Course Objectives

Participants in this course will have the opportunity to study the theory and practical applications of knowledge management within organizations. During the course of the term students will:

• Become familiar with the theoretical perspectives of knowledge creation, knowledge transfer, knowledge sharing, and knowledge leadership roles and skills;
• Understand how the study of communication relates to knowledge development and knowledge sharing in organizations;
• Read about and discuss the relationship between knowledge management and a learning organization;
• Understand the differences between tacit knowledge and explicit knowledge and the way each is treated in the literature and in knowledge management/ knowledge sharing programs;
• Examine case studies of knowledge management/sharing systems and how they are implemented in the workplace;
• Investigate codification methods used to provide access to knowledge products;
• Study models of knowledge management programs and the technology and communication tools used to implement such models such as structured controversy and decision support systems;
• Learn how communication professionals contribute to a firm's knowledge management program;
• Learn about the ethical issues and problems inherent in knowledge management/knowledge sharing.

Organization of the Course

The course will progress with the following themes:

• The nature of knowledge and its creation
• Organizational culture
• Learning organizations
• Explicit and tacit knowledge and knowledge artifacts
• Technology and its role in knowledge creation, sharing, and management
• The information professional and ethical considerations

Week 1: An Introduction to Knowledge Management (KM)

• Themes:  The legacy and current state of the art in KM, an overview
• Discussion:  What is knowledge?
• Lecture:  What is knowledge? What is KM? What are the elements of a KM program?  What are the problems? Why is KM political?
• Know-how:  Accessing articles for the course from the Rutgers University Library.  Introduction to ecompanion.
• Reflection:  How do we acquire knowledge?

Week 2: Knowledge and Knowing

• Themes:  How do we know? What is the knowing? Can knowledge be managed?
• Lecture:  The known and the knowing. What is information and how does it differ from knowledge and wisdom?
• Know-how:  Using Yellow Pages to determine areas of knowledge among organizational members.
• Reflection:  What does it mean to have knowledge about some thing, someone, ourselves?
• Reading:  Davenport & Prusak, Working Knowledge Chapters 1 - 2.
• Training:  MS Access training/primer (if instructor can be found).
• Writing:  Choose one of the chapters and write a one page analysis paper commenting on the ideas represented in the reading. Feel free to discuss the readings with other students, but make sure the writing you submit is your own.  Submit in class.

Week 3: Knowledge Creation

• Themes:  Knowledge transfer; Best practices;  a KM model for processes, practices and knowledge objects.  Creating a repository for knowledge objects using MS Access.
• Readings:  Davenport & Prusak, Chapter 3. 
  Blair, D. (2002). Knowledge management: hype, hope or help? Journal of the American Society for Information Science & Technology, 53 (12), 1019-1028.
  McInerney, C. (2002). Knowledge management and the dynamic nature of knowledge. Journal of the American Society for Information Science & Technology, 53 (12), 1009-1018.

[These articles and others on the syllabus are available through the Rutgers University Libraries; click on Electronic Journals, and then search on the journal title: Journal of the American Society for Information Science & Technology. If this is your first time accessing materials from the library from home, please see help sheet: Remote Access] The library also has instructions on how to connect from home.

• Reflection:  Be prepared to discuss the chapter and the two articles. Submit 2 - 4 questions (for each reading) in hard copy that you would ask about the readings if you were leading a discussion.

Week 4: Knowledge Gathering (Yellow Pages Data Repository due)

• Themes:  Knowledge elicitation and knowledge repositories
• Reading:  Case Study #2 (Davenport, Teltech now posted on eCompanion);
  Buckland, Michael. (1991). Information as thing. Journal of the American Society for Information Science, 42 (5), 351-360.
  Buckland, Michael. (1997). What is a document? Journal of the American Society for Information Science, 48 (9),804-809. http://www.sims.berkeley.edu/~buckland/whatdoc.html
  Bring printouts to class and be prepared to discuss.
• In preparation for writing your position statement, you might want to examine some of the other readings in the 'Resources' section of the syllabus.
• Application:  Create a basic database in MS Access to contain the information from the class Yellow Pages. Print out and submit four reports: 1) All records, sort by last name alphabetically in ascending order 2) Favorite reading (books, etc.) and class members, 3) Favorite Movies and class members, 4) class members alphabetized by last name, undergraduate major, hobby or other interest and email address.

