Cognitive Reasoning and Potential Assessment

  • Senior South African Individual Scale (SSAIS)

The SSAIS-R is used to obtain a differential picture of certain cognitive abilities. Scores are provided for a Verbal, a Non-verbal and a Full Scale, while the skills measured by the different tests include learning ability, general knowledge, judgement, concentration, spatial perception, basic perceptual and concept-forming abilities and visual motor skills. An indication of global intelligence can also be obtained with a reduced form of the scale. The SSAIS-R has been developed for Afrikaans-speaking and English-speaking South African learners aged 7 years to 17 years.

Areas of Application:

    • Counseling
    • Clinical and diagnostic
  • Cognitive Process Profile (CPP)

The purpose of the CPP is to measure thinking processes and styles and to link these to everyday cognitive functioning. It can be administered to individuals 18 years and older with a reading / educational level of Grade 9.

The constructs include:

    • Cognitive styles – a person’s general approach to problem solving especially in new and unfamiliar situations.
    • Cognitive processes and competencies – the performance processes used to manage task material.
    • Metacognition or self-awareness of thinking processes.
    • Learning potential – the capacity of a person to benefit from instruction.
    • Work-related processing aspects – indicating the levels of work reflecting the Stratified Systems Theory Model of Elliott Jaques.
    • Timing/pace control.

Areas of Application:

    • Selection, placement and career guidance          
    • Identification of potential 
    • Personal and team development
    • Intellectual capital management 
    • Anchoring competency assessments
    • Organisational development and capacity building
  • Cognitive and Potential Assessment (COPAS)

The COPAS is a universal instrument that can be applied under virtually all circumstances to all members of the population to assess cognitive ability and potential. The COPAS succeeds well in assessing cognitive ability and potential even for very low to virtually illiterate people. The instrument does not require reference to gender, race, qualifications, experience, age, occupation, etc.

Measure the following:

    • Present Cognitive / Mental Ability - that portion of mental ability that is available to the individual at this particular stage of his / her life.
    • Training and Development Potential - the extent to which the individual will benefit when provided optimal training and development opportunity.
    • Optimal Cognitive Capacity - the ‘maximum’ degree to which the individual can develop his / her available cognitive capacity if given ‘optimal’ opportunity to do so in practice.
    • Cognitive Construct’s Profile - the ‘degree’ that each one of the six cognitive elements manifests itself in the said profile.
    • Accuracy Orientation - the individual’s natural behavioural style in how he or she applies his / her current mental ability in practice.

Areas of Application:

    • Selection
    • Placement
    • Promotion
    • Training
    • Organisational Development
    • Integration
    • Career and Succession Planning
    • Restructuring
    • Consulting, etc.
  • Raven’s Progressive Matrices (RPM)

Raven’s Progressive Matrices and Vocabulary Scales have enjoyed a long and famous history in the assessment of general cognitive abilities in children and adults. The Progressive Matrices provide a useful assessment of non-verbal ability, an important feature for an ethnically diverse population and the Vocabulary Scales provide scores in the verbal domain.

The Raven’s Progressive Matrices is available in 3 formats:

    • Raven’s Coloured Progressive Matrices (CPM) - suitable for young children and for persons of limited intellectual ability or who have special needs.
    • Raven’s Standard Progressive Matrices (SPM) - suitable for the general population, candidates of average intellectual ability.
    • Raven’s Advanced Progressive Matrices (APM) - suitable for people of above average ability, such as graduates (of particular value for assessing managerial and scientific ability).

Areas of Application:

    • Educational settings
    • Clinical settings
    • Organisational and Human Resource
  • Learning Potential  Computerised Adaptive Technique (LPCat)

The LPCAT is a dynamic (test-train-retest) instrument for the measurement of learning potential. It measures the existing reasoning ability (cognitive performance levels) of the individual as well as projected, presently non-developed, learning potential of the person based on non-verbal figural reasoning. The use of the Computerised Adaptive Technique implies that each individual is tested at the level of his / her performance as the test adapts to the performance level of the individual and selects items of suitable difficulty level to continuously match the estimated ability level of the examinee throughout the test session.

Areas of Application:

    • Selection
    • Training and development

A comprehensive and in-depth measure of mental agility, GRT2 has been designed to assess general reasoning ability. Suitable for non-graduate level applicants, it consists of three sections which can be administered individually or together, measuring Verbal (VR2), Numerical (NR2) and Abstract (AR2) reasoning ability.

