Transferable Skills: Definition + 50 Examples

1. What Are Transferable Skills?

Transferable skills are abilities that can be applied in more than one work context. Writing something a non-specialist can follow, tracing a recurring problem to its cause, keeping several people aligned to a deadline, checking a dataset for errors, calming a frustrated customer, training someone until they can work unsupervised — none of these belong to one industry. They are the parts of your experience that survive a change of employer.

They also do not all come from paid employment. Experience that can genuinely evidence a skill includes:

• • Employment, including part-time and temporary work
• • Freelance and project work
• • Education, including coursework, research projects and group assignments
• • Volunteering
• • Internships and placements
• • Caregiving, where it genuinely evidences the specific work skill being described
• • Community activities, committees and organized groups
• • Personal projects, where there is real evidence of what you built or ran

One caution about that list. Describing these experiences accurately is not the same as presenting them as employment. A community role is a community role; a university project is a university project. You can absolutely use them as evidence of a skill, and a reasonable employer will read them as such — but labelling them as jobs, or implying a commercial context that did not exist, is misrepresentation rather than translation.

The second thing worth establishing early is that transferable does not mean universal. A skill can genuinely transfer while a great deal changes around it:

• • Terminology changes. The same activity has different names in different fields, and using the wrong vocabulary can make relevant experience look irrelevant.
• • Tools change. You may have done the work in a spreadsheet where the target role does it in a dedicated system.
• • Level of responsibility changes. Coordinating three people is not the same as coordinating thirty, and both are real.
• • Industry knowledge changes. The skill may be intact while the domain knowledge it operated on is missing.
• • Regulation changes. Some fields constrain how work must be done, recorded and approved.
• • Required credentials change. A skill can be present while a mandatory licence or qualification is not.

Holding both ideas at once is the whole discipline here: your experience is more portable than your job title suggests, and less portable than an enthusiastic career article suggests.

2. Transferable Skills Definition

In plain English: a transferable skill is an ability that remains useful when the employer, job title or industry changes. It is defined by portability — where the skill can be used — rather than by whether it is technical, interpersonal, learned formally or picked up on the job.

That definition is easiest to hold onto by comparing it with the terms it gets confused with:

Three nuances in that table are worth stating directly, because a lot of writing on this subject gets them wrong.

First: technical skills can be transferable. SQL is a good illustration. The ability to query a relational database — filtering, joining, aggregating, sanity-checking a result — recurs across many analytical roles in unrelated industries. By contrast, detailed knowledge of one employer’s internal proprietary process may be extremely valuable inside that organization and almost worthless outside it. The distinction is not technical versus soft; it is portable versus tied to one context.

Second: soft skill and transferable skill are not synonyms. They are overlapping categories describing different things. Communication is both soft and transferable. SQL is technical and often transferable. Operating one company’s bespoke approvals workflow is neither. Treating “transferable” as a polite word for “soft” leads people to leave their most concrete evidence out of an application.

Third: a qualification or licence is not simply a skill. A degree records completed study. A licence records permission to practise, often as a legal requirement. Neither is an ability, and — importantly — no transferable skill replaces one. If a role requires a specific registration, demonstrating adjacent capability does not satisfy that requirement, and treating it as though it might wastes your time and the employer’s.

3. Why Transferable Skills Matter

The practical value of thinking in transferable skills is that job titles are a poor description of what someone can do. A title compresses several years of varied work into two or three words chosen by a former employer, sometimes inaccurately. Transferable skills are how you decompress that — how you make relevant experience legible to someone who does not know your old industry.

The situations where that decompression matters most:

• • Changing careers, where the previous job title does not make the relevance obvious.
• • Moving industries while doing broadly similar work.
• • Applying for a first professional role with education, projects or part-time work as the main evidence.
• • Returning to work after a break, where the question is which capability is still current.
• • Internal mobility, where an employer already knows your record but not your range.
• • A promotion or a change in responsibilities within the same role.
• • Jobs with different titles but overlapping work — the same tasks under different names.

The last one is more common than people expect. A great deal of work appears under different titles in different organizations — coordinator, administrator, specialist, associate, analyst — while the day-to-day tasks overlap heavily. Searching by title alone hides those roles from you, and describing yourself by title alone hides you from them.

