“CAMPUS ON A CAMPUS”: A CASE STUDY

                             HERITAGE HALL,
                           GENESIS HEALTHCARE

    “Over the past four years the ‘Campus on a Campus’ program has
emphasized learning as a central part of development both in an academic
     and workplace setting. This program has helped employees both
 professionally and personally to reach their goals. From our perspective,
valuing our staff has resulted in their empowerment and commitment to the
                    quality and full life of our residents.”

                              -Ira Schoenberger
                 Heritage Hall Campus, Senior Administrator
                       Heritage Hall East, Administrator

A case study by:
Barbara Corrigan, MS, RN
Director of Career Development
Heritage Hall, Genesis HealthCare
July 28, 2005
                                                    Table of Contents

1         Executive Summary ............................................................................................................ 4

2         Introduction......................................................................................................................... 6

3         Project Goals....................................................................................................................... 7

4         Laying the Foundation ........................................................................................................ 8

4.1       Leadership Structure ........................................................................................................... 8

4.2       Building Partnerships.......................................................................................................... 9

4.3       Acquiring Adequate Financing ......................................................................................... 11

5         Project Start-Up and Implementation ............................................................................... 12

5.1       Start-Up............................................................................................................................. 12

5.2       Developing Curricula........................................................................................................ 12

5.3       Engaging and Motivating Employees............................................................................... 15

5.4       The Learning Resource Center ......................................................................................... 16

5.5       Awards and Celebrations .................................................................................................. 16

6         Outcomes .......................................................................................................................... 17

6.1       Barriers Facing the COAC Program ................................................................................. 19

7         Lessons Learned and Recommendations to Others .......................................................... 20

8         Conclusion ........................................................................................................................ 20

Appendix A: COAC Program Director Job Description .............................................................. 21

Appendix B: COAC Leadership Structure ................................................................................... 23

Appendix C: Individual Career Development Questionnaire....................................................... 24

Appendix D: Sample Flyer ........................................................................................................... 26

Appendix E: Sample Flyer............................................................................................................ 27

“Campus on a Campus”: A Case Study                                                                                                              2
Appendix F: Sample Flyer ............................................................................................................ 28

Appendix G: COAC Newsletter ................................................................................................... 29

Appendix H: Sample Program ...................................................................................................... 33

“Campus on a Campus”: A Case Study                                                                                                    3
•            Executive Summary
Heritage Hall (HH), Genesis HealthCare Corporation (GHC) in Agawam, MA is comprised of
four skilled nursing facilities (SNF) and one assisted living facility. The campus, with a total of
533 SNF beds and 112 assisted living apartments, provides a true continuum to meet the
changing healthcare needs of the community’s elders. Our mission is to improve the lives we
touch through the delivery of high quality healthcare and everyday compassion. Our core belief
is that patients and residents are the center of our work. Employees are the vital link between
Heritage Hall, GHC and our patients and residents.

The mission of the Campus on a Campus (COAC) program is to create a culture of learning and
opportunity for our employees. We provide educational opportunities, counseling and support to
all levels of employees interested in moving up the healthcare career ladder as well as ongoing
workshops and training classes for those employees interested in broadening and deepening their
skills within their current positions. Our vision is to create a permanent “Campus on Campus” –
open to the community at large – offering college-level and developmental level courses on
campus each semester. Additionally, COAC seeks to develop and promote ongoing relationships
with schools of nursing within the community by providing clinical placements at the Heritage
facilities for nursing students at all levels of education.

This case study will describe how our vision became reality as we developed the Campus on a
Campus. The journey has been challenging and is still a work in progress. Space and resources
were limited, but these constraints were managed with patience, creativity and flexibility on the
part of all staff members. An additional challenge was matching employee schedules with class
schedules, which continues to be an issue that can be partially addressed by self-directed study.

We have identified the following key components of the program:
  • Leadership Structure. Our success has been made possible through strong leadership,
      which provides a broad vision, commitment, and a lot of planning. A reporting structure
      was developed to ensure communication and support throughout the organization,
      including a designated COAC Program Director, Steering Committee, Advisory
      Committee, and Implementation Team.
  • Building Partnerships. It is essential to include community partnerships necessary for
      the assessment, planning, implementation and ongoing evaluation of a culture change
      initiative. Our partners included workforce development organizations, colleges and
      training vendors and other centers participating in similar initiatives.
  • Acquiring Adequate Financing. At Heritage Hall, Massachusetts Extended Care Career
      Ladder Initiative (ECCLI) funding provided more than $500,000 over a five-year period
      to build and improve the program. Genesis HealthCare Corporation co-invested equal
      funding to enhance the program. The Genesis Tuition Assistance Program continues to
      support employee education, ensuring sustainability.
  • Engaging and Supporting Employees. Our process of engaging and motivating
      employees to move up the career ladder requires the commitment of the management
      team and starts at the time of hire. Career counseling and case management supports and
      encourages the employee throughout the educational process. Financial aid counseling

“Campus on a Campus”: A Case Study                                                                    4
        and/or financial support through grants, scholarships and tuition assistance are crucial in
        order for the employee to succeed.
    •   Securing a Package of Educational Offerings. By evaluating existing career ladders
        and assessing employee needs and wants through career counseling, we identified
        appropriate educational offerings available through area educational institutions.

Since its inception in 2001, the COAC program has had numerous achievements:
   • At Heritage Hall East, the retention rate has been above 80% for the past three years.
   • We have provided career counseling to over 500 employees.
   • Approximately ten employees have received their General Educational Development
        (GED) and two of those have graduated from a practical nursing certificate program.
   • Three housekeepers have moved into certified nursing assistant (CNA) positions
        after taking classes in English as a Second Language (ESL).
   • Twenty employees have received their licensed practical nurse (LPN) licenses.
   • Employee satisfaction survey results indicated that 93% of employees surveyed
        strongly agreed or agreed that they were satisfied with their job. In addition, 96%
        felt that their employer supported their career development growth.
   • Agency fees for temporary workers have been eliminated.
   • Over 60 employees have taken adult basic education courses, including math, reading
        and writing.
   • Over 50 employees have taken pre-nursing courses.
   • Four employees have served as nursing faculty.
   • Currently, five employees are enrolled in an LPN to RN bridge program, four
        employees are enrolled in an Associate Degree program, and two employees are
        enrolled in a Masters Program.
   • We have developed partnerships with local competitors by sharing best practices and
        attending one another's advisory committees.
   • We are collaborating with four other Genesis centers to provide direction to the
        company as a whole.

The following are some lessons learned during this project that may inform other culture change
and employee development efforts in the long-term care sector:
   1. Scheduling regular meetings with the management team is important to maintain their
       commitment, understanding and support.
   2. Establishing an open door policy encourages staff to drop in and talk to program staff
       about their career goals and plans for the future.
   3. Providing consistent reinforcement and outreach to employees by contacting them
       about upcoming classes, rather than depending on them responding to flyers and
       newsletters, ensures continued participation in the COAC program.
   4. Developing strong relationships with all key departments within the partner schools,
       particularly the nursing departments, the bursar's office, admissions, and the continuing
       education department, enables the program to run smoothly.

“Campus on a Campus”: A Case Study                                                                    5
•               Introduction
It is the mission of Heritage Hall East, Genesis HealthCare to improve the lives we touch
through the delivery of high quality healthcare and everyday compassion. The vision of HHE is
to set the standard in nursing and rehabilitative care through clinical excellence and
responsiveness to the unique needs of our customers. Our employees are the vital link between
Heritage Hall and our customers. They are the service we provide, the product we deliver – they
are our most valuable resource.

