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Free Analytical Reasoning Test Questions Practice – 2024

What Is Analytical Reasoning?

Analytical reasoning, also known as logical reasoning , is a problem-solving method that focuses on identifying patterns and using logic to fill in missing pieces. This form of reasoning is slightly more detached from inferences and opinions, and places great emphasis on factual evidence. Analytical reasoning can be further simplified into two categories:

• Deductive Reasoning Deductive reasoning, sometimes called top-down logic, is the formation of a specific conclusion from a general premise or, in some cases, multiple hypotheses. Deductive reasoning is best for situations with multiple variables that must be accounted for and handled.
• Inductive Reasoning Inductive reasoning , also known as bottom-up logic, is the direct opposite of deductive reasoning as it forms plausible conclusions from a specific observation. Inductive reasoning works best when using context and practical intelligence to resolve an issue.
• Numerical Reasoning Numerical reasoning is the ability to apply logic to problems that include data, charts and graphs. Someone who has strong numerical reasoning skills is proficient in basic mathematical functions, statistical interpretation, and algorithms to name a few.
• Abstract Reasoning Abstract reasoning is the ability to identify patterns, extract main ideas, and analyze information. Abstract reasoning is an important factor of problem solving and decision making. This form of reasoning is complex and includes various aspects.

What Is an Analytical Reasoning Test?

Analytic reasoning tests are utilized by companies that wish to evaluate a candidate’s critical reasoning skills and their ability to pay attention to detail. This test is commonly administered for job seekers applying for mid- or high-level jobs that require a strength in mathematics. Management and human resource positions are also asked to partake in an analytical reasoning test so employers can measure their problem-solving capabilities. Depending on the role and company, participants may see one of three versions of the analytical reasoning assessment:

• Data Most common in the financial industry, the data heavy version of the analytical reasoning test supplies applicants with graphs, charts and tables with subsequent questions. The math aspect of the data version is usually simple, so the problem-solving method can be highlighted and evaluated.
• Written The written portion is used for leadership and management roles. Provided a passage, candidates must discern patterns and main ideas using the context and answer the multiple-choice questions that follow.
• Images The analytical reasoning test that focuses on image-related questions slightly resembles the non-verbal reasoning test. The applicant is supplied puzzle-like questions containing shape sequences and objects and must find the missing piece.

How to Prepare for an Analytical Reasoning Test?

Analytical reasoning test can be difficult to study for because it examines your raw critical thinking skills. If you are looking to optimize and improve your score, the best way to prepare is running through sample questions or completing online practice tests. By doing this, you can become familiar with the idea of the content and the learn how to pace yourself under the time constraint. Due to the acumen required for each question, preparing for the time limit is essential because many candidates find themselves skipping and guessing at the questions rather than dedicating time and effort to them. It is also helpful to understand the qualities employers are looking for by administering these tests, that way you can narrow your preparation.

Analytical Skills Test Sample Questions

• The facts prove the conclusion.
• The facts disprove the conclusion.
• Cannot say based on the information provided.

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Canadian Public Service Entrance Test – PSEE Practice Questions

• Posted by Brian Stocker
• Date September 6, 2021
• Comments 2 comments

Government of Canada PSEE (371) Test Contents

Main areas on the test:

• Arithmetic reasoning – Word problems where you are asked to find a missing variable.
• Logical reasoning – Several statements are given and you are asked to choose the statement that is a valid conclusion, given the statements.
• Analytical reasoning – draw conclusions as well as determine the relation between words
• Number or letter series – you are given a series, with one or two elements missing.

PSEE 371 Practice Course

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Eligibility

Candidates must be: 

16 years or older

Canadian citizen or a permanent resident

Hold a valid work permit per the government’s requirements.

Meet the House of Commons pre-employment screening requirements

Meet the English language requirements

What you need to know about the Public Service Entrance Test

The PSEE is a multiple choice test – help with answering multiple choice

The PSEE is a challenging test, so it’s important to prepare in advance.

The PSEE is a timed test.   It’s important to manage your time wisely during the test. There is no penalty for wrong answers, so if you’re unsure of an answer, it’s better to make an educated guess and move on to the next question rather than spending too much time on a single question.  Help with managing your time on a test

Remember that the PSEE is just one component of the job application process. Other factors, such as your work experience, qualifications, and references, will also be taken into consideration when evaluating your application.

Arithmetic Reasoning

Why Arithmetic Reasoning is Important

Arithmetic reasoning questions present a situation with a number of variables, which you must convert into an equation or equations, and find the missing variable.

Arithmetic reasoning is part of overall the broader category of reasoning skills. It requires you to solve problems by applying mathematical concepts and general reasoning. In the public service, you need to interpret data, manage budgets, calculate performance metrics, or make decisions based on numerical information. These tasks require solid arithmetic reasoning skills.

Arithmetic Reasoning Practice

Types of Arithmetic Reasoning Problems

How to Solve Arithmetic Reasoning Problems

Why Logic is Important

Logic is a fundamental part of the reasoning skills that the Public Service Entrance Exam (PSEE) assesses for officer-level positions in the Canadian federal public service.

PSEE logic questions give 2 sentences, or premises are given, and you are asked if the third sentence is true or false. This requires the ability to process information, identify patterns, draw inferences, and make predictions, all of which are key components of logical reasoning.

In the context of public service jobs, logical reasoning skills are key to decision-making, problem-solving, policy development, and strategic planning. For example, you will be required to analyze complex situations, evaluate different options, anticipate potential consequences, and make sound decisions.  Other important job duties include understanding and interpreting legislation, regulations, and policies often involve logical reasoning.

Logic Practice

Sentence Logic

Analytical Reasoning

Why Analytical Reasoning is Important

The analytical reasoning section asks you to draw conclusions, match items, and determine the relationship between elements.

Analytical reasoning is an important general reasoning skill. Analytical reasoning involves the ability to scrutinize complex situations and details, understand how different elements interrelate, and make meaningful insights.

Analytical reasoning is required in the public service for a variety of tasks. Officers may need to analyze data, interpret regulations, develop strategic plans, and make informed decisions. For example, they might need to scrutinize legislation and policy documents, analyze trends in data to inform policy development, or understand the implications of different decisions in complex situations.

The PSEE aims to ensure that candidates for officer-level positions in the public service have the requisite reasoning skills to perform their roles effectively. By assessing analytical reasoning, the PSEE helps to ensure that candidates can handle the complexity and decision-making demands of these positions.

Analytical Reasoning Practice

Graphic Comparisons

Verbal Classification

Number Series

Why Number Series is Important

Number Series questions give a series of elements with several elements missing, which you must choose from the given choices.

Number series are important because they measure your analytical and logical reasoning skills. To solve number series problems, you must analyze the pattern within the series, infer and then apply the rule. This requires a high degree of logical thought and the ability to identify patterns and make accurate predictions, which are essential skills for officer-level positions in the Canadian federal public service.

Number series problems reflect the complexity and problem-solving demands of public service roles. Officers often face tasks that require the ability to recognize patterns, make inferences from data, and predict future trends or outcomes. This includes interpreting statistical reports, forecasting budget requirements, or evaluating policy impacts.

Series Practicce

Series practice and tutorial

PSEE 371 Test Prep

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• Arithmetic reasoning
• Logical reasoning
• Analytical reasoning
• Number or letter series
• Situational Judgement

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Free Analytical Reasoning Test Example Questions and Answers [2024]

Each practice test contains detailed answers and explanations

• 32 Numerical Reasoning Practice Tests.
• 15 Verbal Reasoning Practice Tests.
• 30 Figural Reasoning Practice Tests.
• Aptitude Tests
• Analytical Reasoning Tests

Are you required to take an Analytical Reasoning test as part of your hiring process? JobTestPrep offers sophisticated practice materials that can increase your chances of excelling in any Analytical Reasoning pre-employment assessment.

The Analytical Reasoning Test (Also known as the analytical skills test) practice preparation includes the following:

• Numerical Reasoning - This section includes 32 practice tests on topics such as Algebra, Math Word problems, Number Series, Numerical Reasoning, Table, and Graphs that will increase your math knowledge and solution speed.
• Verbal Reasoning - This part includes 9 true\false\cannot say, 4 logical reasoning, and 2 Syllogism & Seating Arrangements practice tests that will help you sharpen your ability to understand and interpret data.
• Figural Reasoning - This section has 11 next in series, 5 Odd One Out, 3 Analogies, 9 Matrices, and 2 other styles of practice tests that will strengthen your figural reasoning and make you better at seeing patterns and reaching conclusions.

Here you will find free online Analytical Reasoning example questions and answers that cover Numerical, Verbal, and Figural reasoning test topics.

Let’s dive in.

What is an Analytical Reasoning Test?

Analytical Reasoning Tests are time-constrained aptitude tests designed to assess the ability of a job candidate to think critically when faced with complicated work tasks. Additionally, employers want to know you can handle stress when required to work quickly in a deadline-driven environment.

That is why analytical thinking tests almost always include a time limit, requiring you to be quick on your feet and make decisions quickly.

If you are applying for a job that requires an aptitude test, it may be in the form of

• Verbal Reasoning .
• Numerical Reasoning .
• Figural Reasoning.

That is why it is important to become familiar with and practice a variety of question types.

Almost every important industry employer seeks workers with good analytical reasoning skills, measured by analytical reasoning tests. They help employers find candidates who have the necessary cognitive abilities for learning quickly, adapting, and solving problems.

Professionals who take the Analytical Reasoning Tests include

• Business analysts.
• Data Analysts.
• Intelligence Analysts.
• Law School Admissions (In the form of the LSAT test).

Analytical Reasoning Tests Further Breakdown

Additionally to encountering analytical reasoning tests in your hiring process, the type of analytical reasoning test you'll take depends on the position you're applying for:

• Numerical Reasoning  - Financial professionals often take numerical reasoning tests , including accountants, business analysts, and data scientists. It is estimated that three-quarters of Fortune 500 companies use psychometric testing that includes numerical reasoning tests in their recruitment processes.
• Verbal Reasoning Questions - In most cases, employers or recruiters use verbal tests when hiring for roles that require strong interpersonal skills which is applicable to most jobs and managerial positions.
• Figural Reasoning Questions are often administered in industries such as finance, engineering, and HR.

