ED 091_062

AUTHORTITLEINSTITUTION

RUB-DATENOTE.

EDRS 14ICEDESCRITTORS,

IDENTIFIERS

ABSTRACTThis booklet presents concepts and applications of

DOCUMENT RESUME

Ek 006.251

Halverson, Dot E.The Madm4e;ent. Revised.San Mateo County Superintendeni of Schools, RedwoodCity, Calif, .

Feb 7446p.; One of a &ries\ of monographs on Applicatia ofdanagement Pringiples to. Educational Organizations

,MP-$0475 HC-M85 PLUS POSTAGEAdministrator Guide; Leadeiship Qualiti s;*Management; *Management Development;-*M nagementEducation; *Time; Time. Blocks*Time Management

I

--effective time management to help administrators learn to utilize'their time most effectively, thereby accomplishing their mostworthwalefobjectives in the shortest amount of time. Although the,book,;tat isfAesigted to be self-administer#d, the greatest benefitsshout be derived in a group setting facilitated.by a person who hassome background in time managcment.,The mAjOr el*ments of the bookletinclude a pretest on time management, /uotes on the use ,of tise,.tine

.management concepts, individtial and school or district applicationsof time management concepts,' ar posttest, and 'further references ontime management. The major time management concepts covered are ti)determining goals and objectpies in all major aspects of life; (2)devoting at least 30 percent of the work week to personal improvementin th'e managerial roleib

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,(3) blocking out large amounts of time dailyfor planning in major management area; (4) accounting for'fisel (Sr

----prioritizing time to match high-4iVel obliaives; (6).avoidingbarriets to effective time usages; and (7) the use of such timemanagement tools as proper delegation, role definition, and secretary

'development. (Author/DR

U S DEFARTMENTOF HEALTH,EDUCATION & WELFARENATIONAL INSTITUT IE OF

I EDUCATIONTHIS 00CUMErT HAS BEEN REPRODUCED EXACTLY. AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINWTING1T, POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRETENT OFFICIAL NATIONAL INSTITUTE OFFOUCATION POSITION OR POLICY -

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- - 141" 14..

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revised february, J974

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TIME MANAGEMENT

"'s by

Don E. Halverson, Ed.D.Aasistant SuperintendentPlanning.and,Develdpment

San Matep County Office of-EducationJ.-Russell:Kent, SuperintendenCof Schools

333 MAIO Street, Redwood City, Ca. 94063

a

THIS MOROGRAPH IS ONE OF A SERIES OF MONOGRAPHS

ON, APPLICATION. OF MANAGEMENT PRINCIPLES TO

EDUCAT'IO'NAL 6AGANIZATIONS..

DeVeloping Performance Objectives....-

Estab4ishing Goafr'and Goal Priorities

Time Management

Managemelt by Obj&,t-ives *-

Ovganiwdionat Structure and Climate'*

Effective'Meeting Management A

Program EvaluatiOn *

1

* In,Orocess

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TABLE OF CONTENTS

.Purpose and ocedure of TiMe ManagementBooklet_ . . .. . . . . .. . . 2:

Pre -Test 3e

Quotei Relevant to the Use of Time -1 . ... . 4-8

. Elements of EXeCtive Effectiveness , . . .... 9

Understanding,Baiic Concepts of TimeManagement . . . . '. .. : . , . . . 11

Knowing Where Your Time Goes : 12'.-

Prioritizing What-You Spend Your,Time On . . . . 12'

Avoiding Barriers to EffectiveTime,Usage 13

Utilizing a FeW Basic Time Management Tools .i. . a 14

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Summary . . . .i . . .. . . ..15

Individual Applications 16-18

Pee

P.

School or District Applications 19

'Forms to be/Used for Individual Applications . . . 20-26

Post -Test 27

Answers to Post-Test 28

Select. References . ......... . . . . 29

Appendix (Completed model forms for applications) . 30-35

Purpose:

The piirpoee of this booklet is to present the concepts and applicationsof effeciive time management to the end that.you, the readers will beable to titilize,your time most effectively, thereby accomplishing yourmost worthwhile objectives in the shortest amount of time.

Procedures:

This booklet is deSigned to,beself,administrating; howeverbenefits will be derived within agroUp setting facilitatedwho has some background in the management of time.

The major elements' of the booklet are

1. Pre:-Test2. Quotes relevant to use of timeI. Time Management concepts4. Individual applications5.- School or district applications6. Post-Test7. References.

. The reader is strongly urged to complete each elementbefore,proceedingto the next one.

the greatestby a persdn.

Speo1al Note to yacilitators:

It is suggested that Step 7 in,applications be,completed immediately following the elements ofexecutive effectiveness (p. 9); So doing will.intersperse the "listening with some "doing"; thusmaking the presentation more interesting andproductive.

.

do

True-False

1. Thoughtime.management important, it-does notconstitute a major fact* Jo. the effectiveness of

manager.

-Effectilieexecutives know there tbeir time goes.

3. Fairly large (1 -2 hours) blOcks of time eboUld be scheduledinto. the mOrnitg for planning- sessions.

Answer

Putting more time on thesjob Asaures-the manager of abetter outcome.

. Every manager should spend at least 30% of his timeimproving his capabilities .(input time).

