ADAPT Online Report Interpretation v2

Commercial in Confidence
Report Interpretation
ADAPT Online
Issue: v1.1
Reference: 20120926SYMADAPT Online Report Interpretation
Date: 12 October 2012
Prepared By: Alice Brixey
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Document History
Document
Document Date Comments
Issue
2.0 15/11/12 Content Update TH
20121115SYMADAPT Online Report Interpretation

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Contents
Document Classification ........................................................................................................ 2
Copyright ............................................................................................................................... 2
Document History .................................................................................................................. 2
Contents ................................................................................................................................ 3
Figures .................................................................................................................................. 5
Executive Summary .............................................................................................................. 7
1. Introduction .................................................................................................................... 8
1.2 Performance Bands 9
2. Candidate Summary .....................................................................................................10
2.1 Candidate Information 10
2.2 Overall Suitability 11
2.3 Radar Graph 11
2.4 Individual Constructs 12
2.5 Silhouette Summary 12
3. Candidate Silhouette Overview .....................................................................................13
3.1 Assessment Performance Description 13
3.2 Learning Style Description 13
4. FAST Assessment ........................................................................................................14
4.1 Physical Skill (FAST Physical) 15
4.2 Cognitive Skill (FAST Cognitive) 16
4.3 Situation Awareness 18
4.4 Learning 19
4.5 Performance Level 19
5. Candidate Self-Report Assessment ..............................................................................21
5.1 Exam Performance 21
5.2 Integrity 22
5.3 Silhouette 22

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5.4 Character 26
5.5 Culture 28
5.6 Personality 30
5.7 Learning Style 33
5.8 Locus of Control 33
5.9 Anxiety 34
5.10 Referencing 34
6. Graphical Output of Physical Dexterity ..........................................................................35
6.1 Fixed Wing Assessment 35
6.2 Graphical Output 35
6.3 Co-ordination Assessment 37
6.4 Physical Performance Summary 38
7. Cognitive Assessment ...................................................................................................39
7.1 Numerical Reasoning 39
7.2 Verbal Reasoning 39
7.3 Spatial Relationship Reasoning 39
7.4 Abstract Reasoning 39
7.5 Perceptual Speed and Accuracy 39
7.6 Working Memory 39
7.7 Mechanical Reasoning 39
7.8 Report Presentation 40
8. Questions......................................................................................................................42

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Figures
Figure 2-1: Candidate Information ........................................................................................10
Figure 2-2: Overall Suitability................................................................................................11
Figure 2-3: Radar Graph ......................................................................................................11
Figure 2-4: Individual Construct ............................................................................................12
Figure 2-5: Silhouette Summary ...........................................................................................12
Figure 4-1: FAST Physical Skill ............................................................................................15
Figure 4-2: FAST Physical Graph .........................................................................................16
Figure 4-3: FAST Cognitive ..................................................................................................17
Figure 4-4: FAST Cognitive Graph .......................................................................................17
Figure 4-5: Situation Awareness...........................................................................................18
Figure 4-6: Situation Awareness Graph ................................................................................19
Figure 4-7: Learning .............................................................................................................19
Figure 4-8: Performance Level .............................................................................................20
Figure 5-1: An example of a scale. Green shows positive scores, and red negative. ...........21
Figure 5-2: Exam Performance.............................................................................................21
Figure 5-3: English Exam Performance ................................................................................22
Figure 5-4: Explanation of Integrity Presentation ..................................................................22
Figure 5-5: Integrity Example................................................................................................22
Figure 5-6: Bipolar Scale ......................................................................................................25
Figure 5-7: Slight Intuitive Score ...........................................................................................25
Figure 5-8: Strong Internal Score .........................................................................................25
Figure 5-9: Silhouette Score .................................................................................................25
Figure 5-10: Sliding Scale ....................................................................................................26
Figure 5-11: Low Hostility Score ...........................................................................................27
Figure 5-12: High Alliance Score ..........................................................................................27
Figure 5-13: Character Score ...............................................................................................27
Figure 5-14: Bipolar Scale ....................................................................................................29

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Figure 5-15: Normal Uncertainty Avoidance Score ...............................................................29
Figure 5-16: Extreme Quantity of Life Score .........................................................................29
Figure 5-17: Culture Score ...................................................................................................29
Figure 5-18: Good Motivation score ....................................................................................32
Figure 5-19: Poorer Safety Values score ..............................................................................32
Figure 5-20: Personality Score .............................................................................................32
Figure 5-21: Learning Style ..................................................................................................33
Figure 5-22: Locus of Control ...............................................................................................33
Figure 5-23: Anxiety .............................................................................................................34
Figure 5-24: Referencing ......................................................................................................34
Figure 6-1: Graphical Output of Physical Data ......................................................................35
Figure 6-2: Control and Control Learning .............................................................................36
Figure 6-3: Accuracy and Accuracy Learning .......................................................................36
Figure 6-4: Co-ordination Assessment Graph.......................................................................37
Figure 7-1: Cognitive Assessment Table ..............................................................................40
Figure 7-2: Cognitive Assessment Graph .............................................................................41

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Executive Summary
Symbiotics Ltd is highly experienced Human Performance Company, established in 1996,
that has expertise in all elements of human performance when operating in the workplace.
We specialise in situations where people must be competent in knowledge, skill and attitudes
to perform complex, safety-critical, multi-tasking activities in a consistent, safe and effective
manner. We have considerable expertise in the aviation sector spanning, civil and military
environments for both fixed wing and rotary wing platforms. We are known for generating
quality solutions to changing market needs.
This document provides interpretation guidelines for the ADAPT Online report format. It
summarises the layout, content and meaning of the report elements.

