Uses Analysis - Revision history

Flc: /* Role analysis */

2026-01-12T06:55:30Z

Role analysis

← Older revision		Revision as of 06:55, 12 January 2026
Line 124:		Line 124:
	Five user roles were identified during the first phase of the project: leaders and managers (analyzed separately as trained and untrained), human resources executives, recruiters, consultants, and facilitators. Four additional roles were added later in phases 2 and 3 as observations progressed and new users and applications emerged: career counselor, coach, clinician, and individual contributor.		Five user roles were identified during the first phase of the project: leaders and managers (analyzed separately as trained and untrained), human resources executives, recruiters, consultants, and facilitators. Four additional roles were added later in phases 2 and 3 as observations progressed and new users and applications emerged: career counselor, coach, clinician, and individual contributor.

	Seven other roles were identified but ~~not included in~~ the analysis, even though they were important, because they lacked ~~direct~~ relevance to organizational performance. These roles are ~~the following~~: clinician - other, researcher, medical doctor, matchmaker, marketer, parent-educator, and economist. The main user characteristics and their impact on performance were summarized in a matrix.		Seven other roles were identified but excluded from the analysis, even though they were important, because they lacked immediate relevance to organizational performance. These roles are: clinician (other), researcher, medical doctor, matchmaker, marketer, parent-educator, and economist.

			The main user characteristics and their impact on performance were summarized in a matrix<ref>See more information [[Users_Analysis\|here about user characteristics.]]</ref>, and the roles were analyzed<ref>See in this article [[Role_Analysis \|here the identification and causal analysis of roles.]]</ref>.

	=Causal Analysis=		=Causal Analysis=

Flc: /* Antecedent Analysis */

2025-11-23T23:27:33Z

Antecedent Analysis

← Older revision		Revision as of 23:27, 23 November 2025
Line 76:		Line 76:
	The main qualities of the antecedents and effects were emphasized in all the cases studied. Similar qualities were evident in several companies to varying degrees. With companies using and being trained on adaptive profiles, observations began with people's first contact with them and continued during their use at irregular intervals. This process was refined over the three phases of the project. The four antecedent variables are the following:		The main qualities of the antecedents and effects were emphasized in all the cases studied. Similar qualities were evident in several companies to varying degrees. With companies using and being trained on adaptive profiles, observations began with people's first contact with them and continued during their use at irregular intervals. This process was refined over the three phases of the project. The four antecedent variables are the following:

	* '''Assessment technique'''. 21 different types of assessment techniques were identified, regrouped in four categories: parallel techniques, semi-formal techniques, formal techniques, and statistics-based techniques<ref>See here for more details about [[Assessment_Techniques \| the 21 different types of assessment techniques and their regrouping into four categories.]]</ref>. 158 statistics-based techniques were analyzed, which allowed the extraction of 29 characteristics that can apply in large part to other techniques, too. Those characteristics were subsumed into four groups<ref>See here for more details about [[Assessment_Techniques_-_Characteristics \| the assessment techniques' characteristics.]]</ref>:		* [[Assessment_Techniques \| '''Assessment technique''']]. 21 different types of assessment techniques were identified, regrouped in four categories: parallel techniques, semi-formal techniques, formal techniques, and statistics-based techniques<ref>See here for more details about [[Assessment_Techniques \| the 21 different types of assessment techniques and their regrouping into four categories.]]</ref>. 158 statistics-based techniques were analyzed, which allowed the extraction of 29 characteristics that can apply in large part to other techniques, too. Those characteristics were subsumed into four groups<ref>See here for more details about [[Assessment_Techniques_-_Characteristics \| the assessment techniques' characteristics.]]</ref>:
	** Upfront characteristics or how the technique functions when participants take the assessment.		** Upfront characteristics or how the technique functions when participants take the assessment.
	** Intrinsic qualities of the measures being assessed.		** Intrinsic qualities of the measures being assessed.
Line 82:		Line 82:
	** Theory and manual, and the rules of inference produced by using and sharing about the assessment technique.		** Theory and manual, and the rules of inference produced by using and sharing about the assessment technique.

	* '''Users'''. 14 characteristics have been identified, including: attitude toward answering the assessment, attitude toward people’s behavior, attitude toward the assessment technique, attitude toward the facilitator, interest in human aspects, operational vs functional role, management experience, adaptive profile of the decision maker, experience with either assessment techniques, problems encountered in previous management situations, directly concerned or not by the effects, confidence in using the personality assessment, recommendation provided for using the assessment, experience in HR, OD or Coaching.		* [[Users_Analysis \| '''Users''']]. 14 characteristics have been identified, including: attitude toward answering the assessment, attitude toward people’s behavior, attitude toward the assessment technique, attitude toward the facilitator, interest in human aspects, operational vs functional role, management experience, adaptive profile of the decision maker, experience with either assessment techniques, problems encountered in previous management situations, directly concerned or not by the effects, confidence in using the personality assessment, recommendation provided for using the assessment, experience in HR, OD or Coaching.

