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Human Resources

Office in a Small City 1953 Edward Hopper

 

 

 

 

Today’s colloquium covers live public commenting notices best practice titles governing human resource management of the education industry in the United States specifically; but also more generally in global markets where the education industry is classified as a Producer and a User of human resources.

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Standing Agenda / Human Resources


LEARN MORE:

Lee Webster

Using ANSI Human Resource Standards to Create Business Advantage in the Workplace

 

 

Human Resource Management

Famous People Discussing the Divine Comedy with Dante | CLICK ON IMAGE

 

“Be steady and well-ordered in your life

so that you can be fierce and original in your work.”

Gustave Flaubert

 

 

The American National Standards Institute  is the Global Secretariat for ISO Technical Committee 260 (ISO/TC 260); organized to develop policy templates for standardization solutions that improve management of the workforce in any nation; in any sector or industry.   These human resource management standards offer broad, evidence-based guidance to individuals with people management responsibilities, whether formally or informally assigned, in organizations for the benefit of both internal and external stakeholders.

Gleaned from inputs from human resource experts globally, these products are designed to provide guidance on key HR functions in support of its workforce and its management, and sustainable organizational performance.   TC/260  is focused on the following tasks:

• Ensuring wide market relevance of its HRM standards.
• Facilitating international business.
• Providing guidance on professional standards of practice.
• Facilitating measurement, comparability and consistency of HR practice with the aim of transparent benchmarking.
• Improving internal processes.
• Enabling organizations to better achieve optimal organizational outcomes with improved management of human capital

The business plan is linked below:

STRATEGIC BUSINESS PLAN ISO/TC 260: Human Resource Management 2018/19 (3rd edition)

 

The original University of Michigan user-interest advocacy enterprise was participating member in this project* but that engagement was interrupted suddenly in October 2016 (See ABOUT).  We have since picked up where we left off with the same people collaborating with Standards Michigan.  ANSI remains the global Secretariat.   A meeting has been proposed for September 2020 contingent upon pandemic preparedness status.

We hold project on the standing agenda of both our Global and our Human Resource standards teleconferences.  See our CALENDAR for the next online meeting.

Issues: [14-99] and [15-52]

Category: Administration & Management

Colleagues: Mike Anthony, Christine Fischer, Lee S. Webster, Richard Robben

ANSI Contacts: Michelle Deane (mdeane@ansi.org)

US TAG Contacts: Lorelei Carobolante, Jim Lewis

 

*We left off just as the ISO/TS 30411:2018Human resource management-Quality of hire metric (QoH) standard was rolling out.   The QoH was, and still is a performance metric for talent acquisition teams, critical for determining the effectiveness of the recruitment process and has a consequential impact on an organization’s performance.  The QoH structure is intended to be scalable to the needs of any organization regardless of size, industry or sector and is relevant to people with an interest in workforce planning, organizational design and development, talent management succession planning, recruitment, and human capital reporting.  Read more about ISO/TS 30411:2018 on ISO’s news site, and access it on the ANSI Web Store.


LEARN MORE:

Materiality of Human Capital Metrics | Lee S. Webster

ISO Focus January 2015 Anthony-Robben – Education Enterprise pp 33-37

ISO Guidelines Help Measure Employees’ Impact on Company Performance

 

S. 735 Sunlight for Unaccountable Non-profits Act

434 lawmakers, including 89 new freshman Members, were sworn in to the 116th Congress on January 3, 2019. Photo by Phi Nguyen.

A bill to amend the Internal Revenue Code of 1986 to require that return information from tax-exempt organizations be made available in a searchable format and to provide the disclosure of the identity of contributors to certain tax-exempt organizations.

Readings / Higher Education Act of 1965

“The Attributes of the Arts and the Rewards Which Are Accorded Them” | Jean-Baptiste-Siméon Chardin (1766)

 

 

 

From the Wikipedia:  Higher Education Act of 1965

“…(Pub.L. 89–329) was legislation signed into United States law on November 8, 1965, as part of President Lyndon Johnson’s Great Society domestic agenda. Johnson chose Texas State University (then called “Southwest Texas State College”), his alma mater, as the signing site.  The law was intended “to strengthen the educational resources of our colleges and universities and to provide financial assistance for students in postsecondary and higher education”. It increased federal money given to universities, created scholarships, gave low-interest loans for students, and established a National Teachers Corps. The “financial assistance for students” is covered in Title IV of the HEA.

