![]() We wanted the program to be flexible and better fit the diversity of work situations and environments our hosts were experiencing. After brainstorming and speaking with colleagues from other institutions, we came up with the Virtual Job Shadow Experience. ![]() The recruitment, orientation/reflection sessions, and interviewing components of the program could be easily replicated online but emulating the valuable experience of observing a host at work was challenging. A week later, they returned to us for sessions to debrief and reflect on their experiences. Then they ventured out for their day or half daylong experiences and participated in informational interviews, observation, and tours. We matched students with the appropriate hosts according to career goals, application quality, and availability.īefore their experiences, students attended orientation sessions to discuss the program process, professional etiquette, and how to ask valuable questions. Students then completed online applications for the program, choosing their preferred hosts from the website list. On our website, we posted hosts’ information and availability. Learning from the University of Alberta’s job shadow program, we started ours by recruiting hosts (professionals) who registered via a Qualtrics survey. The in-person Job Shadow Experienceīefore the pandemic, our in-person Job Shadow Experience was new, but solid. This is how our Job Shadow Experience at the University of Windsor worked until, of course, the pandemic forced a change. When you hear the phrase “job shadowing,” what comes to mind? If you’re like me, you might picture visiting a professional’s workplace and learning from observing, experiencing the environment, and asking questions.
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