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1. Introduction
ADAPT Online is a unique reporting system that provides an insight into various aspects of a
candidates physical skill, cognitive skill, personality and ability to learn. This document
provides guidelines for interpreting the results provided in the ADAPT Online report.
There are up to six main sections of the report, depending on tests taken:
1.1.1 The Candidate Summary
This includes:
i) Overall Suitability
ii) Candidate Performance Overview (8 areas)
iii) Candidate Silhouette Summary
1.1.2 Candidate Silhouette Overview
This includes:
i) Assessment Performance Description
ii) Learning Style Description
1.1.3 FAST Assessment
This includes:
i) FAST Physical Performance
ii) FAST Cognitive Performance
iii) Situational Awareness
iv) Learning
v) Overall Performance
1.1.4 Candidate Self-Report Overview
1.1.5 Graphical Output of Physical Dexterity
This includes:
i) Fixed Wing: overview of parameter control, accuracy and learning
ii) Overview of performance in the coordination assessment
1.1.6 Cognitive Assessment
This includes:
i) Accuracy and Reaction Time for each of the cognitive aptitudes

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1.2 Performance Bands

The candidates performance can be categorised into one of five colour bands to indicate
their level relative to a specified population. The colours are ranked in order, following the
sequence:
Green High Excellent skills
Has skill, but some isolated minor issues or areas of

Blue Above Average
improvement
Has skill, but some global issues, although should be capable

Yellow Average
of improvement
Amber Below Average Critical issues requiring additional training or support
Red Low Substantial areas of concern

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2. Candidate Summary
The overview page provides a summary of the candidate, based upon information from all
sources in the reporting process. It can be divided into 5 main sections:
Candidate information
Overall Suitability
Radar Graph
Individual Constructs
Silhouette Summary
The candidate summary is designed to provide a quick overview of the candidates

performance, and summarises information from throughout the report.
2.1 Candidate Information

This section is found in the top right hand corner of each page of the report. It provides
information that can be used to identify the candidate. The following areas are included:
Candidate: This is the unique reference number that is used to identify the
candidate. Also displayed is the organisation for which the candidate has undertaken
the assessment and the date the assessment took place.
Silhouette: The personality profile of the candidate, informing behaviour and

performance.
Nationality: The country where the candidate was born.
Gender: The sex of the candidate.
Education: The highest level of education the candidate has achieved. May also
specify the area of study (e.g. sciences, arts).
Figure 2-1: Candidate Information

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2.2 Overall Suitability

The overall suitability is located at the top of the front page, and represents the level of the
candidate and their fit with the training organisation. The suitability of the candidate is
presented using the performance colour bands and a short summary of the candidate is
presented, highlighting any weaknesses.
In the below example, the candidates overall suitability is average, shown by the yellow
colour band. The bullet points highlight main areas of weakness and a short text summary
provides an overview of how this may impact during training.
Figure 2-2: Overall Suitability
Overall suitability is determined through combining and weighting the individual elements of
the assessment, therefore providing a specific overview of candidate performance.
2.3 Radar Graph

The radar graph is located in the centre of the first page, and provides a quick reference to
assess a candidate in various areas of performance. Each graph shows candidate
performance on a number of constructs, which are explained in further detail around the
graph. The blue area of the graph represents the optimal score for each construct, and the
red area represents how the candidate scored on the construct during the assessment.
Larger gaps between red and blue in the radar chart highlight constructs that could require
improvement.
In the below radar graph, the candidate particularly needs to improve the constructs relating
to numbers 1 and 7 (as there is a large gap between red and blue). Construct 9 has no
difference between optimal (blue) and candidate (red) the candidate is strong in this area.
Figure 2-3: Radar Graph

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2.4 Individual Constructs

Individual constructs are the boxes surrounding the Radar Graph on Page 1. These
constructs provide a summary of the candidates performance in specified areas, and are
drawn from all aspects of the assessment and the report.
At the top of each box is a colour band this represents how well the candidate has
performed in that area compared to a specified population.
Below the colour box is a text explanation of the candidates performance in the area, which
can highlight potential difficulties the candidate could experience.
In the below example, the candidate performed average in Workload Management (as
demonstrated by the yellow colour). The text explains that, under pressure, the candidate
can have a tendency to fixate on information and lose some awareness, but that they have
the potential to improve with experience.
Figure 2-4: Individual Construct
2.5 Silhouette Summary

The silhouette summary is located at the bottom of page 1, and is a brief summary of the
candidates personality and their potential performance during flying school. The summary is
based in the candidates silhouette, which is identified at multiple stages during the
assessment process.
In the below example, the candidates silhouette is IP2b.
Figure 2-5: Silhouette Summary

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3. Candidate Silhouette Overview

This section provides an insight into the personality of the candidate and how they may
respond during training. Its aim is to provide a guide to potential areas of concern during
training and identify potential strengths and weaknesses of the candidate.
Two main areas are addressed:
3.1 Assessment Performance Description

This describes how the candidate likes to learn and the type of environment in which they are
likely to prosper.
3.2 Learning Style Description

This section provides information about how the candidate is likely to apply themselves to the
task of learning on the course.

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4. FAST Assessment
The FAST assessment is designed to measure a candidates performance potential and
identify those who are less likely to succeed in a dynamic training environment. This
assessment can be used to identify whether the candidate is able to develop effective
learning strategies during the early phases of training.
The candidate is required to complete the FAST assessment twice (Attempt 1 and Attempt
2). Comparing both performances identifies adaptations in approach and strategy, and
whether learning was demonstrated.
Candidate performance is divided into 3 areas:

Physical Skill
Cognitive Skill
Situation Awareness
An indication of learning is provided for each of these areas, represented by arrows:
= Performance improved
= Performance remained the same
= Performance degraded
Scoring for each of the tasks is presented through a 5 level banding process, ranging from
red (lowest) to green (highest):
Green High Excellent skills
Has skill, but some isolated minor issues or areas of

Blue Above Average
improvement
Has skill, but some global issues, although should be capable

Yellow Average
of improvement
Amber Below Average Critical issues requiring additional training or support
Red Low Substantial areas of concern

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4.1 Physical Skill (FAST Physical)

Physical Co-Ordination and Dexterity
4.1.1 FAST Physical Box
This measure looks at whether a candidate can maintain physical dexterity on a co-
ordination task whilst managing a concurrent range of alternative demands. Candidates
must scan, interpret and react to a dynamic, fast-tempo display. Their physical skill is
measured over two attempts.
For each attempt, performance is banded into one of the 5 colour categories. The overall
performance for both attempts is presented at the top of the FAST Physical box using the
relevant colour. An indication of learning is also provided.
In the below example, the candidates physical performance was above average (blue) in the
first assessment stage (Attempt 1), and high (green) in the second assessment stage
(Attempt 2). This equates to an overall high performance (as shown by the colour green
behind the FAST Physical text). The candidate also demonstrated learning: this is shown
by the green arrow.
Figure 4-1: FAST Physical Skill
4.1.2 FAST Physical Graph
Candidate performance during the physical task is also shown graphically. There are two
graphs: Attempt 1 and Attempt 2. Each graph shows the number of crashes for that Attempt
(y axis), and the legs of the Attempt (x axis). The x axis is split into 3 legs, which represent 3
equal periods of time. More crashes indicate a poorer performance.

