PROMISING PATHWAYS
TO CAREERS TOOLKIT
A How-To Guide to Creating Quality Work-Based
Learning Opportunities for Young People
This Toolkit was compiled and edited by Pennsylvania Partnerships for Children
1
Acknowledgements
The Promising Pathways to Careers Toolkit would not have been possible without the generous support
of our funders – The Richard King Mellon Foundation, William Penn Foundation, Grable Foundation and
Heinz Endowments.
PPC also thanks -- Jennifer Brevoort, Philadelphia Youth Network; Kacy Conley, Pennsylvania Statewide
Afterschool and Youth Development Network; Cindy Evans, Lehigh Valley Workforce Investment Board;
Micah Frankenfield, Three Rivers Workforce Investment Board; Kate Lomax, Community Education
Council of Elk and Cameron Counties; and Michele Martin, Delaware County Regional Career Education
Partnership – who lent their expertise and time in helping to compile and edit the information contained
in the toolkit.
In addition, PPC thanks Gary Bender of ABEC, Inc., and Melissa Craig and George Maunz from St Luke’s
Hospital in Bethlehem for providing review and comments on the toolkit from the employer perspective.
If you have any questions or need additional information regarding the toolkit, contact:
Bill Bartle
Pennsylvania Partnerships for Children
116 Pine Street, Suite 430
Harrisburg, PA 17101
(717) 236-5680
[email protected]
2
User's Guide to the Promising Pathways to Careers Toolkit
The major focus of this toolkit is to provide information, tips and templates to help employers create
quality work-based learning experiences for young people, but there is also a section geared toward
local work-based learning partners and one for afterschool providers.
There are three distinct components of the toolkit:
•
Toolkit for Employers provides employers information, resources and tips to help them conduct
successful career exploration and work-based learning experiences for young people. It includes
information on how to identify and contact local work-based learning partners, elements of
successful programs, how-to guides and checklists on conducting a high-quality job shadow or
internship, and a variety of templates.
•
Toolkit for Local Work-Based Learning Partners is geared to those professionals who promote,
develop and/or coordinate local work-based learning opportunities for young people in their
region (from now on referred to as Local Work-Based Learning Partners) -- such as Regional
Career Education Partnership (RCEP) Coordinators, Chamber of Commerce staff, communitybased organizations, etc. The toolkit provides information and tips on convening local partners
and coordinating activities, the elements of successful work-based learning programs, and
engaging more employers to participate in activities.
•
Toolkit for Afterschool Providers provides information, resources and tips to help afterschool
providers integrate work-based learning activities into their programs for middle and high
school students. It includes information on how to identify and contact their local work-based
learning partner, the benefits of incorporating these activities into afterschool programs and
helpful tips to get started.
Because the toolkit contains three separate stand-alone components targeted for different audiences
and provides a large variety of information and templates to help create quality work-based learning
opportunities for young people, all pieces of the toolkit will likely not be appropriate or useful for all
audiences. Therefore, we have the following printing options:
•
•
•
•
•
•
Print the entire Creating Quality Work-Based Learning Opportunities for Young People Toolkit
(includes all sections of the Toolkit including Local Work-Based Learning Partners, Employers
and Afterschool Providers).
