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TopicFor this activity, your team will participate in the simulation Harvard Publishing-Leadership and Team Simulation: Everest V2. This simulation uses the dramatic context of a Mount Everest expedition to reinforce your learning in group dynamics and leadership. You will play one of five roles (leader, physician, photographer, marathoner, or environmentalist) on a team of hikers attempting to reach the summit of the mountain. During each round of play, your team must collectively discuss whether or not to attempt the next camp en route to the summit. Ultimately, teams must climb through five camps in six simulated days, totaling approximately 1.5 actual hours.Team members analyze information on weather, health conditions, supplies, goals, or hiking speed, and determine how much of that information to communicate to their teammates. Along the journey, the team must also decide how to effectively distribute supplies and oxygen bottles needed for the ascent--decisions which affect hiking speed, health, and ultimately the team's success in summiting the mountain. Failure to accurately communicate and analyze information, as a team, has negative consequences on team performance.Using the concepts and materials from Chapters 10 and 11, perform an analysis of your team's challenges, strategies, and performance during its climb to the summit of Mt. Everest. Working collaboratively, develop a reflective analysis of your team's effectiveness at becoming a high-performance team. Include the following stages of group/team development into your analysis:Forming - How did your team organize itself? Were individual strengths and weaknesses a factor in determining team member roles?ExampleThe storming phase of our group development was effortless.  At no point did subtle forms of rebellion take shape within our group.  We identified and supported our leader with respectful relative  questions and communication.  When a difficult task or situation arose and a feeling of time restraint began to surface each member had a turn in calming the situation with reinforcing words such as, “lets take our time to get this right.”  This method of communication should not be confused with procrastination as everyone wanted to help in the situation by providing as much information to the problem as possible.  The most challenging part of this exercise was trying to get everyone linked up with the communication side of the project.  Simple course instruction for assignment completion applies itself to individuals very differently.  Life style, work life commitments, family constraints, and or even technological issues influence team cohesion and communication.  With only five people involved in this assignment the frustrations of bringing a small group together like this existed all the way up to the day of assent.  The brief phone conversations and emails over the previous days leading up to the Everest 2 group assignment assisted three of us, whom were communicating, to gauge each others personal initiative and commitment to the project.  Our testing time as part of the storming stage was completed during these information exchanges and a subgroup was formed that included the leader.  It may have been everyone, but communication was scarce or non existent with the other two members of our team.  This made it quite easy to identify our common goal and complete the storming stage of group development with ease.   We all embraced our character roles and motives for this assignment.  Collectively through the group discussion page the emphasis of team would take precedence over any individual intensions during the assent of Everest.  Revisiting story lines and abilities to make team decisions from the character bio was helpful as we agreed on roles to work as a team.  Our team leader as assigned by the Everest 2 simulation became our team leader for the group.  He accepted this role and performed admirably throughout the forming stage as well as the simulation.  Other members of our team I felt would have also served well as a leader but chose supporting roles.  Those supporting roles of leadership say individuals only aided in the successes of our team manager.  With the lack of communication from the other two team members we were forced to absorb one of the roles as a second character for our leader and the other became somewhat of a follower.  Our tight nit group of three welcomed our tardy team mate with understanding and a overall drive to complete our mission as a team.  During the simulation everyones ideas and comments were respected and heard, but the majority of the discussion was between the sub group of three that formed early on in the week.  Our team cohesion surrounded the common goal of completing the assignment to the best of our abilities within the rules and regulations of the simulation.  Each person in our Everest team has a military background and in our opinion assisted in coming together to identify our organizational commitment and employee engagement by following the personal roles in completing the norming stage.   
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  1. EricGuru
    Tutorial # 00056362 Posted By: EricGuru Posted on: 04/10/2015 02:07 AM
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