Glossary of terms
Additional observations and special insights
CPP summary report section
Comparing two or more separate results to come to a conclusion or “special insight”. These insights are
determined from research and are based on the information a CPP accredited individual receives in their
training. These insights are given in a section of the report.
Analysis
Information processing competencies
A sub-competency of the main competency, Analysis. Analysis here refers to the tendency to independently
and systematically pull situations apart to identify detail elements (referred to as differentiation) and their
interrelationships (referred to as linking).
Analytical style
Cognitive styles
A person who uses this style likes to pull information apart, identify relationships between the elements and
links them together. They usually have a precise and detailed approach.
Balanced style
Cognitive styles
A person with a Balanced style is likely to be adaptable and able to learn to approach problems in different
ways. They tend to equally use all, or most, of the processing skills that are measured.
Categorisation
Information processing competencies
A sub-competency of Structuring / Integration. The score here refers to the degree to which the person
created external order and structured tangible elements during the assessment. This categorisation helps a
person manage the complexity of their day-to-day work environment.
Chaos and emerging patterns
Complexity and units of information
This unit of information is associated with the Pure Strategic work environment. It involves the application of
systems thinking, thus the consideration of vague, abstract and dynamic elements in complex environments.
CPP accreditation
General
A CPP accredited person must attend a three day training course to familiarise themselves with the
concepts and theories used in the CPP report, followed by the submission (and passing) of an assignment.
This is done so that the results are used as intended and to protect people who complete the CPP against
abuse of their results or misinterpretation.
Cognitive styles
Cognitive styles section
These are broad tendencies of thinking or stylistic preferences that an individual uses to approach a new or
unfamiliar problem. These comprise of 14 different styles and an extra Balanced style. The particular
combination as indicated on a person’s CPP report provides an interesting description of the person’s
functioning in general. It is important to remember that personality and emotional factors also affect the
application of thinking skills.
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Complexity
Information processing competencies
A sub-competency of Structuring / Integration. This is related to the units of information, indicating the
number of elements involved, their interrelationships and the level of abstraction of the information. It is
given in this section as an averaged score.
Current work environment
Suitable SST work environment
The work environment (or world of work) where the person currently feels most comfortable applying
themselves. This is directly related to the level of complexity (unfamiliarity) a person feels comfortable
dealing with and where they feel comfortable applying their judgement.
Dynamic and interactive systems
Complexity and units of information
This unit of information is associated with the Parallel Processing work environment. It involves systems
thinking across multiple systems and also involves the variable of time.
Exploration
Information processing competencies
A sub-competency of the main competency, Exploration. Exploration here refers to the effectiveness of the
person’s investigation of new information and the extent, width and depth to which they examined a
situation.
Explorative style
Cognitive styles
A person with this style may tend to spend most time and effort on investigating a problem to find a solution.
They thoroughly explore many different sorts and sources of information. They may explore without purpose
when confronted with unfamiliar information.
Gradual improvement learning
Information processing competencies
See Learning, Gradual improvement
Graphic summary
Graphic summary section
A person-job competency comparison of the person and the job requirements of a position. This section is
done fully by Cognadev’s CCM system, but a simple and generic version is provided by the CPP report to
assist interpretation for purposes of group selection, placement and development.
Holistic style
Cognitive styles
A person who uses a Holistic style sees the big picture and emphasizes wholeness and unity while
remaining aware of relevant detail. They identify core aspects when formulating the big picture.
Holons
Theory of the CPP
The theoretical model on which the CPP is based reflects a holonic structure and involves a number of
systems, each of which transcends and includes the preceding systems. For example, cells are included
and transcended by organs, which are included and transcended by organisms, followed by societies. The
holonic principle also applies to psychological constructs such as cognition and consciousness.
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Information processing competencies
Information processing competencies section
The scores for the tendency to, and the effectiveness by which the candidate used the different processing
competencies.
Integration
Information processing competencies
A sub-competency of Structuring / Integration. The person’s ability to pull together discrepant or fragmented
information into a coherent and meaningful whole.
Integrative style
Cognitive styles
A person who uses the integrative style prefers the challenge of reconciling discrepant, ambiguous and
fragmented elements to create a coherent whole. They tend to formulate hypotheses and create models.
Intuitive style
Cognitive styles
When someone uses the Intuitive style, they interpret complex information at a gut level. They can integrate
information, form concepts and come up with creative and unusual solutions. They are likely to be openminded, self-aware and perceptive.
