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Thomas

Tests for Selection and Training (TST)


Overview
The TST is a workplace oriented test battery and is one of the very latest and most advanced normative aptitude tests available. The British Civil Service commissioned the original research for the TST in the mid 1980s which was carried out at Plymouth University, under the auspices of Professor Sidney Irvine, Head of the Human Assessment Laboratory. In 1992, numerous (documented) reliability and validity studies had been completed for the Directorate of various Government Departments. TST is the result of this comprehensive research program and is available now as an important managerial tool.

Purpose
The purpose of the Thomas TST is to provide an indication of the ability of the individual to respond positively to training programs. The score has been described in technical publications as a measure of Fluid Intelligence. The higher the score, the better the individual is likely to be at performing mental tasks accurately and quickly. Results from a TST are given in two forms: a TQ (Training Quotient) score and a percentile rating showing the position of the candidate compared to the general population.
PPA & TST A Vital Partnership

Unique Qualities

ABCD
Thomas International Inc. Canada Headquarters 4310 Sherwoodtowne Blvd., Suite 400 Mississauga, ON L4Z 4C4 Canada Tel: 905-270-2331 Fax: 905-270-2335

The TST maintains all the positive attributes of traditional aptitude and IQ assessments. However, unlike their traditional counterparts, the TST has been devised from the knowledge of what makes mental tasks difficult. This allows for the continuous construction of test items of fixed difficulty. Whereas IQ is an education-based indicator, the TST has been developed specifically for the workplace.

Equal Opportunity Knowledge Levels


The TST has been constructed to incorporate maximum equal opportunity knowledge levels, in that the knowledge requirement for the completion of the battery is no more than that of the normal school level. It is the unique design of the tests that gives them their superior flexibility and allows uncompromised extrapolation to different levels.

Western Canada 1688 152nd Street, Suite 404 White Rock, BC V4A 4N2 Canada Tel: 604-542-9355 Fax: 604-531-2380

Toll Free: 1-888-597-6455 Website: www.thomascan.com Email: info@thomascan.com


Copyright 2005 Thomas International Inc.

Test Battery Description


PERCEPTUAL SPEED an accuracy measure Description - This test assesses how quickly and accurately an individual can check for error/accuracy and then describe the data or make a notation against that data. In addition it is a general literacy assessment. Areas of relevance - Administrative and clerical tasks, particularly those which demand either speed or accuracy. This test is also applicable to clerical bookkeeping, and other clerical functions that have practical accountancy relationships, e.g. invoice clerk. REASONING Deductive reasoning measure Description - This test assesses the ability of an individual to hold information in his/her memory and solve problems after receiving either verbal or written instructions. A high score would suggest quick learning ability, and fluent verbal reasoning skills. It is a useful measure of negotiation ability. Areas of relevance - Roles that require the necessity to think on ones feet and transform that thought into reasoned argument or suggestion. Roles that require the incumbent to react quickly to new processes or situations, i.e. sales, marketing people and general management. NUMBER SPEED AND ACCURACY Mental agility and general memory assessment Description - This is a numeracy test. It is relevant to all roles that emphasize a need for numerical aptitude. Areas of relevance - Some technical sales, and retail sales roles. Most managerial roles, particularly those that have a clear numeracy requirement, i.e. credit control, book-keeping, accountancy. WORKING MEMORY Information retention and deductive logic Description - This is a deductive problem solving measure for roles with a high mental work load and where there is a requirement for a substantial attention span and concentration over long periods. Areas of relevance - Computer applications such as programming and hardware fault recognition, navigation, technical/financial data interpretation. SPATIAL VISUALIZATION A spatial orientation measure Description - This measure examines an individuals ability to deal with mechanical and technical logic problem solving.

ABCD
Thomas International Inc. Canada Headquarters 4310 Sherwoodtowne Blvd., Suite 400 Mississauga, ON L4Z 4C4 Canada Tel: 905-270-2331 Fax: 905-270-2335

Western Canada 1688 152nd Street, Suite 404 White Rock, BC V4A 4N2 Canada Tel: 604-542-9355 Fax: 604-531-2380

Toll Free: 1-888-597-6455 Website: www.thomascan.com Email: info@thomascan.com


Copyright 2005 Thomas International Inc.

Areas of relevance - Any task where mental visualization is required i.e. logical or practical problem solving, plan/diagram interpretation. Any technical or engineering role, including apprentices and/or trainees. The above could include computer hardware technicians.

