Setting Goals

A goal is something you want to achieve. A short-term goal is something you want to
achieve soon. Examples of short-term goals are finishing your homework and doing
well on tomorrow's test. A long-term goal is something you want to achieve at some
later date. Examples of long-term goals are writing a paper and passing a class.
To set appropriate goals, you must know what is important for you to accomplish.
Then you must set specific and clearly stated goals. If you do not have clearly stated
goals, your effort will lack direction and focus. Write your goals to have a record of
them.

THE THREE W'S OF GOALS

Each goal you set should state WHAT you will do and WHEN you will accomplish it.
Implied in each goal you set is your WILL (determination) to do it. For example, a
goal for a research paper might be stated as follows: I will (your determination)
finish gathering information for my research paper (what you will do) by November
20 (when you will accomplish it).

CHARACTERISTICS OF APPROPRIATE GOALS

Your goals should be:

1. within your skills and abilities. Knowing your strengths and weaknesses
will help you set goals you can accomplish.

2. realistic. Setting a goal to learn the spelling of three new words a day is
realistic. Trying to learn the spelling of fifty new words a day is not realistic.

3. flexible. Sometimes things will not go the way you anticipate and you may
need to change your goal. Stay flexible so when you realize a change is

necessary you will be ready to make the change.

4. measurable. It is important to be able to measure your progress toward a

goal. It is especially important to recognize when you have accomplished your
goal and need to go no further. Failure to measure your progress toward a goal
 and recognize its accomplishment will result in effort that is misdirected and
wasted.

5. within your control. Other than when working as part of a group,

accomplishment of your goal should not depend on other students. You can
control what you do, but you have little or no control over what others do. You
may do what you have to do, but if others don't, you will not accomplish your
goal.
Many times your parents, teachers, and counselors will set goals for you. Be
accepting when they do. These are people who know what is important for you and
are very concerned with your success. They can also help you accomplish the goals
they set.
SET GOALS IN SCHOOL THAT PROVIDE YOU WITH DIRECTION AND LEAD TO
SUCCESS.

Improving Concentration

Many students have difficulty concentrating while studying. Being able to concentrate
while you are studying is essential to doing well in class and on tests.
Here are 10 suggestions for improving your study concentration:
• Study in a quiet place that is free from distractions and interruptions. Try to
create a space designated solely for studying.
• Make a study schedule that shows what tasks you need to accomplish and
when you plan to accomplish each task. This will provide you with the structure
you need for effective studying.
• Try to study at the time of day you work best. Some people work well early in
the morning, others late at night. You know what works best for you.
• Make sure you are not tired and/or hungry when you study. Otherwise, you
won't have the energy you need to concentrate. Also, maintain your physical
fitness.
• Don't try to do two tasks at the same time. You won't be able to concentrate
on either one very well. Concentration means focusing on one thing to the
exclusion of all else.
 • Break large tasks into series of smaller tasks that you can complete one at a
time. If you try to complete a large task all at once, you may feel overwhelmed
and will be unable to maintain your concentration.
• Relax. It's hard to concentrate when you're tense. It's important to relax
when working on a task that requires concentration. Meditation is helpful to
many students.
• Clear your mind of worrisome thoughts. Mental poise is important for
concentration. You can get distracted by your own thoughts. Monitor your
thoughts and prevent yourself from following any that take you off track. Don't
daydream.
• Develop an interest in what you are studying. Try to relate what you are
studying to you own life to make it as meaningful as possible. This can motivate
yourself to concentrate.
• Take breaks whenever you feel fatigued. There is no set formula for when to
take breaks. You will know when you need to take a break.
Studying without concentration is like trying to fill a bucket with water
when the bucket has a hole in its bottom. It doesn't work.

Time management skills and techniques

Time management skills are your abilities to recognize and solve personal time
management problems. The goal of these time management lessons is to show you
what you can do to improve those skills.

With good time management skills you are in control of your time
and your life, of your stress and energy levels. You make progress at work. You are
able to maintain balance between your work, personal, and family lives. You have
enough flexibility to respond to surprises or new opportunities.
All time management skills are learnable. More than likely you will see much
improvement from simply becoming aware of the essence and causes of common
personal time management problems. With these time management lessons, you can
see better which time management techniques are most relevant for your situation.
Just get started with them. Many of your problems gradually disappear.
If you already know how you should be managing your time, but you still don't do it,
don't give up. What you may be overlooking is the psychological side of your time
management skills, psychological obstacles hidden behind your personality.
Depending on your personal situation, such obstacles may be the primary reason
why you procrastinate, have difficulties saying no, delegating, or making time
management decisions.
The psychological component of your time management skills can also be dealt with.
The time management skills information below will point at a relevant solution for
your situation.
Get Organized Now!
Ideas, tips, tools and more to help you organize your home, your office and your life!
How to avoid procrastination
Ability to beat procrastination and laziness is among the most important time
management skills to learn. Identify your causes of procrastination and start fighting
it now.
Decision making skills and techniques guide
Good decision making skills is the foundation for life and time management skills.
Information on decision making skills and techniques with links to related decision
making articles and resources.
Prioritizing techniques save your time and energy
Prioritizing skills allow you to focus on what is most important. Learn to set priorities
wisely, and you will achieve more and will have more of personal or family time.
What is planning and why you need to plan
Planning as an important time management technique. Planning optimizes your
efforts of achieving a goal.
Action plan techniques
Learn to plan efficiently. Simple and powerful techniques to convert your goals and
ideas into an effective action plan.
Effective delegation skill and techniques
Why delegation skill is important for personal time management, how to choose
delegatee, how to delegate. How to train your delegation skill.
Build coping skills to withstanding life's challenges
Well-developed coping skills help you maintain control and do the best that could be
done when faced with outstanding challenges.
Analyze and improve personal time management skills with a time log
Time log is a very effective time management learning tool. Your minimal effort and
a few tips and techniques can eliminate much of wasted time and help you reach
balance.
A personal digital assistant ( PDA ) outperforms other time management
tools
Advantages of a portable hand held personal digital assistant, or PDA, compared to
paper notes or other personal time management tools.

