Who gives a Tweet about career development?: The impact for HRD of Twitter enhancing personalisation of learning

Hazel Beadle, Senior Lecturer in Leadership and Management, Chichester Institute of Education, University of Chichester.

h.beadle@chi.ac.uk

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Structured abstract

Purpose

This paper considers the potential impact of the Twitter platform on the Human Resource

Development (HRD) practitioner's career management and development role, with

mindedness for how this impact sits alongside organisational policies and procedures.

Design/methodology/approach

The discussion is based on the findings drawn from 76 questionnaires, completed online and

as part of an exploratory study, which sought self-declared professionals' perceptions

surrounding their use of Twitter in relation to professional development.

Findings

Highlighted is the significant influence played by expectations - the expectations of change,

familiarity, flexibility and the need to be proactive. Furthermore, these expectations have

influence on the environment in which the HRD practitioner is operating, as well as the HRD

role itself.

Practical implications

The exponential growth in use of the Twitter platform identifies the need to be able to

respond to some form of equitable online provision will be an ongoing feature of the HRD

practitioner role. Furthermore, highlighted is a need for HRD practitioners to proactively

steer Twitter-associated expectations; potentially requiring fulfilment of a mediation role.

Indicated is a need for practitioners to ensure they have personal credibility in the use of

online media.

Keywords

Twitter; Impact; Exploratory; Professional development; Expectations.

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Introduction

The growth of social media has resulted in an increasing pool of the population being

constantly connected (Stevenson and Peck, 2011; Evans, 2014). This is not surprising since

social media has become part of the contemporary mindset, regardless of whether it is

actively used and whether it is welcomed (Kim and Farida, 2011; Agnihotri et al, 2012;

Lunnay et al, 2015). Different social media platforms serve different, and often distinct,

purposes and yet also offer a measure of interconnectivity. This paper focuses on just one of

those platforms; Twitter.

Twitter was launched in 2006. In 2012 it was the 9th most visited website in the world

(Wilkinson and Thelwall, 2012) and on its 7th birthday Twitter hosted 400 million tweets per

day (Tsukayama, 2013). The Twitter platform has gained popularity as a professional

development tool and is reasoned to be having an increasing influence in the career

development field. Indeed, Twitter has contributed to the fulfilment of professional

development needs in many disciplines. Its use in the broader medical profession, for

example, is well documented (e.g. Bahner et al, 2012; Cahn et al, 2013; Hajar et al, 2014).

This noted, the pace at which different sectors have availed themselves of the advantages of

Twitter, has varied. This was originally attributed to a need for computer science expertise

(Burgess and Bruns, 2012). Current approaches, however, are attributed to sector attitudes,

expectations of the role being undertaken and personal preferences. Adoption of technology

is largely dependent upon identifying some benefit, or reward, being anticipated to result

(Newberry, 2013). The benefit is often cost related, with the literature highlighting the

Twitter platform to be a cost-efficient means of linking individuals (Carton, 2014). When

operating under financially strained conditions, cost-efficient mechanisms will inevitably

have a raised profile.

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Acknowledging that research into the use of social media is generally under developed

(Antheunis et al, 2013) and that social media 'has the potential to change a wide range of

management practices' (Campbell et al, 2014 p.655), this paper considers the potential impact

of the Twitter influence on the HRD practitioner's career management and development role,

with mindedness for how this impact has the potential to sit alongside organisational policies

and procedures.

Literature

Over the past three decades there have been significant changes in the way work is organised

and career paths have developed (Chudzikowski, 2012). Prediction has decreased, flexibility

has increased, and if the individual is willing to follow opportunities as they arise, what

Arthur and Rousseau (1996 p.4) term the ‘tabula rasa of fresh opportunity’, then it has been

argued that greater career success is the outcome (Gunz et al, 2000). This is, of course, a

perspective influenced by the understanding of the concept of career. If that understanding is

framed by the accumulation of positive work experiences (Ng et al, 2005), often amassed in a

'boundaryless context' (Arthur and Rousseau, 1996; Dries et al, 2009), then mindfulness of

the need to secure, for example, the next short term contract will by necessity result in the

individual couching their experiences as positive outcomes available to be traded in the jobs

market. It is no mistake that this career development approach is termed 'the market model'

(Heimer, 1984).

