friction to the system. Checklists are designed to remove friction and add ease and clarity to a scenario.

When creating a checklist, I highly recommend clearly defining a point WHEN the checklist will be used.

Like all systems, checklists have to be battle-tested in real life. Experiment with the checklist and pay attention to what works and what doesn’t. The first drafts never stick and revising is always required.

A Few Systematic Principles

A few principles that I’ve noticed systems follow. It’s helpful to keep these in the back of our minds when planning and executing systems.

The Matthew Effect

“For to every one who has will more be given, and he will have abundance; but from him who has not, even what he has will be taken away.”

Gospel of Matthew (25:29 Revised Standard Version)

I talk about this in my post The Myth of Motivation, when I talk about aiming for success spirals.

The Matthew Effect is pretty simple — success breeds success and failure breeds failure. The best part is that this relationship is not linearly, it’s exponential. If we do something like writing a book and some people like it, then we’re more likely to write another book which makes it more likely that more people are willing to like it.

We can see spirals like this is so many things. If we get an A on an exam, it’s easier for us to get an A on the next exam. We know the concepts and are more likely to sacrifice because our sacrifice led to a positive outcome last time. Likewise, if we fail an exam, it’s easier for us to fail the next one. We don’t know the concepts, so we’d have to learn those ones on top of the new stuff. The previous failure adds friction to the next challenge. Our actions compound on each other and it can stack up quickly. This is definitely one of the reasons for the massive wealth inequality in the modern world. It’s much easier to make money when you’re already making money.

When building a system, try to keep in mind that the actions of the system will affect the actions of the system later. The Matthew Effect also provides a fantastic foundation for another systemic phenomenon, the Pareto Principle.

Pareto Principle (The 80/20 Rule)

The Pareto Principle definitely needs it’s own post because it’s such a pervasive idea and we can dive into it for hours. Famous entrepreneur and investor, Richard Koch was able to write 4 books on the topic! 4 books!! While the principle itself isn’t complex nor long, Koch focused more on applying the principle to every aspect of our lives. I’ll go more into that later.

While there is a lot to say about the Pareto Principle and its accommodations, it can be summed up relatively quickly:

80% of the output of any system is from 20% of the input.

This principle can apply to all domains of human creation. This shouldn’t be a surprise though. For most of us who have worked on a group project, we know that most of the work ends up getting done by a small portion of the group. This also happens in companies too – 80% of the work is done by 20% of the employees.

There are many names given to this idea because it shows up in so many places. The Pareto Principle is also known as the 80/20 Rule or the Square Root Rule: being that 50% of the work is done by the square root of the number of employees. The numbers aren’t perfect, but the idea is the same:

The majority of the results come from a critical minority of effort.

This principle is game-changing when it comes to creating systems. Knowing that the majority of the results comes from a critical few, we can focus our energy on optimizing for those critical few inputs rather than wasting energy on processes or steps that yield a lower rate of return.

I talk a bit about how the Pareto Principle came to be in my post Analyzing & Improving Systems.

Vilfredo Pareto, the 19th-century economist and sociologist, discovered an interesting pattern when analyzing data regarding land ownership and wealth distribution. He discovered that 80% of the land was owned by 20% of the population. Pareto didn’t just find this pattern in wealth and land distribution, he also saw it in his garden. 20% of his pea pods produced 80% of peas.

We can see this in book sales and album sales too, pretty much any domain of creative production. 80% of the book sales are from 20% of the authors. 80% of music streams are from 20% of the artists.

Richard Koch also noticed a similar pattern when studying for his final exams at Oxford. At Oxford, the students are graded by their performance on a final exam which is a collection of essays on a wide variety of topics. Richard determined that in order to prepare for every possible question they could ask him he would have to memorize somewhere around 550 essays. Obviously, this wasn’t reasonable so Richard found another way around it. He analyzed all the past exams and discovered that every exam asked questions on similar topics. 20% of the topics accounted for 80% of the questions. Upon realizing this, Richard figured that all he had to do was prepare for 20% of the topics. This significantly cut down the work he needed to do to prepare for the exam.

