‫ﺍﻟﺷﺭﻛﺔ ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺁﺏ‬

‫ﻟﻺﻋـﻼﻡ ﺍﻟﻌﻠﻣﻲ‬ ‫ﺃﻏﺳﻁﺱ )‪ 2013‬ﻡ(‬

‫) ﺷﻌﺎﻉ (‬ ‫ﺷﻭﺍﻝ )‪ 1434‬ﻫـ(‬

‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺣﺎﺩﻳﺔ ﻭﺍﻟﻌﺷﺭﻭﻥ‬

‫ﺝ‪.‬ﻡ‪.‬ﻉ‬ ‫ﺍﻟـﻌـﺩﺩ ﺍﻟﺳﺎﺩﺱ ﻋﺷﺭ‬

‫ﻟﻠﻣﺷﺗﺭﻛﻳﻥ ﻓﻘﻁ‬ ‫ﺍﻟــــﻌـﺩﺩ ‪514‬‬

‫‪editor@edara.com‬‬ ‫ﺭﺋﻴﺲ ﺍﻟﺘﺤﺮﻳﺮ ‪ :‬ﻧﺴﻴﻢ ﺍﻟﺼﻤﺎﺩﻱ‬ ‫‪www.edara.com‬‬

‫‪!AGOCG ..AGO πμd‬‬

‫ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺔ‬

‫ﻛﻳﻑ ﺗﻛﺗﺳﺏ ﺍﻟﻣﺅﺳﺳﺎﺕ‬

‫ﺍﻟﻧﺎﺟﺣﺔ ﻣﻣﻳﺯﺍﺕ ﺗﻧﺎﻓﺳﻳﺔ ﺍﺳﺗﺛﻧﺎﺋﻳﺔ‬
‫ﺗﺄﻟﻳﻑ‪ :‬ﺳﻛﻭﺕ ﻛﻳﻠﺭ ﻭﻛﻭﻟﻳﻥ ﺑﺭﺍﻳﺱ‬

‫ﺍﻟﻧﺎﺟﺣﺔ ﻭﺍﻟﻣﺗﻭﺍﺯﻧﺔ‪ .‬ﻭﻗﺩ ﺃﺛﺑﺕ ﺍﻟﺑﺣﺙ ﺍﻟﺫﻱ ﺃﺟﺭﺗﻪ ﻣﺅﺳﺳﺔ‬ ‫‪AÉNôdGh AGOC’G ÚH Ée‬‬
‫”ﻣﺎﻛﻳﻧﺯﻱ“ ﻟﻌﺎﻡ ‪ 2010‬ﺃﻥ ﺍﻟﺗﺣﺩﻳﺛﺎﺕ ﻭﺍﻟﻁﻔﺭﺍﺕ ﺍﻟﻣﺅﺳﺳﻳﺔ‬
‫ﺍﻟﺗﻲ ﻳﻘﺗﺻﺭ ﺗﺭﻛﻳﺯﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍء ﻓﻘﻁ ﺩﻭﻥ ﺃﺩﻧﻰ ﺍﻋﺗﺑﺎﺭ‬ ‫ﺗﻌﺩﺩﺕ ﺍﻵﺭﺍء ﺣﻭﻝ ﺍﻟﺧﻠﻁﺔ ﺍﻟﺳﺭﻳﺔ ﻭﺍﻟﺳﺣﺭﻳﺔ ﺍﻟﺗﻲ ﻣﻥ‬
‫ﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﺭﺧﺎء ﺗﺗﺿﺎﻋﻑ ﻓﺭﺹ ﺇﺧﻔﺎﻗﻬﺎ ﻋﻠﻰ ﺍﻟﻣﺩﻯ‬ ‫ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﻛﻔﻝ ﺗﺄﺳﻳﺱ ﻭﺗﻣﺗﻳﻥ ﻣﺅﺳﺳﺎﺕ ﻧﺎﺟﺣﺔ ﻭﺭﺍﺳﺧﺔ‬
‫ﺍﻟﺑﻌﻳﺩ ﺑﻣﻌﺩﻝ ‪ ٪1.5‬ﻋﻣﻥ ﺳﻭﺍﻫﺎ‪ .‬ﻭﻣﻥ ﻫﻧﺎ ﺗﺑﺭﺯ ﺃﻫﻣﻳﺔ‬ ‫ﺃﺑﺩ ﺍﻟﺩﻫﺭ‪ .‬ﺗﻠﻙ ﺍﻟﺧﻠﻁﺔ ـــ ﻭﺇﻥ ﻛﺛﺭﺕ ﻣﻛﻭﻧﺎﺗﻬﺎ ـــ ﺗﻌﺗﻣﺩ‬
‫ﺍﻟﻣﺣﺎﺫﺍﺓ ﺑﻳﻥ ﺍﻷﺩﺍء ﻭﺍﻟﺭﺧﺎء ﻟﻠﻘﺎﺩﺓ ﺍﻷﺫﻛﻳﺎء‪ .‬ﻭﻟﺣﺳﻥ ﺍﻟﺣﻅ‬ ‫ﺑﺷﻛﻝ ﺭﺋﻳﺱ ﻋﻠﻰ ﺍﻟﻣﻭﺍﺯﻧﺔ ﻣﺎ ﺑﻳﻥ ﻣﻘﻭﻣﻳﻥ ﺃﺳﺎﺳﻳﻳﻥ ﻭﻫﻣﺎ‬
‫ﺃﻧﻪ ﻻ ﻳﻭﺟﺩ ﻭﺟﻪ ﺗﻌﺎﺭﺽ ﻣﺎ ﺑﻳﻥ ﺍﻟﻌﻧﺻﺭﻳﻥ‪ ،‬ﺑﻝ ﺇﻥ ً‬
‫ﻛﻼ‬ ‫ﺍﻷﺩﺍء ﻭﺍﻟﺭﺧﺎء‪.‬‬
‫ﻣﻧﻬﻣﺎ ﻳﺳﺗﻣﺩ ﻗﻭﺗﻪ ﻣﻥ ﺍﻵﺧﺭ‪.‬‬
‫ﺍﻷﺩﺍء ﻫﻭ ﺍﻟﻘﻳﻣﺔ ﺍﻟﺗﻲ ﺗﺿﻳﻔﻬﺎ ﺍﻟﻣﺅﺳﺳﺔ ﻟﻣﺅﺳﺳﻳﻬﺎ ﻭﻣﺳﺎﻫﻣﻳﻬﺎ‬
‫ﺗﺧﻳﻝ ﺇﺣﺩﻯ ﺍﻟﻔﺭﻕ ﺍﻟﺭﻳﺎﺿﻳﺔ ﺍﻟﺗﻲ ﺗﻭﺟﻪ ﻛﻝ ﺍﻫﺗﻣﺎﻣﻬﺎ‬ ‫ﺳﻭﺍء ﻋﻠﻰ ﺍﻟﺻﻌﻳﺩ ﺍﻟﻣﺎﺩﻱ ﺃﻭ ﺍﻟﻌﻣﻠﻲ‪ .‬ﺗﻠﻙ ﺍﻟﻘﻳﻣﺔ ﻳﻣﻛﻥ‬
‫ﻟﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﺍﻟﺫﻱ ﺗﻘﺩﻣﻪ ﻓﻘﻁ‪ ،‬ﻓﻼ ﻳﺷﻐﻝ ﺑﺎﻟﻬﺎ ﺳﻭﻯ‬ ‫ﺗﻘﻳﻳﻣﻬﺎ ﻣﻥ ﺧﻼﻝ ﺻﺎﻓﻲ ﺃﺭﺑﺎﺡ ﺍﻟﺗﺷﻐﻳﻝ‪ ،‬ﻭﺍﻟﻌﺎﺋﺩ ﻋﻠﻰ ﺭﺃﺱ‬
‫ﺗﺣﻘﻳﻕ ﺍﻷﻫﺩﺍﻑ ﻭﻛﺳﺏ ﺍﻷﻟﻘﺎﺏ‪ .‬ﻣﺛﻝ ﻫﺫﺍ ﺍﻟﻧﻭﻉ ﻣﻥ‬ ‫ﺍﻟﻣﺎﻝ ﺍﻟﻣﺳﺗﺧﺩﻡ‪ ،‬ﻭﺇﺟﻣﺎﻟﻲ ﺍﻟﻌﻭﺍﺋﺩ ﻟﻠﻣﺳﺎﻫﻣﻳﻥ‪ ،‬ﻭﺻﺎﻓﻲ‬
‫ﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﻣﺣﺩﻭﺩ ﻭﺿﻳﻕ ﺍﻷﻓﻕ ﺳﻳﺅﺩﻱ ﻓﻲ ﺍﻟﻧﻬﺎﻳﺔ ﺇﻟﻰ‬ ‫ﺗﻛﺎﻟﻳﻑ ﺍﻟﺗﺷﻐﻳﻝ‪ ،‬ﻭﺩﻭﺭﺓ ﺍﻷﺳﻬﻡ ﻭﺍﻷﻭﺭﺍﻕ ﺍﻟﻣﺎﻟﻳﺔ‪.‬‬
‫ﻋﻭﺍﻗﺏ ﻭﺧﻳﻣﺔ ﻭﺃﺧﻁﺎء ﻋﻅﻳﻣﺔ‪ ،‬ﺣﻳﺙ ﺳﺗﺣﻭﻝ ﻫﺫﻩ ﺍﻟﻔﻛﺭﺓ‬
‫ﺍﻟﻣﺳﻳﻁﺭﺓ ﺩﻭﻥ ﺿﻡ ﻣﺯﻳﺩ ﻣﻥ ﺍﻷﻋﺿﺎء ﺍﻟﻣﻣﻳﺯﻳﻥ ﻟﻠﻔﺭﻳﻕ‪،‬‬ ‫ﺍﻟﺭﺧﺎء ﻫﻭ ﻗﺩﺭﺓ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻋﻠﻰ ﺍﻟﺗﻧﻅﻳﻡ‪ ،‬ﻭﺍﻟﺗﻧﻔﻳﺫ‪ ،‬ﻭﺍﻟﺗﺟﺩﻳﺩ‬
‫ﻭﺗﻁﻭﻳﺭ ﺍﻟﻣﻘﺎﻋﺩ‪ ،‬ﻭﺍﻛﺗﺳﺎﺏ ﺩﻋﻡ ﺍﻟﻣﺳﺎﻫﻣﻳﻥ ﺍﻟﻛﺎﻓﻲ‪،‬‬ ‫ﺑﺷﻛﻝ ﺃﺳﺭﻉ ﻭﺃﻗﻭﻯ ﻣﻥ ﻣﻧﺎﻓﺳﻳﻬﺎ ﻛﻲ ﺗﻔﺭﺽ ﺃﺩﺍءﻫﺎ ﺍﻟﻔﺭﻳﺩ‬
‫ﻭﺗﻭﻓﻳﺭ ﺍﻟﺩﻋﻡ ﺍﻟﻣﺎﺩﻱ ﺍﻟﻼﺯﻡ‪ ،‬ﻭﺗﻭﻁﻳﺩ‬ ‫ﻭﺍﻟﻣﺗﻣﻳﺯ ﻋﻠﻰ ﺍﻟﺳﻭﻕ ﺑﻣﺭﻭﺭ ﺍﻟﻭﻗﺕ‪.‬‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺟﻣﺎﻫﻳﺭﻳﺔ‪ ،‬ﻭﻏﻳﺭﻫﺎ ﺍﻟﻛﺛﻳﺭ‬ ‫ﻳﺗﺿﺢ ﻣﻣﺎ ﺳﺑﻕ ﺃﻥ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻛﻲ‬
‫ﻣﻥ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺟﻭﻫﺭﻳﺔ‪ .‬ﻣﻥ ﻧﺎﺣﻳﺔ‬ ‫‘ ‪á°UÓî`dG √òg‬‬
‫ﺗﻛﺗﺳﺏ ﻣﻛﺎﻧﺔ ﻣﺭﻣﻭﻗﺔ ﻭﻣﺗﻣﻳﺯﺓ ﻻ ﺑﺩ‬
‫ﺃﺧﺭﻯ‪ :‬ﺇﺫﺍ ﻣﺎ ﺍﺳﺗﻐﺭﻕ ﻫﺫﺍ ﺍﻟﻔﺭﻳﻕ‬ ‫▼ ﺍﻹﻁﺎﺭﺍﺕ ﺍﻟﺧﻣﺳﺔ ﻟﻸﺩﺍء ﻭﺍﻟﺭﺧﺎء‬
‫ﺃﻥ ﺗﺗﻣﺗﻊ ﺑﺎﻟﺭﺧﺎء؛ ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﻳﺗﻁﻠﺏ‬
‫ﻭﻗﺗﻪ ﻓﻲ ﺗﻭﻓﻳﺭ ﻋﻧﺎﺻﺭ ﺍﻟﺭﺧﺎء‬ ‫▼ ﺗﺄﺳﻳﺱ ﺑﻧﻳﺔ ﺗﺣﺗﻳﺔ ﺗﻁﻭﻳﺭﻳﺔ ﻣﺗﻳﻧﺔ‬
‫ﺑﺎﻟﺿﺭﻭﺭﺓ ﺃﻥ ﺗﺧﺿﻊ ﻛﻝ ﻋﻭﺍﻣﻝ‬
‫ﻓﺳﻳﻧﻌﻛﺱ ﺍﻷﻣﺭ ﺑﺎﻟﺗﺄﻛﻳﺩ ﻋﻠﻰ ﻣﺳﺗﻭﻯ‬ ‫▼ ﺍﻟﻣﻭﺍﺯﻧﺔ ﻣﺎ ﺑﻳﻥ ﺍﻟﺣﻘﺎﺋﻕ ﻭﺍﻟﺣﺩﺱ‬
‫ﺍﻷﺩﺍء ﻭﻣﻘﻭﻣﺎﺕ ﺍﻟﺭﺧﺎء ﻟﻺﺩﺍﺭﺓ‬

