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FY593Elder Companion Lesson 7 Time Management1Elizabeth B Bolton21.This document is FCS5253/FY593, one of a series of the Depart ment of Family, Youth and Community Sciences, Florida Cooperativ e Extension Service, University of Florida, UF/IFAS, Gaines ville 32611. First published: September 1999. Re vised: January 2004. Reviewed by: Mary Ch ernesky, M.S. extension agent IV, Hillsborough County, Seffner ; Audrey Norman, c ourtesy extension agent, Palm Beach County, West Palm Beach; Meredith Taylor, M.S., extension agent IV, Suwannee County, Live Oak. Please visit the EDIS Web site: http://edis.ifas.ufl.edu/ 2.Elizabeth B. Bolton, Ph.D., professor, Community Development, Department of Family, Youth and Community Sciences, Florida Coo perative Extension Service, University of Florid a, UF/IFAS, Gainesville, 32611. The Institute of Food and Agricultural Sc iences is an equal opportunity/affirmative action employer authorized to provide resea rch, educational information and other services only to individuals and inst itutions that function without regard to race color, sex, age, handicap, or national origin. For information on obtaining other extension publications, contact your count y Cooperative Extension Servic e office. Florida Cooperative Extension Service / Instit ute of Food and Agricultural Sciences / University of Florida / Christine Taylor Waddill Dean.
Lesson 7 Pg. 2AGENTS TEACHING GUIDE Time Management Part 1: How Do I Spend My Time? Part 2: Prime Time Part 3: Making Better Use of My Time Time: 1 to 1 Hours Instructor: County Faculty Equipment/ Supplies: Overhead projector/screen, newsprint/markers, transparencies created from Handouts D and H Handouts:Part 1 Handout A: Time Log Worksheet Handout B: Time Analysis Worksheet Part 2 Handout C: Energy Graph Handout D: Examples of Energy Graphs Handout E: Organizing Your Time Prime Time Scenarios Handout F: Making the Most of Your Time Part 3 Handout G: To Do List Handout H: Planning and Time Management Reminders Objectives (Expected Outcomes): After this session, participants will be able to: Identify how use of time can reflect our goals and priorities. Identify time wasters and explain how they effect behavior. Identify strategies to make use of time.
Lesson 7 Pg. 3LESSON PLAN Part 1: How I Spend My Time?Introduction: A day is 24 hours...1449 minutes. Time is a resource. Everybody gets the same allotment everyday. Some people manage their hours and minutes better. If it is not used wisely, time is lost forever. Time is not storable...it must be used. DO: Distribute Time Log Worksheet (Handout A). Ask participants to complete the worksheet with the time and activities for themselves on a typical day. If they do not have a typical day, record what happened yesterday. When they have written in all the times and activities, ask participants to put a value on each activity. Give each participant a Time Analysis Worksheet (Handout B). Ask them to look at their Time Log and answer the questions about how time is being spent. REFLECT: Was time wasted? Was I spending too much time on some activities? Too little on some? Was your time being used for your priority goals? Is there a balance between work and personal time? Between committed and flexible time? APPLY: Identify segments of time which need to be re-focused or re-managed. Track your time by keeping a log. It will help you know were time goes and identify the time wasters.
Lesson 7 Pg. 4 Handout ATIME LOG WORKSHEETComplete the time and activities you have done in the last 24 hours. Start Time Finish Time Total Hours Activity Value A=high B=medium C=low
Lesson 7 Pg. 5 Handout BTIME ANALYSIS WORKSHEETWhere am I spending too much time? Where am I spending the right amount of time? Where am I spending too little time? What am I doing that may not need to be done at all?Where can I make adjustments to save time?
Lesson 7 Pg. 6LESSON PLAN Part 2: Prime Time Introduction: Knowing your prime time is essential to effective time management. Prime time is that time during the day when you are at your highest energy level. Everyone has a different prime time...some of us are morning people and others are night owls; most of us are somewhere in between. DO: Give each participant an Energy Graph, (Handout C) and ask them to chart their energy level for a typical day (excluding sleeping time). If they have a hard time thinking about a typical day, their time log might help. Read the directions to the group and show the transparency created from Handout D, Energy Graph Examples to illustrate how they should chart their time. Allow 10-15 minutes for this activity. Ask for volunteers to share their Energy Graph. REFLECT: What did you learn about your prime time? Are you a morning person or a night owl, or somewhere in between? DO: When you are employed, you do not always have freedom to organize your time according to your prime time. Divide the group into morning people and night owls. Give each group the Organizing Your Time Scenarios (Handout E). Ask them to identify ways to use their prime time. Give each group a piece of newsprint to record their ideas. Ask groups to report back their ways to work with work situations. REFLECT: Can people on different time clocks work together? What are some ways to make it happen?
