assessing your current challenges to effective time management
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
assessing your current challenges to effective time management
At the end of this week, a statement you might be able to include in your mental outlook is, “I am a master of my time.” The assignment due this week will involve assessing your current challenges to effective time management, developing a clear understanding of these challenges, and establishing a plan for improving your time management skills. Your completed assignment will be a critical reflection paper based on the 5C’s approach to problem solving that you were introduced to in the Week 2 assignment.
- To begin your assignment, please go to pages 132–133 and complete the assessment found in Activity 5: How Am I Doing with Time Management? (Chapter 5).
- Once you have completed the assessment, engage the 5C’s questions under the section titled Results. Your answers to these questions will form the foundation of your reflection paper.
- Write your reflection paper in the Microsoft Word APA Template (Links to an external site.)that accompanies this assignment.
- Your final paper should include at least two fully developed paragraphs for each section in the template, including the introduction and conclusion.
- Once you have completed your paper, submit it.
Please refer to the grading rubric below to understand how this assignment will be graded.
GRADING RUBRIC
Graded Item Description Good/Fair/Poor/Incomplete Assessing Time Management The completed assignment is a well-developed critical reflection. It includes a discussion of each of the 5C’s questions related to time management; responses to the 5C’s questions reflect completion of and evaluation of responses to the time management assessment; and responses to each section are at least two full paragraphs and demonstrate critical thinking. Successful responses will address all aspects of the prompt, be well organized, and include detailed examples and references to course materials to support reflection.
130/90/40/0 Writing, Mechanics, and Grammar Paragraphs are focused and flow from idea to idea. The completed assignment is not a collection of random thoughts. Writing is clear. Student has elaborated on the insights gained and used examples to provide further clarity.
Writing is correct. Any errors in spelling, punctuation, and grammar do not interfere with meaning.
20/10/5/0 Total Points Earned Total Points Possible 150 Module 5.5Achieving Balance
How can I avoid feeling overextended?
You’re doing it all: full-time student, part-time employee, team player in intramural sports, scholarship student, web designer for a campus organization, and member of the debate team. How do you do it all?
You’re doing it all, too: full-time student, full-time parent, part-time employee, member of the National Guard, scholarship student, Spanish Club treasurer, and member of a student government committee. How do you manage everything?
So, how are you doing? Most students feel overwhelmed by the number of roles they hold. The truth is, you may not be able to do it all and do it well. At some point, you must reassess your priorities. Your goal is to achieve balance, not lose your balance!
Unrealistic expectations may add to your situation. Perhaps you plan to complete your associate’s degree and transfer to a four-year college. Maybe you are starting at a four-year college or university. Your goal is to finish your coursework in four years and graduate with a 4.0 average. If you are a traditional freshman student who begins college at age 17 or 18, this means that you will finish at age 21 or 22. And then what? You get to work for the rest of your life! If you work until you’re 65, this means you will work for the next 43 or 44 years. It may be better to take an extra semester and do well in your classes.
Adding college to an already busy life can be overwhelming.
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If you are a nontraditional student, you may feel compelled to complete your courses quickly in order to make up for lost time in your next career. You may feel that you need to take the maximum number of hours. Perhaps you see the suggested course loads in your college catalog as written in stone. For instance, suppose you are working toward an associate’s degree in nursing. The catalog suggests that you take 17–18 course hours each term. But catalog suggestions are merely that—suggestions. Students who are financially independent and who have no responsibilities beyond academic ones might consider such heavy course loads. In truth, few students take more than 15 hours per semester. That’s because there is more to getting an education than just taking courses. You owe it to yourself to take full advantage of the college experience.
Keep in mind, too, that some academic goals (for instance, transferring to a four-year college, admission to programs with limited enrollments, graduate school, and so on) require a show of academic excellence. If you schedule too many classes, you cannot make the grades you need to accomplish your longer-term goals. While grades are important, many employers prefer to see a prospective employee that can handle a variety of tasks in addition to academic pursuits.Page 130
Values also play a key role in achieving balance. If what you do as a student conflicts with what you believe is important in life, you will not feel fulfilled no matter how well you do academically. For instance, you might value academic achievement and family. But doing well as a full-time student takes too much time from your role as a parent. Taking fewer courses at a time might take you longer to graduate but allow you to both raise a family and complete a degree in a way that is a better fit with your values. Or perhaps you like to be involved in campus or civic organizations. You value what you learn as a result but find that your grades are suffering. Again you could choose to take fewer classes in order to serve in organizations and make the grades you want. In both cases, your choice might take you another year or so to complete your degree. If you are a nontraditionally aged student, the trade-off is a decision you will need to make with your life goals in mind.
