Jan 28, 2020 | Miscellaneous
Recently, the New Hampshire Lodging & Restaurant Association (NHLRA) launched its 2020 Workforce Series, which is geared specifically toward the hospitality and tourism industry.
In the first event, NH Human Trafficking Hospitality Industry Awareness Training, attendees learned how to identify such a situation, what to do and whom to call.
“It was well-attended and revealed important insights everyone in this industry needs to understand,” said Amie Pariseau, Education and Workforce Development Director.
In subsequent events in March, May, September and October, subjects will include:
Unlocking NH’s Hidden Talent Pool, Mental Health and Substance Abuse Awareness, New Hampshire Department of Labor Hospitality Industry Training, and 3 Critical Questions, respectively.
“At the last event, we collect what questions the industry has and scale down to 3,” said Pariseau. “This tends to be centered around service animals and staffing issues.”
As for the impetus behind the series, Pariseau said NHLRA’s membership manager
travels around the state meeting industry members.
“A few of these topics we plan on discussing have come from questions they’ve asked or challenges they’re facing,” she added. “Topics such as human trafficking and substance abuse are often in the news, too.”
Citing a dual role with the Sector Partnership Initiative, Pariseau said she is additionally able to leverage and share her connections to state and community resources that are of value to share with the industry.
For some time, NHLRA has hosted presentations on current topics and trends for industry members. In 2019, though, she said NHLRA formalized these events into the “Workforce Series.”
“Our goal is to host four to five topics a year,” she said.
To learn more about NHLRA, or become a member, visit https://www.nhlra.com.
Jan 17, 2020 | Impact, Leadership
In June, Region 14 Applied Technology Center (ATC) and Conval High School in Peterborough will host AMPED on Algebra, a workshop for teachers that underscores an important concept behind Career and Technical Education (CTE) itself.
“It is important that CTE instructors demonstrate to students that the competencies we are teaching represent the knowledge and skills they will need to be successful in their careers and college,” said Region 14 ATC Director Jen Kiley.
In speaking about the upcoming AMPED on Algebra workshop, Kiley said it is important that CTE programs formally include core academics.
“We help make clear to students that they will need those math and ELA skills to be successful as well,” she added.
For Kiley, her interest in AMPED on Algebra is matched by another program, Geometry in Construction, both of which are designed by Contextual Learning.
“Both programs present mathematical concepts in a hands-on way that is connected to high interest career paths for students,” she explained. “They recognize the fact that students learn math and English skills as part of many career and technical education programs.”
She said the curriculum in both programs make it clear that CTE and academic competencies are addressed at the same time.
“I personally attended the June 2019 Geometry in Construction workshop in St. Albans, VT last year and was blown away by how much I learned as an adult,” she said . “It was especially interesting, because I identify as someone who is not great at math or building.”
Kiley said she has no doubt that students will find the same success as she did.
“Many high schools are dealing with issues regarding pass/fail rates in traditional academics, and this could be a way to help address those concerns,” she added.
In looking across Region 14 ATC as a whole, Kiley said different CTE instructors already include cross-curricular lessons and units in their programs. June’s workshop, she explained, would extend what their teachers are already doing.
“By allowing students to access disciplines they may find challenging through the CTE programs where they’ve already found success or feel comfortable, we are providing more opportunities for positive student outcomes,” she said.
As far as Kiley is concerned, the importance of AMPED on Algebra and similarly designed educational programs cannot be overemphasized.
“Very few people have careers solely in math or English, but all careers include elements from these two disciplines,” she said. “By ‘crosswalking’ academics with CTE, we are answering the ever-present student questions of ‘Why do I need to know this? and ‘When will I need this in my life?’”
The “beauty of CTE,” she went on to add, is students are not left asking these questions because “it’s completely transparent what they are learning and why.”
“Students need math and ELA skills to be career ready too, and this AMPED on Algebra is one tangible opportunity to show them why,”
To learn more about AMPED on Alegbra,or sign up for the workshop, which takes place June 22 to June 25 at Conval High School, click https://contextuallc.com/amped/new-hampshire.
Nov 22, 2019 | Impact, Students
For young people looking to get their foot through the proverbial door of the culinary industry, there may be no better opportunity than the Cook Apprenticeship Program at Tuckaway Tavern and Butchery in Raymond.
