Psychometric Report Creative Problem-Solving Testhr.psychtests.com/archprofile/stats/creative_ps.pdf · Psychometric Report Creative Problem-Solving Test . Creative Problem-Solving

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Creative Problem-Solving Test Description: A 30-item test designed to evaluate creative problem-solving potential. This test measures not only the number of alternatives generated during problem-solving, but also the uniqueness of those alternatives. Creativity is linked to flexibility, decision-making, tolerance of ambiguity, and quality of problem-solving behavior. The Creative Problem-Solving Test indicates whether these fundamental qualities are present in the individual. In addition to a general score suggesting overall creative problem-solving ability, scores on three sub-scales are measured and interpreted. The results of this test include tips for building creative potential, and a breakdown of the strengths and limitations of both highly creative and highly pragmatic individuals.

Sub-Scales:

1) Comfort with Decision-Making

Measures comfort with ambiguity and the unknown

2) Attitude Toward the Problem-Solving Process

Measures open-mindedness and flexibility

3) Problem-Solving Behavior

Measures creative problem-solving

Reference: Sylvain, V., Jerabek, I. (2003). Creative Problem-Solving Test. Psychtests.com, http://www.psychtests.com/tests/career/create_ps_access.html Sample Size: 23042 Sample Description: The study includes men and women, aged 10 to 80, who took the test on Queendom.com Number of questions: 30

Copyright Plumeus Inc. 2003 2

Descriptive Statistics See Annex 1 for Descriptive statistics Distribution for the Creative Problem-Solving Test The distribution of the scores is shown in red; the black line represents the normal curve. The scores are displayed on the x-axis. The y-axis corresponds to the number of respondents who fall into the relevant score range. OVERALL CREATIVE-PROBLEM SOLVING

Creative Problem-Solving

100.090.0

80.070.0

60.050.0

40.030.0

20.010.0

0.0

Freq

uenc

y

5000

4000

3000

2000

1000

0

Std. Dev = 11.53 Mean = 61.6

N = 23042.00


COMFORT WITH DECISION-MAKING

Comfort with Decision-Making

100.090.0

80.070.0

60.050.0

40.030.0

20.010.0

0.0

Freq

uenc

y4000

3000

2000

1000

0

Std. Dev = 13.24 Mean = 66.4

N = 23042.00

ATTITUDE TOWARD THE PROBLEM-SOLVING PROCESS

Attitude Toward the Problem-Solving Process

100.090.0

80.070.0

60.050.0

40.030.0

20.010.0

0.0

Freq

uenc

y

4000

3000

2000

1000

0

Std. Dev = 14.68 Mean = 64.1

N = 23042.00


PROBLEM-SOLVING BEHAVIOR

Problem-Solving Behavior

100.090.0

80.070.0

60.050.0

40.030.0

20.010.0

0.0

Freq

uenc

y5000

4000

3000

2000

1000

0

Std. Dev = 12.91 Mean = 56.4

N = 23042.00


Reliability and Internal Consistency Overall Score (30 items)

Inter-Item Consistency Cronbach's Coefficient Alpha: 0.7850 Split-Half Reliability Correlation between forms: 0.6325 Spearman-Brown formula: 0.7751 Guttman’s formula: 0.7749


Criterion and Construct Validity 1. Relationship between creative problem-solving scores and ethnicity: Question #1: Which of the following best describes your ethnicity? VALUE="21" > Black VALUE="22" > Chinese VALUE="23" > Filipino VALUE="24" > Indian/Pakistani VALUE=”25”> Japanese VALUE=”26”> Korean VALUE=”27”> Latino VALUE=”28”> Other Asian VALUE=”29”> Other VALUE=”30”> Native American VALUE=”31”> Pacific Islander VALUE=”32”> Puerto Rican VALUE=”33”> White/Caucasian


a) Overall career creative problem-solving scores and ethnicity: Significant differences on overall career advancement scores were found between ethnic groups. White/Caucasian test-takers had the highest overall creative problem-solving score, followed by Native Americans, Others, and Blacks, in that order. The lowest-scoring ethnic groups for overall creative problem-solving scores were Chinese and Filipino. There was a significant difference in creative problem-solving scores between White/Caucasian and Chinese, as well as White/Caucasian and Filipino. See Annex 2 for a table showing homogeneous subsets. F(12,13666) = 30.879 p < 0.0001 OVERALL CREATIVE PROBLEM-SOLVING SCORE AND ETHNICITY

Ethnicity

White/Caucasion

Puerto Rican

Pacific Islander

Native American

OtherOther Asian

LatinoKorean

Japanese

Indian/Pakistani

Filipino

Chinese

Black

Mea

n O

vera

ll sc

ore

64

62

60

58

56

54


b) Comfort with Decision-Making Score and Ethnicity: Significant differences in comfort with decision-making scores were found among ethnic groups. Native Americans, Whites, and Blacks received the highest scores in comfort with decision-making. Chinese test-takers had the lowest scores for comfort with decision-making. The Chinese scores were significantly lower than the scores of the top six ethnic groups.’ scores (Native American, White/Caucasian, Black, Pacific Islander, Indian/Pakistani, and Latino, in that order). See Annex 2 for a table showing homogeneous subsets. F(12,13666) = 9.806 p < 0.0001 COMFORT WITH DECISION-MAKING SCORE AND ETHNICITY

Ethnicity

White/Caucasion

Puerto Rican

Pacific Islander

Native American

OtherOther Asian

LatinoKorean

Japanese

Indian/Pakistani

Filipino

Chinese

Black

Mea

n of

Com

fort

with

Dec

isio

n-M

akin

g

70

68

66

64

62

60


c) Attitude Toward the Problem-Solving Process and Ethnicity: Significant differences in attitude toward the problem-solving process scores were found between ethnic groups. White/Caucasians received the highest scores for attitude toward the problem-solving process, followed by Blacks, Native Americans, and Others, in that order. The White/Caucasian attitude toward problem-solving score was significantly higher than the scores for nearly all the other ethnic groups. See Annex 2 for a table showing homogeneous subsets. F(12,13666) = 41.649 p < 0.0001 ATTITUDE TOWARD PROBLEM-SOLVING PROCESS AND ETHNICITY

Ethnicity

White/Caucasion

Puerto Rican

Pacific Islander

Native American

OtherOther Asian

LatinoKorean

Japanese

Indian/Pakistani

Filipino

Chinese

Black

Mea

n of

Atti

tude

68

66

64

62

60

58

56


d) Problem-Solving Behavior and Ethnicity: Significant differences in problem-solving behavior scores were found between ethnic groups. The highest scores belonged to White/Caucasians, followed by Others, Indian/Pakistanis, and Japanese, in that order. Chinese, Filipinos, and Puerto Ricans received the lowest scores. See Annex 2 for homogeneous subsets. F(12,13666) = 8.141 p < 0.0001