Our assumption is that people working in an environment that supports their dreams and
aspirations for a full life can bring greater energy, creativity and commitment to the work they do
at Heritage Hall. Creating such a workplace requires the development of a culture alive with
learning and opportunity. A four-year journey took HHE from vision to reality and resulted in
the development of a culture of learning that not only had a positive impact on our business
performance, but also on the lives of our employees. This case study describes our Campus on a
Campus (COAC) Program, which provides a framework for implementing the culture change.

Developing a learning culture affects virtually every person at the center(s) in all departments.
The process requires developing a variety of educational offerings and reaching people with
varied academic backgrounds and abilities in order to generate an atmosphere of change. If only
a few people become involved in a small number of classes, it is unlikely to affect the overall
climate at a center. A critical mass of energy is needed to change a culture that may have been in
place for many years. In other words, there is a lot of work to do over a long time period and the
leaders will need the help of a team.

Heritage Hall East received its first round of
Massachusetts Extended Care Career Ladder                         “Problem-solving is one of the key
Initiative (ECCLI) funding in April 2001 to                       benefits of the program. Line staff
develop a recruitment and retention program for                   are more likely to take the initiative
the center. Spearheaded by Ira Schoenberger,                      to identify problems and actively
Administrator of Heritage Hall East and Senior                    pursue resolutions instead of just
Administrator of Heritage Hall Campus, we                         reporting to a supervisor and
called this program “a Campus on a Campus.”                       walking away.”
The program subsequently expanded from
Heritage Hall East to include all employees of                    - George Mercier
the five facilities on the Heritage Hall Campus1,                 Administrator,
and provided multiple levels of education to                      Heritage Hall West
interested employees.

The cultural change that enables a nursing center to evolve into a “learning center” is really a
process for tapping into motivation and potential that already exists among staff. Experiences at
the Heritage Hall Campus, upon which this document is based, demonstrate that front-line
employees have a strong desire to learn and advance. However, many individuals are unaware of
the educational and financial opportunities, both internal and external, that can help them achieve
their goals. A lack of self-confidence is also a significant and common obstacle. A learning
    Heritage Hall East, Heritage Hall North, Heritage Hall South, Heritage Hall West, and Heritage Woods

“Campus on a Campus”: A Case Study                                                                         6
center engages individuals in their own development and gives them the tools they need to move
forward. This engagement fosters a dramatic improvement in loyalty to the workplace and
commitment to the work. Strong loyalty and commitment lead to improved retention, almost by
definition, as well as providing a fertile ground for promotion from within, and ultimately
improved quality of care.

•            Project Goals
In 2001 the area nursing shortage in long-term care was at its height. We were using agency staff
to fill both CNA and licensed nursing slots. Retention rates at Heritage Hall were low and
overtime costs were extremely high. In the project development phase, we identified needs on
two levels: 1) those of the organization and 2) those of our employees, partially derived from an
educational needs survey. The needs of both groups on the Heritage Hall Campus are
categorized and addressed below.

Organizational Needs
   1. Strategies to increase recruitment, loyalty and retention of nursing staff
   2. Mechanisms to promote from within into CNA and licensed nursing positions

Employee Needs
  3. Opportunities to improve communication skills
  4. High school credentialing and basic educational offerings
  5. Increased self esteem and confidence
  6. Reduction of barriers to continued education, such as needs for childcare or
  7. Financial assistance to cover educational costs

Based on our organizational and employee needs, we identified the following goals for the
COAC Program:

Process Outcome Goals
   • Pre-Nursing: 50% of all employees who prepare for the GED will receive a diploma and
       move on to nursing positions.
   • CNA to LPN: 80% of all those employees entering a practical nursing program will
       graduate. 85% of all graduates will be employed at Heritage Hall (HH) one year after
   • LPN to RN: Two LPNs will be accepted to Associate or Baccalaureate programs.
   • RN to BS: at least one Registered Nurse (RN) per year will continue education towards a
       Bachelor's degree.
   • BS to MS: at least one Bachelor-prepared nurse will take courses towards a Masters

Impact Outcome Goals
   • Recruitment and retention costs will be reduced by 50%.

“Campus on a Campus”: A Case Study                                                              7
    •   Turnover will be reduced by 50%.

System-Building Goals
   • Best practices will be shared with other long-term care facilities.
   • The Campus on a Campus model will be expanded to other Genesis locations in New
      England, and eventually to the entire company.

The COAC Program leadership documented baseline data so as to enable ongoing evaluation of
the program's achievements. The team compiled clinical indicators, turnover, retention and
hiring statistics over the six months prior to the program's initiation, along with past survey and
satisfaction results, for future comparison. Clear success in terms of these operational outcomes,
and data about employee participation in and graduation from COAC programming, increase the
chances for continuing programs and securing future grant dollars.

•            Laying the Foundation
Early in 2001, when the COAC program was conceived, the nursing shortage was evident in all
sectors of health delivery, but particularly in long-term care. Genesis HealthCare saw the need to
take active steps to recruit and retain CNAs and licensed nurses. When ECCLI funds became
available, meetings were held between the Genesis Regional Human Resource Director and Ira
Schoenberger, Administrator of Heritage Hall East, who agreed that HHE would apply for
ECCLI funding. WorkSource Staffing Partners, Inc. had been providing employee placement
services for Genesis HealthCare Corporation and was asked to assist in writing the proposal.

Ira Schoenberger, leader of the effort, then selected a Program Director, whose role it was to
assume operational responsibility and initiate contact with internal and external educators,
coordinate efforts to inform and inspire staff, implement evaluative testing, oversee enrollment
and provide on-going support of participating staff. (See job description in Appendix A.)

●       Leadership Structure
A determined leadership supporting the process may be the single most important component of
success. All the steps that follow will go more slowly, less effectively or will not happen at all
without that leadership support. This is a process of culture change and people will need a leader
to guide them on that journey. The leader communicates this vision to the administrative team. It
is important to support the vision with overall goals connected to financial, operational and
quality outcomes. .

Program Director: In the Heritage Hall experience, the Program Director is a dedicated position
and not an additional function for someone in an existing position. Grant funding covers some of
the wages for the position. We found it beneficial to have a nurse in the role to foster a better
understanding of the nursing education experience. Ira Schoenberger worked with the Program
Director, Barbara Corrigan, and the management team to forge three groups, each with separate
functions, which constitute the leadership structure for the program. The leadership structure at
Heritage Hall is illustrated in Appendix B and described below:

“Campus on a Campus”: A Case Study                                                                 8
The Steering Committee is a small, action-oriented “think tank” that sets up and implements the
various activities. The leader heads the committee and the Program Director plays an active role
in conducting all meetings for the group. Functions include identifying needs and opportunities,
developing criteria for measuring success and evaluating results. This is the operational group
for creating and improving the COAC Program. It recruited the partners and set the goals of the
program. The Steering Committee is also responsible for accessing financial opportunities and
grant writing.

