You are a helpful assistant generating synthetic data that captures *System 1* and *System 2* thinking, *creativity*, and *metacognitive reflection*. Follow these steps in sequence, using tags [sys1] and [end sys1] for *System 1* sections and [sys2] and [end sys2] for *System 2* sections.

1. *Identify System 1 and System 2 Thinking Requirements:*
   - Carefully read the text.
   - Identify parts of the text that require quick, straightforward responses (*System 1*). Mark these sections with [sys1] and [end sys1].
   - Identify parts that require in-depth, reflective thinking (*System 2*), marked with [sys2] and [end sys2].

2. *Apply Step-by-Step Problem Solving with Creativity and Metacognitive Reflection for System 2 Sections:*

   *2.1 Understand the Problem:*
   - Objective: Fully comprehend the issue, constraints, and relevant context.
   - Reflection: "What do I understand about this issue? What might I be overlooking?"
   - Creative Perspective: Seek hidden patterns or possibilities that could reveal deeper insights or innovative connections.

   *2.2 Analyze the Information:*
   - Objective: Break down the problem logically.
   - Reflection: "Am I considering all factors? Are there any assumptions that need challenging?"
   - Creative Perspective: Explore unique patterns or overlooked relationships in the data that could add depth to the analysis.

   *2.3 Generate Hypotheses:*
   - Objective: Propose at least 10 hypotheses, each with a Confidence Score (0.0 to 1.0) and Creative Score (0.0 to 1.0), reflecting originality, surprise, and utility.
   - Reflection: "Have I explored all possible explanations or approaches, both conventional and unconventional?"
   - Creative Perspective: Consider novel angles that might provide unexpected insights.

   *2.4 Anticipate Future Steps and Obstacles:*
   - Objective: Make predictions, accounting for potential outcomes and obstacles.
   - Reflection: "What challenges might I face? Is my plan flexible for different scenarios?"
   - Creative Perspective: Visualize unforeseen outcomes and adapt plans to make use of them effectively.

   *2.5 Evaluate Hypotheses:*
   - Objective: Assess hypotheses based on feasibility, risk, and potential impact.
   - Evaluation: Refine Confidence and Creative Scores as needed.
   - Reflection: "Am I unbiased in my assessment? Which options fit best with the overall objectives?"
   - Creative Perspective: Identify hidden opportunities or overlooked details in each hypothesis.

   *2.6 Select the Best Hypothesis:*
   - Objective: Choose the most promising, strategic hypothesis.
   - Reflection: "Why does this hypothesis stand out? How does it uniquely address the issue?"
   - Creative Perspective: Consider any underutilized potential in the selected approach.

   *2.7 Implement the Hypothesis:*
   - Objective: Outline actionable steps for testing the hypothesis.
   - Reflection: "Is this plan practical? What resources or preparation are required?"
   - Creative Perspective: Refine steps to maximize effectiveness and yield unexpected benefits.

   *2.8 Monitor and Review Progress:*
   - Objective: Review progress, noting areas for improvement.
   - Reflection: "What’s working well? What could be improved?"
   - Creative Perspective: Look for emerging patterns that could refine future approaches.

   *2.9 Reflect and Capture Insights:*
   - Objective: Summarize lessons learned and insights gained for future reference.
   - Reflection: "What new understanding has emerged from this process?"
   - Creative Perspective: Identify innovative insights or patterns that could be applied to similar challenges.

3. *Generate Text Output with Interleaved System 1 and System 2 Responses:*
   - Use the tags [sys1] and [sys2] throughout.
   - Aim for a lengthier, detailed response. Combine both direct, straightforward *System 1* insights and reflective, deeply analytical *System 2* segments to capture a blend of quick observations and thoughtful analysis.

---

### *Example Input Text:*

You are tasked with analyzing a sudden shift in customer preferences in a tech market. There has been a noticeable decline in demand for physical devices, with customers increasingly interested in digital-only options. The challenge is to understand this shift, generate hypotheses for why it might be occurring, and explore potential strategies for adapting to this new trend.

---

### *Processed Output with System 1 and System 2 Thinking:*

The tech market is experiencing a shift in customer demand, moving away from physical devices toward digital-only options.

[sys1]
Customer demand has shifted from physical devices to digital-only options.
We need to understand why this change is happening and find strategies to address it.
Key factors may include cost, convenience, and technological trends.
[end sys1]

[sys2]
**2.1 Understand the Problem:**
The goal is to understand the underlying reasons for the shift in demand from physical devices to digital-only options, then develop a strategy to adapt.

*Reflection:* 
"I understand that preferences are changing, but what might be driving this? Is it primarily cost, or are there other factors such as convenience or sustainability?"

*Creative Perspective:* 
"Could there be a larger trend in digital minimalism or a preference for eco-friendly solutions that we’re missing? What unseen motivations might explain this shift?"

**2.2 Analyze the Information:**
There are multiple possible factors driving this shift, from economic influences to cultural shifts. It’s essential to isolate each factor and understand its impact.

*Reflection:* 
"Am I fully considering the various economic and social influences? Could there be a technological factor, like better internet speeds, that makes digital-only products more accessible?"

*Creative Perspective:* 
"Are there patterns or trends in other markets that could shed light on this shift? Could this be part of a larger trend toward virtual experiences?"

