Postgraduate Course Postgraduate Course Evidence-Based Management: Evidence-Based Management: Three New Approaches to Teaching the Three New Approaches to Teaching the Practice of Management Practice of Management PDW, Annual AOM 2012, Boston PDW, Annual AOM 2012, Boston Eric Eric Barends Barends Blake Blake Jelley Jelley Denise Denise Rousse Rousse au au Wendy Wendy Carroll Carroll
69
Embed
Evidence-Based Management: Three New Approaches to Teaching the Practice of Management
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
3.3. Eric BarendsEric Barends: : Pull approachPull approach
4.4. Video (9 min)Video (9 min)
SubgroupsSubgroups
5.5. Denise Rousseau: Denise Rousseau: Process ApproachProcess Approach
PDW, Annual AOM 2012, BostonPDW, Annual AOM 2012, Boston
Postgraduate CoursePostgraduate Course
Definition
Evidence-based management means making decisions Evidence-based management means making decisions
about the management of employees, teams or about the management of employees, teams or
organizations through the conscientious, explicit and organizations through the conscientious, explicit and
judicious use of four sources of information:judicious use of four sources of information:
1. The best available scientific evidence1. The best available scientific evidence
2. Organizational facts, metrics and characteristics2. Organizational facts, metrics and characteristics
3. Stakeholders’ values and concerns3. Stakeholders’ values and concerns
4. Practitioner expertise and judgment4. Practitioner expertise and judgment
Postgraduate CoursePostgraduate Course
Four sources
Teaching EBMgt: The “Push” Approach
R. Blake Jelley & Wendy R. Carroll
Barends, Rousseau, Carroll, & Jelley2012 Academy of Management PDWEvidence-Based Management: Three New Approaches to Teaching the Practice of Management
Overview
• Our Perspectives and Context
• Importance of the “Push” Approach
• Principles and Resources
Our Perspectives and Context• Our backgrounds
– Education– Applied experiences
• Teaching in the UPEI School of Business– Undergraduate– EMBA (launched 2008)
• Oxford Handbook of EBMgt chapter– Jelley, Carroll, & Rousseau (2012). Reflections on teaching evidence-
based management.• Less about the “push” approach
Importance of the “Push” Approach• Bounded Rationality, Heuristics, Biases
• Kahneman (2011). Thinking, Fast and Slow– “System 1” (fast; automatic)– “System 2” (slow; deliberate)
• See also Kahneman & Klein (2009). Conditions for Intuitive Expertise: A Failure to Disagree(2009, American Psychologist)
Importance of the “Push” Approach• A path toward the development of expertise in management?
• Developing expert skill and intuition (see Kahneman & Klein, 2009; Kahneman, 2011)
– A sufficiently regular, predictable environment– Opportunities to learn regularities through prolonged
practice and feedback• The management domain is not highly favourable to skilled
intuition– Intuition is an important consideration, not the final word– Managers need to avoid overconfidence in intuition
Importance of the “Push” Approach
• System 1 will engage!
• Expert intuition is not magic…– “You can feel [Herbert] Simon’s impatience with the
mythologizing of expert intuition when he writes: ‘The situation has provided a cue; this cue has given the expert access to information stored in memory, and the information provides the answer. Intuition is nothing more and nothing less than recognition’” (Kahneman, 2011, p. 11).
Importance of the “Push” Approach• Making intuition more friendly to EBMgt.
– “You do as much homework as possible beforehand so that the intuition is as informed as it can be” (Kahneman, In Kahneman & Klein, 2010, McKinsey Quarterly).
– “It is easier to make good decisions quickly if managers are educated and evidence savvy” (John Zanardelli, 2012, p. 196; President & CEO, Ashbury Heights).
– Program System 1 with evidence-based principles.
• Think fast, well, and set triggers for System 2.
• Bolster, not replace, more deliberate processing.
Importance of the “Push” Approach• Practitioners are not well-informed about management-
related knowledge– E.g., Senior SHRM members = 57% correct (Rynes et al., 2002)
• Are educators much better?
