Goal-Setting and
Time Management for
Venturing Crews
Facilitator Guide
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Document Revision
Revision Date: 2/28/2015
Goal-Setting and Time Management for Venturing Crews
Facilitator Guide
Copyright © 2015 Scouting U, Boy Scouts of America
All rights reserved. No part of this product may be reproduced,
distributed, or transmitted in any form or by any means, including
photocopying, recording, or other electronic or mechanical
methods, without the prior written permission of the publisher.
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Goal-Setting and Time Management for Venturing Crews Facilitator Guide
TABLE OF CONTENTS
Learning Objectives .................................................... 2
Time Frame ................................................................ 2
Instructional Techniques ............................................. 2
Training Aids and Equipment Required ....................... 3
Materials for Distribution ........................................... 4
References ................................................................. 4
Time Frame ................................................................ 5
Lesson Overview........................................................ 7
Icebreaker: Time Robbers ........................................... 7
Course Introduction .................................................... 9
Tracking Your Time (Part I) ....................................... 10
Tracking Your Time (Part II) ...................................... 11
Setting Priorities ....................................................... 12
Getting Organized ................................................... 14
Lighten Your Backpack ............................................. 15
Using Planning Tools ................................................ 16
To Do … or Not to Do ............................................... 17
Beating Procrastination ............................................ 17
Scheduling Your Time ............................................... 19
Course Summary ..................................................... 20
Closing..................................................................... 20
Appendix ................................................................. 21
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Goal-Setting and Time Management for Venturing Crews Facilitator Guide
LEARNING
OBJECTIVES
• Increase awareness of time management strategies
• Implement self-selected strategies
• Predict external time wasters
• Examine how time is spent
• Model how to set priorities
• Organize tasks by category
• Assess the importance of using a planning tool
• Perform work in a timely manner
• Schedule time appropriately
TIME FRAME
Approximately 3½ hours. is training can also be divided and
presented as individual activities.
INSTRUCTIONAL
TECHNIQUES
• Guided discussion
• Individual and group activities
• Demonstration
• Small group discussion
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Goal-Setting and Time Management for Venturing Crews Facilitator Guide
TRAINING AIDS
AND EQUIPMENT
REQUIRED
• Whiteboard or ip chart and markers
• Computer with Internet access, connected to a projector
• Paper and pens/pencils
• Tape
• ree sheets of 8½×11 paper taped on separate walls and labeled
ALWAYS, SOMETIMES, and RARELY
• Several blank slips of paper and a hat or basket to put them in
• Large clear jar
• Medium-sized rocks (or golf balls)
• Small pebbles or marbles
• Sand or small beads
• Sample planning tools (optional)—calendars, “to do” lists, phones,
diaries, work logs, etc.
• Handouts from appendix
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Goal-Setting and Time Management for Venturing Crews Facilitator Guide
MATERIALS FOR
DISTRIBUTION
• Appendix A: How Do I Use My Time? worksheet
• Appendix B: Using a Log to Determine How You Spend Your Time
• Appendix C: Lighten Your Backpack worksheet
• Paired Comparison Analysis chart (download at http://omniskills.
com/downloads/cpsdox/pairedcomparison_worksheet.pdf)
• Appendix D: Day Planner
REFERENCES
• Covey, Sean. e 7 Habits of Highly Eective Teens, updated edition.
Touchstone, 2014.
• Covey, Stephen R. e 7 Habits of Highly Eective People, 25th
anniversary edition. Simon & Schuster, 2013.
• Covey, Stephen R., Roger A. Merrill, and Rebecca R. Merrill. First
ings First. Simon & Schuster, 1994.
• Lakein, Alan. How to Get Control of Your Time and Your Life.
Signet, 1984.
• Tracy, Brian. Eat at Frog!: 21 Great Ways to Stop Procrastinating
and Get More Done in Less Time, 2nd edition. Berrett-Koehler
Publishers, 2007.
