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The Everest Simulation

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IntroductionThe Everest Simulation allows participants to see group kineticss and leading through the dramatic online scene of a Mount Everest expedition while playing one of five functions on a squad of tramps. As portion of the class course of study. I was indiscriminately assigned to be the leader and worked with 4 other pupils. I participated in the simulation twice. first as a practical squad in separate locations. so as a squad in the same location. I experienced an betterment over the two simulations both as a squad and separately.

with tonss of 85-87 % and 85-91 % severally. The intent of this study is to clarify countries for selfimprovement to go an exceeding squad leader and member. This will be done through the word picture of my experiences of the simulations and account of its relevancy to the three cardinal subjects of Leadership. Groups and Teams and Communication. In the undermentioned paragraphs. I will critically analyze my team’s public presentation and experiences based on the aforesaid constructs.

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1. Performance: Improvement in Scores and TimingOverall. both my person and squad score improved from 85-91 % and 85-87 % severally. In add-on. my squad took a shorter clip to finish the 2nd simulation with a timing of 40 proceedingss as compared to the initial 2 hours taken. Achieving a higher mark in a shorter clip is a strong index that my squad made a singular betterment. Furthermore. our concluding mark is a clear contemplation of our leading effectivity and efficiency in working as a squad. After each simulation. I created an online shared papers for members to portion their experiences via debrief inquiries. This helped to supply critical feedback on possible betterments both separately and as a squad.

1. 1 Relevance of Leadership in PerformanceFor the first simulation. I adopted a democratic leading manner. I would promote the engagement and input of members. leting members to take portion in determination devising and make to a consensus on issues such as patterned advance to the following cantonment and allotment of supplies. Democratic leading has been found to advance willingness of employees to voice constructive thoughts. therefore supplying betterments to the administration and the manner it functions ( Vaccaro. et Al. . 2012 ) . A quintessential beginning of leading in administrations is the facilitating and influencing of single and group attempts. This leads to the accomplishment of corporate aims ( Yukl. 2012 ) . My democratic manner led to member “buy-in” and higher squad motive. which generated a more cohesive and efficient teamwork and finally a good consequence. However. this came at the cost of finishing the simulation over a longer span of clip. This was because it is time-consuming to make consensus. and members may hold been confused by which way and bids to follow ( Rubin. 2013 ) .

For the 2nd simulation. I adopted a situational leading manner with a mix of both democratic and individualistic. I continued to promote the engagement of members. and utilize a consensus determination devising for squad determinations like patterned advance to the following cantonment. For single determinations such as allotment of medical supplies. O case shots and anticipation of conditions. I gave the squad complete freedom in these determinations and undertakings. I felt that the development of leading manner from democratic to a somewhat more individualistic manner benefitted the squad. Having proven their decision-making acumen by doing good and sound determinations in simulation one. it was hence sensible to to the full authorise members such as the doctor and marathon runner to do independent determinations and anticipations within the in agreement boundary of keeping our shared end of avoiding deliverance ( Goodnight. 2004 ) . The single authorization in some determinations resulted in higher efficiency as less clip was spent making a consensus for such determinations. However. the empowerment members receive can turn out to be overpowering to those who are non self-motivated and autonomous ( Rubin. 2013 ) . Fortunately. my squad was by and large motivated and focused. which led to an betterment of 2 % in mark and 66 % decrease in clip taken with the use of this situational leading manner.

In hindsight. I felt that my leading could be improved by using the eventuality theories of leading. in peculiar. the Hersey Situational Leadership Model. Under this theoretical account. for state of affairss such as the first simulation. where members were unable and insecure to make a undertaking due to strangeness and rawness. a relation ( high task-low relationship ) leading manner should be adopted. For the 2nd simulation. where members were able and confident. a delegation ( low task- low relationship ) leading manner should be adopted. 1. 2 Relevance of Groups and Teams in Performance

In simulation one. we attempted it as a practical. future squad. Prior to the simulation. we had small experience as an integral squad but anticipated an drawn-out hereafter of making simulation two with fellow members ( Alge. et Al. . 2003 ) . Communication was done via a synchronal computing machine mediated chat that was provided in- simulation. In simulation two. we attempted it as a physical. past squad. We had experiences with each other. yet anticipate small future interaction together ( Alge. et Al. . 2003 ) .

