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Educating Managers From an Evidence-Based Perspective (Principle 3:…
Educating Managers From an Evidence-Based Perspective
Evidence-Based Management (EBM)
managerial decisions
organizational practices
informed by the best available scientific evidence
in management education, we see how evidence-based principles of cause-and-effect can be applied to teaching well-established principles of goal setting
specific goals are more effective motivators of performance than general goals
challenging goals are more effective motivators of high performance than less challenging goals
goal acceptance is critical to goal achievement when goals are not set by the employee
prevention of control-oriented goals create vigilance and negative emotion in employees, whereas promotion or growth-oriented goals promote eagerness and positive emotion
Principle 1: Focus on Principles Where the Science is Clear
"educate people on principles founded upon a convergent body of research"
ultimate goal of evidence-based teaching is the learners' acquisition, memory, and retrieval of principles of cause-effect relationships
enables professional practice to reliably yield desired results
involves learning "knowing what" and "knowing how"
Principle 2: Develop Decision Awareness in Professional Practice
where learners come to recognize when they are making a decision
come to realize that any decision may be an opportunity to apply evidence, regardless of whether an action is taken
central to professional practice based on best evidence
Principle 3: Diagnose Underlying Factors Related to Decisions
recognizing that a decision is to be made promotes analysis of the underlying conditions motivating that decision
begins with learning to ask appropriate questions
example: "what causes X?"
leads to further diagnostic questions regarding who, when, where, why, and how X occurs
experienced executives devote more time gaining an overall picture and don't act until that has been achieved (versus students)
clinical decisions might be adapted for training managers in case analysis and decision making
structure and pose a (managerial) question
search for best available evidence
critically appraise the information found
apply relevant information to case issues, questions, and solution implementations
Principle 4: Contextualize Knowledge Related to Evidence Use
learners become able to adapt their knowledge to settings and their circumstances
evidence has little value until it can be acted upon effectively
evidence-based practice entails not only "can it work?" but also "will it work here?" and "is it worth it in this case?"
experts condition their judgements upon fact and context, supplementing their scientific knowledge with local experience, priorities, and needs
Principle 5: Develop Evidence-Based Decision Supports
promote evidence-based practice by making it easier for practitioners to
identify critical factors
checklists
patient-care protocols
diagnose the appropriateness of a particular solution
diagnostic questionnaires to assess relevant worker or customer perceptions
clinical tests to indicate whether antibiotics should be given
follow effective procedures
flow charts
Principle 6: Prepare to Access New Evidence
prepare people to update their knowledge
accessing new practice-related evidence over time
successful learners should expect to update their knowledge over the course of their careers
need to know that the evidence base is growing and how to tap into it once they leave