Evidence Based Management

Academy of Management Review 2006, Vol. 31, No. 2, 256–269. 2005 Presidential Address IS THERE SUCH A THING AS â€Å"EVIDENCEBASED MANAGEMENT†? DENISE M. ROUSSEAU Carnegie Mellon University I explore the promise organization research offers for improved management practice and how, at present, it falls short. Using evidence-based medicine as an exemplar, I identify ways of closing the prevailing â€Å"research-practice gap†Ã¢â‚¬â€the failure of organizations and managers to base practices on best available evidence. I close with guidance for researchers, educators, and managers for translating the principles governing human behavior and organizational processes into more effective management practice. Evidence-based management means translating principles based on best evidence into organizational practices. Through evidence-based management, practicing managers develop into experts who make organizational decisions informed by social science and organizational research—part of the zeitgeist moving professional decisions away from personal preference and unsystematic experience toward those based on the best available scientific evidence (e. . , Barlow, 2004; DeAngelis, 2005; LemieuxCharles & Champagne, 2004; Rousseau, 2005; Walshe & Rundall, 2001). This links how managers make decisions to the continually expanding research base on cause-effect principles underlying human behavior and organizational actions. Here is what evidence-based management looks like. Let’s call this exampl e, and true story, â€Å"Making Feedback People-Friendly. † The executive director of a health care system with twenty rural clinics notes that their performance differs tremendously across the array of metrics used. This variability has nothing to do with patient mix or employee characteristics. After interviewing clinic members who complain about the sheer number of metrics for which they are accountable (200 indicators sent This article is based on the address I gave at the annual meeting of the Academy of Management in Honolulu, Hawaii. Chuck Bantz, Andy Garman, Paul S. Goodman, Ricky Griffin, Bob Hinings, Paul Hirsch, Sharon McCarthy, Sara Rynes, Laurie Weingart, and John Zanardelli contributed ideas toward its development. 256 onthly, comparing each clinic to the 19 others), the director recalls a principle from a long-ago course in psychology: human decision makers can only process a limited amount of information at any one time. With input from clinic staff, a redesigned feedback system takes shape. The new system uses three performance categories— care quality, cost, and employee satisfaction—and provides a summary measure for each of the three. Over the next year, through provision of feedback in a more interpretable form, the health system’s performance improves across the board, with low-performing units showing the greatest improvement. In this example a principle (human beings can process only a limited amount of information) is translated into practice (provide feedback on a small set of critical performance indicators using terms people readily understand). Evidence-based management, as in the example above, derives principles from research evidence and translates them into practices that solve organizational problems. This isn’t always easy. Principles are credible only where the evidence is clear, and research findings can be tough for both researchers and practitioners to interpret. Moreover, practices that capitalize on a principle’s insights must suit the setting (e. g. , who is to say that the particular performance indicators the executive director uses are pertinent to all units? ). Evidence-based management, despite these challenges, promises more consistent attainment of organizational goals, including those affecting employees, stockhold- 2006 Rousseau 257 ers, and the public in general. This is the promise that attracted me to organizational research at the beginning of my career— but it remains unfulfilled. THE GREAT HOPE AND THE GREAT DISAPPOINTMENT It is ironic that I came to write this article in my role as the sixtieth Academy of Management president. â€Å"Management† was a nasty word in my blue collar childhood, where everyone in the family was affected by how the company my father worked for managed its employees. When the supervisor frequently called my father to ask him to put in more overtime in an already long work week, all of us kids got used to covering for him. If the phone rang when my father was home, he’d have us answer it. We all knew what to say if it was the company calling: â€Å"Dad’s not here. The idea of just telling the supervisor that he didn’t want to work never occurred to my father, or anyone else in the family. The threat of disciplinary action or job loss loomed large, reinforced by dinnertime stories about a boss’s abusive behavior or some inexplicable company action. From this vantage point, the term management connot es harsh and arbitrary behavior, with undertones of otherness. It is a far cry from the dictionary definition of management as â€Å"a judicious use of means to accomplish an end† (Merriam-Webster, 2005). I acquired a wholly new perspective on management and managers when I became a business school professor. First, many business students, even at the MBA level, have never experienced what it is like to work for a good manager. In the first business course I taught, in organizational behavior, I gave the students two assignments: (1) write about the worst boss you ever had, describing what made that person the worst and how it impacted you, and (2) write about the best boss you ever had, describing what made that person the best and how it impacted you. My MBA students with an average of five years of full-time work experience had no problem with assignment 1. For many of them, the assignment was cathartic, and they frequently exceeded its assigned page limit in writing vituperative portrayals of managers variously presented as self-centered, capricious, or otherwise lacking in capability or character. Assign- ment 2 was another matter. Many students had great difficulty thinking of anyone who qualified as â€Å"the best manager. † Over a third couldn’t think of any boss they could even describe as good. To the extent that people manage others the way they themselves have been managed, I came to worry about what the future held for these managers-in-the-making. Nonetheless, while these business students may never have had a great boss, they themselves still hoped to become one. (By the way, I have since abandoned this assignment in favor of more selfreflection on the manager students want to become and ways they can develop themselves to move closer to that ideal. ) Second, most business students have never worked for a great company either. There is the possibility that only dissatisfied people quit their jobs to study full time for an MBA, but in this regard I suspect availability bias. ) I never have had any difficulty getting students to share their experiences of dysfunctional organizational practices. However, when it comes to identifying a more functional way to motivate workers or restructure firms, they are often at a loss. Still, in-class discussions and students’ ow n future plans suggest that they do hope to join a company (or to start one) that is better managed than those they have worked for so far. In class and out, I have spent a lot of time helping students learn how to make a business case, with their future employers in mind, for creating financially successful firms that are good for people too. I have come to feel tremendous respect and affection for those students who have the personal aspiration to be a great manager in a great company. Out of these personal and professional experiences, I have nurtured my great hope—that, through research and education, we can promote effective organizations where managers make well-informed, less arbitrary, and more reflective decisions. My great disappointment, however, has been that research findings don’t appear to have transferred well to the workplace. Instead of a scientific understanding of human behavior and organizations, managers, including those with MBAs, continue to rely largely on personal experience, to the exclusion of more systematic knowledge. Alternatively, managers follow bad advice from business books or consultants based on weak evidence. Because Jack Welch or 258 Academy of Management Review April McKinsey says it, that doesn’t make it true. Several decades of research on attribution bias indicate that people have a difficult time drawing unbiased conclusions regarding why they are successful, often giving more credit to themselves than the facts warrant. Management gurus are in no way immune. ) Sadly, there is poor uptake of management practices of known effectiveness (e. g. , goal setting and performance feedback [Locke & Latham, 1984]). Even in businesses populated by MBAs from top-ranked universities, there is unexplained wide variation in managerial practice patterns (e. g. how [or if] goals are set, selection decisions made, rewards allocated, or training investments determined) and, worse, persistent use of practices known to be largely ineffective (e. g. , downsizing [Cascio, Young, & Morris, 1997; high ratios of executive to rankand-file employee compensation [Cowherd & Levine, 1992]). The result is a research-practice gap, indicating that the answer to this article’s title question is no—at least not yet. What it means to close this gap and how evidencebased management might become a reality are the matters I turn to next. THE â€Å"EVIDENCE-BASED† ZEITGEIST The phrase â€Å"evidence-based† is a buzzword in contemporary public policy, with all the risk of triteness and superficiality that buzzword status conveys. Let’s not be misled by its current popularity. Evidence-based practice has tremendous substance and discipline behind it. We can observe its impact in two fields highly influenced by legislative decisions: policing and secondary education. In evidence-based policing, community