TIME MANAGEMENT

Atta-us-Saboor-Zafrullah

Submitted in partial fulfillment of the requirements for the subject of Business Research Methods

At

National University of Modern Languages Islamabad, Pakistan. Multan Campus. 2010

TIME MANAGEMENT. ANALYSIS OF REASONS OF TIME WASTAGE & SOME SUGGESTIONS FOR EFFICIENT MANAGEMENT. Atta us Saboor Zafrullah. 10671 Mba 3rd (M). National University of Modern Languages Multan. ABSTRACT. This article aims at exploring different ways of effective and efficient management of time. Time is an asset which is of crucial importance for all, so its better utilization can play a significant role in our lives. In this article different characteristics of time are described, importance of time is discussed. Some light is put on proper planning for efficient management of time and different suggestions are also presented. Time is highly expensive and precious but most of us waste it unintentionally because of being unaware of its worth. So there was a need to investigate different activities and issues that cause people to waste the time of others and of their own. For effective time management sound and wise planning is needed at first and then smooth and steady movement toward goal is possible. Different suggestions in this regard are given at the end to wisely manage and utilize the precious asset time. To understand this topic I have selected a sample of 50 teacher and 50 students. Teachers because they bear the responsibility of being the builders of the nation, they deliver lectures to different groups of students and before this they have to prepare or revise these lectures also. Apart from this they have to give time to their family. So how do they manage all this has been pleasure some to know. I interrogated with some students who were doing jobs during their studies. My sample of population belongs to the teachers and students of National University of Modern Languages Multan campus and Bahauddin Zakaria University Multan. INTRODUCTION. One must be aware of the fact that time is a highly precious and perishable asset. Its an economics resource. it can not be contracted or expanded. It is irrecoverable and irreplaceable. It flows from past to present (often regarded as experience) and from present to future (doing planning). This flow is one way and irreversible. So its wise management can prove to be the gateway to success in all spheres of life. LITERATURE REVIEW. The interest in time management is by no means new. The problem of how to manage time was already discussed in the 1950s and 1960s, and several authors proposed methods on how to handle time issues on the job (e.g. Drucker, 1967; Lakein,

1973; Mackenzie, 1972; McCay, 1959). They suggested simple remedies such as writing work plans down on paper (so-called to-do lists) in order to increase job performance. At the same time, some authors (e.g. Drucker, 1967) recognized that planning tasks and activities does not always lead to the completion of planned work, especially when time pressure is high. McCay (1959) developed a concept for a time-management training program, which is still being used. Critical elements are: giving insight into timeconsuming activities, changing time expenditure, and increasing workday efficiency by teaching people how to make a daily planning, how to prioritize tasks, and how to handle unexpected tasks. Many books and articles were written to convey these and similar ideas to managers, promising them a greater effectiveness while using less time (e.g. Blanchard and Johnson, 1982). Over the years the focus of time management publications and training courses has shifted from managers as the major target group to a broad audience of working people. The term time management is actually misleading. Strictly speaking, time cannot be managed, because it is an inaccessible factor. Only the way a person deals with time can be influenced. Time management can be viewed as a way of monitoring and controlling time (e.g. Eilam and Aharon, 2003). In this regard, it would be more appropriate to speak about self-management with regard to the performance of multiple tasks within a certain time period. But in the literature, the term self-management has a different meaning. It refers to monitoring and regulating oneself, but without any specific reference to techniques for monitoring time use. Therefore, I will stick to the use of the term time management in the present paper. In spite of all popular attention to managing time, relatively little research has been

conducted on the processes involved in using ones time effectively (e.g. by using prime time to carry out important tasks) and completing work within deadlines. In 1987, a review was published that addressed the increasing popularity of time management (Richards, 1987). It discussed the principles mentioned by authors like McCay (1959) and concluded that, for instance, setting life goals and keeping time logs were important techniques for effectively managing ones time Definitions of time management There is no agreement on the definition of time management in past studies. Although many authors referred to Lakein (1973), who suggested that time management involves the process of determining needs, setting goals to achieve these needs, prioritizing and planning tasks required to achieve these goals, several other definitions were suggested. Thus, time management has been referred to as: 1-techniques for managing time (Jex and Elacqua, 1999; Davis, 2000; Macan, 1994, 1996; Macan et al., 1990; Mudrack, 1997); 2- a technique for effective time use, especially having enough time to accomplish the many tasks required (Orpen, 1994; Slaven and Totterdella, 1993; Woolfolak and Woolfolk, 1986); 3-planning and allocating time (Burt and Kemp, 1994; Francis-Smythe and
Robertson, 1999a);

