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MANAGING YOUR T…I…M…E…. Fadiah Al khattabi , MBBS, SCAN fellow Hanan Al M ohawes , MBBS, CCFP Matthew Cesari, MD, CM, FRCPC Hedieh Ghanbari , MD, CCFP, MSc . Pre-Test. Objectives. 1) To identify the general principles and techniques of time management and

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managing your t i m e

MANAGING YOUR T…I…M…E…

Fadiah Al khattabi,MBBS, SCAN fellow

Hanan Al Mohawes, MBBS, CCFP

Matthew Cesari, MD, CM, FRCPC

HediehGhanbari, MD, CCFP, MSc

objectives
Objectives

1) To identify the general principles and techniques of time management

and

2) To distinguish different types of time management skills, by:

a) Defining time management and reviewing its historical foundations;

b) Describing general principles and techniques of time management;

  c) Describing barriers to time management.

3) To recognize when and which time management tools apply to your

teaching and schedule, by:

a) Applying time management principles and techniques to your academic schedule;

b) Strategizing to prevent and manage classroom incivility;

c) Describing application of time management techniques to clinical education.

principles of time management

Principles of Time Management

Fadiah AL khattabi, MBBS

history
History

…Back to the 6th century AD:

Water clock and the sundial

principles
Principles
  • Pareto's principle: 80/20
  • Parkinson's law: tendency to spend effort and time on more insignificant tasks, perceived as important .
slide14
The major obstacle that keep most people from achieving well-established goals are interruptions and procrastination .
the abc technique
The ABC Technique
  • "priority system " by Alan Lakein
  • Learn how to get control of one's time and life by focusing on what is important .
slide16
A - most important
  • B - less important
  • C – least or not important
slide18

Activity

1- From your personal weekly schedule, classify your activities according to the matrix technique.

(Include those activities not on your schedule)

2- When are you most efficient during the day or week?

(Be specific, but give a range.)

3- Circle the activities in your matrix that occur in your peak hours.

4- What do you conclude?

slide19

The matrix focuses on achieving results using 3 skills:

PROACTIVITY

HAVING A CLEAR VISION

PRIORITIZING

natural laws technique benjamin franklin model
Natural Laws Technique(Benjamin Franklin Model)
  • Identify behaviour patterns
  • Identify beliefs that drive those behaviours
  • Predict future behaviour without change
  • Identify alternative beliefs
  • Predict future events based on new beliefs .
slide21

Activity

1- From your personal weekly schedule, calculate the amount of hours spent in broad categories of activities.

2- How many of those hours are related to achieving your most important goals according to your matrix?

1 week = 168 hours

take home message
Take home message
  • Time is precious
  • Identify your priorities
  • Know where your hours are going
  • Review your schedule every 3 to 6 months
wiifm
WIIFM?
  • ‘‘Well organized or efficient’’ person!
  • Improving your grades and developing self-discipline
  • Save yourself some valuable time
  • Be more productive at work
barriers to effective time management elizabeth juffs 2010
Barriers to effective time management(Elizabeth Juffs, 2010)
  • Lack of clear goals & inability to prioritize
  • Pro…cras…tin….ation
  • Distractions:
  • Checking your inbox
  • Social media
  • Open door policy
barriers to effective time management mary ang 2013
Barriers to effective time management(Mary Ang, 2013)
  • Poor personal wellbeing
  • Inability to say NO
  • Not delegating work
  • A negative attitude
the 3 mental barriers to effective time management brian tracy 2012
The 3 Mental Barriers to Effective Time Management(Brian Tracy , 2012)

If you believe something to be true, it becomes true for you.

the 3 mental barriers to effective time management brian tracy 20121
The 3 Mental Barriers to Effective Time Management(Brian Tracy , 2012)
  • Worries about Decreasing Your Naturalness and Spontaneity
  • Negative Mental Programming
  • Self-Limiting Beliefs
w ays to r educe t he b arriers elizabeth juffs 2010
Ways To Reduce The Barriers(Elizabeth Juffs, 2010)
  • Time management training
  • Reading time management books
  • Devising a plan of action
w ays t o r educe t he b arriers elizabeth juffs 2010
Ways To Reduce The Barriers(Elizabeth Juffs, 2010)
  • Motivating Yourself to Time Management Success
  • Learning Time Management
  • Learn to say NO
difficult to say no celestine chua 2010
Difficult to say NO?(Celestine Chua, 2010)
  • You want to help
  • Afraid of being rude
  • Wanting to be agreeable
  • Fear of conflict
  • Fear of lost opportunities
  • Not burning bridges
7 simple ways to say no celestine chua 2010
7 Simple ways to say NO(Celestine Chua, 2010)
  • “I can’t commit to this as I have other priorities at the moment.”
  • “Now’s not a good time as I’m in the middle of something. How about we reconnect at X time?”
  • “I’d love to do this, but …”
  • “Let me think about it first and I’ll get back to you.”
7 simple ways to say no celestine chua 20101
7 Simple ways to say NO(Celestine Chua, 2010)

5. “This doesn’t meet my needs now but I’ll be sure to keep you in mind.”