Spoiler Alert: he did great on the test.

The best part about the Pareto Principle is that it can apply to all systems, in business and our personal lives. We can a Pareto analysis of our own lives, as well as any systems that we’d like to optimize.

I love doing the 80/20 analysis of everything. I’m constantly trying to figure out what I really need to do. Trimming the fat automatically maximizes our time and effort. It’s much easier to just focus on what is important than trying to find ways to do everything better.

It can apply to happiness – What 20% of things give me 80% of my happiness?

It can also be applied in reverse – What 20% of things are giving me 80% of my unhappiness?

It can be applied to anxiety, relationship satisfaction, costs, food, anything our hearts desire.

This principle helps us optimize.

Whenever I’m creating a system I try to keep in mind that principles are more valuable than knowledge. If we can understand the principles behind something, then we have the ability to predict and manipulate the system across many different scenarios.

Richard Koch likes to ask people:

“What would happen if we spend all of our time on the critical aspects?”

Parkinson’s Law

I first talked about Parkinson’s Law in my post 5 More Tips for Better Scheduling because I first learned it as a scheduling principle but now I see how it can be applied in a broader sense.

Parkinson’s Law states that work expands to fill the time allotted for it.

So if we have a week to get a project done, it will take us a week. If we have a day to get a project done, then it will take a day. Parkinson’s Law helps explain how people are able to finish massive projects the day before it’s due or how an unmotivated student finds the strength within them to get something turned in. It’s not that we aren’t capable of doing the work, it’s that we know we still have time and we’ll use all of it if we can.

What I do to try to account for this is give myself less time than I think I need to complete a task or I set finite deadlines to work on a project. Either way, they both prevent me from spending extra unnecessary time on something.

There’s something about having our backs up against the wall that makes us perform. I’m not sure what it is, but it’s definitely there and we can use it to our advantage if we want.

However, Parkinson’s Law is more than just a cool scheduling hack. It can also apply to budgets and other resources too.

Parkinson’s Law applied to budgets – spending expands to fit the budget allotted for it.

Now, the spending doesn’t have to expand to fit the budget but it usually will.

The resources we allocate for something determines the fundamental perspective of our approach.

If we are pressed for time or if we don’t have a lot of money, then we’ll be on the lookout for creative ways to solve problems that could otherwise we solved with time or money.

Parkinson’s Law really just highlights another quality of human nature which is that humans are creatures of necessity and we will always try to solve problems with the least amount of effort possible. Keeping this in mind when building systems is extremely valuable and perhaps we can go further with what we already have.

Phasing

“Excellence is the next five minutes, improvement is the next five minutes, happiness is the next five minutes.”

Tim Ferriss (1977 – )

In light of the new semester, I want to go over a method that can help in the majority of classes. I consider this to be a more advanced technique and if you’re new to learning about study methods, I recommend checking out my Strategies for Better Studying posts: 1, 2, 3, & 4.

This technique is called phasing and it’s designed to maximize results with minimal effort. Something to keep in mind about phasing is that it does require stellar academic skills upfront. The better the student one is, the less they have to work, so long as they know the right techniques.

During my last few years in college, I started to try this phasing technique. It took me a while to get down, but once I got it I was rarely ever stressed about my classes or exams and I was getting higher grades than ever before! Once I got my phasing system down, exam season and finals week were the most stress-free times of the semester.

Honestly, finals week should be the easiest week of the semester.

I remember one night my friends wanted to go out and celebrate someone’s birthday the night before I had my electricity and magnetism physics final.

Do you know what I did?

I partied my face off with them and still dominated that test. I got an A in the class and I wasn’t nervous about it one bit. This is all thanks to phasing. (Trust me, physics E&M was not a class that came easy to me at all)

Before we really dive in, I want to get two things out of the way early on. First, there is no substitute for hard work. For every class, there is a minimal amount of work necessary to receive a certain grade and there’s no way around it. If we want an A in a class, then we’ll have to do A level work. We can’t get As with D effort, but we don’t have to totally kill ourselves over the As either. Phasing helps with keeping the work limited to only what we absolutely HAVE to do.

