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THANK YOU FOR YOUR PARTICIPATION

Job Shadowing is an academically motivating educational activity dedicated to giving kids an up-close

look at the world of work. Kicking off each February, and continuing throughout the school year,

Job Shadowing gives over one million students across America the opportunity to “shadow” a workplace

mentor as he or she goes through a normal day on the job.This gives young people a chance to see how

the skills learned in school relate to the workplace.

Whether you’re a participating employer, educator, volunteer, or event coordinator, this guide outlines the

activities and materials you will need to make your Job Shadow Day beneficial to all who participate.

Everything can be easily copied for distribution or customized for your state or community.The guide is also

available on the Internet at www.jobshadow.org.It is also downloadable in its entirety or by sections.

Each year millions of students and tens of thousands of businesses come together to share the lessons

learned in the world of work. Just a few short hours are all it may take to open a window into this world

for America’s young people. It can begin to provide them with the knowledge and skills they will need to

achieve their dreams.

Thank you in advance for helping to make this year’s initiative a success.We hope to share your

experiences to ensure that the program continues to improve and better serve all who participate.

Most of all, we look forward to working with you as we launch our nation’s young people toward

college, careers, and beyond.
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For additional information or to download

materials go to www.jobshadow.org.

OUR MISSION

Groundhog Job Shadow Day and the Groundhog Job Shadow Intitiative are dedicated to engaging

students in the world of work in order to:

• Demonstrate the connection between academics and careers, exciting students to learn 

by making their classwork 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.

• Encourage an ongoing relationship between young people and caring adults.

• Encourage that students in need of additional services or programs are linked to other appropriate

services/organizations/agencies.

OUR GOAL

To provide over one million school-aged kids each year with Job Shadowing experiences.

HOW TO GUIDE
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TABLE OF CONTENTS

Introduction: Guidelines for Having a Successful Job Shadow Day . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Frequently Asked Questions About Job Shadow Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Activities and Materials for Employer Participants in Job Shadow Day . . . . . . . . . . . . . . . . . . . . .6

Understanding the Role of Employer Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Advance Preparation for Job Shadow Day — Activities and Materials . . . . . . . . . . . . . . . . . . . . . . . . .8

Suggestions for Preparation of Workplace Hosts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Suggestions for Demonstrating Workplace Skills to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Workplace Coordinator Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Workplace Host Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Job Shadow Day Lunch Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

It’s a Team Effort: Job Shadow Day Wrap-Up Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Workplace Host Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Activities and Materials for Educator and Student Participants in Job Shadow Day . . . . . . . . .18

Understanding the Role of the Teacher or School Coordinator and Students . . . . . . . . . . . . . . . . . . . .19

Advance Preparation for Job Shadow Day — 

Activities and Materials for Teachers or School Coordinators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Advance Preparation for Job Shadow Day — Activities and Materials for Students . . . . . . . . . . . . . .22

Teacher Activity: It’s Off to Work They Go! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Student Activity: Job Shadow Day Expectations Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Job Shadow Day Personal Assessment Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Student Activity: Job Shadow Day Career Cluster Selection Worksheet . . . . . . . . . . . . . . . . . . . . . . .27

Career Clusters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Student Activity: Resume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Job Shadow Day On-Site Activities and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Lunch Activity:“More Than Meets the Eye” Student Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Post-Job Shadow Day Student Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

It’s a Team Effort: Job Shadow Day Wrap-Up Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

It’s a Team Effort: Post-Job Shadow Day Student Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Post-Job Shadow Day Classroom Activity: Developing Your Personal Action Plan . . . . . . . . . . . . . . .37

Personal Action Plan Student Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Post-Job Shadow Day Classroom Activity: Saying Thanks Is Good Business . . . . . . . . . . . . . . . . . . . .41

Teacher Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Parent/Guardian Consent Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Medical Authorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Participation Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Job Shadow Day Survey and Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Members of the Job Shadow Day Coalition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Camera-ready art is available online at www.jobshadow.org.
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INTRODUCTION: GUIDELINES FOR HAVING A SUCCESSFUL JOB SHADOW DAY

Job Shadow Day can provide experiences that are as unique as every person who participates. For the

student who’s never understood the point of school, Job Shadow Day can show how education can be

translated into a rewarding and financially secure future. For the teacher looking for new ways to

motivate students, it can provide a fun and unusual hands-on experience that demonstrates the link

between schoolwork and “real life,” answering the question,“Why do I have to learn this?” For those

in the workplace, Job Shadow Day can help forge personally satisfying connections with young people

that could ultimately contribute to building a more prepared and focused workforce of tomorrow.

Job Shadow Day is composed of several components, built around a half-day visit to a job site in the 

private, nonprofit or government sector. Each student should have the opportunity to tour a job site,

“shadow” an employee for at least two hours and participate in some workplace activities.

Job Shadow Day is a natural partnership between the classroom and the workplace. Before the day,

teachers should lead their classes in activities that will prepare them for their visit. At the job site, the

Workplace Coordinator should oversee the logistics of the day, and employees should serve as Workplace

Hosts, conducting activities with students that demonstrate job skills and education requirements. After

the site visit, the teacher should reinforce the program’s learning objectives in the classroom.

Prepare First

• Review the Job Shadow Day Guide to structure your day

• Make the Job Shadow experience available to ALL students, no matter what their academic standing

• If you are the participating employer, help your employees understand 

and prepare for their role in Job Shadowing

• If you are the participating school:

- help teacher/school coordinators understand the Job Shadowing process

- provide student transportation to and from the job site

- make sure that students have all materials and complete preliminary activities well before Job

Shadow Day so that they get the most out of the experience

Foster Partnerships to Strengthen Your Efforts

We encourage you to work with organizations, such as America’s Promise or Junior Achievement to

maximize your efforts.Teaming up gives you the opportunity to:

• Increase the number and variety of Job Shadow experiences for students and businesses 

in your community

• Tap into a much broader array of resources, enabling you to share the work,

costs and responsibility that go into organizing any event

• Attract more media interest in your efforts as a larger cross section of your 

community becomes involved

• Ensure sustainability – as more people become involved, popular demand for the event will make

your efforts easier with each passing year

HOW TO GUIDE
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FREQUENTLY ASKED QUESTIONS ABOUT JOB SHADOW DAY

Q. How did Job Shadowing begin?

A. Groundhog Job Shadow Day was first conducted by the Boston Private Industry Council in 1996 as

part of its school-to-work effort.This successful initiative was repeated throughout the Southeast in

1997, when BellSouth sponsored Job Shadow Day as a component of its school-to-work effort. In

1998, a national coalition was formed to encourage participation throughout the United States.The

coalition now includes America’s Promise, Junior Achievement, and the U.S. Department of Labor.

Since this program began, more than 4 million students have participated in Job Shadow Day.

Q. Does getting involved in Job Shadow Day take a lot of time? I’m very busy.

A. No! Whether you are an educator, employer, employee or volunteer, participating in Job Shadow Day

is easy and may only take a few short hours of your time.This guide provides the activities and materials

you will need to make your Job Shadow Day beneficial to everyone who participates.

Q. I’m interested in participating. Now where do I get my “shadow”?

A. If you want students to come to your place of work OR if you have students who would like a

shadowing experience, contact your local Junior Achievement office or other local organization

listed at www.jobshadow.org. In most areas, these groups will be available to help assign students

and organize transportation. In the event that your community is not covered by one of these

organizations, you can get students involved by directly contacting your local school of choice,

using this guide to work with the school in the planning of your day.

Q. What are the benefits of Job Shadowing?

A. Job Shadowing can give young people a new perspective on their studies, because it shows them a

number of choices for their future. According to an evaluation from the Kravis Institute at

Claremont-McKenna college, students also become more academically motivated after experiencing

Job Shadowing because they are better able to grasp the connection between school and careers. Job

Shadowing also introduces students to the requirements of professions and industries, building a more

prepared workforce for the 21st century.

