To explore the facilitation of a Knowledge Management intervention and/or process and develop the appropriate skillset to facilitate a Knowledge Management intervention.

1. KNOWLEDGE MANAGEMENT
CONCEPTS,
APPLICATION
AND FACILITATION
Pieter Labuschagne
Tsunami Consulting Services CC

2. To explore the facilitation of a Knowledge
Management intervention and/or process and
develop the appropriate skillset to facilitate a
Knowledge Management intervention.
OBJECTIVE

3. 1. Speaking before a group
2. Heights
3. Insects and bugs
4. Financial problems
5. Deep water
6. Sickness
7. Death
8. Flying
9. Loneliness
10. Dogs
- David Wallechhinsky’s Book of Lists
Top 10 Worst Human Fears

4. FACILITATION
[n] act of assisting or making easier the progress or
improvement of something
DEFINITIONS
FACILITATOR
[n] someone who makes progress easier
FACILITATE
[v] make easier; “you could facilitate the process by sharing
your knowledge”
www.hyperdictionary.com

5. “….facilitators can help groups to improve and develop”
“…… group facilitation is a process in which a person who is
acceptable to all members of the group, substantially neutral,
and has no decision-making authority intervenes to help a
group improve the way it identifies and solves problems and
makes decisions, in order to increase the group’s
effectiveness”
- Schwarz (1994)
DEFINITIONS

6. Interactive skill with verbal behaviours
Behavioural skills
BehaviourBehaviour What people DO; as distinct from theWhat people DO; as distinct from the
motive, attitudes etc that may promptmotive, attitudes etc that may prompt
the behaviourthe behaviour
VerbalVerbal
BehaviourBehaviour
What people DO every time they openWhat people DO every time they open
their mouths and say somethingtheir mouths and say something
InteractiveInteractive Literally “Literally “taking place betweentaking place between”, in this”, in this
case between people using verbalcase between people using verbal
behaviour (talking to each other)behaviour (talking to each other)
SkillSkill Concerned with ability or how wellConcerned with ability or how well
people do thingspeople do things

7. VERBAL BEHAVIOURS
Behaviour types:
• Initiating
- Proposing
- Building
• Reacting
- Supporting
- Disagreeing
- Defending/Attacking
• Clarifying
- Testing understanding
- Summarising
- Seeking information/Prompting
- Giving information
• Control / Process
- Bringing in
- Shutting out

8. INITIATING BEHAVIOUR
CATEGORCATEGOR
YY
DEFINITIONDEFINITION EXAMPLESEXAMPLES
PROPOSINGPROPOSING A behaviour which putsA behaviour which puts
forward a new suggestion,forward a new suggestion,
proposal or course of actionproposal or course of action
““Let’s deal with this issueLet’s deal with this issue
again at another time”again at another time”
BUILDINGBUILDING A behaviour which is usuallyA behaviour which is usually
in the form of a proposal,in the form of a proposal,
which extends or develops awhich extends or develops a
proposal made by anotherproposal made by another
personperson
“…“…and your plan wouldand your plan would
even be better if weeven be better if we
added a secondadded a second
stage… “stage… “
““We can even take thatWe can even take that
idea further by ….”idea further by ….”

9. REACTING BEHAVIOUR
CATEGORYCATEGORY DEFINITIONDEFINITION EXAMPLESEXAMPLES
SUPPORTINGSUPPORTING A behaviour which makes aA behaviour which makes a
conscious & direct de-clarationconscious & direct de-claration
of agreement or support forof agreement or support for
another person or his ideasanother person or his ideas
““Sounds good to me …”Sounds good to me …”
““I can live with that ….”I can live with that ….”
DISAGREEINGDISAGREEING A behaviour which states aA behaviour which states a
direct disagreement or whichdirect disagreement or which
raises objections and obstaclesraises objections and obstacles
to another person’s concepts orto another person’s concepts or
opinions (ABOUT ISSUES)opinions (ABOUT ISSUES)
““No, I don’t agree withNo, I don’t agree with
that “that “
““This won’t work becauseThis won’t work because
….”….”
DEFENDING /DEFENDING /
ATTACKINGATTACKING
A behaviour which attacksA behaviour which attacks
another person directly or byanother person directly or by
defensiveness. (ABOUTdefensiveness. (ABOUT
PEOPLE)PEOPLE)
““You’re talking rubbish asYou’re talking rubbish as
usual”usual”
““and your 3and your 3rdrd
point ispoint is
either incompetence or aeither incompetence or a
lie”lie”