Leave the busy work for those who pretend to make progress.

Second is sacrificing the present for the future is worthwhile. In order for phasing to be effective, we have to be able to keep our future selves in mind. Taping into the part of us that is capable of sacrifice is crucial for phasing to work its magic.

What is phasing?

Phasing involves breaking up the semester into 3 fundamental phases: Frontload, Review, and Relax. I love phasing because (if executed properly) it maximizes performance and requires far less effort than just “trying to get through the semester.”

I also love phasing because it follows the “natural curve of motivation” throughout the term. In the beginning, most students are highly motivated and well-rested but as the semester goes on students tend to get lazier and lazier. I know that’s true for me. I felt that way every semester without fail.

Frontloading

Frontloading is taking the entire load of the semester and moving it to the front, typically the first 1/3. For example, let’s say we wanted to frontload a class that was 3 months long, then we would plan to go over all of the class material in the first month. Now, this isn’t easy and it’s why I brought up the two points I did earlier. Frontloading is difficult, but at least this way we put the toughest part of the semester on the time when we are the most resilient. Remember, we can’t get As with D level work, but the sacrifice is worthwhile. Frontloading is a serious undertaking, but when the end of the semester comes and we’re not feeling as motivated we’ll be so happy you did it.

Honestly, frontloading was something that took me a few semesters to get down properly. It was easy to fall into the fallacy that it’s much easier to just learn and perfect the concepts throughout the semester rather than bust it frontloading. Until one semester, I finally stayed on top of the frontloading and I was getting the grades without any of the stress.

It’s critical to keep in mind that the goal of frontloading is not to take the whole class in a third of the time but to be familiar with all the topics covered. This is the difference between frontloading working properly and being more trouble than it’s worth.

When we’re frontloading, we do not need to be proficient in each topic, we just need to be familiar. The first 1/3 of the semester is for building the neural pathways necessary to kick ass. The rest of the time is dedicated to strengthening them. I talk about building neural pathways in my posts The Brain and The Mind (Part 1) & Neural Pruning vs. Long-Term Potentiation and strengthening them in my post, Active Recall & Spaced Repetition.

Earlier I said that this technique takes less effort than just taking the semester as it comes. So why am I suggesting to put in extreme levels of effort into the first 1/3 of the term if it’s already difficult to just keep up? Because in the long run, it will require less effort.

We are simply paying out dues upfront. There’s no substitute for hard work.

Frontloading Techniques

Frontloading is hard and can seem impossible if it’s not approached systematically. Do not just wing it and try to learn everything 3 times faster. That’s a guaranteed way to crash and burn out. Instead, take the time to plan it out. Take time. Don’t worry if it takes a few days to plan it out. Clearly articulate checkpoints and goals. Define a successful day and define failure.

When I took my second semester of o-chem, I couldn’t afford the textbook so I had to pay careful attention to what concepts I was responsible for learning and how long I had to learn them. I’ll go into how I handled this class into more detail later, but for my frontloading phase, I took the time to write down which mechanisms I needed to learn each day. When I was making the schedule I had no idea what an aldol condensation or a Diels–Alder reaction was, but I knew that next Thursday I’m going to figure them out. I also tried my best to not put too much pressure on myself to learn these reactions perfectly, I just simply wrote down the questions I had when I couldn’t figure things out (which was pretty often). When making these schedules, keep in mind the days and times which you will have access to someone who could easily explain the information to you. I try to get all the front loading in before the last review session with a tutor or teacher so any knowledge holes can be filled.

Also, keep this in mind when you start creating your frontloading schedule — trying to learn something proficiently every month is much more difficult than learning a bunch of things and spending 3 months trying to improve. Learning and proficiency take time.

When frontloading be sure to create a running list of questions. This is going to be invaluable later. Write all the questions you get while you’re frontloading. Write down everything that is confusing to you. This will capture your own unique understanding of the concept. If you can find the answers, write them down too.

