UNIT PAGE

UNIT 3: MANAGING AND CARING FOR THE SELF

In this unit, the students are expected to:
• Hone new skills and learning for better managing of one’s self and behavior
Topic Lesson Outcomes
Stress and Mental • Discuss the meaning and types of stressors
Health • Identify the different strategies and the different ways to alleviate stress
• Familiarize key aspects of human memory and its role in the learning
process
Self-Regulated
• Determine the different learning techniques that one has applied in
Learning
learning
• Evaluate the effectivity of learning techniques that one has utilized

• Understand the concept of what it means to be productive.

Productivity
• Learn the different productivity tools and techniques.
 UNIT 3: MANAGING AND CARING FOR THE SELF
Topic 3: Productivity
In this topic, students are expected to:
• Understand the concept of what it means to be productive.
• Learn the different productivity tools and techniques.

Introduction
Are there times when you find it difficult to complete your tasks? You might be wishing to have
the energy and motivation to actually start working. Beginning any kind of task is challenging. There are
productivity techniques that are discussed in this topic to guide a person in becoming mindful of their
responsibilities.

Defining Productivity
What is personal productivity?

Being productive is a lot of times equated to the amount of work finished within a certain period.
It could also be the feeling of being able to work for long hours in a day. But what are the conditions or
instances when you consider yourself to be productive, especially with your schoolwork? Ask yourself
and your classmates.

As you may notice, there are quite a number of definitions of personal productivity. Robbins
(2021) describes personal productivity as being able to achieve your goal while being able to invest on
what matters to you. Clear (2022), on the other hand, refers to productivity as consistently being able to
get things done. Indeed, there are many facets to productivity as seen in the study of Kim and colleagues
(2019) where individuals were asked to reflect on their productivity. The study was able to identify six
themes that people used to evaluate their personal productivity: (1) quality and quantity, (2) time
management, (3) worker’s state, (4) attitude towards work or the task, (5) impact and benefit, (6)
compound task (sub tasks that are necessary to complete a larger task). There are a lot of things to
consider in evaluating personal productivity, it depends on the individual’s priorities and the kind of task
given. From there, personal productivity can then be defined as being able to see that the goal can be
achieved within a given time through effort (Kim et al., 2019).

What stops you from becoming productive?

Table 6. Productivity Barriers
PRODUCTIVITY BARRIERS
Internal Barriers External Barriers
Lack of focus Unpleasant work environment
Procrastination Toxic culture
Emotional distress Extremely difficult tasks

It’s not all the time that people are in a productive state. There are times when students find it
challenging to be productive with their school work. Identifying whether the source of feeling
unproductive is internal or external can help the individual overcome their predicament (seen in Table 6).

Internal barriers

Take for example a student who does not feel motivated to start working on their major
requirement. The task is due next week, so the student might feel that there is plenty of time to finish the
task. Because of this, the student is distracted by other things like playing online games or hanging out
with friends at a local pub. In addition, the student may not find the requirement to be interesting or
important which may lead the student to procrastinate and wait until the deadline to start working on the
project. Having to work on a major requirement with little time may cause the student to experience
emotional distress and frustration.

Lack of focus

A person may not be able to begin a task due to distractions (from within or outside of the
person). When a person gets distracted, they often lose a lot of time doing something else instead of what
they should be doing. Because of the lack of time on a task, a person might engage in multitasking,
meaning they do multiple tasks for various responsibilities. Schrager and Sadowski (2016) aptly refers to
multitasking as task-switching. When you task-switch not only is your cognitive ability reduced, but also
the quality of your work.

Here are ways to have better focus:

• Get rid of all the things that can potentially distract you (Stringer, 2017)
• Assess the different tasks in a project (Laoyan, 2021)
• Take a few breaks in between work (Sutton, 2020)
• Mindfulness meditation (Basso et al., 2019)
• Have the proper amount of sleep to improve cognitive performance (Patrick et al., 2017)

Procrastination

There are people that would say that procrastination is the cause of their lack of productivity.
Procrastination is defined as an act that would cause delay with your tasks. For Nazeer and Jyothi (2014)
people procrastinate because they have poor time-management, lack of self-esteem, low motivation and
interest, feel that they lack certain knowledge of skill (related to the task), and fear of failure. To be able
to overcome procrastination, Eerde and Klingsieck (2018) suggests: (1) to be mindful and aware of your
own procrastination, (2) plan your tasks in advance, (3) be accountable for your actions, and the simplest,
(4) move and start the task.

