Instructional Design Time Management

Mastering Time Management: Work Smarter, Not Harder Created for Arizona State University

Created by Michelle King

Effective Time Management for Students Performance Analysis The Director of Online Programs requested an evaluation of student time management strategies based on feedback from faculty regarding the timeliness of submitted assignments for the online programs at Arizona State University. A 20-question survey was developed to assess students’ attitudes toward planning and time management, their understanding of information provided in the syllabus on the expected level of commitment for online courses, obst acles to managing their time effectively and demographic information.

Based on the feedback from faculty and the results of the completed surveys the primary gap concerning time management related to lack of knowledge/skill in time management strategies. Sixtynine percent of students reported that they have never received time management training. The survey asked students to identify their awareness of and/or use of specific time management strategies. The strategies included: ABC Model of Time Managem ent, ALPEN Method, RAC Method, Eisenhower's Matrix/Stephen Covey's Time Managem ent Grid, Pareto's Principle, S.M.A.R.T goal, and the Pomodoro Technique. Seventy-five percent of surveyed students stated that they had no knowledge of any of the techniques. T he lack of knowledge/skill in time management was identified as a significant performance gap.

Students were asked to assess their time management approach to their online classes based on their personal approach. Although students rated the importance of time management in effectively managing an online class (4.8 on a scale of 5), 46% of students reported they had not planned a schedule for their current class to accomplish their work on time. Only 11% of students reported that they plan both study time and note due dates on the calendar. Additionally, 70% of students admitted they do not always make a daily/weekly plan for managing their time. The information shared in the survey showed that most students (71%) submit their work within 24 hours of the due date for assignments.

Despite the lack of concrete skills and knowledge of time management strategies, 55% of students report that they can use their time effectively to complete assignments. Many students reported competing priorities which make time management more difficult. Approximately 40% of students cited "procrastination" or "distraction" as a challenge in managing their time.

In addition to the primary gap in knowledge/skill in time management strategies, the survey information revealed two other gap areas: individual challenges with internal/external factors impacting prioritization of tasks, and lack of planning for study tim e to accomplish course objectives.

Analysis of the results and feedback show that all identified performance/knowledge gaps can be addressed by training. Prior to the course a pre-test for learners will be provided to help them evaluate the primary external/internal trigger impacting their time management. The one-hour course will include an introduction to time management principles, followed by strategies for addressing external/ internal triggers that impact time management. Next learners will use the c ourse syllabus to evaluate

study time necessary to meet their planned course objectives and apply the GTD (Get Things Done) methodology to compose a time management study/task plan.

Created by Michelle King

Instructional Goal At the conclusion of instruction, participants will be able to identify and apply time management methodologies with 90% accuracy.

In order to accomplish the instructional goal, there will be four performance objectives: 1.

Learners will demonstrate the benefits and importance of time management throug h in-course polls with 90% accuracy.

2.

Based on the identified external/internal trigger from the individual pre -test, learners will identify three strategies for effectively prioritizing tasks.

3.

Using the course information and syllabus learners will demonst rate how to analyze time related course activities with 90% accuracy.

4.

Using the analysis of time related course activities, learners will compose a study plan with 100% completion rate.

Target Population Based on the results from the survey 100% of students are receiving training/education online currently.

Approximately 71% of online learners are aged 21-40, while 29% are aged 41-61+. Sixty-five percent of surveyed students identify as women and 35% identify as male. The majority of online learners are attending classes from different states in the U.S., while 2% are international students. Most students work full or part-time (96%) and most students (72% ) identify as white/Caucasian. Every surveyed student has advanced education. Seventy-five percent of the surveyed students hold bachelor’s degrees and 25% hold a master’s or PhD. Most students noted that they prefer to learn in an interactive environment rather than a strict online environment. Only 27% of students stated they preferred online/independent learning.

Contexts and Settings As noted, surveyed students rated time management as a necessary skill to complete their online courses effectively. When asked, "In your opinion, rate the importance of time management skills for an online student to produce quality work", students responded that time management was "very important" (a 4.8 rating on a 5-point scale).

Due to the nature of the student’s class environment (online) and the results of the survey, as well as the feedback from faculty, the time management course will be conducted online. This setting is familiar to students and uses technology familiar to the learner to engage with the content.

Learners will be assigned a list of course offerings to select a time/date that is in alignment with their school/work schedule. They will then be provided a link to both the pre -test and Adobe Connect course with a calendar invite. Registrants are required to take the pre-test and attend a one-hour session to receive credit for the course.

Created by Michelle King

Assessment Instruments Pre-training and Post-training Assessment A pre-training test will be provided several days before the training (link). Submissions will be grouped by the instructor for the break-out sessions in the online course. The pre-test consists of 15 questions and will help to identify the external/internal triggers or obstacles that challenge the learner. The specific identified areas learners will evaluate are goal setting, prioritization, managing interruptions, procrastination, and scheduling.

The post-training assessment will consist of ten online review questions (multiple choice/true-false), and 5 additional questions evaluating the effectiveness of the trainer/training. Both assessments will be provided online. The post-training assessment link will be provided at the end of the trainin g session for each participant.

Instructional Strategies & Activities Pre-Instructional Activities • Motivational task: Each learner will be required to take a pre -test prior to the course. The pre-test will provide the learner with a challenge area identified t hat effects their ability to time manage effectively. When learners enter the online course, the instructor will present several polls to engage learners including sharing results from their pre -test, confidence level in being able to manage their time, and knowledge of time management. Warm -up activity will also include a chat box where learners can share their best time management tips.

