work ethics assignment quizlet

Naming the dilemma involves identifying the values in conflict. If they are not ethical values or principles, it is not truly an ethical dilemma. It may be a communication problem or an administrative or legal uncertainty. The values, rights, duties, or ethical principles in conflict should be evident, and the dilemma should be named (e.g., this is a case of conflict between client autonomy and doing good for the client). This might happen when a client refuses an intervention or treatment that the social worker thinks would benefit the client. When principles conflict, such as those in the example statement above, a choice must be made about which principle should be honored.

Loewenberg and Dolgoff's Ethical Principles Screen is an ethical decision-making framework that differs slightly from the Kenyon and Congress models [28] . This method focuses on a hierarchy of ethical principles to evaluate the potential course of action for ethical dilemmas. The hierarchy rank prioritizes ethical principles; in other words, it identifies which principle should be adhered to first. The first ethical principle is more important than the second to the seventh [11] . Social work professionals should strive for the first ethical principle before any of the following ethical principles. In a situation where an ethical dilemma involves life or death, then this ethical principle should be adhered to first before principle 6, which is adhering to confidentiality. When reading Loewenberg and Dolgoff's hierarchy, the social worker can see that only conditions to maintain the client's right to survival (ethical principle 1) or his/her right to fair treatment (ethical principle 2) take precedence to ethical principle 3, which is free choice and freedom or self-determination.

ETHICAL SELF-REFLECTION

Mattison challenges social work professionals to not only use decision-making models to infuse logic and rationality to the decision-making process, but to also incorporate a more reflexive phase [24] . Practitioners frequently overestimate their own levels of competence, which places them at risk in making errors. Self-reflection is vital to combat this tendency. This involves objective and direct observation and evaluation of one's own thought processes [86] . In many ways, Mattison's assertion is similar to Betan's call for integrating a hermeneutic perspective to ethical decision making. This is referred to as ethical self-reflection. The process is to learn more about oneself as a decision maker or to better understand the lens one wears to make decisions [24] . It is impossible to remove one's character, conscience, personal philosophy, attitudes, and biases from the decision-making process [31] . Just as social work emphasizes the person-in-situation perspective in working and advocating for clients, so too should the person-in-situation perspective be employed in increasing self-awareness as a decision maker in ethical situations [24] . The person-in-environment perspective argues that to understand human behavior, one must understand the context of the environment that colors, shapes, and influences behavior. Therefore, the social worker must engage in an active process by considering how their individual level (e.g., prior socialization, cultural values and orientations, personal philosophy, worldview), the client's domain (e.g., values, world views, beliefs), organizational context (i.e., organizational or agency culture, policies), professional context (i.e., values of the social work profession), and societal context (i.e., societal norms) all play a role in influencing moral decision making [24] .

Kohlberg presumes that there are six stages of moral development that people go through in much the same way that infants learn first to roll over, to sit up, to crawl, to stand, and finally to walk [32] . The following section is from Lawrence Kohlberg's theory on moral development. There are two important correlates of Kohlberg's system:

Everyone goes through each stage in the same order, but not everyone goes through all the stages.

A person at one stage can understand the reasoning of any stage below him or her but cannot understand more than one stage above.

Stage 5 : Here, the decision maker justifies decisions by explaining that acts will contribute to social well-being and that each member of society has an obligation to every other member.

Since Kohlberg formulated his theory, several theorists have revised or reinvented it. James Rest used Kohlberg's theory as a basis for his Schema Theory [58] . Schema Theory consists of three domains: personal interest schema, maintaining norms schema, and postconventional schema [59] . The personal interest schema focuses on the individual experiencing the moral dilemma and how he/she should evaluate the personal gain or loss. During this period, there is almost no thought about the ultimate ethical decision or how it will impact society [59] . The maintaining norms schema is based on law and order. In this phase, a person will make an ethical decision based on laws and recognizing that disruption and disorder will occur if laws are not adhered to [59] . The post conventional schema is the most advanced type of moral reasoning in Schema Theory. It stresses shared ideals that are open to the evaluation by the community. Consensus building, due process, and safeguarding rights of all members in society are emphasized [59] .

MANAGED CARE AND ETHICS

The ethical concerns in managed care revolve around the issue of whether a social worker or practitioner should continue to provide services outside the parameter of the managed care contract [16] . Is early termination of services deemed on a probability that payment will not be obtained? In a cost-benefit analysis, what is the role of the client? How does the ethical principle of beneficence come into play? Certain diagnoses will be deemed reimbursable by the managed care organization. Is it beneficial for the client if a different diagnosis is given in order for services to continue [114] ?

Confidentiality, which is founded on respect and dignity, is of paramount importance to the therapeutic relationship. However, managed care systems also present challenges to the ethical issue of client confidentiality, as they often request that clients' records be submitted for review and approval of services [38, 114] . Accessible electronic health records further complicate this issue [88] . Consequently, social workers and other practitioners should explain up front and provide disclosure statements that establish the limits to confidentiality, what types of information must be shared, how this information is communicated, treatment options, billing arrangements, and other information [38, 39] . Knowing that other staff members may obtain sensitive information can influence the extent to which sensitive information is included in notes [88] .

DIVERSITY AND MULTICULTURALISM: ETHICAL ISSUES

In our multicultural society, definitions of "good" or "bad" will inevitably vary from group to group. One of the struggles when dealing with multiculturalism and diversity issues while developing ethical guidelines is the question of how to develop one ethical guideline that can fully apply to the many diverse groups in our society. Strictly speaking, multiculturalism promotes the idea that all cultural groups be treated with respect and equality [19, 68] . The complexity of defining multiculturalism and diversity is influenced by the tremendous differences within a group in addition to the differences between groups. Certainly religion, nationality, socioeconomic status, education, acculturation, and different political affiliations all contribute to this within-group diversity. To make matters even more complex, multiculturalism and diversity within a society are dynamic rather than static, as are the words used to describe problems [44] . For example, the term "vulnerable populations" has long been used in social work research and practice. However, in the past few years experts have begun to argue that the term undermines the social work value "respecting the dignity and worth of the person," as it may convey a lack of ability to make decisions [90] .