This approach is one which contrasts with the more traditional career concept where

hierarchical ordering, central planning and control, and processual documentation have

typically featured (Pinto and Kharbanda, 1995; Kallinikos, 2004); often spoken of in terms of

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'career advancement' (Dries et al, 2009). Despite this traditional structure, a measure of

chance, what Rojewski (1999 p.267) terms 'happenstance', has the potential to feature and is

reasoned to have a significant impact (Bandura, 1982). A reliance on the accumulation of

experience has implications for individuals who, for whatever reason, have been less

successful in amassing evidence to support the perception of a positive career trajectory. The

literature provides examples, for instance in relation to those with disabilities (Rojewski,

1999; Whelley et al, 2003), ex-offenders (Thompson and Cummings, 2010) and those who

take career breaks (Heimer, 1984); with the impact of life stage and the effort deployed in

effecting change (Golembiewski, 1978), also noted.

The effect of the change in the way jobs are organised has resulted in a shifting of the

employability risk from organisations to individuals (Bridges, 1994; Lips-Wiersma and Hall,

2007). The impact has not been entirely positive. There has been exploration of the impact

of the work situation and the risks on professional well-being as a consequence of job

insecurity (Bakker et al, 2003). Furthermore, there have been implications on the person-

organisation fit (Maslach and Leiter, 1997), explained as being 'the congruity between the

person and the workplace in key aspects, such as workload, control, rewards, community

feelings, fairness, and values' (Sortheix et al, 2013 p.468). Many of these elements are

demonstrated through the approach taken to ensuring continued employability and thus career

development. A short term focus is reasoned to have hindered the uptake of longer term

development opportunities, and operationally questions hang over organisational investment

in careers when the return on that investment may be unlikely to be revealed within the

organisation (Maurer and Chapman, 2013) or, worse, might result in advantage for a

competitor. Training to enhance employability is often portrayed as being someone else's

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problem; popular press reporting of the ill prepared workforce providing example (Libit,

2001; BBC, 2010; Gough, 2013).

At an organisational level the approach has raised concerns for business performance (Madter

et al, 2012). However, despite Inkson (2008 p.271) reminding us that 'it is not the person

that is the real resource, but the knowledge and expertise the person possesses', business

performance concerns have tended to be linked with the generic 'human resource' concept.

Inkson (2008 p.272) furthermore provides reminder that contribution to organisational

competitive advantage is not the consequence of being an asset, the human resource, but

instead fulfilment as a worker of the role of 'an investor who actively chooses to do so for

[their] own profit, intrinsic as well as material'. Reliance on 'the human resource' places some

expectation on team effect (Cianni and Wnuck, 1997) when, in the changed nature of the

employment relationship, little effort might have been deployed in cultivating that team.

Thus the change in work organisation has led to the potential for a mis-match between

organisational and individual perceptions and expectations; at least with regard to career.

Lips-Wiersma and Hall (2007 p.771) describe this in terms of 'an organizational dance', 'a

highly interactive mutual influence process, in which both parties are at once the agent and

the target of career influence'. It is in the light of this changed and changing workplace

environment that the Twitter platform has gained an increased profile. The role Twitter is

increasingly playing is reasoned to be filling gaps in historical provision (Ferriter and

Provenzano, 2013; Ferguson and Wheat, 2015), accommodating changed expectations

(Raths, 2015) and, as one amongst a cluster of technological tools, is regarded as having the

potential to respond to the changed nature of the workplace (Kadlec, 2010; Osborn et al,

2014). Its use as a tool which gives a career 'edge' has been well documented (Grant, 2011;

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Gerstner, 2011; Robertson, 2014; Bortz, 2014); with the perils of the approach also

acknowledged (Elmer, 2011). The question which arises is the extent to which the

aforementioned 'dance' is influenced by the personalisation of learning which can arise

through the presence of social media and, specifically, the Twitter platform as well as the

influence this has on the HRD practitioner's career management and development role.

Methodology

This paper draws on data collected through online survey responses completed by self-

declared professionals recruited through the Twitter platform. Participants were self-

nominating and asked to complete an online survey (using Survey Monkey) accessed through

a web-link. Beyond providing gender, age category, job title and sector no personal details

were sought. Participants had the right to decline any or all of this detail.

