Teaching knowledge management and intellectual capital lessons: an empirical examination of the tango simulation

Abstract

<p>An explosion of interest in the areas of kno wledge management (KM) and intellectual capital (IC) has recently arisen (Stewart, 1997, Bontis, 1998; 1999) . Coinciding with this developing interest, both academics and practitioners are now searching for ways to increase their appreciation and understanding of these concepts. The Knowledge Management Receptivity Survey (KMRS) has been developed as a means for determining the level of understanding and commitment to knowledge management and intellectual capital initiatives. Thirty-three senior executives completed the KRMS before and after they participated in the Tango simulation in May and June of 1998. The Tango simulation provides an environment where participants learn to manage and value the intangible assets of their business in a controlled environment (Sveiby and Mellander, 1994). Statistical examination contrasting pre-test and post-test responses to the KMRS validated this proposition that Tango participants would be more favourably disposed to IC after the simulation as compared to before. This was based on three clusters of items that tap into: i) the importance of human capital; ii) a recognition of the knowledge perspective, and iii) the importance of a CKO. The results of this research yield two important discoveries. First, the KMRS is a validated survey instrument for both academic and practitioner usage in examining the learning effectiveness ofIC -related phenomena. Second, the Tango simulation provides participants with an effective means in heightening their receptivity to IC initiatives.</p>