6. “I’m not the best person to help on this. Why don’t you try X?”

7. “No, I can’t.”

slide36

Discover Your Motivation

Replace Negative with Positive Self-Talk

Identify Time Wasters

Learn To Say NO

Use a Weekly Planner & Prioritize Tasks

  • Have a Realistic Schedule

Reward Yourself For Achieving Goals

classroom incivility a temporal black hole

Classroom Incivility: A Temporal Black Hole

Matthew Cesari, MD, CM, FRCPC

slide38

Video Clip No. 1

What issues of classroom incivility must this teacher address in order to move the class forward?

Do the factors relate primarily to teaching or learning?

slide39

Video Clip No. 1

What issues of classroom incivility must this teacher address in order to move the class forward?

Do the factors relate primarily to teaching or learning?

slide40

Schema on the Effects of Classroom Incivility

(Braxton and Bayer 2004)

Effect of Teaching

Effect of Learning

Inadequate course planning

Expressing bigotry

Faculty Incivility

Student Incivility

Powdering your nose

Passing notes to others

slide41

A National Assessment of College Student Classroom Experience Survey

(Braxton and Bayer 1999)

INVIOLABLE NORMS:

  • Condescending Negativism
  • Inattentive Planning
  • Particularistic Grading
  • Personal Disregard
  • Uncommunicated Course Details

Faculty Incivility

(“Norm Violation”)

ADMONITORY NORMS:

  • Inadequate (Untimely) Communication
  • Inadequate Course Design
  • Insufficient (Incomplete) Syllabus
slide42

Recognition of Faculty Incivility (“Norm Violation”)

(Braxton, Bayer, and Noseworthy 2004) (Braxton and Mann 2004)

Under-Recognition:

Individuals in lower power differential responsible for detecting and

reporting norm violations of faculty members!

Under-Reporting

slide43

Reporting of Faculty Incivility (“Norm Violation”)

(Braxton, Bayer, and Noseworthy 2004)

slide44

No. 1

Always consider the teacher’s contribution to classroom incivility!

slide45

Schema on the Effects of Classroom Incivility

(Braxton and Bayer 2004)

Effect of Teaching

Effect of Learning

Inadequate course planning

Expressing bigotry

Faculty Incivility

Student Incivility

Powdering your nose

Passing notes to others

slide46

Most Common Manifestations of Student Incivility

(Sorcinelli 1994)

  • Talking and Inattention:
  • Unpreparedness and Missed Deadlines:
  • Lateness and Inattendance:
  • Challenges to Authority:
slide47

Activity

1) In groups of two:

What strategies would you recommend to deal with this form of classroom incivility? Why?

2) Share your thoughts with the group.

slide48

Most Common Manifestations of Student Incivility

(Sorcinelli 1994)

  • Talking and Inattention:
  • Unpreparedness and Missed Deadlines:
  • Lateness and Inattendance:
  • Challenges to Authority:
slide49

Levels of Intervention

(Wai-shing 2008)

Logical Consequences

(Not punishment)

No Intervention

Non-Verbal

Verbal

- Permitting

- Tolerating

- Planned ignoring

- Signal interference (body language)

- Proximity interference

- Touch interference

- Humour

- Praising peers

- Calling on nearby student

- Calling on student

slide50

Strategies to Prevent Student Incivility

(Sorcinelli1994) (Carbone 1999)

  • Define your expectations
  • Decrease your anonymity with students
  • Seek feedback and guidance from students
  • Encourage active learning

No. 2

slide51

Video Clip No. 2

In her management of classroom incivility, what did the teacher do well?

What did she not do well?

What new issue must the teacher consider?

slide52

Video Clip No. 2

In her management of classroom incivility, what did the teacher do well?

What did she not do well?

What new issue must the teacher consider?

slide53

Strategies to Prevent Student Incivility

(Sorcinelli1994) (Carbone 1999)

  • Define your expectations
  • Decrease your anonymity with students
  • Seek feedback and guidance from students
  • Encourage active learning

No. 2

slide54

When student incivility is…

EXPLOSIVE OR RECURRENT…

…search for an underlying cause!!

