OpenLLM-France/wikimedia huggingface dataset:
# Handbook of Management Scales/Meaning
## Meaning (alpha = 0.85, 0.85)
### Description

Based on a thorough scale development and validation process, the author presents a multidimensional measure of psychological empowerment in the workplace. It consists of four dimensions: meaning, competence, self-determination, and impact.

### Definition

Empowerment is defined as increased intrinsic task motivation manifested in a set of four cognitions reflecting an individual's orientation to his or her work role: meaning, competence, self-determination, and impact (Thomas and Velthouse, 1990).
The meaning dimension of empowerment is defined as the value of a work goal or purpose, judged in relation to an individual's own ideals or standards (Thomas and Velthouse, 1990).

### Items

* The work I do is very important to me.
* My job activities are personally meaningful to me.
* The work I do is meaningful to me.

### Source

* Spreitzer (1995): Psychological Empowerment in the Workplace: Dimensions, Measurement, and Validation. Academy of Management Journal, Vol. 38, No. 5, pp. 1442–1465

### Comments

The mean values of all items were above five. Given that a 7-point scale was used, future researchers could slightly adapt the items in order to shift the mean values close to the center (e.g., by using terms like "very meaningful" instead of "meaningful"). The items might be too similar.

### Related Scales

* Psychological empowerment in the workplace: meaning, competence, self-determination, impact
# Handbook of Management Scales/Mutual trust
## Mutual trust (alpha = 0.92)
### Description

To measure the construct, the authors relied on scale items previously used by Zaheer et al. (1998), and Inkpen & Currall (1997).

### Definition

Mutual trust refers to the confidence that each party will fulfill its obligations and behave as expected (Ring & Van De Ven, 1992).

### Items

The relationship between the firm and its partner is characterized by:
* Mutual trust. (0.88)
* Reciprocity (e.g. endorsing each other’s products, cross-referencing into customer accounts, giving special discounts, matching investments, placing a link on each other’s Web site). (0.86)
* Open communication about all alliance-related issues. (0.88)
* Confidence that each party will keep its obligations. (0.90)
* The firm and its partner carry out their duties as promised (saying what they are going to do and then doing it). (0.84)

### Source

* Lavie et al. (2012): Organizational Differences, Relational Mechanisms, and Alliance Performance. Strategic Management Journal, Vol. 33, No. 13, pp. 1453–1479

### Comments

It is a bit surprising that the factor loading for the first item, which actually asks for "mutual trust", is lower than the one of the fourth item; this might indicate that the scale slightly misses what it is intended for and, indeed, the fourth item asks for confidence that obligations are kept, which could be due to other mechanisms than trust (e.g., contracts). It is recommended to take the following article into consideration before measuring trust-related constructs: Whipple et al. (2013), Conceptualizations of Trust: Can We Trust Them?, Journal of Business Logistics, Vol. 34, No. 2.

### Related Scales

* Trust (see also the Related Scales section there)
# Handbook of Management Scales/Natural environment-oriented CSR
## Natural environment-oriented corporate social responsibility (CSR) (alpha = 0.83)
### Description

A multidimensional measure of corporate stakeholder responsibility (CStR) was developed and validated. Hereby, the authors conducted a series of analyses, including exploratory factor analyses, confirmatory factor analyses, and structural equation modeling to assess different types of validity of the proposed scale. The scale consists of six dimensions: community-oriented, natural environment-oriented, employee-oriented, supplier-oriented, customer-oriented, and shareholder-oriented CSR.

### Definition

Corporate stakeholder responsibility (CStR) is defined as “an organization’s context-specific actions and policies designed to enhance the welfare of various stakeholder groups by accounting for the triple bottom line of economic, social, and environmental performance”.

