GRADUATE STUDENT TIME MANAGEMENT
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This document outlines a workshop for graduate students on time management and setting achievable goals. It discusses questions for students to consider about their views and use of time. The workshop also addresses identifying barriers, resources, and setting goals to help improve time management and reach achievements.
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GRADUATE STUDENT TIME MANAGEMENT
- 1. GRADUATE STUDENT TIME MANAGEMENT: HOW TO SET AND REACH ACHIEVABLE GOALS PLAN Workshop School of Interdisciplinary and Graduate Studies Michelle Rodems, Ph.D. October 15, 2012 http://www.flickr.com/photos/stuartpilbrow/
- 2. Questions to Consider: 1. What are my personal views on time? How conscious am I of time passing? Do I wear a watch? How important is time in my life? 2. How have my views on time been influenced by my family, culture, lifestyle, gender, age, and other factors? 3. Am I punctual or am I a procrastinator? Can I concentrate or am I easily distracted? Do I try to control time, or does it seem to control me? 4. Do I complete my assignments early, on time, or late? 5. How much time do I spend on social activities? How important are these uses of time to me? 6. How is my use of time affecting my stress level? How is my anxiety about not getting word done on time affecting my performance?
- 3. Goals Barriers Resources Achievements
- 4. Why Are You Here? http://www.flickr.com/photos/eyeliam/
- 5. Goals Barriers Resources Achievements
- 6. Recognizing Your Obstacles http://www.flickr.com/photos/foxypar4/
- 8. Goals Barriers Resources Achievements
- 9. What’s In Your Toolbox? http://www.flickr.com/photos/pitel/
- 15. Goals Barriers Resources Achievements
Editor's Notes
- Introduction2 minutes
- Reflection3 minutes
- Framework/Objectives/OutlineSchlossbergZimmerman, Bandura, Martinez-Pons, 1992Self-efficacy & goal setting was a predictor of academic success (by GPA)2 minutes
- GoalsIntroductionsBrainstorm: Goals for Time Management/Graduate WorkWrite 3 Goals for Graduate Work/3 Goals for Time ManagementBrainstorm: 3 MinutesGoals: 3 minutes
- Framework/Objectives/OutlineSchlossbergZimmerman, Bandura, Martinez-Pons, 1992Self-efficacy & goal setting was a predictor of academic success (by GPA)2 minutes
- Obstacles/Challenges/AspectsThink, Pair, ShareMake a list individuallyCategorize with person next to youConcept Map with whole groupIndividual: 2 minutesNext to you: 3 minutesConcept map & Share: 8 minutes
- Add list: (1 minute)Balance/JugglingReading amountWriting amountResearch amountProfessional obligationsCommittee needsHealthFamily and friendsAssistantship/JobDowntimePlanning
- Framework/Objectives/OutlineSchlossbergZimmerman, Bandura, Martinez-Pons, 1992Self-efficacy & goal setting was a predictor of academic success (by GPA)2 minutes
- Tools/Resources (1 minute)SystemsStructuresPeopleTechnology
- Prioritize: (2 minutes)A high school science teacher wanted to demonstrate a concept to his students. He takes a large-mouth jar and places several large rocks in it. He then asks the class, “Is it full?“Unanimously, the class reply, “Yes!”The teacher then takes a bucket of gravel and pours it into the jar. The small rocks settle into the spaces between the big rocks.He then asks the class, “Is it full?”This time there are some students holding back, but most reply, “Yes!”The teacher then produces a large can of sand and proceeds to pour it into the jar. The sand fills up the spaces between the gravel.For the third time, the teacher asks, “Is it full?“Now most of the students are wary of answering, but again, many reply, “Yes!”Then the teacher brings out a pitcher of water and pours it into the jar. The water saturates the sand. At this point the teacher asks the class, “What is the point of this demonstration?”One bright young student raises his hand and then responds, “No matter how full one’s schedule is in life, he can always squeeze in more things!”“No,” replies the teacher, “The point is that unless you first place the big rocks into the jar, you are never going to get them in.”The big rocks are the important things in your life. it might be your family, your friends, your personal growth, or anything else. You have to prioritize the big rocks over the small things, as demonstrated by the gravel, the sand, and the water… or you will never have enough time for the important things.So, which things are the “Big Rocks” in your life, and which are gravel, sand or water? When you are hassled because there is no time, remember the story about the Big Rocks and the Jar!5 minutesThe Big RocksA - Those activities that are important AND urgent and will impact you greatly if you don't accomplish them right way.B - Those activities that are important to be done, but not urgent. You have time to accomplish them before they have a great impact on your life.C - Those activities that may be nice to do sometime, but if you don't do them, you wouldn't be terribly disappointed.
- Assessment (7 Minutes)Yourself: Know what does and doesn’t work for you. Advisor exampleBiological Cycle: Your best work time, your best sleep time, your needed downtime. Work Style: Noise, light, alone/together, big chunks or small piecesExpectations/Goals vs. Reality: High expectations, set goals. Don’t defeat yourself. Avoidance v. Achievement v. Mastery:
- Timelines/Deadlines: Planning (2 minute)Break it Down: Set small deadlinesBackwards Timeline: Plan for 2s: Two extra week, Twice as Long
- Organization (2 minutes)Breaking Into Pieces – Break projects into pieces, elephantBlock time, time blocks – Schedule everything (at least initially)“Wasted Time” – On the bus, in traffic, between classes/office hours, waiting for a friend, in lineWork space – Find what you need, fast. CategoriesFlexibilityPlanning
- Resources (5 minutes for resources)PlannerCalendarTechnologyMichelle’s exampleCalendarOutlookRemember the MilkGoogle (Calendar, Docs, etc)RSSEndnote/MendeleyDelicious DiigoPhoneTungle.meDoodle
- Closing The Loop (5 minutes)Get StartedPlan Twice as much time
- 2 Minutes ShareReward Yourself