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 ‫ﺍﻟﺳﻧﺔ ﺍﻟﺣﺎﺩﻳﺔ ﻭﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺳﺎﺩﺱ ﻋﺷﺭ ‪) -‬ﺃﻏﺳﻁﺱ ‪514 - (2013‬‬ ‫‪§°SƒàŸG ióŸG ≈∏Y ÒμØàdG‬‬ ‫ﺍﻷﺩﺍء‪ .‬ﻓﺿﻡ ﺃﻋﺿﺎء ﺟﺩﺩ ﻣﻥ ﺷﺄﻧﻪ ﺃﻥ ﻳﺑﻌﺙ ﺍﻟﺣﻳﺎﺓ ﻓﻲ‬
‫ﺍﻟﻔﺭﻳﻕ ﻭﻣﻥ ﺛﻡ ﻳﻧﻌﻛﺱ ﺑﺎﻹﻳﺟﺎﺏ ﻋﻠﻰ ﺃﺩﺍء ﺍﻟﻼﻋﺑﻳﻥ ﺣﺗﻰ‬
‫ﺍﻟﺗﻔﻛﻳﺭ ﻋﻠﻰ ﺍﻟﻣﺩﻯ ﺍﻟﻣﺗﻭﺳﻁ ﻣﻥ ﺃﻫﻡ ﻭﺃﻗﻭﻯ ﻋﻭﺍﻣﻝ‬ ‫ﻭﺇﻥ ﻛﺎﻥ ﻋﻠﻰ ﺍﻟﻣﺩﻯ ﺍﻟﺑﻌﻳﺩ‪ .‬ﻭﺑﺎﻟﻣﺛﻝ‪ ،‬ﻳﺳﻬﻡ ﺍﻷﺩﺍء ﺍﻟﻣﺗﻣﻳﺯ‬
‫ﺍﻟﺗﻐﻳﻳﺭ‪ ،‬ﺫﻟﻙ ﺃﻥ ﺇﺩﺭﺍﻙ ﺍﻹﻧﺳﺎﻥ ﻟﻐﺎﻳﺗﻪ ﻭﺗﺄﻣﻠﻪ ﻟﻣﻛﺎﻧﺗﻪ ﻋﻠﻰ‬ ‫ﻓﻲ ﺗﻭﻓﻳﺭ ﺍﻟﺩﻋـﻡ ﺍﻟﻣـﺎﻟﻲ ﻭﺿﻡ ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻼﻋﺑﻳﻥ‪ ،‬ﺃﻱ ﺃﻥ‬
‫ﻛــﻼ ﻣﻧﻬﻣﺎ ﻳﺻﺏ ﻓﻲ ﻣﺻﻠﺣﺔ ﺍﻵﺧﺭ ﻭﻫﻛﺫﺍ‪ .‬ﻓﺎﻟﻔﺭﻕ ﺍﻟﺗﻲ‬ ‫ً‬
‫ﻣﺭ ﺍﻷﻋﻭﺍﻡ ﺍﻟﻘﻠﻳﻠﺔ ﺍﻟﻣﻘﺑﻠﺔ ﺃﻭﻗﻊ ﻭﺃﻓﺿﻝ ﺑﻛﺛﻳﺭ ﻣﻥ ﺍﻟﺧﻁﻁ‬
‫ﺑﻌﻳﺩﺓ ﺍﻟﻣﺩﻯ‪ .‬ﻓﺎﻟﺧﻁﻁ ﻣﺗﻭﺳﻁﺔ ﺍﻟﻣﺩﻯ ﺗﻣﻧﺣﻙ ﻣﺎ ﻳﻛﻔﻲ ﻣﻥ‬ ‫ﺗﺣﻘﻕ ﺃﻋﻠﻰ ﻣﻌﺩﻻﺕ ﺍﻷﺩﺍء ﺍﻟﻳﻭﻡ ﻫﻲ ﺑﺎﻷﺣﺭﻯ ﺛﻣﺭﺓ ﻣﺎ‬
‫ﺍﻟﻁﺎﻗﺔ ﺍﻟﻔﻭﺭﻳﺔ ﻭﺍﻟﻭﺍﻗﻌﻳﺔ ﻟﺗﺣﻔﻳﺯ ﺍﻟﻣﺳﺗﺛﻣﺭﻳﻥ‪ ،‬ﻭﻭﺿﻊ ﺇﻁﺎﺭ‬ ‫ﺳﺑﻕ ﻣﻥ ﺩﻋﻡ ﻣﺎﻟﻲ‪ ،‬ﻭﺿﻡ ﻷﻋﺿﺎء ﺟﺩﺩ‪ ،‬ﻭﺗﺩﺭﻳﺏ ﻣﺗﻣﻳﺯ‪،‬‬
‫ﻣﺣﺩﺩ ﻭﺻﺭﻳﺢ ﻟﻠﺗﻐﻳﻳﺭ‪ ،‬ﻭﻣﻘﺎﻭﻣﺔ ﺍﻟﺗﺣﺩﻳﺎﺕ‪ ،‬ﻭﺃﺧﻳﺭً ﺍ ﻭﻟﻳﺱ‬ ‫ﻭﻣﻥ ﺛﻡ ﻳﺧﻠﻕ ﺍﻻﺗﺣﺎﺩ ﻣﺎ ﺑﻳﻥ ﺍﻷﺩﺍء ﻭﺍﻟﺭﺧﺎء ﺩﻭﺭﺓ ﻓﺎﻋﻠﺔ‬
‫ﺁﺧﺭً ﺍ ﺧﻠﻕ ﺑﻳﺋﺔ ﺗﻔﺎﻋﻠﻳﺔ ﻭﺗﻧﻔﻳﺫﻳﺔ ﻋﺑﺭ ﺍﻟﻣﺅﺳﺳﺔ ﺑﺄﻛﻣﻠﻬﺎ‪.‬‬ ‫ﻣﻥ ﺍﻟﺗﻣﻳﺯ ﺑﻣﺭﻭﺭ ﺍﻟﻭﻗﺕ ﻻ ﺳﻳﻣﺎ ﺃﻥ ﻛﻠﻳﻬﻣﺎ ﻳﺗﻁﻠﺏ ﺍﻟﺗﻧﻔﻳﺫ‬
‫ﺍﻟﻔﻭﺭﻱ ﺣﺗﻰ ﻭﺇﻥ ﺗﺄﺧﺭﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻟﺳﻧﻭﺍﺕ‪.‬‬
‫‪¢Só◊Gh ≥FÉ≤◊G ÚH Ée áfRGƒŸG‬‬
‫‪AÉNôdGh AGOCÓd á°ùªÿG äGQÉWE’G‬‬
‫ً‬
‫ﺑﺎﺭﺯﺍ ﻓﻲ‬ ‫ﺗﺣﺗﻝ ﺍﻟﺣﻘﺎﺋﻕ ﺍﻟﺟﺎﻣﺩﺓ ﻣﻛﺎﻧﺔ ﺭﻓﻳﻌﺔ ﻭﺗﻠﻌﺏ ﺩﻭﺭً ﺍ‬
‫ﺍﻧﺗﻘﺎء ﻭﺭﺳﻡ ﺍﻵﻣﺎﻝ ﻭﺍﻟﻁﻣﻭﺣﺎﺕ ﺍﻟﻣﺅﺳﺳﻳﺔ‪ .‬ﻭﻋﺎﺩﺓ ﻣﺎ‬ ‫ﺇﻥ ﻛﺎﻥ ﺗﺣﻘﻳﻕ ﺍﻹﻧﺟﺎﺯﺍﺕ ﺍﻟﺑﺎﻫﺭﺓ ﻳﺗﻭﻗﻑ ﺑﺷﻛﻝ ﺭﺋﻳﺳﻲ‬
‫ﻛﻝ ﻣﻥ ﻣﻘﻭﻣﺎﺕ ﺍﻷﺩﺍء ﻭﺍﻟﺭﺧﺎء‪ ،‬ﻓﻛﻳﻑ‬‫ﻋﻠﻰ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﱟ‬
‫ﺗﻠﺟﺄ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺇﻟﻰ ﺗﺄﺳﻳﺱ ﻗﺎﻋﺩﺓ ”ﺣﻘﺎﺋﻘﻳﺔ“ ﺭﺍﺳﺧﺔ ﻣﻥ‬
‫ﺧﻼﻝ ﺍﻟﺑﺣﺙ ﻋﻥ ﺇﺟﺎﺑﺎﺕ ﻟﺑﻌﺽ ﺍﻷﺳﺋﻠﺔ ﻣﺛﻝ‪ :‬ﻣﺎ ﺍﻟﺿﻐﻭﻁ‬ ‫ﻳﺗﺳﻧﻰ ﻟﻠﻘﺎﺩﺓ ﺃﻥ ﻳﺑﺩﺅﻭﺍ ﺍﻟﻌﻣﻝ ﻋﻠﻰ ﻛﻼ ﺍﻟﺻﻌﻳﺩﻳﻥ ﻓﻲ ﺁﻥ‬
‫ﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﺍﻟﺗﻲ ﺗﻭﺍﺟﻬﻧﺎ ﻭﻫﻝ ﻳﻘﺎﺑﻠﻬﺎ ﺑﻌﺽ ﺍﻟﻔﺭﺹ ﺍﻟﺗﻲ ﻳﻣﻛﻧﻧﺎ‬ ‫ﻭﺍﺣﺩ؟ ﻳﻛﻣﻥ ﺍﻟﺣﻝ ﻓﻲ ﺍﺗﺑﺎﻉ ﻋﻣﻠﻳﺔ ﻣﻣﻧﻬﺟﺔ ﻭﻣﺻﻣ َﻣﺔ‬
‫ﺍﻏﺗﻧﺎﻣﻬﺎ؟ ﻣﺎ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﻌﻣﻼء؟ ﻣﺎﺫﺍ ﻳﺗﻭﻗﻊ ﺍﻟﻣﺳﺎﻫﻣﻭﻥ ﻣﻧﺎ؟‬ ‫ﻟﺗﻁﻭﻳﺭ ﺍﻷﺩﺍء ﻭﻛﺫﻟﻙ ﺍﻟﺭﺧﺎء ﺑﺷﻛﻝ ﻣﺩﻣﺞ‪ .‬ﺗﻧﺷﺄ ﺗﻠﻙ‬
‫ﻛﻳﻑ ﻧﺭﺗﻘﻲ ﺑﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﻟﻳﺗﺟﺎﻭﺯ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺍﻟﻣﺅﺷﺭﺍﺕ؟‬ ‫ﺍﻟﻌﻣﻠﻳﺔ ﻣﻥ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻥ ﺧﻣﺳﺔ ﺃﺳﺋﻠﺔ ﻛﻲ ﺗﺳﺗﺷﻌﺭ‬
‫ﻣﺎ ﻣﺩﻯ ﺍﻟﺗﻁﻭﺭ ﺍﻟﺫﻱ ﺳﻳﻠﺣﻕ ﺑﺎﻟﻣﺅﺳﺳﺔ ﺇﺫﺍ ﻣﺎ ﻁﺑﻘﻧﺎ ﺃﻓﺿﻝ‬ ‫ﻧﺳﻣﺎﺕ ﺍﻟﺗﻐﻳﻳﺭ ﻭﻋﺑﻳﺭ ﺍﻟﺗﻁﻭﻳﺭ‪ .‬ﻭﻧﻅﺭً ﺍ ﺇﻟﻰ ﺍﺣﺗﻭﺍء ﻫﺫﻩ‬
‫ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﻣﺅﺳﺳﻳﺔ ﺍﻟﺩﺍﺧﻠﻳﺔ؟ ﻭﻣﺎﺫﺍ ﻟﻭ ﺃﺿﻔﻳﻧﺎ ﻟﻣﺳﺔ ﺗﻘﻧﻳﺔ‬ ‫ﺍﻷﺳﺋﻠﺔ ﺟﻣﻳﻌﻬﺎ ﻋﻠﻰ ﺣﺭﻑ ﺍﻟﻣﻳﻡ ﻓﻘﺩ ﺃﻁﻠﻘﻧﺎ ﻋﻠﻰ ﺍﻟﻣﺭﺍﺣﻝ‬
‫ﺗﺧﺻﺻﻳﺔ ﻋﻠﻰ ﻛﻝ ﺍﻷﻧﻅﻣﺔ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ؟‬ ‫ﺍﻟﺧﻣﺱ ﻟﻬﺫﻩ ﺍﻟﻌﻣﻠﻳﺔ ”ﺍﻟﻣﻳﻣﺎﺕ ﺍﻟﺧﻣﺳﺔ“ ﻭﻫﻲ‪:‬‬

‫ﻛﻣﺎ ﻳﻣﻛﻥ ﻟﻠﻣﺅﺳﺳﺎﺕ ﺃﻥ ﺗﻁﺭﺡ ﺑﻌﺽ ﺍﻟﺳﻳﻧﺎﺭﻳﻭﻫﺎﺕ‬
‫ﺍﻟﻣﺣﺗﻣﻠﺔ ﻟﺿﻣﺎﻥ ﺍﺗﺧﺎﺫ ﺍﻹﺟﺭﺍءﺍﺕ ﻭﺍﻵﻟﻳﺎﺕ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﺗﺣﻘﻳﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻣﺭﺟﻭﺓ ﺩﻭﻥ ﺍﻟﻭﻗﻭﻉ ﻓﻲ ﺍﻷﺧﻁﺎء ﻏﻳﺭ‬
‫ﺍﻟﻣﺗﻌﻣﺩﺓ‪ .‬ﺇﻻ ﺃﻥ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻟﺣﻘﺎﺋﻕ ﺍﻟﺟﺎﻣﺩﺓ ﻭﻗﻭﺍﻋﺩ‬
‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺛﺎﺑﺗﺔ ﻗﺩ ﻻ ﻳﻛﻭﻥ ﻛﺎﻓﻳًﺎ ﻓﻲ ﺑﻌﺽ ﺍﻷﺣﻳﺎﻥ‪ .‬ﺍﻟﻘﺎﺩﺓ‬
‫ﺍﻟﻣﻠﻬﻣﻭﻥ ﺑﺣﺩﺳﻬﻡ ﻳﺅﻣﻧﻭﻥ‪ ،‬ﻓﺈﻥ ﻗﺎﺩﻙ ﺣﺩﺳﻙ ﻧﺣﻭ ﺷﻲء‬
‫ﻣﺎ‪ ...‬ﺍﺗﺑﻌﻪ‪.‬‬
‫ﻳﻧﺑﻊ ﺍﻟﺣﺩﺱ ﻣﻥ ﺧﻼﻝ ﺍﻟﻣﺯﺝ ﺑﻳﻥ ﺍﻟﺧﺑﺭﺍﺕ ﻭﺍﻟﻣﻌﺎﺭﻑ‬
‫ﺍﻟﺷﺧﺻﻳﺔ ﻭﻳﺣﻭﻱ ﺑﻳﻥ ﻁﻳﺎﺗﻪ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺳﺗﺷﻌﺎﺭ ﺑﻌﺽ‬
‫ﺍﻷﺷﻳﺎء ﺩﻭﻥ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻟﻣﺩﺧﻼﺕ ﺍﻟﻌﻘﻠﻳﺔ ﻭﺍﻟﺣﻘﺎﺋﻕ‬
‫ﺍﻟﻣﻧﻁﻘﻳﺔ‪ .‬ﻭﻗﺩ ﻳﻛﻭﻥ ﻟﻪ – ﺑﺎﻟﻁﺑﻊ – ﺑﻌﺽ ﺍﻟﺳﻠﺑﻳﺎﺕ ﺍﻟﺗﻲ‬
‫– ﻟﺗﺟﻧﺑﻬﺎ – ﻻ ﻣﻔﺭ ﻣﻥ ﺍﻟﻣﻭﺍﺯﻧﺔ ﺑﻳﻧﻪ ﻭﺑﻳﻥ ﺍﻟﺣﻘﺎﺋﻕ ﺩﻭﻥ‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬
‫❂ ﺍﻷﻣﻝ‪ :‬ﻣﺎ ﺍﻟﻭﺟﻬﺔ ﺍﻟﺗﻲ ﻧﻧﺷﺩﻫﺎ؟‬
‫❂ ﺍﻟﻣﻘﻭﻣﺎﺕ‪ :‬ﻫﻝ ﻧﺣﻥ ﻋﻠﻰ ﺍﺳﺗﻌﺩﺍﺩ ﻟﺫﻟﻙ؟‬
‫❂ ﺍﻟﻣﺧﻁﻁ‪ :‬ﻣﺎﺫﺍ ﻳﺟﺏ ﺃﻥ ﻧﻔﻌﻝ ﻛﻲ ﻧﺣﻘﻕ ﻣﺭﺍﺩﻧﺎ ﻭﻧﺻﻝ‬
‫ﺇﻟﻰ ﻭﺟﻬﺗﻧﺎ؟‬
‫❂ ﺍﻟﻣﺑﺎﺩﺭﺓ‪ :‬ﻛﻳﻑ ﻧﺩﻳﺭ ﺍﻟﺭﺣﻠﺔ ﺑﻧﺟﺎﺡ؟‬
‫❂ ﺍﻟﻣﺛﺎﺑﺭﺓ‪ :‬ﻛﻳﻑ ﻧﻭﺍﻅﺏ ﻋﻠﻰ ﺍﻟﻣﺿﻲ ﻗﺩﻣًﺎ؟‬
‫‪πeC’G -1‬‬
‫ﺗﺗﺧﺫ ﻛﻝ ﻋﻣﻠﻳﺎﺕ ﻭﺑﺭﺍﻣﺞ ﺍﻟﺗﻐﻳﻳﺭ ﺃﻭﻟﻰ ﺧﻁﻭﺍﺗﻬﺎ ﺑﺗﺣﺩﻳﺩ‬
‫ﺍﻟﻭﺟﻬﺔ ﻭﺍﻟﻬﺩﻑ ﻣﻥ ﺍﻟﺗﻐﻳﻳﺭ‪.‬‬
‫–‪á«°ù°SDƒŸG ±GógC’G ójó‬‬

‫ﺃﻥ ﻳﺟﻭﺭ ﺃﺣﺩﻫﻣﺎ ﻋﻠﻰ ﺍﻵﺧﺭ‪.‬‬

‫ﺗﻌﺗﻣﺩ ﺍﻵﻣﺎﻝ ﺍﻟﺗﻲ ﺗﺿﻌﻬﺎ ﻟﻣﺅﺳﺳﺗﻙ ﺑﺷﻛﻝ ﺃﻭ ﺑﺂﺧﺭ ﻋﻠﻰ‬
‫‪±GógC’G ™°Vh‬‬ ‫ﻧﻘﻁﺔ ﺍﻟﺑﺩﺍﻳﺔ ﻭﻛﺫﻟﻙ ﻋﻠﻰ ﻁﺑﻳﻌﺔ ﺍﻟﻌﻣﻝ؛ ﻓﻣﻥ ﺍﻟﻁﺑﻳﻌﻲ ﺃﻥ‬
‫‪á«©bGƒdGh áeQÉ°üdG‬‬ ‫ﺗﺧﺗﻠﻑ ﺍﻵﻣﺎﻝ ﺍﻟﺗﻲ ﺗﺿﻌﻬﺎ ﺍﻟﺑﻧﻭﻙ‪ ،‬ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ ،‬ﻋﻥ‬
‫ﺗﻠﻙ ﺍﻟﺗﻲ ﺗﺿﻌﻬﺎ ﺷﺭﻛﺎﺕ ﺍﻟﺗﻌﺩﻳﻥ‪ ،‬ﺃﻭ ﺍﻟﻣﺳﺗﺷﻔﻳﺎﺕ‪ ،‬ﺃﻭ‬
‫ً‬
‫ﺃﻫﺩﺍﻓﺎ ﻭﺗﺭﺳﻡ ﺃﺣﻼﻣًﺎ ﺑﻌﻳﺩﺓ ﺍﻟﻣﻧﺎﻝ‪،‬‬ ‫ﺣﻳﻥ ﺗﺿﻊ ﺍﻟﻣﺅﺳﺳﺎﺕ‬ ‫ﺍﻟﻘﻁﺎﻋﺎﺕ ﺍﻟﺣﻛﻭﻣﻳﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻣﻥ ﺍﻻﺧﺗﻼﻓﺎﺕ ﻓﺈﻧﻬﺎ‬
‫ﺗﻘﻊ ﻓﺭﻳﺳﺔ ﻟﻠﻭﻫﻡ ﻭﺍﻻﺳﺗﺳﻼﻡ‪ .‬ﺇﻻ ﺃﻥ ﺍﻟﻣﺷﻛﻠﺔ ﺍﻟﺣﻘﻳﻘﻳﺔ‬ ‫ﺗﺷﺗﺭﻙ ﺟﻣﻳﻌﻬﺎ ﻓﻲ ﺛﻼﺛﺔ ﻣﺑﺎﺩﺉ ﺭﺋﻳﺳﻳﺔ ﻳﻣﻛﻥ ﻷﻱ ﻣﺅﺳﺳﺔ‬
‫ﺗﻛﻣﻥ ﻓﻲ ﺇﺧﻔﺎﻕ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﻣﺅﺳﺳﺎﺕ ـــ ﺳﻭﺍء ﺍﻟﻣﺗﻌﺛﺭﺓ‬ ‫ﺃﻥ ﺗﺳﺗﺧﺩﻣﻬﺎ ﻓﻲ ﻭﺿﻊ ﺃﻫﺩﺍﻓﻬﺎ ﻭﺭﺳﻡ ﺁﻣﺎﻟﻬﺎ ﻭﻫﻲ‪ :‬ﻓﻛﺭ‬
‫ﺃﻭ ﺍﻟﺑﺎﺭﺯﺓ ـــ ﻓﻲ ﺍﻏﺗﻧﺎﻡ ﺍﻟﻔﺭﺹ ﺍﻟﺳﺎﻧﺣﺔ ﻭﺍﺳﺗﻐﻼﻝ ﺍﻟﻣﺳﺎﻓﺔ‬ ‫ﻋﻠﻰ ﺍﻟﻣﺩﻯ ﺍﻟﻣﺗﻭﺳﻁ‪ ،‬ﻭﻭﺍﺯﻥ ﻣﺎ ﺑﻳﻥ ﺍﻟﺣﻘﺎﺋﻕ ﻭﺍﻟﺣﺩﺱ‪،‬‬
‫ً‬
‫‪2‬‬ ‫ﺍﻟﺷﺎﺳﻌﺔ ﺍﻟﻣﺗﺎﺣﺔ ﺃﻣﺎﻣﻬﻡ ﻗﺑﻝ ﺍﻧﺗﻘﺎﻝ ﺃﺣﻼﻣﻬﻡ ﺇﻟﻰ ﺧﺎﻧﺔ‬
‫”ﺍﻟﻣﺳﺗﺣﻳﻝ!“‬
‫ﺃﻫﺩﺍﻓﺎ ﺻﺎﺭﻣﺔ ﻭﻭﺍﻗﻌﻳﺔ ﻓﻲ ﻧﻔﺱ ﺍﻟﻭﻗﺕ‪.‬‬ ‫ﻭﺃﺧﻳﺭً ﺍ ﺿﻊ‬

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 ‫ﺍﻵﻥ ﻭﺑﻌﺩ ﺃﻥ ﻗﺭﺭﺕ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻷﻛﺛﺭ ﺃﻫﻣﻳﺔ ﻟﺗﺣﻘﻳﻕ ﺁﻣﺎﻟﻙ‬ ‫‪AÉNô∏d á≤≤ëŸG ∫ÉeB’G ™°Vh‬‬

‫ﺍﻟﺳﻧﺔ ﺍﻟﺣﺎﺩﻳﺔ ﻭﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺳﺎﺩﺱ ﻋﺷﺭ ‪) -‬ﺃﻏﺳﻁﺱ ‪514 - (2013‬‬

‫ﺍﻟﻣﺅﺳﺳﻳﺔ‪ ،‬ﺻﺎﺭ ﺑﺈﻣﻛﺎﻧﻙ ﺃﻥ ﺗﺳﺗﻌﻠﻡ ﻋﻥ ﻭﺿﻊ ﻛﻝ ﻣﻧﻬﺎ‬
‫ﺩﺍﺧﻝ ﺍﻟﻣﺅﺳﺳﺔ‪ .‬ﺗﺗﺳﻡ ﻫﺫﻩ ﺍﻟﺧﻁﻭﺓ ﺑﺄﻫﻣﻳﺔ ﺑﺎﻟﻐﺔ ﻧﻅﺭً ﺍ ﺇﻟﻰ‬ ‫ﺭﺑﻣﺎ ﻳﻛﻭﻥ ﻟﺗﻘﻳﻳﻡ ﻣﻌﺩﻻﺕ ﺍﻟﺭﺧﺎء ﺃﻫﻣﻳﺔ ﺧﺎﺻﺔ‪ ،‬ﻭﻟﻛﻥ ﻣﺎﺫﺍ‬
‫ﺃﻥ ﻫﺫﺍ ﺍﻻﺳﺗﻌﻼﻡ ﻣﻥ ﺷﺄﻧﻪ ﺃﻥ ﻳُﻁﻠﻌﻙ ﺇﻟﻰ ﺃﻱ ﻣﺩﻯ ﺗﻭﻓﺭ‬ ‫ﻋﻥ ﺍﻧﺗﻘﺎء ﺍﻵﻣﺎﻝ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﺗﺣﻘﻳﻕ ﺍﻟﺭﺧﺎء ﺍﻟﻣﺅﺳﺳﻲ؟ ﻫﻧﺎ‬
‫ﻫﺫﻩ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﺗﻛﺎﻟﻳﻑ ﺍﻟﻣﺎﺩﻳﺔ ﺃﻭ ﺗﻘﺩﻡ ﺧﺩﻣﺎﺕ ﻭﻣﻧﺗﺟﺎﺕ‬ ‫ً‬
‫ﺃﻭﻻ‪ ،‬ﺃﻱ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ‬ ‫ﺗﻁﻔﻭ ﺛﻼﺛﺔ ﺃﺳﺋﻠﺔ ﻋﻠﻰ ﺍﻟﺳﻁﺢ ﻭﻫﻲ‪:‬‬
‫ﺍﺳﺗﺛﻧﺎﺋﻳﺔ‪ .‬ﻛﻣﺎ ﻳﺟﺏ ﺃﻥ ﺗﺗﺄﻛﺩ ﻣﻥ ﻣﺩﻯ ﺗﺭﺳﺦ ﻫﺫﻩ ﺍﻟﻣﻘﻭﻣﺎﺕ‬ ‫ﺃﻛﺛﺭ ﺗﻠﺑﻳﺔ ﻵﻣﺎﻟﻲ ﺍﻷﺩﺍﺋﻳﺔ؟ ﺛﺎﻧﻳًﺎ‪ ،‬ﺃﻳﻥ ﺗﻛﻣﻥ ﻣﻭﺍﻁﻥ ﻗﻭﺗﻲ؟‬
‫ﻓﻲ ﺳﻳﺎﺳﺔ ﻭﺟﺫﻭﺭ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻓﻬﻝ ﺳﺗﺳﺗﻣﺭ ﻭﺗﺩﻭﻡ ﺑﺩﻭﺍﻡ‬ ‫ﺛﺎﻟﺛﺎ‪ ،‬ﻣﺎ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﺗﻲ ﺗﻛﻣﻝ ﺑﻌﺿﻬﺎ ً‬
‫ﺑﻌﺿﺎ؟‬ ‫ً‬
‫ﺍﻟﻣﺅﺳﺳﺔ ﺃﻡ ﻳﺗﻭﻗﻑ ﺑﻘﺎﺅﻫﺎ ﻋﻠﻰ ﺃﺷﺧﺎﺹ ﻭﻣﺟﻣﻭﻋﺎﺕ‬
‫ﺑﻌﻳﻧﻬﺎ؟‬ ‫‪äÉeƒ≤ŸG -2‬‬