Verbal Reasoning (VR2) measures basic vocabulary, verbal fluency and the ability to reason using words. This test is appropriate for all jobs which require a general level of verbal ability (e.g. junior sales and administrative positions, clerical jobs).

Numerical Reasoning (NR2) measures the ability to use numbers in a logical, efficient way. This test is appropriate for all jobs which require a general level of numerical ability (e.g. accounts clerks and technical roles).

Abstract Reasoning (AR2) measures the ability to understand abstract logical problems and use new information outside the range of previous experience. This is the purest form of mental ability and is least affected by previous education and achievement. It is therefore ideally suited to assess individuals of various educational backgrounds and cultural groups.

Areas of Application:

    • Further training and development
    • Potential for promotion
    • Minimum ability level needed for a particular job

Critical Reasoning is an ability that is central to all roles that require the incumbent to take logical decisions based on complex information. CRTB2 has been developed to test this core ability in a time and cost effective manner. CRTB2 comprises two sub-tests which measure verbal and numerical critical reasoning. These can be administered either individually or together.

Verbal Critical Reasoning (VCR2) measures the ability to understand and accurately draw logical conclusions and inferences from complex reports. Consequently, it forms a key assessment for managerial and professional roles which require accurate interpretation of written reports and rational decision making.

Numerical Critical Reasoning (NCR2) measures the ability to understand and critically evaluate a wide range of numerical data and draw logical conclusions from this. Consequently, it forms a key assessment for managerial and professional roles which require the ability to understand financial, numerical and statistical information.

Areas of Application:

    • Graduate recruitment and senior management assessment
    • Identify management potential
    • Further training and developmental needs
  • Graduate Reasoning (CRT1)

A comprehensive and in-depth measure of mental ability, GRT1 has been designed to assess high level reasoning ability. Suitable for management and graduate calibre staff, it consists of three sections which can be administered individually or together, measuring Verbal (VR1), Numerical (NR1) and Abstract (AR1) reasoning ability.

Verbal Reasoning (VR1) measures verbal fluency, vocabulary and the ability to understand and reason using words. This test is appropriate for all jobs which require a high level of verbal ability (e.g. managerial, senior sales and administrative positions, system analysts, marketing and advertising executives).

Numerical Reasoning (NR1) measures the ability to use and understand numerical concepts, to reason using numbers and perceive logical relationships between them. This test is appropriate for all jobs which require a high level of numerical ability (e.g. accountants and others in the financial services sector and for all senior positions which require dealing with financial and technical data).

Abstract Reasoning (AR1) measures the ability to understand abstract logical problems and use new information outside the range of previous experience. This is the purest form of mental ability and is least influenced by previous education and achievement. It is appropriate for all jobs which require bringing logical analysis to bear in novel, intellectually demanding situations (e.g. senior management positions, technical and scientific posts).

Areas of Application:

    • Graduate selection and assessment
  • Clerical Test (CTB2)

This battery consists of four tests assessing a range of clerical aptitudes and skills: Verbal Reasoning (VR2), Numerical Ability (NA2), Clerical Checking (CC2) and Spelling (SP2). It is designed for general clerical and administrative positions, tests can either be administered individually to assess a specific aptitude or as a whole battery to produce a candidate profile. CTB2 also includes an optional on-screen filing test. The CTB2 sub-tests can be administered either individually or together.

Verbal Reasoning (VR2) measures basic vocabulary, verbal fluency and the ability to reason using words.

Numerical Ability (NA2) measures the ability to use numbers efficiently in clerical and administrative contexts. This test assesses the ability to perform such tasks as calculating travelling expenses and working out the unit pricing of goods.

Clerical Checking (CC2) assesses the ability to quickly and accurately check verbal and numerical information (names, addresses, code numbers and telephone numbers, etc.) against a target. CC2 is a classic speed / precision test which assesses the ability to quickly and accurately code data.

Spelling (SP2) assesses the ability to correctly spell commonly misspelt words. This test provides a quick and reliable measure of the candidate's ability to spell accurately.

Filing (for on-screen application only) assesses the ability to classify names quickly and accurately into an existing electronic alphabetical filing system.

