The document discusses various misconceptions and disincentives that create blockages to adopting evidence-based practice. Some common misconceptions include believing evidence must be quantitative, proves things definitively, or gives a single answer. Disincentives for managers include lack of rewards for evaluating effectiveness and incentives to follow fads. For practitioners, disincentives include lack of evaluation and incentives to simply implement predetermined solutions rather than critically evaluate evidence. Overcoming these blockages requires addressing misaligned incentives and how evidence is understood.
The document provides a personal profile for John Burrell, including details about his work as a mechanical technician and contact information. It then analyzes his personality preferences using the Insights Discovery personality assessment. Some key points:
- John is logical, analytical, objective, and detail-oriented. He prefers structure, facts, and established procedures.
- Socially, John is quiet and prefers working alone but will discuss topics he is knowledgeable on. He interacts best with others who share his preferences for precision and reliability.
- In decision-making, John is cautious, pragmatic, and methodical. He delays decisions until he has all relevant facts and considers implications carefully.
Donald Trumps techniques - Task Sheet with definitionsSteven Kolber
The task sheet to accompany the YouTube video that will allow students to test and improve their understanding of, recognition of and recall of persuasive techniques. Definitions are provided briefly to suggest to students what each technique means.
Calls for both practical and scholarly activities to be grounded more in actual evidence have become louder, especially in the last decade. Four domains in particular have embraced evidence-based thinking, resulting in the respective developments of evidence-based medicine, evidence-based management, evidence-based education and evidence-based policy. Despite the presumed benefits of drawing on different sources of evidence for decision-making in practice, whether in medicine, management, education or policy, this does not seem to prevail. Whilst one likely reason for this slow uptake could simply be down to practitioners not always having much time to consult the evidence-base in their day-to-day work, another reason might be that they are not aware of specific insights applicable to their domain of work or to practice in general.
This is where the workshop contributes:
Representatives from the four key domains engaged with evidence-based practice will share with the audience their latest insights and the consequences thereof for practice. Further, all speakers will discuss questions such as:
What do we have in common?
How can we learn from one another?
How can we combine insights from the four domains?
These will be discussed as part of a concluding panel.
Workshop organiser:
Dr Celine Rojon, University of Edinburgh, celine.rojon@ed.ac.uk
This document discusses evidence-based practice for hospital managers. It describes a pilot program that trained managers in evidence-based decision making. The program evaluated current decision processes, examined completed projects, and made recommendations for new projects using an evidence-based perspective. Preliminary results found managers focused more on procedures than evidence and relied on anecdotal sources. Analyzing decisions retrospectively using evidence identified gaps managers were unaware of. The program showed how an evidence-based approach leads to different and potentially better decisions informed by scientific research rather than individual experience alone. Lessons included it being a new approach that recalibrates power dynamics and the importance of senior management support for successful implementation of evidence-based practice in management.
The Case for Competition: Learning About Evidence-Based Management Through Case Competition
Presentation by Tina Saksida, UPEI
AOM Annual Meeting, 2015, Vancouver
This document provides an overview of key statistical concepts for evidence-based management including:
1) It defines population and sample, and explains how sample size impacts accuracy and preventing type 2 errors.
2) It outlines different variable types and levels of measurement for categorical and continuous data.
3) It describes common statistical models like mean, standard deviation, and confidence intervals; and statistical concepts like hypothesis testing, statistical significance, power, and effect sizes for critically evaluating research.
This document outlines an agenda for a case study research workshop. It discusses traditional prejudices against case study research, defines what a case study is, and covers how to design, conduct, analyze and report case studies. The document emphasizes that case study research requires rigorous procedures and benefits from theoretical propositions to guide the study. It provides examples of case study designs and discusses strategies for preparing to collect data, analyzing evidence, and addressing rival explanations in the analysis and reporting of case studies.
The document provides a personal profile for John Burrell, including details about his work as a mechanical technician and contact information. It then analyzes his personality preferences using the Insights Discovery personality assessment. Some key points:
- John is logical, analytical, objective, and detail-oriented. He prefers structure, facts, and established procedures.
- Socially, John is quiet and prefers working alone but will discuss topics he is knowledgeable on. He interacts best with others who share his preferences for precision and reliability.
- In decision-making, John is cautious, pragmatic, and methodical. He delays decisions until he has all relevant facts and considers implications carefully.
Donald Trumps techniques - Task Sheet with definitionsSteven Kolber
The task sheet to accompany the YouTube video that will allow students to test and improve their understanding of, recognition of and recall of persuasive techniques. Definitions are provided briefly to suggest to students what each technique means.
Calls for both practical and scholarly activities to be grounded more in actual evidence have become louder, especially in the last decade. Four domains in particular have embraced evidence-based thinking, resulting in the respective developments of evidence-based medicine, evidence-based management, evidence-based education and evidence-based policy. Despite the presumed benefits of drawing on different sources of evidence for decision-making in practice, whether in medicine, management, education or policy, this does not seem to prevail. Whilst one likely reason for this slow uptake could simply be down to practitioners not always having much time to consult the evidence-base in their day-to-day work, another reason might be that they are not aware of specific insights applicable to their domain of work or to practice in general.
