P E R S O N A L

EFFECTIVENESS
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
2
http://advalue-project.eu
TABLE OF CONTENTS
1 | Introduction ............................................................................................................................................................................... 3
1 | Overview of the training ............................................................................................................................... 3
2 | Learning objectives ............................................................................................................................................. 3
3 | Learning outcomes .............................................................................................................................................. 3
4 | Training Module AdValue ............................................................................................................................ 3
5 | Description of the physical framework of the training ..................................... 4
6 | Resources ......................................................................................................................................................................... 4
2 | Topic template ....................................................................................................................................................................... 4
3 | Training process .................................................................................................................................................................. 5
1 | Unit 1: Time phenomenon and its value ............................................................................... 5
2 | Unit 2: Personal efectiveness analysis ....................................................................................... 8
3 | Unit 3: Personal obstacles for efective time management ............................ 9
4 | Unit 4: Goalsetting ........................................................................................................................................... 12
5 | Unit 5: Priorities setting ............................................................................................................................. 15
6 | Unit 6: Efective planning ........................................................................................................................ 18
7 | Unit 7: Time thieves and how to deal with them ................................................... 20
8 | Unit 8: First steps into personal time management ............................................. 24
4 | Journal Writing ................................................................................................................................................................. 29
5 | Learner copy 1 ................................................................................................................................................................... 30
Developing personal efectiveness skill descriptors scaling sheet
6 | Learner copy 2 ................................................................................................................................................................... 33
Developing personal efectiveness skill descriptors scaling sheet
7 | Learner copy 3 ................................................................................................................................................................... 36
Developing personal efectiveness skill descriptors scaling sheet
7 | Tutor copy 1 ........................................................................................................................................................................... 39
Developing personal efectiveness skill descriptors scaling sheet
8 | Tutor copy 2 ........................................................................................................................................................................... 42
Developing personal efectiveness skill descriptors scaling sheet
9 | Tutor copy 3 ........................................................................................................................................................................... 45
Developing personal efectiveness skill descriptors scaling sheet
10 | Line manager/Mentor/Peer copy 1 ......................................................................................... 48
Developing personal efectiveness skill descriptors scaling sheet
11 | Line manager/Mentor/Peer copy 2 ......................................................................................... 51
Developing personal efectiveness skill descriptors scaling sheet
14 | Line manager/Mentor/Peer copy 3 ......................................................................................... 54
Developing personal efectiveness skill descriptors scaling sheet
15 | CERTIFICATE OF COMPLETION ......................................................................................................... 57

This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
3
http://advalue-project.eu
PERSONAL EFFECTIVENESS
I. Introduction
1. Overview of the training
Life rhythm of the modern person is quite rapid. We
often live with the feeling that time is not enough
for anything. We live under the stressful thoughts
that we cannot accomplish everything we want
to and dream for a day when we know that each
and any urgent and pressing task would be
completed. Thus the efective time management is
an interesting and important topic for anyone, no
matter the occupation, sex or age.
This training module has a main goal to develop
theoretical and practical skills in this area for
the trainees. The general approach is learning
through experience, which ensures profciency on
intellectual, behavioral and emotional level.
During the training we will be actively working with
each participants personal beliefs and obstacles
that prevent him from efectively managing his/her
personal and his/her professional time. Participants
will leave with more awareness of themselves and
knowledge for the behavioral patterns that are part
of the non-management time.
2. Learning objectives
This present training will have a few specifc goals:
Gaining immediate image of the participants
personal perception of the TIME phenomenon
and becoming aware of the need for purposeful
time management;
Gaining more skills for observing and analysing
personal efectiveness;
Identifying participants own images that they
might have about the TIME topic;

Increasing the awareness for the reasons

that might support/ stay in the way of the
efectiveness when talking about time
management;
Developing skills for putting clear goals and
building an action plan for achieving them;
Gaining knowledge and skills for putting
priorities of tasks and goals;
Enriching of participants knowledge and
experience with specifc tools for efective
planning;
Gaining practical experience for coping with
the time stealers.
3. Learning outcomes
Other expected results in the end of this training
module:
Considering of the time conception
Considering of the personal working style
Finding the time consuming conditions and
reasons
Improvement of the personal skills for planning
and managing of time
Becoming aware of the agreements between
self and others
Securing of the balance between personal and
professional purposes
First steps realization in the efective time
management
4. Training Module AdValue
In comparison to the many existing trainings for

This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
4
http://advalue-project.eu
time management the main focus heres not only
to demonstrate and practice tools and techniques
for time management, but also providing basic
experience of what might the personal benefts
be if the time management is efective as well as
identifying the reasons and the beliefs that cause
personal in/un efectiveness
5. Description of the physical framework of the
training:
The training will last 2,5 (two and a half ) days. It will
be necessary to use a large hall with enough space
so people are able to sit in half circle. The training
has been designed for people who have never
attended training on time management as well as
for people who have taken such but need deeper
work in this direction.
12-15 trainees are recommended group size.
Working methods are as follows: interactive and
sensitive techniques, role plays, individual work,
small groups work, discussions and theoretical
presentations, where trainers may include additional
techniques in the suggested structure which will
improve the benefts for the participants.
6. Resources
Trainers will apply the following resources in
teaching this module:
Power Point presentation
Copies of the exercises for class activities
. Topic template
Content Instructional Activities Time Management
Time phenomenon and its
value
Lecture, Group Discussion, Ice breakers, Individual work 1h.15 min
Personal efectiveness analysis Lecture, Individual work, Pairs work 45 min
Personal obstacles for efective
time management
Lecture, Individual work, Group discussion,
Demonstration and pair exercise
1h.15 min
Goal setting
Group discussion, theoretical panel, individual work and
work in pairs
2 h
Priorities setting Lecture, Individual work, Grope discussion, 1h.15 min
Efective planning. The
balance between personal and
professional life.
Individual work, Group discussion 2 h
Time thieves and how to deal
with them.
Group discussion, Theoretical panel, Individual work in
group, Role play, Individual Activity
3 h
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
5
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First steps into personal time
management
Individual work and a small group work 2 h.30 min
. Training process
Unit 1: Time phenomenon and its value
1.1. Learning Objectives
After the completion of this unit, trainees will be
able to:
To possess actual vision on their personal
perception of the time phenomenon
To understand the need of purposeful time
management in a better way
To get understanding of their own ideas for
efective time management, as well as what
would be necessary to be taken as steps in
order to obtain further independence in the
process of time management
1.2. Trainers Toolbox
Provide trainees with:
Work sheets for class activity: Optimum time
use
1.3. The Training Process
A. Theoretical instructions:
Time defnitions:
Length, lasting of anything, which happens, which
is being done in life, measured by seconds, minutes,
hours, days, years, etc.; A period of following
minutes passes, hours, days, etc.; It is a dimension,
magnitude, which divides events for us, appearing
in a certain physical environment.
Diferent concepts on time:
Isaac Newton found that the time passes

similarly in the Universe. According to the Albert

Einsteins theory of relativity, the time and the
condominium are not independent concepts,
but the diferent sides of an inseparable entity
condominium-time and the time depends as
well on the relative motion of the observer but
on the gravity grounds too.
Time is a concept which was formed as a result
of the comparison of one moment with another.
Time is an idea which depends entirely on our
perceptions and comparison which we have
between them. For example you are reading
this page now. Suppose that just before you
did that you had some food in your kitchen.
You think that there is an interval between
the moment when you ate and the present
moment and call this period time. Actually the
moment when you ate in the kitchen was a
small piece of information in your memory, and
you are comparing the present moment with
this, kept in your memory, piece of information
and call it time. If you were not in the position
to do this comparison the time concept would
have disappeared and the sole moment which
would have existed for you would have been
the present one.
Shortly stated, time consists of a few pieces of
information hidden in the brains in the shape
of memory; and stated even more precise
time originates by the comparison between
separate images. If one did not have memory
he would have lived in the present moment
only; their brains would have not arranged such
interpretations and therefore the person would
have had no concept of time.

This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
6
http://advalue-project.eu
Time management:
At one side good time management includes a set
of experienced working techniques, but it is very
much connected to the internal adjustments. The
approach one has towards something. Thus the
goal of the time management is to manage, to
organize oneself in such a way, that one is able to
make use of the time one has in the most optimal
way. And what would optimal mean for you the
respond to this question may be given by the person
himself only. Thus goal of time management is that
anyone could use their time to the optimum. The
main idea of efective time management is that a
person should not let themselves to the external
obstacles infuence but consciously to decide and
manage thing by themselves only. It is obvious that
a situation of complete independence does not
exist. Nevertheless you should ask yourself in what
direction you would prefer to develop. Never in
life have two extremes met in their pure existence
self-dependence or external interference. On the
contrary all statuses in between do exist.
You can imagine a straight line between the two
extreme points.
Lets accept that you fnd yourself somewhere in
the middle of the line, and then you should be
trying permanently to move towards the self-
dependence. By yourself you do the steps, choose
the timing alone, the direction and the feld where
you would like to act independently. (An example
may be given here)
Purposeful behaviour: Time management is
connected with purposeful behaviour. There is
a diference between Purposeful (proactive)
behaviour (goal oriented) and such, oriented to
the activities. In general: behaviour oriented to the
activities strives to do the things correctly, on the
contrary to the purposeful behaviour which tries
to do the right things. Therefore with purposeful
behaviour it is necessary to state the question: Is
this behaviour leading me closer to my goals?
Are we saving time with time management? It
was proven that 10 minutes time for planning can
save up to two hours per day. Thus we are able to
gain time through efective time management,
when more efectively and faster we accomplish
our job, so we have extra time for other things
we do with pleasure and which are important for
us, the things which make us happy. Good time
management requires changes with your activities
and behaviour.
B. Practical part:
Introduction of the training:
Presenting of the basic goals and tasks of the
training
Presenting of the trainees: Ask each trainee to say
their names in a loud voice and their association
or metaphor for the time phenomenon
Tree of expectations: Take a fipchart and draw
a tree on it. Ask the trainees to write down their
expectations on a post-it and to stick it on the
Expectations tree. Read aloud the trainees
expectations and discuss how adequate they
are to the training goals and to the included
activities.
Lecture and ice breaker Time Phenomenon
Present to the trainees short defnitions of time
using theoretical instructions;
Ice breaker Time Feeling: Ask the trainees to