The Higher Education Act of 1965 was reauthorized in 1968, 1972, 1976, 1980, 1986, 1992, 1998, and 2008. Current authorization for the programs in the Higher Education Act expired at the end of 2013, but has been extended through 2015 while Congress prepares changes and amendments. Before each re-authorization, Congress amends additional programs, changes the language and policies of existing programs, or makes other changes….”

Link to original legislation:

EIGHTY-NINTH CONGRESS / Effective November 8, 1965


 

Readings / Elementary & Secondary Education Act of 1965

“The Attributes of the Arts and the Rewards Which Are Accorded Them” | Jean-Baptiste-Siméon Chardin (1766)

From the Wikipedia:  Elementary and Secondary Education Act of 1965:

“…Title I (“Title One”), which is a provision of the Elementary and Secondary Education Act passed in 1965, is a program created by the U.S. Department of Education to distribute funding to schools and school districts with a high percentage of students from low-income families, with the intention to create programs that will better children who have special needs that without funding could not be properly supported.[5] Funding is distributed first to state educational agencies (SEAs) which then allocate funds to local educational agencies (LEA’s) which in turn dispense funds to public schools in need.[6] Title I also helps children from families that have migrated to the United States and youth from intervention programs who are neglected or at risk of abuse. The act allocates money for educational purposes for the next five fiscal years until it is reauthorized.[7] In addition, Title I appropriates money to the education system for the persecution of high retention rates of students and the improvement of schools; these appropriations are carried out for five fiscal years until reauthorization.[7][8]

According to the National Center for Education Statistics, to be an eligible Title I school, at least 40% of a school’s students must be from low-income families who qualify under the United States Census‘s definition of low-income, according to the U.S. Department of Education.[6][9]

Title I mandates services both to eligible public school students and eligible private school students.[6] This is outlined in section 1120 of Title I, Part A of the ESEA as amended by the No Child Left Behind Act (NCLB). Title I states that it gives priority to schools that are in obvious need of funds, low-achieving schools, and schools that demonstrate a commitment to improving their education standards and test scores.

There are two types of assistance that can be provided by Title I funds.[6] The first is a “schoolwide program” in which schools can dispense resources in a flexible manner.[10] The second is a “targeted assistance program” which allows schools to identify students who are failing or at risk of failing.[6]

Assistance for school improvement includes government grants, allocations, and reallocations based on the school’s willingness to commit to improving their standing in the educational system. Each educational institution requesting these grants must submit an application that describes how these funds will be used in restructuring their school for academic improvement.[8]

Schools receiving Title I funding are regulated by federal legislation. Most recently, this legislation includes the No Child Left Behind Act, which was passed in 2001.[6] In the 2006–2007 school year, Title I provided assistance to over 17 million students who range from kindergarten through twelfth grade.[6] The majority of the funds (60%) were given to students between kindergarten through fifth grade.[6] The next highest group that received funding were students in sixth through eighth grade (21%).[6] Finally, 16% of the funds went to students in high school with 3% provided to students in preschool.[6]

Link to original legislation:

EIGHTY-NINTH CONGRESS / April 11, 1965


Antitrust Regulators & Standards Development Organizations

“The Bosses of the Senate”, a cartoon by Joseph Keppler depicting corporate interests—from steel, copper, oil, iron, sugar, tin, and coal to paper bags, envelopes, and salt—as giant money bags looming over the tiny senators at their desks in the Chamber of the United States Senate. CLICK ON IMAGE

 

#BigAcademia

 

To carry out our mission to make education facilities safer, simpler, lower-cost and longer-lasting we are sensitive to the mission of all market actors in this (nearly) half-trillion (and largely, non-profit) space.  Standards Michigan is a for-profit, limited liability corporation with an evolving business model that seeks to apply any tool — and invent one — to accomplish its objective.   With its origin and inspiration from a University of Michigan business and finance enterprise in 1993; we are skilled in asserting the user-interest in the global standards system and have a solid and verifiable track record of success making safe and sustainable cost reductions possible.  See our ABOUT.

Staying in business means staying in your lane and being sensitive to competitors who can become collaborators on specific issues.   The collaboration may not last long, or be very limited in scope, but it is a credit to the global standards system that a framework for collaboration and competition is generally fixed and honored in the courts.

The education industry is a discoverer and promulgator of new knowledge.  It has a social obligation to contribute to the culture of collegiality to transfer to every nation’s youth as inherited wisdom.  Simultaneous competition and collaboration opens onto a minefield of sensitivities, however.

