‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬

‫ﺟـﺎﻣـﻌـﺔ ﺍﳉـﺰﺍﺋـﺮ‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‬
‫ﺍﳌﻮﺿـﻮﻉ‪:‬‬

‫ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‬

‫ﺃﻃﺮﻭﺣﺔ ﻣﻘﺪﻣﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺩﻛﺘﻮﺭﺍﻩ ﺍﻟﻌﻠﻮﻡ ﰲ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‬

‫ﻓـﺮﻉ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤـﺎﻝ‬

‫ﲢﺖ ﺇﺷﺮﺍﻑ ﺍﻷﺳﺘﺎﺫ‪ :‬ﻋﻠـﻲ ﻋﺒـﺪ ﺍﷲ‬ ‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‪:‬‬

‫ﻟـﻤﲔ ﻋﻠـﻮﻃـﻲ‬

‫ﺃﻋﻀﺎﺀ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ‪:‬‬

‫ﺍﻷﺳﺘﺎﺫ ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﻗﺪﻱ‪:‬ﺭﺋﻴﺴـﹰﺎ‬
‫ﺍﻷﺳﺘﺎﺫ ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ‪ :‬ﻣﻘـﺮﺭﹰﺍ‬
‫ﻋﻀـﻮﹰﺍ‬ ‫ﺍﻷﺳﺘﺎﺫ ﻋﻠﻲ ﺧﻠﻴﺪ‪:‬‬
‫ﺍﻷﺳﺘﺎﺫ ﻧﻮﻓﻞ ﺣﺪﻳﺪ‪ :‬ﻋﻀـﻮﹰﺍ‬
‫ﺍﻷﺳﺘﺎﺫ ﺭﺍﺑﺢ ﺑﻮﻗﺮﺓ‪ :‬ﻋﻀـﻮﹰﺍ‬
‫ﺍﻷﺳﺘﺎﺫ ﻛﻤﺎﻝ ﺭﺯﻳﻖ‪ :‬ﻋﻀـﻮﹰﺍ‬

‫‪2008-2007‬‬ ‫ﺍﻟﺴﻨـﺔ ﺍﳉﺎﻣﻌﻴﺔ‪:‬‬

 ‫ﺍﻹﻫﺪﺍﺀ‬

‫ﺃﻫﺪﻱ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺍﻟﻤﺘﻮﺍﺿﻊ ﺇﻟﻰ ﺭﻭﺡ ﻛﻞ ﻣﻦ ﺍﺳﺘﺸﻬﺪ ﺭﺍﻓﻌﺎ ﺭﺍﻳﺔ "ﺍﷲ‬

‫ﺃﻛﺒﺮ" ﻓﻲ ﻓﻠﺴﻄﻴﻦ ﻭ ﺍﻟﻌﺮﺍﻕ ﻭ ﻏﻴﺮﻫﺎ ﻣﻦ ﺑﻘﺎﻉ ﺍﻟﻌﺎﻟﻢ‪.‬‬

‫ﺇﻟﻰ ﻭﺍﻟﺪﻱ ﺍﻟﻜﺮﻳﻤﻴﻦ ﺑﺎﺭﻙ ﺍﷲ ﻟﻬﻤﺎ ﻓﻲ ﻋﻤﺮﻫﻤﺎ‬

‫ﻭ ﺇﻟﻰ ﺷﺮﻳﻜﺘﻲ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺪﻧﻴﺎ ﺯﻭﺟﺘﻲ ﺍﻟﻌﺰﻳﺰﺓ ﺇﻟﻰ ﻗﻠﺒﻲ‬

‫ﺇﻟﻰ ﻛﻞ ﺇﺧﻮﺗﻲ ﻭ ﺃﺧﻮﺍﺗﻲ‬

‫ﺇﻟﻰ ﻓﻠﺬﺓ ﻛﺒﺪﻱ‬

‫ﻣﺤﻤﺪ ﺇﺳﻼﻡ‬

‫ﺇﻟﻰ ﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻭﻋﻤﺎﻝ ﺍﻟﻤﺮﻛﺰ ﺍﻟﺠﺎﻣﻌﻲ ﻳﺤﻲ ﻓﺎﺭﺱ ﺑﺎﻟﻤﺪﻳﺔ‬

‫ﺇﻟﻰ ﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﻴﺮ ﺑﺠﺎﻣﻌﺔ ﺍﻟﺒﻠﻴﺪﺓ‬

‫ﺇﻟﻰ ﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﻴﺮ ﺑﺠﺎﻣﻌﺔ ﺍﻟﺠﺰﺍﺋﺮ‪.‬‬

 ‫ﺍﻟﺘﺸﻜﺮﺍﺕ‬

‫ﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﻭ ﺍﻟﺤﻤﺪ ﻭ ﺍﻟﺜﻨﺎﺀ ﺇﻟﻰ ﺍﻟﻤﻮﻟﻰ ﻋﺰ ﻭﺟﻞ ﺻﺎﺣﺐ ﺍﻟﻨﻌﻤﺔ‬

‫ﻭﺍﻟﺠﻼﻝ ﻭﺍﻹﻛﺮﺍﻡ ﺍﻟﺬﻱ ﻭﻓﻘﻨﺎ ﻭﺃﻋﺎﻧﻨﺎ ﻋﻠﻰ ﺇﺗﻤﺎﻡ ﻫﺬﺍ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻛﻤﺎ ﺃﺗﻘﺪﻡ ﺑﺸﻜﺮﻱ ﺇﻟﻰ ﺍﻷﺳﺘﺎﺫ ﺍﻟﻤﺸﺮﻑ ﺍﻟﺪﻛﺘﻮﺭ "ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ" ﺍﻟﺬﻱ‬

‫ﻛﺎﻥ ﺩﺍﺋﻤﺎ ﻋﻮﻧﺎ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﻧﺼﺎﺋﺤﻪ ﻭ ﺗﻮﺟﻴﻬﺎﺗﻪ ﺟﻌﻠﻬﺎ ﺍﷲ ﻟﻪ ﻓﻲ‬

‫ﻣﻴﺰﺍﻥ ﺣﺴﻨﺎﺗﻪ ﻳﻮﻡ ﺍﻟﻘﻴﺎﻣﺔ‬

‫ﺩﻭﻥ ﺃﻥ ﺃﻧﺴﻰ ﻣﻦ ﺭﺍﻓﻘﻨﻲ ﻃﻴﻠﺔ ﺍﻧﺠﺎﺯ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺯﻣﻴﻠﻲ ﺍﻷﺳﺘﺎﺫﻳﻦ‬

‫ﻣﻴﺴﻮﻡ ﺑﻮﺷﻨﺎﻓﺔ ﻭ ﺃﺗﺸﻲ ﺷﻌﻴﺐ ﻣﺘﻤﻨﻴﺎ ﻟﻬﻤﺎ ﺍﻟﺘﻮﻓﻴﻖ ﻭ ﺍﻟﺴﺪﺍﺩ‬

‫ﺇﻟﻰ ﻛﻞ ﻣﻦ ﺩﻋﻤﻨﻲ ﻭ ﺳﺎﻧﺪﻧﻲ ﻹﺗﻤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﻗﺮﻳﺐ ﺃﻭ ﻣﻦ ﺑﻌﻴﺪ‬

‫ﻭ ﺍﺧﺺ ﺑﺎﻟﺬﻛﺮ ﻣﺪﻳﺮ ﻣﻜﺘﺒﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﺎﻟﻤﺪﻳﺔ ؛ﻣﻊ ﺷﻜﺮ ﺧﺎﺹ‬

‫ﻷﺳﺮﺓ ﺗﺤﺮﻳﺮ ﻣﺠﻠﺔ ﺑﺤﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﺮﺑﻴﺔ ﺑﺎﻟﻘﺎﻫﺮﺓ ﻭ ﻛﺬﺍ‬

‫ﻣﺠﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑﻬﻮﻟﻨﺪﺍ ﺍﻟﺘﻲ ﻭﺍﻓﻘﺖ ﻋﻠﻰ ﻧﺸﺮ ﻣﻘﺎﻻﺗﻨﺎ ‪.‬‬
‫ﺍﻟﻔـــﻬﺎﺭﺱ‬
‫‪I‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬

‫‪I‬‬ ‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‬

‫‪..........................................................................................................................................................................‬‬

‫ﻓﻬﺮﺱ ﺍﳉﺪﺍﻭﻝ ‪V ..........................................................................................................................................................................‬‬

‫ﻓﻬﺮﺱ ﺍﻷﺷﻜﺎﻝ ‪VI .......................................................................................................................................................................‬‬
‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‪ ................................................................................................................................................................................‬ﺃ‪-‬ﻁ‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫‪2‬‬ ‫ﲤﻬﻴﺪ‬
‫‪.....................................................................................................................................................................................................‬‬

‫‪3‬‬ ‫‪........................................................................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‬

‫‪3‬‬ ‫‪..............................................................................................................‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪9‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ‪......................................................................................................................‬‬

‫‪23‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻻﻗﺘﺼﺎﺩ ﻭﺻﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ‪........................................................................................................‬‬

‫‪27‬‬ ‫‪..............................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻹﻧﺘﺮﻧﺖ ﻛﻤﻈﻬﺮ ﻣﻦ ﻣﻈﺎﻫﺮ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‬

‫‪27‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻭﻧﺸﺄﺓ ﺍﻹﻧﺘﺮﻧﺖ‬
‫‪...........................................................................................................‬‬

‫‪32‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻻﺗﺼﺎﻝ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.........................................................................................‬‬

‫‪35‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺍﻹﻧﺘﺮﻧﺖ‪..........................................................................................‬‬

‫‪47‬‬ ‫‪......................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺁﺛﺎﺭﻫﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ‬
‫‪47‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫‪.............................................................................‬‬

‫‪56‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.....................‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻣﻊ ﻣﺜﺎ ٍﻝ ﺗﻄﺒﻴﻘﻲ ﳊـﺎﻟﺔ‬
‫‪59‬‬ ‫ﺍﳍﻨﺪ‪......................................................................................................................................................................................‬‬

‫‪65‬‬ ‫‪.........................................................................................................................................................................‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‬
‫ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫‪67‬‬ ‫‪..................................................................................................................................................................................................‬‬ ‫ﲤﻬﻴﺪ‬
‫‪68‬‬ ‫‪...........................................................................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻟﻨﻈﻢ ﰲ ﻇﻞ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‬
‫‪68‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‬
‫‪...............................................................................‬‬

‫‪73‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﻭﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠ‪‬ﻨﻈﻢ‪..................................................................................‬‬

‫‪II‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬

‫‪77‬‬ ‫‪............................................................................‬‬‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﳑﻴ‪‬ﺰﺍﺕ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‬

‫‪85‬‬ ‫‪.............................................................................................................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪85‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪..............................................................................................................‬‬

‫‪89‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪................................................................................................‬‬

‫‪96‬‬ ‫ﻮﻝ ﺍﻟﺮﻗﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪...............‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺤ ‪‬‬
‫‪103‬‬ ‫‪..........................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫‪103‬‬ ‫‪...................................................................................……………..‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‬
‫‪112‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪...................................................................................................................‬‬

‫‪120‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪..............................................................................................................................‬‬

‫‪127‬‬ ‫‪........................................................................................................................................................................‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬
‫ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪129‬‬ ‫ﲤﻬﻴﺪ‬
‫‪...............................................................................................................................................................................................‬‬

‫‪130‬‬ ‫‪..........................................................................................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪................................................................................................‬‬

‫‪130‬‬
‫‪138‬‬ ‫‪...........................................................................‬‬‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪147‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻭﻇﺎﺋﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪............................................................................................‬‬

‫‪152‬‬ ‫‪......................................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﻫﻢ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ‬
‫‪152‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪...........................................................................‬‬

‫‪160‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻭﻇﺎﺋﻒ ﻭﻣﺮﺍﺣﻞ ﺗﻄﻮ‪‬ﺭ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪........................................‬‬

‫‪167‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪:‬ﺗﻄﺒﻴﻘﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪......................................................................‬‬

‫‪175‬‬ ‫‪...................................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﺎﻫﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪175‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪............................................................................................‬‬

‫‪183‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﳘﻴﺔ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻌﺮﻳﻒ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪..‬‬

‫‪186‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻫﺪﺍﻑ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.......................................................‬‬

‫‪194‬‬ ‫‪......................................................................................................................................................................‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬

‫‪III‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‬
‫ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬
‫‪197‬‬ ‫‪...........................................................................................................................................................................................‬‬‫ﲤﻬﻴﺪ‬
‫‪198‬‬ ‫‪........................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑﻌﺪ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‬
‫‪198‬‬ ‫‪........................................................................‬‬‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‬
‫‪201‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﻭﺃﻫﺪﺍﻑ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪...............................................................................‬‬

‫‪211‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺩﻭﺭ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ‪........................................‬‬

‫‪216‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬

‫‪..................................................................‬‬

‫‪216‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‬

‫‪...........................................................................................................‬‬

‫‪223‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﻭﻣ‪‬ﻤﻴ‪‬ﺰﺍﺕ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪....................................‬‬

‫‪231‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻋﻼﻗﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺂﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪...................‬‬

‫‪236‬‬ ‫‪....................................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﰲ ﻇﻞ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‬

‫‪236‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‬
‫‪.......................................................................................................‬‬

‫‪242‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻣﻦ ﻧ‪‬ﻈﻢ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ‪..............................................‬‬

‫‪249‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺣﺎﻟﺔ ﺩﺭﺍﺳﻴﺔ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪..........................................................‬‬

‫‪253‬‬ ‫‪......................................................................................................................................................................‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻭ ﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪255‬‬ ‫‪...............................................................................................................................................................................................‬‬ ‫ﲤﻬﻴﺪ‬
‫‪256‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪........................................................................................................................‬‬

‫‪256‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ‬

‫‪.........................................................................................................................‬‬

‫‪263‬‬ ‫ﻢ ﻭﻓﻦ ﻭﻣﻬﻨﺔ‪...................................................................................................‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻌﻠ ٍ‬
‫‪271‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪............................................................‬‬

‫‪278‬‬ ‫‪................................................‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﻧﻌﻜﺎﺳﺎﺗﻪ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‬
‫‪278‬‬ ‫‪.....................................‬‬‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺍﻧﻌﻜﺎﺱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪IV‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬

‫‪282‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‬

‫‪..................................................................................................‬‬

‫‪291‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺇﺳﻬﺎﻣﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ‪..‬‬

‫‪297‬‬ ‫‪.....................................‬‬‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‬

‫‪297‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‬
‫‪................................................................................‬‬

‫‪301‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪........................................................................‬‬

‫‪309‬‬ ‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻷﺧﺮﻯ‪...........................................................................‬‬

‫‪315‬‬ ‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬

‫‪........................................................................................................................................................................‬‬

‫‪316‬‬ ‫ﺧﺎﲤﺔ‬
‫‪..............................................................................................................................................................................................‬‬

‫‪328‬‬ ‫‪.........................................................................................................................................................................................‬‬ ‫ﺍﳌﺮﺍﺟﻊ‬

‫‪V‬‬ ‫ﻓﻬﺮﺱ ﺍﻟﺠﺪﺍﻭﻝ‬

‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻋﻨﻮﺍﻧﻪ‬ ‫ﺭﻗﻢ ﺍﳉﺪﻭﻝ‬

‫‪7‬‬ ‫‪.......................‬‬ ‫)‪ (1‬ﺣﺠﻢ ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﻭﺭﺑﺎ ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺑﻮﺣﺪﺓ ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ‬
‫‪9‬‬ ‫ﺃﺑﻌﺎﺩ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.....................................................................................................................................‬‬ ‫)‪(2‬‬
‫‪11‬‬ ‫ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪................................................................................................‬‬ ‫)‪(3‬‬
‫‪16‬‬ ‫ﺗﺄﺛﲑ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‪...........................................................................................................‬‬ ‫)‪(4‬‬
‫‪22‬‬ ‫ﺃﻫﻢ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪........................................................................................‬‬ ‫)‪(5‬‬
‫‪29‬‬ ‫ﺗﻄﻮ‪‬ﺭ ﺍﻹﻧﺘﺮﻧﺖ‪.....................................................................................................................................................‬‬ ‫)‪(6‬‬
‫)‪ (7‬ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻗﻄﺎﻋـﺎﺕ ﺍﳌﺎﻝ ﻭﺍﻻﻗﺘﺼﺎﺩ‬
‫‪52‬‬ ‫ﻭﺍﻟﺘﺼﻨﻴﻊ‪................................................................................................................................................................‬‬

‫‪96‬‬ ‫ﺑﺪﺍﺋﻞ ﺍﻋﺘﻤﺎﺩ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.....................................................................‬‬ ‫)‪(8‬‬

‫‪170‬‬ ‫ﳕﻮﺫﺝ ﻣﻮﺍﺯﻧﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﺎ ﻳﻈﻬﺮﻫﺎ ﺍﳊﺎﺳﻮﺏ‪..............................................................................‬‬ ‫)‪(9‬‬
‫‪171‬‬ ‫ﺃﻣﺜﻠﺔ ﻟﺘﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪............................................................................‬‬ ‫)‪(10‬‬
‫‪173‬‬ ‫)‪ (11‬ﺃﺛﺮ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲢﻘﻴﻖ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪............‬‬

‫‪179‬‬ ‫ﳌﺆ‪‬ﻳﺪﺓ ﻭﺍﳌﻌﺎﺭﺿﺔ‪........................................................................................................‬‬ ‫)‪ (12‬ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍ ﹸ‬

‫‪190‬‬ ‫ﳕﻮﺫﺝ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ‪.................‬‬ ‫)‪(13‬‬
‫‪229‬‬ ‫ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪....................................................................‬‬ ‫)‪(14‬‬
‫‪231‬‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪..................................................................................................‬‬ ‫)‪(15‬‬
‫‪275‬‬ ‫ﺃﺑﻌﺎﺩ ﺣﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ‪............................................................................................................................‬‬ ‫)‪(16‬‬
‫‪277‬‬ ‫ﺟﻪ ﺍﳌﻌﺎﺻﺮ ﻟﻠﺘﺪﺭﻳﺐ‪...................................................‬‬ ‫)‪ (17‬ﻣﻘﺎﺭﻧﺔ ﻣﺎ ﺑﲔ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺍﻟﺘﻮ ‪‬‬
‫‪283‬‬ ‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.......................................................................................................................................‬‬ ‫)‪(18‬‬
‫‪306‬‬ ‫ﺃﻧﻮﺍﻉ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪..............................................................................................................................‬‬ ‫)‪(19‬‬
‫‪VI‬‬ ‫ﻓﻬﺮﺱ ﺍﻷﺷﻜﺎﻝ‬

‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻋﻨﻮﺍﻧﻪ‬ ‫ﺭﻗﻢ ﺍﻟﺸﻜﻞ‬

‫‪13‬‬ ‫‪...................................................................‬‬ ‫ﺑﻌﺾ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻌﺮﻓﺔ ﺍﻟﱵ ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‬ ‫)‪(1‬‬
‫‪17‬‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﹸﺆﺛﱢﺮﺓ ﰲ ﲢﻮ‪‬ﻝ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪......................................................‬‬ ‫)‪(2‬‬
‫‪20‬‬ ‫ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.............................................................................................................................................‬‬ ‫)‪(3‬‬
‫‪21‬‬ ‫ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪..................................................................‬‬ ‫)‪(4‬‬
‫‪36‬‬ ‫ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪............................................................................................................................................‬‬ ‫)‪(5‬‬
‫‪58‬‬ ‫ﺍﳋﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺴﻮﻕ ﺍﻟﻌﻤﻞ ﰲ ﻋﺼﺮ ﺍﻟﻌﻮﳌﺔ‪..........................................................................‬‬ ‫)‪(6‬‬
‫‪70‬‬ ‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ‪...................................................................................................................................................‬‬ ‫)‪(7‬‬
‫‪76‬‬ ‫ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻟﺘﺨﻄﻴﻂ‪...............................................................................................‬‬ ‫)‪(8‬‬
‫‪76‬‬ ‫ﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪...........................................................................................................................‬‬ ‫)‪(9‬‬
‫‪79‬‬ ‫ﻋﻤﻠﻴﺔ ﲢﻮﻳﻞ ﺍﳌﹸﺪﺧ‪‬ﻼﺕ ﺇﱃ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ‪...............................................................................................‬‬ ‫)‪(10‬‬
‫‪80‬‬ ‫ﺧﺎﺻﻴﺔ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﰲ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ‪............................................................................................‬‬ ‫)‪(11‬‬
‫‪82‬‬ ‫ﻣﻔﻬﻮﻡ ﻫﺮﻣﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ‪.......................................................................................................................................‬‬ ‫)‪(12‬‬
‫‪83‬‬ ‫ﺩﺭﺟﺔ ﺗﻌﻘﺪ ﺍﻟﻨ‪‬ﻈﻢ‪...........................................................................................................................................‬‬ ‫)‪(13‬‬
‫‪86‬‬ ‫ﺧﺼﺎﺋﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.......................................................................................................................................‬‬ ‫)‪(14‬‬
‫‪90‬‬ ‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.......................................................................................‬‬ ‫)‪(15‬‬
‫‪97‬‬ ‫ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎﻡ‪................................................................................................................................................‬‬ ‫)‪(16‬‬
‫‪99‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺒﺎﺩﻟﻴﺔ ﻭﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺑﲔ ﺍﻟﺘﻨﻈﻴﻢ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.........................................................‬‬ ‫)‪(17‬‬
‫‪108‬‬ ‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﹸﻜﻮ‪‬ﻧﺔ ﻟﻨﻈﺎﻡ ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ‪..................................................................‬‬ ‫)‪(18‬‬
‫‪115‬‬ ‫ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪...........................................................................................................‬‬ ‫)‪(19‬‬
‫‪122‬‬ ‫ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪..........................................................................................................................‬‬ ‫)‪(20‬‬
‫‪135‬‬ ‫ﺃﻫﺪﺍﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪..................................................................................................................‬‬ ‫)‪(21‬‬
‫‪137‬‬ ‫ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﻜﺎﻣﻞ‪....................................................................................................‬‬ ‫)‪(22‬‬
‫‪146‬‬ ‫ﻋﻨﺎﺻﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪...............................................................................‬‬ ‫)‪(23‬‬
‫‪148‬‬ ‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪..........................................................................................‬‬ ‫)‪(24‬‬
‫‪VII‬‬ ‫ﻓﻬﺮﺱ ﺍﻷﺷﻜﺎﻝ‬

‫‪150‬‬ ‫‪.........................................................................................‬‬ ‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫)‪(25‬‬

‫‪154‬‬ ‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪..............................................................................................................‬‬ ‫)‪(26‬‬
‫‪159‬‬ ‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.........................................................................................‬‬ ‫)‪(27‬‬
‫‪161‬‬ ‫ﻭﻇﺎﺋﻒ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.............................................................................................‬‬ ‫)‪(28‬‬
‫‪163‬‬ ‫ﺁﻟﻴﺔ ﲝﻮﺙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺴﺎﻋﺪ ﺍﳊﺎﺳﻮﺏ‪................................................................................‬‬ ‫)‪(29‬‬
‫‪205‬‬ ‫ﳕﻮﺫﺝ ﺗﻮﺑﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺎﻗﻞ‪............................................................................................................................‬‬ ‫)‪(30‬‬
‫‪206‬‬ ‫ﳕﻮﺫﺝ ﺗﻮﺑﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺠﻤﺔ‪..........................................................................................................................‬‬ ‫)‪(31‬‬
‫‪206‬‬ ‫ﳕﻮﺫﺝ ﺗﺒﻮﻟﻮﺟﻴﺎ ﺍﳊﻠﻘﺔ‪...............................................................................................................................‬‬ ‫)‪(32‬‬
‫‪265‬‬ ‫ﺩ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﺎﻡ ‪....................1995‬‬ ‫ﻓﻮﺍﺋﺪ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﻋﺪ ٍ‬ ‫)‪(33‬‬
‫‪266‬‬ ‫ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ‪.............................................................................................................................................‬‬ ‫)‪(34‬‬
‫‪268‬‬ ‫ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪..................................................................................‬‬ ‫)‪(35‬‬
‫‪269‬‬ ‫ﳕﻮﺫﺝ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ‪..................................................................................................................................‬‬ ‫)‪(36‬‬
‫‪270‬‬ ‫ﺃﻫﻢ ﻋﻤﻠﻴﺎﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.................................................................................................‬‬ ‫)‪(37‬‬
‫‪272‬‬ ‫ﺇﻋﺪﺍﺩ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺔ‪............................................................................................‬‬ ‫)‪(38‬‬
‫‪273‬‬ ‫ﻣﺮﺍﺣﻞ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪...............................................................................‬‬ ‫)‪(39‬‬
‫‪286‬‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪..................................................................................................................‬‬ ‫)‪(40‬‬
‫‪299‬‬ ‫ﺃﺭﻛﺎﻥ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻔﻌﺎﻝ ﻭﺃﺛﺮﻩ‪.......................................................................................................................‬‬ ‫)‪(41‬‬
‫‪304‬‬ ‫ﻣﻨﺎﻓﻊ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑﻌﺪ‪............................................................................................................................‬‬ ‫)‪(42‬‬
‫‪307‬‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪..................................................................................................................‬‬ ‫)‪(43‬‬
‫‪311‬‬ ‫ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ‪...........................................................‬‬ ‫)‪(44‬‬
‫ﻣﻘﺪﻣــﺔ ﻋــﺎﻣﺔ‬
‫أ‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﺕ ﺟﺬﺭﻳﺔ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻋﻤـﺎ ﻳ‪‬ـﺴ ‪‬ﻤﻮﻧﻪ‬ ‫ﻳﺘﺤ ‪‬ﺪﺙ ﺍﻻﻗﺘﺼﺎﺩﻳﻮﻥ ﺣﺎﻟﻴﹰﺎ ﻋﻦ ﺗﻐ‪‬ﻴﺮﺍ ٍ‬
‫ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ ﻭﺍﻟﺬﻱ ﺗﺘﻐ‪‬ﻴﺮ ﻓﻴﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍ ﹸﳌﻤﺎ ‪‬ﺭﺳﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﶈﱢﻠﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻣﺜـﻞ ﺍﻟﺘﺠـﺎﺭﺓ‬
‫ﻭﺍﻻﺳﺘﺜﻤﺎﺭ ﻭﺍﻧﺘﻘﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻧﺸﻬﺪ ﻫﺬﻩ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﺧﺎﺻ ﹰﺔ ﰲ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪،‬‬
‫ﻭﺗﺴﻌﻰ ﺍﻟﺪﻭﻝ ﺍﻷﻗﻞ ﺗﻘ ‪‬ﺪﻣﺎ ﻟﱠﻠﺤﺎﻕ ‪‬ﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﱵ ﺗﻠﻌﺐ ﻓﻴﻬﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺩﻭﺭ ﺍﻟﻘﻠﺐ ﺍﻟﻨﺎﺑﺾ‪ .‬ﻓﺤﺴﺐ ﺗﻘﺪﻳﺮﺍﺕ "ﳎﻠﺲ ﺍﻻﺣﺘﻴﺎﻃﻲ ﺍﻟﻔﺪﺭﺍﱄ ﻟﻠﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ" ‪‬ﺗﻘ ‪‬ﺪﻡ‬
‫ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ ﻧﺴﺒﺔ ﻛﺒﲑﺓ ﻣﻦ ﺃﺳﺒﺎﺏ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻷﻣﺮﻳﻜﻲ ﺍﻟﺴﻨﻮﻱ‪ ،‬ﺃﻣﺎ ﻣـﺎ‬
‫‪‬ﺗﻘ ‪‬ﺪﻣﻪ ﺑﺸﻜﻞ ﻏﲑ ﻣﺒﺎﺷﺮ ﺑﺰﻳﺎﺩ‪‬ﺎ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻘﻄﺎﻋﺎﺕ ﻛﺎﻓﺔ ﻓﻬﻲ ﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ‪ .‬ﻟﻘﺪ‬
‫ﺯﺍﺩﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺳﻨﻮﻳﹰﺎ ﺑﻨﺴﺒﺔ ‪ %1.4‬ﻭﺳﻄﻴﹰﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻻﻣﺮﻳﻜﻴﺔﺑﲔ ﻋـﺎﻡ ‪ 1973‬ﻭﻋـﺎﻡ‬
‫‪ .1995‬ﺃﻣﺎ ﻣﻨﺬ ﻋﺎﻡ ‪ 1995‬ﻓﻬﻲ ﺗﺰﺩﺍﺩ ﲟﻌﺪﻝ ‪ %2.9‬ﺳﻨﻮﻳﹰﺎ ﻭﻫﻮ ﻣﻌﺪﻝ ﻋﺎ ٍﻝ ﺟﺪﹰﺍ ﻭﺳﺒﺒﻪ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫ﻭﻳﺼﻒ ﺍ ﹸﳌﺤﱢﻠﻠﻮﻥ ﺍﻟﺘﻮ ‪‬ﺟﻬﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳊﺎﻟﻴﺔ ﺑﺘﻮ ‪‬ﺟﻬﺎﺕ ﻣﺎ ﻳﺴﻤﻰ "ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﳌـﺒﲏ ﻋﻠـﻰ‬
‫ﺍﳌﻌﺮﻓﺔ"‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻗﻴﻤﺔ ﻭﻭﺯﻥ ﻋﺎﻣﻞ ﺍﳌﻌﺮﻓﺔ ﻳﺰﺩﺍﺩ ﻛﺜﲑﹰﺍ ﻋﻦ ﺍﻟـﺴﺎﺑﻖ‪ ،‬ﻭﺃﻥ ﻣﻜﺎﻧـﺔ ﺍﳌﻌﺮﻓـﺔ ﺃﻭ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﺗﺰﺩﺍﺩ‪ ،‬ﻭﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ ﻓﻬﻨﺎﻙ ﺍﺯﺩﻳﺎ ‪‬ﺩ ﻛﺒ ‪‬ﲑ ﰲ ﺍﻟﺴﻠﻊ ﺍﳌﻌﺮﻓﻴـﺔ ﺍﻟﺒﺤﺘـﺔ‬
‫ﻭﺍﳋﺪﻣﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﺍﻟﺒﺤﺘﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﳝﻜﻦ ﻭﺻﻔﻬﺎ ﺑﺸﻜ ٍﻞ ﺭﻗﻤﻲ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺒﺎﺩﳍﺎ‬
‫ﻭﻧﻘﻠﻬﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﺬﻱ ‪‬ﻳﺸ ﱢﻜﻞ ﺃﺣﺪ ﳑﺎﺭﺳـﺎﺕ ﺍﻷﻋﻤـﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ‪ .‬ﰲ ﺍﳊﻘﻴﻘـﺔ ﺇﻥ ﺩﻭﺭ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍ‪‬ﺘﻤﻊ ﺃﺧﺬ ﻳﺰﺩﺍﺩ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺴﺎﺑﻖ ﺑﺸﻜ ٍﻞ ﱂ ﺗﺸﻬﺪﻩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻗﺒﻞ؛ ﳑﺎ ﺩﻋﺎ ﺍﻟـﺒﻌﺾ‬
‫ﻟﺘﺴﻤﻴﺔ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﺑﻌﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺴﻤﻴﺔ ﻣﺎ ﳛﺼ‪‬ﻞ ﺑﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻳﺪﻋﻮﻫﺎ ﺑﺎﳌﻮﺟﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺑﻌﺪ‬
‫ﻣﻮﺟﺔ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺰﺭﺍﻋﻴﺔ ﰒ ﻣﻮﺟﺔ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ‪.‬‬
‫‪‬ﻳﻌﺘﱪ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﺎﺩﻱ ﻣﻔﻬﻮﻣﹰﺎ ﺟﺪﻳﺪﹰﺍ ﻧﺴﺒﻴﹰﺎ ﺃﻧﺸﺄﻩ ﻋﺼﺮ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑﻌﺪ‪ ،‬ﻭﻫﻮ ﺍﻗﺘـﺼﺎ ‪‬ﺩ‬
‫ﻳﻘﻮﻡ ﺃﺳﺎﺳﹰﺎ ﻋﻠﻰ ﺇﻧﺘﺎﺝ ﺍﻟﻔﻜﺮ ﺍﻹﻧﺴﺎﱐ؛ ﲝﻴﺚ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻫﻢ ﻣﻮﺍﺭﺩﻩ ﻭﺍﺿﻌ ﹰﺔ ﰲ ﺧﺪﻣﺘـﻬﺎ‬
‫ﺕ ﻏﲑ ‪‬ﻣﺮﺗ ِﻔﻌﺔ ﲟﺎ ﺃﻥ ﺍﻟـﺬﻛﺎﺀ ﻫـﻮ ﺭﺃﺱ‬
‫ﻼ ﻋﻦ ﺇﺳﻬﺎﻣﻪ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺑﺎﺳﺘﺜﻤﺎﺭﺍ ٍ‬‫ﺍﻻﺗﺼﺎﻻﺕ ﺍﳊﺪﻳﺜﺔ‪ .‬ﻭﻓﻀ ﹰ‬
‫ﺍﳌﺎﻝ ﺍﻷﺳﺎﺳﻲ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ ،‬ﻓﺈﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﺎﺩﻱ ﻳﻔﺘﺢ ﺁﻓﺎﻗﹰﺎ ﻫﺎﻣﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺘـﺸﻐﻴﻞ ﺑـﺼﻔ ٍﺔ‬
‫ﺼﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ‪ ،‬ﻛﻤﺎ ‪‬ﻳﺴ ‪‬ﻬﻞ ﺍﻟﺘﺒﺎﺩﻝ ﺑﲔ ﺍﳌﺆﺳـﺴﺎﺕ ﻭﻗـﻀﺎﺀ‬ ‫ﻋﺎﻣﺔ ﻭﺗﺸﻐﻴﻞ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍ ﹸﳌﺨﺘ ‪‬‬
‫ﺕ‬
‫ﺖ ﻗﺼﲑ ﻭﺑﺄﻗ ﱢﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ .‬ﻟﻘﺪ ﺃﺣﺪﺙ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﺎﺩﻱ ﺍﻧﻌﻜﺎﺳـﺎ ٍ‬ ‫ﺷﺌﻮﻥ ﺍﳌﻮﺍﻃﻨﲔ ﻋﻦ ‪‬ﺑﻌﺪ ﰲ ﻭﻗ ٍ‬
‫‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﻭﰲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ ﰲ ﺍﻟﻔﺮﺩ ﻭﺍﳌﺆﺳﺴﺔ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻗﺪ ‪‬ﻳﻐ ﱢﻄﻲ ﲬﺴﺔ ﳎﺎﻻﺕ ﳏﻮﺭﻳﺔ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ‬
‫ب‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﺃﻥ ﺗﻨﺼﻬﺮ ﺿﻤﻨﻬﺎ ﺑﺼﻔ ٍﺔ ﻣﺘﻨﺎﺳﻘﺔ ﻭﺗﺪﺭﳚﻴﹰﺎ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﺍﳌﺴﺘﻌﻤﻠﻮﻥ‪ .‬ﻓﺒﺨﺼﻮﺹ‬
‫ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﺻﺒﺢ ﺍﻻﳔﺮﺍﻁ ﺑﺎﻹﻧﺘﺮﻧﺖ ﻣﻦ ﺍﳊﺎﺟﻴﺎﺕ ﺍﻷﺳﺎﺳـﻴﺔ ﻟﻠﻤﺆﺳـﺴﺔ؛ ﺇﺫ ﺃﻥ‬
‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﺃﺿﺤﻰ ﺷﺮﻃﹰﺎ ﻣﻦ ﺷﺮﻭﻁ ﻛﺴﺐ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻹﺿﺎﻓﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﺴﺮﻋﺔ‪ ،‬ﺇﱃ ﺟﺎﻧـﺐ‬
‫ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﻟﺘﺼﺪﻳﺮ‪ .‬ﺃﻣﺎ ﺍ‪‬ﺎﻝ ﺍﻟﺜﺎﱐ ﻓﻬﻮ ﻳﺘﻌﱠﻠﻖ ﺑﺘﺒﺎ ‪‬ﺩﻝ ﺍﳋﱪﺍﺕ ﻭﺍﳋـﺪﻣﺎﺕ‬
‫ﻋﱪ ﺍﻟﻄﺮﻕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﺣﻴﺚ ﻋﺮﻑ ﺭﻗﻢ ﻣﻌﺎﻣﻼﺕ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﺃﻱ ﺍﻟﺒﻴﻊ ﻭﺍﻟـﺸﺮﺍﺀ‬
‫ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺍﻧﻔﺠﺎﺭﹰﺍ ﻓﺎﻕ ﻛﻞ ﺍﻟﺘﻮﻗﱡﻌﺎﺕ ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺃﻥ ﺍﻹﻧﺘﺮﻧﺖ ﺧﻠﻘﺖ ﺳﻮﻗﹰﺎ ﻋﺎﳌﻴـﺔ ﻟﺘﺠـﺎﺭﺓ ﺍﻟـﺴﻠﻊ‬
‫ﺕ ﻣﻬﻨﻴﺔ ﺃﻥ ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ﻣﻬﻤﹰﺎ ﰲ ﺗﻨﻈـﻴﻢ ﻫـﺬﺍ‬ ‫ﻭﺍﳋﺪﻣﺎﺕ ﱂ ﻳﺴﺒﻖ ﳍﺎ ﻣﺜﻴ ﹲﻞ ﻣﻦ ﻗﺒﻞ ﻭﳝﻜﻦ ﻟﺘﻨﻈﻴﻤﺎ ٍ‬
‫ﺍﻟﻨﺸﺎﻁ ﺍﳉﺪﻳﺪ‪ .‬ﻭﻳ‪‬ﺘﺼﻞ ﺍ‪‬ﺎﻝ ﺍﻟﺜﺎﻟﺚ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻫﻲ ﺣﻠﻘ ﹲﺔ ﺃﺳﺎﺳﻴﺔ ﻟﺘﻄﻮﻳﺮ‬
‫ﺕ ﻭﻣﻬ ٍﻦ ﺟﺪﻳﺪﺓ ﺫﺍﺕ ﻗﻴﻤ ٍﺔ ﻣﻀﺎﻓﺔ‬‫ﺕ ﻭﺍﺳﻌﺔ ﻟﺘﻨﻤﻴﺔ ﺧﺪﻣﺎ ٍ‬
‫ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻼﻣﺎﺩﻱ‪ ،‬ﻭ‪‬ﺗﻤﱢﺜﻞ ﳎﺎﻻ ٍ‬
‫ﻋﺎﻟﻴﺔ‪ .‬ﻛﻤﺎ ﺳ‪‬ﻴﺘﻴﺢ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﳉﺪﻳﺪ ﻟﻠﻌﻤﻠﻴﺎﺕ ﹸﻓﺮﺻﹰﺎ ﻛﺒﲑﺓ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﳋﺪﻣﺎﺕ ﻭﺍﻵﻟﻴـﺎﺕ‬
‫ﻛﺘﺠﺪﻳﺪ ﺍﺷﺘﺮﺍﻙ ﺍﻷﻋﻀﺎﺀ ﻭﺗﻮﺯﻳﻊ ﺍﻟﻨﺸﺮﺍﺕ ﻭﺇﺑﻼﻏﻬﻢ ﺁﺧﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌ‪‬ﺘﺼﻠﺔ ﺑﺎﺟﺘﻤﺎﻋﺎ‪‬ﺎ ﻭﺑﺮﺍﳎﻬـﺎ‪.‬‬
‫ﻁ ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﻟﻌﻤﻞ؛ ﺣﻴﺚ ﺃﺻﺒﺢ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌـﺪ ﻳـﺸﻬﺪ‬ ‫ﺃﻣﺎ ﺍ‪‬ﺎﻝ ﺍﻟﺮﺍﺑﻊ ﻓﻬﻮ ﻳ‪‬ﺘﺼﻞ ﺑﺈﺣﺪﺍﺙ ﺃﳕﺎ ٍ‬
‫ﺕ ‪‬ﻣﺘﻮﺍ ِﺟﺪﺓ‬
‫ﺣﺮﻛ ﹰﺔ ‪‬ﻣﺘﺴﺎ ِﺭﻋﺔ؛ ﺇﺫ ﺃﻥ ﻣﻼﻳﲔ ﻣﻦ ﺍﻟﻌﻤﺎﻝ ﻭﺍﻟﻜﻮﺍﺩﺭ ‪‬ﻳﻤﺎ ِﺭﺳﻮﻥ ﻧﺸﺎﻃﻬﻢ ﻋﻦ ‪‬ﺑﻌﺪ ﲟﺆﺳﺴﺎ ٍ‬
‫ﺕ ﻋﻠﻰ ﺍﳋﻂ ﰲ ﺑﻌﺾ ﺍﻻﺧﺘـﺼﺎﺻﺎﺕ‬ ‫ﰲ ﳐﺘﻠﻒ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﻗﺪ ﺑﺮﺯﺕ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﺧﺪﻣﺎ ‪‬‬
‫ﺕ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﰲ ﻫـﺬﺍ‬‫ﺕ ﻋﺎﻟﻴﺔ ﻏﲑ ‪‬ﻣﺘﻮﱢﻓﺮﺓ ﺑﺎﻟﻘﺪﺭ ﺍﻟﻜﺎﰲ‪ ،‬ﻭﺗﻄ ‪‬ﻮﺭﺕ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ ﺧﺪﻣﺎ ‪‬‬
‫ﺗﺘﻄﱠﻠﺐ ﺧﱪﺍ ٍ‬
‫ﺺ ﺍ‪‬ﺎﻝ ﺍﻷﺧﲑ ﺗﻄﻮﻳﺮ ﺍﻟﺬﻛﺎﺀ ﻭﺍﺳﺘﻐﻼﻟﻪ ﻭﺗﻘﺎ ‪‬ﺳﻤﻪ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳـﻖ ﺗـﻮﻓﱡﺮ ﻭﺳـﺎﺋﻞ‬ ‫ﺍﻻ‪‬ﺗﺠﺎﻩ‪ .‬ﻭﳜ ‪‬‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻟﻠ ‪‬ﻤﺘﻌﺎ ِﻣﻠﲔ ﻋﱪ ﺍﻟﺸﺒﻜﺔ؛ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳊﻠﻮﻝ ﻟﻺﺷﻜﺎﻟﻴﺎﺕ ﺍﳌﻄﺮﻭﺣﺔ‪ ،‬ﺑﻔـﻀﻞ ﻭﺟـﻮﺩ‬
‫‪‬ﻣﺰ ‪‬ﻭﺩﻱ ﺧﺪﻣﺎﺕ ﺍﻟﺬﻛﺎﺀ‪.‬‬
‫ﰲ ﻫﺬﺍ ﺍﻟﺰﺧﻢ ﺍﳍﺎﺋﻞ‪ ،‬ﺃﺻﺒﺤﺖ ﲢﺘﻞﱡ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺮﺗﺒﺔ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻻﻫﺘﻤﺎﻡ ﻋﻠﻰ ﻣـﺴﺘﻮﻯ‬
‫ﺍﻟﻌﺎﱂ ﺍﳌﻌﺎﺻﺮ؛ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﻫﻢ ﻋﻨﺼ ٍﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻨﻤﻴﺔ‪ .‬ﻭﲡﻤﻊ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﻟﻘﻤﻢ ﺍﻟﻌﺎﳌﻴﺔ ‪‬ﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺗﺮﻛﻴﺰ ﺍﳉﻬﻮﺩ ﻋﻠﻰ ﺇﻋﺪﺍﺩ ﺑﺮﺍﻣﺞ ﺷﺎﻣﻠﺔ ﻭﻃﻤﻮﺣﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﺲ ﻋﻠﻤﻴﺔ ﻣﺪﺭﻭﺳﺔ‪ .‬ﻟﻘﺪ ﺃﻭﺭﺩﺕ ﺗﻘﺎﺭﻳﺮ ﺍﻟﺒﻨﻚ ﺍﻟﺪﻭﱄ ﻋﻦ ﺍﻟﺘﻨﻤﻴﺔ؛ ﺃﻧﻪ ﻗﺪ ﺣﺪﺙ ﺗﻘﺪ ‪‬ﻡ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﹸﺃﺳ ٍ‬
‫ﻛﺒﲑ ﰲ ﺗﻮﻓﲑ ﺍﻟﺮﻓﺎﻫﻴﺔ ﻟﻠﺒﺸﺮ ﺟﻨﺒﹰﺎ ﺇﱃ ﺟﻨﺐ ﻣﻊ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ .‬ﻭﻗﺪ ﺍﻧﺘﻘﻞ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﺍ ﹸﳌﺘﺰﺍﻳِـﺪ‬
‫ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻣﻦ ﺍﻟﺪﻭﻝ ﺇﱃ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﺎﺧﺘﻼﻑ ﺃﺣﺠﺎﻣﻬـﺎ‪ ،‬ﺣﻴـﺚ ﺗﺒ‪‬ﻴﻨـﺖ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﺴﺎﻋﻴﺔ ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﺘﻔ ‪‬ﻮﻕ ﻭﺍﻟﺘﻤ‪‬ﻴﺰ ﰲ ﺍﻷﺳﻮﺍﻕ ﻭﺍﻷﺭﺑﺎﺡ ﺃﻥ ﺍﻟﻌﻨﺼﺮ ﺍﳊﺎﺳﻢ ﰲ ﻫﺬﻩ ﺍﻷﻣﻮﺭ ﻫﻮ ﺍﻟﻌﻨﺼﺮ‬
‫ﺍﻟﺒﺸﺮﻱ ﺍﳌﹸﺪﺭ‪‬ﺏ ﺫﻭ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﳌﻘﺪﺭﺓ ﻭﺍﻟﺮﻏﺒﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻔ ‪‬ﻮﻕ‪ ،‬ﻭﺃﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﺗﺘـﻮﱠﻓﺮ‬
‫ج‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﻋﻠﻴﻬﺎ ﺍﳌﺆﺳﺴﺔ ‪‬ﺗﻌﺘﱪ ﺃﻫﻢ ﺃﺻ ٍﻞ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﺆﺳﺴﺔ؛ ﺣﻴﺚ ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ﻣﻬﻤﹰﺎ ﰲ ﺇﳒﺎﺣﻬﺎ‪ .‬ﻭﻟﺘﺤﻘﻴﻘﻬـﺎ‬
‫ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﰲ ﺍﺳﺘﻐﻼﻝ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ ﺍﻻﺳﺘﻐﻼﻝ ﺍﻷﻣﺜﻞ‪ ،‬ﺗﻠﺠﺄ ﺍﳌﺆﺳـﺴﺔ ﺣـﺴﺐ ﻇﺮﻭﻓﻬـﺎ ﺇﱃ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍ ﹸﳌﺜﻠﻰ ﻣﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ‪ ،‬ﻭﻻ ﺳ‪‬ﻴﻤﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﻳﺰﺩﺍﺩ ﺍﻫﺘﻤﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺍﳌﻌﺎﺻﺮﺓ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﺑﺎﻟﻌﻤﻞ ﻋﻠﻰ ﺍﺑﺘﻜﺎﺭ ﻭﺗﻄﻮﻳﺮ ﺃﻓﻀﻞ‬
‫ﺴﺒﻞ ﻭﺍﻵﻟﻴﺎﺕ ﻻﺳﺘﺜﻤﺎﺭ ﻃﺎﻗﺎﺗﻪ‪ ،‬ﻭﺗﻮﻇﻴﻒ ﹸﻗﺪﺭﺍﺗﻪ ﺍﻟﺬﻫﻨﻴﺔ ﻭﺍﻹﺑﺪﺍﻋﻴﺔ ﰲ ﺧﻠﻖ ﻭﺗﻨﻤﻴﺔ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ‬ ‫ﺍﻟ ‪‬‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﺷﻜﻞ ﺳﻠ ٍﻊ ﻭﺧﺪﻣﺎﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺟﺪﻳﺪﺓ‪ .‬ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﱵ ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻬـﺎ ﺍﺳـﻢ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻗﺎﻣﺖ ﺑﺘﻐﻴﲑ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻟﺘﺴﻮﻳﻘﻴﺔ‪ ،‬ﻓﺄﻭﺟﺪﺕ ﻣـﺎ‬
‫ﺃﺻﺒﺢ ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻪ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﺍﳌﻜﺎﺗﺐ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﺍﳌﺨـﺰﻭﻥ‬
‫ﺕ ﺟﺪﻳﺪﺓ ‪‬ﻣﻤﱠﺜﻠـﺔ ﰲ ﺍﻟﺘﺠـﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ‪،‬‬ ‫ﺍﻻﻓﺘﺮﺍﺿﻲ‪ .‬ﻭﺩﺧﻠﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﲢ ‪‬ﺪﻳﺎ ٍ‬
‫ﺕ ﻓ ‪‬ﻌﺎﻟـﺔ‬
‫ﻭﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪... ،‬ﺍﱁ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻄﱠﻠﺐ ﻭﺟﻮﺩ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪‬ﺗﻠ‪‬ﺒﻲ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‪ ،‬ﺧﺎﺻ ﹰﺔ ﻣﻊ ﺍﻟﺘﺤ ‪‬ﻮﻻﺕ ﺍﳌﺴﺘﻤﺮﺓ ﰲ ﺍﻟﺒﻴﺌﺎﺕ ﻭﺣﺎﺟﺔ ﺍﳌﺪﻳﺮﻳﻦ‬
‫ﺕ ﺳﺮﻳﻌﺔ ﻭﺣﺎﲰﺔ‪.‬‬ ‫ﺇﱃ ﺍ‪‬ﺗﺨﺎﺫ ﻗﺮﺍﺭﺍ ٍ‬
‫ﻭﻗﺪ ﺍ‪‬ﺗﺠﻬﺖ ﺍﻹﺩﺍﺭﺓ ﺇﱃ ﺗﻌﻤﻴﻖ ﺍﺳﺘﻔﺎﺩ‪‬ﺎ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻔﻮﺍﺋـﺪ‬
‫ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍ ﹸﳌﺘﻤﱢﺜﻠﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪ :‬ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﻷﻋﻠﻰ‪ ،‬ﺍﳉﻮﺩﺓ ﺍﻷﻓﻀﻞ‪ ،‬ﺍﻟﺘﻜﻠﻔﺔ ﺍﻷﻗﻞ‪ ،‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠـﻰ ﺍﻟﺘﻨﻮﻳـﻊ‬
‫ﺻﻞ ﺍﻹﳚـﺎﰊ ﻣـﻊ‬ ‫ﻭﺍﻟﺘﺤﺪﻳﺚ‪ ،‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻷﺳﺮﻉ ﻟﺘﻘﻠﱡﺒﺎﺕ ﺍﻟﺴﻮﻕ‪ ،‬ﺍﻟﻮﺻﻮﻝ ﺍﻷﺳﺒﻖ ﻟﻠﻌﻤﻼﺀ‪ ،‬ﺍﻟﺘﻮﺍ ‪‬‬
‫ﺕ ﻭﺃﺳﺎﻟﻴﺐ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ‪ :‬ﺇﻋﺎﺩﺓ ﺍﳍﻨﺪﺳﺔ‪ ،‬ﺇﻋﺎﺩﺓ ﺍﳍﻴﻜﻠﺔ‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺁﻟﻴﺎ ٍ‬
‫ﺍﳉﻮﺩﺓ‪ ،‬ﺍ ﹸﳌﻌﺎ‪‬ﻳﺮﺓ‪... ،‬ﺍﱁ‪ .‬ﻭ‪‬ﺪﻑ ﲨﻴﻊ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﺇﱃ ﲣﻠﻴﺺ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻌﻤﻞ ﻓﻴﻬـﺎ ﻣـﻦ ﻛـﻞ‬
‫ﺍﻟﺰﻭﺍﺋﺪ ﺍﻟﱵ ﻻ ﺗ‪‬ﺘﻔﻖ ﻣﻊ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﻋﺎﺩﺓ ﺗﻌﻤﻴﻢ ‪‬ﻧﻈﻢ ﺍﻟﻌﻤﻞ ﻭﻋﻤﻠﻴـﺎﺕ‬
‫ﺍﻹﻧﺘﺎﺝ ﻭﳏﺘﻮﻯ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﻣﻦ ﰒ ﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻴﻬﺎ ﳌﺎ ﻳﺘﻨﺎﺳﺐ ﻭ ‪‬ﻣﺘﻄﱠﻠﺒﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬
‫ﺃﻭ ﹰﻻ‪ -‬ﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴﺔ‪:‬‬
‫ﺍﻧﻄﻼﻗﹰﺎ ﳑﺎ ﱠﰎ ﺫﻛﺮﻩ ﻓﺈﻧﻨﺎ ﻧﻄﺮﺡ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ -‬ﻣﺎ ﻣﺪﻯ ﺗﺄﺛﲑ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ؟‬
‫ﻭﻳﻘﻮﺩﻧﺎ ﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﻜﻠﻴﺔ ﺇﱃ ﻃﺮﺡ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻣﺎ ﻫﻲ ‪‬ﻣﺘﻄﱠﻠﺒﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ؟ ﻭﻣﺎ ﻫـﻮ ﺃﺛـﺮ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻭﲢﻘﻴﻖ ﻣﻨﺎﺻﺐ ﺍﻟﺸﻐﻞ ؟‬
‫‪ -2‬ﻣﺎ ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ؟‬
‫د‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫‪ -3‬ﻣﺎ ﺃﳘﻴﺔ ﺑﻨﺎﺀ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ؟‬

‫‪ -4‬ﻣﺎ ﺩﻭﺭ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﰲ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭ ﲢﺴﲔ ﺍﻷﺩﺍﺀ ؟‬
‫‪ -5‬ﻣﺎ ﺃﺛﺮ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻋﻠﻰ ﲢﺴﲔ ﺃﺩﺍﺀ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ؟‬
‫ﺛﺎﻧﻴﹰﺎ‪ -‬ﻓﺮﺿﻴﺎﺕ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻧﺘﻴﺠ ﹰﺔ ﻟﻸﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﺁﻧﻔﹰﺎ ﳝﻜﻨﻨﺎ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ :‬ﺗﺆﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺗﺄﺛﲑﺍ ﺃﺳﺎﺳﻴﺎ ﻭﺍﳚﺎﺑﻴﺎ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺏ‪ -‬ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﳉﺰﺋﻴﺔ‪:‬‬
‫ﺕ ﺧﺎﺻﺔ‪ ،‬ﻛﻤـﺎ ﺗﻔـﺘﺢ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬ ‫‪ -1‬ﻳﺘﻄﱠﻠﺐ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺫﺍﺕ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﹸﻓﺮﺻﹰﺎ ﺟﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ‪.‬‬
‫‪ -2‬ﺗﻠﻌﺐ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ ﰲ ﲢﺴﲔ ﺃﺩﺍﺀ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ -3‬ﻳﻌﺘﱪ ﺑﻨﺎﺀ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻬﻤﹰﺎ ﺟﺪﹰﺍ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﲢﺴﲔ ﻭﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪ -4‬ﺗﻠﻌﺐ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻭﲢﺴﲔ ﻧﺸﺎﻁ ﺍﳌﺆﺳـﺴﺔ ﺑـﺸﺮﻁ‬
‫ﺍﻗﺘﺮﺍ‪‬ﺎ ﺑﺄﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫‪ -5‬ﻳﻠﻌﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﳒﺎﺡ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﳌﺆﺳﺴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﲢـﺴﲔ ﺃﺩﺍﺀ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺛﺎﻟﺜﹰﺎ‪ -‬ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺗﻨ‪‬ﺒﻊ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻳ‪‬ﻌﺘﱪ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﺴﺎﳘ ﹰﺔ ﻧﻈﺮﻳﺔ ﰲ ﻣﻌﺎﳉﺔ ﺇﺷﻜﺎﻟﻴﺔ ﺗﺄﺛﲑ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ ﻋﻠـﻰ‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﺒﻴﺎﻥ ﻣﺪﻯ ﺃﳘﻴﺔ ﺍﻟﺘﺤﻮ‪‬ﻝ ﳓﻮ ﺍﻷﲤﺘﺔ ﻭﻣﻌﺎﳉﺔ ﳐﺘﻠﻒ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ؛ ﺑﺎﻋﺘﺒﺎﺭ ﺫﻟﻚ ﻣﻦ ﺃﻫﻢ ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﻟﻠﺪﺧﻮﻝ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻗﺘﺤﺎﻡ‬
‫ﻋﺼﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺗﺄﺛﲑ ﺫﻟﻚ ﻋﻠﻰ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ؛ ﻧﻈﺮﹰﺍ ﻷﻧﻪ ﺃﻫﻢ ﻋﻨﺼ ٍﺮ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻮ‪‬ﻝ ﻫﺬﻩ‪ ،‬ﻣـﻦ‬
‫ﺧﻼﻝ ﻣﺎ ﺃﺻﺒﺢ ﻳ‪‬ﺼﻄﻠﺢ ﻋﻠﻴﻪ ﺑﺮﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﺃﻭ ﺍﳌﻌﺮﰲ‪.‬‬
‫‪ -2‬ﳝﻜﻦ ﳍﺬﻩ ﺍﳌﺴﺎﳘﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻥ ﲡﻌﻞ ﺍﻟﺘﻌﻤ‪‬ﻖ ﰲ ﺍﳋﻮﺽ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘـﺔ ﺑﺂﺛـﺎﺭ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﲡﻨ‪‬ﺐ ﺗﻨﺎﻭﳍﺎ ﺳﻄﺤﻴﹰﺎ ﻓﻘﻂ؛ ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﻟﻠﺒﺎﺣﺜﲔ‬
‫ﺍﻋﺘﻤﺎﺩ ﻫﺬﻩ ﺍﳌﺴﺎﳘﺔ ﻣﺮﺟﻌﹰﺎ ﻧﻈﺮﻳﹰﺎ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻴﻪ ﰲ ﺗﻨﺎﻭﻝ ﻣﻮﺍﺿﻴﻊ ﺃﻛﺜﺮ ﲣﺼ‪‬ﺼﹰﺎ ﻭﺩﻗﺔ‪.‬‬
‫ﻩ‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﺺ ﺍﺳﺘﻌﻤﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻓـﺈﻥ‬ ‫‪ -3‬ﻧﻈﺮﹰﺍ ﻟﻠﺘﺸﺠﻴﻊ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ ﺍﳉﺰﺍﺋﺮ ﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣ‪‬ﺤﻔﱢﺰ ﹰﺓ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ ﻣﻨﻬﺎ ﻭﺍﳋﺎﺻﺔ؛ ﻟﻠﺘﻮﺳ‪‬ﻊ‬
‫ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺇﺩﺭﺍﺟﻬﺎ ﺿﻤﻦ ﺍﳋﹸﻄﻂ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﹸﻌﺘﻤ‪‬ﺪﺓ ﻣﻦ ﻗﺒـﻞ ﻫـﺬﻩ‬
‫ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﻻ ﺳﻴ‪‬ﻤﺎ ﺗﻠﻚ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪ -4‬ﺍﻗﺘﺮﺍﺡ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﲤﺘﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻭﻋﻠﻰ ﺁﻟﻴﺔ ﺍﻟﻌﻤـﻞ ﻋـﻦ ﺑ‪‬ﻌـﺪ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻛﻤﺪﺍﺧﻞ ﻟﺘﺤﺴﲔ ﺃﺩﺍﺀ ﻭﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺭﺍﺑﻌﹰﺎ‪ -‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺗﺘﻤﺜﱠﻞ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﻧﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻬﺎ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺣﺼﺮ ﺃﻫﻢ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﺗ‪‬ﻌ‪‬ﺒﺮ ﻋﻦ ﻣﺪﻯ ﺍﻟﺘﻄﻮ‪‬ﺭ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻭﺗﺄﺛﲑﺍ‪‬ﺎ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﰲ ﳏﺎﻭﻟ ٍﺔ ﻟﻺﺣﺎﻃﺔ ﺑﺄﻫﻢ ﻣﻔﺎﻫﻴﻢ ﻭﺧﺼﺎﺋﺺ ﻫـﺬﻩ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﻫﻢ ﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﺼﺎﺩﺭ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪.‬‬
‫‪ -2‬ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻷﳘﻴﺔ ﺍﳊﺎﻟﻴﺔ ‪‬ﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺗﺄﺛﲑﳘﺎ ﻋﻠﻰ ﺍﳌﺆﺳـﺴﺔ ﺑـﺼﻔ ٍﺔ ﻋﺎﻣـﺔ‪،‬‬
‫ﻭﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪ ،‬ﻭﺍﻟﺘﻌ ‪‬ﺮﻑ ﻛﺬﻟﻚ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﻭﺧﺼﺎﺋﺺ ﻫﺬﻩ ﺍﳌـﻮﺍﺭﺩ )ﻋﻤﺎﻟـﺔ‬
‫ﺍﳌﻌﺮﻓﺔ(‪.‬‬
‫‪ -3‬ﺩﺭﺍﺳﺔ ﺗﺄﺛﲑﺍ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﳊـ ‪‬ﺪ ﻣـﻦ ﻣـﺴﺘﻮﻳﺎﺕ ﺍﻟﺒﻄﺎﻟـﺔ‬
‫ﻭﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻻﻗﺘﺤﺎﻡ ﻣﻴﺪﺍﻥ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬
‫‪ -4‬ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺃﳘﻴﺔ ﺗﻄﺒﻴﻖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ؛ ﲝﻴﺚ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺴﺎ ِﻋﺪ ﰲ ﺗﻨﻈﻴﻢ ﺑﻴﺎﻧﺎﺕ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﻭﺗﺸﻐﻴﻠﻬﺎ ﻟﻜﻲ ﻳـﺘ ‪‬ﻢ‬
‫ﺕ ﺃﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ ﲟﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬
‫ﺕ ﳝﻜﻦ ﺃﻥ ﺗﻔﻴﺪ ﰲ ﺍ‪‬ﺗﺨﺎﺫ ﻗﺮﺍﺭﺍ ٍ‬
‫ﺇﻧﺘﺎﺟﻬﺎ ﰲ ﺻﻮﺭﺓ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺧﺎﺻ ﹰﺔ ﺇﺫﺍ ﻣﺎ ﱠﰎ ﲢﻘﻴﻖ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬
‫‪ -5‬ﺩﺭﺍﺳﺔ ﺗﺄﺛﲑ ﺑﻌﺾ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﻨـﻬﺎ‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻣﻊ ﺇﺑﺮﺍﺯ ﺩﻭﺭ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫ﺧﺎﻣﺴﹰﺎ‪ -‬ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ‪:‬‬
‫ﺇﻥ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺟﻌﻠﺘﻨﺎ ﳔﺘﺎﺭ ﺩﺭﺍﺳﺔ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻮﺍﺿﻴﻊ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫و‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﺃ‪ -‬ﻓﻴﻤﺎ ﳜﺺ ﺍﻷﺳﺒﺎﺏ ﺍﳌﻮﺿﻮﻋﻴﺔ‪:‬‬

‫‪-1‬ﺟﺎﺀ ﻫﺪﺍ ﺍﳌﻮﺿﻮﻉ ﻛﺘﻜﻤﻠﺔ ﳌﺎ ﺗﻨﺎﻭﻟﻨﺎﻩ ﰲ ﺭﺳﺎﻟﺔ ﺍﳌﺎﺟﺴﺘﲑ ؛ﲝﻴﺚ ﺗﻄﺮﻗﻨﺎ ﻓﻴﻬﺎ ﺇﱃ ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﻗﺘﺼﺎﺩ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺔ ﻭﱂ ﻧﺸﺮ ﺇﱃ ﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‪.‬‬
‫‪ -2‬ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻟﺪﻭﺭ ﺍ ﹸﳌﺘﻤ‪‬ﻴﺰ ﺍﻟﺬﻱ ﺃﺻﺒﺤﺖ ﺗﻠﻌﺒﻪ ﻛﻞ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﳌـﻮﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻱ ﰲ ﺑﻨﺎﺀ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -3‬ﺃﳘﻴﺔ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻛﻌﺎﻣ ٍﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ ﰲ ﲢﻘﻴﻖ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻨﻤﻴﺔ ﳏﻠﻴﹰﺎ ﻭﺩﻭﻟﻴﹰﺎ؛‬
‫‪ -4‬ﻋﺪﻡ ﹸﻗﺪﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ ﻋﻠﻰ ﺍﻟﻌﻴﺶ ﲟﻌﺰ ٍﻝ ﻋﻦ ﺍﻟﺘﻄ ‪‬ﻮﺭﺍﺕ ﺍﳊﺎﺻﻠﺔ ﰲ ﻣﻴﺎﺩﻳﻦ ﺗﺄﺛﲑﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻟﺪﻳﻬﺎ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺃﻫﻢ ﺃﺻ ٍﻞ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺕ ﺑﻴﺌﻴﺔ ﻭﻋﺎﳌﻴﺔ ‪‬ﺗﺠِﺒﺮ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﻛﻴﻔﻴﺔ ﺗﻨﻈﻴﻤﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﻗﻴﺎﻣﻬـﺎ‬ ‫‪ -5‬ﺑﺮﻭﺯ ﻣ‪‬ﺘﻐﻴ‪‬ﺮﺍ ‪‬‬
‫ﺑﺎﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮ ﻷﺳﺎﻟﻴﺒﻬﺎ ﰲ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻟﺘﻨﻈﻴﻢ‪.‬‬
‫ﺏ‪ -‬ﺃﻣﺎ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺬﺍﺗﻴﺔ ﻓﺘﺘﻤﱠﺜﻞ ﰲ‪:‬‬
‫‪ -1‬ﻧﻘﺺ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺧﺎﺻ ﹰﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺃﻃﺮﻭﺣﺎﺕ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻭ ﺭﺳﺎﺋﻞ ﺍﳌﺎﺟﺴﺘﲑ؛‬
‫ﺺ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺗﺄﺛﲑﻫـﺎ‬ ‫‪ -2‬ﺇﺛﺮﺍﺀ ﻣﻜﺘﺒﺔ ﺍﻟﻜﻠﻴﺔ ﲟﻮﺍﺿﻴﻊ ﺣﻴﻨﻴﺔ‪ ،‬ﻭﻫﻲ ﻣﻮﺍﺿﻊ ﲣ ‪‬‬
‫ﻋﻠﻰ ﺃﻫﻢ ﻋﻨﺼ ٍﺮ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻫﻲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺼﺺ ﰲ ﺍﳌﺴﺎﺭ ﺍﻟﺪﺭﺍﺳﻲ ﺍﳉﺎﻣﻌﻲ؛ ﺣﻴﺚ ﻛﻨﺎ ﳕﻴﻞ ﺩﺍﺋﻤﹰﺎ ﺇﱃ ﺗﻨﺎﻭﻝ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻮﺍﺿﻴﻊ‪.‬‬ ‫‪ -3‬ﻃﺒﻴﻌﺔ ﺍﻟﺘﺨ ‪‬‬
‫ﺳﺎﺩﺳﹰﺎ‪ -‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬
‫ﺇﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﲤ ﱠﻜﻨﺎ ﻣﻦ ﺍﻻﻃﻼﻉ ﻋﻠﻴﻬﺎ ﰲ ﺳﻴﺎﻕ ﲝﺜﻨﺎ ﻫﺬﻩ ﺗﺘﻤﱠﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﻘﺪﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﺎﺟـﺴﺘﲑ ﰲ‬
‫ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ﻛﻤﺎﻝ ﻧﺴﻴﻢ ﳏﻤﺪ ﺳﻠﻴﻢ‪ ،‬ﺃﻛﺎﺩﳝﻴﺔ ﺍﻟﺴﺎﺩﺍﺕ ﻟﻠﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳـﺔ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ .2002 ،‬ﻭﻗﺪ ﺗﻌ ‪‬ﺮﺿﺖ ﺍﻟﺮﺳﺎﻟﺔ ﺃﻭ ﹰﻻ ﺇﱃ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟـﱵ ﺭﻛﱠـﺰﺕ ﻋﻠﻴﻬـﺎ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﰒ ﺇﱃ ﻣﺮﺍﺣﻞ ﻭﻛﻴﻔﻴﺔ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﱵ ﺃﺣﺪﺛﺘﻬﺎ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﲢﺪﻳﺪ ﻫﺬﻩ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‪ ،‬ﻭﺑﻌﺪﻫﺎ ﺗﻄ ‪‬ﺮﻕ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﻃﺮﻕ ﺗﻨﻔﻴﺬ ﺍﻟﺘـﺪﺭﻳﺐ ﻣـﻦ‬
‫ﺧﻼﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻳﻦ ﻗﺎﻡ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﺴﻴﺎﻗﲔ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﻠﺘﻨﻔﻴﺬ ﻭﺳـﻴﺎﻕ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﺣﻴﺚ ﺃﺷﺎﺭ ﺇﱃ ﻛﻞ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳـﺎﺋﻂ‬
‫ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﻴﺖ‪ ،‬ﻭﰲ ﺍﻟﻔﺼﻞ ﺍﳌﻮﺍﱄ ﺭﺑﻂ ﺍﻟﺒﺎﺣﺚ ﺑﲔ ﺍﶈﺘـﻮﻯ ﺍﻟﺘـﺪﺭﻳﱯ‬
‫ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺎﱄ ﺗﻨﺎﻭﻝ ﺇﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻧﺘـﻬﺖ‬
‫ز‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﺳﺘﻘﺼﺎ ٍﺀ ﻗﺎﻡ ﺑﻪ ﺍﻟﺒﺎﺣﺚ ﰲ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻤﺎﻧﻴﺔ ﻋﻠﻰ ﳎﻤﻮﻋـ ٍﺔ ﻣـﻦ ﺍﳌﹸـﺪ ‪‬ﺭﺑﲔ‬
‫ﻭﺍ ﹸﳌﺘﺪ ‪‬ﺭﺑﲔ ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﺭﺿﺎﻫﻢ ﻋﻦ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺧﻠﹸـﺺ ﺇﱃ ﺃﻥ ﻫﻨـﺎﻙ ﻋﻼﻗـ ﹰﺔ‬
‫ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﺗﻄﻮﻳﺮ ‪‬ﻣﺪ ‪‬ﺧﻼﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻧﺘﺸﺎﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺃﻥ ﺩﺭﺟﺔ ﺗﻘ‪‬ﺒﻞ‬
‫ﺍﻷﻓﺮﺍﺩ ﻟﻠﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺗﺘﺄﱠﺛﺮ ﲟﺠﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﻫﻲ‪ :‬ﺍﳋﱪﺓ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﺍﻟﺒﻴﺌﺔ‬
‫ﺍﶈﻴﻄﺔ‪... ،‬ﺍﱁ‪.‬‬
‫‪ -‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ ﻣﺪﻳﺮﻳـﺔ ﺍﻟـﺼﻴﺎﻧﺔ‬
‫ﻟﺴﻮﻧﺎﻃﺮﺍﻙ ﺑﺎﻷﻏﻮﺍﻁ‪،‬ﺭﺳﺎﻟﺔ ﻣﻘﺪﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﲑ ‪،‬ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ﻣﺮﺍﺩ ﺭﺍﻳـﺲ‪،‬‬
‫ﻗﺴﻢ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﻓﺮﻉ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ ﲜﺎﻣﻌـﺔ ﺍﳉﺰﺍﺋـﺮ‬
‫‪.2005-2004‬ﻭﻗﺪ ﻋﺎﰿ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﺇﺷﻜﺎﻟﻴﺔ ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠـﻰ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ؛ﲝﻴﺚ ﻗﺎﻡ ﰲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﺑﺘﺤﻠﻴﻞ ﻣﻔﻬﻮﻡ ﻭﺃﺩﻭﺍﺕ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﰒ ﺗﻄ ‪‬ﺮﻕ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ ﺇﱃ ﻣﺮﺗﻜﺰﺍﺕ ﺍﻷﻋﻤﺎﻝ ﰲ ﻋﺼﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﺘﻄﻠﺒﺎﺗـﻪ ﻣـﻦ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬ﻭﺍﻧﺘﻬﻰ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ﺇﱃ ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻣﺪﻳﺮﻳﺔ ﺍﻟﺼﻴﺎﻧﺔ ﳌﺆﺳﺴﺔ ﺳﻮﻧﺎ ﻃـﺮﺍﻙ‪ ،‬ﻭ‬
‫ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺃﻧﻪ ﺗﺆﺩﻱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﲢﺴﲔ ﺍﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺇﻻ ﺃﻧﻪ ﻣﺎ ﻳﻌﺎﺏ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ ﻫﻮ ﺗﻨﺎﻭﳍﺎ ﻓﻘﻂ ﻣﻔﺎﻫﻴﻢ ﻋﺎﻣﺔ ﺩﻭﻥ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﺗﻔﺎﺻﻴﻞ ﺗـﺄﺛﲑ ﻫـﺬﻩ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺃﺛﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ )ﺑﺎﻟﺘﻄﺒﻴﻖ ﻋﻠـﻰ ﺑﻴـﺖ ﺍﻟﺘﻤﻮﻳـﻞ‬
‫ﺍﻟﻜﻮﻳﱵ(‪ ،‬ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ﻓﺆﺍﺩ ﻓﺎﻳﺪ ﻓﺆﺍﺩ ﺍﻟﺮﺷﻴﺪﻱ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﻘﺪﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﲑ ﰲ‬
‫ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ .2006 ،‬ﻭﻗﺪ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺪﺭﺍﺳـﺔ‬
‫ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻠﻚ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑـﺎﻷﺩﺍﺀ ﺍﻟـﻮﻇﻴﻔﻲ ﻭﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﱠﰎ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺃﻳﻦ ﱠﰎ ﺍﺧﺘﺒﺎﺭ ﺻـﺤﺔ‬
‫ﺍﻟﻔﺮﺿﻴﺎﺕ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﺒﻴﺎﻥ؛ ﺣﻴـﺚ ﺧﻠﹸـﺼﺖ ﺍﻟﺪﺭﺍﺳـﺔ ﺇﱃ ﺃﻥ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺰﻳﺪ ﻣﻦ ﻓﺎﻋﻠﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ؛ ﻏﲑ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﱂ ‪‬ﺗﻠ ‪‬ﻢ ﲜﻤﻴﻊ ﺗﻄﺒﻴﻘـﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺳﺎﺑﻌﹰﺎ‪ -‬ﺍﳌﻨﻬﺞ ﺍ ﹸﳌﺘ‪‬ﺒﻊ ﰲ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺍﻋﺘﻤﺪﻧﺎ ﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﺍﳌﻨﻬﺠﲔ ﺍﻻﺳﺘﻘﺮﺍﺋﻲ ﻭﺍﻻﺳﺘﻨﺒﺎﻃﻲ ﻣﻊ ﺍﺳـﺘﺨﺪﺍﻡ ﻷﺳـﺎﻟﻴﺐ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﻭﺍﻟﻮﺻﻔﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺪﻭﺭﻳﺎﺕ ﻭﺍﻟﻜﺘﺐ ﺍﻟﱵ‬
‫ح‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫ﺗﻨﺎﻭﻟﺖ ﻣﻮﺿﻮﻋﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻛﻤﺎ ﱠﰎ ﺍﻻﻋﺘﻤﺎﺩ ﻛـﺬﻟﻚ‬
‫ﻋﻠﻰ ﺑﻌﺾ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻟﺘﺄﻛﻴﺪ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻈﺮﻳﺔ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺛﺎﻣﻨﹰﺎ‪ -‬ﺣﺪﻭﺩ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻳﻨﺪﺭﺝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺿﻤﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ﺍﻹﺣﺎﻃﺔ ﲟﺨﺘﻠﻒ ﺍﳌﻔـﺎﻫﻴﻢ ﺍ ﹸﳌﺘﻌﱢﻠﻘـﺔ‬
‫ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻠـﻰ ﺍﻹﺷـﻜﺎﻟﻴﺔ ﺍﳌﻄﺮﻭﺣـﺔ‬
‫ﻭﺍﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺎ‪‬ﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﺳﻠﻮﺏ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻷﻛﺎﺩﳝﻲ‪ ،‬ﻭﻧﻈﺮﹰﺍ ﻟﻄﺒﻴﻌﺔ ﺍﳌﻮﺿﻮﻉ ﺭﺃﻳﻨﺎ ﺍﻟﺘﺮﻛﻴـﺰ‬
‫ﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
‫ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻈﺮﻱ ﺗﺎﺭﻛﲔ ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻟﺪﺭﺍﺳﺎ ٍ‬
‫‪ -1‬ﺍﻟ‪‬ﺒﻌﺪ ﺍﳌﻔﺎﻫﻴﻤﻲ‪ :‬ﻧﻈﺮﹰﺍ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻹﺷﻜﺎﻟﻴﺔ ﻓﺈﻧﻨﺎ ﺗﻨﺎﻭﻟﻨﺎ ﺍﻟﻌﺪﻳﺪ ﻣـﻦ‬
‫ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺧﺼﻮﺻﹰﺎ ﲟﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺯﻳﺎﺩ ﹰﺓ ﻋﻠﻰ ﺗﻌﺮﻳﻒ ﺑﻌﺾ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﺑﻜﺜﺮﺓ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ -2‬ﺍﻟ‪‬ﺒﻌﺪ ﺍﻟﺰﻣﺎﱐ‪ :‬ﻳﺘﻮﺍﻓﻖ ﺳﻴﺎﻕ ﲝﺜﻨﺎ ﻫﺬﺍ ﻣﻊ ﺍﻟﺘﺤ ‪‬ﻮﻻﺕ ﺍﻟﱵ ﺗـﺸﻬﺪﻫﺎ ﺍﻷﺳـﻮﺍﻕ ﺍﻟﻌﺎﳌﻴـﺔ ﻧﺘﻴﺠـ ﹰﺔ‬
‫ﻟﻠﺘﻄ ‪‬ﻮﺭﺍﺕ ﺍ ﹸﳌﺬﻫﻠﺔ ﺍﻟﱵ ﺃﺣﺪﺛﻬﺎ ﺍﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺍﺳﻊ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ؛ ﳑـﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺃﻥ‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﻧﺘﻘﻠﺖ ﻣﻦ ﺍﻟﻌﻴﺶ ﻭﺳﻂ ﳎﺘﻤ ٍﻊ ‪‬ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤ ٍﻊ ‪‬ﻳﻄﻠﻖ ﻋﻠﻴـﻪ ﳎﺘﻤـﻊ‬
‫ﺕ ‪‬ﻣﺘﻌﱢﻠﻘﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ ﺑﻀﺮﻭﺭﺓ ‪‬ﻣﻮﺍ ﹶﻛﺒـﺔ ﻛـﻞ‬
‫ﺕ ﻭﻭﺍﺟﺒﺎ ٍ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻣﺎ ﺃﺻﺒﺢ ﻳﻔﺮﺽ ﻋﻠﻴﻬﺎ ﻣﻦ ﲢ ‪‬ﺪﻳﺎ ٍ‬
‫ﺗﻄ ‪‬ﻮ ٍﺭ ﺃﻭ ﺗﻐﻴ ٍﲑ ﳛ ‪‬ﺪﺙ ﰲ ﺑﻴﺌﺘﻬﺎ‪.‬‬
‫‪ -3‬ﺍﻟ‪‬ﺒﻌﺪ ﺍﳌﻜﺎﱐ‪ :‬ﺗﻘﺘﻀﻲ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﳌﻄﺮﻭﺣﺔ ﻋﺪﻡ ﺭﺑﻂ ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺆﺳﺴ ٍﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﰲ ﺩﻭﻟﺔ ‪‬ﻣﺘﻘ ‪‬ﺪﻣﺔ ﺃﻭ ﻏﲑ ‪‬ﻣﺘﻘ ‪‬ﺪﻣﺔ‪ ،‬ﻛﻤﺎ‬
‫ﺗﻔﺎﺩﻳﻨﺎ ﺍﻟﺘﻄ ‪‬ﺮﻕ ﺇﱃ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳉﺰﺍﺋﺮﻳﺔ؛ ﻧﻈﺮﹰﺍ ﻟﻠﻄﺒﻴﻌﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻟﻠﺒﺤﺚ‪ ،‬ﻭﳏﺎﻭﻟﺘﻨﺎ ﺗﻌﻤﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠـﻰ‬
‫ﻛﺎﻓﺔ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻬﺎ‪ :‬ﺇﺩﺍﺭﻳﺔ ﺃﻭ ﺍﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻋﻤﻮﻣﻴﺔ ﺃﻭ ﺧﺎﺻﺔ‪.‬‬
‫ﺗﺎﺳﻌﹰﺎ‪ -‬ﲢﺪﻳﺪ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺯﻳﺎﺩ ﹰﺓ ﻋﻠﻰ ﺗﻌﺮﻳﻒ ﻭﲢﺪﻳﺪ ﳐﺘﻠﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺳﻴﺎﻕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺍﺭﺗﺄﻳﻨـﺎ ﺃﻥ ﻧـﺒﲔ‬
‫ﻑ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﺑﻐﺮﺽ ﺗﻮﺣﻴﺪ ﻣﻔﻬﻮﻣﻬﺎ‪:‬‬ ‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﳏ ﱠﻞ ﺍﺧﺘﻼ ٍ‬
‫‪ -‬ﻣﺼﻄﻠﺢ "ﻭﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ " ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﺍﻟﻜﻴﺎﻥ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺍﻟﺬﻱ ﳜﺘ ‪‬‬
‫ﺺ ﺑﺈﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ :‬ﻫﻲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﺘﻌﺎ ‪‬‬
‫ﺿﺪ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺑﲔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ )ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ(‪ ،‬ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ )ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ(‪.‬‬
‫ط‬ ‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ‬

‫‪ -‬ﺍﳌﺆﺳﺴﺔ‪ :‬ﻫﻲ ﻛﻞ ﻭﺣﺪ ٍﺓ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻓﻨﻴﺔ ﺃﻭ ﺻﻨﺎﻋﻴﺔ ﺃﻭ ﲡﺎﺭﻳﺔ ﻳﻌﻤﻞ ﻓﻴﻬﺎ ﻋﻤﺎﻝ‪ ،‬ﻭ‪‬ﺪﻑ ﺇﱃ ﺇﻧﺘـﺎﺝ‬
‫ﻱ ﻧﻮﻉ‪.‬‬
‫ﺕ ﻣﻦ ﺃ ‪‬‬
‫ﺳﻠﻊ ﺃﻭ ﺗﺴﻮﻳﻘﻬﺎ ﺃﻭ ﺗﻘﺪﱘ ﺧﺪﻣﺎ ٍ‬
‫‪ -‬ﺍﻟﻌﺎﻣﻞ‪ :‬ﻫﻮ ﻛﻞ ﺫﻛ ٍﺮ ﺃﻭ ﺃﻧﺜﻰ ﻳﻌﻤﻞ ﻟﻘﺎﺀ ﺃﺟﺮ ﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻪ ﰲ ﺧﺪﻣﺔ ﺻﺎﺣﺐ ﺍﻟﻌﻤـﻞ ﻭﲢـﺖ‬
‫ﺇﺩﺍﺭﺗﻪ ﺃﻭ ﺇﺷﺮﺍﻓﻪ ﻭﻟﻮ ﻛﺎﻥ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻧﻈﺮﻩ‪.‬‬
‫‪ -‬ﺍﻷﲤﺘﺔ‪ :‬ﻫﻲ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻓ‪‬ﺘﺮ‪‬ﺗﺐ ﺃﻭ ‪‬ﺗﺒ ‪‬ﻮﺏ ﺃﻭ ‪‬ﺗﻌﺎﹶﻟﺞ ﺣﺴﺎﺑﻴﹰﺎ‪ ،‬ﺃﻭ ﻏﲑ ﺫﻟﻚ‬
‫ﻣﻦ ﺍﳌﻌﺎﳉﺎﺕ؛ ﳑﺎ ‪‬ﻳﺸﻜﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﱵ ﺇﻣﺎ ﺃﻥ ‪‬ﺗﺨ ‪‬ﺰﻥ ﻓ‪‬ﻴﺸ ﱢﻜﻞ ﺗﺮﺍ ﹸﻛﻤﻬﺎ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﻭ ﺇﻣـﺎ ﺃﻥ ‪‬ﻳﻌـﺎﺩ‬
‫ﻣﻌﺎﳉﺘﻬﺎ ﻛﺘﻐﺬﻳ ٍﺔ ﺭﺍﺟﻌﺔ‪.‬‬
‫ﻋﺎﺷﺮﹰﺍ‪ -‬ﺧﻄﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﻟﻘﺪ ﻗﻤﻨﺎ ﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺇﺷﻜﺎﻟﻴﺔ ﺗﺄﺛﲑ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠـﻰ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﱵ ﰎ ﻃﺮﺣﻬﺎ ﻣﻦ ﺧﻼﻝ ﲬﺴﺔ ﻓﺼﻮﻝ ﺗﻨﺎﻭﻟﻨـﺎ ﻓﻴﻬـﺎ‬
‫ﻣﺎﻳﻠﻲ‪:‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺧﺼ‪‬ﺼﻨﺎ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻟﻺﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ؛ ﺣﻴـﺚ ﱠﰎ‬
‫ﺍﻟﺘﻄ ‪‬ﺮﻕ ﺇﱃ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﻜﻞ ﻣﻦ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻛﺬﺍ ﻣﻔﻬﻮﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺩﻭﺭﻫﺎ ﰲ ﺍﻟﺘﺸﻐﻴﻞ ﻭﻗﺪ ﺣﺎﻭﻟﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺍﻹﳌﺎﻡ ﲟﺨﺘﻠﻒ ﺍﳌﺼﻄﻠﺤﺎﺕ‪.‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪ :‬ﺧ ‪‬‬
‫ﺼﺺ ﻟﺪﺭﺍﺳﺔ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻇﻞ ﺍﳌﻘﺎﺭﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ؛ ﲝﻴﺚ ﱠﰎ ﺍﻟﺘﻄـ ‪‬ﺮﻕ ﺇﱃ‬
‫ﻣﺎﻫﻴﺔ ﺍﻟ‪‬ﻨﻈﻢ ﻭ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺃﻧﻮﺍﻋﻬﺎ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻄﺮﻗﻨﺎ ﺇﱃ ﳐﺘﻠﻒ ﺍﳌﻔﺎﻫﻴﻢ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﰒ ﺇﱃ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ‪ ،‬ﺑﺪﺭﺍﺳﺔ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﰒ ﺇﱃ ﺩﺭﺍﺳـﺔ ‪‬ﻧﻈـﻢ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﱠﰎ ﲣﺼﻴﺼﻪ ﻟﺪﺭﺍﺳﺔ ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺮ‪‬ﻕ ﺇﱃ ﻣﻔﻬﻮﻣﻬﺎ‪ ،‬ﺧﺼﺎﺋﺼﻬﺎ‪ ،‬ﺇﳚﺎﺑﻴﺎ‪‬ـﺎ ﻭﺳـﻠﺒﻴﺎ‪‬ﺎ‪ ،‬ﻭﺷـﺮﻭﻁ‬
‫ﳒﺎﺣﻬﺎ‪ ،‬ﻣ‪‬ﺘﻤﺜﱢﻠ ﹰﺔ ﰲ ﺃﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻧﺘﻬﻴﻨﺎ ﻓﻴﻪ ﺇﱃ ﺩﺭﺍﺳﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺪﺀﺍ ﺑﺎﻟﺘﻄﺮ‪‬ﻕ ﺇﱃ ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰒ‬
‫ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﺍﻧﺘﻬﺎﺀ ﺑﺄﺩﻭﺍﺕ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‪.‬‬
 ‫ﺍﻟﻔﺼــﻞ ﺍﻷﻭﻝ‬

‫ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪2‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﲤﻬﻴﺪ‬
‫ﺗﻌﻮﺩ ﺑﺪﺍﻳﺔ ﻇﻬﻮﺭ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺇﱃ ﺍﻷﺭﺑﻌﻴﻨﻴﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ ،‬ﻣﻊ ﻇﻬﻮﺭ ﺍﳉﻴـﻞ ﺍﻷﻭﻝ‬
‫ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﺪﻑ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺇﺟﺮﺍﺀ ﻛﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻛﺎﻥ ﳝﻜـﻦ ﺃﻥ ﺗـﺴﺘﻐﺮﻕ‬
‫ﺳﻨﻮﺍﺕ ﻟﻮ ﻗﺎﻡ ‪‬ﺎ ﺍﻟﺒﺸﺮ‪ ،‬ﻭﻣﻊ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﻄﻮ‪‬ﺭ ﻭﻇﻬﻮﺭ ﺍﳉﻴﻞ ﺍﳋﺎﻣﺲ ﻣـﻦ ﺍﳊﻮﺍﺳـﻴﺐ‪ ،‬ﺃﺻـﺒﺤﺖ‬
‫‪‬ﺗﺴﺘﺨﺪﻡ ﰲ ﲨﻴﻊ ﳎﺎﻻﺕ ﻭﻣﻮﺍﻗﻊ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻣﻌﻪ ﺃﺻﺒﺤﺖ ﺍﳌﺴﺎﺣﺔ ﺍﻟﺰﻣﻨﻴﺔ ﺃﻛﱪ ﻟﻜﻲ ﻳﻌﻤـﻞ ﺍﻟﻌﻘـﻞ‬
‫ﺍﻟﺒﺸﺮﻱ ﺑﺸﻜ ٍﻞ ﺃﻛﱪ‪ .‬ﺇﻥ ﺑﻴﺖ ﺍﻟﻘﺼﻴﺪ ﰲ ﻛﻞ ﺫﻟﻚ ﻫﻮ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻌﻘﻞ ﺍﻟﺒﺸﺮﻱ ﰲ ﺗﻄـﻮﻳﺮ‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺃﻗﺼﻰ ﺩﺭﺟﺎﺕ ﺍﻟﺮﻓﺎﻫﻴﺔ ﻟﻺﻧﺴﺎﻥ‪.‬‬
‫ﻭﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﳌﻌﺮﻭﻑ ﻟﺪﻯ ﺍﻻﻗﺘﺼﺎﺩﻳﲔ ﺍﻟﻴﻮﻡ‪ ،‬ﺃ‪‬ﻢ ﻳﻌﻤﻠﻮﻥ ﻋﻠﻰ ﺇﺩﺧﺎﻝ ﻋﺎﻣﻞ ﺍﳌﻌﺮﻓﺔ ﺑﺸﻜ ٍﻞ‬
‫ﻣﺒﺎﺷﺮ ﻭﻭﺍﺿﺢ ﰲ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻣﺜﻞ "ﻧﻈﺮﻳﺔ ﺍﻟﻨﻤﻮ ﺍﳉﺪﻳﺪﺓ"‪ .‬ﻓﺎﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻨﻤﻴـﺔ ﻭﺑـﲔ ﺗﻮﻟﻴـﺪ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺃﺻﺒﺤﺖ ﻭﺍﺿﺤﺔ‪ ،‬ﻭﺗﺪﻝﱡ ﺍﻹﺣﺼﺎﺀﺍﺕ ﻋﻠﻰ ﺃﻥ ﺃﻛﺜﺮ ﻣﻦ ‪ %50‬ﻣـﻦ ﺍﻟﻨـﺎﺗﺞ‬
‫ﺍﻹﲨﺎﱄ ﰲ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﻣﺒﲏ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﻨﻤﻮ ﰲ ﻗﻄﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﻭﺭﻭﺑﺎ ﻳﺒﻠﻎ ‪ ،%30‬ﺃﻱ‬
‫ﻣﺎ ﻳﻌﺎﺩﻝ ﲬﺴﺔ ﺃﺿﻌﺎﻑ ﳕﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﻡ ﰲ ﺃﻭﺭﻭﺑﺎ ﺍﻟﺒﺎﻟﻎ ‪ %6‬ﻋﺎﻡ ‪ ،2000‬ﻛﻤﺎ ﺗﻘﺪﺭ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﺍﻟﱵ ﺃﺟﺮ‪‬ﺎ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺃﻥ ﻣﺴﺎﳘﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﺘﻘﺪﻡ ﺍﳌﻌﺮﰲ ﺗﺸﻜﻞ ‪ %80‬ﻣﻦ ﺍﻟﻌﺎﻣـﻞ‬
‫ﺍﻟﻜﻠﻲ ﻟﻨﻤﻮ ﺍﻹﻧﺘﺎﺟﻴﺔ)‪.(1‬‬
‫ﻼ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻥ ﺫﻟـﻚ‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﻓﺎﻥ ﻣﺎ ﺣ ﱠﻘﻘﻪ ﺍﻹﻧﺴﺎﻥ ﳎﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺮﻗﻤﻴﺔ ﻳﻌﺘﱪ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﻣﺬﻫ ﹰ‬
‫ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﻣﺴﺘﻮﻯ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ‪ .‬ﻭﻧﻈﺮﹰﺍ ﳌﺪﻯ ﺍﻟﺘـﺮﺍ‪‬ﺑﻂ ﻣـﺎ ﺑـﲔ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ؛ ﺣﻴﺚ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺔ ﺗ‪‬ﺼﺒﺢ ﺑﻼ ﺟﺪﻭﻯ ﺩﻭﻥ ﺗﺒﺎﺩﳍﺎ ﻋﻦ ﻃﺮﻳﻖ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻛﻤﺎ‬
‫ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺫﺍ‪‬ﺎ ﻻ ﺗﺘ ‪‬ﻢ ﺇﻻ ﺑﻨﻘﻞ ﻣﻌﻠﻮﻣﺔ ﻣﺎ‪ .‬ﻟﺬﺍ ﻓﻔﻲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺳـﻨﺘﻨﺎﻭﳍﻤﺎ ﻛﺘﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﻭﺍﺣﺪﺓ ﻫﻲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺍﻹﻧﺘﺮﻧﺖ ﻛﺄﺣﺪ ﺍﳌﻈﺎﻫﺮ ﺍﻷﺳﺎﺳﻴﺔ ‪‬ﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬
‫‪ -‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ‪.‬‬

‫‪.2007‬‬ ‫)‪ ،http://www.arabcin.net/al_arabia_mag/modules.php?name (1‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺃﻛﺘﻮﺑﺮ‬

‫‪3‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﻣﺠﺘﻤﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻤﻌﺮﻓﺔ‬
‫ﻳﺸﻬﺪ ﺍﻟﻌﺎﱂ ﻣﻨﺬ ﻋﻘﺪﻳﻦ ﻣﻦ ﺍﻟﺰﻣﻦ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻧ‪‬ﺴ ‪‬ﻤﻴ‪‬ﻪ ﺑﻈﺎﻫﺮﺓ ﺗﻔﺠ‪‬ﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺩﻻﻟ ٍﺔ ﻋﻠـﻰ‬
‫ﺍﻟﺘﻘﺪ‪‬ﻡ ﰲ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻛﺎﻓﺔ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺳـﻠﻌ ﹰﺔ ﻭﺻـﻨﺎﻋﺔ‪،‬‬
‫ﻟﻠﺪﺭﺟﺔ ﺍﻟﱵ ﺧﻠﱠﻔﺖ ﻭﺭﺍﺀﻫﺎ ﻣﺎ ﺃﲰﺎﻩ ﺑﻴﻞ ﻏﻴﺘﺲ)‪ (1‬ﺑﺴﻮﻕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻜﻮﻧﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﻓﻴﻬـﺎ ﺗﺒـﺎﺩﻝ‬
‫ﺍﳋﺪﻣﺎﺕ ﻭﺍﻟﺴﻠﻊ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻹﻧﺴﺎﻧﻴﺔ ﰲ ﺁ ٍﻥ ﻭﺍﺣﺪ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺇﻥ ﺍﻟﺘﺤﻮ‪‬ﻝ ﺍﻟﺬﻱ ﺃﺻﺎﺏ ﺍ‪‬ﺘﻤﻌﺎﺕ ﰲ ﺍﻟﻌﺎﱂ ﻭﺍﳌﹸﺘﻤﺜﱢﻞ ﺑﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻗﺘﻨﺎﺀ ﺃﺩﻭﺍﺕ ﺍﻟﺬﻛﺎﺀ‪،‬‬
‫ﻭﺳﻴﻄﺮﺓ ﺍﻷﻗﻮﻳﺎﺀ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻣﺎ ﻫﻲ ﺇﻻ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓـﺔ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺗﻄﻮﻳﻌﻬـﺎ‬
‫ﳌﺼﻠﺤﺘﻬﻢ‪ .‬ﻫﺬﺍ ﻣﺎ ﺃﺩ‪‬ﻯ ﺑﺎﻟﺪﻭﻝ ﺍﻟﻐﻨﻴﺔ ﺑﺎﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺗﻐﻴﲑ ﺍﻟﺘﺮﻛﻴﺒﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﺠﺘﻤـﻊ‪،‬‬
‫ﺐ ﺍﺟﺘﻤﺎﻋﻲ ﺟﺪﻳﺪ ﻳﺴﺘﻨﺪ ﻭﻳﺮﺗﻜﺰ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻛﺎﻓﺔ ﺍ‪‬ﺎﻻﺕ)‪.(2‬‬ ‫ﻭﻇﻬﻮﺭ ﺗﺮﻛﻴ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ ‪:‬ﺗﻌﺮﻳﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺍﺷ‪‬ﺘ ﱠﻘﺖ ﻛﻠﻤﺔ ﻣﻌﻠﻮﻣﺎﺕ)‪ (3‬ﻣﻦ ﺍﻷﺻﻞ ﺍﻟﻼﺗﻴﲏ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﻌﲏ ﺗﻌﻠﻴﻢ ﺍﳌﻌﺮﻓﺔ ﻭﻧﻘﻠﻬﺎ‪ .‬ﻭﰲ ﻓﺮﻧﺴﺎ‬
‫ﻛﺎﻧﺖ ﺗ‪‬ﺸﲑ ﻛﻠﻤﺔ ﻣﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻮﺳﻄﻰ ﺇﱃ ﻋﻤﻠﻴﺎﺕ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧﻘﻠﻬﺎ ﻭﺗﻮﺛﻴﻘﻬﺎ ﺭﲰﻴﺎﹰ‪،‬‬
‫ﻭﺗ‪‬ﺸﺘﻖ‪ ‬ﻛﻞ ﺍﳌﻌﺎﱐ ﺍﳌﻌﺎﺻﺮﺓ ﻣﻦ ﺍﻷﺻﻞ ﺍﻟﻼﺗﻴﲏ ﺍﻟﻔﺮﻧﺴﻲ‪.‬‬
‫ﻭ ﳝﻜﻦ ﺇﻋﻄﺎﺀ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺘﺎﻟﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺙ ﻗﺎﺑﻞ ﻷ ﹾﻥ ‪‬ﻳﻌ ‪‬ﺮﻑ )ﺑﻮﺍﺳﻄﺔ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﻠﻴﻞ( ﻭ‪‬ﻳ‪‬ﺘﺼﻞ ﺑـﻪ )ﺑﻮﺍﺳـﻄﺔ ﻋﻤﻠﻴـﺔ‬ ‫‪ » -‬ﺍﳌﻌﻠﻮﻣﺔ ﻫﻲ ﺣﺎﺩ ﹲ‬
‫ﺍﻟﺘﺤﻮﻳﻞ(؛ ﺗﺄﺧﺬ ﻗﻴﻤﺔ ﻭﺗ‪‬ﺼﺒﺢ ﺇﺷﺎﺭﺓ‪ ،‬ﺭﻣﺰ ﺃﻭ ﻭﺣﺪﺓ ﻟﻠﻤﻌﲎ؛ ﻣﺎﺩﺓ ﺃﻭﻟﻴﺔ ﻟﻠﻤﻌﺮﻓﺔ ‪‬ﺗﺴﻬﻢ ﰲ ﺗﻮﻟﻴﺪﻫﺎ‬
‫ﻭﻫﻴﻜﻠﺘﻬﺎ؛ ﳝﻜﻦ ﲢﻮﻳﹸﻠﻬﺎ ﺇﱃ ﻭﺣﺪﺓ ﻣﻌﻄﻴﺎﺕ )ﻭﺣﺪﺍﺕ ﲣﺰﻳﻦ(‪ ،‬ﲤﺜﻴﻠﻴﺔ )ﺻﻮﺭ‪ ،‬ﳕﺎﺫﺝ(‪ ،‬ﺃﻭ ﻣﺮﺍﺟﻊ‬
‫ﺿﻤﻨﻴﺔ )ﺇﺣﺴﺎﺱ‪.(4) « (... ،‬‬

‫ﺑﻴﻞ ﻏﻴﺘﺲ‪ :‬ﺇﻣﱪﺍﻃﻮﺭ ﺻﻨﺎﻋﺔ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﰲ ﺍﻟﻌﺎﱂ ﻭﺻﺎﺣﺐ ﺷﺮﻛﺔ ﻣﻴﻜﺮﻭﺳﻮﻓﺖ ﻟﻠﱪﳎﻴﺎﺕ‪.‬‬ ‫)‪(1‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2004 ،1‬ﺹ ‪.42‬‬ ‫)‪(2‬‬

‫‪.Information‬‬ ‫)‪(3‬‬
‫‪(4) Encyclopédie de la gestion et du management, DALLOZ édition, France, p479.‬‬
‫‪4‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ » -‬ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﱠﰎ ﺇﻋﺪﺍﺩﻫﺎ ﻟﺘ‪‬ﺼﺒﺢ ﰲ ﺷﻜ ٍﻞ ﺃﻛﺜﺮ ﻧﻔﻌﹰﺎ ﻟﻠﻔﺮﺩ ﻣﺴﺘﻘﺒﻠﻬﺎ‪ ،‬ﻭﺍﻟﱵ ﳍﺎ ﻗﻴﻤ ﹲﺔ‬
‫‪‬ﻣﺤ ‪‬ﺮﻛﺔ ﰲ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﱄ ﺃﻭ ﺍﳌﺘﻮﱠﻗﻊ ﺃﻭ ﰲ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍﺗ‪‬ﺨﺎﺫﻫﺎ «)‪.(1‬‬
‫‪ » -‬ﺍﳌﻌﻠﻮﻣﺔ ﻫﻲ ﻣ‪‬ﻨ‪‬ﺘ ‪‬ﺞ ‪‬ﻣﻮ ‪‬ﺟﻪ ﻟﻼﺳﺘﻬﻼﻙ‪ ،‬ﻗﺎﺑ ﹲﻞ ﻟﻠﺘﺨﺰﻳﻦ‪ ،‬ﺍﻟﺘﺤﻮﻳﻞ‪ ،‬ﻭﺍﳌﻌﺎﳉﺔ؛ ‪‬ﻳﺸ ﱢﻜﻞ ﻣـﻮﺭﺩﹰﺍ ﻫﺎﻣـﹰﺎ‬
‫ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﻣﻮﺍﺩ ﺃﻭﻟﻴﺔ ﺩﺍﺧﻞ ﻋﻤﻠﻴﺔ ﲢﻮﻳﻞ‪ ،‬ﻭﻫﻲ ﺗ‪‬ﻤﺜﱢﻞ ﻛﺬﻟﻚ ﺍﻟﻄﺎﻗﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺤﻮﻳـﻞ‬
‫ﻫﺬﻩ‪ ،‬ﻭﺗﺘﻤ‪‬ﻴﺰ ﺑﺎﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ)‪:(2‬‬
‫‪ -‬ﻭﺻﻔﻴﺔ )ﻣﻼﺣﻈﺎﺕ‪ ،‬ﻗﻴﺎﺳﺎﺕ‪ ،‬ﺃﺣﺪﺍﺙ(؛‬
‫‪ -‬ﲢﻠﻴﻠﻴﺔ )ﻣﻨﻄﻖ‪ ،‬ﺑﺮﻫﺎﻥ(؛‬
‫‪ -‬ﺗﻔﺴﲑﻳﺔ )ﻓﺮﺿﻴﺎﺕ‪ :‬ﻋﻠﻮﻡ‪ ،‬ﺗﺎﺭﻳﺦ‪ ،‬ﻓﻠﺴﻔﺔ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﻟﻠﻔﺤﺺ ﻭﺍﻟﻨﻘﺪ(؛‬
‫‪ -‬ﺗﻨ‪‬ﺒﺆﻳﺔ )ﺗﻘﺪﻳﺮﺍﺕ‪ ،‬ﺍﺣﺘﻤﺎﻻﺕ(؛‬
‫‪ -‬ﺍﲰﻴﺔ )ﻗﻮﺍﻧﲔ‪ ،‬ﺗﻨﻈﻴﻤﺎﺕ‪ ،‬ﻣﺨ ﱠﻄﻄﺎﺕ‪ ،‬ﺟﺪﺍﻭﻝ ﻣﻮﺍﻋﻴـﺪ‪ ،‬ﻗﻮﺍﻋـﺪ‪ ،‬ﺧـﺼﻮﺻﻴﺎﺕ‪ ،‬ﺭﺳـﻮﻣﺎﺕ‬
‫ﺗﻌﻠﻴﻤﺎﺕ(؛‬
‫‪ -‬ﲣﻴﻠﻴﺔ )ﻓﻨﻮﻥ(؛‬
‫‪ -‬ﺇﻗﻨﺎﻋﻴﺔ )ﺩﻋﺎﻳﺔ‪ ،‬ﺇﺷﻬﺎﺭ‪ ،‬ﺣﻮﺍﺭﺍﺕ(؛‬
‫‪ -‬ﺍﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﺕ ﱠﰎ ﺗﺼﻨﻴﻔﻬﺎ ﻭﺗﻨﻈﻴﻤﻬﺎ ﺑﺸﻜ ٍﻞ ﻳﺴﻤﺢ ﺑﺎﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺍﻻﺳـﺘﻔﺎﺩﺓ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻣﻨﻬﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﳍﺎ ﻣﻌﲎ ﻭﺗ‪‬ﺆﺛﱢﺮ ﰲ ﺭﺩﻭﺩ ﺃﻓﻌﺎﱠﻝ ﻭﺳﻠﻮﻙ ﻣﻦ ﻳﺴﺘﻘﺒﻠﻬﺎ)‪ .(3‬ﻟﻠﻤﻌﻠﻮﻣـﺔ ﻣﻈﻬـ ‪‬ﺮ‬
‫ﻗﻴﺎﺳﻲ‪ ،‬ﻭﺗﺘﻤ‪‬ﻴﺰ ﲞﺎﺻﻴﺔ ﺍﻻﺳﺘﻤﺮﺍﺭ‪ ،‬ﻣﺜﻞ ﺍﻟﺸﺪﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺁﺧ ‪‬ﺮ ﺗﻘﲏ‪ ،‬ﻭﺗﺘﻤ‪‬ﻴﺰ ﲞﺎﺻﻴﺔ ﺍﻻﻧﻘﻄﺎﻉ ﻣﺜـﻞ‬
‫ﺍﻷﺭﻗﺎﻡ ﺃﻭ ﺍﳊﺮﻭﻑ‪ ،‬ﻭﺗﺘﻤﺜﱠﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺮﻗﻤﻨﺔ ﰲ ﲢﻮﻳﻞ ﺍﳌﻌﻠﻮﻣﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ ﺇﱃ ﻣﻌﻠﻮﻣ ٍﺔ ﺭﻗﻤﻴﺔ)‪.(4‬‬
‫‪‬ﺗﻌ ‪‬ﺮﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﱠﲤﺖ ﻣﻌﺎﳉﺘﻬﺎ ﻟﺘ‪‬ﺼﺒﺢ ﺑﺸﻜ ٍﻞ ﺃﻛﺜﺮ ﻧﻔﻌﹰﺎ ﻟﻠﻤـﺴﺘﻘﺒﻞ‬
‫ﻭﺍﻟﱵ ﳍﺎ ﻗﻴﻤ ﹲﺔ ﰲ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﱄ ﺃﻭ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﻗﺮﺍﺭﺍﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ «‪.‬‬
‫ﻉ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ‪ ،‬ﻭﺍﻟﱵ ﺗﻜـﻮﻥ‬ ‫ﺺ ﺃﻱ ﻣﻮﺿﻮ ٍ‬ ‫ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﳎﻤﻮﻋﺔ ﺍﳊﻘﺎﺋﻖ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﲣ ‪‬‬
‫ﺍﻟﻐﺎﻳﺔ ﻣﻨﻬﺎ ﺗﻨﻤﻴﺔ ﺍﻹﻧﺴﺎﻥ ﻭﺯﻳﺎﺩﺓ ﻣﻌﺮﻓﺘﻪ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺃﻣﺎﻛﻦ ﺃﻭ ﺃﺷﻴﺎﺀ ﺃﻭ ﺃﻧﺎﺳﹰﺎ‪.‬‬

‫ﺇﲰﺎﻋﻴﻞ ﳏﻤﺪ ﺍﻟﺴﻴﺪ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻟﻌﺮﰊ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﺹ ‪.97‬‬ ‫)‪(1‬‬
‫‪(2) Pierre Carrier et autres, Bases de données dans le développement de système, Gaetan Morin édition,‬‬
‫‪Canada, 1991, pp9-10.‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ ﻭﺇﺑﺮﺍﻫﻴﻢ ﺳﻠﻄﺎﻥ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،2001 ،‬ﺹ ‪.97‬‬ ‫)‪(3‬‬
‫‪(4) Lakhdar Lallem, Les systèmes d’information pour la gestion, ISGP, Algérie, p6.‬‬
‫‪5‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﺃﻭ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﺃﻭ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﺃﻭ ﻣﺎ ﺷﺎﺑﻪ ﺫﻟﻚ‪،‬‬
‫ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﻠﻮﻣﺔ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﳚﺐ ﺃﻥ ﲢﻤﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻗﻴﻤﺔ)‪.(1‬‬
‫ﻁ ﺑﺸﺮﻱ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻨﺼ ‪‬ﺮ ﻣﻬﻢ‪ ‬ﰲ ﻋﻼﻗﺔ ﺍﻹﻧﺴﺎﻥ‬‫ﺇﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻣﻮﺭ ‪‬ﺩ ﺃﺳﺎﺳﻲ ﰲ ﺃﻱ ﻧﺸﺎ ٍ‬
‫ﲟﺠﺘﻤﻌﻪ‪ ،‬ﻭﻋﻼﻗﺔ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ ﻣﻦ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ؛ ﻭﻋﻠﻴﻪ ﳝﻜـﻦ‬
‫ﺇﻋﻄﺎﺀ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺘﺎﻟﻴﺔ ‪‬ﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺼﻨﺎﻋﺔ ﻗﺪ ﺃﻓﺮﺯﺕ ﳎﺘﻤﻌﹰﺎ ﳐﺘﻠﻔﹰﺎ ﻋﻦ ﳎﺘﻤﻊ ﺍﻟﺰﺭﺍﻋﺔ‪ ،‬ﻓـﺈﻥ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻗﺪ ﺃﻭﺟﺪﺕ ﳎﺘﻤﻌﹰﺎ ﳐﺘﻠﻔﹰﺎ ﻋﻦ ﳎﺘﻤﻊ ﺍﻟﺼﻨﺎﻋﺔ ﺑﻜﺜﲑ ﻳﻌﺮﻑ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ : (2‬ﻫﻮ» ﺍ‪‬ﺘﻤﻊ ﻭﻟﻴﺪ ﺍﻟﻔﻴﺾ ﺍﻟﻜﺜﻴﻒ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﱵ‬
‫ﺗﺴﺮﻱ ﺩﺍﺧﻞ ﺍ‪‬ﺘﻤﻊ ﻟﺪﻋﻢ ﺃﻧﺸﻄﺘﻪ‪ ،‬ﻭﺗﻔﺴﲑ ﻇﻮﺍﻫﺮﻩ ﻭﺣ ﱢﻞ ﻣﺸﻜﻼﺗﻪ‪ ،‬ﻭﺗﺼﻮﻳﺐ ﺃﺩﺍﺋﻪ «)‪.(3‬‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ ﻛﺬﻟﻚ‪ » :‬ﺍﻟﺒﻴﺌﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ‪‬ﺗﻄ‪‬ﺒﻖ ﺍﻻﺳـﺘﺨﺪﺍﻡ ﺍﻷﻣﺜـﻞ‬
‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ )‪ ،(4‬ﲟﺎ ﰲ ﺫﻟﻚ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﰲ ﻫﺬﺍ ﺍ‪‬ﺘﻤﻊ ﺇﺫﺍ ﺃﺣـﺴﻦ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻮﺯﻳﻌﻬﺎ ﺗﻮﺯﻳﻌﹰﺎ ﻋﺎﺩ ﹰﻻ ﻳﻌ ‪‬ﻢ ﺍﻟﻨﻔﻊ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﰲ ﲨﻴﻊ ﻣﻨﺎﺣﻲ ﺣﻴﺎ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﳌﻬﻨﻴـﺔ‪.‬‬
‫ﻭﺗﺘﻨ ‪‬ﻮﻉ ﺃﻣﺜﻠﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﲣﺘﻠﻒ ﳎﺎﻻ‪‬ﺎ‪ ،‬ﲝﻴـﺚ ﺗـﺸﻤﻞ ﺍﻟﺘﻌﻠـﻴﻢ‪،‬‬
‫ﻭﺍﳋﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺼﺤﺔ‪ ،‬ﻭﺍﻟﺒﻨﻮﻙ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺘﻤﻮﻳﻠﻴﺔ‪ ،‬ﻭﻓﺎﻋﻠﻴﺔ ﺍﳉﻬﺎﺯ ﺍﳊﻜﻮﻣﻲ‪ ،‬ﻭﻏﲑﻫﺎ‪ .‬ﺑﻞ ﺇﻥ‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺴﺘﻐﺮﻕ ﻭﻗﺘﹰﺎ ﺃﻗ ﱠﻞ ﰲ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﻳﺘﻤ‪‬ﺘﻊ ﺑـﺸﻜ ٍﻞ ﻋـﺎﻡ‬
‫ﺑﻔﺎﻋﻠﻴﺔ ﻭﺇﻧﺘﺎﺟﻴﺔ ﺃﻓﻀﻞ‪ .‬ﻭﲤﺘ ‪‬ﺪ ﻣﻨﺎﻓﻊ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺃﻳﻀﹰﺎ ﺇﱃ ﺍﳌﻬﺎﻡ ﺍﻟﻴﻮﻣﻴﺔ ﺍﻟﺼﻐﲑﺓ؛‬
‫ﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﻋﻨﻮﺍﻥ ﺇﺣـﺪﻯ ﺍﳉﻬـﺎﺕ‬ ‫ﻣﺜﻞ ﺍﻟﺒﺤﺚ ﻋﻦ ﺟﺪﺍﻭﻝ ﺍﻟﻘﻄﺎﺭﺍﺕ‪ ،‬ﺃﻭ ﻣﺴﺘﺸﻔﻰ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺧﺪﻣﺎ ٍ‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﻘﺪﻣﺔ ﰲ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ، ،2004 ،‬ﺹ ‪.34‬‬ ‫)‪(1‬‬