Eliminate procrastination

The essence of procrastination is very well reflected in this quote by Bernard Meltzer:
"Hard work is often the easy work you did not do at the proper time."

Are you affected?

Have you ever seen your most important tasks being put off until
later and then later and later, while you are getting busy with many not so important
activities? Did you hope that you may have more time and better mood in the future
to start the task and do it properly? Does an approaching deadline mean a crisis for
you? Do you keep hesitating every time you make a decision?
If you often see yourself in such low productivity situations, then there is a big
chance that your life got under control of the procrastination habit. And those
situations are only the most explicit symptoms.
What is it?
A basic definition of procrastination is putting off the things that you should be doing
now. This happens with all of us time after time.
Yet, what makes a big difference for your success is your ability to recognize
procrastination reasons and expressions in their different forms, and to promptly
take them under control, before this bad habit steals your opportunities, damages
your career and pride, or destroys your relationships. So why do not you do it now?

Causes of procrastination
What are typical reasons why you procrastinate? Here
are a few of the most common situations to consider in
your anti procrastination efforts.
It can be as simple as

• Waiting for the right mood

• Waiting for the right time

Then look at the way you organize your work. You may notice other reasons for
procrastination like

• Lack of clear goals

• Underestimating the difficulty of the tasks
• Underestimating the time required to complete the tasks
• Unclear standards for the task outcomes
• Feeling as the tasks are imposed on you from outside
• Too ambiguous tasks

And there are also many connections with

• Underdeveloped decision making skills

• Fear of failure or fear of success
• Perfectionism

ACT Test Taking Tips

The ACT is a widely used college admission standardized test. It has four mandatory
subject tests: English, Reading, Mathematics, and Science. There is also an optional
Writing test which some colleges require.

General Tips
 • Answer the questions you find easiest first. Come back to the others later.
• Don't spend more than a minute or two on any question.
• As you work on a section, keep track of how much time remains. (It's a good
idea to bring a reliable watch.)
• Answer every question. There is no penalty for guessing.
• Be careful to mark only one answer choice per question.
• Write in the test book in any way that will help you.
• Consider all answer choices before you choose one. Use the process of
elimination to narrow your choices.

English Section Tips

• Consider the writing style used for each section. The correct answer choice
will be the one that works best with the writing style used.
• When asked a question about something that is underlined, consider how the
underlined portion fits with the rest of the section.
• Examine each answer choice to see how it differs from the others.
• For items that include "No Change" as an answer choice, choose this as your
answer only if you are sure none of the other answer choices are correct.
• Reread the underlined portion with your answer choice to be sure it is correct.

Reading Section Tips

• Read the passage carefully before you read the questions.

• Focus on the main ideas in the passage. Underline these. Don't get lost in the
details.
• Try to identify how ideas in the passage are connected.
• Refer back to the passage as you answer each question.

Mathematics Section Tips

• Work out the problem before looking at the answer choices. When done,
choose the answer choice that matches your answer. If none match, redo the
problem.
 • Don't overly rely on your calculator. Some problems are best worked out
manually. Some don't even require calculation.
• The questions focus much more on reasoning than on calculation. If you find
yourself doing complicated calculations, you're probably on the wrong track.
• Make sure your answer choice makes sense. A calculation error can lead you
to a wrong answer choice.
• Check your work.

Science Section Tips

• Given the complexity of the passages, it may help to make some simple notes
as you read them.
• Cross out irrelevant information.
• Don't be overly concerned with any technical terminology. Technical terms
usually have little to do with the correct answer choice.
• Be watchful for conflicting viewpoints in some of the passages.

Writing Section Tips

• Organization of your response is very important. Use a five-paragraph essay

that includes an introduction, supporting paragraphs, and a conclusion.
• Plan your response before you begin to write it.
• Stay with the topic throughout your response.
• Vary your sentence structure and word choices.
• Use specific examples wherever possible.
• Write legibly.
• If you have time, check your grammar, usage, punctuation, and spelling.
These tips can help you get the most out your knowledge, skills, and
abilities when you take the ACT.

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Definition:

Generally, time management refers to the development of processes and tools that increase
efficiency and productivity.

In business, time management has morphed into everything from methodologies such as
Enterprise Resource Planning through consultant services such as Professional Organizers.