•

Learners will take a pre-test to confirm their prerequisite knowledge and specific challenge area.

Pre-tests will be submitted and analyzed prior to instruction.

•

Learners will be introduced to the Adobe Connect tools to be used to interact during the course.

Created by Michelle King

Performance Objectives Introduction Objectives will be shared via the presentation in the course. Instructor will ask learners to read the objectives and then give a green checkmark when they have completed reading the course objectives. Instructor will expand on each objective with an exa mple of what activities learners will be participating in.

In order to accomplish the instructional goal, there will be four performance objectives: 1.

Learners will demonstrate the benefits and importance of time management through in course polls with 90% accuracy.

2.

Based on the identified external/internal triggers from the individual pre-test, learners will identify three strategies for effectively prioritizing tasks.

3.

Using the course information and syllabus learners will demonstrate how to analyze time related course activities with 90% accuracy.

4.

Using the analysis of time related course activities, learners will compose a study plan with 100% completion rate.

Performance Objective #1 Learners will demonstrate the benefits and importance of time manageme nt through incourse polls with 90% accuracy.

Assessment Method and Sample Assessment Item There will be ten assessment questions for objective one utilizing a combination of multiple choice, and true/false. Each question is worth one point. A question from the assessment: What are the benefits of using time management strategies? (Choose all that apply) To challenge the learner multiple answers are correct. They will be instructed that there are three correct answers. a. Ability to accomplish more in a shorter amount of time b. Lowers stress c. Helps you avoid tasks d. Enhances decision-making ability e. Eliminates free time f. You accomplish less Instructional Methods This online training will utilize the following method to present each of the four objective s.

1.

Introduce each performance objective – provide context for the objective.

2.

Present content/activity. a.

Read performance objective.

b.

Present each concept within the objective

c.

Engage learners in directed activity

3.

Each activity objective activity will move learner toward final objective.

4.

Conduct mini-knowledge check.

Created by Michelle King

Content Presentation ● Content: Examples of why time management is important Defining the benefits of time management Do more with less Create meaningful work Limit indecisiveness Achieve goals faster Establish greater confidence Eliminate unimportant work Develop skills to combat stress ● Methods of instruction/presentation: Organization – learner identifies how new ideas relate to existing ideas. ● Examples: Action Priority Matrix – strategy for eliminating unimportant work

Created by Michelle King

Learner Participation

Action Priority Matrix: Participants will work together lead by the instructor.

Instructor will provide a list of course tasks and ask participants to decide how those tasks should be scored based on the following steps: Step 1 List the major activities that you want to or need to complete.

Step 2 Score these on impact (from, say, 0 for no impact to 10 for maximum impact), and on effort involved (from, say, 0 for no real effort to 10 for a major effort).

Step 3 Plot the activities on the Action Priority Matrix, based on your scores.

Step 4 Prioritize appropriately, and delegate or eliminate low -impact activities.

The instructor will provide feedback as participants provide their answers.

Activity Take course assessment – due in 3 days Read 3 chapters from course book – due in 1 day Begin planning final project – due in 3 weeks Review discussion board post – due in 4 days Choose a project team – due in 2 days Review research paper before submitting – due in 6 days

Impact (0-10)

Effort (0-10)

0 = No Impact 10 = Maximum Impact

0 = No Effort 10 = Maximum Effort

Created by Michelle King

Mini-Knowledge Check Statements 1.

One of the ways to set goals is to follow the acronym S.M.A.R.T. What does the M stand for in S.M.A.R.T? Answer: Measurable

2.

One of the benefits of time management strategies is that they help us to reduce stress . Answer: True.

3.

Although students state that time management is important to be an effective student, what is one of the reasons students give for not using time manage ment strategies? Answer: No knowledge/training in time management strategies .

Performance Objective #2 Based on the identified external/internal triggers from the individual pre -test, learners will identify three strategies for effectively prioritizing tasks.

Assessment Method and Sample Assessment Item Individual pre-test provides learners with insight into their personal triggers (challenges) that impact their approach to time management. Breakout groups will be aligned and grouped by the identified c hallenge as follows: Scheduling Procrastination Prioritization.

Managing Interruptions ____ Goal Setting

Instructional Method This online training will utilize the following method to present each of the four objectives.

1.

Introduce each performance objective – provide context for the objective.

2.

Present content/activity. a.

Read performance objective.

b.

Present each concept within the objective

c.

Engage learners in directed activity

3.

Each activity objective activity will move learner toward final objective.

4.

Conduct mini-knowledge check.

Content Presentation â—? Content: Discuss pre-test findings Compare results/insights Breakout group activity by challenge area Scheduling Procrastination Prioritization Managing Interruptions Goal Setting

Created by Michelle King

● ●

Methods of instruction/presentation: Elaboration – learners add their ideas or existing knowledge to the new information.

Examples: For the prioritization break-out group the team will be asked to take a set of course related activities and list them in order using Eisenhower’s Urgent/Important Principle. The team will bring their findings back to the larger group.

Learner Participation Participants will identify three strategies they can employ to mitigate the identified challenge. The breakout groups will have 5 minutes to review a list of strategies with examples and decide which strategies they think will be most effective. When they return from the breakout groups each group will have 60 seconds to present the top strategy they chose and why they think it will be effective.

The instructor will provide feedback as each team reports out.

Mini-Knowledge Check Statements 1.

