...Name: Noa Date: 24 / 05 / 2013 EXECUTIVE SUMMARY The Everest simulation is a five-player simulation requiring groups of students to work together to overcome challenges and obstacles in order to conquer the mountain and reach the summit. The designers, Harvard Business School, do their best in incorporating real life dangers such as unpredictable weather, fluctuating health conditions and oxygen scarcity into the virtual expedition. In doing so, teams must manage, plan organize and manage themselves so that they can perform effectively and achieve the ultimate goal of reaching the summit. In the simulation, the roles of being a physician, an environmentalist, the team leader, a photographer and a marathon runner, are delegated to each team member. If a team had more than five members, such as our team, the remaining members would assume the role of an observer. Each role had different personal information and goals tailored to them and the simulation encouraged players not to share personal information to others, thus mirroring real-life situations. In the past years, it has been shown that students generally learn from their mistakes in the first simulation and perform better in the second. However Team ‘_____ ’ deviated from this idea, starting with 50% and deteriorating to 38%. The major improvement in performance between the simulations can be explained by the intragroup changes between Everest 1 and Everest 2. This will be closely examined by comparing and contrasting...
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...MGMT 1001 Assignment 2 – Report – 30% of Final Mark Report Focus: Write a report reflecting on your experiences of the Everest group simulation exercise this semester with reference to concepts and theories encountered in this course. Executive Summary Everest, a virtual game designed by Harvard Business School and Forio Business Simulations, forces players to challenge problems that arise and conquer them as a team. After viewing a frightening video that portrays the mountain climbing experience, students are arranged in groups of five and assigned different roles with varying description and goals, ranging from ambitious athletes to preservative environmentalists. Confronting numerous challenges such as oxygen scarcity, unpredictable weather and volatile health conditions, teams progress up the mountain, with the ultimate goal of reaching the summit. The game is intelligent in its simplistic design – it gives different goals and information to each player. The physician has knowledge on numerous diseases, but is unable to use it if the marathoner fails to announce her critical health condition – a probable situation as the game encourages players to hide the information. In hindsight, our team was given two attempts to complete the simulation. The first simulation was conducted with little experience and understanding of group members and roles. Formation of conspiracies led to discomfort due to conflicting personal goals, limited resources,...
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...MGMT1001: Everest Report Andrew Lau A critical and reflective self-evaluation of my experiences during the Everest team simulation in the contexts of ‘attitudes, personalities & perceptions’, ‘power & conflict’ and ‘groups & teams’. Executive Summary The Everest simulation is a team simulation designed to emulate real life group processes and the diverse range of intergroup interactions this entails. Developed by Harvard Business School, participants are grouped into teams of 5 (with an optional sixth member, the observer) that make a virtual climb up Mount Everest. Performance is assessed through both individual and team goals that are provided throughout the simulation. Members were allocated into groups randomly within tutorial groups and assigned roles within the simulation. I was assigned the role of environmentalist, but assumed the informal role as one of the team’s leaders. Our group as a whole managed to achieve a satisfactory 67% of team goals, and I managed to achieve 57% of my individual goals. The objective of this report is to critically analyse and reflect upon the intergroup interactions that lead to the successes and failings of our team. These successes and failings will be viewed through the lens of the theories and concepts developed in the course in order to gain insight into group processes and human behaviour. The report starts with analysing and breaking down human cognitive processes and social interactions through the tripartite...
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...Introduction The Everest simulation provided several situations where multiple management theories, discussed in the lectures, were applicable. Being divided into teams to complete the task helped align this simulation’s findings with a real life business setting. Contrasting roles and goals of each individual team member further enhanced the similarity to an everyday business. To conquer Everest, whether it is in reality or as part of this ‘simulation’, requires significant amounts of planning and well thought out management decisions which allow for continued success for the team as a whole. Upon review of the simulation two management concepts were more prevalent than others; ethical and social responsibility with specific focus on the utilitarianism approach and the concept of strategic planning and goal setting, within that scenario planning and crises management. The concepts applicability to both the individual and group components of the simulation will be the main focus of this report. Clarity gained from scholarly articles will also be discussed in detail. Concept 1 – Strategic Planning/Goal Setting and Scenario Planning and Crises Management Good planning is the foundation of any successful individual, team or company venture, conquering Everest is no different. The planning process is often divided into three levels. The first, strategic, focuses on long range goals and focuses on the goals of the organisation as a whole. (Steiner, 2010) Second is tactical planning...