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In the below example, the graph shows physical performance during Attempt 1. The
candidate crashed 0 times during the first leg, 3 times during the second leg, and 1 time
during the third leg.
Figure 4-2: FAST Physical Graph
4.2 Cognitive Skill (FAST Cognitive)

Cognitive aptitude across psychometric tests
4.2.1 FAST Cognitive Box
This measure looks at a candidates ability to answer a spread of psychometric questions

that measure cognitive capacity, reasoning, and processing speed. For each question the
number of responses, accuracy and response time are recorded. Candidate performance
will be influenced by their preferences, aptitude and determination. To perform well the
candidate will need the ability to detect, process and respond to information in a dynamic
way.
performance for both attempts is presented at the top of the FAST Cognitive box using the
relevant colour. An indication of learning is also provided.

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In the below example, the candidates cognitive performance was average (yellow) in the first
assessment stage (Attempt 1), and above average (blue) in the second assessment stage
(Attempt 2). This equates to an overall above average performance (as shown by the colour
blue behind the FAST Cognitive text). The candidate also demonstrated learning: this is
shown by the green arrow.
Figure 4-3: FAST Cognitive
4.2.2 Cognitive Graph
The candidates performance on FAST cognitive questions is also plotted on a graph. The
graph shows the accuracy (%, y axis) of the candidates answers, which are banded into
categories (x axis). Attempt 1 is shown in light blue, and Attempt 2 in medium blue. Please
note that bars to the left of the black dividing line relate to cognitive performance: bars to the
right of the dividing line (greyed out in the below example) do not.
Note this graph also contains accuracy scores for the Cognitive Test (shown in dark blue),
which will be explained further in the report.
In the below example, the candidate answered 66% of Perceptual Speed and Accuracy
questions correctly in Attempt 1, and 100% correctly in Attempt 2.
Figure 4-4: FAST Cognitive Graph

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4.3 Situation Awareness

Visual and auditory monitoring task
This measure looks at the candidates capacity to execute effective scans of the
environment: their ability to detect, interpret and project information displayed through
auditory and visual channels. Situation awareness is assessed using the following criteria:
Auditory Dominance How effectively the candidate detected and interpreted

auditory information.
Visual Dominance How effectively the candidate detected and interpreted
information presented visually. Identifies attention to detail and alertness.
Awareness How effectively the candidate detected visual and auditory information
in the dynamic environment.
performance for both attempts is also banded into one of the 5 colours, and shown behind
the Situation Awareness text. An indication of learning is also provided.
In the below example, the candidates Situation Awareness was average (yellow) in the first
assessment stage (Attempt 1), and average (yellow) in the second assessment stage
(Attempt 2). This equates to an overall average performance (as shown by the colour yellow
behind the Situation Awareness text). The candidate demonstrated no learning: this is
shown by the yellow arrow.
Figure 4-5: Situation Awareness
4.3.1 Situational Awareness Graph
The candidates performance on Situation Awareness is also presented graphically. The

graph shows accuracy (%, y axis) of the candidates answers, which are banded into
categories (x axis). Attempt 1 is shown in light blue, and Attempt 2 in medium blue. Please
note that bars to the right of the black dividing line relate to Situation Awareness: bars to the
left of the dividing line (greyed out in the below example) do not.

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In the below example, the candidate answered 100% of Visual Dominance questions
correctly in Attempt 1, and 66% correctly in Attempt 2.
Figure 4-6: Situation Awareness Graph
4.4 Learning
An individuals ability to learn and adapt to a task is an important skill that drives
improvement and helps resilience. The candidates Learning score is based upon their
learning performance throughout both Attempts of the FAST assessment (FAST Physical,
FAST Cognitive and Situation Awareness).
Learning is banded into one of the 5 colour categories, and presented alongside a text
explanation. In the below example, the candidate has an average Learning score.
Figure 4-7: Learning
4.5 Performance Level

Performance Level assesses the candidates individual skills, multi-tasking ability, learning
and adaptability throughout the FAST assessment. Using aggregated data from across
FAST, the tool utilises algorithms to assess the candidate on criterion-referenced measures.
Norm referencing is then used to establish the overall grade achieved by the candidate,
which is standardised through comparison to others. Using this score, in conjunction with the
silhouette and what is known about the candidates approach, an informed decision can be
made regarding their trainability.

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Performance Level is banded into one of the 5 colour categories, and presented alongside a
text explanation. In the below example, the candidate had an average performance level.
Figure 4-8: Performance Level

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5. Candidate Self-Report Assessment

This section provides an overview of the candidates exam performance and responses to
the self-report questionnaires, providing insight into the candidates personality. Four main
areas are identified that may have an impact on the candidates performance during training:
Silhouette
Character
Culture
Personality
Candidate traits are presented on a sliding scale, indicating the more positive areas in green
and the more negative in red. Scales are presented differently depending on type of results:
either a progressive positive to negative scale or the position of the candidate in relation to
the population.
The majority of the population tend to score in the green area of the scales. More extreme
scores are represented by yellow and red areas of the scale, and can represent negative
aspects of personality.
For some of the scales (i.e. Personality) that focus on negative traits, higher scores show
areas of concern, therefore higher scores represent less favourable traits.
Each section of the Candidate Self-Report Assessment uses different scales: these will be
explained in the relevant sections of this document. Below is an example scale, highlighting
green and red areas and their meaning.
Figure 5-1: An example of a scale. Green shows positive scores, and red negative.
5.1 Exam Performance