police officers are trained to treat criminal suspects politely, because doing so has been found to reduce repeat offenses (Sherman, 2002; Tyler, 1990). In evidence-based education, many secondary schools have restored the practice of social promotion, where students who have difficulty passing their courses, even after several tries, are advanced to the next grade level. Research indicates that social promotion’s benefits outweigh its costs, because a high school diploma increases the likelihood of subsequent employment and lowers the incidence of drug use, even among students who wouldn’t otherwise have qualified for that diploma (Jimerson, Anderson, & Whipple, 2002; National Association of School Psychologists, 2005). Evidence-based practice is a paradigm for making decisions that integrate the best available research evidence with decision maker expertise and client/customer preferences to guide practice toward more desirable results (e. g. , Sackett, Straus, Richardson, Rosenberg, & Haynes, 2000). Proponents are skeptical about experience, wisdom, or personal credentials as a basis for asserting what works. The question is â€Å"What is the evidence? â€Å"—not â€Å"Who says so? † (Sherman, 2002: 221). The answer, as the criminologist Lawrence W. Sherman indicates, can be graded from weak to strong, based on rules of scientific inference, where before-and-after comparisons are stronger than simultaneous correlations—randomized, controlled tests stronger than longitudinal cohort analyses. Strong evidence trumps weak, irrespective of how charismatic the evidence’s presenter is. Sherman sums it up: â€Å"We are all entitled to our own opinions, but not to our own facts† (2002: 223). Medicine is a success story as the first domain to institutionalize evidence-based practice. Evidence-based medicine is the integration of individual clinical expertise and the best external evidence. Its origins date back to 1847, when Ignaz Semmelweis discovered the role that infection played in childbirth fever. Semmelweis was vilified by physicians of the time for his assertion that it was doctors themselves who were infecting women by carrying germs between dead bodies and patients. Nonetheless, his work influenced the formulation of germ theory, which gained acceptance with the work of Lister and Pasteur forty years later (Wikipedia, 2005). Extensive infrastructures promote evidence-based health care (e. g. , the U. S. National Institutes of Health and Institute of Medicine, the Canadian Health Services Research Foundation, and the Cochrane Collaboration). Evidence-based-clinical care as a way of life in health care organizations is of relatively recent vintage, enjoying its greatest growth after 1990. (If you are wondering what physicians did before, the answer is what managers are doing now, but without medicine’s added advantages from common professional training and malpractice sanctions. ) The attributes of evidencedbased medicine provide a useful reference point 2006 Rousseau 259 for exploring what its counterpart in management might look like. By way of example, germ theory is widely understood by clinical care givers. It has led to broad application of infection control systems (gowns, sterile needles, and sterile instruments), medicines to avoid or cure infections, and supporting practices (handwashing). Its application has led to radical but important interpretations of seemingly distant events. Incidence of heart attack, for example, increases immediately after having one’s teeth cleaned. Reflecting on this correlation in light of germ theory led to recognition that teeth cleaning disperses mouth bacteria into the heart’s arteries. Certain bacteria in these arteries create conditions that give rise to heart attacks. Recognizing this causal link led to a risk-reducing solution: giving heart patients antibiotics to take before dental treatments as a preventive. This application of medical evidence involved cause-and-effect connections— how dental practice can disperse mouth bacteria into the heart’s arteries. It also required isolation of variations that affect desired outcomes, requiring knowledge of the mechanisms triggering heart attacks (and, in this case, knowledge that gum disease may itself trigger heart attacks [see, for instance, Desvarieux et al. 2005]). Yet more than scientific insight is needed to create evidence-based practice. In fact, only some physicians recommend this preventive action for their heart patients. Others may not see the risk as that great, are unaware of the finding, or merely have forgotten to make this preventive action part of their standard orders for cardiac patie nts. The involvement of other practitioners further complicates matters: dentists are not necessarily educated to inquire about heart conditions. Organizational factors affect whether evidence-based practice occurs. In health care settings certain features increase the likelihood that an at-risk patient will get the preventive medication. Social networks and organizational culture matter. It helps if the patient’s physician is part of a practice or a hospital where others recommend such preventive care. Similarly, impeding this evidence-based practice is the fact that dentists are unlikely to be in the same professional networks as physicians. In a hospital where medical leadership promotes evidencebased medicine, more physicians are likely to e aware of the finding. Such settings are also likely to have staff in-services to update physician knowledge where this practice might be discussed. Relatedly, participation in research increases the salience of the evidence base. It helps if physicians in the immediate environment have participated in clinical research and are engaged in one of the several online communities that review clinical evidence and then create and disseminate recommendat ions, which raises the next point: access to information on those practices the evidence supports. Physicians have online services that provide ready access to clinical practice best supported by research, based on the review and recommendation of health care experts (e. g. , Cochrane Collaboration). Such services capitalize on the information explosion and internet connections to build communities of practice enabling experts to communicate their knowledge, identify the best-quality evidence, and disseminate it broadly to care givers (Jadad, Haynes, Hunt, & Browman, 2000). Decision supports can be designed to make it easier to implement evidence-based practices. A patient care protocol might be written specifying that each heart patient and all post-op cardiac cases be advised of the need to premedicate before teeth cleaning, along with a prescription written for and given to the patient at discharge. This protocol might be formalized to the extent that a premedication instruction is written in each cardiac patient’s discharge orders. Last, a web of factors—individual (knowledge), organizational (access to knowledgeable others, support for evidence use), and institutional (dissemination of evidence-based practice)—promotes, sustains, and institutionalizes evidence-based medicine. Britain’s national health system, for example, promotes evidencebased practice using the Cochrane Collaboration’s recommendations as the standard. Medicare in the United States publishes information on whether hospitals use proven remedies in patient care (Kolata, 2004). In sum, features characterizing evidencebased practice include †¢ learning about cause-effect connections in professional practices; †¢ isolating the variations that measurably affect desired outcomes; 260 Academy of Management Review April creating a culture of evidence-based decision making and research participation; †¢ using information-sharing communities to reduce overuse, underuse, and misuse of specific practices; †¢ building decision supports to promote practices the evidence validates, along with techniques and artifacts that make the decision easier to execute or perform (e. g. , checklists, protocols, or standing orders); and †¢ having individual, organizational, and institutional factors promote access to knowledge and its use. Now let’s consider what such practice might mean for management and organizations. WHY EVIDENCE-BASED MANAGEMENT IS IMPORTANT AND TIMELY Evidence-based management is not a new idea. Chester Barnard (1938) promoted the development of a natural science of organization to better understand the unanticipated problems associated with authority and consent. Since Barnard’s time, however, we have struggled to connect science and practice without a vision or model to do so. Evidence-based management, in my opinion, provides the needed model to guide the closing of the research-practice gap. In this section I address why evidence-based management is timely and practical. Calling Attention to Facts: â€Å"Big E Evidence† and â€Å"little e evidence† An evidence orientation shows that decision quality is a direct function of available facts, creating a demand for reliable and valid information when making managerial and organizational decisions. Improving information continues a trend begun in the quality movement over thirty years ago, giving systematic attention to discrete facts, indicative of quality (e. g. , machine performance, customer interactions, employee attitudes and behavior [Evans & Dean, 2000]). This trend continues in recent developments regarding open-book management (Case, 1995; Ferrante & Rousseau, 2001) and the use of organizational fact finding and experimentation to improve decision quality (Pfeffer & Sutton, in press). In all the attention we now give to evidence, it helps to differentiate what might be called â€Å"Big E Evidence† from â€Å"little e evidence. † Big E Evidence refers to generalizable knowledge regarding cause-effect connections (e. g. , specific goals promote higher attainment than general or vague goals) derived from scientific methods—the focus of this article. Little e evidence is local or organization specific, as exemplified by root cause analysis