effective personal productivity facilitation guide · 2010-04-21 · effective personal...

EffectivePersonal Productivity

Facilitation Guide

LS040006 - 2001 Edition

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Copyright © 2001 Leadership Management,® Inc.

ALL RIGHTS RESERVED

Copyrighted under the Universal Copyright Convention, the Buenos Aires Conven-tion, and the Berne Convention.

No part of this publication may be reproduced or transmitted in any form or by anymeans, including: electronic or mechanical, photocopy, recording or any informationstorage and retrieval system (now known or to be invented), without permission inwriting from LMI. Permission shall be granted to a reviewer who wishes to quote briefpassages in connection with a review written for a magazine, newspaper, orbroadcast. Violation is a federal crime, punishable by fine and/or imprisonment. Title17, U.S.C. Section 104.

Produced and Distributed by

Leadership Management,® Inc.4567 Lake Shore Drive

P.O. Box 2503Waco, Texas 76702-2503

(254) 776-2060

Printed in the U.S.A.

First Edition, April 1995

Second Edition, October 1999

Third Edition, June 2000

Fourth Edition, May 2001

OUTLINE & INSTRUCTIONS

KICK-OFF CONFERENCE

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SCRIPT

1. INTRODUCTIONS (10 minutes)

Welcome to the Kick-off Conference for the EffectivePersonal Productivity program. Over the next sevenweeks, we will work on improving your productivity, bothin your business life and your personal life.

To get started, I'd like each of you to introduce yourselfand tell us one thing you feel you are good at.

2. SCATTERED NUMBERS GAME - ICEBREAKER(5 minutes)

To get us started, we're going to play a little game.

(Go to the instructions page for Scattered Numbersbehind the "Ice Breakers & Point Makers" section at theend of this conference guide)

1. INTRODUCTIONS

(Call on each person making surethey tell about the one thing theyare good at. After all participantsare done, tell them about yourselfand what one thing you feel youare good at.)

2. ICEBREAKER - SCATTEREDNUMBERS GAME

EPP

What you need for the conference:

(Block two hours for each session)EPP Conference GuideYour EPP program & MY-TYMETent Cards with participants' namesLeadership JournalScattered Numbers handouts (2 for each participant)EPP programs for each participantMy-Tymes for each participantWin/Win AgreementsYellow highlighters to give to each participant"Whatever You Vividly Imagine" flyers (1 for each participant)Room set-up conference styleRefreshments

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SCRIPT OUTLINE & INSTRUCTIONS

3. SUCCESS

(Write SUCCESS in large letters atthe top of the board. As words aresuggested, write them on the board,making a list like shown to the left.)

(Next write P,R,W W,P D, P, G asillustrated to the left.)

(As you explain each of the key wordsin the LMI definition of SUCCESS,write the word on the board; "P" be-comes "Progressive", "R" becomes"Realization", "W W becomes "Worth-while", etc.)

3. SUCCESS (5 minutes)

Let's start by talking about the definition of success. Whatis success? What are some of the words that come tomind as you think about the idea of success?

S U C C E S S

Happiness PROGRESSIVERecognition REALIZATIONContentment WORTHWHILEMoney PREDETERMINEDAccomplishment PERSONALSelf-Fulfillment GOALS

SUCCESS IS GOAL-DIRECTED ACTION

We define SUCCESS as: The Progressive Realizationof Worthwhile, Predetermined, Personal Goals. (Thenexplain the meaning of each word.)

Success is PROGRESSIVE - it is on-going, dynamic, ajourney - not a destination. Progressive means that youare successful as soon as you set a goal and beginworking on it. Success comes, not when you reach agoal, but as soon as you take action to accomplish it.

Success means REALIZATION. This means that you areactually accomplishing goals. You don't just set goals, youare realizing them.

Success means your goals are WORTHWHILE. Youmight ask, "Worthwhile to whom? Well, first of all, worth-while to you. Your goals might also be worthwhile to othersand they must be worthwhile in that they do not violate anylaws.

Your goals must be PREDETERMINED. Basically, thismeans we must think about our goals and plan for them.You need to know where you will be a year, three years,five years from now. And Predetermined suggests thatyou decide what your goals will be; they are not chosen foryou by someone else.

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Your goals are PERSONAL. They must be your goals.When you work to achieve someone else's goals you arenot as motivated as when you work to reach your own.

And finally, the word GOALS - what we have been talkingabout. Your goals must be specific, measurable, attain-able, realistic, and tangible - and encompass every areaof your life... Family, Financial, Mental, Physical, Socialand Spiritual.

SUCCESS IS GOAL-DIRECTED ACTION(write this on the board - see illustration on Page 2)

So if you have goals and are working toward them, thenyou are successful. Can you identify with this definition?(Wait for responses)

Sometimes people fail to recognize how important it is tohave goals, particularly written goals.

SUCCESS ISGOAL-DIRECTED ACTION

(write this on the board -see illustration on Page 2)

4. MOTIVATION (5 minutes)

What is MOTIVATION?

To see what MOTIVATION means, let's divide the word inhalf.

As you can see, MOTIVATION is made up of two words,MOTIVE and ACTION. ACTION is another word formovement or motion. A motive is a reason, a purpose ora goal. So MOTIVATION is movement toward a goal. SoMOTIVATION means GOAL-DIRECTED ACTION. That'swhat we said SUCCESS is too, GOAL-DIRECTED AC-TION. In essence, the words are synonymous; they gohand-in-hand.

4. MOTIVATION

(Write the word on the board....then ask the participants to tellyou what motivation means tothem. Write key words on theboard. Common suggestions in-clude Inspired, Moving, Doing,Going, Stimulated, etc.)

(Draw a line between MOTIV andATION. Write a small e to makeMOTIVE and a small c to makeACTION.)

e/ cMOTIV /A TION

Reason GoPurpose DoGoal Act

SCRIPT

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OUTLINE & INSTRUCTIONSNow, if SUCCESS and MOTIVATION were really assimple as that, more people would be successful andmore people would be motivated. So let's look at thekinds of motivation used by companies and see why theyhaven't been more effective.

(Explain the three types of motivation)

1. First you have FEAR MOTIVATION which is based onforce or punishment. It motivates you to act because youfear something will happen if you do not act. FEARMOTIVATION is external; somebody has to provide thefear. But what do they say..."When the cat's away the micewill play." What happens when the person you report to isaway?

People build up an immunity to FEAR MOTIVATION.They learn to work just hard enough to keep the personthey report to off their backs or they don't do anythingwithout checking with them to be sure it's okay. FEARMOTIVATION is EXTERNAL and TEMPORARY. It doesn'tallow people to grow, develop and use their potential.

(Write on the board)1. FEAR MOTIVATION

FEAR = Force External

Temporary

2. Next we have INCENTIVE MOTIVATION which isbased on rewards. We see incentives as bonuses,trips, prizes and other rewards for a job well done. Dothey work? Sure they do - up to a point. But whathappens is that last year's incentive is this year's goal.

INCENTIVE MOTIVATION has the same weakness asFEAR MOTIVATION in that is EXTERNAL and TEMPO-RARY.

3. The type of motivation that we are going to focus on inthis program is ATTITUDE MOTIVATION, based onchange. ATTITUDE MOTIVATION works because it isINTERNAL not external. This means you motivate your-self; you don't rely on anyone else to motivate you.

Let's look at motivation in the classic example of thedonkey pulling a cart, motivated by a carrot on a stick. Doyou get the picture? Now, what's required for this systemto work? First, the donkey must be hungry and like carrots;the load in the cart must be light enough; the carrot must bebig, juicy and attractive enough; and the stick must be theright length, not too long and not too short. If all of thoseelements are just right, INCENTIVE MOTIVATION worksand the donkey pulls the cart.

(Write on the board)2. INCENTIVE MOTIVATION

INCENTIVE = Reward External Temporary

(Write on the board)3. ATTITUDE MOTIVATION

ATTITUDE = ChangePermanentInternal

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You can take away the carrot and just use the stick as awhip and you have FEAR MOTIVATION and that may workfor a while. But what if you could change the donkey intoa thoroughbred so it ran for the sheer joy of running? Therewould be no need for a whip or a carrot.

Well, we're not dealing with donkeys; we're dealing withpeople...and people are thoroughbreds to start with...andif they are treated like thoroughbreds they will performlike thoroughbreds. That's where ATTITUDE MOTIVA-TION comes into play.

5. ATTITUDE CHANGE (5 minutes)

Now I'm going to show you how ATTITUDE MOTIVATIONwill literally change your life and give you more control thanyou ever realized.

Almost everything we do everyday is done from HABIT.

5. ATTITUDE CHANGE

(Write HABIT on the board.)

We learn to do things and they become HABITS. At anearly age we formed the habits of walking, talking, ridinga bicycle, tying our shoes and hundreds of other things.Now these things are AUTOMATIC and REFLEXIVE.

We often talk about habits as being bad because we tendto focus on our negative habits, but the truth is that theoverwhelming majority of your habits are good habits thatmake you productive.

It has been said that first you make your habits and thenyour habits make - or break - you. Since habits are soimportant, let's look at how they are formed and howthey can be changed.