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...Mt. Everest Simulation- Personal Reflection Table of Contents 1.0 Introduction to Mount Everest team and Leadership simulation 2 2.0 Our Team Process Efficacy 3 2.1 The role of the leader 3 2.2 Psychological Safety 5 2.3 Group Thinking 7 3.0 Conclusions 8 4.0 Reference 9 1.0 Introduction to Mount Everest team and Leadership simulation Climbing Mount Everest is a dangerous undertaking, a Herculean task fraught with difficulties, danger, complexities and volatile weather conditions. Disaster can strike without warning, leaving the most competent and experienced professional high altitude mountain climber gasping for breath, and desperately fighting to stay alive. Death is not uncommon to mountaineers who ascend Mt. Everest, a simple mistake, faulty judgments, miscommunication, wrong decisions or complacency can lead to disastrous consequences. Indeed, climbing Mt. Everest cannot be accomplished alone, individuals need to work together as a team, cooperate and collaborate with one another, and rely on one another's capabilities to ascend the mountain summit successfully. Everest leadership and team multimedia simulation is an attempt to help the participants experience and understand team dynamics and leadership. It requires participants to work as a unit, a cohesive entity, collaborating and communicating essential information in order to make effective decisions that will benefit individuals and the group in achieving their goals. The interactive...
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...The reflection of my experiences of The Everest group simulation z3238040 Seung Kon Back ● The Executive Summary The team 1 was organised to perform two Everest simulations and its members were Seungkon, Florence, Yajia, Michael, Manas and Rebecca. This report is a record of experiences during the simulations and also aims to describe the team’s experiences and critically analyse the results and communication structures. It was found that the main factor of the team’s failure is attributable to poor performance of a physician and there were some communicative conflicts. A disappointing performance is linked with the concepts of cognitive dissonance, task cohesiveness and social loafing. It also was confirmed that the problem of communication is associated with several factors such as the linguistic barrier, stereotyping, different decision-making styles, the internet-network communication and different cultures. Table of Contents ● The executive summary p2 ● Introduction p4 ● Everest team experience p4-6 ● Analysis of team’s result p7-9 ● Analysis of team’s communication structures and experiencep9-11 ● Conclusion p12 ● Bibliographyp13-14 ● Appendicesp15-19 ● Introduction The members of team 1 (Seungkon, Florence, Yajia, Michael, Manas and Rebecca) were supposed to do Everest simulation at week 5 and 8. Before the first simulation, as I had not had any experiences with other members and also I had no experiences regarding Everest simulation, there was a lack of knowledge...
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...Goolsby-Inspired Emotional Leadership: Integrity - Courage - Impact MANA 5350 – Spring 2013 Professor: James Campbell Quick, Distinguished Professor of Leadership & Organizational Behavior John and Judy Goolsby – Jacqualyn A. Fouse Endowed Chair Executive: Prashant Ranade, CEO and President, Syntel Office: 617 Hours: W, 6-7 p.m.; by appointment in Arlington or at the Fort Worth Center. Phones: Office: 817.272.3869 Home Office: 817.496.0567 (messages) E-mail: jquick@uta.edu COURSE OBJECTIVES: This course is an advanced graduate elective inspired by John Goolsby ’64. The motto of the Goolsby Leadership Academy is: Integrity - Courage - Impact. Goolsby-inspired leadership is founded on cutting edge science and practice. The substantive anchors of the Goolsby model are: authentic leadership, emotional competence, and personal integrity. See: www.uta.edu/goolsby This practice-based class relies on learning from distinguished leaders, personal experience, and from the science. Self-awareness is a hallmark of authentic leadership and other-awareness is a key to effective leadership. Each leader must find her/his own way. We pursue 5 learning outcomes: 1. The students will be able to identify their own strengths/limitations and, with this knowledge, begin to explore and explain their own leadership approach. 2. The students will be able to describe the strengths/limitations of others and to describe the effects that...
