Student Survey

How do you feel about your time management abilities? Take this quick survey to figure it out, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.” These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed.

1. I regularly procrastinate completing tasks that don’t interest me or seem challenging.
2. I use specific time management strategies to complete tasks.
3. I find it difficult to prioritize tasks because I am not sure what is really important.
4. I am pleased with my ability to manage my time.

You can also take the Time Management survey anonymously below.

About This Section

In this section, you will learn about two of the most valuable tools used for academic success: prioritizing and time management. By the time you complete this section, you should be able to do the following:

• Articulate the ways in which time management differs from high school to college.
• Outline reasons and effects of procrastination, and provide strategies to overcome it.
• Describe ways to evaluate your own time management skills.
• Discuss the importance and the process of prioritization.
• Articulate the importance of goal setting and motivation.
• Detail strategies and specific tactics for managing your time.

“Poor time management can set into motion a series of events that can seriously jeopardize a student’s success.”

A very unfortunate but all-too-common situation in higher education is the danger students face from poor time management. Many college administrators that work directly with students are aware that a single mishap or a case of poor time management can set into motion a series of events that can seriously jeopardize a student’s success. In some of the more extreme instances, the student may even fail to graduate because of it.

To better understand how one instance of poor time management can trigger a cascading situation with disastrous results, imagine that a student has an assignment due in a business class. She knows that she should be working on it, but she isn’t quite in the mood. Instead she convinces herself that she should think a little more about what she needs to complete the assignment and decides to do so while looking at social media or maybe playing a couple more rounds of a game on her phone. In a little while, she suddenly realizes that she has become distracted and the evening has slipped away. She has little time left to work on her assignment. She stays up later than usual trying to complete the assignment but cannot finish it. Exhausted, she decides that she will work on it in the morning during the hour she had planned to study for her math quiz. She knows there will not be enough time in the morning to do a good job on the assignment, so she decides that she will put together what she has and hope she will at least receive a passing grade.

At this point in our story, an evening of procrastination has not only resulted in a poorly done business class assignment, but now she is going to take a math quiz that she has not studied for. She will take the quiz tired from staying up too late the night before. Her lack of time management has now raised potential issues in two courses. Imagine that each of these issues also causes additional problems, such as earning low scores on both the assignment and the quiz. She will now have to work harder in both courses to bring her grades up. Any other problems she has with future assignments in either course could cause a domino effect of circumstances that begins to overwhelm her.

In our imagined situation, you can see how events set into motion by a little procrastination can quickly spiral out of control. You can probably think of similar experiences in your own life, when one small bit of poor time management set off a chain of events that threatened to cause big problems.

“In the long run, just two extra semesters of college can cost you almost $150,000.”

While a loss of $26,815 may seem like a lot of money, it pales in comparison to the other financial areas impacted by a single extra year in school. The Washington Post article estimates that one year’s delay of graduation would cost you an additional $46,355 based on average lost earnings. To make matters worse, like the story of the student that procrastinates finishing her business assignment, there is a spiraling effect that takes place with loss of income when it comes to retirement investments. The figure cited by the Washington Post as lost retirement earnings for taking five years instead of four years to graduate is $82,074. That brings the average total cost for only two extra semesters to over $150,000. Measured by the financial cost to you, even a slight delay of graduation can have a serious impact.

It is worth noting that any situation that brings about a delay in graduation has the potential to increase the cost of college. This also includes attending school on a part-time basis. While in some instances responsibilities may make it impossible to go to school full-time, from a financial perspective you should do all you can to graduate as soon as you can.

While it may not be possible to prevent life challenges while you are in college, you can do a great deal to prevent the chaos and the chain reaction of unfortunate events that they can cause. This can be accomplished through thoughtful prioritization and time management efforts.

What follows in the rest of this chapter is a close look at the nature of time management and prioritization in ways that can help keep you on track to graduate college on time.

Questions to consider:

• Is time management different in college from what I am used to?
• How different is college schoolwork from high school work?

You may find that time management in college is very different from anything you have experienced previously. For the last 12 years, almost all your school time was managed by educators and your parents. What you did and when you did it was controlled by others. In many cases, even after-school time was set by scheduled activities (such as athletics) and by nightly homework that was due the next day.