How did you get to think and act the way you do in thefirst place?

The degrees of SUCCESS that you enjoy in life dependson the RESULTS that you produce. The greater theRESULTS, the greater your SUCCESS.

The RESULTS you produce are the consequence ofyour BEHAVIOR, or the way you ACT.

Your BEHAVIOR reflects your ATTITUDE, the way youhabitually think. In fact, "HABIT OF THOUGHT" is aperfect description of what an ATTITUDE is.

SUCCESS

RESULTS

BEHAVIOR - Act

ATTITUDE - Habit of Thought

CONDITIONING

SPACED REPETITION

SCRIPT

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(As you describe this process,write the words, SUCCESS, RE-SULTS, BEHAVIOR, ATTITUDE,CONDITIONING, and SPACEDREPETITION on the board asshown in the illustration at theleft.)

(Draw lines, linking the words asyou explain the relationship be-tween them.)

(Write Act next to Behavior)

(Write Habit of Thought next toAttitude.)

Your ATTITUDES, or your Habits of Thought are theresults of your CONDITIONING.

Conditioning is just another word for HABIT.

We have all been conditioned to think and act in certainways by family, friends, teachers, preachers, and otherswho have influenced us throughout our lives.

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And finally, our CONDITIONING was caused by theREPETITION of certain ideas and actions over ex-tended periods of time. We call it SPACED REPETI-TION because it occurs over and over with intervals oftime in between.

Now here's the exciting part...If this is the process thathas brought us to where we are today, it means that wecan use this same process to determine how we will livein the future. In other words....

If we use the SPACED REPETITION of powerful ideasand actions, we can change our CONDITIONING pro-cess so that our Habits of Thought, our ATTITUDES,change too.

The change in ATTITUDE will bring about changes inBEHAVIOR and the RESULTS we achieve will improveand grow in significance.

With improved RESULTS, the quality and quantity ofthe SUCCESS we enjoy will also increase.

Think about that idea for a moment. See how what I'vejust told you makes it possible for you to work theformula and increase your SUCCESS significantly.

That's what we'll be doing with this program. It doesn'thappen over night, but it will happen.

You didn't get to where you are today over night either.So, be patient and allow the process to happen.

6. CONDITIONING (5 minutes)

I mentioned the importance of CONDITIONING. Let'stalk about that some more. Much of our conditioning hasbeen positive and productive, but not all of it.

As children, the word we heard more than any other wasthe word NO. Our parents were well-intentioned, try toprotect us from injury or from breaking something.

(start at the bottom of the illustrationshown on page 6 and work your wayup)

6. CONDITIONING(Write on the board)CONDITIONING

SCRIPT

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But the word NO has been drilled into all of us and it maymake us too cautious, it may make us indecisive, and itmay keep us from approaching life with a healthy andpositive optimism that leads us to see the ways thingscan be done rather than dwell on reasons they can't bedone.

Let me give you an illustration of how CONDITIONINGworks:

An elephant can easily pick up a one ton load with its trunk.But have you visited a circus and watched these hugecreatures standing quietly while tied to a small stake?

While still young and weak, an elephant is tied by a heavychain to an immovable iron stake. No matter how hard ittries, it cannot break the chain or move the stake. Then, nomatter how large and strong the elephant becomes, itcontinues to believe it cannot move as long as it sees thestake in the ground.

Many intelligent human beings are like the circus elephant.They are restrained in thoughts, actions and results. Theynever move out any further than the extent of their own self-imposed limitations. The only chain holding them is theirown low self-concept.

The Effective Personal Productivity program is designedto help you break the chains and pull up the stakes that maybe holding you back and keeping you from using more ofyour potential.

7. THREE CHARACTERISTICS OF SUCCESSFUL PEOPLE (5 minutes)

People who are successful have three common attributes.

First they have a POSITIVE MENTAL ATTITUDE. Theylook for ways things can be done instead of ways they can'tbe done. They look at their powers instead of theirproblems, their strengths not their limitations.

(Tell the elephant story)

(Write on the board)HOW CONDITIONING WORKS

7. THREE CHARACTERISTICS OF SUCCESSFUL PEOPLE(Write on the board)THREE CHARACTERISTICS OFSUCCESSFUL PEOPLE.

(Write on the board)1. POSITIVE MENTAL

ATTITUDE.


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Second, they are GOAL-DIRECTED. they know wherethey stand, where they want to go, and how they will getthere.

And third, they are SELF-MOTIVATED. They have theability to wind their own clock. They are self-starters. Theyknow that before you can understand, motivate, or leadothers, you must understand, motivate and lead them-selves.

As a result of this program, you're going to strengthenthese SUCCESS QUALITIES, developing even morepositive attitudes, more goal-directedness, and you willbecome even more motivated to achieve your goals asyou develop THE SLIGHT EDGE.


(Write on board)2. GOAL-DIRECTED.

(Write on board)3. SELF-MOTIVATED.

8. THE SLIGHT EDGE (5 minutes)

It is a common perception that there is a big differencebetween people who are "average" and those who arevery successful. The truth is that there is only a littledifference between them. We call that difference "THESLIGHT EDGE".

One of the things the Effective Personal Productivityprogram will do for you is show you how you can developTHE SLIGHT EDGE. Let me give you an example.

I'm sure you've seen those "photo-finish" pictures in ahorse race showing one horse's nose a fraction of aninch ahead of the number two horse. Although thewinner wasn't twice as fast, you can be sure the winnerusually gets more than twice the prize money thatnumber two receives. It may even be six times as muchor maybe even ten times as much.

It's the same way with people. A person who earns$60,000 a year doesn't work three times as hard assomeone earning $20,000 a year. It's THE SLIGHTEDGE that makes the difference. This program willshow you how you can develop THE SLIGHT EDGE.

8. THE SLIGHT EDGE(Write on board)THE SLIGHT EDGE

(Tell HORSE RACE story)

(Tell PERSON WORKING HARDstory)

SCRIPT

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9. DISTRIBUTE EPP PROGRAMS (5 minutes)

Please open your program to Page XI. Let's go around theroom and have each of you read a section from "ForMaximum Benefits from Effective Personal Productiv-ity" so we can all become familiar on how we will proceedthrough this program each week. Have participant high-light topics and write best ideas and applications in thenote column on each page of text.

10. PARTICIPANT PROFILE FORM (5 minutes)

Please turn to the PARTICIPANT PROFILE FORM. Wewill take a few minutes for each of you to complete this formand discuss as a group and turn it in to me.

(Ask everyone to turn to page XI.Have participants read sections onpages XI, XII and XIII. Encouragethem to highlight key phrases andwrite notes in the margins.)

10. PARTICIPANT PROFILEFORM

(Ask each participant to take 5 min-utes and complete the PARTICI-PANT PROFILE form and turn in toyou.)

9. DISTRIBUTE EPP ROGRAMS (and highlighters)


11. DISTRIBUTE MY-TYME'S (25 minutes)

A. Turn to the cover sheet and let’s review your My-Tyme

1. Put your name on cover sheet

2. Take out the return card. Complete each step andpass it into me today.

12. DISTRIBUTE MY-TYME'SHand out the My-Tyme and havethe participants fill out the coversheet and return card.

Give participants your LMI numberto record on their order form andask them to use your name andLMI Partner number when order-ing.B. To start using your My-Tyme effectively there are two

components you’ll want to start using immediately.The first is the monthly planner, the second is the dailyorganizing pages. If you will commit to using themonthly planner and daily organizing pages, it willhelp you to get control of your personal and profes-sional time.

1. Let’s start with the monthly planner. The monthly plan-ner is what we call the control page.

2. It is designed for scheduling blocks of time for allTIME SENSITIVE ACTIVITIES.

Open up your monthly planner in frontof the group. Then record on theboard:

1. Control Page2. Time Sensitive Activities

3. Some examples of time sensitive activities are:

Appointments, Meetings and commitments that youmake to yourself for a block of time.

4. All you need to enter on the monthly planner is the (time)and the (title) of your appointment or meeting.

5. By the way everything on this page gets recorded inpencil! Why? Because schedules always change!

6. Our meetings here would be an example of a timesensitive activity. Let’s schedule the time of this pro-gram on the monthly planner over the next 6 weeks.This is all you need to record. Time and Title of the Program.

Ex: 5:00, EPP.

OUTLINE & INSTRUCTIONSSCRIPT

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Record these three examples onthe board

9:00a.m. Tom Jones4:15p.m. Staff meeting7:00p.m. Dinner meeting

Have the participants record theprograms time and title in their My-Tyme. Record the example on theboard for the time of your class andtitle of the program.

7. How many of you at times have a need to record moredetail about an appointment like directions, phonenumber, fax, suite number, location, or person yourgoing to be meeting with? Obviously, there is notenough room on the monthly planner for this informa-tion. Record this information on the note page oppo-site the daily organizing page.

8. Lets record on today's note page the information youneed about our program.

9. Then beside your appointment on the monthly planner,you would put the date in parenthesis where the infor-mation is located. Very quickly you can find the infor-mation when you need it.

Example: 5:00 EPP (2/14) Turn to today's date, and on thenote page record the specifics ofthe program.

