Reflective Journal on Group Presentation: McDonald's SWOT Analysis

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REFLECTIVE JOURNAL

INTRODUCTION
According to Bassot (2016), reflection is the process of introspection and self-
examination. It is looking at one's activities and actions and the reasons that are
involved with those actions. In simple terms, reflection is learning from one's actions and
experiences. Reflective practices are necessary because these increase creative
thinking skills in individuals as well as develop self-awareness that enhances emotional
intelligence. These practices enable to use the theoretical knowledge into practical
experiences. Reflection is the deliberate attempt to think about the choices one made
and what can be done to improve and develop the action next time (Smith and Roberts,
2015). The aim and objective of writing this reflective journal are to self-scrutinize about
my experience of presenting in the class and what problems I faced and how can I
overcome from those problems.
MAIN BODY
With the help of the Gibbs Reflective Cycle, I'll write this reflective journal and gain
insights about my strengths and shortcomings and how I can overcome those (Tanaka
et al., 2018)? The reflective journal is on the activity conducted in the class to present in
groups about the respective topics and provide the information collected on those
topics. These types of activities enhance the practical skills of the students and increase
their class engagements and public speaking skills.

Figure 1: GIBBS REFLECTIVE CYCLE
Source: (Tanaka et al., 2018)
DESCRIPTION: The first step in the process is a description of the experience. I worked
in a team to present the SWOT analysis of McDonald's in the class. We had five
members in our group ((Patricia, Cornel, Georgi, Bogdan and I) and we delegated the
task equally and presented in the class. I presented about the opportunities that
McDonald's have like the diversity of food menu and to introduce healthy food and also
about the threats faced by McDonald's like the growing awareness of people and
repellence of junk food and increasing focus towards healthy diet (Tanaka et al., 2018).
FEELINGS: The second step is to express my feelings. I found presenting in front of the
class thrilling and exciting. It was a different experience as it was my first time
presenting in front of my class in a different language other than my first. I was nervous
to present in front of the whole class as well as in front of the camera (Tanaka et al.,
2018).

EVALUATION: The third step is to evaluate the experience. The presentation was very
useful as it helped me greatly in enhancing my communication skills and my ability to
speak in public. Sometimes when I got blocked in the middle of presenting because of
nervousness, I started questioning my classmates and that helped me to continue my
presentation. It also helped me in developing team spirit and improved our skills of work
delegation. Through this experience, I learnt to face the difficult situation head-on and
also overcame my shortcomings. I initially found it difficult to put my words together
because of crowd phobia and also it was hard to focus. But gradually I stood strong and
kept my emotions in check and presented smoothly in front of my class (Tanaka et al.,
2018).
ANALYSIS: The next step is to analyse the situation. Through this presentation activity,
I found myself more self-confident and motivated to speak my thoughts more. This
experience was new for me and also helped to enhance my skills and ability. I have
presented in front of the class with great enthusiasm and zeal. I have used my abilities
and skills to the fullest and also tried to grasp all the information to increase my self-
knowledge (Tanaka et al., 2018).
CONCLUSION: I was enthused to present in the class but there were also traces of
nervousness. Overall it was a great experience and I learnt a lot on how to present my
thoughts in front of people and to develop my presentation skills. I also learnt to enjoy
my work and to be sincere about it (Tanaka et al., 2018).
ACTION PLAN: If I would be given a chance to present again, I'll practice myself in
front of the mirror, work through the pauses and will check my delivering speed. I'll calm
down and relax to avoid panic and nervousness while presenting. I guess I will be
enthusiastic to present in front of my class in the future as I enjoyed myself and working
in a team. I also learnt various new skills and ability that I can apply while presenting
next time (Tanaka et al., 2018).
With the help of Tuckman team development model, we were able to form a strong
team and worked on our differences to present together in front of our class (Natvig and
Stark, 2016).

FORMING:
Initially, when the team was formed, it was difficult to get along. Then we gradually
started agreeing on small matters and thus started working together.
STORMING:
While working in a team, I learnt from the attributes and skills of my team members and
also because of the differentiation in thoughts and abilities, many discussions and
debates took place (Natvig and Stark, 2016). These discussions brought in new ideas
and new methods of doing the task. There was a conflict for the team leader and other
such small conflicts but through voting and skill analysis, we got through it.
NORMING:
It was difficult initially to work as a single team but gradually the trust built and we were
successful in presenting in the class. Proper roles and responsibilities were delegated
amongst us and we worked together utilizing each – other’s strengths and overthrowing
weaknesses (Natvig and Stark, 2016).
PERFORMING:
We performed successfully in the class and helped each other throughout the
presentation by morally supporting each other and also equally distributing the work to
be presented.
ADJOURNING:
After presenting, we celebrated our achievement and congratulated each other. We also
provided feedback to each other and also recognized everyone's skills and abilities
(Natvig and Stark, 2016).

Figure 2: TUCKMAN'S STAGES OF TEAM DEVELOPMENT
Source: (Natvig and Stark, 2016)
CONCLUSION
With the help of the feedback given by my teammates, I was able to analyse my
strengths and weaknesses. I was able to understand that I am good at delegating my
work and also I can keep my emotions in check and to present smoothly. I can push
back my nervousness and can engage the public with my speech. This was a very
useful activity and helped us all to develop team spirit and personality development
skills.

REFERENCES
Bassot, B., 2016. The reflective journal. Macmillan International Higher Education.
Kiweewa, J.M., Gilbride, D., Luke, M. and Clingerman, T., 2018. Tracking growth factors
in experiential training groups through Tuckman’s conceptual model. The Journal for
Specialists in Group Work, 43(3), pp.274-296.
Natvig, D. and Stark, N.L., 2016. A project team analysis using Tuckman's model of
small-group development. Journal of Nursing Education, 55(12), pp.675-681.
Smith, J. and Roberts, R., 2015. Reflective practice. Vital Signs for Nurses: An
Introduction to Clinical Observations, pp.222-230.
Tanaka, M., Okamoto, R. and Koide, K., 2018. Relationship between Reflective Practice
Skills and Volume of Writing in a Reflective Journal. Health, 10(03), p.283.