¿Cuáles son algunas técnicas para facilitar la apertura mental y el respeto por los diversos puntos de vista?

Open-mindedness and respect are crucial for a diverse mindset within a team. When team members approach collaboration with open minds, acknowledging and respecting diverse perspectives, it creates an environment of trust. This trust is the foundation upon which successful commitments are built. Open and two-way communication plays a pivotal role in this process, as it encourages individuals to share their viewpoints freely, leading to richer discussions and more effective problem-solving. Ultimately, a team that values open-mindedness, respect, and transparent communication is better equipped to navigate the complexities of diverse perspectives and achieve shared goals.

The well-worn metaphor applies here of each person, what you are viewing, is like an iceberg. Most of what and who they are is "under the surface." Generate and hold space for difference. Approach each new encounter like you would cracking open a novel—a thick, dense one! People are complex. When one's viewpoints and lived experiences are met with curiosity, rather than judgment, this fosters engagement. A genuine sense of belonging invites trust and the fostering of a bond with the team and leader-facilitator of that project, meeting, or learning experience.

Put simply, they matter if you want to facilitate real conversation, meaningful feedback, innovation and problem-solving at the root cause level. In my experience, creating open minded respectful spaces is the difference between a meeting that ticks boxes and one that genuinely propels your business objectives with breakthrough ideas. By fostering an environment with these values as a facilitator – you unlock the diverse, often hidden insights that drive business forward. I've seen sessions transform from routine, when every participant, regardless of their role or volume, feels truly heard and respected. Open-mindness and respect in my view aren't just nice to have soft skills; they're strategic tools that lead to concrete results.

1. Help the connection by simply looking in the eyes of another giving full attention for at least one minute. 2. Hold another's hand, facing each other and breathe. Begin to match the breath rate of the other. When you match the rhythm of the each breath, then you are resonating in harmony. Smile as you disconnect. 3. Ask permission to give a hug, or at best a high-five.

To foster open-mindedness and respect for diverse viewpoints, it's crucial because it builds trust, collaboration, and learning. When team members feel heard and valued, they're more likely to share ideas and appreciate others' perspectives, helping to avoid conflicts and misunderstandings.

Setting the tone and expectations is crucial for successful facilitation. Effective steps include: • Establishing clear ground rules to promote open-mindedness and respect. • Encouraging inclusive language, active listening, and sharing diverse opinions. • Highlighting the importance of constructively challenging ideas, not people, and valuing constructive feedback. • Leading by example, sharing your background and perspective. Utilizing icebreakers and warm-ups can build rapport and comfort among participants. When participants feel welcomed and safe they are more likely to be engaged. These approaches enhance session effectiveness and foster a culture of continuous learning and respect.

To encourage open-mindedness and respect, setting the right tone and expectations is key. Establish ground rules for inclusive language, active listening, and respectful interactions. Model these behaviors and use icebreakers to help participants get comfortable and build rapport.

To help people have the most open attitude possible, specific sessions can be held to understand 'Theory U', the concept developed by Otto Scharmer that represents the path people follow during the learning and change process. U-Theory [and the 4 different levels of listening] is often used in the context of organisational change and transformational leadership, encouraging people to overcome their limitations and open their minds to new ideas and possibilities for tackling complex challenges. Understanding its basics, even if only through an introduction session, could put people in the right listening posture before a workshop or team working.

The key point is unlocking full individual potential making clear that all answer are right though different. And this difference is responsible in building new knowledge. When matters are relevant no icebreakers, warm-up or check-ins are required. Our brain is already engaged in making our knowledge emerge.

Being receptive and open requires a regulation of your own nervous system and understanding of your personal biases (conscious and unconscious). You can practice this by approaching conversations with curiosity and body awareness. If a topic triggers a mental or emotional response lean in that with non-judgment and seek to “understand” first. When we have empathy for ourselves we can extend that to others. When we can sit with difficult emotions within our own bodies we can hold space for others. This is when active listening begins.

Multiple types of exercises and ways to participate are important. Drawing, moving around, brainwriting, small groups, etc., all help in enabling the participants to think differently and share their thoughts.

Two of my favorite ways to engage an audience are: 1. Use optical illusions for an icebreaker. I learned this one from a colleague, Holly Magnuson. It's great for getting people to see things differently and breaks the static thought process. 2. Ask the question, "What is something people wrongly assume about you and what do you wish they knew?" Have people think about it for a moment then break into small groups to share

I would suggest considering activities from a variety of perspectives - introvert and extroverted tendencies, for example. I have had a tendency towards word-based activities which is very much my preference. Colleagues with visual impairments have helped me to broaden that out and consider forms of activity from different levels of access and ability.

Consider what people are bringing to the session - what experiences do you want them to draw upon? What are unifying characteristics, where might there be difference? Do you need to might specific needs in any form, if so do your activities work for all participants. Are there cultural or languauge barriers to be bridged?

