FALL/WINTER 2009
EDITOR'S NOTE: The September Pittsburgh Summit 2009 and the run-up to it provided the region with a once-in-a-lifetime opportunity for the Pittsburgh transformation story to be told to the world. The telling of this story on a global stage by the worldwide media not only informed people in places near and far that Pittsburgh was a "model city" – as President Obama said – a region "turning the page to a 21st-century economy," but the story, heard locally, helped to reinforce some key messages about our economy, where it's been and where it's going.
We heard that "eds and meds" were an integral part of Pittsburgh's transformation, and they continue to influence the region's present and future. Pittsburgh's health services sector employs nearly 184,000 individuals, and this sector is anticipated to continue to be a critical part of the regional economy into the future – offering a breadth of employment and career opportunities. These help to create prosperity here and make the region attractive to companies looking for dynamic places to grow.
To ensure that the talent pipeline for our region's health services sector remains full, regional organizations are proactively reaching out to youth and educators to create awareness about the diversity of health services careers and what education is necessary to prepare for them.
With the "eds and meds" part of the Pittsburgh transformation story still fresh (or refreshed) in the minds of many, this issue of the Pittsburgh Regional Compact Quarterly spotlights two organizations, the Jewish Healthcare Foundation (JHF) and the region's largest employer, the University of Pittsburgh Medical Center (UPMC). Each is uniquely making inroads for health services career education. Jointly their efforts – and those of other organizations across the region's 10-counties – are ensuring that the talent pipeline, tied to regional prosperity, doesn't run dry.
Articles:
Pathways to Careers Project Helps Expose Vast
Health Care Career Options
Start Early, Get Real …
Health care is the largest non-governmental regional employer with more than 184,000 employees. An additional 24,000 jobs are expected to be added to the sector by 2012. These numbers make a case for health care as a sector that will be hiring into the future.
Today's students will become our region's health care employees of tomorrow. When is the right time to begin preparing students to step into these important careers that add to the region's vitality and wellness (quite literally)?
Since most health care jobs require specific education or training, starting as early as possible is recommended for making students adequately aware of regional health care career options.
Pathways to Careers is one project that's moving health care career awareness and preparedness forward in a region known for exceptional service and advances in this sector.
Formed in 2007, Pathways to Careers is funded and technically assisted by the United Way of Allegheny County and the Jewish Healthcare Foundation, the latter a member of the Pittsburgh Regional Compact. A group of seven nonprofits – partners in the project – were chosen to work with students in after school programs that explore careers, with a particular focus on opportunities in the health care sector.
A Full Range of Health Care Professions Open for Exploration
Gwen's Girls, a community organization and a Pathways to Careers partner, uses career exploration to allow girls to see the possibilities that exist for them beyond high school. By helping girls learn about and identify meaningful careers, Gwen's Girls aids in develop self-sufficient adults who contribute to community life.
The organization's model, Gwen Richardson, enjoyed a successful career with the Pittsburgh Police Bureau, rising to the rank of commander. But she used her position to improve the Pittsburgh community in ways beyond law enforcement. Her organization, Gwen's Girls offers career exploration activities that show girls the full range of possibilities in health care professions – a range that is not limited to doctors and nurses but that includes careers as pharmacists, technicians, paramedics and a number of direct care providing specialties.
Simulation Centers Provide Real-life Experiences
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Recently, a group of students visited the STAR (Simulation, Teaching and Academic Research) Center at West Penn Allegheny Health System and the WISER (Winter Institute for Simulation Education and Research) at the University of Pittsburgh for realistic experiences related to a variety of health care careers. Simulation centers provide unique experiences in a health care career environment through interaction with lifelike robots as patients. Students manage a hospital patient's room, work with emergency situations involving ambulance transport of patients, deliver a baby, assist in the operating room and administer standard diagnostics. "The STAR and WISER Centers are more valuable than simply reading about career opportunities. Students can actually experience the job and get as close to dealing with live patients as possible," Karen Wolk Feinstein, president and CEO of the Jewish Healthcare Foundation.
In addition to visiting the simulators, Gwen's Girls participants were involved in job shadowing, internships, mentoring, and they heard from speakers who talked candidly about their careers.
