This document discusses evidence-based management and provides examples of how managers can make better decisions using evidence-based practices. It defines evidence-based management as making organizational decisions based on science, valid facts, critical thinking, and ethical considerations. The document outlines five good evidence-based management habits: 1) get evidence into conversations, 2) use relevant scientific evidence, 3) use reliable business facts, 4) become decision aware, and 5) reflect on ethical implications. It provides the example of pilot Chesley Sullenberger who successfully landed a plane in the Hudson River, demonstrating habits of evidence-based decision making.
Denise Rousseau's Generic EBMgt Class 2 & 3: Finding, Interpreting, and Using Scientific Evidence as Managers (and undertaking Critically Appraised Topics or CATs)
The Path to Evidence Based Management: Major Challenges and Some Solutions
HR Conference Groningen 2011
Key note speech by Sara Rynes
HR Conference 2011
Denise Rousseau's Generic EBMgt Class 2 & 3: Finding, Interpreting, and Using Scientific Evidence as Managers (and undertaking Critically Appraised Topics or CATs)
The Path to Evidence Based Management: Major Challenges and Some Solutions
HR Conference Groningen 2011
Key note speech by Sara Rynes
HR Conference 2011
Evidence-Based HR Management & Systematic Reviews
PhD Consortium of the 7th International Conference of the Dutch HRM network,
Rob Briner, Eric Barends
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
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.
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.
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.
Evidence-Based HR Management & Systematic Reviews
PhD Consortium of the 7th International Conference of the Dutch HRM network,
Rob Briner, Eric Barends
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
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.
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.
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.
Ethical Healthcare Scenarios WorksheetScenario 1 Medical codi.docxhumphrieskalyn
Ethical Healthcare Scenarios Worksheet
Scenario 1: Medical coding in a physician's practice
Imagine you work in a high-pressure cardiology physician's office and you are one of two medical coders. Your supervisor is very focused on the greatest reimbursement to satisfy revenue projections for the practice. As a result, you are asked to "up-code" billing. How can the pressure of acquiring the maximum repayment for services lead to manipulating or falsifying documentation?
1. What is “up-code” billing? Is it legal? Is it ethical?
2. What ethical principles are evident in this scenario (beneficence, justice, autonomy, non-maleficence)?
3. How can the pressure of acquiring the maximum repayment for services lead to manipulating/falsifying documentation?
Scenario 2: Administration of patient medications in the hospital setting
Imagine you are a new graduate nurse working nights on a busy medical unit. You just received a new patient who needs to be admitted to your unit and you just finished medicating a patient with a narcotic injection with a dose greater than ordered. Clearly understanding medication errors may lead to patient injury and even death, explain why a clinician may choose not to report the incident.
1. What constitutes a medication error? Is it legal? Is it ethical?
2. What ethical principles are evident in this scenario (beneficence, justice, autonomy, non-maleficence)?
3. Why might a clinician choose not to report a medication error?
Scenario 3: Not hiring a qualified individual because of discrimination
Imagine you are a new human resources director in a nonprofit organization and have been pressured not to hire Middle Eastern candidates by the organization's CEO. In the United States, discrimination against people based on their ethnicity, race, or cultural orientation is strictly forbidden under federal and state laws. Ethical discrimination may result in the breeding of ill feelings at work, as well as reduced productivity. To eliminate these ramifications, organizations need to put forth increased effort in curbing ethical discrimination in the employment sector. What are some interventions organizations can put in place to prevent discrimination?
1. What is discrimination? Is it illegal? Is it ethical?
2. What principles are evident in this scenario (beneficence, justice, autonomy, non-maleficence)?
3. Name three interventions organization can put in place to prevent discrimination.
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MGMT2034 Reflection Assignment.xlsx
Sheet1BUSN20134 Business Ethics and Sustainability- Reflection Assignment 2 Part B .2 - Assessment Rubric (This information is provided as a guide to expectations regarding the reflective assignment. As with any assessment tasks students should seek further clarification from the facilitator and unit coordinator to insure they understand the requirements of the assessment task)WeightingFail-IIIFail-IIFail-IPassC.
