{"version":"1.0","provider_url":"https:\/\/warpwire.duke.edu","provider_name":"Warpwire","is_public":true,"duration":0,"has_caption":true,"links":{"caption":[{"label":"English","url":"https:\/\/warpwire.duke.edu\/api\/caption\/w2sIAA\/324301\/vtt\/?nonce=d21830a8d73eeb91da320990a5c90ff6&expiration=1787371200&signature=0d1b52b86e8ec81f07e8588322bfa4ca34ba332cca755e3b5671fbf2c9912018"}]},"views":1,"upload_date":"2024-08-21T15:09:41+00:00","description":"Joining our podcast team today is Ben Adams, Senior Associate Dean of Students for QuadEx, as they discuss an answer, or many, to the question how do we highlight our transferrable skills?   Public Speaking, creative writing, juggling? We all have skills that we perform on a daily basis that inform the work we do, the question is, do we utilize them to tell our stories and advocate for ourselves when new opportunities arise?\r\n\r\nTranscript:\r\n- Hello and welcome to the \"What's Career Got To Do With It?\" podcast, where we hope to provide a space for honest conversation and information that encourages a listener to take the next steps in their career journey. Wherever you're at in this process, we hope that this episode will meet you with affirmation, guidance, and maybe some laughs along the way.\r\n\r\n- Joining us today is Ben Adams, senior Associate Dean of Students for Quad X. As we discuss an answer or many to the question, \"How do we highlight our transferable skills?\" \u266a Dun, dun, dun \u266a\r\n\r\n- I don't know what they are. I'm just kidding. They're on the website, maybe.\r\n\r\n- Not there on the website.\r\n\r\n- But Ben, thank you so much for joining us today. We really appreciate it having you here.\r\n\r\n- Yeah.\r\n\r\n- It means a lot. And we'd love for you to do a brief introduction of who you are and how you got here.\r\n\r\n- Awesome. That sounds great, y'all. Thanks again for having me. It's fun to be with you guys and just kinda chat a little bit about careers and life skills and transferrable skills and everything. So again, thanks to the team here at the career center for making this happen. Just a brief background of kinda who I am. Again, my name is Ben, senior Associate Dean of Quad X, which is a role that I've been in for wrapping up year one. Kinda stepping into year two is as we evolve, as with kinda what we're doing with Quad X. So a little bit of background about who I am. I am a Duke grad. We can start there. So I graduated from Duke in 2008 with a degree in public policy, but I have had very, very different roles, kind of, over the course of my lifetime. So I think that there's perhaps two ways of telling the story. One is just kind of what I've done and how I've evolved over the course of time, which if you do it through that lens, you know, I've kinda worn a number of hats. I've been a high school US history teacher. I was an admissions officer for Duke, and I ran all of our work around international student. I didn't run the international student recruitment process, but I was part of that team. But I also led what we did with first generation college student recruitment while I was at Duke. I have been a director of development and external affairs for an organization to help build a school in Durham. And so, I have strong connections to the Durham community and to North Carolina as a whole. I went to divinity school and became a pastor, and I was a pastor of a church, a United Methodist Church in Cary, North Carolina. So I know the Cary community well and kind of have connection to the faith community. And then now I am in this role in student affairs. So like from that, if you were to like map that life, this kid is all over the place. Like, he's keeps a job for like three years or four years and bounces around, and the career trajectory just kind of looks a little bit like a series of or game of shoots and ladders, right? Where you just kind of go one direction and then go back in a different direction. And that's one way of telling this story. And I think that's, you know, that's how people, when they look at resumes, the traditional resume, right? Might read it. But I think the way that I view it is a story of purpose and, like, what is your purpose in life? And if you can kind of begin to hone in on what that is, it can manifest itself in so many different ways. And so, the way I tell it to folks is, my purpose in life is to foster communities where everyone has the opportunity to thrive. Like, that's what I do. Now, what that has led me to do over the course of my life? I've done that in the high school classroom in rural North Carolina. I've done that in a congregation in Cary, North Carolina. And I've done that at a university in Durham, North Carolina. So it's in different mediums and in different arenas of life that I've done that work. But if you were to see the common thread, it's about building community where everybody can thrive. And that's just what my specialty is, so.