When we need to learn something, there are many places from which we can gather information. Never in human history has information been so easily available. It wasn't long ago that we mostly turned to books for knowledge. At that time, we were limited only by how many books could fit in our backpacks, or how many copies we could make at the Xerox machine.

Those days are gone. Instead, today we download PDFs, bookmark websites, queue up podcasts or videos, and check news media and other sources for topics that are needed or of interest.

It’s easy to feel that collecting more information is a worthwhile exercise. However, instead of extended compilation I recommend balancing information gathering with implementation so you can apply what you’ve learned from the information. After all, if you do not actually use it, that information will not really serve you or those you support.

One danger of relentlessly collecting information (such as analyses, data or perspectives) is that it can create the illusion that you've made more progress than you really have. This may be a type of hoarding -- something that never comes to a natural end since there's always more to consume. A denial of closure, one might say.

And it can lead to analysis-paralysis -- either because there are too many choices or you are endlessly searching for a best resolution. It has been shown that in retail settings, too many options often result in the customer making no purchase at all.

Having gathered and absorbed information may lead us into thinking we have a greater mastery of a topic than we actually do. The ability to explain a strategy that we've learned about from an outside source doesn’t mean that we have expertise executing it in the classroom, lab or field. Those are two different things.

Especially as related to some of the practical aspects of research funding, let’s consider habits and approaches to help ensure that you take action (execute) on the information you’ve acquired or discovered:

• If you watch a video on leveraging social media, go ahead and make a post right away rather than making a mental note for later. Do it today.

• If you have learned about new approaches to written or spoken communication, open a draft or even a finished document and implement the recent learning ASAP. If you’ve learned about presentation skills or other communication, execute the next time you're providing an update to colleagues or talking with a friend or family member.

• Put a filter on what you read or view by asking if you really need this information now. It’s easy to feel that it’s best to retain information ‘just in case I need it later,’ but if you don’t have a way to productively use it now, consider passing on it. Example: announcement of a funding opportunity you’re not yet ready to apply for.

• Cases exist where there are actions you can take now to prepare for the future. Example: integration of your research and teaching experience in preparation for the NSF CAREER application. Here, gather the high-level information now, and leave the rest for later.

• Limit the number of inputs. Think about the publications, websites, newsletters or emails you receive. You might be getting 80 percent of your valued input from 20 percent of what you consume (and pay for). If so, balance that out. There are almost certainly inputs you can eliminate.

The biggest benefit of the standard of prompt implementation is the self-confidence it builds. When you get better results from a new approach, that approach will be internalized. You won’t have to relearn it. And, if something doesn’t go as well as you hoped, there’s still time to iterate.

This will also counteract perfectionism as we realize we can make more progress by taking prompt actions, and that course corrections, which are not errors, are an expected and welcome part of that progress.

I encourage you this week to think about adjusting the ratio between your knowing and doing.

From teaching-research balance to research-driven teaching

Continuing with the series 7 Key Mindset Shifts for New Assistant Professors, in this video I discuss how you can integrate research into teaching for mutual benefits and greater funding opportunities. Check it out!

When you are ready, here’s how we can help

Need to get your research funded, this year? Check out our 12-week program to get you there.

Check out our storefront where you can access our free Unlocking DOD Funding for University Researchers course and other resources, including for faculty applicants.

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