Learn more about these initiatives at www.hcfutures.org.
UPMC: Partnering to Create a Pipeline of Health Care
Workers to Meet Regional Workforce Needs
The UPMC Educational Partnership Initiative promotes academic achievement and health awareness for our region's youth by offering students in kindergarten through 12th grade opportunities to explore the world of health care.
"Our goal is to increase the number of students interested in and prepared for health care careers prior to graduation. We accomplish this through informative presentations, educational activities, hospital and facility tours, on-site work experience, and mentorships," said UPMC Educational Partnerships Program Director Winifred Torbert.
Building a Pipeline of Talent through Collaboration
In October of 2008, The Center for Inclusion in Health Care was launched and in January of 2009, the Educational Partnership Council was formed – focusing on building a pipeline of diverse talent through collaboration, promoting health career awareness and providing information to encourage healthy lifestyles. The council comprises educational and community partners who were invited to provide feedback and share input related to these efforts.
"The goal of the Educational Partnership Council is to partner with area schools, vocational and technical schools, community organizations, and community colleges to create a pipeline of health care workers and develop a strategic collaboration to meet regional workforce needs," explained Torbert. "It is through these partnerships that students will have the opportunity to learn more about health care careers, educational requirements and the financial resources available through the Pittsburgh Promise and other assistance programs."
From Both Sides: Real-world Mentoring Experiences
Told By Those Walking the Talk
Mentoring is a highly personal way for a professional to influence a young person's life and his or her thinking regarding career awareness and exploration. Done online or in person, mentoring can offer much to not only the mentee, but the mentor as well.
If you've been thinking about becoming a mentor, this special feature with candid answers to questions about the experience, can help you determine whether e-mentoring or in-person mentoring is better for you.
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Courtney Pack is a special events coordinator with the University of Pittsburgh and UPMC's Medical and Health Sciences Foundation. She is an e-mentor with PA SmartFutures. Here's what she had to say:
Describe why you chose the mentoring opportunity that you did.
It's very important to give young adults the tools necessary to help build their futures. For most high school students, choosing a career path and discovering the options after high school can be confusing and intimidating. I remember feeling that way. Speaking with a "professional" in a particular field gives a student personal experience and advice. I chose to become an e-Mentor to help advise a student with post-high school options. The unique opportunity that PA e-mentoring provides allows both a professional and student to communicate in a safe environment and to participate in an online curriculum. This option was very convenient for me and for many students.
Define one mentoring challenge or obstacle that you've faced. What did you do to overcome it?
A challenge that I faced as an e-mentor was being paired with a student interested in a career path that I was unfamiliar with. It was difficult to speak from personal experience in that field, but I was still able to help the student discover what to look for in a college and how to gain extracurricular experience. I also contacted a friend who was in the career field that interested the student for advice.
Define one mentoring "mountaintop" moment. What might you do to create more of these?
A "mountaintop" moment for me was one when a student e-mailed me to express appreciation for my detailed responses and for the options I provided that otherwise might not have been considered. We built a great personal and professional rapport online.
How do your gauge your success as a mentor?
As a mentor, I can only gauge my success on the feedback that I get from the students. Some students are more engaged than others. I hope that the advice I provided through our e-mail communications helped the students make the right decisions for their futures … or that they at least considered other options. It would be wonderful to track their success after the program.
How do you want your mentee to remember you?
I would like my mentee(s) to remember me as a helpful resource in selecting their career path. Whether my advice helped them chose a college, program or career path, I am glad I was able to be a part of their decision.
What is your time commitment to mentoring? What's your strategy for remaining loyal to that commitment and your mentee?
Just like everyone else, I am busy with work, family and other activities. Participating as an e-mentor takes minimal time each week, literally minutes, to send an e-mail and complete an activity. The program sends you reminders and tracks your activity status. As a mentor, I am responsible to complete the activities and provide feedback in a timely manner.
What would you say to a potential mentor who needs some motivation to become engaged?
