Use of Tools and Concepts - Revision history

Flc: /* Introduction */

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Introduction

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	=Introduction=		=Introduction=
	[[File:GRI TPU.png\|right\|250px]]		[[File:GRI TPU.png\|right\|250px]]
	The tools and concepts that they measure serve various purposes depending on what the concept stands for, how it is measured, and how both are learned and used. As we demonstrate at GRI, how a measure is presented has significant implications for the uses it supports.<ref>The science of signs, or semiotics, is presented in this article [[Language_and_Signs \| here, for how signs produced by assessment techniques show, what they indicate, and the rules, inferences, and norms built from them.]]</ref> As for other types of measures, ~~for instance,~~ temperature, the scale ~~being~~ used, and how the results are presented determine what will be done with them. If an instrument indicates room temperature on a continuous scale rather than only whether the room is hot or cold, one may eventually dress accordingly, rather than having only an approximate idea of what to do.		The tools and concepts that they measure serve various purposes depending on what the concept stands for, how it is measured, and how both are learned and used. As we demonstrate at GRI, how a measure is presented has significant implications for the uses it supports.<ref>The science of signs, or semiotics, is presented in this article [[Language_and_Signs \| here, for how signs produced by assessment techniques show, what they indicate, and the rules, inferences, and norms built from them.]]</ref> As for other types of measures, such as temperature, the scale used, and how the results are presented determine what will be done with them. If an instrument indicates room temperature on a continuous scale rather than only whether the room is hot or cold, one may eventually dress accordingly, rather than having only an approximate idea of what to do.

	Our research identified six primary practical uses of the measures in “Organizational Development,” “Leadership,” “Coaching,” “Recruitment,” “Clinical,” and for their “Medium Effect,” and also three more theoretical and abstract uses that appear across the six practical areas: “Self and Social Awareness,” “Learning,” and “Language and Signs.”		Our research identified six primary practical uses of the measures in “Organizational Development,” “Leadership,” “Coaching,” “Recruitment,” “Clinical,” and for their “Medium Effect,” and also three more theoretical and abstract uses that appear across the six practical areas: “Self and Social Awareness,” “Learning,” and “Language and Signs.”

Flc: Flc moved page Assessments Potential Uses to Use of Tools and Concepts: Chapter name is changed

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Flc moved page Assessments Potential Uses to Use of Tools and Concepts: Chapter name is changed

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Flc: /* Language and Signs */

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Language and Signs

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	Learning skills with a new assessment technique develops over time through practice, much as it does with cooking, sports, or playing a new musical instrument. The learning process is not instant. New skills are reinforced through application, sharing with others, and improvement in real-world situations. The ability to continuously build on one's assessment skills increases their effectiveness in practice and their impact on the organization’s performance.		Learning skills with a new assessment technique develops over time through practice, much as it does with cooking, sports, or playing a new musical instrument. The learning process is not instant. New skills are reinforced through application, sharing with others, and improvement in real-world situations. The ability to continuously build on one's assessment skills increases their effectiveness in practice and their impact on the organization’s performance.