When we think of time management, however, we tend to think of personal time

management, loosely defined as managing our time to waste less time on doing the things we
have to do so we have more time to do the things we want to do.

Therefore, time management is often thought of or presented as a set of time management

skills; the theory is that once we master the time management skills, we'll be more organized,
efficient, and happier.

Personal time management skills include:

• goal setting;
• planning;
• prioritizing;
• decision-making;
• delegating;
• scheduling.

Many people find that time management tools, such as PIM software and PDAs, help them
manage their time more effectively. For instance, a PDA can make it easier to schedule and
keep track of events and appointments.

Whether you use technological time management tools or plain old pen and paper, however,
the first step in effective time management is analyzing how you currently spend your time
and deciding how you want to change how you spend your time.

Common Misspellings: Time managment, time managemnt.

Examples:
Tina found that learning and applying time management skills made a huge difference to both
her productivity and the way she felt.

Good Listening in Class

It is important for you to be a good listener in class. Much of what you will have to
learn will be presented verbally by your teachers. Just hearing what your teachers
say is not the same as listening to what they say. Listening is a cognitive act that
requires you to pay attention and think about and mentally process what you hear.
Here are some things you should do to be a good listener in class.
• Be Cognitively Ready to Listen When You Come to Class.
Make sure you complete all assigned work and readings. Review your notes from
previous class sessions. Think about what you know about the topic that will be
covered in class that day.

• Be Emotionally Ready to Listen When You Come to Class.

Your attitude is important. Make a conscious choice to find the topic useful and
interesting. Be committed to learning all that you can.

• Listen with a Purpose. Identify what you expect and hope to learn
from the class session. Listen for these things as your teacher talks.

• Listen with an Open Mind. Be receptive to what your teacher says. It

is good to question what is said as long as you remain open to points of view
other than your own.

• Be Attentive. Focus on what your teacher is saying. Try not to daydream

and let your mind wander to other things. It helps to sit in the front and center of
the class, and to maintain eye contact with your teacher.

• Be an Active Listener. You can think faster than your teacher can
speak. Use this to your advantage by evaluating what is being said and trying to
anticipate what will be said next. Take good written notes about what your
teacher says. While you can think faster than your teacher can speak, you cannot
write faster than your teacher can speak. Taking notes requires you to make
decisions about what to write, and you have to be an active listener to do this.
 • Meet the Challenge. Don't give up and stop listening when you find the
information being presented difficult to understand. Listen even more carefully at
these times and work hard to understand what is being said. Don't be reluctant
to ask questions.

• Triumph Over the Environment. The classroom may too noisy, too
hot, too cold, too bright, or too dark. Don't give in to these inconveniences. Stay
focused on the big picture - LEARNING.

Using Acronymic Sentences to

Remember Information
Creating an acronymic sentence is a good strategy to use when you have to
remember information in a certain order. An acronymic sentence is a sentence that
is created using the first letter of each piece of information to be remembered.

Here is how to create an acronymic sentence.

• Write each piece of information you have to remember.

• Underline the first letter of each piece of information. If there is more than
one word in a piece of information, underline the first letter of the most
important word.
• Write a sentence using words that begin with the underlined letters.

"My (Mercury) very (Venus) earthy (Earth) mother (Mars) just (Jupiter) served
(Saturn) us (Uranus) nine (Neptune) pizzas (Pluto)" is an acronymic sentence that
students through the years have used to remember the order of planets around our
sun, from closest to furthest. If you accept recent evidence that Pluto is not a planet,
you can use "My very earthy mother just served us noodles."
Here are the five most populous cities in Indiana shown in order from highest to
lowest: Indianapolis, Fort Wayne, Evansville, South Bend, Gary. Here is an
acronymic sentence you can use to remember these cities in the order shown.

"Insects from everywhere seem gross."

Try to form an acronymic sentence that is funny or has a personal meaning for you.
You will find the sentence easier to remember if you do this. When you remember
the acronymic sentence you create, each word in the sentence will help you
remember the piece of information it represents (for example, "Insects" represents
"Indianapolis").
Creating acronymic sentences is an effective and fun way to remember information.

A Strategy for Reading Textbooks

SQRW is a four-step strategy for reading and taking notes from chapters in
a textbook. Each letter stands for one step in the strategy. Using SQRW will help
you to understand what you read and to prepare a written record of what you
learned. The written record will be valuable when you have to participate in a class
discussion and again when you study for a test. Read to learn what to do for each
step in SQRW.
Survey.
Surveying brings to mind what you already know about the topic of a chapter and
prepares you for learning more. To survey a chapter, read the title, introduction,
headings, and the summary or conclusion. Also, examine all visuals such as pictures,
tables, maps, and/or graphs and read the caption that goes with each. By surveying
a chapter, you will quickly learn what the chapter is about.
Question.
You need to have questions in your mind as you read. Questions give you a purpose
for reading and help you stay focused on the reading assignment. Form questions by
changing each chapter heading into a question. Use the words who, what, when,
where, why, or how to form questions. For example, for the heading "Uses of
Electricity" in a chapter about how science improves lives, you might form the
question "What are some uses of electricity?" If a heading is stated as a question,
use that question. When a heading contains more than one idea, form a question for
each idea. Do not form questions for the Introduction, Summary, or Conclusion.
Read.
Read the information that follows each heading to find the answer to each question
you formed. As you do this, you may decide you need to change a question or turn it
into several questions to be answered. Stay focused and flexible so you can gather
as much information as you need to answer each question.