Ethnicity

White/Caucasion

Puerto Rican

Pacific Islander

Native American

OtherOther Asian

LatinoKorean

Japanese

Indian/Pakistani

Filipino

Chinese

Black

Mea

n of

Pro

blem

-Sol

ving

Beh

avio

r

58

57

56

55

54

53

52


2. Relationship between creative problem-solving scores and perfectionism: Question #2: Have you ever been called a perfectionist? VALUE="1" > Yes, many times VALUE="2" > Yes, a few times VALUE="3" > Yes, once or twice VALUE="4" > No

a) Overall Creative Problem-Solving and Perfectionism There were no significant differences on overall problem-solving score for test-takers who had or hadn’t been described as perfectionists. F(3,14303) = .833 p > 0.05 b) Comfort with Decision-Making and Perfectionism: Significant differences in comfort with decision-making were found among people who had and hadn’t been described as a perfectionist. The more often the test-taker had been described as a perfectionist, the lower his or her comfort level with decision-making. See Annex 3 for a table showing homogeneous subsets. F(3,14303) = 9.650 p < 0.0001 COMFORT WITH DECISION-MAKING AND PERFECTIONISM

Have you ever been called a perfectionist?

NoYes, once or twiceYes, a few timesYes, many times

Mea

n of

Com

fort

with

Dec

isio

n-M

akin

g

68.0

67.5

67.0

66.5

66.0


c) Attitude Toward the Problem-Solving Process and Perfectionism There were no significant differences in attitude toward the problem-solving process for test-takers who had or hadn’t been described as perfectionists. F(3,14303) = 1.193 p > 0.05 d) Problem-Solving Behavior and Perfectionism Significant differences in problem-solving behavior scores were found between test-takers, depending on how often they were described as a perfectionist. The more often that the test-taker was described as a perfectionist, the higher his or her score on problem-solving behavior. See Annex 2 for a table showing homogeneous subsets. F(3,14303) = 8.558 p < 0.0001 PROBLEM-SOLVING BEHAVIOR AND PERFECTIONISM

Have you ever been called a perfectionist?

NoYes, once or twiceYes, a few timesYes, many times

Mea

n of

Pro

blem

-Sol

ving

Beh

avio

r

57.8

57.6

57.4

57.2

57.0

56.8

56.6

56.4

56.2


3) Relationship between Creative Problem-Solving and Getting Sidetracked during Brainstorming Question #3: Do you ever get sidetracked (find yourself off topic) when brainstorming? VALUE="1" > Yes, all the time VALUE="2" > Pretty often VALUE="3" > From time to time VALUE="4" > Hardly VALUE="5" > Never a) Overall Creative problem-Solving and Getting Sidetracked during Brainstorming Significant differences were found in creative problem-solving scores, depending on how often the test-taker got sidetracked during brainstorming. In general, the less the test-taker got sidetracked, the higher his or her creative problem-solving score. See Annex 4 for a table showing homogeneous subsets. F(4,14288) = 25.038 p < 0.0001 CREATIVE PROBLEM-SOLVING AND GETTING SIDETRACKED WHEN BRAINSTORMING

Do you get sidetracked when brainstorming?

NeverHardly everFrom time to timePretty oftenAll the time

Ove

rall

Cre

ativ

e P

robl

em-S

olvi

ng s

core

64.0

63.5

63.0

62.5

62.0

61.5

61.0


b) Comfort with Decision-Making and Getting Sidetracked when Brainstorming Significant differences in comfort with decision-making scores were found between test-takers who often, never, rarely, or always get sidetracked when brainstorming. In general, the less the person gets sidetracked when brainstorming, the higher his or her comfort with decision-making score. See Annex 4 for a table showing homogeneous subsets. F(4,14288) = 55.573 p < 0.0001 COMFORT WITH DECISION-MAKING AND GETTING SIDETRACKED WHEN BRAINSTORMING

Do you get sidetracked (find yourself off topic) when brainstorming?


Com

fort

with

Dec

isio

n-M

akin

g

71

70

69

68

67

66

65

64


c) Attitude Toward the Problem-Solving Process and Getting Sidetracked during Brainstorming: Significant differences in attitude toward the problem-solving process were found between people who often, rarely, always, or never get sidetracked during brainstorming. The highest scores in attitude toward the problem-solving process belong to people who get sidetracked from time to time. Test-takers who reported getting sidetracked all the time or never had significantly lower scores than those who got sidetracked from time to time. See Annex 4 for homogeneous subsets. F(4,14288) = 11.188 p < 0.0001 ATTITUDE TOWARD PROBLEM-SOVLING PROCESS AND GETTING SIDETRACKED WHEN BRAINSTORMING



Mea

n of

Atti

tude

66.5

66.0

65.5

65.0

64.5

64.0

63.5


d) Problem-Solving Behavior and Getting Sidetracked when Brainstorming Significant differences in problem-solving behavior were found between people, depending on how often they got sidetracked during brainstorming. Test-takers who got distracted the most often (“all the time”) received the highest problem-solving scores. The scores dropped as test-takers got distracted less and less often. The second highest problem-solving behavior score belonged to test-takers who never got distracted when brainstorming. The highest score in problem-solving behavior (“all the time”) was significantly different from all other groups except for the second highest score (“never”). See Annex 4 for homogeneous subsets. F(4,14288) = 14.229 p < 0.0001 PROBLEM-SOLVING BEHAVIOR AND GETTING SIDETRACKED WHEN BRAINSTORMING



Prob

lem

-Sol

ving

Beh

avio

r

59.5

59.0

58.5

58.0

57.5

57.0

56.5

56.0

55.5


4. Relationship between Creative Problem-Solving and Meeting Deadlines: Question #4: Generally, do you meet deadlines? VALUE="1" > Always VALUE="2"> Usually VALUE="3"> Sometimes VALUE="4"> Rarely VALUE="5"> Never

a) Overall Creative Problem-Solving score and Meeting Deadlines Significant differences in overall creative problem-solving scores were found between test-takers, depending on their tendencies to meet or not meet deadlines. In general, the more a person meets deadlines, the greater his or her overall creative problem-solving score. See Annex 5 for homogeneous subsets.

F(4,14319) = 18.606 p < 0.0001 OVERALL CREATIVE PROBLEM-SOLVING SCORE AND MEETING DEADLINES

Generally, do you meet deadlines?