In total 76 survey responses (22 male, 53 female and 1 where the gender detail was declined)

were received. The age range in both male and female groups varied from the 20s to 60s

with the majority of responses being received from those in their 40s. The questionnaire

focused on participant perceptions surrounding their use of Twitter in relation to professional

development, with a particular focus on the developmental approaches that they used. In line

with this study's exploratory nature, open questions were used and the data was analysed

using open thematic coding.

Findings

Only a minority group of participants made mention of signing up to Twitter specifically for

the purpose of finding a means of satisfying their developmental needs. Furthermore, those

who did suggest that their initial reason for engaging with the Twitter platform was for this

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purpose, almost always identified other influences to also be present. There was mention, for

example, of attendance at a conference where a hash tag [#] was used to share ideas as well

as having created a Twitter handle (account) as a consequence of some work-based social

media training. The inference was that these individuals had received some generic training

and felt obliged to make use of the provision. Furthermore, it appeared to be through use of

the Twitter resource that the platform's potential was identified.

Five themes relating to the use of Twitter were identified from the gathered data: the blurring

of professional and outside work lives, the emphasis on flexibility, the cultivation of Personal

Learning Networks, exhibition of passion through Tweets, and responsibility in the use of the

Platform. These are examined in turn.

Blurring of professional and outside work lives

The blurring of professional and outside work lives was a reoccurring theme. Participant 48,

a male in his 40s, suggested he had initially used the Twitter platform in order to ‘follow

comedians that made [him] laugh’ highlighting that he later used the media to keep up to date

with recent developments within his field but emphasised that he 'still laugh[s] at things

comedians post too’.

Twitter was not suggested to be the only route to development which was associated with

enjoyment, but it was clearly indicated as having that capacity. Enjoyment was linked to

informality, what Participant 39 referred to as ‘CPD with a cup of tea’. Here some indication

that novelty played a role was apparent.

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There was indication that individuals perceived Twitter as enabling them to integrate

development activities with their everyday life and, through this integration, development

became a part of their day-to-day routine. This was reasoned to contrast with the

development task being perceived simply as an activity that an individual was beholden to

fulfil. This fulfilment approach was explained by Participant 61 in terms of 'adding of a line

to the CV'.

Emphasis on flexibility

Also associated with enjoyment was the ability to learn from, or make use of, resources

without feeling obliged to reciprocate. Here an emphasis was placed on flexibility.

Participant 5, a male in his 30s, described this in terms of being a 'developmental leech'.

There was mention of focusing on the need to speak, of having ones presence noted, when

attending face-to-face provision. A fixation on, for example, the developmental event as

opposed to the learning which might arise from that event, and which might be used to

enhance delivery of the work role, was apparent.

Also highlighted was the potential to generate interest in areas of work which may not have

been a primary focus of attention. Here the Twitter platform was identified as having the

potential to support users to push at the boundaries of the development opportunities with

which they might have otherwise engaged.

The presence of 24-hour remote access was raised. Twitter was described by Participant 35,

a male in his 50s, as offering 'unending resources' and of there being 'thousands of people

with wonderful ideas just waiting to be read'. His response reflected the general sentiment

that Twitter, and the Tweets posted, do not provide development in themselves but, instead,

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that they have the potential to ignite action which can result in the development of the

individual. Several participants described this in terms of Twitter fulfilling a ‘gateway

facility’. This gateway included access to more traditional forms of professional

development. There was highlighting, for example, of participants not knowing about events

they might physically attend were they not to have used Twitter.

Cultivation of Personal Learning Networks

Twitter is suggested to have the potential to provide the context for cultivating a personal

learning network (PLN). Participants highlighted that the platform actively encouraged them

to make links with others who held similar interests and that here Twitter facilitated removal

of geographical boundaries. There was identification that Twitter profile detail, follow

recommendations, examination of re-tweets and tweets highlighted through hash tag searches

all contributed to the network being created. In effect the format of the platform was

indicated as being facilitative, with participants indentifying that they felt less reticent about

'checking out' potential links through Twitter. Additionally, there was suggestion that some

of the effort which might be put into seeking out development material was avoided in that

the selected contacts are inherently associated with (and thus integrate) this material into their

Twitter contributions.

The PLN terminology appeared to be frequently used by those who highlighted they were

seeking out others with whom they could make their professional journey; indication of

movement suggesting an openness to developmental change. The effect contributed to the

removal of a perception of hierarchy, with Participant 57, a female in her 30s, going so far as

to suggest that Twitter ‘breaks down barriers to collaboration through removal of hierarchy’.

