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Watson-Glaser II Technical Details

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An overview of Watson-Glaser II's new features and report options.

An overview of Watson-Glaser II's new features and report options.

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  • Note to sales team – R&D will need to build out our ratings of controversial items after the test is published. Since the ratings were done solely in the US, we don’t know how the controversy may vary cross-culturally. We’ll likely use a multi-faceted approach for addressing this: 1) by analyzing cross-cultural performance on items to see if any items function differently in different cultures; 2) by obtaining “controversy” ratings from our colleagues in other countries like the UK, France, etc.
  • Both are from Evaluate Arguments, added item is from WG II - Form D
  • Samples used were primarily comprised of people from our populations of interest: Execs, Directors, Mgrs, Supervisor, Professionals, and Individual Contributors.
  • Samples used were primarily comprised of people from our populations of interest: Execs, Directors, Mgrs, Supervisor, Professionals, and Individual Contributors.
  • Note to sales team: The alpha value for EA of .57 is still low by conventional standards, so there will likely be questions about this. One thing worth mentioning is that this is a substantive improvement over the reliability of the previous EA scale, which typically exhibited alphas in the .20s. Another point is that we’ve informally observed that EA may be more multidimensional than the other subtests, which would lower its internal consistency (alpha) reliability. It tends to correlate more strongly with personality in some cases (e.g., MBTI Feeling), so it may be more of a multidimensional combination of personality, attitudes, and cognitive ability than the other subtests. From the Manual (FYI): Cronbach’s alpha and the standard error of measurement (SEM) were calculated for Watson-Glaser II Form D total and subtest scores using Classical Test Theory. Because Form E was developed using a common-item approach (i.e., no single examinee had data on all 40 items), traditional methods of estimating internal consistency were not applicable. The split-half reliability estimation for Form E was carried out using a method based on Item Response Theory (IRT) since IRT has more flexibility to deal with missing data. The reliability was calculated based on the ability estimates calibrated for the odd and even half of the test using the 27 items for which all examinees had complete data (i.e., items retained from Form B). The calculations were completed using a sample drawn from the customer data base ( N =2706). A correction was then applied to estimate the reliability of the 40-item form using the Spearman-Brown prophecy formula. Results are presented in Table 6.2 and descriptions of the sample used to estimate reliability for Form D are presented in Tables 6.3. Internal consistency reliabilities for the total scores were .83 and .81 for Forms D and E, respectively. Consistent with research on previous Watson-Glaser forms, these values indicate that Forms D and E total scores possess adequate reliability. Internal consistency reliabilities for the Form D subtests Recognize Assumptions (.80) and Draw Conclusions (.70) were both adequate. Internal consistency reliability for the Form D Evaluate Arguments subtest was .57, which is low. It is possible that this subtest is measuring a multidimensional construct (see Chapter 2). Overall, subtest scores showed lower estimates of internal consistency reliability as compared to the total score, suggesting that the subtest scores alone should not be used when making selection decisions.
  • Online assessment delivery is offered, as well as paper-based formats (typically only for large, preferred customers)
  • Confirmatory factory analysis (CFA) can be used to determine how well a specified theoretical model explains observed relationships among variables. Common indices used to evaluate how well a specified model explains observed relationships include the goodness-of-fit index (GFI), adjusted goodness-of-fit index (AGFI), and the root mean squared error of approximation (RMSEA). GFI and AGFI values each range from 0 to 1, with values exceeding .9 indicating a good fit to the data (Kelloway, 1998). RMSEA values closer to 0 indicate better fit, with values below .10 suggesting a good fit to the data, and values below .05 a very good fit to the data (Steiger, 1990). CFA can also be used to evaluate the comparative fit of several models. Smaller values of chi-square relative to the degrees of freedom in the model indicate relative fit. During tryout stage, a series of confirmatory models were compared: Model 1 specified critical thinking as a single factor; Model 2 specified the three factor model; and, Model 3 specified the historical five-factor model. The results, which are presented in Table 7.1 and Figure 7.1, indicated that Model 1 did not fit the data as well as the other two models. Both Model 2 and model 3 fit the data, and there was no substantive difference between the two in terms of model fit. However, the phi coefficients in the five factor model were problematic and suggest that the constructs are not meaningfully separable. For example, the phi co-efficient was 1.18 between Inference and Deduction and .96 between Deduction and Interpretation. Given this evidence, the three factor model was confirmed as the optimal model for the Watson-Glaser II. During standardization there was an opportunity to replicate the confirmatory factor analyses that were run during the tryout stage. A sample of 636 people participated in the validity studies. The general characteristics of this sample are provided in Table 7.5. Two hundred people did not provide all of the data needed for validation (e.g., job performance ratings), so this subgroup is not described in Table 7.5. The results of the confirmatory factor analysis supported the three factor model (GFI = .97; AGFI = .96; RMSEA = .03), providing further evidence for the three scales of the Watson-Glaser II.