Areas of Application:

    • Clerical aptitudes and abilities
    • Clerical and junior administrative posts
    • Recruitment
    • Promotion
    • Training
  • Technical test battery (TTB2)

TTB2 measures the core skills that are required for selecting and assessing staff for engineering apprenticeships, craft apprenticeships or technical training. It consists of three tests, which can be administered individually or together, Mechanical Reasoning (MRT2), Spatial Reasoning (SRT2) and Visual Acuity (VAC2).

Mechanical Reasoning (MRT2) measures the ability to understand mechanical concepts and physical principles in operation. The items have been selected from a wide range of areas (including optics, electrics, fluids and mechanics) so users can be confident that they are measuring a broad range of mechanical reasoning ability.

Spatial Reasoning (SRT2) measures spatial ability through items that assess the ability to visualise patterns in three dimensions and match three-dimensional objects to two-dimensional patterns. The items have been selected to represent a wide range of shapes (e.g. cubes, pyramids, cones, rhomboids and an innovative variety of other multi-faceted shapes). Therefore, users can be confident that they are measuring a broad range of spatial/ diagrammatic ability.

Visual Acuity (VAC2) has been specifically designed for on-screen assessment and measures the ability to work with highly detailed technical material such as wiring or circuit diagrams. The test involves following a single pathway through a complex maze and assesses visual and attentional capacity which is relatively independent of general ability. The VAC2 has been specifically developed for roles which involve checking, repairing and replacing electrical / electronic circuitry and components.

Areas of Application:

    • Technical and craft apprentices
    • Recruitment or promotion for posts at technician and craft level
  • High Level Figure Classification Test (HLFCT)

This test is a non-verbal test of reasoning ability. Sets of figures are presented to the testee who is required to divide each set into two groups on the basis of similarity. A wide range of concepts is covered, including direction of rotation, intersection, analogies and series. Bias studies that have been conducted on this test indicate that it is currently one of the most appropriate of the tests available in South African for cross-cultural use. The test is suitable for persons with 10 to 12 year of formal schooling.

Areas of Application:

    • Selection
    • Training and development

Ability tests

The Differential Aptitude Test is a series of differential aptitude tests constructed to assess some facets of intellectual functioning. The kind of information obtained from the DAT can, along with information on interests and previous experience and achievements, facilitate judgments regarding potential success in a course or career. The particular contribution made by a differential aptitude test in vocational and educational counselling is unique and cannot effectively be replaced by measures of achievement, performance or interest.

Two forms of the DAT are available for each of the levels of formal education. Standard forms are more suitable for general use (Form R - Grades 7 to 10 and Form K - Grades 10 to 12). The advanced forms can be used when strong academically oriented questions are at issue (Form S - Grades 7 to 10 and Form L - Grades 10 to 12). The reference group for the advanced forms is those persons who had enjoyed relatively good educational opportunities. The tests may also be used with persons who left school some time ago.

Areas of Application:

    • Determine aptitude for subject choice and career choice

The TRAT was compiled with a view to the selection of prospective learners with a Grade 8 to 10 qualification, for admission to technical institutes and FET colleges as well as to provide an indication of the suitability of a candidate to successfully complete training in a particular trade field.

The battery consists of 16 tests of the pencil and paper type, namely: Dexterity; Co-ordination; Patterns; Components; Classification; Assembly; Computations; Inspection; Graphs; Mechanical Insight; Mathematics; Spatial Perception (2-D); Vocabulary (English); Figure Series; Vocabulary (Afrikaans) and Spatial Perception (3-D).

Areas of Application:

    • Admission to technical institutes and FET colleges
    • Suitability to complete training in a particular trade field

The BAP is an instrument that assesses and guides the individual more in terms of the basic “broad stream of careers” that his / her basic human capacity profile will ‘allow’ him/her to successfully enter into. The BAP is focusing on assessing and guiding the individual in terms of his / her aptitudinal orientation based on his / her more genetically determined human faculties in his / her career choice in broad terms, rather than relying also on the acquired competency and interest profiles that may result from the person’s exposure and experience in later life and the more specific career choices that may flow from this.

Areas of Application:

    • Career choice

Personality Questionnaires

Based on an extensively researched model, the 15FQ+ provides an in-depth assessment of the full sphere of human personality. It has been developed to ensure culture and gender fairness and has been adapted into over 20 languages. Building on the most current research, the 15FQ+ maintains the breadth of the original 16 personality factors first identified by Raymond B Cattell. It sets new standards for reliability and validity. The 15FQ+ measures the fundamental building blocks of personality. These provide insight into how people typically think, feel and interact in ways that may be productive or counter-productive for any organisation.

