Lecturer's Biography


My name is David Pender, I am a management practitioner and an adjunt senior lecturer at the University of Adelaide Business School. I have had a very wide range of business experience over the past 35 years or so.

I prefer to be called "David".

I spent 13 years practising on my own account as a Chartered Accountant. Until 2006, I held senior management positions in distribution management and general management within the financial services industry (12 years). Since then, I have practised as principal of Knowledge Perspectives, a counsulting collaborative that applies the principles of knowledge and intellectual capital managemnet in a variety of fields: for instance, change and orgaisational development, performance improvement, M&A, marketing and sales in knowledge intensive industries and strategic direction and mapping. Clients cover both private and public sectors in Australia, Asia and North America. Complex negotiation issues are also addressed (eg community engagement).

I hold a degree in Economics and a MBA from the University of Adelaide and I am a member of the Institute of Chartered Accountants in Australia.

Apart from this course, I also teach courses in Negotiation and Fundamentals of Leadership int he Business School's MBA program in Adelaide and Singapore. I teach extensively in the University's Executive Education program.

Friday 10 February Saturday 11 February	The nature of knowledge What are knowledge and intellectual capital management? Limiting paradigms The knowledge creation process Knowledge as a strategic asset A knowledge based theory of the firm Developing a knowledge strategy Knowledge risks
Friday 10 March Saturday 11 March	Social Network Analysis Social Capital Collaboration Value networks Communities of Practice *Knowledge audits and maps Technology
Friday 7 April Saturday 8 April	Scorecards, monitors and measurement Innovation Leadership Managing knowledge workers *Global issues

By the end of this course students will be able to:

1. Apply complex theories and practice of knowledge and intellectual capital management;
2. Apply theories to a wide range of scenarios;
3. Formulate action plans for knowledge intensive organisations;
4. Distinguish aspects of industrial era management that may be inappropriate for knowledge intensive organisations and provide alternatives;
5. Formulate a framework for thinking about knowledge intensive organisations;
6. describe and work with intangibles.

Text Books (s): There is no prescribed text

Those students who would like a companion text for the course should consider...

Preliminary reading (on myUni): please browse these articles before the first session.

Eustace C (Ed) (2003), The Prism Report 2003: Research findings and policy recommendations European Commission Society Technologies program

Hall, Richard, Knowledge Management in the New Business Environment, acirrt, University of Sydney, 2003 (Executive Summary)

Hull D & Read R (2003) Simply the best workplaces in Australia, accirt working paper no 88, University of Sydney