	=Language and Signs=		=Use in Communication, Language and Signs=
	[[File:PU Language.png\|right\|250px]]		[[File:PU Language.png\|right\|250px]]
	Among the characteristics of assessment techniques, the language and signs created by the technique stand out as incommensurable, as the literature suggests<ref>Carnap, R. (1988). Meaning and Necessity. A study of Semantics and Modal Logic. The University of Chicago Press. 2nd Edition. First published in 1947.<br/>Quine, W. V. (1960). Word and Object. The MIT Press.<br/>Eco, U. (1979). A theory of Semiotics. Indiana University Press. Bloomington.<br/>Eco, U. (1988). Le Signe. Histoire et analyse d'un concept. Editions Labor. Translate from: Segno, 1973.<br/>Eco, U. (1995). The Search for the Perfect Language. Blackwell Publishers.<br/>Hacking, I. (2001). Probability and Inductive Logic. Cambridge University Press.<br/>Hacking, I. (2001). Why Language Matter To Philosophy? Cambridge University Press. 13th publication. First published in 1975.<br/>Korzybski, A. (1933). Science and Sanity. Institute of General Semantics.<br/>Hayakawa, S. I. (1939). Language in thought and action. Harcourt Brace Jovanovich.</ref>. Mead’s work<ref>Mead G. H. (1934). Mind, Self, and Society from the standpoint of a behaviorist. University of Chicago Press.</ref> emphasizes the importance of signs in building a person and their connection to the system. Additionally, the functional role of signs has been most thoroughly analyzed by Pierce’s work<ref>Peirce, C. S. (1935) Philosophical Writings of Peirce. Selection of papers between 1931 and 1935 by J. S. Buchler New York, Dover Publications.</ref>, which focused on the sign itself and its role in the inference process. From this perspective, the results of assessment techniques can be effective for quickly learning, memorizing, recalling, and creating new inferences and skills instantly.		Among the characteristics of assessment techniques, the language and signs created by the technique stand out as incommensurable, as the literature suggests<ref>Carnap, R. (1988). Meaning and Necessity. A study of Semantics and Modal Logic. The University of Chicago Press. 2nd Edition. First published in 1947.<br/>Quine, W. V. (1960). Word and Object. The MIT Press.<br/>Eco, U. (1979). A theory of Semiotics. Indiana University Press. Bloomington.<br/>Eco, U. (1988). Le Signe. Histoire et analyse d'un concept. Editions Labor. Translate from: Segno, 1973.<br/>Eco, U. (1995). The Search for the Perfect Language. Blackwell Publishers.<br/>Hacking, I. (2001). Probability and Inductive Logic. Cambridge University Press.<br/>Hacking, I. (2001). Why Language Matter To Philosophy? Cambridge University Press. 13th publication. First published in 1975.<br/>Korzybski, A. (1933). Science and Sanity. Institute of General Semantics.<br/>Hayakawa, S. I. (1939). Language in thought and action. Harcourt Brace Jovanovich.</ref>. Mead’s work<ref>Mead G. H. (1934). Mind, Self, and Society from the standpoint of a behaviorist. University of Chicago Press.</ref> emphasizes the importance of signs in building a person and their connection to the system. Additionally, the functional role of signs has been most thoroughly analyzed by Pierce’s work<ref>Peirce, C. S. (1935) Philosophical Writings of Peirce. Selection of papers between 1931 and 1935 by J. S. Buchler New York, Dover Publications.</ref>, which focused on the sign itself and its role in the inference process. From this perspective, the results of assessment techniques can be effective for quickly learning, memorizing, recalling, and creating new inferences and skills instantly.

Flc: /* Use in Self and Social Awareness */

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Use in Self and Social Awareness

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	Although the medium effect can be easily observed, its connection to performance may be indirect, occurring alongside other uses. However, it is distinct from them and should be considered separately.		Although the medium effect can be easily observed, its connection to performance may be indirect, occurring alongside other uses. However, it is distinct from them and should be considered separately.

	=Use in Self and Social Awareness=		=Use for Self and Social Awareness=
	[[File:TU Awareness.png\|right\|250px]]		[[File:TU Awareness.png\|right\|250px]]
	Assessment techniques are used in feedback sessions or reports to provide participants with useful information for their personal growth. The information helps them identify their strengths, communication style, decision-making, career development, and more.		Assessment techniques are used in feedback sessions or reports to provide participants with useful information for their personal growth. The information helps them identify their strengths, communication style, decision-making, career development, and more.