10. CLARIFYING BEHAVIOUR
CATEGORYCATEGORY DEFINITIONDEFINITION EXAMPLESEXAMPLES
GIVINGGIVING
INFORMATIONINFORMATION
A behaviour which offers facts,A behaviour which offers facts,
opinions or clarification to otheropinions or clarification to other
peoplepeople
““There’s at least three …”There’s at least three …”
““The facts are”The facts are”
SEEKINGSEEKING
INFORMATIONINFORMATION
A behaviour which seeks facts,A behaviour which seeks facts,
opinions or clarification from otheropinions or clarification from other
peoplepeople
““What data supports this ?“What data supports this ?“
TESTINGTESTING
UNDERSTANDINGUNDERSTANDING
A behaviour which seeks toA behaviour which seeks to
establish whether or not an earlierestablish whether or not an earlier
contribution has been understoodcontribution has been understood
““Can I check we’re talkingCan I check we’re talking
about the same thing ?”about the same thing ?”
““Do you mean that …”Do you mean that …”
SUMMARISINGSUMMARISING A behaviour which summarises orA behaviour which summarises or
otherwise restates in a compactotherwise restates in a compact
form, the content of previousform, the content of previous
discussions or eventsdiscussions or events
““So far we have agreed toSo far we have agreed to
take corrective action andtake corrective action and
implement before May”implement before May”

11. CONTROL/PROCESS
BEHAVIOUR
CATEGORYCATEGORY DEFINITIONDEFINITION EXAMPLESEXAMPLES
BRINGING INBRINGING IN A behaviour which directlyA behaviour which directly
attempts to involve another personattempts to involve another person
or increase their opportunity toor increase their opportunity to
contributecontribute
““Jack, have you view on this ?”Jack, have you view on this ?”
““Karl, can you anything toKarl, can you anything to
john’s statement ?”john’s statement ?”
SHUTTING OUTSHUTTING OUT A behaviour that excludes anotherA behaviour that excludes another
person or reduces theirperson or reduces their
opportunity to contribute.opportunity to contribute.
Interruption is the most commonInterruption is the most common
form of SHUTTING OUTform of SHUTTING OUT
“…“…. hang on a minute,. hang on a minute,
Jane, let her finish whatJane, let her finish what
she’s saying”she’s saying”
JOHN: “What do you thinkJOHN: “What do you think
Sam ?”Sam ?”
FRED: “What I think is …”FRED: “What I think is …”
(Here Fred has shut out(Here Fred has shut out
Sam)Sam)

12. FACILITATOR BEHAVIOURS
CategoryCategory
% of behaviours% of behaviours
FacilitatorFacilitator OtherOther
- Content proposals- Content proposals
- Procedural proposals- Procedural proposals
- Building- Building
- Supporting- Supporting
- Disagreeing- Disagreeing
- Defending/Attacking- Defending/Attacking
- Testing understanding- Testing understanding
- Summarising- Summarising
- Seeking information- Seeking information
- Giving information- Giving information
2 %2 %
10 %10 %
3 %3 %
6 %6 %
2 %2 %
--
15 %15 %
12 %12 %
30 %30 %
20 %20 %
11 %11 %
2 %2 %
2 %2 %
16 %16 %
8 %8 %
1 %1 %
3 %3 %
1 %1 %
16 %16 %
40 %40 %- Bringing in- Bringing in
- Shutting out- Shutting out
??
??
Source: Huthwate Research Associates

13. INTERPERSONAL SKILLS
ATTENDING
INVOLVEMENT
INITIATION
ACTION
PERSONALISING
INSIGHT (Aha)
RESPONDING
EXPLORATION
FACILITATOR
GROUP MEMBER

14. GROUP PROCESS
The facilitator must be familiar with and beware of group dynamics.
Four phases in the development of a group are normally observed:
1) The Forming phase
- an emotional undercurrent of uncertainty exists since
members do not know exactly what to expect from the situation or
what is expected of them. Some anxiety exists but rarely verbalised.
2) The Storming phase
- an emotional undercurrent of conflict exists and revolves
around the control of the group. The conflict may be manifested as
direct or indirect aggression towards the facilitator by one or more
members. Defensive responses such as denial, intellectualisation,
“there-and-then” discussion and generalisation (eg. by referring to
self in 2nd
or 3rd
person) may be present during this phase.

