ATD Workshop Series ATD Workshop Series

ATD Workshop Series

Let our experts do the heavy
lifting for you. TIME MANAGEMENT
training

TIME
Each ATD Workshop book provides all the
content and trainer’s tools you need to create
and deliver engaging, compelling training
guaranteed to enhance learner engagement,
deepen learner understanding, and increase Empower workshop participants

MANAGEMENT
learning application. to reclaim their time.
Complete with
• Interactive and engaging programs designed
by leading experts and grounded in design
Kitchen fire or time waster? The inability

training
and delivery best practices and theory to differentiate robs us of precious time

TIME MANAGEMENT training

• Straightforward, practical instructions and well-being. And working at the pace
for preparing and delivering the workshops
• Flexible timing—choose from half-day,
of today’s business environment requires
full-day, and two-day workshop formats, everyone to make better use of their time.
or create your own
Master trainer Lisa Downs has developed
• Tips and strategies for customizing the
workshops, such as webinars, lunch-and- a collection of complete workshops and
learn sessions, follow-up coaching, and
more, to fit your unique business
tools you’ll need to conduct effective
environments half-day, one-day, and two-day time
• Guidance on leveraging learning management workshop programs that
technologies to maximize workshop
design and delivery efficiency teach how to reclaim time and increase
• Printable training materials—online productivity. Empower workshop
platform offers access to activities,
handouts, tools, assessments, and participants to strategically manage
presentation slides procrastination, negotiate priorities,
• Content-rich agendas can be tailored
and exercise control over how they spend Includes All the Activities, Handouts, Tools, and Assessments

LISA J. DOWNS
to deliver targeted training for delegating,
goal setting, combating “time robbers,” their time by helping them develop their You Need to Create and Deliver Powerful, Effective Training
managing stress, exploring productivity
and organizational tools, and other essential time management and productivity skills.
time management topics.

ISBN 978-1-60728-092-7
56995

9 781607 280927
www.td.org/books 111608 $69.95 (U.S.A.)
LISA J. DOWNS
 TIME
MANAGEMENT
training
 ATD Workshop Series

TIME
MANAGEMENT
training
LISA J. DOWNS

Alexandria, Virginia
© 2016 ASTD DBA Association for Talent Development (ATD)
All rights reserved. Printed in the United States of America.

19 18 17 16    1 2 3 4 5

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ISBN-10: 1-60728-092-2
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 Buy This Book!

The ATD Workshop

Series

Whether you are a professional trainer who needs to pull together a new training program next
week, or someone who does a bit of training as a part of your job, you’ll find the ATD Workshop
Series is a timesaver.

Topics deliver key learning on today’s most pressing business needs, including training for
change management, coaching, communication skills, customer service, emotional intelli-
gence, facilitation, leadership, new employee orientation, new supervisors, presentation skills,
project management, and time management. The series is designed for busy training and HR
professionals, consultants, and managers who need to deliver training quickly to optimize per-
formance now.

Each ATD Workshop book provides all the content and trainer’s tools you need to create and
deliver compelling training guaranteed to

• enhance learner engagement

• deepen learner understanding
• increase learning application.

Each book in the series offers innovative and engaging programs designed by leading experts
and grounded in design and delivery best practices and theory. It is like having an expert trainer
helping you with each step in the workshop process. The straightforward, practical instructions
help you prepare and deliver the workshops quickly and effectively. Flexible timing options
allow you to choose from half-day, one-day, and two-day workshop formats, or to create your
own, using the tips and strategies presented for customizing the workshops to fit your unique
business environment. Each ATD Workshop book also comes with guidance on leveraging
learning technologies to maximize workshop design and delivery efficiency and access to all the
training materials you will need, including activities, handouts, tools, assessments, and presen-
tation slides.

v
 Contents

FOREWORD BY TONY BINGHAM xv

PREFACE xvii

INTRODUCTION: HOW TO USE THIS BOOK 1

Why Is Developing Time Management Skills Important? 1
Which Program Is Best? 2
Half-Day Workshop 2
One-Day Workshop 3
Two-Day Workshop 3
What Do I Need to Know About Training? 3
How Much Time Will Preparation Take? 5
What Are the Important Features of the Book? 5
How Are the Agendas Laid Out? 7
How Do I Use This Book? 8
Key Points 8
What to Do Next 8
Additional Resources 9

SECTION I: THE WORKSHOPS 11

1 HALF-DAY TIME MANAGEMENT TRAINING WORKSHOP 13
Half-Day Workshop Objectives 14
Half-Day Workshop Overview 14
Half-Day Workshop Agenda 15

vii
 Key Points 22
What to Do Next 22

2 ONE-DAY TIME MANAGEMENT TRAINING WORKSHOP 25

One-Day Workshop Objectives 26
One-Day Workshop Overview 27
One-Day Workshop Agenda 28
Key Points 39
What to Do Next 40