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1WEEK TWO ASSIGNMENT 3Continuing Academic Success Stud.docxfelicidaddinwoodie
1
WEEK TWO ASSIGNMENT
3
Continuing Academic Success
Student Name
GEN/201
Date
Instructor
Continued Academic Success
Introduction (Thesis from week #2 here) Create an Opening statement and core theme for your Paper: Continuing Academic Success (50-75 words).
Heading #1 (Example Idea: Educational and Career Goals)
Include at least one educational goal and one career goal and how setting goals can lead to success (150-200 words).
Heading #2 (Example Idea: The Writing Process)
Discuss how the writing process can help you advance in your education and your career (150-200 words).
Heading #3 (Example Idea: Ethical Lens)
Share an example of how the information from your Ethical Lens Inventory can help you make better decisions (150-200 words).
Heading #4 (Example Idea: Critical Thinking Skills)
Elaborate on the steps will you take to improve your critical-thinking skills (150-200 words).
Heading #5 (Example Idea: UOPX Resources)
Highlight the university resources you will use to ensure academic success and also consider the benefits and challenges of working with outside sources (150-200 words).
Conclusion
Summarize your three or four main points and illustrate your closing viewpoints. As you conclude the paper feel free to include any other important lessons you learned in this course (150-200 words).
References (Place the “Reference(s)” on its own page.)
List at least three sources of reference. You should use the articles from the Sources assignment in week #4. (Saves time!)
Refer to the Reference and Citation Generator for proper formatting in the Center for Writing Excellence,
Revised 7/5/16
Module 01: Judgment in Managerial Decision-Making
Learning Outcomes
1. Critique the components of the decision-making process.
2. Explore prescriptive and descriptive decision-making.
3. Assess the use of heuristics in decision-making.
4. Evaluate the role of critical thinking in decision-making.
1. Leadership and Decision-Making
In this module, we will examine leadership and decision-making within the organization. As such, we will discuss the importance of decision-making and the organizational leader. Further, we will examine these important decision-making concepts in light of the various challenges that confront 21st-century organizations. As an organizational leader, it is important for you to have a solid understanding of leadership and decision-making as you help lead your organization toward its goals, objectives, and overall mission.
Leadership and Decision-Making
Leadership and decision-making go together hand-in-hand. In fact, leaders are often confronted with important decisions continually, even in the midst of uncertainty. Nevertheless, great leaders understand how to make decisions that have a positive impact on their organizations, employees, and stakeholders (Kase, 2010). In today's highly volatile global environment, organizational leaders are required to face challenges that confront their organizations with incr ...
ONE POINT OF VIEWPaul N. Friga and Richard B. ChapasMA.docxhopeaustin33688
ONE POINT OF VIEW
Paul N. Friga and Richard B. Chapas
MAKE BETTER BUSINESS DECISIONS
Decision-making in today’s environment is difficult, and
new managers in R&D and other technical positions are
often shocked at the lack of systematic decision-making
they find in their interactions with upper management
and their peers in other parts of the organization.
However, there is a well-tested source of insight into how
to improve the decision-making in business: the scien-
tific method. Although it has revolutionized our lives and
the ability to manipulate our material world, the scien-
tific method has not been widely adapted for business
executives. Nevertheless, we believe it can improve the
efficiency and effectiveness of decision-making for
executives, research managers, and business leaders in
general.
In this article, we first examine the typical decision-
making environment in organizations, highlighting the
challenges executives face in their quest for better per-
formance. Next, we introduce some of the basic tenets
from the scientific method and describe how they can
play a role in overcoming several of the key decision-
making deficiencies. We then describe a five-step
process that can assist in the implementation of scientific
method techniques in daily decision-making, illustrated
by a case study relating to new technology develop-
ment.