‫‪.Information Society‬‬ ‫)‪(2‬‬

‫)‪ (3‬ﻧﺒﻴﻞ ﻋﻠﻲ ﻭ ﻧﺎﺩﻳﺔ ﺣﺠﺎﺯﻱ‪ ،‬ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳـﺖ‪،‬‬
‫‪ ،2005‬ﺹ ‪.22‬‬
‫)‪ (4‬ﺳﻴﺘ ‪‬ﻢ ﻣﻨﺎﻗﺸﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬
‫‪6‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻁ ﻣﺎ‪ .‬ﻛﻤﺎ ‪‬ﻳﻀﻴﻒ ﻛﻞ ﻣﻦ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪ (1‬ﻭﻣﺎ ﳍﻤﺎ ﻣـﻦ‬ ‫ﺍﳊﻜﻮﻣﻴﺔ ﺍﳌﺴﺆﻭﻟﺔ ﻋﻦ ﻧﺸﺎ ٍ‬
‫ﺍﻧﺘﺸﺎ ٍﺭ ﰲ ﻛﻞ ﻣﻜﺎ ٍﻥ ﺇﱃ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧﺸﺮﻫﺎ ﺑﺴﺮﻋ ٍﺔ ﻭﺑﺄﺳﻌﺎﺭ ﻣﻨﺨﻔﻀﺔ«)‪.(2‬‬
‫ﻳﺼﻒ ﺍﺻﻄﻼﺡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍ‪‬ﺘﻤﻊ ﻣﺎ ﺑﻌﺪ ﺍﻟﺼﻨﺎﻋﻲ ﺍﻟـﺬﻱ ﺑـﺰﻍ‬
‫ﻓﺠ ‪‬ﺮﻩ ﰲ ﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪ .‬ﻭﻗﺪ ﺫﻫﺐ ﺁﺧﺮﻭﻥ ﺇﱃ ﺍﻋﺘﺒﺎﺭ ﻫﺬﺍ ﺍﻻﺻـﻄﻼﺡ ﻭﺻـﻔﹰﺎ‬
‫ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺬﻱ ﺗﺮﺗﻜﺰ ﺁﻟﺘﻪ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺇﱃ ﻣﺒﺪﺃ ﺗﻮﻇﻴﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻹﻧﺘﺎﺝ ﲨﻴـﻊ ﺃﻧـﻮﺍﻉ‬
‫ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺗﻮﺯﻳﻊ ﺍﻟﺮﻣﻮﺯ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑـﺪ ﹰﻻ ﻣـﻦ ﺍﻟـﺴﻠﻊ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ)‪.(3‬‬
‫ﻭﻗﺪ ﺃﺩ‪‬ﻯ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻟﻌﺎﳌﻲ ﺍﳌﺘﺰﺍﻳﺪ ﳑﺰﻭﺟﹰﺎ ﺑﺎﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺇﱃ ﺗﻮﻇﻴﻒ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻛ ‪‬ﻤﺤ ‪‬ﺮ ٍﻙ ﺃﺳﺎﺳﻲ ﻟﻠﺘﻐ‪‬ﻴﺮ ﺍﻻﺟﺘﻤﺎﻋﻲ؛ ﳑﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﻇﻬﻮﺭ ﻣـﺼﻄﻠﺢ "ﳎﺘﻤـﻊ ﺍﳌﻌﻠﻮﻣـﺎﺕ" ﰲ ﺑﺪﺍﻳـﺔ‬
‫ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ؛ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺍﳌﺮﺣﻠﺔ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﲤﺘ ‪‬ﺪ ﻋﱪ ﺗﺎﺭﻳﺦ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﺗﺘﻤ‪‬ﻴﺰ ﺑﺄ‪‬ﺎ ﺗﻌﺘﻤﺪ ﺃﺳﺎﺳﹰﺎ ﻋﻠـﻰ‬
‫ﺕ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﻫﻴﺎﻛﻞ ﻗﺎﻋﺪﻳﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ)‪.(4‬‬ ‫ﻗﺎﻋﺪ ٍﺓ ﻣﺘﻴﻨﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪‬ﺗﺸ ﱢﻜﻞ ﻣﻮﺭﺩﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﻻﻗﺘﺼﺎﺩﻳﺎ ٍ‬
‫ﻓﻤﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻫﻮ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ‪‬ﺗﺴﺘﺨﺪﻡ ﻓﻴﻪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻜﺜﺎﻓ ٍﺔ ﻛﻮﺟ ٍﻪ ﻟﻠﺤﻴﺎﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻳﻌﺘﻤﺪ ﰲ ﺗﻄ ‪‬ﻮﺭﻩ ﺑﺼﻔ ٍﺔ ﺭﺋﻴﺴﻴﺔ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻮﺍﺳﻴﺐ ﻭﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻭﻫﻜﺬﺍ‪ ،‬ﻓﺈﻥ ﺍﳌﻼﻣﺢ ﺍﻟﺒﺎﺭﺯﺓ ﺍﻵﻥ‪ ،‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻗﺘﺼﺎﺩ ﺍﻟـﺼﻨﺎﻋﺎﺕ ﺇﱃ ﺍﻗﺘـﺼﺎﺩ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﻭﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻮﻃﲏ ﺇﱃ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ ﺍﻟﺸﺎﻣﻞ ﺃﻭ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻞ‪ ،‬ﻭﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺇﻧﺘﺎﺝ ﺍﻟﺒـﻀﺎﺋﻊ‬
‫ﻭﺍﻟﺴﻠﻊ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ ﺇﱃ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﻭﻳﻮﺿﺢ ﺍﳉﺪﻭﻝ ﺍﳌﻮﺍﱄ ﺣﺠﻢ ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﻭﺭﺑﺎ ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴـﺔ؛ﲝﻴﺚ‬
‫ﻳﺒﲔ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﺼﻨﺎﻋﺔ ‪:‬‬

‫ﺳﻴﺄﰐ ﺍﻟﻜﻼﻡ ﻋﻦ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺎﻟﺘﻔﺼﺒﻞ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬ ‫)‪(1‬‬

‫ﻣﺸﺮﻭﻉ ﻭﺛﻴﻘﺔ » ﳓﻮ ﳎﺘﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻋﺮﰊ ﺇﻃﺎﺭ ﺧﻄﺔ ﺍﻟﻌﻤﻞ ﺍﳌﺸﺘﺮﻙ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺮﰊ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ ﻟﻠﺘﺤـﻀﲑ‬ ‫)‪(2‬‬

‫ﻟﻠﻘﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪‬ﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ – ﺍﻟﻘﺎﻫﺮﺓ‪ 18-16 ،‬ﻳﻮﻧﻴﻮ ‪ ،2003‬ﺹ ‪.4‬‬
‫ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯ‪‬ﻭ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﻣﻌﺎﳉﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ «‪ ،‬ﳎﻠﺔ ﻋﻠﻮﻡ ﺇﻧﺴﺎﻧﻴﺔ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺍﻟﻌـﺪﺩ‬ ‫)‪(3‬‬

‫‪ ،28‬ﻣﺎﻳﻮ ‪ ،www.uluminsania.net ،2006‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺠﻤﻴﻞ‪.2008/04/11 :‬‬

‫ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺃﻋﺮﺍﺏ‪ » ،‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺮﺍﺋﺪﺓ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺮﰊ ﺍﳋﺎﻣﺲ ﻋﺸﺮ‬ ‫)‪(4‬‬

‫» ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻓﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺩﻭﺭﻫﺎ ﰲ ﺇﺭﺳﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ « ﺍﻟﺬﻱ ﻧﻈﻤﻪ ﺍﻻﲢﺎﺩ ﺍﻟﻌﺮﰊ ﻟﻠﻤﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺘﻮﻧﺲ ﺃﻳـﺎﻡ‬
‫‪ 5 -2‬ﻣﺎﺭﺱ ‪.2005‬‬
‫‪7‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(1‬‬

‫ﺣﺠﻢ ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﻭﺭﺑﺎ ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺑﻮﺣﺪﺓ ﻣﻠﻴﺎﺭ ﺩﻭﻻﺭ‬
‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺃﻭﺭﻭﺑﺎ‬ ‫ﻗﻄﺎﻉ ﺻﻨﺎﻋﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪255‬‬ ‫‪186‬‬ ‫ﳏﺘﻮﻯ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪160‬‬ ‫‪165‬‬ ‫ﺗﻮﺯﻳﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪151‬‬ ‫‪193‬‬ ‫ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪566‬‬ ‫‪544‬‬ ‫ﺍ‪‬ﻤﻮﻉ ﺍﻟﻜﻠﻲ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻠﻲ ﻧﺒﻴﻞ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟـﻮﻃﲏ ﻟﻠﺜﻘﺎﻓـﺔ ﻭﺍﻟﻔﻨـﻮﻥ ﻭﺍﻵﺩﺍﺏ‪،‬‬
‫ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2001 ،265‬ﺹ ‪.98‬‬

‫ﻭﻟﻮ ﺣﺎﻭﻟﻨﺎ ﺃﻥ ﻧﺴﺘﻌﲔ ﺑﺎﻷﺭﻗﺎﻡ ﻟﻘﻴﺎﺱ ﻛ ‪‬ﻢ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻮﱢﻓﺮﺓ ﺍﻟﻴـﻮﻡ ﻣﻘﺎﺭﻧـ ﹰﺔ ﺑﻌﻤـﺮ‬
‫ﺍﻹﻧﺴﺎﻥ ‪ ،‬ﻟﻮﺟﺪﻧﺎ ﺍﻟﺼﻮﺭﺓ ﺃﻭﺿﺢ؛ ﺣﻴﺚ ﺗﻘﻮﻝ ﺍﻷﺭﻗﺎﻡ ﻣﺎ ﻳﻠﻲ‪ :‬ﻳﻘﻮﻝ ﻋﻠﻤﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻋﻦ ﺍﻧﻔﺠـﺎﺭ‬
‫ﺍﳌﻌﺎﺭﻑ ﻭﻓﻴﻀﺎ‪‬ﺎ ‪ -‬ﺃﻥ ﳎﻤﻮﻉ ﺍﳌﻌﺎﺭﻑ ﺍﺑﺘﺪﺍ ًﺀ ﻣﻦ ﺍﻟﺴﻨﺔ ﺍﳌﻴﻼﺩﻳﺔ ﺍﻟﺼﻔﺮ ﻗﺪ ﺗﻀﺎﻋﻒ ﺃﻭﻝ ﻣﺮﺓ ﺳـﻨﺔ‬
‫‪ ،1750‬ﰒ ﺗﻀﺎﻋﻒ ﺳﻨﺔ ‪ ،1900‬ﰒ ﺗﻀﺎﻋﻒ ﺳﻨﺔ ‪ ،1950‬ﰒ ﺗﻀﺎﻋﻒ ﺳﻨﺔ ‪ ،1960‬ﻟﻴﺄﺧﺬ ﻫﺬﺍ ﺍﻟﺘﺰﺍﻳ‪‬ـﺪ‬
‫ﻕ ﰲ ﺗﺎﺭﻳﺦ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﻣﻌﲎ ﻫﺬﺍ‪ ،‬ﺃﻥ ﺍﻟﻌـﺎﱂ ﻗـﺪ ﺃﻧـﺘﺞ ﻣـﻦ‬ ‫ﺑﻌﺪ ﻫﺬﻩ ﺍﻟﺴﻨﺔ ﻣﻨﺤ ‪‬ﻰ ﹸﺃﺳﻴﹰﺎ ﻏﲑ ﻣﺴﺒﻮ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺧﻼﻝ ﺛﻼﺛﺔ ﺍﻟﻌﻘﻮﺩ ﺍﻷﺧﲑﺓ ﻓﻘﻂ ﻣﺎ ﱂ ‪‬ﻳﻨﺘﺠﻪ ﻃﻴﻠﺔ ﲬﺴﺔ ﺁﻻﻑ ﺳﻨﺔ‪ ،‬ﻭﻣﻌﻨﺎﻩ ﺃﻳﻀﹰﺎ ﺃﻥ ﻗﺎﺭﺋﹰﺎ‬
‫ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺃﻟﻒ ﻛﻠﻤﺔ ﰲ ﺍﻟﺪﻗﻴﻘﺔ ﻳﻘﺮﺃ ﳌﺪﺓ ﲦﺎﱐ ﺳﺎﻋﺎﺕ ﻳﻮﻣﻴﹰﺎ‪ ،‬ﳛﺘﺎﺝ ﺇﱃ ﺷﻬ ٍﺮ ﻭﻧﺼﻒ ﻟﻘـﺮﺍﺀﺓ‬
‫ﺕ ﻭﻧﺼﻒ ﻋـﻦ ﻣﻮﺍﻛﺒـﺔ ﺇﻧﺘـﺎﺝ‬ ‫ﺇﻧﺘﺎﺝ ﻳﻮ ٍﻡ ﻭﺍﺣﺪ‪ ،‬ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﳚﺪ ﻧﻔﺴﻪ ﻗﺪ ﺗﺄ ‪‬ﺧﺮ ﲬﺲ ﺳﻨﻮﺍ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺧﺼﺎﺋﺺ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﺴﻤﺎﺕ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﺗ‪‬ﻤﻴ‪‬ﺰ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻏﲑﻩ ﻣـﻦ ﺍ‪‬ﺘﻤﻌـﺎﺕ‬
‫ﻭﻫﻲ)‪:(2‬‬
‫ﻯ‬
‫‪ -1‬ﺍﻟﺼﻨﺎﻋﺎﺕ )ﺍﻟﻜﺜﻴﻔﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ( ﺑﺪ ﹰﻻ ﻣﻦ )ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺜﻘﻴﻠﺔ(‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻜـﻮﻥ ﺃﻗـ ﱠﻞ ﺃﺫ ‪‬‬
‫ﻟﻠﺒﻴﺌﺔ‪ ،‬ﻛﺎﻟﺼﻨﺎﻋﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛‬
‫‪ -2‬ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺑﻴﺌﺔ ﺍﳌﺼﺎﺩﺭ ﻭﺑﺮﻭﺯ ﺍﻟﻨﺨﺒﺔ ﻭﺧﱪﺍﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻣ‪‬ﻘﺪ‪‬ﻣﺘﻬﻢ؛‬

‫ﺑﺎﺳﻞ ﻋﺒﺪ ﺍﶈﺴﻦ ﺍﻟﻘﺎﺿﻲ‪ ،‬ﺗﺪﺍﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﱪ ﺍﻻﻧﺘﺮﻧﺖ ﻭﺃﺛﺮﻩ ﰲ ﺗﺸﻜﻴﻞ ﺍﻟﻮﻋﻲ ﰲ ﻋﺼﺮ ﺍﻟﻌﻮﳌﺔ‪ ،‬ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣﺔ ﰲ‬ ‫)‪(1‬‬

‫ﺍﻟﺪﳕﺮﻙ‪ ،2007 ،‬ﺹ ‪.6‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.43-42‬‬ ‫)‪(2‬‬
‫‪8‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -3‬ﺗ‪‬ﻌﺘﱪ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺼﺪﺭ ﺍﻷﺳﺎﺳﻲ ﻟﺘﻮﻟﻴﺪ ﺍﻟﺜﺮﻭﺓ‪ ،‬ﻭﺗﺸﻤﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺍﻟﺒﺤﻮﺙ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﺧﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -4‬ﺃﺻﺒﺤﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻮﺭﺩﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﺟﺪﻳﺪﹰﺍ ﻣ‪‬ﻨﺎﻇﺮﹰﺍ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺭﺃﺱ ﺍﳌـﺎﻝ‪،‬‬
‫ﻭﺍﳌﻮﺍﺩ ﺍﻷﻭﻟﻴﺔ؛ ﺇﺫ ﲢﻮ‪‬ﻟﺖ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻷﻭﻟﻴﺔ ﺇﱃ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -5‬ﻣﻮﺍﺭﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻻ ﺗﻨ ﹸﻘﺺ ﻭﻻ ﺗﺘ‪‬ﺼﻒ ﺑﺎﻟﻨﺪﺭﺓ‪ ،‬ﻭﺇﳕﺎ ﺗﺰﻳﺪ ﻣﻊ ﺯﻳﺎﺩﺓ ﻭﺍﺗ‪‬ﺴﺎﻉ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ؛‬
‫‪ -6‬ﺃﺻﺒﺢ ﺧﱪﺍﺀ ﻭﺃﺻﺤﺎﺏ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﺪﻭﻝ ﺍﻵﻥ ﺍﶈﻮﺭ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﺍﻟﻘـﻮﻯ‬
‫ﺍﳌﹸﺴﻴﻄِﺮﺓ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳊﺪﻳﺚ ﻭﺍﻷﺳﻮﺍﻕ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬
‫ﺴﻤﻮﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺗﻘﻠﻴﺪﻳﹰﺎ ﺇﱃ ﺛﻼﺛﺔ ﻗﻄﺎﻋﺎﺕ ﻫﻲ‪ :‬ﺍﻟﺰﺭﺍﻋﺔ‪ ،‬ﻭﻫﻮ ﻣﺎ‬ ‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻻﻗﺘﺼﺎﺩﻳﻮﻥ ‪‬ﻳﻘ ‪‬‬
‫ﻛﺎﻥ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎ‪‬ﺘﻤﻊ ﺍﻟﺰﺭﺍﻋﻲ ﺍ ﹸﳌﻌﺘ ِﻤﺪ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻷﻭﻟﻴﺔ‪ ،‬ﺍﻟﺼﻨﺎﻋﺔ ﻭﻫﻮ ﻣﺎ ﻛﺎﻥ ﻳ‪‬ﻌﺮﻑ ﺑـﺎ‪‬ﺘﻤﻊ‬
‫ﺍﻟﺼﻨﺎﻋﻲ ﺍ ﹸﳌﻌﺘ ِﻤﺪ ﻋﻠﻰ ﺍﻟﻄﺎﻗﺔ ﺍﳌﻮﻟﺪﺓ ﻣﺜﻞ‪ :‬ﺍﻟﻜﻬﺮﺑﺎﺀ‪ ،‬ﺍﻟﻐﺎﺯ ﻭﺍﻟﻄﺎﻗﺔ ﺍﻟﻨﻮﻭﻳﺔ‪ ،‬ﰒ ﺍﳋﺪﻣﺎﺕ‪ .‬ﻋﻠﻤـﺎﺀ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻳ‪‬ﻀﻴﻔﻮﻥ ﺇﻟﻴﻬﺎ ﻣﻨﺬ ﺍﻟﺴﺘﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﻗﻄﺎﻋﹰﺎ ﺭﺍﺑﻌـﹰﺎ ﻭﻫـﻮ ﻗﻄـﺎﻉ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﺣﻴﺚ ﺃﺻﺒﺢ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﲡﻬﻴﺰﻫﺎ ﻭﺗﻮﺯﻳﻌﻬﺎ )ﻣﻌﺎﳉﺘﻬﺎ( ﻧﺸﺎﻃﹰﺎ ﺍﻗﺘﺼﺎﺩﻳﹰﺎ ﺭﺋﻴﺴﻴﹰﺎ‬
‫ﻱ ﻣﻦ ﳎﺘﻤ ٍﻊ ﺻﻨﺎﻋﻲ ﺇﱃ ﳎﺘﻤﻊ ﻣﻌﻠﻮﻣـﺎﺕ ﰲ ﺃﻛﺜـﺮ‬ ‫ﰲ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﻭﻝ)‪ .(1‬ﻫﻨﺎﻙ ﲢ ‪‬ﻮ ﹲﻝ ﺟﻮﻫﺮ ‪‬‬
‫ﺃﺷﻜﺎﳍﺎ ﺍ‪‬ﺗﺴﺎﻋﹰﺎ ﻭﺗﻨﻮ‪‬ﻋﺎﹰ‪ ،‬ﻭﻫﻲ ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ ﻭﺍﳌﹸﺴﻴﻄِﺮﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﺑﻌﺎﺩ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺇﻥ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﻻﳔﺮﺍﻁ ﻓﻴﻪ ﻳﺘﻄﻠﱠﺐ ﺍﻟﺘﻌ ‪‬ﻤﻖ ﰲ ﺃﺑﻌﺎ ٍﺩ ﺃﺧﺮﻯ ‪‬ﻣ‪‬ﺘﺼﻠﺔ ﺟﺬﺭﻳﹰﺎ ﺑﺘﺤﻘﻴﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺑﻔﺎﻋﻠﻴﺔ‪ ،‬ﻭﻫﻲ ﻣ‪‬ﻮﺿ‪‬ﺤﺔ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﻧﺸﺮﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،www.escwa.org.lb ،2005 ،4‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪.2007/02/15 :‬‬ ‫)‪(1‬‬
‫‪9‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(2‬‬

‫ﺃﺑﻌﺎﺩ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻮﺻﻒ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻷﺑﻌﺎﺩ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﻭﻳﺘﻤﺜﱠﻞ ﰲ ﺗﺮﺳﻴﺦ ﻗﻴﻢ ﻭﺛﻘﺎﻓﺔ ﺍﻟﺘﻔﺎ ‪‬ﻫﻢ ﻭﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﻭﺍﻟﺘﻀﺎ ‪‬ﻣﻦ ﺑﲔ ﺍﻟﺸﻌﻮﺏ‪،‬‬
‫ﰲ ﺇﻃﺎﺭ ﺣﻮﺍﺭ ﺍﳊﻀﺎﺭﺍﺕ‪ ،‬ﻭﺗﻼﻗﻲ ﺍﻟﺜﻘﺎﻓﺎﺕ‪ ،‬ﻭﺗﻨﻤﻴﺔ ﻣﻔﻬﻮﻡ ﺍ ﹸﳌﻮﺍ ﹶﻃﻨـﺔ‬
‫ﺍﻟ‪‬ﺒﻌﺪ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺘﻀﺎﻣﲏ‬ ‫‪-1‬‬
‫ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﻭﺇﳚﺎﺩ ﺁﻟﻴ ٍﺔ ﺩﻭﻟﻴﺔ ﻟﻠﺘﻀﺎ ‪‬ﻣﻦ ﻟﺪﺭﺀ ﻛﻞ ﻣﻈﺎﻫﺮ ﺍﻟﺘﻬﻤﻴﺶ ﻭﺍﻟﻔﻘﺮ‬
‫ﻭﺍﳊﺎﺟﺔ‪.‬‬
‫ﻳﺘﻀ ‪‬ﻤﻦ ﺿﺮﻭﺭﺓ ﺗﻄﻮﻳﺮ ﳏﺘﻮﻯ ﺍﻻﺗﺼﺎﻝ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻨﻬﻮﺽ ﺑﺎﻹﻧﺘﺎﺝ‬
‫ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺑﺼﻔ ٍﺔ‬
‫ﻋﺎﻣﺔ‪ ،‬ﻭﺑﺎﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﰲ ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪،‬‬ ‫ﺍﻟ‪‬ﺒﻌﺪ ﺍﻟﺜﻘﺎﰲ‬ ‫‪-2‬‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻟﻼﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩ ﻣﺒﺪﺃ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﻣﻊ ﺇﺭﺳﺎﺀ ﺳﻴﺎﺳﺎ ٍ‬
‫ﻣﺪﻯ ﺍﳊﻴﺎﺓ‪.‬‬
‫ﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ ﻫﻨﺎ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﻣﺮﺍﻋﺎﺓ ﺍﳋﺼﻮﺻﻴﺔ ﰲ ﺍﻷﺑﻌﺎﺩ‬
‫ﺍﻟﻘﻴﻤﻴﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻣﺎﺕ ﻭﳏﺘﻮﻯ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﻟ‪‬ﺒﻌﺪ ﺍﻟﻘﻴﻤﻲ‬ ‫‪-3‬‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍ ﹸﳌﺘﻨ ‪‬ﻮﻋﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﺇﻥ ﺗﺄﻫﻴﻞ ﻃﺮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ ﻭﺍﳌﺒﺎﺩﻻﺕ‪ ،‬ﻭﺇﺳـﺪﺍﺀ ﺍﳋـﺪﻣﺎﺕ‪ ،‬ﺇﱃ‬
‫ﺟﺎﻧﺐ ﺩﻓﻊ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺪﻳﺪ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﺳﻴ‪‬ﻤﻜﱢﻦ ﻣﻦ ﺭﻓﻊ ﺍﻟﻘﹸـﺪﺭﺓ‬ ‫ﺍﻟ‪‬ﺒﻌﺪ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﳌﺎﱄ‬ ‫‪-4‬‬
‫ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﻭﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻭﺍﻷﺷﺨﺎﺹ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ‪.‬‬
‫ﺗﻮﺳﻴﻊ ﳎﺎﻝ ﺍﳊﻮﺍﺭ ﻭﻭﺿﻊ ﺇﻃﺎﺭ ﺗﺸﺎﻭﺭ ﺣﻮﻝ ﺗﻄﻮﻳﺮ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻳﺸﻤﻞ ﳐﺘﻠﻒ ﺍ ﹸﳌﺘﺪ ‪‬ﺧﻠﲔ ﻣﻦ ﺍﻟﻘﻄﺎﻋﲔ ﺍﻟﻌﺎﻡ ﻭﺍﳋﺎﺹ ﻭﻣـﻦ ﺍ‪‬ﺘﻤـﻊ‬ ‫‪‬ﺑﻌﺪ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻹﻗﻠﻴﻤﻲ ﻭﺍﻟﺪﻭﱄ‬ ‫‪-5‬‬
‫ﺕ ﺟﺪﻳﺪﺓ ﳌﻮﺿﻮﻉ ﺍﻟﺘﻌﺎﻭﻥ ﺍ ﹸﳌﺘﻌ ‪‬ﺪﺩ ﺍﻷﻃﺮﺍﻑ‪.‬‬
‫ﺍﳌﺪﱐ‪ ،‬ﻭﻭﺿﻊ ﻣﻘﺎﺭﺑﺎ ٍ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺟﺎﻣﻌﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻷﻣﺎﻧﺔ ﺍﻟﻔﻨﻴﺔ ‪‬ﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ﺍﻟﻌﺮﺏ ﻟﻼﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﺇﺩﺍﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ » ،‬ﳓﻮ ﺗﻔﻌﻴﻞ ﺧﻄﺔ ﻋﻤﻞ ﺟﻨﻴﻒ‪ :‬ﺭﺅﻳﺔ ﺇﻗﻠﻴﻤﻴﺔ ﻟﺪﻓﻊ ﻭﺗﻄﻮﻳﺮ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ ﺍﳌﻨﻄﻘـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ «‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﺑﻌﺪ ﻫﺬﺍ ﺍﻟﻌﺮﺽ ﳌﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺳﻨﺘﻄﺮ‪‬ﻕ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ﺇﱃ ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓـﺔ‬
‫ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺧﲑﺓ ﻣﻦ ﺗﻄﻮ‪‬ﺭ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﻘﺪ ﺃﺩﻯ ﺗﺮﺍ ‪‬ﺟﻊ ﺍﻷﳘﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻌﻮﺍﻣﻞ ﺍﻹﻧﺘـﺎﺝ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍ ﹸﳌﻌﺘ ِﻤﺪﺓ ﻋﻠﻰ ﳕﻮﺫﺝ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳊﺠﻢ ﺍﻟﺬﻱ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺘﻤﺎِﺛﻠـﺔ ﺫﺍﺕ ﺍﶈﺘـﻮﻯ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﻴﺔ ﺍ ﹸﳌﻌﺘ ِﻤﺪﺓ ﻋﻠﻰ ﳕﻮﺫﺝ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﻨﻄﺎﻕ ﺍﻟﺬﻱ ﻳﺘﻌﺎﻣﻞ‬
‫‪10‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻣﻊ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﺷﺪﻳﺪﺓ ﺍﻟﺘﻨ ‪‬ﻮﻉ ﺫﺍﺕ ﺍﶈﺘﻮﻯ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻏﲑ ﺍ ﹸﳌﺘﻤﺎِﺛﻞ‪ ،‬ﻗﺪ ﺃﻇﻬﺮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ)‪ (1‬ﺍﻟـﺬﻱ‬
‫ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻌﻈﻴﻢ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺑﺪﻻﻟﺔ ﺍﻹﺳﻬﺎﻡ ﺍﻟﻨﺴﱯ ﻟﻠﻤ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳌﻌﺮﻓﻴـﺔ‬
‫ﰲ ﺗﺮﻛﻴﺐ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﺃﻛﺜﺮ ﻣﻦ ﺍﻹﺳﻬﺎﻡ ﺍﻟﻨﺴﱯ؛ ﳌﺎ ﲢﻮﻳﻪ ﻫﺬﻩ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻣﻦ ﻣﻮﺍﺩ ﺧﺎﻡ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﻣﺼﻄﻠﺢ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺴﺐ ﺑﺎﳋﱪﺓ‪ ،‬ﺃﻭ‪ :‬ﺍﻟﻔﻬﻢ ﺍ ﹸﳌﺘﺄ‪‬ﺗﻲ ﻣـﻦ‬‫ﻭﺭﺩ ﻣﺼﻄﻠﺢ ﺍﳌﻌﺮﻓﺔ)‪ (3‬ﰲ ﺍﳌﻌﺎﺟﻢ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﺍﻟﻔﻬﻢ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺘﻌﻠﱡﻢ «)‪ ،(4‬ﻭ ‪‬ﻋ ‪‬ﺮﻓﺖ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﻌﺾ ﻋﻠﻰ ﺃ‪‬ﺎ » ﺍﻟﺮﺻﻴﺪ ﺍ ﹸﳌﺘﺮﺍ ِﻛﻢ ﻣـﻦ‬
‫ﺍﳋﱪﺓ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ ﰲ ﳎﺎ ٍﻝ ﻣﻌﲔ «)‪.(5‬‬
‫» ﺍﳌﻌﺮﻓﺔ ‪ -‬ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ ‪ -‬ﺗﺘﻌﱠﻠﻖ ﲟﺎ ﳝﻜﻦ ﺃﻥ ﳝﺘﻠﻜﻪ ﺍﻟﺸﺨﺺ ﻣﻦ ﺭﺻﻴ ٍﺪ ‪‬ﻣﺘﺮﺍ ِﻛﻢ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﱵ ﻳﻜﺘﺴ‪‬ﺒﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ‪‬ﻣﺆ ‪‬ﻫﻼﺗﻪ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻌﻤﻞ ﰲ ﳎﺎ ٍﻝ ﻣﻌﲔ‪ ،‬ﻟﻔﺘـﺮ ٍﺓ‬
‫ﻃﻮﻳﻠﺔ ﻧﺴﺒﻴﺎ ًﻣﻦ ﺍﻟﺰﻣﻦ «)‪.(6‬‬
‫ﻓﺎﳌﻌﺮﻓﺔ ﻫﻲ » ﺍﳌﺴﺘﻮﻯ ﺍﻷﻋﻠﻰ ﻣﻦ ﻣﻔﻬﻮﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻌﻘﻴﺪ؛ ﻓﻬﻲ ﺣﺼﻴﻠﺔ ﺍﻻﻣﺘﺰﺍﺝ‬
‫ﺑﲔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳋﱪﺓ ﻭﺍﳌﹸﺪﺭﻛﺎﺕ ﺍﳊﺴﻴﺔ ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳊﻜﻢ «)‪.(7‬‬
‫‪ » -‬ﺍﳌﻌﺮﻓﺔ ﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﱠﰎ ﺗﻨﻈﻴﻤﻬﺎ ﻭﻣﻌﺎﳉﺘﻬﺎ ﻟﻨﻘﻞ ﺍﻟﻔﻬﻢ ﻭﺍﳋﱪﺓ ﻭﺍﻟـﺘﻌﻠﱡﻢ‬
‫ﺍﳌﺘﺮﺍﻛِﻢ ﻭﺍﻟﱵ ﺗ‪‬ﻄﺒ‪‬ﻖ ﰲ ﺍﳌﺸﻜﻠﺔ ﺃﻭ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﺍﻫﻦ «)‪. (8‬‬
‫‪ » -‬ﺍﳌﻌﺮﻓﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻫﻲ ﻣﺎ ﻳﻨﺪﻣﺞ ﺃﻭ ﻳ‪‬ﻘﺪ‪‬ﻡ ﺑﻄﺮﻳﻘ ٍﺔ ﳝﻜﻦ ﻣﻌﺎﳉﺘ‪‬ﻬﺎ ﺑﺎﳊﺎﺳﻮﺏ «)‪. (9‬‬

‫‪ Knowledge Economy‬ﻭﻳﻄﻠﻖ ﻋﻠﻴﻪ ﻛﺬﻟﻚ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻔﻜﺮﻱ‪.‬‬ ‫)‪(1‬‬

‫‪(2) James, T., « Internal Returns to Scale as a Source of Comparative Advantage: The Evidence », American‬‬
‫‪Economic Review, Vol 83, Nº2, May 1993, p 440.‬‬

‫‪.Knowledge‬‬ ‫)‪(3‬‬
‫‪th‬‬
‫‪(4) Hornby , A.S., Oxford Advanced Learn s, Dictionary of English, 5‬‬ ‫‪Ed., Oxford University Press,‬‬
‫‪London,1974, p476.‬‬

‫ﺣﺴﲔ ﻣﺼﻄﻔﻰ ﺍﳍﻼﱄ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﲔ ﺍﻹﺑﺪﺍﻉ ﺍﶈﺎﺳﱯ ﻭﺇﺑﺪﺍﻉ ﺍﶈﺎﺳﺒﲔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﻟـﺪﻭﱄ‬ ‫)‪(5‬‬

‫ﺍﻟﺮﺍﺑﻊ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 28-26‬ﺃﺑﺮﻳﻞ‪ ،2004 ،‬ﺹ ‪.2‬‬
‫ﺯﻳﺎﺩ ﻫﺎﺷﻢ ﳛﲕ ﻭ ﻧﺎﻇﻢ ﺣﺴﻦ ﺭﺷﻴﺪ‪ » ،‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﺗﻄﻮﻳﺮ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﻇﻞ ﺍﺳـﺘﺨﺪﺍﻡ ﺗﻘﻨﻴـﺎﺕ‬ ‫)‪(6‬‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺪﻳﺜﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﳋﺎﻣﺲ ﺣﻮﻝ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 25-23‬ﺃﻓﺮﻳﻞ ‪.2005‬‬
‫ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﻘﺴﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺩﻣﺸﻖ‪ ،‬ﺳﻮﺭﻳﺎ‪ ،1998 ،‬ﺹ ‪.16‬‬ ‫)‪(7‬‬
‫‪(8) Efraim Turban, Information technology for management, John Wily and sons, INC, New york, 2002, p49.‬‬
‫‪(9) Kennth C. Laudon, Essentials of Management Information System, Prentice Hall, New Jerzey, 2003,‬‬
‫‪p331.‬‬
‫‪11‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺺ ﻟﻠﺤﻘﻴﻘﺔ ﺍﻟﻮﺍﻗﻌﻴﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ ﻳﺘ ‪‬ﻢ‬ ‫ﻭ‪‬ﻳﺴﺘﺨﺪﻡ ﻟﻔﻆ ﻣﻌﺮﻓﺔ ﻟﻴﺼﻒ ﻓﻬﻢ ﺷﺨ ٍ‬
‫ﺗﻌﺪﻳﻞ ﺃﻭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﺮﻓ ٍﺔ ﺇﺿﺎﻓﻴﺔ ﻳ‪‬ﺸﺎﺭ ﺇﻟﻴﻬﺎ ﺑﺎﻟﺘﻌﻠﱡﻢ)‪.(1‬‬
‫» ﻭﰲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻌﺮﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﺘﺒﻨ‪‬ﻰ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﻠﻤﻌﺮﻓﺔ ﺑﺄ‪‬ﺎ‪ :‬ﻣﻌﺘﻘ ‪‬ﺪ ﺻـﺎﺩﻕ‬
‫‪‬ﻣﱪ‪‬ﺭ‪ ،‬ﺃﻣﺎ ﺍﻟﻨﻈﺮﺓ ﺍﳊﺪﻳﺜﺔ ﻓﺘﻌﺘﱪ‪‬ﻫﺎ ﻋﻤﻠﻴ ﹰﺔ ﺇﻧﺴﺎﻧﻴﺔ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﻟﺘﱪﻳـﺮ ﺍﳌﹸﻌﺘﻘﹶـﺪ ﺍﻟﺸﺨـﺼﻲ ﰲ ﺍ‪‬ﺗﺠـﺎﻩ‬
‫ﺍﻟﺼﺪﻕ«)‪.(2‬ﻭﻋﻠﻴﻪ ﻓﺎﳌﻌﺮﻓﺔ ﻫﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﻜﺘﺴ‪‬ﺒﺔ ﺑﺎﺳﺘﻤﺮﺍﺭ‪ ،‬ﻳ‪‬ﻀﺎﻑ ﺇﻟﻴﻬـﺎ ﺍﻟﺮﺻـﻴﺪ ﻣـﻦ ﺍﳋـﱪﺓ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻫﻨﺎﻙ ﻣﻦ ﻗﺎﺭﻥ ﺑﲔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺣﻴﺚ ﺃﻥ » ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﻓﺮﺩﻳﺔ‪ ،‬ﺃﻣﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﻬـﻲ‬
‫ﻋﺎﻣﺔ؛ ﻓﺎﳌﻌﺮﻓﺔ ﻻ ﳝﻜﻦ ﻧﻘﻠﻬﺎ‪ ،‬ﺑﻞ ﺇ‪‬ﺎ ‪‬ﺗﺸﺮﺡ ﺑﺎﻻ‪‬ﺗﺼﺎﻝ ﻟﻠﺘﺤ ‪‬ﻮﻝ ﺇﱃ ﻣﻌﻠﻮﻣـﺎﺕ «)‪. (3‬‬
‫ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺃﻫﻢ ﺍﻟﻔﺮﻭﻗﺎﺕ ﺑﲔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(3‬‬
‫ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪‬ﺗﻌﺘﱪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺳﺎﺱ ﺗﻜﻮﻳﻦ ﺍﳌﻌﺮﻓﺔ؛‬ ‫ﻫﻲ ﻧﺎﺗﺞ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺒﻮﻳﺒـﻬﺎ‪،‬‬ ‫ﻫﻲ ﳎﻤﻮﻋﺔ ﺍﳊﻘﺎﺋﻖ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﳋـﺎﻡ‬
‫ﻓﻬﻲ ﻣﺮﺣﻠ ﹲﺔ ﺟﺪﻳـﺪﺓ ﻣـﻦ ﺗـﺸﻐﻴﻞ‬ ‫ﻭﺗﺼﻨﻴﻔﻬﺎ‪ ،‬ﻭﲢﻠﻴﻠـﻬﺎ‪ ،‬ﻭﺍﺳـﺘﺨﻼﺹ‬ ‫ﺻﻞ ﳍـﺎ ﻣـﻦ‬ ‫ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﲡﻤﻴﻌﻬﺎ ﺃﻭ ﺍﻟﺘﻮ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻳﺘ ‪‬ﻢ ﻣـﻦ ﺧﻼﳍـﺎ ﺇﻧﺘـﺎﺝ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻼﺋﻤﺔ ﻣﻨـﻬﺎ؛ ﺣـﱴ ﳝﻜـﻦ‬ ‫ـﺔ‬
‫ـﺎﺕ ﺍﻟﺮﲰﻴـ‬‫ـﻢ ﺍﳌﻌﻠﻮﻣـ‬ ‫ـﻼﻝ ﻧﻈـ‬ ‫ﺧـ‬
‫ﻭﺗﻨﻈﻴﻢ ﺍﳌﻌﺮﻓﺔ ﻋـﻦ ﻃﺮﻳـﻖ ﺇﺿـﺎﻓﺔ‬ ‫ﻟﻠﻤﺆﺳﺴﺔ ﺃﻥ ﺗﺴﺘﻔﻴﺪ ﻣﻨـﻬﺎ ﰲ ﺇﺩﺍﺭﺓ‬ ‫ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳌﺎﻟﻴـﺔ ﰲ‬
‫ﺍﳌﻬــﺎﺭﺍﺕ ﻭﺍﳋــﱪﺍﺕ ﺍﻟﺸﺨــﺼﻴﺔ‪،‬‬ ‫ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻭﰲ ﺻﻨﺎﻋﺔ ﻭﺍ‪‬ﺗﺨﺎﺫ ﺍﻟﻘـﺮﺍﺭ‪.‬‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﶈﺎﺳﱯ‪ ،‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣـﺼﺎﺋﻴﺔ‬
‫ـﻴﻼﺕ‬ ‫ـﺴﲑﺍﺕ ﻭﺍﻟﺘﺤﻠـــ‬ ‫ﻭﺍﻟﺘﻔـــ‬ ‫ﻭﻗﺪ ﻳﺘ ‪‬ﻢ ﺗﺼﻮﻳﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﺷﻜﺎ ٍﻝ‬ ‫ـﺸﺎﻁ‬ ‫ـﺴﺔ ﻭﻧـ‬
‫ـﺸﺎﻁ ﺍﳌﺆﺳـ‬ ‫ـﻮﻝ ﻧـ‬ ‫ﺣـ‬
‫ﻭﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﱵ ‪‬ﻳﻀﻴﻔﻬﺎ ﺍﻟـﺸﺨﺺ‬ ‫ﻛﺜﲑﺓ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﻘـﺎﺭﻳﺮ ﺃﻭ ﺍﻷﺷـﻜﺎﻝ‬ ‫ﺍﻟﺴﻮﻕ‪ ...،‬ﺍﱁ‪.‬‬
‫ﺫﺍ‪‬ﺗﻪ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻣﺎ ﻳﺮﺍﻩ ﻣﻦ ﻣﻌـﺎ ٍﻥ‬ ‫ﺍﻟﺒﻴﺎﻧﻴــﺔ‪ ،‬ﻭﺍﳋــﺮﺍﺋﻂ ﺍﻟﺘﻨﻈﻴﻤﻴــﺔ‪...‬‬
‫ﻭﺩﻻﻻﺕ‪...‬‬ ‫ﻭﺗﺴﺘﺨﺪﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ‬
‫ﺇﻋﺪﺍﺩ ﻭﺗﻮﻓﲑ ﺍﻟﻜ ‪‬ﻢ ﺍﳌﻄﻠـﻮﺏ ﻣﻨـﻬﺎ‬
‫ﺑﺎﻟﺪﻗﺔ‪ ،‬ﻭﺍﻟﻜ ‪‬ﻢ ﻭﺍﻟﻜﻴﻒ ﺍﳌﻼﺋﻢ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﳏﻤﺪ ﻗﺎﺳﻢ ﺃﲪﺪ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺮﺍﺑـﻊ‬
‫ﺣﻮﻝ ﺍﻟﺮﻳﺎﺩﺓ ﻭﺍﻹﺑﺪﺍﻉ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴـﺎ‪،www.philadelphia.edu.johttp:// ،2005 ،‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2007‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.105‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.119‬‬ ‫)‪(2‬‬
‫‪(3) Fox . Stephon, The Production and Distribution of Knowledge Through Open and Distance Learning,‬‬
‫‪ETTI, Vol 26, N°3, 1989, P269.‬‬
‫‪12‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺕ ﻟﻠﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬ ‫ﺗ ‪‬ﱪﺯ ﻫﻨﺎﻙ ﺛﻼﺙ ﻣﻼﺣﻈﺎ ٍ‬

‫ﻒ ﺃﻭ ﻣﻨﻈـﻮ ٍﺭ ﺃﻭ ﻗـﺼ ٍﺪ‬ ‫‪ -1‬ﲞﻼﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﺘﻌﱠﻠﻖ ﺍﳌﻌﺮﻓﺔ ﺑﺎ ﹸﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﻻﻟﺘﺰﺍﻡ؛ ﻓﺎﳌﻌﺮﻓﺔ ﺩﺍﻟﺔ ﳌﻮﻗ ٍ‬
‫ﻣﻌﲔ‪.‬‬
‫‪ -2‬ﲞﻼﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﺘﻌﱠﻠﻖ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﻌﻤﻞ؛ ﻓﺎﳌﻌﺮﻓﺔ ﺗﻜﻮﻥ ﺩﺍﺋﻤﹰﺎ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﻏﺎﻳ ٍﺔ ﻣﺎ‪.‬‬
‫‪ -3‬ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﲞﻼﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻳﻀﹰﺎ ﺗﺘﻌﻠﱠﻖ ﺑﺎﳌﻌﲎ‪ ،‬ﻓﻬﻲ ﺧﺎﺻﺔ ﺑﺎﻟﺴﻴﺎﻕ)‪.(1‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻛﺬﻟﻚ ﺗﺪﻓﱡ ‪‬ﻖ ﻟﻠﺮﺳﺎﺋﻞ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﳌﻌﺮﻓﺔ ﳜﻠﹸﻘﻬﺎ ﺫﻟﻚ ﺍﻟﺘﺪﻓﱡﻖ ﺍﳌﻌﻠﻮﻣﺎﰐ‪ ،‬ﻭﻫﻲ ﺭﺍﺳﺨ ﹲﺔ‬
‫ﰲ ﻣﻌﺘﻘﺪﺍﺕ ﻭﺍﻟﺘﺰﺍﻡ ﺣﺎﻣﻠﻬﺎ‪.‬‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺍﳌﻌﺮﻓﺔ ﺍﳋﱪﺓ‪ ،‬ﻭﳛﺘﺎﺝ ﺍﻛﺘﺴﺎﺑ‪‬ﻬﺎ ﺇﱃ ﻭﻗﺖ‪ ،‬ﻭﻫﻲ ﺗﺪﻭﻡ ﺯﻣﻨﹰﺎ ﺃﻃﻮﻝ ﻣـﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ –‬
‫ﻉ ﻣﺎ ﻣﺴﺄﻟ ﹲﺔ ﳐﺘﻠﻔﺔ ﻭﺃﻛﱪ ﻣﻦ ﻣﻌﺮﻓﺔ‬
‫ﻭﺃﺣﻴﺎﻧﹰﺎ ﺇﱃ ﺍﻷﺑﺪ‪ ،‬ﻓﻜﻮﻥ ﺍﻹﻧﺴﺎﻥ ﻭﺍﺳﻊ ﺍﻻﻃﻼﻉ ﺃﻭ ﻋﺎﺭﻓﹰﺎ ﲟﻮﺿﻮ ٍ‬
‫ﺣﻘﻴﻘ ٍﺔ ﻣﺎ‪ ،‬ﺃﻭ ﺍﻣﺘﻼﻙ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺷﻲ ٍﺀ ﻣﺎ)‪.(2‬‬
‫ﻭﺗﻨﻘﺴﻢ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﻗﺴﻤﲔ ﺭﺋﻴﺴﻴﲔ ﳘﺎ)‪:(3‬‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﺼﺮﳛﺔ)‪ :(4‬ﻋﺎﺩ ﹰﺓ ﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺸﺨﺺ ﻣ‪‬ﺪﺭِﻛﹰﺎ ﳌﻌﺮﻓﺘﻬﺎ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻣـﻦ ﺍﻟـﺴﻬﻞ‬
‫ﺗﻮﺛﻴﻘﹸﻪ ﻭﺗﺒﺎﺩﻟﹸﻪ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻣﻦ ﺍﻟﺴﻬﻞ ﺃﻳﻀﹰﺎ ﺗﻌﻠﱡﻤ‪‬ﻪ ﻭﺗﻌﻠﻴﻤ‪‬ﻪ؛‬
‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ)‪ :(5‬ﺗﺄﰐ ﻣﻦ ﺧﻼﻝ ﺍﳋﱪﺓ ﻭﺍﳌﻤﺎﺭﺳﺔ ﻭﺍﻹﺩﺭﺍﻙ‪ ،‬ﻭﻋﺎﺩ ﹰﺓ ﻳﺼﻌ‪‬ﺐ ﺗﻔﺴﲑﻫﺎ ﲟﻮﺿـﻮﻋﻴﺔ‪.‬‬
‫ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﻟﺼﻌﺐ ﺗﻮﺛﻴﻘﹸﻪ ﻭﺗﻨﻈﻴﻤ‪‬ﻪ‪ ،‬ﻭﺃﻳﻀﹰﺎ ﻣﻦ ﺍﻟﺼﻌﺐ ﻧﻘﻠﹸﻪ‪ ،‬ﺗﻌﻠﱡﻤﻪ‪ ،‬ﺃﻭ ﺗﻌﻠﻴﻤ‪‬ﻪ‪.‬‬
‫ﻭﺗﺘﺤﺪ‪‬ﺩ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ ﰲ ﺛﻼﺛﺔ ﻫﻲ)‪:(6‬‬
‫‪ -1‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺍﳌﺨﺘﺰﻧﺔ ﺩﺍﺧﻞ ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -2‬ﺍﳌﻌﺮﻓﺔ ﺍﳌﻌﻠﻨﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﰲ ﻗﻮﺍﻋﺪ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﺇﺣﺼﺎﺋﻴﺎﺕ ﺗﻘﺎﺭﻳﺮ‪ ،‬ﺧﱪﺍﺕ ﺳﺎﺑﻘﺔ‬
‫ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ؛‬
‫‪ -3‬ﻣﻌﺮﻓﺔ ﻣﺴﺘﻤﺪﺓ ﻣﻦ ﻋﻨﺎﺻﺮ ﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.119‬‬ ‫)‪(1‬‬

‫ﺗﻮﻣﺎﺱ ﺃ‪.‬ﺳﺘﻴﻮﺍﺭﺕ‪ ،‬ﺛﻮﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻭﻣﺆﺳﺴﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﺗﺮﲨﺔ ﻋﻼ ﺃﲪﺪ ﺇﺻﻼﺡ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﻟﺪﻭﻟﻴﺔ‬ ‫)‪(2‬‬

‫ﻟﻼﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.23‬‬

‫ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻷﻧﻈﻤﺔ ﺍﻟﺬﻛﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.217‬‬ ‫)‪(3‬‬

‫‪.Explicit Knowledge‬‬ ‫)‪(4‬‬

‫‪.Implicit Knowledge‬‬ ‫)‪(5‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.217‬‬ ‫)‪(6‬‬

‫‪13‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﺑﻌﺾ ﺃﻧﻮﺍﻉ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﺗﺘﻮﻓﱠﺮ ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(1‬‬
‫ﺑﻌﺾ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻌﺮﻓﺔ ﺍﻟﱵ ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‬

‫ﺍﳌﹸﺰﻭ‪‬ﺩﻭﻥ‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﺑﺎﳌﹸﻨﺘ‪‬ﺠﺎﺕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﺑﺎ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﺑﺎﳌﺆﺳﺴﺔ ﻭﺍﳌﻨﺎﻓﺴﺔ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﳌﺆﺳﺴﺔ ﺑﺎ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ ﻭﺍﳌﻨﺎﻓﺴﺔ‪.‬‬
‫ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺧﻮﺍﺹ ﺍﳌﻨﺘﺞ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ‬
‫ﺍﻟﺸﺮﻛﺔ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺧﻮﺍﺹ ﺍﳌﻨﺘﺞ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ‬
‫ﺍﻟﻌﻤﻴﻞ‪.‬‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ‬
‫ﺍﳌﹸﻨﺎﻓِﺴﻮﻥ‬
‫‪ -‬ﺑﻮﺻﻔﻬﻢ ﻣﺘﻌﺎﺿﺪﻳﻦ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺴﻮﻕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ‪.‬‬
‫ﺍﻟﺼﻨﺎﻋﺔ‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟ‪‬ﻨﻈﻢ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﳌﻮﺍﺭﺩ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺴﻮﻕ‪.‬‬
‫ﺍﻟﻌﻤﻴﻞ‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﹸﻓﺮﺹ ﺍﻟﺴﻮﻕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺣﺎﺟﺎﺕ ﺍﻟﺴﻮﻕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺧﻮﺍﺹ ﺍﳌﻨﺘﺞ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺣﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺍﻟﻌﻤﻴﻞ‪.‬‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﺍﻟﻌﻤﻴﻞ‪.‬‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺇﱃ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻓﻴﻤﺎ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﲤﺘﻠﻜﻬﺎ‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﳌﺰﻭﺩ ﺇﱃ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﳌﺆﺳﺴﺔ‬
‫‪ -‬ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺍﳊﻠﻔﺎﺀ‪.‬‬
‫ﺍﻟﻌﺎﻣﻠﻮﻥ‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺰ ‪‬ﻭﺩﻳﻦ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﻌﻤﻼﺀ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺼﻨﺎﻋﺔ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺴﻮﻕ‪.‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺸﺮﻛﺔ )ﻣﻜـﺎﻣﻦ ﺿـﻌﻔﻬﺎ‪،‬‬
‫ﻗﻮ‪‬ﺎ‪ ،‬ﻭﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍﻟﱵ ﺗ‪‬ﻮﺍﺟﻬﻬﺎ‪.(...‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ :‬ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪ ،‬ﻣﺮﻛﺰ ﺍﻹﻣﺎﺭﺍﺕ‬
‫ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺃﺑﻮ ﻇﱯ‪ ،‬ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.131‬‬
‫‪14‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺿﺢ ﺍﻟﺸﻜﻞ ﺭﻗﻢ )‪ (1‬ﺑﻌﺾ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻌﺮﻓﺔ ﺍﻟﱵ ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭ‪‬ﻳﺴﱢﻠﻂ ﺍﻟﻀﻮﺀ‬ ‫‪‬ﻳﻮ ‪‬‬
‫ﻋﻠﻰ ﺃﺟﺰﺍﺀ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﲡﻤﻴﻌﻬﺎ ﺑﻮﺻﻔﻬﺎ ﺟﺰﺀﹰﺍ ﻣﻦ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺘﻬﺎ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻌﺮﻓﺔ‪.‬‬
‫ﺕ‬
‫ﺇﺫﻥ‪ ،‬ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺆﺳﺴﺔ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ ﰲ ﺣ ﱢﻞ ﻣﺸﻜﻠ ٍﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﻫﻲ ﻣﻌﻠﻮﻣﺎ ‪‬‬
‫ﻣﻔﻬﻮﻣﺔ‪ ،‬ﻣ‪‬ﺤﻠﱠﻠﺔ‪ ،‬ﻭﻣﻄﺒﻘﺔ‪ .‬ﻫﻲ ﻛﺬﻟﻚ ﺣﺼﻴﻠﺔ ﺍﻻﻣﺘﺰﺍﺝ ﺍﳋﻔﻲ ﺑﲔ ﺍﳌﻌﻠﻮﻣﺔ ﻭﺍﳋﱪﺓ ﻭﺍ ﹸﳌﺪﺭﻛﺎﺕ ﺍﳊﺴﻴﺔ‬
‫ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳊﻜﻢ )ﺍﳌﻌﺮﻓﺔ = ﻣﻌﻠﻮﻣﺎﺕ ‪ +‬ﺧﱪﺓ(‪ .‬ﻧﺘﻠ ﱠﻘﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﻧﺨﺮﺟﻬﺎ ﲟﺎ ‪‬ﺗﺪﺭﻛﻪ ﺣﻮﺍ ‪‬ﺳﻨﺎ‪.‬‬
‫ﺇﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﲢﻤﻞ ﻋﻠﻰ ﻛﺎﻫﻠﻬﺎ ﻣﻌﻈﻢ ﻋﺐﺀ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻫﻲ ﻣﻦ ﺗﻘﻮﻡ‬
‫ﻓﻌﻠﻴﹰﺎ ﺑﺘﻨﻔﻴﺬ ﻣﻬﺎﻡ ﺍﻟﻌﻤﻞ‪ :‬ﻣﻌﺎﳉﺔ ﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﳌﺴﺘﻨﺪﺍﺕ‪ ،‬ﺍﺳﺘﻜﻤﺎﻝ ﺍﻟﻌﻤﻞ ﺍﻟﻮﺭﻗﻲ‪ ،‬ﺇﻋﺪﺍﺩ ﺍﻟﺮﺳﻮﻣﺎﺕ‬
‫ﻭﺍﳌﺴﺘﻨﺪﺍﺕ‪ ،‬ﺗﻌﺒﺌﺔ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﺗﻮﺻﻴﻞ ﻭﺗﻮﺯﻳﻊ ﺍﻟﻌﻤﻞ‪ ،‬ﺇﻻ ﺍﻧﻪ ﻻ ﻳﻮﺟﺪ ﻓﺮ ‪‬ﺩ‬
‫ﻳﻌﻤﻞ ﰲ ﻓﺮﺍﻍ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻌﺮﻳﻒ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ‪.‬‬
‫)‪(2‬‬

‫ﻳ‪‬ﻌ ‪‬ﺪ ﺑﻴﺘﺮ ﺩﺭﺍﻛﺮ )‪ (Peter Drucker‬ﻣﻦ ﺃﻭﺍﺋﻞ ﺍ ﹸﳌﻔ ﱢﻜﺮﻳﻦ ﺍﻟﺬﻳﻦ ﺭﺻﺪﻭﺍ ﺇﺭﻫﺎﺻﺎﺕ ﺍﻟﺘﺤـﻮ‪‬ﻝ‬
‫)‪(3‬‬

‫ﻣﻦ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺼﻨﺎﻋﻲ ﺇﱃ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ .‬ﻓﻘﺪ ﺻﺎﻍ ﻣﺼﻄﻠﺢ "ﺍﻟﻌﻤﻞ ﺍﳌﻌﺮﰲ")‪ (4‬ﺃﻭ "ﺍﻟﻌﺎﻣﻞ ﺍﳌﻌﺮﰲ"‬
‫ﺏ ﺻﺪﺭ ﻟﻪ ﻭﻫﻮ "ﳎﺘﻤﻊ ﻣﺎ ﺑﻌﺪ ﺍﻟﺮﺃﲰﺎﻟﻴﺔ" )‪ (1993‬ﻓﺈﻧﻨـﺎ‬ ‫ﰲ ﺳﻨﺔ ‪ 1960‬ﺗﻘﺮﻳﺒﹰﺎ‪ .‬ﻭﻭﻓﻘﹰﺎ ﻷﺣﺪﺙ ﻛﺘﺎ ٍ‬
‫ﺑﺴﺒﻴﻠﻨﺎ ﺇﱃ ﺩﺧﻮﻝ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﱂ ﻳ ‪‬ﻌ ْﺪ ﺍﳌﻮﺭﺩ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻷﺳﺎﺳﻲ ﻓﻴﻪ ﺭﺃﺱ ﺍﳌـﺎﻝ ﺃﻭ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ ﺃﻭ ﺍﻟﻌﻤﻞ‪ ،‬ﺑﻞ ﺍﳌﻌﺮﻓﺔ ﻭﺣﻴﺚ ﻳﻠﻌﺐ "ﺍﻟﻌﺎﻣﻞ ﺍﳌﻌﺮﰲ" ﺩﻭﺭﹰﺍ ﳏﻮﺭﻳﹰﺎ)‪.(5‬‬
‫ﻭﻗﺪ ﻋ ‪‬ﺮﻑ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﻌﺮﰊ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺴﻨﺔ ‪ 2003‬ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺑﺄﻧﻪ » ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ﻳﻘـﻮﻡ‬
‫ﺃﺳﺎﺳﹰﺎ ﻋﻠﻰ ﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺇﻧﺘﺎﺟﻬﺎ ﻭﺗﻮﻇﻴﻔﻬﺎ ﺑﻜﻔﺎﺀ ٍﺓ ﰲ ﲨﻴﻊ ﳎﺎﻻﺕ ﻧﺸﺎﻁ ﺍ‪‬ﺘﻤﻊ‪ :‬ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍ‪‬ﺘﻤﻊ‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.73‬‬ ‫)‪(1‬‬

‫‪.Knowledge society‬‬ ‫)‪(2‬‬

‫ﺑﻴﺘﺮ ﻓﺮﺩﻧﺎﻧﺪ ﺩﺭﺍﻛﺮ )‪ 19) (Peter Drucker‬ﻧﻮﻓﻤﱪ ‪ 11 -1909‬ﻧﻮﻓﻤﱪ ‪ (2005‬ﻛﺎﻥ ﻛﺎﺗﺒﹰﺎ ﰲ ﳎـﺎﻝ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻣﺴﺘـﺸﺎﺭﹰﺍ‬ ‫)‪(3‬‬

‫ﺇﺩﺍﺭﻳﹰﺎ‪ .‬ﻭﻛﻤﺎ ﻳﺼﻒ ﻧﻔﺴ ‪‬ﻪ "ﺍﺧﺘﺼﺎﺻﻲ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ"‪ .‬ﻳﻌﺘ ‪‬ﱪﻩ ﺍﻟﻜﺜﲑﻭﻥ ﺃﺑﺎ ﻋﻠﻢ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺚ‪ .‬ﻛﺘﺒ ‪‬ﻪ ﺍﻟـ ‪ 39‬ﻭﻣﻘﺎﻻﺗـ ‪‬ﻪ‬
‫ﺍﻟﻜﺜﲑﺓ‪ ،‬ﺍﺳﺘﻜﺸﻔﺖ ﻛﻴﻔﻴﺔ ﺗﻨﻈﻴﻢ ﺍﻷﻓﺮﺍﺩ ﻋﱪ ﻗﻄﺎﻋﺎﺕ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﳊﻜﻮﻣﻴﺔ ﻭﻏﲑ ﺍﻟﺴﺎﻋﻴﺔ ﻟﻠﺮﺑﺢ‬
‫)ﺫﺍﺕ ﺍﻟﻄﺒﻴﻌﺔ ﺍﳋﲑﻳﺔ(‪ .‬ﺗﻮﱠﻗﻌﺖ ﻛﺘﺎﺑﺎﺗ ‪‬ﻪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺣﺪﺍﺙ ﰲ ﳎﺎﻝ ﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻗﺒﻞ ﺣـﺪﻭﺛﻬﺎ‪ ،‬ﻛﺎﳋﺼﺨـﺼﺔ‪،‬‬
‫ﻭﺍﻟﻼﻣﺮﻛﺰﻳﺔ‪ ،‬ﻭﺍﺿﻄﻼﻉ ﺍﻟﻴﺎﺑﺎﻥ ﺑﺎﻟﻘﻮﻯ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺩﻭﺭ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻟﺘﺴﻮﻳﻘﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﻇﻬﻮﺭ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻣﻦ ﺃﻫﻢ‬
‫ﺇﺳﻬﺎﻣﺎﺗ ِﻪ "ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ"‪" ،‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﺘﺴﻮﻳﻘﻲ ﺍﳌﻌﺎﺻﺮ"‪" ،‬ﻋﻤﺎﻝ ﺍﳌﻌﺮﻓﺔ" ﻭﻫﻮ ﺍﳌﺼﻄﻠﺢ ﺍﻟﺬﻱ ﺍﺑﺘﻜﺮ ‪‬ﻩ ﰲ ﻋﺎﻡ ‪.1960‬‬
‫‪.Working Knowledge‬‬ ‫)‪(4‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.112‬‬ ‫)‪(5‬‬
‫‪15‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﳌﺪﱐ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺔ‪ ،‬ﻭﺍﳊﻴﺎﺓ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺻﻮ ﹰﻻ ﺑﺎﻻﺭﺗﻘﺎﺀ ﺑﺎﳊﺎﻟﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑـﺎ ﱢﻃﺮﺍﺩ‪ ،‬ﺃﻱ ﺇﻗﺎﻣـﺔ ﺍﻟﺘﻨﻤﻴـﺔ‬
‫ﺍﻟﺒﺸﺮﻳﺔ«)‪.(1‬‬
‫ﺴﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻌﺮﻓﺔ ﰲ ﺗﺴﻴﲑ ﺃﻣﻮﺭﻩ ﻭﰲ ﺍ‪‬ﺗﺨـﺎﺫ‬ ‫ﺤِ‬
‫ﻭﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﻛﺬﻟﻚ » ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ‪‬ﻳ ْ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺴﻠﻴﻤﺔ ﻭﺍﻟﺮﺷﻴﺪﺓ‪ ،‬ﻭﻛﺬﻟﻚ ﻫﻮ ﺫﻟﻚ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺬﻱ ‪‬ﻳﻨﺘﺞ ﺍﳌﻌﻠﻮﻣﺔ ﳌﻌﺮﻓﺔ ﺧﻠﻔﻴـﺎﺕ ﻭﺃﺑﻌـﺎﺩ‬
‫ﺍﻷﻣﻮﺭ ﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ‪ ،‬ﻟﻴﺲ ﰲ ﺑﻠﺪﻩ ﻓﻘﻂ‪ ،‬ﺑﻞ ﰲ ﺃﺭﺟﺎﺀ ﺍﻟﻌﺎﱂ ﻛﱢﻠﻪ «)‪.(2‬‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪»:‬ﻫﻮ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﺳﺘﻐﻼﻝ ﺍﳌﻌﺮﻓﺔ ﻛﺄﻫﻢ ﻣﻮﺭ ٍﺩ ﻟﺘﻨﻤﻴﺔ ﲨﻴﻊ ﺍﻟﻘﻄﺎﻋـﺎﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻨﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﻋﻼﻭ ﹰﺓ ﻋﻠﻰ ﻛﻮﻥ ﺻﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ ﻗﻄﺎﻋﹰﺎ ﺍﻗﺘﺼﺎﺩﻳﹰﺎ ﻗﺎﺋﻤـﹰﺎ‬
‫ﺑﺬﺍﺗﻪ«)‪.(3‬‬
‫ﻟﻘﺪ ﺃﻓﻀﺖ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﺮﻓﻴﺔ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﺃﺻﺒﺢ ﻳﻌﺘﻤﺪ ‪ -‬ﺃﺳﺎﺳﹰﺎ ‪ -‬ﻋﻠـﻰ ﺍﳌﻌـﺎﺭﻑ‬
‫ﺱ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺒـﺸﺮﻳﺔ‬ ‫ﻛﺜﺮﻭ ٍﺓ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﺃﻱ ﻋﻠﻰ ﺧﱪﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻛﻔﺎﺀ‪‬ﺎ ﻭﻣﻌﺎﺭﻓﻬﺎ ﻭﻣﻬﺎﺭﺍ‪‬ﺎ ﻛﺄﺳﺎ ٍ‬
‫ﺕ ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺗﺘﻤﺜﱠـﻞ ﺍﳌﻬـﺎﺭﺓ‬ ‫ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﻭﺗﺘ‪‬ﺠﻪ ﺍﳌﺆﺳﺴﺎﺕ ﺷﻴﺌﹰﺎ ﻓﺸﻴﺌﹰﺎ ﳓﻮ ﺃﻥ ﺗﻜﻮﻥ ﻣﺆﺳﺴﺎ ٍ‬
‫ﺍﻷﻛﺜﺮ ﺃﳘﻴ ﹰﺔ ﻟﺪﻯ ﺍﳌﺪﺭﺍﺀ ﰲ ﻣﻬﺎﺭﺓ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ)‪ (4‬ﻭﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﺍﻟﻔﻌ‪‬ﺎﻝ ﻣﻊ ﺃﻓﺮﺍﺩ ﺍﳌﻌﺮﻓﺔ‪ .‬ﻭﺣﱴ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺕ ﺟﺪﻳـﺪﺓ‬ ‫ﺕ ﺟﺪﻳﺪﺓ ﺃﻭ ﻋﻤﻠﻴﺎ ٍ‬
‫ﺍﻟﱵ ﺗﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻓﺈ‪‬ﺎ ﻣﻌﻨﻴ ﹲﺔ ﺑﺎﳌﻌﺮﻓﺔ؛ ﻷﻥ ﺍﺑﺘﻜﺎﺭ ﻣ‪‬ﻨﺘ‪‬ﺠﺎ ٍ‬
‫ﺱ ﻟﻠﺘﻔﻮ‪‬ﻕ ﻋﻠﻰ ﺍ ﹸﳌﻨﺎﻓﺴﲔ ﺍﻟﺬﻳﻦ ﻳﺄﺗﻮﻥ ﻣﻦ ﻛﻞ ﻣﻜﺎﻥ‪ ،‬ﺇﳕﺎ ﻫﻮ ﰲ ﺟﻮﻫﺮﻩ ﻋﻤﻠﻴﺔ ﺇﻧـﺸﺎ ٍﺀ ﳌﻌﺮﻓـ ٍﺔ‬ ‫ﻛﺄﺳﺎ ٍ‬
‫ﺟﺪﻳﺪﺓ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻌﺮﻓﺔ ﺟﺮ‪‬ﺍﺀ ﺍﻟﺘﻌﻘﻴـﺪ ﰲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎﺕ ﺍﳌﹸـﺴﺘﺨ ‪‬ﺪﻣﺔ ﻭﺍﻟﺘﺨـﺼ‪‬ﺺ ﰲ ﺇﺩﺍﺭ‪‬ـﺎ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ ،‬ﺃﺻﺒﺤﺖ ﻫﻲ ﺍﻷﻛﺜﺮ ﻗﹸﺪﺭ ﹰﺓ ﻋﻠﻰ ﺇﻧﺸﺎﺀ ﺍﻟﻘﻴﻤـﺔ ﻭﺗﻮﻟﻴـﺪ ﺍﻟﻨﻘـﻮﺩ ﺑﺎﻟﻨـﺴﺒﺔ ﻟﻸﻓـﺮﺍﺩ‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ)‪.(5‬‬
‫ﺴﻦ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺤِ‬‫ﺇﻥ ﺗﻌﺒﲑ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻳﻨﻄﺒﻖ ﻛﺬﻟﻚ ﻋﻠﻰ ﳎﺘﻤ ٍﻊ ‪‬ﻳ ْ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻣﻌﺎﻣﻼﺗﻪ؛ ﲝﻴﺚ ﻳﻜﻮﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺇﻧﺸﺎﺀ ﺍﳌﻌﻠﻮﻣﺔ ﻭﺍ ﹸﳌﺸﺎﺭﻛﺔ ﰲ ﺇﺛﺮﺍﺀ ﺍﻟﺮﺻـﺪ ﺍﳌﻌـﺮﰲ‬

‫ﺻﺎﱀ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻨﺼﺎﺭ‪ » ،‬ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﺘﻨﻤﻴﺔ «‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،Alnassar.s@gmail.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬ ‫)‪(1‬‬

‫‪ 16‬ﺟﻮﺍﻥ ‪.2007‬‬
‫ﻋﺒــﺪ ﺍﷲ ﺗﺮﻛﻤــﺎﱐ‪ » ،‬ﳎﺘﻤــﻊ ﺍﳌﻌﺮﻓــﺔ ﻭﺃﺑﻌــﺎﺩﻩ ﰲ ﺍﻟﻌــﺎﱂ ﺍﻟﻌــﺮﰊ «‪ ،‬ﺗــﻮﻧﺲ ﰲ ‪ 4‬ﻓﻴﻔــﺮﻱ ‪،2004‬‬ ‫)‪(2‬‬

‫‪ ،http://hem.bredband.net/dccls2/s142.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺟﻮﺍﻥ ‪.2006‬‬

‫ﻧﺒﻴﻞ ﻋﻠﻲ ﻭ ﻧﺎﺩﻳﺔ ﺣﺠﺎﺯﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.22‬‬ ‫)‪(3‬‬

‫‪.Knowledge Management‬‬ ‫)‪(4‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻣﺆﺳﺴﺔ ﺍﻟﻮﺭﺍﻕ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2004 ،‬ﺹ‬ ‫)‪(5‬‬

‫‪.23‬‬
‫‪16‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻌﺎﳌﻲ‪ ،‬ﻭﻋﻠﻰ ﺗﻘﺎ ‪‬ﺳﻢ ﺍﳌﻌﻠﻮﻣﺔ ﻭﺗﻔﺎﺩﻱ ﻫ ْﺪﺭ ﺍﳉﻬﺪ ﻭﺍﻟﻮﻗﺖ‪ ،‬ﻭﻋﻠﻰ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺔ ‪‬ـﺪﻑ ﺍﻻﻧﺘﻔـﺎﻉ‬
‫ﺑﺎﻟﺘﺠﺎﺭﺏ ﻏﲑ ﺍﻟﻨﺎﺟﺤﺔ‪ ،‬ﻭﺗﻮﺳﻴﻊ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺎﺭﻑ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺔ ﻋﻠﻰ ﺃﺣـﺴﻦ ﻭﺟـﻪ؛ ‪‬ـﺪﻑ‬
‫ﺍﻹﺳﺮﺍﻉ ﺑﻜﺴﺐ ﺭﻫﺎﻥ ﺍﻟﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﻕ ﻹﺩﺧﺎﻝ ﻋﺎﻣـﻞ‬ ‫ﻭ‪‬ﻳﺤﺎ ِﻭﻝ ﺍﻻﻗﺘﺼﺎﺩﻳﻮﻥ ﺍﻵﻥ‪ -‬ﻭﻣﻊ ﺍﻟﺘﻘ ‪‬ﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍ ﹸﳌﺘﺴﺎ ِﺭﻉ ‪ -‬ﺇﳚﺎﺩ ﻃﺮ ٍ‬
‫ﺸﻪ‪ ،‬ﻭﻗﺪ‬
‫ﺍﳌﻌﺮﻓﺔ ﺑﺸﻜ ٍﻞ ‪‬ﻳﺤ ﱢﻘﻖ ﻋﺎﺋﺪﹰﺍ ﺍﻗﺘﺼﺎﺩﻳﹰﺎ‪ .‬ﻓﺎﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺮﻓﺔ ﺃﺻﺒﺤﺖ ﻭﺍﻗﻌﹰﺎ ﻧﻌﻴ ‪‬‬
‫ﺐ‬
‫ﺣ ﱠﻘﻘﺖ ﺑﻌﺾ ﺍﻟﺪﻭﻝ ﺍﺭﺗﻔﺎﻋﹰﺎ ﻛﺒﲑﹰﺍ ﰲ ﺻﺎﺩﺭﺍ‪‬ﺎ؛ ﻧﻈﺮﹰﺍ ﻻﻋﺘﻤﺎﺩﻫﺎ ﰲ ﺻﻨﺎﻋﺘﻬﺎ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨـﺴ ٍ‬
‫ﺿﺤﻪ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬ ‫ﻛﺒﲑﺓ ﺗﺴﺘﺤ ‪‬ﻖ ﺍﻟﺘﻮﻗﱡﻒ)‪ ،(1‬ﻣﺜﻠﻤﺎ ‪‬ﻳﻮ ‪‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(4‬‬
‫ﺗﺄﺛﲑ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬
‫ﺯﻳﺎﺩﺓ ﰲ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬ ‫‪%36‬‬ ‫ﺍﻟﻴﺎﺑﺎﻥ‬
‫ﺯﻳﺎﺩﺓ ﰲ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬ ‫‪%37‬‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
‫ﺯﻳﺎﺩﺓ ﰲ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬ ‫‪%43‬‬ ‫ﺍﻳﺮﻟﻨﺪﺍ‬
‫ﺯﻳﺎﺩﺓ ﰲ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ‬ ‫‪%32‬‬ ‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‬
‫ﺍﳌﺼﺪﺭ‪ » :‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﻣﺆﲤﺮ » ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﰊ «‪ ،‬ﺍﻟﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﻟﺜﻼﺛﻮﻥ ﺍﻟﺬﻱ ‪‬ﻧﻈﱢﻢ ﰲ ﺷﺮﻡ ﺍﻟﺸﻴﺦ‪،‬‬
‫ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻳﺎﻡ ‪ 17-10‬ﻣﺎﺭﺱ ‪ ،2007‬ﺹ ‪.11‬‬

‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ ﺃﺛﺮ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﺣﺠﻢ ﺍﻟﺼﺎﺩﺭﺍﺕ ﰲ ﺍﻻﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﳌﻌﺮﻓـﺔ‪ ،‬ﺇﺫﻥ‬
‫ﻓﺎﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﳌﻌﺮﻓﺔ ﺃﺻﺒﺢ ﺃﺣﺪ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﰲ ﺍﺯﺩﻳﺎﺩ ﺍﻹﻧﺘﺎﺟﻴﺔ؛ ﺍﻷﻣﺮ ﺍﻟـﺬﻱ‬
‫ﺼﺼﺎﺕ ﺍﻟﻜـﺒﲑﺓ‬ ‫ﺟﻌﻞ ﻫﺬﻩ ﺍﻟﺪﻭﻝ ‪‬ﺗﺮ ﱢﻛﺰ ﰲ ﺍﺳﺘﺜﻤﺎﺭﺍ‪‬ﺎ ﰲ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺭﺻﺪ ﺍ ﹸﳌﺨ ‪‬‬
‫ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻄﻮﻳﺮﳘﺎ ﰲ ﻛﺎﻓﺔ ﺍﻟﻘﻄﺎﻋﺎﺕ‪.‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﻭﳝﻜﻦ ﺗﻮﺿﻴﺢ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﲢ ‪‬ﻮﻝ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ)‪:(2‬‬

‫» ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﻣﺆﲤﺮ » ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﰊ «‪ ،‬ﺍﻟﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﻟﺜﻼﺛﻮﻥ ﺍﻟﺬﻱ ‪‬ﻧﻈﱢﻢ ﰲ ﺷـﺮﻡ ﺍﻟـﺸﻴﺦ‪،‬‬ ‫)‪(1‬‬

‫ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻳﺎﻡ ‪ 17-10‬ﻣﺎﺭﺱ ‪ ،2007‬ﺹ ‪.11‬‬

‫ﳏﻴﻲ ﺍﻟﺪﻳﻦ ﺣﺴﺎﻧﺔ‪ » ،‬ﺍﻟﺘﺤﻮﻝ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ «‪ ،‬ﳎﻠﺔ ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪ ،‬ﺍ‪‬ﻠـﺪ ‪،12‬‬ ‫)‪(2‬‬

‫ﺍﻟﻌﺪﺩ ‪ ،2‬ﺟﺎﻧﻔﻲ ‪ ،2007‬ﺹ ‪.50‬‬

‫‪17‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(2‬‬

‫ﺍﻟﻌﻮﺍﻣﻞ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﰲ ﲢ ‪‬ﻮﻝ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‬

‫ﺍﻟﺘﻨﺎﻓﺲ ﺍﻟﻜﺒﲑ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﺳﺮﻋﺔ ﺩﻭﺭﺍﻥ ﺍﻟﺰﻣﻦ ﻣﻊ‬

‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﳋﺪﻣﻴﺔ‬ ‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ‬ ‫ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻘﲏ‬
‫ﲢﻮ‪‬ﻝ ﳎﺘﻤﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ‬
‫ﻗﻠﺔ ﺍﻟﺘﻨﺒﺆ ﲟﺎ ﺳﻴﺠﺮﻱ ﺧﻼﻝ‬ ‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﺗﻐ‪‬ﻴﺮ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻹﺩﺍﺭﺓ‬
‫ﻓﺘﺮﺓ ﻗﺼﲑﺓ‬

‫ﻭﺟﻮﺩ ﳎﺘﻤﻌﺎﺕ ﺍﻓﺘﺮﺍﺿﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﳏﻴﻲ ﺍﻟﺪﻳﻦ ﺣﺴﺎﻧﺔ‪ » ،‬ﺍﻟﺘﺤﻮﻝ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓـﺔ «‪ ،‬ﳎﻠـﺔ‬
‫ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،12‬ﺍﻟﻌﺪﺩ ‪ ،2‬ﺟﺎﻧﻔﻲ ‪ ،2007‬ﺹ ‪.50‬‬

‫ﺿﺢ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﹸﺆﺛﱢﺮﺓ ﰲ ﲢﻮ‪‬ﻝ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﻣﻦ ﺑﻴﻨـﻬﺎ‬‫‪‬ﻳﻮ ‪‬‬
‫ﺳﺮﻋﺔ ﺩﻭﺭﺍﻥ ﺍﻟﺰﻣﻦ ﻣﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻘﲏ‪ ،‬ﺗﻐﻴ‪‬ﺮ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﺍﻟﺘﻨﺎﻓﺲ ﺍﻟﻜﺒﲑ ﺑﲔ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﳋﺪﻣﻴﺔ‪ ،‬ﻭﺟﻮﺩ ﳎﺘﻤﻌﺎﺕ ﺍﻓﺘﺮﺍﺿﻴﺔ‪...‬ﺍﱁ‪.‬‬

‫ﺇﻥ ﺃﻫﻢ ‪‬ﻣﻘ ‪‬ﻮ ٍﻡ ﰲ ﺻﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﺍﶈﺘﻮﻯ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺘﺄﱠﻟﻒ ﻣﻦ ﺍﻟﺘﺮﺍﺙ ﺍﻟﺮﻣﺰﻱ ﺍﻹﻧـﺴﺎﱐ‬
‫ﺕ ‪‬ﻣﺴﺘﺤ ‪‬ﺪﺛﺔ ﺗ‪‬ـﺴﺘﺜ ِﻤﺮ ﻫـﺬﺍ‬
‫ﻣﻦ ﻧﺼﻮﺹ‪ ،‬ﻭﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ‪ ،‬ﻭﻗﻮﺍﻋﺪ ﻣﻌﺮﻓﻴﺔ‪ ،‬ﻭﺃﻓﻼﻡ‪ ،‬ﻭﻣﻮﺳﻴﻘﻰ‪ ،‬ﻭﺁﻟﻴﺎ ٍ‬
‫ﺍﶈﺘﻮﻯ ﳋﻠﻖ ﻭﺇﺑﺪﺍﻉ ﳏﺘﻮﻯ ﺟﺪﻳﺪ)‪ .(1‬ﻣﻦ ﺃﺟﻞ ﻫﺬﺍ ﺑﺪﺃﺕ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻭﻣﺆﺳـﺴﺎ‪‬ﺎ ﺍﻟﻌﻤﻼﻗـﺔ‬
‫ﺑﺎﻟﺴﻌﻲ ﺇﱃ ﺇﺣﻜﺎﻡ ﻗﺒﻀﺘﻬﺎ ﻋﻠﻰ ﻣﻮﺍﺭﺩ ﺍﶈﺘﻮﻯ‪ ،‬ﲤﻬﻴﺪﹰﺍ ﻟﻔﺮﺽ ﻫﻴﻤﻨﺘﻬﺎ ﻋﻠﻰ ﻋﺠﻠﺔ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻟﻌﺎﳌﻲ‪.‬‬

‫ﻋﻠﻲ ﻧﺒﻴﻞ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳـﺖ‪،‬‬ ‫)‪(1‬‬

‫ﺍﻟﻌﺪﺩ ‪ ،2001 ،265‬ﺹ ‪.97‬‬

‫‪18‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﺮﻯ ﺩﺭﺍﻛﺮ ﺃﻥ ﺃﺣﺪ ﺃﻫﻢ ﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻮﺍﺟﻪ ﻛﻞ ﻣﺆﺳﺴ ٍﺔ ﰲ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓـﺔ ﻫـﻮ ﺑﻨـﺎﺀ‬
‫ﺕ ﻣﻨﻬﺠﻴﺔ ﻣﺆﺳﺴﺔ ﻹﺩﺍﺭﺓ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻟﺬﺍﰐ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺗﻜﻮﻥ ﻣﺴﺘﻌ ‪‬ﺪ ﹰﺓ ﻟﻠﺘﺨﻠﱢﻲ ﻋﻦ‬ ‫ﳑﺎﺭﺳﺎ ٍ‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﺃﺻﺒﺤﺖ ﻗﺪﳝﺔ‪ ،‬ﻭﺃﻥ ﺗﺘﻌﻠﱠﻢ ﻛﻴﻒ ﺗ‪‬ﺒﺪﻉ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ ﻣﻦ ﺧﻼﻝ)‪:(1‬‬
‫‪ -‬ﺍﻟﺘﺤﺴﲔ ﺍﳌﹸﺘﻮﺍﺻِﻞ ﻟﻜﻞ ﻧﺸﺎﻁ؛‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻧﺎﺑﻌﺔ ﻣﻦ ﳒﺎﺣﺎ‪‬ﺎ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﺗﻄﺒﻴﻘﺎ ٍ‬
‫‪ -‬ﺍﻻﺑﺘﻜﺎﺭ ﺍﳌﹸﺘﻮﺍﺻٍﻞ ﻛﻌﻤﻠﻴﺔ ﻣﺆﺳﺴﺔ‪.‬‬
‫ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ‪ ،‬ﻳﺘﺄﱠﻟﻒ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ)‪ (2‬ﻣﻦ ﻋﻨﺼﺮﻳﻦ ﻣﺘﻔﺎﻋﻠﲔ ﳘﺎ‪ :‬ﺃﻭ ﹰﻻ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻟﺬﻱ‬
‫ﺕ ﻣﺴﺘﻤﺮﺓ؛ ﻭﺛﺎﻧﻴﹰﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟـﱵ‬
‫ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻳﺴﺘﻮﻋ‪‬ﺒﻬﺎ‪ ،‬ﻭﻳ‪‬ﺤ ‪‬ﻮﳍﺎ ﺇﱃ ﻭﺍﻗ ٍﻊ ﻣﻠﻤﻮﺱ‪ ،‬ﻭﳒﺎﺣﺎ ٍ‬
‫ﺸﺮ ﰲ ﺍﻟﻔﻜﺮ ﺍﳌﻮﺛﻖ‪ ،‬ﻭﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ ﻟﻠﺠﻨﺲ ﺍﻟﺒـﺸﺮﻱ‪ ،‬ﻭﺻـﻴﺎﻏﺔ‬ ‫ﺗﺴﺘﻘ ‪‬ﺮ ﰲ ﺍﻟﻨﺎﺗﺞ ﺍﻹﻧﺴﺎﱐ ﺍ ﹸﳌﻨﺘ ِ‬
‫ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﺗﻔﺘﻘﺮ ﺇﱃ ﺣﻠﻮ ٍﻝ ﺗﺮﻗﻰ ﺑﺎﻹﻧﺴﺎﻥ ﻋﻠﻰ ﺍﻟﻄﺒﻴﻌﺔ ﺍﶈﻴﻄﺔ ﺑﻪ)‪.(3‬‬
‫ﺕ ﻋ ‪‬ﺪﺓ ‪‬ﻣﻌﺘ ‪‬ﻤﺪﺓ ﻟﺘﺤﺪﻳﺪ ﻭﻭﺻﻒ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﺜﻞ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺒﺤﺚ ﻭﺍﻟﺘﻨﻤﻴـﺔ‪،‬‬ ‫ﻭﻫﻨﺎﻙ ﻣ‪‬ﺆﺷ‪‬ﺮﺍ ‪‬‬
‫ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﻭﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﰲ ﳎﺎﻝ ﺇﻧﺘﺎﺝ ﻭﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ‬
‫ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻣﻊ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﻓﺈﻥ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﺍ ﹸﳌﻤ‪‬ﻴﺰ ﳍﺬﺍ ﺍ‪‬ﺘﻤﻊ ﻫﻮ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓـﺔ‪،‬‬
‫ﻭﺍﻋﺘﺒﺎﺭﻩ ﺇﺣﺪﻯ ﺍﻟﺮﻛﺎﺋﺰ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺪﻳﺪ ﺍﻟﺬﻱ ﲢﻞﱡ ﻓﻴﻪ ﺍﳌﻌﺮﻓﺔ ﳏ ﱠﻞ ﺍﻟﻌﻤـﻞ‬
‫ﻭﺭﺃﺱ ﺍﳌﺎﻝ‪ .‬ﺃﻱ ﺃﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻏﲑﻫﺎ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﻭ‪‬ﻧﻈﻢ ﺍﻟﺘﻘﻨﻴﺔ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ‪‬ﺗﻌـ ‪‬ﺪ‬
‫ﺃﺳﺎﺱ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﳌﻌﺮﻓﺔ؛ ﻓﻬﻲ ﺍﻟﱵ ‪‬ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻗﻴﺎﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭ‪‬ﺗﻌﻄﻴﻪ ﺧﺼﺎﺋﺼﻪ ﻭ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺗﻪ‪ ،‬ﻛﻤﺎ‬
‫ﺃ‪‬ﺎ ﲢﻞﱡ ﳏ ﱠﻞ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻹﻧﺘﺎﺝ ﺍﻟﺼﻨﺎﻋﻴﲔ ﻛﻤﺼﺪ ٍﺭ ﺃﺳﺎﺳﻲ ﻟﻺﻧﺘﺎﺝ‪ ،‬ﲝﻴﺚ ﳝﻜﻦ ﺗﻘﻮﱘ ﺍﻟﺴﻠﻌﺔ‪ ،‬ﻟـﻴﺲ‬
‫ﻓﻘﻂ ﺣﺴﺐ ﻣﺎ ﻳﺪ ‪‬ﺧﻞ ﰲ ﺗﻜﻮﻳﻨﻬﺎ ﻣﻦ ﻣﻮﺍﺩ ﺧﺎﻡ‪ ،‬ﺃﻭ ﻣﺎ ‪‬ﺑﺬﻝ ﰲ ﺇﻧﺘﺎﺟﻬﺎ ﻣﻦ ﳎﻬﻮﺩ‪ ،‬ﺃﻭ ﻣﺎ ﹸﺃﻧﻔﻖ ﻋﻠﻴﻬﺎ‬
‫ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﻭﺇﳕﺎ ﺣﺴﺐ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﺃ ‪‬ﺩﺕ ﺇﱃ ﺍﺑﺘﻜﺎﺭ ﺗﻠﻚ ﺍﻟﺴﻠﻌﺔ ﻭﺇﻧﺘﺎﺟﻬﺎ‪ .‬ﻓﺎﳌﻌﺮﻓﺔ ﺗ‪‬ﻌﺘـﱪ ﺃﻫـﻢ‬
‫ﻋﺎﻣ ٍﻞ ﰲ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﻫﻲ ﺗ ﹸﻔﻮﻕ ﺭﺃﺱ ﺍﳌﺎﻝ ﻭﺍﳉﻬﺪ ﺍﳌﺒﺬﻭﻝ ﰲ ﺍﻟﻌﻤﻞ‪ .‬ﻓﺎﻟﺬﻱ ‪‬ﻳﺤ ‪‬ﺪﺩ ﻗﻴﻤ ﹶﺔ ﺍﻟﺴﻠﻌﺔ ﺍﳌﻌﺮﻓﻴﺔ‬
‫ﺇﺫﻥ ﻫﻮ ﰲ ﺍﶈ ﱢﻞ ﺍﻷﻭﻝ ﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﻭﺍﻟﻔﻜﺮ ﺍﻟﻜﺎﻣﻦ ﻭﺭﺍﺀ ﺇﻳﺪﺍﻉ ﺗﻠﻚ ﺍﻟﺴﻠﻌﺔ‪.‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.112‬‬ ‫)‪(1‬‬

‫‪.Knowledge Capital‬‬ ‫)‪(2‬‬

‫ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯ‪‬ﻭ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(3‬‬
‫‪19‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﻋﻤﻠﻴ ﹲﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ؛ ﻣﻦ ﺃﺟﻞ ﺗﻮﺟﻴﻪ ﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺔ‪،‬‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺧﺰ‪‬ﺎ‪ ،‬ﻭﻣﺸﺎﺭﻛﺘﻬﺎ‪ ،‬ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋـﺎﺕ؛‬
‫ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ «)‪.(1‬‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﻛﺬﻟﻚ » ﳐﺘﻠﻒ ﺍﻷﻧﺸﻄﺔ ﺍ ﹸﳌﺆﺳ‪‬ﺴﺔ ﻭﺍ ﹸﳌﺨ ﱠﻄﻄﺔ ﻭﺍ ﹸﳌﻮ ‪‬ﺟﻬﺔ ﺇﱃ ﺍﳊـﺼﻮﻝ ﻋﻠـﻰ‬
‫ﺍﳌﻌﺮﻓﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﺃﻭ ﺍﻗﺘﻨﺎﺋﻬﺎ ﺟﺎﻫﺰ ﹰﺓ ﻣﻦ ﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ‪ ،‬ﰒ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‪ .‬ﻭﻣﻦ ﻫﺬﺍ‪ ،‬ﻓﺈﺩﺍﺭﺓ‬
‫ﺍﳌﻌﺮﻓﺔ ﺗﺘﻀﻤ‪‬ﻦ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳊﺼﻮﻝ ﻋﻠﻴﻬـﺎ‪ ،‬ﺃﻭ ﺗﻨﻤﻴـﺔ‬
‫ﺍﻟ ﹸﻘﺪﺭﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺩﻓﻌﻬﺎ ﻹﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﰒ ﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴـﺔ ﻭﺍﻻﺳـﺘﻔﺎﺩﺓ‬
‫ﺍﻟﻘﺼﻮﻯ ﻣﻨﻬﺎ‪ ،‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ‪‬ﻣﺨ ﱠﻄﻄ ﹰﺔ ﻭﻣ‪‬ﺆﺳ‪‬ﺴﺔ‪ ،‬ﻭﻓﻖ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺧﻄـﻂ‪،‬‬
‫‪‬ﺪﻑ ﺇﱃ ﺗﺪﻋﻴﻢ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ «)‪.(2‬‬
‫ﻛﻤﺎ ‪‬ﺪﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻟﺘﻌﺮ‪‬ﻑ ﻭﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﻭﻧﺸﺮ ﻭﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﺑﺎﳌﺆﺳﺴﺔ ﺑﲔ ﺃﻓﺮﺍﺩﻫﺎ‪.‬‬
‫ﻭﻳﺪﺧﻞ ﲢﺖ ﻧﻄﺎﻕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻌﺮ‪‬ﻑ ﻋﻠﻰ ﳎﻤﻮﻋﺎﺕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﱵ ﲢﺘـﺎﺝ ﺇﱃ ﺍﳌـﺸﺎﺭﻛﺔ ﰲ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺑﻨﺎﺀ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗ‪‬ﺪﻋ‪‬ﻢ ﻫﺬﻩ ﺍﳌﺸﺎﺭﻛﺔ)‪ .(3‬ﻭﺗﺴﺘﺄﺛﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻫﺘﻤﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ‬
‫ﺇﺩﺭﺍﻛﻬﺎ ﻟﻠﺪﻭﺭ ﺍﳊﻴﻮﻱ ﻭﺍﻹﺳﻬﺎﻡ ﺍﻟﻔﻌﺎﻝ ﰲ ﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ)‪ (4‬ﺍﳌﹸﺴﺘﺪﺍﻣﺔ)‪.(5‬‬
‫ﻭﺗﺄﰐ ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺃﻧﺸﻄﺘﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ ﳑﺜﱢﻠﺔ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﺻﺎﱀ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺳﻪ ﻭﺃﺳﺎﻟﻴﺐ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ ،‬ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬ ‫)‪(1‬‬

‫ﻣﺼﺮ‪ ،2003 ،‬ﺹ ‪.58‬‬

‫ﻋﺒﺪ ﺍﷲ ﻗﻠﺶ‪ » ،‬ﺍﲡﺎﻫﺎﺕ ﺣﺪﻳﺜﺔ ﰲ ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ «‪ ،www.uluminsania.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺃﻓﺮﻳﻞ ‪.2008‬‬ ‫)‪(2‬‬

‫ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.216‬‬ ‫)‪(3‬‬

‫ﻭﺗﻌﻜﺲ ﻣﻈﻬﺮ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻟﺴﻮﻕ‪ ،‬ﻭﻫﻲ ‪‬ﺗﻤﱢﺜﻞ ﲤ‪‬ﻴﺰ ﻭﺗﻔ ‪‬ﺮﺩ ﺍﳌﺆﺳﺴﺔ ﻋﻦ ﺑﺎﻗﻲ ﻣﻨﺎﻓﺴﻴﻬﺎ ﰲ ﺃﺣﺪ ﳎﺎﻻﺕ ﺍﻟﺘﻨـﺎﻓﺲ ﻛـﺎﳉﻮﺩﺓ ﺃﻭ‬ ‫)‪(4‬‬

‫ﺍﻟﺘﻜﻠﻔﺔ ﺃﻭ ﺍﳌﺮﻭﻧﺔ ﺃﻭ ﺳﺮﻋﺔ ﺍﻟﺘﺴﻠﻴﻢ‪ ،‬ﻭﺗﺘﺤﻘﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻐﻼﻝ ﺍﻷﻣﺜﻞ ﻭﺍﳌﺘﻤﻴﺰ ﻟﻠﻘﺪﺭﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ :‬ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪ ،‬ﻣﺮﻛﺰ ﺍﻹﻣﺎﺭﺍﺕ ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﺳـﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺃﺑـﻮ ﻇـﱯ‪،‬‬ ‫)‪(5‬‬

‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.130‬‬

‫‪20‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(3‬‬

‫ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬

‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﻗﻴﻤﺔ ﻣﻦ‬

‫ﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ‪.‬‬

‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﺍ ﹸﳌﺘﻮﺍِﻓﺮﺓ ﰲ‬ ‫ﺇﻧﺘﺎﺝ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ‪.‬‬

‫ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪.‬‬

‫ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ‬
‫ﺇﺩﺧﺎﻝ ﺍﻟﺘﺤﺴﻴﻨﺎﺕ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ‪،‬‬ ‫ﻗﻴﺎﺱ ﻗﻴﻤﺔ ﺃﺻﻮﻝ ﺍﳌﻌﺮﻓﺔ ﻭﺗﺄﺛﲑﻫﺎ‬
‫ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ‪.‬‬ ‫ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﺗﻔﺮﻳﻎ ﺍﳌﻌﺮﻓﺔ ﰲ ﻭﺛﺎﺋﻖ‪ ،‬ﻭﻗﻮﺍﻋﺪ‪،‬‬ ‫ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﺍ ﹸﳌﺘﻮﺍِﻓﺮﺓ ﺇﱃ ﺃﻗﺴﺎ ٍﻡ‬

‫ﻭﺑﻴﺎﻧﺎﺕ‪ ،‬ﻭﺑﺮﳎﻴﺎﺕ‪ ،‬ﻭﺍﳋﺪﻣﺎﺕ‪.‬‬ ‫ﻉ ﺃﺧﺮﻯ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪.‬‬ ‫ﻭﻓﺮﻭ ٍ‬

‫ﺗﺴﺮﻳﻊ ﳕﻮ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺧﻼﻝ‬

‫ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﳊﻮﺍﻓﺰ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﺻﺎﱀ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺳﻪ ﻭﺃﺳﺎﻟﻴﺐ ﺍﶈﺎﻓﻈﺔ‬
‫ﻋﻠﻴﻪ‪ ،‬ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2003 ،‬ﺹ ‪.59‬‬

‫ﻻ ﳝﻜﻦ ﻧﻔﻲ ﺍﻟﺪﻭﺭ ﺍﻷﺳﺎﺳﻲ ﺍﻟﺬﻱ ﺗﻠﻌ‪‬ﺒﻪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﲢـﺴﲔ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻌﺮﻓﺔ؛ ﻓﻬﻲ ﲟﺜﺎﺑﺔ ﺍﻟ‪‬ﺒﲎ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﱵ ‪‬ﺗﺪ ‪‬ﻋﻢ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ .‬ﻟﻜﻦ ﻣﺎ ‪‬ﻳﻼ ‪‬ﺣﻆ ﺃﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺴﺘﻄﻴﻊ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﺫﺍﺕ ﻓﻌﺎﻟﻴﺔ ﰲ ﺍﻟﺘﻌﹸﺎﻣﻞ‪ ،‬ﻭﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺒﻘﻰ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﳌﻌﺎﺭﻑ‪ -‬ﻭﻫﻲ ﺍﻟـﻀﻤﻨﻴﺔ‪-‬‬
‫ﺻﻌﺒﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ؛ ﻧﻈﺮﹰﺍ ﻟﻄﺎﺑﻌﻬﺎ ﻏﲑ ﺍﻟﻘﺎﺑﻞ ﻟﻠﻘﻴﺎﺱ‪ .‬ﻓﻔﻲ ﺃﻏﻠﺐ ﺍﳊﺎﻻﺕ ﻳﻘﺘﺼﺮ ﺩﻭﺭﻫﺎ ﻋﻠﻰ ﻣﻌﺎﳉﺔ‬
‫ﺕ ﻭﺃﺭﻗﺎﻡ‪ ،‬ﳑﺎ ﻳﻌﲏ ﺍﻟﺘﺪﻫ ‪‬ﻮﺭ ﻭﺍﻟﺘﺮﺍ ‪‬ﺟﻊ ﺑﻘﻴﻤﺔ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺑﻴﺎﻧﺎﺕ‪.‬‬
‫ﺍﳌﻌﺮﻓﺔ ﺍﻟﺼﺮﳛﺔ ﻭﺗﺮﻣﻴﺰﻫﺎ ﻛﺒﻴﺎﻧﺎ ٍ‬
‫‪21‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺿﺢ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺎﱄ‪ ،‬ﺍﳌﺮﺍﺣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎﺕ‬
‫ﻭ‪‬ﻳﻮ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ)‪:(1‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(4‬‬
‫ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬

‫ﺗﻮﺯﻳﻊ ﺍﳌﻌﺮﻓﺔ‬ ‫ﻣﻘﺎﲰﺔ ﺍﳌﻌﺮﻓﺔ‬

‫* ﺃﻧﻈﻤﺔ ﺍﳌﻜﺘﺐ‬
‫‪ -‬ﻣﻌﺎﰿ ﻣﻜﺎﳌﺎﺕ‬
‫‪ -‬ﺍﻟﺼﻮﺭﺓ ﻭﻧﺸﺮ ﺍﻟﻮﻳﺐ‬
‫‪ -‬ﺍﻟﻘﻮﺍﺋﻢ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
‫‪ -‬ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ‬
‫* ﺃﻧﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﳌﻌﺮﰲ‬
‫‪ -‬ﺍﻟﺘﺼﻤﻴﻢ ﲟﺴﺎﻋﺪﺓ‬
‫)‪(2‬‬
‫ﺍﳊﺎﺳﻮﺏ‬
‫‪ -‬ﺍﳊﻘﻴﻘﺔ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‬
‫* ﺃﻧﻈﻤﺔ ﺍﻟﺘﺸﺎﺭﻙ ﺍﳉﻤﺎﻋﻲ‬
‫‪ -‬ﺍﻟﺘﺸﺎﺭﻙ ﺍﳉﻤﺎﻋﻲ‬
‫‪ -‬ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫* ﺍﻟﺬﻛﺎﺀ ﺍﻟﺼﻨﺎﻋﻲ‬
‫‪ -‬ﺍﻷﻧﻈﻤﺔ ﺍﳋﺒﲑﺓ‬
‫‪ -‬ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﺎﻳﺪﺓ‬
‫‪ -‬ﺍﻟﻮﻛﻼﺀ ﺍﻷﺫﻛﻴﺎﺀ‬

‫ﺇﻧﺸﺎﺀ ﺍﳌﻌﺮﻓﺔ‬ ‫ﺍﳊﺼﻮﻝ ﻭﺍﻟﺘﺮﻣﻴﺰ ﻟﻠﻤﻌﺮﻓﺔ‬

‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺍﻟﱪﳎﻴﺎﺕ‬ ‫ﺍﳌﻌﺎﳉﺎﺕ‬ ‫ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﻟﺸﺒﻜﺎﺕ‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ‪ -‬ﻋﻤﻠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪-‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ :‬ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﳌﺸﻜﻼﺕ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،2004 ،‬ﺹ ‪.420‬‬

‫ﺇﻥ ﻫﺬﺍ ﺍﻟﺘﻮ ‪‬ﺟﻪ ﻹﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺍﺟﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻻﻧﺘﻘﺎﺩﺍﺕ؛ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻧﻪ ‪‬ﻳﺨ ﱢﻔﺾ ﻭ‪‬ﻳﻘﱢﻠﺺ ﺍﳌﻌﺮﻓﺔ ﺇﱃ‬
‫ﺝ ﻗﻴﺎﺳﻲ‪ .‬ﻳﺮﻯ ‪ (3)Remez‬ﺑﺄﻥ ﺍ ﹸﳌﺆ‪‬ﻳﺪﻳﻦ ﳍﺬﺍ ﺍﻟﻔﻜﺮ ﻳﻌﺘﻘﺪﻭﻥ‬ ‫ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﳕﻮﺫ ٍ‬
‫ﺃﻧﻪ ﳝﻜﻦ ﲢﻮﻳﻞ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺇﱃ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﻭﺃﻧﻈﻤـﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ ﳝﻜـﻦ ﺃﻥ ‪‬ﺗﻘـ ‪‬ﺪﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻼﺋﻤﺔ ﻟﻠﺸﺨﺺ ﺍﳌﻨﺎﺳﺐ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻄﻠﻮﺏ؛ ﻟﻜﻦ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺇﻥ ﻫﺬﻩ ﺍﻟﱪﳎﻴﺎﺕ ﲢﻔـﻆ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻟﻴﺲ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﻓﺮﻳﺪ ﻛﻮﺭﺗﻞ‪ » ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻔﻌﺎﻟﺔ ﻟﻠﻤﻌﺮﻓﺔ‪ :‬ﻣﺼﺪﺭ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﰲ ﻇﻞ ﺍﶈﻴﻂ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳉﺪﻳﺪ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ‬ ‫)‪(1‬‬

‫ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﳋﺎﻣﺲ ﺣﻮﻝ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪25-23‬‬
‫ﺃﻓﺮﻳﻞ ‪ ،2005‬ﺹ ‪.7‬‬
‫)‪.Computer-Aided Design (2‬‬
‫)‪ ،(1975-1896) :Evgeny Yakovlevich Remez (3‬ﺭﻳﺎﺿﻲ ﺭﻭﺳﻲ ﻣﺸﻬﻮﺭ ﲞﻮﺍﺭﺯﻣﻴﺔ ‪.Remez‬‬
‫‪22‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﰲ ﺍﳌﻘﺎﺑﻞ‪ ،‬ﻗ ‪‬ﺪﻡ ‪ (1)Goodman‬ﳕﻮﺫﺟﹰﺎ ﳌﺮﺍﺣﻞ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻣﺒﻨﻴـﹰﺎ ﻋﻠـﻰ ﺭﺅﻳـﺔ ﺍﳌﺆﺳـﺴﺔ‪،‬‬
‫ﻭﺗﻮ ‪‬ﺟﻬﺎ‪‬ﺎ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ)‪.(2‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ‪ ،‬ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﺍﻋﻤﺔ ﻟﻠﻤﻌﺮﻓﺔ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﺑﻴﺌﺔ ﺗﻄﺒﻴﻘﺎﺕ ﺫﻛﻴﺔ ﻟﺪﻋﻢ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺗﺴﺎﻋﺪ ﺍﳌﹸﺴﺘﺨﺪِﻣﲔ ﺍﻟﻔﻌﻠﻴﲔ ﻭﺍﻻﻓﺘﺮﺍﺿﻴﲔ ﻋﻠﻰ ﲡﻤﻴﻊ ﻭﻧﺸﺮ ﻭﺇﺩﺍﺭﺓ ﻭﺍ ﹸﳌﺸﺎ ‪‬ﺭﻛﺔ ﰲ‬
‫ﻣﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﺔ‪ .‬ﻛﻤﺎ ﺗﻌﻤﻞ ﺃﻳﻀﹰﺎ ﻋﻠﻰ ﺩﻋﻢ ﺍﻷﻓﻜﺎﺭ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺃﻋﻤﺎﻝ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻭﺣﻞ ﺍﳌﺸﺎﻛﻞ‪ ،‬ﻭﺻـﻨﻊ‬
‫ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﻫﺬﻩ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻃﻠﺐ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺍﻵﱐ‪ ،‬ﺑﺪﻭﻥ ﻭﺟـﻮﺩ ﺳـﻮﺍﺑﻖ ﻣـﺸﺎ‪‬ﺔ‪.‬‬
‫ﻭ‪‬ﺗﺴﺘﺨ ِﺪﻡ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺎﺕ ﻧﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﺔ ﻭﻧﻈﺮﻳﺔ ﺍﻟﻮﺟﻮﺩ )ﺍﻷﻧﻄﻮﻟﻮﺟﻴﺎ(؛ ﻟﻔﻬﻢ ﻭﳏﺎﻛـﺎﺓ ﺧـﺼﺎﺋﺺ‬
‫ﺍﻹﺩﺭﺍﻙ ﺍﻹﻧﺴﺎﱐ‪ ،‬ﻛﻤﺎ ﺗﺴﺘﻮﺣﻲ ﻣﺒﺎﺩﺉ ﻋﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻉ ﻭﺍﻟﺒﻴﺌﺔ ﻭﺍﻻﻗﺘـﺼﺎﺩ‪ ،‬ﺑﺎﻹﺿـﺎﻓﺔ ﺇﱄ ﺗﺒ‪‬ﻨﻴﻬـﺎ‬
‫ﻟﻠﺘﻘﻨﻴﺎﺕ ﻭﺍﳌﻌﺎﻳﲑ ﺍﻟﻘﻴﺎﺳﻴﺔ ﺍﻟﱵ ﺍﻟﺴﺒﻖ ﺗﻄﻮﻳﺮﻫﺎ «)‪. (3‬‬
‫ﻭ‪‬ﻳﻈﻬﺮ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (5‬ﺃﻫﻢ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻣﺎ ﻳﻨﻀﻮﻱ ﲢﺘﻬﺎ ﻣـﻦ‬
‫ﻣﻬﺎ ٍﻡ ﲝﺎﺟﺔ ﺇﱃ ﺗﻨﻔﻴ ٍﺬ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(5‬‬
‫ﺃﻫﻢ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳋﺼﺎﺋﺺ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﲢﺪﻳﺪ ﺃﻓﻀﻞ ﺍﳌﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﻴﺔ ﺍ ﹸﳌﺘﺎﺣﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺧﺎﺭﺟﻬـﺎ ﻭﺍﻟﻼﺯﻣـﺔ‬
‫ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ‬
‫ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍ ﹸﳌﺨ ﱠﻄﻄﺔ‪.‬‬
‫ﺗﻘﻴﻴﻢ ﺻﻼﺣﻴﺔ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﲢﺪﻳﺚ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺗﻨﻈﻴﻢ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻘﻴﻴﻤﻬﺎ‬
‫ﺑﺎﺳﺘﻤﺮﺍﺭ؛ ﻟﻀﻤﺎﻥ ﺩﻭﺍﻡ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫ﺕ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻨﻔﻴﺬ‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺁﻟﻴﱵ ﺍﺳﺘﻴﻌﺎﺏ ﺍ ﹸﳌﻔ ‪‬ﺮﺩﺓ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﻭﺗﺮﲨﺘﻬﺎ ﺇﱃ ﻋﻤﻠﻴﺎ ٍ‬
‫ﻧﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬
‫ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪.‬‬
‫ﺍﻋﺘﻤﺎﺩ ﻣﻘﺎﻳﻴﺲ ﻭﺍﺿﺤﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﺑﻮﺍﺳﻄﺔ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﲢﺴﻴﻨﻬﺎ‪،‬‬
‫ﻗﻴﺎﺱ ﺍﳌﻌﺮﻓﺔ ﻭﲢﺴﻴﻨﻬﺎ‬
‫ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺃﻭ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺎﺕ‪.‬‬
‫ﻋﱪ ﺗﻐﻴﲑ ﺍﻵﻟﻴﺎﺕ ﺍﳌﹸﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ‪‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯ‪‬ﻭ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬

