Designing a Human Resources Performance Evaluation Model in a Technical and Vocational University with a Grounded Theory Approach

Abstract

This study aimed to design a human resources performance evaluation model for a technical and vocational university using a grounded theory approach. This applied qualitative study was conducted based on grounded theory methodology. The research population consisted of human resource management experts, experienced senior managers, and supervision and evaluation representatives from provincial units of the Technical and Vocational University. Participants were selected through purposive sampling and the snowball technique. Data were collected through semi-structured interviews, and theoretical saturation was achieved after 19 interviews. The qualitative data were analyzed through open, axial, and selective coding within the paradigmatic model. To ensure validity, prolonged engagement, persistent observation, audit trail review, member checking, triangulation, and constant comparison were used. Reliability was also assessed through test–retest coding by comparing selected interviews across two coding intervals. The qualitative findings indicated that 31 concepts and 11 main categories were extracted from the interview data and organized within the six dimensions of the paradigmatic model, including causal conditions, central phenomenon, contextual conditions, intervening conditions, strategies, and consequences. The causal conditions included existing challenges in performance evaluation, incorrect implementation of performance evaluation, and optimal application of performance evaluation. The central phenomenon emphasized organizational productivity, employee knowledge, talent management, effective management, an appropriate reward system, and comprehensive performance evaluation. The strategic categories included monitoring human resource needs, establishing a transparent criticism and suggestion system, and diagnosing employee conflicts and proposing improvement strategies. The contextual and intervening dimensions highlighted organizational justice, participatory culture, communication skills, professional knowledge competencies, organizational structure, lack of strategic planning, and environmental factors. The consequences included future-oriented organizational planning, improved organizational productivity, effective human resource management, and increased organizational learning. The findings suggest that an effective and indigenous human resources performance evaluation model for the Technical and Vocational University should be grounded in organizational justice, transparency, professional competencies, conflict management, strategic planning, and an appropriate reward system. Implementing such a model can enhance organizational productivity, promote organizational learning, improve managerial effectiveness, and support a more systematic and fair evaluation process.