Module 1: Time Management
Course Name: Time Management
Unit of Competency: Develop an Integrated Time Management Plan – SRSCOP011B
Develop an Integrated Time Management Plan – SRSCOP011B
Learning Outcomes:
By the end of the course, participants should be able to:
- Identify factors that lead to Time Wastage
- List the advantages of Effective Time Management
- Identify and priorities key activities and commitments that need to be included within the Time Management Plan
- Demonstrate the ability to develop a Time Management Plan
- Demonstrate the ability to monitor, evaluate and modify the Time Management Plan as required.
Learner Profile:
Participants, who undertake this course, are people who are:Participants, who undertake this course, are people who are:
- Enrolled in this course with Smith’s Self Improvement Consulting Pty. Ltd (SSIC).
- Interested in applying Time Management Principles to improve their quality of life.
Learning Theory:
The Learning Theories that will be underpinning this course are:The Learning Theories that will be underpinning this course are:
- The Behaviourist Orientation and
- Experiential Learning
Behaviourist Orientation
The content structure of this course will be of a Behaviourist Orientation, which will be sequenced in a linear order. In order to progress to the latter stages of the course, participants will be required to complete preceding stages. This is necessary, as it is assumed that participants have had no previous knowledge on the subject of Time Management. Thus, mastery of prerequisite contextual knowledge about Time Management is required before participants can start to design their own Time Management Plan (Medsker and Holdsworth 2001).
The Assessment Methods for Modules 1, 2 and 3 will also be based upon the Behaviourist Learning Orientation. The assessment methods for these Modules will involve participants interacting with the program, by having to complete quizzes that provide immediate positive or negative feedback for their answers (Medsker and Holdsworth 2001).
Experiential Learning
Experiential Learning is also employed in this course, particularly for Modules 4 and 5. In Modules 4 and 5, participants are required to apply what has been taught from previous Modules to design their own Time Management Plan.
According to Fardouly (1998), Deep Learning can occur when participants are given the opportunity to practice new behaviours, receive feedback and are given the chance to reflect upon the effects of the new behaviours. Deep Learning for participants should occur when applying Time Management principles to their lives, as it involves the participants making long-term, lifestyle changes. Fardouly (1998) also argues that Experiential Learning aims to allow participants to be actively exploring and applying what has been taught, rather than to passively “intake” information. The experience of applying Time Management Principles will enable participants to test ideas in order to make adjustments that would improve the way that they manage their time. This type of Learning will be evident throughout the course, where participants will be required to:
- Set their own Time Management goals
- Complete their Observation checklists
- Complete a Time Management Survey before and after implementation
- Complete their Learning Log Book
- Reflect and Self-Evaluate the effectiveness of their Time Management Plan (Kearsley 2006).
| Modules | Activities: |
Learning Styles: |
| Module 1:
|
1.1) Participants complete a Time Management survey. Participants are then advised to record their result. |
1.1)Kinesthetic, Read/Write, Reflector, Pragmatist and Theorists. |
|
|
1.2) Written Text and Graphics presenting content about factors that could lead to Time Wastage. |
1.2) Read/Write, Visual, Reflector, Theorist and Pragmatist. |
|
Assessment
|
1.3) Quiz in relation to factors that could lead to Time Wastage. |
1.3) Read/Write, Visual, Kinesthetic. Reflector, Theorist, Pragmatist |
|
Module 2: The Advantages of Effective Time Management
|
2.1) Graphics and Audio file with an optional Written Script explaining what Effective Time Management is, and its advantages. |
2.1) Visual, Aural, Read/Write and Reflector. |
|
Introduction to Time Management Models
|
2.2) Written Text and Graphics that presents Effective Time Management Models. |
2.2) Read/Write, Visual, and Theorists. |
|
Assessment
|
2.3) Quiz in relation to Effective Time Management. |
2.3) Read/Write, Visual, Kinesthetic. Reflector, Theorist, Pragmatist. |
| Module 3:
|
3.1) A Video Clip of Case Study 1 with someone having a Time Management problem. (A Written Script is available for the Video Clip).
