Cognitive Process Profile

Standard Report

Report For:
Name:
Gender:
Unique Number:
Report Date:

OMNICOR
ALTA STEYN
Female
Z924320
November 12, 2014

Magellan Consulting
Postal Address: PO Box 3429, Northcliff, 2115, South Africa
Physical Address: 18B Balmoral Ave., Hurlingham, Sandton, South Africa
Tel: +27 (0)11 884 0878, Fax: +27 (0)11 884 0910
e-mail: magellancon@cognadev.co.za, Website: www.cognadev.com

www.cognadev.com
Copyright 2014, Cognadev All rights Reserved.

Cognadev 2014 ALTA STEYN (Z924320) Page 1

ABOUT THE COGNITIVE PROCESS PROFILE

The Cognitive Process Profile (CPP), unlike conventional ability and IQ tests, measures the way
people think when solving problems - their cognitive processes and the way in which
they deal with information. It also assesses aspects of their potential for future cognitive
development and growth.
The CPP does this by monitoring, at a very detailed level, the many different cognitive processes
people apply as they work through eight exercises on the computer screen.
These exercises have been designed in such a way as to externalise operationalised thinking
processes. The information both the persons CPP movements and stories - are then
analysed according to a large number of algorithms to identify her trends and tendencies in terms
of cognitive functioning such as:
styles of thinking
strengths and development areas in terms of problem solving
capacity to deal with various levels of complexity
potential to improve current cognitive functioning
a suitable work environment
The aim of this report is to understand the persons thinking processes and the way in which
he manages tasks of varying complexity. The results are described and represented
graphically.
Please remember that the CPP measures only cognitive processes, and does not take
into account the persons interests, knowledge or skills.

Cognadev 2014 ALTA STEYN (Z924320) Page 2

ADDITIONAL BIOGRAPHICAL INFORMATION

Full Name
Gender:
Assessment Date
Unique Number
Title
Postal Address
Home Phone
Work Telephone
Cell/ Mobile Phone
E-mail Address
Date of Birth
Nationality
Ethnicity
Highest Level of
Education
Discipline of
Qualification
Current Employer
Job Title
Functional Area
Current Position
Colour Blind
Previously
Completed CPP

ALTA STEYN
Female
November 12, 2014
Z924320
Mrs
Weir Str 583, Pretoria Gardens, 0082
012 3798107
012 3055118
072 1100978
alta.steyn@necsa.co.za
1965-Feb-15
South Africa
White European
Diploma(s) / Certificate(s)
Other
Necsa
Senior Manager Analytical and Calibration Services
Management
Department / Unit Manager
N
N

SELF EVALUATION
This section of the report reflects Alta's thoughts after completing the CPP.
How well did you understand the CPP?
How difficult did you find it?
How well do you think you did?
Were you anxious or nervous
How well could you concentrate?
How much did you enjoy completing the CPP?

Quite well
Fairly hard
Quite well
Fairly relaxed
Very well
A bit

Cognadev 2014 ALTA STEYN (Z924320) Page 3

COGNITIVE STYLES
Cognitive Style describes the specific ways in which people prefer to approach and solve new
and unfamiliar problems. It is therefore a relatively stable response tendency that may be related
to personality and motivational factors.
Each person thus habitually applies a particular style or combination of styles. A person who
prefers an Intuitive style may, for example, capitalise on gut feel, whereas someone who prefers
a Logical and Structured approach may want to get all the different kinds of information together
and organize it. When a group of people work together, individuals tend to go about in different
ways. This may cause misunderstanding and even frustration, but it may also enrich the problem
solving process.
When dealing with unfamiliar information, you seems to prefer the following cognitive approach,
or style.

