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 1980’s 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
The TST maintains all the positive attributes of traditional aptitude and IQ
ABCD assessments. However, unlike their traditional counterparts, the TST has been
devised from the knowledge of what makes mental tasks difficult. This allows
Thomas International Inc.
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.
Canada Headquarters
4310 Sherwoodtowne Blvd., Suite 400
Mississauga, ON L4Z 4C4 Canada
Tel: 905-270-2331 Fax: 905-270-2335
Equal Opportunity Knowledge Levels
The TST has been constructed to incorporate maximum equal opportunity
Western Canada
knowledge levels, in that the knowledge requirement for the completion of the
1688 152nd Street, Suite 404
battery is no more than that of the normal school level. It is the unique design
White Rock, BC V4A 4N2 Canada
of the tests that gives them their superior flexibility and allows uncompromised
Tel: 604-542-9355 Fax: 604-531-2380
extrapolation to different levels.

Toll Free: 1-888-597-6455

Website: www.thomascan.com
Email: info@thomascan.com

Copyright © 2005 Thomas International Inc.


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.
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 book-
keeping, 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 individual’s ability to deal with
mechanical and technical logic problem solving.
 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 Poor retention of information

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
5. Spatial Visualization
Overall low GTQ/low percentile
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
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 k n x r
a h k d M O J K
------------------------------- ----------------------------
0 1 2 3 4 0 1 2 3 4

Note: Correct answers are underlined

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 2. More Difficult

Fred is shorter than Joe Trish is lighter than Sue

Who is taller? Fran is heavier than Sue.
Who is heaviest?

(a) Joe (b) Fred (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 2. More Difficult

3 5 9 14 25 19
-------------------- ---------------------
a b c 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 Harder
M N Q D H M
0 0 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

0 1 2 0 1 2 3
 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 DONE RIGHT PERCENTILE GTQ

RANKING
Feature Detection 50 42 90 118
Reasoning 10 8 1 69
Number Skills 37 35 60 104
Working Memory 29 29 60 104
Orientation 21 17 40 96
Overall 45 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

Feature Verbal Number Working Spatial Percentile
T-SCORE Detection Reasoning Speed/Acc Memory Orientation Rank GTQ/Grade
131+ >98 Highest

130 98

128

126 95 Very High

124

122

120

118 90 High

116 85 Above Av

114

112 80

110 75

108 70

106 65

104 60

102 55

100 50 Average

98 45

96 40

94 35

92 30

90 25

88 20

86

84 15 Below Av

82 10 Low

80

78

76

74 5 Very Low

72

70 2

69- <2 Lowest

indicates Overall GTQ and Percentile position

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