Challenges Executives Face
Three key macro-level elements that differentiate the
daily decision-making of today include information
overload, shareholder pressure, and shortened business
cycle time:
• The search tools in use for problem solving by execu-
tives at most companies today yield a quantity of infor-
mation that can be overwhelming. This situation has
increased the importance of knowledge management
skills to sort the data, identify what is truly relevant, and
then to create value from it.
• Shareholder pressure, a result of the rise in worldwide
capital markets, has led to a relentless drive to achieve
short-term financial results, often at the expense of long-
term considerations. A number of well-known corporate
failures may have resulted from the pressure to achieve
consistent growth at any cost.
• Finally, the time-to-market and overall business cycles
have shortened to a level unimaginable 50 years ago.
Decisions must be made faster than ever before (1).
Ultimately, decision-making is done on an individual
level. Alarmingly, much of the research suggests that
humans are extremely limited in their decision-making
Paul Friga was clinical associate professor of strategic
management at the Kelley School of Business at
Indiana University in Bloomington, Indiana, when this
article was written. He is now a professor at the
Kenen-Flager School of Business, Chapel Hill, North
Carolina. He researches strategic decision-making,
knowledge transfer, intuition, management consulting
practices, and entrepreneurship. His work has been
published in The Academy of Management Learning
and Educa.
Systematic review and evidence-based work and organizational psychology
Presentation by Prof. Rob Briner
17th congress of the European Association of Work and Organizational Psychology, Oslo
May 20, 2015
Ob i intro- diversity- personality & values- emotions & moodsShivkumar Menon
Organizational Behavior I as part of the XLRI VIL Syllabus
The areas captured are relevant in today's context at the workplace. The concepts and applications delve on people, organization, structure and how behavior of employees and leaders in organizations bring efficiency and effectivity.
In a worldwide survey managers admit that “People” are the toughest to handle and people-related problems are on the top of the agenda.
People-related problems – poor communication skills, employees lack motivation, conflicts between team members, overcoming employees’ resistance to organizational changes etc.
Evidence Based Wellness (Helping Human Resources Shop Better)Joel Bennett
Objectives:
+ Distinguish between programs that may be sold well and those that work
+ Identify the common and core elements of effective wellness programs
+ Be able to evaluate whether your current or prospective programs are meeting the standard
This program was presented to HR Professionals at HR SouthWest in October, 2012 (Presenter: Dr. Joel Bennett, learn@organizationalwellness.com)
The Case for Competition: Learning About Evidence-Based Management Through Case Competition
Presentation by Tina Saksida, UPEI
AOM Annual Meeting, 2015, Vancouver
From Passively Received Wisdom to Actively Constructed Knowledge:Teaching Systematic Review Skills As a Foundation of Evidence-Based Management
Presentation by Rob Briner and Neil Walshe
AOM Annual Meeting 2015, Vancouver
Presentation of the first two online learning modules developed by the Center for Evidence-Based Management and Carnegie Mellon' Online Learning initiative
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Evidence-Based Management
Helping Managers to Make Better Decisions
Denise M. Rousseau
H.J. Heinz II University Professor of Organizational Behavior
Carnegie Mellon University
denise@cmu.edu
What It Means to be an Evidence-Based Manager
2. EBMgt is the practice of making organizational
decisions based upon conscientious use of
1. Science-based principles & knowledge
2. Valid & relevant organizational and business facts
3. Critical thinking aided by decision supports
4. Ethical considerations (i.e., effects on stakeholders)
What is Evidence-Based Management?
3. Better Decisions by Using Practices that Work (and
avoiding those that don’t!)
Defensible Decisions that Stand Up to Scrutiny (using
best evidence and best process)
Developing Expertise throughout a Career
(experience can be a poor teacher--bad habits!)
20 years of valid experience is different than 1 year of experience
repeated 20 times!
Why Should We Care about EBMgt?