\r\n\r\n- So yeah, that's probably much longer than you thought. You were like, give a brief introduction and I'm like, \"Let me just tell you my life story.\"\r\n\r\n- We were hoping you hit every point. 'Cause honestly, you know, how we pick guests for this, we stalk them.\r\n\r\n- You look at, yeah, you look at resumes, you look at their Facebook profile and their LinkedIn profile.\r\n\r\n- Yeah.\r\n\r\n- That's creepy. Yeah.\r\n\r\n- He just caught us, creepy.\r\n\r\n- We got creepy.\r\n\r\n- It lines up.\r\n\r\n- Yeah.\r\n\r\n- Yeah. Too funny. But we really appreciate that in joining us once again today. And you know, I think one of the common threads that we hear from students oftentimes is, \"Major, major, major.\" \"My major decision, I hop in here.\" And you mentioned a PPA.\r\n\r\n- Yeah, a PPA is a very popular major here at Duke.\r\n\r\n- Would you say that your PPOL was like the most influential thing in your decision making process? Or would it be something that kind of just helped to inform what you were doing?\r\n\r\n- Yeah, that's a great question to ask. And those of you who are listening, who are PPOL majors or thinking about PPOL, don't take this the wrong way, but I think that public policy was a great major for me in hindsight because it gave me a skill set that allowed me to analyze decision, like do a thorough analysis before making decisions, cost benefit analysis. There's some hard skills that I learned with public policy. However, I think that there's also some truth of, \"I did PPOL, because everybody was doing PPOL at Duke,\" and I think I originally came into Duke being a political science major. And I knocked out the minor in, like, my first two semesters at Duke. I knocked out five courses essentially, or by the end of summer session one after my first year. So I knocked out a tremendous amount of poli sci courses, but then everybody was doing PPOL. And I thought, well, if I'm gonna make it in this world, then I gotta do what everybody else is doing. Turns out, I don't use anything like from course related subject material from PPOL in the work that I do, but I do use some of the skills that it taught me, right? I don't like write policy. I don't debate on Capitol Hill. I don't write, you know, I don't do cost benefit analysis every day. But I do think critically about things. I do know how to write memos. I do use some of those skill sets that I did. So I appreciate PPOL for what I offered, but I do look back at my time at Duke and think there's a number of majors that could have gotten me to where I was today. But I think that sometimes, you know, we can put too much weight on major and what it sets us up for. I think it's a little bit more about the skillset, which I know we'll talk about in just a second, that you can learn from any Duke major.\r\n\r\n- Okay, I think that's an important thing. And I think that's great advice to some students as well too, right? I was one of those where my family was looking at me crazy 'cause I was a criminal justice major. And when I graduated, I was working in athletics.\r\n\r\n- Yeah. Oh yeah, yeah, yeah.\r\n\r\n- So it was one of those things that I'm sure students here all the time, \"Well, what did we send you to college for to do that if you're gonna work in something else?\" And the skillset behind it, right? You know, being in criminal justice, it helped me be prepared for all the politics behind athletics.\r\n\r\n- Yeah, yeah, that's exactly right.\r\n\r\n- And learning how to navigate that.\r\n\r\n- Sure.\r\n\r\n- So I think again, that's great advice to be able to hear about the importance of the skillsets that you'll learn behind any major that you choose. So there's value in whatever you do.\r\n\r\n- That's right.\r\n\r\n- And it's a great example to give to our students who might have to answer that question, \"Well, what did you major in that for?\" That's right.\r\n\r\n- You know, well, this is why it helps, it meant something and it still does.\r\n\r\n- I think that's so true, you know? I think that there's, again, I clearly remember having this conversation with my mom, and I love my mom dearly. Lemme just start with there. But I remember having this conversation, summer, after freshman year of just being like, \"You know, I'm thinking about political science.