Written by Jennifer Cox LCPC
The temptation to multitask is a daily challenge, especially with all the items that end up on your to-do list.
When I say multitasking, I mean switching between several demanding and ongoing tasks that require mental effort, your attention.
Research finds multitasking significantly lowers performance as compared to a sequential execution. When multitasking we are less effective and efficient because we aren’t able to cognitively give our full attention to both tasks.
When we try to multitask, we are asking our brains to divide our attention, switch our attention, and maintain multiple trains of thought all at once which is beyond its capabilities.
Throughout our day we could mono-task (focusing on one task at a time) or multitask (trying multiple tasks at a time), let’s find out which approach really is more effective and efficient.
Here is a little challenge:
Complete the following exercise in the two ways described below. Time yourself each round and write your times down so you can compare.
Round #1—Mono-tasking: Write the entire alphabet THEN write the numbers 1 to 26. Record your time.
Round #2—Multitasking: Write the alphabet AND the numbers 1 to 26 as you alternate between the two (i.e., A,1,B,2,C,3,D,4, etc.). Record your time.
How much longer did it take you to complete Round #2?
It took me 25.50 seconds to complete Round #1 and 34.31 seconds to complete Round #2.
The challenge took 34.5% MORE TIME to complete when I was multitasking!
If we work the math backwards, that means I can be 34.5% MORE PRODUCTIVE if I stop multitasking!
Just with this simple challenge, one can see the difference between mono-tasking and multitasking. What did your results show?
Research has shown that mono-tasking leads to being more productive, along with the following:
• Better ability to learn
• Increased ability to focus
• More patience since not overwhelmed
• Better job performance
• Better recall since more mindful
• A healthier brain
https://www.appreciationatwork.com/blog/myth-multitasking/
https://link.springer.com/article/10.1007/s10683-012-9318-8#Sec2
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-018-0096-z
