Cognitive Process Profile (CPP) · Formulate business processes and broad business strategy Ensure...

Cognitive Process Profile (CPP)

Standard Report for Cognadev Training

STRICTLY CONFIDENTIAL

NAME:Hannah Sample

CPP NUMBER:CPP04225

ASSESSMENT DATE:2015-07-30

Cognadev © Hannah Sample CPP04225 Page 2 of 25

SECTION 1

Introduction

The CPPThe Cognitive Process Profile (CPP) is a computerised exercise that has been designed to externalise anddynamically track a person's cognitive processes to give an indication of thinking preferences, capabilities andpotential for growth. The thinking processes are interpreted using algorithms.The aim of the CPP report is to providean understanding of a person's thinking skills and learning potential to inform decisions regarding selection,placement, team compilation, succession and development. The results are described narratively and graphically.

Cognitive constructs reported on by the CPPThe theoretical model on which the CPP is basedSuitable SST work environment

Current and potential work environmentsWork-related processing dimensionsUnit of information

Stylistic preferences and capabilitiesTask requirements associated with processing tendenciesSpeed and pace controlProcessing competencies

Strengths and development areasLearning potentialDevelopmental guidelinesSummary of resultsGraphic summary

Biographical informationFull name: Hannah SampleGender: FemaleDate assessed: 2015-07-30Report date: 2015-08-12Unique test number: CPP04225Date of birth: 1988-04-21Nationality: AfricaEthnicity: Black AfricanHighest education: DiplomasCertificatesDiscipline: OtherFunctional area: Accounting / FinanceCurrent position: Supervisor / ForemanColour blind: NoPrevious CPP: No

Self-evaluationThis section was filled out by the candidate after completing the CPP.How well did you understand the test? Quite wellHow difficult did you find it? Very hardHow well do you think you did? Fairly badlyWere you anxious or afraid? Fairly relaxedHow well could you concentrate? Fairly wellHow much did you enjoy the test? A bit


SECTION 2

The theoretical model on which the CPP is based

The holonic structure of the functional processing categoriesThe CPP externalises and tracks information processing activities and represents these in terms of functionalcategories organised as holons, where each successive process includes and transcends the previous one(s).Alternatively, the processing categories can be represented as overlapping fields of a matrix, the axes of whichrepresent: (a) the increasing complexity of the information involved; and (b) the increasingly inclusive sequence ofcognitive processes applied (as described in the CPP research manual).

The theoretical model of cognitive processes on which the CPP is based, differentiates between 'performance' and'metacognitive' processes. Performance processes are applied to task material to recall, explore, analyse, structure,and transform information. The application of the performance processes is guided by specific metacognitive criteria.Cognitive development requires the internalisation and automatisation of metacognitive criteria.

The metacognitive criteria which guide the application of cognitiveprocesses


SECTION 3

Suitable SST work environmentThe CPP links a person's cognitive profile to the cognitive requirements of specific operational and strategic work environments.

Algorithms are used to compare the qualitative and quantitative characteristics of a person's profile to the requirements of fivework environments. The profile qualities considered include a person's: (a) stylistic preferences, (b) the units of information usedin processing, (c) judgement and decision making tendencies, as well as (d) eight job-related processing dimensions.

The work environments specified reflect the Stratified Systems Model (SST) of E Jaques, the Viable Systems Model (VSM) of SBeer and M Prinsloo's work on cognitive complexity.

Both 'current' and 'potential' work environments are indicated but no time frames are given to predict the person's readiness toprogress from the current to the potential environment as this depends on many different factors including opportunity andmotivation.

Operational and strategic work environments

Hannah's progress through the assessment was tracked and this is shown graphically below. This gives an indicationof her preferred current and potential working environment.


SECTION 4

Hannah’s current work environmentHannah's cognitive profile currently seems best suited to the following work environment:

Diagnostic accumulation

Technical-specialist and / or supervisory work

Situational problem-solving

Understand service needs

Understand technicalities

Focus on causes, effects and symptoms

Diagnose and prevent problems

Initiate solutions within parameters, services

A Diagnostic Accumulation work environment can be described as follows:

Type of workIt involves being familiar with and supervising directoperating tasks and supporting those who performthemKeeps operational work running smoothlyIncludes first-line management, involving directface-to-face leadershipCan be a technical specialistMostly requires tertiary educationDoes not necessarily have clear-cut goals andoutcomes

Ways of workingAccumulates practical knowledge and data in aparticular fieldUses practical knowledge, together with technical /guidelines, to diagnose problemsComes up with solutions and acts to solve theproblemHandles ambiguity by either-or or linear-causalreasoningClassifies and sorts information using relatively fixedrules of thumb

Information usedConcrete, theoretical and specialisedClear and linear proceduresRelatively stable contexts

Outputs / achievementsAllows scope for different problem-solvingapproachesOutputs partly specified, but need someinterpretationLargely situational / contextual

