Managing Resources

Planning & Managing Work

Planning
 Planning
“Planning is brining the future into the present so that you can
do something about it now”
Alan Lakein

“Failing to plan is planning to fail”

Proverb

3
 Step 1. DEFINE THE TASK

What would we need to know about the

assignment before we accept?

 All the facts and figures: where, when, how, what and who

 The objective or goal of the assignment: what we are trying to

accomplish
 Step 2. IDENTIFY
RESOURCES
When we consider the resources needed and available,
we need to ask ourselves:
 What resources do we need to accomplish the
task?
 What do we already have?
 Where do we get what we don’t have?
 Are there any resources that require
special attention, advance planning,
or significant expense? Are there
alternatives?
 Step 3. CONSIDER
ALTERNATIVES
This step relates to alternate methods and procedures for
a training course. These might include:

 What kind of training aids should we use?

 Which technique will be best for

getting the message across?

 How should we arrange the tables

and chairs?
 Step 3. CONSIDER
ALTERNATIVES
This also relates to emergencies or the unexpected. We
should have a backup plan (Plan B).
 Are we prepared for equipment failures?
 Do we have an alternative session element
ready to use while a problem is corrected?
 Do we have backup presenters in case a member
of the training team suddenly becomes ill and
cannot attend?
 Do we have modules that can be compressed or
deleted if there are time constraints?
 Step 3. CONSIDER
ALTERNATIVES

As trainers, we must set a good example.

If training courses are to run smoothly, we must

be prepared for the unexpected.

We need to decide which options

are best, and what alternative
measures should be taken.
 Step 4. CREATE THE PLAN
Creating a workable plan can be a challenge.
 Training session outlines are provided in BSA
training manuals.
 We need to fill in the blank spaces.
A written plan tells everyone concerned what is expected,
and when.
 It provides a permanent record that will be helpful
the next time we conduct the course.
 It can serve as a backdated checklist
Step 4. CREATE THE PLAN
We should always create our plans in
written form.

We may want to include events that precede

the training course, as well.
 Step 5. WORK THE PLAN
• Be sure you are ready.

• Review the previous steps.

• Do it! Hold the training course.

• Follow the written plan, but be flexible and make any

adjustments needed.
 Step 6. EVALUATE

What should we evaluate about a training course?

•Did we accomplish what we set out to do?

•Will we conduct it the same way again?

•If not, what changes would we make?

BENEFITS OF PLANNING

We all know that problems occur from poor

planning, but what benefits can we expect
from good planning?
BENEFITS OF PLANNING
– Increased attendance at the next training session.
– Trainers build confidence and skill in handling
training aids and equipment.
– Leaders receive accurate and complete information,
and do a better job as a result.
– Trainers know what is expected.
– Trainers stay within the time limits.
– Trainers give enthusiasm and confidence to other
leaders.
– Learning objectives are achieved.
 TWO TYPES OF PLANS
There are two types of plans that relate to training:

SHORT-RANGE PLANS

LONG-RANGE PLANS
 SHORT-RANGE PLANS
• Meet a particular objective in the near future
• Cover a limited area of training
• Answer the question: Are we doing things
right?
• Should fit well within and contribute to long-
range plans

Some examples:
– Plans for basic training sessions for new leaders who
have just been recruited
 LONG RANGE PLANS
• Cover a longer time
• May include a variety of different types of
training
Some examples:
– An annual plan, including Fast Start and basic
training
– Makeup training sessions
– Den chief training
– Regular monthly roundtables
– Supplemental training
 Managing Resources at Work
• Manpower
T

• Machines
I

• Money M

“To utilize these resources in the most

E cost effective and efficient manner to
• Material
achieve objectives, within the given
time frames”
 Managing Yourself & Others
• Set objectives following the SMART formula
• Start with an end in mind
• Break them down into manageable chunks on a
monthly, weekly and daily basis
• Work Backwards
• Prioritize objectives and tasks by using the
Urgent/Important matrix
– Use the Urgent/Important matrix to determine time spent on
each activity
 Urgent/Important Matrix

Urgent Not Urgent

Important Crisis Long-Term

Not Important Time Wasters Time Wasters