The candidates individual exam marks (as percentages) are presented alongside an
average exam mark (also as a percentage). Overall Exam Performance is indicated by the
colour behind the Exam Performance text.
In the below example, the candidates exam results led to an average score of 65%. The
candidate performed below average in Exam Performance, shown by the amber colouring.
Figure 5-2: Exam Performance

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5.1.1 English Exam
In this section, the English Test score is broken down into ICAO components, allowing the
candidates strengths and potential weaknesses to be identified. An approximate ICAO and
CEFR level is also given.
Figure 5-3: English Exam Performance
5.2 Integrity
This scale is an honesty measure and identifies how the candidate has chosen to present
themselves. Higher scores mean a lower Integrity score, and show a tendency for the
candidate to present themselves in a positive light, potentially manipulating questionnaire
responses to project a better image. This can mean the personality results are not an
accurate reflection of the candidate.
Integrity is presented as such: scores in the green area show high integrity, and scores in the
red area show lower integrity.
Figure 5-4: Explanation of Integrity Presentation
In the below example, the candidate showed a good level of integrity.
Figure 5-5: Integrity Example.
5.3 Silhouette
The candidates silhouette refers to a detailed breakdown of personality, based on their
specific personality profile. This profile is produced from the combination of 6 key bi-polar
behavioural constructs that combine to produce 64 aviation-specific psychological profiles. It
is the combination and interaction of the 6 areas below that combine to give a powerful
insight into expected behaviour and personality, which are explained in further detail below:
1) Learning Style
2) Orientation
3) Mode
4) Attribution
5) Personality
6) Motivation

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5.3.1 Learning Style: Technical Intuitive
Technical: Candidates scoring towards Technical prefer to have information via verbal or
written instruction before embarking on learning new skills. They generally show a
preference for learning facts and figures, often like solving problems by well-established
methods and should tend to be quite patient with details and memorising facts. Can have a
tendency to see specifics and like clear guidelines, directions and routine. Their
understanding is often gained in linear steps, following a logical progression.
Intuitive: Candidates scoring towards Intuitive often show a tendency to learn through trial,
error and feel. They often need to experience events in order to learn and prefer discovering
new relationships, often being innovative in their approach. When learning they may have a
tendency to work faster, disliking repetition and work that requires a lot of memorisation and
routine calculations. Can potentially miss important detail or show calculation mistakes but
can see the big picture, are imaginative and go with gut feelings.
5.3.2 Orientation: Physical Cognitive
Physical: Individuals that show more physical traits may be better at developing and
sustaining physical skills such as psychomotor skills, physical dexterity and hand eye co-
ordination. May not necessarily spend much time thinking about details associated with
learning, potentially showing a preference to observe and mimic. Practice may be an
important source of feedback to speed up movement of physical skills being learnt.
Cognitive: Those that show a tendency towards cognitive traits may show better ability to
sustain activities that require aspects such as problem solving, recognition, interpretation and
analysis. They may often prefer to be well organised, with activities having structure and
logical relationships between ideas and concepts. They may sometimes show a tendency to
attend selectively to different aspects of their environment.
5.3.3 Mode: Risk Safe
Risk: Generally more comfortable with uncertainty and unknowns, may show a tendency to
seek out thrilling and exciting activities, producing sensation and avoiding boredom. May
seek stimulation and be motivated to maintain a high level of arousal. There is potential for
them to become bored with repetition, routine and monotony, showing the tendency to be a
free-thinker.
Safe: Like rules, boundaries and to work in their comfort zone. May be motivated to avoid
situations involving high arousal or risk. Like routine and predictability. Believe in protocol
and procedure. May appear status-conscious and respect authority. Tend to have well
defined moral values with a strict code of conduct, which means they may be dogmatic. May
appear complacent in times of pressure or stress. May seem lacking in motivation or drive.

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5.3.4 Attribution: Internal External
Internal: Look to self for blame and improvement. Scope for learning but confidence may
fluctuate. Tend to be self-reliant and individualist. May prefer to work and make decisions
alone and be self-determined. Tend to work hard to develop their knowledge, skills and
abilities. Appear inquisitive and will try to figure out why things turned out the way they did.
Will take note of information that they can use to create positive outcomes in the future. Will
engage in activities that will improve their situation.
External: Tend to blame external factors for performance, particularly error and below par
performances. This results in a reduced potential for learning but also good levels of
confidence. Tend to blame luck, chance, fate or powerful/other people for their outcomes.
Tend not to seek out information about their performance or situation. May appear to lack
control over their behaviour.
5.3.5 Personality: Self-Defeater Perfectionist
Self-Defeater: Imprecise and not critical. Where confidence is low they may tend to lack
confidence, be insecure, tentative, indecisive and lack resolve. Tend to worry and may not
cope with perfecting skills. Uncomfortable in rapidly changing environments and may be
quick to reject novel ideas. Where confidence is high they may be social, gregarious
individuals who display brilliance and failure in equal amounts and who do not appear to
suffer from nerves. They do not appear to try hard or put process in place.
Perfectionist: Precise and critical. Generally hard working, well organised, careful and
conservative. Their meticulous attention is useful and even important in many jobs.
However, such people have trouble prioritising their work because they believe each task
must be done equally well which becomes increasingly difficult as a person becomes
busier. They have trouble delegating, with a tendency to micro-manage; which deprives
subordinates opportunities to learn.
5.3.6 Motivation: Fear-of-Failure Desire to Succeed
Fear-of-Failure: Description emerges when paired with other attributes. Influences include;
confidence, view of the world, attitude to others, robustness and competitiveness. May avoid
intellectually challenging work and be uncomfortable explaining complex ideas. Changeable
and often troubled by feelings of boredom, lethargy and tiredness. Emotion may be source
of drive and motivation. May appear humble, tactful, passive, self-effacing and submissive.
May reject or render ineffective the attempts of others to help. May incite angry or rejecting
responses from others and then feel hurt, defeated or humiliated. May choose not to take
part if they fear there is a risk of failure.
Desire-To-Succeed: Description emerges when paired with other attributes. Influences

include; confidence, view of the world, attitude to others, robustness and competitiveness.
May thrive in constantly changing environments. Tend to want freedom to innovate,
experiment and initiate change. May appear highly driven, restless, impatient, tense and
irritable. Competitive, assertive, happy taking charge. May be prone to cheat or take short-
cuts in order to win.

