how to write a group presentation reflection

How to write a Reflection on Group Work Essay

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Here are the exact steps you need to follow for a reflection on group work essay.

• Explain what Reflection Is
• Explore the benefits of group work
• Explore the challenges group
• Give examples of the benefits and challenges your group faced
• Discuss how your group handled your challenges
• Discuss what you will do differently next time

Do you have to reflect on how your group work project went?

This is a super common essay that teachers assign. So, let’s have a look at how you can go about writing a superb reflection on your group work project that should get great grades.

The essay structure I outline below takes the funnel approach to essay writing: it starts broad and general, then zooms in on your specific group’s situation.

Disclaimer: Make sure you check with your teacher to see if this is a good style to use for your essay. Take a draft to your teacher to get their feedback on whether it’s what they’re looking for!

This is a 6-step essay (the 7 th step is editing!). Here’s a general rule for how much depth to go into depending on your word count:

• 1500 word essay – one paragraph for each step, plus a paragraph each for the introduction and conclusion ;
• 3000 word essay – two paragraphs for each step, plus a paragraph each for the introduction and conclusion;
• 300 – 500 word essay – one or two sentences for each step.

Adjust this essay plan depending on your teacher’s requirements and remember to always ask your teacher, a classmate or a professional tutor to review the piece before submitting.

Here’s the steps I’ll outline for you in this advice article:

Step 1. Explain what ‘Reflection’ Is

You might have heard that you need to define your terms in essays. Well, the most important term in this essay is ‘reflection’.

So, let’s have a look at what reflection is…

Reflection is the process of:

• Pausing and looking back at what has just happened; then
• Thinking about how you can get better next time.

Reflection is encouraged in most professions because it’s believed that reflection helps you to become better at your job – we could say ‘reflection makes you a better practitioner’.

Think about it: let’s say you did a speech in front of a crowd. Then, you looked at video footage of that speech and realised you said ‘um’ and ‘ah’ too many times. Next time, you’re going to focus on not saying ‘um’ so that you’ll do a better job next time, right?

Well, that’s reflection: thinking about what happened and how you can do better next time.

It’s really important that you do both of the above two points in your essay. You can’t just say what happened. You need to say how you will do better next time in order to get a top grade on this group work reflection essay.

Scholarly Sources to Cite for Step 1

Okay, so you have a good general idea of what reflection is. Now, what scholarly sources should you use when explaining reflection? Below, I’m going to give you two basic sources that would usually be enough for an undergraduate essay. I’ll also suggest two more sources for further reading if you really want to shine!

I recommend these two sources to cite when explaining what reflective practice is and how it occurs. They are two of the central sources on reflective practice:

• Describe what happened during the group work process
• Explain how you felt during the group work process
• Look at the good and bad aspects of the group work process
• What were some of the things that got in the way of success? What were some things that helped you succeed?
• What could you have done differently to improve the situation?
• Action plan. What are you going to do next time to make the group work process better?
• What? Explain what happened
• So What? Explain what you learned
• Now What? What can I do next time to make the group work process better?

Possible Sources:

Bassot, B. (2015).  The reflective practice guide: An interdisciplinary approach to critical reflection . Routledge.

Brock, A. (2014). What is reflection and reflective practice?. In  The Early Years Reflective Practice Handbook  (pp. 25-39). Routledge.

Gibbs, G. (1988)  Learning by Doing: A guide to teaching and learning methods . Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.

Extension Sources for Top Students

Now, if you want to go deeper and really show off your knowledge, have a look at these two scholars:

• John Dewey – the first major scholar to come up with the idea of reflective practice
• Donald Schön – technical rationality, reflection in action vs. reflection on action

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Step 2. Explore the general benefits of group work for learning

Once you have given an explanation of what group work is (and hopefully cited Gibbs, Rolfe, Dewey or Schon), I recommend digging into the benefits of group work for your own learning.

The teacher gave you a group work task for a reason: what is that reason?

You’ll need to explain the reasons group work is beneficial for you. This will show your teacher that you understand what group work is supposed to achieve. Here’s some ideas:

• Multiple Perspectives. Group work helps you to see things from other people’s perspectives. If you did the task on your own, you might not have thought of some of the ideas that your team members contributed to the project.
• Contribution of Unique Skills. Each team member might have a different set of skills they can bring to the table. You can explain how groups can make the most of different team members’ strengths to make the final contribution as good as it can be. For example, one team member might be good at IT and might be able to put together a strong final presentation, while another member might be a pro at researching using google scholar so they got the task of doing the initial scholarly research.
• Improved Communication Skills. Group work projects help you to work on your communication skills. Communication skills required in group work projects include speaking in turn, speaking up when you have ideas, actively listening to other team members’ contributions, and crucially making compromises for the good of the team.
• Learn to Manage Workplace Conflict. Lastly, your teachers often assign you group work tasks so you can learn to manage conflict and disagreement. You’ll come across this a whole lot in the workplace, so your teachers want you to have some experience being professional while handling disagreements.

You might be able to add more ideas to this list, or you might just want to select one or two from that list to write about depending on the length requirements for the essay.

Scholarly Sources for Step 3

Make sure you provide citations for these points above. You might want to use google scholar or google books and type in ‘Benefits of group work’ to find some quality scholarly sources to cite.

Step 3. Explore the general challenges group work can cause

Step 3 is the mirror image of Step 2. For this step, explore the challenges posed by group work.

Students are usually pretty good at this step because you can usually think of some aspects of group work that made you anxious or frustrated. Here are a few common challenges that group work causes:

• Time Consuming. You need to organize meetups and often can’t move onto the next component of the project until everyone has agree to move on. When working on your own you can just crack on and get it done. So, team work often takes a lot of time and requires significant pre-planning so you don’t miss your submission deadlines!
• Learning Style Conflicts. Different people learn in different ways. Some of us like to get everything done at the last minute or are not very meticulous in our writing. Others of us are very organized and detailed and get anxious when things don’t go exactly how we expect. This leads to conflict and frustration in a group work setting.
• Free Loaders. Usually in a group work project there’s people who do more work than others. The issue of free loaders is always going to be a challenge in group work, and you can discuss in this section how ensuring individual accountability to the group is a common group work issue.
• Communication Breakdown. This is one especially for online students. It’s often the case that you email team members your ideas or to ask them to reply by a deadline and you don’t hear back from them. Regular communication is an important part of group work, yet sometimes your team members will let you down on this part.

As with Step 3, consider adding more points to this list if you need to, or selecting one or two if your essay is only a short one.

8 Pros And Cons Of Group Work At University

You’ll probably find you can cite the same scholarly sources for both steps 2 and 3 because if a source discusses the benefits of group work it’ll probably also discuss the challenges.

Step 4. Explore the specific benefits and challenges your group faced

Step 4 is where you zoom in on your group’s specific challenges. Have a think: what were the issues you really struggled with as a group?

• Was one team member absent for a few of the group meetings?
• Did the group have to change some deadlines due to lack of time?
• Were there any specific disagreements you had to work through?
• Did a group member drop out of the group part way through?
• Were there any communication break downs?

Feel free to also mention some things your group did really well. Have a think about these examples:

• Was one member of the group really good at organizing you all?
• Did you make some good professional relationships?
• Did a group member help you to see something from an entirely new perspective?
• Did working in a group help you to feel like you weren’t lost and alone in the process of completing the group work component of your course?

Here, because you’re talking about your own perspectives, it’s usually okay to use first person language (but check with your teacher). You are also talking about your own point of view so citations might not be quite as necessary, but it’s still a good idea to add in one or two citations – perhaps to the sources you cited in Steps 2 and 3?

Step 5. Discuss how your group managed your challenges

Step 5 is where you can explore how you worked to overcome some of the challenges you mentioned in Step 4.

So, have a think:

• Did your group make any changes part way through the project to address some challenges you faced?
• Did you set roles or delegate tasks to help ensure the group work process went smoothly?
• Did you contact your teacher at any point for advice on how to progress in the group work scenario?
• Did you use technology such as Google Docs or Facebook Messenger to help you to collaborate more effectively as a team?

In this step, you should be showing how your team was proactive in reflecting on your group work progress and making changes throughout the process to ensure it ran as smoothly as possible. This act of making little changes throughout the group work process is what’s called ‘Reflection in Action’ (Schön, 2017).

Scholarly Source for Step 5

Schön, D. A. (2017).  The reflective practitioner: How professionals think in action . Routledge.

Step 6. Conclude by exploring what you will do differently next time

Step 6 is the most important step, and the one far too many students skip. For Step 6, you need to show how you not only reflected on what happened but also are able to use that reflection for personal growth into the future.

This is the heart and soul of your piece: here, you’re tying everything together and showing why reflection is so important!

This is the ‘action plan’ step in Gibbs’ cycle (you might want to cite Gibbs in this section!).

For Step 6, make some suggestions about how (based on your reflection) you now have some takeaway tips that you’ll bring forward to improve your group work skills next time. Here’s some ideas:

• Will you work harder next time to set deadlines in advance?
• Will you ensure you set clearer group roles next time to ensure the process runs more smoothly?
• Will you use a different type of technology (such as Google Docs) to ensure group communication goes more smoothly?
• Will you make sure you ask for help from your teacher earlier on in the process when you face challenges?
• Will you try harder to see things from everyone’s perspectives so there’s less conflict?

This step will be personalized based upon your own group work challenges and how you felt about the group work process. Even if you think your group worked really well together, I recommend you still come up with one or two ideas for continual improvement. Your teacher will want to see that you used reflection to strive for continual self-improvement.

Scholarly Source for Step 6

Step 7. edit.

Okay, you’ve got the nuts and bolts of the assessment put together now! Next, all you’ve got to do is write up the introduction and conclusion then edit the piece to make sure you keep growing your grades.

Here’s a few important suggestions for this last point:

• You should always write your introduction and conclusion last. They will be easier to write now that you’ve completed the main ‘body’ of the essay;
• Use my 5-step I.N.T.R.O method to write your introduction;
• Use my 5 C’s Conclusion method to write your conclusion;
• Use my 5 tips for editing an essay to edit it;
• Use the ProWritingAid app to get advice on how to improve your grammar and spelling. Make sure to also use the report on sentence length. It finds sentences that are too long and gives you advice on how to shorten them – such a good strategy for improving evaluative essay  quality!
• Make sure you contact your teacher and ask for a one-to-one tutorial to go through the piece before submitting. This article only gives general advice, and you might need to make changes based upon the specific essay requirements that your teacher has provided.

That’s it! 7 steps to writing a quality group work reflection essay. I hope you found it useful. If you liked this post and want more clear and specific advice on writing great essays, I recommend signing up to my personal tutor mailing list.

Let’s sum up with those 7 steps one last time:

• Explain what ‘Reflection’ Is
• Explore the benefits of group work for learning
• Explore the challenges of group work for learning
• Explore the specific benefits and challenges your group faced
• Discuss how your group managed your challenges
• Conclude by exploring what you will do differently next time

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

2 thoughts on “How to write a Reflection on Group Work Essay”

Great instructions on writing a reflection essay. I would not change anything.

Thanks so much for your feedback! I really appreciate it. – Chris.

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Reflecting on Group Presentation with Rolfe’s Reflective Cycle Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Over the course of the last decade, reflective practice in the advancement of knowledge in a plethora of areas, including business, education, social work, and healthcare, has been becoming continuously more widespread. Patel and Metersky (2021) state that reflection is considered to improve learning, which is why it is so popular in so many spheres. According to Schwind and Manankil-Rankin (2020), deliberate reflection on any experience gives meaning to people’s three ways: of being, knowing, and doing (or, alternatively, ontology, epistemology, and praxis). When it comes to the most widely used reflective models, Rolfe’s reflective cycle is one of these, and it is deemed applicable in any context due to its clarity and subsequent ease of employment (Galutira, 2018). The following reflective essay uses this model to guide my thinking about teamwork, leadership, and time management in relation to creating a group Powerpoint presentation. The aims of this essay are to evaluate the experience of such a type of work and to describe how the things I have learned can be applied to my future nursing practice.

Rolfe’s reflective cycle is a reflective model created to help people assess their experiences or empirical learning activities. In terms of group and teamwork, Rolfe’s model is an effective tool for each member to evaluate how they can improve their teamwork skills ( Use the ‘What? So what? Now what?’ model, no date). This method’s history dates back to the 1970s when an American schoolteacher Terry Borton wrote a book in which he proposed a reflective practice framework founded on three questions: what? so what? and now what?

Borton’s scheme was adapted for clinical use by John Driscoll, although his version could be implemented in various disciplines. In addition to that, Rolfe et al. took Borton’s model and refined it further for use in a clinical setting and pastoral work ( What? So what? Now what? model of reflection , no date). Rolfe and his colleagues left the structure of Borton’s scheme unchanged but expanded each question to include extra questions to stimulate deeper reflection. As stated by Business Bliss Consultants FZE (2018), this is aimed at increasing self-awareness, analysis skills, and skills of problem-solving. The ‘what?’ phase of Rolfe’s model contains questions to help objectively review what took place. The ‘so what?’ phase is a more subjective study of the consequences. Finally, the ‘now what?’ phase is a look at the way the lessons learned can be beneficial for the future.

I believe that the main reason why my group succeeded in creating a presentation without major quarrels or disagreements was because of our good teamwork, which was due to the strategy we all agreed upon for the working process. This strategy consisted of having each member of the team assigned a specific task in the beginning based on what each person is good at – for instance, finding appropriate references, doing research, or creating presentations. We communicated to check where everyone was with their part of the work every week. However, it would have been harder to do had our group been larger; but since there were five of us, communication was effective, and each person’s voice was always heard. To interact with one another, we created a WhatsApp group chat, and while it proved to be productive, we still felt that a lack of face-to-face meetings was a significant drawback. Moreover, for our work to be more organized, we selected a team leader, Wendy, who was chosen due to her having had experience with working in groups and making presentations before.

In addition to that, one unfortunate circumstance that I found myself facing was my poor time management skills. It seems that I had initially underestimated the amount of work it would take for me to finish my part of the task. As a result, in the final stages of preparation, I worked for hours in the end and felt exhausted when it was done. However, since our group scored an A, I consider it all to have been worth it.

What this experience tells me about myself is that I have to be less confident when approaching such tasks and put more effort into planning how, when, and what exactly to do. This is especially important when working in groups or teams because other people rely on you to do your work efficiently and timely. Academic literature on effective team communication points at the necessity of each member of the team to feel that they are responsible for the final outcome (Harris and Sherblom, 2018). In addition to that, according to Marlow et al. (2018), when it comes to a successful group, it is not the frequency of communication but its quality that matters. It explains why us discussing things in a group chat once a week was more than enough for the eventual success of the project.

Moreover, this experience taught me that for group work to be productive, there must be a leader in a team. As I have mentioned earlier, we appointed Wendy to be our leader, and I believe that had it not been for her, it would have been more difficult for us to make progress. As per Northouse (2021), a true leader is someone who is focused on developing others, leads by example, and ensures that the communication between team members is effective. All of this is about Wendy, who was an inspiration for all of us to aim to work harder and was always there to help anyone who struggled with anything.

I believe that I have learned a lot from working on this project with my peers. First of all, for the sake of not only my mental health but also other people succeeding, I plan to start working on my time management skills. In addition to that, I will ensure that I remember everything that I have learned about group work and apply it to the next team project in which I will participate. In terms of how I can apply the reflections on our work to my future nursing practice, I now have an understanding of how to be an effective team player and a good leader. Both of these qualities are important to deliver safe and high-quality nursing care, which is my, and every other nurse’s, ultimate goal.