Multiple Choice-

6. The greatest time waster is:

a. 'elevisiOnb.' newspapers'c. radio A

d. 'commuting time

One of the following is generally the most difficult to:change:

a. secretary interruptionsb. telephone'interruptionsc. spending time on triviad, spending time on what you like

8. One of the most effective ways to handle telephone interruptionsis

a. Never let your secretary call you to the phoneb. Never answer the phonec: Always take messages and call back'd. .Set guidelines with your secretary

9. One effective way -to determine if a min* activity needs'to be done is:

a. Don't do it and analyze the resultsb. Check pith you-predecessorc.. Check with yOtir bossd. Just disregard it

10. Most ineffective executives spend too much time:

a. "worryingb. doing the wrong thingsc. putting out fires (crisis management)d. keeping an Popen-doof policy'

ANSWERS TO PRE -TEST

1.

-2..F

T6.

7. d3. 'T 8. d4. F 9. a5. T 10. c

QUOTES RELEVANT TO THE USEOFTIMEs.

"...This startling statement can be-illustrated in a number ofw4Ys.,It has been observed, for example; that*If the last 50,000 yearsof man's existence were divided into lifetimes of approximately sixty -

.'two years each, there have been about 800 suchlifetikes. Of theie 800,.fully 650 were spentin caves. Only duricig the'last seventy lifetimeshas it been possible to communicate effectively from one lifetime toanother-as writing made it possible to do. Only during the lastsix lifetimes did masses of men ever see a printed word. Only dufing,the last four has it been, possible to measure time with any precision..Only in the last two has anyone anywhere used an electric motor. Andthe overwhelming majority of all the material: goods we use in.dailylife today have been developed within the present, the 800th, lifetime.',

.Alvin TofflerFuture Shock (page 15)

the pressures rather than the executive are allowed tomake the decision,. the important tasks will predictably be sacrificed.Typically, there will then'be no time for the most -time consuming partof any task, the conversion of decision into action. Courage ratherthan analysis dictates the truly important rules for identifying priOrities:Pick the future as against the past;FocUs on opportunity rather than onproblem; Choose your own direction--rather than climb on the bandwagon;and Aim high, aim for something that will make &difference, rather thanfor. something that is "safe" and easy to do. .Self-development of theeffectiVe executive is central to the development of the organizationwhether it be a business, a government agency, a research laboratory,a, hospital, or a military-service. It is the way toward performance. j,

of the organization. As executives Work toward'becoming effective,they raise the performance level of the whole organization. Onlyexecutive. ffectiveness can enable this society to harmonize its:two.needak- the needs of organizatiftto obtain-frem the indrioildualthe6ontribuiOn it. needs, and the need of the individual to have organize-eicin serve as his tool for the accomplishment of his purposes. EffeCtiorenesa

..must be learned."

o

Peter F. Drucker.The Effectiveixecutive

,Bain upset Wilbur's plans. Wilbur had planned to go out, this dayand dig a' new hole in his yard. He had'other plans, top. His plansforthe, day went something like this:

- -Breakfast at'aix-.thirty. Skit milk, crusts,'mid4lings, bits o

doughnuts, wheat cakes with drops of maplaayrtip sticking to them,potato skins, leftover 'custard pUdding with raisins, and bits ofShredded Wheat,

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Breakfast would.be.finiShed at seven.

From seven to eight Wilbur planned to have a talk with Templeton,the rat that lived under his trough., Talking with Templeton was not themost interesting ooOupation in the world But it was better than nothing.

From eight to nine, Wilbur planned to take a nap Outdoors in theun.

From nine to eleven he planned to dig a hole,. or trench, and1

possibly find something good to eat-buried in the dirt..

FroM eleven totwelVe he planned to stand still and watch flieson the boards, watch bees in the clover, and watch swallows in the, air.

/.

Twelve o'clocklunchtime. Middlings,:warm water, apple parings,,

meat gravy, carrot scrapings; meat scraps, stale hominy, and the wrapper_off_a Package of cheese. Lunchkuld.be.:_over_at-ona.----#:

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From.one to two, Wilbur planned toA3leep.

From two to three, he planned to scratch itchy places by'rubbingagainst the, fence. ..4

#rom three to four, he planned to stand perfectly still and thinkof.what it was like to be alive, and to wait for-Fern.

At four would come supper. .Skim m lk, provender, leftover sandwichfrom Lurvy'S lunchbox, prune skins, a mo sel-of this, a bit of that, friedpotatoes, marmalade drippings, a'little more of this, a little more of

4 that, a piece of baked apple, a scrap of dpsidedown cake.

'Wilbur had gone to sleep thinking about these plans. He awokeat six and saw 'the rain,-and it'seemed as though he couldn't bear it.

"I get everything all beautifully planned out ad it has to go andrain," he said.

9

E. B. Whiteil Charlotte' WebPages 25, 26, 27

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"Lives of great men all remind usWe can make' our liVesspblimeAnd'departing, leave behind usFootprints on the sands of UMW,

ir-77

LongfelloW

"We all-of_us complain of the shortness of, time and yet have'much More than we-know what to do with.

We are always complaining that our days are few, and actingas though thee would be ne'-end.ofthim," \

Seneca.

