reflection final

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The Dominant Function's lnfluence on Learning

Explorers use their dominant function, Extraverted Intu- ition, in the world around them to take in and explore new ideas and concepts. They use this preference to look for associations and patterns, focusing on what could be rather

than what is. They see many possibilities in everything they can sense, experience, and itnagine. Explorers are enthusi- astically focused on the future and like to initiate change. They see every situation as an opportunity to learn and to try something different.

When learning, Explorers go beyond the concrete infor- mation at hand. They extrapolate, elaborate, and integrate inflormation from multiple sources. They are drawn to learning that allows them to anticipate the future, create new ideas, build models, and link ideas that can then be shared with others.

"l am o good connector of ideos. t con quickty opply something from one sphere to onother. I like toking infor- motion ond putting it together in o new, creotiYe woy."

Learning Style

ln the Clossroom

Explorers enjoy classroom learning *h"rr@pe\-ended dis- cussion is encouraged and opportunities for learners to share ideas and viewpoints are provided. They are espe- cially interested in group actiyities and discussions as opportunities to hear and think about new perspectives and points of view.

Explorers dislike highly routine or structured classroom learning environments. They find it difficult to sit and lis- ten without interacting for long periods unless the training content is especially interesting and dynamically presented.

"My leost-preferred leorning is listening to straight lecture with no opportunity to discuss or challenge theory."

Explorers often have broad interests and read or learn about a wide range of topics. Preferring breadth to depth, they enjoy classroom environments that provide opportuni- ties to explore a broad range of resources, perspectives, applications, and disciplines. They find connections be- tween what they are learning and a variety o[ other topics.

"l con take in oodles of informotion from o variety of sources or perspectives ond moke connections between oll of it to orrive ot something new."

Explorers are attracted to theories and models. They tend to be more engaged in the classroom learning process when they are provided with a broad overyiew and concep- tual framework for the learning. They can then discuss information and incorporate facts and details as necessary Explorers can become bored with learning if they are pre- sented with a large number of facts and details. In-depth manuals usually do not appeal to Explorers.

Facts and details are most valuable for the ideas and pat- terns they can stimulate, and Explorers benefit from finding ways to connect the facts they must learn to ideas and pos- sibilities. Some Explorers memorize and retain facts best by linking them to an interesting context or story

I nterocting with rnstructors

Explorers are drawn to instructors who emphasize new ideas and use exploratory learning activities, such as brain- storming and open-ended discussion. They want instruc- tors to provide frequent opportunities to discuss content. Explorers want instructors to be flexible and discuss topics ofinterest as they arise rather than stick to a rigid agenda.

Explorers can find it difficult to learn when an instruc- tor presents primarily factual information, especially if the instructor does not show how the facts relate to an overall context or framework. They prefer to be given a broad overview about a topic and can quickly lose interest and tune out with too much explanation.

"l find it very difficult to poy attention when instructors present highly detoiled foctuol informotion. I try to listen but usually find myself thinking about something e,se."

They want instructors to expose them to a broad range of ideas and perspectives about a topic and may dislike learning from instructors who do not seem to see or con- sider multiple perspectives. They often bring up related ideas or models in class and expect instructors to discuss how the different models connect to what is being studied. They may either challenge or disengage from an instructor whom they see as overly rigid, as illustrated by an Ex- plorer recalling a literature course:

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"When we tolked obout the poems it wos his interpre- totion thot wos the right one, ond never onything different. I did poorly in thot course, didn't enjoy it, ond remember nothing from it except the frustration."

I nte ro cti n g with Oth er Le a m e rs

Generally, other learners see Explorers as open ended and exploratory. They come across as enthusiastic, questioning, and innovative. Asking questions and discussing ideas in a group help Explorers process and build on ideas. Preferring to think out loud, these learners can find it difficult to process their ideas internally.

In a group setting, Explorers often jump in with many questions and may take up a lot of the group's time explor- ing diverse and tangential ideas. Their open-ended discus- sion style can be uncomfortable for those learners and in- structors who prefer completing specific objectives or com- ing to closure.

If the learning environment does not provide an oppor- tunity to discuss what is being learned, Explorers may seek out someone willing to have a discussion. One Explorer found an online learning course challenging until she dis- covered this solution:

"l ended up portnering with onother student and we would coll eoch other ofter working on modules to discuss ond bounce our thoughts off each other."

Learningfrom feedback

Explorers want feedback on their ideas and models. They benefit from feedback that helps them structure and orga- nize ideas. Explorers also benefit from feedback that points out gaps between their ideas and the realities of the situa- tion. However, they may interpret this kind of feedback as a lack of vision.

"l wont to explore ond ploy with options ond possibilities, ond sometimes the reolity checks seem too much like sorneone is throwing a bucket of cold woter on my ideos."

Some Explorers have a complementary decision (1il"g preference for Feeling, and others for Thinking. Explorers preferring Feeling (Compassionate Explorers) tend to like hearing positive feedback presented in a sensitive manner, while Explorers preferring Thinking (Logical Explorers) tend to want corrective feedback presented in a frank and matter-ofl-fact manner.

Learnrng Style Checklist

Use the checklists below to mark which characteristics of this learning style fit for you as an ENTP or ENFP

Explorers os leorners tend to u Be enthusiastic,innovative,and adaptable tr Have a work style of bursts of inspiration o Read extensively and have broad interests u Skim facts to get a general idea of what is important tr Learn a little about a lot of topics u Be spontaneous and curious u Like exploring ideas more than coming to closure ln the leorning environment, Explorers tend to tr Like lots of stimulation tr lntegrate information from a variety of sources tr lmprovise rather than prepare extensively tr Be easily bored with details tr Need variety and change to keep their interest level

high

tr Reslst structure and test rules or challenge authority g Like to start things more than follow things through

to completion

When leorning with others,Explorers tend to tr Like to initiate new ideas and seekchange u Think out loud u Like group work tr Want to discuss information tr Share and build on ideas tr Enjoy brainstorming and visioning tr Seek out different points of view Thoughts for Explorers How has your learning style helped you manage or learn information in the past?Write down one or two ways you can use your learning style to help you learn now or in the future.

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Learning Strategies

Choosing How andWhatto Learn

I Explorers are most motivated when learning exposes them to new ideas and possibilities. Questions they can ask themselves include "Will this learning broaden what I know?" and "Will this learning increase my options and opportunities in the future?

I Explorers are attracted to activities that encourage them to integrate, synthesize, make inflerences, and extrapo- late. They like to use metaphors and analogies.

I Explorers want to avoid learning that espouses one right way of doing something. Finding and integrating multi- ple sources of information can be helpful for them.

r When choosing learning activities, Explorers want to know if there will be opportunities to ask questions or discuss material.

I Settings with flexible rules, structures, and timelines enhance learning for Explorers.

Getting the Most out of Learning

r When beginning to learn a topic, Explorers need to find a model or framework that helps them integrate and conceptually organize the material.

I Explorers learn details by developing strategies for at- tending to and memorizing key facs and details, such as organizing facts into themes or patterns.

r Explorers need to decide when it is best to follow the rules. Arguing about and trying to change the learning system is sometimes simply not worth their time or energy.

r When researching or writing about a topic, Explorers need to set a time to stop exploring and start producing a product.

I Explorers have a tendency to work at the last minute to complete tasks. They may find it helpful to schedule some time just before deadlines to accommodate this preflerence.

Explorers may not listen carefully when simultaneously thinking about many ideas and wanting to discuss what the speaker is saying. They benefit from focusing on what is being said before questioning it or linking it to other ideas. Reflecting on a topic can add depth to learning. Taking notes or keeping a learning journal can facilitate the process of reflection.

I Explorers can overestimate what they can accomplish and underestimate the amount of time a task takes. A reality check about exactly what needs to be done can help them plan their time more accurately

I Quick to see the possibilities, Explorers take on many tasks and projects. They may find it helpful in the long terrn to say no to some projects rather than starting sev- eral projecs and struggling to complete them.

Type Development

Taking in new ideas and imagining possibilities energizes Explorers. They must balance this external focus by inter- nally evaluating the information they gather.

Logical Explorers (ENTP) prefer to use Thinking to eval- uate information, while Compassionate Explorers (ENFP) prefer to use Feeling. As Explorers develop, they learn to use both Thinking and Feeling as necessary to evaluate infor- mation in different situations.

Later in 1ife, individuals tend to become more interested in using nonpreferred parts of their personality. Explorers may become more drawn to learning about facts and prac- tical applications, especially when those facts and applica- tions can support new ideas and innovations.

Thoughts'for lnstructors

Instructors can help Explorers by giving them frequent opportunities to discuss information and share ideas. Providing an overview of the material and including different perspectives within a topic help' Explorers process information. In-

structors can also help Explorers by creating a flexi- ble learning snvilenmsnf-for example, providing optional resources and letting students negotiate assignments, projects, or forms of evaluation. Think about your teaching and training preferences and practices. Are you accommodating Explorers as well as you could? What might you do differently?

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Logical Explorers (ENTP)

Compassionate Explorers (ENFP)

"The possibilities are endless." I Outwardly focus on possibilities for enhancing systems

and processes

I Inwardly evaluate ideas analytically and objectively I As they mature, assess situations more personally I Developmental challenge is considering realities Logical Explorers balance their approach of innovation and initiation with an internal focus on logic and analysis. They want to know how learning can be applied to improve or change systems and processes. They have a global, strategic focus and are interested in considering long-term logical consequences and far-reaching implica- tions of the topics they are learning. Logical Explorers are often independent, assertive, and questioning learners who can argue all sides of an issue in an equally convinc- ing manner. They enjoy playrng with words as ways to capture ideas, and they often debate the meanings and implications of words and concepts.

Logical Explorers want their teachers to be knowledge- able and objective. For a learning experience to stimulate them, it must be well managedby a highly competent instructor. They naturally scrutinize and evaluate infor- mation a.ndwant to question and challenge material. Logi- cal Explorers can disengage from a learning situation if they sense that the instructor is incompetent or the learn- ing materials are not credible.

Logical Explorers are attracted to reading, research, on- the-job applications, and independent projects or assign- ments. They can be drawn to interesting training sessions with stimulating discussions and challenging activities that engage their innoval-ive spirit.

"l prefer o short introduction to topic or content,then lots of debote ond discussion with others."

Learning Strategies for ENTPs r Use learning to change or improve systems or processes r Find competent instruction from a knowledgeable

expert a----\ r Access ciedible resources I Debate and question information I Clarify terms and definitions r Link learning to competency development r Compete with others or challenge yourself r SummarLe and integrate information by making

flowcharts I Logically organize and evaluate content r Access forthright, corrective feedback

"Follow your dreams." r Outwardly focus on possibilities for people I Inwardly evaluate ideas according to their personal

values I As they mature, assess situations more objectively r Developmental challenge is considering realities Compassionate Explorers balance their approach of inno- vation and initiation with an internal focus on values. They like to be personally involved and supported in their learning. They want learning to improve conditions for people and often are interested in applied theories and models that encourage individual growth. When intro- duced to a model, these learners need to understand how the model serves or works for the people involved.

Compassionate Explorers prefer a teacher who takes the time to develop rapport with and get to know each learner. They thrive on personalized feedback and seek support from instructors and classmates. These learners can be deeply affected by critical feedback or impersonal teaching or evaluation approaches. They do not enjoy com- petitive learning environments. Compassionate Explorers want to hear and acknowledge diverse perspectives. They may disengage from learning if people are judgmental or critical oI others' values or opinions.

Cooperative and collaborative activities and projects enable Compassionate Explorers to learn from the other participants as well as the facilitator.

"l like to ploy with ond explore ideos. I leorn best when / con discuss ideos in o supportive setting. People don't olwoys need to ogree, but everyone should get a chance to communicote whot they think or feel if they wont to. Learning is most powerful when everyone gets o chonce to shore ideos ond learn from eoch other."

Learning Strategies for ENFPs I Use learning to change or improve things for people I Link learning to what is personally important I Choose a nonjudgmental, encouraging instructor I Avoid highly compel"iLive environments I Give and receive positive feedback and support I Strive to accept corrective feedback objectively I Find stories or examples to make content meaningful I Share ideas in a collaborative setting I Consider finding or being a mentor or coach I Make personal connections with ideas, instructors,

and other learners

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The Dominant Function's lnfluence on Learning

Contributors use their dominant function, Extraverted Feeling, to engage in cooperative learning that is linked to achieving results beneficial to everyone involved. They want to work harmoniously with others and are most inter- ested in learning that helps them understand people, meet the needs of others, and work with others amicably to accomplish tasks and goals. lt is important to Contributors that they learn in a pleasant environment.

