TIME MANAGEMENT

BY
DR. U.J. NWOGU

DEPARTMENT OF EDUCATIONAL MANAGEMENT

FACULTY OF EDUCATION
UNIVERSITY OF PORT HARCOURT

INTRODUCTION

Many managers and administrators have for a long time paid lip-service to
the issue of time as an organizational resource. To many of these
organizational leaders when the term resource management is mentioned
what comes to mind are finance, facilities and personnel. Such leaders forget
to realize that time is a basic organizational resource that guides the activity
of the organization.

Ebong (2011) while stressing the importance of time stated that:

In biblical philosophy, people of every age and culture understood
time in different and relative ways. Values, mentalities and
meanings have time as the spring board. Everything stands in
time, moves within time and continues in time. (P.7)

In view of this relative importance, Ebong (2011) defined time as an economic

phenomenon that cuts across all disciplines and occurs in every sphere of life.
But to Maduagwu and Nwogu (2006:65) time management is “the
systematic allocation of time for every activity and strict adherence to the
time schedules so that the day’s organizational objectives can be
accomplished”.

Time is a non-renewable resource that is irreplaceable. Since it is a non-

renewable resource, it implies that until the manager manages time, all other
resources stand a very high risk.
This is true because time estimation and management can break or make a
project because all organizational projects and profits are regulated through
time.

In view of this, it is necessary to prioritize scheduled organizational activities

through effort, duration and time elapsed policies. Efforts here represent the
number of units that are vital for the completion of an activity. It is also seen
as the number of hours that an employee or individual puts into a task.
These are generally measured in hours, days, weeks, months etc.

Lunenburg and Ornestein (2008:94) states that “effort concerns the

magnitude, or intensity, of the employee’s work related behaviour”. This
intensity is closely related to the time spent on such work related behaviour
hence it is necessary to manage time.

Since completions of assignments require mental cognitive work, students

must learn to initiate and maintain the mental effort needed to initiate and
complete tasks and activities. This is the key to academic and organizational
productivity.

Theories of Time Management

Theories in any learning and management process provide the administrator
with a clear understanding of what ought to be and basic outcomes. Dubin
(1956) in Ukeje, Okorie and Nwagbara described theory as “the attempt by
man to model some aspect of the empirical world. The essence of this
modelling is because the real world is so complex that it needs to be
conceptually simplified to enable man to understand it since observation
alone cannot give clearer understanding of ordered relationships. In order to
have clearer understanding of these, theory exists to describe, explain and
predict regularities in behaviour.
However, Ukeje, Okorie and Nwagbara (1992) affirmed that “theory is not
axiology”. This implies that theory does not deal with “what ought to be” but
“what is”. It does not deal with values or ethics but with facts.

Based on these, theories in time management provides an insight to “what is”

and helps in the prediction of regularity of behaviour. For instance, when an
administrator places a notice on the door that reads “visiting hours 1 – 2pm”,
he is trying to apply one of the strategies for time management.

Goal setting and task performance theory

This theory was developed by Lockes and Lathams in 1990. Its major focus
was that goals should be specific, measurable and timed. In their submission
when employees or individuals are entrusted with goals to be achieved, clear,
unambiguous measures and opportunities for training, learning and overall
improvement should be provided.

Pickle Jar Theory: This was developed by Jeremy Wright (2002). Its central
thesis is that time is a finite space which can be filled with things of different
shapes and sizes. Therefore activities and responsibilities include studies,
workload, family, responsibilities, religious activities, rest and sleep among
others. The balance between life and work is dependent on the amount of
time given or allotted to each of these activities.
When this is properly managed it is assumed that there is a balance between
personal life and work generally referred to as Quality of work life balance.

Quality of time for Quality Instruction Theory

This theory was articulated by John Carroll in 1963. It consists of five variables
which helps to explain variations in educational achievement with time.

The variables include:

a) Aptitude – Determines the amount of time for students optimal

learning conditions and motivation.
b) Opportunity to learn (time allowed for learning).
c) Perseverance- Amount of time that the student is willing to spend on a
particular learning programme.
d) Quality of instruction.
e) Ability of the learner to understand instruction.

Aptitude Time needed to learn

Ability to Quality of Perseverance

understand instructional Time student is
instruction events willing to spent
learning

Academic Achievement

From the above we can infer that the opportunity to learn (time provided),
ability to understand and quality of instruction are related to provision of
time while perseverance and academic achievement reveal the consequences
of time.
In view of the forgoing Nwabueze (2016) and Ebong (2011) submitted that
timing the work is one of the most motivating options needed in all
educational instructions for the attainment of goals.