Week 5: Knowledge and its Relationship to Organizational Learning

• Themes:  The learning organization and its relationship to knowledge management
• Lecture:  Can an organization practice knowledge management without being a learning organization?
• Discussion:  What are the benefits of being a learning organization? What theories underlie organizational learning?
• Reading: Wenger, McDermott, & Snyder, Chapters 1 & 2
  Larsen, Kai, McInerney, Claire, Nyquist, Corinne, Silsbee, Donna, & Zagonel, Aldo A. (2002, Spring). Learning organizations: A Primer for Group Facilitators. Group Facilitation, 4 (1), 30-44. [see grp_fac_final.pdf. You will need Adobe Acrobat Reader in order to read this document.]
  Senge in the Encyclopedia of Informal Education http://www.infed.org/thinkers/senge.htm. Accessed 01/09/2004.
• Assignment:  Take notes on the readings, and post two substantial comments about learning organizations in ecompanion on the threaded discussion. Be prepared to discuss the readings online.

Week 6: Knowledge Management and Organizational Culture (Position Statement Due)

• Themes:  Communities of practice; Knowledge transfer; "Social Capital"
• Reading:  Wenger, McDermott, & Snyder, Chapters 3, 4, & 5
  Davenport & Prusak, Chapter 5. Scan quickly.
  LIS students: Koenig, Michael E. D. (1996).  Intellectual capital and knowledge management.  IFLA Journal, 22 (4), 299-301.
  MCIS students: Heaton, L. & Taylor, James R. (2002, November). Knowledge management and professional work: A communication perspective on the knowledge-based Organization.  Management Communication Quarterly, 16 (2), 210-236.
• Writing: Complete your position statement on knowledge management. Edit for sense-making, spelling and grammar, and check citations before submission. Post your paper on ecompanion on "doc sharing;" allow sharing by the class colleagues.  Submit a hard copy to the class meeting.

Week 7: Tacit Knowledge in Organizations

• Themes:  Knowledge mapping and knowledge architecture; Introduction to KM systems.
• Reading:  Hislop, Donald. (2002). Mission impossible? Communicating and sharing knowledge via information technology. Journal of Information Technology, 17 (4), 165-177. [Available through the library's electronic journals.]
• Active Learning:  Search for information on Expert Systems and Decision Support Systems in journals, on the Internet, or in books. List and submit three of the best resources you find on ecompanion's threaded discussion and be prepared to discuss online.  Have this prepared and loaded on the discussion by March 19.

Week 8: Technology Tools, Projects, and Practices

• Themes:  Decision Support Systems (DSS)
• Discussion:  How are Decision Support Systems used? What is the relationship between Decision Support Systems and KM? What technology tools are needed to conduct DSS sessions? What are the barriers and benefits to using technology for decision support?
• Reading:  Davenport & Prusak, Chapter 7
  Wenger, McDermott, & Snyder, Chapters 6, 7, & 8
• Writing:  Review Web sites given in the Decision Support System document (see ecompanion). Write a one-page description of the functionality on one of the DSS' and tell why you think it might be useful. Focus on a system you would like to study in depth -- either one on the list or one you have found on the Internet yourself.  Submit in class.
• Form teams (7 groups with 4 - 5 people each) to study a Decision Support System. Teams will present information about their system in a presentation to the class.

Week 9: Codification and Access

• Themes:  How can the non-expressed be codified? Examining and Investigating the non-expressed.
• Reading:  scan: Zack, Michael H. (1999, Summer). Managing codified knowledge. Sloan Management Review, 40 (4). http://web.cba.neu.edu/~mzack/articles/kmarch/kmarch.htm
  scan: Davenport and Prusak, Chapter 4.
• Reflection:   Be prepared to discuss the following topic within small groups: How can implicit knowledge, non-expressed knowledge be managed, codified, and or made accessible to others in an organization?  Should it be made available to others at all?
• Team meetings will take place to discuss Decision Support System project.