External
interference
Self-
dependence
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
7
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stand up, close their eyes and sit down again
when they feel a minute has passed.
Discuss the results and connect the experience with
the idea of diferent time perception then discuss
in what way this may interfere the personal lives.
Discuss with the trainees what concepts of time
perception they know and add their knowledge
using the theoretical instructions
A Lecture, group discussion and individual work
Efective time management
Individual work:
Ask the trainees to do the following task for short
individual work Consider what optimal time use
means for you. Continue the sentence: Optimal time
use for me would be .. with a few arguments.
After fnishing of the individual work of each trainee
ask them to share responds with the rest of the
group, discuss and write down the main results of
the discussion on the fipchart. This will give outline
on their basic knowledge on the subject.
Present to the trainees a short theoretical part
with a topic: What is a time management, which
may include diferent theoretical concepts and
examples for the necessity of purposeful time
management
Individual Task:
There is a scale bellow with opposite points 100 %
external interference and 100 % self dependence.
Where would you put yourself regarding time
distribution?

If you are moving toward self dependence,

point out where would be most appropriate
to change something. Point out three things
where you can improve the self dependence in
future. (Appendix 1).
Appendix Optimum time use
Point 1 In future I will:
Point 2 In future I will:
Point 3 In future I will:

External
interference
Self-
dependence
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
8
http://advalue-project.eu
Unit 2: Personal efectiveness analysis
2.1. Learning Objectives
After the completion of this unit, trainees will be
able to:
Have more practice skills to observe and
analyze their personal efectiveness
Have further awareness on the way they
use their time on a daily basis
Use analysis instruments for the personal
efectiveness after completing this training
2.2. The Training Process
A. Theoretical instructions:
Analysis instrument for the personal efectiveness:
You can encourage the trainees to realize individual
project Personal efectiveness analysis, after
accomplishing the training for a longer time period
(i.e. 1 week).
Instructions: without changing your behaviour
write down the things exactly the way you do
them from the moment you start work or from
the moment you wake up (depending on the
trainees priorities). Each time you change activity
no matter whether you check emails, work, make
cofee, talk to colleagues, gossip, get sheets from
the printer, etc., keep a track of the time when you
change activities. Along with the activities typing,
mark how you are feeling, whether you are focused,
relaxed, tired, active, etc. This should be done
repeatedly during the day.
Once you are done typing the daily activities,
analyze the list. You may notice a certain model of
hours when you think clearly and efectively and
accomplish a lot of work. There may be other parts
of the day when you feel slack and tired. Also you

may fnd out that the work quality drops during the
less energetic hours of your day.
You can use this information to do a schedule for
your work. The important tasks and activities which
require creativeness and ingenuity should be done
during the time when you are alert at most. The
routine tasks should be done in the hours of low
energy. You may fnd that your energetic levels
during the day may be defned by your diet. You
may fnd that your energetic levels depend on
whether you rest or not. The activities list gives the
basic on which you may experiment.
B. Practical part
Individual work and pairs work Personal
efectiveness analysis
Individual work:
Goal: Observation and analysis of the way we use
the time of one day
Instruction: Ask the trainees to describe in their
notebooks how they spend one day of theirs they
may choose a work day or a weekend day, which
should be recent in order to remember maximum
details of their routine. Ask them to list with most
details everything which they have done during
that day and explain to them that memory is a very
weak guide when one has to evaluate the past time:
it is easy to forget the time spent in talks, in smoking
cigarettes, in cofee making, lunching, distractions,
phone calls, emails, etc.
Additional instruction is to describe what tasks have
been given during the day, how many of them have
been accomplished, how many have not, what was
the obstacle for non-accomplishment of some of
them, what they wanted to accomplish in a better
way and or faster.
Pair work:
Goal: Deeper realizing the way we use our time.

This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
9
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Instruction: Trainees should be divided in pairs on
random basic and choose a partner and partner
B. Partner shall have the task to share with
partner B the results from the previous task using
the following guiding questions:
What do you observe when you look through
the activities of one day of yours?
What do you use your time the most for?
Are there activities which you would like to
reduce in order to arrange more important
ones?
Have you noticed that during some part of the
day you feel more efective compared to other
part?
Have you noticed that at accomplishing some
of the activities and tasks of your day you feel
flled with more enthusiasm and energy, and at
other more tired and slack?
What conclusions and recommendations you
should address to yourselves considering the
observation?

After partner in each pair shares their observations,

partner B will have 5 minutes to give a feedback
on the heard information. It is very important
that the feedback should not include advising but
repetition of the important things he has heard in
the observations. I.e.: What I hear is that you spend
a lot of time on the internet. About 2 hours every
day you spend in preparing to actual work... etc.
After the feedback is given partner B have to
share their observations regarding their personal
efectiveness in one working day following the same
questions. The exercise will end with a feedback
from partner to partner B.
Unit 3: Personal obstacles for efective time
management
3.1. Learning Objectives
After the completion of this unit, trainees will be
able to:
To have a list with obstacles and
possible reasons for non-efective time
management
To identify their own concepts and ideas
on time
To analyze and discuss how much these
concepts interfere their actions and
behaviour.
To improve their awareness of the reasons
due to which they usually breach the given
word and dont accomplish promised
arrangement for self and others, as well as
the price they have to pay afterwards.
3.2. Trainers Toolbox
Examples of manifestation of concepts and
ideas on time

This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
10
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Provide the pairs exercise questions on Power
Point Concluding the agreements
3.3. The Training Process
A.Practical part
Group discussion and Individual work
Ask trainees to share aloud what they have
found with the previous exercise Personal
efectiveness analysis using the following
guiding questions:
What have you found?, What are your personal
obstacles which stay in the way of the efective time
management?
Write down a fipchart the shared information
by the trainees and initiate a list of obstacles and
reasons for non-efective time management.
Explain shortly what the persons concepts are:
they come from our past from our family,
culture or personal experience. These may
be certain phrases heard from our parents,
grandparents, friends, teachers, colleagues or
reached by ourselves. For example: Finally you
have done something, Dont leave todays work
for tomorrow, Hurry in a slow steps, Time is
money, enjoy the day etc.
Individual task: Ask trainees to write down their
time concepts
Ask trainees to share in loud voice the time
concepts they have written down and who
they heard those from. Discuss how much
this believes and accepted concepts on time
interfere their activities and behaviour. Draw
the learnt from this discussion on a fipchart and
continue the list with reasons and obstacles for
non-efective time management.
Facilitate the motivated trainees to fnd out
links between their personal believes and

their certain obstacles for efective time

management. Seek whether those obstacles
and reasons have established certain believe
for themselves which stay in the way of the
efective time management, such as: I am not
consistent, I am a chaotic person, I cant keep
a promise etc.
Summarize the obstacles list and mark out
those aspects which will be dealt with till the
end of the training. Make sure that this list
includes: vague goals, impossibility to defne
priorities; never planned and have no idea for
that; laziness; personal believes; postponing
till the last minute as they like the adrenaline;
delegation skills, ability to say No
Lecture, demonstration and pair exercise: Concluding
the agreement
Introduction to the agreement idea: Has it
happened to you to do a list with tasks but
yet during writing it down to hear an inner
voice Its not going to happen? Where does
this come from? From the vast experience of
non-accomplished lists with tasks and given
promises. Lets look at this with more details.
Can you imagine that there is a certain part
which provides our energy in every persons
psychic mechanism? Imagine that this is a living
part and it receives your instructions.
Demonstration: choose a group member who
will be this part of the person which provides
the energy. Place him in front of you and take
his shoulders in such a way to direct him and
ask him to follow your instructions: Walk
straight on, Walk backwards, Take a right, Take
a left. After each of the instructions let him (as
you continue to hold his shoulders) to fulfll
it for a short time. After that repeat the same
instructions but prevent their accomplishment.
For example after the instruction Walk straight
on, start pulling him back and thus holdback

