This document discusses evidence-based management. It begins by defining evidence-based management and explaining why it is needed to make better decisions and protect against "management fads". It also notes evidence-based management can help navigate cognitive biases. The document then discusses how to identify management fads and what questions to ask of management gurus. It identifies three common cognitive biases and how to mitigate them. It concludes by noting two important things for successful evidence-based management: that the organization has a learning culture and staff have the skills to be change agents using evidence. It provides contact information for the author to learn more.
2. Hello
Dr Gary Jones
Former senior leader in a further
education college
Blogger www.garyrjones.com/blog
Speaker Author
@DrGaryJones
jones.gary@gmail.com
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3. By the end of this session
• Defined the term ‘evidence-based management’
• Explained why we need evidence-based management
• Looked at what needs to be done to make EBMgt work
• If you have been interested in what you have heard and seen,
suggested some next steps
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7. Why we need evidence-based management?
• To make better decisions
• To protect us from ‘management fads’
• To help us navigate our own ‘bounded rationality’ and cognitive
biases
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10. Management fads
• Emotional Intelligence
• Six Sigma
• Business Process Re-
engineering
• Management by walking
about
• Core competency
• There is no “I” in team
• Embracing mistakes
• Fun by fiat
• Matrix Management
• Authentic Leadership
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14. How to spot a management fad/fashion
• Simple, straightforward
• Promising results
• Universal
• Step-down capability
• In tune with zeitgeist
• Novel, not radical
• Legitimacy via gurus and star examples
• Lively, entertaining
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MILLER, D., HARTWICK, J. & LE BRETON-MILLER, I. 2004. How to detect a
management fad—and distinguish it from a classic. Business Horizons, 47, 7-16.
15. What to do when faced with a management
guru
• What evidence is there that the new approach can provide productive
results. Are arguments based on solid evidence from lots of organisations
followed over time?
• Has the approach worked in organisations similar to our own that face similar
challenges?
• Is the approach relevant to the priorities and strategies relevant to our
organisation?
• Is the advice specific enough to be implemented? Do we have enough
information about implementation challenges and how to meet them?
• Is the advice practical for our school given our capabilities and resources?
• Can we reasonably assess the costs and prospective rewards (Amended
from (Miller et al., 2004) pp 14-15
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16. Activity
• In the last year, what new management process have been
introduced into your organisation ?
• Before the decision was made to introduce the new process, what
evidence was made available to show that the process actually
worked
• Any other observations
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26. How to mitigate cognitive biases
• Educate yourself about cognitive biases
• Reflect on your past decision-making
• Seek out information from a range of sources
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30. Thing One
• That the organization is a learning organization. This means
that leaders:
• Understand the nature of evidence-based practice,
• Are committed to developing a learning focussed, evidence-centric culture
and,
• Can develop networks that help to find and build both evidence and skill
in using it.
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31. Thing Two
• That staff have developed the knowledge and skills to be change
agents. This means employees:
• Have a level of self-efficacy or have the self-belief and confidence that they
have the knowledge, capacity, and capability to engage productively in
evidence-based practice,
• They also need to have the ‘analytic competence’ and tools of critical
thinking and,
• The cognitive and other tools to productively participate in the process.
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