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5.3.7 Report Presentation
The report shows the candidates response in each of the six areas above. Each area is
presented as a bipolar scale. Scores closer to either edge represent the candidate being
more strongly aligned with that silhouette trait.
Figure 5-6: Bipolar Scale
In the below example, the candidates score suggests they are slightly intuitive: their score is
on the intuitive side of the scale, but close to the centre.
Figure 5-7: Slight Intuitive Score
In the below example, the candidates score suggests they are strongly an internal
referencer: their score is close to the edge of the Internal side of the scale.
Figure 5-8: Strong Internal Score
The colour behind the Silhouette text box shows the suitability of the candidates silhouette
in terms of training and the aviation setting.
In the below example, the candidates silhouette is average.
Figure 5-9: Silhouette Score

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5.4 Character
This section identifies areas of the candidates personality that could cause concern and may
impact on their working relationships and how they respond during training. It focuses on
dysfunctional traits that may influence the candidates behaviour or performance; the
potential of individuals to display tendencies towards more dysfunctional behaviours and
traits when feeling under pressure. An assessment is made of individuals tendency towards
employing less helpful coping strategies to manage insecurities, which have been
categorised into 3 dysfunctional profiles.
The lower the score for each profile, the more normal the approach an individual is likely to
take when faced with a high pressured situation. Higher scores indicate potential areas for
concern.
The three constructs are:
5.4.1 Avoidance Profile:
Higher scorers are more likely to be suspicious and distrustful of others, overly cautious and
careful in their approach, appearing distant and separating themselves from others.
5.4.2 Hostility Profile:
Higher scorers are more likely to appear arrogant and feel superior to others, display
manipulative or devious behaviour and appear temperamental and unpredictable.
5.4.3 Alliance Norm:
Higher scorers are more likely to appear needy and seek reassurance from others, appear
un-resourceful and seek direction from others before acting. They are also more likely to
appear subservient and display a need to seek approval from others.
The report shows the candidates responses in relation to the above three constructs. Each
construct is presented as a sliding scale: scores to the left (the green area) represent a low
dysfunctional trait score, and scores to the right (the red area) represent a higher
dysfunctional trait score. Scores on the left of the scale represent scores close to the norm;
scores close to the right could represent some concerns, particularly under pressure.
Figure 5-10: Sliding Scale

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In the below example, the candidate has a low score in hostility:
Figure 5-11: Low Hostility Score
In the below example, the candidate has a high alliance score, and could display
dysfunctional traits under pressure.
Figure 5-12: High Alliance Score
The colour behind the Character text box shows the candidates overall character score in
terms of the 5 colour banding system. In the below example, the candidate is below
average.
Figure 5-13: Character Score

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5.5 Culture
This section assesses aspects of the candidates cultural values and beliefs that may impact
on their attitude towards training, the organisation or the role. It examines how the candidate
compares to their cultural norm on the four main Hofstede cultural dimensions that impact
specifically in the aviation setting.
The four constructs are:
5.5.1 Power Distance:
Power distance is the extent to which the less powerful members or organisations and
institutions accept and expect that power is distributed unequally
Lower Power Distance: Expect and accept power relations that are more consultative, where
people relate to one another more as equals regardless of formal positions. Subordinates
are more comfortable with, and demand the right to contribute to and critique the decision
making of, those in power. More likely to accept responsibility and challenge authority.
Higher Power Distance: Expect and accept power relations that are more autocratic and
paternalistic, where subordinates acknowledge the power of others simply based on where
they are situated in certain formal, hierarchical positions. More disciplined but may not
always be prepared to challenge.
5.5.2 Uncertainty Avoidance:
A society's tolerance for uncertainty and ambiguity
Lower Uncertainty Avoidance: Individuals accept and feel comfortable in unstructured

situations or changeable environments, and try to have as few rules as possible. More
pragmatic and tolerant of change but can lack strict adherence to rules and procedure.
Higher Uncertainty Avoidance: Individuals tend to be more emotional and try to minimise the
occurrence of unknown and unusual circumstances. Proceed carefully with changes, step by
step planning and by implementing rules, laws and regulations. More structured and
procedure orientated but can be slow and reluctant to act when faced with uncertainty.
5.5.3 Individualist:
The degree to which individuals are integrated into groups.
Lower Individualist: Individuals are more likely to act predominately as members of a

cohesive group or organisation. More likely to be loyal to an organisation, and work to
protect others in their group and for the benefit of the collective group rather than themselves
individually. Will give preference to those in their group over outsiders when it comes to
interactions and promotions etc, regardless of an individuals merit.
Higher Individualist: Individuals put more importance on personal achievements and

individual rights. More likely to expect to have to stand up for themselves and choose their
own affiliations. Will be more objective and fair in interactions and promotions etc, but likely
to always put their own needs first.

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5.5.4 Quantity of life:
The distribution of emotional roles between the genders.
Lower Quantity of Life: Place more value on relationships and quality of life. Men and
women have the same values emphasizing modesty and caring. Individuals work in order to
live.
Higher Quantity of Life: Place more value on quantity of life; competitiveness, assertiveness,
materialism, ambition and power are all highly valued and sought. The differences between
gender roles are more dramatic and less fluid.
The report shows the candidates response to the above four constructs. Each construct is
presented as a bipolar sliding scale: scores closer to the centre (green) represent positive
scores. However, scores at either edge (red) represent the candidate having a more
extreme score. The candidates scores represent how much the candidate deviates from the
cultural norm: more extreme scores suggest they differ greatly from the cultural norm.
Figure 5-14: Bipolar Scale
In the below example, the candidate is close to the centre of the scale, and so should have
little deviation from the cultural norm.
Figure 5-15: Normal Uncertainty Avoidance Score
In the below example, the candidate is close to the edge of the scale, and so may display
high Quantity of Life traits.
Figure 5-16: Extreme Quantity of Life Score
The colour behind the Culture text box shows the candidates overall character score in
terms of the 5 colour banding system. In the below example, the candidate is above
average.
Figure 5-17: Culture Score