In conclusion, reflective practice is essential to improving learning and evaluating one’s skills for future development. One of the most effective and popular reflective models is Rolfe’s reflective cycle, which is based on a person asking themselves three simple questions: what? so what, and now what? When expanded into a series of additional queries, these give one an opportunity to analyze their work and think of ways to enhance it. I applied it in assessing the work of my group on a presentation and found that it is extremely efficient in supplying one with food for thought and identifying benefits and drawbacks. I will use the knowledge that I have gained from working with this reflective model in my future nursing practice to be a great team player and a successful leader.

Reference List

Business Bliss Consultants FZE (2018) Rolfe’s reflective cycle . Web.

Galutira, G.D. (2018) ‘Theory of reflective practice in nursing’, International Journal of Nursing Science , 8(3), pp. 51-56.

Harris, T.E. and Sherblom, J.C. (2018) Small group and team communication . Waveland Press.

Marlow, S.L., Lacerenza, C.N., Paoletti, J., Burke, C.S. and Salas, E. (2018) ‘Does team communication represent a one-size-fits-all approach?: a meta-analysis of team communication and performance’, Organizational Behavior and Human Decision Processes , 144, pp.145-170.

Northouse, P.G. (2021) Leadership: theory and practice . Sage Publications.

Patel, K.M. and Metersky, K. (2021) ‘Reflective practice in nursing: a concept analysis’, International Journal of Nursing Knowledge , 33(3), pp. 180-187.

Schwind, J. K. and Manankil-Rankin, L. (2020) ‘Using narrative reflective process to augment personal and aesthetic ways of knowing to support holistic person-centred relational practice’, Reflective Practice , 21(4), pp. 473–483.

Use the ‘What? So what? Now what?’ model: a great example of reflective questioning (no date). Web.

What? So what? Now what? model of reflection (no date). Web.

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IvyPanda. (2023, September 24). Reflecting on Group Presentation with Rolfe's Reflective Cycle. https://ivypanda.com/essays/reflecting-on-group-presentation-with-rolfes-reflective-cycle/

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• A Guide on How to Write a Teamwork Reflection with Examples

“The strength of the team is each individual member and the strength of each member is the team.” Phil Jackson

Reflective practices have always been a great way to look back on your experience and improve your actions for the future. For those who are not aware of the term reflection, it refers to an examination of one’s actions, experiences, and perspectives in order to find critical areas for improvement. Simply put, it is more like learning from the past in order to enhance future scenarios.

Table of Contents

Step 1 - describe the main focus of the reflection, step 2 - elaborate on the objective of the project, step 3 - elucidate the responsibilities of the team, step 4 - highlight the status of the objective, step 5 - underline the challenges, step 6 - emphasize learnings, step 7 - accentuate changes in future endeavors.

• Teamwork reflection examples

Reflecting on our actions or decisions is our path to enlightenment and it does add immensely to our vision and future goals. From students to employees, everyone needs to work in teams quite often in their pursuit of meeting their goals. Having said that, it is essential for you to know how to write a teamwork reflection.

This is your complete guide on writing a teamwork reflection that is inclusive of a stepwise approach to writing a reflection of your participation in a team project. Besides, the guide includes three effective examples for greater understanding. So, to begin with, let us get started with the process of writing a teamwork reflection. To assist you with a better comprehension of the writing of a teamwork reflection, every step covers the same example elaborating on the teamwork reflection of performing surgery in the operations room.

How to write a teamwork reflection in 7 easy steps

The first and foremost step in writing a teamwork reflection is to describe the main focus of the reflection i.e. describing the experience you want to reflect upon. Along with this, you will also describe whether your reflection talks about teamwork or it is a self-reflection. To simplify, this section in-depth will talk about the whole central idea of reflection on the event including all the main aspects that contributed to the occurrence of the event. While describing the main focus of the reflection, you need to keep 5Ws and 1H in mind where 5Ws and 1H stand for

When - In this, you will describe the time of the occurrence of the event.

Where - This will focus on the location where the event took place.

What - Through this, you will describe what exactly happened during the event.

Why - While answering why, you will focus on highlighting the reasons things happened in the way they did.

Who - Who part will answer the question by describing which all people were involved in the event.

How - Lastly, you will include how everyone including you contributed to the occurrence of the event

Effectively answering the 5Ws and 1H will give you a detailed description of the whole incident you want to express in terms of an engaging reflection write-up. However, you have to ensure that the main focus of the reflection should be concise and meticulous enough that it should clearly highlight the central idea to the readers.

Introduction

This teamwork reflection is regarding a leg surgery we performed at The Alfred last month. We needed to perform surgery on a patient who got an anterior cruciate ligament (ACL) injury on his leg in a car accident. We were a team of 5 including nurses and doctors. The surgery was successful because everyone performed their tasks responsibly.

After describing the main focus of the reflection, you are ready to move on to the next step i.e. elaborating on the objective of the whole project. Simply put, you have to describe the key objectives of the project that you wish to achieve through your teamwork.

The main objective of the surgery was to rebuild the ligament with a tissue graft in order to ensure that the patient can smoothly perform his regular day to day basis tasks on his own.

Succeeding that, you will elaborate on the responsibilities of the team in detail. To elaborate, you will effectively define which team member of your group was assigned which task. Here, you can also elaborate on the various leadership theories that were applied at the team level. Following that, you will also provide detailed information on whether your team members were successful in completing their responsibilities on an individual level and the team level.

We were a total of five members were responsible for performing the surgery

1. Surgeon - He was responsible for taking out the graft from other tendons in the knee or thigh areas.

2. Anesthesiologist - I was responsible for deciding the level of anesthesia that needs to be given to the patient from time to time.

3. Nurse anesthetist - She was the assistant to the anesthesiologist and was supposed to take care of the temperature of the patient and other functional changes occurring in the body.

4. Circulating nurse - He was responsible for helping the surgeon throughout the process of surgery.

5. Surgical tech - Surgical tech was responsible for ensuring that all the tools are available in the surgery room and will hand them out as per the surgeon’s instructions.

In this section, after describing the roles and responsibilities, you will further elaborate on the status of the objective. In this section, you will highlight the correlation between the efforts of your team members and how their efforts contributed to the successful completion of your overall objective. Along with this, you will also highlight the reason why the objective was achieved or why it was not achieved.

The operation was successful and we were successfully able to remove the graft from a cadaver and deposit it in the injured area. The reason that the operation was successful was that everybody knew their responsibility beforehand and the whole surgery was performed with cordiality.

Coming to the next step, next you will emphasize the challenges that you faced during the completion of the team task. In this, challenges will be described in both the senses mentioned below.

The challenges you faced at the individual level

The challenges you encountered at the team level.

For instance, if ethical issues proved to be a hindrance to the accomplishment of the objectives, you ought to highlight them. Underlining the challenges will assist you in further indicating the key pitfalls that would have contributed to delay or inefficient results. After this, you can significantly conduct a gap analysis that will highlight the major reason why pitfalls occurred. Results of the gap analysis will also assist you in making future strategies to avoid these challenges.

During the surgery, we were a group of diverse teams in which the members were of different social groups. Hence, during the operation, we faced the challenge of understanding each other’s non-verbal language signs. On a personal level, as I was an intern in nursing, I faced the challenge of coping with the senior members’ speed. They were moving really fast with every step during the surgery, so, I got a little anxious through the whole surgery.

After underlining the challenges, comes another crucial step in reflection writing. In this step, you will significantly elaborate on the learnings of the whole experience. Again, one of the crucial notable points over here is that you need to accentuate both the learnings at a personal level and at the group level. Highlighting your learnings will assist you in creating a roadmap on how you can improve for the future.

Through this surgery, we all learned irrespective of our different backgrounds, that if you have cordiality and collaboration in the team, you can carry out any major operation successfully. Personally, I learned that with time and experience, people gradually build their speed in performing different tasks. Additionally, I also got to learn how to work professionally with a team of highly skilled surgeons.

With this, we have come to our last but definitely not the least step of the writing teamwork reflection is focusing on the changes that you will make for the future. To elaborate, lastly, you will focus on how you need to change your strategies in order to come up with more efficient results. On the other side of it, you are done with your well-written reflection on teamwork.

During future operations, we will ensure to cross-check whether everyone has been very well prepared for the operation and all the apparatus are available for the operations. On the other hand, in the future, I will ensure that I come with a free mind in the operation room. Besides, if anything goes wrong, I would take deep breaths to calm myself down and continue the progress to complete the assigned task.

At last, another important consideration in writing a reflection using the above-given steps is subject to change until you are not using any particular reflection out of several prominent reflection models .

To continue, to give you a better comprehension of how to write a reflection about teamwork, we have two completely different samples of teamwork reflection. Firstly, an example of teamwork reflection will be about teamwork and collaboration in nursing. Following that, an example of teamwork reflection as a nursing student is highlighted. Lastly, an effective example of teamwork reflection in the workplace will be provided.

Group teamwork reflection examples

Example 1 - sample of group teamwork reflection as a nursing practitioner.

Assessment task - Teamwork reflection by nursing practitioners

For - Nursing practitioners

Task - Team reflection on the duties performed in the context of nursing practices for old age care

Working center - Berengarra Residential Aged Care Facility

Step 1 - Describe the main focus of reflection

Gone are the days when a single doctor or dentist or other health organization practitioners could solely deliver high-quality care that could easily satisfy their patients. Today, it requires a good tea to offer satisfactory service to the patients. The complexity of the care that patients need today highlights the need for health professionals to collaborate and communicate clearly with each other (Eddy, Jordan & Stephenson, 2016). We learned this through our recent experience which will be described in this reflection.

This teamwork reflection will confer our experience of taking care of old age people about a week ago. We were 4 team members that were supposed to visit Berengarra Residential Aged Care Facility and take care of old aged people. The reason that we were assigned this job was that the previously assigned team failed in performing their duty due to a lack of responsibility. Although we also faced some challenges, eventually we took care of everything and successfully performed our duty because of our collaboration and teamwork.

Step 2 - Elaborate on the objectives of the project

The main objective of this project was to effectively take care of the elderly people that need the utmost care and support because of a lack of energy to even perform basic daily tasks. Moreover, most of the people in old age care centers are suffering from worry or distress due to leaving their homes because of ample reasons such as abandonment from their homes. People living in the old age care center often experience depression and in old age. This is either the result of living alone or due to a lack of connection breakage with their culture of origin. This results in an incapacity to actively participate in the activities of the community (Singh & Misra, 2009). Hence, another objective of this project was to connect with the old age people and give them the support and care they deserve at this age.

We were a team of 5 people and we all divided our responsibilities as per the handling of different essential activities every day. To maintain confidentiality, I will address each member as members 1, 2, 3, and 4. Team member one was responsible for the food committee and was supposed to look after all the meals in terms of their quality and the timely serving of the meals. In different old age centers, old people often lack the energy to perform daily personal tasks such as changing and bathing.

So, team member 2 was responsible for taking care of the bathing and dressing assistance of elderly people. Team member 3 was me and I was accountable for medication assistance for the elderly people and for ensuring that every patient gets their medications on time. Lastly, team member 5 was responsible for coordinating with the housekeeping team and ensuring proper sanitation at the whole place, and keeping the place disinfected.

Step 4 - Final status of the objective

After a month, we were relieved from the duty, and in our final evaluation our supervisors evaluated the place and took the feedback and we got good feedback and ratings. This implies that we were successful in achieving our ultimate goal and providing efficient service to the old age center. Secondly, we got blessings from the elderly and this indicated that we were successful in achieving the second objective of providing a satisfactory service to the old age people.

Step 5 - Highlight the main challenges

Through the whole tenure we worked at that old age center, we encountered a few challenges. Firstly, as it was a completely new place to us, So, it was challenging for all of us to adjust to the new environment. So, it took us some time to adjust to their daily routines and learn their daily routines. Besides, the last team that was in charge was accused of a lack of responsibility, so it was pressure on us to avoid that tag for us.

On a personal level, as I was in charge of medication for the patient, there were 20 patients under my supervision. Hence, it was quite challenging for me to keep a record of all the patients and the time and name of the medicines that were supposed to get delivered to the target audience. So, I took assistance from team member 1 who was in charge of the food committee. He had this tool on his iPad where he stored all the data and kept a track of all the medication easily and suggested the same to me. He assisted me effectively and we divided up the number of patients to effectively maintain the record.

Through this whole experience we learned how crucial coordination and collaboration are in the healthcare sector. If we would have not divided our work or assisted each other, it would not have been possible for us to successfully take care of the old age people. It was our collaboration and trust in each other as a team that made us successful in achieving the target and getting good feedback from our superiors.

On a personal level, I learned that there will always be difficulty in handling different situations and it is always good to ask for help if needed rather than handling it all on your own and messing it up by doing it alone. Besides, I also learned that technology can be a great helping hand if used effectively.

On a team level, for the future we would ensure that we calm ourselves down and try our best to adapt and blend the environment as soon as possible to effectively work on giving the best services. Besides, we would also have frequent team meetings every day to ensure that if any team member needs any sort of help or assistance with their tasks.

On the other hand, if similar situations occur again, on a personal level, I would definitely ensure that I would learn more about different applications that can offer assistance to me in managing different records.

Example 2 - Sample of group teamwork reflection as a nursing student

Assessment task - Teamwork reflection by nursing students

For - Nursing students

Task - Team reflection on the PowerPoint presentation by nursing students

Working center - University of Texas Arlington

I have always believed that teamwork always brings out the dreamwork. But, in order for a team to give efficient results, every team member needs to collaborate and engage in teamwork (Schmutz, Meier & Manser, 2019). I learned this through the effective experience I had in my second year of doing a Master's in Nursing with a Specialty in Nursing Administration and Management at the University of Texas Arlington. I was in a group of 5 people and we were assigned the task of creating a PowerPoint presentation.

We all agreed on the topic, “How health practitioners can support families of children with autism spectrum disorders”. All the team members together decided and made me the team leader and on their suggestion only I distributed the tasks among the teams.

There were two major objectives of this project. Firstly, we wanted to find out the different ways through which we can support families of children dealing with autism spectrum disorders. The major reason for this objective was that as nurses there often comes a time when we would have to support the families of children dealing with different disorders. While preparing for this presentation, we would understand various methods through which we can offer support to the families of children dealing with ASD.

The second crucial objective of this task was our teachers wanted us to know how to work in teams effectively. The major reason behind the same is that nursing teams are often instructed to handle a bunch of patients or wards in different sections. Learning how to work in a team would give us clarity on how we can work together effectively to get the desired results.

We were in a group of 5 members and to maintain the confidentiality of the names, I would refer to each member as Student A, Student B, Student C, Student D, and me. While keeping in mind the capabilities and key skills of all my team members, I decided to give them the task that suited their capabilities. Student A - Student A was very good with research and had in-depth knowledge about how to find relevant and high authority-certified research papers. Besides, the topic of the presentation majorly required in-depth research about finding different ways to support families of children with ASD. Hence, student A was responsible for finding all the relevant research papers, theses, and dissertations related to the topic of the presentation.

Student B voluntarily decided to take the responsibility of digging out the relevant information because she liked reading. Once all the relevant literature had been selected, then Student B was responsible for shunting out all the relevant information that needed to be added to the PowerPoint presentation. For student C, we decided to give the responsibility of arranging the data in a presentable form. The major reason behind the same was that it was pre-decided that C might not be able to get the task done because of his interview round. So, as part of the contingency plan we decided to give student C the minimum work because even if the work doesn't get done, nobody has to bear an extra burden. Student D had a specialized certification in PowerPoint presentation so we decided to give him the duty of creating the final presentation. Me, as everybody decided, I would be the team lead so I was responsible to give the final presentation in front of the whole class.

