Evidence Based Management How To Use Evidence to Make Better Organizational Decisions Research Clearly and accurately identify a problem, whether a busines

Evidence Based Management How To Use Evidence to Make Better Organizational Decisions Research Clearly and accurately identify a problem, whether a business issue or a social issue. Describe and define the problem. Integrate the use of PICOC (section 2.2, table 2.1). ( Attached in power point ) Then, in your search for a solution to the problem, find evidence from each of the following sources: practitioners, stakeholders, organization/internal data, and scientific literature. Provide a summary and sourcing for evidence from each of those groups. Be thorough, and avoid cherry-picking sources to come to a foregone conclusion. If there are conflicting pieces of evidence within groups, be sure to note and explain that. (Use APA formatting for references and citations. If you need help check out this link: http://www.citationmachine.net/apa).Use the flowchart 2.2 and create a model reflecting your work. Do not worry about the more detailed flow chart–for this assignment, I am only expecting you to develop the simple model reflected in 2.2. After you have done your background research, then provide at least three possible solutions. For each solution, you must 1) describe the costs and benefits of each solution and 2) identify how likely it is that each solution would be successful. Use that information to tell me what the best solution is. the problem is ( how to increase loyalty of employees to an organization ) APA style Please read the instructions carefully. Evidence Based
Management
What is this?
Warm Up
• https://www.businessinsider.com/736-of-all-statistics-are-made-up2010-2?IR=T
What is evidence-based management?
• Making decisions through the conscientious, explicit, and judicious
use of the best available evidence from multiple sources by:
• Asking
• Acquiring
• Appraising
• Aggregating
• Applying
• Assessing
to increase the likelihood of a favorable outcome.
What is Evidence?
• Evidence is information, facts, and/or data supporting or contradicting a
claim, assumption, or hypothesis.
• Can be numerical, qualitative, or descriptive
• Where do you get evidence from?
• Scientific research
• Local organizational or business indicators, like company metrics or observations of
practice conditions
• Professional experience
Think of it in legal terms: in a court of law evidence can come from many
different sources. Regardless of source, it can be included if it is judged to be
relevant and trustworthy. But some evidence is more relevant/trustworthy
than others
The fact that an opinion has been widely held is no evidence whatever
that it is not utterly absurd.
–BERTRAND RUSSELL
Consider this hypothetical situation
• You pay a visit to a dietitian after gaining a bit of
weight during the holiday season. The dietitian
advises you to try diet X. It’s very expensive and
demands a radical change in lifestyle, but the prospect
of having a slim and healthy body motivates you to
stick to the diet. After a few weeks, however, you have
gained five pounds and suffer from serious side effects
that require medical treatment. After a search on the
Internet, you learn that most scientific studies find diet
X to be ineffective and fraught with side effects. When
you confront the dietitian with these findings, he
answers, “Why should I pay attention to scientific
studies? I have 20 years of experience. Besides, the
diet is developed by a famous American nutritionist,
whose book sold more than a million copies.”
Sources of Evidence
Is experience enough?
How do we know if we should trust various claims?
Some claims might quickly arouse suspicion…others might not be quite as
obvious.
Evidence from Practitioners
Rank these from most important to least important qualities of a
manager
• Help your employees with career development
• Have technical skills so you can advise the team
• Be a good coach
• Empower your team and don’t micromanage
• Be productive and results-oriented
• Be a good communicator and listen to your team
• Have a clear vision and strategy for the team
• Express interest in your team members success and well-being
Evidence from scientific research
• https://www.siliconrepublic.com/innovation/social-media-addictionwithdrawal
• What do you think about Maslow’s Hierarchy of Needs?
• http://larrybridwell.com/Maslo.pdf
• https://www.goodtherapy.org/blog/accuracy-maslow-hierarchyneeds/
Evidence from the Organization
• Evidence comes in many forms—some expressed, and some
observed—this can be hard and soft numbers.
Stakeholders
• Cocomotion
• Nice hot chocolate
maker
• But also makes good
frozen drinks…and
DRANKS
• How did we find out?
• We asked people who
actually use it in a large
focus group
Misleading statistics, or why we must critically
appraise data
• https://www.datapine.com/blog/misleading-statistics-and-data/
Questions/Conceptions/Misconceptions
• Does EBM ignore practitioner’s professional experience?
• Is EBM all about numbers and stats?
• Do people really have time for this in a fast paced world?
• Is each company too unique to really benefit from this?
• Do you need high-quality evidence to do anything at all?
