Employability
and Oral Communication
and Oral Communication
Read
the following points of views presented by college students about employability
and oral communication and then type out yours.
the following points of views presented by college students about employability
and oral communication and then type out yours.
Issue 1: Confidence
It is, perhaps, too easy to
dismiss being nervous when speaking in front of a group as inherent in most
students, but it seems to point to an important underlying issue, namely
confidence.
dismiss being nervous when speaking in front of a group as inherent in most
students, but it seems to point to an important underlying issue, namely
confidence.
Given that most university Learning and Teaching Strategies cite giving graduates confidence, and
among employers the confidence of an applicant is frequently listed as a
requisite to successful job hunting, evidence that over one half of the
quantitative sample group finds a ten minute presentation challenging must give
rise to concerns over students’ confidence in this skill area.
among employers the confidence of an applicant is frequently listed as a
requisite to successful job hunting, evidence that over one half of the
quantitative sample group finds a ten minute presentation challenging must give
rise to concerns over students’ confidence in this skill area.
The qualitative study also
revealed the devastating impact that seemingly trivial ‘nerves’ relating to
oral communication can have on a student’s academic performance:
revealed the devastating impact that seemingly trivial ‘nerves’ relating to
oral communication can have on a student’s academic performance:
I’m really bad at presentations,
I used to be ok, but last year something snapped and then I had a complete
panic attack and now I’m absolutely petrified of them. I think I’ll just have
to keep doing them, but every time I do them, it gets worse…it doesn’t worry me
in terms of getting a job, but I’m really worried about what will happen once
I’m there. [3rd Year Student]
I used to be ok, but last year something snapped and then I had a complete
panic attack and now I’m absolutely petrified of them. I think I’ll just have
to keep doing them, but every time I do them, it gets worse…it doesn’t worry me
in terms of getting a job, but I’m really worried about what will happen once
I’m there. [3rd Year Student]
The qualitative depth research
found that some students will base their choice of academic modules on the oral
communication requirements:
found that some students will base their choice of academic modules on the oral
communication requirements:
I’m not very good at oral
communications – doing presentations and stuff. I am a bit wary of it, so I
opted for modules where you do less of it. I’ve only given one presentation
this year... I haven’t chosen to do modules where I have to do a lot of oral communication
because I don’t want to be assessed on them because it will bring down my
grades…I just get nervous, and I go red very easily. That completely puts me
off… [2nd year Student]
communications – doing presentations and stuff. I am a bit wary of it, so I
opted for modules where you do less of it. I’ve only given one presentation
this year... I haven’t chosen to do modules where I have to do a lot of oral communication
because I don’t want to be assessed on them because it will bring down my
grades…I just get nervous, and I go red very easily. That completely puts me
off… [2nd year Student]
Issue 2: Technical Aspects
Other sub-skills, tied in to oral
communication, which students found particularly challenging were related to
the technical aspects of giving an oral presentation. Students cited concerns
over ‘remembering what I want to say’ ‘speaking clearly and audibly’ and
managing my notes and speaking at the same time’; Students with Dyslexia found
the latter skills particularly difficult.
communication, which students found particularly challenging were related to
the technical aspects of giving an oral presentation. Students cited concerns
over ‘remembering what I want to say’ ‘speaking clearly and audibly’ and
managing my notes and speaking at the same time’; Students with Dyslexia found
the latter skills particularly difficult.
Issue 3: Skills Perceptions
More general academic skills,
some of which were raised in the responses to written communication in the
quantitative survey, are also of concern here. A significant (13%) number of
students found ‘articulating my ideas coherently’ and ‘evaluating the strengths
and weakness of my presentation’ highly challenging. Similarly, some aspects of
oral communication that staff suggested were problematic for many students,
such as ‘dividing
presentations into convenient sections’ and ‘summing up presentations’,
are not perceived as such by the students in the quantitative survey sample. As
with writing skills, this may point to more fundamental concerns, namely that
these skills simply do not register with students as important, or are
perceived as irrelevant, and therefore have been recorded as not challenging in
this survey.
some of which were raised in the responses to written communication in the
quantitative survey, are also of concern here. A significant (13%) number of
students found ‘articulating my ideas coherently’ and ‘evaluating the strengths
and weakness of my presentation’ highly challenging. Similarly, some aspects of
oral communication that staff suggested were problematic for many students,
such as ‘dividing
presentations into convenient sections’ and ‘summing up presentations’,
are not perceived as such by the students in the quantitative survey sample. As
with writing skills, this may point to more fundamental concerns, namely that
these skills simply do not register with students as important, or are
perceived as irrelevant, and therefore have been recorded as not challenging in
this survey.
Issue 4: Seminars and Tutorials
Most students associate oral
communication with presentations to groups, as a major preoccupation and source
of anxiety. However of number of students also highlighted the difficulty of
talking in other academic contexts such as seminars and tutorials, which were
not always found to be managed effectively:
communication with presentations to groups, as a major preoccupation and source
of anxiety. However of number of students also highlighted the difficulty of
talking in other academic contexts such as seminars and tutorials, which were
not always found to be managed effectively:
Also, you have to talk in
seminars, but it tends to be the same people doing all the talking all the
time. Sometimes the facilitator will pick on individuals to take part, but
others just let the ones who usually talk get on with it… [1st Year Law Student]
seminars, but it tends to be the same people doing all the talking all the
time. Sometimes the facilitator will pick on individuals to take part, but
others just let the ones who usually talk get on with it… [1st Year Law Student]
This approach can be particularly
problematic for students with disabilities in the light of feedback from
Dyslexic and hearing impaired students who reported some additional
difficulties in oral communication in group situations. Ensuring that all
participants are given the opportunity and encouragement to contribute to oral
discussions should be a key role of the facilitator.
problematic for students with disabilities in the light of feedback from
Dyslexic and hearing impaired students who reported some additional
difficulties in oral communication in group situations. Ensuring that all
participants are given the opportunity and encouragement to contribute to oral
discussions should be a key role of the facilitator.
