Nlng,Ats Series

ATS M&U 1

APPLIED TECHNOLOGY SERIES MANUAL & USER’S GUIDE

1 INTRODUCTION TO THE APPLIED TECHNOLOGY SERIES

Rationale

The use of ability tests in the technical and engineering sectors of the economy is well established, SHL’s Technical Test Battery (TTB) has, over the past 10 years, been extensively used in this area especially in the selection of craft and technician apprentices. Increasingly, however, the demands of companies in the high technology sector have come to the fore including those involved in electronics, process control systems and computer software and hardware. To help meet this need SHL has developed a new series of tests particularly suited to this sector, the Applied Technology Series (ATS).

Applications

The tests in this series should find application in the selection of qualified school leavers or work experienced personnel moving into the applied or high technology areas such as:

• technician apprentices in mechanical and electronic engineering

• trainees or technical staff in the computer manufacturing industry

• maintenance and service engineers

• staff involved in process control systems

• skilled production staff for high technology products

• research technicians

• operatives involved in computer-aided design.

Short description of tests

There are six tests in the series, the first three measuring more general aptitudes such as verbal reasoning, numerical estimation and mechanical comprehension, the second three tests measuring aptitudes much more related to areas of new technology, that is, Fault Finding, Spatial Checking and Diagrammatic Thinking. The formal names of the tests are as follows:

• Following Instructions (VTS1)

• Numerical Estimation (NTS2)

• Mechanical Comprehension (MTS3)

• Fault Finding (FTS4)

• Spatial Checking (STS5)

• Diagrammatic Thinking (DTS6)

© SHL GROUP plc, 2000

ATS M&U 2

In the Following Instructions test (VTS1), an emphasis is placed on assessing the ability to follow written instructions in realistic and practical settings. In the Numerical Estimation test (NTS2), the focus is on the ability to quickly estimate calculations and have a feel for the scale of numbers. The Mechanical Comprehension test (MTS3) is designed to assess an understanding of mechanical principles (in very much he same way as the MT4 test from the TTB, does).

The last three tests, Fault Finding (FTS4), Spatial Checking (STS5) and Diagrammatic Thinking (DTS6) are designed to assess very directly the kind of abilities used by people working in new technology areas. In Fault Finding the aim is to identify faults in logical systems given a particular result, whereas in Diagrammatic Thinking, the aim is to accurately follow a symbol through a flowchart given a range of basic instructions. Spatial Checking assesses the ability to locate differences (errors) in designs or patterns rotated or reversed in two or three dimensions, a skill relevant to, say, computer aided design.

Relationship of ATS to the TTB

A number of the tests in the ATS measure abilities similar to those already assessed by the TTB. For example, one would expect significant overlaps between NTS2 and NT2 or MTS3 and MT4. The tests in the ATS have not, however, been designed to replace or supersede established tests in the TTB. Rather the emphasis has been on the expansion of choice for users in terms of different levels and forms of tests and more relevant settings of test items. The TTB will continue to be supplied, supported and maintained by SHL.

Administration

Administration of the ATS tests is a straightforward procedure through the use of separate administration instruction cards. The total testing time for this series is 1 hour and 40 minutes. With administration and example questions it would take a little over 2 hours for all six tests to be completed. These tests can, however, be used either singly or in combination to establish a profile of an individual’s abilities depending on the skills required for a particular job.

Scoring

The tests in this series can be scored either by hand or machine. All the tests are multiple-choice, and paper and pencil in format. The multiple-choice format and special answer sheets permit quick scoring using plastic answer key overlays. In addition, the tests can be scored using the NCS ‘Sentry 3000’, a portable desk-top document reader. Machine scoring is particularly effective where a large number of applicants need to be tested. (Please contact the SHL Computer Services Section for further information.)

Technical support

The ‘Applied Technology Series’ is supported by SHL’s full research and development programme, and test users are regularly updated with the most recent norms and validation studies from a range of organisations. Norms for particular organisations can be provided on receipt of raw scores (and basic bio-data), and test users are encouraged to send data to us. Advice or assistance with job analysis and validation studies is also available. This is important when questions of test relevance and justification need to be addressed, particularly in areas involving equal opportunity.


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Distribution controls

These tests are not freely available to the general public, but are distributed under strict control to suitably trained and qualified test users. SHL runs suitable courses in occupational testing to standards laid down by international psychological associations.