Contributors naturally support and appreciate others, and they want to be appreciated for their uniqueness and their effort. For them, learning ls a collaborative process. Contributors want others to patiently coach them in their studies when needed. In return, they will collaborate with and support classmates.

These leamers tend to focus on personal relationships, values, opinions, and interactions. They actively strive to connect with others. Contributors want to make sure that everyone in the learning environment is included and involved. They are especially interested in organizing and coordinating the learning events, processes, and activities to meet the needs of everyone concerned.

"Working together, we oll leorned from eoch other ond

utilized our mutuol strengths ot the some time."

ln the Clossroorn

In a learning situation, Contributors focus on others, want to be helpful, and want to ensure that everyone in the group is comfortable and included. They are influenced by the Iearning environment and prefer to learn in settings that appeal to the senses and encourage group participation.

"l enjoy clossroom discussions ond experientiol leorning in groups-like scavenger hunts, moking up skits, games, etc."

Contributors enjoy discussing information and engaging in group activities and exercises. During group exercises' Contributors want to f,nd common ground and connec- tions between people. They are receptive to hearing differ-

ent perspectives and seek consensus and then closure. Con-

tributors often take charge of the group to accomplish a task collaboratively.

"When storting o group exercise, my teom seerned ner- vous, so I took action. I come up with a plon, ond everyone hod o role ond got excited.We didn't win, but we did hove o great time."

When other learners are not collaborative, Contributors can find it difficult to work on group projects. Highly com- petitive activities during which ideas are debated and cri- tiqued are uncomfortable for them. Group work that is not cooperative frustrates Contributors.

"l once worked on o closs proiect with o dictotoriol closs- mote who wos not interested in considering o proiect focus other thon his own.The only thing I leorned wos how to toke orders ond occept criticism."

I ntera cti ng with Instructors

Contributors fi.nd supportive and encouraging trainers appealing. They often take on a facilitator role, for ex- ample, helping the instructor organize resources or set up the room. Contributors enjoy classes in which instructors take some time to get to know studens and encourage stu- dents to get to know each other. As with other extraverted learners, interaction is a key part of Contributors' learning experience. Contributors want instructors to welcome their questions and allow time for group discussion.

contributors are sensitive to how instructors present information. They may tune out instructors who do not accept or affirm the values or opinions of others. They want instructors to care about the students and their progress.

"l want my instructor to be interested in our class ond our opinions, ond to core obout whether we poss or not."

Contributors often are results oriented and want to accomplish learning objectives. Comfortable managing time and tasks, they tend to be hardworking, organized, and persistent learners. They value and appreciate instruc- tors who use targeted, well-organized exercises designed to introduce group members to one another or build group rapport. Structure in a learning situation is also helpful for

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Learning Style

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Contributors. They like order and are most at ease when things are decided or settled. Highly open-ended or unstruc- tured learning experiences can feel uncomfortable to them.

I nteracti n g with Other Leorners

Contributors enjoy the social aspects of training and often feel that learning is best accomplished within a supportive group setting. They thrive in learning situations that em- phasize positive feedback and group involvement. Indepen- dent learning has much less interest for them than learning collaboratively Sensitive to group dynamics, they enjoy ex- ercises that build group morale and help participants get to know one another better.

Contributors learn from other participants as well as from trainers and enjoy sharing information through dis- cussion. These learners want to acknowledge and discuss issues and differences of opinion, but want this to occur in an accepting and nonjudgmental manner. During group learning they may take time to check in with all learners to ensure that the learning process is working well for everyone.

Teaching and coaching are often attractive learning activities for Contributors. One Contributor who is a cor- porate trainer comments:

"l leorn os much os my porticiponts do when I focilitate o session. My leorning is obout people-how they approoch things ond what is importont to them.This leorning is one of the most importont reosons I continue to do this type of work."

Leorningfrom Feedbock

Contributors like receiving and giving positive feedback and often arq6-oinfortable receiving kudos for accomplish- ments and e{furts. They can become uncomfortable if they sense that others are being criticized or corrected too harshly. They want group learning experiences to be sup- portive and harmonious.

They can find it difficult to accept corrective feedback, especially i[ the person giving the feedback is not support- ive and encouraging. They want feedback to be provided gently and sensitively with patience and understanding.

"When I enlisted someonet help I osked her to pleose be potient with me as I tolked myself through whot needed to be done ond made some mistokes o/ong the woy."

Learning Style Checklist

Use the checklists below to mark which characteristics of this learning style fit for you as an ESFJ or ENFJ.

Contributors os /eorners tend to tr Be devoted to supporting values I Encourage personal grovr/th of self and others tr Want to learn in a pleasant environment n Take on many tasks and may overcommit themselves r Link with and learn from a broad range of people tr Focus on time management and follow-through n Enjoy traditions and celebrations of people's success ln the learning environment, Contibutors tend to tr Focus on interaction and communication u Enjoy cooperative learning task and activities u Be helpful and collaborative learners n Consider the needs of all learners involved in a

learning activity n Make sure everyone is included and accepted tr Organize time and tasks tr Coordinate people to complete tasks and projects When leorning with others,Contributors tend to tr Want to be appreciated and supported I Dislike situations in which people are challenged

or uncomfortable n Seek harmony between learners and instructors fl Recognize and work to use individual strengths n Develop rapport and use empathy E Establish and maintain relationships with other

learners or instructors tr Give and receive positive feedback T h o ughts fo r Co ntributo rs How did your learning style help you manaSe or learn information in the past?Write down one or tyvo ways you can use your learning style to help you learn now or in the future.

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Learning Strategies

Choosing How ond What to Leorn I Contri"butors are most motivated by learning that helps

people accomplish their tasks and goals harmoniously. A valuable question they can ask themselves is "How will what I am leaming promote understanding and coopera- tion between people?"

I Contributors enjoy collaborative, interactive learning and may want to seek out programs and courses that emphasize team learning and group projects. Instructors who focus on building rapport and tapping into the individual expertise ofeach learner aid learning for Contributors. A structured, well-organized learning setting makes learning more appealing to Contributors. Support and encourdgement are important to Contribu- tors. They may benefit from finding instructors or other learners who will acknowledge their efforts.

Getting the Most out of Learning

t Contributors may sometimes focus on others and not meet their own needs. They may need to learn to say no to others'requests.

I Contributors can put considerable energy into trying to'change the learning situation if they believe people are

not being treated appropriately. They may need to accept that they can't take on every cause.

I Contributors may take on many commitments. Learning to be aware of their boundaries and limits can help them fi.nd time and energy flor learning.

r Accepting corrective feedback without taking it person- ally can be a challenge for Contributors. They can learn to separate themselves and their value as a person from the content of the feedback. Contributors can learn to provide more corrective feed- back to others. Although this may inirially be uncom- fortable, this kind of feedback is imporrant for others' learning and development. Verifying sources of information and subjecting informa- tion to logical analysis can be useful ways for Contribu- tors to evaluate what they are learning. Defining and developing clear, objective criteria for deci- sion making and problem solving can be a helpful learn- ing strategy

f In less-structured learning settings or if materials or con- tent is disordered, Contributors may need to create their own order and organizal-ion.

r Participating in open-ended discussions can provide new and valuable information if Contributors can learn to not push too quickly for closure.

Type Development

Contributors use a personal, subjective decision-making approach to deal with situations in the world around them. To be effective, they need to balance their decisive nature with an effective way of uking in new information.

Practical Contributors (ESFJ) prefer to use Sensing to take in new information, while Insightful Contributors (ENFJ) prefer to use Intuirion. As Contributors develop, they learn to use both Sensing and Intuition as necessary when focusing on new information in different situations.

Later in life, individuals tend to become more interested in using nonpreferred parts of their personality. Contribu- tors may be more drawn to focusing on task efficiency and objective analysis when learning, especially when using these ways of evaluating information can help them meet others' needs or work more harmoniously with others.

Thoughts for lnstructors

Instructors can help Contributors by creating a collaborative and sup- portive learning environment. Con- tributors want to hear the personal story behind the information, and instructors can provide examples thal relate the information to peo-

ple's needs and situations. Instructors can use cooper- ative group exercises or discussions to promote shar- ing and appreciating of experiences or ideas. They can provide lots ofpositive feedback and encourage- ment and need to be sensitive when giving corrective feedback. Think about your reaching and training preferences and practices. Are you accommodating Contributors as well as you could? What might you do differently?

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Practical Contributors (ESFf) lnsightful Contributors (EN Fr)

"Many hands make light work." I Outwardly decisive, collaborative, and considerate I Inwardly focus on the practicalities and realities of

situations : As they mature, consider broader possibilities for

people I Developmental challenge is to assess situations

objectively

Practical Contributors prefler to use Sensing as their initial way to take in information. Focused on the here and now,

they are observant and pay attention to details. They like to learn about what is useflul and relevant to their current

situation. They like to build on their experiences and appreciate personal stories and real-world examples. Pre- ferring facts to theory Practical Contributors can become bored when presented with highly abstract or theoretical inflormation. When learning theory they find it helpful to ground the theory by relating it to real-life situations and their personal experiences.

Practical Contributors are usually comflortable in struc-

tured and routine settings, especially if those settings accommodate the immediate needs of participants. Prefer-

ring clear directions and expectations when learning, Prac.tical Contributors are most comfortable when trainers

set and follow an agenda and introduce information in a practical, step-by-step way.

In a supportive setting, hands-on activities and experi- ences are valuable to Practical Contributors.

"t prefer useful leorning octiYities with cleor, specific tosks, instructions, ond deodlines. I leorn best on the iob with honds-on octivities and encourogement."

Learning Strategies for ESFJs I Learn practical information that people can use now r App1y what is learned to the current situation I Organizeinformation and tasks sequentially r Create a comfortable and welcoming learning space r Learn hands-on or on the job when possible r Ask for specific instructions and clear directions r Link theory to already known facts I Relate theory to personal experiences I Discuss others' experiences r Find and learn from real-life examples

"Two heads are better than one."

I Outwardly decisive, collaborative, and considerate I Inwardly focus on possibilities for people r As they mature, consider more practicalities r Developmental challenge is to assess situations

objectively

Insightful Contributors prefer to use Intuition as their ini- tial way to take in information. They see potential in oth- ers and want to ensure that everyone has opportunities to

grow and develop through the learning experience- These

learners seek training sessions where they can interact and

connect with a broad range of people. They value the exchange of ideas and the opportunity to learn about and from others.

Wanting the big picture first, Insightful Contributors enjoy learning about theory and abstract ideas, especially

if the theory and ideas can be used for their own or others' personal development. Facts may not interest them unless

they reinforce key ideas or demonstrate how people can use or be affected by ideas. Factual learning is easiest for Insightful Contributors when they are first introduced to the overarching framework. Affirming and respectful the- ories and models of human values and differences are especially stimulating for these learners.

Insightful Contributors are conscious of group dlmam- ics and strive to make the learning experience more valu-

able for themselves and others. They often act as mentors and look for ways to facilitate and support the learning of others.

"As I'm moturing, I find the more I tolk the less I leorn. lf I osk guestions and listen to those oround me, my leorning experience is much richer."

Learning Strategies for ENFJs r Overview and determine the value of what is to be

learned I Setlong-termlearning goals r Learn ideas and concepts in a collaborative setting I Connect with a broad range oflpeople r Discuss and link multiple ideas and concepts I Share ideas and perspectives with others r Create a framework before learning facts or details I Develop strategies such as mnemonics for memorizing

details I Map out concepts or create overviews to organize a

topic I Create metaphors or analogies to aid memory

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The Dominant Function's lnfluence on Learning

Expeditors use their dominant function, Extraverted Thinking, in the world around them to quickly analyze a situation, take control, and mobilize people to get a job done. When learning, they analyze and critique information, solve problems logically, and accomplish tasks efficiently

"l prefer leorning in o situotion where I con onolyze the information given, engage in criticol thinking, osk questions, ond get onswers."