  • Correlations among the Watson-Glaser II Form D subtests are presented in Table 7.2. The correlations were low to moderate, with Draw Conclusions and Recognize Assumptions correlating highest (.47) and Recognize Assumptions and Evaluate Arguments correlating lowest (.26). These correlations indicate that there is a reasonable level of independence and non-redundancy among the three subtests.
  • Explanatory notes for EA being low: (from manual) “The lowest was for Evaluate Arguments, which was expected. In previous Watson-Glaser Forms, Evaluate Arguments was the subtest that performed least well psychometrically, and contained several items that some customers found objectionable.” The Form D mean is slightly lower because it is more difficult (a good thing), and the SD is slightly larger because it differentiates better than the Short Form, resulting in more of a spread of scores across examinees. Note that there is no equivalent subscale for Draw Conclusions on the WG Short Form, so the Draw Conclusions correlations were based on the relationship between the WG II Draw Conclusions scale and a composite created using the WG Short Form’s Inference, Deduction, and Interpretation subscales.
  • Note to sales team – this is from the manual in case anyone asks about online vs. paper equivalence: Occasionally, customers inquire about the equivalence of on-line versus paper administration of the Watson-Glaser. Studies of the effect of test administration mode have generally supported the equivalence of paper and computerized versions of non-speeded cognitive ability tests (Mead & Drasgow, 1993). To ensure that these findings held true for the Watson-Glaser, in 2005, Pearson conducted an equivalency study using paper-and-pencil and computer-administered versions of the Short Form (Watson & Glaser, 2006). This study is presented in this manual for the readers convenient. Given these results no equivalency study was conducted for the Watson-Glaser II. In this study, a counter-balanced design was employed using a sample of 226 adult participants from a variety of occupations. Approximately half of the group ( n = 118) completed the paper form followed by the online version, while other participants ( n = 108) completed the tests in the reverse order. Neither mode of administration yielded consistently higher raw scores, and mean score differences between modes were less than one point (0.5 and 0.7). The variability of scores also was very similar, with standard deviations ranging from 5.5 to 5.7. The coefficients indicate that paper-and-pencil raw scores correlate very highly with online administration raw scores (.86 and .88, respectively). The high correlations provide further support that the two modes of administration can be considered equivalent. Thus, raw scores on one form (paper or online) may be interpreted as having the same meaning as identical raw scores on the other form.
  • Miller Analogies Test = Verbal Analogies (hence, the highest) Raven’s APM = Nonverbal Reasoning ANRA = Quantitative Reasoning
  • The recent release of the WAIS-IV created an opportunity to examine the correlation between WAIS-IV and the Watson-Glaser II scale scores. The Watson-Glaser II was administered to 63 individuals with a Bachelor’s degree or higher (a group similar to individuals in the Watson-Glaser II target population) who had recently taken the WAIS-IV (within the prior 11 to 23 months). The sample is described in Table 7.X, which is at the end of this section. The WAIS-IV consists of 15 subtests that measure cognitive ability across 4 domains: Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. It was expected that Watson-Glaser II total score would be highly related to WAIS-IV total score. Further it was hypothesized that the total score would correlate with the WAIS-IV Working Memory index and the Perceptual Reasoning Index, and to a lesser extent Verbal Comprehension index. Reasoning and working memory are needed to perform critical thinking tasks that involve maintaining information in conscious awareness (e.g., a conclusion, a premise) and mentally manipulating the information to arrive at an answer. The Watson-Glaser II is a verbally loaded test and as such, it should correlate with Verbal Comprehension. Conversely, Processing Speed is an important component of cognitive ability, but it is not viewed as core to critical thinking. Finally, the WAIS IV has a composite, Fluid Reasoning, which measures the ability to manipulate abstractions, rules, generalizations, and logical relationships. It was hypothesized that this composite would be strongly correlated with the Watson-Glaser II total score because both scales measure reasoning. Table 7.4 presents the means, standard deviations, and correlation coefficients. The results indicated that Watson-Glaser