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5.6 Personality
This section gives an overview of key areas of the candidates personality that may impact
on their approach towards training and the organisation. It examines 10 key indicators,
which include information regarding their attitude, confidence in their intellectual abilities, how
they are likely to use their emotions and approach challenging and novel situations, as well
as how they are likely to prepare and work with others. High scores indicate a more positive
orientation on each attribute; low scores suggest there is room for improvement and could be
an area for concern.
Individual areas are:
5.6.1 Teamwork
This section assesses how the candidate is likely to interact with others and work within the
team environment. It identifies how willing the candidate is to engage with others and
whether they prefer to operate on their own or in groups. It also identifies how they are likely
to interact with others in a group setting.
5.6.2 Adherence
This section assesses how well candidates are likely to apply themselves and stick with
tasks, how well they deal with setbacks and whether they are able to work through difficulties
or give up easily.
5.6.3 Authority Gradient
This section assesses how effectively candidates respond to, and interact with, those in a
position of authority. The term refers to the balance of decision making power; too steep a
gradient leads to a domineering, dictator-like commanding experience where subordinates
do not speak out or have the courage of their convictions to challenge appropriately. Too
shallow a gradient leads to individuals who are disrespectful, argumentative and their
propensity to challenge can become very disruptive.
5.6.4 Safety Values
This section assesses the candidates attitude and approach to safety issues. It identifies
their propensity to take risks and their level of impulsiveness, as well as assessing their
preference towards attitudes that affect pilot judgement and decision making in potentially
hazardous situations.
5.6.5 Robustness
This section assesses the candidates mental toughness and resilience to persevere in the
face of adversity and overcome issues or setbacks faced during training or once in role.

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5.6.6 Attitude
This section assesses aspects of the candidates personality that may impact their attitude
towards training and the organisation they are being selected for. It examines how they are
likely to use their emotions, their approach to challenging and novel situations, whether they
will be enthusiastic, prepare well and work hard, and their level of self-discipline.
5.6.7 Adaptability
This section assesses the candidates ability to adapt to novel environments and changing
situational demands. Are candidates able to adapt quickly and adjust their approach
accurately, are they unable to deal with change and uncertainty, or do they react too quickly
without thinking through the implications of their actions.
5.6.8 Communicator
This section assesses the candidates ability to communicate effectively with others; whether
they are able to listen to others and take their opinions into account. It also looks at any
verbal or auditory recessive tendencies under pressure along with whether candidates feel it
necessary to involve others in the decision making process. Over-communicating or
displaying a high level of dependence on others is viewed as equally concerning as a lack of
communication.
5.6.9 Self-Perception
This section assesses the candidates self-concept and self-efficacy, or their belief in their
ability to succeed in certain situations. It identifies confidence in their intellectual abilities and
whether they have a positive or negative perception of themselves. Those with good self-
efficacy believe they can perform well so are prepared to tackle difficult challenges and
recover quickly from setbacks. Individuals with poor self-perception do not believe they have
the ability to succeed regardless of their effort: as a result they avoid challenges and focus
on personal failings.
5.6.10 Motivation
This section identifies the main factors motivating candidates. Motivation is defined as the
process that initiates, guides and maintains goal-orientated behaviour. An assessment is
made of whether candidates are motivated intrinsically (by an internal desire to achieve goals
for personal satisfaction and growth) or extrinsically (by an external influence to gain reward
such as money, or avoid punishment such as family disapproval). Candidates who have low
motivation can quickly lose interest in tasks and give up as soon as things get difficult, failing
to get a good understanding of requirements.

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The report shows the candidates response to the above constructs. Each construct is
presented as a sliding scale: scores to the right (the green area) represent a good score on
that construct; conversely, scores to the left (the red area) represent poorer score on that
construct. Poorer scores could highlight areas of concern, or areas that will need to be
improved.
The below example shows a good score for Motivation.
Figure 5-18: Good Motivation score
The below score shows a poorer score for Safety Values.
Figure 5-19: Poorer Safety Values score
The colour behind the Personality text box shows the candidates overall character score in
terms of the 5 colour banding system. In the below example, the candidate is below
average.
Figure 5-20: Personality Score

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5.7 Learning Style

Learning modalities are the sensory channels or pathways that individuals receive and store
information. This section identifies which areas the candidate has shown a preference for.
Four areas are assessed:

Visual Learners: Those who learn by seeing; they need to see diagrams, text books
etc. to understand a concept.
Auditory Learners: Must hear what they are learning to really understand it, enjoy
listening but cannot wait to talk themselves. Generally respond well to lectures and
discussion.
Kinaesthetic Learners: Need to feel and touch to learn, may not respond well to
auditory instruction and learn better with practical instruction.
Read-Write: Learn best when information is presented as words; respond well to text-
based inputs. Enjoy manuals, reports and assignments.
Colours are used to demonstrate the learning preferences of the candidate. Green shows a
strong preference, yellow a minor preference and red an aversion to the relevant learning
modality. No colour indicates no preference.
In the below example, the candidate has shown a strong preference for Auditory and
Kinaesthetic learning. They have shown a minor preference for Read-Write, and an aversion
to Visual learning.
Figure 5-21: Learning Style
5.8 Locus of Control

A candidates Locus of Control provides an indication of how much control they feel they
have over their life and determinants of events. A low Locus of Control is generally indicative
of feeling events are often beyond their control, whereas high Locus of Control indicates an
individual feels in control and takes responsibility for events.
Locus of Control is presented as such: scores in the green area show high Locus of Control,
and scores in the red area show lower Locus of Control.
In the below example, the candidate has shown a medium Locus of Control.
Figure 5-22: Locus of Control