4-the degree to which individuals perceive their use of time to be structured and purposive (Bond and Feather, 1988; Strongman and Burt, 2000; Sabelis, 2001; Vodanovich and Seib, 1997); 5-a way of getting insight into time use (Koolhaas et al.,1992); 6-a technique to increase the time available to pursue activities (King et al.,1986); 7-practices intended to maximize intellectual productivity (Britton and Tesser,1991); 8-an application of self-regulation processes in the temporal domain (Griffiths,2003); 9-coping behaviour in at-risk populations (King et al., 1986); 10-self-regulation strategies aimed at discussing plans, and their efficiency (Eilam and Aharon,2003);

11-the use of procedures that are designed to help the individual to achieve his or her desired goals (Hall and Hursch, 1982); 12-ways to assess the relative importance of activities through the development of a prioritization plan(Kaufman-Scarborough and Lindquist, 1999); Besides time management, other terms, such as time structure (Bond and Feather, 1988), were used interchangeably with essentially the same meaning. Because a commonly accepted definition of the concept was lacking, i found it difficult to determine the exact content of time management in past research, to describe the current state of affairs, and to identify which parts are responsible for what results. Based on the literature, definition of time management can be as behaviours that aim at achieving an effective use of time while performing certain goal-directed activities. This definition highlights that the use of time is not an aim in itself and cannot be pursued in isolation. The focus is on some goal-directed activity, such as performing a work task or an academic duty, which is carried out in a way that implies an effective use of time. These behaviours comprise: Time assessment behaviours, which aim at awareness of here and now or past, present, and future (Kaufman et al., 1991) and self-awareness of ones time use (attitudes, cognitions, e.g. Wratcher and Jones, 1988), which help to accept tasks and responsibilities that fit within the limit of ones capabilities. Planning behaviours, such as setting goals, planning tasks, prioritizing, making to-do lists, grouping tasks (e.g. Britton and Tesser, 1991; Macan, 1994, 1996) which aim at an effective use of time. Monitoring behaviours, which aim at observing ones use of time while performing activities, generating a feedback loop that allows a limit to the influence of interruptions by others (e.g. Fox and Dwyer, 1996; Zijlstra et al., 1999).

Measurement instruments used Past studies have mainly used self-report questionnaires. There were only a few diary studies and experiments. In total, ten different types of self-report questionnaires were used to measure time management behaviors, three types of which were used more often. These questionnaires are: 1. the time management behavior scale (TMBS, Macan et al., 1990); 2. the time structure questionnaire (TSQ, Bond and Feather, 1988); and 3. the time management questionnaire (TMQ, Britton and Tesser, 1991). The TMBS was constructed by Macan et al. (1990), and was based on a list of popularized concepts of time management behaviors examined by factor analysis. The subscales were: setting goals and priorities, mechanics of time management (e.g. making to-do lists), preference for organization (e.g. having a preference for an orderly way of working), and perceived control of time. Reliability levels were moderate and differed greatly among different studies (see, for instance, Davis, 2000). In her study in 1994, Macan argued that perceived control of time was actually an outcome variable of time management behaviours, and should not be considered part of the TMBS. Adams and Jex (1997) tested the underlying factor structure of the TMBS using confirmatory factor analysis and found additional evidence for a threefactor solution, although they included only 28 of the 33 original items. Shahani et al. (1993) investigated the convergent validity of the TMBS by examining the relationships with three other scales (including the TSQ). They found that the TMBS factors were significantly correlated with the other scales and concluded that the TMBS had convergent validity. They stated that the TMBS is the most elaborately validated scale to measure time management behaviours. The studies that included the TMBS did not