Identify one strategy for managing the challenge of “interruptions”. Answer: Let people know when you have “available” and “unavailable” time.

2.

Identify one strategy for managing the challenge of “procrastination” .

Answer: Act as you go. Tackle tasks as soon as they arise, rather than letting them build up over another day.

3.

Identify one strategy for managing the challenge of “scheduling”. Answer: The pickle jar theory

Performance Objective #3 Using the course information and syllabus learners will demonstrate how to analyze time related course activities with 90% accuracy.

Assessment Method and Sample Assessment Item There will be three assessment questions for objective three utilizing a combination of multiple choice, and true/false. Each question is worth one point. A question from the assessment: The expected time commitment for a 7.5-week course is:

Created by Michelle King

a. 6 hours per week per credit hour b. 30 hours per week c. 5 hours per week Instructional Method This online training will utilize the following method to present each of the four objectives.

1.

2.

Introduce each performance objective – provide context for the objective.

Present content/activity. d.

Read performance objective.

e.

Present each concept within the objective

f.

Engage learners in directed activity

3.

Each activity objective activity will move learner toward final objective.

4.

Conduct mini-knowledge check.

Content Presentation ● Content: Describe the components of a course Evaluate the syllabus for information on required activities Prepare list of activities from syllabus List due dates/amount of study time required Use the backward planning process ● Methods of instruction/presentation: Integration – transforming information into a more easily remembered form. ● Examples:

Learner Participation In this activity, the participants will through a course syllabus provided by the instructor. They will identify the activities like reading materials, watching videos, course assessments, discussion board posts/responses, and projects within the course syllabus. Participants will be quizzed by the instructor on general time estimates for tasks. Participants will then help the instructor using the backward planning process to evaluate one project from the course. The participants will demonstrate how the

Created by Michelle King

syllabus information can be used to plan study/reading/analyzing/writing time for course projects.

The instructor will provide feedback as participants respond.

Mini-Knowledge Check Statements 1.

Why is the backward planning process and effective tool for planning? Answer: It’s an effective way to plan when you feel overwhelmed.

2.

When reviewing the syllabus, how can you estimate the amount of time a task might take? Answer: Use standard guidelines but review the course thoroughly for specific details (number of readings/pages).

3.

Is the information in the syllabus enough to plan your study/reading/work time for the course? Answer: No, the best way to plan is to review all of the course materials/requirements and due dates.

Performance Objective #4 Using the analysis of time related course activities, learners will compose a study plan with 100% completion rate.

Assessment Method and Sample Assessment Item There will be three assessment questions for objective four utilizing a combination of multiple choice, and true/false. Each question is worth one point. A question from the assessment: What is the first step in the GTD time management strategy? a. Reflect on your to-do list. b. Assign due dates. c. Capture everything you need to do.

Instructional Method This online training will utilize the following method to present each of the four objectives.

1.

Introduce each performance objective – provide context for the objective.

2.

Present content/activity. a.

Read performance objective.

b.

Present each concept within the objective

c.

Engage learners in directed activity

3.

Each activity objective activity will move learner toward final objective.

4.

Conduct mini-knowledge check.

Content Presentation ● Content: Analyze course time com m itment Introduce the GTD (Get Things Done) practice method Capture everything you need to do Clarify the things you have to do Organize those actionable items by category Assign due dates Reflect on your to-do list Engage and get to work

Created by Michelle King

● ●

Methods of instruction/presentation: Organization – helps learner identify how new ideas relate to existing ideas.

Examples:

Created by Michelle King

Learner Participation Learners will be provided a calendar with a list of activities. In their breakout group they will use the GTD method and apply it to the identified tasks from the syllabus activity. Learners will only focus on the first two weeks of the course syllabus with the expectation they will finish the activity after class as homework.

Mini-Knowledge Check Statements 1.

2.

3.

The second step in the GTD method is Clarify. Answer: True Which step of the GTD method is “frequently look over, update and revise your lists ? Answer: Step 4, Review.

One of the most important concepts in step 3 of the GTD method “Organize”, is to make a filing system. Answer: false

Follow-through Activities Students will be provided with a post-test link they will click prior to exiting the course. In addition, participants will be required to submit their completed plan from the fourth objective to receive full credit for the course.

Course Post-Test

Answer

After completing the course I understand time management strategies After completing the course I feel confident that I can implement time management strategies

Yes/No

What are the steps in the GTD method?

Ordering

How does backward planning help with time management?

Multiple choice

Name three strategies to manage procrastination

Multiple choice

Name three strategies to manage interruptions

Multiple choice

Name three benefits of implementing time management strategies

Multiple choice

What is the first step in the backward planning process?

Multiple choice

How many hours should you plan to dedicate weekly for a 3-credit hour class?

What steps should you take to evaluate the amount of time you need to plan/study for any course?

Multiple choice

Scale 1-5

Ordering

Training Evaluation Did the training meet your expectations?

Multiple Choice

How can we do a better job to meet your expectations?

The subject matter expert presented course material in a clear manner that facilitated understanding.

The information was organized in a manner that helped me understand underlying concepts.

What are 1 to 3 specific things about the training that were most helpful in increasing your knowledge and skills?

