(KATHUA)

PROJECT PRESENTATION ON
WORK ETHOS

SUBMITTED BY :SAHIL SINGH

ROLL NO :- 303150000
RAJAT MATHUR
ROLL NO: -303150017

SUBMITTED TO :ASSIT. PROFESSOR

Ms NAMITA DIWAN

ACKNOWLEDGMENT
Completing a task is never one man effort. It is often the result of invaluable
contribution of number of individuals in a direct or indirect manner that helps in
sharing a making of success.
we extremely grateful to our project guide Miss Namita diwam (assistant
professor) for completing our project successfully. Her constant support as well as
the guidance, which she gave to us, helped us to tide over the difficulties.
We further extend our thanks to all the teachers for their appreciation &
cooperation given by them to us in gathering information for the project.
We would like to extend our heartiest thanks to our class friends for providing us
light moments, patience and affection in times of distress and hopelessness.
Last but not least we bow our head before GOD who has been the ultimate source
of the energy.

WORK ETHIC
Work ethic is a set of values based on hard work and diligence. It is also a
belief in the moral benefit of work and its ability to enhance character. An example
would be the Protestant work ethic. A work ethic may include being reliable,
having initiative, or pursuing new skills.
Workers exhibiting a good work ethic in theory should be selected for better
positions, more responsibility and ultimately promotion. Workers who fail to
exhibit a good work ethic may be regarded as failing to provide fair value for the
wage the employer is paying them and should not be promoted or placed in
positions of greater responsibility.

ETHICS
Ethics, also known as moral philosophy, is a branch of philosophy that
involves systematizing, defending, and recommending concepts of right and wrong
conduct.[1] The term comes from the Greek word ethos, which means "character".
Ethics is a complement to Aesthetics in the philosophy field of Axiology. In
philosophy, ethics studies the moral behavior in humans, and how one should act.
Ethics may be divided into four major areas of study:[1]
Meta-ethics, about the theoretical meaning and reference of moral propositions
and how their truth values (if any) may be determined;

Normative ethics, about the practical means of determining a moral course of

action;
Applied ethics, about how moral outcomes can be achieved in specific situations;
Descriptive ethics, also known as comparative ethics, is the study of people's
beliefs about morality;
Ethics seeks to resolve questions dealing with human moralityconcepts such as
good and evil, right and wrong, virtue and vice,
DEFINING ETHICS
According to Tomas Paul and Linda Elder of the Foundation for Critical Thinking,
"most people confuse ethics with behaving in accordance with social conventions,
religious beliefs, and the law", and don't treat ethics as a stand-alone concept. [2]
Paul and Elder define ethics as "a set of concepts and principles that guide us in
determining what behavior helps or harms sentient creatures". [2] The Cambridge
Dictionary of Philosophy states that the word ethics is "commonly used
interchangeably with 'morality' ... and sometimes it is used more narrowly to mean
the moral principles of a particular tradition, group, or individual."[3]
META-ETHICS
Meta-ethics is a field within philosophy that seeks to understand the nature
of normative ethics. The focus of meta-ethics is on how we understand, know
about, and what we mean when we talk about what is right and what is wrong.

Meta-ethics has always accompanied philosophical ethics, but in this explicit sense
it came to the fore with G.E. Moore's Principia Ethica from 1903. In it he first
wrote about what he called the naturalistic fallacy. Moore was seen to reject
naturalism in ethics, in his Open Question Argument. This made thinkers look
again at second order questions about ethics. Earlier, the Scottish philosopher
David Hume had put forward a similar view on the difference between facts and
values.
Studies of how we know in ethics divide into cognitivism and non-cognitivism;
this is similar to the contrast between descriptivists and non-descriptivists. Noncognitivism is the claim that when we judge something as right or wrong, this is
neither true nor false. We may for example be only expressing our emotional
feelings about these things.[4] Cognitivism can then be seen as the claim that when
we talk about right and wrong, we are talking about matters of fact.
The ontology of ethics is about value-bearing things or properties, i.e. the kind of
things or stuff referred to by ethical propositions. Non-descriptivists and noncognitivists believe that ethics does not need a specific ontology, since ethical
propositions do not refer. This is known as an anti-realist position. Realists on the
other hand must explain what kind of entities, properties or states are relevant for
ethics, how they have value, and why they guide and motivate our actions.[5]