present all information on the internal consistency of the scales (e.g. Adams and Jex, 1997). Those who did present coefficient alphas found that they ranged from 0.50 to 0.90 (Adams and Jex, 1999; Davis, 2000; Francis-Smythe and Robertson, 1999a; Macan et al., 1990; Macan, 1994; Mudrack, 1997; Shahani et al., 1993). The lowest coefficients alphas were found for the preference for organization-scale (0.50, 0.60, 0.68, 0.70, and 0.83, respectively). The TSQ was constructed by Bond and Feather (1988) and consists of items referring to the extent to which time is used in a structured and purposeful way. Factor analysis on the items of the TSQ revealed six factors, but only five could be named, i.e. sense of purpose, structured routine, present orientation, effective organization, and persistence. Bond and Feather (1988) claimed that the TSQ meets the usual psychometric criteria for further use as a research instrument, and concluded that the scale had face validity. Although the internal consistency of the total TSQ score in the three samples amounted to 0.88, 0.92, and 0.91 respectively, the internal consistency for the subscales ranged from 0.55 to 0.75. A total of eight other studies included the TSQ and found internal consistencies ranging from 0 0.66 to 0.75. Mudrack (1997) compared the TMBS and the TSQ psychometrically and suggested to use shortened versions of both scales. His goal was to establish whether the factor structures of the TSQ en TMBS could be accurately replicated and whether a shorter scale would be acceptable. The coefficient alpha of both the TSQ and TMBS scales equalled or exceeded 0.70, with small differences between the original and shortened form. Based upon these findings, Mudrack (1997) recommended using a 20-item version (versus 26 original items) of the TSQ and a 26-item version (versus 46 original items) of the TMBS.

The TMQ was constructed by Britton and Tesser (1991) and included items on attitudes towards time management (e.g. do you feel you are in charge of your own time, by and large?) and planning the allocation of time. The scale consisted of three factors, namely short-range planning, long-range planning, and time attitudes, which together accounted for 36 percent of the variance. Williams et al. (1995) included all three scales in a study but did not present internal consistency values or other psychometric information about the TMQ. Barling et al. (1996) used shortened forms of two scales, short-range and long-range planning, and conducted a confirmatory factor analysis. They found that a two-factor solution fitted their data reasonably well, producing coefficients alpha of 0.85 and 0.73, respectively. Trueman and Hartley (1996) used 14 items of the original 18-item TMQ and identified two subscales, namely daily planning and confidence in long-term planning, with coefficient alpha 0.85 and 0.71, respectively. A common feature of the time management measures is that each includes items that refer to planning behaviour. The TMBS subscale setting goals and priorities, the TSQ factor structured routine, the TMQ subscales short-range planning and long-range planning all refer to planning tasks and activities. Other time management measures covered by this review also included planning behaviour items relating, for instance, to yearly and daily planning reports (Eilam and Aharon, 2003), using an activity log (Hall and Hursch, 1982), and setting goals, following priorities, scheduling, organizing and planning (Lang, 1992). Time management theory Not only a definition, but also a theory on time management is lacking. The question how does time management work and why? is still unanswered. Only Macan (1994)

presented a model of time management that comprised antecedent, mediating, and outcome variables with respect to time management behaviours. Macan (1994) stated that time management training programs lead to three types of time management behaviours: (1) setting goals and priorities; (2) mechanics of time management; and (3) preference for organization. She hypothesized that these behaviours would result in perceived control of time, or the feeling of having control over ones time. Furthermore, perceived control of time was hypothesized to mediate between the time management behaviours and job-induced and somatic tension, job satisfaction, and job performance. Results showed that time management training was positively related to only one scale of the time management behaviours, goal setting and priorities. Setting goals and priorities and the mechanics of time management were positively related to perceived control of time, whereas preference for organization was not. Job-induced and somatic tension was negatively related, and job satisfaction was positively related to time management behaviour and mediated by perceived control of time. Perceived control of time was not significantly related to job performance. These results imply that by implementing time management techniques, one is able to experience control over what can be done within workday time. This feeling in turn has a positive effect on job satisfaction, and job-induced and somatic tensions. Three replication studies (Adams and Jex, 1999; Davis, 2000; Jex and Elacqua, 1999) provided only partial support to Macans (1994) model. Jex and Elacqua (1999) found that perceived control of time partially mediated the relations between goal setting and prioritising, and preference for organization on the one hand, and strain on the other