Derived scales

    • Team types
    • Leadership styles
    • Subordinate styles
    • Selling and influencing styles
    • Career themes

Areas of Application:

    • Selection
    • Development

For more than 50 years, the Myers-Briggs Type Indicator® (MBTI®) Personality Inventory has helped millions of individuals throughout the world gain insight into themselves and how they interact with others. The MBTI indicator helps people transform themselves – by giving them a powerful tool for improving how they communicate, learn, and work. Isabel Myers’ unique implementation of Carl Jung’s theory of psychological type, the MBTI instrument, determines references on four dichotomies:

    • Extraversion – Introversion
    • Sensing – Intuition
    • Thinking – Feeling
    • Judging – Perceiving

Areas of Application:

    • Team development
    • Coaching
    • Counselling
  • Jung (JTI)

An alternative to the Myers-Briggs Type Indicator ®, the JTI assesses personality within Jung's framework of Psychological Type. In addition to identifying a person's preferred Type the JTI uses a scaled approach to each dimension, giving a more detailed description of preference than most Type indicators.

The JTI is based on the work of Swiss Psychologist Carl Jung, who identified how our preferences influence the way we relate to the world and others around us. Jung's model of Psychological Type identifies dimensions of preference: Extraversion vs. Introversion (EI), Thinking vs. Feeling (TF) and Sensing vs. Intuiting (SN). The fourth dimension, Judging vs. Perceiving (JP), identifies a person's dominant preference towards the world as either a judging attitude (T or F) or a perceiving attitude (S or N).

The test can be used with Grade 9-12 learners, as well as at post-school level. Test takers should be fluent in English or Afrikaans.

Areas of Application:

    • Personality assessment for young people

OPP provides a focussed assessment of nine personality traits of central importance in customer facing roles. The questionnaire is written in a straight forward and direct style that is accessible to people of a wide range of abilities. Providing a detailed assessment of interpersonal style, thinking style and patterns of coping with stress, the personality dimensions measured by the OPP have been selected for their occupational relevance. These characteristics are crucial in determining productive and counter-productive behaviour in an organisation.

Areas of Application:

    • Identifying strengths and developmental needs
    • Selection
    • Promotion
    • Career development
    • Training

The PAW consists of 250 test-items and was specifically developed to measure personality in the work environment and to speak the language and address the needs of the new millennium.  It basically measures five broad assessment areas in its comprehensive coverage of the field of personality and each one of these five areas in turn covers the four substructures they consist of and they again, cover three constituting factors each.

Areas of Application:

    • Selection, promotion and placement
    • Training and Development
    • Integrity Intervention – together with the relevant Integrity instrument
    • Organisational Development
    • Assessment Centres – together with other relevant instruments and exercises
    • Clinical and Diagnostical Intervention and Counselling
    • Professional Opinion – e.g. legal support

The OPQ32r is a personality assessment that measures aspects of behaviour crucial to performance potential and that cannot easily be identified by other techniques, such as reading CVs and interviewing. The OPQ32r provides a clear, simple framework for understanding the impact of personality on job performance. The OPQ32r helps organisations ensure that employees are well matched to their jobs, so that they are able to use their talents more effectively and which in turn will lead to more fulfilment and motivation.

Areas of Application:

    • Recruitment and selection
    • Development
    • Succession

Emotional Intelligence Questionnaire

  • Emotional Quotient Inventory (EQ-i)

Based on more than 20 years of research by Prof Reuven Bar-On and tested on over 85,000 individuals worldwide, the EQ-i measures one’s ability to deal with daily environmental demands and pressures. A growing body of research suggests that emotional intelligence is a key determinant of success in life.

EQ-i includes four validity indices and a sophisticated correction factor rendering scores for the following components:

    • Intrapersonal (Self-regard, Emotional Self-Awareness, Assertiveness, Independence, and Self-Actualisation)
    • Interpersonal (Empathy, Social Responsibility, and Interpersonal Relationship)
    • Stress Management (Stress Tolerance and Impulse Control)
    • Adaptability (Reality Testing, Flexibility, and Problem Solving
    • General Mood Scale (Optimism and Happiness)

Areas of Application:

    • Corporate, educational, forensic, medical, clinical, human resource and research settings
    • Counselling
    • Development
    • Coaching

Integrity Questionnaire

  • Integrity Profile (IP-200)

Integrity is a human attribute, an attitude towards the issues you are associated with in life; in business it is related to the human side of the enterprise.  An organisation reflects the sum total of its people’s integrity – it rubs off on the people, the environment and culture of the organisation. It rubs off in different degrees onto different people under different conditions and circumstances.