This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
11
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him from accomplishing the instruction; at
instruction Walk backwards start pushing him
to walk straight ahead. I.e. using your arms you
should direct him to do the opposite of the
given instructions. Ask him in the end how that
felt and whether he trusts you. Usual answer
would be I feel confused, tired, I dont trust
you
Continue with the theoretical concept: this way
the confusing signals usually infict to ourselves.
Ill go to the bank, the energy source in you is
ready to provide energy for this one but instead
on the next day you spend the entire planned
time in watching TV (personal comfort). When
for a long time you give mixed signals, it stops
trusting you and becomes the kind of voice
Yeah, right, you will do it some other time
For this part in us there are big and small
agreements. When you plan something you give
a word to yourself and when you dont keep this
promise you gain lack of trust in yourself, and
respectively lack of enough faith, energy and
motivation to accomplish duties afterwards.
In order to change it will be necessary to put
purposeful eforts in order to gain back the trust
in yourself. Except for the mistrust in yourself,
you probably pay additional price. Lets have a
look at this with the next exercise.
Pair exercise Concluding the agreement
Goal: realizing the reasons which usually prevent
us from concluding the agreements and the results
from it.
Instructions: Ask trainees to choose a partner from
the group and to sit opposite to each other then
to choose partner A and partner B. Partner will
be asking the questions projected via multimedia,
and partner B will be giving answers. After fnishing
the questions list partner A will start it over so that
partner B is able to talk on some non-accomplished
agreements of his. After 5 minutes you will change

parts: partner B will be asking questions and Partner

A will be giving answers, again in 5 minutes time.
Questions on the monitor:
Share a time you made an agreement and broke it.
Could you have kept it?
What were you choosing when you broke it?
What results did it produce?
How do you feel about yourself for breaking the
agreement?
Group discussion:
In the end of the exercise ask trainees to share what
they have found out. What have they preferred
instead of keeping the promise? What are the
results which this breach brought to them? How do
they feel about themselves? Draw the answers on a
fipchart so that you have a list of results/paid prices
from the non accomplished agreements. Make sure
the list includes: Less trust by others; Relationships
deteriorate; Less self-trust; Less self-esteem; Less
self-approval; Less self-respect; Less self-worth;
Less of clarity; Less energy, vitality
Summarize the learnt and the conclusion of
the topic Personal obstacles for efective time
management and give instructions that by the
end of the training you will move to introduction
and practicing of specifc instruments which
will help to be more efective in the time
management and in overcoming part of the
listed obstacles.

This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
12
http://advalue-project.eu
Unit 4: Goalsetting
4.1. Learning Objectives
After the completion of this unit, trainees will be
able to:
Have more awareness of the benefts from
goal accomplishment, as well as of the
factors and resources which may help in
this direction
Set realistic, exact, planned, achievable
goals
Gain experience and skills for deeper
analyzing of own goals
Establish skills to prepare actions plan for
accomplishing an goal
4.2. Trainers Toolbox
Provide the trainees with a copy of the enclosed
Personal achievements GROW coaching and
Action plan
4.3. The Training Process
A.Teoretical instructions:
Goalsetting
Present to the trainees rules on goalsetting. In order
to do that you can use the acronym for goal setting
SMART (Sspecifc M-measurable A-achievable
R-realistic T-time-bound) or the following
instructions:
Make the goal important as you write it down.
This way the thoughts cannot be wasted but
specifed, visualized and fxed. Via writing
down the goal is conscious and then even extra
strengths are pointed to its accomplishment.
Set goals which are not in confict between each
other (I.e. less work, more money)

Bear in mind the hidden goals (i.. consider

which of the already acquired is worthy keeping;
realize those goals as well).
Ambitious but real goals (to wake your ambition
but to be achievable in order to avoid advance
programmed failure)
Goals to be positive (Make positive formulas of
your goals so you will support your motivation
and will focus your sub consciousness on the
goal. It is important to know what you want to
reach, not what you dont want. I.e. Instead I
dont want my current work anymore the goal
may be I want to start a new job as a hair
stylist
The goals should be certain related to time term
for achievement (Many details may be included
here so that the goal is clear and certain to the
most, as well as many which will show that it
has been achieved. Deadline setting is a part of
the goal certainty. I.e. I am starting a new job
as a hair stylist in a nice studio, situated within
1 km from my home. The team I work with is of
young people, I feel welcome, appreciated and
we learn from each other. I earn for month...)
Talk about your goals as if they are happening
already or are fact (Instead of I have to, which
included obligation element you may start with
I wish or directly to formulate the goals it is a
fact I work in a new styling studio...)
Check up regularly whether the goals you have
are meeting your needs (Test your goals from
time to time whether they are up-to-date,
whether they require some change, etc. Some
will be left behind for sure and other will replace
the old ones)
Take steps to goals accomplishment (nothing
would happen by its own. The goals will not
accomplish themselves if no action is taken)

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Goals types:
Goals classifcation may be quite varied. A classical
division may be of personal and professional. It is
possible to subdivide the personal goals to family,
health related, beauty related, related to the
personal time, etc. and the professional goals to be
related to qualifcation, career, etc.
The second division which you may do will be on
the basis of their length. For example: goals of life,
which you want to accomplish through you life;
long term such you wish to accomplish in the
next 1-5 years (each person may set the time term);
average length goals, achievable in one to twelve
months; short term goals which depending on
the occasion may be achieved between one to four
weeks and daily goals.
Practical part
Group discussion, theoretical panel, individual
work and work in pairs Goalsetting
Discussion: In order to present the new sub-
topic to the trainees, discuss with them why
it is important for a person to have goals, as
well as what the goals are like? Give your own
defnition for goals.
Theoretical panel Goal setting (use the
theoretical instructions), by goal enrichment
or by steadying the knowledge on correct goal
formulating
Individual work Personal achievements.
Goal: Bringing out positive believes, adjustments
and activities which will help goal achievement
and the benefts of it.
Instructions: Think about and write down which
goals of yours you have achieved in the last year
using the following chart

Appendix Personal achievements

Important achieved
goals
I felt ...
Which worked?
What have I done to
achieve this goal?
What helped?
Which adjustments
and believes of yours
have helped?
Ask trainees to share what they have found while
flling in this chart. Do the conclusions why it is
important for a person to achieve their goals and
write it on the fipchart.
Individual work Goals formulating.
Goal: Training skills for quality goalsetting.
Instructions: Ask trainees to think about and write
in their notebooks for 10 minutes a few goals which
may be defned as professional and personal. After
the time is up ask each of them to share in loud

voice at least one goal of theirs and check together

whether it is achievable, certain, has a deadline,
gives opportunities to check the results. Check if
there is a confict with the rest of the goals or there
are such hidden ones. Give opportunity to the rest
of the trainees to participate in the check up of the
shared goals.
Pair work Grow coaching
Goal: Gaining skills for deeper analyzing and
awareness at goal setting

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Instructions: Divide trainees in pairs randomly.
Provide them with one copy of Appendix GROW
coaching. Ask them who will start. Partner B will
be asking the questions from the appendix and
will be writing down the answers while partner is
answering. Then they will shift roles.
In the end ask trainees should share the benefts of
this exercise
Appendix Grow coaching
GROW coaching
Goal
What is the goal?
What do you want to achieve exactly?
How will the success look like?
What will be diferent when you achieve
the success?
How will you know that you have achieved
it?
Reality
What is happening now?
What have you done by now to achieve
your goal?
Which are the factors which infict your
current activities?
What stops you from achieving your goal?
What has happened in the past which may
give you a hint now?
What lessons have you learnt in the past
years?
Options
What can you do in order to prevail each
obstacle?
How can you use the most of the things
which are happening at the moment?

Way forward
Which options will you choose in order to
produce an action plan?
What resources or support you may need?
Exercise Action plan
Goal: Acquiring of skills for dividing of the goals in
smaller parts and transferring them to the action
level.
Instructions: Before you start the experiment give
the trainees basic instructions for completing an
action plan using the theoretical instructions.
Ask them to choose another goal, diferent from
the one used in the exercise GROW coaching.
Choose a trainee with whom to demonstrate in
front of the group the goal and the task, then ask
all of them to work in their notebooks and to write
down their goal, to formulate specifc smaller goals
or steps which will cooperate its achievement,
and will draw specifc activities which will help
accomplishing each of the smaller goals and plan
when to accomplish them

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Appendix Actions plan
Goal:
Smaller goal 1 Specifc actions:
Plan/Deadline for the specifc
actions
Smaller goal 2 Specifc actions:
Plan/Deadline for the specifc
actions
Smaller goal 3 Specifc actions:
Plan/Deadline for the specifc
actions
In the end of the exercise discuss with the
entire group some difculties with the task
accomplishment.
Unit 5: Priorities setting
5.1. Learning Objectives
After the completion of this unit, trainees will be
able to:
Realize the sense of prioritizing of tasks and
the idea of consciously decision making
Acquire further knowledge on techniques
and models for task and goal prioritizing
Gain practical experience and will
have endurance of the meaning and
efectiveness from putting to practice each
of the suggested models
5.2. Trainers Toolbox
Provide trainees with a copy of the appendixes
Pareto principle and Eisenhower window
5.3. The Training Process
A.Teoretical instructions :
What does it mean to have priorities and how this
may happen in the daily routine:
Priority setting means decision making. You

decide in favour of one thing which in the same

time means that you decide against another
thing. This is valid for any case when you wish to
accomplish more things than you can ft in the
available time. Problems arise because people
want to accomplish everything, tire themselves
with endless lists, accomplish small things and
never reach the important. In the end of the
day they are exhausted, feel that they have not
fnished one considerable thing.
In case you have enough time it is not necessary
to set priorities. Use some example to picture
the statement.
Set priorities consciously: do not wait for
somebody else, faith or time, to take the decision
what you should do and what you should not do,
make up your mind consciously what to do and
what not to do. The awareness that one thing
can be done for a certain time period and that
there are days when you cannot do everything
will lower the stress.
Which is truly important for me? The respond
to this question may be given by the person
himself. There are no scales or measurement
tool for priorities, and if you ask the people
around you each of them will give diferent
answer. In order to prioritize you can use some
of the models for that.

