Reflective Analysis of Group Marketing Presentation: Lessons Learned

This reflective report provides an in-depth analysis of a student's experience with a group marketing presentation. The report begins with an introduction detailing the challenges faced, including working with unfamiliar team members and learning about a new market. The student discusses what went well, such as effective research and task division, and what did not, specifically communication issues. The student highlights their own contributions, emphasizing their role in fostering collaboration and ensuring the project's timely completion, while also acknowledging the contributions of other team members. The report concludes with a reflection on lessons learned, including the importance of communication and confidence in future presentations, and a desire for equal grading among group members. The report includes a detailed account of the group's process, referencing the Tuckman theory of group development.

Individual reflection

Table of Contents
REFLECTIVE REPORT.................................................................................................................1
INTRODUCTION ..........................................................................................................................1
What Went Well ....................................................................................................................1
What did Not go well ............................................................................................................2
Own Contribution ..................................................................................................................2
Other's Contribution ..............................................................................................................2
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................4

REFLECTIVE REPORT
INTRODUCTION
I found this academic group marketing presentation to be a very challenging experience.
This was considered mainly down to perform with a group of individuals that I didn't know,
another factor that may had contributed was that I had to learn an area of United Kingdom, its
key market trends, competitors, and so on, that I was not familiar with (Ahmad, Al-Mulla and
Edjvet, 2016). Though, many challenges that were faced by me, the presentation was a rewarding
one, CEO (board of directors) liked it a lot. The presentation was made by a group of 4 students
and so this report will cover the details regarding how the presentation went well and what did
not go well.
What Went Well
There were 3 groups from our class and each group had 4 students. The positive part was
that my team members were very good at how to perform research. Based on the Tuckman
theory, the first step started with forming of a group. At this stage we did not know what the
objectives of the entire team are. The groups were allocated a random topic and our topic was
about market analysis (Bodle, Malin and Wynhoven, 2015). In which we need to present
marketing mix elements, products and services description, UK market analysis, etc. Our group
begin with second stage of the theory i.e. storming which means becoming close and started
gathering every information that was necessary to make our presentation well. After that comes
norming stage, which states that we started working in a fulfilling manner. We all divided our
tasks that what will be done and by whom, so this made the task successfully accomplished on
time. At the stage of performing, all members knew what exactly is expected from everyone and
they need to work together to achieve the goals. After all the data was gathered by everyone, we
begin to posting the key elements of our presentation, slides, outlined all major points, etc. It
took a bit of time in my task as it was related to analysing UK's market and I was not aware of
anything about that, but with the help of my group members I did my best and we all ended with
a very good group presentation. Therefore, the division of task itself went well, as everyone
agreed on what each one would have to do.
1

What did Not go well
The things that did no well was the communication between us, as it was limited to
moderate in the group (Bodle, Malin and Wynhoven, 2017). At the very beginning we made a
group on mobile phones, in order to have quick and easy interaction, as everyone is reachable
through their cellphones. We were supposed to present our presentation in few weeks. We all
agreed upon that one of us would be accountable for merging the entire parts of presentation
before the day of submission. On our last day of meeting to unify the parts of tasks that were
performed by every member individually was not went well. The reason behind this was that
some of them didn't complete their work so it did not happen to be as it was supposed to be.
Later on, 2 of them somehow made it but did not save the presentation correctly and all work
was gone. Afterwards, we helped them two to re-do their part of the presentation as best as
possible and finally the last part was added. Hence, this shows the weakness of
miscommunication in our group.
Own Contribution
The most important contribution made by me was to assist launch our presentation in a
collaborative spirit (Crane, Boga and Sinclair, 2018). As per my opinion, from the moment our
group met, the major focus on the project was by made by me. It was my ideas, that each
member of our group should participate and give their 100% to make this presentation
successful. Due to lack of communication between us during the project, I found that if I hadn't
taken responsibility or charge of group then we might be unable to complete it on time.
Moreover, my formal contribution was to draw together an interpretation of the narrative in each
of the slides that other members of the group chose for our project. Another contribution made
by me was that I served to stimulate our communication among members by keeping the
interaction lively through mobile phones and emails. In the end I would say that, I was the only
one who was personally responsible for presenting the content of our project. In the future, I
would take the risk to have some disapprovals and discussion, instead of letting other take over
the responsibility and in the end not being effective enough to change something.
Other's Contribution
However, whatever worse that happened in the beginning, the presentation was presented
well as our members has a good blend of team workers and complete finishers (Ellis, 2017).
Other group members like Maddy and Michel also travelled to the west coast during the
2

