1. André Venter
October 2014

2. Content page
Key interpretations slide 3
Assessment Battery outline slide 4
Leadership Pipeline slide 5
Complexity/Potential:
CPP slide 6- 21
Personality:
OPQ slide 22-28
Summary 29
2

3. Key interpretations
Note for selection we use 3 point scale
For selection you have the option of a 5 point scale
3
Selection Development
Possible exceptional area of strength - Likely to perform tasks that require this competency
with ease
Possible areas of strength – Likely to perform tasks that require this competency with
relative ease
Possible scope for development – Likely to find tasks requiring this competency as easy or
difficult as most other people
Possible development need - Likely to experience some difficulty with tasks that require
this competency
Possible development need - Likely to experience significant difficulty with tasks that
require this competency
Average
Likelylimitation
Likelystrength
Key
limitation
Key
strength
Low preference
Situational
Preference

4. Assessment battery
The purpose of this report is to provide the career developer with an indication of the capability and the preferred styles or typical way of behaving at
work that is likely to influence potential performance on competencies identified as inherent for the job. It is intended to aid in ensuring that appropriate
selection decision are made and that appropriate training and development opportunities can be provided as identified by the assessment results. The
report can be used to facilitate interview discussions. The results in this report is integrated with other data such as previous work history, relevant
educational attainment and interview performance to make a comprehensive evaluation of the individual’s potential. The OPQ information should be
considered valid for a period of 18 months. The CPP could probably be considered valid for life unless advised otherwise.
4
Assessment What it
measures
Description Summary
CPP - Cognitive
Process Profile
Capability/
Complexity
Capability refers to the decision making process that takes place when knowledge and experience do not suffice.
CPP indicates the current level of complexity at which individuals can comfortably function, as well as the likely longer-term
development of individual capability.
OPQ - Occupational
Personality Profile
(Personality
Preferences)
OPQ provides a profile of an individual’s relative preferences and behaviours when at work. When considering the results of
the personality questionnaire, it is important to recognise that the responses given were individual’s own view, and represent
the way the person sees his/her own behaviour, rather than how their personality might be described by another person. The
accuracy of this report depends on the frankness and honesty with which the questionnaire was completed, as well as, in
part, an individual’s level of self-awareness.

5. Leadership Pipeline Model
5
Personal
effort & skill
Enabling the work of others &
building their expertise
Managers & building their
management expertise
Functional leadership &
state-of-the-art
Business management and
functional leaders
Business Managers & portfolio
management
Perpetuation of
the Enterprise
Manage Self
Manage
Managers
Manage
Function
Manage
Business
Manage Group
Manage
Enterprise
Manage Others
Successful Business Managers and
grows portfolio
Individual
results
Frontline team results
– quality, cost, time, etc.
Productivity &
operational excellence
Competitive
advantage to the business
Today’s &
tomorrow’s profit & growth
Enterprise Leadership &
Statesmanship
Core Purpose of the Role?
Delivers:
How achieved?
Through:
**Assessment results must not be used in isolation but rather integrated as part of the overall decision-making process. Careful consideration
must be made to each candidate’s interview, performance history, knowledge and experience as well as reference checks. Results must be
related back to certain job criteria and job’s relative position to the pipeline.

6. CPP
Cognitive Processing Profile
6

7. CPP - Levels of work – Pure Operational
People who are better suited to the Operational work environment :
Prefer direct involvement with practical, clearly-structured operating tasks that have obvious and clear
rules for success,
for example, answering the phone and taking a customer’s order correctly.
Deal with routine tasks that have clear linear procedures, using their knowledge to complete the task,
for example, following a step-by-step software program to re-order stock items
Like the information they work with to be tangible and definite (with no ambiguity),
Deal with problems one by one as they emerge, usually by coming up with practical solutions.
Prefer to work in a familiar environment that has well-defined rules and structures.
When learning new tasks, these people may
use a trial-and-error approach,
Are likely to want to explore issues practically,
seek short-term feedback to confirm that they are on the right track.
Examples of roles reflecting the Operational work environment are:
customer service, retail clerical and administrative staff (depending on their position), manual
labourers and those who do routine jobs like working on a production line, maintaining equipment, etc.
7

