INTP
INTPs are most comfortable learning when:
| ♠ | encountering new problems or opportunities from which to learn |
| ♠ | able to stand back from events and listen/observe, e.g. taking a back seat in a meeting, watching a video |
| ♠ | allowed to generate ideas without constraints of policy or structure or feasibility |
| ♠ | allowed to think before acting, to assimilate before commenting, time to prepare or do background reading |
| ♠ | acquiring knowledge which is part of a system, model, concept, or theory, even when this is not immediately relevant |
| ♠ | 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 |
| ♠ | listening to or reading about ideas and concepts that emphasize rationality or logic and are well argued |
| ♠ | analyzing and then generalizing the reasons for success or failure |
INTP’s are least comfortable when:
| ♠ | asked to repeat essentially the same activity over and over again |
| ♠ | given precise instructions to follow with little room for maneuver |
| ♠ | asked to attend to detail and tie up loose ends |
| ♠ | ‘forced’ into the limelight, e.g. to act as leader/chairman, to role-play in front of onlookers; |
| ♠ | given precise and specific instructions of how things should be done |
| ♠ | asked to do something without a context or apparent purpose or to participate in situations emphasizing emotions and feelings |
| ♠ | faced with a lot of alternative techniques without any being explored in depth |
| ♠ | there is more focus on facts and figures than intellectual exploration |
INTJ
INTJs are most comfortable learning when:
| ♠ | 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 analyzing a complex situation, being tested in a tutorial session, by being with high caliber people who ask searching questions |
| ♠ | finding themselves in structured situations with a clear purpose |
| ♠ | listening to or reading about ideas and concepts that emphasize rationality or logic and are well argued |
| ♠ | analyzing and then generalizing 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 |
INTJ’s are least comfortable when:
| ♠ | asked to repeat essentially the same activity over and over again |
| ♠ | given precise instructions to follow with little room for maneuver |
| ♠ | 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 emphasizing 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 |
ENTP
ENTPs are most comfortable learning when:
| ♠ | experiencing new problems/opportunities from which to learn |
| ♠ | stepping into the limelight or positions of high visibility, e.g. chairing meetings, leading discussions, giving presentations |
| ♠ | engaged in a wide variety of diverse activities |
| ♠ | 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 analyzing a complex situation, by being tested in a tutorial session, by learning with high caliber people who ask searching questions |
| ♠ | listening or reading about ideas and concepts that emphasize rationality or logic and are well argued |
| ♠ | analyzing and then generalizing the reasons for success or failure |
| ♠ | required to understand and participate in complex situations |
ENTP’s are least comfortable when:
| ♠ | required to engage in solitary work, e.g. reading, writing, thinking on their own |
| ♠ | involved in a passive role, e.g. listening to lectures, explanations, statements of how things should be done, reading, watching |
| ♠ | asked to stand back and not be involved |
| ♠ | asked to repeat essentially the same activity over and over again, e.g. when practicing |
| ♠ | given precise instructions to follow with little room for maneuver |
| ♠ | required to attend to detail or tie up loose ends |
| ♠ | asked to participate in situations emphasizing emotions and feelings |
ENTJ
ENTJs are most comfortable learning when:
| ♠ | 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 analyzing a complex situation, by being tested in a tutorial session, by learning with high caliber people who ask searching questions |
| ♠ | placed in structured situations with a clear purpose |
| ♠ | listening or reading about ideas and concepts that emphasize rationality or logic and are well argued |
| ♠ | analyzing and then generalizing the reasons for success or failure |
| ♠ | required to understand and participate in complex situations |
ENTJs are least comfortable when:
| ♠ | 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 maneuver |
| ♠ | 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 emphasizing 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. |
INFP
INFPs are most comfortable learning when:
| ♠ | experiencing new problems or learning opportunities |
| ♠ | allowed to generate ideas without constraints of policy or structure or feasibility |
| ♠ | required to engage in solitary work, e.g. reading, writing, thinking |
| ♠ | allowed or encouraged to watch/think/check over activities |