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How to Create a Culture of Ethics & Accountability in the Workplace

• 22 Aug 2023

Ethics and accountability play significant roles in company culture. From employee satisfaction and productivity to maintaining a favorable reputation with customers and business partners, prioritizing ethical decision-making and accountability has numerous benefits.

An ethical company culture results from hard work and intentional actions. Before diving into how to foster that kind of environment, here’s an overview of why ethics and accountability are important in the workplace.

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The Importance of Ethics and Accountability at Work

Ethics and accountability are crucial to a productive work environment. They help shape your organization's culture, promote trust, ensure responsible behavior, and contribute to its success.

“Being a leader involves responsibility for others,” says Harvard Business School Professor Nien-hê Hsieh in the online course Leadership, Ethics, and Corporate Accountability . “As a leader, you’ll want to create a culture not just of legal and regulatory compliance but more fundamentally grounded in reliability, ethics, and goodwill.”

When it comes to employees, you must create a culture that both encourages them to work hard and saves the company from lawsuits. Wrongful termination claims can cost your organization upwards of $100,000 in legal expenses , but you can help avoid them with a track record of ethical decision-making .

How to Create a Culture of Accountability

Despite its growing importance, creating a culture of accountability can be challenging. This is largely because organizational change can suffer from poor employee buy-in, an unclear vision, or inadequate understanding among managers. According to a recent Partners In Leadership study on workplace accountability, however, 91 percent of respondents included accountability at the top of their company’s leadership development needs.

So, how can you build a culture of accountability? Here are five ways to get started.

1. Lead by Example

Establishing a culture of ethics and accountability starts with setting an example as an organizational leader . By proactively creating a space where you encourage ethical decision-making and accountability, your team will be more likely to do the same.

Integrity and accountability are also vital to leading effectively .

“Shaping and sustaining an organization’s culture is a critical dimension of a leader’s responsibilities toward their employees,” Hsieh says in Leadership, Ethics, and Corporate Accountability . “In addition, the right culture—one in which employees feel they’re treated fairly and with respect—can benefit the organization from an economic perspective.”

Leading by example also promotes trust within your organization, which can be critical to establishing accountability among your team. Although 40 percent of employees report unethical behavior in the workplace, they’re 24 percent more likely to report it if they trust leadership.

To increase trust, promote accountability, and encourage ethical decisions, it’s prudent to practice what you preach.

Related: How Does Leadership Influence Organizational Culture?

2. Provide Meaningful Feedback

Giving feedback is an effective way to promote accountability within your team. Research by Gallup shows that employees who receive regular, meaningful feedback are four times more likely to be engaged.

“Within a company, one way of building accountability is to incorporate key performance indicators, or KPIs, into evaluations of managers and other employees,” Hsieh says in Leadership, Ethics, and Corporate Accountability . “It would then be important to regularly review how well employees are meeting those KPIs and to reaffirm that the metrics chosen are indeed useful and relevant ones.”

When providing feedback, be direct but empathetic. Let your team know you come from a place of caring and consideration, with the goal of helping them grow and improve professionally.

Remember that asking for and receiving meaningful feedback is essential to creating a culture of accountability. Request input on how you’re doing as a leader, and show initiative to improve. This can encourage your team members to continuously hold you—and each other—accountable.

3. Combat Workplace Bias

Building a culture of ethics and accountability requires that everyone proactively combats workplace bias and stereotypes .

Workplace bias refers to unconscious inclinations based on personal experience, cultural background, or social conditioning. Bias can affect your decisions and actions and be explicit (you’re aware of it) or implicit (you’re unaware of it).

Stereotypes—overgeneralized perceptions and beliefs about groups of people—can also lead to unfair decisions and harmful actions. They can be based on:

• Sexual orientation
• Religious affiliation

According to Leadership, Ethics, and Corporate Accountability , promoting diversity is one of the best ways to overcome workplace bias and stereotypes.

“It’s integral to create a sense of belonging within an organization,” Hsieh says in the course. “Having diverse people in upper management roles ensures that minority employees have role models they can relate to. But it can also be helpful to foster meaningful interactions among people in different demographic groups; for example, through mentorships or teamwork in small groups.”

Other strategies include hosting workshops to increase cultural awareness, encouraging interactions between diverse groups, and holding colleagues accountable when bias or stereotypes affect workplace dynamics.

4. Give Employees a Voice

So that you and other leaders receive meaningful feedback and stay accountable, it’s vital to give employees a platform to share their thoughts. However, doing so can be unnerving.

“Finding ways to promote employee voice is not always an easy or comfortable task,” Hsieh says in Leadership, Ethics, and Corporate Accountability . “It involves both formal and informal channels of engagement. It involves real listening. And it may even feel threatening to managers and require a sense of vulnerability.”

Yet, employees need to feel heard—beyond defending their basic rights—to boost their morale.

“Fairness may require that companies establish formal channels for employees to speak out not only about rights violations but also about wants, needs, concerns, and suggestions for improvement,” Hsieh says in the course.

Despite the potential discomfort, giving employees a platform can have numerous benefits. For example, you can increase their satisfaction and reduce costly turnover by addressing their concerns. It can also lead to more innovation and creative problem-solving .

5. Develop an Authentic Leadership Style

Authentic leadership is defined by principle-driven decisions. It requires putting your beliefs ahead of your company’s success and prioritizing employee satisfaction and relationships.

The benefits of having an authentic leadership style include:

• Enhanced workplace relationships
• Increased productivity
• Improved working environments

To develop an authentic leadership style, reflect on your values, principles, and mission. What’s important to you above all else? What do you believe in? Self-awareness is one of the first steps to becoming an authentic leader.

You also need to practice authentic leadership in your daily life. For instance, by making decisions that prioritize relationships with your team and colleagues. Continuously committing to developing your leadership style through accountability and implementing feedback can ensure you garner long-term results in creating an ethical work environment.

Take Accountability

Taking accountability can be difficult—especially in the workplace. However, it’s critical to fostering an ethical, productive work environment and protecting your organization from negative financial or legal actions.

If you struggle to navigate business ethics , consider sharpening your leadership skills . One way to do so is by taking an online course, such as Leadership, Ethics, and Corporate Accountability . Through engaging in an interactive learning experience featuring real-world business examples, you can develop a framework for understanding and delivering on your responsibilities to customers, employees, investors, and society.

