ESTJs learn best by experiencing, analysing and memorising.
They prefer to learn in an orderly manner, so enjoy traditional teaching in which tasks and exercises are presented in a structured manner, and in which there is a formal relationship with the tutor. They need information to be presented sequentially and instructions to be given clearly, and dislike ‘loose’ teaching that requires little supervision or that involves a high degree of independent creativity.
Structured training programmes and courses, and high quality coaching work well for them. Being set (and achieving) regular targets ensures that they maintain interest and gives them the feedback they need in order to show them that they are making steady progress.
They enjoy learning facts and figures, but may be less good at conceptualising and abstract reasoning.
| value knowledge that has practical application |
| learn best with others rather than on their own |
| enjoy analysing rather than linking ideas together |
| are good at focusing and concentrating |
| respond to hands-on training, demonstrations and real-world examples |
| dislike theory, abstraction or conceptualisation |
| prefer to work towards a clear goal or end-product |
| are motivated by personal achievement, enhanced status and recognition. |
| have a strong need for evidence or proof when learning new facts |
| prefer proven ideas and methods to untried ones |
| benefit from taking the time to reflect on and summarise what they have learnt |
| engrossed in short 'here and now' activities such as business games, competitive teamwork tasks, role-playing exercises |
| stepping into the limelight or positions of high visibility, e.g. chairing meetings, leading discussions, giving presentations |
| involved with other people e.g. discussing ideas, solving problems as part of a team |
| finding themselves in structured situations with a clear purpose |
| shown techniques which achieve obvious practical benefits, e.g. in saving time, making a good first impression, dealing with awkward people |
| they can try out and practise techniques with coaching and feedback |
| exposed to a model they can copy, e.g. a respected boss or an expert with a proven track record |
| given immediate opportunities to implement what they have learned |
| involved in a passive role, e.g. listening to lectures, explanations, statements of how things should be done, reading, watching |
| required to assimilate, analyse and interpret lots of data |
| required to engage in solitary work, e.g. reading, writing, thinking on their own |
| the learning is abstract and theoretical and not related to an immediate need or a practical benefit |
| the organisers of the learning, or the event itself, seem distant from reality, all theory and general principles |
| expected to act without clear guidelines or opportunities for planning or practice |
| they can't see sufficient benefit from the learning activity, i.e. shorter meetings, standardisation, greater efficiency |
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 |