The document discusses evidence-based practice and its application in education. It begins by defining evidence-based practice as making decisions based on critically evaluating the best available evidence from multiple sources of information.
It then outlines the four phases of implementing evidence-based practice in education: 1) Developing critical and scientific thinking to promote a professionally critical attitude; 2) Formulating explicit questions and searching databases for research evidence; 3) Critically appraising scientific and organizational evidence; 4) Applying research findings in professional practice.
The document emphasizes using both scientific evidence and professional expertise in decision making, as well as considering stakeholders' values. It notes that evidence-based practice aims to reduce biases and reliance on unsystematic experiences through
Evidence-Based HR Management & Systematic Reviews
PhD Consortium of the 7th International Conference of the Dutch HRM network,
Rob Briner, Eric Barends
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.
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.
Evidence-Based HR Management & Systematic Reviews
PhD Consortium of the 7th International Conference of the Dutch HRM network,
Rob Briner, Eric Barends
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.
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.
Evidence-Based HR Management: What is it and what can we do about it?
Alison Eyring
Presentation to IO/Occupational/ Work Psychology Community
18 March, 2013 (Singapore)
The Path to Evidence Based Management: Major Challenges and Some Solutions
HR Conference Groningen 2011
Key note speech by Sara Rynes
HR Conference 2011
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.
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
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
Evidence-Based HR Management: What is it and what can we do about it?
Alison Eyring
Presentation to IO/Occupational/ Work Psychology Community
18 March, 2013 (Singapore)
The Path to Evidence Based Management: Major Challenges and Some Solutions
HR Conference Groningen 2011
Key note speech by Sara Rynes
HR Conference 2011
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.
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
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
Do you have responses to open-ended questions or want to use qualitative data to evaluate CE/QI interventions? Qualitative Analysis Boot Camp at the ACEHP 2013 meeting in San Francisco on 1 February has tools to get you started.
Both the basics and the practical aspects of ethical review and IRB submissions for graduate students are covered. Viewers will be better prepared to ace the application the first time.
Aims: to give clinicians tools they can use to improve their ability to reflect on a differential dx and aid in correct diagnosis
Objectives:
-- define a dual process cognitive model used when making a diagnosis
-- recognize common heuristics and their related cognitive errors and biases
-- apply a systematic, routine method for differential diagnosis generation.
Module 9- Research Design and Methods in C urriculum & Instruction.pptxRajashekhar Shirvalkar
Unit 1: Fundamentals of Research
1 Definition of Research
1.2 The Nature of Scientific Inquiries
1.2.1 Method of Knowing
1.2.2 What Make Research Different
1.2.3 Major Purpose of Research
1.3 Major paradigm that guide research thinking and activates
1.4 Major categories of research
Unit 2: Developing Research Proposal
2.1 Basic of Research Proposal
2.2 Components of Research Proposal
2.3 Developing Data Collection Instruments
2.4 Measuring Quality of Instruments
2.5 Introduction to Sampling
Unit 3: Qualitative Research
3.1 Designing Qualitative Studies
3.2 Sampling in Qualitative Research
3.3 Collecting Qualitative Data
3.4 Organizing Qualitative Data
3.5 Analyzing Qualitative Data
3.6 Reporting Qualitative Research
Unit 4: Quantitative Research
4.1 Designing Quantitative Studies
4.2 Sampling in Quantitative Research
4.3 Collecting Quantitative Data
4.4 Organizing Quantitative Data
4.5 Analyzing Quantitative Data
4.6 Reporting Quantitative Research
Unit 5: Mixed Method Research
5.1 Introduction to Mixed Methods Research
5.2 Types and Features of the Mixed Research
5.3 Design of Mixed Methods Research
5.4 Theories of Mixed Methods Research
1.1 why research
1.2 a brief history of SC
1.2 So what is SC ? Why the fuck I care
1.2 Induction
1.2 Popper and the need for falsifiability
1.2 but what separates SC non-SC (NSC) for Popper ?
1.2 The failing of falsification and Bayesianism
1.2 The hypothetico-deductive method .
1.3 Quantitative VS Qualitative
1.5 Planning research
Similar to Presentation Sioo Evidence-Based Practice (Dutch) (20)
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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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.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
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.
4. Definition
Evidence based practice:
Improve information to support decision making
5. Evidence-based practice
Uitgangspunt bij evidence-based practice is
dat beslissingen gebaseerd dienen te zijn
op een combinatie van kritisch denken en
de best beschikbare 'evidence'.
