TIME MANAGEMENT

A LECTURE PRESENTED
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 ad 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 require 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.