Fundamentals of Management free essay sample

The above definitions reveal that management is the activity of man who struggles for better living in the complex and competitive world, besides, the management gives satisfaction to and rewards those who are engaged in the operation and ensuring an excellent performance. In other words, management is the process consisting of the functions of planning, organizing, staffing, directing and controlling the operations to achieve specified objectives. Peter F. Drucker defines, â€Å"Management is an organ; organs can be described and defined only through their functions. Henry Fayol, â€Å"To manage is to forecast and plan, to organize, to compound, to co-ordinate and to control. † Harold Koontz says, â€Å"Management is the art of getting things done through and with an informally organized group. † F. W. Taylor, â€Å"Management is the art of knowing what you want to do and then seeing that it is done in the best and cheapest way. † Features or characteristics of Management Art as well as science: Management is both an art and a science. We will write a custom essay sample on Fundamentals of Management or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is an art in the sense of possessing of managing skill by a person. In another sense, management is the science because of developing certain principles or laws which are applicable in a place where a group of activities are co-ordinated. Management is an activity: Management is the process of activity relating to the effective utilization of available resources for production. The term resources include men, money, materials and machine in the organization. Management is a continuous process: The process of management mainly consists of planning, organizing, directing and controlling the resources. The resources (men and money) of an organization should be used to the best advantages of the organization and the objectives to be achieved. The management function of any one alone cannot produce any results in the absence of any other basic functions of management. So, management is a continuous process. Management achieving pre-determined objectives: The objectives of an organization are clearly laid down. Every managerial activity results in the achievement of objectives fixed well in advance. Organized activities: Management is a group of organized activities. All the organizations have their own objectives. These objectives will be achieved only be a group of persons. These persons activities should be organized in a systematic way to achieve the objectives. The objectives cannot be achieved without any organized activities. Management is a discipline: The boundaries of management are not exact as those of any other physical sciences. It may be increased by the continuous discovery of many more aspects of business enterprise. So, the management status as a discipline is also increased in the same manner. Management is a purposeful activity: Management is concerned with achievement of objectives of an organization. These objectives are achieved through the functions of planning, organizing, staffing, directing, controlling and decision-making. The organizational objectives are clearly defined and explained to every employee. Management aims at maximizing profit: The available resources are properly utilized to get desired results. The results should be the maximizing profit or increasing profit by the economic function of a manager. Decision-making: There are a number of decisions taken by the management everyday. Decision making arises only when there is availability of alternative courses of action. If there is only one course of action, need for decision-making does not arise. The quality of decision taken by the manager determines the organizations performance. The success or failure of an organization depends upon the degree of right decision taken by the manager. Universal application: The principles and practices of management are applicable not to any particular industry alone but applicable to every type of industry. The practice of management is different from one organization to another according to their nature. Management is getting thing done: A manager does not actually perform the ork but he gets things done by others. According to Knootz and O’Donnel, â€Å"management is the art of getting things done through and with people in formally organized groups. † Management as a class or a team: A class may be defined as a group of people having homogenous characteristics to achieve common objectives. Engineers and doctors are grouped as a class in a societ y. Each and every doctor has the same objectives in life. Just like engineers and doctors’ the management are some of the specializations of management, specialists are appointed in the key posts of top management. Direction and control: A manager can direct his sub-ordinates in the performance of a work and control them whenever necessary. If the available resources are not utilized properly be him, he fails to achieve the corporate objectives in the absence of direction and control. Generally, the direction and control deals with the activities of human effort. Management is needed at all levels: The function of management is common to all levels of organization. The top executives perform the functions of planning, organizing, directing, controlling, and decision making. The same functions are also performed by the lower level supervisor. Leadership Quality: Leadership quality is developed in the persons who are working in the top level management. According to R. C. Davis, â€Å"Management is the function of executive leadership everywhere. † Functions of Management: Planning: Planning is the primary function of management. Noting cab e performed without planning. Writing a book starts with plan-ning. In short, planning refers to deciding in advance that which will be done in the near future. In the business world, the organization should