Step 4 - Describe the final status of the objectives

Everybody in my team did proper work as per their assigned responsibilities. Although as a part of the contingency plan we decided to give student C minimal responsibilities possible he also finished his work on time before going to the interview. I believe this objective was successfully attained because we had everything planned in advance along with pre-decided responsibilities for everyone. As everyone knew what they had to do even when we faced challenges during the language barriers or lack of coordination, everybody did their part very well. However, when it was my turn to present the presentation in front of the whole class, I got a little nervous and even fumbled in some places during delivering my presentation. But in the end, we were successful in achieving the main objective of working together irrespective of some challenges we faced. Moreover, we also learn so much about how to support families of children with autism syndrome disorder.

We had to encounter various types of challenges that we had to face during this presentation. Even I personally had to experience some of the challenges. At the team level - as we were still studying under a remote structure, for the team level we faced communication challenges because there were many people who did not have high-quality internet connections in their homes. Besides, two of the team members belong to other nationalities so we also faced language barriers as a major challenge during communication with them. Language barriers in a multinational team often lead to reduced participation in team communication (Tenzer, Pudelko & Zellmer-Bruhn, 2021).

On a personal level, I am an introvert by nature and somehow also lacked confidence in public speaking. As I was the one who had to present it in front of the entire class, I was a little nervous and also thought that I would not be able to present it meticulously.

Through the whole experience, on a personal level, I learned how crucial communication skills are in my nursing profession. The reason is irrespective of this presentation in the future as well I would have to interact with the families of the patient or with the patient. Hence, I have to socialize and would have to work on my communication skills as well. Good communication skill does not only rely on the physical abilities of nurses, but also on education and experience (Kourkouta & Papathanasiou, 2014).

On the team level, I gotta know that cordiality and planning are really crucial in any team for the successful accomplishment of the desired goal. Irrespective of the fact that we had a language barrier or connectivity issue, as everything was well-planned everybody did their part very well.

In the future, I personally feel that I would like to make two changes to the action plan that we followed in this experience. On an individual level, I would definitely take some of the communication skill courses from different learning apps and would even practice public speaking to socialize comparatively better to this experience. On the team level, if the situation occurs in the remote working structure again, then I would prefer to use various project management software or different applications that could help us with coordination and planning more effectively.

Example 3 - Sample of group teamwork reflection in the workplace

Assessment task - Teamwork reflection by employees in a workplace

For - Employees

Task - Team reflection on the achieving a target in a workplace

Workplace - AB Enterprises

The success of any workplace majorly depends on teamwork and collaboration between its employees. A group accomplishes the highest amount of accomplishments when it is completely focused on a task and completely utilizes every participant’s ability. The most important factor that impacts the success of team collaboration is trust. Without trust, the team significantly runs the risk of deteriorating over time (Bennett & Gadlin, 2012). I learned this from a recent experience I had in my company when we were assigned a task that we have to perform in a group.

Last month, the superiors of our AB enterprise company assigned us the target of making our website rank in the top 10 search engine results for some particular keywords in the span of 3 months. We were a total of 5 people in the marketing team that was assigned this task 4 months back. After effectively planning everything and using different strategies and tactics, we successfully achieved our target.

The main objective of this project was to convert our website into a revenue-generating website. The first step for achieving the same was it was essential that our website should rank on the first pages of the search engines. Secondly, we were a newly formed team, our employer wanted us to understand the true meaning of the team, collaboration, and trust. Hence, he assigned us this task to let us understand the true meaning of the team.

We were a team of 5 members and out of which I was the SEO content writer with another junior content writer. Along with this, we had 2 members of the technical SEO team and 1 member was from the development team. Both of the content writers including me were responsible for creating engaging content for the website. Technical SEO members were responsible for optimizing the content and pitching for gaining backlinks in order to make the website rank higher. Besides, the responsibility of the developer was to upload the content, set the structure, and ensure that there remains no errors in the development phase so that the target can be achieved.

After working hard for 3 months and working overtime as well, we finally achieved the target and made our website rank for 10 keywords that were related to our niche. Moreover, when we worked together for three months as a team, we bonded and collaborated effectively to get the desired results. We trusted and assisted each other in understanding things and getting the work going so that we can achieve the target by the assigned deadline.

Throughout the whole process, we faced many challenges down the line. On a team level, the senior technical SEO got a stomach infection and was on leave for almost 15 days. In her absence, the other member faced many issues in handling the work alone. But here he asked for my assistance and for this, I had to learn about technical SEO first, and then I assisted him with all his doubts.

On a personal level, as I was leading this project, I also had other responsibilities along with writing the content. So, I faced challenges in managing my work of content writing and other responsibilities. Hence to ensure a proper balance and clear my pendencies, I did work some of the work after office hours as well.

Through this whole project, we all learned that if we collaborate effectively and work together, we can easily achieve any target. Moreover, we realized that trust is really important for the successful accomplishment of the project. Trusting teams can effectively assist in enhancing cooperation and collaboration in processes. Furthermore, this will assist them in managing their interdependencies among their respective areas of expertise (Bond-Barnard, Fletcher & Steyn, 2018). We had three subteams in a bigger circle of the marketing team. None of the subteams interfered with each other’s tasks and everyone took accountability for performing their assigned tasks with utmost efficiency.

On a personal level, I learned that although we together achieved the desired results, taking over responsibilities disrupted my work-life balance and I felt stressed from time to time due to this. Hence, I learned that I need to manage my time during working hours more effectively so that I would not have to do work from home.

On a group level, in the planning phase only, we will break our bigger target into smaller ones. So that, we would effectively be able to keep track of our overall levels of accomplishments. Moreover, in the future, if similar situations occur, we would create contingency plans as well. For example, in this situation, our team member got sick, and the burden of the same was on the other members. So, we would learn little of everything from the next time onward. So that, if anything goes wrong, we would have each other’s support to handle the crisis.

On a personal level, as I have too many responsibilities to handle, I would try to delegate some of my tasks to my juniors. So that, I would be able to focus more on the tasks that need my most attention. The next time, I would also take help from various productivity and time management tools to keep a track of all time I am spending on all the necessary and unnecessary tasks.

To conclude, teamwork is an important part of the work irrespective of the industry you work in. Hence, it is really essential to look back and reflect on the incidents to learn something every time that can assist in enhancing your efficiency. Moreover, the above-given information will effectively assist you in writing a good teamwork reflection as well.

Recommended Readings

How to write an academic essay

How to avoid plagiarism

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How important is self-assessment in a teamwork reflection?

Self-assessment is a crucial aspect of a teamwork reflection. It allows you to evaluate your strengths and weaknesses as a team member, leading to personal growth and development in future collaborative endeavors.

Should I include any references or citations in my teamwork reflection?

In most cases, teamwork reflections do not require formal references or citations unless you are referring to specific external sources. The reflection is a personal account of your experiences and insights rather than an academic or research paper.

Schmutz, J., Meier, L., & Manser, T. (2019). How effective is teamwork really? The relationship between teamwork and performance in healthcare teams: a systematic review and meta-analysis. BMJ Open, 9(9), e028280. doi: 10.1136/bmjopen-2018-028280

Tenzer, H., Pudelko, M., & Zellmer-Bruhn, M. (2021). The impact of language barriers on knowledge processing in multinational teams. Journal Of World Business, 56(2), 101184. doi: 10.1016/j.jwb.2020.101184

Kourkouta, L., & Papathanasiou, I. (2014). Communication in Nursing Practice. Materia Socio Medica, 26(1), 65. doi: 10.5455/msm.2014.26.65-67

Singh, A., & Misra, N. (2009). Loneliness, depression and sociability in old age. Industrial Psychiatry Journal, 18(1), 51. doi: 10.4103/0972-6748.57861

Bond-Barnard, T., Fletcher, L., & Steyn, H. (2018). Linking trust and collaboration in project teams to project management success. International Journal Of Managing Projects In Business, 11(2), 432-457. doi: 10.1108/ijmpb-06-2017-0068

Bennett, L., & Gadlin, H. (2012). Collaboration and Team Science. Journal Of Investigative Medicine, 60(5), 768-775. doi: 10.2310/jim.0b013e318250871d

Eddy, K., Jordan, Z., & Stephenson, M. (2016). Health professionals’ experience of teamwork education in acute hospital settings. JBI Database Of Systematic Reviews And Implementation Reports, 14(4), 96-137. doi: 10.11124/jbisrir-2016-1843

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How To Write A Reflection Statement – A Step-By-Step Guide

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Do you know how to write a reflection statement? Reflection statements are tasks that will increasingly be part of your assessments. In the past, reflection statements were only set for Extension 2. Now they will be commonplace in Advanced English for both Year 11 and Year 12.

In this post, we will demystify reflection statements and give you a step-by-step guide to producing statements that will impress your teachers!

What is a Reflection Statement?

A reflection statement is a complementary task that will accompany other assessment types. A reflection statement requires students to discuss the process of producing the associated assessment task.

In a reflection statement, students need to explain why they made the decisions they did. The reflection statement also offers the student an opportunity to say what they think they did well, or did poorly. Students can reflect on what they would change if they could do it over.

If you want to learn more about why self-reflection is such an important skill for students, you should read this excellent article by Cathy Costello at Virtual library .

Why can’t you give a specific definition of what reflection tasks involve?

The exact nature of the reflection task will depend on the assessment task you’ve been asked to reflect on. To give you an idea of this, we’ll look at some examples of the tasks that reflection statements might accompany and what the reflection statements need to address.

As you can see, there are a wide variety of tasks where you could be asked to provide an accompanying reflection task.

How long is a reflection statement?

This will vary.

English Extension 2 reflection statements need to be 1500 words. If you’re not doing English Extension 2, it is unlikely that you will be required to produce something that long.

The tasks you will be set for English Advanced will range between 300 and 800 words. Most reflection tasks will be on the shorter side of things at around the 400-word mark.

Need help perfecting your reflections for Module C?

Learn how to write insightful and constructive reflections with our structured online video lessons, quality resources, and forums to ask your Matrix teachers questions and feedback! Learn more about Matrix+ Online Courses now. 

Where will I encounter reflection statements?

You will be set reflective statements throughout Years 11 and 12. They can be attached to any assessment task for any Module.

However, due to the nature of the Common Module: Reading to Write it is likely you will be set one to accompany the main writing task for that Module.

Similarly, in Year 12, Common Module: Texts and Human Experience and Module C: The Craft of Writing are the most likely Modules where you will be asked to reflect on your process of composing.

Remember, there is no limit on how many reflections you will need to produce as they supplement a larger assessment task. You may need to write as many as two in both Year 11 and Year 12.

In the HSC English Advanced Paper 2 (from 2019) and HSC English Extension 1 Paper, you may be asked to write a composition and a reflection statement.

If you study English Extension 2, this is a mandatory accompaniment for your major work. (Please note, while the process discussed in this post is similar to the one for producing an Extension 2 reflection statement, it does not discuss the research and referencing components that you need to complete for an Extension 2 work).

Clearly, it is important to be confident writing reflection statements. Matrix students learn how to produce reflection statements and get help refining them.

The secret to producing killer reflection statements is to follow a process when writing them.

What we’ll do now is look at the process for how to produce ace your reflection statement.

How to write a Reflection Statement – a step-by-step guide

Like everything in English, there is a process you can follow to produce a reflection statement. Even though the specific task may vary. The process for writing the reflection will largely remain the same.

The process for writing reflection statements looks like this:

Step 1: Produce the main piece of work for the assessment

Reflection statements are never tasks in and of themselves, they supplement the main task. You will not be able to produce your reflection statement until you have completed and edited your main task.

If you are stuck on your main task and need help, you should read our Beginner’s Guide to Acing HSC English  for detailed advice on all aspects of Year 11 and 12 English.

This can be useful. You may well discover that your reflection statement makes you reconsider some of your choices in your main task. In the process of writing your reflection statement, you may decide you need to redraft your main work.

This is one of the key purposes of writing a reflection statement. It forces you to consider what you have produced and the process of producing it. This is a key part of editing and improving your work.

Step 2: Read the assessment notification

Once you’ve produced your main piece of work, you need to revisit your assessment notification. A task that involves a reflection statement will come in two sections:

• Section 1 will be the instructions for the main task;
• Section 2 will be the instructions for the supplementary reflection task.

Rereading the notification is important as it will help you check that you have completed the main task correctly. It will also tell you exactly what you need to do for the second part of the task.

Step 3: Read the marking criteria

For every assessment task that you are given, you MUST be given accompanying marking criteria. Marking criteria are very important. They tell you explicitly what you need to do to get full marks for a specific task.

Reading through the marking criteria at this point serves two purposes:

• You can double check that you have addressed all the criteria for a Band 6 result for your main task.
• You can see what you need to do to achieve a Band 6 result for your reflection statement.

Your reflection statement may have very different requirements for a Band 6 mark than your main task. It is important that you are aware of the differences.

Step 4: Unpack what the reflection statement needs you to discuss for a Band 6 result

Now you’re familiar with the notification and marking criteria for the assessment task, you need to get these understandings down in writing.

To do this, you need to take a few steps:

• Read through the instructions for the task and highlight or underline the keywords (these will usually be the verbs and nouns in the instructions).
• Now you want to write these words down and define them. If you are unsure of a what a word means, that’s okay. Look it up. This is how you expand your vocabulary.
• Next, do the same for the marking criteria. Underline what you feel are the keywords and terms. Again, write them down and define them.
• Now you need to write down what you need to do for a Band 6 result. To do this, write down the instructions in your own words. Include what you need to do for a Band 6 mark in this instruction. Be sure to make note of whether this is meant to be written informally or formally, in the first or third person. You must follow the instruction regarding form for these tasks.

Now you’ve unpacked the question. This means you are now equipped to answer the question you’ve been set.

Next, you need to revisit your main task so you can see what you’ve done and evaluate how you’ve put it together.

Step 5: Reread what you have produced for your main task

Your reflection statement will require you to explain the choices you’ve made in your main composition.

You may not have thought too much about these things when you produced the work. And this is fine. It just doesn’t help you with the reflections statement.

If this is you, you need to read your work with an eye on how you have conveyed information. You must unpack how you have presented your ideas. Essentially, you need to reverse engineer your writing through textual analysis.

Some useful questions to ask yourself when doing this are:

• How does my work address the assessment instructions and marking criteria?
• What am I trying to convey here?
• How does this part of my work address the marking criteria?
• What technique have I used to convey meaning?
• Why have I used that technique?
• Could I have conveyed this idea differently? Would this have been more effective? Why?

Make notes while you do this. You want to be able to refer back to your findings in detail when you write the reflection statement.

Once you’ve finished this, you’re ready to start planning. By now you should have:

• A detailed breakdown of what your task requires you to discuss in your reflection statement and how to discuss it.
• A detailed set of notes about the piece you have produced for the main task.

Step 6: Plan your reflection statement

As with any task, you want to plan things before you get stuck in. Planning your work forces you to consider what information you must include and how you will structure that information in your response. This is an important part of the critical thinking process.

Reflection statements need to have structure, too.

You need to ensure that you introduce your ideas clearly, then expand on them, and, finally, summarise and conclude your statement. Even if you only need to produce a 250-word paragraph, you still need to ensure that it follows the conventions of composition structure. You will lose marks for presenting idea soup.