Expeditors are motivated to engage in learning that is linked to results. They seek closure and like to be in charge. They want to control and organize their learning environ- ment. These learners are comfortable with structured re- sources and learning environments that promote organiza- tion and task completion. They pride themselves on getting the"most accomplished in the shortest time. Their strong task orientation can sometimes be a disadvantage in a learn- ing situation, however.

"lt seems I om often watching the clock ond seeing if we ore on time.l often miss importont leorning becouse of my

frustrotion with not being on time."

Learning Style

ln the Cldssroom

Expeditors seek knowledge and competence and usually are motivated to keep current in their areas of expertise. Focused on achieving results, they assess whether a train- ing session provides them with opportunities to develop specific expertise and competencies. Training sessions that provide clear expectations and well-defined results are attractive to Expeditors. Sometimes Expeditors can find well-organized lectures by interesting experts an effective way to learn.

Expeditors like to use questioning as a tool when learn- ing, and they seek classroom learning that provides oppor- tunities to engage in critical thinking. They accept little at face value and are quick to question the information they are getting.

"l ask o lot of questions, which I believe helps me goin greoter understonding of o topic."

As with other extraverted learners, Expeditors can be bored by lectures that provide little opportunity for discus- sion. They may feel frustrated i[ presentation of material takes too long or if a trainer or classmate is too long- winded in sharing information. Expeditors seek efficiency in the learning process and do not want to waste time. These learners need to see the advantages and logical rea- sons flor processing information in a group setting so they can justify the time group activities take. They can become impatient with drawn-out interactions to develop group rapport or with open-ended discussions that are not linked to a learning outcome.

When tasks are challenging or when discussions provide new information andlor perspectives, Expeditors can be interested in and stimulated by group learning experiences. Interaction, when it is on task, keeps them engaged and allows them to process what ls being learned.

Wanting to exert as much control as possible over the learning situation, Expeditors also can be attracted to inde- pendent learning. They are organized and set their own short-term and long-term learning goals. Expeditors usu- ally are persistent in their approach and find ways to get past hurdles.

"My leorning strengths ore persistence ond tenocity,which work well in mony situotions, especiolly where others boil becouse of fru stoti o n."

I nte ra cli n g with I nstru cto rs

Expeditors want to leam from competent trainers who are subject area experts as well as training experts. They like to question content and can detach from learning when an instructor is not able to back up his or her information or perspectives with data from credible sources. They are not interested in training sessions that are run inefficiently or are presented by instructors they find disorganized or ill informed. They will engage and be active participants in learning when a subject area expefi presents information in an organized and efficient way The Expeditor's intense ana- lytical approach can be an asset when learning requires tak- ing a critical look at subject material.

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Due in part to their focus on efficiency, Expeditors may dislike situations that require them to draw information from an instructor or move through a series of exercises to find information.

"l porticulorly hote Socrotic lessons where it seems thot on instructor is osking me to onswer questions to which he or she alreody knows the onswer."

Expeditors want to know that information presented in the training is accurate, current, and from a reputable, veri- fiable source. They will not hesitate to check with the instructor to determine the credibility of information sources. Facts or ideas presented without verification will be critiqued, evaluated, and, if found lacking, dismissed.

"l don't like to occept someone else's outhority. I like to do direct reseorch ond drow my own conclusions. I olwoys criticolly onolyze whot / see ond heor."

Interocting with Other Leorners

Expeditors can be competitive learners and can be stimu- lated by challenge and rivalry In a classroom setting, they may focus on getting the highest marks. When they are working with a group of similar-minded learners, competi- tion can motivate them to perform at high levels. Opportu- nities to engage in interactions with others where they can debate.and challenge what is being leamed can promote Expeditors' learning.

"l like to leorn through discussions ond disputes."

Expeditors tend to be independent minded, so relying on classmates to complete part of a project is not appealing to them. They may not be convinced that the other group members have thecompetencies or high standards required to accomplish thd])leces of the project.

"l don't /ike the group technique of hoving different mem- bers in o group reod different selections ond report becouse, for the most port, I trust myself to reod more precisely thon I trust other people's reports."

Leorningfrom Feedback

Expeditors want to hear direct, conective, timely feedback. They prefer to know what they are doing incorrectly and what they can do to improve.

"When experts soy nothing for feor of being too directive, they let you flounder rother thon offering some corrective

feedbock;'

Expeditors often want to know exactly what they need to do to excel. These learners prefer criteria-based marking systems and other structured formats for providing objec- tive, consistent feedback. They usually dislike feedback that is subjective or unstructured.

Learning Style Checklist

Use the checklists below to mark which characteristics of this learning style fit for you as an ESTJ or ENTJ.

Expeditors os /eorners tend to tr Be decisive and like closure tr Persevere and work efficiently n Like well-defined rules or principles tr Focus on time and task management tr Use a logical decision-making approach n Set their own learning goals u Complete task and achieve goals ln the leorning environment, Expeditors tend to u Analyze and evaluate what they see, read, and hear u Dislike disorder and inefficiency tr Prefer logical presentation of information tr Want clear and logical evidence s Check the credibility of information sources tr Want clear criteria for evaluation u Look for flaws and inconsistencies When leorning with others, Expeditors tend to EI Enjoy competition, challenge, and debate tr Have an open,frank,direct communication style tr Become impatient with too much focus on the

interpersonal u Ask questions tr Control the learning situation as much as possible tr Research program options and choose expert

instructors g Seek cleari objective corrective feedback T h ou ghts fo r Exp editors How did your learning style help you manage or learn information in the past?Write down one or two ways you can use your learning style to help you learn now or in the future.

Sample output to test PDF Combine only

I j

Learning Strategies

Choosing How andWhatto Learn

Expeditors are most motivated by learning that helps them accomplish tasks. They may ask, "How will this learning make me more competent at what I do?" and "How will this information help me do my work more effi ciently and effectively? " Expeditors need access to credible, objective data. Evalu- ating and confirming the sources of information con- vinces them that material is valid. To appeal to Expeditors, information needs to be pre- sented by an expert in a logical and concise manner. Evaluating the expertise of instructors helps Expeditors choose appropriate learning activi ties. Wbll-organized, effectively structured learning environ- mens aid learning flor Expeditors. Expeditors benefit from seeking out learning settings that provide opportunities to question, critique, evalu- ate, and argue points.

Getting the Most out of Leorning

Considering opinions and subjective perceptions as important sources of data can broaden Expeditors' awareness, especially in situations requiring understand- irig of people. Expeditors can benefit from listening to information without immediately evaluating it rather than dismissing valuable information that doesnt meet stringent logical, objective criteria. When possible, Expeditors can choose to partner with other learners who are achievement oriented, question- ing, an(task focused. BeinggAtient with open-ended processes and discus- sions can help Expeditors increase the amount of infor- mation they learn about a topic. Keeping options open can sometimes save Expeditors from making decisions too quickly without considering all the relevant inlormation. Stopping to gather additional information before coming to a conclusion or completing a task often can result in a better learning outcome for Expeditors. Toning down activities such as arguing, debating, and questioning, especially when working on collaborative projects, can make it easier for Expeditors to work with others.

Taking time to get to know the people they are learning with and, when appropriate, providing positive feedback and encouragement can help Expeditors work more ef- fectively in a group. Expeditors'saving highly critical comments until after a class rather than challenging the teacher in front of the group can create goodwill in a classroom setting.

Type Development

Using analysis and decisiveness to achieve results in the world around them energizes Expeditors. To be most effec- tive, they need to balance their external decisive nature with an effective way o[ uking in information.

Practical Expeditors (ESTJ) prefer to use Sensing to take in new informatlon, while Insightful Expeditors (ENU) pre- fer to use Intuition. As Expeditors develop, they learn to use both Sensing and Intuition as necessary when focusing on new inflormation in different situations.

Later in life, individuals tend to become more interested in using nonpreferred parts of their personality. Expeditors may be more drawn to learning about personal situations and individual values, especially when they see how this knowledge can help them accomplish their tasks and goals.

Thoughts for lnstructors

Instructors can help Expeditors learn by presenting materials logi- cally and double-checking the cred- ibility of information sources. Establish your competency and ex- pertise and provide Expeditors with clear, corrective feedback. In-

structors also can set clear learning goals, specify desired learning outcomes, follow timelines, and come to closure. It is helpful to provide opportunities for Expeditors to question and critique what is being taught. Think about your teaching and training pref- erences and practices. Are you accommodating Expe- ditors as well as you could? What might you do differently?

l I I {il

Sample output to test PDF Combine only

"Let's get to workl I Outwardly logically decisive, focused on accomplish-

ing tasks r Inwardly attend to the immediate facts and details r As they mature, consider more long-term implications I Developmental challenge is considering personal impacts Practical Expeditors prefer to use Sensing as their initial way to take in information. They like to learn information that helps them solve immediate and tangible problems using concrete facts and real-life experience. These learners prefer to set and accomplish immediate, realistic goals. They want structure, clear timelines, and specific expectations.

Practical Expeditors receive and process information most readily when it is presented in a matter-of-fact, results-oriented format. They seek practical training with step-by-step procedures. When information is not pre- sented this way, Practical Expeditors want to reorganize it sequentially However, making order from disorder seems like a waste of time to them, and they will begin to doubt the competency of the writer or teacher who is not logical and ordered.

Practical Expeditors may memorize information as a learning strategy They do not like learning highly abstract or theoretical information, especially if it is presented in an unstructured manner. Theory that has no practical application bores them. Specific examples and applica- tions are more. interesting to them than generalities or themes.

"l like informotion to bektructured ond loid outwith o timeline ond o list of objectives. I like to hove oll the moteriols up front ond orgonized ond then to go through them in o sequentiol, logicol monner."

Learning Strategies for ESTJs f Engage in practical, hands-on learning activities I Organize material logically and sequentially I Accomplish tasks using a step-by-step approach I Find concrete examples r Apply learning to day-to-day situations I Focus on relevant flacts and details I Link theory to real-life examples r Find accurate and precise data I Ask for clear, specific criteria for evaluation I Set and accomplish short-term, realistic learning goals

"Let's make it happen." I Outwardly logically decisive, focused on accomplish-

ing goals I Inwardly focus on long-term systems improvements I As they mature, become more practical and realistic r Developmental challenge is considering personal impacts Insightful Expeditors prefer to use Intuition as their initial way to take in information. When learning, they focus on concepts, theories, connections, patterns, and possibili- ties. They take a strategic approach to learning and are stimulated by complex and abstract ideas. These learners want the logical framework behind the theories and ideas to be presented before the facts and details. Information can then be matched against the framework as facts are integrated within the theory.

lnsightful Expeditors enjoy being precise. ln training sessions they may argue semantics and want trainers to be accurate in their use of words and ideas. Debate is energiz- ing for them, especially when they can question and cri- tique models and theories. Insightful Expeditors enjoy learning strategically by creating long-term goals, devel- oping competencies, and completing challenging projects.

Insightful Expeditors want instructors to compare cur- rent learning to other models or knowledge. They spot and point out logical flaws in and inconsistencies between different models and seek integrated models that incorpo- rate multiple ideas. Insightful Expeditors value informa- tion and activities that provide insight into central ideas or illuminate the problem-solving process.

"l wont reodings thot present the key concepts, not step- by-step directions. I olso very much like cose studies or simulotions conducted in o group environment where I con see how other people opprooch o problem."

Learning Strategies for ENTfs I Learn about and question ideas, theories, and models I Evaluate and integrate concepts from multiple sources I Organize material logically and conceptually f Map out concepts or use flowcharts to summarize

complex ideas I Survey information before learning specifics I Develop precise language to represent concepts and

ideas

I Set and achieve broad leaming goals I Strategically develop competencies r Write down and refer to steps in sequences I Discuss ideas and strategies with others

Practical Expeditors (ESTr) lnsightful Expeditors (ENTr)

Sample output to test PDF Combine only

rsTJ rsrl lNrI lllTj

ISTP llrP Il{f P INTP

EqtlrrPrNTP ESTI tSrJ tilrj ENTJ

The Dominant Function's lnfluence on Learning

Responders use their dominant function, Extraverted Sens-

ing, to react in the environment around them by taking action. They tend to be observant and like to act quickly in response to immediate problems and opportunities. They enjoy being spontaneous and spend little time pondering. For leaming to hold their attention, it needs to be interest- ing, active, and applied.