‫)‪ : (1998-1906) ،Goodman Nelson (1‬ﻓﻴﻠﺴﻮﻑ ﺃﻣﺮﻳﻜﻲ ﻣﺸﻬﻮﺭ ﺍﻫﺘ ‪‬ﻢ ﺑﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﺔ‪.‬‬
‫)‪ (2‬ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻫﻲ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﱵ ﳝﻜﻦ ﻟﻠﻤﺆﺳﺴﺔ ﺑﻮﺍﺳﻄﺘﻬﺎ ﻣﻦ ﲢﻘﻴﻖ ﺃﻫﺎﺩﻓﻬﺎ ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ‪.‬‬
‫‪(3) Mohamed Gamaleldin and Mohamed Atwany, A Grid-Based Multi-Agent System for Realizing Adaptive‬‬
‫‪Service Organizations, PhD Research Proposal, Institut of statistical studies and research, Cairo,‬‬
‫‪Univesity, P30‬‬
‫‪23‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻳﺒﺪﻭ ﻭﺍﺿﺤﹰﺎ ﻣﻦ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (5‬ﺑﺄﻥ ﺩﻭﺭﺓ ﺗﻔﻌﻴﻞ ﺍﳌﻌﺮﻓﺔ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻮﻣﺔ ﺍﳌﺆﺳﺴﺎﺗﻴﺔ ﻋﺒـﺎﺭﺓ‬
‫ﺕ ﺭﺋﻴﺴﻴﺔ ﻫﻲ‪ :‬ﺍﻗﺘﻨﺎﺀ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻓﺎﺳﺘﻴﻌﺎ‪‬ﺎ‪ ،‬ﰒ ﺗﻮﻇﻴﻔﻬﺎ ﲢﺖ ﳎﻬﺮ‬
‫ﻋﻦ ﺣﻠﻘ ٍﺔ ‪‬ﻣ‪‬ﺘﺼﻠﺔ ﺗﺘﺄﱠﻟﻒ ﻣﻦ ﺛﻼﺛﺔ ﺁﻟﻴﺎ ٍ‬
‫ﺍﳌﺮﺍﻗﺒﺔ ﺍﻟﺪﺍﺋﻤﺔ ﳋﺼﺎﺋﺺ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻣﺪﻯ ﺻﻼﺣﻴﺘﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﰲ ﺩﺍﺋـﺮﺓ ﺍﻟﺒﻴﺌـﺔ ﺍﻟـﱵ‬
‫ﺗﺴﺘﻮﻃﻨﻬﺎ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻻﻗﺘﺼﺎﺩ ﻭﺻﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﺑﻌﺪ ﺗﻄﺮﻗﻨﺎ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺴﺎﺑﻖ ﺇﱃ ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﻋﻼﻗﺔ ﺍﻻﻗﺘﺼﺎﺩ‬
‫ﺑﺼﻨﺎﻋﺔ ﺍﳌﻌﺮﻓﺔ ﻓﻠﻘﺪ ﺃﺩ‪‬ﻯ ﺍﻻﺗﺼﺎﻝ ﺍﻵﱐ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺘﺪﻓﱠﻖ ﻣﻦ ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ ﻣﺘﺠﺎﻭﺯ ﹰﺓ ﺍﳊـﺪﻭﺩ‬
‫ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﻗﻴﻮﺩ ﺍﳌﻜﺎﻥ ﺇﱃ ﺍﻧﺒﺜﺎﻕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ)‪ .(1‬ﻭﺗﻌﻮﺩ ﺑﺪﺍﻳﺎﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺍﳋﻤﺴﻴﻨﻴﺎﺕ ﻋﻠﻰ‬
‫ﺕ ﻋﻠﻰ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ؛ ﺣﻴﺚ ﺍﻗﺘﺼﺮﺕ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬ ‫ﻳﺪ ﺍﻻﻗﺘﺼﺎﺩﻱ ‪ ،Fritz Machlup‬ﺃﻳﻦ ﻗﺎﻡ ﺑﺪﺭﺍﺳﺎ ٍ‬
‫ﻉ ﺃﺧﺮﻯ ﻣﻦ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ‪ ،‬ﻣﺜﻞ ﺍﻟﺰﺭﺍﻋﻴﺔ‪ ،‬ﻭﺍﻟﻔﻮﻻﺫﻳﺔ‪ ،‬ﻭﺍﻵﻟﻴـﺔ‪،‬‬‫ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﻮﻥ ﻋﻠﻰ ﺃﻧﻮﺍ ٍ‬
‫ﻭﺍﻟﺒﺘﺮﻭﻟﻴﺔ‪ ،‬ﻭﺍﻟﻜﻴﻤﺎﻭﻳﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺎﺩﻳﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻗﺪ ﻛﺎﻥ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﲟﻨﺘ‪‬ﺠـﺎﺕ ﺍﳌﻌﺮﻓـﺔ‬
‫ﺿﻌﻴﻔﹰﺎ ﺁﻧﺬﺍﻙ‪ .‬ﻭﺯﺍﺩ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳌﹸﺤﺪ‪‬ﺛﺔ ﻣﻦ ِﻗﺒ‪‬ﻞ ﺍﻻﻗﺘﺼﺎﺩﻳﲔ‬
‫ﺟﻮﺯﻳﻒ ﺷـﻮﻣﺒﻴﺘﺮ)‪ ،(2)(Joseph Alois Schumpeter‬ﻭ ﺭﻭﺑـﺮﺕ ﺳـﻮﻟﻮ ‪(Robert‬‬ ‫ﺃﻣﺜﺎﻝ‪:‬‬
‫)‪ ،(3) Solow‬ﻭﺁﺧﺮﻭﻥ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪.‬‬
‫ﳋﻠﻖ ﺍﻗﺘﺼﺎ ٍﺩ‬
‫‪‬ﻳﻌ ‪‬ﺮﻑ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ)‪ (4‬ﺑﺄﻧﻪ » ﻧﻈﺎ ‪‬ﻡ ﺍﻗﺘﺼﺎﺩﻱ ﺣﺪﻳﺚ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻌﻠﻢ ﻭﺍﳋﱪﺓ‪ ،‬ﹶ‬
‫ﻻ ﻳﻌﺘﻤﺪ ﻛﺜﲑﹰﺍ ﻋﻠﻰ ﺍﳌﺎﺩﺓ ﻭﺍﻟﻄﺎﻗﺔ «)‪ ،(5‬ﻭﻣﻦ ﲰﺎﺗﻪ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺃﻧﻪ ﺍﻗﺘﺼﺎ ‪‬ﺩ ﻭﻓﺮﺓ ﻭﻟﻴﺲ ﺍﻗﺘﺼﺎ ‪‬ﺩ ‪‬ﻧﺪﺭﺓ؛‬
‫ﺕ ‪‬ﺗﻠﻐﻲ ﻗﻴﻮﺩ ﺍﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ؛‬
‫ﻕ ﻭﻣﺆﺳﺴﺎ ٍ‬‫ﳋﻠﻖ ﺃﺳﻮﺍ ٍ‬
‫ﺕ ﻣﻌﻴﻨﺔ ﹶ‬ ‫‪ -‬ﻳﺴﻤﺢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ٍ‬
‫‪ -‬ﻻ ﻳﻌﺘﻤﺪ ﻛﺜﲑﹰﺍ ﻋﻠﻰ ﺍﻟﻄﺎﻗﺔ ﺃﻭ ﻋﻠﻰ ﺍﳌﺎﺩﺓ؛‬
‫‪ -‬ﺫﻭ ﺗﻜﻠﻔ ٍﺔ ﺑﺴﻴﻄﺔ ﻭﺭﺑ ٍﺢ ﻛﺒﲑ؛‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2006 ،1‬ﺹ ‪) 37‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(1‬‬

‫‪ :(1950-1883) Joseph Alois Schumpeter‬ﺍﻗﺘﺼﺎﺩﻱ ﳕﺴﺎﻭﻱ‪،‬ﻛﺎﻥ ﻭﺯﻳﺮﹰﺍ ﻟﻼﻗﺘﺼﺎﺩ ﺳﻨﺔ ‪ ،1919‬ﻫﺎﺟﺮ ﺇﱃ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬ ‫)‪(2‬‬

‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﺳﻨﺔ ‪ ،1935‬ﻭ ﺩﺭ‪‬ﺱ ﰲ ﺟﺎﻣﻌﺔ ﻫﺎﺭﻓﺎﺭﺩ‪ ،‬ﻣﻦ ﺃﻫﻢ ﻣﺆﻟﻔﺎﺗﻪ ﻧﻈﺮﻳﺔ ﺍﻟﺘﻄﻮﺭ ﺍﻻﻗﺘﺼﺎﺩﻱ )‪.(1912‬‬
‫‪ :Robert Solow‬ﺣﺎﺋﺰ ﻋﻠﻰ ﺟﺎﺋﺰﺓ ﻧﻮﺑﻞ ﻟﻼﻗﺘﺼﺎﺩ‪.‬‬ ‫)‪(3‬‬

‫‪.Knowledge Economy‬‬ ‫)‪(4‬‬

‫ﻋﺒﺪ ﺍﻟﻠﻄـﻴﻒ ﺯﺭﻧﻪ ﺟﻲ‪ » ،‬ﻛﻴﻒ ﻧﻄﻮﺭ ﺃﻧﻔﺴﻨﺎ ﻋﻠﻤﻴﹰﺎ «‪ ،WWW.ASCSSF.ORG.SY ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 3 :‬ﻓﻴﻔﺮﻱ ‪.2006‬‬ ‫)‪(5‬‬
‫‪24‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺍﳌﻌﺮﻓﺔ ﻓﻴﻪ ﻫﻲ ﺍﻟﺴﻠﻌﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ؛‬

‫‪ -‬ﳝﻜﻦ ﺃﻥ ﺗﻌﻤﻞ ﺑﻪ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﻭﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﻋﻠﻰ ﺣ ‪‬ﺪ ﺳﻮﺍﺀ؛‬
‫ﻼ‪.‬‬
‫‪ -‬ﻳﺴﺎﻋﺪ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﻋﻠﻰ ﺭﺩﻡ ﺍﻟﻔﺠﻮﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ‪‬ﻣﺴﺘﻘ‪‬ﺒ ﹰ‬
‫ﻉ ﻣﻦ ﺍﻟﻌﻠﻮﻡ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻳﻬﺪﻑ ﺇﱃ ﲢﺴﲔ ﺭﻓﺎﻫﻴـﺔ ﺍﻷﻓـﺮﺍﺩ‪،‬‬ ‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﻛﺬﻟﻚ » ﻓﺮ ‪‬‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺩﺭﺍﺳﺔ ‪‬ﻧﻈﻢ ﺇﻧﺘﺎﺝ ﻭﺗﺼﻤﻴﻢ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﰒ ﺇﺟـﺮﺍﺀ ﺗﻨﻔﻴـﺬ ﺍﻟﺘـﺪ ‪‬ﺧﻼﺕ‬
‫ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﺘﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪ .‬ﻳﻨﺘﺞ ﻫﺬﺍ ﺍﻟﻔﺮﻉ ﳕﺎﺫﺝ ﻧﻈﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻣﻦ ﺟﻬ ٍﺔ ﹸﺃﻭﱃ‪،‬‬
‫ﻛﻤﺎ ‪‬ﻳﻄ ‪‬ﻮﺭ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻣﺒﺎﺷﺮ ﹰﺓ ﻋﻠﻰ ﺍﻟﻌﺎﱂ ﺍﻟﻮﺍﻗﻌﻲ ﻣﻦ ﺟﻬ ٍﺔ ﺛﺎﻧﻴﺔ «)‪. (1‬‬
‫ﻂ ﺟﺪﻳ ‪‬ﺪ ﻣﻦ ﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﳜﺘﻠﻒ ﰲ ﻛﺜ ٍﲑ ﻣﻦ ﲰﺎﺗﻪ ﻋﻦ ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻛﻤﺎ ﳝﻜﻦ ﺗﻌﺮﻳﻔﻪ ﻋﻠﻰ ﺃﻧﻪ‪ » :‬ﳕ ﹲ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍﻟﺬﻱ ﻇﻬﺮ ﺑﻌﺪ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﻭﻓﻴﻪ ﲢ ‪‬ﻮﻟﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺃﻫﻢ ﺳﻠﻌ ٍﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻗـﺪ ﱠﰎ‬
‫ﲢﻮﻳﻞ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ ﺇﱃ ﺍﻟﺸﻜﻞ ﺍﻟﺮﻗﻤﻲ‪ ،‬ﻭﺃﺻﺒﺢ ﺗﻨﻈﻴﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺧﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣـﻦ ﺃﻫـﻢ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﳍﺬﺍ ﺍﻻﻗﺘﺼﺎﺩ «)‪.(2‬‬
‫ﺇﺫﻥ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻨﻈﻮﻣ ٍﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺭﻗﻤﻴﺔ‪ ،‬ﺗﺴﺘﺜﻤﺮ ﺍﳌﻮﺍﺭﺩ ﺍﳌﻌﺮﻓﻴـﺔ؛ ﺑﻮﺻـﻔﻬﺎ‬
‫ﺍﻷﺩﺍﺓ ﺍﻟﺮﺋﻴﺴﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﰲ ﻋﺼﺮﻧﺎ ﺍﻟﺮﺍﻫﻦ‪.‬‬
‫ﺕ ﳐﺘﻠﻔﺔ ﺣﺎﻭﻝ ﺃﺻﺤﺎ‪‬ﺑﻬﺎ ﲢﺪﻳﺪ ﺍ ُﻷﻃﺮ ﺍﳌﻨﻬﺠﻴﺔ ﻟﻘﻴـﺎﺱ ﻣـﺴﺘﻮﻯ ﺳـﻴﺎﺩﺓ‬ ‫ﻭﻗﺪ ﻇﻬﺮﺕ ﺩﺭﺍﺳﺎ ‪‬‬
‫ﺕ ‪‬ﻣﺤـ ‪‬ﺪﺩﺓ‪،‬‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﰲ ﳎﺘﻤﻌﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﺒﻠﺪﺍﻥ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪ ،‬ﺣﺎﻭﻟﺖ ﻛﻞ ﻣﻨﻬﺎ ﺍﻋﺘﻤﺎﺩ ‪‬ﻣﺘﻐﻴ‪‬ﺮﺍ ٍ‬
‫ﻭﺍﺳﺘﺒﻌﺎﺩ ﺃﺧﺮﻯ‪.‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺇﺷﺮﺍﻙ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﰲ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫ﺻﻠﺐ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺧﺎﺻ ﹰﺔ ﰲ ﻇﻞ ﺍﻟﻌﻮﳌﺔ)‪ ،(3‬ﺃﻳﻦ‬ ‫ﺗﻮﺟﺪ ﺍﳌﻌﺮﻓﺔ ﰲ ‪‬‬
‫ﺃﺻﺒﺤﺖ ﻣﻄﺎﻟﺒ ﹰﺔ ﺃﻛﺜﺮ ﻣﻦ ﺫﻱ ﻗﺒﻞ ﺑﺎﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺭﺃﲰﺎﻝ ﺍﳌﻌﺮﻓﺔ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻴﻪ ﻭﺗﻨﻤﻴﺘﻪ‪ ،‬ﻭﻛﺬﻟﻚ‬
‫ﺑﺎﻹﺩﺍﺭﺓ ﺍ ﹸﳌﺤ ﹶﻜﻤﺔ ﻟﺮﺻﻴﺪﻫﺎ ﺍﳌﻌﻠﻮﻣﺎﰐ‪.‬‬
‫ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺷﺮﻃﹰﺎ ﺃﺳﺎﺳﻴﹰﺎ ﻟﻠﻤﻨﺎﻓﺴﺔ ﺍﻟﺪﺍﺋﻤﺔ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ‪،‬‬
‫ﺇﻻ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺍﻟﺘﺤﻜﱡﻢ ﻓﻴﻬﺎ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﻋﻠﻰ ﻏﺮﺍﺭ ﻣﺎ ﳛﺪﺙ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠ ‪‬ﻤﻤﺘﻠﻜﺎﺕ‬

‫)‪(1‬‬ ‫‪Swanstrom.‬‬ ‫‪Edward,‬‬ ‫‪Economics-based‬‬ ‫‪Knowledge‬‬ ‫‪Management.‬‬ ‫‪[Available,‬‬

‫]‪www.gkec.org/knowledgeeconomics/econkmframework/kmeconomics1.7.pdf‬‬

‫ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﺍﻟﺮﻓﺎﻋﻲ‪ ،‬ﺍﻟﻌﺮﺏ ﺃﻣﺎﻡ ﻣﻔﺘﺮﻗﺎﺕ ﺍﻟﺰﻣﻦ ﻭﺍﻹﻳﺪﻭﻟﻮﺟﻴﺎ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ‪ ،‬ﺩﻣﺸﻖ‪ ،‬ﺳﻮﺭﻳﺎ‪ ،2002 ،‬ﺹ ‪.207‬‬ ‫)‪(2‬‬
‫‪(3) Globalization.‬‬
‫‪25‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺴﺮ ﻛﺜﺮﺓ ﺍﻹﺧﻔﺎﻕ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺭﻏﻢ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺍﺳﻊ ﻟﻺﻧﺘﺮﻧﺖ‬ ‫ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ‪‬ﻳﻔ ‪‬‬
‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺮﻗﻤﻴﺔ ﻭﺗﻌ ‪‬ﺪﺩ ﺍﻟﻮﺳﺎﺋﻂ)‪.(1‬‬
‫ﻭﺗ‪‬ﻌ ‪‬ﺪ ﺍﳌﺆﺳﺴﺔ ﳎﻤﻌﹰﺎ ﺍﺟﺘﻤﺎﻋﻴﹰﺎ ﻳﺘﺨﺼ‪‬ﺺ ﺑﺴﺮﻋ ٍﺔ ﻭﻛﻔﺎﺀﺓ ﰲ ﺧﻠﻖ ﺍﳌﻌﺮﻓﺔ ﻭﻧﻘﻠـﻬﺎ)‪ ،(2‬ﻭﻟـﺪﻯ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﻇﻞ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳊﺪﻳﺚ ﺩﺍﺋﻤﹰﺎ ﻣﻴ ﹲﻞ ﻣﺘﺰﺍﻳ ‪‬ﺪ ﳓﻮ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ‪‬ﺗﺴﺎﻋﺪﻫﺎ‬
‫ﺕ ﺟﺪﻳﺪﺓ ‪‬ﺗﻮﱢﻟﺪ‬
‫ﺕ ﺗﻨﺎﻓﺴﻴﺔ ﺃﻛﺜﺮ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﻣﻜﺎﻧﻴﺔ ﺗﻜﻮﻳﻦ ﺗﻘﻨﻴﺎ ٍ‬ ‫ﻋﻠﻰ ﲢﻘﻴﻖ ﻣﻴﺰﺍ ٍ‬
‫ﺕ ﺟﺪﻳﺪﺓ؛ ﺣﻴﺚ ﺃ ﱠﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻷﻭﱄ ﻟﻠﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻫﻮ ﺍﺑﺘﻜﺎﺭ ﻭﺍﻛﺘـﺴﺎﺏ‬ ‫ﺕ ﻭﺳﻠﻌﹰﺎ ﻭﺧﺪﻣﺎ ٍ‬
‫ﻣﻬﺎﺭﺍ ٍ‬
‫ﻭﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﻭﻧﺸﺮ ﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ)‪.(3‬‬
‫ﺕ ﺧﺎﺻﺔ ﰲ ﺍﻟﻘﺎﺩﺓ ﻭﺍﳌﺪﺭﺍﺀ؛ ﻹﳚﺎﺩ ﻫﻴﺎﻛـﻞ‬ ‫ﻛﺬﻟﻚ ﻳﺘﻄﻠﱠﺐ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺿﺮﻭﺭﺓ ﺗ‪‬ﻮﻓﱡﺮ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺗﻨﻈﻴﻤﻴﺔ ﻣﻼﺋﻤﺔ ﰲ ﻋﺎ ٍﱂ ﻳ‪‬ﻌ ‪‬ﺪ ﻓﻴﻪ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ)‪ (4‬ﻭﺍﳌﻌﺮﻓﺔ ﻣﻔﺘﺎﺣﲔ ﻟﻠﺘﻘ ‪‬ﺪﻡ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ‬
‫‪‬ﺗﺴﻬﻢ ﻫﺬﻩ ﺍﳍﻴﺎﻛﻞ ﰲ ﺗﻴﺴﲑ ﺍﻟﺘﻌﺎﻭﻥ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺗﺒﺎﺩﻝ ﺍﳌﻌﺮﻓﺔ ﺑـﲔ ﺍﻟﻌـﺎﻣﻠﲔ‪.‬‬
‫ﻓﺎﻟﻮﺻﻔﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺘﻨﻈﻴﻤﻲ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺗﺘﻨﺎﻗﺾ ﻣﻊ ﺃﺳﻠﻮﺏ ﺍﻟﻘﻴـﺎﺩﺓ ﺍﳍﺮﻣﻴـﺔ‬
‫ﺍﻟﺘﺴﻠﱡﻄﻴﺔ ﺍﻟﱵ ‪‬ﺗﻔﻘﺪ ‪‬ﻣ ‪‬ﱪﺭﻫﺎ ﻭﻳﺘ ‪‬ﻢ ﻣﻘﺎﻭﻣﺘﻬﺎ‪ .‬ﻭﻋﻨﺪﻣﺎ ‪‬ﺪﻑ ﺍﻹﺩﺍﺭﺓ ﺇﱃ ﺗﻜﻮﻳﻦ ﻓﺮﻳﻖ ﻋﻤﻞ ‪‬ﻣﺒﺪﻉ ﻭﻗﺎﺩ ٍﺭ‬
‫ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺑﻜﻔﺎﺀﺓ ﻭﺍﺳﺘﻘﻼﻟﻴﺔ ﻳ‪‬ﺼﺒﺢ ﺍﻋﺘﻤﺎﺩ ﺃﺳﻠﻮﺏ "ﺍﳌﺸﺎﺭﻛﺔ ﻭﺍﻟﺘﻌﺎﻭﻥ" ﻭﺇﻗﺎﻣﺔ ﻧﻈﺎ ٍﻡ ﻟﺘـﺸﺠﻴﻊ‬
‫ﺏ ﺇﱃ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺃﻓﻀﻞ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﻭﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ)‪.(5‬‬ ‫ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟ ﹸﻜﻒﺀ ﺃﻗﺮ ‪‬‬

‫‪(1) Lisa Lai : " Beyond technology, What does dt take to build and manage a collaborative value chaine?,‬‬
‫‪E.Marketect, N°8, 2002), p12.‬‬

‫ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﺻﺎﱀ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺳﻪ ﻭﺃﺳﺎﻟﻴﺐ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ ،‬ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬‬ ‫)‪(2‬‬

‫ﻣﺼﺮ‪ ،2003 ،‬ﺹ ‪.53‬‬

‫ﻫﺬﺍ ﻣﺎ ﺃﻛﱠﺪ ﻋﻠﻴﻪ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺭﻭﺑﺮﺕ ﺳﻮﻟﻮ ﺑﻘﻮﻟﻪ‪ » :‬ﺇ ﱠﻥ ‪ %34‬ﻣﻦ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻳ‪‬ﻌﺰ‪‬ﻯ ﺇﱃ ﳕﻮ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺃﻥ‬ ‫)‪(3‬‬

‫‪ %16‬ﻣﻦ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻫﻮ ﻧﺎﺗ ‪‬ﺞ ﻋﻦ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻹﻧﺴﺎﱐ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﺑﻨﺎ ًﺀ ﻋﻠﻴﻪ‪ ،‬ﻓﺈ ﱠﻥ ‪ %50‬ﻣﻦ ﺍﻟﻨﻤـﻮ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻣ‪‬ﺘﻌﱢﻠ ‪‬ﻖ ﺑﺎﳌﻌﺮﻓﺔ «‪ .‬ﺍﻧﻈﺮ‪:‬‬
‫‪Swanstrom,‬‬ ‫‪Edward(2002).‬‬ ‫‪Economics-based‬‬ ‫‪Knowledge‬‬ ‫‪Management.[Available‬‬
‫‪at:www.gkec.org/knowledgeeconomics/econkmframework/kmeconomics1.7.pdf].‬‬
‫ﻭﻫﻮ ﺟﺰ ٌﺀ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ ﻟﻠﻤﺆﺳﺴﺔ ﻳﺘﻤﺜﱠﻞ ﰲ ﳔﺒ ٍﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﳝﺘﻠﻜﻮﻥ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴـﺔ‬ ‫)‪(4‬‬

‫ﺩﻭﻥ ﻏﲑﻫﻢ‪ ،‬ﻭﺗ‪‬ﻤﻜﱢﻨﻬﻢ ﻫﺬﻩ ﺍﻟ ﹸﻘﺪﺭﺍﺕ ﻣﻦ ﺇﻧﺘﺎﺝ ﺃﻓﻜﺎ ٍﺭ ﺟﺪﻳﺪﺓ ﺃﻭ ﺗﻄﻮﻳﺮ ﺃﻓﻜﺎ ٍﺭ ﻗﺪﳝﺔ ﺍﻟﱵ ﺗ‪‬ﻤﻜﱢﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺗﻮﺳـﻴﻊ ﺣـﺼ‪‬ﺘﻬﺎ‬
‫ﺍﻟﺴﻮﻗﻴﺔ ﻭﺗﻌﻈﻴﻢ ﻧﻘﺎﻁ ﹸﻗﻮ‪‬ﺎ ﻭﲡﻌﻠﻬﺎ ﰲ ﻣﻮﻗﻊ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻗﺘﻨﺎﺹ ﺍﻟﻔﺮﺹ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﺍﻧﻈﺮ‪ :‬ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﻋﻠﻲ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.18‬‬
‫ﻫﺎﻟﺔ ﺃﲪﺪ ﺻﱪﻱ‪ ،‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺴﺎﺋﺪﺓ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﺤﻮﻝ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﳌﺆﺳﺴﺎﺕ ﺍﻷﻋﻤﺎﻝ ﺍﻷﺭﺩﻧﻴـﺔ‪،‬‬ ‫)‪(5‬‬

‫ﻗﺴﻢ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺍﳋﺎﺻﺔ‪.‬‬

‫‪26‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻫﻜﺬﺍ ﺃﺻﺒﺢ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺮﻓﺔ ﺃﺣﺪ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ؛ ﻓﻬﻮ ﻳﺰﻳﺪ ﰲ ﺍﻹﻧﺘﺎﺟﻴـﺔ‪،‬‬
‫ﺕ ﺭﻗﻤﻴﺔ ﳚﻌﻠﻬﺎ ﺗﺘﺤ ‪‬ﻮﻝ‬
‫ﻛﻤﺎ ﻳﺰﻳﺪ ﻣﻦ ﺗﻮﻓﲑ ﻓﺮﺹ ﺍﻟﻌﻤﻞ؛ ﺣﻴﺚ ﺃﻥ ﺗﻮﻓﲑ ﺍﳌﻌﺮﻓﺔ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺇﱃ ﺳﻠﻌﺔ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﺫﻟﻚ ﻋﻠﻰ ﻣﺮﺍﺣﻞ‪ :‬ﺗﻮﻟﻴﺪ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻧﻘﻠﻬﺎ ﻭﻧﺸﺮﻫﺎ‪ ،‬ﺍﺳﺘﺜﻤﺎﺭﻫﺎ‪.‬‬
‫ﻭﰲ ﻫﺬﺍ ﻳﻌﺘﻤﺪ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻋﺘﻤﺎﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﲨﻊ ﺍﳌﻌﺮﻓﺔ ﻭﺍﺳـﺘﻌﻤﺎﳍﺎ‬
‫ﺕ ﺟﺪﻳﺪﺓ ‪‬ﺗﻮ ‪‬ﺯﻉ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ﺗﺘﻐ‪‬ﻴﺮ ﻓﻴﻬﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻟﺮﻓﻊ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﺗﻮﻟﻴﺪ ﺳﻠ ٍﻊ ﻭﺧﺪﻣﺎ ٍ‬
‫ﺕ ﺳﺮﻳﻌﺔ‪.‬‬
‫ﲟﻌﺪﻻ ٍ‬
‫‪27‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻛﻤﻈﻬﺮ ﻣﻦ ﻣﻈﺎﻫﺮ ﻣﺠﺘﻤﻌﻲ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻤﻌﺮﻓﺔ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ‪ -‬ﺷﺒﻜﺔ ﺍﻟﺸﺒﻜﺎﺕ ‪ -‬ﻫﻲ ﺃﺑﺮﺯ ﲦﺮﺓٍ ﻧﺘﺠﺖ ﻋﻦ ﺗﻼﺣ‪‬ﻢ ﺛﻼﺙ ﺛﻮﺭﺍﺕٍ ﻛﻮﻧﻴﺔ ﻫـﻲ‪:‬‬
‫ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺛﻮﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﺛﻮﺭﺓ ﺍﳊﻮﺍﺳﻴﺐ‪ .‬ﻛﻤﺎ ﺃ‪‬ﺎ ‪ -‬ﺃﻱ ﺍﻹﻧﺘﺮﻧـﺖ‪ -‬ﺗ‪‬ﻤﺜﱢـﻞ ﺃﺑـﺮﺯ‬
‫ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﺪﻣﺎﺕ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺮﻗﻤﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ)‪ .(1‬ﻭﻳﺴﺘﺨﺪﻡ ﻣﺼﻄﻠﺢ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﺷﺒﻜﺔ ﻣﻌﻠﻮﻣﺎﺕٍ ﻋﺎﳌﻴﺔ ﺗﺮﺑﻂ ﺍﻵﻻﻑ ﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺍﳌﹸﻨﺘﺸِﺮﺓ ﰲ ﺑﻘﺎﻉ ﺍﻟﻌـﺎﱂ‬
‫ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ‪ ،‬ﻭﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﻼﻳﲔ ﻣﻦ ﺍﻟﺒﺸﺮ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻭﻧﺸﺄﺓ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬

‫ﻧﻈﺮﹰﺍ ﻟﻸﳘﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ ﺍﻟﱵ ﺃﺻﺒﺤﺖ ﺗﻜﺘﺴﻴﻬﺎ ﺷﺒﻜﺔ ﺍﻟﺸﺒﻜﺎﺕ ﻓﺈﻧﻨﺎ ﺍﺭﺗﺄﻳﻨﺎ ﺃﻥ ﻧﻘﻮﻡ ﺑﺘﻌﺮﻳﻒ ﻫـﺬﻩ‬
‫ﺍﻟﺸﺒﻜﺔ ﰒ ﻧﻘﻮﻡ ﺑﺘﻘﺪﱘ ﶈ ٍﺔ ﻋﻦ ﻧﺸﺄ‪‬ﺎ ﻭ ﺗﻄ ‪‬ﻮﺭﻫﺎ ﻋﱪ ﺍﻟﺰﻣﻦ ﺇﱃ ﺃﻥ ﺃﺻﺒﺤﺖ ﺃﻫﻢ ﻣﻴﺰ ٍﺓ ﻣـﻦ ﻣﻴـﺰﺍﺕ‬
‫ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﺑﺒﺴﺎﻃﺔ ﻫﻲ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻫﺎﺋﻠﺔ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌ‪‬ﺘﺼﻠﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ؛ ﺣﻴﺚ ﻳﺘﻤﻜﱠﻦ‬
‫ﻣ‪‬ﺴﺘﺨﺪِﻣﻮﻫﺎ ﻣﻦ ﺍﳌﹸﺸﺎﺭ‪‬ﻛﺔ ﰲ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻛﻞ ﺷﻲ ٍﺀ ﺁﺧﺮ ﺗﻘﺮﻳﺒﹰﺎ «)‪.(2‬‬
‫ﻭﺗ‪‬ﻌﺮ‪‬ﻑ ﺍﻹﻧﺘﺮﻧﺖ ﻛﺬﻟﻚ ﺑﺄ‪‬ﺎ‪ » :‬ﺷﺒﻜ ﹲﺔ ﻋﺎﳌﻴﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺔ ﻣﻦ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ ﺍ ﹸﳌﺘ‪‬ﺼﻠﺔ ﻣﻊ ﺑﻌﻀﻬﺎ‬
‫ﺍﻟﺒﻌﺾ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﻀﻤ‪‬ﻦ ﺍﳌﻼﻳﲔ ﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳊﻜﻮﻣﺎﺕ « ‪.‬‬
‫)‪(3‬‬

‫ﺍﻹﻧﺘﺮﻧﺖ ﻛﺬﻟﻚ ﻫﻲ‪ » :‬ﺍﳌﻼﻳﲔ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻵﻻﻑ ﻣﻦ ﺍﳌﻮﺍﻗﻊ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﺍﳌﹸﻮﺯ‪‬ﻋﺔ ﻋﱪ ﺍﻟﻌﺎﱂ‪ ،‬ﺍﳌﹸﺮﺗﺒِﻄﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻋﻠﻰ ﳓﻮ ﳝﻜﻦ ﳌﹸﺴﺘﺨﺪِﻣﻴﻬﺎ ﺍﻟﻮﺻـﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳌﻠﻔﺎﺕ؛ ﳑﺎ ﻳ‪‬ﻮﻓﱢﺮ ﻟﻜﻞ ﻣﻨﻬﻢ ﺗﲑﺍ ﺑﺎﻳﺖ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺪ ﹰﻻ ﻣﻦ ﻣﻴﺠﺎ ﺑﺎﻳﺖ « ‪.‬‬
‫)‪(5‬‬ ‫)‪(4‬‬

‫‪.Integrated Digital Network‬‬ ‫)‪(1‬‬

‫ﳏﻤﻮﺩ ﺟﺎﺳﻢ ﺍﻟﺼﻤﻴﺪﻋﻲ ﻭ ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﻣﺒﺎﺩﺉ ﺍﻟﺘﺴﻮﻳﻖ‪ ،‬ﺩﺍﺭ ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2006 ،1‬ﺹ‬ ‫)‪(2‬‬

‫‪.295‬‬
‫ﳏﻤﺪ ﻃﺎﻫﺮ ﻧﺼﲑ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2005 ،‬ﺹ ‪.38‬‬ ‫)‪(3‬‬

‫‪ 1‬ﺗﲑﺍ ﺑﺎﻳﺖ )‪ 1024 = (Terabyte‬ﺟﻴﺠﺎ ﺑﺎﻳﺖ ﺃﻭ ﻣﺎ ‪‬ﻳﻌﺎﺩﻝ ﻣﻠﻴﻮﻥ ﻣﻴﺠﺎ ﺑﺎﻳﺖ ﺗﻘﺮﻳﺒﹰﺎ‪.‬‬ ‫)‪(4‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻋﺮﺽ ﻭﲢﻠﻴﻞ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ‪.182‬‬ ‫)‪(5‬‬
‫‪28‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻫﻲ ﻛﺬﻟﻚ » ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﻣﻼﻳﲔ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻣ‪‬ﻨﺘﺸﺮﺓ ﰲ ﺁﻻﻑ ﺍﻷﻣﺎﻛﻦ ﺣﻮﻝ ﺍﻟﻌﺎﱂ‪ .‬ﻭﳝﻜـﻦ‬
‫ﳌﹸﺴﺘﺨﺪِﻣﻲ ﻫﺬﻩ ﺍﳊﻮﺍﺳﻴﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺣﻮﺍﺳﻴﺐ ﺃﺧﺮﻯ ﻟﻠﻌﺜﻮﺭ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﺍﻟﺘﺸﺎﺭﻙ ﰲ ﻣﻠﻔﺎﺕ‪،‬‬
‫ﻭﻻ ﻳﻬﻢ ﻧﻮﻉ ﺍﳊﺎﺳﻮﺏ ﺍﳌﹸﺴﺘﺨﺪِﻡ؛ ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﻭﺟﻮﺩ ﻧ‪‬ﻈﻢ ﻭﺑﺮﻭﺗﻮﻛﻮﻻﺕ ﳝﻜﻦ ﺃﻥ ﲢﻜﹸﻢ ﻭﺗ‪‬ﺴﻬ‪‬ﻞ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺸﺎﺭﻙ ﻫﺬﻩ «)‪.(1‬‬
‫ﺇ‪‬ﺎ ﺑﺎﺧﺘﺼﺎﺭ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ)‪ (2‬ﺍﻟﱵ ﺗﺮﺑﻂ ﺍﳊﻮﺍﺳﻴﺐ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻷﻣﺎﻛﻦ ﺍ ﹸﳌﺘﻔ ‪‬ﺮﻗﺔ ﺑﻠﻐ ٍﺔ ﻣـﺸﺘﺮﻛﺔ‬
‫‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻬﺎ ﺑﺮﻭﺗﻮﻛﻮﻝ )‪ (IP‬ﻭﺍﻟﱵ ‪‬ﺗﺴﺘﺨﺪﻡ ﻟﻨﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻭﲤﺜﻞ ﺣﺎﻟﻴﺎ ﺍﻹﻧﺘﺮﻧﻴﺖ ﳎﺘﻤﻊ ﺍﻟﺘﻌﻠﱡﻢ‪ :‬ﻭﻫﻮ ﳎﺘﻤﻊ ﻳ‪‬ﻤﺜﱢﻞ ﺫﺭﻭﺓ ﺍﻻﺭﺗﻘﺎﺀ ﺍ‪‬ﺘﻤﻌﻲ؛ ﺣﻴﺚ ﻳﺰﺧـﺮ‬
‫ﺍ‪‬ﺘﻤﻊ ﺑﻜﺜ ٍﲑ ﻣﻦ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ ﺫﺍﺗﻴﹰﺎ‪ ،‬ﻭﺫﻟﻚ ﺑﻌﺪ ﺃﻥ ﺃﺻﺒﺤﺖ ﻣﻠﻜـﺔ ﺍﻟـﺬﻛﺎﺀ ﻏـﲑ‬
‫ﻣﻘﺼﻮﺭ ٍﺓ ﻋﻠﻰ ﺍﻟﻜﺎﺋﻦ ﺍﻟﺒﺸﺮﻱ ﺩﻭﻥ ﺳﻮﺍﻩ‪ ،‬ﺑﻞ ﺃﺻﺒﺤﺖ ﺧﺎﺻﻴ ﹰﺔ ‪‬ﻣﻮ ‪‬ﺯﻋﺔ ﻋﻠﻰ ﺍﻵﻻﺕ ﻭﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻨ‪‬ﻈﻢ‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺫﻟﻚ ﺑﻔﻀﻞ ﻫﻨﺪﺳﺔ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺁﻟﻴﺎﺕ ﺍﻟﺘﺤﻜﱡﻢ ﺍﻟﺘﻠﻘﺎﺋﻲ)‪.(3‬‬
‫ﻭﳑﺎ ﺳﺒﻖ‪ ،‬ﻓﺈﻧﻪ ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺄ‪‬ﺎ ﺷﺒﻜﺔ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﺑﺒﻌﻀﻬﺎ ﻋﱪ ﺧﻄـﻮﻁ‬
‫ﻁ ﺧﺎﺻﺔ ﺑﻨﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻛﺎﻷﻟﻴﺎﻑ ﺍﻟﺒﺼﺮﻳﺔ ﻓﺎﺋﻘﺔ ﺍﻟﺴﺮﻋﺔ‪ ،‬ﺃﻭ ﻋﱪ ﺍﻷﻗﻤﺎﺭ ﺍﻟـﺼﻨﺎﻋﻴﺔ‪،‬‬
‫ﺍﳍﺎﺗﻒ ﺃﻭ ﺧﻄﻮ ٍ‬
‫ﺃﻭ ﻋﱪ ﻣﺰﻳ ٍﺞ ﻣﻦ ﻫﺬﻩ ﺍﳋﻄﻮﻁ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻧﺸﺄﺓ ﻭﺗﻄﻮﺭ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺕ ﺃﻧﺸﺄ‪‬ﺎ ﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
‫ﺗﻌﻮﺩ ﻗﺼﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺇﱃ ﺷﺒﻜﺔ ﺍﻷﺭﺑﺎﻧﺖ)‪ ،(4‬ﻭﻫﻲ ﺷﺒﻜﺔ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺴﺘﻴﻨﺎﺕ؛ ﻟﺪﻋﻢ ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﳎﺎﻝ ﺍﻟﺪﻓﺎﻉ ﻭﺍﻟﺸﺆﻭﻥ ﺍﻟﻌﺴﻜﺮﻳﺔ‪ .‬ﻭﻗﺒﻠﻬﺎ ﰲ ﻋﺎﻡ‬
‫‪ ،1960‬ﻛﺎﻧﺖ ﻗﺪ ﻗﺎﻣﺖ ﺍﳊﻜﻮﻣﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺑﺮﺑﻂ ﺃﺭﺑﻊ ﺣﻮﺍﺳﻴﺐ ﰲ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﻭ ﻳﻮﺗـﺎ‪ ،‬ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺸﺒﻴﻚ ﻛﺎﻧﺖ ﻗﺪ ﹸﻃ ‪‬ﻮﺭﺕ ﺣﺪﻳﺜﺎ ﲢـﺖ ﺍﺳـﻢ "‪ ،"Packet Switching‬ﺃﻱ ﺗﺒـﺪﻳﻞ ‪‬ﺭﺯﻡ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺑﻌﺪ ﺗﺸﻐﻴﻞ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﲤ ﱠﻜﻦ ﺍﳌﹸﺴﺘﺨﺪِﻣﻮﻥ ﻣﻦ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻭﺍﻟﺘـﺸﺎ ‪‬ﺭﻙ ﰲ ﺍﳌﻠﻔـﺎﺕ ﺑـﺸﻜ ٍﻞ‬
‫ﻓﻮﺭﻱ)‪.(5‬‬
‫ﻭﻛﺎﻥ ﺍﳍﺪﻑ ﻣﻦ ﺍﻹﻧﺘﺮﻧﺖ ﺗﺄﻣﲔ ﺍﻟﺘﺒﺎ ‪‬ﺩﻝ ﺍﻟﺴﺮﻳﻊ ﻭﺍﻟﻔ ‪‬ﻌﺎﻝ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺴﻜﺮﻳﺔ ﺇﺑﺎﻥ ﺍﳊـﺮﺏ‬
‫ﺍﻟﺒﺎﺭﺩﺓ‪ ،‬ﻭﺿﻤﺎﻥ ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺸﺒﻜﺔ ﰲ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻋﻤﺎﳍﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﺣﱴ ﰲ ﺣﺎﻝ ﺗﻌ ‪‬ﺮﺽ ﺃﺟﺰﺍ ٍﺀ ﻣﻨﻬﺎ‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.180‬‬ ‫)‪(1‬‬

‫)‪.INTER National NET Work (2‬‬

‫‪.22‬‬ ‫)‪ (3‬ﻧﺒﻴﻞ ﻋﻠﻲ ﻭ ﻧﺎﺩﻳﺔ ﺣﺠﺎﺯﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ‬
‫)‪.Arpanet (4‬‬
‫)‪ (5‬ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.183‬‬
‫‪29‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺼﺮ ﹰﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺣﱴ ﻋﺎﻡ ‪1986‬ﻡ‪،‬‬

‫ﻟﻠﺪﻣﺎﺭ ﻧﺘﻴﺠ ﹰﺔ ﳍﺠﻮ ٍﻡ ﻧﻮﻭﻱ‪ .‬ﻭﻇﱠﻠﺖ ﺍﻷﺭﺑﺎﻧﺖ ‪‬ﻣﻘﺘ ِ‬
‫ﻕ ﺃﻭﺳﻊ‪ ،‬ﻭﺍﺭﺗﺒﻄﺖ ﻣﻌﻬـﺎ‬‫ﺣﻴﺚ ﹸﻓﺘﺢ ﺍ‪‬ﺎﻝ ﺃﻣﺎﻡ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﻷﻛﺎﺩﳝﻴﲔ ﻻﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﻋﻠﻰ ﻧﻄﺎ ٍ‬
‫ﺕ ﺃﻛﺎﺩﳝﻴﺔ ﻋﺪﻳﺪﺓ؛ ﻭﺑﺬﻟﻚ ﲢ ‪‬ﻮﻟﺖ ﺍﻷﺭﺑﺎﻧﺖ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ)‪ .(1‬ﻭﻣﻨﺬ ﺫﻟﻚ ﺍﳊﲔ ﻭﻫﻲ ﺗﻨﻤﻮ ﺑﺴﺮﻋ ٍﺔ‬ ‫ﺷﺒﻜﺎ ‪‬‬
‫ﻫﺎﺋﻠﺔ؛ ﲝﻴﺚ ﻻ ﳝﻜﻦ ﻷﺣ ٍﺪ ﺃﻥ ﻳﻌﺮﻑ ﺑﺎﻟﻀﺒﻂ ﻣﺎ ﻫﻮ ﺣﺠﻢ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻴﻮﻡ‪.‬‬
‫ﻭﻃ ‪‬ﻮﺭﺕ ﻭﻛﺎﻟﺔ ‪ DARPA‬ﺃﻳﻀﹰﺎ ﺑﺮﻭﺗﻮﻛﻮﻝ ‪ TCP/IP‬ﺍﻟﺬﻱ ﻻ ﻳﺰﺍﻝ ﻳﺴﺘﺨﺪﻡ ﺇﱃ ﻳﻮﻣﻨﺎ ﻫﺬﺍ ﰲ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ‪ .‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﱪﻭﺗﻮﻛﻮﻻﺕ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨﺪﻡ ﰲ ﺗﻮﺻـﻴﻞ‬
‫ﻭﺗﻮﺟﻴﻪ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﻟﻠﺪﺧﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳﺼﻒ ﻫﺬﺍ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ ﻃﺮﻳﻘﺔ ﲢـﺰﱘ ﻭﺗﺮﺍﺳ‪‬ـﻞ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺸ ﱠﻔﺮﺓ ﺭﻗﻤﻴﹰﺎ ﻋﱪ ﺍﳌﺆﺳﺴﺔ)‪.(2‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﳝﻜﻦ ﺗﻮﺿﻴﺢ ﺃﻫﻢ ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﻣ ‪‬ﺮ ‪‬ﺎ ﺗﻄﻮ‪‬ﺭ ﺍﻹﻧﺘﺮﻧﺖ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(6‬‬
‫ﺗﻄﻮ‪‬ﺭ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﺍﻟﺘﻔﺎﺻﻴﻞ‬ ‫ﺍﻟﺴﻨﺔ‬
‫ﺃﻃﻠﻖ ﺍﻻﲢﺎﺩ ﺍﻟﺴﻮﻓﻴﱵ ﺍﻟﻘﻤﺮ ﺍﻟﺼﻨﺎﻋﻲ ﺳﺒﻮﺗﻨﻚ‪ ،‬ﻓﺮﺩﺕ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺑﺈﻧﺸﺎﺀ ﻭﻛﺎﻟـﺔ ﺍﻷﲝـﺎﺙ ﺍﳌﹸﺘﻘﺪ‪‬ﻣـﺔ‬
‫‪1957‬‬
‫‪ ARPA‬ﻭﺑﺬﻟﻚ ﺷﻬﺪ ﺍﻟﻌﺎﱂ ﻣﻮﻟﺪ ﺃﻭﻝ ﺃﻣﺔ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﻫﺬﺍ ﺍﻟﻌﺎﱂ‪.‬‬
‫ﺍﺑﺘﻜﺮ ﺑﻮﻝ ﺑﺎﺭﺍﻥ ﻓﻜﺮﺓ ﺷﺒﻜﺎﺕ ﺗﺒﺎﺩﻝ ﺍﻟﱪﳎﻴﺎﺕ ﻭﺍﻟﺮﺯﻡ‪ ،‬ﻭﺍﻟﱵ ﲢﺪﺙ ﻋﻨﻬﺎ ﰲ ﻛﺘﺎﺑﻪ ﻋﻦ ﺷـﺒﻜﺎﺕ ﺍﻻﺗـﺼﺎﻝ‬
‫‪1962‬‬
‫ﺍﳌﻮﺯﻋﺔ‪.‬‬
‫ﻋﺮﺿﺖ ﺃﻭﻝ ﺧﻄﺔ ﻟﺸﺒﻜﺔ ﺗﺪﻋﻢ ﺗﺒﺎﺩﻝ ﺍﻟﺮﺯﻡ‪.‬‬ ‫‪1967‬‬
‫ﺃﻧﺸﺄﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺷﺒﻜﺔ )‪ (ARPANET‬ﻷﲝﺎﺙ ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺣﻴﺚ ﻛﺎﻧﺖ ﺃﻭﻝ ﻧﻘﻄﺔ ﺍﺗﺼﺎﻝ ﰲ‬
‫‪1969‬‬
‫ﺟﺎﻣﻌﺔ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﺑﻠﻮﺱ ﺍﳒﻠﻮﺱ‪ ،‬ﻭﺍﻟﱵ ﺍﻋﺘﱪﺕ ﻓﻴﻤﺎ ﺑﻌﺪ ﲟﺜﺎﺑﺔ ﺍﻹﺷﺎﺭﺓ ﺍﻷﻭﱃ ﳌﻮﻟﺪ ﺍﻧﺘﺮﻧﺖ‪.‬‬
‫ﰎ ﺑﻨﺎﺀ ﺃﻭﻝ ﻧﻘﻄﺔ ﺍﺗﺼﺎﻝ ﰲ ﺟﺎﻣﻌﺔ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﰲ ﻟﻮﺱ ﺍﳒﻠﻮﺱ‪ ،‬ﻭﻗﺪ ﺃﺻﺒﺢ ﻋﺪﺩ ﺍﳌﺮﺍﻛﺰ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺒﻌﻀﻬﺎ ﺣﻮﺍﱄ‬
‫‪1971‬‬
‫ﲬﺴﺔ ﻋﺸﺮ ﻣﺮﻛﺰﺍﹰ‪ ،‬ﻭﰲ ﺍﻟﻌﺎﻡ ﻧﻔﺴﻪ ﻃﻮﺭ ﺭﻭﻱ ﺗﻮﻣﻠﻨﺴﻮﻥ ﺑﺮﻧﺎﳎﹰﺎ ﻟﻠﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺸﺒﻜﺎﺕ ﺍﳌﻮﺯﻋﺔ‪.‬‬
‫)‪.(ARPANET‬‬ ‫ﺑﺪﺃﺕ ﻣﺆﺳﺴﺔ ‪ BBN‬ﺑﺘﻌﻤﻴﻢ ﺷﺒﻜﺔ ﺗﻴﻠﻲ ﻧﺖ ‪ TEL NET‬ﻭﻫﻲ ﻧﺴﺨ ﹲﺔ ﲡﺎﺭﻳﺔ ﻣﻦ‬ ‫‪1974‬‬
‫ﺑﺪﺃﺕ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺑﺮﺑﻂ ﺣﻮﺍﺳﻴﺒﻬﺎ ﺑﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟـﱵ ﳛﺘﺎﺟﻬـﺎ‬
‫ﺍﻟﺒﺎﺣﺜﻮﻥ‪ ،‬ﳑﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﺗﺴﺮﻳﻊ ﻋﺠﻠﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤـﻲ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ ﺗﻄـﻮﻳﺮ ‪ ،UUCP‬ﻛﻤـﺎ ﱠﰎ ﺇﻧـﺸﺎﺀ‬ ‫‪1976‬‬
‫)‪ (USENET‬ﻟﺘﺒﺎﺩﻝ ﺍﻷﺧﺒﺎﺭ ﻭﺍﻷﻓﻜﺎﺭ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﳌﻮﺍﺿﻴﻊ ﺍﳌﺘﻨﻮﻋﺔ ﺑﲔ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻧﺘﺮﻧﺖ‪.‬‬
‫ﺃﺻﺒﺢ ﺑﺮﻭﺗﻮﻛﻮﻝ ‪ TC/IP‬ﻣﻌﺘﻤﺪﹰﺍ ﰲ ﺃﺭﺑﺎ ﻧﺖ )‪ ،(ARPANET‬ﻭﺑﺬﻟﻚ ﺃﺻﺒﺤﺖ ﺃﺭﺑﺎ ﻧﺖ ﺃﻭﻝ ﺷـﺒﻜﺔ ﻣـﻦ‬ ‫‪1982‬‬

‫ﺭﲝﻲ ﻣﺼﻄﻔﻰ ﻋﻠﻴﺎﻥ ﻭ ﻣﻨﺎﻝ ﺍﻟﻘﻴﺴﻲ‪ » ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﻴـﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﳌﻜﺘﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻟﺒﺤﺮﻳﻦ«‪،‬‬ ‫)‪(1‬‬

‫ﺭﺳﺎﻟﺔ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،34‬ﺍﻟﻌﺪﺩ ‪ ،1999 ،4‬ﺹ ‪.4‬‬

‫ﺷﺮﻳﻒ ﳏﻤﺪ ﺳﻌﻴﺪ‪ ،‬ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﻟﱪﺍﺀ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2005 ،‬ﺹ ‪.87‬‬ ‫)‪(2‬‬
‫‪30‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﺘﺼﻠﺔ‪.‬‬
‫ﺍﻧﻔﺼﻞ ﺍﻟﻨﻈﺎﻣﲔ ‪.NCP ،TCP/IP‬‬ ‫‪1983‬‬
‫ﻇﻬﺮ ﺇﱃ ﺍﻟﻮﺟﻮﺩ ﺧﺎﺩﻡ ﻃﻠﺒﺎﺕ ﺍﻷﲰﺎﺀ ‪.DNS‬‬ ‫‪1984‬‬
‫ﰎ ﲢﺪﻳﺚ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﻷﺧﺒﺎﺭ ﻋﱪ ﺷﺒﻜﺔ – ‪ NNTP‬ﻧﻴﻮﺯﻧﻴﺖ – ﻟﻴ‪‬ﺼﺒﺢ ﺃﻓﻀﻞ ﺃﺩﺍﺀ ﻣﻦ ‪.TCP/IP‬‬ ‫‪1986‬‬
‫ﺃﺻﺒﺤﺖ ﻣﺆﺳﺴﺔ )‪ (MERIT NET WORK‬ﻣﺴﺌﻮﻟﺔ ﻋﻦ ﺇﺩﺍﺭﺓ ﺍﳍﻴﻜﻞ ﺍﻟﺮﺋﻴﺴﻲ ﻟﺸﺒﻜﺔ )‪ ،(NFSNET‬ﻫﺬﺍ‬
‫‪1987‬‬
‫ﻭﻗﺪ ﺃﺳﺴﺖ ﺍﳌﺆﺳﺴﺔ ﻣﻊ ﺷﺮﻛﱵ ‪ IBM‬ﻭ ‪ MCI‬ﰲ ﺍﻟﻌﺎﻡ ﻧﻔﺴﻪ ﻫﻴﺌﺔ ‪ ANS‬ﳋﺪﻣﺔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﺘﻄﻮﺭﺓ ﺍﻧﺘﺮﻧﺖ‪.‬‬
‫ﺷﻬﺪ ﻫﺬﺍ ﺍﻟﻌﺎﱂ ﺑﺪﺍﻳﺔ ﺍﻟﺘﺼﺮﻓﺎﺕ ﺍﻟﻐﲑ ﻣﺴﺌﻮﻟﺔ ﻋﻠﻰ ﺍﻧﺘﺮﻧﺖ ﻣﻦ ﻗﺒﻞ ﺑﻌﺾ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳍﻴﺌﺎﺕ ﺍﻟﱵ ﺳﺒﺒﺖ ﺇﺯﻋﺎﺟﺎ‬
‫‪1988‬‬
‫ﻛﺒﲑﹰﺍ ﳌﺴﺘﺨﺪﻣﻲ ﺍﻟﺸﺒﻜﺔ )‪ (6000‬ﻣﺴﺘﺨﺪﻣﹰﺎ‪.‬‬
‫ﰎ ﺗﺮﻗﻴﺔ ﺍﳍﻴﻜﻞ ﺍﻟﺮﺋﻴﺴﻲ ﻟﺸﺒﻜﺔ ‪ NFSNET‬ﺇﱃ ‪ TI‬ﺑﻘﺪﺭﺓ ﻧﻘﻞ )‪ 1544‬ﻣﻴﺠﺎﺑﺎﻳﺖ ﰲ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﺑﺴﻌﺔ ﻣﻠﻴـﻮﻥ‬
‫ﻣﺴﺘﻔﻴﺪ( ‪ ،‬ﻫﺬﺍ ﻭﻗﺪ ﺃﻧﺸﺄﺕ ﺟﺎﻣﻌﺔ ﺃﻭﻫﺎﻳﻮ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺣﺪﺓ ﻟﺮﺑﻂ ﻛﻮﻣﺒﻴﻮﺳﲑﻑ ﻭﺍﻧﺘﺮﻧﺖ‪ .‬ﻭﻗﺮﺭﺕ ﺣﻜﻮﻣـﺔ‬ ‫‪1989‬‬
‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﻗﻒ ﲤﻮﻳﻠﻬﺎ ﻭﻗﻴﺎﻣﻬﺎ ﻛﺸﺒﻜﺔ ﲡﺎﺭﻳﺔ‪.‬‬
‫ﻃﺮﺣﺖ ﺟﺎﻣﻌﺔ ﻣﻴﻨﺴﻮﺗﺎ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺑﺎﳒﺎﺯ ﺑﺮﻧﺎﻣﺞ ﺟﺪﻳﺪ ﻳ‪‬ﻤﺜﱢﻞ ﺗﺴﻬﻴﻼﺕ ﺟﺪﻳﺪﺓ ﰲ ﺍﻟﻮﺻـﻮﻝ ﺍﱃ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫‪1991‬‬
‫ﺍﳌﺨﺰﻧﺔ ﰲ ﺍﻟﺸﺒﻜﺔ ﺃﻃﻠﻘﺖ ﻋﻠﻴﻪ ﺍﺳﻢ ﻧﻈﺎﻡ ﻏﻮﻓﺮ )‪ (Gopher‬ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻻﻧﺘﺮﻧﺖ‪.‬‬
‫ﻃﺮﺣﺖ ﻣﺆﺳﺴﺔ ‪ CERN‬ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺗﻴﺔ )‪ ، (WORLD WIDE WEB‬ﻭﺷﻬﺪ ﻧﻔﺲ ﺍﻟﻌﺎﻡ ﺃﻭﻝ ﻇﻬـﻮﺭ‬
‫ﻟﺸﺒﻜﺔ )‪ ،(M-BON‬ﻫﺬﺍ ﻭﺃﻧﺸﺄﺕ ﻣﺆﺳﺴﺔ‪ NFS‬ﺷﺒﻜﺔ ﺍﻧﺘﺮﻧﻴﻚ ‪ INTERNIC‬ﰲ ﻧﻔـﺲ ﺍﻟﻌـﺎﻡ‪ ،‬ﻭﺑـﺬﻟﻚ‬ ‫‪1992‬‬
‫ﺍﺗﺴﻌﺖ ﻗﺪﺭﺓ ﺍﻧﺘﺮﻧﺖ ﻟﺘﺼﻞ ﺇﱃ ﻣﻠﻴﻮﻥ ﻣﺴﺘﻔﻴﺪ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﻟﺴﻨﺔ ﰎ ﺗﻌﻤﻴﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺩﺧﻞ ﺍﻟﺒﻴﺖ ﺍﻷﺑﻴﺾ ﺍﻷﻣﺮﻳﻜﻲ ﺇﱃ ﳎﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﻻﻧﺘﺮﻧﺖ؛ﺣﻴﺚ ﳝﻜﻦ ﻷﻱ ﻣﺴﺘﺨﺪﻡ ﺍﻻﺗـﺼﺎﻝ ﺑﺎﻟﺒﻴـﺖ‬
‫‪1993‬‬
‫ﺍﻷﺑﻴﺾ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫ﺃﺣﺪﺙ ﻣﻮﺯﺍﻳﻚ ‪ Mosaic‬ﻋﺎﺻﻔﺔ ﰲ ﺍﻧﺘﺮﻧﺖ‪ ،‬ﻭﰎ ﺗﻄﻮﻳﺮ ﻛﻞ ﻣﻦ ﻏـﻮﻓﺮ ‪ Gopher‬ﻭﻭﻳـﺐ ‪ WWW‬ﻫـﺬﺍ‬
‫ﻭﺍﺣﺘﻔﻠﺖ ﺍﻧﺘﺮﻧﺖ ﰲ ﻧﻔﺲ ﺍﻟﻌﺎﻡ ﲟﺮﻭﺭ ‪ 25‬ﻋﺎﻣﹰﺎ ﻋﻠﻰ ﺇﻧﺸﺎﺋﻬﺎ‪ ،‬ﻭﺗﻌﻠﻦ ﻭﺻﻮﻝ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﺇﱃ ﺛﻼﺛـﺔ ﻣﻼﻳـﲔ‬ ‫‪1994‬‬
‫ﻣﺴﺘﺨﺪﻡ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﺩﺧﻠﺖ ﺍﻧﺘﺮﻧﺖ ﺩﺍﺋﺮﺓ ﻣﻌﺎﺭﻑ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ‪.‬‬
‫‪VBNS‬‬ ‫ﺍﻧﺴﺤﺒﺖ ‪ NFS‬ﻣﻦ ﲤﻮﻳﻞ ‪ NFSNET‬ﺣﻮﻟﺘﻪ ﺇﱃ ‪ ،VBNS‬ﺣﻴﺚ ﻳﺘﻮﻗﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳋﱪﺍﺀ ﺃﻥ ﺗﺆﺩﻱ‬
‫ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﺍﻻﻧﺘﺮﻧﺖ‪ ،‬ﻫﺬﺍ ﻭﻗﺪ ﺍﺯﺩﺍﺩ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻧﺘﺮﻧﺖ ﺇﱃ ﺃﺭﺑﻌﺔ ﻣﻼﻳﲔ ﻣﺴﺘﺨﺪﻡ‪ .‬ﺑﺪﺃ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﻳﻔﻜﺮ‬ ‫‪1995‬‬
‫ﺟﺪﻳﹰﺎ ﻭﻋﻤﻠﻴﹰﺎ ﰲ ﻣﻨﺎﻓﻊ ﻭﻣﻀﺎﺭ ﺍﻻﻧﺘﺮﻧﺖ‪ ،‬ﻭﺑﺪﺃﺕ ﳏﺎﻭﻻﹰﺕ ﺍﻟﺮﺑﻂ ﺍﳌﺘﻔﺮﻗﺔ‪.‬‬
‫ﻭﺻﻞ ﻋﺪﺩ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻧﺘﺮﻧﺖ ﺇﱃ ﻣﺎﺋﺔ ﻣﻠﻴﻮﻥ ﻣﺴﺘﺨﺪﻡ‪ ،‬ﺑﺪﺃ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ ﳜﻄﻮ ﳓﻮ ﺍﻹﻧﺘﺮﻧﺖ ﲞﻄﻮﺍﺕ ﻗﻮﻳـﺔ‬
‫ﻭﻓﻌﺎﻟﺔ ﻭﻗﺪ ﺗﻮﺳﻌﺖ ﻣﻦ ﺫﻟﻚ ﺍﳊﲔ ﺁﻓﺎﻕ ﺧﺪﻣﺎﺕ ﺇﻧﺘﺮﻧﺖ ﰲ ﺍ‪‬ﺎﻟﲔ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﺠﺎﺭﻱ‪ ،‬ﻭﺧﺎﺻﺔ ﺑﻌﺪ ﺇﺩﺧـﺎﻝ‬ ‫‪1996‬‬
‫ﻧﻈﻢ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ )‪ (Multi Media‬ﺣﱴ ﺑﻠﻎ ﻋﺪﺩ ﻣﺴﺘﺜﻤﺮﻱ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻛﺜﺮ ﻣﻦ ‪ 345‬ﻣﻠﻴﻮﻥ ﻣﺴﺘﺨﺪﻡ‪.‬‬
‫ﻗﺪ ﻭﺻﻞ ﻋﺪﺩ ﺍﳌﺴﺘﺨﺪﻣﲔ ﺇﱃ ﺃﻛﺜﺮ ﻣﻦ ﻣﻠﻴﺎﺭ ﻣﺴﺘﺨﺪﻡ ﻭ ﻗﺪ ﲡﺎﻭﺯ ﺍﳌﻠﻴﺎﺭ ﻭﻧﺼﻒ ﺧﻼﻝ ﺳﻨﺔ ‪.2008‬‬ ‫‪2005‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪:‬‬
‫‪ -‬ﺣﻨﺎﻥ ﻳﻮﺳﻒ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ ﻭﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺃﻃﻠﺲ ﻟﻠﻨﺸﺮ ﻭﺍﻹﻧﺘﺎﺝ ﺍﻹﻋﻼﻣﻲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪ ،2006 ،2‬ﺹ ‪.49‬‬
‫‪ -‬ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2004 ،1‬ﺹ ‪.181‬‬
‫‪ -‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﻘﺪﻣﺔ ﰲ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2004 ،‬ﺹ ‪.17‬‬
‫‪31‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﻭﻣ‪‬ﻜ ‪‬ﻮﻧﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬

‫ﻟﻘﺪ ﺃﺻﺒﺤﺖ ﺍﻹﻧﺘﺮﻧﺖ ﺣﺎﻟﻴﹰﺎ ﻭﺳﻴﻠ ﹰﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻻﺗـﺼﺎﻻﺕ ﻭﻧﻘـﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﻭﺍﻧﺘـﺸﺮ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺑﺼﻮﺭ ٍﺓ ‪‬ﻣﺬ ِﻫﻠﺔ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ؛ ﺑﺴﺒﺐ ﻃﺒﻴﻌﺘﻬﺎ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ ﺍﻟﺘﻔﺎ ‪‬ﻋﻠﻴﺔ)‪.(1‬‬
‫‪ -1‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪:‬‬
‫ﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺃﻧﺸﻄﺔ ﺍﳌﺎﻝ ﻭﺍﻷﻋﻤﺎﻝ ﻳ‪‬ﺤﻘﱢﻖ ﺣﺰﻣ ﹰﺔ ﻣﻦ ﺍﳌﺰﺍﻳﺎ ﻏﲑ ﺍﳌﺴﺒﻮﻗﺔ‪ .‬ﻓﺎﻹﻧﺘﺮﻧﺖ‬
‫ﺗﻌﲏ ﺍﻟﻮﻗﺖ ﺍﳊﻘﻴﻘﻲ)‪ (2‬ﻭﺍﻹﻃﺎﺭ ﺍﳊﺮ‪ ،‬ﻭﻣﻌﺎﻳﺮﺓ ﻭﻗﺖ ﺍﻻﻧﺘﻈﺎﺭ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﺄﺛﲑ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻠﻰ ﺟﻮﺩﺓ‬
‫ﻼ ﺭﺋﻴـﺴﻴﹰﺎ ﰲ‬
‫ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟﺘﻜﻠﻔﺔ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﻌﺎﺋﺪ ﺍﳌﹸﺴﺘﻬﺪ‪‬ﻑ‪ .‬ﻭﻗﺪ ﺃﺻﺒﺤﺖ ﺍﻹﻧﺘﺮﻧـﺖ ﻋـﺎﻣ ﹰ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﰲ ﺍﺑﺘﻜﺎﺭ ﳕﺎﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﳉﺪﻳﺪﺓ)‪.(3‬‬
‫ﻣﻦ ﺃﻫﻢ ﻣﺎ ‪‬ﻳﻤ‪‬ﻴﺰ ﺍﻹﻧﺘﺮﻧﺖ ﺑﻨﻴ‪‬ﺘﻬﺎ ﺍﻟﻼﻣﺮﻛﺰﻳﺔ؛ ﺣﻴﺚ ﻳﻘﻒ ﺍﳌﺴﺘﺜﻤﺮﻭﻥ ﺍﻟﻌﺎﺩﻳﻮﻥ ﻋﻠﻰ ﻗﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ‬
‫ﻣﻊ ﺃﻛﱪ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ؛ ﺇﺫ ﳛﺼﻞ ﺍﳉﻤﻴﻊ ﻋﻠﻰ ﺣ ‪‬ﻖ ﻧﺸﺮ ﻣﺎ ‪‬ﻳﺮﻳﺪﻭﻧﻪ ﻋﻠـﻰ ﺍﻟـﺸﺒﻜﺔ‪ ،‬ﻭﺑﻜﺎﻓـﺔ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﻟﻌﻞ ﺫﻟﻚ ﻛﺎﻥ ﺃﺣﺪ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻼﻧﺘﺸﺎﺭ ﺍﳍﺎﺋﻞ ﻟﻺﻧﺘﺮﻧﺖ‪ ،‬ﺃﻣﺎ ﺍﻟﺴﺒﺐ‬
‫ﺍﻟﺜﺎﱐ ﻓﻬﻮ ﺍﳔﻔﺎﺽ ﺗﻜﻠﻔﺔ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻻ ﺗﺘﻌ ‪‬ﺪﻯ ﺃﺟﺮﺓ ﺍﳌﻜﺎﳌﺔ ﺍﶈﱢﻠﻴﺔ‪ ،‬ﻳﻀﺎﻑ ﺇﻟﻴﻬﺎ ﺍﺷـﺘﺮﺍ ‪‬ﻙ‬
‫ﺷﻬﺮﻱ ﺛﺎﺑﺖ ﻭ ‪‬ﻣﻨﺨ ِﻔﺾ ﻧﺴﺒﻴﹰﺎ‪.‬‬
‫ﺕ ﻭﻣﺰﺍﻳﺎ ﻋﺪﻳﺪﺓ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﺑﻌﺪ ﺗﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ ﲣﺎ ﹸﻃﺒﻴﺔ ﺟﺪﻳﺪﺓ ﻟﺘﻴﺴﲑ‬ ‫‪‬ﺗﻘ ‪‬ﺪﻡ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻴﻮﻡ ﺧﺪﻣﺎ ٍ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﻨﻔﺎﺫ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ‪‬ﻧﻈﻢ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺍﻟﱵ ﺗ‪‬ﻮﻓﱢﺮ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﺨﺎ ﹸﻃﺐ ﺑﲔ ﺍﻷﺟﻬـﺰﺓ‬
‫ﺍﳊﺎﺳﻮﺑﻴﺔ ﺑﺎﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﻭﺍﻟﻨﺺ ﺍﳌﻜﺘﻮﺏ‪ .‬ﻛﻞ ﺫﻟﻚ ﺣﻮ‪‬ﻝ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺇﱃ ﻓﻀﺎ ٍﺀ ﻳ ‪‬ﻌ ‪‬ﺞ ﺑﺎﳊﺮﻛﺔ‬
‫ﺕ ﺇﱃ ﻣـﺪﻥ ﺍﻟﻌـﺎﱂ‬ ‫ﻭﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﻭﺍﻟﻨﺼﻮﺹ ﺍﳌﻜﺘﻮﺑﺔ‪ ،‬ﻭﺃﺻﺒﺢ ﺑﺈﻣﻜﺎﻥ ﺍﳌﺴﺘﺜﻤﺮ ﺃﻥ ﻳﻘﻮﻡ ﺑﺰﻳﺎﺭﺍ ٍ‬
‫ﻟﻴﺰﻭﺭ ﺃﺳﻮﺍﻗﻬﺎ‪ ،‬ﻟﻴﻨﺘﻘﻲ ﻣﻨﻬﺎ ﻣﺎ ﻳﺸﺎﺀ ﻣﻦ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﻳﺸﺘﺮﻳﻬﺎ ﻭﻳﻄﹸﻠﺐ ﺷﺤﻨﻬﺎ ﺇﻟﻴﻪ‪ .‬ﻭﻣﻦ ﻫﻨـﺎ ﻧـﺸﺄﺕ‬
‫ﻓﻜﺮﺓ ﺇﻃﻼﻕ ﺍﺳﻢ ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﻔﻀﺎﺀ ﺍﻟﺴﻴﱪﺍﱐ)‪ (4‬ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﳊﺪﻳﺜﺔ)‪.(5‬‬

‫ﺣﻨﺎﻥ ﻳﻮﺳﻒ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ ﻭﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺃﻃﻠﺲ ﻟﻠﻨﺸﺮ ﻭﺍﻹﻧﺘﺎﺝ ﺍﻹﻋﻼﻣﻲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪ ،2006 ،2‬ﺹ ‪.48‬‬ ‫)‪(1‬‬

‫‪.Real Time‬‬ ‫)‪(2‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.38‬‬ ‫)‪(3‬‬

‫‪.Cyberspace‬‬ ‫)‪(4‬‬

‫ﺑﻠﻎ ﻋﺪﺩ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻜﻞ ﻋﺸﺮﺓ ﺁﻻﻑ ﻣﻦ ﺍﻟﺴﻜﺎﻥ ﰲ ﺃﻣﺮﻳﻜﺎ ﻋﺎﻡ ‪ ،5375 :2002‬ﻭﰲ ﻛﻨـﺪﺍ ‪ ،4839‬ﻭﰲ ﺇﺳـﺮﺍﺋﻴﻞ‬ ‫)‪(5‬‬

‫‪ ،3014‬ﻭﰲ ﻣﺼﺮ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ،93‬ﻭﰲ ﺗﻮﻧﺲ ‪.515‬‬

‫ﺍﻧﻈﺮ‪.E-commerce and Development Report, (2003). :‬‬
‫‪32‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -2‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ)‪:(1‬‬
‫ﺗﺘﻜﻮ‪‬ﻥ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻦ‪:‬‬
‫ﺃ‪ -‬ﳎﺘﻤﻊ ﺍﳌﹸﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳌﺆﺳﺴﺎﺕ؛‬
‫ﺏ– ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ :‬ﻭﺍﻟﱵ ﺗﻀ ‪‬ﻢ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻂ ﺃﻗﺴﺎﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﳌﹸﺴﺘﻔﻴﺪﻳﻦ؛‬
‫ﺕ ﺑﲔ ﺍﳌﻬﻨﺪﺳﲔ‪ ،‬ﻭﺍﻟﺘﻨﻔﻴـﺬ‬ ‫ﺝ‪ -‬ﺇﺩﺍﺭﺓ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﻭﺍﻟﱵ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﺍﺗﻔﺎﻗﻴﺎ ٍ‬
‫ﺕ ﻋﺎﳌﻴﺔ ﻭﻣﺸﺎﻭﺭﺍ ٍ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﳍﻴﺌﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳉﻬﺎﺕ ﺍﳋﺎﺻﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﳎﺘﻤﻌ ﹰﺔ ﺑﺘﺨﺼﻴﺺ ﺍﻟﻌﻨﺎﻭﻳﻦ ﻭﺻﻴﺎﻧﺔ ﺍﳌﻤ ‪‬ﺮﺍﺕ؛‬
‫ﺩ‪ -‬ﲡﺎﺭﺓ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﻭﺍﻟﱵ ﺗﺒﺪﺃ ‪‬ﲟﺠ ‪‬ﻬﺰﻱ ﺍﳋﺪﻣﺔ ﰲ ﺍﻟﻘﻄﺎﻋﲔ ﺍﻟﻌـﺎﻡ ﻭﺍﳋـﺎﺹ ﻭﺗ‪‬ـﻮﻓﱢﺮ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ ﺑﻮﺍﺳﻄﺔ ﺍﳋﻄﻮﻁ ﺍﻟﺘﻠﻔﻮﻧﻴﺔ ﻭﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻻﺗﺼﺎﻝ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬

‫ﻣﻦ ﺧﻼﻝ ﺍﻷﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﻛﻮﺳﻴﻠ ٍﺔ ﺇﻋﻼﻣﻴﺔ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﺍﻟﻮﺟﻮﻩ‪ ،‬ﻭﺍﻟـﱵ‬
‫ﻑ ﺇﱃ‬
‫ﻑ ﺁﺧﺮ‪ ،‬ﻭﻣﻦ ﻃﺮ ٍ‬ ‫ﻑ ﻭﺍﺣﺪ ﺇﱃ ﻃﺮ ٍ‬ ‫ﺗﺘﻀﻤ‪‬ﻦ ﳎﻤﻮﻋ ﹰﺔ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻷﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻫﻲ‪ :‬ﻣﻦ ﻃﺮ ٍ‬
‫ﻑ ﺃﺧﺮﻯ‪ ،‬ﻓﺈﻥ ﻣﻔﺎﻫﻴﻢ ﺍﺗﺼﺎﻟﻴﺔ ﺟﺪﻳﺪﺓ ﻇﻬﺮﺕ ﻭﺍﺭﺗﺒﻄـﺖ‬ ‫ﻑ ﺇﱃ ﺃﻃﺮﺍ ٍ‬‫ﻋﺪﺓ ﺃﻃﺮﺍﻑ‪ ،‬ﻭﻣﻦ ﻋﺪﺓ ﺃﻃﺮﺍ ٍ‬
‫ﺑﺸﻜ ٍﻞ ﻛﺒﲑ ﺑﺪﺭﺍﺳﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺗﺒﻌﹰﺎ ﻟﺴﻤﺎ‪‬ﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﺳﺘﻄﺎﻋﺖ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻥ ﲡﻤﻊ ﺍﳋﺼﺎﺋﺺ ﺍﻟـﱵ‬
‫ﺗﺘﻤ‪‬ﻴﺰ ‪‬ﺎ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻓﻘﺪ ﱠﰎ ﺩﻣﺞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻄﺒﺎﻋﻴﺔ ﺍﳌﻤ‪‬ﻴﺰﺓ ﻟﻮﺳـﺎﺋﻞ ﺍﻹﻋـﻼﻡ‬
‫ﺍﳌﻄﺒﻮﻋﺔ ﻭﺍﳊﺮﻭﻑ‪ ،‬ﻭﺍﻟﺼﻮﺭ‪ ،‬ﻣﻊ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻤ‪‬ﻴﺰﺓ ﻟﻠﻮﺳﺎﺋﻞ ﺍﳌﺮﺋﻴﺔ‪ ،‬ﺍﻟﺼﻮﺭ ﺍ ﹸﳌﺘﺤ ‪‬ﺮﻛﺔ ﻭﺍﻷﻟﻮﺍﻥ‪ .‬ﻭﻣـﻦ‬
‫ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ‪:‬‬
‫‪ -‬ﺍﻟﺘﻔﺎﻋﻠﻴﺔ)‪:(2‬‬
‫ﻭﻗﺪ ﻋﺮﻓﺖ ﺑﺄ‪‬ﺎ » ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻮﺍﻓﺮ ﻓﻴﻬﺎ ﺍﻟﺘﺤﻜﱡﻢ ﰲ ﻭﺳﻴﻠﺔ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﻦ ﺧﻼﻝ ﹸﻗﺪﺭﺓ ﺍ ﹸﳌﺘﻠ ﱢﻘﻲ ﻋﻠـﻰ‬
‫ﺇﺩﺍﺭﺓ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑﻌﺪ «‪ .‬ﻛﻤﺎ ﻋ ‪‬ﺮﻓﺖ ﺑﺄ‪‬ﺎ » ﺃﺣﺪ ﺍﻟﻘﻨﻮﺍﺕ ﺍﻟﱵ ﳝﻜﻨﻬﺎ ﻧﻘﻞ ﺭﺩ ﻓﻌﻞ ﺍﳉﻤﻬﻮﺭ‬
‫ﺇﱃ ﺍﳌﺮﺳﻞ ﻭﻭﺻﻔﻬﺎ ﺑﺎﻻﺳﺘﺠﺎﺑﺔ «)‪.(3‬‬

‫ﺯﻛﻲ ﺣﺴﲔ ﺍﻟـﻮﺭﺩﻱ‪ » ،‬ﺧـﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻋﻠـﻰ ﺍﻹﻧﺘﺮﻧـﺖ ﻭﻣﺮﺩﻭﺩﺍ‪‬ـﺎ ﻋﻠـﻰ ﺍﳌﻜﺘﺒـﺎﺕ ﻋـﺮﺽ ﻭﲢﻠﻴـﻞ «‪،‬‬ ‫)‪(1‬‬

‫‪ ،http://www.kfnl.gov.sa/idarat/KFNL_JOURNAL/KFNL_JOURNAL/MagPages/194.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬
‫‪ 14‬ﻓﻴﻔﺮﻱ ‪.2007‬‬
‫‪.Interactivity‬‬ ‫)‪(2‬‬

‫ﳎﺪﻱ ﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻌﻄﺎ‪ ،‬ﺍﳌﺮﺟﻊ ﺍﻷﺳﺎﺳﻲ ﳌﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻌﻠﻮﻡ ﺍﳊﺎﺳﺐ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣـﺼﺮ‪ ،‬ﻁ‪ ،2000 ،1‬ﺹ‬ ‫)‪(3‬‬

‫‪.147‬‬
‫‪33‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺕ ﻟﻼﻫﺘﻤﺎﻣـﺎﺕ ﺍﳋﺎﺻـﺔ‬ ‫ﻭﻗﺪ ﺳﺎﻋﺪﺕ ﺍﻟﺘﻔﺎ ‪‬ﻋﻠﻴﺔ ﻋﻠﻰ ﲣﺼﻴﺺ ﺍﳌﻮﺍﻗﻊ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺻـﻔﺤﺎ ٍ‬
‫ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ؛ ﲝﻴﺚ ﳝﻜﻦ ﻷﺻﺤﺎﺏ ﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﺍ ﹸﳌﺸﺘ ‪‬ﺮﻛﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻔﺤﺎﺕ ﺗﺒـﺎﺩﻝ ﺍﳋـﱪﺍﺕ‬
‫ﻭﺍﻷﻧﺸﻄﺔ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺁﺭﺍﺀ ﺍﳉﻤﻬﻮﺭ ﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺼﺤﻔﻴﺔ ﻟﻠﺼﺤﻒ‬
‫ﺍﳌﻄﺒﻮﻋﺔ‪ ،‬ﺃﻭ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ‪ ،‬ﺃﻭ ﺍﻹﺫﺍﻋﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺗﻠﻚ ﺍﻟﱵ ﺗﺘﻮﱠﻓﺮ ﻋﻨﺪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪ -‬ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ)‪:(1‬‬
‫‪‬ﺗﻌ ‪‬ﺪ ﺧﺎﺻﻴﺔ ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺃﺣﺪ ﺃﻫﻢ ﻋﻮﺍﻣﻞ ﺗﻔﻀﻴﻞ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺯﻳﺎﺩﺓ ﺇﻗﺒﺎﻝ ﺍﳉﻤـﺎﻫﲑ‬
‫ﳍﺬﻩ ﺍﻟﺸﺒﻜﺔ؛ ﺣﻴﺚ ﻻ ﺗﺘﻄﱠﻠﺐ ﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺍﻟﺸﺒﻜﺔ ﺑﺬﻝ ﺟﻬ ٍﺪ ﺟﺴﺪﻱ ﻭﻋﻘﻠﻲ ﻛﺒﲑ ﻟﻔﻬﻢ ﺃﻭ ﺍﺳﺘﻴﻌﺎﺏ‬
‫ﻣﺎ ﺗﺘﻮﺍﻓﺮ ﻣﻦ ﻣﻮﺍ ٍﺩ ﺧﺎﺻﺔ ﻣﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺑﻌﺾ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ‪‬ﺗﺴﻬﻢ ﰲ ﺗﺴﻬﻴﻞ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻌ ﱠﻘﺪﺓ‪ ،‬ﻣﺜﻞ‬
‫ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﺗﺸﻤﻞ ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺟﻮﺍﻧﺐ ﻛﺜﲑﺓ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ ﺳﻬﻮﻟﺔ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﺇﱃ‬
‫ﺟﺎﻧﺐ ﺗﻔﻌﻴﻞ ﺍﻟﺸﺒﻜﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ ﺑﲔ ﺍﳉﻤﺎﻫﲑ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻫ‪‬ﻴﺄ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﻋﺪ ٍﺩ ﻛﺒﲑ‬
‫ﺖ ﻛﺎﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﺣﺪﻭﺙ ﺫﻟﻚ ﻗﺒﻞ ﻇﻬﻮﺭ ﻫـﺬﻩ‬ ‫ﻣﻦ ﺍﻷﺷﺨﺎﺹ‪ ،‬ﻭﺗﺒﺎﺩﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﰲ ﻭﻗ ٍ‬
‫ﺍﻟﺘﻘﻨﻴﺔ‪ .‬ﻭﻟﺘﺪﻋﻴﻢ ﻫﺬﻩ ﺍﻟﺴﻤﺔ‪ ،‬ﻓﻘﺪ ﻋﻤﻠﺖ ﺑﻌﺾ ﻣﺆﺳﺴﺎﺕ ﺍﻟﱪﳎﻴﺎﺕ ﻋﻠﻰ ﺇﻧﺘﺎﺝ ﺑﺮﺍﻣﺞ ‪‬ﺗﻤﻜﱢـﻦ ﻣـﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﺣﱴ ﻟﺬﻭﻱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ)‪(2‬؛ ﲝﻴﺚ ﺑﺎﺕ ﻣﻦ ﺍﻟﺴﻬﻞ ﺃﻣﺎﻡ ﺍﻟﻔﺌـﺎﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﳌﻮﺍﻗﻊ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ‪‬ﻣﻌﻄﻴﺎ‪‬ﺎ ﺍﳊﺪﻳﺜﺔ‬
‫ﻭ ‪‬ﻣﺘﺎﺑﻌﺔ ﺍﻷﺧﺒﺎﺭ ﻭﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻷﺧﲑﺓ‪.‬‬
‫ﻭﻣﻦ ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻟﻠﺸﺒﻜﺔ ﺗﻌ ‪‬ﺮﺽ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻴﻬﺎ ﻟﻠﻤﻮﺍﻗﻊ ﺍﳌﺘﺎﺣﺔ‪ ،‬ﻭﺍﳊﺼﻮﻝ ﻋﻠـﻰ ﺃﻋـﺪﺍ ٍﺩ‬
‫ﻛﺒﲑﺓ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﺭﺑﻂ ﺍﻟﻘﺼﺺ ﺍﻹﺧﺒﺎﺭﻳﺔ ﺑﺴﻴﺎﻗﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔـﺔ ﻭﺑﺎﻷﺭﺷـﻴﻒ‬
‫ﺍﳋﺎﺹ ‪‬ﺬﻩ ﺍﳌﻮﺍﻗﻊ‪ .‬ﻭﻛﺬﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻘﻨﻴﺔ ﺍﻟﻨﺺ ﺍﻟﺘﺸ ‪‬ﻌﱯ)‪ (3‬ﺍﻟﱵ ‪‬ﺗﺘﻴﺢ ﺍﻟﻮﺻـﻮﻝ ﺇﱃ‬
‫ﻣﻮﺍﻗﻊ ﺃﺧﺮﻯ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻭﻻ ﺗﻘﺘﺼﺮ ﺗﻘﻨﻴﺔ ﺍﻟﻨﺺ ﺍﻟﺘﺸ ‪‬ﻌﱯ ﻋﻠﻰ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻓﻘﻂ‪ ،‬ﺑﻞ ﻋﻠـﻰ‬
‫ﺍﻟﺼﻮﺭ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ‪ .(4)Hyper Links‬ﻫـﺬﺍ ﺑﺎﻹﺿـﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻔﺎ ‪‬ﻋﻠﻴـﺔ ﺍ ﹸﳌﻴـ ‪‬‬
‫ﺴﺮﺓ ﺑـﺴﻬﻮﻟﺔ‬

‫‪.Accessibility‬‬ ‫)‪(1‬‬

‫ﻳﺴﺘﻄﻴﻊ ﺫﻭﻭ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﻌﻄﻴﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻦ ﻃﺮﻳﻖ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ‪ ،‬ﺣﻴﺚ ‪‬ﺗﺤ ‪‬ﻮﻝ ﺑـﺮﺍﻣﺞ ﻣﻌﻴﻨـﺔ‬ ‫)‪(2‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﻳﻌﺮﺿﻬﺎ ﺍﳊﺎﺳﻮﺏ ﺇﱃ ﻟﻐﺔ ﺑﺮﺍﻳﻞ؛ ﻟﻜﻲ ﻳﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻓﺎﻗﺪﻭ ﺍﻟﺒﺼﺮ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﺑﺮﺍﻣﺞ ﺃﺧﺮﻯ ‪‬ﺗﺤ ‪‬ﻮﻝ ﺍﻟﻨـﺼﻮﺹ ﺇﱃ‬
‫ﺃﺻﻮﺍﺕ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻟﺬﻭﻱ ﺍﻹﻋﺎﻗﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪.Hypertext‬‬ ‫)‪(3‬‬

‫ﺃﲪﺪ ﺣﺲ‪ ،‬ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﺍﺑﺘﻜﺎﺭﺍﺕ ﻣﺴﺘﻤﺮﺓ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻷﻓﻖ‪ ،‬ﻟﺒﻨﺎﻥ‪ ،2006 ،‬ﺹ ‪.26‬‬ ‫)‪(4‬‬
‫‪34‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ‪ ،‬ﻭﺍﻟﻜﻢ ﺍﳉﻤﻌﻲ ﺍﻟﺬﻱ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺳﻬﻮﻟﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ؛ ﺣﻴﺚ ﳝﻜﻦ ﻟﻠ ‪‬ﻤﺮ ِﺳﻞ ﺇﺭﺳﺎﻝ ﺭﺳﺎﻟﺘﻪ‬
‫ﺖ ﻭﺍﺣﺪ ﺩﻭﻥ ﻋﻨﺎﺀ‪.‬‬‫ﺇﱃ ﻣﻼﻳﲔ ﺍ ﹸﳌﺴﺘﻘِﺒﻠﲔ ﰲ ﻭﻗ ٍ‬
‫‪ -‬ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ)‪:(1‬‬
‫ﺗﺴﺘﻬﺪﻑ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺇﻳﻀﺎﺡ ﺍﳌﻌﺎﱐ‪ ،‬ﻭﺗﻘﻮﻡ ﻋﻠﻰ ﺩﻣﺞ ﺍﻟﻨﺼﻮﺹ ﻭﺍﻟﺮﺳـﻮﻡ‬
‫ﻭﺍﻟﺼﻮﺭ ﺍﻟﺜﺎﺑﺘﺔ ﻭﺍ ﹸﳌﺘﺤ ‪‬ﺮﻛﺔ ﺑﺎﻷﺻﻮﺍﺕ ﻭﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻟﺘﻮﺻﻴﻞ ﺍﻷﻓﻜﺎﺭ ﻭﺍﳌﻌﺎﱐ‪.‬‬
‫ﻭﻳﺮﻯ ‪ » Gibbs‬ﺃﻧﻪ ﳝﻜﻦ ﻟﻠﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﻭﺑﻔﻀﻞ ﻣﺎ ﺗﺘﻮﺍﻓﺮ ﻋﻠﻴﻪ ﻣـﻦ ﲰـﺎﺕ‪ ،‬ﲢـﺴﲔ‬
‫ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺇﺛﺮﺍﺀ ﺍﳌﻮﺍﺩ ﺍ ﹸﳌﻘ ‪‬ﺪﻣﺔ ﻋﱪﻫﺎ «)‪ .(2‬ﻭﺗ‪‬ﺴﺎﻫﻢ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺑﺘﻮﻓﲑ ﺑﻴﺌـ ٍﺔ ‪‬ﻣﺘﻤﻴ‪‬ـﺰﺓ ﺗ‪‬ـﺴﺎﻋﺪ‬
‫‪‬ﻣﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻛﻤﺎ ﺗ‪‬ﺴﺎﻋﺪ ﺍﳉﻤﻬﻮﺭ ﻟﻠﺘﻔﺎ ‪‬ﻋﻞ ﻣـﻊ‬
‫ﺕ ﻣـﺴﻤﻮﻋﺔ ﻭﻣﺮﺋﻴـﺔ‪ ،‬ﻭﺻـﻮﺭﹰﺍ ﻭﺭﺳـﻮﻣﹰﺎ‬ ‫ﺍﻟﻨﺼﻮﺹ ﺍﳉﺎﻣﺪﺓ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻀﻤﲔ ﺍﻟﻨﺼﻮﺹ ﻟﻘﻄـﺎ ٍ‬
‫ﻛﺎﺭﻳﻜﺎﺗﻮﺭﻳﺔ‪.‬‬
‫ﻭﺑﺎﻟﻄﺒﻊ‪ ،‬ﻓﺈﻥ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺍﻵﻥ ﻫﻲ ﲰﺔ ﻏﺎﻟﺒﻴﺔ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺧﺒﺎﺭﻳﺔ)‪ (3‬ﺍﻟﱵ ﺍﺳﺘﻔﺎﺩﺕ ﻣﻦ ﻣﺰﺍﻳﺎﻫﺎ‬
‫ﻟﻨﻘﻞ ﺍﻟﺼﻮﺭﺓ ﻭﺍﻟﺼﻮﺕ ﻭﺍﻟﻜﻠﻤﺔ ﰲ ﺁ ٍﻥ ﻭﺍﺣﺪ)‪.(4‬‬
‫‪ -‬ﺳﺮﻋﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫‪‬ﺗﻮﺻﻒ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺎﻟﻄﺮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺴﺮﻳﻊ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﻃﺮﻳﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﺎﺋﻘﺔ ﺍﻟﺴﺮﻋﺔ)‪(5‬؛‬
‫ﻧﺘﻴﺠﺔ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍ ﹸﳌﺘﻮﱢﻓﺮﺓ ﻓﻴﻬﺎ ﻭﺍﻟﱵ ﻣ ﱠﻜﻨﺖ ﺍﻟﻌﺎﱂ ﺃﲨﻊ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟـﺸﺒﻜﺔ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ .‬ﻭﰲ ﻛﻞ ﻳﻮ ٍﻡ ﺗﻈﻬﺮ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻣﺎ ﻳﺰﻳﺪ ﻣﻦ ﺳﺮﻋﺔ ﺗﻨﺎ ‪‬ﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻣﺜﻞ ﺗﻘﻨﻴﺔ ‪‬ﺣﺰﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻓﺎﺋﻘﺔ ﺍﻟﺴﺮﻋﺔ)‪.(6‬‬

‫‪.Multimedia‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺑﺴﻴﻮﱐ‪ ،‬ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺮ ﻟﻠﺠﺎﻣﻌﺎﺕ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.11‬‬ ‫)‪(2‬‬

‫ﺕ ﺑﻮﺍﺳﻄﺔ‬
‫ﻳ‪‬ﻌ ‪‬ﺪ ﻣﻮﻗﻊ ﺍﻟـ ‪ CNN‬ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻭﻝ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺧﺒﺎﺭﻳﺔ ﺍﻟﱵ ﺍﺳﺘﻔﺎﺩﺕ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ؛ ﺣﻴﺚ ﱠﰎ ﻭﺿﻊ ﺇﻋﻼﻧﺎ ٍ‬ ‫)‪(3‬‬

‫ﺕ ﻛﺒﲑﺓ‪ ،‬ﻣﺴﺘﻔﻴﺪ ﹰﺓ ﻣﻦ ﺗﻘﻨﻴﺎﺕ ﺍﻟﺼﻮﺕ‪ ،‬ﻭﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ‪ .‬ﺍﻧﻈﺮ‪.www.ekateb.net :‬‬‫ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻋﻠﻰ ﺍﳌﻮﻗﻊ ﺑﻘﹸﺪﺭﺍ ٍ‬
‫ﰲ ﺃﺑﺮﻳﻞ ‪ 2003‬ﺧﻄﹶﺖ ‪ BBC‬ﺍﻟﻌﺮﺑﻴﺔ ﺧﻄﻮ ﹰﺓ ﻣﻬﻤﺔ ﰲ ﳎﺎﻝ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺍﳌﺘﻠﻘﱢﲔ ﺍﻟﻌﺮﺏ‪ ،‬ﻭﺫﻟﻚ ﻋﱪ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻮﺳـﺎﺋﻂ‬ ‫)‪(4‬‬

‫ـﺮ‪:‬‬
‫ـﺔ‪ .‬ﺍﻧﻈـ‬
‫ـﺔ ﻭﺍﻟﻔﻮﺭﻳـ‬
‫ـﺸﺎﺭﻛﺔ ﺍﻟﻔ ‪‬ﻌﺎﻟـ‬‫ـﻰ ﺍﳌـ‬
‫ـﻮﺭ ﻋﻠـ‬‫ـﺰ ﺍﳉﻤﻬـ‬‫ـﺎ ﺣ ﱠﻔـ‬‫ـﺼﻮﺭﺓ؛ ﳑـ‬ ‫ـﺼﻮﺕ ﻭﺍﻟـ‬ ‫ـﻊ ﺍﻟـ‬
‫ـﱵ ﲡﻤـ‬ ‫ﺍﳌﹸﺘﻌ ـﺪ‪‬ﺩﺓ ﺍﻟـ‬
‫‪ ،www.suhuf.net.sa/2001jaz/jul/15/ev4.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 18 :‬ﻣﺎﺭﺱ ‪.2007‬‬
‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.38‬‬ ‫)‪(5‬‬

‫‪.Broadband Internet‬‬ ‫)‪(6‬‬

‫‪35‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﰲ ﺍ‪‬ﺎﻝ ﺍﻹﻋﻼﻣﻲ‪ ،‬ﺳﻌﺖ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺧﺒﺎﺭﻳﺔ ﻟﺘﻔﻌﻴﻞ ﺧﺎﺻﻴﺔ ﺳﻬﻮﻟﺔ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻮﻓﱢﺮﻫﺎ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺣﻴﺚ ﻃ ‪‬ﻮﺭﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺼﺤﻒ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻧﻈﺎﻣﻬـﺎ ﺍﻟﺘﺤﺮﻳـﺮﻱ‬
‫ﻟﻴﻮﺍﻓﻖ ﺍﻟﺴﺮﻋﺔ ﺍﳌﺬﻫﻠﺔ ﺍﻟﱵ ﺗﺘﻤﺘ‪‬ﻊ ‪‬ﺎ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻓﺎﻋﺘﻤﺪﺕ ﺑﻌﺾ ﺗﻠﻚ ﺍﻟﺼﺤﻒ ﻭﺍﳌﻮﺍﻗﻊ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻠﻰ‬
‫ﺕ ﻋﺎﻟﻴﺔ ﺍﻟﺴﺮﻋﺔ ﳌﻮﺍﻛﺒﺔ ﺍﻷﺣﺪﺍﺙ‪ ،‬ﻭﲟﺎ ‪‬ﻳﻤ ﱢﻜﻨﻬﺎ ﻣﻦ ﺍﻟﺘﺤﺪﻳﺚ ﺍﳌﺴﺘﻤﺮ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ ﻭﺍﻷﺧﺒـﺎﺭ‬ ‫ﺗﻘﻨﻴﺎ ٍ‬
‫ﻛﺘﻘﻨﻴﺔ ﺟﺎﻓﺎ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻟﻠﻨﺸﺮ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪ (1‬ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺮﺑﻂ ﻏﺮﻑ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﺼﺤﻔﻴﺔ ﺑﺎﻟﺸﺒﻜﺔ؛ ﳑﺎ ﻳﺴﻤﺢ‬
‫ﺑﻌﺮﺽ ﺍﻷﺧﺒﺎﺭ ﻓﻮ ‪‬ﺭ ﺣﺪﻭﺛﻬﺎ‪ ،‬ﻣﻊ ﲢﺪﻳﺚ ﻫﺬﻩ ﺍﻷﺧﺒﺎﺭ ﺑﺸﻜ ٍﻞ ﻣﺴﺘﻤﺮ)‪.(2‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬

‫ﺕ ﺇﺿﺎﻓﻴﺔ ﻛﺜﲑﺓ ﳝﻜﻨﻬﺎ ﺃﻥ ‪‬ﺗﺴﺎ ِﻋﺪ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﰲ ﺍﺳﺘﻜﺸﺎﻑ ﳎﺎﻫﻞ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻔـﺴﻴﺤﺔ‬
‫ﲦﺔ ﺃﺩﻭﺍ ‪‬‬
‫ﻭﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻌﺮﻭﺿﺔ ﺑﻮﺍﺳﻄﺔ ﺍﳋﺪﻣﺎﺕ‪ .‬ﻭ‪‬ﺗﺴﺎﻋﺪ ﻫﺬﻩ ﺍﻷﺩﻭﺍﺕ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﻭﰲ ﺍﻟﻨﻔﺎﺫ ﺇﱃ ﻣﺼﺎﺩﺭ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻄﻠﻮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﺔ ﻣﻔـﺎﺗﻴﺢ ﺣﺎﺳـﻮﺏ‬
‫ﺍﳌﺴﺘﺜﻤﺮ‪.‬‬
‫ﻭ ﳝﺜﻞ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ‪‬ﺗﻘ ‪‬ﺪﻣﻬﺎ ﺍﻹﻧﺘﺮﻧﺖ‪:‬‬

‫‪.Rapid Publish‬‬ ‫)‪(1‬‬

‫ﻓﺎﺭﺱ ﺣﺴﻦ ﺷﻜﺮ ﺍﳌﻬﺪﺍﻭﻱ‪ ،‬ﺻﺤﺎﻓﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻠﺼﺤﻒ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻔﻀﺎﺋﻴﺎﺕ ﺍﻹﺧﺒﺎﺭﻳﺔ ﻧﺖ ﳕﻮﺫﺟﹰﺎ‪،‬‬ ‫)‪(2‬‬

‫ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ‪ ،‬ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣﺔ‪ ،‬ﺍﻟﺪﳕﺮﻙ‪ ،2007 ،‬ﺹ ‪.49‬‬

‫‪36‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(5‬‬

‫ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‬

‫ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‬

‫ﺍﻹﺧﺒﺎﺭﻳﺎﺕ )‪(News‬‬ ‫ﺧﺪﻣﺔ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ‬

‫)‪(Gopher‬‬ ‫ﻏﻮﻓﺮ‬ ‫ﻋﺎﱂ ﺍﻟﻨﻘﺪ ﻭﺍﻟﺘﺴﻮﻳﻖ‬

‫ﺧﺪﻣﺎﺕ ﺷﺒﻜﺔ‬
‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ‬ ‫ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‬
‫‪File Transfer Protocol‬‬
‫ﺍﻹﻧﺘﺮﻧﺖ‬

‫)‪(Tel net‬‬ ‫ﺧﺪﻣﺔ‬ ‫ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ‬

‫ﺭﺍﺑﻄﺔ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‬ ‫)‪(Browser‬‬ ‫ﺍﳌﺴﺘﻌﺮﺽ‬

‫)‪(WWW‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ » :‬ﺩﻭﺭ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﻨﺸﺮ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺗﻄﻮﻳﺮ ﺧـﺪﻣﺎﺕ ﺍﳌﻜﺘﺒـﺎﺕ ﺍﳊﺪﻳﺜـﺔ «‪،‬‬
‫‪ ،www.arabcin.net/arabiaall/studies/faselwaheone.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺃﻛﺘﻮﺑﺮ‪.2007‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﻳ‪‬ﻤﺜﱢﻞ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪ (1‬ﺇﺣﺪﻯ ﺍﳌﻤ‪‬ﻴﺰﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻺﻧﺘﺮﻧﺖ‪ ،‬ﻭﺃﻛﺜﺮ ﺧﺪﻣﺎ‪‬ﺎ ﺍﻧﺘﺸﺎﺭﹰﺍ ﰲ ﲨﻴـﻊ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﺮﺗِﺒﻄﺔ ‪‬ﺎ‪.‬‬

‫‪.Electronique Mail‬‬ ‫)‪(1‬‬

‫‪37‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺏ ﺇﱃ ﺁﺧﺮ ﻋﱪ ﺍﻟﺸﺒﻜﺔ ﻭﺇﱃ ﺃﻱ‬

‫ﻭ‪‬ﻳﻌﺮ‪‬ﻑ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺒﺴﺎﻃﺔ » ﺇﺭﺳﺎﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻣﻦ ﺣﺎﺳﻮ ٍ‬
‫‪‬ﻣﺴﺘﺨ ِﺪ ٍﻡ ﰲ ﺃﻱ ﻣﻜﺎﻥ «)‪.(1‬‬
‫ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻦ ﺃﻛﺜﺮ ﺍﳋﺪﻣﺎﺕ ﺷﻌﺒﻴ ﹰﺔ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﺴﺒﺐ ﺍﻷﻭﻝ ﻟﻼﺷـﺘﺮﺍﻙ‬
‫ﻓﻴﻬﺎ ﻟﺪﻯ ﻋﺪ ٍﺩ ﻛﺒ ٍﲑ ﻣﻦ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻴﻬﺎ‪ .‬ﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺃﻫﻢ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟـﱵ ﺗـﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﻟﻼﺗﺼﺎﻝ ﺑﻌﻤﻼﺋﻬﺎ ﻣﻦ ﺧﻼﻝ ﺇﺭﺳﺎﻝ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﳌﻨﺎﺳﺒﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺇﱃ ﻋﻤﻼﺋﻬﺎ ﺍﳊﺎﻟﻴﲔ؛‬
‫ﻟﻠﺤﻔﺎﻅ ﻋﻠﻴﻬﻢ ﻛﻌﻤﻼﺀ ﺩﺍﺋﻤﲔ)‪.(2‬‬
‫ﻭﻹﺭﺳﺎﻝ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﻌ ‪‬ﺮﻑ ﻋﻨﻮﺍ ﹸﻥ ﺍ ﹸﳌﺮ ‪‬ﺳﻞ ﺇﻟﻴﻪ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻌﻨﻮﺍﻥ ﻳﺘﺮ ﱠﻛﺐ ﻣﻦ ﻫﻮﻳﺔ‬
‫ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺍﻟﺬﺍﺗﻴﺔ‪ ،‬ﻣﺘﺒﻮﻋﺔ ﺑﺈﺷﺎﺭﺓ @‪ ،‬ﻣﺘﺒﻮﻋﺔ ﲟﻮﻗﻊ ﺣﺎﺳﻮﺏ ﺍ ﹸﳌﺮ ‪‬ﺳﻞ ﺇﻟﻴﻪ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﺘﺤ ﱠﻘﻖ ﺍﻟﻨﻔـﺎﺫ ﺇﱃ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﻋﱪ ﺇﺣﺪﻯ ﺍﻟﻌﻘﺪ ﺍﶈﻠﻴﺔ‪ ،‬ﳝﻜﻦ ﺗﺒﺎﺩﻝ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺩﻭﻥ ﺍﻟﺘﻌ ‪‬ﺮﺽ ﻟﺘﻜﻠﻔﺔ ﺍﻻﺗﺼﺎﻝ ﺍﳍﺎﺗﻔﻲ‬
‫ﻼ ﻣﻼﺋﻤﹰﺎ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬ ‫ﻼ ﺑﺪﻳ ﹰ‬
‫ﳌﺪ ٍﺓ ﻃﻮﻳﻠﺔ؛ ﻭﻟﺬﻟﻚ ﻳﺒﻘﻰ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺣ ﹰ‬
‫ﻛﻤﺎ ﺃﻥ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻳﺘﻤ‪‬ﺘﻊ ﲟﻴﺰ ٍﺓ ﺇﺿﺎﻓﻴﺔ‪ ،‬ﺇﺫ ﺃﻧﻪ ﻳﺴﻤﺢ ﺑﺎﻟﻨﻔﺎﺫ ﻭﺇﺭﺳﺎﻝ ﺍﻟﺮﺳﺎﺋﻞ ﻭﺍﺳﺘﻼﻣﻬﺎ‬
‫ﺖ ‪‬ﻳﻨﺎ ِﺳﺐ ﺍﳌﹸﺴﺘﺨﺪِﻡ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﺧﺎﺩﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺎﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﺮﺳﺎﺋﻞ ﻋﻠﻰ ﻋﻨـﻮﺍﻥ‬ ‫ﰲ ﺃﻱ ﻭﻗ ٍ‬
‫ﺍﳌﹸﺴﺘﻔﻴﺪ ﺇﱃ ﺃﻥ ﻳﻄﻠﺒﻬﺎ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﻳﺘﻤ‪‬ﻴﺰ ﺑﺈﻣﻜﺎﻧﻴﺔ ﺇﺭﺳﺎﻝ ﺭﺳﺎﻟ ٍﺔ ﻣﻮﺣﺪﺓ ﺇﱃ ﻋﺪ ٍﺩ ﻛﺒﲑ ﻣﻦ ﺍ ﹸﳌﺸﺘ ِﺮﻛﲔ ﰲ‬
‫ﺖ ﻭﺍﺣﺪ ﻣﻦ ﺧﻼﻝ ﺧﺪﻣﺔ ﺗﺴﻤﻰ "ﻗﺎﺋﻤﺔ ﺍﻟﱪﻳﺪ"‪.‬‬ ‫ﻭﻗ ٍ‬
‫ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﻓﻀﻞ ﺑﺪﻳ ٍﻞ ﻋﺼﺮﻱ ﻟﻠﺮﺳﺎﺋﻞ ﺍﻟﱪﻳﺪﻳﺔ ﺍﻟﻮﺭﻗﻴﺔ ﻭﻷﺟﻬﺰﺓ ﺍﻟﻔﺎﻛﺲ؛ ﺇﺫ ﺃﻥ‬
‫ﺇﺭﺳﺎﻝ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻣ ‪‬ﺮ ﺑﻐﺎﻳﺔ ﺍﻟﺒﺴﺎﻃﺔ؛ ﻓﻴﻜﻔﻲ ﺃﻥ ﻳﻘﻮﻡ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺑﻜﺘﺎﺑﺔ ﺍﻟﺮﺳﺎﻟﺔ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ‪،‬‬
‫ﰒ ﻳﻄﻠﺐ ﻧﻈﺎﻡ ﺍﻹﺭﺳﺎﻝ ﺍﻟﱪﻳﺪﻱ ﻣﻌﻄﻴﹰﺎ ﺇﻳﺎﻩ ﻋﻨﻮﺍﻥ ﺍ ﹸﳌﺮ ‪‬ﺳﻞ ﺇﻟﻴﻪ ﻭﻧﺺ ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﻟﻴﻘـﻮﻡ ﻫـﺬﺍ ﺍﻟﻨﻈـﺎﻡ‬
‫ﺕ ﻹﻳﺼﺎﻝ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﺇﱃ ﺍﳉﻬﺔ ﺍﻟﱵ ﹸﺃﺭ ِﺳﻠﺖ ﺇﻟﻴﻬﺎ‪.‬‬ ‫ﻭﺑﺸﻜ ٍﻞ ﺁﱄ ﺑﻌﺪﺓ ﻋﻤﻠﻴﺎ ٍ‬
‫ﻭﻳﺘﻤ‪‬ﺘﻊ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﻌﺪﺓ ﻣﺰﺍﻳﺎ ﺃﳘﻬﺎ‪:‬‬
‫‪ -‬ﺗﻜﻠﻔﺔ ﻣﻨﺨﻔﻀﺔ ﻟﻺﺭﺳﺎﻝ؛‬
‫‪ -‬ﻳﺘ ‪‬ﻢ ﺍﻹﺭﺳﺎﻝ ﺧﻼﻝ ﻣﺪ ٍﺓ ﻭﺟﻴﺰﺓ ﻣﻦ ﺍﻟﺰﻣﻦ؛‬
‫‪ -‬ﻳﺘ ‪‬ﻢ ﺍﺳﺘﻼﻡ ﺍﻟﺮ ‪‬ﺩ ﺧﻼﻝ ﺯﻣ ٍﻦ ﻗﻴﺎﺳﻲ؛‬

‫‪(1) Steve Sleight, Internet et l'entreprise, MANGO Pratique édition, France, 2001, P55.‬‬

‫ﻫﺎﻟﺔ ﳏﻤﺪ ﻟﺒﻴﺐ ﻋﻨﺒﻪ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﺸﺮﻭﻋﺎﺕ ﺍﻟﺼﻐﲑﺓ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪ :‬ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻟﻜﻴﻔﻴﺔ ﺍﻟﺒﺪﺀ ﲟﺸﺮﻭﻉ ﺻﻐﲑ ﻭﺇﺩﺍﺭﺗـﻪ ﰲ ﻇـﻞ‬ ‫)‪(2‬‬

‫ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺳﻠﺴﻠﺔ ﲝﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،359‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣـﺼﺮ‪،2004 ،‬‬
‫ﺹ ‪.172‬‬
‫‪38‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺃﻥ ﻳﺴﺘﻠﻢ ﺭﺳﺎﺋﻠﻪ ﰲ ﺃﻱ ﻣﻜﺎ ٍﻥ ﰲ ﺍﻟﻌﺎﱂ؛ ﳑﺎ ‪‬ﻳﻔﻴﺪ ﺭﺟﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺴﺎﻓﺮﻭﻥ‬
‫ﻛﺜﲑﹰﺍ ‪‬ﲝﻜﻢ ﻋﻤﻠﻬﻢ‪ ،‬ﻛﻤﺎ ﻳﻔﻴﺪ ﺍﻟﻨﺎﺱ ﲨﻴﻌﹰﺎ؛ ﺣﻴﺚ ‪‬ﻳﻤ ﱢﻜﻨﻬﻢ ﺃﺛﻨﺎﺀ ﺇﺟﺎﺯﺍ‪‬ﻢ ﺍﻻ ﱢﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺮﺳـﺎﺋﻞ‬
‫ﺍﻟﻮﺍﺭﺩﺓ ﺇﻟﻴﻬﻢ؛‬
‫ﺼﻞ ﻋﻠﻰ ﺭﺳﺎﺋﻠﻪ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ‪‬ﻳﻨﺎﺳﺒﻪ؛ ﻓﻬﻮ ﻏﲑ ﻣﻠﺘﺰ ٍﻡ ﺑﺘﻠﻘﱢـﻲ ﺍﻟﱪﻳـﺪ ﰲ‬ ‫‪ -‬ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺃﻥ ﳛ ‪‬‬
‫ﳊﻈﺔ ﺍﻹﺭﺳﺎﻝ ﻧﻔﺴﻬﺎ‪.‬‬
‫ﺕ ﳐﺘﻠﻔﺔ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳ‪‬ـﺴ ‪‬ﻬﻞ ﻋﻤـﻞ‬ ‫‪ -‬ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺇﺭﺳﺎﻝ ﻋﺪﺓ ﺭﺳﺎﺋﻞ ﺇﱃ ﺟﻬﺎ ٍ‬
‫ﺕ ﻋﺪﻳﺪﺓ ﺇﱃ ﻧﺪﻭﺓ ﺃﻭ ﻣﺆﲤﺮ ﺃﻭ ﻣﻌﺮﺽ‪.‬‬ ‫ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﺗﺮﻏﺐ ﺑﺪﻋﻮﺓ ﺟﻬﺎ ٍ‬
‫ﺕ ﺇﺿﺎﻓﻴﺔ ﺑﺎﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬ ‫‪ -‬ﳝﻜﻦ ﺭﺑﻂ ﻣﻠﻔﺎ ٍ‬
‫‪ -‬ﺗ‪‬ﺤﻘﻖ ﺧﺪﻣﺔ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺯﻳﺎﺩﺓ ﰲ ﻣﻌﺪﻝ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻺﻋﻼﻥ ﻣﻘﺪﺍﺭﻫﺎ ﻣـﻦ ‪ 6‬ﺇﱃ ‪ %9‬ﻣـﻦ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍ ﹸﳌﺤ ﱠﻘﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺴﻮﻳﻖ ﺍﳌﺒﺎﺷﺮ‪ .‬ﻓﺄﻛﺜﺮ ﻣﻦ ﻧـﺼﻒ ﻣ‪‬ـﺴﺘﺨ ِﺪﻣﻲ ﺍﻟﱪﻳـﺪ ﺍﻹﻟﻜﺘـﺮﻭﱐ‬
‫ﻳﺴﺘﺠﻴﺒﻮﻥ ﻟﻺﻋﻼﻥ ﺑﺎﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﻳﻘﻮﻡ ﺣﻮﺍﱄ ﻧﺼﻒ ﻫﺆﻻﺀ ﺑﺸﺮﺍﺀ ﺍﳌﹸﻨﺘ‪‬ﺠـﺎﺕ ﻭﺍﳋـﺪﻣﺎﺕ‬
‫ﺍﳌﻌﺮﻭﺿﺔ ﰲ ﺍﻹﻋﻼﻥ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻹﺧﺒﺎﺭﻳﺎﺕ ‪:‬‬
‫)‪(2‬‬

