Description

WLS levels establish functional levels and learning objectives for the different kinds of work-learning experiences available across campus. Students typically begin at a basic level of work and are expected to progress toward more skilled and responsible positions over time. Through this progression, students develop strong work habits and attitudes, gain a clearer understanding of their own interests, skills, and areas for growth, and exercise creativity, problem-solving, and responsibility. Students in more advanced positions also develop qualities of leadership, standard-setting, and effective supervision.

A WLS level is tied to a scholarship disbursement rate and is based entirely on the level of work and responsibility a student assumes, not on their academic classification or year in school.

Functional Level	Learning Objectives
Entry Level: WLS 1 Foundational work Under supervision or structure Repetitive or routine, in training	Basic work habits and attitudes: meeting schedules and standards of performance, efficient use of time, healthy attitudes toward work and supervision, working with others, sharing responsibility, recognizing the importance of the work, and learning basic skills and information
Intermediate Level: WLS 2 Semi-skilled work Less direct supervision Some independent judgment Semi-independent knowledge of position Some work variety	Responsibility and skill development: taking personal responsibility, applying knowledge to new situations, identifying one's own skills, talents, interests, and limitations, building confidence in developing skills, and appreciating work as a process, not only a product
Skilled Level: WLS 3 Skilled work Little direct supervision Independent judgment of procedures Variety and depth Contributes to improvement	Creativity and awareness: taking initiative, identifying needs, defining and analyzing problems, solving problems, and understanding the role of standards and leadership
Advanced Level: WLS 4 Senior-level program or skill competence Only general supervision received Provides supervision to others, or exercises advanced skills and judgment	Understanding and commitment: understanding relationships between individuals, institutions, and processes, comprehending values, realities, and goals, articulating and interpreting observations and experiences, and committing to service essential to the department
Management Level: WLS 5 Senior-level autonomy Makes independent judgments applying policy Accepts management responsibility High technical or skill training	Supervision and management: understanding departmental management, taking responsibility for the effectiveness of others, understanding departmental and institutional relationships, developing teaching and instruction techniques, strengthening communication and interpersonal skills, and evaluating workers and procedures
Director Level: WLS 6 Assumes a program-directing role Significant management responsibility Substantial supervisory responsibility Responsible for planning, training, and instruction Serves as a role model for the Berea community	Leadership and autonomy: understanding leadership in a community context, developing responsible autonomy, transmitting values and interpretations to others, developing confidence grounded in self-knowledge and value commitments, living the values of Berea's Great Commitments, and demonstrating a high degree of independence

Functional Level

Learning Objectives

Entry Level: WLS 1
Foundational work
Under supervision or structure
Repetitive or routine, in training

Basic work habits and attitudes: meeting schedules and standards of performance, efficient use of time, healthy attitudes toward work and supervision, working with others, sharing responsibility, recognizing the importance of the work, and learning basic skills and information

Intermediate Level: WLS 2
Semi-skilled work
Less direct supervision
Some independent judgment
Semi-independent knowledge of position
Some work variety

Responsibility and skill development: taking personal responsibility, applying knowledge to new situations, identifying one's own skills, talents, interests, and limitations, building confidence in developing skills, and appreciating work as a process, not only a product

Skilled Level: WLS 3
Skilled work
Little direct supervision
Independent judgment of procedures
Variety and depth
Contributes to improvement

Creativity and awareness: taking initiative, identifying needs, defining and analyzing problems, solving problems, and understanding the role of standards and leadership

Advanced Level: WLS 4
Senior-level program or skill competence
Only general supervision received
Provides supervision to others, or exercises advanced skills and judgment

Understanding and commitment: understanding relationships between individuals, institutions, and processes, comprehending values, realities, and goals, articulating and interpreting observations and experiences, and committing to service essential to the department

Management Level: WLS 5
Senior-level autonomy
Makes independent judgments applying policy
Accepts management responsibility
High technical or skill training

Supervision and management: understanding departmental management, taking responsibility for the effectiveness of others, understanding departmental and institutional relationships, developing teaching and instruction techniques, strengthening communication and interpersonal skills, and evaluating workers and procedures

Director Level: WLS 6
Assumes a program-directing role
Significant management responsibility
Substantial supervisory responsibility
Responsible for planning, training, and instruction
Serves as a role model for the Berea community

Leadership and autonomy: understanding leadership in a community context, developing responsible autonomy, transmitting values and interpretations to others, developing confidence grounded in self-knowledge and value commitments, living the values of Berea's Great Commitments, and demonstrating a high degree of independence

Up one level

Work-Learning-Service Levels (WLS)