Ready to improve your workplace accountability? Enroll in Leadership, Ethics, and Corporate Accountability —one of our online leadership and management courses—and download our free e-book on how to become a more effective leader.

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Assessment Questions

Which of these concepts relates to utilitarianism?

• consequences

True or false? According to the Greek system of logic introduced by Socrates, normative ethical theories ultimately are grounded in reason.

Explain why ethical responsibilities go beyond legal compliance.

Describe the difference between normative and descriptive ethical theories.

Which of the following is not a stakeholder?

• corporate culture
• the environment

True or false? According to Milton Friedman, a company’s social responsibility consists solely of bettering the welfare of society.

What is corporate social responsibility (CSR)?

Describe a practical way to prioritize the claims of stakeholders.

Describe how a company’s ethical business practices affect its goodwill.

True or false? Family is generally a strong influence on our ethical standards.

Which normative ethical theory supports the idea of holding multiple ethical standards?

• utilitarianism
• virtue ethics
• none of the above

Describe the benefits of having a single ethical standard.

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Access for free at https://openstax.org/books/business-ethics/pages/1-introduction

• Authors: Stephen M. Byars, Kurt Stanberry
• Publisher/website: OpenStax
• Book title: Business Ethics
• Publication date: Sep 24, 2018
• Location: Houston, Texas
• Book URL: https://openstax.org/books/business-ethics/pages/1-introduction
• Section URL: https://openstax.org/books/business-ethics/pages/1-assessment-questions

© Mar 31, 2023 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

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Exploring Work Ethic: How to Define and Showcase It

Every company is looking to bring in team members who are loyal, responsible, dependable, and go the extra mile. When a team of people comes together who are willing to put the necessary energy, effort, and time into producing quality work, there is little that can stand in the way of achieving their goals.

These qualities, along with others, are often described under the umbrella term "work ethic." Though having a strong work ethic is something that is highly valued across industries, the components of this characteristic are multifaceted and complex.

What exactly does it mean to have a strong work ethic, and how do you showcase it? Whether you're a manager looking to lead by example or an employee interested in your career development and advancement, understanding how to demonstrate a good work ethic is invaluable.

• Become more organized
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Table of Contents

What is work ethic, the essential skills of a strong work ethic, organization, quality work, responsibility, how to showcase work ethic, goal setting, staying organized, practicing self-awareness, reducing distractions, connecting with your work, managing time, maintaining work-life balance, showcasing work ethic through productive work habits.

"Work ethic" is a concept that is often discussed but not often defined. It can, therefore, exist as more of an abstract concept than something concrete that individuals can work to improve over time.

In short, a person's work ethic is the moral principles, attitudes, and values they use to determine how they will behave and act in relation to their work. Though the specifics of what it means to have a good work ethic can sometimes be particular to your company culture, there are many general qualities pervasive across industries and brands that, in the aggregate, define a good work ethic.

When a person has a good work ethic, it means they are reliable, dependable, productive, and collaborative. While they are strong team members, they also feel a sense of ownership for their work and are willing and able to act autonomously for the sake of the team or brand.

Having a strong work ethic means having a deep understanding of the fact that there is something fundamentally valuable in working hard to pursue worthy goals. 

On the other hand, a person with a poor work ethic is constantly cutting corners, producing low-quality work, and frequently late. They aren't particularly concerned with meeting deadlines and have little desire to take responsibility for their own actions.

Having a strong work ethic isn't a skill in itself but rather a collection of qualities that add together to contribute to a good work ethic.

While there are many different skills an individual can have as a part of a healthy work ethic, in this section, we'll discuss some of the most important elements individuals can work to improve over time.

When a person can focus on their tasks and complete them despite the many other things that are going on in the office or their personal lives.

They are committed to their jobs and understand the importance of their role in the larger functioning of the organization, allowing them to prioritize good time management, perform at their best, and truly engage with the task at hand.

Organization is a vital part of having a good work ethic. No matter how well-intentioned someone is or how sincerely they want to do a good job in their role, a lack of organizational skills will leave them struggling to complete work on time, communicate clearly, and set proper expectations.

This skill applies to one's physical environment and the more abstract aspects of their job. For example, a person with a good work ethic understands the importance of keeping a clean desk and an organized file cabinet. At the same time, their organizational skills extend to how they organize their time, tasks, calendars, and meeting notes.

When a person has a strong work ethic, it doesn't just mean they turn something in on time. It means that their work is high quality– it exceeds expectations and is an example of their greatest efforts.

Not only does an individual with a strong work ethic always put their all into what they're doing, but they are also motivated to grow and improve over time. Rather than having a fixed mindset– assuming that they have all of the skills and competencies they are capable of– they have a growth mindset. That means they believe they can continue learning new things and expand their abilities over time through dedication, consistency, and focus.

Excelling in both the realms of collaboration and autonomous work are both aspects of a good work ethic.

While it's great for employees to know how to take initiative and do what needs to be done, possessing strong communication skills and having deep respect and empathy for those around them are arguably even more important than being skilled at completing tasks independently.

Are you interested in learning more about why collaboration is important for productivity and performance? Make sure you check our list of  25 Reasons Why Teamwork is Important in Any Organization .

Another essential skill for a strong work ethic is excellent time management. An employee can have the best intentions and healthiest attitude in the entire company and still fall short if they can't organize their time effectively and properly prioritize their tasks.

While time management is critical to a good work ethic, that doesn't mean everyone must use the same methods to manage their time. If you're interested in finding the right time management techniques to suit your unique personality and work style, take a look at our  Time Management Customizable Course .

When a person is responsible in their work, those around them know they will get their work done on time and well. If they run into an issue that compromises their ability to complete a given task, they will be communicative with their team and take ownership of the situation.

Both responsibility and accountability are essential skills in the workplace. You can learn more about these two crucial concepts in our recent post:  Accountability vs. Responsibility: Striking the Balance for Success .

While having a good work ethic does mean being organized, getting things done on time, and putting forward high-quality work, it also has to do with an individual's internal attitudes.

Integrity is a vital part of this equation– essentially, always doing what is right, even when one could get away with cutting corners or slacking off.

Employees might be tempted to tell small lies at countless junctures throughout their careers for many different reasons. However, someone with a strong work ethic understands the value of honesty and strives to tell the truth, even when it means admitting a mistake or offering difficult feedback.

