Multi tasking in training and assessment language means doing more than two things at one time... effectively and as efficiently as possible. In cognitive psychology there is serial and parallel learning. Passing through the serial learning to the parallel learning leads onto successful multitasking. In turn these lead into foundation training for the time management skills to have gained competence for a life skill learned. Even IT has a Multi Tasking program. One where you run one prorgram and do something else [ like play a game or check your emails while the computer defraggs] so that the first program does its thing.
Multi tasking is found in household management as well. The direct example is when someone is gathering the clothes into laundry baskets while hunting for dishes to wash [ on the computer desk, under the bed, top of the book shelves]. Either way you are going to find the floor needs cleaning. The laundry gets sorted and the first load goes on. The dishes have been gathered and are waiting to be washed. Therefore this job has been started. Lunch will be prepared once the next load of washing goes through the machine and the dishes have been washed, dried and put away. With the benches clean the lunch preparations can begin. before lunch is eaten the table will be cleared and the laundry put out to dry. Multi-tasking boils down to job allocation within efficiently effective time management procedures. The perimaters of time management is a conceptual learning program where the 'manager' has benchmarks that they may choose to follow. The methods used suit each individual 'time managers' skill levels or a needs annalysis is done and change occurs.
Serial learning occurs when learning one task at a time. The task may be broken down into steps by step learning. For instance the gathering of toys as part of a game. Then lining the toys up and throwing the toy into the bucket. Tipping the bucket into the toy box.Closing the toy box lid and going out side while the laundry is being hung out. Serial learning allows for different steps having been learned at different times. In the example the looking for, gathering and throwing are three learned steps. Joined together in a serial pattern allowing for the toys to be tipped into the toy box. Added to this is the congratulations and show of 'A job well done ' approach [ie cheering].
The above example also allows for the gradual sequential connections between tasks to have numeral value in task completion pattern making. That is (a) occurs before (b) which occurs before (c) etc. It follows that when the steps of 'look - gather- aim - throw- tip and congratulate' have occurred the task has been performed. The task steps then have meaning and direction planning has occurred in which the task is complete. Competency is gained through practicing that one task with both direct and intrinsic understanding.
Parallel learning is the learning of how to combine two or more tasks, in synchronisation, while still completing more than one task at a time. Example of parelle learning can be cleaning the floor of toys, gathering laundry and collecting the dishes so that these jobs may be completed.
I am thinking that paralle learning is not the same as multitasking. Indeed that mutli-tasking consists of both serial and paralleled learning - begun in childhood and is taken into our adult lives, thus the skills go with us into the community, or jobs, further education, future relationships, family life patterns -something passed on to future generations through the successful use of time management. Thus older youths may recognise that they have gained a subconscious knowledge basis level to be built upon, there is already in place multi tasking concepts, networks, systems and structures. This knowledge is a large part of time management skills.
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