Evidence -Based Practice

1. Evidence-Based Practice A New Approach of Teaching The Practice of Management Eric Barends, CEBMa – Denise Rousseau, CMU May 6th, 2014

2. Who are we and what is our mission (today)? • Denise Rousseau • researcher • teacher • professor • CMU / Heinz / Tepper • Eric Barends • manager • teacher • director • CEBMa • Mission Today • Teaching Evidence-based practice (in 1 hour) • Disappointment • Inspiration

6. Postgraduate Course

7. Postgraduate Course

8. Postgraduate Course

9. Current developments Postgraduate Course • Education • Access to research databases • Rapid Evidence Assessments • Building a community

10. Future developments: practice Postgraduate Course • CEBMa Database of Evidence Summaries • Online learning modules • Accreditational bodies

11. Today Some background Teaching: learning principles Teaching: curriculum Teaching: examples Your questions

12. 1. Some background Evidence based management: What is it?

15. Evidence-based practice Central Premise: Decisions should be based on a combination of critical thinking and the ‘best available evidence‘.

16. Evidence? findings from scientific research, organizational facts & figures, benchmarking, best practices, professional experience

17. All managers base their decisions on ‘evidence’

18. But…many managers pay little or no attention to the quality of the evidence they base their decisions on

19. Trust me, 20 years of management experience

20. SO ...

21. Teach managers how to critically evaluate the trustworthiness of evidence from multiple sources and help them find ‘the best available’ evidence

22. An example

24. An example

25. An example

26. An example Maslow, A.H. "A Theory of Human Motivation”

27. An example

28. An example • Organizational data, facts and figures • Professional experience and judgment • Ask • Acquire • Appraise • Aggregate • Apply • Assess • Scientific research findings • Stakeholders’ values and concerns

29. Professional experience and judgment

30. Scientific research findings 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)

31. How evidence-based are we (managers)? “I’ve 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.”

32. True (likely) or false (not likely)? Incompetent people benefit more from feedback than highly competent people. Task conflict improves work group performance while relational conflict harms it. Encouraging employees to participate in decision making is more effective for improving organizational performance than setting performance goals.

33. 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

34. Outcome: not better than random chance

35. EBP: Teach managers how to critically evaluate the trustworthiness of evidence from multiple sources and help them find ‘the best available’ evidence

36. 2. Teaching EBP: Learning principles

37. Discuss with your neighbours: When it comes to teaching, what are important learning principles? 60 59 58 57 56 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

38. Learning principles The brain needs time to get used to new things. Longer periods in between practice sessions lead to a longer overall retention. Training program should include opportunities for practice, linked to real world situations . 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)

39. Learning principles Higher order thinking only happens when people work on questions / problems / issues themselves. Learning from failure is important for learning. Speculating and predicting before finding the correct answers helps people become adaptive learners / experts.

40. Small groups Problem based Real life cases Teaching EBP = EBP starts with a practical question, notwithanacademicanswer

41. 3. Teaching EBP: Curriculum

42. EBP: Curriculum 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 evidence from research Weighing and aggregating evidence from multiple sources Incorporating evidence into the decision making process Different types of decisions and decision-making processes Assessing the outcome of decisions made

43. Organizational data, facts and figures • Professional experience and judgment • Ask • Acquire • Appraise • Aggregate • Apply • Assess • Scientific research findings • Stakeholders’ values and concerns

44. EBP: outcome A critical and reflective attitude Skills to distinguish trustworthy from less trustworthy evidence. Thinking in terms of probabilities

45. CAT: Critically Appraised Topic

46. CAT: Critically Appraised Topic A critically appraised topic (CAT) is a structured, short (2 – 5 pages max) summary of evidence on a topic of interest, focused around a practical problem or question..

47. CAT: structure • Background / context • Question (PICOC) • Search strategy • Results / evidence summary • Findings • Limitations • Recommendation

48. CAT: 3 hits • Small group (2-3), scientific evidence, list of topics • Individual, scientific evidence & theory, own topic • Individual, evidence from multiple sources, real life question / issue

49. CAT: examples • Is there a valid and reliable way to measure the productivity of knowledge workers? • To what extent will leadership training improve the effectiveness of leaders (e.g. managers, executives), what are the characteristics of effective leadership training programs? • What research evaluating the effects of 360-degree has been published in peer-reviewed scholarly journals in the past 10 years? Which of the variables that are expected to have an impact on the effectiveness of 360-degree feedback are most widely studied and what is known of their effect?

50. CAT-walk