Flc: /* Use in Coaching */

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Use in Coaching

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	As observed at GRI, the results of the assessment technique are used during the recruitment stage to quickly help tailor the job to the candidate or, conversely, to help adapt the candidate to the job. The quality of the information, its relevance to the job, and the candidate’s behavioral adaptability are all crucial elements for making this decision.		As observed at GRI, the results of the assessment technique are used during the recruitment stage to quickly help tailor the job to the candidate or, conversely, to help adapt the candidate to the job. The quality of the information, its relevance to the job, and the candidate’s behavioral adaptability are all crucial elements for making this decision.

	=Use in Coaching=		=Use for Coaching=
	[[File:PU Coaching.png\|right\|250px]]		[[File:PU Coaching.png\|right\|250px]]
	Coaching has been on the rise since the late 1990s and has used assessment techniques early on, the most notorious one being the Myers-Briggs Typology Indicator or MBTI. Although the first phase of our research didn’t include this category in the early 2000s, the evident use of assessment techniques in coaching and mentoring at all levels of an organization made them a natural candidate for the current revised framework.		Coaching has been on the rise since the late 1990s and has used assessment techniques early on, the most notorious one being the Myers-Briggs Typology Indicator or MBTI. Although the first phase of our research didn’t include this category in the early 2000s, the evident use of assessment techniques in coaching and mentoring at all levels of an organization made them a natural candidate for the current revised framework.

Flc: /* Use in Recruitment */

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Use in Recruitment

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	Other research provides evidence that a leader’s most complicated challenges are adaptive challenges that require people to adapt their behavior and change their values, beliefs, priorities, and loyalties<ref>Heifetz, R. A., Linsky, M., & Grashow, A. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Review Press.</ref>. Those, again, should benefit from more objective and accurate information on people’s development. All the above elements suggest that, with appropriate characteristics, the link between the use of an assessment technique on leadership is fundamental and has a positive effect on performance.		Other research provides evidence that a leader’s most complicated challenges are adaptive challenges that require people to adapt their behavior and change their values, beliefs, priorities, and loyalties<ref>Heifetz, R. A., Linsky, M., & Grashow, A. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Review Press.</ref>. Those, again, should benefit from more objective and accurate information on people’s development. All the above elements suggest that, with appropriate characteristics, the link between the use of an assessment technique on leadership is fundamental and has a positive effect on performance.

	=Use in Recruitment=		=Use for Recruitment=
	[[File:PU Recruitment.png\|right\|250px]]		[[File:PU Recruitment.png\|right\|250px]]
	“Recruitment” includes here the processes of selection, sourcing, search, interview, skills assessment, management of high potentials, succession planning, career development, promotion<ref>As for leadership, the list for recruitment is not limited to those items. These are just examples. The list continues.</ref>. In large organizations, these aspects are managed by human resources departments. They are shared with leadership and managers who work closely with them. In smaller organizations, management takes a more active role, especially when the HR department focuses only on payroll and compliance. Unlike leadership, these aspects can all be outsourced and are increasingly supplemented by AI agents.		“Recruitment” includes here the processes of selection, sourcing, search, interview, skills assessment, management of high potentials, succession planning, career development, promotion<ref>As for leadership, the list for recruitment is not limited to those items. These are just examples. The list continues.</ref>. In large organizations, these aspects are managed by human resources departments. They are shared with leadership and managers who work closely with them. In smaller organizations, management takes a more active role, especially when the HR department focuses only on payroll and compliance. Unlike leadership, these aspects can all be outsourced and are increasingly supplemented by AI agents.