Frontloading is by far the most cumbersome phase.

Review

Once we’ve reached the review phase, it’s all downhill. Reviewing can be challenging, but it is much less taxing than creating new neural pathways. Especially when study techniques are modified with the principles in mind to fit each unique situation. I highly recommend checking out my post, Active Recall & Spaced Repetition, that goes over the fundamental principles of learning more and studying less. The goal of this phase is to strengthen the neural connections created from the frontloading phase. This is when we become concerned with proficiency and excellence.

So how do we know when it is time to review?

There are two different situations when I could stop the frontloading phase and move onto the review. The first is when I finish going over all of the scheduled concepts. Maybe going over the concepts was challenging, but I was able to develop a basic understanding of the idea.

The second is when I get stuck on understanding a new concept and I will need support from a tutor or a professor. Maybe the concepts were too complicated for me to grasp on my own and I’ll need outside support.

What do we actually review when the time comes?

Remember that list of questions I said to make earlier? This is when creating those questions from the frontloading phase comes in handy. That list of questions contains all of the potholes of our specific understanding and it is a great place to start reviewing.

Studying the homework assignments and practice questions assigned by the teacher are also other great ways to strengthen these newly formed neural pathways. If you don’t have access to those, or if your class doesn’t operate that way, there are tons of practice questions online from other educational resources. All you need to know is the name of the topic or concept that you’re trying to practice and the rest is cake.

Final Thoughts on the Review Phase

Similar to frontloading, I recommend the review phase be scheduled out. Clearly articulate checkpoints and goals. Define a successful day and define failure. Take the time to create this plan, it will keep chaos at bay.

On that note, it’s worthwhile to know when the 2nd to last day that you will have access to outside help is and plan accordingly. I brought up this idea in the frontloading phase, but it’s critical to get it right in the review phase. We should make sure that our schedule (this includes spill days) can handle reviewing all of the material before the 2nd to last day of the lecture or 2nd to last office hours. Yes, this means we have to be extremely responsible with your time. I don’t recommend saving the unanswerable questions for the last office hours, everyone else is trying to get their questions in too and there’s a chance of not being able to ask a question at all. Everyone always tries to cram before an exam. Crowds ruin everything and we don’t want to be screwed out of information simply because there were too many people. Do the opposite of what the crowd does and find much less resistance.

I also recommend checking out my posts on schedules and Time Management: 5 Tips of Better Scheduling, 5 More Tips for Better Scheduling, and Another 5 More Tips for Better Scheduling.

Remember that reviewing takes less energy than learning something completely new. As the academic term moves forward the semester will get easier and easier and easier. Stick with the system and you’ll see the payoff slowly emerge. Eventually, recalling this information will be a cakewalk and all we’ll have to do is just show up.

When all the questions and concepts start to bore us (because they’re too easy, not because they’re uninteresting), that is how we know we can enter the last phase.

Relax

This is my favorite part of phasing and (to be honest) the whole reason why this method is worth it. While everyone is else is cramming and stressing, we can focus on relaxation and living our best lives. Maybe we might want to have a few active recall sessions just to keep our minds sharp, but most of our time will be spent decompressing. This is exactly how I was able to party it up with my friends on finals week and still kick ass on my exams. If we’ve executed the last two phases as designed, then active recall would work it’s magic and any gaps in knowledge would have been filled at office hours or in class.

By this point, we know everything we need to know for the class, and maintaining knowledge is so much easier than learning. Enjoy it. Getting to this point is not easy at all and the rewards ought to be reaped. Now, the focus can be shifted to other things like proper sleep and diet.

I love to play huge amounts of video games, make music, and watch tv before exams.

What do you like to do?

When is it applicable?

Phasing is a fantastic method for getting fantastic results with less effort than usual, but it’s not suitable for all class types. The types of classes we’ll encounter in our academic carrers are as follows:

Lectures – these are usually large scale classes held in giant rooms. The average class size for a lecture is anywhere from 100-500 students. Usually, the professor talks the entire time, while students take notes. These are most common in first-year college courses. Typically, students who attend a lecture also have to attend a discussion class.