• Various ways to “push” EB knowledge.– Management education as a key.
• Also, ME can integrate push, pull, and process approaches
Principles and Resources• Use of Diagnostic Quizzes
– Examples…• HRM (Rynes et al., 2002)• “100 things… & 50 more things you need to know” books• Advertising (Armstrong & Green’s adprin.com)
– Discussion of dissemination vs. exposing students as uninformed
– Links to critical thinking and the “pull” approach
Principles and Resources• Concerns about what and how we teach… and who does the
teaching
– Our body of knowledge• Benefits of systematic research• Volume of research• Focus on novelty over integration, etc.• Pluralism
– Textbooks– Instructors– Teaching methods
Principles and Resources
Other References:• Existing research syntheses;• Individual synthesis and translation articles
• SHRM Effective Practice Guidelines; • SHRM-SIOP’s new collaborative series.
Principles and Resources• Identify and teach the “core” management body of
knowledge; less content, more practice
• Focus on topics, theories, and principles that:– (a) Have a solid evidence-base– (b) Are practical to apply
• Are role-relevant• Have implications for practice; address important practice issues• Involve procedural as well as declarative knowledge
– (c) Are durable• Over time• Applicable in various situations
(Miner, 2003; Rousseau & McCarthy, 2007)
Since we can’t teach everything, what are the most important evidence-based things we need to program into our students?
ReferencesAllen, D. G., Bryant, P. C., & Vardaman, J. M. (2010). Retaining talent: Replacing misconceptions with evidence-based strategies.
Academy of Management Perspectives, 24(2), 48-64.Armstrong, J. S., & Green, K. C. (2012). Advertising principles: Evidence-based knowledge on persuasion through advertising.
Retrieved from http://advertisingprinciples.com/ [see http://advertisingprinciples.com/en/try/test-your-advertising-iq]Charlier, S. D., Brown, K. G., & Rynes, S. L. (2011). Teaching evidence-based management in MBA programs: What evidence is
there? Academy of Management Learning & Education, 10(2), 222-236.Eichinger, R. W., Lombardo, M. M., & Ulrich, D. (2004). 100 things you need to know: Best people practices for managers & HR
(Vol. 1). Minneapolis, MN: Lominger.Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Strauss, Giroux.Kahneman, D. & Klein, G. (2009). Conditions for intuitive expertise: A failure to disagree. American Psychologist, 64(6), 515-526.Kahneman, D. & Klein, G. (2010). When can you trust your gut? McKinsey Quarterly, Issue 2, 58-67. Jelley, R. B., Carroll, W. R., & Rousseau, D. M. (2012). Reflections on teaching evidence-based management. In D. M. Rousseau
(Ed.), The Oxford Handbook of Evidence-Based Management (pp. 337-355). New York: Oxford University Press.Latham, G. P. (2009). Becoming the evidence-based manager: Making the science of management work for you. Boston: Davies-
Black.Locke, E. A. (2009). Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management
(2nd ed.). Chichester, UK: Wiley.Miner, J. B. (2003). The rated importance, scientific validity, and practical usefulness of organizational behavior theories: A
quantitative review. Academy of Management Learning & Education, 2(3), 250-268.Pearce, J. L. (2009). Organizational behavior: Real research for real managers. Irvine, CA: Melvin & Leigh.
ReferencesPearce, J. L. (2012). Creating evidence-based management textbooks. In D. M. Rousseau (Ed.), The Oxford Handbook of Evidence-
Based Management (pp. 377-386). New York: Oxford University Press.Pfeffer, J., & Sutton, R. I. (2006). Hard facts, dangerous half-truths, and total nonsense. Boston, MA: Harvard Business School
Press.Rousseau, D. M. (Ed.) (2012). The Oxford Handbook of Evidence-Based Management. New York: Oxford University Press. Rousseau, D. M. (2012). Designing a better business school: Channelling Herbert Simon, addressing the critics, and developing
actionable knowledge for professionalizing managers. Journal of Management Studies, 49(3), 600-618.Rousseau, D. M., & McCarthy, S. (2007). Educating managers from an evidence-based perspective. Academy of Management
Learning & Education, 6, 84–101.Rynes, S. L., Colbert, A. E., & Brown, K. G. (2002). HR professionals’ beliefs about effective human resource practices:
Correspondence between research and practice. Human Resource Management, 41(2), 149–174.Society for Human Resource Management Foundation (2012). Effective practice guidelines series.