This is where the workshop contributes:
Representatives from the four key domains engaged with evidence-based practice will share with the audience their latest insights and the consequences thereof for practice. Further, all speakers will discuss questions such as:
What do we have in common?
How can we learn from one another?
How can we combine insights from the four domains?
These will be discussed as part of a concluding panel.
Workshop organiser:
Dr Celine Rojon, University of Edinburgh, celine.rojon@ed.ac.uk
This document discusses evidence-based practice for hospital managers. It describes a pilot program that trained managers in evidence-based decision making. The program evaluated current decision processes, examined completed projects, and made recommendations for new projects using an evidence-based perspective. Preliminary results found managers focused more on procedures than evidence and relied on anecdotal sources. Analyzing decisions retrospectively using evidence identified gaps managers were unaware of. The program showed how an evidence-based approach leads to different and potentially better decisions informed by scientific research rather than individual experience alone. Lessons included it being a new approach that recalibrates power dynamics and the importance of senior management support for successful implementation of evidence-based practice in management.
The Case for Competition: Learning About Evidence-Based Management Through Case Competition
Presentation by Tina Saksida, UPEI
AOM Annual Meeting, 2015, Vancouver
This document provides an overview of key statistical concepts for evidence-based management including:
1) It defines population and sample, and explains how sample size impacts accuracy and preventing type 2 errors.
2) It outlines different variable types and levels of measurement for categorical and continuous data.
3) It describes common statistical models like mean, standard deviation, and confidence intervals; and statistical concepts like hypothesis testing, statistical significance, power, and effect sizes for critically evaluating research.
This document outlines an agenda for a case study research workshop. It discusses traditional prejudices against case study research, defines what a case study is, and covers how to design, conduct, analyze and report case studies. The document emphasizes that case study research requires rigorous procedures and benefits from theoretical propositions to guide the study. It provides examples of case study designs and discusses strategies for preparing to collect data, analyzing evidence, and addressing rival explanations in the analysis and reporting of case studies.
A case study involves the collection and presentation of detailed information about a particular situation or small group. It focuses on exploration and description rather than discovering universal truths or cause-effect relationships. The case method of learning presents students with real-world scenarios and allows them to problem solve by placing themselves in a decision-making role. This helps develop management skills like decision-making, analysis, and problem-solving. Analyzing case studies involves thoroughly reading the case, defining the key issues and goals, identifying constraints, exploring alternatives, selecting the best alternative, and developing an implementation plan. Written case studies follow a standard format including an executive summary, problem statement, alternatives analysis, conclusion, and implementation plan.
Patterns of land use in towns and citiesjaganshettar
This document discusses patterns of land use in towns and cities. It begins by listing common land uses found in urban areas like offices, shops, factories, housing, parks, and educational institutions. It then explains that while all towns are different, most have developed in a similar pattern from the central business district outward. An urban model is presented to illustrate the typical zones of land use from the CBD to inner city industrial and residential areas, and further out to inner and outer suburbs with newer housing, industrial parks, and open spaces. The document concludes by noting that land values are highest near the CBD and transportation routes, and decrease with greater distance from the center.
The document discusses different types of houses and buildings, including:
1. Detached houses which are free-standing residential buildings surrounded by gardens, often found in less dense urban areas and suburbs.
2. Semi-detached houses which consist of pairs of houses built side by side that share a party wall.
3. Terraced houses which are a row of identical or mirror-image houses that share side walls.
4. Other buildings discussed include bungalows, blocks of flats, penthouses, mansions, country houses, stately homes, townhouses, mobile homes, stilt houses, wigwams, and tepees.
This document discusses key aspects of qualitative case study research. It outlines that case studies allow for an in-depth exploration of a phenomenon within its real-life context. The document discusses different approaches to case studies by researchers like Yin, Stake and Creswell. It also addresses important considerations for case study research like purposefully defining the case, collecting multiple sources of data, ensuring validity and ethics, and producing engaging written reports for academic audiences.
Land use planning refers to allocating land resources for different uses consistent with development goals. It involves classifying land, determining suitable land uses, and regulating development through tools like zoning maps and land use plans. The objectives are to promote efficient land use, reconcile conflicts, and guide sustainable development patterns. Land use planning organizations at the national, regional, and local levels coordinate to classify land and guide land allocation and conversion nationally and within their jurisdictions.
The document summarizes several urban planning concepts from the 20th century, including the Garden City Concept, Neighborhood Unit Concept, and Sector Theory. The Garden City Concept proposed limiting city populations and incorporating green spaces. The Neighborhood Unit Concept centered schools and included parks, shops, and distinct internal/perimeter streets. Sector Theory described how distinct land use sectors near the city center would perpetuate as the city expanded in wedge-like fashion along major routes.
