How i teach why i research
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How I Teach, Why I Research PowerPoint PPT Presentation


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Knowledge. How I Teach, Why I Research. Knowing. Perspective. Conviction. Being. Character. Skills. Doing. Introduction of Professor Applied and Theoretical Balance Teaching Style Teaching Expectations Laws of Teaching Syllabus. Assignments Schedule Availability Pace

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How I Teach, Why I Research

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How i teach why i research

Knowledge

How I Teach, Why I Research

Knowing

Perspective

Conviction

Being

Character

Skills

Doing


Dr avey logistics

  • Introduction of Professor

  • Applied and Theoretical Balance

  • Teaching Style

  • Teaching Expectations

  • Laws of Teaching

  • Syllabus

  • Assignments

  • Schedule

  • Availability

  • Pace

  • Website Information

  • Questions

  • Get Into Groups and/or Pairs

Dr. Avey- Logistics


Evidence based management

  • There is what Pfeffer and Sutton have called a “Knowing-Doing Gap.”

  • Managers often know much about organizational performance, say many smart things, and work very hard. Yet, they are too often trapped in organizations (or work for bosses) that do many things they know will undermind performance.

  • Research by Pfeffer and Sutton indicate the following reasons for the “Gap”:

    • debilitating fear

    • destructive internal competition

    • poorly designed and complex measurement systems

    • mindless reliance on precedent (resistance to change)

Evidence Based Management


The scientist practitioner

  • Ed Lawler “Even when research results are known and have clear implications for practice, they may not impact practice because they run counter to what practitioners prefer to do or believe is right. Therefore, a great deal of what passes as ‘best practice’ most likely is not.”

  • A big problem is “When it comes to people, everyone is an expert!

  • EBM leads to “Scientist- Practitioners” using organizational behavior, HRM, and leadership research knowledge to effectively make decisions and lead associates.

  • Unlike the recognized professions of medicine, law and education, management “Scientist- Practitioners” are not required to learn specific knowledge (e.g., pass exams, become licensed). Therefore, we will emphasize evidence based management techniques to develop the Scientist- Practitioner.

  • Management is 10% art- 90% science.

  • The Scientist- Practitioner


    Who is the customer

    Who is the customer?


    Who is the customer1

    Who is the customer?


    Who is the customer2

    Who is the customer?


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