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4. day 4 (proactivity & time management)

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4. day 4 (proactivity & time management)
Please take five minutes to define:
• Proactivity
• Responsibility (Response-ability)
**Feel free to add an example if it helps
Circle of Concern
External factors that
affect us, but are outside
of our control.

Circle of
Influence

•Parents’ finances
•Hard SAT Q’s
•Weather
•School policies

Circle of Influence
Internal reactions which
we choose in response to
the things that impact us.
•
•
•
•

Attitude
Outlook
Language
Personal actions
Stimulus 

Freedom
to Choose

Self Awareness
Owning and controlling
feelings, behaviors,
thoughts, and language

Response
Personal Will
Taking action or
initiative; acting rather than
being acted upon

Imagination

Conscience

Creating new solutions,
thinking creatively,
challenging preconceived
notions, breaking the mold

Choosing to do the right
thing, regardless of the
external pressures; matters
of morality
4. day 4 (proactivity & time management)

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4. day 4 (proactivity & time management)

  • 3. Please take five minutes to define: • Proactivity • Responsibility (Response-ability) **Feel free to add an example if it helps
  • 4. Circle of Concern External factors that affect us, but are outside of our control. Circle of Influence •Parents’ finances •Hard SAT Q’s •Weather •School policies Circle of Influence Internal reactions which we choose in response to the things that impact us. • • • • Attitude Outlook Language Personal actions
  • 5. Stimulus  Freedom to Choose Self Awareness Owning and controlling feelings, behaviors, thoughts, and language Response Personal Will Taking action or initiative; acting rather than being acted upon Imagination Conscience Creating new solutions, thinking creatively, challenging preconceived notions, breaking the mold Choosing to do the right thing, regardless of the external pressures; matters of morality
  • 7. Circle of Concern Circle of Influence • Speed limit • Laws • How people drive and feel about law-abiding • Safety issues Circle of Influence • Monitoring speed • Approaching city with a solution • Creating a system of rewards and punishments • Making law-abiding fun
  • 8. Stimulus  Freedom to Choose Self Awareness Owning and controlling feelings, behaviors, thoughts, and language Response Personal Will Taking action or initiative; acting rather than being acted upon Imagination Conscience Creating new solutions, thinking creatively, challenging preconceived notions, breaking the mold Choosing to do the right thing, regardless of the external pressures; matters of morality
  • 10. Circle of Concern • Actions of others • Quality of garden crew • Reputation of school Circle of Influence Circle of Influence • • • • Your attitude If you add to pile If you use another bin If you clean it up
  • 11. Stimulus  Freedom to Choose Self Awareness Owning and controlling feelings, behaviors, thoughts, and language Response Personal Will Taking action or initiative; acting rather than being acted upon Imagination Conscience Creating new solutions, thinking creatively, challenging preconceived notions, breaking the mold Choosing to do the right thing, regardless of the external pressures; matters of morality
  • 13. Circle of Concern Circle of Influence •Bad batteries/clocks •Teacher letting you out late/counting you tardy •ALA’s tardy policies •Prior ALA classes’ bad behavior •No bell system Circle of Influence • If you try to fix clock • If you talk to teacher • If you petition Mr. Bradford for new clocks • If you are conscientious of time
  • 14. Stimulus  Freedom to Choose Self Awareness Owning and controlling feelings, behaviors, thoughts, and language Response Personal Will Taking action or initiative; acting rather than being acted upon Imagination Conscience Creating new solutions, thinking creatively, challenging preconceived notions, breaking the mold Choosing to do the right thing, regardless of the external pressures; matters of morality
  • 16. Circle of Concern Circle of Influence • How the other person acts • How he/she feels • Whether he/she forgives • If they know about Emotional Intelligence Circle of Influence • • • • Your attitude Your behavior/actions If you forgive/argue Language