6. Chesley Sullenberger, USAIR pilot, has been a
visiting scholar at UC Berkeley’s Collaborative
for Catastrophic Risk Management since 2007
Does research on how to make decisions to
maintain safety despite technological
complexity and crisis conditions
1. Use of Scientific Findings
7. Has written and analyzed aviation accident
reports for over 20 years
2. Reliance on Reliable and Valid
Organizational Facts
8. Used Decision Aids to Support Good Decision: As Sully
considered what decision to make that day, he had his
copilot review and follow all checklists on board
relevant to crash landings
Formal Education to Prime His Skills: Sully is a graduate
of the U.S. Air Force Academy and holds masters
degrees from both Purdue University in Industrial
Psychology and the University of Northern Colorado in
Public Administration
3. Mindful Decision Making:
Becoming Decision Aware
9. The last person to leave the plane, Chesley
Sullenberger twice walked the plane’s aisle to
check all passengers were off
Sully’s last act onboard was to grab the
passenger list. Used on-shore to verify rescue
of all passengers and crew
4. Ethics and Responsibility to
Stakeholders
10. In Sullenberger’s Own Words…
“One way of looking at this might be that
for 42 years, I've been making small,
regular deposits in this bank of experience,
education and training.
And on January 15, the balance was sufficient
so that I could make a very large withdrawal.”
12. EBMgt is a means to
improve decision quality.
It’s a career, not a course.
13. Evidence-based practice movements abound in
medicine, education, and public policy
Management research from
psychology, engineering, operations research (ETC.)
yields 1000s of studies annually
Internet (scholar.google.com) gives ready access
Innovative companies now hiring “chief evidence
officers”
Public demands accountability (quality decisions that
are defensible)
The Zeitgeist
14. EBMgt Overcomes Limits of Unaided Decisions
Bounded Rationality
The Small Numbers
Problem of Individual
Experience
Prone to See Patterns
Even in Random Data
Critical Thinking
Decision Supports
Research
• Large Ns > individual
experience
• Controls reduce bias
The “Human” Problem Evidence-Based Practice
15. 1. Get Evidence into the Conversation
2. Use Relevant Scientific Evidence
3. Use Reliable and Valid Business Facts
4. Become “Decision Aware” and Use
Appropriate Processes
5. Reflect on Decision’s Ethical and Stakeholder
Implications
Five Good EBMgt Habits
16. #1 Get evidence into the conversation
Regularly ask “what’s the evidence…?”
Illustration- Discuss with your seatmates…
What’s a practice in your organization that you suspect might
not be NOT evidence-based?
Five Good EBMgt Habits
17. Evidence is not the same as „proof‟ or „hard facts‟
... can be
- so strong that no one doubts its correctness, or
- so weak that it is hardly convincing at all
What is evidence?
18. Evidence of effect (do!)
Evidence of no effect (don‟t!)
No evidence of effect (research!)
Don’t confuse
19. #2 Use Relevant Scientific Evidence
Focus on Action Principles Where Science is Clear
Rely on Science-based Sources
Example: Locke’s Handbook of Organizational Behavior
(access electronic copy in blackboard)
Peer-reviewed research, especially meta-analyses
Reduce dysfunctional variations in practice
Build effective routines, procedures, checklists
Five Good EBMgt Habits
20. Scientific Evidence
Best Scientific Evidence is
based on large N (sample size of
people/organizations)
well-controlled studies with comparison groups
&/or longitudinal data
peer-reviewed
Five Good EBMgt Habits
22. #3 Use Reliable and Valid Business Facts
Best Business Facts are
large numbers sampled relative to population
(not single or isolated cases, e.g. sales/# sales calls)
linked to context (season, location, #users, etc.)
provide key indicators for business decisions
Five Good EBMgt Habits
23. Illustration--Discuss with your seatmates…
What indicators does your organization most
commonly use to make important decisions?
Are these the “best business facts” you need to
make these decisions?
What indicators would be more useful, if you
could get them??
Five Good EBMgt Habits
24. # Medication errors in Unit 1 were 200% greater in 2011 than Unit 2’s. Is patient
safety worse in Unit 1? Depends on number of unsafe incidents divided by #
patients or # procedures—needs a control.