Judgement
Information processing competencies
Judgement involves an awareness of what is unclear, optimal exploration, clarification by using intuition and
contextualisation of own conclusions. In other words, the degree the person capitalises on intuitive insights
to clarify unstructured and vague information. It is a critical prerequisite for effective cognitive functioning in
complex environments.
Learning, Gradual improvement
Information processing competencies
A preference for experiential, step-by-step learning combined with feedback on own performance.
Learning potential
Learning potential section
The capacity of the person to (a) acquire new cognitive skills and (b) expand their knowledge base. This is
measured by tracking a person’s learning curves and by interpreting a number of cognitive tendencies such
as boredom, strategising of own approach, etc.
Learning, Quick insight
Information processing competencies
The ability to quickly grasp concepts, contextualise and apply theoretical insights.
Learning style
Cognitive styles
A person who uses this style is usually adaptable, curious, flexible and able to learn new ways of thinking.
They may easily be bored and often seek novelty, variation and cognitive challenge.
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Logical reasoning
Information processing competencies
A sub-competency of Transformation. This refers to a rigorous and critical, rule-based approach to
reasoning. Implied by this score is a disciplined and consequential process approach to identify implications,
consequences and to transform information structures.
Logical style
Cognitive styles
A person who uses this style follows reasoning processes through in a logical manner. They are usually
critical thinkers who take a disciplined approach. They often prefer cognitive challenge and may combine an
ideas orientation with a rule-based orientation.
Memory strategies
Information processing competencies
A sub-competency of Memory, but this also relates to metacognition as the person asks themselves what to
remember and how to remember it. This score gives an indication of the effectiveness of the person’s
memory strategies, which may include hypothesising, structuring of information, practice and internalisation,
as well as integration of new elements into existing information structures.
Memory style
Cognitive styles
As the name suggests, this style shows the tendency to rely on own memory capacity in retaining and
recalling information. The person relies on past experience and a knowledge base. They are usually
motivated, careful and have high personal standards in terms of cognitive performance – which leads to
good concentration. This may be associated with a need for certainty, but also supports high levels of
cognitive functioning, such as the identification of emerging patterns in chaotic contexts.
Memory, Use of
Information processing competencies
A sub-competency of memory. This score relates to the degree to which the person relies on their memory.
If a person remembers aspects of a task, it is a sign that they concentrated well and focused on the task.
This competency does not indicate “memory ability” as such.
Metacognition
General
Metacognition refers to an awareness of one’s own thinking processes. It is the key catalyst of effective
thinking, conceptualisation and problem solving. It involves the application of internalised criteria to guide
the various thinking processes. These criteria include issues such as relevance, clarity, accuracy, purpose
and meaning. Metacognition thus facilitates economic and purposeful processing, self-monitoring and
correction, learning, the application of a logical-analytical and integrative approach to thinking and effective
capitalisation on intuition.
Metaphoric style
Cognitive styles
A person who uses the style often views problems abstractly or symbolically. They formulate unusual ideas
to accommodate unfamiliar or discrepant information. This style often involves the use of both verbal and
visual modes of thinking.
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Potential work environment
Suitable SST work environment
The work environment that the person shows the capability / potential (given certain cognitive development
or changes) to progress towards. In other words, there is evidence that the person, at times, showed the
necessary processing orientation and dealt with the necessary complexity to meet some of the requirements
of the Potential work environment, but failed to do so consistently. There may also be certain processing
requirements that were not met such as judgement capability in vague and unfamiliar contexts. Further
development of the person’s cognitive skills are thus required to meet the requirements of the potential work
environment.
Pragmatic
Information processing competencies
A sub-competency of Exploration. This is an indication of how practical the person is and whether they tend
to focus on tangible and / or routine information. This score is based on the person’s discrimination between
relevant and irrelevant information in structured contexts.
Quick closure
Speed and pace control
Quick closure here refers to closing a situation (completing a problem) before the person has gathered all
the relevant information and achieved clarity as to what is involved. A high number on this construct
indicates that the person may make assumptions or come to unsupported conclusions.
Quick insight
Speed and pace control
Quick insight in this section refers to the “power”, which is defined as the capability to grasp concepts or the
rate of understanding. This is how quickly the person effectively solves problems.