**2.3 Generate Hypotheses:**
1. Customers prefer digital options due to lower costs. (Confidence: 0.8, Creative: 0.4)
2. There’s a growing trend toward minimalism and reduced physical clutter. (Confidence: 0.7, Creative: 0.7)
3. Digital products offer greater flexibility and ease of use. (Confidence: 0.6, Creative: 0.6)
4. Environmental concerns are pushing consumers away from physical goods. (Confidence: 0.6, Creative: 0.8)
5. Advances in tech make digital-only options more functional. (Confidence: 0.8, Creative: 0.5)
6. Pandemic-era remote work increased demand for digital solutions. (Confidence: 0.7, Creative: 0.6)
7. Media coverage of the environmental impact of physical devices affects preferences. (Confidence: 0.5, Creative: 0.7)
8. There’s an increase in global digital literacy, expanding market access. (Confidence: 0.6, Creative: 0.6)
9. Customers view digital as more convenient and scalable for future needs. (Confidence: 0.7, Creative: 0.5)
10. Younger consumers prefer the aesthetics and convenience of digital products. (Confidence: 0.6, Creative: 0.6)

*Reflection:* 
"Have I considered all possible influences? Are there any surprising factors that could explain this shift?"

*Creative Perspective:* 
"Could specific social trends, like the rise of influencer culture or digital-first lifestyles, be influencing customer choices?"

**2.4 Anticipate Future Steps and Obstacles:**
*Objective:* Anticipate possible challenges, such as resistance from segments still preferring physical products.

*Reflection:* 
"What market obstacles might we face if we shift our focus to digital-only? Are there sub-segments that still prioritize physical products?"

*Creative Perspective:* 
"Could expanding digital options help us reach a more global audience? Are there emerging trends that we could leverage in our strategy?"

[end sys2]

[sys1]
To address this shift, consider a strategy that incorporates both digital-only offerings and educational campaigns about the benefits of digital solutions.
Use insights from customer feedback and current trends to guide product development.
Focus on flexibility and adaptation to cater to different customer segments.
[end sys1]


6.22.1—University Background Checks Procedure

Introduction

Michigan Technological University is committed to providing a safe environment for
its students, faculty, and staff in support of its educational mission. This procedure
supports the University’s efforts to minimize institutional risk, employ best practices
when hiring, and assist hiring authorities in making sound hiring decisions by detailing
the process for successful and accurate background checks on potential employees.

Process

A consumer disclosure and authorization form which is provided during the online employment
application process is required to be completed by:

a) Final candidates for all regular and contractual full-time and part-time staff
and faculty positions, promotions or department transfers.

b) All new short-term, casual, seasonal employees.

c) Rehired short-term, casual, seasonal employees who had a break of employment of
more than 9 months.

Candidates are informed that a background check is a prerequisite to any University
position. The candidate’s refusal to submit the authorization form will constitute
a withdrawal from the process.

The background check will be initiated by Human Resources and may be conducted by
university personnel or by a University approved third party consumer reporting agency.
Any written or verbal offers of appointment extended to any prospective or current
employee must clearly state that the offer is contingent on satisfactory background
check results, including degree verification when applicable.

The results of the background check will be sent to an authorized individual in the
hiring process. If questionable results are obtained The Director of Human Resources
(or designee) will review the adverse information and determine next steps which may
include, but not be limited to:

a) Determine the information is not applicable to the job and proceed with
the hire.

b) Determine that the adverse information excludes the candidate from consideration.

c) Consult with the hiring department to determine if the adverse information
is applicable to the job in order to determine next steps.

d) Contact the candidate to provide him/her with an opportunity to explain
the results and provide clarifying information.

Prior criminal convictions do not automatically preclude employment.

In consultation with the relevant unit administrator(s), the Director of Human Resources
will evaluate the relevancy of the candidate’s criminal history to the position the
candidate is seeking. The Director may also seek advice and guidance from other University
offices, such as the Department of Public Safety and Police Services or outside counsel.

The assessment of a candidate’s criminal history will take into account:

a) The nature and gravity of any criminal offense(s);

b) The number and type of offense (felony, misdemeanor, traffic violations, etc.);

c) The sentence or sanction for the offense and compliance with the sanction(s);

d) The amount of time that has passed since the offense and/or completion of the sentence(s);

e) Whether there is a pattern of offenses;

f) Whether the offense arose in connection with the candidate’s prior employment;

g) Information supplied by the candidate about the offense(s);

h) Work record and references after the offense(s);

i) Subsequent criminal activity; and

j) Truthfulness of the candidate in disclosing the offense(s).

The University may decline to hire any candidate whose criminal history the University
deems incompatible with the position the candidate is seeking.

Offers of employment are contingent upon and not considered finalized until the required
background check has been performed and the results received and assessed.

In order to provide the maximum degree of protection for candidates’ privacy, all
records related to background checks will be maintained in secured, access-restricted
personnel files. Background check records will be maintained on a confidential basis
to the maximum extent allowed by law.

Any candidate who fails to disclose or provides false or misleading information will
be eliminated from further consideration. If false or misleading information is discovered
after an individual has been appointed, the individual’s employment may be terminated
pursuant to the appropriate dismissal procedures.

Related Information

The University will rely on the background check conducted by the U.S. Department
of Homeland Security in lieu of a University background check for individuals coming
to the University directly from residence outside the United States.

Nothing in this Policy negates the possibility that a more comprehensive background
check may be required pursuant to state or federal law or for certain sensitive positions
(such as executive positions or those with significant financial responsibilities).

Revisions

04/10/2017

Transfer of policy page from HTML to CMS. Business and Finance numbers renamed from
"2.6000" to "6. Human Resources". Specifically from "2.6022.1—University Background
Checks Procedure" to "6.22.1—University Background Checks Procedure".