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Goal-Setting and Time Management for Venturing Crews Facilitator Guide
TIME FRAME
Half-Day Agenda
Session Time
Ice Breaker 10 minutes
Course Introduction 5 minutes
Tracking Your Time 40 minutes
Break 10 minutes
Setting Priorities 40 minutes
Break 10 minutes
Getting Organized 40 minutes
Break 10 minutes
Using Planning Tools 15 minutes
Beating Procrastination 15 minutes
Scheduling Your Time 10 minutes
Course Summary 5 minutes
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Multiple Meeting Agenda
Session 1 Time
Ice Breaker 10 minutes
Course Introduction 5 minutes
Tracking Your Time (Part I) 10 minutes
Session 2 Time
Tracking Your Time (Part II) 10 minutes
Setting Priorities 15 minutes
Paired Comparison Analysis 30 minutes
Session 3 Time
Getting Organized 40 minutes
Session 4 Time
Using Planning Tools 15 minutes
Beating Procrastination 15 minutes
Scheduling Your Time 10 minutes
Course Summary 5 minutes
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Goal-Setting and Time Management for Venturing Crews Facilitator Guide
LESSON OVERVIEW
Finding a successful time management strategy depends on each
individual’s personality, ability to self-motivate, and level of self-
discipline. is course introduces established methods for improving a
Venturer’s ability to eectively manage a daily timeline in his or her life.
Preface
is course is a requirement for the Venturing Discovery Award.
However, it can be taken by Venturers at any time regardless of whether
they are working on the award. e course may be presented as a
workshop for single or multiple crews, or broken into shorter segments
and presented at crew meetings or Venturing forums or roundtables.
You can adjust the approach here to accommodate any number of
participants; however, involvement and collaboration always increase
when participants work in smaller groups. It is highly recommended
that this course be taught by more experienced Venturers assisted by
adult volunteers who are participating in the program.
ICE BREAKER:
TIME ROBBERS
Option 1
• ere are many activities you do during the day that ll
your time. Some of them are productive; others are not.
Time robbers are activities that, whether productive or not,
can distract you from doing something important.
• In a moment, we’ll start naming activities. ink about
how each activity robs you of the time required to complete
tasks and focus on priorities—how it reduces your ability to
do what you need to do. en move, in an orderly fashion,
to the sign on the wall that represents how oen this time
robber aects you: ALWAYS, SOMETIMES, or RARELY.
• All of the participants will be walking toward a sign each time
you give an example, but they may not all choose the same
sign. So to avoid confusion, tape each sign to a separate wall.
en have participants take turns drawing a time robber
from the hat or basket and reading it aloud; feel free to add
other examples.
• Chatting or texting
10 min.
Say:
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• Talking to unexpected visitors
• Doing tasks that others are capable of and willing to do
• Doing nothing while standing in line
• Not planning ahead for meals
• Going to routinely scheduled meetings
• Checking email each time an alert prompts that you have a message
• Surng the Internet
• Going to social-networking sites (Facebook, Twitter, Pinterest,
Instagram, Google+, Tumblr, etc.)
• Watching TV, Netix, etc.
• Hitting the snooze button on the alarm clock to get up as late
as possible
• Shuing materials—food, work, etc.—from one table or area to
another without putting anything away
• Not planning your day
• Running errands without optimizing your drive time
Say: Who would like to share how they handle some of these
time robbers?
Option 2
Divide participants into ve groups. Have each group choose one of the
following time-consuming activities: checking your phone or social media,
frequent meetings, email, family obligations, and spending time with
friends or visitors.
Say: Each group will develop solutions to keep their activity from
taking up too much time. en list those solutions on a sheet of
paper and select a spokesperson from your group to share the list.
Make sure each group has a dierent activity. If you lack enough people
for ve groups, reduce the number of activities. Finally, have them turn to
page 49 in the Handbook for Venturers and select a tip that might help
them eectively manage their activity.
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Goal-Setting and Time Management for Venturing Crews Facilitator Guide
COURSE
INTRODUCTION
Say: Here’s a riddle: You can’t save it, you can’t borrow it, you can’t
lend it, you can’t leave it, you can’t take it with you. You can only
do one of two things—use it or lose it. What is it?