Potential Limitations
The following outlines the potential limitations when there are low percentile scores in each of the tests. Low percentile scores in:

1. Perceptual Speed

Likely to be slow and inaccurate Likely to be slow to learn Could be careless May be slow to learn discerning tasks May not spot things that should matter

2. Reasoning

Not a strong problem solver Poor at holding information/thinking Slow to draw conclusions Poor negotiator

3. Number speed and accuracy

Slow to manipulate numbers May be reluctant to handle numbers Likely to lack numerical intuition May have low level mental agility

4. Working memory

ABCD
5. Spatial Visualization
Thomas International Inc. Canada Headquarters 4310 Sherwoodtowne Blvd., Suite 400 Mississauga, ON L4Z 4C4 Canada Tel: 905-270-2331 Fax: 905-270-2335

Poor retention of information Poor at sequences Low level concentration span Poor deduction ability Unsuited to high mental workload

Poor at mental visualization Poor at interpreting diagrams/shapes Unsuited to technical and mechanical problem solving

Overall low GTQ/low percentile

Western Canada 1688 152nd Street, Suite 404 White Rock, BC V4A 4N2 Canada Tel: 604-542-9355 Fax: 604-531-2380

May need too much time to absorb information Reticent to progress change

Toll Free: 1-888-597-6455 Website: www.thomascan.com Email: info@thomascan.com


Copyright 2005 Thomas International Inc.

TST Tests for Selection and Training


TEST EXAMPLES

FEATURE DETECTION An exercise to measure how quickly and accurately people can carry out simple checking tasks in their head by matching pairs and deciding how many pairs are the same.

A B G D a h k d ------------------------------0 1 2 3 4
Note: Correct answers are underlined

k n x r M O J K ---------------------------0 1 2 3 4

REASONING Each question is about who is heavier or lighter of taller or shorter or something else than the next person. Put a circle around the letter beside the correct answer. 1. Easier Example Fred is shorter than Joe Who is taller? (a) Joe (b) Fred 2. More Difficult Trish is lighter than Sue Fran is heavier than Sue. Who is heaviest? (a) Fran (b) Sue (c) Trish

NUMBER SPEED & ACCURACY This is an exercise in how quickly and accurately people carry out simple number takes in their head. Find the highest and the lowest of a set of three numbers. Then decide whether the highest or lowest is further away form the number that remains.

1. Easier Example 3 5 9 -------------------a b c

2. More Difficult 14 25 19 --------------------a b c

WORKING MEMORY This is an exercise in how quickly and accurately people carry out simple memory tasks in their heads. You need to remember the order of the letters in the alphabet to do this task. Look at a set of three letters in the Alphabet. Then decide which one of the two letters with circles beneath them is further away from the letter in the middle of the order.

Easier M N Q 0 0

Harder D H M 0 0

* Working Memory (Alphabet Forward & Backward) Task M_N__Q D___H____M

ORIENTATION This is an exercise on how quickly people can turn shapes around in their heads. The puzzle is to find given blocks of shapes, one above the other, and decide how many pairs are exactly the same shape. You need to rotate the shape without flipping it over to make the pairs.

1. Easier Example

2. More Difficult

THOMAS T.S.T. REPORT for Mr. Thomas Sample 10/7/2002

PROGRAMME ADMINISTERED PROGRAMME 4 - Executive and management roles, cross functional surveys and graduates

TEST NAME Feature Detection Reasoning Number Skills Working Memory Orientation Overall

DONE 50 10 37 29 21

RIGHT 42 8 35 29 17

PERCENTILE RANKING 90 1 60 60 40 45

GTQ 118 69 104 104 96 98

Mr. Thomas Sample - Page 1

THOMAS T.S.T. PROGRAMME 4:


The General Training Quotient (GTQ) is an averaged value of Feature Detection, Number Speed & Accuracy, Reasoning, Working Memory and Orientation. The GTQ is an estimate of the level of fluid intelligence in the candidate. Its accent is on overall aptitudes, general competence and broad-brush assessment. It is most useful in assessing executive and management roles, cross functional surveys and graduates. The results for Mr. Sample are at an average level when set against the norm. This suggests that he will respond to training and acquire the knowledge necessary for carrying out the majority of jobs in the workplace. He should perform as well as most in the job. It is expected that he will be able to absorb information at a reasonable rate and when undertaking new tasks or learning procedures will give a satisfactory performance. Training should though, allow time for the exploration and assimilation of new facts and give practice in new processes until a level of confidence is gained. It is expected that he will work at a reasonable speed, achieve average levels of accuracy and give a performance which is satisfactory for most workplace jobs. If Mr. Sample is, or is to be employed in executing existing management practices then the employer should not rely totally on these results. Extensive interview and reference checking is recommended. However, as existing management practices often rely on work style habits derived from practice and experience, Mr. Sample's level of competence may well prove satisfactory, especially if supported by tests and matching work-style profile assessment results.

