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The impact of personal coaching for the motivation and success of adults in their professional, personal, and academic lives.

Explanation of issue:

There seems to be a constant struggle between helping others and staying within the constructs of the created limitations of the helping or learning environment. As a learner/consumer entering into new territory seeking assistance, one is often asked, “may I help you?” Once a need is voiced the assistor may proceed with how or why they are not allowed to do this or that to help, based on the rules of their employing environment. Therefore, the question must come from the one needing assistance, “how much will the bureaucracies of your institution or establishment allow you to help me?”
This growing problem of over professionalism at the expense of the learner/consumer has caused confusion, stunted growth of relationships and has repelled learners away from the traditional higher learning environment. When I tell adults that I am still in school many of them respond with an exhaustive tone, “how in the world do you get through all the red tape of the higher learning environment?”
Many adults share experiences of going from place to place, person to person and being told, “Sorry, I can’t help you.” Some are helped to a point and then released into the unknown, because the over worked, compartmentalized professional simply does not have the time to “hand hold” an adult in need.

Hypothesis:

Adults who work with a personal coach are more likely to reduce stress, set clear goals and achieve them to the betterment of their lives.
With the stress many adults already have, some choose to pass up opportunities to get higher learning degrees, advance in their careers or work out personal problems to avoid the stress of navigating through what they perceive as unnecessary or “busy work” as some call it. I have helped guide five adults through the higher learning process over the last couple of years and upon their success was inspired to start personal coaching using adult education theories.
“Hand holding” an adult who has already proven that they are independent in life is not likely to cripple them. One may think “hand holding for a child is detrimental to their learning beyond a certain point and it may be, because that child has not yet learned independence. However, because the adult’s personal life is often full of responsibilities, what one may call “hand holding” for a child who needs to learn independence if often needed support to an adult who has already mastered independence.
1. Personal coaching gives the adult learner specialized support towards their goals.
2. The personal coach is fully dedicated and has unlimited time to address personal, professional and academic issues with the adult without juggling other job responsibilities that could make the adult feel as though they are, “in the way”.
3. No subject is off limits or considered irrelevant when addressing the adult’s needs as it pertains to their success.
4. The adult is supported all the way through the learning and/or goal achievement process.
5. The personal coach is not connected to any of the entities that the adult is a part of, which allows the coach more freedom to assists without conflict of interest or being judge by their colleges or peers.
6. Those that are limited to the compartmentalization of their jobs can refer the adult to a personal coach who can use expansive methods to help facilitate them towards their goals.
7. The personal coach can help the adult see the meaning in what they think is meaningless and help them make that connection to their desired goal.

Please respond to this post if you are interested in participating in this research by emailing me at canditj@gmail.com

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