If no one knows the answer,
Say: e answer is TIME. You only have 24 hours, 1,440 minutes, or
86,400 seconds each day. How you use that time depends on the
skills you can learn through self-analysis, planning, evaluation,
and self-control.
Mention the ice breaker activity and ask participants to share the time
robbers they fall prey to most oen.
Say: During upcoming meetings we will spend some time working
on time management. Time management refers to the range of
skills, tools, and techniques used to manage events in your life
in relation to time. You have shared a few ways that time can be
lost. During the next few weeks, you will explore some strategies
that can help you more eectively manage your time each day.
Finding the strategies that work best for you will depend on
your personality, culture, circumstances, and priorities, but
you must look critically at yourself and perhaps confront some
dicult issues.
Turn to page 49 in your Venturing handbook. Use these time
management guidelines as you work through the next activity.
5 min.
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TRACKING YOUR
TIME (PART I)
Write on a whiteboard or ip chart: “Strategy 1: Be Time-Aware.”
Say: You cannot manage time well without being aware of how long
it takes to do things and how you are using your time. e rst
step to improving your time management skills and reaching
your personal goals—including Venturing recognition goals—
is to understand how you use your time. Our next activity will
help you achieve this.
Where Does the Time Go?
Materials Needed
• Appendix A, How Do I Use My Time? worksheet
• Appendix B, Using a Log to Determine How You Spend Your Time
Instructions
1. Hand out the How Do I Use My Time? worksheet.
2. Say: Choose a typical school day before our next meeting and
keep this worksheet with you throughout that day to get an
understanding of how you are using your time. You will complete
each part and score it for yourself.
—— e rst part of the worksheet covers how you spend your time
during a 24-hour period.
—— e second part is where you rate how well you seem to manage
your time in relation to school, studying, and homework.
If the training is occurring in a single session, have Venturers estimate
how they spent their time during the most recent school day.
3. Hand out Using a Log to Determine How You Spend Your Time.
Venturers can use this as a guide for completing the worksheet or as
an extension of the activity.
If your crew uses social media, post the worksheet and log guide online.
10 min.
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TRACKING YOUR
TIME (PART II)
1. Debrief Parts I and II of the worksheet by asking the following.
—— How much time did you spend on the computer,
communicating with friends, or watching TV?
—— How much time did you physically spend with your friends?
—— Looking back from today’s perspective, where do you wish you
had spent your time?
To score Part II, have participants use this scale:
12 to 15 points = Great. You have awesome study and time
management skills.
7 to 11 points = OK. You have some good habits, but they can
use a little improvement.
6 points or below = Needs improvement. You can use
some help with your study habits.
2. Draw their attention to Part III of the worksheet.
Say: Work with a partner to determine the following.
—— Which activity do you think is the most important and how
much time should it take up during your day?
—— What is the next most important activity and how much time
should it receive?
—— Finally, what is the least important activity and how much time
will it get?
Ask: What have you found most interesting or most meaningful
about how Venturers in this group use their time?
10 min.
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SETTING PRIORITIES
Write on a whiteboard or ip chart: “Strategy 2: Know Your
First Priority.”
Big Rocks in a Jar Activity
(adapted from Stephen R. Covey)
Materials Needed
• Large glass or clear plastic jar
• Medium-sized rocks or golf balls
• Small pebbles or marbles
• Sand or small beads
Instructions
1. Show an empty jar.
Say: is jar represents your time.
2. Add medium-sized rocks to the jar until it cannot hold any more.
Say: ese rocks are the goals and commitments that are
important to you. If you believe this jar is full, stand up.
3. Now add pebbles to the jar.
Say: e pebbles represent things that you want to do, but don’t need
to do. ese things matter to you, but not as much as your goals and
commitments. Notice that there is room for them in the jar because
they ll in the gaps around the rocks.
4. Next add sand until the jar appears to be full.
Say: is sand represents the small, much less important but still
time-consuming activities that you do during a day.
5. Ask: What is the point of this demonstration? Venturers may say
that no matter how full your schedule, you can always t more into it.