	* '''Environment'''. 12 characteristics were identified, with 10 from the organization level using the assessment and 2 from the environment at large. For the organization, the characteristics evidenced were the size of the company, its maturity, its industry sector, the cultural significance of the personality test in the organization, the politicization of people aspects, the use of other techniques, prior use in the organization, the role of human resources when the service exists, the relationship between the organization and outside consultants and the internationalization of the organization. The characteristics of the environment at large were highlighted in nine countries considered: the environmental competitiveness and the more or less strong development of assessments at the national or state level.		* [[Environment_and_Organization_Analysis \| '''Environment''']]. 12 characteristics were identified, with 10 from the organization level using the assessment and 2 from the environment at large. For the organization, the characteristics evidenced were the size of the company, its maturity, its industry sector, the cultural significance of the personality test in the organization, the politicization of people aspects, the use of other techniques, prior use in the organization, the role of human resources when the service exists, the relationship between the organization and outside consultants and the internationalization of the organization. The characteristics of the environment at large were highlighted in nine countries considered: the environmental competitiveness and the more or less strong development of assessments at the national or state level.

	* '''Publisher and Consultant'''. 9 characteristics. The publisher, facilitator, and consultant play important roles in how the assessment technique is deployed in an organization. Aspects such as the support provided, the training delivered, the availability of a survey and analytic platform, and the way assessment and services are packaged are important factors that determine how the technique will be used.		* [[Publisher_and_Consultant_Analysis \| '''Publisher and Consultant''']]. 9 characteristics. The publisher, facilitator, and consultant play important roles in how the assessment technique is deployed in an organization. Aspects such as the support provided, the training delivered, the availability of a survey and analytic platform, and the way assessment and services are packaged are important factors that determine how the technique will be used.

	=Effects Analysis=		=Effects Analysis=

Flc: /* Causal Analysis */

2025-11-22T19:04:29Z

Causal Analysis

← Older revision		Revision as of 19:04, 22 November 2025
Line 138:		Line 138:
	The following two aspects of the adaptive profiles apply to measuring individual and organizational performance:		The following two aspects of the adaptive profiles apply to measuring individual and organizational performance:
	* '''Disengagement''': A strong disengagement, as measured in the Natural and Role of the adaptive profiles, will result in poor performance.		* '''Disengagement''': A strong disengagement, as measured in the Natural and Role of the adaptive profiles, will result in poor performance.
	* '''Lack of Job fit''': A disconnect between the social behaviors expected in jobs and how people actually perform in them, as measured by the job profile (or PBI) and the Effective of the adaptive profile, will ultimately create inefficiency<ref> [[Efficiency_versus_Performance \|\| See here a discussion about performance ~~and efficiency~~.]].</ref>		* '''Lack of Job fit''': A disconnect between the social behaviors expected in jobs and how people actually perform in them, as measured by the job profile (or PBI) and the Effective of the adaptive profile, will ultimately create inefficiency<ref> [[Efficiency_versus_Performance \|\| See here a discussion about efficiency and performance.]].</ref>

	Those effects need to be considered as “effects of effects”. The impact of engagement and role fit is more distant in time than that of the other effects. All these effects are inevitably connected, as they result from the implementation of the assessment technique, whether it be the assessment and the adaptive profiles, or any other assessment technique, including parallel techniques.		Those effects need to be considered as “effects of effects”. The impact of engagement and role fit is more distant in time than that of the other effects. All these effects are inevitably connected, as they result from the implementation of the assessment technique, whether it be the assessment and the adaptive profiles, or any other assessment technique, including parallel techniques.