The Advisory Committee is comprised of the entire COAC team, with representatives from the
five centers including the Administrators, Directors of Nursing, Staff Development Coordinators,
and representatives from partner institutions and
invited guests, as appropriate. The function of the
Advisory Committee is to ensure that the actions          “The program would have faltered if
of the Steering Committee adhere to corporate             we did not have the Advisory
polices and budgetary constraints. Its role is key        Committee. By reigning you in and
in developing commitment across the                       reminding you of the priority of the
organization. By participating actively in the            work, you can’t let it fall by the
design and management of the program,                     wayside due to other priorities.”
committee members gain ownership of the
program and management process. Members also              - Bryan Rossano
make recommendations for programs or events.              Administrator,
This group convenes twice each month with the             Heritage Hall South
leader and the Program Director in attendance.

The Implementation Team consists of nurse managers and department heads from each of the
five involved centers that deal with scheduling, staffing and other issues that arise when
employees attend educational programs. In order for employees to feel comfortable participating
in on-site career development, they need the encouragement and support of their front-line
supervisors. This requires managers at all levels of the organization to recognize the value of
this investment, and be willing to bear the short-term costs of lost time. The Implementation
Team becomes the mechanism to recruit and support participants. Meetings are held quarterly.
The Advisory Committee has an ongoing obligation to inform members of the Implementation
Team of pertinent programmatic changes or events that may affect their employees.

●       Building Partnerships
The COAC Program is supported by strong partnerships with area workforce development
agencies, educational institutions, and other centers that are participating in similar initiatives.
Each of these types of partnerships is described in the following section.

Workforce development agencies. WorkSource Staffing Partners has been the most dynamic and
consistent partner in the ongoing development of the Campus on a Campus Program. The
President, Neil Silverston, has attended our Steering Committee meetings and assisted with our
strategic planning. His staff has maintained a constant presence on our campus, providing career
counseling, case management and data collection services. Both Neil Silverston and Vice
President Shawntsi Baret-Stone regularly attend our Advisory Committee meetings where they
add valuable input. More recently we have worked intensively with the Hampden County

“Campus on a Campus”: A Case Study                                                                     9
Regional Employment Board, utilizing their
Nursing Career Coach under the Nursing Career                     “The majority of our staff really
Ladder Initiative (NUCLI) grant to assist in the                  need “one-on-one counseling” to
counseling and advising of our prospective nursing                help them succeed. We think it is
students. The Nursing Career Coach has also                       more beneficial coming from a third
participated in our community outreach initiatives,               party (not the manager) because
such as providing educational experiences for the                 some people are embarrassed about
National Youth Leadership Foundation nursing                      their levels of skills (e.g. reading,
students and joining our combined venture to offer                math levels). The career counselors
a Nursing Exploration Camp to area high school                    get people to talk about their needs
students. Our third workforce development agency                  without embarrassment.”
partner is the Paraprofessional Healthcare Institute
(PHI), which is assisting us in our resident-                     - Pat Silver
centered culture change initiative by conducting an               Director of Nursing,
organizational assessment, facilitating strategic                 Heritage Hall South
planning sessions and providing education to staff.

Colleges and trainers. Selection and evaluation of our college partners evolves over time. We
initially outreached to the two community colleges that were located within twelve miles of our
campus: Holyoke Community College (HCC) and Springfield Technical Community College
(STCC). Meetings were held with representatives from both colleges, whose suggestions were
used to develop a set of offerings based on our needs assessment. Our initial needs assessment
showed that over 50 of the certified nursing assistants (CNAs) surveyed wanted to be nurses and
that there were 30 employees on campus that needed to pass the General Educational
Development (GED) test. Of the two colleges approached, Holyoke Community College was the
one that offered both Practical Nursing and Associate Degree programs. In addition they offered
a Corporate Partnership providing a 10% discount to our employees. We therefore offered the
majority of our courses through HCC, but kept the door open with Springfield Technical
Community College (STCC) by having them provide ESL training and Patient Care Associate
certification training, which added an additional step to our nursing career ladder.

Long-term care facilities. Loomis Communities is a full-service continuing care retirement
community located twelve miles north of Heritage Hall and is an industry competitor. Loomis
has been awarded three rounds of ECCLI funding: ECCLI I, ECCLI II and ECCLI VI. Heritage
Hall partnered in ECCLI VI with Loomis Communities to offer an exchange of resources and
services based on our prior ECCLI programming. Loomis House utilized Heritage Hall’s
“Campus on a Campus” program to provide training to Loomis staff in conducting academic,
financial and social assessments. Heritage Hall also provided technical assistance to Loomis in
developing a “bridge to nursing” program for interested Loomis employees. In turn, Loomis has
provided technical assistance and training to Heritage Hall in its resident-centered culture change
initiative. Two HH employees were sent to LEAP training2 with Loomis ECCLI VI funds.

 LEAP (for Learn, Empower, Achieve, Produce) training is a comprehensive LTC workforce initiative to recruit,
develop, and retain quality LTC staff designed by the Mather Institute on Aging of MatherLifeways.

“Campus on a Campus”: A Case Study                                                                              10
●       Acquiring Adequate Financing
Particularly with start-up, it is often necessary to obtain seed money which can jump-start the
program before outcomes are available to establish success. That is where the ECCLI funding
was crucial. Although we were awarded less than $100,000 the first year, it was enough to allow
for the hiring of a part-time director, career counselor and the piloting of a few on-site classes.
The Steering Committee was aware of the need to create an ongoing mechanism to track the
costs of the project and to anticipate cost savings, which could then be used to elicit company
buy-in. Costs included tuition, instructor fees, books and consultant fees. Wage matches
constituted a significant cost to the company as well. It took several years to balance this against
the program's cost savings in the areas of recruitment and agency fees. Once we established
credibility, we were able to get assistance with future ECCLI dollars and money from the
Genesis HealthCare Tuition Assistance Program. Additional funding for employees was awarded
through financial aid and scholarships. Each year at least two of our employees received
scholarships from the Massachusetts Extended Care Federation.

    COAC Participant Story:

    Adriana Morales, a CNA on the night shift at Heritage Hall South, came to the United
    States from Brazil without a high school diploma. Adriana had always wanted to be a
    nurse, but she was married with one child and did not have a high school diploma so felt
    that it was just a dream: “I used to see flyers in the library about getting a GED, but
    never did anything about it.” Then she saw a flyer on the board in the break room at
    Heritage Hall South about the Campus on a Campus GED prep classes and realized that
    she had a chance. As she explained, “I started to think it would be easier for me because
    it is in the place that I work and it was organized for me.”

    The classes were a good review and, to her surprise, she passed the GED exam. “I
    thought that I was going to be behind because of my language barrier," Adriana said.
    She now wants to keep going and become an RN. After passing the College
    Placement Test, Adriana took the COAC Reading and Writing class to help her with her
    English and then in September 2002 enrolled in the Campus on a Campus on-site college
    credit course Introduction to Psychology. During that semester she gave birth to her third
    daughter, but did not give up. In the Spring of 2003 she took Human Development and
    English 101 and finished her LPN prerequisite courses that fall by taking Basic Anatomy
    and Physiology. She graduated from Holyoke Community College's practical
    nursing program in December 2004 with help from the ECCLI-funded nurses and
    NUCLI career coach who offered tutoring and NCLEX review. Adriana reflects on her
    experience: “I consider this a victory for myself and an example for my kids.” Adriana
     is currently working as a Licensed Practical Nurse in Heritage Hall South, an example
    of the impact that ECCLI and NUCLI funding can have on an individual's life and also
    of how long-term care organizations can “grow their own” nurses.