No. 3

slide55

Technical vs. Adaptive Management of Incivility

(Holton 1990) (Richardson 1999)

INCIVILITY

ACUTE PROBLEM

CHRONIC PROBLEM

ACUTE ON CHRONIC INCIVILITY

RAPID SHORT TERM SOLUTION

(“TECHNICAL SOLUTION”)

LONG TERM INDIVIDUALIZED SOLUTION

(“ADAPTIVE SOLUTION”)

slide56

Adaptive Management: The Holton Model

(Holton 1990)

1- PROBLEM IDENTIFICATION:

  • Who is involved?...................Identify all stakeholders
  • What is the conflict?.............Identify all emotional and objective facts
  • When did it happen?............The longer the issue, the harder to solve
  • Where did it happen?...........Related to location, organizational structure, etc.
  • What has been tried?............Identify prior resolution attempts and outcomes
  • Are there consequences?......Why intervene if not a real issue?
slide57

Adaptive Management: The Holton Model

(Holton 1990)

2- SOLUTION IDENTIFICATION:

  • Develop a positive attitude...........All must agree to work together
  • Establish ground rules..................Rules of conduct and organization reduce the
  • feeling of chaos associated with conflict
  • Identify stakeholder interests…….People are motivated when interests are met
  • Develop alternatives.....................No single solution will meet all stakeholder
  • interests
  • Identify criteria to evaluate solutions
  • Weigh solutions against criteria….Validates solution
  • Don’t forget the “emotions” criteria…..all parties must feel good about solution
slide58

Adaptive Management: The Holton Model

(Holton 1990)

3- SOLUTION IMPLEMENTATION:

  • Develop a written plan of action………..Makes the effort concrete
  • Determine how to handle future conflict…..Prevents future explosive conflict

4- EVALUATE THE PROCESS:

  • Reflection helps refine the process
slide59

Classroom Incivility: Summary

(McKeachie and Svinicki 2006)

Don’t avoid conflict (don’t exacerbate, but don’t avoid)!

Classroom incivility is faculty AND student derived.

Acute incivility can be managed with technical solutions.

Explosive/Recurrent incivility = Adaptive Management

Seek student input/participation in management of incivility.

No. 4

managing time in an ambulatory setting

Managing Time in an Ambulatory Setting

HediehGhanbari, MD, CCFP, MSc

teaching in the ambulatory setting
Teaching in the ambulatory setting
  • Busy practice
  • Finding time to give feedback
  • Lack of observation
  • Learners not being prepared
how do you over come this
How do you over come this?
  • Organizing and preparing
  • Not always a student issue
  • Teacher issue
how do you manage time and get organized
How do you manage time and get organized?
  • Accept that time management is a process
  • Identify your productive hour
  • Use your productive hour to plan your day
slide64

Prepare your clinic for learners

  • Prepare your patient for learners
  • Prepare your learners
  • Prepare yourself
slide65

Negotiate a plan with your learners

  • Pre-select appropriate patient
  • Set time in your day to review and give feedback
be realistic about multitasking
Be realistic about multitasking
  • Multitasking
    • Decreases productivity
    • Strain focus
    • Produces poor results
  • Now Time for Activity!
slide67

1) write out MULTITASKING out first, then 1-12 below the letters

M U L T I T A S K I N G

1 2 3 4 5 6 7 8 9 10 11 12

  • 2) Write out each letter followed by a number

M U L T I T A S K I N G

1 2

  • 3) write out each letter followed by a number then the letters of alphabet

M U L T I T A S K I N G

1 2 3

A B C

general tips
General tips
  • Focus on an appropriate goal
  • Assess how your spend your time
  • Prioritize tasks
  • Be realistic
slide69

Hold others accountable

  • Limit distractions
  • Spend the last part of your day planning the next day
  • Recharge your batteries and have some fun!
take home message1
Take home message
  • Prepare your learners
  • Prepare yourself
  • Limit multitasking
  • Be Realistic
  • Have fun with teaching!
objectives1
Objectives

1) To identify the general principles and techniques of time management

and

2) To distinguish different types of time management skills, by:

a) Defining time management and reviewing its historical foundations;

b) Describing general principles and techniques of time management;

  c) Describing barriers to time management.

3) To recognize when and which time management tools apply to your

teaching and schedule, by:

a) Applying time management principles and techniques to your academic schedule;

b) Strategizing to prevent and manage classroom incivility;

c) Describing application of time management techniques to clinical education.