Reflecting on My Transferable Skills

Hook: the skill you didn't know you had

Last winter Dev's grandmother started using a new tablet, and Dev spent a few Sunday afternoons teaching her to video-call relatives overseas. Dev never thought of that as a "skill." But think about it: Dev had to explain clearly, be patient, figure out what was confusing (problem solving), and show her how to use the technology safely. That is communication, critical thinking and digital literacy in action.

In the last lesson you learned where transferable skills come from. Now the curriculum asks you to reflect on how your own transferable skills have helped you so far, and identify skills you still need to develop. Reflection turns experiences you barely noticed into skills you can name, prove and build on.

Step 1: Rate yourself with evidence

A self-assessment is only useful if it is honest and backed by evidence. Use a simple scale for each of the seven skills:

• 1, Beginning: I rarely use this skill, or only with a lot of help.
• 2, Developing: I use it sometimes, with some help.
• 3, Capable: I use it on my own in familiar situations.
• 4, Strong: I use it well, even in new or difficult situations, and could help others.

For every rating, write one piece of evidence: a time you used the skill. If you can't think of any evidence, your rating is probably too high, or you haven't had the chance to use that skill yet. Both are useful to know.

Step 2: Tell a skill story with STAR

When you explain how a skill has helped you, in a reflection, a job interview, a scholarship application or a college application, use the STAR method:

• S, Situation: Set the scene in one sentence. Where and when?
• T, Task: What needed to be done, or what was the challenge?
• A, Action: What did you do? Use "I," not "we." This is the longest part.
• R, Result: What happened? Use a number if you can. What did you learn?

A STAR story turns a vague claim ("I'm a good communicator") into proof.

Step 3: Check your ratings with feedback

We don't always see ourselves clearly. Sometimes we rate ourselves too low (common in people who are modest or anxious) and sometimes too high. Ask two or three people who have seen you in action, such as a teacher, coach, employer, family member, or an Elder or knowledge keeper in your community: Which of these skills do you see me use well? Which one do you think I could grow?

Compare their answers with your ratings. Where you agree, you can feel confident. Where you differ, look for more evidence.

Step 4: Find your skill gaps and plan to grow

A skill gap is the distance between where you are now and where you need to be for a goal. To find yours:

1. Look at your growth areas (ratings of 1 or 2).
2. Look at your goals from Unit A and at the trends from Lesson 1. Which skills will you need most? A student who wants to work in health care, for example, will need strong communication; anyone entering a changing workplace will need self-directed learning and digital literacy.
3. Pick one or two skills to build first. Don't try to fix everything at once.
4. Write a SMART goal (Specific, Measurable, Achievable, Relevant, Time-bound), as you did in Unit A, with an action that gives you practice in a real setting.
5. Decide how you'll measure progress and when you'll re-rate yourself.