NeverRarelySometimesUsuallyAlways

Mea

n of

Ove

rall

scor

e

63

62

61

60

59


b) Comfort with Decision-Making and Meeting Deadlines Significant differences in comfort with decision-making were found between test-takers, depending on how often they meet their deadlines. The lowest comfort with decision-making scores belong to test-takers who never meet deadlines. The relationship is fairly straightforward: the more you meet deadlines, the higher your comfort with decision-making. See Annex 5 for homogeneous subsets. F(4,14319) = 44.096 p < 0.0001 COMFORT WITH DECISION-MAKING AND MEETING DEADLINES



Com

fort

with

Dec

isio

n-M

akin

g

69

68

67

66

65

64

63

62


c) Attitude Toward the Problem-Solving Process and Meeting Deadlines Significant differences in attitude toward the problem-solving process were found between test-takers, depending on their tendency to meet deadlines. In general, the more often a person meets deadlines, the higher his or her score in attitude toward the problem-solving process. See Annex 5 for a table showing homogeneous subsets. F(4,14319) = 14.407 p < 0.0001 ATTITUDE TOWARD THE PROBLEM-SOLVING PROCESS AND MEETING DEADLINES



Mea

n of

Atti

tude

67

66

65

64

63

62

61


d) Problem-Solving Behavior and Meeting Deadlines Statistically significant but theoretically meaningless (differences of 2 points or less) differences in problem-solving behavior scores were found between test-takers, depending on their tendencies to meet deadlines. Test-takers who never meet deadlines had the highest problem-solving behavior scores, followed closely by those who sometimes meet deadlines. Test-takers who reported always meeting deadlines had the lowest problem-solving behavior scores. See Annex 5 for homogeneous subsets. F(4,14319) = 6.009 p < 0.0001 PROBLEM-SOLVING BEHAVIOR AND MEETING DEADLINES



Mea

n of

Pro

blem

-Sol

ving

Beh

avio

r

58.5

58.0

57.5

57.0

56.5

56.0


5) Relationship between Creative Problem-Solving and Importance of Creativity at Work: Question #5: How important is it to you that you be free to express your creativity at work? VALUE="1" > It’s absolutely everything VALUE="2"> It’s very important VALUE="3"> It’s somewhat important VALUE="4"> It’s not important a) Overall Creative Problem-Solving Score and Importance of Creativity at Work: Significant differences in creative problem-solving were found between test-takers for whom creativity at work is important and those for whom creativity at work is unimportant. The more importance placed on creativity at work, the higher the overall creative problem-solving score. All groups (extremely important, very important, somewhat important, and not important) were significantly different from one another in overall creative problem-solving scores. The effects are robust. See Annex 6 for homogeneous subsets. F(3,14388) = 420.876 p < 0.0001 OVERALL CREATIVE PROBLEM-SOLVING SCORE AND IMPORTANCE OF CREATIVITY AT WORK

How important is it to be free to express your creativity at work?

Not importantSomewhat importVery importantExtremely important

Mea

n of

Ove

rall

scor

e

66

64

62

60

58

56

54

52


b) Comfort with Decision-Making and Importance of Creativity at Work: Significant differences in comfort with decision-making were found among people, depending on the level of importance that they placed on freedom to be creative at work. The more importance placed on creativity at work, the higher the level of comfort with decision-making. All the levels of importance (extremely, very, somewhat, and not) were significantly different from one another. The effects are robust. See Annex 6 for homogeneous subsets.

F(3,14388) = 388.639 p < 0.0001 COMFORT WITH DECISION-MAKING AND IMPORTANCE OF CREATIVITY AT WORK


Not importantSomewhat importantVery importantExtremely important

Mea

n of

Com

fort

80

70

60

50


c) Attitude Toward the Problem-Solving Process and Importance of Creativity at Work Significant differences in attitude toward the problem-solving process scores were found, depending on the importance the test-taker placed on creativity at work. The more importance placed on freedom to be creative in the workplace, the higher the score on attitude toward the problem-solving process. Except for the relationship between extremely important and very important, all scores (extremely, very, somewhat, and not important) were significantly different from one another. The effects are robust. See Annex 6 for homogeneous subsets. F(3,14388) = 238.136 p < 0.0001 ATTITUDE TOWARD THE DECISION-MAKING PROCESS AND IMPORTANCE OF CREATIVITY AT WORK


Not importantSomewhat importVery importantExtremely important

Mea

n of

Atti

tude

68

66

64

62

60

58

56

54


d) Problem-Solving Behavior and Importance of Creativity at Work: Significant differences in problem-solving behavior scores were found, depending on the level of importance the test-taker placed on freedom for creativity at work. The more importance placed on freedom for creativity at work, the higher the problem-solving behavior score. All levels of importance (extremely, very, somewhat, not) were significantly different from one another on the problem-solving behavior scale. The effects are robust. See Annex 6 for homogeneous subsets. F(3,14388) = 483.373 p < 0.0001 PROBLEM-SOLVING BEHAVIOR AND IMPORTANCE OF CREATIVITY AT WORK


Not importantSomewhat importantVery importantExtremely important

Prob

lem

-Sol

ving

Beh

avio

r

64

62

60

58

56

54

52

50

48

46


6) Relationship between Creative Problem-Solving and Academic Achievement: Question #6: How did you do at school, in terms of academic achievement? VALUE="1" > Straight As VALUE="2"> Very Well VALUE="3"> Average Student VALUE="4"> Below Average VALUE="5"> Poorly a) Overall Creative Problem-Solving and Academic Achievement: Significant differences in overall creative problem-solving were found for test-takers with different levels of academic achievement. A V-shaped relationship was observed. Test-takers with the highest academic achievement scored highest on overall creative problem-solving, followed by the next highest academic achievers, and then the poorest academic achievers. The lowest creative problem-solving scores were those of the average students. The effects are weak and the mean differences are within 3 points. See Annex 7 for homogeneous subsets. F(4,14332) = 42.910 p < 0.0001

How did you do at school in terms of academic achievement?

PoorlyBelow averageAverage studentVery wellStraight As

Mea

n of

Ove

rall

scor

e

64.0

63.5

63.0

62.5

62.0

61.5

61.0

60.5


b) Comfort with Decision-Making and Academic Achievement Significant differences in comfort with decision-making were found among test-takers with different levels of academic achievement. In general, high academic achievement correlates with high comfort with decision-making levels. However, the highest comfort with decision-making score belongs to test-takers who did very well (not Straight As) in academic achievement. The effects are weak, and the mean differences are within 2 points. See Annex 7 for a table showing homogeneous subsets. F(4,14332) = 9.239 p < 0.0001 COMFORT WITH DECISION-MAKING AND ACADEMIC ACHIEVEMENT



Mea

n of

Com

fort

68.0

67.5

67.0

66.5

66.0

65.5


c) Attitude Toward the Problem-Solving Process and Academic Achievement Significant differences in attitude toward the problem-solving process were found among people with different levels of academic achievement. A V-shaped relationship was observed. The highest scores belong on attitude toward the problem-solving process belong to high academic achievers (Straight As and Very Well), followed by low achievers (Poorly). The lowest scores belong to average students. Straight A students, very good students, and poor students all have attitude toward the problem-solving process scores that are significantly different from the scores of the average students on the same scale. The effects were relatively weak, ranging within 4 points. See Annex 7 for homogeneous subsets. F(4,14332) = 54.031 p < 0.0001 ATTITUDE TOWARD THE PROBLEM-SOLVING PROCESS AND ACADEMIC ACHIEVEMENT