Analytical Reasoning Score

Upon completion of the test, the score will be analyzed and contrasted to these of other candidates or compared to a norm group statistic(which shows the hiring manager how well you measure up against previous candidates).

Free Analytical Reasoning Test Question and Answers

Analytical Reasoning - Word Problem Example Question

Due to an increase in taxes on electronic devices, the price of a 46” LED flat TV screen has increased to $845, which is 30% increase over the original price. What was the original price of the TV prior to the increase?

Choose the correct answer

The correct answer is $650.

In this question, 100% is the original price. A good way to tackle this type of question is by writing down the information you have in a table:

Calculate the missing data with the “triangle trick.” Multiply along the diagonal and then divide by the remaining number. Then, apply the above method to this question:

To find the missing data, we then multiply the numbers connected by the diagonal (the hypotenuse) and then divide by the number located on the remaining vertex: X = (845*100)/130 = $650 .

Another approach to this type of question requires an understanding of the relation between a given percentage and the proportion it represents (and vice versa). This relation is represented by the following formula:

Total = the value of 100%. We can isolate the part we are interested in: Total = (Value*100)/% And insert the data: Value = ($845*100)/130 = $650 . Another way to tackle this question- is if you start with 130%, divide the number by 130 to get 1%. Then simply multiply the value you have received by 100.

Want More Practice?

Get the full analytical reasoning PrepPack™ including: timed tests, helpful tips and detailed answer explanations! start practicing to ensure your success on test day!

Numerical Reasoning - Number Series Example Question

7 | 14 | 28 | 32 | 64 | 128 | ? | ?

What would be the next number in the following series?

The correct answer is 3.

The series increases repeatedly by: x2, x2, +4.

Figural Reasoning - Next in Series Example Question

Choose the image that completes the pattern

The correct answer is E.

The logic: there are two rules in this set:

There is a shape in the top left corner of the frame and in the bottom left-hand corner alternately.

There is a shape in the top right corner of the frame and in the bottom right corner alternately.

This rule creates a wave-like pattern of shapes if you look at the sequence of frames. This rule already disqualifies answers 1 and 2.

The second rule concerns the shapes in the upper part of the frames only (the shapes in the bottom are only distracters and do not follow a distinct rule).

You can see that every two frames, the number of sides (of the shape) decreases by one (a pentagon, a square and a triangle).

When the shape is in the right side of the frame, it will be duplicated in the left side of the next frame, and be replaced in the following frame.

Therefore, the correct answer is 5, as the triangle is duplicated in the right place. Answer 4 may be distracting as a triangle is present, but not in the right place.

Verbal Reasoning True/False/Cannot Say Example Question

Nicotinia attenuata, a type of wild tobacco, is usually pollinated by hawkmoths. To lure them in, the plant opens its flowers at night and releases alluring chemicals. But pollinating hawkmoths often lay their eggs on the plants they visit and the voracious caterpillars start eating the plants. Fortunately, the plant has a back-up plan.

It stops producing its moth-attracting chemicals and starts opening its flowers during the day instead. This change of timing opens its nectar stores to a different pollinator that has no interest in eating it - the hummingbird.

A botanist first noticed the tobacco plant's partner-swapping antics by watching a population of flowers that was overrun by hawkmoth caterpillars. Nearly every plant was infested. To the botanist's surprise, around one in six flowers started opening between 6 and 10am, rather than their normal business hours of 6 and 10pm.

To see if the two trends were related, she deliberately infested plants from another population with young hawkmoth larvae. Eight days later, 35% of the flowers had started opening in the morning, compared to just 11% of plants not infested. The flowers use a cocktail of chemicals to lure in night-flying moths, but the main ingredient is benzyl acetone (BA).

A large plume gets released when the flower opens at night. It is so essential that genetically modified plants, which can't produce BA, never manage to attract any moths. Nonetheless, the flowers that opened in the morning never produced any BA.

Caterpillars are born of the hawkmoth's eggs.

The correct answer is True.

It logically follows that the caterpillars mentioned are hatched from the hawkmoth's eggs.

How to Improve Your Analytical Reasoning Skills

• Practice Makes Perfect - Analytical skills tests evaluate skills that you may not use on a daily basis. It is highly recommended that you practice for your analytical reasoning test so that you will become familiar with the format of the test and the type of questions on it.
• Focus on an Analytical Skill Relevant to Your Needs – If you know the specific skill you are going to be asked about, get professional! You can use our logical reasoning PrepPack, or our numerical reasoning PrepPack , which will enable you to focus only on the relevant material for the exam.
• Practice Various Skills – Employers often use unique questions to analyze and evaluate your analytical thinking ability. Fortunately, our comprehensive PrepPack includes verbal, numerical, number series, and math word problems, that will ensure full preparation for any analytical test.
• Focusing on Your Weak Spots - A guaranteed method to improve your score, even if your test is tomorrow. Aim to take a few practice tests in advance of your real test to identify your strong and weak points. Knowing this will allow you to strengthen your weaknesses just enough to secure the score you need to get the job.
• Try Different Strategies for Approaching Analytical Reasoning Tests - For example, some test takers prefer to answer the easier questions first, leaving them with more time to approach the more difficult questions. You may also find it helpful to skip the most difficult questions and only come back to them if you have time.
• Master Shortcut Techniques  - Shortcut techniques like mathematical tricks could help reduce the time required for a solution by half. That leaves you more time for difficult questions and gives you a huge advantage over the other candidates.
• Build your mathematical skills – Analytical tests are widely based on mathematical skills, so if you haven’t seen an algebra question since high school - it’s time for a refresher.

Why Do Employers Use Analytical Reasoning Tests in Their Recruitment Process?

Analytical reasoning tests are often administered by employers or recruiters before the interview stage, allowing them to select candidates objectively upon merit. As a result, the test serves as a filter, enabling employers to meet the most qualified candidates and not waste valuable time.

What are analytical LSAT Reasoning Questions?

LSAT Reasoning (AR) Questions test your ability to analyze a collection of facts and principles and determine if they are true. Each AR question is based on a single passage.

Is Analytical Reasoning a Soft Skill or A Hard Skill?

The majority of analytical skills are soft, but there are also hard skills that can help you become better at analyzing. These include data analysis, data gathering, inventiveness, and the ability to communicate.

Links that May Be Helpful

• Free Analytical Reasoning PDF - Numerical Questions.
• Free Analytical Reasoning PDF - Verbal Questions.
• Free Verbal Reasoning Practice Guide.
• Free Figural Reasoning Practice Guide .
• Free Numerical Reasoning Practice Guide.

JobTestPrep is a leading test prep company that offers accurate practice simulations for hundreds of pre-employment tests. Since 1992, it has helped 1M+ candidates. If you have any additional questions about the Analytical Reasoning Test, feel free to send us an email , we usually reply within 24 hours.

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5.E: Standardizing Analytical Methods (Exercises)

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1. Describe how you would use a serial dilution to prepare 100 mL each of a series of standards with concentrations of 1.00×10 –5 , 1.00×10 –4 , 1.00×10 –3 , and 1.00×10 –2 M from a 0.100 M stock solution. Calculate the uncertainty for each solution using a propagation of uncertainty, and compare to the uncertainty if you were to prepare each solution by a single dilution of the stock solution. You will find tolerances for different types of volumetric glassware and digital pipets in Table 4.2 and Table 4.3 . Assume that the uncertainty in the stock solution’s molarity is ±0.002.

2. Three replicate determinations of S total for a standard solution that is 10.0 ppm in analyte give values of 0.163, 0.157, and 0.161 (arbitrary units). The signal for the reagent blank is 0.002. Calculate the concentration of analyte in a sample with a signal of 0.118.

3. A 10.00-g sample containing an analyte is transferred to a 250-mL volumetric flask and diluted to volume. When a 10.00 mL aliquot of the resulting solution is diluted to 25.00 mL it gives signal of 0.235 (arbitrary units). A second 10.00-mL portion of the solution is spiked with 10.00 mL of a 1.00-ppm standard solution of the analyte and diluted to 25.00 mL. The signal for the spiked sample is 0.502. Calculate the weight percent of analyte in the original sample.

4. A 50.00 mL sample containing an analyte gives a signal of 11.5 (arbitrary units). A second 50 mL aliquot of the sample, which is spiked with 1.00 mL of a 10.0-ppm standard solution of the analyte, gives a signal of 23.1. What is the analyte’s concentration in the original sample?

5. An appropriate standard additions calibration curve based on equation 5.10 places S spike ×( V o + V std ) on the y -axis and C std × V std on the x -axis. Clearly explain why you can not plot S spike on the y -axis and C std ×[ V std /( V o + V std )] on the x -axis. In addition, derive equations for the slope and y -intercept, and explain how you can determine the amount of analyte in a sample from the calibration curve.

6. A standard sample contains 10.0 mg/L of analyte and 15.0 mg/L of internal standard. Analysis of the sample gives signals for the analyte and internal standard of 0.155 and 0.233 (arbitrary units), respectively. Sufficient internal standard is added to a sample to make its concentration 15.0 mg/L Analysis of the sample yields signals for the analyte and internal standard of 0.274 and 0.198, respectively. Report the analyte’s concentration in the sample.

7. For each of the pair of calibration curves shown in Figure 5.26, select the calibration curve using the more appropriate set of standards. Briefly explain the reasons for your selections. The scales for the x -axis and y -axis are the same for each pair.

Figure 5.26 Calibration curves to accompany Problem 7.

8. The following data are for a series of external standards of Cd 2 + buffered to a pH of 4.6. 14

(a) Use a linear regression to determine the standardization relationship and report confidence intervals for the slope and the y -intercept.

(b) Construct a plot of the residuals and comment on their significance.

At a pH of 3.7 the following data were recorded for the same set of external standards.

(c) How much more or less sensitive is this method at the lower pH?

(d) A single sample is buffered to a pH of 3.7 and analyzed for cadmium, yielding a signal of 66.3. Report the concentration of Cd 2 + in the sample and its 95% confidence interval.

