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Cognitive Process Profile (CPP)

Standard Report for Cognadev Training

STRICTLY CONFIDENTIAL

NAME:Paula Sample

CPP NUMBER:CPP04235

ASSESSMENT DATE:2015-05-11

Cognadev © Paula Sample CPP04235 of 23

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: Paula SampleGender: FemaleDate assessed: 2015-05-11Report date: 2015-08-12Unique test number: CPP04235Date of birth: 1973-10-03Nationality: South AfricaEthnicity: White EuropeanHighest education: Multiple Degrees / PostgraduateDiscipline: Psychology / Social ScienceFunctional area: Human ResourcesCurrent position: SpecialistColour 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? Fairly hardHow well do you think you did? Fairly badlyWere you anxious or afraid? Quite anxiousHow 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

Paula's progress through the assessment was tracked and this is shown graphically below. This gives an indication ofher preferred current and potential working environment.


SECTION 4

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

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


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

Pure Strategic

Construct unified whole systems

Formulate strategic intent

Deal with kaleidoscope of macro-economic eventsand variables

Consider social and environmental impacts

Ensure viability of the industry

Integration of various industry offerings

Identify and impact philosophical trends in the industry

A Pure Strategic work environment can be described as follows:

Type of workInvolves corporate strategy and macro systemsthinkingCreates and organises whole, unified systemsConcerned with the viability of both the organisationitself and the relevant industryMay contribute towards industry renewal by creatingphilosophical trendsMoves beyond the business and contributes to theenvironment and society

Ways of workingDirects and effectively manages complexmulti-layered systemsDeals with constantly changing events andcircumstancesManages multiple cultural contextsAdjusts broad strategy to ensure a balance withenvironmentsIntuitively senses and focuses on interconnectionsbetween many variables within the macro-economiccontextLinks previously, unrelated concepts, formulatesnew systems and knowledge fieldsCentres around macro-economic issues andintangibles (free trade, capitalism, democracy)

LearningPhilosophical and visionary inclination, capitalisingon intuition and constantly emerging awareness

Time frameWorks towards achieving viability for both theorganisation and the relevant industry

Information usedHighly abstract and complex, based on awell-developed and broad knowledge basePhilosophical concepts, paradigms and visions ofuniversal, socio-political and economic trends,long-term strategies, holistic systems, uncertain,unstable and ambiguous realities

Outputs / achievementsConstructs whole new systems to deal with thefuture in ways not considered previouslyThe path to achieving is abstract and philosophicaland dependent on the creative vision of theindividual

JudgementConcerned with organisational and industry viabilityMoves beyond straight business issues to ensuresocietal, environmental and global benefits

Language usedRanges from five to eight years or longer for themost complex task

ExamplesVice President, Executive Vice President and CEOroles within large corporationsChair of a multi-national corporationIndividual researchers and philosophers, developingthe frontiers of knowledge


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.


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

Operational orientation Strategic orientation

89 75

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.)

28 73

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 79

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.)

40 73

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.

Paula tends to utilise the following units of information:

Unit of information Description

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.

Paula tends to apply the following styles in unfamiliar contexts and is highlylikely 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

The order that Paula applied all the styles is:

1. Logical2. Analytical3. Reflective4. Holistic5. Integrative

6. Quick insight7. Explorative8. Learning9. Structured10. Metaphoric

11. Intuitive12. 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.

Paula's most prominent stylistic preferences:

Rank Preference Description Implications

1 Logical

A tendency to work with rigour, to lookfor logical evidence, to apply a processapproach and to follow own thinkingprocesses 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, pullingissues 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 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.

5 Integrative

A tendency to synthesise discrepant,,fragmented and ambiguousinformation into a coherent /meaningful whole.

Metacognitive criteria: “meaning”,“coherence”, “context”, “depth”,“parsimony”, “inclusiveness”

Required for conceptualisation,definition, formulation and modelbuilding. Can be developed by tryingto understand and represent vague orproblematic issues.


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.

Paula's preference and skill regarding the task requirementsThe graph below indicates Paula'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.