Emotional Distress

Being overwhelmed by the amount of work you have might actually hinder you from starting it.
Motivating yourself is a challenge. Simpson and Balsam (2016) explain that motivation is a state,
meaning that throughout the course of your project, your motivation levels change. It is important to look
for ways to alleviate or minimize emotional distress:

• Practice mindfulness meditation (Keng et. al, 2011)

• Try to keep a journal and write about how you feel (Lieberman et., 2007)
• Having proper sleep to reduce chances of emotional distress (Vandekerckhove & Wang, 2017)

External barriers

Aside from yourself, the environment can be a factor for not feeling productive. Going back to
the example of the student and the major requirement, it is also possible that the student finds it difficult
to look for a place where they can work on their project. There are people who prefer working on their
requirements in a quiet environment whereas there are those who would like to collaborate with others
when working. However, when working with other classmates, there are certain distractions that come
with it, such as talking about personal matters. But the very task should also be evaluated. Perhaps the
major requirement is too complicated, making the task difficult to complete.
Tools and Techniques
Becoming productive, if you want it to become a habit, requires consistency. It is important to
find the right productivity tools and techniques that suit you for the habit to stick better. Like any other
task, the tools and techniques discussed in the succeeding sections would require consistency and correct
practice.
Mindfulness
Mindfulness can be traced back to ancient eastern religions. It is anchored on breathing
techniques in order to redirect attention and awareness to the present moment. Being in a state of
mindfulness is about being aware of and paying attention to what is occurring in the present moment
without judgment (Brown & Ryan, 2003). The goal of mindfulness is to be aware and accepting of one's
thoughts and feelings.
Characteristics of mindfulness are associated with awareness, introspection, and being in the
present moment. These three characteristics are interrelated with each other and happen simultaneously
with regular practice (Brown & Ryan, 2003, Toniolo-Barrios & Pitt, 2021)

1. Awareness
Most definitions of mindfulness center on the theme of awareness. Individuals who regularly
practice mindfulness are attuned to their surroundings, observant with what is in their current
environment. When in a mindful state, observations are being made without placing any interpretation to
it. Because one is simply taking observations, it hones one’s capacity to become more objective about
their internal and external experiences.
2. Introspection
Mindfulness seeks to allow a person to be in tune with their inner thoughts and feelings. Through
introspection, a person develops a nonjudgmental attitude characterized by openness, patience, and trust.
This approach involves thought reflective exercises. And with the right and regular practice,
people eventually learn how to accept their inner thoughts and feelings, letting it go and consequently,
becoming less stressed and more focused on the here and now.
3. Being in the present moment
The practice of mindfulness is about being grounded in the present. It is focused on what you are
currently doing and acceptance of what is happening around and inside of you. Being present and
observant enables you to shift your attention if and when your mind starts to wander.

Mindfulness Tools and Techniques

There are several mindfulness techniques available. There is no necessity in practicing a specific
technique to develop mindfulness. But it is important to note that the key to being mindful is attention and
awareness to the here and now. It may seem like it is easy to be attentive and aware, we sometimes lose
focus. And this is where mindfulness techniques play a significant role. Increased mindfulness is
developed with regular, consistent, proper practice of mindfulness techniques (Schaufenbuel, 2014).
Table 7. Mindfulness Techniques

MINDFULNESS TECHNIQUES

Technique Description Example

There are three steps involved in this technique. Check on your

1. Check on your current thoughts, feelings, and body current:
sensations. • Thoughts
2. Concentrate on your breathing as it anchors you to the • Feelings
present. • Body
3. In addition to your breathing, focus on your entire Sensations
3-Minute
body, posture and facial expression. Concentrate on your
Breathing
Take note of the sensations that you are experiencing. This breathing
Space
practice is embedded in acceptance of one’s self. Becoming Extend your focus on
aware of what is happening to you, and accepting them as breathing to your:
they are. • Entire body
• Posture
• Facial
Expression

Ask about your current state. It is important to ask about how Ask about your
you are periodically. In the context of mindfulness, it is to present state.
anchor your attention to the present moment and be aware of • What is my
your inner state. This practice also allows you to have less current
judgment towards yourself and others. mood?
Mindful
• What is
Check-in
happening
around me?
• What am I
thinking of
right now?