9. To determine the concentration of analyte in a sample, a standard additions was performed. A 5.00-mL portion of sample was analyzed and then successive 0.10-mL spikes of a 600.0-mg/L standard of the analyte were added, analyzing after each spike. The following table shows the results of this analysis.

Construct an appropriate standard additions calibration curve and use a linear regression analysis to determine the concentration of analyte in the original sample and its 95% confidence interval.

10. Troost and Olavsesn investigated the application of an internal standardization to the quantitative analysis of polynuclear aromatic hydrocarbons. 15 The following results were obtained for the analysis of phenanthrene using isotopically labeled phenanthrene as an internal standard. Each solution was analyzed twice.

(a) Determine the standardization relationship using a linear regression, and report confidence intervals for the slope and the y -intercept. Average the replicate signals for each standard before completing the linear regression analysis.

(b) Based on your results explain why the authors concluded that the internal standardization was inappropriate.

11. In Chapter 4 we used a paired t -test to compare two analytical methods used to independently analyze a series of samples of variable composition. An alternative approach is to plot the results for one method versus the results for the other method. If the two methods yield identical results, then the plot should have an expected slope, β 1 , of 1.00 and an expected y -intercept, β 0 , of 0.0. We can use a t -test to compare the slope and the y -intercept from a linear regression to the expected values. The appropriate test statistic for the y -intercept is found by rearranging equation 5.23 .

\[t_\ce{exp} = \dfrac{|β_0 − b_0|}{s_{b_0}} = \dfrac{|b_0|}{s_{b_0}}\]

Rearranging equation 5.22 gives the test statistic for the slope.

\[t_\ce{exp} = \dfrac{|β_1 − b_1|}{s_{b_1}} = \dfrac{|1.00 − b_1|}{s_{b_1}}\]

Reevaluate the data in problem 25 from Chapter 4 using the same significance level as in the original problem.

Although this is a common approach for comparing two analytical methods, it does violate one of the requirements for an unweighted linear regression—that indeterminate errors affect y only. Because indeterminate errors affect both analytical methods, the result of unweighted linear regression is biased. More specifically, the regression underestimates the slope, b 1 , and overestimates the y-intercept, b 0 . We can minimize the effect of this bias by placing the more precise analytical method on the x -axis, by using more samples to increase the degrees of freedom, and by using samples that uniformly cover the range of concentrations.

For more information, see Miller, J. C.; Miller, J. N. Statistics for Analytical Chemistry , 3rd ed. Ellis Horwood PTR Prentice-Hall: New York, 1993. Alternative approaches are found in Hartman, C.; Smeyers-Verbeke, J.; Penninckx, W.; Massart, D. L. Anal. Chim. Acta 1997 , 338 , 19–40, and Zwanziger, H. W.; Sârbu, C. Anal. Chem. 1998 , 70 , 1277–1280.

12. Consider the following three data sets, each containing values of y for the same values of x .

(a) An unweighted linear regression analysis for the three data sets gives nearly identical results. To three significant figures, each data set has a slope of 0.500 and a y -intercept of 3.00. The standard deviations in the slope and the y -intercept are 0.118 and 1.125 for each data set. All three standard deviations about the regression are 1.24, and all three data regression lines have a correlation coefficients of 0.816. Based on these results for a linear regression analysis, comment on the similarity of the data sets.

(b) Complete a linear regression analysis for each data set and verify that the results from part (a) are correct. Construct a residual plot for each data set. Do these plots change your conclusion from part (a)? Explain.

(c) Plot each data set along with the regression line and comment on your results.

(d) Data set 3 appears to contain an outlier. Remove this apparent outlier and reanalyze the data using a linear regression. Comment on your result.

(e) Briefly comment on the importance of visually examining your data.

13. Fanke and co-workers evaluated a standard additions method for a voltammetric determination of Tl. 16 A summary of their results is tabulated in the following table.

Use a weighted linear regression to determine the standardization relationship for this data.

5.7.3 Solutions to Practice Exercises

Practice exercise 5.1.

Substituting the sample’s absorbance into the calibration equation and solving for C A give

\[S_\ce{samp} = 0.114 =29.59\: \ce{M}^{–1} × C_\ce{A} + 0.015\]

\[C_\ce{A} = \mathrm{3.35 × 10^{-3}\: M}\]

For the one-point standardization, we first solve for k A

\[k_\ce{A}= \dfrac{S_\ce{std}}{C_\ce{std}} = \mathrm{\dfrac{0.0931}{3.16×10^{−3}\: M} = 29.46\: M^{−1}}\]

and then use this value of k A to solve for C A .

\[C_\ce{A}=\dfrac{S_\ce{samp}}{k_\ce{A}} = \mathrm{\dfrac{0.114}{29.46\: M^{−1}} = 3.87×10^{−3}\: M}\]

When using multiple standards, the indeterminate errors affecting the signal for one standard are partially compensated for by the indeterminate errors affecting the other standards. The standard selected for the one-point standardization has a signal that is smaller than that predicted by the regression equation, which underestimates k A and overestimates C A .

Click here to return to the chapter.

Practice Exercise 5.2

We begin with equation 5.8

\[S_\ce{spike} = k_\ce{A}\left(C_\ce{A}\dfrac{V_\ce{o}}{V_\ce{f}} + C_\ce{std}\dfrac{V_\ce{std}}{V_\ce{f}}\right)\]

rewriting it as

\[0 = \dfrac{k_\ce{A}C_\ce{A}V_\ce{o}}{V_\ce{f}} + k_\ce{A} × \left\{C_\ce{std} \dfrac{V_\ce{std}}{V_\ce{f}}\right\}\]

which is in the form of the linear equation

\[Y = y\textrm{-intercept} + \ce{slope} × X\]

where Y is S spike and X is C std × V std / V f . The slope of the line, therefore, is k A , and the y -intercept is k A C A V o / V f . The x -intercept is the value of X when Y is zero, or

\[0 = \dfrac{k_\ce{A}C_\ce{A}V_\ce{o}}{V_\ce{f}} + k_\ce{A} × \left\{x\textrm{-intercept}\right\}\]

\[x\textrm{-intercept} = −\dfrac{\dfrac{k_\ce{A}C_\ce{A}V_\ce{o}}{V_\ce{f}}}{k_\ce{A}} = −\dfrac{C_\ce{A}V_\ce{o}}{V_\ce{f}}\]

Practice Exercise 5.3

Using the calibration equation from Figure 5.7a , we find that the x -intercept is

\[x\textrm{-intercept} = -\mathrm{\dfrac{0.1478}{0.0854\: mL^{-1}} = -1.731\: mL}\]

Plugging this into the equation for the x -intercept and solving for C A gives the concentration of Mn 2 + as

\[x\textrm{-intercept} = \mathrm{−3.478\: mL = - \dfrac{\mathit{C}_A × 25.00\: mL}{100.6\: mg/L} = 6.96\: mg/L}\]

For Figure 7b , the x -intercept is

\[x\textrm{-intercept} = \mathrm{−\dfrac{0.1478}{0.0425\: mL^{-1}} = −3.478\: mL}\]

and the concentration of Mn 2 + is

\[x\textrm{-intercept} = \mathrm{−3.478\: mL = − \dfrac{\mathit{C}_A × 25.00\: mL}{50.00\: L} = 6.96\: mg/L}\]

Practice Exercise 5.4

We begin by setting up a table to help us organize the calculation.

Adding the values in each column gives

\[\sum_{i}x_i = 2.371×10^{-2} \hspace{20px} \sum_{i}y_i = 0.710\]

\[\sum_{i}x_iy_i= 4.110×10^{–3} \hspace{20px} \sum_{i}x_i^2 = 1.278×10^{–4}\]

Substituting these values into equation 5.17 and equation 5.18 , we find that the slope and the y -intercept are

\[b_1 = \dfrac{6×(4.110×10^{−3}) − (2.371×10^{−2})×(0.710)}{(6×1.378×10^{−4}) − (2.371×10^{−2})^2} = 29.57\]

\[b_0 = \dfrac{0.710 − 29.57×(2.371×10^{−2})}{6} = 0.0015\]

The regression equation is

\[S_\ce{std} = 29.57 × C_\ce{std} + 0.0015\]

To calculate the 95% confidence intervals, we first need to determine the standard deviation about the regression. The following table will help us organize the calculation.

Adding together the data in the last column gives the numerator of equation 5.19 as 1.596×10 –5 . The standard deviation about the regression, therefore, is

\[s_r= \sqrt{\dfrac{1.596×10^{−6}}{6− 2}} = 1.997×10^{−3}\]

Next, we need to calculate the standard deviations for the slope and the y -intercept using equation 5.20 and equation 5.21.

\[s_{b_1}= \sqrt{\dfrac{6×(1.997×10^{−3})^2}{6×(1.378×10^{−4}) − (2.371×10^{−2})^2}} = 0.3007\]

\[s_{b_0}= \sqrt{\dfrac{(1.997×10^{−3})^2×(1.378×10^{−4})}{6×(1.378×10^{−4}) − (2.371×10^{−2})^2}} = 1.441×10^{−3}\]

The 95% confidence intervals are

\[β_1 = b_1 ± ts_{b_1} = \mathrm{29.57 ± (2.78×0.3007) = 29.57\: M^{-1} ± 0.85\: M^{-1}}\]

\[β_0 = b_0 ± ts_{b_0}= 0.0015 ± \left\{2.78 × (1.441×10^{−3})\right\} = 0.0015 ± 0.0040\]

With an average S samp of 0.114, the concentration of analyte, C A , is

\[C_\ce{A} = \dfrac{S_\ce{samp} − b_0}{b_1} = \mathrm{\dfrac{0.114− 0.0015}{29.57\: M^{-1}} = 3.80×10^{−3}\: M}\]

The standard deviation in C A is

\[s_{C_\ce{A}}= \dfrac{1.997×10^{−3}}{29.57} \sqrt{\dfrac{1}{3} + \dfrac{1}{6} + \dfrac{(0.114−0.1183)^2}{(29.57)^2 × (4.408×10^{-5})}} = 4.778×10^{−5}\]

and the 95% confidence interval is

\[\begin{align} \mu_{C_\ce{A}} &= C_\ce{A} ± ts_{C_\ce{A}} = 3.80×10^{−3} ± \left\{2.78×(4.778×10^{−5})\right\}\\ &= \mathrm{3.80×10^{−3}\: M ± 0.13×10^{−3}\: M} \end{align}\]

Practice Exercise 5.5

To create a residual plot, we need to calculate the residual error for each standard. The following table contains the relevant information.