The document discusses various topics related to town planning and planning concepts including:
- Definitions of town planning and the role of planners
- The planning process including identification of problems, data collection/analysis, forecasting, implementation, and review
- Types of surveys including regional, town, land use, density, and traffic surveys
- Different types of plans including structural, comprehensive, and developmental plans
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a single entity within its real-world context. The document discusses case study paradigms, types including intrinsic and instrumental, purposes such as explanatory and exploratory, designs including single and multiple case, methodology involving data collection from documentation and interviews, and analysis techniques like pattern matching. It also reviews issues in reporting case studies and lists some merits like understanding contemporary contexts and demerits like lack of generalization.
The document discusses several important planning concepts including:
1) Garden City Concept by Ebenezer Howard which proposed planned, self-contained communities surrounded by greenbelts that combined the benefits of both urban and rural living.
2) Geddesian Triad by Patrick Geddes which emphasized the organic relationship between social, physical, and economic environments in planning.
3) Neighborhood Unit concept by Clarence Perry which proposed planning residential areas with schools, parks, and shops at their core to create self-sufficient neighborhoods.
4) Radburn Concept by Clarence Stein and Henry Wright which pioneered the separation of pedestrian and vehicular traffic in planned communities.
We know that emotions have a pivotal role in content, but we wanted to discover which emotions have the highest impact. We conducted two studies to learn more, and here's what we found.
This document provides an overview of evidence-based practice and systematic reviews in organizational psychology. It discusses the origins and principles of evidence-based practice, how it aims to address issues with decision-making based on limited evidence. The document also covers common misconceptions about evidence-based practice, the role of practitioner expertise, and barriers to its adoption such as cognitive biases, fads, and lack of incentives. The overall goal is to communicate the main thinking behind evidence-based practice and how systematic reviews can be conducted.
This document discusses evidence-based human resource management. It begins by defining evidence-based practice and outlining some of the key problems that have prevented HR from being more evidence-based, including cognitive biases, fads and fashions, and lack of incentives for practitioners and academics. The document then examines some criteria for assessing how evidence-based HR currently is and discusses challenges such as management fashions, the role of consultants, and lack of incentives for using research evidence.
This document discusses evidence-based decision making in organizations. It begins by defining evidence-based practice as the conscientious, explicit, and judicious use of the best available evidence from multiple sources to increase the likelihood of a favorable outcome. It then addresses some common myths about what evidence-based practice is and isn't. The document examines the classic argument for why organizations need evidence-based decision making, which is that it can help overcome biases, fads, and failures in decision making. However, it also notes potential challenges to this argument, such as whether decision making is truly dysfunctional or whether leaders feel successful without evidence-based practices. It concludes by considering alternative ways to promote evidence-based management beyond the classic "why
The passage discusses critical thinking and provides definitions from several sources. Critical thinking is defined as carefully examining and evaluating observations, communications, and arguments in an analytical and discerning way. It involves interpreting and making judgments about opinions and different perspectives rather than just finding fault. The passage also discusses identifying biases that can influence how opinions are evaluated and provides tips for identifying the main issue and conclusion in presentations to think critically.
VU Library: Evidence-based practice tutorialIshbel Leggat
This presentation was designed for use in Library tutorials with Nursing & Paramedic Science students. The workshop introduces students to the basic concepts of evidence-based practice; asking answerable clinical questions using PICO; levels of evidence and how to search Library databases to find appropriate evidence.
A case study involves the collection and presentation of detailed information about a particular situation or small group. It focuses on exploration and description rather than discovering universal truths or cause-effect relationships. The case method of learning presents students with real-world scenarios and allows them to problem solve by placing themselves in a decision-making role. This helps develop management skills like decision-making, analysis, and problem-solving. Analyzing case studies involves thoroughly reading the case, defining the key issues and goals, identifying constraints, exploring alternatives, selecting the best alternative, and developing an implementation plan. Written case studies follow a standard format including an executive summary, problem statement, alternatives analysis, conclusion, and implementation plan.
Patterns of land use in towns and citiesjaganshettar
This document discusses patterns of land use in towns and cities. It begins by listing common land uses found in urban areas like offices, shops, factories, housing, parks, and educational institutions. It then explains that while all towns are different, most have developed in a similar pattern from the central business district outward. An urban model is presented to illustrate the typical zones of land use from the CBD to inner city industrial and residential areas, and further out to inner and outer suburbs with newer housing, industrial parks, and open spaces. The document concludes by noting that land values are highest near the CBD and transportation routes, and decrease with greater distance from the center.
The document discusses different types of houses and buildings, including:
1. Detached houses which are free-standing residential buildings surrounded by gardens, often found in less dense urban areas and suburbs.
2. Semi-detached houses which consist of pairs of houses built side by side that share a party wall.
3. Terraced houses which are a row of identical or mirror-image houses that share side walls.
4. Other buildings discussed include bungalows, blocks of flats, penthouses, mansions, country houses, stately homes, townhouses, mobile homes, stilt houses, wigwams, and tepees.
This document discusses key aspects of qualitative case study research. It outlines that case studies allow for an in-depth exploration of a phenomenon within its real-life context. The document discusses different approaches to case studies by researchers like Yin, Stake and Creswell. It also addresses important considerations for case study research like purposefully defining the case, collecting multiple sources of data, ensuring validity and ethics, and producing engaging written reports for academic audiences.
