FYS Habit 3
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This 3 page Study Guide was uploaded by Hasana Clark on Friday February 12, 2016. The Study Guide belongs to FYS100 at Marshall University taught by Amanda K. Thompson Abbott in Winter 2016. Since its upload, it has received 79 views. For similar materials see First Yr Sem Critical Thinking in OTHER at Marshall University.
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Date Created: 02/12/16
Habit 3: Put First Things First: The Power of independent Will: The ability to make decisions and choices and to act in accordance with them. The ability to act versus to act upon. Effective management is putting first things first. Leadership decides what “first things” are, management puts then first. Four Generations of Time Management: Notes and checklists Calendars and appointment books Prioritization of clarifying values Time management if really a misnomer – the challenge is to manage ourselves not time. (Satisfaction- is a function of expectation and realization) Preserving and enhancing relationships and accomplishing results. Quadrant II: I II Activities: Activities: Crises Prevention, PC activities Pressing problems Relationship building Deadline-driven projects Recognizing new opportunities Planning, recreation III IV Activities: Activities: Interruptions, some calls Trivia, busy work Some mail, some reports Some mail Some meetings Some phone calls Proximate, pressing matters Time wasters Popular activities Pleasant activities People who spend their time in quadrant III and IV live irresponsible lives. People who spend their time in quadrant III, thinking they’re in quadrant I spend most of their time reacting to things that are urgent assuming they are important. Effective people stay out of quadrants III and IV because urgent or not, they aren’t important. They spend more time in quadrant II. What it takes to Say “NO”: You have to be proactive to work on quadrant II because quadrants I and II work on you. To say “yes” to important quadrant II priorities, you have to learn to say “no” to other activities, sometimes urgent things. Moving Into Quadrant II: The first generation gives up notes and to-do lists that we can cross off. (not effective people) The second generation assume a little more control. They plan and schedule in advance and generally are seen as more responsible because they show up when their supposed to. The third generation take significant step forward. They clarify their values and set goals The Quadrant II Tool: Coherence: Suggests that there is harmony, unity, and integrity, between you vision and mission. Balance: Keep balance in your life, identify your roles and keep them right in front of you. Quadrant II focus: Tool that encourages you, motivates you, and helps you spend the time you need in quadrant II so you deal with prevention rather than prioritizing crisis. A “People” Dimension: Reflect the value. Facilitate implementation rather than create guilt when a schedule is not followed. Flexibility: your tool should be your servant never your master. Should always be tailored for you and your style. Portability: Your tool should be portable so you can carry it with you most of the time. Becoming a quadrant II self-Management: Identifying Roles: Write down your key roles. Such: family member, work, church, community affairs. Selecting Goals: Think of one or two important results you feel should be accomplished. Scheduling: Look at a week ahead of your goals and in your mind and schedule time to achieve them. Daily adapting: Daily planning. Living It: You’re the programmer, write the program, run the program, live the program. Advances of the Fourth Generation: Recognizes that people are more important than things. Also recognizes that the first person you need to consider in terms of effectiveness rather than efficiency is you. Delegations: increasing P and PC We think efficiency. If we delegate to other people, we think effectiveness. Gofer Delegation: “Go for this, go for that, do this, do that and tell me when it’s done”. Producers have a gofer delegation paradigm. Stewardship Delegation: Focused on results instead of methods. Desired results: Focusing on what not how. Guidelines: identify the parameter within which the individual should operate. Resources: Resources the person can draw on to accomplish the desired results. Accountability: Set up standards of performance that will be used in evaluating the results and the specific times when reporting and evaluation will take place. Consequences: Specify what will happen, good and bad, as a result of evaluation.
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