Job Shadow Handbook

7/30/2019 Job Shadow Handbook

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THE JOB SHADOWINGHANDBOOK

Santa Cruz County Schools

Your Future Is Our Business

Job Shadow Day allows students to visit a worksite and "shadow" an employee

for several hours, observing and assisting them with their work. This structuredworksite experience provides students with a preview of the world of work andthe range of career opportunities available to them. Job shadowing is integral tomaking the connection between school and work.

2012

SCCS

YFIOB

1/1/2012


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16500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org

THIS HANDBOOK WAS UPDATED BY

Your Future Is Our Business and funded in part by the Chancellor's Office, California

Community Colleges, SB-70 grant 09-140-411. 2012 Chancellor's Office, California

Community Colleges in response to the local need for a comprehensive tool to assist in

instituting work-based learning activities within the high schools in Santa Cruz County. It isintended to serve as a practical guide for job shadowing procedures and is designed for

students, schools and cooperating business and industry firms in Santa Cruz County.

Primary material for this handbook was gathered from the Monterey Bay Regional Partnership

pilot job-shadowing program beginning in 2000 and updated in 2012. Additional source material

was compiled by Your Future is Our Business of Santa Cruz County from the Boston Private

Industry Councils Groundhog Job Shadow Day Host Packet from 2002. Several local high

schools and their school-to-career site coordinators have contributed their expertise and

experiences to make this a workable and useful guide. A limited amount of material has been

drawn from various state and national school-to-work organizations. This handbook synthesizes

the necessary steps that assure a quality job shadowing experience that meets the high

standards and needs of students, schools, business, and industry. This handbook reflects the

growing pains and subsequent experiences of schools and cooperating employers within Santa

Cruz County. The procedures and forms developed are an outgrowth of those experiences.

This handbook is intended as a living document in that it will change and grow with new

experiences and ideas. Hence, as recommended procedures change or new and more efficient

forms are developed, those procedures and forms can be added or replaced in the loose-leaf

format.

Should you, as a practitioner of work-based learning experiences, have suggestions for

improvement or enhancement of this handbook, or have any need for assistance, please

contact us.

Your Future is Our BusinessC/O Cabrillo College6500 Soquel Drive

Aptos, California 95003Phone: 831-477-5651FAX: 831-477-5636E-mail:[email protected] Site:www.yfiob.org

Please join us as we ensure that each and every student gets the excellent academic

education, comprehensive career information, and practical work experience he or she needs tosucceed.

(Special thanks to Amy Dahlen of YFIOB for the compilation and updating of the handbook)
mailto:[email protected]:[email protected]:[email protected]://www.yfiob.org/http://www.yfiob.org/http://www.yfiob.org/mailto:[email protected]


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TABLE OF CONTENTS

HOW TO USE THIS HANDBOOK 3

THE WHAT, WHY, WHEN, AND HOW OF JOB SHADOWING 4

FAQ SHEET 5

INTRODUCTION TO JOB SHADOWING 6

BENEFITS OF THE JOB SHADOWING PROGRAM 7

LIABILITY 8

MAKING THE MATCH 10

TEACHER CHECKLIST 11

FOLLOW UP ACTIVITIES 12

IT'S A TEAM EFFORT: JOB SHADOW DAY WRAP-UP SESSION 13

MORE THAN MEETS THE EYE ACTIVITY 15

STUDENT INFORMATION AGREEMENT 17STUDENT RESUME 18

SAMPLE PHONE/EMAIL SCRIPT 19

STUDENT CHECKLIST 20

STUDENT QUESTIONS 21

STUDENT VERIFICATION FORM 23

STUDENT EVALUATION 24

STUDENT SAMPLE THANK YOU LETTER 25

PARENT INFORMATION 26

PARENT/GUARDIAN CONSENT 27

WORKPLACE HOST CONDUCT STANDARDS 28

WORKPLACE HOST GUIDELINES 29

WORKPLACE HOST INFORMATION 30

GENERAL INFORMATION 31

WORKPLACE HOST'S ROLE 33

QUESTIONS TO ASK YOURSELF AS THE HOST 34

ACTIVITIES AND SKILLS TO DEMONSTRATE 35

PLAN OF THE DAY'S ACTIVITIES 36

WORKPLACE HOST EVALUATION 37

YFIOB COORDINATOR CHECKLIST 38

SAMPLE JOB SHADOW CONFIRMATION EMAIL 40

SAMPLE CORRESPONDENCE EMAILS 41


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HOW TO USE THIS HANDBOOK

STEP ONE:

READ ME!

STEP TWO: If you/your site are already doing Job Shadowing - HURRAY!

Hopefully, some of this information will support your activities.

If you/your site are beginning to look at Job Shadowing, here are suggested next steps:

STEP THREE:

Present the idea of Job Shadowing to your site administration and staff. The WHAT, WHY,

WHEN and HOW and the FAQ Sheet can be helpful handouts. Support, Liability, and

Making the Match will be key issues.

Consider doing a short in-service at a faculty meeting or staff development day.

Presentations to parent groups and school boards can raise awareness and generate

support.

STEP FOUR:

Decide whether to either pilot Job Shadowing by integrating it into a class curriculum

(preferably a required class) or pilot with a small group of interested students. If you are

going to pilot Job Shadowing with a small group of students there will need to be a

designated coordinator for these students. It could be a teacher, counselor, STC site

leader, or parent.

STEP FIVE:

Refer to the example of integrated classroom activities and the process forms in the

teacher information section.

STEP SIX:

Survey the parents at your school site for supporting Job Shadowing activities. Parents list

their careers and allow themselves to be shadowed, or they can directly support students in

contacting worksite hosts.

Local organizations such as business/education intermediaries, service organizations,

and chambers of commerce can provide support for making connections to the business

community.

What you find presented here has either been borrowed from best practices or arrived at through

the school of hard knocks! Please use what works for you, and feel free to customize any of these

materials.

Need more help or information? Please contact our program administrator: Vera Chesnut

[email protected], 831-477-5651.


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THE WHAT, WHY, WHEN, AND HOW OF JOB SHADOWING

What's so great about Job Shadowing?

Job Shadowing can provide experiences that are as unique as every person whoparticipates. Job shadowing immerses each student in the world of work, where they can getfirst-hand information about job skills and careers. By bringing students into the workplace tosee a marketing professional or a health care technician at work, very real and tangibleoptions come alive for them.

Why would students benefit from Job Shadowing?Job Shadowing is a privilege and an opportunity that will:

Allow students to connect with adults in career fields of their interest and experience theworkplace and workday first hand.