3 TWO-DAY TIME MANAGEMENT TRAINING WORKSHOP 41

Two-Day Workshop Objectives 42
Two-Day Workshop Overview 43
Day-One Overview 43
Day-Two Overview 44
Two-Day Workshop Agenda: Day One 44
What to Do Between Workshop Days 54
Two-Day Workshop Agenda: Day Two 54
Key Points 63
What to Do Next 63

4 CUSTOMIZING THE TIME MANAGEMENT WORKSHOPS 65

Customizing the Content and Activities 66
Gauge the Climate 66
Make It Real 67
Customizing the Workshop Format 67
One-Hour Workshops 67
Two-Hour Workshops 69
Theme-Based Workshops 70

viii Contents
 Customizing Delivery With Technology 71
The Bare Minimum 72
What to Do Next 72

SECTION II: ESSENTIALS OF EFFECTIVE TIME

MANAGEMENT TRAINING 75
5 IDENTIFYING NEEDS FOR TIME MANAGEMENT TRAINING 77
Why Needs Analysis? 78
Strategic Needs Analysis 78
Structured Interviews 80
Focus Groups 80
Surveys 80
Individual Learning Needs Analysis 81
The Bare Minimum 82
Key Points 83
What to Do Next 83
Additional Resources 83

6 UNDERSTANDING THE FOUNDATIONS OF TRAINING DESIGN 85

Basic Adult Learning Theory 86
More Theoretical Ideas Important to Learning 87
Multiple Intelligences 87
Whole Brain Learning 88
Theory Into Practice 90
Establishing a Framework 90
Identifying Behaviors 90
Practicing 91
Providing Feedback 91
Making It Relevant 91

Contents ix
 The Bare Minimum 91
Key Points 92
What to Do Next 92
Additional Resources 92

7 LEVERAGING TECHNOLOGY TO MAXIMIZE AND SUPPORT DESIGN

AND DELIVERY 93
Why Consider Learning Technologies? 95
Opportunities to Use Learning Technologies 95
When Designing Training 95
Before Training 97
During Training 98
After Training 99
While Building a Learning Community 100
The Bare Minimum 100
Key Points 101
What to Do Next 101
Additional Resources 101

8 DELIVERING YOUR TIME MANAGEMENT WORKSHOP:

BE A GREAT FACILITATOR 103
The Learning Environment 104
Program Preparation Checklist 108
Participant Materials 109
Handouts 109
Presentation Slides 109
Workbooks and Journals 111
Videos 111
Toys, Noisemakers, and Other Props 111

x Contents
 Facilitator Equipment and Materials 111
A Strong Start: Introduction, Icebreakers, and Openers 112
Feedback 113
Role Plays 114
Participant Presentations 115
Ball Toss 116
Journaling 116
Responding to Questions 116
Training Room and Participant Management 117
A Word About Dealing With Difficult Participants 118
An Unforgettable End 121
The Bare Minimum 121
Key Points 122
What to Do Next 122
Additional Resources 122

9 EVALUATING WORKSHOP RESULTS 123

Levels of Measurement 124
Level 1: Measuring Participant Reactions 124
Level 2: Measuring the Extent to Which Participants Have Learned 125
Level 3: Measuring the Results of Training Back on the Job 126
Level 4: Measuring the Organizational Impact of Training 126
Return on Investment 127
Reporting Results 127
The Bare Minimum 128
Key Points 128
What to Do Next 128
Additional Resources 128

Contents xi
SECTION III: POST-WORKSHOP LEARNING 131
10 THE FOLLOW-UP COACH 133
Create a Communication Strategy 134
Partner With Managers 134
Before the Workshop 135
After the Workshop 135
Link Time Management to Organizational Metrics 135
Support Action Plans 136
Offer Additional Learning Opportunities 137
The Bare Minimum 137
What to Do Next 138
References 138

SECTION IV: WORKSHOP SUPPORTING DOCUMENTS AND

ONLINE SUPPORT 139
11 LEARNING ACTIVITIES 141
Learning Activities Included in Time Management Training 141

12 ASSESSMENTS 153
Assessments Included in Time Management Training 154

13 HANDOUTS 157
Handouts Included in Time Management Training 157

14 ONLINE SUPPORTING DOCUMENTS AND DOWNLOADS 171

Access to Free Supporting Materials 171
Customizable Materials 172

xii Contents
 Working With the Files 173
PDF Documents 173
PowerPoint Slides 173

ACKNOWLEDGMENTS 175

ABOUT THE AUTHOR 177

ABOUT ATD 179

Contents xiii
 Foreword

In 2002, we launched the ASTD Trainer’s WorkShop Series—a collection of books authored by
practitioners that focused on the design and delivery of training on popular soft-skills topics.
The creation of this series was a departure for us. These workshops-in-a-book were created to
help internal trainers expedite their program delivery by using appropriate and exceptionally
designed content that could be adapted and repurposed.

These topics, dealing with issues ranging from customer service to leadership to manager skills,
continue to be important training programs offered in companies and organizations of all
sizes and across the globe. The ASTD Trainer’s WorkShop Series has helped more than 60,000
trainers and occasional trainers deliver top-notch programs that meet business needs and help
drive performance.

