MANAGING YOUR T…I…M…E…

Fadiah Al khattabi, MBBS, SCAN fellowHanan Al Mohawes, MBBS, CCFP Matthew Cesari, MD, CM, FRCPCHedieh Ghanbari, MD, CCFP, MSc

Pre-Test

Objectives1) To identify the general principles and techniques of time management

and2) To distinguish different types of time management skills, by:

a) Defining time management and reviewing its historical foundations;b) Describing general principles and techniques of time management;

c) Describing barriers to time management.

3) To recognize when and which time management tools apply to your teaching and schedule, by:

a) Applying time management principles and techniques to your academic schedule;

b) Strategizing to prevent and manage classroom incivility;c) Describing application of time management techniques to clinical

education.

Principles of Time Management

Fadiah AL khattabi, MBBS

Time is our most precious resource.

History

…Back to the 6th century AD:

Water clock and the sundial

14 century, early clock

???

Benjamin Franklin

19th century, Frederick Taylor

Mid-20th century, James McKay .

1964?

Principles

• Pareto's principle: 80/20

• Parkinson's law: tendency to spend effort and time on more insignificant tasks, perceived as important .

• The major obstacle that keep most people from achieving well-established goals are interruptions and procrastination .

The ABC Technique

• "priority system " by Alan Lakein • Learn how to get control of one's time and

life by focusing on what is important .

• A - most important • B - less important• C – least or not important

Time Management Matrix Technique (TMMT)

Activity

1- From your personal weekly schedule, classify your activities according to the matrix technique.(Include those activities not on your schedule)

2- When are you most efficient during the day or week?(Be specific, but give a range.)

3- Circle the activities in your matrix that occur in your peak hours.

4- What do you conclude?

The matrix focuses on achieving results using 3 skills:

PROACTIVITY

HAVING A CLEAR VISION

PRIORITIZING

Natural Laws Technique(Benjamin Franklin Model)

• Identify behaviour patterns • Identify beliefs that drive those behaviours• Predict future behaviour without change• Identify alternative beliefs • Predict future events based on new beliefs .

Activity

1- From your personal weekly schedule, calculate the amount of hours spent in broad categories of activities.

2- How many of those hours are related to achieving your most important goals according to your matrix?

1 week = 168 hours

Take home message

• Time is precious

• Identify your priorities

• Know where your hours are going

• Review your schedule every 3 to 6 months

Barriers to effective time management:

What is stealing my time?

Hanan Al MohawesMBBS, CCFP

WIIFM?

‘‘Well organized or efficient’’ person!Improving your grades and developing

self-discipline Save yourself some valuable time Be more productive at work

Having a to-do list, is it enough?

Barriers to effective time management(Elizabeth Juffs, 2010)

Lack of clear goals & inability to prioritizePro…cras…tin….ationDistractions: Checking your inbox Social media Open door policy

Barriers to effective time management(Mary Ang, 2013)

Poor personal wellbeing Inability to say NONot delegating work A negative attitude

The 3 Mental Barriers to Effective Time Management

(Brian Tracy , 2012)

If you believe something to be true,

it becomes true for you.

The 3 Mental Barriers to Effective Time Management(Brian Tracy , 2012)

①Worries about Decreasing Your Naturalness and Spontaneity

②Negative Mental Programming ③Self-Limiting Beliefs

Ways To Reduce The Barriers(Elizabeth Juffs, 2010)

• Time management training • Reading time management books • Devising a plan of action

Ways To Reduce The Barriers(Elizabeth Juffs, 2010)

• Motivating Yourself to Time Management Success

• Learning Time Management• Learn to say NO

Difficult to say NO?(Celestine Chua, 2010)

1) You want to help

2) Afraid of being rude

3) Wanting to be agreeable

4) Fear of conflict

5) Fear of lost opportunities

6) Not burning bridges

7 Simple ways to say NO(Celestine Chua, 2010)

1. “I can’t commit to this as I have other priorities at the moment.”

2. “Now’s not a good time as I’m in the middle of something. How about we reconnect at X time?”