Facilitators NameLocationPhone NumberFax Number

Put in parenthesis ( ) beside eachappointment on the Monthly Plan-ner the date of the information onthe note page.


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C. The second type of time sensitive activity that you’ll want to start scheduling on the monthly planner arecommitments that you make to yourself that would re-quire an hour or more block of your time.

1. What are some examples of commitments that you wouldmake to yourself for an hour or more block of time?

Planning, Preparation, etc.Important ProjectsPersonal and Business GoalsExerciseHigh Payoff ActivitiesParticipant's Feedback Sheet assignments

2. Turn to the Participant's Feedback Sheet in your pro-gram. Record these assignments in your My-Tyme:

Application & Action materials (pages 13-14)Self Evaluation questionnaire (form 1.1)Master list of Productivity Improvement Goals (form 7.1behind "Productivity Improvement Goals" tab)Definition of productivity (form 1.2)Your first draft of High Payoff Activities (form 1.3) andschedule a meeting with the person you report to.

3. It will take approximately one hour to complete assign-ments 5-8 on the Participant's Feedback Sheet. So Isuggest blocking some time to complete these assign-ments on the monthly planner.

Ex: 8:00-EPP Assignment (5-8)

4. Whatever priorities you commit to doing that will requirean hour or more of time, schedule it, and attach a time toit.

5. You’ll also notice that each day has 8 spaces. This meansyou can record up to 8 scheduled events per day.

6. When your scheduled events are more than an hour inlength, we recommend scheduling the start and endingtime.

For example:8:00a.m.-12:00 Tom Jones1:00 p.m.- 4:00 Sales meeting

Demonstrate how to block time onthe monthly planner to completethese assignments.

Have some participants share withthe class when they have sched-uled time.

Write these examples on theboard.


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7. If you need a review of this information, refer to yourMy-Tyme Owners Manual.

D. The second component you’ll be using to stay orga-nized are the daily organizing pages. The daily pagesare for organizing and grouping all of things you needto get done each day that are not time sensitive andrequire less than an hour of your time.

1. Make a commitment today to take 5-10 minutes toplan and organize each day following the Daily Orga-nizing Steps.

2. Where would you record this commitment to take 5-10 minutes to plan and organize each day? Answer-Action Steps (Determine if Imperative or Important).Record this in your My-Tyme for the next 7 days.

3. On the Daily Page conference planner, record thename of the person you report to. Under it, record anote to schedule a meeting to "Review High-PayoffActivities".

4. Opposite each daily page, we recommend recordingall of your commitments and promises that your mak-ing throughout the day.

This will eliminate your need for post it notes andscratch pads. (We will spend more time on this againnext week.)

5. If you need a review of this information, refer to yourMy-Tyme Owners Manual.

E. MY-TYME ASSIGNMENTS

Let's review all of your assignments for next week :

1. Start using one system. Transfer all your commitmentsand appointments to the monthly planner.

2. Take 5-10 minutes to start organizing each day; fol-lowing the Daily Organizing Steps.

Show the participants the OwnersManual.

Open your My-Tyme to the DailyPages and show them how to usethe dayfinder to find the day.

Show the participants where tofind the Daily Organizing Stepsand recommend when they willtake 5-10 minutes each day:

-Before leaving the office each night -at night -in the morning before starting work

ASSIGNMENTSMake sure everyone has recordedeach of these assignments intotheir My-Tyme.


3. Turn to your Participant Feedback Sheet, wherewould you record your assignment to listen and readlesson one? (Answer- under Action Steps - Deter-mine if Important or Imperative).

4. Where would you record the action steps your takingto achieve your 7 Day Goals? Answer-Action Stepsto Achieve Your Goals or on the Monthly Planner if it istime sensitive.

12. ASSIGNMENTS (25 minutes)

A. Now turn to Page 13 and let's review the Applicationand Action pages. Prior to our next conference,please answer these four questions.

B. Now let's look at the Participant's Feedback Sheetbehind Lesson One. Please move it to the front ofLesson One.

The WHITE COPY of this sheet will be sent to the per-son you report to each week. I will keep the YELLOWCOPY as the program facilitator and you will keep thePINK COPY.

C. Explain and assign personal and business 7 DAYGOALS (approximately 10 minutes).

Goals need to be Specific, Measurable, Attainable,Realistic and Tangible. Let's take 10 minutes to fillout both business and personal goals. Any additionalgoals organizational, departmental, or personal canbe listed on the Participant's Feedback Sheet num-bers 8-10.

D. Assign the completion of the Self-Evaluation Ques-tionnaire form 1.1 for Effective Personal Produc-tivity in the Plan of Action.

E. Assign participants to add to the Master List of Pro-ductivity Improvement Goals, any insight deter-mined from the Self-Evaluation Questionnaire. Crossreference with the My-Tyme Master List of Goals foundbehind the yellow "Goals" tab.

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12. ASSIGNMENTS

Review each assigned exercise.Have participants complete asample of each exercise duringthe kick-off workshop.

(Review APPLICATION AND AC-TION on Pages 13 and 14)

(Move PARTICIPANT'S FEED-BACK SHEET to the front of Les-son 1.)

(Pass out 3 index cards or 3 pre-pared 7-Day Goal cards to eachparticipant.)

(After 10 minutes, have each par-ticipant share one of their goals,personal or business. Write theirname and their goal on the board.During the next week, you shouldwrite these goals on large, flipchartpaper so they can be posted in theroom prior to the next conference.)

Review the PLAN OF ACTIONsheets Self-Evaluation Question-naire and Master List of Productiv-ity Improvement Goals.

Have participant place post it noteson Master List of Productivity Im-provement Goals listed on form7.1

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F. Have each participant turn to the Definition of Pro-ductivity form 1.2 & High Pay-Off Activities form1.3 at the end of the Plan of Action for Lesson One.Instruct them to list the six most important activitiesthey do to earn their income in the spaces provided.

G. Be sure each participant understands that they are toreview their list with the person to whom they reportand then adjust the list as needed. They should cometo next week's conference with a completed list of ac-tions they plan to take to increase the amount of timethey spend in their high payoff activities. Have theparticipants make an appointment to review them andcome to final agreement with the person they reportto.

H. Have each participant remove the cassette tape orCD for Lesson One. Instruct them to listen to LessonOne in their car on their way home.

Review the PLAN OF ACTIONsheets;- Self-Evaluation Questionnaire;- Master List of Productivity

14. CLOSING COMMENTS

We suggest you secure the "What-ever You Vividly Imagine..." flyer -#LS038004 for each individual.They come in packages of 25.

Remind everyone of the date andstarting time.

Ask everyone to pick up their tentcard and put it in the back pocketof their program manual so theywill bring it to every conference.

14. CLOSING COMMENTS (10 minutes)

Dismiss the group using the following power thought:

"Whatever you vividly imagine, ardently desire, sin-cerely believe and enthusiastically act upon, must inevi-tably come to pass." Paul J. Meyer

Thank you for attending. I'll see you again next week.


EPP Conference GuideYour EPP programYour My-TymeSixteen Squares instructionsGoals of participants, on large flip chart paper, posted in the room (when appropriate)"I recommend you take care of the minutes...." flyers (for each participant)Room set-up conference styleRefreshments


LESSON ONE

SCRIPT

EPP

OPENING SESSION (10 minutes)

Begin the session with a welcoming statement and the"Sixteen Squares" icebreaker. The script andworksheets for this icebreaker can be found behind the"Ice Breakers & Point Makers" section at the end of thisguide. The goal of this ice breaker is to illustrate the valueof looking beyond the obvious, often referred to as "outof the box" or "possibility" thinking.

DISCUSSION SESSION (15 minutes)

1. Explain that the Contract Score in the upper left handcorner is a self-rating to determine their effectivenessin keeping their commitments. Instruct participants toscore themselves. Each activity is worth 10 points.

2. How many times did you listen and read the lesson?

3. Poll the participants for the most valuable idea theyhighlighted in the lesson material this week. (#2 onthe Participant's Feedback Sheet.) Ask for volun-teers to tell you how they applied or plan to apply theidea and what benefits they gained or expect to gainfrom its application.

4. Review the 7-Day Goals. Discuss what worked andwhat didn't work and how to improve the process.

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OPENING SESSION

(Do the "Sixteen Squares" icebreaker on a flip chart or whiteboard)

DISCUSSION SESSION

Have participant remove feed-back sheet and place to the sideof the EPP lesson manual. Haveparticipant note improvementson feedback sheet during classdiscussion. Collect the whiteand yellow copies of the feed-back sheets at end of session.

OUTLINE & INSTRUCTIONSSCRIPT5. Ask the participants how they responded to the Ap-

plication and Action exercise. Review answers withparticipants.

6. Ask a participant how his/her belief in others on theteam affects personal productivity. Could this requirea change? If so, ask what change must be made andhow he/she plans to make that change. Instruct par-ticipant to consider this as a goal and add to MasterList of Productivity Improvement Goals form 7.1.

7. Have a participant give an example of an external cir-cumstance that might adversely affect personal pro-ductivity. Ask that participant how he/she would dealwith that circumstance.