We frequently refer to incumbent stakeholders, or “verticals” when we frame public commenting opportunities presented by standards developing organizations (SDOs) of any configuration (accredited, consortia, or open source).   We have a search algorithm that runs continuously and picks up commenting opportunities by SDO’s twice a day.  Several times a year we update our list of education industry trade associations; most of them not standards developers*.  These trade associations have constraints; the need to tip-toe around the laws that regulate their activity.

So do trade associations aligned with the academic side of the education industry, as can be observed in the December 2019 case  U.S. v. National Association for College Admission Counseling.   Perspective on this case appears in an article written by a partner in the first name in US standards law Gesmer Updegrove‘s blog: CONSORTIUMINFO.ORG

Antitrust Regulators Turn Attention to Standards Organizations

Russ Schlossbach | March 25, 2020

Along with the Federal Trade Commission the Department of Justice in Washington, D.C. is the public enforcer of antitrust law.

* The education industry trade associations that are ANSI standards developers are the direct result of University of Michigan facility operations catalyzing balance in leading practice discovery.  The primary example is Total Cost of Ownership standard developed by APPA Leadership in Education.

 

LEARN MORE:

Readings / National Cooperative Research & Production Act

 

 

Syllabus

Image: Carissa Hock | Academy of Art University

 

No cookies

No surveys

No pop-ups

No beacons

No click-bait

No Hollywood

 

Our algorithm smashes horizontally through an expanding constellation of best practice literature released by 1000-odd standard setting organizations worldwide every day.  These organizations throw off the better part of 10,000 titles relevant to the safety and sustainability agenda of education communities.  Many of these titles compete with proposals in the same, or in a similar domain as best practice titles produced by cash-rich insiders working the levers of government.  Those best practice titles are effectively public law — “market-making”, if you will.

Our daily colloquia are typically doing sessions (or “mark up” sessions in the parlance of  functionaries on the Washington D.C. policy grid).   “Administrivia” is characteristic of the standardization domain; where an outsized measure of resources are spent on process and procedure.  During our doing colloquia we assume policy objectives are established (Safer-Simpler-Lower-Cost, Longer-Lasting).   Because we necessarily get into the weeds we usually have to schedule a separate time slot to hammer away over teleconferencing platforms.


SYLLABUS: WEEK 49

“The School of Athens” 1509 Raphael

Fast Forward


Friday | December 4 | Colloquium GMT-4

Human Resources

 


Saturday | December 5


Sunday | December 6


SYLLABUS: WEEK 50

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*Not all public consultation relevant to education community spaces appear in “ANSI Standards Action”. Many best practice standards reside in consortia and open-source platforms; particularly ICT and IoT standards. In many economic spaces, privately-developed consensus products compete with local, state and federal legislative proposals.

 

Education Community Finance

Giovanni Paolo Panini, An architectural capriccio with figures among Roman ruins

The #SmartCampus transformation (post-pandemic, eclipsed by the #WiseCampus*) requires significant capital to meet the sustainability goals of its leadership.  Campuses are cities-within-cities and are, to a large degree, financed in a similar fashion.  Tax-free bonds*8 are an effective instrument for school districts, colleges and universities — and the host community in which they are nested — for raising capital for infrastructure projects while also providing investors with, say $10,000 to $100,000,to allocate toward a tax-free dividend income stream that produces return in the range of 2 to 8 percent annually.

An aging population may be receptive to investment opportunities that protect their retirement savings from taxation.

Once a month, we walk through the prospectuses of one or two bond offerings of school districts, colleges and universities and examine offering specifics regarding infrastructure construction, operations and maintenance.  We pay particular attention to details regarding “continuing operations”. Somehow the education industry has to pay for its green agenda.  See our CALENDAR for the next Finance & Management Standards Monthly online teleconference; open to everyone.

We encourage our website guests to visit the EMMA website for more information.  The interactive map below hastens you toward state-by-state listings of tax-free bonds that contribute to the construction and operation of education facilities; some of which involved university-affiliated medical research and healthcare delivery enterprises.

CLICK ON IMAGE FOR INTERACTIVE MAP

 

If you need help cutting through this list please feel free to click in any day at 11 AM Eastern time.  Use the login credentials at the upper right of our hope page.  We collaborate with subject matter experts at Municipal Analytics and UBS.

Issue: [Various]

Category: Administration & Management, Finance, #SmartCampus

Colleagues: Mike Anthony, John Kaczor, Liberty Ziegahn

*We see the pandemic as a driver for a step-reduction in cost in all dimensions of education communities.  We coined the term with a hashtag about two years ago.

