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    For decades, academic librarians across the country have been evaluated for promotion and tenure by systems closely matching the tenure review process for faculty. In these same libraries, however, paraprofessionals or library assistants did not have systems in place that either encouraged growth within the profession or acknowledged professional contributions. This article describes the Career Ladders Program (CLP) for library paraprofessionals, which encourages growth and acknowledges the contributions that staff make to their institution and the profession.
    In many of our libraries, paraprofessionals are key players in decision making and have operational responsibilities that years ago belonged only to librarians. The shift in many of our organizations toward team-based and less hierarchical structures has made the line between the work of the librarian and that of the paraprofessional less defined. These new structures require a new look at the career paths available to paraprofessionals that provide opportunities for advancement similar to those enjoyed by librarians.
    CLP was based on studies done at a public research university, but the program's implementation and evaluation can be adapted for use in unionized, nonunionized, public, private, small, or large libraries. The implementation and evaluation of this program is based on themes that exist in a large number of universities within the United States, with an overall theme of recognizing individual staff for the growth they achieve within a prescribed job description. The program outlined in the following paragraphs is a new concept for library administration and is presented to help open new avenues for libraries looking to expand opportunities for their paraprofessionals.
    CLP was designed to benefit the entire organization and reaffirm the value of learning, growing, and applying new skill sets to the changing work of the twenty-first-century academic library. It is a new component to the reward structures that aligns with other organizational systems, such as performance evaluations, merit reviews and compensation, professional development, promotion for librarians, and reclassification within job descriptions. It reinforces the important contributions of paraprofessionals to organizational success and represents the commitment the organization has made to their growth and development. It encourages the development of professional competencies that are known to result in greater productivity, greater job satisfaction, and, ultimately, greater retention. This commitment to continuous growth and skills development can result in a librarywide culture shift toward that of a learning organization.
    Most libraries devote thousands of dollars and people-hours to learning, training, and skills development. This investment is regarded as the way to move the institution forward and to prepare staff for new work required in the constantly changing environment of academic libraries. In turn, this investment has created greater expectations of staff. They are now accountable for using these new skills to find efficiencies in their work processes and to move to new levels of performance. The questions continually posed are: What are staff doing differently because of this training? How are staff using this training to better the library or themselves? What impact is this training having on customers, services, or programs? CLP can assist the library by documenting the specific ways in which these financial investments are developing staff and benefiting users.

THE CAREER LADDERS PROGRAM
    CLP offers paraprofessionals two avenues for development. The first is movement between job classifications. When this occurs, it is promotion or reclassification and is based on the job the individual holds. This movement is usually the result of a job audit in which an individual's job is reviewed for added duties and responsibilities.
    The second avenue examines individual development within the current job classification and is referred to as tier movement. This is the cornerstone of CLP. Paraprofessionals may move among three tiers-developing, accomplished, and mastery-within each job classification. Movement is based on documentation contained in the career portfolio and is evaluated by a Peer Review Committee (PRC), which then makes recommendations to the library administrator. Via the promotion and reclassification process, each successful paraprofessional begins the review process in the developing tier.
    Paraprofessionals in the developing tier are generally characterized as demonstrating successful execution of all the responsibilities associated with their job assignment as well as demonstrating an understanding of departmental and library work processes and services tangential to their own individual job assignment. At the accomplished level, paraprofessionals surpass the developing tier and are generally characterized as regularly evaluating their own job assignment and initiating or suggesting improvements to achieve efficiencies or to improve delivery of services, while exemplifying a standard for service excellence in their own job assignment. At the mastery level, paraprofessionals surpass the developing and accomplished tier and exemplify a standard for service excellence in their own job assignment, and are generally characterized as demonstrating leadership in significant processes or quality improvements in broader departmental and library applications.

