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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/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.
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