Creating An Effective Environment
Some time management literature stresses tasks related to the creation of an environment conducive to real effectiveness. These strategies include principles such as -
- "Get Organized" - paperwork and task triage
- "Protect Your Time" - insulate, isolate, delegate
- "Achieve through Goal management Goal Focus" - motivational emphasis
- "Recover from Bad Time Habits" - recovery from underlying psychological problems, e.g. procrastination
Writers on creating an environment for effectiveness refer to issues such as the benefit of a tidy office or home to unleashing creativity, and the need to protect "prime time". Literature also focuses on overcoming chronic psychological issues such as procrastination.
Excessive and chronic inability to manage time effectively may be a result of Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD). Diagnostic criteria include a sense of underachievement, difficulty getting organized, trouble getting started, many projects going simultaneously and trouble with follow-through. Some authors focus on the prefrontal cortex which is the most recently evolved part of the brain. It controls the functions of attention span, impulse control, organization, learning from experience and self-monitoring, among others. Some authors argue that changing the way the prefrontal cortex works is possible and offers a solution.
Read more about this topic: Time Management
Famous quotes containing the words creating, effective and/or environment:
“The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.”
—Jean Piaget (18961980)
“Gestures ..., in love, are incomparably more attractive, effective and valuable than words.”
—François Rabelais (14941553)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)