Flc: /* Use in Leadership */

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Use in Leadership

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	As research in Agent-Based Models (ABMs) shows<ref>Macy M. W., Willer R. (2002). From Factors to Actors: Computational Sociology and Agent-Based Modeling. Annual Review of Sociology, 28, 143-166.<br/>Axtell, Robert L., and J. Doyne Farmer. 2025. "Agent-Based Modeling in Economics and Finance: Past, Present, and Future." Journal of Economic Literature 63 (1): 197–287. DOI: 10.1257/jel.20221319</ref>, a better understanding of individual variables is necessary to analyze group phenomena and find effective, creative solutions. Given the importance of the relationships between macro and micro phenomena<ref>Alexander J. C., Giesen B., Münch R., Smelser N. (1987). The Micro-macro link. Berkeley and Los Angeles: University of California Press.</ref> and the capacity of assessment techniques to provide more objective quality information at these two levels, one can assume that their use for organizational development can have a strong, positive impact on performance.		As research in Agent-Based Models (ABMs) shows<ref>Macy M. W., Willer R. (2002). From Factors to Actors: Computational Sociology and Agent-Based Modeling. Annual Review of Sociology, 28, 143-166.<br/>Axtell, Robert L., and J. Doyne Farmer. 2025. "Agent-Based Modeling in Economics and Finance: Past, Present, and Future." Journal of Economic Literature 63 (1): 197–287. DOI: 10.1257/jel.20221319</ref>, a better understanding of individual variables is necessary to analyze group phenomena and find effective, creative solutions. Given the importance of the relationships between macro and micro phenomena<ref>Alexander J. C., Giesen B., Münch R., Smelser N. (1987). The Micro-macro link. Berkeley and Los Angeles: University of California Press.</ref> and the capacity of assessment techniques to provide more objective quality information at these two levels, one can assume that their use for organizational development can have a strong, positive impact on performance.

	=Use in Leadership=		=Use for Leadership and Management=
	[[File:PU Leadership.png\|right\|250px]]		[[File:PU Leadership.png\|right\|250px]]
	The following uses of the assessment technique fall into this category: employee motivation and engagement, inspiring a shared vision, day-to-day communication, people management, goal setting, feedback, periodic review, employee onboarding, management of meetings, and team members’ development<ref>The items mentioned are only examples; the list continues. It was inspired both deductively, by literature in leadership, and inductively, by observation from the exploration field.</ref>Although some aspects may be handled by HR and team members, the responsibility of their execution falls to the leader. For leaders of leaders, leadership applies, to a minimum, to close team members. The ability to deal with conflicts and manage organizational change is an important part of this leadership category.		The following uses of the assessment technique fall into this category: employee motivation and engagement, inspiring a shared vision, day-to-day communication, people management, goal setting, feedback, periodic review, employee onboarding, management of meetings, and team members’ development<ref>The items mentioned are only examples; the list continues. It was inspired both deductively, by literature in leadership, and inductively, by observation from the exploration field.</ref>Although some aspects may be handled by HR and team members, the responsibility of their execution falls to the leader. For leaders of leaders, leadership applies, to a minimum, to close team members. The ability to deal with conflicts and manage organizational change is an important part of this leadership category.

Flc: /* Use in Organizational Development */

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Use in Organizational Development

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	Individuals have been exposed to one or more techniques and consultants who use them, such as for coaching, team building, recruitment, or search. With these first experiences also came the individual's appreciation of the technique’s potential and limitations. This first experience serves as a benchmark for what other techniques could do next. If not yet exposed to an assessment technique, their parallel technique—private, common, esoteric, or a combination of the three — is their benchmark.		Individuals have been exposed to one or more techniques and consultants who use them, such as for coaching, team building, recruitment, or search. With these first experiences also came the individual's appreciation of the technique’s potential and limitations. This first experience serves as a benchmark for what other techniques could do next. If not yet exposed to an assessment technique, their parallel technique—private, common, esoteric, or a combination of the three — is their benchmark.

	=Use in Organizational Development=		=Use for Organizational Development=
	[[File:PU Organization.png\|right\|250px]]		[[File:PU Organization.png\|right\|250px]]
	Among the various uses of assessment techniques, those at an organizational level appear to be the most significant and impactful. New information for analyzing teams, departments, companies, and their management during mergers, acquisitions, and reorganizations that is accurate, helps make important people decisions that typically need to happen fast, and will have important repercussions on their future development, engagement, and performance.		Among the various uses of assessment techniques, those at an organizational level appear to be the most significant and impactful. New information for analyzing teams, departments, companies, and their management during mergers, acquisitions, and reorganizations that is accurate, helps make important people decisions that typically need to happen fast, and will have important repercussions on their future development, engagement, and performance.