Flc: /* Causal Analysis */

2025-11-22T19:03:29Z

Causal Analysis

← Older revision		Revision as of 19:03, 22 November 2025
Line 138:		Line 138:
	The following two aspects of the adaptive profiles apply to measuring individual and organizational performance:		The following two aspects of the adaptive profiles apply to measuring individual and organizational performance:
	* '''Disengagement''': A strong disengagement, as measured in the Natural and Role of the adaptive profiles, will result in poor performance.		* '''Disengagement''': A strong disengagement, as measured in the Natural and Role of the adaptive profiles, will result in poor performance.
	* '''Lack of Job fit''': A disconnect between the social behaviors expected in jobs and how people actually perform in them, as measured by the job profile (or PBI) and the Effective of the adaptive profile, will ultimately create inefficiency.		* '''Lack of Job fit''': A disconnect between the social behaviors expected in jobs and how people actually perform in them, as measured by the job profile (or PBI) and the Effective of the adaptive profile, will ultimately create inefficiency<ref> [[Efficiency_versus_Performance \|\| See here a discussion about performance and efficiency.]].</ref>

	Those effects need to be considered as “effects of effects”. The impact of engagement and role fit is more distant in time than that of the other effects. All these effects are inevitably connected, as they result from the implementation of the assessment technique, whether it be the assessment and the adaptive profiles, or any other assessment technique, including parallel techniques.		Those effects need to be considered as “effects of effects”. The impact of engagement and role fit is more distant in time than that of the other effects. All these effects are inevitably connected, as they result from the implementation of the assessment technique, whether it be the assessment and the adaptive profiles, or any other assessment technique, including parallel techniques.

Flc: /* Causal Analysis */

2025-11-22T18:58:43Z

Causal Analysis

← Older revision		Revision as of 18:58, 22 November 2025
Line 127:		Line 127:

	=Causal Analysis=		=Causal Analysis=
	The specific research question ~~directs~~ the analysis of the reasons ~~that can explain~~ the link between the use of the assessment technique and performance. This work was carried out alongside the development of the hypotheses. It is possible to clearly order the antecedent variables, the independent variables of use, the variables related to their effects, and to envision cause-and-effect relationships over time.		The specific research question guides the analysis of the reasons underlying the link between the use of the assessment technique and performance. This work was carried out alongside the development of the hypotheses. It is possible to clearly order the antecedent variables, the independent variables of use, the variables related to their effects, and to envision cause-and-effect relationships over time.

	The 16 uses were initially reduced to nine using the role, antecedent, and effect analyses. The Self and Social Awareness was extracted from Leadership. Leadership and Management variables were later merged. The Coach, Clinical, and Medium ~~effect~~ variables ~~came with the new phase~~ of the ~~research~~. The nine intermediate variables were grouped into two categories.		The 16 uses were initially reduced to nine using the role, antecedent, and effect analyses. The Self and Social Awareness was extracted from Leadership. Leadership and Management variables were later merged. The Coach, Clinical, and Medium Effect variables were included in phases 2 and 3 of the project. The nine intermediate variables were grouped into two categories.

	* '''The first ~~group~~''' comprises the uses in “Organizational development”, “Recruitment”, “Leadership”, “Coaching”, “Clinical”, and “Medium Effect”, which are of practical use.		* '''The first category''' comprises the uses in “Organizational development”, “Recruitment”, “Leadership”, “Coaching”, “Clinical”, and “Medium Effect”, which are of practical use.
	* '''The second ~~group~~''' includes the uses in “Self and social awareness”, “Learning”, and “Language and Signs”, which are more abstract and theoretical and transversal to the other six practical uses.		* '''The second category''' includes the uses in “Self and social awareness”, “Learning”, and “Language and Signs”, which are more abstract and theoretical and transversal to the other six practical uses.

	The antecedent variable “Organization” was merged with “Environment”. There are therefore four antecedent variables: “Assessment Technique,” “Individual user,” “Environment,” and ~~"Publisher~~ and consultant”. In parallel with the work ~~of reducing~~ the 16 uses, causal diagrams were constructed for the “Learning” and “Language and Signs” variables as well as for the role analysis. The following two aspects of ~~GRI’s~~ adaptive profiles apply to measuring individual and organizational performance:		The antecedent variable “Organization” was merged with “Environment”. There are, therefore, four antecedent variables: “Assessment Technique,” “Individual user,” “Environment,” and “Publisher and consultant”. In parallel with the work to reduce the 16 uses, causal diagrams were constructed for the “Learning” and “Language and Signs” variables as well as for the role analysis.
	* '''Disengagement''': A strong ~~adaptation and~~ disengagement, as measured in the Natural and Role of the adaptive profiles, will result in ~~inefficiency and~~ poor performance.
	* '''Lack of Job fit''': A disconnect between the behaviors expected in jobs and how people actually perform in them, as measured by the job profile (or PBI) and the Effective of the adaptive profile, will create ~~disengagement and, consequently,~~ inefficiency ~~and poor performance~~.		The following two aspects of the adaptive profiles apply to measuring individual and organizational performance:
			* '''Disengagement''': A strong disengagement, as measured in the Natural and Role of the adaptive profiles, will result in poor performance.
			* '''Lack of Job fit''': A disconnect between the social behaviors expected in jobs and how people actually perform in them, as measured by the job profile (or PBI) and the Effective of the adaptive profile, will ultimately create inefficiency.

