The document outlines Module 9 of a time management training program. The module aims to help students understand the importance of managing time efficiently when running a home-based business. It covers assessing personal time use, organizing time using a time log, and learning time management strategies. The module is split into three lessons over 2 hours and 45 minutes. Students will complete time logs and assessments, discuss challenges, and learn techniques to organize their time after completing the braille transcriber training program.
This document discusses important soft skills for IT careers, focusing on communication skills. It covers the principles of effective communication, teamwork, planning and time management. Employers value attributes like technical knowledge, adaptability to working procedures, and universal skills such as communication, problem solving and planning. Effective communication relies on both verbal and written skills, while time management requires organizing tasks and avoiding interruptions. Working in teams requires understanding roles, cooperating, and resolving issues.
This document discusses strategies for developing effective study skills in college. It covers time management techniques, such as setting a schedule and avoiding procrastination. It also discusses note-taking methods, such as visually organizing notes and using abbreviations. Finally, it addresses the writing process, including using goals and managing time to complete assignments. The key takeaways are to understand your learning style, maintain a consistent schedule, organize notes effectively, allow time for each writing process step, and set goals.
Time management is a crucial skill for students to develop in order to study efficiently. Creating a study timetable can help students prioritize tasks, avoid procrastination, be more productive, and reduce stress. An effective timetable breaks goals into short, medium, and long-term categories tracked through daily, weekly, and term-based planning. It should incorporate time for homework, subjects, and revision, while also allocating breaks and rewards to avoid burnout. Developing strong time management habits through organized planning is key to achieving academic success.
The document discusses the importance of organization and time management for academic success. It provides tips for staying organized such as setting goals, committing to tasks, utilizing free periods for studying, keeping organized notes, and scheduling study times. Developing good organizational skills can help students study efficiently, feel more confident, and experience less stress through better preparation and less procrastination.
The document provides tips for reading effectively and retaining information from texts. It recommends first browsing the text by skimming headings, images, and summaries to get an overview without focusing on details. When reading fully, the document advises underlining important points, taking notes, and stopping periodically to summarize ideas. It also suggests writing questions while reading, taking breaks, and clarifying unclear parts. Post-reading activities include highlighting important parts, differentiating concepts from details, creating study tools like flashcards, practicing recall in groups, and interacting with the material in various ways.
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
Are you feeling overwhelmed by all the assignments you have left to complete?
This workshop will focus on getting you organized and knowing how to use the last few weeks of the term to maximize your academic success and set effective goals.
This document provides time management and organizational strategies for college students. It discusses determining time needs, using tools like calendars, weekly schedules, to-do lists and assignment records to manage time. Additional tips include setting up an organized study space, anticipating test periods, dealing with procrastination, prioritizing tasks, and avoiding cramming. The goal is to help students take control of their time to achieve college success.
This document discusses important soft skills for IT careers, focusing on communication skills. It covers the principles of effective communication, teamwork, planning and time management. Employers value attributes like technical knowledge, adaptability to working procedures, and universal skills such as communication, problem solving and planning. Effective communication relies on both verbal and written skills, while time management requires organizing tasks and avoiding interruptions. Working in teams requires understanding roles, cooperating, and resolving issues.
This document discusses strategies for developing effective study skills in college. It covers time management techniques, such as setting a schedule and avoiding procrastination. It also discusses note-taking methods, such as visually organizing notes and using abbreviations. Finally, it addresses the writing process, including using goals and managing time to complete assignments. The key takeaways are to understand your learning style, maintain a consistent schedule, organize notes effectively, allow time for each writing process step, and set goals.
Time management is a crucial skill for students to develop in order to study efficiently. Creating a study timetable can help students prioritize tasks, avoid procrastination, be more productive, and reduce stress. An effective timetable breaks goals into short, medium, and long-term categories tracked through daily, weekly, and term-based planning. It should incorporate time for homework, subjects, and revision, while also allocating breaks and rewards to avoid burnout. Developing strong time management habits through organized planning is key to achieving academic success.
The document discusses the importance of organization and time management for academic success. It provides tips for staying organized such as setting goals, committing to tasks, utilizing free periods for studying, keeping organized notes, and scheduling study times. Developing good organizational skills can help students study efficiently, feel more confident, and experience less stress through better preparation and less procrastination.
The document provides tips for reading effectively and retaining information from texts. It recommends first browsing the text by skimming headings, images, and summaries to get an overview without focusing on details. When reading fully, the document advises underlining important points, taking notes, and stopping periodically to summarize ideas. It also suggests writing questions while reading, taking breaks, and clarifying unclear parts. Post-reading activities include highlighting important parts, differentiating concepts from details, creating study tools like flashcards, practicing recall in groups, and interacting with the material in various ways.
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
Are you feeling overwhelmed by all the assignments you have left to complete?
This workshop will focus on getting you organized and knowing how to use the last few weeks of the term to maximize your academic success and set effective goals.
This document provides time management and organizational strategies for college students. It discusses determining time needs, using tools like calendars, weekly schedules, to-do lists and assignment records to manage time. Additional tips include setting up an organized study space, anticipating test periods, dealing with procrastination, prioritizing tasks, and avoiding cramming. The goal is to help students take control of their time to achieve college success.
This document outlines a Personal Management Development Plan for a B.S. in Management student. The plan identifies goals for the student to focus on developing management competencies and skills during their final year in the program. The student will draft goals related to AMA Management Development Competencies and their MBTI type, selecting one goal from each to work on per term over the course of three terms. For each goal, the student will describe specific actions and plans to achieve the goal during their practicum assignments. They will receive feedback and guidance from an instructor-coach each term to help refine their goals and plans.
This document provides strategies for professors to better manage their time spent on teaching responsibilities. It recommends tracking how time is actually spent to identify inefficiencies. Professors should reflect on their learning goals and simplify materials to focus on essential concepts. Preparing early and informally in brief, regular sessions allows for reflection and prevents last-minute rushing. Engaging students through peer learning and limiting availability for non-essential tasks preserves time for core responsibilities.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Time management and organizational strategieselomari_brahim
The document discusses various issues around the effective use of time in schools. It notes that schools are controlled by the clock and that time needs to be reexamined and used in new ways. It recommends reinvesting in learning over time, establishing an academic day, keeping schools open longer, and giving teachers more time. The document also discusses block scheduling, noting advantages like extra project time but disadvantages like less daily reinforcement. It provides tips for teachers to minimize classroom interruptions and manage their time effectively through logs, to-do lists, and reducing procrastination.