achieve the objectives. In order to achieve objectives, the organization plans what is to be done, when it is to be done, how it is to be done, and by whom it is to be done. George R Terry has rightly said â€Å"Planning is a constructive reviewing of future needs so that present actions can be adjusted in view of the established goal. It is deliberate conscious research used to formulate the design and orderly sequence of actions through which it is expected to reach objectives. Planning should take place before doing; most individual or group efforts are made by determining before any operative action takes place, what shall be done, where, how and who shall do it. Organizing: Organizing is the distribution of work in group wise or section wise for effective performance. Organization provides all facilities which are necessary to perform the work. The business developed, the organization takes responsibility to create some more departments under different managers. Hence, the organization divides the tot al work and co-ordinates all the activities by authority relationship. Besides, organizing defines the position of each person in the organization and determines the paths through which communication should flow. The manager would determine who should report to whom and how. According to Koontz and O’Donnell, â€Å"organizing consists of conscious co-ordination of people towards a desired goal. † Staffing: Staffing function comprises the activities of selection and placement of competent personnel. In other words, staffing refers to placement of right persons in the right jobs. Staffing includes selection of right persons, performance appraisal of all the personnel, and adequate remuneration of personnel. The success of any enterprise depends upon the successful performance of staffing function. According to Koontz and O’Donnell, â€Å"the managerial function of staffing involves managing the organizational structure through proper and effective selection, appraisal and development of personnel to fill the roles designed into the structure. † Directing: The actual performance of a work starts with the function of direction. Planning, organizing and staffing function are concerned with the preliminary work for the achievement of organizational objectives. But the direction deals with making the workers learn techniques to perform the jobs assigned to them. Direction includes guidance, supervision and motivation of employees. Co-coordinating: All the activities are divided group wise or section wise under organizing function. Now, such grouped activities are co-ordinated towards the accomplishment of objectives of an organization. The difficulty of co-ordination depends upon the size of organization. The according to knootz and O’Donnell, â€Å"the last co-ordination occurs when individuals see how their jobs contribute to the dominant goals of the enterprise. This implies knowledge and understanding of enterprise objectives†. Motivating or actuating: The goals are achieved with the help of motivation. Motivation includes increasing the speed of performance of a work and developing willingness on the part of workers. This is done by an resourceful leader. The workers expect favorable climate conditions to work, fair treatment, monetary or non-monetary incentive, effective communication and gentleman approach. Controlling: Controlling function ensures that the achieved objectives conform to pre-planned objectives. Necessary corrective action may be taken if there is any deviation. The control is very easy whenever the organization has fixed standard. A good system of control has the characteristics of economy, flexibility, understanding and adequacy to organizational needs. According to Henry Fayol, â€Å"Control consists in verifying whether everything occurs in conformity with the plan adopted, the instructions issued and principles issued. † Innovation: Innovation refers to the preparation of personnel and organization to face the changes made in the business world. Continuous changes are being made in the business. Consumers are satisfied through innovation. Innovation includes developing new material, new products, new techniques in production new package, and new design of a product and cost reduction. Representation: A manager has to act as a representative of a company. He has dealings with customers, suppliers, government officials, banks, financial institutions, trade unions and the like. It is the duty of every manager to have good relations with others. Decision-making: Every employee of an organization has to take a number of decisions every day. Decision making helps in the smooth functioning of an organization. Communication: Communication is the transmission of human thoughts, views or opinions from one person to another person. Workers are informed about what should be done, where it is to be done, how it is to be done and when it is to e done. Communication helps the regulation of job and co-ordinate the activities. POSDCORB, where- P stands for Planning O stands for Organizing S stands for Staffing D for Directing Co for Co-ordinating R for Reporting B for Budgeting. Importance of Management:Management is must for every enterprise. The existence of management ensures proper functioning and running of an enterprise. Management can plan the activities to achieve the objectives and utilize the available resources at minimum cost. Every business needs a direction. This direction is given by the management. The resources of production are converted into production. The resources will remain as resources in the absence of management. The conversion process is performed through the co-ordination of management. Management meets the challenge of change:In the modern business world, there are frequent changes. The changes place the business in a dangerous position. Only an efficient management can save the business from the dangers brought in by the challenges. Accomplishment of group goals:The