  • 17. Stimulus  Freedom to Choose Self Awareness Owning and controlling feelings, behaviors, thoughts, and language Response Personal Will Taking action or initiative; acting rather than being acted upon Imagination Conscience Creating new solutions, thinking creatively, challenging preconceived notions, breaking the mold Choosing to do the right thing, regardless of the external pressures; matters of morality
  • 19. Circle of Concern ? Circle of Influence Circle of Influence ?
  • 20. Stimulus  Freedom to Choose Self Awareness Owning and controlling feelings, behaviors, thoughts, and language Response Personal Will Taking action or initiative; acting rather than being acted upon Imagination Conscience Creating new solutions, thinking creatively, challenging preconceived notions, breaking the mold Choosing to do the right thing, regardless of the external pressures; matters of morality
  • 21. Making Proactivity Personal • • • Take 15 minutes to think of a problem that you would like to address Use proactivity to address the issue Use the following steps to create a strategy
  • 22. More Proactivity Examples • Talking to your RA after breaking curfew the night before (Conscience) • You talk to Mr. Bradford about getting a bigger scholarship after your mom loses job (Personal Will) • You’ve been really emotional lately so you go see Ms. Zsofia (Self Awareness) • You study for a test two weeks in advance because you know there’s a guest speaker the night before the test (Personal Will) • You talk to your Res Fac about a game you could play as a hall to get closer (Imagination)
  • 23. Not Proactivity • You start going to Leadership Warriors? • You walk by your enemy on the quad and don’t look at him/her so you won’t fight • Getting answers from a friend for a test you have not studied for • Stealing money to pay for expenses
  • 24. Copyright © African Leadership Academy, 2011
  • 25. Steps—From Problem to Proactivity 1.Values: Identify what’s important to you, the situation, etc. 2.Narrow scope of problem: what’s within your Circle of Influence and what isn’t? 3.Identify resources: List things you have at your disposal to make a change (skills, talents, knowledge, relationships) 4.Take initiative: Create steps to taking action
  • 26. Time Management Copyright © African Leadership Academy, 2011
  • 27. Raise your hand if you can identify with this.
  • 28. Time Audit Results: 2012 • Students reported going to bed between 11:1511:30pm on an average night • Students got less than 9 hours of sleep (recommended) 5-7 nights per week • Students got less than 7 hours of sleep (minimum recommended) on 1-3 nights per week
  • 29. Time Audit Results: 2012 • Outside of the classroom, students spent about 20 hours studying • Among the top time consumers • • • • Economics—4.67 hours/week Math—4.55 hours/week Chemistry—4.18 hours/week French—4.16 hours/week **If you had all of those classes, that’s 17.5 hours alone
  • 30. What do you think? • What is most interesting about this to you? • What do you find worrying about these statistics? • Given what you just saw, would you say that time management is a strength among students? Why or why not? Copyright © African Leadership Academy, 2011
  • 31. What is Time Management? • Time management is the act or process of exercising conscious control over the amount of time spent on specific activities, especially to increase efficiency or productivity • The use of tools, techniques, and strategies to leverage time and efficiency
  • 32. Why is Time Management Important? • • • • • • • • Productivity—getting more done Efficiency—getting more done faster Health—maintaining wellbeing Balance—having a good mix of work, play and rest Fulfillment—using your time in a satisfying manner Relationships—prioritizing time spent with/for others Personal improvement—finding time for yourself Spiritual—protecting time to recharge your soul
  • 33. Question: Is time the only thing we should manage?
  • 34. Energy Management • The act of intentionally regulating your eating, sleeping, working, playing, resting, and studying in a manner that allows your mind and body to be maximally capable of everything required of it • The use of conscious self-awareness to gauge personal motivation and attention levels
  • 35. Why is Energy Management Important? • • • • • • • • Productivity—getting more done Efficiency—getting more done faster Health—maintaining wellbeing Balance—having a good mix of work, play and rest Fulfillment—using your time in a satisfying manner Relationships—prioritizing time spent with/for others Personal improvement—finding time for yourself Spiritual—protecting time to recharge your soul You can’t have any of these things without energy
