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FMST 238 Part 2 > Time Management > Flashcards

Time Management Flashcards

1
Q

time (2)

A
  • a scarce resource, of which each person has 24 hours each day
  • easily measured, but difficult to understand because how we use and perceive time affects how we think about time
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2
Q

theoretical time styles

A
  • combining one’s concept of time with how one manages time
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3
Q

what are the theoretical dimensions of time styles (4)

A
  • social orientation
  • temporal orientation
  • planning orientation
  • polychronic orientation
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4
Q

theoretical dimensions of time styles: social orientation (2)

A
  • are activities done alone or with others

- is time with others desired or obligatory

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5
Q

theoretical dimensions of time styles: temporal organization (2)

A
  • orientation to past, present, and future

- varies between young and old

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6
Q

theoretical dimensions of time styles: planning orientation (2)

A
  • tracking, analyzing, and accounting of time

- to-do lists and scheduling; very non-spontaneous

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7
Q

theoretical dimensions of time styles: polychronic orientation

A
  • one activity at a time; no multi-tasking
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8
Q

metaphor of time: pressure cooker (4)

A
  • social orientation: social life becomes work, need to keep up appearances
  • analytic planning: no spontaneity, pressure to keep schedule
  • monochronic time use: deal with one activity at a time
  • stuff their day with social activities and pressure builds and rigid planning of events increases pressure more
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9
Q

metaphor of time: map (4)

A
  • analytic planning
  • future temporal orientation
  • polychronic activities
  • provides direction for movement toward the desire destination and prevents movement into the wrong direction
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10
Q

metaphor of time: mirror (4)

A
  • analytic planning style
  • past temporal orientation
  • polychronic orientation
  • mirror reflects back how they use their time and whether their time use falls short of their expectations; mirror of past selves and goals
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11
Q

metaphor of time: river (3)

A
  • spontaneous planning
  • present oriented
  • immediate and encompassing; deal best with the current around them and do not think about past or future
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12
Q

metaphor of time: feast (3)

A
  • analytical planning
  • present focused
  • feast must be enjoyed as food is served, but creating the feast requires careful planning; work hard, play hard
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13
Q

time style and conflict (2)

A
  • conflict between real and ideal selves

- see an idealized time style that isn’t truly what they are

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14
Q

who may feel the “pressure cooker” situation and why (2)

A
  • students

- many competing deadlines, desire to do well in all of then, and no time to relax

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15
Q

quantitative time measurement (2)

A
  • number, kind, and duration of activities that occur at a specific time
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16
Q

quantitative time measure types (4)

A
  • self-report or diary
  • recall
  • observation
  • self-observation control-signalling method
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17
Q

quantitative time measures: self-report or diary method

A
  • individuals record their own time-use data on a form provided by the researcher
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18
Q

quantitative time measures: recall

A

individuals are asked to recall and explain in detail a previous day’s activities

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19
Q

quantitative time measures: observation

A

trained researcher observes and records the precise way, duration, and sequencing of an individual’s activities

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20
Q

quantitative time measures: self-observation control-signalling method

A
  • verbally recording throughout day when signalled
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21
Q

qualitative time measures

A

investigates the meaning, significance, and satisfaction with time use

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22
Q

qualitative social contexts (3)

A
  • public
  • family, friends
  • solitude
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23
Q

public social contexts (2)

A
  • among strangers, co-workers, fellow students

- “public” space where one’s actions are evaluated by others and where one competes for resources

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24
Q

family and friends contexts (2)

A
  • among family and friends

- a place of kinship, special bonds, and home

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25
Q

solitude social contexts

A
  • time spent alone
26
Q

in what order to post-secondary students with no job use their time on (5)

A
  1. personal care
  2. leisure
  3. education
  4. unpaid work
  5. paid work
27
Q

what do post-secondary women with no jobs spend more time on than men

A
  • personal care
  • paid work
  • unpaid work
28
Q

what do post-secondary men with no jobs spend more time on than men

A
  • leisure
29
Q

trends of postsecondary students with jobs (3)

A
  • no gender differences in time patterns
  • to accommodate paid work, they decrease personal care by 0.5 hours
  • women cut study time and eliminate leisure, while men dramatically cut leisure
30
Q

postsecondary students: who experiences more time stress

A
  • women
31
Q

what effects come from adding a job to postsecondary students (3)

A
  • doesn’t change perceived stress
  • men have higher self-esteem, happiness, and life satisfaction; but, not similar benefits for women
  • benefits from income
32
Q

anthropological models of time (3)

A
  • linear-separable
  • procedural-traditional
  • circular-traditional
33
Q

anthropological models of time: linear-separable (5)