The document discusses different note taking and note making strategies for students, including preparing for lectures, taking notes from single sources, reviewing notes, assembling information from multiple sources, and constructing summaries. It notes that while note taking involves recording others' knowledge, note making is a more active process that helps with personal understanding as students learn about topics. Effective note taking and making requires several stages including preparation, recording information, review, and synthesis.
1. The document provides tips and strategies for preparing for and taking final exams, including creating a study schedule, using study techniques like concept mapping and intensive study sessions, managing anxiety, and strategies for different types of exam questions.
2. It emphasizes the importance of mastering all concepts, using resources like office hours, and aiming for 100% mastery of material through frequent reviews and practice tests.
3. The document outlines a study cycle of previewing material before class, actively listening in class, reviewing notes after class, and incorporating intensive study sessions to help retain information.
1. The document provides an overview of activities and theory for a workshop on activating prior knowledge (PK) in teaching.
2. It includes worksheets, discussions, and exercises to help participants understand what PK is, techniques for activating it in the classroom, and how to apply the reading skills of imagining, skimming, scanning, questioning, predicting, reading aloud, reading rate, reading rhythm, and research.
3. The goal is for educators to learn how to engage students in the learning process by tapping into their existing PK and practicing PK activation strategies in their own teaching.
This document provides advice on common study traps that students fall into and strategies to overcome them. It discusses issues like not knowing where to begin, feeling like there is too much to study and too little time, being bored by dry material, having trouble retaining information, and worrying about forgetting what was learned. The document offers tips for taking control of your studying, previewing material, getting actively involved, elaborating on new concepts, testing yourself, organizing information, spacing out study times, avoiding mental exhaustion, and using the MURDER study system. Various learning styles and limits of working memory are also addressed.
The document provides tips and strategies for effective note-taking from lectures and readings. It discusses choosing important information over copying verbatim, using visual diagrams and organization techniques like outlining. Specific advice includes leaving space for additions, labeling folders, and reviewing notes after class or reading to fill in details.
1) Taking effective notes during lectures is important for students to remember information and save time later. Good notes should be well-structured so they can be reviewed multiple times before exams.
2) Students should review their previous notes and preview upcoming material to link ideas and keep information fresh. They should also take notes even when uncertain if information is important, as it is better to write too much.
3) Effective note-taking involves using abbreviations for repetitive words and focusing on main ideas while leaving out unimportant details. Students should also check with instructors to understand their teaching styles and what level of detail is expected in notes.
This document provides an overview and syllabus for an Intermediate Accounting I course at the University of Washington's Foster School of Business. The course will cover income and asset measurement, financial statements, revenue recognition, and accounting for cash, receivables, and inventories. Students will be assessed based on exams, case assignments, homework, a writing assignment, and professionalism/participation in class discussions. The instructor encourages using online resources and studying in groups but emphasizes that students should complete their own work.
UED 102 STUDY SKILLS E-PORTFOLIO discusses various study skills for university students. It covers 7 topics: getting ready to learn, goal setting, library and campus resources, time management and organizational skills, memory, learning and improving concentration, taking lecture notes, and academic integrity and performance. The document provides information on different learning styles, time management tips, memory strategies, and concentration techniques to help students improve their academic performance.
Note taking involves briefly writing down key points from lectures or readings. It is important for retaining information. There are two main techniques - outlining and mind mapping. Note making involves systematically organizing notes from written materials. Key aspects are identifying important points, rephrasing them, using abbreviations and symbols, and structuring notes with headings and subheadings. Sample notes are provided on robots to illustrate the process.
Here are the key points about the three management functions discussed so far:
- Planning involves setting goals and determining how to achieve them through decision making. It is the first function because we need a plan before organizing.
- Organizing is arranging work, authority, and resources among members so plans can be successfully carried out. It involves establishing an organizational structure.
- Leading involves motivating and influencing employees to achieve goals. It focuses on human and social aspects of management.
The fourth function, controlling, will ensure plans are being executed and goals are being achieved as intended. It involves monitoring performance, comparing it to standards, and taking corrective action.
The four functions are interrelated and equally important for achieving
The document provides guidance on effective note-taking skills for university students. It explains that note-taking is an important study skill that helps students focus, recall information, and organize ideas. The document outlines tips for effective note-taking, including determining what information is important to write down, using abbreviations to write quickly, and using visual elements like different colors and sizes. It also provides specific guidance on taking notes from lectures and readings, such as listening for summaries and using the SQ3R method of survey, question, read, recall, and review. Students are encouraged to take concise notes in their own words and then organize and review their notes after class or reading.
The document provides guidance on self and time management for students. It discusses:
1. Setting goals and determining objectives for your studies.
2. Knowing your syllabus, acquiring the necessary books and materials, and identifying important areas to focus on.
3. Developing a plan and schedule for your studies, including creating a study timetable to allocate your time efficiently.
4. Addressing distractions and maintaining a suitable study environment and habits to optimize your learning.
Successful math study skills involve listening, note-taking, time management, and memory. Math is important for daily life and career opportunities. It has its own language with symbols and terms. Math builds on previous concepts, so daily attendance and practice are essential. Studying with a partner can help, but simply copying work does not lead to learning. Developing a study schedule is important for managing time. Active listening in class and reviewing notes facilitates understanding. Asking questions improves comprehension. Doing homework shows work steps, is neat, organized, and timely. Word problems are solved by identifying relevant details and converting to a visual representation. Finding a quiet study space with needed materials supports focus. Seeking other resources before the teacher can build
This document discusses effective note-taking strategies for students. It recommends focusing notes on relevant analysis rather than details, and understanding how examples relate to the overall course. The Question-Justify-Conclude method is suggested for non-technical courses to force thinking about topics differently. For technical courses, the key is getting practice problems and annotating important steps. Several specific note-taking methods are outlined, including the Cornell method, outline method, mind mapping method, and T-method, along with their pros and cons.
This document provides strategies for avoiding procrastination and effectively managing time. It discusses that procrastination is often caused by decreased motivation, avoidance tendencies, lack of confidence, misunderstanding tasks, and poor time management. To avoid procrastination, the document recommends using time management strategies like creating a weekly schedule, setting realistic short-term and long-term goals, and developing effective study habits that involve scheduling study times and focusing on the right materials. Following these strategies can help students get organized and avoid last-minute stress.
The document discusses concepts related to time management in an educational setting. It defines time management and describes its importance. It outlines several key aspects of effective time management including planning, setting goals and deadlines, prioritizing tasks, and spending time on the right activities. The document also discusses different types of time tables used in schools, including class-wise, teacher-wise, and activities timetables. It provides principles for developing timetables and outlines factors to consider like subject difficulty and length of periods. Finally, it briefly defines and discusses the concepts of school discipline and classroom management.