However, this answer is incorrect.
6. Say: e real moral of this activity is that you can make time for
your big rocks, but only if you put them into the schedule rst and
then t everything else around and between them. It may be easier
to pour the smaller things into the jar, but if they ll too much of
the jar, there will be less room for your big rocks.
7. Ask: So what things will ll your jar through the rest of this day?
40 min.
10 min.
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Paired Comparison Analysis Activity
Materials Needed
• Paired Comparison Analysis chart (download at http://omniskills.
com/downloads/cpsdox/pairedcomparison_worksheet.pdf)
• Pen/pencil and paper
Instructions
1. Say: e jar activity was a very visual example of how managing
your time eectively is all about options. Each of you has a list
of things you need to do, want to do, or can do. e real trick is
prioritizing everything you do and then managing your time in such
a way that everything will be completed in a timely manner.
2. Hand out the Paired Comparison Analysis chart.
Say: I want you to think about what tomorrow looks like for you.
What things will you need to do? What places will you need to go?
What obligations will you have to yourself and to others? Now,
on this chart write down eight options of things that you can do
between the time you go home today and the time you leave the
house tomorrow.
3. Participants will use the chart to determine a score for each of their
eight options. e grid on the chart should give them a “priority
score” that makes it very easy to understand what needs to be done
rst. en they will analyze how their choices can prepare them
for tomorrow.
4. Ask the group to apply the Paired Comparison technique regularly
between now and the next training session (or crew meeting) and be
prepared to share how it worked for them.
30 min.
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GETTING ORGANIZED
Write on a whiteboard or ip chart: “Strategy 3: Remove the Clutter.”
Share this interesting fact: Time management experts say that we spend
about seven hours per week just looking for things or being distracted
by clutter (Missouri Business Development Program, 2009). Whenever
you feel overwhelmed by too many things to do and too little time in
which to do them, sit down, take a deep breath, and list all those tasks
you need to accomplish.
ere are three basic ways to handle a task: act on it, delegate it, or
eliminate it.
1. Act on it.
Write the word “Act” on the whiteboard or ip chart.
Say: Before you begin your tasks, you should assign priorities
to them:
—— A = highest importance and/or urgency
—— B = medium importance and/or urgency
—— C = lower importance and/or urgency
Say: If you have more than one A priority, mark them A1, A2, A3,
etc. Do the same for your B and C priorities.
2. Delegate it.
Write the word “Delegate” on the whiteboard or ip chart.
Say: Ask yourself if the task is something you must do personally or
if you can delegate this task to someone else who can do the job.
3. Eliminate it.
Write the word “Eliminate” on the whiteboard or ip chart.
Say: Some tasks may not need to be done at all. You should eliminate
every activity you possibly can to free up your time. Here are
some questions to ask yourself before eliminating a task:
—— Is this task really needed?
—— How will it help me?
—— Will the task be useful when I need to do it again?
—— Is the task new or unique?
40 min.
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—— Is it needed for a special project or for keeping important
records (e.g., class projects, school records, tax documents and
forms)?
—— What are the consequences if the task isn’t done?
Share this quote from Brian Tracy, CEO of Brian Tracy International,
a training and development company: “Eciency is doing things the
right way. Eectiveness is doing the right things. Your ability to plan
and organize your work, in advance, so you are always working on your
highest value tasks determines your success as much as any other factor.”
LIGHTEN
YOUR BACKPACK
Materials Needed
• Paired Comparison Analysis chart (download at http://omniskills.
com/downloads/cpsdox/pairedcomparison_worksheet.pdf)
• Appendix C, Lighten Your Backpack worksheet
Say: An easy way for remembering how to set priorities is to think
of the Paired Comparison Analysis method. is activity will
help you practice that method. Based on the scenario below, use
the Paired Comparison Analysis chart to set priority scores for
all the dierent tasks on the Lighten Your Backpack worksheet
(Appendix C). en place a score number next to each of the
eight tasks on the worksheet.
