Motivation and emotion/Book/2024/Productivity and routines

Productivity and routines:
How can establishing routines improve productivity?

Multimedia presentation (3 min)

Overview

Case study

 

Figure 1: Jane could use a planner to assist in organising her day

Jane recently moved from Canberra to Melbourne to begin her university studies. She has been feeling overwhelmed by the changes and unproductive, especially after her breakup with her boyfriend. Her days have lacked structure, and she often finds herself procrastinating and feeling low. To improve her mental health and academic performance, Jane decides she needs to establish a routine that will help her stay focused and productive.

She starts by creating a morning routine, where she dedicates the first hour of each day to planning her tasks, checking emails, and reviewing her university assignments. She also allocates specific time blocks for studying, socializing, and self-care, allowing her to balance her academic responsibilities with relaxation. Jane sets aside Sunday evenings for weekly planning and reflection, helping her stay on track and adjust her schedule when necessary. After a few weeks of following her new routine, Jane notices significant improvements in her productivity. She is completing assignments on time, feels more organized, and even has more energy to spend with her friends. Her new routine has helped her not only academically but also emotionally, as she feels more in control of her time and less overwhelmed by her move and breakup.

|}

This chapter explores the critical role routines play in boosting productivity. By examining how routines streamline tasks, minimise distractions, and encourage focus, we will delve into the psychological and practical benefits of creating consistent daily habits. Routines not only help eliminate decision fatigue but also reinforce positive behaviours, allowing individuals to build momentum and achieve more with less mental effort. Moreover, routines can improve overall well-being by reducing stress, creating balance, and enabling people to enjoy a clearer separation between work and leisure.

Through real-life examples, strategies, and insights, this chapter demonstrates how establishing a routine can be the cornerstone of sustained productivity and success. Whether in academics, the workplace, or personal life, creating and sticking to a routine can be the key to unlocking one’s potential.

Key Points

• Exploration of the effect routines can have on productivity.
• The role of time management on productivity and routines.
• Psychological theories.
• The relationship between motivation, productivity, and routines - a critical analysis.

Focus questions: What are the potential downsides of rigid routines, and how can one adapt them to avoid burnout or monotony? How can routines help in reducing decision fatigue, and why is this important for maintaining high productivity? What are some common challenges people face when trying to establish productive routines, and how can they overcome them?

Key concepts

Productivity is the ability to produce effectively, often measured by output over time. Procrastination, however, can reduce productivity, especially in academic contexts, which can result in subpar work and unfavourable emotional effects. One of the most effective ways to fight procrastination is to establish routines that provide consistency and structure. Routines facilitate efficient task management by lowering decision fatigue and enhancing focus. People can increase their productivity and keep a balanced, organised approach to their daily responsibilities by combining routines with effective time management. The following outlines the key points and definitions that are important in understanding the effect routines have on productivity.

Productivity

Productivity is the state of quality of being productive (producing, or able to produce large amount of goods or commodities). It is measured based on the effectiveness of productive effort, usually in terms of the rate of output per unit of input, typically over a specific period of time.

Often productivity is inhibited when individuals fall in to the tendency to procrastinate. From an academic perspective, many students are highly vulnerable to negative consequences of poor performance that coincide with procrastination. Decreased subjective wellbeing, negative affect and reduced life achievements are common implications associated with procrastination towards academic performance. Anxiety, fear of failure, negative perceptions, lack of motivation, low efficacy, and poor organisational skills can contribute to the increase in procrastination in students.

By establishing and maintaining a routine, it decreases the likelihood of procrastination when faced with a plethora of tasks. It acts as a self driven reward system where every task that is completed increases the intrinsic motivation to go on and complete the next. the feeling of accomplishment after completion of a task can be enough to increase motivation substantially.

Routine

A routine is a series of actions or habits performed regularly, often at the same time and in a specific order. These actions can range from simple daily tasks, like making your bed, to more complex systems designed to enhance productivity, such as a structured work schedule. The core idea of a routine is that it eventually becomes automatic, reducing the need for conscious thought or effort. By doing so, it helps streamline activities and creates a sense of order in day-to-day life.

