A scientific research company uses a competency framework to assess skills as part of an employee development programme. One of the developers conducted an experiment to see whether coaching helped to improve individuals' scores on some of the assessed competencies. A group-comparative design was used. At the start of the programme, each one of 32 employees was asked to supply evidence to show how they initially met five of the elements given in Table 3. The evidence of each employee was then scored. Table 3 Elements of competencies for which evidence was requested in the experiment A Actively maintains and develops knowledge of scientific and mathematical concepts B Communicates ideas in a clear and competent manner C Time management and organisation D Develops skills in data analysis, interpretation, and presentation of results E Participates in continuous performance improvement One group of 16 employees, chosen at random, took part in several interactive online coaching sessions alongside the standard development programme. The other group of 16 employees took part in only the standard development programme. At the end of the programme, all employees were asked to resubmit their evidence about how they met the elements in Table 3. The resubmitted evidence was then scored, and the change in the score for each employee was recorded. The resulting data are to be analysed using a hypothesis test. (a) What type of data are produced in this experiment? Give a brief reason. [1] (b) From the hypothesis tests listed at the start of Subsection 4.4 of Unit 11, give the name of the most appropriate test for analysing these data, together with two reasons for your answer. [3] (c) M140 has added to your skills in the five elements given in Table 3. Choose two of these elements. For each of them, give one specific example of how your skills have improved thanks to M140. [2]