JudgementBased on how the rules may be applied in a givensituationRelies on a clear and specialised knowledge base

Language usedFocuses on objects, methods and outcomes

LearningPractical application and refinement of technicalknowledge base

Time frameRanges from three months to one year for the mostcomplex task

ExamplesSupervisorTechnical specialist or professionalTeaching, training, direct sales, rule-basedprogramming / technical work


Potential work environmentHannah shows the potential to develop the necessary cognitive competencies to effectively function in the following workenvironment:

Parallel Processing

Integrate dynamic systems (value chains,supply-demand factors)

Synchronise parallel pathways

Use trade-offs to maintain progress

Coordinate functional units

Formulate business processes and broad businessstrategy

Ensure organisational viability

Systems focused

Maintain the pace of and monitor interacting projects

A Parallel Processing work environment can be described as follows:

Type of workFocuses on business processes and businessstrategyInvolves co-ordinating the work of various functionalor business unitsEnsures that the organisation remains viable

Ways of workingPlans and implements long-term business solutionsTranslates abstract ideas and decisions intostrategies and tacticsPlans how the organisation is to be managed toachieve its mission statementManages and co-ordinates several interactingprojects, or programmes simultaneously in order toachieve an overall objectiveManoeuvres resources between interacting projectsto capitalise on economies of scaleBuilds modelsHas true accountability

Information usedPrimarily complex, unfamiliar and ambiguousOften abstract, theoretical and generalised, such aslong-term policies, broad strategies, values,business processes and solutionsAmbiguous realities and goalsUnstable and unpredictable contexts

Outputs / achievementsOften abstract and theoreticalOrganisational change and transformationDevelopment of new functionalities and models

JudgementProfit and loss accountability, directing theimplementation of strategies to ensureorganisational viability

Language usedA conceptual focus (talent pool, culture, values,capital accumulation, assets, labour)

LearningHypothesising and testing abstract conceptualmodels and strategies

Time frameRanges from three years to five years for the mostcomplex task

ExamplesGeneral management, executive and CEO levelsChief specialist roles in the organisationDevelopers of new functionalities


SECTION 5

Work-related processing dimensionsThe work-related processing preferences are used in conjunction with cognitive style, unit of information and judgementcapability, to determine a most suitable work environment for a person.

Personal preferences for Operational or Strategic work can be described in terms of four dimensions:

ComplexityTangibility / type of the informationTime framesDegree of structure of the work environment

The person's preferences and capabilities can guide job placement decisions and indicate the most appropriate developmentalinitiatives.

Notes: (see the table on the following page) Interpreting the work-related processing scores:

(right column): These scores reflect skill in dealing with the processing requirements of StrategicStrategic orientationenvironments. Scores of up to approximately 40 support Operational functioning; roughly 40 - 60 enable DiagnosticAccumulation functioning; 60 - 70 point to Tactical Strategy functioning, around 70 - 77 suggest Parallel Processingfunctioning and scores exceeding approximately 77 indicate Pure Strategic functioning.

(left column): These mostly (excluding 'Detail') reveal a complementary score to that of theOperational orientationopposite pole on the right of a particular dimension. The scores in the left column are thus interpreted relative to theperson's scores in the right column. 'Relatively high' scores are above 50.

Relatively high scores on 'Detail complexity' indicate skill in dealing with technical detail, but not necessarily apreference for detail. Relatively low scores on 'Detail complexity' may indicate an avoidance of detail even thoughthe person may have the capacity to deal with it.Relatively high scores on 'Tangible' indicates a pragmatic and hands-on approach and preference for well-definedcontexts. Both high 'Tangible' and high 'Intangible' scores (thus an overlap between the two poles) is possible andthis indicates adaptability to both types of environments.A relatively high score on 'Short-term' may indicate a reliance on immediate feedback given, the tendency to viewissues simplistically, to jump to conclusions and to make assumptions.A relatively high score on 'Structured' indicates a need for ordered contexts and shows either the capacity tostructure environments independently or to require structured environments.


Hannah's results indicate the following work related processing preferencesand capabilities:

Operational orientation Strategic orientation

74 59

Detail complexityThe application of a detailed, specialist and technicalapproach – where the focus is on facts, rules, linearsequences and relationships. (High IQ may elevate thisscore – but not necessarily, and an irritation withdetailed technical work may lower it.)

Dynamic complexityThe application of an integrative approach – where thefocus is on underlying patterns and the interactionsbetween elements and systems (non-sequentialpatterns, circularity, feedback systems). (Inadequatecapability, learning opportunity and exposure may lowerthis score.)

32 59

Tangible informationThe application of a hands-on approach – where thefocus is on tangible, concrete, well-structured andpractical issues.

Intangible informationThe application of an ideas-oriented approach – wherethe focus is on new concepts, ideas, creativity, learning,quick insight, flexibility, intuition and an interest in ideasand possibilities. (An avoidance of new, abstract and / orhypothetical concepts may lower this score.)

