Professional Documents
Culture Documents
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TABLE OF CONTENTS
HOW TO USE THIS HANDBOOK THE WHAT, WHY, WHEN, AND HOW OF JOB SHADOWING FAQ SHEET INTRODUCTION TO JOB SHADOWING BENEFITS OF THE JOB SHADOWING PROGRAM LIABILITY MAKING THE MATCH TEACHER CHECKLIST FOLLOW UP ACTIVITIES IT'S A TEAM EFFORT: JOB SHADOW DAY WRAP-UP SESSION MORE THAN MEETS THE EYE ACTIVITY STUDENT INFORMATION AGREEMENT STUDENT RESUME SAMPLE PHONE/EMAIL SCRIPT STUDENT CHECKLIST STUDENT QUESTIONS STUDENT VERIFICATION FORM STUDENT EVALUATION STUDENT SAMPLE THANK YOU LETTER PARENT INFORMATION PARENT/GUARDIAN CONSENT WORKPLACE HOST CONDUCT STANDARDS WORKPLACE HOST GUIDELINES WORKPLACE HOST INFORMATION GENERAL INFORMATION WORKPLACE HOST'S ROLE QUESTIONS TO ASK YOURSELF AS THE HOST ACTIVITIES AND SKILLS TO DEMONSTRATE PLAN OF THE DAY'S ACTIVITIES WORKPLACE HOST EVALUATION YFIOB COORDINATOR CHECKLIST SAMPLE JOB SHADOW CONFIRMATION EMAIL SAMPLE CORRESPONDENCE EMAILS 3 4 5 6 7 8 10 11 12 13 15 17 18 19 20 21 23 24 25 26 27 28 29 30 31 33 34 35 36 37 38 40 41
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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 opportunities available 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 in pairs 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 vechesnu@cabrillo.edu, 831477-5651.
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
GOALS OF THE SHADOWING PROGRAM Students 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. Encourages an ongoing relationship between young people and caring adults.
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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 or employer 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 the persons 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 the use 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 their companys protocol and contact person listed on the student verification form.
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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. In all 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 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 professional relationship considering the age and sex of the student.
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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 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 o o How does this profession fit into society and the changing economy? What are some recommendations for preparing for a career in this field? 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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
Ask the students: "From what you saw today, what do you think are the overall goals of this workplace?" (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 the workplace are. Activity: Pass out the organizational chart to the students. Explain that an organizational chart graphically illustrates how a workplace operates. It depicts which departments report to the senior leadership or to another department. Give a specific workplace example of how this works. Break students into five groups and distribute the "It's a Team Effort" worksheet to each student. Before this activity, pick five departments 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 not see 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 different department; their job will be to identify what might happen if that department was eliminated from the workplace. Give the groups 10 minutes to fill out the worksheet. Tell each group to select a recorder and a reporter. The recorder will write down the information for the group, while the reporter will summarize the group's answers to the entire class. The teacher and the workplace host should move around the room to help facilitate group discussion. Remember that this is not a test! Answering all of the 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 class assignment to try to guess which department was eliminated from the reporting group's organizational chart. Each reporter must be allowed to present his/her full answer before the class is allowed 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 operate successfully. 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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
The Facilities: Employers typically offer amenities or "extra" facilities for their employees. Which of the following 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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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 points each) 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 are offered 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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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: CAREER INTERESTS: GRADE LEVEL:
JOB EXPERIENCE: List three job experiences you have had. You may include baby-sitting, paper routes, yard work, washing cars, writing for a school newspaper or participating in a school-based enterprise, etc.
JOB DESCRIPTION
DATES
SPECIAL SKILLS: List what skills you already have to be successful on the job, such as computer skills, good communication, or using a calculator.
INTERESTS AND HOBBIES: List any clubs, hobbies, and interests you may have, such as music, sports, art, computers, nature, martial arts, video games, etc.
COMMUNITY SERVICE:
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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 your workplace? 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 .
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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 INFORMATION o QUESTIONS o STUDENT VERIFICATION form o Photo ID o Something to write with. Dress appropriately. Arrive on time. Conduct yourself in a professional manner. Introduce yourself (strong handshake and direct eye contact are 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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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
4. What kinds of problems do you need to solve on the job? What skills do you need to solve them?
6. Write any questions that you would like to ask. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 22
6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
Time: to . He/she will be calling you the day before to confirm (or cancel if necessary). If you should have questions or last minute changes please contact the 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 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. Encourages an ongoing relationship between young people and caring adults.
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.
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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.
Phone:____________________________________ Email:_____________________________________
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GENERAL INFORMATION
Job Shadow Day is a natural partnership between the classroom and the workplace. Before the visit, 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 educational requirements. After the site visit, the students participate in post activities to reinforce and share what 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 and ethnic backgrounds. Is capable of linking learning to work place skills. Is willing to spend approximately one hour reviewing materials and planning in preparation for the day. Is willing to dedicate part of the workday to the student and remain fully available to that student during the visit. Gives visiting students explanations of workplace safety and security policies and procedures. 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, including their 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; do not 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 uncomfortable or 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 comfort zone 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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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 the overall 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 and answering 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 in the future and to making a connection to classroom learning.
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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.
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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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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 o o o showing the student around the workplace. answering some of the interviewing questions. an opportunity for the student to "shadow" you while you work. 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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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org
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6500 Soquel Drive, Building 2100 B, Aptos, CA 95003 831-477-5651 www.yfiob.org