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Running head: TIME MANAGEMENT PROJECT 1

Time Management Project: Discovering if Actions are Congruent with Leadership

Anna L. Hebb

Virginia Commonwealth University

TIME MANAGEMENT PROJECT 2

Time Management Project: Discovering if Actions are Congruent with Leadership

Time management is unique to each individual. In essence a leader has no control over

time. There are exactly 24 hours in each day for all of us. Leaders are called to self-

management of the 24 hours in each day. Through creating a list of my professional goals,

reviewing my current job description, conducting a literature review, interviewing a practicing

administrator, keeping a time management log, and synthesizing and reflecting on what I’ve

learned, a self-management plan was created to improve congruency between my actions and my

leadership brand.

Professional Goals

Developing my Leadership Brand

Integrity, strong work ethic/competency, compassion, and respect are important qualities

in leadership. My desire is to be intentional in leadership through developing my leadership

brand in these core areas. Integrity is the common thread that is woven into any action or

decision. Does my time as a leader uphold these qualities? Is my leadership brand evident to

those I serve?

Balancing Empathy and Accountability

Through the Emotional Intelligence Self-Evaluation activity, my highest score was

empathy. From this self-evaluation, I re-confirmed that I have a strong ability to effectively listen

to other people’s problems, I am sensitive to the emotional needs of others, and I am strongly

attuned to others’ feelings. As a school social worker, empathy is a strength and necessity. As I


seek to obtain more leadership roles in the future, my goal is to balance empathy with

accountability of the employees I serve. I’m working on developing confidence and courage to

not only help staff set direction, but also to lead in such a way that others maintain commitment

and motivation.

Monitoring Internal Thoughts

In class, one of my cohorts challenged someone by saying, “I don’t think it’s a matter of

whether someone likes you or not” after he had proclaimed how an employee “hated him”. She

went on to share how important fairness was in comparison to whether someone liked her as a

leader. My goal is to spend more time on tasks and my actions, rather than analyzing if someone

“likes me”. Leaders can spend an inordinate amount of time analyzing or agonizing over hurtful

conversations. I want to dare greatly, accept challenges knowing I will make mistakes, and truly

embrace the fact that “not everyone is going to like me” and still maintain positive internal

thoughts.

Job Description of School Social Worker

Retrieved from Chesterfield County Public Schools School Social Work Department

General Description

A school social worker provides professional social work services to students, parents,

and school staff. Services include counseling, providing community resource information and

referral, collecting and analyzing data, and providing services for crisis intervention, attendance,

consultations, and program development. Complex work is performed within specific objectives

and policies. The employee plans her own work; professional judgment based on general

guidelines is required. Contacts are regularly and frequently made at all organizational levels


within and outside the school system to explain programs or to coordinate unusual cases referred

to a higher level.

Essential Job Functions

To perform this job successfully, an individual must be able to perform each essential

duty satisfactorily.

Implements attendance policies and laws; works with other staff involved with student

attendance. Serves as a liaison between home and school and provides feedback to all

parties concerning attendance problems, school performance, and solutions.

Identifies, contacts, and works with outside community resources as necessary, including

Department of Social Services, Juvenile Probation and Courts, and the Case Consultation

Team.

Consults with parents, teachers, students, administrators, and staff to offer the most

appropriate educational environment and services for students.

Assists in screening students for exceptional education.

Provides outreach and in-home intervention services for families and students.

Handles crisis situations including illness, death, or abuse.

Develops, coordinates, and monitors various service programs for students and staff;

provides training for staff, parents, and students.

Provides individual and group counseling for students.

Serves as a liaison between the home, school, and community agencies by researching

and coordinating community resources in addressing the needs of students and families.

Performs other related duties as assigned.


Knowledge/Skills/Abilities

Considerable knowledge of the principles and methodologies of school social work and

human services; human development and family dynamics, intervention techniques,

learning theory, school organization, measurement, research and statistics, and the federal

and state laws and regulations related to pupil services programs.

