We believe that the fundamental source of motivation to an individual is their interest. This interest is not an abstraction but a real experience and visualization for each of us. For example: A young boy’s interest in bikes is a real visual experience with an object called bike and a perceived experience of acceptance, power and freedom realized through association with that bike.
We also assume the fundamental reason for acquiring knowledge through the process of formal education is to prepare oneself for a formal work journey. Usually the unit of engagement with the world of work is referred to loosely as career, profession or a job. To be eligible to engage with this world of work, it is believed that one needs a qualification.
The current approach to tying academic preparation to an eventual work journey is through the connector called ‘qualification’. Students, the future professionals, therefore tend to find their interest in qualifications as a surrogate to preferred ‘career’ choices. Career too is very loosely understood for we often hear aspirations of having a ‘MNC Career’. This disconnect, often leads to students seeing INTERESTs and CAREERs as two disconnected worlds.
The JA impact fundamentally presupposes a hypothesis viz.: Individuals deliver well when they are able to relate to their professions effortlessly. This requires alignment between the individual’s motivation and the experience derived from engaging in respective work activity.
What therefore is the individual’s motivation? To which interest does this motivation lead them to? How does this Interest then translate into a set of jobs, roles, functions, organizations, professions and careers?
To explain with an example: When the little girl loves chocolates and the experience of the joy derived from chocolates – be it eating or gifting them, today she may see her interest in Chocolates disjointed from her need to become a Commerce graduate. But we also know Cadbury’s does have a set of finance/commerce professionals assisting them in pricing their chocolates well.
JA’s response: Help students discover their alignments through JA’s Work Readiness programs. The overall intent of Work Readiness programs is to give children a structured methodology / an approach to deal with the complex and unknown World of Work of which they will be integral part. The programs are designed not so much as to give the right answers to children as would be the case of Career Guidance programs, but to create an Awareness of the World of Work, a greater Appreciation of what the World of Work constitutes, an Understanding of Self with respect to the World of Work and some Actionable steps that they can take to be a more informed and deliberate participant of this World of Work leading to a better thought through decision.
The overall result JA hopes for is Work Ready individuals who have gone through the right set of educational steps to reach a workplace. A workplace they have chosen, where they can outperform for they enjoys their work and thereby better contribute to the environment by generating maximum outcomes with minimal inputs.