Q. Does Job Shadowing encourage kids to get jobs rather than go on to college?

A. On the contrary — students become inspired to attend college after observing people in the workplace.They learn that their career goals require hard work and usually some form of higher education.

They also gain a firsthand understanding of the relevance of academics to the professional world.
Activities and Materials for Employer

Participants in Job Shadow Day
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Employer Section Employer Section

UNDERSTANDING THE ROLE OF EMPLOYER PARTICIPANTS

Role of the Workplace Coordinator

(Employee who oversees logistics of his/her workplaceÕs involvement in Job Shadow Day)

• Acts as the link between all program partners

• Recruits and provides orientation to employees interested in serving

as Workplace Hosts

• Works with one or more teachers or administrators at participating schools

• Provides access to appropriate work spaces, departments and equipment

• Provides schools with general background information on the workplace 

and assistance with lunch and transportation arrangements, dress codes and safety issues

• Coordinates on-site evaluation exercises for all participants

• Seeks internal publicity at the workplace for Job Shadow Day

• Monitors quality of Job Shadow Day experiences through ongoing evaluation

• Collects Workplace Host and Teacher Evaluation Forms and shares them 

with interested parties

• Provides overall energy and enthusiasm to make it all work!

Role of the Workplace Host

(Employee who will be shadowed)

• 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 earning

• 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

• Completes a Workplace Host Evaluation Form upon the conclusion of the visit
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HOW TO GUIDE

ADVANCE PREPARATION FOR JOB SHADOW DAY—ACTIVITIES AND MATERIALS

Suggestions for Preparation of Workplace Coordinators

1.Workplace Coordinators should review the Workplace Coordinator Checklist (p. 11) to prepare 

themselves for all phases of Job Shadow Day.

2.Workplace Coordinators should be prepared to work with teachers or School Coordinators, including

providing company information and establishing the agenda for the day.

3.Workplace Coordinators should be prepared to begin Job Shadow Day with an introductory session

for student “shadows.”This will ensure that all participants can relate the shadowing experience to the

overall objectives of the workplace. If possible,Workplace Hosts should also participate in this session.

The Following is the Suggested Structure of this Session:

(Students arrive and are settled in a comfortable meeting place.)

Orientation session (10 minutes)

• Introduction of Senior Leadership Personnel to discuss:

- Mission of workplace:What they do

- Purpose of workplace:Why they do it

- Personal note:Why is my job important to me? 

Why I’m glad you’ve joined us today

- Reason they’re involved in Job Shadow Day

Workplace Coordinator Introduction (20 minutes)

• Conducts workplace tour

• Passes out organizational chart (simplified, if necessary) to students

• Engages in brief discussion of different departmental functions

Human Resources Director Introduction (10 minutes)

• What is the role of Human Resources Director

• What human resources the workplace looks for

• Reason they’re involved in Job Shadow Day

• Why the Human Resources Director

is glad to be participating in Job Shadow Day

View Organization Video (if available) (10 minutes)

• Good introduction to workplace for students

• Visually reinforces comments from senior leadership

• Usually relates workplace to community and people
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Employer Section Employer Section

SUGGESTIONS FOR PREPARATION OF WORKPLACE HOSTS

1. Have Workplace Hosts review ÒWorkplace Host Guidelines.Ó

2. Have Workplace Hosts introduce themselves. In addition to giving their names and job titles and

saying why they are participating, they should talk a bit about themselves when they were the age of the

visiting students.They should talk about what kind of school they attended and what they knew about the

world of work at that time.

3.Divide Workplace Hosts into three groups. Assign each group one of the following goals, and ask

the groups to brainstorm a set of activities that will make the goal concrete for the visiting students.

Have the groups share their results.The goals are to provide local students with a meaningful introduction

to the world of work; to give students a context for decisions about their education; and to foster positive

relations between students and employees.

4. Have each Workplace Host find a partner. Have one person in each pair play the role of a student.

The “student” should then interview his/her partner following the “Conducting an Interview” worksheet.

Remind the “students” to think about the age they are supposed to be. Have them ask follow-up and

clarifying questions as they think the real students might.Then, in the large group, discuss questions that

were easily answered and those that were more difficult. Also, identify questions that would best be

answered through action or demonstration rather than an interview format.

5.Divide Workplace Hosts into small groups of four to six. Have one group member describe his/her

biggest concern about working with a student for a day.The other group members may ask clarifying

questions and then should work together to devise a problem-solving strategy that provides concrete

action steps.

6.Divide the group in half. The first half should form a circle facing outward while the second half forms

a circle around them facing inward (each person should be facing a partner). Pose a series of questions,

and before they answer, ask the groups to reflect on their lives when they were the age of the participating

students. Give them a few minutes to discuss their thoughts with their partners. After each question, have

the inner circle take one step to the right so that everyone has a new partner. Possible questions include:

• What was the school you attended like?

• Who were your friends at that age?

• Who were your heroes?

• What did you want to be when you grew up?

• What were your educational aspirations?

• What did you know about day-to-day life in the “world of work?”

7.Divide Workplace Hosts into pairs. One person in each pair will “play” himself/herself as a Workplace

Host. Give the other a brief description of the student he/she will play, making sure that a variety of

personalities/learning styles are represented (e.g., shy, bored easily, talks a lot, has trouble understanding

abstract concepts). Have each pair role-play a brief interaction for the whole group. Discuss how you

might better structure the Job Shadowing experience for each “student.”

8. Have Workplace hosts review ÒSuggestions For Demonstrating Workplace Skills.Ó To 

understand what your career entails, student “shadows” should participate as much as possible in your

job duties. In advance, review and select one of the following activities for the student to perform with

you.The key to success is to have the students participate in your job in ways that won’t inadvertently

disrupt or damage your work, while still providing a firsthand experience of your job.
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HOW TO GUIDE

SUGGESTIONS FOR DEMONSTRATING WORKPLACE SKILLS TO STUDENTS

Telephone Skills

Demonstrate the correct procedure for answering phones and instruct the student on what is appropriate.

If your job entails a significant amount of phone work, demonstrate communication skills by allowing the

student to listen to a few calls on the speakerphone. Be sure to introduce your student to the caller and

let the caller know that you have a “shadow.” Prepare ahead of time a list of calls that you can make

that will help the student understand your job. Before each call, explain to the student what you hope to

accomplish. At the end of each call, review the results you achieved, positive or negative. In addition, you

may wish to review the skills you used on the phone.

Computer Skills

Word processing: Dictate a memo or letter to your “shadow.” Explain the reason you need to write the

memo, and ask the student’s opinion on how to express some thoughts.

Spreadsheets: Copy a spreadsheet into a new file and have the student input or manipulate data. Have

the student change some parameters and notice how the entire spreadsheet changes. Have the student

think about how long it used to take to change the rows and columns by hand.

E-mail: Dictate to the student an e-mail message and have him/her send it.

Graphic software: Copy a file and have the student help you design something for a current project.

CAD: Copy a file, then 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/Equipment

Adding machines: Prepare some calculations for the student to complete.

Fax: Have the student send faxes for you throughout the day.

Other: Have the student experiment with other equipment that is safe your him/her to use, such as the

postal meter or copy machine.

Client/Customer Contact

If your job requires client or customer contact, have the student observe the exchange.

Meeting Skills

Having 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 better understands the conversation. It is recommended that meetings last no longer than an hour.