With grounding, it focuses on the senses, asking you to Observe the

observe with what you can see, feel, hear, smell and even following:
taste. This process can be repeated as many times as you • 5 things you
need. The reason for grounding is to redirect your attention to can see
the present, and through observations, make judgements • 4 things you
Grounding without bias. can feel
Technique • 4 things you
can hear
• 2 things you
can smell
• 1 thing you
can taste

Techniques discussed in Table 7 can easily be adapted to everyday life. For example, when one is
distracted from work, the grounding technique is useful. When you redirect your focus and attention, and
become aware of your surroundings, it grounds you to the here and now. In identifying objects with your
senses, there are less reactions and emotions that you attach to it, making you less distracted. With
practice, you can also reduce emotional reaction (meaning zoning out, or shifting of focus) and improve
with sustaining attention to the task at hand.
Another instance is when we encounter Zoom or online fatigue, one can employ the 3-minute
breathing space or the mindful check-in. Understandably, being online for most of the day can be tiring.
By using either or both the 3-minute and mindful check-in, a person can improve their ability to self-
regulate. It is important to check on your well-being by reflecting on your thoughts and see how you are
doing.
Realistic Goal Setting
Why is it important to have a goal? An answer can be found in the study of Matthews (2015),
where he presents that having a goal lead to higher motivation, self-esteem, self-confidence, and
autonomy. His research has also established a strong connection between goal-setting, productivity, and
success. This idea is also shared by the study of Sheard (2013), when you set a goal, not only do you
complete a task, but it also impacts your well-being. Having set a goal shows your drive to change and
enhance the state and purpose of your life.
How do you begin setting goals? To start, you need to identify what you specifically want to
accomplish. Prioritize the tasks or goals in terms of their importance and urgency. A decision-making tool
called the Eisenhower Matrix (Fig. 1) allows us to evaluate which tasks should be done first and which
tasks are more important.

Figure 1. Eisenhower Matrix

Now that you have decided on the goal to work on it may seem that the tasks that you have now
are colossal. To avoid emotional distress or becoming overwhelmed, it helps if you are able to break
down the tasks into smaller and manageable tasks to move you closer to your goal. So, how do we start
with setting our goal? A widely used technique called SMART (extended to SMARTER) goals (Table 8)
helps in making sure that the goal you set is realistic and attainable within a specific time frame.
Table 8. SMART(ER)Goals

S.M.A.R.T.(E.R.) GOALS

Description What to ask yourself

Specific: • What is it that I want to achieve?

Goals have to be clear and straight to the point. It needs to be • Why do I want to accomplish this
specific so that you can know how to plan your tasks. goal?

Measurable:
• How will I know if I have
Goals should be quantifiable. When a goal is measurable, your
accomplished my goal?
progress can be monitored. This is done so that you are able to
• How much or how many should I
observe your distance from your goal, which helps you keep
be able to produce?
focus.

Achievable: • How can I attain this goal?

Goals are realistic and attainable. At the same time, it should be • With the resources available to
challenging. It is an opportunity for growth and improvement. me, how realistic is my goal?

Relevant:
• Is this goal worthwhile?
Goals that you have set have to align with your beliefs and
• Why do I have to achieve this
values. It should be important and connected to your overall life
goal now?
goals and purpose.

Time-bound:
Goals have to have a set date. When a goal has a time-bound • When should I complete this
aspect, it allows you to give focus and priority to the tasks that goal?
you have planned. A timeline should also help in planning the • What can I finish in a day?
tasks you need to do.

Exciting:
• What motivates you in achieving
Goals should be rewarding to accomplish. There should be
this goal?
benefits in committing to a goal.

• What part of the tasks did I

Reviewable:
perform well?
Goals should be reviewed throughout the entire process.
• What part of the tasks did I not
Evaluating your performance during tasks informs you of the
perform well?
things you have done well and areas for improvement. The
• How can I prevent some setbacks
gathered information can also be used for other future goals.
from happening again?

After following the steps in creating a SMART goal, review the things to prepare and avoid what
can possibly distract you from making any progress. Once you have started with your goal, unexpected
circumstances may occur and you have to learn to be flexible and adjust to these changes. Learning how
to prepare for your goal, keep in mind that you have to stay committed and accountable in working
towards what you want to achieve.