40 63

Short-term focusThe application of a trial-and-error approach –characterised by a preference for feedback andguidelines where the focus is on concrete actions andimmediate effects within a familiar environment. Arelatively high score may also reflect imprecision,assumptions, quick closure, impulsivity and inadequateplanning.

Long-term focusThe application of a disciplined and consequentialreasoning approach – where the focus is on logicalthinking, the following through of arguments and theevaluation of the effects of evolving situations. (A lowlevel of motivation and interest may lower this score.)

45 54

Structured contextsA preference for order and structure (external or self-created) – where the focus is on guidelines, rules, linearprocedures as well as capitalising on knowledge andexperience. (It reflects both the search for existingstructures and creation of structures.)

Unstructured contextsThe preference for an unfamiliar environment – wherejudgement and intuition are applied confidently andeffectively in clarifying vague, unstructured andambiguous information. (Low confidence in own intuitiveinsights may lower this score.)


SECTION 6

Complexity and unit of informationIndividuals tend to focus on specific levels of complexity when dealing with information and when solving problems.Five units of information can be identified to indicate the level of complexity involved, namely:

(a) separate elements

(b) relationships and linear causality

(c) tangible systems

(d) dynamic and interactive systems

(e) chaos and emerging patterns

These five units of information are linearly related to the five work environments. If the level of complexity required in a workenvironment matches the person's cognitive preference and capability to deal with that level of complexity, the person mayexperience a sense of being 'in flow'. If a person's approach and the job requirements are mismatched, it may result in boredomor stress and impact on job satisfaction and motivation.

Hannah tends to utilise the following units of information:

Unit of information Description

Relationships and linearcausality Solving technical problems

linear sequences / causalityeither-or tree structurescategorisation of symptoms for purposes of diagnosisa tangible focusa preference for a thorough knowledge base or previous experience

Tangible systems Optimising system efficiencies

planning and structuringgenerating alternativesco-ordination of structural elements within a systeminteractions between tangible elements

Dynamic and interactivesystems Conceptualising change and integration

co-ordination across systems and contextsa process approachdealing with vagueness and intangiblesconstructing theoretical models

Chaos and emerging patternsForeseeing philosophical implications

holistic consideration of whole systems of many strataphilosophical trendsvague, emerging patternswider contextual implications


SECTION 7

Cognitive stylesCognitive styles refer to broad response tendencies or patterns in thinking and problem-solving behaviour. These are measuredby tracking a person's responses to unfamiliar information. A person’s stylistic preferences when dealing with unfamiliarinformation, however, also tend to be used when working with familiar information. Some personality factors are indicated here,as these are sometimes evident in the way a person thinks.

A person may develop specific stylistic preferences due to personality and emotional factors, cultural values, educationalexposure, learning opportunities, work experience and fields of interest. In interpreting this report, the specific combination ofpreferred styles provides a useful indication of certain factors in the person's developmental history.

Various descriptive categories are reported on as indications of stylistic preference, namely: Explorative, Analytical, Logical,Structured, Reflective, Reactive, Trial-and-error, Integrative, Holistic, Intuitive, Quick Insight, Learning, Metaphoric and Memoryapproaches. A Balanced style is indicated if the person applies detailed, rule-based approaches as well as flexible, ideas-basedapproaches. A Trial-and-error or Reactive style may be an indication of performance anxiety, emotional or developmentalfactors. It may also be a valid reflection of the person’s approach to unfamiliar problem-solving. Insight can be gained frominterpreting the person’s particular combination of stylistic preferences. The construct “Style” also informs the identification of asuitable work environment.

Hannah tends to apply the following styles in unfamiliar contexts and ishighly likely to also apply these styles in familiar contexts:

LOGICAL Logical style:Tends to look for logical evidenceIs self-aware and rigorously monitors own reasoning processesFollows reasoning processes through in a rule-based mannerMay apply convergent or divergent reasoningTends to verify or falsify arguments logicallyMay prefer to focus on complex issues and long-term implicationsTends to be a disciplined and critical thinkerMay pursue complex cognitive challengesMay focus on detail in an analytical manner

ANALYTICAL Analytical style:

Has a precise, detailed approachWorks systematically and pays attention to rulesEnjoys pulling information apart and subdividing issuesAnalyses, compares and categorises various elementsIdentifies relationships between different elements

REFLECTIVE Reflective style:Tends to explore and consider information very carefullyMay be guided by existing knowledge and information structuresShows a careful approach and revisits previous conclusionsMay work relatively slowlyTries to avoid making mistakesIndicates a preference for working with tangible information in structured contextsShows a need for certainty