To plan your response, you’ll need to get your notes on the task and your notes on your response together. Then:

• Read through your notes on the question. Remind yourself what you need to discuss in your reflection statement.
• Write down what you will discuss in your reflection statement.
• Now you need to think about what parts of your main task you will discuss. To do this, refer to your notes about your main task. Ask yourself, “which parts of my task are most relevant to what the task is asking me to discuss?”
• Note down what you think will be the order for presenting your reflection. For example, you may want to start with your structural decisions before discussing your use of techniques or you may want to discuss your influences before discussing your ideas.

Once you’ve got your plan together, you’re ready to write. Matrix students get advice on their assessment tasks from their Matrix Tutors and Teachers. It might be helpful to ask a peer or parent for their thoughts if your school teacher can’t provide advice.

Step 7: Write your introductory statement

The length of your introduction will be contingent on the specifics of your task:

• If your reflection statement is less than 400 words, you will need to produce one or two sentences.
• If you are writing a longer reflection statement of more than 400 words, you will need to write a short introduction.
• If you are producing an Extension 2 reflection statement, this will need to be a longer and more detailed introductory paragraph.

When writing your introduction, you must:

• Introduce the topic you will discuss;
• Explain how this reflects on the work that you are discussing;
• Make reference to the Module you are studying.

Once you have produced your introduction, you are now ready to develop your discussion and discuss the specifics of your main piece of work.

Step 8: Write the body of your argument

Now you’ve introduced your subject matter you need to start presenting an argument. Even though you are reflecting on your own work, you still need to use examples to demonstrate how you’ve set about responding to the main task.

You will need to present several examples to support your argument, but the number of examples will vary depending on the length of the task you’ve been set.

For a shorter reflection, try to present two or three examples and discuss them in detail. If you need to produce several paragraphs, you should be aiming at around four per paragraph.

To do this:

• Introduce the idea you were trying to convey (this might be an influence on your work, a technique you’ve tried to use, or a theme you’ve tried to explore).
• Present an example of this idea.
• Explain how you have attempted to use or explore this idea.
• Explain how this addresses the instructions and marking criteria for the task.
• Explain how this is relevant to the Module you are studying.
• Comment on other choices you could have made and why you didn’t use the other option.
• Repeat this for each example that you need to support your point.

Once you’ve done this, you need to conclude your reflection.

Step 9: Write your concluding statement

Your final statement needs to address the broad idea you have discussed in your response. It will need to be at least two sentences. A longer reflection will require a longer concluding statement; if you had a separate introduction you will require a separate conclusion.

To write your concluding statement:

• Summarise the key ideas that you have discussed.
• Make a statement about what you have taken away from your study of the Module and the process of producing this task and reflecting on it.

Now you need to revise what you’ve written.

Step 10: Proof and edit your work

It is really important that you proof and edit your work before submitting. You don’t want to throw away marks on typos and unnecessary grammatical errors. Proofing your work is something you must do after you finish any task.

To proof your reflection statement:

• Reread your summary of the notification of the task and the marking criteria.
• Read your reflection statement aloud.
• Whenever you encounter a mistake or a sentence that sounds ungrammatical, correct it.
• Pay attention to the logic of your argument. Does it make sense?
• Ask yourself, have I addressed the instructions for the task?
• Ask yourself, have I addressed the marking criteria for a Band 6 response.
• Redraft your reflection statement in its entirety. Don’t submit your first draft. Your second draft will always be better.

If you would like to know more about the editing process, you should read Part 7 of our Beginner’s Guide to Acing HSC English: How to Edit Your Work .

Now you’ve finished a second draft you can submit. If you can, you should try and get some feedback. Matrix students get regular feedback from their Matrix Tutors and Teachers. Feedback on your work allows you to take somebody else’s perspective and use it to improve your marks.

Written by Matrix English Team

© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.

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Supporting Students to Reflect on their Group Work

To develop group skills, students need to do more than just complete group tasks. Along the way, it's important that they reflect on group processes. Reflection can be informal or formal (built into assessment). Students can reflect individually or in groups.

Students can reflect on both the processes and products of group work. When incorporating reflective activities into group work, it is important that students have the opportunity to apply what they have learnt through their reflections to future tasks to improve their learning. This section outlines a number of ways to build reflection into group tasks and projects.

Helping students monitor their development and reflect on their performance

Reflective activities.

To develop effective group skills, students need to practise using their skills and reflect on what worked and did not work. This helps them form generalised principles based on their experience, which then inform their future actions.

You can use one or more of the following strategies to help your students reflect on their group work skills. Depending on the nature of your group task or project, you might include a reflective activity during the task or at its completion. For example, at the end of the group task, students could submit a collaborative reflective report on group processes, or they could reflect on how to in the future by completing the student exercise: Planning ahead—What can I do better next time? ).

Helping students identify how they can improve

The following exercise helps students to think about their experiences in groups, about the group's functioning and about their individual roles and contributions to the group. Importantly, it also helps students to identify how the group might function more effectively next time. Using the prompts, students can reflect individually, then discuss their responses in groups or as a class.

Student exercise

• Active learning spaces
• Blended and online
• Brainstorming
• Case studies
• Flipped classroom
• Questioning
• Simulations
• Teaching diverse groups
• Helping Students Reflect
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Student Presentation Reflections

Teachers as Paragons

I struggle with articulating this point, but for the purposes of this post, I think that the most valid student-teacher dynamic is not the Jedi Master and Padawan method, but instead one where a teacher serves as a paragon of a small set of skills/attributes and the student’s role is to assimilate their experiences with all of their teachers into their own paradigm.

While this viewpoint is not revolutionary, I find that hubris often prevents a teacher from maximizing the benefit of this approach. Too often I find myself or my peers trying to be too many things to too many students. I think it is important for a teacher to make explicit commitments about which skill or attribute they wish to be the avatar for.

I chose presentation skills as my niche of instruction because I benefited greatly from the Public Speaking and Speech and Debate classes I took in high school. When I was in college, I saw very clearly those of my peers who did not have those same opportunities. I vowed that my students would be afforded opportunities to develop their presentation skills in my class no matter the other classes offered by my school.

Reflection Process

I plan on creating many posts about the different resources, examples, and assignments that I use to improve my students’ presentation skills. One of the core strategies, and I believe the most powerful, that I use to improve student presentations is a presentation reflection process.

In order to make presentation reflections be a valid assignment, you must film your students as they present—something that my 11th grade Public Speaking teacher Mrs. Shank did for me 15 years ago. Admittedly, being filmed for a presentation was nerve-wracking; however, it was also amazing beneficial. However, instead of recording presentations on VHS cassette like Mrs. Shank did, I record presentations digitally and post them as unlisted YouTube videos .

Recording Presentations

Do yourself a favor and make sure that you use a tripod to record the student presentations. You might think you can cobble together books and tape to hold a camera steady, but this is the wrong call.

• If you plan on using your phone as the camera, you will need a mount to attach it to your tripod , and an improved microphone will certainly help with the audio quality, but it’s not necessary.
• If you plan on using a DSLR or mirrorless camera, then you really need to improve the audio. To improve the quality of the video’s captured sound, I suggest using a shotgun microphone .

Whatever hardware you use, it is important to share with the students the camera’s field of view, so they know where they should stand. The reflection assignment is much harder if the student does not appear on camera.

Reflection Assignment

Recording the presentation is the first step, but students will need to thoughtfully watch their presentations to see areas for improvement. To guide the students’ thoughts while they watch their presentation video, I developed three sequential reflection assignments, one for each of the major presentations in my class.

This reflection process is truly eye-opening. Students are routinely shocked when they watch the video and see the nervous fidgeting or hand-wringing that they swear never happened. The pedagogical impact of a student watching themselves on video is many times more powerful than even the most helpful rubric or feedback.

In addition to reflecting on what happened, an important part of the assignment is also identifying five points on which to improve and coming up with action items for each point. An example of an improvement point and an action item would be:

• I will look up the phonetic pronunciation of the words ahead of time and practice saying them to my teacher.

I always assign this as homework and give students a week to do the assignment after their presentation. I try very hard to make sure the videos get processed, uploaded, and shared with the students as soon as possible to make sure that things are fresh in their mind.

Students sometimes balk at the number of words they have to write. However, since they are writing semi-informally about themselves and have a video to go off, students routinely surpass 1000 words without blinking an eye.

Sometimes when I explain presentation reflections to teachers, they exclaim that it is too much work for them to do or they don’t know how to do the “video stuff” or something else along those lines. The video recording/editing process can be as basic or as advanced as you want it to be. Since video editing is a core part of my multimedia business, there is a lot of stuff that I do to the videos that is unnecessary but a point of pride for me.

In all honesty, a perfectly functional presentation video takes less than 3 minutes more than the presentation itself. Whether you spend 3 minutes or 30 minutes editing a presentation video, that time is returned many-fold by the presentation skill increase of your students.

Hands down, the most consistent piece of feedback I receive from alumni is that they dominate their presentations in college. This makes me very proud. I committed to developing presentation skills in my students since my very first year of teaching. Hearing back from alumni that they are drastically better than their peers at presenting puts a smile on my face every time.

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Disclaimer: This essay is provided as an example of work produced by students studying towards a management degree, it is not illustrative of the work produced by our in-house experts. Click here for sample essays written by our professional writers.

Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UKEssays.com.

Group Work Reflection Example

Reference this

• Generating a broad array of possible alternative points of view or solution to a problem
• Giving students a chance to work on a project that is too large or complex for an individual
• Allowing students with different background to bring their special knowledge, experience , or skills to a project , and to explain their orientation to others
• Giving students a chance to teach others
• Giving students a structured experience so they can practice kills applicable to professional situations
• Students who have difficulty talking in class may speak in a small group.
• More students, overall, have a chance to participate in class.
• Talking in groups can help overcome the anonymity and passivity of a large class or a class meeting in a properly designed room.
• Students who expect to participate actively prepare for class.
• Students get prepared for their professional future.

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Group Formation

Organization of work.

Understanding and Managing Group Processes

• Group work best if everyone has a chance to make strong contributions to the group project and to the discussion at meetings.
• At the beginning of each meeting, decide what you except to have accomplished by the end of meeting.
• Select someone from group to write ideas to record all meetings and group’s decisions. Allocate responsibility for group process; in order to do that a group leader can be selected.
• Save some time towards the end of the first meeting and periodically as the group continues; to check in with each other on how the process is working.
• Group leader was responsible to monitor that the work is organized to get it done. He was also responsible for understanding and managing group interactions to keep the positive atmosphere.
• The leader also encouraged every one’s contributions with an eye to accomplish the work. In order to do this, he observed our group work process to check is the group moving quickly, leaving some people behind? Is it time to shift focus to another aspects of the task?
• He also encouraged group interactions and maintained a positive atmosphere.
• He also anticipated what information, material or other resources the group needs as it works.
• He was also responsible for beginning and ending on time. So he planed work accordingly.

Recommendations/Solutions

• To avoid delays in work at initial level some sentences can really help such as:
• Here’s my understanding of what we are trying to accomplish. Do you all agree?
• What would help us move forward: data? Resource?
• Let’s take a few minutes to hear everyone’s suggestions about how this process might work better and what we should do next.
• In order to discourage dominating people humour can be used. For the people who do not speak non verbal actions such as looking at them can be used to include them in discussion. Moreover asking quiet participant about their thoughts outside the group may lead their participation within group.
• In order to stick with main theme of discussion, try to summarize where discussion was before digression.
• When a group feels that it is not making a progress they should look on the things which are preventing them from progression.
• Ellen Sarkisian, Derek Bok Center., 2007. “Working in Groups” Derek Bok Center for teaching and Learning,Harvard University
• J. Sketchley, A. Mejia, I. Aitken et al., Work Improvement in Health Services. Geneva: World Health Organization, 1986
• Moon J.(2004), A Handbook of Reflective and Experiential Learning, London, Routledge Falmer
• Experience of working in groups or teams, Human Resource management,UkEssay.com

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Critical Reflection

A Critical Reflection (also called a reflective essay) is a process of identifying, questioning, and assessing our deeply-held assumptions – about our knowledge, the way we perceive events and issues, our beliefs, feelings, and actions. When you reflect critically, you use course material (lectures, readings, discussions, etc.) to examine our biases, compare theories with current actions, search for causes and triggers, and identify problems at their core.   Critical reflection is   not   a reading assignment, a summary of an activity, or an emotional outlet.   Rather,   the goal is   to change your thinking about a subject, and thus change your behaviour.

Tip: Critical reflections are common in coursework across all disciplines, but they can take very different forms. Your instructor may ask you to develop a formal essay, produce weekly blog entries, or provide short paragraph answers to a set of questions. Read the assignment guidelines before you begin.

How to Critically Reflect

Writing a critical reflection happens in two phases.

• Analyze:   In the first phase, analyze the issue and your role by asking critical questions. Use free writing as a way to develop good ideas. Don’t worry about organized paragraphs or good grammar at this stage.
• Articulate:   In the second phase, use your analysis to develop a clear argument about what you learned. Organize your ideas so they are clear for your reader.

First phase: Analyze

A popular method for analyzing is the three stage model: What? So What? Now what?

In the  What?  stage, describe the issue, including your role, observations, and reactions. The   what?   stage helps you make initial observations about what you feel and think. At this point, there’s no need to look at your course notes or readings.

Use the questions below to guide your writing during this stage.

• What happened?
• What did you do?
• What did you expect?
• What was different?
• What was your reaction?
• What did you learn?

In the second  So What?   stage, try to understand on a deeper level why the issue is significant or relevant. Use information from your first stage, your course materials (readings, lectures, discussions) -- as well as previous experience and knowledge to help you think through the issue from a variety of perspectives.

Tip:  Since you’ll be using more course resources in this step, review your readings and course notes before you begin writing.

Below are three perspectives you can consider:

• Academic perspective: How did the experience enhance your understanding of a concept/theory/skill? Did the experience confirm your understanding or challenge it? Did you identify strengths or gaps in your knowledge?
• Personal perspective:   Why does the experience matter? What are the consequences? Were your previous expectations/assumptions confirmed or refuted? What surprised you and why?
• Systems perspective:   What were the sources of power and who benefited/who was harmed? What changes would you suggest? How does this experience help you understand the organization or system?

In the third   Now what?   stage, explore how the experience will shape your future thinking and behaviour.

Use the following questions to guide your thinking and writing:

• What are you going to do as a result of your experiences?
• What will you do differently?
• How will you apply what you learned?

Second phase: Articulate

After completing the analysis stage, you probably have a lot of writing, but it is not yet organized into a coherent story. You need to build an organized and clear argument about what you learned and how you changed. To do so,   develop a thesis statement , make an   outline ,   write , and   revise.

Develop a thesis statement

Develop a clear argument to help your reader understand what you learned. This argument should pull together different themes from your analysis into a main idea. You can see an example of a thesis statement in the sample reflection essay at the end of this resource.

Tip: For more help on developing thesis statements, see our   Thesis statements  resource

Make an outline

Once you have a clear thesis statement for your essay, build an outline. Below is a straightforward method to organize your essay.

• Background/Context of reflection
• Thesis statement
• Introduce theme A
• Writer's past position/thinking
• Moment of learning/change
• Writer's current/new position
• Introduce theme B
• Introduce theme C
• Summarize learning
• Discuss significance of learning for self and others
• Discuss future actions/behaviour

Write and revise

Time to get writing! Work from your outline and give yourself enough time for a first draft and revisions.

