Learner'S Guide: Heart Trust/National Training Agency

LG - BSBBAD0372A MANAGE TIME
LEARNER’S GUIDE
MANAGE TIME
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means, including
digital or in any form is prohibited unless prior written permission is obtained from the HEART
Trust/NTA.
*** 2004 ***
Version - 1 LRDU – JAN.04

TABLE OF CONTENTS
PAGE
Introduction.......................................................................................................................... 1
Welcome ................................................................................................................... 1
This Competency Unit.................................................................................................... 1
Before You Start ............................................................................................................. 2
Planning Your Learning Programme ............................................................................. 2
Self-Assessment Checklist ............................................................................................. 3
How To Use This Learner’s Guide ................................................................................ 4
Using the Computer and other Resources...................................................................... 6
Method of Assessment.................................................................................................... 6
Element 1: Asses the commitment involved in being a Team member ........................... 7
Self-Assessment Checklist ........................................................................................... 11
Element 2: Calculate available time ..................................................................................... 12
Element 3: Plan ahead for all activities ............................................................................... 16
Element 4: Review progress and modify diary/plan........................................................... 22
Version - 1 LRDU – JAN.04

LG-BSBBAD0372A:
MANAGE TIME
INTRODUCTION
Welcome
Welcome to the Learner’s Guide for Unit of Competency “Manage Time”. This is just one of a
number of Learner’s Guides produced for the Business Administrative Sector, and it is designed
to guide you, the learner, through a series of learning processes and activities that will enable you
to achieve the specified learning outcomes for the competency unit.
The content of this guide was developed from the Competency Standard BSBBAD0372A, which
is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQ-J)
certification within the industry. Please refer to your Learner’s Handbook for a thorough
explanation of standards and competencies, and how these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard and Assessment Instrument for a better
understanding of what is required to master the competency.
This Competency Unit
“Manage time” addresses the knowledge and skills requirements for effectively managing time.
There are four main areas or elements:
Element 1: Assess the commitment involved in being a Team member
Element 2: Calculate available time
Element 3: Plan ahead for all activities
Element 4: Review progress and modify diary/plan
As you go through each element, you will find critical information relating to each one. You are
advised to study them carefully so that you will be able to develop the necessary knowledge,
skills and attitudes for managing time.
Version - 1 LRDU – JAN.04 1

Before you start
Before you start this Learner’s Guide, you need to:
a. Obtain a Learner’s Logbook that you will use to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and have your
learning facilitator sign off on them. This will allow you to provide evidence of your
competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
c. Ensure that your learning resources are available.
d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the
correct safety equipment is used.
e. Plan your learning programme (see below)
f. Understand how to use this Learner’s Guide (see below)
Planning your learning programme
The self-assessment checklist on the following page will assist you in planning your training
programme as it will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through the checklist you will be able to find out what
elements you have already mastered and which ones you will need to pay more attention to as
you go through the learning process.
To complete the self-assessment checklist, simply read the statements and tick the ‘Yes’ or ‘No’
box. You should do this exercise now.

Self-Assessment Checklist
- Manage time
Element 1 Assess the commitment involved in being a Team

member Yes No
1. I can develop a list of tasks involved in being a team member

taking into consideration the organization’s objectives ( ) ( )
2. I can estimate the time involved in each task ( ) ( )
3. I can calculate the total time needed to meet commitments ( ) ( )
Element 2 Calculate available time Yes No
1. I can list other commitments and estimate the time involved ( ) ( )
2. I can estimate time available to commit to work-related

activities ( ) ( )
Element 3 Plan ahead for all activities

Yes No
1. I can obtain timetables for all activities in order to determine

time allocated and commitments prioritised ( ) ( )
2. I can develop and document a personal action plan for each

week and month for the coming year ( ) ( )
3. I can include periods of no activity to allow flexibility and

reduce stress ( ) ( )
4. I can identify and manage potential and actual changes

appropriately to ensure least disruption of tasks in progress ( ) ( )