What transferable skills do not do is produce outcomes. They do not guarantee you a job, a promotion, a higher salary, an easier hiring process or a successful career change. Hiring depends on openings, qualifications, competition, timing and decisions made by people you will never meet. Anyone presenting a skills exercise as a route to a particular result is overselling it. What this work can reasonably do is help an employer see why your experience is relevant when your previous title does not make the connection obvious — which is a real advantage, and a limited one.

If you are deciding what to aim at rather than how to describe where you have been, the how to choose a career guide and the career aptitude test are better starting points than this one.

4. 50+ Transferable Skills Examples

Below are 62 distinct transferable skills, grouped into seven categories. A grouped list is more useful than one long alphabetical run, because the category tells you something about why those skills travel. Read them as prompts for your own experience rather than as a list to copy — a skill you cannot evidence is not yours yet.

Each entry is a distinct ability rather than a restatement of its neighbour. Mentoring and coaching, for instance, overlap but are not the same activity; documentation and process documentation differ in scope; research and data analysis answer different kinds of question. If two entries genuinely mean the same thing in your own experience, treat them as one and keep the version the target postings use.

5. Communication Skills

“Communication” is close to meaningless on its own. It appears on a very large proportion of resumes, it is rarely supported, and it covers activities that have little to do with one another — writing a procedure and chairing a difficult meeting are both communication and require different things from you. The fix is to break it into observable components:

• • Writing — documents, emails, reports, procedures, updates
• • Presenting — to a team, a client, a manager or a larger group
• • Active listening — establishing what someone actually needs before responding
• • Explaining — making a technical or procedural subject usable by someone outside it
• • Negotiation — reaching a workable position where interests differ
• • Facilitation — running a discussion so it reaches a decision
• • Stakeholder updates — keeping people informed at the right level of detail
• • Adapting communication to the audience — same content, different framing

The difference that makes on a page is immediate:

Note what the stronger version does not contain: a percentage, a dollar figure or a satisfaction score. It is specific without being invented. Where you genuinely have a measured result, use it; where you do not, describing the audience, the frequency and the purpose is enough to make the claim concrete. Fabricated metrics are both unnecessary and, in an interview that probes them, actively harmful.

One more adjustment worth making: communication is judged relative to audience. The same explanation that works for a technical peer fails for a customer. If your experience involved moving between those audiences, say so explicitly — that adaptability is the transferable part, and it is easy to leave implied.

6. Problem-Solving and Analytical Skills

Problem-solving transfers unusually well because organizations differ less in their problems than in their subject matter. Something is not adding up; something keeps breaking; two records disagree; a process produces a bad outcome often enough to notice. The sequence that resolves those situations is recognizable across fields:

• • Identifying that there is a problem, often before anyone reports it
• • Investigating causes rather than treating the first symptom
• • Collecting the information needed to decide
• • Analyzing data, records or patterns
• • Comparing options against constraints
• • Making a recommendation and explaining the reasoning
• • Improving the process so the issue recurs less often
• • Measuring whether the change actually helped

Here is one transformation from old duty to target relevance:

That example needs a clear limit attached to it. Having investigated stock discrepancies does not make someone an operations analyst, and presenting it that way would be overclaiming. An analyst role typically expects analytical tooling, statistical or modelling ability, data volumes of a different order, and often specific experience or qualifications. What the retail experience provides is credible evidence of the underlying habit — relevant, worth describing, and not equivalent.

That pattern repeats throughout this guide: the experience is real evidence of a real skill, and evidence of a skill is not the same as readiness for a role built around it.

7. Organization and Project Skills

Any work involving several people, several steps and a date requires broadly the same handling. That is why organizational skills travel so easily — and why they are worth describing precisely rather than as “well organized”.

• • Planning — turning an intention into a sequence
• • Prioritization — deciding what does not get done this week
• • Coordination — keeping several people's work aligned
• • Documentation — writing things down so they survive your absence
• • Deadline management — working backwards from a date
• • Dependency awareness — knowing what blocks what
• • Resource coordination — people, budget, equipment, time
• • Meeting and project follow-up — the part most often skipped

Two of these are consistently undersold. Documentation sounds administrative but is often the difference between work that survives and work that has to be redone; if you are the person whose notes other people rely on, that is worth saying. Prioritization is similar — deciding what will not be done is a harder and more valuable skill than producing a long list of everything that could be.