"The reason I beat the Austrians is that they did notknowthe value offive minutes."

toe

Napoleon

"To someone Complaini g that-he had not enough time, a pOorIndian chief made a wiser r ply than any philosopher: supposeyou have all there

Emers4A; Works and Days.

"You wake up in the.morning, and lo! Your purse is magitally'filled with twenty-four hoursof the unmanufactured tissue of theuniverse,of your life! It is yours! It isthe most precious ofpossessions:,"

"Time stays

Arnold Bennett

ong enough for those who use it."

%."

-.' "You neglect duties, public4that you haVe not time to fulfill.

_out, against you:".

Leonardo -d Vinci

and private, and satisfy consciencethem all. But the wasted hours cry

Rev. John Todd

"Tomoi.row I the fool does say: -today itself' too. late;

the wise lived,yestarday."

Martial

Il1

"The man 'who goes alone can start today;another must-uait.Uhtil that other is readY."'

ut be.who travels with

Thoreau

"I Masted time and now doth time waste me."

Shakespeare: Richard

"Each day-is rich in potentialities. -We can.either use the passinghours to implement our-plans, realize our dreaM40 strengthen our'founda-

.

tiotis,' or we may treat these hours,with unthinking indifference, the

moments slipping through-Our fingels, like fine sand on the .shOre. '

"Callisthenes"

Sundial InecriptiOn

"You will never "find' time fore anything. If you want timeyou must.make it."

Charles BuSton

"Ldst, yesterday, SoMewhpre betueeneunrise an sunset, twogolden hoUts, each set with\si*ty diamond minutes. &reward

.is

offered, for they are.gone forever,"

"It islater than you think."

Horace Mann

Sundial Inscription

"To be always4ptending to live a, new life, but never to findtime to set-_about li'as if a man should put off eating and drinkingand eleepingfrom one day and night to another; till he is starved anddestroyed."

\5 John Tillotson

"We' shall never have any more time. We havw, and ve haVe alwayshad all the time there is."

Arnold Bennett

,"Fill my hour, ye gods, so- that I shall not say, whilst I hivedOne pits,. 'Behold, also, an hour,Of my life is gone.' bpt rather,;'I have lived'an hour.'"

\Emersoq

"Observe a method in the distrthition of your time. Every hourwill then know its proper.employment, arid, no time will be lost."

\ Bishop Horne

8

ELEMENTS.OF EXECuTIVE,EFFECTIVENESS

Peter Drucker has indicated that time management is a number one eleme tof executive effectiveness.,/

.1

"'1. 'Effeciixe executives know where their time goes. They worksysiqmaticaliy at managing the lictle,Of their time that can be, '

brought under their control.

2. Effective exeCutivesIocus on outward contribution. They gear':their efforts)to'results rather than to work. they start .outwith the cwestions, "WhAt results are expected of me?" ratherthanwith thp'Atorft,to be done, let alone with its techniques. and tools.

11,

3. Effective executives build on strength's,--thei'r.oWn strengths, thestrengths of their superfbrsf colleagues, and ,subordinates; and-on the strengths in thesituation, that is, on what they can do.They do not build on weakneSs. ,They do:not, start out with thethings they cannot do.:

4. Effective exesutives,concentrate on the few major areas where superiOr\,,\performance will. produce outstanding results. They force' themselves to';,set :priorities and stay, with their prOtity decisions. They,know thdt

' they have nb choice but to do first things firat...:and second things notat all. The alternative,is t o g Lnothing dbne.

/.

5. Effective executives, finall, make'effec ive decisions,. They knowthat this is, above all, a'matter of syst -pf the right Steps inthe right sequence; They'know that an eff ctilve deciSion is.alwaysa'judgment has"? on "dissenting opinions" ather than on "consensus'of :the facts." And th4y know that' to Make many detisionS fast means

,

to make the wrong decisions. What is neededarelew,but fundamental,decisions. What is,needed-is the.right strateWiather than razzle-:dazzle tactic's."

is

Drucker, Peter F. :THE EFFECTIVE EkECUTIVE-, Narper_ARow, New York, 1966

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TIME MANAGEMENT ,

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. . Finding time to do the important things'and,

,(--otganizih/Eime bo as 'to concentrate eflergies

_.,,,..? ,

on cyittcal issues is not difficiat,but doer

/ /je111" 1 P

A. Understanding basic concept,

of time manAgement

B. .Knowing'aiere your tide-goes. ,

#3.: -Prioritizing what you spend your

Gime on'-':

AvOidig barriers to-effect&eK4.

time usage'

t: Utilizing a few basic time

management tools

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. UNDERSTANDING BASIC. CONCEPTS OF TIME MANAGEMENT

1. There is little correlation between an effective manager and theamount of time he spends on the job.

2. There is high torrelatlon between an effective manager and theamount of time, he spehds 'on high-Oriority,objectives and "quality"time. (Quality sufficient time.in large blocks and during hismost creative periods.)

3. The effective' executive plans and controls his tole;'the ineffectiveexecutive -is controlled by events and constituents.