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Prioritizing models:
Present to the trainees the well known models for
proper decision making:
Pareto principle
Eisenhower window
BC analysis
Principles for self organizing according to
Stephen Covey
Information about them may be found easily at the
online sources
B.Practical part
Group discussion Priorities setting and criteria
on decision making
Goal: To discuss the thesis for prioritizing of the
tasks as decision making and to draw a criteria list
which support this process.
Instructions: Discuss with the trainees what
priorities setting and decision making would mean
for them? What difculties they may have in this
area?
Continue the discussion and ask them to share
situations when they were required to make a
decision which task out of all to accomplish? Guide
them to consider whether the taken decision has
been conscious or they waited for someone else to
make the decision instead? Draw the criteria which
helped the decision making and determine which
was actually important and which was not. Based
on the shared information, draw out a criteria list for
making a decision, regarding the task prioritizing.
Individual exercises and group discussions Prioritizing
models
General goal: To validate each of the suggested
models for prioritizing by using the personal

situations and goals and this way each trainee to

obtain yet during the training the idea which may
be used in certain situations.
Illustration: Individual exercises are given just after
the presentation of each suggested model
Individual exercise Pareto principle
Instructions:
A. Provide the trainees with one copy of the
Appendix Pareto principle and ask them to write
in it the following: most important professional
obligations, which they want to accomplish in the
next time period. Continue with guiding them:
Now imagine how great success would be for you if
you accomplish these tasks Now make a list with
the rest 80 per cent of the tasks and consider what
accomplishment of these tasks would mean for you
general success.
Appendix Pareto principle
Important 20 per cent of
your tasks
Accomplishment of these
tasks would mean
The rest 80 per cent of the
tasks
Accomplishment of these
tasks would mean

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B. Discuss what it would mean for your success to
accomplish all less important things and to leave
behind the important and what it would mean to
stick consistently to accomplishing of the 20 per
cent of your tasks.
C. The second part of this exercise is connected to
optimum dealing with the tasks as per the Pareto
principle. Ask trainees to consider which of the
things they accomplish with perfection and which
will be good enough with 80 per cent of eforts.
Encourage them to think about who is pushing
them to the perfect accomplishment the other
people or they themselves? Ask them to list tasks
in their notebooks for which they may lower the
excellence from 100 per cent to 80 per cent and
how exactly this may be like (to show one specifc
thing). Give some own example.
Individual exercise Important and urgent
Instructions:
By using the same tasks which you have already
described in the former exercise try to categorize
as per the Eisenhower principle in the chart:
Appendix Eisenhower window
Not urgent /Not
important
Urgent /Not important
Not urgent /Important Urgent /Important

Encourage people to answer and write down in

their notebooks their thoughts on the following
questions:
Tasks from box 1 which are not urgent and
not important: What will happen if I dont
accomplish these tasks?
If I cross out this task, it will .........................................
...................................................................................................................................................
Tasks from box 2 which are not urgent but
important: Have you really written down in a
strategic plan all these important tasks? Do you
have a plan for them with a start date and time
term for accomplishment?
My experience in this area shows that ...............
..................................................................................................................................................
Tasks from box 3 which are urgent and not
important: How can you reduce these tasks?
Could the Pareto principle work here? Do you
really have to deal with these things yourself?
Have you tried to pass them to your colleagues
or relatives?
My experience in this area shows that ...............
..................................................................................................................................................
Tasks from box 4 which are important and
urgent: which activities from the other boxes
you can postpone in order to accomplish the
truly important and urgent things
Please note..............................................................................................
..................................................................................................................................................
Discuss with the group any thoughts or
questions on this matter
Individual exercise Four steps of the BC
analysis
Instructions: Provide trainees the steps of this
model one at a time:
STEP 1: Write down all tasks for the next time period

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for the next day or for the next week
STEP 2: Stipulate the tasks from the frst column
according to their importance. Start with the most
important
STEP 3: Now divide the tasks as per ABC analysis:
frst 15 per cent of the prioritized tasks will be -
tasks, next 20 per cent - B tasks, and the last 65 per
cent - tasks.
STEP 4: Divide your time as per this model: 65 per
cent of your time use for -tasks, 20 per cent for B
tasks and only 15 per cent of the time for tasks.
Prepare a written plan for the tasks in time along
with the respective set time for each
Discuss with the trainees any ambiguity and
thoughts how efective this model may be. Having
in mind the efectiveness analysis to what extent
they think this model may change their time
management approach.
Unit 6: Efective planning. The balance between
personal and professional life.
6.1. Learning Objectives
After the completion of this unit, trainees will be
able to:
Enlarge their knowledge on efective
planning through the shared opinions and
experience in the feld
Use the efective planning instrument
which will balance their personal and
professional lives and will experience the
benefts of such a planning
Have a visual how a planned day may look
like through using a combination of methods
and techniques for planning
6.2. Trainers Toolbox
Provide a list with roles which one may enact
in their lives (the roles as key relationship and
responsibilities areas)
6.3. The Training Process
A. Teoretical instructions:
Planning benefts:
Time saving and use of time at the most efective
way
General vision on the things
Reminder
Flexibility
More time for work
Control over the distracting things which waste
the time and disturb the work fow
Increase of your productivity and lowering of
the stress
Sparing more time for actual rest
Planning instructions:
Plan some time for planning: one of the best
working option is on a weekly basis before the
week has started, within 20-30 minutes. Do it
as a ritual. From weekly plans make daily plans,
again before the day has started or in the end of
the previous, within 5-10 minutes
Writing principle: - in a diary, computer
electronic organizer, cell phone
Plan time reserves: bufers for unforeseen and
unexpected things
Sequence principle: choose one system for
planning and be persistent with it until you turn
it to habit

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Planning instruments
Choose and present to the trainees diferent
planning instruments, as per those you know and
draw pros and cons: a diary with hours and dates,
planning in electronic way, combined planning,
organizer.
B.Practical part
Group discussions and individual tasks Time
planning
Main goal: To discuss the suggested teoretical
instructions for time planning, to share and
summarize the trainees experience in this feld
Group discussion Time saving
Ask trainees to share their experience on activities
planning and what the benefts of this have been.
Group discussion Planning of the activity
length
Discuss with the trainees the idea that one activity
will take as much time as there is time available. Ask
them to suggest practical situations when things
take longer than necessary or fnish quite fast just
because the time is limited. Discuss how in future
they may reduce the time for accomplishing of
activities via realistic evaluation of the necessary
time and write down the conclusions from the
discussion
Individual task: Ask trainees to write in their
notebooks for which activities of their it will be
necessary in future to judge more realistic the
time needed for accomplishment
Group discussion: Planning instruments
Ask trainees to think about what plans would be
useful for each trainee: daily plans, weekly plans,
monthly, quarterly, annual plan.
Discuss the experience exchange of the work of the

trainees with the diferent types of instruments for

planning. What are the benefts from the consumers
point of view and what are the negative aspects of
each? Ask each trainee to share which instrument
for time planning will be most appropriate for them
and to support the choice.
Individual task Day planning
Goal: To stimulate trainees to plan one day of
theirs and to use a combination of the models for
prioritizing and efective planning.
Instructions: Give trainees the following
instructions:
Observe the time used for activities during the
day
To do list
Priorities setting (ABC column)
Column for marking the phase to which an
activity has been accomplished
Deadline for activities accomplishment
Column for marking the beginning and the
length of the activity
Time for planning of the activities
The rule 60/40: Plan 60 per cent of the time, spare
40 per cent for unforeseen and unexpected
things to do.

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Ask them by using the example day plan to prepare
a plan for one certain day and if they wish to do it
with a chart or for more days.
Discuss the results, thoughts and emotions after to
completion.
Individual task Balance between personal and
professional life
Goal: Stimulation and development of the planning
skills, which to balance the personal and the
professional life
Instructions: In the beginning remind the
trainees the theory of Stephen Covey for time
planning. Then present a list with roles (personal
and professional), from which they will choose
(Example roles: Parent, Bother, Manager, Husband/
Wife, Friend, Football coach, Monition, Partner,
Reporter, Teacher, Explorer, Adventurer, Inventor,
Volunteer, etc. you can continue this list with a
lot more roles). Ask trainees to choose the most
important roles so that diferent aspects of lives
are covered i.e. there should be personal and
professional role choices. Maximum roles should
be 7, and it is important that some of the roles are
for a lifetime. Encourage them to be creative and
choose not only from the given list.
Then give a task to plan next week of theirs and to
answer one question: What is the most important
thing which I can do this week about this role of
mine? This way they will have to set at least one task
per week which is related to that role. Ask them as
a next step to defne on which week day they will
accomplish the respective task for each of the roles,
as well as how much time it will be taking.
Discuss with the entire group what thoughts have
passed their minds while fulflling of this task.

Unit 7: Time thieves and how to deal with them.