Readings

Topic	Topic description	Readings and Cases
1	Setting the scene	Browse the KM articles at www.vernaallee.com
2	What are knowledge management and intellectual capital management?	Unknown (1999) Do We Know How to Do That? Harvard Management Update, February Fahey & Prusak (1998) The Eleven Deadly Sins of Knowledge Management, California Management Review, Vol 40 No 3
3	The Knowledge Creation Process	Nonaka I (1991) The Knowledge Creating Company, Harvard Business Review, November-December pp 96-104 Nonaka I & Konno N (1998) The Concept of “Ba”: Building a foundation for knowledge creation, California Management Review, Vol 40 No 3 3.5 Ichio, K, From Managing to Enabling Knowledge in Takeuchi & Nonaka (Eds), Hitotsubashi on Knowledge Management, Wiley, 2004
4	Knowledge as a Strategic Asset	Executive Summary from R Hall, Knowledge Management in the New Business Environment, acirrt, University of Sydney, 2003
5	A knowledge based theory of the firm	Sveiby K-E, (2001), A knowledge-based theory of the firm to guide strategy formulation, Journal of Intellectual Capital 2 (4) pp 344-358 V Allee V (2000) The Value Evolution: Addressing larger implications of an intellectual capital and intangibles perspective Journal of Intellectual Capital 1(1) pp 17-32
6	Developing a knowledge strategy	Zack M (1999) Developing a knowledge strategy, California Management Review, 41(3) pp 125-144 Hansen MT, Nohria N & Tierney T (1999) What’s your strategy for managing knowledge? Harvard Business Review, March-April pp 55-69
7	Best practice transfer Probably for self study	O’Dell C & Grayson CJ (1998) If only we knew what we know: Identification and transfer of internal best practices, California management Review Vol 40 No 3
8	Social Network Analysis and Social Capital	Parker A, Cross R & Walsh D, (2001) Improving Collaboration with Social Network Analysis, Knowledge Management Review pp 24-28 Cross R, Parker A & Borgatti S, (2002) A bird’s eye view: Using Social Network analysis to improve knowledge creation and sharing, IBM Institute for Business Value Cross R, Liedtka J & Weiss L (2005) A practical Guide to Social Networks, Harvard Business Review, March pp 124-132
9	Collaboration	Sveiby K-E & Simons R, (2002) Collaborative Climate and Effectiveness of Knowledge Work – an Empirical Study Journal of Knowledge Management Vol 6 No 5 pp 420-433 American Management Association, AMA 2002 Survey on Internal Collaboration, AMA Research 2002 American management Association, AMA 2003 Survey on Leadership Challenges, AMA Research 2003 Hansen MT & Nohira N (2004) How to build collaborative advantage, MIT Sloan management Review, Fall Inkpen AC (1996) Creating knowledge through collaboration, California Management Review, Vol 39 No 1 Sveiby KE (2007) Disabling the context for knowledge work: the role of managers’ behaviours, Management Decision Vol 45 No 10 Pender DSD (2007) Emerging Themes in Inter-Firm Collaboration, Conference Paper - 1st International Workshop for Knowledge Management in Space Exploration, NASA/Caltech, July 2007
10	Value Network Analysis	Allee V (2008), Value network analysis and value conversion of tangible and intangible assets, Journal of Intellectual Capital, Vol 9 No 1 pp 5-24 Allee V & Taug J (2006), Collaboration, innovation and value creation in a global telecom, The Learning Organization Vol 13 No 6 pp 569-578 Refer to the e-book available at www.valuenetworksandcollaboration.com Browse the articles and blogs at www.vernaallee.com www.valuenetworks.com
11	Communities of Practice	Lesser & Storck (2001), Communities of practice and organizational performance, IBM Systems Journal, Vol 40 No 4 Breu & Hemingway (2002), Collaborative Processes and Knowledge Creation in Communities-of-Practice, Creativity and Innovation management, Vol 11 No 3 Burk (2004), Using communities to collaborate across boundaries at the FHWA, KM Review, Vol 7 Issue 3 Vestal (2003), Ten traits for a successful Community of Practice, KM Review, Volume 5, Issue 6
12	Knowledge Audits and Knowledge Maps Self study	Koulopoulos T & Frappaolo C (2002) Why do a knowledge audit? The Knowledge management Year Book Boston: Butterworth Heinemann Ch 7 pp 418 – 424 Liebowitz J et al (2000) The Knowledge Audit Knowledge and Process Management Jan/Mar pp 3-10 Skyrme DJ (1999) Knowledge Networking: Creating the collaborative enterprise Oxford: Butterworth Heinemann pp 177 – 211
13	Technologies for Knowledge Management	Readings will be advised and distributed during the previous session(s). With student approval, mini group presentations may be used to cover this aspect of the course with an appropriate re-weighting of assessment percentages.
14	Scorecards, Monitors & Measurement	Sveiby KE (1996-2003) Creating value with The Intangible Assets Monitor Working Paper 13.2 Sveiby K-E (2001) The Balanced Scorecard (BSC) and the Intangible Assets Monitor – a comparison Working Paper There are many references on The Balanced Scorecard. Refer to those you are familiar with. Danish Agency for Trade & Industry, A Guideline for Intellectual Capital Statements – a key to knowledge management, (2000), pp1 – 30
15	Innovation	Darroch J & McNaughton R (2002) Examining the link between knowledge management practices and types of innovation Journal of Intellectual Capital Vol 3 No 3 pp 210-222 Tushman M & Nadler D (1986) Organising for Innovation California Management Review Vol XXVIII No 3 pp 74-92 Leonard D & Sensiper S (1998) Tacit Knowledge in Group Innovation California management Review Vol 40 No 3 pp 112-132
16	Leadership	TBA
17	Managing Knowledge Workers	Manville B & Ober J (2002) Beyond Empowerment: Building a company of citizens, Harvard Business Review, January pp 2-7 Pfeffer J & Sutton RI (1999) The Smart Talk Trap Harvard Business Review May-June pp 134-143 Hansen MT &von Oetinger B, (2001) Introducing T-Shaped Managers: Knowledge Management’s Next Generation Harvard Business Review March pp 106 – 116 Quinn JB, Anderson P & Finkelstein S, (1996) Leveraging Intellect Academy of Management Executive Vol 10 No 3 pp7-27
18	Global Issues Self study	Chatzel, Establishing a Global KM Initiative: the Wipro Story, Journal of Knowledge Management, Vol 8 No 2, 2004, pp6-18 Pearce II,JA & Doh JP (2005) The High Impact of Collaborative Social Initiatives, MIT Sloan Management Review Spring

Further readings may be distributed during class. Some are loaded on myUni.