“Campus on a Campus”: A Case Study                                                               11
•            Project Start-Up and Implementation
Our COAC program involves more than one nursing center since we are a campus of five. In
fact, a number of centers working together brings about some advantages. A larger pool of
involved employees can give community colleges and other educational organizations more
flexibility to offer programs on-site or at reduced per participant costs. More centers also mean
that management can share the leadership and oversight tasks among more individuals. Learning
centers can be created from a single center, or as in the case of Heritage Hall, multiple centers in
close proximity that form a “campus.” Whatever model is chosen, the learning center must have
three vital components:
    8. A strong management team committed to the cultural change stands as the pivotal
         ingredient from the very outset.
    9. On-site education involving relationships with community education providers drives the
         process forward.
    10. Career counseling and support for participating staff clears the pathway for growth and
         advancement of individuals.

●       Start-Up
The culture change process and the subsequent creation of the COAC program began in the mind
of the Senior Adminstrator of Heritage Hall East, Ira Schoenberger, who decided to invest in the
idea and was committed to making it happen. Early meetings of the Steering Committee headed
by Ira Schoenberger laid the groundwork for the program.

Objectives of the Steering Committee were to:
   • Introduce the vision.
   • Create and amplify enthusiasm among team members.
   • Determine if other centers could/should be involved.
   • Establish long-term goals for implementing the COAC program.
   • Establish eligibility guidelines for staff participation, possibly including performance
       evaluation scores, supervisor recommendations, attendance and employee longevity. It is
       important to note that a significant portion of turnover occurs in the first 90-180 days of
       employment, and it is therefore likely to be beneficial to accommodate newer employees
       in some way.
   • Establish guidelines for attendance at educational programs. Minimum attendance at
       educational programs may be a requirement for continuing participation.
   • Establish meeting schedules.
   • Establish next steps related to measuring success, contacting area educational institutions
       and other possible sources of training and education, and identifying program offerings.

●       Developing Curricula
An analysis of the results of the initial Individual Career Development Questionnaire (Appendix
C) was presented to the Director of Workforce Development and the nursing faculty at Holyoke
Community College. Fifty of the employees surveyed wanted to go back to school for nursing

“Campus on a Campus”: A Case Study                                                                12
and 30 wanted to get their GEDs. Based on that data, we determined that there was a need for
adult basic education courses, pre-nursing courses and GED Prep. During the first year of the
COAC program (September 2001 to June 2002), we were able to offer on-site educational
assessments, career counseling and advising, workshops, courses in adult basic education and
pre-nursing college credit classes. Some courses that were offered and held on-site that first year
    • Math for Success
    • Reading and Writing for Success
    • GED Prep.
    • Introduction to Psychology
    • ESL

These offerings prepared at least 70 employees to take the first steps towards career
advancement. In September 2002 our first employee was admitted to an LPN program and six
employees received their GED. We also had two housekeepers who took ESL and became

During subsequent years we reevaluated employee
goals and used grant funds to offer courses               “The ‘convenience factor’ of the
appropriate to employee needs. Our success the            targeted education is unmatched —
first year positioned us to receive supplemental          the fact that they can go to class and
funding on our ECCLI III grant, an additional             learn BEFORE they go home and
$257,000. This funding allowed us to broaden our          get caught up in all their
educational offerings to employees that were              responsibilities: there is the key.”
preparing for their RN degrees and to engage
additional cohorts of employees, i.e.: the                - Bryan Rossano
management team, dietary aides and cooks.                 Administrator,
Courses that were offered included:                       Heritage Hall South
     • English 101
     • Sociology

“Campus on a Campus”: A Case Study                                                                 13
    •   Human Development
    •   a 72-hour Management Training course
    •   a Dietary Specialist course

When grant funds were no longer available for a particular course, we continued to offer the
course, finding other ways to pay for it, since we were working towards a sustainable model.
One of the ways we were able to do this was by opening courses to the community through the
college’s Continuing Education Department; thus we became the Agawam site for Holyoke
Community College.

Our ECCLI III grant also supported the purchase of three Plato licenses, which afforded
employees the opportunity to use computers to access self-directed learning software to
supplement their classroom learning. Plato software is available that covers any academic topic
from K through 12 as well as GED preparation and preparation for the Nurse Entrance Test.

After the second year, we had one of our Practical Nursing graduates take a position as an LPN
and two more employees enrolled in a Practical Nursing
program. The number of employees seeking our career
                                                                  “There is a feeling of
counseling services increased dramatically and many more
                                                                  hopefulness among
                                                                  employees. They now
enrolled in pre-nursing college credit classes.
                                                                  have the time, materials,
                                                                  and money to move
In April 2004, Heritage Hall was awarded $149,000 under
round VI of ECCLI funding. The goal was to develop a
sustainable model and begin our resident-centered culture
                                                                  - George Mercier
change initiative. Our many partners were key in the design
and implementation of our program. During 2004-2005, our
                                                                  Heritage Hall West
goal was to use a portion of the funding to lay the
foundation for LPN to RN educational programming.

“Campus on a Campus”: A Case Study                                                             14
●       Engaging and Motivating Employees
We relied heavily on career counseling, advising and case management to support employee
efforts in order to reach their goals. Guiding participants into learning programs actually begins
during the process of developing a package of educational offerings. The Steering Committee
and the Advisory Committee developed initial plans for educational offerings based on
discussions with community colleges and other education providers. The process of
disseminating information about the fledgling program to employees was a concentrated focus. It
is likely that some information already was circulating among staff because of the work done by
the two committees to this point, but now came the big push. Open house sessions with involved
community colleges, general staff meetings, group and individual discussions, posters, paycheck
stuffers and every conceivable method of communicating were used to get the word out about
the new opportunities. The purpose was not only to provide information, but to generate
enthusiasm as well. (See sample flyers and newsletters in Appendices D, E, F, and G.)

On the heels of the informational bombardment came a general survey of employee interest. The
leadership created a list of individuals who indicated a desire to participate in the program and
their specific areas of interest (e.g. GED, ESL, Nursing etc.). Further outreach efforts using
group and individual sessions helped to ensure that all interested employees were noted. This
step not only initiated getting people into programs, but also gave the Steering Committee better
information to develop the educational opportunities that were ultimately offered.

An individual employee needs assessment followed the general survey of interest. This step
began the process of case management. At Heritage Hall, case management involves several
individuals as part of a team. The Staff Development Coordinator is the first person to inform a
new employee of the opportunities offered through the Campus on a Campus program. A
designated career counselor from WorkSource Partners then contacts the employee and sets up a
meeting to discuss his/her career goals and barriers. Included in the initial assessment counseling
is a referral for academic testing and completion of a financial aid application. The Program
Director is also available for career counseling, in particular when the counseling involves a
career in nursing. Participants come to the process with very diverse educational backgrounds
and personal situations. They need assistance to navigate the program options and take
advantage of financial aid that might be available. The case management function provides a
mechanism for follow-up so that employees do not fall through the cracks.

Case management tasks can include:
   • Employee outreach sessions detailing opportunities at Genesis, explanations of career and
      educational services offered on-site and in the community and help with obtaining
      financial aid (tuition reimbursement, state and federal aid). This process provides
      thorough information to groups while making it clear that management is committed to
      supporting participant efforts.
   • Individual career counseling is conducted by someone who is familiar with all relevant
      curricula and programs. Confidential sessions are available to anyone expressing an
      interest in career development. The counseling session(s) aims to clarify for individuals
      exactly what they would need to do to achieve their goals.

