Controlling Your
Time

from the Augsburg College Academic Skills Center

Note: Blank time planning sheets (referred to in this packet as appendixes) are available in Foss 171.

You don't find time for important things--
you make it!

A person who does not have a goal is used by 
someone who does!

TIME PROBLEMS INVENTORY

Directions:  Please read each statement and indicate the answer that best describes you by circling the appropriate number.  If you wish to change your answer, cross out the incorrect response and fill in the correct one.  Be as objective and honest as possible:

    	1=Not at All    2=A Little    3=Some    4=Quite a Lot    5=Almost Always

1.  I am generally so busy trying to stay on top 
of everything that I don’t take time to relax with
my family or to pursue a hobby.				1     2     3     4     5

2.  I frequently work to clear away the routine stuff
so that I can concentrate on “big” things, only to find 
that there’s no time after handling all the detail.		1     2     3     4     5

3.  I find myself taking on new assignments and 
projects even when I’m having trouble finding time 
to take care of my current work load.				1     2     3     4     5

4.  I often find that I have wasted time getting ready for
 something that was postponed or never occurred.		1     2     3     4     5

5.  I find myself getting buried in details when I should 
be doing other things.						1     2     3     4     5

6.  I frequently help other people with things that aren’t 
directly related to my needs.					1     2     3     4     5

7.  I find myself jumping from one thing to another not 
fully completing one thing before starting on another.	1     2     3     4     5

8.  My calendar gets so loaded with appointments and
commitments that I have very little open time.		1     2     3     4     5

9.  I find myself concerned or wondering about just how 
I should use the time I have available.			1     2     3     4     5

10.  I get kind of overwhelmed by all the things that need 
to be done and then I’m not very effective at much of 
anything.							1     2     3     4     5

11.  Unimportant things seem to come up frequently that 
interfere with doing the really important things.		1     2     3     4     5

12.  I spend a lot of time on routine stuff because other 
people expect me to be the one that takes care of it.		1     2     3     4     5

13.  I frequently find that I have to spend more time getting 
something done than I had anticipated.			1     2     3     4     5

14.  In trying to do something, I often find that important 
or necessary information, materials, etc. are not readily 
available.							1     2     3     4     5

15.  I often feel disappointed at the end of the day 
because I didn’t accomplish what I had planned.		1     2     3     4     5

16.  When studying I often feel that I should be relaxing, 
and when I’m relaxing I feel that I should be studying.	1     2     3     4     5

17.  I often find that I have gone someplace but have 
forgotten to take something or to mention something
that I could have handled while there.			1     2     3     4     5

18.  New information or new situations often develop that 
require me to change things I’ve done earlier.		1     2     3     4     5

19.  Too often I find myself having to go and do something 
when I know I should be doing something else.		1     2     3     4     5

20.  I spend a lot of time waiting-waiting for a meeting to 
start, for someone to arrive for an appointment, for someone	
to see me, etc.							1     2     3     4     5

21.  I get called to so many surprise or unplanned meetings 
that hardly any day works out as planned.			1     2     3     4     5
22.  Every now and then someone has to remind me of 
something that I was to do, like attend a meeting, write a 
letter, follow up on something, etc.				1     2     3     4     5

23.  I spend too much time trying to get other people on 
the phone, getting busy signals, being put on “hold,” etc.	1     2     3     4     5

24.  I often find my time wasted because something I need 
isn’t working or isn’t available.				1     2     3     4     5

25.  Other people get me to do things that they should do 
for themselves.						1     2     3     4     5

26.  People frequently just “drop in” and interfere with what 
I’m doing.							1     2     3     4     5

27.  I often redo things I have done earlier (letters, reports, etc.)
because I find errors or flaws.					1     2     3     4     5

28.  The telephone interrupts me regardless of what I’m doing 
or how much I’d like to let it ring.				1     2     3     4     5

29.  I often put off the things I need to do in order to do 
things that others ask me to do				1     2     3     4     5

30.  I find myself agreeing to do something or to go someplace, 
and then later regret having made the commitment.		1     2     3     4     5

31.  When I try to shut myself off from others, I end up being 
so concerned that I don’t work very effectively.		1     2     3     4     5

32.  People frequently seek me out just to talk or socialize
when I’d rather be working on something.			1     2     3     4     5

33.  I frequently find myself doing something or going 
someplace as a favor to someone else.			1     2     3     4     5

34.  I spend a lot of time storing and filing stuff that I never 
seem to need.  							1     2     3     4     5

35.  I waste a lot of time in discussions, meetings, etc., that 
wander off the agenda and where a lot of irrelevant stuff is 
covered. 							1     2     3     4     5

36.  I find it difficult not to react to things as they happen,
and am likely to pursue things more or less on the spur 
of the moment.						1     2     3     4     5  	

TIME USE ANALYZER

	The areas below are significant ways in which people spend time.  For each area of time use, circle the number that best describes how you feel.  Next, choose the 3 time areas that are most important to you, placing a 1 next to the area most important to you, a 2 next to the area that is the second most important, and a 3 next to the area that is third most important. 