Demonstrate the connection between academics and careers, encouraging students tolearn by making their class work more relevant.

Build community partnerships between schools and businesses that enhance theeducational experience of all students.

Introduce students to the requirements of professions and industries to help them prepareto join the workforce of the 21st century.

Encourage an ongoing relationship between young people and caring adults.

When is Job Shadowing the most successful?

To maximize success:

Integrate Job Shadowing activities into a specific required class (such as Economics).The standards, preparation, and follow-up must be part of a curriculum.

Begin planning early in the school year.

Develop school wide and district awareness and support.

Match students based upon their specific interests.

Make Job Shadowing available to all students.

Make this activity a specific class requirement.

Consider making Job Shadowing a graduation requirement.

How can Job Shadowing activities be coordinated?There several ways that Job Shadowing is being coordinated to be successful. The critical issuesare:

Integration into a required class curriculum.

Assessment of student readiness skills (including student interest and schedule).

Making the match - This can be done several ways: by the student directly, with supportfrom parents/school site staff, or by an intermediary organization.

Respecting the business community-Avoiding business burnout is addressed through the

development of good communication structures, community awareness, and the use of anappropriate database.


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FAQ SHEET

What is Job Shadowing?

Job Shadowing is an activity which allows a student to spend time in the workplace with a

person who has a job that is of interest to the student. This structured worksite experience

provides students with a preview of the world of work and the range of career opportunitiesavailable to them. Job shadowing is integral to making the connection between school and

work.

As a student, why would I want to participate?

Students can have the opportunity to spend 2-4 hours with someone who does something

that they think is interesting. They will get a first hand, up close view of what it is really like

to be in that job, and they will have a great opportunity to ask questions about what it

takes to be in that job.

Aren't liability issues a big concern when you have students at the workplace?

The job shadow experience is considered a field trip, and most schools have liability

policies in place, insuring students for these activities. You can check with the specific

school district to determine the extent of their insurance coverage. Sending students out inpairs or groups will avoid concerns about having students with "unknown" adults.

What about transportation?

This is handled in various ways depending on school policies, location, funding sources,

etc. Students can go by school or city bus, private vehicle (school district policies must be

followed), or on foot. Parents and service clubs often help with transportation.

As a teacher, I want to know how this activity can fit into the curriculum?

There are activities listed in the Job Shadowing Handbook. An example of a follow-up

activity would be to have students do an oral presentation (Power Point, if possible) based

on their experience. Invite work site hosts to the classroom for the presentations.

Do students go out individually, in pairs or in larger groups? All of the above.

Why would an employer or business want to participate?

Students are the workforce of the future! It is always a WIN/WIN experience when adults

share their life experiences with young people.

Does this really make an impact on students?

"Since visiting Impact Solutions, I have filmed my own short movie, which I was lucky

enough to edit at their studio. In my opinion, every student should look into job

shadowing. I regret that I did not have this experience earlier." -Cam Archer, a high

school junior.

Who do I contact for more information or to get involved?

Please contact our program administrator: Vera Chesnut [email protected], 831-477-5651.


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INTRODUCTION TO JOB SHADOWING

Whether you are a participating employer, educator, or volunteer host participating in job shadowing iseasy and fun. Job shadowing immerses each student in the world of work, where they can get first-hand information about job skills and careers. By bringing students into the workplace to see a

marketing professional or a health care technician at work, very real and tangible options come alivefor them. Job shadowing provides exciting reasons why students should stay in school. It creates acritical link between education and success.

Job Shadowing is a popular work based learning activity because it provides students withopportunities to gather information on a wide variety of career possibilities before deciding where theywant to focus their attention. Job shadows involve student visits to a variety of work places duringwhich time students observe and ask questions of individual workers. Job shadows are designed sostudents play an active role in learning. Classroom exercises conducted prior to and following the jobshadow experience are designed to help students connect their experience to their course work andrelate the visits directly to career pathways, related skill requirements, and post- secondaryeducational options.

Job Shadow Day allows students to visit a worksite and "shadow" an employee for several hours,

observing and assisting them with their work. This structured worksite experience provides studentswith a preview of the world of work and the range of career opportunities available to them. Jobshadowing is integral to making the connection between school and work.

Job Shadow Day helps students:

Gain awareness of the variety of skills needed for certain jobs

Identify possible career interests

Understand the connection between school and work

Apply and develop the skill of interacting with adults

Learn how to behave in a professional environment

GOALS OF THE SHADOWING PROGRAM

Students learn by making their class work more relevant.

Builds community partnerships between schools and businesses that enhance theeducational experience of all students.

Introduces students to the requirements of professions and industries to help them prepare tojoin the workforce of the 21st century.

Encourages an ongoing relationship between young people and caring adults.


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BENEFITS OF THE JOB SHADOWING PROGRAM

Job shadowing can provide experiences that are as unique as every person who participates. For thestudent who has never understood the point of school, a shadowing experience can show howeducation can be translated into rewarding and financially secure future. For the teacher looking for

new ways to motivate students, it can provide a fun and unusually hands-on experience thatdemonstrates the link between schoolwork and real life, answering the question, "Why do I have tolearn this? For those in the work place, being a host site can help forge personally satisfyingconnections with young people that could ultimately contribute to building a more prepared andfocused workforce of tomorrow.

Workplace Benefits

Showcases your place of work by increasing visibility in your community.

Prepares our future work force.

Informs students about careers in your industry or line of work.

Enables employees to easily participate in a community activity.

Strengthens and promotes involvement in education.

Volunteer Benefits

Introduce the world of work to a young person in just a few short hours.

Become a positive adult role model.

Showcases the volunteer's skills and education.

Impact a young person's life in a fun way.

Teacher Benefits

Invites teachers to see the modern applications of a basic education. Provides up-to-date job examples to share with other students.

Enables teachers to see new technologies being used.

Showcases their students in the community.

Enables students to understand the relevance of what is being taught.

Student Benefits

Provides an up-close look at workplaces and careers.

Demonstrates the link between education and future success.

Creates a new connection to the world of work.

Provides important information to make smart career choices. Prepares a personal action plan to get the education and skills needed to pursue career

interests.


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LIABILITY

All participants in job shadowing activities should be aware of basic issues surrounding liability.

While no individual or firm is completely protected from the threat of legal action, there are certain

definitions and practices of which participants should be cognizant. The following is not intended to

serve as legal advice, but as useful information to address basic liability questions a school oremployer might raise.