8. Ask several participants to help you list the benefits ofimproving personal productivity. Write these benefitson the board as they are given to you. (This activity isdesigned to get buy-in to the necessity of changethrough verbalizing the benefits of making change.)

WORKSHOP SESSION (45 minutes)

1. Ask several participants to report on what they dis-covered in their conversation about the six most im-portant things they do to earn their income (High Pay-off Activities form 1.3). The person they report toshould have given them some feedback on their listand helped them adjust it if necessary.

2. Ask members of the group what they plan to do tospend more time in these high payoff activities. Addthese items to the Master List of Productivity Im-provement Goals form 7.1 behind the ProductivityImprovement tab.

3. Referring to the Self-Evaluation Questionnaire, addto your Master List of Productivity ImprovementGoals based on items marked with a "-" sign.

4. Have participants give their individual definitions ofproductivity as it pertains to their specific line of work.If necessary, discuss "productivity" with other workassociates or team members.

5. Have each participant write a seven day goal to take

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WORKSHOP SESSION

(Review the Participant's Feed-back Sheet)


action on from one of their goals from the Master Listof Productivity Improvement Goals. This goalshould be written in Item 3a of the Lesson TwoParticipant's Feedback Sheet. A personal goalshould be set each week as well. Write this goal inItem 3b of the Participant's Feedback Sheet.

7. Have them transfer the goals from their My-Tyme plan-ner and schedule each step to be taken as a priority.As they take each step, have them keep a record ofthe results of that step. This can be done on an in-serted note sheet, or in the "Today's Accomplishments"section at the bottom of the calendar page on the dayit is completed.

MY-TYME SESSION (30 minutes)

A. Review of the My-Tyme

What results have you experienced using the My-Tyme?1. Using one system?2. Using the monthly planner to schedule your ap-

pointments and commitments that you make toyourself for a block of time?

3. Taking 5-10 minutes to organize each day?4. When are you planning and closing out each

day?Before leaving the officeIn the EveningIn the Morning

B. Additional uses of the My-TymeAfter you have planned and organized each day, thenext step is to prioritize each day. Put first things first."If you fail to prioritize you’ll allow the happenings ofthe moment to become the priority."

1. PrioritizingPrioritizing starts with prioritizing your list using theABC method.

A- Stands for Must Do. It is both urgent and im-portant. Not completing it could lead to seriousconsequences. Place these in the imperative sec-tion.B- Stands for important-should do but it’s not ur-gent.

18

MY-TYME SESSION

Select participants to share theirresults this week using the My-Tyme Questions (1-4)

Put each symbol up on the boardABC and explain it's purpose

Give some examples of using thesymbol


C- Stands for things you would like to do but ifput off pose no serious consequences.D-Is for delegate. Use the letter of the personsname you intend to delegate it to.

Ex: Tom Jones, you would use (T)

2. Group TasksThe next step is to group tasks by prioritizing eachletter numerically in order of priority that you want toaccomplish them.

Example:A1, A2, A3.... B1, B2,.... C1, C2.... D1, D2....,

3. Closing out each day

After completing a task block out the double line usingthe task completed symbol beside each task.

Whenever you initiate a task and do not complete it put adot between the double line. It means that you started buthad to go on to the next task. Put a dot beside the taskand go on to the next priority.

Example: Phone calls. You make the call but get abusy signal, voice mail, or the person was in a meet-ing, etc.

Throughout the day and before moving your dayfinder tothe next day, all tasks need to be either completed ortransferred. Before transferring a task, rewrite the taskon the day you intend to complete it. Then use the trans-ferred symbol by running a horizontal line through thedouble line beside the task.

Only after you have closed out your day have you earnedthe right to move your dayfinder. This is how you can guar-antee yourself that nothing will ever slip through the cracks.

4. Review the note page

We recommend inserting note pages as needed oppo-site each daily page and start recording on it all of yournotes that you would normally record on post it notes andscratch pads. Clear your desk of all these note takingdevices and start recording everything on your note page.If you need more than one page simply keep adding ad-

D=DelegateT=Tom JonesJ=JenniferB=Bob

Have the class plan and prioritizethe upcoming day by prioritizingand grouping tasks.

Show participants how to use thesymbols

-Task Completed-Task Holding (Dot)-Task Transferred

19


Examples of Goals and High Pay-off Activities you can track:

Listening to the EPP lessons Num-ber of appointments scheduledNumber of salesNumber of referrals

Take the class through some ex-amples of their high payoff activi-ties they could start tracking

Have participants block time dur-ing the week for one of their highpayoff activities on the monthlyplanner.

Read through each step and showthem your My-Tyme as you walkthrough each step.

20

ditional pages. Some days are going to be two or threenote page days.

As you are recording these commitments on the notepage, number them. During the day and before movingyour dayfinder, each commitment needs to be closed outusing the task transferred or task completed symbol.Again if you're recording everything on the note page andclosing it out before moving your dayfinder, you will getthings done and nothing will slip through the cracks.

Remind participants to numbereach commitment as they are en-tered on the note page. At the endof each day, you quickly see if youhave closed out everything you'verecorded on the note page.

5. Organize each day from your goals and high payoff activities

Turn to goals and projects page on the back side of themonthly planner. Under the high payoff activities, recordyour top 6 high payoff activities from Lesson 1 in the Planof Action. Then tomorrow, when you organize each day,review your high payoff activities so that your organizingyour time around them.

6. 1-31 day tracking

Beside the Goals and High Payoff Activities page is the1-31 day tracking sheet. It's another tool available to mea-sure your effectiveness. It can be used to track your goalsand high payoff activities.

Review your list of high payoff activities. Which one ifdone consistently and on a regular basis would producethe greatest result? Track it and measure it.

Another method of tracking the amount of time yourspending on high payoff activities is blocking the time onyour monthly planner.

C. MY-TYME ASSIGNMENTS1. For the next 7 days, continue to follow the 7

daily organizing steps. Where would you recordthis assignment in your My-Tyme?

Answer: Action steps (Determine if Imperative or Im-portant) and 1-31day tracking sheet.Example:(organizing each day/ 7 steps ) abbreviated.


2. Consider how you will use your My-Tyme to sched-ule and track your program assignments for the week.

Examples: Use the 1-31 day tracking sheet to trackyour daily listening.

Schedule time to complete the PersonalProductivity Summary.

Have participants record each ofthese assignments in their My-Tyme

ASSIGNMENTS

You may want to reduce this formto fit in the Success Planner for theparticipants to track their time.

ASSIGNMENT (20 minutes)

1. Assign a minimum of three days of the Personal Pro-ductivity Analysis Worksheet form 2.1. Have the par-ticipants prepare the headings using their High PayoffActivities. Detail will make the analysis more useful. Sug-gest that they track activities in minutes.

2. Instruct each participant to place assignments in theirMy-Tyme for the selected day.

3. Ask each participant to complete the Personal Pro-ductivity Summary form 2.2 before the workshop ses-sion next week.

4. Have the participants complete the Application andAction on pages 15 and 16 of Lesson Two prior to thenext conference.

5. End the session with this power thought:

"I recommend you take care of the minutes, for the hourswill take care of themselves." [Anonymous]

21

1 2 3 4 5 6 7 8 9PERSONAL GOALS

BUSINESS GOALS

ex. LISTEN TO TAPE

ORGANIZE EACH DAY

A reproduction of this quote, suit-able for photocopy, can be foundat the end of the section in the "Ice-breakers & Pointmakers." We sug-gest you make enough copies tohand out to each participant afterreading it to the group.


EPP Conference GuideYour EPP programYour My-Tyme"Goal Setting 101" script and worksheetsGoals of participants, on large flip chart type paper, posted in the room (optional)"If You Are Not Making The Progress..." flyer (for each participant)Room set-up conference styleRefreshments


LESSON TWO

SCRIPT

EPP


Begin the session with a welcoming statement, and theIce Breaker entitled "Goal Setting 101". The script andworksheets for this icebreaker can be found behind the"Icebreakers & Pointmakers" section located at the endof this guide.


1. How many times did you listen and read the lesson.

2. What was the most valuable idea from the lessonand how did you / or will you apply the idea?

3. Review and discuss the Application and Actionanswers on pages 15-16 from Lesson Two. Selectone of the responses and complete a Goal Plan-ning Sheet for it. (Participant's choice)

4. Poll the group on the Contract Score for the Partici-pant's Feedback Sheet in Lesson Two.

5. Review the 7 day goals set last week. Discuss whatworked or didn't work, and how to improve the pro-cess.

22

OPENING SESSION

(Do "Goal Setting 101" icebreaker)

DISCUSSION SESSION


6. Have several of the participants give a one word de-scription of how they see themselves. Write the re-sponses on the board.

7. Have the same group give a one word description ofhow they think others see them. Write them on theboard.

8. Have the participants discuss how they think self im-age attitudes are formed.

9. Write each word on the board as you describe them.

10.We gain INPUT through our five senses. When thesame information is repeated time and time again,we form what is called an ATTITUDE. An attitudemight be described better as a "habit of thought".