8. CPP - Levels of work – Diagnostic Accumulation
People who are best suited to the Diagnostic work environment may have an
analytical sequential approach, following clear, linear procedures to diagnose and solve problems that
are not always obvious.
They do this by using their existing knowledge and experience together with theoretical knowledge to
interpret information (such as symptoms), and asking either/or questions to help them decide how to
solve the problem.
Often have specialist or good technical knowledge in their field.
For example, a nurse has strong technical knowledge, yet will need to ask a patient questions to reach
a correct diagnosis.
A specialist motor mechanic will also use practical experience and theoretical knowledge to determine
why a car has broken down and how to best fix it.
Often first-line managers, dealing with people face-to-face and supervising those who perform direct
operating tasks.
Those preferring this type of work environment tend to learn by capitalising on memory of their
theoretical / specialist knowledge base and practical experience.
Examples of roles reflecting the Diagnostic work environment are:
lab technicians, shop managers, emergency service staff, interior designers, food technologists, air
traffic controllers, dentists, sales staff, teachers and most other technical or supervisory positions.
8

9. CPP - Levels of Work - Alternative Paths (T/S)
People who are best suited to Tactical work environments, usually work with whole operating systems, particularly with the
interaction between tangible intra-system components.
Tend to plan, structure, measure, control and pull information together in order to achieve a pre-specified goal.
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.
Thoroughly think things through and have contingency plans in place should things go wrong.
Operational efficiencies, benchmarking and cost are important factors.
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.
9

10. CPP - Levels of Work - Parallel Processing (P/P)
People who are best suited to Parallel Processing environments, enjoy working both within, and across,
relatively complex systems for example, co-ordinating the activities of several business units in a large
organisation.
Tend to focus on both broad strategy as well as the operational implications of the strategic direction
taken.
Often focus on abstract, intangible issues – theories, models, viability of projects / programmes – and
come up with creative, integrated, and abstract conceptual solutions.
Plan and implement business solutions,
balancing and juggling resources between different projects and programmes so that these are used
most effectively,
ensuring that equally important demands of each project are met.
Normally work on programmes with timescales of three to five years.
Often deal with broad strategy, the long term viability of the business, value chain integration,
organisational change / transformation.
As specialists, they tend to focus on and create new functionalities. They often learn via an innovative,
integrative, systems approach by synthesising various abstract theoretical options into a model. Such
models are then used to guide operational issues, monitoring consequences and make the necessary
adaptations.
Examples of roles reflecting the Systems-focused work environment are:
software architects, business analysts, general managers and senior, professional and specialist
positions within an organisation.
10

11. CPP - Levels of Work - Pure Strategy
Even though individuals showing a purely strategic approach may be involved in a specific organisation, they are primarily
concerned about the long term industry viability and the impact of the industry on the social and physical environment.
In terms of cognitive functioning:
these individuals often consciously evaluate and decide on almost appropriate level of analysis (ranging from concrete to
abstract);
identify vaguely emerging opportunities within a somewhat chaotic environment;
clarify this fuzzy information;
and show awareness of both business and moral / ethical implications for the industry.
Tend to capitalise on intuitive awareness – more so than on analytical details.
Often initiate change that may impact the whole industry and create a future through philosophical leverage.
Deal in long timeframes – usually 5 to 8 years and sometimes even longer.
Prefer to work with abstract, broad, sweeping issues – chaos, macro-economic factors, potential industry partners and
environmental impact.
Operations of a truly strategic nature will involve :
the creation of unified whole systems (such as national or international businesses),
focusing on renewal through exploring new philosophical trends and intuitively sensing connections between apparently
unconnected variables (e.g. Industry partners.)
Examples of purely Strategic work: entrepreneurial initiatives, thought leadership, political and economic forecasting, and
roles such as chairpersons and directors of national and multi-national companies.
11

12. Level of work: Candidate Name
12
Level Theme Summary Capability
Level 1 Pure Operational
Outputs and standards are concrete and specified before-hand, a
predetermined goal or task
Touch-and feel
Level 2
Diagnostic
Accumulative
Provide service by analysing problems and providing a framework for
how and why work has to be done, and developing customised
solutions that meet the needs of each specific situation.
Accumulating of
information
Level 3 Tactical Strategy
Individuals are able to juggle a variety of resources, including budgets,
people, plants and equipment, culture and technologies
Connecting
Level 4
Strategic
Development
Translates long-term strategic objectives into short-term operational
goals that can be implemented
Modelling
Level 5 Pure Strategy
Ensure the financial, social direction and viability of an organisation
over 5 to 10 year period
Weaving (Creating
links between issues
and events)