1=A Lot Less Time    2=A Little Less Time    3=No Time   
4=A Little More Time    5=A Lot More Time

1.  School Work						
	Time spent on college studies.			1     2     3     4     5

2.  Sleep
	Regular sleep, naps, sleeping in, etc.			1     2     3     4     5

3.  Personal Hygiene
	Time spent on bathing, dressing, hair care, 
	brushing teeth, etc.					1     2     3     4     5

4.  Personal
	Shopping, banking, check writing, home and 
	yard maintenance, cleaning, letter writing, etc.	1     2     3     4     5

5.  Community/Church
	Time at church, in church events, club activities, 
	political activities, etc.				1     2     3     4     5

6.  Family/Home 
	Time with spouse, children, other relatives, 
	family outings (movies, ports events, etc.), 
	conversation, etc.					1     2     3     4     5

7.  Professional Development
	Job or career-related study, training sessions, 
	seminars, professional reading, professional 
	meetings,  etc.						1     2     3     4     5

8.  Recreation/Hobbies 
	Hobby or recreational activities, such as 
	golfing, boating, wood-working, collecting 
	antiques, hunting, bicycling, fishing, etc.		1     2     3     4     5

9.  Social Life
	Dating, parties, friends, etc.				1     2     3     4     5

10.  Extracurricular Activities
	Sports, committees, organizations, etc. that 
	are school related.					1     2     3     4     5

HOW WE ALLOCATE TIME:  WHY WE DO WHAT WE DO

1.  We do what we like to do before doing what we don’t like to do.

2.  We do things we know how to do faster than things we do not know how to do.

3.  We do things that are easiest before doing things that are difficult.

4.  We do things that require only a little time before doing things that require a lot of time.

5.  We do things for which the resources are available.
6.  We do things that are scheduled (i.e. meetings) before we do nonscheduled things.

7.  We do things that are planned before we do things that are unplanned.

8.  We respond to demands from others before we respond to demands from ourselves.

9.  We do things that are urgent before we do things that are important.

10.  We readily respond to crises and emergencies.

11.  We do interesting things before uninteresting things.

12.  We wait until a deadline approaches before we really get moving.

13.  We do things that provide the most immediate closure.

14.  We respond on the basis of who wants it.

15.  We respond on the basis of the consequences of not doing it.

16.  We tackle small jobs before large jobs.

17.  We work on things in the order of their arrival.

18.  We work on the basis of the squeaky wheel principle.

THE MAJOR TIME WASTERS

				1.  THE DROP-IN VISITOR

				2.  TELEPHONES

				3.  PAPERWORK -- READING AND REPORTS

				4.  TRAVEL

				5.  CONVERSATIONS

				6.  INEFFECTIVE COMMUNICATION

				7.  PROCRASTINATION

				8.  INEFFECTIVE TIME MANAGEMENT

				9.  THE CLUTTERED DESK

				10.  PERSONAL DISORGANIZATION

				11.  LACK OF SELF-DISCIPLINE

				12.  UNWILLINGNESS TO CHANGE

				13.  INADEQUATE PLANNING
I. INTRODUCTION

	According to college students nationwide, time management is consistently listed as their number one problem !  Here are typical complaints heard from college students:

•	I always end up cramming for exams.
•	I never have enough time to study and do papers.
•	I only study when there’s the pressure of a test.
•	My work always takes longer than I expect it to.
•	I’ve tried to make schedules for myself, but I don’t stick to them.
When I’m doing work in one subject, I get distracted by thoughts of what I have to do for my other classes.   

	One of the great advantages of effective time management is that it becomes a means for creating a life for yourself, the kind of life YOU would want.  The more you think through what you want for your life, the better chance you will have of fulfilling your own dreams.  

	In this packet, you will learn strategies for more efficiently managing not just your time, but your life as well.  

II.  YOUR PERSONAL MISSION STATEMENT     
	A student can be taught all of the time management strategies covered by this packet and yet not choose to act on them!  One of the most effective strategies for controlling your time and your life is to write out your own Personal Mission Statement.  As you are well aware, almost every successful business and educational organization has its individual mission statement.    Your personal mission statement reflects your personal constitution, set of beliefs, or “laws” to live by!  It represents beliefs that are eternally good and universally accepted as “true” by every culture.  As Dr. Stephen Covey writes in his bestseller, The Seven Habits of Highly Effective People, “A personal mission statement based on correct principles becomes ... a personal constitution, the basis for making major, life-directing decisions, the basis for making daily decisions in the midst of the circumstances and emotions that affect our lives.”   It  should address such questions as
•	What is my life about?
•	What do I value?
•	What do I treasure?
•	What is really important to me?
•	How do I want to live my life?                
Your Personal Mission Statement

	Write your Personal Mission.  Your Mission Statement reflects your personal
constitution, set of beliefs, or value system.  It should address questions like the following:

			1.  What is my life about?
			2.  What do I value?
			3.  What do I treasure?
			4.  What is really important?

	In answering these questions, use the space below to record insights and understanding that you have about yourself.  This should help you to more clearly define your mission more clearly.  Clarifying your mission should be an ongoing process.  You will find sample mission statements on the following pages.

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	Because your Personal Mission Statement represents your beliefs, you will spend a lifetime clarifying it, adding to it, revising it as you mature and learn more about yourself and life.

Sample Mission Statement 1:

	I see each day as a clean slate, a fresh chance to write a new script and seize new opportunity.  I value life’s experiences and seek to learn and grow from each new opportunity.  In my daily endeavors I avoid neither risk nor responsibility; nor do I fear failure, only lost opportunity.  