‫ﻳﻌﻣﺩ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﻘﺎﺩﺓ – ﺑﻣﺟﺭﺩ ﻭﺿﻌﻬﻡ ﻷﻫﺩﺍﻑ ﻭﺧﻁﻁ‬

‫‪á∏«°UC’G áKÓãdG öUÉæ©dG‬‬
‫ﺍﻷﺩﺍء ﻭﺍﻟﺭﺧﺎء – ﺇﻟﻰ ﺍﻟﻣﺑﺎﺩﺭﺓ ﺍﻟﻔﻭﺭﻳﺔ ﺑﺎﻟﺗﻧﻔﻳﺫ‪ .‬ﺇﻻ ﺃﻥ‬
‫‪»°ù°SDƒŸG ¿É«μ∏d IOóëŸG‬‬
‫ﺍﻟﺗﺟﺎﺭﺏ ﻗﺩ ﺃﺛﺑﺗﺕ ﺃﻥ ﻣﺛﻝ ﻫﺫﻩ ﺍﻟﻌﺟﻠﺔ ﻻ ﺗﺅﺗﻲ ﺛﻣﺎﺭﻫﺎ ﻓﻲ‬
‫ﺗﺧﺿﻊ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﻣﺅﺳﺳﻳﺔ ﺍﻟﻣﺗﺄﺻﻠﺔ ﻟﻠﺩﻋﻡ ﻣﻥ ﻗﺑﻝ‬ ‫ﺗﺑﺅ ﺑﺎﻟﻔﺷﻝ‪ .‬ﻓﺎﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﻧﺎﺟﺣﺔ‬‫ﻣﻌﻅﻡ ﺍﻷﺣﻳﺎﻥ – ﺇﻥ ﻟﻡ ْ‬
‫ﺛﻼﺛﺔ ﺃﻧﻅﻣﺔ ﻭﻫﻲ‪ :‬ﺍﻟﺗﻘﻧﻲ‪ ،‬ﻭﺍﻹﺩﺍﺭﻱ‪ ،‬ﻭﺍﻟﺳﻠﻭﻛﻲ‪.‬‬ ‫ﺗﺳﺗﻐﺭﻕ ﻣﺯﻳ ًﺩﺍ ﻣﻥ ﺍﻟﻭﻗﺕ ﻟﺩﺭﺍﺳﺔ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﻣﺗﺎﺣﺔ ﻭﻣﺩﻯ‬
‫ﻭﻟﻛﻲ ﺗﺗﺿﺢ ﺍﻟﻔﻛﺭﺓ ﺳﻧﻌﻘﺩ ﻣﻧﺎﻅﺭﺓ ﺑﺳﻳﻁﺔ‪ :‬ﺣﻳﻥ‬ ‫ﺃﻫﻠﻳﺗﻬﺎ ﻻﺗﺧﺎﺫ ﺍﻟﺧﻁﻭﺓ ﺍﻟﺗﺎﻟﻳﺔ ﻭﺇﺣﻼﻝ ﺍﻟﺗﻐﻳﻳﺭ‪ .‬ﺑﻣﻌﻧﻰ ﺃﺩﻕ‪:‬‬
‫ﺗﺫﻫﺏ ﻟﻠﺻﻳﺩ‪ ،‬ﻳﻌﺗﻣﺩ ﺍﻟﺟﺎﻧﺏ ﺍﻟﺗﻘﻧﻲ ﻋﻠﻰ ﺗﻭﻓﺭ ﺍﻟﻣﻌﺩﺍﺕ‬ ‫ﺗﺗﺧﺫ ﻫﺫﻩ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻹﺟﺭﺍءﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﺗﻭﻓﺭ‬
‫ﺍﻟﻼﺯﻣﺔ ﻛﺎﻟﺻﻧﺎﺭﺓ ﺍﻟﻘﻭﻳﺔ‪ ،‬ﻭﺑﻛﺭﺓ ﺍﻟﺻﻳﺩ ﺍﻟﻣﺗﻳﻧﺔ‪،‬‬ ‫ﺍﻹﻣﻛﺎﻧﺎﺕ ﻭﻛﺫﻟﻙ ﺍﻟﻌﻘﻠﻳﺎﺕ ﺍﻟﻣﺅﻫﻠﺔ ﻟﺗﺣﻘﻳﻕ ﺍﻵﻣﺎﻝ ﺳﻭﺍء‬
‫ﻭﺍﻟﻁﻌﻡ ﺍﻟﻣﻧﺎﺳﺏ‪ .‬ﺃﻣﺎ ﺍﻟﺟﺎﻧﺏ ﺍﻹﺩﺍﺭﻱ ﻓﻳﻛﻣﻥ ﻓﻲ‬ ‫ﱡ‬ ‫ﻋﻠﻰ ﺻﻌﻳﺩ ﺍﻷﺩﺍء ﺃﻭ ﺍﻟﺭﺧﺎء‪ .‬ﻭﻣﻥ ﺍﻟﻣﺟﺩﻱ ﺃﻥ ﺗﺗﺣﺭﻯ ﻋﻥ‬
‫ﺗﻭﻓﻳﺭ ﺍﻟﻬﻳﺎﻛﻝ ﻭﺍﻟﻣﺣﻔﺯﺍﺕ ﺍﻟﺿﺭﻭﺭﻳﺔ ﻛﺗﺻﺭﻳﺢ‬ ‫ﺍﻟﻣﻘﻭﻣﺎﺕ ﻣﻥ ﻣﻧﻅﻭﺭ ”ﺍﻟﻣﻬﺎﺭﺍﺕ“ ﺑﻳﻧﻣﺎ ﺗﻧﻘﺏ ﻋﻥ ﺍﻟﻌﻘﻠﻳﺎﺕ‬
‫ﺍﻟﺻﻳﺩ‪ ،‬ﻭﻗﺎﺭﺏ‪ ،‬ﻭﺳﻭﻕ ﻟﺑﻳﻊ ﺍﻷﺳﻣﺎﻙ‪ ،‬ﻭﻭﺳﻳﻠﺔ ﻟﻠﻧﻘﻝ‪.‬‬ ‫ﻣﻥ ﻣﻧﻁﻠﻕ ”ﺍﻹﺭﺍﺩﺓ‪“.‬‬
‫ﻭﺃﺧﻳﺭً ﺍ ﺍﻟﺟﺎﻧﺏ ﺍﻟﺳﻠﻭﻛﻲ ﻓﻳﺗﻠﺧﺹ ﻓﻲ ﺗﻌﻠﻡ ﻣﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺻﻳﺩ‪ ،‬ﻭﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﺗﻘﻧﻳﺎﺕ ﺍﻟﺻﺣﻳﺣﺔ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﺑﻳﺋﺔ‬ ‫‪äÉeƒ≤ŸG‬‬
‫ﻭﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﺳﻣﻛﻳﺔ ﺑﺷﻛﻝ ﻋﺎﻡ‪.‬‬ ‫‪ÉgôaƒJ ióeh ᫪à◊G‬‬

‫ﻳﻌﺗﻣﺩ ﺗﺄﺳﻳﺱ ﻗﺎﻋﺩﺓ ﻣﻥ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﻣﺅﺳﺳﻳﺔ ﺍﻟﺣﺗﻣﻳﺔ‬

‫‪Rhõ¡ŸG AÉNôdG ¢VGôYCG‬‬
‫ﺃﻫﻣﻳﺔ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺎﻵﻣﺎﻝ ﺍﻷﺩﺍﺋﻳﺔ‪ ،‬ﺛﺎﻧﻳًﺎ ﺗﻘﻳﻳﻡ ﻭﺩﺭﺍﺳﺔ ﻫﺫﻩ‬
‫ﺇﻥ ﺃﺧﺫﺕ ﺃﻋﺭﺍﺽ ﻭﻋﻼﻣﺎﺕ ﺍﻟﺭﺧﺎء ﺍﻟﻣﻬﺯﻭﺯ ﻭﺍﻟﻣﺿﻁﺭﺏ‬
‫ﺗﻁﻔﻭ ﺇﻟﻰ ﺍﻟﺳﻁﺢ ﻓﻛﻳﻑ ﻧﺗﻌﺭﻑ ﺇﻟﻰ ﺟﺫﻭﺭ ﺍﻟﻣﺷﻛﻠﺔ؟‬
‫ﻓﺎﻷﻣﺭﺍﺽ ﺍﻟﻣﺅﺳﺳﻳﺔ – ﺗﻣﺎﻣًﺎ ﻛﺎﻷﻣﺭﺍﺽ ﺍﻹﻧﺳﺎﻧﻳﺔ –‬
‫ﻟﻳﺳﺕ ﺑﺎﻷﻣﺭ ﺍﻟﻳﺳﻳﺭ‪ .‬ﻭﻣﻊ ﺫﻟﻙ ﻓﻘﺩ ﻋﻠﻣﺗﻧﺎ ﺍﻟﺗﺟﺎﺭﺏ ﺃﻧﻪ‬
‫ﺣﻳﻥ ﻳﺗﻌﻠﻕ ﺍﻷﻣﺭ ﺑﺎﻟﺭﺧﺎء ﺍﻟﻣﺅﺳﺳﻲ ﻓﺄﻭﻝ ﻣﺎ ﻳﺧﺿﻊ‬
‫ﻟﻠﻔﺣﺹ ﻭﺍﻟﺗﺩﻗﻳﻕ ﻫﻭ ﺍﻟﻌﻘﻠﻳﺎﺕ ﺍﻟﻣُﺣﺭﱢ ﻛﺔ‪ .‬ﻓﺎﻟﻌﻘﻠﻳﺎﺕ ﺗﺣﻔﺯ‬
‫ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﺗﻲ ﺑﺩﻭﺭﻫﺎ ﺇﻣﺎ ﺗﺣﻔﺯ ﺃﻭ ﺗﺟﻬﺽ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﺗﻲ ﺗﺗﻣﺧﺽ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻷﻣﺭ ﻋﻥ ﺭﺧﺎء ﻣﻬﺯﻭﺯ‬
‫ﻋﻠﻰ ﻋﻣﻠﻳﺗﻳﻥ ﺭﺋﻳﺳﻳﺗﻳﻥ‪ :‬ﺃﻭﻻﻫﻣﺎ ﺗﺣﺩﻳﺩ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻷﻛﺛﺭ‬
‫ﺍﻟﻣﻘﻭﻣﺎﺕ ﻭﻭﺿﻌﻬﺎ ﺍﻟﺣﺎﻟﻲ ﻭﻣﺩﻯ ﺗﻭﻓﺭﻫﺎ ﺩﺍﺧﻝ ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬
‫ﻟﺗﺣﺩﻳﺩ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﺣﺗﻣﻳﺔ ﺍﺳﺄﻝ ﻧﻔﺳﻙ ﻋﻥ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﺗﻲ‬
‫ﺗﻔﺗﻘﺭ ﺇﻟﻳﻬﺎ ﻣﺅﺳﺳﺗﻙ ﻭﺍﻟﻼﺯﻣﺔ ﻟﺗﺣﻘﻳﻕ ﺍﻵﻣﺎﻝ ﺍﻷﺩﺍﺋﻳﺔ‪ .‬ﻓﺈﺫﺍ‬
‫ﺃﺭﺍﺩﺕ ﺇﺣﺩﻯ ﺍﻟﻣﺅﺳﺳﺎﺕ‪ ،‬ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ ،‬ﺃﻥ ﺗﻌﺎﻟﺞ‬
‫ﻣﺷﻛﻠﺔ ﺍﻧﺧﻔﺎﺽ ﻫﺎﻣﺵ ﺍﻟﺭﺑﺢ ﻓﺳﻳﻛﻭﻥ ﺗﻘﻠﻳﺹ ﺍﻟﺗﻛﺎﻟﻳﻑ‬
‫ﻭﺍﻟﻣﺻﺭﻭﻓﺎﺕ ﻫﻭ ﺃﻭﻝ ﻣﺎ ﺗﻌﻣﺩ ﺇﻟﻳﻪ ﺩﻭﻥ ﺗﺭﺩﺩ‪ .‬ﻭﻟﻛﻥ ﻫﻝ‬
‫ﻟﺩﻳﻬﺎ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺗﻧﻔﻳﺫ ﻫﺫﻩ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺔ؟ ﺗﻌﺗﻣﺩ‬
‫ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻣﺟﺎﻻﺕ ﻭﺍﻟﻧﻁﺎﻗﺎﺕ ﺍﻟﺗﻲ ﺳﺗﺧﺿﻊ ﻟﻬﺫﻩ‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﺃﻭ ﻣﻧﺗﻌﺵ!‬ ‫ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺔ‪ .‬ﻓﻬﻝ ﺳﺗﻠﺟﺄ ﺍﻟﻣﺅﺳﺳﺔ ﺇﻟﻰ ﺧﻔﺽ ﻣﻌﺩﻻﺕ‬