And while many things about the delivery of soft-skills training have not changed in the last
decade, there have been advances in technology and its use in training. So, when we began
talking about how to refresh this popular series, we knew we needed to incorporate technology
and new topics. We also wanted to make sure that the new series was cohesively designed and
had input from author-practitioners who are, after all, the heart and soul of this series.

In this series, we are pleased to feature the work of outstanding trainers and innovators in the
field of talent development. Inside Time Management Training by Lisa J. Downs, and each of the
titles in the series, you’ll find innovative content and fresh program agendas to simplify your
delivery of key training topics. You’ll also find consistency among titles, with each presented in
a contemporary manner, designed by peers, and reflecting the preferences of training profes-
sionals who conduct workshops.

We hope that you find tremendous value in the ATD Workshop Series.

Tony Bingham
President & CEO
Association for Talent Development (ATD)
October 2016

xv
 Preface

It’s hard for me to believe that it’s already been nine years since I wrote the manuscript for the
original Time Management Training book for what was then ASTD. A lot has happened in those
nine years, including several job changes for me. I’m sure much has happened since then in
your life too. Time just goes by in a blur, it seems.

At any rate, I am happy to have the opportunity to share this new iteration of Time Management
Training with you. When I mentioned to Cat Russo, former director of ASTD Press, how old
and dated the first version looked to me now and how I thought what I had written back then
left a lot to be desired (I think I actually phrased it a bit more harshly and called it a bad word),
she said to me, “It was good for its time, Lisa.” So gracious.

What I’m most excited about in the new version of this book—and all the new ATD Workshop
Series books—is the ability to incorporate so much more technology and the latest approaches
to the topic. The time matrix model, David Allen’s work, and maybe a few other things from
the world of lean manufacturing used to be about it. Now, so many more approaches provide
learners with great choices that can be customized even more to fit their lives when it comes
to productivity and planning tools, strategies for prioritizing, goal setting, and so on. Just the
quantity of time management apps alone is amazing these days.

For those of you who have a copy of the original version of the book, thank you so much
for purchasing it and hopefully using it to help you in your work. You’ll notice some familiar
themes and mostly new and updated content this time around. The basics remain the same,
though, when it comes to good time management principles and habits. Activities are new or
refreshed with variations for those of you who work with a global or far afield population of
learners. I hope you find these updates valuable.

Part of the benefit of this series of books is that all the heavy lifting has been done for you,
giving you everything you need to conduct various learning experiences on the topic at hand.
It’s one of the things I appreciate most about our profession—that we never have to start from
scratch or reinvent the proverbial wheel because so many resources are at our disposal. If you
are new to training, you’ll find a wealth of information, tips, and tools to set yourself up for

xvii
success and, with any luck, cause you to fall in love with facilitating and helping people learn,
if you haven’t already.

Use this book as you need to, have fun with it, and enjoy the process of creating great learning
experiences for those you support. Time is on your side.

Lisa J. Downs, CPLP, ACC

Redmond, Washington
October 2016

xviii Preface
 Introduction

How to Use This Book

What’s in This Chapter

• Why time management training is important
• Determining which workshop agenda will meet your needs
• What you need to know about training
• Estimates of time required
• A broad view of what the book includes

Why Is Developing Time Management Skills Important?

Increasingly, adults seem to have the attention spans of gnats, constantly rushing from one
thing to the next, while checking smartphones every two seconds to see what’s on social media
or in email or to respond to whoever texted. In short, many of us are urgency addicts, looking
for the next “hit” of a “like,” “mention,” or “retweet.” No wonder so many people in today’s
workplaces complain of burnout, never having enough time in the day to accomplish what they
would like to or being overloaded with no time to think. The other frequent mantra is “I’ve got
to get organized!”

Edward Brown (2015) reports that interruptions alone cost the U.S. economy a staggering $588
billion per year, according to Basex research, and that employees lose about 3-5 hours daily to
interruptions. This leads to lower morale, more errors, quality problems, and re-work. And
interruptions are only one cause of distractions and lost productivity. Poorly run or unproduc-
tive meetings, Internet distractions, fatigue, email bombardment, and trivial tasks contribute
to the costs too.

1
The people we work with and support need help to make better use of their time, increase their
productivity and performance, decrease distractions, and work at their best in support of their
organizations and their own physical and mental health. The workshops in this book will help
you build the time management and productivity skills of any employee in any industry at any
level.

The agendas and support materials are designed to address various aspects of time manage-
ment, including

• Selecting an approach to use for greater productivity

• Managing procrastination and other distractions
• Delegating effectively
• Setting clear goals
• Negotiating priorities and communicating expectations
• Managing stress and crises
• Running effective meetings.

Which Program Is Best?

The duration of each program is a consideration, but not the only factor in deciding the best
format for your training. Instead, consider the following points.