It was not simply those with limited career experience who suggested Twitter offered

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levelling potential, but also those perceived (or perceiving themselves) to be in positions of

authority. Here there was indication that individuals found themselves to be more able to

draw on the thinking of generally less experienced individuals, individuals who might bring a

new or alternatively challenging perspective to an issue. At the other end of the career

spectrum Participant 63, a female in her 20s, for example, mentioned being able to 'discuss

career paths and ambitions with others which would be difficult [in other contexts]'. The

emphasis was that this approach tended not to be a typical feature of traditional mechanisms.

Exhibition of passion through Tweets

A common theme underpinning participant responses was the potential for Twitter to reflect

the passion of the Tweeter and the impact of this passion in maintaining or igniting a

response from the reader. Participant responses suggested that generally there was an

undercurrent of mutual support albeit that the quality of the material being posted varied.

Participant 18, a male in his 30s, for example, highlighted how he posted questions and

received numerous replies with links to resources.

However, as well as being supportive, there was indication that the platform facilitated the

open expression of differing opinions and that strength of feeling could be readily ignited.

Here the absence of face-to-face interaction and the associated etiquette was identified to play

a role. There was suggestion that 'passion' was often directed at those who failed to

understand the significance of the subject under discussion and that the associated emphasis

was purposeful in raising the subject matter profile.

As well as the nature of Tweets being influenced by the expectations of face-to-face

interaction being absent, there was mention of the impact of the 140 character limitation on

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Twitter postings. Mention was made of this limitation having the potential to result in the

use of unprofessional dialogue. No participants specifically mentioned being desirous of

engaging in unprofessional dialogue and yet there was also little indication of a failure to

engage where this occurred.

Responsibility in use of the Platform

Participants suggested that use of the Twitter platform had led to them feeling an enhanced

responsibility for seeking to accommodate their development needs. However some

participants did acknowledge that they perceived Twitter as being, using Participant 46's

phraseology, 'an easy route'. In the light of the number of participants which expressed this

potential, it might be questioned whether the career development gain suggested to have the

potential to arise through the Twitter 'gateway' is outweighed by the risk of compromise.

Participant 14, a female in her 20s, provided example by highlighting that she used

'#[name]chat every Tuesday to show [her] continuous improvement and commitment'

[original emphasis]. Here emphasis appeared to be on the culturing of an impression rather

than any learning or influence on professional performance. Participant 39, a female in her

40s, acknowledged this by highlighting that ‘making the occasional work related tweet does

not automatically lead to learning or enhanced performance'. Furthermore, Participant 5

wrote of 'needing help to use Twitter properly in support of professional development'

emphasising a willingness to be steered in their use of the platform.

The nature of the professional development being sought by the study's participants varied.

Some participants highlighted a desire to receive innovative solutions in a ready to use

format. Participant 45, a female in her 30s, for example, identified a desire for 'practical

solutions to problems and strategies and resources that can be used right away'. She went on

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to highlight that she 'didn't want to be burdened down with theoretical debate'. Participant

45 was not alone in identifying that theoretical debate required extra effort; again indicating

there were limitations to the developmental responsibility that some Twitter users were

prepared to take. Furthermore, whilst some participants suggested that they did take the

responsibility to convert Twitter-initiated academic material into a format which would

directly enhance their professional role, even these participants provided indication that this

could be perceived as an onerous burden which would result, in the words of Participant 8, 'in

some evasive action or taking shortcuts'.

The dynamic nature of Twitter was also seen as contributing to a responsibility perception.

Participant 3, a female in her 40s, for example, was amongst a number of participants who

highlighted that Twitter’s presence provided an obligation that they 'should be using it more

often'; most noting that it required almost daily commitment and was thus perceived as

having the potential to be perceived as burdensome. Some flagged up the risk that managing

the time spent 'on Twitter' had implications for the other development resources they were

able to engage with and thus apply to their professional role.

A common factor across the five themes and highlighted as arising from the use of Twitter, is

the potential for personalisation. This was, for many, identified as being the benefit or

reward arising from the adoption of technology (Newberry, 2013).