4. Superintendents nation-wide report 'that they }spent 57.9 hours perweek on the job., (AASA'8iudy RepOrt)

5: 'Principals nation-wide report that they spend. approximately 50 hoursper week on school and school - related activitiest (NEA Study Report)

6. Assuming an average work weekforadministrators of approximately50 hours,-it -isgenerally considered critiCalthet managers devoteat least' 30 per cent of their 'work week to input;. e.g., attending'confetencee, readtnghooks related ti their work, visiting otherschools, etc. '

.. 4

,,----.. ):

,,,,

7; Deductifig 15: -hours (30X'from th01:50-hOUr'liork-week) leaves 35 hoursfor the principal or superintendent to devote to Operational'responsibilities. !

8. In order to plan effectively, it is suggested that the4i0rinCipalor .Superintendent block out two hours per week for planning in eachof, six critical .areas of management:. ,.

Goalt.and,Objectives(b) Programs or Delivery Systems(c) Staff\Development(d) Team.Building(e) Evaluation.(f) Community Support Building

Two7hour blocks, of time are suggested for planning because a largespace'oftime at one sittinc is more effective than short spaces oftime scheduled separately.

10%, Because most people are most creative in the morning, it is suggestedthat the planning time be scheduled for the morning. This[rnight vary,hcwever,- with environmental conditions of the manager's job.

11. Deducting 12 hours per week from the' 35 hours leaves 23 Hours per weekfor crisis management and general operation..

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B. KNOWING WHERE YOUR TIME GOES'

At least one month pet year everyclanager should keep or have,hissecretary keep an,adcurate recordof where his time gdes; even themanager who 'Considers himself highly efficient is usually shockedat the outcOme. The results of such surveys usually show:

1. MajOrity of time spent'in crisis resolution instead of planningto prevent-cklaisaitPations%

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2. Dealing with frequent interruptions which destroy planningincentives and momentum

3. More time spent on trivia than rellly important items

4, -Importartt objectives re Ceiving less time than unimportantobjectives

'5. The most praductive time spent on items which require leastcreativity and productivity.

O.; PRIORITIZING WHAT YOU -SPEND YOUR TIME ON-.

:Every manager has objectives: personat, professional, family, health,community, social, recreational, etc., ObvioUsly, spending-all'your .

time can the golf course or ski slopes may assist you in reaching arecreatioral objective, but it will undoubtedly. play havoc with yourjob.end your home life.. .Most managers recognize this but few realiiethaCthe same overindulgence of time in their professional role mayalso jeopardize theft home, family eAd health lives. What is called

;for is:

Setting forth dbjectives in every area of life

2. Determining which objectives are the highest priority ones

3. Allocating time'to those Of highest priority

4! -MorilAtbring your schedule to make certain that high- priorityobjectives continue to receive high amount and high quallty4time-allocations.:

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D. AVOIDING BARRIERS TO EFFECTIVE TIME USAGE

There are many pitfalls for the unwary manager in his effective useof time.' A few of these are: %

1. Telephone interruptions: Don't let the tele:;hone manage your' time. Call-baCk at your convenience.

V. Wasted commuting time: Schedule your time to take advantage ofidle waiting time read reports, listen to caseette tapes,organize thoughts.

.

3. Doinglowpriority activities: Delegate,.delegate,,DELEGATE..Does it really make a difference if some of those things-are'done?

4. Can't say-"no": Say "NO".' You may find the asker is happy withyour answer,

5. Television; One of the biggest -wasters of time in the world today..:(Also one of the most effective teachers when Used properly.)

6. Office traditions: ,'.Meetings,-meetings,-meetings plus inefficientagendas.

7. ExeeUtive hobbies :Spending time on an area'just because youenjoy it; are particularly ptoficient in-it, .or once had it asa responsibility.

Crisis Management: Putting out fires instead of-preventing theM.

9. Protestani'Ethic: Koep busy or at least look busy.

10.. Unclear role' definition: Maybe you're doing something you thinkyou're supposed to do but, the boss can't understand why You'redoing it but is too considerate to%ask.

.

11. Temporary condition: '.40suming that,the present crisis situationis a temporaryoric.tiO4 which will improve by Itself. It won't.

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E. .UTILIZING A FEW BASIC TIME MANAGEMENT'IOOLS

1. Establish written goals and:Objectives: You don't(know where you'regoing or when you've arrived,nor,does anyone else unless you'havespecific. goal's and objectives.-L______L

t ,

2. Periodically check with your employer: Jointly reviewing yourgoals and objectives will provide this reassurance, and commitment.

3. Develop a plan for each role: Most managers perform several roles.ifilave a written plan for each role you perform.

4. Establish proper working conditions: Turnkdown the radio, mufflethe kids, find a quiet hideaway;

a

5. `Delegation: Assign the least important tasks to others'or.just forgetthem. 'Delegate partd of a task-if you can't delkegate the entire task.

6.\, Monitor what you delegate.

7. Ise a pOcket'daytimer: Lift prioritiesifor the day'in numericaloide, the ones-you don't finish become bumber,onee tomorrow. Planyont day -follow your plan.

. Block out your time: Schedule your time' according to the activity.Creative-activities:need high energy:ti0e--proBably morning. time for

Telephone calls and letter writing-require loW'energyPlanning time requires, uninterrupted blOcks'of Vme.of at least one-

. ,two hours.

