Unit 3: Employability

Lesson 1: Time Management

OBJECTIVES

1. Identify at least three reasons for being on time and keeping appointments.

2. Identify appropriate reasons for being late or absent.

3. Keep a daily record of appointments, including start time for work.

4. Be on time for three identified appointments in a week.

MATERIALS
Be-on-Time Checklist

Job Savvy: How to be a Success at Work – A $10.95 workbook by JIST Works, Inc. (1800 648-5478).

SUPPLEMENTAL RESOURCES
It's All Part of the Job: Social Skills for Success at Work – A $59 video by Attainment Company, Inc. (1800 327-4269).

Social Skills on the Job – A $299.95 video package by American Guidance Service (1800 328-2560).

Plan your Day Dictionary – A $59 picture cue software program by Attainment Company, Inc. (1800 327-4269). This is a good product to make schedules for people who do not read.

Janus Life Skills: Understanding Schedules – A $7.95 workbook by Globe Fearon (1800 848-9500).

INSTRUCTIONAL FORMAT
This topic will provide instruction and discussion on the importance of being on time and keeping appointments. Trainers should also review how to use the "Be-on-Time Checklist." The trainer should check in with the students to see how they are doing on their appointment calendars and making it to "appointments" on time.

1. Discuss the different reasons for being on time and keeping appointments. Job Savvy has this information on pages 72-73. Pages 74 and 78-86 can be used in this discussion. It provides information on understanding what are appropriate excuses for tardiness or absences, how to arrive to work on time, and how to call a person if you are going to be late.
   
   

2. Review the "Be-on-Time Checklist." For students with cognitive or learning disabilities, use a clock and use hypothetical situations to show them how they can count backwards from the appointment time. For example, if they have an appointment at 10 a.m. and it will take 30 minutes to get there, start the clock at 10 a.m. and move the hands back 30 minutes. Move the hands back 10 more minutes to allow for emergencies. If it takes them 60 minutes to get ready, move the clock hands back 60 minutes to illustrate that they need to get up by 8:20 a.m.
   
   

3. Have the students identify three "appointments" that they have in the next week. Examples include a 10 a.m. church service, a 7:45 p.m. movie, dinner at your sister's home at 6 p.m., or a doctor's appointment. For each of the three appointments have the student use the "Be-on-Time Checklist" to map out how much time they will need to get ready. This is also a good time for the student to begin keeping a date book. Consider purchasing the Picture Cue Software by Attainment Company if your program has several people who need to follow a schedule but do not read. Follow-up with the students to discuss how well they made it to their appointments. If a student was not able to make it to all three "appointments," he should repeat this exercise.
   
   

4. Discuss with the students that this process can be used to figure out how much time is needed to get ready and get to work on time each day. The only difference is that once the student figures out how much time it will take to get to work on time, she will not have to do a checklist each day unless she has a change in her schedule.

SIGNS OF GENERALIZATION
If a student has the skills to make it on time to the three "appointments" during the week, he has the skills to make it to any future appointments. The students consistently show up to work on time and make it to most appointments on time.

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