2 DESCRIPTIONS OF THE TESTS

Overview of the series

There are six tests in the Applied Technology Series divided up, broadly speaking, into two levels. The first three tests (VTS1, NTS2 and MTS3) measure more general aptitudes and are suitable for applicants with just basic educational attainments. The remaining three tests (FTS4, STS5 and DTS6) measure more specific aptitudes and are pitched at applicants who have obtained or are capable of obtaining at least a moderate level of educational attainment (eg, good GCSEs, good CSEs or O-levels). The tests may, of course, be used separately or together depending on the specific requirements.

The time limits and number of items in each test are given below:

Test No. of items Time limit

Following instructions Numerical Estimation Mechanical Comprehension Fault Finding Spatial Checking Diagrammatic Thinking

Total testing time 1 hour 40 mins

–VTS1 – NTS2 – MTS3 – FTS4 – STS5 – DTS6

36 40 36 36 40 36

20 mins 10 mins 15 mins 20 mins 15 mins 20 mins

The ATS tests are described in more detail on the following pages in order to give an appreciation of test content and item format. The test description includes a copy of the candidate’s instructions and the example questions which appear in the test booklet. Registered test users requiring more information on item content should refer directly to the test booklets themselves.

FOLLOWING INSTRUCTIONS – VTS1

This test measures the ability to understand written instructions (in a technical context).

To use new machines and appliances properly often requires an operator to read, and follow precisely, written instructions laid out in detailed manuals. Even the most basic of written instructions are capable of misinterpretation and apart from avoidable delays, mis-operation of equipment could lead to its damage or compromise the safety of others.

This test measures the ability to follow written instructions in a technical context. Candidates are presented with passages of written information and, after reading each passage, have to answer four multiple choice questions to test their understanding of it.


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The topics covered include operating instructions and procedures associated with a wide range of equipment and technology, just the kind of materials to be found in technical manuals or system guides. No prior knowledge of technical words or jargon is assumed and so applicants with little or no technical background can be assessed.

This ability is relevant to a wide range of technical work, particularly that involving written documentation for the installation and maintenance of systems and also in the training of technical personnel.

The level of verbal aptitude measured by this test is probably higher than that measured by VT1 (from the TTB) and more equivalent to that measured by VT5 (also from the TTB). The test is most suitable for candidates with some basic educational attainments (GCSEs or CSEs), although it could be used for those without any attainments. The test can also be used for candidates with some work experience. A-level or graduate applicants will probably find this test insufficiently stretching.

Time Limit: 20 mins

Number of items: 36

Range: from basic GCSE level upwards

VTS1 Following Instructions

INSTRUCTIONS

This test consists of a series of written passages each containing instructions relating to a particular subject. Each passage is followed by a number of questions. Your task is to reach each passage carefully; then, using the information provided, answer the questions which follow. Indicate your answers by fully blackening the appropriate circles on the answer sheet.

Now look at the examples shown opposite. Read through the passage and the answer the questions, fully blackening the appropriate circles in the section marked ‘EXAMPLES’ on side B of the answer sheet

REMEMBER

• Do not mark the test booklet as it will be used again.

• Always make sure that the number of the question corresponds with the number on your answer sheet.

• Fully blacken the appropriate circle on the answer sheet.

• Fully erase any answer you wish to change.

• Work as quickly and accurately as you can.

• If you are not sure of an answer, mark your best choice but avoid wild guessing.

• You will have 20 minutes for the 36 questions in this test.


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EXAMPLES

When making the water pipe connections, the safety valve, but not the motor, should be firmly held while the compression nuts are tightened sufficiently to provide a water-tight seal. Excessive force should be avoided. The safety valve can be mounted in any position between the upright and the horizontal, but must not be installed pointing downward.

The Auto-Manual Lever must be in the ‘AUTO’ position before electrical power is switched ON.

1. What should be held while tightening the compression nuts?

A The motor B The water pipe C The safety Valve D Cannot say

2. How should the safety valve be mounted?

A At, or above, the horizontal B In any position C At right angles to the motor box D Cannot say

3. In which position should the Auto Manual Lever be before electrical power is switched off?

A Manual B Horizontal C Auto D Cannot say

Do not turn over until you are told to do so.


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NUMERICAL ESTIMATION – NTS2

Numerical Estimation measures the ability to estimate quickly the answers to numerical calculations.

The widespread use of calculators and other equipment with a digital output has increased the importance of basic numeracy in technical environments. While these instruments have reduced the labour involved in arithmetical computation, they have also increased people’s dependence on them. Without the facility to quickly estimate the approximate results of any computation, users may well pass over keying or operation errors and find themselves working with grossly distorted figures or information.

This test measures the ability to estimate quickly the answers to numerical calculations. The task involves a series of numerical calculations to which candidates have to select answers of an appropriate order of magnitude. As well as basic arithmetic, fractions, decimals and percentages are included.