Importance of routines for productivity

Routines play a significant role in enhancing productivity by providing structure, reducing decision fatigue, fostering positive habits, and improving focus. By creating consistency and predictability in daily activities, routines help individuals manage their time more effectively. A structured routine eliminates the need to make frequent decisions about when and how to perform tasks, which can save time and mental energy. This is especially important in avoiding decision fatigue, a psychological phenomenon in which the ability to make decisions deteriorates after an extended period of decision-making.

Time management and routines

Time management refers to the process of organising and planning how to divide your time among various tasks to increase efficiency and productivity. When linked to routines, time management becomes more structured and automatic, as routines help individuals develop habits that streamline daily tasks and decision-making processes.

Psychological theories

Psychological theories are essential for explaining certain phenomena as they provide a structured framework for understanding the underlying mechanisms and principles that drive human behaviour, enabling us to predict, influence, and optimise outcomes in various contexts.

Self determination theory

Self determination theory focuses on intrinsic motivation, an individuals drive to improve personal performance or increase productivity for personal gain or reward. Using SDT, an understanding around establishing a routine and the intrinsic motivation to maintain that routine can be explored. Self determination theory has been divided into 3 main components; Autonomy, Competence, and Relatedness to attribute to motivation acquisition (see Figure 2).

Figure 2: Self-determination theory visual

Key components of self determination theory.

• Autonomy: Refers to the sense of control and freedom individuals feel over their actions and decisions, allowing them to act in accordance with their values and interests. When people experience autonomy, they are more likely to feel motivated because their actions align with their personal goals (Cerasoli et al., 2016).
• Competence: The need to feel connected to others, fostering a sense of belonging and mutual respect. Social connections and relationships enhance motivation by providing support and a sense of purpose (Cerasoli et al., 2016).
• Relatedness: Involves the desire to feel capable and effective in one’s activities. When individuals feel skilled and confident in their abilities, they are more motivated to take on challenges and continue improving. Together, these components help create an environment where people are more likely to pursue their goals with enthusiasm and persistence, driven by a sense of internal satisfaction rather than external rewards (Cerasoli et al., 2016).

Cognitive load theory

Cognitive Load theory suggests that human's working memory has a limited capacity, the basic idea is to reduce such external load in order to make available more capacity for actual learning so that better learning and transfer performance is achieved (Bannert, 2002). The theory posits that working memory has a limited capacity, and when this capacity is overloaded, learning and problem-solving become less effective. CLT identifies three types of cognitive load: intrinsic load, which refers to the complexity inherent in the material being learned; extraneous load, which encompasses unnecessary or poorly designed elements that distract from the learning process; and germane load, which is the mental effort dedicated to processing and understanding the material (DeLeeuw, K. E., & Mayer, R. E. 2008). By effectively managing and reducing extraneous load while optimising germane load, educators and instructional designers can enhance learning efficiency. Cognitive Load Theory has broad applications in educational settings, helping to create more effective learning environments and improve information retention among students.

Habit formation and goal theory

Figure 3: Habit Loop

A habit is a regularly repeated behaviour pattern: a routine that is practiced frequently and hard to stop; the cultivation of good habits is self-reliant on the process of habit formation, which is a process in which new behaviours become automatic (Chen et al., 2020). Individual behaviours can be habitual or goal-directed, goal-directed actions are rapidly acquired and regulated by their outcome; habitual actions are more reflexive, elicited by antecedent stimuli opposed to the consequences. It is possible for goal-directed behaviour to become behaviour through routines and repetition of that behaviour (Chen et al., 2020). The following components in addition to routine are important for habit formation and automaticity [see figure 3].

A cuing environment serves as a habit trigger for behaviour. External stimuli and past experience if repetitive enough can cause individuals to have an automatic urge to do an action; sometimes doing it without conscious knowledge of doing it.

