GROW II: Time, Tasks & Quality Academic Session for Academic Staff

Goals

By the end of the session, you will….

1. Have new ideas on how to better manage your tasks and time.

2. Have a greater awareness as to the importance of quality building and assurance.

Video: CHILL OUT!

Definitions: Time vs. Task

Time vs. Task Management

Exercise 1:

Think of at least three differences between time management and task management. Work in groups of 3 or 4.

Time vs. Task Management

• Time is undifferentiated from itself.

• Time can encompass many things.

• Time is difficult to control, relentless.

• Time is difficult to match to other constructs, such as tasks.

• Time is never-ending.

• A task is usually differentiated from other tasks.

• A task is a single thing.

• A task is within a person’s control.

• A task is easy to match to other constructs.

• A task is finite.

Exercise 2: Tasks & Time Together

In groups, try to come up with as many common daily tasks as possible. You have 5 minutes.

Tasks: Examples

• Assigning classes (different stages)• Making MET student observation

schedule• Conducting Post-Observation

conferences• Updating logs• Finding substitutions• Creating placement exam schedule • Completing observation forms

• Responding to teacher calls• Checking e-classlists• Processing complaints• Answering questions from the

public• Responding to e-mails, preparing

reports• Attending meetings• Moderate focus group meetings

and rap sessions• Etc.

Scope

Effort

Complexity

Impact

Personal Stake

Exercise 3: When prioritizing tasks, how does each element below contribute? How would you rank them in importance?

Exercise 4: Prioritization of Tasks

• Assigning classes (different stages)

• Making MET student observation schedule

• Conducting Post-Observation conferences

• Updating logs

• Finding substitutions

• Creating placement exam schedule

• Completing observation forms

• Responding to teacher calls

• Checking e-classlists

• Processing complaints

• Answering questions from the public

• Responding to e-mails, preparing reports

• Attending meetings

• Moderate focus group meetings and rap sessions

• Etc.

Exercise 5: Sharing Life Experiences

Get together in new groups and answer the following questions:

1. What has been a difficult experience for you regarding time or task management? How did you handle it? Was the outcome what you expected?

2. What is the task that gives you the most trouble? Why?3. What is something you do exceptionally well? Make a list of

characteristics or features it has compared to the task that is most troublesome for you. How are they different?

Video: IDEAS ANYONE?

Video on Time / Task Management

Taking Time & Tasks Head On!!Solution Alternatives for Beleaguered Supervisors

1. Whiteboard Control

• Inspired by the Translation Dept.

• List tasks for each supervisor

• Erase as they are done.

• Visual monitoring of progress

• Help if needed

2. Stopwatch

• Time yourself for each task

• Monitor progress

• Self-assess each day, week and month. Are you improving?

3. Collaboration

• Identify tasks beforehand.

• Help when needed.

• Limit “help calls”.

• Monitor “help calls” and gauge progress.

4. Red Flags

• Call for discussion.

• Invitation for help.

• Quantifying red flags gauges stress levels

5. Prioritization

• Follow Brian Macy’s advice: choose “make-or-break” task.• Divide tasks into A or B tasks: for 1 month

• Addition: expand gradually

• Gauge over time

6. Professional Reading

• Find websites, articles, books that can help.

• Get at least one idea from each, try, assess, share.

7. Motivators

• Find tasks that motivate, make you happy. Even if they’re “B tasks”.

• Make one your goal each day.

• Write a reflection: Why happy? How does it help you?

8. Team Tasking

• Exchange assigned tasks at random.

• Compare metrics, affective effects.

• Share ideas on improvement.

9. Rap Sessions

• Have rap sessions every so often on Time & Task Management

• Exchange experiences, ideas, concerns.

• Develop action plans for the month, or the time period of your choice.

10. 360 Degree Assessment

• Everybody assesses everyone.

• Anonymous or “out in the open”, your choice.

• Tool can be “home-made” at first. Official instrument can come later.

• Information is for reflection and improvement.

What now?Action Plans for the Branches / Area / Office

Exercise 5: Action Plan

• Identify 1 – 3 troublesome tasks, high priority

• Develop an action plan using at least one strategy presented today and one of your own.

• Describe scope, time frame, criteria for measuring results, desired outcomes.

• Present as a group or branch at the end of the assigned time.

Quality Building & AssuranceAn Introduction to the Next Session’s Focus

Exercise 6: Quality

• In teams, come up with a paragraph of 6 – 8 sentences that defines “quality of an academic program” including the following variables:

1. Students

2. Teachers

3. Academic staff

4. Curriculum and standards

5. Competitiveness

6. Creativity & innovation

Exercise 7: Decipher

L (A:P) SS (PA:V:FE) = Q T

Mercado, 2010

Competitive Environment

We currently face…

Hundreds of large, medium-sized, and small institutions dedicated to ELL

Strong marketing and publicity campaigns

Highly competitive pricing

Aggressive geographic tactics

The Need for Excellence

What do we need to do?

• The market must perceive we have more to offer than the competition (quality and value).

• We must maintain high standards (curriculum, teachers, academic staff)

• We must continue emphasizing quality, efficiency, professionalism and innovation.

• Everyone must be convinced that their work is more important than ever.

Role of Academic Department

• Contribute to enhancing learning outcomes.

• Maintain a dynamic curriculum and program.

• Monitor the quality of the program and identify needs.

• Main mission: help teachers be the best ELT professionals they can be and reach their fullest potential.

• Assess teachers’ needs and performance accurately. Act decisively in response.

• Continue training and learning on their own so they can be the best at what they do as well.

Exercise 8: Quality

• What are three things supervisors and heads do to promote greater academic quality? Which is the most important?

Exit Card: Quality Building & Assurance

What are three aspects of quality building and assurance you would like to see covered in our next session?