Introduction This report is a personal reflection on Mt. Everest critical experience by a small team of four members. The report adopts Christopher Johns’ model of a guided framework for personal reflection. The model covers four critical aspects namely: the challenging experience, the personal reflection on the experience, any factors that influence the outcome, learning that occurs and alternative course of action. Our team comprises four members. The team will develop a report that responds to the question “How to Take the Group to the Peak of Mt Everest Successfully.” This small team comprises individuals with different skills. There are a number of factors that influenced the team’s outcomes. The team lacked multi-skilled members but each of the members had unique skills and abilities. Due to the small number of team members reaching conclusions was not such a challenging task. This gave the team an advantage in the way the team functioned and the resultant outcomes (Dyer, and Dyer 2007). Furthermore, there are other key determinants to the team’s outcomes. The team communications strategies would have enhanced relationships amongst group members. This would have reflected the team’s cohesiveness. The extent to which members shared the vision, the type of task each member was given as well as the structure of the group determined the outcomes (Guinan, Cooprider and Faraj 1998). For assured results, the team had to develop a collaborative operational strategy that would result in overall goal sharedness. Each of the team members had their roles clearly defined. Furthermore were to be rewarded continuously to motivate them (Runde and Flanagan 2008). Experiences I noticed that my team had mixed experiences. Even though some of the encounters were fairly easy the team had to go through a number of problems. I noticed that the team experienced problems from the initial stages of the projects because of the inability to learn from experiences. Furthermore, before embarking on the task the group did not identify possible problems it might encounter (Kayes and Burnett 2006). What affected the team learning is that initially, individual team members did not appreciate the importance of sharing individual knowledge learned with the rest of the team (Kayes, Kayes and Kolb 2005). This also affected the way in which decision was arrived at in the team (Klein 1998). The team had to adopt alternatives strategies and methods to survive the new obstacles. This asserted the group readiness to be innovative and flexible enough in face of a challenge or unanticipated occurrence. This flexibility helped the team to adopt a new conflict resolution mechanism as well as the general teamwork design (Baugh 2004). When the team achieved what it had aimed to achieve, members were satisfied and motivated. There was a feeling that everything was going on well. However, conflict emerged when the team encountered challenges (Runde and Flanagan 2008). The team went through a series of experiences. These were determined by a number of forces. To begin with, the negative experiences were influenced by the team relationship model as well as members’ past experiences. Furthermore, each of the individual team members has had previously experienced negative team outcomes in-class assignments. Most of the individuals