Presentation Skills

Show the student a presentation you are working on. Have the student critique your presentation.Then

have the student add ideas of his/her own. Ask the student to modernize it for you or show you how to

market more effectively to people his/her age. Encourage all the student’s ideas.
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Employer Section Employer Section

WORKPLACE COORDINATOR CHECKLIST ✓

Two to Four Weeks Before Job Shadow Day

Review all Workplace Coordinator materials

Recruit employee volunteers who are interested in being Workplace Hosts

Provide Workplace Hosts with materials

Call the teacher at your assigned school to introduce yourself and exchange information

Reserve room for orientation, lunch and wrap-up activities

Fax information on the workplace and the hosts with whom students will be paired 

to the teacher at your assigned school

After the teacher has matched students with employees,

he/she will fax this information back to you for distribution

Arrange for internal publicity of Job Shadow Day 

through workplace newsletter, e-mail, bulletin boards, etc.

Work with schools to determine student transportation to and from the workplace

Arrange lunch for student participants (if agreed to)

Prepare orientation and secure speakers (suggestions for orientation are enclosed in this packet)

Prepare lunch activity (see suggestions in materials)

Notify Workplace Hosts of the names of their students

Conduct Job Shadow Workplace Host orientation session 

(it is strongly recommended that this task be completed)

Optional on-site wrap-up activity: Prepare wrap-up activity in consultation with your assigned teacher

Job Shadow Day

Greet students at designated entrance

Conduct orientation session

Supervise pairing of students with their Workplace Hosts 

Conduct lunch activities

Optional: Conduct wrap-up activity with teacher

Ensure that students get to their transportation for departure

Week After Job Shadow Day

Conduct debriefing session with Workplace Hosts

Collect Workplace Host and Teacher Evaluation Forms 

and mail them to the Job Shadow Day Coalition
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HOW TO GUIDE

WORKPLACE HOST GUIDELINES

The following guidelines will help Workplace Hosts plan their day before students join them so that everyone

gets the most out of the Job Shadowing experience.

Greet Your Student

Your student should be greeted as an adult business associate, with a handshake and a warm hello.

Introduce Yourself (5 minutes)

Provide your name, job title and business card. Let your student know that you volunteered to be a

Workplace Host because you think it is important for students to see firsthand the application of what

they are learning in school. Encourage them to ask questions during the time you have together.

Ask to See Your Student’s Resume (10-15 minutes)

Explain to your student that a resume is used by employers to gauge an applicant’s education and experience.

Ask to see the resume, and then use it as a conversational tool to provide an initial basis for conversation.

If the student hasn’t completed his/her resume, work on it together. Consider discussing the items in the

following order:

Interests and Hobbies

Students are most relaxed when they are talking about something they know and aren’t being “tested”

by an adult.Take some time with this question. Ask your student to explain the hobby to you and why this

hobby is of interest. Remember your student’s answers for later in your session.

Community Service

Congratulate your student on any listed community service. Community service can accomplish three

important functions in your student’s life: 1) it makes his/her community a better place to live; 2) it will

help him/her get into a college of his/her choice; and 3) it provides him/her with an opportunity to gain

valuable job skills. Many people started their careers by volunteering.

Career Interests

Ask your student about his/her career interests. If possible, relate those interests to any careers in your

workplace. Note:Your student may not know what careers interest him/her. In that case, reassure your

student that finding the right career path takes time.

Job Experience

Talk about your student’s job experience in positive terms.What did your student like about the job?

What did he/she learn from the job? Tell your student about any jobs you held as a youth and how those

early jobs helped you get where you are today.
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Employer Section Employer Section

Employer Section Employer Section

Special Skills

Briefly tell your student why the special skills he/she listed are important in the workplace (you will have an

opportunity to demonstrate and discuss skills in detail later in the morning). Acknowledge the work your

student has already done to achieve his/her skills and encourage him/her to keep adding to the list. In general,

the higher your student’s skills, the more he/she will earn.Tell your student of any special training skills that

you have had.

Education

This is your opportunity to encourage your student to get a good education. Reinforce that what your student

is learning in school is important to earning a good living.When employers look at a resume, they look at the

education level of an applicant.Tell them how much education you have completed.

Ask to See Your Student’s Job Shadow Day Expectations Worksheet (5 minutes)

Your student has reviewed the learning objectives for Job Shadow Day and has ranked their importance. If

your student hasn’t completed this worksheet, work on it together. Discuss why the student ranked the highest

three objectives.To make your student’s experience memorable, remember what was important to him/her to

learn.Be prepared to alter your activity plan to help the student meet his/her objectives if the opportunity arises.

Student Interview (15 minutes)

To provide more insight about your job, suggest that your student conduct an interview with you based on

the “Conducting an Interview” worksheet.You can use this opportunity to help your student link what he/she

is learning in school to what you do on the job. Be sure to give your student enough time to write down the

answers on his/her worksheet.Answer questions thoughtfully.If appropriate,comment on any good interviewing

skills your student demonstrated.

Break

Tell your student it’s time for a 10-minute break.This is an opportunity for your student to use the rest room

or visit the break room for a beverage. Remember that even during this time, the student in your care must

remain supervised.
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HOW TO GUIDE

JOB SHADOW DAY LUNCH SESSION

Lunch is a great opportunity to gather everyone together for a relaxed review of the day so far.Workplace

Hosts might want to facilitate one of the following activities to make this time even more productive.

These activities provide students with the opportunity to reflect on their experience and how it relates to

their future education, training and career development.Workplace Hosts may join the students for an

informal lunch. If they do, have them sit dispersed throughout the students to facilitate further discussions.

Lunch (25-30 minutes)

Suggested Menus

• Order pizza in several varieties. Pizza is always a hit at any age.

• Order box lunches, as if for a business meeting (tip: Keep the menus very simple,

such as turkey sandwiches, chips and fruit).

• Have the students join in the cafeteria line.

Where to Eat

• If possible, have the students eat where the employees eat.

• Students may eat in a large meeting room.

• Weather permitting, students may enjoy outside seating areas.

Lunch Activities (10-15 minutes apiece)

(Select one or more)

• “More than Meets the Eye” (see attached on pages 32-33). Make sure to review this activity

before students arrive as well as make copies of the worksheet.

• If the Human Resources person has not met the students, have him/her speak on the need for

strong skills and education in the workplace.The Human Resources person can also discuss

what he/she looks for when hiring and other benefits besides salaries that employees enjoy.

Facilitate conversations between students and the Human Resources person about what the 

students learned about working in the workplace. Reinforce the message that every job in the

workplace is important.

• Have a final demonstration of something the workplace does,such as a slide presentation of some

projects the workplace has completed, or packages of products, or a video, if not yet viewed. Ask

the student what types of jobs and what skills were needed for the work-place to be successful.

• Students may fill out their Student Reflection Activity.

• Break the groups into tables of six to eight students and give each group a pad of Post-it notes.

Have each group silently brainstorm on skills needed in the workplace of today and in the future.

Each person should write down these essential skills on Post-its and put them on a large sheet

of paper in the middle of the table. Participants should remain silent during the writing period,

but they are encouraged to read the notes as others place them on the paper. (5-10 minutes)
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Employer Section Employer Section

15

• Identify when and where these skills can be acquired. Divide another large piece of paper into

sections that correspond to those categories (i.e., high school, community college, four-year college and on the job). As a group, transfer the Post-its from one paper to the other, placing them

in the section where they can be acquired. If a skill belongs in more than one place, make duplicate Post-its and put them in all the appropriate sections. (10 minutes)

• Look at the paper and discuss how well the skills are grouped. (10 minutes)

- Which skills seem to fall into their appropriate categories?

- Which placements do not make sense to you?

- Is there too much duplication?

- Which skills belong in more places than they currently are?

