WORKFORCE
WISDOM:
HELPING YOUNGER GENERATIONS PREPARE FOR CAREERS
Produced by the
Intergenerational Initiative in cooperation with the Illinois Board of
Higher Education; Illinois Community College Board; Illinois
State Board of Education March 1999
Leaders Call for Cooperation
Overview
Need for Workforce Preparation
Retirees as Resources
How Retirees Can Help
Basic Skills
Work Ethic
Careers
You Can Do It!
Next Steps
Thank You
Participants
Organizations Involved
Leaders Call for Cooperation
"We
must work together to develop a seamless system of education
in Illinois, one that is characterized by each level working
with all other levels for the benefit of each individual student.
To do this we must tear down fences and talk to each other."
Glenn
"Max" McGee, State Superintendent of Education;
Keith Sanders, Executive Director, Illinois Board of Higher
Education;
Joseph Cipfl, President and CEO, Illinois Community College
Board
Workforce
Wisdom is an example of how the three levels of education work
together to involve the community ad speak with a common voice.
Top
Overview
Workforce
Wisdom is based on the thoughts, ideas, and caring recommendations
of older Illinoisans. Two hundred retirees from business and
labor -- from cities, towns, and rural communities -- put
their heads together in 10 focus groups and laid out a path
for their involvement. They reinforced the importance of perseverance
and hard work. They laughed at their aging, shared retirement
anecdotes, and agreed that humor is an important part of life
success.
They considered cooperation as vital to successful workforce
preparation efforts and working together was the hallmark
of their meetings. A retired CEO discussed ideas with a retired
blue-collar worker. Where they came from didn't matter: they
became united in their commitment to share their experiences
and were pleased that their ideas were sought. One comment
summarizes these brainstorming sessions: "Others in my life
helped me, now it is my turn to help others."
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Need for Workforce Preparation
In
the children's classic, "The Lion, the Witch, and the Wardrobe,"
four children wander into a fantasyland called Narnia where
the Wicked White Witch has doomed the land to eternal winter.
The children cope with the challenges of this adventure with
varying degrees of success, wondering if they will be turned
to stone.
The world of work provides challenges very similar to the
land of Narnia. Some people find they lack the skills, competencies,
and abilities to cope. Others, find that they have been prepared.
They have had the opportunity to try on different careers,
hone communication skills, and solve real problems.
There is widespread concern, even alarm, that new or entry-level
workers are inadequately prepared for the world of work. Many
young employees, newly out of secondary or post-secondary
school, lack the work ethic that empowered their parents and
grandparents, have deficient basic skills, and are uninformed
about careers. The costs to employers for training, recruiting,
and coping with employee turnover are enormous.
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Retirees as Resources
Successful
Aging, a MacArthur Foundation study, found that perceptions
about older people are gradually changing. The myth that older
people are inept, incapable, and burdens to society is slowly
being replaced by a more healthy and realistic perception.
For many years, it was assumed that the end of a work life
was followed by a radical change: that a productive individual
would retire and instantly turn into a helpless dunderhead.
Marilyn Hennessy, President of the Retirement Research Foundation,
notes the shift in public attitudes: "Society's perceptions
of older persons have changed as the active life span has
lengthened. Although some negative myths persist, older persons
today are recognized as assets to family, workforce and community."
The population of older adults is increasing dramatically
according to the National Aging Information Center. Between
1995 and 2010, the 65+ population is projected to increase
13.2% and 106.8% by the year 2030.
Older people are respected for their wisdom, skills, and experiences.
And they are regarded as resources for education. A 1996 Illinois
State Board of Education and Intergenerational Initiative
study of principals and superintendents found that 98% would
welcome elders into their schools. A similar study of universities
and community colleges found that 99% of deans esteemed the
talents of older adults and would welcome them on campus as
mentors, tutors, and role models for students. Further, retirees
say they are eager to help, but in a 1998 study, "Educational
Interests of Older Adults," retirees said they like to be
asked.
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How Retirees Can Help
The
focus group participants identified five areas for their involvement
in workforce preparation efforts:
- helping
young people develop the basic skills sought by employers,
especially communication skills;
- modeling
the behaviors and attitudes required for successful employment,
such as responsibility, integrity,
and reliability -- commonly called work ethic;
- familiarizing
young people with the world of work, that is, the variety
of careers available, their requirements,
and the appropriate preparation for them;
- encouraging
younger generations to embrace their gifts and talents,
just as someone helped them when
they were young: in other words, you can do it!