Pulling from Tuckman’s Group Development Model. my squad underwent the forming and storming phase prior to simulation one. and proceeded to the norming phase during the simulation. The norming phase was non done prior to the simulation due to members’ conflicting agendas. ensuing in the squad missing a common end during the simulation. and members being unwilling to give up their single ends to do the squad map ( Boss. 1995 ) .

We improved in simulation two by undergoing a re-norming phase and drafted out a squad contract. puting the norms of squad processs. engagement and personal answerability. We came up with the common end of first making good in squad undertakings and accomplishing the squad end before maximising the accomplishment of our single ends. There were clear schemes that we agreed on using to decide struggle. promote engagement and accomplish our end. My squad was able to get at the acting phase during the simulation which is consistent with our higher mark and decreased timing.

Furthermore. due to the participative nature of leading in both simulations. there was presence of group decision-making. This contributed to our high public presentation as it helped us bring forth more diverse options and besides supply more complete information and cognition. However. the downsides of this was that it was more time-consuming. which was apparent in our first simulation and there were force per unit areas to conform. such as the conservationist holding to continue together with the squad despite her sentiment that she would non last the expedition.

From this. I realised the importance and eventful nature of each phase of group development ( Maples. 2008 ) and that a undertaking or job should be attempted when a squad is in a acting phase to achieve optimal consequences.

1. 3 Relevance of Communication in PerformanceThe high mark achieved in simulation one in malice of comparatively inferior leading and group construction. highlighted the fact that effective online communicating within the squad was the main factor of our good public presentation. Our improved mark and timing in simulation two was a clear index of the effective and superior face-to-face communicating over practical communicating. It is apparent that communicating is important for job resolution in an administration. and it can make a tight-knitted community with a high dedication to the organisation’s cause ( Elving. 2005 ) .

In simulation one. my squad experienced benign disinhibition. a positive signifier of on-line disinhibition. We were more fond and more willing to open up. by sharing information relevant to the undertakings at manus ( Suler. 2004 ) . Harmonizing to Suler ( 2004 ) . the on-line disinhibition consequence resulted in the minimisation of position and authorization. Members were less fearful of my disapproval and hence more extroverted in their positions on certain determinations and undertakings. This widened the team’s cognition and information. ensuing in our good public presentation. In simulation two. my squad communicated proficiently as a physical squad. Barriers to effectual communicating was a major concern as it could negatively impact public presentation of groups and squads in an administration ( Radhaswamy. 2011 ) .

Furthermore. analyzing in University of New South Wales. with a vibrant and diverse pupil civilization. differences in linguistic communication will impede communicating ( Gould. 1969 ) . My squad managed to get the better of these challenges and excelled. We accomplished this by supplying each other feedback ( Haggerman. 2002 ) and through active hearing ( Young & A ; Post. 1993 ) . Feedback was given in the signifier of inquiring inquiries for elucidation and active hearing was carried out through avoiding the break of the talker and the exhibition of affirmatory caput nods and facial looks. Fortunately. my squad did non meet any langauge barriers as English was the first linguistic communication of all members. Even as an international pupil from Singapore compared to the staying members who are locals. there were minimum differences in our civilizations due to our similar ethnicity.

A high degree of communicating is positively related to group coherence ( Lott & A ; Lott. 1961 ) . My team’s effectual communicating in both simulations allowed for increased group coherence. which made us an effectual squad ( Mullen & A ; Copper. 1994 ) . Communication effectiveness strongly influenced leader public presentation ( Neufield. et Al. . 2010 ) . The high degree of communicating besides accounted for my above-average leader public presentation in malice of my hapless pick of leading manner in simulation one. In retrospect. I realised the significance of communicating in effectual squad public presentation and its positive influence on both leading public presentation and effectual squad construction. In order to go an exceeding squad leader or member in the hereafter. an betterment in communicating accomplishments is indispensable.

2. Experiences: Handling Conflicts and Human ErrorThroughout both simulations. it was inevitable that my squad encountered struggles. proficient and human mistakes. The happening of these incidents. be it foreseen or unanticipated. provided valuable penetrations to my team’s reaction and declaration to them. Significant incidents of note were: ( 1 ) Environmentalist enduring from an asthma onslaught in both simulations. ( 2 ) Allotment of O case shots from Camp 4 to the acme in both simulations. ( 3 ) Incorrect conditions anticipation in simulation two.

