ISFJs learn best by experiencing, practising and memorising. For them, the theory (and the links that can be made to their existing knowledge and skills) come later.
They prefer to learn in an orderly and self-paced manner, and thus benefit from structured, well thought-out training programmes, self-teaching courses and practical workshops. Demonstrations and practical examples are of more use to ISFJs than theory or discussion, though they do enjoy reading and quiet reflection. Being set (and achieving) regular targets ensures that they maintain interest and gives them the feedback they need to assure themselves of steady progress.
They enjoy acquiring facts and many have a good memory for facts. They learn equally well on their own or with others, though to learn best they need to have a positive relationship with their teacher and to have factual information presented in such a way that they can link it either to their personal experience or their values. Loose, unstructured teaching with unclear outcomes or with a high degree of experimentation, personal interaction, theory or 'play' does not work well for them.
| prefer factual or practical information to abstract theories |
| prefer proven ideas and methods to untried ones |
| learn best in a systematic, linear fashion |
| prefer to work towards a clear goal or end-product |
| benefit from hands-on training |
| prefer traditional forms of teaching |
| are good at focusing and concentrating |
| benefit from developing judgement, criticism and objectivity |
| engrossed in short 'here and now' activities such as competitive teamwork tasks, role-playing exercises |
| standing back from events as observers, e.g. taking a back seat in a meeting, watching a group at work, a video or presentation |
| allowed to think before acting, to assimilate before commenting |
| finding themselves in structured situations with a clear purpose |
| shown techniques which achieve obvious practical benefits, i.e. in 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 |
| forced into the limelight, e.g. to act as leader, to role-play in front of onlookers |
| involved in situations which require action without planning |
| asked to do something without warning, e.g. to produce an instant reaction |
| involved in unstructured activities where there is ambiguity and uncertainty |
| the learning is abstract and theoretical and not related to an immediate need or practical benefit |
| there is no practice or clear guidelines on how to do something |
| they feel that people are going round in circles and not getting anywhere fast enough |
| expected to act without clear guidelines or opportunities for planning or practice |
| they can't see sufficient reward from the learning activity, e.g. shorter meetings, standardisation, greater efficiency |
| faced with a lot of alternative or contradictory techniques and methods 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.
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 |