*College and university infrastructure projects are classified with public school districts under the rubric “municipal bonds” at the moment.  CLICK HERE for more information.

 


LEARN MORE:

HEAT TRACING

“Street in Røros in Winter” 1903 Harald Sohlberg

The National Electrical Contractors Association (NECA) develops a suite of consensus standards titled National Electrical Installation Standards (NEIS) that meet the intent of the National Electrical Code (NEC); particularly where the NEC asserts that an installation be constructed in a “neat and workmanlike manner”.   As anyone who has had to reckon with the subjectivity of the local electrical inspector knows, the determination of “neat and workmanlike” can be mighty subjective.   The NECA documents are used by construction owners, specifiers, contractors and electricians to clearly illustrate the performance and workmanship standards essential for different types of electrical construction.  Because the NEC is intended to be primarily a wiring safety standard, the NEIS suite is referenced throughout the National Electrical Code.  Electrical shop foremen and front line electricians take note.

One of the NECA products that may be of interest to facility managers and risk management units in the education industry is NECA 202-2013 Standard for Installing and Maintaining Industrial Heat Tracing Systems.  This standard describes procedures for the installation, testing, and documentation of electrical freeze protection and process heat tracing systems. Heat tracing cable types covered by this publication include: self-regulating, constant wattage, and zone heating cables and mineral insulated heating cables. 2 is approved as an American National Standard.   The 2013 edition is the current edition and will likely need revisiting/revision/reaffirmation as an American national standard soon.

The technical literature that keeps pipes breaking and roofs failing is complicated space. A common conundrum in the construction industry is which discipline (architectural, mechanical or electrical) should specify application of this technology; especially in value-engineering negotiations when each discipline is trying to reduce its unit costs. Control and communication system add another layer of complexity.  Several consensus standards occupy this technology; cross referencing one another and leaving gaps

ASCE 7-10 Snow Load Provisions

IEEE 515 Standard for the Testing, Design, Installation, and Maintenance of Electrical Resistance Trace Heating for Industrial Applications

UL 515 Standard for Electrical Resistance Trace Heating for Commercial Applications

IEC 62395 Electrical resistance trace heating systems for industrial and commercial applications

National Electrical Code Article 427

There are codes and standards developed by ASTM International, the International Code Council and ASHRAE International that set the standard of care for pipe insulation for energy conservation purposes but we will deal with the interdependence of standard of care set by those documents in a separate post.   Organizations such as FM Global typically derive their customer recommendations from consensus standards developers.

You may obtain an electronic copy of this standard from neis@necanet.org.  Communicate directly with Aga Golriz, (301) 215-4549, Aga.golriz@necanet.org.   Participation by the public is welcomed and begins at the page linked below:

NECA Standards and Publication Development Home Page

Because heat tracing is a cross-disciplinary technology we maintain it on the standing agenda of several colloquia: Power, Water, Bucolia, Snow & Ice and Mechanical   See our CALENDAR for the next meeting; open to everyone.

 

Issue: [19-24]

Category: Architectural, Electrical, Facility Management, Mechanical, Risk Management,

Colleagues: Eric Albert, Mike Anthony, Jack Janveja, Richard Robben, Larry Spielvogel

 


LEARN MORE:

RESEARCHGATE: HEAT-TRACING OF PIPING SYSTEMS TYPES OF HEAT-TRACING SYSTEMS

With some 36 million square feet under management — and one of the largest campuses in the United States exposed to extreme low temperatures — building industry professionals at the University of Michigan have some experience managing the competing requirements of safety and economy in heat tracing technology.

Standards Minnesota

“St. Anthony Falls” Minneapolis c. 1880 / Albert Bierstadt

As we explain in our ABOUT, we are continuing the development of the cadre of “code writers and vote-getters” begun at the University of Michigan in 1993.  Since early 2019 we have been drilling down into state and local adaptations of nationally developed codes and standards that are incorporated by reference into public safety and sustainability legislation.

Standards Michigan remains the “free” home site but state-specific sites such as Standards Minnesota will be accessible to “user-interest code-writers and vote-getters”; admittedly a rarefied and outmatched cohort.   Please send bella@standardsmichigan.com a request to join one of our mailing lists appropriate to your interest for #SmartCampus standards action in the State of Minnesota.


LEARN MORE:

Electronic Municipal Market Access Minnesota

Standards Minnesota Workspace

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