Element 4 Review progress and modify diary/plan Yes No
1. I can follow the action plan ( ) ( )
2. I can review progress and make changes to commitments and

times as appropriate ( ) ( )
How did you do?
If you ticked all or most of the ‘Yes’ boxes then you might not need to go through the entire
guide. Ask your learning facilitator to assist you in determining the most appropriate action
you should take.
If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of the
guide, even though some of the material my be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.
How to use this Learner’s Guide
This Learner’s Guide is designed to assist you in working and learning at your own pace.
We suggest that you:
• Go through the sections/elements as they are presented (starting at Section 1)
• Check your progress at each checkpoint to ensure that you have understood the material
• Observe the icons and special graphics used throughout this guide to remind you of what you
have to do and to enhance your learning. The icons and their meanings are as follows:

Complete Assessment Exercise

This exercise requires you to think about the knowledge
and skills that you have or will develop in this competency
unit.
Definition Box
Words/phases are defined or explained in this box. The
words/phases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with
the assistance of your trainer/supervisor.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
• Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability of resources.
• Complete each activity as you come to it. If the activity requires you perform an actual task,
be sure to tell your learning facilitator when you get to that activity so that he/she can make
any arrangements, if necessary.
• Get your learning facilitator to sign and date the Learner Logbook when you have completed
an activity.
• Complete the self-assessment checklist at the end of each section or element.

When you have worked through all elements of the guide, and when you can tick every ‘Yes’
box, you are ready for assessment and should ask your learning facilitator to assist you in making
the arrangements to have your performance assessed.
Using the Computer and Other Resources
Where your activities refer you to the library, computer and Internet resources, ask your learning
facilitator to assist you with locating these resources. If you are getting your training in an
institution, there may be a library and a computer laboratory. If this is not the case, visit the local
library and find out what resources are available.
If you are new to the computer and the Internet, someone in the computer room should be able to
show you how to use these resources.
Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring the
particular competencies. We would like to advise you, however, that we cannot guarantee that
all the sites will be available when you need them. If this happens, ask your learning facilitator
to assist you with locating other sites that have the information you require.
Method of Assessment
Competency will be assessed while you are actually performing the tasks related to this
competency, this may be in a real workplace or a simulated situation that accurately relates to the
work situation. You are advised to consult the associated competency standard and assessment
instrument for further details relating to the assessment strategies.
You may now start your learning. Have fun while you work!

ELEMENT 1: ASSESS THE COMMITMENT INVOLVED IN BEING A

TEAM MEMBER.
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary knowledge,
skills and attitudes to assess the commitment involved in being a team member. Your learning
facilitator is there to assist you through the different activities, so upon completion, you should
be able to:
1. Develop a list of the tasks involved in being a team member, taking into consideration the
organization’s objectives.
2. Estimate the time involved in each task.
3. Calculate the total time that is needed to meet commitments.
KNOWING THE TASKS INVOLVED IN BEING A TEAM MEMBER
As a worker in business administration services you must develop an understanding of what it

means to be a team member and the tasks which you will be expected to perform as a member of
the team. You must be clear about your various tasks as an employee and about the objectives of
the organization. Some of these tasks may include attending/planning meetings, consulting with
various groups within the organization and the wider community and attending/planning training
sessions.
Team Member – a person who In order to achieve the organization’s objectives

identifies with and cooperates with a there must be team work, and so you must commit
working unit. (Working well with yourself to being a part of the team.
others, complementing and cooperating
within an organization).
Objectives – aims, purpose or

goals of the organizations.
or
What the organization hopes
to achieve, objectives can be
short-termed, long-termed.

CHECKPOINT:
• Define the term team member.

• Why is team work important in an organization?
ACTIVITY:
Make a list of the tasks you need to carry out to be a team member at
your organization. Discuss the list with your learning facilitator.
Refer to: http://www.mindtools.com/pages/main/newMN_HTE.htm
ESTIMATE THE TIME FOR EACH TASK
To carry out your tasks that compliment those of other team members, or in collaboration with
other team members in a suitable time you need to know the approximate time that each of your
tasks will take. To do this you should make a detailed list of all the activities that each task
entails, while keeping in mind and allowing time for those tasks which may involve other team
members to complete. There are some tasks which may be routine so you can make accurate
estimates of the time required to complete them.
TIP! Remember that unforeseen situations are inevitable so you may not always make
accurate estimations.

