Description

The Labor and Learning Progressions (commonly associated with the working-learning-service level) establish functional levels and learning objectives for different types of work. Beginning at basic levels of work, students are expected to progress to more skilled and responsible levels. Through these experiences, it is expected that student workers will: 1) develop good work habits and attitudes, 2) gain an understanding of personal interests, skills and limitations, and 3) exercise creativity, problem-solving and responsibility. Students in advanced positions learn the qualities of leadership, standard setting, and effective supervision. Work-Learning-Service (WLS) levels are linked to hourly scholarship rates. The awarding of a WLS level is based entirely upon the level of work and responsibilities a student assumes and not on classification.

FUNCTIONAL LEVELS	LEARNING OBJECTIVES
Entry Level: WLS 1	Basic Work Habits and Attitudes
Unskilled work	Meeting schedules
Under supervision or structure	Meeting standards of performance
Repetitive or routine in training	Efficient use of time
	Healthy attitudes toward work and supervision
	Working with others
	Sharing responsibility
	Recognition of importance of work
	Learning basic skills and information

Intermediate Level : WLS 2	Responsibility and Skill Development
Semi-skilled work	Taking personal responsibility
Less direct supervision	Application of knowledge to situation
Some independent judgment	Self-identification of skills, talents, interests, and limitations
Semi- independent knowledge of position	Learning and developing confidence in skills
Some work variety	Appreciation of work as a process as well as in terms of product
Skilled Level: WLS 3	Creativity and Awareness
Skilled work	Importance of initiative
Little direct supervision	Awareness of needs
Independent judgment of procedures	Problem identification
Variety and depth	Analytical ability
Contributes to improvement	Problem solving
	Role of standards and leadership

Advanced Level: WLS 4	Understanding and Commitment
Program or skill competence at senior level	Understanding relationships between individuals, institutions, and processes
Only general supervision received	Comprehension of values, realities, and goals
Either provides supervision to others or exercises other skills and judgment	Ability to articulate and interpret observations, experiences, and understanding
	Commitment to service essential to the department

Management Level: WLS 5	Supervision and Management
Senior-level autonomy	Understanding of departmental management
Makes independent judgments on application of Policy	Taking responsibility for the effectiveness of others
Accepts management responsibility	Awareness of departmental and institutional relationships
High technical or skill training	Teaching and instruction techniques
	Communication and interpersonal skills
	Evaluation of workers and procedures

Director Level: WLS 6	Leadership and Autonomy
Assumes program directing role	Understanding of leadership in community context
Significant management responsibility	Development of responsible autonomy
Substantial supervisory responsibility	Ability to transmit values and interpretations to others
Responsible for planning, training, and instruction	Confidence of self-knowledge and value commitments
Serves as role model for Berea community	Living the values of Berea's commitments
	High degree of independence

Up one level

Work-Learning-Service Levels (WLS)