Half-Day Workshop
This session focuses on defining time management; taking a self-assessment; exploring
approaches to time management, productivity, and organizational tools; making decisions
about how to use time; and drafting an action plan. It briefly touches on how participants can
set expectations for implementing new time management tools and techniques.

The half-day workshop may be the best choice when participants

• Need a brief introduction to the topic or a refresher

• Would benefit from focusing on tools and tips
• Focus primarily on their individual productivity.

2 TIME MANAGEMENT training

One-Day Workshop
This session includes the content from the half-day workshop and integrates delegation, pro-
crastination, goal setting, and service level agreements. It also expands on the topic of selecting
an approach to time management.

The one-day workshop may be the best choice when

• Commitment to improved time management skills is organization-wide

• Participants are empowered to change how they manage their time and tasks
• Program sponsors and champions will look for, recognize, and reward application of the
concepts and use of the tools post-training
• The organization will support a sustained approach to better time management and
productivity.

Two-Day Workshop
This session is designed to take a deeper look at and provide greater exposure to additional con-
cepts and common time management challenges. In addition to the content from the previous
agendas, the two-day design addresses stress and meeting management, negotiating priorities,
fielding incoming information, handling crises, and continuous improvement. Participants
also have a homework assignment between the two days.

The two-day workshop may be the best choice when

• The organization places a high priority on time management skills

• Leadership is open to making significant changes in the culture regarding burnout,
employee engagement, and the approach to work-life integration
• Time will be allocated post-training to support participants as they try new tools and
techniques and form new time management habits
• The organization looks to decrease costs due to lost productivity.

What Do I Need to Know About Training?

The ATD Workshop Series is designed to be adaptable for many levels of both training facilita-
tion and topic expertise. Circle the answers in this quick assessment that most closely align with
your state of expertise.

Introduction: How to Use This Book 3

 QUICK ASSESSMENT: HOW EXPERT DO I NEED TO BE?
Question Authority Developing Expertise Novice
What is your level • More than 5 years of • From 1 to 5 years of • Less than 1 year of
of expertise as a experience experience experience
facilitator? • Consistently • Catch myself talking • No idea what to do
receive awesome too much to be successful
evaluations • May feel drained • Eager to develop a
• Lead highly after training facilitative style
interactive • Participants
sessions with sometimes sit back
strong participant and listen instead of
engagement engage
How proficient are you • Well versed • On my way • I can spell it!
with the topic? • Have taken courses • Have taken courses • Had a course in
• Read books/ • Read books school
authored articles • Created workshop • Received feedback
• Created training materials from respected
materials colleagues
• Would benefit from indicating I have a
• Am sought out by the book’s support natural inclination
peers on this topic tools for this topic (but
• It is my passion feel a bit like an
imposter)

Two-fold novice: Your best bet is to stick closely to the materials as they are designed. Spend
extra time with the content to learn as much as possible about it. Read the examples and sample
stories, and plan examples of your own to share. Also, closely read Chapter 8 on training deliv-
ery, and consider practicing with a colleague before delivering the program. Take comfort in the
tested materials you are holding and confidence in your ability to apply them!

Developing your expertise in one or both areas: Logical choices for you may include using
the outline and materials, and then including material you have developed that is relevant to
the topic and your participants’ workplace needs. Or, take the core content of the materials and
revise the learning techniques into interactive approaches you have used with success in the
past. Play to your strengths and develop your growth areas using the resources in this volume
that complement your existing skills.

Authority twice over: Feel free to adapt the agendas and materials as you see fit and use any
materials that you have already developed, or simply incorporate training activities, handouts,
and so forth from this volume into your own agenda. Enjoy the benefits of ready-to-use processes
and support tools and have fun tailoring them to your preferences and organizational needs.

4 TIME MANAGEMENT training

How Much Time Will Preparation Take?
Putting together and facilitating a training workshop, even when the agendas, activities, tools,
and assessments are created for you, can be time consuming. For planning purposes, estimate
about four days of preparation time for a two-day course.

What Are the Important Features of the Book?

Section I includes the various workshop designs (from a half day to two days) with agendas and
thumbnails from presentation slides as well as a chapter on customizing the workshop for your
circumstances. The chapters included are

• Chapter 1. Half-Day Workshop (3 to 4 hours program time) + Agenda + PPT (thumbnails)

• Chapter 2. One-Day Workshop (7.5 hours program time) + Agenda + PPT (thumbnails)
• Chapter 3. Two-Day Workshop (15 hours program time) + Agenda + PPT (thumbnails)
• Chapter 4. Customizing the Time Management Workshops.

The workshop chapters include advice, instructions, workshop at-a-glance tables, as well as full
program agendas.