‫ﺍﻟﺗﺻﻧﻳﻊ‪ ،‬ﺃﻡ ﺗﻁﻭﻳﺭ ﺃﻧﻅﻣﺔ ﺍﻟﺗﺣﺻﻳﻝ‪ ،‬ﺃﻡ ﺇﻋﺎﺩﺓ ﺗﺻﻣﻳﻡ‬
‫ﻳﻘﺻﺩ ﺑﺎﻟﻌﻘﻠﻳﺔ ﺍﻟﻣﺣﺭﻛﺔ ﺍﻟﺗﻭﺟﻬﺎﺕ ﻭﺍﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﻌﻘﻠﻳﺔ‬ ‫ﻫﻳﺎﻛﻝ ﺍﻟﺩﻋﻡ‪ ،‬ﺃﻡ ﻣﺭﺍﺟﻌﺔ ﺍﻟﻧﻔﻘﺎﺕ ﺍﻟﻌﺎﻣﺔ؟ ﻭﺑﻣﺟﺭﺩ ﺃﻥ‬
‫ً‬
‫ﺑﺎﺭﺯﺍ ﻓﻲ ﺗﺣﺩﻳﺩ ﻛﻳﻔﻳﺔ ﺗﻔﺳﻳﺭ ﺍﻷﺷﺧﺎﺹ‬ ‫ﺍﻟﺗﻲ ﺗﻠﻌﺏ ﺩﻭﺭً ﺍ‬ ‫ً‬
‫ﻣﺟﺎﻻ ﺃﻭ ﺍﺛﻧﻳﻥ ﺳﺗﻭﺍﺟﻬﻙ ﻋﻼﻣﺎﺕ ﺍﺳﺗﻔﻬﺎﻡ ﺃﺧﺭﻯ‪:‬‬ ‫ﺗﺣﺩﺩ‬
‫ﻭﺗﺟﺎﻭﺑﻬﻡ ﺗﺟﺎﻩ ﺍﻟﻣﻭﺍﻗﻑ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ .‬ﻭﻣﻥ ﻫﺫﺍ ﺍﻟﻣﻧﻁﻠﻕ ﺗﺷﻛﻝ‬ ‫ﻣﺎ ﻣﺩﻯ ﺍﻟﻛﻔﺎءﺓ ﺍﻟﻼﺯﻡ ﺗﺣﻘﻳﻘﻬﺎ ﻓﻲ ﻫﺫﻩ ﺍﻟﻣﺟﺎﻻﺕ ﺣﺗﻰ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺗﻔﺎﻋﻠﻳﺔ ﺍﻟﻣﺅﺳﺳﻳﺔ ﻣﺎ ﺑﻳﻥ ﺍﻟﻌﺎﻣﻠﻳﻥ‪ ،‬ﻭﺍﻟﻘﺎﺩﺓ‪،‬‬ ‫ً‬
‫ﻣﻠﺣﻭﻅﺎ ﻭﻣﻠﻣﻭﺳً ﺎ؟ ﻭﺃﻱ ﻫﺫﻩ ﺍﻟﻣﺟﺎﻻﺕ ﺃﺟﺩﺭ‬ ‫ﻳﻛﻭﻥ ﺍﻟﺗﻭﻓﻳﺭ‬
‫ﻭﺍﻟﺑﻳﺋﺔ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻣﻌًﺎ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻌﻘﻠﻳﺎﺕ ﺍﻟﻣﺣﺭﻛﺔ ﺍﻟﺗﻲ‬ ‫ﺑﺎﻟﻣﺣﺎﻭﻟﺔ ﻭﺍﺳﺗﺛﻣﺎﺭ ﺍﻟﻭﻗﺕ ﻭﺍﻟﺟﻬﺩ؟ ﺑﻣﻌﻧﻰ ﺃﺩﻕ‪ :‬ﺃﻱ‬
‫ﺗﺣﺩﺩ ﺍﻟﻣﻧﻭﺍﻝ ﺍﻟﺫﻱ ﺗﺳﻳﺭ ﻋﻠﻳﻪ ﻛﻝ ﺍﻟﺷﺅﻭﻥ ﺍﻟﻣﺅﺳﺳﻳﺔ‪.‬‬ ‫ﻫﺫﻩ ﺍﻟﻣﺟﺎﻻﺕ ﻗﺩ ﺗﻧﻌﻛﺱ ﻣﺯﺍﻳﺎﻩ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﻋﻠﻰ ﺍﻟﻣﺳﺗﻘﺑﻝ؟‬
‫ﺗﺭﺳﻡ ﺗﻠﻙ ﺍﻟﻌﻘﻠﻳﺎﺕ ﺍﻹﻁﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻣﺗﻭﻗﻌﺔ ﻣﻥ‬ ‫ﺗﻣﻧﺣﻙ ﺍﻹﺟﺎﺑﺔ ﻋﻥ ﻛﻝ ﻫﺫﻩ ﺍﻷﺳﺋﻠﺔ ﺭﺅﻳﺔ ﻋﺎﻣﺔ ﻭﺷﺎﻣﻠﺔ ﻟﻛﻝ‬
‫ﺍﻟﺟﻣﻳﻊ ﻭﻟﺫﻟﻙ ﻓﻬﻲ ﺗﺷﻛﻝ ﺟﻭﻫﺭ ﺇﺩﺍﺭﺓ ﺍﻟﻭﻗﺕ ﻭﺍﻟﻁﺎﻗﺎﺕ‪.‬‬ ‫ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﻣﺅﺳﺳﻳﺔ ﺍﻟﺗﻲ ﺗﻧﻘﺻﻙ‪.‬‬
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 ‫ﺍﻟﺳﻧﺔ ﺍﻟﺣﺎﺩﻳﺔ ﻭﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺳﺎﺩﺱ ﻋﺷﺭ ‪) -‬ﺃﻏﺳﻁﺱ ‪514 - (2013‬‬ ‫ﻗﺩ ﻻ ﻳﻛﻭﻥ ﺍﺧﺗﻳﺎﺭ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﻣﻧﺎﺳﺑﺔ ﺑﺎﻷﻣﺭ ﺍﻟﻳﺳﻳﺭ‪ .‬ﻓﺎﻷﻣﺭ‬ ‫ﺑﻌﺿﺎ ﻣﻥ ﺍﻟﻭﻗﺕ ﻭﻫﻲ‬ ‫ً‬ ‫ﻳﺗﻁﻠﺏ ﺇﺣﻼﻝ ﺍﻟﻁﻔﺭﺍﺕ ﺍﻟﻌﻘﻠﻳﺔ‬
‫ﺃﺷﺑﻪ ﺑﺻﺣﺔ ﺍﻹﻧﺳﺎﻥ‪ :‬ﺣﻳﻥ ﺗﻣﺭﺽ ﻭﺗﺑﺎﺩﺭ ﺑﺯﻳﺎﺭﺓ ﺍﻟﻁﺑﻳﺏ‬ ‫ﻋﻣﻠﻳﺔ ﺗﺩﺭﻳﺟﻳﺔ‪ ،‬ﻭﻟﻛﻥ ﺗﻛﻣﻥ ﺍﻟﺻﻌﻭﺑﺔ ﻓﻲ ﺍﺧﺗﻳﺎﺭ ﺍﻟﻌﻘﻠﻳﺎﺕ‬
‫ﺃﻭﻻ ﻋﻥ ﺍﻷﻋﺭﺍﺽ‪ ،‬ﺛﻡ ﻳﺟﺭﻱ ﺑﻌﺽ ﺍﻟﻔﺣﻭﺻﺎﺕ‪،‬‬ ‫ﻓﻳﺳﺄﻟﻙ ً‬ ‫ﺍﻷﺟﺩﺭ ﺑﺎﻟﺗﻐﻳﻳﺭ ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﻳﺗﻁﻠﺏ ﺩﺭﺍﺳﺔ ﺁﻣﺎﻝ ﻭﺗﻁﻠﻌﺎﺕ‬
‫ﻭﻳﺿﻊ ﺍﻻﺣﺗﻣﺎﻻﺕ‪ ،‬ﻭﻗﺩ ﻳﻠﺟﺄ ﺇﻟﻰ ﺑﻌﺽ ﺍﻟﺗﺣﺎﻟﻳﻝ ﻭﺍﻷﺷﻌﺔ‬ ‫ﺍﻟﻣﺅﺳﺳﺔ ﻋﻠﻰ ﺻﻌﻳﺩ ﺍﻷﺩﺍء ﻭﺍﻟﺭﺧﺎء‪ ،‬ﻭﻣﻘﻭﻣﺎﺕ ﺍﻟﺭﺧﺎء‬
‫ﻟﺗﺷﺧﻳﺹ ﺍﻟﺣﺎﻟﺔ ﺑﺩﻗﺔ‪ ،‬ﻭﺗﺣﺩﻳﺩ ﺍﻟﻔﺗﺭﺓ ﺍﻟﺯﻣﻧﻳﺔ ﺍﻟﻼﺯﻣﺔ‬ ‫ﺍﻟﻣﺗﻭﻓﺭﺓ‪ ،‬ﻭﺗﻭﺟﻬﺎﺕ ﻭﺍﻫﺗﻣﺎﻣﺎﺕ ﺍﻟﻣﻭﻅﻔﻳﻥ‪ .‬ﻭﻻ ﻳﺷﺗﺭﻁ ﺃﻥ‬
‫ﻟﻠﺷﻔﺎء‪ ،‬ﻭﺃﺧﻳﺭً ﺍ ﻭﺻﻑ ﺍﻟﺩﻭﺍء ﺍﻟﻣﻼﺋﻡ ﻟﺣﺎﻟﺗﻙ‪ .‬ﺗﻠﻙ ﺍﻟﻌﻣﻠﻳﺔ‬ ‫ﺗﺣﺩﺙ ﺍﻟﻁﻔﺭﺓ ﻣﻥ ﻋﻘﻠﻳﺔ ﺇﻟﻰ ﺃﺧﺭﻯ؛ ﻓﺎﻟﻭﺿﻊ ﻟﺩﻯ ﺍﻟﻛﺛﻳﺭ‬
‫ﻳﻣﻛﻥ ﺃﻥ ﺗُﺗﺭﺟﻡ ﻓﻲ ﺳﻭﻕ ﺍﻟﻌﻣﻝ ﺇﻟﻰ‪” :‬ﺇﺫﺍ ﺍﺳﺗﻣﺭﺭﻧﺎ ﻋﻠﻰ‬ ‫ﻣﻥ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻻ ﻳﻌﺗﻣﺩ ﻋﻠﻰ ﻓﺭﺿﻳﺔ ”ﺇﻣﺎ ﻫﺫﺍ ﺃﻭ ﺫﺍﻙ“‬
‫ﻫﺫﻩ ﺍﻟﺣﺎﻝ ﻓﻬﻛﺫﺍ ﺳﻳﻛﻭﻥ ﻭﺿﻌﻧﺎ‪ ...‬ﻓﺈﺫﺍ ﻟﻡ ﻧﻁﻭﺭ ﻫﺫﺍ ﻭﻧﻧ ﱢﻡ‬ ‫ﻭﺇﻧﻣﺎ ”ﻛﻝ ﻣﻥ ﻫﺫﺍ ﻭﺫﺍﻙ“ ﻻ ﺳﻳﻣﺎ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﻲ ﺗﻧﺷﺩ‬
‫ﺫﺍﻙ ﻟﻥ ﻧﺳﺗﻁﻳﻊ ﺃﻥ ﻧﺻﻝ ﺇﻟﻰ ﻫﻧﺎﻙ!“‬ ‫ً‬
‫ﻓﻌﻭﺿﺎ ﻋﻥ‬ ‫ﻁﻔﺭﺍﺕ ﻛﺎﻣﻠﺔ ﺷﺎﻣﻠﺔ ﻭﻟﻳﺱ ﻣﺟﺭﺩ ﺗﻌﺩﻳﻼﺕ‪.‬‬
‫ﺇﺟﻬﺎﺽ ﺍﻟﻌﻘﻠﻳﺎﺕ ﺍﻟﺣﺎﻟﻳﺔ ﺗﻌﻣﺩ ﻫﺫﻩ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺇﻟﻰ ﺍﻻﺭﺗﻘﺎء‬
‫‪äGQOÉÑŸG ∫hóL‬‬ ‫ﺑﻬﺎ ﻭﺗﻁﻭﻳﺭ ﺃﺩﺍﺋﻬﺎ ﻛﻲ ﺗﺳﻣﻭ ﺑﺎﻟﻣﺅﺳﺳﺔ ﺇﻟﻰ ﺃﺑﻌﺩ ﺍﻟﺣﺩﻭﺩ‪.‬‬

‫ﻗﻣﻧﺎ ﺑﺗﻁﻭﻳﺭ ﻣﻧﻬﺞ ﻧﻅﺎﻣﻲ ﻳﻌﺭﻑ ﺑـ”ﺟﺩﻭﻝ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ“‬ ‫‪§£îŸG -3‬‬

‫ﺑﻬﺩﻑ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻓﻲ ﻭﺿﻊ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺧﻁﻁ‬
‫ﻭﺍﻟﺧﻁﻭﺍﺕ ﺍﻟﺷﺎﻣﻠﺔ ﻭﺍﻟﻼﺯﻣﺔ ﻟﺗﻧﻔﻳﺫ ﺁﻣﺎﻟﻬﺎ ﻭﺗﻁﻠﻌﺎﺗﻬﺎ ﻋﻠﻰ‬
‫ﺃﺭﺽ ﺍﻟﻭﺍﻗﻊ‪ .‬ﺗﻘﻭﻡ ﺍﻟﻣﺅﺳﺳﺎﺕ – ً‬
‫ﻭﻓﻘﺎ ﻟﻬﺫﺍ ﺍﻟﻣﻧﻬﺞ – ﺑﻁﺭﺡ‬
‫ﻗﺎﺋﻣﺔ ﻣﻥ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﻣﺣﺗﻣﻠﺔ ﻭﻣﻥ ﺛﻡ ﺗﻔﻧﻳﺩﻫﺎ ﺑﺟﺩﻭﻝ ﻣﻧﻘﺳﻡ‬
‫ﺇﻟﻰ ﺧﺎﻧﺗﻳﻥ ﺃﻭﻻﻫﻣﺎ ﺍﻟﻭﻗﺕ ﻭﺛﺎﻧﻳﺗﻬﻣﺎ ﺍﻟﻘﺎﺑﻠﻳﺔ ﻭﺍﻟﺷﻳﻭﻉ‪ .‬ﻫﺫﺍ‬
‫ﺍﻟﺟﺩﻭﻝ ﻣﻥ ﺷﺄﻧﻪ ﺃﻥ ﻳﻣﻳﺯ ﻋﻠﻰ ﺍﻟﻔﻭﺭ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﻣﺗﺯﻧﺔ‬
‫ﻭﺍﻟﻭﺍﻗﻌﻳﺔ ﻋﻣﻥ ﺳﻭﺍﻫﺎ‪.‬‬
‫ﺍﻵﻥ ﻭﺑﻌﺩ ﺃﻥ ﺗﻌﺭﻓﺕ ﺇﻟﻰ ﺁﻣﺎﻟﻙ ﻭﺗﻁﻠﻌﺎﺗﻙ ﻭﺍﻟﻣﻘﻭﻣﺎﺕ‬
‫ﺍﻟﻣﺗﺎﺣﺔ ﻟﺩﻯ ﻣﺅﺳﺳﺗﻙ‪ ،‬ﺁﻥ ﺍﻷﻭﺍﻥ ﻟﺗﺭﺳﻡ ﻣﻌﺎﻟﻡ ﺭﺣﻠﺗﻙ‬
‫ﻭﺗﺣﺩﺩ ﻭﺳﺎﺋﻝ ﺍﻧﺗﻘﺎﻟﻙ ﻣﻥ ﻧﻘﻁﺔ ﺍﻟﺑﺩﺍﻳﺔ ﺇﻟﻰ ﻭﺟﻬﺗﻙ ﺍﻟﻣﻧﺷﻭﺩﺓ‬
‫ﺧﻁﻭﺓ ﺑﺧﻁﻭﺓ‪ .‬ﻭﻟﻛﻲ ﺗﻛﻭﻥ ﻋﻣﻠﻳﺔ ﺍﻻﻧﺗﻘﺎﻝ ﺁﻣﻧﺔ ﻭﺳﺎﻟﻣﺔ‬
‫ﻻ ﺑﺩ ﺃﻥ ﺗﻘﺳﻡ ﺭﺣﻠﺗﻙ ﺍﻟﻛﺑﻳﺭﺓ ﻭﺍﻟﺷﺎﻗﺔ ﺇﻟﻰ ﻣﺟﻣﻭﻋﺔ ﻣﻥ‬
‫ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﺗﻣﻬﻳﺩﻳﺔ‪.‬‬

‫‪»°ù°SDƒŸG AÉNôdG äÉeƒ≤e‬‬

‫ﻳﻧﻘﺳﻡ ﺍﻟﺭﺧﺎء ﺍﻟﻣﺅﺳﺳﻲ ﺇﻟﻰ ﺛﻼﺛﺔ ﻣﻘﻭﻣﺎﺕ ﺭﺋﻳﺳﻳﺔ‪ :‬ﺍﻟﺗﻧﻅﻳﻡ ﺍﻟﺩﺍﺧﻠﻲ‪ ،‬ﻭﺟﻭﺩﺓ ﺍﻟﺗﻧﻔﻳﺫ‪ ،‬ﻭﺇﻣﻛﺎﻧﻳﺔ ﺍﻟﺗﺟﺩﻳﺩ‪ .‬ﻭﻣﻥ ﻫﺫﺍ ﺍﻟﻣﻧﻁﻠﻕ‬
‫ﺗﻭﺻﻠﻧﺎ ﺇﻟﻰ ﻣﻔﻬﻭﻡ ﻋﺎﻡ ﻭﺷﺎﻣﻝ ﻣﻥ ﺗﺳﻌﺔ ﻋﻧﺎﺻﺭ ﻣﺧﺗﻠﻔﺔ ﺗﻬﺩﻑ ﻓﻲ ﺍﻟﻣﻘﺎﻡ ﺍﻷﻭﻝ ﺇﻟﻰ ﺗﻣﺗﻳﻥ ﻭﺗﻭﻁﻳﺩ ﺍﻟﻣﻘﻭﻣﺎﺕ ﺍﻟﺛﻼﺛﺔ ﻟﻠﺭﺧﺎء‬
‫ﺍﻟﻣﺅﺳﺳﻲ‪ ،‬ﻭﻣﻥ ﺛﻡ ﻁﻭﺭﻧﺎ ﻫﺫﻩ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺗﺳﻌﺔ ﺇﻟﻰ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ‪ .‬ﺗﻠﻙ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﻣﻥ ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﺣﻭﻝ ﻣﻘﻭﻣﺎﺕ‬
‫ﺍﻟﺭﺧﺎء ﻣﻥ ﻣﺟﺭﺩ ﻧﻅﺭﻳﺎﺕ ﻭﻧﻣﺎﺫﺝ ﻋﻠﻣﻳﺔ ﺇﻟﻰ ﻭﺍﻗﻊ ﻣﻠﻣﻭﺱ ﻭﻣﺩﺭﻭﺱ‪.‬‬

‫‪ -1‬ﺍﻟﺗﻭﺟﻪ‪ :‬ﻭﻳﻘﺻﺩ ﺑﻪ ﺍﻟﻣﺭﻛﺯ ﺍﻟﺫﻱ ﺗﻧﺷﺩﻩ ﺍﻟﻣﺅﺳﺳﺔ ﻭﺁﻟﻳﺎﺕ ﺗﺣﻘﻳﻘﻪ ﺑﺷﻛﻝ ﻳﺿﻳﻑ ﺇﻟﻰ ﺟﻣﻳﻊ ﺍﻟﻌﺎﻣﻠﻳﻥ ﺑﻬﺎ )ﺍﻟﺭﺅﻳﺔ ﺍﻟﻣﺷﺗﺭﻛﺔ‪،‬‬
‫ﻭﺍﻟﺗﺧﻁﻳﻁ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻲ‪ ،‬ﻭﺍﻟﻣﺷﺎﺭﻛﺔ ﺍﻟﺟﻣﺎﻋﻳﺔ(‪.‬‬
‫‪ -2‬ﺍﻟﻘﻳﺎﺩﺓ‪ :‬ﻭﻳﻘﺻﺩ ﺑﻬﺎ ﻣﺩﻯ ﺗﻔﺎﻋﻝ ﺍﻟﻘﺎﺩﺓ ﻣﻊ ﻣﻥ ﺣﻭﻟﻬﻡ )ﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﻣﺗﺳﻠﻁﺔ‪ ،‬ﻭﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﺗﻔﺎﻋﻠﻳﺔ‪ ،‬ﻭﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﺩﺍﻋﻣﺔ‪ ،‬ﻭﺍﻟﻘﻳﺎﺩﺓ‬
‫ﺍﻟﻣﺣﻔﺯﺓ(‪.‬‬
‫‪ -3‬ﺍﻟﺛﻘﺎﻓﺔ ﺍﻟﻌﺎﻣﺔ‪ :‬ﻭﻳﻘﺻﺩ ﺑﻬﺎ ﺍﻟﻣﻌﺗﻘﺩﺍﺕ ﺍﻟﻣﺷﺗﺭﻛﺔ ﻭﻧﻭﻋﻳﺔ ﺍﻟﺗﻔﺎﻋﻝ ﺍﻟﻘﺎﺋﻡ ﺑﻳﻥ ﺃﻋﺿﺎء ﻭﻫﻳﺋﺎﺕ ﺍﻟﻣﺅﺳﺳﺔ )ﺍﻻﻧﻔﺗﺎﺡ ﻭﺍﻟﺛﻘﺔ‬
‫ﺍﻟﻣﺗﺑﺎﺩﻟﺔ‪ ،‬ﻭﺍﻟﺗﻧﺎﻓﺱ ﺍﻟﺩﺍﺧﻠﻲ‪ ،‬ﻭﺍﻻﻟﺗﺯﺍﻡ ﺍﻟﺗﻧﻔﻳﺫﻱ‪ ،‬ﻭﺍﻹﺑﺩﺍﻉ‪ ،‬ﻭﺍﻟﺭﻳﺎﺩﺓ(‪.‬‬
‫‪ -4‬ﺗﺣﻣﻝ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ‪ :‬ﻭﺗﺷﻳﺭ ﺇﻟﻰ ﻣﺩﻯ ﺍﺳﺗﻳﻌﺎﺏ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻷﺩﻭﺍﺭﻫﻡ ﻭﻣﻬﺎﻣﻬﻡ ﺍﻟﻭﻅﻳﻔﻳﺔ‪ ،‬ﻭﺍﻟﺗﺯﺍﻣﻬﻡ ﺑﻬﺎ‪ ،‬ﻭﺗﺣﻣﻠﻬﻡ ﺍﻟﻧﺗﺎﺋﺞ‬
‫)ﺍﻟﻣﺳﻣﻳﺎﺕ ﺍﻟﻭﻅﻳﻔﻳﺔ ﺍﻟﻣﺣﺩﺩﺓ‪ ،‬ﻭﻣﻘﻭﻣﺎﺕ ﺍﻷﺩﺍء‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻟﻧﺗﺎﺋﺞ‪ ،‬ﻭﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﺍﻟﺷﺧﺻﻳﺔ(‪.‬‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﻭﺃﻳﺿﺎ ﺍﻏﺗﻧﺎﻡ ﺍﻟﻔﺭﺹ ﺍﻟﺳﺎﻧﺣﺔ )ﺗﻘﻳﻳﻡ ﺍﻷﺩﺍء‬‫ً‬ ‫‪ -5‬ﺍﻟﺗﻧﺳﻳﻕ ﻭﺍﻟﺗﺣﻛﻡ‪ :‬ﻭﻳﻘﺻﺩ ﺑﻬﻣﺎ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﺍﻷﺩﺍء ﻭﺍﻟﻣﺧﺎﻁﺭ ﺍﻟﻣﺅﺳﺳﻳﺔ‬
‫ﺍﻟﻭﻅﻳﻔﻲ‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺗﻧﻔﻳﺫﻳﺔ‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻣﺎﻟﻳﺔ‪ ،‬ﻭﺍﻟﻣﻌﺎﻳﻳﺭ ﺍﻟﻣﻬﻧﻳﺔ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻷﺯﻣﺎﺕ(‪.‬‬
‫‪ -6‬ﺍﻹﻣﻛﺎﻧﺎﺕ‪ :‬ﺃﻱ ﺍﻟﻣﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻣﺅﺳﺳﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺗﻁﻭﻳﺭ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﻭﻛﺳﺏ ﺍﻟﻣﻣﻳﺯﺍﺕ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ )ﺍﻟﻣﻬﺎﺭﺍﺕ‬
‫ﻭﺗﻣﺗﻳﻧﻬﺎ‪ ،‬ﻭﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻌﻣﻠﻳﺔ‪ ،‬ﻭﺍﻻﺳﺗﻌﺎﻧﺔ ﺑﺎﻟﺧﺑﺭﺍﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ(‪.‬‬
‫‪ -7‬ﺍﻟﺗﺣﻔﻳﺯ‪ :‬ﺃﻱ ﺗﻭﻓﻳﺭ ﺍﻟﻣﺣﻔﺯﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺗﺷﺟﻳﻊ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻋﻠﻰ ﺑﺫﻝ ﺃﻗﺻﻰ ﻣﻌﺩﻻﺕ ﺍﻷﺩﺍء ﻭﺗﺣﻘﻳﻕ ﺃﻓﺿﻝ ﺍﻟﻧﺗﺎﺋﺞ )ﺍﻟﻘﻳﻡ‬
‫ﺍﻟﻣﻌﺑﺭﺓ‪ ،‬ﻭﺍﻟﻘﺎﺩﺓ ﺍﻟﻣﻠﻬﻣﻭﻥ‪ ،‬ﻭﺍﻟﻔﺭﺹ ﺍﻟﻣﻬﻧﻳﺔ‪ ،‬ﻭﺍﻟﺣﻭﺍﻓﺭ ﺍﻟﻣﺎﺩﻳﺔ‪ ،‬ﻭﺍﻟﻣﻛﺎﻓﺂﺕ ﻭﺍﻟﺗﻘﺩﻳﺭﺍﺕ ﺍﻟﻣﻌﻧﻭﻳﺔ(‪.‬‬
‫‪ -8‬ﺍﻟﺗﻭﺟﻬﺎﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ‪ :‬ﺃﻱ ﻧﻭﻋﻳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻘﺎﺋﻣﺔ ﻣﻊ ﺍﻟﻌﻣﻼء‪ ،‬ﻭﺍﻟﻣﻣﻭﻟﻳﻥ‪ ،‬ﻭﺍﻟﺷﺭﻛﺎء‪ ،‬ﻭﻏﻳﺭﻫﻡ ﻣﻥ ﺍﻟﻣﺳﺎﻫﻣﻳﻥ )ﺧﺩﻣﺔ‬
‫ﺍﻟﻌﻣﻼء‪ ،‬ﻭﺍﻟﺭﺅﻯ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ‪ ،‬ﻭﺍﻟﺷﺭﺍﻛﺔ ﺍﻟﻣﺅﺳﺳﻳﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺣﻛﻭﻣﻳﺔ ﻭﺍﻟﻣﺟﺗﻣﻌﻳﺔ(‪.‬‬
‫‪ -9‬ﺍﻹﺑﺩﺍﻉ ﻭﺍﻛﺗﺳﺎﺏ ﺍﻟﺧﺑﺭﺍﺕ‪ :‬ﺃﻱ ﻣﺩﻯ ﺗﺩﻓﻕ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺟﺩﻳﺩﺓ ﻭﺍﻟﻘﺩﺭﺓ ﺍﻟﻣﺅﺳﺳﻳﺔ ﻋﻠﻰ ﺍﻟﺗﻐﻳﺭ ﻭﺍﻟﺗﺄﻗﻠﻡ )ﺍﻹﺑﺩﺍﻉ ﺍﻟﺗﻧﺎﺯﻟﻲ‪،‬‬
‫ﻭﺍﻹﺑﺩﺍﻉ ﺍﻟﺗﺻﺎﻋﺩﻱ‪ ،‬ﻭﺍﻟﺗﺑﺎﺩﻝ ﺍﻟﻣﻌﺭﻓﻲ‪ ،‬ﻭﺗﻁﻭﻳﺭ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺧﺎﺭﺟﻳﺔ(‪.‬‬
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 ‫❂ ﺍﻟﻘﺻﺹ ﺍﻟﻣﺅﺛﺭﺓ‪ :‬ﺃﻫﻡ ﻣﺎ ﻓﻲ ﻫﺫﻩ ﺍﻟﻘﺻﺹ ﻣﺣﺗﻭﺍﻫﺎ‪،‬‬

