BSBWOR501B MANAGE PERSONAL WORK PRIORITIES AND PROFESSIONAL DEVELOPMENT

EBook BSBWOR501B Manage personal work priorities and professional development
October 2014 Page 1
1. INTRODUCTION …………………………………………………………………………….. 3
2. MANAGER AS ROLE MODEL ……………………………………………………………….. 4
2.1 Role Modelling Tips …………………………………………………………………. 5
2.2 Organisation Skills ………………………………………………………………….. 6
2.3 Time Management ………………………………………………………………….. 6
3. GOAL SETTING………………………………………………………………………………. 8
3.1 Goal Setting Theory ………………………………………………………………… 8
3.2 Five Principles of Goal Setting ……………………………………………………. 9
3.3 Starting to Set Personal Goals ………………………………………………….. 11
3.4 Align Personal Goals to Organisational Goals ………………………………… 14
4. ACHIEVING GOALS ……………………………………………………………………….. 15
5. IDENTIFYING DEVELOPMENT NEEDS ………………………………………………….. 18
5.1 Identifying Your Development Needs …………………………………………. 20
6. PERSONAL DEVELOPMENT PLAN ……………………………………………………….. 21
7. DEVELOPMENT OPPORTUNITIES ……………………………………………………….. 22
7.1 Action Learning ……………………………………………………………………. 22
7.2 Coaching ……………………………………………………………………………. 22
7.3 Exchange/Rotation ……………………………………………………………….. 22
7.4 Induction ……………………………………………………………………………. 23
7.5 Mentoring …………………………………………………………………………… 23
7.6 Shadowing …………………………………………………………………………. 23
7.7 Networking …………………………………………………………………………. 23
7.8 Structured Training Programs ………………………………………………….. 23
7.9 Preferred Learning Styles ……………………………………………………….. 24
8. TIME MANAGEMENT SKILLS …………………………………………………………….. 30
8.1 The 80:20 Rule ……………………………………………………………………. 30
8.2 Time Management Tools …………………………………………………………. 30
8.3 Why do We Procrastinate? ………………………………………………………. 31
8.4 Activity Logs ……………………………………………………………………….. 33
8.5 To-Do Lists …………………………………………………………………………. 34
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8.6 Prioritisation ……………………………………………………………………….. 36
8.7 Daily Rhythm ………………………………………………………………………. 38
9. EFFECTIVE SCHEDULING ………………………………………………………………… 39
9.1 Work-Life Balance ………………………………………………………………… 39
9.2 What Are “Urgent” and “Important” Activities ………………………………. 41
10. FEEDBACK ………………………………………………………………………………. 44
10.1 Feedback Tips …………………………………………………………………… 45
11. APPENDIX ………………………………………………………………………………. 46

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1. INTRODUCTION
This unit describes the performance outcomes, skills and knowledge required to manage own performance and professional development. Particular emphasis is on setting and meeting priorities, analysing information and using a range of strategies to develop further competence.
This unit applies to managers and focuses on the need for managers to be organised, focussed and skilled, in order to effectively manage the work of others. As such it is an important unit for most managers, particularly as managers serve as role models and have a significant influence on the work culture and patterns of behaviour.
What does this mean?
In simple terms, it means that as a manager of others, you are a role model, and your behaviours will be observed and copied by team members. To manage others effectively you need to be able to organise yourself and them and focus their work on tasks that are meaningful for the business. Achieving business goals requires everyone in the business to align their own personal goals with those of the business. That includes developing your skills and knowledge to fill any gaps that may exist, or simply to become even better at the job.
This unit is designed to give you some fundamental skills in self-organisation and personal development. This involves:
 Setting goals and aligning them to business goals  Managing your time and prioritising work activities  Seeking feedback and identifying development opportunities

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2. MANAGER AS ROLE MODEL
As a manager of others, you are a role model. Humans are social animals and take many of our behavioural cues from people in positions of authority. Acting as a role model is something a manager does whether they realise it or not. Here are two simple ways of being a good role model:
 Lead by example!
Good leaders guide by example. When you constantly present yourself, as you want others to present themselves, everything you do will be set as standard, and emulated. This is how you train your staff on how to handle the customers, or clients. If you are rude, they will be rude. Maybe not in front of you, but it will happen! Your actions have already approved this behaviour!
 Follow the rules!
When you implement a rule, do you follow it?
Example You are a restaurant manager and you ask that everyone clear tables with a tray. Are you doing this? Or do you break the rule because it is convenient to follow this rule you say is so important? If you say it is important, make it important.
Perhaps you enact a policy that every customer must be greeted when entering the store. As a great role model, you would not only and not only present cheerful greetings to all customers you would have a few different greetings, to show the staff different ways to greet your valuable customers.
People do not usually quit their jobs because they are unhappy with an organisation, but because they are unable to have an impact on the business.
Satisfaction comes from performing exceptionally well and making a difference. This is encouraged through the effective management of people. Managers need to know the power of their words, displays of emotion, attitudes and, importantly, their behaviour.
Organisations generally do not fall because of bad strategies, but because of bad managers.
NOTE bad managers are not necessarily just rude but those who do not know the importance of their role. They don’t “Walk the Talk”.
Most people do not understand the power of their words. Just as a beautiful ballad can touch your heart, words said rashly in anger can be as deeply felt. Being in a position of authority adds weight to these words. They can cause stress or depression in employees which will impact performance and eventually impede the organisation’s growth.
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2.1 Role Modelling Tips
Bite your tongue
Managers must remain cool and patient, no matter what comes along. Managers who are short-tempered and stern are unlikely to be approachable, this is bad management. If employees can’t trust the manager to help them in times of difficulty, help will not be sought and the team will fail. If you as a manager cannot manage your own emotions, how would you manage others?
Words matter
As a people manager you must understand the importance of your words. Words can boost morale and demoralise. You remain effective as long as anger and smiles are well-managed. Be very careful in passing comments especially ones which highlight areas of improvement – such comments can be taken as negative feedback. This must be managed constructively.
Do not judge – evaluate
Most of us judge people. Even a first impression is enough to make us think we can comment on someone. This may work in day-to-day life but a fatal error for a manager. People managers must manage each individual separately. Keep background, behaviour and aptitude in mind. Keep track Don’t wait until the last minute to highlight subordinate’s shortcomings. Good people managers keep a log of events designed to improve employee’s performance, and not to punish or ridicule. Encouragement is usually more effective than punishment or humiliation Give constructive feedback Feedback must be labelled as constructive – not just good or bad. Constructive feedback coupled documentary proof clearly lets your team what is expected, what errors have been made and tips for improvement in a given time frame. It should be structured and provide opportunities for improvement. Constructive feedback is a report, not a story. Poor feedback is emotional and unstructured and does not contain opportunities for improvement; the how-to-improve part is always missing. Neutralising illusions Successful managers keep people “on board” with the organisations visions and goals and how they match the needs of the individual. Individuals need to be aware of the direction the organisation is moving in so that both sets of needs are being well met. Winning hearts and minds Every manager has to understand that people are loyal to people (managers) not to organisations. If your subordinates respect you then they will work for you and this benefits the whole organisation. Good managers have Emotional Intelligence (EQ). You need to understand people and develop relationships with them so that they look to you when they are in need. Train a replacement If you cannot be replaced, you cannot be promoted, always pass on your skills.
Make miracles happen Instil confidence! Satisfied employees accomplish miracles. The failure of employees in performing their jobs well is in fact the failure of a manager. As a manager you need to manage potential in your staff in order to get the best from them.
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2.2 Organisation Skills
While many people feel stressed because they don’t have enough time, it’s often due to lack of time management or poor organisational skills. Here are a few points to consider:
 Allow people to be efficient in their choices. For example, a mailman may organise his route to travel to the most distant delivery first and works his way back to his home post office so that his last delivery leaves him close to work  Let you keep track of completed projects, projects in process and projects that you need to start so that you can manage your time and your resources  Create structure and eliminate chaos  Help you stay organised so that you can manage your time, keep your workspace clutter-free, prioritise projects and stay on top of your schedule  If you have good skills you will be on time for meetings, never misses a deadline and knows how to maximise their productivity. These people work smarter, not harder  Help you focus on what needs to be done and in what order  Include the ability to make lists, prioritise and set goals. It is easier to understand how to structure your time if you prioritise your to-do list, listing it in a particular order whether it is based on urgency, deadlines or just the alphabet. The goal is to do work efficiently clustering tasks so that you can get them done quickly
Organisational skills help you maintain your peace of mind while accomplishing all of the tasks in front of you. 2.3 Time Management
A vital component of organisation. The ability to identify tasks that will take longer than others and to make the time to accomplish them is important to success academically, personally and in the workplace. Students often overload by failing to manage the time necessary to complete assignments and research papers. One purpose for homework is to help students and maturing teenagers master organising their time effectively in order to meet deadlines.
Everyone experiences running out of time or coming up against a deadline feeling unprepared. In order to avoid feeling overwhelmed, consider the little things you can do to organise your life and time. Keep in mind the phrase “everything has its place and everything in its place.” Put pens where they go so when you need one, all you have to do is reach for it and it is there. Avoid procrastination. When you put off tasks, you cannot predict what will occur that may delay you further.
Let’s get organised!
Clear a space on your desk
In order to improve your task management you need a peaceful, clean space where you can organise your tasks, file your papers and decide on your next plan of
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action. Find a space in your home where you can sit at a clean desk and spend time planning out your schedule.
Automate tasks – set up helpers for yourself to remove sources of stress
Set up automatic bill pay with your bank for bills that occur in the same amount every month (mortgage bills, cell phone bills etc.). Get a simple calendar program for your computer and set up reminders for any upcoming appointments. Set up to do lists with reminders so that you always know what the highest priority task is.
Create a structured schedule
If you are always bombarded with a million tasks and never know what to do next, you need to create a structured task schedule. For example pick a day of the week when you will do laundry and clean and always do these tasks on the allocated day and time. Create a work schedule for the hardest tasks during a time of day when you are least tired.
Delegate and ask for help where possible
If you can pay for a personal organiser to help with some of your tasks, make that a priority. If other people in your life can help with some of the things on your plate, make sure you reach out and ask for help. Don’t be afraid to let go of a little control to regain order in your life.
Eliminate the clutter
It is easier to think in a clean space with no clutter. Throw out junk mail as it comes in. Put away things the moment you are done with them. If you have clutter everywhere pick a small area that you can de-clutter and start there. Work on decluttering 10 minutes at a time. You can improve organisation skills easily by using conscious task management and creating a clear schedule that you can adhere to.