3. “I’d love to do this, but …”4. “Let me think about it first and I’ll get back to

you.”

7 Simple ways to say NO(Celestine Chua, 2010)

5. “This doesn’t meet my needs now but I’ll be sure to keep you in mind.”

6. “I’m not the best person to help on this. Why don’t you try X?”

7. “No, I can’t.”

Discover Your Motivation

Replace Negative with Positive Self-Talk

Use a Weekly Planner & Prioritize Tasks

Reward Yourself For Achieving Goals

Identify Time Wasters

Have a Realistic Schedule

Learn To Say NO

Classroom Incivility: A Temporal Black Hole

Matthew Cesari, MD, CM, FRCPC

What issues of classroom incivility must this teacher address in order to move the class forward?

Do the factors relate primarily to teaching or learning?

Video Clip No. 1

What issues of classroom incivility must this teacher address in order to move the class forward?

Do the factors relate primarily to teaching or learning?

Video Clip No. 1

Schema on the Effects of Classroom Incivility(Braxton and Bayer 2004)

Faculty Incivility

Student Incivility

Effect of Teaching Effect of Learning

Inadequate course planning

Expressing bigotry

Powdering your nose

Passing notes to others

A National Assessment of College Student Classroom Experience Survey

(Braxton and Bayer 1999)

Faculty Incivility(“Norm Violation”)

INVIOLABLE NORMS:

ADMONITORY NORMS:

- Condescending Negativism- Inattentive Planning- Particularistic Grading- Personal Disregard- Uncommunicated Course Details

- Inadequate (Untimely) Communication- Inadequate Course Design- Insufficient (Incomplete) Syllabus

Recognition of Faculty Incivility (“Norm Violation”)(Braxton, Bayer, and Noseworthy 2004) (Braxton and Mann 2004)

Under-Recognition:

Individuals in lower power differential responsible for detecting and

reporting norm violations of faculty members!

Under-Reporting

Reporting of Faculty Incivility (“Norm Violation”)(Braxton, Bayer, and Noseworthy 2004)

No. 1

Always consider the teacher’s contribution to classroom incivility!

Schema on the Effects of Classroom Incivility(Braxton and Bayer 2004)

Faculty Incivility

Student Incivility

Effect of Teaching Effect of Learning

Inadequate course planning

Expressing bigotry

Powdering your nose

Passing notes to others

Most Common Manifestations of Student Incivility(Sorcinelli 1994)

- Talking and Inattention:

- Unpreparedness and Missed Deadlines:

- Lateness and Inattendance:

- Challenges to Authority:

Activity1) In groups of two:

What strategies would you recommend to deal with this form of classroom incivility? Why?

2) Share your thoughts with the group.

Most Common Manifestations of Student Incivility(Sorcinelli 1994)

- Talking and Inattention:

- Unpreparedness and Missed Deadlines:

- Lateness and Inattendance:

- Challenges to Authority:

Levels of Intervention(Wai-shing 2008)

No Intervention Non-Verbal Verbal Logical Consequences(Not punishment)

- Permitting- Tolerating

- Planned ignoring- Signal interference (body language)- Proximity interference- Touch interference

- Humour- Praising peers- Calling on nearby student- Calling on student

Strategies to Prevent Student Incivility(Sorcinelli1994) (Carbone 1999)

- Define your expectations

- Decrease your anonymity with students

- Seek feedback and guidance from students

- Encourage active learning

No. 2

In her management of classroom incivility, what did the teacher do well?

What did she not do well?

What new issue must the teacher consider?

Video Clip No. 2

In her management of classroom incivility, what did the teacher do well?

What did she not do well?

What new issue must the teacher consider?

Video Clip No. 2

Strategies to Prevent Student Incivility(Sorcinelli1994) (Carbone 1999)

- Define your expectations

- Decrease your anonymity with students

- Seek feedback and guidance from students

- Encourage active learning

No. 2

When student incivility is…

EXPLOSIVE OR RECURRENT…

…search for an underlying cause!!