hand. Adams and Jex (1999) found that perceived control of time mediated between setting goals and priorities, mechanics of time management, and preference for organization on the one hand, and health and job satisfaction on the other hand. Setting goals and priorities and preference for organization were positively related to perceived control, whereas mechanics of time management were negatively related to perceived control of time. Davis (2000) found that perceived control of time only acted as a mediator in the relation between preference for organization and the outcome variables job related tension, somatic tension, and job satisfaction. Claessens et al. (2004) used a different time management scale to test the mediation model over time. A planning scale was used instead. This study also revealed partial mediation of control of time. In conclusion, these studies found some support for Macans (1994) process model that hypothesised perceived control of time to fully mediate between time management behaviours and job- and person-related outcomes. As for the relationship between particular time management behaviours and outcomes, it was found that planning showed most significant results. Bond and Feather (1988) for instance, found that the TSQ factor sense of purpose accounted for most of the variance in the total TSQ score and was therefore identified as the most important factor of the TSQ. Macan (1994) found that the subscale goal setting and prioritising was significantly related to outcomes such as perceived control of time and job satisfaction. Britton and Tesser (1991) found a positive relation between short-range planning and grade point average of students, whereas long-range planning was unrelated. They stated that short-range planning was a more effective time management technique than long-range planning because plans could be adjusted to fast changes or unpredictable situations, which allowed for flexibility.

Williams et al. (1995) investigated the relationship between the Myers Briggs Type Indicator (MBTI) and time management practices. They found that all TMQ-factors (Britton and Tesser, 1991), i.e. short-range planning, long-range planning, and time attitudes, were significantly related to the J-P (judgment-perception) index of the MBTI. A high score on this scale indicates . . . having a preference for a planned, orderly, and controlled way of living (Williams et al., 1995, p. 37). In conclusion, some support for a dispositional foundation of time management behaviour was found because TSQ factors (Bond and Feather, 1988), TMQ factors Time management training programs. The effect of time management training programs on time management and on outcomes such as job performance was investigated in eight studies. The results with respect to the effectiveness of time management training were mixed. Five studies (Green and Skinner, 2005; King et al., 1986; Macan, 1994; Slaven and Totterdell, 1993; Van Eerde, 2003) found support, as participants indicated that they did engage in time management behaviour more frequently after a time management training program; one study (Macan, 1996) did not. A positive relation between time management training and performance (e.g. time spent on working on high-priority tasks) was found in three studies (Hall and Hursch, 1982; King et al., 1986; Orpen, 1994), whereas in two other studies (Macan, 1996; Slaven and Totterdell, 1993) this relation was not found. In conclusion, past studies have demonstrated that time management training programs generally increased participants self-reported time management skills. Supervisor rating was positive in one study (Orpen, 1994), and some confirmation from supervisors or peers with the self-reports was obtained in three studies (Green and Skinner, 2005; Macan, 1994; Van Eerde, 2003). Time management training was demonstrated to enhance the use of time management behaviours, but there are no conclusive results about tt he effect of these behaviours on outcome variables. Most of the past studies were field studies and used questionnaires. Planning was part of all three mostly used time management questionnaires (TMBS, TSQ, TMQ),

suggesting that planning is an important time management component. A large number of past studies used student samples. It can be questioned whether the results for students also hold for employees, because students deal with different kinds of tasks than employees, and it has not been demonstrated that the processes involved are comparable. One of the differences is that students are able to postpone activities by deciding not to study for an exam, while employees have less possibility to do so and may face more negative outcomes of not doing certain things in time. In conclusion, this review of time management literature demonstrates that there is still a lot of work to be done on the subject of time management. Past studies have covered only parts of the conceptual spectrum and did not always demonstrate which considerations led to their point of view on time management behaviours and to the selection of outcome variables.

METHODOLOGY. As its obvious from this literature review that a lot of research needs to done on Time Management yet. The subjects selected in this research are Lecturers / Professors, Students, Doctors and some others. Purpose of this diverse sample was that most of the previous research has been conducted mostly on students. Sample population of 50 is taken for each category. Response rate is given in table 1.

