1. Feedback training session
Welcome to this course section. In this section you will practice how to give feedback and report results on the Matrigma test.
This course section will take about minutes to complete.
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2. Content Scenario 1: Low Matrigma score Scenario 2: High Matrigma score
Scenario 3: Average Matrigma score
Scenario 4: Low Matrigma score
This course section consists of four scenarios, where you will get a chance to practice how to give feedback to candidates who have taken the Matrigma test.

3. Objective Carry out feedback to candidates
After completing this section you should be able to carry out feedback to candidates.

4. The purpose of feedback
Provide the opportunity for face to face feedback
Get to know the candidate better
An opportunity for increased self knowledge
When testing with Matrigma, consider providing the opportunity for the candidate to receive face to face feedback. This ensures that candidates feel that they have been well taken care of. Note that not all candidates will require or be interested in getting feedback, but a general rule is to provide the opportunity.
You will as a test administrator get to know the candidate better while giving feedback. The candidate might for instance be able to give some examples of behaviors that are related to his or her GMA. Also, the reaction of the candidate when he or she receives feedback might also reveal relevant information.
Some candidates have taken other GMA tests in selection, and some have not. Even though Matrigma might become a common task for you as a test administrator, it could be a novel experience for the candidate. Providing feedback can give the candidate important insights.

5. The feedback process Getting started Feedback session
The process for giving face to face feedback on Matrigma to a candidate consists of three steps.
Start with introducing Matrigma and have a general discussion regarding the test taking experience of the candidate.
Then, give the candidate feedback on the test result.
Finally, wrap up the session by giving the candidate a chance to comment on your discussion and talk about the next steps.
Ending the session

6. Your result
The report ”Your result” can be used as a written feedback to candidates or as a complement to your face to face feedback. When you this report to candidates most of them will find the information sufficient and won’t require additional face to face feedback.
When testing a large number of candidates, the written report will be very practical if you are going to give feedback to a large number of candidates.

7. Interpretive report
The interpretive report functions as feedback support for you as a test administrator. It shows the candidate’s result together with information about the meaning and practical significance.
Always review the report thoroughly before the feedback session with the candidate.

8. Scenarios
You will now face four different scenarios. Each scenario consists of several steps, and in each step you will have two or three responses to choose from. You will receive immediate feedback on your answers.

9. Scenario 1 – Low result
In this first scenario you will give feedback to Linda, who has taken the Matrigma test and got a score of 3.

10. Getting started
Now you’ve taken Matrigma. Your result was 3 on a scale from 0 to 10.
Now you’ve taken Matrigma. How do you think you scored on the test?
What would be your opening line in the feedback session with Linda?
Select the appropriate phrase to the right.
Now you’ve taken Matrigma. How did you experience taking the test?

11. Getting started Start with a general discussion
Listen to candidate’s view
Do not reveal test results yet
Before you get into the feedback session with the candidate, it is usually a good idea to start with a short discussion about the general experience of taking the test. This will give you the opportunity to take into account any special considerations before giving the candidate his or her result, e.g. if a candidate for some reason was distracted while taking the test.
You might want to avoid giving feedback on the actual test result at this early stage in the feedback session.

12. Giving feedback on the result
You received a low result on Matrigma. This means that you had fewer correct answers on the test than most people in the norm group.
You have a low GMA. This means that it’s harder for you to answer questions in Matrigma than what it is for most people in the norm group.
Now it is time to give Linda feedback on her result. How would you do this?
Select the appropriate phrase to the right.

13. Giving feedback on the result
Refer to test results rather than characteristics
Be as straightforward and honest as possible
Keep norm group in mind
A good rule when giving feedback is to refer to the candidate’s test results rather than characteristics. It is better to say “you received a low result on Matrigma” rather than “you have a low GMA”. It is generally easier for candidates to accept this type of feedback and make the session smoother.
Still, it is important to be as straightforward and honest as possible; just inform the candidate about the test result and what this means. Keep in mind that the result is generated because of the norm group.

14. Ending the feedback session
You have received feed-back on your Matrigma result. We’ll be in touch.
Now you’ve received feedback on your Matrigma result. Anything else you’d like to add?
After giving feedback to the results it is time to end the feedback session. What would be a good way to do this?
Select the appropriate phrase to the right.

15. Ending the feedback session
Give the candidate an opportunity to comment
You should always give the candidate an opportunity to reflect and make some final comments before wrapping up the feedback session.

16. Scenario 2 – High result
In this scenario you will give feedback to Curt, who has taken the Matrigma test and got a score of 8.

17. Getting started
GMA refers to a capacity for logical problem solving. It concerns the ability to draw logical conclusions.
GMA concerns how intelligent you are.
As previously stated, it is good to start by asking for a general impression of the test administration. In this scenario you have started off by introducing Matrigma and asked Curt for some general comments:
– You have taken Matrigma which is a test that measures GMA or general mental ability. How did you experience taking the test?
Curt replies:
– I thought it was quite hard, especially towards the end, but also quite engaging and fun. The “GMA” that you talk about and that Matrigma measures – what is it?
What would your answer be? Select the appropriate phrase to the right.