Mea

n of

Atti

tude

67

66

65

64

63

62


d) Problem-Solving Behavior and Academic Achievement Significant differences in problem-solving behavior were found among people with different levels of academic achievement. A V-shaped relationship was observed. The highest scores on problem-solving behavior belong to poor academic achievers, followed by the highest academic achievers (Straight As). The lowest scores belong to average students. The scores of average students on problem-solving behavior are significantly lower than all other groups of students (Straight As, Very Well, Below Average, and Poor). The effects were relatively weak, ranging within 4 points. See Annex 7 for homogeneous subsets. F(4,14332) = 26.425 p < 0.0001 PROBLEM-SOLVING BEHAVIOR AND ACADEMIC ACHIEVEMENT



Prob

lem

-Sol

ving

Beh

avio

r

60

59

58

57

56

55


7) Relationship between Creative Problem-Solving and Career Field: Question #7: What field do you work in? VALUE="1" > Advertising & PR VALUE="2"> Aerospace & Military VALUE="3"> Airlines VALUE="4"> Automotive VALUE="5"> Chemicals VALUE="6"> Computers VALUE="7”> Childcare VALUE="8"> Construction VALUE="9"> Electronics & Semiconductors VALUE="10"> Education VALUE="11"> Financial Services VALUE="12"> Food & Beverage VALUE="13"> Healthcare VALUE="14"> Internet & Online VALUE="15"> Media & Entertainment VALUE="16"> Pharmaceuticals VALUE="17”> Real Estate VALUE="18"> Retail VALUE="19"> Social Services (mental health) VALUE="20"> Travel & Leisure VALUE="21"> Telecommunications VALUE="22"> Transportation VALUE="23"> Travel & Leisure VALUE="24"> I don’t work


a) Overall Creative Problem-Solving Score and Career Field There are significant differences in overall creative problem-solving scores for people who work in different career fields. The highest overall creative problem-solving scores belong to test-takers who work in social services (mental health), advertising and PR, media and entertainment, and Internet and online. The lowest scores belong to people who work in airlines, people who work in childcare, and people who don’t work. See Annex 8 for homogeneous subsets. F (23,12059) = 20.420 p < 0.001 OVERALL CREATIVE PROBLEM-SOLVING SCORE AND CAREER FIELD

What field do you work in?

I don't work

Travel & Leisure

Transportation

Telecommunications

Travel & Leisure

Social Services (men

RetailReal Estate

Pharmaceuticals

Media & Entertainmen

Internet & Online

Healthcare

Food & Beverage

Financial services

Education

Electronics & Semico

Construction

Childcare

Computers

Chemicals

Automotive

Airlines

Aerospace & Military

Advertising & PR

Mea

n of

Ove

rall

scor

e

68

66

64

62

60

58


b) Comfort with Decision-Making and Career Field There are significant differences in comfort with decision-making scores for people who work in different career fields. The highest scores in comfort with decision-making belong to people who work in social services (mental health), advertising, automotive, construction, media and entertainment, and aerospace and military, in that order. The lowest scores in comfort with decision-making belong to test-takers who work in airlines, and those who don’t work. See Annex 8 for homogeneous subsets. F (23,12059) = 8.067 p < 0.001 COMFORT WITH DECISION-MAKING AND CAREER FIELD


I don't work

Travel & Leisure

Transportation

Telecommunications

Travel & Leisure


RetailReal Estate

Pharmaceuticals


Internet & Online

Healthcare

Food & Beverage

Financial services

Education


Construction

Childcare

Computers

Chemicals

Automotive

Airlines


Advertising & PR

Mea

n of

Com

fort

71

70

69

68

67

66

65

64

63


c) Attitude Toward the Problem-Solving Process and Career Field There are significant differences in attitude toward the problem-solving process scores for people who work in different career fields. The highest scores in attitude toward the problem-solving process were for people who work in social services (mental health), advertising and PR, media and entertainment, and Internet and online, in that order. The lowest scores in attitude toward the problem-solving process belong to test-takers who work in childcare, test-takers who work in airlines, and test-takers who don’t work. See Annex 8 for homogeneous subsets. F (23,12059) = 19.518 p < 0.001 ATTITUDE TOWARD THE PROBLEM SOLVING PROCESS AND CAREER FIELD


I don't work

Travel & Leisure

Transportation

Telecommunications

Travel & Leisure


RetailReal Estate

Pharmaceuticals


Internet & Online

Healthcare

Food & Beverage

Financial services

Education


Construction

Childcare

Computers

Chemicals

Automotive

Airlines


Advertising & PR

Mea

n of

Atti

tude

72

70

68

66

64

62

60

58


d) Problem-Solving Behavior and Career Field There are significant differences in problem-solving behavior scores for people who work in different career fields. The highest scores in problem-solving behavior were for people who work in media and entertainment, advertising and PR, and Internet and online, in that order. The lowest scores in problem-solving behavior belong to test-takers who work in airlines, electronics and semiconductors, childcare, and test-takers that don’t work. See Annex 8 for homogeneous subsets. F (23,12059) = 9.679 p < 0.001 PROBLEM-SOLVING BEHAVIOR AND CAREER FIELD


I don't work

Travel & Leisure

Transportation

Telecommunications

Travel & Leisure


RetailReal Estate

Pharmaceuticals


Internet & Online

Healthcare

Food & Beverage

Financial services

Education


Construction

Childcare

Computers

Chemicals

Automotive

Airlines


Advertising & PR

Pro

blem

-Sol

ving

Beh

avio

r

61

60

59

58

57

56

55

54

53


8) Relationship between Creative Problem-Solving and Position at Work: Question #8: What is your position? VALUE="1" > Senior Management VALUE="2"> Other Management VALUE="3"> Professional VALUE="4">Technical VALUE="5"> Sales VALUE="6"> Administrative VALUE="7"> Other VALUE="8"> Homemaker/Full-time parent VALUE="9"> Student VALUE="10"> Retired VALUE="10"> Unemployed VALUE="10"> Not employed – volunteer worker VALUE="10"> Not employed - handicapped


a) Overall Creative Problem-Solving and Position at Work Significant differences in overall creative problem-solving scores were found for people who hold different positions at work. The highest scores in overall creative problem-solving belong to test-takers who work in senior management. This score was significantly higher than the scores for all other positions at work. Overall creative problem-solving scores decreased steadily from management positions, professional positions, sales and administration, homemakers and students, to retired and unemployed, with one major exception. Retired test-takers had creative problem-solving scores that were approximately average. See Annex 9 for homogeneous subsets. F (12,12722) = 79.807 p < 0.001 OVERALL CREATIVE PROBLEM SOLVING AND POSITION AT WORK

What is your position?