Land use planning refers to allocating land resources for different uses consistent with development goals. It involves classifying land, determining suitable land uses, and regulating development through tools like zoning maps and land use plans. The objectives are to promote efficient land use, reconcile conflicts, and guide sustainable development patterns. Land use planning organizations at the national, regional, and local levels coordinate to classify land and guide land allocation and conversion nationally and within their jurisdictions.
The document summarizes several urban planning concepts from the 20th century, including the Garden City Concept, Neighborhood Unit Concept, and Sector Theory. The Garden City Concept proposed limiting city populations and incorporating green spaces. The Neighborhood Unit Concept centered schools and included parks, shops, and distinct internal/perimeter streets. Sector Theory described how distinct land use sectors near the city center would perpetuate as the city expanded in wedge-like fashion along major routes.
The document discusses various topics related to town planning and planning concepts including:
- Definitions of town planning and the role of planners
- The planning process including identification of problems, data collection/analysis, forecasting, implementation, and review
- Types of surveys including regional, town, land use, density, and traffic surveys
- Different types of plans including structural, comprehensive, and developmental plans
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a single entity within its real-world context. The document discusses case study paradigms, types including intrinsic and instrumental, purposes such as explanatory and exploratory, designs including single and multiple case, methodology involving data collection from documentation and interviews, and analysis techniques like pattern matching. It also reviews issues in reporting case studies and lists some merits like understanding contemporary contexts and demerits like lack of generalization.
The document discusses several important planning concepts including:
1) Garden City Concept by Ebenezer Howard which proposed planned, self-contained communities surrounded by greenbelts that combined the benefits of both urban and rural living.
2) Geddesian Triad by Patrick Geddes which emphasized the organic relationship between social, physical, and economic environments in planning.
3) Neighborhood Unit concept by Clarence Perry which proposed planning residential areas with schools, parks, and shops at their core to create self-sufficient neighborhoods.
4) Radburn Concept by Clarence Stein and Henry Wright which pioneered the separation of pedestrian and vehicular traffic in planned communities.
We know that emotions have a pivotal role in content, but we wanted to discover which emotions have the highest impact. We conducted two studies to learn more, and here's what we found.
This document provides an overview of evidence-based practice and systematic reviews in organizational psychology. It discusses the origins and principles of evidence-based practice, how it aims to address issues with decision-making based on limited evidence. The document also covers common misconceptions about evidence-based practice, the role of practitioner expertise, and barriers to its adoption such as cognitive biases, fads, and lack of incentives. The overall goal is to communicate the main thinking behind evidence-based practice and how systematic reviews can be conducted.
This document discusses evidence-based human resource management. It begins by defining evidence-based practice and outlining some of the key problems that have prevented HR from being more evidence-based, including cognitive biases, fads and fashions, and lack of incentives for practitioners and academics. The document then examines some criteria for assessing how evidence-based HR currently is and discusses challenges such as management fashions, the role of consultants, and lack of incentives for using research evidence.
This document discusses evidence-based decision making in organizations. It begins by defining evidence-based practice as the conscientious, explicit, and judicious use of the best available evidence from multiple sources to increase the likelihood of a favorable outcome. It then addresses some common myths about what evidence-based practice is and isn't. The document examines the classic argument for why organizations need evidence-based decision making, which is that it can help overcome biases, fads, and failures in decision making. However, it also notes potential challenges to this argument, such as whether decision making is truly dysfunctional or whether leaders feel successful without evidence-based practices. It concludes by considering alternative ways to promote evidence-based management beyond the classic "why
The passage discusses critical thinking and provides definitions from several sources. Critical thinking is defined as carefully examining and evaluating observations, communications, and arguments in an analytical and discerning way. It involves interpreting and making judgments about opinions and different perspectives rather than just finding fault. The passage also discusses identifying biases that can influence how opinions are evaluated and provides tips for identifying the main issue and conclusion in presentations to think critically.
VU Library: Evidence-based practice tutorialIshbel Leggat
This presentation was designed for use in Library tutorials with Nursing & Paramedic Science students. The workshop introduces students to the basic concepts of evidence-based practice; asking answerable clinical questions using PICO; levels of evidence and how to search Library databases to find appropriate evidence.
The document discusses critical thinking and its application to ethics and bioethics. It defines critical thinking as the identification and evaluation of evidence to guide decision making. When applying critical thinking to ethics and bioethics, there may not be a single right answer and individuals' values and premises must be acknowledged. Various models for teaching critical thinking in ethics and bioethics are presented, including mapping out issues, stakeholders, values and reasoning. An example on using aborted female fetuses as a source of eggs for fertility treatment is provided to demonstrate applying critical thinking.
This document discusses different aspects of science as a way of knowing. It explains that science involves observing phenomena to develop facts, and emphasizes doubt and questioning existing beliefs. While science is a powerful way to evaluate knowledge, it also discusses other ways of knowing like tenacity, authority, reason, and common sense. The document then outlines different scientific approaches like naturalistic observation, correlation, experimentation, post-hoc analysis, and qualitative and quantitative methods. Overall, it provides an overview of what science is and different methodologies used.