Open Answer Multiple Choice Multiple Choice Open Answer

Mastering Time Management: Work Smarter, Not Harder Created for Arizona State University

Participant Booklet

Created by Michelle King

TABLE of CONTENTS PROGRAM INTRODUCTION .............................................................................................................. 2 Why The Training Is Important ..................................................................................................................................... 2 How This Training Will Help You Be a Better Student ............................................................................................. 2 What You Will Be Able To Do After the Training ...................................................................................................... 2 Training Objectives ..........................................................................................................................................................2

SECTION 1: DEMONSTRATE THE IMPORTANCE AND BENEFITS OF TIME MANAGEMENT .................... 3 What You Will Be Able To Do After This Section ...................................................................................................... 3 What Content Will Be Presented In This Section ...................................................................................................... 3 Practice in Action ............................................................................................................................................................. 5 Poll ....................................................................................................................................................................................... 5

SECTION 2: IDENTIFY THREE STRATEGIES FOR EFFECTIVELY PRIORITIZING TASKS ............................... 6 What You Will Be Able To Do After This Section .......................................................................................................6 What Content Will Be Presented In This Section .......................................................................................................6 Practice in Action .............................................................................................................................................................. 8 Poll ........................................................................................................................................................................................ 8

SECTION 3: ANALYZE PERTINENT TIME RELATED COURSE ACTIVITIES ................................................. 8 What You Will Be Able To Do After This Section ........................................................................................................ 8 What Content Will Be Presented In This Section ........................................................................................................ 9 Practice in Action ...............................................................................................................................................................9 Poll ........................................................................................................................................................................................ 9

SECTION 4: COMPOSE A PLAN FOR COURSE STUDY/ACTIVITIES/DELIVERABLES ................................. 10 What You Will Be Able To Do After This Section ......................................................................................................10 What Content Will Be Presented In This Section ..................................................................................................... 10 Practice in Action ............................................................................................................................................................ 12 Poll ...................................................................................................................................................................................... 12

Participant Booklet-1

Created by Michelle King

Program Introduction Why the training is important The ability to effectively manage your activities, tasks and deadlines is considered one of the most important skills for a student. Without understanding the best approaches to managing and scheduling your time students can experience increases in stress and decreases in motivation. When you can effectively evaluate the amount of time needed to complete a task or project you can make better decisions on how to spend your time to be effective. Although most students believe time management is a critical skill, very few are aware of or have practiced time management strategies.

How this training will help you become a better student As an online student you are likely to have many competing priorities. Ninety-six percent of online students work full or part-time and many have families.

Without a clear plan on how to achieve your goals, and a strategy to manage unplanned activities students are faced with neglecting one important task for another.

This course will provide you an introduction to time management strategies, help you to identify common challenges, review how to evaluate your course syllabus and content, and help you to design a plan that works for you.

What you will be able to do after the training The course is designed to help you understand time management principles and methodologies and apply them in practice so that you leave the course with the beginning of a study/ac tivity plan.

Instructional Objectives: 1.

Learners will demonstrate the benefits and importance of time management through in course polls with 90% accuracy.

2.

Based on the identified external/internal triggers from the individual pre -test, learners will identify three strategies for effectively prioritizing tasks.

3.

Using the course information and syllabus learners will demonstrate how to analyze time related course activities with 90% accuracy.

4.

Using the analysis of time related course activities, learner s will compose a study plan with 100% completion rate.

Participant Booklet-2

Created by Michelle King

Section 1: DEMONSTRATE THE IMPORTANCE AND BENEFITS OF TIME MANAGEMENT What You Will Be Able To Do After This Section Learners will demonstrate the benefits and importance of time management through in-course polls with 90% accuracy.

Material presented in this section There will be an introduction, followed by an activity to practice the material. There will feedback on the activity.

What Content Will Be Presented In This Section 1.

Examples of why time management is important

2.

Defining the benefits of time management a.

Do more with less

b.

Create meaningful work

c.

Limit indecisiveness

d.

Achieve goals faster

e.

Establish greater confidence

f.

Eliminate unimportant work

g.

Develop skills to combat stress

Performance Objective Example:

Participant Booklet-3

Created by Michelle King

Example: Action Priority Matrix

Participant Booklet-4

Created by Michelle King

Practice In Action Participants will work together lead by the instructor.

Instructor will provide a list of course tasks and ask participants to decide how those tasks should be scored based on the following steps: Step 1 List the major activities that you want to or need to complete.

Step 2 Score these on impact (from, say, 0 for no impact to 10 for maximum impact), and on effort involved (from, say, 0 for no real effort to 10 for a major effort).

Step 3 Plot the activities on the Action Priority Matrix, based on your scores.

Step 4 Prioritize appropriately, and delegate or eliminate low -impact activities.

The instructor will provide feedback as participants provide their answers.

Activity

Impact (0-10)

Effort (0-10)

0 = No Impact 10 = Maximum Impact

0 = No Effort 10 = Maximum Effort

Take course assessment – due in 3 days Read 3 chapters from course book – due in 1 day Begin planning final project – due in 3 weeks Review discussion board post – due in 4 days Choose a project team – due in 2 days Review research paper before submitting – due in 6 days

Poll Respond to the statements below by voting in the following manner: if the statement is true, vote by giving a green check mark; however, if the statement is not 100% accurate, vote by giving a red x mark.

1.

One of the benefits of time management is achieving your goals faster.

2.

If I plan my study/activity time I will have greater confidence in my understanding of the coursework .

3.

When I plan my time, I will be able to turn in my assignments more than 24 hours before the due date.