Responders want learning to link with common sense and to be relevant to the situation at hand. Applying infor- mation helps them reinforce and understand what they are

learning; if they can find an example in real life, they will understand the concept more clearly.

"fhe most importont ospects of leorning for me ore thot it rnust moke sense, hove meoning, ond be applicoble in my world."

Learning Style

ln the Clossroom

Often bored by formal learning situations, Responders may

avoid training sessions if they can. Highly structured learn- ing sessions with lots of time spent sitting and listening to a lecture are especially tedious for them' Theoretical infor- mation by iself is not usually interesting to Responders and may seem too abstract and vague to be relevant.

Responders can be tempted to attend training sessions if the sessions are practical and provide opportunities to in- teract with others or engage in hands-on activities while learning. They often enjoy group exercises and activities, as

long as discussions are practical and not overly theoretical. Responders like fixing things or getting something done

right away. They prefer on-the-job, hands-on learning expe- riences and often choose to learn through trial and error. Responders generally would rather show or do than tell about something. Learning environments and activities that

provide opportunities to show and do-such as laboratory work, simulations, field trips, shared experiences, and applied research projects-can be more interesting to them than lecture situations.

"White I con leorn from stroight lecture if I om reolly motivoted,the fun does not stort for me until I con get in

and work with the moteriol. I love action ond experientiol learning."

When learning, Responders want to be active by impro-

vising, changing, and maneuvering. These activities help

them by making learning real in the moment. A variety of media, sights, and sounds help engage these learners. Shift-

ing learning activities is important for engaging Responders in learning experiences.

"The best leorning environment for me is one where I don't hove to sit still ond focus on one thing ot o time."

Responders often prefer to complete tasks "just in time" and are stimulated when working under time pressure. Deadlines help.

I ntero ct i n g with lnstructors

Because Responders approach learning in an active way, they want instructors to vary activities and provide oppor- tunities for them to experience what they are learning about

and try out behaviors. Responders greatly appreciate being able to get up and

move around during training sessions. When instructors link classroom learning to real life in a fun and active way, they will attract the attention of Responders. Applied activ- ities and exercises can be stimulating for Responders if they are dlmamic and fun. Realistic role-playing often works well for Responders.

"t like to see actuol situotions ond how they con be hon- dled. I watched os o trainer deftly gove feedbock to a'lote employee.' I now hod o picture of whot I wos going for and how to hondle the typicol response. I went bock to work, put the feedbock concePts into proctice, ond found thot

deoling with performance issues got o whole lot eosier

for me."

Sample output to test PDF Combine only

I nte ro cti n g w ith Oth e r Leorners

Genera\ other learners see Responders as open ended and exploratory. Responders often come across as playful, easy- going, and casual in their approach to learning siruations- they inject humor and fun into a learning setting.

Responders enjoy hearing about people's experiences, especially if the experiences are relevant to their situation. Real-life stories and examples from others are interesting to them, as are opportunities to work with others to practice skills.

Discussions can attract a Responder's interest, as long as they are not drawn out or overly conceptual. Discussing information and asking questions can provide ways for a Responder to be active as she or he leams.

"l prefer to reseorch information on my own and then shore it with others-i.e., become the teocher. I love small group discussions."

Leorningfrom Feedback

Responders are action oriented and want to try things out to get immediate feedback. Checklists and procedural steps can be effective learning tools to help them evaluate their progress when learning a skill. Responders prefer feedback that is specific to the situation at hand. Feedback that clearly defines the next step the learner can take to improve his or her learning is also helpful.

Some Responders have a complementary decision- making preference for.Feeling, and others for Thinking. Responders preferring Feeling (Compassionate Respon- ders) tend to like hearing positive feedback presenred in a sensitive manner, while Responders preferring Thinking (Logical Responders) tend to want corrective feedback pre- sented in a frank and matter-of-fact manner.

Learning Style Checklist

Use the checklists below to mark which characteristics of this learning st),le fit for you as an ESTP or ESFP

Responders os /eorners tend to tr Ti'y things and learn from trial and error tr Be practical and like to use common sense tr Want to immediately apply learning o Set tangible learnint targets u Prefer concrete information tr Focus on short-term rather than long-term goals s Dislike highly theoretical or conceptual material ln the learning environment"Responders tend to tr Prefer real-life learning experiences o Enjoy hands-on activities tr Want to move around and be active while learning tr Memorize relevant frcts and details tr Use colors, sounds,textures, and images to help them

remember information g Like variety and want to change learning activities

frequently il Be drawn to the most immediate task at hand When leorning with others, Responders tend to tr Want to have fun and be playful tr Be entertaining and humorous tr Enjoy useful discussions o Like hearing about real-life experiences tr Prefer step-by-step instruction u Seek immediate feedback tr Like practical group activities Thoughts Br Responders How did your learning style help you manage or learn information in the past?Write down one or two ways you can use your learning style to help you learn now or in the future.

Sample output to test PDF Combine only

Learning Strategies

Choosing How andWhotto Leorn

I Responders are most motivated by learning something practical. They may want to find answers to the ques- tions "How can I use this information now?" and "How will what I am learning help me function better in my current roles?"

I Learning environments that promote learning by doing, working on practical problems, and trial-and-error prac- tice help make leaming real for Responders.

I Short-term, practical learning goals and plans are moti- vating for Responders. Rewarding themselves frequently and taking lots ofbreaks help Responders stay focused on learning tasks.

I Responders want to interact with learning materials. They benefit from simulations, games, applications, and demonstrations.

I Responders will not hesitate to play before they work and can be easily distracted from formal learning. They need to find ways to make learning fun while making sure they stay on task.

I To increase motivation for working toward long-term goals, Responders can think about some work or activity they would like to do, define the necessary competen- cies, and then develop a specific skill or competency to help them move in that direction.

Getting the Most out of Leorning

r In situations requiring extended study, Responders may want to break their learning into shorter, specific, more quickly attainable targets.

r Highlighting relevant facts and interesting details helps Responders retain information when listening or work- ing through highly detailed resources.

I Finding concrete links between theory facts, and appli- cations can make abstract information relevant for Responders.

I Responders benefit from learning to generalize, summa- rize, and find themes in the material. Consciously mov- ing back and forth between fact and theory when learn- ing can keep Responders engaged.

I Responders need to be aware of their tendency to be dis- tracted by shifting their attention to what is more imme- diately interesting. They can benefit from noticing when they are distracted and then consciously refocusing on the task at hand.

I Although many Responders prefer to work in a setting that provides at least some opportunity to shift their focus, minimizing the number of distractions in the immediate environment aids learning.

Negotiating alternative assignments, individual projects, and applied learning activities can make the learning set- ting more appealing to a Responder. Last-minute pressure can be motivating for Responders, and scheduling in time just before the deadline to work on a learning activity will accommodate this preference. When learning tasks are complex or multifaceted, Re- sponders may need to schedule some work earlier in order to complete a quality project without high levels of last-minute stress.

Type Development Responders are energized by attending to and acting in the moment. They must balance their ability to react quickly with an approach that allows them to intemally evaluate information and make decisions.

Logical Responders (ESTP) prefler to use Thinking to eval- uate information, while Compassionate Responders (ESFP) prefer to use Feeling. As Responders develop, they learn to use both Thinking and Feeling as necessary to evaluate information in different situations.

Later in life, individuals tend to become more interested in using nonpreferred parts of their personality Responders may become more drawn to learning about theories and ideas, especially when the theories and ideas align with their experiences and help them act in the moment.

Thoughts for lnstructors

Instructors can help Responders by emphasizing immediate appli- cations and using a variety of learning resources and activities. They can provide opportunities for Responders to physically move around, engage in hands-on activi-

ties, and use their senses while learning. Other ways instructors can accommodate Responders are to pre- sent information sequentially, encourage practical discussion, give iminediate feedback, answer ques- tions right away, and provide flexibility and options for learners. Think about your teaching and training preferences and practices. Are you accommodating Responders as well as you could? What might you do differently?

Sample output to test PDF Combine only

Logical Responders (EsTP)

l I I i t ! i

"l'll get right to itJ' I Outwardly act on the immediate facts and details I Inwardly logically interpret data based on their

experience r As they mature, consider more personal consequences

of actions r Developmental challenge is visioning and long-term

planning

Logical Responders balance their approach of immediate action with an internal focus on logical reasoning. Thus they prefer to be analytical as well as practical when learn- ing. They often like learning about troubleshooting, deci- sion making, and problem solving.

When learning, Logical Responders want logical, fac- tual material presented sequentially and matter-of-factly. They want the person instructing them to be a competent subject area expert. They also want clear, logical connec- tions to be made between theory and practice. Logical Responders critically evaluate and analyze information provided and ask questions to help them understand. These learners can immediately dismiss theories or facts that are not relevant or credible.

Tfrese Responders tend to be willing to take risks and enjoy challenges and competition. They want corrective feedback when trying out new skills.

"l prefer io leorn ot work when they turn me loose, /et me osk the questions, ond shore experiences. I /ike very little c/ossroom leorning ond I moke notes only for emerging or criticol problems ond things out of the norm. I olso prefer leorning from honds-on proctice, d em o nstrotions, incident reviews, o nd i nteroctive videos."

Learning Strategies for ESTPs I Find opportunities to jump into, scrutinize, and solve

problems r Set up contests, challenges, games, or competitions

with other willing learners r Find competent instruction and access to credible

resources I Use analysis and ask questions to make sense of what

is being learned I Organize information logically r Ask "Why?" and "What il?" questions to understand r Don't avoid trying a new skill because you might

appear incompetent I Eind the most expedientway to learn specific

information I Seek flrank and direct feedback r If notes are necessary make them concise and in bullet

list form

Com passionate Responders (EsFP)

"Consider it done." r Outwardly act on the immediate facs and details I Inwardly choose actions according to their personal

values r As they mature, consider more logical consequences

of actions I Developmental challenge is visioning and long-term

planning

Compassionate Responders balance their approach of immediate action with an internal focus on personal val- ues. The resulting combination leads to an awareness of people's current needs and a playful, considerate disposi- tion. Compassionate Responders ate rnotivatedby learn- ing activities that relate to their immediate situation and help them in their day-to-day interactions with others. Personal examples and stories make learning interesting for them.

Compassionate Responders want to learn in a support- ive and encouraging environment that provides positive feedback. They relate to an instructor who makes the effort to get to know them. Compassionate Responders appreciate learning activities that link learning to their personal needs and experiences. They enjoy getting to know other learners, discussing information, collaborat- ing on tasks, and socializing.

"l need the interoction of on instructor ondlor closs- motes to help me understond.When there is on instruc- tor,you con get feedbock to ensure you ore on the right trock I took on online course ond found it more difficult becouse there were no interoctions with other people. I kind of felt like I wos on on islond by myself."

tear6ilS Strategies for ESFPs r Findopportunities to apply learning to what is

personally important I Interact and collaborate with other willing learners I Find personable and approachable instmctors r Give and receive positive feedback r Learn to accept and not personalize corrective feed-

back r Ask questions and discuss information in a supportive

setting I Learn on thejob from asupportive coach I Listen for personal stories and examples to help make

learning real r Make the learning environment comfortable and

welcoming r Use new skills or information to enhance interactions

with others

Sample output to test PDF Combine only

rtIJ,rr,@E ISIP ISTP I}TP I}ITP

ESTP EIIP THTP EilTP

E5TJ rSrJ EnrJ rilrl

The Dominant Function's lnfluence on Learning

Visionaries use their dominant function, Introverted Intu- ition, to learn about complex and abstract ideas, conceps, and theories. When a Visionary is deciding what to learn, he or she will benefit from thinking about how the learning broadens perspective.

Visionaries are future oriented. They like to look at pos- sibilities and often make complex plans for changing sys- tems or improving processes. They seek opportunities to apply concepts and ideas in new ways in the world around them-

These learners like to take time to think about and find meaning in data. They create and revise mental models to understand and interpret their experiences. They are most interested in learning that helps them integrate information from multiple sources and models into multifaceted frame- works and plans.

"l enjoy considering obstract ideos ond concepts ond con eosily take in.lots of informotion ot one sitting."

Learning Style

ln the Clossroom

Visionaries like structure and order in their learning envi- ronment and can enjoy classroom learning. Although some dislike the passive nature of the lecture, others find that interesting conceptual lectures can hold their attention.