Preferred Problem Solving Style(s)

Alta has a BALANCED PROFILE. She:
Tends to equally use all, or most, of the processing skills that are measured.
Tends to capitalise on "left-" and "right-brain" as well as a learning approach.
Does not show any preference for a particular style of thinking when solving
problems.
Is likely to be adaptable, and able to learn to approach problems in different ways.
Alta has an EFFICIENT / QUICK INSIGHT style. She:
Works quickly and accurately.
Reaches conclusions quickly.
Focuses on the task and effectively works towards a goal.
Processes and integrates information quickly.
Uses effective reasoning and memory strategies.
Is likely to be self-confident and takes pride in working quickly.
May be sensitive and intuitive.
Tends to regard speed as the most important criterion for own cognitive functioning.
Alta has an EXPLORATIVE style. She:
Likes to constantly investigate a problem.
Thoroughly explores many different kinds and sources of information.
Checks information carefully and precisely, even repeatedly.
Ensures effective exploration by asking 'what is relevant?'.
Focuses on the information that she thinks is relevant to the problem.
May explore and check so much that she gets confused and becomes ineffective.
May explore without purpose when confronted with unfamiliar information.
Alta has a LOGICAL REASONING style. She:
Likes to look for logical evidence.
Is self-aware and focuses on the reasoning processes used.
Follows reasoning processes through in a logical manner.
Likes to verify arguments logically.
Can work with a high level of complexity and takes a long term approach.
Has an analytical, precise, systematic and detailed focus.
Is a disciplined and critical thinker.
Loves the challenge of complex problems.

Cognadev 2014 ALTA STEYN (Z924320) Page 4

CPP Summary scores

A summary of CPP scores in terms of the left and right brain metaphor.

* Each solid concentric circle indicates a 10 score. The average of each category is indicated
** Dotted circles indicate the average of the two maximum scores in that category

"Left-Right Brain" Metaphor: Position of Styles

Tendencies in the Application of Cognitive
Styles
* Balanced Profile
* Quick insight
* Explorative
* Logical
Learning
Intuitive
Holistic
Integrative
Structured
Metaphoric
Analytical
Memory
Reflective
Impulsive
Random

Cognadev 2014 ALTA STEYN (Z924320) Page 5

LEVELS OF WORK
The manner in which individuals process information to solve problems is measured and
expressed in terms of five work environments. These five categories have been identified by
the persons style, her work-related-preferences, learning potential, and the units of information
she prefers dealing with (as measured by the CPP), to the Stratified Systems Theory (SST) of
Jaques, and the Viable Systems Model (VSM) of Stafford Beer. The SST and VSM both describe
the complexity of work from a Systems perspective.
The report shows the work environment to which Alta's cognitive skills and preferences in terms of
structure is currently best suited, and may also indicate a potential work environment should
specific development areas be addressed.
Please note that effective functioning in the actual workplace depends not only on cognitive skills,
but also on other factors, for example: personality, motivation, interpersonal skills, interests,
values, personal passion, experience and knowledge - qualities that are not measured by the
CPP. The CPP also does not take account of the psychological, social and spiritual complexity
people deal with outside of the workplace.
Note: Indications of Potential "Levels of Work" have been adjusted to reflect the latest
research findings (May '05)
LEVEL OF WORK REQUIREMENTS

Cognadev 2014 ALTA STEYN (Z924320) Page 6

Current Level of Work

The way in which Alta currently manages new and complex information reflects the following work
environment:
TACTICAL STRATEGY

People who are best suited to Tactical work environments, usually work with whole operating
systems particularly with the interaction between tangible intra-system components. They
tend to plan, structure, measure, control and pull information together in order to achieve a
pre-specified goal.
Such people tend to evaluate systems and practices, make practical decisions about the
best way to get things working efficiently, and plan how resources can best be deployed.
They also thoroughly think things through and have contingency plans in place should things
go wrong. Operational efficiencies, benchmarking and cost are important factors. They often
come up with short-term solutions that pave the way for longer-term achievement. Learning
takes place via systematic experimentation with different operational systems and structures,
as well as through transfer and application of theoretical angles. Middle and senior managers
often work within the Tactical / Operational work environment, as do certain professionals and
specialists. In certain industries, general management also reflects a Tactical focus.
Examples of roles reflecting the Tactical work environment are doctors, lawyers, company
secretaries, financial advisers, project managers, chief engineers and departmental or
business unit managers. To be specific, a Tactical manager at a Publishing company may be
required to create a well-organised operating system to publish a book commissioning an
author, having the book and cover designed, proofed and printed, organising PR and
marketing, distributing the book to retailers, etc.