Task-based struggles can be resolved by sharing information with one another.Both incidents ( 1 ) and ( 2 ) were cases of task-based and relationship struggles and they were resolved in both simulations as observed in the conservationist avoiding deliverance and go throughing the O allotment undertaking. Incident ( 3 ) was an incident of human mistake. 2. 1 Relevance of Leadership in Experiences

Effective leading in the signifier of good exercising of power will assist to extinguish struggle in groups ( Peterson & A ; Harvey. 2009 ) . Using my referent power as a leader. I was able to direct an inclusive group procedure. By promoting treatment of possible options and esteeming the concerns and feelings of members. I was able to decide task-based struggles ( Peterson & A ; Harvey. 2009 ) . This was apparent in the group’s sharing of information on medical symptoms and single O ingestion rate and being successful in those undertakings. Furthermore. the successful inclusive of a group procedure helped further a clime of trust in the group. When the conservationist experienced an asthma onslaught. she trusted the information we shared and our opinion. which in bend resulted in her avoiding deliverance. Her trust in the squad prevented the misattribution of arguments as personal onslaughts and minimized relationship struggle ( Peterson & A ; Harvey. 2009 ) .

The individualistic leading manner in leting unqualified members full authorization in determination devising was the root cause of why the marathon runner failed to correctly predict the conditions in simulation two ( Goodnight. 2004 ) . The marathoner’s incompatibility in decisionmaking was non taken into consideration when I was make up one’s minding to authorise members because members’ consistence were indeterminable entirely based on the consequences of one simulation. 2. 2 Relevance of Groups and Teams in Experiences

Effective struggle direction is closely attributed to high degrees of group public presentation ( Peterson & A ; Harvey. 2009 ) . Our effectual struggle direction was chiefly due to our little group size ( Thomas & A ; Fink. 1963 ) . Compared to a larger group. we were able to be more productive with the information we shared with each other and decide the task-conflicts that arose in both simulations. I felt that this group size was ideal as it besides prevents societal idleness. leting every member to stay extremely motivated and committed. Our group adopted an suiting struggle direction in simulation one. where we resolved struggles by puting another’s demands and concerns above our ain ( Somech. et Al. . 2009 ) . In simulation two. we used a conciliatory attack. deciding struggles by each member waiving some of their single ends to accomplish a higher squad mark.

Upon contemplation. I felt that a collaboration-orientated manner of struggle direction should be adopted for both simulations. whereby members seek an advantageous solution for all parties. This will non merely better squad mark. but besides enhance single tonss. Owing to the fact that a individualistic leading manner for single determinations was adopted in simulation two meant that group determination doing did non take topographic point during these determinations. As such. less complete information and cognition was provided and an ill-informed and inaccurate determination was made in the marathoner’s anticipation of conditions. It is hence built-in to be able to correctly discern if future undertakings require group or single determination devising. Individual determination doing consequences in faster and more efficient determinations. but it comes at a cost of being inaccurate.

2. 3 Relevance of Communication in ExperiencesIn both simulations. an all-channel signifier of communicating web was used. leting a smooth and free flow of communicating amongst members. This allowed for a fast and comparatively accurate exchange of information for the squad to decide task-conflicts. Team members were more motivated and committed as a consequence of a high satisfaction derived through use of this communicating web ( Guetzkow & A ; Simon. 1955 ) . A downside to this communicating web was the prevalence of information overload due to the fast paced nature of this web. This was apparent in the marathon runner being overloaded with the conditions information we shared him. The sum of information he had to work with exceeded his processing capacity and as a consequence. the squad failed the conditions challenge in simulation two.

While an all-channel signifier of communicating is fast. reasonably accurate and provides a high member satisfaction. it is of import to pull off information decently to avoid overload.

DecisionLeadership. Groups and Teams and Communication have proven to be polar factors to the successful completion of both simulations. Based on the information and critical analyses made. it was really clear that the assorted attacks our squad took in relation to assorted direction theories influenced work procedure of the simulations. There is no individual fixed expression to go an exceeding squad leader and member. Through this exercising. I have gained penetrations on the different manners of leading. communicating and group and squad construction. every bit good as their applications in the hereafter to go an exceeding squad leader and member. Finally. this will fit me with the necessary skillset to accomplish more effectual and efficient squad public presentation.


