1. Postgraduate Course Evidence-based management: What is stopping us?

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3. WHAT’S STOPING US?  The quick fix problem  The management fad (fashion) problem  Why don’t academics and researchers like EBMgt?  Why don’t managers and practitioners like EBMgt? What is stopping us?

4. Postgraduate Course WHAT’S STOPING US? 1. The Quick Fix Problem

5. Postgraduate Course QUICK FIXES A ‘solution’ which  Focuses on style and presentation, not content  Is always slower than we hoped  Usually doesn’t work  Is followed by another quick fix What is a quick fix?

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13. Postgraduate Course QUICK FIXES Because quick fixes  Can be career-enhancing for managers  Speed is often valued over accuracy  Do we crave quick and easy solutions? So who needs or wants academic research? So why do we do quick fixes?

14. Postgraduate Course WHAT’S STOPING US? 2. The Management Fad Problem

15. Postgraduate Course Group think: management fads The nearly-forgotten fads:  Scientific Management/Taylorism  Business Process Reengineering  Management by results  Excellence  Total Quality Management  Learning Organizations  Knowledge Management

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17. Postgraduate Course Group think: management fads The fads that haven’t been forgotten (yet):  Talent management  Management development  Executive coaching  Emotional intelligence  Employee engagement  Knowledge management  Myers Briggs Type Indicator  Belbin Team Roles

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23.  Promise to deliver a lot and fast  Appear simple  New and shiny  Will make everything alright and help contain anxieties around intractable problems  Help user feel effective and cutting edge  Bits of some fads may work in some contexts So who needs or wants academic research? *Evidence-based management not a fad! So why do we do management fads?

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25. Postgraduate Course WHAT’S STOPING US? 3. Why don’t academics like EBMgt?

26. Postgraduate Course  Ambivalence about the value and applicability of management research  Few incentives to get involved  Primary research (collecting new data) valued more highly than secondary research (reviewing existing data)  EBMgt not academics‘responsibility – this is about practice not research  Some concern that systematic reviews will expose the limited nature of management research  Some academics are like ‘gurus’ and feel that EBMgt might show their claims to be untrue Why don’t academics like EBMgt?

27. Postgraduate Course WHAT’S STOPING US? 4. Why don’t managers like EBMgt?

28. Postgraduate Course  Undermines formal authority  They feel it constrains freedom to make managerial decisions  Speed valued and rewarded more than accuracy  Feel they cannot use their own experience and judgment (not true)  Managers not necessarily rewarded for doing what works (organizations rarely evaluate) Why don’t managers like EBMgt?

29. Postgraduate Course  Huge (peer) pressure to adopt fads Why don’t managers like EBMgt?

30. Postgraduate Course “And there we see the power of any big managerial idea (or fad). It may be smart, like quality, or stupid, like conglomeration. Either way, if everybody's doing it, the pressure to do it too is immense. If it turns out to be smart, great. If it turns out to be stupid, well, you were in good company and most likely ended up no worse off than your competitors. Your company's board consists mostly of CEOs who were probably doing it at their companies. How mad can they get? Huge (peer) pressure to adopt fads

31. Postgraduate Course The true value of conventional management wisdom is not that it's wise or dumb, but that it's conventional. It makes one of the hardest jobs in the world, managing an organization, a little easier. By following it, managers everywhere see a way to drag their sorry behinds through another quarter without getting fired. And isn't that, really, what it's all about?” (Colvin, 2004, Fortune) Huge (peer) pressure to adopt fads

32. Postgraduate Course SO WHAT’S STOPPING US? We are stopping us! So, what is stopping us?