Print the Toolkit for Local Work-Based Learning Partners only
Print the Toolkit for Employers (entire employer toolkit with includes jobs shadows and
internships) only
Print the Toolkit for Employers -- Job Shadows only
Print the Toolkit for Employers -- Internships only
Print the Toolkit for Afterschool Providers only
3
Resources
Information in this toolkit was adapted and/or extracted from a number of websites and resources
including:
Corporate Voices for Working Families; http://www.cvworkingfamilies.org/our-work/workforcereadiness
Junior Achievement; http://www.ja.org/programs/programs_job_shadow.shtml
National Academy Foundation; Preparing Youth for Life: The Gold Standards for High School Internships;
http://naf.org/internship-gold-standards
Operation Intern: North Dakota’s Future at Work; http://www.teamnd.org/documents/Interns2.pdf
Partnership for 21st Century Skills; http://www.p21.org/
Penn State University for the Pennsylvania Statewide Afterschool and Youth Development Network;
The Pennsylvania Older Youth Out-of-School Time Study;
http://www.psaydn.org/Documents/2010PractitionerGuideforOlderYouthRetention.pdf
Pennsylvania Department of Education Career Education and Work Standards;
http://www.pacareerstandards.com/
Philadelphia Youth Network; Work Ready Philadelphia Worksite Toolkit;
http://www.pyninc.org/worksitetoolkit/index.php
Quality Work-Based Learning Toolkit, Kansas City, Kansas Public Schools
http://www.newwaystowork.org/qwbl/tools/index.html
Quality Work-Based Learning: Guide to Creating Quality Work-Based Learning; New Ways to Work;
www.newwaystowork.org
Regional Career Education Partnerships Network Wiki; http://parcep.ning.com/
Starting and Maintaining A Quality Internship Program; Technology Council of Central PA
University of Memphis Internship Program; http://www.memphis.edu/internships/employerhome.php
US Department of Defense CIO for the Federal CIO Council; Federal IT Job Shadow Day Tool Kit;
http://www.cio.gov/Documents/ToolKit_Web.pdf
4
Table of Contents
Acknowledgements ................................................................................................................................. 2
User's Guide to Promising Pathways to Careers Toolkit ........................................................................... 3
A TOOLKIT FOR EMPLOYERS .................................................................................................................... 6
Note to Employers About this Toolkit .................................................................................................. 7
Preparing Today’s Young People for Tomorrow’s Workplace ............................................................... 7
What is Work-Based Learning? ............................................................................................................ 8
The Continuum of Work-Based Learning .............................................................................................. 8
Benefits of Work-Based Learning ......................................................................................................... 9
How Employers Can Get Started ........................................................................................................ 10
Elements of Successful Work-Based Learning Initiatives .................................................................... 11
How to Conduct a High-Quality Job Shadow ...................................................................................... 14
What is a Job Shadow? .................................................................................................................. 14
Tools and Tips for Creating a Successful Job Shadow Experience .................................................... 14
Elements of Quality Job Shadows ................................................................................................... 14
Job Shadow Employer Checklist ..................................................................................................... 15
Employer Top Ten List for Winning Job Shadows............................................................................ 17
Suggested Job Shadow Activities.................................................................................................... 18
Template Email for Employers Announcing Participation in Job Shadows ....................................... 19
Template Email to Employees Participating in Job Shadows ........................................................... 20
Young Person Job Shadow Evaluation Form Template.................................................................... 21
Participating Employee Job Shadow Evaluation Form Template ..................................................... 22
Additional Resources .......................................................................... Error! Bookmark not defined.
5
PROMISING PATHWAYS
TO CAREERS TOOLKIT
A How-to Guide to Creating Quality Work-Based Learning
Opportunities for Young People
A TOOLKIT FOR EMPLOYERS
JOB SHADOWS
This Toolkit was compiled and edited by Pennsylvania Partnerships for Children
6
Note to Employers About this Toolkit
The Promising Pathways to Careers Job Shadow Toolkit for Employers has been developed to provide
employers information, resources and tips to help them conduct successful career exploration and
work-based learning experiences – and specifically job shadows -- for young people.
The toolkit includes information on who to contact for help, benefits of participating in these
experiences, elements of successful programs, how-to guides and checklists on conducting a highquality job shadow or internship, and a variety of templates that you can use or adapt to meet your
needs.
Because the toolkit contains three separate stand-alone components targeted for different audiences
(employers, local work-based learning partners, and afterschool providers) and provides a large variety
of information and templates to help create quality work-based learning opportunities for young
people, all pieces of the toolkit will likely not be appropriate or useful for all audiences. Therefore, we
have the following printing options:
Print the entire Creating Quality Work-Based Learning Opportunities for Young People Toolkit
(includes all sections of the Toolkit including Local Work-Based Learning Partners, Employers and
Afterschool Providers).
