Theoretical Concepts of Time Management - Example

Name Tutor Name Course Date Table of Contents Table of Contents 1 Introduction 2 Statement of purpose 3 Theoretical concepts relevant to time management 3 Time management theory 5 Pareto Principle 5 Pickle Jar Theory 6 Maslow’s theory 6 Implications of skill areas on effective management practices 7 Highlight of Action Plan 9 Measurement of Action Plan 9 Identifying indicators of success 10 Time wastage 11 Reduced Stress Level 11 Fulfilment of Personal Achievements 11 Conclusion 13 References 14 Introduction The primary aim of this report is to explore the theoretical concepts of time management. It further discusses the implications of the skill areas in effective time management practices. Further, in addition to addressing the action plan outcomes, the report further measures the achievements with focus on the actual learning outcomes and changes in skill level. This report is a follow-up to an action plan set out to improve time management skills. The aim of the action plan is to improve my computer knowledge skills and score the best grades by allocating more time to computer studies. Statement of purpose At present, I can categorize myself as being “inexperienced” with regard to “university life.” Despite the fact that I have knowledge in using computers, I have never used a number of software that call for additional computing skills, such as Adobe Illustrator, Adobe QuarkXpress and Adobe flash player. This explains the reason why I need to improve my computer knowledge skills. However, based on the fact that there are tens of other activities that I also have to do, it means that I have to adjust my time management skills. Additionally, since time has become more restrictive as I pursue university life, I realize a need for priority list. My key objective include being in control of what I do, assuming a more organized life, timely finishing or projects, achieving improved grades, avoiding stress and attaining much self-confidence. Therefore, the focus of this report is on time management skills. Theoretical concepts relevant to time management Understanding the process of skills and knowledge acquisition is a central goal in the study human learning and development (Schunk, 2001). The two important types of knowledge that learners acquire include procedural skills and conceptual understanding. Competency in domain like computer knowledge skills rests on a learner developing and connecting their knowledge of procedures and concepts (Silver 1986). There are a number of competing theories that attempt to explain the relationship between procedural learning and conceptual understanding. Although the two cannot often be separated, they represent two kinds of knowledge. First, procedural knowledge refers to the capacity to execute a series of actions to solve a problem. Typically, it is tied to the specific types of problems and hence is not usually generalize-able. On the contrary, conceptual knowledge described the implicit understanding of the principles underlying the interrelationships between the different kinds of knowledge in a domain. This problem is however flexible. In addition, it is not tied to a specific type of problems (Rittle-Johnson, Siegler and Alibali, 2001). Based on the two concepts of skill development, it can be argued that learning time management skills is a process that requires acquiring procedural skills and conceptual understanding of time management (Hellsten, 2008; Rittle-Johnson, Siegler and Alibali, 2001). These have been largely reflected in theories and concepts. Time management is a critical skill particular in situations where tasks have to be undertaken with present deadlines. Thus, one has the capacity to divide their priorities and accomplish them within the set time limit. Indeed, time management is possible through learning and understanding a range of theories, concepts and principles. Lack of clear understanding of time management theories can cause difficulty in formulating a strategy to set up an action plan to manage an individual’s time effectively. There are various theories that give an insight into developing an effective time management skills (Njagi and Malel, 2012). Time management theory Macan (1994) proposed a model of time management that consisted of antecedent, outcome and mediating variables with regard to time management behaviours. Macan (1994) postulated efforts to develop time management skills could lead to three types of time management behaviours. These include setting up of goals and priorities, conceptualizing time management and lastly, preference to organization (Schunk, 2001). According to the theory, these behaviours can result to perceived control over one’s time. Perceived control of time is further hypothesized to mediate between competency improvement and management of behaviour (Star, 2000). Pareto Principle Pareto principle is also known as the “80-20” rule. The theory proposes that a vast majority of impacts on anything originates from a small proportion of effort, people or activities. The observation was first developed by Vilfredo Pareto, whose observations were based on the idea