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 supervisory 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.




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