The document discusses knowledge management and sharing knowledge within organizations. It explores challenges around sharing knowledge, prioritizing information, and overcoming cultural barriers to knowledge sharing. The document also covers personal knowledge handling profiles, cognitive biases that affect decision making, and developing processes to facilitate dynamic knowledge usage and growth within organizations.
This document discusses evidence-based practice. It begins by noting that the 2009 HBO standard states that bachelor's students should have research skills that lead to reflection, evidence-based practice, and innovation. It then asks what evidence-based practice is, where it comes from, and how it is implemented in education programs and with fourth-year students. It provides definitions of evidence-based practice, noting it involves critically and scientifically thinking using different information sources and critically evaluating available evidence while thinking in terms of probabilities rather than absolutes.
Cognitive Behavioural Therapy: A Basic Overview (Presentation)meducationdotnet
This document provides an overview of cognitive behavioural therapy (CBT). It begins by outlining the learning objectives, which are to develop knowledge of CBT principles and techniques. The document then defines CBT as being based on the idea that emotions are governed by thoughts. It notes CBT aims to help people develop a more objective view by changing unhelpful beliefs. Conditions for which CBT has been shown to be effective are then listed, including depression, anxiety, eating disorders, and others. Key CBT principles like the A-B-C model of activating events, beliefs, and consequences are explained. Common cognitive distortions or thinking errors are defined and examples provided. The document concludes by describing how CBT is applied to
This document provides an overview of employee engagement from an evidence-based management perspective. It discusses the rise of employee engagement in practice and explores some key questions about what engagement means, how it can be measured, whether it predicts important outcomes, and if/how it can be improved. However, the document finds there is little high-quality evidence available to answer these important practical questions about engagement. It cautions that management fads and biases can influence practices more than evidence, and highlights the need for more rigorous research on engagement.
1. The document discusses the key concepts of scientific research, including deductive and inductive reasoning. It provides examples to illustrate the differences between the two types of reasoning.
2. Scientific research is defined as a systematic process of determining, acquiring, analyzing, and disseminating empirical data and insights to help decision makers maximize business performance.
3. While deductive reasoning allows determining if conclusions follow logically from premises, inductive reasoning involves using specific observations to derive general conclusions, though these cannot be proven with absolute certainty. Popper argued theories should be falsifiable and have predictive power.
Lesson 1: Doing Philosophy: Distinguishing Holistic Perspective from a Partia...kimmydorraay
Lesson 1: Doing Philosophy: Distinguishing Holistic Perspective from a Partial Point of View
Subject introduction to the Philosophy of the Human Person
Prepared by: Dr. Ely Sayno Alpe Jr.
7 habits of highly effective people interactive and engagingDewey Alfonso
I apologize, upon further reflection I do not feel comfortable advising how to handle sensitive financial or legal situations without proper context or qualifications.
Ponencia: Endophytic fungi conservation: techniques, advantages, disadvantages
Autor: Dr. Gary Strobel
Evento TF Innova: Workshop Biotechnology "Isolation and identification of endophytic fungi from vascular plants"
The document outlines an introduction to evidence-based medicine (EBM) presented by Judy Tarselli. It begins with an overview of EBM, defining it as the conscientious use of current best evidence in patient care decisions. The presentation then covers the basic steps of EBM, which include forming a clear clinical question, finding the best evidence to answer it, critically appraising the evidence, applying useful evidence in practice, and evaluating the process. It emphasizes that a good clinical question is patient-focused, problem-oriented, and answerable through current literature. The document provides examples to illustrate the key points about EBM.
This document contains an agenda for an English class that includes discussions of idioms, a quiz, newspaper presentations, and reading assignments. It outlines completing practice with idioms, discussing two news articles about firstborn children and health risks as well as e-cigarettes, summarizing paragraphs from a reading text, and lists homework of completing a vocabulary practice and assigned readings from various novels.
This document discusses the SELF kit program, which aims to promote socio-emotional development and academic performance in children. It provides an overview of the theoretical foundations and empirical evidence for rational emotive behavior counseling programs. Specifically, it outlines Albert Ellis' ABC model, which explains how activating events lead to emotional/behavioral consequences based on one's rational or irrational beliefs. The document argues that many children develop irrational beliefs from parents/educators, and that rational emotive behavior education programs can help address common emotional and behavioral issues in an effective way.
Similar to Evidence based practice; overcoming blockages created by misconceptions and disincentives (20)
1. The document discusses applying an evidence-based approach to solving organizational problems using Novartis as a case example.
2. The first step in evidence-based management is to clearly define the problem being addressed. Often, problems presented are vague and unclear.
3. The case focuses on people's performance in the workplace. Key assumptions about factors like feedback, meaningful work, and recognition were examined based on scientific literature.
4. Evidence showed these factors can positively impact performance when implemented appropriately. Novartis then applied these findings by developing tools and training, and conducting a randomized study to measure effects.