A culture of honesty in a company helps encourage the whole crew to build strong relationships with one another and their customers, creates trust within the organization, and helps build a much more sustainable and welcoming culture. At the individual level, honesty is a crucial part of a good work ethic because it displays that a person is motivated to do what's right for the sake of what is right, not simply because it happens to align with their personal goals or aspirations.

Humility is a concept that is often associated with having low self-esteem or viewing one's own work as unimportant. The truth is, though, that being humble in the workplace means having a balanced and healthy view of one's own role within the larger organization.

A person who exhibits humility at work is willing to hear the ideas and feedback of others without being pridefully defensive and is equally willing to share their own ideas honestly and constructively.

Work ethic is a complex network of skills and values, some of which are more internal than external. For this reason, you might wonder how exactly you can showcase your strong work ethic in constructive and honest ways.

In this section, we'll take a closer look at what you can do to demonstrate your work ethic.

Goal setting is a great skill to develop and improve if you want to showcase your strong work ethic.

When you set goals, create a plan to achieve them, and follow through, it shows that you are self-motivated to create positive outcomes for your career and the organization.

Practicing healthy organizational habits is an excellent way to display what it means to have a strong work ethic. That applies to your desk, email inbox, meeting notes, calendar, and even your conversations.

Being organized can have a positive snowball effect on one's work, where you invest time upfront to create systems that lead to fewer distractions, less stress, and more productivity.

One thing that can get in the way of having a good work ethic is our awareness of how we spend our time. It's easy to get distracted throughout the day, perhaps taking too long to return to work after lunch or browsing through social media during an afternoon slump.

By simply practicing self-awareness in this way, we can start using our time more effectively, become more productive, act in a more useful way to those around us, and, ultimately, exhibit a stronger work ethic.

Whether you work in an office or at home, countless things can spring up and distract you throughout the day. While not all interruptions are avoidable, there are others that we can exercise some control over.

For example, if you find yourself constantly grabbing your phone every time it buzzes, you might use the focusing feature to silence notifications or put your phone in another room during dedicated work time.

To truly showcase your work ethic, you must find a way to connect with and believe in what you're working on. If this seems impossible, you might need to do some soul-searching and try to identify aspects of your job that you feel excited about and meaningful to you.

The more you get excited about your organization's goals and mission, the more driven you'll be to do your best work and act as a responsible and dependable team member.

As mentioned earlier, time management is a crucial aspect of having a good work ethic.

It's also a great way to display a strong work ethic– by proving that you can show up on time and get your work done on (or even before) deadlines, you clearly illustrate your commitment, dedication, and internal motivation.

When we are determined to display just how strong our work ethic is, it can be tempting to burn the candle at both ends. The truth is that a much better long-term strategy is to practice a healthy balance between working hard and taking well-deserved breaks.

For example, taking breaks can  help make you more productive rather than continuously working without stepping back. Furthermore,  taking vacations can also help increase the success one experiences at work and boost satisfaction in one's career and personal life. 

While there are many components to the traditional understanding of a good work ethic, at the end of the day, it boils down to an individual who has a strong desire to show up and put in their all every day.

People with a strong work ethic certainly have a lot of things in common– they are reliable, honest, trustworthy, dependable, punctual, and motivated to do their best. At the same time, how different individuals reach this outcome can actually look quite different. Everyone's unique personality and work styles require their own methods for managing time, getting organized, and communicating honestly with other team members.

Whether you're looking to improve your work ethic or this is a value you'd like to imbue on your team or company, take a look at our  Productive Work Habits Customizable Course and our  Time Management Customizable Course . These courses are designed to help individuals create a personalized approach that best suits their personality characteristics and work styles, ensuring the highest probability of improvement and success across the board.

Do you have any questions about work ethic, how to improve it, or how to showcase it? If so, be sure to leave us a comment down below, and we'll get back to you within a day or two! We always do our best to ensure every comment receives a reply in a timely manner, and we'd be more than happy to assist you however we can.

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Brad is President and CEO of HRDQ, a publisher of soft-skills learning solutions, and HRDQ-U, an online community for learning professionals hosting webinars, workshops, and podcasts. His 35+ years of experience in adult learning and development have fostered his passion for improving the performance of organizations, teams, and individuals.

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Social Work Exam Practice and the Updated NASW Code of Ethics

Which of the following is a crucial new component of the Cultural Competence section of the Code of Ethics?

A. Combating Stereotypes

B. Cultural Humility

C. Multicultural Competence

D. Social Justice

What do you think? If you know the Code of Ethics well, you'll recognize three of these as being anything but new.

Let's answer the question with a question, this time more in the style of the ASWB exam.

A social worker is confronted by a client for cultural insensitivity. The social worker, seeing that the client is right, apologizes and seems to repair the rift with the client. What action should the social worker take NEXT to remedy the situation?

A. Revisit the rupture with the client and examine any unspoken resentments.

B. In the next session, ask the client to help her better understand and remedy her biases.

C. Seek guidance from others who share the same culture as the client.

D. Engage in learning, self-reflection, and self-correction regarding the misstep.

Okay, this one kind of answer itself, even if you haven't recently read the update to the Code's Cultural Competency section. One just sounds more like the text of the Code of Ethics. Sometimes on the social work exam you get lucky that way.

Why else is this the right answer? Social workers-and people in general-should take care not to give others (particularly those who are disenfranchised in any way) the extra job of educating and hand-holding and putting-at-ease. That's work-usually unwelcome work. Three of these answers fall into that trap. One-D-does not. If an offered answer suggested seeking guidance from a supervisor regarding the misstep, that might have been the one to choose. It's supervisors' job to help social workers navigate difficult areas, often including their own conscious and unconscious biases. One way to think of it: if you're going to ask someone to do work, try to make sure they're being paid for it.

Cultural humility, by the way-that's the quiz answer. The phrase is new to the Code of Ethics, and describes something that wasn't quite there before. Keeping cultural humility in mind can only make you a better social worker-and all-the-more ready to pass the licensing exam.

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Code of Ethics for Educators

By: NEA Published: September 14, 2020

The National Education Association believes that the education profession consists of one education workforce serving the needs of all students and that the term ‘educator’ includes education support professionals.