CRITERIA FOR TIER MOVEMENT
    The University of Connecticut (UC) began planning their CLP by surveying other research libraries to discover if there were similar programs in use. A few institutions reported that they were in the process of addressing these issues, but no documentation existed. A review of all internal job descriptions was then conducted in order to get an accurate sense of the work being performed by paraprofessionals throughout the system.
    A recent reorganization at UC flattened the organization, created seven operational areas, and introduced a team-based structure that included area and cross-functional teams with rotating team leaders. This reorganization resulted in a greater degree of independent action and involvement in decision making as well as much more complexity and variety in job responsibilities than before. Under the new organizational structure, paraprofessionals were empowered to participate in team decision making and to actively solve problems, and they were given greater autonomy in carrying out specific tasks. They were required to expand their knowledge base beyond their existing library specialty and, in many cases, to use a variety of skills to respond to the challenge of technological developments to better address patron demands and their heightened expectations of the library. CLP and the criteria for each tier reflect this culture shift.
    The criteria ultimately developed accommodated the changes in the organization and the new workflows created by the change. The criteria reflect organizational values, current library trends, and performance expectations, and can be applied across the board to all paraprofessional jobs. The five criteria adopted are as follows:
    * years in service;
    * leadership and initiative;
    * critical thinking and problem-solving skills;
    * distinctive knowledge and skills; and
    * commitment to community and service.
    The five criteria were applied by PRC to evaluate staff members based on their documented achievements. They were first applied to determine in which tier level to place each member of the paraprofessional staff.

CRITERION 1: YEARS IN SERVICE
    For a paraprofessional to move from the developing to the accomplished tier, there needed to be a minimum of one year of service at the developing tier. Movement from accomplished to mastery required a minimum of two years of service at the accomplished tier.
    The second, third, fourth, and fifth criteria required a paraprofessional to demonstrate progressive development in the areas of leadership, problem solving, knowledge, and service, respectively.

CRITERION 2: LEADERSHIP AND INITIATIVE
    To move from the developing to accomplished tier, a paraprofessional must have performed the individual job assignment efficiently while taking the initiative to go beyond day-to-day responsibilities. In order to move from accomplished to mastery, a paraprofessional must have demonstrated leadership in the operational area, librarywide responsibilities, and evidence of achieving library strategic initiatives. Some examples of leadership and initiative considered are:
    * active initiative within work teams and the area beyond day-to-day responsibilities [accomplished];
    * assuming leadership roles on teams and committees and in professional/scholarly groups [accomplished];
    * making positive contributions in one's job area [accomplished];
    * active initiative (volunteering to take on responsibilities) within work teams and area [mastery];
    * demonstrating participation in and meaningful contributions to area teams, project teams, and committees [mastery];
    * proactively pursuing self-assessment and development and providing guidance for the development of coworkers [mastery];
    * developing connections between one's work and work outside this area [mastery]; and
    * demonstrating leadership role on teams and committees and in professional/scholarly groups [mastery].

CRITERION 3: CRITICAL THINKING AND PROBLEM-SOLVING SKILLS
    To move from the developing to the accomplished tier, a paraprofessional must have demonstrated the ability to assess needs and independently develop or suggest solutions within the team, area, or library as a whole. To move from accomplished to mastery, paraprofessional staff must have demonstrated expertise in one or more areas of librarianship, scholarship, and information technology, and must have consistently applied expert knowledge and skills for broader area or librarywide needs. Some examples of critical thinking and problem solving are:
    * identifying significant problems or needs [accomplished];
    * significantly contributing to resolutions and improvements in one's area [accomplished];
    * identifying significant problems or needs and documenting potential resolutions [accomplished];
    * developing connections between one's work and work outside one's area [mastery]; and
    * implementing and documenting strategies employed and steps taken to resolve significant problems or needs [mastery].