“Campus on a Campus”: A Case Study                                                               15
    •   Logistical support, such as help with college enrollment or completing financial aid
    •   Confidential at-work and at-home problem-solving. This might include dealing with
        childcare issues or resolving communication difficulties with a supervisor.
    •   Establishing and maintaining a secure file for each individual identified as a participant.
        The file contains an individualized educational plan updated with completion of each
    •   Determining the need for testing. Depending on an individual’s educational background
        and educational plan, an evaluative and/or eligibility test may be required. Community
        colleges and vocational schools can provide valuable assistance in testing. Commonly
        administered tests are the GED pre-test, ESL and Adult Basic Education testing, also
        called college placement testing, which evaluates competency in basic education to
        determine placement in a pre-GED class or a GED preparatory class.
    •   Referring employees to community resources such as: Department of Transitional
        Assistance (for food stamps, Masshealth applications, child support); FutureWorks
        (computer banks, employment opportunities for spouses); Urban League of Western
        Massachusetts (emergency food vouchers, summer camps, scholarships); ABC/GED
        Works Inc. (free GED instruction); Massachusetts Career Development Institute,
        Springfield (GED, ESL, CNA training); New England Farmworkers (childcare resources
        agency); Youth on the Move (transportation provider).

Once the initial word has gone out and educational programs begin, a tendency exists for
management and staff to move on to the next agenda item. Energy for the process can ebb.
However, participants enter programs that may last for several years and management needs to
demonstrate support from beginning to end. Sustaining the full range of opportunities and
supports is the key to making this a process of cultural change rather than an isolated episode
whose impact eventually fades. Once a level of trust and understanding is established among
fellow workers, employees are also motivated through peer encouragement and support.

●       The Learning Resource Center
After the first year, the COAC program finally had a place to call       “There is more ‘peer
its own. We call it the Learning Resource Center. It holds four          encouragement’ —
computers (one for office use) and twelve desks donated by               people are talking
Holyoke Community College. There is someone available every              about their success
day from 8:30 am until 4:00 pm to provide assistance. We have a          and encouraging
lending library, which contains books donated by the local               others to participate.”
schools of nursing. We have an open door policy and employees
are constantly dropping in to meet with us and use our resources.        - Pat Silver
We have an answering machine to receive their calls when we              Director of Nursing,
are not available and we return their calls by the end of the            Heritage Hall South
following business day.

●       Awards and Celebrations
After the first year we realized that we had accomplished far more that we had anticipated. We
were also impressed with the amount of participation that had been generated among our

“Campus on a Campus”: A Case Study                                                                 16
employees and wanted to celebrate their successes as well as the success of the program. A
tradition of a yearly graduation recognition ceremony was begun. Each employee who completes
an educational program is recognized with a certificate and gift (see Appendix D for sample
program). We put together a yearbook with pictures and a short biography of each participant. In
addition, our partners are also recognized with a certificate and a small token of our appreciation.
An “Apple Award” is given to someone who has contributed the most during the past year to the
education of the students.

•            Outcomes
Over the past four years of the COAC program, the outcomes have been well beyond our
expectations. They include the following:

Process Outcomes
   • We have provided career counseling to over 500 employees.
   • Twenty employees have graduated from a practical nursing program.
   • Twelve employees have received their GED, and two of those have graduated from a
       practical nursing certificate program.
   • Two housekeepers have become CNAs after taking classes in ESL.
   • Seventy-four employees have taken adult basic education courses, including math,
       reading and writing.
   • Over 50 employees have taken pre-nursing courses.
   • Seven employees are currently enrolled in a practical nursing program.
   • Approximately five employees are currently enrolled in an LPN to RN bridge program.
   • Three employees are currently enrolled in an Associate Degree nursing program.
   • Two employees are currently enrolled in a Baccalaureate nursing program.
   • One employee is currently enrolled in an RN to BS program.
   • Two employees are currently enrolled in a Masters nursing program.
   • Four employees have served as nursing faculty.

“Campus on a Campus”: A Case Study                                                               17
Impact Outcomes
At Heritage Hall East, the retention rate continues to be above 80% in the past three years. This
is well above other Genesis sites in the New England Region. Turnover is below the average for
the New England region with no agency use. Employee satisfaction survey results indicated that
93% of employees surveyed strongly agreed or agreed that they were satisfied with their job. In
addition, 96% felt that their employer supported their career development growth. Figure 1
shows that substantially fewer COAC participants leave each year than non-participants.



                                                                                    Total Resigned
                            30                                                      Staff
                                     40                  48        51
                                                                                    Total Resigned
                            20                                                      Staff in Program

                              0                                         13
                                     2002          2003            2004

   Figure 1: Effect of Campus on a Campus Program on Staff Turnover 2002, 2003, 2004
The COAC Program has also had a dramatic impact on the way Heritage Hall East is staffed.
Since 2003, Heritage Hall East uses no CNAs, LPNs, or RNs from nursing agencies. In addition,
we have had a significant decrease in agency use at the other centers on campus. This amounts to
a cost savings of hundreds of thousands of dollars annually since the organization had been
spending approximately $300,000 per year in 2000, 2001, and 2002. (See Figure 2.)

                                  Nursing Agency Expenses


                             $100,000                                                           LPN

                                            2000       2001        2002      2003     2004

                                     Figure 2: Nursing Agency Expenses

“Campus on a Campus”: A Case Study                                                                     18
System-Building Outcomes
   • We have partnered with Loomis Communities, a local competitor, by sharing best
      practices and attending each other’s Advisory Committees.
   • The Genesis New England Workforce Development Steering Committee, which includes
      the Campus on a Campus Program Director and Heritage Hall’s Senior Administrator, is
      collaborating with four other Genesis centers to provide direction to the company as a

●       Barriers Facing the COAC Program
The idea for the COAC program was a good one, but the resources to create and sustain it were
slim. Neither space nor funding was available to run the program in April of 2001. Initially we
had no computers, desks, or workspace, so both the Program Director and the career counselor
worked a lot from home, a challenge because they needed to work with employees yet also
needed to do the necessary documentation, which required the use of a computer. A cordless
phone was purchased so that the Campus and a Campus staff could take calls in a quiet place,
which, at times, would be the hallway, bathroom or any quiet area they could find. Books,
computers and desks were all later donated by local schools.

The program demanded sacrifices from all departments and all buildings to provide adequate
space and resources to run the program. We continue to be challenged with finding a quiet,
private area for career counseling, and a quiet place to work. Often career counseling occurs
during lunch break and before and after shift. If it is during lunch break, the break room is not
available and often counseling sessions are held outside in good weather or in vacant office
space, etc. Before we had computers, the career counselor would meet employees in the library
to complete financial aid forms.

We have had to be creative in finding classrooms for our on-site courses. For example, we have
converted the activities room and dining room into classrooms for evening classes. The concept
was brought before the resident council and approved, however there was some confusion
initially. Tables and folding chairs were purchased at Home Depot and the Housekeeping

“Campus on a Campus”: A Case Study                                                              19
Department was responsible for breaking them down before the next day’s activities as well as
making sure the area was clean. Using the space for multiple purposes presented challenges. The
Director of the Campus on a Campus program and the Administrator have needed to be vigilant
that the room was in acceptable condition both before and after the classes. Scheduling of
courses is also a challenge, especially difficult in certain departments, such as dietary and
housekeeping, since their number of employees is small and many do not have transportation or
outside support.