II total scores were significantly related to WAIS IV Full Scale IQ score. As predicted, Watson-Glaser II total scores were also significantly related to Working Memory (.44), Perceptual Reasoning (.46), Verbal Comprehension (.42), but not Processing Speed (.14). At the Watson-Glaser II subtest level, it was expected that the scale Draw Conclusions would be more highly correlated with the WAIS-IV than the Recognize Assumptions or Evaluate Arguments scales. Relative to other subtests, Draw Conclusions requires mental manipulation of a larger number of logical relationships, resulting in greater complexity. Therefore it was predicted that, among the three subtests, Draw Conclusions would be more strongly correlated with the Perceptual Reasoning, Working Memory, Verbal Comprehension Indices and the Fluid Reasoning Composite than Recognize Assumptions and Evaluate Arguments. As predicted, the Draw Conclusions scale was more highly correlated with WAIS-IV Perceptual Reasoning ( r = .56 versus r =.20 for Recognize Assumptions and r = .25 for EA) Working Memory ( r = .59 versus r = .24 for RA and r = .13 for EA), Verbal Comprehension (e.g., r = .46 versus r = .34 for RA and r = .10 for EA), and Fluid Reasoning ( r = .62 versus r = .31 for RA and r =.21 for EA). These results also suggest that the scale Recognize Assumptions is more closely associated with working memory, verbal comprehension, and fluid reasoning than Evaluate Arguments.
  • The Watson-Glaser II Form D and MBTI were administered to 60 medical professionals working in a northeastern hospital network. They were engaged in a leadership development program. Correlations of WG II Form D scores with MBTI scores: MBTI Index Scores Total Score Recognize Assumptions Evaluate Arguments Draw Conclusions Extrovert/Introvert .12 .07 .08 .11 Sensing/iNtuiting .07 .10 -.06 .07 Thinking/Feeling -.10 .09 -.27 -.11 Judging/Perceiving -.17 -.08 -.20 -.13
  • The relationship between the Watson-Glaser II and job performance was examined using a sample of 68 managers and their supervisors from the claims division of a national insurance company. Managers completed the Watson-Glaser II and supervisors of these participants rated the participants’ job performance across thinking domains (e.g., creativity, analysis, critical thinking, job knowledge) and overall performance and potential. Table 7.7 presents means, standard, deviations, and correlations. Results showed that Watson-Glaser II total score correlated .28 with supervisory ratings on a scale of core critical thinking behaviors and .25 with ratings of overall potential. The pattern of relationships at the subtest level indicated that Draw Conclusions correlated significantly with all performance ratings except Job Knowledge ( r = .23, ns). Evaluate Arguments was significantly related only to Job Knowledge ( r = .26), and Recognize Assumptions was not significantly related to any of the performance dimensions.
  • A second study examined the relationship between Watson-Glaser II scores and job performance using 35 professionals at a large financial services company. Incumbents were ranked by the human resource staff familiar with their performance. The ranking involved categorizing incumbents into a “top” and “contrast” group based on critical thinking effectiveness demonstrated over time. Pearson provided the human resources staff with a list of behaviors typically exhibited by strong and weak critical thinkers, respectively, to help guide rankings. Table 7.8 presents a comparison of average Watson-Glaser II total and subtest scores achieved for each group. As expected, the group of top ranked critical thinkers achieved higher Watson-Glaser II total and subtest scores than the contrasting group.
  • The type of norms available and their composition characteristics are updated frequently, so it is best to contact an Account Manager (1 888 298 6227) or access TalentLens.com for the most current offerings. The Watson-Glaser II norms were derived from the existing Watson-Glaser norms through an extrapolation process. The raw scores on the Watson-Glaser II and Watson-Glaser Form A were converted to ability estimates using Rasch-model difficulty parameters. These ability estimates were then converted to a common scale (i.e., scaled scores), facilitating the comparison of scores across forms. This link across forms was used to allow the normative samples collected for Form A to be converted for use with the Watson-Glaser II. Fourteen occupational position or level groups created for Watson-Glaser Form A were selected as the normative samples. These groups contained relatively large numbers (average n = 967).
  • Online assessment delivery is offered, as well as paper-based formats (typically only for large, preferred customers)

Transcript

  • 1.  
  • 2.  
  • 3.
