The Benefits of Interpersonal and Intrapersonal Intelligence

Intelligence: Student-Athletes in High Schools 1

The Benefits of Interpersonal and Intrapersonal Intelligence:

Student-Athletes in High School

Brian Cooper

California State University Bakersfield

Dr. Sun

February 21, 2012


Introduction

In order for a student-athlete to be successful, they must

have more than discipline, strength and drive; they must exhibit

both interpersonal and intrapersonal intelligence. “The

importance of athletics is illustrated by the fact that it is the

only hyphenated role identity within the academic setting”

(Goldberg & Chandler, 1995, p. 39). This paper focuses on the

benefits of interpersonal and intrapersonal intelligence as the

foundation for a student-athlete in high school.

Transitioning from childhood to adolescence can be

difficult. Interpersonal and intrapersonal intelligence is a

skill that can be developed through academics and sports and

benefit student-athletes that already display these competencies.

Sometimes displayed in late childhood, in transition to

adolescence, interpersonal and intrapersonal intelligence is a

characteristic that student-athletes, through competition, have

chosen to develop, consciously or unconsciously, as one of their

motivational factors. From my personal experience, as a coach, I

have notice that most student-athletes have short term and long-

Intelligence: Student-Athletes in High Schools 3term goals. The matter-of-fact is this exemplifies competences

of interpersonal and intrapersonal intelligence. However, I have

also noticed that those student-athletes that lack in the

foundations of interpersonal and intrapersonal intelligences are

challenged with the abilities to cope with the changing

atmosphere of athletics, and lack the wherewithal to take on

projects from instructors and coaches.

In the follow section, literature review, you will discover

obtainable research and results to date that coincide with the

subject. Furthermore, some of the research will underscore the

benefits of interpersonal and intrapersonal intelligence; other

research will show results from quantitative research; I will

also supplement my own empirical observations as students-

athletes take on high school.

Literature Review

The benefits of interpersonal and intrapersonal intelligence

can be observed from multiple settings. This paper will

concentrate on three factors that influence a student-athletes

performance: a) self-esteem effects on meeting expectations; b)

Intelligence: Student-Athletes in High Schools 4coaching, teaching, and counseling student-athletes; and, c)

compliance and behaviors of adolescence.

A student-athlete’s emotions usually revolve around

performance and what expectations are met. Intrapersonal

intelligence provides the student-athlete with the ability to get

in “the mood and using feelings and emotions to facilitate

thinking and decision-making” (Bal, Singh, Sood, & Kumar, 2011,

p. 49). This intelligence can be used to direct one’s own life

through self-motivation. Facilitating this lack of basic

psychological need is now left up to the support of the teacher

or coach. Almagro, Såenz-López, and Moreno explain that the

autonomy-supportive approach is the essential element for

satisfying psychological needs (2010). On the contrary, to

satisfy psychological needs that are based around self-esteem can

lead to the lack of development of intrinsic motivation. “The

ego and coping defense mechanisms for athletes can be either

positive or negative with respect to their influences on self-

esteem and academic motivation” (Simons, Bosworth, Fujita, &

Jensen, 2007, p. 254). Intrapersonal competencies often time

allow the student-athlete to deal with their own problems

Intelligence: Student-Athletes in High Schools 5privately. This can be beneficial for the student-athlete

because they’ll appreciate and have a better understanding for

the human condition. Meyer and Fletcher (2007), explain

“emotional intelligence is an important construct in the sports

domain” (as cited in Bal et al., 2011, p. 48). A student-athlete

that exhibits intrapersonal intelligence to control their

emotions can also benefit his/her coach or teacher. Bal et al.,

continue to explain, “proponents have claimed that emotional

intelligence can enhance leadership performance, team cohesion,

and coping with pressure”(p.48).

