Essays On Time Management

Stress remains a significant issue for students pursuing higher education. Underprepared for the rigors of academia, university students commonly report anxiety, depression, and health issues impacting their wellbeing. A student’s psychological capital is one of the greatest predictors of academic success. Poots & Cassidy (2020) point to the HERO model; Resilience, optimism, hope and self-efficacy to reconcile educational stress and overall health. Maykrantz & Houghton (2020) support this assertion evidencing the need to engage in self-leadership practices to promote coping mechanisms and stress reduction techniques. A critical analysis of appropriating resources and time management is important when striking a balance between personal, professional, and academic demands.

The Pareto Principle

The Pareto Principle particularly resonated with me. When applied to writing, it is reported that 20% of your time should produce 80% of your work (Chau, 2020). Learning how to make this work for me proves a challenge even as I type this! Khan, Ramzan & Qureshi (2018) suggested capitalizing on your productive periods and maximize output in these bursts. Eliminating unfocussed time and returning when the writing is flowing inspires creativity, initiative, and “superior educational performance” (Khal et al., 2018). This time management strategy is my take-away from this assignment; I have posted this graphic to my home screen.

Morning Task Management

Rampton (2018) begins his time management tips with a quote from Mark Twain, ‘If it’s your job to eat a frog, it’s best to do it first thing in the morning. And if it’s your job to eat two frogs, it’s best to eat the biggest one first.’ Starting my day with a sense of accomplishment revisits the concept of psychological capital and engaging in self leadership (Poots et al., 2020; Maykrantz et al., 2020). Mornings are hectic and it would behoove me to wake up earlier to get a major task accomplished before the day begins. Spending 30 minutes enjoying a cup of coffee and reading an article from the current module would be a stress-free way to begin the day. Furthermore, it will free up time to focus on personal and professional demands.

Perfectionism

Common sense tells me that going back to the same task over and over again is not effective time management yet seeing it there in black in white was an ah-ha moment. How many times have I gone over the same sentence in a paper trying to find that “perfect” turn of phrase? Chau (2020) suggests forgetting the details that no one other than yourself is likely to appreciate and move on. Setting impossible ideals becomes procrastination rather than perfectionism and getting lost in the details is not always conducive to production (Hicks & Yao, 2015). For me, always striving for perfection will undoubtedly result in anxiety and educational stress and a lesson better learned in the beginning of this journey.

Self-Regulation

Studies show that self-regulation is crucial for on-line and blended learning due to the loose construct and lack of face time (Broadbent, 2017; Zhu, Au & Yates, 2016). Time management and performance orientation are identified as two factors that lead to overall success and program completion (Zhu et al., 2016). Self-regulated students tend to be intrinsically motivated and are well equipped to use resources to manage their time to meet learning goals (Broadbent, 2017). On-line learning has worked for me because I am self- motivated, driven, and follow through with commitments. That said, I work well to deadlines and appreciate the time framework provided in the module format of ACE courses.

Update Skill Set

Its is reported that students beginning their doctorate program in their 40’s face an age penalty, one factor being a lack of computer skills. Since older students tend to have less technology savvy than traditionally aged students, computer efficacy can prove be an obstacle (Henson, 2014). Technology related course requirements can become a daunting challenge for students unfamiliar with data search bases, power point, excel, Prezi, embedding graphics, and live feeds. Rosen (2015) suggests adult learners take advantage web-based resources to improve digital literacy skills. I plan to invest some time in one or more of these workshops to save me time when completing assignments.

Proactive Communication

The readings have all touched upon the need for open communication between the candidates, cohorts, committees, mentors, and professors. Oftentimes, a delayed response can create issues when working within time constraints and can create undue stress. Stauffer (2015) offered insight into proactive communication as a time saving strategy. These strategies include using social networking, establishing preferred methods of communication, and resending emails and requests several times (Stauffer, 2015). I am quick to respond to communication, so I expect quick turn-around time to be reciprocated. As a time- management strategy, I will use specific language to establish reasonable timetables to avoid being a nuisance when waiting for feedback while also using proactive communication.

Clear Vision for Success

Buckage (2018) states that having a clear vision is a valuable time saver as people often confuse improvement with going back to the beginning. A well thought out objective helps differentiate making changes from starting over. False starts and second guessing are time consuming and not a productive use of constructive feedback. Having an industrial purpose in the labor sector is credited as reducing academic pressure, honing resources, and keeping research focused (McAlpine, 2020). Therefore, I identify a clear vision as my last time management tool. I am pursuing my Ed.D. to create change in my current school district as we explore school to work programming to meet 21st century life and career standards. I believe my time at ACE will be well managed and well spent.

References

1. Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32.
2. Buckage, Carthage (2018). Stress Free Productivity. Retrieved from: https://www.coachingpositiveperformance.com/about/carthage-buckley/
3. Chau, C. (2020). 13 Strategies to Jumpstart Your Productivity Retrieved from: http://www.life hack.org/articles/featured/13-strategies-to-jumpstart-your-productivity.html
4. Hicks, R. E., & Yao, F. M. (2015). Psychological capital as mediator between adaptive perfectionism and academic procrastination. GSTF J Psychol, 2(1), 34-40.
5. Henson, A. R. (2014). The Success of Nontraditional College Students in an IT World. Research in Higher Education Journal, 25.
6. Khan, A. M., Ramzan, A., & Qureshi, U. (2018). An Empirical Examination Of Relationship. Between Pareto Principle and Stages of Leadership At University Level. Journal of Pakistan Education, 35(3).
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9. Maykrantz, S. A., & Houghton, J. D. (2020). Self-leadership and stress among college students:
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12. McAlpine, L. (2020). Views on the Usefulness of the PhD Outside Academia: What Do We Know and Need to Know? In Structural and Institutional Transformations in Doctoral Education (pp. 241-274). Palgrave Macmillan, Cham.
13. Rampton, M. (2018). Manipulate Time with These Powerful 20 Time Management Tips Retrieved from: https://www.forbes.com/sites/johnrampton/2018/05/01/manipulate-time-with-these-powerful-20-time-management-tips/#27a6c65957ab
14. Rosen, D. J. (2015). Surveying adult learners’ technology skills: What digital literacy skills do your students have or need. Journal of Research & Practice for Adult Literacy, Secondary & Basic Education, 4(3), 72.
15. Stauffer, E. (2015). Finding Balance. Tech Trends: Linking Research & Practice to Improve Learning, 59(4), 12–13. Retrieved from: https://doi.org/10.1007/s11528-015-0865-7
16. The Pareto Principal for Business Management, (2020). Retrieved from: https://www.50minutes.com/title/the-pareto-principle-for-business-management/
17. Yousaf, S. U., Usman, B., & Akram, M. (2016). Exploring the Causes of Stress and Coping with it amongst Doctoral Level Students: Highlighting the Importance of Information Collection and Management. Pakistan Journal of Information Management & Libraries, 18(2), 19–39
18. Zhu, Y., Au, W., & Yates, G. (2016). University students’ self-control and self-regulated learning in a blended course. The Internet and higher education, 30, 54-62.