‫‪‬ﺗﻌ ‪‬ﺪ ﺷﺒﻜﺔ ﺍﻹﺧﺒﺎﺭﻳﺎﺕ)‪ (3‬ﺃﺣﺪ ﺃﻛﺜﺮ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﺷﻌﺒﻴﺔ‪ ،‬ﻭ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﻫـﺬﻩ ﺍﻟـﺸﺒﻜﺔ‬
‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺇﺧﺒﺎﺭﻳﺎﺕ ﺍﻟﺸﺒﻜﺔ )‪ (4)(NNTP‬ﺍﻟﺬﻱ ‪‬ﻳﻨ ﱢﻈﻢ ﻃﺮﻳﻘـﺔ ﺗﻮﺯﻳـﻊ ﺍﳌﻘـﺎﻻﺕ ﺍﻹﺧﺒﺎﺭﻳـﺔ‬
‫ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ ﻭﺇﺭﺳﺎﳍﺎ ﻭﺍﻻﺳﺘﻌﻼﻡ ﻋﻨﻬﺎ‪ .‬ﻟﺬﻟﻚ ﻓﺎﻹﻧﺘﺮﻧﺖ ﺗ‪‬ﻌﺘﱪ ﻣﻦ ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(5‬‬
‫ﻭﲢﺘﻮﻱ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻠﻰ ﻣﺎ ﻳﺰﻳﺪ ﻋﻠﻰ ‪ 1300‬ﻣﻦ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻹﺧﺒﺎﺭﻳﺔ ﻭﺍﻟﱵ ﻫﻲ ﻧـﻮﺍ ٍﺩ ﻟﻠﻨﻘـﺎﺵ‬
‫ﻱ ﻣ‪‬ﺴﺘﺨﺪ ٍﻡ ﻟﻠﺸﺒﻜﺔ ﺍﻻﻧﺘﺴﺎﺏ ﺇﱃ ﻣﺎ ﻳـﺸﺎﺀ ﻣـﻦ ﺍ‪‬ﻤﻮﻋـﺎﺕ‬ ‫ﻭﺗﺒﺎﺩ‪‬ﻝ ﺍﻵﺭﺍﺀ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﳝﻜﻦ ﻷ ‪‬‬
‫ﺍﻹﺧﺒﺎﺭﻳﺔ)‪.(6‬‬

‫‪.News‬‬ ‫)‪(1‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(2‬‬

‫‪.Usenet News‬‬ ‫)‪(3‬‬

‫‪.Network News Transfer Protocol‬‬ ‫)‪(4‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(5‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﺷﺒﻜﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.146‬‬ ‫)‪(6‬‬
‫‪39‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪Net‬‬ ‫‪‬ﺗﻘ ‪‬ﺪﻡ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﻟﻮﺣﺔ ﺍﻹﻋﻼﻧﺎﺕ)‪ ،(1‬ﻭﻏﺮﻑ ﺍﳊﻮﺍﺭ)‪ ،(2‬ﻛﻤﺎ ﺗﺘﱠﺄﻟﻒ ﺷﺒﻜﺔ ﺍﻹﺧﺒﺎﺭﻳـﺎﺕ‬
‫‪ News‬ﻣﻦ ﻧﻈﺎ ٍﻡ ﺿﺨﻢ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ‪ 5000‬ﻧﺪﻭﺓ ﺣﻮﺍ ٍﺭ ﻣﻔﺘﻮﺡ ﻭﻣﺴﺘﻤﺮ‪ ،‬ﺗﺴ ‪‬ﻤﻰ ﳎﻤﻮﻋـﺎﺕ‬
‫ﺍﻹﺧﺒﺎﺭﻳﺎﺕ)‪ ،(3‬ﻭﺗﺴﺘﻤ ‪‬ﺮ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺑﺎﻟﻌﻤﻞ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﺎﻋﺔ ﻭﻋﻠﻰ ﻣﺪﻯ ﺃﻳﺎﻡ ﺍﻟﺴﻨﺔ‪ .‬ﻭﺗـﺴﻤﺢ‬
‫ﻗﻮﺍﺋﻢ ﺍﻻﺳﺘﻌﺮﺍﺽ ﺍﻟﺘﺠﺎﺭﻳﺔ)‪ (4‬ﺑﺎﻟﻨﻔﺎﺫ ﺇﱃ ﳎﻤﻮﻋﺎﺕ ﺍﻹﺧﺒﺎﺭﻳﺎﺕ؛ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸـﺴﺘﺨﺪِﻡ ﺃﻥ ‪‬ﻳﺘـﺎﺑﻊ‬
‫ﺠﻊ ﺍﻟﻮﺍﻓﺪﻳﻦ ﺇﱃ ﳎﻤﻮﻋﺎﺕ‬ ‫ﺣﻮﺍﺭﹰﺍ ﻣﻔﺘﻮﺣﹰﺎ ﺩﻭﻥ ﺃﻥ ﻳﺸﺘﺮﻙ ﻓﻴﻪ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ‪‬ﻳﺴﻤﻰ ﺍﻟﺘﺮﺻ‪‬ﺪ)‪ ،(5‬ﻭﻫﻮ ﻣﺎ ‪‬ﻳﺸ ‪‬‬
‫ﺍﻹﺧﺒﺎﺭﻳﺎﺕ ﻟﻠﺪﺧﻮﻝ ﰲ ﺍﳊﻮﺍﺭ ﻭﺇﺭﺳﺎﻝ ﻣﻘﺎﻟ ٍﺔ ﺇﱃ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﱵ ﳜﺘﺎﺭﻫﺎ ﺍﻟﻮﺍﻓﺪ ﺍﳉﺪﻳﺪ ﻟﻴ‪‬ﺼﺒﺢ ﻋـﻀﻮﹰﺍ‬
‫ﻓﻴﻬﺎ‪.‬‬
‫ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻧﺸﲑ ﺇﱃ ﺃﻥ ﺑﻌﺾ ﺍ‪‬ﻤﻮﻋﺎﺕ ﲣﻀﻊ ﻹﺩﺍﺭﺓ ﻣﺪﻳ ٍﺮ ﻣﺎ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﳜﺘﺎﺭ ﻋﺪﻡ ﻗﺒﻮﻝ‬
‫ﻣﻦ ﻳﺮﺍﻩ ﻏﲑ ﻣﻼﺋ ٍﻢ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻟﱵ ﻳ‪‬ﺪﻳﺮﻫﺎ‪ .‬ﻭﺗﻌﻤﻞ ﺷﺒﻜﺔ ﺍﻹﺧﺒﺎﺭﻳﺎﺕ ﺑﺴﺮﻋ ٍﺔ ﻛﺒﲑﺓ ﺟﺪﺍﹰ؛ ﺇﺫ ‪‬ﻳﺤـ ‪‬ﺪﺩ‬
‫ﻣﺪﻳﺮﻭ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﺪﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﱵ ﺗﺒﻘﻰ ﻓﻴﻬﺎ ﺭﺳﺎﺋﻞ ﺍﻷﻋﻀﺎﺀ ﻣﻨﺸﻮﺭ ﹰﺓ ﻗﺒﻞ ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺈﻟﻐﺎﺋﻬـﺎ‪،‬‬
‫ﻉ ﻭﺍﺣﺪ‪.‬‬
‫ﻭﻻ ﲢﺘﻔﻆ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺑﺮﺳﺎﺋﻠﻬﺎ ﻣﻨﺸﻮﺭ ﹰﺓ ﻋﺎﺩ ﹰﺓ ﺃﻛﺜﺮ ﻣﻦ ﺃﺳﺒﻮ ٍ‬
‫ﺕ ﳑﺘﺎﺯﺓ؛ ﻓﻬﻲ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺍﳌـﺴﺎﻋﺪﺓ ﰲ ﺍ‪‬ـﺎﻻﺕ ﺍﻟﻔﻨﻴـﺔ‬‫ﻭ‪‬ﺗﻌ ‪‬ﺪ ﳎﻤﻮﻋﺎﺕ ﺍﻟﻨﻘﺎﺵ ﻣﺼﺎﺩﺭ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺹ ﳐﺘﻠﻔﲔ‬‫ﻭﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﻟﺴﻔﺮ … ﺍﱁ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ‪‬ﻣﻨﺒﻌﹰﺎ ﻟﻠﺤﻮﺍﺭﺍﺕ ﺍﳊﻴﺔ ﻭﻓﺮﺻ ﹰﺔ ﻻﺟﺘﻤﺎﻉ ﺃﺷﺨﺎ ٍ‬
‫ﺕ ﻣﺸﺘﺮﻛﺔ‪.‬‬
‫ﻟﺪﻳﻬﻢ ﺍﻫﺘﻤﺎﻣﺎ ‪‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻏﻮﻓﺮ )‪:(Gopher‬‬
‫ﻏﻮﻓﺮ ﻫﻮ ﺑﺮﻧﺎﻣ ‪‬ﺞ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﺎ ﹸﻃﺐ ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻃﺮﺣﺘﻪ ﺟﺎﻣﻌﺔ "ﻣﻴﻨﺴﻮﺗﺎ"‬
‫ﻕ ﻭﺍﺳﻊ ﰲ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺇﺫ ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸـﺴﺘﻔﻴﺪ ﻣـﻦ ﺧﻼﳍـﺎ ﺍﻟﻘﻴـﺎﻡ‬ ‫ﻋﺎﻡ ‪1991‬ﻡ‪ .‬ﻳﺴﺘﺨﺪﻡ ﻋﻠﻰ ﻧﻄﺎ ٍ‬
‫ﺑﺎﺳﺘﻌﺮﺍﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﻭﻥ ﺃﻥ ﻳﺘﻮ ‪‬ﺟﺐ ﻋﻠﻴﻪ ﺃﻥ ‪‬ﻳﺤ ‪‬ﺪﺩ ﺳﻠﻔﹰﺎ ﺃﻳﻦ ﺗﻮﺟﺪ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﺗﺴﻤﺢ ﺧﺪﻣﺔ ﻏﻮﻓﺮ ﺑﺎﻟﺒﺤﺚ ﰲ ﻗﻮﺍﺋﻢ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺗﺴﺎﻋﺪ ﰲ ﺇﺭﺳﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟـﱵ‬
‫ﻼ؛ ﺇﺫ ﺗـﺴﻤﺢ ﺑﺎﻟﻨﻔـﺎﺫ ﺇﱃ‬
‫ﳜﺘﺎﺭﻫﺎ ﺍﳌﹸﺴﺘﺨﺪِﻡ‪ ،‬ﻭ‪‬ﺗﻌ ‪‬ﺪ ﺍﳋﺪﻣﺔ ﻣﻦ ﺃﻛﺜﺮ ﻗﻮﺍﺋﻢ ﺍﻻﺳﺘﻌﺮﺍﺽ ﴰﻮﻟﻴﺔ ﻭﺗﻜﺎﻣ ﹰ‬
‫ﻗﻮﺍﺋﻢ ﺍﳌﻜﺘﺒﺎﺕ‪ ،‬ﻭﺇﱃ ﺍﳌﻠﻔﺎﺕ‪ ،‬ﻭﺇﱃ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻏﲑﻫﺎ)‪.(6‬‬

‫‪.Bulletin Board‬‬ ‫)‪(1‬‬

‫‪.Chat Rooms‬‬ ‫)‪(2‬‬

‫‪.News Groups‬‬ ‫)‪(3‬‬

‫‪.Browsers‬‬ ‫)‪(4‬‬

‫‪.Lurking‬‬ ‫)‪(5‬‬

‫ﻓﺎﺭﺱ ﺣﺴﻦ ﺷﻜﺮ ﺍﳌﻬﺪﺍﻭﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.35‬‬ ‫)‪(6‬‬
‫‪40‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺗ‪‬ﻮﻓﱢﺮ ﻏﻮﻓﺮ ﻃﺮﻳﻘ ﹰﺔ ﻓﻌﺎﻟﺔ ﻟﻺﺭﺷﺎﺩ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻮﻓﱠﺮﺓ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺑﻮﺍﺳﻄﺔ ﻗﻮﺍﺋﻢ ﻭﻓﻬﺎﺭﺱ‪،‬‬
‫ﻭﻳﺘﻄﻠﱠﺐ ﺍﺳﺘﺨﺪﺍﻡ ﻏﻮﻓﺮ ﺑﺮﺍﻣﺞ ﻣﻼﺋﻤﺔ ﰲ ﻛﻞ ﻣﻦ ﻃﺮﰲ ﺍﳊﺎﺳﻮﺏ‪ :‬ﺍﳌﹸﺴﺘﻔﻴﺪ ﻭﺍ ﹸﳌﺰ ‪‬ﻭﺩ)‪.(1‬‬
‫‪.‬‬‫)‪(2‬‬
‫)‪(FTP‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ‬
‫ﺏ‬
‫ﻳ‪‬ﻤﺜﱢﻞ ﺑﺮﻭﺗﻮﻛﻮ ﹰﻻ ﻟﻨﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺑﲔ ﻣﻮﻗﻌﲔ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳ‪‬ﻮﻓﱢﺮ ﻃﺮﻳﻘ ﹰﺔ ﻟﻠﻮﻟـﻮﺝ ﺇﱃ ﺣﺎﺳـﻮ ٍ‬
‫ﺕ ﺇﻟﻴﻪ)‪.(3‬‬
‫ﺕ ‪‬ﻣﺨ ‪‬ﺰﻧﺔ ﻓﻴﻪ‪ ،‬ﺃﻭ ﺇﺭﺳﺎﻝ ﻣﻠﻔﺎ ٍ‬
‫‪‬ﻣﺰ ‪‬ﻭﺩ ﰲ ﺍﻹﻧﺘﺮﻧﺖ؛ ‪‬ﺪﻑ ﺟﻠﺐ ﻣﻠﻔﺎ ٍ‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺪ ﺧﺪﻣﺔ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﻣﻦ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻬﻤﺔ ﰲ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺇﺫ ﺃﻥ ﻫﻨﺎﻙ ﺍﳌﻼﻳﲔ ﻣـﻦ ﻣﻠﻔـﺎﺕ‬
‫ﺍﳊﺎﺳﻮﺏ ﺍﳌﺘﺎﺣﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺎﻡ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻛﺎﻟﺼﻮﺭ ﻭﺍﻷﺻﻮﺍﺕ ﻭﺍﻟﻜﺘﺐ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﺍﻟـﱵ‬
‫ﳝﻜﻦ ﹸﳌﺴﺘﺨ ِﺪﻡ ﺍﻟﺸﺒﻜﺔ ﻧﻘﻠﻬﺎ ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺣﺎﺳﻮﺏ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﳋﺪﻣﺔ ﺍﻟﺬﻱ ﻳﺮﺗﺒﻂ ﺑﻪ‪ .‬ﻭﺫﻟﻚ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﻀﻞ ﻋـﺎﺩ ﹰﺓ ﺍﺳـﺘﺨﺪﺍﻡ ﺑﺮﻭﺗﻮﻛـﻮﻝ‬ ‫ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺑﺼﻴﻐﺔ ‪ Xmodem‬ﺃﻭ ‪ .Zmodem‬ﻭ‪‬ﻳﻔ ‪‬‬
‫‪Zmodem‬؛ ﻷﻧﻪ ﺃﺳﺮﻉ ﻭﺃﺑﺴﻂ ﺑﻜﺜ ٍﲑ ﻣﻦ ﺑﺮﻭﺗﻮﻛﻮﻝ ‪ .Xmodem‬ﻭﳝﻜـﻦ ﻟﻠﻤﻜﺘﺒـﺎﺕ ﻭﻣﺮﺍﻛـﺰ‬
‫ﺕ ﻣﺜﻞ ﺗﻮﺻﻴﻞ ﺍﻟﻮﺛﺎﺋﻖ ﺇﻟﻜﺘﺮﻭﻧﻴـﹰﺎ‪ ،‬ﻭﻧﻘـﻞ‬‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﰲ ﻋﺪﺓ ﳎﺎﻻ ٍ‬
‫ﻣﻠﻔﺎﺕ ﺍﻟﺘﺰﻭﻳﺪ‪ ،‬ﻭﻣﻠﻔﺎﺕ ﺍﻟﻔﻬﺎﺭﺱ ﻣﻦ ﻣﻜﺘﺒ ٍﺔ ﺇﱃ ﺃﺧﺮﻯ)‪.(4‬‬
‫ﻗﺪ ﻻ ﻳﻜﻔﻲ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺍﻟﺒﺤﺚ ﺿﻤﻦ ﻗﻮﺍﺋﻢ ﺍﻻﺳﺘﻌﺮﺍﺽ‪ ،‬ﻭﺇﳕﺎ ﻗﺪ ﳛﺘﺎﺝ ﺍﳌﹸـﺴﺘﻔﻴﺪ ﺇﱃ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻧﺴ ٍﺦ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﺃﻭ ﻣﻠﻔﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺨﺼﻲ ‪‬ﺪﻑ ﺍﳌﻌﺎﳉﺔ‪ ،‬ﻭﰲ ﻫـﺬﻩ‬
‫ﺍﳊﺎﻟﺔ ﳝﻜﻨﻨﺎ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺍﻟﺬﻱ ﻳ‪‬ﺴﺘﺨﺪﻡ ﰲ ﻧﺴﺦ ﺍﳌﻠﻔﺎﺕ ﺑﲔ ﺃﺟﻬﺰﺓ ﺍﻟـﺸﺒﻜﺔ؛‬
‫ﺣﻴﺚ ﻳﻘﻮﻡ ﺑﺎﻟﺪﺧﻮﻝ ﺇﱃ ﺟﻬﺎﺯ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟﺘﻨﻘﱡﻞ ﺑﲔ ﺍ‪‬ﻠﺪﺍﺕ ﻭﻣﻌﺎﳉﺔ ﺍﳌﻠﻔﺎﺕ ‪.‬‬
‫)‪(5‬‬

‫ﻭﺗﺴﻤﺢ ﻫﺬﻩ ﺍﳌﻴﺰﺓ ﺑﺎﻟﻨﻔﺎﺫ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺼﻮﺭ ٍﺓ ﺃﺳﺮﻉ ﳑﺎ ﻟﻮ ﱠﰎ ﺇﺭﺳﺎﻝ ﻫﺬﻩ ﺍﳌﻠﻔـﺎﺕ ﻋﻠـﻰ‬
‫ﺹ ‪‬ﻣﺮ ‪‬ﺳﻠﺔ ﺑﺎﻟﱪﻳﺪ ﺍﻟﺴﺮﻳﻊ‪.‬‬
‫ﺃﻗﺮﺍ ٍ‬
‫ﻭﻫﻨﺎﻙ ﺍﳌﻼﻳﲔ ﻣﻦ ﺍﳌﻠﻔﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﻠﻨﻘﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘـﻞ ﺍﳌﻠﻔـﺎﺕ ﰲ ﺍﻹﻧﺘﺮﻧـﺖ‪،‬‬
‫ﺺ‬
‫ﺼ ‪‬‬‫ﻭﻟﻠﺒﺤﺚ ﻋﻦ ﻫﺬﻩ ﺍﳌﻠﻔﺎﺕ ﳝﻜﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺓ ﺑﺮﻧﺎﻣﺞ )‪ ،(Archie‬ﻭﻫﻮ ﺑﺮﻧـﺎﻣ ‪‬ﺞ ﳐـ ‪‬‬
‫ﺕ‬
‫ﻟﻠﻤﺴﺘﻔﻴﺪ ﳌﺴﺎﻋﺪﺗﻪ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﻠﻔﺎﺕ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺍﳌﺨﺘﺰﻧﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻛﻠﻤﺎ ٍ‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.114‬‬ ‫)‪(1‬‬

‫‪.File Transfer Protocol‬‬ ‫)‪(2‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.114‬‬ ‫)‪(3‬‬
‫‪(4) Steve Sleight, OP CIT, P 55.‬‬

‫ﺷﺮﻳﻒ ﳏﻤﺪ ﺳﻌﻴﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.88‬‬ ‫)‪(5‬‬

‫‪41‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻣﻔﺘﺎﺣﻴﺔ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺑﺈﺩﺧﺎﻝ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‪ ،‬ﻭﻳﺒﺤﺚ ‪ Archie‬ﻋﻦ ﺍﳌﻠﻔﺎﺕ ﺍﻟﱵ ﺗﻘـﻊ‬
‫ﺿﻤﻦ ﳎﺎﻝ ﺍﻟﺒﺤﺚ‪ ،‬ﰒ ‪‬ﻳﺮﺳﻞ ﻗﺎﺋﻤ ﹰﺔ ﺑﺄﲰﺎﺀ ﺍﳌﻠﻔﺎﺕ ﺍﻟﻜﺎﻣﻠﺔ ﻭﻋﻨﺎﻭﻳﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﻓﻴﻘـﻮﻡ ﺍﳌﹸـﺴﺘﻔﻴﺪ‬
‫ﺑﺎﺳﺘﺮﺟﺎﻉ ﺍﳌﻠﻔﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﳌﻠﻔﺎﺕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺧﺪﻣﺔ ﺍﻟﺘﻠﻴﻨﺖ )‪.(Tel net‬‬
‫‪‬ﺗ ْﻌ ‪‬ﺮﻑ ﺧﺪﻣﺔ ﺍﻟﺘﻠﻨﺖ ﺃﻳﻀﹰﺎ ﲞﺪﻣﺔ ﺍﻟﺮﺑﻂ ﻋﻦ ‪‬ﺑﻌﺪ‪ .‬ﻭﺍﻟﺘﻠﻨﺖ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﺮﻧـﺎﻣ ٍﺞ ﺧـﺎﺹ ‪‬ﻳﺘـﻴﺢ‬
‫ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻡ ﺃﻥ ﻳﺼﻞ ﺇﱃ ﲨﻴﻊ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺃﻥ ﻳﺮﺗﺒﻂ ‪‬ﺎ‪ .‬ﺇﻥ ﺧﺪﻣﺔ ﺍﻟﺘﻴﻠﻨﺖ ﲡﻌﻞ‬
‫ﻣﻦ ﺣﺎﺳﻮﺏ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺯﺑﻮﻧﹰﺎ ﻟﻠﺘﻴﻠﻨﺖ؛ ﻭﺫﻟﻚ ﻟﻜﻲ ﻳﺘﻤ ﱠﻜﻦ ﻣﻦ ﺍﻟﻮﺻـﻮﻝ ﺇﱃ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﻭﺍﻟﱪﳎﻴـﺎﺕ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺇﺣﺪﻯ ﺧﺎﺩﻣﺎﺕ ﺍﻟﺘﻴﻠﻨﺖ)‪ (1‬ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺃﻱ ﻣﻜﺎ ٍﻥ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻫﺬﻩ ﺍﳋﺪﻣـﺔ ﺃﺻـﺒﺤﺖ ﻻ‬
‫‪‬ﺗﺴﺘﻌﻤﻞ ﺣﺎﻟﻴﹰﺎ ﻭ ‪‬ﻋ ‪‬ﻮﺿﺖ ﲞﺪﻣﺔ ‪(2) w.w.w‬؛‬
‫ﻋﻨﺪﻣﺎ ﻳ‪‬ﺘﺼﻞ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺑﻮﺍﺳﻄﺔ ﺗﻠﻨﺖ ﻳﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺣﺎﺳﻮﺑﻪ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻛﻤﺎ ﻟﻮ ﺃﻥ ﻟﻮﺣـﺔ‬
‫ﻱ ‪‬ﻣﺴﺘﺜﻤ ٍﺮ‬
‫ﻼ ﻋﻠﻰ ﺣﺎﺳﻮﺑﻪ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻭﺑﺈﻣﻜﺎﻧﻪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﺪﻣﺎﺕ ﻧﻔﺴﻬﺎ ﺍﳌﺘﺎﺣﺔ ﻷ ‪‬‬ ‫ﺍﳌﻔﺎﺗﻴﺢ ﻣﺮﺑﻮﻃ ﹲﺔ ﻓﻌ ﹰ‬
‫ﳏﱢﻠﻲ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻧﻪ ﻳﺴﺘﻄﻴﻊ ﺗﺸﻐﻴﻞ ﺑﺮﻧﺎﻣ ٍﺞ ﻣﻌﲔ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺬﻱ ﻳﻘﻊ ﰲ ﺍﻟﻨﺼﻒ ﺍﻵﺧـﺮ ﻣـﻦ‬
‫ﺍﻟﻜﺮﺓ ﺍﻷﺭﺿﻴﺔ‪ ،‬ﻛﻤﺎ ﻟﻮ ﻛﺎﻥ ﳚﻠﺲ ﺃﻣﺎﻣﻪ ﲤﺎﻣﹰﺎ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻠﻨﺖ ﳌﺸﺎﻫﺪﺓ ﻗﺎﺋﻤﺔ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﻣﻜﺘﺒﺔ ﺍﻟﻜـﻮﳒﺮﺱ ﺃﻭ ﺍﳌﻜﺘﺒـﺔ‬
‫ﺕ ﺣﻜﻮﻣﻴﺔ‪.‬‬‫ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﰲ ﻟﻨﺪﻥ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻻﺳﺘﻌﺮﺍﺽ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻭﺍﻟﺸﺮﻁ ﺍﻟﻮﺣﻴﺪ ﻻﺳﺘﺨﺪﺍﻡ ﺗﻠﻨﺖ ﺑﻨﺠﺎﺡ ﻫﻮ ﺃﻥ ‪‬ﻳ ْﻌ ِﺮﻑ ﺍﳌﹸﺴﺘﻔﻴﺪ ﻛﻴﻒ ‪‬ﻳﺴﺘﺨ ِﺪﻡ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺬﻱ‬
‫ﺩﺧﻞ ﺇﻟﻴﻪ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺴﻤﺢ ﻟﻪ ﻫﺬﺍ ﺍﳊﺎﺳﻮﺏ ﺑﺎﻟﻨﻔﺎﺫ ﺇﱃ ﻣﻠﻔﺎﺗﻪ‪ .‬ﻭﻫﻨﺎﻟﻚ ﻋﺪ ‪‬ﺩ ﻛﺒﲑ ﻣﻦ‬
‫ﺕ ﺧﺎﺻﺔ ﺿﻤﻦ ‪‬ﻧﻈﻤﻬﺎ ﻟﻜﻲ ﻳﺘﻤ ﱠﻜﻦ ‪‬ﻣﺴﺘﺨﺪﻣﻮ ﺍﻹﻧﺘﺮﻧﺖ ﻣـﻦ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﻗﺎﻣﺖ ﺑﺘﺤﻤﻴﻞ)‪ (3‬ﺑﺮﳎﻴﺎ ٍ‬
‫ﺍﻟﻨﻔﺎﺫ ﺍﻟﻔﻮﺭﻱ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪.‬‬‫)‪(4‬‬
‫ﺍﻟﻌﺎﳌﻴﺔ )‪(WWW‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺭﺍﺑﻄﺔ ﺍﻟﺸﺒﻜﺔ‬
‫ﻃﺮﺣﺖ ﻣﺆﺳﺴﺔ "ﺳﲑﻥ" ﰲ ﻋﺎﻡ ‪1992‬ﻡ ﺑﺮﻧﺎﻣﺞ ﺭﺍﺑﻄﺔ ﺍﻟـﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴـﺔ )‪ ،(WWW‬ﻭﻫـﻮ‬
‫ﻼ ﺍﳉﺰﺀ ﺍﻷﺳﺮﻉ‬
‫ﺑﺮﻧﺎﻣ ‪‬ﺞ ﳋﺪﻣﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ‪‬ﻳﺴﺘﺨ ِﺪﻡ ﺍﻟﻨ‪‬ﻈﻢ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﺍﻟﻮﺳﺎﺋﻂ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳ‪‬ﻌ ‪‬ﺪ ﻓﻌ ﹰ‬
‫ﳕﻮﹰﺍ ﰲ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬

‫‪.Servers‬‬ ‫)‪(1‬‬
‫‪(2) Steve Sleight, op. cit, PP5-6.‬‬

‫ﺍﻟﺘﺤﻤﻴﻞ ﻫﻮ ﻋﻤﻠﻴﺔ ﻧﻘﻞ ﻣﻠﻒ ﻋﱪ ﺍﳌﻮﺩﻡ ﻣﻦ ﺣﺎﺳﻮﺏ ﺑﻌﻴﺪ ﺇﱃ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﺴﺘﻌﻤﻞ‪.‬‬ ‫)‪(3‬‬
‫‪.The World Wide Web‬‬ ‫)‪(4‬‬
‫‪42‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺗﺘﻀﻤ‪‬ﻦ ﺭﺍﺑﻄﺔ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺇﻇﻬﺎﺭ ﺍﻟﻨﺺ ﺍﳌﻜﺘﻮﺏ ﻭﺃﻟﻮﺍﻧﹰﺎ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ‪ ،‬ﻛﻤﺎ ﳝﻜـﻦ ﺃﻥ ﺗﺘـﻀﻤ‪‬ﻦ‬
‫ﺕ ﺳﻴﻨﻤﺎﺋﻴﺔ‪.‬‬ ‫ﺕ ﺻﻮﺗﻴﺔ ﻭﻣﻠﻔﺎ ٍ‬
‫ﺻﻔﺤﺎﺕ )‪ (WWW‬ﻣﻨﺎﻇﺮ ﻣﺮﺳﻮﻣﺔ ﻭﻣﻠﻔﺎ ٍ‬
‫‪‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﻮﺍﺏ )‪ (Web‬ﺑﺮﻭﺗﻮﻛﻮﻝ ﻧﻘﻞ ﺍﻟﻨﺺ ﺍﳌﻤﻨﻬﻞ )‪ ،(1) (HTTP‬ﻭﻫﻮ ﺍﻟﻠﻐﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ ﺍﻟـﱵ‬
‫ﺗﺴﻤﺢ ﻟﺰﺑﺎﺋﻦ ﺍﻟـ ‪ Web‬ﻭ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻴﻪ ﺑﺎﻻﺗﺼﺎﻝ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪ ،‬ﻭﻫﻮ ﳛﺘﻮﻱ ﻧﻘﺎﻃﹰﺎ ﻣﻌﻴﻨﺔ ﺗﺴﻤﺢ ﺑﺎﻻﺗﺼﺎﻝ‬
‫ﻁ ﺃﺧﺮﻯ ﺿﻤﻦ ﺍﳌﻮﻗﻊ ﻧﻔﺴﻪ ﺃﻭ ﰲ ﻣﻮﺍﻗﻊ ﺃﺧﺮﻯ ﰲ ﺃﻣﺎﻛﻦ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻌﺎﱂ‪.‬‬ ‫ﺑﻨﻘﺎﻁ ﺍﺭﺗﺒﺎ ٍ‬
‫ﺕ ﺃﺧﺮﻯ ﺃﻭ ﺇﱃ ﻣﻮﺍﻗﻊ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﺄﺷﲑ ﺑﺎﻟﻨﺎﻗﺮﺓ ﻋﻠﻰ ﻧﻘﻄﺔ ﺍﻻﺭﺗﺒﺎﻁ)‪ ،(2‬ﻧﺘﻮ ‪‬ﺟﻪ ﻓﻮﺭﹰﺍ ﺇﱃ ﺻﻔﺤﺎ ٍ‬
‫ﺕ ﺃﺧﺮﻯ ﺿﻤﻦ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻣﺜﻞ ﻏﻮﻓﺮ ﺃﻭ )‪(FTP‬‬ ‫ﺃﺧﺮﻯ ﺿﻤﻦ ﺍﻟـ ‪ ،Web‬ﻛﻤﺎ ﳝﻜﻨﻨﺎ ﺍﻟﻨﻔﺎﺫ ﺇﱃ ﺃﺩﻭﺍ ٍ‬
‫ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺍﻻﺳﺘﻜﺸﺎﻑ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺍﳌﺴﺘﻌﺮﺽ ‪.‬‬
‫)‪(3‬‬

‫ﺍ ﹸﳌﺴﺘﻌﺮﺿﺎﺕ ‪:‬ﻫﻲ ﺇﺣﺪﻯ ﺑﺮﳎﻴﺎﺕ ﺍﳌﹸﺴﺘﻔﻴﺪ‪ ،‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺧﺎﺩ ٍﻡ ﻣﻌﲔ ﺃﻭ‬
‫ﺝ ﺧﺎﺹ‪ ،‬ﻭ‪‬ﺗﺴﺎﻋﺪ ﻗﺎﺋﻤﺔ ﺍﻻﺳﺘﻌﺮﺍﺽ ﰲ ﺭﺅﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﻧﻼﺣﻆ ﺍﻟﻴﻮﻡ ﺃﻥ ﺃﻛﺜـﺮ‬ ‫ﳕﻮﺫ ٍ‬
‫ﺍﻟﻘﻮﺍﺋﻢ ﺷﻌﺒﻴﺔ ﻫﻲ ‪ Explorer‬ﻭ ‪ Netscape‬ﺍﻟﱵ ‪‬ﺗﻌﺮﺽ ﻭﺍﺟﻬﺎﺕ ﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺮﺍﺑﻄﺔ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴﺔ‬
‫)‪.(WWW‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻣﻦ‪ :‬ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ‪.‬‬

‫ﻀﻞ ﻋﺪ ‪‬ﺩ ﻛﺒ ‪‬ﲑ ﻣﻦ ‪‬ﻣﺸﺘ ِﺮﻛﻲ ﺍﻹﻧﺘﺮﻧﺖ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻣﺜﻞ ﺧـﺪﻣﺎﺕ‬ ‫‪‬ﻳﻔ ‪‬‬
‫)‪ ،(America on Line‬ﺃﻭ )‪ ،(Microsoft Network‬ﺃﻭ )‪ ،(CompuServe‬ﺃﻭ )‪ .(Prodigy‬ﻭﻛﺜ ‪‬ﲑ‬
‫ﺕ ﻣﺄﺟﻮﺭﺓ ﻣﺘﺎﺣﺔ ﻓﻘﻂ ﻋـﱪ‬ ‫ﻣﻦ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻧﻔﺎﺫﹰﺍ ﳏﺪﻭﺩﹰﺍ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺧﺪﻣﺎ ٍ‬
‫ﺍﺗﺼﺎﻻ‪‬ﺎ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺍﳋﺎﺻﺔ ‪‬ﺎ‪ .‬ﻭﻫﻨﺎﻙ ﻣﻴﺰ ﹲﺓ ﻭﺍﺣﺪﺓ ﺟﻮﻫﺮﻳﺔ ﺗﺘﻤﺘ‪‬ﻊ ‪‬ﺎ ﻫﺬﻩ ﺍﳋﺪﻣﺎﺕ ﻫـﻲ ﺍﻟﺘـﺼﻨﻴﻒ‬
‫ﺍﻟﻮﺍﺳﻊ ﺍﻟﺪﻗﻴﻖ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻋﺎﻟﻴﺔ ﺍﻟﺪﻗﺔ‪ ،‬ﻭﺍﻟﺘﺤﺪﻳﺚ ﺍﳌﺴﺘﻤﺮ ﳍﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺗﺸﺘﺮﻱ ﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺘﺠﺎﺭﻳـﺔ‪ ،‬ﰒ ﺗﻘـﻮﻡ ﺑﺒﻴﻌﻬـﺎ‬
‫ﻟﺰﺑﺎﺋﻨﻬﺎ‪ .‬ﻭﰲ ﻛﺜ ٍﲑ ﻣﻦ ﺍﳌﻨﺎﻃﻖ‪ ،‬ﺗﻘ ‪‬ﺪﻡ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺧﺪﻣﺎﺕ ﺍﻟﻨﻔﺎﺫ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ ﻋﱪ ﺭﻗ ٍﻢ‬
‫ﺕ ﺑﻌﻴﺪﺓ ﺗﻜﻠﻔﺔ ﻋﺎﻟﻴﺔ ﻣﻘﺎﺑﻞ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺭﻏﻢ ﺫﻟـﻚ‬ ‫ﻫﺎﺗﻔﻲ‪ ،‬ﳑﺎ ‪‬ﻳﺤ ‪‬ﻤﻞ ﺍ ﹸﳌ‪‬ﺘﺼﻠﲔ ﻣﻦ ﻣﺴﺎﻓﺎ ٍ‬

‫‪.Hypertext Transfer Protocol‬‬ ‫)‪(1‬‬

‫ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﺘﺸﻌﱯ ﻫﻮ ﻋﻼﻣﺔ ﺗﻮﺿﻊ ﰲ ﺻﻔﺤﺎﺕ ﺍﻟﻮﻳﺐ ﺗﺆﺩﻱ ﻟﻼﻧﺘﻘﺎﻝ ﺇﱃ ﺻﻔﺤﺔ ﻭ ﻳﺐ ﺃﺧﺮﻯ‪.‬‬ ‫)‪(2‬‬

‫‪.Browser‬‬ ‫)‪(3‬‬
‫‪43‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻓﻬﺬﺍ ﻳ‪‬ﻌ ‪‬ﺪ ﻣﻴﺰﺓ ﺇﳚﺎﺑﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻨﺎﻃﻖ ﺍﻟﱵ ﻟﻴﺲ ﳍﺎ ﺃﻳﺔ ﻣﺆﺳﺴﺔ ﺧﺪﻣﺎﺕ ﳏﱢﻠﻴـﺔ ﺗ‪‬ـﺆ ‪‬ﻣﻦ ﺍﻟﻨﻔـﺎﺫ ﺇﱃ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺗﺴﻤﺢ ﲨﻴﻊ ﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺑﺈﺭﺳﺎﻝ ﻭﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘـﺮﻭﱐ ﻋـﱪ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳋﺪﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻣﺜﻞ ‪.Gopher ،Telnet ،Usnet-new ،www‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺗﺘﺸﺎﺑﻪ ﰲ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ؛ ﻓﺈ‪‬ﺎ ﲣﺘﻠﻒ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‬
‫ﰲ‪ :‬ﺍﻟﺘﻜﻠﻔﺔ‪ ،‬ﺍﳋﺪﻣﺎﺕ ﺍﳌﺘﺨﺼﺼﺔ‪ ،‬ﺍﳉﺪﺍﺭﺓ‪ ،‬ﺍﳉﻮﺩﺓ‪ ،‬ﺗﻘﻴﻴﺪ ﺣﺮﻳﺔ ﺍﻟﺘﺒﺎﺩﻝ‪ ،‬ﲢﺪﻳﺪ ﺣﺠﻢ ﺍﻟﺘﺨﺰﻳﻦ‪ ،‬ﺍﳌﻬﻠﺔ‬
‫ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻘﺼﻮﻯ‪ ،‬ﻧﻮﻋﻴﺔ ﺍﻟﺘﺤﺬﻳﺮﺍﺕ ﺍﻹﺭﺷﺎﺩﻳﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺘﺎﺳﻊ‪ :‬ﻣﺤ ‪‬ﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺕ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﺿﻤﻦ ﻣﺼﺎﺩﺭ ﺍﻹﻧﺘﺮﻧﺖ ﺍﳌﺨﺘﻠﻔـﺔ‪،‬‬ ‫ﻫﻲ ﺑﺮﺍﻣﺞ ‪‬ﺗﺘﻴﺢ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ ﺍﻟﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺎ ٍ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻋﻠﻰ ﺍﻟﻮﻳـﺐ‬ ‫ﻭﺗﺘﺄﱠﻟﻒ ‪‬ﻣﺤ ‪‬ﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﻣﻦ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﻹﳚﺎﺩ ﺻﻔﺤﺎ ٍ‬
‫ﻹﺿﺎﻓﺘﻬﺎ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪ ،‬ﺑﺮﻧﺎﻣﺞ ﺍﻟﻌﻨﻜﺒﻮﺕ)‪ (1‬ﺍﻟﺬﻱ ﻻ ﻳﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﻟﻠﺼﻔﺤﺔ ﺍﻷﻭﱃ ﻣـﻦ‬
‫ﺕ ﺃﺧـﺮﻯ‪.‬‬ ‫ﻱ ﻣﻮﻗ ٍﻊ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺻﻔﺤﺎ ٍ‬ ‫ﺍﳌﻮﻗﻊ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻑ‪ ،‬ﺑﻞ ‪‬ﻳﺘﺎﺑﻊ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺮﻭﺍﺑﻂ)‪ (2‬ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺃ ‪‬‬
‫ﻭﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻷﺧﺮﻯ ﺍﳌﹸﺴﺘﺨﺪِﻣﺔ ﰲ ﳏﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺑﺮﻧﺎﻣﺞ ﺍﳌﻔﻬﺮﺱ)‪ (3‬ﺍﻟﺬﻱ ﻳ‪‬ﻌ ‪‬ﺪ ﻗﺎﻋـﺪﺓ ﺑﻴﺎﻧـﺎ ٍ‬
‫ﺕ‬
‫ﺿﺨﻤﺔ ﺗﺼﻒ ﺻﻔﺤﺎﺕ ﺍﻟﻮﻳﺐ)‪.(4‬‬
‫‪Alta‬‬ ‫ﻭﻣﻦ ﺃﺷﻬﺮ ‪‬ﻣﺤ ‪‬ﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧـﺖ ‪ MSN‬ﻭ ‪ Yahoo‬ﻭ ‪ Google‬ﻭ‬
‫‪.Vista‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﻌﺎﺷﺮ‪ :‬ﻋﺎﱂ ﺍﻟﻨﻘﺪ ﻭﺍﻟﺘﺴﻮﻳﻖ‪.‬‬
‫ﻣﻊ ﲢﻮ‪‬ﻝ ﺍﻹﻧﺘﺮﻧﺖ ﺇﱃ ﻗﻨﺎ ٍﺓ ﺗﺴﻮﻳﻘﻴﺔ ﺑﺪﻳﻠﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻄﺒﻴﻖ‪ ،‬ﻭﻗﻴﺎﻡ ﺍﳌﺆﺳـﺴﺎﺕ ﺑﺎﺳـﺘﻐﻼﻝ ﻗـﻮﺓ‬
‫ﻼ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺷﻬﺪ ﻛﺜ ‪‬ﲑ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﳋﺪﻣﺔ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎ‪‬ﺎ ﲢ ‪‬ﻮ ﹰﻻ ﺇﱃ ﺍﳋﺪﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ .‬ﻓﻤـﺜ ﹰ‬
‫ﰲ ﺻﻨﺎﻋﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ ﺃﺻﺒﺢ ﺍﻟﻴﻮﻡ ﻣﻦ ﺍﳌﻤﻜﻦ ﺷﺮﺍﺀ ﺳﻴﺎﺭ ٍﺓ ﻣﻦ ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ ﺣـﺼﺮﻳﺎﹰ‪ ،‬ﻭﺗﻮﺻـﻴﻠﻬﺎ‬

‫‪.Spider Program‬‬ ‫)‪(1‬‬

‫‪.Links‬‬ ‫)‪(2‬‬

‫‪.Index Program‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﺟﻼﻝ ﺳﻴﺪ ﻏﻨﺪﻭﺭ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﲔ ﻟﻺﻧﺘﺮﻧﺖ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻼﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﺟﺎﻣﻌـﺔ‬ ‫)‪(4‬‬

‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.121‬‬

‫‪44‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻣﺒﺎﺷﺮ ﹰﺓ ﺇﱃ ﻣﺴﻜﻦ ﺍﳌﺸﺘﺮﻱ‪ .‬ﻛﻤﺎ ﺃﻥ ﻋﻨﺎﺻﺮ ﻣ‪‬ﻨﺘِﺞ ﺍﳋﺪﻣﺔ‪ ،‬ﻛﺎﻟﻀﻤﺎﻥ‪ ،‬ﻭﺍﻟﺘﺄﻣﲔ‪ ،‬ﻭﺍﻟﺘﻤﻮﻳﻞ‪ ،‬ﺃﺻﺒﺤﺖ‬
‫ﺳﻬﻠﺔ ﺍﳌﻨﺎﻝ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ)‪.(1‬‬
‫ﻛﻤﺎ ﻳﺴﺘﻔﻴﺪ ﺭﺟﺎﻝ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺣﻴﺚ ﱠﰎ ﺇﻧﺸﺎﺀ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻣﻜﺎﺗـﺐ ﺍﻻﺳﺘـﺸﺎﺭﺍﺕ‬
‫ﻹﺩﺍﺭﺓ ﺭﺅﻭﺱ ﺍﻷﻣﻮﺍﻝ ﺍﻟﱵ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺧﺪﻣﺎ‪‬ﺎ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺣﻴﺚ ﳝﻜﻦ ﻟﺮﺟﻞ ﺍﻷﻋﻤﺎﻝ ﺃﻥ ﻳ ﱠﻄﻠﻊ ﻋﻠـﻰ‬
‫ﺁﺧﺮ ﺃﺧﺒﺎﺭ ﺍﻷﺳﻌﺎﺭ ﰲ ﺍﻷﺳﻮﺍﻕ ﻭﺃﺣﺪﺙ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻟﺼﻨﺎﻋﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺃﺧﺬﺕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺒﺎﺩﻝ ﺍﻟﺘﺠﺎﺭﻱ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﺗﺘﻄ ‪‬ﻮﺭ ﺳﺮﻳﻌﹰﺎ؛ ﺣﻴﺚ ﻳﺘﻮﻗﱠـﻊ ﺍﳌﺮﺍﻗﺒـﻮﻥ ﺃﻥ‬
‫ﺗﺰﺩﻫﺮ ﺑﻌﺪ ﺣ ﱢﻞ ﻣﺸﻜﻼﺕ ﺍﳉﺎﻧﺐ ﺍﻷﻣﲏ ﰲ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﻭﻳﺮﺗﺒﻂ ﺍﻟﻴﻮﻡ ﻋﺪ ‪‬ﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﺎﺋﻌﲔ ﻭﺍﻟﻌﺎﺭﺿﲔ ﻭﺍﻟﻮﻛﻼﺀ ﺑﺎﻹﻧﺘﺮﻧﺖ؛ ﻭﺑـﺬﻟﻚ ﳝﻜـﻦ ﺇﲤـﺎﻡ‬
‫ﺻﻔﻘﺎﺕ ﺍﻟﺸﺮﺍﺀ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﻴﻮﻡ ﺃﻥ ﻳﺸﺘﺮﻱ ﺍﳌﹸﺴﺘﻔﻴﺪ ﺃﻱ ﺷﻲ ٍﺀ ‪‬ﻳﺮﻳﺪﻩ ﺑﺪﺀﹰﺍ ﻣﻦ ﺍﻟﺴﻴﺎﺭﺍﺕ ﺇﱃ‬
‫ﺍﳊﻮﺍﺳﻴﺐ ﻭﺍﻷﺟﻬﺰﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﺴﺎﻋﺎﺕ‪ ،‬ﻭﺻﻮ ﹰﻻ ﺇﱃ ﺍﻟﻘﻄﻊ ﺍﻷﺛﺮﻳﺔ ﻭﺍﻟﻠﻮﺣـﺎﺕ ﺫﺍﺕ ﺍﻷﺳـﻌﺎﺭ‬
‫ﺍﻟﺒﺎﻫﻈﺔ‪ .‬ﻭﻛﻞ ﺫﻟﻚ ﻳﺘ ‪‬ﻢ ﺗﻨﻈﻴﻤﻪ ﻋﱪ ﻃﻠﺒﺎﺕ ﺑﺮﻳﺪﻳﺔ)‪ (2‬ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳﺴﺘﻄﻴﻊ ﺭﺟـﺎﻝ ﺍﻷﻋﻤـﺎﻝ ﺃﻥ‬
‫ﻕ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﺳﻌﺔ ﺩﻭﻥ ﻗﻠﻖ‪ ،‬ﺣﻴﺚ ﺗﻘﻮﻡ ﻋﺸﺮﺍﺕ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻳﺸﺘﺮﻭﺍ ﻣﺎ ﻳﺸﺎﺀﻭﻥ ﻣﻦ ﺳﻮ ٍ‬
‫ﺍﳌﺘﺤﺪﺓ ﻭﺃﻭﺭﻭﺑﺎ ﺑﺘﻄﻮﻳﺮ ‪‬ﻧﻈ ٍﻢ ﻣﺎﻟﻴﺔ ﳏﻤﻴﺔ ﻭﻣﻼﺋﻤﺔ ﻟﻠﻌﻤﻞ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ‪‬ﻣﺘﻌـ ‪‬ﺪﺩﺓ ﺍﻟﻮﺳـﺎﺋﻂ‪،‬‬
‫ﺏ ﺣﺪﻳﺚ ﻳﻌﻤﻞ ﻛﻤﺎ ﻳﻠﻲ‪ :‬ﻳﻘﻮﻡ ﺍﳌﺸﺘﺮﻱ ﺑﺈﺭﺳﺎﻝ ﺭﻣﺰﻩ ﺍﳋﺎﺹ)‪ (3‬ﺇﱃ ﺍﻟﺒﻨﻚ ﺍﻟـﺬﻱ‬ ‫ﺻﻠﺖ ﺇﱃ ﺃﺳﻠﻮ ٍ‬ ‫ﻭﺗﻮ ‪‬‬
‫ﻳﺘﻌﺎﻣﻞ ﻣﻌﻪ‪ ،‬ﻭﻳﻘﻮﻡ ﺍﻟﺒﻨﻚ ﺑﺈﺭﺳﺎﻝ ﺇﺷﺎﺭ ٍﺓ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺮﻣﺰ ﺍﳋﺎﺹ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﺒﺎﺋﻌـﺔ ﺑـﺸﺤﻦ ﺍﻟﺒـﻀﺎﺋﻊ‬
‫ﺍﶈﺠﻮﺯﺓ‪.‬‬
‫ﻭﻛﻤﺜﺎ ٍﻝ ﻋﻤﻠﻲ ﻋﻠﻰ ﺍﻟﺘﺴﻮ‪‬ﻕ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻓﺈﻧﻪ ﺑﺈﻣﻜﺎﻥ ﺃﻱ ‪‬ﻣﺴﺘﺨ ِﺪ ٍﻡ ﺣﺎﻟﻴﹰﺎ ﺃﻥ ﻳـﺴﺘﺪﻋ ‪‬ﻲ ﺑﺮﻧـﺎﻣﺞ‬
‫‪ Netscape‬ﺃﻭ ‪ Explorer‬ﻟﻴﻘﻮﻡ ﺑﻮﺻﻠﻪ ﺑﺄﻳﺔ ﻋﺎﺻﻤ ٍﺔ ﺃﻭﺭﻭﺑﻴﺔ ﺃﻭ ﻣﺪﻳﻨ ٍﺔ ﺃﻣﺮﻳﻜﻴﺔ‪ ،‬ﻓﻴﻌﺮﺽ ﺍﻟﱪﻧﺎﻣﺞ ﺃﻧﻮﺍﻋﹰﺎ‬
‫ﻋﺪﻳﺪﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺃﻳﻀﹰﺎ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺘﺴﻮ‪‬ﻕ؛ ﺇﺫ ﺃﻥ ﺍﻟﱪﻧﺎﻣﺞ ﻳﻀﻊ ﲢﺖ ﺗﺼ ‪‬ﺮﻓﻪ ﻣﺌﺎﺕ ﺍﳌﺘﺎﺟﺮ ﰲ‬
‫ﺲ ﻋﻠﻰ ﻣﻘﻌـﺪﻩ ﰲ‬ ‫ﻛﻞ ﻣﺪﻳﻨﺔ ﻳﺮﻏﺐ ﰲ ﺯﻳﺎﺭ‪‬ﺎ‪ ،‬ﻭﳝﻜﻦ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻡ ﺃﻥ ‪‬ﻳﺠﺮﻱ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺭﺓ ﻭﻫﻮ ﺟﺎﻟ ‪‬‬
‫ﻣﱰﻟﻪ‪ ،‬ﰒ ﻳﻄﻠﺐ ﻣﺎ ﻳﺸﺎﺀ ﻣﻦ ﺍﻟﺴﻠﻊ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﺪﻓﻊ ﲦﻦ ﻣﺎ ﺍﺷﺘﺮﺍﻩ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﺩﺧـﺎﻝ ﺭﻗـﻢ‬
‫ﺑﻄﺎﻗﺘﻪ ﺍﳌﺼﺮﻓﻴﺔ‪ ،‬ﻭﻳﻘﻮﻡ ﺍﻟﺒﺎﺋﻊ ﺑﺈﻳﺼﺎﻝ ﻣﺸﺘﺮﻳﺎﺗﻪ ﺇﱃ ﻣﱰﻟﻪ ﻣﺒﺎﺷﺮﺓ‪.‬‬

‫ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.170‬‬ ‫)‪(1‬‬

‫‪.Mailorder‬‬ ‫)‪(2‬‬

‫‪.Net cash code‬‬ ‫)‪(3‬‬

‫‪45‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺇﻥ ﺍﻟﻘﻴﻤﺔ ﺗﻨﺸﺄ ﻭﺗﺘﺪﻓﱠﻖ ﻣﻦ ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﻮﻳﺐ‪ ،‬ﳑﺎ ﻳ‪‬ﺴﻬﻢ ﰲ ﺗﺪﻋﻴﻢ ﺍﻟﺘﺼﺮ‪‬ﻓﺎﺕ ﻭﺍﳌﻌﺮﻓـﺔ‬
‫ﺍﳌﻨﻘﻮﻟﺔ ﻋﲑ ﺍﻟﺸﺒﻜﺔ)‪:(1‬‬
‫‪ -1‬ﺯﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﺍﻟﺴﻮﻕ ﳑﺎ ﻳ‪‬ﺴﺎﻋِﺪ ﻋﻠﻰ ﺗﻘﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺇﱃ ﺣ ‪‬ﺪ ﺑﻌﻴﺪ؛‬
‫‪ -2‬ﺗﻮﻓﲑ ﺍﳌﻀﻤﻮﻥ ﺍﳊﺮﺝ ﻟﻠﻤﻌﺮﻓﺔ‪ ،‬ﺍﻟﺬﻱ ﻳﺪﻓﻊ ﻭﻳ‪‬ﻨﻤ‪‬ﻲ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ ﰲ ﺣﻘﺒـﺔ ﺍﻟـﺸﺒﻜﺎﺕ‪.‬‬
‫ﻳﺼﻌﺐ ﺃﻥ ﲤﺪ ﲡﺎﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺇﱃ ﺍﳌﺴﺘﻬﻠﻚ ﰲ ﺷﻜ ٍﻞ ﻃﺒﻴﻌﻲ‪ ،‬ﺑﻞ‬
‫ﺺ ﺍﻟﺮﻗﻤﻲ ﺍﻟﺬﻱ ﻳ‪‬ﻤﺜﱢﻞ ﺍﳌﻀﻤﻮﻥ ﺍﳌﻌﺮﰲ ﻓﺤﺴﺐ‪.‬‬ ‫ﲤﺪ‪‬ﻩ ﺑﺎﻷﺷﻜﺎﻝ ﻭﺍﻟﺼﻮﺕ ﻭﺍﻟﻨ ‪‬‬
‫‪ -3‬ﲡﻌﻞ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳊﺪﻭﺩ ﻏﲑ ﻭﺍﺿﺤﺔ‪ ،‬ﰲ ﻧﻄﺎﻕ ﺳﻠﺴﻠﺔ ﺍﻟﻘﻴﻢ ﺍﳌﻀﺎﻓﺔ‪ ،‬ﻋﱪ ﺍﳊﺪﻭﺩ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻟﻠﺪﻭﻝ‪،‬‬
‫ﻭﺍﻟﻘﺎﺭﺍﺕ‪ ،‬ﻭﻟﻸﺳﻮﺍﻕ‪ ،‬ﻭﺍﻟﺼﻨﺎﻋﺎﺕ‪ ،‬ﻭﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳌﺴﺘﻬﻠﻜﲔ؛‬
‫‪ -4‬ﺗ‪‬ﺤﻮ‪‬ﻝ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻘﻮﺓ ﻣﻦ ﺍﳌﹸﻨﺘِﺞ ﺇﱃ ﺍﳌﺴﺘﻬﻠﻚ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺯﻳﺎﺩﺓ ﻛـ ‪‬ﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﳌﹸﺘﻮﻓﱢﺮﺓ ﻭﺟﻮﺩ‪‬ﺎ‪ ،‬ﻓﻴﻤﺎ ﻳﺘ‪‬ﺼﻞ ﺑﺈﻣﺪﺍﺩ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﻭﺍﻟﻔﺤﻮﻯ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﹸﺘﻨﻮ‪‬ﻋﺔ؛‬
‫ﳑﺎ‬ ‫ﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻔﺎﻋ‪‬ﻞ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﻟﻨﺎﺑﻌﺔ ﻣﻦ ﺫﻟﻚ؛‬
‫‪ -5‬ﺗ‪‬ﺴﺎﻋﺪ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﰲ ﺑ ﱢ‬
‫ﻳﺰﻳﺪ ﺍﳌﻨﺎﻓﺴﺔ ﺍﳌﻔﺘﻮﺣﺔ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﻣﺎ ﺗﺒﺜﱡﻪ ﻣﻦ ﻣﻀﻤﻮ ٍﻥ ﻣﻌﺮﰲ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳊﺎﺩﻱ ﻋﺸﺮ‪ :‬ﺧﺪﻣﺔ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﳌﻤﻜﻦ ﻟﻜﻞ ﺇﻧﺴﺎ ٍﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﻭﻇﻴﻔ ٍﺔ ‪‬ﺗﻨﺎﺳﺒﻪ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧـﺖ‬
‫ﺍﻟﱵ ﺃﺻﺒﺤﺖ ﻭﻛﺎﻟﺔ ﺗﻮﻇﻴﻒ ﻓﻌﻠﻴﺔ؛ ﺣﻴﺚ ﺗﻘﻮﻡ ﺃﻋﺪﺍ ‪‬ﺩ ﺿﺨﻤﺔ ﻣﻦ ﺍﳌﺸﺘﺮﻛﲔ ﺑﺘﺼﻔﱡﺢ ﺍﻟﺸﺒﻜﺔ ﲝﺜﹰﺎ ﻋﻦ‬
‫ﻋﻤﻞ‪ ،‬ﻭﺗﺘﺰﺍﻳﺪ ﻫﺬﻩ ﺍﻷﻋﺪﺍﺩ ﺑﺼﻮﺭ ٍﺓ ﻳﻮﻣﻴﺔ‪.‬‬
‫ﻭﳍﺬﺍ ﻓﺈﻧﻪ ﻟﻴﺲ ﻏﺮﻳﺒﹰﺎ ﺃﻥ ﻳﻨﻤﻮ ﻋﺪﺩ ﻭﻛﺎﻻﺕ ﺍﻟﺘﻮﻇﻴﻒ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺸﻜﻞ ﻛﺒﲑ‪ ،‬ﻛﻤﺎ ﻳﻠﺤﻖ‬
‫ﺴﻮﻥ ‪‬ﺟﺪﺩ‪ .‬ﻭﺗﺘ‪‬ﺠﻪ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳉﻤﻌﻴﺎﺕ ﺑﺼﻮﺭ ٍﺓ ﻣﺘﺰﺍﻳﺪﺓ ﺇﱃ ﺍﻹﻧﺘﺮﻧـﺖ‬
‫‪‬ﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻣﻨﺎﻓ ‪‬‬
‫ﺕ ﻋﻦ ﻭﻇﺎﺋﻒ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﻻ ﻳﺒـﺪﻭ‬ ‫ﻋﻨﺪ ﺍﻟﺒﺤﺚ ﻋﻦ ‪‬ﻣﻮ ﱢﻇﻔﲔ ﺟ‪‬ﺪﺩ‪ ،‬ﻭﺣﱴ ﺍﻟﺼﺤﻒ ﺗﻀﻊ ﺇﻋﻼﻧﺎ ٍ‬
‫ﺃ‪‬ﺎ ﲣﺸﻰ ﺍﻟﺪﺧﻮﻝ ﰲ ﻣﻨﺎﻓﺴﺔ ﻣﻊ ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺩﺧﻠﻬﺎ ﺃﻻ ﻭﻫﻮ ﺍﻹﻋﻼﻥ ﺍﳌﻄﺒﻮﻉ‪.‬‬
‫ﻼ ﻭﺯﺍﺭﺓ ﺍﻟﻌﻤﻞ ﺍﻷﳌﺎﻧﻴﺔ ﻋﻦ ﺧﺪﻣﺔ ﺃ ‪‬ﺳﺴﺘﻬﺎ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧـﺖ‬ ‫ﻭﻗﺪ ﺃﻋﻠﻨﺖ ﻣﺜ ﹰ‬
‫ﺑﻌﺒﺎﺭﺓ » ﻭﻛﺎﻟﺔ ﺍﻟﺘﻮﻇﻴﻒ «‪ .‬ﻭﺗﻘﻮﻡ ﻭﻛﺎﻟﺔ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻟﻌﺎﻣﺔ ﺑﻌﺮﺽ ﻭﻇﺎﺋﻒ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻨﺬ ﺳـﻨﺘﲔ‬
‫ﺗﻘﺮﻳﺒﹰﺎ‪ ،‬ﻭﻫﻲ ‪‬ﺗﻌ ‪‬ﺪ ﻭﺍﺣﺪ ﹰﺓ ﻣﻦ ﺃﻛﱪ ﺃﺳﻮﺍﻕ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﺣﻴﺚ ﺗﻌﺮﺽ ﳓﻮ ﻧﺼﻒ ﻣﻠﻴﻮﻥ ﻭﻇﻴﻔﺔ‬
‫ﻭﻓﺮﺻﺔ ﻟﻠﺘﺪﺭﻳﺐ ﺍﳌﻬﲏ‪ ،‬ﻭﻳﺒﻠﻎ ﻋﺪﺩ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻟﺼﻔﺤﺔ ﺣﻮﺍﱄ ﻣﺎﺋﺔ ﺃﻟﻒ ﺯﺍﺋﺮ ﻳﻮﻣﻴﹰﺎ‪.‬‬

‫ﻣﲎ ﳏﻤﺪ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺒﻄﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩ‪.‬ﻥ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ‪.213‬‬ ‫)‪(1‬‬
‫‪46‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻗﺎﻝ ﻣﺪﻳﺮ ﺍﳌﻌﻬﺪ ﺍﻟﻔﻴﺪﺭﺍﱄ ﺍﻷﳌﺎﱐ ﻟﻠﺘﻮﻇﻴﻒ ﲟﺪﻳﻨﺔ ﻧﻮﺭﻣﱪﺝ‪ » :‬ﺇﻥ ﺍﳌﻴﻞ ﺇﱃ ﺍﻟﺘـﺰ ‪‬ﻭﺩ ﺍﻟـﺬﺍﰐ‬
‫ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺯﻳﺎﺩ ٍﺓ ‪‬ﻣﻄ ‪‬ﺮﺩﺓ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻥ ‪‬ﺪﻑ ﺍﻟﻘﻴﺎﻡ ﺑﺮﺣﻠ ٍﺔ ﰲ ﺍﻟﻌﻄﻠـﺔ ﺃﻡ ﺍﻟﺒﺤـﺚ ﻋـﻦ ﻭﻇﻴﻔـ ٍﺔ‬
‫ﺟﺪﻳﺪﺓ«‪ .‬ﻭﻫﻮ ‪‬ﻳﻘ ‪‬ﺮ ﺑﺄﻥ ﺑﻌﺾ ﺍﻟﻄﻠﺒﺎﺕ ﻣﺮ ‪‬ﺩﻫﺎ ﺇﱃ ﺿﻴﻖ ﺳﻮﻕ ﺍﻟﻮﻇﺎﺋﻒ ﻭﻳﻘﻮﻝ‪ » :‬ﺇﻥ ﻛﻞ ﻓﺮﺻﺔ ﻳﺘ ‪‬ﻢ‬
‫ﺍﺳﺘﻐﻼﳍﺎ ﺍﻵﻥ ﻋﻨﺪﻣﺎ ﻳﺒﺤﺚ ﺍﻟﻨﺎﺱ ﻋﻦ ﻭﻇﻴﻔﺔ ‪ -‬ﻭﻳﺰﻭﺭ ﺣﻮﺍﱄ ‪ 600‬ﺃﻟﻒ ﻣﻦ ﺃﺭﺑﺎﺏ ﺍﻟﻌﻤﻞ ﺍﻷﳌـﺎﻥ‬
‫ﻣﻮﻗﻊ ﺍﳌﻌﻬﺪ ﺍﻟﻔﻴﺪﺭﺍﱄ ﻟﻠﺘﻮﻇﻴﻒ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺷﻬﺮﻳﹰﺎ؛ ﺣﻴﺚ ‪‬ﻳﻘ ‪‬ﺪﻡ ﻣﺎ ﻳﺰﻳﺪ ﻋﻠﻰ ﻣﻠﻴﻮﻥ ﺷﺨﺺ ﳑ‪‬ـﻦ‬
‫ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﻋﻤ ٍﻞ ﻷﻧﻔﺴﻬﻢ‪.‬‬
‫ﻭﻳﻘﻮﻝ ﻛﺬﻟﻚ‪ » :‬ﺇﻥ ﺃﻛﺜﺮ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﻫﻢ ﻣﻦ ﺍﳌﺆﺳـﺴﺎﺕ ﺍﻟـﺼﻐﲑﺓ ﺍ ﹸﳌﺒﺘﻜِـﺮﺓ‬
‫ﻭﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺎﺕ ﺍ ﹸﳌﺴﱠﻠﺤﺔ ﺑﺄﺣﺪﺙ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ؛ ﻷ‪‬ﺎ ﺃﺳﺮﻉ ﻭﺳﻴﻠ ٍﺔ ﻟﻠﺒﺤﺚ ﻋﻦ ‪‬ﻣﻮ ﱢﻇﻔﲔ ﻭﺃﻛﺜﺮﻫـﺎ‬
‫ﻣﻼﺋﻤﺔ«)‪. (1‬‬
‫ﺕ ﺃﺧﺮﻯ ﻣﻦ ﺑﻴﻨﻬﺎ)‪:(2‬‬
‫ﻟﻺﺷﺎﺭﺓ ﺗ‪‬ﻘﺪ‪‬ﻡ ﺍﻹﻧﺘﺮﻧﺖ ﺧﺪﻣﺎ ٍ‬
‫• ﺍﻟﺘﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ :‬ﻟﻘﺪ ﺷﺠ‪‬ﻌﺖ ﺍﻹﻧﺘﺮﻧﺖ ﻋﺪﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺇﳒﺎﺯ ﺃﻋﻤﺎﳍﻢ ﻋـﻦ ﺑ‪‬ﻌـﺪ‬
‫ﻭﻋﻦ ﻃﺮﻳﻖ ﺍﳍﺎﺗﻒ ﻭﻫﻢ ﰲ ﻣﻨﺎﺯﳍﻢ؛‬
‫• ﺇﻧﺸﺎﺀ ﻣﺆﺳﺴﺎﺕ ﺍﳋﺪﻣﺔ ﺍﻟﻔﻮﺭﻳﺔ ﰲ ﳎﺎﻝ ﺧﺪﻣﺎﺕ ﺍﳌﺴﺘﻬﻠﻚ ﻣ‪‬ﻘﺎﺑِﻞ ﺭﺳﻮ ٍﻡ ﺷﻬﺮﻳﺔ‪ :‬ﻭﺑﻮﺟـ ٍﻪ‬
‫ﺧﺎﺹ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺗﻘﺪﱘ ﺍﺳﺘﻤﺎﺭﺍﺕ ﺍﻟﻀﺮﺍﺋﺐ ﺇﻟﻜﺘﺮﻭﻧﻴﺎ؛‬
‫‪ -‬ﺍﻟﺒﺤﺚ ﺍﻹﻟﻜﺘﺮﻭﱐ؛‬
‫‪ -‬ﻣﺘﺎﺑﻌﺔ ﺍﻹﻋﻼﻥ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺸﺎﻏﺮﺓ؛‬
‫‪ -‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻨﺪﻭﺍﺕ ﻭﺍﳌﻠﺘﻘﻴﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻨﺪﻭﺍﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ‪...‬ﺍﱁ؛‬
‫‪ -‬ﺇﺗﺎﺣﺔ ﻓﺮﻕ ﺑﺮﻳﺪ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻱ ﺇﻣﻜﺎﻧﻴﺔ ﺇﺭﺳﺎﻝ ﺍﻟﱪﻳﺪ ﻋﱪ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫• ﺍﻟﺘﻌﻠﱡﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑﻌﺪ)‪ :(3‬ﻣﻦ ﺧﻼﻝ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺃﺻﺒﺢ ﻣـﻦ ﺍﳌﻤﻜـﻦ ﺇﻟﻘـﺎﺀ‬
‫ﺍﶈﺎﺿﺮﺍﺕ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﻭﺍﻟﺪﺍﺭﺳﲔ ﻭ ‪‬ﻣﺘﺎﺑﻌﺔ ﺍﳌﺆﲤﺮﺍﺕ ﰲ ﻛﻞ ﻣﻜﺎ ٍﻥ ﻣﻦ ﺃﻃﺮﺍﻑ ﺍﻟﻌﺎﱂ ﰲ‬
‫ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺑﺪﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻮﺍ ‪‬ﺟﺪ ﺍﳌﻜﺎﱐ)‪.(4‬‬

‫)‪(1‬‬ ‫‪ 10/05/2008.‬ﺑﺘﺎرﻳﺦ ‪http://www.bab.com/articles/full_article.cfm?id=2263‬‬

‫ﳏﻤﺪ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.192‬‬ ‫)‪(2‬‬

‫‪.Distant Learning‬‬ ‫)‪(3‬‬

‫ﻭﻫﺬﺍ ﻣﺎ ﺳﻮﻑ ﻧﻌﺎﳉﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪.‬‬ ‫)‪(4‬‬

‫‪47‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺁﺛﺎﺭﻫﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ‬
‫ﺃﺻﺒﺢ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻌﺎﻝ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳊﻴﻮﻳـﺔ‬
‫ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﰲ ﻋﺎﱂ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺬﻱ ﻳﺘﺴﻢ ﺍﻟﻴﻮﻡ ﺑﺎﻟﺘﻐﲑ ﺍﻟﺴﺮﻳﻊ ﻭﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﻌﺎﻟﻴـﺔ‪ ،‬ﻛـﺬﻟﻚ ﻳ‪‬ﻌـﺪ‪‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺃﺣﺪ ﺃﻛﱪ ﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﻣﻌﻈﻢ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻴﻮﻡ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧـﺖ ﺃﻱ‬
‫ﻣﺆﺳﺴﺔ ﺗﺒﺤﺚ ﻋﻦ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻋﻨﺪﺋﺬ ﻳﻜﻮﻥ ﺍﳌﻄﻠﺐ ﺍﻟﺮﺋﻴﺲ ﻫﻮ ﻓﻬﻢ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻠﻌﺒﻪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻮﺻﻞ ﻷﻓﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﳍﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬

‫ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺗﺎﺣﺖ ﻟﻨﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﻤﺎ ﺇﻣﻜﺎﻧﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻜﺜﲑ‬
‫ﺕ‬
‫ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺃﻭ ﺟﺰ ٍﺀ ﻣﻨﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻧﺘﻘـﺎﻝ ﳌـﺴﺎﻓﺎ ٍ‬
‫ﻃﻮﻳﻠﺔ )ﺃﻱ ﺃﻥ ﻋﺪﺓ ﺃﻧﺸﻄﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺃﺻﺒﺤﺖ ﺗﺆﺩﻯ ﻣﻦ ﺧﻼﻝ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ(‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫‪‬ﻳﻼﺣﻆ ﺃﻥ ﻟﻔﻆ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ )‪ (Technology‬ﻳﺘﻜ ‪‬ﻮﻥ ﻣﻦ ﻣﻘﻄﻌﲔ‪ :‬ﺍﻷﻭﻝ )‪ (Techno‬ﻭﻳﻌـﲏ‪:‬‬
‫ﺍﻟﺘﻄﺒﻴﻖ ﺃﻭ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻤﻠﻲ‪ ،‬ﻭﺍﻟﺜﺎﱐ )‪ (Logy‬ﻭﻳﻌﲏ‪ :‬ﺍﻟﻌﻠﻢ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻣﻌﲎ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺳﻮﻑ ﻳﺸﲑ‬
‫ﺇﱃ ﺃ‪‬ﺎ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻌﻠﻢ ﺍﻟﺘﻄﺒﻴﻘﻲ ) ﺃﻭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻔﻨﻴﺔ( ﻟﺘﺤﻘﻴﻖ ﻏﺮﺽ ﻋﻤﻠﻲ‪ ،‬ﻭﻫﻲ ﺗﺸﻤﻞ ﲨﻴﻊ ﺍﻟﻮﺳـﺎﺋﻞ‬
‫ﺍﳌﹸﺴﺘﺨﺪِﻣﺔ ﻟﺘﻮﻓﲑ ﻛﻞ ﻣﺎ ﻫﻮ ﺿﺮﻭﺭﻱ ﳌﻌﻴﺸﺔ ﺍﻟﻨﺎﺱ ﻭﺭﻓﺎﻫﻴﺘﻬﻢ)‪.(1‬‬
‫ﻭ‪‬ﻳﺸﲑ ﻣﺼﻄﻠﺢ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺇﱃ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻌﻤﻠﻲ ﻟﻸﺳﺎﻟﻴﺐ ﺍﻟﻌﻠﻤﻴﺔ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﳊﺪﻳﺜـﺔ‪،‬‬
‫ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﻫﺬﻩ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻌﻠﻤﻴﺔ ﻏﺎﻟﺒﹰﺎ ﻣﺎ ﺗﺘﻌﱠﻠﻖ ﺑـ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺃﻭ ﺍﻹﻧﺘﺎﺝ‪،‬‬
‫ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺍﻟﺘﻘ ‪‬ﺪﻡ ﺍﻟﻌﻠﻤﻲ ﺍ ﹸﳌﺆﱢﺛﺮ ﰲ ﳐﺘﻠﻒ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻓﻴﻬﺎ)‪.(2‬‬

‫ﻣﻨﲑ ﺑﻌﻠﺒﻜﻲ‪ ،‬ﻗﺎﻣﻮﺱ ﺍﳌﻮﺭﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﻁ‪ ،1998 ،32‬ﺹ ‪.954‬‬ ‫)‪(1‬‬

‫ﻧﻌﻤﺔ ﻋﺒﺎﺱ ﺧﻀﲑ ﻭﺁﺧﺮﻭﻥ‪ » ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻌﻤﻞ ﻭﻗﻴﻢ ﺍﳌﺪﺭﺍﺀ‪ :‬ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﰲ ﻣﻨﻈﻤﺎﺕ ﺍﳋﺪﻣـﺔ ﺍﻟﻌﺎﻣـﺔ «‪ ،‬ﳎﻠـﺔ ﺍﻟﻌﻠـﻮﻡ‬ ‫)‪(2‬‬

‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،14‬ﺑﻐﺪﺍﺩ‪ ،1998 ،‬ﺹ ‪.112‬‬

‫‪48‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ)‪ (1‬ﺑﺄ‪‬ﺎ » ﺍﳋﱪﺓ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺪﺭﺍﻳﺔ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﰲ‬
‫ﺃﺩﺍﺀ ﺍﳌﻬﻤﺎﺕ «)‪ ،(2‬ﻭﻛﺬﻟﻚ ‪‬ﺗﻌ ‪‬ﺮﻑ ﺑﺄ‪‬ﺎ » ﺣﺼﻴﻠﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻔﻨﻴﺔ ‪ -‬ﻟﻠﻔﺮﺩ ﻭﺍﳉﻤﺎﻋﺔ ﻭﺍﳌﺆﺳﺴﺔ‪ -‬ﻣﻦ‬
‫ﺧﻼﻝ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻛﺘﺴﺎ‪‬ﺎ ﻭﺍﺳﺘﻴﻌﺎ‪‬ﺎ ﻭﺍﻟﱵ ‪‬ﺗﺴﺎ ِﻫﻢ ﰲ ﺣ ﱢﻞ ﻣﺸﻜﻼﺕ ﺍﻟﻌﻤﻞ ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ «)‪.(3‬‬
‫ﺕ ﻫﺎﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍ‪‬ﺘﻤﻌـﺎﺕ‪-‬‬ ‫ﻭﲟﺎ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻗﺪ ﺃﺣﺪﺙ ﺗﻐﻴ‪‬ﺮﺍ ٍ‬
‫ﻭﺍﻟﱵ ﺍﻋﺘﻤﺪﺕ ﺍﻋﺘﻤﺎﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻋﻠﻰ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﻣﺎ ﺭﺍﻓﻘﻬﺎ ﻣﻦ ﺍﻫﺘﻤﺎ ٍﻡ ﻟـﺪﻯ ﺍﻟـﺼﻨﺎﻋﻴﲔ‬
‫ﻭﺍ ﹸﳌﻬﺘ ‪‬ﻤﲔ ﺑﺎﳌﺆﺳﺴﺎﺕ‪ ،‬ﻓﻘﺪ ﺍﺧﺘﻠﻔﺖ ﺍﻵﺭﺍﺀ ﺣﻮﻝ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ؛ ﺣﻴﺚ ﺭﻛﱠـﺰ ﺑﻌـﻀﻬﻢ ﻋﻠـﻰ‬
‫ﺍﻵﻻﺕ ﺍﳌﹸﺴﺘﺨﺪِﻣﺔ ﰲ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﰲ ﺣﲔ ﺃ ﱠﻛﺪ ﺁﺧﺮﻭﻥ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﺍﳌﹸﺴﺘﺨﺪِﻣﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﻫﻮ ﻣﺎ‬
‫ﺿﺢ ﺍﻧﻘﺴﺎﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺇﱃ ﻧﻮﻋﲔ‪ :‬ﺃﺣﺪﳘﺎ ﻳﺘﻌﻠﱠﻖ ﺑـ " ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻵﻻﺕ "‪ ،‬ﻭﺍﻟﺜﺎﱐ ﻳﺘﻌﻠﱠﻖ ﺑـ "‬ ‫‪‬ﻳﻮ ‪‬‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ")‪.(4‬‬
‫ﰿ‬
‫ﻱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﺤﻜﱡﻢ ﻓﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﻣ‪‬ﻌـﺎ ٍ‬‫ﺇﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲟﻌﻨﺎﻫﺎ ﺍﻷﴰﻞ ﺗﻌﲏ ﺃ ‪‬‬
‫ﺐ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺍﺀ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﻮﻋﲔ ﻓﻘﻂ ﻣـﻦ‬ ‫ﺻﻐﲑ )ﺃﻭ ﻗﺮﺹ ﺣﺎﺳﻮﺏ ﺻﻐﲑ(‪ ...‬ﻭﻳﻨﺼ ‪‬‬
‫ﺃﻧﻈﻤﺔ ﺍﳊﺎﺳﻮﺏ‪ :‬ﺃﹸﻭﻻﳘﺎ ﻫﻮ ﺫﻟﻚ ﺍﻟﻨﻮﻉ ﺍﻟﺬﻱ ﻳﺘﻌﻠﱠﻖ ﺑﺘﺨﺰﻳﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﺃﻣﺎ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﱐ ﻓﻬﻮ‬
‫ﻳ‪‬ﺴﺎﻋﺪ ﻋﻠﻰ ﺳﺮﻋﺔ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺑﻜﻔﺎﺀﺓ)‪.(5‬‬
‫ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺑﺄ‪‬ﺎ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﻠﻚ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﺗ‪‬ﺴﺘﺨﺪ‪‬ﻡ ﻟﺒﻨﺎﺀ‬
‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺪﻋﻢ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﰲ ﳎﺎﻝ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟـﱪﺍﻣﺞ ﺍﳉـﺎﻫﺰﺓ‪،‬‬
‫ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺷﺒﻜﺎﺕ ﺍﻟﺮﺑﻂ ﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻭﻋﻨﺎﺻﺮ ﺃﺧﺮﻯ ﺫﺍﺕ ﻋﻼﻗﺔ ‪.‬‬
‫)‪(6‬‬

‫‪.Technological Knowledge‬‬ ‫)‪(1‬‬

‫ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻐﺮﺏ ﺁﺳﻴﺎ )ﺍﻹﺳﻜﻮﺍ(‪ ،‬ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ‪ :‬ﺩﻭﺭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺎﻟﻴﺔ‬ ‫)‪(2‬‬

‫ﺍﳌﺘﺨﺼﺼﺔ‪ ،1992 ،‬ﺹ ‪.37‬‬

‫ﺣﺴﲔ ﻣﺼﻄﻔﻰ ﺍﳍﻼﱄ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.14‬‬ ‫)‪(3‬‬

‫ﻭﻓﻴﻖ ﺣﻠﻤﻲ ﺍﻷﻏﺎ‪ » ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﺩﺍﺭﺓ «‪ ،‬ﳎﻠﺔ ﻛﻠﻴﺔ ﺍﻟﺮﺍﻓﺪﻳﻦ ﺍﳉﺎﻣﻌﺔ ﻟﻠﻌﻠﻮﻡ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺮﺍﻓﺪﻳﻦ ﺍﳉﺎﻣﻌـﺔ‪ ،‬ﺑﻐـﺪﺍﺩ‪،‬‬ ‫)‪(4‬‬

‫ﺍﻟﻌﺪﺩ ‪ ،2001 ،6‬ﺹ ‪476‬‬

‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺜﻠﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﻟﺒﻨﺎﻥ ﻧﺎﺷﺮﻭﻥ‪ ،‬ﻁ‪ ،2002 ،1‬ﺹ ‪.6‬‬ ‫)‪(5‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2005 ،‬ﺹ ‪.153‬‬ ‫)‪(6‬‬
‫‪49‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﳝﻜﻦ ﺃﻳﻀﹰﺎ ﺗﻌﺮﻳﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺃ‪‬ﺎ ﺃﺩﺍ ﹲﺓ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟـﱵ‬
‫ﺗ‪‬ﺴﺎﻋﺪ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻻﻋﺘﻴﺎﺩ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺩﻋﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﺣﺘﻴﺎﺟـﺎﺕ ﺍﻟﺘـﺸﻐﻴﻞ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻟﻘﺪ ﻋﺮﻑ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﻛﺒﲑﹰﺍ ﻭﺃﺻﺒﺢ ﻳﻀ ‪‬ﻢ ﺛﻼﺙ ﺃﻗﺴﺎﻡ ﺭﺋﻴﺴﻴﺔ)‪:(1‬‬
‫‪ -‬ﺻﻨﺎﻋﺔ ﺍﶈﺘﻮﻯ ﺍﳌﻌﻠﻮﻣﺎﰐ)‪ :(2‬ﺗﺘ ‪‬ﻢ ﻫﺬﻩ ﺍﻟﺼﻨﺎﻋﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ‪‬ﺗﻨﺘﺞ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻋﻦ‬
‫ﻃﺮﻳﻖ ﺍ ﹸﳌﺤ ‪‬ﺮﺭﻳﻦ ﻭﺍ ﹸﳌﺆﱢﻟﻔﲔ ﻭﻏﲑﻫﻢ؛‬
‫ﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ :(3‬ﻭﺗﺘ ‪‬ﻢ ﺑﻮﺍﺳﻄﺔ ﻣﺆﺳﺴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺒ ﱢ‬
‫ﺚ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﳍﺎ ﺗﻮﺻﻴﻞ‬ ‫‪ -‬ﺻﻨﺎﻋﺔ ﺑ ﱢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -‬ﺻﻨﺎﻋﺔ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ :(4‬ﻭﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﺼﻨﺎﻋﺔ ﻋﻠﻰ ‪‬ﻣﻨِﺘﺠﻲ ﺍﻷﺟﻬﺰﺓ ﻭ ‪‬ﻣﻨِﺘﺠﻲ ﺍﻟﱪﳎﻴﺎﺕ‪.‬‬
‫ﻭﺣﺴﺐ ﺗﻘﺪﻳﺮﺍﺕ "ﳎﻠﺲ ﺍﻻﺣﺘﻴﺎﻃﻲ ﺍﻟﻔﺪﺭﺍﱄ ﻟﻠﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ" ‪‬ﺗﻘ ‪‬ﺪﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ ﺃﻛﺜﺮ ﻣﻦ ‪ %20‬ﻣﻦ ﺃﺳﺒﺎﺏ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﻷﻣﺮﻳﻜﻲ ﺍﻟﺴﻨﻮﻱ‪ .‬ﺃﻣﺎ ﻣﺎ ‪‬ﺗﻘ ‪‬ﺪﻣﻪ‬
‫ﺑﺸﻜ ٍﻞ ﻏﲑ ﻣﺒﺎﺷﺮ ﺑﺰﻳﺎﺩ‪‬ﺎ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻘﻄﺎﻋﺎﺕ ﻛﺎﻓﺔ ﻓﻬﻲ ﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ‪ .‬ﻟﻘﺪ ﺯﺍﺩﺕ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﺳﻨﻮﻳﹰﺎ ﺑﻨﺴﺒﺔ ‪ %1.4‬ﻭﺳﻄﻴﹰﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺑﲔ ﻋﺎﻡ ‪ 1973‬ﻭﻋﺎﻡ ‪ ،1995‬ﺃﻣﺎ ﻣﻨﺬ ﻋـﺎﻡ‬
‫‪ 1995‬ﻓﻬﻲ ﺗﺰﺩﺍﺩ ﲟﻌﺪﻝ ‪ %2.9‬ﺳﻨﻮﻳﹰﺎ ﻭﻫﻮ ﻣﻌﺪﻝ ﻋﺎ ٍﻝ ﺟﺪﹰﺍ ﻭﺳﺒﺒﻪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﻋﻤـﺎﻝ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ )‪.(5) (E-Business‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻭﻟﻜﻲ ﻧﻔﻬﻢ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺘﻨﺎﻭﻝ ﺃﻫﻢ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ‪‬ﺎ ﻭﺍﻟﱵ ﺗﺘﻤﺜﱠﻞ ﰲ ‪‬ﻣﻜ ‪‬ﻮﻧﲔ ﺭﺋﻴﺴﻴﲔ‪:‬‬
‫‪ -1‬ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﺍﳌﻌﺮﰲ)‪ :(6‬ﻭﻟﻌﻞ ﺍﳌﺼﻄﻠﺢ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﹰﺎ ﳍﺬﺍ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﻫﻮ ﺍﻟﱪﳎﻴـﺎﺕ ﺃﻭ ﺍﻝ )‪،(Software‬‬
‫ﻭﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻫﺎ ﲟﺜﺎﺑﺔ ﺭﻭﺡ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﻭﺟﻮﻫﺮﻫﺎ؛ ﺣﻴﺚ ﺃﻥ ﺍﻟﱪﳎﻴﺎﺕ ﻟﻴﺲ ﳍﺎ ﻭﺟـﻮ ‪‬ﺩ‬
‫ﻣﺎﺩﻱ ﻣﻠﻤﻮﺱ‪ ،‬ﲟﻌﲎ ﺃﻥ ﻟﻴﺲ ﳍﺎ ﻛﺘﻠ ﹲﺔ ﻣﺎﺩﻳﺔ ‪‬ﺗﺮﻯ‪.‬‬

‫‪(1) Carl Shapro and Hab Varian, Information rules: Astrategic guide to the network economy, MIT press,‬‬
‫‪2000, New York, USA, P45.‬‬

‫‪.Information content‬‬ ‫)‪(2‬‬

‫‪.Information Delivery‬‬ ‫)‪(3‬‬

‫‪.Information processing‬‬ ‫)‪(4‬‬

‫)‪ (5‬ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ «‪ ،www.escwa.org.lb ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 7 :‬ﻣﺎﻱ ‪.2007‬‬
‫‪.Information Component‬‬ ‫)‪(6‬‬
‫‪50‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -2‬ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﺍﳌﺎﺩﻱ)‪ :(1‬ﻭ‪‬ﻳﻘﺼﺪ ﺑﻪ ﳎﻤﻮﻋﺔ ﺍﻷﺟﻬﺰﺓ ﻭﺍ ﹸﳌﻌ ‪‬ﺪﺍﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﲢﻮﻯ ﺍ ﹸﳌﻜـ ‪‬ﻮﻥ ﺍﳌﻌـﺮﰲ‬
‫ﺍﳌﻌﻠﻮﻣﺎﰐ )‪ ،(Software‬ﻭﻣﻦ ﺧﻼﳍﺎ ﻳﺘ ‪‬ﻢ ﺗﺸﻐﻴﻞ ﻫﺬﻩ ﺍﻟﱪﳎﻴﺎﺕ؛ ﻟﺬﺍ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﻫﺬﺍ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﲟﺜﺎﺑـﺔ‬
‫ﺣﻠﻘﺔ ﺍﻟﻮﺻﻞ ﻣﺎ ﺑﲔ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﰐ ﻭﺍﳌﺴﺘﻌﻤﻞ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﰲ ﻋﻤﻠﻬﺎ ﻋﻠﻰ ﺗﺮﲨﺔ ﺍﻟﱪﳎﻴﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺇﱃ ﻭﺳﺎﺋﻂ ﲰﻌﻴﺔ ﻭﺑﺼﺮﻳﺔ ﻳﺴ ‪‬ﻬﻞ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺇﺩﺭﺍﻛﻬﺎ‪ ،‬ﻣﺜﻞ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻣﺎﻛﻴﻨﺎﺕ ﺍﻟﺒﻨـﻮﻙ‬
‫ﺍﻵﻟﻴﺔ‪ ،‬ﺍﳍﺎﺗﻒ ﺍﶈﻤﻮﻝ‪...،‬ﺍﱁ ‪ .‬ﻭﻧﻈﺮﹰﺍ ﻟﻮﺟﻮﺩﻩ ﺍﳌﺎﺩﻱ ﻳ‪‬ﻌ ‪‬ﺪ ﻫﺬﺍ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﺃﻛﺜـﺮ ﺇﺩﺭﺍﻛـﹰﺎ ﻣـﻦ ﻗﺒـﻞ‬
‫ﺍ ﹸﳌﺴﺘﺨﺪﻣﲔ‪.‬‬
‫ﻭﺑﺘﺘﺒﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﺎﺭﳜﻲ ﳍﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﳒﺪ ﺃﻥ ﺍﲡﺎﻫﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﲢﺪﺙ ﰲ ﺛﻼﺛﺔ ﳏﺎﻭﺭ ﺭﺋﻴﺴﻴﺔ‬
‫ﻫﻲ‪:‬‬
‫‪ -‬ﺍﻟﺘﺼﻐﲑ)‪ :(2‬ﻭﻫﻮ ﻳ‪‬ﻤﱢﺜﻞ ﺍﻻﺗ‪‬ﺠﺎﻩ ﳓﻮ ﺗﺼﻐﲑ ﺣﺠﻢ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻣﻊ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﹸﻗﺪﺭﺍﺗـﻪ ﻭﺇﻣﻜﺎﻧﺎﺗـﻪ‬
‫ﻭﺗﻄﻮﻳﺮﻫﺎ؛‬
‫‪ -‬ﺍﻟﺴﺮﻋﺔ)‪ :(3‬ﻭ‪‬ﻳﻘﺼﺪ ‪‬ﺎ ﺳﺮﻋﺔ ﺍﳊﺎﺳﻮﺏ ﰲ ﺇﺟﺮﺍﺀ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺸﻐﻴﻠﻬﺎ‪ ،‬ﻭﻟﻘـﺪ ﺷـﻬﺪ ﻫـﺬﺍ‬
‫ﺍﻻﺗ‪‬ﺠﺎﻩ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﻛﺒﲑﹰﺍ ﺣﱴ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ؛‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﻗﺘﻨﺎﺀ)‪ :(4‬ﺗﺪﺭﳚﻴﹰﺎ ﺗﺘﺰﺍﻳﺪ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻗﺘﻨﺎﺀ ﺍﳊﻮﺍﺳﻴﺐ؛ ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﺴﺘﻤﺮ ﰲ ﺇﻧﺘـﺎﺝ‬
‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ‪‬ﻳﺴ ِﻬﻢ ﰲ ﺗﻘﻠﻴﻞ ﺗﻜﻠﻔﺘﻬﺎ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺗﻄﻮﻳﺮ ‪‬ﻧﻈﻢ ﻭﺁﻟﻴﺎﺕ ﺍﻟﺘﺸﻐﻴﻞ ‪‬ﺗﺴ ‪‬ﻬﻞ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻫـﺬﻩ‬
‫ﺍﳊﻮﺍﺳﻴﺐ‪.‬‬
‫ﻭﻗﺪ ﺃﺩ‪‬ﻯ ﺍﻧﺘﺸﺎﺭ ﺗﻄﺒﻴﻘﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﰲ ﻛﺎﻓﺔ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﺗﺰﺍﻳﺪ ﺍﻋﺘﻤﺎﺩ ﺍﻹﻧـﺴﺎﻥ‬
‫ﻋﻠﻴﻬﺎ ﺃﻥ ﺃﺻﺒﺤﺖ ﳕﻄﹰﺎ ﳊﻴﺎﺗﻪ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(5‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻟﻘﺪ ﺍﻧﺘﺸﺮﺕ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺷ‪‬ﺘﻰ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﻋﻠﻰ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ‪،‬‬
‫ﻭﺗ‪‬ﺼﻨ‪‬ﻒ ﻣﻦ ﻋﺪﺓ ﺯﻭﺍﻳﺎ‪ ،‬ﲣﺘﻠﻒ ﺑﺎﺧﺘﻼﻑ ﻣﻨﻈﻮﺭ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﺃﻭ ﺍﳌﹸﻄﻮ‪‬ﺭ‪ ،‬ﺃﻭ ﺍﳌﹸﺨﻄﱢﻂ‪ ،‬ﺃﻭ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺇﱃ)‪:(6‬‬
‫‪ -‬ﺗﺼﻨﻴﻒ ﻭﻓﻖ ﻃﺒﻴﻌﺔ ﺍﻟﺘﻄﺒﻴﻖ؛‬

‫‪.Physical Component‬‬ ‫)‪(1‬‬

‫‪.Miniaturization‬‬ ‫)‪(2‬‬

‫‪.Speed‬‬ ‫)‪(3‬‬

‫‪.Affordability‬‬ ‫)‪(4‬‬

‫‪.Age of Information‬‬ ‫)‪(5‬‬

‫ﻧﺒﻴﻞ ﻋﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.179‬‬ ‫)‪(6‬‬

‫‪51‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺗﺼﻨﻴﻒ ﻭﻓﻖ ﻣﺴﺘﻮﻯ ﺍﳌﻬﺎﺭﺓ؛‬

‫‪ -‬ﺗﺼﻨﻴﻒ ﻭﻓﻖ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -‬ﺗﺼﻨﻴﻒ ﺣﺴﺐ ﳎﺎﻻﺕ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫‪ -1‬ﺍﻟﺘﺼﻨﻴﻒ ﻭﻓﻖ ﻃﺒﻴﻌﺔ ﺍﻟﺘﻄﺒﻴﻖ‪ :‬ﳝﻜﻦ ﺗﺼﻨﻴﻒ ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻓﻘﹰﺎ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺘﻄﺒﻴﻖ ﺇﱃ ﺃﺭﺑﻊ‬
‫ﻓﺼﺎﺋﻞ ﺭﺋﻴﺴﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ :‬ﻭﻫﻲ ﻣﻦ ﺃﻭﺍﺋﻞ ﺗﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺏ ﻭﺃﺑﺴﻄﻬﺎ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻣﻦ‬
‫ﺃﻣﺜﻠﺘﻬﺎ ﺣﻔﻆ ﺳﺠﻼﺕ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﺍﺳﺘﺨﺮﺍﺝ ﻗﻮﺍﺋﻢ ﺍﳌﺮﺗﺒﺎﺕ ﻭﺍﻟﻜﺸﻮﻑ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺣﺴﺎﺑﺎﺕ‬
‫ﺍﻟﻌﻤﻼﺀ‪...‬ﺇﱁ‪ .‬ﻭﺗﺘ‪‬ﺴﻢ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺑﻀﺨﺎﻣﺔ ﺣﺠﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺑﺴﺎﻃﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ‪.‬‬
‫ﺏ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ :‬ﻭﻫﻨﺎ ﻳﺘﺠﺎﻭﺯ ﻧﻈﺎﻡ ﺍﳊﺎﺳﻮﺏ ﺣﺪﻭﺩ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺍﻷﻭﱄ ﻣﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ‬
‫ﺍﻛﺘﺸﺎﻑ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻂ ﺑﻴﻨﻬﺎ؛ ﻣﻦ ﺃﺟﻞ ﺍﺳﺘﺨﺮﺍﺝ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﳌﹸﺆﺷ‪‬ﺮﺍﺕ ﻭﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‪،‬‬
‫ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻭ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﻬﺎﻡ ﺍﳉﻤﻊ ﺃﻭ ﺍﻟﺘﻘﺎﻁ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪،(1‬‬
‫ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ ،(2‬ﺧﻠﻖ ﻭﺗﻮﻟﻴﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪، (3‬ﺍﳊﻔﻆ ﻭﺍﻟﺼﻴﺎﻧﺔ)‪ ، (4‬ﺍﻻﺗﺼﺎﻝ ﻭﺍﻹﺭﺳﺎﻝ ﻭﺍﻟﻨﻘﻞ)‪. (5‬‬
‫ﺝ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﻣﻌﺎﳉﺔ ﺍﳌﻌﺎﺭﻑ‪ :‬ﺗﺮﺗﻘﻲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻟﻠﺘﻌﺎﻣ‪‬ﻞ ﻣـﻊ ﺍﳌﻌـﺎﺭﻑ ﻭﺍﳋـﱪﺍﺕ ﻻ ﻣـﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﻓﻘﻂ‪ ،‬ﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪.‬‬
‫ﺩ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ‪ :‬ﻭﻫﻲ ﺗ‪‬ﻤﺜﱢﻞ ﺫﺭﻭﺓ ﺍﻻﺭﺗﻘﺎﺀ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳌﺆﲤﺘﺔ؛ ﻭﺫﻟﻚ ﻧﻈﺮﹰﺍ ﻟﻘﹸﺪﺭ‪‬ﺎ ﻋﻠﻰ‬
‫ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺎﺭﻑ ﺫﺍﺗﻴﺎﹰ‪ ،‬ﺑﺪ ﹰﻻ ﻣﻦ ﺗﻐﺬﻳﺘﻬﺎ ﻣﻦ ﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ )ﺍﻟﺒﺸﺮ ﻭﺍﻟﻮﺛﺎﺋﻖ(‪ .‬ﻓﺒﻔﻌﻞ ﺧﺎﺻﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻟﺬﺍﰐ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﺘﻜﻴ‪‬ﻒ ﺗﻠﻘﺎﺋﻴﹰﺎ ﻣﻊ ﻣﺎ ﻳ‪‬ﺴﺘﺠ ‪‬ﺪ ﻋﻠﻰ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﺗﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪.‬‬
‫ﻭﻣﻦ ﺣﻴﺚ ﻃﺒﻴﻌﺘﻬﺎ ﺃﻳﻀﹰﺎ ﳝﻜﻦ ﺗﻘﺴﻴﻢ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻓﻘﹰﺎ ﻟﻄﺒﻴﻌﺔ ﺍﻟﻌﻨﺼﺮ ﺃﻭ ﺍﻟﻨﺴﻖ ﺍﻟﺬﻱ‬
‫ﺗﺪﺧﻞ ﰲ ﺗﻜﻮﻳﻨﻪ ﻭﺗﺸﻤﻞ‪:‬‬
‫• ﺗﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﹸﻨﺘ‪‬ﺞ‪ :‬ﻛﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻛﻤ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﺕ ﺃﺳﺎﺳـﻴﺔ ﰲ‬
‫ﺗﺼﻤﻴﻢ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ؛‬
‫• ﺗﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ :‬ﻭﺗﺸﻤﻞ ﺃﲤﺘﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ؛‬

‫‪.Capturing‬‬ ‫)‪(1‬‬

‫‪.Conveying‬‬ ‫)‪(2‬‬

‫‪.Creating‬‬ ‫)‪(3‬‬

‫‪.Cradling‬‬ ‫)‪(4‬‬

‫‪.Communicating‬‬ ‫)‪(5‬‬
‫‪52‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫• ﺗﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﻟﺮﻗﺎﺑﺔ‪ :‬ﻣﺜﻞ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺮﻗﺎﺑـﺔ ﻋﻠـﻰ ﺍﳌﺨـﺰﻭﻥ‬
‫ﻭﺍﻹﻧﺘﺎﺝ‪...‬ﺇﱁ‪.‬‬
‫‪ -2‬ﺗﺼﻨﻴﻒ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭﻓﻖ ﻣﺴﺘﻮﻯ ﺍﳌﻬﺎﺭﺓ‪ :‬ﻭﻳ‪‬ﻘﺼﺪ ﺑﺎﳌﻬﺎﺭﺓ ﻫﻨﺎ ﺗﻠﻚ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻬﺎﻡ ﺍﻟـﱵ ﺗﻮﻛـﻞ‬
‫ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ‪ ،‬ﻭﳝﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ ﻛﺬﻟﻚ ﺇﱃ‪:‬‬
‫ﺃ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺪﻧﻴﺎ‪ :‬ﻛﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺮﻭﺑﻮﺕ ﰲ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺒﺪﺍﺋﻴﺔ‪ ،‬ﻛﻨﻘـﻞ ﺍﳌـﻮﺍﺩ ﻭﺃﻋﻤـﺎﻝ‬
‫ﺍﻟﺘﻐﻠﻴﻒ‪...‬ﺍﱁ‪.‬‬
‫ﺏ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻮﺳﻄﻰ‪ :‬ﻭﻳ‪‬ﻘﺼﺪ ‪‬ﺎ ﺍﺳﺘﺨﺪﺍﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻷﻋﻤـﺎﻝ ﺫﺍﺕ ﺍﻟﻄـﺎﺑﻊ‬
‫ﺍﻟﻜﺘﺎﰊ ﻭﻣﻌﺎﳉﺔ ﺍﻟﻨﺼﻮﺹ‪...‬ﺍﱁ‪ ،‬ﻛﱪﻧﺎﻣﺞ ‪...Word,Excel‬‬
‫ﺝ‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﻠﻴﺎ‪ :‬ﻭﺗﻨﺪﺭﺝ ﲢﺘﻬﺎ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﳌـﺴﺎﻧﺪﺓ ﺍﳌﹸﺨﻄﱢﻄـﲔ ﻭﺍﻟﹸﻤـﺼﻤ‪‬ﻤﲔ‪:‬‬
‫ﻛﺎﻟﺘﺼﻤﻴﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺪﺍﻋﻤﺔ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -3‬ﺍﻟﺘﺼﻨﻴﻒ ﻭﻓﻘﹰﺎ ﺠﻤﻟﺎﻻﺕ ﺍﻟﺘﻄﺒﻴﻖ‪ :‬ﻭﻳ‪‬ﻤﺜﱢﻞ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺑﻌﺾ ﺃﻣﺜﻠﺔ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﺍﻟﱵ ﻣﻦ ﺑﻴﻨﻬﺎ ﻗﻄﺎﻉ ﺍﳌﺎﻝ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩ‪ ،‬ﻭﺍﻟﺘﺼﻨﻴﻊ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(7‬‬
‫ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻗﻄﺎﻋﺎﺕ ﺍﳌﺎﻝ ﻭﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﺘﺼﻨﻴﻊ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻣﻦ ﻭﺭﺍﺀ ﺍﻟﺘﻄﺒﻴﻖ‬ ‫ﺃﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﳎﺎﻝ ﺍﻟﺘﻄﺒﻴﻖ‬
‫‪ -‬ﲢﺴﲔ ﺍﳋﺪﻣﺔ‪.‬‬ ‫‪ -‬ﺃﲤﺘﺔ ﺃﻋﻤﺎﻝ ﺍﻟﺒﻨﻮﻙ‪.‬‬
‫‪ -‬ﺳﺮﻋﺔ ﺿﺒﻂ ﺍﳊﺴﺎﺑﺎﺕ‪.‬‬
‫‪ -‬ﻣﺴﺎﻧﺪﺓ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳌﺎﻟﻴﺔ ﻋﻞ ﺍﻟﺒﻨﻮﻙ‪.‬‬
‫‪ -‬ﺳﺮﻋﺔ ﺍﳋﺪﻣﺔ‪.‬‬ ‫‪ -‬ﲢﻮﻳﻞ ﺍﻷﻣﻮﺍﻝ ﺇﻟﻜﺘﺮﻭﻧﻴﺎ‪.‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﺍﻟﻌﻤﻞ ﺍﻟﻮﺭﻗﻲ ﻟﻠﻌﻤﻠﻴﺎﺕ ﻣﺎ ﺑﲔ ﺍﻟﺒﻨﻮﻙ‪.‬‬
‫‪ -‬ﲢﻠﻴﻞ ﺃﺩﺍﺀ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪.‬‬ ‫‪ -‬ﺇﻗﺎﻣﺔ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪ -‬ﺗﻌﻈﻴﻢ ﺍﻟﻌﺎﺋﺪ ﻋﻠﻰ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ‪.‬‬ ‫ﻗﻄﺎﻉ ﺍﳌـﺎﻝ ‪ -‬ﺇﺩﺍﺭﺓ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ‬
‫‪ -‬ﲢﻠﻴﻞ ﺍﳌﺨﺎﻃﺮ‪.‬‬ ‫ﻭﺍﻻﻗﺘﺼﺎﺩ‬
‫‪ -‬ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣـﺎﺕ ﺃﺳـﻮﺍﻕ ﺍﻷﻭﺭﺍﻕ ‪ -‬ﻓﻮﺭﻳﺔ ﺑﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﻤﺘﻌﺎﻣﻠﲔ‪.‬‬
‫‪ -‬ﺍﺳﺘﺨﺮﺍﺝ ﺇﺣﺼﺎﺋﻴﺎﺕ ﺍﻟﺴﻼﺳﻞ ﺍﻟﺰﻣﻨﻴﺔ ﻟﺘﻐﲑ ﺃﺳـﻌﺎﺭ‬ ‫ﺍﳌﺎﻟﻴﺔ‪.‬‬
‫ﺍﻷﺳﻬﻢ ﻭﺍﳌﹸﺆﺷ‪‬ﺮﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﺗﻜﻠﻔﺔ ﺍﻹﻧﺘﺎﺝ )ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﺍﳌـﻮﺍﺩ ﺍﻷﻭﻟﻴـﺔ‪،‬‬ ‫ـﺎﻉ ‪ -‬ﺃﲤﺘﺔ ﺍﳌﺼﺎﻧﻊ‪.‬‬
‫ﻗﻄـــ‬
‫ﺍﻟﻄﺎﻗﺔ(‪ -‬ﲢﻘﻴﻖ ﺩﻗﺔ ﻭﻣﺮﻭﻧﺔ ﺃﻋﻠﻰ‪.‬‬ ‫ﺍﻟﺘﺼﻨﻴﻊ‬
‫‪53‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺳﺮﻋﺔ ﺍﻟﺘﻌﺪﻳﻞ ﻭﺗﻌﺪﺩ ﲡﺎﺭﺏ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺗﻮﻓﲑ ﺟﻬـﺪ‬ ‫‪ -‬ﺍﻟﺘﺼﻤﻴﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬
‫ﻣﺎ ﺑﻌﺪ ﺍﻟﺘﺼﻤﻴﻢ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻧﺒﻴﻞ ﻋﻠﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.183‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﺛﺎﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬

‫ﺍﻧﻌﻜﺴﺖ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﻜﺎﻓﺔ ﺃﺷﻜﺎﳍﺎ ﻭﳎﺎﻻ‪‬ﺎ‪ ،‬ﻭﺃﻧﺘﺠﺖ‬
‫ﺕ ﻛﺎﻧﺖ ﻗﺪ ﺳﺎﺩﺕ‬ ‫ﺕ ﺟﺪﻳﺪﺓ ﻗﺒﻞ ﺃﻧﻘﺎﺽ ﺃﻓﻜﺎ ٍﺭ ﻭﳑﺎﺭﺳﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﻋﻤﻞ ﻭﺍﻫﺘﻤﺎﻣﺎ ٍ‬ ‫ﺃﻭﺿﺎﻋﹰﺎ ﻭﳑﺎﺭﺳﺎ ٍ‬
‫ﻓﻴﻤﺎ ﻗﺒﻞ ﻇﻬﻮﺭ ﺗﻠﻚ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﺳﻴﻜﻮﻥ ﻟﺘﻠﻚ ﺍﻷﻭﺿﺎﻉ ﺗﺄﺛﲑﺍ‪‬ﺎ ﻋﻠﻰ ﻫﻴﺎﻛﻞ ﻭﻓﻌﺎﻟﻴﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺃﻫﻢ ﺗﻠﻚ ﺍﻵﺛﺎﺭ ﺍﻟﺘﻘﻨﻴﺔ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -‬ﺍﺧﺘﻔﺎﺀ ﺍﳌﺴﺎﻓﺎﺕ ﻭﺗﻀﺎ ‪‬ﺅﻝ ﺗﺄﺛﲑﻫﺎ ﰲ ﺣﺮﻛﺔ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺍﻧﻌﺪﺍﻡ ﺗﺄﺛﲑﻫﺎ ﰲ ﺍﻟﻌﺎﱂ ﺑﻮﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ‬
‫ﺍﳊﺪﻳﺜﺔ؛‬
‫ﺕ‬
‫‪ -‬ﺗﻀﺎ ‪‬ﺅﻝ ﺃﳘﻴﺔ ﺍﳌﻜﺎﻥ ﰲ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺎﺕ؛ ﺇﺫ ﻳﻜﻔﻲ ﺃﻥ ﺗﺘﺤ ﱠﻘﻖ ﻟﻠﻤﺆﺳﺴﺔ ﺃﻳﹰﺎ ﻛﺎﻥ ﻣﻮﻗ ‪‬ﻌﻬﺎ ﺁﻟﻴﺎ ‪‬‬
‫ﺍﻻﺗﺼﺎﻝ ﺣﱴ ﳝﻜﻨﻬﺎ ﺃﺩﺍﺀ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺑﻨﻔﺲ ﺍﻟﻜﻔﺎﺀﺓ؛‬
‫‪ -‬ﻋﺪﻡ ﺃﳘﻴﺔ ﺍﳊﺠﻢ ﺍﻟﻜﺒﲑ ﰲ ﲢﺪﻳﺪ ﻛﻔﺎﺀﺓ ﺃﻭ ﹸﻗﺪﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ؛ ﺇﺫ ﺗﺴﺘﻄﻴﻊ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺼﻐﲑﺓ ﺃﺩﺍﺀ‬
‫ﺍﳋﺪﻣﺎﺕ ﺑﻨﻔﺲ ﻛﻔﺎﺀﺓ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻜﺒﲑﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﰲ ﺣﻘﻴﻘﺔ ﺍﻷﻣﺮ‬
‫ﻛﺜ ‪‬ﲑ ﻣﻦ ﺃﻫﻢ ﻭﺃﳒﺢ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ ﻻ ﻳﺰﻳﺪ ﺣﺠﻤﻬﺎ ﻋﻦ ﺑﻀﻌﺔ ﺃﻓﺮﺍ ٍﺩ ﻣﻊ ﺑﻨﻴ ٍﺔ ﲢﺘﻴﺔ ﺗﻘﻨﻴﺔ‬
‫ًﻣ‪‬ﺘﻄ ‪‬ﻮﺭﺓ‪.‬‬
‫ﺾ ﺍﻟﻨﻈﺮ ﻋﻦ‬ ‫ﺻﻞ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻬﺎ ﻭﺍﻟﻌﻤﻼﺀ ﻭﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ‪ ،‬ﺑﻐ ‪‬‬ ‫‪ -‬ﺳﺮﻋﺔ ﻭﻛﻔﺎﺀﺓ ﺍﻟﺘﻮﺍ ‪‬‬
‫ﺍﳌﺴﺎﻓﺎﺕ ﻭﺍﺧﺘﻼﻑ ﺍﻟﺘﻮﻗﻴﺖ؛‬
‫‪ -‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺗﻌﺪﻳﻞ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ ﲝﺴﺐ ﻃﻠﺒﺎﺕ ﺍﻟﺰﺑﺎﺋﻦ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳊﺮﻛﺔ ﻭﺍﻻﻧﺘﻘﺎﻝ ﺑﺎﺳﺘﺜﻤﺎﺭ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﶈﻤﻮﻟﺔ؛‬
‫ﺼﺼﺔ ﰲ ﺍﻷﺳﻮﺍﻕ ﻧﺘﻴﺠﺔ ﹸﻗﺪﺭﺓ ﺍﳊﺎﺳﺒﺎﺕ ﻋﻠﻰ ﻓﺤﺺ ﻭﲢﻠﻴﻞ‬ ‫‪ -‬ﺍﳌﻴﻞ ﻟﻠﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺸﺮﺍﺋﺢ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﻭﺗﺼﻨﻴﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺗﺮﻛﻴﺐ ﺍﻷﺳﻮﺍﻕ ﻭﺑﻴﺎﻥ ﳑ‪‬ﻴﺰﺍﺕ ﺍﻟﺸﺮﺍﺋﺢ ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -‬ﺍﻟﺘﻄﻮ‪‬ﺭ ﺇﱃ ﺃﳕﺎﻁ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺮﻧﺔ ﻭﻫﻴﺎﻛﻞ ﺍﻟﺘﻨﻈﻴﻢ ﺍ ﹸﳌﺘﻜ‪‬ﻴﻔﺔ‪ ،‬ﻭﻇﻬﻮﺭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻄﻬﺎ ﺗﻘﻨﻴﺎﺕ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﳉﺎﻣﺪﺓ؛‬