achievement of objectives of a business depends upon three factors. The proper planning of available resources, adjusting possibility of business unit with existing business environment and the quality of decision taken and control made by the business unit are the factors responsible for achieving objectives. Effective utilization of business:There are eight M’s in the business. These are said to be man, money, materials, machines, methods, motivation, markets and management. Management is the topmost of all other ‘M’s. Management has control over other remaining ‘M’s. Effective functioning of business:Ability, experience, mutual understanding, co-ordination, motivation and supervision are some of the factors responsible for the effective functioning of business. Management makes sure that the abilities of workers are properly used and co-operation is obtained with the help of mutual understanding. Besides management can know the expectation of workers and the expectation is fulfilled through motivation techniques. Resource development:Efficient management is the life boat of any developed business. The resources of the business may be identified and developed by the management. The term ‘resources’ includes men, money, material and machines. Sound organization structure: Management lays down the foundation for sound organization structure. Sound organization structure clearly defines the authority and responsibility relationship – who is responsible to whom, who will command whom and who is responsible for what. Care is taken in appointing qualified persons to the right job by the management. Management directs the organization: The human mind directs and controls the functioning of human body. Similarly, the management directs and controls the functioning of an organization. Integrates various interests:Each person has his own interests. These interests are different in nature. Management takes steps to integrate various interests to achieve the objectives of an organization. Stability:The fluctuations of business are stabilized by the management. The fluctuations of business are caused by the changing policy of the government, pressures on the part of competitors and changing preferences of customers. The efficient management can run the business as per the policy framed by the government, face the competitors in the market and produce the articles as per the preferences of customers. Innovation:New ideas are developed by the management and implemented in the organization. Better performance is achieved through new ideas. Co-ordination and team-spirit: All the activities of business are grouped department-wise. Management co-ordinates the activities of different departments and established team-spirit to achieve the objectives. A tool for personality development: Management gives direction to workers for effective performance of a job. Besides, new methods or techniques are taught to workers. The training facilities are arranged by the management. In this way, management is a tool to develop the personality of workers to raise their efficiency and productivity ability. Nature of Management: Management as the social process by which managers of an enterprise integrate and coordinate its resources for the achievement of common, explicit goals. Management has also acquired several characteristics of a profession during recent times.

Curriculum Development Role in Achieving the Education Goals

Curriculum Development Role in Achieving the Education Goals The word curriculum comes from a Latin word currere, which means the course of the chariot race or run. According to Smith and Lovat (2003), curriculum is a cultural reproduction that has structures involving independent thinking and social responsibility.Advertising We will write a custom essay sample on Curriculum Development Role in Achieving the Education Goals specifically for you for only $16.05 $11/page Learn More McCarthy and McCarthy (2005) defines curriculum as a reconstruction of knowledge and skills that enables one exercise intelligent control over changing life conditions. In a general view, curriculum is all the courses offered in schools as well as universities. It involves lessons and teaching aimed at helping learners to learn the basics that will help them for life after school. When a learner finishes his/her study as per the course requirements, he/she receives certification document, which helps him/her in the future for a certain kind of job. However, core curriculum is an asset of courses that undergraduate does, which is necessary yet chosen by the students. It aimed at transforming the learner as it gives room for learners to exercise their talents and abilities. One should not confuse between a curriculum and a syllabus; the latter is narrowed on expectations within a school system. On the other hand, a curriculum is a broad expectation from a societal perspective. Curriculum development is exceptionally vital in achieving the education goals. It contains a systematic approach that respects the needs of the students in line with their different fields. Curriculum development starts from definition to its final goals on education. Curriculum developers should do this by selecting tools and integrating various values that they find in a particular curriculum. In developing a curriculum, the administrators include courses that students should learn and the strategies that implementers must follow during the lear ning process. The first process of curriculum development involves key subjects, which involves creating a mission statement for the entire process (Skinner, 2010). Markedly, curriculum shaping uses a student-centred approach; this approach encourages learners’ involvement in the learning process. In curriculum development, organizations that represent students are always included in this process; they bring in the interests of the students on board. These student representatives outline what they expect the curriculum to have in the end.