16 Chapter 1 Making the Transition from School to Career Copyright Goodheart-Willcox Co., Inc. 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 fi nishing 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 fi t 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 fi rm. 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?