### Items

* Our company takes action to reduce pollution related to its activities (e.g., choice of materials, eco-design, and dematerialization). (0.75)
* Our company contributes toward saving resources and energy (e.g., recycling, waste management). (0.72)
* Our company makes investments to improve the ecological quality of its products and services. (0.68)
* Our company respects and promotes the protection of biodiversity (i.e., the variety and diversity of species). (0.66)
* Our company measures the impact of its activities on the natural environment (e.g., carbon audit, reduction of greenhouse gas emissions, global warming). (0.65)
* Our company invests in clean technologies and renewable energies. (0.64)
* Our company encourages its members to adopt eco-friendly behavior (sort trash, save water and electricity) to protect the natural environment. (0.61)

### Source

* El Akremi (201_): How Do Employees Perceive Corporate Responsibility? Development and Validation of a Multidimensional Corporate Stakeholder Responsibility Scale. Journal of Management, Vol. _, No. _, pp. _–_
# Handbook of Management Scales/Networking ability
## Networking ability (alpha = 0.87)
### Description

The conceptualization and measurement of the political skill construct was examined and evidence was validated for the Political Skill Inventory (PSI). The results of three investigations, involving seven samples, are reported that demonstrate consistency of the factor structure across studies, construct validity, and criterion-related validity of the PSI. Four key dimensions are identified in the organizational politics literature: social astuteness, interpersonal influence, networking ability, and apparent sincerity.

### Items

Using the following 7-point scale, please place the number on the blank before each item that best describes how much you agree with each statement about yourself (1 = strongly disagree, ..., 7 = strongly agree):
* I spend a lot of time and effort at work networking with others.
* I am good at building relationships with influential people at work.
* I have developed a large network of colleagues and associates at work whom I can call on for support when I really need to get things done.
* At work, I know a lot of important people and am well connected.
* I spend a lot of time at work developing connections with others.
* I am good at using my connections and network to make things happen at work.

### Source

* Ferris et al. (2005): Development and Validation of the Political Skill Inventory. Journal of Management, Vol. 31, No. 1, pp. 126–152.
# Handbook of Management Scales/New application technology
## New application technology (alpha = 0.90)
### Items

* Application service provider (ASP) allows my company to use new applications.
* ASP will stimulate new ideas concerning the applications in my firm.
* ASP allows applications that thus far were not available for my firm.
* ASP allows us to make big leaps forward in using the new application technologies.
* ASP allows my firm to keep track of new applications.
* ASP allows my firm to introduce new applications.

### Source

* Verwaal et al. (2009): Value Creation and Value Claiming in Strategic Outsourcing Decisions: A Resource Contingency Perspective. Journal of Management, Vol. 35, No. 2, pp. 420-444.
# Handbook of Management Scales/New competence acquisition
## New competence acquisition (alpha = 0.87)
### Description

A comprehensive set of measures is developed to assess an innovation’s locus, type, and characteristics. The measure described on this page is one of these measures. It is found that the concepts of competence destroying and competence enhancing are composed of two distinct constructs that, although correlated, separately characterize an innovation: new competence acquisition and competence enhancement/destruction. Scales are developed to measure these constructs and show that new competence acquisition and competence enhancing/destroying are different from other innovation characteristics including core/peripheral and incremental/radical, as well as architectural and generational innovation types.
Following the typical process of scale construction, the empirical analysis is divided into four stages:
* content face validity analysis with expert judges.
* scale puriﬁcation through exploratory and conﬁrmatory factor analysis.
* assessment of discriminant and convergent validity through analysis of covariance structures.
* nomological validity through the analysis of the effect of innovation characteristics on time to introduction and commercial success.

### Definition

New competence acquisition concerns the extent to which the innovation requires the ﬁrm to reach beyond its existing experience base to acquire new competences.

### Items

* INNOVATION involved fundamentally new concepts or principles for BUSINESS UNIT.
* INNOVATION required new skills which BUSINESS UNIT did not possess.
* INNOVATION required BUSINESS UNIT to develop many new skills.
* INNOVATION required BUSINESS UNIT to learn from completely new or different knowledge bases.
* INNOVATION required BUSINESS UNIT to adopt different methods and procedures.
* INNOVATION required BUSINESS UNIT to carry out a great deal of retraining.

