To them, learning is a means to self-improvement and they actively seek to increase their understanding and knowledge.

They learn particularly well on their own or in small groups and prefer to learn in an orderly and self-paced manner, and thus benefit from structured, well thought-out training programs, self-teaching courses, or high quality coaching. Being set (and achieving) regular targets ensures that they maintain interest and gives them the feedback they need to show them that they are making steady progress. Loose unstructured teaching without clear outcomes or with a high degree of active participation or ‘play’ does not appeal.

They enjoy learning theories and models, and need intellectual stimulation in order to maintain their interest. They ask many questions and tend not to accept a teacher or a system’s authority at face value. Memorization of facts, sequential exercises and hands-on training are less useful to them than discussion, reflection, analysis and brainstorming.

• ask searching questions
• are good at analyzing, systematizing, conceptualising and theorizing
• are quick to grasp possibilities
• are stimulated by ideas and impatient to implement them
• enjoy challenges, problem-solving and achieving goals
• prefer to work towards a clear goal or end-product
• have a strong need for evidence or proof when learning new facts
• are motivated by their drive towards competence, authority and expertise.

• there is a focused and structured learning environment
• given the opportunity to explore or question assumptions, presuppositions and methodologies
• listening and observing, e.g. watching how other people do things, listening to a lecture or presentation, taking notes
• presented with logical, coherent arguments
• being set challenges and allowed to achieve them in their own way
• allowed to think before acting, to assimilate before commenting, allowed time to prepare or do background reading
• their teacher is respected for his/her intellectual or leadership abilities
• given time to prepare thoroughly in advance
• when initiative, leadership and thoroughness are rewarded

• bonding with a team or group, or identifying with an institution, organisation or company is valued over independent thinking
• having to take centre stage or being put 'under the spotlight'
• forced to make judgments before they are ready
• creativity, interpersonal relationships or personal growth is rewarded above dedication, excellence and thoroughness
• being taught by 'rote' (i.e. repetition), or when given specific instructions or rigid guidelines
• presented with too many distractions or alternatives