Time Management Skills - Example

Time Management Skills Action Plan [Name] [Professor Name] [Course] [Date] Table of Contents Table of Contents 1 Introduction 2 Rational 3 Theoretical concepts relevant to skill area 4 Pickle Jar Theory 4 Implication of the Pickle Jar theory 5 Pareto Principle 6 Implication of Pareto Principle 6 Maslow's Theory 7 Implication of Maslow’s Theory 7 Conclusive Statement on Theoretical Perspectives 8 Pre and post test measures 8 Action plan outcomes and measures of achievement 9 Action Plan 9 i)Developing Plan of Action 9 ii)Budgeting time 9 iii)Spare review 9 iv)Using spare time 9 Evaluating progress towards achieving time management skills 10 Week 1 to Week 3 10 Week 4 to Week 6 10 Week 6 to Week 8 11 Week 8 to Week 10 11 Week 10 to Week 12 12 Measures of Achievement 12 Conclusion 14 References 15 Introduction The ability to acquire effective time management skills is learning to set priorities and to plan and then protecting the plan. Indeed, this perspective is proposed by different time management theories such as Pareto Principle, Pickle Jar theory and Maslow’s theory. This report covers an outline of theoretical concepts relevant to improving time management skills. It further examines a set time management action plan. The aim of the action plan is to increase study time by 20 hours per week until the end of this semester and to finish also the work before dead line and try to separate all the work. Measures or achievement to determine the extent to which the skills have been developed are also examined. Rational The need to develop time management skills is based on the premise that poor time management skills affect overall performance in curricular activities (Grissom, Loeb and Mitani 2012). Following a review of my time management skills, it was found that I am not good at controlling my available time. This explaining the reason why chose to research on time management. This is further indicated by the findings that I like to finish my work at very last seconds. Such a habit causes me a lot of troubles. For instance, it is really hard for me to finish everything at the same time causing a lot of stress. Also, it is very hard for people who have to work with me. I am always chasing the deadline of everything. Theoretical concepts relevant to skill area Macan (1994) pointed out that emphasis on time management derives from the untested assumptions that poor allocation of time impairs performance and stress. Macan (1994) further commented that training oneself on time management leads to adoption of time management behaviours. These is consistent with earlier works by Lakein (1973), who in describing time management, stated that individuals must first establish their individual needs and wants, as well as rank them in order of importance. This builds the need for setting priorities to achieve specific goals and objectives (Grissom, Loeb and Mitani 2012). Much of time management involves setting priorities, careful thinking, planning and making decisions. These however require skills and careful understanding of time management (Lakein 1973). To achieve the practical skills of time management, it is essential to develop a systematic attitude time-based management that incorporates a range of methods, tools and most importantly concepts of management theory, since in order to have a time-based schedule, it will need a change in cultures, strategies, performance measurement and other activities that should be directed towards ensuring effective time management (Sapkauskiene and Leitoniene 2010). Several theories are suggested that can help attain the practical skills of time management. Pickle Jar Theory Pickle Jar Theory is based on the idea that like a pickle jar, time is limited and what an individual fills it with depends on the individual (Anon 2013). The theory can be visualized. For instance, when an individual fills a big empty pickle jar with golf balls, once it is full, no more golf balls can be squeezed inside. However, the golf balls will leave some gaps between them. When some marbles are dropped into the jar, which is afterwards shaken, the marbles will distribute themselves to fill in the gaps. The jar will appear as full. However, when sand is poured into the small even spaces that are left, once again, the jar will appear as full. However, there would be still some space for water, which can be poured into the jar until it can take nothing else (Anon 2013). Implication of the Pickle Jar theory The Pickle Jar represents time, whether it is an hour, a day, or a year. The idea is that time is limited. The golf balls represent the goals and commitments that an individual considers important, whether it is a project, people or problems. The idea is that they are things that matter to an individual (Anon 2013). The marble represent the things that matter, although less urgent. The marbles represent the activities that that an individual wants to do, although not necessary. The sand represents the small tasks that take a lot of time and which are easy to do. Water symbolizes activities that time, although are less consequential or don’t really add to anything. Essentially, the smaller and easier it takes to pour into the jar, the less it is important. If the marbles, water and sand occupy much of the jar, then there would be less room for the golf balls. Therefore, according to the