NORMATIVE ETHICS
Normative ethics is the study of ethical action. It is the branch of philosophical
ethics that investigates the set of questions that arise when considering how one
ought to act, morally speaking. Normative ethics is distinct from meta-ethics
because it examines standards for the rightness and wrongness of actions, while
meta-ethics studies the meaning of moral language and the metaphysics of moral
facts. Normative ethics is also distinct from descriptive ethics, as the latter is an
empirical investigation of people's moral beliefs. To put it another way, descriptive
ethics would be concerned with determining what proportion of people believe that
killing is always wrong, while normative ethics is concerned with whether it is
correct to hold such a belief. Hence, normative ethics is sometimes called
prescriptive, rather than descriptive. However, on certain versions of the metaethical view called moral realism, moral facts are both descriptive and prescriptive
at the same time.[6]
VIRTUE ETHICS
Virtue ethics describes the character of a moral agent as a driving force for
ethical behavior, and is used to describe the ethics of Socrates, Aristotle, and other
early Greek philosophers. Socrates (469 BC 399 BC) was one of the first Greek
philosophers to encourage both scholars and the common citizen to turn their
attention from the outside world to the condition of humankind. In this view,

knowledge having a bearing on human life was placed highest, all other knowledge
being secondary. Self-knowledge was considered necessary for success and
inherently an essential good. A self-aware person will act completely within his
capabilities to his pinnacle, while an ignorant person will flounder and encounter
difficulty. To Socrates, a person must become aware of every fact (and its context)
relevant to his existence, if he wishes to attain self-knowledge. He posited that
people will naturally do what is good, if they know what is right. Evil or bad
actions are the result of ignorance. If a criminal was truly aware of the mental and
spiritual consequences of his actions, he would neither commit nor even consider
committing those actions. Any person who knows what is truly right will
automatically do it, according to Socrates. While he correlated knowledge with
virtue, he similarly equated virtue with happiness. The truly wise man will know
what is right, do what is good, and therefore be happy.[7]
Aristotle (384 BC 322 BC) posited an ethical system that may be termed
"self-realizationism." In Aristotle's view, when a person acts in accordance with his
nature and realizes his full potential, he will do good and be content. At birth, a
baby is not a person, but a potential person. To become a "real" person, the child's
inherent potential must be realized. Unhappiness and frustration are caused by the
unrealized potential of a person, leading to failed goals and a poor life. Aristotle
said, "Nature does nothing in vain." Therefore, it is imperative for persons to act in

accordance with their nature and develop their latent talents in order to be content
and complete. Happiness was held to be the ultimate goal. All other things, such as
civic life or wealth, are merely means to the end. Self-realization, the awareness of
one's nature and the development of one's talents, is the surest path to happiness.[8]
Aristotle asserted that man had three natures: vegetable (physical/metabolism),
animal (emotional/appetite) and rational (mental/conceptual). Physical nature can
be assuaged through exercise and care, emotional nature through indulgence of
instinct and urges, and mental through human reason and developed potential.
Rational development was considered the most important, as essential to
philosophical self-awareness and as uniquely human. Moderation was encouraged,
with the extremes seen as degraded and immoral. For example, courage is the
moderate virtue between the extremes of cowardice and recklessness. Man should
not simply live, but live well with conduct governed by moderate virtue. This is
regarded as difficult, as virtue denotes doing the right thing, to the right person, at
the right time, to the proper extent, in the correct fashion, for the right reason.[9]
CHARACTERISTICS OF GOOD WORK ETHICS
A good work ethic consist of more than just putting forth a strong effort and
positive attitude .
It includes the characteristics of
Commitment

 Dependability
Willingness to learn
Honesty
Patience
Generosity.
FACTORS THAT DEMONSTRATE A STRONG WORK ETHIC
A strong work ethic is vital to a company achieving its goals.
Every employee, from the CEO to entry-level workers, must have
a good work ethic to keep the company functioning at its peak. A
work ethic is a set of moral principals an employee uses in his job.
Certain factors come together to create a strong work ethic.
Integrity
Integrity stretches to all aspects of an employee's job. An
employee with integrity fosters trusting relationships with clients,
coworkers and supervisors. Coworkers value the employee's
ability to give honest feedback. Clients trust the employee's
advice. Supervisors rely on the employee's high moral standards,
trusting him not to steal from the company or create problems.
Sense of Responsibility

A strong sense of responsibility affects how an employee

works and the amount of work she does. When the employee
feels personally responsible for her job performance, she shows
up on time, puts in her best effort and completes projects to the
best of her ability.
Emphasis on Quality
Some employees do only the bare minimum, just enough to
keep their job intact. Employees with a strong work ethic care
about the quality of their work. They do their best to produce
great work, not merely churn out what is needed. The employee's
commitment to quality improves the company's overall quality.
Discipline
It takes a certain level of commitment to finish your tasks
every day. An employee with good discipline stays focused on his
goals and is determined to complete his assignments. These
employees show a high level of dedication to the company,
always ensuring they do their part.
Sense of Teamwork
Most employees have to work together to meet a company's
objectives. An employee with a high sense of teamwork helps a

team meet its goals and deliver quality work. These employees
respect

their

peers

and

collaborations go smoother.

help

where

they

can,

making