Teaching Evidence-Based Management Through Learning Activities
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This document outlines learning activities to develop evidence-based practice (EBP) capabilities. It describes 8 EBP capabilities: Ask, Acquire, Appraise, Aggregate, Apply, Assess, and provides example learning activities for each. The activities include surfacing assumptions, mini-critical appraisal of texts (mini-CATs), evidence maps and gaps, developing implementation plans, and logic models. The goal is to help students identify problems, search and appraise evidence, develop solutions, and evaluate outcomes.
Teaching Evidence-Based Management Through Learning Activities
- 1. Alessandra Capezio & Patrick L’Espoir Decosta Title EBMgt Learning Activities
- 2. Outline 2 • Share our EBP capabilities framework. • Example learning activities to support the development of EBP capabilities.
- 3. 3 Developed by Alessandra Capezio & Patrick L’Espoir Decosta Design: Camilo Potocnjak-Oxman
- 4. Learning Outcomes 1. Describe Evidence-based practice (EBP) in Management and its basic principles and its core and functional capabilities. 2. Identify problems that require decision-making based on knowledge of research fundamentals and EBP principles and capabilities (ASK) 3. Establish the search strategy to acquire the best available evidence relevant to the problem (ACQUIRE) 4. Ascertain the methodological appropriateness, quality, and trustworthiness of evidence (APPRAISE) 5. Integrate different types of relevant evidence towards finding solutions to the problem (AGGREGATE) 6. Generate and implement best solutions to the problem with due consideration of their social and ethical implications (APPLY) 7. Evaluate feedback obtained on applied solutions for necessary adjustment (ASSESS) 8. Generate insights and decision-making awareness through self-reflection (ASSESS) 4
- 5. EBP Capability Cognitive processes Learning activities - example Ask Metacognition Problem identification Causal analysis Question specification • Surfacing assumptions activity Acquire Information retrieval Apply search strategies Assess methodologically appropriateness of methods as per source • Mini-CAT Appraise Methodological appropriateness Methodological quality • Mini-CAT Aggregate Probabilistic reasoning • Mini-CAT • Evidence maps and gaps Apply Conditional thinking Apply contextual knowledge • From evidence to practice • Implementation plans • Logic models Assess Critical reflection Close metacognitive loop • Decision post-mortems • AARs 5
- 6. Surfacing assumptions 6 • Assumed problem • Organisational consequences • Underlying cause(s) • Causal mechanism(s)
- 8. Open-plan offices - Assumptions 8 • What is the claim being made regarding open-plan offices by senior managers? • What is the assumed problem? • Consequences of open-plan offices? • Assumed causal mechanism(s)? • Is there any evidence to support claim?
- 9. 1. Start with a statement/strong belief/claim that a manager has or senior managers have about a particular problem or practical issue. Could start with a case. 2. Formulate a question to establish what is known in the scientific literature about the problem/practical issue/opportunity. 3. Students search for at least 5 scientific studies in teams (prioritising meta-analysis or systematic reviews) and rate the trustworthiness of the studies, distil the key findings and implications for practice. Mini-CATs 9
- 10. Based on our evidence, how sure can you be that the assumed cause has led to an observed effect? How do you know? How trustworthy is your evidence?? Critical appraisal of evidence 10
- 11. Critical appraisal of evidence 11Source: CEBMa
- 12. Evidence maps or gaps 12
- 13. • Students take the findings of a meta-analysis or systematic review, mini-CAT, CAT, evidence map, and develop an implementation plan based on the findings. • Students need to pay particular attention to the practical implications. • Students need to address the following questions: How would you apply these findings to practice? What would be some important considerations or boundary conditions in implementation? From evidence to practice (1) 13
- 14. 1. Stage 1 of applying evidence to practice: Identifying evidence-based solutions What can be done by organisations to manage the problem? Are there studies that support the effectiveness of these interventions? 2. Stage 2 of applying evidence to practice: feasibility, risks, and boundary conditions Does the evidence for your interventions have ecological validity or applicability in the context? What barriers and constraints (including operating constraints) exist to implementing these interventions? What are the most feasible interventions? 3. Stage 3 and 4 of applying evidence to practice: decision, implementation, assessment Complete the logic model overleaf and identify any appropriate outcome measures. From evidence to practice (2) 14
- 15. Logic model template 15 Project/Interventions: Goal: INPUTS ACTIVITIES OUTCOMES What we invest Implementation: What we do Participants short-term results: Learning intermediate results: Action long-term results: conditions OUTCOME MEASURES: Assess & evaluate performance and achievement of program objectives Assumptions Internal & External Challenges
Editor's Notes
- #4: Emphasise metacognition supporting problem solving – problem-based learning main instructional method. Educational science shows that metacognitive skills improve students problem-solving abilities. Emphasis metacognitive skills in all functional capabilities and the importance of reflection as an integrative layer to critical and analytical thinking.
- #6: So, what we did is first to look at the educational, teaching and learning requirements of each one of the EBP capabilities to then project them into learning activities
- #7: In the framing of the problem, assumptions are often hidden. Once the problem has been identified, it is important to think about your own understanding of the problem. Does an effect really exist or is it just popular opinion? Is the assumed cause of the problem, the problem itself, and organisational consequences causally plausible? Is the causal mechanism plausible (links the cause, problem, and consequence)? In this learning activity students surface and develop awareness of their own or others’ beliefs and attributions and their underlying causal assumptions including assumptions about causal mechanisms (linking a practice or intervention to an outcome). For example asking students to consider and articulate the assumed effects of open-plan offices on work behavior - including how and through what mechanisms or processes open-plan offices impact performance. Then students are required to search for theory and/or scientific evidence to test their claim and assumption. Another example is using a case where senior managers think an increase in errors in the marketing operations of a global bank are due to the ‘risk culture’ in the bank (risk culture is the assumed cause of the assumed problem). Students then have to think about senior managers’ assumptions regarding the causal relationship between risk culture and errors and engage the scientific literature in these areas. EBP capabilities used: Meta-cognitive skills, Critical and analytical thinking, acquiring.
- #8: Senior managers want to move to open-plan offices to increase collaboration.