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Face Value

February 18, 2008

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My corner of the Internet has been abuzz over a muckraking article that recently appeared in The Guardian on the subject of Facebook. Tom Hodgkinson, the highly principled slacker behind The Idler and author of How to Be Free, makes some familiar complaints: online friends are a pale imitation of face-to-face relationships, Facebook encourages high-schoolish obsession with popularity, it prompts its members to reveal too much about themselves, and it uses that information for commercial gain. But the article goes further. Facebook is not just an American-owned company with global ambitions. According to Hodgkinson, it’s highly influenced by a “neocon activist” board member and funded by a venture capital firm that has ties to the CIA. Their ultimate aim: “an arid global virtual republic, where your own self and your relationships with your friends are converted into commodities on sale to giant global brands.”

Ironically, The Guardian helpfully provides a “share” link so you can send the article to all of your Facebook friends.

One of the most interesting responses to this article bubbled up on A-Librarians, a forum for anarchist and radical librarians. (Yes, I am, in case you’re wondering. And “anarchist librarian” is not an oxymoron. Look it up.) While other lists were debating whether the article’s claims were credible, or whether Facebook is valuable regardless, the members of this list were getting down to philosophical basics. Why does the concept of property so thoroughly infuse our understanding of rights? Are our conceptions of privacy dependent on owning one’s individual “self”? If we own our identity, is our public persona a form of intellectual property, as a trademark is?

I don’t know the answers to those questions, which relate not only to Facebook, but the debates over Google’s project to digitize great university library collections, and the fights over access to journal articles written by professors whose institutions can’t afford to gain access to them. But as a librarian who is in favor of sharing ideas freely, these debates made me rethink the fundamental relationship between the individual’s desire to share their thoughts and experiences with others and the commercial entities that provide the distribution channel for that act of sharing. It seems to me the crux of the problem is that the profit motive influences both sides of the equation – differently.

Corporations like Google and Facebook are worth a lot of money, which is a bit odd. They don’t create their content, and what’s there, they give away for free. They mediate the space where we go to express ourselves, and where find out what others think. Sure, we have to put up with a bit of advertising, but that’s just a minor irritant for something that’s free.

But there is a cost.

These corporations provide us with a space to play, engage with others, and make connections. We get to build our own identities in a public way. In return, we give them (perhaps without realizing it) a panopticon view of our lives, a chance to gather data on what we think, do, read, say, enjoy, and with whom we associate -- our "communities of interest" in the parlance of the FBI, or "friends" in Facebook’s lexicon. It’s exceedingly valuable information because it can be sold to companies who want to follow trends and focus their advertising dollars on just those individuals most likely to respond. The more people involved, the more valuable the data.

The terms of this contract are never quite clear. The Facebook Terms of Use explain we’re allowing these companies to keep track of what we enter into these systems (our searches, the words we use in our Gmail messages, our profiles and connections at Facebook), but we can’t be sure exactly how that information gets used, because that’s a trade secret. They could tell us, but then they’d have to kill us.

Facebook embarrassed itself last fall by overestimating our enthusiasm for this exhibitionist social contract. They launched Beacon, a service that would send information about one’s online purchases to a Facebook member’s friends unless an obscure “opt out” box was checked quickly before it disappeared from sight. Their assumption was that everyone would enjoy sharing their shopping lists as much as their playlists -- your friend Mike just bought Hanes underwear and thinks you might want to buy some, too! -- but that idea hit an invisible barrier of resistance. Whoa, that’s going too far! We got cold feet when the commercial consequences of our sharing was made visible. The outcry, ironically mobilized through Facebook itself, forced them to back off.

But on the whole, the public is content to go along. Just give me a place to express myself to the world, and you can do ... whatever it is you do.

People trust these playful-seeming corporations to not do evil far more than they trust their government. In 2007, an ACLU poll found a majority of the public opposed warrantless wiretapping. Earlier, tens of thousands of people signed petitions opposing the government’s ability to track what they were checking out of libraries or buying at bookstores.

Libraries have always taken privacy seriously – not because it’s valuable in itself, but because it’s a necessary condition for the freedom to read whatever you want without risk of penalty. When the PATRIOT Act was passed, librarians checked to make sure their databases erased the connection between a book and its borrower as soon as the book was returned. That erasure, however, makes it harder to offer the kind of personalization, such as recommendations based on previous book choices, that the public increasingly expects from online systems. After all, it’s what they get from Amazon.