"l reolly enjoy leorning in the troditionol university environ- ment where on expert in the field stonds ond /ectures before the students."

Visionaries are comfortable with complexity and enjoy learning activities that are intense and challenging. Facts and details are of little interest to these learners except as exceptions to or illustrations of a concept. Rote memoriza- tion does not appeal to Visionaries, so they cope by using analogies or acronyms to memorize enough information to pass an exam.

Visionaries delve into great detail as necessary to flully understand concepts. This focus on depth and integration

when leaming is reflected in the kinds of resources Vision- aries prefler to use-in-depth manuals and reference mate- rials, meetings with or readings by subject matter experts, and broader resources to help the Visionary see connections or the big picture. Resources that provide complex theoret- ical perspectives and that use metaphors or other abstract ways of thinking about ideas appeal to Visionaries.

Because Visionaries like to have time alone to process information, they may choose to not interact in a large classroom setting, especially if they are being exposed to an idea for the first time. They also can enjoy learning inde- pendently or in one-to-one interactions rather than in a classroom setting.

"l love to reod ond even in my spore time will choose to reod theory. My ideol learning environment is reoding, reflecting, ond then discussing ideos."

I ntera cti n g with I n stru cto rs

Visionaries are systems thinkers and want to understand the big picture or be given a conceptual framework before learning the details. They like trainers to present integrated information from multiple viewpoints in a structured man- ner. This organized framework and presentation of infor- mation will ideally be conceptual rather than sequential. Classes that are unorganized and instructors who oversim- plify information irritate Visionaries.

"l don't like it when on instructor or other leorner views things os either blacklwhite or rightlwrong.Their expres- sions ore so decisiye thot it does not leove much room for other opinions."

Visionaries may not interact with instructors if they have not had time ro process the material being taught. Although the interchange of ideas during a training session may be stimulating, they can sometimes find it difficult to express their complex ideas and thoughts. Visionaries may nor appreciate being put on the spot in a classroom situation.

"l om very comfortoble speaking with instructors,but I prefer speoking to them ofter closs or discussing informo- tion in a smoll group."

Sample output to test PDF Combine only

I nte ra cti n g with Oth e r Leorners

Visionaries are stimulated by interactions focused on exploring, understanding, and integrating alternative view- points. They often set high expectations for their learning and can be serious and intense in a classroom setting. These learners want to create a comprehensive mental model that incorporates or explains as many aspects of a topic as pos- sible. Creating this model is an introverted process and is not easily accomplished when interacting with others. Much of Visionaries' synthesis and connection of ideas must be done alone, in quiet time after ideas have been pre- sented. When learning, Visionaries need time to think about the material before discussing it.

"l prefer to leorn initiolly by reoding in o quiet spoce.fhis informotion I then internolize. Next I like to toke whot I hove reod and then write or hove smoll group discussions."

Visionaries are interested in finding new ways of inte- gating and thinking about things. Ironically, by the time they are comfortable sharing their ideas, their models may be quite well developed and Visionaries may not appear open to changing them. Fellow learners also may notice that Visionaries seek exacting language and enjoy discus- sions that question the nature of ideas.

"l con become distrocted when words or concepts ore used inoccurotely or imprecisely. Clority of thought is reflected in precision of longuoge."

Leorningfrom Feedback

For Visionaries, the important part of learning is integration and application. Objective exanrs can be frustrating for them because this form of evaluation does not provide op- portunities to add thoughs or provide information about exceptions. Because Visionaries integrate multiple per- spectives, they sometimes dislike clear black-and-white evaluations.

Instead, Visionaries prefer broader forms of evaluation, such as essays and complex projects. Essay tess suit their preference for writing rather than speaking about their ideas. Projecs enable Visionaries to demonstrate integra- tion or conceptual problems with a model.

"l prefer to be given o complex project to occomplish as o way to demonstrate and opply whot I hove leorned."

Visionaries prefer feedback that is given in a one-to-one setting. Some Visionaries have an auxiliary preference for Feeling and others have an auxiliary preference for Think- ing. Visionaries preferring Feeling (Compassionate Vision- aries) tend to like hearing positive feedback presented in a sensitive manner, while Visionaries preferring Thinking (Logical Visionaries) tend to want corrective feedback pre- sented in a frank and matter-of-fact manner.

Learning Style Checldist

Use the checklists below to mark which characteristics of this learning style fit for you as an INTJ or INFJ.

Wsionories os /eorners tend to tr Be conscientious, determined, and strongly driven

to meet goals tr Be systems thinkers and long-term planners ft Like to thoroughly plan a project before they take

action tr Enjoy intellectual challenges and complex Proiects tr Like to implement their ideas through projects tr Be independent and self-motivated u Prefer quiet environments ln the leorning environment,Visionories tend to p Take in ideas and make complex mental models tr Focus on theory and meaning underlying facts and

experiences tr lnterpret and reflect on what they learn u Need quiet time to process information u Prefer complex projects to routine task o See many different ways to look at information D Focus intently on content and projects

When leorning with others,Visionories tend to n Enjoy hearing and using abstractions such as

metaphors and analogies tr Process ideas internally before discussing them tr Question accepted knowledge and seek new

information tr Discuss semantics, abstractions, and theories g Dislike hearing too many facts tr Want to hear alternative perspectives tr Sometimes find it difficult to explain their complex

ideas and models

Ihoughts for Visionories How did your learning style help you manage or learn information in the past?Write down one or two ways you can use your learning style to help you learn now or in the future.

Sample output to test PDF Combine only

Learning Strategies

Choosing How ondWhatto Leorn

I Visionaries are most motivated by conceptual learning that links ideas and theories. Valuable questions they can ask themselves are "How does this material relate to other ideas and concepts?" and "How will this informa- tion broaden my overall understanding of this topic?"

I Visionaries seek exposure to multiple ideas and perspec- tives. They should seek instructors and environments that welcome this learning preference.

I Evaluations, assignments, and projects that are complex, applied, and integrative appeal to Visionaries. They may want to negotiate these kinds of activities.

I Visionaries benefit from accessing learning materials in advance or building time into their schedule to process information before they discuss it with others.

I Learning independently with well-organized resources that provide enough information for them to understand a topic in depth can be attractive to Visionaries.

Getting the Most out of Learning

I Visionaries need to be given or create an overview or framework with which they can structure and organize the concepts they are learning.

I Visidnaries can experience conflict between wanting to fully explore a topic and wanting to come to closure and apply what is being learned. Being aware of and balanc- ing these opposing modes of functioning helps them learn more effectively.

I When writing or researching, Visionaries can make a conscious decision to restrict their exploration of a topic. Narrowing the scope of the topic can help them move ahead to closure and application.

r When writing or taking on a project, Visionaries can fi.nd themselves processing most of the work mentally and then end up facing uncomfortable time pressure to com- plete the project. Visionaries can avoid this pattern by scheduling in time to wdte or act on the project earlier.

I When a Visionary is learning in a team situation, it is helpful for him or her to seek feedback early, beflore inte- grating information and formulating an action plan. This helps the Visionary be more responsive to feedback. Visionaries can remember facts or details by linking them to concepts as examples or exceptions. Using anal- ogies or mnemonics also can help them retain details. Building structure into open-ended learning settings can make these environments more comfortable for Vision- aries. Setting deadlines or scheduling time to work on tasks can help Visionaries focus on completing their learning.

I In situations in which Visionaries are expected to discuss new information immediately, they may benefit from having others go first or from asking for a short break so they can internally process what they want to say.

I Visionaries can miss body cues such as hunger and tired- ness and not take care of their physical needs when caught up in a learning project. They can benefit from learning to pay attention to these cues.

Type Development Visionaries are energized when working in their internal world, reflecting on and categorizing experiences. They must balance this internal focus by making decisions and acting in the world around them.

Logical Visionaries (INU) prefer to use Thinking to eval- uate informarion, while Compassionate Visionaries (INFJ) prefer to use Feeling. As Visionaries develop, they learn to use both Thinking and Feeling as necessary when evaluat- ing information in different situations.

Later in life, individuals tend to become more interested in using nonpreferred parts of their personality. Visionaries may be more drawn to learning facts and details, especially when the details support or disprove theory and expand what is known about a topic.

Thoughts for Instructors

Instructors can help Visionaries by providing an overyiew or over- arching framework for what will be learned. A structured and orga- nized learning setting also appeals to Visionaries. Acknowledging mul- riple perspectives, theories, and

ideas about a topic can set the stage for Visionaries to conceptually process and integrate information. Giv- ing them rnaterials in advance and providing oppor- tunities for them to think about information before expecting them to discuss it is also helpful for Vision- aries. Think about your teaching and training prefer- ences and practices. Are you accommodating Vision- aries as well as you could? What might you do differently?

Sample output to test PDF Combine only

LogicalVisionaries (rNTr)

Co m passi o n ate Vi sio naries (rNFr)

"A picture is worth a thousand words." I Inwardly focus on integrating ideas and improving

systems I Outwardly logically decisive, focus on accomplishing

goals I As they mature, assess situations more personally I Developmental challenge is acting on immediate

realities

Logical Visionaries trust and naturally use reason and analysis to help them sort through ideas and find the most expedient way of solving a problem or improving a sys- tem. They are serious learners who critique information, questioning and challenging everything before they accept (or reject) it. Logical Visionaries like to debate and learn by exploring and evaluating ideas. They are especially interested in precision of thought and language and can argue and debate conceptual nuances.

They tend to be independent learners who enjoy chal- lenges and like to control their learning environment. Logical Visionaries often research courses and instructors before committing their time and energy to learning. They seek a competent and knowledgeable coach/teacher. Cor-

rective feedback given in a frank manner by a capable expert is useful for them when learning.

"Generolly I love learning ond om bored in situotions where I om not leorning something new. I grosp the big picture quickly, solve problems, ond om skilled ot critique

(sometimes I regret this obility!)."

Learning Strategies for INTJs I Set broad, integrative, challenging learning goals I Seek expert and objective instructors I Organize and structure ideas logically I Ask "why?" questions r Seek opportunities to critique and debate concepts r Validate and confirm the credibility of information

sources I Consider long-term consequences and implications

of ideas I Engage in strategic, complex learning projects r Take time to analyzeand integrate concepts before

discussing them r Find opportunities to learn independently

"There's more to it than meets the eye." I Inwardly focus on integrating ideas to benefit people I Outwardly decisive, collaborative, and considerate I As they mature, assess situations more objectively r Developmental challenge is acting on immediate

realities

Compassionate Visionaries focus'on learning about ideas

to help them create and implement projects or other activ-

ities to benefit people. Often interested in human develop- ment, they are attracted to concepts that link to or help develop human potential. These learners prefer an envi- ronment that allows them to develop personal connec- tions. They enjoy a collaborative interchange of ideas, preferably in a supportive environment, after they have had some time to process information by themselves. They seek learning that is intense and challenging.

Compassionate Visionaries want to develop a personal connection to the learning and want to relate what they are learning to values and beliefs that are important to them. They seek genuine and approachable trainers' Building a one-to-one relationship with a mentor, coach, or guide appeals to Compassionate Visionaries. They want encouragement and positive feedback when learning. Corrective feedback is best received when presented in a supportive, one-to-one setting.

"l try to inspire people.Additionolly, I love to meet peo- ple ond hove meoningful leorning discussions. I hove

used writing ond networking in my work to leorn how to

buitd on inclusion ond diversity strotegy ot my compony."

Learning Strategies for lNFfs r Identify how learning helps others develop and grow r Exchange ideas in a collaborative setting r Organize team learning activities to meet the needs of

the people involved r Seek an instructor who is genuinely interested in the

success of each learner I Give and receive positive feedback and support r Link what is being learned to personal values I Consider working with a mentor, coach, or guide r App1y what is learned to benefit others I Work on cooperative team projects r Avoid highly competitive learning environments

Sample output to test PDF Combine only

rsrl rsrj llrrj t[rJ

rsrr@@rnrr TSIP TSTP EIITP E}ITP

ESTJ rSfJ ENFJ ENIJ

The Dominant Function's lnfluence on Learning

Enhancers use their dominant function, Introverted Feel- ing, internally to guide them in evaluating information and making decisions. When they are deciding what to learn, they will consider how the learning benefis others. En- hancers create a personal relationship to what they are learning by internally relating it to personal and human values.