‫» ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﺍﻻﺳـﺘﺮﺍﺗﻴﺠﻴﺔ «‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985 ،‬ﺗـﺎﺭﻳﺦ‬ ‫)‪(1‬‬

‫ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬

‫‪54‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺗﺪﺍﺧﻞ ﺍﻟﺒﻴﺖ ﻭﺍﳌﻜﺘﺐ ﻛﺄﻣﺎﻛﻦ ﻟﻠﻌﻤﻞ ﻧﺘﻴﺠﺔ ﺍﺯﺩﻳﺎﺩ ﺃﻋﺪﺍﺩ ﺍﻟﺒﺸﺮ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻣﻦ ﻣﻨﺎﺯﳍﻢ‬
‫ﻣﺴﺘﺜﻤﺮﻳﻦ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﳌﺘﺎﺣﺔ ﻟﻠﺠﻤﻴﻊ؛‬
‫‪ -‬ﺗﺘﻤ ﱠﻜﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻣﻦ ﲣﻠﻴﻖ ﻣﻮﺍﺩ ﺟﺪﻳﺪﺓ ﻭﺗﺘﻐﱠﻠﺐ ﻋﻠﻰ ﻧﻘﺺ ﺍﳋﺎﻣﺎﺕ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ؛ ﻭﻣﻦ ﰒ‬
‫ﻳﻜﻮﻥ ﺍﻹﻧﺴﺎﻥ ﻫﻮ ﺍﳌﻮﺭﺩ ﺍﻟﻨﺎﺩﺭ ﺍﳊﻘﻴﻘﻲ؛‬
‫‪ -‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺃﳕﺎﻁ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻋﻠﻰ ﺍﻟﺒﺸﺮ ﺇﱃ ﺃﳕﺎﻁ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﺬﺍﺗﻴﺔ‪.‬‬
‫‪ -‬ﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻻﺕ ﺭﻭﺍﺗﺐ ﻭﺩﺧﻮﻝ ﺍﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺗﻘﺎﺭﺏ ﻣﺴﺘﻮﻳﺎ‪‬ﺎ ﰲ ﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﳔﻔﺎﺽ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﻭﺍﺗﺐ ﻟﻠﻌﺎﻣﻠﲔ ﺍﻟﻌﺎﺩﻳﲔ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ؛‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﺇﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺍﻟﺮﻭﺍﺗﺐ‪.‬‬
‫‪ -‬ﺍﳔﻔﺎﺽ ﻭﻗﺖ ﺍﻟﻌﻤﻞ ﻟﻠﻔﺮﺩ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺃﻭﻗﺎﺕ ﺍﻟﻔﺮﺍﻍ‪ ،‬ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺴﺘﻤ ‪‬ﺮ ﺍﻟﻌﻤﻞ ﺑﺎﳌﺆﺳﺴﺎﺕ‬
‫ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﺎﻋﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻛﺄﺩﺍﺓ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫‪‬ﺗﻌ ‪‬ﺪ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ‪ -‬ﻭﻻ ﺳ‪‬ﻴﻤﺎ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ‪ -‬ﻣﻌﻴﺎﺭ ﺍﻟﻘﻮﺓ ﺍﻷﺳﺎﺳﻲ ﰲ ﺍﻟﻘﺮﻥ ﺍﳊـﺎﺩﻱ‬
‫ﻭﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻣﻦ ﺃﻫﻢ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﻭ‪‬ﺗﺸﲑ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﺍﳊﺪﻳﺜﺔ ﺇﱃ ﺃﻥ ‪ %90‬ﻣﻦ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭ ‪ %70‬ﻣﻦ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﺼﻨﺎﻋﻴﺔ ‪ -‬ﻭﻻ ﺳ‪‬ﻴﻤﺎ‬
‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﲑﻛﻴﺔ ‪ -‬ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ‪‬ﻳﻌ ‪‬ﺰﻳﺎ ﺇﱃ ﺍﻟﺘﻘ ‪‬ﺪﻡ ﺍﳍﺎﺋﻞ ﰲ ﳎﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ)‪.(1‬‬
‫ﺇﻥ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺗﺄﺛ ‪‬ﲑ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﺼﻨﺎﻋﺎﺕ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺗﺄﺛﲑﻫـﺎ‬
‫ﻋﻠﻰ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﻜ ‪‬ﻢ ﺍﳍﺎﺋﻞ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﻧﻘﻞ ﺍﳌﻌﺎﺭﻑ ﻭﺇﱃ ﲢﺴﲔ ﺍﻟﺘﻨﻈﻴﻢ)‪ .(2‬ﻭﺑﺎﻟﺘـﺎﱄ ﻓـﻼ ﺗـﺴﺘﻄﻴﻊ ﺃﻱ‬
‫ﻣﺆﺳﺴ ٍﺔ ﺃﻥ ﺗﺘﺠﺎﻫﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﺎﳓﺔ ﻟﻠﻘﻮﺓ ﰲ ﻫﺬﺍ ﺍﻟﻌﺎﱂ ﺍﳌﺘﻘﺪﻡ؛ ﻓـ‪‬ﻨﻈﻢ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻉ ﻟﻴﻜﻮﻥ ﺃﻛﺜﺮ ﺍﺳﺘﺠﺎﺑﺔ ﻭﻛﻔﺎﺀﺓ ﻭﻣﺮﻭﻧـﺔ ﰲ ﻣﻮﺍﺟﻬـﺔ‬ ‫ﻭﺍﻻﺗﺼﺎﻝ ﺗﺴﺘﻄﻴﻊ ﺍﻟﻴﻮﻡ ﺃﻥ ‪‬ﺗﺴﺎﻋﺪ ﺃﻱ ﻣﺸﺮﻭ ٍ‬
‫ﺍﻟﺘﻐ‪‬ﻴﺮ ﺍﻟﺴﺮﻳﻊ ﻭﺍﳌﺴﺘﻤﺮ‪ .‬ﻓﺎﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﺤﻴﺢ ﳍﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺃﻥ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺗ‪‬ﺼﺒﺢ ﺃﻛﺜـﺮ‬

‫‪11‬‬ ‫ﺇﺑﺮﺍﻫﻴﻢ ﻏﺮﺍﻳﺒﺔ‪ » ،‬ﺗﺄﺛﲑ ﺛﻮﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ‪ :‬ﺍﻟﻌﺮﺏ ﻭﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ «‪ ،www.aljazeera.net ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪:‬‬ ‫)‪(1‬‬

‫ﺟﺎﻧﻔﻲ ‪.2006‬‬
‫ﻣﻬﻨﺪ ﺳﻬﺎﻭﻧﺔ‪ ،‬ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻠﻜﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2005 ،‬ﺹ ‪.21‬‬ ‫)‪(2‬‬
‫‪55‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻧﺴﻴﺎﺑﻴﺔ ﻭﻛﻔﺎﺀﺓ؛ ﳑﺎ ﻳﺴﻤﺢ ﺑﺎﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺟﻮﻫﺮ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﱵ ﺗ‪‬ﻤﻴ‪‬ﺰ ﺍﳌﺆﺳﺴﺔ ﻋﻦ ﺍﳌﻨﺎﻓﺴﲔ‬
‫ﰲ ﺍﻟﺴﻮﻕ)‪.(1‬‬
‫ﺕ ﻣﻬ ‪‬ﻤﺔ ﻣﻦ ﺃﺟﻞ ﲢـﺴﲔ ﺍﻟﻘﹸـﺪﺭﺓ‬ ‫ﻭﻗﺪ ﺃﺻﺒﺤﺖ ﺃﻧﻮﺍﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺃﺩﻭﺍ ٍ‬
‫ﺴﻦ ﰲ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻭﺫﻟـﻚ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺆﺩﻱ ﺑﺪﻭﺭﻫﺎ ﺇﱃ ﲢ ‪‬‬
‫ﻣﻦ ﺧﻼﻝ ﺧﻔﺾ ﺗﻜﺎﻟﻴﻒ ﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﱵ ﻳﻨﻄﻮﻱ ﻋﻠﻴﻬﺎ ﺇﻧﺘﺎﺝ ﻭﺗﺒﺎ ‪‬ﺩﻝ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ‪ ،‬ﺇﺿـﺎﻓ ﹰﺔ ﺇﱃ‬
‫ﺯﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﻭﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﲤﻜﲔ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﺰﻳﺪ ﻣﻨﻬﺎ)‪.(2‬‬
‫ﺇﻥ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺗﺴﺘﺠﻴﺐ ﻟﻠﺘﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺍﻷﺳﻮﺍﻕ‪ ،‬ﻓﻌﻠﻴﻬﺎ ﺃﻥ ﺗ‪‬ﻘﺪ‪‬ﻡ ﺣﻠﻮ ﹰﻻ ﺳـﺮﻳﻌﺔ ﻟﺘﻄـﻮﻳﺮ‬
‫ﻣ‪‬ﻨﺘ ٍﺞ ﺟﺪﻳﺪ ﻳ‪‬ﺮﺿﻲ ﺗﻮﻗﱡﻌﺎﺕ ﺍﻟﻌﻤﻼﺀ‪ .‬ﻭﻟﻜﻲ ﺗ‪‬ﺴﺎﻋﺪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺧﻠـﻖ ﺍﳌﻴـﺰﺓ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﺗﺮﻛﻴﺰ‪‬ﻫﺎ ﻋﻠﻰ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻣﻨﺢ ﺍﳌﹸﺴﺘﺨﺪِﻣﲔ‬
‫ﰲ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺴﻠﻄﺔ ﻟﺘﺤﺪﻳﺪ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ‪ ،‬ﰒ ﺗﻄﺒﻴﻖ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳉﺪﻳﺪﺓ ﻋﻠﻴﻬﻢ‪.‬‬
‫ﺗﻠﻌﺐ ﺇﺩﺍﺭﺓ ﻣﻮﺍﺭﺩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﲢﻘﻴـﻖ ﺍﳌﻴـﺰﺓ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ‬
‫ﺹ ﻋﻠﻰ ﺩﺭﺍﻳ ٍﺔ ‪‬ﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺃﻣﺮﹰﺍ ﺿﺮﻭﺭﻳﺎﹰ‪ ،‬ﺳﻮﺍ ًﺀ ﺩﺍﺧﻞ ﳎﻠﺲ‬
‫ﻟﻠﻤﺆﺳﺴﺔ؛ ﲝﻴﺚ ﻳ‪‬ﻌﺘﱪ ﻭﺟﻮﺩ ﺃﺷﺨﺎ ٍ‬
‫ﺍﻹﺩﺍﺭﺓ ﺃﻳﻦ ﺗﻜﻮﻥ ﻣ‪‬ﻬﻤ‪‬ﺘﻬﻢ ﺗﺮﻛﻴﺰ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻋﻠـﻰ ﺍﺣﺘﻴﺎﺟـﺎﺕ ﺍﳌﺆﺳـﺴﺔ ﺍﳊﺎﻟﻴـﺔ‬
‫ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﺃﻭ ﺩﺍﺧﻞ ﻛﻞ ﺇﺩﺍﺭﺓ ﺃﻳﻦ ﻳﻘﻮﻣﻮﻥ ﺑﺘﻄﻮﻳﺮ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻀﻤﺎﻥ ﻓﻌﺎﻟﻴﺘﻬﺎ ﻭﻳﻜﻮﻧﻮﻥ ﳘﺰﺓ ﻭﺻﻞ‬
‫ﻣﻊ ﺇﺩﺍﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺖ ﺑﺄﻗﻞ ﺗﻜﻠﻔﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﻓﺎﻟﻨﻈﺎﻡ ﺍﻟﻌﺎﳌﻲ ﺍﳉﺪﻳﺪ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﻮﺍﺭﺩ ﰲ ﺃﻗﺼﺮ ﻭﻗ ٍ‬
‫ﲔ ﻣـﺴﺘﻤﺮ ﰲ‬ ‫ﺚ ﻭﲢـﺴ ‪‬‬ ‫ﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﲢﻮﻳﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺇﱃ ﺳﻠ ٍﻊ ﺟﺪﻳﺪﺓ‪ ،‬ﻳﺼﺎﺣﺒﻬﺎ ﲢﺪﻳ ﹲ‬
‫ﻕ ﻓﻌﺎﻟﺔ‪ ،‬ﻭﳓﻦ ﺣﺎﻟﻴﹰﺎ ﰲ ﻣﻔﺘﺮﻕ ﺍﻟﻄﺮﻳﻖ ﺃﻥ ﳓﺴﻢ ﺍﻟـﺼﺮﺍﻉ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‪ ،‬ﻭﺍﻟﺪﺧﻮﻝ ‪‬ﺎ ﰲ ﺍﻷﺳﻮﺍﻕ ﺑﻄﺮ ٍ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﺑﲔ ﺃﻱ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻷﻓﻀﻞ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﻔﻌﺎﻟﺔ‪ ،‬ﻫﻞ ﻫﻲ ﻭﺳﺎﺋﻞ ﺍﻟﺜﻮﺭﺓ ﺍﻟـﺼﻨﺎﻋﻴﺔ‪ ،‬ﺃﻡ ﻭﺳـﺎﺋﻞ‬
‫ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ .‬ﻓﺎﻷﻭﱃ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺭﺅﻭﺱ ﺍﻷﻣﻮﺍﻝ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ ،‬ﻭﻃﺮﻕ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ؛ ﺃﻣﺎ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﻓﺘﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻔﺼﻮﻝ‪ ،‬ﻭﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺜﻘﺎﰲ‪ ،‬ﻭﺇﻧﻨﺎ ﻧﺮﻯ ﺃﻧـﻪ ﻣـﻦ‬
‫ﺍﳌﻨﻄﻘﻲ ﺃﻥ ﻳﻜﻮﻥ ﺣﺴﻢ ﺍﻟﺼﺮﺍﻉ ﻟﺼﺎﱀ ﺍﻷﺧﺬ ﺑﺄﺳﻠﻮﺏ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺒﺎﺷﺮ ﹰﺓ؛ ﺣﻴﺚ ﺇﻥ ﺍﻻﻧﺘﻘﺎﻝ‬
‫ﻼ‪ ،‬ﻟﻜﻦ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺴﺄﻝ ﻫﻞ‬ ‫ﺍﻟﺘﺪﺭﳚﻲ ﺍﻟﺒﻄﻲﺀ ﺑﺎ‪‬ﺗﺒﺎﻉ ﺃﺳﻠﻮﺏ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺳﻮﻑ ﻳﺴﺘﻐﺮﻕ ﺯﻣﻨﹰﺎ ﻃﻮﻳ ﹰ‬
‫ﲟﻘﺪﻭﺭﻧﺎ ﺃﻥ ﻧﻘﻔﺰ ﻣﺒﺎﺷﺮ ﹰﺓ ﺇﱃ ﻣﻴﺪﺍﻥ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳊﺪﻳﺜﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳌﻨﺸﻮﺩ‪.‬‬

‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.7‬‬ ‫)‪(1‬‬

‫ﻣﻬﻨﺪ ﺳﻬﺎﻭﻧﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.21‬‬ ‫)‪(2‬‬

‫‪56‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬

‫ﺗﺘﺒﻠﻮﺭ ﺁﺛﺎﺭ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﻛﻮ‪‬ﺎ ﺍﺧﺘﺰﻟﺖ ﻓﺠﻮﺍﺕ ﺍﻟﻮﻗﺖ ﻭﺍﳌﺴﺎﻓﺔ‪ ،‬ﻭﺣ ﱠﻘﻘﺖ ﺍﳌﺰﻳﺪ ﻣـﻦ‬
‫ﺍﻟﺘﺮﺍ‪‬ﺑﻂ ﺑﲔ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﺃﺳﻮﺍﻗﻬﺎ ﻭﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ ﺍ ﹸﳌﺘﻌﺎﻣﻠﲔ ﻣﻌﻬﺎ‪ ،‬ﻛﻤﺎ ﺃ ﱠﻛﺪﺕ ﺳـﺮﻋﺔ ﺍﻻﺳـﺘﺠﺎﺑﺔ‬
‫ﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺴﻮﻕ ﻭﺍﻟﻮﻓﺎﺀ ﺍﻵﱐ ﻟﻄﻠﺒﺎﺕ ﺍﻟﺰﺑﺎﺋﻦ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﺄﺛﲑﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﻫﻴﻜﻞ ﻭﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻟﻘﺪ ﺍﻧﻌﻜﺴﺖ ﺗﻠﻚ ﺍﻵﺛﺎﺭ ﻋﻠﻰ ﻫﻴﺎﻛﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺎﱄ)‪:(1‬‬
‫‪ -‬ﺍﻻﺗ‪‬ﺠﺎﻩ ﺍﻟﻮﺍﺿﺢ ﻟﺘﻘﻠﻴﺺ ﺣﺠﻢ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﻧﺘﻴﺠﺔ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﺃﻋﺪﺍ ٍﺩ ﺃﻗﻞ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻷﺩﺍﺀ ﺫﺍﺕ‬
‫ﺍﻷﻋﻤﺎﻝ ﺑﻜﻔﺎﺀ ٍﺓ ﺃﻋﻠﻰ‪.‬‬
‫ﺼﺼﺔ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﻮﺳﺎﻃﺔ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‬ ‫‪ -‬ﺍﻻﺗ‪‬ﺠﺎﻩ ﺍﻟﻮﺍﺿﻊ ﻻﺧﺘﻔﺎﺀ ﻓﺌﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻮﺳﻄﻰ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﻭﻓﺌﺎﺕ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﻣﻮﺍﻗﻌﻬﻢ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫‪ -‬ﻛﺬﻟﻚ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺇﱃ ﺍﺧﺘﻔﺎﺀ ﺍﻟﻮﺳﻄﺎﺀ ﺑﲔ ﺍﳌﺆﺳﺴﺔ ﻭﺯﺑﺎﺋﻨﻬﺎ ﺃﻭ ‪‬ﻣﻮ ‪‬ﺭﺩﻳﻬﺎ؛ ﺣﻴﺚ ﲢﻞﱡ ﳏﱠﻠﻬﻢ ﺗﻘﻨﻴﺎ ‪‬‬
‫ﺕ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﻮﺭﻳﺪ ﰲ ﺍﻟﻮﻗﺖ ﺃﻭ ﺍﻟﺘﻌﺎﻣﻞ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺕ‬
‫‪ -‬ﺿﻤﻮﺭ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﻣﺘﻮ ‪‬ﺳﻄﻲ ﻭﻋﺪﳝﻲ ﺍﳌﻬﺎﺭﺓ ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ ﻳﺸﻐﻠﻮﻥ ﺃﻋﻤﺎ ﹰﻻ ﺗﺘﻄﱠﻠﺐ ﹸﻗﺪﺭﺍ ٍ‬
‫ﺕ ﺫﻫﻨﻴﺔ؛ ﺣﻴﺚ ﺣﱠﻠﺖ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﳏﱠﻠﻬﻢ ﺑﻜﻔﺎﺀ ٍﺓ ﺃﻋﻠﻰ‪.‬‬ ‫ﻋﻀﻠﻴﺔ ﺩﻭﻥ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺼﺼﲔ ﰲ ﺃﻋﻤﺎﻝ ﺍﻟﱪﳎﺔ‬ ‫ﺕ ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﳌﻌﺮﻓﺔ ﺍ ﹸﳌﺘﺨ ‪‬‬ ‫‪ -‬ﺗﻨﺎﻣﻲ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﻓﺌﺎ ٍ‬
‫ﻟﻠﺤﺎﺳﻮﺏ‪ ،‬ﻭﻏﲑﻫﻢ ﻣﻦ ﺃﺻﺤﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﻟ ﹸﻘﺪﺭﺍﺕ ﺍﻟﺬﻫﻨﻴﺔ ﺍﻟﻘﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﺳﺘﻴﻌﺎﺏ‬
‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﰲ ﺃﻋﻤﺎﻝ ﺍﻹﺩﺍﺭﺓ ﻭﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -‬ﺗﺰﺍ‪‬ﻳﺪ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺗﻔﻌﻴﻞ ﺍﻟﺼﻼﺣﻴﺎﺕ ﺍﻟﱵ ‪‬ﺗﻌ ‪‬ﻬﺪ ﺇﻟﻴﻬﻢ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺕ ‪‬ﻣﺘﺰﺍِﻳﺪﺓ ﺇﱃ ﺃﳕﺎﻁ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﰲ ﺍﻟﻔﺮﻕ ﺫﺍﺗﻴﺔ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺍﳌﻌﺎﺻﺮﺓ ﺍ ﹸﳌ‪‬ﺘﺠﻬﺔ ﺑﺪﺭﺟﺎ ٍ‬

‫ﺫﻛﺮﻩ‪.‬‬ ‫» ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ «‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ‬ ‫)‪(1‬‬

‫‪57‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬

‫ﺗﺒﺪﻭ ﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ ﳐﺘﻠﻔ ﹰﺔ ﲤﺎﻣﹰﺎ ﻋﻤﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻣﻨﺬ ﺃﺭﺑﻌﺔ ﻋﻘﻮﺩ؛ ﺣﻴﺚ ﺗﺰﺍﻳﺪﺕ ﺃﳘﻴﺔ ﺇﺟـﺎﺩﺓ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ؛ ﺑﺴﺒﺐ ﺳﻴﺎﺳﺔ ﺍﻻﻧﻔﺘﺎﺡ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺇﻋﻤﺎﻝ ﺁﻟﻴﺎﺕ ﺍﻟـﺴﻮﻕ‪ ،‬ﻭﺗﺒﻨ‪‬ـﻲ ﺳﻴﺎﺳـﺎﺕ‬
‫ﻉ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﱂ ﻳﻜﻦ ﳍـﺎ‬ ‫ﻁ ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﻟﻌﻤﻞ ﻭﺃﻧﻮﺍ ٍ‬
‫ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳊﺮ؛ ﳑﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﻇﻬﻮﺭ ﺃﳕﺎ ٍ‬
‫ﻭﺟﻮ ‪‬ﺩ ﻣﻦ ﻗﺒﻞ‪ .‬ﻭﻫﻮ ﻣﺎ ﺍﺳﺘﺪﻋﻰ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺗﻐﻴﲑﹰﺍ ﰲ ﻧﻮﻋﻴﺔ ﺍﻟﻌﺮﺽ ﰲ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﺣﱴ ﺃﺻـﺒﺤﺖ‬
‫ﺕ ﻣﻌﻴﻨﺔ ﱂ ﺗﻜﻦ ﳏ ﱠﻞ ﺍﻫﺘﻤﺎ ٍﻡ ﻣﻦ ﻗﺒـﻞ‪ ،‬ﻛﻤـﺎ ﺃﻥ ﳎـﺎﻝ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻭﻣﻠﻜﺎ ٍ‬ ‫ﺍﳊﺎﺟﺔ ﻣﻠﺤ ﹰﺔ ﻟﻮﺟﻮﺩ ﺧﱪﺍ ٍ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻗﺪ ﻓﺘﺢ ﺁﻓﺎﻗﹰﺎ ﺟﺪﻳﺪﺓ ﱂ ﺗﻜﻦ ﻣﻄﺮﻭﺣ ﹰﺔ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻭﺃﻋﻄﻰ ﻗـﻮﺓ ﺩﻓـ ٍﻊ‬
‫ﻛﺒﲑﺓ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺤﺪﻳﺚ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻭﻓﻘﹰﺎ ﻟﻠﻈﺮﻭﻑ ﻭﺍﻷﻭﺿﺎﻉ ﺍﳉﺪﻳﺪﺓ)‪.(1‬‬
‫ﺼﺔ ﰲ ﺍﻟﺘﻌﺎﻣـﻞ‬ ‫ﻭﺗﺪﻝﱡ ﺍﻟﺪﺭﺍﺳﺎﺕ ﰲ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﺪﻭﻝ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺍ ﹸﳌﺨﺘ ‪‬‬
‫ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻊ ﺍﳌﻌﺮﻓﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺍﳔﻔﺎﺽ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻟﺔ ﻏﲑ ﺍ ﹸﳌﺘﻌﱢﻠﻤـﺔ‬
‫ﻭﻏﲑ ﻋﺎﻟﻴﺔ ﺍﳋﱪﺓ‪ ،‬ﻭﻫﺬﺍ ﺳ‪‬ﻴﺆﱢﺛﺮ ﰲ ﻫﻴﻜﻠﻴﺔ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻋﺎﻣﺔ ﻭﰲ ﺗﻮﺯﻳﻊ ﺍﻷﺟﻮﺭ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻋﻤﺎﻟﺔ ﺍﳌﻌﺮﻓﺔ ‪.‬‬
‫)‪(3‬‬

‫ﻣﻬﻤﺎ ﺗﻐ‪‬ﻴﺮﺕ ﻣﺆﺳﺴﺔ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻓﺈﻥ ﺍﻟﺒﺸﺮ ﺃﻭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺳﻮﻑ ‪‬ﻳﻌﺘـﱪﻭﻥ ﺩﺍﺋﻤـﹰﺎ ﺍﳌـﻮﺭﺩ‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ .‬ﺃﻣﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻷﺧـﺮﻯ‪ -‬ﻛـﺮﺃﺱ ﺍﳌـﺎﻝ‪ ،‬ﺗـﺴﻬﻴﻼﺕ ﺍﻹﻧﺘـﺎﺝ‪ ،‬ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪...،‬ﺍﱁ‪ -‬ﻓﺈ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﳘﻴﺘﻬﺎ ﻓﻼ ﻣﻌﲎ ﳍﺎ ﺑﺪﻭﻥ ﻣﻮﺍﺭﺩ ﺑـﺸﺮﻳﺔ ﺗﺘ‪‬ـﺴﻢ ﺑﺎﳌﻬـﺎﺭﺓ‬
‫ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﺘﺠﺪﻳﺪ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﳝﻜﻦ ﻣﻼﺣﻈﺔ ﺍﻟﺘﺎﱄ)‪:(4‬‬
‫‪ -‬ﺗﻮﺍ ‪‬ﺟﺪ ﻭﺍﻧﺘﺸﺎﺭ ﻋﻤﺎﻟﺔ ﺍﳌﻌﺮﻓﺔ ﰲ ﻛﻞ ﻣﻜﺎﻥ؛ ﺣﻴﺚ ‪‬ﻳﺆ ‪‬ﺩﻭﻥ ﻛﻞ ﺷﻲ ٍﺀ ﺗﻘﺮﻳﺒﹰﺎ؛‬
‫‪ -‬ﺍﻣﺘﻼﻙ ﺧﱪﺍﺀ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻻ‪‬ﺗﺼﺎﻝ‪ ،‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﺸﺮﻭﻋﺎﺕ؛‬
‫‪ -‬ﺇﺗﻘﺎﻥ ﻣﻬﺎﺭﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺳﻮﻑ ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻫﻨﺪﺳﺔ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﻫﻨﺪﺳﺔ‬
‫ﻫﻴﻜﻠﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﻟﺸﺒﻜﺎﺕ‪.‬‬

‫ﺗﻐﲑ ﺍﻷﳕﺎﻁ ﰲ ﻋﺎﱂ ﺍﻟﻌﻤﻞ ‪ 2006‬ﻣﻜﺘﺐ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﱄ ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬ ‫)‪(1‬‬

‫ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻳﺐ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2000 ،1‬ﺍﻟﻨﺎﺩﻱ ﺍﻟﻌﺮﰊ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬ ‫)‪(2‬‬

‫ﻋﻠﻰ ﺍﳌﻮﻗﻊ‪ ،www.arabcin.net :‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺩﻳﺴﻤﱪ‪.2007‬‬

‫‪.Knowledge Workers‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﳏﻤـﺪ ﺍﳍـﺎﺩﻱ‪ » ،‬ﺍﳌﻨﻈﻤـﺔ ﺍﻟﺮﻗﻤﻴـﺔ ﰲ ﻋـﺎﱂ ﻣـﺘﻐﲑ «‪publications.ksu.edu.sa/IT%20Papers/e-GOV- ،‬‬ ‫)‪(4‬‬

‫‪ ،Articles/egovPapers/Drmohamed%20Elhady.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻣﺎﺭﺱ ‪.2007‬‬

‫‪58‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺇﻥ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﺘﻮﱠﻗﻌﻪ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻋﺼﺮ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﺑﺎﻟﻄﺒﻊ ﺷﻲ ٌﺀ ﳜﺘﻠﻒ‬
‫ﲝﺴﺐ ﻛﻞ ﻣﺆﺳﺴﺔ ﺃﻭ ﳎﺎﻝ ﻋﻤﻞ‪ ،‬ﻭﻟﻜﻦ ﳝﻜﻦ ﺍﺳﺘﻨﺘﺎﺝ ﺃﻥ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻳﺘﻮﱠﻗﻊ ﺍﳋﺼﺎﺋﺺ ﺍﻷﺳﺎﺳـﻴﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺍﳌﻮﻇﻔﲔ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(6‬‬
‫ﺍﳋﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺴﻮﻕ ﺍﻟﻌﻤﻞ ﰲ ﻋﺼﺮ ﺍﻟﻌﻮﳌﺔ‬

‫ﺍﳋﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺴﻮﻕ ﺍﻟﻌﻤﻞ ﰲ ﻋﺼﺮ ﺍﳌﻌﺮﻓﺔ‬

‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻘﺎﻁ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﻌﺮﻓﺔٍ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ‪.‬‬ ‫‪1‬‬

‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜ‪‬ﻴﻒ ﻭﺍﻟﺘﻌﻠﱡﻢ ﺑﺴﺮﻋﺔٍ‪ ،‬ﻭﺍﻣﺘﻼﻙ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺬﻟﻚ‪.‬‬ ‫‪2‬‬

‫ﺇﺗﻘﺎﻥ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﳊﺎﺳﺐ ﻭﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﰲ ﳎﺎﻝ ﺍﻟﻌﻤﻞ‪.‬‬ ‫‪3‬‬

‫ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻳﻖ‪ ،‬ﻭﺇﺗﻘﺎﻥ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻠﻔﻈﻴﺔ ﻭﺍﻟﻜﺘﺎﺑﻴﺔ ﻭﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪.‬‬ ‫‪4‬‬

‫ﺍﻣﺘﻼﻙ ﻣﻬﺎﺭﺍﺕ ﺇﺿﺎﻓﻴﺔ ﳑ‪‬ﻴﺰﺓ ﲣﺘﻠﻒ ﻋﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪.‬‬ ‫‪5‬‬

‫ﺇﺗﻘﺎﻥ ﺃﻛﺜﺮ ﻣﻦ ﻟﻐﺔ ﺣﱴ ﳝﻜﻦ ﺍﻟﻌﻤﻞ ﰲ ﺑﻴﺌﺔ ﻋﻤﻞ ﻋﺎﳌﻴﺔ‪.‬‬ ‫‪6‬‬

‫ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﺧﺎﺭﺝ ﺣﺪﻭﺩ ﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ‪ ،‬ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻤﻞ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﺫﻟﻚ ﰲ ﺑﻴﺌﺎﺕ‬
‫‪7‬‬
‫ﻋﻤﻞٍ ﺗﻘﻠﻴﺪﻳﺔ ﺃﻭ ﺑﻴﺌﺎﺕٍ ﺍﻓﺘﺮﺍﺿﻴﺔ‪.‬‬

‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﳊﺎﺟﺎﺕ ﻭﺍﻟﺮﻏﺒﺎﺕ ﺍﻟﻔﺮﻳﺪﺓ ﺍﳋﺎﺻﺔ ﺑﺎﳌﺴﺘﻬﻠﻜﲔ ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﳌﺆﺳﺴﺎﺕ‬
‫‪8‬‬
‫ﻭﺍﳍﻴﺌﺎﺕ؛ ﻓﻠﻢ ﺗ ‪‬ﻌ ْﺪ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺫﺍﺕ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﺍ ﹸﳌﻮ ‪‬ﺣﺪﺓ ﺗ‪‬ﻨﺎﺳﺐ ﺍﳉﻤﻴﻊ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣـﻦ ﺇﻋـﺪﺍﺩ ﺍﻟﺒﺎﺣـﺚ ﺑﺎﻻﺳـﺘﻨﺎﺩ ﺇﱃ‪ :‬ﳏﻤـﺪ ﳏﻤـﺪ ﺍﳍـﺎﺩﻱ‪ » ،‬ﺍﳌﻨﻈﻤـﺔ ﺍﻟﺮﻗﻤﻴـﺔ ﰲ ﻋـﺎﱂ ﻣـﺘﻐﲑ «‪،‬‬
‫‪ ،publications.ksu.edu.sa/IT%20Papers/e-GOV-Articles/egovPapers/Drmohamed%20Elhady.doc‬ﺗــــﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻣﺎﺭﺱ ‪.2007‬‬
‫‪59‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﻘﻮﻡ ﻋﻤﺎﻝ ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺳﻴﺐ ﻋﻦ ﺑﻌﺪ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻬﺎ ﻟﻠﻌﻤﻞ ﺃﻳﻨﻤـﺎ‬
‫ﻳﺘﻮﺍﺟﺪﻭﻥ ﻭﰲ ﺃﻱ ﻭﻗﺖ ﻳﺮﻏﺒﻮﻥ ﺍﻟﻌﻤﻞ ﻓﻴﻪ‪،‬ﻳﻘﻮﻣﻮﻥ ﺑﺘﻄﻮﻳﺮ ﺗﻄﺒﻴﻘﺎﺕ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻣـﺴﺘﻮﺩﻋﺎﺕ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ)‪(1‬ﳊﻔﻆ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﻌﻤﻞ ﺇﻧﺸﺎﺀ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﱵ ﺗـﺴﻤﺢ ﻟﻠﻮﺣـﺪﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﺑﺘﻄﻮﻳﺮ ﻭﺣﻔﻆ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ‪ ،‬ﺇﻧﺸﺎﺀ ﻣﻮﺍﻗﻊ ﺷﺒﻜﺔ ﻭﻳﺐ)‪(2‬ﺣﱴ ﳝﻜﻦ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﻤـﻼﺀ ﰲ ﻃﻠـﺐ‬
‫ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ‪،‬ﻛﻤﺎ ﻳﻘﻮﻣﻮﻥ ﺑﺘﻮﻓﲑ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺣﱴ ﳝﻜﻦ ﳌﻦ ﳛﺘﺎﺟﻬﺎ ﺍﲣـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺼﺤﻴﺤﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫ﺼﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﳌﻌﺮﻓﺔ ﻭﻣﻊ‬
‫ﻭﺧﻼﺻﺔ ﺍﻟﻘﻮﻝ‪ ،‬ﺃﻥ ﻫﻨﺎﻙ ﻃﻠﺒﹰﺎ ﻋﺎﳌﻴﹰﺎ ﻋﻠﻰ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺍ ﹸﳌﺨﺘ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﰲ ﺃﺟﻮﺭ ﻫﺬﻩ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ‪ .‬ﻛﻤﺎ ﺃﻧﻨﺎ ﻧﺸﻬﺪ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﺳﺮﻳﻌﹰﺎ ﰲ ﺍﳌﻌﺮﻓﺔ؛ ﳑﺎ ﻳـﺴﺘﺪﻋﻲ‬
‫ﺯﻳﺎﺩﺓ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳋﺒﲑﺓ ﰲ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ .‬ﻭﺃﺧﲑﹰﺍ ﻓﺈﻥ ﻫﻴﻜﻠﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳌﺼﺎﻧﻊ ﺗﺘﻐﻴ‪‬ـﺮ‬
‫ﳓﻮ ﺍﻷﲤﺘﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺗﻐ‪‬ﻴﺮ ﺍﻵﻻﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻟﺪﻳﻬﺎ ﻭﺗﻄ ‪‬ﻮﺭﻫﺎ ﺍﻟـﺴﺮﻳﻊ ﻟﺘـﺄﻣﲔ ﺇﻣﻜﺎﻧﻴـﺎﺕ‬
‫ﺍﳌﻨﺎﻓﺴﺔ ﻳﺴﺘﺪﻋﻲ ‪‬ﻴﺌﺔ ﻳ ٍﺪ ﻋﺎﻣﻠﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﻳﺰﻳﺪ ﰲ ﻣﻌﺪﻻﺕ ﺍﻟﺒﻄﺎﻟﺔ ﻟﺪﻯ ﻓﺌﺔ ﺍﻟﻴـﺪ‬
‫ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﻴﺪﻭﻳﺔ)‪.(3‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ ﻣﻊ ﻣﺜﺎ ٍﻝ ﺗﻄﺒﻴﻘﻲ ﳊﺎﻟﺔ ﺍﳍﻨﺪ‪.‬‬
‫ﺗﻌﻤﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻗﻮﻯ ﺍﻟﻌﻮﳌﺔ ﻭﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﰲ ﺍﻷﺳﻮﺍﻕ ﻋﻠﻰ ﺗﻘﺴﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ‬
‫ﺍﻟﻌﺎﱂ ﺇﱃ ﻓﺌﺘﲔ ﻣﺘﻀﺎﺩﺗﲔ ﻏﲑ ﻗﺎﺑﻠﺘﲔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﺍﳌﺘﻜﺎﻓﺊ)‪:(4‬‬
‫‪ -‬ﺍﻟﻨﺨﺒﺔ ﻣﻦ ﺍﳌﹸﺴﻴﻄﺮﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻭﺍﳌﹸﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﻋﻮﺍﺋﺪﻫﺎ ﺍﳍﺎﺋﻠـﺔ )ﻣﺜـﻞ ﺑﻴـﻞ‬
‫ﺟﻴﺘﺲ(؛‬
‫‪ -‬ﺟﺤﺎﻓﻞ ﺍﻟﻌﻤﺎﻝ ﺍﳌﻄﺮﻭﺩﻳﻦ ﻣﻦ ﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺬﻳﻦ ﺣﻠﱠﺖ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﳏ ﱠﻞ ﺃﻋﻤﺎﳍﻢ ﺑﺼﻔ ٍﺔ‬
‫ﺩﺍﺋﻤﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ‪.‬‬
‫ﺃﺻﺒﺤﺖ ﺍﻟﻄﻔﺮﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺃﺳﺎﺱ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻴﺰﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﱵ ﺗﺴﻌﻰ ﺍﳌﺆﺳﺴﺎﺕ – ﺑـﻞ‬
‫ﺍﻟﺪﻭﻝ‪ -‬ﺇﱃ ﺗﻜﻮﻳﻨﻬﺎ ﻭﺗﻨﻤﻴﺘﻬﺎ‪ ،‬ﻟ‪‬ﺘﻮﺍﺟﻪ ‪‬ﺎ ﺍﻟﻘﻮﻯ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻭﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﻟﻨﺎﺷﺌﺔ ﻋﻦ ﺍﻟﻌﻮﳌﺔ‪ ،‬ﻭﺍﻧﻔﺘـﺎﺡ‬

‫‪.Data Warehouses‬‬ ‫)‪(1‬‬

‫‪.Web Sites‬‬ ‫)‪(2‬‬

‫ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(3‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﻏﺮﻳﺐ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،1998 ،‬ﺹ ‪.24‬‬ ‫)‪(4‬‬
‫‪60‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻷﺳﻮﺍﻕ‪ ،‬ﻭﺍ‪‬ﻴﺎﺭ ﺣﻮﺍﺟﺰ ﻭﻣﻮﺍﻧﻊ ﺣﺮﻳﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﻭﺗﺪﻓﱡﻖ ﺭﺃﺱ ﺍﳌﺎﻝ ﺑﲔ ﺃﳓﺎﺀ ﺍﻟﺴﻮﻕ ﺍﻟﻌﺎﳌﻲ ﺍﻟﻮﺍﺣـﺪ‪.‬‬
‫ﻭﺗﺘﻨﺎﻓﺲ ﺍﻟﺪﻭﻝ ﻭﺍﳌﺆﺳﺴﺎﺕ ﻣ‪‬ﻨﺘِﺠﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﰲ ﺗﻄﻮﻳﺮﻫﺎ ﻭﲢﻘﻴﻖ ﺍﻟﻌﻮﺍﺋﺪ ﺍﳍﺎﺋﻠﺔ ﻣﻦ ﺍﻻﺳـﺘﺜﻤﺎﺭ‬
‫ﻓﻴﻬﺎ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﻟﻨﺸﺎﻁ ﺍﻹﻧﺘﺎﺟﻲ ﺍﻷﻋﻠﻰ ﰲ ﺇﻧﺘﺎﺝ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ‪ .‬ﻭﻫﻲ ﻟﺬﻟﻚ ﺗﺘـﺴﺎﺑﻖ ﰲ ﺗـﺴﻮﻳﻖ‬
‫ﻣ‪‬ﻨﺘ‪‬ﺠﺎ‪‬ﺎ ﻣﻦ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﹸﺘﻄﻮ‪‬ﺭﺓ ﺇﱃ ﳐﺘﻠﻒ ﺃﺳﻮﺍﻕ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﺍﻟﱵ ﺃﺻﺒﺤﺖ‬
‫ﻫﻲ ﺍﻷﺧﺮﻯ ﳏﺎﺻﺮ ﹰﺓ ﺑﺘﺤﺪ‪‬ﻳﲔ ﻛﻼﳘﺎ ﺻﻌﺐ)‪:(1‬‬
‫‪ -‬ﺿﺮﻭﺭﺓ ﻣﻮﺍﻛﺒﺔ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﲟﺎ ﻳﻌﻨﻴﻪ ﻣﻦ ﺍﻟﺘﺤﻮ‪‬ﻝ ﺇﱃ ﺃﳕﻄﺔ ﺍﻹﻧﺘﺎﺝ ﻛﺜﻴﻔﺔ ﺭﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﻗﻠﻴﻠـﺔ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﻟﺒﺸﺮﻱ؛ ﻣﻦ ﺃﺟﻞ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻹﻣﻜﺎﻥ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ‬
‫ﻣﻜﺎ ٍﻥ ﰲ ﺍﻟﺴﻮﻕ؛‬
‫‪ -‬ﺿﺮﻭﺭﺓ ﺍﻟﺘﻤﺴ‪‬ﻚ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻛﺜﻴﻔﺔ ﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﻗﻠﻴﻠﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌﺎﻝ؛ ﻣﻦ ﺃﺟﻞ ﻓﺘﺢ ﻓﺮﺹ‬
‫ﺍﻟﻌﻤﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺮﺍﻏﺒﺔ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻋﻤﻞ‪ ،‬ﻣ‪‬ﺘﺤﻤ‪‬ﻠ ﹰﺔ ﰲ ﺫﻟﻚ ﺍﺣﺘﻤﺎﻻﺕ ﻓﻘـﺪ ﺍﻟﻘﹸـﺪﺭﺓ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻳ‪‬ﻮﺟﺐ ﺿﺮﻭﺭﺓ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﻋﺪ ٍﺩ ﻟﻴﺲ ﺑﺎﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻷﻳـﺪﻱ ﺍﻟﻌﺎﻣﻠـﺔ‬
‫ﻭﻟﻔﺘﺮ ٍﺓ ﻣﻌﻴﻨﺔ)‪ .(2‬ﻭﺭﻏﻢ ﺍﳌﺨﺎﻭﻑ ﻣﻦ ﺍﻟﺒﻄﺎﻟﺔ ﺍ ﹸﳌﻜﱠﺜﻔﺔ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠـﻰ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺎﺕ‬
‫ﺍﻟﺪﻗﻴﻘﺔ‪ ،‬ﻓﺈﻥ ﺍﳋﱪﺓ ﺍﳋﺎﺻﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ً ،‬ﺗ‪‬ﺒـ‪‬ﻴﻦ ﺃﻥ ﺃﺛـﺮ ﺗﻠـﻚ‬
‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﰲ ﺍﻟﺘﻮﻇﻴﻒ ﺍﳌﺒﺎﺷﺮ ﻭﻏﲑ ﺍﳌﺒﺎﺷﺮ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﰲ ﺍﳊﻘﻴﻘﺔ ﺇﳚﺎﺑﻴ‪‬ﺎ ﺑﺸﻜ ٍﻞ ﻫﺎﻣﺸﻲ‪ .‬ﻭﺗ‪‬ـﺸﲑ‬
‫ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﱃ ﺃﻥ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﳝﻜﻦ ﺃﻥ ﲢ ﱠﻞ ﻣﻜﺎﻥ ﺍﻟﻌﻤﺎﻟﺔ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻘﺪﳝﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﳝﻜﻦ‬
‫ﺃﻥ ‪‬ﺗﻮﱢﻟﺪ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻃﻠﺒ‪‬ﺎ ﺇﺿﺎﻓﻴ‪‬ﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺧﻠﻖ ﺳﻠ ٍﻊ ﻭﺧﺪﻣﺎﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻭﺑﺼﺮﻑ‬
‫ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﻵﺭﺍﺀ ﺍ ﹸﳌﺘﻌﺎ ِﺭﺿﺔ ﰲ ﻫﺬﺍ ﺍﳋﺼﻮﺹ‪ ،‬ﳝﻜﻨﻨﺎ ‪ -‬ﻣﻦ ﺩﻭﻥ ﺗﺮ ‪‬ﺩﺩ ‪ -‬ﺗﺄﻛﻴﺪ ﺃﻥ ﺗﺄﺛﲑﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﻮﻇﻴﻒ ﻟﻦ ﺗﺸﻤﻞ ﻓﻘﻂ ﺣﺠﻢ ﺍﻟﻌﻤﺎﻟﺔ ﻭ‪‬ﺑﻨﻴﺘﻬﺎ ﺍﳌﻬﻨﻴﺔ ﻭﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺳﺘﺸﻤﻞ‬
‫ﺃﻳﻀﹰﺎ‪ -‬ﻭﺑﺼﻮﺭ ٍﺓ ﺃﺳﺎﺳﻴﺔ‪ -‬ﻧﻮﻋﻴﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﺧﺼﻮﺻ‪‬ﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻋﺘﻤﺎﺩ ﻣﺎ ﳝﻜﻦ ﺗﺴﻤﻴﺘﻪ "ﺍﻷﻧﻮﺍﻉ ﺍﳌﺮﻧﺔ"‬
‫ﻟﻠﻌﻤﺎﻟﺔ ﺫﺍﺕ ﺍﻟﻄﺎﺑﻊ ﺍﻟﺘﻌﺎﹸﻗﺪﻱ ﻭﺍﻟﻌﻤﻞ ﺍﳌﱰﱄ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻻﺗ‪‬ﺠﺎﻩ ﳓﻮ ﺗﻘﻠﻴﺺ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ‪...،‬ﺇﱁ‪.‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.22‬‬ ‫)‪(1‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2003 ،‬ﺹ ‪.282‬‬ ‫)‪(2‬‬
‫‪61‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺑﺎﺧﺘﺼﺎﺭ‪ ،‬ﺇﻥ ﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻋﻠﻰ ﺣـ ‪‬ﺪ ﺳـﻮﺍﺀ‬
‫ﺕ ﰲ ﻓﺮﺹ ﺍﻟﺘﻮﻇﻴـﻒ‬ ‫ﺳﺘ‪‬ﺼﺒﺢ ﺃﻛﺜﺮ ﻣﺮﻭﻧﺔ‪ .‬ﻭﺳﻴﻈﻬﺮ ﲣﺼﻴﺺ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ ﰲ ﺷﻜﻞ ﺯﻳﺎﺩﺍ ٍ‬
‫ﺍ ﹸﳌﺆﱠﻗﺖ ﻭﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳌﺮﻧﺔ ﻏﲑ ﺍﻟﺜﺎﺑﺘﺔ)‪.(1‬‬
‫ﻭﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻧﻪ ﺳﻴﻜﻮﻥ ﻟﻠﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳉﺪﻳﺪﺓ ﺃﺛ ‪‬ﺮ ﻛﺒﲑ ﰲ ﺗﻮﺯﻳﻊ ﺍﻟـﺪﺧﻞ‪ ،‬ﺳـﻮﺍ ًﺀ ﰲ‬
‫ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪﺍﻥ ﺃﻭ ﰲ ﻣﺎ ﺑﻴﻨﻬﺎ؛ ﲝﻴﺚ ﲡﺮﻱ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﳌﺼﻠﺤﺔ ﺍﻟﻔﺌﺎﺕ ﺍﻷﻛﺜﺮ ﺍﺣﺘﻜﺎﻛﹰﺎ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﳌﺼﻠﺤﺔ ﺍﻻﺧﺘﺼﺎﺻﺎﺕ ﺍﻟﻌﺼﺮﻳﺔ ﻭﺍﻷﻛﺜﺮ ﺣﺪﺍﺛﺔ‪ ،‬ﺍﻟﱵ ﻳﻐﻠﺐ ﻓﻴﻬﺎ ﻋﻨﺼﺮ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻭﺫﻟـﻚ‬
‫ﻋﻠﻰ ﺣﺴﺎﺏ ﺍ‪‬ﺎﻻﺕ ﻭﺍﻻﺧﺘﺼﺎﺻﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ .‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺳﺘﻜﻮﻥ ﳌﺼﻠﺤﺔ ﻛﺒﺎﺭ ﺍ ﹸﳌﻨِﺘﺠﲔ‪ ،‬ﻭﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍﻟﻜﱪﻯ ﺍﻟﻌﺎﺑﺮﺓ ﻟﻠﻘﻮﻣﻴﺎﺕ‪ ،‬ﻭﺍﳌﺆﺳﺴﺎﺕ ﺫﺍﺕ ﺍﻹﻧﺘﺎﺝ ﺍ ﹸﳌﻮ ‪‬ﺟﻪ ﻟﻠﺘﺼﺪﻳﺮ‪ .‬ﻭﺳﺘﻜﻮﻥ ﺃﻳـﻀﹰﺎ ﰲ ﻣـﺼﻠﺤﺔ‬
‫ﺍﻟﺪﻭﻝ ﺍﻷﻛﺜﺮ ﺗﻄ ‪‬ﻮﺭ‪‬ﺍ‪ ،‬ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻴﺰﺍﺕ ﺍﳌﻄﻠﻘﺔ ﻭﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﱵ ﻳ‪‬ﻮﻓﱢﺮﻫﺎ ﳍﺎ ﺍﻣﺘﻼﻙ ﻧﺎﺻﻴﺔ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﺣﺘﻜﺎﺭ ﺍﻟﻘﺴﻢ ﺍﻷﻋﻈﻢ ﻣﻨﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺒﺎ ‪‬ﺩﻝ ﺍﻟﺪﻭﱄ‪ ،‬ﻭﻣﻦ ﰒ ﺗﻜﺮﻳﺲ ﺗﻔ ‪‬ﻮﻗﻬﺎ‪ ،‬ﻭﺯﻳﺎﺩﺓ‬
‫ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ)‪ (2‬ﻣﻊ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ ﻭﺍﻷﻗﻞ ﺗﻄ ‪‬ﻮﺭ‪‬ﺍ‪ ،‬ﻭﺍﻟﱵ ﺗ‪‬ﺼﺒﺢ ﺃﻛﺜﺮ ﺍ‪‬ﺗﺴﺎﻋ‪‬ﺎ ﻭ ‪‬ﻋﻤﻘﹰﺎ ﻭﺍﺳﺘﻌﺼﺎ ًﺀ ﻋﻠـﻰ‬
‫ﺍﻟﺘﺬﻟﻴﻞ‪.‬‬
‫ﻓﻤﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻥ ﺍﻟﺘﺪﻭﻳﻞ ﺍﳌﺘﺰﺍﻳﺪ ﻟﻺﻧﺘﺎﺝ‪ ،‬ﻭﺍﺷﺘﺪﺍﺩ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﳚﻌﻞ ﺍﻟﺪﻭﻝ ﺍﻟﱵ ‪‬ﺗﺮ ﱢﻛﺰ ﻋﻠﻰ‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﻟﺘﺼﺪﻳﺮ‪ ،‬ﺃﻛﺜﺮ ﺍﺿﻄﺮﺍ ‪‬ﺭﺍ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺇﱃ ﺍﺳﺘﲑﺍﺩﻫﺎ ﰲ ﺣﺎﻝ ﻋـﺪﻡ‬
‫ﹸﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺇﻧﺘﺎﺟﻬﺎ ﺑﻨﻔﺴﻬﺎ‪ .‬ﻭﻳ‪‬ﺆﺩ‪‬ﻱ ﻫﺬﺍ‪ -‬ﺑﺎﻟﻄﺒﻊ ‪ -‬ﺇﱃ ﺗﺒﻌﻴ ٍﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺘﺰﺍﻳﺪﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﳊﺎﻟﻴﺔ ﳊﻞ ﻣﺸﻜﻞ ﺍﻟﺒﻄﺎﻟﺔ‪.‬‬
‫ﺗﺄﺧﺬ ﻗﻀﻴﺔ ﺍﻟﺒﻄﺎﻟﺔ ﻣﻔﻬﻮﻣﹰﺎ ﳐﺘﻠﻔﹰﺎ ﲤﺎﻣﹰﺎ‪ ،‬ﻋﻤﺎ ﻛﺎﻥ ﺳﺎﺋﺪﹰﺍ ﰲ ﻣﻨﺘﺼﻒ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ؛ ﺣﻴﺚ ﻛﺎﻥ‬
‫ﺣﻞ ﻣﺸﻜﻠﺔ ﺍﻟﺒﻄﺎﻟﺔ ﻳﺴﺘﻨﺪ ﺇﱃ ﺑﻨﺎﺀ ﺍ ﹸﳌﺠ ‪‬ﻤﻌﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻟﻀﺨﻤﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﺒﻄﺎﻟﺔ ﺍﻟﻴﻮﻡ ﻓﻴﻌﺘﻤﺪ‬
‫ﻋﻠﻰ ﺑﺮﺍﻣﺞ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺄﻫﻴﻞ‪ ،‬ﻭﻫﻲ ﺑﺮﺍﻣﺞ ﻻ ﺗﻈﻬﺮ ﺃﳘﻴﺘﻬﺎ ﻓﻘﻂ ﰲ ﺍﻟﻔﺘﺮﺓ ﺍﻻﻧﺘﻘﺎﻟﻴﺔ ﺍﻟﱵ ﺗﻔـﺼﻞ ﳎﺘﻤـﻊ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﺑﻞ ﻫﻲ ﻋﻨﺼ ‪‬ﺮ ﺃﺳﺎﺳﻲ ﰲ ﺗﻜﻮﻳﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﳎﺘﻤﻊ ﺍﻟﺘﻐﻴ‪‬ـﺮﺍﺕ‬
‫ﺍﻟﺴﺮﻳﻌﺔ‪ ،‬ﻭﻫﻮ ﲝﺎﺟﺔ ﺩﺍﺋﻤﹰﺎ ﺇﱃ ﺗﺄﻫﻴﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻻﺳﺘﻴﻌﺎﺏ ﻫﺬﻩ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﳌﺴﺘﻤﺮﺓ‪ .‬ﻭﻫﻜﺬﺍ ﳚﺮﻱ ﺍﻟﻴﻮﻡ‬
‫ﺍﻟﺒﺤﺚ ﻋﻦ ﺣﻠﻮﻝ ﺍﳌﺸﻜﻠﺔ ﺍﻟﺒﻄﺎﻟﺔ ﰲ ﺣﺪ ٍﻭﺩ ﳐﺘﻠﻔﺔ ﻋﻤﺎ ﻛﺎﻥ ﺳﺎﺋﺪﹰﺍ ﺣﱴ ﺍﻟﻴﻮﻡ‪ .‬ﺇﺫ ﺃﻥ ﺍﻟﺒﻄﺎﻟﺔ ﰲ ﳎﺘﻤﻊ‬

‫ﳏﻤﺪ ﺩﻳﺎﺏ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ..‬ﺃﻳﻦ ﳓﻦ ﻣﻨﻪ «‪ ،www.balagh.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 15 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬ ‫)‪(1‬‬

‫)‪ (2‬ﻭﺗﺴﻤﻰ ﻛﺬﻟﻚ ﺍﳍﻮﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ )‪ :(Ingenuity Gap‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﺘﺒﺎ ‪‬ﻋﺪ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺑﲔ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﻭﺍ ﹸﳌﺘﺨﱢﻠﻔﺔ‪.‬‬
‫‪62‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻣﺸﻜﻠ ﹲﺔ ﻧﻮﻋﻴﺔ ﻭﻟﻴﺴﺖ ﻛﻤﻴﺔ‪ ،‬ﻳﻌﺘﻤﺪ ﻓﻴﻬﺎ ﻋﻠﻰ ﺭﻓﻊ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻌﺮﰲ ﻭﺍﳌﻬﲏ ﻟﻠﻌﺎﻣـﻞ)‪،(1‬‬
‫ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﱂ ﺗﻜﻦ ‪‬ﺗﻮﺍ ِﺟﻪ ﺍﳌﺸﻜﻠﺔ ‪‬ﺬﻩ ﺍﻟﻨﻈﺮﺓ‪ ،‬ﻓﻘﺪ ﺧﻠﻘﺖ ﺳﻮﻗﹰﺎ ﻭﺍﺳـﻌﺔ ﻟﻸﻳـﺪﻱ‬
‫ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﺗﻨﺘﻘﻲ ﻣﻨﻬﺎ ﻣﺎ ﺗﺸﺎﺀ‪ ،‬ﻭﻛﺎﻧﺖ ‪‬ﺗﺸ ‪‬ﻐﻞ ﺍﻟﻌﻤﺎﻝ ﺍ ﹸﳌﺴ ‪‬ﺮﺣﲔ ﻣﻦ ﻣﻌﺎﻣﻞ ﺍﻟﻨﺴﻴﺞ ﰲ ﻣﺼﺎﻧﻊ ﺍﻹﲰﻨﺖ؛‬
‫ﻷﻥ ﺍﻟﻌﻤﻞ ﰲ ﺗﻠﻚ ﺍﻟﻔﺘﺮﺓ ﱂ ﻳﻜﻦ ﻳﺘﻄﻠﱠﺐ ﺳﻮﻯ ﻣﻘﺪﺍ ٍﺭ ﳏﺪﻭﺩ ﻣﻦ ﺍﳌﻬﺎﺭﺓ ﺃﻭ ﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﻌﺎﻣـﻞ‬
‫ﻳﻜﺘﺴﺒﻬﺎ ﺑﺴﺮﻋ ٍﺔ ﻣﻘﺒﻮﻟﺔ‪ ،‬ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﺄﻫﻴ ٍﻞ ﺟﺪﻳﺪ‪ ،‬ﺃﻣﺎ ﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ ﺍﻟﻴﻮﻡ ﻓﻴﺘﻤ‪‬ﻴﺰ ﺑﺎﻟﻄﻠﺐ ﻋﻠـﻰ‬
‫ﺕ ﻭﺧﱪﺍﺕ ﻋﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﻤ‪‬ﻴﺰ ﺑﻘﺎﺑﻠﻴﺘﻬﺎ ﻟﻠﺘﻄ ‪‬ﻮﺭ ﺍﳌﺴﺘﻤﺮ‪ ،‬ﻭﻣﺎ‬ ‫ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﺎﻫﺮﺓ ﺍﻟﱵ ﺗﺘﻤﺘ‪‬ﻊ ﺑﻜﻔﺎﺀﺍ ٍ‬
‫ﱂ ﻳﻜﻦ ﺍﻟﻌﺎﻃﻠﻮﻥ ﻋﻦ ﺍﻟﻌﻤﻞ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻜ‪‬ﻴﻒ ﻣﻊ ﻫﺬﻩ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ‪ ،‬ﻓﺈﻥ ﺍﻷﻋﻤﺎﻝ ﺍﳉﺪﻳﺪﺓ ﻟﻦ ﺗﺘﻤ ﱠﻜﻦ‬
‫ﻣﻦ ﺍﺳﺘﻴﻌﺎ‪‬ﻢ‪ .‬ﻭﺗﺴﻌﻰ ﺍﻟﻴﻮﻡ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪ ،‬ﺇﱃ ﺗﻘﺪﱘ ‪‬ﻧﻈﻢ ﺇﻋـﺎﺩﺓ ﺍﻟﺘـﺸﻐﻴﻞ‬
‫ﻟﻠﻌﺎﻃﻠﲔ ﻋﻦ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻫﻲ ‪‬ﻧﻈ ‪‬ﻢ ﻻ ﺗﺴﺘﻨﺪ ﺇﱃ ﺍﻟﺒﺤﺚ ﻋﻦ ﻭﻇﺎﺋﻒ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺇﳕﺎ ﺗﺴﺘﻨﺪ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‬
‫ﺇﱃ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻟﻌﺎﻃﻠﲔ ﻋﻦ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﺄﻫﻴﻠﻬﻢ ﻟﻠﻌﻤﻞ ﰲ ﻣﻬ ٍﻦ ﺃﺧﺮﻯ ﻣﻄﻠﻮﺑﺔ؛ ﻓﻴﻜﻮﻥ ﺍﻟﻌﺎﻣـﻞ‬
‫ﺟﺎﻫﺰﹰﺍ ﻟﻼﳔﺮﺍﻁ ﰲ ﻋﻤ ٍﻞ ﺟﺪﻳﺪ ﻣﻮﺟﻮﺩ ﻭﻣﻄﻠﻮﺏ؛ ﻭﻻ ﺗﺸﻤﻞ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺄﻫﻴﻞ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﻌﺎﻃﻠﲔ ﻋـﻦ‬
‫ﺕ ﺗﺪﺭﻳﺒﻴﺔ ﻛﻲ ﻳﻜﻮﻧـﻮﺍ‬ ‫ﺍﻟﻌﻤﻞ ﻓﻘﻂ‪ ،‬ﺑﻞ ﻳﺘﻮﺟﺐ ﺃﻳﻀﹰﺎ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﺍﻻﳔﺮﺍﻁ ﰲ ﺩﻭﺭﺍ ٍ‬
‫ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ‪‬ﻣﺴﺎﻳﺮﺓ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﺄﺣﺪ ﺍﳊﻠﻮﻝ ﳌﺸﻜﻞ ﺍﻟﺒﻄﺎﻟﺔ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻌﻤﻞ ﻭﺍﻹﺭﻫﺎﻕ ﻭﺍﻹﺣﺒﺎﻁ ﺍﻟﺬﻱ ﻳﺮﺍﻓﻖ ﺫﻟﻚ ﺃﺣﺪ ﺃﻫﻢ ﻣﺸﻜﻼﺕ ﻗـﻮﻯ‬
‫ﺍﻟﻌﻤﻞ ﺃﻭ ﺍ ﹸﳌ‪‬ﺘﺠﻬﲔ ﻟﻼﳔﺮﺍﻁ ﰲ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﻓﺈﻥ ﺍﳊﻠﻮﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻹﻧﺘﺮﻧﺖ ﻗﺪﻣﺘﺎ ﻋﻮﻧﹰﺎ ﺣﻘﻴﻘﻴﹰﺎ ﰲ‬
‫ﻫﺬﺍ ﺍﻟﺼﺪﺩ؛ ﲝﻴﺚ ﺃﻥ ﻣﻮﺍﻗﻊ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪‬ﺗﻌ ‪‬ﺪ ﻣﻦ ﻣﻮﺍﻗﻊ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺑﻞ ﻫﻲ ﺗﻄﺒﻴ ‪‬ﻖ‬
‫ﻭﺍﺿﺢ ﻟﻠﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺑﺼﻮﺭ ٍﺓ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ ﻋﱪ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺮﻗﻤﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﻣﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪‬ﻳﺴﺎ ِﻫﻢ ﰲ ﺗﻮﻓﲑ ﻓﺮﺹ ﻋﻤ ٍﻞ ﻟﻠـﺮﺍﻏﺒﲔ‪ ،‬ﻭﺣـﻞ‬
‫ﻣﺸﻜﻼﺕ ﺇﳚﺎﺩ ﺍﳌﻮﻇﻔﲔ‪ ،‬ﻋﻠﻰ ﳓ ٍﻮ ﺃﻭﺳﻊ ﻧﻄﺎﻗﹰﺎ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﻟﻮﻇﻴﻔﺔ‪ .‬ﻭﰲ ﻫـﺬﺍ‬
‫ﺍﻹﻃﺎﺭ‪ ،‬ﻓﻘﺪ ﻧﺸﺄﺕ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻮﺍﻗﻊ ﺧﺎﺻﺔ ﺗﻌﲎ ‪‬ﺬﺍ ﺍﻷﻣﺮ)‪ ،(3‬ﺗﺘﻴﺢ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ ﻓﺮﺻـﺔ ﺗﻘـﺪﱘ‬

‫)‪ (1‬ﻓﻤﺜﻼ ﺗﺘﻮﻗﱠﻊ ﻣﻜﺎﺗﺐ ﺍﻟﻌﻤﻞ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺃﻥ ﻣﻌﺪﻝ ﳕﻮ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺑﻌﺾ ﻭﻇﺎﺋﻒ ﺍﺧﺘﺼﺎﺻﻲ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺳﻴﺘﺮﺍﻭﺡ ﺑﲔ ‪ %100‬ﻭ ‪ ،%150‬ﻭﺳﻴﻜﻮﻥ ﻋﺪﺩ ﺍﳌﻌﻴﻨﲔ ﰲ ﻣﻬﻦ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻛﱪ ﻣﻦ ﺃﻱ ﻣﻬﻨ ٍﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﺍﻧﻈﺮ‪ :‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.370‬‬
‫)‪ (2‬ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ – ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻳﺐ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﻌـﺪﺩ ‪،2000 ،1‬‬
‫‪ ،http://www.arabcin.net/al_arabia_mag/modules.php‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 18 :‬ﻓﻴﻔﺮﻱ ‪.2007‬‬
‫)‪ (3‬ﺍﻧﻈﺮ ﻣﺎ ﺳﺒﻖ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ‪،‬ﺹ ‪.45‬‬
‫‪63‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺃﻧﻔﺴﻬﻢ ﻭ ‪‬ﻣﺆ ‪‬ﻫﻼ‪‬ﻢ ﻭﻃﻠﺐ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭ‪‬ﺗﺘﻴﺢ ﺃﻳﻀﹰﺎ ﺍﻹﻋﻼﻥ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺎﺕ ﻋﻦ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻣﻦ ﺍﳌﻮﻇﻔﲔ‪ .‬ﻭﻻ ﻳﻘﻒ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻋﻨﺪ ‪‬ﺣﺪ ﺍﻹﻋﻼﻥ ﻓﻘﻂ‪ ،‬ﺑﻞ ‪‬ﺗﺘﻴﺢ ﺍﳌﻮﺍﻗﻊ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪،‬‬
‫ﻭﲢﻠﻴﻞ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺴﻮﻕ ﺃﻭ ﺍﻟﻘﻄﺎﻉ ﺍﳌﻌﲏ‪ ،‬ﻭﺑﻴﺎﻥ ﻓﺮﺹ ﺍﻟﺘﻮﻇﻴﻒ ﻭﻣﺸﻜﻼﺗﻪ‪ ،‬ﻭ‪‬ﺗﺘﻴﺢ ﺍﻟﻔﺮﺻﺔ ﻹﻇﻬﺎﺭ‬
‫ﻋﻨﺎﺻﺮ ﺍﻟﺘﻤ‪‬ﻴﺰ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻭﲣﻠﻖ ﺣﺎﻟﺔ ﺗﻔﺎﻋ ٍﻞ ﺑﲔ ﺍﻟﻮﻇﻴﻔﺔ ﻭﺃﻃﺮﺍﻓﻬﺎ‪.‬‬
‫ﺼﺺ ﻓﻴﻪ ﻭﺣﺪﻩ‪ ،‬ﻭﻫﻮ ﳝﺘ ‪‬ﺪ ﺑـﲔ ﻣﻮﺍﻗـﻊ‬ ‫ﺕ ﻭﻣﻮﺍﻗﻊ ﺗﺘﺨ ‪‬‬‫ﻭﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻻ ﻳﻨﺤﺼﺮ ﲜﻬﺎ ٍ‬
‫ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ ﺇﱃ ﺍﳌﻮﺍﻗﻊ ﻏﲑ ﺍﻟﺮﲝﻴﺔ‪ .‬ﻭﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻻ ﻳﻜﺎﺩ ﻳﻈﻬﺮ ﻣﻮﻗ ‪‬ﻊ ﺇﻋـﻼﱐ‬
‫ﳑ‪‬ﻴﺰ ﺇﻻ ﻭﲡﺪ ﺿﻤﻨﻪ ﺭﻭﺍﺑﻂ ﺃﻭ ﻣﻌﻠﻮﻣﺎﺕ ﺑﺸﺄﻥ ﺍﻟﻮﻇﺎﺋﻒ‪ .‬ﺻﺤﻴﺢ ﺃﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﻫﺬﻩ ﺍﳌﻮﺍﻗـﻊ ﳎﺎﻧﻴـﺔ‪،‬‬
‫ﺕ ﻟﻘﺎﺀ ﺧﺪﻣﺎ‪‬ﺎ‪.‬ﺇﻥ ﻣﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻟﺘﻮﻇﻴﻒ ﻭﻃﻠﺐ ﺍﳋـﱪﺍﺀ‬‫ﺼﺼﻴﺔ ﻣﻨﻬﺎ ﺗﺘﻘﺎﺿﻰ ﻣﺒﺎﻟﻎ ﻭﻋﻤﻮﻻ ٍ‬‫ﻟﻜﻦ ﺍﻟﺘﺨ ‪‬‬
‫ﻭﺗﺄﻫﻴﻞ ﺍﳌﻮﻇﻔﲔ ﻭﺷﺆﻭﻥ ﺍﻟﻌﻤﻞ )ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﻭﻏﲑﻫﺎ( ﺃﺻﺒﺤﺖ ﲢﺘﻞ ﻣﺴﺎﺣ ﹰﺔ ﻃ‪‬ﻴﺒـ ﹰﺔ ﰲ ﺍﻟﻌـﺎﱂ‬
‫ﺍﻻﻓﺘﺮﺍﺿﻲ‪.‬‬
‫ﺼﺼﺔ ﻟﻠﺘﻮﻇﻴﻒ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺫﻟـﻚ ﺑﻘﻴﺎﻣﻬـﺎ‬ ‫ﺕ ‪‬ﻣﺘﺨ ‪‬‬
‫ﻭﻗﺪ ﻧﺸﺄﺕ ﰲ ﺍﻟﻔﺘﺮﺓ ﺍﻷﺧﲑﺓ ﻣﺆﺳﺴﺎ ‪‬‬
‫ﺑﺘﺠﻤﻴﻊ ﺻﺤﺎﺋﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻜﻞ ﻣﻦ ﻳﺒﺤﺚ ﻋﻦ ﻋﻤﻞ‪ ،‬ﺃﻭ ﻳﺮﻳﺪ ﺗﻐﻴﲑ ﻋﻤﻠﻪ ﺑﺂﺧﺮ ﺃﻓﻀﻞ ﻣﻨﻪ‪،‬‬
‫ﻭﺗﺘﻠﻘﱠﻰ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺘﺎﺣﺔ ﻟﺪﻯ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺗﻨﺸﺮﻫﺎ ﰲ ﺍﳌﻮﻗﻊ ﺍﳋﺎﺹ ‪‬ﺎ‪ ،‬ﺟﻨﺒﹰﺎ ﺇﱃ ﺟﻨﺐ ﻣـﻊ‬
‫ﺑﻴﺎﻧﺎﺕ ﺍﻟﺒﺎﺣﺜﲔ؛ ﲝﻴﺚ ﻳ‪‬ﺘﺎﺡ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻟﺪﺧﻮﻝ ﻣﺒﺎﺷﺮ ﹰﺓ ﺇﱃ ﻣﻮﻗﻊ ﻣﺆﺳـﺴﺔ ﺍﻟﺘﻮﻇﻴـﻒ ﻭﺍﻟﺒﺤـﺚ‬
‫ﻣﺒﺎﺷﺮ ﹰﺓ ﻋﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻨﺎﺳﺒﲔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﺜﺎﻝ ﺗﻄﺒﻴﻘﻲ ﳊﺎﻟﺔ ﺍﳍﻨﺪ ‪:‬‬
‫)‪(2‬‬

‫ﺇﻥ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺟﻌﻠﺖ ﺍﳍﻨﺪ ﺗ‪‬ﺼﺒﺢ ﻣﺮﻛﺰﹰﺍ ﻋﺎﳌﻴﹰﺎ ﻟﻘﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪،‬‬
‫ﺍﻟﻌﻤﺎﻟﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍ ﹸﳌﺘﻮﱢﻓﺮﺓ‪ ،‬ﺣﻴﺚ ﻳﻮﺟﺪ ﰲ ﺍﳍﻨﺪ ﺛﺎﱐ ﺃﻛﱪ ﳎﻤﻮﻋـﺔ ﻋﻠﻤﻴـﺔ ﰲ ﺍﻟﻌـﺎﱂ ﺗﺘﺤـ ‪‬ﺪﺙ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﺑﻌﺪ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ .‬ﻭ‪‬ﻳﻘ ‪‬ﺪﺭ ﻭﺟﻮﺩ ﻣﺎ ﻳﻘﺮﺏ ﻣﻦ ‪ 4‬ﻣﻼﻳﲔ ﻋﺎﻣﻞ ﺗﻘﲏ‪ ،‬ﻭ‪ 1832‬ﻣﺆﺳﺴﺔ‬
‫ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭ ﺑﻮﱄ ﺗﻜﻨﻴﻚ‪ ،‬ﺗﺘﻮﱠﻟﻰ ﺗﺪﺭﻳﺐ ﻣﺎ ﻳﻘﺮﺏ ﻣﻦ ‪ 67785‬ﺷﺨﺼﹰﺎ ﺳﻨﻮﻳﹰﺎ ﰲ ﳎﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺎﺕ‬
‫ﺳﻨﻮﻳﺎ‪.‬‬
‫ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳍﻨﺪﻱ‪ ،‬ﻳﺴﺘﺨﺪﻡ ‪ 1.3‬ﻣﻠﻴﻮﻥ ﺷﺨﺺ؛ ﻓﺈﻥ ﺍﻟﺘﻘﺎﺭﻳﺮ‬
‫ﺍﳌﺨﺘﺼﺔ ‪‬ﺗﺤ ﱢﺬﺭ ﻣﻦ ﺃﻥ ﺍﳍﻨﺪ ﺳ‪‬ﺘﻮﺍﺟﻪ ﻧﻘﺼﹰﺎ ﻳﺼﻞ ﺇﱃ ﻧﺼﻒ ﻣﻠﻴﻮﻥ ﺷﺨﺺ ﲝﻠﻮﻝ ﻋﺎﻡ ‪ .2010‬ﻭﳛﺘﺎﺝ‬
‫ﺍﻟﻘﻄﺎﻉ ﺇﱃ ﻣﺎ ﻳﻘ ‪‬ﺮﺏ ﻣﻦ ‪ 350‬ﺃﻟﻒ ﻣﻬﻨﺪﺱ ﺳﻨﻮﻳﹰﺎ‪ ،‬ﻏﲑ ﺃﻥ ﺍ ﹸﳌﺘﻮﱠﻓﺮ ﻻ ﻳﺰﻳﺪ ﻋﻠﻰ ‪ 150‬ﺃﻟﻒ ﺷـﺨﺺ‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺩﺍﺭ ﻏﺮﻳﺐ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2001 ،‬ﺹ ‪) 432‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(1‬‬
‫‪(2) www.aitnews.com.‬‬
‫‪64‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺳﻨﻮﻳﹰﺎ‪ .‬ﻭﻳﻘﻮﻡ ﺍﻟﻌﺎﱂ ﻛﻠﻪ ﲞﻂ ﻣﺒﺎﺷﺮ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳍﻨﺪ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺪﺍﺭﺓ ﻋﻠـﻰ‬
‫ﺃﻓﻀﻞ ﳓﻮ؛ ﺑﺴﺒﺐ ﺍﻟﻘﻮﺓ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳍﺎﺋﻠﺔ ﺍ ﹸﳌﺘﻮﱠﻓﺮﺓ ﰲ ﺍﻟﺒﻠﺪ ﻭﺍ ﹸﳌﺪ ‪‬ﺭﺑﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﹰﺎ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﺤ ‪‬ﺪﺙ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻭﺗ‪‬ﺘﺴﻢ ﺑﺎﻟﺘﻜﻠﻔﺔ ﺍﳌﻨﺨﻔﻀﺔ‪ .‬ﻭﻣﻦ ﺑﲔ ﺍﻷﲰﺎﺀ ﺍﳌﻌﺮﻭﻓﺔ "ﻫﻴﻮﻟﻴﺖ ﺑﺎﻛﺎﺭﺩ" ﻭ"ﺩﻳـﻞ" ﻭ"ﻣﺎﻳﻜﺮﻭﺳـﻮﻓﺖ"‬
‫ﻭ"ﺃﺳﻴﻨﺘﺸﺮ" ﻭ"ﺇﻧﺘﻞ" ﻭ"ﺇﻱ ﺩﻱ ﺃﺱ ﻣﻮﺭﺏ"‪ ،‬ﻭﻫﻲ ‪‬ﺗﻮ ‪‬ﺳﻊ ﻣﺮﺍﻛﺰﻫﺎ ﺍﳋﺎﺭﺟﻴـﺔ ﰲ ﺍﳍﻨـﺪ‪ ،‬ﻭﺗ‪‬ـﺸ ‪‬ﻐﻞ‬
‫ﻋﺸﺮﺍﺕ ﺍﻷﻻﻑ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳉﹸﺪﺩ‪.‬ﻭﺗﻘﻮﻝ ﻧﺘﺎﺋﺞ ﺗﻘﺮﻳﺮ ﻟﻘﻄﺎﻉ ﺧـﺪﻣﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳍﻨﺪ ﺻﺎﺩﺭ ﰲ ﺍﻟﻌﺎﻡ ‪ ،2008‬ﺃﻥ ﻋﺪﺩ ﺍﳋﺮﳚﲔ ﰲ ﳎﺎﻝ ﺍﳍﻨﺪﺳﺔ ﺳﻨﻮﻳﹰﺎ ﰲ ﺍﳍﻨـﺪ ﺳـﻴﺰﻳﺪ‬
‫ﲝﻮﺍﱄ ‪ 100‬ﺃﻟﻒ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﺪﺩ ‪ 600‬ﺃﻟﻒ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻼﺣﻘﺔ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﻣﺆﺳﺴﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳍﻨﺪ ﺗﺘﻄﱠﻠﻊ ﺇﱃ ﻭﺟﻮ ٍﺩ ﻭﺍﺳﻊ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻭﺗﻌﺘﱪ "ﻭﻳﱪﻭ" ﻣﺜـﺎ ﹰﻻ ﻋﻠـﻰ‬ ‫ﻋﱪ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺸﺮﺍﺀ ﺍﻟﱵ ‪‬ﺗﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻬﺎﺭﺍ ٍ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻻﺳﺘﻴﻼﺀ ﻫﺬﻩ‪ ،‬ﺣﻴﺚ ﺍﺷﺘﺮﺕ ﺳﺖ ﻣﺆﺳﺴﺎﺕ ﺻﻐﲑﺓ ﻭﻣﺘﻮﺳﻄﺔ ﺍﳊﺠﻢ ﰲ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺜﻞ "ﻧﻴﻮﻟﻮﺟﻴﻚ"‪ ،‬ﻭ"ﺃﻣﺒﺎﻭﺭ"‪ ،‬ﻭ"ﺳﺎﺭﺍﻭﻳﺮ ﻭﺍﻧﻴﺒﻠﺮ" ﰲ ﻓﻴﺘﻨﺎﻡ ﻭﺭﻭﻣﺎﻧﻴﺎ ﻭﺍﻟﱪﺗﻐﺎﻝ‪ .‬ﻭﺃﺷﺎﺭﺕ‬
‫ﺴﺒﺔ ﺣﺪﻳﺜﹰﺎ ﺣ ﱠﻘﻘﺖ ﺃﺭﺑﺎﺣﹰﺎ‪.‬ﻭﻫﻨﺎﻙ ﻣﺎ ﻳﻘ ‪‬ﺮﺏ ﻣـﻦ ‪ %10‬ﻣـﻦ‬ ‫"ﻭﻳﱪﻭ ﺇﻧﺪﻳﺎ" ﺇﱃ ﺃﻥ ﻛﻞ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﺆﺳﺴﺔ "ﺗﺎﺗﺎ ﻛﻮﻧﺴﻠﺘﻨﺴﻲ" ﻣﻦ ﺍﻷﺟﺎﻧﺐ‪ ،‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﳌﺆﺳﺴﺔ "ﺇﻧﻔﻮﺳﻴﺰ" ﺗﺼﻞ ﺍﻟﻨـﺴﺒﺔ ﺇﱃ‬
‫‪.%3‬ﻛﻤﺎ ﺃﻥ ﻭﻇﺎﺋﻒ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺘﻤﺘ‪‬ﻊ ﲟﻜﺎﻧ ٍﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺧﺎﺻ ﹰﺔ ﺑﲔ ﺍﳍﻨﻮﺩ؛ ﻓﺎﳉﻴـﻞ‬
‫ﺍﳉﺪﻳﺪ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﺍﳍﻨﻮﺩ ﻳﺘﻮ ‪‬ﺟﻬﻮﻥ ﺇﱃ ﻫﺬﺍ ﺍﻟﻘﻄﺎﻉ‪ ،‬ﻣﺘﺠـﺎﻫﻠﲔ ﺍﻟﻮﻇـﺎﺋﻒ ﺍﳊﻜﻮﻣﻴـﺔ ﺍﻷﺧـﺮﻯ‬
‫ﻀﻠﺔ)‪.(1‬‬
‫ﺍ ﹸﳌﻔ ‪‬‬
‫ﻭﲣﺮﺝ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ "ﺑﺎﻧﻐﺎﻟﻮﺭ" ﻋﻦ ﻣﺴﺎﺭﻫﺎ ﻟﺘﺤﺘﻔﻆ ﺑﺎﳌﻮﻇﻔﺎﺕ ﺍﻟﻌﺎﻣﻼﺕ ﻟﺪﻳﻬﺎ‪،‬‬
‫ﻭﻫﻲ ﺗﺸﻌﺮ ﺑﺎﳍﻮﺱ ﲡﺎﻩ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﻫﺬﻩ‪ ،‬ﻭﻟﺪﻯ ﻗﺴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﻣ ‪‬ﱪ ‪‬ﺭ ﻣﻌﻘﻮﻝ‬
‫ﻟﻠﻘﻴﺎﻡ ﺑﺬﻟﻚ‪ .‬ﻓﻘﺪ ‪‬ﻭﺟﺪ ﺃﻥ ﺍﻟﻨﺴﺎﺀ ﺃﻛﺜﺮ ﺇﻧﺘﺎﺟﻴﺔ ﻭﺃﻗﻞ ﻋﺮﺿ ﹰﺔ ﻟﺘﻐﻴﲑ ﺍﻟﻮﻇﻴﻔﺔ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﺮﺟـﺎﻝ‪ .‬ﻭﰲ‬
‫ﻣﺆﺳﺴﺔ "ﰐ‪.‬ﺳﻲ‪.‬ﺃﺱ" ‪‬ﺗﺸ ﱢﻜﻞ ﺍﻟﻨﺴﺎﺀ ‪‬ﺭﺑﻊ ﻗﻮﺓ ﺍﻟﻌﻤﻞ‪ ،‬ﺑﻴﻨﻤﺎ ﰲ "ﺇﻧﻔﻮﺳﻴﺰ ﻭﻭﻳﱪﻭ" ‪‬ﻳﺸ ﱢﻜﻠﻦ ﻣﺎ ﻳﻘ ‪‬ﺮﺏ ﻣﻦ‬
‫ﺍﻟﺜﻠﺚ‪ .‬ﺃﻣﺎ ﰲ ﻣﺆﺳﺴﺎﺕ ﻣﺜﻞ "ﺁﻱ‪.‬ﰊ‪.‬ﺃﻡ" ﻭ"ﺃﺳﻴﻨﺘﺸﺮ"‪ ،‬ﻓﻬﻨﺎﻙ ﻣﺎ ﻳﻘ ‪‬ﺮﺏ ﻣﻦ ‪‬ﺧﻤﺲ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﻣـﻦ‬
‫ﺍﻟﻨﺴﺎﺀ‪ .‬ﻭ‪‬ﻳﻘ ‪‬ﺪﺭ ﺃﻧﻪ ﲝﻠﻮﻝ ﻋﺎﻡ ‪ 2010‬ﺳ‪‬ﺘﺸ ﱢﻜﻞ ﺍﻟﻨﺴﺎﺀ ﻧﺼﻒ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﰲ ﻗﻄﺎﻉ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺍﳍﻨﺪ‪.‬‬
‫ﻭﰲ ﺍﳍﻨﺪ ﱠﰎ ﺗﻮﻓﲑ ﺃﻛﺜﺮ ﻣﻦ ‪ 250,000‬ﻓﺮﺻﺔ ﻋﻤﻞ ﻟﻠﻨﺴﺎﺀ ﻣﻦ ﺧﻼﻝ ﺍﳍﻮﺍﺗﻒ ﺍﶈﻤﻮﻟﺔ ﰲ ﺳﻨﺔ ‪.(2)2001‬‬

‫ﻟﻘﺪ ﻗﺎﻝ ﺃﺣﺪ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻜﺸﻤﲑﻱ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻣﻊ ﻣﺆﺳﺴﺔ "ﺁﻱ‪.‬ﰊ‪.‬ﺃﻡ" ﰲ ﺩﳍﻲ‪ ،‬ﺃﻧﻪ » ﻟﻴﺴﺖ ﻭﻇﺎﺋﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ‬ ‫)‪(1‬‬

‫ﻀﻠﺔ ﺑﲔ ﺍﻵﺧﺮﻳﻦ ﰲ ﺍ‪‬ﺘﻤﻊ «‪.‬‬

‫ﺍﻟﻮﺣﻴﺪﺓ ﺍﻹﺑﺪﺍﻋﻴﺔ‪ ،‬ﻭﺗ‪‬ﻮﻓﱢﺮ ﺭﺍﺗﺒﹰﺎ ﺟﻴﺪﹰﺍ‪ ،‬ﻭﺇﳕﺎ ﺃﻳﻀﹰﺎ ‪‬ﺗﻌﻄﻲ ﺍﳌﺮﺀ ﻣﻜﺎﻧ ﹰﺔ ﺧﺎﺻﺔ ‪‬ﻣﻔ ‪‬‬
‫ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺑﺸﲑ ﺍﻟﺪﻭﻳﱯ‪ » ،‬ﻣﺘﻄﻠﺒﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻨﻬﻮﺽ ﺑﺘﺸﻐﻴﻞ ﺍﻟﺸﺒﺎﺏ ﰲ ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﺍﳌﺘﻐﲑﺓ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ‬ ‫)‪(2‬‬

‫ﻟﻠﻨﺪﻭﺓ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻋﻦ » ﺩﻭﺭ ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﳌﻬﲏ ﰲ ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﺎﺏ «‪ ،‬ﻃﺮﺍﺑﻠﺲ‪ 13 – 11 ،‬ﺟﻮﻳﻠﻴﺔ ‪ ،2005‬ﺹ ‪.5‬‬
‫‪65‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻄ ‪‬ﺮﻗﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﺳﺘﻨﺘﺠﻨﺎ ﺃﻥ‬
‫ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻗﺪ ﺃﺻﺒﺢ ﺃﺣﺪ ﻋﻮﺍﻣﻞ ﺍﻹﻧﺘﺎﺝ ﺍﳍﺎﻣﺔ ﰲ ﻇﻞ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﻣـﻦ‬
‫ﺑﻌﺪﻩ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺻﺎﺭﺕ ﺍﻟﺴﺮﻋﺔ ﰲ ﺧﻠﻖ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﻭﺿﻌﻬﺎ ﰲ ﺍﻟﻌﻤﻞ ﻭﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﰲ‬
‫ﺍﻹﻧﺘﺎﺝ ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﲢﺪﺩ ﺍﳌﺴﺘﻮﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﻠﺒﻠﺪ ﺍﻟﺬﻱ ﻳﻨﺘﺠﻬﺎ‪ .‬ﻛﻤﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺍﻻﺳـﺘﺜﻤﺎﺭ ﰲ‬
‫ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺇﱃ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺳﻮﺍﺀ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻜﻠﻲ ﻟﻼﻗﺘـﺼﺎﺩ ﺃﻭ ﻋﻠـﻰ ﻣـﺴﺘﻮﻯ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﻤﺎ ﻳﺰﻳﺪ ﰲ ﻓﺮﺹ ﺍﻟﻌﻤﻞ ﻭﻳ‪‬ﺴﺎﻫﻢ ﰲ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﺒﻄﺎﻟﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﻣﻦ ﺧﻼﻝ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﻭﻣﻨﻬﺎ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺇﻥ ﻣﻦ ﺃﻫﻢ ﳑ‪‬ﻴﺰﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﱵ ﺗ‪‬ﺆﺛﱢﺮ ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ ﺍﳌﻮﺭﺩ ﺍﻟﺒـﺸﺮﻱ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ ﻫﻲ ﺗﻘﻠﻴﺺ ﺩﻭﺭ ﻋﺎﻣﹶﻠﻲ ﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ ﻛﻤ‪‬ﺤﺪ‪‬ﺩ ﻟﻸﻧﺸﻄﺔ؛ ﺣﻴﺚ ‪‬ﺗﺘﻴﺢ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ‬
‫ﻣﺎ ﺗﻮﻓﺮﻩ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﻦ ﻣﺰﺍﻳﺎ ﺇﻣﻜﺎﻧﻴﺔ ﺃﺩﺍﺀ ﺍﻷﻧﺸﻄﺔ ﻣـﻦ ﺃﻱ ﻣﻜـﺎﻥ ﻭﰲ ﺃﻱ ﺯﻣـﺎﻥ‪ ،‬ﺗـﻮﻓﲑ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﻤﹰﺎ ﻭﻛﻴﻔﹰﺎ ﻭﺗﻮﻓﲑ ﺍﳌﺮﻭﻧﺔ ﰲ ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺑﺎﻟﻘﺪﺭ ﺍﻟﻜﺎﰲ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻓﻌﺎﻟﻴـﺔ‬
‫ﺃﺩﺍﺀ ﺍﻟﻨﺸﺎﻁ ﻭﺳﻬﻮﻟﺘﻪ ﻭﺇﺗﺎﺣﺔ ﻋﺪﺩ ﻻ ‪‬ﺎﺋﻲ ﻣﻦ ﺍﻟﺒﺪﺍﺋﻞ ﺍﻟﱵ ﻳﺘﻢ ﺗﻮﻇﻴﻔﻬﺎ ﻭﻓﻘﺎ ﻟﻠﻈﺮﻭﻑ ﺍﶈﻴﻄﺔ‪ .‬ﻭﻋﻠﻴﻪ‪،‬‬
‫ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺍﻻﻋﺘﻤﺎﺩ ﰲ ﺃﺩﺍﺀ ﳐﺘﻠﻒ ﺍﻻﻋﻤﺎﻝ ﻋﻠﻰ ﻣﺎ ﺗﻮﻓﺮﻩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ‬
‫ﻣﻦ ﺗﻄﺒﻴﻘﺎﺕ ﻭﺃﻥ ﺗﻘﻮﻡ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﻄﻮﻳﺮ ﰲ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺘﺨﻔﻴﺾ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺯﻳـﺎﺩﺓ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫ﻭﺟﺪﻳ ‪‬ﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ ﻻ‬
‫ﺗﺰﺍﻝ ﺗﻌﺘﻤﺪ ﰲ ﺑﻌﺾ ﻣﺮﺍﺣﻠﻬﺎ ﻋﻠﻰ ﺑﻌﺾ ﻣﻦ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍ ﹸﳌﻨﺎ ِﻇﺮﺓ ﳍﺎ‪ ،‬ﻭﺫﻟﻚ ﻳﻌـﲎ ﺃﻥ‬
‫ﺟﺰﺀﹰﺍ ﻣﻦ ﻫﺬﻩ ﺍﻷﻋﻤﺎﻝ ﻳﺘ ‪‬ﻢ ﻋﱪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺟﺰ ٌﺀ ﺁﺧﺮ ﻳﺘ ‪‬ﻢ‬
‫ﻼ ﺗﻮﺻﻴﻞ ﺍ ﹸﳌﻨ‪‬ﺘﺞ ﺍﻟﺬﻱ ﱠﰎ ﺷﺮﺍﺅﻩ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻛﺬﻟﻚ ﻻﺑﺪ ﻣﻦ ﻣﺮﺍﻗﺒـﺔ ﻫـﺬﺍ‬ ‫ﺗﻘﻠﻴﺪﻳﹰﺎ؛ ﺣﻴﺚ ﻳﺘ ‪‬ﻢ ﻣﺜ ﹰ‬
‫ﺍﳌﹸﻨﺘ‪‬ﺞ ﺑﺎﻟﻌﲔ ﺍ‪‬ﺮﺩﺓ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﻣﻄﺎﺑﻘﺘﻪ ﻟﺸﺮﻭﻁ ﺍﳉﻮﺩﺓ ﻭﺍﻟﻨﻮﻋﻴﺔ‪ .‬ﺇﺫﻥ ﻓﻜﻞ ﻋﻤ ٍﻞ ﳝﻜﻦ ﺃﻥ ﳕ‪‬ﻴﺰ ﻓﻴﻪ ﻣﺎ‬
‫ﺑﲔ ﻋﺪﺓ ﻣﺮﺍﺣﻞ؛ ﺗﻠﻚ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﺇﻟﻜﺘﺮﻭﻧﻴﹰﺎ ﻭﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﺗﻘﻠﻴﺪﻳﹰﺎ‪.‬‬
‫‪66‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
 ‫ﺍﻟﻔﺼــﻞ ﺍﻟﺜﺎﱐ‬

‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫‪67‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﺗ‪‬ﻌﺘﱪ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﱵ ﲢﺘﺎﺟﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﺃﺩﺍﺀ ﳐﺘﻠﻒ ﺃﻋﻤﺎﳍﺎ‪ ،‬ﻭﻟﻜﻦ‬
‫ﻧﻈﺮﹰﺍ ﻟﻠﺘﻄ ‪‬ﻮﺭﺍﺕ ﺍﳊﺎﺻﻠﺔ ﰲ ﻣﻴﺪﺍﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﺜﻠﻤﺎ ﺃﺷـﺮﻧﺎ ﺇﻟﻴـﻪ ﰲ ﺍﻟﻔـﺼﻞ‬
‫ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻓﻘﺪ ﺑﺮﺯ ﺩﻭﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﻫﺬﻩ ﺍﻷﺧﲑﺓ ﺿﺮﻭﺭﻳ ﹰﺔ ﺟﺪﹰﺍ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻷﻧـﺸﻄﺔ‬
‫ﻂ ﻭﺗﻨﻈﻴﻢ ﻭﺍﺗ‪‬ﺨﺎﺫ ﻗﺮﺍﺭﺍﺕ – ﻳﺘﻄﻠﱠـﺐ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻓﺈﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ‪ -‬ﻣﻦ ﲣﻄﻴ ٍ‬
‫ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺣﺠ ٍﻢ ﻛﺒﲑ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ ﻭﻣﺴﺘﻮﻳﺎ‪‬ﺎ‪ ،‬ﻭﻟﻮ ﺃﻧﻨﺎ ﺷ‪‬ﺒﻬﻨﺎ ﺍ‪‬ﺘﻤﻊ ﺑﺎﳉـﺴﻢ‬
‫ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻓﺈﻥ ﺃﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﺜﻞ ﺃﳘﻴﺔ ﺍﻟﺪﻡ ﺍﻟﺬﻱ ﻳﺘﺪﱠﻓﻖ ﰲ ﺍﻟﺸﺮﺍﻳﲔ‪ ،‬ﻭﻻ ﳝﻜﻦ ﺃﻥ ﳛﲕ‬
‫ﺍﳉﺴﻢ ﺑﺪﻭﻧﻪ‪.‬‬
‫ﻭﺗﻠﻌﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﳋﺎﺭﺟﻴـﺔ ﻭﺑـﲔ ﺍﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﻭﺇﻣﻜﺎﻧﻴﺎﺕ ﻭﹸﻗﺪﺭﺍﺕ ﺍﻷﺟﻬﺰﺓ ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻋﺪﻳ ‪‬ﺪ ﻣﻦ ﺍﻻﺗ‪‬ﺠﺎﻫﺎﺕ ﰲ ﺍﻷﺟﻬﺰﺓ ﺍﻹﺩﺍﺭﻳﺔ ‪‬ﺗ ِﱪﺯ ﺍﳊﺎﺟﺔ‬
‫ﺼﺺ ﻭﺗﻘﺴﻴﻢ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻇﻬـﻮﺭ‬ ‫ﺇﱃ ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﻧﻈﺎ ٍﻡ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻟﺘﺨ ‪‬‬
‫ﺃﺳﺎﻟﻴﺐ ﺟﺪﻳﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺍﻻﺗ‪‬ﺠﺎﻩ ﳓﻮ ﺍﻟﻼﻣﺮﻛﺰﻳﺔ ﰲ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﺍﻟﺘﻮﻇﻴﻒ ﺍ ﹸﳌﺆﱠﻗﺖ ﻟﻼﺳﺘﻔﺎﺩﺓ‬
‫ﺕ ﻣﻌﻴﻨﺔ ﻭﻷﺩﺍﺀ ﻣﻬﺎ ٍﻡ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ‪ ،‬ﻭﺑﺮﻭﺯ ﻇﺎﻫﺮﺓ ﺍﻟﻌﻮﳌﺔ ﻭﺍﻟﺘﺤ ‪‬ﻮﻝ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳋﺪﻣﺎﺕ‪.‬‬
‫ﻣﻦ ﻣﻬﺎﺭﺍ ٍ‬
‫ﻭﻟﻼﺳﺘﻔﺎﺩﺓ ﺍﻟﻌﻈﻤﻰ ﻣﻦ ﻫﺬﺍ ﺍﳌﻮﺭﺩ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﻫﻴﻜﻠﺘﻪ ﰲ ﺷﻜﻞ ﻧ‪‬ﻈ ٍﻢ ‪‬ﺗﺴ ‪‬ﻤﻰ ﺑﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪‬ﺗﻮ ﹶﻛﻞ ﳍﺎ ﻣﻬﻤﺔ ﲡﻤﻴﻊ ﻭ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲣﺰﻳﻨﻬﺎ‪ ،‬ﰒ ﺑﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﻋﻤﻠﻴﺔ ﺍﳌﻌﺎﳉـﺔ ﺇﱃ‬
‫ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﺃﻭ ﺇﱃ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ؛ ﲝﻴﺚ ﻳﺮﺗﺒﻂ ﺻﺤﺔ ﺍﻟﻘﺮﺍﺭ ﲟﺪﻯ ﺻﺤﺔ ﺍ ﹸﳌﻨـ‪‬ﺘﺞ ﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺣﺎﲰﹰﺎ ﰲ ﺣﻴﺎﺓ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻳﱪﺯ ﺩﻭﺭ ﺍﳊﺎﺳﻮﺏ ﰲ ﺧﺪﻣﺔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳊﺪﻳﺜـﺔ ﰲ‬
‫ﻛﻮﻧﻪ ﺍﻷﺩﺍﺓ ﺍﻟﱵ ‪‬ﺗﻌﺎِﻟﺞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺘﺤ ﱠﻜﻢ ﰲ ﻋﻤﻠﻴﺎﺕ ﺣﻔﻈﻬﺎ ﻭﺍﺳـﺘﺮﺟﺎﻋﻬﺎ‪ .‬ﻭﺩﻭﺭ ﺍﳊﺎﺳـﻮﺏ ﰲ‬
‫ﺧﺪﻣﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺜﻞ ﺍﻟﻘﻠﺐ ﺍﻟﺬﻱ ﻳﻀ ‪‬ﺦ ﺍﻟﺪﻡ ﺇﱃ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﳉـﺴﻢ‪ .‬ﻓﺎﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳊﺎﺳﻮﺏ ﰲ ﺍﳌﺆﺳﺴﺔ ﳘﺎ ﻣﺜﻞ ﺍﻟﺪﻡ ﻭﺍﻟﻘﻠﺐ ﰲ ﺍﳉﺴﻢ ﺍﻟﺒﺸﺮﻱ‪.‬‬
‫ﻭﺳﻨﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﻩ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﺍﻟ‪‬ﻨﻈﻢ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ؛‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -‬ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪68‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ ﻓﻲ ﻇﻞ ﺍﻟﻤ‪‬ﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‬
‫ﺳﻨﺤﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﺒﺤﺚ ﺗﻨﺎﻭﻝ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻨﻈﺎﻡ ﻭ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﻢ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ‬
‫ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﻢ ﻭ ﺃﻫﻢ ﻣﻜﻮﻧﺎﺗﻪ ﻭ ﻋﻨﺎﺻﺮﻩ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‪.‬‬

‫ﻱ‬
‫‪‬ﺗﻤﱢﺜﻞ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ)‪ (1‬ﺃﻭ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ)‪ (2‬ﳏﺎﻭﻟ ﹰﺔ ﻧﻈﺮﻳﺔ ﻭﻣﻨﻬﺠﻴﺔ ﺷﺎﻣﻠﺔ ﻟﺪﺭﺍﺳﺔ ﺃ ‪‬‬
‫ﻇﺎﻫﺮ ٍﺓ ﰲ ﺍﳊﻴﺎﺓ ﻭﺍﻟﻄﺒﻴﻌﺔ‪ .‬ﻭﺍﻟﻐﺎﻳﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳉﺪﻳﺪﺓ ﻓﻬﻢ ﺍﳊﻘﺎﺋﻖ ﻭﺍﻟﻈﻮﺍﻫﺮ‪ ،‬ﻣﻦ ﺧﻼﻝ‬
‫ﺗﻔﻜﻴﻜﻬﺎ ﺇﱃ ﻋﻨﺎﺻﺮﻫﺎ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎ‪‬ﺎ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻭﻓﻬﻢ ﻋﻼﻗﺎﺕ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ‪ ،‬ﺿﻤﻦ ﺇﻃﺎ ٍﺭ ﻋﺎﻡ‬
‫ﻭﻣﻨﻈﻮ ٍﺭ ﻳﺘﻀﻤ‪‬ﻦ ﻛﻞ ﺃﺑﻌﺎﺩ ﻭﺃﻭ ‪‬ﺟﻪ ﺍﻟﻈﺎﻫﺮﺓ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﺇﻥ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ ‪ -‬ﺍﻟﱵ ﺳﻨﺪﺭﺱ‬
‫ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻫﺎ‪ -‬ﻫﻲ ﻣﻨﻬﺞ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻈﺎﻣﻲ ﻟﻠﻈﻮﺍﻫﺮ ﻭﺍﻷﺷﻴﺎﺀ ﺍﶈﻴﻂ ﺑﻨﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫ﺕ ‪‬ﻣﺘﺮﺍِﺑﻄﺔ ﻭ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ‪،‬‬‫‪‬ﻳﻌ ‪‬ﺮﻑ ﺍﻟﻨﻈﺎﻡ ﺑﺄﻧﻪ‪ » :‬ﺫﻟﻚ ﺍﻟﻜﻞ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﻣﻦ ﺃﺟﺰﺍﺀ‪ ،‬ﻋﻨﺎﺻﺮ‪ ،‬ﺃﻭ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﻑ ﺟﻮﻫﺮﻳﺔ ﻭﻣﺸﺘﺮﻛﺔ «)‪.(3‬‬ ‫ﺕ ﻭﺃﻫﺪﺍ ٍ‬
‫ﺿﺪ؛ ‪‬ﺪﻑ ﲢﻘﻴﻖ ﻏﺎﻳﺎ ٍ‬ ‫ﺗﻌﻤﻞ ﺿﻤﻦ ﺗﻨﺴﻴ ٍﻖ ﻭﺗﻌﺎ ‪‬‬
‫ﻭﻫﻮ ﻛﺬﻟﻚ‪ » :‬ﻭﺣﺪ ﹲﺓ ﻣﺎ ﺗﻌﻤﻞ ﰲ ﺑﻴﺌ ٍﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺟﺰﺍﺀ ﺍﻟﱵ ﺗﻌﻤﻞ ﻣﻌﹰﺎ‬
‫ﻑ ﻋﺎﻡ «)‪.(4‬‬
‫ﻟﺘﺤﻘﻴﻖ ﻫﺪ ٍ‬
‫ﻼ‬
‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﺍﻟﻨﻈﺎﻡ ﻛﺬﻟﻚ ﻋﻠﻰ ﺃﻧﻪ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﻣﻊ ﺑﻌﻀﻬﺎ ﻭ‪‬ﺗﺸ ﱢﻜﻞ ﻫـﻴﻜ ﹰ‬
‫‪‬ﻣﻨ‪‬ﻈﻤﹰﺎ «‪.‬‬
‫ﻳﻬﺪﻑ ﺍﻟﻨﻈﺎﻡ ﺇﱃ ﺃﺩﺍﺀ ﻭﻇﻴﻔ ٍﺔ ﳏﺪﻭﺩﺓ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ‪ .‬ﻓﺎﻟﻨﻈﺎﻡ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣـﻦ‬
‫ﺕ ﻣﺎﺩﻳـﺔ‪ ،‬ﻣﺜـﻞ‪:‬‬ ‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ‪‬ﺗﺸ ﱢﻜﻞ ﻣﺎ ‪‬ﻳﺪﻋﻰ ‪‬ﲟﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﱵ ﺗﻜﻮﻥ ﺇﻣﺎ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣ‪‬ﻜﻮ‪‬ﻧـﺎ ٍ‬
‫ﺕ ﻣﻌﻨﻮﻳـﺔ‪،‬‬
‫ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﺍﻟﺸﺎﺷﺎﺕ ﺃﻭ ﺧﻄﻮﻁ ﺍﻻﺗﺼﺎﻝ ﺃﻭ ﺍﻟﻮﺭﻕ‪ ،‬ﺃﺩﻭﺍﺕ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﻄﺒﺎﻋﺔ‪ ،‬ﺃﻭ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬

‫‪.General Systems Theory‬‬ ‫)‪(1‬‬

‫‪.Systems Approach‬‬ ‫)‪(2‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.18‬‬ ‫)‪(3‬‬

‫ﻼ ﻋﻦ‪:‬‬
‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﻧﻘ ﹰ‬ ‫)‪(4‬‬
‫‪Gupa, U, Information systems: success in the 21 st Century, Prentice-Hall, Upper Saddle River, New Jersey,‬‬
‫‪2000, P12.‬‬
‫‪69‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻣﺜﻞ‪ :‬ﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﺍﳌﻠﻔﺎﺕ‪ ،‬ﻭﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻭﺍﻟﻘﻮﺍﻧﲔ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ؛ ﻭﺍﻟﻌﻼﻗﺎﺕ ﻫﻲ ﻛﻞ ﻣﺎ ﻳﻌﻤﻞ ﻋﻠـﻰ ﺭﺑـﻂ‬
‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﻣﻊ ﺑﻌﻀﻬﺎ؛ ﲝﻴﺚ ‪‬ﺗﺸ ﱢﻜﻞ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻨﻈﻮﻣ ﹰﺔ ﻧﺎﺟﺤﺔ ﺗ‪‬ﺆﺩ‪‬ﻱ ﻭﻇﻴﻔ ﹰﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﳎﻤﻮﻋ ﹰﺔ‬
‫ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ «)‪. (1‬‬
‫ﺼﺼﺔ ﻭﻟﻜﻨﻬﺎ ‪‬ﻣﺘﻔﺎ ِﻋﻠﺔ‪ ،‬ﻭﻳﺘﻮﻗﱠﻒ ﺃﺩﺍﺀ ﺍﻟﻨﻈﺎﻡ‬
‫» ﺍﻟﻨﻈﺎﻡ ﻫﻮ ﻛﺬﻟﻚ ﻛﻴﺎ ﹲﻥ ﻣﺘﻜﺎﻣ ﹲﻞ ﻳﻀ ‪‬ﻢ ﺃﺟﺰﺍ ًﺀ ‪‬ﻣﺘﺨ ‪‬‬
‫ﻋﻠﻰ ﺗﻔﺎ ‪‬ﻋﻞ ﺃﺟﺰﺍﺋﻪ «)‪.(2‬‬
‫ﻣﻦ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﺃﻥ ﻧﺴﺘﺨﻠﺺ ﺃﻫﻢ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺕ ﺍﻟﻨﻈﺎﻡ ﻭﻫﻲ‪:‬‬
‫‪ -‬ﳎﻤﻮﻋﺔﹲ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ‪ :‬ﺗﺸ ﱢﻜﻞ ﺍﳍﻴﻜﻞ ﺍﻟﻌﺎﻡ ﻟﻠﻨﻈﺎﻡ ﻣﻦ ﺧﻼﻝ ﳎﻤﻮﻋﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍ ﹸﳌﺘـﺸﺎِﺑﻜﺔ‬
‫ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ؛‬
‫‪ -‬ﳎﻤﻮﻋﺔﹲ ﻣﻦ ﺍﳌﺒﺎﺩﺉ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍ ﹸﳌﺘﻌﺎ ‪‬ﺭﻑ ﻋﻠﻴﻬﺎ‪ :‬ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﺘﺤﻜﱡﻢ ﰲ ﺗﻨﻔﻴﺬ ﺳﲑ ﺍﻟﻌﻤﻠﻴـﺎﺕ‪،‬‬
‫ﻭﻳﺘ ‪‬ﻢ ﺑﻨﺎﺀ ﻭﺗﺼﻤﻴﻢ ﺍﻟﻨﻈﺎﻡ ﻃﺒﻘﹰﺎ ﳍﺎ؛‬
‫‪ -‬ﺳﻠﺴﻠﺔﹲ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ‪ :‬ﺗﺘﻤﺜﱠﻞ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﺗ‪‬ﻮﺿ‪‬ﺢ ﺳﲑ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻨﻈﺎﻡ‪ ،‬ﻭﻓﻘﹰﺎ ﻟﻠﻘﻮﺍﻋﺪ‬
‫ﻭﺍﳌﺒﺎﺩﺉ ﺍﳌﻮﺿﻮﻋﺔ‪ ،‬ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻨﺎ ِﺳﺒﺔ ﻗﺪ ﻭﺻﻠﺖ ﹸﳌﺴﺘﺨ ِﺪﻣﻴﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛‬
‫‪ -‬ﻫﺪﻑٌ ﻋﺎﻡ‪ :‬ﻓﻜﻞ ﻧﻈﺎ ٍﻡ ﻻﺑﺪ ﻭﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﻫﺪ ‪‬‬
‫ﻑ ﻳﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻪ‪ ،‬ﻭ‪‬ﻳﺆﱢﺛﺮ ﻋﻠﻰ ﻫﻴﻜﻠﻪ ﻭﺳﻴﺎﺳﺎﺗﻪ‪،‬‬
‫ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﰲ ﺇﺩﺍﺭﺓ ﻋﻤﻠﻴﺎﺗﻪ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺃﻫﺪﺍﻑ ﺍﻟﻨﻈﺎﻡ ﻗﺎﺑﻠ ﹰﺔ‬
‫ﻟﻠﻘﻴﺎﺱ‪ ،‬ﻭﻳﺴﻌﻰ ﻛﻞ ﻧﻈﺎ ٍﻡ ﺇﱃ ﲢﻘﻴﻖ ﻣﻴﺰ ٍﺓ ﺗﻨﺎﻓﺴﻴﺔ ﻋﻦ ﻏﲑﻩ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ‪.‬‬
‫ﻭﺣﱴ ﳝﻜﻦ ﺍﳊﻜﻢ ﻋﻠﻰ ﻣﺪﻯ ﻛﻔﺎﺀﺓ ﺍﻟﻨﻈﺎﻡ ﻭﻓﺎﻋﻠﻴﺘﻪ ﰲ ﲢﻘﻴﻖ ﺗﻠﻚ ﺍ ﹸﳌﻘ ‪‬ﻮﻣـﺎﺕ‪ ،‬ﻓﺈﻧـﻪ ﳝﻜـﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﻴﺎﺭﻳﻦ ﳘﺎ‪:‬‬
‫• ﻣﻌﻴﺎﺭ ﺍﻟﻜﻔﺎﺀﺓ‪ :‬ﻭﺗﺘﺤﺪ‪‬ﺩ ﺍﻟﻜﻔﺎﺀﺓ ﲟﺪﻯ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ؛‬
‫• ﻣﻌﻴﺎﺭ ﺍﻟﻔﺎﻋﻠﻴﺔ‪ :‬ﻭﺗﺘﺤﻘﱠﻖ ﺍﻟﻔﺎﻋﻠﻴﺔ ﻓﻴﻤﺎ ﻟﻮ ﺣ ﱠﻘﻖ ﺍﻟﻨﻈﺎﻡ ﺃﻫﺪﺍﻓﻪ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ‪‬ﻭﺿﻊ ﻣﻦ ﺃﺟﻠﻬﺎ‪.‬‬
‫ﻭﻳﻨﺒﻐﻲ ﻣﻼﺣﻈﺔ ﺃﻥ ﻛﻞ ﻧﻈﺎ ٍﻡ ﹸﻛﻒﺀ ﻗﺪ ﻻ ﻳﻜﻮﻥ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻧﻈﺎﻣﹰﺎ ﻓﻌﺎﱠ ﹰﻻ‪ ،‬ﻭﺍﻟﻌﻜﺲ ﺻـﺤﻴﺢ‪.‬‬
‫ﲟﻌﲎ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ﻗﺪ ﻳﻘﻮﻡ ﺑﺘﺤﻮﻳﻞ ﻋﻨﺎﺻﺮ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ )ﺑﻴﺎﻧﺎﺕ ﺃﻭ ﻣﻮﺍﺩ ﺧﺎﻡ( ﺇﱃ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ )ﻣﻌﻠﻮﻣﺎﺕ ﺃﻭ‬
‫ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ( ﺑﻜﻔﺎﺀ ٍﺓ ﺗﺎﻣﺔ ﺩﻭﻥ ﺃﻥ ‪‬ﻳﺤ ﱢﻘﻖ ﺃﻫﺪﺍﻓﻪ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻻ ﺗﺘﺤﻘﱠﻖ ﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻭﲢﻘﻴﻖ‬
‫ﳊﻜﻢ ﻋﻠﻰ ﺍﻟﻨﻈﺎﻡ ﺑﺄﻧﻪ ﻧﺎﺟﺢ‪.‬‬ ‫ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﺍﻟﻔﺎﻋﻠﻴﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺃﻣ ‪‬ﺮ ﺿﺮﻭﺭﻱ؛ ﺣﱴ ﳝﻜﻦ ﺍ ﹸ‬