and other fact-based approaches the total quality movement introduced for organizational decision making (Deming, 1993; Evans & Dean, 2000). It refers to data systematically gathered in a particular setting to inform local decisions. As the saying goes, â€Å"facts are our friends,† when local efforts to accumulate information relevant to a particular problem lead to more effective solutions. Although decision makers who rely on scientific principles are more likely to gather facts systematically in order to choose an appropriate course of action (e. . , Sackett et al. , 2000), fact gathering (â€Å"evidence†) doesn’t necessarily lead decision makers to use social science knowledge (â€Å"Evidence†) in interpretating these facts. In my introductory example of the health care system, the executive director might have concluded that the performance differences across t he twenty clinics were due to something about the clinics or their managers. It was his knowledge of a basic principle in psychology that gave him an alternative and, ultimately, more effective interpretation. However, systematic attention to local facts can prompt managers to look for principles that account for their observations. The opening example illustrates how scientific principles and local facts go together to solve problems and make decisions. Opportunity to Better Implement Managerial Decisions In highly competitive environments, good execution may be as important as the strategic choices managers make. Implementation is a strong suit of evidence-based management through the wealth of research available to guide effective execution (e. g. , goal setting and feedback [Locke & Latham, 1984]; feedback and redesign [Goodman, 2001]). Indeed, with greater orientation toward scientific evidence, health care management’s guidelines frequently reference social and organizational research on implementation (e. g. , Lemieux-Charles & Champayne, 2004; Lomas, Culyer, McCutcheon, 2006 Rousseau 261 McAuley, & Law, 2005). The continued wide variation we observe in how organizations execute decisions (e. g. , in goal clarity, stakeholder participation, feedback processes, and allowance for redesign) is remarkable, given the advanced knowledge we possess about effective implementation and what is at stake should implementation fail. Better Managers, Better Learning Given the powerful impact managers’ decisions have on the fate of their firms, managerial competence is a critical and often scarce resource. Improved managerial competence is a direct outgrowth of a greater focus on evidencebased management. Managers need real learning, not fads or false conclusions. When managers acquire a systematic understanding of the principles governing organizations and human behavior, what they learn is valid—that is to say, it is repeatable over time and generalizable across situations. It is less likely that what managers learn will be wrong. Today, the poor information commonly available to managers regarding the organizational consequences of their decisions means that experiences are likely to be misinterpreted— subject to perceptual gaps and misunderstandings. Consider the case of a supervisor who overuses threats and punishment as behavioral tools. A punisher who keys on the fact that punishing suppresses behavior can completely miss its other consequence—its inability to encourage positive behavior. Status differences and organizational politics make it unlikely that the punisher will learn the true consequences of that style, by limiting and distorting feedback. The reality is that managers tend to work in settings that make valid learning difficult. This difficulty is compounded by the widespread uptake of organizational fads and fashions, â€Å"adopted overenthusiastically, implemented inadequately, then discarded prematurely in favor of the latest trend† (Walshe & Rundall, 2001; 437; see also Staw & Epstein, 2000). In such settings managers cannot even learn why their decisions were wrong, let alone what alternatives would have been right. Evidence-based management leads to valid learning and continuous improvement, rather than a checkered career based on false assumptions. Organizational legitimacy is another product of evidence-based management. Where decisions are based on systematic causal knowledge, conditioned by expertise leading to successful implementation, firms find it easier to deliver on promises made to stockholders, employees, customers, and others (e. g. , Goodman & Rousseau, 2004; Rucci, Kirn, & Quinn, 1998). Legitimacy is a result of making decisions in a systematic and informed fashion, thus making a firm’s actions more readily justifiable in the eyes of stakeholders. Yet, given evidence-based management’s numerous advantages, why then is the research-practice gap so large? I next turn to the array of factors that align to perpetuate this evidence-deprived status quo. WHY MANAGERS DON’T PRACTICE EVIDENCE-BASED MANAGEMENT The research-practice gap among managers results from several factors. First and foremost, managers typically do not know the evidence. Less than 1 percent of HR managers read the academic literature regularly (Rynes, Brown, & Colbert, 2002), and the consultants who advise them are unlikely to do so either. Despite the explosion of research on decision making, individual and group performance, business strategy, and other domains directly tied to organizational practices, few practicing managers access this work. (I note, however, that of the four periodicals the Academy publishes, it is the empirical Academy of Management Journal to which company libraries most widely subscribe. So there is some recognition that this research exists! ) Evidence-based management can threaten managers’ personal freedom to run their organizations as they see fit. A similar resistance characterized supervisory responses to scientific management nearly 100 years ago, when Frederick Taylor’s structured methods for improving efficiency were discarded because they were believed to interfere with management’s prerogatives in supervising employees. Part of this pushback stems from the belief that good management is an art—the â€Å"romance of leadership† school of thought (e. g. , Meindl, Erlich, & Dukerich, 1985), where a shift to evidence and analysis connotes loss of creativity and autonomy. Such concerns are not unique: physicians have wrestled with similar dilemmas, expressed in 62 Academy of Management Review April the aptly titled article â€Å"False Dichotomies: EBM, Clinical Freedom and the Art of Medicine† (Parker, 2005). Managerial work itself differs from clinical work and other fields engaged in evidencebased practice in important ways. First, managerial decisions often involve long time lags and littl e feedback, as in the case of a recruiter hiring someone to eventually take over a senior position in the firm. Years may pass before the true quality of that decision can be discerned, and, by then, the recruiter and others involved are likely to have moved on (Jaques, 1976). Managerial decisions often are influenced by other stakeholders who impose constraints (Miller, 1992). Obtaining stakeholder support can involve politicking and compromise, altering the decision made, or even whether it is made at all. Incentives tied to managerial decisions are subject to contradictory pressures from senior executives, stockholders, customers, and employees. Last, it’s not always obvious that a decision is being made, given the array of interactions that compose managerial work (Walshe & Randall, 2001). A manager who declines to train a subordinate, for example, may not realize that particular act ultimately may lead the employee to quit. Evidence-based management can be a tough sell to many managers, because management, in contrast to medicine or nursing, is not a profession. Given the diverse backgrounds and education of managers, there is limited understanding of scientific method. With no formally mandated education or credentials (and even an MBA is no guarantee), practicing managers have no body of shared knowledge. Lacking shared scientific knowledge to add weight to an evidence-based decision, managers commonly rely on other bases (e. g. , experience, formal power, incentives, and threats) when making decisions acceptable to their superiors and constituents. Firms themselves—particularly those in the private sector— contribute to the limited value placed on science-based management practice. Although pharmaceutical firms advertise their investment in biotechnology and basic research, the typical business does not have the advancement of managerial knowledge in its mission. Historically leading corporations such as Cadbury, IBM, and General Motors were actively engaged in research on company selec- tion and training practices, employee motivation, and supervisory behavior. Their efforts contributed substantially to the early managerial practice evidence base. But few organizations today do their own managerial research or regularly collaborate with those who do, despite the considerable benefits from industry-university collaborations (Cyert & Goodman, 1997); the globally experienced time crunch in managerial work and the press for short-term results have reduced such collaborations to dispensable frills. Nonetheless, hospitals participate in clinical research and school systems evaluate policy interventions. In contrast to more evidence-oriented domains, such as policing and education, management is most often a private sector activity. It is less influenced by public policy pressures promoting similar practices while creating comparative advantage via distinctiveness. Businesses are characterized by the belief that the particulars of the organization, its practices, and its problems are special and unique—a widespread phenomenon termed the uniqueness paradox (Martin, Feldman, Hatch, & Sitkin, 1983). Observed among clinical care givers and law enforcement practitioners too, the uniqueness paradox can interfere with transfer of research findings across settings—unless