Enhancers may develop personal relationships with mentors or role models, and they can find such experiences powerful. Through these relationships, Enhancers leam much beyond the scope of the classroom.

Enhancers also focus on how information and learning situations aflfect others. They are often interested in helping others. One Enhancer demonstrates this personal relation- ship with learning as she describes her experience as a new teacher;

"Performing in front of o group of students wos very uncomfortoble for me ond my onxiety level was high.l odopted by getting to know my students. I felt more like I wos helping eoch of them insteod of focing o group of strongers."

Learning Style

ln the Clossroom

Enhancers prefer an individualized and personalized approach to learning. Their challenge when leaming is mak- ing a personal connection without being overwhelmed by having to interact and share information and ideas with people they don't know well. Enhancers want to reflect on information before interacting. They are comfortable stay- ing in the background and may dislike being the cenrer of attention.

"l don't feel comfortoble learning in a group where l'll be noticed and where I'll need to porticipote in octivities ond conversotions."

Seeking flexibility and personalized learning, Enhancers usually are not drawn to overly formal or highly structured classroom settings. However, they may sometimes enjoy the

anonymity found in alarge, impersonal classroom setting, especially when being introduced to new inflormation. In this environment, going unnoticed allows Enhancers to lis- ten and think without interruption.

Enhancers often comment that they can learn in and adapt to a vaieqr of settings and situations even though these environments may not be preferred.

"My leorning con be through clossrooms, book reoding, Web seminors, discussions, or mentors. I con odopt to ony environment."

I nte ra cti n g with I n str u cto rs

Because Enhancers approach learning in a personal way, they can be significantly affected by their relationship with an instructor. They seek instructors who are interested in getting to know them and relating to them as an individual.

A supportive trainer in a positive classroom atmosphere brings out the best in an Enhancer. Enhancers want their instructors to set the stage flor learning by establishing trust. They respect teachers who build rapport and display com- petence. Coaching and mentoring appeal to Enhancers as a way to interact in a learning situation.

"l prefer one-to-one personolized cooching where I con leorn whot I don't know ot the poce thot suits me."

Preferring some calm and quiet time for processing information, Enhancers can be distracted by instructors who are overly active or stimulating.

"lf the instructor is too octive or flomboyont or uses too many medio ot once, I tend to get cought up in the'show' and miss the informotion."

I nterocting with Other Leorners

One-to-one interactions are often valuable learning experi- ences for Enhancers. These learners enjoy listening to the experiences, ideas, and stories of others. Enhancers are usu- ally more comfortable discussing information in a private setting. Opportunities to work in pairs or small groups appeal to them.

Enhancers want time to get a sense of the group before becoming an active participant. They prefer to quietly

dB YJiS ffi

Sample output to test PDF Combine only

observe and listen. Being asked to participate in a group before they are ready can be challenging for them.

"l don't function well when I'm put on the spot, ond so I moy oppeor disinterested or withdrown.fhis is not the cose whotsoever;l'm just involved in thinking ond process- ing ideos ond notions internolly."

Generally, other learners see Enhancers as open ended and exploratory. Enhancers come across as friendly, quiet,

easygoing, and undemanding. Preferring to be harmonious and unassuming, they accommodate and support others and may put others' needs ahead of their own. Enhancers do not enjoy activities that they feel might threaten group harmony, such as debates and competitions.

After they have established rapport, Enhancers can find group learning motivating when the tasks are collaborative and cooperative. They usually are interested in helping oth- ers achieve their learning goals. Enhancers especially like to hear personal stories and are inspired by learning about how others have accomplished goals, managed adversity, or solved problems.

"Being able to go beyond the surface ond getting to o depth of understonding of onother person or myself is greotly sotisfying.Thot leorning tends to be retoined."

Although Enhancers may prefer one-to-one interactions, they also are quite comfortable learning on their own. They enjoy working at their own pace and defining their own goals and standards. In these situations, Enhancers often appreciate opportunities to work with a coach or mentor when needed.

Leorningfrom Feedback

Enhancers appreciate and seek positive feedback and sup- port. To be effective, feedback must be personalized, sensi- tive, and genuine.

"Being able to try things and then get immediote feed- bock from o potient ond expert cooch reinforces my per- sonol ossessment of whether I om doing it correctly ond

fortifies my confidence to toke the next step."

Corrective feedback can be difficult for Enhancers to accept, especially if it is presented in a manner they inter- pret as uncaring or unduly harsh. Most Enhancers do ap- preciate coffective feedback if it is delivered compassion- ately. However, they do not thrive in situations where the majority of feedback is corrective.

Learning Style Checklist

Use the checklists below to mark which characteristics of this learning style fit for you as an ISFP or INFP

Enhoncers os leorners tend to u Approach situations in a personal, unique, and

individual way tr Focus on what is personally significant tr Like to control their own pace and create structure

for themselves u Appreciate and work to improve the world around

them tr Be open and adaptable unless something goes against

their values tr Put others first and focus on the needs of others tr Want learning to align with important values

ln the leorning environment, Enhoncers tend to tr Be comfortable staying in the baclground tr Like to hear personal stories of experiences or

inspiration n Dislike an overly formal or structured classroom tr Prefer trainers who are interested in getting to know

them tr Seek opportunities to hear how others manage

adversity or solve problems tr Enjoy flexibility and variety in learning activities ft Need some uninterrupted time and space for learning When learning with others, Enhoncers tend to E Be most comfortable learning after trust and rapport

with others is established tr Value harmony, collaboration, and a supportive

environment p Work alone or within a small group when possible u Take some time to get a sense of the group before

becoming an active participant tr Prefer to give and receive positive feedback in a one-

to-one context r Dislike debates or competitions and will avoid conflict u Dislike hearing critical comments or negative feedback Thoughts for Enhoncers How did your learning style help you manage or learn information in the past?Write down one or two ways you can use your learning style to help you learn now or in the future.

Sample output to test PDF Combine only

Practical Enhancers (ISFP) lnsightful Enhancers (INFP)

"Always glad to helpJ' r Inwardly focus on evaluating data according to

values r Outrwardly act on the current facts and details I As they mature, consider longer-term possibilities r Developmental challenge is evaluating information

objectively

Practical Enhancers prefer to use Sensing as their initial way to take in information. They notice and appreciate the people and objects around them. Learning environ- ments that are colorful and comfortable appeal to them. Listening to an interesting speaker and practicing a skill usually is more interesting to these learners than reading about a topic. They are not likely to read manuals or other highly detailed written resources.

Practical Enhancers like to learn practical information just in time to solve a problem or improve their perfor- mance. They tend to be observant and pay attention to rel- evant details. When Practical Enhancers need to learn the- ory and abstract concepts, they benefit from linking the theories and concepts to practical applications. They pre- fer to learn by doing.

"l need some type of interoction. I odopt my leorning vio feedbock ond resu/ts. I leorn best either when I con osk guestions ond get immediote onswers or when I try something out ond get feedbock right owoy."

Learning Strategies for ISFPs I Learn practical information that is useful in the here

and now I Find ways to be active and hands-on, such as when

learning through fi eldwork I Have fun when learning I Choose resources that are practical and to the point r Apply what you are learning to your current situation r Take frequent breaks when reading highly theoretical

material I Take concise notes I Summarize information sequentially I When making notes, record facts and concrete exam-

ples in bullet list form I Use color or other visual aids such as videos, diagrams,

and charts

"l've got a good feeling about this." I Inwardly focus on evaluating ideas according to values r Outwardly focus on possibilities for people r As they mature, consider the facs and realities I Developmental challenge is evaluating information

objectively

Insightful Enhancers prefer to use Intuition as their initial way to take in information. lnterested in concepts and possibilities, they enjoy opportunities to brainstorm and create ideas. These learners often appreciate human diver- sity and are interested in human growth and development. They are drawn to learning about models and theories that provide insighs into understanding and helping peo- ple. They like to use analogies and metaphors as ways to remember concepts and ideas.

Insightful Enhancers process information globally ra- ther than sequentially and may process a number of ideas simultaneously. Conceptual learning actiyities, such as mapplng out concepts and brainstorming, appeal to them. They want to create a framework for learning before hear- ing about the facs. After an organizing framework or model is learned, necessary details can be tied into it.

"When I wos leorning about o computer system, the course wos tought by the computer progrommers, who were very detoiled. I found myself 'checking out' ond, os o result, not retaining the informotion thot wos pre- sented. I wos loter oble to leorn by being tutored by a person who wos wel/ versed with the system ond who wos o/so o conceptuol leorner."

Learning Strategies for INFPs r Look over what is to be learned to determine the scope

of the topic and the amount of detail required I Set broad, long-term learning goals I Learn about ideas and concepts r Create a framework before learning facts or details I Link new concepts to other, akeady known, concepts I Map out concepts to organize a topic r Look for inferences, patterns, or trends in information I Apply information learned to help people grow and

develop I Develop strategies such as mnemonics for memorizing

details r Create metaphors or analogies to aid memory

Sample output to test PDF Combine only

Learning Strategies

Choosing How dnd What to Leorn I Enhancers are most motivated by learning that aligns

with and supports personal values. Valuable questions they can ask themselves are "Is what I am learning important to me?" and "How will this information bene- fit me or others?"

I Enhancers enjoy personalized and individualized con- tent, activities, interactions, and feedback. They may want to seek mentors, coaches, or tutors who are adept at small group collaborative exercises or appreciative inquiry approaches.

I Taking on mentoring and coaching roles can also appeal to Enhancers. These activities promote learning for the coach as well as the student.

I Settings with flexible rules, structures, and timelines enhance learning for Enhancers.

r Learning independently is an attractive alternative for Enhancers when they can find appropriate resources and have access to an encouraging expert for clarification or feedback.

Gettingthe Most out of Learning

r Within a group, establishing rapporr and building famil- iarirywill increase an Enhancer's comfort level.

I Enhancers can become distracted by logical arguments or learning materials unless they recognize their useful- ness and learn to apply objectivity and analysis as learn- ing tools.

I Enhancers can benefit from learning to not react person- ally to competitive or impersonal learning situations that provide only corrective feedback.

I If support and encouragement are not provided in a learning situation, Enhancers may want to find someone outside the learning situation to support their efforts.

I Learning to sometimes say no to requests from others will help Enhancers focus on their learning needs.

I In highly structured learning environments, Enhancers need to find ways to build in some flexibility-for exam- ple, by negotiating leaming tasks and activities.

I Organizing time and tasks to accomplish goals can help Enhancers stay on track. They can find out what is re- quired as far ahead as possible and then plan to complete tasks without too much last-minute stress.

I Enhancers often work well under pressure and can be motivated by deadlines. They may want to schedule in time to complete a project at the last minute to accom- modate this preference.

r Enhancers need to let others know that they are taking time to study and ask them to not interrupt for specific periods.

Type Development Enhancers are energized, by working in the internal world ofreflection, using their values to organize and evaluate the input from the world around them. They must balance this internal focus by taking in new information and carrying out action.

Practical Enhancers (ISFP) prefer to use Sensing to take in new information, while Insightful Enhancers (INFp) prefer to use Intuition. As Enhancers develop, they learn to use both Sensing and Intuition as necessary for taking in information in different situations.

Later in life, individuals tend to become more interested in using nonpreferred pars of their personality. Enhancers may be more drawn to using logic and objectivity when learning, especially when doing so can help rhem express or move toward what is personally important to them.

I I

l I

I I

IThoughts for lnstructors

Instructors can help Enhancers by linking what is being learned to the Enhancers' personal values, developing rapport in the class- room, and taking an interest in each learner. They also can provide time for Enhancers to think about

information before having to process it out loud, and they can create a flexible learning environment with options for learners. Individualized and genuine pos- itive feedback as well as thoughtful and private cor- rective feedback help Enhancers learn. Think about your teaching and training preferences and practices. Are you accommodating Enhancers as well as you could? What might you do differently?

Sample output to test PDF Combine only

EEilIJ INTJ ISTP ISIP INTP I}lTP

ESTP ESTP EilFP ENIP

ESTJ ESrl ENrI IHIJ

The Dominant Function's lnfluence on Learning

Assimilators use their dominant function, Introverted Sens- ing, internally, taking in detailed, concrete information to help them understand a topic in great depth. They draw on their rich accumulation of facts and experiences to make decisions and take action. As they approach a situation or solve a problem, they take time to reflect on previous expe- riences. They remember and use strategies that worked well in the past.

