- Class Number 4070
- Term Code 2930
- Class Info
- Unit Value 6 units
- Topic On-campus
- Mode of Delivery In Person
- Gretchen Gagel
- Gretchen Gagel
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
The Evidence-based Management (EBM) course aims at providing students enrolled in programs at RSM with different levels of competencies centered around evidence and that they are expected to develop and maintain throughout their studies and ultimately translate into their working life. EBM involves the conscientious, explicit and judicious use of the best available evidence about and within business organisations for decision-making. This course is divided into two sequential modules. The first module will equip students with knowledge about EBM and how it strengthens decision-making and practice in business and organisation. In module two, students will learn how to appraise evidence quality before applying it to support decisions and actions. Students will thus be able to not only translate principles from best evidence to management practice and ethical decision-making, but also to reflect on how to use evidence and their position to improve on their learning experience.
Upon successful completion, students will have the knowledge and skills to:On completion of this course students will be able to:
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)
Evidence-Based Management education is inherently evidence-based. The pedagogical approach in this course is grounded in problem-based learning and cognitive theories of learning which have been shown to optimise learning and learning transfer, and support the development of critical thinking and meta-cognitive skills (thinking about thinking). Further, this course fosters a 'push' approach (course content is based on robust research) and 'pull' approach (evidence-based decision making skills are developed) to Evidence-Based Management Education which in tandem cultivate superior decision-making capabilities. Altogether these approaches mean that managers and leaders taking this course can ask the right questions, think critically and acquire the right information to make superior organisational decisions.
In the spirit of Evidence-Based Management, we are interested learning about students' orientation to learning and also their experiences in applying knowledge and skills in evidence-based practice in their personal and professional lives. This information is really important for curriculum development and education. During this course we will be inviting you to complete some short questionnaires where data will be aggregated and individuals will not be identified. You can choose not to participate, and this will have no consequences for you in this course.
Additional Course Costs
There are no additional class costs
Examination Material or equipment
Text Book: Barends, E., & Rousseau, D. (2018). Evidence-Based Management: How to use evidence to make better organisational decisions, Kogan.
Also available in the library on special reserve on a 2-hour loan schedule.
Helpful websites and Blogs:
- Center for Evidence-Based Management - www.cebma.org
- Science for Work - http://.scienceforwork.com
- Future Work Centre - www.futureworkcentre.com
- Evidence Talks
OLI e-modules on Evidence-Based Management - https://oli.cmu.edu/courses/evidence-based-practice-in-management-and-consulting/
- 6 e-modules
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Topic 1: An Introduction to Evidence-Based Practice in Management Chapter 1|
|2||Topic 2: Asking questions to identify problems and solutions (and understanding what is required to answer different types of questions) Chapter 2||Traceability & Referencing Quiz (5%)|
|3||Topic 3: Acquiring and appraising evidence from Professionals Chapters 3 and 4||Self-Reflective Review Part A (for practice, not assessed)|
|4||Topic 4: Scientific evidence and how to acquire it Chapters 5 and 6||Problem Definition Task (10%)|
|5||Topic 5: Appraising scientific evidence Chapter 7|
|6||Topic 6: Conducting a Critically Appraised Topic (CAT) Chapter 16|
|7||Topic 7: Acquiring and appraising organisational evidence Chapters 8 and 9||CAT Report (40%)|
|8||Topic 8: Acquiring and appraising evidence from stakeholders Chapters 10 and 11|
|9||Topic 9: Aggregating evidence Chapter 12|
|10||Topic 10: Applying evidence Chapter 13||Stakeholder Questionnaire (15%)|
|11||Topic 11: Assessing the outcome of a practice or decision Chapter 14||Implementation report (20%)|
|12||Topic 12: Leadership & Evidence-Based Management (including personal leadership as an EBMgt practitioner) Chapter 15||Self-Reflective Review Part B (10%)|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Traceability & referencing Quiz (5%)||5 %||08/03/2019||22/03/2019||3|
|Problem Definition Task (10%)||10 %||22/03/2019||12/04/2019||2|
|Critically Appraised Topic (CAT) (40%)||40 %||26/04/2019||10/05/2019||2,3,4,5,6|
|Stakeholder Questionnaire (15%)||15 %||17/05/2019||07/06/2019||1,3|
|Implementation Report (20%)||20 %||24/05/2019||14/06/2019||1,6|
|Self-Reflective Review Part B (10%)||10 %||31/05/2019||04/07/2019||8|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation is expected in all seminars and assessments.