Section II is standard from book to book in the ATD Workshop Series as a way to provide a con-
sistent foundation of training principles. This section’s chapters follow the ADDIE model—the
classic instructional design model named after its steps (analysis, design, development, imple-
mentation, and evaluation). The chapters are based on best practices and crafted with input
from experienced training practitioners. They are meant to help you get up to speed as quickly
as possible. Each chapter includes several additional recurring features to help you understand
the concepts and ideas presented. The Bare Minimum gives you the bare bones of what you
need to know about the topic. Key Points summarize the most important points of each chap-
ter. What to Do Next guides you to your next action steps. And, finally, the Additional Resources
section at the end of each chapter gives you options for further reading to broaden your under-
standing of training design and delivery. Section II chapters include

• Chapter 5. Identifying Needs for Time Management Training

• Chapter 6. Understanding the Foundations of Training Design
• Chapter 7. Leveraging Technology to Maximize and Support Design and Delivery
• Chapter 8. Delivering Your Time Management Training Workshop: Be a Great Facilitator
• Chapter 9. Evaluating Workshop Results.

Introduction: How to Use This Book 5

Section III covers information about post-workshop learning:

• Chapter 10. The Follow-Up Coach

Section IV includes thumbnail versions of all the supporting documents for reference and
online guidance for accessing the documents online:

• Chapter 11. Learning Activities

• Chapter 12. Assessments
• Chapter 13. Handouts
• Chapter 14. Online Supporting Documents and Downloads.

The book includes everything you need to prepare for and deliver your workshop:

• Agendas, the heart of the series, are laid out in three columns for ease of delivery. The
first column shows the timing, the second gives the presentation slide number and image
for quick reference, and the third gives instructions and facilitation notes. These are
designed to be straightforward, simple agendas that you can take into the training room
and use to stay on track. They include cues on the learning activities, notes about tools or
handouts to include, and other important delivery tips.
• Learning activities, which are more detailed than the agendas, cover the objectives of the
activity, the time and materials required, the steps involved, variations on the activity in
some cases, and wrap-up or debriefing questions or comments.
• Assessments, handouts, and tools are the training materials you will provide to learners
to support the training program. These can include scorecards for games, instructions,
reference materials, samples, self-assessments, and so forth.
• Presentation media (PowerPoint slides) are deliberately designed to be simple so that
you can customize them for your company and context. They are provided for your
convenience. Chapter 7 discusses different forms of technology that you can incorporate
into your program, including different types of presentation media.

All the program materials are available for download, customization, and duplication. See
Chapter 14 for instructions on how to access the materials.

6 TIME MANAGEMENT training

How Are the Agendas Laid Out?
The following agenda is a sample from the two-day workshop.

Day One: (8:30 a.m. to 4:30 p.m.)

TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS

8:30 a.m. Slide 1 Welcome and Introduction
(5 min) Allow at least one hour, if possible, to set up the
room, test technology, and arrange participant
materials.
Greet and welcome participants as they arrive to
build rapport and establish a relationship with
them.

8:35 a.m. Slide 2 Learning Activity 1: Icebreaker—Gives and

(15 min) Gets
This icebreaker activity is intended to get
everyone on their feet and interacting with each
other right away. It will be noisy, so you will want
to have a bell, chime, horn, or other tool to get
the group’s attention between rounds.
By the end of the activity, you will know what
each person would like to get from the workshop
and what they will give as learners.
Follow the instructions in the learning activity.
8:50 a.m. Slide 3 Workshop Guidelines and Objectives
(5 min) Lead a discussion of the ground rules for the
session. Ask participants to share any they would
like to include. Capture these on a piece of
flipchart paper and post them for the remainder
of the session.
This is also a good time to touch on any other
logistics for the session.
(Slide 1 of 3)

Introduction: How to Use This Book 7

How Do I Use This Book?
If you’ve ever read a “Choose Your Own Adventure” book, you will recognize that this book fol-
lows a similar principle. Think back to the self-assessment at the beginning of this introduction:

• If you chose authority, you can get right to work preparing one of the workshops in Sec-
tion I. Use Section II as a reference. Many of the chapters in Section II feature a sidebar
or other information written by the author who has much experience in the topic under
consideration. This advice can help guide your preparation, delivery, and evaluation of
training.
• If you chose developing expertise, read Section II in depth and skim the topic content.
• If you chose novice at training and the topic, then spend some serious time familiarizing
yourself with both Sections I and II of this volume as well as the topic content.

Once you have a general sense of the material, assemble your workshop. Select the appropriate
agenda and then modify the times and training activities as needed and desired. Assemble the
materials and familiarize yourself with the topic, the activities, and the presentation media.

Key Points
• Effective time management skills are important to increase productivity, employee
engagement, and job satisfaction and to decrease costs, both to organizations and to
individuals.
• The time management goals of your organization and participants should factor heavily
into your workshop and customization choices.
• The workshops in this book are designed to be effective at all levels of trainer expertise.
• Good training requires an investment of time.
• This book contains everything you need to create a workshop, including agendas, learn-
ing activities, presentation media, assessments, handouts, and tools.

What to Do Next
• Review the agendas presented in Section I and select the best fit for your requirements,
time constraints, and budget.
• Based on your level of expertise, skim or read in depth the chapters in Section II.
• Consider what kind of follow-up learning activities you will want to include with the
workshop by reviewing Section III.