“We have tailored this program to coincide with the training for our cook position,” explained Tuckaway Tavern’s Assistant Executive Chef Jen Hiller.
Standards in the program, she continued, were made to train apprentices to work on different preparation and cooking techniques as well as equipment safety and knowledge of various cooking vessels, minor management of staff and health code laws.
“We train these individuals for 6,000 hours over the course of 3 years with on the job training as well as relevant schooling,” she added.
As for whom is targeted by the program, Hiller said it is particularly beneficial for those in high school or freshly graduated individuals looking to enhance and further their respective culinary interests.
“With completion of this program, we would ideally hire right away given the path the apprentice chooses,” she said. “Our program coincides with our business so hiring these individuals after would be a definite plus for us.”
Regrading the rationale behind the program, Hiller said they developed it as a support system for those considering culinary as a future career.
“This program opens up the initial world of cooking to those interested and provides support in the form of mentors,” she said. “We want to give young people the most attentive training possible with attention to detail throughout the entire process.”
The program, Hiller noted, makes business sense from an employer’s perspective.
“It is beneficial for us as employers to be able to train someone for the exact position that fits our company and the goals we have as a whole,” she said.
Developed and implemented within the past year, the program currently employs one apprentice.
“She is eager to learn the process and details needed to become a cook and all the branches we offer here with that position,” said Hiller. “This is a great stepping stone for her to fine tune what road she would like to take at the Tuckaway come the end of this program with us.”
Hiller also cited the program helps to meet civic responsibilities.
“As a business, it is also great knowing that she has proper training preparing her for whatever path she chooses,” she said.
In looking to the future, Hiller said it is their hope to take on another apprentice within the next year.
“We are in the works of developing a manager training program and excited to start that process, too.”
To learn more about Tuckaway Tavern and Butchery, visit https://www.thetuckaway.com.
Nov 5, 2019 | Challenges and Opportunities, Industry
MFLike many states, New Hampshire is experiencing difficulty filling available jobs in what are broadly referred to as ‘the trades,’ which has one business owner “thinking outside the box.”
“Rather than posting jobs on job boards, which really doesn’t work anymore, I am turning to the community for their help,” said Al Lawrence, owner of Artisan Electrical Contractors in Madbury, NH.
For anyone that makes a referral of a licensed electrician to Artisan Electric, even if it does not lead to a hire, Lawrence said they will send the person a Dunkin gift card. The incentive does not stop there, however.
“If we do hire someone, we will offer two tickets to the Pats and Dolphins game on December 29 or the opportunity to select a local nonprofit and have us donate $500 in your name,” he added.
For Lawrence, though, the recruitment campaign is not a gimmick.
“We are offering more than a job,” he said. “We are promoting an organizational culture, our care and concern for the community. I’d like to think that we are making a positive difference in the community. We want people who share in our values.”
Founded in 1989, Artisan Electric serves residential, commercial and industrial consumers.
“The workforce shortage in this state is real, which is why we need to be proactive in our recruitment,” added Lawrence. “I think our value proposition is that we offer not just a job, but a career and stability with room for growth. I believe the communities we serve can help us find the right fit.”
To learn more about Artisan Electric, or to refer a licensed electrician, visit artisanelectric.com.–
Oct 28, 2019 | Achievements, Article, Drafting & Design Technology, Students
At Milford High School & Applied Technology Center (ATC), educational experiences in Engineering has opened up possibilities for several students, including junior Veronica Sillerico and senior Matthew Hannon.
“I took Engineering Design to get a better idea of what a career in engineering would be like in my first year of high school,” said Sillerico.
She also participated in the school’s Manufacturing and Externship Program in which three companies–Spraying System, Alene Candles, and Hitchner–work collaboratively to engage students in both educational and working environments.
“I plan to take the Externship Program for next semester,” added Sillerico, who said program at ATC attracted the attention of Congresswoman Annie Kuster last year.
“She visited the school and spoke with students, teachers, the companies involved, and four ambassadors to speak with her at a roundtable discussion, myself included,” she said. “After the meeting, I asked the Vice President of Spraying Systems if I could take a summer internship at the company, which he accepted.”
Sillerico noted she had “a remarkable experience there,” which has led her to seriously consider pursuing a Mechanical Engineering or Computer Programming career.
