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ISTJ vs INTJ ~ How To Tell Them Apart

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INTJ vs ISTJ MBTI

[dropcap]O[/dropcap]n the surface, the ISTJ and INTJ similarities can make them appear almost identical to one another. Generally speaking, ISTJ and INTJ both exude a flat affect with a lack of warmth and congeniality. They are both cerebral and phlegmatic in their temperament and may act a bit robot-like.  Maybe this is why ISTJ, ESTJ, ENTJ, and INTJ account for roughly 78 percent of middle grade to flag rank officers in the United States military. [source] 

A study found that the two predominant types among male atheists were ISTJ (41.4%) and INTJ (14.4%), compared with 16.4% and 3.3% respectively in the wider population. [source] Upon first impression, ISTJs and INTJs may come across as self-absorbed, arrogant, anal-retentive, hypercritical, joyless misanthropes who’s only pleasure in life is popping other people’s idyllic balloons. Although ISTJ and INTJ may appear like twin types, they are quite different. Here is a look at the ISTJ vs INTJ differences and how to tell them apart.

INTJ vs ISTJ Functions

INTJ

1. Introverted Intuition (Ni)
2. Extraverted Thinking (Te)
3. Introverted Feeling (Fi)
4. Extraverted Sensing (Se)

ISTJ

1. Introverted Sensing (Si)
2. Extraverted Thinking (Te)
3. Introverted Feeling (Fi)
4. Extraverted Intuition (Ne)


Si-dom vs Ni-dom

Ni and Si are essentially opposite functions. Where Ni is concerned with abstract potential, Si is attentive to concrete reality. Introverted intuition reflects on meaning and potential outcomes. It looks past the literal physical appearance of things and infers possible implications of what they represent. But unlike Ne (extroverted intuition) which entertains a multiplicity of impressions to explore, Ni seeks to hone in on a singular truth formulated using the evidence collected (in INTJ’s case) by Te.

Introverted sensing looks to the past and focuses on proven facts and concrete details to inform the course of action they choose to take. They want to go about doing things “the right way”, following a structured approach that has been proven to work either in their direct experience or by trusted authorities and experts. Si respects rules and practical procedure that is effective and functional. Si is less open to risky ideas and in Si-dom types such as ISFJ and ISTJ, they only resort to this when nothing else is working for them.

INTJs spend a lot of time pondering the meaning and significance behind occurrences and events they observe in the real world. They are pattern detectors and this ability allows them to foresee long term possibilities that the more present-focused ISTJ is unlikely to recognize. Ni is very abstract and operates primarily from the subconscious but INTJs actively engage it as they observe and contemplate.

Their thinking faces can appear as a look of displeasure or mild contempt. The “death stare” is when INTJ happens to be looking at someone but is so lost in thought that they don’t realize that they’re staring, sometimes with what appears to be a vaguely menacing scowl. This is probably another example of Ni being being so caught up with abstract cogitations that they are sorely unaware of themselves and their physical environment.

ISTJs are less likely to become so engrossed with their thoughts that they lose touch with their surroundings. ISTJs are very grounded and connected with reality and what goes on around them. They are attuned and responsive to the sights, sounds, tastes, smells and tactile sensations of world. ISTJs are likely to have a good memory especially of things with sensory significance attached to them. They rely on what they know and tend not to venture outside their comfort zones into unfamiliar territory.

ISTJs unlike the INTJs are not inclined to dig into abstract implications or assessing things beyond what can readily be ascertained from the facts. ISTJs rely more on black and white thinking and have little regard for the shades of nuance and meaning that could exist interstitially. They want realistic, practical implementable solutions and do not want to get tied up with quixotic idealism that may threaten to upheave their procedures.. They are sometimes willing to entertain unconventional possibilities but they ultimately prefer what is tried and true.