• Rearrange the skills into a better model. Feel free to add more skills or resources to the new

arrangement. Remember that the goal of this activity is to identify the need for academic and

career paths that the students can discuss with parents, counselors and each other.
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HOW TO GUIDE

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 overall success of

the workplace.

Materials Needed

30 organizational charts (provided by host site), 30 copies of attached worksheet, 30 pencils

1.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 students will hold in the future will be as varied as the ones seen here today.

• Each job is important to the success of the workplace.

2. 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 good service,to help the community,

etc.). Have Workplace Hosts remind the students what the real goals of the workplace are.

3. 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 pass out a 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 ONE

department out to each group. Be sure the other groups do not see them.

4.Tell the students you have just given them the name of a department.You want them to cross out that

department from the organizational chart you passed out earlier. Each group has been given a different

department.Their job will be to identify what might happen if that job was eliminated from the workplace.

5. Give the groups 10 minutes to work in their groups and fill out the worksheet.Tell each group to select

a recorder and a reporter.The recorder will write down the information for the group.The reporter will

report back the group’s answers to the class.The teacher and the Workplace Host should circulate

around the room to help facilitate the group discussions and answer any questions the students have.

6.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.

7.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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WORKPLACE HOST EVALUATION FORM

Thank you for participating in Job Shadow Day! Please complete this brief evaluation and return it to

your Workplace Coordinator. He or she can share it with his or her Job Shadow Day partners in order to

continue to improve the program.

Please rate the following on a scale of 1 through 5 (1 indicates that you strongly agree with the

statement, and 5 indicates that you strongly disagree).

I was well prepared to be a Workplace Host. 1 2 3 4 5

Today, I gained a new perspective about my job. 1 2 3 4 5

I was at ease interacting with my student throughout the day. 1 2 3 4 5

I enjoyed my experience and would be willing to do it again. 1 2 3 4 5

I would recommend Job Shadowing to other employees. 1 2 3 4 5

For successful Job Shadowing experiences in the future, you might:

What should we stop doing?

How could we better support you throughout your experience?

Any additional comments?
Activities and Materials for Educator and

Student Participants in Job Shadow Day
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Educator Section Educator Section

UNDERSTANDING THE ROLE OF THE TEACHER 

OR SCHOOL COORDINATOR AND STUDENTS

Role of the Teacher or School Coordinator

• 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 that are provided in this guide

• Adjusts class schedules when necessary

• Collects Parent/Guardian Consent Form and Medical Authorization Form

• Attends orientation session (optional)

• Arranges student’s transportation to work site

• Accompanies students to site or manages supervision

• Joins a Workplace Host for the Job Shadow experience (optional)

• Follows all workplace safety and security policies and procedures

• Completes a Teacher Evaluation Form and returns it to the Workplace Coordinator

Role of the Student

• Demonstrates desire to explore career options, personal skills and attributes

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

• Has ability to work with persons of different educational, economic, cultural, religious 

and ethnic backgrounds

• Participates in preparatory activities conducted by the school or workplace

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

• Willingly participates in all activities structured by the Workplace Host
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HOW TO GUIDE

ADVANCE PREPARATION FOR JOB SHADOW DAY — 

ACTIVITIES AND MATERIALS FOR TEACHERS OR SCHOOL COORDINATORS

Suggestions for Preparation of Teachers or School Coordinators

1.Teachers should be prepared to lead class activities that prepare students for their visit. After the visit,

teachers should reinforce the learning objectives of Job Shadow Day in the classroom.Points to highlight

throughout your Job Shadow Day-related classroom activities include:

• Relevance of Schoolwork.An important component of Job Shadow Day is helping students 

understand the relevance of their schoolwork. Students will observe how English, math, problemsolving and other basic skills are used every day on the job.

• Necessary Workplace Skills. Students should be introduced to fundamental, transferable 

workplace skills that they need to be successful in virtually any career field. Students should have the

opportunity to conduct a personal assessment of these skills, observe them firsthand and develop

an action plan based on these observations.

• Teamwork. Students should be introduced to teamwork on the job and discover how it is related to

success in the workplace.

• Connection Between Learning and Earning. Students should have the opportunity to see that

a good education is the key to getting a good job, and lifelong learning is important to 

continued success.

• Introduction to Careers. Job Shadow Day allows students to gain valuable exposure to many

careers. Although the product or service might differ from one workplace to another, a variety of

workplaces could provide similar opportunities. For example, public relations firms, government

agencies and biotechnology firms all need accountants, project managers and writers. Up-close 

exposure to careers might enable students to make more accurate career decisions later in life.
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Educator Section Educator Section

2. Make contact with your Workplace Coordinator prior to Job Shadow Day. By building the bridge

between the classroom and the workplace, you can help prepare students for the workplace as well as

prepare the workplace for the students. Often companies have websites which provide interesting 

information for educators and students.Try to cover the following points:

Information to obtain from the Workplace Coordinator:

• A brief description of what the organization does 

(request brochures or other printed material, if available)

• The organization’s contact information

• What the students can expect to experience at the organization

• Arrangements for lunch

• Specific information regarding student drop-off and pick-up points

• Dress code and safety regulations

• Mutual agreement on the agenda for the day

Information to provide the Workplace Coordinator:

• A brief description of the students in the class: demographics, personal histories,

those with special needs

• What the students are currently studying that might relate to the workplace

• Personal interest in chaperoning or participating in the Job Shadow experience

• Information on students’ fields of interest (only if teachers and Workplace Coordinators 

are planning to match students according to this specification)

3. Use “It’s Off to Work They Go”Teacher Activity to ensure that the students are prepared for the workplace and have completed all necessary paperwork.
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HOW TO GUIDE

ADVANCE PREPARATION FOR JOB SHADOW DAY — 

ACTIVITIES AND MATERIALS FOR STUDENTS

Suggestions for Preparation of Students

(To be conducted by the teacher or School Coordinator)

1. Have students introduce themselves and share what careers interest them. If they don’t have a specific

career in mind,ask them if they have any general interests that might affect what they do when they are older.

2. Demonstrate how to introduce yourself in a business context (use your proper name, shake hands, give

any important information). Pair up the students to practice, with one student playing the “Workplace

Host” role. Switch roles.

3. Have students brainstorm all the places they see people at work.Try to be as inclusive as possible. Most

familiarity will be with people who serve the public. Ask how much attention they pay to those people,

what they think it would be like to have those jobs and what skills those jobs require.

4. Explain the definition of Job Shadowing and how it is different from just seeing people working.

5. Go through the following points, asking students to brainstorm related questions they could ask their

Workplace Hosts or things that could be done at school or the workplace to obtain these experiences.

• Students will observe what really happens in the “world of work”

• Students will see how what you learn in school is used on the job

• Students will learn what skills are needed for a job

• Students will meet interesting people in the community

6.Divide the students into pairs.Have one of each pair interview the other about hobbies and interests,focusing

on one subject that the interviewer knows very little about. After the interviews, the interviewer should

describe the other person’s interest or hobby to the rest of the group. Switch roles and repeat the activity.

7. Pair off the students and have one play the role of the Workplace Host. Give the other a brief description

of the student he/she will play. Some student roles should model good professional behavior, and other

should be negative examples. Have each pair prepare a brief skit using their roles. Have the group watch

all the skits and discuss how appropriate each “student’s” behavior would be in the workplace.

8. Make sure that students have their Parent/Guardian Consent Form; their Medical Authorization; and all

pre-site visit materials and activities, including the Resume, the Job Shadow Day Expectations Worksheet

and the Job Shadow Day Career Cluster Selection Worksheet, completed before the day.
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Educator Section Educator Section

TEACHER ACTIVITY: IT’S OFF TO WORK THEY GO!