18. Getting started avoid the term intelligence
describe candidate using Matrigma results (Low, Average or High)
When explaining GMA, try to avoid the term intelligence. Candidates often have many different associations to this term and you might want to avoid certain discussions in the feedback session.
Also, you should try to avoid giving feedback in terms of “how intelligent you are”. Try to describe the candidate in terms of “you received an average, high or low result on Matrigma”.

19. Giving feedback on the result
The norm group in Matrigma consists mostly of managers and specialists that also have taken Matrigma in a selection context.
The norm group consists of a large group of individuals that also have taken Matrigma. These individuals have taken Matrigma in a selection context, often in a recruitment process.
You inform Curt that he received a high result on Matrigma and that this means that he had more correct answers on the test than most people in the norm group.
Curt asks:
– What is the norm group in Matrigma?
What would your answer be? Select the appropriate phrase to the right.

20. Giving feedback on the result
large group of both managers, specialists and employees
at different levels in several organizations
have taken Matrigma in a selection context
The norm group in Matrigma consists of a large group of both managers, specialists and employees at different levels in several organizations. They have taken Matrigma in a selection context, often in a recruitment process.

21. Ending the feedback session
Matrigma measures GMA. Research shows that GMA is an impor-tant factor in jobs with a high complexity and hard and complex tasks.
Matrigma measures GMA. Research shows that GMA is an impor-tant factor in almost all jobs in different types of organizations. Of course there are several aspects that contribute to job performance, e.g. perso-nality factors, but GMA is an important factor.
Curt has received feedback on his result and is now wondering if this characteristic is important with regards to the job tasks for the job.
What would your answer be? Select the appropriate phrase to the right.

22. Ending the feedback session
GMA is important in almost all jobs in different types of organizations
all other things alike, it is always an advantage to have a high Matrigma result
Research shows that GMA is important in almost all jobs in different types of organizations. Experience shows that all other things alike, it is always an advantage to have a higher result on a test like Matrigma than a low result.

23. Scenario 3 – Average result
In this scenario you will give feedback to Eric, who received an average result on Matrigma.

24. Getting started
It’s quite common for candidates to feel that the time limit is a critical factor. Your performance depends equally on the complexity of the logical problems and the time limit. One could say that your Matrigma result is a measure of your ability to work under considerable time pressure.
Even with more time on your hands, you probably wouldn’t have gotten further in the test. Your task when taking Matrigma is to solve as many problems as possible in the given time limit. Usually, your result on Matrigma is more related to the complexity of the logical problems than the time frame.
You have introduced Matrigma and asked Eric how he felt taking the test. Eric says that he thought that Matrigma started off quite easy but got really hard at the end. He says that if he had had more time, then he probably would have solved more of the problems.
What is your reply? Select the appropriate phrase to the right.
It’s quite common for candidates to feel that the time limit is a critical factor. The task when taking Matrigma is to solve as many problems as possible within the given time frame. Actually, your result on Matrigma is usually more dependent on the complexity of the logical problems than the time limit.

25. Getting started Validate candidate’s experience
The critical factor in Matrigma is the complexity of the logical problems
A good rule when giving feedback is to validate the experience of the candidate.
For instance, when a candidate says that he or she felt that the test was hard, you can say “this is quite normal; a lot of candidates feel that Matrigma has hard logical problems towards the end. It’s very rare that a candidate manages to answer all the questions correctly”. In this case with Eric the test administrator can validate the sentiment that Eric ran short of time by saying “it’s quite common for test takers to feel that the time limit is critical when taking Matrigma”.
But is it true that the time limit is the critical factor when taking Matrigma? No, it is not. The critical factor in Matrigma is the complexity of the logical problems and this information is also important to the candidate so that he or she can reflect upon his or her result in an open and straightforward way.

26. Giving feedback on the result
Do you think that you received an average, low or a high result on Matrigma?
The score on Matrigma ranges from 0 to 10 with a mean of 5. How do you think you scored?
In this feedback, you’re going to give Eric the opportunity to guess what score he received.
How would you do this? Select the appropriate phrase to the right.

27. Giving feedback on the result
Describe result as low, average or high
Talk about test result rather than characte-ristic or GMA
It is usually enough to describe the result in low, average or high terms. This is also how the candidate’s result is described in the Your result report.
Note also that the test administrator is using terms such as “your results” and that “you scored”. It is a good rule of thumb to talk about the candidate’s test result rather than his or her characteristic or GMA.

28. Giving feedback on the result
You have about as much GMA as most people.
Matrigma results are normally distributed. Since your score is average, you’re in the same area as 68% of the norm group.
Eric answers:
– “I think that I probably scored a bit better than most people. I think I’m pretty good at this type of logical problem solving”.
How would you respond? Select the appropriate phrase to the right.
You received an average score on Matrigma.