The IP-200 covers basically ten broad assessment areas in the field of Integrity and each one of these ten areas / substructures in turn covers a further five diagnostic sub-fields. In practice the IP-200 represents a detailed instrument that covers the complex subject-fields of Integrity comprehensively; allowing for wide-based diagnostic analysis and interpretation in the hands of the well-informed professional user.

Areas of Application:

    • Screening, Selection and Placement
    • Promotions or any special internal filling of sensitive positions
    • Analysis of Deviant Behaviour
    • Corporate Governance.
    • Integrity Enhancement Drives
    • Training and Development
    • Corruption Intervention
    • Organisational Development
  • Giotto

Giotto represents one of the first measures of personal integrity to be entirely developed in the UK. Giotto recognises the potential difficulties inherent in the accurate measurement of integrity and is therefore presented as an ipsative questionnaire. This help to avoid the contaminating effects for a candidate lying or faking. Giotto also makes use of state-of-the-art neural network techniques to unravel the complex nature of personal integrity as it relates to the workplace. Taken together, these factors help to provide a more accurate and reliable measure of a candidate’s strengths and weaknesses across a total of seven dimensions. Scores on these seven dimensions can then be matched to the requirements of a particular job. Although all seven dimensions have general applicability, each post will have particular requirements which identify certain patterns of scores as being salient to effective job performance.

Areas of Application:

    • Pre-selection interview
    • Selection

Interest Questionnaires

This inventory measures the vocational interests of high school learners in Grades 10 to 12, students and adults in 19 general fields of interest, namely Fine Arts; Performing Arts; Language; Historical; Service; Social Work; Sociability; Public Speaking; Law; Creative Thought; Science; Practical (Male); Practical (Female); Numerical; Business; Clerical; Travel; Nature and Sport.

The questionnaire also measures the extent to which a person is actively or passively interested in the 19 fields, as well as the extent to which his / her interest is work-or hobby-related.

The purpose of the SAVII is to measure the occupational interests of all South African learners in Grades 8 to 12.

The questionnaire measures six fields of interest, namely, Pratical Realistic (P), Scientific Investigative (W), Artistic (A), Social Service (S), Business and Management (B) and Clerical Administrative (K).

These fields correspond respectively to Holland’s six personality types. The items describe job-related activities and the testee can respond with either “interested” or “not interested”.

The fact that the SAVII’s theoretical structure enables information about the individual to be linked directly to information about the world-of-work, makes it particularly well-suited for career guidance and career decision-making applications. Its integration with certain occupational dictionaries and computerized career guidance systems further widens the SAVII’s sphere of useful applications.

Designed to provide a comprehensive and fully integrated assessment for career guidance and development, OIP+ consists of an occupational interest questionnaire and a measure of 'personal work needs'. It was originally developed following extensive trialling on 16 to 18 year-olds and has subsequently been extended for use with older adults. OIP+ assesses eight vocational interests and five personal work needs. The vocational interests identify work areas which an individual is likely to enjoy whereas the work needs asses how well suited they are to different environments.

The well known MB 10 interest questionnaire was developed by Professor Johann Meyer and the University of Stellenbosch.  

  • Self Directed Search (SDS)

The trait measurement theory assumes that individuals differ in their mental and physical attributes and that these attributes are stable and, thus, reliably measurable. The matching method helps people learn to understand themselves and their world. The SDS Form R is an easy-to-use, comprehensive career exploration test that allows people to gain insight into the world of work and, with their new self-understanding, discover an occupational 'match'. Individuals answer questions about their aspirations, activities, competencies, occupations, and other self-estimates and discover occupations that best fit their interests and skills. This instrument is based on Holland’s widely accepted theory of careers with his six theoretical personality types:

    • Realistic
    • Investigative
    • Artistic
    • Social
    • Enterprising
    • Conventional
  • Strong Interest Inventory

This carefully constructed questionnaire compares the individual’s interests (likes and dislikes) with the interests of people successfully employed in a wide range of occupations. It is used to help people understand their work interests and to illustrate the kinds of jobs that they might be comfortable with.