CRITERION 4: DISTINCTIVE KNOWLEDGE AND SKILLS
    To move from the developing to the accomplished tier, a paraprofessional must have demonstrated the ability to adapt to change by continually updating knowledge of trends in librarianship, scholarship, and information technology. Further, the staff member must demonstrate consistent application of new knowledge and skills within the operational area, particularly to achieve efficiencies or improve delivery of service. In order to move from accomplished to mastery, the paraprofessional must have demonstrated expertise in electronic information and possess the ability to adapt to and apply changing technologies and expert knowledge to the delivery of library services. Some examples of distinctive knowledge and skills considered are:
    * acquiring and applying special knowledge and skills needed in the operational area, including well-developed technical skills, metadata work, and delivery of service skills [accomplished];
    * demonstrating expertise in job responsibilities in such a way that this expertise provides a positive benefit to patrons and the staff in the operational area [accomplished];
    * applying well-developed technical or technological skills, such as use of software to develop Web sites or adept searching of databases critical in the job area [accomplished];
    * acquiring (through additional training or education, for example) and applying special knowledge and skills needed in the job area, such as metadata work [accomplished];
    * being regularly consulted for library expertise in at least one skill or technique in the operational area [accomplished];
    * proactively acquiring and applying special knowledge and skills to address continuing or unique library needs, such as foreign languages, computer software and hardware, and cataloging standards [mastery];
    * mastering the job responsibilities and knowledge of librarywide functions in such a way that this provides a benefit to patrons and staff librarywide [mastery];
    * consistently applying proficient technical or technological skills, such as using html and encoding to create and maintain Web sites or expert searching of electronic sources or national databases [mastery];
    * proactively acquiring (through additional training or education, for example) and applying special knowledge and skills to address continuing or unique library needs, such as foreign language cataloging [mastery]; and
    * being frequently consulted, training others, or providing troubleshooting or needed documentation in one or more skills or techniques [mastery].

CRITERION 5: COMMITMENT TO SERVICE AND COMMUNITY
    To move from the developing to the accomplished tier, a paraprofessional must have demonstrated the ability to address and respond to internal and external customer needs with high standards of service excellence and to have established and maintained effective working relationships with patrons, campus staff, and community constituents. In order to move from accomplished to mastery, the staff member must have demonstrated the ability to address and respond to internal and external customer needs with high standards of service excellence in the operational area and beyond. Further, the staff member must also have demonstrated skills to establish, maintain, and negotiate effective relationships throughout the campus community and with professionals in related disciplines at the statewide, regional, national, and international levels. Some examples of commitment to service and community are:
    * proactively responding to and assisting patrons; matching customer needs with resources throughout the library [accomplished];
    * proactively responding to and assisting patrons; matching customer needs with resources throughout the university [accomplished];
    * successfully representing and promoting the library via successful working relationships with a variety of people in complex situations [mastery]; and
    * successfully representing and promoting library services and materials to users and the public [mastery].

THE PEER REVIEW PROCESS
    At UC, PRC provides a peer review process for applicants who are seeking tier movement. The committee consists of four paraprofessionals who serve two-year terms and are elected by their peers. PRC's role is to evaluate each applicant in relation to the stated criteria for the tier. Their primary objective is to make an informed, impartial decision about tier movement.
    Information sessions should be held to explain the process and to answer any questions that applicants or supervisors might have. Once the program is underway, paraprofessionals submit their names with the intention of completing the process. However, at different times during the process, paraprofessionals are able to withdraw their names from the process.
    PRC reviews the portfolio prepared and submitted by the paraprofessional without prejudice and evaluates the individual on how well the documentation supports achievement of each criterion. The committee can request additional references in order to validate certain aspects of job performance or career portfolio documentation. An application review form is completed for each candidate that documents PRC findings.
    Applicants are notified of PRC's recommendation either in favor of or against tier movement. This notification should come one week prior to the committee's recommendation going to the library director. The applicant has the opportunity at this time to formally withdraw his or her application without prejudice and end involvement in the process. The career portfolio and other supporting documentation are returned at this time. The completed application review form includes information on what needs to be addressed to be successful in the future.
    For those continuing on in the process, the library administrator reviews each packet and the recommendations made by PRC. In most cases, the recommendations of the committee and the decision of the director will be consistent. Successful movement carries with it a monetary reward that should reflect the rate in other promotional systems.
    CLP should also include an appeals process. Candidates can appeal: (1) the decision by the director or the PRC not to recommend tier movement; (2) a procedural violation; or (3) the director's decision when it conflicts with the recommendation of PRC and when the director is the candidate's supervisor. When an appeal is filed, an appeals panel is formed consisting of three paraprofessionals selected respectively by the candidate, PRC, and the director. After deliberations and in consultation with all parties involved, the panel reports their findings in writing to the director, with copies to PRC and the candidate. All information is then forwarded to the level above the director, whose decision is final.