The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the NEA or its affiliates.

PRINCIPLE I

Commitment to the student.

The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator--

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.

2. Shall not unreasonably deny the student's access to varying points of view.

3. Shall not deliberately suppress or distort subject matter relevant to the student's progress.

4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.

5. Shall not intentionally expose the student to embarrassment or disparagement.

6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly--

•  Exclude any student from participation in any program
•  Deny benefits to any student
•  Grant any advantage to any student

7. Shall not use professional relationships with students for private advantage.

8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.

PRINCIPLE II

Commitment to the profession.

The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

In fulfillment of the obligation to the profession, the educator--

1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.

2. Shall not misrepresent his/her professional qualifications.

3. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.

4.    Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.

5. Shall not assist a noneducator in the unauthorized practice of teaching.

6. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.

7. Shall not knowingly make false or malicious statements about a colleague.

8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action.

Adopted by the NEA 1975 Representative Assembly

Reference s

• 1 Disability Visibility (Adapted for Young Adults): 17 First-Person Stories for Today
• 2 NEA reacts to Supreme Court’s decision to overturn Chevron
• 3 Educators Gather for 2024 NEA Representative Assembly
• 1 Financial Wellness: An Educator's Guide to Managing Money
• 2 Creating a Positive School Culture: Using Verbal Intervention Strategies for Positive Student Behavior Support
• 3 School Support Services Outsourcing: The Original Privatization of Education

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AHIMA Code of Ethics

The ethical obligations of the health information management (HI) professional include the safeguarding of privacy and security of health information; appropriate disclosure of health information; development, use, and maintenance of health information systems and health information; and ensuring the accessibility and integrity of health information.

Healthcare consumers are increasingly concerned about security and the potential loss of privacy and the inability to control how their personal health information is used and disclosed. Core health information issues include what information should be collected, how the information should be managed, who should have access to the information, under what conditions the information should be disclosed, how the information is retained, when it is no longer needed, and how is it disposed of in a confidential manner. All of the core health information issues are addressed in compliance with state and federal regulations, and employer policies and procedures.

Ethical obligations are central to the professional's responsibility, regardless of the employment site or the method of collection, storage, and security of health information. In addition, sensitive information (e.g., genetic, adoption, substance use, sexual health, and behavioral information) requires special attention to prevent misuse. In the world of business and interactions with consumers, expertise in the protection of information is required.

Purpose of the American Health Information Management Association Code of Ethics

The HIM professional has an obligation to demonstrate actions that reflect values. The American Health Information Management Association (AHIMA) Code of Ethics sets forth these principles. (See also  AHIMA Mission, Vision, Values ) The code is relevant to all AHIMA members, non-members with the Commission on Certification for Health Informatics and Information Management (CCHIIM) certifications, and students enrolled in a formal certificate or degree granting program directly relevant to the AHIMA Purpose regardless of their professional functions, the settings in which they work, or the populations they serve. These purposes strengthen the HIM professional’s efforts to improve overall quality of healthcare.

The AHIMA Code of Ethics serves six purposes:

• Promotes high standards of HIM practice.
• Summarizes broad ethical principles that reflect the profession's core values.
• Establishes a set of ethical principles to be used to guide decision-making and actions.
• Establishes a framework for professional behavior and responsibilities when professional obligations conflict or ethical uncertainties arise.
• Provides ethical principles by which the general public can hold the HIM professional accountable.
• Mentors practitioners new to the field to HIM's mission, values, and ethical principles.

The code includes principles that are enforceable and aspirational. The extent to which each principle is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical principles.

The following principles are based on the core values of the American Health Information Management Association and apply to all AHIMA members, non-members CCHIIM certifications, and students.

• Advocate, uphold, and defend the consumer's right to privacy and the doctrine of confidentiality in the use and disclosure of information.
• Put service and the health and welfare of persons before self-interest and conduct oneself in the practice of the profession so as to bring honor to oneself, their peers, and to the health information management profession.
• Preserve, protect, and secure personal health information in any form or medium and hold in the highest regard health information and other information of a confidential nature obtained in an official capacity, taking into account the applicable statutes and regulations.
• Refuse to participate in or conceal unethical practices or procedures and report such practices.
• Use technology, data, and information resources in the way they are intended to be used.
• Advocate for appropriate uses of information resources across the healthcare ecosystem.
• Recruit and mentor students, peers and colleagues to develop and strengthen professional workforce.
• Represent the profession to the public in a positive manner.
• Advance health information management knowledge and practice through continuing education, research, publications, and presentations.
• Perform honorably health information management association responsibilities, either appointed or elected, and preserve the confidentiality of any privileged information made known in any official capacity.
• State truthfully and accurately one’s credentials, professional education, and experiences.
• Facilitate interdisciplinary collaboration in situations supporting ethical health information principles.
• Respect the inherent dignity and worth of every person.

AHIMA Code of Ethics Guidelines

Violation of principles in the Code of Ethics does not automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of the code are subject to a peer review process. Such processes are generally separate from legal or administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and discipline its own members. Although in some situations, violations of the code would constitute unlawful conduct subject to legal process.

Guidelines for ethical and unethical behavior are provided to assist with the interpretation of the American Health Information Management Association (AHIMA) Code of Ethics. The terms "shall” and “shall not" are used as a basis for setting high standards for behavior. This does not imply that everyone "shall” or “shall not" do everything that is listed. This concept is true for the entire code. If someone engages in the stated activities, ethical behavior is the standard. The guidelines are not a comprehensive list. For example, the statement "safeguard all confidential consumer information to include, but not limited to, personal, health, financial, genetic and outcome information" can also be interpreted as "shall not fail to safeguard all confidential consumer information to include personal, health, financial, genetic, and outcome information."

A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of ethics sets forth values and ethical principles to which a Health Information Management (HIM) professional can aspire and by which actions can be judged. Ethical behaviors result from a personal commitment to engage in ethical practice.

Professional responsibilities often require an individual to move beyond personal values. For example, an individual might demonstrate behaviors that are based on the values of honesty, providing service to others, or demonstrating loyalty. In addition, professional values may require promoting confidentiality, facilitating interdisciplinary collaboration, and refusing to participate or conceal unethical practices. Professional values could require a more comprehensive set of values than an individual’s need to be an ethical agent in one’s own personal life.

