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    Time Management For 3P: Professional Performance Process

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    Orgilsaikhan Munkhbaatar
    This document provides information about time management for students. It discusses how students commonly feel like they have too little time and too much to do. Effective time management is presented as a way for students to balance what they need to do with what they want to do. The document includes advice from seniors on managing time well in college. It also discusses the importance of time management skills and provides self-assessment exercises to help students evaluate their own time management behaviors.

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    Time Management For 3P: Professional Performance Process

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    Orgilsaikhan Munkhbaatar
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    This document provides information about time management for students. It discusses how students commonly feel like they have too little time and too much to do. Effective time management is presented as a way for students to balance what they need to do with what they want to do. The document includes advice from seniors on managing time well in college. It also discusses the importance of time management skills and provides self-assessment exercises to help students evaluate their own time management behaviors.

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    This document provides information about time management for students. It discusses how students commonly feel like they have too little time and too much to do. Effective time management is presented as a way for students to balance what they need to do with what they want to do. The document includes advice from seniors on managing time well in college. It also discusses the importance of time management skills and provides self-assessment exercises to help students evaluate their own time management behaviors.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    32 views19 pages

    Time Management For 3P: Professional Performance Process

    Uploaded by

    Orgilsaikhan Munkhbaatar
    This document provides information about time management for students. It discusses how students commonly feel like they have too little time and too much to do. Effective time management is presented as a way for students to balance what they need to do with what they want to do. The document includes advice from seniors on managing time well in college. It also discusses the importance of time management skills and provides self-assessment exercises to help students evaluate their own time management behaviors.

    Copyright:

    © All Rights Reserved
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    of 19

    TIME MANAGEMENT FOR 3P

    Professional
    Performance
    Process

    2020 Spring
    Sungchil Lee
    GMIT
    MISSION OF TIME MANAGEMENT MODULE

    TM Module helps GMIT students to manage


    - time
    - objectives,
    - knowledge, and
    - reading
    so that they may lead an effective and meaningful life.
    INTRODUCTION

     Too little time and too much to do is a common condition


    for many of us. Everyday demands or chores seem to
    engulf the day, leaving little time to pursue those things
    you enjoy.
     But you do have choices about how you spend your time.
    Balancing what you need to do with what you want to do
    can lead to happiness and success.
     Many of us complain, “There just isn’t enough time in the
    day!” But the truth is that we have enough time to do what
    is important in our lives.
     You can always make time for the people you value and for
    the activities worth doing. All you need to do is become a
    master of how you use your time.
    INTRODUCTION

     Turning time-management skills into habits will take time –


    but what better way to spend it?
     From this module you can learn valuable techniques, you’ll
    know yourself better, have a map of goals for the future,
    and maybe fulfill your dreams.
    INTRODUCTION

    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.

    Can you give some examples of each relationship?

    What I need What I want


    to do to do
    NEED TO MANAGE YOUR TIME

    “Making the most of college students speak their minds”


    Question to Seniors:
    Richard J. Light
    “What advice do you offer to freshmen?”
    1) Time management
    2) Get acquainted with professors
    3) Take diverse classes
    4) Take the classes with lots of homework
    and tests
    5) Study in group
    6) Take heed to writing
    7) Learn foreign languages
    Survey of 1,600 Seniors of
    8) Balance with extra curriculum activities
    Harvard University for 16 years. 9) Speak up when you have problems.
    NEED TO MANAGE YOUR TIME
    An interview with a Senior

    “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.

    The distinction in attitudes toward managing time translates into a distinction


    between new students who prosper and those who struggle.”
    TIME MANAGEMENT

    Lothar J. Seiwert

    ”Time management is about


    (a) the consistent and goal-oriented application in practice of
    proven work techniques
    (b) in such a way that managing oneself and one's environment
    becomes effortless
    (c) while the time at one's disposal is used up in the most
    meaningful way possible.”
    TIME MANAGEMENT

    Dorothy Cudaback

    ”Good time management simply means


    (a) deciding what you want to get out of life and
    (b) efficiently pursuing these goals.