	I am a responsible spouse and parent.  I give priority to these roles.  I value differences and view them as strengths.  I seek to build complementary win-win relationship’s with family, friends, and associates. To keep these relationships healthy and to maintain a high level of trust, I make daily deposits in the Emotional Bank Accounts of others.

	In my profession, I am responsible for results.  I act with courage, consideration, and discretion.  I prefer to let my works speak for me and believe in achieving visibility through productivity.  In planning my weeks and days, I focus on key roles and goals to maintain balance and perspective.  Knowing that how I perform affects how I feel about myself, I seek to do my best and record how I feel in daily entries in a personal journal.  

	I value my personal freedom of choice and my rights to exercise that freedom.  I am more a product of my decisions than my conditions.  I do not allow present circumstances or past conditioning to determine my responses to the challenges I face.  I choose to focus on the positive, to work within my circle of influence-- to act directly on things I can do something about-- and thereby reduce my circle of concern.

Sample Mission Statement 2:

	I will seek to balance career and family as best I can since both are important to me.

	My home will be a place where I and my family, friends and guests find joy, comfort, peace and happiness.  I will seek to create a clean and orderly environment, yet livable and comfortable.  I will exercise wisdom in what we choose to eat, read, see, and do at home.  I especially want to teach my children to love, to learn and to laugh -- and to work and develop their unique talents.

	I value the rights, freedoms, and responsibilities of our democratic society.  I will be a concerned and informed citizen, involved in the political process to ensure my voice is heard and my vote is counted.
   
	I will be a self-starting individual who exercises initiative in accomplishing my life’s goals.  I will act on situations and opportunities,  rather than to be acted upon.

	I will always try to keep myself free from addictive and destructive habits.  I will develop habits that free me from old labels and limits and expand my capabilities and choices.

	My money will be my servant, not my master.  I will seek financial independence over time.  My wants will be subject to my needs and my means.  Except for long-term home and car loans, I will seek to keep myself free from consumer debt.  I will spend less than I earn and regularly save or invest part of my income.  

	Moreover, I will use what money and talents I have to make life more enjoyable for others through service and charitable giving.

Sample Mission Statement 3:
	
	1.  Keep worries reduced to a minimum.
	
	2.  Share my worries when they arise (when necessary).
	
	3.  Keep a balance between relationships and school.
	
	4.  Never neglect family.
	
	5.  Take care of myself as well as others when possible.
	
	6.  Work on keeping the saw sharp.
		
	7.  Love others and treat them all with respect.
	
	8.  Be faithful in all relationships (keep secrets).
	9.  Always do the best I can (no excuses).
	
	10.  Study hard; study right.
	
	11.  Keep in touch with friends (be a friend).
	
	12.  Don’t depend on others.  
	
	13.  Be responsible for my actions (proactive).
	
	14.  Take time to plan things out.

III.  SETTING GOALS      

	Your Personal Mission Statement  will act as a guide in all of your significant, major decisions; most importantly, it gives you a FOCUS in your life.  When you 	focus on what is important to you in your life, your goals will become clear to you.  By setting goals, you can

•	achieve more
•	improve performance
•	increase your motivation to succeed
•	increase your pride and satisfaction in your achievements
•	improve your self-confidence
•	eliminate attitudes that hold you back and cause unhappiness          
•	reduce your stress and anxiety
•	concentrate better
•	show more self-confidence
•	perform better
•	increase happiness and self-satisfaction.

	A goal is defined as “an object, aim, or end that one strives to attain.”   We tend to break down our goals into long- term goals, mid-term goals, and short-term goals.  Long-term goals tend to focus on something you want to achieve within four or more years.  Short-term goals are those you would like to achieve within one year.    Goals may  relate to your personal life(“to gain confidence,” “to lose 20 pounds,” etc.), to your family(“to resolve problems with a family member,” “to stay single”), to your school and/or career(“to graduate with a B average,” to achieve a Ph.D. degree,” “to become a supervisor”), to finances(“to save $1,000 per year,” “to reduce monthly expenditures by $300”), or to lifestyle(“to purchase a townhouse,” “to purchase a surround-sound television system”).

	Here are the characteristics of a SMART goal:

•	SPECIFIC:   If your academic goal is “to do better this semester,” you will be unlikely to achieve it because it is so general(what DO you mean by “doing better”?).   You are being specific when you write “to earn at least a 3.0 in Effective Writing this semester.” You can also establish specific goals for your personal and social activities:

	1.  Exercising a half hour three times a week
	2.  writing to a friend or relative each week
	3.  saying thanks when someone shows consideration
	4.  attending at least one concert, lecture, or cultural event during the term
	5.  attending at least one workshop sponsored by the college health center
	6.  starting to look for a summer job in February instead of May
	7.  practicing at least two new study skills each week

•	MEASURABLE:    Choose a goal that can be objectively measured.  “I intend to work harder on my history assignment” can not be precisely evaluated as to its completion.  A measurable goal might read “I will do research in the library every Tuesday, Thursday, and Saturday from 3pm to 5pm and write the paper on Mondays and Wednesdays from 6pm to 8pm during fall semester.”  With this goal you can determine more precisely whether or not you accomplished what you intended.
•	ACHIEVABLE:  Give yourself the opportunity to succeed!  Set goals that will challenge you, but goals that you CAN accomplish. 