Not employed - handi

Not employed - volun

Unemployed

Retired

Student

Homemaker/Full-time

Other position

Administrative

SalesTechnical

Professional

Other Management

Senior Management

Mea

n of

Ove

rall

scor

e

70

68

66

64

62

60

58

56


b) Comfort with Decision-Making and Position at Work Significant differences in comfort with decision-making scores were found for people who hold different positions at work. The highest scores in comfort with decision-making belong to test-takers who work in senior management. This score was significantly higher than the scores for all other positions at work. The next highest scores belong to test-takers who work in other management or are professionals, followed by those who work in sales, and those who are retired. Unemployed handicapped test-takers received the lowest scores in comfort with decision-making. See Annex 9 for homogeneous subsets. F (12,12722) = 30.006 p < 0.001 COMFORT WITH DECISION-MAKING AND POSITION AT WORK




Unemployed

Retired

Student

Homemaker/Full-time

Other position

Administrative

SalesTechnical

Professional

Other Management

Senior Management

Mea

n of

Com

fort

74

72

70

68

66

64

62

60


c) Attitude Toward the Problem-Solving Process and Position at Work Significant differences in attitude toward the problem-solving process were found for people who hold different positions at work. The highest scores in attitude toward the decision making process belong to test-takers who work in senior management, followed by professionals, people who work in lower management, and retired people. Unemployed test-takers received the lowest scores in attitude toward the decision-making process, followed closely by students. See Annex 9 for homogeneous subsets. F (12,12722) = 63.986 p < 0.001 ATTITUDE TOWARD THE PROBLEM-SOLVING PROCESS AND POSITION AT WORK




Unemployed

Retired

Student

Homemaker/Full-time

Other position

Administrative

SalesTechnical

Professional

Other Management

Senior Management

Mea

n of

Atti

tude

72

70

68

66

64

62

60

58


d) Problem-Solving Behavior and Position at Work Significant differences in problem-solving behavior were found between test-takers who hold different positions at work. The highest scores in problem-solving behavior belong to test-takers who work in senior management, followed by professionals, retired people, and people who work in lower management. Unemployed test-takers received the lowest scores in problem-solving behavior. See Annex 9 for homogeneous subsets. F (12,12722) = 38.151 p < 0.001 PROBLEM-SOLVING BEHAVIOR AND POSITION AT WORK




Unemployed

Retired

Student

Homemaker/Full-time

Other position

Administrative

SalesTechnical

Professional

Other Management

Senior Management

Pro

blem

-Sol

ving

Beh

avio

r

66

64

62

60

58

56

54

52


9) Relationship between Creative Problem-Solving and Age: Question #9: How old are you? VALUE="1"> 10-15 VALUE="2"> 16-19 VALUE="3"> 19-24 VALUE="4"> 25-29 VALUE="5"> 30-34 VALUE="6"> 35-39 VALUE="7"> 40-49 VALUE="8"> 50-59 VALUE="9"> 60-100 a) Overall Creative Problem-Solving and Age Significant differences in overall creative problem-solving scores were found for test-takers in different age groups. In general, the older the test-taker, the better his or her overall creative problem-solving score. The exception to this trend is peak in scores at age 50-59, followed by a decline in scores. See Annex 10 for a table showing homogeneous subsets. F(8,15286) = 117.119 p < 0.0001 OVERALL CREATIVE PROBLEM SOLVING AND AGE

Age Groups

60-10050-5940-4935-3930-3425-2919-2416-1910-15

Mea

n of

Ove

rall

scor

e

70

68

66

64

62

60

58

56


b) Comfort with Decision-Making and Age Significant differences in comfort with decision-making scores were found for different age groups. In general, the older the test-taker, the higher his or her comfort with decision-making. This trend continues to age 50-59 where comfort with decision-making scores peak, followed by a decline in scores. See Annex 10 for a table showing homogeneous subsets. F(8,15286) = 36.077 p < 0.0001 COMFORT WITH DECISION-MAKING AND AGE

Age Groups

60-10050-5940-4935-3930-3425-2919-2416-1910-15

Mea

n of

Com

fort

72

71

70

69

68

67

66

65

64


c) Attitude Toward the Problem-Solving Process and Age Significant differences in attitude toward the problem-solving process exist between different age groups. In general, the older the test-taker, the higher his or her score in attitude toward the problem-solving process. This trend continues to age 50-59, where attitude toward the problem-solving process scores peak, followed by a decline in scores. The score for this age group is significantly different from the score for all other age groups. See Annex 10 for a table showing homogeneous subsets. F(8,15286) = 186.343 p < 0.0001 ATTITUDE TOWARD THE PROBLEM-SOLVING PROCESS

Age Groups

60-10050-5940-4935-3930-3425-2919-2416-1910-15

Mea

n of

Atti

tude

80

70

60

50


d) Problem-Solving Behavior and Age Significant differences in problem-solving behavior exist between different age groups. In general, the older the test-taker, the better his or her problem-solving behavior score. Problem-solving behavior scores peak at age 50-59, followed by a decline in scores. The score for this age group is significantly different from the scores for almost all other age groups. See Annex 10 for a table showing homogeneous subsets. F(8,15286) = 67.837 p < 0.0001 PROBLEM-SOLVING BEHAVIOR AND AGE

Age Groups

60-10050-5940-4935-3930-3425-2919-2416-1910-15

Pro

blem

-Sol

ving

Beh

avio

r

64

62

60

58

56

54

52


Group Differences as a Function of Gender GROUP STATISTICS

Gender N Mean Std. Deviation Std. Error Mean Overall Score Women 8126 61.89 11.098 .123

Men 6744 62.76 11.546 .141Comfort with Decision-Making Women 8126 66.50 13.261 .147

Men 6744 67.56 12.718 .155Attitude Toward the Decision-Making Process

Women 8126 64.75 13.573 .151

Men 6744 64.91 15.079 .184Problem-Solving Behavior Women 8126 56.22 12.822 .142

Men 6744 57.69 12.790 .156 INDEPENDENT SAMPLES TEST

t-test for Equality of Means t df Sig.

(2-tailed)Mean Difference

Std. Error Difference

95% Confidence Interval

Lower Upper Overall Score -4.640 14145.771 .000 -.87 .187 -1.233 -.501Comfort with Decision-Making

-4.943 14561.869 .000 -1.06 .214 -1.474 -.637

Attitude Toward the Decision-Making Process

-.634 13714.287 .526 -.15 .237 -.616 .315

Problem-Solving Behavior

-6.937 14868 .000 -1.46 .211 -1.877 -1.050


Group Differences as a Function of Gender (continued): OVERALL SCORE DIFFERENCE: A significant gender difference was detected with respect to overall creative problem solving score.