The AHIMA Code of Ethics is to be used by AHIMA members, non-members with the Commission on Certification for Health Informatics and Information Management (CCHIIM) certifications, students enrolled in a formal certificate or degree granting program directly relevant to the AHIMA Purposes, and consumers, agencies, organizations, and bodies (such as licensing and regulatory boards, insurance providers, courts of law, government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference. The AHIMA Code of Ethics reflects the commitment of all to uphold the profession's values and to act ethically. Individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments, must apply ethical principles.

The code does not provide a set of rules that prescribe how to act in all situations. Specific applications of the code must consider the context in which it is being considered and the possibility of conflicts among the values and principles.

How to Interpret the Code of Ethics

Principles and guidelines.

The following ethical principles are based on the core values of the American Health Information Management Association and apply to all AHIMA members, non-members with CCHIIM certifications, and students enrolled in a formal certificate or degree granting program directly relevant to the AHIMA Purposes. Guidelines included for each ethical principle are a non-inclusive list of behaviors and situations that can help to clarify the principle. They are not meant to be a comprehensive list of all situations that can occur.

A health information management professional  shall :

1.1. Safeguard all confidential consumer information to include, but not limited to, personal, health, financial, genetic, and outcome information.

1.2. Engage in social and political action that supports the protection of privacy and confidentiality and be aware of the impact of the political arena on the health information issues for the healthcare industry and the public.

1.3. Advocate for changes in policy and legislation to ensure protection of privacy and confidentiality, compliance, and other issues that surface as advocacy issues and facilitate informed participation by the public on these issues.

1.4. Protect the confidentiality of all information obtained in the course of professional service. Disclose only information that is directly relevant or necessary to achieve the purpose of disclosure. Release information only with valid authorization from a consumer or a person legally authorized to consent on behalf of a consumer or as authorized by federal or state regulations. The minimum necessary standard is essential when releasing health information for disclosure activities.

1.5. Promote the obligation to respect privacy by respecting confidential information shared among colleagues, while responding to requests from the legal profession, the media, or other non-healthcare related individuals, during presentations or teaching and in situations that could cause harm to persons.

1.6. Respond promptly and appropriately to consumer requests to exercise their privacy rights (e.g., access, amendments, restriction, confidential communication, etc.). Answer truthfully all consumers’ questions concerning their rights to review and annotate their personal biomedical data and seek to facilitate consumers’ legitimate right to exercise those rights.

2.  Put service and the health and welfare of persons before self-interest and conduct oneself in the practice of the profession so as to bring honor to oneself, peers, and to the health information management profession.

2.1. Act with integrity, behave in a trustworthy manner, elevate service to others above self-interest, and promote high standards of practice in every setting.

2.2. Be aware of the profession's mission, values, and ethical principles, and practice in a manner consistent with them by acting honestly and responsibly.

2.3. Anticipate, clarify, and avoid any conflict of interest, to all parties concerned, when dealing with consumers, consulting with competitors, in providing services requiring potentially conflicting roles (for example, finding out information about one facility that would help a competitor), or serving the Association in a volunteer capacity. The conflicting roles or responsibilities must be clarified and appropriate action taken to minimize any conflict of interest.

2.4. Ensure that the working environment is consistent and encourages compliance with the AHIMA Code of Ethics, taking reasonable steps to eliminate any conditions in the organizations that violate, interfere with, or discourage compliance with the code.

2.5. Take responsibility and credit, including authorship credit, only for work one actually performs, or to which one contributed. Honestly acknowledge the work of and the contributions made by others verbally or written, such as in publication.

A health information management professional  shall   not :

2.6. Permit one’s private conduct to interfere with the ability to fulfill one’s professional responsibilities.

2.7. Take unfair advantage of any professional relationship or exploit others to further one’s own personal, religious, political, or business interests.

3.1. Safeguard the privacy and security of written and electronic health information and other sensitive information. Take reasonable steps to ensure that health information is stored securely and that consumers’ data and information is not available to others who are not authorized to have access. Prevent inappropriate disclosure of individually identifiable information.

3.2. Take precautions to ensure and maintain the confidentiality of information transmitted, transferred, or disposed of in the event of termination, incapacitation, or death of a healthcare provider to other parties through the use of any media.

3.3. Inform recipients of the limitations and risks associated with providing services via electronic or social media (e.g., computer, telephone, fax, radio, and television).

A health information management professional  shall:

4.1. Act in a professional and ethical manner at all times.

4.2. Take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues. If needed, utilize the AHIMA Policy and Procedures for Disciplinary Review and Appeal for potential ethics complaints.

4.3. Be knowledgeable about established policies and procedures for handling concerns about colleagues' unethical behavior. These include policies and procedures created by AHIMA, licensing and regulatory bodies, employers, supervisors, agencies, and other professional organizations.

4.4. Seek resolution if there is a belief that a colleague has acted unethically or if there is a belief of incompetence or impairment by discussing one’s concerns with the colleague when feasible and when such discussion is likely to be productive.

4.5. Consult with a colleague when feasible and assist the colleague in taking remedial action when there is direct knowledge of a health information management colleague's incompetence or impairment.

4.6. Take action through appropriate formal channels, such as contacting an accreditation or regulatory body and/or the AHIMA Professional Ethics Committee if needed.

4.7. Cooperate with lawful authorities as appropriate.

A health information management professional  shall not :

4.8. Participate in, condone, or be associated with dishonesty, fraud and abuse, or deception. A non-inclusive list of examples includes:

• Allowing patterns of optimizing or minimizing documentation and/or coding to impact payment
• Assigning codes without provider documentation
• Coding when documentation does not justify the diagnoses or procedures that have been billed
• Miscoding to avoid conflict with others
• Engaging in negligent coding practices
• Hiding or ignoring review outcomes, such as performance data
• Failing to report licensure status for a provider through the appropriate channels
• Recording inaccurate data for accreditation purposes
• Allowing inappropriate access to genetic, adoption, health, or behavioral health information
• Misusing sensitive information about a competitor
• Developing a “record set” that excludes meaningful consumer information to be shared with consumers to protect the health system or specific providers
• Violating the privacy of individuals

Refer to the AHIMA Standards of Ethical Coding for additional guidance.