Suspicion of the government does not extend to corporations running the Web 2.0 playground. Those guys just seem so ... nice. And after all, if they give us the tools to tell people we read a good novel or like a particular band, why not let the company make a little money from it?

The complexities of private/public digital tradeoffs have been debated in many different contexts. Siva Vaidhyanathan has questioned why libraries, a public good, should partner with Google, a private corporation, to digitize their contents; aren’t we concerned that Google will control the most complete library in the world? Others defend the practice because – well, without Google’s deep pockets, it simply wouldn’t happen on so vast a scale. Besides, the books go right back on the library’s shelf once digitized. What’s the harm in sharing?

Let’s set aside the contentious copyright issue for the moment and concentrate on why Google is providing “free” resources. Unlike libraries, Google gets content for free, gives it away for free, and makes its money by being an enormous distribution channel for everything from physics research to 19th century scanned books to the latest YouTube video. By watching the traffic through those channels, they are able to provide highly-specific information on who’s interested in what. The more we use Google, the more information they accrue about what we’re using, and the more valuable that mountain of information becomes.

And, let’s face it: we have selfish motives, too. Social networking blurs self-expression and self-promotion. The idea of property and its exchange has so infiltrated our culture as a defining concept that many people do, in fact, think of their public persona as their brand. It’s important to “be out there.” Their lives grow more valuable as more people recognize and acknowledge their ideas, their tastes, and their interests.

This isn’t just a youthful obsession. Facebook has recently opened its service to everyone, regardless of school or college affiliation. A novelist I know was just advised by her agent to set up a Facebook profile to increase her online presence and engage in “relationship marketing” with potential customers. In other words, she’s expected to act as her own sock puppet so she can sell more books. Make friends and influence people.

Here’s the interesting paradox: The only way to increase the intellectual property value of your identity is to give it away. That’s the only way it can be shared, linked to and recognized by others. Trading a little personal information for a public platform, whether for personal expression or self-promotion (or both), seems a fair exchange.

Does this sound eerily familiar? It should.

As scholars, our ideas gain value as we make them public, and we have been historically myopic about the consequences of trading the rights to our ideas for access to distribution channels. This unexamined practice put us all over a barrel when publishers required the academy to ransom those ideas back through prohibitively expensive journal subscriptions for libraries. The personal advancement attached to making our ideas public only added to the problem; more publications translated into higher prestige. There was just too much stuff for libraries to buy back, and not enough budget. The Open Access movement is on track to significantly change the “terms of service” when it comes to scholarly communication. Though the battle’s far from over, we’ve made real progress.

But we’ve barely begun to examine the unintended consequences of the Faustian bargain we strike when we share content through privately-owned digital domains of the public sphere.

Tom Hodgkinson says we have a choice: we can help Facebook’s right-wing investors make a lot of money, or we can simply opt out of “this takeover bid for the world.”

But hold on – it’s our world. And we didn’t approach the problems of scholarly communication by ceasing to publish. We started by educating the community about the consequences and renegotiating the terms of our relationship with publishers.

Scholarly work isn’t the only form of communication worth fighting for. The privately owned digital public sphere is a fertile if febrile commons where millions of people play out their identities and share ideas. The bargains we used to routinely accede to in order to get our research published were easy to ignore because we personally benefitted from them. In fact, we didn’t read the fine print, and we didn’t anticipate the consequences. Something very similar is going on in social networking.

Scholars and librarians champion the value of free and open exchange of ideas for the public good. It’s time to take those values beyond the academy. If we made an effort to help the public understand the tradeoffs we make to be part of the digital social sphere, maybe we’d all think more critically about how our public identities are formed and exploited – for what they are worth.

Barbara Fister is academic librarian and professor at Gustavus Adolphus College.

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Comments on Face Value

  • Shadow buildings
  • Posted by Glen McGhee at FHEAP on February 18, 2008 at 10:00am EST
  • "One has the feeling that, at heart, men do not know exactly what they are doing. They build with stones and they do not perceive that with each of their gestures in placing the stone in the mortar is accompanied by a shadow gersture that places a shadow stone into shadow mortar. And it is this shadow building that counts." Jean Giono, Joy of Man's Desiring (1980: 20)

  • Posted by Alex Golub , Assistant Professor at University of Hawai'i at Manoa on February 18, 2008 at 2:40pm EST
  • Thanks for this great column, Barbara.