EVALUATION
    CLP includes a periodic evaluation of the program itself. A survey should be conducted to assess how well the program supports paraprofessional career development and meets the needs of the library. It should be distributed to paraprofessionals who participated in the process, PRC members, and those who served as references for the applicants. A process for submitting completed surveys should be established to ensure confidentiality for those who wish it.
    The survey assists in gathering information about the:
    * clarity of written instructions, forms, and procedures;
    * clarity of information sessions;
    * timetable;
    * PRC election process;
    * appeals process; and
    * effectiveness of the program in meeting its goals and expectations.
    In addition to the survey, a representative committee should be established to evaluate the program for such things as the program's impact on job satisfaction, productivity, effective use of resources, and ease of administration. This information can be used to refine the process and to create a solid program that meets the highest level of employee and library administration needs.

SUMMARY
    The goals of CLP are to provide a career path for key operational staff that are not librarians and to recognize and reward their professional growth within a job classification. Paraprofessionals are a vital part of the team that can make a library successful, and peer review is an indispensable component of the program. It allows paraprofessionals the opportunity to recognize their coworkers in positive and potentially rewarding ways. Learning and applying new skills, assuming leadership responsibilities, and taking initiative are some of the expectations we have of all our staff, but our current structures do little to reward or facilitate this growth.
    For a program such as this to be successful, library administration and paraprofessionals need to believe in it and support it. A supported effort will lead to the needed recognition and motivation that both paraprofessionals and the library administration are seeking, and can be a positive step toward energizing the organization and creating new opportunities for paraprofessionals.
ADDED MATERIAL
    Tara Ludlow Hurt is University Archivist and Head of Archives and Special Collections at Eastern Connecticut State University, Willimantic. Deborah Stansbury Sunday is Administrative Librarian and Head of Regional Campus Libraries at the University of Connecticut, Windham.

CAREER PORTFOLIO
    The career portfolio is similar to a professional service record used to evaluate librarians for promotion and tenure in many library systems. The portfolio is at the core of the Career Ladders Program. Its purpose is to present and demonstrate how a paraprofessional has met the defined criteria of the requested tier. It is the primary documentation used by the Peer Review Committee during their assessment of the paraprofessional's growth.
    The career portfolio is also intended to be a working document. It can be used to help a paraprofessional collect, organize, and maintain supporting materials: (1) for movement between tiers; (2) in support of movement between levels or reclassification; and (3) to produce documentation for the self-assessment that is a part of many evaluation processes.
    Examples of information to include in a career portfolio include:
    * accomplishment of job specific learning goals;
    * contributions to the attainment of team goals;
    * contributions to the attainment of librarywide strategic goals and objectives;
    * evidence of exceptional performance within current job classification, reflected in customer, supervisor, and peer feedback;
    * demonstrated attainment of significantly higher levels of knowledge and skills that are specific to the current job classification and functional area (depth of skill); and
    * assignment on a regular basis of more complex and significant projects, assignments, and responsibilities of the current job classification (breadth of skill).
    Each career portfolio should be submitted in the same format and include the following: a resume (two page maximum); a narrative (one page maximum) indicating the level the applicant is applying for and a brief summary of how they meet the criteria; an achievements list (six page maximum); three references (supervisor, peer, and recipient of service); a professional development list (four page maximum); an up-to-date internal job description; and performance evaluations (optional, maximum of last two years). Samples of completed career portfolios should be made available to staff.