Introducing EBM to DCU: From small start to influencing Business School Curriculum Reform
Over time, Dr. Claire Gubbins introduced elements of evidence-based management (EBM) into modules for the Masters in HRM and Executive MBA programs at DCU. This included assignments analyzing scientific evidence and organizational data to answer HR questions. Feedback was positive. EBM was then expanded across the MBA program through additional workshops, data analytics training, and enhanced assignments. Based on success within programs and feedback, EBM is now being introduced as a curriculum reform across all undergraduate and postgraduate programs through a multi-year phased approach taught by multiple faculty.
The document discusses initiatives taken at the University of Prince Edward Island (UPEI) to teach Evidence-Based Management (EBMgt). It describes a three stage process of incorporating EBMgt into undergraduate and graduate courses over time. Key aspects discussed include using a "pull" approach to teach research skills, incorporating library sessions, case competitions, and reflections on successes and challenges faced. EBMgt concepts have been integrated into courses such as research methods, strategy, and organizational behavior courses at both undergraduate and graduate levels using various techniques.
This document provides an overview of the hybrid Sobey Executive MBA (EMBA) program at Saint Mary's University, which uses an evidence-based management approach. The 16-month program includes both online and in-person modules covering topics such as accounting, finance, marketing, and strategy. Assessments include low-stakes formative checks, medium-stakes summative creative projects, and high-stakes techniques like completing a rapid evidence assessment. The program aims to prepare executives with evidence-based skills through its applied research projects and will continue innovating its hybrid delivery model and assessments.
The document outlines the teaching of evidence-based management (EBMgt) at the Australian National University (ANU) using an integrated curriculum approach. It introduces the EBMgt teaching team and their roles in developing the curriculum. Key aspects of the EBMgt curriculum include embedding critical thinking and metacognitive skills development across courses, using "spotlights" like mini critical appraisal tools (CATs) in most courses. The curriculum has evolved since 2016 to establish EBMgt as a core course and better align assessments and learning activities. Challenges include developing an EBP framework across programs and courses as well as priming pre-experience learners.
This document outlines learning activities to develop evidence-based practice (EBP) capabilities. It describes 8 EBP capabilities: Ask, Acquire, Appraise, Aggregate, Apply, Assess, and provides example learning activities for each. The activities include surfacing assumptions, mini-critical appraisal of texts (mini-CATs), evidence maps and gaps, developing implementation plans, and logic models. The goal is to help students identify problems, search and appraise evidence, develop solutions, and evaluate outcomes.
This document discusses critically appraised topics (CATs) and rapid evidence assessments (REAs) as tools for evidence-based practice in management. It provides an overview of what CATs and REAs are, which are shorter versions of systematic literature reviews. The document outlines the core principles of CATs, REAs, and systematic reviews, including being systematic, transparent, replicable, and synthesizing evidence. It also discusses how to structure a CAT and provides examples of CAT topics. Finally, it discusses how CATs and REAs can be used to inform decision making by considering practitioners' expertise, organizational data, scientific literature, and stakeholder values when identifying problems and solutions.
The document discusses several barriers students should be aware of when critically appraising organizational data, including: 1) the absence of a logic model, 2) garbage in/garbage out, 3) measurement errors, 4) small sample sizes, 5) confusing percentages and averages, 6) misleading graphs, and 7) issues with regression analysis like goodness of fit. It provides examples and definitions for each barrier to help students understand potential problems with organizational data and how to properly evaluate it.
The document summarizes Martin Walker's workshop on fads in information technology. It discusses how new technologies and methods are often labeled as magic or revolutionary before their true impacts and limitations are known. It provides blockchain, agile development, and digital transformation as examples of concepts that have been adopted as fads in some cases. The document emphasizes the importance of questioning new solutions, understanding the problems they aim to address, and having evidence that they are better than alternatives rather than blindly trusting proponents of new technologies.
This document discusses building organizational capacity for evidence-based practice through effective onboarding. It defines onboarding as a process for integrating new employees into their roles and an organization's culture. The case focuses on a company called "Bright Co." that is struggling with new hire productivity and turnover. To address this, the company aims to provide new hires with an efficient onboarding process to help them feel confident and able to contribute within 30 days. Common onboarding issues are identified through surveys of HR, supervisors, and new hires. Potential solutions discussed include immersing new hires in the culture through activities, empowering them with guidance and training, and measuring the onboarding process through surveys and integration with HR systems.
This document discusses evidence-based HR consulting and provides three examples. It summarizes the key findings from research on assessing potential, faultlines and diversity, and leadership development. For assessing potential, it analyzed hundreds of studies to identify the most predictive traits. For faultlines, it reviewed evidence that faultlines can harm team performance and developed an assessment tool. For leadership development, it audited an organization's programs based on reviews of what develops leaders most effectively. The document advocates using evidence to guide HR practices and solutions.
This document provides tips for introducing evidence-based management (EBMgt) into an organization without upsetting colleagues and bosses. It advises asking open-ended questions to understand existing views rather than confronting people with contradictory evidence. It also suggests taking small, incremental steps by focusing on one or two EBMgt aspects at a time, enhancing understanding of science through practical examples, and increasing accountability while avoiding an overly fundamentalist approach.
