cognitive process profile (cpp) · pdf fileolga sample cpp number: cpp04234 assessment date:...

Cognitive Process Profile (CPP)

Standard Report for Cognadev Training

STRICTLY CONFIDENTIAL

NAME:Olga Sample

CPP NUMBER:CPP04234

ASSESSMENT DATE:2015-07-21

Cognadev © Olga Sample CPP04234 of 24

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: Olga SampleGender: FemaleDate assessed: 2015-07-21Report date: 2015-08-12Unique test number: CPP04234Date of birth: 1987-01-16Nationality: AfricaEthnicity: WhiteEuropeanHighest education: 12 year schoolingDiscipline: OtherFunctional area: OtherCurrent position: Administrative / ClericalColour 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? Quite wellWere 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

Olga'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

Olga’s current work environmentOlga'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 environmentOlga shows the potential to develop the necessary cognitive competencies to effectively function in the following workenvironment:

Tactical strategy

Optimising systems efficiencies

Formulate functional strategy

Benchmarking

Goal achievement of a functional unit

Create alternative strategic paths

Evaluate and implement systems

Planning and resource allocation

Follow theoretical guidelines

Project management

Professional work

A Tactical Strategy work environment can be described as follows:

Type of workWorks with a whole operating system or functionalunit

Ways of workingOptimises the goal achievement of the functionalunit using various tacticsUses specialised knowledge of operational work andincorporates theory and experienceFinds best practice solutions to problemsMakes the best use of all available resources(human, material and financial)Evaluates systems and practices and implementsnew systemsProfessional practice

Information usedComplex, concrete and abstractMeaningful wholes, systems, plans, budgets andnetworksAmbiguous goals and outcomesRelatively stable contexts

Outputs / achievementsAmbiguous and are judged in terms of operatingefficienciesCannot be predicted linearly but must beextrapolated from the principles of systemsfunctioning

JudgementRelates to planning and implementation to optimiseresources

Language usedFocuses on the symbolic (consumables, equipmentand resources)

LearningHypothesising, implementation and continuousevaluation of theoretical and practical knowledge

Time frameRanges from one year to three years for the mostcomplex tasks

ExamplesFirst level of organisational improvementManagement of operating systems (divisional,middle, senior or general manager)Professionals and specialists operatingindependently


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.


Olga's results indicate the following work related processing preferences andcapabilities:

Operational orientation Strategic orientation

72 56

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.)

45 55

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.)

43 56

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.)

48 57

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.

Olga 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


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.

Olga tends to apply the following styles in unfamiliar contexts and is highlylikely to also apply these styles in familiar contexts:

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

The order that Olga applied all the styles is:

1. Analytical2. Reflective3. Structured4. Explorative5. Learning

6. Logical7. Quick insight8. Integrative9. Memory10. Holistic

11. Intuitive12. Trial-and-error13. Metaphoric14. 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.

Olga's most prominent stylistic preferences:

Rank Preference Description Implications

1 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.

2 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.

3 Structured

A tendency to categorise, order andexternally represent tangibleinformation meaningfully.

Metacognitive criteria: “order”,“meaning”, “representation”,“level”, “core”

This can reflect a need for certaintyand clarity. It enhances functioning incomplex contexts. Typical ways inwhich information can be structured /architectured include: lists, categories,hierarchies, tree structures,organigrams, flow diagrams, matrixes,etc.

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 Learning

A tendency to pursue cognitivechallenges, to acquire new skills andto improve own functioning.

Metacognitive criteria: “error”,“correctness”, “improvement”

It is associated with curiosity, anadaptable and open-minded approach,concentration, metacognitiveawareness and the integration offeedback to improve own responses.


Olga seems to implement the following styles (this list starts fromless inclinedthe least frequently applied style and excludes the Trial-and-error andReactive styles if they are among the least frequently applied):

Rank Preference Description Implications

13 Metaphoric

A tendency to compare and link aconcept to a symbol, story orabstraction.

Metacognitive criteria:“abstraction”, “meaning”“representation”, “picture”,“change”, “perspective”, “unusual”

In order to formulate unusual andcreative ideas that capture the interestof others and enhance theirunderstanding of certain issues, Olgacould develop the habit of identifyingmetaphors, idioms or pictures thatconcisely reflect certain messages.


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.

Olga's preference and skill regarding the task requirementsThe graph below indicates Olga's current preferences and potential for dealing with these various types of processingrequirements.


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.

Olga's speed and pace control scores:

Dimension Description Score

Speed of work The speed or pace by which unfamiliarcognitive tasks are completed 38

Quick insight The rate of grasping and understandingconcepts 52

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

Quick closure The tendency to jump to conclusionsand make assumptions 38

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 Olga’s results and is useful to guide decision-making and cognitivedevelopment 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 58

MemoryStrategies Effectiveness of memory strategies 55

ExplorationPragmatic

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

55

Exploration The effectiveness, depth and width ofexploration 55

AnalysisAnalysis

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

86

Rules A focus on rules 58

Structuring /Integration

Categorisation Creating external order, categories andreminders. Structuring tangibles 46

Integration Synthesis of ambiguous / discrepant /fragmented information 53

Complexity The preferred level of complexity and theunit of information used 55

Transformation

LogicalReasoning

The disciplined, logical following through ofreasoning processes 49

VerbalConceptualisation

Unusual / flowery / creative and / orabstract verbalisation andconceptualisation

39

Metacognition

Judgement Capitalising on intuitive insights to clarifyunstructured and vague information 57

Quick InsightLearning

A tendency to grasp new concepts andacquire knowledge and understandingrelatively quickly

60

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.

