The diagnostic



Other pages in this series have described different aspects of this OLKM model. They have shown how the human body can be used as a metaphor for OLKM with leadership as the brain, feedback learning as the nerves, organisational culture as the blood, knowledge management as the endocrine system and organisational structure as the skeleton. However, an important part of the model is to create a system that helps assess an organisations strengths and weaknesses in relation to OLKM so a diagnostic has been created to help with this process.


Why the need to measure OLKM?
  •  Provide feedback from implementation
  •  provide justification for initial and ongoing investment
  • Assess success of implementation
  • show return on investment
  • develop targets and benchmarks for the future
  • shows areas for improvement                                          (Anantatmula & Kanungo, 2006)

This diagnostic aims to help provide tool for identifying qualities in organisations that increase their learning capabilities. Such a tool has been lacking throughout the literature on the topic (Mitchell and Boyle, 2010; Moilanen, 2001; Muhammed, Doll and Deng, 2009 and Sandhawalia and Dalcher, 2011). Ideally, this diagnostic tool would only be the beginning of the process of assessing OLKM within an organisation. Used alone it would not provide the depth of analysis needed for such a complex and multi-faceted subject. As Moilanen (2005) argues, data from OLKM diagnostics should be used to inform action plans which can lead organisations along the path that leads to them being learning organisations.

On this basis, it is suggested that organisations planning to use this diagnostic should use it in conjunction with other techniques such as focus groups and conversation cafes. These techniques can be used to draw out more detailed information in the areas of most concern, as identified by the survey. Futhermore, group discussions like conversation cafes and focus groups can be used to get ideas about how best to move forward and what activities should be undertaken in order to improve OLKM.





Strengths of the diagnostic:
Unlike many other surveys used as diagnostics, this one is relatively short (see the surveys by 'Partners for Learning' and the Edmonson, Garvin and Gino, 2008 for longer examples). This is arguably both a strength and a weakness. As a weakness, it does not allow for much depth in data. However, its length may encourage more people to answer it and answer thoughtfully rather than rushing through a longer survey. Additionally, any lack of detailed information caused by the shortness of the survey can be overcome if used in partnership with other qualitative methods such as group discussions, as mentioned previously.


Weaknesses of the diagnostic:


Depending on what sort of organisation, will everyone understand the questions? In knowledge based organisations, it can usually be assumed that most people will have a high level of education and literacy. However, is this the case in all organisations? Will the survey unwittingly be biased against some groups within the organisation?

All the questions are structured positively so the “best” answer always has a high number associated with it. This means it is easier for people to cheat and answer the way they think they should answer rather than answer honestly.


Other examples of surveys used to measure OLKM:









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