that 20 percent of the population owned 80 percent of the land in Italy. Accordingly, 20 percent represents the most efficient people who conduct their work within a specified span of time as a result contributing to 80 percent of the productivity (Adeyinka, 2012). The theory postulates that 20 percent of the activities that produced the great results were generally efficient and involved better time management. Pareto Principle can be applied in any situation where time plays a significant role to promote productivity and success. The central aspect of this theory is that 20 percent matters most. Based on this premise, if all the activities an individual does in a day are considered, only 20 percent of the work produces the net results (Njagi and Malel, 2012). Therefore, it is important for an individual to try different ways to effectively manage the small portion. Within the limited time of 20 percent, an individual has to identify the work and activities that enable him to achieve a goal. Pickle Jar Theory Pickle Jar theory uses a fairly simple principle that can be demonstrated using a pickle jar. When an empty pickle jar is filled with rocks, it will appear to be full until it is filled with gravel. The cracks between the rocks are filled with the smaller granules although some sand and water can still be added. The experiment is in actual fact a simple time management model that aids in prioritizing work and in achieving milestones in an individual’s life. Indeed, the jar is a representation of an individual’s life. Further, the rocks occupying most of the space represent the major responsibilities of one’s goals. This signifies that one should dedicate most time to those goals. The granules symbolise the one’s hobbies that call for comparatively less time compared to the important goals. The sand particles that fit perfectly between the rocks and the granules represent the daily chores of an individual’s life. Further, water represents the distractive forces in an individual’s life that takes an individual’s attention from the path of success. Based on this theory, it can be postulated that effective time management requires avoiding all forms of distractions if the specified goals have to be achieved (Njagi and Malel, 2012). Maslow’s theory Maslow’s time management theory can also be referred as the theory of hierarchy of needs. The theory effectively combines time management with the human needs and desires. The theory is based on a hypothetical pyramid with physiological level needs at the bottom, balanced aspects in the middle and the spiritual needs at the top. The time management theory focuses on the significance of prioritisation, attaining a balance in life and lastly, measuring actions. Based on this theory, once an individual understands his needs, he can prioritise them and set a time period to fulfil them (Njagi and Malel, 2012). Implications of skill areas on effective management practices Based on the above theories, it can be argued conveniently that attaining time management skills encompasses many different terms such as flexibility, spontaneity, balance and having control over ones time over time. Indeed, these are the aspects that all the aforementioned theories are built upon. Additionally, it can be deduced that indeed the term ‘time managed” is misleading since time cannot be managed. At least, this is what the theories indicate with regard to effective management practices. This is because time is an inaccessible factor. Based on this inference, what can be managed or controlled is the way in which an individual deals with time rather than time itself. Therefore, time management is presented as a way of controlling and monitoring an individual’s disposition rather than time (Sapkauskiene and Leitoniene, 2010). This in fact is what can be inferred from time management theory, Maslow’s theory and Pickle Jar theory. Time management is further depicted by the theories and concepts as a skill that one has to develop through self-determination and practice, prioritising, respecting the set priorities and setting up schedules (Star, 2000). Further, the theories portray time management as the process by which individuals have to effectively accomplish specific tasks to attain preset goals. Within this perspective, an individual seeks to take control over the available time, set the goals to achieve and schedule the tasks (Classens, van Eerde and Rutte, 2005). It can further be inferred that for individuals to utilise time efficiently, they must be in a position to predict the time required for a specific activity. In this case, an individual will only become effective in utilising their time when the individual knows what they want, actions that they need to take and the specific target date (Star, 2000). Further, it can be inferred that individuals need to be self-disciplined if they have to respect the priorities that they have set. In the same breadth, they have to minimise distractions from engaging in the activities that have can displace their set priorities with regard to energy and time (Hellsten, 2008). Further, in managing time, it requires determining what should be done by setting