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Basic Skills
Giving
a Speech Is Worse Than Death!
Experts say that giving a speech is feared only slightly less
than death. So when a teacher finds an exercise that makes
students eager to come to the front of the class and speak,
it is gold. Such a phenomenon is the mutual interview, an
activity involving students and older adults questioning each
other about their history, views on contemporary topics, and
even humorous incidents in their lives. Participating in such
an interview, leads to energetic dialogue and effective reports.
Even more amazing, shy or usually reluctant students give
confident oral presentations and then beg for more time. When
asked to close, they plead: "I have so much more to tell the
class about my interview."
Employers rate communication skills as critical. In a study
called, "Enhancing the Connection between Higher Education
and the Workplace," employers were asked to identify the skills
they deemed extremely important for landing and holding a
job. Their responses were: integrity (84%), listening (73%),
reading (70%), oral communication (68%), and written communication
(56%). A study conducted by Northern Illinois University for
the Illinois Board of Higher Education found that communication
was considered to be the most important training and educational
need for employees. Further, 81.5% of employers considered
communication an important quality in hiring.
Retirees Talk about Communication Skills
The focus group participants viewed communication as a critical
skill in getting and keeping a job and described many ways
that they could help. They would like to sit down to a meal
with a student, and just talk. They would enjoy playing games
that furthered communication skills. Storytelling and one-on-one
interviewing for oral history or job interviews were other
examples of how older adults could help young people develop
speaking skills. They also talked about listening skills.
One retiree said with a twinkle in her eye, "We keep forgetting
that we have two ears and only one mouth, so we should use
the ears twice as much."
Al Beck from the Quincy focus group suggested that learning
communication skills must be balanced with humor. As a student,
eager to try his French skills, he asked for a ticket to the
Paris subway: "Puis-je acheter un canard?" This actually translates
into English as, "Could I buy a duck?" The clerk looked at
him a little strangely and smiled as she asked, "Canard?"
Then he realized he had confused the words canard and carnet,
and laughed. He said, "One of the most important lessons we
all learn is that we must laugh at our mistakes."
Retirees Talk about Basic Skills and Life Skills
When the focus group participants started discussing basic
skills, they were like race horses eager to break out of the
gate. Ideas flowed. All groups pointed to the 3 R's as critical
to landing and keeping a job." In East St. Louis retirees
talked about the family support they had as youngsters, "Nowadays
some of these children have no support from their families.
They have no one to encourage them to read, study, and do
their homework." Retirees in Oakbrook talked about a change
in expectations for young people: " Rather than having chores
or part-time jobs, many children plop in front of the television
" The group in Chicago suggested a reason for this change:
"The idea that studying is important to the future is lost
on children who may believe that they don't have a future."
Retirees said that schools have the primary responsibility
for ensuring that young people have a basic knowledge of reading,
writing, communication, and arithmetic. But the schools can't
do it alone. Again, the idea of cooperation was offered. "Schools,
parents, employers, churches, all must work together to reinforce
basic skills. It takes everyone," said retirees from Momence.
They also emphasized the importance of service and volunteerism,
participation in the public life of the community, and developing
skills that are needed for successful employment.
Retirees Talk about Their Involvement
Retirees see roles for themselves:
- tutoring
children in the early years
- mentoring
youth in middle and high school years; and
- helping
with orientation and remediation in higher education
In
the early years, older adults can enhance basic skill development
through pen-pal and e-mail writing programs and through reading
programs, such as HURRAH (Happy Upbeat Recycled Retirees Actively
Helping), which is a program developed by retired teachers to
help elementary grades with reading. Russ Marineau, a focus
group participant at Oakbrook, said, "HURRAH helps students
build confidence with their reading."
If students get to middle school and high school with inadequately
developed basic skills, the approach must be somewhat different.
"Whether a struggling teenager or a single mother coming off
welfare, they must take some personal responsibility for improving
inadequate basic skills," said the Galesburg focus group. Retirees
believe that high expectations are important at this age. Expectations
should be balanced with recognition and especially appreciation
of their accomplishments. Retirees from Quincy endorsed part-time
jobs or internships in business as effective ways to motivate
young people to make an extra effort to develop basic skills.