Participant Booklet-5

Created by Michelle King

Section 2: Identify Three Strategies for Effectively Prioritizing Tasks What You Will Be Able To Do After This Section Based on the identified challenge area from the individual pre -test, learners will collaborate in break-out groups to identify three strategies for effectiv ely prioritizing tasks.

Material presented in this section There will be an overview of the pre-test results, followed by an activity to practice the material. There will feedback on the activity.

What Content Will Be Presented In This Section 1.

Discuss pre-test findings

2.

Compare results/insights

3.

Breakout group activity by challenge area a.

Scheduling

b.

Procrastination

c.

Prioritization

d.

Managing Interruptions

e.

Goal Setting

Example: Eisenhower’s Urgent/Important Principle

Participant Booklet-6

Created by Michelle King

Example: Pickle Jar Theory

Example: SMART Goals

Example: The Interrupters Log

Participant Booklet-7

Created by Michelle King

Practice In Action For each challenge group the participants will review a list of strategies and then decide on three strategies they believe will help them overcome the challenge. The team will bring their findings back to the larger group and present the top strategy from their list.

Poll Respond to the statements below by voting in the following manner: if the statement is true, vote by giving a green check mark; however, if the statement is not 100% accurate, vote by giving a red x mark.

1.

One way to address interruptions is to track them using an “interrupters log� .

2.

If you procrastinate it means you are just lazy .

3.

Each time management strategy starts with focusing on priorities .

Section 3: Analyze Pertinent Course Related Activities What You Will Be Able To Do After This Section Using the course information and syllabus learners will demonstrate how to analyze pertinent time related course activities with 90% accuracy.

Material presented in this section There will be an overview of a course syllabus, followed by an activity to practice the material. There will feedback on the activity.

What Content Will Be Presented In This Section 1.

Describe the components of a course

2.

Evaluate the syllabus for information on required activities

3.

Prepare list of activities from syllabus

4.

List due dates/amount of study time required

5.

Use the backward planning process.

Participant Booklet-8

Created by Michelle King

Example: Backward Planning Process

Example: Course Syllabus Components

Practice In Action Learners will use the backward planning process to estimate the amount of study time necessary based on analysis of activities in the syllabus.

Poll Respond to the statements below by voting in the following manner: if the statement is true, vote by giving a green check mark; however, if the statement is not 100% accurate, vote by giving a red x mark.

1.

Reviewing the syllabus for due dates is the only im portant activity for planning.

2.

You should open each reading assignment to review the number of pages of required reading before planning study time.

3.

Discussion board posts typically have two activities due on different dates .

Participant Booklet-9

Created by Michelle King

Section 4: COMPOSE A PLAN FOR COURSE STUDY/ACTIVITIES/DELIVERABLES What You Will Be Able To Do After This Section Using the analysis of time related course activities, learners will compose a plan for study time including assignment due dates with 100% completion rate.

Material presented in this section There will be an introduction to the GTD methodology, followed by an activity to practice the material. There will feedback on the activity.

What Content Will Be Presented In This Section 1.

Analyze course time com m itment

2.

Introduce the GTD (Get Things Done) practice method

3.

Capture everything you need to do

4.

Clarify the things you have to do

5.

Organize those actionable items by category

6.

Assign due dates

7.

Reflect on your to-do list

8.

Engage and get to work

Example: GTD Methodology

Participant Booklet-10

Created by Michelle King

Participant Booklet-11

Created by Michelle King

Practice In Action Learners will be provided a calendar with a list of activities. In their breakout group they will use the GTD method and apply it to the identified tasks from the syllabus activity. Learners will only focus on the first two weeks of the course syllabus with the expectation they will finish the activity after class as homework

Poll Respond to the statements below by voting in the following manner: if the statement is true, vote by giving a green check mark; however, if the statement is not 100% accurate, vote by giving a red x mark.

1.

2.

3.

The third step in the GTD methodology is “organize” .

On average a 20-page study takes about 33 minutes to read.

Frequently looking over, updating and revising your task list is the “clarify” step in the GTD methodology.

Participant Booklet-12

Mastering Time Management: Work Smarter, Not Harder Created for Arizona State University

Instructor Manual

Created by Michelle King

Table of Contents Part A: Program Introduction ................................................................................... 2 Performance Analysis ...................................................................................................................................................... 2 Instructional Goals ............................................................................................................................................................ 3 Target Population ............................................................................................................................................................. 3 Context and Settings ........................................................................................................................................................ 4 Instructional Strategies and Activities ......................................................................................................................... 4 Performance Objective Introduction ........................................................................................................................... 5 Length of Training ............................................................................................................................................................. 5 Assessment Instruments .................................................................................................................................................5 Included Materials ............................................................................................................................................................5 Materials Needed for Training Session ........................................................................................................................6 Lesson Plan ......................................................................................................................................................................... 6 Materials ............................................................................................................................................................................. 7

Part B: The Training Plan..................................................................................... 7 SECTION 1: DEMONSTRATE THE IMPORTANCE AND BENEFITS OF TIME MANAGEMENT ............................ 7 Why this training is important: time management skills ......................................................................................... 7 Why this training is important: time management is a critical skill ...................................................................... 8 Why this training is important: it will reduce stress! ............................................................................................... 9 Performance Objectives Introduction .......................................................................................................................... 7 Section Performance Objective ................................................................................................................................... 11 Content Presentation ..................................................................................................................................................... 12 Practice in Action: Learner Participation ................................................................................................................... 14 Poll ...................................................................................................................................................................................... 14

Instructor Manual-1

Created by Michelle King

Part A: Program Introduction Performance Analysis The Director of Online Programs requested an evaluation of student time management strategies based on feedback from faculty regarding the timeliness of submitted assignments for the online programs at Arizona State University. A 20-question survey was developed to assess students’ attitudes toward planning and time management, their understanding of information provided in the syllabus on the expected level of commitment for online courses, obstacles to managing their time effectively and demographic information.