11.Our attitudes directly influence our BEHAVIOR. Inother words, we act or react to any given situationbased on the thoughts that are foremost in our minds.The resulting behavior is the direct cause of the RE-SULTS we get.

12.As mentioned in Lesson One, if you do what you havealways done, you will continue to get the same resultsyou have always gotten. Therefore, if a change in re-sults is desired, a behavior change must take place.

RESULTS

BEHAVIOR

ATTITUDE

INPUT


1. Review the Personal Productivity AnalysisWorksheets form 2.1 out during the week.

2. Review completed Personal Productivity Summaryform 2.2 and complete the Classification of Tasksform 2.3. Divide the total number of minutes tracked

ñ

ñ

ñ

WORKSHOP SESSION

23

OUTLINE & INSTRUCTIONSSCRIPT(the number at the bottom of the "Total" column) intothe number of minutes tracked in any one task. Theanswer will be the percentage of the total time spentin that specific task. Identify the tasks using the high-est and lowest percentage of time. Discuss possiblechanges.

3. Evaluate the 6 high priorities from the High PayoffActivities form 1.3 and actual time spent in them. De-termine any necessary goals for improvement.

4. Turn to the time picture on page 8 in Lesson Two (Ex-plain how to use it). Complete it in workshop.

5. Explain and complete a Goal Planning Sheet.

6. Discuss the Sample Affirmations form 2.4. Havethe participants begin a list of affirmations pertainingto improved productivity.

7. Share each others visualizations.

MY-TYME SESSION

A. Review the benefits of planning, organizing, andprioritizing each day using your My-Tyme.

1. Benefits of organizing each day around your goalsand high payoff activities. (Following the seven dailyorganizing steps)

2. Scheduling blocks of time for high payoff activities onthe Monthly Planner.

3. Prioritizing each day-How often this week did yourprioritize your day? What were the benefits?

4. Recording your accomplishments.5. Using the note page to record all your commitments

and promises in one place.6. Closing out each day (moving the dayfinder).7. Tracking your progress using the 1-31 day tracking

sheet.

B. Additional uses of the My-Tyme.

1. Turn to the monthly planning steps in your My-Tyme.Let’s review how you can start planning each month.

2. Turn to the Goals tab. This is where you can start re-cording your affirmations.

24

MY-TYME SESSION

Select a few of the items for dis-cussion.

Read through each monthly plan-ning step. Show participants whereeach step is in their My-Tyme.


3. Under the Communications tab, find the ConferencePlanners. You can start recording many of yourthoughts, questions, and ideas you want to discusswith others by grouping them under a persons nameor topic. Recording this mind traffic on the confer-ence planner can prevent many interruptions from hap-pening. Set up a conference planner with those peopleyou frequently interact with and start grouping yourquestions.

C. MY-TYME ASSIGNMENTS

1. Block adequate time this week on your monthly plan-ner to plan the upcoming or current month. Open yourmonthly planners and block some time this week toplan your month using the monthly planning steps asyour checklist.

Remember: All monthly planning should be completedby the 4th Saturday of the month for the next month.

2. Record in your My-Tyme when you're going to readand listen to Lesson Three.

3. Record the action steps you are taking to achieve yourpersonal and business goals in your My-Tyme.

4. Record in your My-Tyme what days you will be logginginterruptions on the Interruption Analyzer form 3.2.

5. Record in your My-Tyme when you will complete theProductivity Challenges worksheet form 3.3, andmake list of your Low Payoff Activities form 3.4.

6. Start recording your ideas, thoughts, and questionson the conference planner this week.

7. Have the participants cut out pictures that representtheir most important goals and place them on the Vi-sualization Sheet form 2.5 provided at the end ofLesson Two.

Have participants block adequatetime to plan the upcoming month

Everyone should have the timeblocked before the 4th Saturdayof the month.

ASSIGNMENT

Provide participants with maga-zines, scissors, paste and 7 holepunched card stock to put pic-tures in their My-Tyme for visual-ization.

25

Have participants block 1-2 hourson their monthly planner to plan themonth.

Have participants record the namesof people they frequently communi-cate with on the conference plannerand use it to reduce the number oftimes they interrupt others.



1. Have participants complete the Application and Ac-tion section on pages 17 and 18 of Lesson Threeprior to the next conference.

2. Have each participant review the Participant's Feed-back Sheets for Lesson Three.

3. Review Paper / E-mail Flow Analysis worksheetform 3.1.

4. Assign completion of the Interruption Analyzer form3.2.

5. Assign completion of the Productivity Challengesworksheet form 3.3.

6. Assign Low Pay Off Activities form 3.4..

7. Explain the use of the Conference Planner form 3.5.

8. Review Arrangement of Office Furniture on form3.6.

9. Review Bonus Section on page 3.7 "Freeing YourTime and the Time of People Who Assist You".

10.End the session with this power thought:

"If you are not making the progress you would like tomake and are capable of making, it is merely becauseyour goals are not clearly defined."(Paul J. Meyer)

26

ASSIGNMENT

Review samples of exercises.

Suggest they reduce this form to fittheir My-Tyme. Tell them to place itin their My-Tyme each day.

A reproduction of this quote, suit-able for photocopy, can be foundat the end of the section of thismanual called "Icebreakers &Pointmakers". We suggest youmake enough copies to hand outto each participant after readingit to the group.


EPP Conference GuideYour EPP programYour My-TymeGoals of participants, on large flip chart paper, posted in the room"The most successful leaders..." flyer (for each participant)Room set-up conference styleRefreshments


LESSON THREE

SCRIPT

EPP

27


Open with a welcoming statement and the Wheel ofLife Exercise on page 3. Using the Wheel of Lifeprinted on the front of the Goals tab in the My-Tyme.Have participants mark each spoke of the wheel withthe percentage of development they have achieved ineach area of their life. The hub of the wheel would rep-resent zero percent, and the outer rim, one hundredpercent developed. Ask them to mark their scores di-rectly on each spoke and then connect the marks.

Take note of any flat spots or extremities, suggest theparticipants set a goal for positive change in those ar-eas.



2. What was the most valuable idea of the lesson andhow did you / or will you apply the idea?

3. Review Application and Action section on pages17-18.

4. Ask several participants to discuss what they learnedfrom completing the Interruption Analyzer form3.2. Suggest they select one source of interruptionand set a 7 day goal to eliminate it or reduce it.

OPENING SESSION

(Do "Wheel of Life" exercise)

DISCUSSION SESSION

Have participants reviewParticipant's Feedback Sheet fromthe lesson and place it on theconference table. Have partici-pants record additional benefits onthe Participant's Feedback Sheetduring the session.


5. Have the participants discuss the Productivity Chal-lenges form 3.3.

6. Discuss the results of this exercise and have eachparticipant determine an action he/she can take thisweek to address the biggest challenge identified.(Could be a 7-day goal).


A. Review last week. Discuss new uses of the My-Tyme.

1. Open up your My-Tyme to Monthly Planning Steps. Anyquestions on the Monthly Planning Steps? What havebeen the benefits of planning your month?

2. What affirmations have you recorded in your My-Tyme?How have affirmations helped you to stay focused thispast week?

3. Using the 1-31 day tracking sheet, what have beenthe results of using this tracking system?

4. What were the results of using the conference plannerthis week? Did it help reduce the frequency of inter-ruptions?

B. Additional uses of the My-Tyme and its forms

1. The Wheel of LifeTurn to Goals tab. On the outside of the tab you willfind the Wheel of Life. I would like you to prioritize eacharea of life in order of importance to you. Put a num-ber beside each spoke of the wheel to indicate it'spriority. Next, record some goals in the space providedon the front of the month at a glance that you wouldlike to accomplish this month, starting with your mostimportant area of life.

28

MY-TYME SESSION

Select a few questions for par-ticipant discussion.

Affirmations are on the last formfound behind the Goals tab.

5

2

Family

Take

a 2 w

eek

va

catio

n

6

1

3

4


Show participants how they canfile their conference planners al-phabetically behind the blue A/ZPhone Directory/Tickler File tabs

Example -Books to Read-Bob, the person

you report to-Bowling scores

CONFERENCE PLANNER

Books Bob Bowling

DATE INDEX LOCATION

2/14 Gave prices to ABC NotesCo. to completeprograming

29

2. Managing CommunicationAnother method of managing your communicationis to file your Conference planners alphabetically be-hind the blue A/Z phone directory tabs. If you have anumber of people to communicate with and projectsto complete, filing your Conference Planners alpha-betically will help you find your notes quickly.

3. Index PagesIf you are recording a lot of information on note pageseach day and it comes time to close out your notes,you may have a need to use the index page. Letssay you're on the phone with a customer. You giveout some important information to the customer andyou documented it on the note page. At the end ofyour phone conversation, you decide to close out yournotes. However, there is no further action to be takenwith the customer -- but you decide that you wouldlike to find this conversation if necessary again inthe future. Where do you record it so you can find itin the future?

Answer: Index Page. You would record the date ofthe meeting, the event, and where the information islocated.Example: (2/14) Gave ABC Co. prices to

complete programming

Notes Section

4. Think of your My-Tyme as a commitment book. Makea commitment to handle each piece of paper once.If it needs to be delayed because its not the mostvaluable use of your time now, remove the paperfrom your desk and place it into a file. Then recordin your My-Tyme when you intend to complete it. Be-side the task you would also record in parenthesiswhere it is located.