dispelled by better education and experience with evidencebased practice (e. g. , Sackett et al. , 2000). Yet, despite all these factors, the most important reason evidence-based management is still a hope and not a reality is not due to managers themselves or their organizations. Rather, professors like me and the programs in which we teach must accept a large measure of blame. We typically do not educate managers to know or use scientific evidence. Research evidence is not the central focus of study for undergraduate business students, MBAs, or executives in continuing education programs (Trank & Rynes, 2003), where case examples and popular concepts from nonresearch-oriented magazines such as the Harvard Business Review take center stage. Consistent with the diminution of research in behavioral course work, business students and practicing managers have no ready access to research. No communities of experts vet research regarding effective management practice (in contrast to the collaboratives that vet health care, criminal justice, and educational research [e. . , Campbell Collaboration, 2006 Rousseau 263 2005; Cochrane Collaboration, 2005]). Few MBAs encounter a peer-reviewed journal during their student days, let alone later. Consequently, it’s time to look critically at the role we educators play in limiting managers’ knowledge and use of research evidence. EVIDENCE-BASED MANAGEMENT AND OUR ROLE AS EDUCATORS My biggest surprise as the Academy president turned out to be the most frequent topic of emails sent to me by Academy members: complaints about our journals from self-identified teaching-oriented members. A typical email goes like this: â€Å"I want to let you know what a waste the Academy journals are. There’s nothing in them at all pertinent to my teaching. The Academy should be for everybody, not just researchers. † My first response was to feel guilty (why hadn’t I seen this? ). But then I started to think more deeply about what this message implies. It says that educators aren’t finding ideas in journals that cause them to change what they teach. This might mean that current research is irrelevant to what’s being taught if educators focus on other topics. It could mean that the kind of information research articles provide about principles or practices is insufficient to determine what settings or circumstances their findings apply to. Or it could even mean that professors aren’t updating their course material when research findings differ from what they teach. These emails prompted me to wonder what exactly we are teaching. If we are teaching what research findings support, the content of a class has to change from time to time, with new evidence or better-specified theory. The concern that prompted this address stemmed from these emails: the role we educators play in the research-practice gap. How Professors Contribute to the ResearchPractice Gap Management education is itself often not evidence based, something Trank and Rynes implicitly recognize (2003) as the â€Å"dumbing down† of management education. They also persuasively demonstrated that, in place of evidence, behavioral courses in business schools focus on general skills (e. g. , team building, conflict man- agement) and current case examples. Through these stimulating, ostensibly relevant activities, we capture student interest, helping to deflect the criticism â€Å"How is this going to help me get my first job? † Business schools reinforce this by relying heavily on student ratings instead of assessing real learning (Rynes, Trank, Lawson, & Ilies, 2003). Stimulating courses and active learning must be core features of training in evidence-based management, because these educational features are good pedagogy. The manner and content of our approaches to behavioral courses perpetuate the research-practice gap. Weak Research-Education Connection Pick up any popular management textbook and you will find that Frederick Herzberg’s work lives, but not Max Weber’s. Herzberg’s longdiscredited two-factor theory is typically included in the motivation section of management textbooks, despite the fact that it was discredited as an artifact of method bias over thirty years ago (House & Wigdor, 1967). I asked a famous author of many best-selling textbooks why this was so. â€Å"Because professors like to teach Herzberg! † he answered. Students want updated business examples but can’t really tell if the research claims are valid. † This conversation suggests that professors are likely to teach what they learned in graduate school and not necessarily what current research supports. (Since many management professors are adjuncts valued for their practical experience but are from diverse backgrounds, even educators of comparable professional age may not share scien tific knowledge. ) I suspect that the persistence of Herzberg will continue until all the professors who learned the twofactor theory in graduate school (c. 960 –1970) retire. However, business schools may discourage inclusion of some well-substantiated topics because they don’t â€Å"sound† managerial. Paul Hirsch, the well-known sociologist, tells the story that when he flies business class, his seatmates ask what he does for a living. When he identifies himself as a business school professor, the next customary question is â€Å"What do you teach? † As a sociologist steeped in Weber and the century of research he spawned, Paul used to say, â€Å"Bureaucracy. † His seatmates frequently 264 Academy of Management Review April moved to the opposite wing at that point, until Paul wised up and found a more appealing response: â€Å"Management† (personal communication). Paul notes that managers still need to understand bureaucratic processes, so he hasn’t changed what he teaches— only what he calls it. I do this too: I no longer call socialization, training, and rules â€Å"substitutes for leadership† (Kerr & Jermier, 1978), having found that the last thing a would-be manager wants to hear is how he or she can be replaced. The implications are clear. We frame, and perhaps even slant, what we teach to make it more palatable. Can it be we are on that slippery slope of avoiding teaching the most current social science findings relevant to managers and organizations, from downsizing to ethical decision making, because we fear our audience won’t like the implications? Failure to Manage Student Expectations Student expectations do drive course content, and current evidence indicates that there is a strong preference for turnkey, ready-to-use solutions to problems these students will face in their first jobs (Trank & Rynes, 2003). What efforts do we make to manage these expectations? Unless students are persuaded to value sciencebased principles and their own role in turning these principles into sound organizational practice, it will be nigh impossible for faculty to resist the pressure to teach only today’s solutions. We might start by asking students who they think updates more effectively—practitioners trained in solutions or in principles. Effective practices in 2006 need not be the same as those in 2016, let alone 2036, when the majority of today’s business students will still be working. If we teach solutions to problems, such as how to obtain accurate information on a worker’s performance, students will acquire a tool—perhaps, for example, 360-degree feedback. Yet they won’t understand the underlying cognitive processes (whether feedback is task related or self-focused), social factors (the relationships between ratees and raters), and organizational mechanisms (used for developmental purposes or compensation decisions), which explain how, when, and why 360-degree feedback might work (or not). Imagine a doctor who knows to prescribe antibiotics to patients with bronchitis (a common recommendation in the 1980s before recognition of antibiotic overuse [Franklin, 2005]) but doesn’t understand the basic physiology that can lead other therapies to be comparable, more effective, or have fewer downsides. In the case of feedback, basic social science research is quite robust regarding how feedback impacts behavior (Kinicki & Kreitner, 2003). Such knowledge is likely to generate broader utility and more durable solutions over time than training in any particular feedback tool. Lack of Models for Evidence-Based Management Case methods are de rigueur in business schools, helping to develop students’ analytic skills and familiarity with conditions they will face as practicing managers. The cases that I find most effective are those that have an individual manager as a protagonist (as opposed to those that describe an organization without developing one or two central personalities). A central character creates tension and evokes student identification with the events taking place. That character is typically a manager, who can be the change agent responsible for solving the problem or a catalyst for the dysfunctional behavior on which the cases focuses. Either way, students have a model—a positive or negative referent—from which they can learn how to behave (or not) in the future. As with most complex behaviors, from parenting to managing, people learn better when they have competent models (Bandura, 1971). Nonetheless, in twenty-five years of using cases in class, I cannot recall a single time in which a protagonist reflected on research evidence in the course of his or her decision making. No Expectation for Updating Evidence-Based Knowledge Throughout the Manager’s Career Upon graduation, few business students recognize that the knowledge they may have acquired can be surpassed over time by new findings. Although social science knowledge continues to expand, business school training does not prepare graduates to tap into it. Neither students nor managers have clear ideas of how to update their knowledge as new evidence emerges. 