8 TIME MANAGEMENT training

Additional Resources
Biech, E. (2008). 10 Steps to Successful Training. Alexandria, VA: ASTD Press.
Biech, E., ed. (2014). ASTD Handbook: The Definitive Reference for Training & Development, 2nd edition. Alexan-
dria, VA: ASTD Press.
Brown, E.G. (2015). “The Hidden Costs of Interruptions at Work.” Fastcompany.com. Mansueto Ventures, LLC.
April 14. Accessed June 16, 2016.
Emerson, T., and M. Stewart. (2011). The Learning and Development Book. Alexandria, VA: ASTD Press.
McCain, D.V., and D.D. Tobey. (2004). Facilitation Basics. Alexandria, VA: ASTD Press.
Piskurich, G. (2003). Trainer Basics. Alexandria, VA: ASTD Press.
Stolovitch, H.D., and E.J. Keeps. (2011). Telling Ain’t Training, 2nd edition. Alexandria, VA: ASTD Press.

Introduction: How to Use This Book 9

SECTION I
The Workshops
 Chapter 1

Half-Day
Time Management
Training Workshop

What’s in This Chapter

• Objectives of the half-day Time Management Training Workshop
• Summary chart for the flow of content and activities
• Half-day program agenda

By its nature, a half-day workshop design allows the flexibility either to go deep on a specific
aspect of time management or to provide a broader overview of the topic. With various needs
in play for learners and their organizations, this half-day design takes the overview approach,
providing a comprehensive introduction to time management that paves the way for more
in-depth exploration in future sessions.

As with many skills, time management is often expressed as “common sense, but not necessarily
common practice.” It is not a difficult topic; the trick is to find tools and processes that integrate
well with our lives and workflows, allowing us to form new habits that enable us to be inten-
tional about how we use our time.

This workshop offers an opportunity for participants to acquire tips and tools that can help
them achieve their time management goals in an engaging, active, and, yes—productive—way.

13
It includes various activities for individual, partner, and small group work to create a lively
learning environment.

Here are some additional points to consider while you prepare:

• Customization. Activities include variations (Chapter 11) to help you adapt them for
your specific situation, including virtual facilitation. You are also welcome to swap activ-
ities in and out based on needs. The agenda outlined for you below doesn’t mean you
are locked into it and cannot make changes, so feel free to use what works best for your
organization and audience.
• Time savers. Depending on how much time you have for the workshop, the self-­
assessment (see Assessment 1 in Chapter 12) referenced in the agenda can be used as
either pre- or post-work as needed. That allows participants to engage in some reflection
to assist them with working toward a time management goal.
• Further application. Chapter 10 provides detailed recommendations for follow-up
application of the training. Consider using the half-day workshop as a springboard for
additional learning opportunities, such as shorter or longer sessions that address skills
and topics that cannot be addressed in half a day due to time constraints. The momen-
tum you establish with a successful half-day session can lead to even more ways to pro-
vide value to participants and your organization.

Half-Day Workshop Objectives

By the end of the half-day workshop, participants will be able to

• Define the term time management and its related skills

• Apply tips and an approach to time management that works best for them
• Explore productivity and organizational tools to assist with time management
• Identify a goal for improvement of time management skills with accompanying actions.

Half-Day Workshop Overview

TOPICS TIMING
Welcome and Introduction 5 minutes
Learning Activity 1: Icebreaker—Gives and Gets 15 minutes
Workshop Guidelines and Objectives 5 minutes
Time Management Defined 15 minutes
Learning Activity 2: Time Management Self-Assessment 20 minutes

14 TIME MANAGEMENT training

 TOPICS TIMING
Approaches to Time Management 15 minutes
Learning Activity 3: A Day in Your Life 30 minutes
BREAK 15 minutes
Values-Based Decision Making 10 minutes
Learning Activity 4: Value of Time 15 minutes
Learning Activity 5: Time Tools 40 minutes
Barriers to Productivity 10 minutes
Learning Activity 6: Got the Time? 20 minutes
Setting Expectations 10 minutes
Learning Activity 18: Action Planning 10 minutes
Closing 5 minutes
TOTAL 240 minutes (4 hours)

Half-Day Workshop Agenda

The workshop starts with an icebreaker that asks participants to share their expectations for the
course while interacting with fellow attendees. It then focuses on what time management is, the
skills participants already do well and what they’d like to improve, and exploration of tools and
tips for greater productivity. Because time can pass quickly, regardless of session length, use this
table as a handy reference while facilitating the workshop to help you stay on track. You will
also want to ensure that you have easy access to the handouts (Chapter 13) and details for the
learning activities (Chapter 11) for quick reference during the session.

Half Day: (8:00 a.m. to 12:00 p.m.)

TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS

8:00 a.m. Slide 1 Welcome and Introduction
(5 min) Allow at least one hour, if possible, to set up the
room, test technology, and arrange participant
materials.
Greet and welcome participants as they arrive to
build rapport and establish a relationship with
them.

