TIME MANAGEMENT:

Set goals  Formulate actions plan  Set milestones  Frame it in workflow 

Break down into to-do list  Act on to-do list  Evaluate progress

80/20 RULE

WHAT: 80% results come from only 20% actions

WHY: Pareto

WHERE, WHEN, WHO

HOW: 10 tasks + 5W1H

SUMMARY: time priority, focus on important issues

THE GLASS JAR

WHAT: module used for prioritizing time

Based on a story

LESSON: identify task use 5W1H

URGENT/ IMPORTANT MATRIX

WHAT: model used for managing time effectively, 2 columns 2 rows

HOW: 4 squares represent 4 types of tasks

PLAN:

Create a plan

Prioritize tasks

Execute a plan

5W1H:

Method to improve your critical thinking, problems solving abilities

WHAT

WHERE

WHEN

WHO

WHY

HOW

SWOT:

A simple but useful framework for analyzing S,W,O,T of a project

It helps you to build on what you do well, address what you are lacking, minimize risks
and take greater possible advantage of chance for success

SWOT is written in form of a matrix with 2 columns (positive/negative) 2 rows

(internal/ external)

How to do:
TEAMWORK

“Teamwork is the definition of cooperative members of a same group working together

to obtain the same goal.”

“The process of working collaboratively with a group of people, in order to achieve a

goal.”

Formal group

formed by ___the organization_____(1).

have designated work assignments and specific __tasks__(2).

appropriate behaviors are established by and directed towards organizational

__goals____(3).

Informal group

formed by _friendships____(4) and common ___interests____(5).

are of a social nature.

occur naturally in the work place or outside to satisfy __ personal and psychological___(6)
need.

5 STAGES IN GROUP DEVELOPMENT

  Forming - try to understand the boundaries in the team and get a feel for what is
expected of them.

In the beginning, when a new team forms, individuals will be unsure of the team's
purpose, how they fit in, and whether they'll work well with one another. They may be
anxious, curious, or excited to get going. However they feel, they'll be looking to the
team leader for direction.

Set SMART goals/ layout the expectations and behavior to each team member

 Storming - remain committed to ideas, triggers conflict that affects some

relationships and harms the team’s progress.

It is a period marked by conflict and competition as individual personalities emerge.

Members may disagree on team goals, and subgroups and cliques may form around
strong personalities or areas of agreement.

Members must work to overcome obstacles, to accept individual differences, and to

work through conflicting ideas on team tasks and goals

 Norming - realize that they need to work together to accomplish team goals.

Gradually, the team moves into the norming stage. People start to resolve their
differences, appreciate one another's strengths, and respect and accept a [Link]
that they know one another better, your team members will feel more comfortable
asking for help and offering constructive feedback. They'll share a stronger commitment
to the team's goals, and they should make good progress toward it.

 Performing - members are comfortable working within their roles, and the team
makes progress toward goals.

Consensus and cooperation have been well-established and the team is mature,
organized, and well-functioning. There is a clear and stable structure, and members are
committed to the team’s mission. Problems and conflicts still emerge, but they are dealt
with constructively. The team is focused on problem solving and meeting team goals.

 Adjourning – members experience anxiety and other emotions as they

disengage and ultimately separate from the team.

In the adjourning stage, most of the team’s goals have been accomplished. The emphasis
is on wrapping up final tasks and documenting the effort and results. As the work load is
diminished, individual members may be reassigned to other teams, and the team
disbands.

GROUP CONFLICTS MANAGEMENT

What is conflict?

* In everyday speech, conflict is seen as a fight, a struggle, or the clashing of opposed

principles (e.g. Concise Oxford Dictionary, 1983).

* An alternative is to define conflict as a process that begins when one individual or

group perceives differences between oneself and another individual or group over
something that is important (Thomas, 1992).

SMART MODEL: An effective way to set a goal

Specific: Success coach Jack Canfield states in his book The Success Principles that,
“Vague goals produce vague results.” In order for you to achieve a goal, you must be
very clear about what exactly you want. Often creating a list of benefits that the
accomplishment of your goal will bring to your life, will you give your mind a
compelling reason to pursue that goal.

Measurable: It’s crucial for goal achievement that you are able to track your progress
towards your goal. That’s why all goals need some form of objective measuring system
so that you can stay on track and become motivated when you enjoy the sweet taste of
quantifiable progress.