The experience of extra curricular activities within the

academic realm, mainly athletics, can provide many positive

benefits for the student-athlete and academic staff. If a

student-athlete doesn’t have the knowledge to overcome a poor

interscholastic performance, they can have a negative response

from coaches, teachers and peers. However, sports counseling has

shown to be a developing field to assist the student athlete in

numerous ways. Student-athletes will disengage from whomever is

the initiator of the negative response. Simons et al., explain,

“There is variation responses of stigmatized individuals…” (2007,

Intelligence: Student-Athletes in High Schools 6p. 254). Furthermore, if a student-athlete is feeling more

negative pressure from his/her teacher the outcome will most

likely affect the academics of the student-athlete. Goldberg and

Chandler concluded “In general, the greater the commitment to the

athletic role, the more difficult the disengagement.” This

consequence could lead to a struggle with transitioning to a

high-level of competition and disengaging from the student-

athlete respective sport altogether. Goldberg and Chandler

(1995) concluded their research by paraphrasing Havighurst (1972)

who proposed, “freedom to experiment with a variety of social

roles is one of the principal functions of adolescence, then

anything counselors can do to promote the freedom, opportunity,

and motivation for high school adolescents to explore future

social roles can only be of value” (p. 42).

Miller, Ogilvie, and Adams (2000) found that careful

assessment of an athlete's personality, learning, and competitive

profiles provided information beneficial to the coaching process.

Miller et al (2000) continue to support their point by saying,

“An athlete's orientation involves the athlete's ability to use

situational focus, extrinsic motivation, and optimal activation

Intelligence: Student-Athletes in High Schools 7(p.271).” None of these views were used in any of the other

studies reviewed. These factors reflect the athlete's preference

for either less information, slower rates of change, or a more

conservative approach to learning new material versus liking more

information, preferring faster rates of change, and taking risks

necessary to learn how to be competitive (p.270). Although

coaches can learn from their athletes, compliance and adherence

can develop, especially, in a veteran student-athlete. Goal

setting to avoid a plateau effect is another strategy that can be

used by coaches.

This review of influences on student-athlete performance

shows an absence of application. Furthermore, examples of the

most understandable benefit would be to provide a mediator

between the coach and teacher to help either understand what

developmental tasks or any other contributing factors they may

need to be met for the student-athlete’s best interest. None of

the research found explained how the student-athlete’s interests

were met. Only one reviewed study actually sustained my

question: Can high schools’ staff develop ways to increase

student-athlete’s interpersonal and intrapersonal intelligence to

Intelligence: Student-Athletes in High Schools 8ease the transition into college? Goldberg and Chandler support

this by stating in their conclusion, “We believe that counselors

working with high school athletes should be aware of and

sensitive to the unique factors that contribute to the

difficulties some student-athletes may have in meeting their

developmental needs...(1995, p.41).” However, more research is

necessary to better reflect on the definition of terms on such a

broad subject. Another note would to be to narrow the idea to

enhance a better understanding of the influences on student-

athletes.

Methodology

The literature review has shown that there are psychological

influences on student-athlete engagement in interscholastic

sports. Yet, no research has been found on the benefits of high

schools’ staff specifically, coaches, teachers, and counselors,

to develop interpersonal and intrapersonal intelligence. The

purpose of this research is to test the hypothesis that the

development of interpersonal and intrapersonal intelligence is

beneficial to student-athletes in high school to assist with the

transition to college. The study will seek to determine if high

Intelligence: Student-Athletes in High Schools 9schools have or are aware of the benefits of the development of

intrapersonal and intrapersonal intelligence of student-athletes.

Participants — Though there are many high schools in

California, this research paper will focus on high schools in the

Los Angeles County region. The high schools in the Los Angeles

County region are a strong representation of all schools

throughout the state of California. The high schools in Los

Angeles county provide an array of desired demographics for this

research proposal: multiple races, religions, economic statuses,

and low and high concentrations of people. Statistics like these

provide a better sample of student-athletes success. With the

demographics explained above, I can assume that student-athletes

have different personalities, behaviors, and have received

different rearing and training during childhood.

Survey participants will include head coaches of the three

major boy and girl’s sports at the school, tenured guidance

counselors and teachers, and student-athletes of the each

district in the county. Head coaches, tenured guidance

counselors and teachers will provide an adequate baseline of

Intelligence: Student-Athletes in High Schools 10experience and knowledge to ensure quality participants. In

order to achieve an adequate baseline, the selection of students

will consist of senior level student-athletes from the three

major boy and girl’s varsity sports. Their contact information

will be acquired from the Los Angeles Unified School District

website or accessed through the school’s website.

Design — In order to overcome the challenges of a larger

sample size, a distant location and a diverse group, I have

chosen a quasi-experimental research design and a five-point

Likert-type survey. These two techniques will quantify the

results that will measure observations, experiences, of members

of high school athletic department, school counselors, teachers

and administrative members. The data that is received will be

measured at the interval level. Measuring at the interval level

will allow for the data to be display at an ordinal and nominal

level easily.