Remediation in higher education is a greater challenge. "Students
often don't accept the fact that they need help," according
to Seymour Bryson, Director of the Center for Basic Skills at
Southern Illinois University at Carbondale. Universities and
community colleges have resources to help, but many students
feel that accepting such assistance reflects on them negatively.
According to Harold Engelking, the Retiree Faculty Mentoring
Program at SIU brought retirees together with students in groups
to discuss basic skills, such as note taking, time management,
writing, reading, using the library, and research methods. The
Carbondale focus group said that "The students often just
needed good role models and encouragement." Retirees in
all focus groups felt that they could help with remediation,
and the Elgin group emphasized that remediation must be relevant
to the students' place in life.
Retirees in all focus groups noted that life skills are part
of basic skills and that they can help in many ways. Retirees
can:
- act
as sounding boards for untried ideas;
- help
with time management;
- discuss
parenting skills;
- offer
tips on physical appearance, such as when dressing for an
interview;
- encourage
paying bills and utilities before splurging, balancing a
check book;
and "each month put a little something aside, even if it
is saving pennies."
Summary
Retirees can help young people develop basic or workplace skills,
hone communication skills and help instill responsibility and
other positive behaviors and attitudes about work. They serve
as mentors and role models and also give young people confidence.
Retirees are in a position to see the larger picture and to
help promote cooperation between community, school, family,
and business.
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Work Ethic
Into
Every Life a Little Rain Will Fall
A welfare mom was delighted that she had found a part-time
job. She had to ride a bus across town but was nevertheless
enthused. The first day she was a little late and her boss
emphasized the importance of being on time. The second day
went well. The third day the bus broke down and she was an
hour late. As she approached her place of work, she became
increasingly apprehensive. She knew she would get a reprimand
at least and, perhaps, would even be fired. Her pessimism
was overwhelming. She made a choice. She didn't go to work;
she went back home.
One evening when Thomas Edison came home from work, his wife
said, "You've worked long enough without a rest. You must
go on a vacation." "But where on earth would I go?" asked
Edison. "Just decide where you would rather be than anywhere
else on earth," suggested his wife. Edison hesitated. "Very
well," he said finally, "I'll go tomorrow." The next morning
he was back at work in his laboratory.
The welfare mom and Edison have much in common. She is experiencing
failure after failure, just as he did when attempting to develop
the light bulb. But while Edison was able to look at his lack
of success, and say, "Now I know 200 things that don't work,"
the welfare mom didn't have the experience to realize that
failure often precedes success.
Retirees Talk about Work Ethic
The origin of work ethic is mysterious; it comes from some
combination of family, school, and community; it is more likely
from example than by instruction. It is about developing a
sense of responsibility and integrity, learning that setbacks
are a part of growth, and that "Into every life, a little
rain will fall." Everyone experiences times when nothing goes
right, times when they don't know what to do, and also times
when everything is perfect. "Obstacles are opportunities in
disguise," said the focus group in Galesburg, and are excellent
ways to learn. Retirees from Moline said they learned to make
failure work for them; they understand that individuals going
from welfare to work often have had so many failures that
it is easy to sink in them.
Retirees discussed how a work ethic is developed. "Most of
us learned about work ethic at home. We always had people
who had time for us; we always had someone who could show
us the right way," commented the retirees from East St. Louis.
Today, in some cases, the parents start out on welfare, then
the children don't have role models for work. By the time
they get to high school, they have an attitude about not working.
In the Chicago and Oakbrook focus groups, retirees emphasized
responsibility as the key to a work ethic. "Responsibility
is learned at an early age." Children in elementary years
are given responsibility for household tasks, schoolwork,
care of younger siblings, and contributions to family life.
Retirees Talk about Their Involvement
Retirees discussed their potential roles as advocates and
coaches for welfare-to-work. They see themselves in many different
ways: helping young people understand dress codes and how
to make a good appearance. In Momence, alumni programs were
suggested; "Retirees can organize a network of successful
alumni and ex-welfare recipients to come and speak to schools."
In Moline, retirees suggested a cadre of retirees, like an
education-to-careers corps who are willing and available to
assist. Elgin retirees suggested a resource advisor to call
when young people have questions. Retirees saw career stories
as another important way to coach. By relating stories about
work lives and describing their learning experiences retirees
give young people real-life models of accountability and work-life
responsibility.