29. Giving feedback on the result
Keep it simple
Refer to actual score
Do not use technical terms
Discuss score, not GMA
Try to keep the feedback as simple as possible. Never assume that the candidate has detailed knowledge about psychometric terms and concepts.
You will in most cases be better off choosing the option “you received an average score on Matrigma” and to avoid technical terms such as normal distribution.
Also, again, it’s preferable to talk about the candidate’s score and not to talk about his or her GMA.

30. Giving feedback on the result
Remind Eric that his result depends on the norm group.
Validate Eric’s expectation by saying that test results are dependent upon the situation and can vary from time to time.
Note that there is a discrepancy between Eric’s average test result and his expectation for a high result. Eric comments the average result by saying “I thought I was going to do better”.
What would be an appropriate first step to deal with this discrepancy? Select an alternative to the right.

31. Giving feedback on the result
Remind the candidate of the norm group
Ask the candidate to reflect on his/her result
There is only one good option here, and a good first step is to remind the candidate of the norm group.
You could say to the candidate that “If you receive an average, low or high result depends on the group that you’re being compared with. In this case, the norm group consists of a few thousand individuals who have taken Matrigma in a variety of languages in a selection context”. Most candidates will settle at this point.
If he or she requires further explanation you could reverse the question and ask the candidate instead: “so, you expected a high result but received an average score on this occasion – how come?”

32. Ending the feedback session
Ok, we’ve now completed the feedback session. Do you have any thoughts or comments before we finish?
You’ve now received feedback on your Matrigma result. We’ll be in touch.
Eric has received feedback on Matrigma. How would you wrap up the feedback session?

33. Ending the feedback session
Give the candidate an opportunity to reflect and comment
Make it a habit to provide the candidate with a last opportunity to bring up any remaining thoughts or questions at the end of the session.

34. Scenario 4 – Low result
In this scenario you will give feedback Alex, who received a low result on Matrigma.

35. Getting started
Now you’ve taken a test called Matrigma. You probably thought that the test was quite hard?
Now you’ve taken a test called Matrigma. How did you experience taking the test?
How would you initiate the feedback session?
Select the appropriate phrase to the right.

36. Getting started Do not make presumptions of what the user thought
Even though Alex received a low result there is no need to presume that he thought that the test was hard. Alex responds that he thought Matrigma was both fun and demanding to do.

37. Giving feedback on the result
Let’s move focus from the test result to your work experience. Which situations have you experienced as challenges and strengths at work?
Let’s move focus to how this test result might express itself in real life. Which situations can you relate to your low result on Matrigma?
The next step is to give feedback on the Matrigma results. You say to Alex that “you received a low result on Matrigma”. Alex comments the feedback by saying “it doesn’t surprise me – I thought that a lot of the problems were quite challenging. I’ve never felt really good at this type of exercise”.
At this point in the feedback process, you might as a test administrator probe further and relate the candidates result to behaviors at work.
What would be a good option for this? Select the appropriate phrase to the right.

38. Giving feedback on the result
Gives relevant information to test administrator
Promotes self knowledge of the candidate
All candidates have strengths and challenges
Explore contradictions
This type of feedback and interview can give relevant information to the test administrator and it promotes self knowledge of the candidate.
When probing into the behaviors of the candidate, keep in mind that all candidates have strengths as well as challenges. As a test administrator, it is relevant to look for both behaviors that are examples of the Matrigma score as well as those which might contradict the result. When there’s a contradiction, this is something that you might want to explore further

39. Ending the feedback session
Our decision will be related to both the score that you received and the scores of the other candidates. The candidates with the highest results will be the first ones to move on to personality testing.
Matrigma is an important predictor and we’re going to base our decision on your result. Since you have a low result you won’t move on to personality testing.
You’ve given feedback to Alex and it’s time to end the session. You ask Alex if he has any remaining thoughts and he says that he wonders what impact this test result will have on the hiring process.
So far in the process, the candidates have only taken Matrigma, and in the next step, they will take a personality test.
Which would be the best answer? Select the appropriate phrase to the right.

40. Ending the feedback session
Put the test in context
Makes decision easier to accept
It’s usually a good rule of thumb to put the test in context when giving feedback.
In this case, the test administrator had chosen to use a rank order to move candidates on to personality testing. This information will make it easier for the candidate to accept the decision.

41. Summary Consider providing candidates with feedback
Use the interpretive report as feedback support
Start with a general discussion
Refer to test results rather than characteristics or GMA
Avoid using the term intelligence
Avoid using psychometric terms
Refer to the norm group
Give the candidate an opportunity to reflect before wrapping up
When testing with Matrigma, consider providing candidates with the opportunity to get feedback.
The interpretive report functions as feedback support for you as a test administrator.
Start the feedback session with a short discussion about the general experience of taking the test.
Refer to the candidate’s test results rather than his or her characteristics or GMA. Describe the candidate in terms of “you received an average, high or low result on Matrigma”. Avoid using the term intelligence.
Avoid answers that require detailed knowledge about psychometric terms and concepts.
You might want to refer to/discuss the norm group when talking about results.
Give the candidate an opportunity to reflect and make some final comments before wrapping up the feedback session.

42. You have now completed this course section and you can continue to the next: Administrating Matrigma.
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