Paula's speed and pace control scores:

Dimension Description Score

Speed of work The speed or pace by which unfamiliarcognitive tasks are completed 49

Quick insight The rate of grasping and understandingconcepts 64

Pace control The tendency to spend most time on themost difficult task requirements 69

Quick closure The tendency to jump to conclusionsand make assumptions 45

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 Paula’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 71

MemoryStrategies Effectiveness of memory strategies 73

ExplorationPragmatic

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

56

Exploration The effectiveness, depth and width ofexploration 63

AnalysisAnalysis

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

97

Rules A focus on rules 67

Structuring /Integration

Categorisation Creating external order, categories andreminders. Structuring tangibles 39

Integration Synthesis of ambiguous / discrepant /fragmented information 71

Complexity The preferred level of complexity and theunit of information used 88

Transformation

LogicalReasoning

The disciplined, logical following through ofreasoning processes 96

VerbalConceptualisation

Unusual / flowery / creative and / orabstract verbalisation andconceptualisation

84

Metacognition

Judgement Capitalising on intuitive insights to clarifyunstructured and vague information 73

Quick InsightLearning

A tendency to grasp new concepts andacquire knowledge and understandingrelatively quickly

84

GradualImprovementLearning

A preference for practical or experientiallearning 59


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.

Paula’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

Exploration Investigating a problem according to a plan andSelf-directed focusing and selecting:

goal 1Analytical

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

Repeatedly revisiting detailed issues - often to "make sure"Checking: 2 3 Being aware of the way one identifiesMetacognitive monitoring of linking:

relationships between objects or concepts 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 3 1Structuring and Integration

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

Classifying, grouping and representing information by using techniquesCategorisation:such as categorisation, filing, listing, mapping, architecturing, note-taking and diarising 2 2

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

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 2

The tendency to search for logical proofLogical verification: 2 1

Reasoning to adapt solutions and methods across contextsTransference: 1Metacognition

Improving understanding by adjusting, expanding and integrating informationLearning:structures in a self-aware manner 1

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 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.

Paula shows an exceptionally high level of learning potential.Paula’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 Paula can deal with morecomplexity than that associated with her current work environment.

4 Overall profilePaula 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.

3 Difficult vs. easyPaula performed better on difficult than on easy tasks. This is notbecause of inadequate capability or skill, but largely reflects disinterest inunchallenging cognitive tasks. This tendency may, however, lower bothcognitive assessment results as well as everyday cognitive functioning.

3 Current level offunctioning

Paula’s already well-developed repertoire of cognitive skills will contributeto the acquisition of further knowledge and cognitive processing skills. Incognitive functioning, a broad frame of reference and existingcompetence enhances learning and cognitive growth via processes ofassimilation and accommodation (Piaget).

3 Seeking challengePaula appears to consistently focus her attention on the most difficult,interesting or challenging task requirements. This attitude, combined withenergy and curiosity, tends to enhance the development of cognitivepotential because they can be described as active learners.

2 Metacognitiveawareness

Paula already effectively applies a number of metacognitive criteria toguide processing activities. Those who show a meta-awareness of theirthinking tend to learn from their mistakes relatively quickly (see thetheoretical model).

2 Quick insight vs.Speed

Paula worked at a relatively slow pace given her actual capacity to graspnew concepts. This may be due to excessive caution, performanceanxiety, a lack of confidence in own capability or an unnecessaryreflective orientation. It indicates that Paula can work with greater speedand boldness without losing effectiveness.


Paula’s developmental areas that indicate learning potential:

Strength offinding

Indications of existing skill Description

4 Tendency to becomebored

Paula 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.



SECTION 14

CPP summary reportThis is a brief summary of Paula’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 Paula's processing tendencies areprovided.

Current work environmentPaula’s cognitive profiles best matches the requirements of work environments. This means thatParallel Processingshe shows the necessary cognitive capability and skill to deal with complex, vague, interactive and dynamic systemswithin a five year time frame. Parallel Processing work may involve the formulation of broad strategy; the integrationof broad with operational strategy; the conceptualisation and modelling of business processes; the integration ofvalue chains as well as internal and external factors; organisational transformation initiatives and the development ofnew functionalities – all of which are aimed at ensuring organisational viability. Executive roles involving thecoordination of various functional units in the organisation as well as chief specialist roles may be involved.

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

environments. Pure strategy usually involves dealing with chaos and emerging patterns within theStrategicmacro-economic environment; conceptualising the strategic intent of an organisation; identifying philosophical trendswithin an industry; pinpointing valuable offerings from alternative industries; dealing with social and environmentalfactors and sustainability; offering direction and vision; and / or exploring the frontiers of knowledge.

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. Paula 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.