Week 10: The Managing knowledge processes and knowledge transfer as a communicative process.

• Themes:  Competencies, skills, understanding and habilities for knowledge managers
• Lecture:  How are members of the information professions working together to forge KM programs?  Knowledge transfer as a communication process.
• Readings:  Read about Mintzberg's management and decisional roles in one or more of these resources:
  Mintzberg, Henry & Westley, Frances. (2001, Spring). Decision making: It?s not what you think. MIT Sloan Management Review, 42 (3), 89+. [Article is available through the RU libraries Business Source Premier.];
  Langley, Ann; Mintzberg, Henry; Pitcher, Patricia; Posada, Elizabeth; Saint-Macary, Jan. (1995, May-June).  Opening up decision making: The view from the black stool. Organizational Science, 6 (3), 260-280. [Article is available through the RU libraries Business Source Premier.];
  Wilson, T.D. (2002) "The nonsense of 'knowledge management'" Information Research, 8(1), paper no. 144   [Available at http://InformationR.net/ir/8-1/paper144.html ];
  Heaton, L., Bergeron, P., Bertran-Gastaldy, S. & Mercier, D. (2005).  Knowledge moves: a communication perspective.  Accessed 25 July 2005, available at  http://www.ofenhandwerk.com/oklc/pdf_files/I-1_heaton.pdf.
• DSS teams meet.  Discuss knowledge you have gained about your DSS case and create new knowledge by considering what you already know and what you've learned. Think about how Mintzberg's ideas might be reflected in the DSS you are studying, and apply Mintzberg's ideas to your system and include in your presentation. You can use a variety of formats for your teamwork: instant messenger, an email discussion list or the threaded discussion section of ecompanion.
• Prepare for a presentation of 10 - 15 minutes. Each person on the team should play a role in the DSS presentation. PowerPoint slides should be prepared (posted on ecompanion in doc sharing before the week 11). An executive summary handout should be prepared for the class and also posted on ecompanion in 'doc sharing' for the week 11.

Week 11: Decision making and Decision Support Systems-- Decision Support System Presentations Due

• Teams will present their Decision Support System to the class in a 10 - 15 minute presentation. Be sure that each team posts the PowerPoint slides and executive summaries on ecompanion before class.  Submit handout.

Week 12: Social Capital and Other Ethical Issues

• Themes:  Intellectual property: rights and responsibilities; The purpose of work, social networks, and the social contract with workers.
• Discussion:  Can anyone really own another's knowledge? Is it right to try to capture everything an employee knows? If knowledge is gained on the job, shouldn't it belong to the organization?
• Introduction to the structured controversy process.
• Readings: Johnson, David W. and Johnson, Roger T.  Civil Political Discourse in a Democracy. University of Minnesota, April 2000;  Decision Controversy http://www.co-operation.org/pages/decision.html
• Brief, in-class presentation of term paper topic.

Week 13: KM Systems -and e-learning Term Project Title and Abstract due

• Themes:  System thinking; Refining and maintaining; Setting the environment for KM.
• Discussion:  What are the pragmatics of maintaining a KM system? What can organizational development and transformation practices contribute to the process? What are the advantages and disadvantages of online or e-learning? Discussion will be conducted as a structured controversy
• Reading: Collect and read articles relating to online or e-learning. If you work in a particular context (a company, a university, a government agency, a health care organizations, etc. you may want to find articles on online learning in that particular area).
• Writing:  Submit your paper's title and abstract.

Week 14: KM in Government and the non-profit sector -- Term Project Outline and Bibliography due

• Themes:  Sharing knowledge in government sponsored work and in organizations that are non governmental, small enterprises, non-profit, or volunteer organizations..
• Active Learning:  Term project reports in a peer consultation format. Post your term project abstract and bibliography on ecompanion's Threaded Discussion section.
• Reading: Continue to collect and read articles relating to online or e-learning.  
• Writing:  Submit your paper's outline & bibliography using the format prescribed in the Publication Manual of the American Psychological Association, Fifth Edition.  In the final version of the bibliography, only use the items which you have cited in your paper.  Make an appointment to consult about your paper.