### Source

* Gatignon et al. (2002): A Structural Approach to Assessing Innovation: Construct Development of Innovation Locus, Type, and Characteristics. Management Science, Vol. 48, No. 9, pp. 1103–1122.
# Handbook of Management Scales/Measurement system
## Measurement system (composite reliability = 0.82)
### Description

The authors follow a two-phased approach to develop multi-item scales that measure dimensions of service orientation in the context of business-to-business e-commerce. Service orientation was conceptualized as a third-order construct comprised of five combinative service competency bundles: service climate; market focus; process management; human resource policy; and metrics and standards.
One of these five second-order dimensions, metrics and standards, consists of two first-order dimensions: measurement system and service standards.

### Definition

The extent to which a company measures how well service standards are met, as well as the level of employee and customer satisfaction.

### Items

* Our metrics capture what is strategically important for measuring customer satisfaction. (0.89)
* We measure value by tracking the behavior of customers, employees and investors, and quantifying its economic consequences. (0.60)
* Non-financial performance measures such as employee satisfaction and customer satisfaction are routinely used to evaluate success. (0.81)

### Source

* Oliveira/Roth (2012): Service orientation: The derivation of underlying constructs and measures. International Journal of Operations & Production Management, Vol. 32, No. 2, pp. 156-190.

### Comments

The second item was dropped due to low regression weight (or lower than remaining items).

### Related Scales

* Service standards
# Handbook of Management Scales/Mobility flexibility
## Mobility flexibility
### Items

For your manufacturing plant how important is the ability to (1 - no importance, 4 - very important, 7 - absolutely critical):
* Make rapid design changes.
* Adjust capacity quickly.
* Make rapid volume changes.

### Source

* Anand/Ward (2004): Fit, Flexibility and Performance in Manufacturing: Coping with Dynamic Environments. Production and Operations Management, Vol. 13, No. 4, pp. 369–385.

### Related Scales

* Range flexibility
# Handbook of Management Scales/Multi-functional employees
## Multi-functional employees
### Items

* Employees receive training to perform multiple tasks.
* Employees at this plant learn how to perform a variety of tasks.
* The longer an employee has been at this plant, the more jobs they learn to perform.
* Employees are cross-trained at this plant, so that they can fill in for others, if necessary.
* At this plant, employees learn only how to do one job (R).

### Source

* Flynn/Flynn (1999): Information-Processing Alternatives for Coping with Manufacturing Environment Complexity. Decision Sciences, Vol. 30, No. 4, pp. 1021-1052.
# Handbook of Management Scales/Network technology
## Network technology (alpha = 0.79)
### Items

* Application service provider (ASP) makes it easier to safeguard our information systems.
* ASP will make our servers more applicable.
* ASP allows greater access to our applications.

### Source

* Verwaal et al. (2009): Value Creation and Value Claiming in Strategic Outsourcing Decisions: A Resource Contingency Perspective. Journal of Management, Vol. 35, No. 2, pp. 420-444.
# Futurebasic/Language/Reference/select case
## Select Case
### Description

The SELECT CASE statement marks the beginning of a "select block," which must end with an END SELECT statement. You can use a select block to conditionally execute a block of statements based on a number of tests that you specify. When there is only one test, it's often more convenient to use a LONG IF...[XELSE]...END IF block. A select block is useful when there are two or more conditions to test.
If you use Syntax 1, targetExpr must be a numeric or string expression. Each testExpr has the following syntax:
where expr is an expression of the same type as targetExpr. When the select block executes, targetExpr is compared against each testExpr in order. If the testExpr does not include a comparison operator (<, >, etc.), then targetExpr is compared for equality with expr; otherwise targetExpr is compared with expr using the indicated operator.
If the comparison of targetExpr with expr is true, the statementBlock (if any) following that CASE statement is executed; then execution continues at the first statement after END SELECT. If none of the comparisons in any CASE statement is true, the statementBlock (if any) following the CASE ELSE statement is executed; then execution continues at the first statement after END SELECT. Each statementBlock can consist of any number of executable statements, possibly including other SELECT...END SELECT blocks.
If you use Syntax 2, each booleanExpr must be a numeric expression that can be evaluated as "true" (nonzero) or "false" (zero). Typically, booleanExpr will be an expression that includes operators such as AND, OR, >, <, etc. When the select block executes, each booleanExpr is evaluated in order, until one is found that is nonzero ("true"). Then the statementBlock (if any) under the corresponding CASE statement is executed; then execution continues at the first statement after END SELECT. If every booleanExpr is zero ("false"), the statementBlock (if any) following the CASE ELSE statement is executed; then execution continues at the first statement after END SELECT.