Students who set their goals TOO HIGH tend to do so for the following reasons:
•	Other people (parents, media, society) can set unrealistic goals for you, based on what they want!
•	Insufficient information means you do not have a clear understanding of what you are trying to achieve and of the skills and knowledge required to complete the goal.
•	Always expecting your best performance: many base their goals on their best performance, however long ago that was.  It is better to set goals that raise your average performance and make it more consistent.
•	Lack of respect for self:  if you do not respect your right to rest, relaxation, and pleasure in life, you risk burning out!
Students who set their goals TOO LOW tend to 
•	Fear failure:  this fear keeps one from taking risks needed for optimum performance.  Know that failure is a POSITIVE experience because failure shows where we can improve our skills and performance
•	Take it too easy:  if you are not prepared to stretch yourself and work hard, you are unlikely to set higher goals in order to achieve something of real worth.

Setting goals at the right level:
•	You should set goals so that they are slightly out of your immediate grasp, but not so far that there is no hope of achieving them: no one will put serious effort into achieving  goals that he or she believes are unrealistic.

•	REALISTIC:  Do not set up an unrealistic goal!  If you have a long history of pulling C grades, it might be unrealistic for you to set a goal of getting an A average during your first semester in college!  Students find it easier to set specific goals than realistic goals.  Realistic goals are challenging objectives that are attainable.  If your goal is to receive a C in English when you normally perform at the B level, your goal is unrealistically low.  The challenge is minimal, and there is little or no payoff for performing below your ability.  Weak goals promote laziness and apathy. Finally, failure to reach unrealistically high goals can tempt you to blame your failure on forces “beyond your control,”  which, in turn, makes it more difficult for you to set goals that can be reached.  For instance, if your expectation of an A is unrealistic, you might blame a B grade on unfair tests, a rigid teacher, or a student who raised the average.

•	TIME FRAME:  Set a precise time for the completion of your goal:  “I will select a topic for my research paper by Thursday at midnight.”  Remember, you set time lines for your own benefit, not to make yourself feel guilty.  Time lines help you to avoid procrastination.

Here are additional considerations when you write a goal:

	1. Begin with your long-range goals.  Long-range goals are realistic objectives that you work to achieve in a five-to ten-year period.  For example, in ten years you may want to be a Certified Public Accountant and the department head in a large accounting firm.  To accomplish this objective, you must have sufficient training and experience as well as supervisory potential.  A CPA needs a four-year college degree in accounting plus other requirements.  
	Perhaps your goal in five to ten years is to have completed a successful tour in the Peace Corps and, subsequently, serve in an administrative position.  You must contact a Peace Corps representative, discuss the educational and personal criteria for acceptance, and evaluate the options that both interest you and match the needs of the Peace Corps.  

	To reach your long-term goals, you must establish and achieve intermediate objectives.  Intermediate goals are specific and realistic objectives required for your long-term goals that you can accomplish within one to four years .  For example, the accounting student must complete an accounting major and a four-year degree program.  The Peace Corps-bound student would need to pursue a specialty area that he or she can use as a Peace Corps volunteer.  
	To reach your intermediate goals, you must establish and achieve short-term goals.  Short-term goals are specific and realistic objectives that you can accomplish within a year.  These are goals you can plan with your academic advisor.  These goals might include visiting a career counselor, searching for jobs, or performing volunteer work in career-related activities.  

	2.  Make your goal positive, not negative.  Instead of writing “I will not fall asleep in my room,” write “I will remain awake and active in my room from noon to 2pm.”

	3.  Avoid goals that depend on the actions of others.  There is nothing as dispiriting as failing to achieve a personal goal for reasons beyond your control, such as poor profits for a business you work for, bad weather, poor judgment by others, etc.  If you base your goals on personal performance or personal improvement, then you can keep control over the achievement of your goals.

	4.  Anticipate things that could sabotage your goal.  For example, if you can not tear yourself away from the television set in order to work on accomplishing your goal, then work on your goal away from the area in which the television is located.  If friends are pulling you away from achieving your goals, choose more carefully whom you will spend time with.
	5.  Set priorities.  If you have several goals, give each a priority.  This helps you to avoid feeling overwhelmed by too many goals and helps you to point your energies toward those which are most important.

	6.  Write your goals down to avoid confusion and to give them more force.

	7.  Be cautious about your setting up rewards for achieving something.  In the early stages, rewards you choose to build in can be highly motivating factors; however, as your goals are achieved, the benefits of further achievement at the same level reduce!  You will become progressively less motivated.

	8.  If you allow your goal setting to be unsystematic, sporadic, and disorganized, your goals will be easily forgotten.  Be organized and regular in the way you use goal setting.

	9.  Avoid the “Quantum Leap” approach to goal setting:  this approach tries to force intense activity by setting a goal that will need a “quantum leap” in activity to achieve it.  Keep in mind that if you are not really convinced that a goal is attainable, you will not put effort into achieving it.

	10.  If the goal was easily achieved, make your next goals harder.  If the goal took a dispiriting amount of time to achieve, make the next goals easier.  If you learned something that would lead you to change goals, do so.  If while achieving the goal, you noticed a deficit in your skills, set goals to fix this.
	
	11.  Goals change as you mature; adjust them regularly to reflect the growth in your personality.  If goals do NOT hold any attraction for you any longer, let them go!  Goal setting is your servant, NOT your master!  It should bring you real pleasure, satisfaction, and a sense of achievement.