Even though you are writing about your personal experience and learning, your audience may still be an academic one. Consult the assignment guidelines or ask your instructor to find out whether your writing should be formal or informal.

Sample Critical Reflection

Below are sample annotated paragraphs from one student’s critical reflection for a course on society and privilege.

Introduction

Background/context of reflection : I became aware of privileged positions in society only in recent years. I was lucky enough, privileged enough, to be ignorant of such phenomena, but for some, privilege is a daily lesson of how they do not fit into mainstream culture. In the past, I defined oppression as only that which is obvious and intentional. I never realized the part I played. However, during a class field study to investigate privileged positions in everyday environments, I learned otherwise.   Thesis:   Without meaning to, I caused harm by participating in a system where I gained from others’ subtle oppression. In one of these spaces, the local mall, everything from advertisements to food to products, to the locations of doorways, bathrooms and other public necessities, made clear my privilege as a white, heterosexual male.

Body paragraph

Topic sentence : Peggy McIntosh describes privilege as an invisible knapsack of tools and advantages. This description crystalized for me when I shopped for a greeting card at the stationary store. There, as a white, heterosexual male, I felt comfortable and empowered to roam about the store as I pleased. I freely asked the clerk about a mother’s day card.   Writer’s past position:   Previously, I never considered that a store did anything but sell products. However, when I asked the sales clerk for same sex greeting cards, she paused for a few seconds and gave me a look that made me feel instantly uncomfortable. Some customers stopped to look at me. I felt a heat move over my face. I felt, for a moment, wrong for being in that store.  I quickly clarified that I was only doing a report for school, implying that I was not in fact homosexual.   Writer’s current position:   The clerk’s demeanor changed. I was free to check, she said.  It was the only time during the field study that I had felt the need to explain what I was doing to anyone. I could get out of the situation with a simple clarification. But what if I really was a member of the homosexual community? The looks and the silence taught me that I should be feared.  I realized that, along with its products, the store was selling an image of normal. But my “normality” was another person’s “abnormality.”  After I walked out of the store I felt guilty for having denied being homosexual.

Summary of learning:   At the mall I realized how much we indirectly shame nonprivileged groups, even in seemingly welcoming spaces. That shame is supported every time I or any other privileged individual fails to question our advantage. And it leads to a different kind of shame carried by privileged individuals, too.   Value for self and others:   All of this, as Brown (2003) documents, is exacerbated by silence. Thus, the next step for me is to not only question privilege internally, but to publicly question covert bias and oppression. If I do, I may very well be shamed for speaking out. But my actions might just encourage other people to speak up as well.

Sample paragraphs adapted from James C. Olsen's Teaching Portfolio from Georgetown University .

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Planning for and Giving a Group Presentation

Students working on group projects are often asked to give an oral presentation summarizing the results of their research. Professors assign group presentations because they combine the cooperative learning benefits of working in groups with the active learning benefits of speaking in front of an audience. However, similar to participating in a group project , giving a group presentation requires making decisions together , negotiating shared responsibilities, and collaborating on developing a set of solutions to a research problem . Below are issues to consider when planning and while giving a group presentation.

Before the Presentation

When to Begin

Planning the logistics around giving a presentation should take place as the group project progresses and, most critically, coalesce immediately after results of your study are known and clear recommendations can be made. Keep in mind that completing the basic tasks of giving a presentation [e.g., designating a moderator, designing the slide templates, working on the introduction, etc.] can save you time and allow your group to focus just before giving the presentation on how to effectively highlight the most important aspects of the research study.

Sharing the Responsibility

Everyone in the group should have an equal role in preparing the presentation and covering a similar amount of information during the presentation. However, a moderator should be elected to lead the presentation. The group should then determine what each member will speak about. This can be based on either the member's interests or what they worked on during the group project. This means that each member should be responsible for developing an outline of what they will talk about and drafting the content of their section of the slides or other forms of visual aids.

NOTE: If , for whatever reason, a group member is  particularly anxious about speaking in front of an audience or perhaps they are uncomfortable because English is not their first language, consider giving them a role that can be easily articulated, such as, introducing the purpose of the study and its importance. Everyone must participate in speaking, but be cognizant of the need to support that person by discussing what would work best for them while still being an active contributor to the presentation.

Organizing the Content

The content of the presentation should parallel the organization of the research study. In general, it should include a brief introduction, a description of the study, along with its purpose and significance, a review of prior research and its relevance to your group's project, an analysis of the results, with an emphasis on significance findings or recommended courses of action, and a brief statement about any limitations and how the group managed them. The conclusion of the presentation should briefly summarize the study's key findings and implications and, if time has been allotted, ask for questions from the audience. The conclusion can also be used to highlight areas of study the require further investigation. Note that the group's time should be spent primarily discussing the results of the study and their implications in furthering knowledge about the research problem .

Developing the Content

The narrative around each section must flow together smoothly t o ensure that the audience remains engaged. An initial meeting to discuss each section of the presentation should include the following: 1) deciding on the sequence of speakers and which group member presents on which section; 2) determining who will oversee the use of any technology [and who steps up when it's that person's turn to speak]; 3) determining how much time should be allocated for each section in relation to the overall time limit; 4) discussing the use and content of slides or other visual aids; and, 5) developing a general outline of the presentation. Once everyone's roles and responsibilities have been negotiated, the group should establish a schedule of deadlines for when the work should to be completed.

Creating Transitions

Building the narrative of an oral presentation means more than imparting information; it also requires the group to work together developing moments of transition from one section to the next. Transitional statements ensures coordination among members about what is to be covered and helps your audience follow along and remain engaged. The transition from one section to the next should include both verbal cues [e.g., a recap what you just discussed and an introduction of the next speaker] and non-verbal gestures [e.g., stepping away from the podium or front of class to make room for the next speaker]. An example of this transition could be something like this:

Speaker 1: " ...so to summarize, the literature suggested that allegations of election fraud often created the conditions for massive street protests in democratized societies. Next Mike will discuss how we analyzed recent events in Mexico and determined why this assumption may not apply under certain conditions. "

Speaker 2: " Thank you, Jordan. Next slide. In our study, we coded and analyzed the content of twitter accounts to explore the rise of dissension among.... "

NOTE:   Each member of the group should learn the entire presentation and not just their section. This ensures that members can help out if the speaker becomes nervous and loses track of what to say or if they forget something. If each member knows the entire presentation, then there is always someone who can step up and support the speaker by maintaining the narrative and not losing the audience's attention.

Practicing the Presentation

The most critical thing to do before giving a group presentation is to practice as a group. Rehearse what will be said and how it will be said so you know that the overall structure works, that the time is allotted correctly, and that any changes can be made, if needed. Also, rehearsing the presentation should include practicing use of the technology and choreographing where people will stand. An effective strategy is to rehearse the entire presentation at least twice. Practice with each member taking turns speaking in front of the other members pretending that they are the audience. This way the group members can take turns offering suggestions about improving the presentation and the speaker gets more comfortable speaking in front of people. Practice a second time presenting as a group. This way, everyone can rehearse where to stand and coordinate transitions. If possible, practice in the room where your presentation will take place; standing in the front of a classroom feels very different from sitting there as a student.

During the Presentation

Before the Presentations Begin

If groups are presenting from a shared computer, ask your professor if you could pre-load your slides or other visual aids before the class begins . This will ensure that you're not taking time away from your presentation downloading and setting everything up. In addition, if there is a problem, it can be resolved beforehand rather than it being a distraction when you start the presentation.

Introduction

Begin by having the moderator introduce the group by giving each member's name and a brief description of what they will be presenting on. And, yes, this seems like a pointless formality because it's likely that everyone knows everyone else. However, this is expected because it reflects giving oral presentations in most professional and work settings. In addition, your group has a limited amount of time to present and introducing everyone before the presentation begins saves more time than having each individual introduce themselves before they speak.

When Not Speaking

Assuming your group has practiced at least twice [and preferably more], you have heard and seen the entire presentation multiple times. Keep in mind, however, that your audience has not and they can observe everyone in the group. Be engaged. Do not look bored or distracted while others are speaking. Pay attention to each other by watching what the presenter is doing. Respond positively to the presenter and use nonverbal cues [e.g., nodding your head] as a way to help emphasize keys points of the presentation; audiences notice when those not speaking react to something the speaker is saying.

Coordinate Moving from One Speaker to the Next

The person presenting should take a position in the foreground of where you are delivering the information. Group members not speaking should step back and take a spot behind or off to the side of the speaker. When the person speaking is done, the next person steps forward. This pre-planned choreography may seem trivial, but it emphasizes to your audience who the next speaker will be and demonstrates a smooth, coordinated delivery throughout the presentation.

Visual Aids

Plan ahead how to use slides or other visual aids. The person currently presenting should not be distracted by having to constantly move to the next slide, backup and show an earlier slide, or exit a slide to show a video or external web page . Coordinate who in the group is responsible for taking the cue to change slides or otherwise manipulate the technology. When it's time for that person to speak, have a plan in place for passing this responsibility to someone else in the group. Fumbling around with who does what when, distracts the audience. Note however that the role of moving from one slide to the next does not count as being a presenter!

The presentation should conclude with the moderator stepping forward and thanking the audience and asking if there are any questions. If a question relates to a specific part of the presentation, the group member who spoke during that part should answer the question; it should not be the moderator's responsibility to answer for everyone. If another group follows your presentation from a shared computer, be courteous and close out all of your slides or other visual aids before stepping away.

Aguilera, Anna, Jesse Schreier, and Cassandra Saitow. "Using Iterative Group Presentations in an Introductory Biology Course to Enhance Student Engagement and Critical Thinking." The American Biology Teacher 79 (August 2017): 450-454; Barnard, Sam. "Guide for Giving a Group Presentation." VirtualSpeech Ltd., 2019; Eisen, Arri. "Small-Group Presentations: Teaching Science Thinking and Context in a Large Biology Class." BioScience 48 (January 1998): 53-58; Group Presentations. Writing@CSU. Colorado State University ; Kågesten, Owe, and Johann Engelbrecht. "Student Group Presentations: A Learning Instrument in Undergraduate Mathematics for Engineering Students." European Journal of Engineering Education 32 (2007): 303-314; Lucas, Stephen. The Art of Public Speaking . [Chapter 19]. 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015; McArthur, John A. “10 Tips for Improving Group Presentations.” [blog]. Department of Communication Studies, Furman University, November 1, 2011; Melosevic, Sara. “Simple Group Presentation Tips for Maximum Teamwork Magic.” PresentBetter, November 13, 2018; St. John, Ron. Group Project Guidelines. Department of Speech, University of Hawai'i Maui Community College, January 16, 2002.

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• Oral presentations: Part 1-4

This series of four videos covers preparing for a group presentation, how to structure your presentation, presentation skills and having a clear message.

Organising group work

A group presentation does not involve separate parts getting stitched together at the last minute. Group members need to collaborate at key points throughout the whole process. Watch this video and see how.

Your talk may be a group effort and this introduces organizational issues that can make or break the success of your presentation.

It's not appropriate to dissect the talk like a cake and distribute the parts to individual members to take care of. The body needs to be worked on by everyone collaboratively.

Specific sections of the body may be divided between your team to be deeply researched or delivered. But at some stage you need to regroup to put those pieces back together again. First of all, you need to be able to meet face-to-face preferably, and it would be good to have a regular time when this is convenient for all of you. At least once each week.

Don’t forget to exchange phone numbers and emails as well.
 If this is not a familiar topic, everyone should just go there own way at first and read broadly to get a feel for the area. But sharing any articles are particularly good of course.


You need to regroup soon, and decide what two to four topics should be covered. That is, if these are not already specified by your lecturer and it would be excellent to agree on a central message before you start writing the body, if possible.


If you want a central theme, this should be defined early on if you can to guide people's research from the beginning. >When the topics are decided you can go your own way and research your section deeply.

Keep in touch regularly with any of the other group members, whose area may overlap yours, because you don’t want to repeat material.


It is most satisfying and effective if you get to talk on the topic that you have researched yourself. You want to sound like the expert.

Remember not to measure your contribution to the group in terms of minutes standing up in speaking. This is never the hardest part. The hardest part lies in the researching, collaboration and preparation of visual resources.


Once the body of your talk is defined, the group should get together and outline the introduction and conclusion together.

One person might write from the perspective of the part that they researched, and introductions and conclusions need to have a sense of overview.


Writing the introduction and conclusion will be easy once the body is done.

But they are almost impossible to write in isolation from the body.

In the next chapter we will be looking at part two of oral presentations a sample structure.

A sample structure

Just as writing tasks have a structure, oral presentations have structure too. Without the structure, your key points will lack strength or be lost entirely. Watch this video and get some tips on how to get your message across effectively.

A sample structure of an oral presentation that I will outline here is about ‘autistic spectrum disorders’. This sample is supposed to be the outline of a twenty-minute in-class presentation.

To hold the whole talk together, I’ve also thought about the central point or message that I would like to get across. In this talk, I would like to emphasise the idea that autism encompasses a very broad range of severities – from profoundly affected to mildly affected individuals – and for this reason, it often goes unrecognised when the autism is at high functioning levels.

In the introduction, I need to establish my topic and it’s importance. Of course, this is the best place to establish your central theme or message, if you have one. If you have a particular reason for talking about this topic from your own work, life, or experience, that is always very engaging for the audience as well. Briefly outline the points you will cover, This is very important if you do not have a projected slide or handouts, where the audience can keep track of this. But avoid any detail at this stage. In a twenty-minute talk, you should limit the introduction to two minutes if possible.

The conclusion will consist of no new information about autism itself. The conclusion is the space to recap and remind the listener what we have touched on. If anything that is mentioned is new, it will be about the future needs and directions. The conclusion would be a great place to make recommendations about what should be done at a society level or what needs to be investigated further in research.

Once again, this could be made to tie in with our message, that some people can have some form of autism and yet many of their teachers or colleagues do not fully recognise or understand their condition because they expect it to be more noticeable.

The number of points that you will cover will vary from topic to topic. The advice is to have fewer points than too many in your body. If you have a lot of points, try to group them under three to four themes Talk about less, and go for depth rather than briefly skimming through a shopping list of ideas. If you decide to do an activity in your presentation, put it in where it’s most relevant. However it is probably better to do it earlier in the body or even in the introduction. because it can pique the listener's curiosity before they receive a lot information.

If you do have a central message, become skilled at saying the same thing in many different ways. Just as I’ve been doing. It would be very tedious to repeat exactly the same words of course. But, if you do it in a very subtle way, your audience will appreciate the enforcement of that idea.

Presentation skills

Being a good speaker is something that can be learned and practised. This video will give you some tips for delivering an effective and professional talk.

Many students approach writing their oral presentation the same way they approach writing an essay when, in fact, the two are completely different. An oral presentation is assessed on how well you can communicate your message or If you like, how you perform. You may get some assessment marks for the slides you produce or the handouts you’ve made, but essentially you will be marked by how well you communicate your message on the day.

So, do not write pages of sentences as you would in an essay. You cannot read these out. Natural speech does not use the long and grammatically complicated sentences that you would write in a text. Your audience would have to concentrate very hard to listen to that.

Think of your audience. and how you will keep their attention. You need to make it relevant for them, and not just show how much you’ve read. You cannot deliver all of the information you might fit into an essay. For an oral presentation, you need to reduce the amount of detail and repeat key ideas a lot more. What helps a lot is to have a key idea, or message, that you want your audience to remember. They may forget 80% of your talk, but if you have a key theme or a main point that you emphasise over and over again, they will likely remember that. And later, it is easier to remember details in relation to that key point.