Have you ever worked on a project when the time seems to move with the speed of a snail? Or have you worked on one where the time flew like a bird? The difference between the two probably has to do with the interest, energy, and enthusiasm you had for the subjects you were working on? Or, it could be the result of when you were working on the project, how you felt at that particular time. When you connect to your natural energy rhythms and the tasks, routines, and topics that interest and energize you, productivity and satisfaction also increase.
Here’s how to get a better handle on managing your energy and getting balance in your life.
- Prioritize and put your list of priority items where you’ll see it.
There are three fundamental priorities:
- Your physical health.
- Your relationship with your friends, family, and support system.
- Your school- or career-centered activities.
How you prioritize each of these depends on what you need to get done, which has the highest priority in a given time. After you determine that, you can then break it down into smaller categories: this year’s priorities, the season’s priorities, the month’s priorities, the week’s priorities, and—finally—your day’s priorities. Next, put your list of priority items in an unavoidable place. That means put it somewhere you cannot avoid seeing it. It can be a paper-and-pen list, a smartphone app, or whatever works best for you.
- Know and use peak time.
You probably already know when you do your best work. It might be in the early morning, midday, or even late at night. If you don’t know, track your motivation daily for a week and see when you have the most energy. After you identify your peak time, use that time to focus on the work that requires the most of you. Take advantage of high-energy times by either focusing on important, creative work that requires you be at your sharpest, or using that time to knock out those tasks you hate doing.Page 131
- Take breaks.
It may sound counterintuitive to say you need to take breaks when time is short. But, it is not. A short break will re-energize you and leave you ready to tackle work again. To best utilize these breaks, you need to determine what recharges your batteries. Do you need to talk to people? Do you need to grab some quick exercise, maybe a walk? Do you need time by yourself to meditate? Whatever it is, build it into your schedule.
- Be brave and say “no.”
Think of the directions given on an airplane that says you must put your oxygen mask on before helping anyone else. You need to take care of you. It is just fine to protect yourself by saying “no” to the things you do not have time to do.
- Know and use tools.
Each chapter of this book has a Hacks and Apps box that details tools you can use to be successful. Try the ones that appeal to you and add the ones that work for you into your toolbox.
- Use The Pomodoro Technique.
The Pomodoro Technique, developed by Francesco Cirillo (https://francescocirillo.com/pages/pomodoro-technique), uses a timer, a sheet of paper, and a pencil. First, create a prioritized list of the tasks you want to get done. Second, set your timer for 25 minutes. Third, spend the entire 25 minutes focusing solely on your list of tasks. Fourth, when the timer rings, check what you have accomplished and reward yourself with a five-minute break. If the task takes longer than 25 minutes, then keep a tally of every 25-minute work session you do until the task is finished. This will help you track and process how long things take.
- Reward yourself.
Once you have accomplished your task, reward yourself with something small. This increases your energy and mind growth to take on the next new challenge.
Thus, whatever your academic goals, view them in terms of your life goals (see Chapter 4) and values (see Chapter 3). Choose to take the time you need to get the experiences and education that will take you closer to the goals you set while maintaining the life you want to lead.Page 132
activity 5
How Am I Doing with Time Management?
- For each of the following statements, put an X by the one word (Agree, Disagree, Unsure) that M best describes your general experience and actions.
17
14
Page 133
RESULTS
Look at the totals in the “Agree” column. Agreement with more than 4 for questions 1–8 indicates problems in Area 1: goals or setting them. Agreement with more than 6 for questions 9–20 indicates problems in Area 2: prioritizing or short-term goals. Agreement with more than 6 for questions 21–31 indicates problems in Area 3: controlling your environment.
Use the 5C process and your results above to respond to the following:
- Based on your results, what area is most problematic for you? Within that area, how do you define the most important Challenge?
- What Choices do you have for managing time and achieving balance?
- Identify Consequences by describing what would logically happen as the result of each option.
- What will you Choose to do to meet this challenge?
- Identify how you will Check the outcome of your choice.
GROUP APPLICATION: Share individual answers with your group. What similarities and differences do you discover among your group’s answers? What factors might contribute to these similarities?
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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