13. Cognitive Process Profile (CPP)
13
Potential
level of work
LevelsofWork
Pure
Operational
Diagnostic
Accumulation
Alternative
Path
Parallel
Processin
g
Current
level of work
Pure
Strategic
Comments: Andre functions at present
in Alternative Paths (slide 9), dealing
with whole operating systems,
particularly with the interaction
between tangible intra-system
components. Over time he will
continue to grow in this area,
becoming even more effective. His
strengths include analytical thinking
and abstract conceptualization. The
development area is making decisions
in relatively unstructured
environments. The preferred styles of
problem solving are a balanced profile,
structured, quick insight and
explorative.
A Venter

14. Thinking Styles
14
Level of
work Detailorientation
Initiative
ArgumentsFollow
Through
Pragmatic
Exploration
Analytical
RuleOrientate
Categorisation
Integration
Complexity
LogicalReasoning
VerbalAbstraction
UseofMemory
Memorystrategies
Judgement
QuickInsightLearning
GradualImprovement
Learning
Current
Potential
AlternativePaths
AlternativePaths
Average
Likelylimitation
Likelystrength
Key
limitation
Key
strength

15. Problem Solving Styles
Explorative style. He/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 he/she thinks is relevant to the problem.
May explore and check so much that he/she gets confused and becomes ineffective.
May explore without purpose when confronted with unfamiliar information
Reflective style. He/she:
Tends to explore and consider information very carefully.
Constantly compares and links new elements into existing information structures.
Checks own application of task instructions.
Has a very careful approach and revisits information once it has been processed.
May work relatively slowly (though is capable of working at a greater pace) but
does monitor pace.
Is slow, careful and thorough, to avoid making mistakes due to omission or
misinterpretation of information
Balanced profile. He/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.
15

16. Problem Solving Styles
Structured style. He/she:
Identifies core elements and formulates generalisations.
Shows a need for structure in the work environment.
Likes to order information, e.g. by summarising, documenting, mapping and filing it.
Likes to order/group information into coherent structures, according to a set of rules.
May use representational techniques such as pictures, maps and diagrams.
May order information to aid memory, e.g. making lists.
Is likely to have an operational focus.
Will often be organised and neat, focusing on tangibles.
May want to be in control and regulate the external environment
Analytical style. He/she:
Has a precise, detailed approach.
Works systematically.
Pays attention to the rules.
Likes to pull information apart / subdivide issues.
Analyses, compares and categorises various different elements of the information.
Identifies relationships between, and links the different elements.
Often shows a technical / specialist approach.
16

17. Problem Solving Styles
Random style. He/she:
May show performance anxiety, demotivation or rigidity.
Shows a vague and unsystematic approach to problem-solving.
May investigate information through a trial-and-error approach.
Is not likely to be focused on the task or goal.
May lack self-awareness and motivation.
Is likely to prefer structured or familiar environments.
Can work quickly but is likely to be inaccurate.
Tends not to plan, analyse or look for logical evidence.
Learning style. He/she:
Explores information thoroughly.
Makes good use of memory functions.
Is self-aware and takes account of any feedback that is given.
Improves problem-solving as he/she learns and goes along.
Is adaptable and flexible, able to learn new ways of thinking.
Seeks novelty and focuses on information that he/she doesn't understand.
Is motivated and has good concentration.
Needs challenge and stimulation, as he/she can get bored with repetitive routines.
Is likely to enjoy fast-changing work environments.
17

18. Problem Solving Styles
Memory profile. He/she:
Shows well developed skills in retaining and recalling information.
Automates rules and integrates information as he/she goes along.
Relies on past experience and knowledge base, perhaps specialist or technical.
Uses memory strategies such as external reminders, visualisations and associations.
Is aware of and mentally monitors own memory strategies.
Tries hard & is careful, concentrates well and has high personal standards in terms of cognitive
performance.
Often has a need to achieve and may fear failure.
Can overload memory and become confused
Efficient / Quick insight style. He/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
18