In the workplace, the situation is not very different, with activities and time on task being monitored by the company and its management. This is so much a part of the working environment that many companies research how much time each task should take, and they hold employees accountable for the time spent on these job functions. In fact, having these skills will help you stand out on the job and in job interviews.

In college, there is a significant difference because a great deal of time management is left up to you. While it is true that there are assignment due dates and organized classroom activities, learning at the college level requires more than just the simple completion of work. It involves decision-making and the ability to evaluate information. This is best accomplished when you are an active partner in your own learning activities.

As an example of how this works, think about a college assignment that involves giving a classroom presentation. To complete the assignment, you are given time to research and reflect on the information found. As a part of the assignment, you must reach your own conclusions and determine which information that you have found is best suited for the presentation. While the date of the actual presentation and how long it will last are usually determined by the instructor, how much time you spend gathering information, the sources you use, and how you use them are left to you.

You Have Lots of Time to Manage

For college-level learning, this approach is important enough that you can expect to spend much more time on learning activities outside the classroom than you will in the classroom. In fact, the estimated time you should spend will be at least two hours of outside learning for every one hour of lecture. Some weeks may be more intense, depending on the time of the semester and the courses you are taking. If those hours are multiplied over several courses in a given session, you can see how there is a significant amount of time to manage. Unfortunately, many students do not always take this into consideration, and they spend far less time than is needed to be successful. The results of poor time management are often a shock to them.

“In college, as an active participant in your own education, what you do and when you do it is largely determined by you.”

The Nature of What You Have to Do Has Changed

Returning to our example of the classroom-presentation assignment, you can see that the types of learning activities in college can be very different from what you have experienced previously. While there may have been similar assignments in high school, such as presentations or written papers, the level of expectation with length and depth is significantly different in college. This point is made very clear when comparing facts about the requirements of high school work to the type of work students produce in college. One very strong statistic that underscores this comes from a study conducted by the Pew Research Center. They found that 82 percent of teens report that their typical high school writing assignments were only a single paragraph to one page in length. ² (Writing Technology and Teens, 2004, Pew Research Center) This is in stark contrast to a number of sources that say that writing assignments in lower-level college courses are usually 5–7 pages in length, while writing assignments in upper-level courses increase to 15–20 pages.

It is also interesting to note that the amount of writing done by a college student can differ depending on their program of study. The table below indicates the estimated average amount of writing assigned in several disciplines. To estimate the number of pages of assigned writing, the average number of writing assignments of a given page length was multiplied by an approximate number of pages for the assignment type (see Estimating Number of Pages Written for calculation details).

Credit: Updated NSSE (Since 2013)³

High school homework often consists of worksheets or tasks based on reading or classroom activities. In other words, all the students are doing the same tasks, at relatively the same time, with little autonomy over their own education.

Using the earlier example of the presentation assignment, not only will what you do be larger in scale, but the depth of understanding and knowledge you will put into it will be significantly more than you may have encountered in previous assignments. This is because there are greater expectations required of college graduates in the workplace. Nearly any profession that requires a college degree has with it a level of responsibility that demands higher-level thinking and therefore higher learning. An often-cited example of this is the healthcare professional. The learning requirements for that profession are strict because we depend on those graduates for our health and, in some cases, our lives. While not every profession may require the same level of study needed for healthcare, most do require that colleges maintain a certain level of academic rigor to produce graduates who are competent in their fields.

Questions to consider:

• Why do we procrastinate?
• What are the effects of procrastination?
• How can we avoid procrastination?

Simply put, procrastination is the act of delaying some task that needs to be completed. It is something we all do to greater and lesser degrees. For most people, a little minor procrastination is not a cause for great concern. But there are situations where procrastination can become a serious problem with a lot of risk. These include: when it becomes a chronic habit, when there are a number of tasks to complete and little time, or when the task being avoided is very important.

Because we all procrastinate from time to time, we usually do not give it much thought, let alone think about its causes or effects. Ironically, many of the psychological reasons for why we avoid a given task also keep us from using critical thinking to understand why procrastination can be extremely detrimental, and in some cases difficult to overcome.