	12.  Remember the value of FEEDBACK.  If you fail to reach a personal goal, learn a lesson from it.  You failed because you did not try hard enough; your technique, skills or knowledge were inadequate; or your goal was unrealistic.  Use this information to strive to work harder, to adjust the goal, or to improve your skills.  Keep in mind that the fact of trying something, even if it does not work, often opens doors that otherwise might have remained closed!

	Think about one long-term goal.  Record it in the space below.

Develop 2 intermediate goals that will help you to achieve your long-term goal.  Record them in the space below.

	Devolop 2-4 short-term goals, or objectives, that will help you to meet your intermediate goals.  Record them in the space below.

IV.  MAKING A SCHEDULE
	
	If you do not have a clear idea how you spend your 168 hours per week, use a Time Log, such as you see in APPENDIX A.  Under the “Monitor” column, keep track of how you spend your time for one week.  Try to fill in your activities every 2 hours or so.  Then add up the hours you spend in sleeping, eating, class, studying, socializing, recreating, etc.  Your total hours monitored should be around 168.  Your task is to analyze your use of your time.  Are you spending too much time in any one activity or not enough time?
A.  The Time Management Matrix

1.  Urgent  
    Important

ACTIVITIES:
Crises
Pressing problems

	2.  Not Urgent
     Important

ACTIVITIES:
Prevention       Relationships
PC Activities   Planning
Recreation       Opportunities

	
3.  Urgent 
    Not Important

ACTIVITIES:

Interruptions
Some calls 
Mail, Reports
Some meetings
Proximate pressing matters	4.  Not Urgent
     Not Important

ACTIVITIES:
Trivia               Procrastination
Busywork        Activities
Some mail
Some phone calls
“Escape”reading and TV	

The Four Time Activity Quadrants
	Basically, we spend our time in one of four ways, as illustrated in the time management matrix above.  This matrix defines activities in terms of “urgent” or “not urgent” and “important” or “not important.”  With careful analysis, most people discover that they spend far too much time responding to the urgent crises of Quadrants 1 and 3, escaping occasionally for survival to the non-urgent, unimportant time wasters of 
Quadrant 4.

Most time management tools on the market focus on prioritizing and accomplishing Quadrant 1 and 3 “urgent” activities.  But research indicates that effective people don’t just do things differently, they do different things.  

	Focusing on the “important” but “not urgent” activities of Quadrant 2 makes the vital difference in personal and organizational effectiveness.  All the time- related choices fall into one of the four quadrants.  We can know how to handle them by determining where they fall.

	The Time Management Matrix shows us the symptoms, cause, and cure of time management problems.  Quadrant 1 is the “symptom” quadrant.  It is the quadrant on urgent and important things, the quadrant of crisis management, or fire fighting.  All time management problems eventually show up in Quadrant 1.  

	Quadrants 3 and 4 are the two “cause” quadrants.  Either we spend time doing urgent but unimportant things (Quadrant 3), or doing unnecessary things (Quadrant 4).

	Quadrant 2 is the “cure” quadrant.  In Quadrant 2, we do things only because they serve our mission.  They have no other urgency. Here we maintain our assets and develop our professional skills, make deposits into others’ Emotional Bank Accounts, and communicate meaningfully with the people around us.

	We solve time management problems by shifting time from Quadrants 3 and 4, which are causes, to Quadrant 2, which is the cure.  As we do, we can prevent some of the crises and problems in Quadrant 1 and, thereby, gain control of our lives.

	See Appendix B for a time management schedule that makes use of the Quadrant concept.  Note the following:

1.  By determining your schedule for the week, you first identify the roles you play in your life (e.g. student, employee, family member, boyfriend, girlfriend, athlete, etc.).

2.  Next, identify your weekly goals for each role.

3.  Then select your week’s priority goals  (focus on Quadrant 2 activities). 

4.  Find times during the week to complete your goals.

5.  Each day, review that day’s agenda, also reviewing that day’s priorities.  Change your 	
	priorities, if necessary.

6.  This strategy can be used for any daily planner, such as the planner designed by 	Stephen Covey (see APPENDIX B).

B. Daily Planning Sheet
	
	Copies of the Daily Planning Sheet are available in The Learning Skills Office,  or you may design your own format.  This Sheet allows you to write out the activities you wish to complete during the day; then you find the time to complete those which are priorities.  If time allows, add the others which are not as high in priority.

C. The Weekly Schedule

	The success of your study schedule will depend on the care with which you plan it.  Careful consideration of some of these points will help you to make a schedule that will work for you:

	1.  Plan a schedule of balanced activities.  School life has many aspects which are very important to success.  Some of the most common which you must consider are

		FIXED:	eating   organizations   classes   church   work

		FLEXIBLE:	sleeping   recreation   study   relaxation   personal

	2.  Plan enough time in studying to do justice to each subject.  Most classes are planned to require some homework.  Most students should plan at least ten hours per week for those courses requiring medium to heavy amounts of reading.  Although the general rule is to allow two hours of study for every hour of class, the time you will actually require will depend upon your reading rate and the ease or the difficulty of the material you are reading.  You are the ultimate judge of how time is required for each of your classes in order for you to learn the important ideas.

	3.  Study at a regular time and in a regular place.  Establishing habits of study is extremely important.  Knowing what you are going to study , and when, saves time in making decisions and retracing your steps to get necessary materials, etc.  When planning your study times, avoid generalizations such as “Study.”  Instead plan definitely to “Study history” or “Study sociology” during a regularly scheduled time.