  • 36. Question Which is worse? (Answer by show of hands) 1. Showing up to class drunk? 2. Showing up to class sleep deprived?
  • 38. Sleep Deprivation • • • Worse than being drunk Causes physical illness and unhealthiness Causes mental illness • Predominate factor in inducing panic attacks, depression, and suicidal thoughts
  • 39. What is the solution?
  • 40. You’ll find out after the break 15 minutes… Manage it well 
  • 41. Raise your hand if you can identify with this.
  • 42. What is the solution? 1. The Power of No 2. Urgent vs. Important 3. Time Management
  • 43. The Keys to Time Management
  • 44. The Power of No • • • Creates boundaries Helps others exercise time management and responsibility Allows you to say “Yes” to those things that are most important and personally rewarding
  • 45. The Keys to Time Management
  • 46. Urgent • Things that must be done (or seem like they must be done) in the very near term • Typically thrust upon us by others • Easily steal time from important things Important •Things that may or not have a short time deadline •Typically things that are determined from our own values, goals, and dream •Easy to postpone, reschedule, or address “when you have time”
  • 47. Time Management Quadrants URGENT NOT URGENT IMPORTANT Quadrant I: -Crises -Pressing problems -Deadline-driven projects, meetings, preparations Quadrant II: -Preparation/Planning -Spiritual growth -Reflection/values clarification -College preparation -Relationships, relationship building -L&E Class NOT IMPORTANT Quadrant III: -Interruptions, some emails -Some email, some classwork -Some meetings -Many popular activities Quadrant IV: -Trivia, busywork -Facebook (usually) -Mass emails, typically -Time wasters & escape activities Source: Stephen Covey et al., First Things First (Simon and Schuster: New York, 1994).
  • 48. Make Your Own URGENT NOT URGENT IMPORTANT Quadrant I: Quadrant II: NOT Quadrant III: IMPORTANT Quadrant IV: Source: Stephen Covey et al., First Things First (Simon and Schuster: New York, 1994).
  • 49. The Keys to Time Management Four Generations of Time Management
  • 53. Primary Component of Each Generation 4th Generation Values 3rd Generation Priorities 2nd Generation Schedules 1st Generation Tasks
  • 55. Building to Fourth Generation TM STEP 1: Outline your roles (for example): • • • • • • • Sciences student* EL & AS student* Math and English student* Basketball team member Art Club Secretary Family member Muslim *Feel free to list separately if important to you
  • 56. Building to Fourth Generation TM URGENT IMPORTANT Quadrant I: 20-25% NOT IMPORTANT Quadrant III: 15% NOT URGENT Quadrant II: 65-80% Quadrant IV: less than 1% Source: Stephen Covey et al., First Things First (Simon and Schuster: New York, 1994).
  • 57. Building to Fourth Generation TM URGENT NOT URGENT IMPORTANT Quadrant I: -English Student -Sciences Student Quadrant II: -Family Member -LEA Student -Muslim -Math Student NOT IMPORTANT Quadrant III: -Basketball Player -Sciences Student Quadrant IV: -Art Club Secretary Source: Stephen Covey et al., First Things First (Simon and Schuster: New York, 1994).
  • 58. Building to Fourth Generation TM STEP 3: Set S.MA.R.T.* Goals for each role: • • • • • S – Specific M – Measurable A – Attainable/Achievable R – Realistic T – Time Bound *See L/E faculty for additional reading on this if interested
  • 59. Building to Fourth Generation TM STEP 3: Set S.MA.R.T.* Goals for each role (for example): Family Member—Skype with at least two family members this week Basketball—Go to practice and two Leadership Warrior sessions this week Math Student—Get all homework done on time and get a 85% or above on quiz
  • 60. Building to Fourth Generation TM STEP 4: Think of ways to Rejuvenate If you’re going to keep up a fast pace lifestyle, you must have ways to recharge your body, heart, mind, soul, and spirit.
  • 61. Building to Fourth Generation TM STEP 5: Prioritize, Schedule, and Create Checklists Still important to managing one’s time, but must come after determining values, naming roles and setting goals
  • 62. Raise your hand if you wish you could do more with your time. Copyright © African Leadership Academy, 2011
  • 63. Copyright © African Leadership Academy, 2011
  • 64. Copyright © African Leadership Academy, 2011
  • 71. Copyright © African Leadership Academy, 2011