Discussion

Since only a minority group of the study's participants made mention of signing up to Twitter

specifically for the purpose of finding a means of satisfying their developmental needs, there

is indication that in respect of career development many Twitter users are still culturing an

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understanding of how the platform may be of use to them. This suggests that the immediate

implications for HRD practitioners may be anticipatory rather than responsive; an

opportunity for the HRD profession to steer expectations in the light of an anticipated

increase in Twitter use. It can, however, be reasoned that since Twitter is used for the

purpose of communication, and remote communication is at the heart of the exponential

growth in social media use generally (Borchert et al, 2014; Abeza and O'Reilly, 2014;

Scheepers et al, 2014; Campbell et al, 2014), platform use for the purpose of professional

development will accelerate. It would be foolhardy for HRD practitioners, and by

extrapolation their organisations, to ignore these warning signs. Similarly to the participants,

HRD practitioners need to exhibit responsibility in use of that platform.

Twitter is regarded to offer a 'gateway facility'; a means of access to a broader range of

development provision than has historically been available. This includes access to resources

which traditionally might have been beyond an individual's geographical reach and which

provide example of the Twitter platform's flexibility. Antheunis et al (2013 p.426) describes

this in terms of 'access to and [the] sharing of information, social support, ...collaboration and

participation of the stakeholders involved [by] increas[ing] individuals’ connectivity and

enable users’ direct participation'. Akin to identification that adoption of technology is

largely dependent upon identifying some benefit or reward has the potential to result

(Newberry, 2013), greater awareness of the range of Twitter-associated provision will

inevitably influence expectations and the demands which arise. Indicated is movement away

from the more traditional centrally planned and controlled provision, to a level of ownership

which may be theoretically desired, but which is not without implications for the nature of the

HRD practitioner's job role. Here Twitter is seen as facilitating alignment with contemporary

career path development; a path where the distinction between the professional and their

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outside work life may lack clarity, as well as one where the individual is purposefully

accumulating marketable career experience. Consequently, whether or not popularity of

Twitter platform use is sustained, particularly in the light of that engagement being identified

to be a potential burden for its user, Twitter's exponential growth suggests the need for HRD

practitioners to respond to the demands for some form of equitable provision.

The underpinning theme of the personalisation of provision facilitated by the Twitter

platform, alongside the study indicating a desire to use the platform to culture personal

learning networks and potentially demonstrated through Twitter postings of a maximum of

140 characters, is identified to have had an influence on expectations. The favouring of

informality is notable; as is the risk of passion being ignited through Tweets. Despite the risk

of disproportionate influence, for example from what the study participants generally termed

'big hitting Tweeters', an undercurrent of mutual support is indicated to be present.

Furthermore if, as McCorvey and LaPorte (2015, p.28) suggest, Twitter is desirous of being

'relevant to its users around the clock, rather than solely when news is breaking' then it is

reasoned that this culture of mutuality will increase. Combined with the blurring of

professional and outside work lives, this represents a change for many; both generic Twitter

users and HRD practitioners. Alongside a more general understanding that enhanced

appreciation of the online presence arises from practical engagement with social media

platforms (Majlath, 2012; Larsson and Kalsnes, 2014), HRD practitioners may find their own

exploration of the Twitter platform to be a worthwhile investment. Credibility in an online

community is, after all, argued to require an online presence (Scheepers et al, 2014) and some

difficulties have been identified as a result of subject and platform use expertise being

separated (Shan et al, 2015). Any absence of an online HRD presence might be attributed to

organisational policies, for example exhibited through the blocking of social media

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(Campbell et al, 2014). That absence fuels distance between the HRD practitioner and the

Tweeter.

Whilst the infringement of personal time might well be resisted, for others it epitomises

flexibility and facilitates a level of engagement that was previously unattainable, for example

through access to a broader range of individuals, their perspectives and insight. This insight

has been linked to cost-related efficiencies (Antheunis et al, 2013; Shan et al, 2015). The

study data identifies this in relation to the culturing of the personal learning network (PLN)

wherein the Twitter platform's facilitation of the ability to 'check out' the approach to, and

composition of, potential links plays a contributory role. Included in that 'checking out'

process are those who might otherwise have fallen beyond contact boundaries; exampling

Twitter's levelling effect. This engagement has the potential to be turned into a marketable

career asset, although even with the acknowledged shift of the employability risk from the

organisation to the individual (Bridges, 1994; Lips-Wiersma and Hall, 2007), the HRD

practitioner may be required to play a facilitation role.