theory, it is easy to fill up one’s time with things that are not important, and if much of the time is occupied by these, then less room is left for important yet difficult activities (Macan 1994). Pareto Principle Commonly known as the 80-20 Rule, Pareto Principle is built on the assumption that in any business organization, some 80 percent of productivity arises from 20 percent of the effective employees. The theory was formulated by an Italian economist called Vilfredo Pareto, who based his observations on the fact that 20 percent of the population in Italy owned 80 percent of land (Karimi and Malei 2012). In an organizational scenario, 20 percent consists of the most efficient employees who conduct their work effectively and efficiently, hence contributing to a bulk of the overall productivity. The essence of Pareto Principle is not limited to an organization. The Pareto Principle can be applied in any scenario where time plays a key role in promoting productivity and success. The key element is that 20 percent of any activity or tasks are what matters most, Implication of Pareto Principle In fact, the principle is universally applicable in the field of human endeavor. With regard to time management, it implies that unless individuals endeavor to do something about his level of commitment in managing time, then it means that for the larger proportion of the time, the goals that are attained arise from only 20 percent of the activities that individuals do. Conversely, it indicates a huge imbalance between the effort and the outcome (Karimi and Malei 2012). The theory can be interpreted to mean that within a span of one day, individuals achieve task of activities that are worth taking one week. Therefore, the contributions that take the other six days serve to only add up to a small proportion of what matters. Maslow's Theory Commonly known as the theory of hierarchy of needs, Maslow’s time management theory is a creation of an American psychologist called Abraham Maslow, who succeeded in integrating time management and human needs (McLeod 2013). Based on this theory, Maslow hypothesized that human needs are arranged in a hierarchy, beginning with the most to the least significant. According to the theory, individuals are motivated to attain certain level of needs when one level if fulfilled. To indicate this, a theoretical pyramid was structured (Karimi and Malei 2012). Consequently, an individual’s physiological needs such as water, food and shelter are put at the base of the pyramid, while self-actualization needs are put at the top. Between the two levels safety, love and self-esteem are positioned. Implication of Maslow’s Theory Although Maslow’s theory fails to specify the time span needed to attain them, it assists in the understanding of the significance of prioritizing on the most significant elements of life. Once an individual has an understanding of his needs, he is able to distinguish between them as well as set specific time span to perform or fulfill them (McLeod 2013). Like the Pareto Principle, Maslow’s theory is universally applicable. Hence, it can enable an individual to prioritize the most urgent concerns with reference to the theory of hierarchy of needs by integrating effective time management. For instance, the first motive behind increasing my study time is to raise my grades and pass my exam, these demand physical demands of my body, before I become capable of seeking my social obligations or relationships along with other concerns. Conclusive Statement on Theoretical Perspectives A range of inferences can be established on analysis of the Pareto Principle, Pickle Jar Theory and Maslow’s Theory. It is critical to note that ‘setting priorities’ is common dominant factor identifiable within the three theories (Karimi and Malei 2012). Therefore, towards developing time management, a key requirement is developing a plan and setting up priorities. Pareto Principle, Pickle Jar Theory and Maslow’s Theory attempts to show that every time an individual spends time working on tasks that are less consequential or important, the tasks of higher importance are left neglected, leading to poor productivity or performance. The three theories also depict time management as a process through which individuals are obligated to plan and prioritize in order to effectively achieve certain goals. In this case, one has to seize control of the available time, set the goals that must be achieved beginning with the most important to the least, schedule the activities and perform them in order of priority (Grissom, Loeb and Mitani 2012). The underlying message from the three theories is that in order for one to manage time, an individual sets goals, determine the most important activities and identify the activities that should be done around them. This means that like all management theories, time management theory requires effective decision-making, setting priorities, planning solving problems (Darr 2007). Pre and post test measures In order to increase my study time by 20 hours each week until the end of the semester, I have to increase my study time each day. My current study time is about one hour per day. Based on the increasing demanding study and assignments schedule, this is not enough. This calls for an action plan that is both attainable and realist (Barling Cheung and Kelloway 1996). Action plan outcomes and measures of