Teacher Activity for Preparing Students for the Workplace

You will be preparing your students for a unique insight into the world of work, where they will be treated 

as adults and asked to participate in a professional environment.Whether your class is to visit a private,

government or nonprofit workplace, preparation is the key to the day’s success.

Presenting the Content and Intent of the Day

It is important that students understand that the person they will be shadowing is not intended to represent

their future career.The primary objective of Job Shadowing is to observe the knowledge and skills that are

used every day on the job, and to participate in sample activities.The students should experience a tour of

the entire facility and be introduced to a variety of careers.

Introducing the Job Shadow Day Workplace Partner

By now you should have contacted your Workplace Coordinator who should provide you with information

about his or her organization.You have the option of discussing the information with your students or asking

them to conduct their own research using the Internet or other library resources.

Establishing Objectives

In order to prepare for Job Shadow Day, students should:

• Discover the connection between having multiple skills and succeeding in the workplace

• Analyze their personal skills and aptitudes

• Ready all materials and permission forms needed to participate in Job Shadow Day activities

Preparation

Read through the guide. Photocopy for each student all materials, activities and forms they will be expected

to complete in order to participate.

Personal Skills Assessment Classroom Activities

• Presentation (5-10 minutes)

Explain to the students that during Job Shadow Day, they should be assigned to different employees

at the workplace where they would learn about that person’s job duties and associated skills. Ask

the students what skills they think employers want employees to have (answers might include reading

and math skills, punctuality, honesty, neatness). List their responses on the chalkboard.

Explain to the students that the workplace of today requires employees who excel at communication,

actively engage in teamwork, have problem-solving abilities and continue to learn new ideas and

technology on the job.To be successful in the world of work, students need to acquire these kinds of

skill sets.
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HOW TO GUIDE

• Activity (10 minutes)

Tell the students that employers typically identify basic skills and qualities that they want their

employees to have. Stress that the higher a student’s knowledge and skills, the higher their

potential earning power. Using the Personal Assessment Form, have students survey themselves

to determine what skills and qualities they already have and those they might want to develop

for the job of their choice.

• Discussion (5 minutes)

After the students have finished, reinforce the activity by asking how they can strengthen their

skills at school, home, work, volunteer and extracurricular activities such as sports, band, etc.

• Materials Review (10 minutes)

Review all other materials that students will be asked to complete before, during and after Job

Shadow Day. Make sure they understand which pieces are critical to their being allowed 

to participate.
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Educator Section Educator Section

STUDENT ACTIVITY: JOB SHADOW DAY EXPECTATIONS WORKSHEET

Job Shadowing is a great opportunity to learn about the world of work.You may be wondering what you

will discover.Without a doubt, you will be exposed to a wide variety of experiences and information, some

of which may be more valuable to you than others.

Take Action!

Holding a job requires a lot of independent thought and decision-making. Below is a checklist of what

you can expect to learn today.Read through the list and decide which learning objectives are the most

important to you. Rank each item 1 to 5, with 5 being the most important. You may give each

objective its own rank; the objectives do not have to be prioritized. Additional space is provided if you

would like to learn something that is not listed.

What I Can Expect on Job Shadow Day Rank

To see how the knowledge I am gaining in school is used on the job

To see what people do all day on the job

To understand what skills I need to get a good job

To learn what employees receive besides a paycheck

To find out more about the workplace I am visiting

To see how technology is used on the job

To explore some new career ideas for myself

To learn how much education I will need to get the job I want

To understand how learning and earning are connected
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HOW TO GUIDE

JOB SHADOW DAY PERSONAL ASSESSMENT FORM

This survey lists skills and talents that individuals have and employees value. Read the list and assess your

own strengths.Mark the box that best describes the level of your skill (1 being low, 5 being high).

Skills for Basic Job Performance

Resource Management.Time, money and materials are resources.You can manage them well.

Interpersonal Skills.You get along well with others.You can work on a team, teach others,

serve customers or be a leader.You can work well with people from different backgrounds.

Information Management.You can find, interpret and communicate information.You can

organize and maintain files.You can use a computer to process information.

Systems. A system is the way things are done or organized.You can understand social 

business systems.You can check and correct your business performance.You can make 

suggestions to improve the way things are done.

Technology. You can find and use the right tools for the job.

Basic Skills. You read, write, speak and listen well.You know arithmetic.

Thinking Skills.You can think creatively.You can make decisions and solve problems.

Personal Qualities.You take personal responsibility for your work.You think well 

of yourself.You are honest.

More Specific Job Skills

Mathematical Skills. Mathematics is one of your favorite and best subjects.

Mechanical Skills.You understand how things work and have an aptitude for fixing things.

Physical Strength.You are above average in physical strength, stamina and fitness.

Patience/Perseverance.You are able to concentrate on a task for as long as it takes 

to get it done.

Supervisory Skills.You can plan and work with others to help them reach goals.

Attention to Detail.You work carefully.You are thorough and complete.
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Educator Section Educator Section

STUDENT ACTIVITY: 

JOB SHADOW DAY CAREER CLUSTER SELECTION WORKSHEET

NAME

SCHOOL

PARENT/GUARDIAN’S DAYTIME PHONE

Career Cluster Selection

Career clusters are broad groups of careers that share common education and skill requirements.The people

who work in certain clusters also share many of the same personal attributes.

On Job Shadow Day, every student will be paired with a partner at a job site.To make your experience

more meaningful, please rate your top three choices for career clusters. If possible, you should be paired

with a person in one of the clusters you selected.

Instructions: Place the number of your choice next to the appropriate career cluster below. Examples of

careers in these clusters are provided on page 28.

1= First Choice 2= Second Choice 3= Third Choice

Natural Resources,Environment and Agriculture

Do you like the environment? Do you like plants and animals? Are you interested in physical

resources such as land,water,soil and weather? Do you like to observe,learn,and solve problems?

Arts and Communications

Do you like to communicate ideas? Do you like to share information? Are you creative, imaginative and innovative? Do you like to express yourself in writing or with audio, visual or graphic

media arts? Do you like to perform?

Business and Marketing

Are you organized, accurate and self-motivated? Are you a leader? Do you enjoy 

organizing people and planning events? Do you like computers and business machines? Do you

like creating reports? Do you like marketing things? Do you enjoy working with numbers?

Health and Medicine

Do you like to work with people? Are you interested in helping the sick or disabled? Are you

interested in promoting wellness and sharing your knowledge? Do you like new technology? Do

you like to solve complex problems and keep good records? Can you stay calm in an emergency?

Human Services

Are you able to get along with a diverse group of people? Do you like serving the public? Do you

have leadership ability? Are you patient and polite,yet able to make decisions?