Chapter 1: Half-Day Time Management Training Workshop 15

 TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS
8:05 a.m. Slide 2 Learning Activity 1: Icebreaker—Gives and
(15 min) Gets
This icebreaker activity is intended to get
everyone on their feet and interacting with each
other right away. It will be noisy, so you will want
to have a bell, chime, horn, or other tool to get
the group’s attention between rounds.
By the end of the activity, you will know what
each person is looking to get from the workshop
and what they will give as learners.
Follow the instructions in the learning activity.
8:20 a.m. Slide 3 Workshop Guidelines and Objectives
(5 min) Lead a discussion of the ground rules for the
session. Ask participants to share any they would
like to include. Capture these on a piece of
flipchart paper and post it for the remainder of
the session.
This is also a good time to touch on any other
logistics for the session.
(Slide 1 of 2)
Slide 4 If you would like, write the objectives for the
workshop on flipchart paper and post them in
the room.
Review the objectives for the session.
(Slide 2 of 2)

8:25 a.m. Slide 5 Learning Content/Discussion

(15 min) Time Management Defined
• Handout 1: Time Management Definition and
Skills
Referencing the handout and slide, lead a
discussion of how time management is defined
and why it is important. Ask participants what
words jump out at them from the definition.
(Slide 1 of 4)

16 TIME MANAGEMENT training

 TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS
Slide 6 Use the handout and slide to review the benefits
of time management and ask for any additional
benefits they can think of.
(Slide 2 of 4)

Slide 7 Use this slide to discuss how we as a culture are

moving from thinking in terms of work-life
balance to work-life integration.
Ask participants:
• What implications does this have?
• What are your experiences?
• Do you agree? Why or why not?
(Slide 3 of 4)
Slide 8 Referencing the handout, discuss the skills
involved in effective time management
(analyzing, controlling, delegating, goal setting,
and prioritizing).
(Slide 4 of 4)

8:40 a.m. Slide 9 Learning Activity 2: Time Management Self-

(20 min) Assessment
• Assessment 1: Time Management Self-
Assessment
Provide copies of the assessment to the
participants. This self-assessment will allow
them to gauge the effectiveness of their current
time management skills with the intent of
identifying a time management goal to focus on
for development.
Follow the instructions in the learning activity.
Take the assessment yourself so that you are
familiar with it and able to speak to your own
areas of strength and improvement.

Chapter 1: Half-Day Time Management Training Workshop 17

 TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS
9:00 a.m. Slide 10 Learning Content/Lecture
(15 min) Approaches to Time Management
• Handout 2: Time Management Approaches
Use the information on the handout and slide
to discuss and share some common approaches
to time management, including the Personal
Kanban/Agile approach, the Pomodoro
Technique, the Time Matrix Model, Getting
Things Done, and the Action Method.
Emphasize that the key is to try different
approaches to find the one that works best for
you. There is no “right answer.”
(Slide 1 of 2)
Slide 11 Review the tips on the slide and at the bottom of
the handout to choose an approach.
(Slide 2 of 2)

9:15 a.m. Slide 12 Learning Activity 3: A Day in Your Life

(30 min) • Handout 3: Life Log
In this activity participants will write details of
what happened during their day yesterday (or
a recent day of their choosing) in their life logs
(Handout 3).
The activity includes individual work and then
sharing with a small group to get ideas for better
use of time and greater productivity.
Follow the instructions in the learning activity.
9:45 a.m. Slide 13 BREAK
(15 min) While on break, take time to greet any late-
arriving participants.

18 TIME MANAGEMENT training

 TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS
10:00 a.m. Slide 14 Learning Content/Discussion
(10 min) Values-Based Decision Making
Use this slide to lead a discussion of values-based
decision making. Explain that when we make
decisions about how we use our time based on
our values we have an easier time of prioritizing,
saying “no” when needed, and delegating.
Share an example or two of when you made a
time-related decision according to a value you
hold.
Ask the group how they think managing
their time based on their values could make a
difference to them and their productivity.
(Slide 1 of 2)
Slide 15 Share the list of sample values on the slide,
noting that many more are not referenced here.
Explain that they will now be doing an exercise to
help identify their core values.
(Slide 2 of 2)

10:10 a.m. Slide 16 Learning Activity 4: Value of Time

(15 min) • Handout 4: Value of Time
Provide participants with a copy of the handout
so they can list their core values.
This activity involves individual work first,
followed by sharing with a partner. You will also
need a piece of flipchart paper so participants
can anonymously post their values.
Follow the instructions in the learning activity.