Worker's Compensation

Under section 51769 of the California Education Code, a "Job Shadowing Experience" is

defined as a visit to a workplace for the purpose of career exploration for no less than three

hours and no more than 25 hours in one semester, intercession, or summer school

session.

Section 51769 also states that when a student is engaged in approved Job Shadow

activities, the school is considered to be the employer (under Division 4 commencing

with Section 3200 of the Labor Code) of persons receiving this training unless thepersons during the training are paid a cash wage or salary by a private employer.

Students in Job Shadowing situations who do what is defined as "no productive work,"

but are school district's insurance, unless employers elect to provide coverage for the

students.

General Liability

There are complex laws that address the full spectrum of personal injury and personal liability.

Generally, the Job Shadowing student is subject to the same responsibilities at the work place

for safety and conduct as is any other public visitor. It is the responsibility of the sponsoring

employer to provide any necessary safety instruction and or equipment as well as enforce theuse of such safety equipment to the Job Shadowing student as it would to any other visitor or

vendor visiting the workplace.

All Job Shadowing students will be instructed by the school about their personal responsibility

for conduct and safety in the workplace. Any specific safety concerns should be provided to

the school in advance.

In case of emergency

In the event that the student must seek medical attention or in case of an emergency while at

the workplace, the workplace host will follow theircompanys protocol and contact person

listed on the student verification form.


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Transportation

Schools are advised to follow their respective district policies regarding transportation of

students off campus. Most schools treat Job Shadowing transportation as a field trip activity

invoking district written policy covering field trips. Transportation plans during Job Shadowing

activities should be pre-approved by the school through the principal or his/her designee. Inall cases the parent or legal guardian must approve transportation plans.

Workplace Host Conduct Standards

The following standards are presented to help employers understand the practices expected of them

as sponsors of a student Job Shadow experience. While these standards seem to be self-evident, it is

important to list them. Sponsors should instruct their employees or volunteers to not:

Have any inappropriate contact with any student met through their Job Shadowing, including

those students 18 years of age or older.

Engage in any job shadowing experience with any student without the prior consent of thestudent's school principal or designee.

Some examples of inappropriate conduct include, but are not limited to:

o Violations of state laws regarding child abuse, and or providing alcohol or

controlled substances to minors.

o Use of profanity or inappropriate language in the classroom or workplace.

o Physical contact which is inappropriate to a mentor-pupil professional relationship

considering the age and sex of the student.


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MAKING THE MATCH

There are three basic Job Shadowing options:

A one to-one match

Two or more students shadow a single worksite host

A group of students visits a company, and each student is matched to an employer

Several processes can be used to match students with worksite hosts depending upon the type of

match and the resources available at the school site to support this process.

It is optimal for students to make the contact with the worksite host themselves if it is a

one to one match. Preparation and coaching for contacting a worksite host is important.

A student may know of someone in a specific career they can contact, or they can get

support/ideas from parents, counselors, or teachers at the school site, or they can use

an available database. When two or more students are going to Job Shadow a single worksite host, it is

important for a designated person to make the contact and do the coordination this

could be a student, teacher, parent, counselor, or intermediary coordinator.

If a group of students is going to visit a business and be matched with employees,

someone must be designated to plan and coordinate this activity.

Respecting the business community and avoiding employer "burn-out" is critical to

continuing and sustaining these valuable opportunities for students. It is important to

focus on supporting communication structures and processes that will ensure successful

relationships with our business partners.


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TEACHER CHECKLIST

JOB SHADOWING needs to be integrated into the classroom curriculum with student readiness

skills, assessment, and with process and follow up activities included.

2-4 Weeks Before Job Shadow:

Schedule orientation meeting with YFIOB coordinator for students and coordinators.

Help students decide what careers they want to shadow.

Have all coordinators and participating students fill out online profile at

www.workplaceconnections.net.

Have student complete STUDENT RESUME form.

Give lesson on making phone calls to businesses.

Prepare questions.

Coach on proper dress, conduct, time management. Get all required forms filled out/signed on time.

Clarify transportation issues.

Student assessment -Who is ready to participate?

1 Week Before Job Shadow:

Refer student to STUDENT CHECKLIST form.

Make sure required consent forms are signed.

Support students calling the worksite host the day before to confirm their meeting time and

place. This has proven to be an essential part of the process, insuring good

communication and a successful experience for both student and employer.

Review proper dress, conduct, and the need to ARRIVE ON TIME!

Review any forms, assignments, or other classroom expectations.

Confirm transportation and site visits.

Determine who students should contact for last minute problems/emergencies.

Day of Job Shadowing:

Troubleshooting may be necessary.

Day After Job Shadowing:

Give students time for debriefing session.

Complete follow-up activities, including thank you notes.


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FOLLOW UP ACTIVITIES

Write and mail follow-up thank you letter.

Have students break into groups and brainstorm what skills are needed in the workplace today

and in the future. In the larger groups, have students arrange the skills into categories(interpersonal, technical, etc.). You could discuss the SCANS competencies and skill areas.

Write report/essay on what the student observed and what interested them most.

Other topics:

o How does this profession fit into society and the changing economy?

o What are some recommendations for preparing for a career in this field?

o What is the relationship between career choice and lifestyle choice (i.e. leisure time,

home life, social life, vacation time, dress requirements, hobbies and community

service)?

Have students write "Job Descriptions" for the same job in 1900, 1950, and 2000 based upon

what they learned from their experience.

Oral presentations - share information about job shadow experiences. If possible create a

power point presentation. Have the students invite some of the workplace hosts to these

presentations.

Pictorial Collage - use the information gathered from job shadow site and from research on the

career that was shadowed.

Brochure, Advertisement, Flyer - giving information about the experience, business, or career.

Newspaper Article - Sharing the experience to the larger community; submit to school or local

newspaper.


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IT'S A TEAM EFFORT: JOB SHADOW DAY WRAP-UP SESSION

If teachers participate in Job Shadow Day, they can collaborate with Workplace Hosts to conduct the

following activities on site to conclude the day's experience for students. This activity is designed to

illustrate how different departments in the world of work are interrelated, and how teamwork plays an

integral role in getting any job done. It will also demonstrate that every employee counts in the success

of the workplace.

Materials Needed: 40 organizational charts (provided by host site), 40 copies of attached worksheet, 40pencils

The teacher and the Workplace Host wrap up the day, making the following points:

The world of work is within reach for every student.

The jobs that students will hold in the future will be as different as the ones seen here today.

