Patterns of Success for Students

Insight into Impact

I recently had an interesting conversation with some colleagues. We were talking about a young researcher in our field who happens to be absurdly productive — typically publishing four or five important results each year. In other words, this is someone with a highly-developed impact instinct.

As you might expect from a group of assistant professors, we were interested in figuring out his secret.

The easy answer is that he’s simply better than most people at solving hard problems. Perhaps where you or I might get stuck, he, in a flash of Good Will Hunting-style brilliance, taps the chalkboard four times and the proof is solved.

Some of my colleagues, however, have collaborated with this star researcher, and could therefore paint a more nuanced picture. He is quite talented, it turns out, but not at what you might expect…

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A Tale of Two Applied Mathematicians

Over the past few months, I’ve been working on an interesting research problem. My collaborator and I are taking some math tools typically used to analyze computer algorithms and are applying them to human behavior. Our plan is to publish in a specialized computer science conference. Because the work is different, we assume it might be an uphill battle to gain notice at first.

By itself, this story is not that relevant to our goal of decoding how people build remarkable lives. It gains new importance, however, when we contrast it to the actions of another researcher — someone with a phenomenal talent for remarkablilty, who once faced an eerily similar situation.

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The Dune Revelation

In July 2009, I took a trip to San Francisco. At some point, I ended up hiking at a sand-duned nature preserve, not far south from Monterey on Highway 1.

What I remember about this hike is a thought that struck not long into the route. In the summer of 2009, I was two months from defending my PhD dissertation. I had arranged for a post doc after graduation but found the academic market beyond to be uncertain for me and my skills. It was in this context that I had my insight:

Why hadn’t I systematically studied the most successful senior grad students when I first arrived at MIT?

Every year, a small number of computer science students at MIT easily generate multiple job offers while the rest have to sweat the process. What do these students do differently from the others? It’s a basic question and yet almost no one arriving in Cambridge seeks an answer. We instead carve out our paths blindly, sticking our heads up only at the end to see if we’ve stumbled anywhere near our destination.

I ended up fine, landing a great tenure track position at Georgetown, but the 2009 version of myself did not have this certainty, and my failure to more systematically plan for my arrival on this market suddenly seemed a glaring omission.

The $100 Startup

This 2009 experience came back to me earlier this week as I read an advance copy of Chris Guillebeau’s new book: The $100 Startup. In this book, Chris tackles a topic made popular by Tim Ferris: how to build a lifestyle business in a digital age.

Lots of people are enamored by the idea of having a business that requires little investment and yet supports you financially while injecting flexibility into your life.

What sets Chris’s book apart, however, is that he was not content inventing a bullet-point system that simply sounds good. He instead systematically studied people who had actually made these types of businesses work. He started with a survey of 1500 such entrepreneurs which he then narrowed down to 100-200 that he interviewed in more detail. He lists them by name in his appendix.

The result is often messier than the internally-consistent, inspiration-boosting acronmyized systems of competing books and blogs, but the advice come across with an authenticity that’s rare for this topic.

Put another way: Chris did with his interest in lifestyle businesses what I should have done as a grad student with my interest in becoming a professor. The only plan he was interested in was a plan grounded in reality.

The Big Question

I’m telling these stories because they inspire an important question: Why do so few people do what Chris did? Most of us are content, it seems, to work hard and build complicated systems, but we avoid basing our efforts on a reality-based assessment of what really matters.

And I think I finally have an explanation…

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A Nervous Sophomore

The following question came from a sophomore finance major at a well-known state university:

I have read and heard that entry-level investment bankers have to work long hours doing meaningless grunt work assigned by bosses (sometimes portrayed as evil)…How can your career craftsman philosophy be applied to high stakes fields such as finance?

This reader believed in my career philosophy and was perfectly happy to sidestep the flawed idea that he should “follow his passion.” But the option of heading into investment banking — a popular choice for his major at his university — was making him nervous.  The requirements for standing out in this field seemed brutal and he wasn’t inspired by the rewards you can obtain for banking stardom (more respect and money in exchange for more work hours and stress).

I told him not to become an investment banker.

Here’s why…

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The following line is from an e-mail I recently received from Georgetown’s HR department. It references “GMS,” the slick new database system they installed to unify all employee services:

Please remember to log in to GMS a few times each day to check your Workfeed for any items requiring your attention and/or approval.

Among the tenure-track faculty, the message was a source of amusement: the idea that professors at a research university should be checking with the HR department several times a day, just in case there is some administrative task waiting for them to complete, runs counter to everything we’ve ever been taught about how people succeed in academia.

I’m mentioning this note here, however, because I saw it as an example of a deeper principle currently shaping the American knowledge work environment — a principle with destructive consequences.

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