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Teaching Evidence-Based Management (AMLE summary and PDW)


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Presentation by Sara Rynes on AMLE's special issue on teaching evidence-based management & AOM workshop 2015
AOM Annual Conference 2015, Vancouver

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Teaching Evidence-Based Management (AMLE summary and PDW)

  1. 1. PDW: Teaching Evidence-Based Management Sara Rynes 2015 AOM Meeting Vancouver, B.C.
  2. 2. What Is EBMgt? EBMgt is an evolution in the practice of management. It is a knowledge-intensive, capacity-building way to think, act, organize, and lead. Its practice incorporates: 1) Use of scientific principles in decisions & management processes 2) Systematic attention to organizational facts 3) Advances in practitioner judgment through critical thinking and decision aids that reduce bias & enable more complete use of information 4) Ethical considerations including effects on multiple stakeholders Rousseau, Oxford Handbook of EBMgt., 2012, p. 3
  3. 3. Why Teach EBMgt? • There is a large body of social science & management research that can help improve individual and organizational functioning & well being • Many people are unaware of this research, even if they go to business school • The Internet facilitates broad access to scientific knowledge • However, many people do not have the skills to assess the quality of knowledge claims, so they adopt claims consistent with their pre-existing beliefs • Failure to seek and consider research evidence is arguably a form of “malpractice”; it undoubtedly has human costs • Raising awareness of research evidence and the consequences of evidence- versus non-evidence based decisions increases urgency to improve research quality Drawn from Pfeffer (Foreward) & Rousseau (Preface) in Oxford Handbook of Evidence-Based Management (2012)
  4. 4. Special Issue on Teaching EBMgt in AMLE (Sept. 2014) • Two “Research & Reviews” – Goodman, Gary & Wood: Bibliographic Search Training for EBMgt Education – Glaub, Frese, Fischer & Hoppe: Using EBMgt to increase Personal Initiative and Entrepreneurial Success • Exemplary Contribution: – Trank: “Reading” EBMgt: The Possibilities of Interpretation • Two Interviews with Exemplary EB Practice Teachers – Gary Latham (HR/OB); Amanda Burls & Gordon Guyatt (Medicine) • Four Reviews of EB-Related Teaching Materials – Oxford Handbook of EBMgt; Jone Pearce’s OB; Gary Latham’s Becoming an EB Manager; Online EBMgt Resources
  5. 5. Four Essays + Exemplary Contribution (Most Relevant Today) • Dietz et al.: Focus on producing local evidence • Walshe & Briner: Teaching systematic review skills as foundation for EBM • Gamble & Jelley: EBM Case competitions • Kepes, Bennett & McDaniel: Teaching EBM with focus on assessing research trustworthiness • Trank: “Reading” EBMgt: Research as a Rhetorical Act
  6. 6. Some Emerging Trends in Teaching EBP • Start class with some sort of exercise that gets students to question their assumptions and/or be open to research-based approach • Use analogies and examples from medicine • Use cases (but in a “non-typical,” research- infused way) • Invite research librarians in to improve search capabilities • Encourage dialectic & dialogic pedagogies; less “telling” than in “push” methods
  7. 7. Issues Raised by the Special Issue (& To Be Discussed Today) • Relationship between “push” and “pull” approaches: Push  Pull  Push? (Guyatt & Burls) • How to deal with (frequently) sub-optimal research evidence? • Potential epistemological conflicts over hierarchies of research quality • Rising expectations regarding “evidence-based” claims • Should we use technical, research-based terminology? • How can EBMgt connect with “big data” or “data analytics” in business school curricula?