A necessary caution: coordinating projects is not automatically the same as being an experienced or qualified project manager. Project management as a profession usually involves formal methods, budget accountability, risk registers, dependency management at scale and often a recognized certification. Someone who has kept a workstream on track has genuine, describable coordination experience. Describing that accurately — as coordination, with the scope you actually had — is more persuasive than claiming a title you did not hold, because the claim collapses under a single follow-up question.

If this section is prompting you to plan the capability rather than just describe it, the professional development plan guide covers how to build a specific skill deliberately.

8. Leadership and Teamwork Skills

Leadership is not a management title. Plenty of people with no direct reports have led work, and plenty of people with a manager title have not. What transfers is the behaviour and its evidence, which is why it is worth listing the things that actually count:

• • Coordinating the work of other people, formally or informally
• • Mentoring a colleague or a newer team member
• • Onboarding someone and checking they could actually do the work
• • Facilitating meetings so they produced decisions
• • Leading a project or a defined workstream within one
• • Resolving blockers that were holding up other people
• • Delegating where you were authorized to do so
• • Giving feedback that someone could act on

The accurate way to describe this without title inflation is to state the activity and its scope rather than borrowing a rank. “Coordinated a team of four on the stocktake and trained two new starters” is unambiguous, checkable and does not claim managerial authority. “Managed a team” from someone who supervised a shift without hiring, firing, appraisal or budget responsibility is the kind of statement that invites a question you cannot answer well.

If you were not a manager, do not call yourself one. This is not only an honesty point — it is tactical. Reviewers who work in the target field know what the title entails, and an inflated claim casts doubt on the accurate parts of your application. Describing informal leadership precisely tends to land better than a vague senior-sounding phrase, because it is specific enough to picture.

Teamwork deserves the same treatment. “Team player” says nothing. What you did with other people — resolved a disagreement between two functions, covered for a colleague through a process you had to learn quickly, ran the handover that stopped work being dropped — is the actual evidence.

9. Interpersonal and Customer Skills

Customer-facing work is among the most undervalued sources of transferable skill, usually by the people who did it. Handling someone who is frustrated, establishing what they actually need as distinct from what they first asked for, and setting an expectation you can meet are demanding abilities that reappear in many roles that are not labelled customer service.

• • Identifying what a customer or colleague actually needs
• • Relationship building over repeated contact
• • Complaint resolution
• • De-escalation when someone is frustrated
• • Expectation setting, including saying no clearly
• • Service recovery after something went wrong
• • Stakeholder support across teams
• • Professional empathy
• • Collaboration with people who have different priorities

Where might this translate? Into other people-facing work: account management, customer success, partner and supplier relationships, internal service functions, HR-adjacent support, patient- or client-facing administration, and any coordination role where the job is largely managing what different people expect. In each case the underlying ability — reading a situation, de-escalating it, agreeing something workable and following through — is recognizably the same.

The translation is not an equivalence. Customer service experience is not customer success experience, and it is not HR experience. Those roles carry commercial metrics, systems, domain knowledge and sometimes qualifications that retail or hospitality work does not supply. The honest framing is that people-facing experience is relevant evidence for people-facing work, and that the rest of the role still has to be learned or already met.

10. Digital and Technical Transferable Skills

A lot of writing on this subject implies that transferable means soft, which quietly tells technically capable people to leave their strongest evidence out. Technical abilities transfer whenever the concept underneath the tool recurs elsewhere:

• • Spreadsheets — formulas, pivots, cleaning and checking data
• • SQL and database querying
• • Reporting and business-intelligence tools
• • CRM systems
• • Project-management software
• • Content-management systems
• • Digital collaboration tools
• • Workflow automation
• • Data visualization
• • Basic scripting

The important distinction here is between tool-specific knowledge and the underlying skill. They are related but not the same. Understanding how relational data fits together, how to filter and aggregate it, and how to check whether a result is plausible is the skill; knowing the menu structure of one particular product is the tool knowledge. The first transfers readily. The second transfers partially, and only to products that work similarly.

Take CRM systems as a concrete case. Having used one CRM means concepts such as contact records, pipeline stages, activity logging and reporting views are familiar to you, and that familiarity is real and worth stating. It does not make you proficient in every CRM. Products differ in data model, permissions, automation and reporting, and an employer running a different system will discover the gap quickly. “Experienced with one CRM and comfortable learning others” is both accurate and, in most processes, sufficient.