Achievable: Setting big goals is great, but setting unrealistic goals will just de-motivate
you. A good goal is one that challenges, but is not so unrealistic that you have virtually
no chance of accomplishing it.
Relevant: Before you even set goals, it’s a good idea to sit down and define your core
values and your life purpose because it’s these tools which ultimately decide how and
what goals you choose for your life. Goals, in and of themselves, do not provide any
happiness. Goals that are in harmony with our life purpose do have the power to make
us happy.

Timed: Without setting deadlines for your goals, you have no real compelling reason or
motivation to start working on them. By setting a deadline, your subconscious mind
begins to work on that goal, night and day, to bring you closer to achievement.
(notebook)

BELBIN TEAM ROLE

Belbin identified nine team roles and he categorized those roles into three groups:

GROUP ROLE DESCRIPTION STRENGTH WEAKNESS

Thought Plant Tends to be Creative, Might ignore
- highly creative imaginative, incidentals,
oriented and good at free-thinking, and may be
solving generates too
problems in ideas and preoccupied
unconventional solves difficult to
ways. They problems. communicate
could be absent- effectively.
minded or
forgetful.
Monitor\ Evaluator Provides a Sober, Sometimes
logical eye, strategic and lacks the drive
making discerning. and ability to
impartial Sees all inspire others
judgements options and and can be
where required judges overly critical.
and weighs up accurately. They could be
the team's slow to come
options in a to decisions.
dispassionate
way
Specialist Brings in-depth Single- Tends to
knowledge of a minded, self- contribute on
key area to the starting and a narrow front
team. dedicated. and can dwell
They provide on the
specialist technicalities.
knowledge They overload
and skills. you with
information.
Action- Implementer Needed to plan a Practical, Can be a bit
oriented workable reliable, inflexible and
 strategy and efficient. slow to
carry it out as Turns ideas respond to
efficiently as into actions new
possible. and organises possibilities.
work that They might be
needs to be slow to
done. relinquish
their plans in
favour of
positive
changes.
Shaper Provides the Challenging, Can be prone
necessary drive dynamic, to
to ensure that thrives on provocation,
the team keeps pressure. Has and may
moving and does the drive and sometimes
not lose focus or courage to offend
momentum. overcome people's
obstacles. feelings. They
could risk
becoming
aggressive
and bad-
humoured in
their attempts
to get things
done.
Completer\ Finisher Most effectively Painstaking, Can be
used at the end conscientious, inclined to
of tasks to polish anxious. worry unduly,
and scrutinise Searches out and reluctant
the work for errors. to delegate.
errors, Polishes and They could be
subjecting it to perfects. accused of
the highest taking their
standards of perfectionism
quality control. to extremes.
People- Co-ordinator Needed to focus Mature, Can be seen as
oriented on the team's confident, manipulative
objectives, draw identifies and might
out team talent. offload their
members and Clarifies goals. own share of
delegate work the work.
appropriately. They might
over-delegate,
leaving
themselves
little work to
do.
 Resource Uses their Outgoing, Might be over-
Investigator inquisitive enthusiastic. optimistic,
nature to find Explores and can lose
ideas to bring opportunities interest once
back to the team. and develops the initial
contacts. enthusiasm
has passed.
They might
forget to
follow up on a
lead.
Teamworker Helps the team Co-operative, Can be
to gel, using perceptive indecisive in
their versatility and crunch
to identify the diplomatic. situations and
work required Listens and tends to avoid
and complete it averts friction. confrontation.
on behalf of the They might be
team. hesitant to
make
unpopular
decisions.

COMMUNICATION:
PROCESS

Communication is the exchange and flow of information and ideas from one person to
another; it involves a sender transmitting an idea, information, or feeling to a receiver.