9. Develop a secretary: She can hide you, protect you, inspire you,or she can interrupt you, nag you, and irritate you.

10. Periodic evaluation meetings: At least monthly,. How are we doing?What can we do better? What is slowing, us down?

11. Daily Creative Time: At least one-half hour daily to cogitate,meditate, and just plain think about who you are, where you'regoing and how to solve some of those nagging problems.

12. Improve reading and listening skills: Don't read every Wrd ofevery book--read the essence. Don't listen to every word--get themessage from word and non-verbal communications.

13. Establish procedures for handling correspondence, telephones, visiting,and other "barriers to effective time usage".

NOTE: ACSA Project Development, Program Publication, TIME MANAGEMENT by LarryRuttan and Arthur Thayer has some excellent tips on Numbers 5, 9 and13 above.

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S.MMARY

1. Determine your goals and objectives in all major aspects of:your

e

2. _Devote at,, least 30% Of your work week to personal improve4ent in

your managerial-role.

. 3. Block out large.amount' of time daily for planning in your major

management reas.

4. Know and keep track_of where your time-goes.

.

5. Prioritize your time to match your high-level objectiveS':t

t

., .

6. Avoid, barriers to, effective time usage suth.as interruptios, TV, etc.

7. Plan for and utilize basid time management tools such as prdperdelagation,%role definition, secretary 'development.

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APPLICATIONS*

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0

The following steps should -be taken in sequence. The Appendix Containsexamples of 'completed forms for illustrative purposes only,.. you :willundoubtedly find your tple,sChedules, objectivescapd,:prioritiesdifferent than the examples.

Step 1: Complete the Epitaph by descibinghose qualities about.yourself that you would like id-haye placed on yourgravestone-:- .(Use Epitaph sheet page 20)

Step 2: On the form labeled_"ROLES" rank thi 6 roles in order of theirimportance to you,todayi Start with #1 rank as mostiMportant.(Se4fService is,ranked as #6 to avoid'Ontroversy Over "selfpreservation ") Vt.

1, .

Step 3; Identify_thOse detivities you now associate,or-would like toassociate,with-each role by writing the activity in the,next,!column. Some activities will Overlap categories,assignedaccprding tothe major value area.

Step 4: Estimate the hours per week each activity takes (it may beeasier for, some activities to first estimate the.hours perday; then multiply by 7). Write the number:of-hours on theappropriate line: iFinally, place -the number of hours fo1each role in the.next column. .

Step 5: Compute the percentage, ach role,is of thetotal of 168 hours*,and place in the percentage column.

*,!Step 6: Translate your typical weekly hour totals for each of the six

roles.to the larger pid.thsrt: %Use perOntages torepresentthe time per week devoted to activities w.thin each value area.%The Pie Chart should inelude only six divisions; and percentages..Should total 1002. Number your-roles ( #1 -6) according to theorder of pteference indicated on your role.sheek

: Now develop a practical working weekly time.plan by major,activities. Begin by describing yOur past seven days..

Step 8: Identify in single statement -3-4 general grrale in each of yoursix valueareae which you aulgAtiAjullete in the nextfive-year; one-year periodi. Next take theeegeneral goals andidentify six-month and one-month objectives by ,

which you can measure your progress toward reaching your goals.(See model format). ,

tep 9: Next design a Model plan for your coming' seven deys, accordingto your role priorities listed above. Do-not-schedule activitiestoo tightly, but rather by major blocks of hoursin order, toachieve 'something meaningful. Leave gaps for travel, recreation,refreshmentbreaks, and other "islands" that you require.

\ Step

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Siep.10: Review yout long-range goals -and your short-range objectives andrevise your model weekly,time plan to reflect what you want toaccomplish. Don't forget yOur 1-2 hoar planning time:blocks andyour one- half-hour .creative time period on a daily basis itilburwork.

4 '

*NOTE: ,Adapted from PEDR Urban Associates, Los Angeles, Ca:

$

. ALTERNATIVE APPLICATIONS*t,/

.

0Step 1: CoOlete the.Epi6ph;by.despribinkthose qualities about

'yOurtelf that you would like to hSve:Olaced on your gravestone.(Use Epitaph sheet,Ipege,20) *

.

Ste p 2: ,60n the form label 'd "ROLES" rank th'e 6 roles in order of theirimportance to you today. Start.with #1 rank as most important.:(self Service isiranked as #6'to avoid cdntroveray over_ "SelfPreservation") /

Step 3: . Identify thost/activitiee you now associate or would like to

. .,

*

associate with each role by writing the activity in.the next,column. So7lt activities will overlap categories assigned

.,

according ,tT o the majOr value area.' ,

Step 4C Estimate/he hours per week each activity-"takes (it may beeasier 5or some activities to first estimate the houri per.daY;.then multiply by 7). Write the number of hours on theappropriate line. Finally, place'the number of hours for,each;role in the next column.

Comtnte'the-perCentage each role is of the total of 168 hoursand'gace in the percentage column,.'

-Ste0 5:

Step 6:

Step 7:

7Iranslate your typical weekly hour totals for each of the sixroles to the larger pie chart. Use percentages to representthe time per week devoted to activities", within each Value area.The Pie Chart. should include only six divisionef and percentagesshould total 100Z, Number your folet-( #1-6).according torthe

.

order of preference indicated on your:role sheet.

