ESFPs learn best by experiencing, doing and memorising, and they are interested in the practical use to which they can put ideas.
New experiences excite ESFPs and as a consequence they tend to plunge into subjects, learning as they go. Their interest is maintained by variety, sensory stimulation and active participation, and thus they benefit from short, entertaining presentations, ‘on-the-job’ training that has immediate applications, and practical or experiential workshops. Demonstrations and practical examples are of more use to ESFPs than theory, discussion or study, though they do enjoy collecting facts and figures, and are likely to have a wealth of general knowledge. Their attention span may be quite short, so written exercises, routine, detailed tasks, targets and highly structured programmes tend to lose their interest.
They enjoy interacting with other learners and gain much by discussion, sharing experiences and competition (for instance, team contests). Group feedback sessions, and periods in which they can reflect upon, summarise and integrate what they have learnt, enable them to turn abstract information into something more real. Their thought processes are clarified by the act of verbalising them, so talking is a vital part of their learning. They are sensitive to both positive and negative feedback, with the former acting as a strong motivation to learn.
| prefer loose, unstructured teaching |
| enjoy personal involvement and participation |
| learn well by doing, by example or demonstration |
| are interested in practical knowledge that has benefit for other people |
| prefer traditional or proven methods |
| benefit from developing judgement, criticism and objectivity |
| respond to hands-on training, demonstrations and real-world examples |
| experiencing new problems or opportunities from which to learn |
| engrossing themselves in short ‘here and now’ activities such as business games, competitive teamwork tasks, role-playing exercises |
| experiencing excitement/drama/crisis and a range of diverse activities to tackle |
| they are in the limelight or a position of high visibility, e.g. chairing meetings, leading discussions, giving presentations |
| allowed to generate ideas without constraints of policy or structure or feasibility |
| involved with other people, e.g. discussing ideas, solving problems as part of a team |
| shown techniques for doing things with obvious practical advantages e.g. how to save time, how to make a good first impression, how to deal with awkward people |
| they can try out and practise techniques with coaching and feedback |
| given techniques currently applicable to their own jobs |
| given immediate opportunities to implement what they have learned |
| in a passive role, e.g. listening to lectures, , explanations, statements of how things should be done, reading, watching |
| asked to stand back and not be involved |
| required to engage in solitary work, e.g. reading, writing, thinking on their own |
| faced with a lot of theory, analysis or abstract thinking |
| the learning is not related to an immediate need or a practical benefit |
| expected to act without clear guidelines or opportunities for planning or practice |
However, engaging in learning activities that contain some of the above is often of greater benefit in terms of their overall development, as discussed earlier.
Now you know your learning style, you can choose the type of learning that suits you, or adapt learning material or courses you are attending to incorporate some of the ways you will learn effectively.
| Jaringan Ilmu | Ujian Personaliti | 16 Gaya Pembelajaran |