ESTPs learn best by experiencing, doing and memorising, and are interested in the practical use to which they can put ideas. They collect facts and are good at storing and retrieving information, which can be of enormous benefit in the right circumstances.
Fresh experiences excite ESTPs and as a consequence they tend to plunge into new subjects, learning as they go. Their interest is maintained by variety, sensory stimulation and active participation, and thus they benefit from short presentations, ‘on-the-job’ training that has immediate applications, and practical, experiential workshops. They need physical involvement and activity to maintain their attention. Demonstrations and practical examples are of more use to ESTPs than theory, discussion or reading.
| are more interested in in factual and practical information than in abstract theories |
| enjoy personal involvement and participation |
| prefer hands-on training |
| good at memorisation, categorisation and analysis |
| like to be entertained and to entertain others |
| prefer to be kept active |
| enjoy competition |
| prefer frequent breaks that allow for physical movement |
| set problems to solve |
| engrossed in short 'here and now' activities such as business games, competitive teamwork tasks, role-playing exercises |
| there is excitement, drama, crisis or a range of diverse activities to tackle |
| stepping into the limelight or positions of high visibility, e.g. chairing meetings, leading discussions, giving presentations |
| involved with other people e.g. discussing ideas, solving problems as part of a team |
| listening to or reading about ideas and concepts that emphasise rationality or logic and are well argued |
| shown techniques which achieve obvious practical benefits e.g. in saving time, making a good first impression, dealing with awkward people |
| trying out or practising techniques with coaching or feedback |
| given immediate opportunities to implement what they have learned |
| the learning is abstract and theoretical and not related to an immediate need or practical benefit |
| expected to act without clear guidelines or opportunities for planning or practice |
| there is no practice or clear guidelines on how to do something |
| they can't see sufficient reward from the learning activity, e.g. shorter meetings, standardisation, greater efficiency. |
| required to engage in solitary work, e.g. reading, writing, thinking on their own or having to participate in situations emphasising emotions and feelings. |
| 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 |