19. Problem Solving Styles
Integrative style. He/she:
Synthesises information as he/she goes along
Tends to make meaning/sense of information.
Likes challenges of reconciling discrepant, ambiguous and fragmented elements to create a coherent whole.
Tends to formulate hypotheses and if necessary adapts them to fit the situation.
Often has a strategic vision and sees the big picture. Has a need to understand and usually learns in the
process. Makes good use of memory functions.
Often uses abstract conceptualizations to express ideas. Can deal with high level of complexity and is likely to
have an interest in intellectual pursuits
Logical / reasoning style. He/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
19

20. Problem Solving Styles
Metaphoric style. He/she:
Views problems abstractly or symbolically.
Combines elements of information in new and unusual ways.
Formulates unusual ideas to accommodate unfamiliar or discrepant information.
Comes up with abstract concepts and unusual mental pictures.
May express ideas by using a story telling technique, or through vivid verbal pictures, analogies and
metaphors.
Uses both verbal and visual modes of thinking.
Can convey information and unify thoughts by using powerful metaphors
Impulsive profile. He/she:
Is likely to work quickly but inaccurately.
May not identify or focus on the most complex part of a problem.
May not spend sufficient time on the most important part of the problem.
Could lack motivation.
Is likely to be sensitive and may feel nervous or anxious.
May respond emotionally rather than rationally.
20

21. Problem Solving Styles
Holistic style. He/she:
Sees the big picture and emphasises wholeness and unity, whilst remaining aware of relevant detail.
Identifies core aspects when formulating the big picture.
Views problems in their entirety - taking a global perspective - and so looks at sub-elements in
relation to the unity of the whole.
Contextualises information by asking 'why?'.
Synthesises and integrates separate information structures.
Can usually deal with complex, abstract concepts.
Although aware of detail, may not focus on it or analyse it unnecessarily.
Intuitive style. He/she:
An intuitive approach to problem solving usually, but not necessarily, involves the careful exploration
of a problem and repetitive checking behaviour to meaningfully interpret complex information at a
"gut" level.
Experience that has resulted in an automated knowledge base is the main point of reference. It may
result in the conceptualisation of creative ideas and/or unverified assumptions.
An intuitive style in combination with resistance to learning behaviour is less effective - especially in
an unfamiliar environment characterised by novel and complex problems.
21

22. OPQ
Occupational Personality Questionnaire
22

23. Occupational Personality Questionnaire
23
Relationship with people
Situational
rarely pressures others to change their views, dislikes
selling, less comfortable using negotiation
Persuasive
enjoys selling, comfortable using negotiation, likes to
change other people's views
happy to let others take charge, dislikes telling people
what to do, unlikely to take the lead
Controlling
likes to be in charge, takes the lead, tells others what to
do, takes control
holds back from criticising others, may not express
own views, unprepared to put forward own opinions
Outspoken
freely expresses opinions, makes disagreement clear,
prepared to criticise others
accepts majority decision, prepared to follow the
consensus
Independent
Minded
prefers to follow own approach, prepared to disregard
majority decisions
quiet and reserved in groups, dislikes being centre of
attention
Outgoing lively and animated in groups, talkative, enjoys attention
comfortable spending time away from people, values
time spent alone, seldom misses the company of
others
Affiliative
enjoys others’ company, likes to be around people, can
miss the company of others
feels more comfortable in less formal situations, can
feel awkward when first meeting people
Socially
Confident
feels comfortable when first meeting people, at ease in
formal situations
makes strengths and achievements known, talks
about personal success
Modest
dislikes discussing achievements, keeps quiet about
personal success
prepared to make decisions without consultation,
prefers to make decisions alone
Democratic
consults widely, involves others in decision making, less
likely to make decisions alone
selective with sympathy and support, remains
detached from others’ personal problems
Caring
sympathetic and considerate towards others, helpful and
supportive, gets involved in others’ problems