Demonstrated skill in individual, group, and crisis counseling.

Demonstrated ability to communicate effectively, orally and in writing; to train students,

parents, and staff in decision-making, problem analysis, conflict resolution, and

interpersonal relationships.

Literature Review

Article One

In Calling Time Out on Work Interruptions: Learn to Deal with Those Office Distractions

Now, Before It’s Too Late by Rex Huppke (2012), readers are challenged to consider the impact

of interruptions and distractions on time management. Huppke described the modern workday as

“one long series of interruptions” (para. 1). Based on a market research study, Huppke

proclaimed that 45 percent of workers shared that they make it only 15 minutes before being

interrupted. Huppke challenged workers who claimed they could multi-task effectively. A 2009

Stanford University Study found that workers who “receive information from multiple sources

don’t pay attention, control their memory or move from one project to the next as well as

workers who handle one task at a time” (para. 8). Huppke discussed the work of other time

management experts and noted “it comes down to self-confidence”. He dared workers to


consider working a two-hour stretch uninterrupted and being okay with the solitude and holding

off interruptions. Other suggestions from his research from experts in time management were to

avoid checking email in the mornings, set a time each day to check email, tackle the big tasks

first before email, organize a team meeting to incorporate these methods for unity and

understanding, practice shutting down interruptions, and cultivate personal discipline in these

areas.

Article Two

A stimulating website, MindTools.com, provided a plethora of tips and information on

time management. One article entitled, “How Good is Your Time Management?” offered a free

quiz that looked at goal setting, prioritization, managing interruptions, procrastination, and

scheduling. My score of 52, which fell in the range of 46-75, noted a positive rating that

suggested that I managed my time effectively. Feedback was given in each category based on

how I answered each individual question. My strengths were scheduling and prioritizing. Areas

of growth were managing interruptions and goal setting. Based on the questions, I tend to allow

too many interruptions. My desire to be “always accessible” is negatively impacting my ability

to be “in the moment” and has caused significant personal stress. Challenges within goal setting

centered on stepping out of the automaticity of my scheduling strength and setting goals beyond

what I typically do. This was a relative weakness. Recently, I’ve experienced growth through

setting educational and professional goals beyond my current position. I enjoyed how the quiz

emphasized using time management techniques to help reduce stress.

Another article entitled “The Wheel of Life: Finding Balance in Your Life” from

MindTools.com challenged the reader to consider each category of his or her life. Work, family,


personal time, friendships, community leader, and extended family were some of the categories

the article suggested. Much like a time management log, you were asked to consider how much

time you desired to spend in each category and compare your desires to the reality of actual time

spent. The wheel gave you a visual of how balanced you were in the categories that were of high

priority to you as an individual. This was a great tool to improve my life balance. The visual

gives you immediate feedback on where you need to cutback, and where you need to add more

energy and time. The article cheered me on to take action and to make the necessary changes for

a more balanced life.

Article 3

In the article, “Too Many Emails? 7 Tips for Successful E-mail Management” from the

Psychology Today website, seven informative tips were shared on how to manage the

overwhelming amount of e-mails that flood our inboxes. This article was similar to other

readings and challenged readers to schedule a block of time to formally answer emails instead of

being constantly interrupted. Other suggestions were to prioritize by importance and answer

ongoing e-mail conversations in batches versus individually. If your work entails multiple e-

mails from team members, answer with one reply. As a leader or colleague, the article suggested

letting people know your policy on e-mails and the time of day you typically reply. E-mail

etiquette was discussed and reminded readers to proof read important emails before hitting the

send button. Because e-mail has become second nature as a communication tool, remember to

avoid attacking words, gossip, and confidential information being shared. E-mail is considered

public domain.


Article 4

In the article, “How Are You Managing Your Time?” from the Psychology Today

website, Dr. Timothy Pychyl (2008) addressed procrastination using Stephen Covey’s “Time

Management Matrix”.