Flc: /* Antecedents of Use */

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Antecedents of Use

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	=Antecedents of Use=		=Antecedents of Use=
	What are the causal factors underlying the use of tools or assessment techniques, and the concepts they measure? GRI’s general framework helps identify four categories:		What are the causal factors underlying the use of tools or assessment techniques, and the concepts they measure? GRI’s general framework helps identify four categories:
	* Tool or ~~Assessment~~ technique's qualities		* Tool or assessment technique's qualities
	* User's role and interests		* User's role and interests
	* Organization’s culture and the social environment		* Organization’s culture and the social environment

Flc: /* Antecedents of Use */

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Antecedents of Use

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	=Antecedents of Use=		=Antecedents of Use=
	~~Using GRI’s general framework, an analysis of~~ the causal factors underlying the use of assessment techniques ~~helped~~ identify four categories:		What are the causal factors underlying the use of tools or assessment techniques, and the concepts they measure? GRI’s general framework helps identify four categories:
	* Assessment technique ~~properties~~		* Tool or Assessment technique's qualities
	* ~~Users~~' ~~roles~~ and interests		* User's role and interests
	* Organization’s culture and the social environment		* Organization’s culture and the social environment
	* Publisher business model and consultant		* Publisher business model and consultant behind the tool and concept.

	The assessment ~~properties~~ and the publisher's business model are essential factors that influence ~~their~~ use beforehand. No measure is possible without the technique, whatever it is. Assessment techniques have different qualities that either restrict or facilitate their use. The publisher's and consultant's business ~~model affects~~ the quality, autonomy, and resources available for implementation.		The assessment's quality and the publisher's business model are essential factors that influence its use beforehand. No measure is possible without the technique itself, whatever it is. Assessment techniques have different qualities that either restrict or facilitate their use. The publisher's and consultant's business models affect the quality, autonomy, and resources available for implementation.

	Not everyone is receptive to a new ~~assessment technique~~. Each person and organization has their own beliefs about human nature, including how people and their organizations function and why. These beliefs are deeply anchored in one's experience. ~~The beliefs~~ may ~~change~~ when faced with practical challenges or if prompted by the company as part of a leadership development program. GRI adaptive profiles and organizational profiles also indicate how a new technique~~, such as an assessment, will deploy~~: at different speeds, with more or less structure and processes, communication, and consensus. People and their environment grow as the ~~assessment progresses~~ within the organization.		Not everyone is receptive to a new tool and concept. Each person and organization has their own beliefs about human nature, including how people and their organizations function and why. These beliefs are deeply anchored in one's experience. They may evolve when faced with practical challenges or when prompted by the company, for instance, as part of a leadership development program. GRI adaptive profiles and organizational profiles also indicate how a new technique and concepts can be deployed: at different speeds, with more or less structure and processes, and with varying levels of communication and consensus. People and their environment grow as the tools and concepts progress within the organization.

	~~More often than not, individuals~~ have been exposed to one or more techniques and consultants who use them, such as for coaching, team building, recruitment, or search. With these first experiences also came the individual's appreciation of the technique’s potential and limitations. This first experience serves as a benchmark for what techniques could do next, ~~based on~~ their ~~initial understanding~~ of ~~what those techniques stand for; if not,~~ the ~~benchmark~~ is their ~~parallel technique~~.		Individuals have been exposed to one or more techniques and consultants who use them, such as for coaching, team building, recruitment, or search. With these first experiences also came the individual's appreciation of the technique’s potential and limitations. This first experience serves as a benchmark for what other techniques could do next. If not yet exposed to an assessment technique, their parallel technique—private, common, esoteric, or a combination of the three — is their benchmark.

	=Use in Organizational Development=		=Use in Organizational Development=