1. It’s the Time of Your Life!
Time Management
and Goal Setting -
Getting Ready for College ED
Spring 2011
Rose Defa
Note: This is the first module in a 8-module series of workshops to assist entry-level employees at a major employer who want to go to college to gain a basic understanding of the skills they will need for success as a college student. This two-lesson module introduces time management, goal setting, learning styles and study skills. This is lesson one, a two-hour session.
Not included in this PP: Instructor welcomes students. Introductions. Description of the course and overall objectives. Conducts ice-breaker activity to create team and interactive environment.
Transitions to lesson I objectives.

2. Class Objectives Assess how you spend your time Write a long-term goal
Write at least 10 short-term goals that will lead to the accomplishment of your long- term goal
Career and Technical Education, Customized Industry Program, Adult Learners, Objective 1:Identify and practice the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span,. Specifically, apply time management and goal setting skills.
Instructor presents class objectives.

3. How much time do you have?
What would you do if you had more time?
Teacher leads discussion, asking students how they would spend new-found time. Asks students to identify benefits of time management, such as:
Meet deadlines, more control
Achieve more – get the most out of your career
More free time – do what you want to do
Lead a balanced life – enjoy both work and play
Teacher asks the question: How will you have more time? Introduces concept that most important is how you use time.

4. The question is not whether you have time, but whether you use it to get what you want!

5. How can you tame time? Time Management Goal Setting
Teacher introduces two steps accomplishing life goals such as going to school.

6. After one week of time monitoring my time, I discovered that…
I want to spend more time on…
I want to spend less time on…
I was surprised that I spent so much time on…
I was surprised that I spent so little time on…
(As a Pre-Assignment – students have logged their activities for one week – discussion on their results, what they found and as an introduction to time management)
First Step in Time Management: How do you spend your time?
Teacher leads group discussion, asking for feedback: Record on white board to loop back during goals discussion.
“After one week of time monitoring my time, I discovered that…
I want to spend more time on…
I want to spend less time on…
I was surprised that I spent so much time on…
I was surprised that I spent so little time on…”

7. Equal Opportunity
Time is an equal opportunity resource. We all have 24x7=168 hours every week.
You do have enough time for the things you want to do if you manage time effectively.

8. Tools for Time Management
Lists
Segmenting
Schedules
Prioritization
Tracking
Self-awareness
Teacher describes each of the tools for time management; and how they can be used for different situations.
Handout reinforces descriptions.
Exercise: Teacher distributes scenarios to random students who then read scenario out loud to group. Students are asked to identify which tool will help accomplish the time-challenged goal or task (s).
Example: You have a busy day tomorrow. Although you have to be at work by 9 am, you need to an important assignment to your College instructor by 3 pm, you must make a deposit at the bank, pick up your daughter’s prescription at the pharmacy and you are out of milk for dinner. As you are preparing for bed, you decide to make a _____ so that you will accomplish these important tasks.

9. “It’s not enough to be busy, so are the ants
“It’s not enough to be busy, so are the ants. The question is, what are we busy about?” Henry David Thoreau
Teacher encourages students to continue to use time monitoring tool to keep track and assess how they are using their time. Ties overall goal of College Skills Prep course to module by asking how managing time will lead to their goal to go to school. Time management allows us to accomplish our goals. But first we need to have goals….

10. Goals A “goal” is only a “wish” if it isn’t written down!
Write long-term goals
Write short-term goals that help
you move toward your long-term goals.
Make your goals S.M.A.R.T.!
Step Two: Determine your long and short term goals. Introduce concept of SMART goals.

11. SMART Specific Measurable Attainable Realistic Timely
Instructor provides detail about each facet of SMART goals.
Specific: Should include detail such as who, what when, where.
Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set.
Attainable – Identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them.
Realistic – A goal is realistic if you believe that it can be accomplished. Think about whether you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this.
Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency.

12. How to Write Goals SMART Goals Maybe Not So SMART
Complete my GED by May, 2011.
Read three books in the next three months.
Create list of College entrance requirements by June, 2011.
Try to complete my GED in the future.
Read more.
Think about starting College.
Teacher introduces examples of poorly written goals and SMART goals – students critique .

13. Write Your Own Goals
Write a long-term goal that is specific, measurable, attainable, realistic and timely.
Write a short-term goal that you can accomplish in the next week that will support your long- term goal.
Exercise: Students are asked to list one long-term goal related to their education, work, family or finances. Instructor asks for volunteer who would like to share and helps student edit against SMART format. Next, students are asked to list one short-term goal that they can accomplish THIS week that would support their long-term goal. Instructor leads a second round of critique using a student’s goals.
Individually students complete form with nine additional short-term goals (that they can accomplish with one year) that will support their long-term goal.

14. Getting Ready for School
Practice time management tools.
Use SMART goals!
Transfer long-term and short-term goals to Career and Learning Plan.
How do you learn?
Instructor reviews objectives – encourages students to continue to use tools. Loops back to slide 3. Tools can help find the time to plan for going to school and to develop skills for success as a student.
Handout: Career and Learning Plan form. Instructor describes how form can be used; students will complete this plan as they continue through the course modules.
Introduces next week lesson: Learning styles and study skills.