Cognadev 2014 ALTA STEYN (Z924320) Page 7

Work Related Processing Dimensions

The CPP reports on the job-related cognitive performance of the person in terms of four sets of
two dimensions. These are:
Detail Complexity versus Dynamic Complexity - measuring personal preferences
in terms of dealing with COMPLEXITY
Operational versus Strategic approach - measuring personal preferences in terms
of the person's FOCUS ON TANGIBLE AND INTANGIBLE information
Short term versus Long term orientation - measuring personal preferences in
terms of the TIMEFRAME within which feedback is made available
Structured versus Unstructured contexts in which a person functions optimally measuring personal preferences in terms of the DEGREE OF STRUCTURE
inherent in the work environment
Alta's scores on the work-related processing dimensions are depicted in the bar graphs below:

A - Detail Complexity

B - Dynamic Complexity
64

62

The application of a detailed, specialist, technical

approach where the focus is on facts, rules, linear
sequences and relationships. (High IQ may elevate this
score but not necessarily, and an irritation with detailed
technical work may lower it.)

The application of an integrative approach where the focus is

on underlying patterns and the interactions between elements
and systems (e.g. non-sequential patterns, circularity, feedback
systems, etc.)

C - Operational

D - Strategic
62

25

The application of a hands-on approach where the focus The application of an ideas oriented approach where the
is on tangible, concrete, well-structured and practical
focus is on new concepts and ideas, creativity, learning, quick
issues.
insight, flexibility and intuition.

E - Short term

F - Long term
60

55
The application of a trial-and-error approach
characterized by a preference for feedback and guidelines
and where the focus is on concrete actions and their
within a familiar environment. A relatively high score may
also reflect imprecision, assumptions, quick closure,
impulsivity and inadequate planning.

The application of a disciplined, consequential reasoning

approach where the focus is on logical thinking, the following
through of arguments and the evaluation of the effects of
evolving situations.

G - Structured Context

H - Unstructured Context

46

58

A preference for order and structure (external or selfcreated) where the focus is on guidelines, rules, linear
procedures as well as capitalizing on knowledge and
experience.

The preference for an unfamiliar environment where

judgement is applied confidently and effectively in clarifying
vague, unstructured and ambiguous information.

Please note that the two dimensions in each set may actually complement each other they are not necessarily
mutually exclusive. For example, having a high score on "Detail Complexity" does not mean that the person
cannot
have an equally high score on "Dynamic Complexity." The same applies to the Structured-Unstructured
dimension. The scores on Operational-Strategic and Short-Long Term, under normal circumstances, usually
add up to approximately 100. Deviations can however, be interpreted qualitatively. See guidelines for interpretation
of scores in the CPP Feedback manual.

Cognadev 2014 ALTA STEYN (Z924320) Page 8

UNIT OF INFORMATION
"Unit of Information" refers to the various levels of complexity at which an individual comfortably
works, and which she tends to revert to most of the time. It should not be equated with IQ,
seeing that a persons preferred unit(s) of information reflects a complex combination of factors
such as capability, emotional confidence, intuitive inclination, and learning experiences.
Normally, we are unaware of the Units of Information we prefer working with. When challenged to
work at a level of complexity different (higher or lower) from the preferred unit of information, a
person may experience difficulties this is often referred to as not being in flow. Some
individuals can, however, comfortably fluctuate between two or even three different levels of
complexity. It is very important to note that the preference to work at a particular level if
complexity has a lot to do with emotional and motivational components such as ones need for
certainty and security, interest, and emotional involvement. Those who are involved with work that
they feel passionate about, tend to optimise their natural capacity in this regard.
Your preferred unit(s) of information is(are) listed below:
Symbolic Representation

Tangible
Systems

Description

This preference tends to focus on meaningful wholes and tangible systems.