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This approach of including the students’ representatives raises the quality of the education process since learners will easily adopt a curriculum that considers their interests. For instance, in a medical institution, the curriculum merges both the educational theory and methodology thereby mak ing the evaluation processes an inclusive and efficient course. A systematic approach of curriculum design provides high-quality evidence on both the short and long-term effects that the curriculum will have on the learners. This approach improves the education process an institution. Curriculum development ensures continuous education as it solves students’ problems including education costs which is an essential activity. Curriculum designing process evaluates teachings, select learning, and evaluation methods. Moreover, it designs a learning process and assesses the needs of learners in an education system of a country. In addition, it develops rationale as well as revises designed goals in the learning sector and chooses instructions on various learning methods to students in order to aid in curriculum development. In developing a curriculum, the developers should design, implement, and evaluate it in a systematic way (Brady Kennedy, 2010). In the planning process, a cur riculum development committee is convened. Then the committee identifies key issues and the trends in a detailed area of content. Notably, this step focuses on the initiation curriculum development. The committee does this by defining deficits, skills, or attitude existing in the current curriculum. The Australian Curriculum, Assessment, and Reporting Authority (ACARA) have been at the central point in developing a curriculum that caters for Kindergarten to Year 12 in Australia. ACARA uses a four-point process in developing the curriculum. The process includes outlining the roles and responsibilities of the stakeholders that take part in the entire process, elaborating on the key features of the four phases of curriculum development process, the crucial conditions to curriculum development and timelines for each activity in the curriculum.Advertising We will write a custom essay sample on Curriculum Development Role in Achieving the Education Goals specifically for you for only $16.05 $11/page Learn More Notably, the curriculum developer abides by the requirements of the Melbourne Declaration on Educational Goals for Young Australians; the Declaration stresses on the significance of knowledge, skills, and learning on a broad category in order to inculcate all necessities in the 21st century (MCEETYA, 2008). The Australian Curriculum has been designed to ensure that all learners actively take part in community development. In addition, it is a curriculum, which meets all the needs of learners and enhances growth of students by describing all their entitlement during schooling. Moreover, ACARA consults states and territories in designing and developing the Australian Curriculum. In specific, this body involves Education Authorities from all states in the development process of the curriculum. The Melbourne Declaration stipulated the need for equity and excellence among all the schools in Australia (ACARA, 2012). It goes further to outli ne the need for the curriculum to transform students to creative, confident, independent, and innovative individuals. Markedly, the Declaration has altered the Australian Curriculum to a world-class standard that is essential in the current technological world of the twenty-first century. ACARA on its part has committed to producing a curriculum that is inclusive since it is designed after a wide consultation. It also commits to developing a curriculum that has time bound and achievable activities. In the implementation process, teachers play a key role in ensuring that the goals and objectives of the curriculum are achieved. During the testing stage, the teachers are also the primary stakeholders in this process. This is due to their direct contact with the learners who are the beneficiary of the designed curriculum. Therefore, curriculum administrators should include the teachers in all stages of curriculum development process. Using Australia as an example, the teachers are the o nes who understand the entry behaviours of the students better than other stakeholders do. This direct interaction with learners makes it possible for teachers to provide the necessary skills that ought to be included in the curriculum.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since ACARA designs a curriculum that inculcate all the needs of all the learners at all levels, teachers are well placed to assist in this as they are from multiple grade levels. From this point, teachers are planners in developing an inclusive and efficient curriculum. Teachers also help in curriculum creation by gauging whether an activity will be achievable within a specified period. Properly designed curriculums always have time limits in which all activities have to follow. Inclusion of teachers in curriculum creation enhances their confidence when presenting it to the final users, the students. Inclusion of the teachers’ concerns will make them own the entire curriculum thereby ensuring proper implementation (Darling-Hammond et al., 2008). Curriculum leaders should actively involve these classroom and school controllers in curricular decision-making since they have a direct link with the final users of the curriculum. Further, this group of stakeholders implements the curriculum in any state or territory. The Australian Curriculum is flexible to enable teachers choose from a variety of options or design their personal components into the curriculum during actual implementation. Teachers go to the classrooms with plans on how to handle different topics within a given time. In this connection, teachers extract a syllabus from the curriculum and