I’ve never been a perfectionist. I’ve always been aware of the costs of going beyond good enough. Despite this seemingly poor attitude towards work, it hasn’t hurt me in the slightest. By optimizing instead of attempting perfection, I’ve managed to maintain a grade hovering between an A and A+. How Optimizing Works The traditional studying approach is to learn everything perfectly and with equal force. I believe this approach will only lead to a nervous breakdown. An optimizing approach says that learning everything perfectly is impossible. However, by investing more time on critical details and less time on unimportant ones you can get a better grade with less time invested. Isn’t All Information Important? Importance is relative. Sure you might be tested on it, but will knowing something make up 5% of your test or 50%? To get you started with the optimization process, here are some tips:
- Identify the testing bias. A test is a device used to gauge your understanding. All tests invariably have bias, where they emphasize certain concepts or types of understanding over others. Go over past tests and ask yourself what biases are shown in the tests. That can form your template for learning.
- Quality of Time Spent Ratio Look at your course outline and the various percentages given to different assignments. Divide that number by how much time you need to get your desired grade. The result is a Quality of Time Spent Ratio. When time becomes tight and you need to make a choice, always use your ratio to see where extra time gets placed. Example: Your running out of time and you have three projects to do. The first is worth 5% of your grade and you expect 2 hours to get the grade you want. The second is worth 20% and you expect 15 hours to get the grade you want. The third is worth 30% and you expect 10 hours to get the grade you want. Your quality ratio’s are:
Project One: 5%/2 =2.5% Project Two: 20%/15 =1.33% Project Three: 30%/10 =3%
Extra time spent on the third project is likely to have the biggest rewards for your final grade. Don’t use this approach dogmatically as there are other factors to consider (mark cut-offs, differences in marginal benefits, etc.). However, this method be a rough way to decide where to put your time. 3. Reading Emphasis If I asked you to recite your entire textbook from memory, could you do it? Could you do it even with a 50% accuracy rate? In both cases you probably couldn’t. Then how, if you don’t know the words in your textbook, can you pass the class? The answer is that some words and meanings are more important than others. Certain ideas are critical, others are supporting details. Some ideas form the foundations and others are just extra facts. When reading through a textbook, form a priority of information in your mind. Flag important information, but more importantly, assess the degree of importance. Simply using a highlighter might not be enough if you’re unable to distinguish between an idea that forms the basis for a test and one that only accounts for one question. 4. What’s the point? What should you be able to do/understand after your course is finished? Use this question as a shorthand for prioritizing what needs to be learned. The beauty of this method is that most instructors give you the course purpose on the first day. You don’t even have to look for it! Example: Financial Accounting teaches you to prepare financial statements for shareholders as well as understanding company financial statements. From this brief purpose statement, your goal is to connect everything you do to this broader point. Periodically ask yourself how some fact or detail you learn applies to that broader goal. Don’t learn things in isolation, expand and connect with the broader purpose of learning. 5. Cutting Classes and Skipping Chapters I don’t recommend skipping class. But there are exceptions to every rule. I got two A+’s in courses that I only went to a quarter of the classes. I recognized early on that the material covered in class was simply repeating what could be learned in the textbook. Some students benefited from the repeated exposure, but I didn’t. Cutting out entire assignments, classes or chapters is normally a bad move in a school setting. Usually the marginal benefit of just showing up exceeds reinvesting the time elsewhere. Instead, most your optimization is about where to place extra time. Where do you put the extra hour when you have several different places to put it? If time isn’t an issue for you, then optimizing isn’t necessary. Just finish every project with the same zeal and enjoy the rest of your time off. But most people I know don’t have that luxury. Inevitably you need to make trade-offs. Optimizing often means making choices to aim for A rather than A+.