To succeed at time management, you must understand some of the hurdles that may stand in your way. Procrastination is often one of the biggest. What follows is an overview of procrastination with a few suggestions on how to avoid it.

Questions to consider:

• How can I use time-on-task estimates to improve time management?
• What behaviors can help or hinder when it comes to managing time?

In this next section you will learn about managing time and prioritizing tasks. This is not only a valuable skill for pursuing an education, but it can become an ability that follows you through the rest of your life, especially if your career takes you into a leadership role.

How to Manage Time

The simplest way to manage your time is to accurately plan for how much time it will take to do each task, and then set aside that amount of time. How you divide the time is up to you. If it is going to take you five hours to study for a final exam, you can plan to spread it over five days, with an hour each night, or you can plan on two hours one night and three hours the next. What you would not want to do is plan on studying only a few hours the night before the exam and find that you fell very short on the time you estimated you would need. If that were to happen, you would have run out of time before finishing, with no way to go back and change your decision. In this kind of situation, you might even be tempted to “pull an all-nighter,” which is a phrase that has been used among college students for decades. In essence it means going without sleep for the entire night and using that time to finish an assignment. While this method of trying to make up for poor planning is common enough to have a name, rarely does it produce the best work.

Sample Time Estimate Table

Of all the parts of time management, accurately predicting how long a task will take is usually the most difficult—and the most elusive. Part of the problem comes from the fact that most of us are not very accurate timekeepers, especially when we are busy applying ourselves to a task. The other issue that makes it so difficult to accurately estimate time on task is that our estimations must also account for things like interruptions or unforeseen problems that cause delays.?

When it comes to academic activities, many tasks can be dependent upon the completion of other things first, or the time a task takes can vary from one instance to another, both of which add to the complexity and difficulty of estimating how much time and effort are required.

For example, if an instructor assigned three chapters of reading, you would not really have any idea how long each chapter might take to read until you looked at them. The first chapter might be 30 pages long while the second is 45. The third chapter could be only 20 pages but made up mostly of charts and graphs for you to compare. By page count, it might seem that the third chapter would take the least amount of time, but actually studying charts and graphs to gather information can take longer than regular reading.?

To make matters even more difficult, when it comes to estimating time on task for something as common as reading, not all reading takes the same amount of time. Fiction, for example, is usually a faster read than a technical manual. But something like the novel Finnegan’s Wake by James Joyce is considered so difficult that most readers never finish it.

Knowing Yourself

While you can find all sorts of estimates online as to how long a certain task may take, it is important to know these are only averages. People read at different speeds, people write at different speeds, and those numbers even change for each individual depending on the environment.

If you are trying to read in surroundings that have distractions (e.g., conversations, phone calls, etc.), reading 10 pages can take you a lot longer than if you are reading in a quiet area. By the same token, you may be reading in a quiet environment (e.g., in bed after everyone in the house has gone to sleep), but if you are tired, your attention and retention may not be what it would be if you were refreshed.

In essence, the only way you are going to be able to manage your time accurately is to know yourself and to know how long it takes you to do each task. But where to begin?

Below, you will find a table of common college academic activities. This list has been compiled from a large number of different sources, including colleges, publishers, and professional educators, to help students estimate their own time on tasks. The purpose of this table is to both give you a place to begin in your estimates and to illustrate how different factors can impact the actual time spent.

You will notice that beside each task there is a column for the unit, followed by the average time on task, and a column for notes. The unit is whatever is being measured (e.g., pages read, pages written, etc.), and the time on task is an average time it takes students to do these tasks. It is important to pay attention to the notes column, because there you will find factors that influence the time on task. These factors can dramatically change the amount of time the activity takes.

Time on task for common college activities.

Again, these are averages, and it does not mean anything if your times are a little slower or a little faster. There is no “right amount of time,” only the time that it takes you to do something so you can accurately plan and manage your time.