Each job is important to the success of the workplace.

Ask the students: "From what you saw today, what do you think are the overall goals of thisworkplace?" (The answers may include the following: to make a profit, to provide a good service, to

help the community, etc.). Have Workplace Hosts remind the students what the real goals of theworkplace are.

Activity:

Pass out the organizational chart to the students. Explain that an organizational chart graphicallyillustrates how a workplace operates. It depicts which departments report to the senior leadership or toanother department. Give a specific workplace example of how this works. Break students into fivegroups and distribute the "It's a Team Effort" worksheet to each student. Before this activity, pick fivedepartments in your workplace to eliminate - one per group. Write them on separate sheets of paper,and pass out the name of ONE eliminated department to each group. Be sure the other groups do notsee them.

Tell the students you have just given them the name of a department and that you want them to cross

out that department's name from the organizational chart. Each group has been given a differentdepartment; their job will be to identify what might happen if that department was eliminated from theworkplace. Give the groups 10 minutes to fill out the worksheet. Tell each group to select a recorderand a reporter. The recorder will write down the information for the group, while the reporter willsummarize the group's answers to the entire class. The teacher and the workplace host should movearound the room to help facilitate group discussion. Remember that this is not a test! Answering all ofthe questions will be key to student.


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Summarizing the Findings

Tell the class they will have to listen to the groups answers very carefully, as it will be the classassignment to try to guess which department was eliminated from the reporting group'sorganizational chart. Each reporter must be allowed to present his/her full answer before the class isallowed to guess (no interruptions). Suggest that the class refer to the organizational chart. Once the

correct answer is given, the next reporter should be called.Wrap up the discussion by summarizing the activity for the students:

It is the combined skills of all the employees that allow the workplace to operatesuccessfully.

Every department is key to the overall success of the workplace.

The departments work together to successfully meet the workplace's goals.


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MORE THAN MEETS THE EYE ACTIVITY

Just how keen are your observation skills? One of your responsibilities today was to observe andlearn as much as possible about the work environment you got to visit. You probably saw there is alot more to a work site than just delivering a product or service.

Use the following checklist to remember the people, equipment, facilities, and employee benefitsyou have either seen or heard about. You have five minutes to write down answers in the columnmarked "Observations or Comments" After you are finished, the workplace coordinator will providethe correct answers. Next, total your points to see how well you did. Good Luck!

Observation Topic: _________________________________________________________

Observation or Comments: ___________________________________________________

Points: ___________________________________________________________________

Your Score: _______________________________________________________________

The People: The most important resource at a work site it its people.

Describe the clothing people wore. (2 points)

Do different jobs require different clothes? If so, give an example. (3 points each)

How did people treat each other? (2 points)

Did everyone have the same workspace? Give examples. (3 points each)

How did people answer the phone? (3 points)

The Facilities: Employers typically offer amenities or "extra" facilities for their employees. Which of thefollowing did you observe? (2 points each, unless otherwise noted)

Lunch room/break room?

Exercise/work-out room?

Showers?

Child care center?

Health care/first aid?

Outside seating area?


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The Technology: Workplaces today use a variety of cutting edge technologies.

How many computers does this company have? (5 points)

Which software programs did you observe? (2 points each)

What other equipment besides computers do employees use at their desks? (2 pointseach)

What other technology is used to make a product or deliver a service? (3 points each)

The Benefits: Many employers offer more than a salary or hourly wage. What other benefits areoffered at this workplace? (2 points each)

Health care plan?

Dental plan?

Disability insurance?

Education reimbursement?

Advanced job skills training?

Other services, such as dry cleaning or car maintenance?

Total Points ______________

After the workplace coordinator gives you the right answers, tally up your score using the following

guide.

15 points: NEW EMPLOYEE (NEWBIE)

16 - 30 points: MANAGER (YOU'RE GOING PLACES)

31 - 40 points: VICE PRESIDENT (CONGRATULATIONS)

41 - 50 points: PRESIDENT AND CHIEF EXECUTIVE OFFICER (WOW, IMPRESSIVE)

50 + points: CHAIRMAN OF THE BOARD!!!


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STUDENT INFORMATION AGREEMENT

JOB SHADOWING is an opportunity and a privilege. Many professionals in our community arewilling to have a student(s) spend time with them so that the student will be able to get a first handview of the workplace. If you want to participate in this opportunity, please complete the followinginformation and agreement, and return it to your teacher or job shadow coordinator.

NAME:__________________________________________________________________

SCHOOL:_______________________________________________________________

EMAIL: _________________________________________________________________

PHONE: ________________________________________________________________

CAREERS/INDUSTRIES OF INTEREST

Please give first and second choice

1._______________________________________________________________

2._______________________________________________________________

AGREEMENT OF UNDERSTANDING

I understand that in order to participate in job shadowing I am responsible for the following:

Turning in an interest/agreement form, a resume form, and a signed parent consent form.

Getting signed approval from teachers if necessary.

Being responsible for my own transportation (some help from parents, teachers, business

people may be available).

Calling the day before the job shadowing activity to confirm (or cancel if necessary).

Dressing and conducting myself in an appropriate manner.

Sending a thank you letter within one week of the experience.

Completing any follow up assignments/activities as required.

Signature:_________________________________

Date: _____________

Return to: ___________________

Date due: ___________________


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STUDENT RESUME

NAME:

SCHOOL: GRADE LEVEL:

CAREER INTERESTS:

JOB EXPERIENCE: List three job experiences you have had. You may include baby-sitting, paperroutes, yard work, washing cars, writing for a school newspaper or participating in a school-basedenterprise, etc.

JOB DESCRIPTION DATES

SPECIAL SKILLS: List what skills you already have to be successful on the job, such ascomputer skills, good communication, or using a calculator.

INTERESTS AND HOBBIES: List any clubs, hobbies, and interests you may have, such asmusic, sports, art, computers, nature, martial arts, video games, etc.

COMMUNITY SERVICE:

PLANS FOR AFTER HIGH SCHOOL


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SAMPLE PHONE/EMAIL SCRIPT TO REQUEST A JOB SHADOWHello. May I speak with please?

My name is . l am a student at .

As a part of our class, we are required to spend time Job Shadowing someone who is in a job that

we are interested in. Would you be willing to allow me to spend 2-4 hours with you at yourworkplace?

I can send you information about myself and about Job Shadowing, along with some questions

that I am hoping to get answered. Should I mail, fax or email you?

I would be available to do Job Shadowing on _____________________ at .

What day and time would work for you? .