No. 3

Technical vs. Adaptive Management of Incivility(Holton 1990) (Richardson 1999)

INCIVILITY

ACUTE PROBLEM CHRONIC PROBLEM

RAPID SHORT TERM SOLUTION(“TECHNICAL SOLUTION”)

LONG TERM INDIVIDUALIZED SOLUTION(“ADAPTIVE SOLUTION”)

ACUTE ON CHRONIC INCIVILITY

Adaptive Management: The Holton Model(Holton 1990)

1- PROBLEM IDENTIFICATION:

- Who is involved?...................Identify all stakeholders

- What is the conflict?.............Identify all emotional and objective facts

- When did it happen?............The longer the issue, the harder to solve

- Where did it happen?...........Related to location, organizational structure, etc.

- What has been tried?............Identify prior resolution attempts and outcomes

- Are there consequences?......Why intervene if not a real issue?

Adaptive Management: The Holton Model(Holton 1990)

2- SOLUTION IDENTIFICATION:

- Develop a positive attitude...........All must agree to work together

- Establish ground rules..................Rules of conduct and organization reduce the feeling of chaos associated with conflict

- Identify stakeholder interests…….People are motivated when interests are met

- Develop alternatives.....................No single solution will meet all stakeholder interests

- Identify criteria to evaluate solutions

- Weigh solutions against criteria….Validates solution

- Don’t forget the “emotions” criteria…..all parties must feel good about solution

Adaptive Management: The Holton Model(Holton 1990)

3- SOLUTION IMPLEMENTATION:

- Develop a written plan of action………..Makes the effort concrete

- Determine how to handle future conflict…..Prevents future explosive conflict

4- EVALUATE THE PROCESS:

- Reflection helps refine the process

Classroom Incivility: Summary(McKeachie and Svinicki 2006)

Classroom incivility is faculty AND student derived.

Acute incivility can be managed with technical solutions.

Explosive/Recurrent incivility = Adaptive Management

Seek student input/participation in management of incivility.

Don’t avoid conflict (don’t exacerbate, but don’t avoid)!

No. 4

Managing Time in an Ambulatory Setting

Hedieh Ghanbari, MD, CCFP, MSc

Teaching in the ambulatory setting

• Busy practice

• Finding time to give feedback

• Lack of observation

• Learners not being prepared

How do you over come this?

• Organizing and preparing

• Not always a student issue

• Teacher issue

How do you manage time and get organized?

• Accept that time management is a process

• Identify your productive hour

• Use your productive hour to plan your day

• Prepare your clinic for learners

• Prepare your patient for learners

• Prepare your learners

• Prepare yourself

• Negotiate a plan with your learners

• Pre-select appropriate patient

• Set time in your day to review and give feedback

Be realistic about multitasking

• Multitasking – Decreases productivity – Strain focus– Produces poor results

• Now Time for Activity!

• 1) write out MULTITASKING out first, then 1-12 below the letters M U L T I T A S K I N G 1 2 3 4 5 6 7 8 9 10 11 12

• 2) Write out each letter followed by a number M U L T I T A S K I N G 1 2

• 3) write out each letter followed by a number then the letters of alphabet

M U L T I T A S K I N G

1 2 3

A B C

General tips

• Focus on an appropriate goal

• Assess how your spend your time

• Prioritize tasks

• Be realistic

• Hold others accountable

• Limit distractions

• Spend the last part of your day planning the next day

• Recharge your batteries and have some fun!

Take home message

• Prepare your learners

• Prepare yourself

• Limit multitasking

• Be Realistic

• Have fun with teaching!

Objectives1) To identify the general principles and techniques of time management

and2) To distinguish different types of time management skills, by:

a) Defining time management and reviewing its historical foundations;b) Describing general principles and techniques of time management;

c) Describing barriers to time management.

3) To recognize when and which time management tools apply to your teaching and schedule, by:

a) Applying time management principles and techniques to your academic schedule;

b) Strategizing to prevent and manage classroom incivility;c) Describing application of time management techniques to clinical

education.

Post-Test