ENFJs learn best by reading, exchanging ideas and role play.
To them, learning is a way of expanding their horizons and a path towards growth and development, and this acts as a strong motivation. They prefer to learn in a structured manner, and a friendly, co-operative atmosphere in which exploration and discovery are encouraged is a prerequisite of their success. They enjoy playing with ideas, experimenting with possibilities and thinking around their subject, but need to have a clear purpose for doing so.
They enjoy having access to a wide variety of information and bring together disparate ideas to create new models and concepts to support their fundamental beliefs.
They learn better with others than on their own, and seek approval from their peers and teachers. For them to become fully involved, their imagination needs to be stimulated, as a result of which they benefit from reading, multi-sensory presentations, inspiring lectures, workshops, group discussions, role playing exercises and games. Exercises, routine, detailed tasks and analysis demotivate them.
| are quick to grasp possibilities |
| are stimulated by ideas |
| are motivated in order to learn to further their own and other people’s development |
| enjoy abstraction and see patterns of meaning and order |
| need to know why they are learning something |
| tend to allow their creativity and inspiration free reign |
| benefit from developing judgement, criticism and objectivity |
| benefit from periodically reviewing and summarising what they have learnt |
| tackling new problems/opportunities from which to learn |
| experiencing excitement/drama/crisis and a range of diverse activities to tackle |
| being in the limelight e.g. they can 'chair' meetings, lead discussions, give presentations etc. |
| 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 |
| allowed or encouraged to watch/think/check over activities; |
| acquiring knowledge which is part of a system, model, concept, theory |
| in structured situations with a clear purpose |
| they can't see sufficient reward from the learning activity, e.g. harmonisation, shorter meetings, standardisation, greater efficiency. |
| involved in a passive role, e.g. listening to lectures, monologues, explanations, statements of how things should be done, reading, watching |
| asked to stand back and not be involved |
| required to assimilate, analyse and interpret lots of data |
| required to engage in solitary work, e.g. reading, writing, thinking on their own |
| asked to repeat essentially the same activity over and over again, e.g. when practising tasks |
| they have precise instructions to follow with little room for manoeuvre |
| asked to attend to detail, tie up loose ends, focus on the task in hand |
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 |