Anyone can become an e-mentor if he or she has access to the Internet and several minutes each week. I think back to when I was in high school and was undecided about my future – especially since I was one of the first individuals in my family to attend college. Having a program like PA e-Mentor would have been really helpful to me then. It allows students to consider their options especially around certain careers. As a professional in a career of interest to a student, I can conveniently participate in an online engagement that makes an impact on a young person's life.
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Meghan Lueck is a marketing coordinator – creative brand at American Eagle Outfitters, Inc. She is a mentor with Big Brothers Big Sisters of Greater Pittsburgh. She shares these thoughts:
Define one mentoring challenge or obstacle that you've faced. What did you do to overcome it?
I think the biggest challenge with mentoring is getting your mentee to trust you and open up in an honest way. The best way to get to that point is to treat your mentee like your equal. Even though the "littles" are younger and going through high school angst, I treat my "little" like one of my good friends. I genuinely want to spend time with her and listen to what she has to say, and she can sense that and trusts the relationship.
Define one mentoring "mountaintop" moment. What might you do to create more of these?
My relationship with my mentee has never been strictly defined by overcoming huge obstacles. The experience as a whole has been an ongoing building of trust and respect. To me, that is a "mountaintop" experience. I hope to continue the process by constantly bringing my all to the relationship and always show my mentee that I care about her and where she is in her life.
How do your gauge your success as a mentor?
For me, it all comes back to trust. If my "little "can trust me enough to tell me about the worst and best part of her day and her life in general, then I feel successful.
How do you want your mentee to remember you?
I want my mentee to remember me as a true friend. I want to be someone who encourages her to be the best person she can be and helps her realize her individual strengths.
What is your time commitment to mentoring? What's your strategy for remaining loyal to that commitment and your mentee?
Outside of the actual program, I think it's important to put aside even a short amount of time every week for the mentee. I see my commitment to the program as a priority, so it's not difficult to remain loyal. Now that I feel so connected to my "little," I don't see it as a chore; it's fun for me.
What would you say to a potential mentor who needs some motivation to become engaged?
You have to think outside the box when it comes to mentoring. Every kid is different. Approach the relationship like a true friendship, because that's what it will end up being if you give your heart. If your mentee needs some constructive criticism, be the one who says it in a kind way and then helps him/her change for the better. Similarly, encourage your mentee to develop his/her individual strengths and interests. The way I see it, we all need criticism and encouragement to grow to be stronger and better individuals. Through the mentoring program, you have the opportunity to be that guide for your mentee. Own it!
Be a 6th Grade Mentor Project Update
Launched on June 1, 2009, the Be a 6th Grade Mentor Project has received 763 applications at the end of October, with an additional 100-plus individuals seeking out general mentoring opportunities. Over 300 of the applicants have been confirmed at one of the eight pilot middle schools for the project – Sterrett. Other schools involved in the Be a 6th Grade Mentor initiative include Pittsburgh Allegheny, Arsenal, Classical, Rooney, Schiller, South Brook and South Hills. As part of the project, Pittsburgh saw its largest mentor training day in our region's history at Heinz Field on Saturday, August 22, 2009 when 142 of the mentors were trained for the program.
Be a 6th Grade Mentor: The Pittsburgh Career and Education Mentoring Project is a major recruitment effort to enroll hundreds of volunteers to support career and post-secondary education planning for middle and high school students in low-performing school districts in Allegheny County, with a special focus on sixth graders in Pittsburgh Public Schools. The partnership includes Pittsburgh Public Schools and the Mentoring Partnership of Southwestern Pennsylvania with overall leadership being provided by the Youth Futures Commission.
Currently, there are 181 active matches. Generally, mentors indicate great satisfaction with their mentoring experiences. Average satisfaction ratings are in the satisfied to very satisfied range. One mentor commented, "[It's] great knowing I am making a difference in my mentee's life!"
On-the-Job Experiences Ready 15 Educators to Better
Prepare the Workforce of Tomorrow
"The thing I remember best about successful people I've met all though the years is their obvious delight in what they're doing … and it seems to have very little to do with worldly success. They just love what they're doing, and they love it in front of others.”