Based on the feedback from faculty and the results of the completed surveys the primary gap concerning time management related to lack of knowledge/skill in time management strategies. Sixty nine percent of students reported that they have never received time management training. The survey asked students to identify their awareness of and/or use of specific time management strategies. The strategies included: ABC Model of Time Management, ALPEN Method, RAC Method, Eisenhower's Matrix/Stephen Covey's Time Managem ent Grid, Pareto's Principle, S.M.A.R.T goal, and the Pomodoro Technique. Seventy-five percent of surveyed students stated that they had no knowledge of any of the techniques. The lack of knowledge/skill in time management was identified as a significant performance gap.

Students were asked to assess their time management approach to their online classes based on their personal approach. Although students rated the importance of time management in effectively managing an online class (4.8 on a scale of 5), 46% of students reported they had not planned a schedule for their current class to accomplish their work on time. Only 11% of students reported that they plan both study time and note due dates on the calendar. Additionally, 70% of students admit ted they do not always make a daily/weekly plan for managing their time. The information shared in the survey showed that most students (71%) submit their work within 24 hours of the due date for assignments.

Despite the lack of concrete skills and knowle dge of time management strategies, 55% of students report that they can use their time effectively to complete assignments. Many students reported competing priorities which make time management more difficult. Approximately 40% of students cited "procrastination" or "distraction" as a challenge in managing their time.

In addition to the primary gap in knowledge/skill in time management strategies, the survey information revealed two other gap areas: individual challenges with internal/external factors impacting prioritization of tasks, and lack of planning for study time to accomplish course objectives.

Analysis of the results and feedback show that all identified performance/knowledge gaps can be addressed by training. Prior to the course a pre-test for learners will be provided to help them evaluate the primary external/internal trigger impacting their time management. The one -hour course will include an introduction to time management principles, followed by strategies for a ddressing external/ internal triggers that impact time management. Next learners will use the course syllabus to evaluate study time necessary to meet their planned course objectives and apply the GTD (Get Things Done) methodology to compose a time managem ent study/task plan.

Instructor Manual-2

Created by Michelle King

Instructional Goal At the conclusion of instruction, participants will be able to identify and apply time management methodologies with 90% accuracy.

In order to accomplish the instructional goal, there will be four performa nce objectives: 5.

Learners will demonstrate the benefits and importance of time management through in -course polls with 90% accuracy.

6.

Based on the identified external/internal trigger from the individual pre -test, learners will identify three strategies for effectively prioritizing tasks.

7.

Using the course information and syllabus learners will demonstrate how to analyze time related course activities with 90% accuracy.

8.

Using the analysis of time related course activities, learners will compose a study plan with 100% completion rate.

Target Population Based on the results from the survey 100% of students are receiving training/education online currently.

Approximately 71% of online learners are aged 21-40, while 29% are aged 41-61+. Sixty-five percent of surveyed students identify as women and 35% identify as male. The majority of online learners are attending classes from different states in the U.S., while 2% are international students. Most students work full or part-time (96%) and most students (72% ) identify as white/Caucasian. Every surveyed student has advanced education. Seventy-five percent of the surveyed students hold bachelor’s degrees and 25% hold a master’s or PhD. Most students noted that they prefer to learn in an interactive environme nt rather than a strict online environment. Only 27% of students stated they preferred online/independent learning.

Contexts and Settings As noted, surveyed students rated time management as a necessary skill to complete their online courses effectively. When asked, "In your opinion, rate the importance of time management skills for an online student to produce quality work", students responded that time management was "very important" (a 4.8 rating on a 5-point scale).

Due to the nature of the student’s class environment (online) and the results of the survey, as well as the feedback from faculty, the time management course will be conducted online. This setting is familiar to students and uses technology familiar to the learner to engage with the content.

Learners will be assigned a list of course offerings to select a time/date that is in alignment with their school/work schedule. They will then be provided a link to both the pre -test and Adobe Connect course with a calendar invite. Registrants are required to take the pre -test and attend a one-hour session to receive credit for the course.

Instructor Manual-3

Created by Michelle King

Instructional Strategies & Activities Pre-Instructional Activities • Motivational task: Each learner will be required to take a pre-test prior to the course. The pre-test will provide the learner with a challenge area identified that effects their ability to time manage effectively. When learners enter the online course, the instructor will present se veral polls to engage learners including sharing results from their pre-test, confidence level in being able to manage their time, and knowledge of time management. Warm -up activity will also include a chat box where learners can share their best time man agement tips.

•

Learners will take a pre-test to confirm their prerequisite knowledge and specific challenge area. Pre tests will be submitted and analyzed prior to instruction.

•

Learners will be introduced to the Adobe Connect tools to be used to interact during the course.

Instructor Manual-4

Created by Michelle King

Performance Objectives Introduction Objectives will be shared via the presentation in the course. Instructor will ask learners to read the objectives and then give a green checkmark when they have completed reading the course objectives. Instructor will expand on each objective with an exa mple of what activities learners will be participating in.

In order to accomplish the instructional goal, there will be four performance objectives: 1.