•
•
•
Print the Toolkit for Local Work-Based Learning Partners only
Print the Toolkit for Employers (entire employer toolkit with includes jobs shadows and
internships) only
o Print the Toolkit for Employers -- Job Shadows only
o Print the Toolkit for Employers -- Internships only
Print the Toolkit for Afterschool Providers only
Preparing Today’s Young People for Tomorrow’s Workplace
Opportunities to explore careers and to gain exposure to the world of work are critically important to
provide young people the information they need to not only make informed decisions about a career
path, but to understand the education and skill requirements necessary to get there.
Pennsylvania’s employers play a pivotal role in ensuring our young people are prepared for the rigors of
a 21st century competitive workplace. One way to do this is to provide work-based learning
opportunities for young people. These opportunities help ensure young people are ready to transition
from high school to postsecondary education, work and life.
Providing young people with work-based learning experiences also helps to keep them in school by
connecting the relevance of their schoolwork to their future life success.
In fact, 81% of dropouts stated that more opportunities for real-world learning would have improved
their chances of graduating.
--“The Silent Epidemic: Perspectives of High School Dropouts,” Civic Enterprises and Peter D. Hart Research
Associates, funded by the Bill & Melinda Gates Foundation
7
What is Work-Based Learning?
Work-Based Learning is any activity that occurs in the workplace and provides opportunities for young
people to learn about and “try on” a variety of occupations through structured learning experiences.
Students learn by observing and/or actually doing real work. Work-based learning helps young people
link their academic learning with real-world job skills.
Employers are key partners in these activities by developing and supporting work-based learning
opportunities that help young people understand what the jobs are, where the jobs are, what the
educational and skill requirements are for the jobs, and various pathways they can take to get the
necessary education and skills. Work-based learning also teaches workplace skills, and stresses the
importance of 21stcentury skills that are necessary to succeed in today’s knowledge-based global
economy.
The Continuum of Work-Based Learning
Work-based learning is most effective when young people experience a continuum of work-based
learning opportunities throughout their middle school, high school and postsecondary years. These
include career awareness, career exploration and career preparation activities.
•
Career Awareness Activities are designed to inform young people about the vast variety of
career options available in today’s economy. These activities also provide students with
information on education and skill requirements for jobs, compensation and workplace
expectations. Some examples of career awareness activities include career presentations,
workplace tours, field trips, career fairs, and career clubs.
•
Career Exploration Activities provide young people the opportunity to learn more about a
specific field of interest related to their individual career goals. Students work closely with
workplace professionals and participate in developmentally-appropriate hands-on work
experiences. Some examples of career exploration activities include job shadows, service
learning, career mentoring, and career exploration camps.
•
Career Preparation Activities provide young people an opportunity to gain in-depth job
knowledge about a specific career through a monitored work experience in which a young
person links skills used in the workplace with his or her academic learning. Career preparation
activities also allow for the development of real-world occupational and 21stcentury skills.
Examples of work-based learning activities include internships, apprenticeships, and paid
summer employment experiences.
8
Benefits of Work-Based Learning
Employers who provide work-based learning opportunities for in-school and out-of-school young people
not only create benefits for the young person, but it also makes good business sense too.