Issue 5: Feedback and Assessment
The issue of feedback and
assessment of oral presentations was also raised by a large proportion of
students. From the qualitative depth research, students stated that they felt
they did not receive adequate feedback from their lecturers. However, this may
be an issue of how feedback is delivered: oral presentations do not leave a
physical record in the way that written work does; it is possible that verbal
feedback is not always recalled by a student who is likely to be in a nervous
state.
assessment of oral presentations was also raised by a large proportion of
students. From the qualitative depth research, students stated that they felt
they did not receive adequate feedback from their lecturers. However, this may
be an issue of how feedback is delivered: oral presentations do not leave a
physical record in the way that written work does; it is possible that verbal
feedback is not always recalled by a student who is likely to be in a nervous
state.
We don’t tend to get any feedback
when it comes to presentations…[2nd year student]
when it comes to presentations…[2nd year student]
This area needs further
investigation. It may be that students cannot always see the differentiation
between training, practice and formal presentations where assessment models may
be different.
investigation. It may be that students cannot always see the differentiation
between training, practice and formal presentations where assessment models may
be different.
Issue 6: IT and Oral Communication
Many students made the connection
between facility with software applications for presentations (e.g. PowerPoint)
and proficiency in oral communication:
between facility with software applications for presentations (e.g. PowerPoint)
and proficiency in oral communication:
As a mature student I have had
limited experience with using computer software for presentations. More help at
undergrad. level to learn and master these resources would have been helpful… [3rd Year Student]
limited experience with using computer software for presentations. More help at
undergrad. level to learn and master these resources would have been helpful… [3rd Year Student]
We have had to do a lot of
presentations that were really useful and using PowerPoint. PowerPoint is just the most
fantastic tool, it suddenly made giving presentations so much easier – it helps
so much, not just in presentation, but in organising your thoughts and having a
focus for when you are actually talking... [Postgraduate student]
presentations that were really useful and using PowerPoint. PowerPoint is just the most
fantastic tool, it suddenly made giving presentations so much easier – it helps
so much, not just in presentation, but in organising your thoughts and having a
focus for when you are actually talking... [Postgraduate student]
As PowerPoint is used more
frequently in schools, many undergraduates are likely to start their University
courses with a good level of proficiency in presentation software. However, mature students may require additional support.
frequently in schools, many undergraduates are likely to start their University
courses with a good level of proficiency in presentation software. However, mature students may require additional support.
Critical Thinking Skills
ReplyDeleteDecision making and problem solving require gathering reliable information, evaluating the information for a variety of solutions and selecting the most appropriate option based on the criteria and situation. Although the abilities to solve problems and make appropriate decisions are critical in any job, people with these skills are especially helpful in customer service positions.
Leadership
Leaders are team players, allowing them to work in a group to achieve the best results for their employer. Leaders show social skills by respecting the thoughts, opinions and ideas of others - they gain the respect of others and aim for credibility.
Developing your leadership skills can therefore not only help you to find a senior position, but may also help you to gain promotion with your current employer.
I will not dare suggest more required skills, for I can barely give a speech myself; nevertheless, I would add to the ones already mentioned by saying that by far the most important of these issues to overcome is confidence. You could manage most of the rest of the skills listed; however, if you don’t believe in yourself or otherwise think you will have many mistakes you are very likely to fail transmitting the message intended to your audience. Having the “technical aspects” or proper “feedback and assessment” and lacking on confidence is like driving a brand new Bentley in a snowy street in the middle of the winter. For you could have the most expensive car but without the proper tires it is simply going to skid all over the street and you will not get to your final destination.
ReplyDeleteI say self-confidence is the most important because, even though all of these skills can be learn by anyone, trusting your capacities is harder to master than any of the others. To some people the panic of public speaking is such that they say they would rather die that give a speech. In other words, they would rather be the person inside the coffin that the eulogist in a funeral.
I totally agree with you. Confidence is the main feature to take into account. If you lack of confidence, the rest of the skills listed are going to be affected. You really have to believe in yourself in order to have an excellent performance. In the moment that you show nervousness in front of the audience, they are going to immediately lose their interest in your speech. Apart from that, the correct use of body language will also be altered if you lack of self confidence because you will possibly start making weird movements without even realizing about it. Nevertheless, all the skills must come along together in order to give neat speeches.
DeleteI agree with you, in my opinion the most important point of the information is the confidence point. I’m bad at presentations and I have been working on it because “nerves” affects not only the academic area. Have an effective communication is important in your personal live and in the job area. Employers perceive if you are lack of confidence, because it is necessary in order to being successful in your job. When you have confidence you will be able to learn many others skills.
ReplyDeleteThe most important point while seaking is the level of confidence that you have once you have it your presentation will be successful because the confidence is a very useful skill that can help you to have a great speech.
ReplyDelete