  • Fascinating Article
  • Posted by Travis , Visiting Instructor at Gustavus Adolphus College on February 18, 2008 at 11:00pm EST
  • Very stimulating. I need to get more involved in open source scholarship. There is a lot of potential.

  • Perhaps we have become too enamored with profitability
  • Posted by marketingzombie on February 19, 2008 at 5:45am EST
  • The truly unsung villain of the future will no doubt be Google, Facebook, and Yahoo. And the equally disturbing truth is that because I have choose to respond to this article which no doubt has enough buzzwords to be flagged by the NSA black system (it does exist, and with the most powerful and untraceable spiders on earth) I give up much of my anonymity. I think I look to this as not only unchecked companies, but companies unsecured to the peeping tom agencies which exist around the world. Thanks for keeping us thinking.

  • Face Painting
  • Posted by Danny on February 19, 2008 at 10:30am EST
  • Some friends and I have chosen an alternate form of resistance to this problem. We call it face painting.

    ----------------------------
    Face Painting (also referred to as 'myspin') is internet slang for the practice of embellishing a social networking profile with embellishments, fantasy and satire, often with humorous or political intentions. Face painters play with the truthiness of identity by conducting a campaign of misinformation to protect their true identity.

    Face Painting is closely related to Google Bombing.

    The term was coined in 2007 in the wake of the Beacon backlash and the Soble scandal. Face painters aim to introduce a bit of noise and chaos back into the system, clearing some space for true privacy, and enabling a form of direct political action that does not fall victim to Cass Sunstein's critique of homogeneous, disjoing social sub-networks on the internet.

    Considering the alternatives - abstaining or being a stick in the mud, this is a fun a playful way to bite back. I mean, why are people confessing their lives to an untrustworthy machine? If this movement were to spread far enough, what financial impact would it have on their marketing database?

    thanks!

  • Librarians Rock!
  • Posted by Jo Clayfield , AKA faculty member at Univ. of City, Husker State on February 19, 2008 at 11:05am EST
  • Anarchist pre-feminist, probably lesbian, librarians of the 1950's made me who I am. They didn't need to track my books on a computer -- there were no computers. They knew me and every week when I brought back the stack of books from the week before, Miss Laurie Dudley, later to become head children's librarian for the Dallas Public Library system, had a new stack of books waiting for me. When the "books you should have your daughter read if you want to raise a feminist" list came out in the early 70s, I saw I had read every book on it that had been published when I was in those formidable pre-teen and teen years. Let's hear it for anarchist librarians.

    Also, on the idea of Facepainting. Jo Clayfield is my alter ego on many sites. My son and friends when Facebook first came out would put down they were born years before they were, they would put themselves as married to their dormitory roommate when they were actually completely hetrosexual -- or not with their same sex roommate when they were gay. Now I see they are more truthful, as the value of the profile has become a currency in their national networking. But some of them still have a second alter ego site just for fun. I do too.

  • Excellent article
  • Posted by downstreamer on February 19, 2008 at 11:05am EST
  • You don't have to be a conspiracy theorist to understand the implications here. Thanks for a well written and timely article.

  • NGO's / .org's as a solution?
  • Posted by Brewster Kahle , Digital Librarian at Internet Archive on February 19, 2008 at 11:35am EST
  • Thoughtful article. You are right that the government, most forthrightly the US government of late, has scared many people with its intrusions. Some large private companies are scaring many of those that think about it.

    Proper tending of the "public space" in its digital form does not seem to be fitting into the mission of the current governments or large scale corporations.

    I have been impressed with the rise of the high-tech non-profits in the last 10 years. Organizations such as Wikipedia, EFF*, One Laptop per Child, Mozilla, Internet Archive*, Apache Foundation, Ubuntu, PLOS. (* I am a board member). Their motivation and resulting actions seem to come closer to what many are looking for.

    If we build these institutions right and have some vetting process, we might have a piece of what we are looking for:

    Public spaces fostered in ways that matches public ideals.

    Glad to see librarians rising to the cause. We may have the closest existing "business model" for this challenge.

    -brewster
    Digital Librarian
    Internet Archive

  • DIY social networking
  • Posted by Larry Hosken on February 19, 2008 at 12:30pm EST
  • If you have a web page whose source code you can edit, there are some mini-standards which allow you to publish social-networkish information. XFN (http://gmpg.org/xfn/) lets you tag a link to your friend's home page to say, roughly, "the linked-to page belongs to a friend of mine" or "the linked-to page is another one of my pages about me". hCard (http://microformats.org/wiki/hcard) is a handy way to provide information about yourself.