4.9. Engage in any relationships with a consumer where there is a risk of exploitation or potential harm to the consumer.

5.1. Use healthcare employer technology resources within the confines of organizational policies.

5.2. Ensure all data and resulting information accessed and derived from healthcare technology resources are not used outside of the scope of the job.

5.3. Compromise the integrity of healthcare data through any intentional acts or acts that are generally known to create risks to data integrity.

6.1. Verify requests for data and information are based on appropriate, verifiable needs and conditions and fall within the confines of organizational policies, regulations, and laws.

6.2. Educate stakeholders about the need to maintain data integrity and the potential impacts should data integrity not be maintained.

6.3. Manipulate information systems to produce or display data and resulting information that is intentionally misleading

• Recruit and mentor students, staff, peers, and colleagues to develop and strengthen professional workforce.

7.1. Provide directed practice opportunities for students.

7.2. Be a mentor for students, peers, and new health information management professionals to develop and strengthen skills.

7.3. Be responsible for setting clear, appropriate, and culturally sensitive boundaries for students, staff, peers, colleagues, and members within professional organizations.

7.4. Evaluate students' performance in a manner that is fair and respectful when functioning as educators or clinical internship supervisors.

7.5. Evaluate staff's performance in a manner that is fair and respectful when functioning in a supervisory capacity.

7.6. Serve an active role in developing HIM faculty or actively recruiting HIM professionals.

7.7. Engage in any relationships with a person (e.g. students, staff, peers, or colleagues) where there is a risk of exploitation or potential harm to that other person.

8.1. Be an advocate for the profession in all settings and participate in activities that promote and explain the mission, values, and principles of the profession to the public.

• Advance health information management knowledge and practice through continuing education, research, publications, and presentations .

9.1. Develop and enhance continually professional expertise, knowledge, and skills (including appropriate education, research, training, consultation, and supervision). Contribute to the knowledge base of health information management and share one’s knowledge related to practice, research, and ethics.

9.2. Base practice decisions on recognized knowledge, including empirically based knowledge relevant to health information management and health information management ethics.

9.3. Contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the health information management profession. These activities may include teaching, research, consultation, service, legislative testimony, advocacy, presentations in the community, and participation in professional organizations.

9.4. Engage in evaluation and research that ensures the confidentiality of participants and of the data obtained from them by following guidelines developed for the participants in consultation with appropriate institutional review boards.

9.5. Report evaluation and research findings accurately and take steps to correct any errors later found in published data using standard publication methods.

9.6. Design or conduct evaluation or research that is in conformance with applicable federal or state laws.

9.7. Take reasonable steps to provide or arrange for continuing education and staff development, addressing current knowledge and emerging developments related to health information management practice and ethics.

10.1. Perform responsibly all duties as assigned by the professional association operating within the bylaws and policies and procedures of the association and any pertinent laws.

10.2. Uphold the decisions made by the association.

10.3. Speak on behalf of the health information management profession and association, only while serving in the role, accurately representing the official and authorized positions of the association.

10.4. Disclose any real or perceived conflicts of interest.

10.5. Relinquish association information upon ending appointed or elected responsibilities.

10.6. Resign from an association position if unable to perform the assigned responsibilities with competence.

10.7. Avoid lending the prestige of the association to advance or appear to advance the private interests of others by endorsing any product or service in return for remuneration. Avoid endorsing products or services of a third party, for-profit entity that competes with AHIMA products and services. Care should  also  be exercised in endorsing any other products and services.

11.1. Make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the health information management profession, a professional health information association, or one’s employer.

11.2. Claim and ensure that representation to consumers, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, services provided, training, certification, consultation received, supervised experience, and other relevant professional experience are accurate.

11.3. Claim only those relevant professional credentials actually possessed and correct any inaccuracies occurring regarding credentials.

11.4. Report only those continuing education units actually earned for the recertification cycle and correct any inaccuracies occurring regarding CEUs.

12.1. Participate in and contribute to decisions that affect the well-being of consumers by drawing on the perspectives, values, and experiences of those involved in decisions related to consumers.

12.2. Establish clearly professional and ethical obligations of the interdisciplinary team as a whole and of its individual members.

12.3. Foster trust among group members and adjust behavior in order to establish relationships with teams.

13.1. Treat each person in a respectful fashion, being mindful of individual differences and cultural and ethnic diversity.

13.2. Promote the value of self-determination for each individual.

13.3. Value all kinds and classes of people equitably, deal effectively with all races, cultures, disabilities, ages and genders.

13.4. Ensure all voices are listened to and respected.

Acknowledgement

Adapted with permission from the 1999 Code of Ethics of the National Association of Social Workers.

National Association of Social Workers.  Code of Ethics . 2017. Available online on the NASW web site.

AHIMA. Code of Ethics, 1957, 1977, 1988, 1998, and 2004, 2011.

AHIMA. Standards of Ethical Coding. 2016. Available in the AHIMA Body of Knowledge.

Harman L., Cornelius F.  Ethical Health Informatics :  Challenges and Opportunities  (formerly titled  Ethical Challenges in the Management of Health Information ). 3rd ed. Burlington, Massachusetts: Jones & Bartlett Learning; 2017.

McWay, D.C.  Legal and Ethical Aspects of Health Information Management , 4th ed. Clifton Park, NY: Cengage Learning; 2014.

Revised & adopted by AHIMA House of Delegates – (April 29, 2019)

5. Social Workers' Ethical Responsibilities to the Social Work Profession

NASW Code of Ethics: Ethical Standards

5.01 Integrity of the Profession

(a) Social workers should work toward the maintenance and promotion of high standards of practice.

(b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession. Social workers should protect, enhance, and improve the integrity of the profession through appropriate study and research, active discussion, and responsible criticism of the profession.

(c) Social workers should contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the social work profession. These activities may include teaching, research, consultation, service, legislative testimony, presentations in the community, and participation in their professional organizations.

(d) Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics. Social workers should seek to contribute to the profession’s literature and to share their knowledge at professional meetings and conferences.

(e) Social workers should act to prevent the unauthorized and unqualified practice of social work.

5.02 Evaluation and Research

(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions.

(b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge.

(c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice.

