Professional Development: Reflective Journal on Group Presentation

This reflective journal entry details a student's experience with a group presentation, focusing on self-reflection, teamwork, and communication skills. The student initially lacked confidence in group activities but gained understanding of teamwork principles, the importance of effective coordination, and the significance of each member's strengths and weaknesses. The journal highlights improvements in communication skills through interaction with team members and feedback, leading to increased confidence and motivation. The student also discusses challenges faced during preparation, such as data collection and the use of communication tools, and how these were overcome through collaboration and the application of new knowledge. The reflection emphasizes the development of interpersonal skills, organizational behavior understanding, and the acquisition of skills for future competitive advantage. The student concludes by recognizing the value of group activities for professional development and skill enhancement.

Reflective Journal

REFLECTION ON GROUP PRESENTATION
Self-reflection is one of most essential practice that allows person to have better
understanding in regard to character and actions. During university course I have participated in
diverse activities to gain knowledge about concern subject. Course work has covered various
academic and non ac academic events which has impacted my development in diverse manner.
In order to meet the standards I have also focused on team work and group presentation. It has
made me understanding in regard to benefits of group activity.
At initial level, I was not aware in regard to team work and group presentation which was
referred as my weakness. However, the engagement in course work has allowed me to ensure
about principles of team work and group presentation. It has also made me understand that team
work requires an effective coordination by analysing diverse factors. It is also necessary for each
and every member in group to have analysis or understanding of strength and weakness
associated with other members (Boud, Keogh and Walker, 2013). Group presentation work has
also acknowledged me that if allocation of work within team is not according to need and
capabilities of member then it will impact the work standards. Initially I was feeling nervous and
lack of confidence because I had never participated in group activity before this course activity.
Although, my other team mates in group presentation has supported me to understand that
integration within activities will allow to accomplish task effectively. It has helped to me gain
better confidence and ensure that work allotted to me is being accomplished significantly (Moon,
2013).
My communication skills were also not impressive which was creating barrier for me to
have interaction with other members. By having an assistance of my team mates I have tried to
have regular interaction with all. It has developed knowledge regarding types of communication
and factors that can assist in effective communication. Feedbacks from my group mates and
other personals related to course work has also facilitated me to recognise my weakness
(Tsvankin, 2012). With an effective application of such practice the positive learning
environment has helped me to meet the development standards.
Moreover, I have also focused on offering my best to the group activity so that better
recognition can be also be gained within group. It has advanced my motivation level and allowed
me to have better integration in diverse group activities. I have also faced number of issues
during the preparation of group presentation. However, the integration and discussion with group

members has made me understand the origin or issue and made proper strategy to resolve the
same (Boerboom, 2011). During group activity, my key task was to have collection of
information in regard to the concept related to course work. Initially I was facing issues in terms
of data collection because I was not aware about such terms. However, after accessing the
information in regard to secondary data collection I have gathered data in more effective manner.
In addition to this, it can be said that knowledge in respect to data collection has been improved
through effective accessibility of information. During participation in group assignment, I used
to have conversation with other members by using different kinds of communication tools. In
this, respect I have used number of tools such as email, social media, etc (Dillenbourg, 2013). By
having an effective communication the interaction and sharing of information has been advanced
in critical manner. Along with this, interpersonal skills has been improved with effective
consideration of goals. In addition to this, I have also gained knowledge about the organization
behaviour which made me understand that it is the best way to acquire effective and efficient
progress.
In addition to this, group participation is considered as opportunity which allows to have
skills development as well as knowledge development. By having an effective consideration of
diverse skills I can easily gain competitive advantage in the future. Along with this, I have
identified my weaknesses in appropriate manner. By having an application of various standards
the practice can be improved in order to have effective development (Tkachenko, 2013).
Moreover, data interpretation skills has also been developed by me through observation of
different tasks performed by my team mates. Such kind of practice has also improved the
performance measures in order to attain sustainability. At last, we have also completed the task
in desired manner. It has helped me to meet the standards of course work and ensure that
opportunities has been attained. I have also learnt the significance of group activity for better
opportunities in the future. It has helped to me gain better confidence and ensure that work
allotted to me is being accomplished significantly (Takayesu, 2013).

REFERENCES
Boerboom, T.B., 2011. Peer group reflection helps clinical teachers to critically reflect on their
teaching. Medical teacher. 33(11). pp. 615-623.
Boud, D., Keogh, R. and Walker, D. eds., 2013. Reflection: Turning experience into learning.
Routledge.
Dillenbourg, P., 2013. April. Group reflection tools for virtual expert community–REFLEX
Project. In International Conference of the Learning Sciences: Facing the Challenges of
Complex Real-world Settings (p. 203). Psychology Press.
Moon, J.A., 2013. Reflection in learning and professional development: Theory and practice.
Routledge.
Takayesu, J.K., 2013. Implementation of small-group reflection rounds at an emergency
medicine residency program. Canadian Journal of Emergency Medicine. 15(3). pp.175-
178.
Tkachenko, M., 2013. Group reflection and precompact paratopological groups. Topological
Algebra and its Applications. 1. pp.22-30.
Tsvankin, I., 2012. Seismic signatures and analysis of reflection data in anisotropic media.
Society of Exploration Geophysicists.