CATEGORY

RESPONDENTS

LECTURERS / PROFESSORS STUDENTS DOCTORS OTHERS TABLE 1:

40 25 30 20

50 45 40 35 30 25 20 15 10 5 0 LECTURERS STUDENTS DOCTORS OTHERS RESPONDENTS SAMPLE

Figure 1: Response Rate.

Gender and total number of respondents is shown in table 2.

GENDER MALE FEMALE TOTAL

RESPONDENT 80 35 115

TABLE 2:
40 35 30 25 20 15 10 5 0 LECTURERS STUDENTS DOCTORS OTHERS TOTAL MALE FEMALE

-----------------------------------------------------------------------------------------------------------Figure 2: Gender of respondents Totally 200 questionnaire were floated and 160 were returned. Out of which 60 were uncompleted on wrongly filled. 15 people were re approached and their questionnaires were refilled from them. The questionnaire consisted of 31 questions in all, and likert and dichotomous scale were used for most of the questions. (See annexture I) With most of these people I conducted interview at length also.

FINDINGS. According to the findings major time wasters are useless mobile talk, useless internet surfing, TV specially Indian TV channels, uninvited guests and gossips.

30

25

20 DISAGREE AGREE NUTERAL 10

15

0 LECTURERS STUDENTS DOCTORS OTHERS

-----------------------------------------------------------------------------------------------------------Figure 3: results about people who agree disagreed and neutral that mobile and useless internet surfing and sms chat are major time wasters. Another major and perhaps the most important reason which causes people to waste their time un willingly is that they cant say NO to others and remain busy in doing the work which they in fact dont like. Some other include traveling, traffic problems, etc also. Some people specially women spent most of their time at their work or at home in their personal grooming, not properly paying attention to the work they are supposed to do, and hence time is wasted. Most of the respondents which I interviewed agreed that they like to train someone else for their repetitive tasks but in reality they are not able to do so. Another reason for wasting time is that people often dont understand difference between Important Work and Urgent work.

PRIME TIME. According to this survey prime time (hour in which one feels himself more productive) for most of the lecturers / professors and doctors is morning time. As nights were supposed most quiet and peaceful time for students to study, but unfortunately most of the students precious time is wasted in nights on useless mobile talk, sms chatting, viewing Indian TV channels and useless internet surfing. Hence neither they are more productive at nights nor unfortunately in mornings. This is precisely the reason

why most of my student respondents wrote that they feel themselves more productive after having a sound sleep.
25 20 15 10 5 0 LECTURERS DOCTORS OTHERS

NIGHT MORNING DAY

-----------------------------------------------------------------------------------------------------------Figure 3. Prime time identification. DISCUSSION. Its our observation that in our society so much time is wasted in wedding ceremonies, specially on the occasion of Valima. Hosts serve food so much late and dont understand that if they delay it for one hour and 200 people are invited, then in fact it is not only one hour rather 200 hours are wasted, because 200 people have to wait. Consider the importance of one minute. In just one minute more than 250000 calls are made worldwide (now with the help of internet and mobile it far more than this), in one minute a man can walk approximately 500 feet long, can speak over 100 words. The heart of a healthy man beats 72 times, 18 times a human breaths and earth covers 950 miles around its orbit in just one minute. Famous writer Smile wrote that the people who are habitual in wasting time, over the time they become totally unfit for any kind of success. Napoleon always got ready 15 minutes in advance of the actual time. Once a secretary of U.S President Washington showed up late at work, the President scolded him and said its better for you to change your watch or I am going to change you. At some time the negligence of not understanding the critical importance of time, can bring havoc. At the occasion of Jang e Uhad Hazarat Muhammad PBUH deputed some Companions at a hill and gave instruction not to leave that position until He says. What happened, they left that position before time and then resultantly The many Muslims got martyred, a lot other got injured. The Teeth Mubarak of the Holy Prophet got martyred also as well. What an irrecoverable loss it was ! . . . To some extent the similar thing happened in the war of Waterloo. When Napoleon asked one of his commanders to get the hold of some hill top, his commander didnt understand the importance of the order and wasted time, resultantly their opponent allied forces took control of that hill and attacked from there, and the Napoleon was defeated. These are just a few examples for understanding the crucial importance of time.