Learners will demonstrate the benefits and importance of time management through in course polls with 90% accuracy.

2.

Based on the identified external/internal triggers from the individual pre -test, learners will identify three strategies for effectively prioritizing tasks.

3.

Using the course information and syllabus learners will demonstrate how to analyze ti me related course activities with 90% accuracy.

4.

Using the analysis of time related course activities, learners will compose a study plan with 100% completion rate.

Organization Length of Training The training instructional material covers four lessons on time management. The lesson will cover one hour of instruction, preceded by fifteen minutes for the pre-training assessment. The pre-training assessment will be taken several days before the training.

Assessment Instruments Pre-training and Post-training Assessment A pre-training test will be provided several days before the training (link). Submissions will be grouped by the instructor for the break-out sessions in the online course. The pre-test consists of 15 questions and will help to identify the external/internal triggers or obstacles that challenge the learner. The specific identified areas learners will evaluate are goal setting, prioritization, managing interruptions, procrastination, and scheduling.

The post-training assessment will consist of ten online review questions (multiple choice/true-false), and 5 additional questions evaluating the effectiveness of the trainer/training. Both assessments will be provided online. The post-training assessment link will be provided at the end of the training session for each participant.

Included Materials 1. Instructor Guide 2. Instructor PowerPoint Training Presentation 3.

Participant Booklet

4.

Pre and post-training assessment

Instructor Manual-5

Created by Michelle King

Materials Needed for the Training Session 1.

Participant Booklet: Digital copies downloadable within the session

2.

Practice in Action activities a.

Action-Priority Matrix.

b.

Eisenhower’s Urgent/Important Principle

c.

Interrupters Log

d.

Pickle Jar Theory

e.

SMART Goals

f.

Backward Planning Process

g.

Blank Calendar

h.

GTD Methodology

2. Post-training assessment: Link to online post-test

Lesson Plan This training is one lesson plan, comprised of four sections aligned with each performance objective . There are three polls prior to introducing objectives. This online training will utilize the following method to present each of the four objectives.

1.

Introduce each performance objective – provide context for the objective.

2.

Present content/activity.

3.

a.

Read performance objective.

b.

Present each concept within the objective

c.

Engage learners in directed activity

Each activity objective activity will move learner toward final objective.

Conduct mini-knowledge check

Part B: The Training Plan Section 1: DEMONSTRATE THE IMPORTANCE AND BENEFITS OF TIME MANAGEMENT (12 minutes) Section Overview This section has the following instructional activities: (1) introduction to time management (1) why this training is important; (2) introduction of performance objectives ; (3) participant activity; (4) polls

Preparation Pre-instructional Activities All the pre-instructional activities are written out in this instructor guide.

Instructor Manual-6

Created by Michelle King

Materials 1.

Link to Adobe Connect Classroom (how to set up classroom)

2.

Adobe Connect Breakout Room Information (link)

3.

PowerPoint Presentation (uploaded to Connect Classroom)

4.

Instructor Manual

5.

Participant Guide (uploaded to Connect Classroom)

6.

Headset with microphone

7.

Timer to track session

8.

Link to post-test

A. Why this training is important: time management skills

Ask the following questions: 1.

Why are time management strategies important in an online class?

2.

What is your confidence level in managing your time effectively?

Read this paragraph:

•

What exactly is time management? “Time management” is the process of organizing and planning how to divide your time between specific activities. Good time management enables you to work smarter – not harder – so that you get more done in less time, even when time is tight, and pressures are high. Failing to manage your time damages your effectiveness and causes stress. (https://www.mindtools.com/community/pages/article/newHTE_00.php?route=pages/artic le/newHTE_00.php)

Created by Michelle King

B. Why this training is important: time management is a critical skill Read this paragraph:

•

According to research, the relationship between conscientiousness and grade point average is mediated by students’ time management (MacCann et al., 2011) https://www.sciencedirect.com/science/article/pii/S1041608011001786 . Further, time management is listed as one of the top seven skills employers look for regardless of the job/role. As students you are learning to master specific skills in your selected area of study, but you are also learning critical skills for securing employment. Although time management is a vital skill for both school and work, the majority of student’s report having no knowledge or practice of specific time management strategies.

Percentage of Students/Time Management Techniques I have not heard about it.

8%

5% I heard about it but never use it to manage my time.

12%

75%

I use it for managing my time.

I used it before but don't think it works for me.

Pause for questions or comments.

Read the following paragraph:

•

Prior to enrolling in this course each participant completed a survey on time management and a pre-test focused on specific challenge areas that impact our ability to successfully manage ta sks

Created by Michelle King

and deadlines. Only 30% of students reported making plans and following them for their online course. By following a time management strategy, students can increase efficiency and decrease stress. Specifically time management will help you do more with less, create meaningful work, limit indecisiveness, achieve goals faster, establish greater confidence, eliminate unimportant work, and develop skills to combat stress.

Choose the statement that best describes you. In the past 2 months, ...

I MADE A DAILY/WEEKLY PLAN BUT I…

42

I MADE A DAILY/WEEKLY PLAN BUT I… 2 I DIDN'T MAKE A DAILY/WEEKLY PLAN.

6

I MADE DAILY/WEEKLY PLAN AND… 0

Ask for comments.

21 5

10

15

20

25

30

35

40

45

Created by Michelle King

C. Read the following scenario to the participants: Think back to a time when you had a project due and realized that there was more time and effort needed than you had originally thought.

