One of the four sources of evidence used in evidence-based management (EBMgt) is academic research. However, rather than taking evidence from single studies or arbitrarily selected studies, EBMgt uses findings from systematic reviews that methodically summarize the body of evidence relevant to a specific question. This allows for conclusions to be drawn about the quantity, quality, relevance, and meaning of the available evidence. Although conducting such reviews is important for EBMgt and academically, the skills required are rarely taught. Drawing on our experiences of teaching courses on conducting rapid systematic reviews to a range of students, we include four goals here. First, we describe the nature and purposes of systematic reviews and consider the multiple benefits of teaching students how to perform them. Second, we describe a course on rapid systematic reviews delivered to a group of master's students. Third, we report students' reactions to different aspects of the course and the outcomes for students and teachers. Last, we discuss the implications of these experiences for teaching systematic review skills across business school curricula and how they may in the future play a more prominent role in developing EBMgt skills in students and in management education more generally.

This article elaborates the organizational literature’s process theory of compassion – an empathic response to suffering – which falls short of adequately explaining why and how compassion unfolds readily in some workplace situations or settings but not in others. We address this shortcoming by calling attention to the basic uncertainty of suffering and compassion, demonstrating that this uncertainty tends to be particularly pronounced in organizational settings, and presenting propositions that explain how such uncertainty inhibits the compassion process. We then argue that understanding the accomplishment of compassion in the midst of uncertainty necessitates regarding compassion as an enactment of courage, and we incorporate insights from the organizational literature on everyday courageous action into compassion theory. We conclude with a discussion of implications in which we underscore the importance of organizational support for the expression of suffering and the doing of compassion, and we also consider directions for future research.

Although there is much research on the links between work and well-being, there is relatively little good-quality research on resource-based or other interventions such as more traditional stress management and job redesign. This paper provides guidance about how to improve the quality of intervention research. First, drawing on the logic of interventions and principles of evidence-based practice, we take the example of a relatively simple resource-oriented intervention to identify 11 key characteristics that we would expect to see in an evidence-based intervention of this type. These characteristics and their underlying principles can be used to evaluate the quality of existing intervention studies and guide the design of future interventions. Second, we discuss an evidence-based approach to reporting the process and the outcomes of interventions. Providing only limited information about an intervention means that it is difficult to replicate or use that method in practice. We describe a checklist developed in a more mature evidence-based field (medicine) that can be used to ensure that sufficient intervention details are reported. Next, we discuss the importance of reporting all the outcomes of all interventions. Last, we consider the ways in which this approach to improving interventions is not only important scientifically and practically but also ethically. Practitioner pointsAlthough many resource-oriented well-being interventions are available, their effectiveness is not always known, and they may be implemented without initial diagnosis. An evidence-based practice approach to intervention involves using local organizational evidence as well as evidence from scientific research. Before implementing an intervention, it is important to gather information from the target population to ensure, for example, that there is a significant well-being problem and that it is amenable to change, as well as seeking out research evidence for the efficacy of the intervention. This approach is useful in terms of practice but also helps to ensure that we are working in an ethical way.

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