Analysis Of Learning Through Simulation On Teamwork And...

2 Analysis of learning through simulation 2.1 Personality and learning Clashing personalities and conflicting assigned roles led to problems with group dynamic and identity, affecting teamwork and decision making. As part of the Everest simulation, each group member was given a different role at random. This led to the issue where some group members’ personalities did not suit the role they were given and forced some members to step out of their comfort zone, in particular, where the least confident member became leader and the most dominant member in the group was given the role of photographer. As such, there was a slight underlying leadership struggle that led to the nominal leader often yielding and going along with decisions to avoid conflict. The leader’s low self-esteem also led to a very democratic and flat team hierarchy, which had a significant impact on the team’s decision-making style. The group was predominantly extroverted and judgment-inclined, with half the group having an inclination for sensing and feeling, and the other for intuition and thinking, according to the Myers-Briggs Type Indicator (MBTI; Myers McCaulley, 1985). The leader rated as an ISFP, with marginal preference for introversion, while the most dominant member of the group was found to be ENTJ, the opposite end of scale. Due to the different preferences and styles of making decisions, members came to decisions at different paces; slower thinkers felt some pressure to speed up and comeShow MoreRelatedQuality And Safety Education For Nurses1142 Words   |  5 PagesQuality and Safety Education for Nurses Teamwork and collaboration are capable to effectively function within professional teams, remaining respectful, mutual decision-making, and developing open communication to attain the optimal quality of care for patients. 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