Be equally careful with software names in general. Listing a product because you have seen it, opened it once, or watched a colleague use it is the most common form of overclaim in this category, and it is easy to test. A useful internal rule: if you could not complete a routine task in it unaided today, describe your exposure rather than listing it as a skill.

11. How to Identify Your Transferable Skills

Most people approach this backwards: they find a list of skills online and pick the ones that sound like them. That produces a generic list that matches no particular job. Working from your own tasks outwards produces something specific and defensible. Eight steps:

1. 1. List the important tasks from your past roles — what took your time, not what your job description said.
2. 2. Identify the problem each task solved. A task with no problem behind it is usually a routine, not a skill.
3. 3. Identify the underlying skill. Strip the employer, the product and the internal jargon out of it.
4. 4. Find evidence of using it: an output, an outcome, a record, a piece of feedback, a repeated responsibility.
5. 5. Separate the skill from job-specific terminology. If an outsider would not understand the phrase, rewrite it.
6. 6. Identify where else that skill could matter — which kinds of work rely on the same ability.
7. 7. Check actual target job descriptions. Several of them, not one, to see which requirements recur.
8. 8. Keep only the skills that are relevant and defensible. Drop anything you could not discuss for two minutes.

Step five does more work than it looks like. Internal vocabulary is invisible from the inside — phrases like “ran the weekly WIP” or “owned the RQ process” mean nothing to an outside reader, who will skim past experience that was genuinely relevant. Rewriting in plain language is not dumbing anything down; it is making it readable by the person deciding.

The examples below show the conversion. They are illustrations of the method, not statements about your background — the evidence column is the one you have to fill in truthfully from your own experience, and nobody can write it for you.

Two habits make this exercise more useful. First, write the task before you write the skill — starting from the skill tempts you into aspirational answers. Second, when you cannot fill the evidence column for a skill you are sure you have, that is a signal rather than a failure: it usually means you need to look for a different example, or that the skill is real but currently unprovable to a stranger.

12. How to Match Transferable Skills to a Job

Identifying skills produces an inventory. Matching produces an application. The difference is direction: matching starts from what the target role asks for and works back into your experience, rather than starting from your experience and hoping it lands.

The chain runs: target job requirement → related past task → transferable skill → evidence → how to explain the connection. The last link is the one most people skip, and it is the one the employer actually needs: spelling out why the earlier work is relevant, rather than leaving them to infer it.

TRANSFERABLE SKILL MAPPING

TARGET JOB REQUIREMENT
  ->  RELATED PAST TASK
      ->  TRANSFERABLE SKILL
          ->  EVIDENCE
              ->  HOW I EXPLAIN THE CONNECTION

WORKED EXAMPLE

Target requirement:
Coordinate multiple stakeholders.

Related past task:
Coordinated suppliers, floor staff and delivery schedules in retail operations.

Transferable skill:
Cross-functional / stakeholder coordination.

Evidence:
Maintained delivery and staffing schedules, resolved conflicting requirements between
suppliers and store operations, and communicated changes to everyone affected.

How I explain the connection:
"The coordination itself is the same work — several parties, competing constraints, a
fixed date. What is new to me is the project tooling and the reporting cadence, which
I would expect to learn early."

BLANK TEMPLATE

Target requirement:
Related past task:
Transferable skill:
Evidence:
How I explain the connection:
What I would still need to learn:

Target requirement:
Related past task:
Transferable skill:
Evidence:
How I explain the connection:
What I would still need to learn:

Reminders:
- Read several postings for the target role, not one.
- Record stated qualifications, licences and experience requirements separately.
  A transferable skill does not satisfy them.
- If you cannot fill the evidence line truthfully, remove the row.

Two constraints on this exercise. The candidate still has to satisfy the role’s actual qualifications and requirements — a strong mapping does not remove a licence requirement, a degree requirement or a stated minimum of direct experience. Keep those in a separate column so you do not quietly persuade yourself that relevance covers them.

And read several postings, not one. Any single posting reflects one employer’s preferences, one hiring manager’s wish list and sometimes a copied template. What recurs across five or ten postings for the same kind of role is far closer to what the work actually requires. If a requirement appears everywhere, take it seriously; if it appears once, it may be that organization’s idiosyncrasy.