ACTIVITY:
You are required to plan a meeting of all the filing clerks in your
organization. Make a list of all tasks involved in planning for and
informing all relevant persons about the meeting. Next to each task
write the amount of time that you think it will take you to complete
each task. Ask your learning facilitator to allow you and your
classmates to role-play the tasks you have listed and write the actual
time it takes to complete them. Compare both times. How good were
your estimates?
Refer to: Jardine & Shaw (1995). Caribbean Office Procedures pp. 259-260
Edward Arnold, Great Britain
CALCULATE THE TOTAL TIME NEEDED TO MEET COMMITMENT
Once you know how to make a detailed list of each task which is appointed to you and how to
estimate the time each task will take, you will be able to calculate the total time that you will
need to meet all your commitments. There are some activities that are routine and so you will be
able to calculate the time these will take to be completed. You must also allow time for
emergencies and unexpected tasks.
CHECKPOINT:
Why do you need to set realistic time to meet commitments?

ACTIVITY:
Your list of tasks for one day attending a meeting, taking the
minutes, typing minutes, filing and dispatching relevant documents,
along with your regular tasks. List the activities involved in each
task estimate time each activity will take. Calculate the total time
you will need to commit to these tasks. Discuss the list with your
learning facilitator.
Refer to: http://www.studygs.net/timman.htm

READY TO TEST YOUR COMPETENCY?
Now that you have completed this element, check if you have fully grasped all the components
by doing the following self-assessment:
Checklist 1 Yes No
1. I know how to develop lists of tasks involved in being a

team member taking into consideration the
organization’s objectives ( ) ( )
2. I understand how to estimate the time involved in each

task ( ) ( )
3. I know how to calculate the total time needed to meet

commitments ( ) ( )
Checklist 2 Yes No
1. A list of tasks involved in being a team member is

developed taking into consideration the organization’s
objectives ( ) ( )
2. The time involved in each task is estimated ( ) ( )
3. The total time needed to meet commitments are

calculated ( ) ( )

ELEMENT 2: CALCULATE AVAILABLE TIME
LEARNING OUTCOMES
skills and attitudes to calculate available time. Your learning facilitator is there to assist you
through the different activities, so upon completion, you should be able to:
1. List all of your other commitments and estimate the time involved in each.
2. Estimate the time available to commit to work-related activities.
LIST OTHER COMMITMENTS AND ESTIMATE THE TIME INVOLVED IN EACH
Whatever your specific position may be in the business administration services, you must be able
to calculate the time you have available to you. In order to manage this time effectively, you
must be clear about all the activities or tasks that you are committed to. You should make a list
of all these commitments and remind yourself of them periodically.
Commitment – dedication to a
cause, responsibilities that restrict
freedom of actions.
In addition to being a competent and committed team member, you may have commitments to
your family and/or other organizations, for example, educational, religious, social.
Make a list of all your commitments and estimate the amount of time it will take to honour each
commitment.
CHECKPOINT:
State the importance of listing commitments and estimating time

involved.
TIP! Remember there are only 24 hours in one day.

ACTIVITY
Imagine that you are 1 of 3 members of the personnel department at

your workplace. Your company is implementing a policy which
requires updating all 150 employees personal information files. The
boss wants this done within a month ( April 24- May 31). Your final
exam for the course you are taking is on the 25th of May. Your 1st
anniversary is on the 13th of May and your spouse is planning a
family dinner before you go off for the weekend (14th & 15th of
May). Ask your learning facilitator to allow you and your peers to
work together in making a workable schedule to include all your
commitments.
Make use of the knowledge and skills you already have in detailing
all the tasks involved in each activity and estimating the time they
will take.
Refer to: Quible, Zane. (2001). Administrative Office Management, Prentice Hall
Inc. pp328 & 329, NJ U.S.A.
ESTIMATING THE TIME AVAILABLE TO COMMIT TO WORK-RELATED ACTIVITIES
Once you have made a list of all the activities that you are committed to, you can then
distinguish between work-related and personal commitments.
Make a schedule of all your work-related activities including those which you may have to do
outside of your regular working hours. Next to each activity write the time you think it will take
you to accomplish/perform these tasks.
TIP! Remember that sometimes going beyond the call of duty can make the difference
between a worker and a committed team member.

