Keywords

1 Introduction

Job shadowing training programs are considered a way for youth to become aware of the requirements of the careers’ skills and professional requirements. Many organizations sponsored that program as a part of social responsibility. The job shadowing program creates an experience through direct participation as students spend time with experts and professionals, giving them the opportunity to observe and gain skills. It expedites the student’s understanding of the overall industry and the role of positions within the organization [1, 2]. Sharjah media bureau launched the 2019 job shadowing program as a form of training and continuous education. Staff, specialists, and professionals contributed to delivering many workshops in various media fields. The program aims to train and prepare employees from various government and private entities and students from various communication colleges in UAE for professional media work. The Sharjah media bureau offers several free programs and workshops to develop the core skills for future jobs and careers. Many employees in all the bureau sections and departments present these practical workshops by face-to-face method and the online distance method during the Corona pandemic. Over 8000 students from 20 universities have been trained under the program's umbrella. This study aims to measure the impact of professional training programs offered by institutions and media agencies to develop the skills and experience of communication and media students by evaluating the impacts of the job shadowing program offered by the Sharjah government media bureau during and after the Covid-19 pandemic period. The study monitors the topics, the training methods, and the student evaluation of these programs. The study relies on both quantitative and qualitative approaches to data collection and analysis by conducting an in-depth interview with a sample of program instructors to explore their vision of the student’s needs, and the program’s future. The study also conducts a survey with a sample of students enrolled in the programs to explore their program evaluation. Many organizations give students an opportunity to train and learn by offering practical workshops. It is considered collaborative cooperation and engagement between the universities and professional bodies.

2 Literature Review

Job shadowing is a work experience activity where the employees learn about another position from other employees. It provides many practices in areas of interest such as continuous professional development. Many benefits were gained from the program, such as learning potential new methods and solutions in working, understanding more about management, developing contacts with experts, encouraging cooperation ion, and establishing understanding between diverse backgrounds and perspectives. The purposes of the Job shadowing program are to provide learning experiences, enable a better understanding of the role of other employees, improve communication and enhance networking opportunities, share good practices to enhance individual self-development, and assist ongoing professional development [3,4,5]. The training aims at developing trainees’ knowledge, skills, and attitudes or beliefs [6]. Many theories can be described in the training process, one of them is the Self-directed learning theory focused on the process where trainees take control of their own learning goals, resources, and methods, and evaluate their progress. The second one is the constructivist learning theory which emphasizes the impact of constructed knowledge on trainees’ active and reflective thinking. Learners and Trainees have been encouraged to be involved in learning activities by discussing ideas, arguing, negotiating, and collaborating to solve problems [7, 8]. In the students’ training process, the ADDIE model develops the training stages in analysis, design, development, implementation, and evaluation [9]. It involves four stages: defining the participating trainee, defining the course objective, strategizing, and implementing the methods; developing the content; implementing the training; and evaluating all stages and outcomes [10]. Constructivist learning is very productive in online and distance training programs to facilitate active learning and interaction. It also supports the training process by using discussion boards, video, and audio discussions, live chat, and emails. That method is concerned with the materials delivery, and communications between instructors and participants. Several advantages can be attributed to online and distance learning, including the ability to provide effective learning styles, the ability to incorporate interactive learning tools, and the ability to facilitate collaborative learning experiences [11, 12].

3 Experiential Learning Model

Scholars from a variety of fields who focus on learning and training development within higher education use Kolb’s Experiential Learning Model as a framework. In 1984, David Kolb introduced the learning model to develop learning styles and methods. The model provides a powerful theoretical and practical framework for learning and training planning, in which four roles are assigned for effective learning: reflector, theorist, pragmatist, and activist [13]. Kolb (2009) defines learning as a process through which knowledge is created by the transformation of experience. Kolb argued that the model is a useful basis for planning, implementation, and evaluation of learning and training. The model helps in helping and enhancing career planning, skills training, and improving experience, it also helps in providing an instructional foundation for the process. Hedin [14] defined experiential learning as the “active participation of learners in events or activities which leads to the accumulation of knowledge or skill”. The model discusses that knowledge is generated by a dynamic cycle that is driven by the intention of dual dialectics of action/reflection and experience/abstraction. Experiential learning is a process whereby knowledge is created through the transformation of experience [15]. The model provides a holistic view of the learning process; it emphasizes the role that experience plays in the learning and training process. The model gave importance to activities such as internships, simulations, on-the-job training, and learning [16].