Do not give the impression that you are relating what you have recently read in textbooks. Aim to give the impression that you know a lot about this, topic and that you’ve been working in the field for years. You need to have that air of confidence that comes from talking about something you know really well and have a lot of experience in. Generally, this will not be the reality of course, but you can get very familiar with your topic by reading lots and lots of literature. Five minutes of effective speaking does not mean you have only gathered five minutes of information.

As mentioned, you need to talk to your audience in a relaxed and natural, but still professional manner. You still want to keep on track, so dot points on cards – instead of, or in addition to your PowerPoint – can be quite useful. You don’t want the presentation to sound scripted, but you still want to keep on track; so speaking from dot points is efficient because you are on limited time. It also jogs your memory just in case you’re a little bit nervous.

Whether you use cards or the screen, remember to look up and look at your audience. This is very important if you really want to communicate with them. You need to relax because when you are nervous, you tend to rush onwards. Breathe deeply, stop to think for a moment. A moment may seem a long time to you, but to your audience it is not noticeable.

It’s also very helpful to indicate when a new topic is being moved onto. The audience do not have the visual cues of a new paragraph as you do when you’re reading. So these shifts in topic need to be shown or expressed. A fresh PowerPoint slide indicates a new shift in topic. But sometimes, it’s hard to know when a speaker has moved onto a new point within that slide. You can do this with words like: secondly, or on the other hand, or let us consider a further example. You might emphasise a new point by moving to a different spot on the stage, changing the quality of your voice, or just pausing for five to ten seconds.

The important thing is that these non-native features of your language do not interfere with the meaning of the message you are trying to communicate. Saying that, however, if you do have a strong or unusual accent; it may be wise to practice in front of a native speaker, and make sure that they can understand your terminology and what you are trying to say.

Thinking about the content

Do you have a message for your audience? Do you know what to say at each stage? Watch this video to avoid the ‘blah blah blah’ delivery and make this an interesting learning experience for your audience.

It is a good idea to establish your presence in the introduction of your oral presentation. This is the time to introduce yourself and your team, but keep it brief. Most importantly, establish what you will be talking about. Remember that your audience may know very little about your topic, if anything.

So, you may need to set the scene in a very simple and general way. If you have a key idea you’re building your talk around, it is good to identify that in your introduction. It always helps the audience to relate to the speaker and to the topic, if the speaker has a personal reason or a particular experience related to the topic. At least explain why you chose the topic and why you believe it will be worthwhile to listen to. However you do it, this is your chance to capture their attention.

If possible, structure your talk around a simple, one-line message. Think of one general concept that you want your audience to remember. If you build your talk around a simple message, it has much more coherence. It avoids the shopping list structure, where you present fact after fact after fact. Your audience will remember very little of this sort of talk because it presents a mass of detail and the focus is not clear.

You do need to read a lot to discover the overview off the topic, what is important, and what are the significant debates that are going on around this topic. You may need to answer questions on the spot, so you will need deep knowledge to draw from.

From the background that you have gained from your reading, it is up to you to decide what to include in the talk. Avoid looking to one book and structuring your talk around it’s headings, chapters or sections. Take a wider perspective. You are now the expert, you decide on the most interesting and important ideas to include in your talk.Because you are the expert, you determine where the talk goes. Don’t tell the audience what information is in the book for its own sake. Be selective and tell them what is important and most interesting, and tell them what the literature says about this. because different research journals often do not agree with one another.

Actually, the topics where there is disagreement are places to be explored rather than avoided. These are often the most engaging. If you do have any personal or professional experience in the topic, that is fantastic! Draw on this as well, but be sure to make clear where ideas are from your own perspective, and what things are actually from research. Include an activity if you can – if your audience is small enough to fit in a classroom.This will allow you to have some personal interaction. It is always more engaging if you can get the audience involved.

Your time is limited, so this need not be an activity on a large scale. You can get people to just “think of a time when”, or get the people to turn to the person next to them to discuss something for a minute, or make list of five things related to your topic. The tighter your schedule is, the less flexibility you will have with participation. But it adds a great deal in communicating your message.

Handouts may be a required part of your assessment. If you do not have a PowerPoint projector available, it may be helpful for your audience to have a visual guide or a program of what you will cover. Handouts like this can support your talk and the audience can have them in front of them while you are delivering your presentation. It can be useful for the audience to have a handout for other reaasons: it might be a part of one of your activities, or it may provide stats or formulae, because these may be difficult to express verbally or to copy down.

Handouts could also add to your talk by giving further information. This may include more details that you could not fit onto your talk, .or further readings or so on. However, handouts giving further information are not always a good idea to give out beforehand because they will take the audience's attention away from your presentation.

Just remember, an oral presentation is not like an essay. Do not think you would be able to cram in all the detail you would be able to put into a two-thousand-word text. You need to keep it simple, and in an oral presentation, you need to reinforce ideas a lot more.

If you are daunted by the idea of standing and talking for five to ten minutes, you will be surprised how little time this actually is when you have plenty to say – it goes very quickly. It is important to practice over and over again. And do this as you intend to do on the day. A full dress rehearsal is very necessary. This must be out loud, full volume, and with all the slides and charts you are planning to use. Practice with an audience if possible. Make sure you time yourself as you practices as well.

• Oral presentations basics
• Academic poster presentations
• Signal and transition words

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5 Powerful Group Presentation Examples + Guide to Nail Your Next Talk

Leah Nguyen • 04 April, 2024 • 6 min read

A group presentation is a chance to combine your superpowers, brainstorm like mad geniuses, and deliver a presentation that'll have your audience begging for an encore.

That's the gist of it.

It can also be a disaster if it's not done right. Fortunately, we have awesome group presentation examples to help you get the hang of it💪.

Table of Contents

What is a good group presentation, #1. delivering a successful team presentation, #2. athletetrax team presentation, #3. bumble - 1st place - 2017 national business plan competition, #4. 2019 final round yonsei university, #5. 1st place | macy's case competition, bottom line, frequently asked questions, tips for audience engagement.

• Manager your timing in presentation better
• Learn to introduce team member now

Start in seconds.

Get free templates for your next interactive presentation. Sign up for free and take what you want from the template library!

Here are some key aspects of a good group presentation:

• Organisation - The presentation should follow a logical flow, with a clear introduction, body, and conclusion. An outline or roadmap shown upfront helps guide the audience.

• Visual aids – Use slides, videos, diagrams, etc. to enhance the presentation and keep it engaging. But avoid overly packed slides with too much text. For the sake of convenience of quickly sharing the content, you can attach a QR code directly in your presentation using slides QR code generator for this goal.

• Speaking skills - Speak clearly, at an appropriate pace and volume. Make eye contact with the audience. Limit filler words and verbal tics.

• Participation - All group members should contribute to the presentation in an active and balanced way. They should speak in an integrated, conversational manner. You can also gather attention from your audience by using different interactive features, including spinner wheel word cloud , live Q&A , online quiz creator and survey tool , to maximize engagement.

🎉 Choose the best Q&A tool with AhaSlides

• Content - The material should be relevant, informative, and at an appropriate level for the audience. Good research and preparation ensure accuracy.

• Interaction - Involve the audience through questions, demonstrations, polls , or activities. This helps keep their attention and facilitates learning.

• Time management - Stay within the allotted time through careful planning and time checks. Have someone in the group monitor the clock.

• Audience focus - Consider the audience's needs and perspective. Frame the material in a way that is relevant and valuable to them.

• Conclusion - Provide a strong summary of the main points and takeaways. Leave the audience with key messages they'll remember from your presentation.

🎊 Tips: Icebreaker games | The secret weapon for connecting a new group

Present in powerful and creative visual

Engage your audience in real-time. Let them imprint your presentation in their head with revolutionising interactive slides!

Best Group Presentation Examples

To give you a good idea of what a good group presentation is, here are some specific examples for you to learn from.

The video provides helpful examples and recommendations to illustrate each of these tips for improving team presentations.

The speaker recommends preparing thoroughly as a team, assigning clear roles to each member, and rehearsing multiple times to deliver an effective team presentation that engages the audience.

They speak loudly and clearly, make eye contact with the audience, and avoid reading slides word for word.

The visuals are done properly, with limited text on slides, and relevant images and graphics are used to support key points.

The presentation follows a logical structure, covering the company overview, the problem they are solving, the proposed solution, business model, competition, marketing strategy, finances, and next steps. This makes it easy to follow.

The presenters speak clearly and confidently, make good eye contact with the audience, and avoid simply reading the slides. Their professional demeanor creates a good impression.

They provide a cogent and concise answer to the one question they receive at the end, demonstrating a good understanding of their business plan.

This group nails it with a positive attitude throughout the presentation . Smiles show warmness in opposition to blank stares.

The team cites relevant usage statistics and financial metrics to demonstrate Bumble's growth potential. This lends credibility to their pitch.

All points are elaborated well, and they switch between members harmoniously.

This group presentation shows that a little stutter initially doesn't mean it's the end of the world. They keep going with confidence and carry out the plan flawlessly, which impresses the judging panel.

The team provides clear, supported responses that demonstrate their knowledge and thoughtfulness.

When answering the questions from the judge, they exchange frequent eye contact with them, showing confident manners.

🎉 Tips: Divide your team into smaller groups for them to practice presenting better!

In this video , we can see instantly that each member of the group takes control of the stage they present naturally. They move around, exuding an aura of confidence in what they're saying.

For an intricate topic like diversity and inclusion, they made their points well-put by backing them up with figures and data.

🎊 Tips: Rate your presentation by effective rating scale tool , to make sure that everyone's satisfied with your presentation!

We hope these group presentation examples will help you and your team members achieve clear communication, organisation, and preparation, along with the ability to deliver the message in an engaging and compelling manner. These factors all contribute to a good group presentation that wow the audience.

More to read:

• 💡 10 Interactive Presentation Techniques for Engagement
• 💡 220++ Easy Topics for Presentation of all Ages
• 💡 Complete Guide to Interactive Presentations

What is a group presentation?

A group presentation is a presentation given by multiple people, typically two or more, to an audience. Group presentations are common in academic, business, and organisational settings.

How do you make a group presentation?

To make an effective group presentation, clearly define the objective, assign roles among group members for researching, creating slides, and rehearsing, create an outline with an introduction, 3-5 key points, and a conclusion, and gather relevant facts and examples to support each point, include meaningful visual aids on slides while limiting text, practice your full presentation together and provide each other with feedback, conclude strongly by summarising key takeaways.

Leah Nguyen

Words that convert, stories that stick. I turn complex ideas into engaging narratives - helping audiences learn, remember, and take action.

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3 Group Presentation Pitfalls — and How to Avoid Them

• Allison Shapira

Strategies for a polished, unified final product.

Putting together an effective group presentation takes teamwork and coordination so it doesn’t look like a patchwork quilt. And yet, many of us never budget the time to fully prepare. The author outlines some of the common mistakes people make in group presentations and offers best practices to keep you on track. 

Many of us have experienced poor group presentations. If you’re giving one, it’s the last-minute scramble the night before to decide who is presenting which part of the presentation. If you’re observing one, it’s the chaos of hearing multiple people talking over one another or, even worse, simply reading their slides word-for-word and ignoring their audience. 

• Allison Shapira teaches “The Arts of Communication” at the Harvard Kennedy School and is the Founder/CEO of Global Public Speaking, a training firm that helps emerging and established leaders to speak clearly, concisely, and confidently. She is the author of the new book, Speak with Impact: How to Command the Room and Influence Others (HarperCollins Leadership).

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A Reflection On Our Group Work – Georgia Barker.

Introduction:

In this project we helped the fitness company Vanquish improve on it’s digital marketing campaign by evaluating certain topics in which we, as a group, felt needed developing or improving.

Unfortunately, for many people group work is a negative experience. As I believe everyone is, at the beginning I was very nervous to be told we were expected to produce a group presentation for this module. When working with students who you have never met or spoken to before, it can be very daunting and, in our current circumstances , face to face interaction is long in the past so this made our task a whole lot harder.

To begin our project, we began by setting up our own Microsoft teams room where we shared files and constructed our PowerPoint base and Word document for our script. We then went on to assign roles for each participant based on preference of which task we would like to complete. I saw this as chance to enrich my business knowledge so I decided to take on the task of completing and evaluating PESTLE and SWOT analysis’  of the company.

As each of us had different timetables to one another, we found it hard to organise meetings to discuss where we were at with our work. So, we decided to create a snapchat group chat to talk more frequently and also work on the shared documents in Microsoft Teams. As this group project was entirely online, I found it difficult to portray my ideas and suggestions to my team via text. However, the experience from working virtually with my team has really developed my skills in communication which will assist me in my future career paths. It has given me the confidence to perform better in the future. Adding to this, group work has helped me to develop my leadership skills by ensuring that all members of my group are motivated and working towards our common goal. Finally, to complete group work it is essential that organization skills are used and this project has helped me develop this skill. Organization is a vital part of group work. Deciding early what company we wanted to do and how we wanted to present our work was key in ensuring our work was competed to a high standard.

Almost 3 times a week we would talk to each other about our work and how far we have got with each part of the presentation. We would also help each other with questions we had in regards to our work or areas that we needed some support with. For instance I struggled to find certain points for part of my analysis but, through the combined knowledge of my team mates, they helped me develop an idea. We went through components of the GRIP Model to ensure highly effective teamwork by understanding the ‘goal’ in which we wanted to achieve and ensured that our goal to achieve a high grade were aligned with one another. Also, each group members knew exactly what roles they each has to play throughout this presentation and exactly what we were responsible for. Finally,  high levels of quality communication were used throughout the presentation and any conflicts were dealt with to help us make progress.

Collaboration and involvement:

I can confidently say that each member of the group was as involved and committed as the other. We all thrive for good grades and our effort into the presentation and group work showed this. I expected my group to work well together to accomplish our shared goals based on the Social independence theory  since we all shared the same goals and wanted the same outcome. One of the primary things my group did well was working together. Each of us brought unique ideas and styles to the group work which all complemented our own presentation styles very well. This also gave each of us knowledge on different techniques that I will be able to use in the future.  We did however have to request an extension on our work because as a small group of 3 we were at a disadvantage to the other groups who had 4/5 members in their team. This effectively slowed us down with our work contributions as we had more tasks to do and we had to ensure a fair amount of tasks were given to each member.

Conclusion:

To conclude, this experience has enhanced various different skills that will be required of me in future careers. Overall, I believe we have done a good job on our presentation and have worked efficiently as a group to complete our project. If I were to do this project again, I would ensure that I communicate more frequently with my group and introduce days of a week where we can have meetings to review what we have done and what we will continue to do to ensure that we are not pushed for a deadline. As they say, practise makes perfect and I feel that next time, to perfect my presentation, I will encourage my group to practise a few more times together to ensure that we get the bet possible grade. I look forward to more group work projects in the future to help me understand further how to work with more team dynamics.

References:

Beckhard, R., 1972. 4.2 Five Models for Understanding Team Dynamics. [Online] Available at: https://pressbooks.bccampus.ca/technicalwriting/chapter/understandingteamdynamics/ [Accessed 11 February 2021].

Johnson, D. &. J. R., 1995. Social Interdependence Theory by Johnson & Johnson. [Online] Available at: http://www.ceebl.manchester.ac.uk/events/archive/aligningcollaborativelearning/Johnson_Johnson.pdf [Accessed 11 February 2021].