goals, determining the events or activities that are most consequential and recognizing that other activities will be scheduled around them. The management processes also require decision-making on how much time should be allocated to certain tasks, solving problems through adjusting what is unexpected, reassessing goals and priorities regularly and evaluating patterns and trends in an individual’s behaviour (Classens, van Eerde and Rutte, 2005). Highlight of Action Plan The process required spending time within the University computer laboratory to learn the software that was until then, unique to me. A realistic timetable was set to sufficiently allocate time to accomplish all the projects. The strategy was to allocate time for my studies, class assignments as well as strike a manageable balance between social life and study. For the computer lessons, I made sure that each morning in a week, I would specify what I had to do. This needed a sense of self-discipline and strict compliance to the timetable, since had to attend classes between 7am and 4.45pm throughout the weekdays. Measurement of Action Plan In evaluating the outcome of the action plan, the assessment scores were reviewed to find out achievement improvement. The following are was used to analyze improvement in competency computer knowledge skills. First, the achievement growth was compared to see whether I had gained the basic skills in using Adobe Illustrator, Adobe QuarkXpress and Adobe flash player. Indeed, successes were achieved in these areas as I was able to use all the programs at the close of the action plan with ease. For instance, I could design graphics using Adobe Illustrators with ease at the close of the action plan. Second, my participation in all the activities outlined in my timetables and schedules were assessed. This was to establish whether I could be able to prioritize as well as respect my schedules, keep away distractions and perform the tasks in accordance with the allocated time. Indeed, the results showed remarkable improvements in time management skills. For instance, although I found it difficult to restrain myself to the schedules from the outset, I had the determination and the willingness to respect the schedules. Overtime, restraining myself to the schedules became more automatic and I didn’t need to schedule the activities as I could automatically prioritise on the most important tasks. For instance, I could automatically give priority to my studies, schedule out time to learn the computer software and give little priority to hobbies and social life. In this way, I had enough time to focus on my studies. The consequence of this is that I began to note major improvements in my grades. Third, my competency or performance was compared to students who did not manage time. This was quite challenging since accessing other student’s grades was difficult. In addition, it required plenty of time to note the progress. Therefore, determining this assessment score was difficult. However, based on the premise that I was able to note improvements in personal grades, it can as well be assumed that, improved time management skills were instrumental to the improvements. Identifying indicators of success Indicators for the outcome had to be identified in order to establish the outcome of the action plan. Consequently, time management had to become handy if I had to effectively balance between the curricular and co-curricular activities. All factors kept constant, I had to improve my grades, acquire the computer knowledge skills as well as keep stress in check and achieve personal achievements. Time wastage I was able to eliminate time wastage by performing any assignments, academic tasks as well as learning the software routinely. Indeed, since the key principle of time management is prioritizing, I was able to focus on the most important tasks and activities as well as take precedence in my academic work. The result is I was able to accomplish my goals based on the most consequential to the least. Reduced Stress Level I was also able to minimize distractions or disturbances in my routine work. For instance, when sudden assignments are handed out in class, I become less stressful compared to before, as I already know how to schedule time and prioritize. Therefore, I have been able to reduce the level of stress. Before I set out the action plan to develop time management skills, I generally had poor time management skills. Consequently, poor time management affected my health as it caused stress from worrying on when and how to do such assignments. However, having developed effective time management skills, I have learnt to schedule breaks in how I use my time, enabling me to rest while relaxed. Accordingly, I have begun to feel less stressed than before. Additionally, I have been able to enjoy my free time while feeling relaxed. Indeed, this has enabled me to be more self-confident since it has made me to become my own boss, rather than being accountable to my teachers or group leader. Fulfilment of Personal Achievements Developing time management skills has enabled me to achieve personal fulfilment of developing computer skills