achievement Action Plan i) Developing Plan of Action Developing a study time involved considering what had to be studied and how much time should be allocated. Others identified included setting time for reading assignments, for completing homework, meeting with tutors and meeting with discussion group members (Lakein 1973). ii) Budgeting time Here, the time was estimated for each of the activities in the study plan. I set up scheduled that I had to stick to (Lakein 1973). iii) Spare review I considered breaking the study time into manageable proportions to avoid losing concentration of boredom. These break sessions lasted 15 to 30 minutes. iv) Using spare time I considered using brief periods of downtime wisely. For instance, short periods between classes were to be used to review class notes. This was to maximize on the overall study time. Further, such times were to be used to perform simple tasks such as previewing the topics for the next lessons (Lakein 1973). Evaluating progress towards achieving time management skills The Action Plan took a 12-week period. Week 1 to Week 3 I kept track of the time used in order to understand the pitfalls in my time management skills. I expected to achieve an expected 20 hours of study time each week, which however needed to be increased by some 20 hours. The outcome is that at the end of the third week, I had only achieved 15 hours. This was an indicator of poor time management. After identifying that my time management skills are deficit and that it affected my study time, and ultimately grades. This implied the need to initiate compensatory strategies. At this stage, it was essential to evaluate the effectiveness of the strategies used and the progress made towards acquiring time management skills. Week 4 to Week 6 I made a list of the tasks that needed to be performed each day. Priorities were given to the most important tasks. The expected outcome was to achieve all tasks that I had set. These included finishing all the set tasks as predetermined, reviewing all subjects each week, reporting to class on time. At the end of the sixth week, all tasks had been finished as planned. Week 6 to Week 8 The Key concept for week six to eight was putting the concepts of Maslow's theory into practice. The main focus was on identifying activities that related to this theory (McLeod 2013). These included identifying the areas of priority and those of little consequence. Based on the theory, I was able to plan a road map to increasing my study time, set a timeline on finishing the most urgent work before deadline as well as classify all the work according to priority. At this stage, I used two copies of the planned schedule. One involved the record of how I actually used time and the second involved the planned schedule. The two were compared at the end of week 8. It was evident that the time set to complete certain tasks such as discussion time had been underestimated. Further, unexpected activities had got in the way, such as unexpected assignments from the teachers. The schedule was therefore unrealistic. This signaled the need to reevaluate my planning strategies (Macan 1994). Week 8 to Week 10 The key concept for week eight to week ten involved putting the concepts of the Pickle Jar theory into practice. The effectiveness of this particular time strategies were evaluated in several ways. First, I set out a realistic expectation of the number of classes and the activities I could handle. Several activities were identified in order of priorities. Focusing on the most difficult tasks, such as study time, was given the highest priority. Other activities – from the easiest to the hardest – involved, setting time for discussions, class time, socializing and watching movies in that sequence. I used colour-coded schedules and journals to evaluate the time spent on the academics, and those spent on hobbies and social events. Towards the end of week 10, I could stick to my schedule without troubles, and all activities were done from the most difficult to the easiest. I learnt that the best way to use my study time is to start with the most difficult tasks (Businessballs 2013). Week 10 to Week 12 Week ten to week twelve involved putting the concepts of the Pareto Principle into practice. Based on this Theory, it was critical to observe that in considering the activities that I do/did within a certain time span, such as a day or week, the most important activities that produced much productivity or the net results involved those that took small proportion of the time span– presumably 20 percent (Karimi and Malei 2012). This signified that I should try different ways that would enable me to effectively manage the small proportion of the time. Hence, within the limited time, it was critical that work and activities be categorized to achieve the specific goals of maximizing my reading time. Consistent with this theory, I was able to learn that by tilting the natural imbalance of 80-20 rule, I could spend far more time and effort than the estimated 20 percent reading, I could achieve far greater outcome than what I was accustomed to seeing. For instance, I set a target that from the 80-20, I could move to 160-40. In practice, since I began to see much progress and successes in my grades, I noted that I was on the verge of beating the Pareto Principle. Measures of Achievement In the planning phase, as discussed