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3. GOAL SETTING
Goal setting is a powerful motivator! The value of goal setting is so well recognised that entire management systems, have goal setting basics incorporated within them.
In fact, goal setting theory is generally accepted as among the most valid and useful motivation theories in industrial and organisational psychology, human resource management, and organisational behaviour.
Many of us have learned to set SMART goals. It seems natural to assume that by setting a goal that’s Specific, Measurable, Attainable, Relevant, and Time-bound, we will be well on our way to accomplishing it.

Dr Edwin Locke’s pioneering research on goal setting and motivation in the late 1960s. In his 1968 article “Toward a Theory of Task Motivation and Incentives,” stated that employees were motivated by clear goals and appropriate feedback. Locke went on to say that working toward a goal provided a major source of motivation to actually reach the goal – which, in turn, improved performance.
This holds true decades years later. This shows the impact his theory has had on professional and personal performance. 3.1 Goal Setting Theory
Locke’s research showed the relationship between how difficult and specific a goal was and people’s performance of a task. He found that specific and difficult goals led to better task performance than vague or easy goals.
Telling someone to “Try hard” or “Do your best” is less effective than “Try to get more than 80% correct” or “Concentrate on beating your best time.” Hard goals are more motivating than easy goals, because it’s much more of an accomplishment to achieve something that you have to work for.
A few years after Locke published his article, another researcher, Dr Gary Latham, studied the effect of goal setting in the workplace. His results supported exactly
S
Specific
OR
Significant
M
Measurable
OR
Meaningful
A
Attainable
OR
ActionOriented
R
Relevant
OR
Rewarding
T
Time-Bound
OR
Trackable
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what Locke had found, and the inseparable link between goal setting and workplace performance was formed.
In 1990, Locke and Latham published their seminal work, “A Theory of Goal Setting and Task Performance.” In this book, they reinforced the need to set specific and difficult goals, and they outlined three other characteristics of successful goal setting. 3.2 Five Principles of Goal Setting
To motivate, goals must have:
 Clarity  Challenge  Commitment  Feedback  Task complexity
Clarity
Clear goals are measurable and unambiguous. When a goal is clear and specific, with a definite time set for completion, there is less misunderstanding about what behaviours will be rewarded. You know what’s expected, and you can use the specific result as a source of motivation. When a goal is vague – or when it’s expressed as a general instruction, like “Take initiative” – it has limited motivational value.
To improve your or your team’s performance, set clear goals that use specific and measurable standards. “Reduce job turnover by 15%” or “Respond to employee suggestions within 48 hours” are examples of clear goals.
When you use the SMART acronym to help you set goals, you ensure the clarity of the goal by making it Specific, Measurable and Time-bound.
Challenge
One of the most important characteristics of goals is the level of challenge. People are often motivated by achievement, and they’ll judge a goal based on the significance of the anticipated accomplishment. When you know that what you do will be well received, there’s a natural motivation to do a good job.
Rewards typically increase for more difficult goals. If you believe you’ll be well compensated or otherwise rewarded for achieving a challenging goal your motivation and enthusiasm will be boosted and drive you to get it done.
Setting SMART goals that are Relevant links them closely to the rewards given for achieving challenging goals. Relevant goals will further the aims of your organisation, and these are the kinds of goals that most employers will be happy to reward.
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When setting goals, make each goal a challenge. If an assignment is easy and not viewed as very important – and if you or your employee doesn’t expect the accomplishment to be significant – then the effort may not be impressive.
Note: It’s important to strike an appropriate balance between a challenging goal and a realistic goal. Setting a goal that you’ll fail to achieve is possibly more demotivating than setting a goal that’s too easy. The need for success and achievement is strong; therefore people are best motivated by challenging, but realistic, goals. Ensuring that goals are Achievable or Attainable is one of the elements of SMART.
Commitment
Goals must be understood and agreed upon if they are to be effective. Employees are more likely to “buy into” a goal if they feel they were part of creating that goal. The notion of participative management rests on this idea of involving employees in setting goals and making decisions.
One version of SMART – for use when you are working with someone else to set their goals – has A and R stand for Agreed and Realistic instead of Attainable and Relevant. Agreed goals lead to commitment.
This doesn’t mean that every goal has to be negotiated with and approved by employees. It does mean that goals should be consistent and in line with previous expectations and organisational concerns. As long as the employee believes that the goal is consistent with the goals of the company, and believes the person assigning the goal is credible, then the commitment should be there.
Interestingly, goal commitment and difficulty often work together. The harder the goal, the more commitment is required. If you have an easy goal, you don’t need a lot of motivation to get it done. When you’re working on a difficult assignment, you will likely encounter challenges that require a deeper source of inspiration and incentive.
As you use goal setting in your workplace, make an appropriate effort to include people in their own goal setting. Encourage employees to develop their own goals, and keep them informed about what’s happening elsewhere in the organisation. This way, they can be sure that their goals are consistent with the overall vision and purpose that the company seeks.
Feedback
In addition to selecting the right type of goal, an effective goal program must also include feedback. Feedback provides opportunities to clarify expectations, adjust goal difficulty, and gain recognition. It’s important to provide benchmark opportunities or targets, so individuals can determine for themselves how they’re doing.
These regular progress reports, which measure specific success along the way, are particularly important where it’s going to take a long time to reach a goal. In these
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cases, break down the goals into smaller chunks, and link feedback to these intermediate milestones.
SMART goals are Measurable, and this ensures that clear feedback can be provided. Taking the time to formally sit down and discuss goal performance is a necessary factor in long-term performance improvement
Task Complexity
The last factor in goal setting theory introduces two more requirements for success. For goals or assignments that are highly complex, take special care to ensure that the work doesn’t become too overwhelming.
People who work in complicated and demanding roles probably have a high level of motivation already. However, they can often push themselves too hard if measures aren’t built into the goal expectations to account for the complexity of the task. It’s therefore important to do the following:
 Give the person sufficient time to meet the goal or improve performance.  Provide enough time for the person to practice or learn what is expected and required for success.
The whole point of goal setting is to facilitate success. Therefore, you want to make sure that the conditions surrounding the goals don’t frustrate or inhibit people from accomplishing their objectives. This reinforces the “Attainable” part of SMART.
By understanding goal setting theory, you can effectively apply the principles to goals that you or your team members set. Locke and Latham’s research confirms the usefulness of SMART goal setting, and their theory continues to influence the way we measure performance today.
Use clear, challenging goals, and commit yourself to achieving them. Provide feedback on goal performance. Take into consideration the complexity of the task. If you follow these simple rules, your goal setting process will be much more successful, and your overall performance will improve. 3.3 Starting to Set Personal Goals
You set your goals on a number of levels:
• First you create your “big picture” of what you want to do with your life (or within a particular time frame), and identify the large-scale goals that you want to achieve • Break these down into the smaller and smaller targets that you must hit to reach your lifetime goals • Finally, once you have your plan, you start working on it to achieve these goals
This is why we start the process of goal setting by looking at your lifetime goals. Then, we work down to the things that you can do in, say, the next five years, then next year, next month, next week, and today, to start moving towards them.
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Step 1: Setting Lifetime Goals
The first step in setting personal goals is to consider what you want to achieve in your lifetime (or at least, by a significant and distant age in the future). Setting lifetime goals gives you the overall perspective that shapes all other aspects of your decision making.
To give a broad, balanced coverage of all important areas in your life, try to set goals in some of the following categories (or in other categories of your own, where these are important to you):
• Career – What level do you want to reach in your career, or what do you want to achieve? • Financial – How much do you want to earn, by what stage? How is this related to your career goals? • Education – Is there any knowledge you want to acquire in particular? What information and skills will you need to have in order to achieve other goals? • Family – Do you want to be a parent? If so, how are you going to be a good parent? How do you want to be seen by a partner or by members of your extended family? • Artistic – Do you want to achieve any artistic goals? • Attitude – Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets you? (If so, set a goal to improve your behaviour or find a solution to the problem.) • Physical – Are there any athletic goals that you want to achieve, or do you want good health deep into old age? What steps are you going to take to achieve this? • Pleasure – How do you want to enjoy yourself? (You should ensure that some of your life is for you!) • Public Service – Do you want to make the world a better place? If so, how?
Spend time brainstorming, then select one or more goals in each category that best reflect what you want to do. Then consider trimming again to end up with a small number of really significant goals that you can focus on.
As you do this, make sure that the goals that you have set are ones that you genuinely want to achieve, not ones that your parents, family, or employers might want. (If you have a partner, you probably want to consider what he or she wants – however, make sure that you also remain true to yourself!)
Step 2: Setting Smaller Goals
Once you have set your lifetime goals, set a five-year plan of smaller goals that you need to complete if you are to reach your lifetime plan.
Then create a one-year plan, six-month plan, and a one-month plan of progressively smaller goals that you should reach to achieve your lifetime goals. Each of these should be based on the previous plan.
Then create a To-Do List of things that you should do today to work towards your goals.
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At an early stage, your smaller goals might be to read books and gather information on the achievement of your higher level goals. This will help you to improve the quality and realism of your goal setting.
Review your plans, make sure that they fit the way you want to live your life.
Staying on Track
Once you’ve decided on your first set of goals, keep reviewing and updating your To-Do List on a daily basis.
Periodically review the longer term plans, and modify to reflect your changing priorities and experience. (A good way of doing this is to schedule regular, repeating reviews using a computer-based diary.)
Don’t forget that goals will be more powerful if they are SMART:
• S – Specific (or Significant) • M – Measurable (or Meaningful)  A – Attainable (or Action-Oriented) • R – Relevant (or Rewarding)  T – Time-bound (or Track able)
For example, instead of having “To sail around the world” as a goal, it’s more powerful to say “To have completed my trip around the world by December 31, 2015.” Obviously, this will only be attainable if a lot of preparation has been completed beforehand!
The following broad guidelines will help you to set effective, achievable goals:
• Express your goals positively – “Achieve a competent result in the execution of this technique by February” is a much better goal than “Don’t make this stupid mistake” • Be precise: put in dates, times and amounts so you can measure achievement • Set priorities – When you have several goals, give each a priority • Write goals down – This crystallises them and gives them more force. • Keep the low-level goals that you’re working towards small and achievable • Set performance goals, not outcome goals – You should take care to set goals where you have control as far as possible. It can be quite dispiriting to fail to achieve a personal goal for reasons beyond your control • In business, these reasons could be bad business environments or unexpected effects of government policy. In sport, they could include poor judging, bad weather, injury, or just plain bad luck. Basing goals on personal performance, gives you control and satisfaction over the achievement of your goals • Set goals you can achieve. All sorts of people (for example, employers, parents, media, or society) can set unrealistic goals for you. They will often do this in ignorance of your own desires and ambitions
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3.4 Align Personal Goals to Organisational Goals
It is important that the employee aligns his goals with that of the organisation. In other words it is important that the goals do not clash, but actually assist each other.
Key Performance Indicators (KPIs)
Organisations express their goals as KPIs. These set targets for individuals or work groups within the organisation.
Sometimes as a motivational tools management may link KPIs to bonuses or other work place incentive methods.
Example For her New Year’s Resolution, Miriam has decided to think about what she really wants to do with her life. Her lifetime goals are as follows:
• Career – To be Art Director of the company that I work for • Artistic – To keep working on my illustration skills. Ultimately I want to have my own show in our downtown gallery • Physical – To run a marathon
Miriam has listed her lifetime goals, now she needs to break each one into smaller, more manageable goals.
Let’s take a closer look at how she might break down her lifetime career goal – becoming Art Director:
• 5-year goal: Become Deputy Art Director • 1-year goal: Volunteer for projects the Art Director is head of • 6-month goal: Go back to school and finish my design degree • 1-month goal: Talk to the Art Director about skills needed to do the job • 1-week goal: Book the meeting with the Art Director
Breaking big goals into smaller, more manageable goals makes it far easier to see how the goal will get accomplished.
Goal setting is an important method of:
• Deciding what you want to achieve in your life • Separating what’s important from what’s irrelevant, or a distraction • Motivating yourself • Building your self-confidence, based on successful achievement of goals
Set lifetime goals first. Then, a five-year plan of smaller goals you need to complete in order to reach your lifetime plan. Regularly review and update your goals. Remember to enjoy the satisfaction of achieving your goals when you do.
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4. ACHIEVING GOALS
To achieve a goal or a vision you must plan how to make it happen. You cannot ‘do’ a goal or a vision. Instead you must do the things that enable it – usually several things, in several steps. A goal without a plan remains just a goal – many people have visions, intentions, ideas, dreams which never happen, because they are not planned.
A plan makes things happen.
When you’ve achieved a goal, be satisfied with your results. If the goal was a major one, reward yourself appropriately. All of this helps with your self-confidence.
Also what progress have you made towards other goals?
 If you achieved the goal too easily, make the next one harder  If the goal took a way too long to achieve, make the next goal a little easier  If you think you should change other goals, do so  If you notice your goal is achieved but you still lack skills, decide how to fix this
Goal planning can be especially helpful in advancing your career, job hunting, starting your own business, or becoming self-employed or freelance. A good plan identifies causes and effects in achievable stages. These need not necessarily be very detailed or time-bound unless the aim requires it.
Having a clear aim begins to define the plan. For example: a large-scale short-term aim requires a plan with detail and strict timescales, whereas a goal to achieve a personal life change within five-to-ten years requires much less detail and scheduling, provided the crucial causes and effects stages are identified.
Plans can also be structured in different ways according to individual preference and the various planning tools and methods which exist. Detailed people prefer detailed plans. Intuitive people prefer broader more flexible plans.
Whatever planning format you prefer, all plans begin as a simple outline, like the planning template provided here. Beyond this you can add more detail and structure to suit your aims and preferences, but you must begin with a clear goal, and an outline of what will make your goal happen.
Whatever the aim, all good plans tend to include: • A clearly defined aim • Linked steps or stages or elements – resources, actions, knowledge, etc. – the factors of cause and effect • Relevant and achievable proportions and timings (for steps, stages, elements) Here is a simple outline goal planning template and process, which can be used as the full planning method for certain personal aims, or as an initial outline planning tool for the most complex organisational vision.
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It is structured in stages. Even the most ambitious goals and plans are achievable when broken down and given time.
A plan to achieve a goal or vision is normally best developed by working backwards from the aim. Ask yourself at each stage of the plan: “What must happen before this?”
And then plan to achieve each element, working back in realistic bite-sized elements, to where you are today.
Level 1 – Your Aim Define your aim clearly.
My aim/vision/goal: Measures: Timescale:

Then ask yourself and identify: What factors would directly cause the aim to be achieved? Insert them below.
Level 2 – Direct Cause Factors Identify realistically the factors which would cause your aim to be achieved. If necessary research these. Attach measures and timings. Add more rows if required.
Factors which will cause the aim to be achieved:
Measures: Timescale:
1
2
Then ask yourself and identify: What factors will enable the above to happen? Insert them below.
Level 3 – Enabling Factors Identify the factors which will enable the above causal factors to happen or exist. A causal factor might depend on more than one enabling factors.
Factors enabling the level-two causal factors:
Measures: Timescale:
1.1
1.2
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2.1
2.2
3.1
3.2
When you have created your plan implement it by working upwards through the levels from the bottom to the top. Adapt your plan as required – especially add new factors as you discover them, and plan how each can be achieved by incorporating causal and enabling factors into this model.
Feed lessons learned back into your goal setting. Remember too that your goals will change as time goes on. Adjust them regularly to reflect growth in your knowledge and experience, and if goals do not hold any attraction any longer, consider letting them go.
When you’ve achieved a goal don’t forget to enjoy it!

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5. IDENTIFYING DEVELOPMENT NEEDS
You have identified your goals and set your plans. Now what?
Identifying your development needs can be challenging. Often, we find ourselves looking at what training courses are available and deciding which of those would be most helpful. In fact, it is better to try and identify what the development need is and then to work out ways of meeting that need, which may or may not be a training course.
Annual Review is a great opportunity to discuss your development needs with your line manager. You may be able to discuss the changing requirements of your role, as well as your personal development aspirations (for example, career development). It is important that you have considered your development needs before your Annual Review meeting as this will enable you to make the most of your discussion. The ‘Identifying Your Development Needs’ form, combined with the steps below, can be a useful tool in this process.
There are 3 stages to identifying your needs.
1. Identify what skills, knowledge and behaviours are ‘required’ for you to do your job well.
Virtually all roles have a position description and/or a person specification. Your position description will list the things that you are expected to do, and the person specification will identify the skills, experience, knowledge and behaviours that you need to do that job well. These are often incorporated into one document.
You may find it helpful to talk to your line manager or Head of Department if you feel you want to clarify any of the requirements set out in these documents. Your Annual Review meeting will be one place to have this discussion, but you can raise the issue of development at any meeting with your manager during the year.
At this stage, it’s also worth thinking about the skills, knowledge and behaviours that you may need to develop in the future in your current job. You may know, for example, that your role will be changing or that you will be working on different projects or that you are interested in a career change. What new or different skills, knowledge and behaviours will you need? Go back to your life or career goals to include in your development plan.
Make a list of current and future skills, knowledge and behaviours that you need.
2. Look at the skills, knowledge and behaviours you actually have now.
Look at the list you have produced. Now ask yourself how effectively you match against each one. You could consider talking this through with a friend or colleague, or with your manager or HOD.
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It’s important to ask yourself some rigorous questions at this stage and answer honestly! Are there areas of your work, for example, where developing more confidence would make a real difference to your success in your job? Are there knowledge, skills and behaviours that you only need on occasion that would benefit from some development? Can you identify areas where you feel confident and believe you perform well that could be an even greater strength for you with some development?
3. Compare ‘actual’ with ‘required’ to identify the gaps. These are your development needs.
Try and be as specific as possible about what you need to do differently. This will really help you when you are deciding how to best address your development needs. It will also help you review and measure your success.
For example, “I need to learn how to use Outlook to sort, prioritise and store my emails,” will be much more helpful than “I need to be more organised,” when it comes to deciding what development you need. It will also help you check how the Outlook training you undertook actually made a difference in your ability to be organised.
Decide how to meet identified needs
The next step is identifying how best to address the development needs you have identified.
 Practicalities  How do I prefer to learn?  Finding the best solution  Where to go for more help
Practicalities
You do need to consider the practicalities, such as cost, timescales and the urgency of your development need at the outset. How much funding is likely to be available and what solutions are available and when, will all have a bearing on how the needs are met. If you are asking your department to fund the cost of your development, remember that your HOD will need to consider your request in light of budgetary restrictions and within the wider training needs of the department. This may mean that your preferred option may not be feasible in the short term. You might need to consider a number of ways of meeting the identified development need where possible.
How do I prefer to learn?
Do you learn most successfully observing, trying things out, reading, listening, discussing, reflecting, researching or questioning? Think about the times when you have learned something successfully and try to work out why you were able to learn effectively. Or think about a time you didn’t learn well and work out why.
Finding the best solution
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Remember to start by identifying what it is that you need to learn. Try to be as precise as you can. What is it that you need to do differently? Make sure that the development you choose will result in the change you need. If you are thinking about a course, check the content and learning outcomes advertised and then review these against your development need. How well do they match?
Remember to consider all the options to make sure you don’t miss the right opportunity. This may not always be a course or a formal training session. Look at the development solutions list for suggestions. 5.1 Identifying Your Development Needs
Skills Knowledge and Behaviours-
Required
Competence
Gaps /Priorities
Comments
What do you need to do your job well? Get from PD. (Examples below)
Are you competent or do you need development?
To effectively convince people of new ideas
Competent
Understand the financial planning progress
Needs development
2 Broad understanding but need to know specific details in relation to my role and responsibilities
Be able to efficiently use Microsoft Access 2007
Needs development
1 Will need to use this for a project starting imminently and currently have no skills

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6. PERSONAL DEVELOPMENT PLAN
Name: Job Title: Department:
Skill, Knowledge or Behaviour identified as development need
How will the development need be met? e.g. coaching
By when?
Actual completion date?
What did I learn?
How will I put this learning into practice in my workplace?