	~~The two above~~ effects need to be considered as ~~effects~~ of ~~effects~~. The impact of ~~disengagement~~ and role fit is more distant in time than that of the other effects. All these effects are inevitably connected, as they result from the implementation of the assessment technique, whether it be ~~GRI’s~~ assessment and the adaptive profiles, or any other assessment technique, including parallel techniques.		Those effects need to be considered as “effects of effects”. The impact of engagement and role fit is more distant in time than that of the other effects. All these effects are inevitably connected, as they result from the implementation of the assessment technique, whether it be the assessment and the adaptive profiles, or any other assessment technique, including parallel techniques.

	Those specific effects on performance are therefore at the end of the causal chain, as variables dependent on the uses and linked by the causal chain to the antecedent variables of the assessment technique, individual users, the environment, and the publisher and consultant’s business model.		Those specific effects on performance are therefore at the end of the causal chain, as variables dependent on the uses and linked by the causal chain to the antecedent variables of the assessment technique, individual users, the environment, and the publisher and consultant’s business model.

	The other types of performance measured by KPR, KPIs, production, and financial indicators also occur in parallel at the end of the causal chain. They result from individual and organizational performance.		The other types of performance measured by KPR, KPIs, production, and financial indicators also occur in parallel at the end of the causal chain. They result from individual and organizational performance.

	The techniques for constructing a logical chain and achieving conceptual and theoretical coherence, advocated by Miles and Huberman<ref>Ibid Miles & Huberman, 1994.</ref> were applied to develop the hypotheses and the theoretical framework. This work was gradually refined by going back and forth between the large exploration field and the matrices, ~~and later~~ by the testing sites, ~~which include~~ the ~~case studies~~.		The techniques for constructing a logical chain and achieving conceptual and theoretical coherence, advocated by Miles and Huberman<ref>Ibid Miles & Huberman, 1994.</ref> were applied to develop the hypotheses and the theoretical framework. This work was gradually refined by going back and forth between the large exploration field and the matrices, by the two testing sites in phase 1, and later by enlarging the exploration field and including new users and uses during phases 2 and 3.

	=Notes=		=Notes=

Flc: /* Introduction */

2025-11-22T18:32:13Z

Introduction

← Older revision		Revision as of 18:32, 22 November 2025
Line 1:		Line 1:
	=Introduction=		=Introduction=
			This article presents how the uses of assessment techniques were analysed. The analysis follows the determination of the project's general and specific questions<ref>[[Research_Methodology#General Question \| See here the details on how the general and specific questions are determined.]]</ref> and the operationalization of the concepts used in the specific question<ref>[[Operationalization of Concepts \| See here the details on how the concepts of the specific question are operationalized.]]</ref>.

			As the specific question points out, elements beyond the techniques themselves are considered, including a broader understanding of what performance entails, the users who employ those techniques, and exactly what those techniques measure. Here, the focus is on identifying the uses, their chronology, antecedents, effects, and causes. Other articles and notes are mentioned for more details on each aspect being presented here.

			=Methodology=
	The analysis of the “Use of assessment technique” process was conducted following the methodology prescribed by Miles and Huberman<ref>Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.</ref>. Observations of uses, their various and presumed effects, and causes were made across the large exploration field. The observed contrasts were identified, coded, and transcribed into matrices ordered by concepts or roles using propositions. Propositions were subsumed and grouped. Four cycles of analysis can be identified:		The analysis of the “Use of assessment technique” process was conducted following the methodology prescribed by Miles and Huberman<ref>Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.</ref>. Observations of uses, their various and presumed effects, and causes were made across the large exploration field. The observed contrasts were identified, coded, and transcribed into matrices ordered by concepts or roles using propositions. Propositions were subsumed and grouped. Four cycles of analysis can be identified:
	* Nature of uses		* Nature of uses