Write.
Write each question and its answer in your notebook. Reread each of your written
answers to be sure each answer is legible and contains all the important information
needed to answer the question.
As you practice using SQRW, you will find you learn more and have good study notes
to use to prepare for class participation and tests.
HINT: Once you complete the Survey step for the entire chapter, complete the
Question, Read, and Write steps for the first heading. Then complete the Question,
Read, and Write steps for the second heading, and so on for the remaining headings
in the chapter.

Study Groups

A study group can be helpful when you are trying to learn information and concepts
and preparing for class discussions and tests. Read to learn about the benefits of a
study group. Then read on to learn about how to start a study group and the
characteristics of a successful study group. Finally, be sure to read about the
possible pitfalls of a study group.

Benefits of a Study Group

A study group can be beneficial in many ways. Here are the most important benefits:
1. A support group can "pick you up" when you find that your motivation to
study is slipping. The other group members can be a source of encouragement.
 2. You may be reluctant to ask a question in class. You will find it easier to do so
in a small study group.
3. You may become more committed to study because the group members are
depending on your presentation and participation. You will not want to let them
down.
4. Group members will listen and discuss information and concepts during the
study sessions. These activities add a strong auditory dimension to your learning
experience.
5. One or more group members are likely to understand something you do not.
They may bring up ideas you never considered.
6. You can learn valuable new study habits from the other group members.
7. You can compare your class notes with those of the other group members to
clarify your notes and fill in any gaps.
8. Teaching/explaining information and concepts to the other group members
will help you reinforce your mastery of the information and concepts.
9. Let's face it - studying can sometimes be boring. Interacting with the other
group members can make studying enjoyable.

Getting a Study Group Started

Study groups don't just happen. Here is what you should do to get a study group
started:
1. Get to know your classmates by talking with them before class, during
breaks, and after class. When selecting a classmate to join your study group, you
should be able to answer YES for each of the following questions:
o Is this classmate motivated to do well?

o Does this classmate understand the subject matter?

o Is this classmate dependable?

o Would this classmate be tolerant of the ideas of others?

o Would you like to work with this classmate?

2. Invite enough of these classmates to work with you in a study group until you
have formed a group of three to five. A larger group may allow some members to
 avoid responsibility, may lead to cliques, and may make group management
more of an issue than learning.
3. Decide how often and for how long you will meet. Meeting two or three times
a week is probably best. If you plan a long study session, make sure you include
time for breaks. A study session of about 60 to 90 minutes is usually best.
4. Decide where you will meet. Select a meeting place that is available and is
free from distractions. An empty classroom or a group study room in the library
are possibilities.
5. Decide on the goals of the study group. Goals can include comparing and
updating notes, discussing readings, and preparing for exams.
6. Decide who the leader will be for the first study session. Also decide whether
it will be the same person each session or whether there will be a rotating leader.
The leader of a study session should be responsible for meeting the goals of that
study session.
7. Clearly decide the agenda for the first study session and the responsibilities of
each group member for that session.
8. Develop a list of all group members that includes their names, telephone
numbers, and email addresses. Make sure each group member has this list and
update the list as needed.

Characteristics of a Successful Study Group

Once started, a study group should possess the following characteristics to be

successful:
1. Each group member contributes to discussions.
2. Group members actively listen to each other without interrupting. Only one
group member speaks at a time.
3. The other group members work collaboratively to resolve any concern raised
by a group member.
4. Group members are prompt and come prepared to work.
5. The group stays on task with respect to its agenda.
6. Group members show respect for each other.
7. Group members feel free to criticize each other but keep their criticisms
constructive. This can encourage group members to reveal their weaknesses so
that they can strengthen them.
8. Group members feel free to ask questions of each other.
9. At the end of each study session, an agenda including specific group member
responsibilities is prepared for the next session.
10.Above all, the positive attitude that "we can do this together" is maintained.

Possible Pitfalls of a Study Group

A study group can be a very positive learning experience. However, there are pitfalls
to be avoided. Here are some cautions:
1. Do not let the study group get distracted from its agenda and goals.
2. Do not let the study group become a social group. You can always socialize at
other times.
3. Do not allow group members to attend unprepared. To stay in the group,
members should be required to do their fair share.
4. Do not the let the session become a negative forum for complaining about
teachers and courses.
5. Do not allow one or two group members to dominate the group. It is
important that all members have an equal opportunity to participate.
The information you just read will help you decide when a study group is appropriate
for you and will help ensure its success.

Time management
From Wikipedia, the free encyclopedia
Jump to: navigation, search
 «The important thing is not always important» by Adi Holzer printed in the year
Serigraphy
1976 (Work number 269).
Time management refers to a range of skills, tools, and techniques used to manage time when
accomplishing specific tasks, projects and goals. This set encompasses a wide scope of activities, and these
include planning, allocating, setting goals, delegation, analysis of time spent, monitoring, organizing,
scheduling, and prioritizing. Initially time management referred to just business or work activities, but
eventually the term broadened to include personal activities as well. A time management system is a
designed combination of processes, tools, techniques, and methods.