How do I get to your workplace? _

Thank you very much. I will be sending you the information and contacting you the day before to

confirm our arrangements.

If you have questions, please contact at .

SAMPLE PHONE/EMAIL SCRIPT FOR STUDENT INTRODUCTION

Dear__________,

Thank you for giving me the opportunity to shadow you on (date) at (time). I am interested in your

line of work because _______. I have prepared some questions to bring along to learn more

about you and your business. I am attaching my resume to let you know a little about me as well.

Please let me know if you have any questions before hand. I am looking forward to our meeting.

Sincerely, _________________________


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STUDENT CHECKLIST

Before the Job Shadow

Fill out and sign the STUDENT INFORMATION/AGREEMENT form.

Fill out student profile at www.workplaceconnections.net Complete the STUDENT RESUME form.

Turn in both forms to: Date due: ______________

Get PARENT CONSENT form signed and returned by: ________________

Get any necessary teachers' signatures turned in by: _____________________

Confirm transportation arrangements.

Call the day before the job shadow to confirm (or cancel if necessary).

Day of Job Shadow:

Take with you:o STUDENT PLACEMENT INFORMATIONo QUESTIONSo STUDENT VERIFICATION formo Photo IDo Something to write with.

Dress appropriately.

Arrive on time.

Conduct yourself in a professional manner.

Introduce yourself (strong handshake and direct eye contactare important!).

Get the VERIFICATION form signed.

Thank your workplace host and shake hands.

After the Job Shadow:

Write a thank you letter, and mail it within one week of the visit.

Complete all other required assignments.

Complete online STUDENT EVALUATION


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STUDENT QUESTIONS

Student's Name: School:__________________________

Name and job title of person being job shadowed:

_________________________________________________________________________

Company/Business:________________________________________________________

The following is a list of questions that should help you get the most out of your job shadowing

experience. It is important to ask some questions of your own as well. You can use this sheet

to take notes on.

Introductory Questions:

1. What is your job title?

2. What are your responsibilities?

3. How did you come to be in this job?

4. What is a typical day like for you?

5. What do you like most about your job?

6. What education and training did you need to get this job?

7. What hours do you normally work?

8. What kinds of problems can arise on a job like this?

9. What do you like least about your job?

10. How would you recommend for someone to prepare to be in this type of profession?


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Questions About Job Skills

1. What did you learn in high school that has helped you most in this job?

2. How do you use the following skills in your job:

Reading

Writing

Math

Computer skills

Listening skills

Speaking skills, public speaking

3. What types of teamwork or collaboration do you do?

4. What kinds of problems do you need to solve on the job? What skills do you need to solve them?

5. What do you wish you had studied more in school?

6. Write any questions that you would like to ask.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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STUDENT VERIFICATION FORM

STUDENT'S NAME: _____________________________________________________________

SCHOOL: _____________________________________________________________________

STUDENT CONTACT INFORMATION: ______________________________________________

EMERGENCY CONTACT INFORMATION: ___________________________________________

DATE OF JOB SHADOW:_________________________________________________________

NAME OF WORKSITE HOST: _____________________________________________________

JOB TITLE OF WORKPLACE HOST: _______________________________________________

NAME OF COMPANY/ORGANIZATION:_____________________________________________

ADDRESS OF COMPANY/ORGANIZATION: _________________________________________

______________________________________________________________________________

PHONE NUMBER: _______________________________________________________________

COMMENTS:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________

Signature of Workplace Host

________________________

Signature of Student


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STUDENT EVALUATION

The following is a list of questions that will be sent electronically to the student.

Rated questions:

The rating is as follows: 1=I dont know 2=Strongly disagree 3=disagree 4= agree

5=Strongly agree

My job-shadow experience provided me an up-close look at workplaces and careers.

I learned how much education is needed for this profession.

I learned what skills are required to do this job.

I was provided important information to help me make smart career choices.

My job-shadow host was able to answer most of my questions.

I saw how technology was used in the workplace.

I have a better understanding of the technology skills that I will need to have to do this

job.

I feel I have a better understanding of the requirements for a job in this career.

I found it easy to interact with adults in my job-shadow experience.

I enjoyed my workplace experience.

I would recommend Job Shadowing to other students.

Open ended questions:

What did you enjoy about this experience?

What problems did you encounter?

What would have made this a better experience for you?

What was the most interesting thing you learned?

Any additional comments?


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STUDENT SAMPLE THANK YOU LETTER

It is important to thank the person who you have Job Shadowed. Your letter does nothave to be

lengthy. However, it should be sincere and personal. Please mail it out no later than one week after

your Job Shadow experience. Be sure to have an adult proof read the letter before you send it out!

Sample Letter

DATE (do not abbreviate)

Mr./Ms. _____________________

Business Address

Dear__________________________,

Thank you for taking time to meet with me (yesterday/the date). I found it interesting to learn more

about you and your (job, career, profession, industry, company). The most interesting thing that Ilearned was. . . . I especially (liked appreciated, was impressed by, enjoyed, was surprised by).

This was a valuable experience for me because (list three or four reasons) It was

very thoughtful of you to ____________

Again thank you for helping me with my career exploration.

Sincerely,

Your Name: _____________________

School: __________________________


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PARENT INFORMATION

JOB SHADOWING is an opportunity and a privilege. Many professionals in our community

are willing to have a student(s) spend time with them at work.

This opportunity will:

Allow students to connect with an adult in a career field of their interest and experience the

workplace and workday first hand.

Demonstrate the connection between academics and careers, encouraging students to

learn by making their class work more relevant.

Build community partnerships between schools and businesses that enhance the

educational experience of all students.

Introduce students to the requirements of professions and industries to help them prepare

to join the workforce of the 21st century.

I would like to support job shadowing by:

Endorsing and promoting this activity on behalf of my:

Business:____________________________________________________________________

District: ______________________________________________________________________

Government Agency: ___________________________________________________________

Allowing myself to be "shadowed.

____ Helping students with transportation needs in getting students to their job shadow site.

Name: _________________________________________

Profession: _____________________________________

Phone :_________________________________________

Email: _________________________________________


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PARENT/GUARDIAN CONSENT

Your son or daughter has applied and has been accepted to do a Job Shadowing experience. This

activity is considered a field trip. In order to participate, this form must be filled out, signed and

returned to the appropriate person at your school.