Potential benefits for employers include:
•
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•
•
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Extra help to work on seasonal or “back burner” projects
Help to recruit a more skilled and better prepared workforce
Boost employee morale
Build supervisory and leadership skills within the organization
Increased productivity
Bring new perspectives and solutions to problems
Provide input on ways to effectively communicate with and market to young people
Positive public and community relations and brand awareness
Increased opportunities to provide community leadership and gain local, state and national
recognition
Potential benefits to young people who participate in these activities include:
•
•
•
•
•
•
•
•
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Identify skills, abilities and explore career interests
Develop an understanding of the link between school and work
Provide motivation to graduate from high school and pursue postsecondary education
Think about career pathways and identify strategies to acquire necessary education and skills
Gain a better understanding of workplace habits and develop employability and soft skills
Have a better understanding of employer expectations
Enhance self-esteem
Gain valuable work experience that is geared to a career interest
Build a resume
9
How Employers Can Get Started
•
Identify and reach out to your local work-based learning partner
The Pennsylvania Workforce Investment Board and Department of Labor & Industry funded 22
Regional Career Education Partnerships (RCEPs) that encompass all 67 counties in the
Commonwealth. The role of the RCEPs is to be an intermediary in their area to:
• Convene local partners – including schools, students, employers, governmental and
social service agencies, and youth-serving organizations to develop local strategies to
promote the importance of high-quality work-based learning opportunities for the
region’s young people
• Connect, support and broker these activities in their local areas
• Measure effectiveness and provide supports to ensure quality programming
• Sustain these important activities through advocacy and effective public policies
Each of the RCEP areas has a Coordinator or local Workforce Investment Board youth program
coordinator that can help you develop a strategy that is right for your organization, or can
connect you to someone who can help. These folks may help you:
•
•
•
Develop connections with appropriate students and/or schools
Provide on-going communications and support and be the single point of contact for the
work-based learning activities
Measure the effectiveness of career exploration and work-based learning activities
To identify and obtain contact information for the RCEP or Workforce Investment Board youth
program coordinator in your area, go to -https://spreadsheets.google.com/ccc?key=0AtjWVyCVFZu6dHdmOE9xd2RSY181NUJhb1pPX3hu
T0E&hl=en#gid=0
10
Elements of Successful Work-Based Learning Initiatives
Your local Work-Based Learning Partner can help you create a successful work-based learning activity.
There are six elements of successful work-based learning:
Element 1:
A Safe Work Environment and Compliance with State and Federal Labor Laws (for
appropriate work-based learning activities)
For information on youth labor issues, visit the US Department of Labor website
-- http://www.dol.gov/dol/topic/youthlabor/safetyhealth.htm
For information on Pennsylvania child labor laws, visit –
http://www.portal.state.pa.us/portal/server.pt?open=514&objID=553527&mod
e=2
http://www.attorneygeneral.gov/kid_site/documents/HighSchool/LaborLaws.p
df
Element 2:
View the PA Department of Labor presentation on child labor laws -http://docs.google.com/viewer?a=v&q=cache:9Q-O8XLnC4J:www.portal.state.pa.us/portal/server.pt%3Fopen%3D18%26objID%3D43
9075%26mode%3D2+child+labor+laws+pa&hl=en&gl=us&pid=bl&srcid=ADGEES
jBHMQ4fK4iaZgP0-QjiSbiKVJ1uY5S5avpxj2BitQ5EfP6_LjepCSmX6nCwpM0mn01rqJRsPfQVCTPrVdZ4Bt6AulehTq8iw32TKYdaBLcvhdI1Z
JqnJphnuUxRytJw_zT4de&sig=AHIEtbT63wXP-iSG1TcjVxHoP2qJlEMyxQ
Information on when youth participating in work-based learning activities are
required to be paid –
http://www.scribd.com/doc/30350129/Internship-Programs
This is not legal advice. Please be sure to check with your legal, human
resources and insurance professionals to make sure all safety, legal and
insurance requirements are being met.
Developmentally Appropriate Activities
Employers must consider a young person’s age, experience and maturity to
ensure the work-based learning opportunity is developmentally appropriate
Information on jobs that young people can and cannot do can be found on the
Department of Labor website -- http://www.youthrules.dol.gov/jobs.htm
11
Element 3:
Adequate Planning and Preparation
•
•
•
Element 4:
It is critically important to prepare for the young person before he or she arrives. It
is one of the most important factors in any successful work-based learning
experience.
Create a plan for your work-based learning activity that identifies expectations, the
objectives of the activity, timeline and specific activities/tasks for the young person
to do. If you need additional help, contact your local Work-Based Learning Partner.
Consider utilizing participation in work-based learning as an employee development
tool to provide opportunities for employees to develop and hone their supervisory
and leadership skills.
Appropriate Supervision and Supports to participating young people.
