They collect facts and are a mine of useful and relevant information. They are quickly bored and can become disruptive if their energy and enthusiasm is not understood or properly channeled.

Fresh experiences excite ESTPs, as a consequence of which they tend to plunge into new subjects, learning as they go. Variety, sensory stimulation and active participation maintain their interest, and thus they benefit from short presentations, ’on-the-job’ training that has immediate applications, and practical, experiential workshops. They need physical involvement and activity to maintain their attention. Demonstrations and practical examples are of more use to ESTPs than theory, discussion or reading.

• are less interested in theories than in factual and practical information
• are action-orientated and enjoy personal involvement and participation
• prefer hands-on training
• like to be entertained and to entertain others
• are good at improvising, decision-making and risk-taking
• enjoy competition
• need frequent breaks that allow for physical movement

• there is an active and lively atmosphere, and a wide range of activities to participate in
• set challenges or tasks, and required to solve problems with others
• there are plenty of opportunities for co-operative interaction, dialogue and group discussion
• encouraged to set their own deadlines and targets
• given positions of leadership or responsibility, 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
• ideas are presented imaginatively or in an multi-sensory manner, for example using dramatisation or presentations that include music, video, movement etc.
• they can link what they are learning to 'real-world' problems
• 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
• imagination, intuition and creativity are valued above ingenuity, involvement and practical skill
• the learning is essentially passive, i.e. reading, observing others, listening to how something 'should' be done, taking notes
• the focus is on academic competition or achieving set goals or standards
• required to work alone, for example reading, writing or reflecting
• there is too much theory, generalization or ambiguity