In Search of Evidence

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Managers’ Attitudes and Perceived Barriers education or the content of that education (i.e., a focus on research evidence) and attitudes towards evidence-based management. This might imply that early educational experiences do not have much impact on attitudes towards evidencebased management. However, the finding that experience with the research process had some effect might instead suggest that it is the depth of the experience with research that truly matters to make an impact on attitude. In this case, exposure to general education or even specific research findings does not imply the same level of commitment or interest in research as does actually engaging with the process. Another surprising outcome of this study is that management experience is not associated with attitudes towards evidence-based management. This implies that these attitudes are relatively consistent across a manager’s career and that the antecedents of these views might form early on in life. However, these findings can be contrasted with previous examinations (Villanueva, 2011), whereby experience with particular types of decisions or evidence sources reinforced their use in practice. Hence, managers’ general experience might not matter as much as the specific experiences they have with decision-making evidence. Our findings that attitude towards evidence-based management is not linked to demographic characteristics is partly consistent with the results of similar studies gauging the attitudes of practicing managers (Rynes, Colbert, et al., 2002; Sanders et al., 2008). Rynes et al. (2002) reported a small negative correlation (-.21) between the level of experience of HR managers and their desire to learn about academic research, but Sanders et al. (2008; .03, p = ns) were not able to replicate this link, finding instead a small positive association (.19) between the level of education and the attitude towards research findings. Our results also suggest that the most important barriers to the use of scientific evidence are lack of time, lack of understanding of scientific research, and the unreadability of academic writing. This conclusion is partly consistent with Rynes et al: most HR managers wish that they had more time to consult the research literature (Rynes, Colbert, et al., 2002). The perceived inaccessibility of academic writing is in agreement with the findings of several qualitative studies (Ankers, 2002; Brennan & Ankers, 2004; Keefer & Stone, 2009) and consistent with Bartunek’s finding that most ‘Implications For Practice’ sections in academic journals are hard to read (Bartunek, 2010). Finally, there were a number of consistencies between what was observed in our study and findings from other fields. For example, the reported use of scientific evidence for making decisions is consistent with the results of systematic reviews in other disciplines, such as nursing (Solomons & Spross, 2011) and education
Chapter 7 (Hemsley-Brown & Sharp, 2004). Managers also hold perceptions and beliefs regarding scientific evidence that are more similar to those of practitioners in other fields than management scholars have previously presumed. Although the present study is the first to systematically survey the actual attitudes that managers hold towards evidence-based practice, in medicine, nursing, and education such studies are legion. A recent systematic review based on 31 studies with a combined sample size of 10,798 respondents indicates that most healthcare professionals strongly feel that evidence-based medicine improves patient care and is important for their profession (Ubbink et al., 2013). This finding is consistent with the outcome of other systematic reviews, which report that 50 to 70% of the practitioners in the medical realm have a positive attitude towards evidence-based medicine (Van Dijk et al., 2010; Zwolsman, Te Pas, Hooft, Wieringa-de Waard, & Van Dijk, 2012). Given that in management evidence-based practice is not (yet) well established, it is remarkable that our study yielded a similar outcome: 66% of the respondents had a positive attitude towards evidence-based management and a large majority (75%) felt that by using evidence-based management they could improve the quality of their work. The main barriers we identified through our study are also consistent with the outcome of systematic reviews in medicine and nursing (Kajermo, Bostrom, Thompson, Hutchinson, & Estabrooks, 2010; Patelarou et al., 2013; Solomons & Spross, 2011; Ubbink et al., 2013; Van Dijk et al., 2010). However, in these reviews the limited access to research evidence was found to be the third major barrier. Additionally, in studies on determinants of research utilization, the most commonly studied variables are age, educational degree, work experience, information-seeking behavior, and involvement in research. However, systematic reviews in other fields have shown that findings regarding these variables split roughly evenly as either significant and positive or non-significant (Estabrooks, Floyd, Scott-Findlay, O’Leary, & Gushta, 2003; Lizarondo, Grimmer-Somers, & Kumar, 2011; Squires, Estabrooks, Gustavsson, & Wallin, 2011). IMPLICATIONS FOR PRACTICE, EDUCATION, AND RESEARCH Our study suggests that most managers have positive attitudes towards evidence-based management and that a large majority believes that using evidence-based management can improve the quality of one’s work. This positive perspective can be used as leverage by educational institutions and advocates of evidence-based management to improve the managerial uptake of research findings. However, our study also indicates that most respondents perceive their colleagues’ attitudes towards evidence-based management to be less favorable
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In Search of Evidence Empirical fin
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Barends, E.G.R. In Search of Eviden
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promotoren: prof.dr.mr. S. ten Have
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“Where evidence is strong, we sho
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8 Becoming an Evidence-Based HR-Pra
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Chapter 1 INTRODUCTION Seeing is Be
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Chapter 1 In Search of Evidence It
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Chapter 1 such studies critically a
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CHAPTER 2 Learning From Other Evide
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Learning From Other Evidence-Based
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CHAPTER 3 Effects of Change Interve
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CHAPTER 4 Difficult But Doable: Inc
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Difficult But Doable studies with a
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Difficult But Doable idea of conduc
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Difficult But Doable References Fan
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Chapter 5 Introduction Evidence-bas
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Chapter 5 Table 1 Quality criteria
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Chapter 5 A Rapid Evidence Assessme
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Chapter 5 studies were selected for
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Chapter 5 Most studies acknowledge
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Chapter 5 What are the implications
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Evidence-Based Management: The Basi
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CHAPTER 10 Summary and General Disc
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CHAPTER 11 Summary in Dutch: Samenv
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Nederlandse samenvatting bij elkaar
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Nederlandse samenvatting uitkomst v
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Nederlandse samenvatting te voorkom
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Nederlandse samenvatting weg te gaa
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APPENDIX Teaching Evidence-Based Pr
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Teaching Evidence-Based Practice: L
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-Based Practice: Lessons From the P
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Acknowledgments / Dankwoord Steven
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Clare Peel, a big cheers to you for
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