Example: Respond to Joe's Memo (P.F.)It can be found in your Pending File.

If anything comes across your desk that will requirea large block of time to complete, file it and thenschedule a block of time for it on the monthly plan-ner.


C. MY-TYME ASSIGNMENTS (15 minutes)

1. Schedule a block of time to work on the Wheel of Lifethis week. Make a list of Goals for the most importantareas of life and prioritize them in order of importanceto you.

2. Set up your Conference Planners alphabetically foreasy reference.

3. Use the Index pages to index important informationand events when your closing out each day.

4. Record the action steps to achieve your 7-day goalsin your My-Tyme.

5. Complete a Goal Planning Sheet on an important com-munication goal this week and start scheduling theaction steps in your My-Tyme.

6. Handle each piece of paper only once. Remove fromyour desk all paperwork you are not working on andrecord in your My-Tyme when you will complete it.Keep your desk free for only the tasks you are cur-rently working on.

7. Use the Imperative and Important Project List to recordprojects you want to complete in the upcoming months.This can be found on the back side of the Monthly Plan-ner for each month.


1. Have the participants complete the Application andAction section on pages 15 and 16 of Lesson Fourprior to the next conference.

2. Assign the Opportunities For Growth exercise form4.1 and have each participant complete a goal plan-ning sheet.

3. Have each participant complete the CommunicationTechnology Checklist on page 4.3.

4. Assign Time Managers, Inc. form 4.4.

Participants can file their list ofgoals on the Master List of Goalsbehind the Goal Planning tab.

Show participants where they canfind the Imperative and Importantproject list (behind the 2nd pageof the monthly planner).

Collect the white and yellow cop-ies of the Participant's FeedbackSheets. Send white copy to theEDM. Put the yellow copy in yourfacilitator's class notebook.

30

1. Family and Home

2. Physical and Health

3. Social and Cultural

MY-TYME ASSIGNMENTS

Have participants make a list ofgoals for each area of life on theMaster List of Goals


31

A reproduction of this quote, suit-able for photocopy, can be foundat the end of the section of thismanual called "Icebreakers &Pointmakers". We suggest youmake enough copies to hand outto each participant after readingit to the group.

5. Have each participant fill out a Job Analysis Sched-ule form 4.5 for themselves and have them ask eachperson who reports to them to fill one out also.

6. Review the Mid-Term Evaluation form 4.6 and tellthem it will completed during the workshop sessionnext week.

7. Assign the Participant's Feedback Sheet.

8. End this session with this power thought:

"The most successful leaders are those who recognizethe creative potential of every person on their team andmake productive use of it..."

Anonymous


EPP Conference GuideYour EPP programYour My-Tyme"Experiential Learning" script and worksheets (copies for each participant)Goals of participants, on large flip chart type paper, posted in the room"When you set goals for yourself..." flyer (for each participant)Room set-up conference styleRefreshments


LESSON FOUR

SCRIPT

EPP

32


Begin the session with a welcoming statement and thentell the participants you are going to demonstrate to themhow to improve their memory through "ExperientialLearning." The scripts and worksheets for this exer-cise are found behind the "Ice Breakers & Point Mak-ers" section at the end of this guide.



2. What was the most valuable from the lesson and howdid you / or will you apply the idea?

3. Review the answers given in the Application andAction section on pages 15-16.

4. Review Time Managers, Inc. form 4.4. Identify twopeople that each participant worked with closely andreview feedback from the exercise.

5. Have each participant tell you what he/she discov-ered in filling out the Job Analysis Schedules form4.5.

Some questions that might be helpful in drawing outparticipant discussion are:

OPENING SESSION

(Do "Experiential Learning"exercise)

DISCUSSION SESSION

Have participants reomoveParticipant's Feedback Sheet andplace it on the conference table.Have participants record additionalbenefits on the feedback sheet dur-ing the discussion session.


a. Did you discover any tasks needing to be ac-complished that were not done because the in-dividual didn't realize it was "part of his/her jobdescription"?

b. Did you discover that the answer given to the ques-tion "Who is your immediate supervisor?" wassomeone other than the person you expected?

c. Did anyone feel that he/she was responsiblefor too many tasks? Too few? The wrong ones?

d. What one change would have the greatest impacton the individual's productivity that was out-linedin the analysis?

e. When filling out the Communications Technol-ogy Checklist on form 4.3, what tools were foundto be needed?

f. What steps can you take this week toward secur-ing the needed tools? Suggest a 7 day goal bedeveloped to acquire them.


1. Have participants set a 7 day goal to achieve one ofthe objectives described in item 2b of Applicationand Action.

2. Have participants begin the Opportunities forGrowth form 4.1. By encouraging discussion amongthe participants as this is being completed, they willoften help each other develop more thorough answersby "hitchhiking" on each other's ideas. (limit to 10 min-utes).

3. Have each participant select a goal for improving theircommunication skills and write the stated goal on aGoal Planning sheet and encourage them to com-plete this week.

4. Begin a list of Communication Affirmations on page4.2. Suggest they use the Affirmation Pages in theMy-Tyme planner as well. (Last form behind the Goalstab).

33

WORKSHOP SESSION



A. Review last weeks new uses of the My-Tyme.

1. What benefits have you gained as a result of listingsome goals in each area of life.

2. How have you reduced the frequency of interruptingpeople using the conference planners?

3. What are some examples of things you indexed thispast week?

4. Are you using the My-Tyme as a commitment book tokeep your desk clean?

5. How are you using the imperative and importantproject list?

B. Additional uses of the My-Tyme

1. The Communication PlanSet up a communication plan with the people you com-municate with on an on-going basis. Each time youmeet with them, record topics to be discussed and allactions as a result of your meeting. Communication

Show participants the Communi-cation Plan behind the Communi-cation tab and how it can be usedto manage their communicationwith others.

34

MY-TYME SESSION

Have participants share their re-sults this week using My-Tyme

Select a few questions for discus-sion

5. Walk through the Mid-Term Evaluation form 4.6.Read each question for understanding and assist theparticipants in filling out all the answers. Pay particu-lar attention to questions 14 and 15. Help the partici-pants quantify their answers. Review the Participant'sFeedback Sheet from lessons 1-4.

6. At the end of the evaluation is an opportunity for you toget referrals to others who could benefit from the Ef-fective Personal Productivity program. You may needto help the participants remember people that shouldgo on the list. Inform the participants that you merelywant an introduction to the people on the list. You arenot asking the participants to underwrite or endorseyour program at this time.

7. Collect Mid-Term Evaluation forms. Make two copiesand return original to participant. Put one copy in thefacilitator's class notebook.

Review the other copy with EDM/ or the person you report to.


Show participants where they canfind the Future Planning tab.

Ask participants to share someevents and things they wouldschedule in the future

Have participants pull out a GoalPlanning sheet and record a goalfrom their number one area of life.

Have them complete a Goal Plan-ning Sheet.

Have participants insert the GoalPlanning sheet in their My-Tymeon the day they are going to de-velop the plan.

Insert a Communication Plan onthe day they plan to complete theCommunication Plan.

Collect the white and yellow cop-ies of the Participant's FeedbackSheet. Send the white copy tothe EDM or the person you reportto and put the yellow copy in thefacilitator's class notebook.

35

C. My-Tyme Assignments

1. Complete a Goal Planning Sheet on your most impor-tant goal from the goals you listed from the Wheel ofLife.

2. Begin using the daily organizing, monthly planning, andfuture planning pages for when you are going to ac-complish your most important goal you identified onthe Wheel of Life. This goal should be on a Goal Plan-ning Sheet.

3. Block some time this week on your monthly plannerfor goal planning.

4. Using the communication plan begin recording yourcommunication actions for an important project or withan individual you are working with to achieve a spe-cific goal.

plans are effective for people that are working onprojects. When the team has a meeting on the project,the topics of the project and actions to be taken as aresult of the meeting can be recorded. If you are insales, this form is a great way to keep track of salesinterviews and results over a long period of time.

2. Future PlanningIf you are not carrying all the monthly planning and dailyorganizing pages with you, you can use the Future Plan-ner to record long range commitments, schedules, andevents in the future if you don’t have the current monthwith you. If you completed the Wheel of Life exerciseyou probably have set some long range goals that youcan start scheduling and planning for in the future.Example:

Trips with familyBirthdaysAnniversariesAnnual eventsConvention dates

You can use the Future Planner to track goals and tar-get dates you want to accomplish by a certain day ormonth in the future.


36

A reproduction of this quote, suit-able for photocopy, can be foundat the end of the section of thismanual called "Icebreakers &Pointmakers". We suggest youmake enough copies to hand outto each participant after reading itto the group.

5. Track the number of times you listen and read LessonFive in your My-Tyme.

6. Record your personal and business 7 day goals in yourMy-Tyme.


1. Have participants complete the Application and Ac-tion section on pages 13-15 of Lesson Five prior tothe conference.

2. Assign Participant's Feedback Sheet.

3. Have participant's continue the list of CommunicationAffirmations on the forms provided in the Plan of Ac-tion section.