preparation of the project. They also gave their best and all together made this project the best
one. In between the preparation, two members of the group were out of town for few days, but
still the group proactively performed for in these days, despite of absentees and we all were
proud that we missed nothing. This behaviour and attitude of everyone enabled us to collaborate
in team to create a sense of dignity, respect and trust that was very crucial and allowed us to
eliminate the stress of group work. At the last stage, i.e. adjourning out task was completed
successfully and team was dissolved.
CONCLUSION
In the end of the presentation and after seeing that applause by CEOs, I realised that I was
very lucky to work with such a great team and they were great companions who were always
making efforts to refresh everyone's mind. As we were group of 4 members, we came up with
the idea that two of us will collaboratively teach and at last I have prepared a lot of our
presentation, but during this project, t went through some challenging situations and sometimes
lack of explanation. We all really worked well together, and I believe that the role played by me
had the biggest contribution in assisting others establish those anticipations. As per my opinion,
all the group members should get the same grade as I individually wouldn't done it. Therefore, I
believe that every single person in our group would agree with this, and I personally want that
every one would benefit from our efforts. For my future presentation, I will try to overcome my
anxiety and be more confident and interactive in the presentation.
3

REFERENCES
Ahmad, A. G. B., Al-Mulla, M. A. and Edjvet, M., 2016. Asphericity of a length four relative
group presentation. arXiv preprint arXiv:1604.00163.
Bodle, K., Malin, M. and Wynhoven, A., 2015. Students’ Perception of e-Portfolios as a
Reflective Assessment Tool in a Dual Mode Indigenous Business Course. In Edulearn15,
the, International Conference on Education and New Learning Technologies.
Bodle, K. A., Malin, M. and Wynhoven, A., 2017. Students’ experience toward ePortfolios as a
reflective assessment tool in a dual mode indigenous business course. Accounting
Research Journal. 30(3). pp.333-350.
Crane, M. F., Boga, D. and Sinclair, L., 2018. Strengthening resilience in military officer cadets:
A group-randomized controlled trial of coping and emotion regulatory self-reflection
training. Journal of consulting and clinical psychology.
Ellis, A. K., 2017. Teaching, learning, and assessment together: Reflective assessments for
elementary classrooms. Routledge.
Fisher, H. L., Roberts, A. and Power, P., 2017. Impact of crime victimization on initial
presentation to an early intervention for psychosis service and 18‐month outcomes. Early
intervention in psychiatry. 11(2). pp.123-132.
García-Peñalvo, F. J., 2016. Presentation of the GRIAL research group and its main research
lines and projects on March 2016.
Gillies, R. M. and Nichols, K., 2015. How to support primary teachers’ implementation of
inquiry: Teachers’ reflections on teaching cooperative inquiry-based science. Research in
Science Education. 45(2). pp.171-191.
Greene, B. A., 2015. Measuring cognitive engagement with self-report scales: Reflections from
over 20 years of research. Educational Psychologist. 50(1). pp.14-30.
Griffin, M. J., 2016. Case study of reflections on the implementation of group projects from the
perspective of professors at Lakehead University (Doctoral dissertation).
Herrington, J., Parker, J. and Boase-Jelinek, D., 2014. Connected authentic learning: Reflection
and intentional learning. Australian Journal of Education. 58(1). pp.23-35.
Macpherson, A., 2015. Cooperative Learning Group Activities for College Courses.
4

Marvell, A. and Simm, D., 2018. Emotional geographies experienced during international
fieldwork: an evaluation of teaching and learning strategies for reflective
assessment. Journal of Geography in Higher Education, pp.1-16.
Muller, G., 2018. Reflection applied on Systems Architecting.
Rendle-Short, J., 2016. The academic presentation: Situated talk in action. Routledge.
5