Mike has w/10 subordinates & 20% turnover while Kim has 55 employees & 10%
turnover. Is retention better in one? Hard to determine. Small N’s have greater
bias and are more variable.
McDonald’s stores average 300+% turnover/year. Does Mickey D. have a problem?
Depends on industry comparison and business strategy.
Company A managers focus decisions on monthly cost, downtime and revenues.
Company B managers focus on service quality, employee retention and
profitability by customer category. So what? B’s more diverse performance
criteria can promote attention to longer-term and growth-oriented outcomes.
A’s narrower economic focus can promote shorter-term thinking.
Help Learner How to Interpret Business Facts
25. #4 Become “Decision Aware”
Identify different kinds of decisions learners
face? What kinds of different approaches are
used to them? Why?
How can you determine whether you made a
“good decision” when you cannot know the
outcome? (The answer to this question is what is
known as “decision quality”)
Five Good EBMgt Habits
26. “Decision Awareness” Promotes Decision Quality
To manage decisions, know what decisions must be
made.
Map out decisions that affect key outcomes.
Who is responsible? (Are they prepared?)
What information is required? (Will it be available when
needed?)
Five Good EBMgt Habits
27. Five Good EBMgt Habits
Awareness Calls Attention to Decision Process.
Proper Processes Improve Decision Quality
What is the process for making the decision?
Different processes work better…
- for routine decisions (create validated checklists and action plans)
- for decisions with known unknowns (systematic sequence of
considerations)
- for decisions with unknown unknowns (pilot-tests and trial/
experiment)
Decisions have an “aftermath” and a “pre-math” that a
good manager actively manages. Is the decision well-
managed? Help make it so.
29. #5 Reflect on Decision’s Ethical
Implications
Who are stakeholders for this decision?
Possible effects?
How might the decision be altered to optimize positive
stakeholder effects and reduce negative?
Five Good EBMgt Habits
30. Scientific Principles for Effective Teaching
Set learning goals (2-5)
Pre-test: where does learner stand on learning goal before course
Build opportunities for practicing those learnings throughout
course (curriculum)
Post-test: Measure progress on each learning goal and provide
feedback
Feedback & Redesign: Use feedback to make course more
effective over time
Five Good EBMgt Habits
32. J. Ehrlinger, K. Johnson, M. Banner, D. Dunning, J. Kruger. (2008) Why the unskilled are unaware: Further
explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision
Processes, 105,(1) pg. 98
E.A. Locke (ed.), Handbook of Principles of Organizational Behavior, 2nd edition, 2009. Malden, MA: Blackwell.
D. M. Rousseau (2012) Oxford Handbook of Evidence-Based Management, New York.
D.M. Rousseau, D.M. & E. Barends (2011) Becoming an evidence-based manager. Human Resource
Management Journal, 21, 221-235.
D.M. Rousseau, J. Manning & D. Denyer (2008) Evidence in Management and Organizational Science:
Assembling the field’s full weight of scientific knowledge through reflective reviews. Annals of the
Academy of Management, 2, 475-515.
R.C. Schank, D. Llyras & E. Soloway (2010) The future of decision making. New York: Palmgrave Macmillan.
J.F. Yates. (2003). Decision management. San Francisco: Jossey-Bass.
J.F. Yates & M.D. Tschirhart (2006). Decision making expertise. In K. A. Ericsson, N. Charness, P. J. Feltovich, &
R. R. Hoffman. (Eds.). Cambridge handbook of expertise and expert performance (pp. 421-438). New York:
Cambridge University Press.
J.F. Yates, E.S. Veinott & A.L. Patalano (2003). Hard decisions, bad decisions: On decision quality and decision
aiding. In S. L. Schneider & J. C. Shanteau (Eds.), Emerging perspectives on judgment and decision research
(pp. 13-63). New York: Cambridge University Press.
Got Evidence? References