‫ﺍﻟﺳﻧﺔ ﺍﻟﺣﺎﺩﻳﺔ ﻭﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺳﺎﺩﺱ ﻋﺷﺭ ‪) -‬ﺃﻏﺳﻁﺱ ‪514 - (2013‬‬

‫ﻭﻁﺭﻳﻘﺔ ﺭﻭﺍﻳﺗﻬﺎ‪ ،‬ﻭﺍﻟﻘﻳﻡ ﺍﻟﺗﻲ ﺗﺣﻭﻳﻬﺎ ﺑﻳﻥ ﻁﻳﺎﺗﻬﺎ ﺳﻭﺍء‬
‫ﻛﺎﻧﺕ ﺻﺭﻳﺣﺔ ﺃﻭ ﺿﻣﻧﻳﺔ‪.‬‬
‫❂ ﺍﻵﻟﻳﺎﺕ ﺍﻟﻣﺣﻔﺯﺓ‪ :‬ﻟﻛﻲ ﺗﻔﺭﺽ ﺍﻟﺗﻐﻳﻳﺭ ﻋﻠﻰ ﻋﻘﻠﻳﺎﺕ‬
‫ﺍﻟﻣﻭﻅﻔﻳﻥ ﻻ ﺑﺩ ﺃﻥ ﺗﺭﺑﻁ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻣﺎ ﺑﻳﻥ ﻣﻌﺩﻻﺕ‬
‫ﺍﻷﺩﺍء ﻭﺍﻟﺭﺧﺎء ﻣﻥ ﻧﺎﺣﻳﺔ ﻭﺍﻟﻣﻛﺎﻓﺂﺕ ﻣﻥ ﻧﺎﺣﻳﺔ ﺃﺧﺭﻯ‪،‬‬
‫ﻭﺗﺩﻋﻡ ﺍﻟﺗﻘﺩﻳﺭﺍﺕ ﺍﻟﻣﻌﻧﻭﻳﺔ‪ ،‬ﻭﺗﻌﻳﺩ ﻫﻳﻛﻠﺔ ﺍﻷﻧﻅﻣﺔ‬
‫ﻭﺍﻟﻛﻳﺎﻧﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫❂ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﻠﻬﻣﺔ‪ :‬ﻣﻥ ﺍﻟﻣﻣﻛﻥ ﺃﻥ ﺗﺧﺿﻊ ﺍﻟﻣﻬﺎﺭﺍﺕ‬
‫ﻟﻠﺗﻁﻭﻳﺭ ﻣﻥ ﺧﻼﻝ ﺗﺑﻧﻲ ﻣﻧﻬﺞ ﺗﻔﺻﻳﻠﻲ ﻟﻧﻭﻋﻳﺔ ﻭﻣﺟﺎﻻﺕ‬
‫ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﺗﺎﺣﺔ‪ ،‬ﻭﻣﻥ ﺛﻡ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻣﻬﺎﺭﺍﺕ‬
‫ﻓﺎﻟﻭﻗﺕ ﻳﺣﺩﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ ﺍﻟﻣﺑﺎﺩﺭﺓ ﻣﺣﻘﻘﺔ ﻟﻠﺗﻭﺍﺯﻥ ﺑﻳﻥ‬
‫ﺍﻟﺗﻘﻧﻳﺔ ﻭﺫﺍﺕ ﺍﻟﺻﻠﺔ ﺩﻭﻥ ﺃﻥ ﺗﻐﻔﻝ ﻋﻥ ﺗﺣﺩﻳﺙ ﺍﻟﻘﺎﺋﻣﺔ‬
‫ﺍﻟﻣﺟﻬﻭﺩﺍﺕ ﺍﻟﻬﺎﺩﻓﺔ ﻟﻠﻣﻛﺎﺳﺏ ﺍﻟﺣﺎﻟﻳﺔ‪ ،‬ﻭﺍﻟﻣﺟﻬﻭﺩﺍﺕ ﺍﻟﻣﺣﻘﻘﺔ‬
‫ﻣﻥ ﺁﻥ ﺇﻟﻰ ﺁﺧﺭ‪.‬‬
‫ﻟﻸﻫﺩﺍﻑ ﻣﺗﻭﺳﻁﺔ ﺍﻟﻣﺩﻯ‪ ،‬ﻭﺍﻟﻣﺟﻬﻭﺩﺍﺕ ﺍﻟﻣﺣﻘﻘﺔ ﻟﻘﻳﻣﺔ‬
‫❂ ﺍﻟﻘﺩﻭﺓ ﺍﻟﺣﺳﻧﺔ‪ :‬ﺗﻛﺗﺳﺏ ﺍﻟﻘﺩﻭﺍﺕ ﺍﻟﺣﺳﻧﺔ ﻭﺍﻟﻧﻣﺎﺫﺝ‬ ‫ﻁﻭﻳﻠﺔ ﺍﻟﻣﺩﻯ‪.‬‬
‫ﺍﻟﺗﻲ ﻳﺣﺗﺫﻯ ﺑﻬﺎ ﻓﺎﻋﻠﻳﺗﻬﺎ ﻣﻥ ﺧﻼﻝ ﺍﻟﻣﺑﺎﺩﺭﺓ ﺑﺎﻟﺗﻐﻳﻳﺭ‪،‬‬
‫ﻭﺗﺑﻧﻲ ﺍﻟﻣﻧﺎﻫﺞ ﺍﻹﻳﺟﺎﺑﻳﺔ‪ ،‬ﻭﻛﺫﻟﻙ ﺍﻧﺗﻘﺎء ﻭﺩﻋﻡ ﺍﻟﻌﻧﺎﺻﺭ‬ ‫ﺃﻣﺎ ﻋﻥ ﺧﺎﻧﺔ ﺍﻟﻘﺎﺑﻠﻳﺔ ﻭﺍﻟﺷﻳﻭﻉ ﻓﻬﻲ ﺗﺧﺗﺑﺭ ﻣﺩﻯ ﺍﻧﺣﻳﺎﺯ‬
‫ﺍﻟﻣﺗﻐﻳﺭﺓ ﻭﺍﻟﻣﺅﺛﺭﺓ‪.‬‬ ‫ﺍﻟﻣﺑﺎﺩﺭﺓ ﻷﻫﺩﺍﻑ ﻣﺳﺗﻘﺑﻠﻳﺔ ﺿﺧﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺃﻭ ﺗﺣﺩﻳﺛﺎﺕ‬
‫ﺟﻭﻫﺭﻳﺔ ﺇﺿﺎﻓﻳﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺃﺧﺭﻯ‪.‬‬
‫‪IQOÉÑŸG -4‬‬
‫ﻭﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺎﻟﻘﻳﻣﺔ ﺍﻟﻣﺣﺗﻣﻠﺔ ﻟﻛﻝ ﻭﺍﺣﺩﺓ ﻣﻥ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ‬
‫ﻓﻲ ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻟﺗﻲ ﻭﺻﻠﺕ ﺇﻟﻳﻬﺎ ﻣﻥ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻐﻳﻳﺭ‬ ‫ﻓﻳﺣﺩﺩﻫﺎ ﺣﺟﻡ ﺍﻟﺩﻭﺍﺋﺭ ﺍﻟﻣﺗﺧﻠﻠﺔ ﻟﻠﺟﺩﻭﻝ‪.‬‬
‫ﺍﻟﺷﺎﻣﻝ ﺗﺗﻼﺷﻰ ﺍﻟﻔﺭﻭﻕ ﺑﻳﻥ ﻣﺎ ﺗﻔﻌﻠﻪ ﻟﺭﻗﻊ ﻣﻌﺩﻻﺕ ﺍﻷﺩﺍء‬
‫ﻭﻣﺎ ﺗﻘﺩﻣﺔ ﻟﺗﻁﻭﻳﺭ ﻣﻘﻭﻣﺎﺕ ﺍﻟﺭﺧﺎء‪ ،‬ﺣﻳﺙ ﺗﻣﺗﺯﺝ ﻣﺑﺎﺩﺭﺍﺕ‬ ‫ﺗﺫﻛﺭ ﺃﻧﻪ ﻻ ﺑﺩ ﺃﻥ ﻳﺷﻣﻝ ﺟﺩﻭﻝ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺑﻳﻥ ﻁﻳﺎﺗﻪ ﻛﻝ‬
‫ﺗﻧﻣﻳﺔ ﺍﻷﺩﺍء ﻟﺗﺻﺏ ﺗﻠﻘﺎﺋﻳًﺎ ﻓﻲ ﺑﻭﺗﻘﺔ ﺍﻟﺭﺧﺎء‪ .‬ﻛﻣﺎ ﺗﺩﻋﻡ‬ ‫ﺍﻟﺧﻁﻭﺍﺕ ﻭﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﺗﻲ ﻳﻧﺑﻐﻲ ﻋﻠﻰ ﻣﺅﺳﺳﺗﻙ ﺍﺗﺑﺎﻋﻬﺎ‬
‫ﻣﻧﺎﻫﺟﻙ ﺍﻹﺩﺍﺭﻳﺔ ﻛﻝ ﺍﻷﻧﺷﻁﺔ ﻭﺍﻟﺟﻬﻭﺩ ﻋﻠﻰ ﻣﺧﺗﻠﻑ‬ ‫ﻟﺗﺣﻘﻳﻕ ﺍﻵﻣﺎﻝ ﺍﻷﺩﺍﺋﻳﺔ ﻣﺗﻭﺳﻁﺔ ﺍﻟﻣﺩﻯ‪ ،‬ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﻳﺗﻁﻠﺏ‬
‫ﺍﻷﺻﻌﺩﺓ‪ ،‬ﻧﺎﻫﻳﻙ ﻋﻥ ﻋﻣﻠﻳﺎﺕ ﺍﻟﺿﺑﻁ‪ ،‬ﻭﺍﻟﺗﺩﻗﻳﻕ‪ ،‬ﻭﺍﻟﻣﺭﺍﻗﺑﺔ‬ ‫ﺍﻟﺗﻌﻣﻕ ﻭﺍﻟﺗﺩﻗﻳﻕ ﻓﻲ ﻛﻝ ﺍﻟﺳﺑﻝ ﺍﻟﻣﺗﺎﺣﺔ ﻟﺗﻁﻭﻳﺭ ﺍﻷﺩﺍء‪.‬‬
‫ﺍﻟﺗﻲ ﺗﺷﻣﻝ ﺍﻷﺩﺍء ﻭﺍﻟﺭﺧﺎء ﻋﻠﻰ ﺣﺩ ﺳﻭﺍء‪.‬‬
‫‪ÒKCÉàdG êPƒ‰‬‬
‫ﻫﺫﺍ ﺍﻟﺗﺂﻛﻝ ﻟﻠﻔﻭﺍﺻﻝ ﻭﺍﻟﺣﻭﺍﺟﺯ ﻳﻌﻧﻲ ﺑﺎﻟﺿﺭﻭﺭﺓ ﺗﻭﺣﺩ‬
‫ﺑﻣﺟﺭﺩ ﺃﻥ ﺗﻘﺭﺭ ﻧﻭﻋﻳﺔ ﻭﺣﺟﻡ ﺍﻟﻁﻔﺭﺍﺕ ﺍﻟﺗﻲ ﻳﺟﺏ ﺃﻥ‬
‫ﺟﻬﻭﺩ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺿﻣﻥ ﺇﻁﺎﺭ ﺷﺎﻣﻝ ﻭﻋﻣﻠﻳﺔ ﻣﺩﻣﺟﺔ‪ .‬ﻭﻣﻥ‬
‫ﺗﺧﺿﻊ ﻟﻬﺎ ﺍﻟﻌﻘﻠﻳﺎﺕ ﻛﻲ ﺗﺣﻘﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻣﺭﺟﻭﺓ‪ ،‬ﺗﺄﺗﻲ ﺑﻌﺩ‬
‫ﺛﻡ ﺗﺗﺣﻭﻝ ﻋﻣﻠﻳﺔ ﺗﺻﻧﻳﻑ ﻋﻧﺎﺻﺭ ﺍﻷﺩﺍء ﻭﻣﻘﻭﻣﺎﺕ ﺍﻟﺭﺧﺎء‬
‫ﺫﻟﻙ ﺍﻟﺧﻁﻭﺓ ﺍﻷﻫﻡ ﻭﻫﻲ ﺍﺑﺗﻛﺎﺭ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ”ﺍﻟﻣﺣﻔﺯﺍﺕ“‬
‫ﺇﻟﻰ ﻅﺎﻫﺭﺓ ﺷﻛﻠﻳﺔ ﻭﻟﻳﺳﺕ ﺟﻭﻫﺭﻳﺔ‪ .‬ﻛﻣﺎ ﻳﺻﺏ ﻫﺫﺍ‬
‫ﻟﺗﺿﻊ ﻟﻣﺳﺎﺗﻬﺎ ﺍﻟﺗﺄﺛﻳﺭﻳﺔ‪ .‬ﻓﺈﺿﻔﺎء ﺑﻌﺽ ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻟﻣﻬﻣﺔ‬
‫ﺍﻻﻣﺗﺯﺍﺝ ﺍﻟﻔﺭﻳﺩ ﻓﻲ ﻣﺻﻠﺣﺔ ﺍﻟﻣﺅﺳﺳﺔ ﻗﺑﻝ ﻛﻝ ﺷﻲء ﺣﻳﺙ‬
‫ﻭﺍﻟﻣﻠﻬﻣﺔ ﻓﻲ ﺑﻳﺋﺔ ﺍﻟﻌﻣﻝ ﻫﻭ ﺧﻳﺭ ﺳﺑﻳﻝ ﻟﻠﺗﺄﺛﻳﺭ ﻓﻲ ﺍﻟﻌﻘﻠﻳﺎﺕ‪.‬‬
‫ﻋﺎﺩﺓ ﻣﺎ ﺗﺧﻔﻕ ﺍﻟﺑﺭﺍﻣﺞ ﺍﻟﺗﻲ ﺗﻔﺻﻝ ﻣﺎ ﺑﻳﻥ ﺍﻟﻌﻧﺻﺭﻳﻥ ﺑﺷﻛﻝ‬ ‫ﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻟﺗﻭﺿﻳﺢ ﺗﺧﻳﻝ ﺃﻧﻙ ﺫﻫﺑﺕ ﻟﺯﻳﺎﺭﺓ ﺍﻷﻭﺑﺭﺍ ﻓﻲ‬
‫ﻣﻠﺣﻭﻅ‪ .‬ﻭﻛﻣﺎ ﺫﻛﺭﻧﺎ ً‬
‫ﺁﻧﻔﺎ ﻓﻛﻼ ﺍﻟﻌﻧﺻﺭﻳﻥ ﻳﺩﻋﻡ ﻭﻳﺳﺗﻣﺩ‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﻳﻭﻡ ﻣﺎ ﺛﻡ ﺇﻟﻰ ﻣﺑﺎﺭﺍﺓ ﻟﻛﺭﺓ ﺍﻟﻘﺩﻡ ﻓﻲ ﺍﻟﻳﻭﻡ ﺍﻟﺗﺎﻟﻲ ﻣﺑﺎﺷﺭﺓ‪.‬‬