Sometimes I had professors use the lecture before an exam as a review session, which can play a key role in the review or frontloading phase.

Discussion – discussions are smaller classes and are usually led by a graduate student studying the same subject as the course. This is where students receive additional instruction as well as extra practice problems. Typically, this is where most students get their questions answered.

If the schedule permits, I use discussions as an opportunity to fill knowledge gaps during the review phase. Discussion classes are invaluable if used right. I literally would not have passed Calc III if it wasn’t for the grad student who led my discussion that year.

Use office hours in place of a discussion for the same purpose. Some students feel awkward going into office hours, but that time is literally set aside so students can have in-person access to their professors.

Laboratories – oh labs. Usually, they come with science classes and last a few hours. In these classes, students will perform some kind of experiment, record data, and interpret the results. Phasing doesn’t really apply to lab classes, but usually, the person who leads the lab is another graduate student so you can use that time to ask them questions if needed.

I remember in my O-Chem II class, my discussion grad student was terrible and couldn’t answer my questions. But the grad student who helped me in my lab section was awesome! Dave if you ever see this, thank you! I managed to get all my questions answered during the lab section while I waited for my solutions to heat up. Phasing doesn’t typically apply to lab classes, but there is another opportunity to have access to someone who knows the material proficiently.

Studio – similar to labs, studios are a hand-on place for students to learn by doing. I wouldn’t recommend phasing for a studio class, but just like labs, these classes are a great opportunity to have access to someone who knows their stuff.

Independent study – these classes are designed to be separate from a regular course. These are great classes to use phasing on because the class is just you! You can schedule the material however you please and phasing is an excellent frame to base that schedule on.

Content-Based – these are classes that require us to understand facts and concepts then prove our knowledge. All STEM classes are this way. Phasing works best for content-based classes. Honestly, it was created in order to specifically get through content-based classes relatively stress-free.

Synthesis – these are classes that require us to take input from many sources and synthesize them to extract a greater understanding or to prove a point. Most language and humanities courses are this way. Phasing can work for synthesis classes, but some details would have to be changed. Synthesis work encodes information differently than active recall and the modifications to phasing should reflect that. Maybe instead of a review phase, switch the phase to rewriting or a drafting phase.

Phasing works best with lectures, discussions, seminars, content-based, and independent study type classes. It can be applied to the other classes as well, but the logistics would work a little differently.

Accommodations/Modifications

If you’ve read my other posts about studying, then you’ll know that I’m all about learning the principles of a system then modifying it to better fit the situation at hand. In other words, phasing is a great method to approach the academic term, but tweaking it to fit exactly what we need is even better!

Some classes may be too difficult to split into 3 equal parts. In order to accommodate this, I recommend keeping the phases in the same order, but repeat them as many times as needed. The full semester model is powerful, but sometimes we need to pivot.

For example, in my o-chem class, I had to split the term into 9 phases instead of 3. I had a set of “frontload, review, & relax” for each of the 3 exams. For each exam, I got a list of the concepts I was responsible for learning and scheduled which day I was learning each topic. I made sure I covered all the topics at least once before the 2nd to last office hours to ensure I get my questions answered. This meant I was studying for the exam as if it was the night before, a week or two in advance.


Phasing works because we only spend about 1/3 of the time heavy on the gas pedal as opposed to always being on every other week or so. At least with phasing, we know that 2/3 of our time will be spent efficiently or relaxing. It’s possible to get it all, it just takes a little foresight, discipline, and effort.

Phasing is not a catch-all method, but an ideal to shoot for. It is simply a framework to operate inside. I say this because the frontloading phase can take most people down and it’s easy to feel like there isn’t enough time to get through it all or that it’s impossible. If the schedule doesn’t totally fit, just make a few tweaks and account for spill days!

This is one of the more advanced techniques I talk about simply because it requires so much at the starting line, but the rewards are sweet.

Challenge yourself. Give it a try. Win. Take it all.