7.1. Learning Objectives
After the completion of this unit, trainees will be
able to:
Realize in a better way and observe better
the personal time thieves
Obtain entire armory of techniques and
ideas how to deal with the diferent time
thieves
Gain practical experience by using some of
these techniques as well as experiencing to
what extent a certain technique is efective
for a certain person
7.2. Trainers Toolbox
Provide a copy for all trainees of Appendix
Delegating hardships
7.3. The Training Process
A.Teoretical instructions
Probably in the previous chapters people may have
reached the main reasons which prevent them
from efective time management. Here the reasons
for some of them will be reviewed in greater details
as well as some techniques to limit them. Repeat
again who the main time thieves are for special
attention and start their detailed reviewing:
The ability to say No
Ideas which will make it easier for you to say No
Do not transfer the other peoples problems into
yours. Be aware of how far you are responsible
for the problems of the others
Take decisions consciously. To be able to say No
does not mean always to say No. Defne your
priorities, be aware of the price you will have to
pay when you say or you dont say No and take
conscious decisions what you wish to undertake
and what not

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Explain your No. Explain the reasons which
stop you from undertaking the obligation or
suggest an option which will suit everyone.
Support but dont help. Defne the diference
between support and help. Draw the
advantages of supporting people to learn how
to deal with a problem by themselves instead of
accomplishing it for them.
Delegating skills
Delegate the skill to forward an obligation to
someone else.
Possible obstacles for delegating: Delegating has
never reached my mind yet, I am afraid to lose
control and the power position, I dont have time
for delegating, I can do this faster and better, It is
Unpleasant to me to delegate as I am loading up
the others
Which activities may be delegated? Routine
activities, small details at work, expert or specifc
activities
Five steps for delegating:
Exactly what needs to be done? (clear
explanation)
Why, with what goal should a certain task be
fulflled? What goal should this task reach?
(defne clearly the meaning of this task)
When, respectively till when the goal has to be
fulflled? (Deadline, to which an appreciation
may be added when accomplished)
Who is able to fulfll this job in a best way?
What should be armed with or know this
person (instruments, powers to take decisions,
resources, etc.)
Waste of time with small things
Two main tools to deal with small things waste of
time:

1.
2.
3.
4.
5.
Group the small things in blocks: Combine
the activities of your daily routine which are
close so that you save time from preparations,
adjustments, and to beneft from being tuned.
I.e.: arrange all phone calls for the day, respond
to all emails only three times in the day or once
(depending on your job) etc.
Once started a thing it must to be fnished:
When many small tasks are given try to fulfll
with some order the started ones, instead of
doing a hundred things at one time
Postponing
Strategies for dealing with postponing
Consider the price you have to pay when you
postpone
Fulfll the unpleasant tasks straight away
Set a deadline by yourself till the task has to be
accomplished
Divide big and immense tasks to smaller ones
and fulfll them one by one
When you dont understand the goal of a task
get more information
Consider a reward for accomplished task
Postponing is a habit and establishment of such
opposite will take persistence and purposive
work
B.Practical part:
Group discussion and a role play The ability to
say No
Ask trainees the following questions: How
many of you fnd it hard to say No?; What are
the reasons which prevent you to say No?;
What disadvantages may appear for your work,
goal accomplishment and success from your
disability to say No?

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Draw on a fipchart the answers of the trainees. Some
more reasons may be added to their responses:
Fear to hurt or insult someone by saying No;
No argument in favour of their No
The wish to be liked;
They want to maintain the image of a colleague
who will always be of help;
Need to help others
Refusal to accept own tasks, needs and goals as
important.
Discuss which price is higher the one from negative
results which appear as a result of the disability to
say No or the continuous following of the reasons
for not saying No. Draw the idea that it is important
one to be aware at any time of the price what the
price will be of saying or not saying No.
Role play I say No
Goal: Experiencing the reasons due to which it is
hard for us to say No, experimenting with diferent
ways to support our respond.
Instructions: Think of a situation in your life in
which you often wish to say No but you cannot.
Choose a partner who should remind you of a
person connected to the situation you are about to
observe. Choose one of you to start and tell in short
what the situation is.
Partner B should play the role of the person to
whom you have to say No. Give them the exact line
to which you have to respond.
After partner B says it you have to only say NO
without further explanations. (give this instructions
to all partners pairs at once). How do you feel after
saying No. Observe your thoughts, emotions. Do
you fnd any reasons for which it was hard for you
to say No?

Play the situation again. How are you feeling now?

Has it become easier?
Now repeat the situation for a third time and
this time instead of direct No try to explain and
argument your respond. And again be aware of
your thoughts and feelings.
Partner B will have two minutes to give a feedback
on the way he felt in the diferent situations.
After fulfllment of all instructions by the frst
partner the roles should be shifted and partner B
presents their own situation and partner A starts
the role play.
In the end of the exercise discuss the observations
of the trainees and the drawn benefts of it.
Discussion, Theoretical panel, Individual work in
group and role play Delegating skills
Discuss with the trainees which are the possible
barriers which stop one from delegating. Write
down on a fipchart and continue the list if
necessary by using the theoretical instructions.
Individual work in the group
Goal: Becoming aware of the own hardship with
delegating and gathering ideas from the other for
dealing with them
Instructions: Ask trainees to fll in for themselves
Appendix Hardship with delegating following the
described Step 1 and Step 2

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Appendix Hardship with delegating
Step 1
I would like to delegate the
following tasks
Step 2
I fnd the following difculties
Step 3
Ideas from the other trainees
Task 1
Task 2
Task 3
After everyone is ready start reviewing the difculties
of all group members and encourage each of them
to give ideas how to delegate. It is important the
person whose hardship is being reviewed to listen
the recommendations without comments and only
to write down his ideas.
Spare some time for each of the trainees to consider
which ideas are suitable for them.
(When lacking time ask each trainee to share one
task only and the respective hardship)
Work in pairs exercise 5 steps to delegate (the
exercise will be done after short presentation
of the fve-steps delegation model as per the
theoretical instructions)
Goal: experiencing of the idea to delegate as per
the suggested fve steps model from the theoretical
instructions
Instructions: Choose a person to fulfll the next task
with. Using some of the described already tasks and
chosen ideas for realization play with your partner
a situation in which you delegate the respective
task. Partner B will be in the role of the respective
person for a short while (partner, colleague, relative,
friend) and his part with be only to listen. Partner
will have the goal to delegate the task using the

fve-step model. After fulfllment partner B will

give a feedback to partner on the way he felt, if
he understood everything and if he is willing to
undertake the task.
After the feedback is given the roles will be
exchanged and partner starts the role and partner
B will train their delegating skills
Discussion Postponing
Goal: To realize the reasons and possible decisions
at task postponing
Instructions: Discuss with trainees personal
situations when they postpone. Review the reasons
for that, the disadvantages, eventual advantages
and possibilities for solving them. On the basis of
the reviewed individual situations prepare lists with
possible reasons and possible solving of similar
situations.
Role play Dealing with laziness
Goal: Becoming aware of some of the reasons for
laziness and possible resources for dealing with it
Instructions: Ask trainees to choose a partner for
this exercise and give the following instructions:
Partner will start this exercise. You will have to
start the role your own laziness, you will be The

This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
24
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laziness of Ann, Mary, etc. and will answer on its
behalf to all questions which partner B will ask.
Questions:
Which are the most common situations when
you appear The laziness of
What are the reasons you are guest of ..
(persons name)
What do you bring to ( persons name)
How can ( persons name) deal with you?
What if ( persons name) limit your appearance
in important situations, which are the moments
when you would like to show up?
Partner B when you hear the answers to all
questions, give your message to the laziness of
(persons name).
After end the roles shift.
In the end of the exercise there should be room for
discussion of the fndings, thoughts, emotions from
the exercise.

Unit 8: First steps into personal time management

8.1. Learning Objectives
In the end of the last part of the training trainees
will be able to:
Be more aware of the obstacles which they
personally create when putting to practice
of habits changes with time management;
Have a list with specifc methods which
they will start to use right after the training
is over with a deadline and specifc steps
for initiation;
Be stimulated and supported at realization
of their frst steps with changes of their
time management
Have a secured external support for
realization of the lasting changes
Summarize the learnt and gained
experience from the training
8.2. Trainers Toolbox
Provide trainees with:
Exercises forms No. ..
Letter envelope, a sheet of paper
8.3. The Training Process:
A.Theoretical instructions:
Introduce the last training part to trainees with a
short lecture on the necessity of purposeful actions
in order to reach the desired changes with time
management. Share personal experience if you
have such that knowledge and cognition of time
management techniques will not alone change
their life situations. It is necessary to change the
attitude frst and then the actions in order to achieve

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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
25
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the change. Otherwise no recipe on solving time
problem will be of help.
Give example (preferably with a short story) with
a person with a huge wish to achieve changes
with their time management who always remains
prevented to do so.
Obstacles in the way to change
There are way too many excuses which keep us
away from realization of the frst steps in the way of
changes with time management. Best of all are like:
This sounds pretty well in theory but practice is
something totally diferent; I have tried something
like this in the past but it didnt work for me; I will
not do this for sure, I am not at all consistent; This
entire planning is too much for me; Things change
so fast with me thus I am in no position to plan or
set goals; My colleagues/family will make fun of
me if I try this; I have no time for such things; Is it
possible that this works for others but not for me?
Steps towards new ways in time management
Find a suitable time in this part of the training
to explain one more time to the trainees that for
changes with time management it is necessary
activity from one side and from the other side
persistence at outing to practice of the proven
methods. Many of them will work only if used
regularly. Give some ideas which may help the
trainees to start working and realizing the change:
Step by step:
Do not start with everything at once. Choose a
method (or a few), which seem most suitable
for you and keep on to it.
Start with foreseeable things: start with a small
problem, set clear priority for it and control the
succeeding;
Try common methods as well: even when a
method seems to you simple and trivial, try it as

it may turns out a most efective for you.

