Reflective Journal on Nissan Presentation

This reflective journal documents the student's experience preparing and delivering a group presentation on Nissan. It details the three sections of the presentation: an external factors analysis using SWOT, an audience engagement debate strategy, and a discussion on country-specific changes impacting Nissan. The reflection also highlights challenges faced, including time management and nervousness, and suggests improvements for future presentations.

REFLECTIVE JOURNAL

Table of Contents
REFLECTION OF PRESENTATION............................................................................................1
Critical reflection....................................................................................................................1

REFLECTION OF PRESENTATION
My presentation was based on Nissan, It is a multinational auto mobile manufacturer
company in Japan. Nisan sell out its cars under the brands of Nissan, Datsun and Infinite with in
house performance tuning products labelled Nismo. The presentation was divided into three
section. The first section was focused on the various external factors affecting the company by
using SWOT analysis tool. Our group used power-point power-point presentation to explain how
the different external factors in the business environment affects Nissan. I was aware that this
part or section related to the complex background of the Nissan company would not be much
interesting for the audience as it will lack their engagement (Anwar and Asari, 2018). To
overcome this challenge my group tried to keep the movement of slides and pictures fast. Our
group avoided having must text on the power-point slides and included verbal explanation in
order to demonstrate the points and pictures related to the external factors affecting the
organisation. This strategy was suggested by me to the group as I though it would be helpful in
retaining interest of the audience because there will be invariant visual stimulation.
In the second section our group focused on engaging the audience by telling them to read
extracts from the argument over the Nissan and to make opinions regarding the discussions. I
though that this can would make the audience to think actively on the main points of the debate
and help to engage them physically by reading the words actually. Our group decided to put this
section in the middle for separating the other two sections from one another which were just
depended on power-point so that audience do not get bored. In the last section of our
presentation I moved back to the power-point slides and discussed about the various external
changes in the country which are affecting the Nissan. I thought that this would help in providing
analysis to contribute the information of the first section of our presentation.
Critical reflection
I think that our group presentation was good but I also identified that there were few
factors which can be improved. Drawing information from the feedback provided by the
audience, the primary element needed to be improved is the length of the presentation. Our group
members were not sure how long the presentation would go but it went over 15 minutes time
slot. While practising our group members delivered the entire presentation in 14 minutes but in
front of audience it went above the time limit. I observed that while delivering the presentation to
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audience, each and every group member was nervous and less concise in their speech. I already
cut a lot of less useful part of the presentation and the rest of the information can not be
eliminated (Le Nours, Shahine and Gras, 2017). Although some individuals said that the length
of the power point presentation was appropriate with according to the information provided in
the presentation. The use of debate strategy was very helpful, most of the people form the
audience said that engaging audience was very effective and interesting technique. But some
people suggested the debate section can be developed by adding the idea of asking audience
reasons for reaching their judgements in the debate. I noted this idea as I think it can be very
helpful in my future presentations. I thought that there would not be much people to read the
debate cards but their were enough of them which made it easier for me to conduct the debate
which was an essential part of our group presentation (Alkash and Al-Dersi, 2017). On the other
hand I thought that people will stand up and read their debate cards but that did not happened as
it was a early morning seminar due to which our team did not get much time to distribute the
debate cards among the audience.
Overall, I am satisfied with the group presentation as it went successful and each member
performed very well. I enjoyed conducting research over the topic and learning about the
national theatre, its history and evolution with time. I also developed my communication skills
while practising again and again. It was a good experience and working with my group members
helped me in learning new things such as using effects in the power-point slides improving
designs etc. Furthermore, I developed my skills to conduct a debate and engaging audience while
giving a presentation. I am much confident now and believed that I would perform in my next
presentation with my group members.
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REFERENCES
Books and Journals
Anwar, K. and Asari, S., 2018. SINGLE AND GROUP PRESENTATION TOWARDS
STUDENTS’INVOLVEMENT. Research Report.
Le Nours, J., Shahine, A. and Gras, S., 2017, November. Molecular features of lipid-based
antigen presentation by group 1 CD1 molecules. In Seminars in cell & developmental
biology. Academic Press.
Alkash, K.A.M. and Al-Dersi, Z.E.M., 2017. Advantages of using PowerPoint presentation in
EFL classroom & the status of its use in Sebha University. Tersedia http://eltsjournal.
org/upload/2014-05-13.
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