Permission to Participate in Worksite Job Shadowing

My son/daughter, __________________________________________, may participate in a Job

Shadowing experience, which will take place on ______ between the hours of

____________________ and at___________________________.

Permission to Travel to the Worksite

I understand that my son/daughter will travel to the worksite by

__________________________

Photo Release

I understand that Job Shadowing may attract attention from the media and is also used to promote

partnerships between schools and employers, so there is a possibility that students may be

photographed during their experience. I grant permission to photograph my son/daughter,

_______________ for promotional/educational purposes.

Signature of Parent/Guardian_____________________________ Date_______________


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WORKPLACE HOST CONDUCT STANDARDS

The following standards are presented to help employers understand the practices expected of them

as sponsors of a student Job Shadow experience. While these standards seem to be self-evident, it

is important to list them.

Sponsors should instruct their employees or volunteers to not:

Have any inappropriate contact with any student met through their Job Shadowing, including

those students 18 years of age or older.

Engage in any job shadowing experience with any student without the prior consent of the

student's school principal or designee.

Some examples of inappropriate conduct include, but are not limited to:

o Violations of state laws regarding child abuse, and or providing alcohol or

controlled substances to minors.

o Use of profanity or inappropriate language in the classroom or workplace.

o Physical contact which is inappropriate to a mentor-pupil professionalrelationship considering the age and sex of the student.


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WORKPLACE HOST GUIDELINES

Name: _________________________Company: __________________________________

Thank you for allowing___________________________ ____________________________

Students name Students school

to "shadow" you on : M T W Th F ___________________________________________

(Circle day) Date

Time: to . He/she will be calling you the day before to confirm (orcancel if necessary). If you should have questions or last minute changes please contactthe coordinator for this event.

_____________________________________________ _______________________

Coordinator's Name/phone

Please find attached:

Guidelines and suggestions for a successful experience

The student's resume

A list of questions that the student has been given

Purpose of Job Shadowing:

Allows students to connect with an adult in a career field of their interest and experience theworkplace and workday first hand.

Demonstrates the connection between academics and careers, encouraging students to learnby making their class work more relevant.

Builds community partnerships between schools and businesses that enhance the educationalexperience of all students.

Introduces students to the requirements of professions and industries to help them prepare tojoin the workforce of the 21st century.


Guidelines and Suggestions:

Plan for the time that you will spend with your student to best fit your schedule.

Please allow some time for the following:o showing the student around the workplace.o answering some of the interviewing questions.o an opportunity for the student to "shadow" you while you work.o hands-on experience if appropriate.

Many of the students will be nervous at first, and it is important that you set the tone and

explain the schedule for the time you will be spending together. Since you will have thestudents resume ahead of time, you will have the sense of his/her interests and can use theseas topics for icebreaker questions.


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WORKPLACE HOST INFORMATION

Job Shadowing:

Allows students to connect with an adult in a career field of their interest and experience the

workplace and workday first hand. Demonstrates the connection between academics and careers, encouraging students to learn

by making their class work more relevant.

Builds community partnerships between schools and businesses that enhance the educationalexperience of all students.

Introduces students to the requirements of professions and industries to help them prepare tojoin the workforce of the 21" century.


I would like to support Job Shadowing by:

Endorsing and promoting this activity on behalf of my

Business:_______________________________________________________________

District: ________________________________________________________________

Government Agency: _____________________________________________________

Allowing myself to be "shadowed.

Helping students with transportation needs in getting to their job shadow site.

Name: _______________________________________________________________________

Profession: ________________________________________________________

Phone:____________________________________

Email:_____________________________________


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GENERAL INFORMATION

Job Shadow Day is a natural partnership between the classroom and the workplace. Before thevisit, the students participate in activities that prepare them for the visit. During the experience,workplace hosts should conduct activities with students that demonstrate job skills and educationalrequirements. After the site visit, the students participate in post activities to reinforce and sharewhat they learned.

ROLE OF YOUR ORGANIZATION

Identify a lead person to coordinate Job Shadow Day activities.

Inform employees about Job Shadow Day and recruit shadow hosts.

Disseminate relevant information to shadow hosts.

Provide time for shadow hosts to prepare for students.

Ensure that all participating employees complete the online host profile sheet.

ROLE OF THE WORKPLACE HOST

Shows a desire to work with students and introduces them to the positive aspects of work.

Has ability to communicate openly and in a nonjudgmental fashion with students.

Wants to invest in a student's current and future career path.

Has ability to work with persons of different educational, economic, cultural, religious andethnic backgrounds.

Is capable of linking learning to work place skills.

Is willing to spend approximately one hour reviewing materials and planning in preparationfor the day.

Is willing to dedicate part of the workday to the student and remain fully available to thatstudent during the visit.

Gives visiting students explanations of workplace safety and security policies andprocedures.

Helps students understand skills needed for the job.

Demonstrates and explains effective work methods.

ROLE OF THE STUDENT

Demonstrates desire to explore career options, personal skills, attributes.

Willing to develop a personal action plan to improve education and skills.

Participates in preparatory activities conducted by the school

Follows all safety and security policies and procedures of the employer.

Actively participates in activities structured by the Workplace Host


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ROLE OF THE TEACHER

Identifies interested students.

Provides the Workplace Coordinator with descriptions of participating students, includingtheir special needs and interests and courses of study.

Teaches students a selection of pre- and post-job site activities.

Collects Parent/Guardian Consent Form and Medical Authorization.

Arranges student's transportation to work site.

Accompanies students to site or manages supervision.

ROLE OF YFIOB COORDINATOR

Prepare and send student profiles and/or resumes to participating employers.

Provide the student with background information on your organization and its

industry and/or assign the task of researching this information to the student.

Hold an orientation for students to discuss the purpose and expectations for the job

shadow experience.

Ensure that each student has his or her signed parent/guardian consent form. Ensure student has transportation and proper directions to and from the job

shadow site.

Connect the student's worksite experience with learning at school.

THINGS TO REMEMBER

Teenagers sometimes use shyness or false bravado as a defense mechanism; donot

take it personally.

Try to make the student feel comfortable in a new and unfamiliar environment. Give them

an outline of how the morning will look. Tell the student where the restrooms are located.

Schedule a break for your student.

Use the student's name frequently and make sure that that he or she knows yours. Give

the student your business card.

Answer the student's questions as best you can. If a question makes you uncomfortableor is inappropriate, explain that you prefer not to answer. If it regards confidential matters,explain your company's policy on such information. If you do not know the answer to

something, suggest ways the student might find the answer himself or herself.

Be patient. For many students, Job Shadow Day is the first time they leave the comfortzone of school for a day. Being in a new setting around unfamiliar adults may make them

shy or more nervous than they would ordinarily be. Encourage the student to ask

questions.