\" And she was like, \"What are you gonna do with a political science degree versus the public policy degree?\" That, you know, public policy does a great job of showing where people are, you know, in their careers. And again, it does tee up a lot of people for a wonderful life in public service and education policy. I mean, a host of things that you can do. And her advice was, \"You should lean into something that Duke is an expert in.\" And I thought Duke is an expert in creating leaders no matter what major you do. But at the time, I took it as like being about a major in English. And so, I just think that there's truth that any major can set you up for a life of success. And if you somehow reduce it to just being about your major at Duke, you miss really a chance to develop as a human being and as a leader in so many ways, so.\r\n\r\n- For sure.\r\n\r\n- Just kinda piggybacking on both of you all and thinking about those students who may even still have an interest in it, like, your purpose changes, your interest change. And so, you might get into it and have a interest in it at that point in time, but then it changes.\r\n\r\n- That's right, yeah.\r\n\r\n- And, you know, you evolve that space and so it's like, it's okay.\r\n\r\n- Yeah, that's right.\r\n\r\n- It's okay.\r\n\r\n- That's right. There was another piece of advice I remember hearing from someone that was a mentor of mine growing up who was, you know, I grew up in the church, and there's a pastor who's, you know, 20 years older than I was, who said, \"If you ever think that you're like gonna go into ministry or go into church work, like, don't major in religion because you're gonna be talking about religion for the rest of your life. And so, learn a different skill, explore a different interest, don't oversaturate yourself to where it's becomes burdensome.\" And I think that there's some truth there too. Like, duke is a place of discovery, and I don't think that people walk, an 18 years old knowing what their purpose is. And there's something very liberating about coming in with a clean slate to Duke and saying, \"I'm just gonna explore.\" Rather than coming in saying, I am going to be a financier, whatever, I'm gonna be going into banking or whatever it might be, you cripple yourself to explore what your purpose is, I think, by just coming in and narrowing it down to just a career or just how a major sets you up for a career.\r\n\r\n- Now, I have a question for you. So when you were talking about how you started off as a teacher first with your career path for you, did you find a focus area in public policy that made that the first natural choice for you? And how did that lift up some of those transferable skill sets to then move to divinity?\r\n\r\n- Yeah, that's a great question. So the way I got into teaching is I'm one who really... For me, I grew up in rural North Carolina, so I grew up in a little town called Smithfield. It's about 12,000 people. It's pretty small. It's just on the other side of Raleigh.\r\n\r\n- Outlets Mall?\r\n\r\n- Yeah, the Outlet Mall. That's right. Yeah. Yeah. We are arch rivals with Mebane because of their outlets and we're the other outlets. And I will say, like, I hang my head because I think that the Mebane outlets are now better 'cause I'm much closer to Mebane. But Smithfield, known for the outlets, known for tobacco, known for-\r\n\r\n- Barbecue too.\r\n\r\n- Yeah, that's right. Smithfield's Chicken and Barbecue. I appreciate the shout out. So I grew up in Smithfield and my mom was a public school teacher. And so, I knew, like I strongly believe in service, and I strongly believe in giving back to communities that poured so much into you. So I joined Teach for America because I wanted at least two years of pouring back into a system in a community that poured so much into me. So I actually went back to rural North Carolina. I didn't go to Smithfield. I went to an area north, an area called Roanoke Rapids, a little town called Gaston, which is population 900 and taught there for a couple years. But service was really important to give back, and that's why I chose to do Teach for America in rural North Carolina. I wanted that setting in that environment because I think there's just a richness in the rural communities that's often overlooked. So, that's the motive for getting back into the teaching world. But when I got there, teaching was, to this day is the hardest thing I've done in terms of a job because you walk in with the same 30 students every day, but they bring in their different people every day because of what they're carrying. And you're there face to face with them on the front lines, kind of navigating life with them. So like what I was teaching them in US history was secondary to just being present and being a person that created an empathetic classroom where people could be their true selves. Learning to do that opened up to saying, \"Oh, my job is not to be a US history teacher. My job is to build communities where people, again, feel like someone is pouring into them, feel like they can thrive and be the best versions of themselves.