|
Facilitation
Guide
(click
here to print a PDF version of this guide)
Directions:
Assigning
the module to your staff:
- Enthusiasm
- It is crucial that you are enthusiastic when presenting
this exercise to your staff.
- Emphasize
the importance of gaining good time management skills,
and how much these skills and abilities will assist
them as a student, as an RA, and throughout their
lives.
- Hand
out the worksheets - Explain to them that they will
be doing a time management session, but that the
majority of it is online. Tell them that this will
save them time, and allow them to do it at their
convenience.
- Explain
the process - When they all have their worksheets,
explain that the worksheets are meant to be filled
out as they go through the website. Tell them it
will take them 20 - 30 minutes. Emphasize the worksheet's
importance, and when to fill it out. (The site will
prompt them with an icon on each page that is noted
by the words "Do Something!")
- Provide
a deadline - Let them know when they need to have
completed this module. (For example, if you want
to discuss it at your next meeting or one-on-one,
ask them to bring their completed worksheets to
that meeting).
Facilitating
Follow-Up Discussion:
- Prior
to meeting, remind staff members to bring their
worksheets.
- Ask
everyone to take out his or her completed worksheets.
- Using
the following sequence, take them through a discussion
about their experience:
Activity
1: Time Management Self Assessment
- Ask
if any staff members would be willing to share where
they assessed their time management skills (or,
depending on size and comfort level, have everyone
share) Tell them that your goal is for that number
to go up through this exercise.
Activity
2: Your "WHY" Statements
- Ask
if anyone had a "why statement" already
written down before doing this exercise
- Ask
how it felt to write it down. (Some will have never
stopped to think about doing something like this).
- Reiterate
the importance of having your "WHY" defined.
Remind them of the quote on the site "With
a clear vision of what we can become, no difficulty
is too great. Without it, we rarely step beyond
our current boundaries."
- Ask
if anyone would share their RA "WHY" statement.
Be ready to share your own "WHY" statement
for being a hall director. An example could be:
"I am a Hall Director so that make a difference
in students' lives on a daily basis through personal
interaction and effective administration."
Activity
3: Goal setting
- Ask
if anyone set any goals as a result of doing this
exercise.
- Go
over the 5 categories of goal setting that they
are to have written on their worksheet: 1. Personal
2. Family 3. School/Career 4. Financial 5. Lifestyle
- Remind
them that goals should be a) related to their vision,
b) challenging, c) realistic, and d) measurable.
Activity
4: "Big Rocks"
- Ask
RAs to share what their "Big Rocks" were.
(Again, depending on time, group size, and comfort
of the group, have some or all members share).
- Tell
them that remembering their "big rocks"
is extremely important
- Emphasize
to them that "me time" is a "big
rock." It is very important for them to take
care of themselves, or they will not be able to
take care of their residents.
Activity
5: Time Calculator
- Reminding
them that we all have 168 hours in our week, ask
them how the time calculator exercise went.
- Ask
if anyone was surprised by the results.
- Find
out who had the most hours left, and who had the
least hours left.
- Tell
them that the point of this exercise is to look
at how they are spending their time.
- Recommend
that if they are having a tough time with time management,
they should keep an activity log for a week to look
at how they are spending their time.
Activity
6: Time Management Tools
- Ask
RAs what time management tools they currently use.
- Ask
if any of them found new ideas they want to try.
- Emphasize
the importance of having a method or strategy that
works well for them. It will be different for everyone.
Some people have a "sticky note system,"
others use a wall calendar, and others won't leave
home without their palmtop computer. Whatever the
choice, they need to have something.
Activity
7: Quadrant II Time Management:
- Ask
if everyone labeled his or her "Quadrant II"
illustration. Mention the story on the website about
Joe and Jane. (If appropriate, bring up a similar
scenario which may have occurred in your building.
- Ask
about Quadrant I issues which came to mind as people
did this exercise. Ask about Quadrant III issues
or activities. (the interruptions). Ask how people
plan on avoiding those.
- Ask
about Quadrant IV issues or activities (time wasters).
Ask for examples of how to get rid of those.
- Ask
RAs to identify areas they can begin to "live
in Quadrant II" more effectively. (Examples
include planning ahead, studying in advance, taking
time to develop relationships, take care of themselves,
etc)
Activity
8: Scheduling Hints
- Ask
RAs to share a) useful scheduling hints they found
in the module, and b) useful tips they currently
use that work well for them.
Activity
9: Procrastination
- Ask
RAs to share ways they feel they can avoid procrastinating.
(some of these strategies may have already been
discussed, so you may refer back to statements made
previously.)
Activity
10: Action Steps
- Ask
RAs to share their action steps. What will they
apply from this module? (Again, depending on the
group and time allowed, ask some or all of the participants
to share.)
Activity
11: Evaluation
- Ask
them to share any feedback with you that they have
about the module. Did they like it? Do they have
any recommendations to make it better? Please write
their comments below and add them to the facilitator
evaluation on the website: /archive/premium/inservices/time/facilitatoreval.htm
Additional
Options: You may wish to have the
RAs turn in their worksheets, or a list of their action
steps so you can follow up with them in the future.
In a future staff meeting, it may also be useful to
come back to these materials to assess how everyone
is doing.
|