This class has no final exam
Assessment Task 1
Learning Outcomes: 3
Traceability & referencing Quiz (5%)
Read the guide to traceability and referencing by Ann Smith on wattle which builds understanding of how and why traceability is important in the practice if evidence-based management and introduces referencing principles to assist learners in their studies as well as in their practice. Then, attempt the quiz online in which 10 questions need to be completed.
Assessment Task 2
Learning Outcomes: 2
Problem Definition Task (10%)
Purpose: It is really important as a manager and leader to know what the problem is you are trying to solve. One of the most important skills you will learn in this program is to ask the right questions to identify problems more effectively. Having an unambiguous definition of a selected problem in your organisation or a previous organisation you have worked for (assuming there is a problem in the first place!) is the key first step in managing it. This task is the first in a 4-step refinement of a business problem and will assist the learner to develop their skills in asking questions, defining problems, and their parameters.
Instructions Select a topic or problem domain that is of interest to you, in the organisation in which you currently work, or in an organisation you have worked for in the past. If you are not currently working or have very little work experience, consider talking to a senior professional or human resource manager that you know and who manages a team, and ask them about some of the people management problems they currently face in their organisation. Alternatively, you may wish to pick a large organisation you know, and select a problem that has been reported in the press or in a media release.
? Prepare a report of no more than 500 words describing a complex managerial problem in the following terms;
- Define the problem including brief background and context (you do not have to name the organisation)
- Develop 3-5 questions to focus exploration of the problem through scientific and other evidence
- Develop 3-5 questions to focus exploration of the problem of possible solutions through scientific and other evidence
Word limit: 500 words
Assessment Task 3
Learning Outcomes: 2,3,4,5,6
Critically Appraised Topic (CAT) (40%)
Purpose: A Critically Appraised Topic (CAT) provides a quick and succinct assessment of what is known (and not known) in the scientific literature about an intervention or practical issue/problem by using a systematic methodology to search and critically appraise primary studies.
Instructions: Using the guidelines provided in class, conduct a CAT on your topic from the problem definition task. The purpose of the CAT is to examine what is known in the scientific literature about the practical problem or issue you identified in your organisation, or an organisation you worked for.
Word limit: 1500 excluding references
Assessment Task 4
Learning Outcomes: 1,3
Stakeholder Questionnaire (15%)
Purpose: Stakeholder evidence can be acquired through a range of methods depending on the nature of your problem and practical issue. The purpose of this assignment is for you to develop skills and knowledge of methods to acquire valid and reliable information from stakeholders that helps you to identify problems and practical issues.
Instructions: Select one internal stakeholder group impacted by the problem or practical issue. Then develop a questionnaire to acquire evidence from that stakeholder group to help address some of the questions posed in the problem identification task. Learners need to use methods that are appropriate for their questions. Learners are recommended to use existing validated scales of measurements for the constructs specified in their questions (particularly cause-and-effect questions).
Page limit: 5 Pages
Please note, more information including rubric and guidance will be provided in class.
Assessment Task 5
Learning Outcomes: 1,6
Implementation Report (20%)
Purpose: This report is intended, like business reports in general, to inform managerial decision-making. The report recommends action to operationalise an evidence-based decision (based on the practical implications of your CAT). The report also anticipates and allays undesired consequences of implementing your preferred solution.
Instructions: Choose one practical implication from your CAT and identify an intervention that addresses your problem or practical issue. Then develop a plan for implementing report which details how the science will be translating into practice or action.
?More guidance will be provided in class regarding the structure and content of the report.