My Learning Essentials, 2019. Essential skills for group work. [Online] Available at: https://medium.com/my-learning-essentials/essential-skills-for-group-work-73a88e0dcee1 [Accessed 11 February 2021].

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How to write a reflective report on group work

• 🗔 July 5, 2018
• 🖉 Advik Patel
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What is a reflective report? | How to write a reflective report on group work?

Searching for how to write a reflective report on group work? First, we’ll need to discuss that what a reflective report is. A reflective report is a detailed critical analysis from the student’s point of view. The student needs to clearly define the aim of the topic, efforts in the project and learning from the project. The reflective writing can also include general feedback on the topic, the student’s opinion and the student’s personal strengths and weaknesses that were revealed during the project.

Tips on how to write a reflective report on group work

Group work is an activity that builds the entire personality of the student. Based upon his participation, he can either become a leader or be an indifferent person. It is imperative for any student to undertake group work as in the real world there is nothing that can be achieved with solitude. Group exercises bring out the best and the worst of a person in times of distress. So a student’s view on group exercise can range from negative to skeptical to positive.

For writing a reflective report on group work, we first should understand the main aim as to why group the group work was given. Group works are assigned to the students to imbibe a congenial and pleasant personality to students. While in a job or as an entrepreneur, a person needs to be adaptable to work with people who are not like him. It can be excessively frustrating if you don’t develop these qualities as a student. For a group work, it is advised to be the most resourceful member of the group. The more efforts you put in, the more you’ll learn.

Often people who are introverts are able to overcome their shyness while working in a group task. So to write a good reflective report on group work one needs to clearly identify the weaknesses and strengths prior to the start of the assignment and then the weaknesses overcame by the student after the completion of the assignment. A student needs to work on his weaknesses for his personal development and put his strengths to work for the upliftment of the team as a whole. So a reflective report on group work can only be student-specific.

Now you are able to answer the question of How to write a reflective report on group work. If you still face any difficulties just come at Mentyor.

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Reflecting with others

Much of the reflection literature highlights the value of reflecting in conversation with other people - this can be in a formal relationship, with friends, or groups. This page highlights the benefits and provides guidance.

Others may ask us the questions we cannot think of ourselves

Reflecting with others provides many benefits to the reflective process. One thing that others might be better at than we are, is asking challenging questions. You might reflect really well by yourself and ask yourself lots of questions, to help identify your assumptions. However, you are likely to ask yourself the same type of questions again and again. Getting someone else to ask you questions might make you challenge yourself in a different way that you would never have thought of yourself.

Others can help us with perspective taking

Many reflective models and reflective theories highlight the importance of perspective taking (for example Brookfield, 1995). This is because imagining others’ thoughts and perspectives can help us understand an experience better and help us plan better actions in the future, for example asking yourself ‘what would someone who excelled at this do?’

Reflecting with others gives you the opportunity to gain their perspective on a situation. They may know things you don’t and that can help you to gain a deeper understanding.

Conversations with others can switch in and out of reflection

It is important to note that there are many types of conversations with other people that are productive, valuable, and important, but not necessarily reflective. For example, being given feedback is both productive, valuable, and important but if it is not paired with asking yourself how you can use the feedback, what it means for your practice, and how and why you do things, it is not a reflective conversation.

Outlined below are some of the different types of conversations and relationships where reflection might happen.  It is very likely that all of these will fluidly switch back and forth between reflective and non-reflective elements.

Choose appropriate boundaries and be authentic within them

Common for all reflective conversations is that you should never share more than you feel comfortable with, and you should also be considerate of sharing information that the person you are reflecting with might not be comfortable knowing.

Put simply, while you can reflect with both a friend and a manager, there are things that we only talk about with friends. Both the questions asked in conversation and your answers should mirror this.  

Some people may feel that you are only authentic if you are 100 % honest, but it is important to remember than authenticity does not come from disclosure, but from being genuine in the information we do share and staying true to ourselves and our boundaries.

Types of reflecting with others

Highlighted below are just a few ways of reflecting with other people; they are split into three types:

With someone more experienced

With a peer.

• With a group

Throughout life you are likely to end up having many senior individuals who facilitate reflection as a part of your development. You can also help shape those relationships by suggesting reflection, if they do not support you in that way naturally.

There is a lot of value reflecting with someone more experienced than you, but there can be equal value in reflecting with a peer. Compared to the more formal relationships outlined above, the types of reflection below might involve less formality.

Reflection in groups

There are multiple ways you might find yourself reflecting in groups. The immediate benefit of reflecting in groups is the added value of multiple perspectives. Therefore it is possible to create a group of critical friends as well as using the method of ‘Structured reflections in pairs’ with more people (see the section above).

Back to ‘Ways of reflecting’

Reflective Report for a Group Presentation

After finishing the presentation and looking back on the effort we've made as a 4-member team, I can clearly see that we had a lot of strengths but also a lot of weaknesses as a team. The result of what we have achieved is that our presentation was one of the best. My experience at the University of Greenwich so far I've been a student in University of Greenwich since October, and I can honestly say that I am more than pleased with the lessons I've attended.

The majority of the teachers are highly educated, so that gives us the opportunity to learn more things through the experience they have and as Albert Einstein said ''The only source of knowledge is experience''. I think since studying at the University of Greenwich of all my expectations have been met through the material our teachers provide us. Generally, the high standard of all the courses makes me try more and more and gives me motivation, forgetting the difficulties I face.

I feel very comfortable being with my other colleagues and since I am a student of the University I became very social and the good knowledge of the English language gives me an advantage that other students don't have. The advantage of working as a group Thinking back on the experience of our group exercise I can hopefully say that I met my expectations fair enough. Unfortunately, we faced a problem with the presentation so we couldn't show some pictures of what we were describing. Working with the other 3 colleagues, taught me cooperation with other people, something that all of us will definitely meet through our ‘’working life’’.

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It was very beneficial to work as a team because as Ken Blanchard said ''None of us is as smart as all of us''. That means that one mind is better than one and the teamwork provides more ideas that an individual person. So, the result of our presentation came from the feedback we received from the other colleagues, who were very satisfied with our work. A problem we had as a team was that it was sometimes difficult to arrange the time we could meet to finish the presentation. That thing was caused by the different schedules everyone had, which is acceptable.

Ending my reflective report, it is clear that working with other colleagues, makes me improve my working skills as a result of knowing the difficulties I will probably face in a real working environment. It is known that this exercise will also help me during the first year, since i would have more experience than before in other presentations more difficult than this one.

• ''The only source of knowledge is experience. '' Albert Einstein / March 14th 1879 – April 18th 1955 / theoretical physicist
• ''None of us is as smart as all of us. '' Ken Blanchard / born May 6th 1939 / American author and management expert

English Reflective Statement essay example

I participated in an interactive oral discussion; about the novel by Nawal El Sadawi named ‘The Woman at Point Zero’. From the interactive oral, I was able develop a new idea which I had never thought of. The idea was that the characters in the novel were two dimensional, so that the main character Firdaus is able to change, which she is not. The idea stemmed from what Ashleigh said about how Firdaus has the power of rejection using her physical body.

So I said that it was a delusion for women and what Firdaus does have, is the power to change. I developed it into the concept of change for the better, i. e. the ability to change and move forward in society. For example if Firdaus looked at the situation where she was being abused by her uncle and aunt, reviewed all the problems and then found a way to make the next situation better, which would the be domestic violence received from her husband Sheikh Mahmood.

All in all, in a society like Egypt in the 1970’s, fear was the most dominant way to have power, but its not removing the fear that allows the courage to change, it’s the knowledge of fear and moving forward anyway. Talking about fear, Brad brought up an interesting idea of Firdaus not being afraid of what normal people would be afraid of, but of something so delicate, eyes. He said something about how she was cautious and self conscious about being looked down upon and being watched over. Which made me ask the question, why she didn’t have the courage to change her fate, up until the moment she killed her pimp.

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10 ways to structure group reflection

Have you ever been in a group situation, the session finishes and you haven’t had the chance to close off the experience, capture your thinking and consider what difference the experience will make to your life? I have. If I leave a session not having had time to reflect before I get distracted into other activities, then I feel things are unfinished. I want to know that I have at least gone some distance to consolidate my understanding of the ideas or experience I have just had.

I don’t know about you but I am interested as a trainer/facilitator in helping participants from groups take away from sessions key ideas that they can then implement into their own lives (client groups) and practice (training groups). Structured reflection helps to translate what we do during a session to the outside world. My view has always been that unless we have developed a way for the person to do something different (behaviour change), then we have somehow failed in our endeavours. Understanding in itself can be useful, but is a first, rather than last step in the process.

•  Ask the participant to reflect on what they are now aware of since coming into the session – a typical question I might pose is, “What are you now aware of that you weren’t at the start of the session?”, or “What new ways are you seeing your situation now compared to when you walked in the door?”
• Ask the participant to identify what they will do differently as a result of the experience (commitment to action). I like to ask the question, “What will you be doing differently as a result of the session?”
• Have participants interview another in the group about their changes using a guided question sheet. The questions will be related to the content of the session.
• Have participants brainstorm questions someone is likely to ask them about what they are trying the change. The second part of the process is for them to answer the questions for themselves. This rehearsal can make a huge difference in consolidating thinking and rehearsing responses.
• Provide thinking/worksheets for participants to be able to take away with them and use as reflection tools over the following few days. This will again aid in consolidating information.
• Have the group participants develop their own quiz game (20 questions is one of my favourites) to test the understanding of others in the session. This also provides feedback on how well participants have understood the content. Note the catch is they also have to have the answers to the questions.
• Run a team quiz of the key content and application of the content. While this is similar to the above, the facilitators or trainers take responsibility for the questions.
• Rehearse the conversation they might have with others who are interested in what they might be learning/experiencing in the group. This will both consolidate change while at the same time building an audience. The more times we rehearse our understanding of new understandings, the more we convince ourselves.
• Set up an interview tree whereby participants can talk with others about how they are progressing away from the group. The key is have the most interested people as the first ‘go to people’ then spreading out to less interested. This mitigates the risk of contamination and undermining of change.
• Set up a Facebook page that participants can visit to review, post comments, and revise ideas as the group progresses.

It is important to provide reflection and consolidation time for any learning to become ‘sticky’. We want really sticky to make new ideas stick. Love to hear your thoughts.

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Group Work Self-Reflection Questions for Students

Group work self-reflection questions for students are a key factor in effective group work and a best practice for teachers using small groups.

When students work in collaborative groups, it’s critical to have self-reflection questions for them to consider when the group work is done or you risk wasting terrific, real data.

I’ve written about how to get gifted kids to work in groups , and this is one more step towards best practice.

Working in a group is more than just about the work. It’s also about the group, and if we don’t allow for self-reflection of that group work, we ignore a large part of what it was we were trying to teach.

We also make it more likely that they will make the same errors over and over again when working in groups.

For the teacher, reading these self-reflection responses can give us information that will inform our assignments of students into groups, as patterns will develop that we can use to tell which students will be most likely to work well together.

How it works:

• I don’t use all of them on any one assignment! I choose two(ish), depending upon the assignment and its length.
• Not every student responds to the same questions. Sometimes I give choice, and sometimes I assign different questions to different students.
• The questions sometimes depend upon the students’ role in the group, meaning that some are specifically for those who were leaders of the group and some are for those who were not.
• By giving different questions after different projects, I can make the questions targeted to the assignment, and the experience doesn’t become “samey” for the students.
• Responses to these questions are not graded for content, only thoroughness.
• No naming of other students is allowed in a critical way. If they have an issue with a specific student, I have them put an asterisk next to their response, and I will follow up with them privately. I do this so that if the graded paper falls into the wrong hands it doesn’t cause more contention.
• When you see the word “I” in the question, it means me, as the teacher.

Group Work Self-Reflection Questions

Here’s a list of the self-reflection questions I use in my classroom:

• How do you think you did working with this group compared with groups you’ve worked with in the past?
• If you were to work with this same group again, what is one change the group could make to work together more effectively?
• What was the greatest challenge you had as a group?
• On a scale of 1 – 10, 10 being best, how well do you feel you demonstrated respect for the opinions of others in the group?
• What is one change you could make in the way you listen to others that would improve your effectiveness in working in a group?
• How would you rate yourself, on a scale of 1 – 10, on how well you were willing to agree with group decisions? What could you do to move yourself up a number on that scale?
• What was the hardest thing for you personally about working in this group?
• Was this group easier or harder to work with than groups you’ve worked with in the past?
• Was the group the right size for the task, or would it have been better larger/smaller?
• Do you feel that you accepted the final selections of the leader of the group with grace?
• As the leader of the group, how did you show respect for the different opinions of the members of the group?
• How balanced do you feel the efforts of the group members were?
• As the leader of the group, what were your greatest challenges?
• If you had done this yourself, would the outcome have been better or worse?
• Would you like to work with this same group again?
• Was there one person who added more than his/her share to the group?
• If you could pick one person in the group to whom to give a specific compliment about their work in the group, who would it be and what would you say?
• In what ways was the group more effective than an individual working alone would have been?
• Did I divide the responsibilities within the group fairly?
• Did the role you were assigned fit your strengths?
• Would you like to fill this same role in a future group project? How would you do an even better job next time?
• If you could have had a different role in the group, what role would you have wanted?
• What took the most time deciding as a group? Why do you think it was a challenging decision?
• Did I give you adequate time to get to know each other and come together as a team?
• Thinking of the class, choose four other people who would be your “dream team” group.
• What is one skill you have that you feel really benefitted the group?
• What is one skill you have that you feel wasn’t really used in this project?
• Do you harbor any resentment over anything that happened or didn’t happen in the group during the project?
• When did your group come to a grinding halt or when were you tempted to just take over?
• In what ways did the group work better/worse than it did in previous projects?
• What does your group do more quickly than it used to?
• What are the challenges your group still faces that just don’t seem to be improving?
• Why do you think that your group struggles with _______?
• What changes should I make to make it easier for groups to work effectively?
• What should I know about you to make it easier for you to work in groups?

Getting Great at Group Work

If you’d like to get really great at group work, I offer a short, very inexpensive course on it you can take. It’s got four parts:

⭐ Part 1: The Decision Process How can teachers know when to use small groups and when to avoid them? This section focuses on the pedagogical decision-making process, leading teachers to choose group size with focused intent and strong rationale.

⭐ Part 2: Teaching the Skills What are the skills students need to work effectively in small groups, and how can teachers best teach these skills?

⭐ Part 3: Roles & Responsibilities Learn how to divide students into groups effectively, and how to help the students manage their groups with ease.

⭐ Part 4: Collaborative Testing (This part) Learn how to administer collaborative assessments (and why you should). Complete with three examples and grading practices, this section of the course stretches small group pedagogy to the limit!

You can easily re-watch parts whenever you like. It’s the perfect way to make sure your small group instruction is fabulous! Learn more here.

I always feel vulnerable when I share things from my real, live classroom. I hope you find these questions useful. Student responses transformed the way I ran groups, and I think they can benefit all teachers.

You may also like:

• Progress Cards (super helpful for group work)
• What I’ve Tried Cards (for when the group gets stuck)
• How to Get Gifted Kids to Work in Groups

• Read more about: Excellent Teaching

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Can We Debrief Your Team Retro? A Step-by-Step Guide to Reflective Learning Activities

It’s the most wonderful time of the year! It’s the annual look back and learn time of year! 

We notice that between December and January every year, our clients ask us to help them design and facilitate meaningful staff retreats and off-sites.