\" So that to me was kinda the seed that was planted where my purpose was discovered. Yeah, and then when the opportunity came to jump into Duke to admissions, it was, how do I create a more diverse community at Duke where students for whom Duke seems like just a stretch where, I'd never go to Duke. It's all very wealthy people. It is all white people. It is all, you know, just kind of elite folks that come from these backgrounds and whatever it might be. How can you broaden the circle and pull up chairs to the table for people from every rural community in the world to say like, \"Oh, I could actually make it at Duke. I belong there.\" And that's why I jumped into that, took that next step.\r\n\r\n- So I have a question.\r\n\r\n- Yeah.\r\n\r\n- After that point.\r\n\r\n- Yeah, sure.\r\n\r\n- So, you know, you're teaching and you're fulfilling that goal that you're trying to get to.\r\n\r\n- Yeah.\r\n\r\n- In that next step, did it evolve or were you specifically saying, \"I want to get back to Duke\"? Or what was your thought process in evolving to that next step?\r\n\r\n- Yeah, that's a great, that's a great question. I think for me, the jump back to Duke was spending two years each and every day with this group of students. So I taught at a school where there was only about 90 students in every class, like, every grade level. So it was a small school, but I taught everybody in that class. So everybody had to go through US history. So I was the only US history teacher. So I think I got to know these students, and I think, for me, I still had a very strong interest in public education and in college access. And again, giving back to the community. And so for me, spending each and every day with these students, I thought, these students are brilliant. And Duke was a brilliant place that nurtures brilliance and helps them transform brilliance into leadership, into opportunity, right? And I was like, \"These students have proven that they deserve a place like Duke, but they don't know about it.\" And Duke doesn't necessarily do a great job of marketing itself to this population of students, to the rural communities, to the public school system, right? And so, how can I go back and help Duke discover the wealth of student experience and of brilliance that takes place in a town of 900 people? So I went back to Duke to kind of help open up college access from the other side of things. It was helping students get into college as a teacher, and it was helping a college welcome new students as admissions officer. That was the jump, so.\r\n\r\n- Excellent, and I think I love that piece about brilliance. So brilliance is not homogenous. It is something that looks different.\r\n\r\n- Yeah.\r\n\r\n- And sounds different. It is different.\r\n\r\n- That's right.\r\n\r\n- In communities around you, wherever you go, your context matters. No matter where you are, you can really learn to flesh that out. And along the way, who have you kind of found to help you flesh that out in your context? Looking back on it, I'm sure you're like, oh yeah, when I was a history teacher, this happened, or when I was going into ministry, this was going on in my life. Or now, even in my current position, I'm thinking about the skills that I'm utilizing. But what has allowed you to say, \"I need to go back to this skill or this skill is something that really helped someone in my life so I can use that now today.\"\r\n\r\n- Yeah.\r\n\r\n- So public speaking-\r\n\r\n- Right.\r\n\r\n- Organizing.\r\n\r\n- Yeah.\r\n\r\n- That type of stuff.\r\n\r\n- Yeah. I think, I mean, kinda speaking a little bit about skills, I think, you know, when I was a history teacher, you get up and there's only about so many ways you can teach history, you know?\r\n\r\n- George.\r\n\r\n- That's right. Yeah.