New Leader Transition and Acquisition Integration Using an Evidence-Based Action Learning Workshop Influenced by Appreciative Inquiry and Whole Group Approaches

2019 ◽  
pp. 526-532
Author(s):  
Jeffrey W. Flesher
Keyword(s):  
Decision Making ◽  
Appreciative Inquiry ◽  
Case History ◽  
Organization Development ◽  
Action Learning ◽  
Evidence Based ◽  
Development Intervention ◽  
Success Stories ◽  
Current State ◽  
Evidence Based Model

This reflective case history describes an evidence-based organization development intervention conducted for a new division head in a division made up of recently acquired companies. During the workshop, the teams revealed and shared success stories, developed a common evidence-based model of guiding characteristics for continued success, and described current state situations. In order to include the perspectives of all employees, a brief survey focusing on point-of-work needs was sent to every employee in the division. This leader-as-researcher method brought a new level of clarity to decision making, positively engaged the entire division in the process of change, created an enhanced level of transparency across the companies, and formed the basis for greater managerial commitment to evidence-based action.

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

Using Integrative Development to Create a Coaching Culture in a Professional Services Firm

2019 ◽  
pp. 506-514
Author(s):  
David B. Drake
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Adult Development ◽  
Case History ◽  
Organization Development ◽  
Professional Services ◽  
Evidence Based ◽  
Coaching Training ◽  
Professional Services Firm ◽  
Training Organization

This reflective case history introduces integrative development (ID) as an approach for evidence-based organizational change and development initiatives. ID brings adult development and organization development into a unified theory, and it aligns three human resource development disciplines (coaching, training, organization development) into a unified set of practices. The case history outlines how narrative coaching, an ID-based methodology, was used in creating a coaching culture in a professional services firm and offers principles and recommendations for EBOCD practitioners.

Creating a Business Unit Within a Large Sports and Entertainment Organization's Theatre Operation

2019 ◽  
pp. 483-491
Author(s):  
John Baaki ◽  
Maria Cseh
Keyword(s):  
Organizational Change ◽  
Human Resource Development ◽  
Human Resource ◽  
Case History ◽  
Change Process ◽  
Action Learning ◽  
Shop Floor ◽  
Evidence Based ◽  
Frontline Employees ◽  
Theoretical Perspectives

This reflective case history illustrates the change process in a USA sports and entertainment's theatre organization led by its leader in consultation with a human resource development and organizational change professional. Evidence-based organizational change and development informed by the theoretical perspectives on shop floor management and action learning guided the change process conceptualized on the belief that frontline employees should play a major role in driving change in organizations, and their learning and reflection is crucial in this process.

Health technology assessment in England and Wales

2004 ◽  
Vol 20 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Andrew Stevens ◽  
Ruairidh Milne
Keyword(s):  
Decision Making ◽  
Health Technology Assessment ◽  
Technology Assessment ◽  
Development Program ◽  
Clinical Excellence ◽  
Health Technology ◽  
Evidence Based ◽  
England And Wales ◽  
Current State ◽  
Evidence Based Health Care

In this study, we describe the current state of the Health Technology Assessment (HTA) system in England and Wales. This system rests on a distinction between assessment and appraisal and has three main strands: researcher-led HTA, the research and development program, and the HTA-NICE (National Institute for Clinical Excellence) process. We outline the pressures for HTA and how it has evolved in the British National Health Service. We discuss how HTA priorities are chosen, how HTA information is collected and assessed, how HTA evidence is used, and we make some observations about its impact. In our discussion, we consider some limitations of the HTA system, its possible divergence from evidence-based health care, its centralization, and some of the key challenges for managing HTA-driven policy. But we remain hopeful that HTA can contribute to better and more explicit decision-making within England and Wales.

Action Research, Action Learning, and Appreciative Inquiry

2019 ◽  
pp. 76-92 ◽  
Author(s):  
Karen E. Watkins ◽  
Victoria J. Marsick ◽  
Ilene Wasserman
Keyword(s):  
Action Research ◽  
Learning Strategies ◽  
Appreciative Inquiry ◽  
Local Knowledge ◽  
Action Learning ◽  
Knowledge Generation ◽  
Evidence Based ◽  
Learning And Change ◽  
Research Action ◽  
Insight Into

This chapter introduces Action Research (AR), Action Learning (AL), and Appreciative Inquiry (AI) as three evidence-based intervention approaches to support learning and change for individuals, groups, and larger systems. The authors show that, despite differences, all three approaches share intellectual roots and participatory learning strategies. Each approach privileges relevance for local knowledge; hence, knowledge is defined in local terms. What is particularly powerful about these approaches is that they have embedded processes, tested over time, that facilitate transformation and that reliably support local knowledge generation along with insight into conditions and system dynamics that improve results. From the perspective of organization development (OD), the authors rely on these approaches as particularly effective because they operate at multiple levels: they change individuals, groups, and systems. These multi-faceted, systemic evidence-based approaches are very powerful OD strategies that simultaneously deepen individual and organizational learning and growth.

Abstraction: An alternative neurocognitive account of recognition, prediction, and decision making

2020 ◽  
Vol 43 ◽  
Author(s):  
Valerie F. Reyna ◽  
David A. Broniatowski
Keyword(s):  
Decision Making ◽  
Software Engineering ◽  
Systems Engineering ◽  
Evidence Based ◽  
Extensive Literature ◽  
Trace Theory ◽  
Fuzzy Trace Theory ◽  
Abstract Representations ◽  
Technical Systems

Abstract Gilead et al. offer a thoughtful and much-needed treatment of abstraction. However, it fails to build on an extensive literature on abstraction, representational diversity, neurocognition, and psychopathology that provides important constraints and alternative evidence-based conceptions. We draw on conceptions in software engineering, socio-technical systems engineering, and a neurocognitive theory with abstract representations of gist at its core, fuzzy-trace theory.

Misophonia: An Evidence-Based Case Report

2020 ◽  
Vol 29 (4) ◽  
pp. 685-690
Author(s):  
C. S. Vanaja ◽  
Miriam Soni Abigail
Keyword(s):  
Quality Of Life ◽  
Case Report ◽  
Case History ◽  
Pure Tone ◽  
Physiological Responses ◽  
Evidence Based ◽  
Management Option ◽  
Pure Tone Audiogram

Purpose Misophonia is a sound tolerance disorder condition in certain sounds that trigger intense emotional or physiological responses. While some persons may experience misophonia, a few patients suffer from misophonia. However, there is a dearth of literature on audiological assessment and management of persons with misophonia. The purpose of this report is to discuss the assessment of misophonia and highlight the management option that helped a patient with misophonia. Method A case study of a 26-year-old woman with the complaint of decreased tolerance to specific sounds affecting quality of life is reported. Audiological assessment differentiated misophonia from hyperacusis. Management included retraining counseling as well as desensitization and habituation therapy based on the principles described by P. J. Jastreboff and Jastreboff (2014). A misophonia questionnaire was administered at regular intervals to monitor the effectiveness of therapy. Results A detailed case history and audiological evaluations including pure-tone audiogram and Johnson Hyperacusis Index revealed the presence of misophonia. The patient benefitted from intervention, and the scores of the misophonia questionnaire indicated a decrease in the severity of the problem. Conclusions It is important to differentially diagnose misophonia and hyperacusis in persons with sound tolerance disorders. Retraining counseling as well as desensitization and habituation therapy can help patients who suffer from misophonia.

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