A pilot survey will be deployed to Kern County high schools

to test the survey’s efficiency and language. Furthermore, it

will provide an option for those who have participated in the

Intelligence: Student-Athletes in High Schools 11pilot survey to provide feedback so the necessary adjustment can

be made.

The information that is requested will be dependent on the

years of experience, education level, position/job description of

the participants, and response number and time. Each participate

in the study will use the survey that is specified for their

position. The survey will be administered through U.S. mail to

ensure a timely arrival and return receipt. Regulating the

survey will expedite the evaluation of results and allow

researchers to review the study and the way in which the study

was executed.

Procedure – The California State University, Bakersfield

Institutional Research Board will approve the survey before it is

initiated. After the Institutional Research Board has approved

the survey, all the high schools in Los Angeles County will be

contacted to explain the process and the purpose of the survey.

If one school wishes not to participate in the survey, then the

schools information will be excluded and no other school will be

contacted as a replacement. If half the schools in the Los

Intelligence: Student-Athletes in High Schools 12Angeles County wish not to participate in the survey, then

schools with like characteristics (i.e. student attendance,

athletic program) will be chosen from the Southern California

area. These schools will be researched and contacted using the

Department of Education’s website. Using the Department of

Educations website will provide a data base of schools to choose

from in the Southern California area.

After a minimum twenty and a maximum of twenty-five

participates have been selected from each school, the survey will

be mailed to the school and addressed to the participant to

ensure the correct person receives the survey. A minimum twenty

and a maximum of twenty-five participates is controlled to

provide a manageable number of participates. A cover letter and

a self-addressed envelope will be mailed with the survey to help

with a timely return of the survey. The cover letter will

explain the purpose of the survey and importance of returning the

survey in eight to ten business days. The timeframe will put a

sense of urgency on the schools’ behalf to return the survey in a

timely manner.


When the surveys are returned, they will be collected and

examined for thoroughness. If the survey is incomplete, then a

phone call will be made and the participate will address missing

details of the survey.

Ethical Considerations

During this research proposal the ethical considerations

taken into account are: participants will be asked to give their

consent before providing the necessary information and be

informed that the surveys and observational findings will be kept

anonymous; the pilot survey will provide an opportunity to critic

the surveys and questionnaires to resolve any content that my be

emotionally harmful to the subjects; fair consideration will also

be given to all sides of the research to avoid any biases; only

participates that are relevant to the research will be accessed;

parents of participants under eighteen years of age will also be

notified of the research; the researcher will also archive and

encrypt the data after it has been used.

Conclusion


This study will provide evidence to support the hypothesis

that schools can benefit from the development of intrapersonal

and interpersonal intelligence in student-athletes in high

school. The survey will provide empirical evidence of schools

that have implemented a program to develop or foster

developmental deficiencies in student-athletes. The research is

designed to open the eyes of the participants and consider a

better program for student-athletes.

Limitations do exist in the proposed survey because there

isn’t much research found on the subject. Other possibilities to

consider are researching the students’ intelligence as a whole

and not just one or two specific traits. Another limitation is

contacting a large population of schools and convincing them to

participate in the survey. The survey doesn’t consider the

number of student-athletes comparison to smaller schools on a

fiscal basis to implement a program. The survey is also limited

because it is not going to consider private schools in the Los

Angeles County area. The research proposal's sample size is

considerably smaller than a team of researchers’ proposal.

However research will find that schools benefits from student-

Intelligence: Student-Athletes in High Schools 15athletes whether or not they engage in athletic programs at the

school or not.

References

Almagro, B. J., Sáenz, P., & Moreno, J. A. (2010). Prediction of

sport adherence through the influence of autonomy-supportive

coaching among Spanish adolescent athletes. Journal of Sports

Science & Medicine, 9(1), 8-14. Retrieved from

http://web.ebscohost.com.falcon.lib.csub.edu/ehost/pdfviewer

/pdfviewer?-


vid=23&hid=106&sid=aef84440223a404cb55bf0b49ec67704%40sessio

nmgr111

Bal, B. S., Singh, K., Sood, M., & Kumar, S. (2010) Emotional

intelligence and sporting performance: A comparison

between open- and closed-skill athletes. Journal of Physical

Education and Sports Management, 2(5), 48-52. Retrieved from

http://www.academicjournals.org/JPESM/PDF/Pdf2011/Sept/Bal

%20et%20al.pdf

Blake, R. Associate Executive Director. California

Interscholastic Federation. (Year Unknown). How athletes

help fund your school district.