6. Evidence based practice
Met het begrip 'evidence' wordt niet
meer bedoeld dan 'informatie'.
Dit kan informatie zijn afkomstig uit
wetenschappelijk onderzoek, maar ook
interne bedrijfsinformatie en persoonlijke
ervaring geldt als 'evidence’.
7. Evidence based practice
In principe neemt iedere manager dus
beslissingen op basis van 'evidence'.
De meeste managers besteden echter
nauwelijks aandacht aan de kwaliteit
van de 'evidence' waarop ze hun
beslissingen baseren.
8. Evidence-based practice:
kritisch denken
van verschillende informatiebronnen
gebruik maken >> best available evidence?
de evidence kritisch tegen het licht houden
denken in termen van waarschijnlijkheid
in plaats van 'golden bullets'.
9. Evidence based practice
Best available Professional
external evidence expertise and
judgment
Evidence-based
decision
Best available Stakeholders’
internal evidence values and concerns
11. What field is this?
“there is a large research-user gap”
“practitioners do not read academic journals”
“the findings of research into what is an effective intervention
are not being translated into actual practice”
“academics not practitioners are driving the research agenda”
“the relevance, quality and applicability of research is
questionable”
“practice is being driven more by fads and fashions than
research”
“many practices are doing more harm than good”
15. Problem I: persistent convictions
elderly people who have give them a drug that
an irregular heartbeat are reduces the
much more likely to die of number of
coronary disease irregular beats
16. How 40,000 cardiologists can be wrong
In the early 1980s newly introduced
anti-arrhythmic drugs were found to be
highly successful at suppressing
arrhythmias.
Not until a RCT was performed was it
realized that, although these drugs
suppressed arrhythmias, they actually
increased mortality.
By the time the results of this trial were
published, at least 100,000 such
patients had been taking these drugs.
17. Problem II: too much information
More than 1 million articles in 40,000 medical journals per
year (= 1995; now probably more than 2 million). For a
specialist to keep up this means reading 25 articles every
day (for a GP more than 100!)
18. Problem I: persistent convictions
Maslow, A.H. (1943). "A Theory of Human Motivation," Psychological Review 50(4)
Wahba, M. A., & Bridwell, L. G. (1976). Maslow reconsidered: A review of
research on the need hierarchy theory. Organizational Behavior and Human
Performance, 15(2)
19. True or false?
1. Incompetent people benefit more from feedback than
highly competent people.
2. Task conflict improves work group performance while
relational conflict harms it.
3. Encouraging employees to participate in decision
making is more effective for improving organizational
performance than setting performance goals.
20. How evidence-based are we?
HR Professionals' beliefs about effective human resource practices: correspondence
between research and practice, (Rynes et al, 2002, Sanders et al 2008)
959 (US) + 626 (Dutch) HR professionals
35 statements, based on an extensive body of evidence
true / false / uncertain
On average: 35% - 57% correct
21. Problem II: too much information
HRM: 1,350 articles in 2010 (ABI/INFORM). For an HR
manager to keep up this means reading 3 to 4 articles
every day (for a „general‟ manager more than 50!)
BTW: most of the research is seriously
flawed or irrelevant for practice
22. David Sackett
Half of what you learn in medical school will be
shown to be either dead wrong or out-of-date
within 5 years of your graduation; the trouble is that
nobody can tell you which half.
The most important thing to learn is how to learn
on your own: search for the evidence!
(Remember that your teachers are as full of bullshit
as your parents)
23. The 5 steps EBP: pull approach
1. Formulate a focused question (Ask)
2. Search for the best available evidence (Acquire)
3. Critically appraise the evidence (Appraise)
4. Integrate the evidence with your professional
expertise and apply (Apply)
5. Monitor the outcome (Assess)
24. Evidence-Based Practice
1991 Medicine
1998 Education
1999 Social care, public policy
2000 Nursing
2000 Criminal justice
???? Management?
26. Evidence-based practice
Fase 1: Het ontwikkelen van kritisch en wetenschappelijk
denken dat leidt tot een professioneel-kritische attitude met
betrekking tot organisatievraagstukken
Fase 2: Het kunnen formuleren van een expliciete vraag en
op basis van deze vraag kunnen zoeken in online databases
naar uitkomst van relevant wetenschappelijk onderzoek.