2006 Rousseau 265 There are few models of what an â€Å"expert† manager knows that a novice does not (see Hill, 1992, for an exception). In contrast, expert nurses are known to behave in very different ways from novices or less-than-expert midcareer nurses (Benner, 2001). They more rapidly size up a situation accurately and deal simultaneously with more co-occurring factors. In the professions, extensive postgraduate development exists to deepen expertise to produce a higher quality of practice. In contrast, business schools often imply that MBAs know all they need to know when they graduate. WHAT WE CAN DO TO CLOSE THE RESEARCH-PRACTICE GAP There is a lot we can do to close the researchpractice gap, both as individual educators and through working collectively. Manage Student Expectations We can manage student expectations with regard to the role of behavioral course work in the student’s broader career. I often introduce myself to full-time students by telling them that the easiest teaching I do has always been to executives, because these experienced managers come to the program convinced that human behavior and group processes are the most critical things they need to learn. At this point in their careers, our full-time students can only be novices whose expertise will grow with time and active effort on their part to understand the dynamics of behavior in organizations. Try asking students what the difference is between ten years of experience and one year of experience repeated ten times. Then let them imagine what ten years of experience in becoming more expert on behavior and group processes in organizations would look like (the types of job, people, settings, etc. ). Let them also imagine this for one year repeated ten times. Reflecting on these contrasting visions of their careers gives students an opportunity to raise their expectations of themselves as professional managers. There are various related means for managing expectations, including the creation of learning contracts based on the learner’s anticipated future roles, the behavioral knowledge and skills these roles will necessitate, and how that knowledge and skill will be acquired in the course (Goodman, 2005). It is easier to do this as part of a larger curriculum framed by anticipated future roles—the would-be-manager’s story (Schank, 2003). Important also is the next feature: providing models of evidence-based practice and evidence-based managers. Provide Models of Evidence-Based Practice We need to model evidence-based practice in our teaching and in the curriculum. Psychological research on learning offers a useful guide for course/curriculum practices (e. g. , Kersting, 2005). These include exposing the learner to models of competent evidence-based managers. I have been fortunate to encounter such a person. John Zanardelli is the CEO of Asbury Heights, the Methodist Home for the Aged, Mt. Lebanon, Pennsylvania. I first met John in an executive course on change management at Carnegie Mellon. He peppered me with questions about skills, information, and management tactics and wanted to know the research support behind my answers. Trained as an epidemiologist, John understands the scientific method and regularly looks for scientific corroboration of ideas he comes across in popular management books and from self-proclaimed experts. (Not surprisingly, the calls for evidence-based management largely have come from health care professionals and scholars [e. g. , DeAngelis, 2005; Kovner, Elton, & Billings, 2005]. I knew that I was seeing an unusual manager, to say the least, when John, faced with the need to redesign his organization’s compensation practices, went off to the Carnegie Mellon library to read J. Stacy Adams’ equity theory! His organization’s vision statement is built around the concept â€Å"Where Loving Care and Science Come Together. † Managers such as John Zanardelli provide exemplars of the complex set of proficiencies required to b ecome a master management practitioner. Using them as examples reinforces the notion that the typical twenty-something student is a novice taking first steps along the path to becoming an expert (e. . , Benner, 2001; Hill, 1992). Active practice, self-reflection, and feedback are core learning principles (Schon, 1983). ? Developing student competence through active practice entails project work supported by ongoing reflection and debriefing regarding what constitutes valid learning and effective behavior. Similarly, our educational practices, 266 Academy of Management Review April courses, and curricula need that same reflection and evolution to effectively model evidencebased teaching. Promote Active Use of Evidence Students need to know that evidence is available, and they need to learn how to apply it. This necessitates a balance between teaching principles—that is, cause-effect knowledge—and practices—that is, solutions to organizational problems—though the mix is subject to dispute (Bennis & O’Toole, 2005). In the spirit of making the course tell a story students can understand and participate in, a course conveying how a novice becomes an expert manager, like any good story, involves a succession of experiences, trials, failures, and successes (Schank, 2003). That story line is marked by the acquisition of distinctly different kinds of knowledge. There is declarative knowledge regarding principles or cause-effect relationships. Students can acquire principles in a variety of ways. They might address the appropriateness of group incentives versus individual incentives by locating evidence in a textbook, in journals, or online. Informing students of the â€Å"evidence† through lectures and books has its place, but there is value in identifying and deriving the principles themselves from the sources that will remain available to them throughout their careers. Students can learn a good deal from actively accessing evidence, using it to solve problems, reflecting—and trying again. Indeed, one of the most powerful forms of learning may be deriving principles from experience and reflection, as when students review cases and then derive the principles governing the underlying outcomes (Thompson, Gentner, & Loewenstein, 2003). Thompson and her colleagues found that students learned better when they developed principles from cases than when they derived solutions, a finding consistent with basic psychological research on learning (Anderson, Fincham, & Douglass, 1997). Actually using evidence takes a metaskill— the ability to turn evidence-based principles into solutions. A form of procedural knowledge, a solution-oriented approach to evidence use is comparable to product design, where end users and knowledgeable others familiar with the situation in which the product will be used jointly participate in specifying its features and functionality. Perhaps one of the first products of behavioral research in organizations was the revolving spindle restaurants use to convey customer orders to the kitchen. William Foote Whyte (1948) discovered that status differences between restaurent wait staff (typically female) and the (male) chef led to conflicts, because chefs disliked taking orders from women. The revolving order spindle to which waitresses could attach an order and spin it in the direction of the kitchen allowed customer orders to be conveyed impersonally, reducing workplace conflict and improving communication. Other researchbased products include decision supports such as checklists to guide a performance review or action plans to conduct meetings in ways that build consensus (e. . , Mohrman & Mohrman, 1997), effectively translating the evidence into guides for action. Build Collaborations Among Managers, Researchers, and Educators As the saying goes, it takes a village to educate people. Changing how we educate managers in professional schools necessitates a collective attitude and behavior shift among educators, researchers, current managers, and recruiters. Pfeffer and Sut ton’s (in press) book calls attention to managerial heroes—people who use evidence to turn troubled companies around and/or to create sustained successes. As in the case of any change in collective attitudes (Gladwell, 2002), turning evidence-based management from a practice of a prophetic few into the mainstream requires champions— credible people like Pfeffer and Sutton’s managerial heroes—to advertise its value. Networks of individuals, excited by what evidence-based management makes possible, need to exist to disseminate it to others. One such collaborative network might parallel the Cochrane Collaboration in medicine and the Campbell Collaboration in criminal justice and education. Such a community has been advocated to promote evidenced-based management of health care organizations [Kovner et al. , 2005], suggesting that communities of experts might effectively be built around the management of specific kinds of organizations. ) Each represents a worldwide community of experts created to provide ready access to a particular 2006 Rousseau 267 body of evidence and the practices it supports. Community members, p ractitioners as well as researchers, collaborate in summarizing stateof-the-art knowledge on practices known to be important. Information is presented in sufficient detail regarding evidence and sources of outcome variation to reduce underuse, overuse, and misuse. While these communities are geographically distributed, they also sponsor face-to-face meetings to promote community building, commitment, and learning. Their major product is online access to information, designed for easy use. EVIDENCE-BASED PRACTICE CAN BE MISUNDERSTOOD On a cautionary note, the label evidencebased practice can be misapplied. It can be used to characterize superficial practices (another company’s so-called best practice or the latest tool consultants are selling). Alternatively, it can be used as a club (the kind with a nail in it) to force compliance with a standard that may not be universally applicable. One downside of poor implementation of evidence-based medicine is the challenge the British health care system has faced owing to the use of the Cochrane Collaboration’s recommendations to regulate clinical care decisions, with enforcement of the recommendations regardless