Quick insight learning
Information processing competencies
See Learning, Quick insight
Quick insight style
Cognitive styles
A person who uses the Quick insight style emphasises speed and tends to grasp concepts quickly and
relatively easily.
Reactive style
Cognitive styles
Someone who uses the Reactive style is likely to work quickly but inaccurately. They may lack cognitive
discipline and strategies for complexity. They may experience performance anxiety or a lack motivation.
Reflective style
Cognitive styles
If someone uses the Reflective style, they show a very careful approach and revisit information once it has
been processed. They are careful and thorough.
Relationships and linear causality
Complexity and units of information
This unit of information focuses on cause and effect relationships. It is associated with the Diagnostic
Accumulation work environment. Although technical information may be complex and require specialist
training, it is well-structured and does often focus on reasonably straightforward reasoning.
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Rules
Information processing competencies
A sub-competency of Analysis. This score refers to the focus and application of the rules of the game.
Separate elements
Complexity and units of information
Separate elements is associated with the Pure Operational work environment. The separate elements
referred to are usually of a tangible, obvious or routine nature and are dealt with separately and resolved
before moving onto the next.
Speed of work
Speed and pace control
Simply, this is the person’s rate of problem-solving. This number is likely to reflect the speed at which the
person works in reality.
Structured style
Cognitive styles
A person with a Structured style identifies core elements, orders information in a meaningful way and
formulates generalisations.
Tangible systems
Complexity and units of information
Tangible systems is linked to the Tactical Strategy work environment and involves systems thinking within a
single observable system or functional unit.
Task requirements
Task requirements and associated processing tendencies
How a person goes about solving the task and general ways they process information. This section provides
a broader view than the Cognitive styles because similar cognitive styles are grouped together into the
broad categories of Intellectual, Emotional, Structured and Creative tasks. The styles also are either driven
by Logic, Ideas, Knowledge or Challenges. This section should be taken as a broad snapshot of a person,
so numbers are not given, but minute differences between the person’s preferences may have a large
impact on their behaviour.
Trial-and-error style
Cognitive styles
This style investigates information through an unplanned and random approach. A person who uses this
style may show a lack of awareness of their thinking processes, and proceed in a vague and unsystematic
way – especially in unfamiliar contexts. It may indicate performance anxiety.
Unfamiliar environment
General
The CPP is designed to assess, among other things, a person’s response to unfamiliar information. This is
done to limit the impact of previously acquired skills and knowledge on their cognitive profile. This enables
the comparison of individual profiles relatively free from extraneous variables. Unfamiliar information also
triggers the application of a wide variety of cognitive skills that may not be required in familiar contexts,
thereby providing a more comprehensive picture of a person’s repertoire of processing skills.
Given the CPPs capitalisation on unfamiliar information, reassessment of an individual may impact on the
validity of the report.
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Unit of information
Complexity and units of information
The complexity that the person usually prefers to work with. Complexity refers to the number of elements
involved, their interrelationships and level of abstraction. The preferred unit of information on the CPP report
should ideally match the person’s current level of work and the complexity of their actual work. Mismatches
usually lead to stress or boredom.
Use of memory
Information processing competencies
See Memory, Use of
Verbal conceptualisation
Information processing competencies
A sub-competency of Transformation. It refers to the understanding and formulation of ideas – be those
factual or unusual, creative, abstract or verbose (story telling). It may indicate verbal eloquence and the
tendency to capitalise on auditive processing modalities. Low scores may indicate a technical, factual
inclination, inadequate language skills, anxiety or a tendency to capitalise on visual processing modes.
Work-related processing dimensions
Work-related processing dimensions section
This section gives an indication of a person’s cognitive performance in terms of four dimensions in the
operational domain and four related dimensions in the strategic domain. This gives a cognitive snapshot of
the person’s preferences in the work-environment.
Worlds of work
Suitable SST work environment
CPP results have been linked to the SST work requirements reflecting complexity of work. Whereas the
SST estimates work complexity in terms of the time frames of work, the CPP tracks the preference and
capability to work with particular units of information, the application of particular stylistic tendencies,
judgement capability and work related preferences and capabilities. This is linked to five work environments
– each with unique cognitive requirements. Should a person’s CPP profile be matched to the SST work
environment of his / her actual job, the person may experience job satisfaction and a sense of being in flow.
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+27 (0) 884 0878
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