English Academic Skills 2: Reflective Journal - Group Presentation

This reflective journal details a student's experience with a group presentation for their English Academic Skills 2 course. The assignment involved a SWOT analysis of the Hilton Hotel, chosen from the Business Essentials module. The student reflects on the process of teamwork, the systematic approach to the analysis, and the challenges faced, including time management and software proficiency. Strengths included effective information gathering and understanding of strategic plans, while weaknesses involved delays and difficulties with presentation software. The journal highlights the development of presentation skills, increased confidence, and the importance of communication and seeking assistance. The student concludes that the group presentation enhanced their knowledge of the hospitality industry, management analysis models, and teamwork skills, emphasizing areas for future improvement in communication and offering assistance to team members. The student also used multiple academic sources to support the journal.

English academic skills 2

Table of Contents
REFLECTIVE JOURNAL .............................................................................................................1
REFERENCES................................................................................................................................3

REFLECTIVE JOURNAL
Group presentations are an important part of learning new things while studying. They
increase knowledge, flexibility and build team relationships (Brandler and Roman, 2015). I got
the opportunity to work with a group while creating a presentation. The topic of choice was to
conduct a SWOT analysis on an organisation, for which we chose Hilton Hotel. There are many
elements that can affect a company that operates in hospitality industry and analysing such
factors can help in understanding the organisation. I decided to determine the strengths of Hilton
Hotel and I have learned a lot from conducting this analysis. The whole group came together and
created a plan, where in each element of the model had to be studied and this was done I a
systematic manner. There was clear communication between group members and tasks were
allotted properly so that no one had to do extra work.
I felt privileged for being able to use my skills to create a presentation with my team
members. I was also nervous as it was my first time working in a group and everyone was a
stranger to me. But the systematic process of choosing an analysis model and organisation was
very smooth as everyone was able to discuss their views clearly (Van Eemeren and
Grootendorst, 2016). I feel happy that I was able to work with the strategies that were created for
completing the presentation. We decided to analyse the work load and time duration that we had
to complete it. Once we determined the number of hours we had, I felt anxious and realised that I
had to start working efficiently. There were a few areas of weaknesses that caused delays while
making the presentation. This disheartened me as a lagged behind other team members, which
slowed down their work as well.
When I evaluated my performance while working on the presentation, I found out that I
collected information in an effective manner and was able to understand as well as answer the
questions that had been asked. This helped me in realising that I am capable of adopting
strategies that have been given to be implemented. One of the strategic plans included
effectiveness and efficiency while working (Britton and et.al., 2017). We were responsible for
compiling our own work and there was no one to cross check the information that had been
written. I lacked in asking for help due to my shy nature, but my team leader was helpful enough
and asked me if I required any guidance or assistance. We also created goals so that we could
determine how much work had to be completed before the deadline. Even though there were few
delays, we managed to complete the presentation right on schedule.
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I analysed that I was able to follow the systematic process of creating a presentation and
working with a group. The drawbacks that I faced included a few delays while doing my work
and having difficulties in using software for creating the presentation. I did not put pictures and
bullet points as well, which made my work look plain and simple. It seemed as though there was
no effort put to it. My team leader was very flexible and taught me how proper formatting of
presentations were done. I learned the complete process and usage of software and this helped
me in brushing up my skills. I successfully developed my areas of deficiencies while working in
a group. This helped me in increasing my confidence and self esteem as well. This creates an
effective process of communication with group members (Teamwork Skills: Being an Effective
Group Member, 2018). But I was unable to offer my help to anyone due to my hectic schedule
while working.
I can conclude that the process of creating and working on a group presentation was an
experience that helped me in learning a lot of things. This includes increasing knowledge of
hospitality industry and management analysis models (Cohen and Lotan, 2014). It also helped
me in understanding how to work in a group so that our work could be done on time. The
strategies that were used by me were very effective and easy to adopt. But there were a few
hurdles, which include lack of communication skills and assistance to other group members. I
realise that I need to work on these two areas, so that I can enhance my skills and abilities to
work in a team. This group presentation has helped me in building confidence, relationships and
knowledge of new areas of study.
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REFERENCES
Books and Journals
Brandler, S. and Roman, C.P., 2015. Group work: Skills and strategies for effective
interventions. Routledge.
Britton, E. and et.al., 2017. Assessing teamwork in undergraduate education: a measurement
tool to evaluate individual teamwork skills. Assessment & Evaluation in Higher
Education. 42(3). pp.378-397.
Cohen, E.G. and Lotan, R.A., 2014. Designing Groupwork: Strategies for the Heterogeneous
Classroom Third Edition. Teachers College Press.
Van Eemeren, F.H. and Grootendorst, R., 2016. Argumentation, communication, and fallacies:
A pragma-dialectical perspective. Routledge.
Online
Teamwork Skills: Being an Effective Group Member. 2018. [Online]. Available through:
<https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/
tips-students/being-part-team/teamwork-skills-being-effective-group-member>
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