One of our top rated activities and most meaningful exercises is always making space for teams to reflect on the year, consider their best learned lessons and make plans for the near-term future based on those shared learnings. Some call these Annual Team Retrospectives (or Retros), Team Debriefs or Annual Look Backs.

Whatever you call it — the act of making space for team reflection exercises help pull out new shared learnings and often lead to more meaningful future actions. So here is a quick reference guide of tips and tricks for how to build in meaningful “thinking time” for your organization or team.

First, The Why

Permission to Pause: Why do we need to pause and reflect? Research shows that when we slow down and focus on fewer things at one time, we are better problem solvers and come up with more creative ideas. Not to mention, slowing down can be great for business!

Research shows that employee engagement, empathy building, exhibiting kindness, and reducing a negativity bias are all things that can happen when work cultures create time to slow down and focus sometimes. 

Science of Reflection: Ever heard the term “Metacognition”? Here’s a great re-cap of Metacognition , how it came to be researched as a concept and how we think about it now. But in short, Metacognition is thinking about thinking — and for adult learners, it can help people figure out how to take learning from one context and task and apply it to another.

In my master’s work I studied the concept of “transfer of training” — how someone learns something in one context and what it takes for them to apply it in another. In short, when you make space for meaningful reflection to happen (called ‘critical reflection’ in academic literature), people have the potential to learn how to get better at something. 

Start With Individual Reflection, Then Share Together

Individual Reflection: Before the group gathers to share reflections together, everyone needs to spend some solo time thinking on their own. When individuals come up with ideas first and then share them, we can avoid group-think and gain value from a diversity of ideas and perspectives. 

Not comfortable doing individual reflective work yet? Here are some tips to support you in developing this valuable skill set. Your group reflection outcomes get better when you learn how to pause and think critically first. 

Why Group Reflection: Research suggests that when people reflect and collaborate together it leads to influencing each other’s ideas for change and ways of operating at work. Work-based reflection plays a critical role in on-the-job learning . So let this be a case for why you shouldn’t only run asynchronous reflective activities, but rather push for in-person gatherings or virtual sessions that can lead to more overall engaged employees. 

A Case for Organizational Learning! And heck, maybe you’ve been trying to build a “ culture of feedback ” (what I might argue is the jackpot at the end of the rainbow of happy and engaged humans at work). Practicing reflection is a very healthy way to build organizational learning. It helps a workplace be more human when organizations are willing to build on learning lessons and normalize the idea that things don’t always work. No one workplace is perfect. And even if you had a “perfect quarter,” the likelihood of you repeating “perfection” is a waste of time. Instead, make space to learn together and prioritize what can be focused on next. 

What Is a Reflective Learning Activity? A Retrospective? A Debrief? 

My Current Definition: A set of questions that compel people to think about past experiences and draw out possible new “insights” from the act of reflecting. New insights might also lead to future actions.

Slight tangent, but stay with me: 

As a professional facilitator, the concept of ‘debriefing’ how I experienced a group’s progress is one of my favorite parts of the job. A good debrief with clever co-facilitators and aware clients will always result in us all learning how to design better, more meaningful gathering experiences and how to better show up to help move a group of people forward.

I’ve been facilitating groups since high school and I likely put my 10,000 hours into group facilitation somewhere in my late 20s…but in the last decade or so I’ve been hearing the term “retro” to refer to group reflective practices more and more often. It comes from the word Retrospective (to look back) and has been popularized from software development agile practices. 

My understanding is that the design-thinking-mvp-digitial-mindset-lean-start-sprint-inspired-agile-infused-software-development-innovation …ness of the way digital start-up organizations work have become more mainstream. 

By mainstream, I mean that I’m seeing more non-profits, government and educational institutions using the language of “retros” for group reflective learning sessions. Huzzah! We have done it! We have found trendy ways to promote and influence organizations of all shapes and sizes to learn together! Who cares what we call it! 

This experiential educator, group facilitator and trained professional is thrilled organizations are building their reflection + learning muscles! Call it whatever lands for your teams and cultures, or don’t call it anything and just DO the actual reflective work. 

Ok, tangent over and back to what a group reflective activity, a retro or a debrief experience can look like. 

So, What Does This Look Like? 

Answer: Questions. Context. Scope of Time.  

So first things first — in our experience, there are 4 categories of questions that are most commonly used in a group reflective activity. These days I’m calling these the “Golden 4” in reflective activities. Consider these questions as foundational and a place to start from (you can always get more creative than this, but let’s start here).

The Golden 4 Questions

What’s been working?

What’s not been working?

What am I / what are we learning? 

What ideas do I / do we have to improve or change things in the (near-term) future?

Consider what is the right work context lens you want your team to be thinking about the questions through. You want the questions to provoke and intrigue people to think about right focus areas and topics that will render the best new insights. 

For example, perhaps you want your group to reflect on WHAT type of work activities they deliver on. So, maybe you want the group to think about the services you offer, the products you build or the outcomes you strive for. Then you take your context (what we work on) and map your reflection to the 4 questions above (what’s working, what’s not, what’s being learned and what’s next in light of our reflections?).

Another example, say you want your group to reflect on HOW they are working together in order to deliver on WHAT they are trying to do at work. So, maybe you want the group to think about how they work together in terms of team norms, role clarity, effective meeting practices, accountability or decision making practices. In this case, you’d take your context (how we work together) and map your reflection to the 4 questions above (what’s working, what’s not, what’s being learned and what’s next in light of our reflections?).

And yes, you could absolutely ask a group to reflect on both WHAT they work on and HOW they work together in the same retro (we design for this with client staff retreats all the time). You’ll just need more time to uncover people’s perspectives and ideas since the more thinking you ask them to do, the more time you need to unpack it and make meaning of it all together. Thinking about thinking can be magical! But it deserves space and time to do it well. 

Scope of Time:

How far back do you want your group to think back on and reflect about? There’s no right answer on how to do this, but if you’re asking people to reflect on longer scopes of time (say a full year or more) you’ll likely need to consider how recency effect will weigh in the reflective insights people share. It’s not a big deal, but generally it helps when you pause to reflect at a natural point in your work-life-cycle or cadence of work activities. 

Most Common Examples of Scopes of Time For Reflections:

Annual Reflection Activities or Retrospectives on the year — we see this most often at the end of the calendar or fiscal year for an organization. 

Quarterly - you bring your team together to reflect every 3 months to help you do better planning for the next 3 months.

When an organization is kicking off some kind of strategy work, be it a strategic or adaptive planning process, they’ll often pick a scope relevant to previous plans, visions and activities.

At the end of a time-bound project, program or event where you can run a reflective learning activity with the people involved to pull out key learnings + ideas for the next type of initiative like this.

How to Run a Reflective Session/Retro/Debrief With Your Team

Make a case for why reflective learning as a group is valuable 

What will matter to your group? Craft your argument around what they need to hear to buy-into your reflective activity ask. Science? Research? Data-driven results? Personal or influential stories?

Share how it will work before it happens 

We call this front-loading in experiential education or managing expectations in client services work. Bring people into the process by sharing what you think it’s going to look like and feel like. How long will it take? What do individuals need to do before, during and after the experience? What can they expect during the experience? How should they show up? What mindset do people need to enter into the experience with? What will happen with the ideas the group comes up with? What happens after the reflective activity? 

Schedule the Reflective Learning Activity and assign pre-Work for individuals to reflect on the questions before your team gathers 

Schedule a time that you’ll gather to share reflections, look for themes, build new insights, and identify next steps together. 

If you are new to this — we’d recommend at least a 2-hour block of time . Teams who do have a practice of group reflection might only need 60-90 minutes together. Meet in-person when you can, virtually if you can’t. Never asynchronously. If you don’t use the 2 hours, you’ll give people time back and they’ll appreciate it. They will, however, be annoyed if you don’t schedule enough time and leave the reflective exercise unfinished so better to block more time than less to start. This is where “permission to pause” comes into play.

Individual reflection pre-work — at least 15 minutes. When you schedule the reflective session, give everyone a pre-work or the homework assignment of reflecting on the questions individually before they walk into the session. They should see their individual reflection work as their “ticket” to get into the group reflection. Personally, I’m a fan of printing out worksheets to write on with a pen, but others will be fine to type out their ideas and bring them into the session. Here’s a simple sample worksheet you can use for inspiration and adjust accordingly for your context, scope of time, and specific questions to get your team thinking.

Facilitate the Group Reflection Activity [ or hire an outside facilitator to help you do this part better]. The basic steps that will help you use your time effectively and draw out new nights and future actions are the following:

Kick-Off + Housekeeping: Review the goal of your reflection learning activity. Outline the behavior guidelines for the session and review the agenda (how you’ll use your time together), roles, and expectations for the session.

Step 1: Solo Reflection Review: Give everyone 3 minutes to read over their individual reflections they completed before walking into the session. Ask them to highlight the ideas they reflected on that feel the most important to share with colleagues today. [This step gives anyone who didn’t do their homework a few minutes to jump into the head space we wished they took for themselves before the session began.] 

Step 2: Small Group Share-Outs + Key Themes to Share Back: Break your team into smaller groups for everyone to share their individual reflections. Tell the smaller groups that they have x time to share their reflections. Then get the group to transition from sharing to looking for common themes between reflections and to pick the top x # of themes they will surface to the full group. [Example, let’s say you have 30 people on a team, I’d recommend that each team share back their top 3 key insights from each question category. If you had a team of 10, maye you could do 5 key insights from each quest category. The more ideas folks share back, the more time you need to unpack the ideas in a full group format]. Get the group to write their top ideas onto something so they can show and share back in the next step.

Step 3: Large/Full Group Share-Back, One Question at a Time: Each smaller team is invited to share their top key insights per question category. For example, you start with “What’s working” and one team shares their ideas for the entire group. All other teams are listening if any of their ideas are similar they can put them together with what has already been shared to build a quick cluster of ideas. A cluster of ideas shows us a theme or pattern is emerging. Move through each question category until all the ideas have been shared.

Step 4: Large Group Reflection + Learning: Once all ideas have been shared as the group a few full group reflective questions to get them to consider the themes and patterns that have emerged so far. This step leads to new insights and new ways of thinking. Questions like: What themes are the most obvious? What are you surprised to see? When looking at all of this, what’s worrying you? When looking at all of this, where are you most engaged and excited? What clearly needs to be a priority in our work next? 

Step 5: Now What: Based on What We Learned, What Will We Do Next? Based on the answers form Step 4, there are likely topics that the group identified as what needs to be worked on “next.” Consider breaking your team into smaller groups to start making plans for how to improve and change things for your near-term future. This might be a start to what will be another planning session following the reflective session. Reflection and action planning are allowed to be different sessions and mindsets. Sometimes you’ll have time to do both. Sometimes you won’t. 

Wrap-Up + Next Steps for Follow-up: The most skipped, yet critical step for what happens after a team reflection exercise is…YOU NEED TO TELL OTHER PEOPLE WHAT YOUR TEAM LEARNED! Share your learnings! Socialize the new insights and ideas your team has. Socialize the challenges. Socialize the successes. Socialize that your team is learning! Socialize your ideas for improvement and change. Make a plan for how you’ll share your reflective activities. 

Sample Agenda Might Look Like This:

0:00 - 0:07 Kick-Off + Housekeeping Review

0:07 - 0:10 Step 1: Solo Reflection Review

0:10 - 0:50 Step 2: In Small Group Share-Out (20 minutes)

In Small Groups pull out Key Themes to Share Back (20 minutes)

0:50 - 1:20 Step 3: Large/Full Group Share-Back, One question at a time

1:20 - 1:40 Step 4: Large Group Reflection + Learning

1:40 - 1:55 Step 5: Now What: Based on what we learned, what will we do next?

1:55 - 2:00 Wrap-Up + Next Steps for follow-up

Excited and ready to follow these steps and get started? Or do you feel like you need a little bit more coaching? Should it help, read this to learn about 11 skills of an effective facilitator and bring these tips into your reflective learning activity with your team. 

Pro Tips for Running Reflective Activities With Your Team or Organization

Don’t rush a retro! Caution: A rushed retrospective is like paying for a 60 minute massage and only getting 30 minutes. How would you feel if this happened to you? Cheated? Frustrated? Half relaxed? If you’re going to ask your group to reflect, you need to leave enough time for everyone to share their perspectives, find common ground, build shared understanding and create new insights together.

New to reflective learning in groups? It takes some time to get good at this. But you will get better, faster, more efficient and more self-aware about your team strengths and weaknesses the more you do it. If your organization is new to running team reflective activities like this and you are new(er) to facilitating these types of group conversations, I’d highly recommend 2 hours to start. 

I know what you’re thinking — but Hannah, we don’t have that kind of time! Here’s my argument for why you can give your team permission to pause. I find that the more organizations flex their “reflection” muscle in some kind of regular cadence (be it quarterly, 2-week sprints, at the end of a project/initiative/experiment/etc.) the faster they are able to truly pause, to think, to build new insights and to identify next steps together. 

These teams tend to move into a ‘high performing’ category in team dynamics and are able to move through these types of activities faster because they do them so often and learning is the goal. 

If you’re new(er) to this, I’d recommend you give yourself extra time to make a case for WHY these reflective activities can be so powerful. It is just straight up hard to slow (the f*%k) down and make space to think individually and then together.

Running a Reflective Activity Virtually: If you are running the session virtually, use a collaborative white boarding software like Miro (personal fav), Mural or Google JamBoard. People can write in their reflections before gathering, but you’d need to give explicit instructions about what people should do, where they should write their reflections, if you want them anonymous or not, etc. If people are new to these tools, you’ll need to factor in “on-boarding” / “demo” time — but that’s an investment I’m always happy we leaned into for the opportunity cost of a meaningful participatory experience for the group. 

To wrap-up, though I tried to write a blog post that could be put to use instantly for folks, know that a skilled facilitator’s job is to figure out how to design exactly the right process your team needs to reach your desired goals for the group. 

Hopefully, you see the value in making space and time for group reflection and shared learning. That said, know that you can always hire a facilitator to help you craft and customize the right conversations you know your team needs to have. Hiring a facilitator means you can let someone else focus on the right processes while the team in the room gets to focus on the right content. 

Oh and we love it, like we really love it. Hopefully our passion and excitement for nerdy processes jump off the screen for you today…so put us to work to help your teams with reflective learning activities! 

Hannah Dubin

Home — Essay Samples — Life — Self Reflection — Self-Reflection On My Experiences Working In A Group

A Reflection on My Experience Working in a Group

• Categories: Self Reflection

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Words: 464 |

Published: Nov 8, 2019

Words: 464 | Page: 1 | 3 min read

Works Cited

• Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological bulletin, 63(6), 384-399.
• Katzenbach, J. R., & Smith, D. K. (2005). The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press.
• Hackman, J. R. (2002). Leading teams: Setting the stage for great performances. Harvard Business Press.
• Lencioni, P. (2012). The advantage: Why organizational health trumps everything else in business. Jossey-Bass.
• Fisher, R., Ury, W., & Patton, B. (2011). Getting to yes: Negotiating agreement without giving in. Penguin.
• Belbin, R. M. (2012). Team roles at work. Routledge.
• Charkoudian, L., & Moore, W. (2017). Building a strong team culture in a healthcare setting. Journal of Healthcare Leadership , 9, 9-20.
• Belbin, M. (2016). Team Roles and Team Performance: Is there “really” a link?. International Journal of Management & Business Studies, 6(2), 47-58.
• Smith, G. D. (2018). Effective Teamwork: Practical Lessons from Organizational Research. John Wiley & Sons.

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