CHECKPOINT:
• Why is it important to estimate the time available to commit to

work-related activities?
• Make up a work-related time table for the activities on a Monday.
ACTIVITY:
Read the information available on www.iss.St thomas. Edu/study

guides/tim man. Htm and attempt to make a schedule of all your
work-related activities. Discuss the schedule with your learning
facilitator.
Refer to: http://www.studygs.net/timman.htm

Checklist 1 Yes No
1. I know how to list other commitments and to estimate the

time involved ( ) ( )
2. I know how to estimate time available to commit to

work-related activities ( ) ( )
Checklist 2 Yes No
1. Other commitments are listed and the time involved is

estimated ( ) ( )
2. Time available to commit to work-related activities is

estimated ( ) ( )

ELEMENT 3: PLAN AHEAD FOR ALL ACTIVITIES
LEARNING OUTCOMES
skills and attitudes to plan ahead for all activities. Your learning facilitator is there to assist you
through the different activities, so upon completion, you should be able to:
1. Obtain time tables for all activities so that you can allocate time and prioritize
commitments.
2. Develop and document a personal action plan for each week and month for the coming
year.
3. Include periods of activity so that action plan can be flexible and stress reduce.
4. Identify and manage potential and actual changes appropriately to ensure the least
amount of disruption to the progression of tasks
OBTAINING TIMETABLE, ALLOCATING TIME AND PRIORITIZING COMMITMENTS
In your capacity, as secretary in business Administration Services it will be necessary to plan

ahead for all activities. In order to do this you must obtain timetable(s) for all the tasks you are
expected to carry out. Speak with the person(s) to whom you report, as well as persons with
whom you will work on specific tasks.
Thereafter you should write the amount of time you estimate each task will take. Place tasks in
order of importance ensuring that those tasks which will have to be completed first and those that
will take a long time to complete are given priority.
You should also chose the best time to

Priority - to do the most important things perform your tasks. If your tasks involve
first. other persons or organizations then you must
take into consideration the time that these
Prioritize - to organize in order of persons or organizations have available to you
importance. and the time they may take to respond. Focus
on one task (or set of tasks) at a time and do
not try to think about all your commitments at once.
TIP! Breakdown complex tasks into small tasks.

CHECKPOINT:
How can prioritizing your commitments and obtaining timetables

make your job easier?
ACTIVITY:
Ask your learning facilitator to arrange for a resource person to

conduct a workshop on making timetables and setting priorities.
Refer to: www.ncfCarleton.ca/an 588/timeman.htm.
DEVELOP AND DOCUMENT A PERSONAL ACTION PLAN
An action plan divides tasks into steps which can be easily followed. It provides specific details
about the timeframe within which tasks will be done, who will do what, the resources that will be
needed, possible disruptions to the schedule and the means by which the tasks will be assessed.
An action plan helps you to organize your activities so that you can be clear about what to do and
when. Your action plan can include daily, weekly, monthly and yearly activities. Once you are
sure about all your commitments, about what the action plan is and how to develop one, you can
proceed to make your own personal action plan.
Long-term action plan should also include milestones or checkpoints which will allow you to re-
examine or change your course of action.
TIP! If you fail to plan, you plan to fail.