ISTJ and INTJ both go where the facts take them but it is probably safe to say that there is a spiritual component to the way in which INTJs evaluate and handle facts. INTJs seem to be motivated by transcendence through improvement and pushing the boundaries of what they can know and do. They are rarely satisfied or content with things as they are, and they possess a restlessness that compels them to make things better than they were. They seek to apply the insights that they gain as a means to innovate and make possible what once seemed impossible. ISTJ by contrast is less concerned with innovation and more concerned with doing things “properly” and “by the book”, provided that such procedure has been proven to work.

Inferior Se vs Inferior Ne

Another way of determining a person’s type is by identifying their inferior function. The inferior function can manifest subconsciously as a source of insecurity or anxiety. The individual may distance themselves from it and feel uncomfortable or annoyed by people who express it frequently.

INTJs with their inferior Se for example, tend to put much thought into everything they do and may perceive impulsive and thrill seeking behavior as foolish and meaningless. A suspected INTJ could be outed by their lack of interest in physical thrills such as roller coasters, sports, fancy cuisine or even intimacy. Many INTJs may lament that their lives are boring and may secretly desire to be more carefree and engaging with the world.

ISTJs with their inferior Ne are not likely to display much in the way of creative thinking. They are thinkers like the INTJ but they are not much interested in theorizing and conceptual ingenuity. They are more linear in the way they think and will find it difficult to “think outside the box” and consider multiple alternatives and meaningful associations.

ISTJ vs INTJ Problem Solving

In problem solving, ISTJ will want a clear idea of the problem (I) and attack it by looking for the facts (S) and by relying on a logical, impersonal (T), step-by-step approach in reaching conclusions. Because INTJs are more open to new ideas and risky experimentation, they are likely to be better problem solvers than ISTJs. ISTJs are more risk averse and inclined to stick to proven strategies and prescriptions for success.

ISTJs are typically more conventional and less interested in trying unproven strategies or coming up with novel solutions for the sake of novelty. The tried and true is what they rely on primarily but they are just as systematic as the INTJ in how they execute and implement the methods they select. The advantage ISTJs hold resides in their thoroughness and attention to detail. They possess greater patience and diligence when performing more tedious tasks such as proofreading and combing documents for grammatical, factual and procedural errors. They are probably better suited than INTJs for careers as historians, editors, government inspectors, and computer programmers. 

ISTJ in Conversation

  • ISTJs talk about descriptive details like what happened/is happening, how things look/looked/feel/felt, reactions to events, the need to act, how to prepare for doing something.
  • They are consistently present-oriented, focused on assessing or responding to what is happening in the here and now.
  • Respond quickly to how events change, showing cautious optimism or realistic expectations as they get feedback from their actions.
  • ISTJs are driven to stick with what they know and love and cherish, often relying on knowledge or methods that have already been proven reliable.
  • Tend to be steadfast, dutiful, observant, and capable, taking quiet pride in attending to details/discrepancies that others might ignore/overlook, though they can get easily flustered when too many unexpected things happen.
  • Generally admired for their responsible or dependable nature.
  • Reliably carries out their tasks and duties in a detailed and thorough manner, knowing the best methods for handling logistics and implementation.
  • At their worst, they are unable to sort information carefully and then give in to their most irrational thoughts and imaginings.
  • In moments of weakness, they become erratic or unruly. Their failures will involve: being too anxious or worried (catastrophizing), being overwhelmed by too much novelty or change, or micromanaging situations due to unwillingness to delegate.