Dinsmore, B. D., & Stormshak, E. A. (2003). Family functioning

and eating attitudes and behaviors in at-risk early

adolescent girls: The mediating role of intra-personal

competencies. Current Psychology, 22(2), 100-116. Retrieved

from

http://web.ebscohost.com.falcon.lib.csub.edu/ehost/pdfview

er/pdfviewer?vid=29&hid=106&sid=aef84440-223a-404c-b55b-

f0b49ec67704%40sessionmgr111

Intelligence: Student-Athletes in High Schools 17Goldberg, A. D., & Chandler, T. (1995). Sports counseling:

Enhancing the development of the high school student-

athlete. Journal of Counseling & Development, 74(1), 39-44.

Retrieved from

http://web.ebscohost.com.falcon.lib.csub.edu/ehost/pdfvi-

ewer/pdfviewer?vid=30&hid=106&sid=aef84440-223a-404c-b55b-


Miller, T. W., Ogilvie, B., & Adams, J. (2000). Sports

psychology: Issues for the consultant. Consulting Psychology

Journal: Practice and Research, 52(4), 269- 276. Retrieve from

http://web.ebscohost.com.falcon.lib.csub.edu/ehost/pdf-

viewer/pdfviewer?vid=13&hid=106&sid=aef84440-223a-404c-b55b-


Simons, H. D., Bosworth, C., Fujita, S., & Jensen., M. (2007).

The athlete stigma in higher education. College Student Journal,

41(2), 251-273. Retrieved from

http://web.ebscohost.com.falcon.lib.csub.edu/ehost/pdfviewe

r/pdfviewer?vid=21&hid=11&sid=357b3588-ed05-4158-9dda-

4497d447ab7c%40sessionmgr15


Dear Guidance Counselor, February 21, 2012

My name is Brian Cooper and I am a student at California

State University, Bakersfield. As a requirement for Applied

Statistics, I am conducting a study on student-athlete success in

high school. The purpose of this survey is to determine

Intelligence: Student-Athletes in High Schools 19successful traits in student-athletes. By surveying the guidance

counseling staff, I will gain a better understanding of student-

athlete success in your school. I will also gain knowledge about

you and the guidance program and how to it should be evaluated

for future research, if necessary.

As you know, education in California has taken many fiscal

cuts over the past few years. And, it has come to my attention,

your school, like many others, benefit from successful student-

athletes. California public schools’ funding is generated on an

Average Daily Attendance (ADA) basis. California has an average

of 42% of student-athletes in each school. It has also been

found that athletes attend six to ten days a year more than non-

athletes. I request your assistance to determine your schools

attention to the student-athletes development and success. This

survey will help student-athletes at your school better

understand the role of the guidance counselor. The survey

information will be used to underscore the benefits of

development or fostering the intrapersonal and interpersonal

intelligence for student-athletes in high school.


This survey is split into three sections. The first section

has general questions to help me better understand your school.

The second section has a standard Likert-type survey questions

that will evaluate the success of the student-athletes. The

third section will have a few open-ended questions to allow for

additional feedback and additional comments.

Please use the self-address stamped envelope included in the

packet or you can email me your results to

[email protected]. Please return your survey in eight to

ten business days to allow sufficient time for the survey data to

be collected.

If you have any question about this survey, please contact me

at (661) 319-2699 or by email [email protected]. If you

have any complaints about this survey, you can contact Dr.

Jinping Sun, Ph.D. of California State University, Bakersfield at

(661) 654-6217 or at [email protected].

I would like to thank you in advance for your time you have

provided in responding to this survey. If you would like to have

the results of this survey, please state as such on Section One

Intelligence: Student-Athletes in High Schools 21of this survey.

Sincerely,

Brian Cooper,

Student of California State University, Bakersfield

Student-Athlete Success Survey – Portion One of ThreePlease Note Survey Consists of Three Portions

This Portion of the Survey Covers General Information Only

School Name: _______________________________________________

School District: _______________________________________________

Year(s) at Position:

______________________________________________

Phone Number: ______________________________________________

Email Address: ______________________________________________

Intelligence: Student-Athletes in High Schools 22*Email address is requested in the case of follow-up on responses

and to share survey results with your school if desired.