| ♠ | able to stand back from events and listen and observe, e.g. observing a group at work, taking a back seat in a meeting, watching a video |
| ♠ | allowed to think before acting or to assimilate before commenting |
| ♠ | given time to prepare, or read in advance |
| ♠ | allowed to reach a decision in their own time without pressure and tight deadlines |
| ♠ | acquiring knowledge that is part of a system, model, concept, theory |
| ♠ | offered interesting ideas and concepts even though these are not immediately relevant |
INFPs are least comfortable when:
| ♠ | forced into the limelight, e.g. to act as leader or to role-play in front of onlookers |
| ♠ | involved in situations which require action without planning |
| ♠ | given instructions about how things should be done, with little room for maneuver |
| ♠ | asked to repeat essentially the same activity over and over again, e.g. when practicing a task |
| ♠ | asked to attend to detail or tie up loose ends |
| ♠ | faced with a lot of alternative techniques without any being explored in depth |
INFJ
INFJs are most comfortable learning when:
| ♠ | reading, reflecting, exchanging ideas and linking them to their existing knowledge |
| ♠ | allowed to generate ideas without constraints |
| ♠ | involved with other people e.g. discussing ideas, solving problems as part of a team, feeling it is appropriate to ‘have a go’ |
| ♠ | able to stand back from events and listen/observe, e.g. observing a group at work, taking a back seat in a meeting, reflecting on what they have learnt |
| ♠ | allowed to think before acting, to assimilate before commenting, or given time to prepare or to do background reading |
| ♠ | given the chance to question and probe the basic methodology, assumptions or logic behind an idea |
| ♠ | in structured situations with a clear purpose |
| ♠ | asked to assess beforehand what they will learn from a project, and to appraise afterwards what they have learned |
INFJs are least comfortable when:
| ♠ | asked to repeat essentially the same activity over and over again, e.g. when practicing a task |
| ♠ | having to carry out painstaking research, e.g. investigating, assembling information, probing to get to the bottom of things, or when asked to produce carefully considered analyses and reports |
| ♠ | ‘forced’ into the limelight, e.g. to act as leader or chairman |
| ♠ | having to stick to precise and specific instructions about how things should be done |
| ♠ | asked to act or decide without a basis in policy, principle or concept |
| ♠ | the focus is on analysis, detail or facts and figures |
ENFP
ENFPs are most comfortable learning when:
| ♠ | experiencing new problems or learning opportunities |
| ♠ | there are a wide range of diverse activities |
| ♠ | asked to be in the limelight or positions of high visibility |
| ♠ | allowed to generate ideas without constraints of policy or structure or feasibility |
| ♠ | involved with other people, e.g. discussing ideas, solving problems as part of a team |
| ♠ | when acquiring knowledge which is part of a system, model, concept, theory |
| ♠ | they can question and probe the basic methodology, assumptions or logic behind something, e.g. by taking part in a question and answer session |
| ♠ | offered interesting ideas and concepts even though they are not immediately relevant |
| ♠ | shown techniques for personal improvement, such as how to make a good first impression, how to deal with awkward people |
ENFPs are least comfortable when:
| ♠ | involved in a passive role, e.g. listening to lectures, monologues, explanations, statements of how things should be done, reading, watching |
| ♠ | asked to stand back and not be involved |
| ♠ | required to engage in solitary work, e.g. reading, writing, thinking on their own |
| ♠ | asked to repeat essentially the same activity over and over again, e.g. when practicing tasks |
| ♠ | they are given precise instructions to follow with little room for maneuver |
| ♠ | required to focus on detail or tie up loose ends |
ENFJ
ENFJs are most comfortable learning when:
| ♠ | tackling new problems/opportunities from which to learn |
| ♠ | experiencing excitement/drama/crisis and a range of diverse activities to tackle |
| ♠ | being in the limelight e.g. they can ‘chair’ meetings, lead discussions, give presentations etc. |
| ♠ | allowed to generate ideas without constraints of policy or structure or feasibility |
| ♠ | involved with other people, e.g. discussing ideas, solving problems as part of a team |
| ♠ | allowed or encouraged to watch/think/check over activities; |
| ♠ | acquiring knowledge which is part of a system, model, concept, theory |
| ♠ | in structured situations with a clear purpose |
ENFJs are least comfortable when:
| ♠ | they can’t see sufficient reward from the learning activity, e.g. harmonization, shorter meetings, standardization, greater efficiency. |