The wise management of time can prove to be fruitful both in this world and the world hereafter Try to be highly conscious of the things which cause you to waste your precious asset TIME. First as it was manifest by our survey that most of the people take on too much work for themselves or get involved in some such activity that they even dont like simply because they dont have sufficient courage to say no to others. Saying no nicely and politely is not such a complex trick to learn. Simply tell the person your limitations or inability for not being able to do that particular task with adequate reasons. Second it was also discussed that people like to train someone else to perform some repetitive tasks for them but in reality they are not able to do so. It is primarily because of their personality orientations, that they are very much concerned with the quality of work done. This do it myself syndrome can be avoided by Identifying clearly the tasks to be delegated Communicate these tasks eloquently. Gradually increase the authority and responsibility. Define the limits of responsibility. Thirdly most of the people surveyed were found doing no proper planning of their work. And moreover most didnt recognize the difference between important work and urgent work. Rather they must understand that every important work is not necessarily an urgent work. Hence people remain stuck in activities that do not deserve so much involvement. Other time wasters such as Indian drama channels, current affairs shows, sms chats, excessive mobile talk, useless internet surfing, traffic jam problems, un invited visitors, ineffective communications, etc can easily be controlled as Strictly define a specific time for TV channels for recreations / information and then turn off the TV. Same is the case with internet surfing. Define the specific time and try to get most out of that limited time. Evaluate yourself as you realize that there is no useful surfing then stop it. Discover and take short link roads instead of traveling on big main roads where often there is a chance of being stuck in a traffic jams. Discourage un-invited visitors by, Closed doors techniques / policy (at office or hostels). By learning to say no nicely. Meeting the uninvited person in stand up position. Dont ever sit down. Dont meet the unknown. Communicate eloquently. Try to be master in these four communication skills. Reading Writing Speaking Listening.

Behavioral and human resource specialists emphasize that out of these four crucially important is listening. Most of are POOR LISTENERS. So to become a good listener follow following Stop talking Put talker at ease Show that you want to listen Remove distractions Empathize with the talker. Be patient Hold your temper Avoid interruptions and dont argue Ask some questions as encouragement Stop talking By being a good listener, you will be able to understand what other person wants from you. And hence by not asking him again and again you will be in a position to manage / utilize your time in an efficient manner. Student should reject sms packages and use nominal call rate packages which charge on 30 second basis or so. Talk concise and wise. As brevity is the soul of wit.

Broadly there is a set of particular behaviors that contribute in wasting time. Such as Task / Achievement: personally doing (working) versus managing and delegating. Leadership / dominance / decision: taking charge and doing work. Impulsive / physically energetic: start work but with no planning. Socially warm / Gregarious: being not task oriented and lacking courage to say NO politely. Theoretical / detail: paralysis by analysis Change new experience / feeling: bored with routine work, being unstable and not a team worker. Fellowship / defensive / aggressive: to please others, bureaucratic, arguing with others.

SOME SUGGESTIONS. 1. When you feel bogged down and your time management techniques do not seem to be working do not despair at all. Have faith on God and Pray first of all. 2. Delegate as much as possible to others. 3. Do not get involved in volunteer type of work specially when you have your own big responsibilities. 4. Plan and allow very short time periods for crises and external interruptions. Avoid the situation of Paralysis by Analysis. 5. Organize and persuade those around you of critical importance of time planning. 6. Control your environment. Dont let it control you.