There is also another element to look for in the table. These are differentiations in the similar activities that will also affect the time you spend. A good example of this can be found in the first four rows. Each of these activities involves reading, but you can see that depending on the material being read and its complexity, the time spent can vary greatly. Not only do these differences in time account for the different types of materials you might read (as you found in the comparative reading exercise earlier in this chapter), but also they also take into consideration the time needed to think about what you are reading to truly understand and comprehend what it is saying.

Questions to consider:

• Why is prioritization important?
• What are the steps involved in prioritization?
• How do I deal with situation where others’ priorities are not the same as my own?
• What do I do when priorities conflict?
• What are the best ways to make sure I complete tasks?

Activity

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To better see how things may need to be prioritized, some people make a list of the tasks they need to complete and then arrange them in a quadrant map based on importance and urgency. Traditionally this is called the Eisenhower Decision Matrix. Before becoming the 34th president of the United States, Dwight Eisenhower served as the Allied forces supreme commander during World War II and said he used this technique to better prioritize the things he needed to get done.

In this activity you will begin by making a list of things you need or want to do today and then draw your own version of the grid below. Write each item in one of the four squares; choose the square that best describes it based on its urgency and its importance. When you have completed writing each the tasks in its appropriate square, you will see a prioritization order of your tasks. Obviously, those listed in the Important and Urgent square will be the things you need to finish first. After that will come things that are “important but not urgent,” followed by “not important, but urgent,” and finally “not urgent and not important.”

“What do you do when faced with priority conflicts?”

“As you work through tasks, make certain you are always monitoring and adapting to ensure you complete them.”

“While in college, I recall an instance where I was awake for two nights in a row trying to cram for upcoming midterms. I quickly learned that trying to navigate through college while working full time posed a significant challenge. Because of inability to manage my responsibilities, my first year of college was quite miserable. I went through a lot of trial and error to find out that time management was the key. From my experiences, I have extrapolated three important components to this skill. First, knowing your values is imperative. Values will serve as a guide, which will help you to determine which actions bring you closer to your goals and those that don’t. Second, know your constraints. Constraints (in form of time or other responsibilities) can help you set the parameter within which you can function efficiently. The last component is action. This component was the hardest for me to master, but it was the most fruitful. Because knowing values and limitations without engaging in appropriate actions does not serve any meaningful purpose. I strongly believe that learning time management can contribute greatly towards positive university experience.”

—Firdavs Khaydarov, Psychology Major, Minnesota State University, Mankato

The Importance of Where You Do Your Work

A large part of ensuring that you can complete tasks on time comes to setting up conditions that will allow you to do the work well. Much of this has to do with the environment where you will do your work. This not only includes physical space such as a work area, but other conditions like being free from distractions and your physical well-being and mental attitude.

Student Survey on Work Environment

Analysis: Take the time to think about where you will do your work and when. What can you do to help ensure your working environment will be helpful rather than harmful? What do you know doesn’t work for you? What will you do to prevent those adverse conditions from creeping into your work environment?

Below is a quick survey to help you determine your own preferences in regard to your work space, the time you work, and distractions. Rank each option: 1–4, 1 meaning “least like me” and 4 meaning “most like me.”

• I like my workspace to be organized and clean.
• There are certain places where I am more comfortable when I work.
• I prefer to be alone when I work on certain things.
• I find it difficult to read with other sounds or voices around me.
• There are certain times of the day when I can be more focused.
• My moods or emotions can interfere with my ability to concentrate

Questions to consider:

• How do I set motivational goals?
• What are SMART goals?
• What’s the importance of an action plan?
• How do I keep to my plan?

Motivation often means the difference between success and failure. That applies to school, to specific tasks, and to life in general. One of the most effective ways to keep motivated is to set goals.

Goals can be big or small. A goal can range from I am going to write one extra page tonight, to I am going to work to get an A in this course, all the way to I am going to graduate in the top of my class so I can start my career with a really good position. The great thing about goals is that they can include and influence a number of other things that all work toward a much bigger picture. For example, if your goal is to get an A in a certain course, all the reading, studying, and every assignment you do for that course contributes to the larger goal. You have motivation to do each of those things and to do them well.

Setting goals is something that is frequently talked about, but it is often treated as something abstract. Like time management, goal setting is best done with careful thought and planning. This next section will explain how you can apply tested techniques to goal setting and what the benefits of each can be.