CHECKPOINT:
What information do you need to have in order to develop a personal

action plan?
ACTIVITY:
Follow the guide given at www.usbr.gov/pmts/guide/act plan.htm

along with your personally made “action plan form/sheet” to make
two personal action plans for a regular week and one month in your
organization. Ask your learning facilitator to assess them.
Refer to: http://www.usbr.gov/pmts/guide/actplan.htm
Quible, Zane. (2001) Administrative Office Management pp. 328 – 329, Prentice Hall Inc.
NJ
MAKING THE ACTION PLAN FLEXIBLE AND REDUCING STRESS
A good action plan will have time allocated for personal needs (eating and bathroom breaks) and
general periods of inactivity. These time periods are important in that they help to reduce stress
and allow you to be flexible with the time you have to deal with unforeseen circumstances.
Stress - feelings of
Flexible – being
tension or exhaustion
adaptable, open to change,
associated with overwork.
alteration or revision.
Use these periods of inactivity wisely. Do small or enjoyable activities or simply relax and
unwind. Some periods of inactivity can be used to catch up on or complete those tasks which
need more time or get a “jump start” on activities (steps) which follow in your action plan.

CHECKPOINT:
What are three ways in which an action plan can reduce stress on the
job?
ACTIVITY:
Revise the action plans made in the prior activity. Put in periods of
“no activity” in your plans. Beside each period write two possible
way of using the time. Discuss the revised plans with your learning
facilitator.
IDENTIFY AND MANAGE POTENTIAL AND ACTUAL CHANGES
Changes and disruptions to the action plan are inevitable so plan for them from the start.
Alternative methods, resources or even who to contact if certain situations arise can be built into
the plan.
However, other circumstances will come up and you will have to find ingenious ways to manage
these so that the least amount of disruption to the action plan occurs. Use foresight to anticipate
potential changes. Your action plan should have been designed with some amount of flexibility
so that when changes need to be made these can be done without causing a complete breakdown
of the plan.
CHECKPOINT:
What are some of the ways in which you can identify and manage
changes in your plan of action.

ACTIVITY:
Imagine that you are the receptionist in your organization. Your

action plan has been going well but there was a power failure just
when you were printing the financial reports you have been working
on.
You were further informed that the power will not be restored until
later and the annual general meeting will be held the following day.
Ask your learning facilitator to allow the class to discuss possible
ways of managing this change appropriately.

Checklist 1 Yes No
1. I know how to obtain timetable for all activities in order

to determine time allocation and prioritize commitments ( ) ( )
2. I know how to develop and document a personal action

plan for each week and month for the coming year ( ) ( )
3. I know how to include periods of no activity to allow

flexibility and reduce stress ( ) ( )
4. I understand how to identify and manage potential and

actual changes appropriately to ensure least disruption of
tasks in progress ( ) ( )
Checklist 2 Yes No
1. Timetables for all activities are obtained in order to

determine time allocation and commitments are
prioritised ( ) ( )
2. A personal action plan is developed and documented for

each week and month for the coming year ( ) ( )
3. Periods of no activity are included to allow flexibility

and reduce stress ( ) ( )
4. Potential and actual changes are identified and managed

appropriately to ensure least disruption of tasks in
progress ( ) ( )

ELEMENT 4: REVIEW PROGRESS AND MODIFY PLAN
LEARNING OUTCOMES
As you go through this element, you need to ensure that you acquire the necessary knowledge,
skills and attitudes to review progress and modify diary/plan. Your learning facilitator is there to
assist you through the different activities, so upon completion, you should be able to:
1. Follow the action plan.

2. Review progress and make changes or modify time and commitments as appropriate.
FOLLOWING THE ACTION PLAN
As a worker in business administration services it will be necessary to make and follow an action
plan. The action plan allows you to itemize and record all your tasks and commitments,
prioritize them and calculate the amount of time needed to accomplish these tasks. You should
make copies of the plan (or parts of the plan) and keep these in strategic locations where you can
be reminded of the steps and sequence that you decided to follow. It is sometimes easy to get
side tracked or forget to do something. To avoid these situations which may hinder you from
fulfilling your commitments you must follow your action plan.
TIP! Make the plan and follow it.
CHECKPOINT:
What are three reasons why it is important to follow your action

plan?
ACTIVITY:
Ask your learning facilitator to allow you and your peer to discuss
ways by which you could set up reminders so that you will follow the
action plan.