FEATURE DETECTION
Feature detection assesses how quickly and accurately a person can check for error and accuracy. It is a general literacy assessment. The following describes how Mr. Sample performed in Feature Detection: * * * * * Top 10% of Norm range Has exceptional perception Almost instantaneously will select and categorise objects, data etc. Outstandingly quick and accurate Able to deal with large quantities of materials

REASONING
Reasoning assessments are most relevant where a role calls for the ability to hold information, solve problems and react quickly to new processes and situations. The following observations describe how Mr. Sample performed in Reasoning: * Very low on the Norm range

WinNorms 1.9 (c) Thomas International Ltd 1997,98 10/7/2002

Mr. Thomas Sample - Page 2

* * * *

Comprehension skills are well below average Constant support and monitoring is likely to be needed if the job requires verbal reasoning skills May not identify consistency or inconsistency with confidence Does not readily comprehend things, needs time to understand

NUMBER SPEED AND ACCURACY


Number speed and accuracy tests are important to job roles which require numerical aptitude and mental agility. The following observations describe how Mr. Sample performed in Number Speed and Accuracy: * * * * * Top 40% of Norm range Strong levels of mental agility Fluent mental computation skills Competent when making accurate number comparisons Completes numerical operations effectively and intuitively

WORKING MEMORY
Working memory assessments are important in job roles which require information retention and substantial concentration and attention span. The following describes how Mr. Sample performed in Working Memory: * * * * * Top 40% of Norm range Has a good level of general memory Likely to learn new tasks quickly Good level of understanding sequences Very good deductive ability

ORIENTATION
This assessment is most relevant where mental visualisation and practical problem solving are important within the job role. The following observations describe how Mr. Sample performed in Orientation: * * * * * Lower average of Norm range Fair mental visualisation skills Secure in dealing with mechanical and technical logic, may make some errors Good mental energy level but may need regular checks to ensure understanding Fair skills in mental reconstruction, may be a little slower than others

WinNorms 1.9 (c) Thomas International Ltd 1997,98 10/7/2002

Mr. Thomas Sample - Page 3

INTERVIEWER NOTES
The following notes are given as a specific reminder to interviewers of some of the principle factors relating to T.S.T. testing as detailed at Thomas T.S.T. training seminars. These points are vital.

1. Chance Levels
Chance levels are indicated by a warning on the screen. It is essential to ask questions to find out reasons for any poor test performance, especially if the other test scores are high. If there are doubts about whether the person has had an adequate understanding of test instructions, then a complete re-test is a possibility provided that such a decision does not give an unfair advantage to someone who is initially a low scorer for other reasons. Alternatively it may be best to assess the candidate on evidence other than that provided by the test programme. In all such cases great care is needed in interpreting the General Training Quotient

2. Pronounced Highs and Lows


When the profile of test scores shows one or more pronounced highs or lows, then some inconsistency in performance is evident. A skilfully conducted interview should try to find out the reason for discrepancies, without upsetting the candidate by inadvertently suggesting that a "low" score is a failure. In many cases it is not. Where a low score is probed to find out if it can be explained satisfactorily, the interview must be tactfully handled to avoid giving the impression that a single test has been sufficient to disqualify the person for a job or impair his development potential. In most instances such should not be the case. When evaluating pronounced highs and lows, the individual tests should be looked at carefully and employers should decide whether slow, careful unsupervised work is preferable to faster more error-laden task completion.

3. General Recommendations on Fair Practice


a) Explain procedures and practices before administering the T.S.T. and ensure that the candidate understands. b) Never offer test results as the reason for non-acceptance. c) In the event of any person declaring a cultural/linguistic and/or specific disability disadvantage, use the T.S.T. as a screen without prejudice to the rest of the process. d) Tests and inventories should never be used in isolation to justify redundancy decisions. Such use could be construed as unfair. For further information on fair practices refer to the Thomas leaflet Fair Recruitment and Appraisal Methods at Work, included in all Thomas seminar materials.

The Thomas TST


This test in common with all tests provides a sample of the person's performance at the time it was taken. The comments are a guide to help you decide whether the candidate would be able to undertake the job or be successful in any overall or specific training. Results should be considered along with other factors which might be important to performance, namely: experience, education, examination results, previous training undertaken and strategies which are employed to cope with any particular or specific problem areas. In all circumstances, the results should be interpreted and conveyed to the person under test by a Thomas trained analyst.

WinNorms 1.9 (c) Thomas International Ltd 1997,98 10/7/2002

Mr. Thomas Sample - Page 4

Name: Mr. Thomas Sample


T-SCORE 131+ 130 128 126 124 122 120 118 116 114 112 110 108 106 104 102 100 98 96 94 92 90 88 86 84 82 80 78 76 74 72 70 692 <2 Lowest 5 Very Low 15 Below Av 10 Low 80 75 70 65 60 55 50 Average 45 40 35 30 25 20 90 High 85 Above Av 95 Very High Feature Detection Verbal Reasoning Number Speed/Acc Working Memory Spatial Orientation Percentile Rank GTQ/Grade >98 Highest 98

indicates Overall GTQ and Percentile position


WinNorms 1.9 (c) Thomas International Ltd 1997,98 10/7/2002

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