Community Involvement and Service Learning
In Galesburg, retirees suggested opportunities for students
to learn by engaging in community service. Community service
is a good way to learn about work ethic. A sense of responsibility
can be enhanced by community involvement, especially when
it is encouraged at an early age. Service offers valuable
exploration of the real world. They observed that retirees
could invite welfare-to-work participants to join in civic
and social activities. East St. Louis focus group participants
encouraged "young people to connect with role models in the
community and to get active in the community. Churches involve
young people and we should support their efforts."
Summary
The beginning story about the welfare mom demonstrates a part
of work ethic that comes with practice. She didn't have the
experience to know that every job involves successes and failures.
She only "knew" that she "would get fired," and with that
perception it is easy to see why she ran away. "Experience
is a name we give mistakes," said retirees from East St. Louis
who believe these are just the cases they could coach. One
retiree summed it well, "There is no failure except no longer
trying."
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Careers
Peanut
Butter to Diamonds
Joseph Arrigo is a walking advertisement for science. He takes
his show to classrooms entrancing children with shows called:
"A whirlwind tour of 26 fun sciences from astronomy to zoology,"
or "Turning peanut butter into diamonds," or "Taste, touch,
hear, see, and smell chemistry." Arrigo is an organic chemist
who says he "spent 27 challenging years in industrial research,
then launched his second career lecturing, writing, and teaching
real-world chemistry." Now he is in his third career, describing
the impact of chemistry on our daily lives to young people
and helping them learn about science as a possible career.
He says, "I lay out a feast of chemical inventions and rhapsodize
about the flesh-and-blood stories behind each of them." The
products run the gamut from everyday items such as Superglue
and Super Slurper to exotics like a catalytic converter cutaway
and an artificial hip joint.
Retirees Talk about Careers
Retirees felt their experiences with careers of all shapes
and forms could be useful in preparing career days and fairs,
in helping students discuss their career ideas, and in practicing
for interviews. Career fairs and developing awareness brought
enthusiasm in most of the focus groups. Retirees recognized
careers as something they could address and thought it would
be fun to organize career fairs. Retirees from Galesburg and
Springfield mentioned the growth in after school programs and
how they could be a wonderful forum for discussing careers.
Gary Wood, a participant in the Springfield focus group and
retired counselor from Pekin, suggested, "Many schools have
career days with booths describing different careers and companies.
Have a booth set up for retired people so that students can
ask them such questions as "How did you find the job you
wanted? How did you get into that occupation? Was the occupation
what you thought it would be? How many times did you change
jobs? What did you do on the job? Was it boring? What would
I have to do to get into that kind of job?" Careers are changing
so rapidly that students get lost. Retired people could tell
youngsters about what happened in their lifetime. It would
be a realistic picture of life instead of the colored brochure."
Cathy Bissoondial, Teacher of the Year 1999, has senior citizens
come to her classroom to talk to her fourth-graders about
their interests such as old cars, woodworking, travel, health,
and so forth. "The senior citizens are doing two things. "First,
they get the children thinking about careers. Second, they
communicate their enthusiasm and joy about what they are doing."
Career counseling is not always readily available and it could
be a function for retirees. Experts tell us that many students
in elementary and secondary school are preparing for careers
that do not currently exist. Retirees and students can brainstorm
together about what these careers will be.
Mock Interviews
Every focus group saw the mock job interviews as a useful
technique. Why? Interviewing is a stressful time, and retirees
have a "barrel full of tips that worked for them."
David Wiant, from the Springfield focus group described an
interviewing program at Illinois State University. The "interviewers"
are retired from local business and industry, and from Illinois
State University. All participating retirees attend a training
session conducted by the ISU University Counseling Service.
"Since many of those who volunteered the first year returned
this year, it would appear there is a reward to all participants.
Much of their assistance to the participating students comes
in the form of comment and critique following the mock interview.
Rarely will new job seekers have the advantage of advice and
counsel from a former vice president of a major insurance
company or other comparable positions in business and industry."
The mock interview provides a unique opportunity for students
to experience a job interview in a typical setting. From the
experience, they can go into an actual interview situation
with confidence. Chicago participants humorously advised:
"Don't wear your nose ring to the interview."
In Quincy, retirees suggested that job seekers could easily
research an organization or company so that the interview
would be more comfortable. Likewise researching the organization
helps the student gain an understanding of what it means to
be a good employee. "What does this company need? How does
it feel to walk in the shoes of the person who may interview
them? "Retirees" said one group member in Elgin, "can help
an individual see what personal attributes are necessary to
be a good employee."