EXPLORATIVE Explorative style:Tends to investigate issuesThoroughly explores different types of informationChecks information carefully and preciselyTries to understand the task requirementsFocuses on finding information relevant to the problemMay get confused by over-exploring and checking too muchMay repeatedly explore the same information without moving forward

The order that Hannah applied all the styles is:


The order that Hannah applied all the styles is:

1. Logical2. Analytical3. Reflective4. Explorative5. Holistic

6. Structured7. Quick insight8. Integrative9. Metaphoric10. Intuitive

11. Learning12. Memory13. Trial-and-error14. Reactive


SECTION 8

Rank order of cognitive stylesMetacognition refers to awareness of one's own thinking processes. Each of the cognitive styles is guided by certain internalisedmetacognitive criteria. This means that a person's thinking processes reflect specific rules that are applied automatically or viaself-talk. For example: a person who values accuracy and has internalised it as a metacognitive criterion, is likely to apply ananalytical approach to problem-solving. The following styles reflect the application of the specified metacognitive criteria. Firstthe preferred styles will be discussed, then the styles that are applied the least (if any were underutilised). This will provide anindication of broad cognitive development areas.

Hannah's most prominent stylistic preferences:

Rank Preference Description Implications

1 Logical

A tendency to work with rigour, to lookfor logical evidence, to apply aprocess approach and to follow ownthinking processes through.

Metacognitive criteria: ”purpose”,“change”, “transfer”, “application”,“contextualisation”, “alternatives”,“appropriateness”

It is associated with a disciplined andrule-based approach driven by a needfor cognitive challenge. It involvescritical thinking and may result inconvergent conclusions as well as thedivergent generation of possibilities. Itis involved in the transfer ofknowledge across contexts.

2 Analytical

A tendency to work with detail in asystematic and precise manner,pulling issues apart, identifyingsubcomponents and linking theseaccording to specific rules.

Metacognitive criteria: “accuracy”,“necessity”, “rules”, “precision”,“systematic”, “relationship”,“similarity”, “difference”

It is associated with a need forprecision in understanding the buildingblocks of an issue and theinterrelationships between thesebuilding blocks. It is required forperformance in technical-specialistcontexts.

3 Reflective

A tendency to take time in carefullychecking and considering ownconclusions and interpretations.

Metacognitive criteria: “certainty”,“correctness”

It is associated with a need to becertain, not to make mistakes and tothink things through. It may be usefulin high risk environments, but notwhere quick responses are required. Itmay also indicate an avoidance oferror and risk as well as a somewhattangible approach.

4 Explorative

A tendency to investigate and gatherinformation.

Metacognitive criteria: “clarity”,“relevance”, “depth”

It may be associated with interest andcuriosity, but may also indicate a needfor certainty and understanding.Excessive information-gathering maycomplicate and postponedecision-making and action.

5 Holistic

A tendency towards big picturethinking without losing sight of therelevant detail.

Metacognitive criteria: “context”,“implications”

Represents a general and relativelyintegrated perspective within whichdetailed elements are contextualised,and by which relevant detail can beleveraged to impact the biggercontext. It contributes towardsstrategic thinking.


SECTION 9

Task requirements and associated processing tendencies

Current and potential preference and skill in dealing with specific taskrequirements

The various thinking styles above can also be represented in terms of the brain quadrants metaphor. The various quadrantsindicate preferences for, and skill in, dealing with certain types of information and specific task requirements, including:

Logic Ideas Challenge Structure

The typical right quadrant preferences are associated with an ideas orientation and creative tendencies and the left quadrantpreferences with a more structured, focused and factual orientation. The upper quadrants are more intellectually driven than thelower quadrants that are associated with emotional motives such as the need for certainty versus the need for challenge. Therelative contribution of specific cognitive styles have been superimposed / positioned in blue on the graph.

Hannah's preference and skill regarding the task requirementsThe graph below indicates Hannah's current preferences and potential for dealing with these various types ofprocessing requirements.


Interpretation of the skills and preferences associated with particular taskrequirements

Structured, rule-based approaches: dealing with facts in a logical, analytical, sequential and organised manner:Logic driven: a preference for logical-analytical reasoning, using facts. It involves the application of rule-based,focused and relatively structured information processing. People who achieve relatively high scores in thisquadrant typically enjoy intellectual challenge and information-rich, technical and professional contexts.Knowledge driven: a preference for the relatively well-structured information that is characteristic of domain-specific and operational work environments where one can capitalise on existing knowledge and experience.In terms of the complexity involved, it may range from dealing with tangible and concrete phenomena to morecomplex theoretical information. The emotional security offered by the familiarity of the task material generallyenhances performance.

Holistic and Creative approaches: dealing with ideas and new challenges by making meaning of, and contextualising the information:

Ideas-driven: a preference for integrating fragmented and / or theoretical information in a meaningful way. Thegeneration of unique and innovative ideas are characteristic of this mode. People who achieve relatively highscores in this quadrant typically enjoy intellectual challenge and generally apply a contextualised or holisticapproach.Challenge-driven: flexible, open-minded awareness, curiosity and a learning orientation. Relatively high scoresin this quadrant are associated with the tendencies to become bored and to challenge oneself and others. Thismay be driven by an emotional need for novelty and variety. Those showing this preference perform best whenhaving to deal with interesting and meaningful information.