Word limit: 1000 words
Assessment Task 6
Learning Outcomes: 8
Self-Reflective Review Part B (10%)
As part of a more learner-centered instruction, courses in RSM include self-reflective assessments which aim at tracing and gauging meta-cognitive skills (thinking about thinking) which are a core capability in the EBM course. Meta-cognitive skills help learners realize, develop and reflect on their own approach to their thinking and learning.
The Self-Reflective Assessment (SRA) will be done on Wattle in two parts. Part A in week 2 will be part of a formative assessment learners will need to complete this part to record their initial understanding, approach and perception of the course. Part B will be open on wattle at the beginning of week 12, and will be due the end of week 12. Students will need to use both their e-portfolio entries and their answers to part A when dealing with questions in part B.
The questions set for both Parts A and B are in the form of Short answer questions (up to 500 words).
The marking criteria for the self-assessment will be discussed in class and made available in due course on Wattle.
WE EXPECT LEARNERS ARE ABLE TO EXPRESS THEMSELVES CLEARLY, LOGICALLY AND COHERENTLY. WE ALSO EXPECT LEARNERS TO REFLECT ON THOSE SKILLS AND CAPABILITIES THEY HAVE DEVELOPED THROUGHOUT THIS COURSE WITH CLEAR EVIDENCE AND EXAMPLES FROM DIFFERENT TOPICS AND RELATED TO THE LEARNING OUTCOMES SET FOR THE COURSE.
About using the E-portfolio in Wattle
The use of the e-portfolio in Wattle as a resource to do the self-reflective assessment.
We highly recommend the use of the journaling tool of e-portfolio to record your reflections on the course, its outcomes, topics and topic learning objectives, contents, theories, frameworks, assessments, the challenges and opportunities, the strengths and weaknesses of your approach to study. E-portfolio in that sense serves a repository of all these reflections which will serve as resources or raw materials to do the self-reflective assessment.
Guidance on using e-portfolio
For each topic each week we recommend you initiate an entry in your e-portfolio. The entry can relate to the planning, monitoring, and evaluating of learning of contents, theories, readings, assessments, skills and capabilities aimed at in each topic. Students will then have the option to drag and drop relevant entries from anywhere in their e-portfolio to address the structured questions posed in the online self-reflective assessment on Wattle.
We have developed a set of Topic learning questions to assist students use meta-cognition when reflecting and in populating their journal entries. These questions are indicative and help students to understand how they are thinking about the course content and topics, their approach to them, etc. It is recommended that students consider and answer these questions every week to guide learning for every topic.
Planning (before topic):
What are the relevant course learning outcomes (CLOs) and topic learning objectives (TLOs) of the topic?
What do I already know about this topic?
What are the questions that I would like to be clarified around this topic?
Monitoring (during topic):
What are the insights and/or confusions I experienced in this topic?
What are the questions that arose for me during the topic?
Have I found the material, content and presentation of this topic interesting? Why so? Why not?
Have I been able to extricate broad but important information from all the details in this topic? If not, what should I do in to facilitate learning of the next topic?
Evaluating (after topic)
What was this topic about?
How can I relate ideas and information in this topic to those of previous topics?
What do I need to do to clarify my confusions and answer the questions that arose in this topic?
 E-portfolios serve as repositories of all your reflections, achievements, evidence of acquired skills and capabilities that show how you engaged and (re)acted to your studies. The contents of e-portfolios have life-changing potential for students who understand that these instruments are integral to the hiring process of many prospective employers (Accenture, Oracle, Google, etc.). E-portfolios have potential impacts on your future career. In fact, your position vis-à-vis your studies will eventually change for the better: e-portfolios thus validate the works and successes you have achieved and demonstrate you are ready for future employment
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Please see relevant assessment task details above.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Unless specified otherwise in the assignment requirements, resubmissions are permitted up until the due date and time, but not allowed afterwards
Distribution of grades policyAcademic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for studentsThe University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Evidence-Based Practice in Management; Strategic behaviour in organisations; the 'dark' side of organisations