knowledge. While I have been able to engage in my hobbies, academic work and social life, I have also been able to focus on developing additional computing skills, such as using different software such Adobe Illustrator, Adobe QuarkXpress and Adobe flash player. I can confidently handle class projects, especially those that need applications of Adobe Illustrator, Flash player and QuarkXPress. Additional personal achievements developed due to effective time management include human interaction, comparison and evaluation, performing complex and real-life tasks, student collaboration, customisation and critical thinking (Cromley, 2000). Improving compute knowledge skills enables me to developed different management and critical thinking skills, as the learner develops complex thinking skills. The concept of procedural practices requires that the learner is able to read critically, analyse and explain concepts. Although this may be difficult for a learner, effective time management enabled me to apportion time to go through each steps in learning the software. Key skill areas developed included the capacity to compare and analyse information. The infinite information sources on the internet indicate the need to develop this skill area. I was also able to increase my interests in using computer software. Indeed, this was achieved through learning different software that is designed for achieving specific tasks. Studies have showed that learners tend to increased interest in solving an issue when they are motivated by a customisable computer program to do so. For instance, the software enabled me to accomplish project tasks, such as designing using Adobe Illustrators. This enabled me to focus more on understanding the concepts (Cromley, 2000). Computer knowledge skills also enabled me to improve in problem-based learning in addition to group learning methods. Some studies have shown that students who use computers collaboratively often have a deep understanding of the topic. In addition, they are able to apply what they learned in a new situation and even score higher in standardized tests compared to students in traditional classrooms. I also developed my memorization skills. Researchers have reached a consensus that information need to be ‘overlearned’ in order for answers to come automatically without having to think and understand what one does. Computers have been suggested as helpful in this. Some studies have demonstrated that students who find trouble with basic skills gain from computer practice on a minimal number of items at one particular time (Cromley, 2000). Conclusion With regard to the correlation between development on time management skills and outcomes, it can, it can be concluded that prioritizing and planning caused improved outcomes. Further, based on the Time Management Theory, Pickle Jay theory, Pareto Principle and Maslow’s theory, it can be argued conveniently that attaining time management skills encompasses many different terms such as flexibility, spontaneity, balance and having control over ones time over time. Indeed, these are the aspects that form the premise of an effective time management. Consequently, having taken these aspects into perspective, I was able to improve my computer knowledge skills and score the best grades by allocating more time to computer studies. I have also been able to become more in control of what I do, assumed a more organized life, finished projects in time, achieved improved grades, avoided stress and attained much self-confidence. References Adeyinka, A. (2012). Effective Time Management For High Performance In An Organization. Retrieved 17 Sep 2013 Classens, B., van Eerde, W. & Rutte, C. (2005). "A review of the time management literature." Personnel Review, 36(2), pp. 255-276 Cromley, J. (2000). "Learning with Computers: The Theory behind the Practice." Focus on Basics, 4(c). Retrieved from NCSALL website http://www.ncsall.net/index.php@id=303.html Hellsten, L. (2008). “What Do We Know About Time Management? A Review of the Literature and a Psychometric Critique of Instruments Assessing Time Management.” Time Management. Macan, T.H. (1994), “Time management: test of a process model”, Journal of Applied Psychology, 79(1), pp. 381-91. Rittle-Johnson, B., Siegler, R. & Alibali, W. (2001). "Developing Conceptual Understhading and Procedural KSill in Mathematics: An Iterative Process." Journal of Educational Psychology, 93(2), 346-362 Njagi, L.K. & Malel, J. (2012). "Time Management and Job Performance in Selected Parastatals in Kenya." Australian Journal of Business and Management Research, 2(5), 19-21 Sapkauskiene, A. & Leitoniene, S. (2010). "The Concept of Time-Based Competition in the Context of Management Theory." Inzinerine Ekonomika-Engineering Economics, 21(2), pp205-213 Schunk, D. (2001). Self-Regulation through Goal Setting. Retrieved 29 August 2013 Silver, E. (1986). Using Conceptual and procedural knowledge: A focus on relationships. Conceptual and procedural knowledge: The case of mathematics. Hillsdale, NJ: Elburn Star, J. (2000). On the Relationship Between Knowing and Doing in Procedural Learning. 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