SECTION 10

Speed and pace controlSpeed and Power are two separate constructs in cognition. The CPP allows the person to work at his/her own pace. Fourspeed-related dimensions are reported on, namely: pace of problem-solving; how quickly new information is grasped; the timespent on easy versus difficult aspects; and the tendency to come to close problems quickly. Scores are normally distributedbetween 25 and 75.

Hannah's speed and pace control scores:

Dimension Description Score

Speed of work The speed or pace by which unfamiliarcognitive tasks are completed 37

Quick insight The rate of grasping and understandingconcepts 48

Pace control The tendency to spend most time on themost difficult task requirements 62

Quick closure The tendency to jump to conclusionsand make assumptions 44

Notes: Interpreting Speed and Power

The various constructs reported on are independently measured. Thus seemingly contradictory results are possible –such as high scores on both ‘Pace control’ and ‘Quick closure’. This can be interpreted qualitatively.

If the ‘Speed of work’ score is relatively close to the ‘Quick insight’ score, then the person works at a reasonablepace, given their natural inclination and capability. If the ‘Speed of work’ score is higher than ‘Quick insight’, then theperson worked at a faster rate than they understood the task requirements. If the ‘Quick insight’ score is higher thanthe ‘Speed of work’ score, then the person worked relatively slowly and carefully. ‘Pace control’ scores are importantand indicate the person’s insight into the difficulty of the task and how they adjusted their pace to spend more time onmore difficult aspects.

As a broad guideline, a score of 60 and above can generally be regarded as a high score on the constructs of ‘Speedof work’, ‘Quick insight’ and ‘Pace control’, and a score below 35 - 40 as a relatively low score. A relatively high scoreon ‘Quick closure’ may indicate that emotional and motivational factors interfered with the effectiveness ofprocessing. It may also show low cognitive rigour or discipline. Relatively low scores are desirable on ‘Quick closure’.On this construct, scores above 50 can be regarded as relatively high.


SECTION 11

Information processing competenciesThis bar graph provides a graphic representation of the person’s functioning on the six processing categories namely: Memory,Exploration, Analysis, Structuring and Integration, Transformation and Metacognition. All are Performance processes, exceptMetacognition which guides the application of the Performance Processes. These functional processing categories can berepresented as a holon where each successive process includes and transcends the previous one(s). The dynamic functioningof the processes are explained by the theoretical processing model on which the CPP assessment is based.

This following simplified graphical representation summarises Hannah’s results and is useful to guide decision-making andcognitive development initiatives in work and educational contexts.

Processing competency Description Scores

MemoryUse of Memory A tendency to rely on memory and to

concentrate on the task 57

MemoryStrategies Effectiveness of memory strategies 49

ExplorationPragmatic

Practical orientation (asking whether thingswill work in practice). Determiningrelevance in structured contexts

59

Exploration The effectiveness, depth and width ofexploration 54

AnalysisAnalysis

Working systematically, independently.Detailed and precise in differentiatingbetween, and linking, elements

83

Rules A focus on rules 44

Structuring /Integration

Categorisation Creating external order, categories andreminders. Structuring tangibles 37

Integration Synthesis of ambiguous / discrepant /fragmented information 56

Complexity The preferred level of complexity and theunit of information used 75

Transformation

LogicalReasoning

The disciplined, logical following through ofreasoning processes 84

VerbalConceptualisation

Unusual / flowery / creative and / orabstract verbalisation andconceptualisation

68

Metacognition

Judgement Capitalising on intuitive insights to clarifyunstructured and vague information 54

Quick InsightLearning

A tendency to grasp new concepts andacquire knowledge and understandingrelatively quickly

65

GradualImprovementLearning

A preference for practical or experientiallearning 39


SECTION 12

Cognitive strengths and development areasThe following table reveals those processing dimensions that the person scored significantly higher or lower on as compared toher average processing scores on the left, as well as her current work environment. This is a very detailed part of the report andis provided to inform cognitive development initiatives. This section should be managed holistically – and not by focusing on thecomplex detail.