Instructions
• Read this scenario: You have been a member of your Venturing
crew for almost a year. You are the activity chair for a camping trip
scheduled four weeks from now. is is a popular crew adventure that
is held at a state park 40 miles away, and reservations are on a rst-
come, rst-serve basis, so plans must be nalized well in advance.
Meanwhile, you still have all your usual responsibilities each day—
schoolwork, errands, household chores, etc.
• Break into teams of two or three and ask participants to assign
priorities to the items on the Lighten Your Backpack worksheet.
• Explain that they will have 15 minutes to scan through every item
30 min.
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on the list and assign priorities to each. ey should be prepared to
discuss their rationale with the rest of the group.
• Have participants evaluate whether there are other tasks related to
the items listed. If so, have them identify and include those tasks.
• Aer 15 minutes have the group discuss the following.
—— Describe any items you can delegate.
—— Are there any items that need to be eliminated?
—— Identify any tasks not listed that need to be considered.
• Say: Here are some ideas to take away from this exercise that will
help you stay organized.
—— Take the time to be clear about your goals and objectives. is
will help in setting priorities that move you toward something
of real value to you.
—— Remember that what counts is not the amount of time that you
put in overall; rather, it’s the amount of time that you spend
working on high-priority tasks.
—— Understand that the most important factor in setting priorities
is your ability to make wise choices. You are always free to
choose which activities you will engage in.
USING
PLANNING TOOLS
Write on a whiteboard or ip chart: “Strategy 4: Plan for Productivity.”
Say: Keeping a reliable, easy-to-use record of upcoming events,
meetings, and appointments is crucial for time management.
ere are many types of planning tools available, so nd one
that you enjoy using.
Ask: Raise your hand if you use planning tools. Have Venturers
discuss how they use a specic planning tool (see Appendix D
for suggestions).
As an option, you may provide examples of planning tools and/or invite
participants to show examples of ones that they use.
15 min.
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TO DO …
OR NOT TO DO
Say: Probably the most common planning tool is a “to do” list for noting
the tasks that we want to complete and when we plan to do them.
Items on this list may come from a variety of sources, such as
teachers, coaches, family members, your crew chief, or from your
own goals and activities. Most planning tools incorporate the basic
“to do” list.
Many of us feel a great sense of accomplishment when we can cross an
item o our list. Some helpful points when using a “to do” list are:
• Check your list every day, usually at the beginning of the day.
• Cross o items immediately upon completion.
• At the end of the day, remember to transfer incomplete items to the
list for the next day.
• Assign priority rankings to items. You can make your “to do”
lists more powerful if you assign a priority to each of the tasks,
as we discussed earlier. Remember the Paired Comparison
Analysis method?
• Combine related tasks whenever feasible.
BEATING
PROCRASTINATION
Write on a whiteboard or ip chart: “Strategy 5: Don’t Delay Another
Day.” Ask how many participants nd themselves postponing tasks that
might be overwhelming or unpleasant. Why do they think they put o
making those decisions?
Say: ink of a time when you put o doing something that needed
to be done. Sometimes procrastinators just don’t want to deal
with the reality of a situation or the work it might create for
them. Whatever the reason for it, procrastination hinders a
person’s ability to manage time.
15 min.
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Procrastination has other costs, too:
• It’s bad for your health. Procrastinators have more colds,
u, gastrointestinal problems, and insomnia.
• It hurts the team. Procrastinators shi responsibilities to
others who then may feel resentful.
Share these three steps to help stop procrastinating:
• Break down big tasks into smaller segments.
• Complete a preparatory task to help you get started, such as
organizing your notes.
• Reward yourself for completing smaller tasks.
Break into teams of two or three and have Venturers discuss ways they
can avoid procrastinating. en they can share their ideas with the rest of
the group. ese may include:
• Do the least enjoyable thing rst. Study for your hardest class or do
a chore you dislike and get it out of the way.
• ink small. Set small goals. Need to clean your room? Focus on
one bookshelf or one corner at a time. Reward yourself as you
nish each goal.
• Set a timer, and work on a chore or task for just 10 or 15 minutes at
a time.
• Say, “I choose to” instead of “I have to.” We oen rebel when we feel
we “should” do something.