This ability is likely to be relevant to those aspects of technical work which involve measurement and testing, data collection and the manipulation and management of equipment involving numerical controls and displays.

The level of numerical aptitude measured by this test is generally similar to that measured by NT2 (from the TTB) although the emphasis in NTS2 is very much on estimation rather than computation.

The test is suitable for all candidates whether they have any basic educational attainments or not. It can also be used for candidates with work experience. A-level or graduate applicants may find this test insufficiently stretching.

Time Limit: 10 mins

Number of items: 40

Range: from basic GCSE level upwards

NTS2 Numerical Estimation

INSTRUCTIONS

This test consists of numerical problems to which you must estimate the answers.


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REMEMBER








EXAMPLES

1) 23 + 59 A B C D E 94 82 102 62 71

2) 19 x 13 A B C D E

280 180 250 310 220

3) 52% of 400

A B C D E 190 310 330 290 210

4) 471 – 136 A B C D E

335 229 363 305 275

5) 1/3 of 248 A B C D E 60 96 42 83 102

Do not turn over until you are told to do so


ATS M&U 8

MECHANICAL COMPREHENSION – MTS3

This test measures the understanding of basic mechanical principles.

Despite recent rapid advances in technology, an understanding of mechanical principles still forms the foundation of most engineering or technical related work. An appreciation of gears, levers, forces and structures is probably as important in the maintenance of modern hardware as it is in dealing with more traditional machines or equipment.

This test measures the understanding of basic mechanical principles and their application to such devices as gears, levers and simple structures. The task involves selecting from a number of alternative drawings the answer to a short written question. An effort has been made to make the questions and supporting drawings as realistic as possible. The content of the test makes minimal assumptions about prior knowledge and so applicants with little or no technical background or training can be assessed.

This ability is very important whenever any equipment, hardware or machinery is being designed, installed or maintained.

The level of mechanical comprehension measured by this test is probably equivalent to that measured by MT4 (from the TTB) and could be used as a substitute for MT4 even through it is not, strictly speaking, a parallel version. The test is most suitable for candidates with some basic educational attainments (GCSEs or CSEs) although it could be used for those without any attainments. The test can also be used for candidates with some work experience and also possibly for A-level or graduate applicants.

Time limit: 15 mins

Number of items: 36

Range: from basic GCSE level upwards.

MTS3 Mechanical Comprehension

INSTRUCTIONS

This test is made up of a number of problems based on mechanical principles. Each problem consists of a question which refers to a drawing. You have to choose the best answer to each question and fully blacken the appropriate circle on the answer sheet.

Now work through the examples shown opposite and fully blacken the appropriate circles in the section marked ‘EXAMPLES’ on side B of the answer sheet.


ATS M&U 9

REMEMBER








EXAMPLES

Do not turn over until told to do so


ATS M&U 10

FAULT FINDING – FTS4

This test measures the ability to locate faults in a complex system.

The growing complexity of equipment, especially that associated with electronics and computing, brings with it greater demands in terms of maintenance and servicing. The ability of an individual to isolate faults and problems in a system will therefore be of increasing importance in reducing maintenance costs and equipment downtime.

This test measures the ability to locate faults in a logical system. The test requires an individual to locate what element in an arrangement of colour coded symbols is not functioning by working backwards from a given output. A component card, attached to the booklet, also features as part of the test. No specialised knowledge of fault-finding or electronics is required and so applicants with little or no technical background can be assessed.

The ability to find and locate faults is relevant in a wide range of areas both in hardware maintenance, electronics and also in software, process control systems and de-bugging.

This test could be compared, very indirectly, with DT8 (from the TTB) and is probably at an equivalent level. The test is most suitable for candidates with at least moderate education attainments (O-levels, or good GCSEs). The test could also be used for candidates with some work experience and A-level or graduate applicants.

Time limit: 20 mins

Number of items: 36

Range: from good GCSE upwards to graduates

FTS4 Fault Finding

INSTRUCTIONS

In this test you will be required to follow sequences made up of a number of components.

There are three kinds of components:

• those which produce different colours (red, orange, yellow and green)

• those which allow only certain combinations of colours to pass through, and

• those which combine or exclude colours in particular ways.

The colours shown in the large circle on the right indicate the result of a particular sequence.

A complete listing of the components and what they do is shown on a Component Card which is folded inside the back cover. (See page 83.)

Open this out and look at it now.


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You will see that each component has a different effect on the sequence depending on whether it is working or not. It is equally important to know what a component does in EITHER of these circumstances.