Summary
Chicagoans provided a good finale to the careers section.
"Getting the job is just the beginning; one must learn to
find enjoyment and investment in the job. Avoid criticizing
your boss and coworkers and realize that you can't be thin
skinned. Learn to accept authority, let them know you are
there to learn and to do a good job. This is important for
your peace of mind, for keeping your job, and for advancing."
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You Can Do It!
I
Can Live for Two Months on a Good Compliment. --Mark
Twain
One spring after the green seedlings were up and seemed healthy,
a farmer talked about the early growth of his plants. "I don't
like too much rain in the beginning," he said, "that way the
plants will extend their roots down deeper and deeper to find
moisture. Then when we have storms or drought, the plants
are strong enough to survive."
Ensuring strong plant roots is akin to developing inner strength
for humans. And where does inner strength come from? One source
is the nurturing or mentoring by someone in our lives. Mark
Twain was not laughing when he talked about the power of compliments
and support. The need for affirmation is common--whether
one is at the top of a powerful company or just coming off
welfare and feeling less than secure. Everyone needs praise
and profits from giving it too. Retirees felt strongly about
their ability to mentor as they spoke enthusiastically about
those who mentored them.
Retirees Talk about Their Mentors
In Momence, a retiree noted, "My mentors saw abilities in
me that I didn't realize I had. They pushed me to accept higher
positions than I would ever have thought I could do." In Moline,
a retiree recalled, "A priest at St. Ambrose College believed
in me. He accepted me as a student, without the usual requirements
because he believed that I was capable of going to college."
When retirees recalled their earlier difficulties and successes,
they acknowledged that there had always been someone to support
them, teach them new skills, and challenge them to stretch.
"My first boss was a very good teacher and knew how and when
to delegate." "I was in a dead-end career and another worker
talked me into going back to college." "I was the eldest daughter
of a family of eight, and my mother permitted me to go live
with my grandmother so I could go to high school." "My boss
believed in me, encouraged me, motivated me. She said `I was
the best until I believed it'." "My first manager spent personal
time in counseling me." "One supervisor put me on tough assignments,
another helped me develop good writing skills by asking me
for explanations in one-page summaries."
Said Robert Mamoyac of United Airlines, "The vice president
of our company had great faith in me and put himself out on
a limb when he recommended me for a higher level position
with many responsibilities. There was no company manual with
step-by-step instructions. If I had failed, he would have
been held responsible for that failure. I worked hard to learn
everything I needed to know and as a result we were successful
and inaugurated the first scheduled flight on the precise
day that had been designated more than one year earlier. Through
intense personal effort and commitment, I had succeeded, mainly
because one fearless manager believed in me."
Focus group retirees saw themselves as mentors in a variety
of ways:
- helping
low-achieving students who are used to being overlooked;
- promoting
self-esteem and confidence;
- encouraging
students to stay in school;
- modeling
and, in turn, encouraging a sound work ethic;
- identifying
and describing specific job skills.
In
Carbondale, retirees discussed doing an inventory of students'
resources to help young people have more confidence in themselves
and to acknowledge their assets. One group alluded to Dennis
Waitley and his inventory of self esteem called "BAG." Blessings--who
and what you are thankful for. Accomplishments--what you
have done and what you're proud of so far. Goals--what
your dreams and ambitions are."
Summary
Young people need to learn that they can succeed. Retirees can
show them some reasonable routes and some viable options. For
example, one retiree noted that when he mentors students, he
finds two or three activities that they enjoy and perform well.
Then he frames his basic-skills sessions around those. Young
people may give little thought to their future work life and
to all the questions of career and preparation for career. When
they do think of life after school, they may tolerate the uncertainty,
but they can ill afford not to examine at least a few possibilities.
Retirees can help them with the inquiry.
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Next Steps
Six
Ways Retirees Can Help with Education-to-Careers
An ongoing theme throughout this publication has been cooperation
and working together. Beginning with the clarion call from
key educational leaders, a thread became a rope as focus group
after focus group emphasized the need for cooperation and
partnerships. In addition, the following recommendations suggest
ways that retirees can help younger generations.
1. Local Retiree Advisory Committees
Education-to-careers programs and retirees from business and
labor are a win/win combination. Establish a retiree advisory
council to tap the ideas and experiences of retirees. Education-to-careers
leaders, consider a statewide advisory group.