http://www.shrm.org/about/foundation/products/pages/default.aspxSociety for Industrial and Organizational Psychology & Society for Human Resource Management (2012). Publication and
dissemination of science to practice: A research collaboration between the Society for Human Resource Management (SHRM) and the Society for Industrial and Organizational Psychology (SIOP). http://www.siop.org/SIOP-SHRM%5Cdefault.aspx
Ulrich, D., Eichinger, R., Kulas, J., & De Meuse, K. (2007). 50 more things you need to know: The science behind best people practices for managers & HR professionals (Vol. 2). Minneapolis, MN: Lominger.
Zanardelli, J. (2012). At the intersection of the academy and practice at Ashbury Heights. In D. M. Rousseau (Ed.), The Oxford Handbook of Evidence-Based Management (pp. 191-197). New York: Oxford University Press.
PDW, Annual AOM 2012, BostonPDW, Annual AOM 2012, Boston
Part 2: Part 2:
The 5-step pull approachThe 5-step pull approach
Evidence-Based Management: Evidence-Based Management: Three New Approaches to Teaching the Practice of ManagementThree New Approaches to Teaching the Practice of Management
Two types of search strategiesTwo types of search strategies
Search strategySearch strategy
Building blocks methodBuilding blocks methodSnowball methodSnowball method
Postgraduate CoursePostgraduate Course
Hands on instructionHands on instructionPostgraduate CoursePostgraduate Course
Postgraduate CoursePostgraduate Course
3. Critical appraisal of studies3. Critical appraisal of studies
Making sense of evidenceMaking sense of evidence
Postgraduate CoursePostgraduate Course
The best available evidence = The best available evidence =
Studies with the highest Studies with the highest internal validityinternal validity(does it work?)(does it work?)
Studies with the highest Studies with the highest external validityexternal validity(does it work for my employees / my organization?)(does it work for my employees / my organization?)
Postgraduate CoursePostgraduate Course
Which study for which question?Which study for which question?
Research designsResearch designs
The “best” evidence depends on the question type !The “best” evidence depends on the question type !
Postgraduate CoursePostgraduate Course
Which design for which Which design for which question?question?
1.1. Is the study design appropriate to the stated aims?Is the study design appropriate to the stated aims?
2.2. Was a control group used?Was a control group used?
3.3. Was a pretest used?Was a pretest used?
4.4. Are the measurements likely to be valid and reliable?Are the measurements likely to be valid and reliable?
5.5. Could bias or confounding have occurred?Could bias or confounding have occurred?
6.6. How large was the effect size?How large was the effect size?
Postgraduate CoursePostgraduate Course
Step 4: Turning evidence into Step 4: Turning evidence into practicepractice
Postgraduate CoursePostgraduate Course
1.1. Is your organization / population so different from those in the Is your organization / population so different from those in the study that its results are difficult to apply?study that its results are difficult to apply?
2.2. How relevant is the study (or outcome) to what you are How relevant is the study (or outcome) to what you are seeking to understand or decide? seeking to understand or decide?
3.3. What are your organization’s potential benefits and harms What are your organization’s potential benefits and harms from the intervention?from the intervention?
