A Constructivist Grounded Theory Study of the U.S. Army’s Performance Evaluation Process and Its Impact on Minority Groups: Bias, Diversity, and Military Readiness

This study analyzes the impact of the U.S. Army’s Officer Evaluation Report process on minority groups. Through a constructivist grounded theory framework, this research unravels the dynamics that influence performance evaluations and examines the Army’s ability to be a developmental organization. As the military sharpens its focus on identifying near-peer threats and updating the National Defense Strategy for large-scale combat operations, diversity and inclusivity policies are increasingly recognized as fundamental to military readiness. This study uncovers disparities that emerge from the organizational practices within the Officer Evaluation Report process. The finding highlights the implications for minority groups and the systemic impact on their career progression and sense of belonging. The study seeks to underscore the significance of addressing bias within performance evaluations to improve the U.S. Army’s ability to achieve individual and collective goals. This research contributes to the existing knowledge body by exploring the interconnections among performance evaluation processes, biases, diversity, and military readiness within the U.S. Army. The findings inform policy changes, training programs, and strategies that can lead to a fairer, more inclusive, and ultimately more effective U.S. Army.