Lack of communication skills leaves UK graduates naked in the workplace

Universities must address the deficit by offering training in public speaking to all undergraduates regardless of course, says Simon Hall 

一月 15, 2024
A naked man covered in post-it notes, symbolising public speaking
Source: iStock

The renowned Labour politician and father of the NHS, Nye Bevan, once said that dismantling the UK’s nuclear deterrent would send a foreign secretary “naked into the conference chamber” when negotiating nuclear test ban treaties.

I don’t claim anything like such geopolitical gravity for the case I want to make here. But the metaphor appeals. Because the high achievers who sign up for the course I lead at the University of Cambridge Online – future leaders or already in positions of power – all fret about the same thing: their lack of the critical ability to showcase their talents and truly fulfil their professional potential. They were never taught this skill, and they’ve never properly understood it. They feel, in a sense, naked in the workplace.

What they lack, of course, is the remarkable power of effective communication.

Training in writing, public speaking and storytelling is patchy in UK higher education. It’s rarely a formal part of courses. Mostly, communication skills are taught around the periphery, with the occasional visit of an external expert. How can that be fair when assessed presentations are a significant element of many degrees – and when sad stories abound about how stressed students feel in such situations?

Beyond higher education, moreover, communication skills are greatly in demand. They came first in a list of the most sought-after soft skills in a 2016 LinkedIn survey of employers. And poor communication is one of the top complaints from employees about their leaders, according to a 2015 Harvard Business Review poll.

Education’s failure to instil such skills has long-lasting consequences. It’s common to see senior leaders on my course, some in their forties and fifties: chief executives, directors of services, heads of departments. All are still frustrated by their continual struggles to explain and excite, influence and persuade, interest and inspire.

For more recent graduates, the pain can be just as intense. A story told to me by one learner has always lingered in my mind. They got a first from a top university and were recruited by a prestigious company. “I knew I was smart enough to rise up fast,” they told me. “But when I gave my first presentation, I was ripped apart by the partners. I had so much to say. I knew my ideas were good, but I just couldn’t get them across properly. That really knocked me.”

The communication training they had subsequently sought out, however, helped a lot: “Now I can explain my thinking much more effectively, whether it’s in a report, a presentation, even a blog.”

At Cambridge, I’m privileged to work with outstanding students from across the world. And I’m a little concerned, from a UK perspective, to report that in public speaking workshops, it will often be the Americans who express themselves the most ably and confidently, while UK students far too commonly keep quiet.

Why the disparity? One reason is probably national character. When I teach graduate students, the Americans tend to be more forthcoming, displaying greater willingness to attempt an answer to any questions I might pose. The Brits appear naturally more diffident.

But it is also significant that, according to the students, some US universities formally teach public speaking. And there is a feeling among the American students that they do a lot more public speaking in their education than UK students do – perhaps reflecting the wider range of subjects US students are expected to engage with.

This deficit ought to worry us in the UK given the globally competitive business environment. But what is the answer?

The Labour Party is talking about promoting speaking skills – oracy – in schools if it wins the general election. That would certainly be a start.

But where better to truly become an effective communicator than in those formative university years? Surely, for such an important skill, we can find space somewhere in the timetable, no matter what the degree or institution.

Simon Hall is a course leader in Compelling Communication Skills at the University of Cambridge Online and a senior research associate at the Jesus College Intellectual Forum. A former journalist, he also runs business communication agency Creative Warehouse.

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Reader's comments (7)

If you assume that public speaking is an important skill why does it follow that it should be taught in universities. What about the students who go onto other forms of HE or none at all? If something is genuinely required in a range of careers the most sensible place for it is in the school curriculum. The UK is unusual in not requiring students to study their native language until the end of schooling. English is optional at A-levels, maybe that is the problem. In HE students can be given opportunity to build on those skills. It depends on what scope you consider "public speaking" to cover. Is giving a presentation in a small group session included? Where does the responsibilities of the various education levels start and end? What is the role of the employer in providing training in capabilities that they want of their staff?
Oddly enough, this very afternoon I'll be holding a meeting with colleagues to plan the delivery of a module that combines ethics and presentation skills for computer scientists. We aim to give them the tools to form a reasoned opinion and then to express that opinion and argue the case for it. This is for first year students and it will be reinforced during succeeding years, culminating in the presentation of their final year project work.
Agree with the above - if students are unwilling/lacking confidence when they arrive at University it is almost impossible to "force" them to do it - reasonable adjustments requiring alternative forms of assessment will be in place for some, others will believe they can already do it and "skip" these sessions or label as "a waste of time" (not knowing how key this skill is for the future) and the unrelenting power of the NSS stick means its just easier to not do it and put energy to other more pressing sticks. However, changing minds form early on in educational experience so that it becomes more accepted and comfortable for individuals to speak is certainly worth while - so that means primary school upwards so that all can learn equally, not suddenly coming in at university and not other forms of post-18 education/training
When you "force" students to do things, please bear in mind the experiences that Bristol had and the need to provide reasonable adjustment. Not everyone wants to stand centre stage. https://www.theguardian.com/education/2022/may/20/bristol-university-found-guilty-of-failings-over-death-of-student-natasha-abrahart and https://www.bbc.co.uk/news/uk-england-nottinghamshire-61534460 Perhaps this sort of thing should be done a little more gently earlier in the education process rather than at what may be a very stressful time in life?
Speaking as a recent graduate, it's incredible how many students at my institution (Top 5 UK) had incredible academic skills, were typical A*A*A* students who breezed through university, but felt uncompensated for their hard work and academic skills by the job market after university. Ultimately, communication skills are not just a "skill" for the workplace, but a requirement for universities to produce the best graduates, who can secure the best jobs. There's no need to 'force' this upon students, but universities need to at least give the option of learning these skills outside of a group presentation, these are institutions who are supposed to be filled with the most aspirational students, who know that presentation skills are key for life after uni.
I totally agree with a previous comment that presentation skills should be taught in schools. Being able to present a point clearly is an important skill which can be encouraged and nurtured at school and then continued at university (should the person wish to attend). Incidentally I was sad to hear that the debating club at the secondary school my partner works at no longer runs. Humanities subjects which require clear communication and persuasive writing are the antidote to the STEM bias which the UK government has peddled for many years.
Thanks for all the thoughtful reading of, and comments on, my article. I agree: teaching public speaking in schools would be ideal. But the curriculum is so prescribed and intense, I wonder if most schools would be able to find the time. Anyway, I appreciate the support for my argument, however it might be put into practice.