Presentation Teaching Evidence-Based Management NYU Wagner 2014

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Presentation workshop 'Teaching Evidence-Based Management" at NYU Wagner, May 6th, 2014 Eric Barends, Denise Rousseau and Tony Kovner

Text of Presentation Teaching Evidence-Based Management NYU Wagner 2014

  • 1. Evidence-Based Practice A New Approach of Teaching The Practice of Management Eric Barends, CEBMa Denise Rousseau, CMU May 6th, 2014
  • 2. Mission Today Teaching Evidence-based practice (in 1 hour) Disappointment Inspiration Who are we and what is our mission (today)? Eric Barends manager teacher director CEBMa Denise Rousseau researcher teacher professor CMU / Heinz / Tepper
  • 3. Postgraduate Course
  • 4. Postgraduate Course
  • 5. Postgraduate Course
  • 6. Postgraduate Course Current developments Education Access to research databases Rapid Evidence Assessments Building a community
  • 7. Postgraduate Course CEBMa Database of Evidence Summaries Online learning modules Accreditational bodies Future developments: practice
  • 8. 1. Some background 2. Teaching: learning principles 3. Teaching: curriculum 4. Teaching: examples 5. Your questions Today
  • 9. Evidence based management: What is it? 1. Some background
  • 10. Evidence-based practice Central Premise: Decisions should be based on a combination of critical thinking and the best available evidence.
  • 11. Evidence? findings from scientific research, organizational facts & figures, benchmarking, best practices, professional experience 16
  • 12. All managers base their decisions on evidence 17
  • 13. Butmany managers pay little or no attention to the quality of the evidence they base their decisions on 18
  • 14. Trust me, 20 years of management experience 19
  • 15. SO ... 20
  • 16. Teach managers how to critically evaluate the trustworthiness of evidence from multiple sources and help them find the best available evidence
  • 17. An example
  • 18. An example
  • 19. An example
  • 20. Maslow, A.H. "A Theory of Human Motivation An example
  • 21. An example
  • 22. Professional experience and judgment Organizational data, facts and figures Stakeholders values and concerns Scientific research findings Ask Acquire Appraise Aggregate Apply Assess An example
  • 23. Professional experience and judgment
  • 24. 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) Scientific research findings
  • 25. How evidence-based are we (managers)? Ive never thought I need more evidence before making a decision; I know what needs to be done, we get on with it and we get results.
  • 26. 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. True (likely) or false (not likely)?
  • 27. How evidence-based are we? 959 (US) + 626 (Dutch) HR professionals 35 statements, based on an extensive body of evidence true / false / uncertain HR Professionals' beliefs about effective human resource practices: correspondence between research and practice, (Rynes et al, 2002, Sanders et al 2008)
  • 28. Outcome: not better than random chance
  • 29. EBP: Teach managers how to critically evaluate the trustworthiness of evidence from multiple sources and help them find the best available evidence
  • 30. 2. Teaching EBP: Learning principles
  • 31. Discuss with your neighbours: When it comes to teaching, what are important learning principles? 60595857565453525150494847464544434241403938373635343332313029282726252423222120191817161514131211109876543210
  • 32. Learning principles 1. The brain needs time to get used to new things. Longer periods in between practice sessions lead to a longer overall retention. 2. Training program should include opportunities for practice, linked to real world situations . 3. The human brain seeks comfort in what it knows and is familiar with; addressing / confronting prior knowledge increases understanding (start from where the students are)
  • 33. Learning principles 4. Higher order thinking only happens when people work on questions / problems / issues themselves. 5. Learning from failure is important for learning. Speculating and predicting before finding the correct answers helps people become adaptive learners / experts.
  • 34. Teaching EBP = Small groups Problem based Real life cases EBP starts with a practical question, not with an academic answer
  • 35. 3. Teaching EBP: Curriculum
  • 36. Limitations of human judgment & common forms of cognitive bias Retrieving & critically assessing experiential evidence Retrieving & critically assessing organizational evidence (qualitative & quantitative) Searching in research databases Efficiently reading research articles Critically appraising