Use the methods on a regular base: Do not
allow exceptions in the beginning when you are
trying some method. Only if you are persistent
with this you will get proof whether the new
technique is helping.
Become persistent: There is a theory according
to which a thing has to be done at least 32 times
in order to establish a habit and to destroy old
behaviour models. Although it may be difcult
for you in the beginning, keep on trying.
Do not wish to be perfect: To do everything at
one time and correctly usually does not work.
Be nice to yourself. Learn from the failures.
Try to avoid over occupation: Stay away from
expressions like After tomorrow everything will
be diferent
Check up the efectiveness: check up the
benefts of the new methods. What has
changed? Become aware of the reasons for
becoming better.
Do NOT stop observing yourselves: be alert for
familiar or new obstacles, believes or resistances,
which may prevent you from taking actions.
Observe these and remember that by realizing
them you keep your opportunity to choose to
obey to them or to do diferent and new things
to change your habits.
B.Practical part:
Individual work and a small group work Strategy to
creating obstacles
Individual work: the goal of this exercise is for the
trainees to become aware of all obstacles which
may appear or be made up by themselves so
that they prevent the attempts to change their
way of time management.

This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
26
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Instructions: Ask trainees to spare 10 minutes and
to think of their personal obstacles in the way to
the changes of the time management by fnishing
this sentence: Typical excuses of mine for not
attempting the change are as follows and write
down everything in their notebooks. Guide them to
connect these obstacles with their believes and the
time they found in the frst part of the training.
Small group work
Goal: Each trainee here will be to share their
thoughts from the previous task and to conclude
the most usual obstacles which may prevent from
change in the time management.
Instructions: Divide the trainees in 4 members
groups randomly. Ask them to choose a speaker
of the group. This person will be responsible for
typing down and further represent in front of the
whole group all shared own strategies for obstacle
creation of the trainees. Explain to them that
everyone in the small groups will have 2 minutes
to share with the others his strategies for obstacles
creation, and you will be measuring the time. After
each 2 minutes you will ask the next person from
the group to continue (you may even say that it

is time for the person at the left hand side of the

speaker to start) and so till all group members have
shared their thoughts.
In the end of the exercise the speakers of each
group will share with the whole group their notes.
This way each participant will be able to get to
know maximum obstacles and be able to imagine
more alike except his own.
Individual exercise Putting to practice
Exercise First steps of the planned change
Goal: to draw a list with specifc frst methods which
each trainee will include to their time management
aiming increase of the personal efectiveness as
well as conclusion of the frst steps of the methods
putting to practice.
Instructions: You will receive a chart and using it
please consider and mark down new methods of
time management which will be easiest for you put
to practice and which will bring you success. Write
down when you will start with them exactly, what
steps you will take exactly to include them into
your routine. Give exact example to the trainees to
picture the exercise.

Which new methods for time

management will you use?
When will you start with them?
Write down exactly what
measures will you be taking to
put the methods to practice
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Exercise Self contract.
Goal: Stimulating and motivating of the trainees to
take frst steps in change with the activities for rime
management.
Instructions: We are now aware of the self
contracting power. In this regard we wish you to
conclude such with yourself in the form of a contract
for change realization to practice. You should write
in it what exactly you would like to change in
future. Formulate things as clear as possible along
with the deadline for the changes. Write a date and
a signature on the Contract so you have it in written
and then you may act.
Give trainees a blank sheet Time management
contract and give them some time to write it
down 10 minutes.
Time management contract:
I will change the following things of my time management:
Place:. Date:. Signature:.
Exercise: A letter to myself:
Goal: motivating and stimulating of the trainees to
continue the steps taken after the frst enthusiasm
from the training has passed away.
Instructions: Give trainees one fancy sheet of paper
and one envelope. Ask them to write down the
envelope their own address for recipient. Then
instruct them to write in a letter to themselves
which will include what they have changed and
realized regarding their personal efectiveness in
four weeks and also what they want to remember
of the training after four weeks. Give example.
Time for accomplishment: 15 minutes. After time is
up ask them to fold the papers, put them into the
envelopes and seal it. Collect the trainees letters
and post them four weeks after the training end.
Exercise Partner for putting to practice
Goal: Securing an external support for realizing the
changes with time management.
Instructions: Sometimes in order to continue
with the started activities we need some external
push. May be during the training you have met
a person with similar goals to yours or who may
seem to you more motivated or active than you.
Now go to this person and sit together. After pairs
formation (two or three when necessary), continue
with the instructions: This person and you will be
controlling each other at the realization of your
own changes in the way to improvement of your
personal efectiveness. If any difculties appear

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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
28
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during the realization they may be your support
in such tough times. Explain to each other what
you plan to achieve in the following month and
contract what controlling function you will need.
Each partner may write down in their notebooks
what is required or expected from them (phone
calls, reminders, meetings, etc.). If you wish you
may agree on small sanctions and mutual awards
(a dinner together, a cofee break, cinema, etc.)
Time: 20 minutes (10 per each partner)
Instrument: Completion cycle.
Give the trainees one last idea for improvement
of the personal efectiveness, and namely to spare
time for achievement recognition a personal
reward. Remind them that when we decide to do
something usually we frst plan then start acting
and after the realization we end the project. After
the end we directly step up the planning of the new
goals or projects but we miss one very important
step giving recognition. This is very important
in the beginning of the changes and is a kind of
motivation to keep us moving. Recognition may be
even for realization of a specifc step of a project
in the beginning. When we grand recognition we
allow the energy given to the fnished project to
return back to the energy source of ours so that be
used for new projects.
By brainstorming you may draw a list with possible
rewards or ways for recognition of the taken step or
fnished project.
End of training:
Summarize everything which happened during
the time of the whole training. You may wish to
highlight the most important things for you from
it. Then give opportunity to each trainee to share
in one sentence how they will be leaving the
training.

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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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JOURNAL WRITING
Following each class, you will have time to write
up your journal entry. This is a record of what you
personally have gained from the session and what
you still want to achieve or learn in this area. You
can also write in your journal about things that
have happened at work or with friends that are
connected to the topics covered in the classes.
Assessment
Multicultural communication is a very important
part of this course. Your tutor will want to check
that you are keeping your journal regularly and you
may be asked to talk in general about some of the
things you have written, just to make sure you are
on the right track. But your tutor will not read your
journal. It is personal - a place for you to write down
whats happening to you and what progress you
feel you are making on the course and in your life
in general.
Each entry should include:
The date of the lesson.
The topic being covered.
Anything you learnt from other people in the
class.
What you learnt about yourself in the lesson.
Feelings/thoughts about yourself from what
you learnt
A re-think of your own strengths and
weaknesses.
Goals and action steps for the future.

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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
30
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LEARNER COPY 1:
Developing personal efectiveness skill descriptors
scaling sheet
Learner name: Learner signature:
Tutor name: Tutor signature:
Date:
Please put an X in the appropriate box, 0 = not at all developed, 10 = very well developed
Developing personal efectiveness
skill descriptors
0 1 2 3 4 5 6 7 8 9 10
1
I have a clear vision of what efective
time management indicates
2
I have a detailed concept of how
exactly to use the time in my daily
routine
3
I am aware of instruments which
help me to analyze my personal
efectiveness
4
I am well aware of my personal
weaknesses and reasons for non-
efective time management
5
I am aware of what my personal
believes about time are, which
have efect at managing my routine
obligations and tasks
6
I am well aware of the reasons which
most often prevent me to fulfll
undertaken obligations towards
myself or the others, as well as the
consequences from that
7
I understand the benefts of achieving
my personal goals
8
I possess the capabilities to deeply
analyze my personal goals and to set
them purposefully and consciously
9
I am capable of formulating realistic,
specifc, planned and attainable goals
10
I am aware of resources and methods
to support myself in achieving my
goals
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
31
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11
I possess the capability to divide
my goals to smaller and digestible
parts and to take them across to their
fulfllment level.
12
I am well aware of how to work out a
complete action plan for realization of
a goal
13
I am capable of prioritizing my tasks
14
I am well aware of the model for
prioritizing of tasks and goals Pareto
principle
15
I am well aware of the model for
prioritizing of tasks and goals
Eisenhower principle
16
I am well aware of the model for
prioritizing of tasks and goals ABC
analysis
17
I know from my experience the
benefts of application of models and
techniques for prioritizing of tasks and
goals
18
I am well aware of how to plan my
time so there is a balance between my
personal and professional life
19
I am well aware of who and which my
personal time thieves are
20
I possess techniques and ideas which
help me to overcome my personal
time thieves
21
I am well aware of my personal barriers
which prevent me to change my habits
on time management
22
I know exactly what I need to change
in my habits in order to manage my
time more efectively