Week 15: E-Learning reports

• Course evaluation
• Active Learning: Come to class prepared to give the thesis of your report and two or three key arguments that you give in your paper. We will do a class "whip around" in order to hear from everyone.

Major Assignments

1. Position statement

Assume you have been charged with starting a knowledge management program for an organization (a public relations firm, a health care provider, an educational organization, etc.). Choose a type of organization (and give it a fictitious name if you like) and write material that could help the employees understand knowledge management. The material will be informative and engaging, helping everyone understand what knowledge management is all about as a first step to organizing a program. The paper should answer the following questions:

• What is knowledge management and how does it differ from information management and other information practices? Give your own definition based on what you have learned.
• What are one or two of the key controversies in the whole notion of knowledge management or knowledge sharing?
• What are some key benefits and some possible difficulties in implementing a knowledge management program?

MCIS students -- Discuss how what you have learned about communication and communication theory can be applied to knowledge management.
MLIS students -- How does knowledge management relate to information services in the organization? Please discuss the answer to this question in your paper.

In preparing the paper, consider material you have read in class to date or other items on the resources list in the syllabus. Document others' ideas carefully through using quotations, giving citations and listing complete bibliographic information. Use APA format for citations and references. Submit the paper in hard copy. Be prepared to discuss your paper in class.

2. KM repository with data from Yellow Pages

Each student will design a database using Microsoft Access with fields to accommodate data from Yellow Pages forms completed by students in the class. The hard copy deliverables for the assignment will include:

Copies of the design view for the database
Reports (done by using the query or report wizard):
1) All records,
2) Favorite Reading and class members,
3) Favorite Movies and class members,
4) class members alphabetized by last name, undergraduate major, hobby or other interest and email address.

Include a cover sheet with student, course, date information, and staple together or place in a large 8 1/2" x 11" envelope.

In order to complete this assignment each student will have to complete the yellow pages form (available on ecompanion's 'doc sharing') and attach it to a message in the threaded discussion session. Students may want to enter the threaded discussion and print out all the yellow pages forms and work from the hard copy data.

3. Online DSS Analysis -- team project and presentation

Examine an online Decision Support System and report your findings as a team. The report will serve as the basis of a 10 - 15 minute class presentation. Consider the following in your analysis:

• What kind of managerial work is the DDSs designed to support?
• Which of Mintzberg's decisional roles does the system support?
• Give an example of a decision that the system can support.
• What knowledge  (if any) does the DSS provide?
• What problem(s) does it solve during decision making?
• Describe the DSSs knowledge acquisition, knowledge presentation, and knowledge selection/derivation abilities.

Use a PowerPoint presentation in your presentation, but don't read it word for word. Prepare an executive summary for distribution in class. Post both the PowerPoint presentation and the executive summary on ecompanion via the doc sharing section.

Resources:
Business Library http://www.lib.uwo.ca/business/mintzberg.html

Chapell, David. Mintzberg's managerial roles http://oak.cats.ohiou.edu/~chappell/Roles.html 

Guo, Kristina Lu. Upholding the missions of Academic Medical Centers: New Work Roles for CEO's http://www.med-ed-online.org/f0000019.htm 

Mintzberg, Henry. http://www.henrymintzberg.com

Pinsonneault, Alain & Rivard, Suzanne. (1996). The impact of information technologies
http://hsb.baylor.edu/ramsower/ais.ac.96/papers/pinsonneault.htm
 

4. Term Project Topic -- Online or E-learning, Its Advantages and Disadvantages

The purpose of this assignment is to learn more about online learning, to explore the advantages and disadvantages and to reflect on your own experiences as an e-learner.

