Indicators and Their Measurement - Revision history

Flc: /* (Q-) Social performance */

2026-05-01T05:39:17Z

(Q-) Social performance

← Older revision		Revision as of 05:39, 1 May 2026
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	{\|class="wikitable" style="margin: auto;"		{\|class="wikitable" style="margin: auto;"
	! Code !! Indicator		! Code !! Indicator
	\|- Q-SAUT ££ Expression by respondents of the satisfaction of others in the organization.		\|-
			\| Q-SAUT \|\| Expression by respondents of the satisfaction of others in the organization.
	\|-		\|-
	\| Q-SELF \|\| Expression by respondents of their own satisfaction.		\| Q-SELF \|\| Expression by respondents of their own satisfaction.

Flc: /* (L-) Leadership */

2026-03-12T23:27:43Z

(L-) Leadership

← Older revision		Revision as of 23:27, 12 March 2026
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	! Code !! Indicator		! Code !! Indicator
	\|-		\|-
	\| L-ADAP \|\| ~~Use the assessment technique to adapt~~ to other people's styles		\| L-ADAP \|\| Adapt to other people's styles
	\|-		\|-
	\| L-FOCO \|\| ~~Use the assessment technique to foster~~ collaboration		\| L-FOCO \|\| Foster collaboration
	\|-		\|-
	\| L-AUTO \|\| ~~Use~~ the assessment technique ~~autonomously~~		\| L-AUTO \|\| Autonomous use of the assessment technique
	\|-		\|-
	\| L-CONF \|\| ~~Use the assessment technique to manage~~ conflicts and other organizational challenges, including low productivity, absenteeism,~~<br/>~~ negative behavior, individual and collective conflicts, strikes, etc.		\| L-CONF \|\| Manage conflicts and other organizational challenges, including low productivity, absenteeism, negative behavior, individual and collective conflicts, strikes, etc.
	\|-		\|-
	\| L-ENTR \|\| Use ~~the assessment technique during~~ end-of-year interviews~~, intermediate points~~, and other interviews, excluding recruitment interviews		\| L-ENTR \|\| Use in end-of-year interviews, and other interviews, excluding recruitment interviews
	\|-		\|-
	\| L-DEVE \|\| ~~Use the assessment technique for employee~~ development		\| L-DEVE \|\| Employee development
	\|-		\|-
	\| L-FEED \|\| Feedback sessions are provided to team members		\| L-FEED \|\| Feedback sessions are provided to team members
	\|-		\|-
	\| L-FIDE \|\| ~~Use the assessment technique to develop~~ employees' loyalty and trust		\| L-FIDE \|\| Develop employees' loyalty and trust
	\|-		\|-
	\| L-HUMA \|\| Attention is paid to people and social aspects, rather than remaining distant and focusing only on technical aspects		\| L-HUMA \|\| Attention is paid to people and social aspects, rather than remaining distant and focusing only on technical aspects
	\|-		\|-
	\| L-INCO \|\| ~~Use the assessment technique to onboard~~ new team members		\| L-INCO \|\| Onboard new team members
	\|-		\|-
	\| L-INTE \|\| ~~Use the assessment technique to communicate~~ and interact with others		\| L-INTE \|\| Communicate and interact with others
	\|-		\|-
	\| L-MODW \|\| ~~Use the assessment technique to model~~ the way		\| L-MODW \|\| Model the way
	\|-		\|-
	\| L-MOTI \|\| ~~Use the assessment technique to motivate~~ and engage employees		\| L-MOTI \|\| Motivate and engage employees
	\|-		\|-
	\| L-OBJC \|\| ~~Use the assessment technique to set~~ objectives		\| L-OBJC \|\| Set objectives
	\|-		\|-
	\| L-PRES \|\| ~~Use the assessment technique to manage~~ individual stress		\| L-PRES \|\| Manage individual stress
	\|-		\|-
	\| L-OTHR \|\| Other uses in leadership and management		\| L-OTHR \|\| Other uses in leadership and management

Flc: /* (L-) Leadership */

2026-03-12T21:56:51Z

(L-) Leadership

Flc: /* (L-) Leadership */

2026-03-12T21:42:35Z

(L-) Leadership

← Older revision		Revision as of 21:42, 12 March 2026
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	\| L-ADAP \|\| Use the assessment technique to adapt to other people's styles.		\| L-ADAP \|\| Use the assessment technique to adapt to other people's styles.
	\|-		\|-
	\| L-ANIM \|\| ~~Gets~~ involved in team dynamics		\| L-ANIM \|\| Get involved in team dynamics
	\|-		\|-
	\| L-AUTO \|\| Use the assessment technique autonomously		\| L-AUTO \|\| Use the assessment technique autonomously
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	\| L-MANA \|\| Use the assessment technique in leadership and management in general, on a daily basis.		\| L-MANA \|\| Use the assessment technique in leadership and management in general, on a daily basis.
	\|-		\|-
	\| L-MOTI \|\| Use the assessment technique to motivate, engage employees.		\| L-MOTI \|\| Use the assessment technique to motivate and engage employees.
	\|-		\|-
	\| L-OBJC \|\| Use the assessment technique to set objectives		\| L-OBJC \|\| Use the assessment technique to set objectives

