For this, new creative methods are essential for hospitality to leverage teaching excellence based on the transfer of knowledge among professionals, i.e., experts from the industry who wish to expand their professional skills to include practical facilitation and teaching.
At EHL, we recognize the transformative potential of shadowing as an innovative pedagogical tool, promoting a culture of shared learning and professional development that builds a bridge between industry experience and the teaching process. In this article, we explore the benefits of shadowing from a number of perspectives.
Shadowing in Hospitality Educator Training
The pedagogical method of shadowing can be described as an experiential learning approach to provide future hospitality educators with a unique opportunity to observe and refine their teaching practices. How? By learning from the hospitality professionals who have made a similar transition from the field into the classroom. This learning style enables trainees to gain hands-on experience and insights into real-life teaching practices, developing their facilitator skills through direct observation and guided participation.
By stepping into the classroom as an active observer, hospitality teacher trainees gain first-hand insights into effective teaching techniques and engagement. This immersive experience allows for a greater level of practical learning based on collaboration and continuous exchange between the ‘shadower’ and the ‘shadowees’.
Shadowing used as part of hospitality educator training is a collaborative deep dive into the teaching and learning of the many facets of hospitality and service delivery, from serving coffee to front-of-house tasks. It helps would-be trainers to contextualize theoretical concepts within the dynamic environments they will be teaching in, thereby developing their pedagogical tool box, building confidence and enhancing the learning experiences of their students.
Incorporating Shadowing Into Trainer Development
Shadowing is structured on three basic levels: Observational, where the trainees passively watch without interference; Controlled, which involves interactive engagement, e.g., asking questions and discussing tasks; and Hands-on, meaning active participation and application of the observed skills.
Incorporating shadowing into trainer development programs within hospitality education organizations requires a structured and strategic approach. Firstly, organizations must identify shadowing opportunities across various services, for example, front desk operations, food & beverage and concierge services.
Prospective trainers should be encouraged to focus on specific aspects of service training delivery during each shadowing session. This targeted approach ensures that they gain insights relevant to their objectives. Structured observation guides, customized to the specific training goals, further enhance the effectiveness of shadowing experiences by providing clear direction and focus, i.e., specific details to look out for when observing.
Additionally, role-playing exercises post shadowing sessions serve to solidify the learning and allow future trainers to put their newly acquired skills into practice in a simulated environment. This hands-on approach is key for building confidence during actual training sessions.
Peer collaboration plays a vital role in maximizing the benefits of shadowing experiences. Encouraging collaboration with peers enables trainees to share insights, exchange perspectives and learn from each other’s experiences. This collaborative learning environment instills a culture of continuous improvement and innovation within the trainer development program.
Shadowing Benefits in Hospitality Teacher Training Programs
Shadowing in hospitality training programs provides a structured approach for developing teaching skills among hospitality professionals, thereby giving them the possibility to transition into educators – in brief, an expansion of their skill set. There are many proven benefits to this practical pedagogical approach:
Bridging professional experience and education – Shadowing bridges the gap between the professional hospitality environment and educational practice, allowing hospitality professionals to simultaneously apply their industry knowledge while learning instructional techniques.
Learning and development focus – It supports the development of hospitality professionals by training them to become effective facilitators and educators. This approach is part of a continuous learning mindset and allows more professionals to enter educational roles in the hospitality industry.
Active observation and critical thinking – Trainees use tools like a “what to observe” sheet, guiding them to focus on specific aspects, ask questions and engage in critical thinking during active observations.
Hands-on experience – Combining years of industry work with new teaching experiences, shadowing encourages trainees to “get their hands dirty,” allowing them to gain practical, first-hand experience in dynamic settings.
Enhanced learning acquisition – Experiential learning, based on what one sees, feels and does, has a lasting impact compared to purely theoretical or online learning (e.g., via MOOCs). It offers a sensorial context by immersing learners in real life environments, which renders the learning process more engaging and effective.
Long-term knowledge retention – The immersive nature of shadowing, where learners observe and participate, results in deeper and longer-lasting knowledge retention. It goes beyond being told about theoretical concepts, since learning through watching and doing has a bigger impact on the memory.
Shadowing in Practice – Saudi Arabia Example
Many institutions recognize the importance of industry professionals in teaching and actively try to attract them to the education sector. For example, Bunyan Academy plays a vital social role in Saudi Arabia through educational and training programs in emerging industries that invest in human capital according to Vision 2030. It aspires to be the center of excellence in the development of a leading national workforce in the field of hospitality and tourism.
To help meet its aims, Bunyan Academy and EHL recently launched The Advanced Hospitality Trainer Certificate (AHTC), a program designed by EHL Group to transform professionals in hospitality and beyond into exceptional trainers and visionary leaders. Instigated by the Saudi Ministry of Culture, funded by the country’s Human Resources Development Fund (HRDF) and implemented by Bunyan and EHL, the AHTC Program is meticulously crafted to empower participants with essential knowledge, competencies and a transformative mindset, equipping them to excel as effective facilitators in the world of hospitality education.
The program consists of three distinct phases.
Phase 1 – Hospitality technical learning, competencies and soft skills;
Phase 2 – The art and science of facilitation;
Phase 3 – Shadowing teaching professionals in the industry.
Shadowing Insights From Shahad Alsharekh (Hospitality Graduate and AHTC Participant)
This shadowing phase involves diving into an 8-week faculty shadowing initiative that emphasizes collaborative learning and professional growth. It’s an innovative approach that pairs a visiting scholar (“shadower” – me) with a faculty member from the host institution (“shadowee” – an AP professor at EHL), all while being guided by an expert in pedagogy and ethnography.
The shadowing experience serves two main purposes:
To enhance our teaching competencies through critical analysis of pedagogical practices in our shared field;
To help to refine the existing teaching strategies within the shadowee’s course.
Through shared reflexivity, both the shadower and shadowee can elevate their pedagogical practices and deepen their expertise. This pedagogical method is not just about observation, it’s about active participation in all aspects of the shadowee’s teaching environment. Engaging in this immersive experience allows me to innovate my own practices based on real-life insights gained from seasoned educators.
One of the most valuable aspects of this process is the wealth of first-hand information and knowledge I am gathering. This includes nuanced reflections on my fellow participants’ emotions, cultural contexts, and the dynamics between students and faculty which are often overlooked.
The learning I’ve derived from shadowing is deeply rooted in my own personal reflection and emphasizes how immersion in another person’s work environment can transform my teaching approach. For instance, informal conversations about course planning and syllabus creation have sparked rich exchanges about pedagogical processes that I hadn’t thought of myself.
I am documenting my experiences through field notes, which serve as vital tools for interactive reflections between myself and my shadowee. This comprehensive approach helps to inform our dialogue and allows us to identify subtle dynamics that significantly impact the development of essential critical thinking and soft skills.
It has been such a unique experience and honor to be able to shadow top EHL chefs in action at the school where they teach every day. I’m pleased to share my insights from Phase 3 of the AHTC Program, where we focus on the ‘Faculty Shadowing Experience’, one of the most transformative parts of my AHTC journey!
Transforming Industry Know-How Into Teaching Excellence
Shadowing offers hospitality professionals a transformative pathway to transition into effective educators, merging real-world experience with teaching/facilitator skills. By observing and engaging in authentic teaching environments, trainees develop hands-on expertise, build confidence and deepen their understanding of the educational process. As a powerful pedagogical tool, shadowing cultivates a culture of shared learning and continuous improvement, bridging the gap between industry practice and academic excellence, and ultimately enhancing the quality of hospitality education.
EHL Hospitality Business SchoolCommunications Department+41 21 785 1354EHL
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