Examples may include operational systems, business units / divisions /
departments; or any other tangible system such as the human body,
or a set of legal guidelines regarding a particular issue. Whatever the type of
system involved, it needs to be evaluated, explored, implemented and
optimised. Goal achievement may require alternative plans and/or operational
strategies.

SPEED
Speed and power are separate constructs as far as cognition goes.
Alta shows the following preferences in terms of speed-related factors as measured by the CPP

Dimension
SPEED
QUICK INSIGHT
PACE CONTROL
QUICK CLOSURE

Scores
74
62
67
63

Description
Pace of problem solving
Speed at which new concepts are grasped
Most time spent on most difficult aspects
Tendency to jump to conclusions

Cognadev 2014 ALTA STEYN (Z924320) Page 9

RELATIVE STRENGTHS AND DEVELOPMENT

AREAS
This section deals with Alta's strengths and development areas in terms of information
processing. The following table indicates relatively high scores (strengths) and low scores
(development areas) as compared to the persons:
own cognitive profile

the requirements of her current work environment as indicated in this report

(and not necessarily her real job)

Please note that because only extreme scores (deviations from the average) are reported on
here, few strengths and development areas will be indicated for a person with a relatively
balanced profile.
Table of Strengths and Development Areas
Relative to Own
Processing Function and Description
Profile
Strength

Development Area

Current CPP Work

Environment
Strength

Exploration
Discrimination - Deciding what is, and is not,
important in a relatively structured, familiar
environment.
Structure

Abstract conceptualisation - Expressing conceptual

thinking by using creative, abstract language.

Task orientation and goal direction - A focus on the

task's purpose, requirements and desired outcome.

Metacognition
Task orientation and goal direction - A focus on the
task's purpose, requirements and desired outcome.

Develop-ment
Area

NOTE THAT:
It should be pointed out that different work environments have different requirements in terms of cognitive
functioning. It is therefore important to evaluate the functionality of specific cognitive traits within particular
work environments.

Cognadev 2014 ALTA STEYN (Z924320) Page 10

LEARNING POTENTIAL
This section indicates the manner in which Alta responds to instructions and feedback on
increasingly difficult problems. It provides a realistic indication of her potential for further cognitive
development.
Although the CPP was not designed to measure emotional factors, the impact of certain emotional
factors such as anxiety and demotivation is also considered here.
The issues below indicate that the person should have scored higher on the CPP and can
improve cognitive functioning in the work environment.
Metacognitive awareness

**

Compared to the rest of her profile, Alta already shows a relatively high level of
self-awareness in monitoring her own cognitive responses in terms of certain criteria (such
as relevance, precision, coherence, clarity, purpose, etc.). Those who already show an awareness
of their thinking can easily learn from their mistakes and tend to develop their cognitive potential
at a faster rate than those lacking self-awareness.

Overall profile

**

This person has achieved significantly higher scores on some cognitive processes than on the
others. Chances are therefore good that she can improve the lower scores with relative ease
(by capitalising on already developed skills). The form of the total profile is therefore considered
here.

Verbal conceptualisation

**

She obtained a relatively higher score on verbal abstraction / conceptualisation as compared

to her average overall score. This means that she has the capacity to develop, with
relative ease, other skills (such as analytical skills). A relatively high score on this dimension is
thus an indication of undeveloped cognitive potential. It may also (albeit not necessarily) reflect a
right brain, ideas-oriented approach and boredom with facts and recipes.

Alta shows an average to above average level of learning potential.

Cognadev 2014 ALTA STEYN (Z924320) Page 11

ADDITIONAL OBSERVATIONS
Alta may wish to note the following points:

Her problem solving performance is within an average to high category.

