Teaching Evidence-Based Management (AMLE summary and PDW)
•Télécharger en tant que PPTX, PDF•
3 j'aime•1,239 vues
Presentation by Sara Rynes on AMLE's special issue on teaching evidence-based management & AOM workshop 2015 AOM Annual Conference 2015, Vancouver
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (18)
Similaire à Teaching Evidence-Based Management (AMLE summary and PDW)
Similaire à Teaching Evidence-Based Management (AMLE summary and PDW) (20)
Plus de Center for Evidence-Based Management
Plus de Center for Evidence-Based Management (11)
Dernier
Dernier (20)
Teaching Evidence-Based Management (AMLE summary and PDW)
- 1. PDW: Teaching Evidence-Based Management Sara Rynes 2015 AOM Meeting Vancouver, B.C.
- 2. What Is EBMgt? EBMgt is an evolution in the practice of management. It is a knowledge-intensive, capacity-building way to think, act, organize, and lead. Its practice incorporates: 1) Use of scientific principles in decisions & management processes 2) Systematic attention to organizational facts 3) Advances in practitioner judgment through critical thinking and decision aids that reduce bias & enable more complete use of information 4) Ethical considerations including effects on multiple stakeholders Rousseau, Oxford Handbook of EBMgt., 2012, p. 3
- 3. Why Teach EBMgt? • There is a large body of social science & management research that can help improve individual and organizational functioning & well being • Many people are unaware of this research, even if they go to business school • The Internet facilitates broad access to scientific knowledge • However, many people do not have the skills to assess the quality of knowledge claims, so they adopt claims consistent with their pre-existing beliefs • Failure to seek and consider research evidence is arguably a form of “malpractice”; it undoubtedly has human costs • Raising awareness of research evidence and the consequences of evidence- versus non-evidence based decisions increases urgency to improve research quality Drawn from Pfeffer (Foreward) & Rousseau (Preface) in Oxford Handbook of Evidence-Based Management (2012)
- 4. Special Issue on Teaching EBMgt in AMLE (Sept. 2014) • Two “Research & Reviews” – Goodman, Gary & Wood: Bibliographic Search Training for EBMgt Education – Glaub, Frese, Fischer & Hoppe: Using EBMgt to increase Personal Initiative and Entrepreneurial Success • Exemplary Contribution: – Trank: “Reading” EBMgt: The Possibilities of Interpretation • Two Interviews with Exemplary EB Practice Teachers – Gary Latham (HR/OB); Amanda Burls & Gordon Guyatt (Medicine) • Four Reviews of EB-Related Teaching Materials – Oxford Handbook of EBMgt; Jone Pearce’s OB; Gary Latham’s Becoming an EB Manager; Online EBMgt Resources
- 5. Four Essays + Exemplary Contribution (Most Relevant Today) • Dietz et al.: Focus on producing local evidence • Walshe & Briner: Teaching systematic review skills as foundation for EBM • Gamble & Jelley: EBM Case competitions • Kepes, Bennett & McDaniel: Teaching EBM with focus on assessing research trustworthiness • Trank: “Reading” EBMgt: Research as a Rhetorical Act
- 6. Some Emerging Trends in Teaching EBP • Start class with some sort of exercise that gets students to question their assumptions and/or be open to research-based approach • Use analogies and examples from medicine • Use cases (but in a “non-typical,” research- infused way) • Invite research librarians in to improve search capabilities • Encourage dialectic & dialogic pedagogies; less “telling” than in “push” methods
- 7. Issues Raised by the Special Issue (& To Be Discussed Today) • Relationship between “push” and “pull” approaches: Push Pull Push? (Guyatt & Burls) • How to deal with (frequently) sub-optimal research evidence? • Potential epistemological conflicts over hierarchies of research quality • Rising expectations regarding “evidence-based” claims • Should we use technical, research-based terminology? • How can EBMgt connect with “big data” or “data analytics” in business school curricula?
Notes de l'éditeur
- Tina Saksida from UPEI, Trank: Interpreting research as a rhetorical act (rather than simple conveyance of information)
- The dialectical method is discourse between two or more people holding different points of view about a subject, who wish to establish the truth of the matter guided by reasoned arguments.[1] Dialogic learning is typically the result of egalitarian dialogue; in other words, the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims.[1]. Predisposition for questioning.
- PUSH Informs people of current state of evidence in a particular field; emphasis on including relevant research in topic discussions Tends to be the earliest approach used within disciplines Examples: Textbooks (e.g., Pearce, Latham) Business press books (e.g., Pfeffer & Sutton) Syllabi (Charlier, Brown & Rynes)