For Hannon, his aspiration is to earn a degree in Mechanical Engineering. Although he plans to attend Virginia Tech, he has also been accepted at Norwich University and SNHU.
“For a long time, I was looking into aerospace/aeronautical engineering but thought that Mechanical was broad enough that I could apply it to many different fields,” he explained. “I feel that I gained a lot of experience in Mechanical Engineering through the Robotics class I took sophomore year.”
This class, he said, incorporated a lot of problem solving and technical skills that helped intensify his interest in the subject.
“One of my favorite projects was this ‘Crain Robot’ that me and my partner, Jack Vogel, had to build in Robotics,” he said. “I thought it was one of the more difficult robots to build and code and therefore was, in my opinion, the most fun to build.”
Aside from her work in school, Sillerico has pursued other pathways, one of which includes her recent acceptance to BAE’s Women in Technology Program.
“I also wrote an ELO ad campaign developed by Cookson Communication for a Work Based Learning event at Manchester Community College,” she added.
In looking ahead to the future, Hannon said his experience at ATC has helped him appreciate an important concept.
“Failing is going be a part of the learning process,” he said. “Honestly, it makes succeeding all the more amazing when it finally happens.”
Sillerico added, “In this program, I have met new people and learned new ideas and acquired soft skills that I believe impact me as a person and eventually will bring forth greater opportunities.”
Oct 18, 2019 | Article, Impact, Programs
On October 2, the New Hampshire Joint Engineering Societies (NHJES) held its 13th Annual Conference, highlighted by a live demonstration from students from St. Thomas Aquinas in Derry.
“They were able to demonstrate the skill of the VEX IQ robot picking up cylinders in an agility style movement,” said NHEJS Board Member Frank Xydias, who teaches at Milford High School & Applied Technology Center. “It was great.”
Representing the third year running in which the conference included secondary teachers and students, this year’s conference featured several other presentations.
Students from Manchester Community College’s Workforce Development Summer STEM Camps showcased their 3D printing and robotics skills. In addition, Milford High School & Applied Technology Center’s Engineering and Career Focus Internship students discussed their programs.
“The conference provides an opportunity for students to connect with professional engineers from across the state,” added Xydias. “It’s a chance to learn about career pathways, career planning and network as a junior engineer.”
NHJES Chair Michale Bogue commented on the skills and preparation demonstrated by these students.
“Our society has expressed a desire to stay true to our mission, which is to provide education, leadership, and support,” he said.
“We do this for both our adult members and our future members, the students in attendance, added Xydias.
Members in NHEJS include New Hampshire Society of Professional Engineers, American Council of Engineering Companies, American Society of Civil Engineers – NH Section, IEEE – New Hampshire Section, Society of Women Engineers, Southern New Hampshire, and Structural Engineers of New Hampshire.
At this year’s conference, Keynote Speaker Dr. Cist, Vice President of R&D for Geophysical Survey Systems in Nashua, told stories of applications of ground penetrating radar systems.
“While it is a subject that sounds like it would only apply to engineers in the field, his illustrations and stories captivated us all,” recounted Xydias. “He also challenged all the students in the audience to follow their passion for engineering, because it is a career that does a lot of good.”
It is also a career with “tremendous diversity,” as he said there are more than 40 types of engineering degrees and a number of subcategory professions,” he said.
“An engineering career can lead to many other professions,” he added. “It is not exactly what people think, which is why this conference is important, because it helps to paint that broader picture.”
As for the future of engineering, Xydias said it is unknown to a certain extent, which makes the field so intriguing.
acknowledged he is not sure, which he said makes the engineering field so interesting.
“The careers that students will be going into in 10 years have not even been developed yet,” he said. The future is wide open, and engineering is going to be behind many of the advances that shape how we live.”
Sep 17, 2019 | Impact, Leadership
Recently, David Ryan, Superintendent of School at SAU 16, spoke about the importance of helping build pathways to careers for students at Seacoast School of Technology, a topic he feels should receive more attention.
“The current state of education includes multiple pathways for students that don’t resemble traditional schooling of years’ past,” he said. “We have more K-12 students learning in community settings, colleges and universities, internships, independent studies, and extended learning opportunities.”