of their suitability for particular patients (Eysenbach & Kummervold, 2005). Evidence-based practice is not onesize-fits-all; it’s the best current evidence coupled with informed expert judgment. OUR OWN ZEITGEIST PROMOTING EVIDENCE-BASED PRACTICE OF MANAGEMENT Forty years elapsed between Semmelweis’s discoveries and the formulation of germ theory. One hundred years later, even basic infectionreducing practices such as hand washing still are not consistently performed in hospitals (Johns Hopkins Medicine, 2004). Considering the personal growth and social and organizational changes evidence-based practice requires, our own evidence-based management zeitgeist still has plenty of time to run. The first challenge is consciousness raising regarding the rich array of evidence that can improve effectiveness of managerial decisions. Educating opinion leaders, including prominent executives and educators, in the nature and value of evidence-based approaches builds champions who can get the word out. Updating management education with the latest research must be ongoing, demanding that educators and textbook writers apprise themselves of new research findings. The onus is on researchers to make generalizability clearer by providing better information in their reports regarding the context in which their findings were observed. All parties need to put greater emphasis on learning how to translate research findings into solutions. In the case of researchers, too much information that might affect the translations of findings to practice remains tacit, in the apparent minutiae research reports omit, known only to the researcher. Educators need to help students acquire the metaskills for designing solutions around the research principles they teach. Managers must learn how to experiment with possible evidence-based solutions and to adapt them to particular settings. We need knowledgesharing networks composed of educators, researchers, and manager/practitioners to help create and disseminate management-oriented research summaries and practices that best evidence supports. Building a culture in which managers learn to learn from evidence is a critical aspect of effective evidence use (Pfeffer & Sutton, in press). Developing managerial competence historically has been viewed as a training issue, underestimating the investment in collective capabilities that is needed (Mohrman, Gibson, & Mohrman, 2001). The promises of evidence-based management are manifold. It affords higher-quality managerial decisions that are better implemented, and it yields outcomes more in line with organizational goals. Those who use evidence (E and e) and learn to use it well have comparative advantage over their less competent counterparts. Managers, educators, and researchers can learn more systematically throughout their careers regarding principles that govern human behavior and organizational actions and the solutions that enhance contemporary organizational performance and member experience. A focus on evidence use may also ultimately help to blur the boundaries between researchers, educators, and managers, creating a lively community with many feedback loops where information is sys- 268 Academy of Management Review April tematically gathered, evaluated, disseminated, implemented, reevaluated, and shared. The promise of evidence-based management contrasts with the staying power or stickiness of the status quo. Like the QWERTY keyboard created for manual typewriters, but inefficient in the age of word processing, management-asusual survives, despite being out of step with contemporary needs. Failure to evolve toward evidence-based management, however, is costlier than mere inefficiency. It deprives organizations, their members, our students, and the general public of greater success and better managers. Please join with me in working to make evidence-based management a reality. REFERENCES Anderson, J. R. , Fincham, J. M. , & Douglass, S. 1997. The role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23: 932–945. Bandura, A. 1971. Social learning theory. New York: General Learning Press. Barlow, D. H. 2004. Psychological treatments. American Psychologist, 59: 869 – 878. Barnard, C. I. 1938. Functions of the executive. Cambridge, MA: Harvard University Press. Benner, P. 2001. From novice to expert: Excellence and power in clinical nursing practice (commemorative ed. ). Menlo Park, CA: Addison-Wesley. Bennis, W. G. , & O’Toole, J. 2004. How business schools lost their way. Harvard Business Review, 82(3): 96 –104. Campbell Collaboration. 2005. http://www. campbellcollaboration. org/, accessed December 5. Cascio, W. F. , Young, C. E. , & Morris, J. K. 1997. Financial consequences of employment-change decisions in major U. S. corporations. Academy of Management Journal, 40: 1175–1189. Case, J. 1995. Open-book management: The coming business revolution. New York: Harper Business. Cochrane Collaboration. 2005. http://www. cochrane. org/ index0. htm, accessed December 5. Cowherd, D. , & Levine, D. I. 1992. Product quality and pay equity between lower-level employees and top management: An investigation of distributive justice theory. Administrative Science Quarterly, 37: 302–320. Cyert, R. M. , & Goodman, P. S. 1997. Creating effective university-industry alliances: An organizational learning perspective. Organizational Dynamics, 25(4): 45–57. DeAngelis, T. 2005. Shaping evidence-based practice. APA Monitor, 35(3): 26 –31. Deming, W. E. 1993. The new economics for industry, government, and education. Cambridge, MA: Massachusetts Institute of Technology. Desvarieux, M. , Demmer, R. T. , Rundek, T. , Boden-Abala, B. , Jacobs, D. R. , Jr. , Sacco, R. L. , & Papapanou, P. N. 2005. Periodontal microbiota and carotid intima-media thickness: The oral infections and vascular disease epidemiology study (INVEST). Circulation, 111: 576 –582. Evans, J. R. , & Dean, J. W. , Jr. 2000. Total quality: Management, organization, and strategy (2nd ed. ). Cincinnati: South-Western Publishing. Eysenbach, G. , & Kummervold, P. E. 2005. Is cybermedicine killing you? The story of a Cochrane disaster. Journal of Medical Internet Research, 7(2): article e21. Ferrante, C. J. , & Rousseau, D. M. 2001. Bringing open book management into the academic line of sight. In C. L. Cooper & D. M. Rousseau (Eds. ), Employee versus owner issues (Trends in Organizational Behavior Series), vol. 8: 97–116. Chichester, UK: Wiley. Franklin, D. 2005. Antibiotics aren’t always the answer. New York Times, August 30: D5. Frieze, I. H. 1976. Causal attributions and information seeking to explain success and failure. Journal of Research in Personality, 10: 293–305. Gladwell, M. 2002. The tipping point: How little things can make a big difference. New York: Back Bay Books. Goodman, P. S. 001. Missing organizational linkages. Newbury Park, CA: Sage. Goodman, P. S. 2005. The organizational learning contract. Working paper, Tepper School of Business, Carnegie Mellon University, Pittsburgh. Goodman, P. S. , & Rousseau, D. M. 2004. Organizational change that produces results. Academy of Management Executive, 18(3): 7–19. Hill, L. A. 1992. B ecoming a manager: How new managers master the challenges of leadership. Boston: Harvard Business School Press. House, R. J. , & Wigdor, L. A. , 1967. Herzberg’s dual-factor theory of job satisfaction and motivation. Personnel Psychology, 23: 369 –389. Jadad, A. R. Haynes, R. B. , Hunt, D. , & Browman, G. P. 2000. The internet and evidence-based decision-making: A needed synergy for efficient knowledge management in health care. Canadian Medical Association Journal, 162: 362–365. Jaques, E. 1976. (Reprinted in 1993. ) A general theory of bureaucracy. London: Gregg Revivals. Jimerson, S. R. , Anderson, G. , & Whipple, A. 2002. Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school. Psychology in the Schools, 39:441– 457. Johns Hopkins Medicine. 2004. Expert on hospital infections talks about hand washing. http://www. opkinsmedicine. org/Press_releases/2004/10_28_04. html, October 28. Kersting, K. 2005. Integrating research into teaching. APA Monitor, 35(1): 19. Kerr, S. , & Jermier, J. M. 1978. Substitutes for leadership: Their meaning and measurement. Organizational Behavior and Human Performance, 22: 375– 403. 2006 Rousseau 269 and quality in human service work: 33– 46. Munich: Hampp. Kinicki, A. , & Kreitner, R. 2003. Organizational behavior: Key concepts, skills and best practices. New York: McGrawHill. Kolata, G. 2004. Program coaxes hospitals to see treatments under their noses. New York Times, December 2: A1, C8. Kovner, A. R. , Elton, J. J. , & Billings, J. D. 2005. Evidence-based management. Frontiers of Health Services Management, 16(4): 3–24. Lemieux-Charles, L. , & Champagne, F. 2004. Using knowledge and evidence in healthcare: Multidisciplinary perspectives. Toronto: University of Toronto Press. Locke, E. A. , & Latham, G. P. 1984. Goal setting: A motivational technique that works. Englewood Cliffs, NJ: Prentice-Hall. Lomas, J. , Culyer, T. , McCutcheon, C. , McAuley, L. , & Law, S. 2005. Conceptualizing evidence for health system guidance. Final report to Canadian Health Services Research Foundation, Ottawa, Ontario. Martin, J. , Feldman, M. , Hatch, M. , & Sitkin, S. B. 1983. The uniqueness paradox in organizational stories. Administrative Science Quarterly, 28: 438 – 453. Meindl, J. 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Academy of Management Learning & Education, 2: 189 – 205. Tyler, T. 1990. Why people obey the law. New Haven, CT: Yale University Press. Walshe, K. , & Rundall, T. G. 2001. Evidence-based management: From theory to practice in health care. Milbank Quarterly, 79: 429 – 457. Whyte, W. F. 1948. Human relations in the restaurant industry. New York: McGraw-Hill. Denise M. Rousseau ([email  protected] edu) is past president of the Academy of Management and H. J. Heinz II Professor of Organizational Behavior and Public Policy at Carnegie Mellon University, jointly in the Heinz School of Public Policy and Management and the Tepper School of Business.