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7. DEVELOPMENT OPPORTUNITIES
There are a range development opportunities available and these should be considered when developing your Personal Development Plans:
• Action learning • Coaching • Exchange/rotation • Induction • Mentoring • Shadowing • Networking • Structured training programs 7.1 Action Learning
Action learning is an educational process whereby people work and learn together by tackling real issues and reflecting on their actions. Learners acquire knowledge through actual actions and practice rather than through traditional instruction.
Action learning is done in conjunction with others, in small groups – action learning sets. It is proposed as particularly suitable for adults, as it enables each person to reflect on and review the action they have taken and the learning points arising. This should then guide future action and improve performance 7.2 Coaching
Coaching, when referring to getting coached by a professional coach, is a teaching, training or development process in which an individual gets support while learning to achieve specific personal or professional results or goals. If you are receiving coaching you may be called a client or coachee or you may be an intern or apprenticeship with the person coaching you. 7.3 Exchange/Rotation
Job Rotation is a management approach where employees are moved between two or more assignments or jobs at regular intervals of time in order to expose them to all areas of the organisation. It is a pre-planned approach aimed at testing employees’ skills and competencies in order to place them in the right place.
Job rotation is a well-planned practice to reduce the boredom of doing same type of job every day and explore the hidden potential of an employee. The process serves the purpose of both the management and the employees. It helps management in discovering the talent of employees and determining what he or she is best at. On the other hand, it gives an individual a chance to explore his or her own interests and gain experience in different fields or operations.

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7.4 Induction
Commencing at a new workplace can be exciting and a little overwhelming. The transition to the new workplace will be easier and more effective if there is a thorough induction process. A well-prepared and comprehensive induction program helps staff quickly understand the responsibilities of their new role and your expectations of them. 7.5 Mentoring
Mentorship is a personal developmental relationship in which a more experienced or knowledgeable person helps to guide a less experienced or knowledgeable person. However, true mentoring is more than just answering occasional questions or providing ad hoc help. It is about an ongoing relationship of learning, dialog, and challenge.
“Mentoring” is a process that always involves communication and is relationship based, its precise definition is elusive, and this is one example, there are many others.
Mentoring is a process for the informal transmission of knowledge, social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé)”.
Essentially, a mentor provides a long term development relationship over a broad range of topics, and not a specific skill. 7.6 Shadowing
Work shadowing quite simply refers to a process where one staff member ‘shadows’ or follows another in their work role for a period of time. In practice, work shadowing provides an opportunity to increase knowledge, skills and understanding of a particular job role through first hand observation. It also provides a means of gaining insight into how the department operates, and how a particular work role fits within the overall organisational structure. 7.7 Networking
Networking is the practice of groups of like-minded businesspeople getting together to discuss business issues and develop relationships to further their business plans. Many businesspeople feel that business networking is a more cost-effective method of generating new business than advertising or public relations. This is because networking is a low-cost activity that involves more personal commitment than company money. Networking can be formal or informal and can work in hand with the other development opportunities. 7.8 Structured Training Programs

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Structured training programs, whether online or face to face, feature a comprehensive set of learning objectives. Learning professionals design and develop structured training programs to solve business. Extensive research, including task analysis, results in lesson content development that meets the learner’s needs. In structured training programs, students must prove they have achieved the skills and knowledge presented in the current lesson before progressing to the next section. Self-evaluation, complemented by formal testing, ensures student mastery.
The most appropriate development opportunity will vary depending on outcomes sought, the individual participating, the nature of the business operations and time constraints. These issues must be incorporated into any personal development plan. 7.9 Preferred Learning Styles
“Learning style” should be interpreted to mean an individual mixture of styles. Everyone has a mixture of strengths and preferences. No-one has exclusively one single style or preference. Please bear this in mind when looking at these ideas.
There are a variety of techniques that can be adopted to determine an individual’s preferred learning style. These include:
 VAK – visual, auditory, kinaesthetic  Felder and Silverman’s Index of Learning Styles  Learning Styles Inventory  Howard Gardner Seven Learning Modalities (referred to as intelligences)  David Kolb’s Learning Style Model  Myers Brigg Type Indicator
Overview of learning styles
Learning styles classify different ways people learn and how they approach information.
If you feel like you can’t learn something important — even after you use a method a friend, a parent, a colleague, or a teacher suggested — you might have a different learning style than that person and their approach might not be best for you. We all learn and processes information in our own way, though we all share some learning patterns, preferences, and approaches. Knowing your own style can also help you realise that other people may approach the same situation in a way that’s different from your own.
Learning style assessments provide you an opportunity to learn how you are likely to respond under different circumstances and how to approach information in a way that best addresses your own particular needs.
Perceptual Modalities
The learning styles assessments which examine how you take in information through your senses are called “perceptual modality assessments.” They look at how you see, hear, feel, and move through the world. Those perceptions deeply affect your ability to learn. Whether you tend to rely more or less on one sense than another has a

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tremendous influence on how you interpret new experiences and succeed in whatever you work with each day.
Multiple Intelligences
Howard Gardner asserts there are at least seven modalities (referred to as intelligences) that can be used to describe your individual style. His work encourages everyone to think about learning in new and creative ways. This work suggests people can be:
• Verbal-linguistic: sensitive to the meaning and order of words • Musical: sensitive to pitch, melody, rhythm, and tone • Logical-mathematical: Able to handle chains of reasoning and recognise patterns and order • Spatial: perceive the world accurately and try to re-create or transform aspects of that world • Bodily-kinaesthetic: able to use the body skilfully and handle objects adroitly • Interpersonal: understand people and relationships
Intrapersonal: possess access to one’s emotional life as a means to understand oneself and others.
Mind Styles
According to Anthony Gregorc, there are four basic learning styles. Gregorc’s Mind Styles model categorises learners as:
• Concrete Sequential (CS) learners are hardworking, conventional, accurate, stable, dependable, consistent, factual, and organised • Abstract Sequential (AS) learners are analytic, objective, knowledgeable, thorough, structured, logical, deliberate, and systematic • Abstract Random (AR) learners are sensitive, compassionate, perceptive, imaginative, idealistic, sentimental, spontaneous, and flexible • Concrete Random (CR) learners are quick, intuitive, curious, realistic, creative, innovative, instinctive, and adventurous
Learning Styles Indicator
David Kolb’s Learning Style Model classifies learners as having a preference for:
Type 1 (concrete, reflective). A characteristic question of this learning type is “Why?” Type 1 learners respond well to explanations of how course material relates to their experience, their interests, and their future careers. To be effective with Type 1 students, the instructor should function as a motivator. Type 2 (abstract, reflective). A characteristic question of this learning type is “What?” Type 2 learners respond to information presented in an organised, logical fashion and benefit if they have time for reflection. To be effective, the instructor should function as an expert. Type 3 (abstract, active). A characteristic question of this learning type is “How?” Type 3 learners respond to having opportunities to work actively on well-defined tasks and to learn by trial-and-error in an environment that allows them to fail

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safely. To be effective, the instructor should function as a coach, providing guided practice and feedback. Type 4 (concrete, active). A characteristic question of this learning type is “What if?” Type 4 learners like applying course material in new situations to solve real problems. To be effective, the instructor should stay out of the way, maximising opportunities for the students to discover things for themselves.
Myers-Briggs
The Myers-Briggs Type Indicator, based on the work of Carl Jung identifies 16 personality styles based on:
For example, one learner may be an ESTJ (extravert, sensor, thinker, and perceiver) and another may be an INFJ (introvert, intuitor, feeler, and judger).
Others
There are other ways to organise learning style models. These fall into general categories such as information processing, personality patterns, and social interaction.
Information processing distinguishes between the way you sense, think, solve problems, and remember information. You have a preferred, consistent, distinct way of perceiving, organising, and retaining information. Kolb’s Learning Styles inventory, Gregorc’s Mind Styles Model, and Keefe’s Human Information Processing Model.
Personality patterns focus on attention, emotion, and values. Understanding these differences allows you to predict the way you’ll react and feel about different situations. The Myers-Briggs Type Indicator and the Keirsey Temperament Sorter are two of the most well-known personality pattern assessments. A lesser known assessment is Dellinger’s Psycho-Geometrics.
How you relate to the world (Extrovert or Introvert) •Extroverts: try things out, focus on the world around •Introverts: think things through, focus on the inner world of ideas.
How you take in information(Sensing or intuiting) •Sensors: practical, detail-oriented, focus on facts and procedures •Intuitors: imaginative, conceptoriented, focus on meanings and possibilities
How you make decisions (Thinking or Feeling) •Thinkers: sceptical, tend to make decisions based on logic and rules •Feelers: appreciative; tend to make decisions based on personal and humanistic considerations.
How you manage your life (Judging or Perceiving). •Judgers: set and follow agendas, seek closure even with incomplete data •Perceivers: adapt to changing circumstances, resist closure to obtain more data

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Social interaction looks at likely attitudes, habits, and strategies learners will take toward their work and how they engage with their peers when they learn. Some learners are independent, dependent, collaborative, competitive, participant, and avoidant. Reichmann and Grasha as well as Baxter Magolda have developed assessments.
The VAK learning styles model and related VAK learning styles tests offer a relatively simple methodology. Therefore it is important to remember that these concepts and tools are aids to understanding overall personality, preferences and strengths – which is always a mixture in each individual person.
As with any methodology or tool, use VAK and other learning styles ideas with care and interpretation according to the situation. They are guide as to the mixture of preferences, strengths and learning styles in an individual, not a basis for deciding on one exclusive preference or approach to the exclusion of everything else.
VAK learning styles
The Visual-Auditory-Kinaesthetic learning styles model or ‘inventory’, usually abbreviated to VAK, provides a simple way to explain and understand your own learning style (and learning styles of others).
The model is also referred to as Visual-Auditory-Physical, or Visual-AuditoryTactile/Kinaesthetic (or Kinaesthetic). The model is also extended by some people to VARK (Visual-Auditory-Reading-Kinaesthetic) or VAKT (Visual-Auditory-KinaestheticTactile), and you can decide yourself about the usefulness of such adaptations.
Original VAK concepts were first developed by psychologists and teaching (of children) specialists such as Fernald, Keller, Orton, Gillingham, Stillman and Montessori, in the 1920’s. VAK theory is now a favourite of the accelerated learning community because its principles and benefits extend to all types of learning and development, far beyond its early applications. See also Kolb’s learning styles model, and Gardner’s Multiple Intelligences model, in which section you’ll find more information about VAK, VARK and VAKT learning styles theories.
Katherine Bensiger’s methodology is also useful and relevant, as is the various material on the Personality Styles section. These models provide additional perspectives of the way we each think and relate to the world, and where natural strengths lie.
The Visual-Auditory-Kinaesthetic learning styles model does not overlay Gardner’s multiple intelligences, or Kolb’s theory, the VAK model provides a different perspective for understanding and explaining a person’s preferred or dominant thinking and learning style, and strengths. Gardner’s theory is one way of looking at thinking styles; Kolb is another way; VAK is another. The more perspectives you have, the better you see and understand your own personality and learning styles, and the learning styles of employees, colleagues and staff.