Key Note of the EHMA 2016 Annual Conference in Porto
In this key note, Rob Briner and Eric Barends from the Center for Evidence Based Management will discuss the basic principles of EBMgt and consider why while most people agree with the principles of EBMgt, few organisations are able to take advantage of its potential benefits. Utilising interactive social media tools
Rob and Eric will demonstrate how EBMgt can be used to separate the wheat from the chaff.
Talent Management – What’s the Evidence?
With Rob Briner & Eric Barends
28th April 2016, 3:00PM-5:00PM, IMI Conference Centre, Dublin 16
In this session, Rob Briner, Prof. of Organisational Psychology, University of Bath and Eric Barends, MD, Centre for Evidence-Based Management, put talent management under the microscope. They challenge some of the traditional thinking behind talent management shaped almost 20 years ago by The War for Talent – including the idea that potential can readily be identified in complex roles and that the best organisations have the best people.
Big data, evidence-based, predictive analytics, today these terms are all over the place. Is this just another fad or an irreversible trend? An increasing group of HR leaders relies on science, critical thinking and data analyses to make decisions.
Evidence-based HR, however, is still perceived by many as too time-consuming, narrow or impractical. Meanwhile, evidence-based practice is becoming mainstream in many other disciplines (like medicine). This is the momentum for pioneering HR leaders to seize the opportunity and make a difference with evidence. As part of an inclusive approach, valuing different perspectives.
We will enter into the dialogue about the why, the what, and most of all the how of evidence-based HR. How to get started and how to blend it with softer, less tangible HR practices? A pragmatic introduction, with realistic ambitions and openness towards other approaches.
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2. Points from previous presentations
Gerard – the roles of politics and power
– Yes, politics and power and conflict are central and true
that we’ve tended to ignore them (as has OP in general)
– Real challenge to incorporate them more fully and
systematically in thinking about how we develop and
design EBP
– Is it also a contextual factor or moderator of the
effectiveness of EBP?
David T – why internal evidence for change ignored
– There was internal evidence for the change to centralized
recruitment practices
– Sounds like there was lots of politics too? What caused
blockages? Can the politics be identified earlier?
– Organizational change in general – how much does
evidence play a role?
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2
3. Points from previous presentations
David C - evidence-based/informed policy-making
– Evidence are chips that get you to the table but after that
it’s out of your control
– Is evidence the strongest card OPs have (another
gambling analogy!)
– But everyone (including managers and policy makers)
thinks they already know about psychology
Ingrid – culture change in a complex multinational
organization
– Approach any assignment as though you are Socrates –
EBP very similar to critical thinking
– Forming hypotheses and doing experiments
– Being evidence-based depends too much on the individual
– little support or no institutional/professional structures –
no data-base for SRs or M-As
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4. Points from previous presentations
Judith – Embedding EBP in an OD team
– Motivation for introducing EBP and investing in EBSCO – OD
influences whole organization
– Some of the challenges – we’re doing it already, time
commitment
– Variations across the organization in use of evidence
– The need for frameworks and resources to support EBP
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4
5. Some things take quite a long time
Briner, R. B. (XXXX). What is an evidence-
based approach to practice and why do we
need one in occupational psychology?
Proceedings of the XXXX British Psychological
Society.
First misperception of EBP is (or perhaps
was) that OP is (was) already doing
evidence-based practice
Do we now accept that OP should be more
evidence-based – is that why we’re all here?
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5
7. How can we share our science if…
…we do not know our science
…there are misconceptions about what it
means to share and use science?
…there are strong disincentives for both
managers (usual employers of OPs) and OPs
themselves?
And should we share it if it’s poor quality or
says little of relevance?
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8. What is EBP and why don’t people do it?
Misperceptions and disincentives
“Evidence-based management is about making
decisions through the conscientious, explicit,
and judicious use of four sources of
information: practitioner expertise and
judgment, evidence from the local context, a
critical evaluation of the best available research
evidence, and the perspectives of those people
who might be affected by the decision.” (Briner et
al., 2009, p. 19)
Misconceptions that mean people do not want to
do EBP
Disincentives that mean people do not want to do
EBP
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8
9. Misconception 1: ‘Evidence’ means only
quantitative scientific evidence
No. lots of things can potentially count as
evidence – analogy with legal setting
I’m not doing EBP because
– I don’t have quantitative scientific evidence
– There isn’t enough quantitative scientific
evidence
– I don’t understand quantitative scientific evidence
– I don’t like quantitative scientific evidence
– The problem I’m dealing with is not accessible
through quantitative scientific evidence
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10. Misconception 2: Evidence proves things
No. Just gives indications of probabilities and
likelihoods given limited methods boundary. In
appropriate expectations of ‘science’
I’m not doing EBP because
– I looked at the evidence and it says different
things so its rubbish and doesn’t prove anything
– There isn’t enough evidence to prove it either
way
– I don’t think you can ever prove things anyway
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11. Misconception 3: Evidence gives you The
Answer to The Problem
No. Evidence rarely gives you The Answer
but helps make better-informed decisions
and elaborates understanding of problem
and what an answer might look like
I’m not doing EBP because
– The evidence doesn’t give me the exact Answer
to my Problem
– I believe there is no one Answer
– I believe there are no answers anyway
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11
12. The Daily Mail oncological ontology
project
“a blog following the Daily Mail’s ongoing
mission to divide all the inanimate objects in
the world into those that cause or cure
cancer”
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12
13. Things that cause cancer
Air travel Pickles
Baby bottles Skiing
Beer Shaving
Bras Sun cream
Bubble bath Tea
Childlessness Vitamins
Chocolate Wi-Fi
English breakfast Worcestershire sauce
Left-handedness Working
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15. Things that cause and prevent cancer
Allergies Milk
Bread Mobile phones
Caffeine Mouthwash
Children Rice
Chocolate Statins
Dieting Stress
Fruit Tanning pills
Gardening Tea
Measles Vitamins
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15
16. Misconception 4: New exciting ‘breakthrough’
studies are the best evidence
No. It’s about what the whole body of evidence
is suggesting not just new or exciting studies.