These opportunities, he said, stand in stark contrast to prior educational models in which students “were required to sit for a definitive number of hours in a classroom chair and learn only in the schoolhouse.”
“The roll-out of competency-based education as a regulatory requirement in 2005 was groundbreaking in terms of requiring it in all schools,” he said.
Ryan said the concepts behind competency-based education have been alive and well for years in career preparation models, such as CTE and corporate-sponsored training programs. These models, he noted, underscore a very important shift that has begun and will continue to take place in education.
“We have begun to talk seriously about training students to be thinkers and leaders as opposed to rote memorization of facts and redundancy of skills,” he said. “Students need to be able to assimilate and adapt to the changing labor market.”
The concept of “career pathways” is not mere ,either.
“Science and technology move too rapidly to single out one specific career path,” he said. “Building a fundamental skillset on the basics of science and technology and then applying those basics to increasingly complex experiences that promote inquiry, prototyping, and discovery will be the new way to learn.”
He said this new way to learn rests on partnerships between schools and industry.
“We need our community partners and business leaders to begin providing those experiences and guidance now,” said Ryan, who said the economic lever of every community is its school system.
“In New Hampshire, real estate values rise and fall depending upon the quality of the education people believe their children receive,” he said. “The quality of the education can depend quite heavily on the financial support it receives from the town.”
He said that employers seeking quality job candidates, particularly those with young families, find it much easier “to recruit and hire the very best” when they are able to demonstrate the strength of the schools.
“A high quality school traditionally attracts families who value education, making it easier for businesses to not only stock their rosters but thrive in retail settings,” he added.
Noting schools are “preparing the employees of tomorrow,” Ryan said it is critical businesses and schools work together to complement an educational program that includes adaptability to changing markets and accessibility to good paying jobs.
“This is essential if communities are going to sustain their quality and growth by keeping our graduates here,” he said.
Presently, Ryan said this is an issue that is not receiving the proper attention it deserves.
“Thankfully organizations like NH Coalition of Business and Education, Stay Work Play NH, and the Governor’s Task Force for the Recruitment and Retention of a Young Work Force for NH are addressing it with gusto,” he said.
As for steps he is taking in his own district, Ryan said they are expanding their Extended Learning Opportunity (ELO) program to include a full time coordinator.
“We want to better serve the individual needs of students who are seeking such opportunities as well as expand and introduce them to the meaningful and rich experiences from among a more broad array of organizations,” he said.
He said that part of this process will include guiding students through some form of personal reflection to help them understand self-knowledge and the impact that has on their outlook to the future.
“ELOs can do this, but we also want to enhance our internships that currently exist with our current business partners by introducing cooperative education experiences that involve full-time employment that carries academic credit,” said Ryan.
He said their goal in SAU 16 is to create more opportunities for students to discover their passion and then create a supported path of exploration.
“We believe this will allow our students to really focus more on what they want to do after graduating from high school and be better prepared to do it successfully,” he said.
To learn more about SAU 16, visit sau16.org.
Aug 9, 2019 | Impact, Teachers
While English is often viewed as a stand-alone academic subject, Beth York, English teacher and reading specialist at Concord High School, said it is time to rethink that paradigm.
“Most people in the working world will be using their literacy to persuade, inform, instruct, remedy, or collaborate in order to achieve a goal,” she said.
Citing many high school English teachers as “very good” at teaching persuasive, informative and narrative writing and speaking as well as careful, analytic reading of great literature, York said she and other Concord English teachers have been trying a new approach.
“Through Career Communications class, we are striving to place student literacy instruction into contexts they will one day encounter in the workplace,” she said.
While students typically associate English class with novels, films and poetry, York said the reality is that they will spend their days in the workplace leading meetings, engaging with customers, or drafting content for stakeholders.
“They will use their literacy skills to ask for raises or promotions and to direct their professional lives,” said York. “The classroom and workplace experiences should not be so distinct.”
She said great novels, poems, films and essays still have their place, however, as she noted they make us better thinkers and human beings.
“Reading rich, honest storytelling makes us more empathetic and enables us to engage more fully with the world and with each other,” she said. “We need to keep these inspirational aspects of literacy instruction while adding the more aspirational ones.”
These aspirations aspects will assist students in learning how to persuade or negotiate in the workplace using audience awareness and sound reasoning.
