In Search of Evidence

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Becoming an Evidence-Based HR-Practitioner one’s case. The idea of a ‘management journal club’ to introduce new ideas to HR staff and management or discuss the findings of a study that all have read can work well. Or, ensuring that the first part of regular meetings attends to developing the staff’s ability to understand and use evidence can in effect ‘sharpen the saw’, that is, enhance the team’s abilities to practice EBHR. Often, it is best to use a bundle of these practices, reflecting a higher-level mastery of EBHR concepts. It is useful to develop routines that incorporate both evidence and reflective decision-making. Key elements in good decision making include features such as ‘needs’, ‘tradeoffs’, ‘intervention features and likely success’ (see Yates, 2003; W.E. Upjohn, for examples). All of these provide the basis for a set of queries or steps that call attention to important decision features. Share this thinking with your colleagues and staff so that it becomes a part of a more comprehensive approach to managing decisions. A template provides regular ways to ask the question, ‘Do we have the best evidence for that?’ and other queries that can improve the quality of decisions. The US Army regularly employs decision tools such as checklists or flow-diagram models in making substantive decisions. After-Action Reviews are an example of one type of post-decision routine used by the military as well as consulting teams upon completion of missions or projects. Related practices include conducting small pilot tests to gather facts about the outcomes of decisions, keeping decision logs to review outcomes later and conducting tests of competing assumptions. Research into the value of these routines indicates that they overcome the cognitive limits of human beings by requiring less recall of key processes, allowing individuals to be more reflective and creative (Larrick, 2009). Expanding the organisation’s evidence gathering and research participation can be done in several ways. First, commissioning systematic reviews of evidence on important practice questions gets employees involved in the search for and synthesis of information (Tranfield et al., 2003). When an important decision has lead time, an Evidence Assessment Team can be assembled whose Internet-savvy members are tasked with finding what the science says about a practice question or a pending decision. This can be done in-house or involve students from a local university or research colleagues on faculty. Second, having teams participate in practice-oriented research evaluating the impact of a change in HR practice helps build critical thinking about appropriate indicators, information sources and controls to rule out alternative explanations. This kind of research involvement is the practice-oriented research promoted by the Center for Effective Organizations in the US (Lawler, 2006) and the Cranfield School in the UK (Tranfield et al., 2003). Finally, systematically evaluating the outcomes of practice decisions leads to more accurate feedback and better decisions. Executives who search for disconfirming evidence tend to make better decisions than
Chapter 8 their less curious or more defensive counterparts who do not (Nutt, 1998, 2004). The key idea is to build quality connections between practice and research. CONCLUSIONS The challenges of promoting and practicing EBHR are many. Some of these challenges are unique to HR and management, and others are inherent in any innovation. Every innovation winds up being adapted in some way, big or small, in order to make it easier for practitioners to use (Ansari et al., 2010). The unprecedented challenge of EBHR is that management is not a ‘profession’. Managers have diverse disciplinary backgrounds. HR practitioners have no single credential that authorises their expertise, and the occupation is open to those with no degree and those with several. There are no regulatory requirements regarding the education or knowledge an individual must have to become a manager or an HR professional. The HR industry associations SHRM (Society for Human Resource Management) and CIPD (Chartered Institute of Personnel and Development) administer examinations to certify member expertise. At present, the SHRM exam is not highly evidence-based, instead supporting industry standard practice. In contrast, CIPD (active in Ireland, Britain and elsewhere in Europe) focuses more on science-based knowledge and aligns with masters’ level university programmes throughout Europe. Many professionals have extensive theoretical knowledge and related skills that they apply in practice. The issue is how well evidence is represented in the day-to-day practice of HR professionals. Consider that physicians all over the world have taken the Hippocratic Oath (excerpted): “I will respect the hard-won scientific gains of those physicians in whose steps I walk, and gladly share such knowledge as is mine with those who are to follow. I will not be ashamed to say ‘I know not’, nor will I fail to call in my colleagues when the skills of another are needed for a patient’s recovery”. Evidence-based practice, whether in medicine or business, means doing things right and doing the right thing. Taking up the practice of EBHR offers practitioners three huge benefits. First, a science-based practice of management promotes better outcomes from your decisions and eases their implementation. When it comes to new HR practices and trends, EBHR gives you tools to help distinguish the wheat from the chaff. Second, developing yourself as an evidence-based practitioner is empowering. Becoming evidence-informed helps you develop powerful arguments to convince others that implementing constructive practices in your organisation is a good idea.
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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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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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Chapter 5 Factor 3. Information Sha
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Chapter 5 ‘freedom to act’, whi
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Chapter 5 manager’s support for t
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Chapter 5 During our discussions of
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Chapter 5 Vision and goal clarity 1
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Chapter 5 Connell, J., Ferres, N.,
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Chapter 5 Moore, A., & Mamiseishvil
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CHAPTER 6 Systematic Reviews and Me
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Systematic Reviews and Meta-Analyse
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CHAPTER 7 Managers’ Attitudes And
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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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