‫ﻗﻭﺗﻪ ﻣﻥ ﺍﻵﺧﺭ‪.‬‬ ‫ﻓﺑﺎﻟﺗﺄﻛﻳﺩ ﻳﻁﻠﺏ ﺍﻟﻣﻧﺎﺥ ﺍﻟﻌﺎﻡ ﻟﻸﻭﺑﺭﺍ ﺣﺎﻟﺔ ﻣﻥ ﺍﻟﻬﺩﻭء‬
‫ﻭﺍﻟﺗﺭﻛﻳﺯ ﻓﻲ ﺣﻳﻥ ﺗﻐﻣﺭﻙ ﺍﻟﺣﻣﺎﺳﺔ ﻓﻲ ﺍﻟﻣﺑﺎﺭﺍﺓ ﻣﺎ ﺑﻳﻥ‬
‫‪á«FóÑŸG êPɪædG‬‬ ‫ﺗﻬﻠﻳﻝ ﻭﺗﺻﻔﻳﻕ‪ .‬ﻓﻲ ﻛﻠﺗﺎ ﺍﻟﺣﺎﻟﺗﻳﻥ ﻟﻡ ﻳﻧﺑﻊ ﺍﻟﺗﻐﻳﻳﺭ ﻣﻥ ﺩﺍﺧﻠﻙ‬
‫ﻭﺇﻧﻣﺎ ﻓﺭﺿﺗﻪ ﻋﻠﻳﻙ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻁﺔ‪ ،‬ﻭﻣﻥ ﺛﻡ ﺗﺷﻛﻠﺕ ﻋﻘﻠﻳﺗﻙ‬
‫ﺗﻭﺻﻠﻧﺎ ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﺟﺎﺭﺏ ﺍﻟﻣﺧﺗﻠﻔﺔ ﺇﻟﻰ ﺃﻥ ﻣﺑﺎﺩﺭﺍﺕ‬ ‫ً‬
‫ﻭﻓﻘﺎ ﻟﻬﺫﻩ ﺍﻟﻣﺗﻐﻳﺭﺍﺕ ﻟﺗﺗﺭﺟﻣﻬﺎ ﻓﻲ ﺍﻟﻧﻬﺎﻳﺔ ﺇﻟﻰ ﻣﺟﻣﻭﻋﺔ ﻣﻥ‬
‫ﺍﻟﺗﻐﻳﻳﺭ ﺗﺗﻡ ﻣﻥ ﺧﻼﻝ ﻋﻣﻠﻳﺔ ﺛﻼﺛﻳﺔ ﺍﻷﺑﻌﺎﺩ‪ :‬ﺍﻻﺧﺗﺑﺎﺭ‪،‬‬ ‫ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻣﻼﺋﻣﺔ ﻟﻛﻝ ﻣﻭﻗﻑ ﻋﻠﻰ ﺣﺩﺓ ﺣﺗﻰ ﻭﺇﻥ ﻛﺎﻧﺕ‬
‫ﻭﺍﻻﻛﺗﺳﺎﺏ‪ ،‬ﻭﺗﻭﺳﻳﻊ ﺍﻟﻧﻁﺎﻕ‪ .‬ﻓﺣﻳﻥ ﺗﺧﺗﺑﺭ ﻧﻣﻭﺫﺟً ﺎ ﻣﺑﺩﺋﻳًﺎ‬ ‫ﺍﻟﻣﺷﺎﻋﺭ ﻭﺍﺣﺩﺓ‪ :‬ﺍﻟﺳﻌﺎﺩﺓ ﻭﺍﻻﻣﺗﻧﺎﻥ‪.‬‬
‫ﺗﻛﺗﺳﺏ ﺍﻟﺧﺑﺭﺍﺕ ﻭﻣﻥ ﺛﻡ ﺗﺿﻔﻲ ﻋﻠﻰ ﻣﻧﻬﺟﻙ ﻣﺎ ﻳﻠﺯﻡ‬
‫ﻓﻳﻣﺎ ﻳﻠﻲ ﻧﻘﺩﻡ ﺃﺭﺑﻌﺔ ﻣﻥ ﺍﻟﻣﺣﻔﺯﺍﺕ ﻟﻣﺳﺎﻋﺩﺓ ﺍﻟﻘﺎﺩﺓ ﻓﻲ ﺇﺣﻼﻝ‬
‫ﻣﻥ ﺗﻌﺩﻳﻼﺕ ﻛﻲ ﻳﺧﺭﺝ ﻓﻲ ﺃﻓﺿﻝ ﺻﻭﺭﻩ‪ .‬ﻓﺈﻥ ﺳﺎﺭﺕ‬
‫ﺍﻟﻁﻔﺭﺍﺕ ﺍﻟﻌﻘﻠﻳﺔ ﻋﻠﻰ ﺃﻭﺳﻊ ﻧﻁﺎﻕ ﻣﻣﻛﻥ‪:‬‬ ‫‪5‬‬
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 ‫ﺍﻟﺳﻧﺔ ﺍﻟﺣﺎﺩﻳﺔ ﻭﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺳﺎﺩﺱ ﻋﺷﺭ ‪) -‬ﺃﻏﺳﻁﺱ ‪514 - (2013‬‬ ‫ً‬
‫ﻓﻬﻧﻳﺋﺎ ﻟﻙ ﻭﻣﺭﺣﺑًﺎ ﺑﻣﺯﻳﺩ ﻣﻥ‬ ‫ﺍﻷﻣﻭﺭ ﻋﻠﻰ ﺧﻳﺭ ﻣﺎ ﻳﺭﺍﻡ‬
‫ﺍﻻﻧﺗﺻﺎﺭﺍﺕ‪ ،‬ﺃﻣﺎ ﺇﻥ ﺍﻧﺣﺭﻓﺕ ﻋﻥ ﺍﻟﻣﺳﺎﺭ ﺍﻟﻣﺧﻁﻁ ﻟﻬﺎ‬
‫ﻓﻳﻣﻛﻧﻙ ﺗﺩﺍﺭﻙ ﺍﻷﺧﻁﺎء ﺑﺄﻗﻝ ﺍﻟﺧﺳﺎﺋﺭ‪ .‬ﺗﺳﺎﻋﺩ ﺍﻟﻧﺗﺎﺋﺞ‬
‫ً‬
‫ﺇﻗﺑﺎﻻ ﻋﻠﻰ‬ ‫ﺃﻳﺿﺎ ﻓﻲ ﺗﺣﻔﻳﺯ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻭﺟﻌﻠﻬﻡ ﺃﻛﺛﺭ‬‫ﺍﻟﻣﺑﻛﺭﺓ ً‬
‫ﺍﻟﺗﻐﻳﻳﺭ ﺣﻳﺙ ﺗﻣﻬﺩ ﺍﻟﻁﺭﻳﻕ ﻟﻼﻧﺗﻘﺎﻝ ﻣﻥ ﻣﺭﺣﻠﺔ ﺍﻻﺧﺗﺑﺎﺭﺍﺕ‬
‫ﺍﻟﻣﺑﺩﺋﻳﺔ ﺇﻟﻰ ﺍﻟﺗﻁﺑﻳﻘﺎﺕ ﺍﻟﻔﻌﻠﻳﺔ‪.‬‬

‫ﻭﻟﻛﻲ ﺗﻔﺿﻲ ﻣﺭﺣﻠﺔ ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻟﻣﺑﺩﺋﻳﺔ ﺇﻟﻰ ﺃﻓﺿﻝ ﺍﻟﻧﺗﺎﺋﺞ‬

‫ﻻ ﺑﺩ ﺃﻥ ﺗﺗﻡ ﻋﻠﻰ ﻣﺭﺣﻠﺗﻳﻥ‪ :‬ﺍﻷﻭﻟﻰ ﺗﻌﺭﻑ ﺑﺎﺧﺗﺑﺎﺭ ﺍﻟﻘﻳﻣﺔ‬
‫ﻭﺗﻬﺩﻑ ﺇﻟﻰ ﺗﻘﻳﻳﻡ ﻭﺩﺭﺍﺳﺔ ﺍﻟﻘﻳﻣﺔ ﺍﻟﺗﻲ ﺗﺿﻔﻳﻬﺎ ﺍﻟﻔﻛﺭﺓ ﻣﺣﻝ‬
‫❂ ﻓﻲ ﺍﻹﻁﺎﺭ ﺍﻟﺧﻁﻲ ﺗﺗﻛﺭﺭ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻣﻥ ﺍﻻﺧﺗﺑﺎﺭ‬ ‫ً‬
‫ﻫﺎﺋﻼ ﻣﻥ ﺍﻻﻫﺗﻣﺎﻡ‬ ‫ﺍﻻﺧﺗﺑﺎﺭ‪ .‬ﺗﺗﻁﻠﺏ ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﻗﺩﺭً ﺍ‬
‫– ﺍﺧﺗﺑﺎﺭ ﺍﻟﻘﺎﺑﻠﻳﺔ ـــ ﻓﻲ ﻧﻁﺎﻕ ﺗﻠﻭ ﺍﻵﺧﺭ ﻋﻠﻰ ﻣﺩﺍﺭ‬ ‫ﻭﻛﺫﻟﻙ ﺍﻟﻣﻭﺍﺭﺩ‪.‬‬
‫ﺍﻟﻣﺅﺳﺳﺔ ﺑﺄﻛﻣﻠﻬﺎ‪ .‬ﻳﻣﺛﻝ ﻫﺫﺍ ﺍﻹﻁﺎﺭ ﺍﻟﺧﻳﺎﺭ ﺍﻷﻓﺿﻝ‬
‫ﺇﻥ ﻛﺎﻧﺕ ﺍﻟﻣﺑﺎﺩﺭﺓ ﺳﺗﺷﻣﻝ ﺑﻌﺽ ﺍﻟﻧﻁﺎﻗﺎﺕ ﺍﻟﻣﺣﺩﻭﺩﺓ‬ ‫ﻳﻧﺗﻘﻝ ﺍﻟﻛﺛﻳﺭﻭﻥ ﺑﻌﺩ ﺍﺟﺗﻳﺎﺯ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻷﻭﻟﻰ ﺑﻧﺟﺎﺡ ﻣﺑﺎﺷﺭﺓ‬
‫ﻓﻘﻁ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﺃﻋﺿﺎء ﺍﻟﻔﺭﻳﻕ ﻳﻌﺎﻧﻭﻥ ﻣﻥ ﻧﻘﺹ ﺍﻟﺩﻋﻡ‪،‬‬ ‫ﺇﻟﻰ ﺗﻌﻣﻳﻡ ﺍﻟﺗﺟﺭﺑﺔ‪ ،‬ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﻗﺩ ﻳﺅﺩﻱ ﺇﻟﻰ ﻋﻭﺍﻗﺏ ﻭﺧﻳﻣﺔ‬
‫ﺇﻥ ﻟﻡ ﺗﻭﺍﺟﻪ ﺍﻟﻣﺅﺳﺳﺔ ﺃﺯﻣﺔ ﺣﻘﻳﻘﻳﺔ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺕ ﻧﺳﺏ‬ ‫ﻧﻅﺭً ﺍ ﺇﻟﻰ ﺃﻥ ﺍﻟﻔﻛﺭﺓ ﻓﻘﻁ ﻫﻲ ﺍﻟﺗﻲ ﺧﺿﻌﺕ ﻟﻼﺧﺗﺑﺎﺭ ﻭﻟﻳﺱ‬
‫ﺍﻟﻣﺧﺎﻁﺭ ﻣﺭﺗﻔﻌﺔ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺕ ﺍﻟﻣﺅﺳﺳﺔ ﻓﻲ ﺣﺎﺟﺔ ﺇﻟﻰ‬ ‫ﺍﻟﻣﻧﻬﺞ ﺑﺄﻛﻣﻠﻪ‪ .‬ﻭﻓﻲ ﻣﺛﻝ ﻫﺫﻩ ﺍﻟﺣﺎﻟﺔ ﻳﻛﻭﻥ ﺍﻟﻧﺟﺎﺡ ﺃﻣﺭً ﺍ‬
‫ﺧﺑﺭﺍﺕ ﻣﺗﻌﻣﻘﺔ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﻫﻧﺎﻙ ﻣﻘﺎﻭﻣﺔ ﻛﺑﻳﺭﺓ ﻟﻠﺗﻐﻳﻳﺭ‪،‬‬ ‫ﻧﺳﺑﻳًﺎ‪.‬‬
‫ﻭﺃﺧﻳﺭً ﺍ ﺇﻥ ﻛﺎﻧﺕ ﺍﻟﺣﻠﻭﻝ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻣﺳﺗﺧﺩﻣﺔ ﺑﺣﺎﺟﺔ‬
‫ﺇﻟﻰ ﺑﻌﺽ ﺍﻟﺗﻌﺩﻳﻼﺕ‪.‬‬ ‫ﻭﻟﺗﺟﻧﺏ ﻫﺫﺍ ﺍﻟﻠﻐﻁ ﻻ ﺑﺩ ﺃﻥ ﺗﻧﺗﻘﻝ ﺇﻟﻰ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻣﻥ‬
‫ﺍﻻﺧﺗﺑﺎﺭ ـــ ﻭﻫﻲ ﺍﺧﺗﺑﺎﺭ ﺍﻟﻘﺎﺑﻠﻳﺔ – ﻭﺍﻟﺗﻲ ﺗﻘﻭﻡ ﻋﻠﻰ ﺩﺭﺍﺳﺔ‬
‫❂ ﺃﻣﺎ ﺍﻹﻁﺎﺭ ﺍﻟﻬﻧﺩﺳﻲ ﻓﻔﻳﻪ ﺗﺗﻡ ﺍﻷﻣﻭﺭ ﺑﺷﻛﻝ ﺩﺍﺋﺭﻱ‬ ‫ﻣﺩﻯ ﺇﻣﻛﺎﻧﻳﺔ ﺗﺣﻘﻳﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻣﺭﺟﻭﺓ ﺑﺷﻛﻝ ﻳﺳﻬﻝ ﺇﻋﺎﺩﺗﻪ‬
‫ﺗﻭﺳﻌﻲ ﺑﺣﻳﺙ ﺗﺗﺳﻊ ﻛﻝ ﺩﺍﺋﺭﺓ ﺟﺩﻳﺩﺓ ﻋﻥ ﻧﻅﻳﺭﺗﻬﺎ‬ ‫ﻣﺭﺍﺭً ﺍ ﻭﺗﻛﺭﺍﺭً ﺍ‪ .‬ﻭﺗﺣﺗﺎﺝ ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﺇﻟﻰ ﻣﺟﻣﻭﻋﺔ ﻣﻥ‬
‫ﺍﻟﺳﺎﺑﻘﺔ ﻭﺗﺣﻭﻁﻬﺎ‪ .‬ﻳﺟﺩﻱ ﻫﺫﺍ ﺍﻹﻁﺎﺭ ﻧﻔﻌًﺎ ﺇﻥ ﺗﻘﺎﺳﻣﺕ‬ ‫ﺍﻟﻣﻭﺍﺭﺩ ﺗﻣﺎﻣًﺎ ﻛﺗﻠﻙ ﺍﻟﺗﻲ ﺧﺻﺻﺗﻬﺎ ﻣﻥ ﻗﺑﻝ ﻟﻠﻣﻧﻬﺞ ﺑﺄﻛﻣﻠﻪ‬
‫ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻧﻁﺎﻗﺎﺕ ﻓﻲ ﺑﻌﺽ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﻣﺷﺗﺭﻛﺔ‪،‬‬ ‫ﺑﺟﺎﻧﺏ ﻗﺩﺭ ﺛﺎﺑﺕ ﻣﻥ ﺍﻟﻣﻼﺣﻅﺔ ﻭﺍﻟﻣﺭﺍﻗﺑﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻛﻣﺎ‬
‫ﺇﻥ ﺍﺣﺗﺎﺟﺕ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﻧﻁﺎﻗﺎﺕ ﻟﻠﺗﻌﺩﻳﻝ ﻭﺍﻟﺗﻐﻳﻳﺭ ﻭﻛﺎﻥ‬ ‫ﻳﺟﺏ ﺃﻥ ﺗﺧﺿﻊ ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﺑﻛﻝ ﺟﻭﺍﻧﺑﻬﺎ ﺇﻟﻰ ﺍﻟﺩﺭﺍﺳﺔ‬
‫ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻹﻁﺎﺭ ﺍﻟﺧﻁﻲ ﺳﻳﺳﺗﻐﺭﻕ ﻓﺗﺭﺍﺕ ﺯﻣﻧﻳﺔ‬ ‫ﺍﻟﻭﺍﻓﻳﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻛﺎﻓﻲ ﻛﻲ ﺗﻌﻛﺱ ﺍﻟﻔﺗﺭﺓ ﺍﻟﺯﻣﻧﻳﺔ ﺍﻟﺗﻲ ﻣﻥ‬
‫ﻣﻁﻭﻟﺔ‪ ،‬ﻭﺇﻥ ﺗﻭﻓﺭ ﺍﻟﻣﻧﻔﺫﻭﻥ ﺍﻟﻣﻧﺷﻭﺩﻭﻥ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺕ‬ ‫ﺍﻟﻣﻔﺗﺭﺽ ﺃﻥ ﻳﺳﺗﻐﺭﻗﻬﺎ ﺍﻟﻣﻧﻬﺞ ﺑﺄﻛﻣﻠﻪ ﻟﻳﺳﻬﻡ ﻓﻲ ﻋﻣﻠﻳﺔ‬
‫ﺍﻟﻣﺅﺳﺳﺔ ﻣﺅﻫﻠﺔ ﻟﺗﻘﺑﻝ ﺍﻟﺗﻐﻳﻳﺭ ﺑﺻﺩﺭ ﺭﺣﺏ‪.‬‬ ‫ﺍﻟﺗﻐﻳﻳﺭ ﺍﻟﺷﺎﻣﻝ‪.‬‬

‫❂ ﻭﺃﺧﻳﺭً ﺍ ﺇﻁﺎﺭ ”ﻟﻣﺢ ﺍﻟﺑﺻﺭ“ ﻭﻓﻳﻪ ﻳﺗﻡ ﺍﻟﺗﻧﻔﻳﺫ ﻋﻠﻰ‬
‫ﺍﻷﺻﻌﺩﺓ ﻛﺎﻓﺔ ﻓﻲ ﺁﻥ ﻭﺍﺣﺩ ﻣﻣﺎ ﻳﺗﻁﻠﺏ ﺍﻟﻛﺛﻳﺭ ﻣﻥ‬
‫ﺍﻟﻣﻭﺍﺭﺩ – ﻭﻟﻛﻥ ﻟﻔﺗﺭﺓ ﻣﺣﺩﻭﺩﺓ ﻓﻘﻁ‪ .‬ﻳﻔﻳﺩ ﻫﺫﺍ ﺍﻹﻁﺎﺭ‬
‫ﻓﻲ ﺣﺎﻻﺕ ﺍﻟﻧﻁﺎﻗﺎﺕ ﺍﻟﻣﺗﻌﺩﺩﺓ ﺍﻟﻣﺷﺗﺭﻛﺔ ﻓﻲ ﺑﻌﺽ‬
‫ﺍﻟﺧﺻﺎﺋﺹ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺕ ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ ﺍﻟﺗﻐﻳﻳﺭ ﻣﻠﺣﺔ‪ ،‬ﻭﺇﻥ‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬
‫ﺗﺳﻠﻁ ﻛﻠﺗﺎ ﺍﻟﻣﺭﺣﻠﺗﻳﻥ ﺍﻟﺿﻭء ﻋﻠﻰ ﺍﺛﻧﻳﻥ ﻣﻥ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺛﻼﺛﻳﺔ‬
‫ﻭﻫﻣﺎ ﺍﻻﺧﺗﺑﺎﺭ ﻭﺍﻻﻛﺗﺳﺎﺏ‪ ،‬ﻭﻟﻛﻥ ﻣﺎﺫﺍ ﻋﻥ ﺍﻟﺑﻌﺩ ﺍﻟﺛﺎﻟﺙ‬
‫ﻭﺍﻷﻫﻡ – ﺗﻭﺳﻳﻊ ﺍﻟﻧﻁﺎﻕ؟ ﺗﻭﺻﻠﻧﺎ ﻣﺅﺧﺭً ﺍ ﺇﻟﻰ ﺛﻼﺛﺔ ”ﺃﻁﺭ“‬
‫ﻋﺎﻣﺔ ﻟﺗﻭﺳﻳﻊ ﻧﻁﺎﻕ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ‪ .‬ﺗﺗﻭﻗﻑ ﻛﻝ ﻣﻥ ﻫﺫﻩ ﺍﻷﻁﺭ‬
‫ﻋﻠﻰ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻌﻭﺍﻣﻝ‪ ،‬ﻭﻗﺩ ﻳﻔﻳﺩﻙ ﺍﺳﺗﺧﺩﺍﻡ ﺃﻛﺛﺭ ﻣﻥ‬