Technology, Engineering and Science

Do you enjoy math, technology or science? Do you have the ability to be accurate, analyze data,

and solve problems? Do you like designing things or drawing detailed plans? Do you like using

machines and heavy equipment?
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HOW TO GUIDE

Natural Resources,

Environment and Agriculture

Agricultural Engineer

Animal Breeder

Biologist

Farmer

Fish and Game Warden

Florist

Food Scientist

Geologist

Marine Biologist

Nursery Manager

Park Ranger

Soil Technologist

Water Conservationist

Wildlife Manager

Veterinarian/Vet Assistant

Zoologist

Arts and Communications

Actor/Actress

Advertising Copywriter

Announcer

Artist

Camera Operator

Comedian

Editor

Fashion Design

Film

Fine Arts

Graphic Arts

Journalism

Photography

Production Design

Radio

Technical Writer

Telecommunications

Business and Marketing

Accountant

Advertising Account Executive

Banker

CAD and CAM operator

Computer Science

Desktop Publishing

Distribution

Finance Insurance

Management

Marketing

Merchandising

Paralegal

Personnel

Purchasing Agent

Real Estate

Retail

Secretary

Health and Medicine

Art/Music Therapist

Athletic Trainer

Biomedical Research

Dentist/Dental Assistant

Dietitian

Hospital Administrator

Medical/Health Services Manager

Medical Lab Technologist

Mortician

Nurse

Optometrist

Paramedic

Pharmacist

Psychiatrist

Psychologist

Radiologist

Human Services

Child Care Worker

Community Services

Educator

Firefighter

Funeral Director

Hotel Manager

Judge

Lawyer

Military Serviceman/woman

Parole Officer

Political Scientist

Postal Worker

Recreation Director

Sociologist

Travel Agent

Youth Organization Worker

Technology, Engineering 

and Science

Aerospace Engineer

Airport Manager

Air Traffic Controller

Anthropologist

Archaeologist

Assembler

Chemical Engineer

Drafter/Design Technician

Electronics Repair

Engineer 

Machinist

Manufacturing Engineer

Optician

Physicist

Printer

Radio Dispatcher

Robotics Engineer

TV Cable Installer

CAREER CLUSTERS

(Examples of careers within each cluster)
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Educator Section Educator Section

STUDENT ACTIVITY: RESUME

NAME

SCHOOL

PARENT/GUARDIAN’S DAYTIME PHONE

PARENT/GUARDIAN’S E-MAIL AND/OR FAX

Career Interests

List which careers interest you the most.

Job Experience

List three job experiences (include dates and job descriptions) you have had.You may include baby-sitting,

mowing lawns, washing cars, writing a school newspaper, etc.

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 you belong to and any personal hobbies and interests you may have, such as collectible

card games, computers, music, sports, video games or animals.

Community Service

List any volunteer work you have done to help your community,such as raising money for the needy,working

at an animal shelter or helping senior citizens. Include work you have done through clubs such as the Boy

or Girl Scouts.You may include personal giving,such as donating your money to a cause or recycling.

Education

Write the education level you have completed to date.
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HOW TO GUIDE

JOB SHADOW DAY ON-SITE ACTIVITIES AND MATERIALS

Student Activity: Conducting an Interview

Meet Your Workplace Host

To find out more about your Workplace Host’s job,you will conduct an interview.Think about the reporters

you have observed conducting interviews on the evening news. Ask your partner the following questions.

Space is provided for you to construct additional questions of your own. Make sure your questions are

spoken clearly, and make eye contact with your Workplace Host. Relax and smile.Write down the answers

on this page.

Introductory Questions (ÒGetting to Know YouÓ)

1.What is your job title?

2.What are your responsibilities?

3. How do you help this workplace meet its goals?

4.What is a typical day like for you?

5.What do you like the most about your job?

6.Why did you select this type of work?

7. How much education do you need for this job?

8. Do you need more job training after you have completed your education?
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Questions About Job Skills

Your Workplace Host uses many of the same skills on the job that you are learning every day 

in the classroom.To find out which skills are important to your Host’s job, you will be asking him/her 

to show you examples of how the following skills are used on the job. Remember to speak clearly.

1a. Do you use reading every day on the job? Yes ❑ No ❑

b.What grade level of reading do you use on this job?

2. How, if at all, do you use writing on the job?

3. Is math important to your job? Yes ❑ No ❑ How?

4. Do you need good listening skills for your job? Yes ❑ No ❑

5.When do you need to use good speaking skills to get your job done?

6. Do you ever have to work in teams on your job? Yes ❑ No ❑

7. Do you use a computer for your job? Yes ❑ No ❑ How?

8a.What kinds of problems do you solve on the job?

b.What skills do you need to solve those problems?

9.What did you learn in school that helped you the most on the job?

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

11.Write any questions that you would like to ask.
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HOW TO GUIDE

LUNCH ACTIVITY: “MORE THAN MEETS THE EYE” STUDENT WORKSHEET

How keen are your observation skills? One of your responsibilities today is to observe as much as possible

about the work environment you are visiting.You probably observed that there is much more to a workplace

than delivering a product or a service.

Use this checklist as a guide. Remember the people, the equipment, the benefits and the facilities you have

seen or heard about.You will have 5 minutes to write down your observations under the heading marked

“Observation Topic Points.”

Your Workplace Coordinator will award you 1 to 3 points for each observation topic you successfully

complete. At the end of the checklist, you will total your points to see how well you did.

Good Luck!

Observation Topic Points

The People.The most important resource a workplace has is its people.

Describe the clothing people wore.

Did everyone wear the same attire?

How did people treat one another?

Did everyone have the same work space?

How did people greet one another?

How did people answer the phone?

The Facilities. In addition to work space, companies often offer a variety of extra facilities for their

employees.Which of the following did you observe?

Lunch/break room ❑ Yes ❑ No

Child care center ❑ Yes ❑ No

Health care/first aid ❑ Yes ❑ No 

Outside seating areas ❑ Yes ❑ No
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The Technology. Companies today use a variety of cutting-edge technologies.

How many computers does this workplace have?

What software programs did you observe?

What other equipment do employees use at their desks besides computers?

What other technology does the workplace use to make its product or deliver its services?

The Benefits.To hire the best people possible, many employers offer more than a salary 

or hourly wage.

Does this workplace offer any of the following extra benefits?

Health care plan ❑ Yes ❑ No

Dental plan ❑ Yes ❑ No

Retirement plan ❑ Yes ❑ No

Disability insurance ❑ Yes ❑ No

Reimbursement for more education ❑ Yes ❑ No

Advanced training for job skills ❑ Yes ❑ No

Other services, such as dry ❑ Yes ❑ No

cleaning or car maintenance

Total Points

How do your observation skills rank? Total all your points to see what rank you have achieved.

0-15 points Rank: New Employee

16-30 points Rank: Manager

31-40 points Rank: Vice President

41-50 points Rank: President and Chief Executive Officer

51+ points Rank: Chairman of the Board
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HOW TO GUIDE

POST-JOB SHADOW DAY STUDENT EVALUATION FORM

Now that you have completed your Job Shadowing experience, take some time to reflect on what you observed

today and how it might affect your plans for the future.

1.What were the title and responsibilities of your Workplace Host?

2.Which parts of the job were of interest to you?

3.Which parts of the job would you find boring?

4.Would you consider a career in this field? Why or why not?

5.What surprised you most about what you learned, heard or observed today?

6.What knowledge and skills are you learning in school that will be used on the job?

7.What knowledge or skills do you need to strengthen to be successful on the job?

8. Did any other ideas for careers come to mind today?
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Educator Section Educator Section

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

30 organizational charts (provided by host site), 30 copies of attached worksheet, 30 pencils

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 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 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.

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 pass out a 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 ONE department

out 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.You want them to cross out that

department from the organizational chart you passed out earlier. Each group has been given a different

department.Their job will be to identify what might happen if that job was eliminated from the workplace.

Give the groups 10 minutes to work in their groups and fill out the worksheet.Tell each group to select a

recorder and a reporter. The recorder will write down the information for the group.The reporter will

report back the group’s answers to the class.The teacher and the Workplace Host should circulate

around the room to help facilitate the group discussions and answer any questions the students have.

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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HOW TO GUIDE

IT’S A TEAM EFFORT: POST-JOB SHADOW DAY STUDENT WORKSHEET

Understanding Organizational Structure

Instructions: Work with the members in your group to answer the questions below. List as many ideas

as you can.Choose one recorder and one reporter.The recorder will write the group’s ideas on the worksheet.

The reporter will report the group’s answers to the full class.

1.You have just been asked to cross out a department on the organizational chart.

What did this department contribute to the workplace’s goals?

2.What skills do you think were required to work in this department?