Module 8 focuses on organization strategies and techniques. It aims to help students understand the importance of applying organization based on their personal preferences and patterns. The module contains three topics: 1) Understanding personal organization preferences and patterns, 2) Identifying organization methods that support preferences and patterns, and 3) Building a toolkit of organization strategies and techniques for starting a business. The goal is for students to leave with small, manageable organization changes that fit their natural styles.
This module focuses on developing self-management skills, especially for those who are self-employed. It aims to help students understand the meaning and benefits of self-management, identify relevant work-based skills, and recognize potential obstacles. The module contains four topics that are covered over five hours: positive effects of self-management, key self-management skills, challenges to self-management, and monitoring self-management skills. Activities include identifying personal top skills, discussing skills in pairs, and collecting cards with skills into a "Treasury Envelope" for future reference. The overall goal is for students to create an effective framework for applying self-management when working independently.
This document outlines a Personal Management Development Plan for a B.S. in Management student. The plan identifies goals for the student to focus on developing management competencies and skills during their final year in the program. The student will draft goals related to AMA Management Development Competencies and their MBTI type, selecting one goal from each to work on per term over the course of three terms. For each goal, the student will describe specific actions and plans to achieve the goal during their practicum assignments. They will receive feedback and guidance from an instructor-coach each term to help refine their goals and plans.
This document provides strategies for professors to better manage their time spent on teaching responsibilities. It recommends tracking how time is actually spent to identify inefficiencies. Professors should reflect on their learning goals and simplify materials to focus on essential concepts. Preparing early and informally in brief, regular sessions allows for reflection and prevents last-minute rushing. Engaging students through peer learning and limiting availability for non-essential tasks preserves time for core responsibilities.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Time management and organizational strategieselomari_brahim
The document discusses various issues around the effective use of time in schools. It notes that schools are controlled by the clock and that time needs to be reexamined and used in new ways. It recommends reinvesting in learning over time, establishing an academic day, keeping schools open longer, and giving teachers more time. The document also discusses block scheduling, noting advantages like extra project time but disadvantages like less daily reinforcement. It provides tips for teachers to minimize classroom interruptions and manage their time effectively through logs, to-do lists, and reducing procrastination.
The document discusses different note taking and note making strategies for students, including preparing for lectures, taking notes from single sources, reviewing notes, assembling information from multiple sources, and constructing summaries. It notes that while note taking involves recording others' knowledge, note making is a more active process that helps with personal understanding as students learn about topics. Effective note taking and making requires several stages including preparation, recording information, review, and synthesis.
1. The document provides tips and strategies for preparing for and taking final exams, including creating a study schedule, using study techniques like concept mapping and intensive study sessions, managing anxiety, and strategies for different types of exam questions.
2. It emphasizes the importance of mastering all concepts, using resources like office hours, and aiming for 100% mastery of material through frequent reviews and practice tests.
3. The document outlines a study cycle of previewing material before class, actively listening in class, reviewing notes after class, and incorporating intensive study sessions to help retain information.
1. The document provides an overview of activities and theory for a workshop on activating prior knowledge (PK) in teaching.
2. It includes worksheets, discussions, and exercises to help participants understand what PK is, techniques for activating it in the classroom, and how to apply the reading skills of imagining, skimming, scanning, questioning, predicting, reading aloud, reading rate, reading rhythm, and research.
3. The goal is for educators to learn how to engage students in the learning process by tapping into their existing PK and practicing PK activation strategies in their own teaching.
This document provides advice on common study traps that students fall into and strategies to overcome them. It discusses issues like not knowing where to begin, feeling like there is too much to study and too little time, being bored by dry material, having trouble retaining information, and worrying about forgetting what was learned. The document offers tips for taking control of your studying, previewing material, getting actively involved, elaborating on new concepts, testing yourself, organizing information, spacing out study times, avoiding mental exhaustion, and using the MURDER study system. Various learning styles and limits of working memory are also addressed.
The document provides tips and strategies for effective note-taking from lectures and readings. It discusses choosing important information over copying verbatim, using visual diagrams and organization techniques like outlining. Specific advice includes leaving space for additions, labeling folders, and reviewing notes after class or reading to fill in details.
1) Taking effective notes during lectures is important for students to remember information and save time later. Good notes should be well-structured so they can be reviewed multiple times before exams.
2) Students should review their previous notes and preview upcoming material to link ideas and keep information fresh. They should also take notes even when uncertain if information is important, as it is better to write too much.
3) Effective note-taking involves using abbreviations for repetitive words and focusing on main ideas while leaving out unimportant details. Students should also check with instructors to understand their teaching styles and what level of detail is expected in notes.
This document provides an overview and syllabus for an Intermediate Accounting I course at the University of Washington's Foster School of Business. The course will cover income and asset measurement, financial statements, revenue recognition, and accounting for cash, receivables, and inventories. Students will be assessed based on exams, case assignments, homework, a writing assignment, and professionalism/participation in class discussions. The instructor encourages using online resources and studying in groups but emphasizes that students should complete their own work.
UED 102 STUDY SKILLS E-PORTFOLIO discusses various study skills for university students. It covers 7 topics: getting ready to learn, goal setting, library and campus resources, time management and organizational skills, memory, learning and improving concentration, taking lecture notes, and academic integrity and performance. The document provides information on different learning styles, time management tips, memory strategies, and concentration techniques to help students improve their academic performance.
Note taking involves briefly writing down key points from lectures or readings. It is important for retaining information. There are two main techniques - outlining and mind mapping. Note making involves systematically organizing notes from written materials. Key aspects are identifying important points, rephrasing them, using abbreviations and symbols, and structuring notes with headings and subheadings. Sample notes are provided on robots to illustrate the process.
Here are the key points about the three management functions discussed so far:
- Planning involves setting goals and determining how to achieve them through decision making. It is the first function because we need a plan before organizing.
- Organizing is arranging work, authority, and resources among members so plans can be successfully carried out. It involves establishing an organizational structure.
- Leading involves motivating and influencing employees to achieve goals. It focuses on human and social aspects of management.
The fourth function, controlling, will ensure plans are being executed and goals are being achieved as intended. It involves monitoring performance, comparing it to standards, and taking corrective action.
