ESFJs learn best by experiencing, memorising and sharing ideas.
They prefer to learn in an orderly manner, and so enjoy traditional teaching in which tasks and exercises are presented in a structured manner, and in which there is a formal relationship with a teacher. 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. They are conscientious about completing exercises and projects, and being set (and achieving) regular targets maintains their interest and shows them that they are making steady progress.
They enjoy interacting with other learners and gain much by discussion, sharing information, as well as question and answer sessions. 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 motivation to learn.
Well thought-out training programmes, practical workshops and formal classroom teaching work well for ESFJs, as do demonstrations and practical examples.
| learn well in a structured or formal setting |
| are conscientious and hard working |
| respond well to clearly presented information |
| are more interested in practical knowledge that has benefit for other people than in abstract theories |
| prefer proven ideas and methods to untried ones |
| prefer to work towards a clear goal or end-product, such as a certificate |
| benefit from developing judgement, criticism and objectivity |
| learn best with others rather than on their own |
| respond to hands-on training, demonstrations and real-world examples |
| engrossed in short 'here and now' activities such as competitive teamwork tasks, role-playing exercises |
| they are in the limelight or a position of high visibility e.g. they can 'chair' meetings, lead discussions, give presentations |
| involved with other people e.g. discussing ideas, solving problems as part of a team |
| there is an obvious link between the subject matter and a problem or opportunity on the job |
| 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 |
| 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 practical benefit |
| 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 |