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...Copyright Salman Rushdie, 1988 All rights reserved VIKING Published by the Penguin Group Viking Penguin Inc., 40 West 23rd Street, New York, New York 10010, U.S.A. Penguin Books Ltd, 27 Wrights Lane, London W8 5TZ, England Penguin Books Australia Ltd. Ringwood, Victoria, Australia Penguin Books Canada Ltd, 2801 John Street, Markham, Ontario, Canada L3R 1B4 Penguin Books (N.Z.) Ltd, 182-190, Wairau Road, Auckland ro, New Zealand Penguin Books Ltd, Registered Offices: Harmondsworth, Middlesex, England Published in 1989 by Viking Penguin Inc. For Marianne Contents I The Angel Gibreel II Mahound III Ellowen Deeowen IV Ayesha V A City Visible but Unseen VI Return to Jahilia VII The Angel Azraeel VIII The Parting of the Arabian Seas IX A Wonderful Lamp Satan, being thus confined to a vagabond, wandering, unsettled condition, is without any certain abode; for though he has, in consequence of his angelic nature, a kind of empire in the liquid waste or air, yet this is certainly part of his punishment, that he is . . . without any fixed place, or space, allowed him to rest the sole of his foot upon. Daniel Defoe, _The History of the Devil_ I The Angel Gibreel "To be born again," sang Gibreel Farishta tumbling from the heavens, "first you have to die. Hoji! Hoji! To land upon the bosomy earth, first one needs to fly. Tat-taa! Taka-thun! How to ever smile again, if first you won't cry? How to win the darling's love, mister, without a sigh? Baba, if you want to get born again...
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...The Big Book of Huddle Energizers Ideas to enliven your huddle Contributed by employees of Citibank Singapore Table of Contents Service Value # 1 – Make Each Interaction Personal ................................................. 6 Energizer: Hebrew Numerology ................................................................................... 6 Energizer: Brain Teaser ............................................................................................... 9 Energizer: Human Treasure Hunt............................................................................... 10 Energizer: Secret Hat Trick ........................................................................................ 11 Energizer: Accentuate the Positive............................................................................. 11 Energizer: Name Game.............................................................................................. 11 Energizer: Heart to Heart ........................................................................................... 11 Energizer: Guess my Body Language ........................................................................ 11 Energizer: How to Say Hello in Different Languages ................................................. 12 Energizer: Good Morning Game ................................................................................ 12 Service Value # 2 – Maintain A Professional Image ...................................................
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...Creative Problem Solving for Managers Second edition How can managers tackle complex problems? How do you encourage innovation? How do you implement new solutions? Is creativity the key to management success? This accessible text provides a lively introduction to the essential skills of creative problem solving. Using extensive case studies and examples from a variety of business situations, Creative Problem Solving for Managers explores a wide range of problem solving theories and techniques, illustrating how these can be used to solve a multitude of management problems. Thoroughly revised and redesigned, this new edition retains the accessible and imaginative approach to problem solving skills of the first edition. Features include: ■ ■ ■ ■ ■ Blocks to creativity and how to overcome them Key techniques including lateral thinking, morphological analysis and synectics Computer-assisted problem solving Increased coverage of group problem solving techniques New website containing in-depth cases and a PowerPoint presentation As creativity is increasingly being recognised as a key skill for successful managers, this book will be welcomed as a readable and comprehensive introduction for students and practising managers alike. Tony Proctor is Professor in Marketing at Chester University College Business School and was formerly Senior Lecturer in Marketing and Head of the Department of Management at Keele University. Creative Problem Solving for Managers Developing skills...