Contents

[hide]

• 1 Categorization
• 2 Time management and related concepts
o 2.1 Conceptual Effect on Labor
• 3 Personal Time Management
o 3.1 Task list
 3.1.1 Task list organization
o 3.2 Software applications
o 3.3 Attention Deficit Disorder
 3.3.1 Caveats
 3.3.1.1 Dwelling on the lists
 3.3.1.2 Rigid adherence
o 3.4 Techniques for setting priorities
 3.4.1 ABC analysis
 3.4.2 Pareto analysis
 3.4.3 Fit
 3.4.4 POSEC method
  3.4.5 The Eisenhower Method
• 4 See also
• 5 References
• 6 Further reading

• 7 External links
[edit] Categorization

Some authors such as Stephen R. Covey[1] offered a categorization scheme for the hundreds of time
management approaches that they reviewed

• First generation: reminders based on clocks and watches, but with computer
implementation possible; can be used to alert a person when a task is to be done.
• Second generation: planning and preparation based on calendar and appointment
books; includes setting goals.
• Third generation: planning, prioritizing, controlling (using a personal organizer,
other paper-based objects, or computer or PDA-based systems) activities on a
daily basis. This approach implies spending some time in clarifying values and
priorities.
• Fourth generation: being efficient and proactive using any of the above tools;
places goals and roles as the controlling element of the system and favors
importance over urgency.

Some of the recent general arguments related to "time" and "management" point out that the term "time
management" is misleading and that the concept should actually imply that it is "the management of our
own activities, to make sure that they are accomplished within the available or allocated time, which is an
unmanageable continuous resource".[citation needed]
Time management literature paraphrased:

• "Get Organized" - paperwork and task triage

• "Protect Your Time" - insulate, isolate, delegate
• "Set gravitational goals" - that attract actions automatically
• "Achieve through Goal management Goal Focus" - motivational emphasis
• "Work in Priority Order" - set goals and prioritize
• "Use Magical Tools to Get More Out of Your Time" - depends on when written
• "Master the Skills of Time Management"
• "Go with the Flow" - natural rhythms, Eastern philosophy
• "Recover from Bad Time Habits" - recovery from underlying psychological
problems, e.g. procrastination

In recent years, several authors have discussed time management as applied to the issue of digital
information overload. In particular, Tim Ferriss with "The 4 hour workweek[2] and Stefania Lucchetti with
"The Principle of Relevance"[3]

[edit] Time management and related concepts

Time management has been considered as subsets of different concepts such as:
 • Project management. Time Management can be considered as a project management
subset and is more commonly known as project planning and project scheduling. Time
Management has also been identified as one of the core functions identified in
project management[4].
• Attention management: Attention Management relates to the management of cognitive
resources, and in particular the time that humans allocate their mind (and
organizations the minds of their employees) to conduct some activities.
• Personal knowledge management: see below (Personal time management).

[edit] Conceptual Effect on Labor

Professor Stephen Smith, of BYUI, is among recent sociologists that have shown that the way workers
view time is connected to social issues such as the institution of family, gender roles, and the amount of
labor by the individual.[5]

[edit] Personal Time Management

This section does not cite any references or sources.

Please help improve this article by adding citations to reliable sources. Unsourced material may be
challenged and removed. (September 2007)
Time management strategies are often associated with the recommendation to set goals. These goals are
recorded and may be broken down into a project, an action plan, or a simple task list. For individual tasks
or for goals, an importance rating may be established, deadlines may be set, and priorities assigned. This
process results in a plan with a task list or a schedule or calendar of activities. Authors may recommend a
daily, weekly, monthly or other planning periods, usually fixed, but sometimes variable. Different planning
periods may be associated with different scope of planning or review. Authors may or may not emphasize
reviews of performance against plan. Routine and recurring tasks may or may not be integrated into the
time management plan and, if integrated, the integration can be accomplished in various ways.

See also: Personal knowledge management

[edit] Task list

This section does not cite any references or sources.
Please help improve this article by adding citations to reliable sources. Unsourced material may be
challenged and removed. (September 2007)
A task list (also to-do list) is a list of tasks to be completed, such as chores or steps toward completing a
project. It is an inventory tool which serves as an alternative or supplement to memory.
Task lists are used in self-management, grocery lists, business management, project management, and
software development. It may involve more than one list.
When you accomplish one of the items on a task list, you check it off or cross it off. The traditional method
is to write these on a piece of paper with a pen or pencil, usually on a note pad or clip-board. Numerous
digital equivalents are now available, including PIM (Personal information management) applications and
most PDAs. There are also several web-based task list applications, many of which are free.

[edit] Task list organization

This section does not cite any references or sources.
Please help improve this article by adding citations to reliable sources. Unsourced material may be
challenged and removed. (September 2007)
Task lists are often tiered. The simplest tiered system includes a general to-do list (or task-holding file) to
record all the tasks the person needs to accomplish, and a daily to-do list which is created each day by
transferring tasks from the general to-do list.
Task lists are often prioritized:

• An early advocate of "ABC" prioritization was Alan Lakein (See Books below.). In
his system "A" items were the most important ("A-1" the most important within
that group), "B" next most important, "C" least important.