In each of boxes below, choose 1 of the skills above and explain in what situation you feel you have shown
the skill or give any other evidence for rating the skill as you have done.
LEARNER COPY 1:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
32
http://advalue-project.eu
LEARNER COPY 1:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
33
http://advalue-project.eu
LEARNER COPY 2:
Developing personal efectiveness skill descriptors
scaling sheet
Learner name: Learner signature:
Tutor name: Tutor signature:
Date:
Please put an X in the appropriate box, 0 = not at all developed, 10 = very well developed
Developing personal efectiveness
skill descriptors
0 1 2 3 4 5 6 7 8 9 10
1
I have a clear vision of what efective
time management indicates
2
I have a detailed concept of how
exactly to use the time in my daily
routine
3
I am aware of instruments which
help me to analyze my personal
efectiveness
4
I am well aware of my personal
weaknesses and reasons for non-
efective time management
5
I am aware of what my personal
believes about time are, which
have efect at managing my routine
obligations and tasks
6
I am well aware of the reasons which
most often prevent me to fulfll
undertaken obligations towards
myself or the others, as well as the
consequences from that
7
I understand the benefts of achieving
my personal goals
8
I possess the capabilities to deeply
analyze my personal goals and to set
them purposefully and consciously
9
I am capable of formulating realistic,
specifc, planned and attainable goals
10
I am aware of resources and methods
to support myself in achieving my
goals
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
34
http://advalue-project.eu
11
I possess the capability to divide
my goals to smaller and digestible
parts and to take them across to their
fulfllment level.
12
I am well aware of how to work out a
complete action plan for realization of
a goal
13
I am capable of prioritizing my tasks
14
I am well aware of the model for
prioritizing of tasks and goals Pareto
principle
15
I am well aware of the model for
prioritizing of tasks and goals
Eisenhower principle
16
I am well aware of the model for
prioritizing of tasks and goals ABC
analysis
17
I know from my experience the
benefts of application of models and
techniques for prioritizing of tasks and
goals
18
I am well aware of how to plan my
time so there is a balance between my
personal and professional life
19
I am well aware of who and which my
personal time thieves are
20
I possess techniques and ideas which
help me to overcome my personal
time thieves
21
I am well aware of my personal barriers
which prevent me to change my habits
on time management
22
I know exactly what I need to change
in my habits in order to manage my
time more efectively

In each of boxes below, choose 1 of the skills above and explain in what situation you feel you have shown
the skill or give any other evidence for rating the skill as you have done.
LEARNER COPY 2:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
35
http://advalue-project.eu
LEARNER COPY 2:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
36
http://advalue-project.eu
LEARNER COPY 3:
Developing personal efectiveness skill descriptors
scaling sheet
Learner name: Learner signature:
Tutor name: Tutor signature:
Date:
Please put an X in the appropriate box, 0 = not at all developed, 10 = very well developed
Developing personal efectiveness
skill descriptors
0 1 2 3 4 5 6 7 8 9 10
1
I have a clear vision of what efective
time management indicates
2
I have a detailed concept of how
exactly to use the time in my daily
routine
3
I am aware of instruments which
help me to analyze my personal
efectiveness
4
I am well aware of my personal
weaknesses and reasons for non-
efective time management
5
I am aware of what my personal
believes about time are, which
have efect at managing my routine
obligations and tasks
6
I am well aware of the reasons which
most often prevent me to fulfll
undertaken obligations towards
myself or the others, as well as the
consequences from that
7
I understand the benefts of achieving
my personal goals
8
I possess the capabilities to deeply
analyze my personal goals and to set
them purposefully and consciously
9
I am capable of formulating realistic,
specifc, planned and attainable goals
10
I am aware of resources and methods
to support myself in achieving my
goals
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
37
http://advalue-project.eu
11
I possess the capability to divide
my goals to smaller and digestible
parts and to take them across to their
fulfllment level.
12
I am well aware of how to work out a
complete action plan for realization of
a goal
13
I am capable of prioritizing my tasks
14
I am well aware of the model for
prioritizing of tasks and goals Pareto
principle
15
I am well aware of the model for
prioritizing of tasks and goals
Eisenhower principle
16
I am well aware of the model for
prioritizing of tasks and goals ABC
analysis
17
I know from my experience the
benefts of application of models and
techniques for prioritizing of tasks and
goals
18
I am well aware of how to plan my
time so there is a balance between my
personal and professional life
19
I am well aware of who and which my
personal time thieves are
20
I possess techniques and ideas which
help me to overcome my personal
time thieves
21
I am well aware of my personal barriers
which prevent me to change my habits
on time management
22
I know exactly what I need to change
in my habits in order to manage my
time more efectively

In each of boxes below, choose 1 of the skills above and explain in what situation you feel you have shown
the skill or give any other evidence for rating the skill as you have done.
LEARNER COPY 3:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
38
http://advalue-project.eu
LEARNER COPY 3:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
39
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TUTOR COPY 1:
Developing personal efectiveness skill descriptors
scaling sheet
Learner name: Learner signature:
Tutor name: Tutor signature:
Date:
Please put an X in the appropriate box, 0 = not at all developed, 10 = very well developed
Developing personal efectiveness
skill descriptors
0 1 2 3 4 5 6 7 8 9 10
1
Has a clear vision of what efective
time management indicates
2
Has a detailed concept of how exactly
to use the time in his daily routine
3
Aware of instruments which help
him/her to analyze his/her personal
efectiveness
4
Well aware of his/her personal
weaknesses and reasons for non-
efective time management
5
Aware of what his/her personal
believes about time are, which have
efect at managing his/her routine
obligations and tasks
6
Well aware of the reasons which
most often prevent him/her to fulfll
undertaken obligations towards
himself/herself or the others, as well as
the consequences from that
7
Understands the benefts of achieving
personal goals
8
Possess the capabilities to deeply
analyze personal goals and to set them
purposefully and consciously
9
Capable of formulating realistic,
specifc, planned and attainable goals
10
Aware of resources and methods to
support himself/herself in achieving
his/her goals
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
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TUTOR COPY 1:
Developing personal efectiveness skill descriptors
scaling sheet
11
Possess the capability to divide goals
to smaller and digestible parts and to
take them across to their fulfllment
level.
12
Well aware of how to work out a
complete action plan for realization of
a goal
13 Capable of prioritizing tasks
14
Well aware of the model for prioritizing
of tasks and goals Pareto principle
15
Well aware of the model for prioritizing
of tasks and goals Eisenhower
principle
16
Well aware of the model for prioritizing
of tasks and goals ABC analysis
17
Knows from his/her experience the
benefts of application of models and
techniques for prioritizing of tasks and
goals
18
Well aware of how to plan his/her time
so there is a balance between personal
and professional life
19
Well aware of who and which his/her
personal time thieves are
20
Possess techniques and ideas which
help him/her to overcome his/her
personal time thieves
21
Well aware of his/her personal barriers
which prevent him/her to change
habits on time management
22
Knows exactly what he/she needs to
change in his/her habits in order to
manage his/her time more efectively

In each of boxes below, choose 1 of the skills above and explain in what situation you feel you have shown
the skill or give any other evidence for rating the skill as you have done.
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
41
http://advalue-project.eu
TUTOR COPY 1:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
42
http://advalue-project.eu
TUTOR COPY 2:
Developing personal efectiveness skill descriptors
scaling sheet
Learner name: Learner signature:
Tutor name: Tutor signature:
Date:
Please put an X in the appropriate box, 0 = not at all developed, 10 = very well developed
Developing personal efectiveness
skill descriptors
0 1 2 3 4 5 6 7 8 9 10
1
Has a clear vision of what efective
time management indicates
2
Has a detailed concept of how exactly
to use the time in his daily routine
3
Aware of instruments which help
him/her to analyze his/her personal
efectiveness
4
Well aware of his/her personal
weaknesses and reasons for non-
efective time management
5
Aware of what his/her personal
believes about time are, which have
efect at managing his/her routine
obligations and tasks
6
Well aware of the reasons which
most often prevent him/her to fulfll
undertaken obligations towards
himself/herself or the others, as well as
the consequences from that
7
Understands the benefts of achieving
personal goals
8
Possess the capabilities to deeply
analyze personal goals and to set them
purposefully and consciously
9
Capable of formulating realistic,
specifc, planned and attainable goals
10
Aware of resources and methods to
support himself/herself in achieving
his/her goals
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
43
http://advalue-project.eu
TUTOR COPY 2:
Developing personal efectiveness skill descriptors
scaling sheet
11
Possess the capability to divide goals
to smaller and digestible parts and to
take them across to their fulfllment
level.
12
Well aware of how to work out a
complete action plan for realization of
a goal
13 Capable of prioritizing tasks
14
Well aware of the model for prioritizing
of tasks and goals Pareto principle
15
Well aware of the model for prioritizing
of tasks and goals Eisenhower
principle
16
Well aware of the model for prioritizing
of tasks and goals ABC analysis
17
Knows from his/her experience the
benefts of application of models and
techniques for prioritizing of tasks and
goals
18
Well aware of how to plan his/her time
so there is a balance between personal
and professional life
19
Well aware of who and which his/her
personal time thieves are
20
Possess techniques and ideas which
help him/her to overcome his/her
personal time thieves
21
Well aware of his/her personal barriers
which prevent him/her to change
habits on time management
22
Knows exactly what he/she needs to
change in his/her habits in order to
manage his/her time more efectively