    I should disclose that I work for Google, one of those companies mentioned in the article. I don't speak for Google, though.

  • topic mapping as a way forward
  • Posted by Steve Newcomb , Consultant at Coolheads Consulting on February 19, 2008 at 4:45pm EST
  • > Scholars and librarians champion the value of free and open exchange of ideas for the public good. It’s time to take those values beyond the academy. If we made an effort to help the public understand the tradeoffs we make to be part of the digital social sphere, maybe we’d all think more critically about how our public identities are formed and exploited – for what they are worth.

    Scholars and librarians recognize that ignorance is mankind's mortal enemy. They espouse the Hayekian economic principle that when any bargain is made in the light of full knowledge, the whole world benefits. They are concerned not only with the question of personal identity, but with the identity of everything -- of every subject of conversation.

    I wish that, as a group, scholars and librarians would seize their rightful role in the age of digital communications: the role of collaborative, open, multicultural catalogers. It is now quite practical for indexes, subject catalogs, and all other kinds of finding aids to be combined in master indexes for various purposes, even when the materials being merged don't conform to any single taxonomy or even any single ontology, even when they are expressed in the terms of different universes of discourse, and even when they overload their terms. The usefulness of the results of such combinings can far exceed that of any imaginable string search, because once a user has found the node that serves as the proxy of the target subject, all of the diverse human experience, scholarship, telecommunication and computation that went into the aggregation of that node is at the user's immediate disposal.

    The era of the isolated subject index should be waning, but unfortunately it's not. Powerful people and institutions don't see why it's important to invest in the mergeability of subject indexes. On the contrary, the friction that a knowledge-hungry person encounters when trying to learn something that may only be known in unfamiliar universes of discourse is the basis of many business models. Moreover, from the perspective of many investors, the changes that improved exploitation of knowledge brings are undesirable.

    The good news is that there is an ISO standard rhetoric for sharing ready-to-merge indexes (ISO 13250 Topic Maps) and a draft ISO standard of the underlying Reference Model (13250-5) for it and similar rhetorics. Unsurprisingly, it all boils down to subject identity. What's different about the Topic Maps Reference Model is that a single index entry ("subject proxy") can have any number of subject-identifying expressions, each expressed in the terms of some disclosed universe of discourse. The Reference Model, which is very abstract, is about what must be disclosed in order for an index or catalog ("Topic Map") to be ready-to-merge.

    Some library schools (UIUC is one) are offering Topic Maps courses that focus on the rhetoric of subject proxies and their practical implications. The Norwegian government is deploying topic maps aggressively. The U.S. government uses the approach for managing its nuclear weapons secrets, for use by taxpayer assisters at the IRS, and, it is believed, in at least one of the intelligence services. There are numerous academic projects worldwide.

    But more should be done. There is an opportunity here to strike a blow for the "free and open exchange of ideas for the public good." Topic mapping is quite unlike the Web 2.0 phenomenon. In the world of Web 2.0, for every web service, there must be a central authority/repository -- a Big Brother -- who keeps track of the identities of whatever's being talked about. In Topic Mapping, subject identity is everybody's business, and the nature and identifying power of each subject's identifying data, within each universe of discourse, is completely arbitrary (an arena for creativity) and necessarily disclosed. An index is "ready-to-merge" if it is disclosed along with instructions on how to tell when it's talking about the same thing. (The profound difference between Web 2.0 and Topic Mapping is a long and subtle story. It begins with the philosophically questionable and technologically confusing Web doctrine that URIs are the one and only way in which all subjects must be identified. This bizarre doctrine emanates from the World Wide Web Consortium. The W3C serves the interests of its members, most of which are for-profit corporations whose ambitions inevitably include one or more forms of Big Brotherhood.)

    The library community should be discussing and establishing requirements for non-Big-Brother, peer-to-peer collaborative cataloging systems, so that a market can be established and capital can be formed. I fear that those who are presently implementing topic maps are overwhelmingly of the Big Brother-Web 2.0 persuasion. It's far easier to form capital with a Web 2.0 business plan than with one designed to *distribute* the franchise of librarian-hood and to *distribute* control over access to information.

    From a public policy perspective, it's irrational that the bulk of all subject-identifying data are privately held. When diverse public-domain subject-identifying data become the norm, and the pain of the inevitable disruptions has diminished, everybody wins. The publishing industry is especially likely to find it a boon -- the same industry that now resists this change.