Each student will gather articles, books and/or other information on online or e-learning, read the material, reflect on it, and write a paper (approximately 8-10 pages, exclusive of references, single spaced) about the topic. It may be especially interesting to find articles that pertain to an area of interest for the student, such as e-training in law firms, or e-learning in a corporate setting, e-learning in universities, etc. All work of other authors should be quoted and cited according to the APA manual. Articles cited should include a fair amount of scholarly material. MCIS students should include material from Communication journals; MLIS students should include scholarly articles from library or information science journals.

The paper should present the pluses and minuses of education completed solely online, and some information can be included about the online industry. The focus of the paper, though, should be learning and the sharing of development of knowledge. At least one page of the paper should be a reflection on the student's own experience taking the class sessions this semester online. If students have other experiences with online learning, they can certainly form the basis of comments too. Sections of the paper should include: a cover sheet, a table of contents, an abstract, an introduction, background material, the advantages, the disadvantages, synthesis of information learned, reflection on personal academic learning completed online, implications for the future, conclusion, endnotes (if any), references. 

Methods of Assessment

Bibliography

Texts:

American Psychological Association. (2001). Publication manual. 5th ed. Washington, DC: APA. All papers will need to follow the format for citations and bibliography as given in this manual. If you don't have a copy, now would be a good time to invest.

Davenport, Thomas H. & Prusak, Laurence. (1998, 2000). Working knowledge: How organizations manage what they know. Boston: Harvard Business School Press. This book is available  in paperback, hardcover, and downloadable editions from Amazon.com. The downloadable edition is available in Adobe e-book reader format, making the book readable on laptop or desktop computers (PC or Mac). Reading in the course will also consist of selected scholarly papers, articles from the popular press, and essays published on the Web.

Wenger, E., McDermott, R., & Snyder, W. M.  Cultivating Communities of Practice.  Boston: Harvard Business School Press.

Resources:

A Guide to the Literacture in Knowledge Management. (2001). Unpublished manuscript.

• General items of interest

Alavi, Maryann. University of Maryland. Knowledge Management and Knowledge Management Systems PowerPoint Presentation. http://www.rhsmith.umd.edu/is/malavi/icis-97-KMS/index.htm

American Society for Information Science and Technology. Knowledge Management Special Interest Group Web site. http://www.asis.org/SIG/sigkm/resources.html

Ballinger, Gene. Knowledge Management -- Emerging Perspectives. http://www.systems-thinking.org/kmgmt/kmgmt.htm

Blair, D. (2002). Knowledge management: hype, hope or help? Journal of the American Society for Information Science & Technology, 53 (12), 1019-1028. See RU Libraries, Electronic Journals.

Borgoff, Uwe M. & Pareschi, Remo. (Eds.). (1998). Information technology for knowledge management. Berlin: Springer Verlag.

Broadbent, Marianne. (1998, May). The phenomenon of knowledge management: What does it mean to the information profession? Information Outlook, 23-36. See RU Libraries, Electronic Journals.

Davenport, Thomas H. (1997). Information ecology: Mastering the information and knowledge environment. NY: Oxford University Press.

Davenport, Thomas H. & Prusak, Larry. (1998, February 15). Know what you know. CIO Magazine. http://www.cio.com/archive/021598_excerpt.html

Frohmann, Bernd. (2001, Winter). Discourse and documentation: Some implications for pedagogy and research. Journal of Education for Library and Information Science, 42, (1),12-26. http://www.fims.uwo.ca/people/faculty/frohmann/Jelis.htm

Holsapple, Clyde W. & Whinston, Andrew B. Decision support systems: A knowledge based approach. Cambridge, MA: Course Technology.

Ipe, Minu. (2003, December). Knowledge sharing in organizations: A conceptual framework. Human Resource Development Review, 2 (4), 337-359.

International Center for Applied Studies in Information Technology http://www.icasit.org/km/kmcases.htm#general

Knowledge Explorer. Links to universities that maintain sites related to Knowledge Management. http://www.kmresource.com/exp_university.htm

Koenig, Michael E. D. (1996). Intellectual capital and knowledge management. IFLA Journal, 22 (4), 299-301.

