ISTPs learn best by analysing, doing and memorising, and are interested in the practical use to which they can put ideas.
They learn in a seemingly disorderly manner, acquiring facts and practical knowledge bit by bit. When interested in a subject, they devote their attention to it until they have understood it fully. Though not academic in the sense of seeking knowledge for its own sake, they quickly master subjects that are sufficiently technical or detailed, and often the more complex and demanding the subject, the greater they enjoy it. They are particularly interested in discovering how things work.
They learn best alone or in small groups, where they can experiment, watch demonstrations, or be set practical problems. They benefit from short presentations, ’on-the-job’ training, and experiential workshops. Demonstrations and practical examples are of more use to ISTPs than theory, discussion or reading, since they tend to mistrust talk and abstract thinking.
| are more interested in facts than abstract theories |
| prefer hands-on training |
| learn in a step by step fashion |
| good at memorisation, categorisation and analysis |
| learn best when the subject is intellectually or technically complex |
| prefer to learn by experimentation, demonstration, practical experience, analysis, observation, research or investigation |
| benefit from organising their learning and being given clear direction |
| need evidence or proof when learning new facts |
ISTPs are most comfortable learning when:
| set problems to solve and can engross themselves in the subject |
| there are a range of diverse activities |
| allowed to generate ideas without constraints of policy or structure or feasibility |
| able to stand back from events and listen or observe |
| allowed to think before acting or assimilate before commenting |
| they can carry out research, i.e. investigate, assemble information, probe to get to the bottom of things |
| they have the opportunity to review what has happened or what they have learned, i.e. are asked to produce carefully considered analyses and reports |
| there is an obvious link between the subject matter and a problem or opportunity on the job |
| they have the chance to try out and practise techniques with coaching or feedback from a credible expert |
| given techniques currently applicable to their own jobs |
| given immediate opportunities to implement what they have learned |
| the learning is not related to an immediate need they recognise or can see, or there appears to be no immediate relevance or practical benefit |
| the organisers of the learning, or the event itself, seem distant from reality, all theory and general principles |
| there is no practice or clear guidelines on how to do something |
| they feel that people are going round in circles, engaging in pointless discussion and not getting anywhere fast enough |
| there are political, managerial or personal obstacles to implementation |
| they can't see sufficient reward from the learning activity, e.g. harmonisation, shorter meetings, standardisation, greater efficiency. |
| 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 |