MBTI Type and Learning Styles
Considering what I do for a career, it’s ironic knowing that I’m a Trainer’s worst nightmare. I hate group activities. I hate ice-breakers. I often question whether the trainer actually knows what they are talking about. I am very likely to Google “facts” the trainer states just in case I’m being lied to. I especially hate anything that starts with “Get together in groups of 3′s” and ends with “and pick someone in your group to report out your thoughts to the rest of the groups.”
I prefer to learn on my own. It is no surprise then, that in undergrad I rarely went to class. I went to a large university and frequently had classes between 250-2000 people (i.e. no roll call or attendance points). After my freshman year, I literally started each week by deciding which 2 days of the week I would go to class (often 2 days were still just too much). There was one class where I only attended 3 times (Syllabus day, midterm day, and the day of the final exam). Going to class just wasn’t my thing.
I’m not suggesting this as the way to approach your undergraduate experience, but it worked for me. I nearly maintained a 4.0. That may shock you, but given my learning style it makes perfect sense. Instead of attending lectures, I taught myself. I read the required reading (and then some). I usually found old exams from that professor so I could analyze his/her style of questions (theoretical or fact-based). I studied my notes, and the notes of others who attended the class. My learning style necessitated learning through my OWN experience/journey (not the path given to me by a professor). That was the only way I could maintain my sanity in college. In the end, I probably put in more time studying than many of my classmates. I just did my studying outside of class.
Why is this important? The way we take in and evaluate information differs depending on our Myers Briggs Type Indicator (MBTI) preferences. To get the most out of your education/training experience, you should work to satisfy your own training needs. When I am in a highly experiential training course, I often ask if there are other additional resources I can take/read on my own. If you are an extravert in an “introverted” learning environment, find a few other extraverts and suggest a study session together. In the end, if your professor/trainer isn’t sensitive to your unique learning needs, you need to make sure you take care of them yourself.
On the other side, trainers need to be aware of the distinct learning styles of each MBTI type. In the Introduction to Type and Learning by Donna Dunning (to be released this week), the following suggestions are made:
For Extraverts: Create group activities, blogs, online chat rooms/forums to feed the interpersonal needs of your extraverts.
For Introverts: Allow independent learning through self-directed online courses or activities.
For Sensing: Focus on how to apply theoretical or abstract information and create short term/practical goals.
For iNtuition: Help map relationships to different teams, ideas, or concepts to create deeper meaning.
For Thinking: Give real-life reasons for learning the course material and offer validation that the information being taught is accurate.
For Feeling: Give personal reasons for learning the course material. Create a one-on-one relationship with the student and give positive feedback to reinforce learning.
For Judging: Begin with clear objectives and goals for the course and offer structure throughout the process.
For Perceiving: Give options within a structure and allow for adjustments to deadlines/activities as the course progresses.
The Introduction to Type and Learning booklet offers many suggestions for each personality type from both a trainer and trainee role.
How does your MBTI type affect your learning experience?
Do you prefer to learn on your own or through hands-on activity?
With groups or one-on-one?
How does this affect the way you train others?
6 Comments on “ MBTI Type and Learning Styles ”
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Some really interesting thoughts there. I am an INTJ (or Insights Blue) and would also much rather learn on my own. Interestingly I find that as a trainer it can be really challenging to spend extended periods with groups of people (ie. on the other side of the ‘training desk’). At the end of a course I often have to hide in a room on my own for an hour just to gather my thoughts.
I much rather one on one and this is where I find the use of a coach and mentor to be really effective. Clearly you have to find a good match to your own style and personality. Actually as an INTJ I deliberately chose a mentor who is very extrovert – it really gives me a different perspective on things.
Chris
http://learn2develop.blogspot.com
Posted on 8. September 2008 at 13:28
This blog gave me a lot to think about. I have recently started teach ing undergraduate and graduate students one evening per week for the University of Phoenix. I do lots of group activities in the classes because that is what I have a lot of experience facilitating from the corporate training world.
But, I had not been thinking about those students who may really be uncomfortable doing some of the role-playing and group activities.
I will need to think about how to better engage those independent learners who may gather more insight through different non-group activities.
Cheers,
Sandra
Posted on 8. September 2008 at 17:10
I am writing a CSR leadership course right now and as with any instructional design, I have been making myself a little nuts working to create a learning experience that works for every learning style without feeling too contrived.
What I really like about your comments is that “you need to make sure you take care of yourself.” I think that if people were more self-aware about what they personally need to get the most out of the experience it could definitely create a more collaborative learning environment all the way around.
Great thoughts!
Posted on 9. September 2008 at 10:12
@Chris- that is very typical for an Introvert. You need to plan time away from others to recharge before going back to your class. This of this from the student perspective too. Perhaps giving a short 30 minute activity where individuals can process information on their own will refresh them within the class for the next activity.
@Sandra- I love when instructors give activities and will say “you can either get in groups and discuss or work on your own.” This flexibility is so wonderful!
@Michelle- There is no way to match the learning needs of every student, so offering variety is a great compromise, but in the end learning is the student’s responsibility. When I taught college students, i often told them the story about how I got through college and explained that they need to tell me what they want more or less of in the course. They also need to take initiative to seek out the resources they need. Putting the responsibility in their hands seemed to change the course from a requirement to an “experience.”