Figure 1. Steven Covey’s Time Management Matrix

Figure 1. Time management matrix.

The matrix categorizes time and tasks into urgent, not urgent, important, and not important.

Dr. Pychyl emphasized that the focus of the matrix was part of habit. Most of our time

should be spent in quadrant II and argued that quadrant II was to “put first things first”. Dr.

Pychyl discussed Covey’s habits of being proactive and beginning with the end in mind to foster

responsibility, choice, and purpose. Once you’ve established these habits, you can develop a

vision and set goals. With your purpose clearly in mind, you can conquer procrastination. By

developing these habits, we take responsibility for our actions and develop meaningful purpose


in our lives. When we continue to blame others, say yes to seemingly urgent issues, and don’t

learn to say, “No”, we are not in control of our purpose. Procrastination is not about time

management. Procrastination often speaks to our lack of developing our purpose and not being

intentional in our choices.

Article 5

The Journal of Psychology (2010) published a research article entitled “Time

Management Training and Perceived Control of Time at Work” by A. Hafner and A. Stock. The

purpose of the study was to examine the effects of time management training on perceived

control of time, perceived stress, and performance at work. Interestingly, the authors randomly

selected 71 employees. Within the 71 employees, 35 of the employees attended time

management training and 36 employees were on a waiting list to be trained. As the authors

hypothesized, time management training led to an increase in perceived control of time, and a

decrease in perceived stress. As the authors explored the use and the perceived use of the actual

time management techniques taught, they discovered that the training had no impact on different

performance indicators. There were large differences on the actual use of the techniques by each

individual within their job but most found the training useful. From the study, I learned that time

management training benefits employees by allowing for perceived control of time and reduced

stress. Equally as valuable was the fact that time management techniques are unique to the

individual and can vary. As a leader, emphasizing time management and allowing for training

would be beneficial; however, leaders must keep in mind that actual techniques vary and must

allow for differences within the workforce. Effort needs to be spent on what techniques need to

be in the training process and can be varied and personalized. As a leader, I would desire to


move from perceptions to actual measured change in time management skills. However,

employee well-being and reduction in stress are valued and training a must to achieve this well-

being.

Interview of Practicing Administrator

On June 18, 2013, I met with Dr. Blount, Director of Elementary Education for Chesterfield

County Public Schools.

What is the structure of your job: Flexibility, Autonomy, and Mandates?

Dr. Blount shared that crisis typically rules the day, so she must be flexible. She has

chunks of time that are mandated meetings along with empty spots to work on her vision and

goals for elementary education. She capitalizes on her time by starting at a school she serves, or

ending at a school. She often checks in at the office in the early mornings for an hour to check

emails and complete work with few interruptions. As I shared some of the literature review on

time management with her, she seemed impressed with the idea of not checking email constantly

and limiting multi-tasking behaviors. She noted that, because she manages crisis, she would

have to glance over emails for any urgent matters, but would consider flagging other emails that

could wait in order to give full attention to the task at hand.

What are your “tried and true” time management tools and struggles?

Dr. Blount’s office was not only an organizational masterpiece, but she had personality

and flair in her decorations. I felt passion and enthusiasm exuding from her and in the way she

organized her room. She created an office space where a visitor would feel extremely

comfortable. She openly admitted that her first year on the job has been filled with trying many

different techniques and methods to organize her time and travel between schools. We united on


this issue. As a school social worker who travels from school to school, my office is often in my

car, and I have to be extremely organized and on top of things as I travel to each school. Her

recent successful technique she discussed was a notebook that not only had a calendar but a

section for notes and recording important information. She also enjoys Microsoft Calendar in

scheduling appointments. Her electronic devices have been helpful. She confessed that she is a

perfectionist, so is still searching for the best way to serve her schools efficiently. I liked the fact

that she was willing to try new techniques and to be open to new ideas.