    • Context and Background
  • 4. Critical Thinking: A 21 st Century Requirement
    • Critical Thinking is necessary for effective learning and performance in occupations that require:
      • Working with complex information to answer questions
      • Problem-solving
      • Making decisions
      • Risk management and contingency planning
      • Developing strategy
  • 5. Critical Thinking: #1 Skill of Increasing Importance in the Workplace
  • 6. What Exactly is Critical Thinking?
    • Critical Thinking is an organized and disciplined way of thinking. It is…
      • Critical Thinking is an intellectual skill
  • 7. Watson-Glaser II Measures Critical Thinking
    • Deductive reasoning
      • Recognize Assumptions and discern facts from opinion
      • Evaluate Arguments and their merit
      • Draw Conclusions that are logical and reasonable
      • Cognitive ability family
      • Predicts ability to learn or succeed
      • Best predictor of job success
  • 8. Watson-Glaser Users
  • 9. History of the Watson-Glaser
    • Prof. Goodwin Watson – Columbia
      • Idealistic expert and leading proponent of education from 1920-1960s
    • E. M. Glaser – Watson graduate student
      • WG developed in 1925, based on Glaser’s dissertation
      • Glaser became prominent HR consultant
      • President of APA Consulting Psychology
  • 10.
    • Add contemporary and globally relevant items to address global workforce
    • Increase differentiation among high ability candidates by adding more difficult items
    • Further support customers’ use of assessment
      • Create an Interview Report for selection
      • Create a Development Report
    Why Revise the Watson-Glaser?
  • 11. Why Revise the Watson-Glaser?
    • Create interpretable subtests and move from 5 subtests with limited psychometric support to subtests that support development
      • Recognize Assumptions
      • Evaluate Arguments
      • Draw Conclusions (Brings together Inference, Deduction, and Interpretation subtests)
    • Replace the Longer forms (A & B) with a shorter 40-item form that provides better differentiation
  • 12. WG Revision: What has Not Changed
    • Nature of the test – Same conceptual underpinning that Watson and Glaser initially formulated in 1925
    • Strongest measure of critical thinking in market today
    • Available in parallel forms: Form D and Form E
    • Reading level at 9 th grade level
    • Available on-line and paper
  • 13.
    • Test Development
  • 14. Item Development
    • Item writers brought extensive experience writing critical thinking/reasoning items
    • 200 new experimental items were drafted and reviewed by subject matter experts
    • Items were selected to
    • create two new test forms –
    • Form D and Form E
  • 15. Item Selection
    • Items were selected for Forms D or E if they satisfied multiple criteria
      • Item-level criteria
        • Maintained a 9 th grade reading level
        • Provided more relevant, global, and current items
      • Test-level criteria
        • Maintained the Short Form’s administration time
        • Improved the total score distribution
        • Maintained the total score reliability
        • Improved the subtests’ structure and reliability
  • 16. Item Selection
    • Reading Level Review
      • Instructions, scenarios, and items were written at or below the ninth-grade reading level.
      • Reading Level was assessed using EDL Core Vocabulary in Reading, Mathematics, and Social Studies (Taylor, et al., 1989).
    • Business Relevance Review
      • Items intended to be business relevant were reviewed by U.S. Director of Talent Assessment
        • Appropriate business language
        • Realistic business situations
  • 17. Item Selection
    • Global Review Process
      • Seven countries participated in a cross-cultural review process.
        • Items/Scenarios were reviewed for relevance and appropriateness in the seven countries
          • 100% of items were identified as being relevant for use in Australia, Canada, Mexico, the Netherlands, United Kingdom, and the United States.
          • 85% of items were relevant for use in China and France.
  • 18. Item Selection
    • Controversial Item Review
      • Inclusion of controversial issues allows for assessment of critical thinking effectiveness in emotionally-laden situations.
        • A panel of U.S.-based test developers independently rated the controversial nature of scenario content.
          • 30% of items in Form D were rated as controversial by current standards.
          • 43% of items in Form E were rated as controversial by current standards.