Flc: /* Introduction */

2025-11-22T18:04:44Z

Introduction

← Older revision		Revision as of 18:04, 22 November 2025
Line 1:		Line 1:
	=Introduction=		=Introduction=
	The analysis of the “Use of assessment technique” process was conducted following Miles and ~~Huberman’s recommendations~~<ref>Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.</ref>. Observations of uses, their various and presumed effects, and causes were made across the large exploration field. The observed contrasts were identified, coded, and transcribed into matrices ordered by concepts or roles using propositions. Propositions were subsumed and grouped. Four cycles of analysis can be identified:		The analysis of the “Use of assessment technique” process was conducted following the methodology prescribed by Miles and Huberman<ref>Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.</ref>. Observations of uses, their various and presumed effects, and causes were made across the large exploration field. The observed contrasts were identified, coded, and transcribed into matrices ordered by concepts or roles using propositions. Propositions were subsumed and grouped. Four cycles of analysis can be identified:
	* Nature of uses		* Nature of uses
	* Chronology of uses		* Chronology of uses

Flc: /* Chronological Analysis */

2025-11-22T17:08:05Z

Chronological Analysis

← Older revision		Revision as of 17:08, 22 November 2025
Line 61:		Line 61:
	=Chronological Analysis=		=Chronological Analysis=
	The chronological analysis has focused on two processes: first, the use process in general, as it appears across all assessment techniques, including private techniques, statistics-based techniques, and GRI’s adaptive profiles; and second, the learning process.		The chronological analysis has focused on two processes: first, the use process in general, as it appears across all assessment techniques, including private techniques, statistics-based techniques, and GRI’s adaptive profiles; and second, the learning process.

			The initial training varies depending on the techniques and users. With techniques based on typologies and traits, consultants, coaches, and HR experts usually undergo training that provides additional knowledge of the assessment technique. Clinicians receive formal training in clinical psychology and assessment techniques. Leaders and Managers usually only get briefed on those techniques. The skills acquired during the initial training are enabled and dependent on the assessment capabilities.

	While learning assessments from reports and trait measures is immediate, especially when they use plain language, training becomes increasingly important when assessment results employ language and symbols that convey strategic implications. During training, working on real cases and facilitation are crucial for acquiring new social skills. Learning continues after training through the regular application of the assessment technique.		While learning assessments from reports and trait measures is immediate, especially when they use plain language, training becomes increasingly important when assessment results employ language and symbols that convey strategic implications. During training, working on real cases and facilitation are crucial for acquiring new social skills. Learning continues after training through the regular application of the assessment technique.

	The initial training varies depending on the techniques and users. With techniques based on typologies and traits, consultants, coaches, and HR experts usually undergo training that provides additional knowledge of the assessment technique. Clinicians receive formal training in clinical psychology and assessment techniques. Leaders and Managers usually only get briefed on those techniques. The skills acquired during the initial training are enabled and dependent on the assessment capabilities.

	=Antecedent Analysis=		=Antecedent Analysis=

Flc: /* Introduction */

2025-11-22T17:06:26Z

Introduction

← Older revision		Revision as of 17:06, 22 November 2025
Line 1:		Line 1:
	=Introduction=		=Introduction=
	The analysis of the “Use of assessment technique” process was conducted following Miles and Huberman’s recommendations<ref>Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.</ref>. Observations of uses, their various and presumed effects, and causes were made across the large exploration field. The observed contrasts were identified, coded, and transcribed into matrices ordered by concepts or roles using propositions. Propositions were subsumed and grouped. Four cycles of analysis can be identified:		The analysis of the “Use of assessment technique” process was conducted following Miles and Huberman’s recommendations<ref>Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.</ref>. Observations of uses, their various and presumed effects, and causes were made across the large exploration field. The observed contrasts were identified, coded, and transcribed into matrices ordered by concepts or roles using propositions. Propositions were subsumed and grouped. Four cycles of analysis can be identified:
	* Nature of ~~the~~ uses		* Nature of uses
	* Chronology of ~~the~~ uses		* Chronology of uses
	* Antecedents and effects of ~~the~~ uses		* Antecedents and effects of uses
	* Users’ roles		* Users’ roles
	* Causal analysis		* Causal analysis

Flc: /* Introduction */

2025-11-22T17:06:11Z

Introduction

← Older revision		Revision as of 17:06, 22 November 2025
Line 5:		Line 5:
	* Antecedents and effects of the uses		* Antecedents and effects of the uses
	* Users’ roles		* Users’ roles
	* Causal ~~effects~~		* Causal analysis

	These five cycles are intertwined. The first two cycles in the chronology and nature of use allowed a first grouping into 16 themes of use. The analysis of the antecedents and effects, on the one hand, and the users’ roles, on the other, enables the examination of the causal effects.		These five cycles are intertwined. The first two cycles in the chronology and nature of use allowed a first grouping into 16 themes of use. The analysis of the antecedents and effects, on the one hand, and the users’ roles, on the other, enables the examination of the causal effects.