Work-Based Learning (WBL) Experiences

WBL comprises a wide range of activities that are conducted as an extended learning experience as a part of any school program. Some or all of these learning opportunities may exist within your school district and/or community. Because of the digital world we now live in, both in-person and virtual activities are possible in WBL. This training focuses on job shadowing as an effective exploration option for students.

Career Mentors
Extended Learning
School-Based Enterprises
Job Shadows
Guest Speakers
Structured Field Trips
Worksite Learning
- Instructional Worksite Learning
- Cooperative Worksite Learning
- Supported Employment

Note: CTE Advisory Committees/Boards exist when CTE and work-based learning activities are present. They govern, provide formal support (approval process, work with state for CTE classes/curricula) and/or guidance (answering questions, list of businesses being used for work sites, etc.). They can be great resources for making connections in the community.

(Worksite Learning Manual, 2012)

Benefits of Job Shadowing

Students are introduced to different careers to help decide which jobs would be the best fit for them
Students spend time observing professionals on the job
It can help the student decide on a major when they begin applying to colleges

Job shadowing is an excellent way to introduce a student to a job that they may be interested in. It provides the opportunity for the student to spend a day or more observing someone on the job. During this time, the student will learn about the job as well as the work environment, expectations, and careers in general. This can be one of the activities that leads the student to deciding next steps towards their future. Sometimes, when a student does a job shadow, they determine that it is not the right fit, and can then explore other options either related to that job or others.

Job Shadow Characteristics

Provides students with a realistic view of a specific job
Students observe employees on the job
Allows time for students to ask questions
Time commitment varies from one hour, to one full day, or over several days
Requires students to complete related class assignments (journal, focused questions, etc.) to further their reflection in becoming more self-determined

When students are involved in a job shadow, they have time and access with someone who they can ask questions and will help them understand the intricacies of the job. It can vary in length depending on the student, the job, the availability of the employer, etc.

It is important to spend time prior to the job shadow experience to prepare the student, and set expectations for feedback, appearance, appropriate behavior, etc. It is equally important to spend time with the student after the job shadow to debrief and determine next steps.

Job Shadow Success Factors

High level of organization and coordination
Develop school-wide and district awareness and support
Students are matched based upon their specific interests
Assessment of student readiness skills
Make this activity a specific class requirement
Standards, preparation, and follow-up is part of the curriculum
Respect the business community

Although it may seem a simple task, for a job shadow to be successful, there is a great deal of teaching skill, organization and coordination that needs to take place. Planning early in the year is essential.

Depending on the timing, job shadowing may require getting students excused from other classes, arranging transportation, gathering permission slips, in-class preparation, administrative support, and ensuring that the experience is related to the student’s interests and possible post-school goals. It is most effective when you incorporate the job shadow experience with the activities that you are already doing in class.

Remember that preparation, clear expectations by you, the student and the employer need to be established. Then provide follow up activities that are part of the curriculum and include feedback, further information gathering and a thank you to the employment site.

Ensuring that students understand that the business community and its behavior expectations are different than those in high school is a beginning point to build relationships, create positive experiences, and possible work opportunities for the youth.

Next: Steps to Developing Job Shadowing Experiences