Figure 5.27 shows a plot of the resulting residual errors is shown here. The residual errors appear random and do not show any significant dependence on the analyte’s concentration. Taken together, these observations suggest that our regression model is appropriate.

Figure 5.27 Plot of the residual errors for the data in Practice Exercise 5.5.

Practice Exercise 5.6

Begin by entering the data into an Excel spreadsheet, following the format shown in Figure 5.15 . Because Excel’s Data Analysis tools provide most of the information we need, we will use it here. The resulting output, which is shown in Figure 5.28, contains the slope and the y-intercept, along with their respective 95% confidence intervals. Excel does not provide a function for calculating the uncertainty in the analyte’s concentration, C A , given the signal for a sample, S samp . You must complete these calculations by hand. With an S samp . of 0.114, C A

\[C_\ce{A} = \dfrac{S_\ce{samp} − b_0}{b_1} = \mathrm{\dfrac{0.114− 0.0014}{29.59\: M^{-1}} = 3.80×10^{−3}\: M}\]

\[s_{C_\ce{A}}= \dfrac{1.996×10^{−3}}{29.59} \sqrt{\dfrac{1}{3} + \dfrac{1}{6} + \dfrac{(0.114−0.1183)^2}{(29.59)^2 × (4.408×10^{-5})}} = 4.772×10^{−5}\]

\[\begin{align} \mu_{C_\ce{A}} &= C_\ce{A} ± ts_{C_\ce{A}} = 3.80×10^{−3} ± \left\{2.78 × (4.772×10^{−5})\right\}\\ &= \mathrm{3.80×10^{−3}\: M ± 0.13×10^{−3}\: M} \end{align}\]

Figure 5.28 Excel’s summary of the regression results for Practice Exercise 5.6.

Practice Exercise 5.7

Figure 5.29 shows an R session for this problem, including loading the chemCal package, creating objects to hold the values for C std , S std , and Ssamp . Note that for Ssamp , we do not have the actual values for the three replicate measurements. In place of the actual measurements, we just enter the average signal three times. This is okay because the calculation depends on the average signal and the number of replicates, and not on the individual measurements.

Figure 5.29 R session for completing Practice Exercise 5.7.

• ACS Committee on Environmental Improvement “Guidelines for Data Acquisition and Data Quality Evaluation in Environmental Chemistry,” Anal. Chem. 1980 , 52 , 2242–2249.
• (a) Smith, B. W.; Parsons, M. L. J. Chem. Educ . 1973 , 50 , 679–681; (b) Moody, J. R.; Greenburg, P. R.; Pratt, K. W.; Rains, T. C. Anal. Chem. 1988 , 60 , 1203A–1218A.
• Committee on Analytical Reagents, Reagent Chemicals , 8th ed., American Chemical Society: Washington, D. C., 1993.
• Ebel, S. Fresenius J. Anal. Chem. 1992 , 342 , 769.
• Cardone, M. J.; Palmero, P. J.; Sybrandt, L. B. Anal. Chem. 1980 , 52 , 1187–1191.
• See, for example, Draper, N. R.; Smith, H. Applied Regression Analysis, 3rd ed.; Wiley: New York, 1998.
• (a) Miller, J. N. Analyst 1991 , 116 , 3–14; (b) Sharaf, M. A.; Illman, D. L.; Kowalski, B. R. Chemometrics , Wiley-Interscience: New York, 1986, pp. 126-127; (c) Analytical Methods Committee “Uncertainties in concentrations estimated from calibration experiments,” AMC Technical Brief, March 2006 ( http://www.rsc.org/images/Brief22_tcm18-51117.pdf )
• Bonate, P. J. Anal. Chem. 1993 , 65 , 1367–1372.
• See, for example, Analytical Methods Committee, “Fitting a linear functional relationship to data with error on both variable,” AMC Technical Brief, March, 2002 ( http://www.rsc.org/images/brief10_tcm18-25920.pdf ).
• For details about curvilinear regression, see (a) Sharaf, M. A.; Illman, D. L.; Kowalski, B. R. Chemometrics , Wiley-Interscience: New York, 1986; (b) Deming, S. N.; Morgan, S. L. Experimental Design: A Chemometric Approach , Elsevier: Amsterdam, 1987.
• Beebe, K. R.; Kowalski, B. R. Anal. Chem. 1987 , 59 , 1007A–1017A.
• Cardone, M. J. Anal. Chem. 1986 , 58 , 433–438.
• Cardone, M. J. Anal. Chem. 1986 , 58 , 438–445.
• Wojciechowski, M.; Balcerzak, J. Anal. Chim. Acta 1991 , 249 , 433–445.
• Troost, J. R.; Olavesen, E. Y. Anal. Chem. 1996 , 68 , 708–711.
• Franke, J. P.; de Zeeuw, R. A.; Hakkert, R. Anal. Chem. 1978 , 50 , 1374–1380.

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Team Building Exercises – Problem Solving and Decision Making

Fun ways to turn problems into opportunities.

By the Mind Tools Content Team

Whether there's a complex project looming or your team members just want to get better at dealing with day-to-day issues, your people can achieve much more when they solve problems and make decisions together.

By developing their problem-solving skills, you can improve their ability to get to the bottom of complex situations. And by refining their decision-making skills, you can help them work together maturely, use different thinking styles, and commit collectively to decisions.

In this article, we'll look at three team-building exercises that you can use to improve problem solving and decision making in a new or established team.

Exercises to Build Decision-Making and Problem-Solving Skills

Use the following exercises to help your team members solve problems and make decisions together more effectively.

Exercise 1: Lost at Sea*

In this activity, participants must pretend that they've been shipwrecked and are stranded in a lifeboat. Each team has a box of matches, and a number of items that they've salvaged from the sinking ship. Members must agree which items are most important for their survival.

Download and print our team-building exercises worksheet to help you with this exercise.

This activity builds problem-solving skills as team members analyze information, negotiate and cooperate with one another. It also encourages them to listen and to think about the way they make decisions.

What You'll Need

• Up to five people in each group.
• A large, private room.
• A "lost at sea" ranking chart for each team member. This should comprise six columns. The first simply lists each item (see below). The second is empty so that each team member can rank the items. The third is for group rankings. The fourth is for the "correct" rankings, which are revealed at the end of the exercise. And the fifth and sixth are for the team to enter the difference between their individual and correct score, and the team and correct rankings, respectively.
• The items to be ranked are: a mosquito net, a can of petrol, a water container, a shaving mirror, a sextant, emergency rations, a sea chart, a floating seat or cushion, a rope, some chocolate bars, a waterproof sheet, a fishing rod, shark repellent, a bottle of rum, and a VHF radio. These can be listed in the ranking chart or displayed on a whiteboard, or both.
• The experience can be made more fun by having some lost-at-sea props in the room.

Flexible, but normally between 25 and 40 minutes.

Instructions

• Divide participants into their teams, and provide everyone with a ranking sheet.
• Ask team members to take 10 minutes on their own to rank the items in order of importance. They should do this in the second column of their sheet.
• Give the teams a further 10 minutes to confer and decide on their group rankings. Once agreed, they should list them in the third column of their sheets.
• Ask each group to compare their individual rankings with their collective ones, and consider why any scores differ. Did anyone change their mind about their own rankings during the team discussions? How much were people influenced by the group conversation?
• Now read out the "correct" order, collated by the experts at the US Coast Guard (from most to least important): - Shaving mirror. (One of your most powerful tools, because you can use it to signal your location by reflecting the sun.) - Can of petrol. (Again, potentially vital for signaling as petrol floats on water and can be lit by your matches.) - Water container. (Essential for collecting water to restore your lost fluids.) -Emergency rations. (Valuable for basic food intake.) - Plastic sheet. (Could be used for shelter, or to collect rainwater.) -Chocolate bars. (A handy food supply.) - Fishing rod. (Potentially useful, but there is no guarantee that you're able to catch fish. Could also feasibly double as a tent pole.) - Rope. (Handy for tying equipment together, but not necessarily vital for survival.) - Floating seat or cushion. (Useful as a life preserver.) - Shark repellent. (Potentially important when in the water.) - Bottle of rum. (Could be useful as an antiseptic for treating injuries, but will only dehydrate you if you drink it.) - Radio. (Chances are that you're out of range of any signal, anyway.) - Sea chart. (Worthless without navigational equipment.) - Mosquito net. (Assuming that you've been shipwrecked in the Atlantic, where there are no mosquitoes, this is pretty much useless.) - Sextant. (Impractical without relevant tables or a chronometer.)

Advice for the Facilitator

The ideal scenario is for teams to arrive at a consensus decision where everyone's opinion is heard. However, that doesn't always happen naturally: assertive people tend to get the most attention. Less forthright team members can often feel intimidated and don't always speak up, particularly when their ideas are different from the popular view. Where discussions are one-sided, draw quieter people in so that everyone is involved, but explain why you're doing this, so that people learn from it.

You can use the Stepladder Technique when team discussion is unbalanced. Here, ask each team member to think about the problem individually and, one at a time, introduce new ideas to an appointed group leader – without knowing what ideas have already been discussed. After the first two people present their ideas, they discuss them together. Then the leader adds a third person, who presents his or her ideas before hearing the previous input. This cycle of presentation and discussion continues until the whole team has had a chance to voice their opinions.

After everyone has finished the exercise, invite your teams to evaluate the process to draw out their experiences. For example, ask them what the main differences between individual, team and official rankings were, and why. This will provoke discussion about how teams arrive at decisions, which will make people think about the skills they must use in future team scenarios, such as listening , negotiating and decision-making skills, as well as creativity skills for thinking "outside the box."