‫ﻛﺎﻧﺕ ﻫﻧﺎﻙ ﻣﻘﺎﻭﻣﺔ ﺿﺋﻳﻠﺔ ﻟﻠﺗﻐﻳﻳﺭ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﻣﻥ ﺍﻟﺳﻬﻝ‬ ‫ﻭﺳﻳﻠﺔ ﻓﻲ ﻣﺧﺗﻠﻑ ﺍﻟﻣﺷﺭﻭﻋﺎﺕ‪ .‬ﺗﻠﻙ ﺍﻷﻁﺭ ﻫﻲ ﺍﻹﻁﺎﺭ‬
‫ﺗﺑﻧﻲ ﻭﺗﻁﺑﻳﻕ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻣﻧﺎﻫﺞ ﺍﻟﻧﻣﻁﻳﺔ‪.‬‬ ‫ﺍﻟﺧﻁﻲ‪ ،‬ﻭﺍﻹﻁﺎﺭ ﺍﻟﻬﻧﺩﺳﻲ‪ ،‬ﻭﺇﻁﺎﺭ ”ﻟﻣﺢ ﺍﻟﺑﺻﺭ‪“.‬‬

‫‪Ωɪ¡dG óFÉ≤∏d IójôØdG ΩÉ¡ŸG‬‬

‫❂ ﺇﺿﻔﺎء ﻗﻳﻣﺔ ﻭﻣﻌﻧﻰ ﻟﻛﻝ ﺍﻟﺗﻌﺩﻳﻼﺕ ﻭﺍﻹﻧﺟﺎﺯﺍﺕ؛‬
‫❂ ﺗﻘﺩﻳﻡ ﻗﺩﻭﺓ ﻳﺣﺗﺫﻯ ﺑﻬﺎ ﻓﻲ ﺍﻻﺭﺗﻘﺎء ﺑﺎﻟﻌﻘﻠﻳﺎﺕ ﻭﺍﻟﺳﻠﻭﻛﻳﺎﺕ؛‬
‫❂ ﺑﻧﺎء ﻓﺭﻕ ﻋﻣﻝ ﻗﻭﻳﺔ ﻭﻣﻠﺗﺯﻣﺔ؛‬
‫❂ ﻣﺗﺎﺑﻌﺔ ﺍﻟﻧﺗﺎﺋﺞ ﻟﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ ﺩﻭﻥ ﻛﻠﻝ ﺃﻭ ﻣﻠﻝ‪.‬‬
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 ‫‪ôªà°ùŸG ôjƒ£à∏d á«àëàdG á«æÑdG‬‬ ‫‪Ò«¨àdG äÉcôfi‬‬

‫ﺍﻟﺳﻧﺔ ﺍﻟﺣﺎﺩﻳﺔ ﻭﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺳﺎﺩﺱ ﻋﺷﺭ ‪) -‬ﺃﻏﺳﻁﺱ ‪514 - (2013‬‬

‫ﺗﻌﺗﺑﺭ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺭﺻﺔ ﻟﻠﺗﻁﻭﻳﺭ ﺍﻟﻣﺅﺳﺳﻲ ﺍﻟﻣﺳﺗﻣﺭ ﺇﺣﺩﻯ‬ ‫ﻳﺣﺗﺎﺝ ﺍﻟﺗﻐﻳﻳﺭ ﺇﻟﻰ ﺑﺫﻝ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﺟﻬﺩ ﻭﺍﻟﻌﻣﻝ ﻓﻲ ﺣﻳﻥ‬
‫ﺍﻟﻣﻬﺎﻡ ﺍﻟﺗﻲ ﻻ ﺗﻘﻝ ﺃﻫﻣﻳﺔ ﻋﻥ ﺃﻱ ﻣﺭﺍﺣﻝ ﺍﻟﺗﻐﻳﻳﺭ ﺍﻟﺳﺎﺑﻘﺔ‬ ‫ﻳﺣﺗﺎﺝ ﻫﺫﺍ ﺍﻟﺟﻬﺩ ﺇﻟﻰ ﻁﺎﻗﺎﺕ ﺇﻳﺟﺎﺑﻳﺔ‪ ،‬ﻭﻫﻧﺎ ﻳﺑﺭﺯ ﺩﻭﺭ ﺍﻟﻘﺎﺋﺩ‬
‫ﻭﺗﺭﻛﻳﺯﺍ‪ .‬ﻭﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﻳﻌﺩ ﻓﻳﻪ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ‬‫ً‬ ‫ً‬
‫ﻁﺎﻗﺔ‬ ‫ﺍﻟﻣﻠﻬﻡ ﻓﻲ ﺑﺙ ﺭﻭﺡ ﺍﻟﻌﻣﻝ ﻭﺍﻹﻧﺟﺎﺯ ﻭﺷﺣﺫ ﻗﻭﻯ ﺍﻟﻣﻭﻅﻔﻳﻥ‪،‬‬
‫ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻧﺗﺻﺎﺭً ﺍ ﺑﺎﻫﺭً ﺍ ﻓﻲ ﺣﺩ ﺫﺍﺗﻪ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻷﻣﻭﺭ‬ ‫ﺑﻳﻧﻣﺎ ﻳﺅﺩﻭﻥ ﻣﻬﺎﻣﻬﻡ ﺍﻟﻳﻭﻣﻳﺔ ﺍﻟﺭﻭﺗﻳﻧﻳﺔ – ﻓﻲ ﺣﻳﻥ ﻳﻌﻳﺩ ﻫﻭ‬
‫ﻻ ﻳﺟﺏ ﺃﻥ ﺗﻘﻑ ﻋﻧﺩ ﻫﺫﺍ ﺍﻟﺣﺩ‪ .‬ﻭﺑﺎﻟﺗﺄﻛﻳﺩ ﻁﻭﺭﺕ ﻣﺭﺍﺣﻝ‬ ‫ﺍﻟﻧﻅﺭ ﻓﻲ ﺑﻌﺽ ﺍﻷﻣﻭﺭ ﺍﻟﺗﻲ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺍﻟﺗﻌﺩﻳﻝ‪.‬‬
‫ﺍﻟﺗﻐﻳﻳﺭ ﺍﻟﺳﺎﺑﻘﺔ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﻌﻘﻠﻳﺎﺕ ﻭﻣﺗﻧﺕ ﺍﻟﻌﺩﻳﺩ ﻣﻥ‬
‫ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺿﻣﺎﻥ ﺍﻟﻣﺛﺎﺑﺭﺓ ﻭﺍﺳﺗﻣﺭﺍﺭ ﺍﻟﺭﺣﻠﺔ‬ ‫ﻭﻟﻛﻲ ﻳﺗﺳﻧﻰ ﻟﻠﻘﺎﺩﺓ ﺍﻟﺗﺣﻛﻡ ﺑﺷﻛﻝ ﺇﻳﺟﺎﺑﻲ ﻓﻲ ﻣﺧﺯﻭﻥ ﺍﻟﻁﺎﻗﺔ‬
‫ﺍﻟﻣﺅﺳﺳﻳﺔ ﻁﻭﺭﻧﺎ ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﻋﻣﻠﻳﺔ ﺗﻌﺭﻑ ﺑﻣﺣﺭﻛﺎﺕ‬
‫ﺑﺩﺍﻳﺔ ﻣﻥ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻧﻔﻳﺫﻳﺔ ﻭﻣﻬﺎﺭﺍﺕ ﺣﻝ ﺍﻟﻣﺷﻛﻼﺕ‪،‬‬
‫ً‬ ‫ﺍﻟﺗﻐﻳﻳﺭ‪ .‬ﺃﻫﻡ ﻣﺎ ﻳﻣﻳﺯ ﻫﺫﻩ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺃﻧﻬﺎ ﺗﻧﻁﺑﻕ ﻋﻠﻰ‬
‫ﻭﻭﺻﻭﻻ‬ ‫ﻭﺍﻟﺛﻘﺔ ﻓﻲ ﺍﻟﻧﻔﺱ‪ ،‬ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﺣﻼﻝ ﺍﻟﺗﻐﻳﻳﺭ‪،‬‬
‫ﻣﻌﺩﻻﺕ ﺍﻷﺩﺍء ﻭﻣﻘﻭﻣﺎﺕ ﺍﻟﺭﺧﺎء ﻓﻲ ﻧﻔﺱ ﺍﻟﻭﻗﺕ ﻭﺗﻧﻘﺳﻡ ﺇﻟﻰ‬
‫ﺇﻟﻰ ﺍﻟﺗﻔﻛﻳﺭ ﻭﺍﻟﻌﻣﻝ ﺍﻟﺟﻣﺎﻋﻲ ﻭﻏﻳﺭﻫﺎ ﺍﻟﻛﺛﻳﺭ‪ .‬ﻭﻟﻛﻥ‬
‫ﺛﻼﺛﺔ ﻋﻧﺎﺻﺭ ﻣﺗﺭﺍﺑﻁﺔ ﻭﻫﻲ‪ :‬ﺍﻟﺗﺻﻣﻳﻡ‪ ،‬ﻭﺍﻟﻣﺷﺎﺭﻛﺔ‪ ،‬ﻭﺍﻟﺗﻘﻳﻳﻡ‪.‬‬
‫ﻳﺧﺗﻠﻑ ﺍﻷﻣﺭ ﺇﻟﻰ ﺣﺩ ﻣﺎ ﺣﻳﻥ ﻳﺗﻌﻠﻕ ﺑﺎﻟﻬﻳﺎﻛﻝ‪ ،‬ﻭﺍﻷﻧﻅﻣﺔ‪،‬‬
‫ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﻣﺅﺳﺳﻳﺔ‪ .‬ﻓﺎﻟﻣﺅﺳﺳﺔ ﻫﻧﺎ ﻓﻲ ﺣﺎﺟﺔ ﺇﻟﻰ ﺍﺗﺧﺎﺫ‬
‫ﺑﻌﺽ ﺍﻟﺧﻁﻭﺍﺕ ﻟﺗﺄﺳﻳﺱ ﺑﻧﻳﺔ ﺗﺣﺗﻳﺔ ﺗﻁﻭﻳﺭﻳﺔ ﻣﺗﻳﻧﺔ‪ ،‬ﺗﻠﻙ‬
‫ﺍﻟﺧﻁﻭﺍﺕ ﻫﻲ‪:‬‬

‫‪ -1‬ﻭﺿﻊ ﺃﻧﻅﻣﺔ ﺗﺑﺎﺩﻝ ﺍﻟﻣﻌﺎﺭﻑ ﻭﺃﻓﺿﻝ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ‬

‫ﻟﺿﻣﺎﻥ ﺗﻁﺑﻳﻘﻬﺎ ﻋﻠﻰ ﺃﻭﺳﻊ ﻧﻁﺎﻕ‪.‬‬
‫‪ -2‬ﺗﻁﻭﻳﺭ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﻻﻏﺗﻧﺎﻡ ﺃﻓﺿﻝ ﻓﺭﺹ ﺍﻟﺗﻐﻳﻳﺭ‬
‫ﻭﺍﻟﺗﻁﻭﻳﺭ ﺍﻟﻣﺗﺎﺣﺔ ﻣﻣﺎ ﻳﺅﻫﻝ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﻛﻝ‬
‫ﺍﻟﻣﺳﺗﻭﻳﺎﺕ ﻟﻠﺗﻐﻳﻳﺭ ﻧﺣﻭ ﺍﻷﻓﺿﻝ‪.‬‬
‫‪ -3‬ﺗﺑﻧﻲ ﻣﻧﺎﻫﺞ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ ﺍﻟﻣﺳﺗﻣﺭ ﻣﻣﺎ ﻳﻣﻧﺢ ﺍﻟﻣﺅﺳﺳﺔ‬
‫ﻓﺭﺻﺔ ﻟﻠﺗﺄﻣﻝ ﻭﺍﻧﺗﻘﺎء ﺃﻓﺿﻝ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﻭﺍﻟﺗﻌﺎﻣﻝ ﻣﻌﻬﺎ‬ ‫❂ ﺍﻟﺗﺻﻣﻳﻡ‪ :‬ﺇﻥ ﻟﻡ ﺗُﺻ َﻣﻡ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ً‬
‫ﻭﻓﻘﺎ ﻟﺑﺭﻧﺎﻣﺞ ﻣﺗﻣﺎﺳﻙ‬
‫ﻋﻠﻰ ﺃﻛﻣﻝ ﻭﺟﻪ ﻭﺍﻟﺗﺧﻠﺹ ﻣﻣﻥ ﺳﻭﺍﻫﺎ‪.‬‬ ‫ﻭﻣﺗﺳﻕ ﺳﺗﺟﺩ ﺻﻌﻭﺑﺔ ﻓﻲ ﺇﺗﻣﺎﻣﻬﺎ‪ .‬ﻓﺎﻟﺗﺻﻣﻳﻡ ﻫﻭ‬
‫‪ -4‬ﺗﻭﻓﻳﺭ ﺍﻟﺧﺑﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻣﻣﺎ ﻳﺗﻳﺢ ﻟﻠﻣﺅﺳﺳﺔ ﺗﻛﺭﻳﺱ‬ ‫ﺍﻷﺳﺎﺱ ﺍﻟﺫﻱ ﺩﻭﻧﻪ ﺗﻧﻬﺎﺭ ﺃﻋﻅﻡ ﺍﻷﻓﻛﺎﺭ‪.‬‬
‫ﺍﻟﺟﻬﺩ ﻭﺍﻟﺗﺭﻛﻳﺯ ﺍﻟﻛﺎﻓﻳﻳﻥ ﻟﺿﻣﺎﻥ ﺍﺳﺗﻣﺭﺍﺭ ﺍﻟﻧﺟﺎﺡ‪.‬‬
‫❂ ﺍﻟﻣﺷﺎﺭﻛﺔ‪ :‬ﻳﻣﻳﻝ ﺍﻹﻧﺳﺎﻥ ﺑﻁﺑﻌﻪ ﺇﻟﻰ ﺑﺫﻝ ﻣﺯﻳﺩ ﻣﻥ‬
‫ﺍﻟﺟﻬﺩ ﻭﺗﻛﺭﻳﺱ ﺍﻟﻁﺎﻗﺎﺕ ﺣﻳﻥ ﻳﺷﻌﺭ ﺑﻘﻳﻣﺗﻪ ﻭﺩﻭﺭﻩ ﻭﻫﺫﺍ‬
‫‪IõcôªàŸG IOÉ«≤dG‬‬ ‫ﻣﺎ ﻳﺣﺩﺙ ﺣﻳﻥ ﻳﺷﺎﺭﻙ ﺍﻟﻘﺎﺩﺓ ﻣﻭﻅﻔﻳﻬﻡ ﻓﻲ ﻛﻝ ﻣﺎ ﻳﺗﻌﻠﻕ‬
‫ﺃﺻﻳﻼ ﻣﻧﻬﺎ ﻭﻳﺣﺭﺻﻭﻥ‬‫ً‬ ‫ﺑﺎﻟﻣﺅﺳﺳﺔ ﻓﻳﺻﺑﺣﻭﻥ ﺟﺯءًﺍ‬
‫ﺗﻣﻬﺩ ﺍﻟﺑﻧﻳﺔ ﺍﻟﺗﺣﺗﻳﺔ ﺍﻟﺗﻁﻭﻳﺭﻳﺔ ﺍﻟﻣﺗﻳﻧﺔ ﺍﻟﻁﺭﻳﻕ ﻷﺩﺍء ﻣﺗﻣﻳﺯ‬ ‫ﻛﻝ ﺍﻟﺣﺭﺹ ﻋﻠﻰ ﺗﻘﺩﻣﻬﺎ‪ .‬ﻭﺣﻳﻥ ﻳﻔﺗﻘﺭ ﺍﻹﻧﺳﺎﻥ ﺇﻟﻰ‬
‫ﻭﻣﺳﺗﻣﺭ‪ .‬ﻭﻟﻛﻥ ﻣﺎﺫﺍ ﻋﻥ ﺍﻟﺭﺧﺎء؟ ﻫﻧﺎ ﻳﻛﻣﻥ ﺍﻟﺳﺭ ﻓﻲ‬ ‫ﺍﻟﻣﺷﺎﺭﻛﺔ ﻭﺍﻻﺭﺗﺑﺎﻁ ﺑﺎﻟﻣﻛﺎﻥ‪ ،‬ﺗﻧﺧﻔﺽ ﻗﺩﺭﺗﻪ ﺍﻹﻧﺟﺎﺯﻳﺔ‬
‫ﺍﺧﺗﻳﺎﺭ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﻘﻳﺎﺩﻱ ﺍﻷﻣﺛﻝ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺟﺎﻧﺏ ﻣﻥ‬ ‫ﺑﺷﻛﻝ ﺗﻠﻘﺎﺋﻲ!“‬
‫ﺍﻟﻁﻔﺭﺍﺕ ﺍﻟﻌﻘﻠﻳﺔ‪ .‬ﻓﺗﻧﺳﻳﻕ ﺍﻟﻌﻘﻠﻳﺎﺕ ﺍﻟﻣﺗﻼﺋﻣﺔ ﺑﺟﺎﻧﺏ‬
‫❂ ﺍﻟﺗﻘﻳﻳﻡ‪ :‬ﻻ ﺑﺩ ﺃﻥ ﻳﺧﺿﻊ ﺟﺩﻭﻝ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﻟﻠﺗﻘﻳﻳﻡ‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﺍﻹﻣﻛﺎﻧﺎﺕ ﺍﻟﻘﻳﺎﺩﻳﺔ ﺍﻟﻣﻠﻬﻣﺔ ﻫﻲ ﺑﻣﺛﺎﺑﺔ ﺍﻟﻭﻗﻭﺩ ﺍﻟﺫﻱ ﻳﺩﻓﻊ‬

‫ً‬
‫ﻭﻓﻘﺎ ﻟﻠﺗﺣﺩﻳﺎﺕ‬ ‫ﻭﺍﻟﻣﺭﺍﻗﺑﺔ ﺍﻟﻣﺳﺗﻣﺭﺓ ﺑﺣﻳﺙ ﻳُﻁﻭﱠﺭ‬
‫ﺑﻌﺟﻠﺔ ﺍﻟﺗﻁﻭﻳﺭ ﺇﻟﻰ ﺍﻷﻣﺎﻡ‪ .‬ﺗﻠﻙ ”ﺍﻟﻌﻘﻠﻳﺎﺕ ﻭﺍﻹﻣﻛﺎﻧﺎﺕ“ ﻣﻌًﺎ‬
‫ﺗﻌﺭﻑ ﺑﺎﻟﻘﻳﺎﺩﺓ ﺍﻟﻣﺗﻣﺭﻛﺯﺓ‪.‬‬ ‫ﻭﺍﻟﻔﺭﺹ ﺍﻟﺟﺩﻳﺩﺓ ﺍﻟﺗﻲ ﺗﺑﺯﻍ ﻣﻊ ﺗﻘﺩﻡ ﻣﺭﺍﺣﻝ ﺍﻟﺗﻐﻳﻳﺭ‪.‬‬

