Evidence-based management, the basic principles (with Rob Briner) -- Ask: critical questions about assumed problems and preferred solutions -- Evidence from practitioners -- Acquire: evidence from practitioners -- Appraise: evidence from practitioners -- Evidence from the scientific literature -- A short introduction to science (with Rob Briner) -- Acquire: evidence from the scientific literature -- Appraise: evidence from the scientific literature (with Rob Briner) -- Evidence from the organization -- Acquire: evidence from the organization (with Martin Walker) -- Appraise: evidence from the organization (with martin walker) -- Evidence from stakeholders -- Acquire: evidence from stakeholders -- Appraise: evidence from stakeholders -- Aggregate: weighing and pulling together the evidence -- Apply: incorporating the evidence into the decision-making process (with Alessandra Capezio) -- Assess: evaluate the outcome of the decision taken -- Building the capacity for evidence-based management -- Appendix -- Glossary -- Further reading -- Index
An alliance of researchers lays out a framework for taking decisions based on thinking critically about claims and comparisons. Everyone makes claims about what works. Politicians claim that stop and search will reduce violent crime; friends claim that vaccines cause autism; advertisers claim that natural food is healthy. One group of scientists claims that "deworming" programmes (giving deworming pills to all school children in affected areas) improve school performance and health, calling deworming one of the most potent anti-poverty interventions of our time. Another that deworming does not improve either school performance or health. Unfortunately, people often fail to think critically about the trustworthiness of claims, including policy makers weighing claims made by scientists. Schools do not do enough to prepare young people to think critically 1. So many people struggle to assess the trustworthiness of evidence. As a consequence, they may not make informed choices. To address this deficit, we present here a general tool: Key Concepts for Making Informed Choices (Table 1, with examples in Box 2). We hope scientists and professionals in all fields will use, evolve and evaluate it. The tool was adapted, drawing on the expertise of two dozen researchers, from a framework developed for healthcare 2 (Box 1). Ideally, the Key Concepts for Making Informed Choices should be embedded in education for citizens of all ages. This should be done using learning resources and teaching strategies that have been evaluated and shown to be effective. Trustworthy evidence People are flooded with information. Simply giving them more is unlikely to be helpful unless its value is understood. A recent survey in the UK showed that only about a third of the public trust evidence from medical research; about two-thirds trust the experiences of friends and family 3. Not all evidence is created equal. Yet people often don't appreciate which claims are more trustworthy than others; what sort of comparisons are needed to evaluate ...
