Individual Reflective Account on Group Work Presentation - Assignment Example

 The group worked to create a presentation entitled “To what extent have supermarket enhanced the consumer experience by providing ‘one-stop’ shopping?” The group is composed of the following members: Young Ho Bang (Justin), Tze Ching Tang (Josephine), Hui Yang (Candice) and Yum Cheng (Yum). The roles and delegated tasks assigned to each member are as follows: (1) Candice: outline, introduction, how to improve consumer behaviour, and conclusion; (2) Justin: thesis statement, what consumers want, and consumer convenience; (3) Yum: food quantity and product performance, supermarket promotion, and evaluation; and finally, (4) Josephine: all negative points. The methods that were used to gather pertinent information entailed the members’ use of secondary research. Depending on the designated tasks, each member searched through journals and well as reliable online sites to provide credible and reliable information on the subject matter. It was emphasized that peer reviewed journal articles written by credible and verifiable authors be used as sources of information. In terms of problems and limitations of methods, since the members relied predominantly on secondary sources of information, the group presentation was limited in terms of findings and outcomes of studies that were previously undertaken. Given more time, resources, and efforts, a similar research could be conducted using primary sources (through conducting interviews and surveys through gathering first-hand information from a selected sample). It could have provided new insights and updated findings on the subject matter. Likewise, the information provided from secondary research restricted the factors that rationalized preferences or non-preferences for patronizing one-stop shopping. If primary sources could have been used or primary research was made possible, other reasons for availing (or non-availment) of one-stop shops could actually emerge. The outcome and findings of the research revealed that one-stop shops remain beneficial to a wide array of consumers. The members were able to generate relevant information that established reasons why people patronize one-stop shops through focusing on the following factors: consumer convenience, food quality and promote of production [HoB14]. Likewise, it was also crucial to determine and present the reasons why people find one-stop shopping as inconvenient through an enumeration of the disadvantages or negative points that include: lack of parking spaces and inconvenient self-service supermarket checkout [HoB14]. The findings were arrived at after an evaluation of the positive points or advantages of one-stop shopping, as compared and contrasted to the negative points or disadvantages. After weighing the benefits as against the costs that were revealed, the conclusion was aptly arrived at. From the outcome and findings generated through secondary research, it was determined that “the advantages of one-stop shopping are greater than disadvantages” [HoB14]. Thus, the research effectively addressed the question: To what extent have supermarket enhanced the consumer experience by providing ‘one-stop’ shopping?” By emphasizing that there are more benefits and advantages that customers could avail from the one-stop shop experience, as opposed to any inconvenience or disadvantages, consumers continue to patronize these shops to affirm that their needs and demands are appropriately being addressed. Reflection on Group Work Assessment The challenges faced working as a group were realized during the group formation stage. The initial challenges faced during the group formation stage was trying to delegate the roles and responsibilities of each member in an equitable and fair manner. Likewise, each member had to exchange contact information and details to ensure that whatever concerns or inquiries could be immediately addressed. The conflicts and minor disagreements were dealt through open communication and through the use of effective conflict resolution strategies. When a member was deemed misunderstood or when some concerns were felt to be unattended or not appropriately addressed, the group resolved urgent issues through scheduling meetings. Likewise, by enforcing the open communication pattern, each member could freely and immediately contact any member through the contact information that were exchanged to sort out issues and concerns in an amicable and effective manner. As learned in conflict resolution strategies, the group applied accommodating, collaborating and compromising styles, as required [Don14]. The strengths as a group included sharing similarities in cultural orientation that makes communication among members easy and convenient. Likewise, all members have regarded that the roles and tasks were divided equally; as well as defining exact time frames to ensure that the progress of the group work is effectively monitored. On the other hand, there were weaknesses in terms of finding common time to practice for the presentation, as well as in checking the final presentation to ensure that it is free from errors, as required. The group presentation actually turned out to be successful in terms of meeting the expected learning objectives and meeting the identified goals for the research according to the delegated tasks [Bound1]. Thus, the only thing that could be done differently in another group presentation setting would be ensuring that members have applied an open communication pattern to avoid misunderstandings and any potential conflicts. Likewise, it was acknowledged that frequent monitoring on the progress of the members have to be regularly undertaken to address pertinent concerns and issues and prevent situations that could derail the smooth implementation of tasks. Group meetings and schedules were clearly and explicitly noted. The following were identified as the tasks and endeavors on the defined dates and specific time, as shown below: Dates Time Tasks Undertaken Feb 5/Wed. 10:00 – 11:00 Division of group work Feb. 7/Fri. 7:00 – 9:00 Research background information Feb. 12/Wed. 10:00 – 11:00 Make an outline of the PowerPoint Presentation and Search for useful materials in the library Feb. 14/Fri. 7:00 – 9:00 Read journals and books in the library Feb. 19/Wed. 7:00 – 9:00 Gathering information and putting into PowerPoint Feb. 21/Fri. 7:00 – 11:00 Recheck PowerPoint and practice for the presentation The team underwent the different stages of team building or group development (Coalitions Work, n.d.; depts.washington.edu, n.d.). As stated earlier, there were initial challenges during the forming stage in terms of manifesting feelings of anxiety and confusion through evaluating the goals of the group and the division of tasks. During the storming stage, minor conflicts emerged due to misunderstandings in messages that were relayed. Eventually, during the norming stage, the group evidently performed, as expected through undertaking of respective tasks. As such, during the performing stage, the PowerPoint Presentation that was the outcome of the group work turned out to be successful. Finally, the adjourning stage confirmed the dissolution of the group since the goals and the presentation have been effectively achieved and successfully met. Overall, the group presentation was considered a complete success. The members realized that the experiences encountered during these stages of group development provided vast opportunities for learning. Although there were challenges and instances of miscommunication and misunderstanding; as well as stress factors in meeting stipulated tasks within the given time frame, these were also considered part of the learning process. Addressing weaknesses and capitalizing on strengths enabled members to remain motivated to complete and achieve the identified goal. As such, the journey from group formation up to the adjourning stage had been a productive and rewarding experience that would be cherished and remembered by each of the members through this academic life. Reference List HoB14: , (Ho Bang, et al., 2014, p. 4), HoB14: , (Ho Bang, et al., 2014, p. 16), Don14: , (Dontigney, 2014), Bound1: , (Boundless, n.d.), Read More