“Once in the workplace, they won’t often write five paragraph essays, but they will need to understand how to adjust the structure, tone and content or their writing to effectively reach particular audiences for particular purposes,” she said.
With these ideas in mind, York said Steve Rothenberg, Concord High School’s CRTC Director asked her to collaborate with him and other English teachers to design and launch Career Communications.
“I immediately signed on,” she recounted.
Designed with an optional ½ credit Extended Learning Opportunity (ELO), the course is comprised of classroom time learning, practicing and demonstrating English skills, research and a project in the field or outside of class.
“In this class, I hope to help students develop literacy skills and habits that can support their future workplace success,” said York.
Success in the course is defined across 5 core competencies.
Competencies:
- Reading: Students will demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and non-print informational texts.
- Writing: Students will demonstrate the ability to write different texts for different purposes, including reasoned arguments backed by evidence, informative texts conveying complex ideas, and narratives.
- Research: Students will demonstrate the ability to locate, compile, organize, analyze, integrate and present topical information.
- Speaking, listening and viewing: Students will demonstrate the ability to listen and view critically and to speak purposefully and effectively for a variety of purposes.
- Technology: Students will demonstrate the ability to use multiple forms of technology, including digital media and the Internet, to access, evaluate, organize and communicate information.
The goal of the course, noted York, is “to enable students to positively impact their future workplace and to further their own career through the skillful application of effective reading, writing and interpersonal communication strategies.”
To prepare to teach the course, she said she spent time interviewing industry professionals in fields relevant to her CRTC students’ programs, listening to CRTC colleagues and reading everything relevant [she] could get [her] hands on.”
“I interviewed several industry professionals, including the Director of Human Resources from Concord Hospital, a local fire captain, the service manager of a large auto dealership, a police detective, the president of a large construction firm, two salon owners and others.
“I wanted to learn about the literacy skills they use daily, the materials they read to stay up-to-date in their fields, and the skills and qualities they look for in new hires,” she said. “These conversations and experiences helped me to create a framework for teaching this course.”
Through this research, she said she was able to recognize universal skills common to each workplace.
“In all career fields, we will need to inform and persuade,” she said, “and there are universal strategies for doing so effectively and in a manner that will generate return customers or support collegial relationships.”
York also found several skills unique to each workplace.
“The audience and context within which a police officer or EMT works is different from that of a graphic designer or chef,” she explained. “Students need to practice applying skills flexibly with consideration of the contexts and audiences they will likely encounter in the field.”
For York, the course underscores something that should be fundamentally understood in today’s education model.
“I believe that our ability to read, write and speak effectively serves as our bridge to the wider world,” she said. “It is how we how we come to understand, engage with and sometimes shape our society.”
In part two of this two-part series, we look more closely at Career Communications at CRTC.
Jul 4, 2019 | Industry, Leadership, Programs
There are many pathways into a career, which underscores New Hampshire Lodging and Restaurant Association’s role in Carroll Academy, an adult high school program in Tamworth, NH.
“In this current workforce climate, you need to look into every possible resource and partnership,” said Amie Pariseau of New Hampshire Lodging and Restaurant Association (NHLRA).
Whereas much of her work consists in partnering with New Hampshire Career and Technical Education Centers, Pariseau said she saw an opportunity with Carroll Academy, which has resulted in Introduction to Hospitality.
Aimed at adults who do not have their diploma or HiSET (high school equivalency like the GED), the program is collaborative in nature, according to Crystal Sawyer, director of Carroll Academy/Carroll County Adult Education.
“I was approached in May of 2018 by Amie and Christina Baker from the Mount Washington Omni Hotel, to see if I would be interested in teaching a certified Hospitality course,” she explained.
In September of 2018, Sawyer said Michelle Hart from NHWorks indicated they could partner with the group and could pay for the class for any student eligible for a Basic Skills grant.
“If the student was making under $15 and was looking for a job in hospitality, they could take this beginner’s Hospitality class,” said Sawyer. “NHWorks would also help them find a job after the class in the field.”
In designing the certified class, Sawyer chose the AHLEI START (Skills, Tasks, And, Results, Training) 180-hour Curriculum Program. The START Program, she explained, is basically an introduction to every position in the hospitality sector — Front Desk Representative, Security, PBX Operator, Bell Attendant, Maintenance, Laundry, House Keeping, Food and Beverage, etc.