\r\n\r\n- Abraham,\r\n\r\n- There's a There's a little bit of, you know, you can read about it, you can do engaging activities, you can lecture. But the things I think for a lot of students is, you know, a lot of my students who were in the school where I was, again, were rural students. They were a large black Latino community, small number of white students. I'm a white teacher. I recognize that there is a disconnect in some ways about how US history is taught in North Carolina public standards. And there's a disconnect in students feeling like, \"This is not my history, right?\" And so, the task of teaching every day was, \"How is it that I get a population of students that can feel disconnected and marginalized by even the story that I'm telling and how I tell it, and how North Carolina tells history, how is it that I get them to see the importance of it and meet in the middle? And so, the art form was storytelling was, how is it that I can weave a narrative from my mouth to their ears that connects them to something that's bigger than themselves, and they feel invested and seen, and their background is seen and invested? And we can kind of get to the point of like, this matters for both of us. So storytelling was a huge skill that I learned. That is something that then, when I went and became a pastor, was the exact same thing that I was using every day as a preacher, as being able to say, \"I've got this point, I've got this bigger vision that's bigger than both of us, how is it that I can tell a story in a way that brings you along for the ride, brings us together as a community, helps you feel seen as an individual but helps you be seen as part of the community as well?\" And that was through storytelling. So that was a transferable skill. And I use it now too. I mean, in the world of Quad X, I mean, I think that there's some truth with Quad X of people being like, \"I don't necessarily know what that is. I don't necessarily know how that engages with what I do as a student on an everyday basis.\" I think that the arts in the power of storytelling is the ability to say, \"Quad X is more than a residential structure. It's more than what experiential orientation does. It is a campus wide commitment to creating a community of belonging where every student feels like they belong here, and that they're nurtured here and they come alive here, and that their support and their growth and wellbeing.\" That's what Quad X is. That is done through storytelling, I think, more than anything else that I do. And that's why I'm in this role and the skillset that that transfers. So in terms of transferable skills, you know, I think that you come out of... Transferable skills are things that develop over time. Like, you come outta Duke. And again, going back to this conversation of purpose, perhaps if we look at our resumes through a list of things that I have done and accomplished or jobs and positions that I've held, that's one way of viewing it. And going back, if you look at my resume based on that, I'm all over the map. But if you look at it through a sense of, what does this guy do? What is his purpose in life and what is the skill set he brings? I create or I help to foster communities where everyone can thrive through the art of storytelling, through the art of empathetic leadership, and the ability to see people who are at the margins. Like, those are my three skills. That's my purpose in life. It transcends every role and position that I've ever had. So I don't think I could have articulated that 22 years old. I don't think I could have articulated that 25 years old. I don't think that is the end purpose that I'll be telling 20 years from now, because it evolves over time. And the beauty of when we talk about careers is just the beauty of the evolution of career, over time. It's not something that's to be mapped out and structured and kind of set forth at 22 and you've gotta figure it all out. It is this beautiful journey of self-discovery and figuring out who you are and what you can contribute to this world. And then, you just learn to tell that story differently, so.\r\n\r\n- I don't know if I just answered anything that you originally asked. You saw Ben preacher mode coming out a little bit, yeah.\r\n\r\n- Yeah, my hands are all over the place. I know it's a podcast, but if you all saw it in the video form, it'd be a lot of, you know, be careful if you got any type of sensory issues because my hands are flashing.\r\n\r\n- I mean, I think that's also a great plug for students who are listening. It's not just us, who work in the career center, who are saying career is a journey and it evolves.\r\n\r\n- That's right.\r\n\r\n- It's coming from people who have lived it, so.\r\n\r\n- Yeah.