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5.9 Anxiety
This section looks at the likelihood the candidate will experience anxiety when faced with a
pressured environment, and how this impacts on performance. Anxiety levels experienced
by the candidate can either be somatic (physical signs of anxiety, e.g. sweating, fidgeting) or
cognitive (more cerebral signs of anxiety, e.g. confusion, forgetfulness). Somatic anxiety can
disrupt physical performance, whereas cognitive anxiety can slow the ability to process
information decisively, introducing errors into performance.
Anxiety is presented as such: scores in the green area show low Anxiety, and scores in the
red area show higher Anxiety.
In the below example, the candidate demonstrated low Anxiety.
Figure 5-23: Anxiety
5.10 Referencing
This represents how a candidate views the world and responds to the environment. An
individuals referencing style can be Internal (looking at how the world affects them) or
External (looking at the effect they have on the world). The referencing style of a candidate
can have a major impact on aspects such as interaction with others, environmental
awareness and response to stimuli. Internal referencers can lack tact and are not always
aware of their impact on others; however they are not so dependent on getting feedback and
can respond better to losing external visual references in their environment. External
referencers are more aware of appropriate social interaction and more willing to listen to
others, but they can be overly dependent and be quick to give control away.
Referencing is presented on a bipolar scale. Yellow and red scores represent a stronger
bias towards either internal or external referencing, whereas green scores (those near the
centre of the scale) represent a more mild bias.
In the below example, the candidate demonstrated a mild bias towards internal referencing.
Figure 5-24: Referencing

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6. Graphical Output of Physical Dexterity

6.1 Fixed Wing Assessment
The Fixed Wing Assessment requires the candidate to maintain parameters within a 3D
environment. During the mission they are given information on height, headings and speed
requirements, depicting a route they must follow. The candidates flight data is recorded
every 1/10th of a second and is used to analyse performance. This performance data is
depicted on 3 graphs, representing Height, Heading and Speed. It is plotted against a
Perfect Flight, which indicates the values that the candidate should be at.
6.2 Graphical Output

Fixed Wing data is presented in three graphs, showing height, heading and speed during the
assessment. The candidates performance (the orange line) is plotted against the Perfect
Flight (the blue line). A larger, or more sustained, deviation away from this blue line
highlights difficulty maintaining the parameter. The x axis represents time, split into 30
second intervals. The y axis represents:
Height Graph Height (Feet)
Heading Graph Heading (Degrees)
Speed Graph Speed (Knots)
In the below example, the candidate maintained height and speed well during the
assessment. However, the candidate struggled to maintain the correct heading.
Figure 6-1: Graphical Output of Physical Data
6.2.1 Control and Accuracy Bars
The accuracy and control of the candidate during the Fixed Wing assessment is also
presented in sliding scales. These scales show the candidates performance in relation to a
standardised norm. Scores at the green end of the scale represent a good performance in
relation to the norm; scores at the red end of the scale suggest the candidates performance
was below the standardised norm.

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Both of the above scores are presented alongside learning scales. These scales show how
well the candidate learned during the assessment, measured through improvement in the
candidates performance. A low learning score may suggest the candidate was not able to
adapt their approach to the task, whereas a higher score shows the candidate was able to
adapt their approach to best fit the task requirements, and thus improve their performance.
In the below example, the candidate has performed well in both control and control learning:
their control was good compared to a standardised norm, and they showed strong learning
and improvement throughout the Fixed Wing Assessment.
Figure 6-2: Control and Control Learning
In the below example, the candidate has performed less well in both accuracy and accuracy
learning: their accuracy was lower than the standardised norm, and they failed to
demonstrate learning and improvement during the Fixed Wing Assessment.
Figure 6-3: Accuracy and Accuracy Learning

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6.3 Co-ordination Assessment

The co-ordination assessment is a test that measures a candidates ability to accurately
control a dynamic object using various physical inputs.
The graph in this section provides an indication of how the candidate has performed during
the co-ordination assessment. It provides the cumulative score of the candidate, and their
final score is indicated in a box towards the right of the graph.
The elapsed time is plotted along the bottom axis (split into 10 second intervals), with the
score indicated on the left axis. A good candidate performance will be demonstrated by a
steeper line with a high final score. A poorer performance will have a shallower line and
lower overall score. The maximum score is 300.
The candidates overall performance is also presented on a sliding scale, which presents
the candidates score in line with standardised, normed data. Thus, scores at the green end
of the scale show the candidate performed above the norm; scores at the yellow and red end
show the candidate performed below the norm.
A learning scale is also presented: this shows how well the candidate adapted and improved
their performance over the assessment. If the candidate adapted their strategy to best fit the
assessment, and showed great improvement throughout the assessment, their learning
score will be high (the green end of the scale). However, if the candidate was unable to
adopt a successful strategy, and showed no improvement throughout the assessment, their
learning score will be low (the red end of the scale).
In the below example, the candidate scored 77 during the co-ordination assessment. This
score is just above the standardised norm, and thus the overall scale shows the candidate
just above the middle. The candidates rate of learning is also just above the standardised
norm.
Figure 6-4: Co-ordination Assessment Graph

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6.4 Physical Performance Summary

An overview of the candidates performance is provided in the Physical Performance
Summary Graph, positioned in the right hand corner of the page. This graph draws
information from multiple aspects of the assessment, as shown in the figure below.
Figure 6-5: Physical Performance Summary Graph
Candidate performance is broken out into 6 key areas, which are given a percentage score
from 0% (lowest) to 100% (highest). These areas are as follows:
3D Performance The ability of the candidate to maintain parameters in a 3-

dimensional environment.
Track Recovery How the candidate maintains navigational requirements and
recovers from errors.
Information Processing The aptitude of the candidate in follow briefings and
processing information accurately from the surrounding environment.
Focus and Concentration The ability to maintain focus and concentration on
requirements during the physical tasks.
Strategy and Adaptability The level of adaptability to task requirements shown by
the candidate and evidence of learning strategies.
Locus of Control How the candidate is likely to respond to challenging situations,
their ability to maintain composure and sustain improvement.

