Recently, I introduced a Year 11 STEAM class to the concept of being “T-shaped”—a way of thinking about skills that balances deep expertise in a specific area (the vertical bar of the “T”) with broad, transferable abilities (the horizontal line). It’s an idea that has been around for a while, but it’s gaining traction in today’s fast-changing world of work.
David Epstein’s book Range: Why Generalists Triumph in a Specialized World explores this theme, arguing that having experience across multiple fields is more valuable than deep specialization. While I wouldn’t go so far as to say range is always more relevant, I do believe young people need to understand the T-shaped metaphor so they can prepare for a future that will demand both depth and adaptability.
Where Did the T-Shape Idea Come From?
The term “T-shaped” was first introduced by Professor David Guest in 1991, in response to research on computing careers in the UK. Guest noted that companies were looking for IT professionals who weren’t just technical experts but could also integrate their skills with business knowledge and collaborate effectively. More recently, Demirkan and Spohrer (2018) emphasized the importance of cultivating T-shaped professionals to navigate rapid digital transformation. They argue that education systems need to develop both specialized expertise and broad competencies so students can adapt to new and emerging industries. Research by Chan, Ringo Ho, and Ramaya (2020) even found that tertiary students who see themselves as T-shaped tend to feel more employable.
Why Transferable Skills Matter
Building transferable skills is key to career success. These are the skills that apply across different industries—things like communication, problem-solving, teamwork, and networking. Foundational abilities such as literacy, numeracy, organization, and IT proficiency are just as important. And then there are personal attributes—being adaptable, confident, self-motivated, and willing to keep learning—that make a real difference in career growth.
So how can students start developing these skills? Volunteering, part-time jobs, and extracurricular activities all help. Playing sports, being involved in a church group, or working on a school project can build teamwork, communication, and creativity. Reflection is key—students should think about what they’re learning from these experiences and how their skills are growing. Schools and teachers play a role too by integrating the Key Competencies of the New Zealand Curriculum into every subject.
A Lesson That Sparked Curiosity
After our class discussion on T-shaped skills, I could see students thinking differently about their own strengths and career paths. Some had never considered how their part-time job or hobby was helping them develop crucial skills for the future. It’s these moments—when students make new connections and see fresh possibilities—that make career education so rewarding. As a teacher and careers adviser, my goal is to keep sparking those ideas, helping students see that they are already building their own unique ‘T-shape’ for the future.
References:
Guest, D. (1991). The hunt is on for the renaissance man of computing. The Independent (London), September 17, 1991.
Click to access David-Guest-1991-The-hunt-is-on-for-the-Renaissance-Man-of-computing.pdf
Demirkan, H., & Spohrer, J. C. (2018). Commentary—Cultivating T-Shaped Professionals in the Era of Digital Transformation. Service Science, 10(1), 98–109. https://doi.org/10.1287/serv.2017.0204
Ho, M. R., Kennedy, J. C., Uy, M. A., & Chan, K. (2020). Entrepreneurship–professionalism–leadership.. https://doi.org/10.1007/978-981-15-3121-7