A common issue that arises in team decision making is groupthink . This can happen when a group places a desire for mutual harmony above a desire to reach the right decision, which prevents people from fully exploring alternative solutions.

If there are frequent unanimous decisions in any of your exercises, groupthink may be an issue. Suggest that teams investigate new ways to encourage members to discuss their views, or to share them anonymously.

Exercise 2: The Great Egg Drop*

In this classic (though sometimes messy!) game, teams must work together to build a container to protect an egg, which is dropped from a height. Before the egg drop, groups must deliver presentations on their solutions, how they arrived at them, and why they believe they will succeed.

This fun game develops problem-solving and decision-making skills. Team members have to choose the best course of action through negotiation and creative thinking.

• Ideally at least six people in each team.
• Raw eggs – one for each group, plus some reserves in case of accidents!
• Materials for creating the packaging, such as cardboard, tape, elastic bands, plastic bottles, plastic bags, straws, and scissors.
• Aprons to protect clothes, paper towels for cleaning up, and paper table cloths, if necessary.
• Somewhere – ideally outside – that you can drop the eggs from. (If there is nowhere appropriate, you could use a step ladder or equivalent.)
• Around 15 to 30 minutes to create the packages.
• Approximately 15 minutes to prepare a one-minute presentation.
• Enough time for the presentations and feedback (this will depend on the number of teams).
• Time to demonstrate the egg "flight."
• Put people into teams, and ask each to build a package that can protect an egg dropped from a specified height (say, two-and-a-half meters) with the provided materials.
• Each team must agree on a nominated speaker, or speakers, for their presentation.
• Once all teams have presented, they must drop their eggs, assess whether the eggs have survived intact, and discuss what they have learned.

When teams are making their decisions, the more good options they consider, the more effective their final decision is likely to be. Encourage your groups to look at the situation from different angles, so that they make the best decision possible. If people are struggling, get them to brainstorm – this is probably the most popular method of generating ideas within a team.

Ask the teams to explore how they arrived at their decisions, to get them thinking about how to improve this process in the future. You can ask them questions such as:

• Did the groups take a vote, or were members swayed by one dominant individual?
• How did the teams decide to divide up responsibilities? Was it based on people's expertise or experience?
• Did everyone do the job they volunteered for?
• Was there a person who assumed the role of "leader"?
• How did team members create and deliver the presentation, and was this an individual or group effort?

Exercise 3: Create Your Own*

In this exercise, teams must create their own, brand new, problem-solving activity.

This game encourages participants to think about the problem-solving process. It builds skills such as creativity, negotiation and decision making, as well as communication and time management. After the activity, teams should be better equipped to work together, and to think on their feet.

• Ideally four or five people in each team.
• Paper, pens and flip charts.

Around one hour.

• As the participants arrive, you announce that, rather than spending an hour on a problem-solving team-building activity, they must design an original one of their own.
• Divide participants into teams and tell them that they have to create a new problem-solving team-building activity that will work well in their organization. The activity must not be one that they have already participated in or heard of.
• After an hour, each team must present their new activity to everyone else, and outline its key benefits.

There are four basic steps in problem solving : defining the problem, generating solutions, evaluating and selecting solutions, and implementing solutions. Help your team to think creatively at each stage by getting them to consider a wide range of options. If ideas run dry, introduce an alternative brainstorming technique, such as brainwriting . This allows your people to develop one others' ideas, while everyone has an equal chance to contribute.

After the presentations, encourage teams to discuss the different decision-making processes they followed. You might ask them how they communicated and managed their time . Another question could be about how they kept their discussion focused. And to round up, you might ask them whether they would have changed their approach after hearing the other teams' presentations.

Successful decision making and problem solving are at the heart of all effective teams. While teams are ultimately led by their managers, the most effective ones foster these skills at all levels.

The exercises in this article show how you can encourage teams to develop their creative thinking, leadership , and communication skills , while building group cooperation and consensus.

* Original source unknown. Please let us know if you know the original source.

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Federal Government EPSI online exam

• Last Updated:
• May 25th, 2011 12:52 pm
• Search this thread

Feb 12th, 2011 3:35 pm

• Reply with quote

Feb 13th, 2011 3:02 pm

Feb 13th, 2011 7:21 pm

Feb 14th, 2011 7:51 am

Feb 14th, 2011 8:03 am

Feb 14th, 2011 8:52 am

Feb 14th, 2011 3:48 pm

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Feb 14th, 2011 10:28 pm

eheffkay wrote: ↑ Hi I also received an invitation to write this exam. The 80 vacancies isn't an accurate reflection of the number positions available to the public. 90% of positions will be filled internally as promotions for current health Canada employees, meaning that there are only actually about 7 positions open to the public. Good Luck!

Feb 14th, 2011 11:30 pm

Feb 15th, 2011 7:29 am

Morphius909 wrote: ↑ The right person(s) (i.e. Qualified, right fit, experience, etc) will get the position(s). Internal or External. I have no idea where this 90% is imagined from.

Feb 15th, 2011 9:05 am

Feb 15th, 2011 10:09 am

Feb 15th, 2011 1:41 pm

Feb 16th, 2011 9:00 am

Feb 16th, 2011 12:17 pm

Feb 16th, 2011 12:38 pm

ITR534 wrote: ↑ Yes he's wrong, I'm actually working for SC-HC right now and even over the internal e-mails about this opportunity they asked us to apply from public service. Of course internal employees have advantages but the ''7 externals positions'' is pure speculation.

Feb 16th, 2011 1:04 pm

bagelx wrote: ↑ If you are working at the place right now, of course you most likely have a better idea. Whats does applying thru public service imply? Do they normally not use public service for positions that are for both internal and external? IMHO for a normal situation for say like 10 open positions of same role "advertised", there's a decent chance that a majority (50-100%) are meant for internal apps. Sometimes the companies/orgs require new positions to be posted, like an open bid if you will, to the public, so to make the job filling process seem fair (when obviously it's not). Plus, even if it will be fair , the internal apps will have a natural advantage because they probably have experience in the field already. Whereas I'm guessing you new apps might be pretty much right out of school? Of course, there's many other cases where the company/org are looking for the skills that might not be available internally, and hence they are posting. But I doubt that's the case with government positions that's all structured in levels. The saving grace is that if it's really 80 openings, it seems unlikely it's really meant for internal apps. It's probably an entry level hiring as part of the regular recruitment of new blood. Hopefully, there aren't a bunch of lower level employees that are qualified and want to upgrade to these positions. By the way, are these 80 pos for all of canada or like Ontario?

Feb 16th, 2011 1:17 pm

ITR534 wrote: ↑ lol @ everyone trying to get some hints.

Feb 16th, 2011 1:20 pm

will2009wpg wrote: ↑ Just trying to figure out what kind of exam it is, not asking anybody to tell me what the actual questions are or anything. This looks to me like a lot of internals will get them, but also they may be trying to weed out some internal people as well, so there should be a decent number of spots for external people. The only advantage internals will really have is that they probably have a better idea what to study for as they likely have more knowledge of what these positions are actually for.

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Canada Revenue Agency Tests

• https://www.canada.ca/en/revenue-agency/corporate/careers-cra.html
• Ottawa, Canada
• 324 questions

Canada Revenue Agency (CRA) is the revenue service of the Government of Canada. As well as collecting taxes, Canada Revenue Agency sets tax law and associated policies and delivers benefits programs for the Canadian people.

Careers at Canada Revenue Agency

Previously known as Canada’s Customs and Revenue Agency, Canada Revenue Agency has a huge and varied remit, ranging from writing tax laws for Canada and all its provinces and territories, to supervising the country’s charity registration scheme and even playing a role in scientific research.

Recognized as one of the top 100 employers in Canada, the CRA has over 40,000 employees and its work affects the lives of every single Canadian in one way or another.

Committed to diversity and inclusion, Canada Revenue Agency is motivated by high employee morale and fosters it through a variety of different ways, including programs designed to ensure employees’ ideas and opinions are heard and actioned.

So, whether you want to get started through a graduate recruitment scheme, take on an apprenticeship or development program or are interested in a career in anything from HR to tax law, there are a wealth of opportunities at the CRA if you can make it through the rigorous testing and interview process.

Canada Revenue Agency Application Process

Online application, aptitude tests, video interview.

The Canada Revenue Agency hiring process is extremely competitive, and the tests help to probe candidates’ strengths and weaknesses to give the CRA a better understanding of who has what it takes to be given a role.

Applying to work for Canada Revenue Agency involves an online application, a series of tests designed by publisher Korn Ferry and an interview. The tests themselves may vary depending on which job, level and department you’re applying to, but the general structure of the recruitment process remains the same.

Practice and preparation at every stage is crucial if you want to make it through to the end and receive a job offer from CRA.

Below are details of what the application process might entail.

Online application

Canada Revenue Agency’s recruitment process starts with an online application.

You’ll be required to upload your resume and provide any necessary additional documents to support your application.

You may also be asked a couple of questions on why you want to work for CRA. Take your time answering these and ensure your passion, relevant experience and what you could bring to the role stand out in all of your answers.

Canada Revenue Agency Aptitude Tests

Cra accounting tests.

If the position you’re applying for is in accounting, you’ll be required to take either the level one or two accounting test.

The test is multiple-choice and will ask you questions on basic accounting principles, practices and techniques. Whether you feel confident in this area or not, it’s important to brush up on your skills by taking some practice tests.

If you’re taking the level two test (for a more senior or high level position) you can expect more challenging questions. As well as the basics, you’ll also be assessed on GAAP and Books of Accounts.

CRA auditing tests

Just as you’d expect, the auditing tests examine your skills when it comes to basic auditing principles and techniques.

Just as with the accounting tests, there are two levels of auditing tests. Those applying for more senior roles will be expected to take auditing level two, and will be asked additional multiple choice questions on more complex topics such as auditing standards and risk assessment.

Both tests are 40 minutes in length and if you do fail, you’ll have to wait 180 days before you’re able to take the test again — so it’s really important to put as much as you can into your practice and preparation.

CRA problem-solving test

Another multiple choice paper, the problem solving test is designed to assess your ability to keep calm under pressure when solving problems.

