3. PARTICIPANTS
• 12 Participants
• Family and Friends
• Needed to work 25 hours a week
• Needed to be considered very busy
• Examples of busy were: familial, church, leisurely, and
education
4. PARTICIPANTS
• 9 are women, 3 are men
• 33% Asian
• 33% white
• 33% Hispanic
• Areas worked in: Food Industry, health care, customer
service and aircraft maintenance
• Education
• Bachelor’s: 2
• Working on Bachelor’s: 4
• Associate’s: 3
• High School Diploma: 3
5. STRATEGIES
• Process
• 2 weeks to complete
• How did it come together?
• Teaching Unit
• Interviews and Questionnaires
What was taught?
-Basics of time management
-Checklists
-Controlling Procrastination
6. STRATEGIES
• Research questions:
• Quantitative Question: What is the effect on adults' jobs
and personal lives if they are taught time-management
skills?
• Qualitative Question: What is the perception of adults in
regards to how their jobs and personal lives are affected
after being taught time-management skills?
9. CHALLENGES FACED
• Influential factors:
• This was a concern.
• Participants are family/friends
• Asked to not take this into account
• Still possible it happened
10. CHALLENGES
Effectiveness
A. The data does not appear to be skewed because the
answers made sense
-Overall, it was effective
-Participants asked to be honest
• B. Important to ask participants to not have bias
• May not always be effective
• Risk should would not be taken in larger research project
11. WEAKNESSES
• Time
• Time between the lessons and implementation
• Very quick turn-around for participants
• May not have enough time to know how to use
new strategies
• Only 5 business days to implement what was
learned
12. WEAKNESSES
- Give more time between learning material and implementing
- Not enough right now
- Giving more time allows them to reach out to researcher with
questions
- More time to implement what was learned
- More time to notice a difference with family life, education, work
13. STRENGTHS
• This can be applied in different areas
• The things taught (checklists, avoiding
procrastination) can be implemented by anyone
• Directly- the availability of the participants
• Participants who wanted to learn this information
• -Data tools (questionnaire and survey)
• Simple to use for everyone involved
14. STRENGTHS
• Future projects
Important to use in future
- Find participants who are dedicated
- Find participants who you trust and vice versa
- Choose topics that interest or help people
- Help people understand by explaining things in depth
- Use instruments that people understand
- Simple instruments allow clearer answers, allows you
to see the bigger picture. Less confusion.
15. FUTURE STUDY
-Teach time management to people
-Should be in schools
-Time affects kids as early as middle school,
more important in high school and college
-If taught earlier, it’s second nature
-People should not have to deal with this
when they are adults
16. APPLYING CAPSTONE
• Entire reason is to apply to work environment
• Time affects everything
• Learning to manage time is important to success
• Workloads can be managed, as well as stress
• Having a plan is needed. Teach people how to make a plan
for their day or week
• Knowing how to approach your week or day let’s you have the
control
• Control is important. If you’re not in control then you feel
helpless
• Time management can help employees, students. Anyone
affected by time.
• Essential life trait that everyone needs.
Introduction: My name is Alana and I am excited to present my time management capstone to you. This program took a lot of time to complete, almost a year and a half. It’s enveloped my life every weekend for that year and a half so needless to say, I am very excited for it to be over. Going into this Master’s of Education program, I did not know much about it. It seemed interesting and I decided to go for it. It came as a surprise when I actually started to love everything that I was learning. I just wanted to keep learning and apply all the different facets of the program. That’s when my capstone came along. I have to admit, I was extremely nervous for this. From the moment the capstone was mentioned to me, I was terrified of it. It was always in the back of mind even at the beginning.
I chose the topic of time management because it was familiar to me. I always thought that I was a person who you could handle their time fairly well so I wanted to help others figure this out.
My knowledge of time management is self taught. It was something I am good at so this is why I chose to teach it to others.
I constantly heard people complaining about stress and work loads. This was a constant conversation in my house and with my friends. I wanted to help them by streamlining what I do to combat my stress levels with time management skills.
Basically, I really wanted to help others. I didn’t like that they were constantly stressed and complaining about their jobs all the time. I wanted to help ease their tensions. I felt like I knew how to do this so I took the opportunity and ran with it.
12 participants were chosen to work with
They all had issues with time management. Some complained about anxiety and very high stress levels
I chose them from my group of family and friends. They were the ones telling me about their issues with time management and I wanted to help.
Work at least 25 hours a week
Familial, church, leisurely, educational responsibilities
4 of 12 work and go to school
9 are women, 3 are men
33% Asian
33% white
33% Hispanic
Five of the twelve employees work in the food industry, two work in health care, and four others work in customer service. The last remaining employee is a painter in the aircraft maintenance industry.
