M5P9

2. Learning Potential Tests

Tests of Learning Potential are a broader and more comprehensive assessment of a person’s fluid ability. They focus on and are designed to assess both a candidate’s abstract reasoning, as well as their potential to assimilate and acquire new knowledge and skills. Their relevance within the South African context and its inequalities, is that past educational and developmental experiences are not measured by the battery. Candidates from all walks of life therefore have an equal chance of performing to their best potential on the test battery.

Fluid intellectual ability and its relevance have already been discussed at length in this training program so hopefully its importance and relevance are clear by now. The potential to learn is also critical. This has relevance across job levels in an organisation because jobs are never static. There is always new information to be considered, and new skills to be learned as jobs and the job environment morphs over time. High Learning Potential is a good indicator of a person’s mental flexibility and ability to adapt to new or changing situations, since they can keep their skill levels current with the changes around them.

It is of particular relevance in lower to mid – level jobs where a) a candidate has limited advance educational exposure and also job experience and is therefore a largely “unknown entity”, and b) where it is important to know what potential a person has to deal with the cognitive challenges of future jobs that are at a higher level than his current job.

How is Learning Potential measured

There are several tests of learning potential available on the market. We strongly favour using Dr Terry Taylor’s tests of learning potential called Apil – B (for candidates with a grade 12 qualification and upwards); Tram – 2 (for candidates with a grade 8 - 12 qualifications) and Tram – 1 (for candidates with little or no formal schooling).

Apil – B and Tram – 2 provide several important measures. In the short version the following is assessed:

Abstract or Conceptual Ability – what we have discussed as fluid intellectual ability
Curve of Learning – the effectiveness with which a person masters new tasks and information
Memory and Understanding – the extent to which a person learns and learns with insight.

In the long version in addition to the above the battery also assesses:

Information Processing – this assesses mental agility, and the speed and accuracy with which someone can process information
Transfer of Learning – this assesses the extent to which a person can learn a new complex skill and then adapt and transfer it to new problem-solving demands.

Once again, a candidate’s performance on each of the 5 tests are compared to a norm table and converted to stanine (standard score). The most useful feature of Apil – B is that the candidate’s scores on the various sections are then combined into a global score.

Based on extensive research done by Dr Taylor, the candidate’s global score is then equated with a job level, using the following job level index:

Level 5: Senior Management or Advanced Subject Matter Specialist (NQF 6-8).
Level 4: Middle Management or Subject Matter Specialist (NQF 5/6).
Level 3: Skilled/First-Line Supervision (NQF 3/4).
Level 2: Semi-Skilled (NQF 1/2).
Level 1: Unskilled (Below NQF levels).

Each job level is described with respect to the level of decision making, level of abstraction of thinking, level of judgement and analytical skills and knowledge and experience typically required by that job level.

For example, let us look at Level 3: Skilled/First-Line Supervision (NQF 3/4)

⦁ Decision-Making

Most decisions are routine and based on clear guidelines and policies, but some slightly non-standard events requiring a moderate degree of interpretation may sometimes occur.

⦁ Level of Abstraction of Thinking

Mostly concrete but requiring consideration of facts and events that may extend into the future and have a bearing on a whole process.

⦁ Judgment and Analytical Skills

Judgments are based on a moderate range of factors and may require an analysis of the implications of different concrete options on outcomes (which normally have a time horizon of no more than a few weeks).

⦁ Knowledge, Training and Experience Required

Knowledge and skill are usually acquired through formal training or equivalent experience, usually extending over more than a year. Knowledge base is mainly practical, with limited theoretical content.

Knowing whether a candidate is below, within or above on the job level scale, compared to the job level applied for, gives us a very high degree of confidence as to whether he has the cognitive capability required by the job or not. It also gives us a high degree of confidence as to his developmental potential. If the position applied for is job level 3, but his global performance on Apil – B is job level 4, then we have a high level of confidence that this person has the potential to cope with the cognitive demands of a job at higher level.

Apil - B is a particularly useful test battery for talent management purposes because it enables us to identify the job level potential of an individual and has been widely used in this field by various organisations and business schools.

3. The Cognitive Processing Profile (CPP)

The CPP is a unique and excellent tool that explores how a person thinks and gives deep insights into the cognitive process a person uses when engaging in problem solving. It also provides good insight into his overall cognitive potential and as such the “job level” a candidate is likely to cope with. It is however a complex tool and in the wrong hands can very easily be misinterpreted. For these reasons we do not use it with companies who do not have an HR practitioner that has been trained in the use of the CPP. We limit our use of CPP to organisations that specifically request it, or for developmental purposes.