Do you wish to receive survey result when completed? Yes or No

1. How many student-athletes do you interact during one school

year?_____________

2. How may student-athletes come to you for advise with school

related problems? __

3. How may student-athletes come to you for advise with problems

unrelated to school? _________________

4. Does your school have a Defined Student-Athlete Success

Program? ____________

5. Does your school have an Academic Resource Center?

_______________________

6. If no, what type of Program is similar to Student-Athlete

Success? _________________

Administrator of Program:

_________________________________________________

Student-Athlete Success Survey – Portion Two of ThreePlease Note Survey Consists of Three Portion

This Portion of the Survey Covers Likert-type survey

Intelligence: Student-Athletes in High Schools 23School Name: _______________________________________________

We are interested in your valuable opinion on Student-Athletes success. How familiar are you with Student-Athletes success inside and outside the classroom?

1.Very familiar2.Familiar3.Neutral4.Unfamiliar5.Very unfamiliar

Rate the degree to which you agree/disagree with the following statements.

Student-Athlete Success Program or Similar Program

Highly Disagree

Somewhat Disagree

Neutral SomewhatAgree

Highly Agree

This program broadened my knowledge of the topic.

This program allowed me to develop student-athletes

This program helped me improve the community.

This program made it easy tobecome involved.

This program was a well-run operation.

Please rate your satisfaction the program in place.

Very Dissatisfied

Somewhat Dissatisfied

Neutral SomewhatSatisfied

Very Satisfied


Timing

Clearness of communications

Interactions with organization staff

Overall message of program

Training providedHow likely is it that you would consider a program for student-athlete success that would concentrate on intrapersonal and interpersonal intelligence?

1.Very likely2.Somewhat likely3.Neutral4.Somewhat unlikely5.Very unlikely

Rate the degree to which you agree/disagree with the following statements.

Development/Fostering of Highly Disagree

Somewhat Disagree

Neutral SomewhatAgree

Highly Agree

External Motivation

Citizenship

Non-Complacent Attitude

Knowing Others

Self-Motivation

Discipline

Knowing Ones Self

Emotional Intelligence


Student-Athlete Success Survey – Portion Two of ThreePlease Note Survey Consists of Three Portion

This Portion of the Survey Includes Additional Questions andProvide Participants an Opportunity to Provide Additional

Comments

School Name: _______________________________________________

Do you think a student-athlete success program would benefit the

student long-term?


This section is provided for comments: Use and additional sheet of paper if necessary.


Thank You for Your Time.

Dear Student-Athlete,

February 21, 2012





successful traits in student-athletes. By surveying the students

at your school, I will gain a better understanding of student-


Intelligence: Student-Athletes in High Schools 28your academic success and the school’s sports program ability to

prepare you for college and how to it should be evaluated for

future research, if necessary.

Many student-athletes are aware of the cuts in education

funding that California has taken over the past few years. And,

it has come to my attention, your school, like many others,

benefit from successful student-athletes. California public

schools’ funding is generated on an Average Daily Attendance

(ADA) basis. California has an average of 42% of student-

athletes in each school. It has also been found that athletes

attend six to ten days a year more than non-athletes. I request

your assistance to determine your school’s consideration to the

student-athletes development This will help with the research to

study the success of student-athletes at your school. It will

also help you better understand the role of the sports and

athletic programs. The survey information will be used to

underscore the benefits of development or fostering the

intrapersonal and interpersonal intelligence for student-athletes

in high school.


This survey has been developed specifically for student-

athletes. The common the basic areas such as: school climate,

student-teacher relationships, teaching styles, academic

expectations, safety and discipline, student voice, and improving

student learning. The survey is a standard Likert-type survey

with questions that will evaluate the success of the student-

athletes.





be collected.








Intelligence: Student-Athletes in High Schools 30the results of this survey, please state as such on in the

additional comment section of this survey.

Sincerely,

Brian Cooper,

Student of California State University, Bakersfield

Thinking about your school, how much do you agree or disagree with the following? For each statement, please check the appropriate box.

