Topic: Chapter I – Pre-Immersion

Module Content:

Lesson 1: Understanding Work Immersion

Learning Competencies:

At the end of the chapter, you as the learner should be able to:

a. Understands work immersion by discussing expected behavior in a workplace; and

b. Appreciates the expected behavior in a workplace.

PRE-IMMERSION
(Chapter Discussion)

I. Class Activity

In your own point of view, discuss what a work immersion is.

II. Instruction on the Proper Use of this Module:

1. Follow closely the instructions in every activity.
2. Be honest in answering and checking your exercises.
3. Answer the pre-test before going over the materials. This is to find out what you already know.
4. Answer the exercises encountered at the end of every lessons.
5. Review the lesson that you think you failed to understand.
6. Seek assistance from your teachers if you need help.

III. Introduction:
Work immersion is one of the necessary subjects for graduating students. Wherein the senior high school students must
undergo practicum that relates to the students’ course. In this subject, you as the students are able to learn and experience
things about their courses since, they are exposed with the work-related environment to their field of specialization. Hence, it
will be a great help to enhance their competency level. They can also develop work ethics such as; good work habits,
attitudes, appreciation, and respect for work, applying all the theories and concept that they’ve learned in school, acquire new
skills and help to develop their communication skills and interpersonal skills through the help and guidance of industry
experts and workers. These will help every student to be prepare to meet the needs and standards of employment.

LESSON 1. UNDERSTANDING WORK-IMMERSION

1. WHAT DO WE MEAN BY WORK IMMERSION?

• The word “immersion” as it applies to the K to 12 curriculum is defined in the Department of Education (DepEd) Order
No. 40, series of 2015: “Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of 80
hours of hands-on experience or work simulation which the Grades 11 and 12 students will undergo to expose them to
the actual workplace setting and to enrich the competencies provided by the school under the supervision of the School
Head and the designated personnel of the Partner.”
• Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined as “the place where work
immersion of students is done. Examples of work immersion venues include offices, factories, shops and project sites.”
What could lead to confusion is that the word “immersion” actually has two meanings in K to 12. The first meaning
refers to a required SHS subject in the curriculum. The second meaning refers not to a subject but to a preferred mode of
delivery of Tech-Voc subjects.

2. EXPECTED BEHAVIOUR
 Every worker should possess good behaviour in their workplace to maintain the balance and harmonious work
environment.

a. Work Ethics
• By definition, Work ethic is a belief that work, hard work and diligence has a moral benefit and an inherent ability, virtue
or value to strengthen character. It is about prioritizing work and putting it in the center of life. Social engrailment of this
value is considered to enhance character through hard work that is respective to an individual’s field of work.
• A strong work ethic is vital for achieving goals. A work ethic is a set of moral principles a person uses in their job.
People who possess a strong work ethic embody certain principles that guide their work behavior, leading them to
produce high-quality work consistently and the output feeds the individual to stay on track. A good work ethic fuels an
individual’s needs and goals, it is related to the initiative by a person for the objectives. It is considered as a source of
self-respect, satisfaction, and fulfillment. However, a negative work ethic is a behavior of a single individual or a group
that has led to a systematic lack of productivity, reliability, accountability and a growing sphere of
unprofessional/unhealthy relationships (e.g., power politics, lack of social skills, etc.)

b. Here are some factors of a good work ethics:

• Goal-oriented actions: it is not about making plans or the next logical steps; it's about getting things done so that the
work invested wouldn't be counter-productive.
• Dedicate on priority: focusing on qualitative activities that a person is capable and where they can make a difference or
a high impact based on objectives.
• Being available and reliable: spending time on the work and building oneself up for the task.  Conscientiousness: a
desire to do a task well, being vigilant and organized.
• Creating a rewarding routine/system: Engaging in tasks that provide strength and energy which can be transferred to
your ultimate goals, creating a habit and a habitat for success.
• Embracing positivism: shape a problem with the statement "good, (action) (problem)", e.g. "I'm tired and it is time for a
workout" leads to "Good. Workout tired".

3. CAPITALIST VIEW
Steven Malanga refers to "what was once understood as the work ethic—not just hard work but also a set of
accompanying virtues, whose crucial role in the development and sustaining of free markets too few now recall".
Max Weber notes that this is not a philosophy of mere greed, but a statement laden with moral language. It is in effect an
ethical response to the natural desire for hedonic reward, a statement of the value of delayed gratification to achieve
selfactualization. Franklin claims that Bible readings revealed to him the usefulness of virtue. Indeed, this reflects the then
Christian search for ethic for living and the struggle to make a living.
Experimental studies have shown that people with fair work ethic are able to tolerate tedious jobs with equitable
monetary rewards and benefits, they are highly critical, have a tendency for workaholics and a negative relation with leisure
activity concepts. They valued meritocracy and egalitarianism.

4. ANTI-CAPITALIST VIEW
The industrial engineer Frederick Winslow Taylor (1856-1915) revised the notion of work ethic as a means of
management control that delude workers about the actual reality for accumulated advantage, which is a form of avarice.
Marxists, and some non-Marxist sociologists do not regard "work ethic" as a useful sociological concept. They argue that
having a "work ethic" in excess of management's control doesn't appear rational in any mature industry where the employee
can't rationally hope to become more than a manager whose fate still depends on the owner's decisions.

NOTE: Since work ethics deals with a code of conduct, or a set of principles that is acceptable in the work place, we need to
look at what some of those principles are.

A list of work ethics for an employer or a company might be:

• To provide a safe work environment for its staff and employees,

• To treat employees with dignity and respect,
• To provide a fair wage for the services rendered,
• To handle all business transactions with integrity and honesty.

A list of work ethics for the employee might include:

• To show up on time.
• To tend to company business for the whole time while at work.  To treat the company’s
resources, equipment, and products with care,  To give respect to the company. That means
honesty and integrity.