• to make a decision – when data really does lead to a decision
• to inform a decision – when other factors such as judgment and bargaining play a role too
• to support a decision – when data is looked for that confirms the decision, and crucially, when disconfirming evidence is avoided or rejected.

They make a case that such ‘decision-based evidence-making’ (!) is not necessarily bad, but seem instead to make a case for the middle category - using what useful evidence can be had, plus judgment – and offer tips:

1. Assess how much potential there is for evidence to support a certain decision.
2. Weigh the costs, benefits and risks of seeking and using evidence.
3. Differentiate between internal and external audiences in the use of evidence.
4. Make sure evidence gathered at cost and effort is reflected in decisions (assuming you looked for the right evidence, I guess).

Good tips – and I wonder how often we genuinely step back and think about these issues, rather than just get on with it?

www.strategydynamics.com

Too much:

• logistics and technology
• managing the task environment
• administration and control [nearly 2* too much]

Too little:

• managing people
• decision-making [barely 1/2 the required emphasis]
• strategy and innovation [barely 1/2 the required emphasis] 

… and that’s without saying anything about whether the content provided on these two critical competencies is any good.

The Academy of Management Learning and Education (AMLE)Â
   Issue:   Volume 8, Number 2 / June 2009Â
   Pages:   208 – 224 

How Relevant Is the MBA? Assessing the Alignment of Required Curricula and Required Managerial Competencies
Robert S. Rubin and Erich C. Dierdorff

Abstract:

Masters of business administration (MBA) programs are being met with escalating criticism from academics, students, and various organizational stakeholders. Central to these criticisms is the contention that the MBA is wholly out-of-touch with the “real world” and is irrelevant to the needs of practicing managers. Examining this contention, we investigated the relevancy of MBA curricula in relation to managerial competency requirements. Relying on an empirically derived competency model from 8,633 incumbent managers across 52 managerial occupations, our results showed that behavioral competencies indicated by managers to be most critical are the very competencies least represented in required MBA curricula. Findings further indicate that institutional factors such as media rankings and mission orientation have no effect on the alignment of MBA curricula with critical managerial competencies.