This should include:
•
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•
•
Element 5:
Being available to answer questions
Providing feedback and suggestions to young person
Holding young people participating in career preparation activities to the
same standards as employees
Continuously re-enforcing the importance of 21stcentury skills in the
workplace (see Element 5 below)
Maximized Learning including “21st Century Skills”
Quality work-based learning provides a balance between the needs of the young
person and the needs of the workplace. It allows students to acquire new skills and
gain knowledge about the world while meeting the needs of the workplace and
ensuring the job gets done.
It’s critically important that young people learn 21st century skills to be successful in
today’s technology-driven global economy – and work-based learning provides
young people an opportunity to gain these important skills – and relevant
knowledge.
In addition to basic academic skills --English and foreign languages (reading, writing,
speaking), government/economics, history/geography, humanities/arts,
mathematics, science – young people need to learn how to most effectively use and
apply what they know in real-world situations. Therefore, 21stcentury skills include
the following applied skills:
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Critical Thinking/Problem Solving – sound reasoning and analytical
thinking; ability to use knowledge, facts and data to solve workplace
problems; ability to apply math and science concepts to problem solving
Oral Communications – articulate thoughts and ideas clearly and effectively
Written Communications –write letters, emails, memos and reports clearly
and effectively
Collaboration/Teamwork – build collaborative relationships with colleagues
and customers. The ability to work in diverse teams, negotiate and to
manage conflict
Diversity – learn from and work collaboratively with individuals from diverse
cultures, races, ages, genders, religions, lifestyles, and viewpoints
Information Technology – apply appropriate technology to accomplish a
given task; utilize computing skill to solve problems
Leadership – leverage the strength of others to achieve common goals and
use interpersonal skills to coach and develop others
Creativity and Innovation – demonstrate originality and inventiveness,
communicate new ideas to others, and integrate knowledge across different
disciplines
Lifelong Learning/Self Direction – continuously acquire new knowledge and
skills, identify own learning needs, and ability to learn from mistakes
Professionalism/Work Ethic – personal accountability and effective work
habits – such as punctuality, productivity, time management, etc.
Ethics/Social Responsibility – demonstrate integrity and ethical behavior;
act responsibility with the interest of the larger community
For additional information visit the The Partnership for 21st Century Skills
website at http://www.p21.org/
Element 6:
Relevance from Classroom to the Workplace
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•
•
Show young people how to apply the knowledge they are gaining in the
classroom in “real world” situations
Identify knowledge and skill requirements for jobs and identify pathways
students can take to obtain the necessary knowledge and skills
Continually stress the importance of young people continuing their
education beyond high school
13
CAREER EXPLORATION MODEL-- JOB SHADOWS
How to Conduct a High-Quality Job Shadow
What is a Job Shadow?
A job shadow is a career exploration activity in which a young person (typically middle- or high-school
age) follows and observes the work activities of a professional in a specific occupation to learn about a
career and/or industry. It would include, as appropriate, interacting with clients, attending meetings,
touring the workplace, and any other duties performed by that professional. Although job shadows can
be structured to meet the individual needs of the student or employer, they are typically a half-day or
full-day activity and can be conducted on a one-on-one basis (one professional and one young person),
or in a small group (2-4 students and one professional).
Tools and Tips for Creating a Successful Job Shadow Experience
SAMPLE AGENDA FOR A TYPICAL HALF-DAY JOB SHADOW
10:00 – 10:15 AM
Student(s) Arrive/Welcome
10:15 – 10:45 AM
Company Overview
(Company history, mission, vision)
10:45 – 11:15 AM
Tour of Company
11:15 – 12:45 PM
Professional/Student(s) shadowing
(discuss job roles, responsibilities, workplace and 21st
century skills)
12:45 – 1:30 PM
Lunch
1:30 – 2:00 PM
Debrief/Closing
2:00 PM
Students Depart
Elements of Quality Job Shadows
As you prepare your Job Shadow program, refer to the Six Elements of Successful Work-Based Learning
Initiatives in the section above.
14
Job Shadow Employer Checklist
Successful job shadows include structured activities before, during and after the experience. These
activities help ensure that all involved parties have meaningful, productive experiences.