earlier, the time deadline for achieving the goals was 12 weeks. In measuring the progress, the assessment scores were evaluated to determine achievement of the time management skills (Barling, Cheung and Kelloway 1996). First, the time schedules were examined to determine whether I had acquired the major objective of increasing my study time to 20 hours each week. It was clear that I had achieved success in this area at the end of the Week 12. For instance, I spend an average of 21 hours studying each week. Although this was difficult from the outset, I progressed towards the 20 hours through planning and prioritising. Before, I could spend an average of six to seven hours studying each week. Further, involvement in all the activities included in the time table was assessed to establish whether I had improved my prioritising skills. From the assessment, it was clear that I had learnt to prioritise tasks almost automatically without having to plan. This skill was developed progressively throughout the 12 weeks. For instance, while study time occupied much of the time within a day, other activities such as discussions, class time, socializing and watching movies were performed in that sequence. At the end of the day, each task had been fulfilled. Indeed, towards the end of Week 12, I could stick to my schedule without troubles. Additionally, all activities were done from the most difficult to the easiest. Productivity and improvement in performance was also assessed. This was possible through determining the extent to which I had improved in my grades and overall performance in class. It was critical to note that, through effective time management skills, I had excelled in other areas whose extent depending on time management. Most of my grades had improved compared to those of the previous semesters. A review of the time schedules and the fulfilled tasks indicated that overall, I had increasingly reduced wastage of time in less consequential activities or tasks that are of little significance. For instance, since much of my time schedule was filled with activities that had to be done beginning with the most important to the least, little or no time was left wasted. For instance, at the end of the 12 weeks, an average of 2 hours was spent watching movies, compared to an average of 7 hours before. A critical factor to consider is the reduced stress level and working under pressure. At the end of the 12 weeks, I had generally increased my level of self-confidence in the work done. Further, I was no longer worried about when or how to undertake assignments, as every activity worked by the schedule. Further, I had also become my own boss, as I had gained control over my time. The result is that, compared to the first and the second week, at the end of the twelfth week, I had little stress level. Conclusion In conclusion, at the end of the Week 12, there is evidence that time management skills were acquired. Acquiring such skills began with commitment to an action plan. This was further achieved through realistic planning of tasks and activities, prioritizing, controlling the environment and understanding oneself, habits, attitudes and routines that need change. Indeed, a critical skill developed that enhanced skill improvement included planning and protecting the planned time. For instance, this involved planning what tasks to undertake based on the priority and sticking to the plan. Indeed, developing the key skills of planning and prioritizing were enhanced through the time management theories. Therefore, it can be concluded that developing the time management skills involved learning to condition one’s environment, rather that permitting the environment to condition an individual. References Anon 2013, How to Prioritize: The Pickle Jar Theory, viewed 24 Sept 2013, http://www.time-management-success.com/pickle-jar-theory.html Barling, J, Cheung, D & Kelloway 1996, "Time Management and Achievement Striving Interact to Predict Car Sales Performance," Journal of Applied Psychology, Vol. 81, No. 6, pp821-826 Businessballs 2013, Time management techniques and systems, viewed 24 Sept 2013, http://www.businessballs.com/timemanagement.htm Darr, K 2007, Introduction to Management and Leadership Concepts, Principles and Practices, viewed 24 Sept. 2013, http://samples.jbpub.com/9780763742911/42910_CH02_007_024.pdf Grissom, J, Loeb, S & Mitani, H 2012, Principal Time Management Skills: Explaining Patterns in Principals’ Time Use, Job Stress, and Effectiveness, viewed 24 Sept. 2013, https://my.vanderbilt.edu/jasongrissom/files/2012/05/time_management.pdf Karimi, L & Malei, J 2012, "Time Management and Job Performance in Selected Parastatals in Kenya," Australian Journal of Business and Management Research, Vol. 2 No. 5, pp.19-29 Lakein, A 1973, How to Get Control of Your Time and Your Life, New American Library, New York, viewed 24 Sept 2013, http://www.academia.edu/1745626/How_to_Get_Control_of_Your_Time_and_Your_Life Macan, HT 1994, "Time Management: Test of a Process Model," Journal of Applied Psychology, Vol. 79. No. 3, pp381-391 McLeod, A 2013, Maslow's Hierarchy of Needs, Simple Psychology, viewed 24 Sept 2013, http://www.simplypsychology.org/maslow.html Sapkauskiene, A & Leitoniene, S 2012, "The Concept of Time-Based Competition in the Context of Management Theory," Inzinerine Ekonomika-Engineering Economics, Vol. 21 No. 2, pp205-213 Read More