3.Which departments on the chart rely on the crossed-out department to get their daily job done?

4. Do any departments rely on the crossed-out department for their annual operating costs 

(the money spent on doing business, such as salaries, rent, advertising, machines, etc.)?

5.What would happen to the workplace if this department did not exist?
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POST-JOB SHADOW DAY CLASSROOM ACTIVITY: 

DEVELOPING YOUR PERSONAL ACTION PLAN

This post-site visit classroom activity allows students to review their observations of what skills are

required for the workplace and to develop a personal plan of action for achieving future academic and

career goals. Students will gain a better understanding of how academics are applied in the workplace

and the importance of education to job success. Instruct the students to bring Job Shadow Day materials

back to class after the event.You may wish to make extra copies of the Student Evaluation Form (p. 34)

and the Personal Action Plan (p. 39–40) to have on hand.

Materials Needed

Student Job Shadow Guides, Student Evaluation Form, Personal Action Plan, 30 pens or pencils

1.Tell the class that each of them had an opportunity to observe one job up close on Job Shadow Day.They

were able to see what education and skills were needed at each job position. Explain that now you would

like the class to share what they observed with their classmates.You want them to discover if there is

any commonality between the education and skills required at different positions within a workplace.

2. Ask each class member to share the top three skills they observed that were needed for the Workplace

Host’s job. As each student provides the answer, develop a list on the board or on an overhead projector.

When students repeat a skill already mentioned, place a check mark after it. Soon, a common list of

skills, such as reading, math, and computer skills should develop. In addition, special job skills, required

by only one or two positions in a workplace, may surface. Draw the student’s attention to the common

list of skills. Ask the students to see how many of those skills are included in the list provided in their

student guide. Reinforce the message to students that the more they develop their skills, the more

opportunity they will have to obtain a good job.

3.The benefit of Job Shadow Day is that we can learn a great deal from other people’s experience.The

students learned from the individual experiences of their Workplace Hosts. Now they will have the

opportunity to see how the employees’ experiences compare across the workplace. Ask students to

refer to the wrap-up question at the end of the interview.The question is,“What do you wish you had

studied more in school?” Ask the students, with a show of hands:

• How many of your Workplace Hosts said “math”?

• How many said “reading”?

• How many said “computer skills”?

• What other skills or knowledge did the mentors wish they had paid more attention to?
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4. Remind students that they still have time to work on their education and their own personal skills inventory

to get the type of job they want.They can learn from Job Shadow Day and avoid regrets later in life.

5.Tell the students they were fortunate to have an experience that allowed them to see the knowledge

and skills needed in the workplace. Even though school, at times, can be quite challenging, the reward

is in securing a job that is interesting and financially rewarding.

6. Explain that now they will have an opportunity to apply their knowledge of workplace skills toward

planning for their own future. Ask them to turn to the Student Reflection Activity and the Personal

Action Plan. Briefly describe the purpose of each of the worksheets (see below). (Please note: Omit the

Student Reflection Activity if your class filled it out during lunch at the job site.)

7. Give the students 15 minutes to fill out the worksheets.Walk around the room and answer any questions

students may have with regard to the education levels needed for careers or where they might obtain

skills in addition to those taught in school.

Student Evaluation Form

The Student Reflection Activity is designed to help a student think through the Job Shadow experiences

from his/her own perspective. It will serve as a reminder of observations made and ask the student to

relate the day to future plans.

Personal Action Plan

Explain to the students that it is never too soon or too late to get the skills they need for the job they

want. But they each must make a plan of action and a commitment to themselves to follow through.

The Personal Action Plan is a starting point. Explain that in the business world, people set business and

personal goals.Tell the students that as they fill out their Personal Action Plan, they are making both

business and personal goals for their future. By establishing personal goals to increase their education

level and their skills, they are making a better future for themselves.

Encourage the students to keep their Personal Action Plans in a safe place and check them in six months

to see how they are doing.
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PERSONAL ACTION PLAN STUDENT WORKSHEET

It is never too soon to begin planning for your future.You may already know what career you will pursue.

Or you may still be looking for that special career that would be right for you. Either way, planning now

for the future may become a guide to fulfilling your dreams.

A promise to yourself: Reaching any career goal takes a personal commitment. Every plan for tomorrow

requires some action today. Even if you have no idea which career is right for you, it is possible to begin

preparing for the world of work.Promise yourself that you will try to gain the education,skills and experience

that you will need to be successful in the future.

Instructions: Fill in the questions below to develop your own Personal Action Plan. If you know your

career plans, target the specific education and skills you will need. If you are still looking for your career

path, target the broad job skills that you learned about and observed on the job.

Careers

The types of careers that interest me today are (if you don’t know, write “I don’t know yet”):

Personal Goal

To find out more about these jobs, I will:

Surf the Internet

Research careers at the library

Call the Human Resource personnel at companies or organizations

Other:

Education Plan

Every job has a minimum education requirement. Most jobs in the future will have a two-year college

requirement. Other jobs require much more education. Check how much education you want to begin

your career.

High School Diploma

2 years of college (associate’s degree)

4 years of college (bachelor’s degree)

6 years of college (master’s degree)

7-8 years of college (Ph.D.)
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Personal Goal

You have already discovered that doing well in education takes some work. List two things you can do

immediately to help obtain your education goal (e.g., completing all your assignments, bringing up your

grades, sending college applications in on time).

Skills

As you observed on the job site, every job requires a minimum set of skills.Write three specific skills that

you will need in the future (e.g., a musician will require the ability to read music, a computer programmer

will need advanced computer training, a businessperson will require proficiency in math).Then decide how

you will obtain or strengthen that skill.

Skills Needed

Ways I Can Obtain or Improve Them

Keeping Your Commitment

In the world of work, when goals are set, employees are accountable for meeting them. Make yourself

accountable for getting the education and skills you need to be successful. Keep this Personal Action

Plan and check it in six months. Ask yourself how you are doing, and then adjust your goals — or set

new ones — to meet your plans for the future.
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Educator Section Educator Section

POST-JOB SHADOW DAY CLASSROOM ACTIVITY: 

SAYING THANKS IS GOOD BUSINESS

Overview

The students will learn how to write a thank-you letter to their Workplace Host.

Objectives

• Students will learn how to write a business thank-you letter

• Students will convey the meaning of their day to the Workplace Host

• Students will learn that a thank-you note is always good business

Preparation

Read through the activity. Have the correct spelling and mailing address of the workplace.

Materials Needed

Sheets of paper, pens, large envelope and stamps

Presentation (5 minutes)

Tell students that in many families and cultures, a thank-you note is the expected form of appreciation.

When a family member or friend sends a gift, especially if it is a long distance, it is often considered 

common courtesy to send a thank-you note.

The same is true in the business world. People like to be thanked for their time and effort. Explain to the

students that the Workplace Hosts were volunteers.They invested their personal time in preparing activities

and demonstrating job skills because they cared about the students’ futures.Yet these professionals still

have to meet their own job deadlines. A thank-you note to them will show your appreciation. In addition,

it builds a good relationship with the workplace so that students from your school will be more likely to

be invited back for Job Shadow Day next year.

Explain to the students that, unlike the personal thank-you notes they may be used to writing, a thank-you

note in business is short and focused. It is always of a professional quality (neatly written, with no 

grammatical or spelling errors).

Activity (15-20 minutes) Note:This can be a classroom assignment or a homework activity.

Tell the students that each of them will be writing a thank-you letter to his or her Workplace Host.Tell

them to use their name and the school address for a return address.They should be sure to include their

Workplace Host’s title in the mailing address.

The letter will be one to two paragraphs long and should include no more than three short messages,such as:

• Thank you for your time.