Chapter 1: Half-Day Time Management Training Workshop 19

 TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS
10:25 a.m. Slide 17 Learning Activity 5: Time Tools
(40 min) • Handout 5: Productivity Apps
Provide participants with a copy of the handout,
which lists names, URLs, and descriptions of
popular time management and productivity
apps, such as Todoist, Toggl, RescueTime,
Evernote, Cold Turkey, Nozbe, and so on.
This activity asks participants to work in teams
to investigate an assigned app online (or go by
the description if online access isn’t available)
to identify benefits, challenges, and a scenario
to share in a teach-back format for how this app
could be used.
Follow the instructions in the learning activity.
(Slide 1 of 2)
Slide 18 Briefly touch on the tips on slide 18 for how to
choose tools to use.
(Slide 2 of 2)

11:05 a.m. Slide 19 Learning Content/Discussion

(10 min) Barriers to Productivity
• Handout 6: Barriers to Productivity
Use the handout to lead a discussion of common
barriers that get in the way of productivity,
including interruptions, technology distractions
(email, social media, texts, calls, Internet surfing),
unnecessary meetings, urgent issues, and so
forth.
Provide an example or two of when you have
been subject to these barriers. Spend some time
here to share your stories and seek to learn from
the participants how they currently handle these
barriers.
(Slide 1 of 2)

20 TIME MANAGEMENT training

 TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS
Slide 20 Use this slide to briefly review the feelings that
can get in the way of productivity. Add your
insights and experiences with any of these
feelings that have led you to be distracted.
Ask the participants to share what gets in their
way the most.
(Slide 2 of 2)

11:15 a.m. Slide 21 Learning Activity 6: Got the Time?

(20 min) For this activity, you will need multiple flipchart
pages to post around the room (one for each
barrier).
Assign the participants to small groups. To mix
it up, you can have them form a line in birthday
order (month and day). Go down the line in
order and designate 4 or 5 people who are
standing next to each other to work together.
By the conclusion of the activity, participants will
have ideas for how to specifically combat these
barriers. You can also share how you handled the
barriers you shared in your example(s) as part of
the previous discussion.
Follow the instructions for the learning activity.
11:35 a.m. Slide 22 Learning Content/Discussion
(10 min) Setting Expectations
Lead a discussion of the importance of setting
expectations with people when it comes to trying
new time management techniques and processes.
Often, people hesitate to implement and adopt
new habits because it appears “weird” or “out of
the blue.” Setting clear expectations helps.
Ask the participants how they can do this
specifically, and how they can overcome
challenges in this area.

Chapter 1: Half-Day Time Management Training Workshop 21

 TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS
11:45 a.m. Slide 23 Learning Activity 18: Action Planning
(10 min) • Handout 26: Action Plan
Provide participants with a copy of the handout
so they can document a time management goal
in the SMART format (specific, measurable,
achievable, relevant, and time-bound) and
specific actions to achieve the goal.
They will work individually and then share
with a partner and with the large group, time
permitting.
Follow the instructions in the learning activity.
11:55 a.m. Slide 24 Closing
(5 min) • Handout 27: Course Evaluation
Provide a copy of the course evaluation to the
Ends at noon. participants and ask them to complete it before
leaving the room.
Thank everyone for attending and for their
participation. Share any pertinent information
regarding follow-up coaching and activities, if
applicable (Chapter 10).
Distribute course certificates if provided. End
with a positive insight or quotation.

Key Points
• Use the workshop agenda as a facilitator guide as needed.
• Adapt the activities and workshop flow to the needs of your learners and organization.
• In addition to what’s mentioned in the notes of the agenda, look for ways to incorporate
your personal examples and stories into the content as a way to engage and connect with
participants.

What to Do Next
If you have decided that the half-day agenda is the best choice for your participants, consider
these next steps as you prepare for your workshop.

1. Handle workshop logistics:

a. Determine the workshop schedule, reserve the facility, and order any food or mate-
rials as needed.

22 TIME MANAGEMENT training

 b. Identify and invite the participants.
c. Prepare all copies of assessments, handouts, and so forth. Refer to Chapter 14 for
information about accessing and using the supplemental materials provided for this
workshop.
d. Send any pre-work to the participants at least a week before the session, ideally.
2. Prepare to facilitate the workshop:
a. Review all slides, activity instructions, assessments, and handouts to plan the con-
tent you will use, including which examples you will incorporate.
b. Review Chapter 10 to determine the follow-up coaching strategies that best align
with your workshop strategy.
c. Address any scheduling and personal concerns so you can be fully present to facili-
tate the session; get a good night’s sleep before you facilitate.
d. Set up an out-of-office response for your email for the day of the workshop and
change your voicemail greeting.
3. Pack it up:
a. Gather all participant materials and table items, such as table “toys” (Koosh balls,
pipe cleaners, Play-Doh, building blocks, and so on), sticky notes, pens and high-
lighters, tent cards for names, name badges, flipchart pads and easels, markers, tape,
and so on. See Chapter 8 for other ideas for enhancing the learning environment.
b. Coordinate or bring any necessary audiovisual equipment: laptop, projector, speak-
ers, and remote control for presentation slides.
c. Gather any materials needed to run the learning activities; pack your facilitation
notes, your own copies of the handouts, and so forth.
d. Grab a snack. Facilitating takes a lot of energy, so, if needed, bring a light snack to
eat before the workshop or while participants are on a break.

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Chapter 1: Half-Day Time Management Training Workshop 23