The four functions are interrelated and equally important for achieving
The document provides guidance on effective note-taking skills for university students. It explains that note-taking is an important study skill that helps students focus, recall information, and organize ideas. The document outlines tips for effective note-taking, including determining what information is important to write down, using abbreviations to write quickly, and using visual elements like different colors and sizes. It also provides specific guidance on taking notes from lectures and readings, such as listening for summaries and using the SQ3R method of survey, question, read, recall, and review. Students are encouraged to take concise notes in their own words and then organize and review their notes after class or reading.
The document provides guidance on self and time management for students. It discusses:
1. Setting goals and determining objectives for your studies.
2. Knowing your syllabus, acquiring the necessary books and materials, and identifying important areas to focus on.
3. Developing a plan and schedule for your studies, including creating a study timetable to allocate your time efficiently.
4. Addressing distractions and maintaining a suitable study environment and habits to optimize your learning.
Successful math study skills involve listening, note-taking, time management, and memory. Math is important for daily life and career opportunities. It has its own language with symbols and terms. Math builds on previous concepts, so daily attendance and practice are essential. Studying with a partner can help, but simply copying work does not lead to learning. Developing a study schedule is important for managing time. Active listening in class and reviewing notes facilitates understanding. Asking questions improves comprehension. Doing homework shows work steps, is neat, organized, and timely. Word problems are solved by identifying relevant details and converting to a visual representation. Finding a quiet study space with needed materials supports focus. Seeking other resources before the teacher can build
This document discusses effective note-taking strategies for students. It recommends focusing notes on relevant analysis rather than details, and understanding how examples relate to the overall course. The Question-Justify-Conclude method is suggested for non-technical courses to force thinking about topics differently. For technical courses, the key is getting practice problems and annotating important steps. Several specific note-taking methods are outlined, including the Cornell method, outline method, mind mapping method, and T-method, along with their pros and cons.
This document provides strategies for avoiding procrastination and effectively managing time. It discusses that procrastination is often caused by decreased motivation, avoidance tendencies, lack of confidence, misunderstanding tasks, and poor time management. To avoid procrastination, the document recommends using time management strategies like creating a weekly schedule, setting realistic short-term and long-term goals, and developing effective study habits that involve scheduling study times and focusing on the right materials. Following these strategies can help students get organized and avoid last-minute stress.
The document discusses concepts related to time management in an educational setting. It defines time management and describes its importance. It outlines several key aspects of effective time management including planning, setting goals and deadlines, prioritizing tasks, and spending time on the right activities. The document also discusses different types of time tables used in schools, including class-wise, teacher-wise, and activities timetables. It provides principles for developing timetables and outlines factors to consider like subject difficulty and length of periods. Finally, it briefly defines and discusses the concepts of school discipline and classroom management.
Module 8 focuses on organization strategies and techniques. It aims to help students understand the importance of applying organization based on their personal preferences and patterns. The module contains three topics: 1) Understanding personal organization preferences and patterns, 2) Identifying organization methods that support preferences and patterns, and 3) Building a toolkit of organization strategies and techniques for starting a business. The goal is for students to leave with small, manageable organization changes that fit their natural styles.
This module focuses on developing self-management skills, especially for those who are self-employed. It aims to help students understand the meaning and benefits of self-management, identify relevant work-based skills, and recognize potential obstacles. The module contains four topics that are covered over five hours: positive effects of self-management, key self-management skills, challenges to self-management, and monitoring self-management skills. Activities include identifying personal top skills, discussing skills in pairs, and collecting cards with skills into a "Treasury Envelope" for future reference. The overall goal is for students to create an effective framework for applying self-management when working independently.
This document provides a facilitator's guide for a time management workshop, including an outline of the workshop content and timeline. The workshop is designed to help students assess their current time management habits, identify common barriers to effective time management like procrastination and unrealistic expectations, and provide a framework to set goals and create a weekly time management plan. The facilitator is advised to introduce themselves, get students engaged through polling and activities, and orient students to additional time management resources.
This module focuses on prioritization strategies. It contains four topics to be covered in three hours: prioritization scenarios, the "who, what, when, where, why, and how" strategy, understanding personal work styles, and prioritization methods. Students will work through scenarios in groups, learn the six elements of prioritization, reflect on their own work styles, and review various prioritization techniques. The goal is for students to recognize essential and non-essential tasks and develop methods for addressing non-essential tasks to avoid missed deadlines.
This document contains reflections from a university instructor on using instructional media, time management, and managing instructional time. Some key points:
1) The instructor lists advantages of using instructional media in the classroom such as increasing student motivation, engagement, and understanding of course material.
2) Regarding time management, the instructor emphasizes the importance of effective planning, prioritizing tasks, and allocating the right amount of time to activities.
3) The instructor notes that as a teacher, time management is crucial to balance long-term classroom goals, student needs, and administrative work within the scheduled time frames. Significant preparation and planning time outside of classroom hours is required.
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABADKarin Faust
This document discusses the importance of numbering systems and sectioning units in course development. It explains that numbering systems provide a consistent way to represent numbers and allow for arithmetic operations. Sectioning units clearly organizes the content and establishes a logical flow and progression for students. The document recommends numbering each unit and including an introduction, objectives, lessons, and assessment sections to structure the material for students. Providing this framework helps students understand what is expected and supports their learning of the concepts.
Module 15 career planning and portfolio developmentJigba
This document outlines a module on career planning and portfolio development. The module aims to help students understand career planning, the job application process, and developing a portfolio. It is 10 hours long and covers topics like career planning basics, applying for jobs, interview skills, and maintaining employment. Students will complete worksheets on their skills and attributes. They will also develop the framework for a personal portfolio to organize their experience and qualifications. The goal is for students to have the skills needed to pursue jobs or contracts after completing the program.
The document summarizes a workshop about assessment and feedback using the Viewpoints process. The workshop aimed to: 1) introduce participants to Viewpoints resources and examples of their use; 2) have participants work in groups to apply the assessment and feedback tools to challenges at the module and course level; 3) share outputs and plans for improving assessment and feedback strategies. Participants engaged in tasks to analyze assessment methods, select principles, map strategies, and develop implementation plans to address assessment issues. The goals were to help educators strengthen assessment and feedback practices.
This workshop uses reflective tools like timelines and theme cards to help staff design effective curriculum. Participants work in small groups to choose a curriculum design objective, select a theme, and map principles from theme cards to a student timeline to address their objective. Examples on the backs of the cards provide ideas to consider. The workshop concludes with groups formulating plans, agreeing on action points, and sharing their work to get feedback.