Identify in single statement 3-4 general goals'in-each.of. Your.six value areas which you would like to achieve in the nextfive-year; one=year periods. Next take these general goalsand

.identify six-month and one-month behavioral objectives bywhich you can.measure your progress toward reaching your goals.(See model format)

0Step 8: Now looking ahead, listthe activities, tasks, etc. that you need

todo next week in each of your,6 "role" areas. (Use Step 8.Alternative Applications Form)

,- 17

Step.9: Using the ABC Priority System, write a capital A beside thoseitems on the'list that have a high value; a B for thoie with-medium value4 and a C for low value items.

Step. 10: Prioritize all 3 lists.

Step 11: Next degign 4,16Odel plan f6r yoUr coming seven &aye, accordingto your role priorities listed above'. Do not Schedule activitiestOoltightly, but rather by major blocks of 1-2 hours In order toachieve something meaningful, . Leave gaps for travel, recreation,refreshment breaks, and other "islands" thit-you recvliro:. Makecertain4the A's arejlocomplished next week. Inteysperse thehigher priority itei& on the B and C lista. Do-at least One "A"!item daily. That's what it's all abOut..

* *Note :' Adapted from Alan Lakein, HOW TO GET CONTROL OF YOUR TIME AND YOURLIFE.,

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-

SCHOOL OR DISTRICT APPLICATIONS

In order fOr program managers' time to become maximally

effectiVely on the job, it is important that a time

Management plen, be deVeloped. Such a plan would

contain many of the folloWing elements: '

1. Agreements to whet constitutes an emergency so that s

tanadminia rator can be interrupted during hist

creative time orTlanning time.,,1

..-

2. Mutual no ificition of the time of the day that the.

respectiv managers will be doing their planning'and

will ther. fore be "inaccessible" to incoming. calls and

interruptions.,

.

3. Develop and conduCting of inservice training programs for

secretary development:

4. Top-level managethent support of the concept of input time

so.that managers of,operational programs such as principals

orprograin dir:ectorswilt feel free to be out of the-buildidg

when appropriate.

5. Budgetary allOcations for'minagebent training, visitations,

and books and periodicals.

6. Development of techniqUes-in cooperation with secretaries

and their supervisors in the specific.areas of: visitor

control, interruptions, telephovcalls, and other procedures

because-itmal_enlarge the role of the secretary and save

adminiatrator's time.

-19-

INTRODUCTION (Step 1)

If you were to die.today,-describe those qualities aboutyourself that you would like to have placed on your-on your gravestone.'

He /she was committed to:

and was arecognized.speii

Roles

Hours 'Peak Week

168

(Step 2)

,(Step 3)

(Step 4)

(Step,5)

Roux's/

Week

Totals of 168=---tomments.for

Chaagi

Rank

Activities

Self Service:

.Physial

:i

,.

'

i,

,,...-i

.

,

1,

A

...

maintenance,

,

such as eitting,sleeping,',

exercising, personal care

etc

11;

-, -

...

_Professional:

Your work--,,,

-__

-,

..

.. .

.

.

that which brings in.the

money to support your

,

lifestyle..

.

"J'amilv:

Your parent

-

,

____

..

role, spouse role; and,

'son ordaughter role.

.

:_

social -CulturaA -

,

...

"

.

,/

-.

.

,,..-

.

.,

..

.

Recreational:

Activities

,

you;,participate

ins'

with

.

friends usually,ftr

enjoyment,

.

'

'

,Community: ,Voluntary

.

.

.

--°

..

,.

,.

associations including

1/4political or religious

Activities.

-.

' ,Personal:.

Activities.

a1

.

----..

.

'

t-

.

.

.

.you do essentially aldne

such as pleasure

reading,

hobbies, TV, etc.

-

.

TOTALS

'.(Adapted fromiPEDRJrrban Associates)

.

168

100%

a

a

a

.

...

..

ail,

,

-

AL

.43i

L

--it

....z

,,

..

..

.

.-

,

i3 ,r..

.

,

.

.,.

.o

..

.

.

a

. .

...

a

.

.

140.

a

"7-1.4

..

...

.,

!

i.

1te,.

.

.

'A

ea.

eO

4.

.

.4 4

..

.

Z1

ea.

c

..

.

..

911\

a'

--'--,.....,..

.r

1

o

.'

..

h.

1

0.

oor,

A

1

..

...

,1..

VI

/,.

-.--.

......V

I%

V

,A\V

Okin.l.V

SiV

aittil'

AV

OSH

nHl

AV

GS3N

CL

IAII,

1

AV

CIS3ral,

.,

IV.AY

GN

IISA

VG

NO

VII,

V

'

VerI

(Ste

p 8

-A

pplic

atio

n)(S

tep

7 -

Alte

rnat

ive

App

licat

ions

),

sEnv

rOR

AL

OB

JEC

TIV

E'S

'.Fiv

e Y

ear

One

Yea

rSi

x M

onth

One

Mon

th

44

-gelf-Service

(Step 8-9-10 - Alternative Applications),

ACTIVITY PRIORITIES

Professional.'