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According to the VAK model, most people possess a dominant or preferred learning style, however some people have a mixed and evenly balanced blend of the three styles.
The VAK model and test listed in the appendix provides a quick easy way to assess your own or other people’s preferred learning styles. Please note the test is a simple indicator of preferred learning styles – it’s not meant for rigorous scientific research. This VAK assessment tool is a good basic guide to personal learning styles, but it’s is not a scientifically validated instrument.
VAK Learning Styles Explanation
The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning remembering that there is no right or wrong learning style:
 Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions. Visual learning style involves the use of seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.  Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear! Auditory learning style involves the transfer of information through listening: to the spoken word, of self or others, of sounds and noises.
Visual
Preference for seen or observed things
‘Show me’, ‘let’s have a look’
Perform best after reading instructions or watching someone do a task first
Auditory
Preference for the spoken word/sounds and noises
‘Tell me’, ‘let’s talk it over’
Perform best after listening to instructions
Kinaesthetic
Preference for physical experience
‘Let me try’, ‘how do you feel?’
Perform best by going ahead and trying, and learning as they go

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 Someone with a Kinaesthetic learning style has a preference for physical experience – touching, feeling, holding, doing, and practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first! Kinaesthetic learning involves physical experience – touching, feeling, holding, doing, and practical hands-on experiences. Kinaesthetic style is also referred to as ‘Physical’, or ‘Tactile’, or ‘Touchy-Feely’.
People commonly have a main preferred learning style, but this will be part of a blend of all three. Some people have a very strong preference; other people have a more even mixture of two or less commonly, three styles.
When you know your preferred learning style(s) you understand the type of learning that best suits you. This enables you to choose the types of learning that work best for you.
There is no right or wrong learning style. The point is that there are types of learning that are right for your own preferred learning style.
Please note that this is not a scientifically validated testing instrument – it is a free assessment tool designed to give a broad indication of preferred learning style(s).
More information about learning styles, personality, and personal development is at www.businessballs.com.With acknowledgements to Victoria Chislett for developing this assessment. Victoria Chislett specialises in performance psychology and its application within organisations.

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8. TIME MANAGEMENT SKILLS
Personal time management skills are essential skills for effective people. People who use these techniques routinely are the highest achievers in all walks of life, from business to sport to public service. If you use these skills well, then you will be able to function exceptionally well, even under intense pressure.
What’s more, as you master these skills, you’ll find that you take control of your workload, and say goodbye to the often intense stress of work overload.
At the heart of time management is an important shift in focus:
Concentrate on results, not on being busy
Many people spend their days in a frenzy of activity, but achieve very little, because they’re not concentrating their effort on the things that matter the most. 8.1 The 80:20 Rule
This is neatly summed up in the Pareto Principle, or the ’80:20 Rule’. This says that typically 80% of unfocussed effort generates only 20% of results. This means that the remaining 80% of results are achieved with only 20% of the effort. While the ratio is not always 80:20, this broad pattern is the norm in many situations.
The main point here is to recognise that things in life are not evenly distributed! Concentrate on focussing your resources, time and effort on the 20%. By applying the time management tips and skills in this section you can optimise your effort to ensure that you concentrate as much of your time and energy as possible on the high payoff tasks. This ensures that you achieve the greatest benefit possible with the limited amount of time available to you.
The value of the Pareto Principle for a manager is that it reminds you to focus on the 20 percent that matters. Of the things you do during your day, only 20 percent really matter. Those 20 percent produce 80 percent of your results. Identify and focus on those things. When the “crises” of the day begin to take your time, remind yourself of the 20 percent you need to focus on. If something in the schedule has to change or not get done, make sure it’s not in that 20 percent. 8.2 Time Management Tools
How often do you find yourself running out of time? Weekly, daily, hourly? For many, it seems that there’s just never enough time in the day to get everything done.
When you know how to manage your time you gain control. Rather than busily working here, there, and everywhere (and not getting much done anywhere), effective time management helps you to choose what to work on and when. This is essential if you’re to achieve anything of any real worth.
Be prepared to make changes to the way you operate. Challenge your own routines and habits and really think about how you spend your time.

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There are a variety of tools or strategies you can use to improve your time management skills. First let’s take a look at procrastination a root cause of poor time management.
Beating Procrastination
Manage Your Time. Get It All Done.
If you’ve found yourself putting off important tasks over and over again, you’re not alone. In fact, many people procrastinate to some degree – but some are so chronically affected by procrastination that it stops them achieving things they’re capable of and disrupts their careers.
The key to controlling and ultimately combating this destructive habit is to recognise when you start procrastinating, understand why it happens (even to the best of us), and take active steps to better manage your time and outcomes. 8.3 Why do We Procrastinate?
In a nutshell, you procrastinate when you put off things that you should be focusing on right now, usually in favour of doing something more enjoyable or that you’re more comfortable doing.
Procrastinators work as many hours in the day as other people (and often work longer hours) but they invest their time in the wrong tasks. Sometimes this is simply because they don’t understand the difference between urgent tasks and important tasks, and jump straight into getting on with urgent tasks that aren’t actually important.
They may feel that they’re doing the right thing by reacting fast. Or they may not even think about their approach and simply be driven by the person whose demands are loudest. Either way, by doing this, they have little or no time left for the important tasks, despite the unpleasant outcomes this may bring about.
Another common cause of procrastination is feeling overwhelmed by the task. You may not know where to begin. Or you may doubt that you have the skills or resources you think you need. So you seek comfort in doing tasks you know you’re capable of completing. Unfortunately, the big task isn’t going to go away – truly important tasks rarely do.
Other causes of procrastination include:
 Waiting for the “right” mood or “right” time to tackle the important task at hand  A fear of failure or success  Underdeveloped decision making skills  Poor organisational skills  Perfectionism (“I don’t have the right skills or resources to do this perfectly now, so I won’t do it at all”)
How to Overcome Procrastination
Whatever the reason behind procrastination, it must be recognised, dealt with and controlled before you miss opportunities or your career is derailed.

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Step 1: Recognise that you’re Procrastinating
If you’re honest with yourself, you probably know when you’re procrastinating.
But to be sure, you first need to make sure you know your priorities. Putting off an unimportant task isn’t procrastination, it’s probably good prioritisation. More on this in a moment.
Some useful indicators which will help you pull yourself up as soon as you start procrastinating include:
 Filling your day with low priority tasks from your To Do List  Reading an e-mail or request that you’ve noted in your notebook or on your To Do List more than once, without starting work on it or deciding when you’re going to start work on it  Sitting down to start a high-priority task, and almost immediately going off to make a cup of coffee or check your e-mails;  Leaving an item on your To Do list for a long time, even though you know it’s important  Regularly saying “Yes” to unimportant tasks that others ask you to do, and filling your time with these instead of getting on with the important tasks already on your list
Step 2: Why are you procrastinating?
Why you procrastinate can depend on both you and the task. But it’s important to understand what the reasons for procrastination are for each situation, so that you can select the best approach for overcoming your reluctance to get going.
Common causes of procrastination were discussed in detail above, but they can often be reduced to two main reasons:
 You find the task unpleasant  You find the task overwhelming
Step 3: Get over it!
If you are putting something off because you just don’t want to do it, and you really can’t delegate the work, you need to find ways of motivating yourself to get moving. Try these ideas:
 Make up your own rewards. For example, promise yourself a treat at lunchtime if you complete a certain task  Ask someone else to check up on you. Peer pressure works! This is the principle behind self-help groups, and it is widely recognised as a highly effective approach.  Identify the unpleasant consequences of NOT doing the task  Work out the cost of your time to your employer. As your employers are paying you to do the things that they think are important, you’re not delivering value for money if you’re not doing those things. Shame yourself into getting going
If you’re putting off starting a project because you find it overwhelming, you need to take a different approach. Here are some tips:

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 Break the project into a set of smaller, more manageable tasks. You may find it helpful to create an action plan  Start with some quick, small tasks if you can, even if these aren’t the logical first actions. You’ll feel that you’re achieving things, and so perhaps the whole project won’t be so overwhelming after all To have a good chance of conquering procrastination, you need to spot straight away that you’re doing it. Then, you need to identify why you’re procrastinating and taken appropriate steps to overcome the block. Part of the solution is to develop good time management, organisational and personal effectiveness habits. This helps you establish the right priorities, and manage your time in such a way that you make the most of the opportunities open to you. 8.4 Activity Logs
Find Out How You Really Spend Your Time
How long do you spend each day on unimportant things; Things that don’t really contribute to your success at work? Do you KNOW how much time you’ve spent reading junk mail, talking to colleagues, making coffee and eating lunch? And how often have you thought, “I could achieve so much more if I just had another half hour each day.” Are you aware of when in the day you check your e-mail, write important articles or do your long-term planning?
Most people find they function at different levels of effectiveness at different times of day as their energy levels fluctuate. Your effectiveness may vary depending on the amount of sugar in your blood, the length of time since you last took a break, routine distractions, stress, discomfort, or a range of other factors.
Activity logs help you to analyse how you actually spend your time. The first time you use an activity log you may be shocked to see the amount of time that you waste! Memory is a very poor guide when it comes to this, as it can be too easy to forget time spent on non-core tasks.
How to Use the Tool
Keeping an Activity Log for several days helps you to understand how you spend your time, and when you perform at your best. Without modifying your behaviour any further than you have to, note down the things you do as you do them. Every time you change activities, whether opening mail, working, making coffee, gossiping with colleagues or whatever, note down the time of the change.
As well as recording activities, note how you feel, alert, flat, tired, energetic, etc. Do this periodically throughout the day. You may decide to integrate your activity log with a stress diary.
Learning from Your Log
Once you have logged your time for a few days, analyse your daily activity log. You may be alarmed to see the amount of time you spend doing low value jobs!