Ask the following questions: Get responses from a variety of par ticipants.

1.

Who can share a similar example?

2.

How did you feel?

3.

What could have been done to remedy the situation?

4.

How did that experience impact the outcome of your project?

Despite the pain we may have experienced from procrastination or under -estimating the necessary time to complete a project, only 11% of students state that they plan their study time.

Have you made a specifc study plan?

On my calendar, I have marked not only the assignment due dates but also the study time needed to complete the assignments.

8

Only 11% of students plan

I will make a study plan later.

12

I don't plan to make a study plan or I don't have the habit to make a study plan.

4

On my calendar, I have marked the assignment due dates.

47

0

5

10 15 20 25 30 35 40 45 50

D. Why this training is important: it will reduce stress!

Read the following paragraph:

•

According to research by Macan and Shahani, “students who incorporate time management strategies had a greater perceived control of time. Students who perceived control of their time reported significantly greater evaluations of their performance, greater work and life satisfaction, less role ambiguity, less role overload, and fewer job -induced and somatic tensions�.

Created by Michelle King

• Performance Objectives Introduction Objectives will be shared via the presentation in the course. Instructor will ask learners to read the objectives and then give a green checkmark when they have completed reading the course objectives. Instructor will expand on each objective with an example of what activities learners will be participating in.

In order to accomplish the instructional goal, there will be four performance objectives: 1.

Learners will demonstrate the benefits and importance of time management through incourse polls with 90% accuracy.

2.

Based on the identified external/internal triggers from the individual pre -test, learners will identify three strategies for effectively prioritizing tasks.

3.

Using the course information and syllabus learners will demonstrate how to analyze time related course activities with 90% accuracy.

4.

Using the analysis of time related course activities, learners will compose a study plan with 100% completion rate.

Table 1: Performance Objectives and Details Objective Objective One: Learners will demonstrate the benefits and importance of time management through in-course polls with 90% accuracy Objective Two: Based on the identified external/internal triggers from the individual pretest, learners will identify three strategies for effectively prioritizing tasks Objective Three: Using the course information and syllabus learners will demonstrate how to analyze time related course activities with 90% accuracy Objective Four: Using the analysis of time related course activities, learners will compose a study plan with 100% completion rate

Details Using your participant guide, and information from the instructor, participant will be able to accurately answer questions on time management.

In section two we will be moving into breakout groups to focus on the specific area identified by the individual pretest. Each group will identify three strategies for mitigating their challenge.

Participants will review a course syllabus for details on time commitments and to begin to build a study plan using the backward planning process Participants will learn the GTD (get things done) methodology and apply it to an online course schedule to complete an accurate study plan

Created by Michelle King

Section Performance Objective Learners will demonstrate the benefits and importance of time management through i n-course polls with 90% accuracy.

Content Presentation Introduce the Action Priority Matrix (https://expertprogrammanagement.com/2018/12/theaction-priority-matrix/) “To use the tool, you score your tasks or to-do list firstly by effort and then by their impact. You then place each task on the grid according to its score.

The four quadrants are defined as follows: 1.

Quick Wins

These are tasks requiring little effort, but which have a high impact. As such, they are very attractive because they have high returns for a small outlay of energy. Completing quick wins should be your highest priority, and you should concentrate on these tasks as much as you can.

2.

Major Projects

These are tasks that can give you significant results (impact), but unlike quick wins, they require you to invest a lot of time into them. These types of tasks should be your next priority after quick wins. You’ll need to invest a lot of time into these projects to get them done but be careful not to let these tasks consume all of your time.

3.

Fill-Ins

These are tasks that require a low effort for you to perform, but they also have little impact on your results. As hinted at by the name, you use these tasks to fill in your time. You should only perform these tasks if you have the time available after working on your quick wins and major projects. Consider delegating these tasks if you have that as an option. Alternatively, consider dropping these tasks altogether if possible.

4.

Thankless Tasks

These are tasks which have a low impact, but which still require a high effort. You should aim to eliminate these tasks, as they are not worth your time to complete.”

Play the following video for the participants on using the Action Priority Matrix https://youtu.be/t_qgV7H59CQ

Created by Michelle King

Practice In Action Participants will work together lead by the instructor.

Instructor will provide a list of course tasks and ask participants to decide how those tasks should be scored based on the following steps: Step 1 List the major activities that you want to or need to complete.

Step 2 Score these on impact (from, say, 0 for no impact to 10 for maximum impact), and on effort i nvolved (from, say, 0 for no real effort to 10 for a major effort).

Step 3 Plot the activities on the Action Priority Matrix, based on your scores.

Step 4 Prioritize appropriately, and delegate or eliminate low -impact activities.

The instructor will provide feedback as participants provide their answers.

Activity

Impact (0-10)

Effort (0-10)

0 = No Impact 10 = Maximum Impact

0 = No Effort 10 = Maximum Effort

Take course assessment – due in 3 days Read 3 chapters from course book – due in 1 day Begin planning final project – due in 3 weeks Review discussion board post – due in 4 days Choose a project team – due in 2 days Review research paper before submitting – due in 6 days Poll Respond to the statements below by voting in the following manner: if the statement is true, vote by giving a green check mark; however, if the statement is not 100% accurate, vote by giving a red x mark.

1.

One of the benefits of time management is achieving your goals faster.

2.

If I plan my study/activity time I will have greater confidence in my understanding of the coursework.

3.

When I plan my time, I will be able to turn in my assignments more than 24 hours before the due date.