Flc: /* (T-) Assessment Technique */

2026-03-05T02:03:13Z

(T-) Assessment Technique

← Older revision		Revision as of 02:03, 5 March 2026
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	\|}		\|}

	The four sub-variables are measured on an ordinal scale or in categories. When measured ordinally, the indicators take a low, intermediate, or high ~~value~~. The four indicators 'isaupfr', 'isaintr', ‘isaresu’, and 'isatheo' form a general indicator 'isatech'.		The four sub-variables are measured on an ordinal scale or in categories. When measured ordinally, the indicators take values of low, intermediate, or high. The four indicators 'isaupfr', 'isaintr', ‘isaresu’, and 'isatheo' form a general indicator 'isatech'.

	'isatech' is high if the T-GVAL, T-~~LISI~~, and T-~~MODL~~ indicators are all high and at least 50% of the other indicators of 'isaupfr', ‘insaintr,’ 'isaresu,' and 'isatheo'; ie, at least three indicators of 'isaupfr', five of 'isaintr', three of 'isaresu' and three of 'isatheo' must be high. 'isatech' has an 'intermediate' value if 50% of the indicators are in intermediate or high value for each of the four sub-variables. Below, ‘ isatech’ is low.		'isatech' is high if the T-GVAL, T-GENU, and T-ROUT indicators are all high and at least 50% of the other indicators of 'isaupfr', ‘insaintr,’ 'isaresu,' and 'isatheo'; ie, at least three indicators of 'isaupfr', five of 'isaintr', three of 'isaresu' and three of 'isatheo' must be high. 'isatech' has an 'intermediate' value if 50% of the indicators are in intermediate or high value for each of the four sub-variables. Below, ‘ isatech’ is low.

	Subvariable of 'isaupfr', assessing method		Subvariable of 'isaupfr', assessing method

Flc: /* (T-) Assessment Technique */

2026-03-05T01:52:55Z

(T-) Assessment Technique

← Older revision		Revision as of 01:52, 5 March 2026
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	The four sub-variables are measured on an ordinal scale or in categories. When measured ordinally, the indicators take a low, intermediate, or high value. The four indicators 'isaupfr', 'isaintr', ‘isaresu’, and 'isatheo' form a general indicator 'isatech'.		The four sub-variables are measured on an ordinal scale or in categories. When measured ordinally, the indicators take a low, intermediate, or high value. The four indicators 'isaupfr', 'isaintr', ‘isaresu’, and 'isatheo' form a general indicator 'isatech'.

	'isatech' is high if the T-GVAL, T-LISI, and T-MODL indicators are all high and at least 50% of the other indicators of 'isaupfr', ‘insaintr,’ 'isaresu,' and 'isatheo'; ie, at least three indicators of 'isaupfr', five of 'isaintr', ~~two~~ of 'isaresu' and ~~two~~ of 'isatheo' must be high. 'isatech' has an 'intermediate' value if 50% of the indicators are in intermediate or high value for each of the four sub-variables. Below, ‘ isatech’ is low.		'isatech' is high if the T-GVAL, T-LISI, and T-MODL indicators are all high and at least 50% of the other indicators of 'isaupfr', ‘insaintr,’ 'isaresu,' and 'isatheo'; ie, at least three indicators of 'isaupfr', five of 'isaintr', three of 'isaresu' and three of 'isatheo' must be high. 'isatech' has an 'intermediate' value if 50% of the indicators are in intermediate or high value for each of the four sub-variables. Below, ‘ isatech’ is low.

	Subvariable of 'isaupfr', assessing method		Subvariable of 'isaupfr', assessing method

Flc: /* (T-) Assessment Technique */

2026-03-05T01:49:00Z

(T-) Assessment Technique

← Older revision		Revision as of 01:49, 5 March 2026
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	\| isaintr \|\| Intrinsic Qualities \|\| 10		\| isaintr \|\| Intrinsic Qualities \|\| 10
	\|-		\|-
	\| isaresu \|\| Assessment Results \|\| 4		\| isaresu \|\| Assessment Results \|\| 6
	\|-		\|-
	\| isatheo \|\| Theory and Manual \|\| 5		\| isatheo \|\| Theory and Manual \|\| 6
	\|}		\|}