    Steve Newcomb

    Co-editor, ISO 13250-5 Topic Maps Reference Model
    srn@coolheads.com

  • google does it better
  • Posted by Amos on February 20, 2008 at 6:55pm EST
  • I wish librarians would wake up and stop blaming google & facebook for their own shortcomings. Google and facebook are successful because their systems work well and theyproduce results and environments that enable us to do what we need or want to do.

    In the academy, it is not librarians or google or whatever that is delaying innovation. It is their own reward system that is keeping the academy hostage to outdated publication systems and to the extent that librarians shoulder any blame - it is their lack of courage to stand up the academy that prolongs this situation.

    So please don't blame Google for creating a superior search environment and then using it.

  • Blaming Google?
  • Posted by Laura K on February 21, 2008 at 8:10am EST
  • I feel Amos missed the point of the article. I didn't read about any librarians "blaming Google for their own shortcomings," but merely attempting to bring awareness to some important issues related to digital public space. In fact, it didn't seem that much of this article had to do with librarianship at all.

    Anyone with a knee-jerk "for Google or against" them reaction is pretty likely missing the forest, as it were. Google and a library aren't the same kind of creatures, and to my mind, aren't in competition.

  • Rosey-coloured glasses
  • Posted by Ben Tremblay , Mr at Ben Tremblay & Associates on February 21, 2008 at 9:00pm EST
  • The bane of my existence is that "higher education" leads to a thickening of practical mind.

    " it’s highly influenced by a “neocon activist” board member and funded by a venture capital firm that has ties to the CIA."
    At just what point one the continuum do people of means and influence cease to be "neo-con"? Last I checked, neo-realism was still in full and untrammeled control of material life ... commerce, trade, and banking ... recreation, media, transportation, food supplies ... have you just discovered a band of baddies lurking in the laundry hamper?

    "Military-industrial complex" ... did they go out of business recently?

    I appreciate your commentary, but the tone of shocked disbelief leaves me *cough* less than sympathetic.

    When we stop thinking that "our side" is a bunch of angels maybe it'll be easier to call "evil" by its real name: greed and ambition.

    p.s. check out the history of Georgetown University's "media" courses.

  • PhD Dissertation Advisement
  • Posted by William Allan Kritsonis, PhD , Professor at Prairie View A&M University on March 11, 2008 at 12:35pm EDT
  • National FORUM of Educational Administration and Supervision Journal
    26 (4) 2009

    Human Resource Management: Managerial Efficacy in Recruiting and Retaining Teachers – National Implications

    Jennifer Butcher
    PhD Student in Educational Leadership
    The Whitlowe R. Green College of Education
    Prairie View A&M University
    Assistant Principal
    Aldine Independent School District
    Houston, Texas
    William Allan Kritsonis, PhD
    Professor and Faculty Mentor
    PhD Program in Educational Leadership
    Prairie View A&M University
    Member of the Texas A&M University System
    Visiting Lecturer
    Oxford Round Table
    University of Oxford, Oxford, England
    Distinguished Alumnus
    Central Washington University
    College of Education and Professional Studies
    Ellensburg, Washington

    ¬¬¬¬¬¬¬¬¬¬¬¬¬_____________________________________________________________________________
    ABSTRACT
    Human Resource Management is a branch of an organization which recruits and develops personnel to promote the organization’s objectives. Human Resource Management involves interviewing applicants, training staff, and employee retention. Compensation, benefits, employee/labor relations, health, safety, and security issues are a few of the aspects of the Human Resource Management division. The ultimate goal of the human resource department is to manage people, human capital, and culture for the organization’s success. In the educational arena, the selection of an effective school administrator is crucial in maintaining a nurturing and supportive environment for teachers.
    Note: Special note of gratitude to Dr. Kimberly Grantham Griffith for her assistance in getting this article published. See: www.nationalforum.com
    ______________________________________________________________________
    Introduction

    Human Resource Management creates an alignment between an organization’s strategy and the objectives of the organization. Human Resource Management’s purpose includes activities such as staffing, recruiting, training, and ensuring that personnel and management conforms to regulations. The ultimate goal is to help an organization attract and maintain employees. Efforts in retaining an employee should start the minute the employee steps in the door.

    Purpose of the Article

    The purpose of this article is to discuss managerial efficacy in recruiting and retaining teachers. Recruitment provides an opportunity to select from a pool of qualified applicants. Human Resource Management is responsible for designing a plan for employee retention. Treating all employees with dignity and respect is the key in retaining employees. The objective of human resource management is to help an organization meet strategic goals by attracting and maintaining employees, and also to manage them effectively. The ten recommendations noted in this essay will help an organization fulfill this objective.