Make an Action Plan

Like anything else, making a step-by-step action plan of how you will attain your goals is the best way to make certain you achieve them. It doesn’t matter if it is a smaller goal with immediate results (e.g., finish all your homework due by Friday) or something bigger that takes several years to accomplish (graduate with my degree in the proper amount of time).

The planning techniques you use for time management and achieving goals can be similar. In fact, accurate goal setting is very much a part of time management if you treat the completion of each task as a goal.

What follows is an example of a simple action plan that lists the steps for writing a short paper. You can use something like this or modify it in a way that would better suit your own preferences.

Questions to consider:

• What strategy helps me prioritize my top tasks?
• How do I make the best use of my time when prioritizing?
• How do I make sure I tackle unpleasant tasks instead of putting them off?
• What’s the best way to plan for long-term tasks?
• How do I find time in a busy schedule?

Over the years, people have developed a number of different strategies to manage time and tasks. Some of the strategies have proven to be effective and helpful, while others have been deemed not as useful.

The good news is that the approaches that do not work very well or do not really help in managing time do not get passed along very often. But others, those which people find of value, do. What follows here are three unique strategies that have become staples of time management. While not everyone will find that all three work for them in every situation, enough people have found them beneficial to pass them along with high recommendations.

Pomodoro Technique

The Pomodoro Technique was developed by Francesco Cirillo. The basic concept is to use a timer to set work intervals that are followed by a short break. The intervals are usually about 25 minutes long and are called pomodoros, which comes from the Italian word for tomato because Cirillo used a tomato-shaped kitchen timer to keep track of the intervals.

In the original technique there are six steps:

1. Decide on the task to be done.
2. Set the timer to the desired interval.
3. Work on the task.
4. When the timer goes off, put a check mark on a piece of paper.
5. If you have fewer than four check marks, take a short break (3–5 minutes), then go to Step 1 or 2 (whichever is appropriate).
6. After four pomodoros, take a longer break (15–30 minutes), reset your check mark count to zero, and then go to Step 1 or 2.

Breaking Down the Steps and Spreading Them over Shorter Work Periods

Above, you read about several different tried-and-tested strategies for effective time management—approaches that have become staples in the professional world. In this section you will read about two more creative techniques that combine elements from these other methods to handle tasks when time is scarce and long periods of time are a luxury you just do not have.

The concept behind this strategy is to break tasks into smaller, more manageable units that do not require as much time to complete. As an illustration of how this might work, imagine that you are assigned a two-page paper that is to include references. You estimate that to complete the paper—start to finish—would take you between four and a half and five hours. You look at your calendar over the next week and see that there simply are no open five-hour blocks (unless you decided to only get three hours of sleep one night). Rightly so, you decide that going without sleep is not a good option. While looking at your calendar, you do see that you can squeeze in an hour or so every night. Instead of trying to write the entire paper in one sitting, you break it up into much smaller components as shown in the table below:

While this is a simple example, you can see how it would redistribute tasks to fit your available time in a way that would make completing the paper possible. In fact, if your time constraints were even more rigid, it would be possible to break these divided tasks down even further. You could use a variation of the Pomodoro Technique and write for three 20-minute segments each day at different times. The key is to look for ways to break down the entire task into smaller steps and spread them out to fit your schedule.

“Time management is probably one of the hardest things I had to pick up when I got to college. For starters, I didn’t have anyone to come wake me up if I forgot to set an alarm or to tell me to get out of bed so that I wouldn’t be late. I had to start placing my phone far away from my bed; so that way, I would have to get out of bed in order to turn the alarm off. Accomplishing work on time can also be difficult. It’s tough to find the fine balance between when you have to stay in and work on assignments and when is acceptable to go out and do leisure activities.

“I learned the 8-8-8 rule.  Every day you spend eight hours working on school work or going to class, eight hours of free time to do what you want, and then eight hours to sleep at night so that you will get enough rest.  Sleep is crucial for time management. I learned very quickly that you cannot focus or be productive if you are struggling to keep your head from falling over because you are so tired. Basically, I’ve learned that if you want to be successful in college, then you have to be on top of your game when it comes to time. It’s something thing you cannot make up once it’s gone.”