	4.  Study your lecture notes as soon after your lecture as possible.  One hour spent soon after class will do as much good in developing an understanding of the materials as several hours a few days later.  Check over lecture notes while they are still fresh in your mind.  Start assignments while your memory of the assignment is still accurate.

	5.  Utilize odd hours during the day for studying.  Make good use of your “free time” that is not set aside for recreation and/or socializing.  For example, if you find yourself wasting five or ten minutes waiting for a friend to arrive, take that opportunity to review several flash cards containing important information from one of your classes.  If you are stuck in traffic, rather than getting annoyed, review one or two flash cards.

	6.  Limit your study times to no more than 2 hours on any one course at one time.  After 2 hours of study you begin to tire rapidly and your ability to concentrate decreases rapidly.  Taking a break and then switching to a different subject will provide the change necessary to keep up your efficiency.

	7.  Trade time -- don’t steal it.  When unexpected events arise that take up time you had reserved for studying, decide immediately where you can find time to make up the missed studying and adjust your schedule for that week.  Perhaps you can use some of your weekend evening hours.  This “trading agreement” provides for committing yourself to your study times, but gives you the freedom to rotate study time as recreational/social opportunities arise.  
	
	8.  Provide for spaced review.  Set aside a regular weekly period of time for a complete review of each subject.  This review should be cumulative, covering briefly all the work done thus far.  If you do not review weekly, you are likely to forget important ideas, which will result in cramming.  And cramming rarely pays dividends!
	
	9.  Practice self-recitation as a device for increasing memory.  Organize your notes and textbook paragraphs in a question and answer format.  Recite each question out loud and then recite the correct answer.  Reciting out loud takes 50% less time for memorization than reciting silently.

	10.  Reduce your notes and textbook main ideas and details to a weekly summary sheet.  The summary will list by topic and key words all of the ideas you want to remember.  Study as frequently as possible from your summary sheets.  By the end of the semester, you will use your summary sheets to review for your final examinations.

	11.  Familiarize yourself with your individual learning style.  Do you know how to learn most effectively?  Some students learn faster and more effectively when they can visualize a concept;  others need to hear the concept for maximum learning.  If you are uncertain as to your learning preference, see a study skills counselor about diagnostic testing of your overall academic learning style, skills, and knowledge.  Telephone 330-1053 to set up an appointment to speak with an academic skills counselor.

Here are a few more specific points to consider when making out your weekly schedule:
•	Be specific. Rather than writing “do Calc problems,” indicate which  problems in which sections.
•	Be reasonable.  Always schedule what you think you will  do, not what you think you should  do.
•	Take advantage of little chunks of time (e.g., waiting for the bus, riding on the bus, 20 minutes between classes on the same campus).  Students are often amazed at how much they can get done in such a short period of time.  Schedule work for these chunks of time.
•	Use a pencil to make out your schedule.  It must  be flexible.  Things will come up--don’t allow them to throw you off track.
•	First fill in your committed time (e.g., class, work, meetings).  Then make copies of that page, so that you won’t have to re-do it each week.
•	Plan time to review your notes every day  (the sooner after the better).
•	Schedule breaks.  You’re going to take them anyway, so you might as well plan them.  Besides, you can’t  be productive without “recharging your batteries” every now and then

	See APPENDIX C for an example of a Weekly Planner.  APPENDIX D contains a blank schedule for you to use.  Many students, however, set up this schedule so as to follow it the entire semester.

V. PROCRASTINATION

	Procrastination is the avoidance of doing a task which needs to be accomplished.  This can lead to feelings of guilt, inadequacy, self-doubt, and even depression.  Procrastination has a high potential for painful consequences. Not all procrastination is bad; however.  If it becomes habitual and if you are experiencing serious consequences as a result of your procrastination, you have a problem.  First, assess your tendency to procrastinate.  Place a check mark next to those areas in which you are a serious procrastinator:

A.  Procrastination Areas

Work

		____ being on time for work

		____ implementing creative ideas

		____ being on time for meetings

		____ finishing projects on time

School

		____ attending classes 

		____ doing bureaucratic tasks (paying fees, applying for financial aid, 			         following school deadlines, etc.)

		____ completing degree requirements

		____ keeping up with reading for classes
		____ returning library books 

		____ studying for tests

		____ confronting a friend, roommate, or teacher about a problem

		____ writing papers

		____ talking with a teacher or advisor

		____ applying to another college

		____ seeking assistance from a college staff or faculty person

		____ asking a question in class, or raising a dissenting view

		____ complimenting a teacher or staff person

		____ complimenting another student
		
		____ other (please write out):

Personal Care 
		
		____ getting physical exercise 

		____ losing weight

		____ stopping smoking or use of addictive drugs

		____ making medical or dental appointments

		____ taking courses out of personal interest

		____ taking vacations 

		____ shopping for new clothes
		____ personal hygiene

		____ getting a haircut

		____ reading for enjoyment

		____ pursuing hobbies

		____ making long-term decisions

		____ other (please write out):

Social Relationships 

		____ calling friends

		____ asking someone out on a date

		____ personal correspondence

		____ inviting people to your home 

		____ visiting relatives
		____ calling or writing relatives

		____ planning recreational activities with others 

		____ expressing appreciation

		____ giving or sending cards 

		____ giving parties

		____ being on time for social events 

		____ asking friends for help or support

		____ confronting someone about a problem 
		____ telling someone you’re angry or upset

		____ ending an unsatisfying relationship

		____ other (please write out):

Finances 

		____organizing receipts and records for tax purposes

		____ budgeting your money 

		____ making financial investments

		____ calling the bank about a problem

		____ paying credit card bills 

		____ balancing your checkbook

		____ paying back loans 

		____ collecting debts owed to you

		____ paying insurance premiums 

		____ other (please write out):

B.  Typical Causes of Procrastination

	1.  For many students, examinations, lab reports, and research papers have taken on symbolic meanings which prevent students from approaching them as simple assignments, which often results in procrastination.  For example, a student may view handing in a paper as handing over an indictment of inadequacy.  Fearing this evaluation, a student may postpone writing a paper.