2. Retiree Corps
Develop a local retiree corps to assist education-to-careers
implement some of the suggestions presented in Workforce Wisdom.
State Superintendent Glenn "Max" McGee suggests that principals
and superintendents are in a good position to have an ongoing
dialogue with retiree groups and make them feel welcome in
the school and in education-to-careers activities.
3. Communication Systems
Many retirees are opinion leaders, in touch with large networks.
They have the capacity to inform peers and neighbors about
local workforce preparation efforts and recruit for special
projects.
4. Advocate with Former Businesses
Many retirees have connections to their former businesses
and can help advocate for involvement of young people in education-to-careers
and welfare-to-work.
5. Career Development
Retirees can act as organizers of discussion groups about
careers, bring welfare alumni to talk about their experiences,
develop after-school programs that feature career exploration
and help with career fairs.
6. Dialogue and Intergenerational Teams
Retirees describe themselves as best when one-on-one, just
talking to young people about a variety of topics and doing
things together. Younger and older generations have great
potential as teams to provide leadership for education-to-career
projects.
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Thank You
Three
cheers for the Illinois Board of Higher Education, the Illinois
State Board of Education (Learn and Serve), and the Illinois
Community College Board.
The focus groups were convened by individuals from K-12, community
colleges, universities, and aging organizations. Thanks to
conveners and participants who gave so generously of their
time: Jeanne Flynn, Illinois State Library, Springfield; Charles
Evans and Richard Kalus, University of Illinois Multi University
Center, Oakbrook; Linda Dvorak and Jade Lambert, Momence High
School, Momence; Sherry Berg, Carl Sandburg College, Galesburg;
Betsy Brandsgard, Quad Cities Chamber of Commerce and Senior
Corps of Retired Executives, Moline; Linda Kolbysz, Anne Miller,
and Sharon Winkleman, Carpentersville District 300, Elgin;
Carla Gosney, RSVP Program and Jim Burns, Education-to-Careers
Partnership; John Wood Community College, Quincy; Dean Rohman
and Harold Engelking, Senior Corps of Retired Executives and
Southern Illinois University, Carbondale; Monica Glaser, Jeff
Nelson, and Beverly Barr, Hull House and the RSVP Program,
Chicago; and Kim Carter, Foster Grandparent Coordinator, Cheryl
Jackson, RSVP Coordinator, Cheryl Foxworth Brown, ETC
Coordinator, and
Darlene Roy, Local DHS Administrator, East St. Louis
A good communication system is characterized by the message
reaching the people who need to hear it. Thank you to the
Illinois Association of School Boards for assistance with
printing so we could get these ideas to you.
Thanks to Sharon Granderson for the cover design, Kathryn
Koldehoff for editing, Yusri Hussein for photo design, Maxine
Miller for word processing, and Dick Kinch for helpful suggestions.
Jane Angelis
Intergenerational Initiative
Mailcode 4341
Southern Illinois University
Carbondale, IL 62901-4341
618-453-1186 FAX 618-453-4295
www.siu.edu/offices/iii
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Participants
Participants
in the Ten Focus Groups
A standing ovation is offered to the 200+ retirees who prepared
and gave us valuable insights on how they might help with
workforce preparation (education-to-careers) efforts. You
are an inspiration to all Illinoisans.
1. Springfield, September 15, 1997 Illinois State Library
Speakers:
Joe Cipfl, President and CEO, Illinois Community College Board;
Diana Robinson, Associate Superintendent for Business, Family,
and School Partnerships, Illinois Board of Education; John
Washburn, Professor, Southern Illinois University at Carbondale
Participants:
Patty Berndt, Bill Disney, Charlie Doan, Quincy; Mary Anne
Elson, Joe Hammerslough, Ernie Hoffman, Katie Huther, Dorothy
Jatcko, Mt. Olive; Bob Knatchway, Almon Manson, Ivan Moore,
William Oliver, Mel Rothbaum, Marilyn Schroeder, Charles Scott,
Sue Sheehan, John Strong, Dave Wiant, Albert Wolff, Garry
Wood
2. Oakbrook, October 28, 1997 University of Illinois Multi
University Center
Speakers:
Welcome: Charles Evans, UI Statewide Programs; Michael Skarr,
Executive Director, Naperville Chamber of Commerce; Linda
Kolbysz, Carpentersville District 300
Participants:
John Minzing, Bob Mamoyac, Jim Brandt, Nancy Vedral, Stephen
Andras, Ralph Schultz, Patricia Steinkamp, Tom Berger, William
Mooney, Edna Baca, Chester Rybicki, Fred Rodriguez, Chuck
Williams, Russ Marineau, Gretchen McDowell, Joe Arrigo, Cathy
Demetrio, Katie Tolbert
3. Momence, January 9, 1998
Conveners and Speakers:
Linda Dvorak and Jade Lambert
Participants:
Willis Bucholz, Margaret Clifton, Les Dumontelle, William
Gilbert, Arthur Jackson, William Johnston, Ester Johnston,
Darlene J. Loftus, Sandra Ortiz, Richard Porter, Susan B.