Why I Don t Think - 2135 Words

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A Brief Note On Magazines And Other Forms Of Multi Media

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Social Work Narrative Free Essays

string(95) " down in their luck because of unemployment, disabilities or all other poverty related issues\." Personal Narrative Statement 1)How do you account for your interest in social work? In your response, discuss paid or volunteer experiences that support your choice of social work as a profession? My interest in social work developed during college. I always had a interest in helping others in one way or another. I joined a sorority in college, Delta Sigma Theta, which is based off of community service. We will write a custom essay sample on Social Work Narrative or any similar topic only for you Order Now During the week I would volunteer to tutor children that were struggling in certain areas of school. I would talk to these children and explain to them the importance of education and try to influence them as much as possible to try their hardest in everything that they do. I would also go to nursing homes, with other member of our organization, and play bingo with their residents. We thought it was important to spend time with the elderly and/or sick as well. Just knowing how much it meant to those residents for us to come and spend time with them was a phenomenal feeling. After college I worked for the Indianapolis Juvenile Correctional Facility (Girl School) as a Youth Service Officer (YSO). I gained a lot of hands on experience at the Girl School and I was able to work in more depth with the youth. I worked with at least 35-40 troubled teenagers each day. I was their guidance counselor, teacher, disciplinary, and sometimes I felt like their parent. I enjoyed being able to talk with each individual and I learned how to communicate with each of them effectively. Through all these individual experiences I developed a strong desire to become a social worker so that I can help improve people’s lives by helping them cope and solve issues in their everyday lives. )Social work is committed to social justice. What is social justice? What experiences have shaped your interest in advancing social justice? In the future, how will you help advance social justice? Social justice is concerned with equality or equal justice, not just in the courts, but in all aspects of society. This concept demands that people have equal rights and opportunities and this includes everyone, from the poorest to the wealthiest. Social justice refers to a concept of a society that gives individuals and groups fair treatment and fair distribution of advantages, ssets, and benefits among all members of a society. On a positive note, one experience in particular that have shaped my interest in advancing social justice is the inauguration of the first African American President, President Barack Obama. This has had such a positive influence on the minority communities because it has allowed us to see how much things have changed. It has given individuals hope that may have never thought that there would be a Black President or a president outside of the ethnic background of Caucasian. In the future, I hope to be a part of a movement that advances social justice even more. I would like to be a part of something that helps our children in need, employs our workers in need, helps our disabled and heels are criminal justice system. I currently work for a job where I experience inequalities because of my job title or skin color. There are times where I feel that I am not valued as some of my other co-workers due to the difference of our job classification. There are situations that have occurred that I feel like I was misunderstood because of my skin color and some of the negative stereotypes that comes along with it. As a social worker, I would like to establish job confidence, meaning that I would like to implement a system within all jobs that allows all employees no matter of your race, class or gender that allows you maintain the confidence needed to perform your job duties without the ridicule or stereotypes from those of higher positions. 3)What is your perception or understanding of social work as a profession? Elaborate on how you understand social workers intervene with individuals, families, groups, organizations, communities, and political entities? Professional social workers are found in every facet of community life including schools, hospitals, mental health facilities, prisons, military and all other public and private agencies that serve individuals and families in need. Social workers assist individuals, groups or communities restore or enhance social functioning through creating living conditions favorable to their goal or need. Social workers are trained professionals that help people overcome some of life’s most difficult challenges such as poverty, discrimination, abuse, addiction, physical illness, educational issues, mental illness, disability, unemployment, etc. They accomplish this through counseling individuals, families and communities; teaching them how to cope with the stresses of everyday life. From a political standpoint, social workers spend time and money on campaigns that elect public officials that are committed to social work values. Sound public policies enable social workers to meet human needs, be fairly compensated and promote social justice. Overall I perceive social work as a â€Å"take action† profession. Often times, we as human beings complain and talk about what needs to be done but do not do anything beyond that. Social workers are hands on. They are not just talking about what â€Å"should† be done but they are doing something to better our communities. Social workers are about making a difference in society by helping others out that are in need for various reasons. If you are very sick and in need of assistance to perform normal, everyday functions, social workers can assist you in finding a home, affordable to you and your family so that you can have that need met. Social workers assist children that may have been a victim of abuse or witness of domestic violence by removing them from that destructive atmosphere into a much safer environment while providing counseling to aid in the healing process. They provide food, shelter and clothing for those that are down in their luck because of unemployment, disabilities or all other poverty related issues. You read "Social Work Narrative" in category "Narrative essays" There are a wide variety of activities that can be considered social work and professional social workers are employed in many different environments but they all possess one common goal and that is â€Å"helping people†. 4)The concept of cultural pluralism emphasizes respect for diversity of values, heritages, customs, and lifestyles. We are interested in your experiences with people from diverse populations. For each of the following diverse groups, describe how you have worked with each. If you have gaps in your exposure to diversity, what is your plan to broaden your effectiveness to work respectfully and effectively with each of these populations? a)Ethnicity (race, culture) – I have worked with many different ethnicities and cultures in several way. I have worked with different ethnic groups at work, school and everyday life. As a minority, I was raised to treat everyone how I would like to be treated so outside of their physical appearance I look at everyone as my equal. I have different ethnic backgrounds in family which does not seem to be uncommon at all in these days and times. I believe that different backgrounds and cultures is what make our world so beautiful and diverse. b)Spiritual tradition different from your own – Although I don’t understand all of the different spiritual traditions and backgrounds, I definitely have worked with different ones at one time or another. I have dated an individual with a different spiritual background than myself and I learned that although we may have worshiped in different ways; we worshiped for the same purpose. I know that this may not be true of all spiritual backgrounds but I feel that it is important to respect each person spiritual preference even if I don’t agree with their values. I currently work for a hospital and in our registration process we ask each patient if they have a certain spiritual preference that they would like us to note on their chart. We ask this question not to be judgmental but to provide that option if the patient wants to seek clergy while hospitalized. c)Age – I have worked with a variety of ages throughout the year. Currently I work with a wide variety of age groups. I work in a laboratory and there are both older and younger age groups. Our younger employees respect the older employees because we have learned a lot from their experiences. I, personally, have never been discriminated against because of my age, as far as I know, and it does not seem to be a major issue from my experiences. I have also worked over a lot of juveniles in a correctional facility setting. I found this job to be quite challenging at times because these individuals required a lot of attention and redirecting. However, the experience within itself was priceless. d)Disability – Working in a hospital setting has allowed me to encounter a lot of patients with several different disabilities. Watching these patients struggle with things that the average human being might take for granted is a mind-blowing experience within itself. Seeing and hearing these individuals talk about their disabilities has made me become more appreciative of the little things in life like walking, driving, talking, working, being able to dress and bath myself, etc. Although working with people with disabilities can be disheartening, it is also very rewarding because it makes you feel really good to be able to assist another person in need. e)Socio-Economic – I have worked with people with different socio-economic backgrounds or statuses because I have experienced different socio-economic statuses. Both of my parents came from family households containing at least 6 or more children and as a result neither one of my parents had much, economically, as a child. My parents got married and started a family at a young age so as a esult I was raised on a lower socio-economic status then some of my peers. Living in a time where new technologies are developed constantly and wealth and greed are at an all time high, I am constantly striving to achieve more. However, I know to achieve more wealth or higher socio-economic status one must lay a strong educational background foundation which is why I would like to further my education by achieving a M asters Degree. f)Sexual orientation – Sexual orientation is usually divided into 3 groups: Heterosexual, Homosexual, and Bisexual. We live in a time where all three groups are becoming more predominant, especially homosexual and bisexual groups. Regardless of my sexual preference I feel that it is important to respect individual’s decision and not to judge them by it. As a phlebotomist I have to draw all patients regardless of their sexual orientation. I do not treat homosexual’s any different than I treat heterosexual’s when taking precautions against exposures. Actually I was trained to treat all patients as if they had a communicable disease to lessen my risk of exposing myself to contaminants. I have also worked around individuals that outwardly discuss their sexual preferences and I don’t think that they should not discuss it if it is not considered the â€Å"norm†, however I feel that all sexual orientations should be able to express themselves as long as it’s considered appropriate conversation considering the environment. 