(d) Social workers engaged in evaluation or research should carefully consider possible consequences and should follow guidelines developed for the protection of evaluation and research participants. Appropriate institutional review boards should be consulted.

(e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate; without undue inducement to participate; and with due regard for participants’ well-being, privacy, and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research.

(f) When using electronic technology to facilitate evaluation or research, social workers should ensure that participants provide informed consent for the use of such technology. Social workers should assess whether participants are able to use the technology and, when appropriate, offer reasonable alternatives to participate in the evaluation or research.

(g) When evaluation or research participants are incapable of giving informed consent, social workers should provide an appropriate explanation to the participants, obtain the participants’ assent to the extent they are able, and obtain written consent from an appropriate proxy.

(h) Social workers should never design or conduct evaluation or research that does not use consent procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and responsible review of the research has found it to be justified because of its prospective scientific, educational, or applied value and unless equally effective alternative procedures that do not involve waiver of consent are not feasible.

(i) Social workers should inform participants of their right to withdraw from evaluation and research at any time without penalty.

(j) Social workers should take appropriate steps to ensure that participants in evaluation and research have access to appropriate supportive services.

(k) Social workers engaged in evaluation or research should protect participants from unwarranted physical or mental distress, harm, danger, or deprivation.

(l) Social workers engaged in the evaluation of services should discuss collected information only for professional purposes and only with people professionally concerned with this information.

(m) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of participants and of the data obtained from them. Social workers should inform participants of any limits of confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing research data will be destroyed.

(n) Social workers who report evaluation and research results should protect participants’ confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosure.

(o) Social workers should report evaluation and research findings accurately. They should not fabricate or falsify results and should take steps to correct any errors later found in published data using standard publication methods.

(p) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual relationships with participants, should inform participants when a real or potential conflict of interest arises, and should take steps to resolve the issue in a manner that makes participants’ interests primary.

(q) Social workers should educate themselves, their students, and their colleagues about responsible research practices.

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Work Ethics

Copyright © 2024 Georgia Piedmont Technical College

495 North Indian Creek Drive Clarkston, GA 30021 404-297-9522 Map & Directions

Georgia Piedmont Technical College instructs and evaluates students on work ethics in all programs of study in designated courses in each of the academic schools, excluding Arts and Sciences. The ten work ethic traits: appearance, attendance, attitude, character, communication, cooperation, organizational skills, productivity, respect and teamwork are defined as essential for student success and are listed below. The definition of each of these traits has been integrated into the program courses of each program curriculum, thereby allowing each program to make work ethics a relevant and meaningful part of the program curriculum.

• Appearance: Displays proper dress, grooming, hygiene, and manners.
• Attendance: Attends class, arrives and leaves on time, tells instructor in advance of planned absences, and makes up assignment promptly.
• Attitude: Shows a positive attitude, appears confident and has true hopes of self.
• Character: Displays loyalty, honesty, dependability, reliability, initiative, and self-control.
• Communication: Displays proper verbal and non-verbal skills and listens.
• Cooperation: Displays leadership skills; properly handles criticism, conflicts, and stress; maintains proper relationships with peers and follows chain of command.
• Organizational Skill: Shows skills in management, prioritizing, and dealing with change.
• Productivity: Follows safety practices, conserves resources, and follows instructions.
• Respect: Deals properly with diversity, shows understanding and tolerance.
• Teamwork: Respects rights of others, is a team worker, is helpful, is confident, displays a customer service attitude, and seeks continuous learning.

Georgia Piedmont Tech strives to ensure a strong culture of work ethic that is the focus for both staff and students. The promotion of proper classroom and on-the-job conduct is the duty of all. Courses reinforce the work ethics traits through discussion, modeling of conduct, and in homework. Instructors continually include the work ethics traits informally throughout the program courses. Work ethics is stressed formally in courses listed below. A work ethic grade of Pass (2) or Fail (0) will appear on student’s transcript.

Three primary results of the work ethics program make it a winning proposition for all concerned. The results are:

• Students begin employment with positive work ethic skills, which will enhance their value as employees.
• Instructors develop more motivated and attentive students.
• Employers acquire employees with desirable work habits.

The following courses teach work ethics as part of the programs:

School of Business & Computer Information Systems

• Bank Business and Information Systems (BAFN 1105)
• Financial Accounting I (ACCT 1100)
• Desktop Publishing & Presentation Applications (BUSN 1430)
• Applied Office Procedures (BUSN 2210)
• Legal Administrative Procedures (BUSN 2220)
• Computer Concepts (CIST 1001)
• Introduction to Health Information Technology (HIMT 1100)
• Supervision and Leadership in the Hospitality Industry (HRTM 1220)
• Principles of Management (MGMT 1100)
• Principles of Marketing (MKTG 1100)
• Marketing Internship/Practicum (MKTG 2290)
• Transit Industry Fundamentals (TRST 1000)

School of Industrial Technologies and Legal Studies

• Refrigeration Fundamentals (AIRC 1005)
• Introduction to Diesel Technology, Tools, and Safety (DIET 1000)
• HVACR Electrical Fundamentals (AIRC 1030)
• Introduction to Welding Technology (WELD 1000)
• DC Circuit Analysis
(IDSY 1101)
• Automotive Technology Introduction (AUTT 1010)
• Soldering Technology (ELCR 1005)
• Motorcycle Maintenance (MCST 1110)
• Introduction to Green Building
(GRBT 1001)
• Introduction to Engineering Technology (ENGT 1000)
• Networking Systems II 
(ECET 2210)

School of Health and Professional Services

• Science: Sterilization, Sanitation, and Bacteriology (BARB 1100)
• Patient Care Fundamentals (NAST 1150)
• Salon Management
(COSM 1120)
• Introduction to Clinical Laboratory Technology (CLBT 1010)
• Medical Office Procedures
(MAST 1060)
• Introduction to Venipuncture (PHLT 1030)
• Nursing Fundamentals (PNSG 2030)
• Nursing Leadership (PNSG 2410)

School of Education and New Media

• Practicum/Internship (DMPT 2905)
• Exit Review (DMPT 2930)
• Early Childhood Care and Education Practicum (ECCE 1121)
• Early Childhood Care and Education Internship (ECCE 2240)
• CAD Fundamentals (DFTG 1101)

(These lists are subject to change, 3/13/2017)

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