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...400 Must-Have Words for the TOEFL® This page intentionally left blank. 400 Must-Have Words for the TOEFL® LYNN STAFFORD-YILMAZ LAWRENCE J. ZWIER MCGRAW-HILL New York Chicago San Francisco • Lisbon London • Madrid • Mexico City • Milan • New Delhi San Juan • Seoul • Singapore • Sydney • Toronto • • Copyright © 2005 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-146707-6 The material in this eBook also appears in the print version of this title: 0-07-144328-2. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”)...
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...NEED MORE TOEFL MATERIALS?? Go Here: http://www.yosite.ru 400 Must-Have Words for the TOEFL® This page intentionally left blank. 400 Must-Have Words for the TOEFL® LYNN STAFFORD-YILMAZ LAWRENCE J. ZWIER MCGRAW-HILL New York Chicago San Francisco • Lisbon London • Madrid • Mexico City • Milan • New Delhi San Juan • Seoul • Singapore • Sydney • Toronto • • Copyright © 2005 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-146707-6 The material in this eBook also appears in the print version of this title: 0-07-144328-2. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212)...
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...delight in William Poundstone's HOW WOULD YOU MOVE MOUNT FUJI? "Combines how-to with be-smart for an audience of job seekers, interviewers, Wired-style cognitive science hobbyists, and the onlooking curious. . . . How Would You Move Mount Fuji? gallops down entertaining sidepaths about the history of intelligence testing, the origins of Silicon Valley, and the brain-jockey heroics of Microsoft culture." — Michael Erard, Austin Chronicle "A charming Trojan Horse of a book While this slim book is ostensibly a guide to cracking the cult of the puzzle in Microsoft's hiring practices, Poundstone manages to sneak in a wealth of material on the crucial issue of how to hire in today's knowledge-based economy. How Would You Move Mount Fuji? delivers on the promise of revealing the tricks to Microsoft's notorious hiring challenges. But, more important, Poundstone, an accomplished science journalist, shows how puzzles can — and cannot — identify the potential stars of a competitive company.... Poundstone gives smart advice to candidates on how to 'pass' the puzzle game.... Of course, let's not forget the real fun of the book: the puzzles themselves." — Tom Ehrenfeld, Boston Globe "A dead-serious book about recruiting practices and abstract reasoning — presented as a puzzle game.... Very, very valuable to some job applicants — the concepts being more important than the answers. It would have usefulness as well to interviewers with a cruel streak, and the addicts of mind/ word games."...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...GROUP INTERACTION JOURNAL ARTICLES Compiled by Lawrence R. Frey University of Colorado at Boulder Aamodt, M. G., & Kimbrough, W. W. (1982). Effects of group heterogeneity on quality of task solutions. Psychological Review, 50, 171-174. Abbey, D. S. (1982). Conflict in unstructured groups: An explanation from control-theory. Psychological Reports, 51, 177-178. Abele, A. E. (2003). The dynamics of masculine-agentic and feminine-communal traits: Findings from a prospective study. Journal of Personality and Social Psychology, 85, 768-776. Abele, A., Gendolla, G. H. E., & Petzold, P. (1998). Positive mood and in-group—out-group differentiation in a minimal group setting. Personality and Social Psychology Bulletin, 24, 1343-1357. Aberson, C. L., Healy, M., & Romero, V. (2000). Ingroup bias and self-esteem: A meta-analysis. Personality and Social Psychology Review, 4, 157-173. Abougendia, M., Joyce, A. S., Piper, W. E., & Ogrodniczuk, J. S. (2004). Alliance as a mediator of expectancy effects in short-term group psychotherapy. Group Dynamics: Theory, Research, and Practice, 8, 3-12. Abraham, A. (1973a). Group tensions as measured by configurations of different self and transself aspects. Group Process, 5, 71-89. Abraham, A. (1973b). A model for exploring intra and interindividual processes in groups. International Journal of Group Psychotherapy, 23, 3-22. Abraham, A. (1974-1975). Processes in groups. Bulletin de Psychogie, 28, 746-758. Abraham, A., Geffroy, Y., & Ancelin-Schutzenberger...
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