 Recommended Resources
Students may wish to read more widely in specific subject areas, something that I wholeheartedly encourage. There are a myriad of websites that provide useful information. Be careful that what you find is validated and not just an attempt to “sell” a particular idea or product. Like wise, there are many texts written in the past few years on the subject (and related issues). I have found Google Scholar to be useful in locating information.

Relevant journals include:
· Academy of Management Journal (USA),
· Administrative Science Quarterly (USA),
· California Management Review,
· European Management Journal
· Harvard Business Review (USA),
· Journal of Knowledge Management (Europe)
· Journal of Intellectual Capital (Europe)
· Journal of Workplace Learning (Europe)
· Journal of the Learning Organisation (Europe)

Full texts of a great many of the articles that appear in these journals can be accessed via the University of Adelaide’s library databases.

MyUni is used extensively in this course. Please keep watch.

A mix of lecture, case studies, group discussion, group learning and simulations are used in this course. There is some online content.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Bi-weekly classes are 6 hours long. You can expect to spend about the same amount of time preparing for each class. Assignments will demand additional concentrated periods of non-classroom study, on your own or with your allocated student group. As a rough indication, you could expect to spend in the order of 120 hours of study time to complete the course, of which 36 hours would be in class.

Peer assessment – 10%

Contribution to class wiki (Wiki topic will be agreed in the first class) – 15%
The class wiki will be completed using Yammer.

Individual Assignments 50%

Group Assignment 25%

The individual assignment has two parts:
1. Writing a case study
2. Providing a detailed analysis of the case you have written, together with recommendations, action plans etc
Part 1 of the assignment is worth 20% of the course mark; part 2 of the assignment is worth 30% of the course mark.
Both parts may be done in pairs.

The group based assignment:
consists of 2 parts. The first is an in-class presentation. Maximum presentation time allowed is 30 minutes. All members of the group must take part in the presentation. Guests may be invited to the presentations. The second part consists of a poster that captures the essence of the project - maximum size A0.

The in-class presentation should take the form of reporting your work in an interesting way. It is an opportunity to extend the class’ learnings beyond what we can formally cover in class.

Presentation of Assignments
• Please must retain a copy of all assignments submitted.
• Please attach an ‘Assignment Cover Sheet’, which is signed and dated by you before submission.
• All group assignments must be attached to a ‘Group Assignment Cover Sheet’, which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.

Lecturers can refuse to accept assignments, which do not have a signed acknowledgement of the University’s policy on plagiarism.

Assignments are to be lodged by email to david.pender@adelaide.edu.au. Please make sure that you include your name in a footer on each page.

Assignment Guidelines including Referencing Details
A copy of the Postgraduate Programs: Communication Skills Guide will have been given to you at the beginning of your program. This guide will assist you structure your assignments. A copy of the guide can also be downloaded from http://www.business.adelaide.edu.au/current/mba/download/2009MBACommSkillsGuide.pdf

This publication also provides guidelines on a range of other important communication skills including writing essays and management reports, making oral presentations etc.
In preparing any written piece of assessment for your postgraduate studies it is important to draw on the relevant ‘literature’ to support critical analysis. Also essential is to reference the literature used. Correct referencing is important because it identifies the source of the ideas and arguments that you present, and sometimes the source of the actual words you use, and helps to avoid the problem of plagiarism. (Further information on plagiarism is provided later in this course outline.)
The Harvard system is widely used in the Business School. Guidelines for the use of this style of referencing can be found in the Communication Skills Guide.

Further assistance with referencing is available from the Faculty’s Learning Support Advisors. The contact details are provided on page 6 of the Communication Skills Guide.

Late Assignment Submission
Students are expected to submit their work by the due date to maintain a fair and equitable system. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be emailed to the lecturer in charge of the course before the due date. Each request will be assessed on its merits. A late assignment (without prior arrangement) will be penalised by a 5% mark reduction for each day that it is late.

Return of Assignments
Lecturers aim to mark and return assignments to students within two (2) weeks of the due date with written feedback. Students are responsible for collecting their marked assignments from either their tutorials or lectures. If assignments aren’t collected after two (2) weeks, the assignments will be available at the Student Hub for two (2) weeks. The remaining assignments will only be posted out to the students, if the correct mailing addresses are on the assignments.