When learning, Assimilators prefer to build on what they already know. They integrate new information with past experience, knowledge, and skills to gain a compre- hensive understanding of the facts. Concrete, detailed ex- amples help them relate information to a specific applica- tion and to their current situation. Assimilators will not feel they understand material completely until they are able to make concrete links between new information, familiar knowledge, and experience.

"l put effort into leorning ond really try to understond how to opply the informotion to my job or life situotion."

Learning Style

In the Classroom

Assimilators prefer sftuctured classroom environments and courses with clear objectives, expectations, and instruc- tions. They prefer learning settings that provide practical information in an orderly fashion.

"l prefer to learn in o clossroom setting. I need to know the purpose for leorning, ond then I want to be given the

focts ond detoils in on organized monner."

Practical classroom activities that are directly related to learning goals are appealing to Assimilators, and applied exercises can be useful learning tools. Assimilators want to actually perform a task enough to be comfortable doing it and to remember how to do it.

Although Assimilators like hands-on learning, they also like to have time to think about new inflormation before being expected to discuss or act on it. They dislike training that is abstract or presented in a disorganized manner.

"My leost-preferred leorning environment is being thrown into something without preporotion or doing octivities thot don't provide time to think or process os you go."

Performing in front of a large group can be uncomfort- able for Assimilators. This is especially true for activities that are not part of day-to-day experiences, such as role- play and improvisation. Because of its time limitations and performance demands, the classroom may not be the pre- ferred learning environment for Assimilators. They may prefer to learn alone in a quiet place.

"l prefer to listen in closs or on the job, but then, to solidify thot leorning, I need to do it olone."

I ntero cti n g with lnstructors

Assimilators want to hear the facts and details, preferably presented in a well-organized, step-by-step manner. When instructors are interesting subject area experts, and particu- larly when they have firsthand experience with what they are teaching, Assimilators value the information they gain through formal learning experiences.

Assimilators may be uncomfortable asking or answering questions or participating in group activities if they have not had time to prepare. Teachers who use group exercises as a primary learning tool may need to give Assimilators access to information before the group meets.

"l like small groups with discussion only ofter I have hod on opportunity to review moteriol oheod of time so thot I con fully porticipote;'

Assimilators may want information beyond what is pro- vided in the classroom and may seek more detailed sources. They appreciate instructors who use or provide access to well-structured, thorough resources. Although Assimilators can be comfortable learning detailed information, they want instruction to cover what is necessary and usually are not interested in details that are irrelevant or inapplicable to their experience or situation.

Assimilators want instructors to clearly define learning goals, timelines, and expectations. After these goals, time- lines, and expectations are laid out, they often find it nat- ural to responsibly manage their time to meet the expected learning objectives. Instruction is not always necessary if

,L Sample output to test PDF Combine only

alternative resources (for example, manuals) are made available.

"l leorn best by doing the tosk either one-to-one with on expert or with o very good monuol thot tokes the leorner through the process, including oll steps olong the woy.',

I ntera ct i n g with Oth er Learners

Assimilators can find it useful to observe and learn from others. Watching others demonstrate skills or procedures provides a concrete link between words and actions.

"l leorn a lot through observing others, seeing how they hove done something, ond then improving on whot olreody exists."

Assimilators are often focused on accomplishing the learning task at hand and dislike being distracted by learn- ers who are off-topic. Although Assimilators need time to think independently about what they are learning, they can become comfortable with and enjoy the camaraderie of learning in an established, structured, stable group. They may find it especially beneficial to work with others to com- pare and build on work in progress. However, interacting with other learners can get in the way of taking time to think about what is being learned. Responding on the spot to others can be tiring and stressful for Assimilators.

"Thinking on my feet and performing in front of others is exhousting ond counterproductive. I need quiet time to reflect on whot I am leorning."

Learningfrom Feedback

Assimilators prefer concrete feedback given in a one-to-one manner. They want to know exactly what they can do dif- ferently to improve. Feedback is most useful to them when it includes specific steps or criteria.

"A checklist to refer to ofter on exercise provides hetpful feedbock so I con be independent"

Some Assimilators have an auxiliary preference for Feel- ing and others have an auxiliary preference for Thinking. Assimilators preferring Feeling (Compassionate Assimila- tors) tend to like hearing positive feedback presented in a sensitive manner, while Assimilators preferring Thinking (Logical Assimilators) tend to want corrective feedback pre- sented in a frank and matter-of-fact manner.

Learning Style Checklist

Use the checklists below to mark which characteristics of this learning style fit for you as an ISTJ or ISFJ.

Assirni/otors os /eorners tend to tr Enjoy accuracy and precision tr Learn practical and relevant facts and defails n Be task oriented tr Take a systematic and careful approach u Like to develop practical skills tr Prefer structure, routine, and predictability tr Work at a steady, careful pace ln the leorning environment,Assimi/otors tend to fl Plan carefully before starting a task n Take one thing at a time and work sequentially u Be patient wirh detailed and structured task r Study materials thoroughly n Like to learn in-depth about a topic of interest tr Relate learning to real-life appllcations and

experiences tr Strive to conscientiously meet learning requirements When learning with others,Assimilotors tend to tr Want information to be presented in an orderly,

sequential manner g Prefer quiet time to reflect on what they have learned r Study effectively alone or in a small,familiar group g Observe how others do task u Like learning from subject experts g Listen and think before interacting r Dislike having to interact or perform on the spot

T h o u ghts for Assirnilotors

How did your learning style help you manage or learn information in the past?Write down one or two ways you can use your learning style to help you learn now or in the future.

Sample output to test PDF Combine only

Learning Strategies

Choosing How ond Whot to Learn

I Assimilators are most motivated by practical learning that links to and builds on their experience. Valuable questions they can ask themselves are "What do I al- ready know about this topic?" and "How can I apply this information?"

I Assimilators may need to ask for information ahead of time or seek learning environments that provide oppor- tunities to think about information before applying or discussing it.

I Observing and practicing can be valuable learning activi- ties for Assimilators. Applying learning makes it more relevant for them.

I Resources that provide structured, step-by-step explana- tions make learning easier for Assimilators.

I Assimilators want enough detail about a topic to under- stand it completely. They will look for resources that provide thorough yet practical information. They are not interested in tangents.

Getting the Most out of Leorning

I When Assimilators are expected to interact in a group setting, they may find it helpful to first watch others per- fotm or to ask for a short break so they can think through what they will do.

I Assimilators benefit from sequentially organizing mate- rial to be learned and taking a step-by-step approach to studl'rng.

r Deciding how much detail to leam can be a challenge for Assimilators. Clarifying with instructors or supervisors exactly what they need to know is helpful.

I Assimilators may need to develop strategies for finding main ideas and for generalizing from and integrating information.

r When studying for an exam, Assimilators can practice answering the kinds of questions they expect to en- counter. This can help them respond more quickly dur- ing the exam. When approaching an exam or assignment that is con- ceptual or global, Assimilators might start by listing rel- evant facts and then organizing the facts into categories. When learning highly theoretical information, linking the theory to experience can help Assimilators under- stand and remember the material.

r Metaphors and analogies may be less memorable for Assimilators than the straight facts. To make it easier to remember, they can translate s).rnbolic language into more concrete examples or applications.

I Assimilators benefit from keeping an open mind about new information that seems to be at odds with or unre- lated to their experience.

Type Development

Learning that provides opportunities to reflect on, catego- rize, and build on their experiences energizes Assimilators. They must balance this internal focus by making decisions and carrying out actions.

Logical Assimilators (ISTJ) prefer to use Thinking to evaluate information, while Compassionate Assimilators (ISFJ) prefer to use Feeling. As Assimilators develop, they learn to use both Thinking and Feeling as necessary when evaluat- ing information in different situations.

Later in life, individuals tend to become more interested in using nonpreferred parts of their personality. Assimila- tors may be more drawn to learning about theories or ab- stract ideas, especially when they see how this knowledge can help them do their work or develop expertise and deeper understanding in an area of interest.

Thoughts for lnstructors

Instructors can help Assimilators by linking what is being learned to the Assimilators' experience, pro- viding subject area expertise, and organizing information sequen- tially. They also can provide read- ing and discussion material in

advance and allow time for Assimilators to reflect before having to respond to questions out loud. Prac- tical applications and hands-on learning activities are useful. Assimilators appreciate structure and clearly defined learning objectives and expectations. Think about your teaching and training preferences and practices. Are you accommodating Assimilators as well as you could? What might you do differently?I

il Sample output to test PDF Combine only

Logical Assimilators (rsrr)

Com passionate Assi m i lators (rsFr)

"Why reinvent the wheel?" r Inwardly take in and assimilate relevant information r Outwardly logically decisive, focused on accomplish-

ing tasks r As they mature, consider personal impacts of decisions I Developmental challenge is to seek and act on new

ideas

Logical Assimilators balance their internal focus on facts and experiences with an external focus on efficient task completion. Outwardly decisive and logical, they often learn well from observing and doing. With detailed and accurate reference materials, they are comfortable learning

independently. In a group setting, Logical Assimilators look for com-

petence in their trainer. They want to be efficient in their learning efforts and do not like to work with trainers who are disorganized or unprepared. For them, being in these situations is a waste of valuable time and energy. They want to learn relevant facts and details, and they want these presented in an orderly, logical, sequential manner by a well-qualified subject area expert.

Logical Assimilators analyze information and note er- rors'or discrepancies in materials or presentations. They may interpret errors as lack of rigor, and they may disen- gage from or criticize information that is inaccurate. Logi- cal Assimilators question what they are learning and look for concrete links between learning and performance.

"One of my leorning strengths is to osk probing ques-

tions obout o topic.When things don't moke sense, I osk

for clorificotion. I need to find a line of sight between my leorning ond the corporote obiectives."

Learning Strategies for lSTfs I Set specific learning goals to build competencies r Find andanalyzepractical reasons for learning r Apply information in current activities to work more

efficiently I Organize information logically and sequentially r Question and scrutinize what is being learned I Learn about implications and consequences of

information I Seek instructors who are competent and objective

subject area experts I Develop some patience with rapport-building exercises r Avoid dismissing subjective or personal information r Break complex conceptual learning into logical

components or categories

"Dont rock the boat." I Inwardly take in and assimilate personally important

data r Outwardly decisive, collaborative, and sensitive to

others'needs r As they mature, assess situations more objectively I Developmental challenge is to seek and act on new

ideas

Compassionate Assimilators balance their internal focus on facts and experiences with an external focus on accom- plishing tasks in a way that carefully considers people and their needs and values. They like to create and work within a positive, supportive, and harmonious learning environment. These learners dislike debates and imper- sonal analysis and enjoy personal stories and detailed examples and case studies. They prefer to participate in collaborative and well-defined exercises.

Compassionate Assimilators do not seek the limelight. However, they do appreciate support, encouragement, and acknowledgment of their eflforts. One-to-one time with an instructor is valuable to these learners, and men- toring or coaching situations can be attractive. Compas- sionate Assimilators want to apply what they are learning to help people work together more amicably, coopera- tively, and effectively.

"l get ideos from reoding ond then incorporoting the moteriol with my own unique personol stomp on it. I like to customize things to suit the environment or the kind of person I om working with. I hove to do things thot moke sense, ore in sync with my volues, ond serve people in o respectful monner."

Learning Strategies for ISFJs I Engage in learning that is personally useful and

meaningful I Collaborate with others in working toward common

learning goals r Take time to link learning to experiences and values r Seek support and encouragement for learning efforts I Consider one-to-one coaching environments r Apply learning to help others work together more

cooperatively r Learn from relevant personal stories and examples r Avoid highly critical instructors or competitive

learning situations I Find ways to objectively listen to and incorporate

corrective feedback I Develop patience for learners who prefer to question

and critique

Sample output to test PDF Combine only

rsTJ rrrj lt'tfj

@ rsm um ESTP EsIP EilTP

EITJ ESrl ENrl

The Dominant Function's Influence on Learning

Analyzers use their dominant function, Introverted Think- ing, internally to guide them when they are evaluating infoimation and making decisions. When an Analyzer is deciding what to learn, he or she critically evaluates the learning situation to determine its worth and identify logi- cal reasons for learning. Analyzers need to understand what they are learning and why.