Leonard, Dorothy. (1998). Wellsprings of knowledge: Building and sustaining the sources of innovation. Boston: Harvard Business School Press.

McInerney, Claire. (2002). Knowledge management and the dynamic nature of knowledge. Journal of the American Society for Information Science & Technology, 53 (12), 1009-1018. See RU Libraries, Electronic Journals.

McInerney, Claire & LeFevre, Darcy. (2000). Knowledge managers. In Craig Pritchard, Richard Hull, Mike Chumer, & Hugh Willmott (Eds.). Managing knowledge: Critical investigations of work and learning. London: Macmillan Business.

Mintzberg, Henry. (1979). The structuring of organizations. Englewood Cliffs, NJ: Prentice Hall.

Polanyi, M. (1958). Personal knowledge: Towards a post-critical philosophy. London: Routledge.

Ruggles, Rudy. (1998, Spring). The state of the notion: Knowledge management in practice. California Management Review, 40 (3), p. 80-90.

Senge, Peter M. (1990). The fifth discipline: The art & practice of the learning organization. NY: Current/Doubleday.

University of Kentucky. Knowledge exchange. http://www.uky.edu/BusinessEconomics/dssakba/kmexch.htm

Yogesh Mahlotra's Knowledge Management site. http://www.brint.com/km/whatis.htm

Zuboff, S. (1983). In the age of the smart machine. NY: Basic Books.

• Cases

Allee, Verna. (1997, April). Chevron maps key processes and transfers best practices. Knowledge, Inc. Case Study # 5 http://www.webcom.com/quantera/Chevron.html

Davenport, Thomas H.(1997). Knowledge Management at Ernst & Young. http://www.bus.utexas.edu/kman/E&Y.htm(Location needs to be confirmed as of Feb. 5)

Davenport, Thomas H.(1998). Teltech: The Business of Knowledge Management. Case Study #2 (posted on eCompanion)

Davenport, Thomas H.(1998). Knowledge Management at Hewlett-Packard, Early 1996. Case Study #3 http://www.bus.utexas.edu/kman/hpcase.htm

International Center for Applied Studies in Information Technology. Links to Case Studies. http://www.icasit.org/km/resources/kmcases.htm

Lumley, Ted. Understanding Complexity and Knowledge Requirements at Mobil Oil. Case study #1 http://www.goodshare.org/complex.htm

Managing disparate data with web-based software. (2002, May). Scientific Computing & Instrumentation. http://www.scimag.com/scripts/ShowPR.asp?PUBCODE=030&ACCT=3000035000&ISSUE=0205&RELTYPE=PR&PRODCODE=00000000&PRODLETT=B

Melymuka, Kathleen. (2002, July 8). Knowledge management helps cut errors by half. Computerworld, 36 (28) 44-48. http://www.computerworld.com/databasetopics/data/story/0,10801,72513,00.html

Monasco, Britton. (1997, May). Sun's knowledge network enhances its selling skills. Knowledge, Inc. Case study #4 (Monasco, Sun) http://webcom.com/quantera/Sun.html

• Codification

Hansen, Morten T., Nohria, Nitin, & Tierney, Thomas. (1999, March-April). What's your strategy for managing knowledge? Harvard Business Review, 77 (2), 106-116.

Zack, Michael H. (1999, Summer). Managing codified knowledge. Sloan Management Review, 40 (4), 45-48. http://www.cba.neu.edu/~mzack/articles/kmarch/kmarch.htm

Communication Theory and Knowledge Management

Lehr, Jennifer K. & Rice, Ron E. Organizational measures as a form of knowledge management: A multitheoretic, communication-based exploration. Journal of the American Society for Information Science & Technology, 53 (12), 1060-1073.

• Communication  

Haythornthwaite, C.  (2004).  Communicating knowledge; articulating divides in a distributed knowledge practice.  Paper presented at the International Communication Association 2004 annual meeting, New Orleans, LA.