13. Transferable Skills for a Career Change

A career change is where this whole exercise earns its keep, because it is the situation where your title actively works against you. Career changers tend to make one of two opposite mistakes.

The first is describing everything in old-industry language. The experience is relevant, but it is written in vocabulary the reader does not use, so the relevance never registers. This is the more common failure, and the more fixable one.

The second is claiming equivalence that is not justified — presenting adjacent experience as though it were the same as direct experience in the target field. This one is harder to recover from, because it undermines the credible parts of the application and is usually exposed at interview.

The route between them is the same four-step chain, applied to the industry gap: old context → underlying skill → evidence → new context.

Notice the wording throughout that table. “Could be relevant to”, “may provide evidence of”, “can support an application for” — these are the honest formulations. “Qualifies you for” is not, and neither is any phrasing that presents a transition as automatic. None of these moves is a recommendation for everyone; they are illustrations of how a translation is constructed.

This guide deliberately stops at the translation. The wider process — deciding what to change into, researching target occupations, comparing pay, closing gaps, testing the direction and running the transition — is covered in the how to change careers guide. If you are working out the sequence and timing around a move, the career planning guide and the career goals guide cover that side, and you can check pay for target occupations by state on the salary checker or by browsing occupations and states.

14. How to Put Transferable Skills on a Resume

Transferable skills appear in three places on a resume, and each does a different job.

The single most important principle is that you should show the skill through evidence rather than only listing it. A skills section is a set of assertions; the experience section is what makes them believable. If a reader finds a skill listed at the top and nothing supporting it below, the listing does not help — and if the skill is central to the role, its absence from your experience is conspicuous.

Again, no invented percentages. The better version is persuasive because it is specific about the situation and the action, not because it carries a number. If you have a genuine measured outcome, include it; if you do not, do not manufacture one to match the style of resume advice you have read elsewhere.

This section is deliberately brief, because choosing and wording the skills themselves is a separate subject. For the full treatment — which skills to include, how to phrase them and how to organize a skills section — see the skills for a resume guide. For the summary at the top of the page, see resume summary examples, and for complete documents to work from, see resume examples.

15. How to Talk About Transferable Skills in an Interview

An interview gives you something a resume cannot: the chance to make the connection out loud. The structure below works for most versions of “but you have not done this exact job before”.

1. 1. Name the relevant situation — briefly, with enough context to make sense.
2. 2. Explain what you were responsible for, accurately.
3. 3. Describe what you actually did.
4. 4. Identify the transferable skill by name.
5. 5. Connect it to the target job's requirement.
6. 6. Stay accurate about what you would still need to learn.

Step six is counter-intuitive and worth keeping. Naming what you would still need to learn makes the rest of the answer more credible, not less — it signals that you understand the role well enough to see its edges. Candidates who claim everything transfers perfectly tend to sound like they have not looked closely at the job.

Three worked examples follow. All three are fictional, written to show the structure rather than to be copied verbatim — the specifics have to be yours, and an interviewer can tell the difference immediately.

INTERVIEW ANSWER — CAREER CHANGER (fictional example)

"For six years I taught secondary science, and a large part of that job was
coordination rather than teaching. Each term I planned a sequence of work, arranged
shared equipment and lab time with other staff, kept progress records for around a
hundred and twenty students, and communicated with parents and department leads when
plans changed.

The skill I would name there is coordination under fixed deadlines with several
parties involved — the term dates do not move, and the people involved all have
competing constraints. Your posting asks for someone who can keep a project schedule
and keep stakeholders informed, which is recognizably the same work.

What is genuinely new to me is your project tooling and the commercial context, and
I would not claim otherwise. I have used shared trackers and documentation heavily,
so I would expect the concepts to be familiar, but I would be learning your system
and your reporting cadence in the first weeks."

INTERVIEW ANSWER — EARLY-CAREER CANDIDATE (fictional example)

"My direct work experience is limited, so let me point at what I can actually
evidence. Through my degree I completed a research project where I collected and
cleaned a dataset, analysed it in spreadsheets and SQL, and wrote it up for
assessors who were not specialists in that subject. Alongside that I worked
part-time in a café, where I handled the opening routine and trained two new
starters on it.