‫‪(1) Encyclopédie de la gestion et du management, op.cit, P1173.‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.291-290‬‬ ‫)‪(2‬‬
‫‪70‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻃﺎﳌﺎ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ‪‬ﻳﺸ ﱠﻜﻞ ﻭﻳﻜﻮﻥ ﻷﺩﺍﺀ ﻭﻇﻴﻔ ٍﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻓﺈﻥ ﻟﻜـﻞ ﻧﻈـﺎ ٍﻡ‬
‫ﻑ ﻳﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻘﻪ‪ .‬ﻓﻨﻈﺎﻡ ﺍﻹﻧﺘﺎﺝ ﳛﺘﻮﻱ ﻋﻠﻰ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ )ﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ‪ ،‬ﺍﻟﺘﺠﻬﻴـﺰﺍﺕ‬ ‫ﻫﺪ ‪‬‬
‫ﺕ؛ ‪‬ﺪﻑ ﺇﻧﺘﺎﺝ ﺍﻟﺴﻠﻊ‪ .‬ﺃﻣﺎ‬
‫ﻭﺍﳌﻌﺪﺍﺕ‪ ،‬ﻭﺍﻟﻌﺎﻣﻠﲔ( ﺍﻟﱵ ﺗﺮﺑﻂ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻭﺗﻌﻤﻞ ﺿﻤﻦ ﻗﻮﺍﻋﺪ ﻭﺗﻌﻠﻴﻤﺎ ٍ‬
‫ﺧﺼﺎﺋﺺ ﺍﻟﻨﻈﺎﻡ ﻓﻬﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺻﻔﺎﺕ ﻋﻨﺎﺻﺮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﱵ ﺗﺄﺧﺬ ﳎﻤﻮﻋ ﹰﺔ ﳐﺘﻠﻔﺔ ﻣـﻦ ﺍﻟﻘـﻴﻢ ﺍﳌﺎﺩﻳـﺔ‬
‫ﻭﺍﻟﻮﺻﻔﻴﺔ ﻟ‪‬ﺘﻌ‪‬ﺒﺮ ﻋﻦ ﺣﺎﻟﺔ ﺍﻟﻨﻈﺎﻡ)‪.(1‬‬
‫ﻑ‬
‫ﺇﺫﻥ‪ ،‬ﻓﺎﻟﻨﻈﺎﻡ ﻫﻮ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺮﺗِﺒﻄﺔ ﻭﺍ ﹸﳌﺘﻔﺎ ِﻋﻠﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ؛ ﺗﻌﻤﻞ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﻫﺪ ٍ‬
‫ﺕ ﺗﻨﺎﻓﺴﻴﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﺗﻘﺎﺱ ﻫـﺬﻩ‬
‫ﻣﻌﲔ ﻫﻮ ﻫﺪﻑ ﺍﻟﻨﻈﺎﻡ ﻛﻜﻞ‪ ،‬ﻭﺗﺴﻌﻰ ﺍﻟﻨ‪‬ﻈﻢ ﻏﺎﻟﺒﹰﺎ ﺇﱃ ﲢﻘﻴﻖ ﻣﻴﺰﺍ ٍ‬
‫ﺍﳌﻴﺰﺍﺕ ﲟﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻭﻛﻔﺎﺀﺓ ﻛﻞ ﻧﻈﺎ ٍﻡ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻧﻈﺎ ٍﻡ ﺁﺧﺮ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻜﻮﻧﺎﺕ ‪،‬ﺃﻧﻮﺍﻉ ﻭﻋﻨﺎﺻﺮ ﺍﻟﻨﻈﻢ‪.‬‬
‫ﻑ‬
‫‪ -1‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ‪ :‬ﻳﺘﻜﻮ‪‬ﻥ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﲬﺴﺔ ﺃﺟﺰﺍ ٍﺀ ﺭﺋﻴﺴﻴﺔ‪ ،‬ﺍﻟﻐﺎﻳﺔ ﻣﻨﻬﺎ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﻫﺪ ٍ‬
‫ﻣﻌﲔ ﱠﰎ ﲢﺪﻳﺪﻩ ‪‬ﻣﺴ‪‬ﺒﻘﹰﺎ‪ .‬ﻭﻳﻘﺘﺼﺮ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ‪ -‬ﻭﺑﺸﻜ ٍﻞ ﺃﺳﺎﺳﻲ‪ -‬ﻋﻠﻰ ﲢﻮﻳﻞ ﻭﺗﺮﺣﻴﻞ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ‬
‫ﺕ ﺿﻤﻦ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﳋﻤﺴﺔ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬ ‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎ ٍ‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(7‬‬
‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ‬

‫)‪(1‬‬
‫)‪(2‬‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ‬
‫ﺍﻟﱪﳎﻴﺎﺕ‬

‫)‪(5‬‬

‫)‪(3‬‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺍﻷﺷﺨﺎﺹ‬
‫)‪(4‬‬

‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻇﺎﻫﺮ ﺷﺎﻫﺮ ﻳﻮﺳﻒ ﺍﻟﻘﺸﻲ‪ ،‬ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ‬
‫ﻭﺍﻟﺘﻮﻛﻴﺪﻳﺔ ﻭﺍﳌﻮﺛﻮﻗﻴﺔ ﰲ ﻇﻞ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﻤﺎﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻋﻤﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ ،2003 ،‬ﺹ ‪.114‬‬

‫ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﻗﺎﺳﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،1998 ،‬ﺹ ‪.17‬‬ ‫)‪(1‬‬
‫‪71‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﳝﻜﻦ ﺗﻮﺿﻴﺢ ﻫﺬﻩ ﺍﳌﹸﻜﻮ‪‬ﻧﺎﺕ ﻛﻤﺎ ﻳﻠﻲ)‪:(1‬‬

‫‪ -1‬ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ)‪ :(2‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺎﺩﻳﺔ ﺍﳌﻠﻤﻮﺳﺔ ﲟﺎ ﻓﻴﻬﺎ ﻣﻦ ﺃﺟﺰﺍﺀ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ‪،‬‬
‫ﻭﺍﳍﻴﺎﻛﻞ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﻭﺷﺒﻜﺎﺕ ﺍﻟﺮﺑﻂ‪ ،‬ﻭﺃﻱ ﺃﺟﺰﺍ ٍﺀ ﺃﺧﺮﻯ ﺿﺮﻭﺭﻳﺔ ‪‬ﻣﺘﻌﱢﻠﻘﺔ ﺑﺈﲤﺎﻡ ﺍﻟﻌﻤﻠﻴﺎﺕ‪.‬‬
‫‪ -2‬ﺍﻟﱪﳎﻴﺎﺕ)‪ :(3‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻌﻤﻠﻴﺔ ﺗﺸﻐﻴﻞ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫‪ -3‬ﺍﻷﺷﺨﺎﺹ)‪ :(4‬ﻭﻫﻢ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻮﺍﺟﺐ ﺗﻮﻓ ‪‬ﲑﻫﻢ ﻟﺘﺸﻐﻴﻞ ﺍﻟﻨﻈﺎﻡ ﻭﻣﺮﺍﻗﺒﺘﻪ‪ :‬ﻛﺎ ﹸﳌﱪ ِﻣﺠﲔ ﻭﺍ ﹸﳌﺸ ‪‬ﻐﻠﲔ‬
‫ﻭ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻟﻨﻈﺎﻡ ﻭﺍﻹﺩﺍﺭﻳﲔ‪.‬‬
‫‪ -4‬ﺍﻹﺟﺮﺍﺀﺍﺕ)‪ :(5‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﳋﺎﺻﺔ ‪‬ﲞﻄﻮﺍﺕ ﺍﻟﱪﳎﺔ ﻭﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻌﻤﻠﻴﺔ‬
‫ﺗﺸﻐﻴﻞ ﺍﻟﻨﻈﺎﻡ ﻭﺻﻴﺎﻧﺘﻪ‪.‬‬
‫‪ -5‬ﺍﻟﺒﻴﺎﻧﺎﺕ)‪ :(6‬ﻭﻫﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻨﺼﻮﺹ ﺑﺈﺩﺧﺎﳍﺎ ﰲ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﻀﻤ‪‬ﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺁﻟﻴﺔ ﺍﻟﺘﺤﻮﻳﻞ‪،‬‬
‫ﻭﺍﳌﻠﻔﺎﺕ‪ ،‬ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺍﳉﺪﺍﻭﻝ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻧﻪ ﺗﺘﻜﻮ‪‬ﻥ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺇﻧﺴﺎﻧﻴﺔ‪ ،‬ﺑﻴﻮﻟﻮﺟﻴﺔ ﺃﻭ‬
‫ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‪ ،‬ﻣﻦ ﻋﻨﺎﺻﺮ ‪‬ﻣﺘﻔﺎ ِﻋﻠﺔ ﻭﻣﺘﺮﺍِﺑﻄﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﻛﻞ ﻧﻈﺎ ٍﻡ ﳛﺘﻮﻱ ﻋﻠﻰ ﻋﻨﺼﺮﻳﻦ ﻛﺤ ﱟﺪ ﺃﺩﱏ‪،‬‬
‫ﻳﺮﺑﻂ ﺑﻴﻨﻬﻤﺎ ﺗﻔﺎ ‪‬ﻋ ﹲﻞ ‪‬ﻣﺸﺘ ‪‬ﺮﻙ ﻭﻋﻼﻗ ﹲﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻳﺘﺸ ﱠﻜﻞ ﰲ ﺇﻃﺎﺭﻫﺎ ﺍﻟﻨﻈﺎﻡ ﻛﻮﺣﺪ ٍﺓ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪ -2‬ﺃﻧﻮﺍﻉ ﺍﻷﻧﻈﻤﺔ‪ :‬ﺗﺼﻨﻒ ﺍﻷﻧﻈﻤﺔ ﺣﺴﺐ ﺩﺭﺟﺔ ﺗﻌﻘﻴﺪﻫﺎ ﺇﱃ)‪:(7‬‬
‫ﺍﳍﻴﺎﻛﻞ ﺍﻟﺴﻜﻮﻧﻴﺔ )ﺍﻟﺒﻠﻮﺭﻳﺎﺕ‪ ،‬ﺍﻟﺬﺭﺓ(؛‬ ‫‪-‬‬
‫ﺍﳍﻴﺎﻛﻞ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ )ﺍﻟﺴﺎﻋﺎﺕ‪ ،‬ﺍﻵﻻﺕ ﺍﻟﺒﺴﻴﻄﺔ(؛‬ ‫‪-‬‬
‫ﻣﻴﻜﺎﻧﻴﺰﻣﺎﺕ ﺍﻟﺘﻌﺪﻳﻞ ﺍﻟﺬﺍﰐ )ﻣﺜﺒﺘﺎﺕ ﺍﳊﺮﺍﺭﺓ‪...‬ﺍﱁ(؛‬ ‫‪-‬‬
‫ﺍﻷﻧﻈﻤﺔ ﺍﳌﺘﺄﻗﻠﻤﺔ ﺫﺍﺗﻴﺎ )ﺍﳋﻼﻳﺎ(؛‬ ‫‪-‬‬
‫ﺍﻟﻨﺒﺎﺗﺎﺕ )ﺍﺧﺘﻼﻑ ﺩﺍﺧﻠﻲ ﻣﻨﻈﻢ ﺫﺍﺗﻴﺎ(؛‬ ‫‪-‬‬
‫ﺍﳊﻴﻮﺍﻧﺎﺕ )ﺳﻠﻮﻛﺎﺕ(؛‬ ‫‪-‬‬

‫ﻇﺎﻫﺮ ﺷﺎﻫﺮ ﻳﻮﺳﻒ ﺍﻟﻘﺸﻲ‪ ،‬ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺘﻮﻛﻴﺪﻳﺔ ﻭﺍﳌﻮﺛﻮﻗﻴـﺔ ﰲ ﻇـﻞ ﺍﻟﺘﺠـﺎﺭﺓ‬ ‫)‪(1‬‬

‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﻤﺎﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2003 ،‬ﺹ ‪.114‬‬
‫‪.Infrastructure‬‬ ‫)‪(2‬‬

‫‪.Software‬‬ ‫)‪(3‬‬

‫‪.People‬‬ ‫)‪(4‬‬

‫‪.Procedures‬‬ ‫)‪(5‬‬

‫‪.Data‬‬ ‫)‪(6‬‬
‫‪(7) Encyclopédie de la gestion et du management, op.cit, P 1174.‬‬
‫‪72‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺍﻟﺒﺸﺮ )ﺍﻟﻘﺪﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺘﻔﺴﲑ(؛‬

‫‪ -‬ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ؛‬
‫‪ -‬ﺍﻷﻧﻈﻤﺔ ﺍﻟﺮﻣﺰﻳﺔ )ﺍﻟﻠﻐﺎﺕ ‪ ،‬ﺍﻟﻌﻠﻮﻡ ﻭ ﺍﻟﻔﻨﻮﻥ(؛‬
‫ﻛﻤﺎ ﳝﻜﻦ ﺫﻛﺮ ﺍﻷﻧﻈﻤﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ )ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﻻﻗﺘﺼﺎﺩ ﻛﻜﻞ( ﻭ ﲣﺘﻠـﻒ ﺍﻷﻧﻈﻤـﺔ‬
‫ﺣﺴﺐ ﻃﺒﻴﻌﺘﻬﺎ ﺇﱃ ﺃﻧﻈﻤﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ‪ ،‬ﺍﻷﻧﻈﻤﺔ ﺍﳊﻴﺔ ‪ ،‬ﺍﻷﻧﻈﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭ ﺃﻧﻈﻤﺔ ﺍﻷﻓﻜﺎﺭ ‪.‬‬
‫‪ -3‬ﻋﻨﺎﺻﺮ ﺍﻟﻨﻈﻢ‪:‬‬
‫ﺗﺘﺸﺎﺭﻙ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺴﺘﺔ ﻋﻨﺎﺻﺮ ﻋﺎﻣﺔ ﺳﻴﺘﻢ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺎﺧﺘﺼﺎﺭ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺍﳊﺪﻭﺩ)‪ :(1‬ﺣﺪﻭﺩ ﺍﻟﻨﻈﺎﻡ ﺗ‪‬ﻤﺜﱢﻞ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﻭﺑﲔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻫﺬﻩ ﺍﳊﺪﻭﺩ ﻗﺪ ﺗﻜﻮﻥ‬
‫ﺣﺪﻭﺩﹰﺍ ﻃﺒﻴﻌﻴﺔ ﻣﻠﻤﻮﺳﺔ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻏﲑ ﻣﻠﻤﻮﺳﺔ)‪ .(2‬ﻭﻫﻲ ﺭﺳ ‪‬ﻢ ﲣﻄﻴﻄ ‪‬ﻲ ﳌﻌﺮﻓﺔ ﻣﺎ ﻫﻲ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ ﻭﺍﻟﱵ ﺳﻴﺘ ‪‬ﻢ ﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﻣﺎ ﻫﻲ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻮﺟﻮﺩﺓ ﺧﺎﺭﺝ ﺍﻟﻨﻈﺎﻡ؛ ﻭﻣﻦ ﺍ ﹸﳌﻔﺘ ‪‬ﺮﺽ‬
‫ﺃﻥ ﺍﻟﺘﻐﻴﲑ ﻭﺍﻟﺘﺤﻜﱡﻢ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺩﺍﺧﻞ ﺍﳊﺪﻭﺩ ﺃﻛﺜﺮ ﻣﻦ ﺗﻠﻚ ﺍﻟﱵ ﺧﺎﺭﺟﻬﺎ)ﺣﺪﻭﺩ ﲢﻜﻤﻴﺔ(‪.‬‬
‫‪ -2‬ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ)‪ :(3‬ﻭﻫﻲ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻮﺍﻗﻌﺔ ﺧﺎﺭﺝ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗ‪‬ﺆﺛﱢﺮ ﰲ ﺃﺩﺍﺀ ﺍﻟﻨﻈﺎﻡ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗ‪‬ﺆﺛﱢﺮ‬
‫ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﻨﻈﺎﻡ ﻷﻫﺪﺍﻓﻪ)‪.(4‬‬
‫ﺐ ﻋﻠﻴﻬﺎ ﻧﺸﺎﻁ ﺍﻟﻨﻈﺎﻡ‬ ‫‪ -3‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ)‪ :(5‬ﻳﻌﺘﻤﺪ ﻛﻞ ﻧﻈﺎ ٍﻡ ﻋﻠﻰ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﻳﻨﺼ ‪‬‬
‫ﻭﻋﻤﻠﻴﺎﺗﻪ‪ .‬ﻭﺗﺄﰐ ﻫﺬﻩ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﻣﻦ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ ﻭﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺑﺎﻟﻨﻈﺎﻡ‪ ،‬ﺃﻭ ﻗﺪ ﺗﻜﻮﻥ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻐﺬﻳﺔ‬ ‫ﺕ ﻟﻨﻔﺲ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻋﻨﺪﻣﺎ ﺗ‪‬ﺴﺘﺨﺪ‪‬ﻡ ﻛﻤ‪‬ﺪﺧ‪‬ﻼ ٍ‬ ‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎ ٍ‬
‫ﺍﻟﻌﻜﺴﻴﺔ)‪.(6‬‬
‫‪ -4‬ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ)‪ :(7‬ﺍﳌﺼﺎﺩﺭ ﺃﻭ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ )ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﺍﻟﻮﺛﺎﺋﻖ‪ ،‬ﺍﳌﻮﺍﺩ‪ (... ،‬ﻭﻳﺘ ‪‬ﻢ ﺗﺰﻭﻳ ‪‬ﺪﻫﺎ ﻟﻠﺒﻴﺌﺔ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻟﻠﻨﻈﺎﻡ ﻧﻔﺴﻪ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻔﻌﺎﱠﻟﻴﺎﺕ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫ﺍﶈﻴﻄﺔ‪ ،‬ﺃﻭ ﺗ‪‬ﺴﺘﺨﺪﻡ ﻛﻤ‪‬ﺪﺧ‪‬ﻼ ٍ‬

‫‪.Boundary‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.66‬‬ ‫)‪(2‬‬

‫‪.Environment‬‬ ‫)‪(3‬‬

‫ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.65‬‬ ‫)‪(4‬‬

‫‪.Inputs‬‬ ‫)‪(5‬‬

‫ﳏﻤﺪ ﻋﺒﺪ ﺣﺴﲔ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.19‬‬ ‫)‪(6‬‬

‫‪.Outputs‬‬ ‫)‪(7‬‬
‫‪73‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -5‬ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺃﻭ ﺍﻟﻌﻤﻠﻴﺎﺕ)‪ :(1‬ﺍﻟﻔﻌﺎﱠﻟﻴﺎﺕ ﺃﻭ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺍﻟﱵ ‪‬ﺗﺤ ‪‬ﻮﻝ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ‬
‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻭﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﻋﻠﻰ ﺃﻬﻧﺎ ﺍﻟﻨﻈﺎﻡ ﻧﻔﺴﻪ‪ ،‬ﻭﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ ‪‬ﺗﺴ ‪‬ﻤﻰ ﺍﻟﻨ‪‬ﻈﻢ‬
‫ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﺃﻭ ﺍﻟﻮﺣﺪﺍﺕ‪.‬‬
‫‪ -6‬ﺍﻟﺴﻄﻮﺡ ﺍﻟﺒﻴﻨﻴﺔ ﺃﻭ ﺍﻟﻮﺍﺟﻬﺎﺕ)‪ :(2‬ﻫﻲ ﺍﻷﻣﻜﻨﺔ ﺍﻟﱵ ﻳﺘﻼﻗﻰ ﺃﻭ ﻳﺘﻔﺎﻋﻞ ﻓﻴﻬﺎ ﻋﻨﺼﺮﺍﻥ ﺃﻭ ﺍﻟﻨﻈﺎﻡ ﻣﻊ‬
‫ﺕ ﻓﺮﻋﻴﺔ ﺧﺎﺻﺔ ﻟﻔﻠﺘﺮﺓ‪ ،‬ﻭﺗﺮﲨﺔ‪ ،‬ﻭﲣﺰﻳﻦ‪ ،‬ﻭﺗﺼﺤﻴﺢ ﻛﻞ‬
‫ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‪ .‬ﻭﻗﺪ ﲢﺘﺎﺝ ﺍﻟﻨ‪‬ﻈﻢ ﺇﱃ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﺍﻟﺘﺪﻓﱡﻘﺎﺕ ﻣﻦ ﺍﻟﻮﺍﺟﻬﺎﺕ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﻭﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪.‬‬

‫)‪(3‬‬
‫‪‬ﻭﺿﻌﺖ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ ﻣـﻦ ﻗﺒـﻞ)‪(Ludwing von Bertalanffy, Boulding, etal‬‬
‫ﻭﺁﺧﺮﻳﻦ ﺑﲔ ﺳﻨﻮﺍﺕ ‪ (4)1940‬ﺇﱃ‪ ،(5)1970‬ﻭﺭﲟﺎ ﻫﻲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻮﺣﻴﺪﺓ ﺍﻟﱵ ﻣﺎﺭﺳﺖ ﺃﻛﱪ ﻋـﺪ ٍﺩ ﻣـﻦ‬
‫ﺍ ﹸﳌﺨ ﱠﻄﻄﺎﺕ ﰲ ﺗﺎﺭﻳﺦ ﺍﻟﻌﻠﻮﻡ‪ .‬ﺃﻃﻠﻖ ‪ (6)Boulding‬ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ ﺍﳍﻴﻜﻞ ﺍﻟﻌﻈﻤﻲ ﻟﻠﻌﻠﻮﻡ؛ ﻷﻧﻪ‬
‫ﻳﻀﻊ ﺍﻹﻃﺎﺭ ﻭﺍﳌﺮﺟﻌﻴﺔ ﳍﻴﻜﻠﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺬﻱ ﺗﺘﻌﱠﻠﻖ ﺑﻪ ﺍﻷﻧﺴﺠﺔ ﻭﺍﻟﺪﻡ ﻟﻠﻌﻠﻮﻡ ﺍﻷﺧﺮﻯ ﻟﺘﺸﻜﻴﻞ ﺟـﺴ ٍﻢ‬
‫‪‬ﻣﺘﻜﺎ ِﻣﻞ ﻟﻠﻤﻌﺮﻓﺔ(‪ ،‬ﻭ‪‬ﺗﻤﱢﺜﻞ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺍﺣﺪ ﹰﺓ ﻣﻦ ﺃﻛﺜﺮ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺜﻮﺭﻳﺔ ﻟﻨﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪.‬‬
‫ﺗﺘﻌﻠﱠﻖ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺎﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﺒﺎﺩﺉ ﻭﺍﻟﻔﺮﻭﺽ ﺍﻟﺴﺎﺋﺪﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪ ،‬ﻭﺍﻟﱵ ﺗ‪‬ﻮﺻـﻒ‬
‫ﺑﺄﻬﻧﺎ ﻧ‪‬ﻈ ‪‬ﻢ ﻗﺎﺑﻠﺔ ﻟﻠﺒﻘﺎﺀ ﻭﺍﻟﺘﻄﻮ‪‬ﺭ‪ .‬ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﻘﺎﺑﻞ ﻟﻠﺒﻘﺎﺀ ﻳﺒﻘﻰ ﺧﻼﻝ ﺍﻟﺰﻣﻦ ﺑﻘﹸﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﻜﻴ‪‬ﻒ ﻣﻊ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﶈﻴﻄﺔ؛ ﻓﻬﻮ ﻧﻈﺎ ‪‬ﻡ ﺫﺍﰐ ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﺃﻱ ﻳﺘﻀﻤ‪‬ﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﺗﻜﻔﻞ ﻟﻪ ﺍﻻﺗ‪‬ﺰﺍﻥ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻜﻴ‪‬ـﻒ ﻣـﻊ‬
‫ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﶈﻴﻄﺔ‪ .‬ﻭﺗ‪‬ﻘﺪ‪‬ﻡ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺻﻮﺭ ﹰﺓ ﻭﺍﺿﺤﺔ ﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺫﺍﺗﻴﺔ ﺍﻟﺘﻜﻴ‪‬ـﻒ‪ ،‬ﻭﻣﺜـﻞ ﻫـﺬﻩ‬
‫ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﺗ‪‬ﻌﺘﱪ ﺫﺍﺕ ﻓﺎﺋﺪ ٍﺓ ﻛﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺗﺼﻤﻴﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﺃﻭ ﺍﳌﹸﻌﻘﱠﺪﺓ)‪.(7‬‬

‫‪.Components/Process‬‬ ‫)‪(1‬‬

‫‪.Interfaces‬‬ ‫)‪(2‬‬
‫)‪(3‬‬ ‫‪George Braziller, Théorie générale des systèmes, Traduction, Bordas - Dunod, Paris, 1973.‬‬
‫)‪(4‬‬ ‫‪Norbert Wiener, Cybernétique et société: L'usage humain des êtres humains, Traduction, Collection‬‬
‫‪10/18, Paris, 1950.‬‬
‫)‪(5‬‬ ‫‪Herbert A. Simon, Sciences des systèmes Sciences de l'artificiel, Traduit par Jean-Louis Le Moigne,‬‬
‫‪Bordas - Dunod, Paris, 1991.‬‬
‫ﻭﻟﺪ ‪ Kenneth Ewart Boulding‬ﰲ ‪ 18‬ﺟﺎﻧﻔﻲ ‪ 1910‬ﰲ ﻣﺪﻳﻨﺔ ﻟﻴﻔﺮﺑﻮﻝ ﺑﺎﳒﻠﺘﺮﺍ‪ ،‬ﻭﺗﻮﰲ ﰲ ‪ 18‬ﻣﺎﺭﺱ ‪ ،1993‬ﻫﻮ ﺍﻗﺘﺼﺎﺩﻱ‬ ‫)‪(6‬‬

‫ﺕ ﰲ ﳎﺎﱄ‬‫ﻭﺃﺳﺘﺎﺫ ﻭﻣﻨﻈﺮ ﰲ ﳎﺎﻝ ﺍﻟﻨﻈﻢ‪ ،‬ﲣ ‪‬ﺮﺝ ﻣﻦ ﺟﺎﻣﻌﺔ ﺃﻛﺴﻔﻮﺭﺩ‪ ،‬ﺃﻳﻦ ﲪﻞ ﺍﳉﻨﺴﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺳﻨﺔ ‪ ،1948‬ﻟﻪ ﻋﺪﺓ ﺇﺳﻬﺎﻣﺎ ٍ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻗﺪ ﺗﺮﱠﺃﺱ ﺍﳉﻤﻌﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻟﻼﻗﺘﺼﺎﺩ‪.‬‬
‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.20‬‬ ‫)‪(7‬‬
‫‪74‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭ‪‬ﺗﺸﲑ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺇﱃ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻧﻈﺎ ‪‬ﻡ ﻛﻠﻲ ‪‬ﻣﻜ ‪‬ﻮ ﹲﻥ ﻣﻦ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ ﻫﻲ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘﺸ ﱠﻜﻞ‬
‫ﻣﻨﻬﺎ ﻫﻴﻜﻠﻬﺎ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ)‪ (1‬ﺗﺘﻌﺎﻭﻥ ﻭﺗﺘﻜﺎﻣﻞ ﺃﻧﺸﻄﻬﺎ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﰲ ﺳﺒﻴﻞ ﲢﻘﻴـﻖ‬
‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺭﺳﺎﻟﺘﻬﺎ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ)‪.(2‬‬
‫ﻭﻋﻠﻴﻪ‪ ،‬ﻳﺘ ‪‬ﻢ ﺗﻌﺮﻳﻒ ﺍﻟﻨ‪‬ﻈﻢ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ﺑﺄﻬﻧﺎ‪ :‬ﻛ ﱞﻞ ﻣﺘﻜﺎﻣﻞ ﻭﻣ‪‬ﻌ ﱠﻘﺪ‪ ،‬ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻋـﺪﺓ‬
‫ﺃﺟﺰﺍ ٍﺀ ﺗ‪‬ﻤﺜﱢﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﻛﻞ ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ ﻳﺘﻜﻮ‪‬ﻥ ﺑﺪﻭﺭﻩ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻷﺻﻐﺮ‪...‬‬
‫ﻭﻫﻜﺬﺍ‪ ،‬ﻭﺍﻟﱵ ﺗﺴﻌﻰ ﲨﻴﻌﹰﺎ ﺇﱃ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﻨﻈﺎﻡ ﻛﻜﻞ‪ .‬ﻭﺇﻥ ﺃﺩﺍﺀ ﺍﻟﻨﻈﺎﻡ ﻛﻜﻞ ﻳﺘﻮﻗﱠﻒ ﻋﻠـﻰ ﺃﺩﺍﺀ‬
‫ﻛﻞ ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ ﻳﺸﺘﻤﻞ ﻋﻠﻴﻪ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻜﻞ)‪.(3‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻨﻈﺎﻡ ﻛﺬﻟﻚ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺄﻧﻪ » ﺇﻃﺎ ‪‬ﺭ ﺷﺎﻣﻞ ﻳﺘﻀﻤ‪‬ﻦ ﳎﻤﻮﻋـ ﹰﺔ ﻣـﻦ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﳌﺒﺎﺩﺉ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﺗﺘﻔﺎﻋﻞ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﻓﻘﹰﺎ ﻟﺴﻠﺴﻠ ٍﺔ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ؛ ﻟﺘﺤﻘﻴـﻖ ﺃﻫـﺪﺍﻑ‬
‫ﻋﺎﻣﺔ«)‪.(4‬‬
‫ﻳﺘﻜﻮ‪‬ﻥ ﺍﻟﻨﻈﺎﻡ ﰲ ﺇﻃﺎﺭ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ ﻣﻦ‪ :‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ ،‬ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﺍ ﹸﳌﺨﺮ‪‬ﺟـﺎﺕ ﻭﺍﻟﺘﻐﺬﻳـﺔ‬
‫ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬
‫ﻭﺗ‪‬ﺤﺪ‪‬ﺩ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﻭﺍﻟﺒﻴﺌﺔ ﺇﻥ ﻛﺎﻥ ﺍﻟﻨﻈﺎﻡ ﻣﻐﻠﻘﹰﺎ ﻭﻣﻔﺘﻮﺣﹰﺎ)‪:(5‬‬
‫‪ -‬ﺍﻟﻨﻈﺎﻡ ﺍﳌﻐﻠﻖ)‪ :(6‬ﻭﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﺩﺍﺧﻞ ﺣﺪﻭ ٍﺩ ﻣﻌﻴﻨﺔ ‪‬ﻣﻐﹶﻠﻘﺔ ‪‬ﺗﺴﻤ‪‬ﻰ ﺑﻴﺌ ﹰﺔ ﺩﺍﺧﻠﻴﺔ‪ ،‬ﻳ‪‬ﺆﺛﱢﺮ ﻭﻳﺘﺄﺛﱠﺮ‬
‫‪‬ﺎ ﻭﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺃﺟﺰﺍﺋﻪ‪ ،‬ﻭﻟﻜﻨﻪ ﻻ ﻳ‪‬ﺆﺛﱢﺮ ﻭﻻ ﻳﺘﺄﱠﺛﺮ ﺧﺎﺭﺝ ﺣﺪﻭﺩﻩ‪ ،‬ﻭﻻ ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ)‪.(7‬‬
‫ﺃﻱ ﺃﻧﻪ ﻳﻌﺘﻤﺪ ﰲ ﺃﺩﺍﺋﻪ ﻋﻠﻰ ﺳﻠﻮﻙ ﺃﺟﺰﺍﺋﻪ‪ ،‬ﺩﻭﻥ ﺍﻟﺘﺄﺛﱡﺮ ﺑﺎﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ؛‬
‫‪ -‬ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ)‪ :(8‬ﻭﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﺗﻜﻮﻥ ﻟﻪ ﻋﻼﻗﺎ ‪‬‬
‫ﺕ ﻣﺴﺘﻤﺮﺓ ﻭﻓﺎﻋﻠﺔ ﻣﻊ ﺑﻴﺌﺘﻪ‪ ،‬ﻭﻳ‪‬ﺆﺛﱢﺮ ﻓﻴﻬﺎ ﻭﻳﺘﺄﺛﱠﺮ‬
‫‪‬ﺎ‪.‬‬
‫ﻭﻳﺴﻌﻰ ﺍﻟﻨﻈﺎﻡ ﺩﺍﺋﻤﹰﺎ ﻷﻥ ﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺍ‪‬ﺗﺰﺍﻥ؛ ﻓﻔﻲ ﺣﺎﻟﺔ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ ﻳﻜﻮﻥ ﻫﻨـﺎﻙ ﺗـﻮﺍﺯ ﹲﻥ‬

‫)‪.Sub Systems (1‬‬

‫)‪ (2‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ :‬ﺑﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.24‬‬
‫)‪ (3‬ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﺎﻥ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.22-21‬‬
‫)‪ (4‬ﺇﺑﺮﺍﻫﻴﻢ ﺃﲪﺪ ﺍﻟﺼﻌﻴﺪﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺩ‪.‬ﻥ‪ ،1998 ،‬ﺹ ﺹ ‪.89-88‬‬
‫)‪ (5‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.48‬‬
‫)‪.Closed System (6‬‬
‫)‪ (7‬ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.31‬‬
‫)‪.Open System (8‬‬
‫‪75‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺩﻳﻨﺎﻣﻴﻜﻲ‪ ،‬ﺃﻱ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻄ ‪‬ﻮﺭ ﺍﻟﻨﻈﺎﻡ؛ ﺑﻴﻨﻤﺎ ﰲ ﺣﺎﻟﺔ ﺍﻟﻨﻈﺎﻡ ﺍ ﹸﳌﻐﹶﻠﻖ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻮﺍﺯ ﹲﻥ ﺳـﻜﻮﱐ‪ ،‬ﺃﻱ‬
‫ﺕ ﺧﺎﺭﺟﻴﺔ ﺃﻭ ﺩﺍﺧﻠﻴـﺔ ‪‬ﺗﺨـﻞﱡ‬
‫ﻳﺴﻌﻰ ﺇﱃ ﻓﻘﻂ ﺇﱃ ﺍﻟﻌﻮﺩﺓ ﳊﺎﻟﺔ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻷﻭﱃ‪ .‬ﻭﲢﺪﺙ ﺩﺍﺋﻤﹰﺎ ‪‬ﻣﺘﻐ‪‬ﻴﺮﺍ ‪‬‬
‫ﺑﺘﻮﺍﺯﻥ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻳ‪‬ﺼﺒﺢ ﻫﺪﻑ ﺍﻟﻨﻈﺎﻡ ﺍﺳﺘﻌﺎﺩﺓ ﺗﻮﺍ ‪‬ﺯﻧﻪ ﺑﺈﺣـﺪﺍﺙ ﺗﻐـﻴ ٍﲑ ﰲ ﺍﳌﹸـﺪﺧ‪‬ﻼﺕ ﻭﺍﻟﻌﻤﻠﻴـﺎﺕ‬
‫ﻭﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ .‬ﻳﻌﻤﻞ ﺍﻟﻨﻈﺎﻡ ﻗﻲ ﻇﻞ ﺑﻴﺌ ٍﺔ ﺗ‪‬ﺤﻴﻂ ﺑﻪ ﻳﺘﺄﺛﱠﺮ ‪‬ﺎ ﻭﻳ‪‬ﺆﺛﱢﺮ ﻓﻴﻬﺎ ‪.‬‬
‫)‪(1‬‬

‫ﻭﻳﺘﻌﺎﻣﻞ ﺍﻟﻨﻈﺎﻡ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺃﺳﺎﺳﹰﺎ ﺑﻄﺮﻳﻘﺘﲔ‪ :‬ﳛﺼ‪‬ﻞ ﻣﻨﻬﺎ ﻋﻠﻰ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ؛ ‪‬ﻳﺼﺪﺭ ﺇﻟﻴﻬﺎ ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪.‬‬
‫ﻭﻳﺘﻮﱠﻗﻒ ﳒﺎﺡ ﺍﻟﻨﻈﺎﻡ ﻭﺍﺳﺘﻤﺮﺍﺭﻩ ﻋﻠﻰ ﺳﻼﻣﺔ ﻋﻼﻗﺘﻪ ﺑﺎﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‪ ،‬ﻭﺍﺳـﺘﻤﺮﺍﺭ ﻗﹸﺒﻮﳍـﺎ ﳌﹸﺨﺮ‪‬ﺟﺎﺗـﻪ‪،‬‬
‫ﻭﺇﻣﺪﺍﺩﻫﺎ ﻟﻪ ﺑﺎ ﹸﳌﺪﺧ‪‬ﻼﺕ‪.‬‬
‫ﻼ ﻳﻀﻢ‪ :‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ .‬ﻭ ﳝﻜـﻦ‬
‫ﺗﺘﺸﺎﺑﻚ ﺍﻟﻨ‪‬ﻈﻢ ﻭﺗﺘﺪﺍﺧﻞ؛ ﻓﻬﻲ ‪‬ﺗﻜ ‪‬ﻮﻥ ﻫﻴﻜ ﹰ‬
‫ﺍﻋﺘﺒﺎﺭ ﻛﻞ ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ ﰲ ﻧﻈﺎ ٍﻡ ﺁﺧﺮ ﺃﻛﱪ ﻣﻨﻪ‪ ،‬ﻭﻫﻜﺬﺍ ﻧﺼﻞ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻋﻈﻢ ﰲ ﻛﻞ ﳎﺎﻝ‪.‬‬
‫ﻛﻞ ﻧﻈﺎ ٍﻡ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﺗﺘﺮﺍﺑﻂ ﺃﻭ ﺗﺘﺪﺍﺧﻞ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪ ،‬ﻭﻛـﻞ‬
‫ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ ﻗﺪ ﻳﻨﻘﺴﻢ ﺑﺪﻭﺭﻩ ﺇﱃ ﳎﻤﻮﻋﺔ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ)‪.(2‬‬
‫ﻭ‪‬ﻳﻔﻴﺪ ﻣﻨﻄﻖ ﺍﻟﻨ‪‬ﻈﻢ ﰲ ﺗﺘ‪‬ﺒﻊ ﺳﻠﺴﻠﺔ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍ ﹸﳌﺆ ‪‬ﺩﻳﺔ ﺇﱃ ﲢﻘﻴﻖ ﻏﺎﻳﺔ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻓﻔﻲ ﺍﻟﻨﻈﺎﻡ ﻳﺘ ‪‬ﻢ ﻣـﺎ‬
‫ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺩﺭﺍﺳﺔ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ؛‬
‫‪ -2‬ﲢﺪﻳﺪ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ؛‬
‫‪ -3‬ﺗﺼﻤﻴﻢ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻼﺯﻣﺔ؛‬
‫‪ -4‬ﲢﺪﻳﺪ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ‪.‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.23‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.28‬‬ ‫)‪(2‬‬

‫‪76‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(8‬‬

‫ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻟﺘﺨﻄﻴﻂ‬

‫ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‬ ‫ﺍﳌﺨﺮﺟﺎﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﳌﺪﺧﻼﺕ‬

‫ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﺘﺸﻐﻴﻞ )ﺍﻟﺘﻨﻔﻴﺬ(‬

‫ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﺪﺭﺍﺳﺔ )ﺍﻟﺘﺨﻄﻴﻂ(‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.291‬‬

‫ﺇﺫﻥ ﻓﺎﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ﺍ ﹸﳌﻄ‪‬ﺒﻘﺔ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﺪﻑ ﺇﱃ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﻫﻴﻜﻠﺔ ﺍﳌﺸﺎﻛﻞ ﺍ ﹸﳌﻌﻘﱠـﺪﺓ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﻤﺎﺫﺝ ﺍ ﹸﳌﺠ ‪‬ﺮﺩﺓ‪ ،‬ﻭﻫﻲ ﺗﻨﻈﺮ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻧﻈﺮ ﹰﺓ ﺷﺎﻣﻠﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻬﻧﺎ ‪‬ﺗﻌﺎﰿ ﻛﺬﻟﻚ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺍﻟﻔﺮﻋﻴﺔ ﺍ ﹸﳌﻜ ‪‬ﻮﻧﺔ ﻟﻠﻨﻈﺎﻡ ﻛﻠﻪ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪:‬‬
‫ﺗﺘﺸﻜﱠﻞ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳌﺒﺎﺩﺉ ﳝﻜﻦ ﲤﺜﻴﻞ ﺃﳘﻬﺎ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(9‬‬
‫ﻣﺒﺎﺩﺉ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‬

‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ﻣﺒﺪﺃ ﻭﺣﺪﺓ ﺍﳍﺪﻑ‬ ‫ﻣﺒﺪﺃ ﺍﻟﻮﺣﺪﺓ‬ ‫ﻣﺒﺪﺃ ﺇﻃﺎﺭ‬

‫ﻭﺗﻜﺎﻣﻞ ﺍﻟﻨﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‬ ‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬ ‫ﺍﻟﻨﻈﺎﻡ‬

‫‪5‬‬ ‫‪4‬‬

‫ﻣﺒﺪﺃ ﺍﻟﺘﻮﺍﺯﻥ‬ ‫ﻣﺒﺪﺃ ﺍﳌﺘﻐﲑﺍﺕ‬

‫ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﺍﻟﺬﺍﰐ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪:‬‬

‫‪ -‬ﻫﺎﺷﻢ ﺃﲪﺪ ﻋﻄﻴﺔ‪ ،‬ﻣﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2000 ،‬ﺹ ‪29‬؛‬
‫‪ -‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2002 ،‬ﺹ ‪.19‬‬
‫‪77‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -1‬ﻣﺒﺪﺃ ﺇﻃﺎﺭ ﺍﻟﻨﻈﺎﻡ‪:‬‬

‫ﻳﺘﻜﻮ‪‬ﻥ ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻷﻱ ﻧﻈﺎ ٍﻡ ﻣﻦ ﺃﺭﺑﻌﺔ ﻋﻨﺎﺻﺮ ﺭﺋﻴﺴﻴﺔ ﻫﻲ)‪:(1‬‬
‫‪ -‬ﻋﻨﺎﺻﺮ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ؛‬
‫‪ -‬ﻋﻨﺎﺻﺮ ﺍﻟﺘﺸﻐﻴﻞ؛‬
‫‪ -‬ﻋﻨﺎﺻﺮ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ؛‬
‫‪ -‬ﻋﻨﺎﺻﺮ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬
‫‪ -2‬ﻣﺒﺪﺃ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﻳﺘﻜﻮ‪‬ﻥ ﻛﻞ ﻧﻈﺎ ٍﻡ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻭﺗﺘﻜﻮ‪‬ﻥ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ‬
‫ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺃﻭ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ﺗﺘﺄﱠﺛﺮ ﲟﺠﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻔﻨﻴﺔ ﻭﺍﳍﻴﻜﻠﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -3‬ﻣﺒﺪﺃ ﻭﺣﺪﺓ ﺍﳍﺪﻑ ﻭﺗﻜﺎ ‪‬ﻣﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ)‪:(2‬‬
‫ﻑ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﻭﺣﺪﺓ ﺍﳍﺪﻑ ﺑﲔ ﺃﺟﺰﺍﺀ ﺍﻟﻨﻈﺎﻡ ﺃﻣ ‪‬ﺮ‬ ‫ﻱ ﻧﻈﺎ ٍﻡ ﻟﺘﺤﻘﻴﻖ ﻫﺪ ٍ‬ ‫ﻳﺴﻌﻰ ﺃ ‪‬‬
‫ﺿﺮﻭﺭﻱ ﺣﱴ ‪‬ﻳﺤ ﱢﻘﻖ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻨﺠﺎﺡ ﺍﳌﻨﺸﻮﺩ‪ .‬ﻭﺗﻌﺘﻤﺪ ﻛﻔﺎﺀﺓ ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺃﳘﻴﺔ ﻭﻗﻴﻤﺔ ﻋﻨﺎﺻﺮﻩ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ‬
‫ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻟﺔ ﺑﲔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺩﺍﺧﻞ ﻫﻴﻜﻠﻪ‪.‬‬
‫‪ -4‬ﻣﺒﺪﺃ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ)‪:(3‬‬
‫ﻳ‪‬ﻌﺘﱪ ﻣﺒﺪﺃ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺃﻭ ﺍﳍﺎﻣﺔ ﻣﻦ ﺍﻷﺭﻛﺎﻥ ﺍﻷﺳﺎﺳﻴﺔ ﻷﻱ ﻧﻈﺎ ٍﻡ ﻓﻌﺎﱠﻝ ﻳﻬﺪﻑ ﺇﱃ‬
‫ﻑ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻟﺮﻗﺎﺑﺔ‪ ،‬ﻭﺗﺘﻤﺜﱠﻞ ﺗﻠﻚ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺑﻌﺾ ﺍ ﹸﳌﺆﺷ‪‬ﺮﺍﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻈ ﱠﻞ ﲢﺖ ﺇﺷﺮﺍ ٍ‬
‫ﻭﺭﻗﺎﺑ ٍﺔ ﻣﺴﺘﻤﺮﺓ ﻣﻦ ﺍﻹﺩﺍﺭﺓ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻮﺿﻮﻋﻴﺔ‪.‬‬
‫‪ -5‬ﻣﺒﺪﺃ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﺍﻟﺬﺍﰐ)‪:(4‬‬
‫ﺗﺘﺒﺎﺩﻝ ﻛﻞ ﻭﺣﺪ ٍﺓ ﺗﻨﻈﻴﻤﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﺍﶈﻴﻄﺔ ‪‬ﺎ؛ ﻓﺎﻟﻌﻼﻗﺔ ﺑﲔ‬
‫ﺍﻟﻨﻈﺎﻡ ﻭﺍﻟﺒﻴﺌﺔ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﳑﻴ‪‬ﺰﺍﺕ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‪.‬‬

‫ﻳﺘﻤ‪‬ﻴﺰ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ﲟﺎ ﻳﻠﻲ ‪:‬‬

‫ﻫﺎﺷﻢ ﺃﲪﺪ ﻋﻄﻴﺔ‪ ،‬ﻣﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2000 ،‬ﺹ ‪.29‬‬ ‫)‪(1‬‬

‫‪.Unity of purpose and integration of sub-systems‬‬ ‫)‪(2‬‬

‫‪.Basic variables‬‬ ‫)‪(3‬‬

‫‪.Dynamic balance of self‬‬ ‫)‪(4‬‬

‫‪78‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -1‬ﻛﻞ ﻧﻈﺎ ٍﻡ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻋﻨﺼﺮﻳﻦ ﺃﻭ ﺃﻛﺜﺮ)‪ ،(1‬ﻳﺮﺑﻂ ﺑﻴﻨﻬﻤﺎ ﺗﻔﺎﻋ ﹲﻞ ‪‬ﻣﺸﺘ ‪‬ﺮﻙ ﻭﻋﻼﻗ ﹲﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻳﺘﺸ ﱠﻜﻞ‬
‫ﰲ ﺇﻃﺎﺭﻫﺎ ﺍﻟﻨﻈﺎﻡ ﻛﻮﺣﺪ ٍﺓ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪ -2‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ)‪ :(2‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺩﺭﺟﺎ ٍ‬
‫ﺕ ﻭﻣـﺴﺘﻮﻳﺎﺕ ﳐﺘﻠﻔـﺔ ﻣـﻦ‬
‫ﺍﻟﺘﻌﻘﺪ‪ .‬ﻭﻛﻠﻤﺎ ﺃﺻﺒﺤﺖ ﺍﻟﻨ‪‬ﻈﻢ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﺍﹰ‪ ،‬ﻛﻠﻤﺎ ﺃﻣﻜﻦ ﺗﻌﺮﻳﻒ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺼﻐﲑﺓ ﺑـﺪﺍﺧﻞ‬
‫ﻧﻈﺎ ٍﻡ ﺃﻛﱪ‪ .‬ﻭﺗ‪‬ﻌﺮ‪‬ﻑ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺼﻐﲑﺓ ﺑﺎﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﶈﺘﻮﻳﺔ ﳍﺎ)‪،(3‬ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﻨﻈﺎﻡ ﰲ ﻇﻞ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨﻈﻢ ﺃﺣﺪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺿﻤﻦ ﻧﻈﺎ ٍﻡ ﺃﻛﱪ ﻭﺃﴰﻞ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋـ ٍﺔ ﻣـﻦ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﺃﻭ ﺍﳉﺰﺋﻴﺔ‪ ،‬ﻭﺃﺣﻴﺎﻧﹰﺎ ﻳﺘﻜﻮ‪‬ﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳉﺰﺋﻲ ﻣﻦ ﻧ‪‬ﻈﻢ ﺃﺻﻐﺮ ﻣﻨﻪ‪ ،‬ﺗ‪‬ﺴﻤ‪‬ﻰ ﻧﻈﺎﻣﹰﺎ ﺟﺰﺋﻴﹰﺎ ﻣﻦ ﺍﻟﻨﻈـﺎﻡ‬
‫ﺍﳉﺰﺋﻲ)‪ .(4‬ﻓﺎﳌﺆﺳﺴﺔ ﻣﺜﻼ ﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴـﺔ ﺍﳌﹸﺘﻤﺜﱢﻠـﺔ ﰲ ﺍﻟﺘﻤﻮﻳـﻞ‪ ،‬ﻭﺍﻹﻧﺘـﺎﺝ‪،‬‬
‫ﻑ ﻣﻌﻴﻨﺔ‪ ،‬ﻣﻦ ﺑـﲔ‬ ‫ﻭﺍﻟﺘﺴﻮﻳﻖ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻏﲑﻫﺎ؛ ﻭﻫﻲ ﺗﺴﻌﻰ ﺑﺼﻮﺭ ٍﺓ ﻣﺸﺘ ‪‬ﺮﻛﺔ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍ ٍ‬
‫ﺃﻫﻢ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻫﻮ ﲢﻘﻴﻖ ﺍﻟﺘﻔ ‪‬ﻮﻕ ﺍﻟﺘﻨﺎﻓﺴﻲ ﰲ ﺍﻟﺴﻮﻕ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺴﻮﻳﻘﻲ ﳛﺘﻮﻱ ﻋﻠﻰ ﻧ‪‬ﻈ ٍﻢ‬
‫ﻓﺮﻋﻴﺔ‪ ،‬ﻣﺜﻞ ﻧﻈﺎﻡ ﺍﻟﺒﻴﻊ‪ ،‬ﻭﺍﻟﺮﻋﺎﻳﺔ‪ ،‬ﻭﺍﻟﺘﻐﻠﻴﻒ‪ ،‬ﻭﺍﻟﺸﺤﻦ‪ ،‬ﻭﺍﻟﺘﺴﻌﲑ‪... ،‬ﺇﱁ‪.‬‬
‫‪ -3‬ﺍﻻ‪‬ﺗﺴﺎﻕ)‪ :(5‬ﺗ‪‬ﺘﺼﻒ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺎﻻ‪‬ﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ‪ .‬ﻭﻳﺘﻤﺜﱠﻞ ﺍﻻ‪‬ﺗﺴﺎﻕ ‪‬ﻴﻜﻞ ﺍﻟﻨﻈﺎﻡ ﻧﻔﺴﻪ‪ ،‬ﺃﻱ ﺑﺘﺠﺎﻧﺲ‬
‫ﺡ ﰲ ﻇﺎﻫﺮﺓ ﺗﻜﺎ ‪‬ﻣﻞ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ ﺍﻟﱵ ﻳﺴﻌﻰ‬ ‫ﺑﻨﻴﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺗﻪ ﻭﺃﺟﺰﺍﺋﻪ‪ .‬ﻭﻳﻈﻬﺮ ﻫﺬﺍ ﺍﻻ‪‬ﺗﺴﺎﻕ ﺑﻮﺿﻮ ٍ‬
‫ﺇﱃ ﲢﻘﻴﻘﻬﺎ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﺿﻤﻦ ﺇﻃﺎﺭ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ﰲ ﳏﻴﻄﻬﺎ)‪.(6‬‬
‫‪ -4‬ﺍﻟﻜﻠﻴﺔ ﻭﺍﻟﺸﻤﻮﻝ)‪ :(7‬ﺇﻥ ﺍﻟﻨﻈﺎﻡ ﻛﻜ ٍﻞ ﻭﺍﺣﺪ ﻟﻴﺲ ﳎﺮﺩ ﳎﻤﻮﻉ ﺃﺟﺰﺍﺀﻩ ﻭﻋﻨﺎﺻﺮﻩ‪ .‬ﺇﻧﻪ ﰲ ﺍﻟﻮﺍﻗﻊ‬
‫ِﻧﺘﺎﺝ ﺗﻔﺎﻋﻞ ﺍﻷﺟﺰﺍﺀ ﻭﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﺿﻤﻦ ﺇﻃﺎ ٍﺭ ﺷﺎﻣﻞ ﻳﻀ ‪‬ﻢ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﻭﺍﻷﺟﺰﺍﺀ‪ ،‬ﻭﻳﻨﺘﺞ ﻣﻨﻬﺎ ﻧﻈﺎ ‪‬ﻡ‬
‫ﻳﻘﻮﻡ ﻋﻠﻰ ﻗﺎﻋﺪﺓ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻭﺍﻟﺘﻜﺎ ‪‬ﻣﻞ ﺍﻟﺒﻴﲏ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻝ ﹸﳌﻜﻮ‪‬ﻧﺎﺗﻪ ﻭﻋﻨﺎﺻﺮﻩ ﻭﻧ‪‬ﻈﻤﻪ ﺍﻟﻔﺮﻋﻴﺔ‪.‬‬
‫‪ -5‬ﺍﻟﺘﻜﻴ‪‬ﻒ)‪ :(8‬ﺇﺫﺍ ﺍﺳﺘﻄﺎﻉ ﺍﻟﻨﻈﺎﻡ ﺗﻐﻴﲑ ﻧﻔﺴﻪ ﺃﻭ ﺑﻴﺌﺘﻪ ﰲ ﺣﺪﻭﺩ ﺗﻮﺍ ‪‬ﺟﺪﻩ‪ ،‬ﻓﺈﻧﻪ ﻳ‪‬ﻄﻠﻖ ﻋﻠﻴﻪ ﺗﻜﻴ‪‬ﻒ‬
‫ﺍﻟﻨﻈﺎﻡ)‪ .(9‬ﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﻟﻨﺎﺩﺭ ﺗﺮﺩﻳﺪ ﻋﺒﺎﺭﺓ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﻔﺘﻮﺣﺔ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍ ﹸﳌﻐﹶﻠﻘﺔ)‪ .(1‬ﻭﰲ ﺳﻴﺎﻕ ﺣﻘﻞ ﻧ‪‬ﻈﻢ‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.59‬‬ ‫)‪(1‬‬

‫‪.Sub Systems‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.56‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.11‬‬ ‫)‪(4‬‬

‫‪.Consistency‬‬ ‫)‪(5‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.25‬‬ ‫)‪(6‬‬

‫‪.The Total Coverage‬‬ ‫)‪(7‬‬

‫‪.Adaptation‬‬ ‫)‪(8‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.19‬‬ ‫)‪(9‬‬

‫‪79‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻓﺈﻥ ﺍﻟﻨ‪‬ﻈﻢ ﻻ ﳝﻜﻦ ﺇﻻ ﺃﻥ ﺗﻜﻮﻥ ﻣﻔﺘﻮﺣ ﹰﺔ ﺗﺘﺒﺎﺩﻝ ﺍﻟﺘﺄﺛﲑ ﻭﺍﻟﺘﺄﺛﱡﺮ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪ .‬ﺃﻣﺎ ﺍﻟﻨ‪‬ﻈﻢ‬
‫ﺍ ﹸﳌﻐﹶﻠﻘﺔ ﺍﻟﱵ ﻻ ﺗﺮﺗﺒﻂ ﺑﻌﻼﻗﺎﺕ ﺗﻔﺎﻋ ٍﻞ ‪‬ﻣﺘﺒﺎ ‪‬ﺩﻟﺔ ﻣﻊ ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻓﻬﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﻻ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻜ‪‬ﻴﻒ ﻣﻊ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ‬
‫ﺍﻟﺒﻴﺌﻴﺔ ﺍﶈﻴﻄﺔ ‪‬ﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﻔﻘﺪ ﺗﻮﺍﺯﻬﻧﺎ ﺍﻟﺪﺍﺧﻠﻲ‪ ،‬ﻭﺗﻔﺸﻞ ﰲ ﺗﻘﺪﱘ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻤﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ‪.‬‬
‫ﺇﺫﻥ ﺍﻟﺘﻜﻴ‪‬ﻒ ﻫﻮ ﺧﺎﺻﻴ ﹲﺔ ﺣﻴﻮﻳﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳌﻔﺘﻮﺣﺔ ﺍﻟﱵ ﺗﺘﺒﺎﺩﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻄﺎﻗﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﰲ ﺍﻟﻠﺤﻈﺔ ﺍﻟﱵ ﻳﻨﻐﻠﻖ ﻓﻴﻬﺎ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻳﻨﻌﺰﻝ ﻋﻦ ﺑﻴﺌﺘﻪ ﺍ ﹸﳌﺘﺠ ‪‬ﺪﺩﺓ ﺩﺍﺋﻤﹰﺎ ﺳﻴﻔﻘﺪ‬
‫ﺑﺎﻟﺘﺄﻛﻴﺪ ﺇﻛﺴﲑ ﺍﳊﻴﺎﺓ‪ ،‬ﺑﻞ ﻭﻳﻔﻘﺪ ﺣﱴ ﺇﺭﺍﺩﺓ ﺍﻟﺒﻘﺎﺀ ﻭﺍﻟﻌﻤﻞ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ‪.‬‬
‫‪ -6‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ ،‬ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‪:‬‬
‫ﺕ‪ ،‬ﻭﻋﻤﻠﻴﺎﺕ ﻣﻌﺎﳉﺔ‪،‬‬‫ﺴﻂ ﻟﻠﻨﻈﺎﻡ ﻫﻮ ﺃﻥ ﻛﻞ ﻧﻈﺎ ٍﻡ ﻳﺘﻜ ‪‬ﻮﻥ ﻣﻦ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﺇﻥ ﺍﻟﻨﻤﻮﺫﺝ ﺍ ﹸﳌﺒ ‪‬‬
‫ﻭﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ‪ .‬ﻭﲣﺘﻠﻒ ﺍﻟﻨ‪‬ﻈﻢ ﺑﻄﺒﻴﻌﺔ ﻣ‪‬ﺪﺧ‪‬ﻼ‪‬ﺎ ﻭﻋﻤﻠﻴﺎ‪‬ﺎ‪ ،‬ﻭﺑﺄﳕﺎﻁ ﻭﺧﺼﺎﺋﺺ ﻣ‪‬ﺨﺮ‪‬ﺟﺎ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﻫﻮ‬
‫ﻭﺍﺿ ‪‬ﺢ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(10‬‬

‫ﻋﻤﻠﻴﺔ ﲢﻮﻳﻞ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ‬

‫ﳐﺮﺟﺎﺕ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻣﺪﺧﻼﺕ‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺑﻴﺎﻧﺎﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ ﻭﺇﺑﺮﺍﻫﻴﻢ ﺳﻠﻄﺎﻥ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،2001 ،‬ﺹ ‪.98‬‬

‫ﺕ ﺗﺸﺘﻤﻞ ﰲ ﺣﺎﻟﺔ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﻦ ﺇﺩﺍﺭﻳﲔ‪ ،‬ﻭﻣﻮﻇﻔﲔ‬ ‫ﺇﻥ ﻟﻜﻞ ﻧﻈﺎ ٍﻡ ﻣ‪‬ﺪﺧ‪‬ﻼ ‪‬‬
‫ﻁ ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻣﻦ ﻣﺼﺎﺩﺭ ﺩﺍﺧﻠﻴﺔ ﺃﻭ‬
‫ﻭﻋﻤﺎﻝ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﺑﻴﺎﻧﺎﺕ‪ ،‬ﻭﻗﻮﺍﻧﲔ‪ ،‬ﻭﺗﺸﺮﻳﻌﺎﺕ‪ ،‬ﻭﺃﳕﺎ ٍ‬
‫ﺧﺎﺭﺟﻴﺔ)‪ .(2‬ﺍﻟﻌﻤﻠﻴﺎﺕ ﺗﻌﲏ ﻛﻞ ﺃﻧﺸﻄﺔ ﺍ ﹸﳌﻌﺎﹶﻟﺠﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭﻏﲑ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﳌﻄﻠﻮﺏ ﺗﻨﻔﻴﺬﻫﺎ؛ ‪‬ﺪﻑ‬
‫ﺕ ﻭﺧﺪﻣﺎﺕ‪ .‬ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﻫﻲ ﻛﻞ ﻣﺎ‬ ‫ﲢﻮﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﺍﳌﺎﺩﺓ ﺍﳋﺎﻡ ﺇﱃ ﺳﻠ ٍﻊ ﻭﻣ‪‬ﻨﺘ‪‬ﺠﺎ ٍ‬
‫ﻳﺼ ‪‬ﺪﺭ ﻋﻦ ﺍﻟﻨﻈﺎﻡ ﻛﻨﺘﻴﺠﺔ ﺃﻧﺸﻄﺔ ﻭﻋﻤﻠﻴﺎﺕ ﺍ ﹸﳌﻌﺎﹶﻟﺠﺔ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ‪ ،‬ﻭﺧﺪﻣﺎﺕ‪ ،‬ﺃﻭ ﺗﻘﺎﺭﻳﺮ‬
‫ﻭﻭﺛﺎﺋﻖ‪.‬‬

‫)‪.Closed Systemsِ (1‬‬

‫)‪ (2‬ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.23‬‬
‫‪80‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -7‬ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺃﻭ ﺍﳌﹸﺮﺗﺪﱠﺓ)‪ :(1‬ﺗﻌﲏ ﻋﻤﻠﻴﺔ ﺗﺼﺤﻴﺢ ﺍﻻﳓﺮﺍﻓﺎﺕ ﻭﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﺗﻌﺘﺮﻱ ﻋﻤﻞ‬
‫ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻫﻲ ﺃﺷﺒﻪ ﻣﺎ ﺗﻜﻮﻥ ﺑﺎﻟﺮﻗﺎﺑﺔ ﺍﻟﺬﺍﺗﻴﺔ؛ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﻣﺴﺘﻮﻯ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﺍﻟﻨﻈﺎﻡ ﰲ ﺗﻮﻇﻴﻒ‬
‫ﺴﻪ‪ ،‬ﻭﻳﺴﺘﻌﻴﺪ ﺣﻴﻮﻳﺘﻪ‪ ،‬ﻭﻳﺴﺘﻜﻤﻞ‬ ‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﺭﺩﻩ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ‪ .‬ﻭﺑﺎﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ‪‬ﻳﺠ ‪‬ﺪﺩ ﺍﻟﻨﻈﺎﻡ ﻧﻔ ‪‬‬
‫ﺩﻭﺭﺓ ﺣﻴﺎﺗﻪ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﺘﺠﺴﲑ ﺍﻟﻔﺠﻮﺓ ﻣﺎ ﺑﲔ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻭﺍﳌﻌﺎﻳﲑ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻓﺔ‪ .‬ﻭﳍﺬﺍ ﻓﺈﻥ ﳕﻮﺫﺝ‬
‫ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﻭﻋﻤﻠﻴﺎﺕ ﻭﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻨﻈﺎﻡ ﻻ ﻳﺴﺘﻜﻤﻞ ﻛﻞ ﻋﻨﺎﺻﺮﻩ ﻭ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺗﻪ‪ ،‬ﺇﻻ ﺇﺫﺍ ﺃﺿﻔﻨﺎ ﺇﻟﻴﻪ ﻋﻨﺼﺮ‬
‫ﺿ ‪‬ﺢ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﻭﻭﻇﻴﻔﺔ ﻭﺧﺎﺻﻴﺔ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ ،‬ﻛﻤﺎ ﻫﻮ ‪‬ﻣﻮ ‪‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(11‬‬
‫ﺧﺎﺻﻴﺔ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﰲ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ‬

‫اﻟﻤﺨﺮﺟﺎت‬
‫اﻟﻤﺪﺧﻼت‬ ‫اﻟﻌﻤﻠﻴﺎت‬

‫اﻟﺘﻐﺬیﺔ اﻟﻌﻜﺴﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻳﺎﺳﲔ ﺳﻌﺪ ﻏﺎﻟﺐ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺹ‪.27‬‬

‫‪ -8‬ﺣﺪﻭﺩ ﺍﻟﻨ‪‬ﻈﻢ)‪ :(2‬ﻳﻮﺟﺪ ﺍﻟﻨﻈﺎﻡ ﰲ ﺑﻴﺌ ٍﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﻧ‪‬ﻈ ٍﻢ ﺃﺧﺮﻯ‪ ،‬ﻭﳝﻜﻦ ﻓﺼﻞ ﺍﻟﻨﻈﺎﻡ ﻋﻦ ﺑﻴﺌﺘﻪ ﻭﻋﻦ‬
‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻷﺧﺮﻯ ﻋﻦ ﻃﺮﻳﻖ ﻓﺎﺻ ٍﻞ ﻟﻠﻨﻈﺎﻡ)‪ .(3‬ﻭﻳ‪‬ﻘﺼﺪ ﲝﺪﻭﺩ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﳌﺎ ﻳﻘﻊ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‬
‫ﻭﺧﺎﺭﺟﻪ‪ ،‬ﺃﻱ ﲢﺪﻳﺪ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ)‪ .(4‬ﻭﻟﻠﻨ‪‬ﻈﻢ ﺣﺪﻭ ‪‬ﺩ ﻭﳘﻴﺔ ﻭﺍﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ‬
‫ﻏﲑ ﻣﺎﺩﻳﺔ ﰲ ﻣﻌﻈﻢ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺗﻔﺼﻞ ﺍﻟﻨﻈﺎﻡ ﻋﻦ ﺑﻴﺌﺘﻪ ﻭﺍﻟﻨﻈﺎﻡ ﻋﻦ ﻏﲑﻩ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﻌﻤﻞ ﰲ‬
‫ﺍﻟﺒﻴﺌﺔ ﻧﻔﺴﻬﺎ‪ .‬ﺇﻥ ﻛﻞ ﻧﻈﺎﻡ‪ -‬ﲟﺎ ﰲ ﺫﻟﻚ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ -‬ﻳﻌﻤﻞ ﺿﻤﻦ ﺇﻃﺎ ٍِﺭ ﺗﻨﻈﻴﻤﻲ ﻣﻌﲔ‪ ،‬ﻭﺇﻥ ﻛﻞ‬
‫ﺝ ﻋﻦ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﻳ‪‬ﻤﺜﱢﻞ ﺑﻴﺌ ﹰﺔ ﺧﺎﺭﺟﻴﺔ‪ .‬ﻭﻣﻦ ﺍﳌﻬﻢ ﰲ ﺳﻴﺎﻕ ﲢﻠﻴﻞ ﻭﺗﺼﻤﻴﻢ ﻭﺗﻄﻮﻳﺮ ﻧ‪‬ﻈﻢ‬ ‫ﻣﺎ ﻫﻮ ﺧﺎﺭ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻌﺮﻓﺔ ﺣﺪﻭﺩ ﻛﻞ ﻧﻈﺎ ٍﻡ ﺿﻤﻦ ﺇﻃﺎﺭ ﺑﻴﺌﺘﻪ ﺍﻟﱵ ﻳﻌﻤﻞ ﻓﻴﻬﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﻣﻌﺮﻓﺔ ﺣﺪﻭﺩ ﻭﻋﻼﻗﺎﺕ‬
‫ﻛﻞ ﻧﻈﺎ ٍﻡ ﻓﺮﻋﻲ‪ ،‬ﺃﻭ ﻛﻞ ﻭﺣﺪ ٍﺓ ﺗﺮﻛﻴﺒﻴﺔ ﻣﻮﺟﻮﺩﺓ ﺿﻤﻦ ‪‬ﺑﻨﻴﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻛﱪ‪.‬‬

‫‪.Feed-back‬‬ ‫)‪(1‬‬

‫)‪.Within Systems (2‬‬

‫)‪ (3‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2002 ،‬ﺹ ‪.19‬‬
‫)‪ (4‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.60‬‬
‫‪81‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -9‬ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﲏ ﻟﻠﻨﻈﺎﻡ)‪ :(1‬ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﻗ ‪‬ﺪﻣﺘﻬﺎ ﻧﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ ﻣﻔﻬﻮﻡ ﺍﻟﻮﺳـﻂ ﺍﻟﺒـﻴﲏ ﺃﻭ‬
‫ﺍﻟﻮﺍﺟﻬﺔ ﺍﻟﺒﻴﻨﻴﺔ ﻟﻠﻨ‪‬ﻈﻢ)‪ .(2‬ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﻳﺘ ‪‬ﻢ ﺗﻄﺒﻴﻘﻪ ﺑﺼﻮﺭ ٍﺓ ﻭﺍﺳﻌﺔ ﰲ ﳎﺎﻻﺕ ﲢﻠﻴـﻞ ﻭﺗـﺼﻤﻴﻢ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﻄﻮﻳﺮ ﺍﻟﱪﳎﻴﺎﺕ ﻭﻫﻨﺪﺳﺘﻬﺎ‪ .‬ﻓﻠﻜﻞ ﺑﺮﻧﺎﻣ ٍﺞ ﻭﺍﺟﻬ ﹲﺔ ﺑﻴﻨﻴﺔ‪ ،‬ﻭﻟﻜﻞ ﻧﻈﺎ ٍﻡ ﺗﺸﻐﻴﻠﻲ ﻭﺍﺟﻬ ﹲﺔ ﺑﻴﻨﻴـﺔ‬
‫ﻣﻊ ﺍ ﹸﳌﺴﺘﻔﻴﺪ ﺍﻟﻨﻬﺎﺋﻲ‪ .‬ﻛﻤﺎ ﺗﻠﺘﻘﻲ ﺍﻟﻨ‪‬ﻈﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﲏ ﺍﻟﺬﻱ ﻳﻌﲏ ﺍ‪‬ﺎﻝ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺍﳌﻮﺟـﻮﺩ‬
‫ﺑﲔ ﺣﺪﻭﺩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﻫﻮ ﺃﻳﻀﹰﺎ ﺍﻟﻮﺳﻂ ﺍﻟﺬﻱ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﻟﻪ ﻧﻘﻞ ﺃﻭ ﲢﻮﻳﻞ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‬
‫ﺕ ﻟﻨﻈﺎ ٍﻡ ﺁﺧﺮ‪.‬‬
‫ﻣﻦ ﻧﻈﺎ ٍﻡ ﺇﱃ ﺁﺧﺮ‪ .‬ﺃﻱ ﲢﻮﻳﻞ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﻧﻈﺎ ٍﻡ ﻣﻌﲔ ﺃﻭ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺇﱃ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﻭﻳ‪‬ﻤﺜﱢﻞ ﺍﻟﻮﺳﻂ ﺍﻟﺒﻴﲏ ﻣﱰﻟ ﹰﺔ ﺑﲔ ﻣﱰﻟﺘﲔ؛ ﺃﻱ ﻣﱰﻟ ﹰﺔ ﺑﲔ ﻧﻈﺎﻣﲔ ﺃﻭ ﺃﻛﺜﺮ ﲡﻤﻊ ﺑﻴﻨﻬﻤﺎ ﻋﻤﻠﻴـﺔ ﺗﻔﺎﻋ‪‬ـﻞ‬
‫ﻭﺗﺒﺎ ‪‬ﺩﻝ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ)‪.(3‬‬
‫‪ -10‬ﻫﺮﻣﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ)‪ :(4‬ﺗﺮﺗﺒﻂ ﺍﻟﻨ‪‬ﻈﻢ ﺑﻌﻼﻗﺎ ٍ‬
‫ﺕ ﻫﺮﻣﻴﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﲟﻌﲎ ﺃﻥ ﺍﻟﻨ‪‬ﻈﻢ ﺑﺼﻔ ٍﺔ ﻋﺎﻣـﺔ‪ ،‬ﻭﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ‪ ،‬ﺗﺘﺮﺍﻛﺐ ﺑﺸﻜ ٍﻞ ﻫﺮﻣﻲ‪ ،‬ﺃﻭ ﻫﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﺫﺍﺕ ‪‬ﺑﻨﻴ ٍﺔ ﻫﺮﻣﻴﺔ ‪‬ﲝﻜﻢ ﻃﺒﻴﻌﺘـﻬﺎ‬
‫ﻭﺗﻜﻮﻳﻨﻬﺎ ﻭﻭﻇﺎﺋﻔﻬﺎ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍ ﹸﳌﺘﺸ ‪‬ﻌﺒﺔ‪ .‬ﻓﻜﻞ ﻧﻈﺎ ٍﻡ ﻫﻮ ﰲ ﺣﻘﻴﻘﺔ ﺍﻷﻣﺮ ﺟﺰﺀﹰﺍ ﻣﻦ ﻧﻈﺎ ٍﻡ ﺃﻛﱪ‪ ،‬ﻭﺍﻟﻨﻈـﺎﻡ‬
‫ﺍﻷﻛﱪ ﻧﻔﺴﻪ ﻫﻮ ﻧﻈﺎ ‪‬ﻡ ﻓﺮﻋﻲ ﺿﻤﻦ ﻧﻈﺎ ٍﻡ ﺁﺧﺮ ﻳ‪‬ﻤﺜﱢﻞ ﺍﻹﻃﺎﺭ ﺍﻷﴰﻞ ﻭﺍﻷﻭﺳﻊ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‬
‫ﺍﻟﱵ ﻳﺘﻀﻤ‪‬ﻨﻬﺎ‪ .‬ﻭﻫﻜﺬﺍ ﺗﺘﺸ ‪‬ﻌﺐ ﺍﻟﻨ‪‬ﻈﻢ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳊﻴﺎﺓ ﻭﺍﻟﻮﺍﻗـﻊ‪ ،‬ﻭﻛـﺬﻟﻚ ﻋﻠـﻰ‬
‫ﻣﺴﺘﻮﻯ ﺍﻟﻄﺒﻴﻌﺔ ﻭﺍﻟﻜﻮﻥ)‪.(5‬‬
‫ﻭﻳ‪‬ﻤﺜﱢﻞ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻫﺮﻣﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ‪:‬‬

‫)‪.The Center of the System Interface (1‬‬

‫)‪.Systems Interface (2‬‬
‫)‪ (3‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.28‬‬
‫)‪ (4‬ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.29‬‬
‫)‪.Hierarchical System (5‬‬
‫‪82‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(12‬‬

‫ﻣﻔﻬﻮﻡ ﻫﺮﻣﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ‬

‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪A‬‬

‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪4‬‬ ‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪3‬‬ ‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪2‬‬ ‫اﻟﻨﻈﺎم اﻟﻔﺮﻋﻲ ‪1‬‬

‫‪4-4‬‬ ‫‪4-3‬‬ ‫‪4-2‬‬ ‫‪4-1‬‬ ‫‪3-4‬‬ ‫‪3-3‬‬ ‫‪3-2‬‬ ‫‪3-1‬‬ ‫‪22-3‬‬ ‫‪2-2‬‬ ‫‪2-1‬‬ ‫‪1-2‬‬ ‫‪1-1‬‬

‫‪4-‬‬ ‫‪4-‬‬ ‫‪4-‬‬ ‫‪4-‬‬ ‫‪3-‬‬ ‫‪3-‬‬ ‫‪3-‬‬ ‫‪3-‬‬ ‫‪3-‬‬ ‫‪2-‬‬ ‫‪2-‬‬ ‫‪2-‬‬ ‫‪1-‬‬ ‫‪1-2-‬‬ ‫‪1-2-1‬‬
‫‪3-4‬‬ ‫‪3-3‬‬ ‫‪3-2‬‬ ‫‪3-1‬‬ ‫‪4-2‬‬ ‫‪4-1‬‬ ‫‪2-3‬‬ ‫‪2-2‬‬ ‫‪2-1‬‬ ‫‪2-3‬‬ ‫‪2-2‬‬ ‫‪2-1‬‬ ‫‪2-3‬‬ ‫‪2‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.29‬‬

‫ﻭﻛﻤﺎ ﻫﻮ ﻭﺍﺿ ‪‬ﺢ ﰲ ﻫﺬﺍ ﺍﻟﺸﻜﻞ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﻈﺎﻡ ‪ A‬ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺃﺭﺑﻌﺔ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ‪ .‬ﻳﺘﻔ ‪‬ﺮﻉ ﻛﻞ ﻧﻈﺎ ٍﻡ‬
‫ﻓﺮﻋﻲ ﺇﱃ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ ﺻﻐﺮﻯ‪ ،‬ﻛﻤﺎ ﻳﺘﺸ ‪‬ﻌﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﺍﻷﺻﻐﺮ ﺇﱃ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ ﺃﺧـﺮﻯ‪ .‬ﻭﳝﻜـﻦ‬
‫ﺕ ﺇﺩﺍﺭﻱ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺃﺭﺑﻌﺔ ﻧ‪‬ﻈﻢ ﻓﺮﻋﻴﺔ ﻫـﻲ‪ :‬ﺍﻟﻨﻈـﺎﻡ ﺍﻟﻔﺮﻋـﻲ‬ ‫ﺗﺼ ‪‬ﻮﺭ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ‪ A‬ﻫﻮ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻘﻴﺔ‪ ،‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻹﻧﺘﺎﺝ‪ ،‬ﺍﻟﻨﻈـﺎﻡ ﺍﻟﻔﺮﻋـﻲ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬
‫ﺕ ﻓﺮﻋـﻲ ﺇﱃ‬ ‫ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﳌﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﻳﺘﻔ ‪‬ﺮﻉ ﻛﻞ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣـﺎ ٍ‬
‫ﺕ ﻓﺮﻋﻴﺔ ‪ -‬ﻓﺮﻋﻴﺔ‪ ،‬ﻭﻫﻜﺬﺍ ﰲ ‪‬ﺑﻨﻴ ٍﺔ ﺗﺒﺪﻭ ﻛﻬﺮ ٍﻡ ﻳﻘﻮﻡ ﻋﻠﻰ‬‫ﺕ ﺗﺮﻛﻴﺒﻴﺔ ﺻﻐﲑﺓ‪ ،‬ﺃﻭ ﺇﱃ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ﻭﺣﺪﺍ ٍ‬
‫ﻗﺎﻋﺪ ٍﺓ ﻋﺮﻳﻀﺔ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﻌﺎﱂ ﻛﻠﻪ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺸﻜﻴﻠ ٍﺔ ﻫﺎﺋﻠﺔ ﻭﻏﲑ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍ ﹸﳌﻌ ﱠﻘﺪﺓ ﻭﺍﻟﱵ ﺗ‪‬ـﺸ ﱢﻜﻞ‬
‫ﺝ ﻟﻮﺻـﻒ‬ ‫ﺑﺪﻭﺭﻫﺎ ﻧﻈﺎﻣﹰﺎ ﺻﻐﲑﹰﺍ ﰲ ﺇﻃﺎﺭ ﻧﻈﺎﻡ ﺍﻟﻜﻮﻥ ﺍﻟﻌﻈﻴﻢ‪ .‬ﻭﻗﺪ ﺣﺎﻭﻝ ‪ Boulding‬ﻭﺿﻊ ﳕـﻮﺫ ٍ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍ ﹸﳌﻌ ﱠﻘﺪﺓ ﻟﻠﻨ‪‬ﻈﻢ ﰲ ﺍﳊﻴﺎﺓ‪ ،‬ﺑﻌﺪ ﺃﻥ ﺣﺎﻭﻝ ﺍﻟﺘﻤﻴﻴﺰ ﺃﻭ ﹰﻻ ﺑﲔ ﺍﻷﳕﺎﻁ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻠـﻨ‪‬ﻈﻢ ﰲ ﺍﳊﻴـﺎﺓ‬
‫ﻭﺍﻟﻄﺒﻴﻌﺔ‪.‬‬
‫ﺴﺮ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻇﺎﻫﺮﺓ ﺍﻟﺒﺴﺎﻃﺔ ﻭﺍﻟﺘﻌﻘﺪ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻨ‪‬ﻈﻢ‪ .‬ﻓﺎﻟﻨ‪‬ﻈﻢ ﺍﻟﺒﺴﻴﻄﺔ‬
‫ﻼ ﻋﻦ ﺫﻟﻚ‪ ،‬ﻳﻔ ‪‬‬
‫ﻓﻀ ﹰ‬
‫ﻼ ﻫﻲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻧﻈﺎﻣﲔ ﻓﺮﻋﻴﲔ ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﺃﻭ ﻣﻦ ﻋﺪ ٍﺩ ‪‬ﻣﺤ ‪‬ﺪﺩ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﳍﺎ‬
‫ﻣﺜ ﹰ‬
‫ﺕ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﻣﻊ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻛﱪ ﺍﻟﺬﻱ ﺗﻨﻀﻮﻱ ﰲ ﺇﻃﺎﺭﻩ ﻭ‪‬ﺗﺸ ﱢﻜﻞ ﳏﺘﻮﺍﻩ‪ ،‬ﺃﻭ ﻣﻦ ﻋﺪ ٍﺩ ﳏـﺪﻭﺩ ﻣـﻦ‬ ‫ﻋﻼﻗﺎ ‪‬‬
‫ﺕ‬
‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﺑﺎﻟﻨﺘﻴﺠﺔ ﺗﺰﺩﺍﺩ ﺍﻟﻨ‪‬ﻈﻢ ﺗﻌﻘﻴﺪﹰﺍ ﻛﻠﻤﺎ ﺗـﺸ ‪‬ﻌﺒﺖ ﺃﻛﺜـﺮ‪ ،‬ﻭﻛﻠﻤـﺎ ﺍﺭﺗﺒﻄـﺖ ﺑﻌﻼﻗـﺎ ٍ‬
‫‪83‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺗﺸﺎ‪‬ﺑﻜﺎﺕ‪ .‬ﻭﻟﺘﻮﺿﻴﺢ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﻧﻘﻮﻝ ﺇﺫﺍ ﺍﻓﺘﺮﺿﻨﺎ ﺃﻥ ﻟﻨﻈﺎ ٍﻡ ﻣﺎ ﺃﺭﺑﻌﺔ ﻧ‪‬ﻈ ٍﻢ ﻓﺮﻋﻴﺔ ﺗﺘﻔﺎﻋﻞ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪،‬‬
‫ﺕ ‪‬ﻣﺘﺒﺎ ‪‬ﺩﻟﺔ ﺗﺼﻞ ﺇﱃ ‪ 12‬ﻋﻼﻗﺔ‪ ،‬ﻭﺗﺒـﺎﺩ ٍﻝ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ ﺃﻭ ﻟﻠﻤ‪‬ـﺪﺧ‪‬ﻼﺕ‬ ‫ﻓﺈﻥ ﻫﺬﺍ ﻳﻌﲏ ﻭﺟﻮﺩ ﺗﻔﺎﻋﻼ ٍ‬
‫ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‪ ،‬ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻳ‪‬ﻮﺿ‪‬ﺢ ﺫﻟﻚ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(13‬‬
‫ﺩﺭﺟﺔ ﺗﻌ ﱡﻘﺪ ﺍﻟﻨ‪‬ﻈﻢ‬

‫ﺍﻟﻔﺮﻋﻲ‬ ‫ﺍﻟﻨﻈﺎﻡ‬
‫‪ssss‬‬ ‫‪su‬‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ‬
‫)‪(A‬‬
‫)‪(B‬‬

‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ‬
‫)‪(C‬‬ ‫)‪(D‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺼﺪﺭ ﺳﻴﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.32‬‬

‫ﻓﺈﺫﺍ ﻛﺎﻥ ﻫﺬﺍ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻻ ﻳﺒﺪﻭ ﺑﺴﻴﻄﹰﺎ ﺃﺑﺪﹰﺍ‪ ،‬ﻭﺍﻟﻨﻈﺎﻡ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺃﺭﺑﻌﺔ ﻧ‪‬ﻈﻢ ﻓﺮﻋﻴـﺔ ﻓﻘـﻂ‪،‬‬
‫ﻓﻜﻴﻒ ﺳﻴﻜﻮﻥ ﺍﻷﻣﺮ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻨﻈﺎﻡ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻣﺌﺎﺕ ﻭﺁﻻﻑ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ .‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺳﺘﻜﻮﻥ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ‪‬ﻣﻌ ﱠﻘﺪﺓ ﻭﻣﺘﺸﺎﺑﻜﺔ‪ ،‬ﻭﻻ ﳝﻜﻦ ﻓﻬﻤﻬﺎ ﻭﻗﻴﺎﺱ ﺃﺩﺍﺀﻫﺎ ﻭﺿﺒﻂ ﺗﺪﻓﱡﻘﺎﺕ ﺑﻴﺎﻧﺎ‪‬ﺎ ﺇﻻ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﳊﺎﺳﻮﺏ ﻭﺑﱪﺍﻣﺞ ‪‬ﻣﺼ ‪‬ﻤﻤﺔ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﺍ ﹸﳌﻌ ﱠﻘﺪ ﻣﻦ ﺍﳊﺴﺎﺑﺎﺕ‪.‬‬
‫‪ -11‬ﺩﻭﺭﺓ ﺣﻴﺎﺓ ﺍﻟﻨ‪‬ﻈﻢ)‪ :(1‬ﻛﻞ ﺍﻟﻨ‪‬ﻈﻢ ﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ ﳍﺎ ﺩﻭﺭﺓ ﺣﻴﺎ ٍﺓ ﺗﺒﺪﺃ ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻟﻮﻻﺩﺓ ﻭﺍﻟﻨﻤـﻮ‬
‫ﻭﺍﻟﺘﻄﻮ‪‬ﺭ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻟﺘﺪﻫﻮﺭ ﻭﺍﻻﳓﻼﻝ‪ ،‬ﻟﺘﺒﺪﺃ ﻣﺮﺣﻠ ﹰﺔ ﺟﺪﻳﺪﺓ‪ .‬ﺃﻱ ﲤ ‪‬ﺮ ﺩﻭﺭﺓ ﺣﻴﺎﺓ ﺍﻟﻨﻈﺎﻡ ﲟﺮﺍﺣﻞ ﻣﺘﻜﺎﻣﻠﺔ‪،‬‬
‫ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻟﻨﺸﻮﺀ ﻭﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﳌﺮﺣﻠﺔ ﺍﻟﱵ ﻳﻀ ‪‬ﻌﻒ ﻓﻴﻬﺎ ﺍﻟﻨﻈﺎﻡ ﻋﻠـﻰ ﻣـﺴﺘﻮﻯ ﺍﻻﺳـﺘﺠﺎﺑﺔ‬
‫ﻟﺘﺤ ‪‬ﺪﻳﺎﺕ ﺍﻟﺒﻴﺌﺔ ﻭﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ؛ ﳑﺎ ﻳﺘﻄﻠﱠﺐ ﺇﻋﺎﺩﺓ ﻋﻤﻠﻴﺔ ﺗﻜﻮﻳﻦ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﺳﻮﺍ ًﺀ ﻣﻦ ﺧﻼﻝ‬
‫ﲢﺪﻳﺜﻪ ﻭﺗﻄﻮﻳﺮﻩ‪ ،‬ﺃﻭ ﺍﻟﺘﺨﱢﻠﻲ ﻋﻨﻪ ﻬﻧﺎﺋﻴﹰﺎ ﻭﺍﻟﻌﻤﻞ ﻣﻦ ﺃﺟﻞ ﺑﻨﺎﺀ ﻭﺗﻄ ‪‬ﻮﺭ ﻧﻈﺎ ٍﻡ ﺟﺪﻳﺪ‪.‬‬
‫‪ -12‬ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻟﻠﻨﻈﺎﻡ)‪ :(2‬ﻳﺮﺗﺒﻂ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﺑﺪﻭﺭﺓ ﺣﻴﺎﺓ ﺍﻟﻨ‪‬ﻈﻢ؛ ﻓﻄﺎﳌﺎ ﻛﺎﻥ ﻟﻠﻨﻈـﺎﻡ ﺩﻭﺭﺓ‬
‫ﺣﻴﺎ ٍﺓ ﺷﺒﻴﻬﺔ ﺇﱃ ﺣ ﱟﺪ ﺑﻌﻴﺪ ﺑﺪﻭﺭﺓ ﺣﻴﺎﺓ ﺍﻟﻜﺎﺋﻦ ﺍﳊﻲ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﻻﺩﺓ‪ ،‬ﺍﻟﻨﻤﻮ‪ ،‬ﺍﻟﻨﻀﺞ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻟﻜﻬﻮﻟﺔ‬

‫)‪.Systems Life-Cycle (1‬‬

‫‪. Dynamic Balance of The System‬‬ ‫)‪(2‬‬
‫‪84‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺍﳌﻮﺕ‪ ،‬ﻓﺈﻥ ﻣﻦ ﺃﻫﻢ ﺷﺮﻭﻁ ﺍﺳﺘﻤﺮﺍﺭ ﺣﻴﺎﺓ ﺃﻱ ﻧﻈﺎ ٍﻡ ﺃﻭ ﺃﻱ ﻛﺎﺋ ٍﻦ ﺣﻲ ﻫﻮ ﲢﻘﻴﻖ ﻗﺪ ٍﺭ ﻣﻼﺋـﻢ ﻣـﻦ‬
‫ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﺍﺧﻠﻲ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻟﺘﻮﺍﺯﻥ ﺍﳋﺎﺭﺟﻲ ﻣﻊ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ‪ .‬ﻭﻳﺘﺤ ﱠﻘﻖ ﻫﺪﺍ ﺍﻟﺘﻮﺍﺯﻥ ﻋﻨـﺪﻣﺎ‬
‫ﻁ ﻣﻌﻴﻨﺔ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪ .‬ﻭﰲ ﺍﻟﻠﺤﻈﺔ ﺍﻟﱵ‬‫ﺗﺘﺒﺎﺩﻝ ﺍﻟﻨ‪‬ﻈﻢ ﻣ‪‬ﺪﺧ‪‬ﻼ‪‬ﺎ ﻭﻣ‪‬ﺨﺮ‪‬ﺟﺎ‪‬ﺎ ﻭﻣﻮﺍﺭﺩﻫﺎ ﰲ ﻇﻞ ﺷﺮﻭ ٍ‬
‫ﳜﺘﻞﱡ ﻓﻴﻬﺎ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ ﺃﻭ ﺧﺎﺭﺟﻪ ﻳﺒﺪﺃ ﺍﻟﺘﺪﻫ ‪‬ﻮﺭ ﻭﺗﻈﻬﺮ ﻋﻼﻣﺎﺕ ﺍﻟﻀﻌﻒ ﺇﻻ ﺇﺫﺍ ﱠﰎ‬
‫ﻣﻌﺎﳉﺔ ﺍﻷﻣﺮ ﺑﺴﺮﻋ ٍﺔ‪ .‬ﺇﻥ ﻧﻘﻄﺔ ﺍﻻﻧﻄﻼﻕ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻫﻲ ﻣﻌﺮﻓﺔ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﺍﳌﺮﻏﻮﺏ‬
‫‪‬ﺎ ﻭ‪‬ﻴﺌﺔ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﻣﻦ ﻣﺼﺎﺩﺭﻫﺎ‪ ،‬ﻭﻫﻮ ﻋﻤ ﹲﻞ ﻳ‪‬ﻤﺜﱢﻞ ﺃﺳﺎﺱ ﻣﻨﻬﺞ ﺍﻟﺘﺤﻠﻴـﻞ ﺍﳌﻨﻄﻘـﻲ ﻟﻼﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﳌﻨﻄﻘﻲ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲟﺎ ﰲ ﺫﻟﻚ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ)‪.(1‬‬
‫ﺇﺫﻥ ﻓﺎﳌﹸﻘﺎﺭ‪‬ﺑﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ﺍ ﹸﳌﻄ‪‬ﺒﻘﺔ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﺪﻑ ﺇﱃ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﻫﻴﻜﻠﺔ ﺍﳌﺸﺎﻛﻞ ﺍ ﹸﳌﻌﻘﱠـﺪﺓ‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﻤﺎﺫﺝ ﺍ ﹸﳌﺠ ‪‬ﺮﺩﺓ‪ ،‬ﻭﻫﻲ ﺗﻨﻈﺮ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻧﻈﺮ ﹰﺓ ﺷﺎﻣﻠﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻬﻧﺎ ﺗﻌﺎﰿ ﻛﺬﻟﻚ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺍﻟﻔﺮﻋﻴﺔ ﺍ ﹸﳌﻜ ‪‬ﻮﻧﺔ ﻟﻠﻨﻈﺎﻡ ﻛﱢﻠﻪ‪.‬‬
‫‪ -13‬ﺍﻟﺰﻭﺍﻝ ﺃﻭ ﺍﻟﺘﻼﺷﻲ‪:‬ﻛﻤﺎ ﳝﻜﻦ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻷﺧﲑ ﺇﱃ ﻣﺒﺪﺃ ﺃﺧﺮ ﻭ ﻫﻮ ﺍﻟﺰﻭﺍﻝ ﻭ ﺍﻟﺘﻼﺷﻲ؛ﺣﻴﺚ‬
‫ﺃﻥ ﻛﻞ ﻧﻈﺎﻡ ﻫﻮ ﻣﻌﺮﺽ ﻷﻥ ﻳﺰﻭﻝ ﺃﻭ ﻳﺘﻼﺷﻰ‪.‬‬

‫)‪ (1‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﻴﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.33‬‬
‫‪85‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﺎﻫﻴﺔ ﻧ‪‬ﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻟﻘﺪ ﺯﺍﺩ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻹﺗﻘﺎﻥ ﻭﺍﻟﻨﻮﻋﻴﺔ ﻭﺍﳉﻮﺩﺓ ﰲ ﻛﻞ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﰲ ﺿﻮﺀ ﻣﺎ ﺃﻣﻠﺘﻪ ﺃﺑﻌﺎﺩ‬
‫ﺕ‬
‫ﺼﺼﺎ ٍ‬ ‫ﺕ ﻛﱪﻯ ﻭﻟﺘﺨ ‪‬‬ ‫ﺍﳌﻨﺎﻓﺴﺔ‪ ،‬ﻭﺍﻟﻌﻮﳌﺔ‪ ،‬ﻭﺍﻟﻜﻮﻧﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ‪ ،‬ﻭﺍﻟﺘﻔﺎﻋ‪‬ﻼﺕ‪ ،‬ﰲ ﹸﺃﻃﺮ ﺍﻗﺘﺼﺎﺩﻳﺎ ٍ‬
‫ﺼﺼﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﳎﺎﻻﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻫﻲ ﺃﺣﺪ ﺃﻧﻮﺍﻉ‬ ‫ﳐﺘﻠﻔﺔ؛ ﻭﻣﻦ ﺃﻫﻢ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﺘﺨ ‪‬‬
‫ﺴﺪ ﻭﺟﻮﺩﻫﺎ ﲰ ﹰﺔ‬ ‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ‪‬ﺘ ‪‬ﻢ ﺑﺈﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺑﺜﱢﻬﺎ ﺩﺍﺧﻞ ﻭﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﻣﻦ ﻳﻬﻤ‪‬ﻪ ﺍﻷﻣﺮ‪ ،‬ﺟ ‪‬‬
‫ﻟﻠﻌﺼﺮ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫ﺕ‬
‫ﺇﻥ ﻋﻼﻗﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﻣﺜﻞ ﻋﻼﻗﺔ ﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ ﺑﺎ ﹸﳌﻨ‪‬ﺘﺞ ﺍﻟﻨﻬﺎﺋﻲ؛ ﺣﻴﺚ ﺑﻌﺪ ﺇﺿﺎﻓﺔ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺼﻞ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺑﻌﺪ ﻣﺮﻭﺭﻫﺎ ﻋـﱪ ﻧﻈـﺎﻡ‬ ‫ﺻﻨﺎﻋﻴﺔ ﻋﻠﻰ ﺍﳌﺎﺩﺓ ﺗﺘﺤ ‪‬ﻮﻝ ﺇﱃ ‪‬ﻣﻨ‪‬ﺘ ٍﺞ ﻬﻧﺎﺋﻲ ﺑﺎﻟﻀﺒﻂ ﳛ ‪‬‬
‫ﺕ ﺗﺒﺚ ﺃﻭ ‪‬ﺗﺨـ ‪‬ﺰﻥ ﻟﻴـﺘﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﻤﻊ ﻭ ﺍﻟﺘﺨﺰﻳﻦ ‪،‬ﺗﺘﺤ ‪‬ﻮﻝ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻌﺪﻫﺎ ﳌﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﺳﺘﻌﻤﺎﳍﺎ ﻻﺣﻘﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺧﺼﺎﺋﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺣﱴ ﳝﻜﻦ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺃﻥ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﻣﻌﺮﻓﺔ ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ ﺑﺎﻷﺳﻠﻮﺏ ﻭﺍﻟﻮﻗﺖ ﺍﳌﻼﺋﻤـﲔ‪،‬‬
‫ﻻﺑﺪ ﻭﺃﻥ ﺗﺘﻮﺍﻓﺮ ﻓﻴﻬﺎ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ‪‬ﻧﻨﺎﻗﺸﻬﺎ ﺑﺎﺧﺘﺼﺎ ٍﺭ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(1‬‬

‫ﳏﻤﺪ ﺍﻟﻔﻴﻮﻣﻲ ﻭ ﺃﲪﺪ ﺣﺴﲔ‪ ،‬ﺗﺼﻤﻴﻢ ﻭﺗﺸﻐﻴﻞ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ﺹ ‪.16-14‬‬ ‫)‪(1‬‬
‫‪86‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(14‬‬

‫ﺧﺼﺎﺋﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﳌﻼﺋﻤﺔ‬

‫ﺍﻟﻮﻗﺘﻴﺔ‬ ‫ﺍﻟﻘﺒﻮﻝ‬

‫ﺧﺼﺎﺋﺺ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﻟﺴﻬﻮﻟﺔ ﻭﺍﻟﻮﺿﻮﺡ‬ ‫ﺍﻟﺸﻤﻮﻝ‬

‫ﺍﻟﺼﺤﺔ ﻭﺍﻟﺪﻗﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﳏﻤﺪ ﺍﻟﻔﻴﻮﻣﻲ ﻭ ﺃﲪﺪ ﺣﺴﲔ‪ ،‬ﺗﺼﻤﻴﻢ ﻭﺗﺸﻐﻴﻞ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠـﺎﺭﺓ‪،‬‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ﺹ ‪.16-14‬‬

‫‪ -1‬ﺍﳌﻼﺋﻤﺔ‪ :‬ﲟﻌﲎ ﺃﻥ ﺗﺘﻼﺀﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺍﻟﻐﺮﺽ ﺍﻟﺬﻱ ﺃﹸﻋﺪ‪‬ﺕ ﻣﻦ ﺃﺟﻠﻪ‪ ،‬ﻭﳝﻜﻦ ﺍﳊﹸﻜﻢ ﻋﻠﻰ ﻣﺪﻯ‬
‫ﻣﻼﺋﻤﺔ ﺃﻭ ﻋﺪﻡ ﻣﻼﺋﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻜﻴﻔﻴﺔ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻋﻠـﻰ ﺳـﻠﻮﻙ ﻣ‪‬ـﺴﺘﺨﺪِﻣﻴﻬﺎ‪.‬‬
‫ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻼﺋﻤﺔ ﻫﻲ ﺍﻟﱵ ﺳ‪‬ﺘﺆﺛﱢﺮ ﻋﻠﻰ ﺳﻠﻮﻙ ‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﲡﻌﻠﻪ ﻳ‪‬ﻌﻄﻲ ﻗﺮﺍﺭﹰﺍ ﳜﺘﻠﻒ ﻋﻦ ﺫﻟﻚ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻛﺎﻥ ﳝﻜﻦ ﺍﺗ‪‬ﺨﺎﺫﻩ ﰲ ﺣﺎﻟﺔ ﻏﻴﺎﺏ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ -2‬ﺍﻟﻮﻗﺘﻴﺔ‪ :‬ﲟﻌﲎ ﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛ ﲝﻴﺚ ﺗﻜﻮﻥ ﻣﺘﻮﺍﻓﺮ ﹰﺓ ﻭﻗﺖ ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ؛ ﺣﱴ‬
‫ﺗﻜﻮﻥ ﻣﻔﻴﺪ ﹰﺓ ﻭﻣ‪‬ﺆﺛﱢﺮﺓ‪ .‬ﻭﺑﻄﺒﻴﻌﺔ ﺍﳊﺎﻝ‪ ،‬ﻟﻦ ﺗﻜﻮﻥ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﻘﺪ‪‬ﻣﺔ ﹸﳌﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣ‪‬ﺘﺄﺧ‪‬ﺮ ﹰﺓ ﺟـﺪﹰﺍ‬
‫ﻋﻦ ﻣﻮﻋﺪﻫﺎ ﺃﻱ ﻗﻴﻤ ٍﺔ ﺃﻭ ﺗﺄﺛ ٍﲑ ﻋﻠﻰ ﺳﻠﻮﻛﻪ‪ ،‬ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ ﻭﺣﻴﻮﻳﺘﻬﺎ ﳍﺬﺍ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -3‬ﺍﻟﺴﻬﻮﻟﺔ ﻭﺍﻟﻮﺿﻮﺡ‪ :‬ﲟﻌﲎ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺿﺤ ﹰﺔ ﻭﻣﻔﻬﻮﻣ ﹰﺔ ﳌﹸﺴﺘﺨﺪِﻣﻬﺎ‪ .‬ﻓـﻼ ﻳﻨﺒﻐـﻲ ﺃﻥ‬
‫ﺕ ﻏﲑ ﻣﻌﺮﻭﻓﺔ‪،‬‬
‫ﺕ ﺭﻳﺎﺿﻴﺔ ﻭﻣﻌﺪﻻ ٍ‬ ‫ﺕ ﺃﻭ ﺗﻐﻴ‪‬ﺮﺍ ٍ‬
‫ﻅ ﺃﻭ ﺭﻣﻮ ٍﺯ ﺃﻭ ﻣﺼﻄﻠﺤﺎ ٍ‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻱ ﺃﻟﻔﺎ ٍ‬
‫ﻭﻻ ﻳﺴﺘﻄﻴﻊ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻥ ﻳﻔﻬﻤﻬﺎ؛ ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻐﺎﻣﻀﺔ ﻏﲑ ﺍﳌﻔﻬﻮﻣﺔ ﻟﻦ ﺗﻜﻮﻥ ﳍﺎ‬
‫ﺃﻱ ﻗﻴﻤ ٍﺔ ﺣﱴ ﻭﻟﻮ ﻛﺎﻧﺖ ﻣﻼﺋﻤﺔ‪ ،‬ﻭ ﱠﰎ ﺗﻘﺪﳝﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﹸﳌﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -4‬ﺍﻟﺼﺤﺔ ﻭﺍﻟﺪﻗﺔ‪ :‬ﻳ‪‬ﻘﺼﺪ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ﺃﻥ ﺗﻜﻮﻥ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺕ ﺣﻘﻴﻘﻴﺔ ﻋﻦ ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ ﺗ‪‬ﻌﺒ‪‬ﺮ‬
‫ﻋﻨﻪ‪ ،‬ﻭﺩﻗﻴﻘﺔ ﲟﻌﲎ ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﺧﻄﺎ ٍﺀ ﺃﺛﻨﺎﺀ ﺇﻧﺘﺎﺝ ﻭﲡﻤﻴﻊ ﻭﺍﻟﺘﻘﺮﻳﺮ ﻋﻦ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪87‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -5‬ﺍﻟﺸﻤﻮﻝ‪ :‬ﲟﻌﲎ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﻘﺪ‪‬ﻣﺔ ﻣﻌﻠﻮﻣﺎ ٍ‬

‫ﺕ ﻛﺎﻣﻠﺔ‪ ،‬ﺗ‪‬ﻐﻄﱢﻲ ﻛﺎﻓﺔ ﺟﻮﺍﻧـﺐ ﺍﻫﺘﻤﺎﻣـﺎﺕ‬
‫ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ ﺃﻭ ﺟﻮﺍﻧﺐ ﺍﳌﺸﻜﻠﺔ ﺍﳌﹸﺮﺍﺩ ﺃﻥ ‪‬ﻳﺘ‪‬ﺨﺬ ﺑﺸﺄﻬﻧﺎ ﺍﻟﻘﺮﺍﺭ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﰲ ﺷﻜﻠﻬﺎ ﺍﻟﻨﻬﺎﺋﻲ‪ ،‬ﲟﻌﲎ ﺃﻥ ﻻ ﻳ‪‬ﻀﻄ ‪‬ﺮ ﻣ‪‬ﺴﺘﺨ ِﺪﻣ‪‬ﻬﺎ ﺇﱃ ﺇﺟﺮﺍﺀ ﺑﻌﺾ ﻋﻤﻠﻴﺎﺕ ﺗﺸﻐﻴ ٍﻞ ﺇﺿﺎﻓﻴﺔ ﺣـﱴ‬
‫ﳛﺼ‪‬ﻞ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫‪ -6‬ﺍﻟﻘﺒﻮﻝ‪ :‬ﲟﻌﲎ ﺃﻥ ﺗ‪‬ﻘﺪ‪‬ﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﺼﻮﺭﺓ ﻭﺑﺎﻟﻮﺳﻴﻠﺔ ﺍﻟﱵ ﻳﻘﺒﹸﻠﻬﺎ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣـﻦ‬
‫ﺣﻴﺚ ﺍﻟﺸﻜﻞ ﻭﻣﻦ ﺣﻴﺚ ﺍﳌﻀﻤﻮﻥ‪ .‬ﻓﻤﻦ ﺣﻴﺚ ﺍﻟﺸﻜﻞ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ ﺷـﻜﻞ‬
‫ﺗﻘﺮﻳ ٍﺮ ﻣﻜﺘﻮﺏ ﺑﻠﻐ ٍﺔ ﺳﻬﻠﺔ ﻭﻭﺍﺿﺤﺔ ﻭﻣﻔﻬﻮﻣﺔ‪ ،‬ﺃﻭ ﰲ ﺷﻜﻞ ﺟﺪﺍﻭﻝ ﺃﻭ ﺇﺣﺼﺎﺋﻴﺎﺕ ﺃﻭ ﺭﺳـﻮﻣﺎﺕ‬
‫ﺑﻴﺎﻧﻴﺔ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ‪ .‬ﺃﻣﺎ ﻣﻦ ﺣﻴﺚ ﺍﳌﻀﻤﻮﻥ‪ ،‬ﻓﻴﺘﻌﻠﱠﻖ ﺑﺪﺭﺟﺔ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻓﻼ ﺗﻜﻮﻥ ﻣﻨﺤﺼﺮ ﹰﺓ‬
‫ﺑﺄﻛﺜﺮ ﻣﻦ ﺍﻟﻼﺯﻡ؛ ﳑﺎ ﻗﺪ ‪‬ﻳﻔﻘﺪﻫﺎ ﻣﻌﻨﺎﻫﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻋﺪﻡ ﹸﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﺮﻛﻴﺰ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺔ‬
‫ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫ﻣﻦ ﻫﻨﺎ ﻳﺘ‪‬ﻀﺢ ﻟﺪﻳﻨﺎ ﺃﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﺣﻴﺚ ﺃﻥ ‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺇﺫﺍ ﺃﺭﺍﺩ ﺣـ ﱠﻞ‬
‫ﻣﺸﻜﻠ ٍﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻠﺠﺄ ﺇﱃ ﺗﻌﺮﻳﻔﻬﺎ‪ ،‬ﰒ ﺗﻄﻮﻳﺮ ﺑﺪﺍﺋﻞ ﺍﳊﻠﻮﻝ ﳍﺎ؛ ﻭﻣﻦ ﰒ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻜﻞ ﺑﺪﻳﻞ‪.‬‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳚﻤﻌﻬﺎ ﻗﺪ ﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺗﺄﻛﱡ ٍﺪ ﻣﻨﻬﺎ‪ ،‬ﺃﻭ ﰲ ﺣﺎﻟﺔ ﺍﳌﺨﺎﻃﺮﺓ‪ ،‬ﺃﻭ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻟﺘﺄﻛﱡﺪ‬
‫ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻟﺪﻳﻪ)‪.(1‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫ﻟﻘﺪ ﻋ ‪‬ﺮﻓﺖ ﲨﻌﻴﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪ -‬ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ‪ -‬ﺑﺄﻧﻪ‪ » :‬ﻧﻈﺎ ‪‬ﻡ ﺁﱄ‬
‫ﻳﻘﻮﻡ ﲜﻤﻊ ﻭﺗﻨﻈﻴﻢ ﻭﺇﻳﺼﺎﻝ ﻭﻋﺮﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻻﺳﺘﻌﻤﺎﳍﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ ﳎـﺎﻻﺕ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺮﻗﺎﺑﺔ ﻟﻸﻧﺸﻄﺔ ﺍﻟﱵ ‪‬ﺗﻤﺎﺭﺳﻬﺎ ﺍﳌﺆﺳﺴﺔ «)‪.(2‬‬
‫ﻛﻤﺎ ﱠﰎ ﺗﻌﺮﻳ ﹸﻔﻪ ﺃﻳﻀﹰﺎ ﺑﺄﻧﻪ‪ » :‬ﺫﻟﻚ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺘﺰﻭﻳﺪ ﺍﳌﺆﺳﺴﺔ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟـﻀﺮﻭﺭﻳﺔ‬
‫ﺍﻟﻼﺯﻣﺔ ﻟﺼﻨﺎﻋﺔ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺫﻟﻚ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻭﻋﻨﺪ ﺍﳌﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﻱ ﺍﳌﻼﺋﻢ؛ ﻭﻣﺜـﻞ‬
‫ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻳﻘﻮﻡ ﺑﺎﺳﺘﻘﺒﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻧﻘﻠﻬﺎ‪ ،‬ﻭﲣﺰﻳﻨﻬﺎ‪ ،‬ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ ،‬ﰒ ﺗﻮﺻﻴﻠﻬﺎ ﺑﺬﺍ‪‬ﺎ ﺑﻌﺪ‬
‫ﺗﺸﻐﻴﻠﻬﺎ ﺇﱃ ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ‪ ،‬ﰲ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻜﺎﻥ ﺍﳌﻨﺎﺳ‪‬ﺒﲔ «)‪.(3‬‬

‫‪.2007/01/15‬‬ ‫‪ ،http: //vb.arabsgate.com/showthread.php.‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬ ‫)‪(1‬‬

‫ﻫﻼﻝ ﻋﺒﻮﺩ ﺍﻟﺒﻴﺎﰐ‪ ،‬ﺍﳌﺪﺧﻞ ﻟﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﺪﻳﺮﻳﺔ ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻮﺻﻞ‪ ،‬ﺍﻟﻌـﺮﺍﻕ‪ ،1992 ،‬ﺹ‬ ‫)‪(2‬‬