•
Before the Job Shadow
Contact your local Work-Based Learning Partner (e.g. RCEP Coordinator) and/or school
contact person to:
Identify participating student(s)
Establish the date/time for the job shadow
Develop a plan for the job shadow including activities and an agenda for the day
Provide logistical information to the participants (location, where to park, etc.)
Identify appropriate dress for young person during the job shadow
Recruit employees to participate in the Job Shadow
Meet with participating employees to conduct orientation (review plan, agenda, assign
tasks, etc.). As an example, here’s the link to a Job Shadow volunteer orientation
session video produced by Junior Achievement –
http://www.ja.org/programs/jobshadow_orientation/programs_job_shadow_orientatio
n.shtml
Arrange for any appropriate speakers
Reserve necessary conference room for activities and take care of other miscellaneous
logistical arrangements
Make lunch arrangements and order food
Publicize the Job Shadow in company newsletters, employee emails, etc.
•
During the Job Shadow
Notify participating employees of their assigned student(s)
Make the young person feel welcome and part of your team by providing a name badge,
materials about the organization, etc.
Conduct a welcome session for the participants
Show participants all aspects of your business or organization
15
Highlight the educational and skill requirements for the job and connect it with what the
student is learning in school
If possible, provide hands-on experience for the young person
Show the tools utilized in the particular job – computers/software, equipment, etc.
•
After the Job Shadow Checklist
Conduct follow-up meeting or call with your local Work-Based Learning Partner to share
experience and discuss any issues/questions
Share plans to participate in any future career exploration and/or work-based learning
activities with your local Work-Based Learning Partner
16
Employer Top Ten List for Winning Job Shadows
1. Assign one person in your organization to act as a guide throughout the day, getting the
students from one place to the next. Of course, students won’t need a guide if they are
shadowing one person throughout the entire day.
2. Make young people feel welcome and part of your team. Little things like providing a name
badge and a notebook with company materials can go a long way in making them feel valued.
3. It’s good for young people to begin the day with an overview of your company or organization.
Give them a sense of your mission and how you work as a team.
4. Wherever possible, give them a hands-on experience of performing the actual job that they are
interested in pursuing or at least observe and/or assist a person who is actually doing the job.
5. Show them the “tools of the trade” which can range from software, actual equipment, or even
the interpersonal skills necessary in your line of work.
6. Share information with them on the skills and education they will need to perform the job or
career that interests them.
7. Help them identify the courses they should be taking in high school to help prepare for this
career. Assist them in making a connection between what they’re doing in school to the career
they want to pursue.
8. If they’ll need postsecondary education or training to work in your career, please help identify
what courses or majors they should be considering.
9. During lunch, let young people hear life stories from your staff on how they got to where they
are today and what they enjoy most in their work.
10. Kids want to do more than just observe, so if appropriate, find ways in which they can actually
participate in performing the jobs. They may be a bit shy, so you might have to draw them out.
One way is to ask them about their impressions throughout the day, or give them a situation
and ask them how they would handle it.
Retrieved from: http://www.pacareerstandards.com/partners.php
17
Suggested Job Shadow Activities
Below are some ideas for activities to conduct with young people during your job shadow. Feel free
to use these as ideas but if possible, explore activities that may be specific to your industry or job
shadow objectives.
•
Encourage students to talk about their interests and abilities. Incorporate that information
into discussions regarding career or industry employment choices.
•
Conduct a tour of your office/facility.
•
Engage in brief discussion of what each of the various departments do and how it all fits
together. Include information on various jobs, education and skill requirements, and pay
ranges for the jobs.
•
Demonstrate and if appropriate, have student experiment with the tools of your work –
such as computers, telephone phone systems (and demonstrate the correct way to answer
the phone), office equipment, and tools specific to your industry.
•
Have students work with spreadsheets and manipulate data.
•
Talk about your clients/customers and have young person observe how you interact with
your clients/customers.
•
Show the young person a presentation that you have been working on and ask him or her to
offer suggestions on how to make it more effective for people his/her age.
•
Talk to the young person about how you got into the field and why you like your job.
•
Whenever possible, engage the young person in hands-on activities.