Harmony refers to result of habit activation - individuals that perform routine behaviours as a habit may feel that their needs get fulfilled which triggers their intrinsic reward system fostering the formation of habits and routines (Chen et al., 2020).

"Good study habits are good assets to learners because the (habits) assist students to attain mastery in areas of specialisation and consequent excellent performance, while opposite constitute constraints to learning and achievement leading to failure.” (Azikiwe, 1998).

Figure 4: Theory of planned behaviour flow map

Theory of planned behaviour

Explore how attitudes towards routines, subjective norms, and perceived behavioural control influence the formation and maintenance of productivity-enhancing habits.

The theory of planned behaviour has, by any objective measure, become one of the most influential models for predicting human behaviour (Ajzen, 2011). This model intends on providing an explanation of informational and motivational influences on behaviour and in turn allow for prediction and understanding (Manstead &Parker, 1995).

The three determinants of of behavioural intention are known as attitude to behaviour, subjective norms, and perceived behavioural control. Their relationship to behaviour and behavioural intention has been illustrated in Figure 4 (Manstead & Parker, 1995).

• In the case of attitudes, it refers to the salient behavioural beliefs (beliefs about the consequences of performing an action), weighted by an intrinsic evaluation of each of the consequences (outcome evaluations) (Manstead &Parker, 1995) .
• Subjective norms are said to be a set of salient normative beliefs (the individuals beliefs about the perceived wishes of significant others) weighted by the intrinsic motivation of compliance to these perceived expectations of others (Manstead &Parker, 1995).
• Perceived behavioural control can be described as a person's belief around task difficulty - how easy or difficult performance of the behaviour is likely to be, hence influencing the likelihood of actioning behavioural intentions (Sparks et al., 1997).

"The dictum that ‘past behaviour is the best predictor of future behaviour’ is supported by much empirical evidence. The finding of a strong correlation between past and later behaviour attests to the temporal stability of the particular behaviour and its antecedents." (Ajzen, 2011)

Decision fatigue

Decision fatigue refers to the depletion of energy required to make decisions on a daily basis. Regarding decision fatigue and the impact it has on productivity can be explained as routines minimise the number of decisions that need to be made each day, limiting mental energy expenditure, saving energy for more important decision making processes which can in turn improve productivity (Pignatiello et al., 2018).

Emerging scientific literature indicates that although day-to-day decisions are seemingly benign, making decisions may possess negative ramifications for controlling one's behaviour and may lead to a decrease in the quality of each subsequent decision. Evidence suggests that individuals experiencing decision fatigue demonstrate an impaired ability to make trade-offs, prefer a passive role in the decision-making process, and often make choices that seem impulsive or irrational (Pignatiello et al., 2018).

Routines can significantly reduce decision fatigue by minimising the number of choices we need to make throughout the day. Decision fatigue occurs when the mental energy required to make continuous decisions depletes our ability to focus, leading to poor decision-making and decreased productivity. By establishing a routine, many small, repetitive decisions—such as when to start work, what tasks to prioritize, or when to take breaks—are predetermined, freeing up cognitive resources for more important tasks. With fewer decisions to make, individuals can maintain higher levels of focus and energy for longer periods, allowing them to work more efficiently and consistently. In this way, routines not only streamline daily activities but also improve overall productivity by preserving mental energy for complex or creative tasks.

Critical application of psychological theories and routines on productivity

The following table depicts the application of the aforementioned psychological theories and its relation to established routines improving productivity.

