The paper "Theoretical Concepts of Time Management" is a perfect example of a management report. The primary aim of this report is to explore the theoretical concepts of time management. It further discusses the implications of the skill areas in effective time management practices. Further, in addition to addressing the action plan outcomes, the report further measures the achievements with a focus on the actual learning outcomes and changes in skill level. This report is a follow-up to an action plan set out to improve time management skills. The aim of the action plan is to improve my computer knowledge skills and score the best grades by allocating more time to computer studies. Statement of purpose At present, I can categorize myself as being “ inexperienced” with regard to “ university life. ” Despite the fact that I have knowledge of using computers, I have never used a number of software that calls for additional computing skills, such as Adobe Illustrator, Adobe QuarkXpress, and Adobe flash player.
This explains the reason why I need to improve my computer knowledge skills. However, based on the fact that there are tens of other activities that I also have to do, it means that I have to adjust my time management skills.
Additionally, since time has become more restrictive as I pursue university life, I realize a need for the priority list. My key objective includes being in control of what I do, assuming a more organized life, timely finishing or projects, achieving improved grades, avoiding stress, and attaining much self-confidence. Therefore, the focus of this report is on time management skills. Theoretical concepts relevant to time management Understanding the process of skills and knowledge acquisition is a central goal in the study of human learning and development (Schunk, 2001).
The two important types of knowledge that learners acquire include procedural skills and conceptual understanding. Competency in domains like computer knowledge skills rests on a learner developing and connecting their knowledge of procedures and concepts (Silver 1986). There are a number of competing theories that attempt to explain the relationship between procedural learning and conceptual understanding. Although the two cannot often be separated, they represent two kinds of knowledge.
First, procedural knowledge refers to the capacity to execute a series of actions to solve a problem. Typically, it is tied to the specific types of problems and hence is not usually generalize-able.
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