Lesson 7 Pg. 7 Handout C ENERGY GRAPHMorning Afternoon Evening Your energy level at this hour6789101112123456789101112Very high High Medium Low
Lesson 7 Pg. 8 Handout DEXAMPLES OF ENERGY GRAPHS Example #1. Is this a morning person, a night owl, or somewhere in between? Example #2. Is this a night owl, a morning person, or somewhere in between?
Lesson 7 Pg. 9Handout EORGANIZING YOUR TIME Prime Time Scenarios Sue has been employed to work six hours a da y with Mrs. Jones. The daily agreement with Mrs. Jones Family has Sue preparing lunch, helping with correspondence, helping Mrs. Jones read the newspaper, sanitizing th e bathrooms, straightening the house, taking Mrs. Jones for a walk, and bei ng sure her medication is taken. Situation A Sue is a morning person and prefers to work from 8:00 a.m. 2:00 p.m. Mrs. Jones likes late night television and doesnt wa nt to stir until 9:30 a.m. or so. Situation B Sue is a night owl and prefers to work from 10:30 a.m. to 4:30 p.m. Mrs. Jones is up early and likes to have everything finished before lunch. How can they work togeth er to keep all parties happy and get the work done?
Lesson 7 Pg. 10 Handout FMAKING THE MOST OF YOUR TIME Schedule Time to Make Time Once goals are identified, time management becomes a process of allocating time to important tasks. Effective time planning means scheduling tasks throughout the year, month, week, and day. Prime Time Know your prime time that time during the day when youre at your highest energy level. Success at scheduling results from finding the best time to accomplish each task. Each ones graph is different. Some are morning people; others are night owls; some are in between. When you have a choice, use prime time for jobs requiring the most concentration and time. Save r outine tasks for lower energy times. During high energy periods reduce or eliminate interruptions. Take a break before your down period begi ns; youll maintain a higher energy level that way. Relaxation exercises, proper di et, and improved physical fitness also help. External prime time must also be cons idered the times when resources, usually people, are available to you. Plan your daily schedule to utilize the time when the clients are available, stores are open, and friends are near their phones.
Lesson 7 Pg. 11LESSON PLAN Part 3: Making Better Use of My Time Introduction: Planning is crucial to successful management of time and getting the job done. The secret to planning is a list of work that needs to be done. Some tasks must be performed on a daily basis while others are done on a weekly basis. Using a Planning Sheet helps identify the tasks, set a priority and feel accomplishment when the tasks are completed. DO: To Do List Give each participant a copy of Handout G, the To Do List and ask them to list the activities they recorded on their time log. Then assign a priority to each activity. Tell them to place a check by the tasks that were completed as opposed to the tasks yet to be done, and to write yes in the priority column if it is a priority job. Ask them to share the high priority activities. Ask them to share the completed activities. Show a transparency created from Handout H, Planning and Time Management Reminders. Distribute the handout and go over the list with the class. REFLECT: Were the high priority activities completed? Were there low priority activities which took your time? Would making the To Do list ahead help you accomplish your priorities?APPLY:Why will time management be important in your work as an Elder Companion? How does using a To Do list help you manage your time?
Lesson 7 Pg. 12 Handout GTO DO LIST Planning Sheet Date(s) _______________Priority Job/Activity Daily/ Weekly Done
Lesson 7 Pg. 13 Handout HPLANNING AND TIME MANAGEMENT REMINDERS1.Develop a To Do list. 2.Set priorities. 3.Allow time for interruptions. 4.Use prime time for jobs that require high energy and concentration. 5.Work smarter, not harder... find ways to shorten tasks. 6.Set aside time for yourself (10 minutes per day adds up to more than 60 hours per year). 7.Limit time spent on the low priority tasks. 8.Keep a time log. 9.Combine trips and/or similar tasks. If you have errands to run, several letters to write, or calls to make, it takes less time to do similar activities when your mind-set and materials are ready. 10.Check off completed tasks. This helps you visualize what you have accomplished. 11.Eliminate unimportant tasks/time wasters. 12.Reward yourself.