For those who feel frustrated by 'Think more'—I've broken down the power of thinking
"Think about it more," "Think for yourself"
Many people have likely been told these words at work.
I am no exception, and I am one of those who has been told that many times.
Every time, I would always feel irritated.
"Well then, what am I supposed to do to 'think'?"
Looking back now, that was also a worry held by my small self, who didn't aim for a 'dream job'.
Chapter 1 | The scene of 'Think more'
That day, I was creating a manual for new employees.
A manual for on-site use, to be used at a client's location.
When I asked a senior colleague at the same company to check it, what came out of their mouth was
"Hmm, I want you to think about it a little more..."
That was it.
Think about what? Where? I am certainly thinking about it.
But it is true that it was indeed insufficient.
When I persisted in asking, the senior said.
"I want you to think about that for yourself, including that part."
Looking back now, that might have been synonymous with 'the person teaching doesn't have the answer'.
However, I think this level of situation exists for new working adults at any company.
The so-called 'Think' incident.
So in the end, what does it mean to think?
Chapter 2 | What is 'thinking'?
That manual was for new employees.
In other words, it was something to be read by people who had never done that work before.
Nevertheless, the manual I wrote was just a collection of sentences.
Even though I thought I was explaining the procedures, I hadn't considered how the person reading them would perceive them.
・There is no table of contents, so you can't tell at a glance what is written where
・Even though there are multiple manuals, you can't grasp the overall flow or the order in which they should be read
・Ignoring the reader's level, there are many parts where the explanation proceeds on the assumption that they already know the material
It wasn't so much that I hadn't thought about it, but rather that I hadn't been able to “think from the other person's perspective.”
I realized later that when my boss or seniors said, “Think more,” it was a message saying,
“It doesn't get across as it is, so try to restructure it by putting yourself in the other person's shoes.””
So, what exactly should I have done to “think from the other person's perspective”?
I was finally able to put that into words for myself only after remaking many manuals and documents and being told to “do it over” countless times.
And the true nature of “thinking” that I gained from that experience leads to the next chapter.
Chapter 3 | Breaking down “thinking”
What I gained from that experience. The power of “thinking” is the product of the following three abilities.
The ability to organize information
The ability to map out structure
The ability to formulate questions
Hearing this might sound complicated.
So, let's look at it again using the manual example.
The ability to organize information
This can also be called the “ability to set the stage.” For example, if it's a manual for new employees, clarify “what does the reader not know?”
・Who is reading it? (New employees)
・Where will it be used? (On-site)
・What is the goal to be achieved? (Becoming independent in the work)
If this premise is missing, you end up writing only from the creator's perspective, which leads to a significant gap with the reader.
The ability to map out structure
This is the “ability to draw a map of the whole.”
It means grasping where what you are currently working on is positioned and how it relates to other processes.
For example—
・To perform task A, manuals for B→C→D are required
・I am writing B
・But without C and D, it won't make sense
Just by having this big picture in your head, you become able to judge things like, “This manual needs a table of contents,” or “I should write about the connection to the preceding and following manuals.”
The ability to formulate questions
This is the most difficult part. But it is also where the biggest difference is made.
Continuing to ask yourself, “How can I make this better?” is the true essence of “thinking.”
・How can I ensure the reader doesn't get lost?
・What is missing from this manual?
・Are there any touches that would make the reader feel grateful?
Because there is a question, ingenuity is born. Without a question, you just trace the status quo.
Chapter 4 | Why those three?
These three abilities are linked to each other.
If even one is missing, your thinking will get lost.
The ability to organize informationWithout this, the materials in front of you look scattered, and you won't know where to start.
For example, even in a meeting, just by organizing the points of discussion into “purpose,” “constraints,” and “options,” the conversation becomes much smoother.
The ability to map out structureWithout this, you will misidentify the root of a problem.
For example, when “sales have dropped,” if you don't have the perspective to break it down into “is there not enough customer traffic? Is the unit price too low? Has the frequency decreased?”, your measures will be off-target.
The ability to formulate questionsWithout this, your thinking stops at the surface.
It is because you ask “Why was I scolded?” rather than “Let’s try not to get scolded” that it leads to preventing recurrence and essential improvement.
Whether or not you have these three abilities determines the resolution of your “thinking.”
And this is not a talent. It is a skill. That is precisely why anyone can polish it.
Chapter 5 | “Thinking” is a sense anyone can develop
The three skills introduced so far—
The ability to organize information
The ability to map out structures
The ability to formulate questions
These are by no means things that only “exceptionally smart people” can use.
In fact, you use them naturally in your daily life. When you suggest a trip to a friend, you organize the destination and budget (the ability to organize information). You think about the flow of travel, accommodation, and sightseeing (the ability to map out structures). You think, “How can we make sure everyone has a good time?” (the ability to formulate questions).
In other words, this is a “sense that grows through daily life.”
I didn’t think I had the power of thinking either, back in the day. But by gradually asking “Why?” or “How can I do this?” about the things in front of me, and by continuing to be conscious of the other person’s perspective and the big picture, I eventually found myself being told, “You really think things through.”
What matters is the first step.
No one can produce perfect output. But by asking, “How can I make this better?” and reviewing your premises and structures, your power of thinking will definitely grow.
“Thinking” is a sense anyone can develop. That is precisely why I want you not to overlook the “questions” within yourself.
I would be happy if these three skills prove even a little bit useful the next time you think about something.
Thank you for reading until the end!