    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.

    Good time management brings with it increased relaxation, less


    stress, more satisfaction, and greater accomplishment.”
    TIME IS …
    “There is no value equal to the value of time.
    We have enough time, provided we use it properly.” J. W. von Goethe

    • Time cannot be changed.


    • Time cannot be stored.
    • Time cannot be extended.
    • Time cannot be given to other people.
    • Time cannot be stopped, it can only be spent.
    • The absolutely same amount of time is given to
    everyone everyday.
    TIME IS …

    • Time is not merely money.


    • Time is far more valuable than money.
    • Time is equal to life. If you are wasting your time, you
    are ruining nothing but your life.

    Successful people have one characteristic in common — the


    ability to manage their time consciously and systematically.
    SELF ASSESSMENT

    Peter F. Drucker

    Know Your Time

    “If I don’t know how much time I


    spend on something, there’s no way
    to manage time. “
    SELF ASSESSMENT-1
    Answer “Yes” or “No” to the following questions.
    1. Have you estimated how many hours you need to study this week? (Yes, No)
    2. Do you tend to complete your assignments on time? (Yes, No)
    3. Have you estimated how long it takes to read one chapter in each of your textbooks?
    (Yes, No)
    4. Do you begin working on long-term assignments very after it is assigned? (Yes, No)
    5. Do you make list of things to do in your head, rather than on paper? (Yes, No)
    6. Do you participate in social activities even when you know you should be studying?
    (Yes, No)
    7. Do you schedule time to study for exams? (Yes, No)
    8. Do you have a job that requires more than 20 hours a week? (Yes, No)
    9. Do you know exactly what tasks you are going to do when you sit down to study? (Yes,
    No)
    10. Do you do the assignments from your favorite class first? (Yes, No)
    Give yourself 1 point for each Yes answer to all questions except 5, 6, 8, 10.
    Give yourself 1 point for each No answer to questions 5, 6, 8 ,10.
    Total your points.
    A low score indicates a need for help with time management and a high score indicates use of
    effective time management techniques.
    SELF ASSESSMENT-2

    Assess your behavior


    Use the Time Management Behaviors matrix on the next slides to assess your current
    time management skills.

    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

    Behavior How often? How Important? Rating


    1=seldom 1=not at all
    2=sometimes 2=somewhat
    3=frequently 3=very
    I have three or four clearly established personal
    goals that I am striving to reach.
    I use a “To Do” list daily.
    I make use of a daily planner or calendar to record
    important events and tasks.
    I rank my priorities daily from most to least important.
    I have adequate time to be with friends and loved
    ones.
    I am aware of my daily energy levels.
    I complete my most important tasks when I feel most
    energetic.
    I work on my most important tasks before I work on
    the easy ones.
    Behavior How often? How Important? Rating
    1=seldom 1=not at all
    2=sometimes 2=somewhat
    3=frequently 3=very
    When I face an unpleasant task, instead of
    procrastinating I break the task into manageable
    bite-sized pieces.
    I plan ahead by setting aside time on my calendar to
    complete major tasks.
    I schedule time for interruptions.
    I take good care of myself by rewarding myself for
    completing realistic objectives.
    At the end of most days, I look back on my To Do list
    and find that I have accomplished the most important
    tasks.
    I take good care of myself by rewarding myself at
    least twice a week.
    When necessary, I set limits by saying, “No, I just don’t
    have time right now to do that.”
    When waiting for a stop light or for an appointment,
    I take two or three deep breaths and relax deeply.
    Behavior How often? How Important? Rating
    1=seldom 1=not at all
    2=sometimes 2=somewhat
    3=frequently 3=very
    I schedule and limit the amount of time each day that
    I devote to phone calls and e-mail.
    I strive to handle each item in my mail only once.
    I am organized well enough that I can find my
    belongings or an important documents in less than
    five minutes.
    Each member of my household has clearly defined
    household duties.
    I ask for help when I want it.

    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.

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