This unit aims to help people with disabilities develop time management skills to improve work performance. It will provide tips on organizing work, prioritizing tasks, and managing time effectively. Learners will understand the importance of time management and productivity, and learn models and techniques like Covey's Time Management Grid, to-do lists, and ABC analysis to identify and complete important tasks. The unit highlights factors like attention, multitasking, communication that can influence productivity, and teaches skills such as planning, organizing, critical thinking and teamwork.
Organizing Resources and Information in ManagementFarhad Mohammad
Time management / timetabling / the office system / The Bursar and typical procedures / Welfare and Accommodation & Social / Accountant or Bursar’s assistant / General office staff /Records / Student Records / Filing Systems / Correspondence / Office hardware and training.
This document describes two prototypes for helping a student manage their time between studies and part-time work. The first prototype involves using calendars, to-do lists, and scheduling apps to organize and prioritize tasks. Testing showed this approach made the student's life simpler and helped them meet deadlines. The second prototype uses a time management grid to categorize tasks as important/urgent vs. not. Testing also showed this approach helped the student better understand how they spend their time. Feedback from the student will be used to improve automatic task integration and customization of the approaches.
1. The document outlines the key elements that should be included in a lesson plan for training, such as course information, objectives, materials, assessment strategies, and a training outline.
2. It explains that a lesson plan helps the teacher/trainer deliver content in an organized way to ensure learning objectives are met. It provides an agenda to guide the teacher/trainer through setting goals and activities.
3. The training outline is the core of the lesson plan and describes what will be done during the training, including introducing content, engaging participants, and assessing learning. It divides content into sections and indicates when activities and assessments will occur.
Here is a draft lesson plan on hair coloring techniques:
Course Title: Cosmetology
Subject: Hair Coloring
Topic: Basic Hair Coloring Techniques
Objectives:
By the end of this lesson, students will be able to:
1. Identify the different types of hair color and their effects
2. Demonstrate proper hair sectioning and application techniques
3. Explain the importance of a patch test and consultation
Teaching Aids:
- PowerPoint presentation on hair color theory
- Video on proper hair sectioning
- Mannequin heads
- Color swatches
- Gloves, towels, bowls
- Developer and various hair color
89 once you’ve written your outcomes and objectives and plamakdul
This document discusses planning instruction for an entire course. It recommends first creating a long-range plan that maps out the topics and assessments for each week over the full semester. The content can then be broken into logical modules with assessments at the end of each module. The document provides an example of a course divided into 4 modules, each aligned to steps in the design thinking process and ending with a quiz or project. It stresses the importance of selecting reading materials and assignments that align with the course objectives and assessments.
This contract establishes an employment relationship between an employee and employer. It outlines the job title and duties of the employee, the duration of employment, compensation and benefits to be provided, confidentiality terms, and conditions for termination. Key details include the employee's job as [TITLE], a salary of [AMOUNT], health insurance and vacation benefits, confidentiality of trade secrets, and requirements for advance notice of resignation or termination by either party.
This document is the quality management system manual for XYZ. It describes the quality management system which complies with ISO 9001:2008. The manual includes sections on scope, exclusions, documentation requirements, management responsibility, and other quality system processes. It provides the table of contents and outlines the organization and control of the quality management system documents.
This company is committed to meeting customer requirements and satisfaction by providing high quality services and products. They will maintain an effective quality management system by motivating employees and continually improving the system. The policy is signed, showing approval.
This document contains various quality management forms used by an organization including forms related to employees, training, non-conformances, inquiries and orders, quotations, customer feedback, purchase orders, suppliers, manufacturing, inspection, calibration, and instruments. The forms provide templates for collecting information on topics such as employee details, training plans, non-conformity reports, purchase orders, supplier registration, inspection reports, calibration plans, and lists of machines and instruments.
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Module 13 developing business relationships power pointJigba
This document provides guidance on developing professional relationships. It discusses leaving personal baggage behind, understanding customer culture, and focusing on attributes that build solid relationships. Core principles like assessing, planning, implementing and evaluating are presented as anchors for building relationships and customer service strategies. Relationship mind mapping and practicing introductions and small talk are recommended for personal development in pursuing productive professional relationships.
The document provides an overview of Module 13 on customer service standards, which aims to help students develop knowledge of professionalism in meeting customer needs and expectations. The module covers topics like defining customer service, developing business relationships, understanding customer expectations, and presenting a suitable personal image. Upon completing the module, students should be able to cultivate professional relationships with customers and make effective decisions that present them as competent braille transcribers.
This document discusses customer service and provides guidance on defining and implementing good customer service practices. It covers:
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- Unhappy customers online can negatively impact a business more than unhappy offline customers.
- Sample definitions of customer service focus on meeting customer needs, providing agreed services, and having a positive attitude.
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The module explores ethical behavior and professional ethics for a home-based business practice as a braille transcriber. It contains five lessons over 4.5 hours covering the concepts of ethical and unethical behaviors, maintaining confidentiality and integrity, and identifying personal working standards. The key takeaway is emphasizing ethical behavior as a microenterprise home-based business. Activities include reviewing the Braillist's Pledge of Professional Ethics, discussing scenarios involving ethical dilemmas, and developing a personal code of ethical behaviors and standards. The goal is for students to understand ethics concepts and apply them to their work.
This document provides an overview of a problem solving module, including its objectives, topics, activities, and scenarios. The module aims to teach students to recognize problems, develop problem solving plans, and evaluate outcomes. It covers defining problems, learning problem solving models, and applying the models to real life scenarios. Students practice with problem solving worksheets and roleplaying scenarios to develop their skills. The instructor materials provide guidance on preparing and delivering the various module elements.
This module focuses on developing critical thinking skills. It includes lessons on defining critical thinking, assessing personal skill levels, observing critical thinking in others, and improving skills. Students learn to analyze information, evaluate circumstances, and develop the ability to critically assess data outside of their own perspectives. The goals are to promote accurate understanding of situations and enhance performance through strengthened critical evaluation.
The document outlines a soft skills module on goal orientation. The module has four lessons over 3.5 hours aimed at helping students identify goal-oriented behaviors, understand how to set realistic goals, create a goal-based plan, and monitor/evaluate progress. Key topics include goal setting tips, creating a vision board, and using handouts to facilitate goal writing and evaluation. The overarching goals are for students to understand the importance of goal orientation and be able to develop measurable goals and plans.
This document provides an overview of Module 5 which focuses on effective communication skills, including listening, speaking, writing, and interpreting. The module aims to equip students with practical communication abilities that can help them as braille transcribers and small business owners. It consists of six lessons over eight hours covering topics such as active listening, speaking clearly, understanding non-verbal cues, interpreting written information, and writing skills. Activities are designed to be hands-on and allow students to practice their communication skills.