| ♠ | involved in a passive role, e.g. listening to lectures, monologues, explanations, statements of how things should be done, reading, watching |
| ♠ | asked to stand back and not be involved |
| ♠ | required to assimilate, analyse and interpret lots of data |
| ♠ | required to engage in solitary work, e.g. reading, writing, thinking on their own |
| ♠ | asked to repeat essentially the same activity over and over again, e.g. when practicing tasks |
| ♠ | they have precise instructions to follow with little room for maneuver |
| ♠ | asked to attend to detail, tie up loose ends, focus on the task in hand |
ISFJ
ISFJs are most comfortable learning when:
| ♠ | 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 practice 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 |
ISFJs are least comfortable when:
| ♠ | 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, standardization, greater efficiency |
| ♠ | faced with a lot of alternative or contradictory techniques and methods without any being explored in depth. |
ISTJ
ISTJs are most comfortable learning when:
| ♠ | engrossed in short ‘here and now’ activities such as business games, competitive teamwork tasks, role-playing exercises |
| ♠ | able to stand back from events and listen/observe, e.g. observing a group at work, taking a back seat in a meeting |
| ♠ | allowed to think before acting, assimilate before commenting, to prepare in advance |
| ♠ | carrying out painstaking research |
| ♠ | given the opportunity to review what they have learnt |
| ♠ | asked to produce carefully considered analyses and reports |
| ♠ | finding themselves in structured situations with a clear purpose |
| ♠ | presented with ideas and concepts that emphasize rationality or logic, and are well argued |
| ♠ | when concentrating on, or being shown techniques for doing things with obvious practical advantages e.g. saving time, drawing up action plans, dealing with awkward people |
| ♠ | given the chance to try out and practice techniques with coaching/feedback from a credible expert |
| ♠ | exposed to a model they can copy, e.g. a respected boss, a demonstration from someone with a proven track record |
| ♠ | given immediate opportunities to implement what they have learned |
ISTJ’s are least comfortable when:
| ♠ | the learning is abstract and theoretical and or practical benefit |
| ♠ | expected to act without clear guidelines or opportunities for planning or practice there is no practice or clear guidelines |
| ♠ | there are political, managerial or personal obstacles to implementation |
| ♠ | asked to do something without warning, e.g. to produce an instant reaction |
| ♠ | obliged to participate in situations with a strong emotional or interpersonal content |
| ♠ | involved in unstructured activities where there is ambiguity and uncertainty |
ESFJ
ESFJs are most comfortable learning when:
| ♠ | engrossed in short ‘here and now’ activities such as competitive teamwork tasks, role-playing exercises |
| ♠ | they are in the limelight or a position of high visibility e.g. they can ‘chair’ meetings, lead discussions, give presentations |
| ♠ | involved with other people e.g. discussing ideas, solving problems as part of a team |
| ♠ | there is an obvious link between the subject matter and a problem or opportunity on the job |
| ♠ | shown techniques which achieve obvious practical benefits, e.g. in saving 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 |
ESFJ’s are least comfortable when:
| ♠ | involved in a passive role, e.g. listening to lectures, , explanations, statements of how things should be done, reading, watching |
| ♠ | required to assimilate, analyse and interpret lots of data |
| ♠ | required to engage in solitary work, e.g. reading, writing, thinking on their own |
| ♠ | 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 |
| ♠ | they can’t see sufficient benefit from the learning activity, i.e., shorter meetings, standardisation, greater efficiency. |
ESTJ
ESTJs are most comfortable learning when:
| ♠ | engrossed in short ‘here and now’ activities such as business games, competitive teamwork tasks, role-playing exercises |
| ♠ | 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 |
| ♠ | finding themselves in structured situations with a clear purpose |
| ♠ | shown techniques which achieve obvious practical benefits, e.g. in saving time, making a good first impression, dealing with awkward people |
| ♠ | they can try out and practice 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 |
| ♠ | given immediate opportunities to implement what they have learned |
ESTJ’s are least comfortable when:
| ♠ | involved in a passive role, e.g. listening to lectures, explanations, statements of how things should be done, reading, watching |
| ♠ | required to assimilate, analyse and interpret lots of data |
| ♠ | required to engage in solitary work, e.g. reading, writing, thinking on their own |
