Persist, adjust, or consciously stop

There should be a reason to continue from today onward

Monika started a course in a tool she was expected to use in a new work role. But the company changed its process, and she won’t need the tool after all. Monika thinks she has to finish the course because she’s already spent many evenings on it. But she can’t get that time back by studying more. Her decision also needs to take into account why continuing would be worthwhile from now on.

Distinguish between a routine obstacle, an unsuitable approach, and a change in the goal itself. If a difficult exercise caught her off guard while she was developing an important skill, she might need an explanation or a smaller step. If the goal still matters but the study time doesn’t work, she can adjust her plan. If the reason for learning is gone, it makes sense to reconsider the goal as well.

Compare the future benefits with the further demands. Monika can check whether she’ll use the skill elsewhere, how much work remains in the course, and what she would do with the time she frees up. Continuing may be reasonable if she can identify a new, specific benefit. Ending the course or deliberately putting it on hold may be just as reasonable. The number of sections she’s already completed isn’t what decides it.

Changing your plan doesn’t mean every uncomfortable moment is a reason to quit. First, explore what has changed and what options remain. If the break is due to a temporary increase in demands, it may help to set a condition for returning or a date to reconsider. Personal development should take limits, commitments, and current needs into account; it doesn’t have to mean continually adding new tasks.