Conceptualised application of psychological theories and productivity

Concept	Application
Self determination theory	According to Self-determination theory (SDT), routines increase productivity by meeting the needs of relatedness, competence, and autonomy—three fundamental psychological needs. When routines are in line with personal objectives, autonomy enhances intrinsic motivation by enabling people to feel in control of their actions. A self-directed study schedule, for example, gives students autonomy and promotes regular effort. People gain competency through repeated performance, which boosts confidence and proficiency and encourages people to stick to routines like studying or working out on a regular basis. Relatedness is the feeling of community that arises from participating in common activities, such as study sessions or group projects, where social support and accountability bolster motivation and increase output.
Cognitive load theory	By decreasing mental strain and decision fatigue, routines increase productivity, according to the Cognitive load theory (CLT). Routines reduce extraneous cognitive load by eliminating pointless distractions and the effort required to make small daily decisions because working memory has a limited capacity. An agenda for chores like emails or breaks, for instance, simplifies work and removes the need to continuously decide what to do next. This reduces germane cognitive load—a condition that frees up cognitive resources for more difficult or creative tasks—and ultimately boosts productivity by avoiding decision fatigue.
Habit formation and goal theory	Habit formation and goal theory explain how routines support the maintenance of productive behaviour by reiterating actions until they become automatic habits. The transition from goal-directed actions, which necessitate deliberate decision-making, to habitual actions, which occur with minimal mental effort, is made possible by routines. When people regularly adhere to routines, such as beginning work at a set time or studying according to a study plan, these behaviours become automatic and free up cognitive resources for more difficult tasks. For instance, a student who follows a study schedule consistently finds it easier to concentrate because studying becomes a reflexive action rather than a choice they make every day, which increases productivity and efficiency.
Theory of planned behaviour	The theory of planned behaviour emphasises attitudes, subjective norms, and perceived behavioural control in order to show how routines affect productivity. Productive habits are formed and sustained by a positive attitude towards routines that is supported by social accountability and societal expectations. People are more likely to commit to a routine when they feel in control of their ability to maintain it. For example, someone who believes they can stick to a morning exercise regimen and who finds the routine valuable and supportive from others is more likely to stick with it, which boosts productivity.
Decision fatigue	When the mental energy needed to make multiple decisions every day wears thin, it is known as decision fatigue, and it impairs judgement and lowers productivity. In order to free up cognitive resources for more crucial tasks, routines help combat this by reducing the amount of small, repetitive decisions—like when to start work or what tasks to prioritise. Routines preserve mental energy by decreasing the need for decision-making, which enables people to focus and work more productively for extended periods of time. Routines do this by simplifying daily tasks and increasing overall productivity by reserving cognitive resources for more difficult or creative tasks.

Test your knowledge! 1 Establishing and maintaining a routine can help reduce procrastination by creating a self-driven reward system that increases intrinsic motivation after completing tasks: True False 2 Self-Determination Theory suggests that external rewards and pressures are the primary drivers of maintaining routines and increasing productivity: True False

Conclusion

Routines are essential for increasing productivity as they provide an organised framework that makes daily tasks easier, lessens mental stress, and encourages the formation of automatic, constructive habits. Routines fulfill basic psychological needs (autonomy, competence, and relatedness) and lessen cognitive overload, as shown by psychological models such as the Theory of Planned Behavior, Self-Determination Theory, Cognitive Load Theory, and Habit Formation and Goal Theory. Routines, for example, reduce unnecessary cognitive load, enabling people to concentrate on more difficult tasks and prevent decision fatigue, which over time can impair cognitive ability and productivity.

However, while routines clearly offer numerous benefits, the structured nature of routines can also present challenges. Dependence on routines too much can hinder adaptability and creativity and, in certain situations, result in boredom or burnout if routines are not modified to account for evolving situations. Strict adherence to routines can lead people to miss out on opportunities or more effective ways of getting things done. For instance, people stuck in rigid routines may find it difficult to adjust when faced with unforeseen obstacles or changes in priorities, which could impede rather than increase productivity. This is particularly important in dynamic contexts like the workplace or an academic setting, where success frequently depends on one's ability to adapt.