Fase 3: Het kritisch kunnen beoordelen van
wetenschappelijke en organizational evidence (critical
appraisal)
Fase 4: Uitkomst van wetenschappelijk onderzoek kunnen
toepassen in de eigen beroepspraktijk (application of science)
27. Evidence based practice
Best available Professional
scientific evidence expertise and
judgment
Evidence-based
decision
Best available Stakeholders’
organizational
values and concerns
evidence
36. Richard Feynman
“The first principle is that you must not fool
yourself - and you are the easiest person to
fool”.
37. Seeing order in randomness
Een Type I fout of een vals positief:
denken dat er een patroon / verband is
terwijl dat er in het echt niet is.
Een Type II fout of een vals negatief:
denken dat er geen patroon / verband is
terwijl dat er in het echt wel is
Dr. Michael Shermer
(Director of the Skeptics Society)
38. Het feilbare brein: patern recognition
Een Type I fout of een vals positief: denken dat het
geritsel in de bosjes een gevaarlijk roofdier is, terwijl
het gewoon de wind is (goedkoop foutje)
39. Het feilbare brein: patern recognition
Een Type II fout of een vals negatief: denken dat het
geritsel in de bosjes gewoon de wind is, terwijl het een
gevaarlijk roofdier is (duur foutje)
40. Het feilbare brein: patern recognition
Een Type I fout of een vals positief: denken dat het
geritsel in de bosjes een gevaarlijk roofdier is, terwijl
het gewoon de wind is (goedkoop foutje)
Een Type II fout of een vals negatief: denken dat het
geritsel in de bosjes gewoon de wind is, terwijl het een
gevaarlijk roofdier is (duur foutje)
41. Het feilbare brein: patern recognition
Ook ervaren mensen en experts zien patronen
en verbanden waar ze niet zijn.
stress & lifestyle peptic ulcer
42. Oct 2005
Peptic ulcer – an infectious disease!
This year's Nobel Prize in Physiology or Medicine goes to Barry Marshall and Robin
Warren, who with tenacity and a prepared mind challenged prevailing dogmas. By
using technologies generally available (fibre endoscopy, silver staining of
histological sections and culture techniques for microaerophilic bacteria), they
made an irrefutable case that the bacterium Helicobacter pylori is causing disease.
By culturing the bacteria they made them amenable to scientific study.
In 1982, when this bacterium was discovered by Marshall and Warren, stress and
lifestyle were considered the major causes of peptic ulcer disease. It is now
firmly established that Helicobacter pylori
causes more then 90% of duodenal ulcers.
The link between Helicobacter pylori
infection and peptic ulcer disease has been
established through studies of human
volunteers, antibiotic treatment studies and
epidemiological studies.
43. Errors and Biases of Human Judgment
superstitious superstitious
rituals rituals
more stress = more prone to biases
47. Beliefs vs Evidence
“What gets us into trouble is not what we
don't know,
it's what we know for sure that just isn't so.”
Mark Twain
48. Het feilbare brein: patern recognition
Ook slimme mensen houden er verkeerde ideeën op
na, niet omdat ze dom of eigenwijs zijn, maar omdat het
de meest logische conclusie is op basis van hun eigen
ervaringen.
(systeem 1 doet altijd mee!)
49. Evidence-based practice
Fase 1: Het ontwikkelen van kritisch en wetenschappelijk
denken dat leidt tot een professioneel-kritische attitude met
betrekking tot organisatievraagstukken
Fase 2: Het kunnen formuleren van een expliciete vraag en
op basis van deze vraag kunnen zoeken in online databases
naar uitkomst van relevant wetenschappelijk onderzoek.
Fase 3: Het kritisch kunnen beoordelen van
wetenschappelijke en organizational evidence (critical
appraisal)
Fase 4: Uitkomst van wetenschappelijk onderzoek kunnen
toepassen in de eigen beroepspraktijk (application of science)
50.
51. The 5 steps EBP
1. Formulate a focused question (Ask)
2. Search for the best available evidence (Acquire)
3. Critically appraise the evidence (Appraise)
4. Integrate the evidence with your professional
expertise and apply (Apply)
5. Monitor the outcome (Assess)
53. Focused question?
Does team-building work?
What are the costs and benefits of self-steering teams?
What are the success factors for culture change?
Does management development improve the
performance of managers?