  • 19. Item Selection
    • Contemporary and Relevant Items
      • 40% of existing items were replaced with items containing contemporary content
      • Updated scenarios contain content relevant to business and educational settings (40%) and broader political and social issues (60%)
  • 20. Item Selection
  • 21. Item Selection
    • Administration Time Review
      • Watson-Glaser Short Form median item completion time = 22 minutes
      • Watson-Glaser II Form D median item completion time = 22.6 minutes
        • Plan for 35 minutes for entire assessment (including reading instructions and completing practice items)
      • Same number of items (40) on new Forms D/E and Short Form
      • Completion times were analyzed:
        • At the item level to avoid use of unnecessarily time-consuming items
        • At the test level to ensure comparable completion times
  • 22. Improved Total Score Distribution Distribution - Form A Distribution – Short Form Distribution – WG II Form D 40.00 35.00 30.00 25.00 20.00 15.00 10.00 WGII_Tot 60 40 20 0 Frequency Mean =27.2396 Std. Dev. =6.34048 N =935
  • 23. Better Differentiation
    • Watson-Glaser II differentiates better at higher levels of critical thinking ability than previous forms:
    50 49 31 Percent of Sample Getting 80% of Items Correct 12 19 9 Percent of Sample Getting 90% of Items Correct Watson-Glaser Form A Watson-Glaser Short Form Watson-Glaser II Form D
  • 24. Reliability .83 40 Total .70 16 Draw Conclusions .57 12 Evaluate Arguments .80 12 Recognize Assumptions r alpha Number of Items Reported Scale WG II – Form D (N = 1011)
  • 25. Evaluate Arguments Conditional Reliability EA scores were more reliable in the moderately low to moderately high ability range.
  • 26. Factor Structure Confirmatory Factor Analyses of Watson-Glaser II Form D (N = 306) 132 175.66 df Chi-square .03 .93 .94 RMSEA AGFI GFI
  • 27. Intercorrelations Intercorrelations Among Watson-Glaser II Form D Subtest Scores ( N = 636) .41 .47 .84 3.1 11.2 4. Draw Conclusions .26 .66 2.2 7.7 3. Evaluate Arguments .79 3.1 8.2 2. Recognize Assumptions 6.5 27.1 1. WG II Total 3 2 1 SD Mean Scale
  • 28. Equivalence of Forms
    • Correlations of Form D with Short Form (N = 636)
      • Total Scores: r = .85
      • Recognize Assumptions: r = .88
      • Evaluate Arguments: r = .38
      • Draw Conclusions: r = .82
    • Means and SDs
    • (N = 636)
      • Short Form:
        • M = 29.2
        • SD = 5.7
      • Form D:
        • M = 27.1
        • SD = 6.5
  • 29. Equivalence of Forms
    • Conversion Tables
    • Facilitate comparisons of WG total raw scores across forms:
      • WG II Form D to WG Short Form and WG Forms A/B
      • WG II Form E to WG Short Form and WG Forms A/B
      • WG II Form D to WG II Form E
  • 30.
    • Validity
  • 31. History of WG Convergent Validity .53 41 Raven’s Advanced Progressive Matrices .70 63 Miller Analogies Test for Professional Selection .68 452 Advanced Numerical Reasoning Appraisal r N Cognitive Ability Tests .43 147 SAT – Verbal .39 147 SAT – Math .53 203 ACT Composite r N Achievement Tests
  • 32. WG II Convergent Validity – Cognitive Ability .67 .36 .32 .60 Fluid Reasoning Composite .22 -.01 .09 .14 Processing Speed Index .46 .10 .34 .42 Verbal Comprehension Index .59 .13 .24 .44 Working Memory Index .56 .25 .20 .46 Perceptual Reasoning Index .62 .21 .31 .52 Full-Scale IQ Draw Conclusions Evaluate Arguments Recognize Assumptions Total Score WAIS-IV Composite/Subtest Watson-Glaser II Form D (N = 63)
  • 33. WG II Convergent Validity – Personality
    • A Feeling preference (as measured by the MBTI ® ) is characterized by a more personal or emotional investment in issues.
      • This could impede the evaluation of arguments, especially those that are controversial.
      • Supported by a correlation of WG II Evaluate Arguments scores with MBTI Feeling: r = -.27 (N = 60)
  • 34. WG II Predictive Validity Correlations for Watson-Glaser II Scores and Performance Ratings (N = 65) .53 .21 .13 .39 Overall Potential .37 .04 .03 .17 Overall Performance .30 .34 .14 .34 Job Knowledge .45 .15 .25 .38 Creativity .30 .20 .31 .36 Bias Avoidance .46 .17 .32 .43 Evaluating Quality of Reasoning and Evidence .48 .17 .33 .44 Core Critical Thinking Behaviors Draw Conclusions Evaluate Arguments Recognize Assumptions Total Score Supervisory Performance Criteria Watson-Glaser II Form D Score
  • 35. WG II Predictive Validity Performance Comparisons of Highly Ranked Critical Thinkers vs. a Contrast Group Contrast Group (N = 12) Highly Ranked (N = 23) .76 .04 2.9 11.1 2.5 13.1 Draw Conclusions 1.38 <.01 1.9 6.8 1.6 9.2 Evaluate Arguments .95 .01 3.0 7.6 1.3 9.5 Recognize Assumptions 1.27 <.01 6.7 25.5 3.9 31.8 Total Score Cohen's d p value SD Mean SD Mean Watson-Glaser II
  • 36.