Reising, Cathryn Schopf, Robert Schopf, Elvira Lee Stewart,
Miles J. Zahladrik
4. Galesburg, January 30, 1998
Speakers and Conveners:
Sherry Berg, Dean; Blanche Shoup, Director, JTPA; Barry Swanson,
Assistant Principal, Galesburg High School, Peggy Miller,
Director, Area Vocational Center; David Beversdorf, Director,
Employment Training, Maytag; Carly Pecsi, College Student
Representative
Participants:
John F. Cable, Joyce M. Douglass, Chris Fransco, Dick Johnson,
George Miller, Carol Montgomery Eiten, Charlotte J. Pearson,
C. Eugene Pearson, Ruth Pesce, Shirley A. Pritchard, William
K. Richardson, Mary Strawn, Chuck Williams, Arthur J. Williamson
5. Quad Cities, February 27, 1998
Speakers:
Kathy Day, Job Training Partnership Act; Dawn Ramer, Private
Industry Council, Welfare to Work; Gabe Verstraete, United
Township Area Career Center; Betsy Brandsgard, Quad Cities
Chamber of Commerce, School to Work Coordinator
Participants:
Norlan G. (Norm) Overfield, Max S. Davis, Walter L. Lofgren,
Thomas E. O'Brien Jr., Alan E. Park, Keith L. Rveckert, Merton
Sachs, Bertil Sandin, Richard W. Stevenson, Robert Van de
Voorde
6. Elgin, May 15, 1998
Speakers:
Ann Miller
Participants:
Bob Blazier, Lyle Bloomfield, Phyllis Bloomfield, Don Boyer,
Greg Guerrero, Robert H. Hansen, John Hipsky, Eugene Javillo,
Michael Johnson, William R. Jones, Rosemary Kurtz, Sheila
Martin, Ralph L. Meyer, Shirley Miller, Frances Newberg, Fred
T.L. Norris, James E. Rene, DuWayne Sheldon, William Strong,
Carole Strong, Cara L. Taylor, Barbara Trese, Alesha Wagne
7. Quincy, May 20, 1998
Speakers and Conveners:
Carla Gosney, RSVP; Jim Burns, John Wood Community College;
Kathy Tomlinson, John Wood Community College
Welcome and Introductions: Dr. William Simpson, President,
John Wood Community College; Elaine Mortin, Special Populations;
Sarah Hunt, Department of Human Services; Jim Rubottom, Knapheide
Manufacturing; Lancse Tomlinson, First Bankers Trust; Cynda
Schutte, Job Training Partnerships Act; Gene for Ron Baugher,
Quincy Area Vocational Center; Laurie Assell, Regional Superintendent's
Office; Nancy Neadeck, Adams County Department of Human Services;
Amy Hyer, Child-Family Mentor Program; Sandi Plank, John Wood
Community College Literacy Program; Kathie Clark, RSVP
Participants:
Ivan Morre, Ken Mehl, Bille Peters, Al Beck, Rose M. Brooks,
Caroll Johnson, Roger Brad, Gene Williman, Jim Cahill, Jeck
Myer, Janet Scobee, Ruth Hall, Dodee Buzzard, Barbara Chertz,
Jane Miller, Rose Scheiter, Sandy Callahan
8. Carbondale, June 29, 1998
Speakers and Conveners:
Dean Rohman and Harold Engelking, Service Corps for Retired
Executives; Martin Tracey, Chair, School of Social Work
Participants:
Elza Brantley, Irene J. Carlton, Robert Downer, Harold Engelking,
Lowell Hall, Lowell Heller, James F. Justice, David Kenney,
Tom Langdon, Robert D. Leigeber, Richard V. Livengood, Andrew
Marcec, N.S. "Mike" McMullen, James Prowell, M. Dean Rohman,
Barbara Jane Schwartz, Gale Williams, Walter J. Wills
9. Chicago, August 17, 1998
Speakers and Conveners:
Jeff Nelson, RSVP, Hull House; Beverly Barr, RSVP, Hull House
Participants:
Henry Camnitzer, Helen Christos, Kay Fisher, Dave Harper,
Edward Heath, William T. Holcomb, Barbara Reid Gardner, Margaret
