The Everest Simulation

The three reasons why it failed was the funding was cut short for the training, the second was that the expectations were high of the people who were trained in the simulation program but the program was cut short due to a lack of funds and the third reason was that during the exercise the latter half of the training such as medical care, inter-operable communication and response times were not completed.

In order to continue climbing Everest, many aspects of climbing need to be improved before more people endanger their lives to try and reach the roof of the world. The guides have some areas that need the most reform. During the ascension of Everest the guides made a plethora mistakes that seemed insignificant but only aided in disaster. The guides first mistake is allowing “any bloody idiot [with enough determination] up” Everest (Krakauer 153). By allowing “any bloody idiot” with no climbing experience to try and climb the most challenging mountain in the world, the guides are almost inviting trouble. Having inexperienced climbers decreases the trust a climbing team has in one another, causing an individual approach to climbing the mountain and more reliance on the guides. While this approach appears fine, this fault is seen in addition to another in Scott Fischer’s expedition Mountain Madness. Due to the carefree manner in which the expedition was run, “clients [moved] up and down the mountain independently during the acclimation period, [Fischer] had to make a number of hurried, unplanned excursions between Base Camp and the upper camps when several clients experienced problems and needed to be escorted down,” (154). Two problems present in the Mountain Madness expedition were seen before the summit push: the allowance of inexperienced climbers and an unplanned climbing regime. A third problem that aided disaster was the difference in opinion in regards to the responsibilities of a guide on Everest. One guide “went down alone many hours ahead of the clients” and went “without supplemental oxygen” (318). These three major issues: allowing anyone up the mountain, not having a plan to climb Everest and differences in opinion. All contributed to the disaster on Everest in

This report provides an analysis of the following: the experience in the two Everest teamwork simulations, the results of the two sets of simulation and the communication structure and experience in the two Everest simulations. Method of analysis includes incorporating theories and concept in the course and discussing about the observation during the simulations. There are many concepts and theories which are discussed in this report such as the grouping modeling elements, communication structure, the effects of conforming and the benefits of conflicts and the benefits of effective communication. The report ends with a recommendation that the report could be improved if there is a comparison of the results of two teams

The Everest simulation used the dramatic context of a Mount Everest expedition as related to management concepts exploring the role of leadership, effective communication, and team work to achieve success. The simulation required students to work in cohesive teams consisting of five members, where each individual was assigned a specific role and a goal. The roles included the team leader, physician, environmentalist, photographer, and marathoner. Some goals were contradictory in order to assess how the team reacted to complex and sometimes conflicting situations. Before the actual simulation started, the group discussed the general approach and how to deal with

Sometimes failure can really be the best teacher. This was the case with the Lakeview Regional Hospital Simulation Exercise. During the simulation, I learned a lot about working with a team, knowing when to stand firm and when to compromise. I have been a part of plenty of projects, but sometimes I can be a little lost when it comes to the healthcare aspects of things. It was during these times that I looked to my teammates to assist with filling in some valuable blanks about the healthcare environment. I do have a lot of experience with introducing technology, training and media relations. It was during these parts of the simulation that I could really lend a helping hand. The simulation illustrated the importance of buy-in amongst the implementation team as well as other members of the entire organizations. It showed that there will always be some inherent resistance, but that doesn’t mean that change is impossible as long as there is some flexibility.

1. Relying on the book chapter for perception and decision making, describe the role of the perception biases, “shortcuts”, and errors that the climbers — as individuals and as a group— made during the 1996 expedition to Mount Everest. Describe at least 5. How these biases, “shortcuts,” and errors did contribute to the tragedy?

Leadership failure is rarely discussed, and yet often represents the greatest potential risk to an organization or group in an unfamiliar situation. For the Everest Simulation, I held the role of team leader, in which I was required to achieve goals relating to a combined ascent and maintaining team safety. At completion, 13 of 20 individual goals, and 65% of overall team goals were accomplished. The lower rate of success was due to several ethical and leadership related failures, resulting in a team member being evacuated on the final ascent. Although the simulation could have been more successful, the team dynamics witnessed were enlightening as to what constitutes effective leadership and ethical decision making in a high-intensity situation.

I agree with Jon Henley that human lives should be worth more to us than completing any goal, even one as big as making the summit of Everest. In the article, Jon Henley writes about how around 40 climbers without even thinking twice pass a dying British mountaineer named David Sharp. Knowing that the people just let a living human being die breaks my heart that anyone would chose a chance to be on top of the world rather than save a life. When someone is ignored or wrongly treated, I want to ask that person how they would feel if they were the one ignored. Every life on Everest matters because that person has people who love them and Don Mazur and his team understood that. They saved a man instead of accenting to the summit,and I bet the

The highest priority was building effective and successful team environments along with communication techniques. Excellent communication skills are essential in virtual teams, which is why this should always be a crucial area of personal development for team members (Manktelow, J., 2012). The second instrument in understanding the Capsim simulation strategy was having knowledge of the market growth rate and the key four customer expectations

Our team’s major goal when completing this simulation was to ensure we scored as many points as possible not only individually but collectively. The enticement to get every member to the summit was alluring; however as a team we decided it was better to stop and contemplate each stage in order to maximise points. As the simulation was a highly structured task this made the concept of an individual leading and managing the team ultimately redundant. Each group member contributed towards being team leader as the group worked cooperatively and cohesively throughout. This issue corresponds to the theory of leadership and in particular substitutes for leadership. A team working as one making informed

The Everest simulation allows participants to explore varying forms of communication, leadership and different attributes of teams to determine what alternative best suit the given situation. The simulation entails decision making processes, which must be effectively executed in order to maximise team efficiency and attain set goals. The simulation involves ascending towards the summit of Mount Everest along with other team members, each with predefined roles. The interdependent nature of the task requires members to work in collaboration to achieve goals and later evaluate the outcome and the shortcomings that may have hindered success. This report explores communication, leadership and groups and teams as themes for examining the outcomes of the task, as well as determining what implications this experience holds for future teamwork based activities.

If given the opportunity to re-do the simulation, our top priorities would be to manage the allotted time more efficiently in order to improve decision quality, provide resolution certitude and ensure that each team member is adequately informed and prepared prior to meeting. During the simulation, we were given a finite timeline in which to analyze and input decisions; however, we failed to create a sense of urgency within our group, which encumbered the decision-making process and consequently, led to rushed decisions as time ran out. A team member should have been appointed as a designated timekeeper for time monitoring purposes.

The case of Mt. Everest focuses on two commercial expeditions, Adventure Consultants and Mountain Madness, and the tragic event on May 10, 1996. These two commercial expeditions were lead by Rob Hall and Scott Fischer, and were consisted of 20 members. Both leaders were experienced climbers, but due to several factors, the expedition resulted into five deaths including Hall and Fischer. The event has thought managers to evaluate the importance of leadership together with its internal and external factors that managers should consider to survive in the high risk business world.

After having run through the simulation, what elements of that strategy would you have changed and/or what strategy do you intend to pursue in the group simulation?

My assessment of the performance of our team (ACC-Baldwin) in Phase One is that we performed decently in terms of strategy, but we have a lot of room for improvement in terms of implementation of strategy in the simulation exercise.