Most importantly, have fun! The event is designed to be a fulfilling experience for you,

as well as the students.


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WORKPLACE HOST'S ROLE

Before Job Shadow Day:

Fill out the online host profile sheet, providing general information about yourself, your

position, and your workplace at www.workplaceconnections.net. Discuss details of the job shadow such as date, time, and expected dress code with the

YFIOB coordinator. Confirm a back-up host in the event of an emergency or last minuteschedule conflict.

On Job Shadow Day:

Review all relevant health and safety issues, and provide all necessary safety gear.

Give the student a brief tour of the workplace and introduce him/her to other employees.

Explain how various departments work together and how each job contributes to theoverall operations of the company.

Talk about how the work of your company affects the community. What products or services

does it provide customers?

Help the student understand all aspects of your job by going through your daily routine andanswering questions. Explain the skills, responsibilities, education and training required for

your job.

Engage the student in hands-on activities related to your daily work, such as:

o Listening in on a sales call or information request.o Attending a meeting.o "Following" a piece of paperwork through your department.o Assisting a customer.o Researching a particular topic that is relevant to your work.

After Job Shadow Day:

Complete the online Workplace Host survey that will be emailed to you within the following few

days. The information we obtain from you is essential to improving job shadow experiences inthe future and to making a connection to classroom learning.


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QUESTIONS TO ASK YOURSELF AS THE HOST

In order for the student to understand your job and the work place skills you use to perform yourjob, it is important that you think about your job and how a person can obtain this type of position.You will have to communicate many of these concepts to your student shadow.

Here are some questions to help you organize your thoughts.

What is your job title?

What are your responsibilities?

How do you help this workplace meet its goals?

What is a typical day like for you?

What do you like the most about your job? Why?

What do you the least about your job? Why?

Why did you select this type of work?

How much education do you need for this job?

Did you need more job training afteryou completed your education?

How do you use reading on the job?

How do you use writing skills on the job?

Is math important to your job?

Why is it important to have good listening skills?

When do you need to use good speaking skills?

Do you work on a team on your job?

What kind of problems do you solve on your job?

What skills do you need to solve those problems?

What did you learn in school that helps you most on the job?

What do you wish you had studied more of when you were in school?


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ACTIVITIES AND SKILLS TO DEMONSTRATE

Students should gain brief exposure to all aspects of your business or agency including planning,management, finances, technical and production skills, underlying principles of technology, laborand community issues, health and safety issues, and environmental issues. Students should learnabout a variety of skills and how these skills can be applied throughout an industry or transferred to

other industries. Teens with broader exposure to these skills are better informed to make initialcareer choices and may have more options throughout their careers. Some examples are:

Telephone Skills

Demonstrate the correct procedure for answering phones and instruct the student on what isappropriate. If your job entails a significant amount of phone work, demonstratecommunication skills by allowing the student to listen to a few calls on the speakerphone. Besure to introduce your student to the caller and let the caller know that you have a "shadow."Prepare a list of calls that you can make that will help the student understand your job. Beforeeach call, explain to the student what you hope to accomplish. At the end of each call, reviewthe results you achieved, positive or negative. In addition, you may wish to review the skillsyou used on the phone.

Computer SkillsWord processing: Dictate a memo or letter to your "shadow." Explain the reason you need towrite the memo, and ask the student's opinion on how to express some thoughts.

o Spreadsheets: Copy a spreadsheet into a new file and have the student input ormanipulate data. Have the student change some parameters and notice how theentire spreadsheet changes. Have the student think about how long it used to take tochange the rows and columns by hand.

o E-mail:Dictate to the student an e -mail message and have him/her send it. o Graphic software:Copy a file and have the student help you design, something for

a current project.o CAD: Copy a file and discuss your design parameters. Ask your student for input on

a design change you are working on and have him/her make the change.

Skills/Equipmento Adding machines: Prepare some calculations for the student to complete.o Fax: Have the student send faxes for you throughout the day.o Other: Have the student experiment with other equipment that is safe for him/her to

use, such as the postal meter or copy machine.

Client/Customer ContactIf your job requires client or customer contact, have the student observe theexchange.

Meeting SkillsHaving the student attend a meeting with you is fine as long as it is inside the building.Before the meeting, give the student some background information so he/she betterunderstands the conversation. It is recommended that meetings last no longer than an hour.

Presentation SkillsShow the student a presentation you are working on. Have the student critique yourpresentation. Then have the student add ideas of his/her own. Ask the student to modernize itfor you or show you how to market more effectively to people his/her age. Encourage all thestudents ideas.


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PLAN OF THE DAY'S ACTIVITIES

The following guidelines will help workplace hosts plan before students join them in their workplaceso that both the host and the students get the most out of the job shadowing experience.

Greet your StudentYour student should be greeted as an adult business associate, with a handshake and awarm hello.

Introduce yourselfShare your name, job title and a bit about yourself. Let your student know that youvolunteered to be a workplace host because you think it is important for students to seefirsthand the application of what they are learning in school. Encourage them to askquestions during the time you have together.

Company Overviewo Begin the day with a welcome session that gives a brief company/agency overview

and an orientation to the day.

Talk to the Student about themselves

o Interests and Hobbies -Students are most relaxed when they are talking aboutsomething they know and aren't being "tested" by an adult. Take some time with thisquestion. Ask your student what hobbies they enjoy and why.

o Community Service -Community service can accomplish three important functions inyour students life: it makes his/her community a better place to live, will help him/herget into the college of his/her choice and it provides him/her with an opportunity to gainvaluable job skills. Many people started their careers by volunteering.

o Career Interests -Ask your student about his/her career interests. If possible, relatethose interests to any careers in your workplace. Note: Your student may not knowwhat careers interest him/her. In that case, reassure your student that finding the rightcareer path takes time.

o Job Experience -Talk about your student's job experience in positive terms including

babysitting and newspaper delivery. What did your student like about the job? What didhe/she learn from the job? Tell your student about any jobs you held as a youth andhow those early jobs helped you get where you are today.

o Special Skills -Ask the student if they have any special skills such as computer skills,speaking skills, dancing, swimming, etc. Try and relate skill development to futuresuccess on the job.

o Education - This is your opportunity to encourage your student to get a goodeducation. Reinforce that what your student is learning in school is important to earninga good living. When employers look at a resume, they took at the education level of anapplicant. Tell them how much education you have completed.

o Student Interview - To provide more insight about your job, suggest that your studentconduct an interview with you. You can use this opportunity to help your student link

what he/she is learning in school to what you do on the job. Answer questionsthoughtfully. If appropriate, comment on any good interviewing skills your studentdemonstrated.


