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Educating Managers From an Evidence-Based Perspective Made By: Mariya…

- - - - Any decision may be an opportunity to apply evidence
      - action or non-action taken — either is a decision -> a controllable factor leading to an outcome
      - in managing: many decisions they make in a given day are often less apparent
    - - essential point is:
        What managers learn during formal education would be more effectively transferred to their workplace were they more adept at attending to and evaluating the decisions available to them
  - - - help solve problems with a mindful and systematic way
      - Principles: mastered, reflectively understood to help solve any problem
    - - involves learning both principles(knowing what) and procedures (knowing how)
      - student-centered learning, techniques to promote active learning
  - - - Problem:
        “what causes X”
        leads to - who, when, where, why, what
      - Critical Thinking -
        most crucial capability required in EBM
    - - 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 implementation.
  - - - “can it work?” “will it work here?” and “is it worth it in this case?”
  - - - decision supports require updating over time and should act to guide but not limit inquiry or practice consideration
  - - - need to know that the evidence base growing and how to tap into it once they leave
- - - - Challenge:
        
        evaluating evidence quality
        
        accessing this information
        
        tracing clear cause–effect connections to critical outcomes
    - - tradition is to advance science by disconfirming existing theories, with less emphasis given to convergence
      - up-to-date research evidence can be difficult to obtain
    - - management students pay more attention to colorfully written opinions than less vivid far-more abstruse evidence that researchers assemble
      - Problem:
        less about too much evidence and more about the lack of synthesis
      - Meta-analyses and systematic literature reviews are important not only to advance science but also to support evidence-based textbooks and management practice
  - - - turned off by certain research areas
      - interests students more if it is framed to play up the importance and power of managers
      - fast way to lose a class is to teach “substitutes for leadership”
      - face validity and readability trump substantive validity and scientific evidence in winning student endorsement
    - - tend to teach the way they were taught
      - college professors are not required to take continuing education courses to keep current
    - - Educators’ working models of managerial learning pose fundamental problems to the extent they are ill-informed regarding how learners might actually become experts in management
  - - - managers would be accountable for ad hoc or “intuitive” decisions that didn’t work out
      - evidence can go against the manager’s immediate self-interest
    - - balance between speed and decision quality
      - difficult to evaluate in hindsight whether their use of evidence led to a better decision
- - - - develop managerial decision-making capabilities
      - more realistic training experience and practice opportunities
    - - Business schools work with a wide mix of experienced and inexperienced learners
        
        experienced learners might resist this new EBM perspective
      - continue build opportunities for students to gain carefully mentored experiences as they learn
  - - - providing models of an expert level of behavior, developing competencies through practice and reflection
      - evaluating student skills and learning over the course of a class as a basis for course redesign