The model describes learning and training by following an integrated cycle of experiencing, reflecting, thinking, and acting. The model explains Two controversial related modes of gaining experience: Concrete Experience (CE), Abstract Conceptualization (AC), and two dialectically related modes of transforming experience: Reflective Observation (RO), Active Experimentation (AE) [17]. This process is described as an idealized learning cycle that qualifies the learner to benefit from all the sources of experiencing, thinking, creating, and acting. This process enables the instructors and learners to be responsive to the learning process. Concrete or immediate experiences are the basis for monitoring and reflections. These reflections are interpreted into abstract concepts from which new implications for action can be exercised. These implications can be tested and implemented as guides in creating new experiences [17]. According to the model, the learning process consists of these four modes which build upon each other in stages. Concrete Experience (CE) represents the new experience or condition encountered, or a reinterpretation of existing experience. It also endorses a receptive and experience-based approach to learning, Reflective Observation (RO): which represents the particular importance of any inconsistencies between experience and understanding or scrutinizes the thoughts and behaviors that emerge during the concrete experience. Abstract Conceptualization (AC): gives rise to a new idea, or a modification of an existing abstract concept. It uses personal observation to develop an idea or generalized theory from which new action can be formulated. Active Experimentation (AE): tests hypotheses to implement new knowledge into future situations and experiences [18, 19]. Accordingly, Concrete experience implicates emotional and feeling engagement in the learning process. Reflective observation consists of listening, watching, recording, discussing, and presenting the experience. It also involves making connections across experiences. Abstract conceptualization involves holistic concepts in the learning process. The active experimentation phase is where learners engage in an exercise process that accumulates experience during the learning process [20]. Job shadowing programs may consider a method for professional skills development methods based on the model.

4 Study Design

4.1 Study Statement

The study works on presenting an integrated vision of collaboration between the academic and professional sectors in qualifying communication and media students for the labor market. The main question of the study is “What is the evaluation of both students and professional instructors for the Job Shadowing program presented to communication and media students as an experimental training method during the Corona pandemic, and what are their expectations for the program after the pandemic?”. This study aims to understand the students’ training needs and expectations from the professional market and to shed light on the exact skills they need to improve their experience. The study concluded that many additional skills should be given through practical training to media students in content production and using new media digital platforms.

4.2 Research Questions

  • What are the reasons that motivate students to participate in the job shadowing program?

  • What are the benefits that students and instructors gained from the job shadowing program?

  • What are the preferred topics that students want the program to focus on?

  • What are the preferred training methods that students and instructors want the program to focus on?

  • How are the students and instructors evaluating the program during the Corona pandemic?

  • What are the expectations toward the program after the Corona pandemic?

  • How are the instructors evaluating their role in the program?

4.3 Methodology

In this study, qualitative and quantitative approaches were approached relied on discussion groups and surveys. These approaches were used because of their effectiveness in understanding how both students and experts evaluate the program. The research was conducted in the United Arab Emirates on a sample of media students who enrolled in the program from two universities; the University of Sharjah and Ajman University. A link for an online questionnaire was sent to their emails. From a total of 150 respondents, 100 completed the survey. By using a purposive sampling approach, 12 experts were selected for discussion from the trainers who delivered the workshops for Sharjah Media Bureau.

4.4 Instruments and Data Collection

Data were collected using semi-structured interviews for the discussion with the 12 experts and trainers who participated in the program from Sharjah media bureau through open-ended questions. The discussion was carried out via zoom meeting for 2 h. At the beginning of each discussion, the respondents were asked about their job title details, the meeting then was guided by the following questions:

  • What are the reasons for organizing and implementing the program?

  • What is the instructor’s role in defining program topics?

  • What are the students’ preferred training topics?

  • What are the benefits of delivering the program to students?

  • What are the difficulties faced by the trainers?

  • What are the expectations from the program in the future after Covid-19?

  • What are the program’s appropriate training methods?