‫‪.27‬‬
‫ﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻨﻮﺭ‪ ،‬ﲢﻠﻴﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻮﻣﺒﻴﻮﺗﺮ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﺮﻗﺎﻥ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،1999 ،5‬ﺹ ‪.28‬‬ ‫)‪(3‬‬
‫‪88‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ‪ » :‬ﺍﳉﻬﺎﺯ ﺍﻟﺬﻱ ﻳﺴﻤﺢ ﻟﻠﻤﺆﺳﺴﺔ ﺑﺎﻻﺳﺘﻌﻼﻡ ﺣﻮﻝ ﺗـﺸﻐﻴﻠﻬﺎ ﻭﺗﻄ ‪‬ﻮﺭﻫـﺎ‪.‬‬
‫ﻭﻛﻠﻤﺔ ﻧﻈﺎﻡ ﺗﻌﲏ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﹸﺮﺗﺒِﻄﺔ ﺑﺒﻌﻀﻬﺎ ﺑﻌﻼﻗﺎﺕ «)‪. (1‬‬
‫ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ ﻛﺬﻟﻚ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ‪ :‬ﺍﳌﺎﺩﻳﺔ‪ ،‬ﺍﻟﱪﳎﻴﺎﺕ‪ ،‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪،‬‬
‫ﺚ ﺍﳌﻌﻠﻮﻣـﺎﺕ )ﰲ ﺷـﻜﻞ ﺑﻴﺎﻧـﺎﺕ‪،‬‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺍﻟﱵ ﺗﺴﻤﺢ ﺑﺎﺳﺘﻘﺒﺎﻝ‪ ،‬ﻣﻌﺎﳉﺔ ﻭﲣﺰﻳﻦ ﻭﺑ ﱢ‬
‫ﻧﺼﻮﺹ‪ ،‬ﺻﻮﺭ‪ ،‬ﺻﻮﺕ‪... ،‬ﺇﱁ( ﰲ ﺍﳌﺆﺳﺴﺔ «)‪. (2‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻔﻪ ﻛﺬﻟﻚ ﺑﺄﻧﻪ » ﻋﻤﻠﻴﺔ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﲤ ‪‬ﺮ ﺑﺜﻼﺙ ﻣﺮﺍﺣﻞ ﺃﺳﺎﺳـﻴﺔ‬
‫ﻫﻲ‪ :‬ﺍﻟﺘﺠﻤﻴﻊ‪ ،‬ﺍﳌﻌﺎﳉﺔ‪ ،‬ﺍﻟﺘﺨﺰﻳﻦ ﻭﺍﻟﺒﺚ «)‪. (3‬‬
‫» ﻫﻮ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﳌﹸﻌـﺪ‪‬ﺍﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ‬
‫ﺕ ﺩﻗﻴﻘﺔ‪ ،‬ﻳﺘ ‪‬ﻢ ﺇﻳﺼﺎﳍﺎ ﻓﻴﻤﺎ‬
‫ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ؛ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻭﲢﻮﻳﻞ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺑﻌﺪ ﺇﱃ ﺟﻬﺎﺕ ﺍﻻﺧﺘﺼﺎﺹ ﰲ ﺇﳒﺎﺯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ «)‪.(4‬‬
‫ﺇﺫﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ » ﳎﻤﻮﻋﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﺆ ‪‬ﺳﺴﻴﺔ ﻭﺍﻟﻘﻨﻮﺍﺕ ﻭﺍﻹﺟـﺮﺍﺀﺍﺕ‬
‫ﺍﻟﱵ ﺗﻜﻔﻞ ﺍﻟﺘﺪﻓﱡﻖ ﺍﳌﻨﺎﺳﺐ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ «‪.‬‬
‫ﻭﻳﺘﺄﻟﱠﻒ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ)ﰲ ﺇﻃﺎﺭ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﻢ( ﻣﻦ ﺃﺭﺑﻌﺔ ﻋﻨﺎﺻﺮ ﻫﻲ)‪:(5‬‬
‫‪ -1‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ :‬ﻭﺍﻟﱵ ﺗ‪‬ﻤﺜﱢﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺓ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗ‪‬ﻤﺜﱢﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻭﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ ﺃﻳﻀﺎﹰ؛‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ‪ :‬ﻭﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ‪‬ﺎ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭ‪‬ﺪﻑ ﺇﱃ ﲢﻮﻳﻞ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ‬ ‫‪-2‬‬
‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ؛‬
‫ﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻋﻠﻰ ﺷـﻜﻞ‬ ‫‪ -3‬ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ :‬ﻭﻫﻲ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﻮ ‪‬‬
‫ﺻﻞ ﺇﻟﻴﻬﺎ ﻣﻦ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺳﻠ ٍﻊ ﺃﻭ ﺧﺪﻣﺎﺕ؛‬
‫‪ -4‬ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ :‬ﻭﺗﻌﲏ ﺗﻘﻴﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳊﺎﺻﻠﺔ ‪ -‬ﻭﺍﻟﱵ ﺗ‪‬ﻤﺜﱢﻞ ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ -‬ﻭﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺗﻄﺎ‪‬ﺑﻘﻬـﺎ‬
‫ﻣﻊ ﺍﳌﻌﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ ﻭﲢﻘﻴﻘﻬﺎ ﻟﻸﻫﺪﺍﻑ ﺍﳌﹸﺤﺪ‪‬ﺩﺓ‪.‬‬

‫‪(1) Encyclopédie de la gestion et du management, op.cit, p1180.‬‬

‫‪(2) Henri Mahé de Boislandelle, Dictionnaire de gestion, Economica édition, Paris, France, 1998, p432.‬‬
‫‪(3) Lakhdar Lallem, op.cit, p12.‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.208‬‬ ‫)‪(4‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.208‬‬ ‫)‪(5‬‬

‫‪89‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪:‬ﺩﻭﺭ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫ﻭﻳﻠﻌﺐ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﻭﺭﻳﻦ ﺃﺳﺎﺳﻴﲔ)‪:(1‬‬
‫‪ -1‬ﺩﻭﺭ ﻭﺻﻔﻲ‪ :‬ﺣﻴﺚ ﻳﺴﻤﺢ ﺑﺈﻋﻄﺎﺀ ﻧﻈﺮ ٍﺓ ﺩﻗﻴﻘﺔ ﻋﻦ ﻭﺿﻌﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻣﺜ ﹰ‬
‫ﻼ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺍﶈﺎﺳﺒﻴﺔ؛‬
‫‪ -2‬ﺩﻭﺭ ﺍﳌﻌﺎﳉﺔ ﻭﺩﻭﺭﺍﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ :‬ﻣﺜﻞ ﺇﺭﺳﺎﻝ ﺍﻷﻭﺍﻣﺮ‪ ،‬ﺗﻮﺣﻴﺪ ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ‪... ،‬ﺇﱁ‪.‬‬
‫ﻭﻳﻘﻮﻡ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺈﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻣﻦ ﺃﺟﻞ ﻣﺴﺎﻋﺪﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ ﺃﺩﺍﺀ ﺍﳌﻬـﺎﻡ‬
‫ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﺕ ﻋﻦ ﺍﻟ ﹸﻔﺮﺹ ﻭﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍﻟﻨﺎﺑﻌﺔ‬
‫ﻭﻳﺘ ‪‬ﻢ ﺗﺼﻤﻴﻢ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﲝﻴﺚ ﳝ ‪‬ﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﲟﻌﻠﻮﻣﺎ ٍ‬
‫ﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﻦ ﻣ‪‬ﺆﺷ‪‬ﺮﺍﺕ ﺍﻷﺩﺍﺀ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ؛ ﻭﻫﻮ ﻣﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﺍﻹﺩﺍﺭﺓ ﻣﻦ ﺯﻳـﺎﺩﺓ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ‪ ،‬ﻭﻭﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺘﻬﺎ ﻭﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻬﺎ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻳﺘ ‪‬ﻢ ﺇﻋـﺪﺍﺩ ﺍﻟﻨﻤـﺎﺫﺝ ﺍﳌﻼﺋﻤـﺔ‬
‫ﻭﺇﺩﺧﺎﳍﺎ ﰲ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﲝﻴﺚ ﺗﻌﻜﺲ ﺩﺭﺟﺔ ﻭﺍﻗﻌﻴﺔ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺩﺭﺟﺔ ﺗﻔﺎ ‪‬ﻋﻠﻬﺎ ﻣﻊ ﺍﻟﺒﻴﺌـﺔ‬
‫ﺍﳋﺎﺻﺔ ‪‬ﺎ‪.‬‬
‫ﻭﻳ‪‬ﻌ ‪‬ﺪ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﲟﺜﺎﺑﺔ ﺍﳉﻬﺎﺯ ﺍﻟﻌﺼﱯ؛ ﻧﻈﺮﹰﺍ ﻻﺭﺗﺒﺎﻁ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲜﻤﻴـﻊ‬
‫ﺃﺷﻜﺎﻝ ﺍﻟﻨﺸﺎﻁ ﻭﻣﺴﺘﻮﻳﺎﺗﻪ ﺍﳊﻴﻮﻳﺔ‪ .‬ﻭﻳﺸﻤﻞ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪‬ﻣﻘ ‪‬ﻮﻣـﺎﺕ ﻭﻣﺮﺍﻓـﻖ ﻭﺃﻧـﺸﻄﺔ ﺇﻧﺘـﺎﺝ‬
‫ﻼ ﻋﻦ ﻗﻨﻮﺍﺕ ﺍﻟﻨﺸﺮ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﻀﻄﻠﻊ ﲟﻬﺎﻡ ﲡﻤﻴﻊ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﲡﻬﻴﺰﻫﺎ‪ ،‬ﻭﺗﻴﺴﲑ ﺍﺳﺘﻐﻼﳍﺎ‪ ،‬ﻓﻀ ﹰ‬
‫ﺃﻭﻋﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪.‬‬

‫ﺭﺃﻳﻨﺎ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺳﲑﻭﺭﺓ ﻋﻤﻠﻴﺎﺕ ﻹﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲤﺮ‬
‫ﻋﱪ ﻣﺮﺍﺣﻞ ﺗﺘﻤﺜﻞ ﰲ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭ ﺗﺒﻮﻳﺒﻬﺎ ﻭ ﲣﺰﻳﻨﻬﺎ ﰒ ﻣﻌﺎﳉﺘﻬﺎ ﻭﲢﻮﻳﻠـﻬﺎ ﺇﱃ ﻣﻌﻠﻮﻣـﺎﺕ ﻧﺎﻓﻌـﺔ‬
‫ﺗﺴﺘﺨﺪﻡ ﻷﻏﺮﺍﺽ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺃﻭ ﻛﻤﺪﺧﻼﺕ ﻟﻨﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺃﺧﺮﻯ؛ﻭﳑﺎ ﻳﺰﻳﺪ ﰲ ﻛﻔﺎﺀﺓ ﻭ ﻓﻌﺎﻟﻴﺔ ﻫﺬﻩ‬
‫ﺍﻟﻨﻈﻢ ﻫﻮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻟﺘﻨﻔﻴﺬ ﳐﺘﻠﻒ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ﻭ ﻫﻮ ﻣﺎ ﻳﺸﺎﺭ ﺇﻟﻴـﻪ ﺑﺎﻷﲤﺘـﺔ ﺃﻭ‬
‫ﺍﳌﻌﺎﳉﺔ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺍﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭ ﻫﻮ ﻣﺎ ﺳﻮﻑ ﻧﺘﻨﺎﻭﻟﻪ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﹸﺸﻜﱢﻠﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬

‫‪(1) Patrick Romagni, L'intelligence économique au service de l'entreprise, Les presses du management LPM,‬‬
‫‪France, 1998, p 96.‬‬
‫‪90‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(15‬‬

‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﺔ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‬

‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻔﻬﻢ‬
‫ﺍﻟﻨﺼﻴﺤﺔ ﻭﺍﻻﻗﺘﺮﺍﺡ‬
‫ﺍﶈﺎﻭﺭﺓ ﻭﺍﻟﺘﻔﺎﻭﺽ‬
‫ﺗﻔﺎﻋﻞ‬
‫ﺍﻹﻗﻨﺎﻉ‬
‫ﻗﻴﺎﺩﺓ ﺍﻟﺘﻐﻴﲑ‬

‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺴﻴﲑ‬
‫ﻟﻐﺔ ﺍﳌﺆﺳﺴﺔ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﺩﻭﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﻟﺘﻨﻈﻴﻢ‬
‫ﺗﻔﺎﻋﻞ‬

‫ﺍﳌﺼﺪﺭ‪.Encyclopédie de la gestion et du management, DALLOZ édition, France, P1180. :‬‬

‫ﻳ‪‬ﻮﺿ‪‬ﺢ ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﺃﻥ ﻋﻨﺎﺻﺮ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻨﻘﺴﻢ ﺇﱃ ﺛﻼﺛﺔ ﺃﺻﻨﺎﻑ)‪:(1‬‬

‫‪ -1‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ )ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻭ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ( )‪ :(2‬ﻳ‪‬ﻌﺘﱪ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻟﻮﻋﺎﺀ‬
‫ﺠﺰ ﻣﻦ ﺧﻼﻟﻪ ﺍﻟﻔﻌﺎﱠﻟﻴﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ ﻷﻱ ﻣﺆﺳﺴﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺬﻱ ﻳ‪‬ﻌ ‪‬ﺪ‬ ‫ﺍﳊﻘﻴﻖ ﺍﻟﺬﻱ ‪‬ﺗﻨ ‪‬‬
‫ﺟﺰﺀﹰﺍ ﺟﻮﻫﺮﻳﹰﺎ ﻣﻦ ﺗﻠﻚ ﺍﻷﻧﺸﻄﺔ‪ .‬ﻓﺎﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺟﻮﻫﺮﻫﺎ ﻫﻲ ﺃﻓﻜﺎ ‪‬ﺭ ‪‬ﻳﻘﺼﺪ ﻣﻦ ﺇﻋﻼﻬﻧﺎ ﺃﻭ ﻧﻘﻠـﻬﺎ‬
‫ﲢﻔﻴﺰ ﺍﻵﺧﺮﻳﻦ ﻟﻠﻘﻴﺎﻡ ﺑﻌﻤ ٍﻞ ﻣﻌﲔ ﰲ ﺻﻨﻊ ﻗﺮﺍ ٍﺭ ﺃﻭ ﺗﺒ‪‬ﻨﻲ ﻣﻮﻗﻒ‪ ،‬ﺃﻭ ﺗﻨﻔﻴﺬ ﺍﻷﻭﺍﻣﺮ‪... ،‬ﺇﱁ‪ .‬ﻟﺬﺍ ﻓﺈﻥ‬
‫ﺍﳉﻤﺎﻋﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺍﻟﺮﺣﻢ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻷﻥ ﻋﻤﻠﻴﺔ ﺇﻧﺘﺎﺝ ﺍﻷﻓﻜﺎﺭ ﻭﺇﻋﻼﻬﻧﺎ ﻭﺍﺳﺘﻴﻌﺎ‪‬ﺎ‬
‫ﺕ ﺑﺸﺮﻳﺔ ﲝﺘﺔ ﻻ ﺗﺘﺤﻘﱠﻖ ﺇﻻ ﰲ ﺑﻴﺌ ٍﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ)‪ .(3‬ﻭﺗﺰﺩﺍﺩ ﺃﳘﻴﺔ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ )ﺍﳌﻮﺍﺭﺩ‬ ‫ﻫﻲ ﻓﻌﺎﱠﻟﻴﺎ ‪‬‬
‫ﺍﻟﺒﺸﺮﻳﺔ( ﰲ ﻇﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ‪ -‬ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ ‪ -‬ﻭﻧ‪‬ﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ -‬ﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ‪ -‬ﻣﻦ ﺣﻴﺚ ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﲔ ﻋﻠﻤﻴـﹰﺎ ﻭﻋﻤﻠﻴـﹰﺎ‪،‬‬

‫‪(1) Encyclopédie de la gestion, op.cit. P1180.‬‬

‫‪.Human Resources‬‬ ‫)‪(2‬‬

‫ﳏﻤﺪ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.206‬‬ ‫)‪(3‬‬

‫‪91‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻣﺪﻯ ﹸﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﺎﻋﻠﻴﺔ؛ ﻭﻟﺬﻟﻚ ‪‬ﻳﺮ ﱢﻛﺰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ‬
‫ﺃﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﺸ ﱢﻜﻠﻮﻥ ﺃﺣﺪ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺿﻤﻦ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪.(1‬‬
‫‪ -2‬ﺍﻟﺘﻨﻈﻴﻢ)‪ :(2‬ﻳﺸﲑ ﺍﻟﺘﻨﻈﻴﻢ ﺇﱃ ﻫﻴﻜﻞ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﺇﻧﺸﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺘﻨﻔﻴـﺬ ﺍ ﹸ‬
‫ﳋﻄـﻂ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺑﺄﺣﺴﻦ ﻃﺮﻳﻘ ٍﺔ ﹸﻛﻔﺌﺔ)‪ .(3‬ﺇﻥ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺃﻱ ﺗﻨﻈﻴ ٍﻢ ﻫـﻲ‪ :‬ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻭﺍﳍﻴﻜـﻞ‪،‬‬
‫ﺕ ﳐﺘﻠﻔﺔ ﻣـﻦ‬ ‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺎﺕ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺮﲰﻲ‪ .‬ﻭﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﻣﺴﺘﻮﻳﺎ ٍ‬
‫ﺍﻷﺧﺼﺎﺋﻴﲔ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺳﻮﻑ ﺗﻔﺼﺢ ﻋﻦ ﺗﻘﺴﻴ ٍﻢ ﻭﺍﺿﺢ ﻟﻠﻌﻤﻞ‪ .‬ﻓﻌﺎﺩ ﹰﺓ ﻳﺘ ‪‬ﻢ ﺗﻌـﻴﲔ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﱪﺍﺀ ﻭﺗﺪﺭﻳﺒﻬﻢ ﻟﺸﻐﻞ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﳌﺒﻴﻌﺎﺕ‪ ،‬ﺍﻹﻧﺘﺎﺝ‪ ،‬ﺍﶈﺎﺳﺒﺔ‪ ،‬ﺍﻟﺘﻤﻮﻳـﻞ‬
‫ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪.(4‬‬
‫‪ -3‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ :‬ﻭﻫﻲ ﺗﺘﻤ‪‬ﻴﺰ ﺑﺘﻌ ‪‬ﺪﺩﻫﺎ ﻭﺗﻨ ‪‬ﻮﻋﻬﺎ‪ ،‬ﲤ ‪‬‬
‫ﺲ ﻋﻤﻠﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﺍﻻﺗـﺼﺎﻝ‪،‬‬
‫ﺺ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭ‬ ‫ﲣﺰﻳﻦ ﻭﺍﺳﺘﻐﻼﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ .‬ﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﺕ ﺃﺳﺎﺳﻴﺔ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺪﻳﺜﺔ)‪ .(5‬ﺇﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬ ‫ﺍﻻﺗﺼﺎﻝ ﻓﻤﺎ ﻫﻲ ﺇﻻ ﺃﺩﻭﺍ ‪‬‬
‫‪‬ﺗﻌﺘﱪ ﺃﺣﺪ ﺍﻷﺩﻭﺍﺕ ﺍﳍﺎﻣﺔ ﺍﳌﺘﺎﺣﺔ ﻟﻠﻤﺪﺭﺍﺀ ﻟﻠﺘﻜ‪‬ﻴﻒ ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﺘﻐ‪‬ﻴﺮ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻫﻲ ﺍﳌﺴﺌﻮﻟﺔ ﻋﻦ ﺗﻼ ‪‬ﺣﻢ ﻭﲤﺎ ‪‬ﺳﻚ ﺍﻟﺘﻨﻈﻴﻢ ﻛﻮﺣﺪ ٍﺓ ﻭﺍﺣﺪﺓ)‪.(6‬‬
‫ﲣﺘﺎﺭ ﺣﺴﺐ ﺩﺭﺍﺳ ٍﺔ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺍ ﹸﳌﺴﺘﺨﺪِﻣﲔ ﻭﺧﺼﺎﺋﺺ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺄﰐ ﺑﻌﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻟﻜﻦ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﳛ ‪‬ﺪﺙ ﺍﻟﻌﻜـﺲ؛ ﻓﺈﺩﺧـﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﲢﺪﺙ ﺩﺭﺍﺳﺔ ﻟﻠﻮﺿﻌﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺴﲑ ﳓﻮ ﺇﺯﺍﻟﺔ ﺍﳊـﺪﻭﺩ ﻭﺗﻮﺳ‪‬ـﻌﻬﺎ ﺇﱃ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺇﻥ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﺗ ِ‬
‫ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻣﻊ ﺍﻧﺘﺸﺎﺭ ﺍﻟﺘﺒﺎﺩﻝ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻋﻦ ﻃﺮﻳـﻖ ﺍﻟﻮﻳـﺐ )‪،(WEB EDI‬‬
‫ﺍﻹﻧﺘﺮﻧﻴﺖ‪... ،‬ﺇﱁ‪.‬‬

‫‪(1) Turban, E. and others, Information Technology for Management Transforming Business in the Digital‬‬
‫‪Economy, 3rd ed, John Wiley and Sons, Inc, 2002, p22.‬‬

‫)‪. Organisation (2‬‬

‫)‪ (3‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.231‬‬
‫)‪ (4‬ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.18‬‬
‫‪(5) Aubert Benoît, Les technologies de l'information et l'organisation, Gaétan Morin éditions, France, 1997,‬‬
‫‪p5.‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.20‬‬ ‫)‪(6‬‬

‫‪92‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﻌﻼﻗﺎﺕ‪ :‬ﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎ ٍﻥ ﺇﻋﻄﺎﺀ ﺍﻷﳘﻴﺔ ﻟﺘﺤﺴﲔ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﻋﻨﺎﺻﺮ ﺍﻟﻨﻈﺎﻡ؛ ﺣﻴﺚ‬
‫ﺃﻥ ﻛﻞ ﺧﻠ ٍﻞ ﰲ ﺃﻱ ﻋﻨﺼ ٍﺮ ﻗﺪ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺧﻠ ٍﻞ ﰲ ﺍﻟﻨﻈﺎﻡ ﻛﻜﻞ؛ ﻭﺑﺎﻟﺘـﺎﱄ ﻳـﻨﺨﻔﺾ ﺃﺩﺍﺅﻩ‪ ،‬ﻓﻤﺒـﺪﺃ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻌﺮﺿﻴﺔ ﻟﻪ ﺃﳘﻴ ﹲﺔ ﰲ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻌﺮﺿﻴﺔ‪ :‬ﺇﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺸﻤﻞ ﻛﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗـﺄﰐ ﻣـﻦ ﳐﺘﻠـﻒ ﺍﳌـﺼﺎﱀ‬
‫ﺕ ‪‬ﺗﺴﺘﻌﻤﻞ ﻣﻦ ﻃﺮﻑ ﳐﺘﻠﻒ ﺍﳌﺴﺆﻭﻟﲔ ﰲ ﺍﳌﺆﺳـﺴﺔ؛ ﻓﻬـﻮ ﻳﺘﻄﻠﱠـﺐ‬ ‫ﻭﺍﻟﻮﺭﺷﺎﺕ‪ ،‬ﻭﻳﻌﺮﺽ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻛﻔﺎﺀﺍﺕ ﳐﺘﻠﻒ ﺍﻻﺧﺘﺼﺎﺻﺎﺕ‪ ،‬ﻛﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﲔ‪ ،‬ﺍﶈﺎﺳﺒﲔ‪... ،‬ﺇﱁ‪.‬‬
‫ﻼ ﻳ‪‬ﻌﺘﱪ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍ ﹸﳌﺘﻤﱢﺜﻞ ﰲ ﺇﻧﺸﺎﺀ ﻗﺎﺋﻤ ٍﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤ‪‬ﻨﺘ‪‬ﺠـﺎﺕ‪ ،‬ﺍﺧﺘﻴـﺎﺭ‬
‫ﻓﻤﺜ ﹰ‬
‫ﺕ ﺗﺄﺛﲑﻳﺔ)‪ ،(1‬ﺃﻱ ﺇﻋﻼﻡ ﺍﻟﺰﺑﻮﻥ ﻭﺍﻟﺘﺄﺛﲑ ﻋﻠـﻰ‬ ‫ﻧﻮﻋﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺟﺐ ﺗﻮﻓﲑﻫﺎ‪ ،‬ﻭﻫﻲ ﺑﺎﻟﻄﺒﻊ ﻣﻌﻠﻮﻣﺎ ‪‬‬
‫ﺳﻠﻮﻛﻪ ﺍﻟﺸﺮﺍﺋﻲ‪.‬‬
‫ﻭﺗﻈﻬﺮ ﺍﻷﺑﻌﺎﺩ ﺍﳌﺬﻛﻮﺭﺓ ﺳﺎﺑﻘﹰﺎ ﻛﺎﻟﺘﺎﱄ)‪:(2‬‬
‫‪ -‬ﻓﻴﻤﺎ ﳜﺺ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻓﻬﻢ ﺍ ﹸﳌﺴﺘﺨﺪِﻣﻮﻥ ﺍﶈﺘﻤﻠﻮﻥ )ﺩﺍﺧـﻞ ﻭﺧـﺎﺭﺝ ﺍﳌﺆﺳـﺴﺔ( ﻟﻠﻘﺎﺋﻤـﺔ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﻛﺬﻟﻚ ﻫﻢ ﺍﳌﹸﺼﻤ‪‬ﻤﻮﻥ ﻭﺍﳌﹸﻨﻔﱢﺬﻭﻥ ﻟﻠﻘﺎﺋﻤﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﻨﻈﻴﻢ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻘﻮﺍﺋﻢ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟﻮﺭﻕ‪ ،‬ﺍﻟﺘﻮﺯﻳﻊ ﺍﳉﻐﺮﺍﰲ ﳍﺬﻩ ﺍﻟﻮﺛﺎﺋﻖ‪،‬‬
‫ﺍﻟﺒﻌﺜﺮﺓ ﺟﻐﺮﺍﻓﻴﹰﺎ ﻟﻠﻤ‪‬ﺴﺘﺨﺪِﻣﲔ ﺍﶈﺘﻤﻠﲔ‪ ،‬ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻔﺮﻭﻉ ﺍﳌﺆﺳﺴﺔ ﺍ ﹸﳌﺘﻮﺍ ِﺟﺪﺓ ﻋـﱪ ﺃﳓـﺎﺀ‬
‫ﺍﻟﻌﺎﱂ‪.‬‬
‫‪ -‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ :‬ﺑﺮﳎﻴﺎﺕ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺃﺟﻬﺰﺓ ﺍﳊﻮﺍﺳـﻴﺐ‪ ،‬ﻭﻏﲑﻫـﺎ ﻣـﻦ‬
‫ﻣﻠﺤﻘﺎﺕ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫ﻭﲤ ‪‬ﺮ ﻋﻤﻠﻴﺔ ﺍﻹﻧﺸﺎﺀ ﺑﺎﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺗﻘﺴﻴﻢ ﺍﳌﻮﺟﻮﺩﺍﺕ ﻣﻦ ﺍﻟﻘﻮﺍﺋﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠ ‪‬ﻤﻨ‪‬ﺘﺠﺎﺕ ﺍﳌﻌﻨﻴﺔ؛‬ ‫‪-‬‬
‫ﺇﳒﺎﺯ ﲢﻘﻴ ٍﻖ ﻟﺘﺤﺪﻳﺪ ﺍﳊﺎﺟﻴﺎﺕ ﳌﺨﺘﻠﻒ ﺍ ﹸﳌﺴﺘﺨﺪِﻣﲔ ﺍﶈﺘﻤﻠﲔ )ﺍﶈﺘﻮﻯ‪ ،‬ﺍﻟﺘﻘﺪﱘ‪(...‬؛‬ ‫‪-‬‬
‫ﲡﺪﻳﺪ ﻋﻨﺎﺻﺮ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ )ﺇﳒﺎﺯ ﺗﺼﻤﻴ ٍﻢ ﺃﻭﱄ(؛‬ ‫‪-‬‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﳊﺎﻣﻞ ﺍﻟﺘﻘﲏ)‪) (3‬ﺍﻵﱄ ﻭﺍﻟﱪﳎﻴﺎﺕ(‪.‬‬ ‫‪-‬‬

‫ﻫﺬﺍ‪ ،‬ﻭﻳﺘﻜﻮ‪‬ﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺃﻭ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬

‫‪.Information d'influence‬‬ ‫)‪(1‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ ﻭﺇﺑﺮﺍﻫﻴﻢ ﺳﻠﻄﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.254‬‬ ‫)‪(2‬‬

‫‪.Support technique‬‬ ‫)‪(3‬‬

‫‪93‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺍﻷﺟﻬﺰﺓ ﻭﺍﳌﻌﺪﺍﺕ‪ :‬ﻭﺗﺸﻤﻞ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻭﻭﺳﺎﺋﻞ ﺍﻟﺘﺨﺰﻳﻦ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﻭﺃﺟﻬﺰﺓ ﺍﻻﺗﺼﺎﻻﺕ؛‬

‫‪ -‬ﺍﻟﱪﳎﻴﺎﺕ‪ :‬ﻭﳝﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ ﺇﱃ‪ :‬ﺑﺮﳎﻴﺎﺕ ﻧ‪‬ﻈﻢ ﲣﺘ ‪‬‬
‫ﺺ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻷﺳﺎﺳـﻲ ﻟﻠﺤﻮﺍﺳـﻴﺐ‪،‬‬
‫ﻭﺑﺮﳎﻴﺎﺕ ﺗﻄﺒﻴﻘﺎﺕ؛‬
‫‪ -‬ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‪ :‬ﻳﻘﻮﻡ ﺑﺄﻧﺸﻄﺔ ﲢﻠﻴﻞ ﻭﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻭﺗﻮﺟﻴﻪ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻔﻨﻴـﺔ‬
‫ﻭﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺄﻓﻀﻞ ﺍﺳﺘﻐﻼ ٍﻝ ﳑﻜﻦ ﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﻭﻧ‪‬ﻈﻤﻬﺎ؛‬
‫‪ -‬ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ :‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﺑﺒﻌﻀﻬﺎ‪ ،‬ﻭ‪‬ﺗﻨ ﱠﻈﻢ ﺑﻄﺮﻳﻘ ٍﺔ ‪‬ﺗﻨﺎﺳـﺐ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ)‪ .(2‬ﲢﺘﻮﻱ ﻋﻠﻰ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﻋﻦ ﻛﺎﻓﺔ ﺍﳌﻌﺎﻣﻼﺕ ﺍﳌﹸﺮﺗﺒِﻄﺔ ﺑﻨﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻧﻮﺍﻉ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻉ ﻋﺪﻳﺪﺓ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻓﻘﹰﺎ ﻻﺧﺘﻼﻑ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ‬
‫ﳝﻜﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻧﻪ ﺗﻮﺟﺪ ﺃﻧﻮﺍ ‪‬‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻫﻲ ﻛﺎﻵﰐ)‪:(3‬‬
‫‪ -1‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ‪ :‬ﻭﻳ‪‬ﻄﻠﹶﻖ ﻋﻠﻴﻬﺎ ﻧ‪‬ﻈﻢ ﺍﻟﺘﻌﺎﻣ‪‬ﻼﺕ ﺍﻟﻴﻮﻣﻴـﺔ‪ ،‬ﻭﺗﻘـﻮﻡ ﺑﺘـﺴﺠﻴﻞ ﻭﺗﻨﻈـﻴﻢ‬
‫ﺍﻟﺘﻌﺎﻣ‪‬ﻼﺕ ﺍﻟﻴﻮﻣﻴﺔ ﻟﺘﺰﻭﻳﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻭﺫﻟﻚ ﻟﺘﺸﻐﻴﻞ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﱵ ﺗ‪‬ﺪﺍﺭ ﻳﻮﻣﹰﺎ ﺑﻴﻮﻡ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﰲ‬
‫ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﻜﻮﻥ ﺍﳌﺸﻜﻠﺔ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻭﻣ‪‬ﻌﺮ‪‬ﻓﺔ‪ ،‬ﻭﳝﻜﻦ ﻋﻤﻞ ﺑﺮﻧﺎﻣ ٍﺞ ﳍﺎ‪.‬‬
‫‪ -2‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ :‬ﺗ‪‬ﺰﻭ‪‬ﺩ ﻭﺗ‪‬ﻤ ‪‬ﺪ ﺍﳌﺪﺭﺍﺀ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺣ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﻭﺍﻟـﺘﺤﻜﱡﻢ‬
‫ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪ ،‬ﺗﻜﻮﻥ ﺍﳌﺸﻜﻠﺔ ﻣ‪‬ﻌﺮ‪‬ﻓﺔ ﻭﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻭﻫﻴﻜﻠﻴﺔ‪.‬ﻛﻤﺎ ﺗﻘﻮﻡ ﲟ ‪‬ﺪ ﺻـﺎﻧﻌﻲ‬
‫ﺍﻟﻘﺮﺍﺭ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﻟﺘﻜﺘﻴﻜﻴﺔ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﺸﻐﻴﻞ‪.‬‬
‫‪ -3‬ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ)‪.(4‬‬
‫‪ -4‬ﻧ‪‬ﻈﻢ ﺍﻟﺪﻋﻢ ﺍﻟﺘﻨﻔﻴﺬﻱ‪ :‬ﻫﻲ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻘﻮﻡ ﺑﺘﻘﺪﱘ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺧﺎﺻﺔ ﻟﻠﺘﻨﻔﻴﺬ‪.‬‬
‫‪ -5‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ)‪.(5‬‬
‫‪ -6‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻜﺘﺒﻴﺔ‪ :‬ﻭﺗ‪‬ﺴﺘﺨﺪ‪‬ﻡ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ؛ ﻟﺘﻨﻈﻴﻢ ﻭﲡﻬﻴﺰ ﻭﲣﺰﻳﻦ‬
‫ﻭﺍﺳﺘﺮﺟﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺧﻼﻝ ﻣﻜﺎﺗﺐ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2002 ،‬ﺹ ‪.86‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.149‬‬ ‫)‪(2‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.56‬‬ ‫)‪(3‬‬

‫ﺳﻴﺄﰐ ﺍﻟﻜﻼﻡ ﻋﻦ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﺑﺎﻟﺘﻔﺼﻴﻞ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬ ‫)‪(4‬‬

‫ﺳﻨ‪‬ﻌﺎﰿ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺑﺘﻔﺼﻴ ٍﻞ ﺃﻭﰱ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬ ‫)‪(5‬‬
‫‪94‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -7‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ :‬ﻭﻫﻲ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﺗﺴﺘﺨﺪﻡ ﻛﺄﺩﺍﺓ‬
‫ﻟﺘﻄﺒﻴﻖ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺗﺸﻐﻴﻞ ﻭﺍﺗﺼﺎﻝ ﺍﻟﻌﻤﻼﺀ ﻭﺍﳌﺴﺘﻬﻠﻜﲔ ﻭﺍﳌﻮﺭﺩﻳﻦ‬
‫ﻭﺍﳌﻨﺎﻓﺴﲔ‪ ،‬ﻭﳍﺬﺍ ﳒﺪ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﻭﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﻳﻌﺘﱪ ﺟﻮﻫﺮ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ)‪.(1‬ﻭﳝﻜﻦ ﺃﻥ ﻧﻈﻴﻒ ﺇﻟﻴﻬﺎ ﺍﻷﻧﻮﺍﻉ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪-8‬ﻧﻈﻢ ﲣﻄﻴﻂ ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ )‪ :(ERP‬ﻧﻈﻢ ﺗﺴﺘﻌﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﻧﻄﺎﻕ ﻧﻈﺎﻣﻬﺎ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬
‫ﺗﺮﻣﻲ ﺇﱃ ﺗﻨﺴﻴﻖ ﲨﻴﻊ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﻼﺯﻣﺔ ﻹﲤﺎﻡ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻣﺜﻞ ﺍﻟﻔﻮﺍﺗﲑ ﺃﻭ‬
‫ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﲣﻄﻴﻂ ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺎﺕ‪ .‬ﻭﻳﺘﻤﻴﺰ ﺍﳊﻞ ﻣﻦ ﺧﻼﻝ ﺩﻋﻢ ﳎﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ ﻭﻇـﺎﺋﻒ‬
‫ﺍﻷﻋﻤﺎﻝ ﻣﺜﻞ ﺍﻟﺘﺼﻨﻴﻊ ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺳﻠﺴﻠﺔ ﺍﻟﺘﻮﺭﻳﺪ ‪ ،‬ﻭﺍﳌﺎﻟﻴﺔ ‪ ،‬ﻭﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﻣﻊ ﺍﻟﻌﻤﻼﺀ ﻣﻦ ﲣﺰﻳﻦ ﺑﻴﺎﻧﺎﺕ ﻣﺸﺘﺮﻛﺔ‪.‬ﻭﺗﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻣﺸﺘﺮﻛﺔ ﻭﺗﺼﻤﻴﻢ ﺑﺮﳎﻴـﺎﺕ‬
‫ﳕﻮﺫﺟﻴﺔ)‪.(2‬‬
‫‪ -9‬ﻧﻈﻢ ﺇﺩﺍﺭﺓ ﻋﻼﻗﺎﺕ ﺍﻟﻌﻤﻼﺀ)‪ :(3) (CRM‬ﻧﻈﻢ ﺗﺴﺘﻌﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﳌﺘﺎﺑﻌﺔ ﻭﺗﻨﻈﻴﻢ ﺍﺗـﺼﺎﻻ‪‬ﺎ ﻣـﻊ‬
‫ﻋﻤﻼﺋﻬﺎ ﺍﳊﺎﻟﻴﲔ ﻭﺍﶈﺘﻤﻠﲔ‪ .‬ﻭﺗﺴﺘﺨﺪﻡ ﺑﺮﳎﻴﺎﺕ ﺇﺩﺍﺭﺓ ﻋﻼﻗﺎﺕ ﺍﻟﻌﻤﻼﺀ ﻟﺪﻋﻢ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺗـﻮﻓﲑ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﺰﺑﺎﺋﻦ ﻭﺍﻟﻌﻤﻼﺀ ﻭﳝﻜﻦ ﺇﺩﺧﺎﻝ ﻣﻌﺎﻣﻼﺕ ﻭﲣﺰﻳﻨﻬﺎ ﻭﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌـﺎﻣﻠﲔ ﰲ‬
‫ﳐﺘﻠﻒ ﺇﺩﺍﺭﺍﺕ ﺍﳌﺆﺳﺴﺔ ﻭ‪‬ﺪﻑ ﻋﺎﺩﺓ ﻫﺪﻩ ﺍﻟﻨﻈﻢ ﺇﱃ ﲢﺴﲔ ﺍﳋﺪﻣﺎﺕ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻌﻤﻼﺀ )‪.(4‬‬
‫ﻛﻤﺎ ﺗﻨﻘﺴﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ)‪:(5‬‬
‫‪ -‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻴﺪﻭﻳﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗ‪‬ﺠﺮﻯ ﲨﻴﻊ ﻋﻤﻠﻴﺎ‪‬ﺎ ﻣﻦ ﺇﺩﺧﺎ ٍﻝ ﻭﺇﺧﺮﺍﺝ ﺑﺸﻜ ٍﻞ ﻳﺪﻭﻱ‪،‬‬
‫ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻱ ﺃﺩﺍ ٍﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ‪ .‬ﻭﺗ‪‬ﺴﺘﺨﺪِﻡ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺗﺸﻐﻴﻞ ﺑﻴﺎﻧﺎ‪‬ﺎ‪ ،‬ﻣﺜﻞ‬
‫ﺍﻟﻮﺭﻕ ﻭﺍﻷﻗﻼﻡ‪ ،‬ﻭﺑﻌﺾ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻌﺎﺩﻳﺔ‪ ،‬ﻣﺜﻞ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ‪.‬‬
‫‪ -‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻷﺟﻬﺰﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻷﺧـﺮﻯ ﰲ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻹﺩﺧﺎﻝ ﻭﺍﻹﺧﺮﺍﺝ ﻭﻣﻌﺎﳉﺔ ﺑﻴﺎﻧﺎ‪‬ﺎ‪ ،‬ﻭﻳﺘﻤﻴ‪‬ﺰ ﺍﳊﺎﺳﻮﺏ ﺑﻘﺪﺭ ٍﺓ ﻫﺎﺋﻠﺔ ﻋﻠﻰ ﻣﻌﺎﳉﺔ ﻛﻤﻴـ ٍﺔ‬
‫ﺿﺨﻤﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺴﺮﻋ ٍﺔ ﻭﺩﻗﺔ ﻋﺎﻟﻴﺘﲔ‪.‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.204‬‬ ‫)‪(1‬‬

‫‪.2007/04/11‬‬ ‫)‪،http://en.wikipedia.org/wiki/Enterprise_resource_planning (2‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬

‫)‪.Customer relationship management (3‬‬
‫)‪،http://en.wikipedia.org/wiki/Customer_relationship_management (4‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪.2007/04/11‬‬
‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.34‬‬ ‫)‪(5‬‬
‫‪95‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻜﺎﻣﻠﺔ‪ :‬ﻭﻫﻮ ﺗﻄﺒﻴ ‪‬ﻖ ‪‬ﻤﻮﻋ ٍﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺑﻨﻔﺲ ﺍﻟﻮﻗﺖ ﺩﺍﺧﻞ ﻣﺆﺳﺴ ٍﺔ ﻭﺍﺣﺪﺓ‬
‫ﺕ ﰲ ﻛﻞ ﻧﻈﺎﻡ؛ ﻭﺫﻟـﻚ ‪‬ـﺪﻑ‬
‫ﺃﻭ ﻋﺪﺓ ﻣﺆﺳﺴﺎﺕ؛ ﻟﺘﺠﻨ‪‬ﺐ ﺗﻜﺮﺍﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﺪﺓ ﻣﺮﺍ ٍ‬
‫ﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻭﺧﻔﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﺰﺍﻳﺎ ﺍﻷﲤﺘﺔ ﺃﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫‪‬ﺗﺴ ‪‬ﻤﻰ ﻋﻤﻠﻴﺔ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﺑﺎﻷﲤﺘﺔ ﺃﻭ ﺍﳌﻌﺎﳉﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﱵ ‪‬ﺗﻌـﺎﹶﻟﺞ‬
‫ﻓﻴﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓ‪‬ﺘﺮ‪‬ﺗﺒﻬﺎ ﺃﻭ ‪‬ﺗﺒ ‪‬ﻮ‪‬ﺎ ﺃﻭ ‪‬ﺗﻌﺎﳉﻬﺎ ﺣﺴﺎﺑﻴﹰﺎ‪ ،‬ﺃﻭ ﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﳌﻌﺎﳉﺎﺕ؛ ﳑﺎ ‪‬ﻳﺸ ﱢﻜﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﻭﺍﻟﱵ ﺇﻣﺎ ﺃﻥ ‪‬ﺗﺨ ‪‬ﺰﻥ ﻓ‪‬ﻴﺸ ﱢﻜﻞ ﺗﺮﺍ ﹸﻛﻤﻬﺎ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﻭ ﺇﻣﺎ ﺃﻥ ‪‬ﻳﻌﺎﺩ ﻣﻌﺎﳉﺘﻬﺎ ﻛﺘﻐﺬﻳ ٍﺔ ﻋﻜﺴﻴﺔ)‪.(1‬‬
‫ﻭﳝﻜﻦ ﲡﺴﻴﺪ ﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﻳ‪‬ﺘﻴﺤﻬﺎ ﺍﳊﺎﺳﻮﺏ ﻣﻦ ﺧﻼﻝ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﳝﺘﺎﺯ ‪‬ﺎ ﻭﺍﻟـﱵ‬
‫ﳝﻜﻦ ﺇﲨﺎﳍﺎ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺍﻟﺴﺮﻋﺔ‪ :‬ﳝﻜﻦ ﻟﻠﺤﺎﺳﻮﺏ ﺗﻨﻔﻴﺬ ﺍﳌﻼﻳﻦ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻮﺍﺣﺪﺓ؛ ﺇﺫ ‪‬ﺗﻘﺎﺱ ﺳﺮﻋﺔ‬
‫ﺇﳒﺎﺯ ﺍﳊﺎﺳﻮﺏ ﻟﻠﻌﻤﻠﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻋﺎﺩ ﹰﺓ ﺑـ "ﺍﳌﺎﻳﻜﺮﻭﺛﺎﻧﻴﺔ" ﺃﻱ ‪ /1‬ﻣﻠﻴﻮﻥ ﻣﻦ ﺍﻟﺜﺎﻧﻴـﺔ‪ ،‬ﻭﺃﺣﻴﺎﻧـﹰﺎ‬
‫ﺑﺄﺟﺰﺍﺀ ﺍﳌﺎﻳﻜﺮﻭﺛﺎﻧﻴﺔ‪ /1 ،‬ﺑﻠﻴﻮﻥ ﻣﻦ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫‪ -2‬ﺍﻟﺪﻗﺔ‪ :‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺍﻟﺴﺮﻋﺔ ﺍﳍﺎﺋﻠﺔ ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻳﻨﺠﺰ ﺍﳊﺎﺳﻮﺏ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺪﻗ ٍﺔ ‪‬ﻣﺘﻨﺎﻫﻴﺔ‪،‬‬
‫ﻓﻴﻤﺎ ﺇﺫﺍ ﺍ‪‬ﺗﺨﺬﺕ ﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﻀﺮﻭﺭﻳﺔ ﳌﻨﻊ ﺍﻟ ‪‬ﻌﻄﻞ ﺍﻟﺬﻱ ﻗﺪ ‪‬ﻳﺼﻴﺐ ﺍﳊﺎﺳـﻮﺏ‪ ،‬ﻭﺇﺫﺍ ﺻـﺎﺩﻑ ﻭﺃﻥ‬
‫ﺣﺪﺙ ﺧﻄﹲﺄ ﻣﺎ‪ ،‬ﻓﺈﻥ ﻫﺬﺍ ﺍﳋﻄﺄ ﻳﻌﻮﺩ ﻋﻠﻰ ﺍﻷﻏﻠﺐ ﺇﱃ ﺍﻹﻧﺴﺎﻥ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﺍﳊﺎﺳﻮﺏ؛‬
‫ﺕ‬ ‫‪ -3‬ﺧﺰﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺜﻬﺎ ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ :‬ﻳﺘﻤ‪‬ﺘﻊ ﺍﳊﺎﺳﻮﺏ ﺑﺈﻣﻜﺎﻧﻴﺎ ٍ‬
‫ﺕ ﻛﺒﲑﺓ ﻋﻠﻰ ﺧﺰﻥ ﻛ ‪‬ﻤﻴـﺎ ٍ‬
‫ﺕ ﻃﻮﻳﻠﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﲢﺪﻳﺚ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ ،‬ﺃﻭ‬ ‫ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻟﻔﺘﺮﺍ ٍ‬
‫ﺃﺟﺰﺍ ٍﺀ ﻣﻨﻬﺎ‪ ،‬ﺑﻜﻞ ﺳﻬﻮﻟﺔ ﺣﲔ ﻇﻬﻮﺭ ﺍﳊﺎﺟﺔ ﻻﺣﻘﹰﺎ ﳍﺎ ﻣﻦ ﻗﺒﻞ ﺍ ﹸﳌﺴﺘﻔﻴﺪﻳﻦ؛‬
‫‪ -4‬ﺍﻟﺘﻜﺮﺍﺭ‪ :‬ﻳﺘﻮﱠﻟﻰ ﺍﳊﺎﺳﻮﺏ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﳌﻌﺎﳉﺔ ﻭﺗﻜﺮﺍﺭﺍﻫﺎ ﳌﺮﺍ ٍ‬
‫ﺕ ﻋﺪﻳـﺪﺓ‪ ،‬ﺩﻭﻥ ﺃﻥ ﻳ‪‬ـﺼﺎﺏ‬
‫ﺑﺎﻟﺘﻌﺐ ﻭﺍﳌﻠﻞ ﻭﹸﻓﻘﺪﺍﻥ ﺍﻟﺘﺮﻛﻴﺰ‪.‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺑﺪﺍﺋﻞ ﺍﻋﺘﻤﺎﺩ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬

‫‪ ،http: //vb.arabsgate.com/showthread.php‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2007‬‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.161‬‬ ‫)‪(2‬‬

‫‪96‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(8‬‬

‫ﺑﺪﺍﺋﻞ ﺍﻋﺘﻤﺎﺩ ﺍﳊﺎﺳﻮﺏ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻌﻴﻮﺏ‬ ‫ﺍﳌﺰﺍﻳﺎ‬ ‫ﺍﻟﺒﺪﺍﺋﻞ‬
‫ﺿﻌﻒ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ؛‬ ‫ﺼﻞ ﻋﻠﻴﻪ ﺍﳌﺆﺳـﺴﺔ ‪ -‬‬ ‫‪ -‬ﻭﺟﻮﺩ ﺑﺮﻧﺎﻣ ٍﺞ ﺟﺎﻫﺰ ﲢ ‪‬‬ ‫ﺍﻟﺘﺄﺟﲑ‬
‫‪ -‬ﺣﺎﺟﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳉﺎﻫﺰ ﺇﱃ ﺗﺼﻤﻴﻢ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻼﺋﻢ‬ ‫ﺍ ﹸﳌﺴﺘﺄﺟﺮﺓ؛‬
‫ﻟﺘﺸﻐﻴﻠﻪ؛‬ ‫‪ -‬ﺍﳔﻔﺎﺽ ﺍﺣﺘﻤﺎﻻﺕ ﺍﻟﺘﻘﺎ ‪‬ﺩﻡ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻔﻨﻴﺔ؛‬
‫ﺿﻌﻒ ‪‬ﻣﺴﺘﻠ ‪‬ﺰﻣﺎﺕ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺴ ‪‬ﺮﻳﺔ‪.‬‬‫‪ -‬ﺍﻟﺘﺨﻠﱡﺺ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺈﺩﺍﺭﺓ ‪ -‬‬
‫ﻫﺬﻩ ﺍﳊﻮﺍﺳﻴﺐ ﻭ ‪‬ﻣﻠﺤﻘﺎ‪‬ﺎ؛‬
‫‪ -‬ﻋﺪﻡ ﲢ ‪‬ﻤﻞ ﻣﺼﺎﺭﻳﻒ ﺍﻟﺼﻴﺎﻧﺔ‪ ،‬ﻭﺧﺎﺻـ ﹰﺔ ﰲ‬
‫ﺣﺎﻝ ﺍﺣﺘﺴﺎ‪‬ﺎ ﺿﻤﻦ ﻗﻴﻤﺔ ﺍﻹﳚﺎﺭ؛‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺇﻟﻐﺎﺀ ﻋﻘﺪ ﺍﻹﳚﺎﺭ‪.‬‬
‫ﻕ ﺭﺃﲰـﺎﱄ ﻟـﺸﺮﺍﺀ ‪ -‬ﲢ ‪‬ﻤﻞ ﺃﻋﺒﺎﺀ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ؛‬ ‫‪ -‬ﻋﺪﻡ ﺍﳊﺎﺟﺔ ﺇﱃ ﺇﻧﻔـﺎ ٍ‬ ‫ﺍﻻﺳﺘﻌﺎﺭﺓ‬
‫‪ -‬ﲢ ‪‬ﻤﻞ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺼﻴﺎﻧﺔ ﺧﻼﻝ ﻣﺪﺓ ﺍﻹﻋﺎﺭﺓ؛‬ ‫ﺍﳊﺎﺳﻮﺏ؛‬
‫‪ -‬ﺍﳔﻔﺎﺽ ﺍﻟﺘﻜﻠﻔﺔ ﺑﺎ ﹸﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻹﳚﺎﺭ ﺍﻟﻄﻮﻳﻞ؛ ‪ -‬ﺗﺰﺍ‪‬ﻳﺪ ﻣﺒﻠﻎ ﺍﻹﻋﺎﺭﺓ ﲟﺮﻭﺭ ﺍﳌﺪﺓ‪.‬‬
‫‪ -‬ﲢﻘﻴﻖ ﺳﻴﻄﺮ ٍﺓ ﺃﻓﻀﻞ ﻋﻠﻰ ﺗﺸﻐﻴﻞ ﺍﳊﺎﺳﻮﺏ؛‬
‫‪ -‬ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺴ ‪‬ﺮﻳﺔ‪.‬‬
‫ﻕ ﺭﺃﲰﺎﱄ ﻋﻨﺪ ﺍﻟﺸﺮﺍﺀ؛‬ ‫‪ -‬ﺍﳊﺎﺟﺔ ﺇﱃ ﺇﻧﻔﺎ ٍ‬ ‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﺍﻟﻜﺎﻣﻠﺔ ﻋﻠﻰ ﺍﻟﺘﺸﻐﻴﻞ؛‬ ‫ﺍﻟﺸﺮﺍﺀ‬
‫‪ -‬ﲢ ‪‬ﻤﻞ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻭﺍﻷﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﻳﺔ؛‬ ‫‪ -‬ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺴ ‪‬ﺮﻳﺔ؛‬
‫‪ -‬ﻋﺪﻡ ﲢ ‪‬ﻤﻞ ﺗﻜﺎﻟﻴﻒ ﺍﻷﺟﻮﺭ ﺍﻹﺿﺎﻓﻴﺔ ﰲ ﺣﺎﻟﺔ ‪ -‬ﺍﺣﺘﻤﺎﻻﺕ ﺍﻟﺘﻘﺎ ‪‬ﺩﻡ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻔﻨﻴﺔ‪.‬‬
‫ﺕ ﺇﺿﺎﻓﻴﺔ ﻛﻤـﺎ ﰲ‬ ‫ﺗﺸﻐﻴﻞ ﺍﳊﺎﺳﻮﺏ ﺳﺎﻋﺎ ٍ‬
‫ﺍﻟﺘﺄﺟﲑ؛‬
‫‪ -‬ﺍﻣﺘﻼﻙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌـﺎﻣﻠﲔ ﺍﳋـﺎﺹ‬
‫ﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.160‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺤ ‪‬ﻮﻝ ﺍﻟﺮﻗﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬

‫ﺇﻥ ﻣﻦ ﺃﻫﻢ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﱵ ﹸﻓﺮﺿﺖ ﻋﻠﻰ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ ﰲ ﻇ ﱢﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻫﻮ ﲢ ‪‬ﻮﻝ ﺟ ﹼﻞ ‪ -‬ﺇﻥ ﱂ ﻧﻘﻞ ﻛﻞ ﺍﻷﻋﻤﺎﻝ ‪ -‬ﺇﱃ ﺃﻋﻤﺎ ٍﻝ ﻣﺆﲤﺘﺔ؛ ﻭﻫﺬﺍ ﻣـﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺑ‪‬ـﺮﻭﺯ‬
‫ﻣﺼﻄﻠﺢ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺮﻗﻤﻴﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ)‪.(1‬‬

‫‪.Digital Organization‬‬ ‫)‪(1‬‬

‫‪97‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎﻡ‪.‬‬

‫ﺽ ﻣﺎ‪،‬‬‫ﺭﺃﻳﻨﺎ ﺳﺎﺑﻘﹰﺎ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍ ﹸﳌﺘﺪﺍ ِﺧﻠﺔ ﺗﻌﻤﻞ ﻣﻌﹰﺎ ﻹﲤﺎﻡ ﻏﺮ ٍ‬
‫ﻭﺑﻌﺪ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻨ‪‬ﻈﻢ‪ ،‬ﺃﺻﺒﺢ ‪‬ﻳﻨﻈﺮ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎ ٍﻡ ‪‬ﻣﻤ‪‬ﻴﺰ ‪‬ﻳﻀﺎﻑ ﺇﱃ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﻔﺘﻮﺣﺔ)‪.(1‬‬
‫ﻟﻘﺪ ‪‬ﻋ ‪‬ﺮﻓﺖ ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎﻡ‪ :‬ﺑﺄﻬﻧﺎ » ﻧﻈﺎ ‪‬ﻡ ﻣﻔﺘﻮﺡ ﺗﺘﺸ ﱠﻜﻞ ﻋﻨﺎﺻ ‪‬ﺮﻩ ﻣـﻦ ﳎﻤﻮﻋـﺔ ﻣ‪‬ـﺪﺧ‪‬ﻼﺕ‬
‫ﻑ ﻣﻌﻴﻨـﺔ‬ ‫)ﻣﻮﺍﺭﺩ(‪ ،‬ﻭﺁﻟﻴﺔ ﻋﻤﻞ ﰲ ﻧﻈﺎﻡ ﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﻹﺩﺍﺭﺓ )ﺍﻟﻌﻤﻠﻴﺎﺕ(‪ ،‬ﻣـﻦ ﺃﺟـﻞ ﲢﻘﻴـﻖ ﺃﻫـﺪﺍ ٍ‬
‫ﺕ ﻣﻦ ﺍﻟﻌﻨﺎﺻـﺮ ﻫـﻲ‪:‬‬ ‫)ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ(‪ .‬ﻭﻫﺬﺍ ﻳ‪‬ﺘﻔﻖ ﻣﻊ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻌﺎﻡ ﻟﻠﻨ‪‬ﻈﻢ ﺍ ﹸﳌﻜ ‪‬ﻮﻥ ﻣﻦ ﺛﻼﺙ ﳎﻤﻮﻋﺎ ٍ‬
‫ﺍ ﹸﳌﺪ ‪‬ﺧﻼﺕ‪ ،‬ﺍﳌﻌﺎﳉﺔ‪ ،‬ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ .‬ﻭﰲ ﺍﳌﺆﺳﺴﺔ ﳒﺪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧ‪‬ﻈ ٍﻢ ﺟﺰﺋﻴﺔ ﺗ‪‬ﻤﺜﱢﻞ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﺕ‬
‫ﻟﻨﻈﺎﻡ ﺃﻛﱪ‪ ،‬ﻭﺍﻟﻔﻬﻢ ﺍﻟﺪﻗﻴﻖ ﻷﻱ ﻧﻈﺎ ٍﻡ ﻳﺘﻄﻠﱠﺐ ﻓﻬﻢ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻛﱪ ﺍﻟﺬﻱ ﳜﺪﻣﻪ «)‪.(2‬‬
‫ﳝﻜﻦ ﺗﻮﺿﻴﺢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(16‬‬
‫ﺍﳌﺆﺳﺴﺔ ﻛﻨﻈﺎﻡ‬

‫ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‬
‫ﻣﺪﺧﻼﺕ‬ ‫رﻗﺎﺑﺔ‬ ‫ﳐﺮﺟﺎﺕ‬

‫ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ‬ ‫ﲢﻮﻳﻞ – ﺗﺸﻐﻴﻞ‬ ‫ﺳﻠﻌﺔ ﺃﻭ ﺧﺪﻣﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.10‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺩﻭﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﰲ ﺍﻟﻮﺍﻗﻊ ﺟﺰ ٌﺀ ﺃﺳﺎﺳﻲ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ ﻓـﺈﻥ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ‪‬ﺗﻌﺘﱪ ﺍﻷﺳﺎﺱ ﺃﻭ ﺍﻟﻌﻨﺼﺮ ﺍﻷﺳﺎﺳﻲ ﰲ ‪‬ﻭﺟﻮﺩﻫـﺎ ﻭﳑﺎﺭﺳـﺔ ﺃﻋﻤﺎﳍـﺎ‪.‬‬
‫ﻓﺎﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻷﻱ ﻣﺆﺳﺴ ٍﺔ ﻫﻲ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﻭﺳﻴﺎﺳﺎﺕ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻤﻞ‪،‬‬
‫ﻭﺍﳌﻌﺪﺍﺕ‪ ،‬ﻭﺍﻷﺟﻬﺰﺓ‪ ،‬ﻭﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ)‪.(3‬‬

‫‪.Open Systems‬‬ ‫)‪(1‬‬

‫ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2005 ،‬ﺹ ‪.10‬‬ ‫)‪(2‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﺎﻥ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.159‬‬ ‫)‪(3‬‬
‫‪98‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺗﻠﻌﺐ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻵﻥ ﺩﻭﺭﹰﺍ ﺣﻴﻮﻳﹰﺎ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﹰﺎ ﰲ ﺣﻴﺎﺓ ﺍﳌﺆﺳﺴﺎﺕ؛ ﻓﻬﻲ ﺗ‪‬ﺴﺎﻫِﻢ ﰲ ﲤﻜﲔ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﲢﻘﻴﻖ ﻣﻴﺰ ٍﺓ ﺗﻨﺎﻓﺴﻴﺔ ‪‬ﻣﺆ ﱠﻛﺪﺓ‪ ،‬ﻃﺎﳌﺎ ﳒﺤﺖ ﰲ ﺇﺩﺍﺭﺓ ﻣﻮﺍﺭﺩ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺑﻜﻔـﺎﺀ ٍﺓ‬
‫ﻭﻓﻌﺎﻟﻴﺔ ‪ ...‬ﻛﻤﺎ ‪‬ﺗﻔﻴﺪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺩﻋﻢ ﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺇﺩﺍﺭﺓ ﺳﻠﺴﻠﺔ ﺍﻟﻘﻴﻤﺔ‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﺸﺮﻭﻉ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﺗﻘﻮﻡ ﺳﻠﺴﻠﺔ ﻗﻴﻤﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺪﻋﻢ ﺍﻷﻧﺸﻄﺔ ﺍﻹﺩﺍﺭﻳﺔ‬
‫ﻣﻦ ﲣﻄﻴﻂ‪ ،‬ﺗﻨﺴﻴﻖ‪ ،‬ﺭﻗﺎﺑﺔ‪ ،‬ﻭﻋﻤﻠﻴﺎﺕ ﺍﻟﻨﻤﺬﺟﺔ‪ ،‬ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ .‬ﻭﺑﺎﻟﻨﺘﻴﺠﺔ ‪‬ﺗﺴﺎﻫﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ‬
‫ﲤﻜﲔ ﻣﻮﻗﻊ ﺍﳌﺆﺳﺴﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﰲ ﺍﻟﺴﻮﻕ ﺃﻭ ﺍﻟﺼﻨﺎﻋﺔ؛ ﳑﺎ ﻳﻨﻌﻜﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻋﻠـﻰ ﺍﻹﻳـﺮﺍﺩﺍﺕ‬
‫ﻭﺍﻷﺭﺑﺎﺡ)‪.(1‬‬
‫ﻟﻘﺪ ﻛﺎﻥ ﺃﻭﻝ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﹸﻗ ‪‬ﺪﻣﺖ ﰲ ﺳﻨﺔ ‪ 1950‬ﻧ‪‬ﻈﻤﹰﺎ ﺗﺸﻐﻴﻠﻴﺔ ﻫـﺪﻓﺖ ﺇﱃ ﺇﺩﺧـﺎﻝ‬
‫ﺍﻷﻭﺗﻮﻣﺎﺗﻴﻜﻴﺔ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻜﺘﺎﺑﻴﺔ‪ ،‬ﰒ ﺗﻼ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﰲ ﺳﻨﺔ ‪ 1970‬ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﳌـﺴﺘﻮﻯ‬
‫ﺍﻹﺩﺍﺭﺓ‪ .‬ﻭﰲ ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ ﹸﻗ ‪‬ﺪﻣﺖ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻄﺒﻴﻌﺔ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟﺘﺸﻐﻴﻠﻴﺔ‪ ،‬ﻓﻘﺪ ﻓ ‪‬ﻮﺽ ﺍﳌﺪﻳﺮﻭﻥ ﺍﻟـﺴﻠﻄﺔ‬
‫ﺇﱃ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻔﲏ ﻟﻠﺘﺼ ‪‬ﺪﻱ ﳍﺎ‪ .‬ﻭﻟﻜﻦ ﻧﻈﺮﹰﺍ ﻷﻥ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺎﻟﻴﺔ ﺗ‪‬ﺆﺛﱢﺮ ﰲ ﻛﻴﻔﻴﺔ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﺪﻳﺮ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﺨ ﱢﻄﻂ ﻭﰲ ﺃﺣﻮﺍ ٍﻝ ﻛﺜﲑﺓ ﲢﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ‬
‫ﻀﻬﺎ ﺍﻵﻥ‬‫ﺍﳌﻄﻠﻮﺏ ﺇﻧﺘﺎﺟﻬﺎ ﻭﻛﻴﻔﻴﺔ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻓﺈﻥ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﳋﺎﺻﺔ ﺑﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻻ ﳝﻜـﻦ ﺗﻔﻮﻳـ ‪‬‬
‫ﹸﳌﺘ‪‬ﺨﺬﻱ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻔ‪‬ﻨﻴﲔ)‪.(2‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﺆﺳﺴﺔ‪:‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﲢﻠﻴﻞ ﻭﺗﺼﻤﻴﻢ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﻁ‪ ،2000 ،1‬ﺹ ‪ ،29‬ﺹ ﺹ ‪.43-42‬‬ ‫)‪(1‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.27‬‬ ‫)‪(2‬‬
‫‪99‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(17‬‬

‫ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺒﺎﺩﻟﻴﺔ ﻭﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺑﲔ ﺍﻟﺘﻨﻈﻴﻢ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﻟﻨﻮﺍﺣﻲ‬
‫ﺍﻵﻟﻴﺔ‬
‫ﺍﳌﺆﺳﺴﺔ‬ ‫‪Hardware‬‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺍﻟﱪﺍﻣﺞ‬ ‫ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﻋﺘﻤﺎﺩﻳﺔ‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬ ‫‪Base de données‬‬

‫ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺍﻟﺘﻨﻈﻴﻢ‬
‫‪Communication‬‬
‫‪électronique‬‬
‫ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.28‬‬

‫ﻳﻈﻬﺮ ﻣﻦ ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗ ﹰﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻭﺗﺒﺎﺩﻟﻴﺔ ﺑﲔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳـﺴﺔ ﻭﺍﻟﻘﻮﺍﻋـﺪ‬
‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻮﺍ ًﺀ ﺍﻵﻟﻴﺔ ﺃﻭ ﺍﻟﱪﺍﻣﺞ ﺃﻭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﻦ‬
‫ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪.‬‬

‫ﻱ ﺗﻐﻴ ٍﲑ ﰲ ﻫﺬﻩ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ‪‬ﻳﺆﱢﺛﺮ ﻭ‪‬ﻳﻐ‪‬ﻴﺮ ﻣﻦ ﺑﺎﻗﻲ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ؛ ﻓﻨﺠﺪ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ﺃﻥ ﻫﻨﺎﻙ‬
‫ﺇﻥ ﺃ ‪‬‬
‫ﻱ ﺗﻐﻴ ٍﲑ ﻳﻄـﺮﺃ‬
‫ﻋﻼﻗ ﹰﺔ ﺑﲔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻓﺄ ‪‬‬
‫ﻋﻠﻰ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺃﻭ ﻗﻮﺍﻋﺪ ﺇﺟﺮﺍﺀﺍﺕ ﺍﳌﺆﺳﺴﺔ ﺳﻮﻑ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻐﻴ ٍﲑ ﰲ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻵﻟﻴـﺔ‪ ،‬ﻭﺍﻟـﱪﺍﻣﺞ‪،‬‬
‫ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﺘﻄ ﱠﻠﺒﺎﺕ ﺍﻟﺘﺤ ‪‬ﻮﻝ ﺍﻟﺮﻗﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﻇ ﱢﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﳓﻦ ﻧﻌﻴﺶ ﰲ ﻋﺼﺮ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳌﺸﻜﻠﺔ ﻟﻴﺴﺖ ﻛﻤﺎ ﺣ ‪‬ﺪﺩﻫﺎ ﺍﻟﺒﻌﺾ ﻣﺸﻜﻠﺔ ﻋﻮ ٍﺯ ﰲ ﺍﳌﻌﺮﻓـﺔ ﺃﻭ‬
‫ﺺ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﺇﺫ ﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺃﻥ ﺍﳌﺸﻜﻠﺔ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻤﺔ ﻫـﻲ ﺍﻟﺰﻳـﺎﺩﺓ‬
‫‪‬ﻧﻘ ٍ‬
‫‪100‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺠﺮ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﻫﻮ ﺍﻟﻌﺼﺮ ﺍﻟﺬﻱ ﹸﺃﻃﻠﻖ ﻋﻠﻴﻪ ﺑﻞ ﺟﻴـﺘﺲ ﻭﺁﺧـﺮﻭﻥ ﻋـﺼﺮ‬
‫ﺍ ﹸﳌﻔ ‪‬ﺮﻃﺔ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻔ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﻌﺪ ﺍﻹﻧﺘﺮﻧﺖ)‪.(1‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ‪،‬ﲤﺜﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ ﺃﻭ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻣﻨﺎﻇﺮﺍ ﻟﻸﺷﻜﺎﻝ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﻠﻤﺆﺳـﺴﺎﺕ‬
‫ﺗﺘﻤﻴﺰ ﺑﻌﺪﻡ ﻭﺟﻮﺩ ﺣﺪﻭﺩ ﻓﺎﺻﻠﺔ ﳑﻴﺰﺓ ﺃﻭ ﻣﻜﺎﻥ ﺛﺎﺑﺖ ﺃﻭ ﻣﻮﺍﺭﺩ ﳏﺪﺩﺓ ﻣﺴﺒﻘﺎ‪ .‬ﻭ ﺗﺘﻜﻮﻥ ﻫﺬﻩ ﺍﻷﺷﻜﺎﻝ‬
‫ﻣﻦ ﺍﻟﺘﻨﻈﻴﻤﺎﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻣﻦ ﺷﺒﻜﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﺘﻔﺎﻋﻞ ﻋﱪ ﻋﻤﻠﻴﺔ ﺗﻨﻈﻴﻤﻴﺔ ﳋﻠﻖ‬
‫ﻗﻴﻤﺔ ﻣﻀﺎﻓﺔ‪ .‬ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺃﻋﻀﺎﺀ ﺍﳌﺆﺳـﺴﺔ ﺍﻻﻓﺘﺮﺍﺿـﻴﺔ ﻗـﺪ‬
‫ﻳﻜﻮﻧﻮﻥ ﺃﻋﻀﺎﺀ ﰲ ﻋﺪﺓ ﻣﺆﺳﺴﺎﺕ ﺃﺧﺮﻯ‪ .‬ﻭ ﻳﺘﺤﺪﺩ ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺑﻐﺮﺽ ﻣﻮﺍﺟﻬﺔ ﻭ ﺣﻞ ﻣﺸﺎﻛﻞ‬
‫ﻣﻌﻴﻨﺔ ﻣﻄﻠﻮﺏ ﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﻭ ﻳﺘﻢ ﺗﻜﻮﻳﻦ ﻭ ﺗﻔﻜﻴﻚ ﺍﻟﺮﻭﺍﺑﻂ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﻟﺘﻨﻈﻴﻢ ﻳﺸﻜﻞ ﺩﻳﻨﺎﻣﻴﻜﻲ)‪.(2‬‬
‫ﺕ ﻣﻌﺮﻓﻴﺔ ﻭﺗﻘﻨﻴﺔ ﻫﺎﺋﻠﺔ‪ ،‬ﻭﻻﺳ‪‬ﻴﻤﺎ ﻣﺎ ﻳﻌﺘﻤﺪ ﻓﻴﻬﺎ ﻋﻠﻰ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬ ‫ﺍﻧﻪ ﺭﻏﻢ ﻣﺎ ﻟﺪﻳﻨﺎ ﻣﻦ ﺇﻣﻜﺎﻧﻴﺎ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﲟﻔﺮﺩﻫﺎ ﻻ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﻌﺰﻯ ﻓﻴﻬﺎ ﺯﻳﺎﺩﺓ ﺇﻧﺘﺎﺟﻴﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺑﻞ ﻣﺎ‬
‫‪‬ﻳﻌ ‪‬ﻮﻝ ﻋﻠﻴﻪ ﰲ ﺫﻟﻚ ﻫﻮ ﺗﻔﻌﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ)‪ ،(3‬ﲟﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻬـﺎ ﻣـﻦ ﺃﻥ‬
‫ﻳ‪‬ﺼﺒﺤﻮﺍ ﻣ‪‬ﺴﺘﺨﺪِﻣﲔ ﺟ‪‬ﻴﺪﻳﻦ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺍﻷﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ)‪ .(4‬ﻭﻣﻦ ﻫﻨﺎ‪ ،‬ﻓﺈﻥ ﺍﻻﻧﺘﻘﺎﻝ‬
‫ﻣﻦ ﺍﳍﻴﻜﻠﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍ ﹸﳌﻌ ﱠﻘﺪﺓ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻓﺮﻋﻴﺎﺕ ﺃﺩﺍ ٍﺀ ﺑﺸﺮﻱ ‪‬ﻣﺘﻨﺎﻫﻴﺔ ﺍﻟﺼﻐﺮ ﺇﱃ ﻫﻴﻜﻠﻴ ٍﺔ ﻭﺍﺿـﺤﺔ‬
‫ﺴﺮ ﺍﻷﺩﺍﺀ ﻭﺗﻘﺘﺼﺪ ﰲ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬـﺪ ﻭﺍﳌـﺎﻝ‬ ‫ﺍﳌﻌﺎﱂ‪ ،‬ﺷﺎﻣﻠﺔ ﺍﻟﺘﺸﻜﻴﻞ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﱵ ‪‬ﺗﻴ ‪‬‬
‫ﺃﺻﺒﺢ ﺃﻣﺮﹰﺍ ﻣﻔﺮﻭﺿﹰﺎ ﻻ ﻣﻨﺎﺹ ﻣﻨﻪ‪ .‬ﻭﺍﻟﺘﺤ ‪‬ﻮﻝ ﰲ ﺍﻟﻘﻮﻯ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺣﻔﻈﺔ ﻟﻠﻤﻌﺎﺭﻑ‪ ،‬ﻣﻨ ﱢﻔﺬﻳﻦ ﻟﻠـﻮﺍﺋﺢ‬
‫ﻓﻘﻂ ﺇﱃ ‪‬ﻣﺒﺪﻋﲔ ﰲ ﺇﻃﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺃﺻﺒﺢ ﺃﻣﺮﹰﺍ ﺿﺮﻭﺭﻳﹰﺎ ﻻ ﳝﻜـﻦ ﺗﻄـﻮﻳﺮ‬
‫ﺍﳌﺆﺳﺴﺔ ﺑﺪﻭﻧﻪ‪.‬‬

‫ﺑﻴﻞ ﺟﻴﺘﺲ‪ ،‬ﻧﺎﺛﺎﻥ ﻣﺎﻳﺮﻓﻮﻟﺪ ﻭ ﺑﻴﺘﺮ ﺭﻳﻨﺮﺳﻮﻥ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﻌﺪ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﻃﺮﻳﻖ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﺗﺮﲨﺔ ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺭﺿﻮﺍﻥ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ‬ ‫)‪(1‬‬

‫ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،1998 ،231‬ﺹ ‪. 42‬‬
‫‪(2)Mohamed Djamaleldin and Mohamed Atwany, A Grid-Based Multi-Agent System for Realizing Adaptive‬‬
‫‪Service Organizations, PhD Research Proposal,INSTITUTE OF STATISTICAL STUDIES AND‬‬
‫‪RESEARCH, CAIRO UNIVERSITY, August 2005,p24.‬‬

‫‪.Organizational Culture‬‬ ‫)‪(3‬‬

‫‪(4) L. Hitt, and E. Bryhjolfsson, Digital organization: preliminary results from an MIT study of Internet,‬‬
‫‪Organization culture and productivity Executive summary, Wharton school university of Pennsylvania,‬‬
‫‪2002.‬‬
‫‪101‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ "(Wal‬ﺗﺴﺘﻌﻤﻞ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻣـﺎ ﺑـﲔ‬ ‫)‪Mart‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ "ﻭﺍﻝ ﻣﺎﺭﺕ‬
‫ﺍﳌﺆﺳﺴﺎﺕ)‪.(1‬‬
‫‪‬ﺗﻌﺘﱪ ﻣﺆﺳﺴﺔ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺃﻛﱪ ﻣﺆﺳﺴ ٍﺔ ﰲ ﺍﻟﻌﺎﱂ ﰲ ﺣﺠﻢ ﺍﳌﺒﻴﻌﺎﺕ؛ ﻓﻘﺪ ﻭﺻﻞ ﺣﺠﻢ ﻣﺒﻴﻌﺎ‪‬ﺎ‬
‫ﰲ ﻋﺎﻡ ‪ 2001‬ﺇﱃ ‪ 220‬ﺑﻠﻴﻮﻥ ﺩﻭﻻﺭ‪ .‬ﻭﻟﻜﻦ ﻫﺬﺍ ﺍﳊﺠﻢ ﻣﻦ ﺍﳌﺒﻴﻌﺎﺕ ﻻ ﻳﻀﻤﻦ ﺍﻟﻨﺠﺎﺡ ﰲ ﺍﻟـﺴﻮﻕ؛‬
‫ﻓﺎﳌﻨﺎﻓﺴﺔ ﺍﻟﺸﺪﻳﺪﺓ ﺃﺟﱪﺕ ﺑﻌﺾ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺒﻴﻊ ﺑﺎﻟﺘﺠﺰﺋﺔ ﺍﻟﻜﺒﲑﺓ ﺇﱃ ﺍﻹﻓﻼﺱ‪.‬‬
‫‪‬ﺗﺪﺭﻙ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺃﻬﻧﺎ ﲝﺎﺟ ٍﺔ ﺇﱃ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺇﱃ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻘﻨﻴﺔ‪ .‬ﻓﻠﻜﻲ ﺗ‪‬ﺼﺒﺢ ﺍﳌﺆﺳﺴﺎﺕ ﻗﻮﻳ ﹰﺔ‬
‫ﻓﺈﻬﻧﺎ ﲝﺎﺟ ٍﺔ ﺇﱃ ﺗﻮﺣﻴﺪ ﻭﺩﻣﺞ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ .‬ﻓﺈﻥ ﻓﻌﻠﺖ ﺍﳌﺆﺳﺴﺎﺕ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺃﻗـﺴﺎﻡ ﺍﻟﺘـﺴﻮﻳﻖ‬
‫ﻭﺍﻹﻧﺘﺎﺝ ﻭﺍﻹﺩﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ ﺗﺴﺘﻄﻴﻊ ﺍﻟﻌﻤﻞ ﺑﻔﻌﺎﻟﻴﺔ ﻭﻛﻔﺎﺀ ٍﺓ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ .‬ﳑﺎ ﻳﻌﲏ ﺗﻘﻠﻴﻞ ﺗﻜﻠﻔﺔ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‬
‫ﻭﺍﻟﺬﻱ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺭﻓﻊ ﻗﻴﻤﺔ ﺍﻷﺭﺑﺎﺡ‪ .‬ﻛﻤﺎ ﺃﻥ ﺗﻮﺣﻴﺪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻳ‪‬ـﺆﺩ‪‬ﻱ ﺇﱃ ﺧﺪﻣـ ٍﺔ ﺃﻓـﻀﻞ‬
‫ﻟﻠﺰﺑﺎﺋﻦ؛ ﻓﻠﺬﻟﻚ ﻗﺎﻣﺖ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍﳋﺎﺻﺔ ‪‬ﺎ؛ ﻣﻦ ﺃﺟﻞ‬
‫ﺗﻮﺣﻴﺪ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ .‬ﻭﻟﻜﻦ ﻫﺬﺍ ﻟﻴﺲ ﻛﺎﻓﻴﹰﺎ ﲝ ‪‬ﺪ ﺫﺍﺗﻪ؛ ﺣﻴﺚ ﺃﻥ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﲢﺘﺎﺝ ﺇﱃ ﺃﻥ ‪‬ﺗﻮ ‪‬ﺣﺪ‬
‫ﺟﻬﻮﺩﻫﺎ ﻣﻊ ‪‬ﻣﺰ ‪‬ﻭﺩﻳﻬﺎ‪ ،‬ﻭﻣﻊ ﺯﺑﺎﺋﻨﻬﺎ ﺃﻳﻀﹰﺎ؛ ﻟﻠﺘﻔ ‪‬ﻮﻕ ﻋﻠﻰ ﺑﺎﻗﻲ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﻭﺃﺣﺪ ﺃﻫﻢ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺪﺍﻋﻴﺔ ﺇﱃ ﺗﻮﺣﻴﺪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻫﻮ ﺻﻌﻮﺑﺔ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺑﻄﻠﺐ ﺍﻟﺴﻮﻕ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺘﻨﺒ‪‬ـﺆ‬
‫ﻫﻮ ﺍﻷﺳﺎﺱ ﻹﺩﺍﺭﺓ ﺍﳌﺨﺰﻭﻥ‪ ،‬ﻭﺗﺮﺗﻴﺐ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻮﺯﻳﻊ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﻛﺒﺎﺭ ﺑﺎﻋﺔ ﺍﻟﺘﺠﺰﺋﺔ ﺍ‪‬ﺗﻔﻘﻮﺍ ﲢﺖ ﺯﻋﺎﻣﺔ‬
‫"ﻭﺍﻝ ﻣﺎﺭﺕ" ﻋﻠﻰ ﺇﻧﺸﺎﺀ ﻋﻤﻠﻴﺔ "ﺍﻟﺘﻌﺎﻭﻥ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟ‪‬ﻨﻘﺺ" ﳌﺴﺎﻋﺪﺓ ﺑﺎﻋﺔ ﺍﻟﺘﺠﺰﺋﺔ ﻭ ‪‬ﻣﺰ ‪‬ﻭﺩﻳﻬﻢ ﻋﻠﻰ‬
‫ﺍﻻ‪‬ﺗﻔﺎﻕ ﻋﻠﻰ ﺗﻨ‪‬ﺒ ٍﺆ ‪‬ﻣﻮ ‪‬ﺣ ٍﺪ ﻟﻠﻤﺪﻯ ﺍﻟﻘﺮﻳﺐ ﻟﻄﻠﺐ ﺍﻟﺴﻮﻕ‪ .‬ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟ‪‬ﻨﻘﺺ ﺑﲔ "ﻭﺍﻝ‬
‫ﻣﺎﺭﺕ" ﻭﺃﺣﺪ ‪‬ﻣﺰ ‪‬ﻭﺩﻳﻬﺎ ﺍﻟﻜﺒﺎﺭ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ" ﺍﻟﻌﻤﻠﻴﺔ ﺗﺒﺪﺃ ﻣﻦ ﻣﺴﺘﻮﺩﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺬﻱ ﻳﺼﻞ ﺣﺠﻤﻪ‬
‫ﺇﱃ ‪ 30‬ﺗﲑﺍﺑﺎﻳﺖ‪ .‬ﻭﻫﺬﺍ ﺍﳌﺴﺘﻮﺩﻉ ﱠﰎ ﺗﺼﻤﻴﻤﻪ ﳌﺸﺮﻭﻉ ﺍﻟﺘﻌﺎﻭﻥ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟﻨ‪‬ﻘﺺ‪ .‬ﻓﻴﻘـﻮﻡ ﻧﻈـﺎﻡ‬
‫"ﻭﺻﻞ ﺑﺎﺋﻊ ﺍﻟﺘﺠﺰﺋﺔ" ﺑﺎﺳﺘﺨﺮﺍﺝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺴﻠﻊ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ" ﻣﻦ ﺍﳌﺴﺘﻮﺩﻉ‪ .‬ﻳﺘ ‪‬ﻢ ﲣـﺰﻳﻦ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺮﺟﺔ ﰲ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﺘﻌﺎﻭﻥ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟﻨﻘﺺ‪ ،‬ﻭﻳﻘﻮﻡ ﻭﻛﻼﺀ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺑﺎﺳـﺘﻌﻤﺎﻝ‬
‫ﺕ ﺃﺧﺮﻯ ﻟﻠﻘﻴﺎﻡ ﺑﺘﻨ‪‬ﺒ ٍﺆ ﺃﻭﱄ ﻟﻄﻠﺐ ﺍﻟﺴﻮﻕ‪ .‬ﻧﺴﺨ ﹲﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺍﻷﻭﱄ ﻳﺘ ‪‬ﻢ ﺇﺭﺳﺎﻟﻪ‬ ‫ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺑﻴﺎﻧﺎ ٍ‬
‫ﺇﱃ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﺘﻌﺎﻭﻥ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﻭﺳ ‪‬ﺪ ﺍﻟﻨﻘﺺ ﺍﻟﺘﺎﺑﻊ ﻟـ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ"‪ .‬ﻳﺴﺘﻘﻴﻞ ‪‬ﻣﺨ ﱢﻄﻄﻮ ﻣﺆﺳﺴﺔ "ﻭﺍﺭﻧﺮ‬
‫ﻻﻣﱪﺕ" ﻫﺬﻩ ﺍﻟﻨﺴﺨﺔ ﻭ‪‬ﻳﺼﺎﺩﻗﻮﻥ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻳﻀﻴﻔﻮﻥ ﺭﺃﻳﻬﻢ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺍﻷﻭﱄ‪ ،‬ﻭ‪‬ﻳﻘ ‪‬ﺪﻣﻮﻥ ﺍﻗﺘﺮﺍﺣﺎ‪‬ﻢ‪ .‬ﻭﻳﺘ ‪‬ﻢ‬
‫ﺇﺭﺳﺎﻝ ﺍﻟﻨﺴﺨﺔ ﺍ ﹸﳌﻌ ‪‬ﺪﻟﺔ ﺇﱃ "ﻭﺍﻝ ﻣﺎﺭﺕ"‪ ،‬ﻭﺍﻟﱵ ‪‬ﺗﻌ ‪‬ﺪﻝ ﺃﻭ ‪‬ﺗﻮﺍﻓﻖ ﻋﻠﻰ ﺍﻟﻨﺴﺨﺔ ﺍ ﹸﳌﻌ ‪‬ﺪﻟﺔ‪ ،‬ﻭ‪‬ﺗﺮﺳـﻠﻬﺎ ﻣـﺮ ﹰﺓ‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﺷﺒﻜﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨـﺸﺮ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ﺹ ‪-249‬‬ ‫)‪(1‬‬

‫‪.250‬‬
‫‪102‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺃﺧﺮﻯ ﺇﱃ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ"‪ .‬ﻭﻫﻜﺬﺍ ﺩﻭﺍﻟﻴﻚ ﺇﱃ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺍﻻ‪‬ﺗﻔﺎﻕ ﻋﻠﻰ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﳌﻘـﺪﺍﺭ ﺍﻟﺘﻨﺒ‪‬ـﺆ‬
‫ﺑﻄﻠﺐ ﺍﻟﺴﻮﻕ ﻟﻜﻞ ﺳﻠﻌﺔ‪ .‬ﻭﻳﺘ ‪‬ﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻛ ‪‬ﻤﺮﺷ ٍﺪ ﻟﻠ ‪‬ﻤﻨِﺘﺠﲔ ﰲ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ"‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟـ ‪ SAP‬ﻭﻹﺩﺍﺭﻳﻲ ﺍﳌﺨﺰﻭﻥ ﰲ "ﻭﺍﻝ ﻣﺎﺭﺕ"‪.‬‬
‫ﻭﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺑﲔ "ﻭﺍﺭﻧﺮ ﻻﻣﱪﺕ" ﻭ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﺗﺘ ‪‬ﻢ ﻣﻦ ﺧـﻼﻝ ﺍﻟﺘﺒـﺎ ‪‬ﺩﻝ ﺍﻹﻟﻜﺘـﺮﻭﱐ‬
‫ﻟﻠﺒﻴﺎﻧﺎﺕ )‪ ،(EDI‬ﺍﻟﻌﻤﻠﻴﺔ ﻧﻔﺴﻬﺎ ﺗﺘ ‪‬ﻢ ﺑﲔ "ﻭﺍﻝ ﻣﺎﺭﺕ" ﻭﺑﻘﻴﺔ ‪‬ﻣﺰ ‪‬ﻭﺩﻳﻬﺎ ﺍﻟﻜﺒﺎﺭ‪.‬‬
‫)‪(1‬‬
‫‪DELL‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺆﺳﺴﺔ‬
‫ﺗ‪‬ﻤﺜﱢﻞ ﻣﺆﺳﺴﺔ "‪ "DELL‬ﺇﺣﺪﻯ ﺃﻫﻢ ﻗﺼﺺ ﺍﻟﻨﺠﺎﺡ ﺍﻟﻌﻈﻴﻤﺔ ﰲ ﺍﻟﻌﻘﺪ ﺍﻷﺧﲑ‪ .‬ﺗﺄ ‪‬ﺳﺴﺖ ﻋﻠﻰ ﻳﺪ‬
‫ﻣﺎﻳﻜﻞ ﺩﺍﻝ )‪ (2‬ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻃﺎﻟﺒﹰﺎ ﰲ ﺟﺎﻣﻌﺔ ﺗﻜﺴﺎﺱ‪ ،‬ﻭﻗﺪ ﳕﺖ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﺑﺴﺮﻋ ٍﺔ ﻓﺎﺋﻘﺔ ﻟﺘﺘﺤـ ‪‬ﻮﻝ ﰲ‬
‫ﺕ ﺇﱃ ﻣﺆﺳﺴ ٍﺔ ﺑﻘﻴﻤﺔ ﺑﻼﻳﲔ ﺍﻟﺪﻭﻻﺭﺍﺕ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺑﻴـﻊ ﺃﺟﻬـﺰﺓ ﺍﳊﺎﺳـﻮﺏ ﻟﻸﻓـﺮﺍﺩ‬ ‫ﺳﻨﻮﺍ ٍ‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻜﱪﻯ‪ .‬ﻭﻗﺪ ﺍﻧﻄﻠﻖ ﺍﳌﻨﺎﻓﺴﻮﻥ ﺍﻟﺘﻘﻠﻴﺪﻳﻮﻥ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﺃﻋﻤﺎﳍﻢ ﻣﻦ ﺑﻨﺎﺀ ﻧ‪‬ﻈﻢ ﺍﳊﺎﺳـﻮﺏ‬
‫ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻭﺍﻟﺘﻌﺎﹸﻗﺪ ﻣﻊ ﺍ ﹸﳌﻮ ‪‬ﺯﻋﲔ ﻟﺒﻴﻊ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻟﻠﺰﺑﺎﺋﻦ ﺑﻌﺪ ﺳﻠﺴﻠﺔ ﺃﻧﺸﻄﺔ ﲡﻤﻴﻊ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ‪ ،‬ﺷـﺤﻦ‬
‫ﺍﻷﺟﻬﺰﺓ‪ ،‬ﻭﺗﻮﺯﻳﻌﻬﺎ ﻭﺑﻴﻌﻬﺎ‪ .‬ﺑﻴﻨﻤﺎ ﳒﺪ ﺃﻥ ﻣﺆﺳﺴﺔ "‪ "DELL‬ﺍﻋﺘﻤﺪﺕ ﳕﻮﺫﺟﹰﺎ ﳐﺘﻠﻔﹰﺎ ﻟﻸﻋﻤﺎﻝ‪ ،‬ﻓﻘﺒـﻞ‬
‫ﻛﻞ ﺷﻲ ٍﺀ ﲣﱠﻠﺼﺖ ﻣﻦ ﺍ ﹸﳌﻮ ‪‬ﺯﻋﲔ‪ ،‬ﻭﻗﱠﻠﻠﺖ ﺍﳊﺎﺟﺔ ﺇﱃ ﻭﺟﻮﺩ ﳐﺎﺯﻥ ﻛﺒﲑﺓ ﻋﻨﺪﻣﺎ ﺑﺪﺃﺕ ﺑﺎﺳﺘﻼﻡ ﺃﻭﺍﻣـﺮ‬
‫ﺍﻟﺸﺮﺍﺀ ﻣﻦ ﺍﻟﺰﺑﺎﺋﻦ ﻣﺒﺎﺷﺮ ﹰﺓ‪ ،‬ﻭﺑﻨﺎﺀ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺣﺴﺐ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ‪ ،‬ﻭﺑﻌﺪ ﲢﺪﻳﺪﻫﺎ ﺑﺪﻗﺔ ﻣﻦ ﻗﺒـﻞ‬
‫ﺍﻟﺰﺑﺎﺋﻦ‪.‬‬
‫ﻗﺎﻣﺖ ﻣﺆﺳﺴﺔ "‪ "DELL‬ﺑﺎﻋﺘﻤﺎﺩ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻖ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﲡﻤﻊ ﻣـﺎ ﺑـﲔ‬
‫ﺕ ﻭﺍﺳﻌﺔ‬
‫ﺕ ﻓﻌﺎﱠﻝ ﻟﺪﻋﻢ ﺧﻴﺎﺭﺍ ٍ‬
‫ﺍﻟﺘﻮﺭﻳﺪ ﺍﳋﺎﺭﺟﻲ)‪ (3‬ﻭﺍﻟﺘﺨﺼﻴﺺ ﺍﻟﻜﺒﲑ)‪(4‬؛ ﻭﺑﺎﻟﺘﺎﱄ ﻃ ‪‬ﻮﺭﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻟﺘﺼﻨﻴﻊ‪ ،‬ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻭﲡﻬﻴﺰ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﺍﺳﺘﻼﻡ ﺍﳌﺪﻓﻮﻋﺎﺕ‪ ،‬ﻗﺒﻞ ﺃﻥ ﺗﻘﻮﻡ ﺍﳌﺆﺳـﺴﺔ ﺑـﺪﻓﻊ‬
‫ﻗﻴﻤﺔ ﺍﻷﺟﻬﺰﺓ ﻭﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻌﺘﺎﺩ ﻣﻦ ﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ‪ .‬ﻭﳝﻜﻦ ﻟﺰﺑﺎﺋﻦ ﺍﳌﺆﺳﺴﺔ ﺇﺻﺪﺍﺭ ﺃﻭﺍﻣﺮ ﺍﻟﺸﺮﺍﺀ ﻣﻦ ﺧـﻼﻝ‬
‫ﻣﻮﻗﻊ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳ‪‬ﻤﺜﱢﻞ ﻫﺆﻻﺀ ﺣﻮﺍﱄ ﻧﺼﻒ ﺍﻟﺰﺑﺎﺋﻦ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻨﺼﻒ ﺍﻵﺧﺮ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻠﻴﺪﻳـﺔ‬
‫ﺍﻷﺧﺮﻯ‪.‬‬

‫‪(1) Alter Steven, Information Systems: The Foundation of e-Business, Prentice-Hall, 4th ed, PP 3-4.‬‬

‫‪) Michael Dell‬ﻣﺎﻳﻜﻞ ﺩﻳﻞ(‪ :‬ﻭﻟﺪ ﰲ ‪ 23‬ﻓﱪﺍﻳﺮ ‪ 1965‬ﰲ ﻫﻴﻮﺳﱳ‪ ،‬ﺗﻜﺴﺎﺱ )ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ(‪ ،‬ﻫﻮ ﺍﺑـﻦ ﺃﺳـﺮ ٍﺓ‬ ‫)‪(2‬‬

‫ﻣﺘﻮﺍﺿﻌﺔ ﺗﺒﻴﻊ ﺍﻷﺳﻬﻢ ﰲ ﺑﻮﺭﺻﺔ ﺍﻷﻭﺭﺍﻕ ﺍﳌﺎﻟﻴﺔ‪ .‬ﺍ ‪‬ﻋﺘﱪ ﺳﻨﺔ ‪ 2004‬ﻣﻦ ﺃﺻﻐﺮ ﺍﳌﻠﻴﺎﺩﻳﺮﺍﺕ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﺃ ‪‬ﺳﺲ ﺷﺮﻛﺘﻪ ﺳﻨﺔ ‪ 1984‬ﺃﻳﻦ‬
‫ﻛﺎﻥ ﻃﺎﻟﺒﹰﺎ ﰲ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭﺩ ‪‬ﺭﺱ ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﺟﺎﻣﻌﺔ ﺗﻜﺴﺎﺱ ﰲ ﻭﻻﻳﺔ ﺃﻭﺳﱳ‪.‬‬
‫‪.OUTSOURING‬‬ ‫)‪(3‬‬

‫‪.Mass Customization‬‬ ‫)‪(4‬‬

‫‪103‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﻧ‪‬ﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﺆﺗﻤﺘﺔ ﻓﻲ ﺍﻟﻤﺆﺳﺴﺔ‬
‫ﺗﻄﺮ‪‬ﻗﻨﺎ ﰲ ﺍﳌﺒﺤﺜﲔ ﺍﻟﺴﺎﺑﻘﲔ ﺇﱃ ﻣﺎﻫﻴﺔ ‪‬ﻣﺼﻄﻠﺤﻲ ﺍﻟﻨ‪‬ﻈﻢ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺳﻨﺤﺎﻭﻝ‬
‫ﰲ ﻫﺬﺍ ﺍﳌﺒﺤﺚ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﻭﻧ‪‬ﻈـﻢ ﺩﻋـﻢ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪ ،‬ﻭﺃﺩﻭﺍﺭﻫﺎ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ ﻭﺍﻟﺘﻘﻨﻴـﺔ‬
‫ﻭﺍﻹﻧﺴﺎﻧﻴﺔ ﳍﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ )‪.(1)(MIS‬‬
‫‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ﺍﺭﺗﺒﻂ ﺑﻪ ﻣﻔﻬﻮﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻟﺪﺭﺟﺔ ﺃﻥ ﺍﻟﺒﻌﺾ‬
‫ﺃﺻﺒﺢ ‪‬ﻳﻌﺘﱪ ﺃﻥ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ؛ ﻧﻈﺮﹰﺍ ﻷﳘﻴﺘﻬﺎ ﻭﴰﻮﻟﻴﺘﻬﺎ ﳌﺨﺘﻠﻒ ﻭﻇﺎﺋﻒ‬
‫ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﺏ ﺭﲰﻲ ‪‬ﻳﺴﺘﺨﺪﻡ ﻟﺘـﻮﻓﲑ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬ ‫ﺗﻌﺮﻑ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺄﻬﻧﺎ ﻋﺒﺎﺭﺓ ﻋﻦ » ﺃﺳﻠﻮ ٍ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﻭﺍﳌﻮﻗﻮﺗﺔ ﻟﻺﺩﺍﺭﺓ‪ ،‬ﻭﺍﻟﻼﺯﻣﺔ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻦ ﺍﳌﺪﺭﺍﺀ ﻣـﻦ ﺍﻟﻘﻴـﺎﻡ‬
‫ﺑﻮﻇﺎﺋﻒ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﺸﻐﻴﻞ ﻭﺍﻟﺮﻗﺎﺑﺔ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﺣﱴ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﺗـﺴﻌﻰ ﺇﻟﻴﻬـﺎ‬
‫ﺑﻔﺎﻋﻠﻴﺔ «)‪.(2‬‬
‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﻋﻠﻰ ﺃﻧﻪ » ﳎﻤﻮﻋﺔ ﺍﻷﺟﺰﺍﺀ ﺍ ﹸﳌﺘﺮﺍِﺑﻄﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ﻣـﻊ ﺑﻌـﻀﻬﺎ‬
‫ﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﳌﺴﺎﻧﺪﺓ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳـﺔ‬ ‫ﺍﻟﺒﻌﺾ ﺑﺼﻮﺭ ٍﺓ ﻣﺘﻔﺎﻋﻠﺔ‪ ،‬ﻟﺘﺤﻮﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫)ﺍﻟﺘﺨﻄﻴﻂ‪ ،‬ﺍﻟﺮﻗﺎﺑﺔ‪ ،‬ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﺘﻨﺴﻴﻖ( ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ «)‪. (3‬‬
‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻫﻲ ﻛﺬﻟﻚ » ﺗﻠﻚ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﺘﺤ ‪‬ﻤﻞ ﻣﺴﺆﻭﻟﻴﺎﺕ ﺗﺸﻐﻴﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪،‬‬
‫ﺕ ﲢﻠﻴﻠﻴﺔ‪ ،‬ﻭﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻜﻞ ﻣﻦ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ «)‪.(4‬‬
‫ﻭﺍﻟﱵ ﺗﺘﻀﻤ‪‬ﻦ ﺧﻠﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺎ ٍ‬

‫‪.Management Information System‬‬ ‫)‪(1‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.200‬‬ ‫)‪(2‬‬
‫‪nd‬‬
‫‪(3) P.Chaffy Bocij and D. Greasley and A. S.Hiickie, Business information System, Prentice Hall, USA, 2‬‬
‫‪ed, 2003, P31.‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.204‬‬ ‫)‪(4‬‬
‫‪104‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻛﺬﻟﻚ ‪‬ﻳﻌ ‪‬ﺮﻑ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﺑﺄﻧﻪ‪ » :‬ﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺃﻭ ﳎﻤﻮﻋﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗ‪‬ﻮﻓﱢﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺠﻬﺎ ﻟﻠﻤﺪﺭﺍﺀ‪ ،‬ﰲ ﺇﻃﺎﺭ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ «)‪.(1‬‬‫ﻭ‪‬ﺗﻨﺘ ِ‬
‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺄﻧﻪ‪ » :‬ﺍﻟﺘﻜﻮﻳﻦ ﺍﳍﻴﻜﻠﻲ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻞ ﻭﺍ ﹸﳌﺘﻔﺎ ِﻋﻞ ﻣﻦ ﺍﻵﻻﺕ‪ ،‬ﻭﺍﳌﻌﺪﺍﺕ‪ ،‬ﻭﺍﻟﱪﺍﻣﺞ‪ ،‬ﺍﻟﻘﻮﺍﻋﺪ‪،‬‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻜﻔﻞ ﲢﺼﻴﻞ ﻭﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ؛ ﻷﺟﻞ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ )ﺗﻮﺻـﻴﻠﻬﺎ‬
‫ﺇﱃ ﺍ ﹸﳌﺴﺘﻔﻴﺪﻳﻦ‪ ،‬ﲣﺰﻳﻨﻬﺎ‪ ،‬ﲢﺪﻳﺜﻬﺎ‪ ،‬ﺍﺳﺘﺮﺟﺎﻋﻬﺎ(‪ ،‬ﺑﺎﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻭﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻜﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺘﲔ‪ ،‬ﻋـﻦ‬
‫ﺺ ﺃﺩﺍﺋﻬﺎ ﰲ ﺍﳌﺎﺿﻲ ﻭﺍﳊﺎﺿﺮ ﻭﺍﻟﺘﻨﺒ‪‬ﺆﺍﺕ‬‫ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﺍﶈﻴﻄﺔ ‪‬ﺎ‪ ،‬ﻭﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺬﻱ ‪‬ﻳﺴ ‪‬ﻬﻞ ﻣﻬﻤﺔ ﺍﻹﺩﺍﺭﺍﺕ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﰲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ‪،‬‬
‫ﻣﻦ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﲟﺎ ‪‬ﻳﺤ ﱢﻘﻖ ﺃﻓﻀﻞ ﺍﺳﺘﺨﺪﺍ ٍﻡ ﳑﻜﻦ ﳍﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ «)‪.(2‬‬
‫ﺇﺫﻥ‪ ،‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺃﺣﺪ ﻓﺮﻭﻉ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﱵ ‪‬ﺘ ‪‬ﻢ ﺑﺈﻧﺸﺎﺀ ﺍﳌﻌﻠﻮﻣﺔ‬
‫ﺍﻹﺩﺍﺭﻳﺔ)‪ (3‬ﺑﺄﻧﻮﺍﻋﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ )ﺍﳌﺎﻟﻴﺔ‪ ،‬ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺘﺴﻮﻳﻘﻴﺔ‪...‬ﺍﱁ(‪ ،‬ﻭﺑﱢﺜﻬﺎ ﺇﱃ ﻧﻈﺎﻡ ﺍﻟﻘﺮﺍﺭ )ﺍﳍﻴﺌﺔ ﺍﻟﻌﻠﻴـﺎ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ(؛ ﲝﻴﺚ ﻳﻌﺘﻤﺪ ﺍﻟﻘﺮﺍﺭ ﺍ ﹸﳌﺘ‪‬ﺨﺬ ﺑﺼﻔ ٍﺔ ﻛﺒﲑﺓ ﻋﻠﻰ ﺻﺤﺔ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺃﺳﺒﺎﺏ ﻇﻬﻮﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﺕ ﺃﺳﺎﺳﻴﺔ ﻗﺪ ﻃﺮﺃﺕ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻫﻲ)‪:(4‬‬ ‫ﻫﻨﺎﻙ ﺛﻼﺛﺔ ﻣ‪‬ﺘﻐﻴ‪‬ﺮﺍ ٍ‬
‫‪ -‬ﺃﺻﺒﺤﺖ ﺍﻹﺩﺍﺭﺓ ﻣ‪‬ﻮﺟ‪‬ﻬ ﹰﺔ ﲟﻔﻬﻮﻡ ﺍﻟﻨ‪‬ﻈﻢ؛ ﻭﻣﻦ ﻫﻨﺎ ﺍﺗ‪‬ﺴﻤﺖ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﺩﺍﺭﻳـﺔ ﺑﺎﻟﺘﻌﻘـﺪ‪،‬‬
‫ﻭﺍﻟﺘﺸﺎﺑﻚ‪ ،‬ﻭﺿﺮﻭﺭﺓ ﺍﻟﺘﻜﺎﻣﻞ؛‬
‫‪ -‬ﺗﺰﺍﻳﺪﺕ ﺃﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﲣﻀﻊ ﻟﻠﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻈﻴﻢ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﹸﺘﻘﺪ‪‬ﻣـﺔ‪،‬‬
‫ﻟﺘﻜﻮﻥ ﻣﺘﺎﺣ ﹰﺔ ﻟﻠﻤﺪﺭﺍﺀ ﻋﻨﺪﻣﺎ ﻳﺸﻌﺮﻭﻥ ﺑﺎﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ؛‬
‫‪ -‬ﺃﺻﺒﺢ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺿﺮﻭﺭﻳﺎﹰ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻟﻠﺘﻨﻈﻴﻢ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺑﻞ ﺃﻳﻀﹰﺎ ﻟﻔﺎﻋﻠﻴﺔ ﻧ‪‬ﻈﻢ ﺍﳌﹸﺘﺎﺑ‪‬ﻌﺔ ﻭﺍﻟﺮﻗﺎﺑﺔ‪.‬‬
‫ﻭﻟﻘﺪ ﺗﺮﺗ‪‬ﺐ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﻇﻬﻮﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ؛ ﻭﺫﻟﻚ ﻹﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ‬
‫ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺍﺀ ﰲ ﻛﻞ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺣ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﻭﺍﺗ‪‬ﺨـﺎﺫ ﺍﻟﻘـﺮﺍﺭﺍﺕ‪ .‬ﻭﺗﺘﻌﻠﱠـﻖ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺎﻟﺘﺨﻄﻴﻂ ﻻﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﺇﺩﺍﺭ‪‬ﺎ؛‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.56‬‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﻋﺒﺪ ﺣﺴﲔ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.25-24‬‬ ‫)‪(2‬‬

‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻫﻲ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﻳﺴﺘﻔﺎﺩ ﻣﻨﻬﺎ ﰲ ﺇﳒﺎﺯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳋﺎﺻﺔ ﺑﺎﻹﺩﺍﺭﺓ‪ ،‬ﻭﻫﻲ‪ :‬ﺍﻟﺘﺨﻄﻴﻂ‪ ،‬ﻭﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﻭﺍﻟـﺴﻴﻄﺮﺓ‪،‬‬ ‫)‪(3‬‬

‫ﻭﺍ‪‬ﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.199‬‬ ‫)‪(4‬‬
‫‪105‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﳌﺴﺎﻋﺪﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺎﻣﻠﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ ﰲ ﺃﺩﺍﺀ ﻛﻞ ﺍﳌﻬﺎﻡ ﺍﳌﻨﻮﻁ ‪‬ﺎ ﰲ ﻣﻌﺎﳉـﺔ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺇﺩﺍﺭ‪‬ﺎ)‪.(1‬‬
‫ﻭﻳﺴﺘﻠﺰﻡ ﺇﺩﺍﺭﺓ ﻭﺗﺸﻐﻴﻞ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ ﲨﻠ ﹰﺔ ﻣﻦ ﺍﻟﹸﻤـﺴﺘﻠﺰ‪‬ﻣﺎﺕ ﺍﻟﺒـﺸﺮﻳﺔ ﻭﺍﳌﺎﺩﻳـﺔ‬
‫ﻭﺍﻟﱪﳎﻴﺎﺕ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ)‪ .(2‬ﻭﰲ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﳝﻜﻦ ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺆﺳـﺴﺔ ﺍﳊﺪﻳﺜـﺔ‪،‬‬
‫ﻭﻫﻲ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‪ .‬ﻛﻤﺎ ﳝﻜﻦ ﺃﻳﻀﹰﺎ ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠـﻰ‬
‫ﻭﻇﺎﺋﻒ ﻋﺪﻳﺪﺓ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﻮﻡ ‪‬ﺎ ﻋﺎﻣﻞ ﺍﳌﻌﺮﻓﺔ)‪(3‬؛ ﻟﻀﻤﺎﻥ ﺗﻌﻈﻴﻢ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻀﺎﻓﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ‪‬ﺎ‪ ،‬ﻓﻠﻦ ﻳﻜﻮﻥ ﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ‪‬ﻳﻌ ‪‬ﺪ ﺍﻟﺸﺨﺺ ﻟﻠﻌﻤﻞ ﰲ ﳎﺎﻝ ﺍﻟﺘﻤﻮﻳـﻞ‪،‬‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ‪ ،‬ﺃﻭ ﺣﱴ ﰲ ﳎﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺗﻪ‪ ،‬ﺇﻥ ﱂ ﻳﻘﻢ ﺑﻜـﻞ ﺍﳌﻬـﺎﻡ‬
‫ﺍﳌﺨﺘﺼﺔ ‪‬ﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﻧﻄﺎﻕ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﺍ ﹸﳌﻄ‪‬ﺒﻖ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ‬
‫ﺕ ﻭﻇﻴﻔﻴﺔ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ ﻟﺘﻄﻮﻳﺮ ﻭﺇﺩﺍﺭﺓ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻭﻇﻴﻔﺔ ﻧ‪‬ﻈـﻢ‬ ‫ﺍﳌﺆﺳﺴﺔ ﳍﺎ ﻣﺴﺌﻮﻟﻴﺎ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻧﻄﺎﻕ ﳎﺎﻝ ﺍﳋﱪﺓ ﺍﳌﻌﲔ)‪.(4‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺩﻭﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﺗ‪‬ﺴﺘﺨﺪﻡ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻟﺰﻳﺎﺩﺓ ﻓﺎﻋﻠﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻣﻦ ﺧـﻼﻝ ﺇﺷـﺒﺎﻉ ﺍﺣﺘﻴﺎﺟﺎ‪‬ـﺎ ﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ)‪(5‬؛ ﻓﺘ‪‬ﺴﺎﻋِﺪ ﺍﳌﺪﺭﺍﺀ ﰲ ﺗﻨﺎ ‪‬ﻭﻝ ﻣﺴﺆﻭﻟﻴﺎ‪‬ﻢ ﺍﻹﺩﺍﺭﻳﺔ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ)‪(6‬؛ ﲝﻴﺚ ﲤ ‪‬ﺪﻫﻢ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺣﻞ ﺍﳌﺸﺎﻛﻞ‪ ،‬ﻭﺍﻟﺘﺤﻜﱡﻢ‪ ،‬ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﻜـﻮﻥ ﺍﳌـﺸﻜﻠﺔ ‪‬ﻣﻌ ‪‬ﺮﻓـﺔ‬
‫ﻭﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻭﻫﻴﻜﻠﻴﺔ)‪.(7‬‬
‫ﻭﺗﺸﺘﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ ﻋﻠﻰ ﻣﺴﺌﻮﻟﻴﺎﺕ ﻭﻣﻬﺎﻡ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺧﻠﻖ ﻭﺗﻮﻟﻴﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﺎﳉﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‪ ،‬ﻭﺗﻮﺻﻴﻞ ﻭﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳌـﻦ‬
‫ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺧﺎﺭﺟﻬﺎ‪ .‬ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ‪ ،‬ﻳﻄﻠﻖ ﻋﻠﻰ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳـﺔ ﻧ‪‬ﻈـﻢ‬

‫ﺫﻛﺮﻩ‪.‬‬ ‫ﳏﻤﺪ ﳏﻤﺪ ﺍﳍﺎﺩﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.141‬‬ ‫)‪(2‬‬

‫ﺍﻧﻈﺮ ﻣﺎ ﺗﻘﺪ‪‬ﻡ ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪.‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﳏﻤﺪ ﺍﳍﺎﺩﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(4‬‬

‫ﺣﺴﻦ ﻋﻠﻲ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪،2005 ،1‬‬ ‫)‪(5‬‬

‫ﺹ ‪.46‬‬
‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.237‬‬ ‫)‪(6‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.57‬‬ ‫)‪(7‬‬