Adapted from Central PA Gold Medal Initiative; Central PA Workforce Development Corp and PA
Department of Labor & Industry
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Template Email for Employers Announcing Participation in Job Shadows
<Name of your company/organization>will be hosting <number of student> students to participate in
Job Shadows on <date>. A Job Shadow is a career exploration activity for young people that provides
them an opportunity to “shadow” a professional through their workday to learn more about a specific
career interest.
The goal of the Job Shadow is to provide young people real-world information about careers at <name
of company/organization> and to help us recruit our next generation of employees.
I am asking for your support to ensure successful job shadow experiences for these young people.
Please consider participating in this important opportunity -- your participation is key to making this a
meaningful and interesting experience for the young people.
If you are interested in learning more or in potentially having a young person “shadow” you, please
contact <name and contact information>.
Thank you in advance for your interest and participation.
19
Template Email to Employees Participating in Job Shadows
Thank you for agreeing to participate in <name of company/organization>’s Job Shadow on <specify
date>. We have ____ young people from <name of school or organization> who will be participating in
this career exploration event.
A brief Job Shadow orientation session for participating employees will be conducted on <date, time,
location>. The orientation session will provide you with the tools and information you need to create a
successful job shadow experience for a young person. If you are unavailable to attend the orientation
session in person, you may join by phone. The call-in information is as follows -- <call-in information>.
For those of you calling in, the agenda and handout materials will be sent to you prior to the Job Shadow
orientation.
Please confirm with <specify name and contact information> no later than <specify date> if you are
available to participate in the Job Shadow orientation and if you will be participating in-person or over
the phone.
Thank you,
20
Young Person Job Shadow Evaluation Form Template
Thank you for participating in a Job Shadow at <name of company/organization>! Please take a few
minutes to complete this evaluation of your experience and return it to <name of person and contact
information>. Your input will help us strengthen future Job Shadow Day activities in our organization in
the future.
1. Overall, what grade would you give your Job Shadow experience (please check)?
A _____ B_____ C _____ D_____ F______
For the following statements, please rate them on a scale of 1 to 5 – with 1 indicating that you strongly
agree with the statement, and 5 indicating that you strongly disagree with the statement.
2. Through my Job Shadow experience, I was able to see a connection between what I’m learning
in school and how it can be used in the workplace:
1
2
3
4
5
3. The job shadow helped me learn more about potential careers for me.
1
2
3
4
5
4. The job shadow helped me learn more about the education and skills I need to get a good job.
1
2
3
4
5
5. The job shadow helped me see the connection between education and a good salary.
1
2
3
4
5
6. I believe <name of company/organization> was well prepared for my job shadow.
1
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4
5
7. I would like to participate in job shadowing again in the future.
1
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3
4
5
What did you like best about your job shadow experience?
What did you like least about your job shadow experience?
Do you have any suggestions to help <name of company/organization> improve future job shadows?
Adapted from Federal IT Job Shadow Day Toolkit
21
Participating Employee Job Shadow Evaluation Form Template
Thank you for participating in our recent Job Shadow activities. Please complete this evaluation form
and return it to <name of person and contact information>. Your input will be helpful for us to
strengthen future Job Shadows.
Please rate the following statements on a scale of 1 to 5 with 1 indicating that you strongly agree with
the statement, and 5 indicating you strongly disagree with the statement.
1. The organization provided the information and materials I needed.
1
2
3
4
5
2. I felt well prepared to participate in the job shadow.
1
2
3
4
5
3. The time I spent preparing for the job shadow was well spent.
1
2
3
4
5
4. The student(s) I worked with were engaged.
1
2
3
4
5
5. The job shadow demonstrated the link between school and career for the student(s).
1
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6. The student(s) gained new perspectives on potential careers in our <industry/field> as a result
of the job shadow.
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7. I would like to participate in Job Shadows again?
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8. I would recommend participation in Job Shadows to other employees.
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9. What did you like best about your Job Shadow experience?
10. What did you like least about your Job Shadow experience?
11. Do you have any suggestions on how to improve Job Shadows?
Adapted from Federal IT Job Shadow Day Toolkit
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