The skills I would name are data handling, explaining findings to a non-specialist
audience, and training someone on a process until they could run it alone. Your
posting asks for reporting support and for someone who can explain numbers to
non-technical colleagues, and that is the part I can already show.

I have not worked with your reporting platform, and I have not done this at the
volume the role involves. I am comfortable saying that is where the learning
would be."

INTERVIEW ANSWER — EXPERIENCED CANDIDATE CHANGING INDUSTRY (fictional example)

"I have spent eleven years in retail operations, the last four running a site with
a team of around thirty. The day-to-day was demand forecasting against staffing,
supplier coordination, stock accuracy and resolving whatever had gone wrong before
it reached the customer.

The transferable part is operational problem-solving and cross-functional
coordination: several parties, incomplete information, a decision needed today, and
a record afterwards of what was decided and why. Your posting describes the same
shape of work in a logistics context.

I would not present retail experience as logistics experience. Your regulatory
requirements, your systems and your margin structure are things I would have to
learn properly, and I would want to be measured on how quickly I did that rather
than on assumed familiarity."

Read those three together and the common shape is visible: a short factual situation, the skill named plainly, the connection to the posting made explicitly, and an honest boundary at the end. None of them claims a result, invents a statistic or upgrades a title. For the wider interview preparation around these answers, see the interview preparation guide.

Job-to-Job Transferable Skills Examples

Ten worked transitions. Each shows the previous work, the skills that may transfer, the kind of evidence that would support the claim, and — the column most articles omit — what may still be missing. None of these transitions is automatic, guaranteed or recommended for everyone; they are examples of how the translation is constructed, and the gap column is as important as the skill column.

The last column tends to contain the same categories: unfamiliar software, missing domain knowledge, a formal qualification, technical depth, a regulated credential, or simply direct experience in the target role. Knowing which of those applies to you is what turns a vague aspiration into a plan — and some of them, particularly regulated credentials, are requirements rather than gaps you can argue around.

Transferable Skills Worksheet

A complete sixteen-part worksheet that takes you from a target role through to one resume bullet and one interview answer. Copy it into a document and fill it in; there is no file to download, and there is nothing here you cannot keep in your own notes.

TRANSFERABLE SKILLS WORKSHEET

1. TARGET ROLE
What job or role are you considering?


2. TARGET REQUIREMENTS
List the requirements that recur across several relevant job postings.
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3. PAST EXPERIENCES
Jobs, projects, education, volunteering or other relevant experience.
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4. IMPORTANT TASKS
What did you actually do? Not the job description — the real work.
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5. PROBLEMS SOLVED
What problems did you help solve, and for whom?
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6. PEOPLE
Who did you work with, support, coordinate or communicate with?
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7. INFORMATION
What information or data did you analyze, create or explain?
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8. TOOLS
What tools and systems did you actually use, and how regularly?
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9. UNDERLYING SKILLS
Translate the duties above into skills, without employer-specific jargon.
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10. EVIDENCE
What can you truthfully point to for each skill?
Skill:            Evidence:
Skill:            Evidence:
Skill:            Evidence:
Skill:            Evidence:

11. TRANSFERABILITY
Where else might each skill apply? Where might it not?
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12. TARGET CONNECTION
Why does each retained skill matter for the target role specifically?
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13. GAPS
Which target requirements are not supported by your existing experience?
Include qualifications, licences, credentials and required experience separately —
these are not things a transferable skill can cover.
-
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14. NEXT ACTION
What single action could help close one important gap, and by when?


15. RESUME VERSION
Write one accurate bullet that shows a skill through evidence.


16. INTERVIEW VERSION
Write one short, true example you could tell out loud in under ninety seconds.


Accuracy check before you use any of this:
- Could you defend every line in a conversation with someone who does the target job?
- Have you avoided inflating titles, scope or proficiency?
- Have you described non-work experience as what it was, rather than as employment?
- Have you separated "I have used this" from "I am proficient in this"?

Sections 13 and 14 are the ones people skip and the ones that matter most over time. A documented gap with a next action attached is the difference between knowing you are not ready and doing something about it. If a gap turns out to be substantial, the professional development plan guide covers how to build capability deliberately rather than hoping it accumulates.

Common Transferable Skills Mistakes

Fourteen recurring errors, most of which come from one of two places: claiming more than the evidence supports, or claiming less because the experience was never translated.

Frequently Asked Questions