	2.  For most students, academic work means academic competition.  Some are afraid to test themselves against other students, or against their own standards.  Procrastination provides an easy justification for not being at the head of class.  It also prevents students from finding out if their best would ever be good enough to satisfy their perfectionist requirements.  

	3.  If some students do not immediately catch on to what they are studying, they feel stupid.  Procrastinating means avoiding the prolonged discouragement that accompanies slow progress.  Working at the last minute orders priorities, organizes time, dictates decisions, and pushes all other problems into oblivion.

	4.  Timely academic work also symbolizes timely progress through school, and some students are afraid to confront the other side of graduation.  They may be uncertain about their careers or graduate school possibilities; they may be in conflict with parents over their next step; they may be uncertain whether they can survive in “the real world.”

	5.  Students may also view completing academic work on time as submitting to domination and control by professors or parents.  Procrastination allows some students to take control  by working on their own time schedules, in opposition to someone else’s demands.

	6.  For some students schoolwork represents access to professors; the way students approach their work defines their relationship to their teachers.  By procrastinating, some hope to escape the notice of their professors.  Others establish a special relationship with professors who must be persuaded to give them extensions of time or challenged to support the students in their handling of “the problem.”

	7.  School performance often becomes an issue between students and their families.  For some students procrastination expresses resistance to family expectations and pressures.  Others may delay their progress if they are hesitant to achieve beyond their parents’ academic level.

	8.  Some have difficulty concentrating.

	9.  Personal problems can interfere with tasks (e.g. finances, problems with relationships, etc.).

	10.  Some find the assigned task boring.

	11.  Whatever function procrastination serves for students, it does help the students to avoid tests of true potential.  Whether on probation or the dean’s list, procrastinators share a basic lack of confidence in their ability.

	12.  As students gain control over their habits, they learn that they are not “lazy” or “slow.”  They distinguish academic obligations from their feelings about evaluation, competition, success, control, and, ultimately, self-esteem.

	13. Going through life as a perfectionist will always damage your self-esteem and strip you of any warm feelings of self-acceptance you may have for yourself.  That’s because the impossibly high demands you make of yourself--and the unrealistic expectations you place on others--will invite only disappointment, self-repudiation, and widespread unhappiness.
	
	Living your life as a perfectionist will also set you up for continuous rejections and self-put-downs--and deny you peace of mind--because demanding perfection usually results in failure.  And even if you achieve an exceptional result, chances are that you’ll still be unhappy, as you’ll find additional reasons for not being good enough.  That’s the destructive nature of perfectionism and that’s why it destroys self-esteem.
	
	Remember, being a perfectionist may paralyze your future chances of success--in either your personal or your professional life--because you’ll eventually fear taking any new actions that might produce an imperfect result.  Preventing perfectionism begins by saying no to unreasonably high demands that produce only failure and self-contempt.  The new way of thinking requires you to choose goals that are easier to achieve and are within the realm of your possibilities.  Moderate your expectations--and stop focusing on faults and flaws--and then watch your performance and self-esteem soar.
	
	Think of one situation or part of your life in which you would like to be less perfectionistic.  What are some specific ways that you could moderate your goals in that particular situation/area?  What consequences might follow from such changes.
	
POWER OF FAILURE

	Failure is a teacher that can be the source of much personal growth.  Experiencing failure--and learning to judge your own capabilities--demonstrates that you have the strength to accept life’s challenges.  Never condemn yourself for not succeeding.  That’s being unfair to yourself.  See failure for what it really is: an opportunity to discover that future success lies in another strategy or direction.  You will achieve your next goal if you learn from your past mistakes.

C.  The Procrastination Cycle

	The following Procrastination Cycle outlines some of the distortions in thinking often exhibited by procrastinators:

		SELF-DEFEATING THOUGHTS

		I don’t have the energy 
		I’m not in the mood 
		I’ll probably fail
		It’s too difficult
		Sleep is best 
		I don’t feel like doing it 
		I don't have the time
		I don’t know how to do it
		I can’t succeed in anything
		I lack the necessary skills

SELF-DEFEATING EMOTIONS

		I’m too tired 
		I’m discouraged 		
		I’m bored
		I’m helpless 
		I’m worthless
		I’m overwhelmed
		I hate myself
		I hate him/her for making me do this

		SELF-DEFEATING ACTIONS

		Staying in bed 
		Watching television 
		Listening to music 
		Eating excessively
		Chemical abuse 
		Avoiding people 
		Avoiding work

		CONSEQUENCES

		I am a loser 
		I hate people 
		I can’t act responsibly 
		I can’t reveal who I really am
		I am not talented

D.  Procrastination as an Identity

A. 	The Lovable Clown:  task is to entertain
B.	The Saint:  task is to be so available to others that he/she has no time for himself / 			herself
C.	The Renaissance Person:  spread so thin that he/she cannot move ahead.
D.	The Miracle Worker: lives for crises.  Without a crisis, he/she would have no 			problem to solve, no miracle to work.
E.  	The Victim:  task is to convince others that he/she is being victimized and is 				miserable.
F.  	The Blank Slate:  is not clear about who he/she is or what he/she wants; lack of 			direction begs procrastination.