‫ﻳﺟﻣﻊ ﻧﻣﻭﺫﺝ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﻣﺗﻣﺭﻛﺯﺓ ﺑﻳﻥ ﻁﻳﺎﺗﻪ ﺧﻣﺳﺔ ﻋﻧﺎﺻﺭ‬ ‫‪IôHÉãŸG -5‬‬
‫ﻭﺍﻟﺗﻲ – ﻣﺟﺗﻣﻌﺔ – ﺗﺑﺙ ﻓﻲ ﺍﻟﻘﺎﺩﺓ ﺍﻟﻣﺭﻭﻧﺔ ﻭﺍﻟﻁﺎﻗﺔ‬
‫ﺍﻟﻌﺎﻁﻔﻳﺔ ﺍﻟﺗﻲ ﺗﺣﻔﺯﻫﻡ ﻋﻠﻰ ﺗﻁﻭﻳﺭ ﺍﻟﺫﺍﺕ ﻛﺟﺯء ﻣﻥ‬ ‫ﺗﺗﺳﺎءﻝ ﻋﻥ ﻛﻳﻔﻳﺔ ﺗﺣﻭﻳﻝ ﺍﻟﺟﻬﻭﺩ ﺍﻟﻣﺿﻧﻳﺔ ﻟﻠﺗﻐﻳﻳﺭ ﺇﻟﻰ‬
‫ﺍﻟﺗﻁﻭﻳﺭ ﺍﻟﻣﺅﺳﺳﻲ‪.‬‬ ‫ﻧﺟﺎﺣﺎﺕ ﺩﺍﺋﻣﺔ؟ ﻳﺗﺳﻧﻰ ﻟﻙ ﺫﻟﻙ ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ‬
‫ﺃﻭﻻ ﺗﺭﺳﻳﺦ ﻣﻔﻬﻭﻡ ﺍﻟﺗﻁﻭﻳﺭ ﻓﻲ ﺟﺫﻭﺭ‬ ‫ً‬ ‫ﻧﻘﻁﺗﻳﻥ ﺭﺋﻳﺳﻳﺗﻳﻥ‪:‬‬
‫‪ -1‬ﺍﻟﻘﻳﻣﺔ‪ :‬ﻧﺷﺭ ﺍﻟﻘﻳﻡ ﺍﻟﻣﺗﺑﺎﺩﻟﺔ ﺩﺍﺧﻝ ﺍﻟﻣﺅﺳﺳﺔ ﻭﺇﺗﺎﺣﺔ‬ ‫ﻭﺳﻳﺎﺳﺎﺕ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻭﺛﺎﻧﻳًﺎ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﻘﺎﺋﻣﺔ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻡ ﺍﻟﺫﺍﺗﻲ‬
‫ﺍﻟﻔﺭﺻﺔ ﻟﻠﺟﻣﻳﻊ ﻻﻛﺗﺷﺎﻑ ﺳﺑﻝ ﺗﺣﻔﻳﺯﻫﻡ ﻭﺃﻫﺩﺍﻓﻬﻡ‪.‬‬ ‫ﻭﺍﻛﺗﺳﺎﺏ ﺍﻟﺧﺑﺭﺍﺕ‪.‬‬ ‫‪7‬‬
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 514 - (2013 ‫ )ﺃﻏﺳﻁﺱ‬- ‫ ﺍﻟﻌﺩﺩ ﺍﻟﺳﺎﺩﺱ ﻋﺷﺭ‬- ‫ﺍﻟﺳﻧﺔ ﺍﻟﺣﺎﺩﻳﺔ ﻭﺍﻟﻌﺷﺭﻭﻥ‬
ájõ«∏‚E’Gh á«Hô©dG Úà¨∏dÉH Iôaƒàe á°UÓÿG √òg
This publication is available in both Arabic & English
‫ ﺍﻛﺗﺷﺎﻑ ﻭﺍﻏﺗﻧﺎﻡ ﺍﻟﻔﺭﺹ ﻣﻥ ﺧﻼﻝ ﺗﺣﻭﻳﻝ ﺣﺗﻰ‬:‫ ﺍﻹﻁﺎﺭ‬-2
.‫ﺃﺣﻠﻙ ﺍﻟﻣﻭﺍﻗﻑ ﺇﻟﻰ ﻭﺳﻳﻁ ﻻﺑﺗﻛﺎﺭ ﺍﻟﺣﻠﻭﻝ ﺍﻟﺑﻧﺎءﺓ‬
‫ ﺍﻟﺗﺣﺭﻙ ﺑﺧﻁﻰ ﺛﺎﺑﺗﺔ ﻭﻓﺎﻋﻠﺔ ﻟﺑﻧﺎء ﺷﺑﻛﺔ ﻣﻥ‬:‫ ﺍﻟﺗﻭﺍﺻﻝ‬-3
.‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺩﺍﺧﻠﻳﺔ ﻭﺍﻟﺧﺎﺭﺟﻳﺔ‬
‫ ﺯﺭﻉ ﺍﻟﺛﻘﺔ ﺑﺎﻟﻧﻔﺱ ﻟﺩﻯ ﺍﻵﺧﺭﻳﻥ ﻛﻲ ﻳﺧﺭﺝ ﻛﻝ‬:‫ ﺍﻻﻟﺗﺯﺍﻡ‬-4
‫ﻣﻧﻬﻡ ﺃﻓﺿﻝ ﻣﺎ ﻟﺩﻳﻪ ﻭﻛﺫﻟﻙ ﻣﺷﺎﺭﻛﺗﻬﻡ ﻛﻝ ﺃﺣﻭﺍﻝ ﺍﻟﻣﺅﺳﺳﺔ‬
.‫ﺳﻭﺍء ﻓﻲ ﺍﻟﺳﺭﺍء ﺃﻭ ﺍﻟﺿﺭﺍء‬
،‫ ﻭﺍﻟﻌﺎﻁﻔﻳﺔ‬،‫ ﻭﺍﻟﻌﻘﻠﻳﺔ‬،‫ ﺍﺳﺗﺛﻣﺎﺭ ﺍﻟﻁﺎﻗﺎﺕ ﺍﻟﺑﺩﻧﻳﺔ‬:‫ ﺍﻟﺗﺣﻔﻳﺯ‬-5
.‫ﻭﻛﺫﻟﻙ ﺍﺑﺗﻛﺎﺭ ﺍﻷﺳﺎﻟﻳﺏ ﺍﻟﻣﺣﻔﺯﺓ ﻟﻸﺩﺍء‬

:øY Qó°üJ ájô¡°T ∞°üf Iöûf !ábQÉت∏d Éj

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‫ ”ﻣﻥ ﺍﻟﻌﺟﻳﺏ ﺃﻥ ﻳﻁﺎﻟﺑﻧﺎ‬:‫ﻛﺗﺏ ”ﺩﻳﻔﻳﺩ ﻭﺍﻳﺕ“ ﻓﻲ ﺃﺣﺩ ﺍﻷﻳﺎﻡ‬
‫ﺍﻟﻌﻣﻝ ﺑﺎﻟﻘﻠﻳﻝ ﻓﻲ ﺣﻳﻥ ﻳﺳﺗﻧﺯﻑ ﻣﻧﺎ ﺍﻟﻛﺛﻳﺭ!“ ﻭﺃﺧﻳﺭً ﺍ ﻗﺩﻣﺕ‬
ً
‫ﺣﻠﻭﻻ ﺟﺫﺭﻳﺔ ﻭﻗﺎﻁﻌﺔ ﻟﻬﺫﺍ ﺍﻟﺟﺩﻝ ﻣﻥ ﺧﻼﻝ‬ ‫ﺍﻹﻁﺎﺭﺍﺕ ﺍﻟﺧﻣﺳﺔ‬
(äÉ°UÓN) ‘ ∑GΰTÓd
‫ﺍﻟﺗﻔﺗﻳﺵ ﻋﻥ ﺃﻗﺻﻰ ﺁﻣﺎﻟﻧﺎ ﻭﺍﻟﺗﻧﻘﻳﺏ ﻋﻥ ﺃﻓﺿﻝ ﻣﺣﻔﺯﺍﺗﻧﺎ ﻓﻲ‬
¢ShDhô``e hCG ¢ù«Fôd É¡FGógE’ hCG ºμà°ù°SDƒŸ hCG ºμd
‫ ﻓﻬﺫﺍ ﺍﻟﻣﻧﻬﺞ ﺣﻳﻥ ﻳُﻧﻔﺫ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻭﺍﻗﻊ ﻳﺯﻳﻝ‬.‫ﺑﻳﺋﺔ ﺍﻟﻌﻣﻝ‬
º```μæμÁ ;π```«ªY hCG π``«eõd É`¡Áó≤àd hCG
‫ﺍﻟﻐﺑﺎﺭ ﻋﻥ ﺍﻟﻁﺎﻗﺎﺕ ﺍﻟﻬﺎﺋﻠﺔ ﺍﻟﻣﻬﻳﺄﺓ ﻟﻠﺗﻁﻭﻳﺭ ﻭﺍﺳﺗﻧﺷﺎﻕ ﻧﺳﻣﺎﺕ‬
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‫ ﺍﻧﺗﻬﺞ ﻫﺫﺍ ﺍﻟﺳﺑﻳﻝ ﻭﺍﺗﺑﻊ ﺍﻹﻁﺎﺭﺍﺕ ﺍﻟﺧﻣﺳﺔ ﻟﻠﺗﻐﻳﻳﺭ‬.‫ﺍﻟﺗﻐﻳﻳﺭ‬
IôgÉ≤dG : á«Hô©dG öüe ájQƒ¡ªL .‫ﻭﺳﺗﺣﻘﻕ ﻧﺟﺎﺣً ﺎ ﻟﻳﺱ ﻟﻪ ﻣﺛﻳﻝ‬
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‫ﻳﻌﻣﻝ ﻣﺩﻳﺭً ﺍ ﺑﻣﺅﺳﺳﺔ ”ﻣﺎﻛﻳﻧﺯﻱ“ ﻓﻲ ﺟﻧﻭﺏ ”ﻛﺎﻟﻳﻔﻭﺭﻧﻳﺎ“ ﻭﻳﻘﻭﺩ ﺣﻣﻠﺗﻬﺎ‬
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.‫ﺩﻳﻔﺎﻳﺩ ﺩﺍﺗﺎ“ ﺍﻟﺣﺎﺋﺯﺓ ﻋﻠﻰ ﻋﺩﺓ ﺟﻭﺍﺋﺯ‬
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…QGOE’G QÉàîŸG
ΩÉ©dG QGóe ≈∏Y ΩÉ¡dEG .‫ﻳﺗﻭﻟﻰ ﺇﺩﺍﺭﺓ ﺃﻧﺷﻁﺔ ﻣﺅﺳﺳﺔ ”ﻣﺎﻛﻳﻧﺯﻱ“ ﻓﻲ ﺟﻣﻳﻊ ﺃﻧﺣﺎء ﺍﻟﻌﺎﻟﻡ‬
IQÉ«°ùdG ‘ IQGOE’G :á«Jƒ°üdG á∏°ù∏°ùdG ‫ ﺟﺎﻣﻌﺔ‬،‫ﻛﻣﺎ ﻳﻌﻣﻝ ﻛﺯﻣﻳﻝ ﻣﺷﺎﺭﻙ ﺑﻣﺩﺭﺳﺔ ”ﺳﺎﻳﺩ“ ﻹﺩﺍﺭﺓ ﺍﻷﻋﻣﺎﻝ‬
.“‫”ﺃﻭﻛﺳﻔﻭﺭﺩ‬
™aódGh ∑GΰT’G ɪFGO
k ºμæμÁ
:Éæ©bƒe ≈∏Y É«k fhÎμdEG
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‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

ÜÉ`````à`μ`dG
(äÉ°UÓN) Qó°üJ
ÖàμdG π°†aCG ,á«Hô©dG á¨∏dÉH ¢üî∏Jh 1993 ΩÉY ™∏£e òæe Authors: Scott Keller and Colin Price
≈∏Y õ````«cÎdG ™``e ,∫É```ªYC’G ∫É````LQh ø````jôjóª∏d á`¡LƒŸG á`«ŸÉ©dG Title: Beyond Performance: How Great Organizations
.…QGOE’G ô`μ``Ø∏d G kójó`L ∞`«`°†J »`à`dGh É`©``«``Ñ`e
k Ì``cC’G ÖàμdG Build Ultimate Competitive Advantage
äÉjô¶ædGh äÉ°SQɪŸG ÚH Iƒ```éØdG ó°S ≈dEG (äÉ``°UÓN) ±ó``¡`J Publisher: Wiley; 1 edition (June 21, 2011)
;á```«Hô©dG IQGOE’G á```Ä«Hh ,á````eó≤àŸG ∫hódG ‘ á``ãjó◊G ájQGOE’G
ISBN: 978-1118024621
.≥````«Ñ£à∏d á```∏HÉbh á```Hô›
q á````jQGOEG áaô©e º```¡d ô``aƒJ å«M
ÖcôŸG åëÑdG ∑ôfi ∫ÓN øe É¡JÉjƒàfi πc ‘ åëÑdG øμÁh Pages: 280
.Éæ©bƒe ≈∏Y

6454 : ´GójE’G ºbQ To read more about this book, use this link:
ISSN: 110/2357 http://www.amazon.com

8
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 ‫‪C‬‬
‫‪á«μ∏ŸG ¥ƒ≤M‬‬
‫‪»ª∏©dG ΩÓYEÓd á«Hô©dG ácöû∏d áXƒØfi‬‬

‫ﺣﻘﻮق اﻟﻤﻠﻜﻴﺔ اﻟﻔﻜﺮﻳﺔ ﻟﻬﺬا اﻟﻌﺪد وﻟﻜﻞ اﻋﺪاد واﻟﻜﺘﺐ اﻟﻜﺘﺮوﻧﻴﺔ واﻟﺼﻮﺗﻴﺔ اﻟﻤﻨﺸﻮرة‬
‫ﻋﻠﻰ ﻣﻮﻗﻌﻨﺎ ‪ www.edara.com‬ﺗﻌﻮد ﻟﻠﺸﺮﻛﺔ اﻟﻌﺮﺑﻴﺔ ﻟ‪+‬ﻋﻼم اﻟﻌﻠﻤﻲ »ﺷﻌﺎع«‪ .‬وﻋﻠﻴﻪ‬
‫ﻓﺈﻧﻨﺎ ﻧﺘﻮﻗﻊ ﻣﻨﻜﻢ اﻻﻟﺘﺰام ﺑﺎﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺣﻘﻮﻗﻨﺎ ﻛﺎﻣﻠﺔ وذﻟﻚ ﺑﻌﺪم ﻧﺴﺦ أو رﻓﻊ أو‬
‫إرﺳﺎل أﻋﺪادﻧﺎ ﺧﺎرج ﺣﺪود اﺳﺘﺨﺪاﻣﻜﻢ اﻟﺸﺨﺼﻲ واﻟﻤﻬﻨﻲ واﻟﻤﺆﺳﺴﻲ دون ﻣﻮاﻓﻘﺔ‬
‫ﺧﻄﻴﺔ ﻣﻨﺎ‪ .‬ﻋﻠﻰ أﻧﻨﺎ ﻧﺴﻤﺢ ﻟﻠﻤﺸﺘﺮﻛﻴﻦ ﺑﺤﻔﻆ وﻃﺒﺎﻋﺔ اﻋﺪاد ﻟﻼﺳﺘﺨﺪام اﻟﺪاﺧﻠﻲ ﻓﻘﻂ‪.‬‬
‫وﻋﻠﻴﻪ‪ ،‬ﻧﺮﺟﻮ أن ﻳﺘﻌﻬﺪ اﻟﺠﻤﻴﻊ ﺑﻌﺪم ﻧﻘﻞ أو ﺗﻤﺮﻳﺮ أو ﻣﺸﺎرﻛﺔ ا‪P‬ﺧﺮﻳﻦ ﻓﻲ ﺣﻘﻮﻗﻨﺎ ﻫﺬه‪.‬‬
‫ً‬
‫وﻓﻘﺎ ﻟﻘﻮاﻧﻴﻦ اﻟﻤﻠﻜﻴﺔ اﻟﻔﻜﺮﻳﺔ اﻟﻤﺤﻠﻴﺔ‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻨﺎ ﺳﻨﻘﺎﺿﻲ ﻛﻞ ﻣﻦ ﻻ ﻳﺤﺘﺮم ﻫﺬا اﻟﺘﻌﻬﺪ‬
‫ً‬
‫واﻗﻠﻴﻤﻴﺔ واﻟﺪوﻟﻴﺔ‪.‬‬

‫ﺃﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺸﻬﺮ‬

‫‪äÉ°UÓN‬‬

‫‪“º«∏©àdGh á«HÎdG Öàc” á°UÓN‬‬ ‫‪“ôjóŸG Öàc” á°UÓN‬‬ ‫‪“ôjóŸG Öàc” á°UÓN‬‬
‫‪32 :ºbQ‬‬ ‫‪513 :ºbQ‬‬ ‫‪514 :ºbQ‬‬

‫‪øjöû©dGh …OÉ◊G ¿ô≤dG äGQÉ¡e‬‬ ‫‪OôØàŸG …OôØdG ≥jƒ°ùàdG‬‬ ‫‪!AGOCG ..AGO πμd‬‬

‫‪âfGôH ¿hQh ÉμfÓ«H ¢ùª«L :∞«dCÉJ‬‬ ‫‪∫ƒH Éæ««L :∞«dCÉJ‬‬ ‫‪¢ùjGôH Údƒch ô∏«c äƒμ°S :∞«dCÉJ‬‬

‫‪ô¡°ûdG Gòg “äÉ`````bÓY” ä’É≤e øe‬‬ ‫‪ô¡°ûdG Gòg “…QGOE’G QÉàîŸG” ä’É≤e‬‬

‫❂ اﻟﻌﻼﻗﺎت اﻟﻌﺎﻣﺔ واﻟﺼﺤﺎﻓﺔ ”اﻟﺘﻐﺮﻳﺪﻳﺔ“‬ ‫❂ ”اﻟﻬﻨﺪ“ ﺗﺘﺄﻟﻖ ﰲ ﺳامء اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬

‫❂ أرﺑﻊ ﻋﻼﻣﺎت ﺗﻨﺒﻴﻬﻴﺔ ﻋﻨﺪ ﻛﺘﺎﺑﺔ اﻟﺒﻴﺎﻧﺎت اﻟﺼﺤﻔﻴﺔ‬
‫❂ ﺗﻌﻠﻢ ﻣﻦ ”ﻫﻮل ﻓﻮودز“‬
‫❂ أدوات ﻟﺤامﻳﺔ ﺳﻤﻌﺘﻚ اﻹﻟﻜﱰوﻧﻴﺔ‬
‫‪80 Oó©dG‬‬
‫❂ ﻫﻜﺬا ﱢ‬
‫ﺗﺤﺴﻦ ﻣﺤﺘﻮاك اﻟﻘﺪﻳﻢ‬
‫❂ اﻟﺴﺎﻣﻮراي اﻟﺤﻜﻴﻢ‬
‫❂ ﻫﻞ ﻳﺤﺐ ﻣﻮﻇﻔﻮك ﻋﻤﻠﻬﻢ؟‬
‫❂ ﺣرية اﻟﺨﻄﻮة اﻟﺠﺪﻳﺪة‬
‫❂ ﻛﻠام زادت ﺳﻨﻮات ﻋﻤﺮك‪ ..‬زادت ﺳﺎﻋﺎت ﻋﻤﻠﻚ!‬
‫❂ اﺣﱰام اﻟﺬات‬
‫❂ ﻣﻮﻇﻔﻮك اﳌﻮﻫﻮﺑﻮن ﺛﺮوﺗﻚ اﻟﺤﻘﻴﻘﻴﺔ‪ ..‬ﻓﻜﻴﻒ ﺗﺴﺘﺜﻤﺮﻫﺎ؟‬
‫❂ ﻣﻘــــﻮﻻت اﻟﻘﻴـــــﺎدة‬
‫‪140 Oó©dG‬‬
‫❂ دروس ﻣﻦ ﺗﺠﺮﺑـــﺔ ”روﻟــﺰ روﻳﺲ“‬
‫❂ ﻋﻨﺪﻣﺎ ﻳﺼﺒﺢ اﻹﺑﺪاع ﺛﻼيث اﻷﺑﻌﺎد‬
‫❂ اﻻﻫﺘامم ﺑﻮﺳﺎﺋﻞ اﻟﺘﺴﻮﻳﻖ اﻻﺟﺘامﻋﻲ‬
‫❂ ﻫﻞ ﺗﺤﻤﻞ رﺧﺼﺔ ”اﻟﻘﻴﺎدة“؟‬
‫❂ أﺣﺪث اﻻﺗﺠﺎﻫﺎت ﰲ ﻣﺠﺎل اﻟﱰﺟﻤﺔ اﻟﻔﻮرﻳﺔ‬

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