Two of them have their Bachelor’s degree; four are currently working on their Bachelor’s, while three of them have an Associate’s degree. The remaining three workers do not have any degrees but do have their high school diploma.
Half of them are single and do not have families. The other half has at least one child or significant other.
Teaching took approximately 2 weeks to complete
I wrote down everything that I do on a consistent basis and put it together. This became my teaching unit. This had all the information I needed in order to teach my participants.
I did interviews and questionnaires with them prior to the teaching the skills.
There I taught the basics of time management by introducing checklists and giving suggestions on how to control procrastination. After these two weeks passed, I asked the participants to implement what they learned over a week then I presented them with surveys and questionnaires again about their experience.
This was my research project. I wanted to see if the participants felt more comfortable with their time management skills after being taught all this information.
Research questions:
Quantitative Question: What is the effect on adults' jobs and personal lives if they are taught time-management skills?
Qualitative Question: What is the perception of adults in regards to how their jobs and personal lives are affected after being taught time-management skills?
The results of the findings show that the participants were able to use their new skills effectively.
From the research and the post-questionnaire responses by the working adults, it has been determined that adults are able to lead more stress free lives because of time management skills.
The participants voted overwhelmingly positive in all the areas that asked about their time management improvement.
The participants voted positively in the direction that their stress levels have slightly decreased.
In a Likert scale question that asked the rank of stress levels following the time management lessons, all participants voted below the highest level of stress.
When asked if their family received more of their time the following week, nine out of the twelve participants felt like they did. The participants were also asked if they had more time for leisurely activities, eight out of the twelve stated that they had more time to do other things.
The research shows that the participants were affected positively because of the new time management skills that they attained.
They mentioned that they had more time, more tasks completed, felt less stressed, and more in control.
Eight of the twelve workers felt like they were more confident while doing their work tasks.
Workers also were able to see more in depth with certain situations because they were taught time management skills.
Knew how to create more time if they worked more diligently.
The participants did make it clear that although they may not have seen improvements right away, they knew how to fix this.
There weren’t any significant challenges that were faced.
-minor problems: participants left early or arrived late
Influential factors:
-This was a concern.
-Participants are family/friends
-Asked to not take this into account
-Still possible it happened
Explain the strategies you used to address these challenges.
--Everyone asked to be truthful
Evaluate the effectiveness of these strategies in allowing you to complete your project.
-The data does not appear to be skewed because the answers made sense
-Overall, it was effective
-Participants are honest with me and would say the truth
b. Predict how you could apply these strategies to other projects you develop.
-Important to ask participants to not have bias
-May not always be effective
-In the future, probably will not use family or friends because of bias. The risk cannot be taken to skew the data if this was a larger research project.
Discuss the weaknesses of your project.
-Aside for the possible familial bias
-Time (ironic)
-Time between the lessons and implementation
-very quick turn-around for participants
-may not have enough time to know how to use new strategies
-only 5 business days to implement what was learned
-Not enough
2. Explain what revisions you could make to the project to address these weaknesses.
Give more time between learning material and implementing
Not enough right now
Giving more time allows them to reach out to researcher with questions
More time to implement what was learned
More time to notice a difference with family life, education, work
What are the strengths?
-This can be applied in different areas
-The things taught (checklists, avoiding procrastination) can be implemented by anyone
-Directly- the availability of the participants
-participants who wanted to learn this information
-data tools (questionnaire and survey)
-simple to use for everyone involved
How can I apply these to future projects?
Important to use in future
Find participants who are dedicated
Find participants who you trust and vice versa
Choose topics that interest or help people
Help people understand by explaining things in depth
Use instruments that people understand
Simple instruments allow clearer answers, allows you to see the bigger picture. Less confusion.
Recommendations for future study
Teach time management to people
Should be in schools
Time affects kids as early as middle school, more important in high school and college
If taught earlier, it’s second nature
People should not have to deal with this when they are adults
Great would be: a study that follows two groups through the years. One group will be taught time management young and the other will not. Track all through high school and college. Compare the two groups after college. Success rates, stress levels throughout. Was there a benefit?
How to apply the capstone to a professional work environment?
-Entire reason is to apply to work environment
-time affects everything
-learning to manage time is important to success
-workloads can be managed, as well as stress
-having a plan is needed. Teach people how to make a plan for their day or week
-knowing how to approach your week or day let’s you have the control
-control is important. If you’re not in control then you feel helpless
-time management can help employees, students. Anyone affected by time.
-essential life trait that everyone needs.
Experience was great
Thank you for listening
What questions?