    • Reports and Support Materials
  • 37. Selected Norm Groups
    • Executive
    • Director
    • Manager
    • Supervisor
    • Sales Representative
    • Consultant
    Professional/Individual Contributor Information Technology Professional Human Resource Professional Accountant Engineer Additional information on Watson-Glaser II norm groups is available at www.TalentLens.com Norms and composition information are updated frequently
  • 38. NEW Reports
  • 39. All Are Based on Pearson’s “RED” Model
  • 40. NEW Profile Report
    • Provides a summary of an individual’s test performance, including:
      • Overall and subscale performance
        • Raw scores for overall and subscales
        • Norm-referenced scores (i.e., scores relative to individuals in similar occupations or fields)
      • Interpretation guidance
        • Detailed definitions of the areas measured
        • Behavioral descriptions of how an individual’s critical thinking skills are likely to appear at work
  • 41. Profile Report
    • Norm-Referenced Scoring
      • Person’s performance is compared against a similar group of people (i.e., a norm group)
      • Scores on the report will differ depending on the norm group the person is being compared against (e.g., HR Professional vs. Engineer).
    • Overall and Subscale Scores
      • Overall: Person’s score is plotted on the graph as a percentile (e.g., they scored in the 51st percentile compared to other Managers)
      • Subscale: Person’s score is plotted within a range (i.e., low, average, high compared to other Managers)
  • 42. Profile Report Percentile Scores Subscale Score Ranges
  • 43. NEW Interview Report
    • Designed for use in employee selection, internal promotion, or developmental needs assessment
      • Includes 18 questions to evaluate a candidate’s skills in Recognizing Assumptions, Evaluating Arguments, and Drawing Conclusions
      • Enables interviewers to get a richer picture of how a candidate’s critical thinking skills are likely to appear on the job
  • 44. Incorporates Best Practices
    • Provides guidance on the areas being assessed:
      • Detailed definitions
      • What to look for in a response
  • 45. Incorporates Best Practices
    • Offers interviewers a choice of questions
      • Standard questions
        • Appear on all reports regardless of candidate scores
        • Enable direct comparisons of multiple candidates
      • Score-based questions
        • Tailored to the candidate’s skill level in each area (e.g., low scorers receive different questions than high scorers)
        • Enable deeper knowledge of an individual candidate
  • 46. Incorporates Best Practices
    • Uses interview questions that are behavior-based and work-relevant
    • Provides probes to help interviewers gather critical elements of responses (i.e., situations, behaviors, and results)
    Offers rating scales, a scoring matrix, and note-taking space to document and quantify responses Includes reference section on Interviewing Best Practices for hiring managers or inexperienced interviewers
  • 47. Scoring Matrix
  • 48. NEW Development Report
    • Provides insight and specific guidance to strengthen critical thinking skills
    • Organized based on the RED Model of Critical Thinking
      • Interpretations of how scores would translate into work-related behaviors
      • Customized development suggestions tailored to the individual’s capability and readiness (e.g., low scorers receive different suggestions than high scorers)
  • 49. Development Report
    • Promotes better understanding of critical thinking
      • Detailed definitions of core elements
  • 50. Development Report
    • Promotes better understanding of critical thinking
      • Practical suggestions and examples
  • 51. Development Report
    • Promotes better understanding of critical thinking
      • Descriptions of skilled vs. unskilled behaviors
  • 52. Development Report
    • Facilitates learning engagement
      • Prompts that encourage personal reflection on results
  • 53. Development Report
    • Facilitates learning engagement
      • Guidance on applying critical thinking to key workplace competencies
  • 54. Development Report
    • Facilitates learning engagement
      • Advice and structure to support realistic, effective development planning grounded in best practices
  • 55. Support Materials
    • Access the technical manual, FAQs, and other information at:
    • www.TalentLens.com/en/watson
  • 56. Convenient Online Administration at TalentLens.com
  • 57. Questions 888.298.6227 TalentLens.com/en/watson ThinkWatson.com