Student Labor Evaluation (SLE): An Online, Web-Based Tool

The Student Labor Evaluation (SLE) process promotes student personal and professional development in the workplace by establishing performance standards consistent with the Berea College Workplace Expectations, assessing fulfillment of those standards, and determining ways in which the student and supervisor(s) / mentor(s) can collaborate to enhance student learning opportunities. The completion of this regular evaluation process creates a documented work performance history for each student as well as fulfills Berea College and federal compliance guidelines.

As part of the development plan, students should expect supervisors to conduct a mid-point evaluation at the middle of the labor position participation agreement period and a final evaluation at the conclusion of the labor position participation agreement (defined by the status form). In addition, supervisors are encouraged to have periodic conversations with students about position performance and to offer suggestions as well as provide opportunities for continued reflection and growth. Evaluations focus on seven (7) core areas of position performance including: attendance, accountability, teamwork, initiative, respect, learning, and position specific (based on individual departmental position descriptions).

Labor evaluation results are a central component of the labor transcript with performance ratings appearing for each position in a term or summer period. Because these performance ratings provide an advantage in future career seeking opportunities, students should strive to perform at the highest levels in every position held at Berea College.

Students who are not performing satisfactorily in a labor position and receive a score of 59 or below, are subject to being placed on Labor Probation for unsatisfactory performance within the department. (See Labor Probation and Suspension.)

Staff or Faculty Labor Supervisors assume the role of practical instructors within the program and evaluate, using the Student Labor Evaluation (SLE) described below, the student’s performance based on seven performance expectations (learning outcomes). Descriptors under the performance expectations describe the general learning outcomes that apply to the performance expectation. The descriptors are also linked to the seven Labor Learning Goals of the program and to the Workplace Expectations* of the college that apply. The seventh performance expectation “Position Specific” ties directly to the position description which defines the specific skill sets and requirements of the position which are evaluated under the position specific expectation. All student labor positions are defined by a position description and include specific learning opportunities and required skill sets that are embedded in the position. See the summary spreadsheet below to view how the various learning outcomes are integrated/linked to the seven performance expectations.

Work Place Expectations	Evaluation Performance expecations/descriptors	labor learning goals (llg)
Supported in... #2 Acts with integrity and caring; #4 Works as a team	Attendance is punctual and arrives on time for work as scheduled and/or required give advance notices of absences	Supported in... Learning Goal #5- to develop and sustain both workplace habits (e.g., timeliness, healthy attitudes about working and co-workers, motivation to work well, flexibility and discipline, accountability and initiative, willingness to learn and to share learning, etc.) and job-specific practical skills, abilities, or knowledge (e.g., software)
Supported in... #2 Acts with integrity and caring; #4 Works as a team	Accountability manages time well and is able to provide timely completion of job assignments supports workplace policies and procedures including dress and safety requirements	Supported in... Learning Goal #5 (see above)
#6 Encourage plain and sustianable living	ensures proper care of college equipment, facilities, materials, and work environment.	Learning Goal #2- to develop and sustain understandings of working well in communitiy - of what is to work well, of how to work well, of why work well. This may includes systems and interrelationships within workplaces and community, general principles ground specific tasks, and practices pertaining to use of resources and sustainability.
Supported in... #4 Works as a team; #3 Value all people; #7 Celebrate work well done	Teamwork demonstrates willingness to work, support, and collaborate with supervisors and co-workers while promoting a positive atmosphere in the workplace for all	Supported in... Learning Goals #2 and #5 Learning Goal #4 - to develop and sustain abilities to solve novel, complex, multifaceted problems as they arise, whether working collaboratively or individually.
#4 Works as a team; #1 Exhibit enthusiasm for learning	demonstrates an understanding of the relationship of his/her work to the work of others within the department
Is supported in... #5 Serve others; #2 Act with integrity and caring	Initiative Consistently completes job assignments without need for constant supervision	Is supported in... Learning Goal #5 (see above)
#5 Serve others; #7 Celebrate work well done	Is a self-starter with the ability to adjust and adapt to change as needed	Learning Goal #5 (see above)
Is supported in... #2 Act with integrity and caring; #3 Value all people; #4 Works as a team	Respect Exhibits professional conduct in the workplaces and interacts respectfully with all people including supervisors, co-workers and those being served	Is supported in... Learning Goal #3 - to develop and sustain abilities to communicate, collaborate, and interact with others as compassionate and care human beings; as diverse people both similar and different from each other; and as co-workers with shared goals.
#3 Value all people; #4 Works as a team	Respectfully deals with conflict and differing points of view	Learning Goal #4 (see above)
Is supported in... #1 Exhibit enthusiasm for learning	Learning Enhances the effectiveness of co-workers and the department by sharing knowledge	Is supported in...
#1 Exhibit enthusiasm for learning	Demonstrates an interest in acquiring new skills	Learning Goal #5 (see above)
#1 Exhibit enthusiasm for learning	Seeks to reflect and understand the value of the job and how it relates to personal development	Learning Goal #5 (see above) #1 - To develop and sustain habits of understanding all working as both independent and interdependent contribution to a community integrating learning, labor, and service. #6 - To develop and sustain abilities to learn how to learn, including habits of offering and accepting constructive criticism and habits of effective reflection, including reflection about broad, deep issues related to labor, work, and the world of work beyond Berea
The degree to which a job description supports Workplace Expectations will vary from job to job.	Job Specific The degree to which this student fulfills the basic labor requirements, objectives, and learning goals as set forth in his/her job description. Meeting expectations for the position is the degree to which student fulfills the job related requirements for the position while Exceptional Performance would relate to the maximum degree in which student takes advantage and participates in the additional development aspect of the job such as the learning opportunities, etc...	The degree to which a job description supports Workplace Expectations will vary from job to job.

Notice and Disclaimer

This online publication is the official text of the Berea College Catalog & Student Handbook. Berea College reserves the right to amend, revise, or modify content within this publication at any time.

Posted: 9-27-2011

Updated by Beverly Penkalski and Wanda Burch