Heaton, L., Bergeron, P., Bertran-Gastaldy, S. & Mercier, D. (2005).  Knowledge moves: a communication perspective.  Accessed 25 July 2005, available at http://www.ofenhandwerk.com/oklc/pdf_files/I-1_heaton.pdf.  

Heaton, L. & Taylor, J. R.  (2002).  Knowledge management and professional work a communication perspective on the knowledge-based organization.  Management Communication Quarterly, 16 (2), 210?236. 

• KM Glossary

University of Texas. McCoombs School of Business. http://www.bus.utexas.edu/kman/glossary.htm

• KM Theory

Briet, Suzanne. (1951). Qu'est-ce que la documention? Paris: Edit. Translated by, Ronald E. Day, Wayne State University and Laurent Martinet, Paris. http://www.lisp.wayne.edu/~ai2398/briet.htm

Buckland, Michael. (1991). Information as thing. Journal of the American Society for Information Science, 42 (5), 351-360. http://www.sims.berkeley.edu/~buckland/thing.html

Buckland, Michael. (1997). What is a document? Journal of the American Society for Information Science, 48 (9), 804-809. http://www.sims.berkeley.edu/~buckland/whatdoc.html

Hislop, Donald. (2002). Mission impossible? Communicating and sharing knowledge via information technology. Journal of Information Technology, 17 (4), 165-177. Electronic Journals.

Drucker, Peter F. (1994, November). The age of social transformation. The Atlantic Monthly. http://www.theatlantic.com/politics/ecbig/soctrans.htm

Nonaka, Ikujiro. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5 (1), 14-37. Electronic Journals.

Nonaka, Ikujiro & Takeuchi, Hirotaka. (1995). The knowledge creating company. NY: Oxford University Press.

• Organizational Learning and Knowledge Management

Organizational Knowledge. Digital Commerce Center. Annenberg Incubator Project. University of Southern California. http://www.ec2.edu/dccenter/ok/index.html

Organizational Learning and Knowledge Management. University of Colorado. School of Business. http://www.cudenver.edu/~mryder/itc_data/org_learning.html

Senge, Peter (Ed.). (1999). The dance of change. NY: Doubleday.

Senge, Peter. (1994). The fifth discipline: The art and practice of learning organizations. NY: Doubleday.

Von Krogh, Georg, Ichijo, Kazuo, & Nonaka, Ikujiro. (2000). Enabling knowledge creation: How to Unlock the mystery of tacit knowledge and release the power of innovation. NY: Oxford University Press.

• Learning Organizations

Agyris, Chris. (1982, Autumn). The executive mind and double-loop learning. Organizational Dynamics, http://www.monitor.com/binary-data/MONITOR_ARTICLES/object/92.pdf

Larsen, Kai, McInerney, Claire, Nyquist, Corinne, Silsbee, Donna, & Zagonel, Aldo A. (2002, Spring). Learning organizations: A Primer for Group Facilitators. Group Facilitation, 4 (1), 30-44. See "grpfac_final_08_02.pdf"

Cors, Rebecca. (2003, May). What is a learning organization? Reflections on the literature and practitioner perspectives. http://www.engr.wisc.edu/services/elc/lor/files/Learning_Org_Lit_Review.pdf

Stewart, Brends Fiala. (1996). Multiple perspectives on electronic learning organizations. http://ausweb.scu.edu.au/aw96/educn/stewart/paper.htm

• Tacit Knowledge

Sternberg, Robert J., Wagner, Richard K., Williams, Wendy M., and Horvath, Joseph A. (1995, November). Testing common sense. American Psychologist, 50 (1), 912-927.

• Technology Tools

Duffy, Jan. (2001, January). The tools and technologies needed for knowledge management. The Information Management Journal. This article and others on the syllabus are available through the Rutgers University Libraries; click on Electronic Journals,.

Frappaolo, Carol & Capshaw, Stacie. (1999, July). Knowledge management software: Capturing the essence of know-how and innovation. The Information Management Journal, 44- 48.

International Center for Applied Studies in Information Technology. KM Tools. http://www.icasit.org/km/tools/index.htm