24. Occupational Personality Questionnaire
24
Thinking Style
Situational
prefers dealing with opinions and feelings rather than facts
and figures, likely to avoid using statistics
Data Rational
likes working with numbers, enjoys analysing statistical information,
bases decisions on facts and figures
does not focus on potential limitations, dislikes critically
analysing information, rarely looks for errors or mistakes
Evaluative
critically evaluates information, looks for potential limitations,
focuses upon errors
does not question the reasons for people’s behaviour, tends
not to analyse people
Behavioural
tries to understand motives and behaviours, enjoys analysing
people
favours changes to work methods, prefers new approaches,
less conventional
Conventional
prefers well established methods, favours a more conventional
approach
prefers to deal with practical rather than theoretical issues,
dislikes dealing with abstract concepts
Conceptual interested in theories, enjoys discussing abstract concepts
more likely to build on than generate ideas, less inclined to
be creative and inventive
Innovative
generates new ideas, enjoys being creative, thinks of original
solutions
prefers routine, is prepared to do repetitive work, does not
seek variety
Variety Seeking
prefers variety, tries out new things, likes changes to regular
routine, can become bored by repetitive work
behaves consistently across situations, unlikely to behave
differently with different people
Adaptable
changes behaviour to suit the situation, adapts approach to
different people
more likely to focus upon immediate than long-term issues,
less likely to take a strategic perspective
Forward
Thinking
takes a long-term view, sets goals for the future, more likely to take
a strategic perspective
unlikely to become preoccupied with detail, less organised
and systematic, dislikes tasks involving detail
Detail
Conscious
focuses on detail, likes to be methodical, organised and systematic,
may become preoccupied with detail
sees deadlines as flexible, prepared to leave some tasks
unfinished
Conscientious focuses on getting things finished, persists until the job is done
not restricted by rules and procedures, prepared to break
rules, tends to dislike bureaucracy
Rule Following
follows rules and regulations, prefers clear guidelines, finds it
difficult to break rules

25. Occupational Personality Questionnaire
25
Feelings and emotions
Situational
tends to feel tense, finds it difficult to relax, can find it
hard to unwind after work
Relaxed
finds it easy to relax, rarely feels tense, generally calm and
untroubled
feels calm before important occasions, less affected by
key events, free from worry
Worrying
feels nervous before important occasions, worries about things
going wrong
sensitive, easily hurt by criticism, upset by unfair
comments or insults
Tough Minded
not easily offended, can ignore insults, may be insensitive to
personal criticism
concerned about the future, expects things to go wrong,
focuses on negative aspects of a situation
Optimistic
expects things will turn out well, looks to the positive aspects of a
situation, has optimistic view of the future
wary of others' intentions, finds it difficult to trust others,
unlikely to be fooled by people
Trusting
trusts people, sees others as reliable and honest, believes what
others say
openly expresses feelings, finds it difficult to conceal
feelings, displays emotion clearly
Emotionally
Controlled
can conceal feelings from others, rarely displays emotion
likes to take things at a steady pace, dislikes excessive
work demands
Vigorous thrives on activity, likes to keep busy, enjoys having a lot to do
dislikes competing with others, feels that taking part is
more important than winning
Competitive has a need to win, enjoys competitive activities, dislikes losing
sees career progression as less important, looks for
achievable rather than highly ambitious targets
Achieving
ambitious and career-centred, likes to work to demanding goals
and targets
tends to be cautious when making decisions, likes to
take time to reach conclusions
Decisive makes fast decisions, reaches conclusions quickly, less cautious
Low preference Situational Preference

26. OPQ Competencies
26
Your
Preference
Descriptors
Deciding and
initiating action
Takes responsibility for actions, projects and people; takes initiative and works under own direction; initiates and
generates activity and introduces changes into work processes; makes quick, clear decisions which may include
tough choices or considered risks.
Leading and
supervising
Provides others with a clear direction; motivates and empowers others; recruits staff of a high calibre; provides
staff with development opportunities and coaching; sets appropriate standards of behaviour
Working with
people
Shows respect for the views and contributions of other team members; shows empathy; listens, supports and
cares for others; consults others and shares information and expertise with them; builds team spirit and reconciles
conflict; adapts to the team and fits in well.
Adhering to
principles and
values
Upholds ethics and values; demonstrates integrity; promotes and defends equal opportunities, builds diverse
teams; encourages organisational and individual responsibility towards the community and the environment.
Relating and net
working
Easily establishes good relationships with customers and staff; relates well to people at all levels; builds wide and
effective networks of contacts; uses humour appropriately to bring warmth to relationships with others.
Persuading and
influencing
Gains clear agreement and commitment from others by persuading, convincing and negotiating; makes effective
use of political processes to influence and persuade others; promotes ideas on behalf of oneself or others; makes
a strong personal impact on others; takes care to manage one’s impression on others
Presenting and
communicating
information
Speaks fluently; expresses opinions, information and key points of an argument clearly; makes presentations and
undertakes public speaking with skill and confidence; responds quickly to the needs of an audience and to their
reactions and feedback; projects credibility.
Low preference Situational Preference