INTJ in Conversation

  • In conversation, INTJs tend to talk about speculations, possibilities, potential, improvements, implications, meanings, questions, the unusual, interesting connections of ideas.
  • Tend to be somewhat detached from the present insofar as being focused on interpreting future implications or how to make a change for the future.
  • Tend to have some degree of “blind faith” that makes them seem idealistic or aiming a bit too high, less willing to change course even when feedback suggests that they should.
  • INTJs are driven to reflect on meaning and implications, often looking towards the future and reflecting on how to carry out their personal vision.
  • They tend to be perceptive, insightful, intense, and focused, taking quiet pride when they successfully understand how events will evolve, though they can feel easily frustrated if they cannot see the point/purpose of doing something or when people do not heed their warnings.
  • Generally admired for their foresight or wisdom.
  • Has an ambitious and lofty vision for oneself or the world, very focused in pursuing an ideal.
  • At their worst, they are unable to properly visualize implications and then throw caution to the wind. In moments of weakness, they become reckless or extreme in behavior.
  • Their failures will involve: feeling incapable of carrying out their personal vision or realizing their personal potential, not knowing how to proceed because of not grasping the true meaning of events, or not having a meaningful purpose in life.

INTJ

Most Important Aspects

  • fidelity
  • mutual support
  • mutual commitment
  • intellectual stimulation
  • being listened to
  • shared values
  • having fun together

Least Important Aspects

  • shared religious beliefs
  • security
  • financial security
  • similar parenting styles
  • spending time together
  • spiritual connection

ISTJ

Most Important Aspects

  • fidelity
  • mutual support
  • being listened to
  • mutual commitment
  • shared values
  • companionship
  • security

Least Important Aspects

  • shared religious beliefs
  • spiritual connection
  • shared interests
  • similar parenting styles
  • sexual compatibility

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  • article INTJ mbti list Myers Briggs

    The 8 Rules of INTJ Club | How To Be INTJ

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    How To Be INTJ

     Zuckerberg. Tesla. Newton. They are your professors, your politicians, your military leaders, your CEOs. They are the all-serious, all-silent, all-awkward masterminds of the world. I’m talking about, you guessed it – the INTJ. You may see them but few get to know them. They hide in plain sight but their work will not go ignored.

    [dropcap]I[/dropcap]NTJs have strong principles and many live spartan lifestyles most people couldn’t handle. They forgo many of the gratuitous comforts most people depend on and instead put their focus on completing tasks to an almost obsessive degree. It should come as no surprise then that they are among the top 4 highest earning personality types in the MBTI.

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  • article INTJ mbti list Myers Briggs

    How To Spot An INTJ In Public

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    How To Spot An INTJ male or INTJ female

    [dropcap]A[/dropcap]s one of the rarest personality types in the Myers Briggs lineup, INTJs enjoy a special status that often comes with being a rare creature. Bigfoot, gold, dinosaur fossils, snow leopards – these things are all rare and thus highly intriguing and sought after. Of course there are other rare things that we would rather have kept that way such as flesh eating diseases and plane crashes.

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  • article ENTJ ENTP Myers Briggs Reblogged

    ENTJ vs. ENTP: What’s the Difference | High on MBTI 

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    https://highonmbti.tumblr.com/post/139521196600/how-can-i-tell-if-im-entj-or-entp

     

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  • article ENTP INTP Myers Briggs Reblogged

    ENTP vs. INTP: How To Tell Them Apart | High on MBTI

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    https://highonmbti.tumblr.com/post/139835602995/ive-been-trying-to-figure-out-if-im-an-intp-or

    When listening to type descriptions, remember that “type portraits” can never accurately describe all people of a given type. Descriptions and portraits like these can only describe the types as they typically are.

    In ‘Psychological Types,’ Jung describes 8 main types, but does in practice refer to the dominant-auxiliary combinations popularized by later authors, such as van der Hoop, Pauli, Myers, and Briggs.

    INTPs are much more likely to look before they leap than ENTPs. ENTPs have inferior Si, which means that Ne’s exploration of possibilities and desire for novelty distracts the ENTP from accessing their personal historical database. This can cause ENTPs to be reckless and quick to abandon stability in favor of the unknown. INTPs on the other hand desire to understand everything and are more grounded in what’s known. This means INTPs are more likely than ENTPs to consider the logical consequences of impulsive activity.

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  • article mbti list Myers Briggs

    The Learning Style of Each MBTI Personality

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    via deviantart

    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

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