### Notes

Remember that the two syntaxes work differently. It's a common mistake to do something like this:
Here the programmer probably intended to compare the value of myVar% to the values 3 and 7; but that's not what this select block does. Instead, it compares the value of myVar% first to the value of "myVar%=3" (which is either -1 or 0), and then to the value of "myVar%=7" (which is either -1 or 0). This block should have been written in one of these ways:
Using Syntax 1:
Using Syntax 2:

### See Also

LONG IF; ON expr GOSUB; ON expr GOTO
# Futurebasic/Language/Reference/setzoom
## SETZOOM
### Syntax

SETZOOM [#]windowID [,(h1,v1)-(h2,v2)] SETZOOM [#]windowID, @rect

### Revised

June 12, 2000 (Release 3)

### Description

When you create a window that has a zoom box, FB assigns a default "zoom rectangle" for the window. The zoom rectangle is the screen rectangle that the window occupies after the user clicks the zoom box. Clicking the zoom box a second time causes the window to change back to its previous rectangle. By default, the zoom rectangle takes up most of the screen.
Use the SETZOOM statement to assign a new zoom rectangle for the window, specified by (h1,v1)-(h2,v2), where (h1,v1) and (h2,v2) are diagonally opposite corners of the rectangle, in global screen coordinates. The next time the user clicks on the window's zoom box, and your program subsequently executes HANDLEEVENTS, the window's size and location will change to fit the specified zoom rectangle.
If you omit the (h1,v1)-(h2,v2) parameter, SETZOOM resets the zoom rectangle to the default zoom rectangle.
SETZOOM has no effect on windows that don't have a zoom box.

### Note

You can use the DIALOG function to determine when the user has clicked on the window's zoom box.
The size of the zoom rectangle is not limited by the MAXWINDOW or MINWINDOW statement.
Do not use SETZOOM unless the window specified by windowID has already been created (using the WINDOW statement).

### See Also

MAXWINDOW; MINWINDOW; DIALOG function; WINDOW statement
# Futurebasic/Language/Reference/run
## Syntax

RUN
path$ [,refNum% [,dirID&]]

## Description

This statement launches the application specified by path$, refNum% and dirID&, and puts it into the foreground, making it the active process. The program that launched the application does not quit, but is put into the background. See Appendix A: Specifying Files and Directories, to see how the path$, refNum% and dirID& parameters are interpreted.

## See Also

Inside Macintosh: Processes
# Futurebasic/Language/Reference/runtime
### Syntax

RUNTIME
END RUNTIME

### Description

The FB compiler has been created in such a way that it expects and calls upon specific functions located in the header folder. As an example, the statement WINDOW CLOSE wNum is routed to a runtime function named RUNTIME FBWindowClose(wNum&). A RUNTIME function behaves much like a local function, but the "RUNTIME" name indicates to FB that the function is part of the language. You may not add new syntax to FB by creating new RUNTIME functions. Only the compiler can make these calls. But you can modify these pieces of code as you would any source code. When all of the necessary headers have been compiled and FB is ready to begin examining your source code, the END RUNTIME statement tells FB that it no longer needs to track and record RUNTIME functions.
As you examine the RUNTIME functions, you may notice that only long integer parameters are used. This serves three purposes:
Long integers can be passed faster than any other type of parameter RUNTIME functions know in advance what type of parameter is expected. For instance, a RUNTIME function might expect a string pointer, but never a string. The use of long integers insures that variables will fall on long integer boundaries which greatly speeds the execution of PPC code.
# Futurebasic/Language/Reference/scroll
## SCROLL
### Syntax