It is doubtful that any HRD practitioner would berate those they are supporting from

incorporating professional development into their day-to-day routine nor expanding their

areas of interest. Likewise it can be reasoned that the cultivating of an enhanced self-

responsibility for seeking to respond to development needs is generally positive. However

retaining the focus on purpose, minded that the learning journey has an underpinning

intention even if the chosen route may vary, is important. This may require an increased

profile amongst HRD practitioner priorities. Twitter was identified as being a potential

distraction. Since time is not an unending resource and the user can be lulled into perceiving

that all time spend engaging with Twitter is a developmental investment, the HRD

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practitioner is charged with a steering role. Practically this may involve identifying Twitter

accounts with which to potentially engage, and overcoming resistance, for example that

which may manifest itself in avoidance behaviour.

Insight into elements of Twitter provision which participants find distracting may prove

useful. More generally social media has been identified as being 'a valuable tool to better

understand the audience' (Shan et al, 2015 p.106). The findings identify, for example, a

measure of 'performance' to be present. Furthermore, the 'easy route' terminology in relation

to satisfaction of development needs will inevitably ignite alarm. The number of participants

which expressed this potential suggests some risk to the integrity of career development has

the potential to arise from Twitter's presence. An immediate parallel should not be drawn

between 'easy route' and 'short cut' terms, since easy access to provision is reasoned to have

the potential to break down some of the barriers precluding development. Furthermore,

indicating some intention to engage in practical application, participants flagged up a desire

to receive innovative solutions in a ready to use format. However, where these short cuts

indicate little more than appearing to 'go through the motions' then this would, indeed, be of

concern to the HRD practitioner.

Underpinning a number of the aforementioned factors and significant to how the

personalisation effected by the Twitter platform can effectively sit alongside organisational

policies and procedures, is an awareness of the regard (or disregard) with which the platform

and its potential is held. The data provided indication that organisations have played a role in

introducing individuals to the platform but those organisations may have little say in how

those individuals subsequently make use of Twitter's potential. Furthermore, awareness of

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increasing connectivity amongst the population (Stevenson and Peck, 2011; Evans, 2014),

suggests this to be an increasingly prevalent issue.

With regard to up-front investment, Twitter may well provide a cost effective development

tool. However, as elsewhere, a focus on minimising spend rather than consideration of the

value to be added presents a risk. Carton (2014) identifies Twitter as a cost-efficient means

of linking individuals, but a link alone is insufficient. The transition from an inherent

reliance on centrally planned and controlled provision, to one which embraces flexibility and

has mindedness for an immediate response, is theoretically feasible but also thwart with

contradictions which requiring redressing. The tangibility of provision is significant amongst

these.

Conclusion

This paper set out to consider the potential impact of Twitter influence on the HRD

practitioner's career management and development role, with mindedness for how this impact

has the potential to sit alongside organisational policies and procedures. The exploratory

research drawn upon has highlighted that the focus for the practitioner centres around

expectations - in summary, the expectations of change, familiarity, flexibility; as well as the

need to be proactive.

Whether or not Twitter serves the test of time, and there currently appears to be little to

suggest that it will not, there is a need to accept that social media has had a significant

influence on developmental expectations. Such expectations have an effect on the

environment in which the HRD practitioner is operating, and on the HRD role itself. Any

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deflection of that effect is likely to be short lived. Thus it has been argued that there is a need

for HRD practitioners to develop competence in using the Twitter platform.

There is a need to use that competence to steer expectations, particularly in the light of the

identified (and predominantly organisational) cost-related undercurrent. Here the practitioner

may well serve as the mediator between the individual, the organisation and potentially the

adopted media. The study has highlighted how an awareness of the regard (or disregard) with

which the platform and its potential is held influences the Twitter personalisation effect; an

effect that should not be inherently dismissed as being unwelcome. This role for the HRD

practitioner is one which is challenged by their own developing expertise in an environment

where role expectations might well retain an historical framework. Of influence here is the

potential for a blurring of professional and outside work lives. On the part of the individual

there is unlikely to be a universal enthusiasm associated with the relinquishing of hard won

boundaries and, for the organisation, there is likely to be some unsettling consequent to a

need to revisit social media related practices, as exampled through site blocking.

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