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You may also see that you are energetic in some parts of the day, and flat in other parts. A lot of this can depend on the rest breaks you take, the times and amounts you eat, and quality of your nutrition. The activity log gives you some basis for experimenting with these variables.
Your analysis should help you to free up extra time in your day by applying one of the following actions to most activities:
 Eliminate jobs that your employer shouldn’t be paying you to do. These may include tasks that someone else in the organisation should be doing, possibly at a lower pay rate, or personal activities such as sending non-work e-mails  Schedule your most challenging tasks for the times of day when your energy is highest. That way your work will be better and it should take you less time  Try to minimise the number of times a day you switch between types of task. For example, read and reply to e-mails in blocks once in the morning and once in the afternoon only  Reduce the amount of time spent on legitimate personal activities such as making coffee (take turns in your team to do this – it saves time and strengthens team spirit)
Activity logs are useful tools for auditing the way that you use your time. They can also help you to track changes in your energy, alertness and effectiveness throughout the day.
By analysing your activity log you will be able to identify and eliminate time-wasting or low-yield jobs. You will also know the times of day at which you are most effective, so that you can carry out your most important tasks during these times. 8.5 To-Do Lists
Do you often feel overwhelmed by the amount of work you have? Do you face a constant barrage of looming deadlines? Or do you sometimes forget to do something important, and people have to chase you to get work done? All of these are symptoms of not keeping a “To-Do List”.
To-Do Lists are prioritised lists of all the tasks that you need to carry out. They list everything that you have to do, in terms of importance. While this sounds simple, it’s when people start to use To-Do Lists properly that they often make their first personal productivity / time management breakthrough, and start to make a real success of their careers.
By keeping a To-Do List, you make sure that you keep all your tasks in one place. This is essential if you’re not going to forget things. By prioritising work, you plan the order in which you’ll do things, so you can tell what needs your immediate attention, and what you can quietly forget about until much, much later. This is essential if you’re going to beat work overload.
Without To-Do Lists, you’ll seem dizzy, unfocused and unreliable to the people around you.

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With To-Do Lists, you’ll be much better organised, and will seem much more reliable.
Preparing a To-Do List
 Write down all the tasks that you need to do  If they are large, break them into component elements  If these still seem large, break them down again  O this until you have listed everything that you have to do. This may be a huge and intimidating list, but our next step makes it manageable  Run through these jobs allocating priorities from a (very important, or very urgent) to f (unimportant, or not at all urgent)  If too many tasks have high priority, do it again and demote the less important ones  Rewrite the list in priority order
You will then have a precise plan that you can use to eliminate the problems you face. You will be able to tackle these in order of importance or urgency. This allows you to separate important jobs from the many time-consuming trivial ones.
Tip: Once you’re comfortable with use of To-Do Lists, you need to start differentiating between urgency and importance.
Using Your To-Do Lists
Different people use To-Do Lists in different ways in different situations: if you are in a sales-type role, a good way of motivating yourself is to keep your list relatively short and aim to complete it every day.
In an operational role, or if tasks are large or dependent on too many other people, then it may be better to keep one list and ‘chip away’ at it.
It may be that you carry unimportant jobs from one To-Do List to the next. You may not be able to complete some very low priority jobs for several months. Only worry about this if you need to – if you are running up against a deadline for them, raise their priority.
If you have not used To-Do Lists before, try them now: They are one of the keys to being really productive and efficient.
Key points:
Prioritised To-Do Lists are fundamentally important to efficient work. If you use To-Do Lists, you will ensure that:
 You remember to carry out all necessary tasks  You tackle the most important jobs first, and do not waste time on trivial tasks.  You do not get stressed by a large number of unimportant jobs.

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To draw up a Prioritised To-Do List, mark the importance of the task next to it, with a priority from A (very important) to F (unimportant). Redraft the list into this order of importance.
Now carry out the jobs at the top of the list first. These are the most important, most beneficial tasks to complete. 8.6 Prioritisation
Making best use of your time and resources
Prioritisation is the essential skill you need to make the very best use of your own efforts and those of your team.
It is particularly important when time is limited and demands are seemingly unlimited. It helps you to allocate your time where it is most-needed and most wisely spent, freeing you and your team up from less important tasks that can be attended to later, or quietly dropped.
With good prioritisation (and careful management of deprioritised tasks) you can bring order to chaos, massively reduce stress, and move towards a successful conclusion. Without it, you’ll have too many competing demands.
Simple Prioritisation
At a simple level, you can prioritise based on time constraints, on the potential profitability or benefit of the task you’re facing, or on the pressure you’re under to complete a job:
 Prioritisation based on project value or profitability is probably the most commonly-used and rational basis for prioritisation. Whether this is based on a subjective guess at value or a sophisticated financial evaluation, it often gives the most efficient results  Time constraints are important where other people are depending on you to complete a task, and particularly where this task is on the critical path of an important project. Here, a small amount of your own effort can go a very long way  And it’s a brave (and maybe foolish) person who resists his or her boss’s pressure to complete a task, when that pressure is reasonable and legitimate
Prioritisation Tools
While these simple approaches to prioritisation suit many situations, there are plenty of special cases where you’ll need other prioritisation and time management tools if you’re going to be truly effective. We look at some of these below:
Paired Comparison Analysis: Paired Comparison Analysis is most useful where decision criteria are vague, subjective or inconsistent. It helps you prioritise options by asking you to compare each item on a list with all other items on the list individually. By deciding in each case which of the two is most important, you can consolidate results to get a prioritised list.

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Grid Analysis:
Grid Analysis helps you prioritise a list of tasks where you need to take many different factors into consideration.
The Action Priority Matrix: This quick and simple diagramming technique asks you to plot the value of the task against the effort it will consume. By doing this you can quickly spot the “quick wins” which will give you the greatest rewards in the shortest possible time, and avoid the “hard slogs” which soak up time for little eventual reward. This is an ingenious approach for making highly efficient prioritisation decisions. The Urgent/Important Matrix: Similar to the Action Priority Matrix, this technique asks you to think about whether tasks are urgent or important. Frequently, seemingly urgent tasks actually aren’t that important. And often, really important activities (like working towards your life goals) just don’t seem that urgent. This approach helps you cut through this. The Ansoff & Boston Matrices: These give you quick “rules of thumb” for prioritising the opportunities open to you. The Ansoff Matrix helps you evaluate and prioritise opportunities by risk. The Boston Matrix does a similar job, helping you prioritise opportunities based on the attractiveness of a market and your ability to take advantage of it.
Pareto Analysis:
Where you’re facing a flurry of problems needing to be solved, Pareto Analysis helps you identify the most important changes to make. It firstly asks you to group together the different types of problem you face, and then asks you to count the number of cases of each type of problem. By prioritising the most common type of problem, you can focus your efforts on resolving it. This clears time to focus on the next set of problems, and so on.
Nominal Group Technique:
Nominal Group Technique is a useful technique for prioritising issues and projects within a group, giving everyone fair input into the prioritisation process. This is particularly useful where consensus is important, and where a robust group decision needs to be made. Using this tool, each group participant “nominates” his or her priority issues, and then ranks them on a scale, of say 1 to 10. The score for each issue is then added up, with issues then prioritised based on scores. The obvious fairness of this approach makes it particularly useful where prioritisation is based on subjective criteria, and where people’s “buy in” to the prioritisation decision is needed.

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8.7 Daily Rhythm
Your natural rhythm cycle
Everyone has a rhythm over a 24 hour period. The above chart gives you an example. Research into morning and evening types has been done by Professor Jim Horne at Loughborough University, who produces graphs by comparing your data to national profiles.
Why does the chart dip?
 Having a siesta seems to be hard-wired into us. Most of us have a natural dip in the early afternoon – this is controlled by your body clock (not by how much you eat at lunch)  Morning people (Larks) have a longer, more obvious afternoon dip than evening people (Owls)  After a poor night’s sleep, your afternoon dip would be more noticeable. Your graph would be one notch lower – something you should bear in mind if driving in the afternoon
Can I affect the dips?
 Everyone’s natural dip is made worse by alcohol – drinking at lunch time seems to have more of an effect than in the evening  Afternoon tiredness can be overcome by coffee or a 20 minute nap (ideally both, since caffeine takes 20 minutes before it gets through your system)  If you like to limit your caffeine intake, you may want to save your quota for when you experience your natural dip
Take your own Daily Rhythm test http://www.bbc.co.uk/science/humanbody/sleep/crt/

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9. EFFECTIVE SCHEDULING 9.1 Work-Life Balance
There is no agreed definition of work-life balance but it does appear that the ‘right’ balance for one person may differ from the next. Balance is achieved in different ways for different people. Some people do it to balance their caring responsibilities for children with work, while others want more time to themselves, engaging in leisure activities.
Work-life balance, in its broadest sense, is defined as a satisfactory level of involvement or ‘fit’ between the multiple roles in a person’s life (Hudson, 2005).
People’s perception of work-life balance is very subjective, as reflected by various descriptions of work-life balance by employees:
 “A good balance is a four-day work week. This allows me to get all the ’stuff’ (groceries, laundry, cleaning) done in one day and still have two to do what I want”  “If the dream job has stress within tolerable / manageable limits, then I will have achieved a Work – Life balance”  “For me, a good work-life balance means something simple: to work to support my life, and not the other way around. I don’t want to use my life to support my work, I want to use my work so I can live my life in the way I want it. If I can do this, then I have good work-life balance”
Work-life balance for any one person is having the ‘right’ combination of participation in paid work (defined by hours and working conditions) and other aspects of their lives. This combination will change as people move through life and have changing responsibilities and commitments in their work and personal lives.
How can you achieve it?
Work-life balance policies can assist employees achieving the balance between their work and personal commitments that is right for them. The policies need to be supported by the workplace culture, which reflects the beliefs, values and norms of the whole of the organisation from the CEO to staff members. Other important factors in the success of work life balance policies include proper communication of commitment to the policies to existing and future employees, raising awareness of the policies, education of managers about the importance of policies, and training of managers on ’how to’ implement these policies.
Who does it apply to?
Work-life balance policies and practices can assist all people, not just those with young children. They assist people who are responsible for the care of elderly parents, people who have study commitments, those older employees who simply want to ease themselves into retirement or people with other personal and lifestyle commitments.
Our work and personal lives change across the life span with associated responsibilities, and thus the need for work-life balance policies, changing all the time. One thing that an