• A particular method of applying the ABC method[6] assigns "A" to tasks to be done
within a day, "B" a week, and "C" a month.

• To prioritize a daily task list, one either records the tasks in the order of highest
priority, or assigns them a number after they are listed ("1" for highest priority, "2"
for second highest priority, etc.) which indicates in which order to execute the
tasks. The latter method is generally faster, allowing the tasks to be recorded more
quickly.

Alternatives to prioritizing:
A completely different approach which argues against prioritising altogether was put forward by British
author Mark Forster in his book "Do It Tomorrow and Other Secrets of Time Management". This is based
on the idea of operating "closed" to-do lists, instead of the traditional "open" to-do list. He argues that the
traditional never-ending to-do lists virtually guarantees that some of your work will be left undone. This
approach advocates getting all your work done, every day, and if you are unable to achieve it helps you
diagnose where you are going wrong and what needs to change. Recently, Forster developed the
"Autofocus Time Management System", which further systematizes working a to-do list as a series of
closed sublists and emphasizes intuitive choices.

[edit] Software applications

Modern task list applications may have built-in task hierarchy (tasks are composed of subtasks which again
may contain subtasks),[7] may support multiple methods of filtering and ordering the list of tasks, and may
allow one to associate arbitrarily long notes for each task.
In contrast to the concept of allowing the person to use multiple filtering methods, at least one new
software product additionally contains a mode where the software will attempt to dynamically determine
the best tasks for any given moment.[8]
Many of the software products for time management support multiple users. It allows the person to give
tasks to other users and use the software for communication[9]
Task list applications may be thought of as lightweight personal information manager or project
management software.

[edit] Attention Deficit Disorder

Excessive and chronic inability to manage time effectively may be a result of Attention Deficit Disorder
(ADD). Diagnostic criteria include: A sense of underachievement, difficulty getting organized, trouble
getting started, many projects going simultaneously and trouble with follow-through.[10]

• Prefrontal cortex:
The prefrontal cortex is the most evolved part of the brain. It
controls the functions of attention span, impulse control, organization, learning
 from experience and self-monitoring, among others. Some authors argue that
changing the way the prefrontal cortex works is possible and offers a solution.[11]

[edit] Caveats
[edit] Dwelling on the lists

• According to Sandberg,[12] task lists "aren't the key to productivity [that] they're
cracked up to be". He reports an estimated "30% of listers spend more time
managing their lists than [they do] completing what's on them".

• This could be caused by procrastination by prolonging the planning activity. This is

akin to analysis paralysis. As with any activity, there's a point of diminishing returns.

[edit] Rigid adherence

• Hendrickson asserts[13] that rigid adherence to task lists can create a "tyranny of
the to-do list" that forces one to "waste time on unimportant activities".

• Again, the point of diminishing returns applies here too, but toward the size of the
task. Some level of detail must be taken for granted for a task system to work.
Rather than put "clean the kitchen", "clean the bedroom", and "clean the
bathroom", it is more efficient to put "housekeeping" and save time spent writing
and reduce the system's administrative load (each task entered into the system
generates a cost in time and effort to manage it, aside from the execution of the
task). The risk of consolidating tasks, however, is that "housekeeping" in this
example may prove overwhelming or nebulously defined, which will either
increase the risk of procrastination, or a mismanaged project.[citation needed]

• Listing routine tasks wastes time. If you are in the habit of brushing your teeth
every day, then there is no reason to put it down on the task list. The same goes
for getting out of bed, fixing meals, etc. If you need to track routine tasks, then a
standard list or chart may be useful, to avoid the procedure of manually listing
these items over and over.[citation needed]

• To remain flexible, a task system must allow for disaster. A disaster occurs
constantly whether it is personal or business-related. A company must have a
cushion of time ready for a disaster. Even if it is a small disaster, if no one made
time for this situation, it can blow up bigger, causing the company to bankruptcy
just because of poor time management.[14]

• To avoid getting stuck in a wasteful pattern, the task system should also include
regular (monthly, semi-annual, and annual) planning and system-evaluation
sessions, to weed out inefficiencies and ensure the user is headed in the direction
he or she truly desires.[15]
 • If some time is not regularly spent on achieving long-range goals, the individual
may get stuck in a perpetual holding pattern on short-term plans, like staying at a
particular job much longer than originally planned.[citation needed]

[edit] Techniques for setting priorities

This section does not cite any references or sources.
Please help improve this article by adding citations to reliable sources. Unsourced material may be
challenged and removed. (September 2007)

[edit] ABC analysis

A technique that has been used in business management for a long time is the categorization of large data
into groups. These groups are often marked A, B, and C—hence the name. Activities are ranked upon these
general criteria:

• A – Tasks that are perceived as being urgent and important.

• B – Tasks that are important but not urgent.
• C – Tasks that are neither urgent nor important.

Each group is then rank-ordered in priority. To further refine priority, some individuals choose to then
force-rank all "B" items as either "A" or "C". ABC analysis can incorporate more than three groups. ABC
analysis is frequently combined with Pareto analysis.

