EFFICIENCY

 What do you know about it ?

 How to become more efficient ?
 What is the maximum level of
efficiency you can achieve ?
 Where is the end for efficiency ?
 What is the time required to
achieve ULTIMATE efficiency !
EFFECTIVENESS

 What do you know about it ?

 How to become more effective ?
 What is the maximum level of
effectiveness you can achieve ?
1. Efficiency & Effectiveness
are the same !
 Efficiency is doing things right
 Effectiveness is doing the right
things
 Being efficient is doing things
quickly and properly but efficiency in
itself is not good time management
 Effectiveness is doing the right
things and good time management
will enable you to do the right things
– right.
2. To do a job properly,
do it yourself!
 The ability and willingness to
delegate is central to good time
management
 The converse is one of the prime
causes of poor performance in the
business
 To make a difference to your
results, spend time doing tasks
that are central to your objectives
3. There’s only one right way
to do a job!
 Don’t allow yourself to get into a
rut.
 Always spend some time
thinking about how a particular
time consuming task could be
done more efficiently
4. Time management is a
waste of time!
 Spend some time each day
thinking and planning
 It is vital for long term success
 It will not make you look busy
 It will make you effective
 Once it is done you are far less
troubled by the pressure of time
5. A good time manager
lacks creativity !
 Good time management
techniques are there to be used
when and how you chose
 They are designed to remove
unwanted crisis management
and last minute panic from your
working day and to allow more
time for creativity
 TIME MANAGEMENT MATRIX

URGENT NOT URGENT

II
I ACTIVITIES
M
P
ACTIVITIES
I Prevention, PC
activities
Relationship building
O Crises
Recognizing new opportunities
R Pressing problems
T Planning, recreation
Dead-line driven projects
N
T

III IV
N
O ACTIVITIES ACTIVITIES
T
I
M
Interruptions, some calls Trivia, busy work
P Some mail, some reports Some mail
O Some meetings Some phone calls
R Proximate, pressing matters Time wasters
T
A Popular activities Pleasant activities
N
T
Q1 Q2
 Task typing
 A complementary approach to the
urgency/importance grid is to allocate a letter to
each type of task; this is also known as Task typing.

 Type A tasks are those that are important and

urgent.
 Type B tasks are those that are either important or
urgent, but not both. This category will therefore
cover two sections of the grid as shown.
 Type C tasks are those that neither important nor
urgent, but routine.
Task typing
Four Generations of Time Management
ORGANIZE & EXECUTE AROUND PRIORITIES

Generation I Notes and Checklists

(no importance for priority, I am not
responsible for results)

Generation II Calendars and appointment

books
(tend to be schedule oriented than result
oriented)

Generation III Prioritization according to the

Goals and Plans
(Prioritizes quadrants I & III and misses II)

Generation IV Self Management

People are Less focus on things and time and more focus
more important on enhancing relationships and accomplishing
than things results, it focuses on quadrant II
Advances of Fourth Generation

 1. It keeps you focused on

Quadrant II activities that are
principle centered
 2. Conscience directed
 3. Defines your unique mission
 4. It helps you balance your life
by identifying roles
 5. Weekly organizing (with daily
adaptation)
 PRIORITIZATION
 Prior – before / first thing to be done
 Eg – If you have 4/5 things to do on a
particular day, you need to set the
sequence for these things based on
considerations like urgency, importance etc.
 You need to any how attend to all the
things, but which needs to be attended first
is prioritization
 Priorities are those activities that represent
genuine priorities for that working period.
 This should include only those
activities that make a significant
contribution to what you are
trying to achieve.
 Be disciplined in only identifying
real priorities, they are by
definition the few rather than the
many tasks.
 PRIORITIZATION
Prioritizationis the ability to make the
best, most effective use of time, ability
and resources as well as those of
your Team.

When you feel like work is never-ending

and time is at a premium, prioritization
is what will help you spend your time
wisely and move forward on the goals
that are the most important.
 PRIORITIZATION

Is most likely to be profitable.

Has to be finished before others

can move on with their work.