Are you an Extrovert or Introvert on the Myers-Briggs Type Indicator (MBTI)? Do you

feel your indicator impacts your ability to manage your time?

Dr. Blount shared that she has balanced the importance of connecting with those she

serves (Extrovert) with energizing herself through solitude and personal enjoyment or activities

on the weekends (Introvert). She works hard during the week to be available, engaging, and

extroverted and on the weekends gives herself time to regroup. Some of her activities are

working in the yard, cutting the grass, exercising, and motorcycle rides. We discussed how

being task-oriented is important but it needs to be balanced with engaging with others and

building relationships. As a task-oriented person, I agreed with the struggle in the balance, but

also agreed with the importance of connecting with those you lead. She has made an observation

over the years, that extreme introversion and an unwillingness to create balance has caused

leaders to fail to reach their potential. She has developed awareness that principals who seek a

balance are more successful.


Do you feel balanced in your personal and professional life?

Dr. Blount discussed her love for her work. She admitted that, for her, it’s easy to stay

late at work because of her love for her job. She noted that she is in a season of life in which she

is not married and does not have children. I loved her story about how those under her

leadership struggled to keep up with her pace, so instead of staying late at work, she would take

work home. She wanted to alleviate feelings of guilt and create a more supportive work

environment. Her balance comes on the weekend in which she strives to do the activities that

reduce her stress and bring her enjoyment. She noted that she considers her employees and is

careful about when she sends an e-mail. She avoids sending e-mails that can wait for Monday.

She may write the email but she saves it to send when her employees are at work.

Are there any other points you would like to share?

Dr. Blount views her leadership role as being highly efficient so that the teachers and

administrators she serves can work more efficiently. Through her years of experience, she feels

the most important aspect of a leader is accessibility. Even if you do not have the time in the

moment to help, connect, or address an issue, she views acknowledging the person’s request or

concern and giving an estimated time that you will contact them is prudent. People desire to be

heard and want to know you care enough to take their request seriously.

I enjoyed how she debriefed her day while driving home in her car. She keeps a notepad

and pen and reflects on the day. She will ask questions like, “Do I need to apologize to

someone?” or “Do I need to thank someone, or recognize someone’s efforts?” She described this

method as “unpacking” while in her car. She makes it a point to send thank you notes on a


regular basis. She will write a reminder on her calendar to consider to whom she should send a

card each week.

Her future goals were stated. She discussed programs such as blended learning, Edmodo,

principal performance and leadership support, professional development, designing

interventions, and implementing programs. She was kind to ask me about my goals and shared

potential county resources. I immensely enjoyed my interview with Dr. Blount. She was warm,

enthusiastic, and inviting. A few days after our interview, I sent her a thank you note for our

time. She was quick with a response filled with gratitude and encouragement for my future

goals.

Time Management Journal

A time management journal was kept for the weeks of June 10- June 14 and June 24-

June 28. I chose the categories of work (1), family (2), personal, including school work (3), and

health (4).

1=work 2=family

3=personal including VCU school work 4=health

Date#

minutes act code Notes10-Jun 30 1 7:30-8:00 emails and phone calls

30 1 8:00 - 8:30 travelled to IDC/office60 1 8:30 - 9:30 social history with parent30 1 9:30 - 10:00 emails and phone calls30 1 10:00 - 11:00 reports, staff development, printing reports30 1 11:00 - 11:30 collecting and distributed resources to a family30 1 11:30-12:00 emails, phone calls, organizing staff development30 1 12:00 - 12:30 typing reports, researching special needs camps for a family


120 1 12:30 - 2:30 typing reports, accessing resources for a family120 1 2:30 - 4:30 meeting with Summer Evaluation Team to schedule evals30 1 4:30 - 5:00 Travelled to Hopkins to give gas card to homeless family30 2 5:00-5:30 travel time/picked up Nina from sitter60 2 5:30 - 6:30 cleaned the kitchen30 1 6:30 -7:00 answered work emails60 2 7:00 - 8:30 cooked dinner & ate as a family30 3 8:30-9:30 school work and blog30 2 9:30-10 television and went to bed at 10:00 after checking email