She obtained relatively equal scores for discriminating between relevant and irrelevant
information in a structured and an unstructured environment. This indicates that
Alta should be able to adapt to working in both structured and unstructured
environments.
Her scores indicate a tendency to work somewhat impulsively (quickly and inaccurately).
She obtained a high score on verbal conceptualisation. This measures the ability to formulate
constructs and communicate ideas and insights, and also tends to indicate verbal skill.
Few significant differences appeared between Alta's scores on the cognitive
processes. Depending on her level of functioning, this usually means that
Alta will be able to adapt to work contexts that pose different cognitive
requirements in terms of 'left' and 'right' brain functioning.

Cognadev 2014 ALTA STEYN (Z924320) Page 12

APPENDIX
Developmental guidelines for the CPP Report
PLEASE NOTE THAT THESE COMPETENCY INDICATIONS ARE RELATIVE TO YOUR OWN
OVERALL FUNCTIONING.
In other words, if your scores are relatively low on analysis compared to the rest of your profile, it will be
mentioned here - even though your analytical skills may be better developed than that of most other
people in the norm group.
The way in which we apply ourselves intellectually is largely determined by overall physical, psychological,
emotional and spiritual awareness, our external context (exposure and opportunities) as well as the interaction
amongst internal and external factors.
The individual does, however, have a significant degree of choice when it comes to applying herself
and developing intellectually and otherwise.

**

Inadequate Pragmatic orientation

This indicates that the person does not particularly enjoy, or focus on practical / tangible issues,
and may miss practical implications.

It is possible that the individual may get irritated by obvious facts, observables and/or clearly
structured and unchallenging information.
It may also indicate that the person's capacity to focus on and select information is affected by
anxiety in unfamiliar environments.

The person needs to develop the habit of asking questions such as:
-

will this work in practice?

what are the obvious facts here?

what is clear?

what is relevant?

what is not clear?

It may also be useful to team up with a pragmatic, technically oriented person.

Analytical thinking skills training may trigger metacognitive awareness in this regard. It would
however have to be practiced and internalised over time.
A reminder - for example, on the person's desk - of the applicable metacognitive criteria (such as
relevance and "practical utility"), may be useful in guiding problem solving processing.

Potentially Confusing Communication

A cognitive profile characterised by very high Verbal Conceptualisation scores, combined with
low Judgement (and clarity) scores, may confuse others (subordinates in particular). This is
because interesting, even verbose, creative or flowery ideas may be expressed - but without
the communicator having conceptual clarity.

Here the person may start a conversation in a vague, abstract and participative manner and use
other's responses to increasingly refine and clarify the issue. This is a very successful
technique to negotiate an issue, but it tends to irritate analytically oriented people. Verbosity can
also be confusing. People in management roles who show this profile, often comment that others
don't respond well to their instructions, and that clear delegation is a development area for
themselves. This is due to confusion and misunderstanding that can result from too many
words and unstructured, creative communication.

Helpful in this regard is the cultivation of a metacognitive habit to continually

pose the following question to oneself:
-

what is/are the core element(s) here?

how are the other elements related to this core as well as to one another? (try to
construct a simple mind-map of the issue)

how can I communicate this with clarity and simplicity?

can I think of a metaphor that captures the essence of what I am dealing with here?

can I link my clear & simple verbal definition / explanation to this powerful metaphor
without taking up too much airtime?

can I respond to others' responses to this in a positive, emotionally sensitive,

emphatic, clear, caring, even humorous (careful here) manner?

Cognadev 2014 ALTA STEYN (Z924320) Page 13

Interpersonal skills (EQ) also have a significant impact on the clarity of communication.
When in interaction with others, they must get the idea that you fully understand what they have
to say (if not, they may repeatedly explain the same thing). You should also try to respond at
an appropriate level of emotionality to prevent the other person from becoming frustrated.
Clarity therefore does not only depend on one's own messages, but also on understanding the
perspectives of others - thereby accurately responding to subtle emphases. One can even try
to cultivate the skill of entertaining others and complimenting their insights by linking their ideas
to a metaphor in a flexible manner - without interrupting them, laying words in their mouths,
being boring or forcing their perspectives.
Because the meaning of all verbal messages relies heavily on contextual factors - such as
body language, (according to some research findings this can make up 85% of the meaning
of a message) - awareness of this aspect is a crucial factor in clear communication. Confusion
results where verbal and non-verbal messages are discrepant / conflicting.
Both emotional (EQ) and cognitive factors are thus involved in clear communication.