\r\n\r\n- You know, if you happen to be a hard headed kid like I was-\r\n\r\n- Yeah.\r\n\r\n- You're hearing it from somebody else and not just the people who actually do it.\r\n\r\n- That's right. Totally. I just, again, it's a beautiful and wild ride and it's so fun. And every time, I don't know if this is true for y'all, I would love to hear y'all's thoughts on this, but, you know, five year plan, what's your five year plan? The funny thing about five year plans in my personal experience is every time I literally like put pen to paper and try to map it out so that I have a little bit of structure, I mean, it isn't a month before something changes, you know, and I'm on a very different journey than what I thought I was. So I just think that the idea of like a five year plan, of what's your five year plan, what's your five year goal, da da da, where do you wanna be in five years, for me has just been a fruitless journey. I mean, because I just wind up going in a completely different direction. I dunno if that's true for y'all.\r\n\r\n- Yeah. I mean, I think it's because times have changed, right? And especially coming outta Covid, don't ask me about a five year plan, a four year plan, a two year plan, I can give you two week plan.\r\n\r\n- That's right. Yeah. Yeah.\r\n\r\n- And if we're lucky, that two week plan, you know, goes as planned.\r\n\r\n- Right.\r\n\r\n- Yeah. But I think that also adds additional stress to yourself.\r\n\r\n- That's right.\r\n\r\n- To say, well, this is what I mapped out. This is what I have to do. No, you know? If you're somebody who needs to map things out, I think that's great. But I think there's also that need to understand how to adapt and evolve and ride the wave as I tell my staff, they're probably tired of hearing that. But you know, I think that's great advice. If you are somebody who needs to map things out and you maybe lack that ability to adapt and change, and it's something that's scary to you, then I would take that as something that, you know, either I find somebody to add to my circle who can help me grow that strength, or that's a strength that I know that I need to work on, because it's important to me to be able to map things out.\r\n\r\n- Yeah.\r\n\r\n- But I mean, again, I think maybe 20 years ago it was cool to create a five year plan.\r\n\r\n- Yeah.\r\n\r\n- But thinking about a five year plan now, I mean, even for me, and I'm just turning a fresh 40, I can't think of a five year plan right now. It's just too much.\r\n\r\n- Right. That's right. It's crazy to even think about it.\r\n\r\n- I mean, I can give generics, you know? I think that's about all you can do.\r\n\r\n- Yeah, that's right.\r\n\r\n- Have a dear family member who every time I see him ask me what my 10 year plan is, I'm like, \"Sir, like, maybe closer to retirement.\"\r\n\r\n- Yeah, that's right.\r\n\r\n- But I think it's just a matter of like, you know, what your goal is, what that purpose is. And then what am I doing every day to get to that point?\r\n\r\n- Yeah, that's right.\r\n\r\n- Because it changes just like the wind blows.\r\n\r\n- That's right.\r\n\r\n- So I think just trying to stay focused on what the end goal is, and am I making those micro steps every day to get to that end point?\r\n\r\n- That's right.\r\n\r\n- Yeah.\r\n\r\n- That's exactly right, so.\r\n\r\n- Yeah, so I'm a Gemini. Gemini stand up and yeah, and we are. And we are, but you gotta love us. I think for me, when it comes to like the five-year plan question, I'm the type of person where I like to learn new things often.\r\n\r\n- Yeah.\r\n\r\n- And so, once I feel like I've met or I've come through like the excitement or curiosity that comes from learning, that I like to pick up a new thing,\r\n\r\n- Yeah.\r\n\r\n- So like making a five-year plan for me, that's almost anxiety inducing because it's like, okay, I've gotta commit to this thing for five whole years, which I think can be problematic when thinking about transferrable skill sets, like creativity or problem solving or being able to ideate on the file. Like, those sorts of things you can't nurture if you are a type of organization that makes planning so concrete and so like in the lane. And so, I think that's one thing that I'm always mindful of when I get that question. I'm like, \"Well, do I wanna work with you if that's, you know, your lane of thinking?\"\r\n\r\n- Yeah.