time management getting things done review
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
Topic: “time management getting things done” written by David AllenPaper details:
Please write a simple essay about “Time management getting things done” written by David Allen for what the implication is and how it can be applicable to the work. You don’t need to read the book. I think you can get what it is from book summaries and YouTube. Here I send you two samples. Any form is ok to me. Sample 1) The recurring themes around “getting things done” are all about simple and clear prioritization and focusing on a single task or similar tasks for extended periods of time, and having an environment and mindset to be able to achieve this.
The most pressing areas I need to improve are being able to prioritize and stick to certain tasks at once, as well as making lists of important items, prioritizing those items, and starting on the most important thing first. I used to work on the “easiest” task first in order to feel as if I’ve accomplished something and build momentum, but I find it actually makes finding the motivation to do the more challenging work even more difficult. Warren Buffet’s 5/25 rule (#9), the 80/20 Pareto’s Principle (#6), and Matt D’Avella’s batch process (#4) spoke to me in particular.
I have a lot of trouble planning out my day when distractions come, or when I try to work on many different things that require different energies (contracts vs. creative work vs. strategy). It’s not so difficult for me to prioritize things for OKRs, but when it comes to the day-to-day, there are so many things to take care of that making a list and prioritizing feels like a waste of time, because “everything needs to get done.” But with this mindset, it’s more likely that little will get done — if everything is weighed near-equally, then I find myself distracted by other impending items or trying to multitask. In order to improve, I plan on:
1. Using Warren Buffet’s 5/25 rule and Pareto’s 80/20 Rule on a weekly basis (and make more lists in general) 2. Batch tasks that require similar “energy” into time blocks in my schedule 3. Putting myself in the right environment to succeed according to my batch tasks (i.e. isolate myself for for concentration, find relaxing/inspirational/new environment for brainstorming) 4. Take the end of the week to reflect on my productivity and start planning the next week ——————————————————
Sample 2) I decided to look into what Managing “creatives” means. As I was reading and watching these articles and videos I was analyzing my style of communication. I really like the sandboxing idea. In other words what types of parameters should be established. Designers are very literal and I do my best to be as specific as possible, but I find myself sometimes accidentally being vague. In other words I can say I want things to be vibrant, and then there is no follow up to that.
I will work on giving my designer visual, verbal, or written examples explaining what I mean. I will work on expressing myself like this: “I would love to see the use of vibrant reds, oranges, and yellows with mid saturation to help this particular comic character or logo stand out”.
Now I have given a designer a color pallet and range to work with instead of just leaving them with unclear direction. Thus helping them start the project with more confidence. I love the concept of course correcting. What a manager does, is to help their team stay on track by checking-in and looking at any work in progress they have. Giving clear feedback / constructive criticism and if need be reeling the designer back and reminding them of any guidelines or template rules they must follow. Helping with having them go back and forth fixing any issues that could have been avoided in the first place. I currently do this with my team. I check in and ask that they show me a sample before submitting it to basecamp as a quality control.
I also believe it delays their work if they are constantly being asked to change things when I could have helped them by reviewing it first. I struggled with this when I first started working at the company. I would see leigha ping me on basecamp and then I would have to go in and see the asset and always found it awkward to have to give her feedback on there. Reason being was that the requester would be able to see my feedback too, so I decided to have her ping me first, so we could talk about the asset and any changes needed.
Then I would approve it for posting. I’m planning to use this method with all my new hires as well for a period of time so I can gauge his design skills better. One of my main goals as a manager isn’t to “protect” my team, it’s to build a creative friendly climate. In other words I want my designers to feel respected and welcomed to share their ideas. I trust that they know the work in other words how to use photoshop illustrator and clip studio. What I will do is nurture their creativity.
By teaching them some problem solving techniques, challenging their design styles, and being open minded to risk taking. By giving them time to read the comic they are designing for, or encouraging them to reach out to the requester and ask for more details if need be. This is something I haven’t had the chance to do yet, as I recently got my team together. But I want to help make an environment where I can encourage curiosity.
I believe this is very helpful in getting things done! If people ask and understand what they are designing for then the process becomes less stressful and anxiety inducing. Helping production go smoothly. More communication channels! We use slack, zoom and Gmail, but I will be adding streaming as a channel to communicate. I have a remote designer and with the current social distancing I found a solution to help bridge that gap. I reached out to another team member on a different team to help me set up a streaming link so now I can visually share and train all my designers about any new programs or changes we are facing in design.
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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