Time Management For 3P: Professional Performance Process
Time Management For 3P: Professional Performance Process
Time Management For 3P: Professional Performance Process
Professional
Performance
Process
2020 Spring
Sungchil Lee
GMIT
MISSION OF TIME MANAGEMENT MODULE
If you make lists of ‘what I need to do’ and ‘what I want to do’
you will notice several relationships between those two.
It can be:
(a) No relationship
(b) Somewhat related
(c) Fully related or overlapped.
“Things that worked for me in high school, I discovered, don’t work for
me in college. I really was unprepared for the amount of material that is
presented here and the speed at which it is presented. It was a bit of a
shock. Things I picked up quickly in high school I couldn’t pick up so
easily anymore.
Here at college I wasn’t being checked every day. I did not get off to a
great start because I had never really learned to study this enormous
amount of material in a systematic way. I tended to do one subject for a
big span of time and then neglect it for a week. Then I moved on to
another subject and forgot about that for a week so there was no
continuity within each course. That had a lot to do with it. Finally I
figured it out. This year, I’m pushing myself to spend a little bit of time
every day on each subject.“
NEED TO MANAGE YOUR TIME
Why is it that some undergraduates make the transition from high school
to college smoothly, while others have much more trouble?
One group had had an outstanding first year in all ways, both academic
and social, while the other group struggled. Interviewers hoped to find a
few important differences between the two groups of sophomores.
They quickly discovered that one difference, indeed a single word, was a
key factor. Sophomores who had experienced difficulty hardly ever
mentioned the word, even when prompted. The critical word is time.
Sophomores who had a great first year typically talked about realizing,
when they got to college, that they had to think about how to spend
their time. They mentioned time management, and time allocation,
and time as a scarce resource. In contrast, sophomores who struggled
during their first year rarely referred to time in any way.
NEED TO MANAGE YOUR TIME
Richard J. Light
“Several advisors have told me that some first year students find it a real
challenge to allocate their time so they are both happy personally and
effective in their academic work. Students who learn to manage their time
well are often those who work hard on this topic when they first arrive.
It isn’t easy for every student. It requires systematic effort. But the heavy
demands of most college courses, compared with what students faced in
high school, reinforce the value of making such an effort. It certainly beats the
alternative of feeling overwhelmed when suddenly facing the amount of
reading assigned in college courses.
When seniors are asked what advice they would offer new arrivals, this idea
of learning to manage time is a common response. I think it is a wise one.
Lothar J. Seiwert
Dorothy Cudaback
Time management does not mean being busy all the time-it
means using your time the way you want to use it- which can
include large doses of day dreaming and doing nothing.
Peter F. Drucker
Instructions
1. Read each statement and assess how well it describes you and your time
management practices. In the second column (How often?) indicate how
frequently you practice each behavior.
2. Read each statement a second time and assess its value to you. In the third
column (How important?), indicate how important each practice to you.
3. Multiply the second column by the third column and enter the results in the
fourth column (Rating)
4. Circle the values in the fourth column that are less than 5.
SELF ASSESSMENT-2
Key. A score of more than 5 on statement suggests that you value that time-management
practice and do it frequently. The circled items describe practices that you do not find
important or have not found time to implement.