2. What do I know, but FAIL to do?
Allowing distractions
Email traffic
Communication process, level of priority
Ineffective communication / expectation
Pick up the slack
Fighting battles I know I cant win
Setting timeline
Delegation
I am the go-to person
Asking for help
Easy stuff first
Not utilising the tools available
SWAT analysis
Planning
3. Question?
What is it that you want to
KNOW about managing
yourself, your work, your
time or other people?
BTW – MT around 10.15, Lunch around 12.15, AT 2.30, Home approx 4pm
4. In your groups – define ‘Time
Management’
is the effectiveness of a
person in getting the
things done that need to
be done.
And can be best achieved when your biorhythms are balanced.
5. Is it really a ‘Time Management’
problem – what is the real issue
Personalities
Ownership
Training / education
Turnover
Conflicting priorities
Environment
Staff resources / skills / knowledge / capacity
Reliance on other branches
Role clarity
Lack of initiative / it is what it is
Bandaid effect
Perceived expectations
Strategic leadership
Desire / passion / motivation
6. Our ‘ACTION’ plan
Meet, workshop, timeframe, engage, create diff teams, schedule 6mth
meet to see what worked
Understand individual goals, regularly, what do contracts people want
Open office is distracting, headphones on, move to a diff section, work
from home,
Have a process to identify people who wont get in line.
Create a ‘what’s acceptable’ rule
Allowing skills to be gained – outcomes should be relevant
Empowering staff, milestones, success
Identify issues and work on solution, time, prioritising
Open and honest conversations, no surprises, more realistic timelines,
delegation, issue of needing more resources
Procedures, timeframes, trf knowledge, rotation of branches, toolbox
Every branch exposed to knowledgebase
People to redo their role clarity statement, review every 6 mth
Time in motion audit. Doing a timelog
7. For me to be effective, I NEED
Values upheld, to follow through
Value our knowledge
Communicate
Have defined / realistic expectations
Definitive guidelines around boundaries
No blame game / admit fault
Performance measures
Process and reporting qualifiers
Context around decisions
Feedback
Shared vision
Support / physical, mental
Commitment
Recognition of ‘doors closed’
Concise email comms
Your own role in the process
Set and meet timeframes
Accountability, delegation, contingency
‘Time out’
Recognition of job well done
8. Your planning psychology
Start ------------------------ Finish
Urgent Vs Important
Organise 3 files
Prioritise A-B-C-D-E-F
How did you decide what was a priority
What was your system
How many times did you handle paper
9. Impact on the Brain, body and heart
Depression
Fatigue
Illogical
thinking
Aggressive behaviour
Excitement
Adrenalin rush
Euphoria
10. Two extra hours
Two hours a day x 5 days
10 hours a week x 50 weeks
500 hours a year which translates into
Twelve 40hour weeks or
3 extra months of productivity
11. The law of forced efficiency
Why do some people work
well under pressure
13. Think about future consequences
Keep asking yourself what are the
consequences of doing or not
doing this task
14. Four ideas for personal organisation
Neatness is a key habit
Stand back and evaluate yourself
Desk, wallet, boot, closet, garage, bathroom
Beingassertive by being flexible
Rewarding your achievements
15. Return on time invested
If you have 10 things on your
list which 2 will be worth more
than all of the other 8 put
together?
16. The two questions I ask myself
1. ‘WHAT’ is to be done
2. Then the ‘WHEN’ and
‘HOW’ come later
17. “IF YOU DO NOT KNOW WHERE YOU ARE
GOING, YOU CAN TAKE ANY ROAD”
18. Practice the A B C D E method
A – Must do (Red)
B – Should do (Blue)
C – Nice to do (Black)
D – Delegate
E – Eliminate
F – File
19. Priorities Vs Posteriorities
Priorities are – doing more of
sooner
Posteriorities – doing less of
later (if at all)
20. The law of excluded alternatives
Doing one thing means not
doing something else
21. 4 steps to high productivity
Set clear goals and objectives in
writing
Develop a detailed plan of works
Set clear priorities
Concentrate and focus
23. The law of reversibility
If you feel a particular way on
the inside…chances are you
will behave that way on the
outside
24. Important or Urgent
In-effective – I do
urgent things first
Effective – I do
Important things first
25. The two theories
Distraction– concerned and worried
about the situation and consequences
Self Focus – concerned with attention to
skill, eg anxiety about performing
correctly
Journal of experimental psychology
26. IT’S A FACT
Surprisingly, national
studies estimate that 10
to 15 percent of all
workers are chronically
UNDER PRESSURE on
any given day…
…it accounts for a minimum of 25
percent decrease in productivity.
BRW – Report on safety and hygiene – Oct 2003
27. You may fall into one of these four
categories
Are you a perfectionist
Are you a control freak
Are you a people pleaser
Do you feel incompetent
28. Keep Things In Perspective...
Ask yourself the following questions…
Is this really a problem
Has anybody else ever had this
problem
Can I divide this problem into workable
pieces
What are my priorities
What’s the worst that can happen
30. What’s Wrong with This Picture?
Attend learning Do the same Improve
program old thing performance
“One definition of insanity is to keep doing the same
thing and expect a different result.”
31. We Are In the Change Business
Practice new
Attend learning Improved
and more
program performance
effective behaviors
“A lesson has been ‘learned’ when and
only when it results in a change in behavior.”
- Center for Army Lessons Learned
Two competing theories have been proposed to account for decrements in skilled performance under pressure. Distraction theories propose that pressure creates a distracting environment that shifts attentional focus to task-irrelevant cues, such as worries about the situation and its consequences ( Wine, 1971 ). This shift of focus changes what was single-task performance into a dual-task situation in which controlling execution of the task at hand and worrying about the situation compete for attention. Self-focus theories (perhaps more appropriately termed explicit monitoring or execution focus theories, as they are concerned with attention to skill execution) suggest that pressure raises self-consciousness and anxiety about performing correctly, which increases the attention paid to skill processes and their step-by-step control ( Baumeister, 1984 ; Lewis & Linder, 1997 ). Attention to execution at this step-by-step level is thought to disrupt well-learned or proceduralized performances ( Kimble & Perlmuter, 1970 ; Langer & Imber, 1979 ; Lewis & Linder, 1997 ; Masters, 1992 ).