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7.4 What Is a Skill Set, and How Do I Get One?

Figure 7.4: Joe’s list of personal strengths and talents

After Joe reviewed his self-assessments, he created this list of his strengths and talents. From this list, he
can determine what he enjoys doing most and which skills can be transferable to a new career.

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A skill set consists of talents and job preferences, transferrable skills, and job-specific skills,
all of which can be listed on a résumé.

For example, you may have a musical talent, but you may use that talent as an avocation—a
hobby you engage in outside of work for your own personal enjoyment and the enjoyment of
family and friends. The skill set you identify must meet the following three criteria:

1. It must consist of characteristics, abilities, interests, talents, gifts, and preferences
you most enjoy using on the job.
2. It must represent transferable skills—such as organizing or leading others—that
you have learned and then successfully applied in your previous jobs and personal
experiences. Once you have demonstrated that skill, you can easily transfer it from
one job or career field to another. Adding to your skill set and developing your skills
further happens through further education and work experience.
3. It must include job-specific skills you have acquired, such as the ability to use a com-
puter, fix mechanical or digital equipment, communicate well with other people, or
operate a cash register.

Joe, the Ashford student we introduced to you at the beginning of this module, reviewed the
results of his self-assessments and compiled a list, along with some notes to show how he
developed each skill (see Figure 7.4). Not all of these skills may be transferable to a new
career, but Joe is beginning to target what he enjoys doing and what he has done in the past
and to identify his personal strengths and talents. If you do not currently have the skills nec-
essary to obtain your ideal job, you will want to gain these skills through projects, volunteer
opportunities, or full- or part-time work.

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