Clarification of Concepts
Duration refer to the entire time taken to complete an assigned activity.

Elapsed time is the time spent between designating a resource to a task to the
completion of the task. This is usually expressed in milestones.

Effectiveness: The ultimate goal of all formal organizations is

effectiveness. The effectiveness of every organization is the extent to which
the organization is achieving its goal, employees are satisfied, staff morale is
high and attrition rate is low.
Lunenburg and Ornestein (2008) further stressed that effectiveness in time
management involves setting high time on task brought about when a high
percentage of students’ time is spent “engaged” in planned activities to
master basic skills”. This planned time related activities results in safe and
orderly arrangement of the environment for work, clear goals, frequent
monitoring of progress and results and master of basic skills.

However, Daft (2003) made a clear distinction between effectiveness and

efficiency. To him, organizational effectiveness is the degree to which an
organization achieves its goals while efficiency is the use of minimal resources
to produce a desired volume of output. Therefore since time has been
identified as a non-renewable resource effective and efficient management of
time in school and other related organizations requires prudent management.

Strategies for Managing Time

Time is the basis of all organizational success. Within the education industry,
every activity is allotted some time frame depending on the volume of
content. For example, in secondary schools every school day has eight periods
of teaching and learning. Within the hours of 7.30am to 2pm, there are times
for morning assembly, break time, labour and actual academic teaching.

The personnel factor (teachers, students and other staff) utilize these set times.
Non-compliance to any of the schedules affects organizational performance
and success.

Therefore, Armstrong (1990: 69) in Maduagwu and Nwogu (2006) posited

some strategies for managing time:
 1. Analysis of one’s job to established orders of priority among objectives
and between tasks.
2. Analysis of how time is spent on such items as reading, writing,
telephone, dealing with people, attending meetings, travelling etc.
3. Use of the diary to free at least one day form any appointment or
having some unallocated time for yourself.
4. Planning your work for the week
5. Organizing your daily work by stating what to do in order of priority.
6. Organizing other people – your secretary, boss messenger, and others
and informing them on your time schedule.
7. Delegation of functions to capable hands and ensuring accountability.
8. Going straight to the point when dealing with people.
9. Being firm but fair in your dealing with visitors.
10. Being a good and attentive listener during conversations to enable you
know how to react.
11. Dealing with matters in their own merit.

According to Armstrong (1990) in Maduagwu and Nwogu (2006) these can

be achieved by giving a VDU rating where:
V = Valuable time
D = Doubtful time
U = Useless time

Here, valuable time cannot be traded or toyed with. It is an essential time in

the students or manager’s life and should be highly protected.

On the other hand doubtful time is not to be ignored but properly utilized it’s
limitation is the probability in meeting up with such time although great
effort is made to utilize the time for greater success. It is most times
interrupted by unforeseen circumstances. Useless time could be seen as spare
parts. They are not in the actual sense useless.

In another dimension Adams (2013) submitted that there are challenges in the
management of time in all organizations and individual lives. These
challenges in most cases lead to chronic organizational stress, discomfort,
fatigue or at extreme times burn out.

Adams (2013) therefore suggested that the challenges of time management

could be eliminated by implementing the following strategies.
 1. Track your time – This involves carrying a note book and taking stock
of routine activities of the individual or organization.
2. Setting SMART goals where
S - Setting specific goals
M - Measuring goals
A - Achievable goals
R - Realistic goals
T - Timed goals
3. Following up your plans of action.
4 Converting your specific goals to a “to do list”
5. Prioritizing your goals by listing at least the first (1st) – sixth (6th) goals
that must be accomplished in their order of preference.
6. Reducing your activities.
7. Schedule blocks of time to do tasks by specifying time for each of “it do
lists”.
8. Stick to the 80/20 rule which states that 80% of your efforts will bring
about 20% of the results and on the flip side 20% of your efforts will
bring about 80% of your results.
9. Balance your routine personally and professionally.
10. Be flexible with your time especially during emergencies and
unexpected events.
11. Organize yourself.
12. Organize your environment.
13. Set reminders.
14. Identify bad habits

Skills for Effective Time Management

The implementation of these strategies requires some skills which include:

1. Creativity - This helps in the development of unique ideas.
2. Computer literacy
3. Delegation skills
4. Critical thinking and problem solving skills.
5. Negotiation skills.
6. Emotional intelligence skills (taking proactive control of individual
emotions and channelling them positively towards productivity.
7. Decision making skills.
8. Speed reading.
Benefit of time Management
The benefits of time management are numerous. Craig (2013) identified
some benefits of time management.