Hannah’s processing strengths and development areas:

Table of Cognitive Strengths and Development AreasSTRENGTHS DEVELOPMENT

AREAS

Own profile

Current work

environment

Own profile

Current work

environment

Memory The tendency to retain and recall information that is a prerequisite forUse of memory:

learning, intuition and integration functions 1Exploration

Deciding what is important in a relatively structured, familiar environmentDiscrimination: 1

Depth of investigation of a problem or situationExploration: 1 1Analytical

A disciplined, detailed, systematic and rule-based approachAnalytical approach: 2 2

Repeatedly revisiting detailed issues - often to "make sure"Checking: 2 1 Being aware of the way one identifiesMetacognitive monitoring of linking:

relationships between objects or concepts 3 2

An emotional need to be accurate and correctNeed for precision: 3 1 Working with accuracy, applying a detailed andPrecise and systematic approach:

precise approach 2 1Structuring and Integration

Expressing conceptual thinking by using creative, abstractAbstract conceptualisation:language 2 2

Classifying, grouping and representing information by using techniquesCategorisation:such as categorisation, filing, listing, mapping, architecturing, note-taking and diarising 1

Dealing with numerous, vague, interactive and abstract elementsComplexity: 2 2

Identifying and pinpointing key issuesExtracting core elements: 1 A tendency to view a situation from a broad perspective withoutHolistic approach:

losing sight of the relevant detail 1 A tendency to continuously make sense of (and meaningfullyIntegrative approach:

interpret) new and discrepant information 1 Devising plans to deal with complex (numerous,Strategies for managing complexity:

vague, abstract) information 1 A focus on the task's purpose, requirements andTask orientation and goal direction:

desired outcome. 1


Transformation A tendency to apply a process-approach and pursue theFollowing arguments through:

line of reasoning in a disciplined manner until the underlying complexity converges 3 3

The tendency to search for logical proofLogical verification: 1 2

Reasoning to adapt solutions and methods across contextsTransference: 3Metacognition

Changeable, open-minded and modifiable thinkingFlexibility: 1 The use of techniques and aids to assist memory functioning.Memory strategies:

(Checking to ensure accuracy may lower this score) 2 The awareness and disciplined application ofMetacognitive monitoring of reasoning:

reasoning processes 2 An awareness of the appropriate speed in problem-solving given one’sPace control:

own capability and insight 1

Careful planning on how to approach a problemStrategising: 1 A focus on the task's purpose, requirements andTask orientation and goal direction:

desired outcomes 1Note: the strength of the finding is indicated numerically in the table above. Higher numbers indicate a moresignificant finding. Treat scores two and above as significant.


SECTION 13

Learning potentialIt is difficult to predict a person’s future and potential cognitive functioning on the basis of current performance, given the longterm impact of variables such as emotionality, motivation, educational and work exposure. Cognitive performance is evaluated indepth to identify indicators of cognitive modifiability. The slopes of learning curves and the effectiveness of informationprocesses are interpreted. This gives an indication of the person’s potential to increase current cognitive functioning as well asthe capacity to master new knowledge or content areas. This information can inform decisions regarding the utilisation anddevelopment of talent.

Hannah shows a high level of learning potential.Hannah’s current strengths that can be capitalised on in actualising her learning potential are:

Strength offinding

Indications of existing skill Description

4 Ability for higherlevel complexity

There are a number of indications that Hannah can deal with morecomplexity than that associated with her current work environment.

4 Overall profileHannah achieved significantly higher scores on some relatively complexprocesses as compared to other less challenging ones. This indicatesthat she should be able to use her already developed skills to improve thelower processing scores with relative ease.

Note: the strength of the finding is indicated numerically in the table above. Higher numbers indicate a moresignificant finding. Treat scores two and above as significant.

Hannah’s developmental areas that indicate learning potential:

Strength offinding

Indications of existing skill Description

3 Tendency to becomebored

Hannah seems to become bored with having to deal with easy, highlystructured and unchallenging tasks. She would be more motivated andthrive in stimulating and fast changing work environments.

Note: the strength of the finding is indicated numerically in the table above. Higher numbers indicate a moresignificant finding. Treat scores two and above as significant.


SECTION 14

CPP summary reportThis is a brief summary of Hannah’s information processing results. Her recommended current and potential work environments,stylistic preferences as well as a number of additional observations and special insights into Hannah's processing tendencies areprovided.

Current work environmentHannah’s cognitive profile best matches the requirements of work environments. TheseDiagnostic Accumulationcontexts are characterised by problem-solving, usually of a technical nature, in order to ensure smooth operationalfunctioning and client service. It may also entail supervisory or first line managerial work, sales, teaching and / ortraining, or other work which is performed according to fairly clear technical and / or theoretical guidelines, in arelatively structured work environment. Diagnostic environments may be technically highly complex. The focus is onlinear causality and the time frame of most tasks are months to a year from decision making to when feedbackbecomes available.