This module focuses on expanding cognitive skills for starting a microenterprise business. It includes 3 lessons over 4 hours: (1) understanding divergent and convergent thinking through brainstorming exercises; (2) using critical, creative, and intuitive skills to analyze self and business venture choices; (3) objectively discussing the positives and negatives of a home-based business. The goal is for students to apply cognitive skills in exploring home-based business opportunities.
This module focuses on learning styles and helping students understand their own preferred learning styles. It includes four main objectives: 1) Know personal preferred learning and working styles, 2) Understand and articulate strengths and attributes, 3) Identify compensation methods for non-preferred styles. The module involves students completing several learning style assessments, creating a personal learning styles profile, discussing styles with peers, and keeping a learning journal. The goal is for students to better understand how to apply their preferred styles and compensate when needed.
This document outlines a module on framing and internalizing personal values. The module aims to help students understand their values in three areas: personal, work, and relationships with others. Activities include sorting value cards into categories, prioritizing core values, and discussing how values influence choices. The module is designed to help students identify their most important values and how these will guide decisions, especially regarding work.
This document provides an overview and curriculum for a module on motivation. The module aims to help students understand what motivates them and why motivation is important. It is divided into three parts: understanding the concept of motivation and its role, identifying factors that influence motivation, and recognizing personal motivation factors. Activities include group discussions, defining key terms, and creating a personal picture of motivators. The goal is for students to recognize motivation's importance and identify specific motivators for their training program.
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2. Module # 9 - The Time Management Framework
Soft Skills Module 9
The Time Management Framework
Summary
Goal: Instructor:
To understand the need to manage time
efficiently and balance work and personal
needs. Delivery Method(s):
Self-exploration, facilitated discussion
SMART Objectives:
Specific, Measurable, Achievable, Realistic, and Length:
Time-sensitive
By the end of this module, students should be able Three Lessons
to:
A total of 2 hours 45 minutes
Objective SS9.1: Recognize what good
time management means and looks like.
Any Applicable Business and/or Soft Skills?
Objective SS9.2: Understand and use a
time management assessment as a
mechanism for assessing personal time Business Skills
use. • Developing time management tactics
• Understanding and recognizing the
Objective SS9.3: Comprehend how to importance of time management in a
organize time using a time log. contracting/service delivery business
environment
Objective SS9.4: Have a collection of time
management strategies and techniques to
try as they build a successful home-based
business. Corresponding NLS Lesson #
Take Away Message(s):
The purpose of this module is to assist students in evaluating the necessary work and
personal time management skills and needs when running a home-based business as
4. Module # 9 - The Time Management Framework
Instructor Preparation
Title of Module: The Time Management Framework
Instructor:
As students complete the braille transcriber training program and get ready to exit the
prison, the subject of time management will be important. When beginning a home-based
microenterprise contracting business a strong time management framework is essential.
The effectiveness and efficiency of the business rests on this framework and will drive
work dependability, attention, focus, and delivery.
This module should be taught in the “future” tense and references to non-prison examples
should be made clearly to allow students to adequately connect what is presented to what
will need to be applied in the future.
Agenda – topics to be covered in the module and length of each item
Topic: Time Management Time Allotted: 2.75 hours
A. Assessing Time and the Management of Time (1 hour)
B. Organizing Time Using a Time Log (1 hour)
C. Time Management Strategies and Techniques (45 minutes)
Materials & Supplies – items needed in order to carry out the agenda and classroom activities
1. Handouts: Time Management Future Assessment (9.A.1), Computer-Based Time
Management Survey (9.A.2), Time log (9.B.1) – 2 copies per student, Time
Savers (AKA Organization Strategies and Techniques) (9.C.1), Daily Grind (9.C.2)
5. Classroom Preparation – steps to follow when setting up the learning environment
1. Flip chart/pad with markers or board/markers for instructor
2. Access to computers with Excel
3. Configure room for dyad/triad discussion groups
6. Module # 9 - The Time Management Framework
Curriculum Content
A. Assessing Time and the Management of Time (1 hour)
Objective SS9.1: Recognize what good time management means and looks like.
Objective SS9.2: Understand and use a time management assessment as a mechanism
for assessing personal time use.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Present some statements to students about time and ask students if they are facts or
fiction. Some examples are:
o Time flies.
Answer: Fiction – Time actually moves at a predetermined fixed rate.
o No one else manages my time but me.
Answer: Fact – We let others change our decisions about time and schedule.
o We save time.
Answer: Fiction – One cannot put time in the bank, postpone it or overspend it.
o Time is against us.
Answer: Fiction – Time is on our side once we organize it.
Write on one piece of chart paper or the board – Time Savers.
Write on another chart paper or the board – Time Wasters.
Have students share examples from their past and present (as applicable) that fall under
either heading.
Have each student create a pie chart using Excel software showing how he/she currently
spends his/her day (the instructor may need to assist with an example).
7. NOTE: This exercise may be coordinated with the Time Log (9.B.1) in Topic B.
Have students complete the Time Management Future Assessment (9.A.1),
and think of how they will try to use their time in the future after exiting the prison and
beginning their contracting work.
8. Module # 9 - The Time Management Framework
After all students have completed the activity, group students into teams of three to four;
have them discuss what areas of time management they are concerned about. After a
suitable discussion time ask each team to share their top two or three concerns. Write
those on chart paper and use later when describing different time management
techniques and strategies.
An additional Computer-based Time Management Survey (9.A.2) is attached
with a website for entering student responses and scoring. Students should take the
survey, again thinking about the future. Make sure students are aware that they can
access the survey free of charge when they are on their own if they want to re-assess
their time management skills.
B. Organizing Time Using a Time Log (1 hour)
Objective SS9.3: Comprehend how to organize time using a time log.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Have students complete a Time Log (9.B.1) for current functions/time regiments just to
become familiar with the log.
Then have students create a Perceived Time Log (9.B.1) – the kinds of time they
believe they will spend once they have exited the prison and started their business. Have
the students keep the log for future reference.
Have each student create a pie chart using Excel software showing how he/she
may need to spend his/her day in the future as a sole proprietor/contractor (the
instructor may need to assist with an example).
Lead a discussion addressing differences between the two pie charts (current and future).
Have students identify what the pitfalls and stumbling points could be for future.
9. Write the pitfalls and stumbling points down on chart paper and place them next to the
concerns to use when describing different time management techniques and strategies.