Refer to: http://www.usbr.gov
REVIEWING PROGRESS AND CHANGING TIME AND COMMITMENTS AS

APPROPRIATE
You should re-examine your action plan frequently and assess tasks as you go along. Reviewing
the progress you have made so far will help you to analyze what has worked so far and what you
need to change or improve for the rest of the plan. This will give you a feeling of fulfillment and
the motivation to go on.
Progress – Moving forward,

assessing what has been
accomplished.
Based on the experiences you have gained while carrying out your tasks, you will be able to
decide whether or not you need to modify the time allocated for tasks and whether you need to
adjust or revise your commitments.
CHECKPOINT:
What are some of the instruments which can be used to assess

progress?
ACTIVITY
Look back at the action plan you have made. Pretend that you have
completed the first 4 tasks in your monthly plan.
Make a note of the progress you have made and state whether or not
and how you would modify time and commitments for the rest of the
plan. Discuss the changes with your facilitator.
Refer to:
http://www.snre.umich.edu/emi/lessons/stages/manage_adaptively/index.htm

Checklist 1 Yes No
1. I know how to follow the action plan ( ) ( )
2. I understand how to review progress and make changes

to commitments and times as appropriate ( ) ( )
Checklist 2 Yes No
1. The action plan is followed ( ) ( )
2. Progress is reviewed and changes made to commitments

and times as appropriate ( ) ( )

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LG - BSBBAD0372A MANAGE TIME

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

*** 2004 ***

Version - 1 LRDU – JAN.04

Element 1: Asses the commitment involved in being a Team member ........................... 7

Self-Assessment Checklist ........................................................................................... 11

Element 2: Calculate available time ..................................................................................... 12

Self-Assessment Checklist ........................................................................................... 15

Element 3: Plan ahead for all activities ............................................................................... 16

Self-Assessment Checklist ........................................................................................... 21

Element 4: Review progress and modify diary/plan........................................................... 22

Self-Assessment Checklist ........................................................................................... 24

Version - 1 LRDU – JAN.04

This Competency Unit

Element 1: Assess the commitment involved in being a Team member

Element 2: Calculate available time

Element 3: Plan ahead for all activities

Element 4: Review progress and modify diary/plan

Version - 1 LRDU – JAN.04 1

Before you start

Before you start this Learner’s Guide, you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learner’s Guide (see below)

Planning your learning programme

Version - 1 LRDU – JAN.04 2

Element 1 Assess the commitment involved in being a Team

1. I can develop a list of tasks involved in being a team member

2. I can estimate the time involved in each task ( ) ( )

3. I can calculate the total time needed to meet commitments ( ) ( )

Element 2 Calculate available time Yes No

1. I can list other commitments and estimate the time involved ( ) ( )

2. I can estimate time available to commit to work-related

Element 3 Plan ahead for all activities

1. I can obtain timetables for all activities in order to determine

2. I can develop and document a personal action plan for each

3. I can include periods of no activity to allow flexibility and

4. I can identify and manage potential and actual changes

Version - 1 LRDU – JAN.04 3

Element 4 Review progress and modify diary/plan Yes No

1. I can follow the action plan ( ) ( )

2. I can review progress and make changes to commitments and

How did you do?

How to use this Learner’s Guide

We suggest that you:

• Go through the sections/elements as they are presented (starting at Section 1)

Version - 1 LRDU – JAN.04 4

Complete Assessment Exercise

• Complete the self-assessment checklist at the end of each section or element.

Version - 1 LRDU – JAN.04 5

Using the Computer and Other Resources

Version - 1 LRDU – JAN.04 6

ELEMENT 1: ASSESS THE COMMITMENT INVOLVED IN BEING A

KNOWING THE TASKS INVOLVED IN BEING A TEAM MEMBER

As a worker in business administration services you must develop an understanding of what it

Team Member – a person who In order to achieve the organization’s objectives

Objectives – aims, purpose or

Version - 1 LRDU – JAN.04 7

• Define the term team member.

Refer to: http://www.mindtools.com/pages/main/newMN_HTE.htm

ESTIMATE THE TIME FOR EACH TASK

Version - 1 LRDU – JAN.04 8

* 2004 *