They prefer to learn in an orderly, structured manner, so enjoy traditional teaching in which there is a formal relationship with a teacher. They need information to be presented sequentially and instructions to be given clearly, and dislike ‘loose’ teaching that requires little supervision or that involves a high degree of independent creativity. They are conscientious about completing exercises and projects. Being set (and achieving) regular targets maintains their interest and shows them that they are making steady progress.

They enjoy interacting with other learners and gain much by discussion, sharing information, as well as question and answer sessions. 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 motivation to learn.

Well thought-out training programs, practical workshops and formal classroom teaching work well for ESFJs, as do demonstrations and practical examples.

• learn well in a structured or formal setting
• are conscientious and hard working
• respond well to clearly presented information
• are less interested in abstract theories than in practical knowledge that has benefit for other people
• are good at focusing and concentrating
• prefer to work towards a clear goal or end-product, such as a certificate
• are unlikely to explore untried ideas or methods
• may need to develop judgment, criticism and objectivity

• expectations, goals and standards are clearly laid out
• given positions of leadership or responsibility within a team, for example coaching others, demonstrating techniques, organising team members etc.
• there is plenty of 'hands-on' training or examples, and that they can put into practice what they have learnt
• they can link what they are learning to 'real-world' problems
• there is an emphasis on teamwork and co-operation
• responsibility, hard work and skill are rewarded
• emotionally engaged by a subject, or can relate it to their personal interests, values and goals
• there is interaction, group discussion and team problem-solving
• praised, rewarded or appreciated for work well done

• the focus is on analysis, detail or facts and figures, or when having to collate large amounts of data
• there is too much theory, generalization or ambiguity
• the learning is essentially passive, i.e. reading, observing others, listening to how something 'should' be done, taking notes
• presented with too many choices, distractions or possibilities
• required to work alone, for example reading, writing, reflecting, researching
• there is little or no personal feedback from their tutor or teacher