The Causes and Consequences of a Scientific Literature We Cannot Trust: An Evidence-Based Practice Perspective

Briner, Rob B.; Walshe, Neil D.

doi:10.1111/iops.12046

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…Management and micro-organizational research have recently increased focus on the topic of transparency in data and analyses (Briner & Walshe, 2013; Kepes & McDaniel, 2013; see also Nosek, Spies, & Motyl, 2012; Simmons, Nelson, & Simonsohn, 2011). This is due in part to concerns regarding research misconduct (Simonsohn, 2013) as well as differences in opinion regarding the most appropriate procedures for conducting analyses.…”

Section: Strengths Of Archival Researchmentioning

confidence: 99%

Archival Data in Micro-Organizational Research: A Toolkit for Moving to a Broader Set of Topics

Barnes

Dang²,

Leavitt

et al. 2015

Journal of Management

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Compared to macro-organizational researchers, micro-organizational researchers have generally eschewed archival sources of data as a means of advancing knowledge. The goal of this paper is to discuss emerging opportunities to use archival research for the purposes of advancing and testing theory in micro-organizational research. We discuss eight specific strengths common to archival micro-organizational research and how they differ from other traditional methods. We further discuss limitations of archival research, as well as strategies for mitigating these limitations. Taken together, we provide a toolkit to encourage micro-organizational researchers to capitalize on archival data.

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Section: Strengths Of Archival Researchmentioning

confidence: 99%

Archival Data in Micro-Organizational Research: A Toolkit for Moving to a Broader Set of Topics

Barnes

Dang²,

Leavitt

et al. 2015

Journal of Management

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“…Applied psychology requires careful selection and recommendation of evidence-informed interventions to address complex psycho-social problems [ 12 ]. Practitioners rely on academic psychology to support advice provided to commissioners.…”

Section: Introductionmentioning

confidence: 99%

Does it work? Using a Meta-Impact score to examine global effects in quasi-experimental intervention studies

et al. 2022

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The evaluation of applied psychological interventions in the workplace or elsewhere is challenging. Randomisation and matching are difficult to achieve and this often results in substantial heterogeneity within intervention and control groups. As a result, traditional comparison of group means using null hypothesis significance testing may mask effects experienced by some participants. Using longitudinal studies of coaching interventions designed to provide support for dyslexic employees, this study describes and evaluates a different approach using a Meta-Impact score. We offer a conceptual rationale for our method, illustrate how this score is calculated and analysed, and show how it highlights person-specific variations in how participants react and respond to interventions. We argue that Meta-Impact is an incremental supplement to traditional variable-centric group-wise comparisons and can more accurately demonstrate in practice the extent to which an intervention worked. Such methods are needed for applied research, where personalized intervention protocols may require impact analysis for policy, legal and ethical purposes, despite modest sample sizes.

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“…Understanding the situated importance of an EBLD-identity is also important for attempts to develop an EBLD-identity. Although past work has made great strides in developing the competencies to think in an evidence-based manner (Bartunek, 2011; Briner & Walshe, 2013; Erez & Grant, 2014; Giluk & Rynes-Weller, 2012; Pfeffer & Sutton, 2006; Wright et al, 2016; Wright et al, 2018), capturing the heads of the crowd may not mean the same as capturing their hearts. Ironically, the science on leader development could help point the way by switching from more instrumental to more transformative developmental exercises (Avolio et al, 2009; Avolio et al, 2010; Petriglieri et al, 2011; Petriglieri & Petriglieri, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Beyond the descriptive RQ 1, we were interested in exploring what drives academics to forego evidence-based management (EBM). Researchers have highlighted a variety of reasons for why practitioners do not adopt EBM (e.g., not well-trained in evidence-based thinking; Bartunek, 2011; Briner & Walshe, 2013; Giluk & Rynes-Weller, 2012; Pfeffer & Sutton, 2006), but there is little research exploring the extent to which and the reasons why academics adopt EBM or not. Considering their academic training and academic institutional context, we assume that academics have more ability, motivation, as well as opportunity (Rousseau & Gunia, 2016) to engage in EBM than their practitioner counterparts.…”

mentioning

confidence: 99%

Walking Our Evidence-Based Talk: The Case of Leadership Development in Business Schools

Leroy

Anisman-Razin

Avolio

et al. 2022

Journal of Leadership & Organizational Studies

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Academics have lamented that practitioners do not always adopt scientific evidence in practice, yet while academics preach evidence-based management (EBM), they do not always practice it. This paper extends prior literature on difficulties to engage in EBM with insights from behavioral integrity (i.e., the study of what makes individuals and collectives walk their talk). We focus on leader development, widely used but often critiqued for lacking evidence. Analyzing 60 interviews with academic directors of leadership centers at top business schools, we find that the selection of programs does not always align with scientific recommendations nor do schools always engage in high-quality program evaluation. Respondents further indicated a wide variety of challenges that help explain the disconnect between business schools claiming A but practicing B. Behavioral Integrity theory would argue these difficulties are rooted in the lack of an individually owned and collectively endorsed identity, an identity of an evidence-based leader developer (EBLD). A closer inspection of our data confirmed that the lack of a clear and salient EBLD identity makes it difficult for academics to walk their evidence-based leader development talk. We discuss how these findings can help facilitate more evidence-based leader development in an academic context.

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The Causes and Consequences of a Scientific Literature We Cannot Trust: An Evidence-Based Practice Perspective

Cited by 6 publications

References 6 publications

Archival Data in Micro-Organizational Research: A Toolkit for Moving to a Broader Set of Topics

Archival Data in Micro-Organizational Research: A Toolkit for Moving to a Broader Set of Topics

Does it work? Using a Meta-Impact score to examine global effects in quasi-experimental intervention studies

Walking Our Evidence-Based Talk: The Case of Leadership Development in Business Schools

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