Additional observations and special insights

Paula shows a high level of intellectual functioning.She obtained significantly higher scores for discriminating between relevant and irrelevant information in anunstructured environment rather than in a structured environment. This is an indication that Paula may prefer towork in a relatively unstructured environment.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 Paula'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, Paula 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 Paula can, withoutaffecting her performance, work at a faster rate and with greater boldness.She obtained a higher score on the Logical / Analytical styles than on the Explorative style. People with this profileare often motivated by cognitive challenge.She obtained a high score on verbal conceptualisation. This measures the ability to formulate constructs,conceptualise ideas and may suggest verbal skill, although it may not be related to extraversion orcommunication.In terms of learning behaviour, Paula 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.She favours a Metaphoric style: such people often, but not always, show an interest in social sciences, languagesand / or creative endeavours.Paula applied a very careful and reflective approach to problem-solving. This is often of a more operational nature(as compared to strategic thinking). She can, however, without affecting her current level of performance, workwith greater boldness and speed.Paula's level of cognitive functioning may be effective in both generalist and specialist work environments.However, a strong need for precision may cause unnecessary stress in a generalised position.Although she tends to work with detail and precision, Paula does not adequately order external information - whichmay affect her memory functions.She obtained a significantly higher score on learning than on most of the other processing functions. Learningindicates the rate that new and unfamiliar information is grasped and mastered.


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, Paula 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 Paula 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 Paula to effectively deal with higher levels of complexity.

Although Paula 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 3Paula 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?


Boredom and a need for intellectual challenge 3Paula’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.

Low pragmatic orientation 2Paula may not particularly enjoy, or focus on, practical and tangible issues and may miss practical implications.

Paula may get irritated by obvious facts, observables or clearly structured and unchallenging information. Hercapacity to focus on and select information may also be affected by anxiety in unfamiliar environments.

Techniques that may be useful to develop a pragmatic, technical orientation include:

Analytical skills training that is practiced and internalised. This may trigger metacognitive awareness.Creating physical reminders of the metacognitive criteria of “relevance”, “practical utility” and “clarity”.

Asking herself questions when solving problems may guide her thinking, develop metacogntive thinking andmake her more effective. Paula can develop the habit of asking herself questions such as:

will this work in practice?what are the obvious facts here?what is relevant?what is not clear / not clear?

Highly analytical 1Paula seems to spend a great deal of effort systematically focusing on detail, rules, facts, and linear processesand on carefully checking and monitoring own task performance. This approach may be beneficial in a technicalenvironment, so Paula may be suited to specialist, technical or administrative work. A person with a highlyanalytical orientation may find working in a generalised work environment difficult as details may divert theperson’s focus and overload their memory. The complexity dealt with can cause stress.

For some people, high scores on analytical skills do not reflect a technical inclination, but possibly performanceanxiety, an emotional need for precision, a hands-on approach, or overcompensation for a creative disposition.It therefore is possible that Paula has learnt to emphasise and internalise a detailed and precise approach.

Very high analytical scores can reflect a very high IQ rather than a preference for analytical detail. It may thusbe that she is highly capable of applying herself in a technical-specialist manner, but may not prefer this type ofwork. Those who capitalise on their ability to work with detail and accuracy should be aware of not becomingcaught up in the detail.

Metacognitive awareness may be a useful characteristic for highly analytical people to develop as it can lead toeven more complex thinking skills. It is, for example, important to decide on the most appropriate level toapproach a problem. The specific situation may require a highly detailed or an abstract approach or anythingin-between. This awareness of the most appropriate level to analyse problems at can be developed byself-instruction and this may prevent unnecessary hair-splitting or an inappropriate hands-on involvement in thework environment.


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.

Technical expertise in complex environments Paula’s results indicated that she can work with both detail and complexity. This suggests that she is able towork with complex detail, but integrate it into a broader project.

These individuals may be passionate and highly intelligent, but usually show a marked interest and talent in aparticular area. They may have the tendency to study one body of knowledge to gain depth of knowledge ratherthan breadth of knowledge. Their long-term exploration and motivation may lead to them having a significantimpact within their field.

Their work normally takes place at both operational and strategic levels. The expert usually determines the levelof complexity that the technical work takes place. This can involve the application of previous knowledge tomake new discoveries (Diagnostic Accumulation), managing a body of knowledge or experts towards a goal(Tactical Strategy) or the development of new functionalities (Parallel Processing). In determining how theperson will apply themselves in practice, the unit of information is the core consideration.

Transformation and innovation This person shows the combination of scores which indicates the cognitive capacity to be innovative andcreative. Paula 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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