Is most important to supervisors

Has a budget allocated to it already

Has the necessary tools readily

available
 DELEGATION

 Delegation - tasks that you could or

should have given to someone else
to complete, including priority
activities where appropriate.
 Includes priority tasks that you could
have delegated a significant part of,
even if you needed to tackle part of
the work personally.
 DELEGATION
Good delegation
 saves you time

 develops you people

 grooms a successor and motivates.

 is very helpful aid for succession planning

 personal development

 seeking and encouraging promotion

 Helps to grow in the job

 enables us to gain experience to take on higher

responsibilities.
 can be used to develop your people
 Delegation - SMARTER
 A simple delegation rule is the SMART
acronym or better still SMARTER.
 It’s a quick checklist for proper delegation.
 Delegated task must be:
 Specific

 Measurable

 Agreed

 Realistic

 Time bound

 Ethical

 Recorded
Steps of successful delegation
 The levels of delegation freedom- choose
which is most appropriate for any given
situation.
 Define the task
 Select the individual or team
 Assess ability and training needs
 Explain the reasons
 State required results
 Consider resources required
 Agree deadlines
 Support and Communicate
 Feedback on results
Levels of delegation-Examples
 These examples levels progressively offer, encourage and
enable more delegated freedom.
 Level 1 is the lowest level of delegated freedom (basically
none). Level 10 is the highest level typically (and rarely)
found in organizations.

 1. “Wait to be told.” Or “Do exactly what I say.” Or

“Follow these instructions precisely.”
 This is instruction. There is no delegated freedom at all.

 2. “Look into this and tell me the situation. I’ll decide.”

 This is asking for investigation and analysis but no
recommendation. The person delegating retains
responsibility for accessing options prior to making the
decision.
Levels of delegation-Examples

 3. “Look into this and tell me the situation. We’ll

decide together.”
 This level of delegation encourages and enables the
analysis and decision to be a shared process, which
can be very helpful in coaching and development.

 4. “Tell me the situation and what help you need

from me in assessing and handling it. Then we’ll
decide.”
 This opens the possibility of greater freedom for
analysis and decision-making, subject to both
people agreeing this is appropriate.
  
Levels of delegation-Examples
 5. “Give me your analysis of the situation(reasons,
options, pros and cons) and recommendation. I’ll
let you know whether you can go ahead.”
 Asks for analysis and recommendation, but you will
check the thinking before deciding.

 6. “Decide and let me know your decision, and wait

for my go-ahead before proceeding.”
 The boss prefers to keep control of timing.
 This level of delegation can be frustrating for people if
used too often or for too long, and in any event the
reason for keeping people waiting, after they’ve
inevitably invested time and effort, needs to be
explained.
Levels of delegation-Examples
 7. “Decide and let me know your decision. Then
go ahead unless I say not to.”
 Now the other person begins to control the action.
 Responsibility saves time.
 The default is now positive rather than negative.
 This is a very liberating change in delegated
freedom, and incidentally one that can also be used
very effectively when seeking responsibility from
above or elsewhere in an organization, especially
one which is strangled by indecision and
bureaucracy. For example, “here is my analysis and
recommendation; I will proceed unless you tell me
otherwise by (date).”
Levels of delegation-Examples
 8. “Decide and take action-let me know
what you did (and what happened).”
 This delegation level saves even more time.
 enables a degree of follow-up by the
manager as to the effectiveness of the
delegated responsibility, which is necessary
when people are being managed from a
greater distance, or more ‘hands-off’.
 The level also allowed and invites positive
feed back by the manager, which is helpful
in coaching and development of course. 
Levels of delegation-Examples
 9. “Decide and take action. You need not
check back with me.”
 The most freedom that you can give to another
person when you still need to retain responsibility
for the activity.
 A high level of confidence is necessary, and you
would normally assess the quality of the activity
after the event according to overall results,
potentially weeks or months later.
 Feedback and review remain helpful and
important, although the relationship is more likely
one of mentoring, rather than coaching per se. 
Levels of delegation-Examples
 10. Decide where action needs to be taken and manage
the situation accordingly. It’s your area of responsibility
now.”
 The most freedom that you can give to the other person and not
generally used without formal change of a person’s job role.
 It’s the delegation of a strategic responsibility.
 This gives the other person responsibility for defining what
changes project, tasks, analysis and decision are necessary for
the management of a particular area of responsibility, as well as
the task or project or changes itself, and how the initiative or
changes is to be implemented and measured, etc.
 this amounts to delegating part of your job – not just a task or
project.
 You’d use this most level of delegation (for example) when
developing a successor, or as part of an intentional and agreed
plan to devolve some of your job accountability in a formal
sense.
Contracts – ‘psychological
contracts’, ‘emotional contracts’
 These expressions describe the process of
agreeing with the other person what they should
do and the expectations linked to the
responsibility.
 The points is that people cannot actually be held
responsible for something to which they’ve not
agreed.
 But commonly particular tasks, projects, etc., that
you need to delegate are not, in which case
specific discussion must take place to establish
proper agreement or ‘contract’ between you and
the other person.
Let
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