Inputs and Outputs

2 min read ⭑

The ‘input-output' mental model is a conceptual tool that can be used across all fields and is particularly effective in creative areas such as music composition and essay writing. I first became aware of this idea upon hearing music writer Ted Gioia discuss it on Tyler Cowen’s podcast, and thought it useful to share here.

In our lives, whether we’re operating in the realm of music, sport, business, journalism etc., we will be evaluated on our output: a musician’s releases will be subject to scrutiny from audiences and critics alike; the lucidity and insightfulness (or otherwise) of a writer’s latest article will be commented upon by the readership; the accuracy of a businessperson’s market analysis will be noted. However, what we need to be equally cognisant of is input; more specifically, the management of high-quality input to ensure our output remains at the required level. The real difficulty here is that no one manages this for us. Bosses aren’t particularly concerned with what books their employees read; music audiences may only have a cursory interest in the podcasts, films, or ideas that their favourite artists consume. And yet, without zealous management of input, desired outcomes will often elude us.

For instance, if a musician wishes to write moving and engaging songs, high-quality input must first be addressed: What music are they listening to? Where are they going to discover new music? Are they transcribing what they’re hearing? How often are they reading books, and are they consuming both fiction and non-fiction? What about poetry? Etc. Thinking in terms of input and output can also be beneficial when teaching, especially in assisting students with written assignments. In my experience, students will typically engage in some brief reading and note-taking before quickly moving to a blank Word document, keen to complete and submit their paper. However, placing greater emphasis on the input phase (i.e. reading and note-taking) tends to bear more fruit, and without this, students often fail to form fully substantiated arguments, and can even struggle to reach the assignment’s word count - a trap I often fell into during my studies.

Basic visualisation I’ve used in my teaching when discussing the input-output model for written

assignments

Moreover, this mental model has been helpful, anecdotally at least, in tackling creative impasses. Now, when suffering from a block, I return to the input phase, which in this context typically involves finding new music through a trusted source, actively listening to it, and then transcribing and borrowing some of the ideas contained within the tracks.

This conceptual tool has been of great use to my creative practice and I feel as though my work has been enhanced through adopting it. I hope it helps you, too. As the bestselling author James Clear observed, ‘fix the inputs and the outputs will fix themselves’.