    Effective Leadership

    Kritsonis precisely states (2002), “Schools are complex organizations that must have leaders. In schools, leaders are called administrators. Without administrators, schools would have no direction” (p.264). The word “administer”: derives from the Latin administrate, meaning to help or assist – to “minister to”. An administrator’s highest priority should be teaching. It is their responsibility to remember the daily stress of teaching. Effective school administrators know that their actions can enhance teacher happiness, which in turn contributes to improving the quality of the learning environment (Graseck, 2005). The following examples are ways in which administrators can be effective:
    1. Administrators listen to teachers.
    2. Administrators ask questions of teachers.
    3. Administrators sympathize with teachers.
    4. Administrators embrace their teachers.
    5. Administrators recognize that their teachers are the backbone of the school.
    6. Administrators build community among the members of the staff.
    7. Administrators trust their teachers and involve them in decision making.
    8. Administrators articulate a vision that unifies the faculty.
    9. Administrators exhibit a passion for educational excellence.
    10. Administrators teach in classrooms to let the teachers know that they remain on their side.

    Effective leaders should possess technical, human, and conceptual skills. Technical skills involve the ability to use knowledge, methods, and techniques that are used in performing certain tasks. Human skills necessitate self-understanding and acceptance. Conceptual skills involve the leader’s ability to view the school and the entire educational systems as a whole.
    There are numerous personality factors that are associated with effective leadership.
    According to Hoy and Miskel (2005, p. 380), there are four personality factors that seem particularly important. These factors are self-confidence, stress tolerance, emotional maturity, and integrity. Self-confident leaders are more likely to set high goals for themselves and their followers, to attempt difficult tasks, and to persist in the face of problems and defeats. Stress tolerant leaders are likely to make good decisions, to stay calm, and to provide decisive direction to subordinates in difficult situations. Emotionally mature leaders tend to have an accurate awareness of their strengths and weaknesses and to be oriented toward self-improvement. Integrity means that the behaviors of leaders are consistent with their stated values and they are honest, ethical, responsible, and trustworthy. Leadership skills help formulate and implement solutions to multifaceted social and technological problem and to achieve goals effectively. Retaining teachers is a goal for all school leaders.
    Employee Retention

    Employee retention starts at orientation. Human Resource Management should provide an outline of information to new employees regarding policies, values, operations, and culture. The orientation should also include a multimedia presentation such as video, audio, written material, and computerized presentations. The school district’s personnel policies should be explained. The orientation should be thorough and include time in the training for questions from new employees. After the orientation, feedback should be given as to what was effective and what should be done differently for future orientations.
    According to Antaya (2005), research demonstrates that people don’t start looking for new jobs because of money. They change jobs to work for companies that make them feel valuable, offering the opportunity for empowerment, career and personal growth, and the development of new skills. Employees should be shown that you care about them. Bonuses can be rewarded for good service. Handwritten notes can express appreciation. Employees’ should have the opportunity to attend workshops, conferences, and conventions. Employees can also be rewarded with special lunches and dinners. Studies have shown that higher employee satisfaction leads to increased customer satisfaction.
    Hiring Standards

    Kritsonis (2002) states, “Teaching is a noble profession; it requires an ability to impart knowledge, provide leadership, instill values, and help prepare young individuals for the future” (p. 282). Some characteristics of teachers are the following:
    • Good teachers love children;
    • Good teachers set proper examples;
    • Good teachers provide knowledge;
    • Good teachers have community acceptable morals;
    • Good teachers motivate children to learn;
    • Good teachers know they are not in the profession for financial rewards;
    • Good teachers work well with parents;
    • Good teachers keep children under control.
    It is the responsibility of Human Resource Management to recruit and select “good” teachers. Human Resource Management must be knowledgeable of state regulations regarding the hiring of teachers. Although most federal dollars in the No Child Left Behind Act are directed to high-poverty local schools through Title I, part of the school improvement plan will focus on enhancing the quality of teachers and administrators (Trahan, 2002). The language in the bill state that all Title I schools are expected to hire only “highly qualified” teachers, ensure that all teachers are assigned to teach in their field, are fully licensed, and meet other criteria outlined in the law. According to No Child Left Behind, a highly qualified teacher must have full state certification and/or pass the state’s licensing examination.
    Based on the law, states receiving Title I aid must develop yearly report cards documenting the success of their students in meeting the achievement goals outlined in No Child Left Behind. In this progress report, states must advise the federal government of the number of teachers who are not fully licensed, who are teaching under an emergency waiver, and who are not teaching in the field in which they were prepared and have demonstrated competence.
    At the beginning of each new school year, school districts must provide to parents of students attending Title I schools, information regarding the professional qualifications of the students classroom teacher. Parents are entitled to know whether the teacher is teaching under emergency waivers. With teacher shortages, states have chosen to implement other methods to certify teachers other than through traditional college programs. Several states have implemented alternative certification provisions.