7. Maintain a pre planned schedule of your daily works (write your to do list.) Use calendar, PDA, mobile reminders as much as possible. 8. Regularly after one or two months double your productivity goals. 9. Set and honor priorities. 10. Finish a task before you start another one. 11. Accept that you can not beat the clock. Work smarter not harder and longer. CONCLUSION Up and above all the things, the importance of wise management of time can not be denied at all. The need of the hour is that teachers and parents must put an eye on the activities of their students and children. They ought to guide them how to utilize their time in a constructive manner. In my interactions, most of the people urged that teachers , parents and especially the youth of Pakistani nation should come forward and the develop a culture of time saving. Because It is necessary to kill the time , not allow oneself to be killed by it. REFERENCES.
Adams, G.A. and Jex, S.M. (1997), Confirmatory factor analysis of the time management behaviour scale, Psychological Reports, Vol. 80, pp. 225-6. Adams, G.A. and Jex, S.M. (1999), Relationships between time management, control, work-family conflict, and strain, Journal of Occupational Health Psychology, Vol. 1, pp. 72-7. Ancona, D.G., Goodman, P.S., Lawrence, B.S. and Tushman, M.L. (2001), Time: a new research lens, Academy of Management Review, Vol. 26, pp. 645-63. Barling, J., Kelloway, E.K. and Cheung, D. (1996), Time management and achievement striving interact to predict car sale performance, Journal of Applied Psychology, Vol. 81, pp. 821-6. Blanchard, K.H. and Johnson, S. (1982), The One Minute Manager, William Morrow & Co., New York, NY. Bond, M. and Feather, N. (1988), Some correlates of structure and purpose in the use of time, Journal of Personality and Social Psychology, Vol. 55, pp. 321-9. Britton, B.K. and Tesser, A. (1991), Effects of time-management practices on college grades, Journal of Educational Psychology, Vol. 83, pp. 405-10. Burt, C.D.B. and Kemp, S. (1994), Construction of activity duration and time management potential, Applied Cognitive Psychology, Vol. 8, pp. 155-68. Claessens, B.J.C., van Eerde, W., Rutte, C.G. and Roe, R.A. (2004), Planning behavior and perceived control of time at work, Journal of Organizational Behavior, Vol. 25, pp. 93750. Conte, J.M., Mathieu, J.E. and Landy, F.J. (1998), The nomological and predictive validity of time urgency, Journal of Organizational Behavior, Vol. 19, pp. 1-13. Conway, N. and Briner, R.B. (2002), A daily diary study of affective responses to psychological contract breach and exceeded promises, Journal of Organizational Behaviour, Vol. 23, pp. 287-302.

Davis, M.A. (2000), Time and the nursing home assistant: relations among time management, perceived control over time, and work-related outcomes, paper presented at the Academy of Management, Toronto. Drucker, P.F. (1967), The Effective Executive, Harper & Row, New York, NY. Eilam, B. and Aharon, I. (2003), Students planning in the process of self-regulated learning, Contemporary Educational Psychology, Vol. 28, pp. 304-34. Farmer, S. and Seers, A. (2004), Time enough to work: employee motivation and entrainment in the workplace, Time & Society, Vol. 13, pp. 265-84. Fox, M.L. and Dwyer, D.J. (1996), Stressful job demands and worker health: an investigation of the effects of self-monitoring, Journal of Applied Social Psychology, Vol. 25, pp. 197395. Francis-Smythe, J.A. and Robertson, I.T. (1999a), On the relationship between time management and time estimation, British Journal of Psychology, Vol. 90, pp. 333-47. Francis-Smythe, J.A. and Robertson, I.T. (1999b), Time-related individual differences, Time & Society, Vol. 8, pp. 273-92. Garhammer, M. (2002), Pace of life and enjoyment of life, Journal of Happiness Studies, Vol. 3, pp. 217-56. George, J.M. and Jones, G.R. (2000), The role of time in theory and theory building, Journal ofManagement, Vol. 26 No. 4, pp. 657-84. Gollwitzer, P.M. (1999), Implementation intentions: strong effects of simple plans, American Psychologist, Vol. 54, pp. 493-503. Green, P. and Skinner, D. (2005), Does time management training work: an evaluation, International Journal of Training and Development, Vol. 9, pp. 124-39. Griffiths, R.F. (2003), Time management in telework and other autonomous work environments, Dissertation Abstract International: Section B: The Sciences and Engineering, Vol. 64, p. 5B. Hall, B.L. and Hursch, D.E. (1982), An evaluation of the effects of a time management training program on work efficacy, Journal of Organizational Behaviour Management, Vol. 3, pp. 73-98. Jackson, P.R. and Martin, R. (1996), Impact of just-in-time on job content, employee attitudes and well-being: a longitudinal study, Ergonomics, Vol. 39 No. 1, pp. 1-16. Jex, J.M. and Elacqua, T.C. (1999), Time management as a moderator of relations between stressors and employee strain, Work & Stress, Vol. 13, pp. 182-91. Kaufman, C.J., Lane, P.M. and Lindquist, J.D. (1991), Time congruity in the organization: a proposed quality of life framework, Journal of Business and Psychology, Vol. 6, pp. 79106. Kaufman-Scarborough, C. and Lindquist, J.D. (1999), Time management and polychronicity: comparisons, contrasts, and insights for the workplace, Journal of Managerial Psychology, Vol. 14, pp. 288-312. Brigitte J.C. Claessens, Wendelien van Eerde and Christel G. Rutte Technische Universiteit Eindhoven, Eindhoven, The Netherlands, and Robert A. Roe Universiteit Maastricht, Maastricht, The Netherlands