4. Instruct participants to complete the EmpowermentCommitment form 5.1.

5. Instruct participants to complete Success Attitudesfor Delegation form 5.2.

6. Assign the Delegation Chart form 5.3 and inspect howthey used it next week. (Determine approximately howmany tasks they anticipate. Create an awareness).

7. Inform participants that the Delegation Plan form 5.4and Empowerment Commitment form 5.1 will bedone in session next week based on insight.

8. Fill in the Levels of Delegation form 5.5 in prepara-tion for use next week - assign.

9. Remind participants to complete a Goal PlanningSheet to improve communication skills.

10.End the session with this power thought:

"When you set goals for yourself, they work in two ways;you work on them and they work on you... Once youhave set a goal, believe firmly and unequivocally thatyou will reach it. The greater your belief, the morerapid your progress will be."

(Anonymous)

37


EPP Conference GuideYour EPP programYour My-Tyme"There is never enough time..." scriptGoals of participants, on large flip chart type paper, posted in the room"Empowerment extends productivity..." flyerRoom set-up conference styleRefreshments


LESSON FIVE

SCRIPT

EPP

OPENING SESSION

(Do "There is never enough time"exercise)

DISCUSSION SESSION

Have participants removeParticipant's Feedback Sheet andplace in on the conference table.Have participant record additionalbenefits on the feedback sheet dur-ing the session.


Open the session with a welcoming statement. Use thescript entitled "There Is Never Enough Time!" foundbehind the "Ice Breakers and Point Makers" section atthe end of this guide.



2. What was your most valuable from the lesson andhow did you / or will you apply the idea?

3. Have the participants discuss the Application andAction responses pages 13-15 they wrote at theend of Lesson Five.

4. While discussing the responses given to number 1and 4, determine an action that can be taken to in-crease the level of empowerment for each teammember named. Write a 7 day goal to take thoseactions. Be sure to continue to write the 7 day goalsin the My-Tyme planner and to schedule the actionsteps as priorities. This will assure tangible evidencethat the action has been taken, and provide an ef-fective way to evaluate the process used to accom-plish the goal.



1. Each participant should fill out the first part of the Em-powerment Commitment form 5.1.

2. Once this part is completed, have the group offer ideasfound in the lesson material that could help to improveteamwork.

3. After listing a number of ideas on the board, have theparticipants transfer them to the middle section of theworksheet. The final step will be to have each partici-pant list the empowerment strategies he/she intendsto use in pursuing team goals and plans in the future.

4. Have the participants review the Success Attitudesfor Delegation form 5.2. Have them identify areasneeding improvement through the development of newbehaviors. One of them might be assigned as a 7day goal.

5. Have the group identify activities that can and shouldbe delegated using the Delegation Chart form 5.3.Have them identify specific team members to whomthey will delegate the individual tasks. After the chartis complete, have each participant choose one taskthat requires immediate delegation. Have them com-plete a Delegation Plan form 5.4 on that task. Eachparticipant should also fill out the Levels of Delega-tion form 5.5 identifying individuals and their level ofqualification for delegation of specific tasks.


A. Review last weeks new uses of My-Tyme

1. What have been the benefits of completing a goal plan-ning sheet from a goal from the Wheel of Life and thenscheduling the time in your My-Tyme to accomplishit?

2. How are you using the future planner?

3. What benefits have you seen using the communica-tion plan to keep track of conversations on projectsand people you are working with to achieve a specificgoal.

MY-TYME SESSION

Select a few questions for discus-sion

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B. Additional uses of the My-Tyme

1. The Delegation PlanIdentify a task that you are currently doing now thatyou would like to delegate. Complete a delegationplan on it this week. Insert the action steps for thedelegation plan on the day(s) you intend to implementthe plan.

2. Set up a communication plan for all of your team mem-bers. Keep track of their accomplishments, suc-cesses, and areas for improvement. Keep track ofnew responsibilities you have given to them.

C. MY-TYME ASSIGNMENTS

1. Identify additional tasks you want to simplify or del-egate this week using the Delegation Plan. Insertaction steps on the days you will complete them.

2. Complete the Communication Plans on team mem-bers and begin recording their:

AccomplishmentsThings you have delegated to themFollow-upNew responsibilities

3. Block some time this week to complete the plan ofaction exercises at the end of Lesson Six and com-plete the program review.

4. Block some time to complete the Meeting Plannerthis week to plan one of your meetings regardless ofthe length or number of people attending and send itout 2 days before the meeting date.

5. Track in your My-Tyme the number of times you listenand read Lesson Six.

6. Record your personal and business 7 day goals inyour My-Tyme.

7. Write us a letter on your company stationery about thebenefits you have gained as a result of using the Ef-fective Personal Productivity program and the My-Tyme Planner.

Collect the white and yellow cop-ies of the Participant's FeedbackSheet. Send the white copy tothe EDM or the person you reportto and put the yellow copy infacilitator's class notebook.

Have Participants record the pur-pose of the letter on the note pagein their My-Tyme along with yourname and address to be used onthe letter.

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Have participants identify sometasks they are goign to delegate,then walk them through one ofthe task using the DelegationPlan.



1. Have the participants complete the Application andAction section on pages 13-15 of Lesson Six prior tothe next conference.

2. Assign Participant's Feedback Sheet.

3. Each participant should make sufficient copies of theTeam Commitment form 6.2 for each member of his/her team. The participant should have each memberof his/her team complete the form for considerationby the participant. These completed forms should bebrought to next weeks conference.

4. Instruct participants that Job Description form 6.3should be written or reviewed if they already exist.

5. Assign participants the Development Plan form 6.4to be completed before next conference.

6. Assign participants to discuss the Development Planwith the person they report to.

7. Assign Meeting Planner form 6.5 mentioned in My-Tyme assignment.

8. Assign participants to bring completed Final Evalu-ation form 6.1 to review during the next session.

9. Assign participants to complete Program Reviewform 6.6.

10.End the conference with the following power thought:

"Empowerment extends productivity beyond the orga-nizational skill and knowledge of one person; it is the artof enabling others to take action..."

(Paul J. Meyer)

40

A reproduction of this quote, suit-able for photocopy, can be foundat the end of the section of thismanual called "Icebreakers &Pointmakers". We suggest youmake enough copies to hand outto each participant after reading itto the group.


EPP Conference GuideYour EPP programYour My-Tyme"This is the beginning of a new day..." flyer (for each participant)Goals of participants, on large flip chart type paper, posted in the roomRoom set-up conference styleRefreshmentsEPP Completion Certificates (for each participant)


LESSON SIX

SCRIPT

EPP


Open the session by introducing special guests, andthen read the following thought:

"This is the beginning of a new day. God has givenme this day to use as I will. I can waste it or use itfor some good purpose. But what I do with thisday is important because I have exchanged a dayof my life for it... When tomorrow comes, today willbe gone forever. I hope I will not regret the price Ipaid for it..."



2. What was your most valuable idea from the lessonand how did you or will you apply the idea?

3. Have the participants discuss their answers to theApplication and Action questions on pages 13-15.

4. Ask participants how the Meeting Planner can as-sist them.

5. Discuss with the participants any insight they havefrom completion of the Job Description.

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OPENING SESSION

A reproduction of this quote, suit-able for photocopy, can be found atthe end of the section of this manualcalled "Icebreakers & Pointmakers".We suggest you make enough cop-ies to hand out to each participantafter reading it to the group.

DISCUSSION SESSION

Have participants removeParticipant's Feedback Sheet andplace in on the conference table.Have participant record additionalbenefits on the feedback sheet dur-ing the session.


6. Ask participants what feedback was obtained by shar-ing the Development Plan form 6.4 with those in-volved. (Both upper and lower management.)


1. Schedule or strategize with the participants the De-velopment Plan form 6.4. If a Goal Planning Sheetis appropriate, work through the project together.

2. Read each question aloud from the Final Evaluationform 6.1 and encourage the participants to verbalizetheir answers. Have them write their additional com-ments on the form as well, as they will be collected atthe end of the conference.

3. Have each participant read his/her Team Commit-ment form 6.2 in its final form.

4. Have each participant prepare a Meeting Plannerform 6.5 for their next meeting.


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A. Review the last weeks new uses of the My-Tyme

1. What have been the results of using these three plan-ning forms?

Delegation PlanCommunication PlanMeeting Planner

B. Ongoing use of the My-Tyme

1. Review each of the 10 commitments and turn theminto habits.

2. Plan and set goals each month.

3. Schedule time for your goals and high payoff activi-ties.

4. Plan, organize, and close out each day

5. Track and measure your progress.

WORKSHOP SESSION

Collect the Final Evaluation formsand make 2 copies. Return origi-nal to participant. Put a copy inyour facilitators class notebook.Give the other copy to EDM or theperson you report to during Post-conference review.

MY-TYME SESSION

Review the 10 Commitments withthe participants

Solicit feedback on how they aredoing at developing a habit ofeach commitment

Show participants the My-Tymecatalog, order form, upgrade ofbinders and how they can call My-Tyme directly to order

If you have peers and associatesin your company that could benefitfrom this program and My-Tyme,please call me...

