INTJs learn best by studying, reflecting and conceptualising.
To them, learning is a means to self-improvement and they actively seek to increase their understanding and knowledge.
They learn particularly well on their own or in small groups and prefer to learn in an orderly and self-paced manner, and thus benefit from structured, well thought-out training programmes, self-teaching courses, or high quality coaching. Being set (and achieving) regular targets ensures that they maintain interest and gives them the feedback they need to show them that they are making steady progress. Loose unstructured teaching without clear outcomes or with a high degree of active participation or ‘play’ does not appeal.
They enjoy learning theories and models, and need intellectual stimulation in order to maintain their interest. They ask many questions and tend not to accept a teacher or a system’s authority at face value. Memorisation of facts, sequential exercises and hands-on training are less useful to them than discussion, reflection, analysis and brainstorming.
| are stimulated by ideas and impatient to understand them |
| ask searching questions |
| prefer to work towards a clear goal or end-product |
| enjoy systems, theories, concepts and abstract patterns |
| have a strong need for evidence or proof when learning new facts |
| are good at focusing and concentrating |
| are motivated by their drive towards competence, authority and expertise |
| may need encouragement to join in with group or team activities |
| experiencing new problems or opportunities from which to learn |
| able to stand back from events and listen/observe, e.g. observing a group at work, taking a back seat in a meeting, watching a video |
| allowed to think before acting, to assimilate before commenting, allowed time to prepare or do background reading |
| 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 |
| intellectually stretched, i.e. by analysing a complex situation, being tested in a tutorial session, by being with high calibre people who ask searching questions |
| finding themselves in structured situations with a clear purpose |
| listening to 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 |
| offered interesting ideas and concepts even though they are not immediately relevant |
| required to understand and participate in complex situations. |
| concentrating on important issues by drawing up action plans |
| asked to repeat essentially the same activity over and over again |
| given precise instructions to follow with little room for manoeuvre |
| asked to attend to detail and tie up loose ends |
| involved in situations which require action without planning |
| asked to do something without a context or apparent purpose and to participate in situations emphasising emotions and feelings |
| involved in unstructured activities where ambiguity and uncertainty are high, e.g. with open-ended problems |
| faced with a lot of alternative techniques without any being explored in depth |
| Jaringan Ilmu | Ujian Personaliti | 16 Gaya Pembelajaran |