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Chapter 1 Making the Transition from School to Career
Transferable Skills
Transferable skills are skills used in one job that can also be
used in another job. A specialized skill, such as speaking a second
language, is an example. People who possess transferable skills can
easily use them in other jobs if required.
Specialized skills are not the only skills that qualify as transferable
skills. Broader skills (such as good writing, problem solving, and
leadership) are transferable skills, too. Your future success will depend
on developing skills that can be used now and applied to future work
opportunities. This means using the skills you develop as a student and
transferring them to the workplace. There you will polish your skills and
learn other skills, all of which can be transferred later to another job.
Continue developing transferable skills. They are very important.
Transferable skills make you a more capable person and help expand
the knowledge and skills you will need in the workplace.
Case
Stephanie Wants to Be an Architect
Stephanie was just finishing junior high school
and very excited about entering high school the fol-
lowing fall. The high school counselor, Mrs. Walsh,
visited Stephanie’s school one day to meet with
her and other students. Mrs. Walsh met individually
with students to help them decide which courses
they would take during their freshman year at North High School.
The counselor suggested Stephanie take some exploratory classes to
help her decide which careers fit her interests. Stephanie said, “Oh, I don’t
need that. I already know that I want to be an architect. I’ve loved to draw
and design houses since I was a little girl. My dad even built me a dollhouse
from drawings I made.”
The counselor tried to convince her to at least consider some other areas, but
Stephanie stood firm. Mrs. Walsh reluctantly agreed to set up a program of study
based on Stephanie’s wishes. We will enroll you in the college-preparatory track
with a heavy emphasis on math and science,” said Mrs. Walsh. “Oh, no!” cried
Stephanie, “I hate math, and I’m not very good in science. I don’t want to go to
college. I just want to get through high school and go to work as soon as possible.”
Critical Thinking
1. Do you think Stephanie had a realistic picture of what an architect does?
2. Why would an architect need math and science?
3. Are there occupations in the “Architecture and Construction
Cluster” that might not require a lot of math and science?
4. Do you think Stephanie might learn to like math and science if
she knew how an architect used those skills?