Potential work environmentHannah’s profile indicates that she may have the potential to work with the complexity requirements of the Parallel

environments. This means that she shows the necessary cognitive capability and skill to deal withProcessingcomplex, vague, interactive and dynamic systems within a five year time frame. Parallel processing work may involvethe formulation of broad strategy; the integration of broad with operational strategy; the conceptualisation andmodelling of business processes; the integration of value chains as well as internal and external factors;organisational transformation initiatives and the development of new functionalities – all of which are aimed atensuring organisational viability. Executive roles involving the coordination of various functional units in theorganisation as well as chief specialist roles may be involved

Stylistic preferencesThe way a person approaches problems gives insight into how they think, what problems they are best suited to solveand the complexity they can work with. Hannah applied a Logical style, which indicates a disciplined approach and atendency to work with rigour, look for logical evidence, apply a process approach and to follow own thinkingprocesses through to conclusions. This approach was mixed with an Analytical style, which involves a tendency towork with detail in a systematic and precise manner, pulling issues apart, identifying subcomponents and linkingthese according to specific rules. She also showed a tendency to use a Reflective approach. This is a tendency totake time in carefully checking and considering own conclusions and interpretations. Lastly, Hannah can also processinformation using an Explorative approach. This involves a tendency to investigate and gather information to excesssometimes, which can delay decision-making.


Additional observations and special insights

Hannah's problem-solving performance is within an average to high category.She obtained higher scores on the tendency to work with detail and precision than on the tendency to externallycategorise information (summarising, filing, reordering, creating reminders). This way of working may createunnecessary complexity and the information overload could affect Hannah's memory functioning and cause stress.This tendency to mentally keep track of complex information is, however, required in certain work environments.Considering the degree of detail she prefers to work with, Hannah makes insufficient use of her memory capacity.This may be due to a tendency to check information and a need for precision rather than to work with boldness. Ofcourse, this tendency is required in particular work environments but may be unsuitable in more generalised ormore strategic environments.She obtained a significantly higher score on quick insight than on speed. This means that Hannah can, withoutaffecting her performance, work at a faster rate and with greater boldness.Her problem-solving style seems to be characterised by a need for precision. This is a particularly useful cognitivestyle in work environments where a detailed and technical approach is required.She applied effective verbal skills and conceptualised ideas at an abstract level.In terms of learning behaviour, Hannah obtained higher scores for quick insight learning than for gradualimprovement learning. This often indicates a preference for challenging theoretical exposure as opposed togradual experiential learning.She seems to prefer a detailed logical-analytical approach to problem-solving.Hannah applied a very careful and reflective approach to problem-solving. This is often of a more operationalnature (as compared to strategic thinking). She can, however, without affecting her current level of performance,work with greater boldness and speed.Although she tends to work with detail and precision, Hannah does not adequately order external information -which may affect her memory functions.


SECTION 15

Developmental guidelinesThe following section is included for the benefit of the CPP accredited practitioner who will be providing feedback to thecandidate. Statements in this section are based on an automated interpretation of the differences between this candidate’s CPPprocessing scores. Not all comments necessarily apply, and it is up to the practitioner to select those guidelines that may beuseful to the candidate in developing additional cognitive skills given the cognitive competency requirements of her particularwork environment.

Notes: Interpreting the Development Guidelines

These competency indications are relative to your own overall functioning. In other words, if your scores are relativelylow on analysis compared to the rest of your profile, it will be mentioned here - even if your analytical skills are betterdeveloped than most other people.

How we apply ourselves intellectually is largely determined by overall physical, psychological, emotional and spiritualawareness, our external context (exposure and opportunities) as well as the interaction amongst internal and externalfactors. The individual does, however, have a significant degree of choice when it comes to applying and developingthemselves.

The extent of the finding is indicated in numbers in blue.

Less effective structuring 4During the assessment, Hannah tended to keep the information in mind rather than externally ordering andrepresenting it. This may overload her short-term memory and cause stress in complex environments.

This may indicate that Hannah does not like diarising, filing, ordering, mapping information or carefullyrepresenting information in the work environment. Developing a structured approach can lessen confusion,decrease stress and assist Hannah to effectively deal with higher levels of complexity.

Although Hannah did not structure information during the CPP assessment, she may already have acquired thehabit of diarising, making lists, creating reminders, and representing information as pictures or graphs, ineveryday life.

Overloading memory 4Hannah may overload her memory by mentally keeping track of many details. This may not necessarily create aproblem for those that can comfortably deal with complexity. However, should a person prefer a highly detailedapproach, memory strategies (such as reminders, representations, practice, integration) are required to optimisecognitive functioning.

This characteristic can be addressed by learning to calm down, plan and activate metacognitive awareness viaconstant self-talk involving questions such as:

what am I focusing on right now? (the problem at hand or my worries)what is the most appropriate level at which to approach this problem? (a highly detailed or somewhatmore generalised level)what are the core elements here?what aspects just clutter up and confuse the issue?can I cut through the irrelevant information and define the issue in clear and simple terms?what does my intuition tell me about this?


Less effective memory strategies 3Hannah did not effectively apply memory strategies. The most important factors in remembering information are:(a) meaningfulness, (b) interest in the subject material, (c) subjective emotional factors, (d) one’s value system,and (e) the context.