A
  • western way
  • separation of past, present, and future
  • goal and time oriented
  • time-saving is valued
  • optimistic point of view with improvements expected to come over time
34
Q

anthropological models of time: procedural-traditional (2)

A
  • consider the actual steps, event, or procedure to be more important than the time spent in the activity
  • no deadlines, just focus on the process and solutions
35
Q

anthropological models of time: circular-traditional (2)

A
  • each day/week/year is the same as before; emphasis on the repetitive nature of time with rhythmic patterns
  • present-oriented
36
Q

east & southeast asian students’ time orientation (3)

A
  1. procedural
  2. circular
  3. linear (rarely)
37
Q

US students’ time orientation (3)

A
  1. linear
  2. procedural
  3. circular
38
Q

individual’s sense of time: historical time (3)

A
  • changes with age
  • thoughts of the past
  • help us to see things in perspective
39
Q

individual’s sense of time: biological time perception (2)

A
  • each person’s internal clock that tells them when to wake, go to sleep, and eat
  • circadian rhythms; the daily rhythmic activity cycles, based on 24-hour intervals
40
Q

individual’s sense of time: time sense (2)

A
  • awareness of how much time has passed

- situational; can be fast or slow

41
Q

components of an individual’s sense of time (4)

A
  • historical time
  • time perceptions (biological time, time sense)
  • tempo or pace (mono or polychronic)
  • continuity
42
Q

what activities had the largest increases during COVID-19 (5)

A
  • telephone calls
  • lawn and garden care
  • relaxing and leisure
  • sport, exercise, and recreation
  • housework
43
Q

what activities had the largest decreases during COVID-19 (5)

A
  • travel related to work
  • shopping
  • socializing and communication
  • travel to purchase consumer goods
  • grooming
44
Q

what is the classic approach to time management (2)

A
  • use the ABC method to prioritize goals

- emphasizes that daily time use should be related to goals

45
Q

ABC method (2)

A
  • write down all that you need to do before you go to bed

- classify each as A (crucial), B (medium value), or C (can wait until tomorrow, less important)

46
Q

time management suggestions by Dr.Ellis (5)

A
  • know your values
  • do less: make a list of things to do less to free up time
  • slow down; less multitasking
  • remember to spend time with important people in life
  • focus on outcomes of goals/tasks
47
Q

general time management suggestions (4)

A
  • handle tasks now
  • buy less
  • forget about time and allot time to rest
  • keep experimenting with different time management tools
48
Q

why is it hard to slow down; not multi-task (3)

A
  • speed is fun; more accomplishments more quickly
  • speed walls us off from the bigger questions in life
  • there is a cultural taboo against slowing down; viewed as lazy
49
Q

effects of multi-tasking (4)

A
  • forgetful
  • exhausted
  • stressed
  • brain can recover with rest
50
Q

limits to multi-tasking (5)

A
  • higher intensity of tasks
  • lower experience with tasks
  • higher age
  • less gifted individually
  • complex tasks
51
Q

what are the pay-offs to multitasking (2)

A

if competent and comfortable in combining activities

  • there is less likeliness of feelings of role overload
  • less strain and stress
52
Q

how do people with positive attitudes to multitask do it (4)

A
  • combine activities
  • watch entertainment (TV) with divided attention
  • conscious planners for “waiting time”
  • do errands all the time
53
Q

characteristics of people with positive attitudes to multi-tasking (4)

A
  • highly educated
  • work 40+ hours/week
  • belong to social groups/clubs
  • adolescents with access to technology
54
Q

marketing implications of multitasking (3)

A
  • promotional messages emphasize auditory (volume) component, rather than visual
  • products are designed to accommodate multitasking; modification of designs and development of accessories
  • distribution of products: one stop shopping (Amazon, Walmart)
55
Q

why do in-class multitaskers have lower academic performance (3)

A
  • they text, read, and use social media while in class and studying
  • more time spent doing homework
  • lower GPA even when controlled for perceived effectiveness of multitasking and studying outside class
56
Q

outcome of learning time management skills

A
  • to help individuals maximize their time and use it optimally
57
Q

constraints on time management (4)

A
  • personal habits
  • clutter (files)
  • procrastination
  • interruptions
58
Q

steps to decrease procrastination (5)

A
  • select area to change
  • set priorities (focus on one at a time)
  • give yourself guidelines
  • face difficult problems early
  • don’t let perfectionism paralyze you
59
Q

what is meant by “the hurried child” (2)

A
  • children are overcommitted and growing up too fast and too soon
  • results in lack of free time/leisure and stress
60
Q

what has been the impact of the pandemic on adult’s time management

A
  • adults feel rushed and that they don’t have enough time

FMST 238 Part 2 (6 decks)

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