Flc: /* (T-) Assessment Technique */

2026-03-05T01:47:19Z

(T-) Assessment Technique

← Older revision		Revision as of 01:47, 5 March 2026
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	{\|class="wikitable" style="margin: auto;"		{\|class="wikitable" style="margin: auto;"
	! Code 6b !! Indicator !! Low !! Intermediate !! High		! Code 6b !! Indicator !! Low !! Intermediate !! High
			\|-
			\| T-REPR \|\| Representation Model \|\| Complex, lomg, constrained \|\| Intermediate \|\| Simple, quick, and unconstrained
	\|-		\|-
	\| T-LISI \|\| Conciseness \|\| Lengthy \|\| Intermediate \|\| Concise		\| T-LISI \|\| Conciseness \|\| Lengthy \|\| Intermediate \|\| Concise
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	\|-		\|-
	\| T-GENU \|\| General Utility \|\| Low utility with few applications and users \|\| Intermediate general utility \|\| High utility with many applications and users.		\| T-GENU \|\| General Utility \|\| Low utility with few applications and users \|\| Intermediate general utility \|\| High utility with many applications and users.
			\|-
			\| T-PRIV \|\| Privacy and Security \|\| No privacy with no security \|\| Intermediate privacy and security \|\| High privacy and security measures that can potentially be enforced by the publisher and client.
	\|-		\|-
	\| T-ATCH \|\| Attachment \|\| No emotional attachment to the technique's history or its people \|\| Intermediate emotional attachment \|\| Strong emotional attachment to the technique's history and people		\| T-ATCH \|\| Attachment \|\| No emotional attachment to the technique's history or its people \|\| Intermediate emotional attachment \|\| Strong emotional attachment to the technique's history and people
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	\|-		\|-
	\| T-MANU \|\| Publications \|\| No manual available \|\| Some information is available on paper or the Internet \|\| Full reference manual available in electronic or print format		\| T-MANU \|\| Publications \|\| No manual available \|\| Some information is available on paper or the Internet \|\| Full reference manual available in electronic or print format
			\|-
			\| T-ENVA \|\| Environment's acccount \|\| NO account for the environment \|\| Kind of account for the environment, and not explicitly \|\| Account for the environment
	\|-		\|-
	\| T-AGES \|\| Age and Context \|\| Old > 50 years \|\| Medium - 20 years \|\| Recent < 3 years		\| T-AGES \|\| Age and Context \|\| Old > 50 years \|\| Medium - 20 years \|\| Recent < 3 years

Flc: /* Introduction */

2025-12-10T22:00:13Z

Introduction

← Older revision		Revision as of 22:00, 10 December 2025
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	This article specifies the codes, indicators, and value attributions for the general framework’s variables. Nine are independent, four are antecedent, and three are dependent. The 16 variables are presented in the order below in the three categories.		This article specifies the codes, indicators, and value attributions for the general framework’s variables. Nine are independent, four are antecedent, and three are dependent. The 16 variables are presented in the order below in the three categories.

	The framework, its construction, and variables are presented in separate articles<ref>[[Variables and Indicators \| ~~See more about the framework and variables <u>~~here in this article~~</u>~~.]]<br/>[[ Research Methodology \| See more about the history of the framework and its methodology <u>here in this article</u>.]]</ref>. Indicators are used to test hypotheses drawn from the framework against specific techniques, users, and companies as they deploy, in accordance with a publisher's model and a consultant's facilitation. The anticipated conclusions of testing hypotheses are also based on the indicators and their measurement. The hypotheses and anticipated conclusions are discussed separately<ref>[[ Hypotheses Formulation \| See more about the hypotheses formulation <u>here in this article</u>.]]<br/>[[ Anticipated Conclusions \| See more about the anticipated conclusions <u>here in this article</u>.]]</ref>.		The framework, its construction, and variables are presented in separate articles<ref>See more about the variables and their measurement [[Variables and Indicators \|here in this article.]]<br/>[[ Research Methodology \| See more about the history of the framework and its methodology <u>here in this article</u>.]]</ref>. Indicators are used to test hypotheses drawn from the framework against specific techniques, users, and companies as they deploy, in accordance with a publisher's model and a consultant's facilitation. The anticipated conclusions of testing hypotheses are also based on the indicators and their measurement. The hypotheses and anticipated conclusions are discussed separately<ref>[[ Hypotheses Formulation \| See more about the hypotheses formulation <u>here in this article</u>.]]<br/>[[ Anticipated Conclusions \| See more about the anticipated conclusions <u>here in this article</u>.]]</ref>.

	=Independent Variables=		=Independent Variables=

Flc: /* Introduction */

2025-12-10T21:58:41Z

Introduction

← Older revision		Revision as of 21:58, 10 December 2025
Line 3:		Line 3:
	This article specifies the codes, indicators, and value attributions for the general framework’s variables. Nine are independent, four are antecedent, and three are dependent. The 16 variables are presented in the order below in the three categories.		This article specifies the codes, indicators, and value attributions for the general framework’s variables. Nine are independent, four are antecedent, and three are dependent. The 16 variables are presented in the order below in the three categories.

