Slide 1
King Saud University -- Kent State University
Partners in Entrepreneurship
Survey of Entrepreneurship
Class 3
Subarctic Survival Part 1 of 2
This class has work that MUST be done by the instructor BEFORE class 4.
The majority of class 4 should be spent on slide 8 of class 4.
It is imperative that each team leader emails the individual member scores and the team
score to the instructor as soon as the team finishes their rankings.
Make sure you do the necessary prep work before class so that the work of the scoring grid
can be handled quickly.
Slide 2
Arctic Survival
A Team Development Exercise
To become familiar with this simulation, and be able to facilitate it, the instructor will need
to complete Step 1 of the Participant's Booklet BEFORE reading the expert's rank and
rationale in Section 3 of the Leader's Guide.
It is imperative that the entire Leader's Guide is read and understood before delivery of the
simulation.
This will help you not only with the mechanics of the process, but more importantly, the
intent. This intent is to help the team's understand the need and value of working together
for superior results.
A critical part of the simulation is the recognizing of team dynamics, and the difference between
perceived and actual dynamics. For this reason, you will need to have observers for each
group. If possible, obtain an outside observer for each team. Give them an Observer's Guide in
advance to read and understand. Then, during the simulation, have them fill out the observation,
for review in Day 2.
If no outside observers are available, you may need to assign one member from each team
to play the role. If this is the case, ONLY have these Observers read and use the 2
Observation pages.
Comments are made throughout to help you convey this intent in a positive way.
Slide 3
03_Objectives
Experience a simulation involving a real life
situation.
Help understand and practice the behaviors and
skills that contribute to effective group
problem solving and decision making.
Note: this exercise is based on actual cases in
which men and women have lived or died
depending on the survival decisions they
made.
03_Objectives
Experience a simulation involving a real life situation.
Help understand and practice the behaviors and skills that contribute to effective group problem
solving and decision making.
Note: this exercise is based on actual cases in which men and women have lived or died
depending on the survival decisions they made.
Slide 4
03_Interactivities
Whole class is about the Arctic Survival Situation
and the progressive stages of team
development.
03_Interactivities
Whole class is about the Arctic Survival Situation and the progressive stages of team
development.
Slide 5
03_Handouts
3.1 Participant's Booklet
3.2 Observer's Booklet
See appendix for
03_Handouts
3.1 Participant's Booklet
3.2 Observer's Booklet
3.3 Instructor’s Booklet
Slide 6
Arctic Survival Part 1
• Today you will be introduced to a real-life
situation.
• You will be given all of the information
regarding the situation as it occurred
• You will then be challenged , first individually,
and then as a team, to help your team
‘survive’
Arctic Survival Part 1:
WHAT TO SAY:
'Today you will be introduced to a real-life situation. You will be given all of the information
regarding the situation as it occurred. You will then be challenged, first individually, and then as
a team, to help your team ‘survive’.
Be sure that you have read the entire background of the crash situation and understand the
Challenge. The class may ask you questions, based on their understanding of English, and you
will need to quickly and effectively answer these questions, so that individuals, and then teams,
can attain the desired results, ON TIME.
Slide 7
The Challenge
• The Challenge: details
• Open the booklet ‘Subarctic Survival Situation’
participant’s booklet
• Read the first 2 inside pages: Map of Crash Site,
and The Subarctic Situation
• When you are finished reading, please stand up
The Challenge: details WHAT TO SAY:
Open the booklet ‘Subarctic Survival Situation’ participant’s booklet;
Read the first 2 inside pages: Map of Crash Site, and The Subarctic Situation;
When you are finished reading, please stand up'.
Encourage them to ask questions ONLY ABOUT clarifications of English.
Wander around the room, looking to help as necessary. This will reduce/eliminate the need for
them to speak among themselves.
As you see participants finished, encourage them to stand up. Otherwise, much time may be
wasted by those done reading, but not standing.
This also gives them a chance to stretch. Ask them to remain silent as they stand
Slide 8
The Challenge
• Turn to the page : The Challenge
• Read through the instructions
• AS INDIVIDUALS, Complete Step 1 on the next
page. You will have 15 minutes to complete the
assignment
WHAT TO SAY:
'Turn to the page: The Challenge,
Read through the instructions.
AS INDIVIDUALS, Complete Step 1 on the next page.
You will have 15 minutes to complete the assignment.'
NOTE: An additional 5 minutes has been already been allotted to account for the difficulty with
English terms. Time is tight, so keep reminding them of the time remaining, and keep pushing to
make sure all complete the assignment on time.
Slide 9
The Challenge
• Part 2: The Team challenge
• Read the instructions to Part 2
• As a team, discuss your individual answers, then
begin to write in the team’s Consensus answers
• Consensus means that when you have 2 or more
opinions, you agree to come to one answer. You may
not like the team’s answer, but you can live with it
The Challenge: Part 2: The Team challenge;
WHAT TO SAY:
“Read the instructions to Part 2.
As a team, discuss your individual answers, then begin to write in the team’s Consensus answers.
EXPLAIN: Consensus means that when you have 2 or more opinions, you agree to come to one
answer. You may not like the team’s answer, but you can live with it.”
Encourage the teams to meet the deadline. They almost certainly WON'T be able to complete the
assignment on time, so, with about 5 minutes left in the class, SHOW and EXPLAIN Slide 6.
Slide 10
The Challenge
• Part 2, continued
• If you don’t finish in class, you may take up to the
difference between 45 minutes total, and the
amount of time used in class. PLEASE DON”T EXCEED
THE TOTAL TIME combined in class and in evening
assignment
An important part of the simulation will be recognizing the differences in Group Dynamics
between what is perceived and what actually occurs.
This is where you will introduce the Observers. Explain to the class that group dynamics is an
important part of any team's success. They will be commenting on them as a team later, and the
Observers will also comment.
NOTE: Explanation of 'Team Dynamics': studying problems involving the structure of a
group.
Examples:
Did one or two members dominate?
Were there any 'side conversations'?
When conflict arose, how was it resolved?
Was the final rating completed on time?
Was consensus reached?
For more in depth information on the subject, go to:
http://www.accel-team.com/work_groups/informal_grps_06.html
The Challenge, Part 2 continued:
WHAT TO SAY:
“If you don’t finish in class, you may take up to the difference between 45 minutes total,
and the amount of time used in class. PLEASE DON’T EXCEED THE TOTAL TIME. ”
Slide 11
Evening Assignment
EVENING ASSIGNMENT:
Continue to finish the team ranking of the 15 items
As a team, describe what went on in the team
simulation: for example
Did one or two members dominate?
Were there any 'side conversations'?
When conflict arose, how was it resolved?
Was the final rating completed on time?
Was consensus reached?
EVENING ASSIGNMENT:
Continue to finish the team ranking of the 15 items
As a team, describe what went on in the team simulation: for example
Did one or two members dominate?
Were there any 'side conversations'?
When conflict arose, how was it resolved?
Was the final rating completed on time?
Was consensus reached?
Slide 12
03_Homework
Read Mariotti chapter 3 "Creating Business
from Opportunity" .
Read in-class handouts.
Reminder you will need to research business
opportunities to present in class 6.
Read Mariotti chapter 3 "Creating Business from Opportunity" .
Read in-class handouts.
Reminder you will need to research business opportunities to present in class 6.
Slide 13
Questions
13
The instructor should ask: “What other questions or comments do you have regarding the class
material or assignments?”
Alternately, “Questions and comments can be written and given to the instructor, or slid under
the office door. Be sure the instructor’s name is on the paper, so that it gets to the correct
person.”