Reflective Journal: Team Strategy and Tesco SWOT Analysis

This reflective journal details a student's experience working on a group presentation analyzing Tesco's SWOT. The student reflects on the challenges of working with a diverse team, the difficulty in gathering and interpreting information, and the importance of communication and meeting schedules. The journal highlights the student's personal growth in presentation skills, technical abilities, and communication. It discusses the application of classroom theories, the use of online resources, and the impact of the experience on the student's ability to reflect and learn continuously. The journal also covers the issues faced by the group due to a member's absence and how the group overcame these challenges to deliver a successful presentation. The student emphasizes the value of group work and the development of skills applicable to future academic and professional endeavors.

TEAM STRATEGY

TABLE OF CONTENTS
Reflective Journal............................................................................................................................1
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REFERENCES................................................................................................................................3

REFLECTIVE JOURNAL
Team strategy is considered as overall plan which is made by group members for
completion of any project or task collectively and effectively in order to achieve success
(Abednia and et.al, 2013). In this report, I will clearly demonstrate my experience of working
within a group of diversified people and completion of group presentation on Swot analysis of
Tesco. I found that making this academic presentation to be tough part and challenging
experience. This was mainly down to working with a group of people whom I don't know and
another factor that may have contributed is that I had conduct presentation in area of London
that I am not familiar with. Apart from how challenging experience, it was also identified that
working on presentation is a rewarding experience because I had achieved ability to use
different theories which I have only learned in class room and applied them in specific area.
Group was allocated by tutor randomly so that all groups will achieve members with different
abilities and knowledge (Bassot, 2016). The group I was put in to consisted of four people
having different background, skills and capabilities.
After introduction, all members have participated in discussion for distribution of work.
At that time, I have a feeling that it will difficult for group of diversified team members to
complete the task and some problem will arise due to lack communication as well as
understanding between team members. In second step, members have decided to gather
information about specific area and considered that there is requirement to use SWOT analysis
model to explain information we had gathered (Farrah, 2012). The task I was given to undertake
analysis of opportunities for company and gather information on retail industry. Later on, I had
utilize tactics for completion of task which I had been taught in lectures and seminars to explain
the opportunities I have analysed.
After achievement of task, I decided to use internet for information and statistics for
analysis of opportunities for organisation. The main website I used was UK retail statistics
website as it was reliable and I was taught to navigate the website in seminar. Identification of
reliable opportunities and retail statistics was quite straight forward to accomplish because
information available on site were updated and was easy and appropriate to understand.
Further, this was highly opposite to the information on company website and the most difficlut
part for me was to decide that what information was accurate and useful and separating its from
useless information (Paton, 2012). This situation was not effective isolated to me as other
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members of my group had also faced problem with too much information and dealing with
outdated information.
After discussion of issues with each other, all problems were completely resolved and members
have made correct decision for using information. It was appropriate that the group I was in
would meet up twice every week outside college seminar to communicate progress that everuy
team member had achieved. I also meant that we can discuss all issues we had and voice any
concern that we had about presentation. One issue was that one member of group who always
never showed up to the meetings which was not useful for group (Silvia, Valerio and Lorenza,
2012). In first meeting, I have clearly stated my problem to team members and they helped me
in selection of correct information.
As group before the deadline, I was decided that it would be easier and more effective to
make four presentations rather than one big presentation. While giving presentation, I realised
that my presentation skills can be better and this was may be because it was the group task that
I had to do at university. Other than this, I have also realised that I need to improve my technical
and communication skills so that I will be able to make presentation more reliable and effective
(Everett, 2013). I felt that presentation has provide support as I have achieved ability to improve
my weaknesses that I had in my presentation, communication and technical skills. Further, this
allowed me to improve this in later presentation I did in another module effectively. So
reflection on my experience of this group presentation has allowed me to increase my
capabilities to reflect on the action in order to engage in the process of continuous learning
(Lupinski and Jones, 2012). Moreover, this experience provided understanding that I have
ability to carry out research and collect information and interpret it in the form of presentation
which was considered as new task for me. However, it is clear that group presentation is
important task which can be effectively with the help of team members.
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REFERENCES
Books and Journals
Abednia, A., Hovassapian, A., Teimournezhad, S. and Ghanbari, N., 2013. Reflective journal
writing: Exploring in-service EFL teachers' perceptions. System, 41(3), pp.503-514.
Bassot, B., 2016. The reflective journal. Palgrave Macmillan.
Everett, M.C., 2013. Reflective Journal Writing and the First-Year Experience. International
Journal of Teaching and Learning in Higher Education, 25(2), pp.213-222.
Farrah, M., 2012. Reflective journal writing as an effective technique in the writing process.
Lupinski, K., Jenkins, P., Beard, A. and Jones, L., 2012. Reflective practice in teacher education
programs at a HBCU. The Journal of Educational Foundations, 26(3/4), p.81.
Paton, M., 2012, October. Reflective journals and critical thinking. In Proceedings of The
Australian Conference on Science and Mathematics Education (formerly UniServe
Science Conference).
Silvia, B., Valerio, D. and Lorenza, G., 2012. The reflective journal: A tool for enhancing
experience-based learning in nursing students in clinical practice. Journal of Nursing
Education and Practice, 3(3), p.102.
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