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7. Cognitive Assessment
This table gives a summary of the candidates performance across the 6 areas of cognitive
aptitude, assessed during the online cognitive assessment. Below is a brief description of
what each area measures:
7.1 Numerical Reasoning

These questions test the candidates ability to use, interpret and manipulate numbers &
mathematical data.
7.2 Verbal Reasoning

These questions test the candidates ability to analyse, interpret and understand written
information.
7.3 Spatial Relationship Reasoning

These questions test the candidates ability to see spatial patterns, and move or rotate them
in their mind to solve visual problems.
7.4 Abstract Reasoning

These questions test the candidates ability to recognise patterns and similarities between
shapes and figures.
7.5 Perceptual Speed and Accuracy

These questions test the candidates ability to work quickly and accurately to retrieve
information from words, numbers or pictures.
7.6 Working Memory

These questions test the candidates ability to hold, retrieve and use information held in short
term memory.
7.7 Mechanical Reasoning

These questions test the candidates' understanding of physical concepts in mechanics and
electricity.

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7.8 Report Presentation

7.8.1 Cognitive Assessment Table
For each aptitude, accuracy (percentage of correct responses) and reaction time (average
time taken to answer) is presented.
Accuracy: the percentage of questions the candidate got correct is displayed.
Reaction Time: a low number (e.g. 4 seconds) shows quick reaction times. Higher
numbers (e.g. 50 seconds) show the candidate had taken more time to respond to
questions.
Accuracy and reaction are analysed in combination to reveal whether candidates are
displaying specific patterns of behaviour. For example, slow but accurate responding is
characterised by high accuracy and long reaction times, and fast but guess-based
responding is characterised by low accuracy and very quick reaction times.
Performance is then weighted to give the overall cognitive banding, which is shown behind
the Cognitive Assessment text. Aptitudes most important and relevant in the aviation
environment (Spatial Reasoning, Perceptual Speed and Accuracy, Numerical Reasoning and
Working Memory) are weighted more highly when calculating the overall banding.
In the below example, the candidate had an overall cognitive score that was above average
(as shown by the blue header). The candidate was relatively accurate, particularly in
Numerical Reasoning and Verbal Reasoning. However, the candidate struggled with Spatial
and Relationship Reasoning and Abstract Reasoning, only getting 50% of answers correct.
The candidate answered relatively quickly throughout the assessment.
Figure 7-1: Cognitive Assessment Table
7.8.2 Cognitive Assessment Graph
The candidates cognitive assessment results are also presented graphically, on the same
graph as FAST data. Accuracy scores (%, y axis) are presented for the above areas of
cognitive aptitude (x axis), in dark blue. Please note that bars to the left of the black dividing
line relate to cognitive performance: bars to the right of the dividing line (greyed out in the
below example) do not.
Please also note that the graph presents FAST Cognitive scores these have been greyed
out in the below example.

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In the below example, the candidate performed well in Numerical Reasoning and Working
Memory, scoring 100% accuracy. However, the candidate struggled with Spatial and
Relationship Reasoning and Abstract Reasoning, only scoring 50% accuracy.
Figure 7-2: Cognitive Assessment Graph

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8. Questions
If you have any questions regarding the interpretation of the ADAPT Online report please
dont hesitate to get in touch with your contact at Symbiotics Ltd, who will be happy to assist
in answering any queries you may have. Alternatively, general enquires can be directed to:
admin@symbioticsltd.com

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Symbiotics Ltd 43

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Commercial in Confidence

Reference: 20120926SYMADAPT Online Report Interpretation

Date: 12 October 2012

Prepared By: Alice Brixey

Company No: 3242262 VAT No: 679822478

copyright Symbiotics Ltd (2012)

20121115SYMADAPT Online Report Interpretation

Document History .................................................................................................................. 2

Executive Summary .............................................................................................................. 7

1.2 Performance Bands 9

2. Candidate Summary .....................................................................................................10

2.1 Candidate Information 10

2.2 Overall Suitability 11

2.3 Radar Graph 11

2.4 Individual Constructs 12

2.5 Silhouette Summary 12

3. Candidate Silhouette Overview .....................................................................................13

3.1 Assessment Performance Description 13

3.2 Learning Style Description 13

4. FAST Assessment ........................................................................................................14

4.1 Physical Skill (FAST Physical) 15

4.2 Cognitive Skill (FAST Cognitive) 16

4.3 Situation Awareness 18

4.5 Performance Level 19

5. Candidate Self-Report Assessment ..............................................................................21

5.1 Exam Performance 21

20121115SYMADAPT Online Report Interpretation

5.7 Learning Style 33

5.8 Locus of Control 33

6. Graphical Output of Physical Dexterity ..........................................................................35

6.1 Fixed Wing Assessment 35

6.2 Graphical Output 35

6.3 Co-ordination Assessment 37

6.4 Physical Performance Summary 38

7. Cognitive Assessment ...................................................................................................39

7.1 Numerical Reasoning 39

7.2 Verbal Reasoning 39

7.3 Spatial Relationship Reasoning 39

7.4 Abstract Reasoning 39

7.5 Perceptual Speed and Accuracy 39

7.6 Working Memory 39

7.7 Mechanical Reasoning 39

7.8 Report Presentation 40

20121115SYMADAPT Online Report Interpretation

Figure 2-2: Overall Suitability................................................................................................11

Figure 2-3: Radar Graph ......................................................................................................11

Figure 2-4: Individual Construct ............................................................................................12

Figure 2-5: Silhouette Summary ...........................................................................................12

Figure 4-1: FAST Physical Skill ............................................................................................15

Figure 4-2: FAST Physical Graph .........................................................................................16

Figure 4-3: FAST Cognitive ..................................................................................................17

Figure 4-4: FAST Cognitive Graph .......................................................................................17

Figure 4-5: Situation Awareness...........................................................................................18

Figure 4-6: Situation Awareness Graph ................................................................................19

Figure 4-7: Learning .............................................................................................................19

Figure 4-8: Performance Level .............................................................................................20

Figure 5-2: Exam Performance.............................................................................................21

Figure 5-3: English Exam Performance ................................................................................22

Figure 5-4: Explanation of Integrity Presentation ..................................................................22

Figure 5-5: Integrity Example................................................................................................22

Figure 5-6: Bipolar Scale ......................................................................................................25

Figure 5-7: Slight Intuitive Score ...........................................................................................25

Figure 5-8: Strong Internal Score .........................................................................................25

Figure 5-9: Silhouette Score .................................................................................................25