4.4. Is the intervention feasible in your setting?Is the intervention feasible in your setting?
Organization concernsOrganization concerns
Always ask yourself to what extent the evidence Always ask yourself to what extent the evidence is applicable in your situation:is applicable in your situation:
Postgraduate CoursePostgraduate Course
Four sources
Postgraduate CoursePostgraduate Course
Feasible?
organizational facts and characteristicsorganizational facts and characteristics
cultural aspectscultural aspects
stakeholders’ values and concernsstakeholders’ values and concerns
political aspectspolitical aspects
financial aspects /cost-effectiveness / ROIfinancial aspects /cost-effectiveness / ROI
prioritiespriorities
change readiness / resistance to change change readiness / resistance to change
implementation capacity implementation capacity
timingtiming
Postgraduate CoursePostgraduate Course
Popular management book / guided field trip Popular management book / guided field trip
What are the skills that are manifest in What are the skills that are manifest in
this video that are relevant to what you this video that are relevant to what you
are trying to teach at your classes?are trying to teach at your classes?
Denise M. Rousseau
Barends, Rousseau, Carroll, & Jelley2012 Academy of Management PDWEvidence-Based Management: Three New Approaches to Teaching the Practice of Management
The “Human” Problem
Bounded Rationality
The Small Numbers Problem of Individual Experience
Prone to See Patterns Even in Random Data
Evidence-Based Practice
Critical Thinking
Decision Supports
Research
• Large Ns > individual experience
• Controls reduce bias
The “Human” Problem
Bounded Rationality
The Small Numbers Problem of Individual Experience
Prone to See Patterns Even in Random Data
Evidence-Based Practice
Critical Thinking
Decision Supports
Research
• Large Ns > individual experience
• Controls reduce bias
Get critical “evidence” in advance• Prime your KSAs
Make the right decision as fast as needed• Not necessarily “as fast as possible”
Learn best (evidence-based) strategies for different decision types
• Identify the type of decision you face• Then, engage the right decision strategy
Routine decisions for which there is a “best evidence-based way” to do things• Hiring call center workers, management trainees• Giving periodic performance feedback• Running a geographically distributed meeting
Acquire science-based evidence and org facts to identify effective practices
Develop standard operating procedures with users Gather org-evidence to evaluate SOP effects Modify as needed Put in user-friendly form (Checklist, Diagram)
Non-routine Decisions (# Stakeholders & Goals)• New facility start up• Solving space problem in existing building• Developing a company-wide performance management system
Evidence-Based Pull Approach
Yates’s Cardinal Rules
Note: What is non-routine to one organization may be routine in another (e.g., new store start ups are routine in McDonald’s )
Hypercomplex Decision with High Risk and Many Unknowns (i.e. Black Swans)
Use Sensemaking
Weick and Sutcliffe’s Resilience Process• Gather information and check assumptions• Run experiments (in parallel if several alternatives are identified)• Multiple trials to learn by doing• Build on small wins• Continue to question assumptions
Routine Decisions• Atul Gawande
Novel Decisions (due # Stakeholders & Goals)• Frank Yates
Hypercomplex with Many Unknowns/Risky Decisions• Karl Weick & Kathleen Sutcliffe
Denise Rousseau
imagine pictured of books here!!!
What type of decision situation do you face?
DIAGNOSIS: Appropriate decision strategy?
Product of this is critical thinking that overtime helps you become more aware of assumptions and gaps in logic
Heath, C., Larrick, R. P., & Klayman, J. (1998) Cognitive repairs: How organizational practices can compensate for individual shortcomings. Review of Organizational Behavior, 20, 1–38.
Gawande, A. (2009). Checklist manifesto: How to get things right. New York: Henry Holt.
Larrick, R.K. (2009/) Broaden the decision frame to make effective decisions. In E.A. Locke (ed.), Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management. New York: Wiley (pp. 461-515).
Taleb, N. N. (2010). The black swan: The impact of the highly improbable. (2nd ed.) New York:: Penguin.
Weick, K.E, & Sutcliffe, K. (2007). Managing the Unexpected: Resilient Performance in an Age of Uncertainty. New York: Wiley.
Yates, J. F. (2003). Decision management. San Francisco: Jossey-Bass.
Yates, J.F. & Potwoworski, G. (2012). Evidence-based decision management. In D,M, Rousseau (ed): Handbook of Evidence-Based Management: New York: Oxford University Press, this volume.