•            Lessons Learned and Recommendations to Others
The following are some lessons learned during this project that may inform other culture change
and employee development efforts in the long-term care sector:
   11. Scheduling regular meetings with the management team is important to maintain their
       commitment, understanding and support.
   12. Establishing an open door policy encourages staff to drop in and talk to program staff
       about their career goals and plans for the future.
   13. Providing consistent reinforcement and outreach to employees by contacting them about
       upcoming classes, rather then depending on them responding to flyers and newsletters,
       ensures continued participation in the COAC program.
   14. Developing strong relationships with all key departments within the partner schools,
       particularly the nursing departments, the bursar's office, admissions, and the continuing
       education department, enables the program to run smoothly.

•             Conclusion
After four and one half years the Campus on a Campus program has developed into a department
whose duties include outreach, career counseling, case management, and education. The
department manages existing grants and seeks new funding sources to expand and further
develop the program. Our employees are motivated to learn and improve themselves. We have
been able to “grow our own” nurses, from CNA to licensed nurse, and have reached our goal of
creating a permanent “Campus on a Campus” open to the community at large. We are in the
process of expanding our model to all Genesis sites and are anxious to share our best practices
with other long-term care facilities.

                       “The program is a wonderful opportunity for all employees.
                         It has helped with retention and recruitment and helped
                              many people in the ‘pursuit of their dreams.’”

                                           - Regina Bossig
                                          Heritage Hall North

“Campus on a Campus”: A Case Study                                                            20
Appendix A: COAC Program Director Job Description

                               GENESIS HEALTH VENTURES, INC.
                              JOB DESCRIPTION: HERITAGE HALL

POSITION TITLE: Director of Employee Career Development


DEPARTMENT: Administration

REPORTS TO: Senior Administrator

POSITION SUMMARY: Works collaboratively with the Heritage Hall Administration,
community partners to design, implement and evaluate the Heritage Hall “Campus on a Campus”
career development initiative. Uses administrative leadership and educational expertise to create
a workplace environment where individual growth is valued as a critical component of our
ability to deliver excellent care to our residents. Provide project oversight.


The Career Development Program Director works collaboratively to:

Facilitating the use of the PLATO system, including:
• coordinating support services with Plato.
• being the point person for questions and support on-site.
• tracking and monitoring the system.
• Tracking and monitoring individual progress.

Coordinate Satellite Campus taking charge of all logistical aspects of this campus, including:
• selection on-site courses.
• determining location and times.
• coordination with college administrators on on-site services (eg assessment, financial aid).
• setting the academic schedule of degree and non-degree trainings.

Develop Satellite Campus by:
• working with college administration to design campus learning activities.
• meeting with all depts to identify services to bring on-site.
• conducting on-site college assessment and enrollment.
• coordinating logistics eg. location of classes.
• implementing non-degree employee training sessions.
• launching on-site college credit courses.

“Campus on a Campus”: A Case Study                                                               21
Provide project administration and coordination by:
• processing ECCLI invoicing.
• tracking individuals.
• scheduling orientation and career development sessions.
• coordinating career counseling program.
• utilizing PLATO Learning System to facilitate individual learning.
• ensuring employee enrollment in non-degree and degree courses offered by community

Provide outreach, training and support to employees by:
• conducting employee assessments to identify employee educational needs and goals.
• conducting on site “college fairs”.
• creating individual development plans which include access to career counseling services and
   employee assistance services.
• Monitoring and tracking employee progress.

Provide outreach, training and support to supervisors by:
• identifying management’s perceived learning needs of employees.
• holding outreach/orientation meetings implementation team meetings.
• designing supervisor training.
• conducting centralized training/development sessions.

Develop Curriculum by:
• working with supervisors to prioritize areas of need.
• designing, selecting and scheduling non-degree trainings.
• working with college administration to select college courses.
• designing and selecting Plato Learning System Models.

I understand this job description and its requirements. I understand that this is not an exclusive
list of job functions and that I am expected to complete all duties as assigned. I understand that
this job description in no way constitutes and employment agreement and that I am an at-will

Employee Signature:                                            Date:____________________

Supervisor’s Signature:_____________________________Date:____________________

“Campus on a Campus”: A Case Study                                                                   22
Appendix B: COAC Leadership Structure

                            REPORTING STRUCTURE



                 EAST               WEST            NORTH            SOUTH
                 TEAM               TEAM             TEAM             TEAM

“Campus on a Campus”: A Case Study                                                23
Appendix C: Individual Career Development Questionnaire
                     Heritage Hall – Campus on a Campus:
                  A Career Development Initiative
                           Individual Career Development Questionnaire



CITY_____________STATE                        ZIP            HOME PHONE:

POSITION & SHIFT:                                   Status (circle)    FT     PT     Per Diem

DATE OF HIRE:                        ______

BUILDING (circle) NORTH                 EAST         SOUTH       WEST         WOODS
Unit if relevant_______

Please circle all certificates degrees, and/or coursework that you have completed.
HIGH SCHOOL                      DIPLOMA                    GED
NURSING C.N.A GNAS                       MED AST./TECH LPN                 RN      BSN

Are you currently enrolled in any college program?                                 Yes    No

   If yes, what and where:

Are you currently taking any other type of courses?                   Yes    No

  If yes, what and where:                                         _________________-
What is your long-term career goal?_______________________________________________

If you were to go back to school list any personal or professional barriers that you feel stand in
the way of you reaching your goal?.


Would you be interested in learning more about the Heritage Hall Career Ladder Initiative and
participating in the workshops and meetings?                      Yes  No

“Campus on a Campus”: A Case Study                                                              24
Thank you for your participation.

“Campus on a Campus”: A Case Study   25
Appendix D: Sample Flyer

                                       Heritage Hall Campus
                                    Career Development Initiative
                                   Campus-wide Employee Meetings

     If you cannot, or have not attended the Career Development
 Initiative Meetings in your own building please make every effort to
                 attend one of the following meetings.

                               Tuesday, June 26
     Heritage Woods, 2 floor conference room, up stairs to the left past day spa
                       9:00 AM      2:30 PM 9:00 PM
                                      Tuesday, June 26
                         Heritage Hall East A wing Conference Room
                                          11:00 AM
                                   Wednesday, June 27
                            Heritage Hall South: staff breakroom
                        6:30 AM     1:30 PM     2:30 PM      3:30 PM
                                    Thursday, June 28
                    Heritage Hall North: Employee Breakroom/2nd Floor
                      11:00 AM 2:00PM         3:30 PM    10:30 PM
                                        Friday, June 29th
                               Heritage Hall West: 2nd floor chapel
                              7:00 AM     2:15PM       3:00PM

  It is important that you are on time as these meetings will last between
      30 and 40 minutes and we don’t want you to miss this important
                               * You will be paid for your time.

“Campus on a Campus”: A Case Study                                                 26
Appendix E: Sample Flyer

                              Heritage Hall “Campus on a Campus”
                                   College Placement Testing

Want to prepare for entrance into college or take a college level course?
                       Want to get your LPN or RN?

   You will need to take a College Placement Test in Math, Reading and Writing.