	The framework, its construction, and variables are presented in separate articles<ref>[[ ~~Framework~~ Variables and Indicators \| See more about the framework and variables <u>here in this article</u>.]]<br/>[[ Research Methodology \| See more about the history of the framework and its methodology <u>here in this article</u>.]]</ref>. Indicators are used to test hypotheses drawn from the framework against specific techniques, users, and companies as they deploy, in accordance with a publisher's model and a consultant's facilitation. The anticipated conclusions of testing hypotheses are also based on the indicators and their measurement. The hypotheses and anticipated conclusions are discussed separately<ref>[[ Hypotheses Formulation \| See more about the hypotheses formulation <u>here in this article</u>.]]<br/>[[ Anticipated Conclusions \| See more about the anticipated conclusions <u>here in this article</u>.]]</ref>.		The framework, its construction, and variables are presented in separate articles<ref>[[Variables and Indicators \| See more about the framework and variables <u>here in this article</u>.]]<br/>[[ Research Methodology \| See more about the history of the framework and its methodology <u>here in this article</u>.]]</ref>. Indicators are used to test hypotheses drawn from the framework against specific techniques, users, and companies as they deploy, in accordance with a publisher's model and a consultant's facilitation. The anticipated conclusions of testing hypotheses are also based on the indicators and their measurement. The hypotheses and anticipated conclusions are discussed separately<ref>[[ Hypotheses Formulation \| See more about the hypotheses formulation <u>here in this article</u>.]]<br/>[[ Anticipated Conclusions \| See more about the anticipated conclusions <u>here in this article</u>.]]</ref>.

	=Independent Variables=		=Independent Variables=

← Older revision		Revision as of 21:56, 12 March 2026
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	! Code !! Indicator		! Code !! Indicator
	\|-		\|-
	\| L-ADAP \|\| Use the assessment technique to adapt to other people's styles.		\| L-ADAP \|\| Use the assessment technique to adapt to other people's styles
	\|-		\|-
	\| L-~~ANIM~~ \|\| ~~Get involved in team dynamics~~		\| L-FOCO \|\| Use the assessment technique to foster collaboration
	\|-		\|-
	\| L-AUTO \|\| Use the assessment technique autonomously		\| L-AUTO \|\| Use the assessment technique autonomously
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	\| L-CONF \|\| Use the assessment technique to manage conflicts and other organizational challenges, including low productivity, absenteeism,<br/> negative behavior, individual and collective conflicts, strikes, etc.		\| L-CONF \|\| Use the assessment technique to manage conflicts and other organizational challenges, including low productivity, absenteeism,<br/> negative behavior, individual and collective conflicts, strikes, etc.
	\|-		\|-
	\| L-ENTR \|\| Use the assessment technique during end-of-year interviews, intermediate points, and other interviews, excluding recruitment interviews.		\| L-ENTR \|\| Use the assessment technique during end-of-year interviews, intermediate points, and other interviews, excluding recruitment interviews
	\|-		\|-
	\| L-DEVE \|\| Use the assessment technique for employee development.		\| L-DEVE \|\| Use the assessment technique for employee development
	\|-		\|-
	\| L-FEED \|\| Feedback sessions are provided to team members		\| L-FEED \|\| Feedback sessions are provided to team members
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	\| L-FIDE \|\| Use the assessment technique to develop employees' loyalty and trust		\| L-FIDE \|\| Use the assessment technique to develop employees' loyalty and trust
	\|-		\|-
	\| L-HUMA \|\| Attention is paid to people and social aspects, rather than remaining distant and focusing only on technical aspects.		\| L-HUMA \|\| Attention is paid to people and social aspects, rather than remaining distant and focusing only on technical aspects
	\|-		\|-
	\| L-INCO \|\| Use the assessment technique to onboard new team members		\| L-INCO \|\| Use the assessment technique to onboard new team members
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	\| L-INTE \|\| Use the assessment technique to communicate and interact with others		\| L-INTE \|\| Use the assessment technique to communicate and interact with others
	\|-		\|-
	\| L-~~MANA~~ \|\| Use the assessment technique ~~in leadership and management in general, on a daily basis.~~		\| L-MODW \|\| Use the assessment technique to model the way
	\|-		\|-
	\| L-MOTI \|\| Use the assessment technique to motivate and engage employees.		\| L-MOTI \|\| Use the assessment technique to motivate and engage employees
	\|-		\|-
	\| L-OBJC \|\| Use the assessment technique to set objectives		\| L-OBJC \|\| Use the assessment technique to set objectives