Work Ethics

According to Webster’s Dictionary “work ethics is a belief in work as a moral good.” Which is basically saying you do your work because you want to, not because you have to, and maybe get noticed for it? Some people work because they have to but if you have work ethic for what you work for it’s because you are doing it because you like and thinks it is a good job. If you do job just because then it is not considered a good work ethic, it is considered a work ethic but you only do the job because you have to do it.

Those with a good work ethic often also possess generally strong character. This means they are self-disciplined, pushing themselves to complete work tasks instead of requiring others to intervene. They are also often very honest and trustworthy, as they view these traits as befitting the high-quality employees they seek to become, to demonstrate their strong character, these workers embody these positive traits daily, likely distinguishing themselves from the rest.I have a work ethic. My work ethic is working in the library at my high school. I work in the library because I have to. I don’t like to work in the library but I do because it is a good work ethic. I work here because they need help.

Many students leave school ill-prepared for the workplace. Poor academic skills and work habits limit their understanding of how they might fit into the adult world. Work-based learning addresses this problem by extending the walls of the classroom to include the whole community, giving students real world experiences and opportunities to apply academic skills in the workplace. Work-based learning is an integral part of school to careers transition, combining school-based learning and work-based learning into an integrated experience for all students.

Through work-based learning, “Employers reinforce academic lessons, schools emphasize career applications, students gain experience in the adult world of work and connections to a range of post-secondary options, including college, technical training and skilled entry level work.” The National Center for Career and Technical Education (NCCTE) defines career development as “the total constellation of psychological, sociological, education, physical, economic, and chance factors that combine to influence the nature and significance of work in the total lifep of any given individual.”

Work-based learning is defined as a coherent sequence of job training and work experience that involves actual work experience and connects classroom learning to work activities. One of the key elements that lead to the success of a school to careers system is work-based learning. Students must have access to a range of developmentally appropriate work-based learning experiences. Schools and employers need flexibility to develop a school to careers transition that builds on local strengths and is tailored to local needs and circumstances.

The work-based component may include a variety of activities including job shadowing, school based enterprises, entrepreneurial programs, dual enrollment, mentorships, career pathways, and service learning to name a few. Using a range of in-school and out-of-school strategies – paid or unpaid work experiences during the school day or after school – with programs customized to fit the needs of young people, school, businesses, and the local community, the main focus of any of these work-based learning experiences is that they must offer academic study, professional/technical skills, and work related experiences.

Although most people have wanted to concentrate their efforts related to work-based learning on students in the upper years of high school, they should realize that programs that do not start until the 11th grade miss the chance to make a significant impact on many students. Work-based experiences need to take a progressive sequential approach that includes preparation (feeder) experiences starting as early as elementary or middle school.

It is crucial to include younger students before they become discouraged and disengaged or drop out of school altogether. “Feeder” experiences expose young people to a range of career opportunities through such options as summer internships, job shadowing, and career exploration workshops, all of which are geared to the connection between school and work and the integration of academic and occupational training. Ideally the work-based learning component is delivered through a planned program of job training and other employment experiences related to a chosen career.