ANNEXTURE I DEAR PARTICIPANT,

Its a pleasure for me to have you on board. As I am conducting in a research on the Significance of Time Management in our lives, so in this regard I have chosen a sample of 50 lecturers/professors, 50 doctors, and 50 students and 50 others. You are requested to complete this questionnaire and return within two days sharply please. It will surely help during the course of research process. Please feel free to answer the questions frankly and honestly. Your response will be kept confidential. A summary of findings will be mailed to you after the data are analyzed. Cordially, Atta us Saboor Zafrullah. NUML MULTAN. saboorzafar10@gmail.com

. LIKERT SCALE NOTE: Please Encircle Only One Option. 1 2 3 4 1=Strongly Disagree, 2=Disagree, 3=Agree, 4=Strongly Agree
My life is always busy, but I feel I haven't accomplished much. Most people would say I'm a fast starter. People often have to wait for me, or for work I'm supposed to get done Ineffective communication is one of my major time wasters. Recurring crises and emergencies seem to be happening in my life all

the time. During the past year I've looked at the way I handle mail, letters, forms, and books to read, to see if any can be eliminated, simplified or improved.

NOTE: Please Answer the Following in Some Detail. 1. What are your prime time, (best hours when you feel yourself more energetic and productive)? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------2. What do you think are major time wasters? -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------DICHOTOMOUS SCALE NOTE: Please Answer in YES or NO. TIME PLANNING: DO you plan your day before you start it? ---------Do you make a schedule of your work days? ---------Do you write a set of goals for yourself each day? ---------Do you have a clear idea what you want to accomplish during our next week? ---------5. Do you set deadlines for yourself for completing your work? ---------6. Doe you keep important date on a calendar as a reminder ? ---------7. Do you keep things with you that you can work on whenever you get spare moments? ---------8. Do you set and honor priorities? ---------9. Each week Do you Do things as they naturally occur to you, without an effort to make a plan in advance and compulsively? ---------10. Do you schedule your best hours for your most demanding work? ---------1. 2. 3. 4. TIME ATTITUDE: 1. Do you make constructive use of your time? ---------2. Do you believe that there is a room for improvement in the way you manage your time? ---------3. Do you feel you are the in charge of your own time by and large? ---------4. Generally Do you think you can usually accomplish all your goals for a given week? ----------

5. Do you often find yourself Doing things which interfere your work, simply because you hate to say no to people? ---------6. Do you think that perfectionists are very good time managers? ---------TIME WASTERS: 1. On an average work day Do you spend more time with personal grooming than Doing your actual work? ---------2. Do you continue unprofitable routine or activities? ---------3. The night before a major assignment is due, are you usually still working on it? ---------4. Do you find it easier to do things yourself than, train someone else to do
repetitive tasks? ----------

5. is there any difference between important work and urgent work? ---------6. Do you think a lot of time is burnt on useless internet surfing unintentionally?
----------

7. Do you think a lot of your precious time is burnt on useless mobile talk
unintentionally? ----------

DEAR PARTICIPANT, This is the end of the questionnaire designed for you. Thank you very much for the precious time that you have devoted for this. Now please revisit your responses and if anything left then address it. OR Please enter following information. NAME: (Please Tick One Option in Each Cell) 22-26 Years 27-31 Year 32-36 Years 37-40 Years 40 or Above Graduation Masters Doctorate Graduation Masters Doctorate HRM Marketing Finance .

AGE:

EDUCATION: completed EDUCATION: currently enrolled in SPECIALIZATION:

PROFESSION:

ORGANOZATION WANT TO KNOW THE FINDINGS Contact : telephone/mobile/email.

Other (please specify) Lecturer/Professor Doctor Student Other (please specify) NUML BZU Other (please specify) YES NO INDIFFERENT