You’ll be given a set amount of time, normally around 90 minutes, to complete the multiple-choice questions. The problems you’ll be faced with are those that you may encounter in the workplace.

Although there are no ‘right’ or ‘wrong’ answers, a CRA employer will be looking for certain traits and qualities and will form opinions on your suitability for the role depending on the answers you give.

CRA situational judgment tests

Situational judgement tests assess a candidate’s ability to navigate problems, challenges and issues that may come up in the role or team they’re applying to work for. As part of the CRA’s recruitment process, there are two possible situational judgement tests you might be asked to take:

Management . If you’re applying to be a manager, the situational judgement questions you’ll have to answer will be tailored to this role. That means you’ll be answering questions that aim to draw out more information about your leadership style and how equipped you are to guide a team of people. This test is 60 minutes long.

Recruitment . The recruitment test is much longer than the managerial test (it’s 140 minutes) and is for those looking to work in recruitment. Questions will focus on conflict management and ethics, amongst other subjects.

Prepare yourself for leading employers

CRA tax center clerical test

The tax center clerical aptitude test measures your ability to carry out clerical tasks such as error checking . Finding a balance between speed and accuracy is important in this test, as you’ll have just 60 minutes to work through all the questions.

The questions could be about anything and everything from your basic mathematical knowledge, to your understanding of grammar and your ability to process and apply information.

Being fast, careful and methodical at the same time is challenging, but it’s an important skill to master if you want to succeed at the tax centre clerical test.

CRA writing skills test

The writing skills test is designed to assess how comfortable you are with everything from spelling and grammar, to capitalization, punctuation and structuring sentences.

Assessing skills that are crucial to many roles within Canada Revenue Agency, the writing skills test is essential for almost every office-based position. Proving you’re confident in this area will go a long way to showing a CRA employer that everything from your internal emails to external facing documents will be produced to a certain standard.

Practicing written exercises before the test is really important to ensure you’ve brushed up on your skills and given yourself the best possible chance of success.

CRA office skills test

CRA administrative and clerical positions require a candidate to have taken and passed an office skills test as part of the recruitment process.

Assessing your administrative and communication skills, your ability to check through dense passages of text for errors, how good your time management is and your confidence using different types of software, this is a multifaceted test with lots of challenging questions.

CRA video interview

After any tests required for the role have been taken, successful candidates can expect to progress to the final stage of the process — the video interview.

Designed to assess your competency, as well as your character and suitability for the role, you’ll be expected to answer each question you’re asked concisely.

Questions vary depending on the interviewer and the role you’re applying for, but it’s useful to prepare by going through common interview questions and ensuring you’re comfortable relaying key parts of your resume. It’s also important to read up on Canada Revenue Agency and have a think about questions you’d like to ask the interviewer should you be given the opportunity.

Practice Aptitude Tests is not associated with Canada Revenue Agency. We provide preparation services for Canada Revenue Agency psychometric tests. Our tests are not designed to be identical to any style, employer or industry. Visit https://www.canada.ca/en/revenue-agency/corporate/careers-cra.html to find out more.

Sample Canada Revenue Agency Tests question Test your knowledge!

After examining the client's documents, it is found that reported figures for charitable donations have doubled each successive year for the past four years, starting from an initial amount of $1,250. If the pattern continues, what is the projected reported figure for the next year?

What is the total revenue in the second quarter if the revenue in the first quarter was 10% lower and amounted to $500,000?

• $555,555.56

A string of numbers follows a particular pattern: 112, 123, 134. What is the next number in the series?

Each invoice number consists of a 3-letter code followed by a 4-digit number. If the first invoice is coded as ABC1234, which of the following is an error?

In a short text about taxation, the word 'principle' was used when it should have been 'principal'. Which sentence contains that error?

• The agency operates on the principle of fairness.
• Interest is calculated on the principle amount owed.
• Understanding the basic principles is crucial.
• The principal of the business was present at the meeting.

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Canada Revenue Agency Tests Tips

1 familiarize yourself with the format.

Getting comfortable with the structure and type of questions you’ll face on the Canada Revenue Agency tests can give you an edge. Take some time to understand the typical layout and content areas before you dive into practice sessions.

2 Practice Under Time Constraints

Many of the tests will be timed, so it’s crucial to practice completing them within the allotted time. This will help you manage your time effectively and get used to the pressure of a ticking clock.

3 Review Basic Concepts

Brush up on essential mathematical, logical, and verbal skills. Solidifying your grasp on these fundamentals can be extremely beneficial as these areas are commonly tested in CRA assessments.

4 Simulate Real Testing Conditions

Create an environment that mimics the actual test conditions. Find a quiet space, set a timer, and take full-length practice tests to build stamina and focus.

5 Analyze and Learn from Mistakes

After each practice test you take on Practice Aptitude Tests, review your answers, especially the incorrect ones. Understanding where and why you went wrong will help prevent similar mistakes in the future.

Prepare for your Canada Revenue Agency Test

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Canada Revenue Agency Tests FAQs

What are the canada revenue agency tests.

The Canada Revenue Agency tests are a series of assessments designed to evaluate a candidate’s aptitude and fit for positions at the CRA. They typically cover areas such as logical reasoning, verbal ability, and numerical skills.

Are the Canada Revenue Agency tests hard?

The level of difficulty for the Canada Revenue Agency tests can vary based on the individual. However, they are intended to rigorously assess a candidate’s potential, making thorough preparation key to success.

How do I prepare for Canada Revenue Agency tests?

Preparing for Canada Revenue Agency tests involves consistent practice and familiarization with the exam types. By using Practice Aptitude Tests, you can access a variety of practice tests designed to mirror those used by CRA, helping you hone your skills.

How long does the recruitment process take at Canada Revenue Agency?

The length of the recruitment process at Canada Revenue Agency can vary, but additional time for test preparation should be taken into account. Familiarizing yourself with common testing procedures can make this part of the process smoother and quicker.

What are Canada Revenue Agency's core values?

Canada Revenue Agency’s core values include integrity, professionalism, respect, and cooperation. These values are embedded in the way CRA conducts its processes and seeks individuals who embody these principles.

Reviews of our Canada Revenue Agency tests

What our customers say about our Canada Revenue Agency tests

May 15, 2023

It is important to skim through to extract relevant information due to time limitation. Overall it was interesting.

Raghunandan V

April 07, 2023

Great CRA employer test

This test gave a good idea on what to expect for the CRA tests. I felt rushed initially but realised the need to practice within the time limits.

Zakir Khalifa

April 04, 2023

Learning customer service questions

The good part was the passage and the related question were to the point and not very difficult to relate.

Risha Griffiths

March 10, 2023

My first test was great

I like the challenge in the question for reading, understanding and remembering to answer each question correctly. This was a good practice.

Clark Morry

March 09, 2023

Good intel into how much time you have per question

A good first exposure into reading the lengthy prose, while getting an idea of what you need to pay attention to when going through the questions.

Nishica Somanna

January 19, 2023

It was the first time I took the test and it was very helpful to understand the pattern of the test.

November 29, 2022

The first scenario was a little hard to understand but it was a good challenge that was made easy once i started the test

Sanjay Poojari

May 20, 2022

Great For Learning

It gives a lot of thinking to solve this question, they are very tricky but we need to be quick as the time is ticking. But it helps a lot for learning a new thing.

May 10, 2022

To read properly and spend enough time on the questions

Pressured. However, if you are relaxed and read the articles properly and focus only on the questions asked, you will do fine.

Clinton Sosnoski

May 05, 2022

Logic Based

If you have a median amount of customer service experience, and a logical mindset you will have no trouble with this test.

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EPSI Psychometric Properties

Note: The information below refers to early work on the EPSI assessment. Monthly benchmark scores and the calculation for the EPSI Total score have recently been updated as described in the  EPSI Update . A more complete description of the methods and revised EPSI psychometric properties are forthcoming.

The Early Problem Solving Indicator (EPSI) was developed in a program of research designed to test its soundness as a measure of early problem solving (cognitive) skills (see Walker, Greenwood, Carta, et al., 2005 ).  Some of the important features of soundness, or the technical adequacy expected of any sound measure, are reliability and validity.

A measure is reliable when two observers simultaneously recording a child’s performance and return the same, or nearly the same score.  A measure is also reliable when a child’s score on one occasion is comparable to that obtained on another occasion separated by only a very brief period of time, e.g., several days.

A measure is valid when it is shown to measure what it is supposed to measure, in this case, early problem solving.

• One proof of validity is a significant correlation between the EPSI and a standardized measure of early cognitive/mental abilities like the Bayley Scales of Infant Development, 2nd Edition (BSID-II, Bayley, 1993) or the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R, Wechsler, 1989).
•  A second proof would be finding a significant difference in the problem solving proficiency of older children measured by the EPSI compared to younger children – because in general, we expect older children to be more proficient than younger children in the birth to 3 years age range.

Sample Description

Thirty children were recruited in two child care centers serving infants and toddlers located in metropolitan Kansas City and eventually participated in data collection. Any child in the 12 to 48 month age range was eligible to participate in the study. Nineteen children participated from Center 1 (63%) and 11 (37%) from Center 2. The proportions of one, two, and three year olds participating from each Center were statistically equal as was the number of boys and girls, 15 each. The mean age of children at first measurement was 31.4 months (SD = 8.0, min = 14.6, max = 46.4). The general design was a cross-sectional, longitudinal study with children in three age cohorts at start (C1 = 12-23 [n = 8], C2 = 24-35 [ n =14], and C3 = 36-48 [n = 8] months of age).

Centers represented a range of parochial and private sponsoring groups and some were affiliated with neighboring high schools serving adolescent mothers. The centers served children of varied racial and socioeconomic backgrounds. Five additional children were subsequently identified in the developmental delay range by research staff based on mental ability scores at or below -1.5 SD of the Bayley Scales mean. Three of these five identified by research staff children had existing IFSP’s.

Each eligible child’s parent received a packet of information that included an informed consent form and demographic questionnaire. Any child whose parents returned a signed informed consent participated over the next 6 months. By the end of the study, 2 children had dropped from participation because they had moved or otherwise left the center without forwarding information. Thus, the analysis sample was comprised of 28 children who had completed at least some form of measurement.

