Business and industry articles

Q & A

Marvin Windows and Doors Manager of Education, Peggy Ann Anderholm

Five years ago, in an effort to offer easy access to advanced education to employees at her manufacturing facility in rural Warroad, Minn., Peggy Ann Anderholm led the charge to create a company-funded, on-site college degree program.

Teaching job skills is one thing. But, in her role as manager of education for Marvin Windows and Doors in Warroad, Minn., Anderholm has helped expand the basic relationship between her company and its 2,600 employees to support their educational advancement.

In a community located almost two hours from the nearest college, Anderholm has seen 51 employees graduate through one of four degree programs offered at the company. Marvin Windows has developed a strong collaborative partnership between Northwest Technical College in Bemidji, one of the 32 Minnesota State Colleges and Universities and the University of Minnesota-Crookston. And, the organization's on-site degree program has garnered publicity and national recognition as a model for workplace learning.

Recently, Anderholm shared her experiences about developing and managing this unique employee development program that illustrates the values and the culture of the company itself.

How did this degree program get its start?

Anderholm: Our company wanted to invest in degree programs for our employees.

A lot of companies talk about tuition reimbursement, but most don't really promote or encourage it. Not only do we believe that tuition reimbursement is a good thing to do, we know that up here, no one could take advantage of a typical program because there isn't a college or university nearby. At Marvin, we believe so much in our employees and in education that we went the extra mile to make it easy, to help staff move through the organization, succeed and grow.

We're in such a remote location. We had to figure out how to do something that would work for us. I wanted an accelerated program. I wanted real professors on site. Most of the learning organizations I went to said, "You're nuts. This can't be done." But Northwest Technical College and the University of Minnesota-Crookston listened to us and helped make it happen.

What has made the partnership with Northwest Technical College and University of Minnesota-Crookston successful?

Anderholm: At a recent meeting, the staff from Northwest Technical College hugged me hello, and I think that's key - we really have good relationship with our partner schools. Obviously, the academic world operates very differently from the business world. There has to be some give and take, and releasing grades to our company is a great example. In our case, the company pays tuition up front. If students don't get at least a C, they have to pay the company back through payroll deduction. We had to develop a system with our partner schools in which students sign a grade release form.

How customized is your program?

Anderholm: I didn't want to create "The College of Marvin Windows and Doors." Our customization comes into play with the accelerated timeline of the program. Classes are held year-round. A three-credit course takes place over eight weeks. That means six hours of class a week. The faculty has to change the way they teach because of that acceleration.

How has the program changed the company employee base?

Anderholm: Right now we have 66 employees enrolled in our degree programs. We're anticipating another 100 will start class this fall. Interestingly enough, the average age of participants had been about 39. In the new fall classes, the age ranges between 18 and 23. More than 70 percent of our students have moved into new jobs within the company, either while they were in class or after they graduated. There are also a lot who have not, but they didn't want to. Their education has helped them in their current job and added to their tool box. And when it comes to recruiting, we have literally had people who came to work here because they knew that they would be able to get a free education.

What is your day-to-day involvement with the program?

Anderholm: I tell people that I'm part superintendent of schools and part dad or mom. I spend a lot of time helping employees decide which program they should go into. And, I take all the phone calls about things like the challenges of the macroeconomics course. Because this is college, it's hard sometimes. It also depends on the day. Right now, we're busy holding informational meetings, recruiting and getting new students into the program. I spend a lot of time planning. We plan five years out. I'm also looking at defining the value on investment. What is the value of this education? I'm working with supervisors to get them prepared to better utilize educated employees. We want people who have gone through the courses to be able to apply the things that they're learning.

What advice do you give employees about balancing a full-time job and college?

Anderholm: It's tough. We have started a mentorship program to help students. Students are paired with a graduate or near-graduate to help them through the challenges of homework and finding the time to study. The mentors share their tips and tricks.

What advice would you give to other organizations?

Anderholm: I frequently get asked, "How can I do this?" You need to demonstrate a commitment. In the case of a degree program, you have to commit to the program for at least five years. We said, "If we start this, we have to finish." In the beginning, students would ask us, "Is this really going to happen?" We're proud of the fact that even after 9/11, when we as a company had to tighten our belts, the one thing that we didn't touch was the college program. I've also learned up front that you have to set parameters. What is it that you're looking for? Make sure that your goals are solid. You're going to hit road bumps, but at least you'll know what road you're taking.