[edit] Pareto analysis

This is the idea that 80% of tasks can be completed in 20% of the disposable time. The remaining 20% of
tasks will take up 80% of the time. This principle is used to sort tasks into two parts. According to this form
of Pareto analysis it is recommended that tasks that fall into the first category be assigned a higher priority.
The 80-20-rule can also be applied to increase productivity: it is assumed that 80% of the productivity can
be achieved by doing 20% of the tasks. If productivity is the aim of time management, then these tasks
should be prioritized higher.
It depends on the method adopted to complete the task. There is always a simpler and easy way to complete
the task. If one uses a complex way, it will be time consuming. So, one should always try to find out the
alternate ways to complete each task.

[edit] Fit
Essentially, fit is the congruence of the requirements of a task (location, financial investment, time, etc.)
with the available resources at the time. Often people are constrained by externally controlled schedules,
locations, etc., and "fit" allows us to maximize our productivity given those constraints. For example, if one
encounters a gap of 15 minutes in their schedule, it is typically more efficient to complete a task that would
require 15 minutes, than to complete a task that can be done in 5 minutes, or to start a task that would take
4 weeks. This concept also applies to time of the day: free time at 7am is probably less usefully applied to
the goal of learning the drums, and more productively a time to read a book. Lastly, fit can be applied to
location: free time at home would be used differently from free time at work, in town, etc.

[edit] POSEC method

POSEC is an acronym for Prioritize by Organizing, Streamlining, Economizing and Contributing.
The method dictates a template which emphasizes an average individual's immediate sense of emotional
and monetary security. It suggests that by attending to one's personal responsibilities first, an individual is
better positioned to shoulder collective responsibilities.
Inherent in the acronym is a hierarchy of self-realization which mirrors Abraham Maslow's "Hierarchy of
needs".

1. Prioritize - Your time and define your life by goals.

2. Organizing - Things you have to accomplish regularly to be successful. (Family
and Finances)
3. Streamlining - Things you may not like to do, but must do. (Work and Chores)
4. Economizing - Things you should do or may even like to do, but they're not
pressingly urgent. (Pastimes and Socializing)
5. Contributing - By paying attention to the few remaining things that make a
difference. (Social Obligations)

[edit] The Eisenhower Method

A basic "Eisenhower box" to help evaluate urgency and importance. Items may be placed
at more precise points within each quadrant.
All tasks are evaluated using the criteria important/unimportant and urgent/not urgent and put in according
quadrants. Tasks in unimportant/not urgent are dropped, tasks in important/urgent are done immediately
and personally, tasks in unimportant/urgent are delegated and tasks in important/not urgent get an end date
and are done personally. This method is said to have been used by US President Dwight D. Eisenhower,
and is outlined in a quote attributed to him: What is important is seldom urgent and what is urgent is
seldom important.[citation needed]

SMART Goal Setting: A Surefire Way To Achieve Your Goals

February 20, 2010 by Arina
Filed under SMART Goal Setting
6 Comments and 0 Reactions
I encourage you to pick up a pen and a piece of paper and jot down the goals you want to reach. Look at
each goal and evaluate it. Make any changes necessary to ensure it meets the criteria for a SMART goals:

• S = Specific
• M = Measurable
• A = Attainable
• R = Realistic
• T = Timely

Specific

Goals should be straightforward and emphasize what you want to happen. Specifics help us to focus our
efforts and clearly define what we are going to do.
Specific is the What, Why, and How of the SMART model.

• WHAT are you going to do? Use action words such as direct, organize,
coordinate, lead, develop, plan, build etc.
• WHY is this important to do at this time? What do you want to ultimately
accomplish?
 • HOW are you going to do it? (By…)

Ensure the goals you set is very specific, clear and easy. Instead of setting a goal to lose weight or be
healthier, set a specific goal to lose 2cm off your waistline or to walk 5 miles at an aerobically challenging
pace.

Measurable

If you can’t measure it, you can’t manage it. In the broadest sense, the whole goal statement is a measure
for the project; if the goal is accomplished, the is a success. However, there are usually several short-term
or small measurements that can be built into the goal.
Choose a goal with measurable progress, so you can see the change occur. How will you see when you
reach your goal? Be specific! “I want to read 3 chapter books of 100 pages on my own before my birthday”
shows the specific target to be measure. “I want to be a good reader” is not as measurable.
Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you
measure your progress, you stay on track, reach your target dates, and experience the exhilaration of
achievement that spurs you on to continued effort required to reach your goals.

Attainable

When you identify goals that are most important to you, you begin to figure out ways you can make them
come true. You develop that attitudes, abilities, skills, and financial capacity to reach them. Your begin
seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.
Goals you set which are too far out of your reach, you probably won’t commit to doing. Although you may
start with the best of intentions, the knowledge that it’s too much for you means your subconscious will
keep reminding you of this fact and will stop you from even giving it your best.

A goal needs to stretch you slightly so you feel you can do it and it will need a real
commitment from you. For instance, if you aim to lose 20lbs in one week, we all know that isn’t
achievable. But setting a goal to loose 1lb and when you’ve achieved that, aiming to lose a further 1lb, will
keep it achievable for you.
The feeling of success which this brings helps you to remain motivated.