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This quote from Fred Rogers in The World According to Mister Rogers might well describe the 15 teachers who completed the Educator-in-the-Workplace Program this past summer, according to Daniel Paul, a certified workforce development professional at the Allegheny Intermediate Unit (AIU) and the leader of the Educator-in-the-Workplace workshop. Each teacher participated in four career education workshops, sponsored by the Three Rivers Workforce Investment Board (TRWIB), culminating in a personal learning experience at a local business site.
The Educator-in-the-Workplace Program is a practical and meaningful opportunity for professional educators to meet business professionals on their own turf. Teachers spend time preparing for this meeting by reviewing concepts such as career clusters, skill sets, job shadowing, mentoring and workplace culture – all part of the lexicon for today's career education necessary for preparing students for the world of work. "I really enjoyed the experience and look forward to using my knowledge from an employer's perspective to help students prepare for potential job opportunities,"said Danyelle Boyd, a guidance counselor at Chartiers Valley High School.
"I absolutely loved being at Magee! Thank you so much for the opportunity to do Educator-in-the-Workplace," wrote Jennifer Fox, an English teacher at West Allegheny High School. "The experience transcended beyond what I anticipated. I had misconceptions of many of the careers within the medical field. Now, I feel that I am better able to point my students in the appropriate direction. Doctors, pharmacists, technicians, mangers and everyone we met were very willing to take time to answer questions and allow us to become part of their world for three days." In addition to spending time at a worksite, teachers write two lesson plans that focus on the culture, purpose or expectation of the business. All lessons are then distributed to workshop participants who use these in their classrooms during the school year. These lessons must be aligned with the Pennsylvania Career Education and Work Standards as well as the Three Rivers Workforce Investment Board's Work Ready Competencies.
Teachers need to commit to this learning experience, advises Paul. It involves extra work and effort to reach out to businesses. However, participating businesses have been preselected and prepared to work with educators. "I learned a lot about the lumber industry and how to grade a tree for value,"said Marla Hayes, a Biology teacher in the McKeesport School District. Practical and current information is just one of the many benefits brought back into the classroom by teachers.
The Power of Positive Relationships
Most important is the development of a positive working relationship between the educator and a newfound business partner. Business partners often send representatives to visit classrooms to tell students the story of their own career paths. They also answer questions about their day-to-day work and make real-world connections to the academic work that the students are doing in the classroom. Subsequently, relevant job shadows, internships and part time employment can be the result of the new relationship between an employer and the class of the teacher who participated in the Educator-in-the-Workplace Program.
Editor's note: For those seeking additional information on the Allegheny Intermediate Unit's Educator-in- the-Workplace Program, Dan Paul is available at 412-394-5702 or via e-mail at daniel.paul@aiu3.net. Thanks are extended to him for preparing this informative update.
Eight Compact Member Schools Are Among U.S.'s Best
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Eight Compact member schools have been recognized by U.S. News & World Report in its annual list of the best public high schools in the country. This national recognition underscores the excellent preparation for post-secondary education and careers after graduation being provided to the workforce of tomorrow in the Pittsburgh region. Regonized in the Silver category were Hampton, North Allegheny and Upper St. Clair. In the Bronze category City Charter High School, CAPA and Brashear (Pittsburgh Public Schools), Homer-Center and Monaca were recognized. Congratulations to the adminstration, educators and students at these schools on achieving this distinction.
An Online Directory for All Compact Members:
The Compact Connector
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All employers, schools and partner organizations that are members of the Pittsburgh Regional Compact have an online profile via the Compact Connector, highlighting their career education interests and appropriate contact information. For schools, employers and community organizations seeking to provide students with quality career education experiences, the Connector is the quickest way to build partnerships in southwestern Pennsylvania. Compact members can use the Connector to search the directory or to post available career education opportunities.
Employer Training Manual
Sometimes the most challenging part of building a career education partnership is knowing where to begin. That's why the Compact provides a career education training manual for employers. The manual features simple activity guides to help get career education partnerships started.
The Pittsburgh Regional Compact is an employer-driven initiative collaboratively
sponsored by the Allegheny Conference on Community Development, business
leaders, educators, students, educational institutions and workforce development
organizations across the 10-county Pittsburgh region.