• Jump in. Stop waiting for the right moment or talking about what
you’re going to do. Just do it!
• Poke holes in the project by doing easy, quick tasks rst.
• Remove distractions.
• Remember to praise yourself when you have made progress.
• Aim for the exceptional but allow yourself to be pleased with
“good enough.”
• Celebrate small accomplishments. Reward yourself for small steps
as you work toward the nal product.
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SCHEDULING
YOUR TIME
Write on a whiteboard or ip chart: “Strategy 6: Always Plan Ahead.”
Read this quote: “ere is always enough time for the important
things. e busiest people are able to nd time for what they want to
do, not because they have any more time than others but because they
think in terms of ‘making’ time by careful scheduling.”—Alan Lakein,
time management expert
Say: is quote neatly sums up something called the Pareto Principle,
or the 80/20 rule.
If you have Internet access, go to http://en.wikipedia.org/wiki/Pareto_
principle/. Have the Venturers research the principle and explain it.
Say: is rule tells us that, typically, 80 percent of our eort generates
only 20 percent of the result. e remaining 80 percent of the
result is achieved with only 20 percent of our eort. While the
ratio is not always 80/20, this pattern recurs so frequently as to
be the norm in many areas.
e time management tips and skills you learn in this training
can help you focus as much of your time and energy as possible
on high-reward tasks. is allows you to achieve the greatest
possible benet even when the time available overall is limited.
10 min.
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COURSE SUMMARY
Say: Practicing good time-management skills results in higher levels
of productivity, more energy, less stress, the ability to get things
done, positive relationships, and increased self-esteem. In this
course, you have learned:
1. How to determine what is important and urgent
2. Ways to gain control of how you spend your time
3. Tools for improving time management
4. e importance of scheduling
5. e need to complete work in a timely manner
6. How to control “time robbers”
Say: Time management skills can help you reach your goals. For
example, suppose you want to raise your grade in math. You
might schedule a set time each day for studying or tutoring,
rather than just saying, “I’ll study harder.”
CLOSING
Say: ink of a goal that you have had diculty reaching. Create
three objectives for your goal that include managing your time
to achieve it. Each objective should be specic, measurable, and
realistic, and have a completion date. Frequently ask yourself,
“What is the best use of my time right now?” Routinely check to
see if you are keeping the commitments you made to yourself and
to others, and assess your progress to be sure you are meeting the
goals you dened within the timeframe you established.
Close with these two points:
• Time management is really just a fancy term for balancing more
than one responsibility at once. Like any other skill, it takes
practice.
• e most dicult part of time management is holding yourself
accountable for practicing the skills you have learned.
5 min.
5 min.
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APPENDIX
Appendix A Worksheet: How Do I Use My Time? .................. 22
Appendix B Using a Log to Determine
How You Spend Your Time ................................ 23
Appendix C Worksheet: Lighten Your Backpack worksheet ..... 24
Appendix D Day Planner .................................................... 25
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Appendix A
Worksheet: How Do I Use My Time?
Part I. Evaluate the last 24 hours and calculate how many minutes you spent on each of the
following activities. You may add other activities as needed.
_______ minutes sleeping
_______ minutes with my family
_______ minutes watching TV
_______ minutes reading
_______ minutes eating
_______ minutes communicating with friends
(chat, text, Facebook, phone, in
person, etc.)
_______ minutes on Venturing activities
_______ minutes playing or practicing sports
Part II. Now let’s examine how you spend your time on schoolwork. Read each statement below.
If your response to a statement is always, give yourself a 3. If your answer is sometimes, give
yourself a 2. If your answer is rarely, give yourself a 1.
1. I have a dedicated time for studying each day. ________
2. I keep track of my assignments and regularly check for progress. ________
3. I prepare any materials I may need before I begin to study. ________
4. I avoid distractions when studying. ________
5. I undertake assignments in large segments to avoid last-minute work. _______
Part III. Reect on how you answered the questions above and ll out this chart by listing tasks
and assignments that t each of the three categories.