Give Participants your phone num-ber.


Where would you record these five assignments in yourMy-Tyme to continue the habit?

C. My-Tyme Assignments

1. Explain to participants the Future Planning page andits benefits.

2. Assign participants the project of transferring all ad-dresses and phone numbers into the Phone Direc-tory.

1

CLOSING SESSION (10 minutes)

1. Have participants read and then collect letters fromthe participants that you asked them to write last week.

2. Have participants transfer this weeks assignmentsfrom the program to the appropriate pages in their My-Tyme and have them block some time to work on theDaily Action Steps.

GRADUATION (20 minutes)

1. Have the special guests attending come to the front ofthe conference room to help you in the presentation ofthe completion certificates.

2. If possible, have someone take pictures of each in-dividual receiving a certificate, and a picture of thegroup as well.

3. End your session with the following power thought:

"Before you can understand, motivate, and lead oth-ers, you must first understand, motivate, and leadyourself." (Paul J. Meyer)

43

CLOSING SESSION

Collect the white and yellow cop-ies of the Participant's FeedbackSheet. Send the white copy to theEDM or the person you report toand put the yellow copy infacilitator's class notebook.

GRADUATION

(Present certificates;take photographs)

A reproduction of this quote, suit-able for photocopy, can be foundat the end of the section of thismanual called "Icebreakers &Pointmakers". We suggest youmake enough copies to hand outto each participant after readingto the group.

CONCEPT.PM5

On the following pages, you will findsome ice breakers and point makersmentioned in the EPP FacilitationGuide.

1. Scattered Numbers

2. Sixteen Squares

3. Goal Setting 101

4. Experiential Learning

5. There Is Never Enough TimeIC

E B

RE

AK

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S &

PO

INT

MA

KE

RS

Scattered Numbers

This exercise is an effective way to illustrate "Slight Edge" thinking. Make copies ofthe following two pages for each participant. Hand out the copy without the verticaland horizontal divider lines.

Tell the participants that they are about to take a timed test. Show them the numberone in the upper left part of the page. Tell them to find the nember two, then three,four, five, etc. Instruct them to circle the numbers as they find them, and to move asquickly as they can.

Give them exactly 15 seconds to complete the exercise.

Ask each participant to tell you the highest number they found. Write that number onthe board along side the participant's name.

Next, inform the participants you are going to give them one more piece of informa-tion and then test them again.

Hand out the second sheet with the vertical and horizontal dividing lines on it. Tellthem that the number one is in the upper left quadrant, two is in upper right quadrant,three in the lower left, four in the lower right. The sequence repeats itself, so five is inthe upper left, six in the upper right, seven in the lower left, eight in the lower right andso on.

Give them another 15 second test, and at the conclusion, ask each participant to tellyou the highest number they found this time. Write it on the board next to their originalnumber.

You will find that with the slight edge information you gave them, their productivity hasimproved dramatically!

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A

Sixteen Squares

The Sixteen Squares exercise starts with drawing the following graphic on the board:

Ask the participants how many squares they see. Most will say 16. Ask others if theysee more than 16. By adding the four corner groups of four, there are 20. Add thecenter group of four, now there are 21. Add the outer perimiter, and the total climbs to22. Now the four corner groups of nine, the total goes to 26. Now the center top groupof four, center bottom group of four, left and right center groups of four, and we have30.

The point is this: Things are never quite as they seem to be. Abstract "out of the box"thinking allows you to see things (and people) as they can be. Not just as they appear.

Additional benefits are: Prompts keeping an open mind.Helps you look beyond the obvious.Assists in accepting change.You realize that you can see and do more throughgroup dynamics.

Goal Setting 101

This exercise helps people understand the real basics of Goal Setting. Draw thefollowing symbol on the board:

Ask participants the following question:

If you were going to take a trip to a place you have never been before,what is a tool you could use to help you find your way?

The answer should be: "A Map"

What is the first thing you need to know when you have a map in yourhand?

Various answers will be forthcoming, such as:

Where you want to go.How to read the map.Where you are now.

The correct answer is the last one....Where you are now.... Tell the participants:

If you don't know where you are in the first place, you will not evenknow if you have the right map!

So, let's call "where we are now", "Point A".

Put an "A" in the left hand circle on the graphic as shown below:

BA

A B

C

The next step is to tell the participants:

Let's let "B" represent where we want to go, or the Goal.

Put a "B" in the right hand circle of the graphic as shown below:

Tell the participants:

The straight line between where we are and where we want to go repre-sents the shortest, easiest route to get there. Logically speaking, as we movealong the A-B line, is it possible to get off track?

The answer is Yes.

The next step involves drawing the A-C line as shown below:

Make the following statement:

Then, if you get off track, you would wind up at point "C" rather than "B"which is the original goal, right?

The distance between "B" and "C" is called a "Problem". The further offtrack you get, the bigger the problem, and the harder to fix it.

Let's design a system where you would never get off track...okay?

Erase the A-C line, leaving just the A-B line on the board, and add some hash marksas shown in the illustration below:

Describe what you have drawn by stating the following:

The hash marks I have drawn indicate "gates" or "steps" in my plan ofaction to get from where I am to where I want to go. To be absolutely sure that Iwill stay on track and reach my goal, I will need to invoke a rule.

The rule is this: As I move off "Point A" to the first "gate", I stop at the"gate" and ask the following three questions:

1. Am I still on Track?2. Am I still heading toward "B"?3. Is "B" still the goal?

I will need to get a firm "YES" answer to each of these questions before Imove to the next "gate". If the answer is other than "YES", I will need to makenecessary corrections before I proceed.

Adhering to this rule, can I now get off track? Maybe so, but not for verylong. The power in this process lies in the fact that "B" can be anything that Iam mentally and physically capable of achieving.....ANYTHING !

BA

GADCIEBHF

EXPERIENTIAL LEARNING

Have you ever had an "AHA" experience? That really sums up what experientiallearning is all about. When your brain connects an idea with an experience, experientiallearning occurs. Suddenly, what seemed perplexing, seems perfectly clear.

The following exercise will demonstrate the "AHA" experience for you...

On a flip chart, write the following letters and the graphical symbols beside them

ABCDEFGHI

ADG

BEH

CFI

figure 1

figure 2

before the start of the conference (figure 1).Flip the page over so participants can't seewhat you wrote till you are ready for this exer-cise.

For your Icebreaker, ask how many of theparticipants have believe they have a greatmemory. Ask how many have a good memory.Tell them you are going to do an exercise to seejust how good their memory is. Tell them youare going to flip over a page on the flip chartand you would like them to memorize the lettersand the graphical symbols beside them. Flipover the page and give the participants 10

seconds and then flip the page over again. Ask them how many got them all the lettersand symbols memorized, how many got half, how many got one or two?

Then ask them, "If I can show you a method where you can learn all 9 letters and symbols,and not only learn them but remember them, would you be interested?" After the groupagrees draw the "Tic-Tac-Toe" design on the pad and the corrisponding letters (figure 2).Give them five seconds to look at what you wrote and flip the page over. Again ask thegroup if they recognized what you wrote and if they can repeat it. The reason they can isbecause they can relate the symbols and letters to something they are familiar with. Thisis called contextual or experiential learning.

ADG

BEH

CFI

There is Never Enough Time

This exercise illustrates the fact that there is more time available to do the thingswe want to do than we sometimes see. Use the following script to develop your illustra-tion:

How many of you work seventy hours or more per week on a regularbasis?

How many of you get a full eight hours of sleep every night?

Wait for responses to these questions and then proceed:

If you did indeed work seventy hours every single week, and slept eighthours every single night, you would use up 126 hours. Since there are a totalof 168 hours in a week, that leaves 42 hours.... over a full normal work-week...to do what ever you want to do!!!

What will you do with your 42 free hours this week?

I recommend you takecare of the minutes,

for the hours will takecare of themselves...

Anonymous

Leadership Management, Inc., 4567 Lake Shore Drive., Waco, Texas 76710

If you are not makingthe progress you would

like to make and arecapable of making, it is

merely because your goalsare not clearly defined.

Paul J. Meyer


The most successful leadersare those who recognize thecreative potential of everyperson on their team and

make productive use of it...

Anonymous


When you set goals foryourself, they work in twoways: You work on themand they work on you...

Once you have set a goal,believe firmly and

unequivocally that you willreach it. The greater yourbelief, the more rapid your

progress will be...

Anonymous


Empowerment extendsproductivity beyond theorganizational skill andknowledge of one person;It is the art of enablingothers to take action.

Paul J. Meyer


This is the beginningof a new day.

God has given me thisday to use as I will.

I can waste it or use itfor some good purpose.

But what I do with this day isimportant because I have exchanged

a day of my life for it.When tomorrow comes,

today will be gone forever.I hope I will not regretthe price I paid for it.


Before you canunderstand, motivate,

and lead others,you must first

understand, motivate,and lead yourself.

Paul J. Meyer


effective personal productivity facilitation guide · 2010-04-21 · effective personal...

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