Report Focus: Compare and contrast your individual and team’s experiences and results in the two Everest simulations using the following two course concepts; i) Groups & Teams ii) Leadership
This report has addressed and evaluated theoretical organisational and management concepts in areas of leadership and groups and teams and it can be concluded that the way a team interacts is directly influenced by team processes. The different roles and characteristics that an effective leader must possess such as determining priorities, encouraging group interaction and cohesion and provide a source of enthusiasm for team tasks is discussed in this report. Furthermore, we make a comparison between the leadership styles of both leaders where a task-orientated leadership style is utilised in the first simulation and a relationship-orientated approach implemented in the second. Both had its perceived benefits and disadvantages and we are able to critically evaluate which one worked best and why. It is observed that our team’s development process somewhat resembled processes outlined by Tuckman’s model of group development. Furthermore, even though a team contract enabled us to draft a strategy to follow, the simplicity and incomprehensiveness of the team contract and the fact that it was established after group norms had been cemented may have had an immaterial impact on the team’s overall performance. We discuss the issues of a virtual team and although several advantages are recognized, we found that the conventional face to face teams performed better on average. The conventional face to face teams can be further advantaged by combining different aspects and elements of virtual teams into the structure.
The simulation experience5
Style of Leadership6
Role of Leadership6
Groups and Teams8
Team Contracts and Planning9
Team Structure and Communication10
APPENDIX A: GOALS ON TRACK (1)15
APPENDIX B: GOALS ON TRACK (2)15
The Everest Simulation is a virtual game which involved students climbing a computer-based “Mount Everest” in pre allocated teams of five to six members. It aimed to enhance the skillet of students through challenges by enabling them to reflect and make clear decisions. This report was commissioned to critically analyse the extent to which a theoretical framework could be applied to a leadership and teamwork simulation. The main goal of the simulation was to maximise the total objectives met by both the individual and team. However, it was designed so that each member had conflicting objectives, hence objectives had to be prioritised and compromised. This meant that we had to work together as a team, amalgamate our collective resources and evaluate our decisions during the course of the simulation. The simulation was completed twice to allow for different strategic approaches to be implemented and compared. Our team utilised a different strategic approach in each simulation, and although the second simulation saw the introduction of a team contract and a shared leadership style, the performance of the second simulation was lower than the first. The following report aims to put forward my analysis of my personal as well as team experiences and the outcomes, and examine areas of leadership and effective team management, integrated with theoretical organisational and management concepts. Through this analysis, we able to gain a better understanding of the complex and dynamic processes which govern both individual and group behaviour.
the simulation experience
This report attempts to summarise the findings from the observations and results of our Everest Simulation and use it as a basis for analysis. Our team consisted of six people, whom we have...