—Preston Allen, University of Central Arkansas

Analyzing Your Schedule and Creating Time to Work

Of all the strategies covered in this chapter, this one may require the most discipline, but it can also be the most beneficial in time management. The fact is most of us waste time throughout the day. Some of it is due to a lack of awareness, but it can also be caused by the constraints of our current schedules. An example of this is when we have 15 to 20 minutes before we must leave to go somewhere. We don’t do anything with that time because we are focused on leaving or where we are going, and we might not be organized enough to accomplish something in that short of a time period. In fact, a good deal of our 24- hour days are spent a few minutes at a time waiting for the next thing scheduled to occur. These small units of time add up to a fair amount each day.

The intent of this strategy is to recapture those lost moments and use them to your advantage. This may take careful observation and consideration on your part, but the results of using this as a method of time management are more than worth it.

The first step is to look for those periods of time that are wasted or that can be repurposed. In order to identify them, you will need to pay attention to what you do throughout the day and how much time you spend doing it. The example of waiting for the next thing in your schedule has already been given, but there are many others. How much time do you spend in activities after you have really finished doing them but are still lingering because you have not begun to do something else (e.g., letting the next episode play while binge-watching, reading social media posts or waiting for someone to reply, surfing the Internet, etc.)? You might be surprised to learn how much time you use up each day by just adding a few unproductive minutes here and there.

If you set a limit on how much time you spend on each activity, you might find that you can recapture time to do other things. An example of this would be limiting yourself to reading news for 30 minutes. Instead of reading the main things that interest you and then spending an additional amount of time just looking at things that you are only casually interested in because that is what you are doing at the moment, you could stop after a certain allotted period and use the extra time you have gained on something else.

After you identify periods of lost time, the next step will be to envision how you might restructure your activities to bring those extra minutes together into useful blocks of time. Using the following scenario as an illustration, we will see how this could be accomplished.

On Tuesday nights, Sarah has a routine: After work, she does her shopping for the week (2 hours driving and shopping) and then prepares and eats dinner (1 hour). After dinner, she spends time on homework (1 hour) and catching up with friends, reading the news, and other Internet activities (1 hour), and then she watches television or reads before going to bed (1 hour). While it may seem that there is very little room for improvement in her schedule without cutting out something she enjoys, limiting the amount of time she spends on each activity and rethinking how she goes about each task can make a significant difference.

In this story, Sarah’s Tuesday-night routine includes coming home from work, taking stock of which items in her home she might need to purchase, and then driving to the store. While at the store, she spends time picking out and selecting groceries as she plans for meals she will eat during the rest of the week. Then, after making her purchases, she drives home. Instead, if she took the time to make a list and plan for what she needed at the store before she arrived, she would not spend as much time looking for inspiration in each aisle. Also, if she had a prepared list, not only could she quickly pick up each item, but she could stop at the store on the way home from work, thus cutting out the extra travel time. If purchasing what she needed took 30 minutes less because she was more organized and she cut out an additional 20 minutes of travel time by saving the extra trip to the store from her house, she could recapture a significant amount of her Tuesday evening. If she then limited the time she spent catching up with friends and such to 30 minutes or maybe did some of that while she prepared dinner, she would find that she had added almost an extra hour and a half to the time available to her on that evening, without cutting out anything she needed to do or enjoys. If she decided to spend her time on study or homework, this would more than double the time she previously had available in her schedule for homework.

Footnotes

• 1 https://www.washingtonpost.com/news/grade-point/wp/2016/06/21/spending-a-few-extra-years-in-college-may-cost-you-more-than-you-think/?noredirect=on&utm_term=.f06be365e5d6
• 2 http://www.pewinternet.org/2008/04/24/writing-technology-and-teens/
• 3 http://nsse.indiana.edu/html/sample_analyses/amount_of_writing.cfm
• 4 https://en.calameo.com/read/00009178915b8f5b352ba

Source: OpenStax College Success is licensed under Creative Commons Attribution License v4.0