In each of boxes below, choose 1 of the skills above and explain in what situation you feel you have shown
the skill or give any other evidence for rating the skill as you have done.
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
44
http://advalue-project.eu
TUTOR COPY 2:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
45
http://advalue-project.eu
TUTOR COPY 3:
Developing personal efectiveness skill descriptors
scaling sheet
Learner name: Learner signature:
Tutor name: Tutor signature:
Date:
Please put an X in the appropriate box, 0 = not at all developed, 10 = very well developed
Developing personal efectiveness
skill descriptors
0 1 2 3 4 5 6 7 8 9 10
1
Has a clear vision of what efective
time management indicates
2
Has a detailed concept of how exactly
to use the time in his daily routine
3
Aware of instruments which help
him/her to analyze his/her personal
efectiveness
4
Well aware of his/her personal
weaknesses and reasons for non-
efective time management
5
Aware of what his/her personal
believes about time are, which have
efect at managing his/her routine
obligations and tasks
6
Well aware of the reasons which
most often prevent him/her to fulfll
undertaken obligations towards
himself/herself or the others, as well as
the consequences from that
7
Understands the benefts of achieving
personal goals
8
Possess the capabilities to deeply
analyze personal goals and to set them
purposefully and consciously
9
Capable of formulating realistic,
specifc, planned and attainable goals
10
Aware of resources and methods to
support himself/herself in achieving
his/her goals
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
46
http://advalue-project.eu
TUTOR COPY 3:
Developing personal efectiveness skill descriptors
scaling sheet
11
Possess the capability to divide goals
to smaller and digestible parts and to
take them across to their fulfllment
level.
12
Well aware of how to work out a
complete action plan for realization of
a goal
13 Capable of prioritizing tasks
14
Well aware of the model for prioritizing
of tasks and goals Pareto principle
15
Well aware of the model for prioritizing
of tasks and goals Eisenhower
principle
16
Well aware of the model for prioritizing
of tasks and goals ABC analysis
17
Knows from his/her experience the
benefts of application of models and
techniques for prioritizing of tasks and
goals
18
Well aware of how to plan his/her time
so there is a balance between personal
and professional life
19
Well aware of who and which his/her
personal time thieves are
20
Possess techniques and ideas which
help him/her to overcome his/her
personal time thieves
21
Well aware of his/her personal barriers
which prevent him/her to change
habits on time management
22
Knows exactly what he/she needs to
change in his/her habits in order to
manage his/her time more efectively

In each of boxes below, choose 1 of the skills above and explain in what situation you feel you have shown
the skill or give any other evidence for rating the skill as you have done.
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
47
http://advalue-project.eu
TUTOR COPY 3:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
48
http://advalue-project.eu
LINE MANAGER/MENTOR/PEER COPY 1:
Developing personal efectiveness skill descriptors
scaling sheet
Learner name: Learner signature:
Tutor name: Tutor signature:
Date:
Please put an X in the appropriate box, 0 = not at all developed, 10 = very well developed
Developing personal efectiveness
skill descriptors
0 1 2 3 4 5 6 7 8 9 10
1
Has a clear vision of what efective
time management indicates
2
Has a detailed concept of how exactly
to use the time in his daily routine
3
Aware of instruments which help
him/her to analyze his/her personal
efectiveness
4
Well aware of his/her personal
weaknesses and reasons for non-
efective time management
5
Aware of what his/her personal
believes about time are, which have
efect at managing his/her routine
obligations and tasks
6
Well aware of the reasons which
most often prevent him/her to fulfll
undertaken obligations towards
himself/herself or the others, as well as
the consequences from that
7
Understands the benefts of achieving
personal goals
8
Possess the capabilities to deeply
analyze personal goals and to set them
purposefully and consciously
9
Capable of formulating realistic,
specifc, planned and attainable goals
10
Aware of resources and methods to
support himself/herself in achieving
his/her goals
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
49
http://advalue-project.eu
LINE MANAGER/MENTOR/PEER COPY 1:
Developing personal efectiveness skill descriptors
scaling sheet
11
Possess the capability to divide goals
to smaller and digestible parts and to
take them across to their fulfllment
level.
12
Well aware of how to work out a
complete action plan for realization of
a goal
13 Capable of prioritizing tasks
14
Well aware of the model for prioritizing
of tasks and goals Pareto principle
15
Well aware of the model for prioritizing
of tasks and goals Eisenhower
principle
16
Well aware of the model for prioritizing
of tasks and goals ABC analysis
17
Knows from his/her experience the
benefts of application of models and
techniques for prioritizing of tasks and
goals
18
Well aware of how to plan his/her time
so there is a balance between personal
and professional life
19
Well aware of who and which his/her
personal time thieves are
20
Possess techniques and ideas which
help him/her to overcome his/her
personal time thieves
21
Well aware of his/her personal barriers
which prevent him/her to change
habits on time management
22
Knows exactly what he/she needs to
change in his/her habits in order to
manage his/her time more efectively

In each of boxes below, choose 1 of the skills above and explain in what situation you feel you have shown
the skill or give any other evidence for rating the skill as you have done.
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
50
http://advalue-project.eu
LINE MANAGER/MENTOR/PEER COPY 1:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
51
http://advalue-project.eu
LINE MANAGER/MENTOR/PEER COPY 2:
Developing personal efectiveness skill descriptors
scaling sheet
Learner name: Learner signature:
Tutor name: Tutor signature:
Date:
Please put an X in the appropriate box, 0 = not at all developed, 10 = very well developed
Developing personal efectiveness
skill descriptors
0 1 2 3 4 5 6 7 8 9 10
1
Has a clear vision of what efective
time management indicates
2
Has a detailed concept of how exactly
to use the time in his daily routine
3
Aware of instruments which help
him/her to analyze his/her personal
efectiveness
4
Well aware of his/her personal
weaknesses and reasons for non-
efective time management
5
Aware of what his/her personal
believes about time are, which have
efect at managing his/her routine
obligations and tasks
6
Well aware of the reasons which
most often prevent him/her to fulfll
undertaken obligations towards
himself/herself or the others, as well as
the consequences from that
7
Understands the benefts of achieving
personal goals
8
Possess the capabilities to deeply
analyze personal goals and to set them
purposefully and consciously
9
Capable of formulating realistic,
specifc, planned and attainable goals
10
Aware of resources and methods to
support himself/herself in achieving
his/her goals
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
52
http://advalue-project.eu
LINE MANAGER/MENTOR/PEER COPY 2:
Developing personal efectiveness skill descriptors
scaling sheet
11
Possess the capability to divide goals
to smaller and digestible parts and to
take them across to their fulfllment
level.
12
Well aware of how to work out a
complete action plan for realization of
a goal
13 Capable of prioritizing tasks
14
Well aware of the model for prioritizing
of tasks and goals Pareto principle
15
Well aware of the model for prioritizing
of tasks and goals Eisenhower
principle
16
Well aware of the model for prioritizing
of tasks and goals ABC analysis
17
Knows from his/her experience the
benefts of application of models and
techniques for prioritizing of tasks and
goals
18
Well aware of how to plan his/her time
so there is a balance between personal
and professional life
19
Well aware of who and which his/her
personal time thieves are
20
Possess techniques and ideas which
help him/her to overcome his/her
personal time thieves
21
Well aware of his/her personal barriers
which prevent him/her to change
habits on time management
22
Knows exactly what he/she needs to
change in his/her habits in order to
manage his/her time more efectively

In each of boxes below, choose 1 of the skills above and explain in what situation you feel you have shown
the skill or give any other evidence for rating the skill as you have done.
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
53
http://advalue-project.eu
LINE MANAGER/MENTOR/PEER COPY 2:
Developing personal efectiveness skill descriptors
scaling sheet
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
54
http://advalue-project.eu
LINE MANAGER/MENTOR/PEER COPY 3:
Developing personal efectiveness skill descriptors
scaling sheet
Learner name: Learner signature:
Tutor name: Tutor signature:
Date:
Please put an X in the appropriate box, 0 = not at all developed, 10 = very well developed
Developing personal efectiveness
skill descriptors
0 1 2 3 4 5 6 7 8 9 10
1
Has a clear vision of what efective
time management indicates
2
Has a detailed concept of how exactly
to use the time in his daily routine
3
Aware of instruments which help
him/her to analyze his/her personal
efectiveness
4
Well aware of his/her personal
weaknesses and reasons for non-
efective time management
5
Aware of what his/her personal
believes about time are, which have
efect at managing his/her routine
obligations and tasks
6
Well aware of the reasons which
most often prevent him/her to fulfll
undertaken obligations towards
himself/herself or the others, as well as
the consequences from that
7
Understands the benefts of achieving
personal goals
8
Possess the capabilities to deeply
analyze personal goals and to set them
purposefully and consciously
9
Capable of formulating realistic,
specifc, planned and attainable goals
10
Aware of resources and methods to
support himself/herself in achieving
his/her goals
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
55
http://advalue-project.eu
LINE MANAGER/MENTOR/PEER COPY 3:
Developing personal efectiveness skill descriptors
scaling sheet
11
Possess the capability to divide goals
to smaller and digestible parts and to
take them across to their fulfllment
level.
12
Well aware of how to work out a
complete action plan for realization of
a goal
13 Capable of prioritizing tasks
14
Well aware of the model for prioritizing
of tasks and goals Pareto principle
15
Well aware of the model for prioritizing
of tasks and goals Eisenhower
principle
16
Well aware of the model for prioritizing
of tasks and goals ABC analysis
17
Knows from his/her experience the
benefts of application of models and
techniques for prioritizing of tasks and
goals
18
Well aware of how to plan his/her time
so there is a balance between personal
and professional life
19
Well aware of who and which his/her
personal time thieves are
20
Possess techniques and ideas which
help him/her to overcome his/her
personal time thieves
21
Well aware of his/her personal barriers
which prevent him/her to change
habits on time management
22
Knows exactly what he/she needs to
change in his/her habits in order to
manage his/her time more efectively

In each of boxes below, choose 1 of the skills above and explain in what situation you feel you have shown
the skill or give any other evidence for rating the skill as you have done.
This project has been funded with support from the European Commission. This publication [communication] refects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
PERSONAL EFFECTIVENESS
56
http://advalue-project.eu
LINE MANAGER/MENTOR/PEER COPY 3:
Developing personal efectiveness skill descriptors
scaling sheet
CERTIFICATE
OF COMPLETION
THIS IS TO CERTIFY THAT
.............................................................................................................................................................................................
has completed the module
.............................................................................................................................................................................................
from ....................................................... to .......................................................
And has made particular progress in the following areas:
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
Signed: Date:
....................................................... .......................................................