11-Jun 30 1 7:30-8:00 emails and phone calls30 1 8:00-8:30 Child Study meeting30 1 8:30-9:00 Consultations with staff, emails30 1 9:00-10:30 Child Study meeting30 1 10:30-11:00 Travel30 1 11:00-11:30 Lunch

240 1 11:30 - 3:30 Writing of reports and office work30 1 3:30-4:00 Travel30 2 4:00 -4:30 clean and check in with girls30 2 4:30-5:00 travel to gymnastics60 2 5:00-6:00 Grocery shop while she is in gymnastics30 2 6:00 - 6:30 Travel60 2 6:30-7:30 Put groceries away and organize home60 4 7:30-8:30 Zumba at the Y with my teenager60 3 8:30-9:30 Schoolwork30 2 9:30-10:00 family time and getting ready for bed

12-Jun 30 1 7:30-8:00 checking emails60 1 8:00 - 9:00 Child Study Team Meeting30 1 9:00 - 9:30 emails, phone calls, calendar reminders60 1 9:30-10:30 working with area agency to provide services for a family30 1 10:30-11:00 Parent phone calls for social histories30 1 11:00-11:30 travel to another school60 1 11:30-12:30 child study30 1 12:30-1:00 travel to another school

180 1 1:00 - 4:00 child study meetings30 2 4:00 - 4:30 travel home30 2 4:30-5:00 take children to activities

120 2 5:00 - 7:00 take my father out for Father's Day dinner120 3 7:00-9:00 schoolwork/VCU60 2 9:00-10:00 settling in, family time, reading, emails


13-Jun 30 1 7:30-8:00 Emails30 1 8:00-8:30 travel to conference

480 1 8:30-4:30 Conference on the new DSM-V30 2 4:30-5:00 travel home to family60 2 5:00 - 6:00 Nina's Gymnastics30 2 6:00 - 6:30 travel home60 4 6:30-7:30 Zumba with Vivian

120 3 7:30-9:30 Schoolwork/VCU60 2 9:30-10:30 Family time, settling in, emails, reading

14-Jun 30 1 7:30-8:00 Emails180 1 8:00-11:00 End of School Event30 1 11:00-11:30 Travel to staff meeting

180 1 11:30-2:30 Staff Meeting30 1 2:30 - 3:00 emails, finalizing the end of the year30 2 3:00 - 3:30 travel home to family60 4 3:30 - 4:30 YMCA

300 3 4:30-9:30 school work and The Plunge Volunteer Experience60 2 9:30 - 10:30 settling in, family down time

24-Jun 45 1 6:30-7:15 Emails, organizing staff development120 1 7:15-9:15 organizing summer social history schedule45 1 9:15-10:00 phone calls to colleagues

120 1 10:00-12:00 typing reports30 1 12:00-12:30 lunch60 1 12:30-1:30 called parents, emails, check VCU email and blogs

120 1 1:30 - 2:30 general office work/social work duties60 1 2:30-3:30 cleaning out files

120 1 3:30-5:30 office work, traveling home60 2 5:30-6:30 dinner out with family60 4 6:30 -7:30 gym

120 3 7:30-9:30 VCU work60 2 9:30-10:30 family time

25-Jun 120 1 7:00 - 9:00 emails, phone calls240 1 9:00 - 1:00 Jury Duty30 1 1:00- 1:30 lunch

150 1 2:30-5:00 planning for summer team meeting120 2 5:00-7:00 gymnastics and errands60 1 7:00 - 8:00 answered work emails and scheduled staff development room


120 2 8:00 - 10:00 family time

26-Jun 60 1 7:00-8:00 emails, office work, calendar scheduling

60 18:00-9:00 coordinating staff development for Hopkins, read a job related book