• Does good quality evidence guarantee an answer to the problem?
Evidence Based Management
Session 2
Sully
On January 15, 2009, Sullenberger was the captain of
US Airways Flight 1549, an Airbus A320 taking off from
LaGuardia Airport in New York City. Shortly after
takeoff, the plane struck a large flock of birds (Canada
geese) and lost power in both engines. Quickly
determining he would be unable to reach either
LaGuardia or Teterboro airport, Sullenberger piloted
the plane to a water landing on the Hudson River. All
155 people on board survived and were rescued by
nearby boats.
Chesley Sullenberger is a hero. But how did he become
one?
40 years, 20,000 hours of flying experience
Airline Transport Pilot Certificate for single and multi-engine airplanes, and a Commercial Pilot Certificate rating in gliders, as
well as a flight instructor certificate for airplanes (single, multi-engine, and instrument), and gliders
Founder and CEO of Safety Reliability Methods, Inc. (SRM), a firm providing strategic and tactical guidance to enhance
organizational safety, performance, and reliability
involved in a number of accident investigations conducted by the USAF and the National Transportation Safety Board
Served as Air Line Pilots Association Local Air Safety Chairman, accident investigator, Working with NASA scientists, he
coauthored a paper on error-inducing contexts in aviation.
air accident investigator for an NTSB inquiry into a major accident at Los Angeles International Airport, which “led to improved
airline procedures and training for emergency evacuations of aircraft“
studied the psychology behind keeping an airline crew functioning during a crisis.
Quote of the Day.
“One way of looking at this might be that for 42
years, I’ve been making small, regular deposits
in this bank of experience, education and
training. And on January 15, the balance was
sufficient so that I could make a very large
withdrawal.“
–Sully Sullenberger
Doughnut, anyone?
Identifying underlying assumptions
One of the main functions of asking question is to identify assumptions.
Assumption: claim, assertion, or hypothesis that we believe or accept to be true even though there is no
evidence available yet.
What assumptions have you made? What assumptions are you making?
Three Kinds of Assumptions (not in your textbook!)
CAUSAL – purport to explain a sequence of
events, either retroactively or predictively
PRESCRIPTIVE – assumptions about how things
should happen, we should behave
PARADIGMATIC – framing, structuring
assumptions viewed as obvious, common
sense, taken for granted
The Danger of Making Assumptions
https://www.y
outube.com/
watch?v=Afh
eh8BpG58
Defining Problems: PICOC
“If I were given one hour to save the planet, I would spend 59
minutes defining the problem and one minute resolving it.”—Einstein
One of the fundamental skills required for practicing evidence-based
practice is the asking of well-built practical questions. PICOC is a
method used to describe the five elements of a searchable question.
“PICOC” is an acronym that stands for:
PICOC
Population
Who?
Intervention
What or How?
Comparison
Compared to what?
Outcome
What are you trying to
accomplish / improve?
Context
In what kind of
organization /circumstances?
Question of the Moment
You’ve probably heard the quote
“experience is the best teacher,” or that life’s
three best teachers are heartbreak, empty
pockets, and failures.
But is this always true? Can experience ever
be a poor teacher?
Clarity
Are we clear about organizational consequences? A problem isn’t a problem if it doesn’t have
consequences or potential consequences for the organization.
Are we clear about how serious and urgent the problem is? And what the difference between those two
are?
Is it clear what the major causes of the problem are?
Is it clear what the logic model is?
Logic model: the process by which an underlying cause leads to a problem and produces organizational
consequences, a narrative that explains why or when the problem occurs (cause) and leads to a particular
outcome (effect).
Characteristics of Effective and Empowering Questions
They create clarity: “Can you explain more about this situation?”
They construct better working relations: Instead of “Did you make your sales goal?” ask, “How have sales
been going?”
They help people think analytically and critically: “What are the consequences of going this route?”
They inspire people to reflect and see things in fresh, unpredictable ways: “Why did this work?”
They encourage breakthrough thinking: “Can that be done in any other way?”
They challenge assumptions: “What do you think you will lose if you start sharing responsibility for the
implementation process?”
They create ownership of solutions: “Based on your experience, what do you suggest we do here?”
Examples of How to Model the Question Asking
Approach
We’ve been working together for three hours today; what did we do best as a
team?
What enabled us to be successful in coming up with an innovative strategy?
How can we ask better questions?
How can we apply what we are learning to other parts of our work?