Furthermore, there is a complicated relationship between routines and intrinsic motivation. Routines have the potential to increase intrinsic motivation by giving people a sense of control and achievement, but they also run the risk of becoming mechanical and losing their motivating power over time if they don't fit with changing values or personal goals. This emphasises how crucial it is to continually assess and modify routines in order to preserve their efficacy. Moreover, even though routines can help with time management issues and procrastination, even the most established routines can be disrupted by factors like lack of motivation, fear of failure, or external pressures. This emphasises the need for a holistic approach that includes goal-setting and self-reflection in addition to routine-building.

See also

• Intrinsic Motivation (Wikiversity)
• Procrastination (Wikiversity)
• Productivity (Wikipedia)

References

Ajzen, I. (2011). The theory of planned behaviour: Reactions and reflections. Psychology & Health, 26(9), 1113–1127.

Azikiwe, U. (1998). Study approaches of university students. In WCCI region II forum (Vol. 2, No. 2, pp. 106-114).

Bannert, M. (2002). Managing cognitive load—recent trends in cognitive load theory. Learning and Instruction, 12(1), 139–146. https://doi.org/10.1016/s0959-4752(01)00021-4

Cerasoli, C. P., Nicklin, J. M., & Nassrelgrgawi, A. S. (2016). Performance, incentives, and needs for autonomy, competence, and relatedness: a meta-analysis. Motivation and Emotion, 40(6), 781–813. https://doi.org/10.1007/s11031-016-9578-2

Chen, W., Chan, T. W., Wong, L. H., Looi, C. K., Liao, C. C. Y., Cheng, H. N. H., Wong, S. L., Mason, J., So, H.-J., Murthy, S., Gu, X., & Pi, Z. (2020). IDC theory: habit and the habit loop. Research and Practice in Technology Enhanced Learning, 15(1). https://doi.org/10.1186/s41039-020-00127-7

DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal of educational psychology, 100(1), 223.

Hooda, Madhuri;Devi, Rani. (2014). Procrastination: A serious problem prevalent among adolescents. ZENITH International Journal of Multidisciplinary Research, 7(9), 107–113. https://www.indianjournals.com/ijor.aspx?target=ijor:zijmr&volume=7&issue=9&article=011

Kennedy, D. R., & Porter, A. L. (2021). The Illusion of Urgency. American Journal of Pharmaceutical Education, 86(7), 8914. https://doi.org/10.5688/ajpe8914

Manstead, A. S. R., & Parker, D. (1995). Evaluating and Extending the Theory of Planned Behaviour. European Review of Social Psychology, 6(1), 69–95. https://doi.org/10.1080/14792779443000012

Payne, B. R., Jackson, J. J., Noh, S. R., & Stine-Morrow, E. A. L. (2011). In the zone: Flow state and cognition in older adults. Psychology and Aging, 26(3), 738–743. https://doi.org/10.1037/a0022359

Pignatiello, G. A., Martin, R. J., & Hickman, R. L. (2018). Decision fatigue: A conceptual analysis. Journal of Health Psychology, 25(1), 123–135. https://doi.org/10.1177/1359105318763510.

Sparks, P., Guthrie, C. A., & Shepherd, R. (1997). The Dimensional Structure of the Perceived Behavioral Control Construct1. Journal of Applied Social Psychology, 27(5), 418–438. https://doi.org/10.1111/j.1559-1816.1997.tb00639.x

Szulawski, M., Kaźmierczak, I., & Prusik, M. (2021). Is self-determination good for your effectiveness? A study of factors which influence performance within self-determination theory. PLOS ONE, 16(9). https://doi.org/10.1371/journal.pone.0256558

Yasmin, N., Taslim, M., Ishak, N., & Abdullah, A. (2018). The Relationship between Needs Accomplishment and Motivation. Journal of Administrative Science, 15, 91–98. https://ir.uitm.edu.my/id/eprint/42551/1/42551.pdf

External links

The most productive people follow routines, here's why. (Leaders.com)

How routines can make you more productive (Neuroscienceschool.com)

Dictionary definition of routines (Collins Dictionary)

Self determination theory (Image)

Habit loop (Image)

Theory of planned behaviour flow map (Image)