By using certain techniques (anchoring, visualisation, associations, word bridges), most people can, with relativeease, achieve a significant improvement in their memory functioning. However, none of these techniquesnecessarily have long-term boosting effects on memory, unless the material is interesting and has emotionalvalue for the person.

Cognitively, there are also techniques that can be practiced to simplify information and create links, associationsand meaning. For example:

continuous integration (responding with both assimilation and accommodation of cognitive structuresto new information)creating a rich network of associationsfrequent practice of knowledge or skillseffective representation of information using maps, summaries, metaphors or picturesidentifying the core element and extracting it as the basis for creating a new information structureattaching motivational / emotional value – such as using humour, or linking information to familiarpeople

Boredom and a need for intellectual challenge 3Hannah’s profile indicates that she may become bored with tangible, structured information or routine solutions.She may prefer to be continually challenged by ambiguity, vagueness, discrepancies, complex arguments,novelty and change.

People who become easily bored (whether operational or strategic), may want to develop a sense of their ownemotional responses to a situation and find ways to rekindle motivation or interest. It may be necessary forthese individuals to work in their area of interest so that they can work with vigour and gain satisfaction fromtheir work.

Boredom may be linked to disinterest, de-motivation, low follow through, stimulation seeking, purposelessexploration, impulsivity or superficiality. If the person is able to work in an area that really interests andmotivates them, then this profile can actually be a strength as the person is likely to commit a lot of their time tosolving complex work problems.

Potential Discrepancy 1It is best practice to align a person’s career progress with their cognitive preferences and capabilities.

People who are comfortable with the cognitive demands of their work, often experience job satisfaction. Theyfeel stimulated, challenged and “in flow” as their capabilities are being utilised optimally. This, however, isseldom the case as most people either have work requirements that exceed their capabilities or capabilities thatexceed their work requirements.

A large number of individuals are employed in positions that require little cognitive challenge or involvement.This often leads to boredom, demotivation and underperformance at work.

Alternatively there are those that have been promoted to work environments that they find too vague andconfusing, where insufficient structure and guidelines are available, or where they lack the necessary knowledgeand experience. This could result in excessive stress and demotivation - especially in positions whereperformance is highly visible. A common response is to avoid important issues and focus on irrelevant orinsignificant matters including office politics.


Possible underperformance 1A number of factors may contribute to underperformance, the most important possibilities are: inadequateself-confidence and drive, low levels of self-insight and awareness, emotional and psychological factors, as wellas environmental circumstances (such as educational and work opportunities and long-term exposure tounstimulating contexts). These issues often give rise to adaptational and motivational patterns that, over time,are internalised.

Exploring the possible reasons for underperformance and addressing them can result in a change of attitudeand energy invested in work. It may benefit the person to become aware of their potential and the degree towhich self-actualisation has occurred.

Parallel processing environments: transformational management This orientation is required in the case of transformational managers who focus on organisational integrationand long-term organisational viability. They are responsible for the alignment of processes across differentoperational systems, internal and external value-chains and the translation of the broad organisational strategyinto operational goals.

The cognitive skills that are useful at this level of work are big picture thinking, an integrative and holisticapproach, effective judgement, a learning orientation and logical rigour. An effective transformational approachalso requires non-cognitive skills such as interest, energy, self-confidence, intra- and interpersonalunderstanding, leadership awareness and persuasion.

The cognitive capability to deal with complexity at Parallel processing level is however, not sufficient to ensureeffective functioning at this level. Leadership skills, knowledge and experience are also critical prerequisites forperformance in Parallel processing environments. In the case of inexperienced candidates that show this levelof cognitive potential, a career path should ideally be considered to ensure varied and relevant experience.

Transformation and innovation This person shows the combination of scores which indicates the cognitive capacity to be innovative andcreative. Hannah showed strengths in both logical reasoning and conceptualisation or lateral generation. Thisallows her to create alternatives, generate new ideas and come to new logical conclusions.

These individuals can become bored in linear or factual environments and this potential for becoming boredshould be avoided.

SECTION 16

Final commentsThe CPP is a psychological test developed and distributed by Cognadev UK. If you would like to use the CPP or theother assessments we have on offer, please visit our website:

www.cognadev.com

The CPP is a complex instrument and it requires comprehensive training to interpret the report. Feedback on thisreport should always be done by an accredited CPP practitioner.

We hope to have provided you with the insight needed to make informed decisions and unlock potential. If you wouldlike a more detailed description of the concepts dealt with in this report, a full guide and glossary is available at:

web.cognadev.com/publications/cpp-guide.pdf

Cognadev (Pty) Ltd

18B Balmoral Avenue, Hurlingham, Sandton, 2196 South Africa

PO box 3429, Northcliff, 2115 South Africa

Telephone: +27 (0) 11 884 0878

http://www.cognadev.com

http://web.cognadev.com/publications/cpp-guide.pdf

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