15. GROUP PROCESS
The facilitator must be familiar with and beware of group dynamics.
Four phases in the development of a group are normally observed:
3) The Norming phase
- an emotional undercurrent of group cohesiveness where
the main issue is the establishment of explicit or implicit norms / rules
wrt acceptable behaviour. This is manifested in personalisation, focus
on the “here-and-now” and the clarification of roles within the group.
2) The Performing phase
- the task is performed in accordance with the norms and
structures that have been established. The focus is solely on task.

16. What makes a good facilitator ?
FACILITATION SKILLS
- Presentation style
- Communication skills
- active listening skills
- Good analytical abilities
- consolidating & restating participant comments
- Ability to set structure around concepts
- Conversationalist
- Understand business objectives
- Patience is a virtue !
- Ability to use tools & equipment during facilitation process
- Ability to become “transparent”
- Prepare to play the “subtle” Devil’s Advocate

17. What makes a bad facilitator ?
FACILITATION SKILLS
DO NOT:
- Answer own questions
- Put words in someone’s mouth
- Appear withdrawn or uninterested
- Force views on others
- Ignore someone that does not participate
- Ignore someone who wants to speak
- Demonstrate they know nothing about the area
- Demonstrate they know everything about the area
- Be distracted when listening to a response / input
- Be critical or short with a participant

18. The Art of Seeking Good
Questions !
FACILITATION SKILLS
1. Lay out your expectation for questions very early during the
intervention. ”It’s OK to ask questions !”
2. Respond positively to the 1st
question asked. Attendees will be
observing closely to determine how serious you were.
3. Watch non-verbal behaviour like facial expressions and body posture
to detect a desire to ask a question or challenge a point.
4. Remind the group that there are no stupid questions !
5. Repeat/rephrase the question to clarify understanding and to make
sure that all have heard the question.
6. Pause after calling for questions. Don’t be afraid of those periods of
silence.
7. Never imply that you’re rushed for time and can only allow time for one
or two questions. It will be very clear that you prefer none !

19. QUESTIONING ?
Questioning is not only for information gathering but will also help the
group to focus on achieving objectives.
Asking a question is often far more powerful that trying to come up with an
answer.
Questioning helps clarifying certain issues and assists the group to
generate options in order to get to a solution.
Asking questions also helps the facilitator to learn more about the
background and needs of the group.

20. TYPES OF QUESTIONS
a) Open-ended questions
Open-ended questions call for a thoughtful response, where a simple answer
(particularly a Yes or No) is not appropriate.
Examples:
• Explain to me how ……… ?
• How do you feel about …………?
• What importance does this have in relation to ………
?
• Why did you decide to ………?
• What can be done about this ………. ?

21. TYPES OF QUESTIONS
b) Closed questions
Closed questions call for a specific answer. This could be a Yes or No answer
or the correct response to a specific question. These questions can provide
the facilitator with useful facts to be considered during facilitation.
Examples:
• Do you have a smoking policy ?
• Are you a member of the Knowledge Committee ?
• Is it true that …….. ?
• Who is responsible for ……… ?
• Who are the members of the Planning Committee ?

22. TYPES OF QUESTIONS
c) Hypothetical questions
Hypothetical questions helps the group to think of a scenario in which the
particular issue under discussion could be applied. It also helps the facilitator
to identify the current thinking of the group or an individual within the group.
Examples:
• What would you do if …….. ?
• How would you react if ……. ?
• What will the effect be if CHQ moves to Durban ?
• Suppose we target the kiddies market. What do you
think will happen ?

23. TYPES OF QUESTIONS
d) Clarifying questions
Clarifying questions are asked to clarify issues that are unclear to the
facilitator. It is important to ask clarifying questions in order to understand the
issue facing the group.
Examples:
• Can you give me an example of …….. ?
• What does this mean to you ?
• Do I understand you correctly that you are saying
…. ?
• What I am hearing is ……….. Is this correct ?
• Are you saying that ………. ?

