Self-Reflective Journal: Analyzing a Group Presentation Experience

This self-reflective journal entry details a student's experience with a group presentation at college, highlighting both positive and negative aspects of the teamwork process. The student reflects on the challenges faced, such as a lack of coordination, unclear task distribution, and the absence of a team leader. The journal entry analyzes the impact of these issues on the group's ability to complete the presentation effectively and achieve its objectives. The student identifies key lessons learned, including the importance of clear communication, defined roles, and the need for a team leader to guide and motivate the group. The entry also suggests alternative approaches the team could have taken to improve their performance, such as establishing a task division based on individual skills, setting time limits, and providing supportive resources. The student emphasizes the crucial role of leadership in ensuring the team's success and outlines strategies for future group projects, focusing on enhanced coordination and effective task management.

Self-Reflective Journal

Table of Contents
Self Reflective Journal-....................................................................................................................3
REFERENCES................................................................................................................................5

Self Reflective Journal-
In the college there was a group presentation conducted by our lecturer. In the group
presentation there were 4 peoples in the team who had to work in team to achieve the
presentation target. I was also included in the team and we had to prepare a presentation on the
basis of our lecture notes provided in lecture session. The positive aspect of the group
presentation was that we all had to work in one team for attaining one particular objective which
can be achieved by the whole team member's contribution which is necessarily given by each of
the team members (Travers, Morisano and Locke, 2015). But the thing is that we don't know the
each other capabilities and skills we haven't discuss with each other and distributed the task
among the team and started working on that but further difficulties was faced by us that we
couldn't perform the task as the task was not elaborated according to the individual skills and
knowledge which somehow bounds us to perform the task effectively. As the task can be
efficiently achieved by the equal contribution and coordination among the group members but it
wasn't their among us. Because there is no coordination among us which lacks us and we
couldn't be able to complete the group presentation(Brockbank, McGill and Beech, 2017). If we
couldn't compete the presentation it could affect our academics as well. We all need to complete
the presentation and wants to gain the higher percentile for that. But we are not getting it. There
is no team leader in the team and the team couldn't achieve the group objective without the
guidance and instruction of the team leader. There is the need of the team leader in team which is
helpful for the group in leading team further for gaining objectives of team. It is the major
negative impact which is being faced by us in the team work and group presentation.
We have learned many things from that in group activity the coordination is must among
the group members for achieving goals and objectives of presentation and completing it and we
had loose on it. Further we had decided to talk with each other and implement and distribute the
task according to skills and knowledge of each group member so that we can have a better
coordination among the team and thus the group presentation could be completed effectively and
efficiently by us. The other thing learned is that the task must be divided and distributed
according to the individual team members capabilities and skills so that it can be achieved and
completed by group members (Yang and Brown, 2016). These can be further helpful for us in
group coordination we can coordinate with each other and perform the task on time. The team
must be motivated and encouraged for further work so that they could gain the positive attitude

for completing the group presentation and this can be done by the leader. We had to prepare
extra notes and outline so that we can achieve the goal effectively.
We could have done something different also that we could have decided the tasks before
starting the group presentation according to the individual capabilities and skills so that we can
have a distribution of task and activities according to that so the group presentation can be
effectively completed by us. We can also set a time limit for each activity so that all team
member have a time limit to complete the activities which are rendered to them for completion.
Further we can also prepare a short overview and notes so that if any team member lack behind
anywhere they can take help form the notes and proceed further. In the group presentation there
is no team leader in it which indicated that the task can't be completed without the leader's
guidance as the leaders plays a major role in leading the team (Johnston, 2017). In our
presentation we need one leader which can guide and lead us with the guidelines and instruction
which can be achieved by the all team members and further we could work on it for completing
our presentation. The objectives and goal can be achieved by the effective contribution and
moralization of team leader so that we all feel motivated and encouraged for completing the
presentation and we can complete it on time and achieve the objective.

REFERENCES
Books and Journals
Brockbank, A., McGill, I. and Beech, N., 2017. Reflective learning in practice. In Reflective
learning in practice (pp. 18-28). Routledge.
Johnston, C., 2017. Reflective practice. Teaching Business & Economics. 21(1). pp.19-21.
Travers, C.J., Morisano, D. and Locke, E.A., 2015. Self‐reflection, growth goals, and academic
outcomes: A qualitative study. British Journal of Educational Psychology. 85(2).
pp.224-241.
Yang, C.C. and Brown, B.B., 2016. Online self-presentation on Facebook and self development
during the college transition. Journal of youth and adolescence. 45(2). pp.402-416.