1. Alge. B. J. . Wiethoff. C. & A ; Klein. H. J. . 2003. When does the medium affair? Knowledge-building experiences and oppurtunities in decision-making squads. Organizational Behaviour and Human Decision Processes. Volume 91. pp. 26-37. 2. Boss. R. W. . 1995. Remark: The Challenge of Building Effective Work Groups. Journal of Management Inquiry. 4 ( 2 ) . pp. 172-175.

3. Elving. W. . 2005. The Role of Communication in Organisational Change.Corporate Communicationss: An International Journal. 10 ( 2 ) . pp. 129-138. 4. Goodnight. R. . 2004. Individualistic leading. The Economic Journal. 98 ( 392 ) . pp. 755-771.

5. Gould. J. . 1969. Barriers to Effective Communication. Journal of Business Communication. 6 ( 2 ) . pp. 53-58.6. Guetzkow. H. & A ; Simon. H. A. . 1955. The Impact of Certain Communication Nets upon Organization and Performance in Task-Oriented Groups. Management Science. 1 ( 3/4 ) . pp. 233-250.7. Haggerman. L. . 2002. Strong. Efficient Leadership Minimizes Employee Problems. Springfield Business Journal. 9 ( 15 ) . p. 23.8. Lott. A. J. & A ; Lott. B. E. . 1961. Group Cohesiveness. Communication Level. and Conformity. Journal of Abnormal and Social Psychology. 62 ( 2 ) . pp. 408-412. 9. Maples. M. F. . 2008. Group Development: Extending Tuckman’s Theory. The Journal for Specialists in Group Work. 13 ( 1 ) . pp. 17-23.

10. Mullen. B. & A ; Copper. C. . 1994. The Relation Between Group Cohesiveness and Performance: An Integration. Psychological Bulletin. 115 ( 2 ) . pp. 210-227. 11. Neufield. D. J. . Wan. Z. & A ; Fang. Y. . 2010. Distant Leadership. Communication Effectiveness. Group Decision and Negotiation. 19 ( 3 ) . pp. 227-246. 12. Peterson. R. S. & A ; Harvey. S. . 2009. Leadership and struggle: Using power to pull off struggle in groups for better instead than worse. Power and Interdependence in Organizations. pp. 281-298.

13. Radhaswamy. P. a. Z. A. . 2011. The Importance of Communication. IVP Journal of Soft SKills. 5 ( 4 ) . pp. 52-56.

14. Rubin. E. N. . 2013. Measuring Your Leadership Style to Achieve Organizational Objectives. Global Business and Organizational Excellence. 32 ( 6 ) . pp. 55-66. 15. Somech. A. . Desivilya. H. S. & A ; Lidogoster. H. . 2009.Team Conflict Management and Team Effectiveness: The Effectiveness of Task Interdependence and Team Identification. Journal of Organisational Behaviour. 30 ( 3 ) . pp. 359-378. 16. Suler. J. . 2004. The Online Disinhibition Effect. Cyber Psychology & A ; Behaviour. 7 ( 3 ) . pp. 321-326.

17. Thomas. E. J. & A ; Fink. C. F. . 1963. Effectss of Group Size. Psychological Bulletin. 60 ( 4 ) . p. 371.18. Vaccaro. I. G. . Jansen. J. J. P. . Van Den Bosch. F. A. J. & A ; Volberda. H. W. . 2012. Management Innovation and Leadership: The Moderating Role of Organisatoinal Size. Journal of Management Studies. 49 ( 1 ) . pp. 28-51.

19. Young. M. & A ; Post. J. . 1993. Pull offing to Communicate. Communicating to Pull off: How Leading Companies Communicate with Employees. Organizatinal Dynamics. 22 ( 1 ) . pp. 31-43.20. Yukl. G. . 2012. Effective Leadership Behavio: What We Know and What Questions Need More Attention. Academy of Management Perspectives. 26 ( 4 ) . pp. 66-85.

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The Everest Simulation. (2017, Jul 21). Retrieved from https://graduateway.com/the-everest-simulation-essay-3751/

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