Posted on 9. September 2008 at 12:01
One thing missing here, which is, “What subject are you training?”
For functional skills, I think this type of design makes sense…
But for leadership development seminars, this doesn’t work. When trying to draw out leadership ability, it’s not about adapting to the student, it’s about helping the student adapt to the needs of others… helping the student CREATE an environment in which s/he can be successful rather than handing it to him/her ready-made.
e.g., you may be a grade A introvert, but if you want to lead, then like it or not, you’re going to need to develop the ability to play nice in the sandbox… As a leader, you can’t just wave a four letter code in someone’s face and say, “See? This is who I am,” even though a more extreme analytical introvert might (desperately) want the world to work that way. If your followers require a more human touch, then guess what you’re going to need to figure out how to give ‘em!
Typing is a great tool to begin self-assessment, and for training on functional skills. But when the question becomes more strategic, such as how to leadspecifically, how to handle strategic and political ambiguitythis model breaks down.
To teach leadership, try creating a microcosm of a leader’s world by starting with ambiguity (little structure, a loose agenda that is not given to the participants) and watch how people behave. Add structure progressively as you share information about communications, handling politics, strategic decision making, etc., and about 2/3′s of the way through the program, show participants what you’ve been doing, and tell them what you’ve seen in terms of their reactions to the ambiguity. Challenge them: why have they been waiting for you to tie things together? Why hasn’t anyone asked about how all these skills are connected? Did anyone press the issue on the agenda or did they just sit with their discomfort but not do anything? (Isn’t that leadership… stepping into the void to make connections? Creating structure where none exists?) Now bring together the lessons you’ve been sharing for them. They’ll have just witnessed leadership in action as you will have brought order to chaos. In the final 1/3 of the program, provide an exercise that allows them to try out the notion of bringing order to chaos… so before the program is up, they’ll have done one, too. Every time you get together, repeat this pattern until they are acting as leaders in the program.
This approach forces them to use their style to create a world conducive to their own success, rather than putting the onus on an outsider (in this case, a teacher/facilitator) to accommodate to them…
Posted on 9. September 2008 at 22:19
Jason- I think you missed the part where I said “To get the most out of your education/training experience, you should work to satisfy your own training needs” and suggested that students need to take an active role in fulfilling their learning needs too.
However, I have a few other points where I must disagree with you.
1) You imply that Introverts are unable to “play nice in a sandbox.” I don’t even know what you’re alluding to here…a lack of social skills? empathy? I think you should read more about what defines an introvert. Introverts simply recharge their energy by being alone versus with others. There are TONS of highly effective leaders who are introverts. The point is that they handle their “face-time” and know how to recharge their batteries afterwards. In addition, introverts tend to like to process their thoughts in their heads before spewing them out to the crowd. Again, nothing wrong with that…and no reason why an introvert can’t be a leader.
2) You don’t back up your statement that only functional skills can be taught by flexing to someone’s type. Let’s take your big leadership bootcamp course. Why couldn’t you incorporate some reflection time into that process? That would be flexing to an introvert’s preferences. Is that so bad? A significant part of leadership training is one-on-one coaching. That can be done in the moment (which an extrovert would prefer) or the coach could ask the leader to take time and think about how the did, how they would preform differently. I see no reason why you can’t make some effort to help students learn in the way that will be most effective for them.
You’re basically suggesting a sink or swim method to training, and I’m not sure that makes sense.
Again, as I stated in my post, it is critical that the student work to satisfy their own training needs (which is why I included the whole long story about how I learned in college). I’m just saying that trainers can be aware of those needs/preferences and facilitate that process.
Also, I’ve never suggested hiding being your preferences (or as you say “waving a four letter code in someone’s face and saying see this is who I am”). Type is not an excuse. Understand your preferences, though, will help you devise methods to facilitate communication, handle change, and even learn more efficiently.
Help me understand why “the model of type breaks down” when dealing with something strategic like leadership?
I’d say leadership is one of the most important places for understanding and flexing to type.
For example, a leader is communicating a big decision to their company (let’s say it’s a merger). The leader of Boeing needs to communicate that differently than the leader at Disney. Why? Boeing is heavily staffed by ISTJ’s. Disney is comprised of mostly ENFP’s. Those groups need to be presented to in very different ways. ISTJ’s just want the facts. What’s the deal, how will this affect me, what will the new company look like, is my job in jeopardy, etc. An ENFP needs to feel good about the change by the relationship. The presentation should include warmth, anecdotes, and be creative. Those are the ways to attract those different groups’ interests.
Guess what else leaders have to do? Motivate. How do you motivate an ISTJ vs. an ENFP? VERY DIFFERENTLY. Most ISTJs don’t want big displays of admiration or public congratulations. They want a quick email saying “nice work” or a chance to work on the next big thing (a thumbs up while passing in the hallway is plenty for most ISTJs). An ENFP wants a personal congratulations. It doesn’t have to be public necessarily, but more than just a high five. A sincere, personal, thank you note or paying a compliment to the individual in the company others will resonate with an ENFP.
Type is not the end-all-be-all solution for everything, but understanding type and knowing how to communicate with others can certainly be an advantage for leaders.
Posted on 9. September 2008 at 22:53