When presented with a learning problem or task, Ana- lyzers think about the situation by collecting information, asking themselves questions, and looking for logical rea- sons behind events or actions. They like to relate what they are learning to principles of reason, science, technology, or other subject areas they know well. They are most inter- ested in learning that helps them solve problems, develop expertise, or understand implications and consequences of actions.

Analyzers subject each learning situation to a cost- benefit analysis. An Analyzer asks himself or herself many questions when deciding whether to engage in learning.'

"When moking o leorning plon I consider:Whot will I gain? How much poin for how much goin?Will I be poid more? How importont will it be in the future?"

Learning Style

ln the Clossroom

Lnalyzers usually are not attracted to formal training ses- sions. They tend to find structure and routine confining when they are learning. They seek flexibility and prefer to be independent learners. This is a strong theme in how they learn.

"l prefer to be left alone to go through the moteriol I need to leorn."

Since Analyzers are often independent learners, they look for learning resources that provide adequate and accu- rate information presented in a straightforward, logical manner.

In a classroom setting, group interactions appeal to Ana- lyzers only if the interactions stimulate thinking. Analyzers

often find group exercises focused on developing rapport and relationships unnecessary Unless there is a good logi- cal reason for learning to have this group process compo- nent, they prefer training to be focused on developing com- petencies. An exercise that focuses on logical outcomes helps Analyzers learn.

"l learn best from'whot if?' scenorios where I con run through implicotions and consequences of decisions or octions."

Analyzers enjoy challenge and the unpredictable. Class- room learning activities that are easy to do seem like a waste of time to these learners. Instead, Analyzerc prefer activities focused on solving new and unusual problems, especially when the results and consequences are unknown.

"ln clossroom settings, I often find I get bored during parts I olreody know or understond. During ports thot ore new to me, I tend to stort thinking obout them ond then miss loter ports."

I nteracti ng with lnstructors

Analyzers seek competent teachers with in-depth knowl- edge of a topic. They prefer to hear information that is pre- sented logically and succinctly

"Lecture works well for me if delivered by o subject motter expert and if presented cleorly."

Analyzers naturally internally critique and find errors in content and materials presented in a workshop. They often ask the instructor challenging questions as a way of pro- cessing and understanding the material. Analyzers want thoughtful responses to their questions. An instructor who tries to shut off questions or says "That is how it is done" flrustrates Analyzers.

"l need lots of informotion reodily ovailoble ond then someone who octually knows whot he or she is tolking obout to onswer questions or clorify."

Although they want their questions answered, Analyzers do not want to waste time in the classroom and respect instructors who keep the learning on task. They want the instructor to present information clearly and efficiently

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Sample output to test PDF Combine only

"l find it most useful when the insuuctor refocuses the group to course content on o regulor bosis. I m impotient with incompetent presenters ond coleorners who hog the oirilme or hove their own ogendos."

I nte ra cti n g with Oth e r Leorners

Private and focused learning interactions tend to appeal to Analyzers more than larger group discussions. Analyzers prefer to learn alone or in one-to-one discussion sessions.

When learning with others, Analyzers prefer a small group and seek time to think about what they are learning before asking questions or discussing the material.

"l like o leorning environment where I can toke o breok ond think obout whot I om leorning.Then I con discuss it with others ond take o look ot how it opplies."

Sometimes Analyzers are attracted to learning interac- tions in which they can compete with others. They may enjoy a debate or challenge. However, they are not as drawn to these activities as learners who have Extraverted Think- ing preflerences might be. For the Analyzer, self-direction tends to be very important for effective learning.

Leorningfrom Feedback

Analyzers are self-directed when it comes to feedback. They tend to be self-critical and quick to evaluate their perflor- mance. Because they are acutely aware of their level of competence, they may minimize or ignore external feed- back that opposes their self-assessment. They benefit from feedback when they believe the person giving the feed- back is highly competent and has done a thorough job of evaluation.

"l wlnt o knowledgeoble person to check my performonce ond discuss oreos of improyement ond follow-up."

When receiving feedback, Analyzers may dismiss or ig- nore any generalized positive feedback and supporting comments, thinking that this kind of feedback is self- evident. Why state the obvious? Praise that is too effusive may also embarrass them. Analyzers prefer to offer and receive clear feedback designed to point out and correct specific errors.

"l leorn well when l've been put in o performonce situa- tion ond received feedbock thot let me know whot I needed to do differently."

LearningStyleChecklist : Use the checklists below to mark which characteristics of this learning style fit for you as an ISTP or INTP

Anolyzers os leorners tend to tr Focus on developing competencies r lnternally examine and evaluate information tr Like to know why and how things work p Like to solve problems and improvise tr Critically evaluate information tr Prefer objective data B Focus more on understanding or reacting to

situations than on achieving results

ln the leorning environment,Anolyzers tend to tr Need loglcal connections for new information tr Question decisions or information g Seek competent and knowledgeable teachers tr Want information presented in a clear and logical

manner tr Prefer relevant in-depth material n lndependently evaluate their progress r Need challenge and variety to keep their interest

level high

When learning with others,Anolyzers tend to tr Be independent observers tr Come across as somewhat uninvolved tr Need time to think before interacting tr Want to stay on task fl Be impatient with rapporr building ft Provide corrective rather than positive feedback r Detach if situations are too routine or predictable Thoughts for Anolyzers How did your learning style help you manage or learn information in the past?Write down one or two ways you can use your learning style to help you learn now or in the future.

5l Sample output to test PDF Combine only

Learning Strategies

Choosing How andWhatto Leom

r Analyzers are most motivated to learn information when they see logical reasons to do so. Questions they can ask themselves are "Why am I learning this?" and "What do I need to get out of this?"

r Analyzers prefer independence when learning. They may want to seek learning settings that provide self- study options.

I Structured and highly organized. learning settings can seem confining and inflexible to Analyzers. They may want to find learning settings that are more flexible.

I Choosing expert instructors is important to Analyzers. I Analyzers benefit from seeking learning environments

and course content that accommodate or encourage questioning and analysis: Dogmatic material and ap- proaches may frustrate Analyzers.

Getting the Most out of Leorning

I Analyzers learn most eflfectively when asking themselves "why?" and "what if?" questions to delve into logical connections and explanations.

I Seeking out logical consequences, implications, and out- comes helps make learning more interesting and rele-

' vant lor Analyzers. I Analyzers benefit from finding ways of trying out

hypotheses or testing conclusions. I Follow-through can be less interesting to Analyzers than

the internal processes of evaluating information. Defin- ing and sequencing tasks and setting up timelines can help Analyzers complete learning tasks.

I Analyzers can be motivated by deadline pressures and need to build time into their learning schedule to work at the last minute. At the same time, they need to be careful to start tasks early enough to complete them without undue stress.

r Spending time alone in a quiet space processing infor- mation greatly facilitates learning for Analyzers. After Analyzers have had a chance to think about infor- mation, they can benefit from question-and-answer ses- sions with a subject area expert. Developing patience with rules, routine, and regulations helps Analyzers cope in less-preferred learning settings.

I Building rapport may be important in team learning situ- ations if Analyzers want to benefit flrom the experience and expertise of other learners. Values and feelings can strongly affect people's actions, and thus it is logical to consider such factors.

Type Development

Working in the intemal world of reflection and analysis energizes Analyzers. They must balance this internal focus by taking in new inflormation and acting in the world around them.

Practical Analyzers (ISTP) prefer to use Sensing to take in new information, while Insightful Analyzers (INTP) pre- fer to use Intuition. As Analyzers develop, they learn to use both Sensing and Intuition as necessary when taking in information in different situations.

Later in life, individuals tend to become more interested in using nonpreferred parts of their personality Analyzers may pay more attention to personal perspectives and sub- jective decision making when learning, especially when using these ways of evaluating information can help them determine possible consequences and implications o[ words and actions.

Thoughts for lnstructors

Instructors can help Analyzers learn by presenting information logically and succinctly, ensuring that resources are accurate and credible, and providing opportuni- ties for Analyzers to work indepen- dently. Discussions that provide

opportunities to critique and ask questions about subject material can be helpful for Analyzers after they have had time to reflect and prepare their thoughts. Demonstrating expertise and providing cleaq corrective feedback are also useful for Ana- lyzers. Think about your teaching and training pref- erences and practices. Are you accommodating Analyzers as well as you could? What might you do differently?

f, Sample output to test PDF Combine only

Practical Analyzers (ISTP) Insightful Analyzers (l NTP)

"Get to the point." r Inwardly logica$ analyze data based on their

experience I Outwardly act on the immediate facts and details I As they mature, consider possibilities as well as

realities I Developmental challenge is considering how

information affects people

Practical Analyzers like to troubleshoot and solve prob- lems. They enjoy dealing with immediate situations and are most engaged when analyzing the details and specifics of a concrete problem. Seeking immediate results and applications, Practical Analyzers like learning in an active way rather than reading or listening to a lecture. They seek fun, {lexibility, and action when leaming.

Practical Analyzers prefer information to be presented sequentially and logically. They like to focus on facts, details, and relevant applications. Theory is not usually relevant to Practical Analyzers unless it can be related to real life.

Practical Analyzers often do not like to read manuals, preferring to learn in a hands-on, practical way. Trial and error is a rewarding way for Practical Analyzers to learn about and understand the world.

"l leorn by doing. I recently purchosed o globol position- ing system. I went out in the field and pushed the but- tons until I understood how it worked. I did refer to the monuol, but only for a short period to help me solve o problem."

Learning Strategies for ISTPs I Set short-term, realistic learning goals I Engage in hands-on activities I Link theoretical information to practical examples

andapplications I Look for immediate consequences, implications, and

results r Have some fun and take action I Use memorization o[ facs and trial-and-error learning

strategies I Solve here-and-now problems I Organize information sequentially and logically I Draw on concrete examples of others' experiences r Move toward long-term as well as short-term learning

goals

"Get the picture?" I Inwardly evaluate ideas analytically and objectively I Outwardly focus on the possibilities flor enhancing

systems I As they mature, consider current realities as well

as possibilities I Developmental challenge is considering how

information affects people

Insightful Analyzers like to work with abstract, ambigu- ous, and complex ideas to acquire knowledge and compe- tencies. They are naturally attracted to opportunities to analyze and solve problems. These learners enjoy working with theories and insights that help them objectively understand the world around them.

Insightful Analyzers are not focused on or interested in repetition offacts and details. They dislike, often strongly, learning environments that emphasize rote memorization. Understanding and integrating underlying principles, con- nections, and logical relationships is much more salient for these learners. Insightful Analyzers are often indepen- dent and self-directed learners who thrive when they are given time and space to process their ideas and create con- ceptual models.

"By far,l find thot I leorn best from self-study.This ollows me to choose the speed ond order of the informotion so thot I con construct my mentol model."

Learning Strategies for INTPs I Look over material to create a framework for learning r Acquire abstract and comprehensive knowledge I Logically organize concepts and ideas r Find logical connections among a wide variety of

topics r Take unintemrpted time alone to process complex

information r Avoid memorization or repetition of facts and details r Work on in-depth, independent projects r Look for long-term applications, consequences,

implications, and results r Try to spot how practical realities affect theoretical

frameworks r After solving a problem or processing information

internally, remember to follow through by taking action to demonstrate what you have learned

Sample output to test PDF Combine only

ENFP_ENTP_1
ENFP_ENTP_2
ENFP_ENTP_3
ENFP_ENTP_4
ESFJ_ENFJ_1
ESFJ_ENFJ_2
ESFJ_ENFJ_3
ESFJ_ENFJ_4
ESTJ_ENTJ_1
ESTJ_ENTJ_2
ESTJ_ENTJ_3
ESTJ_ENTJ_4
ESTP_ESFP_1
ESTP_ESFP_2
ESTP_ESFP_3
ESTP_ESFP_4
INFJ_INTJ_1
INFJ_INTJ_2
INFJ_INTJ_3
INFJ_INTJ_4
ISFP_INFP_1
ISFP_INFP_2
ISFP_INFP_4
ISFP_INFP_3
ISTJ_ISFJ_1
ISTJ_ISFJ_2
ISTJ_ISFJ_3
ISTJ_ISFJ_4
ISTP_INTP_1
ISTP_INTP_2
ISTP_INTP_3
ISTP_INTP_4