Each problem is made up of a sequence, one of whose components is not working. Your task is to identify which one of the marked components is not working and to indicate this by fully blackening the appropriate circle on the answer sheet.

REMEMBER









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EXAMPLES

Identify which of the components is NOT working and indicate your answer by fully blackening the appropriate circle in the section marked ‘EXAMPLES’ on side B of the answer sheet.


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SPATIAL CHECKING – STS5

This test measures the ability to locate differences between complex designs rotated or reversed in tow and three dimensions.

The design of new equipment, its component parts, and the interconnections between them are ever increasing in complexity. Correspondingly there is a greater emphasis on being able to deal with complex patterns and shapes in various spatial relationships to one another.

This test measures the ability to locate differences between complex designs rotated or reversed in two and three dimensions. Each item in the test involves identifying mismatches between a master and various copies. The test content utilises patterns resembling those found on printed circuit boards and follows a simple computer-aided-design format. A page of worked examples attached to the booklet also features as part of the test. No prior knowledge of this work area is assumed and so applicants with little or no technical background can be assessed.

This ability is likely to feature in the design, checking and maintenance of electronic hardware, engineering components, mechanical subassemblies and in computer aided design.

The level of spatial aptitude measured by this test is probably equivalent to that measured by ST7 (from the TTB) even though many of the items involve the kind of spatial skills measured by ST9 (also drawn from the TTB). The test is most suitable for candidates with at least moderate educational attainments (O-levels or good GCSEs). The test could also be used for work-experienced candidates and A-level or graduate applicants.

Time limit: 15 minutes

Number of items: 40

Range: from good GCSE upwards to graduates.

STS5 Spatial Checking

INSTRUCTIONS

In this test you are given various master layouts presented on a computer screen. Together with each master are four copies, all of which differ from the master in one detail. Your task is to identify this difference and, using the co-ordinates shown on the master, indicate the grid reference by fully blackening the appropriate pair of circles on the answer sheet.

Note that the copy layouts may be either rotated, or completely flipped over in relation to the master layout. Look at the illustration below to see the various ways in which copy layouts can be oriented.


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REMEMBER









ATS M&U 15


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DIAGRAMMATIC THINKING – DTS6

The test measures the ability to follow a symbol through a flow chart given a sequence of pre-defined instructions.

New technology and its applications typically involve flow charts and logical sequences. The progress of any technical process is often subject to step-by-step procedures involving testing, comparing and branching. The influence of logical procedure is especially apparent in the design and development of software.

This test measures the ability to follow a symbol through a flow chart given a sequence of pre-defined instructions. Starting from an initial symbol, one has to keep track of changes in the shape, size and colour of the symbol, testing and branching within the flow chart as necessary. Finally the correct finishing symbol has to be picked from a choice of eight possible finishing figures. An information card attached to the booklet also features as part of the test. No prior knowledge in the use of flow charts is assumed and so applicants with little or no technical background can be assessed.

This ability to follow logical sequences is likely to be relevant in handling process control systems, debugging software and in systems design.

The level of this test is probably equivalent to DT8 (from the TTB) but does not directly involve the same abilities. The test is most suitable for candidates with at least moderate attainments (O-levels or good GCSEs). The test could also be used for work experienced candidates and A-level or graduate applicants.

Time limit: 20 mins

Number of items: 36

Range: from good GCSE upwards to graduates.

DTS6 Diagrammatic Thinking

INSTRUCTIONS

Each problem in this test consists of a diagram to the left of which are two figures: A DEVELOPMENT figure and a COMPARISON figure. Your task is to ‘take’ the development figure through the diagram changing its characteristics as required by the square-shaped PROCESS boxes and following the directions as required by the diamond-shaped TEST boxes. When you reach the end of the diagram you must identify the finished development figure from the complete list of figures given and fully blacken the appropriate circle or circles on the answer sheet. Look at the two types of boxes below.

Process box Test box


SHAPE

SIZE

COLOUR

SHAPE

SIZE

COLOUR

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You will see that every box in the diagram is divided into three layers. The top layer relates to the shape of the development figure (circle or square), the middle layer relates to the size (large or small) and the bottom layer relates to the colour (red or yellow).

The function of each of these boxes is described on a separate Information Card folded inside the back cover. The complete list of figures is also shown. (See page 87.)

Open this out and look at it now.

REMEMBER









ATS M&U 18

EXAMPLES

In each case, identify the finishing figure and indicate your answers by fully blackening the appropriate circle or circles in the section marked ‘EXAMPLES’ on side B of the answer sheet.


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Nlng,Ats Series