1. Evidence-Based Management
Leading an EBMgt Culture Change
Denise M. Rousseau
H.J. Heinz II University Professor of Organizational Behavior
Carnegie Mellon University
denise@cmu.edu1

2. CULTURE IS…
What an organization or community is
(not merely something it has)
A bundle of complex, social learning
(Including assumptions, values, beliefs,
norms, practices, and meanings)
Attached to any social unit
(department or organization, community or
society, etc.)
2

3. Culture(s) of EBMgt
 Local--led by an influential person, staff or
manager
 Dominant--basis of common understandings and
shared values
 Interventions-- EBMgt produces practices that
can be a catalyst for a bundle of cultural changes
 Process changes such as after action reviews can
involve aspects of culture, e.g.,norms, patterns of
behaviors, artifacts
3

4. CULTURAL PATTERNS
Dominant Culture
Counter
Culture
SubcultureSubculture
Culture Map
4

5. Artifacts
Patterns
of Behavior
Behavioral
Norms
Values
Fundamental
Assumptions
Layers of Culture 5

6. Artifacts
Patterns
of Behavior
Behavioral
Norms
Values
Fundamental
Assumptions
EBMgt Culture
Learning
Archives
EB Mgt
Community of
Practice
Psychological
Safety
Personal Growth
Fact-based Mgt
Excellence
Open
Information
Sharing &
Critical
Thinking
Evidence-
Based
Processes
e.g.
Checklists &
Protocols
“Facts are our friends”
6

7. Connections Among Layers of
Culture
 Assumptions are difficult to revamp directly….subject
to revision when other layers (of EBMgt culture) are in
place
 Values and Norms are easier to revise--subject to
incentives and attention…they shape the meaning of
using evidence in decisions
 Patterns of behavior can be superficial, unless Values
and Norms support them.
 Artifacts can reinforce PoBs, Norms & Values…EBMgt
tools can span levels
7

8. Culture-Creating Signals…
 Focus of attention: What do managers pay attention
to, measure, and control? Improvements and problem solving
vs short-term deliverables
 Reactions to crisis and critical incidents: What
messages do we send? Is learning appreciated more than
avoiding mistakes?
 Modeling: Leaders show how to do it. How to diagnose
problems in an evidence-based fashion, to search for evidence, etc.
 Reward systems: Who gets selected? Promoted?
Who leaves? Are stated values rewarded in practice?
 Structural signaling: What values do budget decisions
and other formal actions reflect? Do processes promote
evidence-based practices?
8

9. EBMgt to Improve Performance
 Locally through the actions of
individuals and small groups – builds
local excellence (How to overcome
the performance paradox?)
 Organizationally through the
coordinated efforts across units and
departments
9

10. Linking Subcultures/Subgroups
 Same motivation system: same metrics,
incentives, socialization/dev’t
 Coordination: familiar w/each other, share
information, collaborate via informal ties,
task forces, etc.
 Problem solving to manage
interdependencies
 Reactive: solve current problems
 Proactive: solve anticipated problems

11. Linking the Subcultures
to Improve Processes
Dominant
Culture
Counter
Culture
SubcultureSubculture
Culture Map
Same Motivation
System & Metrics
Different
Motivation &
Metrics
Inter-unit
Problem Solving
Mechanisms
Reactive for
existing problems
Proactive for
anticipated ones
Inter-unit
Coordination
Staff familiar
w/ each
other
Share
information
Cooperate
“The commons”
“A linkage breakdown”

12. PATH OF CHANGE
Old Mindset
Transition
New Mindset
Constructive
dissatisfaction
Belief
that change
Is possible
Credible
vision
Practical
first steps
Manage
losses
Active
practice
Institutionalize
to make it
last

13. PATH OF CHANGE
Old Mindset Transition New Mindset
Constructive
dissatisfaction
Belief
that change
Is possible
Credible
vision
Practical
first steps
Manage
losses
Active
practice
Institutionalize
to make it
last
Stage I II III IV
Chaos
Losses Gains

14. Initiation
 Evidence of Need for Change? Compelling to
whom?
 Assessing Readiness: Trust? Current
conditions?
 Translate Evidence for Stakeholders:
Constructive dissatisfaction
 Initial Design:
Who is involved? Whose interests? Goals?
How will new interdependencies be managed?
Problem-solving Processes: Reactive and Proactive
 Sequencing Changes: First things
first, second..
Facilitators to ease initiation?

15. Managing The Transition
 Prepare transition to new
Train
Support people to move into broader roles
Managing new interdependencies and relationships (build
familiarity, shared interests)
 Manage losses (via resources/commitments)
Skills
Job security
Future opportunities
 Reinforce two-way communication
reduce inevitable uncertainty/ambiguity
assess needs/progress—adjust change plan

16. Managing the Transition
(continued)
 Adopt interim project-orientation (short term
deliverables, goals, quick feedback)
 Expand Practices Change Effects & People It
Involves
 End the old
 Symbolic (e.g., new job titles, designations)
 Practical (e.g. tear down walls)
 Formal acknowledgement (Celebration)
 Feedback and redesign
 Periodic evaluation against metrics (lead vs lagged)
 User participation in interpreting data and redesign

17. Institutionalization
 Is “change” now routine? (check occurrence)
 Re-examine linkages: How changed? New
supports needed?
 Assess “fit” of HR practices, org’l
structure, etc. Align as appropriate…
 Feedback and Redesign (greatest gains
come from subsequent improvements, not
initial change AND nothing’s perfect the first
time)
 Learning: Can other parts of org benefit from
this change experience? Propagate