|
3.1) Visual, Aural, Read/Write Reflector (Opportunity for Reflection) and Pragmatist (Practical Application). |
|
Assessment |
3.2) Quiz in relation to Video Clip Case Study 1, where participants are required to priorities tasks in order to solve Case Study. |
3.2) Read/Write, Kinesthetic, Reflector and Pragmatist. |
|
3.3) Case Study 2 in Written text with Graphics is also presented showing someone else with a Time Management problem. |
3.3) Read/Write, Visual, Reflector (Opportunity for Reflection)) and Pragmatist (Practical Application). |
|
|
Assessment |
3.4) Quiz in relation to each Case Study 2 is conducted where participants will be required to priorities the tasks in order to solve the Case Study problem. |
3.4) Read/Write, Kinesthetic, Reflector and Pragmatist. |
|
3.5) Case Study 3 in Written text with Graphics is also presented showing someone else with a Time Management problem. |
3.5) Read/Write, Visual, Reflector (Opportunity for reflection) and Pragmatist (Practical Application). |
|
|
Assessment |
3.6) Quiz in relation to each Case Study 3 is conducted where participants are required to prioritise tasks to solve the Case Study. |
3.6) Read/Write, Kinesthetic, Reflector and Pragmatist. |
|
Assessment |
3.7) Participants will complete a Final quiz in relation to all of the previous Modules about Time Management |
3.7) Read/Write, Kinesthetic, Reflector, Theorist and Pragmatist. |
| Module 4:
|
4.1) Written text and Audio file instructing participants to write SMART Time Management goals. |
4.1) Read/Write, Aural, Kinesthetic, Activist (Brainstorming), Reflector and Pragmatist. |
|
|
4.2) Written text and graphics instructing participants in developing their own Time Management Matrix in line with their Time Management Goals. |
4.2) Read/Write, Visual, Kinesthetic, Activist (Active Application) and Pragmatist. |
|
|
4.3) Video Clip with a Written Script instructing participants to implement their Time Management Plan over a 14 day period, recording their experiences for everyday. |
4.3) Visual, Aural, Kinesthetic, Read/Write, Reflector, Pragmatist (Practical Application) and Activist (Problem Solving). |
| Module 5:
|
5.1) Written Instructions with Graphics instructing participants to read and reflect upon their Learning Log to determine the factors that inhibited their implementation of their Time Management Plan. Afterwards, there will be a Video Clip outlining some common inhibiting factors and their solutions.
|
5.1) Visual, Aural, Read/Write, Reflector and Pragmatist. |
|
Assessment |
5.2) In Written text and graphics, participants are instructed to construct an observation checklist, where they rate themselves in their success of achieving their Time Management goals. |
5.2) Read/Write, Visual, Reflector, Kinesthetic and Pragmatist. |
|
Assessment
|
5.3) Participants complete the same Time Management Survey as the one at the start of the course. Participants are then instructed to compare the results between the first survey and the second survey. |
5.3) Read/Write, Kinesthetic, Reflector, Theorist and Pragmatist. |
Final Assessment
Once participants have completed the course, SSIC will assess whether or not participants are competent from the qualitative data that will be collected from the participants Time Management Plan, Learning Log book and Observation Checklist. According to James (1997), in order to accurately measure subjectivity, qualitative data rather than quantitative data need to be analysed. Qualitative data is necessary as the success of each individual’s Time Management Plan is subjective.
References
Fardouly, N. 1998, Principles of Instructional Design: Learning Styles and Experiential Learning, University of New South Wales, viewed 29 August 2006,Fardouly, N. 1998, University of New South Wales, viewed 29August 2006,http://web.archive.org/web/20001021014225/www.fbe.unsw.edu.au/learning/instructionaldesign/styles.htm#learning>.Fardouly, N. 1998, University of New South Wales, viewed 29August 2006,http://web.archive.org/web/20001021014225/www.fbe.unsw.edu.au/learning/instructionaldesign/styles.htm#learning>. Fardouly, N. 1998, University of New South Wales, viewed 29August 2006,http://web.archive.org/web/20001021014225/www.fbe.unsw.edu.au/learning/instructionaldesign/styles.htm#learning>. James, P. 1997, Qualitative Research, Oklahoma State University, viewed 29 August 2006, http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage21.htm>.
Fardouly, N. 1998, University of New South Wales, viewed 29August 2006,http://web.archive.org/web/20001021014225/www.fbe.unsw.edu.au/learning/instructionaldesign/styles.htm#learning>. James, P. 1997, Oklahoma State University, viewed 29 August 2006, http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage21.htm>.
Kearsley, G. 2006, Experiential Learning, Theory in Practice Database, viewed 29 August 2006, http://tip.psychology.org/rogers.html>.
Medsker, K.L and Holdsworth, K.M 2001, Instructional Theory and Multimedia Design, viewed 4 September 2006, Available: UTS Online.
