New experiences excite ESFPs and as a consequence they tend to plunge into subjects, learning as they go. Their interest is maintained by variety, sensory stimulation and active participation, and thus they benefit from short, entertaining presentations, ‘on-the-job’ training that has immediate applications, and practical or experiential workshops. Demonstrations and practical examples are of more use to ESFPs than theory, discussion or study, though they do enjoy collecting facts and figures, and are likely to have a wealth of general knowledge. Their attention span may be quite short, so written exercises, routine, detailed tasks, targets and highly structured programs tend to lose their interest.

They enjoy interacting with other learners and gain much by discussion, sharing experiences and competition (for instance, team contests). Group feedback sessions, and periods in which they can reflect upon, summarise and integrate what they have learnt, enable them to turn abstract information into something more real. Their thought processes are clarified by the act of verbalizing them, so talking is a vital part of their learning. They are sensitive to both positive and negative feedback, with the former acting as a strong motivation to learn.

• prefer loose, unstructured teaching
• enjoy personal involvement and participation
• learn by doing
• are less interested in abstract theories than in practical knowledge that has benefit for other people
• are unlikely to explore untried ideas or methods
• may need to develop judgment, criticism and objectivity
• respond to hands-on training, demonstrations and real-world examples

• given positions of leadership or responsibility, for example coaching others, demonstrating techniques, organising team members etc.
• emotionally engaged by a subject, or can relate it to their personal interests and values
• there is an emphasis on teamwork and co-operation
• there is an open and lively atmosphere
• they can link what they are learning to 'real-world' problems
• there are plenty of opportunities for co-operative interaction, dialogue and group discussion
• there is plenty of 'hands-on' training or examples, and that they can put into practice what they have learnt
• ideas are presented imaginatively or in an multi-sensory manner, for example using dramatisation or presentations that include music, video, movement etc.
• learning is experienced as fun, e.g. it includes games, role-playing, experimentation, plenty of stimulation and interaction, as well as 'free time' for assimilating ideas

• the learning environment is dull, un-stimulating and rigid, with few opportunities to participate
• the focus is on theory, analysis, facts and figures
• having to collate large amounts of data
• required to work alone, for example reading, writing, reflecting, researching
• accuracy, precision, thoroughness and adherence to rules are valued above creativity, involvement and skill
• presented with too many distractions or alternatives and not being set clear goals or targets