Speed and Quick Insight

The CPP, unlike most IQ tests, do not contaminate measurements of a person's cognitive speed
and power. Speed and power are independent factors. The CPP measures various
speed-related aspects though - including (a) overall speed of problem solving; (b) quick insight;
(c) pace control and (d) coming to quick closure and making assumptions.

For many individuals, speed is a value that has been (or failed to be) acquired within the
educational and cultural environment. It may also be a personality factor or a function of an
emotional predisposition, such as anxiety. For some it becomes the most important dimension of
thinking, whereas for others, attitudes towards learning and problem solving; creativity; interest
in the process (the journey rather that the goal); and/or the quality of their responses, are
more important.
There are also individuals who tend to work very fast because of neurological and capability
factors.

For those whom speediness limits the effectiveness of their problem solving behaviour,
metacognitive guidelines need to be internalised to become aware of own anxiety; to evaluate
whether speed actually improves own functioning; and to align their approach to the task
requirements.

The tendency to work very slowly may be associated with factors such as: fear;
personality-based reflectiveness; culturally instilled reflectiveness; de-motivation; disinterest;
preoccupation; chronic physical discomfort / pain / distraction; a history of failure; depression;
(and computer illiteracy - on the test), amongst others.

In a work environment where speed is generally regarded as important, the tendency to be slow
could limit a person's successfulness and eventually impact on self-esteem. The first step in
resolving this issue is to determine whether the person has the capacity for working faster.
She should then be made aware of the situation and develop insight into the possible causes.
Next comes practice of the habit of speedy responses - but without creating uncertainty and
discomfort for the person. Reinforcement during this process is crucial.

Quick insight - referred to as "the ghost in the machine" - has much more to do with physical
capability and motivational factors than with socialised values. It is therefore quite domain
specific, depends on the existence of the frame of reference to interpret incoming stimuli by, and
is less modifiable than speed itself.

Pace Control: The most effective problem solvers usually allocate most of their time to the most
difficult aspects of a problem. This, of course, implies that they have the metacognitive
awareness to identify the most challenging aspects of a task. For the disinterested / mediocre
problem solver, the route of least resistance is more attractive. These individuals prefer to
feel good by focusing on easy / manageable components of the task. (It thus requires
self-discipline and metacognitive capability to identify the most challenging aspects of a
problem to focus on.)

**

See the paragraph on "Quick closure".

Boredom and a need for Intellectual Challenge

Those who seek conceptual challenge (be it "left-" or "right-brainers"); "right-brain" thinkers who
prefer the world of ideas; and those who are curious, explorative and show a learning
orientation, may become bored with obvious, tangible, structured, information and recipes, or
solutions that have been tried and tested. These individual prefer to continually be challenged by
ambiguity, vagueness, discrepancies, complex arguments, novelty / change and

Cognadev 2014 ALTA STEYN (Z924320) Page 14

fragmented / incoherent information structures.

Boredom may be linked to disinterest, de-motivation, inadequate follow through, stimulation

seeking, purposeless exploration, impulsivity and/or superficiality. These tendencies may even
become habitual.

Those who tend to become easily bored - of both operational and strategic inclinations - need
to develop sufficient self-insight to be able to monitor and "read" their own emotional responses
to a situation, and adjust whatever possible to rekindle motivation. It is also very important for
these individuals to explore their personal purpose in order to identify a passionate interest. Such
a delineation of focus area will in all probability not bore the person over time, but will enable
in-depth understanding, conceptualisation, innovative operationalisation, and continuous
improvement of a possibly breakthrough contribution.

Boredom should therefore not just be controlled and suppressed, but rather be capitalised on to
ensure long-term intellectual investment from various perspectives to create innovative solutions.