Men scored significantly higher than women on overall score: t(14145.771) = -4.640 p < 0.0001 Mean difference: -0.87

SUB-SCORE DIFFERENCES: Significant gender differences were detected with respect to the following sub-scores:

Men scored significantly higher than women on comfort with decision-making.

t(16559) = -4.943 p < 0.0001 Mean difference: -1.06 No significant differences were found in terms of attitude toward the problem-

solving process. t(13714.287) = -0.634 p > 0.05 Mean difference: -0.15

Men scored significantly higher than women on problem-solving behavior.

t(14868) = -6.937 p < 0.0001 Mean difference: -1.46


ANNEX 1 - Descriptive Statistics

SCORE

SUB1 SUB2 SUB3

N Valid 23042 23042 23042 23042 Missing 0 0 0 0

Mean 61.63 66.36 64.05 56.40 Std. Error of Mean .076 .087 .097 .085 Median 62.00 67.00 65.00 56.00 Mode 62 73 65 57 Std. Deviation 11.525 13.240 14.679 12.909 Variance 132.826 175.299 215.487 166.648 Skewness -.130 -.416 -.355 .037 Std. Error of Skewness .016 .016 .016 .016 Kurtosis -.059 .102 .175 .141 Std. Error of Kurtosis .032 .032 .032 .032 Range 100 100 100 100 Minimum 0 0 0 0 Maximum 100 100 100 100 Sum 1420043 1529000 1475954 1299576 Percentiles 5 42.00 43.00 39.00 35.00

10 47.00 49.00 45.00 40.00 15 50.00 52.00 48.00 43.00 20 52.00 55.00 52.00 46.00 25 54.00 58.00 55.00 48.00 30 56.00 60.00 57.00 50.00 35 57.00 62.00 59.00 52.00 40 59.00 64.00 61.00 53.00 45 60.00 65.00 63.00 54.00 50 62.00 67.00 65.00 56.00 55 63.00 69.00 67.00 57.00 60 65.00 71.00 68.00 59.00 65 66.00 73.00 70.00 61.00 70 68.00 74.00 72.00 63.00 75 70.00 76.00 75.00 65.00 80 72.00 78.00 77.00 67.00 85 74.00 80.00 79.00 70.00 90 76.00 83.00 83.00 73.00 95 80.00 87.00 87.00 78.00 97 83.00 88.00 90.00 82.00 99 87.00 92.00 94.00 87.00


ANNEX 2 – Homogeneous Subsets The following tables present the homogeneous subsets for overall score and all sub-scores with respect to ethnicity. OVERALL CREATIVE PROBLEM-SOLVING SCORE Tukey HSD

N Subset for alpha = .05

Ethnicity 1 2 3 4Chinese 376 56.63Filipino 273 57.19 57.19Korean 74 58.28 58.28 58.28Latino 544 58.95 58.95 58.95Puerto Rican 71 59.00 59.00 59.00Other Asian 221 59.28 59.28 59.28 59.28Japanese 52 59.71 59.71 59.71 59.71Pacific Islander 58 60.40 60.40 60.40 60.40Indian/Pakistani 522 60.55 60.55 60.55 60.55Black 463 60.89 60.89 60.89 60.89Other 891 61.11 61.11 61.11Native American 173 61.49 61.49White/ Caucasian

9961 63.39

Sig. .051 .109 .383 .072Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 148.006. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. COMFORT WITH DECISION-MAKING Tukey HSD


Ethnicity 1 2Chinese 376 61.69Korean 74 63.76 63.76Filipino 273 64.15 64.15Japanese 52 65.02 65.02Puerto Rican 71 65.54 65.54Latino 544 65.79 65.79Other Asian 221 66.18 66.18Other 891 66.22 66.22Indian/Pakistani 522 66.44 66.44Pacific Islander 58 66.76Black 463 66.97White/Caucasian 9961 67.64Native American 173 67.83Sig. .078 .246Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 148.006. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


ATTITUDE TOWARD THE PROBLEM-SOLVING PROCESS Tukey HSD

N Subset for alpha= .05

Ethnicity 1 2 3Filipino 273 57.24Chinese 376 58.73 58.73Latino 544 59.28 59.28Other Asian 221 59.71 59.71Korean 74 59.82 59.82Puerto Rican 71 60.77 60.77Japanese 52 60.87 60.87Pacific Islander 58 61.74 61.74 61.74Indian/Pakistani 522 62.00 62.00 62.00Black 463 62.50 62.50 62.50Other 891 62.79 62.79Native American 173 62.81 62.81White/ Caucasian

9961 66.51

Sig. .057 .347 .134Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 148.006. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. PROBLEM-SOLVING BEHAVIOR Tukey HSD


Ethnicity 1Chinese 376 53.11Filipino 273 53.53Puerto Rican 71 53.68Korean 74 54.08Latino 544 54.93Pacific Islander 58 55.53Black 463 55.54Other Asian 221 56.00Native American 173 56.05Japanese 52 56.38Indian/Pakistani 522 56.48Other 891 56.76White/Caucasian 9961 57.43Sig. .163Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 148.006. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


ANNEX 3 – Homogeneous Subsets The following tables present the homogeneous subsets for overall score and all sub-scores with respect to being called a perfectionist. COMFORT WITH DECISION-MAKING Tukey HSD

N Subset for alpha =.05

Perfectionist 1 2Yes, many times 3353 66.14Yes, a few times 4192 67.01Yes, once or twice 3011 67.15No 3751 67.79Sig. 1.000 .054Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 3522.674. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. PROBLEM-SOLVING BEHAVIOR Tukey HSD


Perfectionist 1 2 3No 3751 56.33Yes, once or twice 3011 56.48 56.48Yes, a few times 4192 57.14 57.14Yes, many times 3353 57.72Sig. .961 .134 .233Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 3522.674. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. .


ANNEX 4 – Homogeneous Subsets The following tables present the homogeneous subsets for all sub-scores with respect to getting sidetracked when brainstorming. OVERALL SCORE Tukey HSD

N Subset for alpha = .05Do you get sidetracked when brainstorming?

1 2

All the time 1944 61.21Pretty often 3499 61.38From time to time 5890 63.06Never 455 63.42Hardly ever 2505 63.53Sig. .994 .798Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 1401.745. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. COMFORT WITH DECISION-MAKING Tukey HSD



1 2 3

All the time 1944 65.13Pretty often 3499 65.32From time to time 5890 67.75Hardly ever 2505 69.30Never 455 69.89Sig. .995 1.000 .738Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 1401.745. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.




Do you get sidetracked (find yourself off topic) when brainstorming?

1 2

Never 455 63.63All the time 1944 63.88Pretty often 3499 64.60 64.60Hardly ever 2505 65.52From time to time 5890 65.89Sig. .356 .107Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 1401.745.b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. PROBLEM-SOLVING BEHAVIOR Tukey HSD

N Subset for alpha = .05Do you get sidetracked (find yourself off topic) when brainstorming?

1 2

Hardly ever 2505 56.06From time to time 5890 56.72Pretty often 3499 57.10Never 455 57.24All the time 1944 58.85Sig. .107 1.000Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 1401.745. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


ANNEX 5 – Homogeneous Subsets The following tables present the homogeneous subsets for all sub-scores with respect to meeting deadlines. OVERALL SCORE Tukey HSD



1 2 3

Never 220 59.41Rarely 603 60.15 60.15Sometimes 1625 61.09Usually 6965 62.75Always 4911 62.77Sig. .731 .517 1.000Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 697.699. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. COMFORT WITH DECISION-MAKING Tukey HSD



1 2 3

Never 220 62.39Rarely 603 63.91 63.91Sometimes 1625 64.68Usually 6965 67.06Always 4911 68.44Sig. .178 .798 .268Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 697.699. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.