StronglyDisagree

Somewhat Disagree

Somewhat Agree

Strongly Agree

1. Students in my school treat one another with respect.

2. Most of my teachers don’t understand what my life is likeoutside of school.

3. I feel emotionally safe in my classes.

4. I feel emotionally safe outside of the classroom (restrooms, lockers, hallways, cafeteria, etc.).


5. My school disciplines students fairly.

6. My principal models respectful behavior.

7. Faculty and staff value whatstudents have to say?

8. My school respects all racesand cultures.

9. Students in my school care about learning and getting a good education.

10. Classes in my school are challenging.

11. Students are involved in decisions about things that affect them in school.

12. I feel that I belong (am accepted and liked) at school.

13. Most of my teachers know myname.

14. I feel physically safe outside of the classroom (restrooms, lockers, hallways, cafeteria, etc.).

15. Students at my school support most extra-curricular activities (not just sports).

16. Students are encouraged to say what they think.

17. I feel physically safe in my classes.

Intelligence: Student-Athletes in High Schools 32How well does each of the following statements describe you? For each statement, please check the appropriate box.

Strongly Disagree

Somewhat Disagree

Somewhat Agree

StronglyAgree

18. I really want to learn.

19. I participate regularly in class.

20. I often need extra help with schoolwork.

21. It’s often hard to payattention in class becauseI’m worrying about problems outside of school. How helpful was each of the following services or assistance fromthe Office ofAcademic Support?

Not Helpful

Helpful

Very Helpful

Didn’t Use

22. Tutoring Services

23. Explanation of Satisfactory Progress Rules

24. Assistance with Course Registration

25. Assistance with Course Selection

Intelligence: Student-Athletes in High Schools 33Please indicate the extent to which you agree or disagree with each of the following statements about the Academic Support Services for Athletics.

StronglyDisagree

DisagreeAgree Strongly Agree

26. The Academic Support staff assisted me with my academic needs

27. The facilities and equipment are adequate

28. Athletes from all sports have equal access to Academic Support staff and facilities

29. Academic tutors were readily available to me

30. My tutor(s) were knowledgeablein his/her topic

31. My academic performance was enhanced by using a tutor

32. There was someone available toassist me


Dear Head Coach/Teacher,

February 21, 2012





successful traits in student-athletes. By surveying the students

at your school, I will gain a better understanding of student-


your academic success and the school’s sports program ability to

prepare you for college and how to it should be evaluated for

Intelligence: Student-Athletes in High Schools 35future research, if necessary.

Many coaches are aware of the cuts in education funding that

California has taken over the past few years. And, it has come

to my attention, your school, like many others, benefit from

successful student-athletes. California public schools’ funding

is generated on an Average Daily Attendance (ADA) basis.

California has an average of 42% of student-athletes in each

school. It has also been found that athletes attend six to ten

days a year more than non-athletes. I request your assistance to

determine your schools attention to the student-athletes

development and success. The research will help increase coaches

understanding of the student-athletes role at your school. The

survey information will be used to underscore the benefits of

development or fostering the intrapersonal and interpersonal

intelligence for student-athletes in high school.

This survey has been developed specifically for student-

athletes. The common the basic areas such as: school climate,

student-teacher relationships, teaching styles, academic

expectations, safety and discipline, student voice, and improving

Intelligence: Student-Athletes in High Schools 36student learning. The survey is a standard Likert-type survey

with questions that will evaluate and evaluate the success of the

student-athletes and coaching success.





be collected.








the results of this survey, please state as such on in the

additional comment section of this survey.

Sincerely,

Brian Cooper,

Intelligence: Student-Athletes in High Schools 37Student of California State University, Bakersfield

Directions: Please circle the appropriate number that best describes how you think and feel about your coaching relationship.

The questions are either preceded by "your student-athlete"... orfollowed by "in your student-athlete/coaching relationship."

Stronglydisagree

Disagree

Neutral

Agree

Strongly Agree

Has clear priorities that are established during your interaction

Encourages you to take appropriate action through a planned, systemized process

Accountability is created around priorities and time


lines

Offers to share experience and knowledge when appropriate

Has no accountability or responsibility for the outcomes that are produced

Has learned about what I do in my job

Looks forward to our meetings and interaction

Time you spend interacting is free from interruption by outside influences

Information created through the interactionis valuable to your success

Helps me relate my personal goals to organizational goals

Always avoids talking down or making me feel


stupid or inadequate

Is ethical and professional in their interaction with me

Always treats me with respect and dignity

Understands or asks howsuggestions and ideas might affect me personally

Adapts the coaching interaction to my individual differences

The Benefits of Interpersonal and Intrapersonal Intelligence

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