Olga’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

Depth of investigation of a problem or situationExploration: 2 1 Investigating a problem according to a plan andSelf-directed focusing and selecting:

goal 1Analytical

A disciplined, detailed, systematic and rule-based approachAnalytical approach: 3 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: 2 2 Working with accuracy, applying a detailed andPrecise and systematic approach:

precise approach 2 2Structuring and Integration

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

Conceptualising and understanding a situation in terms of the wider,Big-picture view:holistic, long-term context 1

Dealing with numerous, vague, interactive and abstract elementsComplexity: 1 A focus on the task's purpose, requirements andTask orientation and goal direction:

desired outcome. 2 1Transformation

The tendency to search for logical proofLogical verification: 1


Metacognition The awareness and disciplined application ofMetacognitive monitoring of reasoning:

reasoning processes 1 An awareness of the appropriate speed in problem-solving given one’sPace control:

own capability and insight 1 Evaluating own performance in terms of appropriate criteria in aSelf-monitoring:

self-aware manner 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 2 1 Improving understanding by adjusting, expanding and integrating informationLearning:

structures in a self-aware manner 1

Interpreting, judging, weighting and prioritising unclear informationClarification: 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.

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

Strength offinding

Indications of existing skill Description

2 Metacognitiveawareness

Olga 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).

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 Olga’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 Olga's processing tendencies areprovided.

Current work environmentOlga’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 environmentOlga’s profile indicates that she may have the potential to work with the complexity requirements of the Tactical

environments. These contexts involve management and / or professional work. Within a business milieu itStrategymay entail planning, budgeting, project management and resource allocation. Operational systems are evaluated,improved and new systems are implemented to optimise operational efficiencies. Alternative tactical strategies areformulated to maximise the goal achievement of a functional unit in the organisation. The focus is on tangiblesystems and the time frame involved may be two to three years from decision making to when feedback becomesavailable.

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. Olga applied an Analytical style, which involves a tendency to work with detailin a systematic and precise manner, pulling issues apart, identifying subcomponents and linking these according tospecific rules. This approach was mixed with a Reflective approach. This is a tendency to take time in carefullychecking and considering own conclusions and interpretations.

Additional observations and special insights

Olga'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 Olga'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, Olga 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 Olga can, withoutaffecting her performance, work at a faster rate and with greater boldness.A relatively lower score on verbal conceptualisation as compared to the person's average functioning, oftenindicates that she may need to improve her ability to come up with abstract insights and ideas and develop hercapacity to communicate and express ideas creatively and interestingly.Although she tends to work with detail and precision, Olga does not adequately order external information - whichmay 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.

Highly analytical 2Olga 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 Olga 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 Olga 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.

Less effective structuring 2During the assessment, Olga 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 Olga does not like diarising, filing, ordering, mapping information or carefully representinginformation in the work environment. Developing a structured approach can lessen confusion, decrease stressand assist Olga to effectively deal with higher levels of complexity.

Although Olga 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.


Low verbal conceptualisation 2The manner in which ideas are formulated and verbally expressed, as well as the accompanying non-verbalmessages, are very important interpersonal tools.

Olga seems to prefer visual and / or kinaesthetic modes to that of verbal and / or auditive modes of informationprocessing. Alternatively she may tend to conceptualise issues in an uncomplicated, straightforward and factualmanner. In certain cases, significantly lower scores on verbal conceptualisation may indicate emotional factors.

Olga may want to develop a somewhat more creative and interesting approach to the way in which concepts areformulated. The quality (namely the unusualness, coherence and abstraction) of conceptualisations, mayimprove communication, trigger interest and influence the perceptions of others. Analogies and metaphors can,for example, be used to sway the perceptions and opinions of others. Abstract language, storytelling and floweryexpressions can also be useful, but only up to a point as these aspects may create confusion.

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.

Transactional management: technical, management and professional work This orientation is associated with transactional managers who deal with tangible issues within a functional unitof an organisation. They often have to solve problems by identifying causes and implementing solutions.

Their work therefore involves a combination of technical and theoretically-based operational and managerialissues. Although the contexts in which they work are relatively structured, many alternatives are available. Theapplication of diagnostic and tactical approaches often involves the prevention of problems, optimising systemsand supervision or management. The specific tasks entail:

investigation via observation, measurement and monitoringanalysis of the results in terms of a technical knowledge-baseplanning and structuring tangible issuesthe implementation and control of solutions / systems

Transactional managers may want to optimise operational outputs, implement systems, practical solutions andoperational strategies. The most important skills to have within this orientation are logical-analytical skills and alearning orientation. Non-cognitive skills that aid effective functioning in this environment are self-confidence, aresults orientation, interpersonal skills, effective communication, motivation and experience.


Lower scores on transformational thinking 1Olga appears to have scored relatively lower scores on transformational thinking. Although this is linked tocreativity, creativity was not directly measured. The assessment does measure the tendency to reconceptualiseor rethink issues and think logically and laterally. Scores on transformational thinking are also indicative ofmotivation and energy as reconceptualising issues is hard work.

Low scores on both of the transformational subscales may indicate:

Being tiredHaving a stagnant work position or routine job for a long period of timeBeing demotivated (work in general or specifically this assessment)Not particularly enjoying cognitive challenges (maybe because of other interests and values)Be generally quite accepting of information that is given to them, without really wanting to rethink it forthemselves (especially in combination with high memory scores).Not be innovatively inclined (possibly because of personality profile)

This guideline needs to be interpreted by taking contextual factors, personality profiles, values, and the optimismof the person into consideration.

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

cognitive process profile (cpp) · pdf fileolga sample cpp number: cpp04234 assessment date:...

Documents