BELIEFS CHERISHED BY PROCRASTINATORS:

Mediocrity breeds contempt (procrastination preserves the hope that if you ever did make an all-out effort, you wouldn’t be mediocre at all.)

Even difficult things should be easy 

I must do everything by myself.

There is one correct solution to every problem and I must find it.

I can’t stand to lose!
FEAR OF SUCCEEDING

I’ll turn into a workaholic!

I don’t deserve success!

If I’m successful, I will hurt someone else!

My good news will be bad news for someone else!

Success isn’t in the cards for me.

E.  How To Avoid Procrastination

	1.  Reassess your self-defeating thoughts.  Convert them to positive statements  			(e.g.  “I will fail” becomes “I am capable”).
	
	2.  Try to specify your own personal mission statement.

	3.  Sit down and create a weekly schedule for yourself, using one of the models 			described in this packet.  Choose the model you are most comfortable with 		and most likely to follow.

4.  Make each of your goals meaningful: list the benefits to you of completing
 	each of your tasks.
	
	5.  Break large, complex tasks down into small, manageable units (e.g. if you
have a long reading assignment, divide it up into smaller reading assignments). 

6.  Tell other people of your intention to complete a task.  Make as many people
 	as possible part of your support group.

	7.  Give yourself a reward for completing a task, but be willing to withhold the 			reward if you do not complete the task.

	8.  If you notice yourself procrastinating, leap into the task.  Do it now.  It is much
		less “painful” to leap into cold water than to slowly wade into it.  Savor
 		the positive feelings of having the task underway and, later, completed.
	9.  Modify your environment:  eliminate or minimize noise and distractions.
Have necessary equipment at hand.  Take a few minutes to straighten your desk (helps to reduce daydreaming!)
	
	10. Try to form a study group or study regularly with other students.

	11. Weigh the benefits of completing the task versus the effects of procrastinating.  		What rewards lie ahead if the task is completed?

VI.  TIME SAVING TIPS

Here is a collection of time-saving tips which you can apply to many different areas of your life.

1.  Do your thinking on paper.  You will make quicker and better decisions if you write down the pros and cons of a line of action.  This doesn’t take time, it saves time.

2.  Use a “slush” file-- have a specific place to put all papers which are not important enough to file permanently but which you feel uncomfortable about throwing away just yet.

3.  If long periods of sitting make you lethargic, arrange two working levels so you can do some of your work standing up.

4.  Get at least 10 minutes of programmed exercise every day, and throughout the day use every opportunity to walk, stand, climb stairs, bend over, etc.  This not only promotes health but also increases “prime time” by reducing fatigue.

5.  Avoid clutter.  Keep everything you are not working on out of your immediate working area and out of sight, if possible.  Always tidy up your desk and work area before leaving the room.

6.  Never do errands on impulse.  Plan your route carefully, handling as many errands as possible each time.  
7.  Plan each night what you are going to wear the next day, and lay it out ahead of time.

8.  Plan your TV viewing a week ahead, so that you will be more selective in what you watch.  Never turn on a TV set just “to see what’s on.”
9.  Learn to read routine material more rapidly.  Don’t “backtrack,” compulsively rereading phrases before going on.

10.  Write a memo to yourself for future reference whenever you have completed a difficult task which is going to recur.  You will benefit more from an experience if you have made a written record of your mistakes and of the lessons learned.

11.  If you are always “putting out fires,” ask yourself after each crisis: (a) Why did it occur?  (b) What can be done to prevent its recurrence?  and (c) If it does recur, how can I handle it better next time?

12.  Ask yourself a hundred time a day: “Is what I am doing, or about to do, moving me toward my objectives?”

13.  Rewrite your goals and activities, and reprioritize them at least every three months.  The world changes, we change, and so must our goals.

14.  Work on only one item at a time.

15.  On the weekend, plan and schedule your personal chores and errands for the next week.

16.  Make a “worry” list and put it aside.  These events seldom materialize, and you won’t spend so much time worrying in the future.

17.  When you go to school, pretend you don’t know anything.  What you will learn from asking and listening will save you a great deal of time.

18.  At least semi-annually, record and analyze how you are using your time.  This will differ from how you think you are using your time.

19.  Never put uncompleted activities from today at the top of tomorrow’s “to do” list.  You must reprioritize them.  

20.  Divide seemingly overwhelming tasks into small increments, and attack them one at a time.

21.  Do one task each day that you don’t like to do.  It’s good discipline and it will help you through the tough times.
22.  Do not say “yes” when you really don’t have the time to complete the task.  It’s great to be reliable, but not at your own expense.  If you can not spare the time for a task, say “no” graciously.

23.  Study when you are most alert:  you will take in more information in less time.  If you must spread out studying your subjects, study the tougher courses or the ones you are resisting during your high-energy times.  Study the courses that interest you during your low-energy times.