COMPARATIVE ANALYSIS OF THE PERFORMANCE EVALUATION OF THE TECHNICAL-ADMINISTRATIVE STAFF IN EDUCATION: REVISION SUGGESTIONS

Abstract

The present research aims primarily to contribute to the improvement of the performance evaluation process of technical-administrative staff in federal public educational institutions. To achieve this objective, the methodological strategy adopted was documentary research and a comparative analysis among four institutions from different regions, using as a research instrument the analysis categories of performance evaluation forms employed in this process. The research began with a theoretical foundation addressing various ways of evaluating individual performance in organizations, as well as biases that may impact the successful development of the process. Subsequently, the categories of analysis defined in the scope of the research were verified and then compared across the different institutions. After that, suggestions for improving performance evaluation were presented, in line with the purpose of this study. As a result, it was found that institutions apply the evaluation to comply with legislation, with a strong focus on the probationary evaluation process, while competence-based evaluation is disseminated in all the institutions studied. It is also noteworthy that one of the institutions goes further and applies the Participatory Evaluation by Objectives (PEO). Finally, the study highlights the need to update normative documents on performance evaluation in some institutions and to incorporate new approaches, especially the PEO, which may contribute to the continuous improvement of institutions, in addition to the need for the process to formally support organizational strategic planning.