• The most important thing I learned was:

• What I enjoyed the most was:

They need to convey a simple “thank you” or “sincerely” as a closing, and sign their name.

When the letters are complete, they should be collected and sent in one envelope to the Workplace

Coordinator for distribution. A copy should also be included with the Job Shadow Day Survey and Report

so that the Job Shadow Day Coalition can learn what student participants enjoyed about the event.
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TEACHER EVALUATION FORM

Thank you for participating in Job Shadow Day! Please complete this brief evaluation of your experience

today and return a copy to the Workplace Coordinator so that we can continue to improve the program.

Please rate the following on a scale of 1 to 5 (1 indicates that you strongly agree with the statement

and 5 indicates that you strongly disagree).

I believe Job Shadowing has been a worthwhile experience for my students. 1 2 3 4 5

I have found linkages between my curriculum and Job Shadowing. 1 2 3 4 5

I have found the materials supplied by the workplace useful. 1 2 3 4 5

I would like to participate in Job Shadowing again with future students. 1 2 3 4 5

I would recommend workplace Job Shadowing to other school personnel. 1 2 3 4 5

For successful Job Shadowing experiences in the future, you might:

What should we continue to do?

What should we stop doing?

How could we better help you use Job Shadowing at your school?

Any additional comments?
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Educator Section Educator Section

PARENT/GUARDIAN CONSENT FORM

Your son or daughter has been invited to attend a Job Shadowing experience at a workplace. He or she

will be assigned to an employee, a Workplace Host, who will lead him or her through a department in the

workplace.They will discuss a typical workday and explore different aspects of working in a particular

industry and what skills they are learning in school that are needed in the working world.They will then

join classmates, other area students, teachers and workplace employees for a luncheon to discuss what

they observed and learned.The student’s school will provide transportation. In order for your child to

participate, this form must be filled out and returned to his or her teacher before the day of the event.

Permission to Participate in Workplace Job Shadowing

My son/daughter, ,

may participate in a Job Shadowing experience, which will take place at

on

between the hours of a.m. and p.m.

Permission to Travel to the Workplace

I understand that my son/daughter, ,

will travel to the workplace under the supervision of school staff.

Photo Release

I understand that Job Shadow Day attracts attention from the media and is also used to promote partnerships between schools and employers, so there is a possibility that children will be photographed

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

for these promotional and educational purposes.

SIGNATURE OF PARENT OR GUARDIAN DATE
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MEDICAL AUTHORIZATION

In order for your child to participate, this form must be filled out and returned to his or her teacher before

the day of the event.

Should it be necessary for my child to have medical treatment while participating in the Job Shadowing

program, I hereby give the school district and workplace personnel permission to use their best judgment

in obtaining medical service for my child, and I give permission to the physician selected by the school

district personnel to render whatever medical treatment he or she deems necessary and appropriate.

Permission is also granted to release necessary emergency contact/medical history to the attending

physician, or to the workplace, if needed.

STUDENT’S NAME

ADDRESS

DATE OF BIRTH HOME PHONE

DAYTIME PHONE CONTACT INFORMATION FOR PARENT/GUARDIAN

CONTACT OTHER THAN PARENT/GUARDIAN

RELATION TO STUDENT PHONE

FAMILY DOCTOR PHONE

PREFERRED HOSPITAL PHONE

Does your child require any special accommodations because of medical limitations, disability, dietary

constraints or other restrictions? Please explain.

❑ I hereby agree to all of the above authorizations and permission.

SIGNATURE OF PARENT/GUARDIAN DATE
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Employer Section Employer Section

Educator Section Educator Section

NATIONAL GROUNDHOG JOB SHADOW DAY!

Participant’s name

In recognition of your contribution 

to the development of the future 

workforce by participating in 

Groundhog Job Shadow Day!

Date
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JOB SHADOW DAY SURVEY AND REPORT

Dear Groundhog Job Shadow Day Organizer:

Please take a few minutes to complete this survey to assist us in providing the material and information

you need for future Job Shadow Day guides.Your comments and suggestions are very important to us as

we strive to improve our Job Shadow Day Guide. Please feel free to write or telephone us with any ideas

or suggestions you may have.

Please note: teacher, student, and employer evaluation forms are located on pages 42, 34, and 17.

Sincerely,

National Groundhog Job Shadow Day Coalition

www.jobshadow.org

info@jobshadow.org

909 North Washington Street, Suite 400

Alexandria,VA 22314

703-535-3874

Use this form to submit short descriptions of your activities, along with nonreturnable and 

CLEARLY LABELED photos, samples, student thank-you notes, or news clips for possible 

inclusion in next year’s report.

CONTACT PERSON

ORGANIZATION

ADDRESS

CITY/STATE ZIP

DAYTIME PHONE FAX

E-MAIL ADDRESS
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Employer Section Employer Section

Educator Section Educator Section

Briefly describe your Job Shadow Day activities below. If you need more space, please attach comments.

Be sure to name any cosponsors and media coverage. Please clearly print or type.

1a. Is this your first time observing Job Shadow Day? ❑ YES ❑ NO

1b. If no, for how many years has your organization participated?

2.What is your primary job responsibility?

3.Which activities and materials did you find most useful and why?

4a.What additional activities and materials would be helpful to you in planning Job Shadow Day?

4b.Which items in question 4a would you be willing to purchase at cost? 

5. Did any materials in the Job Shadow Day Guide inspire certain Job Shadow Day activities? 

6.What topics would you like featured in future Job Shadow Day Guides?

7. Do you have a slogan(s) you would like us to consider for a future Job Shadow Day?

8. How many people attended or were reached by your Job Shadow Day activities?
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MEMBERS OF THE JOB SHADOW DAY COALITION

AmericaÕs Promise – is a national non-profit organization founded by General Colin L Powell aimed

at mobilizing all Americans to help provide young people with the critical resources they need to

become productive adults:

The Five Promises:

1. Ongoing relationships with caring adults;

2. Safe places with structured activities during non-school hours;

3. Healthy start and future;

4. Marketable skills through effective education; and 

5. Opportunities to give back through community service.

Using public and private funds, America’s Promise connects local efforts with other youth serving

organizations and asset-rich partners to generate additional resources and build capacity so that more

youth receive all Five Promises. Working hand-in-hand with our network of more than 1,000 groups,

America’s Promise also provides technical assistance and training, and develops innovative tools that

help deliver added resources to young people at the community level. For more information visit

www.americaspromise.org.

The United States Department of LaborÕs (DOL) overall mission is to foster and promote the

welfare of the job seekers, wage earners, and retirees of the United States by improving their working

conditions; advancing their opportunities for profitable employment; protecting their retirement and

health care benefits; helping employers find workers; strengthening free collective bargaining; and

tracking changes in employment, prices, and other national economic measurements. Within the DOL,

the Employment and Training Administration (ETA) contributes to the more efficient functioning of

the U.S. labor market by providing high quality job training, employment, labor market information,

and income maintenance services primarily through state and local workforce development systems.

Many of ETA’s major programs and services serve youth, including Job Corps and the Workforce

Investment Act formula and grant programs. Additional information can be found at www.dol.gov.

The Groundhog Job Shadow Day Coalition

www.jobshadow.org

info@jobshadow.org

Junior Achievement (JA) is the world's largest organization dedicated to educating young people

about business, economics and free enterprise.Through a dedicated volunteer network, JA offers

in-school and after-school programs for students in grades K-12. JA programs focus on seven

key content areas: business, citizenship, economics, entrepreneurship, ethics/character, financial

literacy, and career development.Today nearly 150 JA offices reach more than four million

students nationwide.Through its international operation, JA reaches another two million students

in more than 100 countries worldwide. For more information, visit www.ja.org.