27. OPQ Competencies
27
Your
Preference
Descriptors
Writing and
reporting
Writes convincingly; writes clearly, succinctly and correctly; avoids the unnecessary use of jargon or complicated
language; writes in a well-structured and logical way; structures information to meet the needs and understanding
of the intended audience
Applying expertise
and technology
Applies specialist and detailed technical expertise; uses technology to achieve work objectives; develops job
knowledge and expertise (theoretical and practical) through continual professional development; demonstrates an
understanding of different organisational departments and functions
Analysing
Analyses numerical data and all other sources of information, to break them into component parts, patterns and
relationships; probes for further information or greater understanding of a problem; makes rational judgements
from the available information and analysis; demonstrates an understanding of how one issue may be a part of a
much larger system.
Learning and
researching
Rapidly learns new tasks and commits information to memory quickly; demonstrates an immediate understanding
of newly presented information; gathers comprehensive information to support decision making; encourages an
organisational learning approach (i.e. learns from successes and failures and seeks staff and customer feedback).
Creating and
innovating
Produces new ideas, approaches, or insights; creates innovative products or designs; produces a range of
solutions to problems.
Formulating
strategies and
concepts
Works strategically to realise organisational goals; sets and develops strategies; identifies, develops positive and
compelling visions of the organisation’s future potential; takes account of a wide range of issues across, and
related to, the organisation
Potential development area Adequate / Moderate Potential strength

28. OPQ Competencies
28
Your
Preference
Descriptors
Planning and
organising
Sets clearly defined objectives; plans activities and projects well in advance and takes account of possible
changing circumstances; identifies and organises resources needed to accomplish tasks; manages time
effectively; monitors performance against deadlines and milestones.
Delivering results
and meeting
customer
expectations
Focuses on customer needs and satisfaction; sets high standards for quality and quantity; monitors and maintains
quality and productivity; works in a systematic, methodical and orderly way; consistently achieves project goals.
Following
instructions and
procedures
Appropriately follows instructions from others without unnecessarily challenging authority; follows procedures and
policies; keeps to schedules; arrives punctually for work and meetings; demonstrates commitment to the
organisation; complies with legal obligations and safety requirements of the role.
Adapting and
responding to
change
Adapts to changing circumstances; tolerates ambiguity; accepts new ideas and change initiatives; adapts
interpersonal style to suit different people or situations; shows an interest in new experiences.
Coping with
pressures and
setbacks
Maintains a positive outlook at work; works productively in a pressurised environment; keeps emotions under
control during difficult situations; handles criticism well and learns from it; balances the demands of a work life and
a personal life.
Achieving
personal work
goals and
objectives
Accepts and tackles demanding goals with enthusiasm; works hard and puts in longer hours when it is necessary;
seeks progression to roles of increased responsibility and influence; identifies own development needs and makes
use of developmental or training opportunities.
Entrepreneurial
and Commercial
Thinking
Keeps up to date with competitor and market trends; identifies business opportunities for the organisation;
maintains awareness of developments in the organisational structure and politics; demonstrates financial
awareness; controls costs and thinks in terms of profit, loss and added value.
Potential development area Adequate / Moderate Potential strength

29. Assessment Summary Slide
29
Enhanced Skills Instrument
Supported by
Gaps Instrument
Supported by
Analytical thinking and abstract
conceptualization.
CPP Making decisions in relatively
unstructured environments.
CPP
Equally comfortable in both the
management and specialist roles
OPQ Adapts well to different people in
different situations
OPQ
Balances the task and people role
relatively well
OPQ Optimistic OPQ
Using all of the leadership styles
effectively
OPQ
Deals well with stress OPQ
Coming up with new ideas OPQ
Persuasion and consulting skills OPQ
Checking information OPQ
Attention to detail and making
deadlines
OPQ
High energy level OPQ
Making decisions quickly OPQ
Career Aspirations: Gap Closing Strategies