Tasks that I need to do sometimes, but not every day
Tasks that I need to do on a daily basis
Important tasks that require a signicant amount of time
Notes
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Appendix B
Using a Log to Determine How You Spend Your Time
Create and maintain a daily log of how you spend your time. You may be surprised at how much
time you spend on various tasks or how much time is spent with phone calls and interruptions.
e time log can provide you with a starting point to determine focus areas for improvement.
How long you maintain the log will depend on the nature of your work. For most people,
keeping the log daily for one week will suce; for others, it may require a month or two. Divide
your day into segments of 15–30 minutes (perhaps even shorter segments, if appropriate for
your schedule).
Record exactly how you spend your time—be specic. Log your time as you go, not at the end
of the day. You may not need to stop and record every 15 minutes. Just do it each time your
attention shis from one task to another.
Try not to change your habits during this time, even if you see obvious areas where you could
gain better control. Use the same approach you would take to starting a food journal if you were
on a diet. e object is to get a realistic picture of your typical schedule.
Aer completing the time log, assess your tasks and separate them into categories according
to the nature of each. For example, you may use categories such as homework, meetings, social
media, phone calls and texts, school, planning, exercising, sleeping, working, extracurricular
activities, sports, etc. Calculate the percentage of time spent on each category. is will provide
you with a better picture of how you spend your time.
Look for patterns in your assessment:
• Do you spend too much time on routine tasks?
• Could you devise ways to simplify or streamline time-consuming jobs?
• What times during the day are busiest for you?
• Where could you reorganize your schedule to work more consistently?
• When are you most and least productive?
• Are there any jobs that you should delegate to others?
• Do you work on tasks that don’t even need to be done?
• What are the consequences if you don’t do a particular task?
• How could you eectively use your “down time”?
• How oen are you able to just sit and think?
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Goal-Setting and Time Management for Venturing Crews Facilitator Guide
Appendix C
Worksheet: Lighten Your Backpack
You have been a member of your Venturing crew for almost a year. You are the activity chair for
a camping trip scheduled four weeks from now. is is a popular crew adventure that is held at
a state park 40 miles away, and reservations are on a rst-come, rst-serve basis, so plans must
be nalized well in advance. Meanwhile, you still have all your usual responsibilities each day—
schoolwork, errands, household chores, etc.
Scan through the items on this list and, using the Paired Comparison Analysis method, assign a
priority score number to each one.
_______ Crew ocer meeting, 1st Tuesday
_______ Crew meetings, 2nd and 3rd Tuesdays
_______ Meal planning for crew campout
_______ Reserve horses and mountain bikes at state park
_______ History paper due this Friday
_______ Outline for English paper due a week from Monday
_______ Schedule a haircut
_______ Mow the lawn
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Goal-Setting and Time Management for Venturing Crews Facilitator Guide
Appendix D
Day Planner
One of the most traditional planning tools is the diary, or planner. ere are several types of
planners to choose from, so nd one that suits your purpose. You may want to see one day at a
time or the entire week at a glance. You may opt for a standard diary to simply record events and
appointments or a personal organizer with a diary, address book, task list, and notebook. You may
prefer to use an electronic planner that stores details in digital form.
Remember: Whichever form you use, you must use it consistently.
Here are a few tips for making your planning tool work for you:
• Take time to record appointments and events in your planner as they are made. Don’t jot
them down on another piece of paper to transfer to your planner at a later time.
• Include preparatory time in your planner if the activity will require travel or other types of
advance work. Likewise, include follow-up time aer the activity.
• Use color to denote dierent types of tasks or important tasks.
• Allow unscheduled time for unexpected situations that may arise.
• Determine which planner format suits you best (e.g., weekly or daily calendar with one or two
pages per day; size; type of fastener, etc.).
• Always carry your planner with you. If this isn’t possible, carry at least the calendar page and
task list for that day.
• Keep your goals, projects, and other important lists in your planner.
• Regularly sync your electronic planner or rell your paper planner.
• Only schedule about 70 percent of your day. Remember to make an appointment with
yourself—to exercise, take a break, or just sit and think.
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