Technical Measurement Results

Reliability – Interobserver Agreement

Interobserver agreement assesses the extent to which two observers produce the same score. Agreement assessments tap the extent that two observers record the key skills elements displayed by the same child being observed by both observers at the same time. High percentage agreement indicates that observers are well trained because they understand and apply the key skill element definitions in the same way in the recording process.

Interobserver agreement was calculated using the frequency ratio method (Kazdin, 1982) using 58 paired agreement checks. The ratio was computed by dividing the smaller of the two scores by the larger times 100.

• Overall percentage agreement was 93% (range, 76% to 100%) (using 58 paired agreement checks)

By Key Skill Element, percentage agreement scores between two observers recordings of the same child were:

• 71.1%, Look
• 86.1%, Explore
• 95.3%, Function
• 92.9%, Solutions
• 72.0%, Engagement

Pearson r also was used to calculate the similarity between observers’ scores, yielding an overall correlation of .97. By Key Skill Element, correlations were:

• .76, Explore
• .98, Function
• .99, Solutions
• .99, Engagement

View complete table of percent agreement and correlations

Reliability – Split-half (Odd vs. Even)

This form of reliability tests the comparability of EMI scores when scores are based on odd versus even observation occasions and compared.

Split-half reliability findings were: .88 for Functions, .88 all skills combined, and .83 for Functions + Solutions, each produced very strong reliability correlations. Explore produced a moderate correlation of .60, while all remaining correlations were weak.

View complete table of split-half reliability data

Reliability – Alternate Toy Forms

This test of reliability compares movement scores formed when observations were made using alternate toys, in this case the Form A and Form B toy sets. A desired reliability outcome is for children’s scores to be equal when measured with both forms very close in time.

Pearson correlations were very strong at .90 for Function, All combined, and Functions + Solutions. Look and Engagement produced the weakest correlations at .32 and .26 respectively. The weak correlation with Engagement was explained by its limited variability as most children scored at its ceiling level.

Scores for each skill and composite (means and standard deviations) were similar in magnitude comparing one form to the other. Mean differences were significantly different only for Solutions. Form B consistently underestimated solutions compared to form A.

Validity – Criterion

Analyses were conducted to test whether or not EPSI scores correlated with other measures of problem solving and mental ability. These measures were either the Bayley Scales of Infant Development, 2nd Edition (BSID-II, Bayley, 1993) or the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R, Wechsler, 1989). For children younger than 42 months of age, the Bayley Scales of Infant Development, 2nd Edition (BSID-II, Bayley, 1993) was used.  For two children who were older than 42 months, the Wechsler Preschool and Primary Scale of Intelligence-Revised was used (WPPSI-R, Wechsler, 1989). Both measures yield standard scores (M= 100, SD=15) for mental ability.

The Bayley’s Mental Scale is a measure of cognitive functioning for children birth through 42 months of age that is administered to a respondent who is familiar with the child’s behavior via a semi-structured interview. The mental scale taps a range of skills including: sensory/perceptual acuities, discriminations, and response; acquisition of object constancy; memory, learning, and problem solving; vocalization, beginning of verbal communication; basis of abstract thinking; habituation; mental mapping; complex language; and mathematical concept formation. For children older than 15 months, the full protocol requires up to 60 minutes to complete, up to 35 minutes for children younger than 15 months.  The BSID-II is normed on a stratified random sample of 1,700 U.S. children (850 boys and 850 girls) ages one month to 42 months, grouped at one-month to three-month intervals on the variables of age, sex, region, race/ethnicity, and parental education.

The Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) also measures the cognitive ability of young children.  A range of studies indicate that the WPPSI has adequate construct, concurrent, and predictive validity for many types of normal and handicapped children in the age range from 4 to 6.5 years. The WPPSI-R contains 12 subtests, 6 in the Performance Scale and 6 in the Verbal Scale. Five of the six subtests in each scale are designated as the standard subtests. They are Object Assembly, Geometric Design, Block Design, Mazes, and Picture Completion in the Performance Scale and Information, Comprehension, Arithmetic, Vocabulary, and Similarities in the Verbal Scale. The optional subtests are Animal Pegs in the Performance Scale and Sentences in the Verbal Scale. The WPPSI-R was standardized on 1,700 children, 100 boys and 100 girls in each of eight age groups from 3 to 7 years and one group of 50 boys and 50 girls from 7 years. The 1986 U.S. census data were used to select representative children for the normative sample.  Test-retest reliabilities for a period of approximately 3 to 7 weeks for Performance, Verbal, and Full Scale IQS were .87, .89, and .91, respectively.

Does the EPSI measure early cognitive ability? Children received five repeated EPSI measures separated in time by 3 weeks. Twenty-one children (70%) had all 5, four children had 4 observations (13%), five had 3 or fewer observations (17%).

Moderately strong criterion validity correlations were obtained between the criterion measure and three of the EPSI scores:

• Functions (r = .48)
• Solutions (r = .40)
• Total composite (r = .42)

Is the EPSI sensitive to age differences in early communication? Analyses by age cohort indicated that Functions, Solutions, Total Composite (rate per minute), and Engagement (percentage duration) showed an orderly increases from one age span to the next. Older children were more proficient in these skills than younger children. This was not the case for Look and Explore. Look remained relative stable over age cohort, while Explore increased slightly in Cohort 2 compared to Cohort 1, and then dropped back in Cohort 3.

Is the EPSI sensitive to changes in Key Skill Elements (Look, Explore, Functions, Solutions, Engagement)?

• Overall children and ages combined, Function was the most frequently occurring key skill (6.7 responses per minute) followed by Explore (5.5), Look (1.1), and Solutions (0.9) in rank order.
• Beginning at 14 months of age, children had greater than zero rates of occurrence of all key skills except Solutions.
• Solutions emerged 8 months later at 22 months of age.
• Beginning at 1.0 per minute, Functions accelerated to 8.0 per minute at 36 months of age, increasing again to 10.0 per minute at 49 months of age.
• Solutions accelerated from 0 to 1.0 per minute by 28 months of age leveling off thereafter through 49 months of age.
• Look, Explore, and Engagement were flat and relatively unchanged over the entire age span.

View raw data trends in key skill elements over age at testing

 Is the EPSI sensitive to growth over time? The linear slopes (responses per minute per month) were the following for these key skill and combinations:

• 0.001, Look
• 0.003, Explore
• 0.050, Solutions
• 0.275, Functions
• 0.320, Composite (Look + Explore + Solutions + Functions)
• 0.325, Function + Solution

These slopes indicate that Look and Explore, with slopes near zero, were flat and not growing over time.  Functions + Solutions were growing at a rate of one-third of a response per month of age.

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Problem solved! A guide for employees and learners

On this page, problem-solving techniques, five whys technique, proact technique, creative technique, collaboration technique, plan, do, check, act (pdca) technique, problem-solving worksheet, problem-solving activities, problem-solving log, alternate format.

Problem Solved! A guide for employees and learners [ PDF - 4.3 MB]

Large print, braille, MP3 (audio), e-text and DAISY formats are available on demand by ordering online or calling 1 800 O-Canada (1-800-622-6232). If you use a teletypewriter ( TTY ), call 1-800-926-9105.

This tool is designed to support employees and learners who want to practice and improve their problem-solving skills. It includes various problem-solving techniques, activities and worksheets that can help individuals develop their skills.

Problem solving is one of the most important skills for success in the workplace and at home. The ability to identify a problem, evaluate all of the relevant factors and develop a good solution is essential. Whether you are experiencing conflict with a co-worker, dealing with multiple tasks that need to be prioritized, or trying to track a shipment that hasn't arrived, problem solving is a part of everyday life.

This tool is designed to help you practice and improve your problem-solving skills. It has 4 sections:

Section 1: Problem-solving techniques — Learn about 5 different problem-solving techniques that can be used in different situations (for example in groups or when solving problems on your own).

Section 2: Problem-solving worksheet — Use this worksheet to work your way through the problem-solving process.

Section 3: Problem-solving activities — Practice the different problem-solving techniques by completing various activities.

Section 4: Problem-solving log — Log your problem-solving experiences in order to keep track of your accomplishments and learn from your mistakes.

This tool is also customizable! You can use the problem-solving techniques and worksheet to solve a problem you are facing at work or at home.

Five problem-solving techniques are described in this section. Read each one carefully and, when faced with a problem, choose one that you feel comfortable with and that best suits the situation.

• the five whys technique
• the PROACT technique
• the creative technique
• the collaboration technique
• the Plan, Do, Check, Act technique

The following techniques can be used when problem solving in groups or on your own.

Senge, P. (1999). The Fifth Discipline, Fieldbook. New York: Doubleday.

The Five Whys Technique can be used to identify the root cause(s) of a problem. Often, what appears to be a problem is actually a symptom (sign, indication) of a bigger issue that needs to be resolved. You can use this technique to help determine the reason the problem exists by asking "why" certain things have occurred. Generally, you should be able to reach the root cause(s) after asking a series of 5 whys; however, the number can vary depending on the situation. For example:

Symptom: A client is filing a complaint with our company.

• We didn't complete a project on time.
• The necessary resources were not available to do the project.
• It took too long to hire a project manager; therefore, the necessary resources were not organized properly.
• A lack of information about hiring a project manager was given to human resources.
• Root cause: There is no formal process for submitting job postings to human resources.

Once you have determined the root cause(s) of the problem, take the appropriate steps to resolve the issue.

Hammond, J., Keeney, R., & Raiffa, H. (1999). Smart Choices. Boston: Harvard Business School Press.

The PROACT Technique encourages a thorough problem-solving approach. The problem is examined in detail and potential solutions are carefully reviewed before any decisions are made. Answer the questions in each of the steps to work towards a solution.