5 Results

5.1 Discussion Group Results

Trainers indicated that there are many reasons for organizing the ‘job shadowing’ program such as preparing students for the media market with different specializations, transferring professional skills to students, being a part of the media organization’s social responsibility, collaborating with universities, interacting with the new generations, and responding to their inquiries about the profession. They agreed that the instructors’ role in defining program topics may include Suggesting topics, preparing materials, leading the discussions, creating effective training methods, and choosing talented students for part-time jobs. They also indicated that Students preferred many topics such as new media, Photo shooting, social media content creation, Writing, and Using smartphones in media work. Regarding the benefits of delivering the program, they summarized them as benefiting from the digital platforms during the Corona period to reach the largest number of students, knowing the students’ interests and expectations, developing the instructor’s experience and knowledge, discovering talented students, and developing innovative ideas and practices by interacting with the youth. For the program difficulties, they indicated some challenges such as some students attending just for the certificate, moving from place to place to deliver the program, and coordinating with universities in distinct locations. Trainers also agreed that the program’s future after Covid-19 is very promising in delivering different topics, offering continuous training for skilled students, using online platforms in delivering the program in conjunction with the onsite methods, and depending on coexistence and integration with the trainers in their real working life, inviting students from universities in other countries. It should focus on different methods including case studies, onsite visiting, practical workshops, and roleplay.

5.2 Students’ Viewpoints

The next table summarizes the students’ viewpoints about the program regarding many points.

Reasons behind joining the program

Table 1 indicates that the first reason that pushes students to join the program is acquitting new skills in different areas. Getting additional marks to raise their grade is the second reason which gives attention to the importance of coordination between the academic instructors and trainers. Defining market and career requirements is the third reason which indicates the students’ need to collect information about their future careers and expected jobs. Experience, college requests, enrollment procedures, and certificates are the other reasons that come behind their joining the program.

Table 1 Reasons behind joining the program
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Preferred training topics

Table 2 shows that the most important topic students are interested in is new media technologies and applications. Production, ethics, and management come from the second to fourth topics. While editing comes fifth. This result refers to many efforts to raise the students’ willingness to learn writing and editing skills.

Table 2 Preferred topics in training
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Training methods

Table 3 indicates that roleplay is the first training method students prefer. In role-playing, students practice real missions in the field and receive advice from experts. The second and third preferred methods are training in labs and studios and site visits. That gives indications about the importance of activities and exercises in training.

Table 3 Preferred training methods
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Benefits from the program

Table 4 refers to the earned benefits from the program. The means of sentences assure that the importance of developing skills and knowing the requirements of the media market and profession are visible benefits of the program.

Table 4 Benefits of the program
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Benefits of joining the program during Covid-9

Table 5 refers that there are many reasons that pushed students to join the program during the Covid period. The Ease of use of digital platforms and timing are important factors behind the program’s success. Students also find the workshop materials helpful in gaining information in the courses they study.

Table 5 Benefits of joining the program during Covid-19
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Students’ needs after Covid

Table 6 refers to the fact that after the Covid period students will keep joining the program, and more new skills are needed in the profession. The integration between onsite and online training is also a preferred way. The collaboration and coordination between colleges and media institutions will support the quality of the program and introduce new subjects and methods.

Table 6 Students’ needs after Covid
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6 Discussion and Conclusion

The study concluded the importance of the training programs offered by media organizations to communication and media students. By analyzing the results of the study according to the experiential learning model in education and training and to answer the study questions, researchers found that determining the students’ training needs by continuous contacting and coordinating with colleges to provide the skills that students need is a key component for the success of the job shadowing program (Concrete experience). Delivering the program through various methods contributed to increasing the benefits obtained from it, so there is a need to depend on new and different methods after the Corona period (Reflective observation). In addition, the integrated knowledge and skills presented in workshops contributed to raising the students’ desire to enroll in the program (Abstract conceptualization). The practical and applied practices supported the positive impacts of the program (Active Experimentation). Workshops presented to students should help in acquiring many skills such as media management, organizing events and forums, ensuring media coverage through social media, designing publications and websites, editing, and television direction. Besides, offering skills in administration, job interviews, official e-mail, and essential legal awareness. To sum up, job shadowing is considered a training way for students to become aware of professional work through workshops sponsored by media organizations. It depends on different forms of training methods that might be used in job shadowing such as field visits, project implementation, simulations, exercises, observations, and case studies as part of experiential learning. Many benefits have been recognized from the program which include gaining a better understanding of what is needed to become a journalist, media content production, and public relations practitioner. New topics, methods, and content should be developed to improve the program's effectiveness with a collaboration between media and communication colleges and media institutions.