5)When social workers are in a situation where they must choose between two relevant, but competing choices, and where each choice may have an undesirable consequence for the parties involved, this is called an ethical dilemma. Describe an ethical dilemma you have experienced. Discuss your decision-making process and factors which contributed to the ultimate outcome. Please protect confidentiality, and DO NOT reveal names of individuals or organizations. I worked for my previous job for more than 7 years as a phlebotomist and I gained a lot of training and insight through this experience. With the economy becoming so bad my employer was having to cut back so they had hiring and wage freezes. I was working without insurance because the hiring freeze would not allow me to change my status from PRN to full time so that I could receive benefits. Suddenly, the hospital that I was working for through my employer decided not to renew their contract with my company which had my department in fear of unemployment. The hospital decided to open up their own laboratory and hire their own staff. This had a great impact on my employer because it was a great financial loss for our company which meant more possible cut backs. I was forced to make a difficult decision because I had a lot of experience with the company I was employed for but I needed benefits and the hospital was offering full time status plus benefits. Due to the short notice my current employer was insuring us that if we left them to work for the hospital that we will not be allowed to return there for employment. Do I stay or do I go was the question I would ask myself over and over. What if things didn’t go well with this new laboratory? How long will the hiring and wage freeze last? After a few months of deliberating I finally chose to work for the hospital. I thought this would be a great opportunity for me and I would be able to receive the benefits that I desperately needed for myself and my child. As of now, I have not regretted this decision. Our laboratory is a success and I am currently receiving the health benefits that I was seeking. I make a lot more money than I did with my previous employer and I also receive bonuses, vacation time and holiday pay. This ethical dilemma turned out in my favor after all and I have no desire to return to my previous employer. 6)Social work is a profession that has considerable emotional demands on the practitioner. How do you handle stress and what coping skills do you anticipate using as a competent practitioner? I handle stress the best by remaining calm and focused so that I can think clearly and make good decisions. I like to reflect on what I think is causing the stress and figure out the best way possible to minimize that stressor. As a competent practitioner in the social work profession I plan to have stressful situations therefore I’m not surprised or caught off guard when they occur. I will remain calm and level-headed as much as possible so that I can provide what is necessary. Through my experience I have noticed that people react better to individuals that are calm, confident and in control. People feel a lot safer when they are in the hands of a profession that is in control of the situation and that knows how to remain strong but sensitive to whatever the circumstances may be. 7)Graduate school provides learning opportunities that require an investment of time and energy. Plan to spend an average of 36 hours per week on homework for a full-time load of four courses. In addition, three semesters of field practica require approximately 20-24 hours per week. Discuss why you are prepared to attend graduate school at this time in your life/career. Please describe plans that you are making to adjust your personal and professional life in order to successfully participate in: a)The coursework, class preparation and assignments. Academic pursuits require approximately 9 hours a week per class. b)Two separate field practica of approximately 20-24 hours per week for 3 semesters. These practica must be completed at practicum agencies during daytime hours; rarely do practicum sites offer night/evening/weekend hours. It has been 6 years since I graduated from college after completing my bachelors and I have now decided that I am ready to go back to college to receive a masters degree. Since relocating back to my hometown I have had trouble finding a job in my major, Criminal Justice, and would like to expand my knowledge by returning for a Masters Degree in Social Work (MSW). As a single mother of two children I plan on making a lot of adjustments in order to make this work out for me. I am currently working full-time, 40 hours or more a week, on dayshift so I don’t have to adjust my hours for this program but more or less the amount of hours so that I can focus and have time to complete my assignments. )My children are enrolled in school and daycare so I plan to do a lot of the homework during their school/daycare hours to prevent distractions. I also anticipate a lot of late hours of studying beginning after I lay my children down to sleep at night. My biggest goal is to prevent and form of procrastination from hibernating within myself. I want to stay on top things so that I am not cramming and falling behind in my classes. Organization is also an import ant goal during this endeavor. Remaining organized will prevent me from missing assignments, due dates and all other important factors that may apply. b)The most difficult challenge I am facing during this program will be the field practica of approximately 20-24 hours per week for 3 semesters. I am concerned that financial constraints may develop during this period of unpaid work. Therefore to prepare for this challenge I am currently saving as much money as possible while working full-time now. I want to be able to be focused on my practica and not financially stressed while trying to concentrate on my studies. I also plan on applying for financial aid so that I can receive assistance to help pay for my living expenses or room and board. I was in a similar situation when I did my internship for my bachelors program except for that required 40 hours a week of unpaid time. I successfully completed that task through the methods mentioned previously so I’m confident that everything will work out with this program. When I was a child my parents would always use this quote: â€Å"Where there is a will there is a way† and since I am very much willing I know that my faith will guide me the entire way. How to cite Social Work Narrative, Essays

Why Accountability Formation Is Important free essay sample

Why Accountability Formations Are Important This one thousand word essay that I am writing today is to explain what the importance of accountability formation is. Accountability formation is held every duty day to ensure the safty and well being of all personell within the company or battalion. Accountability starts, at most times, at 0630 hrs for physical training. During this time the First Sgt accounts for the safty and well being of his NCOs who in turn account for the safty and well being of their soldiers.If a soldiers or NCO does not arrive for 0630 formation then every attempt must be made to conntact the missing soldier or NCO. Another formation is then held at 0930 and everyone is once again accounted for on a platoon level. This formation is held not only for accountability but also to assign details to everyone in the unit, put out information about training, future details or tasks that need to be accomplished by COB. We will write a custom essay sample on Why Accountability Formation Is Important or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Tasks come down from battalion to be accomplished and must be accomplished in a timely manner.The same applies to any training that comes down from battalion, the unit must meet their training requirements. These accountability formations are also important because it lets the commander of the unit know how many personnel are avaliable to perform any tasks that come down or for any missions that need to be completed. This is important information because if some one is already assigned to a detail or mission they do not need to be double tapped, this alone could cause issues. The same applies to any soldiers or NCOs that have appointments.You do not want to double tap a soldier or NCO who is booked with appointments. You do not know what the importance of these appoints and there for should not make it hard on that soldier or NCO to meet their appointment. Also is a leader does not know how many people he or she may have then they do not know who is avaliable to complete tasks and or missions. Equipment is also to be accounted for to ensure the readiness of the unit. It is also mandatory to account for the equipment so as to insure that the enemy is not getting ahold of the equipment. All unites have a certain level of readiness that they must meet.It is especially important to account for equipment and personnel during times of deployment. You must be completely ready to deploy when the time comes to ensure that you are ready as a unit for any and all missions that you must accomplish down range. Everything must be accounted for every day at all times. Any food, ammo, personnel, vehicles, fuel. All of these things must be account. The chain of command reports up to battalion to let them know the numbers and readiness of the unit. The unit must be completely ready at all times because you never know when orders will drop to be deployed.