Realistic

This is not a synonym for “easy.” Realistic, in this case, means “do-able.” It means that the learning
curve is not a vertical slope; that the skills needed to do the work are available; that the project fits with the
overall strategy and goals of the organization. A realistic project may push the skills and knowledge of the
people working on it but it shouldn’t break them.
Devise a plan or a way of getting there which makes the goal realistic. The goal needs to be realistic for
you and where you are at the moment. A goal of never again eating sweets, cakes, crisps and chocolate may
not be realistic for someone who really enjoys these foods.
For instance, it may be more realistic to set a goal of eating a piece of fruit each day instead of one sweet
item. You can then choose to work towards reducing the amount of sweet products gradually as and when
this feels realistic for you.
Be sure to set goals that you can attain with some effort! Too difficult and you set the stage for failure, but
too low sends the message that you aren’t very capable. Set the bar high enough for a satisfying
achievement!

Timely
Set a timeframe for the goal: for next week, in three months, by fifth grade. Putting an end point on your
goal gives you a clear target to work towards.
If you don’t set a time, the commitment is too vague. It tends not to happen because you feel you can start
at any time. Without a time limit, there’s no urgency to start taking action now.
Time must be measurable, attainable and realistic.
Everyone will benefit from goals and objectives if they are SMART. SMART, is the instrument to apply in
setting your goals and objectives.

SMART Goal Setting: A Surefire Way To Achieve Your Goals

February 20, 2010 by Arina
Filed under SMART Goal Setting
6 Comments and 0 Reactions
I encourage you to pick up a pen and a piece of paper and jot down the goals you want to reach. Look at
each goal and evaluate it. Make any changes necessary to ensure it meets the criteria for a SMART goals:

• S = Specific
• M = Measurable
• A = Attainable
• R = Realistic
• T = Timely

Specific

Goals should be straightforward and emphasize what you want to happen. Specifics help us to focus our
efforts and clearly define what we are going to do.
Specific is the What, Why, and How of the SMART model.

• WHAT are you going to do? Use action words such as direct, organize,
coordinate, lead, develop, plan, build etc.
• WHY is this important to do at this time? What do you want to ultimately
accomplish?
• HOW are you going to do it? (By…)

Ensure the goals you set is very specific, clear and easy. Instead of setting a goal to lose weight or be
healthier, set a specific goal to lose 2cm off your waistline or to walk 5 miles at an aerobically challenging
pace.

Measurable

If you can’t measure it, you can’t manage it. In the broadest sense, the whole goal statement is a measure
for the project; if the goal is accomplished, the is a success. However, there are usually several short-term
or small measurements that can be built into the goal.
Choose a goal with measurable progress, so you can see the change occur. How will you see when you
reach your goal? Be specific! “I want to read 3 chapter books of 100 pages on my own before my birthday”
shows the specific target to be measure. “I want to be a good reader” is not as measurable.
Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you
measure your progress, you stay on track, reach your target dates, and experience the exhilaration of
achievement that spurs you on to continued effort required to reach your goals.

Attainable

When you identify goals that are most important to you, you begin to figure out ways you can make them
come true. You develop that attitudes, abilities, skills, and financial capacity to reach them. Your begin
seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.
Goals you set which are too far out of your reach, you probably won’t commit to doing. Although you may
start with the best of intentions, the knowledge that it’s too much for you means your subconscious will
keep reminding you of this fact and will stop you from even giving it your best.

A goal needs to stretch you slightly so you feel you can do it and it will need a real
commitment from you. For instance, if you aim to lose 20lbs in one week, we all know that isn’t
achievable. But setting a goal to loose 1lb and when you’ve achieved that, aiming to lose a further 1lb, will
keep it achievable for you.
The feeling of success which this brings helps you to remain motivated.

Realistic

This is not a synonym for “easy.” Realistic, in this case, means “do-able.” It means that the learning
curve is not a vertical slope; that the skills needed to do the work are available; that the project fits with the
overall strategy and goals of the organization. A realistic project may push the skills and knowledge of the
people working on it but it shouldn’t break them.
Devise a plan or a way of getting there which makes the goal realistic. The goal needs to be realistic for
you and where you are at the moment. A goal of never again eating sweets, cakes, crisps and chocolate may
not be realistic for someone who really enjoys these foods.
For instance, it may be more realistic to set a goal of eating a piece of fruit each day instead of one sweet
item. You can then choose to work towards reducing the amount of sweet products gradually as and when
this feels realistic for you.
Be sure to set goals that you can attain with some effort! Too difficult and you set the stage for failure, but
too low sends the message that you aren’t very capable. Set the bar high enough for a satisfying
achievement!

Timely

Set a timeframe for the goal: for next week, in three months, by fifth grade. Putting an end point on your
goal gives you a clear target to work towards.
If you don’t set a time, the commitment is too vague. It tends not to happen because you feel you can start
at any time. Without a time limit, there’s no urgency to start taking action now.
Time must be measurable, attainable and realistic.
Everyone will benefit from goals and objectives if they are SMART. SMART, is the instrument to apply in
setting your goals and objectives.

Setting Goals Worksheet # 1

Setting Goals Worksheet # 1
Setting Goals Worksheet # 2

Setting Goals Worksheet #2

Setting Goals Worksheet # 3

Setting Goals Worksheet #3