              We will be offering one session of College Placement Testing

                      When?: Tuesday, Sept 3rd at 2PM - 4:30 PM.
                     Where? Heritage Woods Activities Room 2nd Floor
                              (it is important to be on time)

                                     If interested please contact

                Barbara Corrigan at extension 266 and leave a message
                      For questions page Barbara at 264-0862
                     Give your name, building and phone number
You are encouraged to take this test if you have not passed it previously and have taken a class in
math or reading and writing.

“Campus on a Campus”: A Case Study                                                                    27
Appendix F: Sample Flyer
                        Heritage Hall “Campus on a Campus”

                              Want to prepare for entrance into college?
                                     Want to prepare for GED?

                          We will be offering the following courses this Fall:
                           Tuesdays and Thursdays 12:30PM to 2:30PM
                             Starts Tues. Sept 10th, ends Thurs. Oct. 24th

                           Tuesdays and Thursdays 12:30PM to 2:30PM
      Starts Tues. Oct. 29th ends Tues. Dec. 17th (No class Thurs., Nov. 21st Thanksgiving)

                                     Basic Math
                   Mondays and Wednesdays 3:30PM to 5:30 PM
   Starts Monday Sept 9th, ends Nov. 4th (No Class Mon. October 14th Columbus Day)

                             Fundamentals of Algebra and Geometry
                          Mondays and Wednesdays 3:30PM to 5:30 PM
                              Starts Wed. Nov 6th , ends Wed Dec. 11th
                             (No Class Mon. Nov. 11th, Veteran’s Day)

                         Where: Heritage Hall East Learning Resource Center

                      If interested please call Barbara Corrigan at extension 266.

                         Leave your name, building and home phone number.

                               Take advantage of this great opportunity!!

“Campus on a Campus”: A Case Study                                                            28
Appendix G: COAC Newsletter
                                                                              Heritage Hall
                                                                           “Campus on a Campus”
Monthly Newsletter                            Issue 1                            September 2001

                                      LETTER TO EMPLOYEES

Dear Heritage Hall Employee,

Last spring Heritage Hall Campus was awarded a grant of over $94,000 to develop a “Campus on a
Campus” Career Ladder initiative. The Commonwealth of Massachusetts Workforce Investment Act:
Extended Care Career Ladder Initiative (ECCLI). Our initiative aims to provide educational
opportunities for all of our employees to move on in their careers. This monthly newsletter will keep you
informed of “Campus on a Campus” program activities.

To date meetings have been held with over 200 employees to determine their career goals. Individual 1
on 1 counseling sessions have been held with approximately 100 interested employees. On-site
educational opportunities are being planned based on the needs of our employees.

Our partners from Holyoke Community College (HCC) and Springfield Technical Community College
STCC) have visited the Heritage Hall Campus during 3 scheduled Open House sessions to offer
information and advisement on their college programs.

Worksource Staffing Partnership has provided valuable support in the ongoing development of the
“Campus on a Campus” intiative and the counseling of employees. We would like to thank Shawntsi
Baret-Stone and Neil Silverston for their assistance and guidance.

Thanks to all of the employees who have offered support for this initiative by taking time out of your busy
schedules to attend meetings and spread the word. We hope you will all take advantage of this wonderful
opportunity to advance your career. Our goal is to contribute to the “full life” of all of our employees.


Barbara Corrigan, Program Director

Ira Schoenberger, ECCLI Grant Administrator


On September 1st STCC sent members of their faculty to Heritage Hall to meet with our
employees. Those represented were Sally Barry, RN, Chairperson of the Patient Care
Associate Department; Andrea P. Lucy-Allen, Director of Admissions, Eileen Neville, Dean of
the School of Nursing and Michel Foss, Dean of the School of Health Sciences. Twenty-five

“Campus on a Campus”: A Case Study                                                                       29
employees from Heritage Hall were able to discuss freely their career plans with our partners
from STCC.

An overwhelming interest in HCC’s LPN program was evident during HCC’s Open House.
Susan Sumner, RN, Coordinator of the Practical Nursing Program and Julia Hoinoski, RN
faculty from the school of nursing were available to discuss a nursing career with 19 of our
employees. Interest was so great that a second open house was held on August 29th when
Susan met with 11 additional employees.

Susan Sumner, MS, RN, Coordinator of HCC’s Practical Nursing Program advises Hope Reddick, C.N.A.
and Najmah Hathaway, LPN from HHE about furthering their careers in Professional Nursing.

Other representatives at the open house included Kris Ricker-Choleva, Culinary Arts; Linda
Scott from the Division of Continuing ED; Michael Kowalewski and Cynthia Carlson from the
Center for Professional Development.

                                     DID YOU MISS THE OPEN HOUSE?

HCC and STCC will be holding open house sessions regularly at the colleges. Dates will be
available soon. We will have them return to Heritage in the near future.


ECCLI grant funds have allowed us to purchase a computer-based instructional system called
PLATO which is designed to help adults learners reach their fullest potential. PLATO provides
interactive individualized instruction in a broad range of subjects, such as reading, writing, and
math. If you feel you need help if these areas PLATO may be the solution for you. You DON’T
have to know how to use a computer to use PLATO!!! More on PLATO in our upcoming issues.

“Campus on a Campus”: A Case Study                                                              30
Janet Jacobs, C.N.A. and Susan Croteau, C.N.A. from Heritage Hall West learn about PLATO
at HCC’s Open House.

                                            UPCOMING EVENTS
                                     (Dates and Times to be announced)

Ged Preparation
Do you feel like you cannot move on in your career because you don’t have a GED?
The Campus on a Campus Program in collaboration with HCC will be offering, free of charge, a
72 hour GED Prep Course.

College Preparation Assessment
If you have a Diploma or GED and are interest in pursuing either your LPN, RN or any other
college program we can help you get started. Join your fellow employees at a 2 ½ hour session
on which will help you determine what you need to study to pass an entrance exam. Faculty
from Holyoke Community College will be coming to Heritage Woods on September 27th. to work
with you. This is offered at no cost to the employee.

College Prep Classes
Classes which will prepare you to take the college entrance exam in October. The content will
include Basic Math, English and Reading. Dates and times for this 40 hour course will be
announced shortly.

Our ECCLI partners from Worksource Staffing Partnership will be offering regularly scheduled
workshops which will provide information, tools, techniques that will enhance the job and skills
of managers and employees. Some of the upcoming workshops will include: Cultural Diversity,
Communication, Resolving Conflicts on the Job, Time Management, and others. Keep you
eyes posted for notices on the upcoming workshops.

                                 UPCOMING EVENTSSEPTEMBER

Monday September 17TH Our first workshop on “Cultural Diversity” will be offered in the West
building from 2:30MP-3:30PM and again from 3:45PM-4:45PM. These workshops will be open
to Department Heads from all buildings.

Monday September 24th. The “Diversity” Workshop will be repeated again in the East building
from 2:30 PM and again at 3:45 PM.

“Campus on a Campus”: A Case Study                                                              31
These workshops will be open to Department Heads and employees.

Thursday September 27th Find out what you need to study for the college entrance exam by
participating in this College Assessment session from either 12:00PM to 2:30PM or 3:PM to
5:30PM in the Activity Room at Heritage Woods.

Our next issue will include important information on Tuition reimbursement and our new
Educational Loan Assistance Program!!!! Please stay tuned.