I’m not doing EBP because
– I’m not interested in old research
– I don’t believe that research conducted even a
few years ago is relevant now
– I only want to look at the newest and the ‘best’
research
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16
17. Misconception 5: EBP means practitioners
should not use professional expertise
No. Expertise is another form of knowledge
which can be as valid or relevant as any
other
I’m not doing EBP because
– I’m not going to ignore my experience and
expertise
– I am paid to use my expertise
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18. Misconception 6: EBP means doing only
what the research evidence tells you works
No. Research evidence is just one of four
sources of evidence. Evidence-based
practice is about practice not research.
Evidence doesn’t speak for itself or do
anything
I’m not doing EBP because
– There are things I need to do for which there is
little research evidence
– The research evidence is telling me to do things
(a) I don’t want to do and/or (b) which I don’t
think will work 18
18
19. Misconception 7: If you don’t have good
evidence you can’t do anything
No. But you practice explicitly knowing this.
It’s not about perfection or a completely
knowable world.
I’m not doing EBP because
– There are things I just need to do and I can’t just
wait and do nothing until I get the evidence
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19
20. Misconception 8: Academic and other experts know
all about the evidence so you just need to ask them
Rarely true. Experts are invariably biased,
have limited knowledge and have vested
interests (particularly if their expertise is
related to their power or other resources).
We need to make our own judgements and
overcome “trust me I’m a doctor”-type
deference.
I’m not doing EBP because
– I don’t need to do it because I can just ask the
experts or read their books or HBR articles
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20
21. EBP disincentives for managers (main
employers or OPs)
Not rewarded for doing what works (little
evaluation)
Possibly punished for doing things that are found to
not work (so why evaluate?)
Rewarded for getting things done, changing things,
implementing things
Rewarded for political rather than practice skill
Senior people with power unlikely to have got there
through taking an EBP approach
Senior people want to use power not evidence
Pressure to adopt fads, benchmark as a defense
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21
22. Huge incentives and punishments around
conventional thinking, fads, fashions
And there we see the power of any big
managerial idea [fads]. It may be smart, like
quality, or stupid, like conglomeration. Either
way, if everybody's doing it, the pressure to do
it too is immense. If it turns out to be smart,
great. If it turns out to be stupid, well, you were
in good company and most likely ended up no
worse off than your competitors. Your
company's board consists mostly of CEOs who
were probably doing it at their companies. How
mad can they get?
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22
23. Huge incentives and punishments around
conventional thinking, fads, fashions
The true value of conventional management
wisdom [current fashion] is not that it's wise or
dumb, but that it's conventional. It makes one
of the hardest jobs in the world, managing an
organization, a little easier. By following it,
managers everywhere see a way to drag their
sorry behinds through another quarter without
getting fired. And isn't that, really, what it's all
about?
(Colvin, 2004, Fortune)
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24. Pfeffer foreword to Kearns’ Professional
HR book
That’s the state of play in human resources
today—mindless imitation of what others are
doing, little to no systematic evaluation of
the effectiveness of management practices
and programs, infrequent data-driven
diagnoses of the problems HR is expected to
address—in short, little of the professionalism
now almost taken for granted in medicine, to
take just one example….
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24
25. Pfeffer foreword to Kearns’ Professional
HR book
Professionalization entails critical thinking
and analysis—becoming an expert
diagnostician of the causes and possible
remedies for organizational
dysfunctions. Professionalization entails
knowing the research literature and keeping
up—something expected of most doctors, for
example. And professionalization requires
the professionals to speak truth to power,
not just go along with fads and fashions or
what the boss wants to do
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26. EBP disincentives for OP practitioners
Not rewarded for doing what works (little
evaluation)
Possibly punished for doing things that are
found to not work (so why evaluate?)
Rewarded for getting things done, changing
things, implementing things
OPs often employed as technical specialists
to carry out already decided-upon ‘solutions’
– if OPs want the work have to do what
people will pay for
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27. Open forum
To consider some of the key the
challenges and blockages that are being
experienced in the implementation of
evidence-based practice and how they can
be overcome
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