| ♠ | the learning is abstract and theoretical and not related to an immediate need or a practical benefit |
| ♠ | the organizers of the learning, or the event itself, seem distant from reality, all theory and general principles |
| ♠ | expected to act without clear guidelines or opportunities for planning or practice |
| ♠ | they can’t see sufficient benefit from the learning activity, i.e. shorter meetings, standardization, greater efficiency |
ISFP
ISFPs are most comfortable learning when:
| ♠ | engrossed in short ‘here and now’ activities such as competitive teamwork tasks |
| ♠ | engaged in a wide range of diverse activities |
| ♠ | allowed or encouraged to watch/think/check over activities |
| ♠ | able to stand back from events and listen or observe |
| ♠ | allowed to think before acting, to assimilate before commenting, e.g. time to prepare, a chance to read in advance a brief giving background data |
| ♠ | they can reach a decision in their own time without pressure and tight deadlines |
| ♠ | there is an obvious link between the subject matter and a problem or opportunity on the job |
| ♠ | shown techniques for doing things with obvious practical advantages e.g. how to save time, how to make a good first impression, how to deal with awkward people |
| ♠ | they can try out and practice techniques with coaching and feedback |
| ♠ | given techniques currently applicable to their own jobs |
| ♠ | given immediate opportunities to implement what they have learned |
| ♠ | they can concentrate on practical issues, e.g. drawing up action plans with an obvious end product, suggesting short cuts, giving tips |
ISFPs are least comfortable when:
| ♠ | the learning is not related to an immediate need they recognize or they cannot see an immediate relevance or practical benefit |
| ♠ | the organizers of the learning, or the event itself, seem distant from reality, all theory and general principles |
| ♠ | there is no practice or no clear guidelines on how to do something |
| ♠ | forced into the limelight, e.g. to act as leader/chairman, or to role-play in front of on-lookers |
ISTP
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 |
ISTP’s are least comfortable when:
| ♠ | the learning is not related to an immediate need they recognize or can see, or there appears to be no immediate relevance or practical benefit |
| ♠ | the organizers 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. harmonization, shorter meetings, standardization, greater efficiency. |
| ♠ | asked to attend to detail, tie up loose ends, focus on the task in hand |
ESFP
ESFPs are most comfortable learning when:
| ♠ | experiencing new problems or opportunities from which to learn |
| ♠ | engrossing themselves in short ‘here and now’ activities such as business games, competitive teamwork tasks, role-playing exercises |
| ♠ | experiencing excitement/drama/crisis and a range of diverse activities to tackle |
| ♠ | they are in the limelight or a position of high visibility, e.g. chairing meetings, leading discussions, giving presentations |
| ♠ | allowed to generate ideas without constraints of policy or structure or feasibility |
| ♠ | involved with other people, e.g. discussing ideas, solving problems as part of a team |
| ♠ | shown techniques for doing things with obvious practical advantages e.g. how to save time, how to make a good first impression, how to deal with awkward people |
| ♠ | they can try out and practice techniques with coaching and feedback |
| ♠ | given techniques currently applicable to their own jobs |
| ♠ | given immediate opportunities to implement what they have learned |
ESFP’s are least comfortable when:
| ♠ | in a passive role, e.g. listening to lectures, , explanations, statements of how things should be done, reading, watching |
| ♠ | asked to stand back and not be involved |
| ♠ | required to engage in solitary work, e.g. reading, writing, thinking on their own |
| ♠ | faced with a lot of theory, analysis or abstract thinking |
| ♠ | the learning is not related to an immediate need or a practical benefit |
| ♠ | expected to act without clear guidelines or opportunities for planning or practice |
ESTP
ESTPs are most comfortable learning when:
| ♠ | 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 emphasize 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 practicing techniques with coaching or feedback |
| ♠ | given immediate opportunities to implement what they have learned |
ESTP’s are least comfortable when:
| ♠ | 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, standardization, greater efficiency. |
| ♠ | required to engage in solitary work, e.g. reading, writing, thinking on their own or having to participate in situations emphasizing emotions and feelings. |
| ♠ | asked to attend to detail, tie up loose ends, focus on the task in hand |
source: http://www.teachersrock.net/index.htm