Family

Social-Cultural

Recreational

=unity

Personal

A.-= High :wine

B...Medinat value

C ai tow value

WE

EK

LY S

CH

ED

ULE

FO

R W

EE

K O

F

POST-TEST

List at least five time wasters you can do something about..

a.

b.

C.

d.

e.

I

2. List at least five basic principles of time management that, if yoUfollowed,'you would become a more effective manager..

b.--

c.

d.

e.

3. List the proper sequence of the following steps in determiOlpgeffective use46f-time. . ,,,, 4N, -

f11

a. Monitor your plan.

b. Determine your objectives.

c. Allocate appropriate time to priotity objectives.

d. Determine your goals.

e. Prioritize' your goals and objectiVes.

f. Check how you spent'your time last week.

- 27 1-

'ANSWERSAO POSTJ-TEST

1. Time Wasters - Select any 5 (or others which have merit)i

a. televisionb. telephonec. commuting timed. doing low-priority activitiese. never saying ."No"

f. office traditionsg. executive hobbiesh. Protestant ethici. unclear role definitionj. assuming a temporary condition

2. Basic Principals of Time Hanaleqtent Select any 5

a. Establish written goals and objectivesb. Periodically check goals, objectives, and activities with

your employerc.- Develop aplan for each roled. Establish proper working conditionse. Delegatef. Use a pocket daytimerg. Block Out your timeh. --Develop a secretaryi. Have periodic evaluation meetingsj. Have a daily creative timek., Improve reading and listening skills

3. Proper Sequence

1

d, b, e, c, a

-28-

/

SELECTED REFERENCES FOR FURTHER STUDY

DruCker, Peter, THE EFFECTIVE EXECUTIVE, New York, Harper 6 Row, 1966.,

Lakein, Alan, HOW TO GET CONTROL OF YOUR TIME AND YOUR LIFE, New York,. .PeterA. Wyden,. Inc., 1973.

Lakein, Alan, MAKING TIME WORK FOR YOU, San Francisco Sunday Examinerand Chronicle; May:20, 1973.

Likert, Rens1a, THE HUMAN ORGANIZATION, New York,4cGrawi11 1967.

Lloyd, Kent, TIME MANAGEMENT (A Mimeographed manuscript includingworksheets and applications), PEDR Urban Asiociates,1112 South Third, Los Angeles, Ca. 1973.

Mann, Siegler; and Osmond, FOUR TYPES OF PERSONALITIES-AND FOUR WAYSOF PERCEIVING ME,,Psycholoy Today, December 1972.

McCay,-Jamea T., THE MANAGEMENT OF TIME, Englewood Cliffs, New Jersey,Prentice-Hall, 1959.

O'Reilly,tJane, HOW TO CONTROL YOUR TIME AND YOUR LIFE, New'YorkMagazine Corp., Ne4 York, 1972.

Reddin, W. J., EFFECTIVE MANAGEMENT BY OBJECTIVES, McGraw-Hill' Book Company,New:Itok, 1971.

Ruttan, Larry and Thayer, Arthur, TIME MANAGEMENT, An ACSA ProjectDevelopment,Publication, 1973.

Toffler, Alvin, FUTURE SHOCK, New York, Random House, 1970.

010,..1,,,01.1111"111.11..".11

Film: BNA Management Film, MANAGING TIME, narrated by Peter Drucker.Available in San Mateo County Schools Film LibrarL(6724).

- 29

I

to

'APPENDIX

Sample forms for Applic ,ons Steps 1through 10\\,

Step 1 Epitaph

Steps 2-5 Rolep, rank order, activities, time spent,percentage of week

Step 6 Pie Chart

.Step 7 Weekly Time Plan (past)

Seep 8-Goals and Objectives(Step 7 - Alternative Applications) )

:(Steps 8 -9 -108-9-10 - Alternative Applications)'..Activity Priorities

Step 9)

(Step 11 - Alternative Applications) rWeekly Time Plan (future)

-'10

ti

-op

'INTRODUCTION(Step 1)

If you were to die today, deairibethose qualities about,yourself that you 1,.._ct14.16,21joiliouldlil on youron,qour gravestone.

`'

,i7:14.e41!V.A.

HERE LIES

DON E.HALVERSON

4:Li otW,

(yot0 nate)

He/glis was':committed tot

1. his wife and family

2. helping children and other people

and was a recognized special,ietfint

.; I

is' working with people

2.

I

;A

ullX

meu

umce

40:V

ieie

s

.02t

erci

iingi

'?er

sons

ica

re,

et

-;;;;

..

Prof

essi

onal

:,; :4

:You

r w

ork

hat,;

Whi

elbr

ings

' in

:the,

mol

iey

;to:s

uppo

rt-y

our

.

lifes

tyle

. . You

r 'p

aren

tro

lesp

ouse

r4e;

.;and,

datih

ter

role

.'`

-"",

,R

ecre

atio

n:al

F.,,,

":A

ctiv

ittes

";?,participate-'in with

,

,fo

r ,;C

oum

nini

tyz-

;;'V

olun

tary

.,a

ssot

tatiO

nscb

tx,4

,

,Per

gOrt

_&74

1,y

oUN

doile

ssen

tii.W

.Y'A

ildne

plia

iure

hobb

ies,

.;

"

(Ste

p ,2

)

TO

TA

LS

Ran

k

: RO

LE

S

(Ste

p 3)

-.