    Diversity

    Diversity in the workplace adds a special appeal to the environment. An effective diverse working relationship is critical. Human Resource Management should help employees use their talents and skills to contribute to the overall accomplishments of an organization’s objectives. Employees should also be respected and valued for their contributions. There should be an environment created for people to enjoy their work and their coworkers. It is important to create an atmosphere where people understand and appreciate diversity. By acknowledging the similarities and likenesses, it helps create a point for understanding and appreciating diversity. Providing opportunities for team building is ideal in accomplishing mutual goals.
    It is also important for children to understand, accept, and identify with cultural and diverse ethnic groups other than their own. Children need an awareness of the various cultures and diverse ethnic groups that are represented in the country. A diverse faculty can enable children to understand and appreciate diversity.

    Benefits

    Salaries and benefits are key components in attracting future employees and retaining current employees. Districts typically have competitive salaries in comparison to other school districts within the area. Critical needs supplement pay is normally found in the areas of Montessori, ESL, Bilingual, Special Education, Certified Assessment Specialist, and Speech Pathologist. Some districts also pay supplements to 7th – 12th grade Math, Science, and Reading teachers. Longevity pay is another means of attracting and retaining employees. Districts in the state of Texas award performance pay for TAKS which is monetary rewards for excellence in instruction on Recognized and Exemplary campuses. Offering incentive pay to current employees who recruit teachers is another way to enhance recruitment and retention.
    In addition to salaries, teachers usually receive a package of other benefits from the school board. Benefits include participation in a teacher retirement plan, disability insurance and sick leave, professional liability insurance and personal days, professional development, professional membership association membership, and time away from teaching, extended vacations as compared to other workers (Kritsonis, 2002, p. 281). Providing retirement plans for employees is an essential element in Human Resource Management. The Texas Retirement System of Texas also provides pension, death, and disability benefits to Texas public school employees. Plans such as a tax sheltered annuity allow employees opportunities to plan for their future. The districts should also provide a variety of medical benefits that meets the needs of employees. Allowing employees to accrue sick leave as well as personal days is a practice of most school districts. The payment of a certain number of sick days upon retirements is also an option.

    Mentoring

    First-year teacher are frequently left in a sink or swim position. Mentors are used as a buddy system to provide emotional and material support to decrease isolation of new teachers. Mentor teachers should be selected based on a clearly articulated vision of teaching and learning, knowledge of content, accomplished curriculum developer, professional interests, expressed educational philosophies, and compatible personalities (Mullinix, 2002). Mentors help beginning teachers learn the philosophy, cultural values, and expectations of the school where they are employed. One way of selecting a mentor is based on their reputation as effective classroom teachers. The benefits of mentorship programs not only reduce attrition rates among new teachers, but also improve teaching capabilities.
    Mentoring can be perceived as a way to engage, challenge, and retain effective teachers. Mentors serve as role models and feel appreciated through the process of mentoring. It is important to recognize the expertise of mentors and compensate them for their contribution to the professional development of new teachers. Training and support designed for mentors also serves as a mechanism for retaining them. Mullinix (2002) noted that compensation of mentors take the following forms:

    • Stipends paid to mentors;
    • Additional time for planning and observations;
    • Financial support for training workshops and conferences;
    • Allocation of funds to support costs such as substitutes.