1 2 3

Never 220 61.88Rarely 603 62.89 62.89Sometimes 1625 63.91 63.91 63.91Always 4911 64.82 64.82Usually 6965 65.80Sig. .053 .077 .087Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 697.699. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. PROBLEM-SOLVING BEHAVIOR Tukey HSD



1 2

Always 4911 56.35Rarely 603 56.94 56.94Usually 6965 57.09 57.09Sometimes 1625 57.95 57.95Never 220 58.30Sig. .132 .282Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 697.699. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


ANNEX 6 – Homogeneous Subsets The following tables present the homogeneous subsets for all sub-scores with respect to importance of creativity at work. OVERALL SCORE Tukey HSD


How important is it to you that you be free to express your creativity at work?

1 2 3 4

It's not important 395 53.36 It's somewhat important 2822 57.31 It's very important 8416 63.82 It's absolutely everything 2759 65.29Sig. 1.000 1.000 1.000 1.000Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 1187.904. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. COMFORT WITH DECISION-MAKING Tukey HSD



1 2 3 4

It's not important 395 56.31 It's somewhat important 2822 61.69 It's very important 8416 68.44 It's absolutely everything 2759 70.72Sig. 1.000 1.000 1.000 1.000Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 1187.904. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.





1 2 3

It's not important 395 56.07It's somewhat important 2822 60.14It's very important 8416 66.70It's absolutely everything 2759 67.10Sig. 1.000 1.000 .891Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 1187.904. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. PROBLEM-SOLVING BEHAVIOR Tukey HSD



1 2 3 4

It's not important 395 47.97 It's somewhat important 2822 50.65 It's very important 8416 58.11 It's absolutely everything 2759 61.69Sig. 1.000 1.000 1.000 1.000Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 1187.904. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


ANNEX 7 – Homogeneous Subsets The following tables present the homogeneous subsets for all sub-scores with respect to academic achievement OVERALL SCORE Tukey HSD



1 2 3

Average student 4235 60.67Below average 604 61.90 61.90Poorly 217 62.46 62.46Very well 6222 63.26 63.26Straight As 3059 63.53Sig. .222 .142 .360Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 715.546. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. COMFORT WITH DECISION-MAKING Tukey HSD



1 2

Poorly 217 65.83Average student 4235 66.25 66.25Below average 604 66.41 66.41Straight As 3059 67.35 67.35Very well 6222 67.71Sig. .175 .206Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 715.546. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.





1 2

Average student 4235 62.60Below average 604 64.68Poorly 217 65.01Very well 6222 66.24Straight As 3059 66.65Sig. 1.000 .059Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 715.546. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. PROBLEM-SOLVING BEHAVIOR Tukey HSD



1 2 3

Average student 4235 55.40Below average 604 57.17 57.17Very well 6222 57.40 57.40Straight As 3059 58.22 58.22Poorly 217 59.09Sig. .067 .533 .092Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 715.546. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


ANNEX 8 – Homogeneous Subsets The following tables present the homogeneous subsets for all sub-scores with respect to career field OVERALL SCORE Tukey HSD


What field do you work in? 1 2 3 4I don't work 3175 59.39Childcare 127 59.67Airlines 63 59.79 59.79Electronics & Semiconductors

241 61.13 61.13 61.13

Food & Beverage 497 62.27 62.27 62.27 62.27Travel & Leisure 87 62.43 62.43 62.43 62.43Retail 497 62.60 62.60 62.60 62.60Pharmaceuticals 145 62.63 62.63 62.63 62.63Chemicals 165 62.77 62.77 62.77 62.77Telecommunications 290 63.10 63.10 63.10 63.10Healthcare 739 63.21 63.21 63.21 63.21Automotive 186 63.25 63.25 63.25 63.25Construction 385 63.62 63.62 63.62Computers 1120 63.71 63.71Travel & Leisure 92 63.85 63.85Real Estate 120 63.87 63.87Education 1458 63.99 63.99Transportation 168 64.06 64.06Aerospace & Military 325 64.14 64.14Financial services 639 64.47 64.47Internet & Online 184 64.86 64.86Media & Entertainment 598 65.32Advertising & PR 451 65.82Social Services (mental health)

331 65.98

Sig. .057 .065 .083 .089Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 212.045. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


COMFORT WITH DECISION-MAKING Tukey HSD


What field do you work in? 1 2 3Airlines 63 64.27I don't work 3175 64.88 64.88Travel & Leisure 87 65.46 65.46 65.46Childcare 127 65.93 65.93 65.93Electronics & Semiconductors

241 66.06 66.06 66.06

Chemicals 165 66.41 66.41 66.41Internet & Online 184 67.27 67.27 67.27Food & Beverage 497 67.39 67.39 67.39Pharmaceuticals 145 67.58 67.58 67.58Computers 1120 67.60 67.60 67.60Retail 497 67.69 67.69 67.69Healthcare 739 67.74 67.74 67.74Education 1458 67.90 67.90 67.90Transportation 168 68.40 68.40 68.40Telecommunications 290 68.41 68.41 68.41Real Estate 120 68.46 68.46 68.46Financial services 639 68.51 68.51 68.51Aerospace & Military 325 68.79 68.79 68.79Media & Entertainment 598 69.03 69.03Construction 385 69.16 69.16Automotive 186 69.19 69.19Advertising & PR 451 69.24 69.24Social Services (mental health)

331 69.51

Travel & Leisure 92 69.68Sig. .056 .084 .115Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 212.045. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.



N Subset foralpha = .05

What field do you workin?

1 2 3 4 5 6 7

Childcare 127 60.07 Airlines 63 61.11 61.11

I don't work 3175 61.58 61.58 61.58 Electronics &

Semiconductors241 63.46 63.46 63.46 63.46

Automotive 186 63.80 63.80 63.80 63.80 63.80 Food & Beverage 497 64.33 64.33 64.33 64.33 64.33 64.33

Construction 385 65.12 65.12 65.12 65.12 65.12 65.12Retail 497 65.27 65.27 65.27 65.27 65.27 65.27

Chemicals 165 65.27 65.27 65.27 65.27 65.27 65.27Telecommunications 290 65.32 65.32 65.32 65.32 65.32 65.32

Pharmaceuticals 145 65.74 65.74 65.74 65.74 65.74 65.74Healthcare 739 66.07 66.07 66.07 66.07 66.07Computers 1120 66.22 66.22 66.22 66.22 66.22

Travel & Leisure 87 66.31 66.31 66.31 66.31 66.31Travel & Leisure 92 66.96 66.96 66.96 66.96

