Does Action Planning Create More Harm Than Good? Common Challenges in the Practice of Action Planning After Employee Surveys

2021 ◽  
pp. 002188632110075
Author(s):  
Matt I. Brown
Keyword(s):  
Evidence Based Practice ◽  
Action Planning ◽  
Evidence Based ◽  
Action Plans ◽  
Employee Survey ◽  
Attitudes And Perceptions ◽  
Survey Results ◽  
Planning Processes

Despite the popularity of employee surveys in practice, there has been little research to determine how leaders and managers can effectively take action based on survey results. Without a foundation for evidence-based practice, many organizations rely on action planning processes where individual managers are tasked with developing plans to improve attitudes and perceptions among their subordinates. Although action plans are easy to quantify and monitor, it is unclear whether they are useful for creating change. Action planning is often rated as least favorable among other aspects of employee survey programs. Managers may lack the capability to actively change the causes of dissatisfaction among their subordinates. At worst, managers may grow to perceive action planning as a meaningless, box-checking task. This potentially acts to demotivate and demoralize managers while also increasing pessimism toward future surveys. This article provides several suggestions to avoid these potential pitfalls when designing and implementing employee surveys.

Evidence-Based Practice in Oncology Nursing: Oncology Nursing Society Survey Results

2021 ◽  
Vol 25 (3) ◽  
pp. 282-289
Author(s):  
Pamela Ginex ◽  
Erin Dickman ◽  
Bindu Thomas ◽  
Sharon Tucker ◽  
Jinhong Guo ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Oncology Nursing ◽  
Evidence Based ◽  
Survey Results

scholarly journals Effects of Action Planning After Employee Surveys

2021 ◽  
Author(s):  
Lena-Alyeska Huebner ◽  
Hannes Zacher
Keyword(s):  
Organizational Development ◽  
Planning Process ◽  
Action Planning ◽  
Effect Sizes ◽  
Action Plans ◽  
Employee Survey ◽  
Large Company ◽  
Do So

Abstract. Employee surveys are commonly used tools in organizations for the purpose of organizational development. We investigated the post-survey action planning process in 3,091 organizational units (OUs) of one large company in Germany. We expected action planning to lead to improvements on subsequent employee survey scores, with OUs that continuously and repeatedly planned actions showing the greatest improvements. Results suggest that the development of action plans can lead to improvements on subsequent survey scores, but effect sizes were generally small. Furthermore, managers who initiated action planning in the previous year were more likely to do so again the following year. Overall, these findings contribute to the literature on employee surveys by investigating effects of post-survey action planning.

scholarly journals Professional development in evidence-based practice: course survey results to inform administrative decision making

2019 ◽  
Vol 107 (3) ◽  
Author(s):  
Deborah L. Lauseng ◽  
Carmen Howard ◽  
Emily M. Johnson
Keyword(s):  
Professional Development ◽  
Evidence Based Practice ◽  
Course Evaluations ◽  
Evidence Based ◽  
Course Content ◽  
Roles And Responsibilities ◽  
New Concepts ◽  
Study Team ◽  
Professional Development Needs ◽  
Survey Results

Objective: To understand librarians’ evidence-based practice (EBP) professional development needs and assist library administrators with professional development decisions in their own institutions, the study team surveyed past participants of an EBP online course. This study aimed to (1) understand what course content participants found valuable, (2) discover how participants applied their course learning to their work, and (3) identify which aspects of EBP would be beneficial for future continuing education.Methods: The study team distributed an eighteen-question survey to past participants of the course (2011–2017). The survey covered nontraditional demographic information, course evaluations, course content applications to participants’ work, additional EBP training, and EBP topics for future CE opportunities. The study team analyzed the results using descriptive statistics.Results: Twenty-nine percent of course participants, representing different library environments, responded to the survey. Eighty-five percent of respondents indicated that they had prior EBP training. The most valuable topics were searching the literature (62%) and developing a problem, intervention, comparison, outcome (PICO) question (59%). Critical appraisal was highly rated for further professional development. Fifty-three percent indicated change in their work efforts after participating in the course. Ninety-seven percent noted interest in further EBP continuing education.Conclusions: Survey respondents found value in both familiar and unfamiliar EBP topics, which supported the idea of using professional development for learning new concepts and reinforcing existing knowledge and skills. When given the opportunity to engage in these activities, librarians can experience new or expanded EBP work roles and responsibilities. Additionally, the results provide library administrators insights into the benefit of EBP professional development.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

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