C. Time Management Strategies and Techniques (45 minutes)
Objective SS9.4: Have a collection of time management strategies and techniques to
try as they build a successful home-based business.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
10. Module # 9 - The Time Management Framework
Have students review the applicable Time Savers (AKA Organization Strategies
and Techniques) (9.C.1) listed that pertain to the two lists done earlier on chart
paper as – time savers/time wasters charts, time management concerns charts after
prison.
The Daily Grid (9.C.2) – Have the students complete independently and compare
their answers with other students; facilitate a discussion about their choices and
responses.
11.
12. Module # 9 - The Time Management Framework
Module 9
The Time Management
Framework Handouts
13. Module # 9 - The Time Management Framework
Time Management Future Assessment (9.A.1)
Questions About My Perception of Traits that I Will Put Into
Perceived
Trait = 2
Place When I Am a Sole Proprietor/Contractor
Points
I know and will take advantage of my learning style; I know strategies
that help me to learn better and I able am able to put them into action.
I will use a monthly calendar to keep track of activities and obligations.
I will use a weekly calendar to keep track of activities and obligations.
Every morning I will create a list of the things I have to do for the day.
Every evening I will review the list of things that needed to get done
for the day, cross off those completed, and create a new list for the
next day.
When I feel there are too many things to do I will take a few minutes,
sit down and organize myself.
When I first begin work, I will take a few minutes to determine the
things I have to do throughout the day, especially the priorities.
I will have all my phone numbers and contacts in one place.
I will have stacks of paper which will represent things I have to do.
I will rely on sticky notes to remind me of the things I have to do.
I will carry a calculator so I can do the math needed faster and with
accuracy than in my head.
I will not be afraid to ask for information that I need to do the work.
I will schedule tasks I don’t like to do between tasks I like so I work faster
14. on things I don’t like to do in order to get to tasks I enjoy doing.
I will do two tasks at the same time when one of them requires
waiting.
I know my environmental preferences and will make sure I work under
15. Module # 9 - The Time Management Framework
those conditions whenever possible.
Questions About My Perception of Traits that I Will Put Into
Perceived
Trait = 2
Place When I Am a Sole Proprietor/Contractor
Points
I will make a budget to manage my business and personal money so I
will know how much money to put in the bank and what bills to pay
right off when the checks come in for the work completed.
I will get enough sleep, exercise and eat right; I will work to stay in
good health.
I will review my business plan and future goals and obligations often to
ensure I am staying on track.
Add a time management strategy:
Add a time management strategy:
Total Points
Questions About My Perception of Habits that I Might Have
Perceived
Habit = 2
When I Am a Sole Proprietor/Contractor
Points
I am concerned about being sleepy when working; I am more of a
night owl than a morning person.
I think I will get to work and get busy; I doubt that I will have time to
think of my daily obligations or plan ahead.
I like to do one thing at a time; if I am waiting for a phone call I am
likely to just take a rest.
I will probably watch television, do my social networking and be on the
cell phone – three to four hours per day should cover it.
If I have a personal or professional problem more than likely it will
16. occupy my mind; I won’t get much done work wise because I will be
worried about the problem; I can spend hours worrying about things.
17. Module # 9 - The Time Management Framework
Questions About My Perception of Habits that I Might Have
Perceived
Habit = 2
When I Am a Sole Proprietor/Contractor
Points
I have never been the most organized person; I can see my future with
unorganized drawers, piles of stuff and me hunting around for things.
I can keep lots of stuff in my head so I don’t think I will need or use a
calendar to schedule my time.
I smoke and drink coffee/tea so I suspect I will take a break every
chance I get to have a cigarette and drink a cup of coffee/tea.
Since it is a home-based business, I will probably take personal calls
during my scheduled work time.
In the past when someone has wanted to meet with me I have
scheduled it, only to realize later that I am already busy at that time;
then I have had to call or email and reschedule.
Add a time waster of you own.
Add a time waster of you own.
Total Points
Final Tally
Part I Points
Part II Points
Subtract Part II from Part I for a Final Score
What your final score may mean based on your perceptions of the traits and habits you
might have when you are a sole proprietor/contractor.
Score between 30-36 You perceive you will be excellent at managing your time.
Score between 22-28 You perceive you will be like most people, needing some
time management improvement.
18. Score below 20 You perceive you might need to work a lot on your time
management skills; you have time wasters and do not
see yourself as organized.
9.A.1
19. Module # 9 - The Time Management Framework
Computer-based Time Management Future Assessment (9.A.2)
Time Management Survey Question Not
Rarely
Some
Often
Very
Computer-based at all times Often
1 Are the tasks you work on during the day the
ones with the highest priority?
2 Do you find yourself completing tasks at the
last minute, or asking for extensions?
3 Do you set aside time for planning and
scheduling?
4 Do you know how much time you are
spending on the various jobs you do?
5 How often do you find yourself dealing with
interruptions?
6 Do you use goal setting to decide what tasks
and activities you should work on?
7 Do you leave contingency time in your
schedule to deal with "the unexpected?”
8 Do you know whether the tasks you are
working on are high, medium, or low value?
9 When you are given a new assignment, do
you analyze it for importance and prioritize it
accordingly?
10 Are you stressed about deadlines and
commitments?
11 Do distractions often keep you from working
on critical tasks?
12 Do you find you have to take work home, in
order to get it done?
13 Do you prioritize your "To Do" list or Action
Program?
14 Do you regularly confirm your priorities with
20. your boss?
15 Before you take on a task, do you check that
the results will be worth the time put in?
21. Module # 9 - The Time Management Framework
Score Interpretation: Students receive 1 point for “not at all” and up to 5 points for
“very often,” scoring 1 to 5 in order. Please ask students to tally their individual scores.
Score Comment
46-75 You're managing your time very effectively! Still, check the sections on the website to
see if there's anything you can tweak to make this even better.
You're good at some things, but there's room for improvement elsewhere. Focus on
31-45 the serious issues listed on the website, and you'll most likely find that work becomes
much less stressful.
Ouch. The good news is that you've got a great opportunity to improve your
15-30 effectiveness at work, and your long term success! However, to realize this, you've got
to fundamentally improve your time management skills. Start by reviewing
suggestions in your notebook and on the website.
23. Module # 9 - The Time Management Framework
Time Log (9.B.1)
As you begin your business, track your past week. How did you spend your time? Mark
how much time in minutes and hours you spend doing the following:
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Sleeping
Eating
Transcribing
Marketing
Goal Setting
Prioritizing
Organizing
Customer
Services
Banking
Budgeting
Paying Bills
Television
Social
Networking
Phone
Relaxing
Exercising
Cleaning
Visiting
Doing
Nothing
With Family
Partying
Shopping
25. Module # 9 - The Time Management Framework
Time Savers (AKA Organization Strategies and Techniques)
(9.C.1)
Goal Setting, Scheduling, Planning
Set up goals and priorities.