Education 1458 66.97 66.97 66.97 66.97Transportation 168 67.02 67.02 67.02 67.02

Real Estate 120 67.39 67.39 67.39 67.39Aerospace & Military 325 67.50 67.50 67.50 67.50

Financial services 639 67.77 67.77 67.77 67.77Internet & Online 184 68.57 68.57 68.57

Media & Entertainment 598 69.05 69.05Advertising & PR 451 69.18 69.18

Social Services (mentalhealth)

331 69.93

Sig. .206 .097 .077 .187 .070 .057 .063 Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 212.045. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


PROBLEM-SOLVING BEHAVIOR Tukey HSD


What field do you work in? 1 2 3Airlines 63 54.62I don't work 3175 54.96

Electronics & Semiconductors

241 55.13

Childcare 127 55.29 55.29Pharmaceuticals 145 56.12 56.12 56.12Healthcare 739 56.37 56.37 56.37Retail 497 56.41 56.41 56.41Travel & Leisure 87 56.45 56.45 56.45Telecommunications 290 56.62 56.62 56.62Travel & Leisure 92 56.64 56.64 56.64Food & Beverage 497 56.79 56.79 56.79Real Estate 120 57.14 57.14 57.14Aerospace & Military 325 57.42 57.42 57.42Financial services 639 57.65 57.65 57.65Chemicals 165 57.85 57.85 57.85Transportation 168 58.08 58.08 58.08Construction 385 58.35 58.35 58.35Social Services (mental health)

331 58.41 58.41 58.41

Computers 1120 58.53 58.53 58.53Education 1458 58.60 58.60 58.60Automotive 186 58.83 58.83 58.83Internet & Online 184 59.68 59.68Advertising & PR 451 60.16Media & Entertainment 598 60.17Sig. .103 .067 .149Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 212.045. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


ANNEX 9 – Homogeneous Subsets The following tables present the homogeneous subsets for all sub-scores with respect to position at work OVERALL SCORE Tukey HSD


What is your position? 1 2 3 4 5 6Not employed - handicapped 50 58.68Unemployed 962 59.16 59.16Student 4198 59.81 59.81Not employed – volunteer worker

77 60.95 60.95 60.95

Homemaker/Full-time parent 169 61.73 61.73 61.73 61.73Other position 1077 62.09 62.09 62.09Administrative 709 62.39 62.39 62.39Sales 543 63.29 63.29 63.29Technical 1114 63.66 63.66 63.66Retired 151 64.56 64.56Other Management 1070 66.14 66.14Professional 1957 66.15 66.15Senior Management 658 69.00Sig. .103 .063 .241 .187 .169 .172Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 237.019. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. COMFORT WITH DECISION-MAKING Tukey HSD

N Subset for alpha

= .05What is your position? 1 2 3 4 5 6Not employed - handicapped 50 61.62Unemployed 962 64.18 64.18Not employed - volunteer worker

77 65.52 65.52

Homemaker/Full-time parent 169 65.63 65.63 65.63Student 4198 65.71 65.71 65.71Other position 1077 66.28 66.28 66.28 66.28Administrative 709 67.01 67.01 67.01 67.01Technical 1114 67.21 67.21 67.21 67.21Retired 151 67.60 67.60 67.60 67.60Sales 543 68.88 68.88 68.88 68.88Professional 1957 69.40 69.40 69.40Other Management 1070 69.94 69.94Senior Management 658 72.45Sig. .603 .150 .169 .065 .088 .109Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 237.019. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.



N Subset for alpha

= .05What is your position? 1 2 3 4 5 6Unemployed 962 61.18Student 4198 61.94 61.94Not employed - handicapped 50 62.44 62.44 62.44Not employed - volunteer worker

77 62.91 62.91 62.91 62.91

Other position 1077 65.07 65.07 65.07 65.07Homemaker/Full-time parent 169 65.12 65.12 65.12 65.12Administrative 709 65.62 65.62 65.62 65.62Sales 543 65.80 65.80 65.80 65.80Technical 1114 66.39 66.39 66.39Retired 151 66.64 66.64Other Management 1070 69.39 69.39Professional 1957 69.64 69.64Senior Management 658 71.25Sig. .087 .103 .085 .136 .073 .961Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 237.019. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. PROBLEM-SOLVING BEHAVIOR Tukey HSD


What is your position? 1 2 3 4 5Not employed - handicapped 50 53.64Homemaker/Full-time parent 169 54.99 54.99Unemployed 962 55.02 55.02Student 4198 55.05 55.05Administrative 709 55.66 55.66 55.66Not employed - volunteer worker

77 56.60 56.60 56.60 56.60

Other position 1077 56.63 56.63 56.63 56.63Sales 543 57.10 57.10 57.10 57.10Technical 1114 58.02 58.02 58.02Retired 151 59.32 59.32Other Management 1070 59.38 59.38Professional 1957 59.77 59.77Senior Management 658 63.51Sig. .130 .307 .069 .235 .065Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 237.019. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.


ANNEX 10 – Homogeneous Subsets The following tables present the homogeneous subsets for all sub-scores with respect to age OVERALL SCORE Tukey HSD


Age groups 1 2 3 4 5 610-15 2001 57.5616-19 2446 58.2919-24 3741 61.2425-29 2017 63.4160-100 209 64.47 64.4730-34 1492 64.50 64.5035-39 1026 65.09 65.0940-49 1607 66.5150-59 756 68.75Sig. .887 1.000 .464 .955 .127 1.000Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 895.853. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. COMFORT WITH DECISION-MAKING Tukey HSD


Age groups 1 2 3 4 5 616-19 2446 64.8910-15 2001 65.14 65.1419-24 3741 65.96 65.96 65.9660-100 209 66.96 66.96 66.9625-29 2017 67.07 67.0730-34 1492 67.89 67.8935-39 1026 68.43 68.4340-49 1607 69.66 69.6650-59 756 71.02Sig. .711 .072 .670 .284 .087 .397Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 895.853. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.





Age groups 1 2 3 4 510-15 2001 57.72 16-19 2446 59.64 19-24 3741 64.35 60-100 209 66.60 25-29 2017 66.72 30-34 1492 67.86 67.86 35-39 1026 68.32 68.32 40-49 1607 69.79 50-59 756 71.96Sig. .075 1.000 .163 .071 1.000Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 895.853. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed. PROBLEM-SOLVING BEHAVIOR Tukey HSD


Age groups 1 2 3 4 510-15 2001 53.87 16-19 2446 54.07 54.07 19-24 3741 55.87 25-29 2017 57.73 30-34 1492 58.64 58.64 35-39 1026 58.71 58.71 60-100 209 59.55 59.55 40-49 1607 59.62 50-59 756 62.27Sig. 1.000 .064 .058 .783 1.000Means for groups in homogeneous subsets are displayed. a. Uses Harmonic Mean Sample Size = 895.853. b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.

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Psychometric Report Creative Problem-Solving Testhr.psychtests.com/archprofile/stats/creative_ps.pdf · Psychometric Report Creative Problem-Solving Test . Creative Problem-Solving