What will be the right
size of a task so it will be easier to bring it into execution and action? How can we size the
effort needed to get it done? And how do we know what is right for us compared to
someone else performing the same task?
Kids (and adults)
often mistaken their ability to get things done while getting right into action
when encountering a problem or a task. Sometimes, they even are avoiding
getting into action due to the fact that the task seems to be too big or too
complicated to execute… I sometimes see kids getting to much homework that just
looking on the size of their “homework” tasks can be frightening. Who wouldn’t
prefer not to play outside instead of dealing with this giant homework
assignment? Sizing those tasks has a lot to do with our ability to get them
done. It allows us to better scope our attention, better control our activities
related to a specific task and gain confident while getting those tasks done.
Much has been written
concerning the efforts estimation of a task and its relation to ease our
ability to execute it. As is commonly assumed (no matter if it is false or not)
that when we know how long it will take to complete a task or what the effort
entails it will be easier for us to understand when a group of tasks due to
complete. It is often assumed the same
assumption about the size of a task or a problem.
I say, When we know
what’s the right size of a task according to our subjective ability to
execute it, it will be easier to estimate a group of tasks and accordingly our ability
to get them done.
There are many methods
that can be applied to understand a task size so it won’t be too big to deal
with or too small to even consider doing it and accordingly to get it done.
If so, how do we
balance the size of our tasks for ourselves or for a chield?
The answer, of course. It depends.
Here are some tips
which will help us better understand the subjective size of the task according
to subjective personal ability .
One. Create your task list and make sure it is
visible and apparent.
Visibility makes
things happen. The Task list should not stay
in your head put it on the board. So
after seeing it, it gets easier to organize things and make decisions and
certainly easier to understand what takes more time or less time comparing to
other task.
Two. Size your tasks by three types of sizes:
Small
Medium
Large
Extra large ** -
Optional but not advisable
At this stage all we
want to achieve is the ability to visualize tasks in deferent sizes. It is still
one big wish lists of stuff we need to do or to achieve. For better Visibility, create three columns on
the board and place each task under the appropriate column, or perhaps even
give a different color for each size. The main goal at this stage is that you will
be able to see the differences between tasks sizes.
Three. Listen and Learn
Remember when you were
a child, places seemed bigger and greater probably more than they are today? This is how a
child sees tasks. Much larger
than they appear to us. Things
that seem small and simple to us can be perceived as very large and complicated
to children. Often because they lack
information or guidance, or just because that's how it is in their eyes. And yes, listening and asking
questions to understand the enormity of the task in the eyes of the child is
the next step we need to take.
What is a small task ? What is a big task ? What
makes it large?
Four. Once the most important tasks are on the task board,
take the large tasks and split them into smaller ones.
Remember only small or medium sized tasks will be executed – so make sure to split those tasks to an executable
ones. Small task is one that can be completed in a relatively short period of time,
defiantly not in a week or a day, and obviously appropriate for a child time
frame.
As the following
example.
Five. While executing the tasks - stick to tasks
that are small or medium-sized and arrange your tasks in order of action.
Six. Select one task at a time and start to perform. Make sure to visualize
your path to execution as well (To do – Doing – Done) on the task board.
Seven. When a task is too large to execute, do not be
afraid to split I in to smaller ones.
Eight. Not every task must be sized. In
fact, most tasks do not required sizing.
For example, let's
say, the child has only two days to study for his next exam, then we can start
by splitting the tasks in a very rough manner such as What to be studied today and
what to be studied tomorrow. We can
then discuss any task and understand it if it belongs to the first or second
day and size only those tasks that seems too big to handle.
In short, let’s try to
keep things simple.
Sizing a task should
be "just enough" so we can get started. We
Do not need to dig too much in to the details of a tasks so we can assess
accurately hours and minutes that it will take us to execute it. Three
sizes of 'small', 'medium' and 'large' can suffice.
Nine. What will truly help get things done and
understand the right size of a task for a child is parental involvement. Conversation. Children love that we
talk to them, relate to what they need to do, help them understand things. So while this simple technique will help them
better understand the task and may even reduce anxiety or focuses on what
matters, what will make it really happen is the conversation with us, their parents.
Ten. And do not forget to enjoy the ride.