1. It produces less stress through fewer tight deadlines, less rush etc.
2. It increases productivity.
3. It leads to less work, less mistakes and helps in the remembrance of
forgotten items.
4. It creates more free time.
5. Reduces waste of time.
6. Creates more opportunities.
7. Improves your reputation.
8. Helps you to spend more time on things that matter most.

Strategies for developing good study habits

Developing good study habits is a time consuming activity that requires self-
determination. As stated earlier conscious and formal classroom teaching and
learning is a determined and deliberate effort to acquire new information
and behaviour that leads to change in behaviour.
In real life situations it has become a fact that many individuals find it easier
to remember and reproduce gossips than actual classroom teaching and
learning. The benefits of actual formal classroom teaching and learning far
outweigh that of gossips. In view of this, one is tempted to ask some basic
questions:
- What strategies do the gossips employ?
- What are the benefits?
- What skills do the participants possess?
The truth here is that both parties (listener and teacher) develop deep interest
in the topic and hence apply some skills for effective communication and
listening.

Below are some of the skills necessary for good study habits.
1. Training of cognitive ability – This requires physicals, mental, rest,
balanced and regular diet.
2. Thinking positively – This requires the reduction and elimination of
thoughts of boredom, frustration and other negative thoughts that
affect performance.
3. Development of personal study habits that fit your personal life style.
4. Monitoring your progress.
5. Doing your most difficult task when your energy is at its best.
6. Working for a set period of time.
 7. De-emphasizing ideas that are burdensome and distracting to enable
the completion of tasks.
8. Developing work or activities into steps such as selection of topic,
brainstorming, collecting of data, planning your writing, identifying
your audience, generating draft, evaluating the draft step by step,
revise, rewrite and proof-read.
9. Form or create mnemonics.
10. Create acronyms using first letters of words.
11. Underline or highlight important concepts that need retention.
12. Take notes.
13. Evaluate yourself by generating questions and providing answers.
14. Form study groups.
15. Provide concept maps.
16. Make a summary of key points.

References
Adam, S. (2017) How to manage your time and boost your productivity.
Retrieved from www.discoverbusiness.us/time

Craig, J (2013). The top 10 life benefits of time management. Retrieved from
Time management.com/2013.

Daft, L. R. (2003). Management. Australia: Thompson South-Western.

Ebong, J. M. (2011). Timing the work, watching the time: The key for
productivity. An inaugural lecture, University of Port Harcourt.

Lunenburg, F. C. & Orstein, A. C. (2008). Educational Administration:

Concepts and Practices. Australia: Wadsworth.

Maduagwu, S. N. & Nwogu, U. J. (2006). Resource Allocation and

Management in Education, Port Harcourt: Chadik Printers.

Nwabueze, A. I. (2016) Time Management for Quality service delivery in

Universities in South-East, Nigeria, An unpublished Ph.D dissertation,
University of Port Harcourt.
Practicum
A post graduate student of Institute of Petroleum Studies left his hostel at
exactly 7am in order to meet up with the volume of assignments for the day
and also to prepare for second semester examinations scheduled to take place
in two weeks time.

Each of the assignments had different days of submission ranging between 15th
January, 2017 through 20th January, 2017.

On arrival to the school that morning he met with five of his course mates
who had just returned from the xmas and new year holidays. They were busy
discussing about the economic recession, the Rivers State re-run elections with
its security challenges and other current global challenges in the world
economy including the suspension of MMM.

Although these were not part of his scheduled activities for the day he joined
the conversation since he felt that it was still morning.
The discussion continued until when he realized that it was 10am. He quickly
discharged himself and went into the classroom for study. As he sat down to
concentrate his telephone rang and this was a call from an old secondary
school classmate who lives in London. By the time he ended the call it was
11.30am.

However, as he was about to concentrate further, he received a chat message

from his girlfriend who engaged him in a chat for 30mins and finally agreed
to meet him at 3pm.

He finally settled to study at exactly 12noon. Unfortunately between 12noon

and 2.30pm, he received five telephone calls. By 3pm he was unable to
complete one single assignment. He finally left for home and could not
complete any assignment for the day which compounded his work load for
the remaining days.

a) What time planning activities did he lack?

b) As a good time manager, suggest strategies which could have helped
him to overcome this challenge.