Act

iviti

es;

(Ste

p 4)

(Ste

p 5)

'Hou

rs/

-%

Wee

k'T

otal

sof

168

,Sleeping

Eating

Exe

rcis

ing

Hyg

ieni

cs (

show

er,'e

;et

c

2Pl

anni

ngO

pera

tions

Hom

ewor

k'lie

etin

gs (

PTA

,nig

ht,

etc)

54-1/2

7-1/2

3-1/2,

3-1/2

Hou

rs P

er W

eek

168

Com

men

ts f

or C

hang

e

6940

%

13-'

21 3.

4

41.

25%

1Fa

ther

s ta

lk to

kid

sR

uski

n-U

lm-t

alk

to w

ife

Fam

ily 0

. hom

-e''i

mai

x1.7

tena

nce

5W

eekl

y ,,s

hopp

erW

eekl

y sh

ow

5-3/

4

8

10%

3 3

Chu

rch

mee

tings

4Reading

TV,

arou

nd

4 6 14

2414

%

-(A

dte

ld ;f

rom

,F1p

R 'U

rban

Ass

ocia

tes)

168

-100

%

Self Service40% .

Profession

2

Personal

'14%

ti

Social - Cultural- Recreational

'so

N(Y

rf

-

.(M

OD

ET

)

''UE

SDA

Y

read

.,,pa

per-

k'a

tom

sam

e;

WE

DN

ESD

AY

TT

T

TH

UR

SDA

YFR

IDA

Y

sam

e

exer

cisr

e

crea

tive'

hal

f

Jet:0tc

; 'O

fflc

ech

e k,

.s

'cal

enda

rla

y(M

t -tia

ra a

rt

4t,(1

)&

D(Z

) w

ork,

in(3

) C

abin

et/.

(2)

Proj

ect

(4)

wor

k in

plan

ning

othe

r in

hous

epl

anni

ng-,

..

SAT

UR

DA

Y

work in yard

& around house

ch 7

11ea

lt

MIMOMMEM=,

(44 "010X:10

,(3

')-' B

asic

'(3)

Oth

er in

-(4

) ,w

ork

in(2

) pr

ojed

t'd

istr

itcts

flin

g C

omm

.ho

use

com

m.

dist

rict

spl

anni

ng

Lun

chco

ntin

ue w

ork

vsrs

itvir

i1-

trilc

so

s

9

erev

en-:

ksp4

.1.Y

n

Min

utes

-`5;

flw

upfr

om m

eetin

gste

nnis

dinner out

'to k

ids

ork

arou

nd h

.se.

,\' d

inne

r- s

how

er,

shop

ping

or

s ow

fart

hom

e,-7

Aho

mew

orit'

,

shoP

P1m

g

r. '

r ea

di i

a

night meetings. Aurch work

npn

ner

-even-

a er

Suns

chi

,SU

ND

AY

,'

_,

1 sh

ave-

show

er

less

onpreparation

I 1 ch

urch

mee

ting

"

!,le

sson

prep

arat

ion

Sund

ry1

SchO

ol- .

1 L

unch

-' r

ead.

Ilfg

fsai

rnsg

Evening chure

meeting i

RiscgIetOns

tv o

rre

ad

.

-MODEL. ,(Step 8)

IM/

Service.t

Live* Year

1L. ,COALS ,One Year

--

maintain',exercise, schedule,

,plus tennis at:least once /wk

190 and':

'imaintain within + 5

3rn,

iZmai

-,Idivr-14:17

1,consultancy

PrOfeilir 1-1.

-mans ,to,,,.Level desired

'

,,,1

: ',.'-''','

''.' :2.;

,..

t 4 j,

,.

q:i

. i.

:1

MoOgiapha

as chapters

3.'

2.

3.

.,

,,publiaWbook using

i.purchase smaller home

Z, take care' of grandchildren

one-week' in summer

3.

1.

2.

Six

on

03.3'ECTIVES*

maintain eyexcise

1.

do exercise at

sche4.3acptaEr-tennis

at

once/week.

reduce weight to 200

,t

expand consultancy,.

to other firms ;4

besides 'World Wide

.

publish at least

3.Monographs/year

support 3rd son,in

college

2.

3.

OMonth

least 3 tunes wk.

,at least one

major contrpct/yr.-

exercise 3

times week.

3.

makecontyacta

with othe

2. x. contractofs

/. get son through'

,high school

2 3.

Sonial-

Aatuzal'

fteriational,

,onvoverseas trip

3.

014hirai,-,114intainfinanci

androthercomuitments

oactiVelnione,prOductive

organization

eltnt.n.stertm*,,,exceptfor

(and except for

football season)

1. two -week vacation

2. 3.

2. .full tithinglihis

year

.

investigate four

possible organiza-

tions to join

3.

1.'weekend trip's

with wife

2.

3.

encourage son.,

in high school

2.

visit Japanee

_'Cultural Center

, read at'least'2 boo

1

* per, week

- 1' each

44

kind

. 2.1. -six-month full

tithing

2.

investigate two

organizations to

3.

join

1.

full tithing

1; read at least

one book/week

,-

'