“At the end of the course, the student takes a final,” he said. “If they pass that, they get a START Certificate that they can show an employer.”
Noting the first class ran once each week with three recent graduates, Sawyer said Carroll County Adult Education is the first Adult Education center in the state to teach this certified AHLEI START course.
“We also have an Articulation Agreement with White Mountains Community College stating that our Hospitality course is considered a 3 credit course for their Introduction to Hospitality program,” she said.
Students in the class are diverse.
“I have an ESL student that has been with us for years and would like to switch career paths,” said Sawyer. “Another student is a former HiSET graduate who works in hospitality and would like to move up the ladder with her certificate.”
According to Pariseau, NHLRA could not be more excited about the possibilities for the program.
“We hope to see it grow and taught at other centers,” she said.
Currently, Pariseau said there are in fact plans for Manchester Adult Education to role out a similar program this fall.
Regarding the program at Carroll Academy/Carroll County Adult Education, which may soon include an apprenticeship track, she said students receive much more than an introduction to the hospitality industry.”
“They are receiving a nationally recognized certificate and a pathway to continue their education if they choose to do so,” she said.
In looking ahead at NHLRA’s role in general, Pariseau stated, “We will continue to support the efforts of all of our education partners as we look to continue to build a workforce pipeline and support current workforce needs of the industry.”
To learn more about NHLRA, visit https://www.nhlra.com. To learn more about Carroll Academy, visit https://www.carrollacademy.net.
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Jun 20, 2019 | Industry, Programs
To meet the workforce demands, Omni Mount Washington Resort has developed Bretton Woods Culinary Academy (BWCA) in partnership with White Mountains Community College (WMCC) and the NH Department of Labor.
A 3-year program, BWCA allows students to enroll in WMCC to work on their Associates Degree in Culinary Arts and attend classes at Omni.
“They work with chefs on property and learn about different subjects to cooking,” said Joseph Madzia IV, Executive Sous Chef at Omni. “The school sends their chefs here to teach the lecture classes and the students attend the school for their math and English classes.”
The program also consists of an apprenticeship in which students work full-time and receive compensation.
“They get to move around the resort in different positions learning from all of our wonderful chefs, supervisors, and fellow cooks,” said Madzia, who stressed the importance of the program.
“The students are our future,” he added. “We take the time to teach them so they are ready for a job. We want to see these students graduate and go onto higher positions leading their own team.”
He said their goal is to not just teach them culinary basics, but provide them with a strong foundation to continue their career with Omni.
“We hope the training they receive from us will offer them better job opportunities since they will finish with an Associate’s Degree, 3 years work experience and completion of an Apprentice Program,” he said.
For Madzia, the apprenticeship aspect of the program is particularly important, which said they customize to suit their needs at Omni.
“The students are taught all the basics and advanced skills they would get if they attend the school but the 3 years of experience helps jump start their career,” he explained. “We use this opportunity to cover all the standards the college would teach but go more in-depth with standards our specific hotel follows.”
He said program graduates are great candidates for the Omni brand, which enable them to immediately hire them into positions that directly impact the workforce shortage.
“We have been partnered with the NH Department of Labor in efforts to maximize this program to support our state,” said Madzia. “This program is an interesting way to think outside the box to find and train new chefs.”
In reflecting on the strength and relevance of BWCA, Madzia contrasted it with his own experience as a student and aspiring chef.
“I attended a culinary school where I spent two years attending class full time,” he said. “I needed to pick up a part time job so I had money, but the jobs I had were not the best. I didn’t get to use that work experience on my resume after because some of the jobs I had were simple.”
He said BWCA, however, provides both educational and hands-on training as well as networking opportunities that often help open doors.
“If the students put a little money from each paycheck aside on their own, they can pay for their classes as they go and be debt free from school at the end,” he said.
Currently, BWCA has six students with two starting their third year and graduating in May of 2020.
“We are very excited for this class’s graduation, because it will be our first one,” Madzia said. “We wish them great success in this career. The other four students will graduate in May 2021.”
BWCA is currently accepting applications for incoming freshmen. To learn more, visit https://www.brettonwoods.com/bwca.