“Campus on a Campus”: A Case Study                                                          32
Appendix H: Sample Program
                                                                         Welcome and
                               Ira Schoenberger, Senior Administrator
                                         Heritage Hall Campus
                                            Guest Speaker
                                             Carol Kapolka
                      ECCLI Program Director, Commonwealth Corporation
                                            Guest Speaker
                                             Richard Blinn
                                         President of Operations
                             Genesis Healthcare, New England Region
                               Employee Recognition Ceremony
                                            Student Speakers
                                            Guest Speaker
                                            Carolyn Blanks
                              Massachusetts Extended Care Federation
                                         Special Recognition
                                     High School Diploma Recipients
                                            LPN Graduates

                                      SPECIAL AWARDS

                                            Apple Awards
                                       Cindy Freebairn, MBA, RN

“Campus on a Campus”: A Case Study                                                33
                                      Elizabeth Fiscella, MS, RN
                                     Eleanor Vanetzian, PhD, RN

                                High School Diploma Recipients
     Mike Pelletier                  Ossie Dillon             Maxine Solomon


                      Congratulations to the following college graduates!

                Practical Nursing Program: Holyoke Community College
     Darlene Lanier-Grimes, LPN                         Amy Schaeffer
               Amy Boss                                   Diana Roy
               Sarah Roe                                Colleen Bartlett
           Adrianna Morales                              Lisa Simmitt
            Lorraine Davis                              Maggie Kennedy
             Amy Dowers                                 Laureen Pieciak
           Margaret Kuenzig                              Erica Hawkins
             Debra Bouyea                                 Linda Sharp

               Practical Nursing Program: Greenfield Community College
                                         Lindsey Ferst, LPN
                                       SPECIAL THANKS

                                       Implementation Team
                                       Staffing Coordinators
                                     Administrative Assistants
                                         Business Managers
Who have assisted in facilitating career development of our employees and supported the
Campus on a Campus endeavor.

“Campus on a Campus”: A Case Study                                                   34
We would like to send our special thanks to all of our partners. Without their
commitment, support and participation this program would not have been possible.
                                The Commonwealth Corporation
                                      Worksource Partners, Inc.
                     The Hampden County Regional Employment Board
                                        Loomis Communities
                                     Holyoke Community College
                           Springfield Technical Community College
                                     University of Massachusetts

“The only person who is educated is the one who has learned how to learn and change”!
Carl Rogers

                                     CAMPUS ON A CAMPUS

                                        The Genesis Mission
    To improve the lives we touch through the delivery of high quality health care and
                                        everyday compassion.

                               The Genesis New England Vision
Genesis HealthCare will set the standard in nursing and rehabilitative care through
clinical excellence and responsiveness to the unique needs of every patient we care for.
We will be the recognized leader in clinical quality and customer satisfaction in every
market we serve.

                                Campus on a Campus Program
At Heritage Hall we value the personal and professional growth of our employees and
believe that it is a critical component of our ability to deliver excellent care to our
residents. Thanks to the funding from Genesis Healthcare and the support from grant
funds awarded by the Commonwealth of Massachusetts Extended Care Career Ladder

“Campus on a Campus”: A Case Study                                                         35
Initiative (ECCLI), we have been able to improve the lives of our employees through
counseling and education.

Today we are here to recognize the efforts and achievements of our employees in
reaching their career goals and to recognize those who have assisted us in making this

                                        SPECIAL THANKS
                                      Advisory Committee
                          For ongoing advice and continued presence.
Karen Allen, HHW                                   Cooky Bakowski, HHE
Shawntsi Baret-Stone, Worksource                    Lisa Blohm, HHS
Charles Bodhi, Reb                                 Regina Bossig, HHN
Rick Cabral, Woods                                 Tony Costa, HHN
Barbara Corrigan, COAC                              Cindy Freebairn, COAC
Catherine Grenier, HHN                             Joanne Heap-Coughlin, HR
Carol Kapolka, Commcorp                            Donna Kasa, HHE
Jill Landis, CRC                                    George Mercier, HHW
Lynda Persch, Reb                                   Bryan Rossano, HHS
Lisa Ruddock, HHS                                   Ira Schoenberger, HHE
Neil Silverston, Worksource                        Lisa Walters-Zucco, HHW
Marilyn Webb, Loomis

                      Genesis HealthCare Corporate Members
                         For supporting our past and future endeavors.
                                 Pat Colanton
                                     Dick Blinn

                  “It is not because things are difficult that we do not dare;

“Campus on a Campus”: A Case Study                                                       36
                     it is because we do not dare that things are difficult”

                                     HERITAGE HALL
                             CAMPUS ON A CAMPUS
                   Graduation and Recognition Ceremony

                                       January 18, 2005
                                               2:00 PM
                            Heritage Hall East Dining Room

                                      Heritage Hall East
Colleen Bartlett             Rebecca Borsari             Mary Carrasco
Jodee Chaisson               Laurie Daniels              Nancy DeLeon

“Campus on a Campus”: A Case Study                                             37
Jill DeMarco                 Oswald Dillon           Patrick Dunkelly
Lindsey Ferst                Eileen Gregerson        Sandra Green
Aaliyah Harris               Heather Herlihy         Velda Hill
Maggie Kennedy               Patty Ann Klimczyk      Theresa Koloski
Darlene Lanier-Grimes        Jean Martin             LaShanda Randolph
Karene Smith                 Maxine Solomon          Tara Whalen
Barbara Williams             Cassandra Williams      Claudine Williams

                                       Heritage Hall North
       Amy Boss                       Tara Calento          Pat Campbell
   Vinnie Caracciolo             Karlene Chambers         Kadian Dunkelly
       Maria Lugo                    Monica Malone           Bess Miller
   Lisa Oppenheimer                    Lisa Parent        Michael Pelletier
   Sandra Rodriguez                    Sarah Roe           Amy Schaeffer
    Lashanda Wilson              Garnett Dunkelly

                                          Heritage Woods
    Suzanne Jerome               Margaret Kuenzig          Omar Ghalaini
    Betzaida Quijano                   Diana Roy           Michelle Schott

                                       Heritage Hall South
 Hector Alicea-Torres        Afiya Ayiwah-Mensah         Patricia Blair
      Noel Claudio               Adrienne Cuffie        Lorraine Davis
Yvonne Dunkelly-Henry                Kalia Furnari       Terry Gardner
      Brian Jordon                   Paulina Kajue      Kathy Landers
   Adrianna Morales              Tammy Mullen           Robert Nadeau
       Julia Otero               Mamak Seihoun           Joanne Smith
      Teresa Smith                   Linda Starkey      Candee Varney
   Dorothy Williams

“Campus on a Campus”: A Case Study                                            38
                                        Heritage Hall West
   Hector Alicea, Sr.                Mavil Chambers            Amy Dowers
     Soli Gonzalez                   Erica Hawkins             Nuno Inacio
    Christine Karetka                 Natali Lopez         Edward LoVerde
     Renee Maiolo                    Judith Marquez            Dawn Martin
   Amanda Medeiros                   Laura Medeiros        Tammy Murphy
     Ikel Puruggan                    Paula Quinn          Ethel Richardson
      Craig Richter                  Michelle Rogers           Linda Sharp
      Lisa Simmitt               Vladislav Troshin        Barbara Washington

                        “You must do the thing you think you cannot do”.
                                           Eleanor Roosevelt

“Campus on a Campus”: A Case Study                                             39

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