120 1 9:00-11:00 phone calls and office work120 1 11:00-1:00 meeting with coworker to plan summer meeting60 1 1:00 - 2:00 finalizing paperwork and agenda for summer meeting

120 1 2:00 - 4:00 reports60 1 4:00 - 5:00 general office work60 4 5:00 - 6:00 Yoga

120 3 6:00 - 8:00 VCU work60 2 8:00 - 9:00 dinner

120 2 9:00 - 11:00 family time

27-Jun 120 1 7:00 - 9:00 report writing90 1 9:00 - 10:30 general office work

120 1 10:30 - 12:30 summer team meeting120 1 12:30 - 2:30 presentation review, office work60 1 2:30 - 3:30 emails and phone calls

300 3 3:30 - 8:30 VCU - class and classwork

28-Jun OFF FROM WORK--mainly family time and VCU work

Figure 2. Time Management Analysis for Two Weeks

Figure 2. Time management analysis from a detailed time journal for two weeks. Categories are Work (63 %), Family (18 %), Personal, including VCU school work (15 %), and Health (4 %).


Synthesis and Reflection

Before I began this project, I reflected on my leadership brand and goals. I desired to

formally analyze if my actions were congruent with my beliefs and goals. Keeping track of my

time forced me to see if I was using my time wisely. I desire to have a strong work ethic and,

within my work, integrity is extremely important. I was aware when time was being wasted and

felt convicted. I also view compassion and connecting with others as important qualities of a

leader. One of the days in which a team desired to have lunch together, I went for the sole

purpose to connect and avoid being a task master. I was seeking balance and connection. I also

monitored my balance with empathy and accountability. One example was negotiating an agreed

upon meeting time that suited my time management schedule. After standing firm and guarding

my time management, I had internal thoughts. “Was I too rigid?” Another goal that I am

working on is having a balance between honest self-reflection and negative internal thoughts. It

was great to see how my goals intertwined within my journal and, because I prepared ahead of

time, I could focus on the meaning behind keeping the journal.

As I reviewed my job description, I was reminded of the varied tasks that a school social

worker performs. Honestly, after reading the description, I wondered how any one school social

worker could do all of the duties with excellence at three schools. As reduction in force

continues, I would consider re-writing the job description to honestly reflect what the school

social worker is humanly capable of doing. The greatest asset a school social worker offers a

school is being the main liaison between home and school. We are often the voice of parents

who have no voice, or fear entering the school. We help with resources, exceptional education,

and crisis. As a leader, I desire to remain empathetic to the needs of the school and families and


negotiating services. Within this time spent with families, I am also mandated to perform other

duties related to exceptional education, crisis, and attendance. This becomes extremely stressful

and time management is paramount. My internal thoughts can sometimes be negative because I

wonder if I’m doing enough, especially when it is related to a child’s well-being. There are

nights I go home with a child on my mind and worry about them. I work on processing these

hard times with trusted colleagues, praying and accessing spiritual resources, and exercising.

Through the five articles, a common thread was the impact of interruptions in this age of

technology overload. I discovered through a time management quiz that interruptions were my

needed area of growth. I noticed on my time management journal that I am constantly accessible

and do not allow for longer chunks of work time without interruptions. Multi-tasking is not

effective—your attention is divided. I enjoyed considering time management with Covey’s

habits of being proactive and beginning with the end in mind. To avoid procrastination I must

plan, set goals, and find purpose through the choices I actively make to control my time. Don’t

blame or allow seemingly crisis interruptions to rule your life. The literature review reminded

me that sometimes training can bring self-awareness and a sense of well-being. Time

management training reduces stress and a perceived control of time occurs. This was true for

me. Because I read articles, focused on time management, and was focused on improving, I felt

a sense of control over my time and I felt less stress. I have incorporated more health items into

my time management because of this project. I have felt better physically and emotionally.