What leadership skills helped us succeed today?
https://hbr.org/2009/05/real-leaders-ask.html
There is a such thing as a bad question.
Questions focused on why a person did not or cannot succeed force subordinates to take a
defensive or reactive stance and strip them of their power. Such questions shut down opportunities
for success and do not allow people to clarify misunderstandings or achieve goals.
Why are you behind schedule?
What’s the problem with this project?
Who isn’t keeping up?
Don’t you know any better than that?
Leading Questions
Leading questions seek a specific answer, one that puts the person being asked the
question in a negative light, pushes through the questioner’s agenda, or exerts social
pressure to force agreement.
You wanted to do it by yourself, didn’t you?
Don’t you agree that John is the problem here?
Everyone else on the team thinks John is the problem. What about you?
Good Questions to Ask
“What’s the evidence for that?”
“Is that your personal opinion based on your own professional
experience, or is there any evidence in support of it?”
In general, asking open ended questions is useful. Closed-ended
questions are important but starting with too many in a row can
make people feel like they’re being interrogated.
There’s still room for soft skills, though
How can you raise the question in a socially effective way?
How can you avoid being a “naysayer?”
How can you ask critical questions without necessarily criticizing?
ACQUIRE: ACQUIRING
EVIDENCE FROM
PRACTITIONERS
Let’s talk about the bathroom
? https://www.theatlantic.com/family/archive/2019/01/women-men-bathroom-lineswait/580993/
? http://journals.sagepub.com/doi/pdf/10.1177/0885412206295846
What do you ask?
? Before reaching out to anybody, it’s important that you’re first very clear on the
assumed problem or opportunity
? Good problem definitions include AT LEAST four elements:
– T he problem itself, clearly and concisely stated (4W s)
– Potential and actual organizational consequences
– A ssumed major cause(s)
– A nd the PIC O C
What do you ask?
? After you’ve ensured that you’ve done what’s on the previous slide, you should ask
experienced practitioners:
1. Do you agree with the description of the problem?
2. Do you see other alternative causes of the problem?
3. Do you agree that the problem is both serious and urgent?
Why should you ask these questions? And what should your course of action be if the
answers are no to 1, yes to 2, and no to 3?
What do you ask?
We’ve focused on describing the problem clearly. But, if you have a solution, it’s
important that the solution is stated just as clearly—so you should have
? The solution stated clearly and concisely (4Ws)
? The potential effect on both the problem and the underlying causes.
– Why is it important to know the effect on both the problem and the cause?
? Costs and benefits of the solution
? PICOC
Whom to ask?
? Question of the moment: how do you decide who to ask?
– Expertise—skill and knowledge acquired through training and education
coupled with prolonged practiced in a specific domain, combined with frequent
and direct feedback
How many practitioners should I ask?
? Sample size is one concern—how many should you ask? Depends. Larger is
generally better.
– But budget and time are also concerns
– Qualitative methods—like focus groups—tend to be smaller, but sometimes
representativeness is more important than accuracy
? Selection bias—aka sampling bias—occurs when your selection of practitioners leads
to an outcome different than what you would have obtained if you had studied the
entire target audience.
– How do you prevent selection bias?
– Random sampling
How to ask?
? Survey methods
– Likert scale
– Make expectations clear about anonymity, confidentiality, and how information
will be used.
– Let’s look at Qualtrics
? Delphi Method—
– Qualitative, interactive method
? Group Decision Room (electronic focus group or Delphi Method)
? Mobile voting and response systems—used in real time
Developing Questions
?
Avoid leading questions!
?
A leading question is a question which subtly prompts the respondent to answer in a particular way.
Leading questions are generally undesirable as they result in false or slanted information. For example:
?
Do you have any problems with your boss?
– This question prompts the person to question their employment relationship. In a subtle way it
raises the prospect that there are problems.
?
Tell me about your relationship with your boss.
– This question does not seek any judgment and there is less implication that there might be
something wrong with the relationship.
?
How fast was the red car going when it smashed into the blue car?
– This question implies that the red car was at fault, and the word “smashed” implies a high speed.
?
How fast was each car going when the accident happened?
– This question does not assign any blame or pre-judgment.
Asking valid and effective questions
? Keep it simple
? Avoid double barreled questions
? Avoid negative questions (not emotionally negative, but actual negatives like “not”)
? Avoid vague or ambiguous terms. Be specific!
? Define terms, and do so specifically
? Avoid loaded, leading, and emotional language
? Prevent social desirability bias
? And always pilot test the questionnaire

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