The Strong measures a client’s interests in a wide range of occupations, work activities, leisure activities and school activities. Internationally, its validity and reliability far exceeds many other inventories.

The Career Development Questionnaire was developed to provide an instrument evaluating the level of career maturity and readiness of adolescents and young adults to make career decisions. Assessment is made in five areas: Self-information, Decision making, Career information, Integration of self-information with career knowledge and Career planning.

The CDQ is suitable for individuals of different cultural backgrounds.  Comparative profiles / norms are available for high school learners (Grades 10 and 12; males and females), as well as for first-year students.

  • Learning Style Inventory (LSI)

LSI assesses a person's learning style, helping them identify the strategies they most and least prefer to adopt when learning new material. It is a self-development tool that aims to help individuals maximise their learning potential by enabling them to tailor their approach to learning to match their strengths. Developed on the premise that all learning styles have both strengths and weaknesses, it provides a non-threatening framework in which to explore self-development issues.

LSI measures the 6 learning styles for which there is most supporting research. Each of these 6 learning styles fall into 3 pairs of opposing approaches to learning:

    • A preference for learning from an abstract, theoretical perspective, rather than learning from practical examples by focussing on concrete real world issues.
    • A preference for focussing on the big picture and gaining an overall grasp of the subject-matter before learning the fine detail, versus preferring to focus on the core elements of the subject-matter and building an understanding of how these elements are related to each other 'from the bottom up'.
    • A preference for learning via quiet contemplation and self-reflection versus learning actively by discussion, experimentation and hands-on activity.

Value Scales

The Values Scale was developed to provide an instrument measuring the following values: Ability utilization; Achievement; Advancement; Aesthetics; Altruism; Authority; Autonomy; Creativity; Cultural identity; Economic rewards; Financial security; Own lifestyle; Personal development; Physical activities; Physical prowess; Prestige; Risk; Social interaction; Social relations; Spirituality; Variety and Pleasant working conditions.

Areas of Application:

    • Individual counselling
    • Group assessment
    • Career development programmes
    • Needs surveys
    • Research work

Understanding a person's energies and drives helps identify what they are likely to gain most satisfaction from and make the biggest contribution to in the workplace. VMI is a normative self-report questionnaire which profiles a person's motivations to determine the amount of energy and effort they are likely to expend in different activities.

The 12 scales are grouped into three areas:

    • Interpersonal - values which influence an individual's approach to relationships with others.
    • Intrinsic - values relating to personal beliefs and attitudes which guide an individual's approach to everyday problems.
    • Extrinsic - values which influence behaviour in the workplace.

Areas of Application:

    • Selection
    • Development
    • Guidance
    • Team-building

Edgar Schein, widely acclaimed as one of the founders of the field of organisational psychology, suggests that every one of us has a particular orientation towards work and that we all approach our work with a certain priority and set of values. He calls this concept our ‘Career Anchors’. A "Career Anchor" is a combination of perceived areas of competence, motives, and values relating to professional work choices.

In many cases, people select a career for all the wrong reasons and find their responses to the workplace to be incompatible with their true values. This situation results in feelings of unrest and discontent and in lost productivity. To help people avoid these problems, Career Anchors help people uncover their real values and use them to make better career choices.

Career Anchors, include talents, motives, values and attitudes that provide stability and direction to a person’s career – it is the ‘motivator’ or ‘driver’ of that person. A career anchor is the one element in your self-concept that you will not give up, even in the face of difficult choices.

Competency Assessment Series (CAS)

The uniqueness of the South African population necessitates the use of home grown, culturally fair competency assessment material. The Competency Assessment Series (CAS) has been designed by JvR professionals and associates to provide our clients with a range of uniquely South African assessment centre exercises. The exercises can currently be categorised into four groups, namely:

    • In-basket Exercises
    • Group Exercises
    • Strategy and/or Presentation Exercises
    • Role Play Exercises

All the exercises are job relevant and assess current as well as future potential. There are a wide and growing range of exercises to suit different group sizes, purposes, levels and competencies. Exercises can be customised on request.

The aims of the CAS exercises include:

    • To identify behavioural competencies needed for a specific job.
    • To assist the assessor in gaining a comprehensive understanding of the candidates’ behavioural competencies.
    • Provide additional, job-relevant, “tangible” information to supplement that which was gathered with traditional psychometric tools.
    • To determine the participants’ strengths and development areas.
    • To use the information in combination with collateral information for selection and development purposes in the workplace.