Reflections of Teaching Evidence-Based Management - Center for ...

than tests that lead to hiring mistakes. But you made a valid pointthat it can be easier to fix a test and adapt it to the needs of anorganization than it is to change people. And that is something Iagree with. Tests can’t get testy when you change them. JI think this was a good week for EBMgt, since I got towatch the same process happen to me that goes through somepeople when they are told that what they’re doing is not goodenough, and there’s a way to make it better.”Our teaching has generated many more stories, as graduates take whatthey have learned into the workplace. Former students contact us about a currentwork challenge after they have already reviewed the evaluated research evidenceto discuss possible implications for their decisions. We are heartened by thestrong demand from our graduating students to retain access to academicdatabases as a critical source of evidence on the job. Alumni remain in closecontact with us and some have expressed great interest in developing acollaborative EBMgt group as a way of staying connected, knowledgeable, andinvolved with research. We do not pretend that our courses have imparted all ofour students’ critical thinking skills. We do believe that we have sparked anappetite for critically considering and using evidence.At this point, the quality of evidence we can provide regarding changes instudents’ knowledge, skills, attitudes, and behavior is somewhat limited. (Selfratedchanges by students are reported below.) We recognize that EBMgtproponents face heightened calls to produce high-quality evidence for their own994