24. TYPES OF QUESTIONS
e) Reflecting questions
Reflecting questions are used by the facilitator to focus the group on issues
that have been discussed already, or to get the group to concentrate on what
has been learned so far.
Examples:
• What are the key learnings about this issue ?
• How can we prioritise the learnings so far ?
• To what extent have we achieved the objectives of
the session ?
• Can you tell us of a situation in which you …… ?

25. TYPES OF QUESTIONS
f) Re-directed questions
Re-directing a question establishes participants’ expertise and knowledge and
provides an opportunity to other members of the group to share their relevant
knowledge and expertise.
Examples:
• What do you think about that ?
• Does anyone have anything to say about that ?
• Do any of you have an answer ?
• Have any of you experienced a similar situation ?

26. TYPES OF QUESTIONS
g) Evaluative questions
This type of questing is asked to challenge the group to consider an alternative
point of view or to think of the consequences of the current direction of the
discussion.
Examples:
• Will it work ?
• What is so wrong doing that ?
• What are the cost implications of this decision ?
• Will the people at Wesselton accept this ?
• Will this approach work over the long-term ?

27. FACILITATION VALUES
• Objectivity (neutral, objective, independent and impartial role-player)
• Fairness (treat all people in a fair and consistent manner)
• Openness (be open to ideas from all people)
• Inclusiveness (consider impact of group actions on other people)
• Learning (Facilitators are always open for learning)
• Sensitivity (handle sensitive issues with the required tact)
• Respect (respect the group members and they will respect you)
• Empathy (put yourself in the shoes of group members by understanding their situation/s)
• Equality (do not allow any prejudice or bias to impact the facilitation process)
• Self-awareness (have a realistic awareness of your personal strengths / weaknesses)
• Awareness of others (don’t let personal ego dominate the facilitation process)
• Co-operation (thrive on the value of co-operation)
• Critical thinking (challenge the status-quo, unleash critical thinking in the group)
• Integrity (treat sensitive matters with confidentiality)
• Flexibility (change style or adapt program to meet group’s need)

28. The Personality Parade
The Quiet Trainee Never participates in discussions
The Snippity Snit
Often depressed and discouraged and brings these feelings to
the Knowledge intervention
The Enlightened
Trainee
Knows it all and wants everybody to hear all they know. Always
has a story or clarification about the subject.
The Sniper
Makes comments that are not blatantly aggressive, but
aggressiveness is often the intent
The Dominating
Manager
Totally dominates the workshop with their views and what,
according to him, happened.
The Observer
Someone who sits in an intervention to observe but not
necessarily to participate
The Joker Someone who always have a joke or funny comment
The Experienced
Facilitator
Someone who has a training background or has led facilitated
sessions
The E.T. In the session physically, but mentally far, far away !
The Sidebar Separate conversations that take place between participants

29. PRACTICAL
Individual facilitation opportunities
10 minutes per topic
5 minute discussion & feedback

30. KNOWLEDGE MANAGEMENT
BRE
A
K
!

31. PLANNING
• Ensure that the Knowledge Management customer is briefed on the Knowledge
Management intervention and process.
• Ensure that the Knowledge Management customer is aware of his responsibilities
and perform the associated pre-intervention activities
• Ensure all relevant documentation is available and distributed, together with the
relevant Information Pack to all invitees before the Knowledge Management
intervention. This will enable the attendees to add immediate and full value
during the intervention.
• Ensure the availability of applicable Knowledge Management tools and
equipment to gather and record all information and knowledge shared during the
Knowledge Management intervention. This will include a resource to take notes
and manage the equipment.
• Ensure an appropriate venue is available for the duration of the intervention. The
venue should preferably be away from the workplace and allow for breakaway
sessions.
• Ensure that catering requirements are attended to and arranged.
• Obtain copies (electronic and hardcopy) of all presentations and supporting
material if possible for use during the Knowledge Management intervention.

32. EQUIPMENT LIST
• Venue & Catering • Video & Audio equipment
• PC / Notebook (Scribe) • Boardmarkers
• PC Projector w/ cables • Sticky notes
• Extension lead w/ multiplug adaptors • Pencils and paper sheets
• Video Camera w/ all cables,
connectors
• “Prestik” or Bluetac
• Camera stand • Clock
• Audio recording equipment w/ cables
• Flipchart paper & stands