Collins, Mila Fair, Edna Grahame, Martha Wilson, Dorothy Clark,
Daisy Randle, Helen Rushing, Barbara Gardner
10. East St. Louis, September 23, 1998
Speakers and Conveners:
Kim Carter, Foster Grandparent Program; Cheryl Foxworth-Brown,
Education to Careers; Cherly Jackson, RSVP Program; Darlene
Roy, Illinois Department of Human Services
Participants:
Sadie Adams, Minnie G. Austin, Evana K. Bonds, Ruth Bowens,
Shirley Cobb, Jean Ellen Earl, Ernestine Fenderson, Rebecca
Halley, Carlton Heyliger, Elaine Heyliger, Mary J. Ivy, Janie
Jackson, Geraldine H. Jenkins, Ph.D., Virgie M. Mayhorn, Ella
Miller, Lillie W. Monroe, Maxine Patterson Little, Reginald
Petty, Mrs. Gustava L. Pritchett, Annie Riley, John W. Snowden,
Myrtle J. Woody, Dorothy White
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Organizations Involved
Those
participating in the 10 focus groups retired from the following
organizations:
Adams County Circuit Clerks Office, Admiral/Maytag, Allstate
Insurance, Amoco Oil Co., AT&T, Barker & Taylor Co., Bloom
Township High School, Blue Island Chamber of Commerce, Boatmens
Bank, Burlington, Carbondale Chamber of Commerce, Carbondale
Herald Printing, Carl Sandburg College, Caterpillar, Inc.,
Centerville Hospital, Chicago Board of Education, Chicago
Board f Health, City of Galesburg, Columbus Hospital, Crain
Communications, Inc., Crystal Lake Chamber of Commerce, Crystal
Lake High School Dist. 155, Culver-Stockton College, Cutter
L. Company, Department of Public Aid, Dept. of Corrections-Illinois
State Police, Dept. of Mental Helath-State of Illinois, DuMontelles
Clothing, Duracell, Eagle Foods Corp. Offices, East Side Health
Dist., East St. Louis Board of Education Dist. 189, Export
Traffic Management, First Financial Bank, Gardner-Denver Co.,
Glidden, High School District 155, IBM Corp., Illinois Department
of Transportation, Illinois State Police, Illinois State University,
Jacobs High School, Jernberg Ind. Inc., John Deere & Co.,
John Wood Community College, Kankakee Federal, Kraft Foods,
Marion Chamber of Commerce, Marion Memorial Hospital, Marland
Clutch Div., Furn Industries, Inc., Mayor of St. Charles,
Milwaukee Railroad, Momence Community Unit School Dist. 1,
Momence Federal/Iroquois Federal, Monteno Mental Health Hospital,
Nabisco, Inc., Northern Illinois University, Packaging Corp.
of America-Tenneco, Pekin Community High School, Pet, Inc.,
Proviso Township High School Dist. 209, Quad Cities Food,
Quincy Area Vocational Technical Center, Quincy Clinic, Quincy
Public School Dist. 172, Renz Addiction Counseling Center,
RJR Nabisco Brands, Inc., Royal Neighbors of America, School
Dist. 189, School Dist. 205, Scott Air Force Base, SEARS,
Silmens, SIU-C, Springfield Clinic, Springfield Public School
Dist. 186, Springfield Public Schools, St. John's Hospital,
St. Mary's Hospital, State Farm Insurance, State of Illinois,
Three Rivers Manufacturers Association, U.S. Courts/Probation-Parole,
U.S. Dept. of the Treasury, U.S. Government, United Airlines,
United States Postal Service, University of Illinois,
University
of Illinois-Chicago, USAF, Varlen Corp., VOP, Inc. Ward-Quincy-Smiley
Box Company, Zenith
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