design their own schemes of work and lesson plans to use in classrooms. In addition, teachers assist in reflecting on the curriculum in order to identify any weakness that needs to be corrected. They can do this through surveys from students, keeping educational journals and magazines, and conducting a review on students’ performance. This method is helpful in creating a new curriculum that includes the interests of all stakeholders. Clearly, the teachers’ roles in curriculum design and development process are extremely significant; therefore, senior administrators at the curriculum development centres, ACARA for instance, should never ignore the teachers’ roles, responsibilities, and contributions in the entire process. Other stakeholders in curriculum development process include the Ministry of Education, Parents, Inspectors, Principals, and the community religious affiliation. The Ministry of Education plays essential roles in developing the Australian Curriculum; for instance, ACARA is a body under this ministry. As a result, the ministry supervises all the activities that ACARA carries out. The Permanent Secretary in this ministry ensures that funds are availed to aid the entire curriculum development process. In meeting this objective, the ministry carries out an annual national budget on the educational requirements in all the states and territories in Australia. In Australia, efforts by the ministry have enabled them to avail the curriculum in an online environment hence making it accessible to all stakeholders for implementation. ACARA must also consult th e community in which the curriculum is to be implemented in to ensure that the provisions in the curriculum support the beliefs and economic practices in the region. For instance, the curriculum must consider the religious affiliation of a community in designing the curriculum. If this does not occur, the community may be rebellious thereby resulting to failure in curriculum implementation (Darling-Hammond et al., 2008). Additionally, local communities know what they expect to occur in their villages based on their economic activity; therefore, they can assist in designing a curriculum that encompasses all their needs. ACARA divided the curriculum development into three phases in which English, Mathematics, and Science fall under the first phase. The curriculum developer believes that English helps in creating confident communicators and imaginative thinkers (Glasson, 2009). It has divided English into writing, speaking, and literacy. During curriculum design and development, ACARA inculcates activities in the English syllabus that will mould learners to be ethical, skilful, knowledgeable, and active members of the society. In addition, it assists learners to develop interest in inquiring the aesthetic component of English and appreciate the literature. The Australian Curriculum appreciates the need for effective communication among its citizens in order to remain competitive in the international market. Clearly, this curriculum promotes both national and international unity. The social set-up in a community can affect the design of a curriculum. For instance, a pastoral community will find it useful to have a curriculum that promotes their way of life. Notably, a curriculum that promotes an act like gay marriage in a society that believes in Christian values will not succeed in implementation. In addition, the political system of a country affects the outline of a curriculum (McCarthy McCarthy, 2005). Politicians also can add their views on what they expect in the curriculum. The first step of curriculum development is the needs assessment stage; it involves identifying the sources of funds, dissemination processes, and the methodologies that are suitable in the evaluation process. Curriculum developers conduct substantial researches to analyse the work of educators and practitioners in implementing the curriculum; the research can extend towards public health, epidemiology and resource utilization. Therefore, needs assessment decides on the requirements of the education research question. In the second process, there is the overall assessment of the general needs of the prospective learners. The curriculum development team comes out with the needs after investigating the errors in the practice. They can carry this investigation in a medical or any educational institute. For example, the curriculum development committee expects a graduate student to be able to apply the knowledge and skills acquired in making clear judgements, and comm unicating fluently. If the graduates fail on these expectations, the development committee assesses the errors that the student displays. In the medicine sector, for instance, the curriculum development committee does not only ask the graduate students on their expectations but also ask the communities on their expectations. In this stage, every institution prepares the mission statements, which contain reasons for their existence (Smith Lovat, 2003). Remarkably, the mission statement can include aspects of students’ skills and performance. Further, the statement draws the curriculum expectations from the graduate students and the stakeholders any educational institution. In the field of medicine, ministries representative of health, healthcare and education are included in the mission statement. The mission statement in a medical institute will cover health care role and medical services in the society. Besides, it includes training and research activities that the learners wii undertake within the institute. The third process involves identification and description of goals and objectives of the curriculum review process. The courses and subjects ought to inculcate goals that are similar to the mission and vision of learning institutions within the country. To ensure curriculum implementation is successful, education philosophy of an institution must be included hence reaching the mission of the