The most important way to promote inclusiveness is to provide choices to the learners. Once choices are given, more voices will be heard. Once more voices are heard, more ownership is visible. If one size fits all, the whole world will be in crisis. The same is valid for any sector. For educators, we see a mini world everyday in our classrooms. So simple step in whatever we do is to give choices to the students. Let the creative thinking of learners make the teachers plan the lesson meticulously . But remember, these choices shouldn't digress from planned learning objectives and the onus lies in the teacher.

This can be really challenging. However, I find that setting the conversation norms ahead of the discussion allows you to go back to these as a way to reset the conversation. It’s also important to assume good intent from participants and try and find the value in their action/thought when at all possible.

When facing difficult situations or behavior in Scrum, address them promptly and directly, fostering open communication. Encourage a respectful and collaborative approach, actively listen to concerns, involve the team in problem-solving, and leverage the Scrum Master's role to facilitate resolution and maintain a positive team environment.

It is important that the person acting out not be singled out. Pause and ask the group if anyone shares their opinion. If so, then you have alleviated that sense of being alone, which can cause defensiveness and oppositional behavior. The key is to realize that the behavior is a symptom of an underlying issue. Try to bring that issue to the surface and address it collectively. If it is going to take more time than you can give to it, write it down and follow up with organizational leaders and the participant with the issue. Remember that you are working together against a problem not against each other.

A difficult situation can say something about a person, the group or your facilitation. In all cases you need to deal with the unrest. It is always wise to keep the end in mind and find flexibility in the now to manouvre forward based on the assessment where the source of the unrest comes from.

Make sure the ground rules are understood by all from the start. Refee back to the ground rules if necessary. A parking lot list is a good approach if someone wishes to go way of track. At times you may need to speak to the person one on one outside of the main program to see what is driving the behavior and if this can be remedied. This should not be done in front of other students/people. This is also why it can be helpful to have a secondary or backup facilitator so this can be handled without disruption to the entire class. That said, when appropriate state the student has been spoken to, the issue has been addressed and move on. It may be important for other students to know this was dealt with...they don't need details.

Mes compétences en matière d'animation ne peuvent que s'améliorer si je suis en co animation ou bien je demande aux participants ce qu'ils ont aimé ou auraient aimé avoir. Je pratique également l'analyse de pratique professionnelle à chaud, je reviens sur ce que j'ai fait et je le relis quelques semaines plus tard. Je vais participer à un atelier d'un collègue pour voir son animation. Je réfléchis en relisant le déroulé détaillé et puis surtout je reste ouvert à la critique constructive.

Keeping up with facilitation skills is a must. You have to understand how people learn and receive information in order to be flexible in your training approach. There will be times with your script is not appropriate and you have to flex to ensure what you're giving is being received.

Do your research both academic and cultural, know that even within different communities there are varied opinions, experiences and points of view. learn from others experiences and present 'starting points' with an openness to build from the input of participants.

Join groups like the IAF (International Association of Facilitators) and share with fellow Facilitators. Volunteer to facilitate local groups - homeowner's associations, clubs, schools, churches, etc. These not only give you an opportunity to practice but also give back to the community.

Facilitation means to make easy. A facilitator must be clear on "what is the goal? What should be made easy? Why?" In this case, it should be easy to have an open mind and be respectful. A list of norms and agreements won't achieve that. The facilitator must do pre-work understand and assess the groups dynamic in order to design facilitation processes that encourage and invite open-mindedness and respect. Absent of intentional design driven by the knowledge of the group will not lead to the intended outcome

As a trained mediator it is essential to distinguish between positions and interests. I sometimes manage expectations by establishing a culture of exploring the entire scope of positions, especially the extreme and provocative ones and then moving on to understand the reasoning, and moving from reasoning to interests pursued and hence the big picture and common ground.

I always consider that a simple fact... everyone's brain is different. We all have different connections, different experiences, and different perspective. This means that my thought process may not work for you, and our perspectives may be very different. Keeping that in mind will help to facilitate very differently. A simple exercise to demonstrate this is to ask your audience to picture their 18the birthday in their mind. What is one word that comes up for you as you are picturing this... How many different words come up? this is because everyone has a different experience. Leveraging this in sessions will definitely change the way you design and deliver a learning experience.

As facilitators, we must remember that we shouldn’t love hearing our own voice more than of our room, we must remind ourselves that our role is to set the tone, design the micro-climate that encourages the room to be as open and as rich in the quality of what our participants share as possible. It is not our opinion or thoughts that should be heard, but rather those from whom are in the room.

Bringing diverse starting points, perspectives and openness to diverse group can be a highly motivating epxerience for particpants because it shows how you value the community you are working with. If you are in an academic setting you are also in a position to give educational status to the experiences of everyone in the session.

The most important here is the position of facilitator him/herself. Participants of the groups often voice, that they take the example of how to communicate respectfully watching the facilitator