ENTJs learn best by reading, exchanging and analysing ideas. They have a thirst for knowledge and enjoy utilising it in the world around them, since for them knowledge is a route towards greater achievement. They prefer to learn in an intellectually stimulating atmosphere in which debate and problem solving are encouraged, and feel more comfortable when the learning is structured and has clear targets than when it is open-ended or involves play and experimentation.
They are good at conceptualising and abstract reasoning, though they may be less interested in acquiring facts and figures. They tend not to accept a teacher’s authority without question, and will readily point out any inconsistencies in an argument or method.
| are quick to grasp possibilities |
| are stimulated by ideas |
| enjoy analysing problems |
| are motivated by achievement |
| enjoy utilising models and theories |
| tend to allow their abstract thinking free reign |
| enjoy personal involvement, participation and competition |
| experiencing new problems or opportunities from which to learn |
| catching the limelight, e.g. when chairing meetings, leading discussions, giving presentations |
| involved with other people e.g. discussing ideas, solving problems as part of a team |
| acquiring knowledge which is part of a system, model, concept, theory |
| given the chance to question and probe the basic methodology, assumptions or logic behind something, e.g. by taking part in a question and answer session, by checking a paper for inconsistencies |
| intellectually stretched, e.g. by analysing a complex situation, by being tested in a tutorial session, by learning with high calibre people who ask searching questions |
| placed in structured situations with a clear purpose |
| listening or reading about ideas and concepts that emphasise rationality or logic and are well argued |
| analysing and then generalising the reasons for success or failure |
| required to understand and participate in complex situations |
| required to engage in solitary work, e.g. reading, writing, thinking on their own |
| they are given precise instructions to follow with little room for manoeuvre |
| asked to do a thorough job, e.g. to attend to detail, tie up loose ends |
| given precise and specific instructions of how things should be done |
| asked to do something without a context or apparent purpose and they have to participate in situations emphasising emotions and feelings |
| asked to act or decide without a basis in policy, principle or concept |
| faced with a lot of alternative techniques without any being explored in depth |
| 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. |
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 |