SCROLL (h1,v1)-(h2,v2),hPixels%,vPixels%

### Description

This statement scrolls the pixels in the rectangle (h1,v1)-(h2,v2), by a horizontal distance of hPixels% and a vertical distance of vPixels%, in the current output window. Positive values of hPixels% scroll to the right; positive values of vPixels% scroll downward; use negative values to scroll in the opposite direction(s). SCROLL is often used in conjunction with scroll bars to view a graphic that is too large to fit entirely in the window.
SCROLL generates a _wndRefresh event, which your program can detect in its dialog-event handling routine the next time a HANDLEEVENTS statement is executed. Your dialog-event handling routine should respond to this event by redrawing the portion of the window that was left blank by the scroll. If you don't redraw this area explicitly, it will be filled with the window's current background color and pattern.
FB Lite behavior: When you use the "FB Lite" runtime, SCROLL operates only on the Graphics Window. Because "FB Lite" refreshes the window automatically, you won't receive a _wndRefresh event.

### See Also

SCROLL BUTTON; ON DIALOG
# Futurebasic/Language/Reference/segment
## SEGMENT
### Syntax

SEGMENT [minSegmentSize]

### Description

This statement does nothing in FB. It is retained for compatibility with older versions of FutureBasic.
# Futurebasic/Language/Reference/segment return
## SEGMENT RETURN
### Syntax

SEGMENT RETURN

### Description

This statement does nothing in FB. It is retained for compatibility with older versions of FutureBasic.
# Futurebasic/Language/Reference/sendappleevent
## SENDAPPLEEVENT
### Syntax

SENDAPPLEEVENT eventtype&,eventClass&,dataAddress&,¬ <spacer type="horizontal" size="48">dataSize&,processName$

### Revised

June, 2001 (Release 5)

### Description

This statement is used in conjunction with other Apple Event commands available starting with Release 5. It allows you to send information of any size to another process. The parameters include the standard event type and class. (See ON APPLEEVENT for details about these parameters.) The dataAddress& specifies where the Apple Event Manager will find the data and the dataSize& variable tells the length of that data.
The processName$ parameter may be a null string (to send the information to all running processes) or it may be a specific process name. (See GETPROCESSINFO for an example of how to build a list of running processes.)

### See Also

HANDLEEVENTS; ON APPLEEVENT; GETPROCESSINFO; KILL APPLEEVENT; APPLEEVENTMESSAGE$
# Futurebasic/Language/Reference/setselect
## SETSELECT
### Syntax

SETSELECT startSelect%,endSelect%

### Description

If the current output window contains an active edit field, this statement selects (highlights) a range of text in the field, or sets the position of the blinking insertion point. It also scrolls the selected text into view, if it's not already in view.
The startSelect% and endSelect% parameters refer to positions between characters in the field. Position 0 is just to the left of the first character; position 1 is between the first and second characters; and so on. If you specify a position greater than or equal to the number of characters in the field, it indicates a position just to the right of the last character. If startSelect% equals endSelect%, then no text is highlighted, but a blinking insertion point is paced at the indicated position.

### Example

Note: Text selection and insertion-pont placement are normally handled automatically by the HANDLEEVENTS statement, in response to the user's mouse and keyboard actions. Use SETSELECT for special situations.
Use the WINDOW(_selStart) and WINDOW(_selEnd) functions to determine the active field's current selection range.
FB Lite behavior: When you use the "FB Lite" runtime, SETSELECT switches to the Text Window, then highlights the indicated range of characters in the window.

### See Also

EDIT FIELD; TEKEY$ statement; WINDOW function; TEHANDLE