institution. Learning entails what a graduate student will display at the end of schooling; therefore, meeting this objective requires a commitment towards realization of the goals of the entire curriculum. The outcomes of the learning process can either be coherent with the objectives of education or not (Darling-Hammond et al., 2008). Moreover, institutions have to encompass their culture in the curriculum to enable graduate students get a clear picture of what the course expects of them. Markedly, curriculum presentation determines the directions which lea rning processes take. The fourth process involves the strategies of education; they include the type of educational environment and elements that the curriculum should communicate. It also involves content organization within the curriculum and finally in the syllabus, which are prepared in advance. The content includes different approaches of teaching various subjects, for example, the heuristic approach of teaching. The educational strategies include student centred methods where the curriculum proposes for active participation of students in the learning process. In this strategy, a student has to decide the learning methodology, the content and scope of their study (Drake, 2007). The second strategy involves problem solving where a learner goes through a clinical problem solving process; the student gathers and present information in this strategy. The fifth step is the implementation stage. First, the management carries out a trial on implementing the curriculum where the roles and responsibilities of students are defined. It is vital to have a friendly atmosphere in the institute where the implementation process is taking place. In this stage, the curriculum implementers continue identifying the strengths and weaknesses of the curriculum in order to make necessary changes that will advance and enrich educational institutions. Besides, it enhances the teaching skills through seminars and workshops. In the implementation department, healthy relationships should be encouraged; this improves cooperation among the implementers in delivering on the curriculum expectations (McCarthy McCarthy, 2005). For a successful curriculum reform, departments have to work together since there will be sharing of new and different ideas between them. Additionally, the departments should exercise both horizontal and vertical communication system. Courses in educational institutions should be well organised according to the needs of the learners. It involves lesson timetable, teaching and learning methods, teaching requirements and criteria of assessment. Teaching methods for different courses should be selected; the selection methodology bases its assumptions on the learners’ abilities, as it is a learning process, which fully involves the learners. Moreover, development of human recourse is included in this curriculum developing process (Fogarty, 1997). Qualification in a certain field is a vital requirement in the implementation of curriculum. The sixth process of curriculum development is evaluation. It presents the final stage that provides evidence if the institute is operating as required. This final stage evaluates rates of students pass, interpersonal and psychological ability, as well as professional satisfaction. In addition, it evaluates issues of curriculum compliance of goals and objectives with the intended functions to identify weaknesses that require amendment. At this stage, continuous feedback is necessary to enable modification s and alterations in the curriculum; it aids in creating an inclusive curriculum for all learners in a county. References ACARA. (2012). Curriculum Development Process Paper (Version 6 April 2012). ACARA Home. Web. Brady, L., Kennedy, K. (2010). Curriculum construction (4th ed.). Frenchs Forest: Pearson Australia. Darling-Hammond, L., Barron, B., Pearson, D., Schoenfeld, A., Stage, E., Zimmerman, T., Cervetti, G., Tilson, J. (2008). Powerful learning: what we know about teaching for understanding. San Francisco: Jossey Bass. Drake, S. (2007). Creating standards based integrated curriculum: aligning curriculum, content, assessment and instruction (2nd ed.). Thousand Oaks: Corwin Press. 10. Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligence classroom. Melbourne: Hawker Brownlow Education. Glasson, T. (2009). Improving student achievement: a practical guide to assessment for learning. Melbourne: Curriculum Corp. McCarthy B., McCarthy , D. (2005). Teaching around the 4MAT Cycle: Designing Instruction for Diverse Learners with Diverse Learning Styles. Thousand Oaks: Corwin Press. MCEETYA. (2008). Melbourne Declaration on Educational goals for young Australians. Canberra:MCEETYA. Skinner D. (2010). Effective Teaching and Learning in Practice. London New York: Continuum. Smith D Lovat T. (2003). Curriculum: Action on Reflection (4th ed.). Wentworth: Social Science Press.

Procrastination (Time Management) Personal Analysis Essay

Procrastination (Time Management) Personal Analysis - Essay Example Personally, my forms of procrastination are leaving my studies until the last minute as well as checking my mails and not replying them straight away. Having identified my forms of procrastination, I am planning to classify my objectives into smaller divisions that will be easier to do to stop procrastinating (Perry 2012, p.45). For instance, instead of waiting for the weekend to do a three hours studying, I am planning to take twenty minutes each day to go through my studies. This will ensure that I develop a culture of studying by doing so more regularly. Additionally, I am planning to get into the mindset that every task I do has a value (Arenson 2009, p.342) and this will help me not to feel that I am wasting my time when I reply to a single mail. I also plan to define my boundaries and allocate time to work, play and rest while ensuring that none of the three consumes time meant for the other (Andreou & White 2010,