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increasing number of people might have in common in the future is their caring responsibilities for the elderly (e.g. parents and spouse) with the ageing of the population.
Plan Your Time. Make Time for Yourself.
Scheduling is the process by which you look at the time available to you, and plan how you will use it to achieve the goals you have identified. By using a schedule properly, you can:
 Understand what you can realistically achieve with your time  Plan to make the best use of the time available  Leave enough time for things you absolutely must do  Preserve contingency time to handle the unexpected  Minimise stress by avoiding over-commitment to others
A well thought-through schedule allows you to manage your commitments, while still leaving you time to do the things that are important to you. It is therefore a most important weapon for beating work overload.
How to Use the Tool:
Go through the following steps in preparing your schedule: 1. Identifying the time you want to make available for your work. This depends on the design of your job and your personal goals in life. 2. Block in the actions you absolutely must take to do a good job. These will often be the things you are assessed against. For example, if you manage people, then you must make time available for coaching, supervision, and dealing with issues that arise. Similarly, you must allow time to communicate with your boss and key people around you. (While people may let you get away with ‘neglecting them’ in the short-term, your best time management efforts will surely be derailed if you do not set aside time for those who are important in your life). 3. Review your To Do List, and schedule in high-priority, urgent activities, as well as essential maintenance tasks that cannot be delegated or avoided. 4. Block in appropriate contingency time. You will learn how much of this you need by experience. Normally, the more unpredictable your job, the more contingency time you need. The reality of many people’s work is of constant interruption: Studies show some managers getting an average of as little as six minutes uninterrupted work done at a time. Obviously, you cannot tell when interruptions will occur. However, by leaving space in your schedule, you give yourself the flexibility to rearrange your schedule to react effectively to urgent issues. 5. What you now have left is your “discretionary time”: the time available to deliver your priorities and achieve your goals. Review your Prioritised To-Do List and personal goals, evaluate the time needed to achieve these actions, and schedule them in.

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By the time you reach step 5, you may find that you have little or no discretionary time available. If this is the case, then revisit the assumptions you used in the first four steps. Question whether things are absolutely necessary, whether they can be delegated, or whether they can be done in an abbreviated way. Remember one of the most important ways people learn to achieve success is by maximising the ‘leverage’ they can achieve with their time. They increase the amount of work they can manage by delegating work to other people, spending money outsourcing key tasks, or using technology to automate as much of their work as possible. This frees them up to achieve their goals. Also, use this as an opportunity to review your To Do List and Personal Goals. Have you set goals that just aren’t achievable with the time you have available? Are you taking on too many additional duties? Or are you treating things as being more important than they really are? If your discretionary time is still limited, then you may need to renegotiate your workload. With a well-thought through schedule as evidence, you may find this surprisingly easy. Scheduling is the process by which you plan your use of time. By scheduling effectively, you can reduce stress and maximise your effectiveness. This makes it one of the most important time management skills you can use. Scheduling is best done on a regular basis, for example at the start of every week. Before you can schedule efficiently, you need an effective scheduling system. This can be a diary, calendar, paper-based organiser, PDA or a software package like MS Outlook. The best solution depends entirely on your circumstances. Scheduling is then a five-step process: 1. Identify the time you have available 2. Block in the essential tasks you must carry out to succeed in your job 3. Schedule in high priority urgent tasks and vital “house-keeping” activities 4. Block in appropriate contingency time to handle unpredictable interruptions 5. In the time that remains, schedule the activities that address your priorities and personal goals If you have little or no discretionary time left by the time you reach step five, then revisit the assumptions you have made in steps one to four. 9.2 What Are “Urgent” and “Important” Activities
Great time management means being effective as well as efficient. Managing time effectively, and achieving the things that you want to achieve, means spending your time on things that are important and not just urgent. To do this, and to minimise the stress of having too many tight deadlines, it’s important to understand this distinction:
 Important activities have an outcome that leads to the achievement of your goals, whether these are professional or personal.

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 Urgent activities demand immediate attention, and are often associated with the achievement of someone else’s goals
Urgent activities are often the ones we concentrate on; they demand attention because the consequences of not dealing with them are immediate.
The idea of measuring and combining these two competing elements in a matrix has been attributed to both former US President Eisenhower and Dr Stephen Covey.
Eisenhower’s quote, “What is important is seldom urgent and what is urgent is seldom important,” sums up the concept of the matrix perfectly. This so-called “Eisenhower Principle” is said to be how Eisenhower organised his tasks. As a result, the matrix is sometimes called the Eisenhower Matrix.
 Covey brought the idea into the mainstream and gave it the name “The Urgent/Important Matrix” in his 1994 business classic, “The 7 Habits of Highly Effective People.”
How to Use the Tool
The Urgent/Important Matrix is a powerful way of thinking about priorities. Using it helps you overcome the natural tendency to focus on urgent activities, so that you can keep clear enough time to focus on what’s really important. This is the way you move from “fire fighting” into a position where you can grow your business and your career.
Follow the steps below to use the matrix to prioritise your activities:
1. The first step is to list all the activities and projects that you feel you have to do. Try to include everything that takes up your time at work, however unimportant. (If you manage your time using a ToDo List or Action Program, you should have done this already.) 2. Next, on a scale of 1 to 5, assign importance to each of the activities. Remember, this is a measure of how important the activity is in helping you meet your goals and objectives. Try not to worry about urgency at this stage. 3. Once you’ve assigned an importance value to each activity, evaluate its urgency. As you do this, plot each item on the matrix according to the values that you’ve given it. 4. Now study the matrix using the strategies described below to schedule your priorities.

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Strategies for Different Quadrants of the Matrix
Urgent and Important
There are two distinct types of urgent and important activities: Ones that you could not foresee, and others that you’ve left to the last minute.
 You can avoid last-minute activities by planning ahead and avoiding procrastination.  Issues and crises, on the other hand, cannot always be foreseen or avoided. Here, the best approach is to leave some time in your schedule to handle unexpected issues and unplanned important activities. (If a major crisis arises, then you’ll need to reschedule other events.)
If you have a lot of urgent and important activities, which of these could have been foreseen, and how you could schedule similar activities ahead of time, so that they don’t become urgent.
Urgent and Not Important
Urgent but not important activities stop you achieving your goals, and prevent you from completing work. Can these tasks can be rescheduled, or delegated?
A common source of such interruptions is from other people in your office. Sometimes it’s appropriate to say “No” to people politely, or to encourage them to solve the problem themselves. Or, try scheduling time when you are available, so that people know that they can interrupt you at these times (a good way of doing this is to schedule a regular meeting, so that all issues can be dealt with at the same time.) By doing this, you’ll be able to concentrate on your important activities for longer periods of time.
Not Urgent, but Important
These are the activities that help you achieve your personal and professional goals, and complete important work. Make sure that you have plenty of time to do these things properly, so that they do not become urgent. And remember to leave enough time in your schedule to deal with unforeseen problems. This will maximise your chances of keeping on schedule, and help you avoid the stress of work becoming more urgent than necessary.
Not Urgent and Not Important
These activities are just a distraction, and should be avoided if possible. Some can simply be ignored or cancelled. Others are activities that other people may want you to do, but they do not contribute to your own desired outcomes. Again, say “No” politely, if you can.
If people see you are clear about your objectives and boundaries, they will often not ask you to do “not important” activities in the future.
The Urgent/Important Matrix helps you look at your task list, and quickly identify the activities you should focus on. By prioritising using the Matrix, you can deal with truly urgent issues, at the same time that you keep on working towards important goals.

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10. FEEDBACK
Humanist Carl Rogers listed five types of feedback. The sequence is important: they are given in order of frequency of use (not necessarily the same order of effectiveness):
Evaluative Makes a judgment about the other person, evaluating worth or goodness There is a big difference between judging a person and judging their actions. A personal evaluation judges the whole person and implies this is a personal and unchangeable attribute. Negative personal evaluation can be very uncomfortable for the other person. Positive personal evaluation, is very flattering.
You are not a very nice person. / You are a lovely person.
Behavioural evaluation judges the action, but not the person. This makes negative evaluation easier for the other person to accept.
That was not a very nice thing to do.
Interpretive You seek to test your understanding of what has been said by interpreting and paraphrasing back to the other person what you think has been said. This is typically followed by a question to allow the other person to agree with your interpretation or offer a correction. Understanding is not perfect and testing understanding is generally a very good thing to do. It is generally flattering too, as you are showing active interest in what they are saying.
So you are interested in doing this job — is this right?
Supportive
Seek to support the other person in some way. In flattery, you support the other person’s ego by telling them they are good in some way (whether or not this is true).
That was truly awesome! Can you sing it again, please?
With developmental supportive feedback, you seek to help the other person change in some way. This is not always easy, as some criticism may be involved.
Your singing is improving. Try recording it and listen to the opening notes.
Supportive feedback can be reversed with the deliberate purpose of damaging the other person’s ego in a personal attack.
That was awful! You should give up singing.
Probing
Seeks to find more information by asking deeper questions that seek specific information.
Could you tell me more about what happened? … What happened next? Why?
Understanding At the ‘understanding’ level, you are seeking to understand not just what was said, but the whole person underneath This asks questions not only shows that you are listening to the inner person, but also that you truly understand.

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10.1 Feedback Tips
Be specific rather than general. More meaning is gained from knowing what it is exactly that needs consideration. To be told you “dominate” the meetings is far less helpful than being told “Just now when we were discussing ideas for the way forward I would have appreciated it if you had allowed others equal time to put forward their suggestions.”
Use descriptive rather than judgemental feedback Describe the action without positioning a judgement, criticising or laying blame. This will reduce the likelihood of the recipient getting defensive and helps to keep you focussed on “what is” not an interpretation of “what is”.
Avoid BUT and HOWEVER – people know what’s coming next… Use “and” when putting points together. Not only do people prefer hearing it, it also frames your feedback into solutions, possibilities and suggestions and can make for productive outcomes.
Ask questions Seek clarity at every opportunity and ensure the conversation is two way. Have the receiver rephrase the feedback and confirm that it matches your intent.
Own the feedback Use: The way I see it is that… My view is… It seems to me that….
Time the feedback well. It is most useful at the earliest opportunity after a particular behaviour has occurred.
Have a positive intention Make sure your motives and mindset is well intended. Don’t give feedback when you are feeling angry or stressed. Don’t use feedback to “get at someone” or prove your point. The purpose of feedback is to help the individual.