PR - Problem: Define and examine the problem:

• what are the symptoms of the problem
• what is the root cause - the real problem
• how big is the problem? Is it severe or minor
• who is involved in the problem
• what are the effects of the problem
• how much is it costing you (financially, emotionally, etc.) to have the problem
• why is solving the problem important
• what information do you need to gather in order to solve the problem

O - Objectives: Determine your objectives:

• What do you want to accomplish
• How will you know if the problem is solved

A - Alternatives: Identify the alternatives (options):

• What can you do to address the problem? Identify at least 3 options

C - Consequences: Consider the consequences of each option:

• How well does each option satisfy your objectives
• What are the advantages and disadvantages of each option

T - Trade-offs: Think about the trade-offs associated with the options:

• What criteria are most important in this situation? What are your priorities
• What will be given up or gained by choosing one option versus another

When you have completed the steps, choose a solution and take action.

The following techniques can be used when problem solving in a group setting.

Reflective and Creative Problem Solving. (2004). Saskatoon: Saskatoon Public School Division, Inc.

It can be helpful to include a variety of people and ideas in the problem-solving process. The creative technique uses group work and brainstorming to develop solutions.

Orientation

• Prepare to work together. Agree on acceptable behaviour, rules for discussion, time commitments, etc.
• List the symptoms of the problem

Preparation and analysis

• Discuss the symptoms and why they exist
• Determine the root cause of the problem: the real problem
• List as many potential solutions to the problem as possible. At this point, all ideas should be considered valid
• Before choosing a solution, abandon the problem for several days (if possible). Allow enough time to adopt a fresh perspective, but not long enough to forget earlier work

Synthesis and evaluation

• Establish the criteria for a good solution
• Look at all of the potential solutions. Try to combine the best features of each to create a solution with the greatest number of positive outcomes and the smallest number of negative outcomes

Gorski, P. C. (2006). Collaborative Multicultural Problem-Solving with Case Studies: A 6-Step Model . Retrieved November 29, 2007

The collaboration technique also involves group work, but is more focused on dealing with sensitive issues that involve a variety of people and perspectives. It encourages respect and understanding for everyone involved in a situation.

Problem identification

• In a group, identify the symptoms of the problem

Perspectives

• Create a list of the people, groups and/or organizations impacted by the problem
• Consider how each of them is affected by the problem. (Note: Include anyone who is affected by the situation directly or indirectly. It might be necessary to make some assumptions for this step, stressing the importance of involving as many opinions and perspectives as possible in this process)

Challenges and opportunities

• With the different people, groups and/or organizations in mind, consider the individual or organizational challenges and constraints within which the problem must be solved (for example company policy). How will these affect the problem-solving process?
• Consider the learning and growth opportunities presented by the problem for everyone involved. What can be learned? What progress can be made by solving the problem?
• Brainstorm possible solutions. Think of everyone involved and remember that any solution could affect everyone differently
• Listen to and respect each other's ideas. Record every idea, no matter how unreasonable it may sound to individuals in the group
• Using the brainstormed ideas, come up with at least 2 or 4 specific solutions. They can focus on the individual or the underlying issues at a group or organizational level
• Develop a formal plan of action. Keep in mind the different people and perspectives involved

Expected outcomes

• List the outcomes you expect as a result of the solutions you identified
• Revisit the Perspectives step to ensure the solutions are fair and respectful to everyone involved

The following technique encourages a preventative approach to problem solving.

Robbins, S. P., & Langton, N. (2003). Organizational Behaviour, Concepts, Controversies, Applications (3rd Canadian Ed.). Toronto: Pearson Education Canada.

The PDCA technique is focused on continuous improvement. Rather than solving a problem after it has happened, this technique anticipates how a situation or process can be improved so that problems can be avoided.

• Identify a process or situation that needs to be improved
• Develop an action plan (solutions) to address it
• Carry out the action plan
• Study the results of carrying out the action plan. What did you learn? Were improvements made?
• Make a decision. If the action plan was successful, use it to plan future improvements. If it was not successful, repeat the cycle and develop a new approach

"Plan-do-check-act process" This is an image that shows a continuous framework which consists of a series of inter-connected and inter-related steps. There are 4 steps: Plan, Do, Check, and Act.

This worksheet will help guide you through the problem-solving process. Complete each step to help you work towards a solution. Insert steps from the different problem-solving techniques as required. Keep the worksheet handy and use it when you need to solve a problem.

Step 1: What is the problem

• What are the symptoms of the problem
• What is the root cause of the problem — the real problem

Step 2: What are the potential solutions

• Are there any factors that you need to consider when choosing a solution? For example policies, procedures, etc.
• What are the advantages and disadvantages of each possible solution
• What are the consequences of each possible solution

Step 3: What is the best solution

• Which solution is the best overall? Why
• Choose a solution and act on it

Step 4: Is the problem solved

Did the chosen solution solve the problem? If not, return to Step 1 to review the problem again. Try using a different approach.

The following activities are designed to help you practice and improve your problem solving skills. They focus on different situations and can be solved using the problem solving techniques and worksheet provided.

Instructions

• Choose one of the activities provided or develop your own
• Select the problem-solving technique(s) that you think is best suited to the situation
• Use the chosen technique(s) and Problem-Solving Worksheet to complete the exercise

Helpful problem-solving tips:

• Make sure that you understand the problem. Don't rush into the problem-solving process before you understand the different aspects of the issue. Take your time!
• There could be many possible solutions to one problem. Choose one that you feel most comfortable with and that you think properly addresses the problem. If you are not sure about your decision, ask a co-worker, supervisor or a friend for feedback.
• It's okay to make mistakes. Don't get frustrated if the problem-solving process does not go smoothly. Stay positive and learn from your mistakes.
• Keep track of your problem-solving experiences. You may face similar problems in the future and could use lessons learned to avoid or resolve them (see Problem-Solving Log).

A cashier is working the night shift at a 24-hour grocery store. He notices that a customer is acting suspiciously and has a large bulge under her coat. The cashier thinks the customer is shoplifting. The cashier's responsibilities include loss prevention.

Pretend that you are the cashier. Solve the problem using the techniques and worksheet provided.

Things to consider

• Are there existing policies or procedures to consider
• Do you approach the customer? If so, how
• What if the customer becomes aggressive
• This activity can be used to practice problem solving in any customer service or loss-prevention setting. It can also be used to develop your conflict resolution skills.
• This activity can be done by role-playing with co-workers or friends (for example one person is the cashier and one is the customer).

An early childhood educator is employed at a nursery school. One of the children often becomes upset and aggressive towards the other children when her parents leave the school. This often leads to the other children becoming upset as well. School policy states that no child can emotionally or physically harm another child. The educator consults with the parents about the issue.

Pretend that you are the educator or parent of the child. Solve the problem using the techniques and worksheet provided.

• Are there existing policies or procedures to follow
• How do you ensure that everyone's (for example children, parents and educator) interests are taken into consideration
• This activity can be done by role-playing with co-workers or friends (for example one person is the educator and one is the parent)

A front desk clerk is working at a large hotel. At 10 pm, she receives a complaint from a hotel guest that some of the guests staying on the same floor are having a party and are very loud. He asks that the issue be resolved as soon as possible. Hotel policy states that excessive noise will not be tolerated after 9:30 pm.

Pretend that you are the front desk clerk. Solve the problem using the techniques and worksheet provided.

• Do you approach the guests that are causing noise? If so, how
• How do you ensure that everyone involved is satisfied
• This activity can be used to practice problem solving in any customer service setting. It can also be used to develop your conflict resolution skills
• This activity can be done by role-playing with co-workers or friends (for example one person is the clerk and one is the guest)

A production clerk is working at a small car manufacturing plant. He is responsible for inspecting parts and deciding if they meet the quality standards. The clerk receives a large batch of parts and sees that the production quality is questionable. Ordering new parts could cost the plant time and money, but using poor quality parts could cause problems in the future. Due to the fast-paced production schedule, the clerk must quickly decide what to do with the questionable parts. The company has an excellent reputation for meeting high quality standards.

Pretend that you are the production clerk. Solve the problem using the techniques and worksheet provided.

• Who should you approach about the issue
• Are the parts made in-house, or are they from a supplier
• This activity can be used to practice problem solving in any fast-paced setting
• This activity can be done by role-playing with co-workers or friends (for example one person is the production clerk and one is the supplier or supervisor)

A server is working at a busy restaurant. She is serving 8 tables and is rushing to keep up. One of the customers calls her over to say he is not happy with the quality of the service and, therefore, refuses to pay the bill. The server is trying to deal with the customer, while continuing to serve the other patrons. The restaurant is committed to ensuring that, generally, customers leave satisfied with their experience.

Pretend that you are the server. Solve the problem using the techniques and worksheet provided.

• What if the customer becomes angry? What if other customers become frustrated?
• This activity can be done by role-playing with co-workers or friends (for example one person is the server and one is the customer)

This log will help you keep track of your problem-solving experiences. Use it to monitor your progress with problem solving or to solve future problems by looking back on how you successfully dealt with similar situations.

• Challenges:
• Chosen solution(s):
• Lessons learned:

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Please note you do not have access to teaching notes, analytical procedures: an in-class exercise.

Advances in Accounting Education: Teaching and Curriculum Innovations

ISBN : 978-1-78714-181-0 , eISBN : 978-1-78714-180-3

Publication date: 6 March 2017

Understanding when it might be appropriate for the auditor to perform substantive analytical procedures,

Understanding how to form an expectation of an account balance when performing analytical procedures, and

Understanding how to evaluate the results of a substantive analytical procedure.

In cooperation with KPMG, we believe that the analytical procedures exercise gives students a better understanding of performing substantive analytical procedures. 1 As identified by Auditing Standard AU-C 520, PCAOB Standard AS 2305, and in the academic literature (e.g., Hirst & Koonce, 1996), analytical procedures are an important part of the audit process. Understanding when and how to perform substantive analytical procedures, combined with how to evaluate the results, will aid in student knowledge of the audit process.

• Analytical procedures
• Substantive testing
• Undergraduate auditing

Bagwell, C. , Quick, L.A. and Vandervelde, S.D. (2017), "Analytical Procedures: An In-Class Exercise", Advances in Accounting Education: Teaching and Curriculum Innovations ( Advances in Accounting Education, Vol. 20 ), Emerald Publishing Limited, Leeds, pp. 51-78. https://doi.org/10.1108/S1085-462220170000020004

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