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WORKPLACE HOST EVALUATION

The following is a list of questions that will be sent electronically to the workplace host.

Rated questions:

The rating is as follows: 1=I dont know 2=Strongly disagree 3=disagree 4= agree 5=Strongly

agree

I was well prepared to be a Workplace Host.

I enjoyed this experience and would be willing to do it again.

I was at ease interacting with the student.

I gained a new perspective about my job

I have a better understanding of the skills students' need to be better prepared to enter a job inmy career.

I talked to my student(s) about the connection between education and a job in my career.

I provided important information for the student(s) to help them make smart career choices.

I was able to answer most of the questions the student(s) had.

I showed my student(s) the technology skills that are needed to work in my job.

The student(s) were well prepared for their job-shadow experience.

How valuable would you rate your Workplace Host experience?

Open ended questions:

What made this a positive experience for you?

What obstacles did you encounter?

What would have made this a better experience for you?

How could we better support you throughout your experience?

Any additional comments?


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YFIOB COORDINATOR CHECKLIST

4-6 Weeks Before Job Shadow

Hold an orientation for students and teachers (coordinators) to discuss the purpose and

expectations for the job shadow experience.

o Have students fill out STUDENT INFORMATION AGREEMENTo Review JOB SHADOW HANDBOOK with teachers.

o Provide students and coordinators with background information on YFIOB and its

industry and/or assign the task of researching this information to the student.

o Provide students and coordinators with the Workplace Connections information to set up

their profiles.www.workplaceconnections.net

o Review roles of all involved: Teachers, Students, Workplace Host and YFIOB

Coordinator. See pages 31-32 of handbook.

Start reaching out to potential workplace hosts based on student interests via phone or

email. See page 41 of handbook for sample request.

o Hosts can be contacted via Workplace Connections profiles or networking through

coordinators, teachers, business events or personal acquaintances.

o All phone calls should be followed up with email providing information about the

program. See pages 6-9 of handbook.

o Once host has agreed, reply with what to next expect: request for Workplace

Connections profile if necessary, confirmation email to be sent the week prior to the

date and host will need to fill out the online evaluation after the job shadow.

2-4 Weeks Before Job Shadow

Create spreadsheet with student and host information. See sample spreadsheet.

Confirm Workplace Connections profiles, making sure email addresses are valid. Continue placement process.

Follow up with teachers and offer help completing their checklist.

1 Week Before Job Shadow

Meet with coordinators to:

o Review spreadsheet.

o Review transportation.

o Plan site visits.

o All forms are signed and turned in.

o Review student preparation for job shadow including introduction email with resume,

dress, behavior and communication skills.
http://www.workplaceconnections.net/http://www.workplaceconnections.net/http://www.workplaceconnections.net/http://www.workplaceconnections.net/


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Send confirmation emails to all hosts students and coordinators. See page 40 of handbook

for confirmation request.

o Include directions or special instructions

o Include emergency contact information

o Include link to students Workplace Connections profile

o Include additional workplace host information. See pages 31-36 of handbook.

Day of Job Shadow

Visit sites

o Have a copy of the spreadsheet and all relevant phone numbers available

Be available by phone throughout the day.

Day After Job Shadow

Send link to student evaluation to all participating students. See page 41 of handbook for

sample email.

Send link to workplace host evaluation to all participating hosts. See page 41 of handbook

for sample email.

Week After Job Shadow

Review student and host surveys.

o If applicable, send hosts some student comments.

Send reminder emails to remaining hosts and students. It may be necessary to send out a

third reminder two weeks later.


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SAMPLE CONFIRMATION EMAIL

Thank you for participating in YFIOB and Delta High Schools job shadow event. All the students are

looking forward to it and they will benefit greatly from the time you are spending with them. I have the

student information and suggestions for you to make this a positive, successful experience for everyone.

STUDENTS NAME:

EMERGENCY CONTACT INFORMATION:

DATE/TIME OF JOB SHADOW:

NAME OF WORKSITE HOST:

NAME OF COMPANY/ORGANIZATION:

ADDRESS OF COMPANY/ORGANIZATION:

PHONE NUMBER:

Purpose of Job Shadowing:

Allows students to connect with an adult in a career field of their interest and experience the workplace

and workday first hand.

Demonstrates the connection between academics and careers, encouraging students to learn by making

their class work more relevant.

Builds community partnerships between schools and businesses that enhance the educational

experience of all students.

Introduces students to the requirements of professions and industries to help them prepare to join the

workforce of the 21st century.


Guidelines and Suggestions:

Plan for the time that you will spend with your student to best fit your schedule.

Please allow some time for the following:

o showing the student around the workplace.

o answering some of the interviewing questions.

o an opportunity for the student to "shadow" you while you work.

o

hands-on experience if appropriate.

Many of the students will be nervous at first, and it is important that you set the tone and explain the

schedule for the time you will be spending together. Since you will have the students resume ahead of

time, you will have the sense of his/her interests and can use these as topics for icebreaker questions.

I will be sending out an online survey to you within the following few days. Please contact me for any reason.


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SAMPLE WORKPLACE HOST REQUEST EMAIL

I am working with Your Future Is Our Business and _____ High School to put together a Job

Shadowing event. It is on _______ at ________. I am contacting you via your Workplace

Connections profile. (If applicable)

I have 2 students interested in _______. Would you be willing to host them at that time? The

goal of the experience is to give kids a realistic view of what day to day work is like in the

profession they are interested in. I have attached a bit of information if you are interested or you

can visit the YFIOB for more info about our organization.

Please let me know what you think or if you have any recommendations.

SAMPLE WORKPLACE HOST FOLLOW UP EMAIL

Thank you for making Your Future Is Our Business and _____ High School's job shadow event

such a success!

The feedback from the students has been great. You can expect to hear from them soon.

Now it is time to give us your feedback. This is an important part of the process for us to make

this a great experience for everyone in the future. Please follow this link to the survey- .

Please feel free to contact me for any reason.

SAMPLE STUDENT FOLLOW UP EMAIL

Thank you all for your hard work and participation. We hope this was a valuable and insightful

experience for you. Please take time to complete this survey and add comments. Your feedback

is so important for us to make this program succeed. Please let me know if you have any

additional question.

We would like it completed by _______.

Documents

Job Shadow Handbook