Transactional Management SST: L2 & L3

Transactional managers deal with tangible issues within a functional unit of the organisation.
They often have to solve problems by identifying causes and by implementing solutions.

Their work therefore involves a combination of technical and/or theoretically-based operational

and managerial issues. Although the contexts in which they work are relatively structured, many
alternatives are available. Tactical strategy in operational environments often involves preventing
and fixing problems, optimising systems and supervision/management. It primarily entails:

investigation via observation, measurement and monitoring;

analysis of the results in terms of a technical knowledge-base;

structuring of tangible issues;

implementation of solutions / systems;

controlling these

Transactional managers therefore aim to optimise operational outputs, and to implement

systems & practical solutions, as well as operational strategies.

Cognitively, the most important competencies for transactional environments include

logical-analytical skills and a learning orientation. In terms of personality, a structured approach,
self-confidence, a results-orientation, interpersonal skill, and effective communication, may
enhance performance. Interest, knowledge and experience, are also prerequisites for
effectiveness in Transactional Management positions.

Transformational Management SST: L4

Transformational managers need to focus on processes and interactions be that across

different operational systems, internal and external value-chains, or the organisations strategic
direction. It mostly involves the integration of discrepant, ambiguous and fragmented elements
into a coherent system that has long-term viability. Their focus is more on the value propositioning
of the whole than the operational effectiveness of each subsystem.

Judgement, big picture thinking, an integrative and holistic approach, a learning orientation and
logical rigour are important cognitive skills in this regard. Knowledge and experience-based skills
are also crucial. Should someone show cognitive capability to function at this level, yet have an
inadequate knowledge and experience base, placement in transformational environments is not
advised. In such cases it is more beneficial to plan a career path to adequately equip the person
for later transformational involvement.

A Transformational approach also requires an innovative approach, curiosity, interest, energy,

self-confidence, intra- and interpersonal understanding, leadership awareness and
persuasive skills.

Transformational and Innovation

This person may well capitalize on her innovative orientation. In her case, both logical
reasoning as well as lateral generation are used to create alternatives and link information in unusual
ways

These individuals do however need to watch out for the tendency to become bored in mundane and
linear-factual environments.

Cognadev 2014 ALTA STEYN (Z924320) Page 15

Information Processing Competencies

Construct

Descriptor

Definition

Score

Pragmatic

Practical orientation - 'will it work

in practice?' Determining
relevance in structured contexts

Exploration

Effectiveness, depth and width of

exploration

Analytical

Systematic, detailed and precise

in differentiating and linking

Rule Oriented

A rules focus

Exploration

46
53
63

Analysis

Structuring

46

Creating external order,

Categori -sation categories and reminders structuring tangibles
Synthesis of ambiguous /
discrepant / conflicting
Integration
information
Complexity

Logical
Transformatio Reasoning
n (Logical &
Lateral)
Verbal
Abstraction

54

59

The preferred level of complexity

The unit of information used

65

The disciplined, logical following

through of reasoning processes

65

Unusual, creative, abstract

verbalisation and
conceptualisation

73

Use of Memory

Tendency to rely on memory /

concentration / degree of effort

Memory
strategies

Effectiveness of memory
strategies

Judgement

Using judgement to clarify

unstructured and vague
information

57

Memory

Metacognition Learning 1

Learning 2

48
58

63

Quick insight learning

Gradual improvement /
experiential learning

57

Level of Work
80
70
60
50

Current (3)

40

Potential (3)

30

Required

20
10
0

*
*
*
*

Pure
Strategic

Parallel
Processing

Alternative
Paths

Diagnostic
Accum.

Pure
Operations

Tendencies in the Application

of Cognitive Styles
Balanced Profile
Quick insight
Explorative
Logical
Learning
Intuitive
Holistic
Integrative
Structured
Metaphoric
Analytical
Memory
Reflective
Impulsive
Random

Cognadev 2014 ALTA STEYN (Z924320) Page 16