Does employee participation prevent resistance to
change?
How do employees feel about 360 degree feedback?
54. Foreground question?
Does team-building work?
What is a „team‟?
What kind of teams?
In what contexts/settings?
What counts as „team-building‟?
What does „work‟ mean?
What outcomes are relevant?
Over what time periods?
55. Answerable question: PICOC
P = Population
I = Intervention or success factor
C = Comparison
O = Outcome
C = Context
58. What do we search?
Current Information
Overview of a subject
General background
Academic Information
Statistical Information
Theories about a subject
Company information
68. Question
Imagine you are a consultant, your client is the board of
directors of a large Canadian health-care organization.
The board of directors has plans for a merger with a
smaller healthcare organization in a nearby town.
However, it‟s been said that the organizational culture
differs widely between the two organizations. The board
of directors asks you if this culture-difference can impede
a successful outcome of a merger. Most of them
intuitively sense that cultural differences matter, but they
want an evidence-based advice.
70. Answerable question: PICOC
P: What kind of Population are we talking about? Middle managers,
back-office employees, medical staff, clerical staff?
O: What kind of Outcome are we aiming for? Employee productivity,
return on investment, profit margin, competitive position, innovation
power, market share, customer satisfaction?
P/C: And how is the assumed cultural difference assessed? Is it the
personal view of some managers or is it measured by a validated
instrument?
71. Answerable question: PICOC
According to the board the objective of the merger is to
integrate the back-office of the two organizations (ICT,
finance, purchasing, facilities, personnel administration,
etc.) in order to create economy of scale. The front
offices and primary process of the two organizations will
remain separate.
The cultural difference is not objectively assessed (it is
the perception of the senior managers of both
organizations).
72. Answerable question: PICOC
P = back office employees in a healthcare organisation
I = merger, integration back office
C = status quo
O = economy of scale
C = different organizational culture, unequal
73.
74.
75.
76.
77.
78. Evidence-based practice
Fase 1: Het ontwikkelen van kritisch en wetenschappelijk
denken dat leidt tot een professioneel-kritische attitude met
betrekking tot organisatievraagstukken
Fase 2: Het kunnen formuleren van een expliciete vraag en
op basis van deze vraag kunnen zoeken in online databases
naar uitkomst van relevant wetenschappelijk onderzoek.
Fase 3: Het kritisch kunnen beoordelen van
wetenschappelijke en organizational evidence (critical
appraisal)
Fase 4: Uitkomst van wetenschappelijk onderzoek kunnen
toepassen in de eigen beroepspraktijk (application of science)
79.
80. What is the best research design?
Randomized controlled study?
Grounded theory approach?
Cohort / panel study?
Qualitative field research?
Longitudinal study?
Post-test only study?
Survey?
Action research?
Case study?
81. What is the best design?
quants vs quallies, positivists vs post structuralist, etc
86. Types of questions
Does it work?
Does it work better than ....?
Does it have an effect on ....?
Effect
What is the success factor for ....?
What is required to make it work ...?
Will it do more good than harm?
87. Types of questions: non-effect
Needs: What do people want or need?
Attitude: What do people think or feel?
Experience: What are peoples’ experiences?
Prevalence: How many / often do people / organizations ...?
Procedure: How can we implement ...?
Process: How does it work?
Explanation: Why does it work?
Economics: How much does it cost?
89. Internal validity
internal validity = indicates to what extent the
results of the research may be biased and is thus
a comment on the degree to which alternative
explanations for the outcome found are possible.
90.
91. Causal relations
We are pattern seeking primates:
we are predisposed to see order
and causal relations in the world
92. Causality
When do we know there is a causal relation?
1. Are the "cause" and the "effect” related?
measurements, effect size
1. Does the "cause" precede the "effect" in time?
before and after measurement
2. Are there no plausible alternative explanations for
the observed effect?
randomization, control group
93. Bias & Confounding
Research shows:
Shoe size > quality of handwriting
Smoking youngsters > better lung function
101. Critical appraisal: quick and dirty
Is the study design appropriate to the stated
aims?
Are the measurements likely to be valid and
reliable?
Was there a relevant effect size?
Is the outcome (population, type of organization)
generalizable to your situation?
103. Aantal te laat betalers neemt toe
Best available Professional
scientific evidence expertise and
judgment
Evidence-based
decision
Best available Stakeholders’
organizational
values and concerns
evidence