My greatest concern was balance. After reading an article in which I placed my roles on a

wheel and analyzed balance, I questioned many aspects of my life. I struggled with the amount

of time I spend away from my family. I worried that I spent only 18 percent of my work week


with the ones I treasure the most. Most of my time and effort is spent on working full time and

attending school at 78 percent. Knowing that others struggle with time management and

interviewing an acting administrator was helpful.

Dr. Blount shared many practical tips such as early morning starts that may limit

interruptions, being open to create new methods into your organization and time management,

using car time to unpack the day and jot a note down for tomorrow’s list of things to do, and

making sure you are accessible, and connecting with others in a meaningful and tangible way.

She will respond to e-mails timely even if she simply states that she will get back to the person

later, and she is in the habit of sending thank you notes, and apologizing for any mistakes she has

made. She practices self-care on the weekends by rejuvenating so she can give back as a leader

during the work week. Dr. Blount models balance by avoiding staying too late at the office so

others do not feel pressured to keep her pace, and she considers the timing of e-mails on

employees’ time off.

As discussed earlier my takeaways from my time management journal were in the areas

of balance, interruptions, and creating the habits of being proactive and beginning with the end in

mind. My personal improvement plan will hopefully address these issues.

Improvement Plan

Balance and Family

Turn off phone when it’s family time

Plan family activities that center on togetherness not busyness at least once a week,

preferably more (start off with small goals and increase)

Purposefully plan homework for early morning prior to children getting up


Schedule two date nights a month

Sit with my husband and create a budget based on part-time work and consider working

part-time for two years while in the doctorate program. I would return to full-time work

upon graduation in 2015

Whenever possible, include family in work events or school activities

Say no to activities that take me away from my family and are not related to my current

goals

Interruptions

Turn phone off in meetings

Check email for emergencies in the early morning then shut down email for 2 hours

Share my protocol of handling emails with others who directly report to me or work with

me

Be mindful of asking if the interruption really is urgent and have the confidence to say

wait, or no

Just say no

Covey’s Habits

Spend time preparing my goals for the day, month, year, 5 years, and review regularly

Make choices based on my goal setting

Re-read Covey’s book prior to the school year beginning and make a copy of the

quadrant for my offices and calendar

Just say no!


References

Hafner, A., & Stock, A. (2010): Time Management Training and Perceived Control of Time

at Work. The Journal of Psychology: Interdisciplinary and Applied, 144:5, 429-447.

How good is your time management? (n.d.). Retrieved June 10, 2013, from

http://www.mindtools.com/pages/article/newHTE_88.htm

Huppke, R. (2012, April 29). Calling time out on work interruptions, distractions: Learn to

deal with those office distractions now, before it’s too late. Chicago Tribune.

Retrieved from http://articles.chicagotribune.com/2012-04-29/features/ct-biz-0430-

work-advice-huppke-20120429_1_interruptions-office-distractions-task

Preston, N. (2012, June 17). Too many emails? 7 tips for successful e-mail management.

Psychology Today. Retrieved from

http://www.psychologytoday.com/blog/communication-success/201206/too-many-

emails-7-tips-successful-e-mail-management

Pychyl, T. (2008, May 25). How are you managing your time? Psychology Today. Retrieved

from http://www.psychologytoday.com/blog/dont-delay/200805/how-are-you-

managing-your-time

The wheel of life. (n.d.). Retrieved June 10, 2013, from



http://www.psychologytoday.com/blog/dont-delay/200805/how-are-you-managing-your-time

http://www.psychologytoday.com/blog/dont-delay/200805/how-are-you-managing-your-time

http://articles.chicagotribune.com/2012-04-29/features/ct-biz-0430-work-advice-huppke-20120429_1_interruptions-office-distractions-task

http://articles.chicagotribune.com/2012-04-29/features/ct-biz-0430-work-advice-huppke-20120429_1_interruptions-office-distractions-task


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