\r\n\r\n- Yeah. That's right. It's intimidating to think, and I don't know where the pressure's coming from to do that anymore. I just don't think that we live in that world. Because, I mean, COVID taught us, the rise of AI right now has taught us, \"Oh, the jobs that existed five years ago, I'm not certain if they're gonna exist in five years, or I'm not certain, like, if what job descriptions look like in five years if we've got this incredible tool that can be used as a tool.\" And I do think that AI can be used... We're going down a different path. I hope this is okay. But I think that what AI presents to us is a tool that can be used for incredible good and incredible harm. And I think that there's something beautiful about it, but it's going to change the way that the world operates in ways that social media, it changed us, you know, 10 years ago. And before that it was, you know, whatever system, I mean, it was just kind of the laptop, the idea of like a personal laptop changed the way that we do, that we work in the world. To try to map a career onto the landscape of the world right now, again, there's no way it's gonna stay the same. And again, kind of going back to the transferrable skills, I think there's something to be said about the ability to be adaptable and flexible in the moment. That is a skillset that's so important to nurture and to lean into the rigidity, I think, of the way that people go about things. The rigidity of like, I've got to have structure, I've got to have this, I've got to have that. It's okay to plan and to organize and have goals, not diminishing that at all. But if you can't have any sense of the world of adaptability and flexibility. It's going to be a challenging world ahead for you, I think. So for me, there was a story, I was just having this conversation with one of my staff or one of my colleagues yesterday. We were talking about how, when I was a teacher, school day ends, everybody heads home, some students are lingering around, and I needed a lesson plan, or I needed to grade papers or I needed to do something and a student would walk into the classroom, I'd be like, \"God, this student is just like disrupting my work.\" Fast forward, I was a pastor and I would like, try to be writing a sermon or whatever and somebody would come into my office and ask for advice on da da da. Or you know, kind of need to reflect and kind of think about some things. And I'd be like, \"God, this person is interrupting my work.\" Or I'm sitting at my desk today and I'm like trying to knock out some strategy piece for aquatics, whatever it is, and a student walks into my classroom and interrupts me. \"I'm like, God, the student is interrupting my work.\" The reality of it is and the reframing is that every one of those persons that walked into my room is the work.\r\n\r\n- Mm-hmm.\r\n\r\n- Like, that is the work. That's the work that I do. That's the work that I'm committing to. And the adaptable, flexible skillset is what allows me to see that. So you've gotta have the flexibility of saying, \"I don't know what's gonna walk into my office each and every day. And I've gotta learn to live with that. And if I can be an effective and productive person who receives those people, I think that's a skill set that's transferable across so many areas too.\" So, just a little anecdote.\r\n\r\n- Well Ben, I wanna thank you so much for being here today. We truly do appreciate it, and I kinda wanna close this out with this concept of being present in the moment, being where you are, you don't need that five-year plan because there's so much work to be done right now.\r\n\r\n- That's right.\r\n\r\n- And with that, there's so much to do in this moment and so much work left to be done that embrace the moment that you are in. Learn the skills in this very present moment. Be adaptable.\r\n\r\n- Yeah.\r\n\r\n- Practice them, grow. Go wherever you need to go.\r\n\r\n- Yep.\r\n\r\n- And allow that to take you to the next spot and the next spot and the next spot.\r\n\r\n- Yeah.\r\n\r\n- This has been, \"What's Career Got To Do With It\" podcast. Thank you for joining us. We'll see you next time.\r\n\r\n- See ya.\r\n\r\n- Thanks, y'all. Take care.","author_name":"Sandhya Pakala","html":"\u003Ciframe width=\"640\" height=\"360\" src=\"https:\/\/warpwire.duke.edu\/w\/w2sIAA\/\" frameborder=\"0\" allow=\"autoplay; encrypted-media; camera; microphone; picture-in-picture\" allowfullscreen\u003E\u003C\/iframe\u003E","height":360,"width":640,"thumbnail_height":360,"thumbnail_width":640,"url":"https:\/\/warpwire.duke.edu\/w\/w2sIAA\/","type":"video","title":"Preparing for the Interview: Transferrable Skills with Ben Adams","thumbnail_url":"https:\/\/warpwire.duke.edu\/img\/10ED13AE-DB77-4E78-BDAA-21F9B14D30E1\/2C8AAFD3-8AB4-4D67-B61D-C446F504FD20\/large\/"}