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Self-Empowerment via 4th Generation Time Management
- 1. Winning On Time 4th Generation Time Management
- 2. What are some common problems with managing our time?!
- 3. 4 Generations of Time Management
- 4. 1st Generation: Checklists, Notebooks & Journals
- 6. 3rd Generation: Goal-Setting & Prioritisation
- 7. 4th Generation: Time Management via Self-Management
- 8. 3 Steps to Effective Time Management
- 9. #1 What ROLES do you play in life?
- 10. #2 What must you do to ensure you play the role well?
- 11. # 3 Do you know the difference between URGENT and NOT URGENT activities?
- 12. Urgent Not Urgent Important Q1 Q2 Not Important Q3 Q4
- 13. Urgent Not Urgent • Crisis • Studying / Learning • Last-minute tasks • Assignments Important • Sudden problems • Exercise • Maintenance • Planning • Training • Relationship Building • Interruptions • Trivia • Phone-calls • Childish Games • Some email • Gossip magazines Not Important • Facebook • Idle Chatter • Some Web-surfing • TV serial programs
- 14. Stressful Living • Stress Q2 • Burnout • Crisis Management • Fire-Fighting Q1 Q4 Q3
- 15. Irresponsible Living • Sh • De Q1 • Q2 Fe • No • Alw Q3 & Q4
- 16. Empowered Living • Vision, perspective • Balance • Discipline • Control Q1 • Few Crises Q2
- 17. Thank You for Your TIME! Slides and other resources available @ http://tlc-kdu.blogspot.com
Editor's Notes
- Elicit discussion students about everyday problems with time management. Jot down answers which would normally include: not enough time stress missing deadlines, etc.
- Explain that the presentation will go through 4 generations of time management. Each generation has built on the one preceding it, and there are lessons / tasks to learn from each one.
- Get students to make a list of things they need to do today. Elicit discussion about the BENEFITS of keeping checklists, etc. Try to ask if there’s anything LACKING in the approach as a lead-in to the next item…
- Get students to plan out their activities for the entire week or month if possible. Discuss BENEFITS of this approach.
- Ask students to list down their goals for the whole year. What do they plan to achieve? Then get them to PRIORITISE.
- Get students to list down the important roles in their lives. The list will usually look like this: son/daughter Brother Friend Student
- Get students to think that GIVEN the roles they are now playing, what would be the activities they need to do on a regular basis to ensure they “perform” well? E.g. Spending time with family Studying Exercising Learning about other communities Learning about manners
- Define ‘urgent’ or get students to define it. Get them to talk about what tasks are urgent or not urgent.
- Get students to draw the chart and begin putting down activities in the appropriate boxes. This should take about 10 minutes and the point is just to get them thinking about which of their activities belong to which box.
- Get students to draw the chart and begin putting down activities in the appropriate boxes. This should take about 10 minutes and the point is just to get them thinking about which of their activities belong to which box.