There are 7 important elements of the communication process:

 Source: The "source" is The person who intends to convey the message with the
intention of passing information and ideas to others is known as sender or
communicator And the "message" refers to the information and ideas that you
want to deliver. You need to be clear about what message you want to
communicate
  Encoding Since the subject matter of communication is theoretical and
intangible, its further passing requires use of certain symbols such as words,
actions or pictures etc. Conversion of subject matter into these symbols is the
process of encoding.
 Channel. This information is transmitted to the receiver through certain channels
which may be either formal or informal. There are countless different channels
that you can use to send your message
 Verbal communications channels include face-to-face meetings, telephone and
videoconferencing. While written communications include letters, reports,
emails, instant messaging (IM), and social media posts. You might also want to
include videos, photos, illustrations, or charts and graphs in your message to
emphasize your main points.
 Decoding. The person who receives the message or symbol from the
communicator tries to convert the same in such a way so that he may extract its
meaning to his complete understanding.
 Receiver Receiver is the person who receives the message or for whom the
message is meant for
 Feedback: Feedback is the process of ensuring that the receiver has received the
message and understood in the same sense as sender meant it.
 Context: The "context" is the situation in which you deliver your message. This
may include the current political and social environment, or the broader culture

Let's begin with the message itself. If your message is too lengthy, disorganized, or is full
of jargon or errors, it'll likely be misunderstood and misinterpreted. Using poor verbal
or body language can also muddle the message that you're trying to send.

Contextual barriers tend to stem from offering too much information, too fast. So,
remember that often "less is more."

Finally, put your message into context. Make sure that you know your audience's
culture. This will help you to converse with and to deliver your message to people that
have different backgrounds and cultures than you.

TYPES OF COMMUNICATION

Verbal By verbal communication, we mean the type of communication which is rooted

in language
Non-verbal uses signals without words.

ABC AND 7C

A = Accurate

B = Brief

C = Clear

7 C’s of Communication

Clear

Concise

Correct

Complete

Courteous (polite)

Consistent\ coherent

Caution

[Link]
VOICE

Tone

Emphasis

Volumn

Pronounce

Rhythm (Fluency)

Speed

Pause

Accent

VD:

You will be promoted

You will be promoted

You will be promoted

SPEAKING STYLE

 Direct
 Courteous
 Ironic/derisive
 Allusion/Implication:

Thinking before speaking

Prepare what u will say

Gain listeners attention

Speak briefly, easily

Use usual and popular statement

Use suitable tone, volume and speed in the context

Ask for feedbacks

LISTENING AND HEARING

 HEARING LISTENING
SIMILARITY Must be related to the sound (voices, other sources)
Must use ears
Have senders and receivers
DIFFERENCE  Only use ears  Use both ears and brain
 Physical process,  Psychological process,
unconsciously conscious: analyze, select, store
 Receive sound by and reject
physical respond  Pay attention, analyze and
 Passive process understand
 An ability  Active process
 A skill

5 LEVELS OF LISTENING
Understand get all info and can take actions
Concentrate pay attention to all of info
Select select CONTENT (focus on INTERESTING
part)
Pretend seem to be paying attention but nothing in
mind
Ignore don’t care about the sound
Real listening is an active process that has three basic steps.

Hearing. Hearing just means listening enough to catch what the speaker is saying.

Understanding. The next part of listening happens when you take what you have heard
and understand it in your own way.

Judging. After you are sure you understand what the speaker has said, think about
whether it makes sense

Tips for being a good listener:

Try to remove the __obstacles _____. (1)

Give your __full___(2) attention on the person who is speaking.

Make sure your mind is ___open/focused/free___(3).

Be ___following__(4) the speaker and let the speaker finish before you begin to talk.

Taking ___notes___(5) is sometimes really effective when listening.

Your ___body__(6) language can show that you are listening or not.

Let yourself finish listening before you begin to speak! You can't really listen if you are
busy thinking about what you want say next.

Listen for main ideas. The main ideas are the most.
They may be mentioned at the start or end of a talk, and repeated.

Pay special attention to statements that begin with phrases such as "My point is..." or
"The thing to remember is..."

Ask questions:

If you are not sure you understand what the speaker has said, just ask.

It is a good idea to repeat in your own words what the speaker said so that you can be
sure your understanding is correct.

For example, you might say, "When you said that no two zebras are alike, did you mean
that the stripes are different on each one?"

Give feedback:

Sit up straight and look directly at the speaker.

At appropriate points you may also smile, frown, laugh, or be silent.

These are all ways to let the speaker know that you are really listening.

Remember, you listen with your face as well as your ears!

WRITING EMAIL AND LETTER

Email: dear, introduce, content, conclusion, complimentary close

Yours sincerely Yours faithfully Best regards

Formal, know receivers Formal, dun know receivers Intimated, not a first time
PRESENTATION: TYPES TO DESIN THE OUTLINES PAGE 8

3 STEPS TO CREATE AN OUTLINE