Conduct purposeful action planning.
Schedule time to do long range planning
with goals, objectives, steps and
deadlines for completion.
Create a daily to-do list and group related
tasks together.
Prioritize the items on a task list.
Highlight priority items.
Post sticky notes and signs in
your workspace to remind you of
your identified priorities.
Establish clear expectations.
Frequently ask, “What is the best use of
my time right now?”
Ask, “What would happen if I did not do
this?”
Know when to stop working on a task;
don’t overdo it.
Get the proper tools to do the work right
the first time.
Do one thing at a time unless you are
waiting for something else; then have a
secondary task to work on.
Set aside some time to do nothing.
Set aside time for uninterrupted focus
and concentration.
Let others know your scheduling
needs and allotted times to interrupt as
applicable.
Use time-logs and idea files to
capture work flow and innovation.
Use yearly, monthly, weekly, and daily
calendars.
Take deadlines seriously and plan for
them at the beginning of a project.
Examine current use of time one to two
times per month.
Expect things to take longer than
anticipated.
Leave early for appointments and know
where you are going.
26. Meetings and Appointments
All meetings need a clear purpose.
Schedule meetings before lunch or
near the end of the day.
All meetings should have set time limit.
Listen carefully and take notes in a
spiral notebook or journal.
If other people should attend the meeting
limit to only those needed.
Most meetings expand to the time
allowed; reduce time scheduled and
send an agenda.
Email / request agendas with
specified timeframes per subject
matter.
Always start the meeting on time.
Close the door when meeting is to start.
Place all priority items at the beginning of
the agenda in a rank order of importance
and information items last.
Redirect discussion back to the topic.
Ask all to put electronic devices on silent
mode so the work can get done without
interruption.
Do not require everyone to talk unless
necessary.
Spend a few minutes prior to the meeting
reviewing the agenda, understanding the
issues/requests, formulating some
responses, and thinking about who will be
present.
Review all papers, reading, or anticipated
discussion prior to the start of the
meeting.
Only hold a meeting or attend if
necessary.
Filing
Color code by label, pendaflex or folder.
Clean files out regularly – both efiles and
paper.
Back up electronic data regularly.
9.C.1
27. Module # 9 - The Time Management Framework
Design and keep an organized
record system.
Phones and Emails
Before making return or cold calls, plan
out what you want to say.
Identify yourself by full name and state
your purpose of the call early.
Group calls and emails; address in
morning, immediately after lunch and at
end of day.
Use voice mail system to record /
screen calls.
Arrange specific times to call or get
back to customers and callers; mark on
the calendar.
Environment and Work Space
Keep work space for work; socialize
on neutral ground or non-dedicated
work zones.
Keep desk top clear, except for current
work.
Toss what you don’t need; a work space
is not the place for clutter or storage.
Ensure all work items have a set place.
Keep items off work space until you are
ready for them.
Ensure the work space is arranged in
a way that works best for you and
work flow.
Design a comfortable, pleasant space
with easy access to necessary tools.
Remember, your work space is
specifically for receiving and
processing contracts.
Eat light lunches.
Exercise at lunch.
Correspondence and Paperwork
28. Write responses on the letter or
phone message; e-responses can be
added to the note on a task list.
Create templates and form letters
with standard paragraphs.
Keep letters and emails short.
Use diagrams/charts where information
is better displayed than with words.
Keep the paperwork and forms to
a minimum; only do what is
absolutely necessary.
Touch items once – read, respond, file
or toss.
Use technology as needed (voice to
text, text readers, etc.).
Set specific time to address.
correspondence; use email and the
phone when appropriate.
Decision Making / Avoiding
Procrastination
Set realistic deadlines and then
challenge yourself to meet or beat
them.
Understand the benefits of
doing unpleasant tasks and
functions.
Be interested in your work, every day.
When problems exist make or get
clear statements of the
trouble/difficulty to be solved.
Think ahead; do not
needlessly complicate tasks
or problems.
Avoid perfectionism.
If you find you are avoiding an aspect
of a job, make appointment to discuss
with customer.
Ask, “What am I avoiding?” or “Am I
avoiding anything?”
Put reminders of a task or job in the
center of your desk on a special
color sticky note.
Do unpleasant tasks at the same
time each day.
Write out a plan to get unpleasant task
done.
Identify the consequences of not doing
the task. 9.C.1
29. Module # 9 - The Time Management Framework
Before ending the day or taking a break,
set up the next step.
Slow Times
When things begin to get jammed up,
slow down and evaluate.
Write down the problem and clarify what
is blocking progress.
Try working on a project that give you
satisfaction or a sense of
accomplishment.
Have a list ready of things that can be
done while waiting or during the slow
time.
Interruptions and Excessive
Talkers
Express your limited time availability and
ask for a summary.
Resources Utilization – YOU
Don’t reinvent the wheel; research
existing possibilities.
Say “no” skillfully.
Access additional training if needed.
Other Points Specific to You
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31. Module # 9 - The Time Management Framework
The Daily Grind (9.C.2)
It is 7:30 a.m. and you are trying to drink one more cup of coffee/tea before you hit the
work room/office. You want to get an early start because yesterday you took off to be
with friends to relax and just catch up. Listed below are the messages from voice and
email that are screaming to be done. Put numbers 1-9 next to the tasks in the order you
would do them – 1 being first.
A school contact wants to meet with you at 10:00 a.m. You are not sure of the agenda
and wonder if they have work to contract out or just want to get to know you and see
your portfolio.
The contract you are currently working on wants you to call as soon as you get a minute.
One of the jobs you bid last month is concerned about the cost of the job and wants to
talk about a reduced rate or a discount.
There is an email from a friend who heard you were doing braille transcribing and wants
you to talk to a parent who has a child who is blind.
You have a message to call your bank; they said it was urgent.
The customer who contracts with you a lot is interested in discussing a glitch that seemed
to appear in the workflow. It seems things are hung up in the contracts office, budget and
finance and you might have a delay in payment for services completed, but they want you
to keep working on the current project and they have two more.
You really need to review your calendar and get organized for the week, and maybe even the
month so you know what your schedule looks like and what kind of time you have.
32. Your quarterly taxes are due tomorrow and you are behind with the bookkeeping.
You need to schedule your annual check-up with your primary care provider.
9.C.
2