    Professional Development

    According to Trahan (2002), professional development includes activities that:
    • Improve teachers knowledge of academic subjects they teach;
    • Are part of the school wide campus improvement plan;
    • Will help them teach students to meet challenging standards;
    • Improve classroom management skills;
    • Are high quality, sustained, intensive and classroom focused;
    • Support teacher recruitment, hiring, and training;
    • Are connected to effective instructional practices base on scientifically based research;
    • Increase the knowledge and teaching skills of teachers;
    • Are aligned with state standards;
    • Are developed with participation of educators and parents;
    • Assist teachers of limited English proficient students;
    • Provide training in the use of technology;
    • Are regularly evaluated for impact;
    • Provide instruction in methods of teaching children with special needs;
    • Include instruction in the use of date and assessments;
    • May include instruction in working with parents;
    • May involve partnerships between K-12 schools and institutions of higher education;
    • And may help paraprofessionals meet state standards.
    Professional development is essential for teachers to receive current information in the field of education. It also allows an opportunity for teacher’s to strengthen weak areas. Professional development should be a priority in developing a campus plan. Opportunities to enhance one’s teaching ability will lead to meeting the needs of the students.

    Professional Learning Communities

    Professional learning communities can be very beneficial to new teachers. Schools that operate as a “professional learning community” engage the entire group of professionals in coming together for learning within a supportive, self-created community (Berlinger-Gustafson, 2004). Participants can network, test ideas, challenge their inferences, and process information with each other. Professional learning communities reduce teacher isolation and increase commitment to the mission of the school. Teachers share responsibility for the development of students’ success. The communities also create more satisfaction, higher morale, and lower rated of absenteeism among teachers.
    Collaboration is the key to developing learning communities. Collaboration must be purposeful, structured, facilitated, and show accountability. There must be a commitment to continuous improvement and shared decision making. The supportive and shared leadership of the learning communities allows the principal to facilitate and participate without dominating. The communities create a time to meet and talk. There is also a sense of school autonomy and teacher empowerment.
    Organizational Climate

    School climate refers to the teachers’ perceptions of the work environment of the school. School climate is influenced by the organization, personalities of participants, and organizational leadership. The climate of the school may be conceived as the personality of a school. Organizational climate has a significant impact on employee retention. Schools with an open climate lead to higher employee retention. The open climate is characterized with cooperation and respect within the faculty and principal. The principal listens and is open to suggestions, gives praise, and respects the faculty. Principals also provide facilitating leadership. Teachers are supportive of each other and there are high collegial relations among the faculty. Teachers are close and there is an atmosphere of cooperation and commitment.

    Performance Evaluation

    All school districts in the state of Texas have two choices in selecting a method to appraise teachers. A teacher-appraisal system recommended by the Texas commissioner of education, or a local teacher-appraisal system can be used. The Professional Development and Appraisal System was developed in accordance with Texas Education Code. Teachers are evaluated on the following eight domains:

    • Domain I: Active, successful participation in the learning process;
    • Domain II: Learner-centered instruction;
    • Domain III: Evaluation and feedback on student progress;
    • Domain IV: Management of student discipline, instructional strategies, time and materials;
    • Domain V: Professional communication;
    • Domain VI: Professional development;
    • Domain VII: Compliance with policies, operating procedures and requirements; and
    • Domain VIII: Improvement of academic performance of all students on the campus based on indicators included in the Academic Excellence indicator System.

    The ratings for each domain will help an administrator determine the strengths and weaknesses of the teacher. The overall rating can be used as an indicator for contract renewal. A performance evaluation is a report card for the teacher which is a measurement of growth.

    Concluding Remarks

    In conclusion, the ultimate goal of Human Resource Management is ensuring that the organization attract and retain qualified employees who are committed to the vision. Human Resource Management creates an alignment between an organization’s strategy and the objectives of the organization. Recruitment allows the opportunity to select from a pool of qualified applicants. Efforts to retain an employee should start the minute and employee steps in the door. Human Resource Management should be knowledgeable of the ten recommendations that were noted in the essay: effective leadership, employee retention, hiring standards, diversity, benefits, mentoring, professional development, professional learning communities, organizational climate, and performance evaluation. The recommendations will enhance the effectiveness of Human Resource Management in recruiting and retaining teachers.
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    Berlinger-Gustafson, C. (2004). Building professional learning communities. Retrieved
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    Heartfiled, S. M. (n.d.). Diversity in the workplace: Search for similarities. Retrieved
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    Hoy, W. A. & Miskel, C. G. (2005). Educational administration. New York, NY: The
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    Kritsonis, W. A. (2002). William Kritsonis, PHD on schooling. Mansfield, Ohio: Bookmasters,
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    Mullinix, B.B. (2002). Selecting and retaining teacher mentors. Washington, DC. (Eric
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    Trahan, C. (2002). Implications of the no child left behind act of 2001 for teacher education.
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    See: www.nationalforum.com