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11. APPENDIX
VAK Learning Styles Self-Assessment Questionnaire
Learning styles are personal and a reflection of the type of person you are – how you perceive things and the way that you relate to the world. This questionnaire helps you to improve your understanding of yourself and your strengths. There are no right or wrong answers. Circle or tick the answer that most represents how you generally behave.
(It’s best to complete the questionnaire before reading the accompanying explanation.)
1. When I operate new equipment I generally:
a) read the instructions first b) listen to an explanation from someone who has used it before c) go ahead and have a go, I can figure it out as I use it
2. When I need directions for travelling I usually:
a) look at a map b) ask for spoken directions c) follow my nose and maybe use a compass
3. When I cook a new dish, I like to:
a) follow a written recipe a) call a friend for an explanation b) follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to:
a) write instructions down for them b) give them a verbal explanation c) demonstrate first and then let them have a go
5. I tend to say:
a) watch how I do it b) listen to me explain c) you have a go
6. During my free time I most enjoy:
a) going to museums and galleries b) listening to music and talking to my friends c) playing sport or doing DIY
7. When I go shopping for clothes, I tend to:
a) imagine what they would look like on b) discuss them with the shop staff c) try them on and test them out
8. When I am choosing a holiday I usually:
a) read lots of brochures b) listen to recommendations from friends c) imagine what it would be like to be there

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9. If I was buying a new car, I would:
a) read reviews in newspapers and magazines b) discuss what I need with my friends c) test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:
a) watching what the teacher is doing b) talking through with the teacher exactly what I’m supposed to do c) giving it a try myself and work it out as I go
11. If I am choosing food off a menu, I tend to:
a) imagine what the food will look like b) talk through the options in my head or with my partner c) imagine what the food will taste like
12. When I listen to a band, I can’t help:
a) watching the band members and other people in the audience b) listening to the lyrics and the beats c) moving in time with the music
13. When I concentrate, I most often:
a) focus on the words or the pictures in front of me b) discuss the problem and the possible solutions in my head c) move around a lot, fiddle with pens and pencils and touch things
14. I choose household furnishings because I like:
a) their colours and how they look b) the descriptions the sales-people give me c) their textures and what it feels like to touch them
15. My first memory is of:
a) looking at something b) being spoken to c) doing something
16. When I am anxious, I:
a) visualise the worst-case scenarios b) talk over in my head what worries me most c) can’t sit still, fiddle and move around constantly
17. I feel especially connected to other people because of:
a) how they look b) what they say to me c) how they make me feel
18. When I have to revise for an exam, I generally:
a) write lots of revision notes and diagrams b) talk over my notes, alone or with other people c) imagine making the movement or creating the formula
19. If I am explaining to someone I tend to:

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a) show them what I mean b) explain to them in different ways until they understand c) encourage them to try and talk them through my idea as they do it
20. I really love:
a) watching films, photography, looking at art or people watching b) listening to music, the radio or talking to friends c) taking part in sporting activities, eating fine foods and wines or dancing
21. Most of my free time is spent:
a) watching television b) talking to friends c) doing physical activity or making things
22. When I first contact a new person, I usually:
a) arrange a face to face meeting b) talk to them on the telephone c) try to get together whilst doing something else, such as an activity or a meal
23. I first notice how people:
a) look and dress b) sound and speak c) stand and move
24. If I am angry, I tend to:
a) keep replaying in my mind what it is that has upset me b) raise my voice and tell people how I feel c) stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:
a) faces b) names c) things I have done
26. I think that you can tell if someone is lying if:
a) they avoid looking at you b) their voices changes c) they give me funny vibes
27. When I meet an old friend:
a) I say “it’s great to see you!” b) I say “it’s great to hear from you!” c) I give them a hug or a handshake
28. I remember things best by:
a) writing notes or keeping printed details b) saying them aloud or repeating words and key points in my head c) doing and practising the activity or imagining it being done
29. If I have to complain about faulty goods, I am most comfortable:
a) writing a letter b) complaining over the phone c) taking the item back to the store or posting it to head office

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30. I tend to say:
a) I see what you mean b) I hear what you are saying c) I know how you feel
Now add up how many A’s, B’s and C’s you selected.
A’s = B’s = C’s =
If you chose mostly A’s you have a VISUAL learning style.
If you chose mostly B’s you have an AUDITORY learning style.
If you chose mostly C’s you have a KINAESTHETIC learning style.
Some people find that their learning style may be a blend of two or three styles, in this case read about the styles that apply to you in the explanation below. When you have identified your learning style(s), read the learning styles explanations and consider how this might help you to identify learning and development that best meets your preference(s).

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Time Management Quiz
Scoring Instructions
For each question, assign the value and total at the bottom of the sheet.
Question Never Not often
Occasi onally
Often Always
1 Are the tasks you work on during the day, the ones with the highest priority?
1 2 3 4 5
2 Do you find yourself completing tasks at the last minute, or asking for extensions?
5 4 3 2 1
3 Do you set aside time for planning and scheduling?
1 2 3 4 5
4 Do you know how much time you are spending on the various jobs you do?
1 2 3 4 5
5 How often do you find yourself dealing with interruptions?
5 4 3 2 1
6 Do you use goal setting to decide what activities you should work on?
1 2 3 4 5
7 Do you leave contingency time in your schedule to deal with the “unexpected”?
1 2 3 4 5
8 Do you know whether the tasks you are working on are high, medium, or low value?
1 2 3 4 5
9 When you are given a new assignment, do you analyse it for importance and priorities accordingly?
1 2 3 4 5
10 Are you stressed about deadlines and commitments?
5 4 3 2 1
11 Do distractions often keep you from working on critical tasks?
5 4 3 2 1
12 Do you find you have to take work home in order to get it done?
5 4 3 2 1
13 Do you prioritise your “To Do” list? 1 2 3 4 5 14 Do you talk with your manager in order to prioritise your work? 1 2 3 4 5 15 Before you take on a task, do you check that the results will be worth the effort that you will need to put in? 1 2 3 4 5 16 Do you use agreed criteria to prioritise your work? 1 2 3 4 5 17 Does your staff or manager find it difficult to meet with you as you are so busy? 5 4 3 2 1 18 Do you have time at the end of the week to prepare for the following week? 1 2 3 4 5 19 Are you regularly disappointing loved ones with your inability to meet them for special appointments? 5 4 3 2 1 20 Do you think you are over-worked and everyone else isn’t? 5 4 3 2 1
Total:

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Score Interpretation
Score Comment
46-75 You’re managing your time very effectively! Still, check the sections below to see if there’s anything you can tweak to make this even better.
31-45 You’re good at some things, but there’s room for improvement elsewhere. Focus on the serious issues below, and you’ll most likely find that work becomes much less stressful.
15-30 Ouch. The good news is that you’ve got a great opportunity to improve your effectiveness at work, and your long term success! However, to realise this, you’ve got to fundamentally improve your time management skills.
As you answered the questions, you probably had insight into areas where your time management could be better. The following is a quick summary of the main areas of time management that were explored in the quiz, and a guide to the specific tools you can use.
Goal Setting (Questions 6, 10, 14, 15)
To start managing time effectively, you need to set goals. When you know where you’re going, you can then figure out what exactly needs to be done, in what order. Without proper goal setting, you’ll fritter your time away on a confusion of conflicting priorities.
People tend to neglect goal setting because it requires time and effort. What they fail to consider is that a little time and effort put in now saves an enormous amount of time, effort and frustration in the future.
Prioritisation (Questions 1, 4, 8, 9, 13, 14, 15)
Prioritising what needs to be done is especially important. Without it, you may work very hard, but you won’t be achieving the results you desire because what you are working on is not of strategic importance.
Most people have a “to-do” list of some sort. The problem with many of these lists is they are just a collection of things that need to get done. There is no rhyme or reason to the list and, because of this, the work they do is just as unstructured. So how do you work on To Do List tasks – top down, bottom up, easiest to hardest?
To work efficiently you need to work on the most important, highest value tasks. This way you won’t get caught scrambling to get something critical done as the deadline approaches. For information on how to start prioritising your tasks, see Activity Logs, Prioritised To-Do-Lists, Prioritisation, The Action Priority Matrix, and The Urgent/Important Matrix.
Managing Interruptions (Questions 5, 9, 11, 12)
Having a plan and knowing how to prioritise it is one thing. The next issue is knowing what to do to minimise the interruptions you face during your day. It is widely recognised that managers get very little uninterrupted time to work on their priority tasks. There are phone calls, information requests, questions from employees, and a whole host of events that crop up unexpectedly. Some do need to be dealt with immediately, but others need to be managed. Two excellent tools

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that discuss how to minimise your interrupted time are The Urgent/Important Matrix and Managing Interruptions.
However, some jobs need you to be available for people when they need help – interruption is a natural and necessary part of life. Here, do what you sensibly can to minimise it, but make sure you don’t scare people away from interrupting you when they should.
Procrastination (Questions 2, 10, 12)
“I’ll get to it later” has led to the downfall of many a good employee. After too many “laters” the work piles up so high that any task seems insurmountable. Procrastination is as tempting as it is deadly. The best way to beat it is to recognise that you do indeed procrastinate. Then you need to figure out why. Perhaps you are afraid of failing? (And some people are actually afraid of success!)
Once you know why you procrastinate then you can plan to get out of the habit. Reward yourself for getting jobs done, and remind yourself regularly of the horrible consequences of not doing those boring tasks! For more help on recognising and overcoming procrastination see our guide to Beating Procrastination.
Scheduling (Questions 3, 7, 12)
Much of time management comes down to effective scheduling of your time. When you know what your goals and priorities are, you then need to know how to go about creating a schedule that keeps you on track, and protects you from stress.
This means understanding the factors that affect the time you have available for work. You not only have to schedule priority tasks, you have to leave room for interruptions, and contingency time for those unexpected events that otherwise wreak chaos with your schedule. By creating a robust schedule that reflects your priorities and well as supports your personal goals, you have a winning combination: One that will allow you to control your time and keep your life in balance.
Time management is an essential skill that helps you keep your work under control, at the same time that it helps you keep stress to a minimum.
We would all love to have an extra couple of hours in every day. Seeing as that is impossible, we need to work smarter on things that have the highest priority, and then creating a schedule that reflects our work and personal priorities.
With this in place, we can work in a focused and effective way, and really start achieving those goals, dreams and ambitions we care so much about.
Take your own Daily Rhythm test http://www.bbc.co.uk/science/humanbody/sleep/crt/

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