‫‪106‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺕ‬‫ﺍﻹﻧﺬﺍﺭ ﺍﻹﺩﺍﺭﻳﺔ)‪(1‬؛ ﻷﻬﻧﺎ ‪‬ﺗﻨﺬﺭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﰲ ﺍﻟﻌﺎﺩﺓ ﺗ‪‬ﻤﺜﱢﻞ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻮﺳﻄﻰ ﺑﻮﺟﻮﺩ ﻣـﺸﻜﻼ ٍ‬
‫ﺹ ﺳﺎﳓﺔ ﻣﻄﺮﻭﺣﺔ ﻳﻨﺒﻐﻲ ﺍﻧﺘﻬﺎ ‪‬ﺯﻫﺎ‪ .‬ﻭﻳ‪‬ﻌﺘﱪ ﺫﻟﻚ ﺍﻟﺘﻮ ‪‬ﺟﻪ ﲤ‪‬ﻴﺰﹰﺍ ﻣﻬﻤـﹰﺎ‬
‫ﲢﺘﺎﺝ ﳊﻠﻮ ٍﻝ ﻋﺎﺟﻠﺔ‪ ،‬ﺃﻭ ﺗﻮﺍﹸﻓﺮ ﻓﺮ ٍ‬
‫ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ ﺍ ﹸﳌﺴﺎِﻧﺪﺓ ﳉﻬﻮﺩ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻻ ﺗﻌﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﻓﺮﺍﻍ‪ ،‬ﻭﺇﳕﺎ ﻫﻲ ﺟﺰ ٌﺀ ﻣﻦ ﺑﻨﻴ ٍﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ‪ ،‬ﺗـﻀ ‪‬ﻢ ﺇﱃ‬
‫ﺕ ﺗﺘﺒﺎﺩﻝ ﻋﻼﻗﺎﺕ ﺍﻟﺘﺄﺛﲑ ﻭﺍﻟﺘﺄﺛﱡﺮ ﻣـﻊ ﺃﳕـﺎﻁ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬ ‫ﺟﺎﻧﺐ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺍﳌﹸﺴﺘﺨ ‪‬ﺪﻣﺔ‪ .‬ﻭﺗﺘﻤﺜﱠﻞ ﻫﺬﻩ ﺍ ﹸﳌﻜﻮ‪‬ﻧﺎﺕ ﻭﺍﻟﻌﻨﺎﺻﺮ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳـﺔ‪،‬‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻹﻧﺴﺎﻧﻴﺔ)‪.(2‬‬
‫ﻭ‪‬ﺗﺼ ‪‬ﻤﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺃﺳﺎﺳﹰﺎ ﻟﺘﻠﺨﻴﺺ ﻣﺎ ﺣﺪﺙ ﻭﳛ ‪‬ﺪﺙ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﻮﺟﻴﻪ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺗﻮﺍ ‪‬ﺟﺪ ﺍﳌﺸﻜﻼﺕ ﻭﺍﻟ ﹸﻔﺮﺹ ﺍﻟﺴﺎﺑﻖ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻴﻬﺎ‪ .‬ﺇﻻ ﺃﻥ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻨﺎﺑﻌﺔ ﻣﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﻧﺎﺩﺭﹰﺍ ﻣﺎ ‪‬ﺗﺨﱪ ﺍﻹﺩﺍﺭﺓ ﳌﺎﺫﺍ ﺗﻮﺟﺪ ﺍﳌﺸﻜﻠﺔ ﺃﻭ ﺍﻟ ﹸﻔﺮﺻﺔ ﺍﳌﻌﻴﻨﺔ‪ .‬ﺇﻻ ﺃﻥ ﻫﺬﻩ ﺍﻟﺘﻘـﺎﺭﻳﺮ ﳝﻜـﻦ ﺃﻥ‬
‫ﺗ‪‬ﺴﺎﻋِﺪ ﺃﺣﻴﺎﻧﹰﺎ ﰲ ﲢﺪﻳﺪ ﺃﻳﻦ ﻭﻣﱴ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳ‪‬ﺘﺨﺬ ﺍﻟﻔﻌﻞ ﺃﻭ ﺍﻟﻘﺮﺍﺭ ﺍ ﹸﳌﻌ‪‬ﻴﻦ ﲡﺎﻩ ﺍﳌﺸﻜﻠﺔ ﺃﻭ ﺍﻟﻔﺮﺻﺔ‪ .‬ﻭﺗ‪‬ﻮﻓﱢﺮ‬
‫ﺗﻘﺎﺭﻳﺮ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺃﺷﻜﺎ ٍﻝ ﻛﺜﲑﺓ‪ ،‬ﻓﻤﻨﻬﺎ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺪﻭﺭﻳـﺔ‪ ،‬ﻭﺍﻟﺘﻘـﺎﺭﻳﺮ ﺍ ﹸﳌﻠﺤ‪‬ـﺔ‪ ،‬ﻭﺍﻟﺘﻘـﺎﺭﻳﺮ‬
‫ﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ‪ ،‬ﻭﺗﻘﺎﺭﻳﺮ ﺍﻹﳒﺎﺯ‪... ،‬ﺇﱁ‪ .‬ﻭﰲ ﺣﺎﻟﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ‪ ،‬ﺗﺤ ‪‬ﺪﺩ ﺍﳌﻌﺎﻳﲑ ﺍ ﹸﳌﻌ‪‬ﻴﻨﺔ ﺍﻟﱵ ﺣﺎﺩ ﻋﻨﻬﺎ‬
‫ﻼ‬
‫ﺍﻷﺩﺍﺀ ﺍ ﹸﳌﻌ‪‬ﻴﻦ‪ ،‬ﺃﻣﺎ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﻘﺎﺭﻧﺔ ﻓﺈﻬﻧﺎ ‪‬ﺗﺤ ‪‬ﺪﺩ ﺣﺎﻟﺘﲔ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﺗﻘﺎ ِﺭﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ‪‬ﻤـﺎ ﻣـﺜ ﹰ‬
‫ﻟﺘﺤﺪﻳﺪ ﺃﻭ ‪‬ﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﻤﺎ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪.‬‬
‫ﻭﺑﺬﻟﻚ ‪‬ﺗﺨﺎ ِﻃﺐ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻷﻭﺟﻪ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﺃﺩﺍﺀ ﺃﻱ ﻣﺆﺳﺴ ٍﺔ ﻣﻦ ﺍﳌﻨﻈـﻮﺭ‬
‫ﺍﻟﺮﻗﻤﻲ‪:‬‬
‫ﺕ ‪‬ﻣﻮ ‪‬ﺟﻬﺔ ﺇﱃ ﲨﻬﻮﺭ ﺍ ﹸﳌﺴﺘﻔﻴﺪﻳﻦ ﺃﻭ ﺍﻟﻌﻤﻼﺀ؛‬ ‫• ﻣﺎ ﺗ‪‬ﺆﺩ‪‬ﻳﻪ ﻭ‪‬ﺗﻨﺠ ‪‬ﺰﻩ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻣ‪‬ﻨﺘ‪‬ﺠﺎ ٍ‬
‫ﺕ ﻭﺧﺪﻣﺎ ٍ‬
‫• ﺍﻟﻘﻴﻤﺔ ﺍﻟﻠﺤﻈﻴﺔ ﻭﺍﳌﻀﺎﻓﺔ ﺍﻟﱵ ﺗﻌﻮﺩ ﻋﻠﻰ ﲨﻬﻮﺭ ﻭﺑﻴﺌﺔ ﺍﳌﺆﺳﺴﺔ ﻋﻨﺪﻣﺎ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺍﳋﺪﻣﺔ ﻋﻨﺪ ﻃﻠﺒـﻬﺎ‬
‫)ﻭﻗﺖ ﺗﻘﺪﳝﻬﺎ(‪ ،‬ﺃﻳﻨﻤﺎ ﺗﻄﻠﺐ )ﺍﳌﻜﺎﻥ(‪ ،‬ﻛﻴﻒ ‪‬ﺗﺮﺍﺩ )ﺍﻟﺸﻜﻞ ﺍﻟﺬﻱ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻓﻴﻪ(‪ ،‬ﻭﺿﻤﺎﻥ ﺇﻣﺪﺍﺩﻫﺎ‬
‫ﺑﺘﻤ‪‬ﻴ ٍﺰ ﻭﺍﺿﺢ؛‬
‫• ﺇﻣﺪﺍﺩ ﳎﻤﻮﻋﺔ ﺃﺩﻭﺍ ٍ‬
‫ﺕ ﺗﻘﻨﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻼﺋﻤﺔ ﻣﻊ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟـﺼﺤﻴﺤﺔ ﻭﺍﻟﺪﻗﻴﻘـﺔ‬
‫ﻭﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﻭﺍﻟﺼﺤﻴﺢ‪.‬‬

‫‪.Management Alerting System‬‬ ‫)‪(1‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.56‬‬ ‫)‪(2‬‬
‫‪107‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺇﻥ ﻛﻞ ﻣﺆﺳﺴ ٍﺔ ﺗﺴﺘﺨﺪﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲢﺘﺎﺝ ﺇﱃ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ؛ ﻟﺘﺸﻐﻴﻞ ﻭﺇﺩﺍﺭﺓ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‬
‫ﻭﻣ‪‬ﻜ ‪‬ﻮﻧﺎ‪‬ﺎ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳍﺎﻣﺔ ﺟﺪﹰﺍ ﳌﻮﺍﻛﺒﺔ ﺍﻟﺘﺤﺪﻳﺚ ﰲ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻭﺗﺸﺘﻤﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺎﺩ ﹰﺓ ﻋﻠﻰ)‪:(1‬‬
‫‪ -1‬ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺍﻟﻨﻬﺎﺋﻲ؛‬
‫ﺼﺼﻲ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ) ‪‬ﻣﺤﱢﻠﻠﻲ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﺍ ﹸﳌﱪ ِﻣﺠﲔ‪ ،‬ﻣﺸ ‪‬ﻐﻠﻲ ﺍﳊﺎﺳﻮﺏ(‪.‬‬ ‫‪ -2‬ﻣﺘﺨ ‪‬‬
‫ﻭﺑﺬﻟﻚ ﺗﺘﻌﺎﻣﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻣﻊ ﺟﻬﻮﺩ ﺍﻟﺘﺨﻄﻴﻂ؛ ﻟﺘﻄﻮﻳﺮ ﻭﺇﺩﺍﺭﺓ ﻭﺍﺳـﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻋِﺪ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ ﰲ ﺃﺩﺍﺀ ﻛﻞ ﺍﳌﻬﺎﻡ ﺍﳌﻮﻛﻮﻟﺔ ﺇﻟﻴﻬﺎ‪،‬‬
‫ﻭﺗﺘﻌﱠﻠﻖ ﻋﺎﺩ ﹰﺓ ﲟﻬﺎﻡ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭ‪‬ﺎ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻱ ﻣﺴﺎ ٍﺭ ﻗﺪ ﳜﺘﺎﺭﻩ ﺍﻟﻔﺮﺩ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫ﺍﳊﺪﻳﺜﺔ‪ ،‬ﺇﻻ ﺃﻧﻪ ﺳﻮﻑ ﻳﻜﻮﻥ ﻣﺴﺌﻮ ﹰﻻ ﻋﻦ ﺑﻌﺾ ﺃﻭ ﺟﺰ ٍﺀ ﻣﻦ ﻭﻇﻴﻔﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﻣـﺴﺌﻮﻟﻴﺎﺕ ﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﻧﻮﺍﻉ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺇﻥ ﺍ‪‬ﺗﺒﺎﻉ ﻣﺪﺧﻞ ﺍﻟﻨ‪‬ﻈﻢ ﰲ ﻭﺻﻒ ﺍﳌﺆﺳﺴﺔ ﻳﺴﻤﺢ ﺑﺈﻣﻜﺎﻧﻴ ٍﺔ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﺍﳉﻮﺍﻧﺐ ﻟﺘﻌﺮﻳـﻒ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺝ ﻣﻨﻄﻘﻲ ﻟﻠﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺣﺴﺐ ﺗـﺪﻓﱡﻖ ﺍﳌـﻮﺍﺭﺩ‪ :‬ﺍﻟﻌﻤﺎﻟـﺔ‪،‬‬ ‫ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﳝﻜﻦ ﻭﺻﻒ ﺍﻟﻨﻈﺎﻡ ﺑﺎ‪‬ﺗﺒﺎﻉ ﳕﻮﺫ ٍ‬
‫ﺍﻷﻣﻮﺍﻝ‪ ،‬ﻭﺍﳋﺎﻣﺎﺕ‪ ،‬ﺃﻭ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺃﻭ ﺍﳌﺪﺍﺧﻞ ﺍﳌﺨﺘﻠﻔﺔ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﻛﻠﱡﻬﺎ ‪‬ﺗﻌﺘﱪ ﺃﺳﺎﺳﹰﺎ‬
‫ﻣﻨﻄﻘﻴﹰﺎ ﻟﻮﺻﻒ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻫﺬﺍ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﺪﺧ ٍﻞ ﻣﻨﻄﻘﻲ ﺁﺧﺮ ﻭﻫﻮ ﺗﻘﺴﻴﻢ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﻧ‪‬ﻈـ ٍﻢ‬
‫ﻓﺮﻋﻴﺔ ﺣﺴﺐ ﳎﺎﻻ‪‬ﺎ ﺍﻟﻮﻇﻴﻔﻴﺔ)‪.(2‬‬
‫ﻭﺗﻨﻘﺴﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺣﺴﺐ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺇﱃ)‪:(3‬‬
‫‪ -1‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺼﻨﻴﻊ ﻭﺍﻹﻧﺘﺎﺝ)‪:(4‬‬
‫ﺺ ﻭﻇﻴﻔﺔ ﺍﻹﻧﺘﺎﺝ ﺑﺘﺤﻮﻳﻞ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﺇﱃ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﰲ ﺷﻜﻞ ﺳﻠ ٍﻊ‬
‫ﲣﺘ ‪‬‬
‫ﻭﺧﺪﻣﺎﺕ‪ .‬ﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﻹﻧﺘﺎﺝ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﻮﺿﻊ ﺧﻄﺔ ﺍﻹﻧﺘﺎﺝ ﻭﺻﻴﺎﻏﺔ ﻫﺬﻩ ﺍﳋﻄﺔ ﻋﻠﻰ ﺷﻜﻞ ﺃﻭﺍﻣﺮ‬
‫ﺇﻧﺘﺎﺝ ﺗﺘﻀﻤ‪‬ﻦ ﲣﻄﻴﻂ ﺍﻟﺰﻣﻦ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﻟﻄﺎﻗﺔ‪ ،‬ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻷﻭﻟﻴﺔ ‪‬ﻣﻮ ‪‬ﺯﻋـﺔ ﻋﻠـﻰ‬
‫ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ‪ .‬ﻭﻳﺘﻄﻠﱠﺐ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﺳـﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺎﺕ ﺍﻟﺘﻤﺎﺛﻠﻴـﺔ ﻭﺍﻟﺮﻗﻤﻴـﺔ‬

‫ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.21-20‬‬ ‫)‪(1‬‬

‫ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.385‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ﺹ ‪.387-386‬‬ ‫)‪(3‬‬

‫‪.Manufacturing Information System And Production‬‬ ‫)‪(4‬‬

 ‫‪108‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ)‪ .(1‬ﻫﻲ ﻛﺬﻟﻚ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﺘﻌﱠﻠﻖ ﺑﺎﻟﺘﺨﻄﻴﻂ‪ ،‬ﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﺇﻧﺘﺎﺝ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﻛﺬﻟﻚ‬
‫ﺗﺪﻓﱡﻖ ﺍﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﻋﻠﻰ ﺧﻂ ﺍﻹﻧﺘﺎﺝ)‪.(2‬‬
‫‪‬ﻳﺮﺍﻓﻖ ﻭﻇﻴﻔﺔ ﺍﻹﻧﺘﺎﺝ ﻧﻈﺎﻣﺎﻥ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻓﺮﻋﻴﺎﻥ ﳘﺎ‪ :‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘـﺎﺝ‪،‬‬
‫ﺕ ﺣﻮﻝ ﺗﺼﻤﻴﻢ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﻛﺬﻟﻚ‬ ‫ﻭﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳍﻨﺪﺳﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻟﺬﻱ ﻳﺘﻀﻤ‪‬ﻦ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺣﻮﻝ ﻧ‪‬ﻈﻢ ﺍﻹﻧﺘﺎﺝ ﻭﺍ ﹸﳌﻨﺎ ‪‬ﻭﻟﺔ ﻭﺍﻟﻨﻘﻞ ﻭﺍﻵﻟﻴﺔ‪ .‬ﻭﻳ‪‬ﻌ ‪‬ﺪ ﻧﻈﺎﻡ ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻨﻈﺎﻡ ﺍﻷﻫﻢ ﺑﺎﻟﻨـﺴﺒﺔ‬
‫ﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻧﻈﺮﹰﺍ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ‪‬ﻳﻌﺎﳉﻬﺎ‪ ،‬ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﻳﻨﺘﺠﻬﺎ؛ ﻓﻬﻮ ﻳـﻀ ‪‬ﻢ ﺍﻟﻔﻌﺎﱠﻟﻴـﺎﺕ‬
‫ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬
‫ﰒ ﺗﺒﺪﺃ ﻋﻤﻠﻴﺔ ﺗﻨﻔﻴﺬ ﺧﻄﺔ ﺍﻹﻧﺘﺎﺝ ﺍﻟﱵ ‪‬ﺗﺼﺎﻍ ﻋﻠﻰ ﺷﻜﻞ ﺃﻭﺍﻣﺮ ﺇﻧﺘﺎﺝ ﻭﻃﻠﺒﻴﺎﺕ‪ .‬ﺃﺛﻨـﺎﺀ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻹﻧﺘﺎﺝ ﻳﺘ ‪‬ﻢ ﻧﺸﻮﺀ ﻭﺗﺴﺠﻴﻞ ﻭﻣﻌﺎﳉﺔ ﻛﻤﻴ ٍﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﻮﻝ ﺳﲑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻣﺜﻞ ﻛﻤﻴﺔ‬
‫ﺍﳌﻮﺍﺩ ﺍ ﹸﳌﺴﺘﻬﹶﻠﻜﺔ‪ ،‬ﺳﺎﻋﺎﺕ ﻋﻤﻞ ﺍﻵﻻﺕ‪ ،‬ﺇﻧﺘﺎﺝ ﺍﻟﻌﻤﺎﻝ‪ ،‬ﻧﻔﻘﺎﺕ ﺍﻟﺼﻴﺎﻧﺔ‪ ،‬ﺍﻟﻜﻤﻴﺎﺕ ﺍ ﹸﳌﻨ‪‬ﺘﺠـﺔ‪ ،‬ﺟـﻮﺩﺓ‬
‫ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ‪... ،‬ﺇﱁ‪.‬‬
‫ﻛﻤﺎ ﺗﻌﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﺮﻓﺔ ﰲ ﺗﺼﻨﻴﻊ ﺍﻹﻧﺘﺎﺝ ﻋﻠﻰ ﺧﻠﻖ ﻭﻧﺸﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳋـﱪﺓ ﻟﻘﻴـﺎﺩﺓ ﺍﻟﻌﻤﻠﻴـﺔ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﻓﺈﻥ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﰲ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﺘﺼﻨﻴﻊ ﺗﺘﻌﱠﻠﻖ ﺑﺄﻭﺿﺎﻉ ﻣﻬﺎﻡ ﺍﻟﺘﺼﻨﻴﻊ‪.‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(18‬‬
‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍ ﹸﳌﻜ ‪‬ﻮﻧﺔ ﻟﻨﻈﺎﻡ ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ‬

‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﲣﻄﻴﻂ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ‬

‫ﺗﺴﺠﻴﻞ‬ ‫ﺗﺴﺠﻴﻞ‬ ‫ﺍﻟﺘﺨﻄﻴﻂ‬ ‫ﲣﻄﻴﻂ‬ ‫ﲣﻄﻴﻂ‬ ‫ﲣﻄﻴﻂ‬ ‫ﲣﻄﻴﻂ‬

‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺪﻗﻴﻖ‬ ‫ﺃﻭﺍﻣﺮ‬ ‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﺍﳌﻮﺍﺩ‬ ‫ﻛﻤﻴﺎﺕ‬
‫ﺍﻟﻔﻌﻠﻴﺔ‬ ‫ﻟﻠﻮﻗﺖ‬ ‫ﺍﻹﻧﺘﺎﺝ‬ ‫ﺍﻹﻧﺘﺎﺟﻴﺔ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺍﻹﻧﺘﺎﺝ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﻗﺎﺳﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،1998 ،‬ﺹ ‪.50‬‬

‫‪(1) Patrick Dumas, Informatique industrielle, Dunod édition, Paris, France, 2001, P VIII.‬‬

‫ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.85‬‬ ‫)‪(2‬‬
‫‪109‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﰲ ﻣﺮﺣﻠﺔ ﲢﻠﻴﻞ ﺑﻴﺎﻧﺎﺕ ﺍﻹﻧﺘﺎﺝ ﺗﺘ ‪‬ﻢ ﻋﻤﻠﻴﺔ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺍ ﹸﳌﺨ ﱠﻄﻂ ﻭﺍﻟﻔﻌﻠﻲ ﻟﺘﺤﺪﻳـﺪ ﺍﻻﳓﺮﺍﻓـﺎﺕ‬
‫ﻭﺃﺳﺒﺎ‪‬ﺎ؛ ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺼﺤﻴﺤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‪ .‬ﻭﻳﻘﻮﻡ ﻧﻈـﺎﻡ ﻣﻌﻠﻮﻣـﺎﺕ ﲣﻄـﻴﻂ‬
‫ﻭﺗﻮﺟﻴﻪ ﺍﻹﻧﺘﺎﺝ ﺑﺘﺰﻭﻳﺪ ﺑﻘﻴﺔ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗ‪‬ﺼﺒﺢ ﺍﻷﺳﺎﺱ ﻟﻠﻌﺪﻳﺪ‬
‫ﻣﻦ ﺍﳌﻌﺎﳉﺎﺕ ﺍﻟﻼﺣﻘﺔ‪ ،‬ﰲ ﺇﻃﺎﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺿﻤﻦ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﺎﶈﺎﺳﺒﺔ‪ ،‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ‪،‬‬
‫ﻭﺍﻟﺘﻤﻮﻳﻞ‪... ،‬ﺇﱁ‪.‬‬
‫‪ -2‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ)‪:(1‬‬
‫ﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﰐ ﺑﺘﺨﺰﻳﻦ ﻭﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺘﻠ ﱢﻘﻲ ﺍﻟﻄﻠﺒﻴﺎﺕ‬
‫ﻭﲣﻄﻴﻂ ﺍﳌﺒﻴﻌﺎﺕ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﻟﺴﻮﻕ ﻟﻠﺘﻌ ‪‬ﺮﻑ ﺇﱃ ﺍﻟﻮﺿﻊ ﺍﻟﺘﻨﺎﻓﺴﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺭﻏﺒـﺎﺕ ﻭﺃﺫﻭﺍﻕ‬
‫ﺍﳌﺴﺘﻬﻠﻜﲔ‪ ،‬ﻭﺍﻟﺘﺮﻭﻳﺞ ﻟﻠﻤ‪‬ﻨﺘ‪‬ﺠﺎﺕ‪ .‬ﻭﺑﺬﻟﻚ ﻓﺈﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋـ ٍﺔ ﻣـﻦ‬
‫ﺍﻟﻌﻨﺎﺻﺮ‪ ،‬ﻣﺜﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﳌﻌﺪﺍﺕ‪ ،‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ؛ ﻟﺘﺠﻤﻴﻊ ﻭﲣﺰﻳﻦ ﻭﲢﻠﻴﻞ ﻭﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ‬
‫ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛ ﻣﻦ ﺃﺟﻞ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺎﺕ ﲣﻄﻴﻂ ﻭﺗﻨﻔﻴﺬ ﺍﳌﺒﻴﻌﺎﺕ)‪.(2‬‬
‫ﻭﻳﺘﻜﻮ‪‬ﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻘﻲ ﻣﻦ)‪:(3‬‬
‫ﻗﻮﺍﻋﺪ ﻟﻠﺒﻴﺎﻧﺎﺕ ‪‬ﻣﺸ ﱠﻜﻠﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﺆﺳﺴﺔ ﻭﲟﺤﻴﻂ ﺍﳌﺆﺳﺴﺔ؛‬ ‫‪-‬‬
‫ﺕ ‪‬ﻣﺘﻌﱢﻠﻘﺔ ﺑﺎﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ؛‬ ‫ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫‪-‬‬
‫ﺃﺩﻭﺍﺕ ﺍﳌﻌﺎﳉﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ؛‬ ‫‪-‬‬
‫ﳕﺎﺫﺝ ﺍﻟﺘﻮﻗﱡﻌﺎﺕ‪.‬‬ ‫‪-‬‬
‫ﻭﻳﺘﺒﺎﺩﻝ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻊ ﺑﻘﻴﺔ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﻮﻇﻴﻔﻴـﺔ‬
‫ﺕ ﻣﻦ ﻗﺴﻢ ﺍﶈﺎﺳﺒﺔ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺧﻄﺔ ﺍﳌﺒﻴﻌﺎﺕ ﺣـﺴﺐ‬ ‫ﻼ ﳛﺘﺎﺝ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ﺍﻷﺧﺮﻯ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﺕ ﺣﻮﻝ ﺍﻟﺴﻴﻮﻟﺔ ﺍﻟﻨﻘﺪﻳﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ‪ ،‬ﺍﻟﺴﻠﻊ ﻭﺍﳌﻨﺎﻃﻖ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﲤﻮﻳﻞ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﺑﺎﳌﻘﺎﺑﻞ ‪‬ﺗﻌﺘﱪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲢﺘﻮﻳﻬﺎ ﺧﻄﺔ ﺍﳌﺒﻴﻌﺎﺕ ﺍﻷﺳﺎﺱ ﺍﳌﻌﻠﻮﻣﺎﰐ ﻹﻋﺪﺍﺩ ﺧﻄـﺔ‬
‫ﺍﻹﻧﺘﺎﺝ ﻭﺧﻄﺔ ﺍﳌﺸﺘﺮﻳﺎﺕ‪ ،‬ﻭﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﻭﺍﻟﻄﺎﻗﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﺧﻄﺔ ﺍﳌﺨﺰﻭﻥ‪... ،‬ﺇﱁ‪.‬‬
‫ﺕ ﻓﺮﻋﻴﺔ ﻟﻜـﻞ‬
‫ﺻﺪ)‪ (1‬ﺟﻮﻫﺮ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺴﻮﻳﻖ ﺍﻟﺬﻱ ﻳﻀ ‪‬ﻢ ﺑﺪﻭﺭﻩ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﺮ ‪‬‬
‫ﺻﺪ ﺍﻟﺘﻨﺎﻓﺴﻲ‪ ،‬ﺍﻟﺘﺠﺎﺭﻱ‪ ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬ ‫ﻣﻦ ﺍﻟﺘﺮ ‪‬‬

‫‪.Marketing Information System‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﻗﺎﺳﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.49-48‬‬ ‫)‪(2‬‬
‫‪(3) J.M-Auriac et autres, Économie d'entreprise, Casteilla Editions, France, 1995, P 141.‬‬
‫‪110‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -3‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺸﺘ ‪‬ﺮﻳﺎﺕ)‪:(2‬‬

‫ﻳﻠﻌﺐ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﺸﺘﺮﻳﺎﺕ ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﻷﻥ ﺍﻻﺗ‪‬ﺠﺎﻩ ﰲ ﺍﻟـﺼﻨﺎﻋﺔ ﳝﻴـﻞ ﺇﱃ‬
‫ﺼﺺ‪ ،‬ﻭﻳ‪‬ﺆﺩ‪‬ﻱ ﺫﻟﻚ ﺇﱃ ﺯﻳﺎﺩﺓ ﺣﺠﻢ ﺍﳌﻮﺍﺩ ﺍﻷﻭﻟﻴﺔ ﻭﺍﻷﺟﺰﺍﺀ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ ﺍ ﹸﳌﺸﺘﺮﺍﺓ؛ ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ ﻳ‪‬ﺆﺩ‪‬ﻱ‬ ‫ﺍﻟﺘﺨ ‪‬‬
‫ﺇﱃ ﺍﺯﺩﻳﺎﺩ ﻛﻤﻴﺔ ﺍﻷﻣﻮﺍﻝ ﺍ ﹸﳌﻮ ﱠﻇﻔﺔ ﰲ ﺍﳌﺨﺰﻭﻥ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻷﻭﻟﻴﺔ ﻭﺍﻷﺟﺰﺍﺀ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ؛ ﳑﺎ ﻳﻨ‪‬ﺘﺞ ﻋﻨﻪ ﺍﺭﺗﻔﺎﻉ‬
‫ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺪﻓﻮﻋﺔ ﻋﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍ ﹸﳌﻮ ﱠﻇﻒ ﰲ ﺍﳌﺨﺰﻭﻥ‪.‬‬
‫ﻭﻳﺮﺗﺒﻂ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﺒﺎﺷﺮ ﹰﺓ ﺑﻨﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻹﻧﺘﺎﺝ؛ ﺣﻴﺚ ﺃ ‪‬ﺩﺕ ﺃﲤﺘﺔ ﺍﻹﻧﺘﺎﺝ ﺇﱃ ﺇﻟﻘـﺎﺀ ﻋﻠـﻰ‬
‫ﺕ ﺃﻛﺜﺮ ﺩﻗﺔ ﻣﻦ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻣﺜﻞ ﺿﻤﺎﻥ ﻧﻮﻋﻴﺔ ﺍﳌﻮﺍﺩ ﺍﳌﺸﺘﺮﺍﺓ‪ .‬ﻟـﺬﻟﻚ ﻳﻘـﻮﻡ‬ ‫ﻋﺎﺗﻖ ﺇﺩﺍﺭﺓ ﺍﳌﺸﺘﺮﻳﺎﺕ ﻣﻬﻤﺎ ٍ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺧﻄﺔ ﺍﻹﻧﺘﺎﺝ ﻟﺘﺤﺪﻳﺪ ﺍﻷﺻﻨﺎﻑ ﺍﻟﻮﺍﺟﺐ ﺷﺮﺍ ‪‬ﺅﻫﺎ‪ ،‬ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﻌﺎﺋﺪﺓ ﳍـﺬﻩ ﺍﻷﺻـﻨﺎﻑ‪.‬‬
‫ﻛﺬﻟﻚ ﺗﻘﻮﻡ ﺑﺘﺤﺪﻳﺪ ﺯﻣﻦ ﺍﻟﺸﺮﺍﺀ‪ ،‬ﻭﺍﻟﻜﻤﻴﺔ ﺍﻟﻮﺍﺟﺐ ﺷﺮﺍﺅﻫﺎ‪ .‬ﻭﳛﺘﻔﻆ ﻛﺬﻟﻚ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺑﺎﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ ﻭﺍﻷﺻﻨﺎﻑ ﺍﻟﱵ ‪‬ﻳﻘ ‪‬ﺪﻣﻮﻬﻧﺎ‪ .‬ﻭﳛﺘﺎﺝ ﺇﱃ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻷﺧـﺮﻯ‪ ،‬ﻭﺧﺎﺻـ ﹰﺔ ﺍﳌﹸﺘﻌﻠﱢﻘـﺔ‬
‫ﺕ ﺇﱃ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪.‬‬
‫ﺑﺎﻹﻧﺘﺎﺝ‪ ،‬ﺍﻟﺘﻤﻮﻳﻞ ﻭﺍﶈﺎﺳﺒﺔ‪ ،‬ﻭﺑﺎﳌﻘﺎﺑﻞ ‪‬ﻳﻘ ‪‬ﺪﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪ -4‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪:(3‬‬
‫ﻳﻘﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪ (4‬ﺑﺘﺨﺰﻳﻦ ﻭﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻌﻤﻠﻴﺎﺕ ﲣﻄﻴﻂ ﻭﺗﻨﻈﻴﻢ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ‪‬ﺗﻤﺎ ِﺭﺳﻬﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻳﻌﻤﻞ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻋﻠﻰ ‪‬ﻣﺴﺎﻋﺪ‪‬ﺎ ﰲ ﺃﺩﺍﺋﻬﺎ ﻭﻫﻲ)‪:(5‬‬
‫‪ -‬ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺗﺄﻣﲔ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬

‫ﺻﺪ )‪ :(Veille‬ﻣﺘﺎﺑﻌﺔ ﺍﻟﺘﻄ ‪‬ﻮﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﺑﻨﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲤﻨﺤﻬﺎ ﹸﻓﺮﺻﹰﺎ‪.‬‬
‫)‪ (1‬ﺍﻟﺘﺮ ‪‬‬
‫)‪.Procurement Information System (2‬‬
‫)‪.Human Resources Information System(3‬‬
‫)‪ (4‬ﺳﻴﺘ ‪‬ﻢ ﻣﻨﺎﻗﺸﺔ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺸﻲ ٍﺀ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫)‪ (5‬ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﻗﺎﺳﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.54‬‬
‫‪111‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺕ ﺣﻮﻝ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬ ‫ﺕ ﳛﺘﻮﻱ ﻋﻠﻰ ﺑﻴﺎﻧﺎ ٍ‬

‫ﻭﻷﺩﺍﺀ ﻫﺬﻩ ﺍﻟﻮﻇﺎﺋﻒ ﻳﻨﺒﻐﻲ ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺕ ﺣﻮﻝ ﻣﺮﺍﻛﺰ ﺍﻟﻌﻤﻞ‪ .‬ﻭﻛﺬﻟﻚ ﻓﺈﻥ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‬ ‫ﻛﻤﺎ ﻳﺘﻄﻠﱠﺐ ﻭﺟﻮﺩ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻣﻦ ﺧﻄﻂ ﺍﻹﻧﺘﺎﺝ ﻭﺑﻘﻴﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﰲ ﺍﳌﺸﺮﻭﻉ؛ ﻣﻦ ﺃﺟﻞ ﺇﻋﺪﺍﺩ ﺧﻄﻂ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻣﻦ ﺣﻴﺚ ﻋـﺪﺩ‬
‫ﺍ ﹸﳌﺆ ‪‬ﻫﻼﺕ ﻭﺧﱪﺍﺕ ﺍﻷﺷﺨﺎﺹ ﺍﳌﻄﻠﻮﺏ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ‪ .‬ﺗ‪‬ﻤﺜﱢﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﹸـﺪﺧ‪‬ﻼﺕ ﻟﻠﻌﺪﻳـﺪ ﻣـﻦ‬
‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺿﻤﻦ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻛﻤﺎ ﻳﻘﻮﻡ ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺘﻨﻔﻴﺬ ﺍﳌﻬﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫ﻕ ﺟﺪﻳﺪﺓ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬ ‫‪ -‬ﻭﺿﻊ ﻃﺮ ٍ‬
‫‪ -‬ﺍﻟﺴﻬﺮ ﻋﻠﻰ ﻭﺿﻊ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﺗﺄﻣﲔ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﻣﺼﻠﺤﺔ ﺃﻭ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﻭﺃﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﺗﻜﻮﻳﻦ ﻭﻣﺴﺎﻋﺪﺓ ﺍ ﹸﳌﺴﺘﺨﺪِﻣﲔ ﻟﻠﱪﳎﻴﺎﺕ؛‬
‫‪ -‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﺇﺩﺍﺭﺓ ﻣﺸﺎﺭﻳﻊ ﺍﻷﲤﺘﺔ ﻟﺼﺎﱀ ﻣﺪﻳﺮﻳﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﲢﻀﲑ ﺍ ﹸﳌﺨ ﱠﻄﻂ ﺍﻟﺸﺎﻣﻞ ﻟﻠﻤﻌﻠﻮﻣﺎﺗﻴﺔ )ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ(‪.‬‬
‫‪ -5‬ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﳌﺎﻟﻴﺔ )‪:(2‬‬
‫ﻳﻘﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﺔ ﺑﺘﺴﺠﻴﻞ ﻭﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺘﻌﻠﱠـﻖ ﺑﺄﺻـﻮﻝ ﻭﺧـﺼﻮﻡ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﶈﻴﻂ؛ ﻟﺬﻟﻚ ‪‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﻳﻘﻮﻡ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺎﱄ ﲟﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺍﺀ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘﻌﻠﱢﻘـﺔ ﺑﺈﻣـﺪﺍﺩ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺑﺎﻷﻣﻮﺍﻝ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻹﳒﺎﺯ ﺃﻫﺪﺍﻓﻬﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻣﻮﺍﻝ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻭﺑﺎﻟﻄﺮﻕ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤـﺔ‪،‬‬
‫ﻭﺑﺄﻓﻀﻞ ﺍﻟﺸﺮﻭﻁ ﺍﳌﻤﻜﻨﺔ ﻟﺘﺴﺪﻳﺪ ﺍﻟﺘﺰﺍﻣﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﻟﺪﻋﻢ ﺑﺮﺍﳎﻬﺎ‪ ،‬ﻭﺍﻟﺴﻌﻲ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﺭﺩﻫـﺎ‬
‫ﺑﺸﻜ ٍﻞ ﻓﻌﺎﱠﻝ)‪ .(3‬ﻭﻳﻘﻮﻡ ﻛﺬﻟﻚ ﺑﺘﺰﻭﻳﺪ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ‪ ،‬ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺫﺍﺕ‬

‫‪(1) Patrick Gilbert, La gestion des ressources humaines, éditions d'organisation, France, 1999, P 730.‬‬

‫‪.Accounting and Financial Information Systems‬‬ ‫)‪(2‬‬

‫‪(3) Aubert Benoît, op.cit, P40.‬‬
‫‪112‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻌﻼﻗﺔ‪ ،‬ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻘﺎﺋﻖ ﺍ ﹸﳌﺘﻨ ‪‬ﻮﻋﺔ ﻋﻦ ﺍﻷﻧﺸﻄﺔ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﱵ ﳛﺘﺎﺟﻮﻬﻧﺎ ﳌﺴﺎﻋﺪ‪‬ﻢ‬
‫ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺎﻟﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ)‪.(1‬‬
‫ﻛﻤﺎ ﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻣﺜﻞ ﺧﻄﺔ ﺍﳌﺒﻴﻌﺎﺕ‪ ،‬ﺍﻹﻧﺘﺎﺝ‪،‬‬
‫ﺕ ﻟﻜـﻞ‬ ‫ﺍﳌﺸﺘﺮﻳﺎﺕ‪ ،‬ﻭﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﰲ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺎﻟﻴﺔ‪ ،‬ﻭ‪‬ﺗﺼﺎﻍ ﻫﺬﻩ ﺍﳋﻄﻂ ﻋﻠﻰ ﺷﻜﻞ ﻣﻮﺍﺯﻧﺎ ٍ‬
‫ﺇﺩﺍﺭ ٍﺓ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪ .‬ﻛﻤﺎ ﺗﻘﻮﻡ ﺑﺈﻋﺪﺍﺩ ﻗﺎﺋﻤ ٍﺔ ﺑﺎﻟﺘﺪﻓﱡﻘﺎﺕ ﺍﻟﻨﻘﺪﻳﺔ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ ﻭﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ؛ ﻣﻦ‬
‫ﺃﺟﻞ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻮﻇﻴﻒ ﺍﻟﻔﻮﺍﺋﺾ ﺍﳌﺎﻟﻴﺔ ﰲ ﺣﺎﻝ ﻭﺟﻮﺩﻫﺎ‪ ،‬ﺃﻭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﻤﻮﻳﻞ ﺍﳌﻨﺎﺳﺐ ﰲ ﺣﺎﻝ‬
‫ﻭﺟﻮﺩ ﺍﻟﻌﺠﺰ‪.‬‬
‫ﺗﺘﻜﻮﻥ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﳌﺎﻟﻴﺔ ﻣﻦ ﺣﺴﺎﺑﺎﺕ ﺍﳌـﺪﻓﻮﻋﺎﺕ ﻭ ﺍﳌﻘﺒﻮﺿـﺎﺕ)‪، (2‬ﳏﺎﺳـﺒﺔ‬
‫ﺍﻟﺘﻜﺎﻟﻴﻒ)‪،(3‬ﺍﻟﺘﺪﻗﻴﻖ)‪ (4‬ﲟﺎ ﰲ ﺫﻟﻚ ﺗﺪﻗﻴﻖ ﺍﳌﻌﺎﳉﺔ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺑﻴﻨﻤـﺎ ﳝﻜـﻦ ﺃﻥ ﺗﻈـﻢ ﻧﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺎﻟﻴﺔ ﻧﻈﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻨﻘﺪﻳﺔ)‪ (5‬ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﺎﱄ)‪.(6‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬

‫‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ)‪ (7‬ﻣﻦ ﺃﻫﻢ ﺍﻟ‪‬ﻨﻈﻢ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺘﺤﻮﻳﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﻨﺎﲡـﺔ ﻋـﻦ ﻧ‪‬ﻈـﻢ‬
‫ﺨﺬﺓ ﺑﺼﺤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﺕ ﰲ ﻧ‪‬ﻈﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﲝﻴﺚ ﺗﺮﺗﺒﻂ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﹸ‪‬ﺘ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺇﱃ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﻳﻘﻀﻲ ﺍﳌﺪﻳﺮﻭﻥ ﺃﻏﻠﺐ ﻭﻗﺘﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﻴﻮﻣﻲ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ ﻗﺒﻞ ﺍﺗ‪‬ﺨـﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻗﺪ ﺃﻧﺸﺌﺖ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺍﺀ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻞ)‪ .(8‬ﻭﲢﺘﺎﺝ ﺃﻱ ﻣﺆﺳﺴ ٍﺔ ﺣﺪﻳﺜﺔ ﺇﱃ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﰲ ﺗﺮﺷﻴﺪ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ‪‬ﺎ‪ ،‬ﻭ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻰ ﺍﻟﻨ‪‬ﻈﻢ‬
‫ﺍ ﹸﳌﻜ ‪‬ﺮﺳﺔ ﻟﺬﻟﻚ ﺑﻨ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ )‪ (DSS‬ﻛﺎﻣﺘﺪﺍ ٍﺩ ﻃﺒﻴﻌﻲ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺑﻴﺌﺔ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ‪.‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.349‬‬ ‫)‪(1‬‬

‫)‪.Accounts payable and Accounts Receivable (2‬‬

‫)‪.Coste Accounting (3‬‬
‫)‪.Auditing (4‬‬
‫)‪.Cash Management System (5‬‬
‫)‪ (6‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.85‬‬
‫)‪.Decision Support Systems (7‬‬
‫)‪ (8‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.61‬‬
‫‪113‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪‬ﺗﻘﺴﻢ ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺍﺗ‪‬ﺨﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺑﺸﺄﻬﻧﺎ ﺇﱃ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻫﻲ)‪:(1‬‬
‫‪ -1‬ﺍﳌﻬﺎﻡ ﺍﳍﻴﻜﻠﻴﺔ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻬﺎﻡ ﺍ ﹸﳌﺘﻜ ‪‬ﺮﺭﺓ ﻭﺍﻟﱵ ﻳﻜﻮﻥ ﳍﺎ ﺇﺟﺮﺍﺀﺍ ‪‬‬
‫ﺕ ‪‬ﻣﺤ ‪‬ﺪﺩﺓ ﻹﳒﺎﺯﻫﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ‬
‫ﻼ ﺍﺧﺘﻴﺎﺭ ﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ؛‬
‫ﺤﻜﻢ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺸﺨﺼﻲ ﹸﳌﻨ ﱢﻔﺬ ﻫﺬﻩ ﺍﳌﻬﺎﻡ ﳏﺪﻭﺩﹰﺍ‪ ،‬ﻣﺜ ﹰ‬
‫ﻳﻜﻮﻥ ﻟﻠ ‪‬‬
‫‪ -2‬ﺍﳌﻬﺎﻡ ﺷﺒﻪ ﺍﳍﻴﻜﻠﻴﺔ)‪ :(2‬ﻭﺗﻘﻊ ﻫﺬﻩ ﺍﳌﻬﺎﻡ ﰲ ﻭﺿ ٍﻊ ﻭﺳﻂ ﺑﲔ ﺍﳌﻬﺎﻡ ﺍﳍﻴﻜﻠﻴﺔ ﻭﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ؛ ﺣﻴـﺚ‬
‫ﻳﺘ ‪‬ﻢ ﲢﺪﻳﺪ ﺍﳌﻬﻤﺔ ﺑﺸﻜ ٍﻞ ﻭﺍﺿﺢ ﺇﱃ ﺣ ﱟﺪ ﻣﺎ‪ ،‬ﻣﻊ ﻭﺟﻮﺩ ﻋﺪ ٍﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﳊﻠﻮﻝ ﺍﻟﺒﺪﻳﻠﺔ ﺍﻟﱵ ﳝﻜـﻦ‬
‫ﺤﻜﻢ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻣﺜـﻞ ﻋﻤﻠﻴـﺔ‬ ‫ﹸﳌﻨ ﱢﻔﺬ ﺍﳌﻬﻤﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﺑﻴﻨﻬﺎ؛ ﳑﺎ ‪‬ﻳﻌﻄﻲ ﳎﺎ ﹰﻻ ﺃﻭﺳﻊ ﻟﻠ ‪‬‬
‫ﺍﻟﺘﻮﻇﻴﻒ؛‬
‫‪ -3‬ﺍﳌﻬﺎﻡ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ)‪ :(3‬ﻭﺗ‪‬ﺘﺼﻒ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﳌﻬﺎﻡ ﺑﺎﻻﳔﻔﺎﺽ ﺍﻟﻨـﺴﱯ ﰲ ﺩﺭﺟـﺔ ﺍﻟﺘﻜـﺮﺍﺭ‬
‫ﺕ ‪‬ﻣﺴ‪‬ﺒﻘﺔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻌﻬﺎ‪ ،‬ﻛﻤﺎ ﺃﻬﻧﺎ ﻏﺎﻟﺒﹰﺎ ﻣـﺎ‬
‫ﻭﺍﻟﺪﻭﺭﻳﺔ )ﻏﲑ ﺭﻭﺗﻴﻨﻴﺔ(؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻧﻪ ﻻ ﺗﻮﺟﺪ ﺇﺟﺮﺍﺀﺍ ‪‬‬
‫ﺗﻜﻮﻥ ‪‬ﻣﻌ ﱠﻘﺪﺓ‪ ،‬ﻭﲢﺘﺎﺝ ﺇﱃ ﻭﺳﺎﺋﻞ ﻭﺃﺳﺎﻟﻴﺐ ﺧﺎﺻﺔ ﳌﻌﺎﳉﺘﻬﺎ؛ ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﳌﻬﺎﻡ ﻏـﲑ ‪‬ﻣﺤـ ‪‬ﺪﺩﺓ‬
‫ﺑﺼﻮﺭ ٍﺓ ﻭﺍﺿﺤﺔ‪ ،‬ﻣﻊ ﻭﺟﻮﺩ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳊﻠﻮﻝ ﺍﻟﺒﺪﻳﻠﺔ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ‪ ،‬ﳑﺎ ﻳﻌﲏ ﺍ‪‬ﺗﺴﺎﻉ ﻧﻄـﺎﻕ ﺍﻟﺘﻘـﺪﻳﺮ‬
‫ﻼ ﺍﺧﺘﻴﺎﺭ ﻣﺴﺆﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﻭﺍﳊﻜﻢ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻣﺜ ﹰ‬
‫ﻭﺗﻠﻌﺐ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﺃﺩﺍﺀ ﺍﻟﻨـﻮﻉ‬
‫ﺍﻷﻭﻝ ﻣﻦ ﺍﳌﻬﺎﻡ‪ ،‬ﻭﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﺗﻜﻮﻥ ‪‬ﻣﻮ ‪‬ﺟﻬ ﹰﺔ ﻟﺪﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺗﻨـﺘﺞ ﻣـﻦ ﻣـﺸﺎﻛﻞ ﻫﻴﻜﻠﻴـﺔ‬
‫)ﺭﻭﺗﻴﻨﻴﺔ(‪ ،‬ﺃﻣﺎ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻓﺈﻬﻧﺎ ﺗﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﳌﻬﺎﻡ ﻭﻫﻮ ﺍﳌﻬﺎﻡ ﺷﺒﻪ ﺍﳍﻴﻜﻠﺔ)‪ ،(4‬ﰲ‬
‫ﺣﲔ ﳒﺪ ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﻨﻮﻉ ﺍﻷﺧﲑ ﻣﻦ ﺍﳌﻬﺎﻡ‪ ،‬ﻭﻫﻲ ﺍﳌﻬﺎﻡ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ ﳌﺎ ﳛﺘﺎﺟﻪ ﻣـﻦ‬
‫ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳋﱪﺓ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻌﻪ‪ .‬ﻭﲤﺎﺷﻴﹰﺎ ﻣﻊ ﺗﻄ ‪‬ﻮﺭ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻟﻜﻮﻬﻧﺎ ﺃﺻﻐﺮ ﺣﺠﻤﹰﺎ ﻭﺃﻛﺜﺮ ﻗـﻮﺓ؛‬
‫ﳑﺎ ﻳﺴﻤﺢ ﳍﺎ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻞ ﻭﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﺍﻟﻔﻌﺎﱠﻝ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺍﻟﻨﻬﺎﺋﻲ‪ ،‬ﻓﻘـﺪ ﱠﰎ ﺗـﺼﻤﻴﻤﻬﺎ ﳌـﺴﺎﻋﺪﺓ‬
‫ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺍﻟﻨﻬﺎﺋﻲ ﰲ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻨﻤﺎﺫﺝ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺸﺄﻥ ﺍﳌﻬﺎﻡ ﺷﺒﻪ ﺍﳍﻴﻜﻠﻴﺔ‪.‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻃﺮﻳﻘ ﹰﺔ ﺟﺪﻳﺪﺓ ﻧﺴﺒﻴﹰﺎ ﰲ ﺍﻟﺘﻔﻜﲑ ﺑﺸﺄﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﻛـﻞ‬
‫ﻣﻦ ﳎﺎﻻﺕ ﺍﻹﺩﺍﺭﺓ؛ ﻓﻬﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﻗﺎﺋﻤ ﹲﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﳑﺎ ﻳﻌﲏ ﺍﺳﺘﺨﺪﺍﻡ ﹸﻗﺪﺭﺍﺕ ﺍﳊﻮﺍﺳـﻴﺐ‬
‫ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﰲ ﲢﺴﲔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺣﺠﻢ ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ ﰲ ﻋﻤﻠﻴـﺔ ﺍﺗ‪‬ﺨـﺎﺫ‬

‫ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪،‬‬ ‫)‪(1‬‬

‫‪ ،1999‬ﺹ ‪.171‬‬
‫‪.Semistructured‬‬ ‫)‪(2‬‬

‫‪.Unstructured‬‬ ‫)‪(3‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.68‬‬ ‫)‪(4‬‬

‫‪114‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﳑﺎ ﻳﻨﻌﻜﺲ ﺑﺼﻮﺭ ٍﺓ ﺇﳚﺎﺑﻴﺔ ﻋﻠﻰ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ ﰲ ﺍﳌﻬﺎﻡ ﺷﺒﻪ‬
‫ﺍﳍﻴﻜﻠﻴﺔ‪.‬‬
‫ﺕ ﻣﺒﲏ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻳﻬﺪﻑ ﺇﱃ ﻣﺴﺎﻋﺪﺓ‬ ‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺄﻧﻪ‪ » :‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﰲ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﳌﺸﻜﻼﺕ ﺷﺒﻪ ﺍﳌﻬﻴﻜﻠﺔ‬
‫ﺃﻭ ﻏﲑ ﺍﳌﻬﻴﻜﻠﺔ «)‪.(1‬‬
‫ﻛﻤﺎ ﻳ‪‬ﻌﺮ‪‬ﻑ ﺑﺄﻧﻪ‪ » :‬ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻔﺎ ‪‬ﻋﻠﻲ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﻟـﱵ‬
‫ﺗ‪‬ﺴﺎﻋِﺪ ﺍﳌﹸﺴﺘﺨﺪِﻣﲔ ﳊ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﺷﺒﻪ ﺍﳍﻴﻜﻠﻴﺔ ﺃﻭ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ «)‪.(2‬‬
‫ﺕ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ )ﺟﺪﺍﻭﻝ‪ ،‬ﺭﺳﻮﻡ‪ ،‬ﳕﺎﺫﺝ‪ ،‬ﳏﺎﻛﺎﺓ(‪،‬‬‫ﻭﻳ‪‬ﻌ ‪‬ﺮﻑ ﺑﺄﻧﻪ » ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ‪‬ﻳﺰ ‪‬ﻭﺩ ﺍﳌﺪﺭﺍﺀ ﺑﺄﺩﻭﺍ ٍ‬
‫ﺗ‪‬ﺴﺎﻋِﺪﻫﻢ ﻋﻠﻰ ﺣ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﺷﺒﻪ ﺍ ﹸﳌﱪ ‪‬ﻣﺠﺔ ﻭﻏﲑ ﺍ ﹸﳌﱪ ‪‬ﻣﺠﺔ ﺑﺄﻧﻔﺴﻬﻢ «)‪.(3‬‬
‫‪‬ﺗﺼ ‪‬ﻤﻢ ﻧ‪‬ﻈﻢ ﺗﺪﻋﻴﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻐﺮﺽ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻼﺣﺘﻴﺎﺟﺎﺕ ﻏﲑ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ ﺃﻭ ﻏﲑ ﺍ ﹸﳌﺨ ﱠﻄﻄﺔ ﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﳍﺬﺍ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳍﺎ ﺃﳘﻴﺘﻬﺎ ﳌﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﺓ؛ ﺣﻴﺚ ‪‬ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟـﻨ‪‬ﻈﻢ ﺍﻟﻨﻤـﺎﺫﺝ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﻋﻨﺎﺻﺮ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﳊ ﱢﻞ ﺍﳌﺸﻜﻠﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺁﻟﻴﺔ ﻋﻤﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﺃﺩﻭﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﻟﺘﺴﻬﻴﻞ ﻣﻬﺎﻡ ﺍﺗ‪‬ﺨﺎﺫ‬
‫ﻼ ‪‬ﻣﺘﻌ ‪‬ﻤﻘﹰﺎ‪ .‬ﻭﺑﺬﻟﻚ ﺗ‪‬ﺼﺒﺢ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻣﺴﺌﻮﻟﺔ ﺃﻭ ﹰﻻ ﻋﻠـﻰ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻄﱠﻠﺐ ﺟﻬﺪﹰﺍ ﻛﺒﲑﹰﺍ ﻭﲢﻠﻴ ﹰ‬
‫ﺃﺩﺍﺀ ﻣﻬﻤﺔ ﺧﻠﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﰲ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺛﺎﻧﻴﹰﺎ ﻋﻦ ﺗﻮﺻﻴﻞ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘ‪‬ﺨﺬﺓ ﺇﱃ ﻣ‪‬ﺴﺘﺨﺪِﻣﻴﻬﺎ‪.‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﻧ‪‬ﻈﻢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺘ‪‬ـﺴﻢ ﺑﺎﳌﺮﻭﻧـﺔ ﻭﺍﻟﺘﻔﺎﻋ‪‬ـﻞ ﻣـﻊ‬
‫ﺍ ﹸﳌﺴﺘﺨﺪِﻣﲔ ﺑﻜﻔﺎﺀ ٍﺓ ﻋﺎﻟﻴﺔ؛ ﺣﻴﺚ ﺃﻬﻧﺎ ‪‬ﻣﺼ ‪‬ﻤﻤﺔ ﳌﺴﺎﻧﺪﺓ ‪‬ﻣﺘ‪‬ﺨﺬﻱ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﺑﻴﺌ ٍﺔ ﻏﲑ ‪‬ﻣﺆﻛﱠـﺪﺓ ﻭﻏـﲑ‬
‫ﻫﻴﻜﻠﻴﺔ‪.‬‬
‫ﺕ ‪‬ﺗﻤﻴﺰ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻋﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧـﺮﻯ ﻭﺍ ﹸﳌﻌﺘﻤِـﺪﺓ ﻋﻠـﻰ‬
‫ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﺍﺧﺘﻼﻓﺎ ٍ‬
‫ﺍﳊﺎﺳﻮﺏ ﻣﻦ ﺃﳘﻬﺎ)‪:(4‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.144‬‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.57‬‬ ‫)‪(2‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.298‬‬ ‫)‪(3‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.145-144‬‬ ‫)‪(4‬‬

 ‫‪115‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﺗﺮﻛﱡﺰ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﻟﻴﺲ ﺗﺪﻓﱡﻖ ﺍﻟﺒﻴﺎﻧﺎﺕ؛‬
‫‪ -‬ﺿﺮﻭﺭﺓ ‪‬ﻣﺸﺎ ‪‬ﺭﻛﺔ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺼﻤﻴﻢ؛‬
‫‪ -‬ﳝﻜﻦ ﺗﺼﻤﻴﻢ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ‪‬ﲟﺤﱢﻠﻠﻲ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﳌﹸﺴﺘﺨﺪِﻡ ﺫﺍﺗﻪ؛‬
‫‪ -‬ﻳﻌﺘﻤﺪ ‪‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﻭﺍﳌﹸﺴﺘﺨﺪِﻡ ﻣﻦ ﺧﻼﻝ ﻧ‪‬ﻈ ٍﻢ ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻬﺎ ﻧ‪‬ﻈـﻢ ﺇﺩﺍﺭﺓ‬
‫ﺍﳊﻮﺍﺭ؛‬
‫ﻉ ﻣﻦ ﻣﻬﺎﻡ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻛﻤﺎ ﰲ‬
‫ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﳝﻜﻦ ﺃﺩﺍﺀ ﺗﻨ ‪‬ﻮ ٍ‬
‫ﺣﺎﻟﺔ ﺇﻋﺪﺍﺩ ﻣﻴﺰﺍﻧﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻹﻳﺮﺍﺩﺍﺕ ﻭﺍﳌﺼﺮﻭﻓﺎﺕ‪.‬‬
‫ﺕ ﺃﺳﺎﺳﻴﺔ ﻫﻲ)‪ :(1‬ﺍﻟﻨﻈـﺎﻡ ﺍﻟﻔﺮﻋـﻲ ﻹﺩﺍﺭﺓ‬ ‫ﻱ ﻧﻈﺎ ٍﻡ ﻟﺪﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﻦ ﺛﻼﺛﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﻭﻳﺘﻜ ‪‬ﻮﻥ ﺃ ‪‬‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﻼﺗﺼﺎﻝ ﺑﲔ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻭﺍﻟﻨﻈـﺎﻡ‪ .‬ﻭﻳ‪‬ﻮﺿ‪‬ـﺢ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﻦ ﺧﻼﻝ ﺗﻔﺎ ‪‬ﻋﻞ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺗﻪ ﺍﻷﺳﺎﺳﻴﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(19‬‬
‫ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‬

‫ﻣ‪‬ﺴﺘﺨ ِﺪﻡ ﺍﻟﻨﻈﺎﻡ‬

‫ﻳﺘﻠﻘﱠﻰ ﺍﻹﺟﺎﺑﺔ ﻣﻦ ﺍﻟﻨﻈﺎﻡ‬ ‫‪‬ﻳﺮﺳﻞ ﺗﻌﻠﻴﻤﺎﺗﻪ ﻟﻠﻨﻈﺎﻡ‬

‫ﺑﺮﻧﺎﻣﺞ ﺇﺩﺍﺭﺓ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﻼﺗﺼﺎﻝ ﺑﲔ ﺍﳌﹸﺴﺘﺨ ِﺪﻡ ﻭﺍﻟﻨﻈﺎﻡ‬

‫ﺍﳊﻞ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ‬

‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺣﻞ ﳌﺸﻜﻠ ٍﺔ ﻣﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻘﺘﺮﺡ‬ ‫ﺍﳌﻄﻠﻮﺑﺔ‬ ‫ﳎﺮﺩ ﺍﺳﺘﺮﺟﺎﻉ‬
‫ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﻮﺟﻮﺩﺓ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‬
‫ﺕ ﻣﻌﻴﻨﺔ‬
‫ﺑﻴﺎﻧﺎ ٍ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻃﻠﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻨﻤﻮﺫﺝ‬
‫ﺍﳌﹸﺴﺘﺨﺪ‪‬ﻡ ﻣﻦ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.173‬‬

‫‪(1) Emmanuel Pateyrom, La veille stratégique, Économica éditions, Paris, France, 1998, P 68‬‬
‫‪116‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﺘ‪‬ﻀﺢ ﻣﻦ ﺍﻟﺸﻜﻞ ﺭﻗﻢ )‪ (19‬ﺃﻥ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﻳﻘﻮﻡ ﺑﺈﺭﺳﺎﻝ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﺇﱃ ﺍﻟﻨﻈﺎﻡ‪،‬‬
‫ﰒ ﻳﻘﻮﻡ ﺑﺮﻧﺎﻣﺞ ﺇﺩﺍﺭﺓ ﺍﳊﻮﺍﺭ ﺑﲔ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻭﺍﻟﻨﻈﺎﻡ ﺑﺘﺤﻮﻳﻞ ﺍﻟﻠﻐﺔ ﺍ ﹸﳌﺮ ‪‬ﺳﻠﺔ ﺇﱃ ﻟﻐـﺔ ﺍﻵﻟـﺔ‪ ،‬ﰒ ‪‬ﺗﺮﺳ‪‬ـﻞ‬
‫ﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﺣﻴﺚ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺇﻣﺎ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ ﳎﺮﺩ ﺍﺳﺘﺮﺟﺎﻉ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﺑﺈﺭﺳﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﳊﻮﺍﺭ‪.‬‬
‫ﺝ ﻣﻌـﲔ‪ ،‬ﺗﺮﺳ‪‬ـﻞ ﺗﻌﻠﻴﻤـﺎﺕ‬ ‫ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ ﻫﻮ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺣ ﱟﻞ ﳌﺸﻜﻠ ٍﺔ ﻣﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﳕﻮﺫ ٍ‬
‫ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻭﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﺑﺘﺸﻐﻴﻞ ﺍﻟﻨﻤـﻮﺫﺝ ﺍﳌﻄﻠـﻮﺏ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻨﻤﻮﺫﺝ ﻭﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﻣـﻦ ﻣ‪‬ـﺴﺘﺨﺪِﻡ‬
‫ﺍﻟﻨﻈﺎﻡ‪ ،‬ﰒ ‪‬ﻳﺮ ‪‬ﺳﻞ ﺍﳊﻞﱡ ﺍﳌﻘﺘﺮﺡ ﺇﱃ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﳊﻮﺍﺭ‪.‬‬
‫ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻫﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﺗﻔﺎﻋﻠﻴﺔ؛ ﺣﻴﺚ ‪‬ﺗﺴﺘﺨ ِﺪﻡ ﺍﳊﻮﺍﺭ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻝ ﺑﲔ ﺍﻟﻔﺮﺩ ﻭﺍﳊﺎﺳﻮﺏ)‪.(1‬‬
‫ﻭﻟﻔﻬﻢ ﺍﳌﺰﻳﺪ ﻋﻦ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺳﻮﻑ ﻳﺘ ‪‬ﻢ ﺗﻨﺎﻭﻝ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺗﻪ ﺍﻟﺜﻼﺛﺔ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫‪ -1‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ)‪:(2‬‬
‫ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﻳﺘﻀﻤ‪‬ﻨﻬﺎ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻫﻲ‪ :‬ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺬﻱ‬
‫ﻳﻘﻮﻡ ﺑﺎﺳﺘﺨﻼﺹ ﻭﺍﺳﺘﺨﺮﺍﺝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﻣﺼﺎﺩﺭﻫﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﲢﺪﻳﺚ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺍﺳﺘﺮﺟﺎﻋﻬﺎ ﻭﺗـﻮﻓﲑ‬
‫ﺍﳊﻤﺎﻳﺔ‪ .‬ﻭﻣﻦ ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺑﻴﺎﻧﺎﺕ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺃ‪ -‬ﺍﳌﺼﺎﺩﺭ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ :‬ﺣﻴﺚ ﳛﺘﺎﺝ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺇﱃ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﺩﺍﺧﻠﻴﺔ ﻋﻦ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﱠﰎ ﺗﺼﻤﻴﻢ‬
‫ﺍﻟﻨﻈﺎﻡ ﻷﺟﻠﻬﺎ‪ .‬ﻭﺗﺘﺤﺪ‪‬ﺩ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺣﺴﺐ ﺣﺎﺟﺔ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺍﻟﻐـﺮﺽ ﺍﳌﹸـﺼ ‪‬ﻤﻢ‬
‫ﻷﺟﻠﻪ‪ ،‬ﻭ‪‬ﺗﺸﺘ ‪‬ﻖ ﻣﻦ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﰐ ﻟﻠﻤﺆﺳﺴﺔ ﺃﻭ ﻧ‪‬ﻈﻢ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ)‪(3‬؛ ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘـﻮﱠﻓﺮ ﻫـﺬﺍ‬
‫ﺍﻷﺧﲑ ﻋﻠﻰ ﺍﻟ ﹸﻘﺪﺭﺓ ﺇﱃ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﺏ‪ -‬ﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ‪ :‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﻣﻦ ﻣﺼﺎﺩﺭ ﳐﺘﻠﻔﺔ ﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳋﺎﺻـﺔ‬
‫ﺕ ﺧﺎﺻﺔ ﻋﻦ ﺍﻟﺼﻨﺎﻋﺔ ﺃﻭ ﺳﻮﻕ ﺍﻟﻌﻤﺎﻟﺔ ﺃﻭ ﻇﺮﻭﻑ ﺍﳌﻨﺎﻓﺴﺔ‪ ،‬ﻭﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ‬ ‫ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﻟﻮﻃﲏ‪ ،‬ﺃﻭ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﻣﺼﺎﺩﺭﻫﺎ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﺃﻭ ﺷﺮﺍﺅﻫﺎ ﻣﻦ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ‪.‬‬

‫ﺇﲰﺎﻋﻴﻞ ﺍﻟﺴﻴﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(1‬‬

‫‪.Sub-system for data management‬‬ ‫)‪(2‬‬

‫‪.Data Processing Systems‬‬ ‫)‪(3‬‬

‫‪117‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -2‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻹﺩﺍﺭﺓ ﺍﻟﻨﻤﺎﺫﺝ)‪:(1‬‬

‫ﻳﺘﻜﻮ‪‬ﻥ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺛﻼﺛﺔ ﻋﻨﺎﺻﺮ ﺃﺳﺎﺳﻴﺔ ﻫﻲ‪ :‬ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤـﺎﺫﺝ‪،‬‬
‫ﻼ ﺃﻭ ﳏﺎﻛﺎ ﹰﺓ ﻟﻠﻮﺍﻗﻊ‪ ،‬ﺇﻻ ﺃﻧﻪ ‪‬ﻳﺴﺎ ِﻫﻢ ﰲ ﺩﺭﺍﺳﺔ ﻫﺬﺍ ﺍﻟﻮﺍﻗﻊ‪.‬‬
‫ﻭﺩﻟﻴﻞ ﺍﻟﻨﻤﺎﺫﺝ‪ .‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﻨﻤﻮﺫﺝ ﲤﺜﻴ ﹰ‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﳕﺎﺫﺝ ﲝﻮﺙ ﺍﻟﻌﻤﻠﻴـﺎﺕ‪،‬‬
‫ﻭ‪‬ﻳﺤ ﱢﻘﻖ ﻧﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻔﻌﺎﱠﻟﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﲢﻘﻴﻖ ﺍﻟﺘﻜﺎ ‪‬ﻣﻞ ﺑـﲔ‬
‫ﺻﻞ ﺇﻟﻴﻬﺎ ﺍﻟﻨﻤﻮﺫﺝ ﰲ ﺻﻮﺭ ٍﺓ ﻳﺴ ‪‬ﻬﻞ ﻋﻠﻰ ﺍﳌﹸـﺴﺘﺨﺪِﻡ ﻓﻬﻤﻬـﺎ‪،‬‬
‫ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻭﻋﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮ ‪‬‬
‫ﻛﻌﺮﺿﻬﺎ ﰲ ﺷﻜ ٍﻞ ﺑﻴﺎﱐ ﺃﻭ ﰲ ﺷﻜﻞ ﺟﺪﺍﻭﻝ ﺇﺣﺼﺎﺋﻴﺔ‪.‬‬
‫ﻭﻳﻘﻮﻡ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ﺑﺄﺩﺍﺀ ﻧﻔﺲ ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﻳ‪‬ﺆﺩ‪‬ﻳﻬﺎ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﺎﻋـﺪﺓ ﺍﻟﺒﻴﺎﻧـﺎﺕ‪،‬‬
‫ﻛﺒﻨﺎﺀ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻭﲢﺪﻳﺜﻬﺎ‪ ،‬ﻭﲣﺰﻳﻨﻬﺎ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﺘﻜﺎﻣﻞ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺗﺸﻐﻴﻠﻬﺎ‪.‬‬
‫ﺃﻣﺎ ﺩﻟﻴﻞ ﺍﻟﻨﻤﺎﺫﺝ ﻓﻬﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﺎﺋﻤ ٍﺔ ﺗﺘﻀﻤ‪‬ﻦ ﲨﻴﻊ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﻮﺟﻮﺩﺓ ﺑﻘﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ‪ ،‬ﻣـﻊ‬
‫ﺗﻘﺪﱘ ﻧﺒﺬ ٍﺓ ﳐﺘﺼﺮﺓ ﻋﻦ ﻭﻇﺎﺋﻒ ﻭﺇﻣﻜﺎﻧﻴﺔ ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻭﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ .‬ﺗﺘﻜﻮ‪‬ﻥ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ﻣﻦ‬
‫ﳕﻮﺫﺝ ﺍﻟﱪﳎﺔ ﺍﳋﻄﻴﺔ‪ ،‬ﳕﻮﺫﺝ ﺑﺮﳎﺔ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﳕﻮﺫﺝ ﺍﻟﱪﳎﺔ ﺑﺎﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ‪... ،‬ﺇﱁ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﺃﺳﺎﻟﻴﺐ ﻹﺟﺮﺍﺀ ﺍﳊﻮﺍﺭ ﺑﲔ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻭﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺃﳘﻬﺎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﺠﻤﻟﺪﻭﻟﺔ‪ :‬ﻭ‪‬ﺗﻌﺘﱪ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﳊﻮﺍﺭ ﻏﲑ ﺍﳌﺒﺎﺷﺮ‪ ،‬ﻛﻤﺎ ﺃﻬﻧﺎ ‪‬ﺗﺘﻴﺢ ﻟﻠﻤ‪‬ﺴﺘﺨﺪِﻡ ﺇﻣﻜﺎﻧﻴﺔ ﻃﻠﺐ‬
‫ﺃﻱ ﺗﻘﺎﺭﻳﺮ ﺧﺎﺻﺔ ﰲ ﺍﳊﺎﻻﺕ ﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ؛‬
‫‪ -‬ﺍﻟﺴﺆﺍﻝ ﻭﺍﳉﻮﺍﺏ‪ :‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﻄﺮﺡ ﺳﻠﺴﻠ ٍﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ﺍﳌﹸـﺴﺘﺨﺪِﻡ ﺑﺎﻹﺟﺎﺑـﺔ‬
‫ﻋﻨﻬﺎ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ‪ ،‬ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺘﻘﺪﱘ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ؛‬
‫‪ -‬ﻗﺎﺋﻤﺔ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‪ :‬ﲝﻴﺚ ﻳﻌﺮﺽ ﺍﻟﻨﻈﺎﻡ ﻗﺎﺋﻤ ﹰﺔ ‪‬ﺎ ﺍﺧﺘﻴﺎﺭﺍﺕ‪ ،‬ﻭﻳﻘﻮﻡ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﺎﺧﺘﻴﺎﺭ ﺃﺣـﺪﻫﺎ؛‬
‫ﺕ ﻓﺮﻋﻴﺔ‪ .‬ﻭﻣﻦ ﺃﺷﻬﺮ‬
‫ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻳﻘ ‪‬ﺪﻡ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﺃﻭ ‪‬ﻳﻈﻬﺮ ﻗﺎﺋﻤﺔ ﺍﺧﺘﻴﺎﺭﺍ ٍ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻗﻮﺍﺋﻢ ﺍﺧﺘﻴﺎﺭﺍﺕ‪ :‬ﺑﺮﻧﺎﻣﺞ "‪ ،"lotus 1.2.3‬ﻭﺑﺮﻧﺎﻣﺞ ‪EXCEL‬؛‬
‫‪ -‬ﻟﻐﺔ ﺍﻷﻭﺍﻣﺮ‪ :‬ﰲ ﻇﻞ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻳﻌﺮﺽ ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺳﻠﺴﻠ ﹰﺔ ﻣﻦ ﺍﻷﻭﺍﻣﺮ )ﻣﺜﻞ ﺍﻷﻭﺍﻣﺮ‬
‫‪ ،SAVE ،RUN ،PRINT ،LIST‬ﻭﻏﲑﻫﺎ(‪ .‬ﻭﻳﻘﻮﻡ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﺎﺧﺘﻴـﺎﺭ ﺍﻷﻭﺍﻣـﺮ ﺍﻟـﱵ ‪‬ﺗﻠﺒ‪‬ـﻲ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺗﻪ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺍﻷﻭﺍﻣﺮ ﺍﳌﺨﺘﺎﺭﺓ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺘﻘﺪﱘ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﻭﻳﺘﻨﺎﺳﺐ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ‬
‫ﻣﻊ ﺫﻭﻱ ﺍﳋﱪﺓ‪.‬‬

‫‪.Management sub-system models‬‬ ‫)‪(1‬‬

‫‪118‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -‬ﳕﻮﺫﺝ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪/‬ﳕﻮﺫﺝ ﺍﳌﹸﺨﺮ‪‬ﺟﺎﺕ‪ :‬ﻭﻓﻴﻪ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﻌﺮﺽ ﳕﻮﺫ ٍ‬

‫ﺝ ﻟﻠﻤ‪‬ﺪﺧ‪‬ﻼﺕ ﻳﻘﻮﻡ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ‬
‫ﺑﺘﺰﻭﻳﺪﻩ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻭﺍﻷﻭﺍﻣﺮ ﺍﳌﻄﻠﻮﺑﺔ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ‪‬ﻳﻘ ‪‬ﺪﻡ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪،‬‬
‫ﺕ ﺃﺧﺮﻯ ﻣﻦ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ‪.‬‬
‫ﺃﻭ ﻗﺪ ﻳﻄﹸﻠﺐ ﻣ‪‬ﺪﺧ‪‬ﻼ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺧﺼﺎﺋﺺ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫‪‬ﺗﺼ ‪‬ﻤﻢ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻐﺮﺽ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻼﺣﺘﻴﺎﺟﺎﺕ ﻏﲑ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ ﺃﻭ ﻏﲑ ﺍﳌﺨ ﱠﻄﻄـﺔ ﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﳍﺬﺍ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳍﺎ ﺃﳘﻴﺘﻬﺎ ﳌﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﱵ ﺗﺘﻌﺎﻣﻞ ﻋﺎﺩ ﹰﺓ ﻣﻊ ﻣﺸﺎﻛﻞ‬
‫‪‬ﻣﺘﻐ‪‬ﻴﺮﺓ ﻭ ‪‬ﻣﺘﻨ ‪‬ﻮﻋﺔ ﻭﻏﲑ ‪‬ﻣﺘﻮﱠﻗﻌﺔ‪ .‬ﻭﺣﺎﻟﻴﹰﺎ ﺗﻌﻴﺶ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﻋﺼﺮ ﺑﻨﺎﺀ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻋِﺪ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ ﺗ‪‬ﺼﺒﺢ ﻋﺪﳝﺔ ﺍﻟﻘﻴﻤﺔ ﺇﺫﺍ ﱂ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ‪ ،‬ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﺃﻫﻢ‬
‫ﺧﺼﺎﺋﺺ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﺍﻵﰐ‪:‬‬
‫‪ -‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﻣﺴﺎﻧﺪﺓ ﺍﻹﺩﺍﺭﺓ ﰲ ﺣ ﱢﻞ ﺍﳌﺸﺎﻛﻞ ﺍ ﹸﳌﻌ ﱠﻘﺪﺓ؛‬
‫‪ -‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺴﺮﻳﻌﺔ ﻟﻠﻤﻮﺍﻗﻒ ﻏﲑ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ ﻛﻨﺘﻴﺠ ٍﺔ ﻟﻠﺘﻐ‪‬ﻴﺮ ﰲ ﺍﻟﻈﺮﻭﻑ؛‬
‫ﻑ ﳐﺘﻠﻔﺔ ﰲ ﺃﻗـﺼﺮ‬ ‫ﺕ ﻟﺘﻨﻔﻴﺬ ﻋﺪ ٍﺩ ﻣﻦ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﰲ ﻇﻞ ﻇﺮﻭ ٍ‬ ‫‪ -‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﻋﺪﺓ ﳏﺎﻭﻻ ٍ‬
‫ﺖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺎﻋﺪﺓ » ﻣﺎﺫﺍ‪...‬ﺇﺫﺍ‪...‬؟ «؛‬ ‫ﻭﻗ ٍ‬
‫‪ -‬ﺗﺴﻬﻴﻞ ﺍﻻﺗﺼﺎﻝ؛‬
‫‪ -‬ﲢﺴﲔ ﻋﻤﻠﻴﺔ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ؛‬
‫‪ -‬ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -‬ﳜﺘﻠﻒ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﻋﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺃﻥ ﻫﺬﻩ ﺍﻷﺧﲑﺓ ﺗﻜﻮﻥ ‪‬ﻣﻮ ‪‬ﺟﻬﺔ ﻟـﺪﻋﻢ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ‪‬ﺗﻨ‪‬ﺘﺞ ﻣﻦ ﻣﺸﺎﻛﻞ ﻫﻴﻜﻠﻴﺔ‪.‬‬
‫‪ -‬ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ‪‬ﻳﺪ ‪‬ﻋﻢ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻭﻟﻜﻨﻪ ﻻ ﳛﻞﱡ ﳏ ﱠﻞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻤﻴﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻹﺩﺍﺭﻱ ﺫﺍﺗﻪ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﺰﺍﻳﺎ ﺍﺳﺘﺨﺪﺍﻡ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﻟﻨ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻋﺪﺓ ﻣﺰﺍﻳﺎ ﻫﻲ)‪:(1‬‬
‫ﻑ ‪‬ﻣﺘﻐ‪‬ﻴﺮﺓ؛‬
‫‪ -1‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺴﺮﻳﻌﺔ ﻟﻠﻤﻮﺍﻗﻒ ﻏﲑ ﺍﳌﹸﺘﻮﻗﱠﻌﺔ ﺍﻟﱵ ﺗﻨ‪‬ﺘﺞ ﻋﻨﻬﺎ ﻇﺮﻭ ‪‬‬
‫‪ -2‬ﺗﺪ ‪‬ﻋﻢ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍ ﹸﳌﻌ ﱠﻘﺪﺓ؛‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.147-146‬‬ ‫)‪(1‬‬

‫‪119‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -3‬ﺗ‪‬ﻮﻓﱢﺮ ﺇﻣﻜﺎﻧﻴﺔ ﲡﺮﺑﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﺴﻴﻨﺎﺭﻳﻮﻫﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺤﻠﻮﻝ ﺍ ﹸﳌﻘﺘ ‪‬ﺮﺣﺔ ﺑـﺴﺮﻋ ٍﺔ‬
‫ﻭﲟﻮﺿﻮﻋﻴﺔ؛‬
‫‪ -4‬ﺗﺴﻬﻴﻞ ﺍﻻﺗﺼﺎﻻﺕ‪ :‬ﻓﺘﺘ ‪‬ﻢ ﻋﻤﻠﻴﺔ ﲨﻊ ﺍﻟﺒﻴﺎﻧـﺎﺕ‪ ،‬ﻭﺗـﺸﻴﻴﺪ ﺍﻟﻨﻤـﻮﺫﺝ ﻣـﻊ ﺍﳌـﺴﺎﳘﺔ ﺍﻟﻨـﺸﻄﺔ‬
‫ﻟﻠﻤ‪‬ﺴﺘﺨﺪِﻣﲔ‪ ،‬ﻭﻳﻌﻤﻞ ﺫﻟﻚ ﻋﻠﻰ ﺗﺴﻬﻴﻞ ﺍﻻﺗﺼﺎﻻﺕ ﺑﲔ ﺍﳌﺪﺭﺍﺀ‪ ،‬ﻭﻳ‪‬ﺴﺎﻋِﺪ ﲢﻠﻴﻞ )ﻣﺎﺫﺍ‪ -‬ﻟـﻮ( ﰲ‬
‫ﺇﻗﻨﺎﻉ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻨﺘﺎﺋﺞ ﺍﳊﻞ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﲢﺴﲔ ﻋﻤﻞ ﺍﻟﻔﺮﻳﻖ؛‬
‫‪ -5‬ﺗﻮﻓﲑ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ :‬ﻳﻨ‪‬ﺘﺞ ﻋﻦ ﺗﻄﺒﻴﻖ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺗﻘﻠﻴ ﹲﻞ ﻛﺒ ‪‬ﲑ ﰲ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﺃﻭ ﺗﻘﻠﻴﻞ ﺃﻭ ﺇﻟﻐـﺎﺀ‬
‫ﺗﻜﻠﻔﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳋﻄﺄ؛‬
‫‪ -6‬ﲢﺴﲔ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﺴﻤﺎﺡ ﻟﻠﻤﺪﺭﺍﺀ ﺑﺄﺩﺍﺀ ﺍﳌﻬﺎﻡ ﰲ ﺯﻣ ٍﻦ ﺃﻗﻞ ﻭﲜﻬﺪ ﺍﻗﻞ‪ ،‬ﻭﲣﺼﻴﺺ ﻣﺰﻳ ٍﺪ ﻣﻦ‬
‫ﺍﻟﻮﻗﺖ ﻟﻠﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻭ ﺍﻟﺘﻨﻔﻴﺬ؛‬
‫ﺇﺫﻥ‪ ،‬ﻓﺎﻟﻨ‪‬ﻈﻢ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻫﻲ ‪‬ﺣﺰﻣ ﹲﺔ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﳊﺎﺳﻮﺏ ﺍﻟﱵ ﺗﺴﻤﺢ ﻟﺼﺎﻧﻊ‬
‫ﺕ ﻣﻔﻴﺪﺓ ﻭﻣ‪‬ـﺆﱢﺛﺮﺓ ﰲ ﻋﻤﻠﻴـﺔ ﺻـﻨﻊ‬
‫ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺑﺼﻮﺭ ٍﺓ ﻣﺒﺎﺷﺮﺓ ﻣﻊ ﺍﳊﺎﺳﻮﺏ؛ ﳋﻠﻖ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﲢﺴﲔ ﻓﻌﺎﱠﻟﻴﺘﻬﺎ؛ ﳑﺎ ﻳﻨﻌﻜﺲ ﺇﳚﺎﺑﹰﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺘﻔﺎﻋ‪‬ﻠﻴﺔ؛ ﳑﺎ ‪‬ﻳﻌﻄﻴﻬﺎ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﲟﻬـﺎ ٍﻡ‬
‫ﻣﺜﻞ‪:‬‬
‫‪ -1‬ﺃﺩﺍﺀ ﺳﻠﺴﻠ ٍﺔ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻟﱵ ‪‬ﺗﺠﻴﺐ ﻋﻦ ﺍﻟﺘﺴﺎﺅﻝ "ﻣﺎﺫﺍ – ﺇﺫﺍ ‪ "What – if‬ﻟ ‪‬ﺮﺅﻳﺔ ﻣﺎ ﺳـﻮﻑ‬
‫ﺕ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‪.‬‬‫ﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻴﻪ ﻣ‪‬ﺪﺧ‪‬ﻼ ‪‬‬
‫‪ -2‬ﺍﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﳕﺬﺟﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻣﺜﻞ ﺍﻻﳓﺮﺍﻑ‪ ،‬ﺍﻟﺴﻌﻲ ﳓﻮ ﺍﻟﻐﺮﺽ‪ ،‬ﲢﻠﻴﻞ ﺍﻟﺘﻌﺎ ‪‬ﺭﺽ ﺃﻭ ﺍﻟﺘﺒـﺎ‪‬ﻳﻦ‪،‬‬
‫‪...‬ﺇﱁ‪ ،‬ﻟﺘﺤﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻳ‪‬ﻤﺜﱢﻞ ﺫﻟﻚ ﻣﻴﺰ ﹰﺓ ‪‬ﻣﻬﻤﺔ ﺗﺸﺘﺮﻙ ﻓﻴﻬﺎ ﻛﻞ ﻣﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳـﺔ‬
‫ﻭﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ؛ ﺣﻴﺚ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺗﻘﺎﺭﻳﺮ ‪‬ﻣﻘ ‪‬ﺮﺭﺓ ﻣﺴﺒﻘﹰﺎ‪ ،‬ﺗﻮ ‪‬ﺟﻪ ﺍﻧﺘﺒﺎﻩ ﺍﳌﺆﺳﺴﺔ‬
‫ﺹ ﻣﻌﻴﻨﺔ‪ .‬ﺃﻣﺎ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻓﺈﻬﻧﺎ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ ﺗﺴﻤﺢ ﺑﺘﻘﺮﻳﺮ ﻣﺪﻯ ﺗـﺄﺛﲑ‬ ‫ﺕ ﺃﻭ ﹸﻓﺮ ٍ‬‫ﳌﺸﻜﻼ ٍ‬
‫ﺕ ﻭﺧﺪﻣﺎﺕ‪ ،‬ﻭﺍﺳـﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍ ﹸﳌﺪﺧﻠﺔ ﻣﻦ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻣ‪‬ﻨﺘ‪‬ﺠﺎ ٍ‬
‫ﺃﺩﻭﺍﺕ ﳕﺬﺟﺔ ﻟﺘﺤﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺗﻮﻃﺌ ﹰﺔ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫ﻛﻤﺎ ‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﻐﺮﺍﻓﻴﺔ )‪ (1)(GIS‬ﺃﺣﺪ ﺃﻧﻮﺍﻉ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﳌﻜﺎﻧﻴﺔ)‪(2‬؛ ﺣﻴﺚ ‪‬ﺗﺨ ‪‬ﺰﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﻐﺮﺍﻓﻴﺔ‪ ،‬ﻭ‪‬ﺗﻌﺎﹶﻟﺞ ﻣﻌﻠﻮﻣﺎ‪‬ﺎ‪ ،‬ﻛﻤﺎ ﰲ ﺍﳋﺮﺍﺋﻂ ﺍﻟﺮﻗﻤﻴﺔ ﺍﻟﱵ ‪‬ﻳﺸﺎﺭ ﺇﱃ‬

‫‪.Geographical Information Systems‬‬ ‫)‪(1‬‬

‫‪.Spatial Information‬‬ ‫)‪(2‬‬

‫‪120‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻛﻞ ﻣﻨﻬﺎ ﲟﻮﻗ ٍﻊ ﺟﻐﺮﺍﰲ ﻣﻌﲔ ﻟﻠﺮﺟﻮﻉ ﺇﻟﻴﻪ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻣﻔﻴﺪ ﹰﺓ ﺟﺪﹰﺍ ﰲ ﻣﻬﺎﻡ ﺍﺗ‪‬ﺨﺎﺫ‬
‫ﺱ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻳ‪‬ﻌﺘﱪ ﺗﻮﺯﻳﻊ ﺍﻷﺷﻴﺎﺀ ﻣﻦ ﺃﺷﺨﺎﺹ‪ ،‬ﻣﺆﺳﺴﺎﺕ‪ ،‬ﻣﺸﺎﺭﻳﻊ‪ ،‬ﻣﻮﺍﺭﺩ‪... ،‬ﺍﱁ‪ ،‬ﻋﻠـﻰ ﺃﺳـﺎ ٍ‬
‫ﺟﻐﺮﺍﰲ‪.‬‬
‫ﻭﳝﻜﻦ ﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﺃﻳﻀﺎ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻣﻔﻬﻮﻡ ﺫﻛﺎﺀ ﺍﻷﻋﻤـﺎﻝ ﻭﻫـﻮ ﻳـﺸﲑ ﺇﱃ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﳌﺴﺎﻋﺪﺓ ﻗﻄﺎﻉ ﺍﻷﻋﻤﺎﻝ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻓﻬـﻢ‬
‫ﺃﻓﻀﻞ ﻷﻋﻤﺎﻟﻪ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭ ﺍﺳﺘﻘﺼﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ )‪ .(1‬ﻭﻳﻬﺪﻑ ﺇﱃ ﺻﻨﻊ ﺃﻓﻀﻞ ﻗﺮﺍﺭ ﻋﻤﻞ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺃﺻﻨﺎﻑ ﳐﺘﻠﻔﺔ ﻣﻦ ﻧﻈﻢ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﻣﻦ ﺑﻴﻨـﻬﺎ‪(Microsoft :‬‬
‫)‪ business intelligence‬ﺍﻟﺬﻱ ﳛﻞ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﲨﻴﻊ ﺍﻷﺣﺠﺎﻡ ﰲ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ‪.‬‬

‫ﺻﻨﻊ ﺃﻭ ﺍﺑﺘﻜﺎﺭ ﺍﻹﻧﺴﺎﻥ‪،‬‬‫‪‬ﺗﻌﺘﱪ ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ)‪ (2‬ﺃﺣﺪ ﻓﺮﻭﻉ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ)‪ ،(3‬ﻭﻫﻮ ﺫﻛﺎ ٌﺀ ﻣﻦ ‪‬‬
‫ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﻣﻦ ﺧﻼﻝ ﺇﻋﻄﺎﺀ ﺍﳊﺎﺳﻮﺏ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﺑﻌﺾ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﺗﻘﺘﺮﻥ ﻏﺎﻟﺒﹰﺎ ﲟﻔﻬﻮﻡ‬
‫ﺍﻟﺬﻛﺎﺀ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻣﺜﻞ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ)‪ .(4‬ﻭﻫﻲ ﻧ‪‬ﻈ ‪‬ﻢ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﳛﻮﻱ‬
‫ﻣﻌﺮﻓﺔ ﺧﺒ ٍﲑ ﻣﺎ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳋﱪﺍﺀ ﰲ ﳎﺎ ٍﻝ ﻣﻌﲔ‪ ،‬ﻭﳝﻜﻦ ﺗﻮﻇﻴﻒ ﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ﰲ ﺗﻘﺪﱘ ﺍﻹﺭﺷﺎﺩﺍﺕ‬
‫ﺺ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻻ ﺗﺘﻮﱠﻓﺮ ﻋﻠﻰ ﺣﻠﻮ ٍﻝ ﺧﻮﺍﺭﺯﻣﻴﺔ‪.‬‬‫ﺃﻭ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪.‬‬
‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﺇﺩﻭﺍﺭﺩ ﻓﺎﻳﻨﺒﻮﻡ )‪ (5‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺑﺄﻬﻧﺎ ﻋﺒﺎﺭﺓ ﻋﻦ »‪ ...‬ﺑﺮﺍﻣﺞ ‪‬ﻣﺼ ‪‬ﻤﻤﺔ ﻟﻠﺘﻔﻜﲑ ﻭﺍﻟﱪﻫﻨﺔ ﺑﱪﺍﻋـﺔ‬
‫ﺺ ﺍﳌﻬﻤﺎﺕ ﺍﻟﱵ ﻧﻌﺘﻘﺪ ﺃﻬﻧﺎ ﺗﺘﻄﱠﻠﺐ ﺧﱪ ﹰﺓ ﺑﺸﺮﻳﺔ ‪‬ﻣﻌﺘ‪‬ﺒﺮﺓ‪. (6)« ...‬‬
‫ﻓﻴﻤﺎ ﳜ ‪‬‬

‫)‪،http://en.wikipedia.org/wiki/Business_intelligence (1‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪.2007/02/15‬‬

‫‪.Expert System‬‬ ‫)‪(2‬‬

‫‪.Artificial Intelligence‬‬ ‫)‪(3‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.316‬‬ ‫)‪(4‬‬

‫)‪ (EDWARD FEIGENBAUM‬ﻣﻦ ﻣﻮﺍﻟﻴﺪ ‪ 20‬ﻳﻨﺎﻳﺮ ‪ 1936‬ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻫﻮ ﻋﺎﱂ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﳎﺎﻝ ﺍﻟﺬﻛﺎﺀ‬ ‫)‪(5‬‬

‫ﺍﻻﺻﻄﻨﺎﻋﻲ‪ .‬ﻭﻫﻮ ﻛﺜﲑﹰﺍ ﻣﺎ ‪‬ﻳﺴ ‪‬ﻤﻰ ﺑـ "ﺃﺑﻮ ﺍﻟﻨﻈﻢ ﺍﳋﺒﲑﺓ"‪ .‬ﹶﺃ ‪‬ﺳﺲ ﳐﺘﱪ ‪‬ﻧﻈﻢ ﺍﳌﻌﺎﺭﻑ ﰲ ﺟﺎﻣﻌﺔ ﺳﺘﺎﻧﻔﻮﺭﺩ‪ ،‬ﻭﻫﻮ ﺣﺎﻟﻴـﹰﺎ ﺃﺳـﺘﺎﺫ‬
‫ﻓﺨﺮﻱ ﻟﻌﻠﻮﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﺟﺎﻣﻌﺔ ﺳﺘﺎﻧﻔﻮﺭﺩ‪.‬‬

‫‪(6) Henri Farreny, Les système experts, Cepadues édition, France, 1989, P11.‬‬
‫‪121‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑﻫﻮ‪ » :‬ﺃﺣﺪ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ‪ ،‬ﻭﺍﻟﺬﻱ ﳝﻜﻨﻪ ﺃﻥ ‪‬ﻳﺮ ِﺷﺪ ﻭ‪‬ﻳﺤﱢﻠﻞ ﻭﻳ‪‬ـﺪﱢﻟﻞ‬
‫ﺴﺮ ﻭ‪‬ﻳﺤ ‪‬ﺪﺩ ﻭﻳﺘﻌﱠﻠﻢ ﻭﳜﺘﱪ ﻭﳝﺴﺢ ﻭﳛﻔﻆ‪ ،‬ﻭﻫﻮ ﺑـﺪﻳ ﹲﻞ‬ ‫ﻭﻳﺘﺼﻞ ﻭ‪‬ﻳﺼ ‪‬ﻤﻢ ﻭﻳﺸﺮﺡ ﻭﻳﻔﺤﺺ ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﻭ‪‬ﻳﻔ ‪‬‬
‫ﺑﺮﳎﻲ ﳊ ﱢﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﲢﺘﺎﺝ ﺧﱪﺍﺀ ﳊﱢﻠﻬﺎ «)‪. (1‬‬
‫ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﺃﻳﻀﹰﺎ » ﺑﺄﻧﻪ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﺮﻧﺎﻣﺞ ﻣﻌﻠﻮﻣﺎﰐ ‪‬ﻳﺤﺎﻛﻲ ﺍﻟﱪﻫﻨﺔ ﺍﳌﻨﻄﻘﻴـﺔ ﳋـﺒ ٍﲑ‬
‫ﺑﺸﺮﻱ‪ ،‬ﰲ ﳎﺎ ٍﻝ ﻣﻌﺮﰲ ﻣﻌﲔ‪ ،‬ﺣﺴﺐ ﺍﺳﺘﻌﻤﺎﻻﺗﻪ ﻓﺈﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﳝﻜﻦ ﺃﻥ ﻳ‪‬ﻌﺘﱪ‪:‬‬
‫‪ -‬ﻧﻈﺎﻡ ﺍﻟﻘﺮﺍﺭ )ﺍﺗ‪‬ﺒﺎﻉ ﺍﳋﻴﺎﺭﺍﺕ ﺍﻟﱵ ‪‬ﻳﻮﺻﻲ ‪‬ﺎ ﺍﻟﻨﻈﺎﻡ(؛‬
‫‪ -‬ﻧﻈﺎﻡ ﻣﺴﺎﻋﺪ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛‬
‫‪ -‬ﻧﻈﺎﻡ ﻟﻠﻤﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ )ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻳﻠﻌﺐ ﺍﳋﺒﲑ ﺩﻭﺭ ﺍﻷﺩﺍﺓ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ( «)‪.(2‬‬
‫ﺼﻞ ﻋﻠﻰ ﻫﺬﻩ‬‫ﻛﻤﺎ ‪‬ﺗﻌ ‪‬ﺮﻑ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺑﺄﻬﻧﺎ‪ » :‬ﺑﺮﺍﻣﺞ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻌﺎﺭﻑ ﰲ ﻣﻴﺪﺍ ٍﻥ ﻣﻌﲔ‪ ،‬ﳓ ‪‬‬
‫ﺍﳌﻌﺎﺭﻑ ﻣﻦ ﻃﺮﻑ ﺇﻧﺴﺎ ٍﻥ ﺧﺒﲑ ﰲ ﺍﳌﻴﺪﺍﻥ؛ ﻓﺎﳍﺪﻑ ﻣﻨﻬﺎ ﻫﻮ ﺟﻌﻞ ﺍﳊﺎﺳﻮﺏ ‪‬ﻳﻔ ﱢﻜﺮ ﺑﻄﺮﻳﻘـ ٍﺔ ﺫﻛﻴـﺔ‬
‫ﺼﲔ ﺫﻭﻱ ﻛﻔـﺎﺀ ٍﺓ‬ ‫ﺼﲔ ﺃﻭ ‪‬ﻣﺨﺘـ ‪‬‬ ‫ﺹ ﻏﲑ ‪‬ﻣﺨﺘ ‪‬‬
‫ﻛﺎﳋﺒﲑ‪ ،‬ﳝﻜﻦ ﺍﺳﺘﻌﻤـﺎﻟﻪ ﻓﻴﻤﺎ ﺑﻌﺪ ﻣﻦ ﻃﺮﻑ ﺃﺷﺨﺎ ٍ‬
‫ﳏﺪﻭﺩﺓ «)‪.(3‬‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻫﻮ‪ » :‬ﺑﺮﻧﺎﻣـ ‪‬ﺞ ﺣﺎﺳﻮﰊ ‪‬ﻣﺼ ‪‬ﻤ ‪‬ﻢ ﻟﻨﻤﺬﺟﺔ ﹸﻗﺪﺭﺓ ﺍﳋـﺒﲑ ﺍﻹﻧـﺴﺎﱐ ﻋﻠـﻰ ﺣـ ﱢﻞ‬
‫ﺍﳌﺸﻜﻼﺕ «)‪.(4‬‬
‫ﺇﺫﻥ‪ ،‬ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺑﺄﻬﻧﺎ ﺑﺮﺍﻣﺞ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺗﺤﺎﻛﻲ ﺍﳋﱪﺓ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﺗ‪‬ـﺴﺘﺨﺪﻡ ﰲ‬
‫ﺕ ﻣﻦ ﺑﻴﻨﻬﺎ ﺇﺩﺍﺭﺓ ﺃﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺪﻑ ﺇﱃ ﺗﺴﻬﻴﻞ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬ ‫ﻋﺪﺓ ﳎﺎﻻ ٍ‬
‫ﻭﺗﺴﺘﻨﺪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺇﱃ ﺗﻘﻨﻴﺔ ﲤﺜﻴﻞ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳋﱪﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍ ﹸﳌﺘﺮﺍ ِﻛﻤﺔ ﰲ ﺣﻘـ ٍﻞ ﻋﻠﻤـﻲ ﺃﻭ‬
‫ﺴﺒﺔ ﻣـﻦ ﺍﳋـﱪﺍﺀ ﰲ ﺍ‪‬ـﺎﻝ‬ ‫ﺗﻄﺒﻴﻘﻲ ‪‬ﻣﺤ ‪‬ﺪﺩ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﻣﻬﻨﺪﺱ ﺍﳌﻌﺮﻓﺔ)‪ (5‬ﺑﺒﻨﺎﺀ ﳕﺎﺫﺝ ﻟﻠﻤﻌﺮﻓﺔ ﺍ ﹸﳌﻜﺘ ‪‬‬

‫‪(1) Robert Mockler and J Dologite, Knowledge Base System: An Introduction to Expert System, N.Y.‬‬
‫‪Macmillan Pub, 1992, P13.‬‬
‫‪(2) Henri Mahé de Boislandelle, Dictionnaire de gestion, Economica édition, Paris, 1998, P 433.‬‬

‫ﺳﻌﻴﺪﺓ ﺣﻨﻚ‪ ،‬ﳏﺎﻭﻟﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻨﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﻇﻴﻒ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ ﻭﻋﻠـﻮﻡ‬ ‫)‪(3‬‬

‫ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،1998 ،‬ﺹ ‪.73‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﲢﻠﻴﻞ ﻭﺗﺼﻤﻴﻢ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.29‬‬ ‫)‪(4‬‬

‫‪.Knowledge Engineer‬‬ ‫)‪(5‬‬

 ‫‪122‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻛﺘﺎﺑﺘﻬﺎ ﺑﱪﻧﺎﻣﺞ ﺃﻭ ﲞﻮﺍﺭﺯﻣﻴﺔ ﻳﺴﺘﻄﻴﻊ ﺍﳊﺎﺳﻮﺏ ﺗﻨﻔﻴﺬﻫﺎ ﻭﺗﻠﺒﻴﺔ ﺣﺎﺟﺎﺕ ﺍ ﹸﳌﺴﺘﻌ ِﻤﻞ ﻏﲑ ﺍﳋﺒﲑ ﻣﻨـﻬﺎ‬
‫ﻻﺣﻘﹰﺎ)‪.(1‬‬
‫ﻭﻳﻌﻮﺩ ﺗﺎﺭﻳﺦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺇﱃ ﲬﺴﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ ،‬ﺣﻴﺚ ﹸﻃ ‪‬ﻮﺭﺕ ﺃﻭﱃ ﻟﻐﺎﺕ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ‪ ،‬ﻣﺜﻞ ﻟﻐﺔ ﺍﻟﱪﳎﺔ ﺑﺮ ﻭﻟﻮﻙ ﻭﻟﺴﺐ‪ .‬ﻭﻣﻨﺬ ﻋﺎﻡ ‪ 1965‬ﺣﱴ ﻋـﺎﻡ ‪،1991‬‬
‫ﹸﻗ ‪‬ﺪﻣﺖ ﺇﺣﺼﺎﺋﻴ ﹸﺔ ﺗﺪﻝﱡ ﻋﻠﻰ ﻭﺟﻮﺩ ‪ 350‬ﻧﻈﺎﻡ ﺧﺒﲑ ﻳﻌﻤﻞ ﻓﻌﻠﻴﹰﺎ ﰲ ﳐﺘﻠﻒ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴـﺔ‬
‫ﺑﺎﻟﻌﺎﱂ)‪.(2‬‬
‫ﻭﻳﺘﻜﻮ‪‬ﻥ ﺃﻱ ﻧﻈﺎﻡ ﺧﺒﲑ ﻣﻦ ﲬﺴﺔ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺃﺳﺎﺳﻴﺔ ﻫﻲ‪ :‬ﺣﻴﺎﺯﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺳـﻴﻠﺔ‬
‫ﺍﻻﺳﺘﺪﻻﻝ‪ ،‬ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺎﻟﻨﻈﺎﻡ ﺫﺍﺗﻪ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﻳ‪‬ﻮﺿ‪‬ـﺢ ﺍﻟـﺸﻜﻞ‬
‫ﺍﳌﻮﺍﱄ ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻣﻦ ﺧﻼﻝ ﺗﻔﺎﻋﻞ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺗﻪ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(20‬‬
‫ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‬

‫ﺍﳋﺒﲑ ﺃﻭ ﳎﻤﻮﻋﺔ‬ ‫ﺣﻴﺎﺯﺓ‬ ‫ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‬ ‫ﻭﺳﻴﻠﺔ‬

‫ﻣﻬﻨﺪﺱ ﺍﳌﻌﺮﻓﺔ‬
‫ﺍﳋﱪﺍﺀ‬ ‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﻗﻮﺍﻋﺪ ﻭﺣﻘﺎﺋﻖ‬ ‫ﺍﻻﺳﺘﺪﻻﻝ‬

‫ﻧﺼﺎﺋﺢ‬
‫ﻣﺴﺘﺨﺪﻡ ﺍﻟﻨﻈﺎﻡ‬ ‫ﺗﻔﺴﲑﺍﺕ‬
‫ﺇﺟﺎﺑﺎﺕ‬ ‫ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﺍﳌﺴﺘﺨﺪﻡ ﺑﺎﻟﻨﻈﺎﻡ‬
‫ﺍﺳﺘﻔﺴﺎﺭﺍﺕ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.208‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ ‪ » ،‬ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺭﺅﻳﺎ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻋﺮﺑﻴﺔ «‪ ،‬ﳎﻠﺔ ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﻌﺮﰊ‪ ،‬ﻣﺮﻛﺰ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻮﺣﺪﺓ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬ ‫)‪(1‬‬

‫ﺑﲑﻭﺕ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،260‬ﺗﺸﺮﻳﻦ ﺃﻭﻝ ‪ ،2000‬ﺹ ‪.128‬‬

‫‪(2) Morris W. Firebaugh, Artificial Intelligence: A Knowledge Base Approach, PWS-Kent, Boston, 1988,‬‬
‫‪P.16.‬‬
‫‪123‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﻭﻳﺘ‪‬ﻀﺢ ﻣﻦ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻣﺸﻜﻠ ﹲﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭ‪‬ﻳﺮﺍﺩ ﻋﻤﻞ ﻧﻈﺎ ٍﻡ ﺧﺒﲑ ﳊﱢﻠﻬﺎ‪ ،‬ﻓﺈﻥ‬
‫ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﺗﺒﺪﺃ ﺑﻘﻴﺎﻡ ﻣﻬﻨﺪﺱ ﺍﳌﻌﺮﻓﺔ ﺑﺘﺠﻤﻴﻊ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺍﳋﺒﲑ ﺃﻭ ﳎﻤﻮﻋﺔ ﺍﳋﱪﺍﺀ ﰲ ﳎﺎﻝ ﺍﳌـﺸﻜﻠﺔ‬
‫ﳏﻞ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻫﺬﻩ ﺍﳌﻌﺮﻓﺔ ‪‬ﺗﺨ ‪‬ﺰﻥ ﰲ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ﰲ ﺷﻜﻞ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳊﻘﺎﺋﻖ ﻭﺍﻟﻘﻮﺍﻋـﺪ‪ .‬ﻭﺑﻌـﺪ‬
‫ﺗﻜﻮﻳﻦ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻳﺴﺘﻄﻴﻊ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻪ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻡ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﻄﺮﺡ ﺍﺳﺘﻔﺴﺎﺭﺍﺗﻪ‬
‫ﻋﻠﻰ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺪﻭﺭﻩ ﺑﻄﺮﺡ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ‪ ،‬ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﺍﳌﹸـﺴﺘﺨﺪِﻡ‬
‫ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺧﻼﻝ ﻭﺳﻴﻠﺔ ﺍﻻﺳﺘﺪﻻﻝ ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﻼﺋﻤﺔ ﻟﻠﻤﺸﻜﻠﺔ ﳏﻞ ﺍﻟﺒﺤﺚ ﻣـﻦ ﻗﺎﻋـﺪﺓ‬
‫ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺑﺘﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﻋﻠﻰ ﺍﳌﺸﻜﻠﺔ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻘﱡﻞ ﺍﻟﱵ ﺗﻘﻮﻡ ‪‬ﺎ ﻭﺳﻴﻠﺔ ﺍﻻﺳﺘﺪﻻﻝ‪،‬‬
‫ﺻﻞ ﺇﱃ ﺣ ﱟﻞ ‪‬ﻣﻌ‪‬ﻴﻦ ﻳﻌﺮﺿﻪ ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﰲ ﺻﻮﺭﺓ ﻧﺼﻴﺤﺔ‪.‬‬
‫ﻳﺘ ‪‬ﻢ ﺍﻟﺘﻮ ‪‬‬
‫ﺻ ٍﻞ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﻭﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻳﻨﺒﻐﻲ ﺃﻥ ﳝ ‪‬ﺮ ﺃﻭ ﹰﻻ ﻋﻠﻰ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﺍﳌﹸـﺴﺘﺨﺪِﻡ‬ ‫ﻭ‪‬ﻳﻼ ‪‬ﺣﻆ ﺃﻥ ﺃﻱ ﺗﻮﺍ ‪‬‬
‫ﺑﺎﻟﻨﻈﺎﻡ‪ ،‬ﻭﺍﻟﱵ ﺗﺴﻤﺢ ﻟﻠﻨﻈﺎﻡ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺎﺩﻳﺔ ﺍﳌﺄﻟﻮﻓﺔ ﻟﺪﻳﻪ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻗﺪ‬
‫ﺼﺼﹰﺎ ﰲ ﳎﺎﻝ ﺍﳊﺎﺳﻮﺏ‪.‬‬ ‫ﻻ ﻳﻜﻮﻥ ﺑﺎﻟﻀﺮﻭﺭﺓ ‪‬ﻣﺘﺨ ‪‬‬
‫ﻭ‪‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻋﻨﺪﻣﺎ ﻻ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻟﻺﺩﺍﺭﺓ)‪ (1‬ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟـﺴﺆﺍﻝ‬
‫ﺍﻟﺘﺎﱄ‪ :‬ﻛﻴﻒ ﳝﻜﻦ ﺣﻞ ﺍﳌﺴﺎﺋﻞ ﰲ ﺣﺎﻝ ﻏﻴﺎﺏ ﻣﻌﺮﻓﺔ ﺃﻱ ﺣ ﱟﻞ ﺧﻮﺍﺭﺯﻣﻲ)‪ (2‬؟‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪.‬‬
‫ﻫﺬﺍ ﻭﺳﻮﻑ ﻳﺘﻢ ﺗﻨﺎﻭﻝ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﺍﳋﻤﺲ ﺑﺸﻲ ٍﺀ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺣﻴﺎﺯﺓ ﺍﳌﻌﺮﻓﺔ ﺃﻭ )ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ(‪ :‬ﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋـﻲ ﺑﺘﺠﻤﻴـﻊ‬
‫ﺍﳋﱪﺓ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲝﻞ ﻣﺸﻜﻠ ٍﺔ ﻣﻌﻴﻨﺔ ﻭﻧﻘﻠﻬﺎ ﻭﲢﻮﻳﻠﻬﺎ ﻣﻦ ﻣﺼﺪﺭ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓـﺔ ﺍﳌﻮﺟـﻮﺩﺓ‬
‫ﺑﺎﳊﺎﺳﻮﺏ)‪ .(3‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﳋﱪﺍﺀ ﺍﻟﺒﺸﺮﻳﻮﻥ ﻣﻦ ﺃﻫﻢ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪ ،‬ﻳﻠﻴﻬﺎ ﺍﻟﻜﺘﺐ ﻭﺍﳌﺮﺍﺟﻊ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺣﻴﺎﺯﺓ ﺍﳌﻌﺮﻓﺔ ﺃﻣﺮﹰﺍ ﺿﺮﻭﺭﻳﹰﺎ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﳕﻮ ﺍﻟﻨﻈﺎﻡ؛ ﺣﻴـﺚ ﻣـﻦ‬
‫ﺧﻼﳍﺎ ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﳊﻘﺎﺋﻖ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺗﺰﻭﻳﺪ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ‪‬ﺎ‪ ،‬ﳑـﺎ ﻳﻌـﲏ‬
‫ﺍﻟﺘﺤﺪﻳﺚ ﺍﳌﺴﺘﻤﺮ ﻟﻘﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪.‬‬

‫ﺳﻮﻑ ﻧﺘﻄﺮ‪‬ﻕ ﺇﻟﻴﻬﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ ﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫)‪(1‬‬

‫‪(2) Lakhdar Lallem, op.cit, P 24.‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.166‬‬ ‫)‪(3‬‬

‫‪124‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -2‬ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ)‪ :(1‬ﺗﺸﺒﻪ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻨﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﺣﻴﺚ ﺃﻬﻧﺎ‬
‫ﻉ ﻣﻌـﲔ‪،‬‬ ‫ﺗﺘﻮﱠﻟﻰ ﲣﺰﻳﻦ ﺍﳊﻘﺎﺋﻖ‪ ،‬ﺇﻻ ﺃﻬﻧﺎ ﲣﺘﻠﻒ ﻋﻨﻬﺎ ﰲ ﺃﻬﻧﺎ ﻻ ﺗﺘﻀﻤ‪‬ﻦ ﻓﻘﻂ ﺍﳊﻘﺎﺋﻖ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲟﻮﺿﻮ ٍ‬
‫ﻭﺇﳕﺎ ﺗﺘﻀﻤ‪‬ﻦ ﺳﻠﺴﻠ ﹰﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﻔﺴﲑﺍﺕ ﺍﳌﹸﺮﺗﺒِﻄﺔ ‪‬ﺬﻩ ﺍﳊﻘﺎﺋﻖ‪ .‬ﻭﺑﻨﺎ ًﺀ ﻋﻠﻴﻪ‪ ،‬ﻓﺈﻥ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‬
‫ﺑﺄﻱ ﻧﻈﺎ ٍﻡ ﺧﺒﲑ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻀﻤ‪‬ﻦ ﻧﻮﻋﲔ ﺃﺳﺎﺳﻴﲔ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﳘﺎ‪ :‬ﺍﳌﻌﺮﻓﺔ ﺑﺎﳊﻘﺎﺋﻖ‪ :‬ﻭﻫﻲ ﳎﻤﻮﻋـ ﹲﺔ‬
‫ﻉ ﻣﻌﲔ ﻣﻦ ﻓﺮﻭﻉ ﺍﳌﻌﺮﻓﺔ ﺃﻭ ﺑﺎﳌﺸﻜﻠﺔ ﺍﻟﱵ ﱠﰎ ﺑﻨﺎﺀ ﺍﻟﻨﻈﺎﻡ ﺍﳋـﺒﲑ ﻷﺟﻠـﻬﺎ؛‬ ‫ﻣﻦ ﺍﳊﻘﺎﺋﻖ ‪‬ﻣﺮﺗِﺒﻄ ﹲﺔ ﺑﻔﺮ ٍ‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﺑﺎﻟﻘﻮﺍﻋﺪ ﻭﺍﻹﺭﺷﺎﺩﺍﺕ‪ :‬ﻭﻫﻲ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻦ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈـﺎﻡ‬
‫ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺮﻓﺔ ﳊ ﱢﻞ ﺍﳌﺸﻜﻠﺔ ﺍﻟﱵ ‪‬ﺑﲏ ﺍﻟﻨﻈﺎﻡ ﻷﺟﻠﻬﺎ‪.‬‬
‫‪ -3‬ﻭﺳﻴﻠﺔ ﺍﻻﺳﺘﺪﻻﻝ)ﺁﻟﺔ ﺍﻻﺳﺘﺪﻻﻝ()‪ :(2‬ﻭﻫﻲ ﲟﺜﺎﺑﺔ ﺍﻟﻌﻘﻞ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪ ،‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﺮﻧـﺎﻣﺞ‬
‫ﻳ‪‬ﻮﻓﱢﺮ ﻣﻨﻬﺠﻴ ﹰﺔ ﻟﻠﺘﻔﻜﲑ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓـﺔ‪ ،‬ﻭﰲ ﻣﻜـﺎﻥ ﺍﻟﻌﻤـﻞ‪ ،‬ﻭﺇﻋـﺪﺍﺩ‬
‫ﺍﻟﺘﻮﺻﻴﺎﺕ)‪ .(3‬ﻭ‪‬ﺗﺸﺒﻪ ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ﺑﻨﻈﺎﻡ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﺣﻴﺚ ﺗﺘﻮﱠﻟﻰ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻌﺪﻳـﺪ ﻣـﻦ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺸﺮﻃﻴﺔ )ﻟﻮ )‪ ،(if‬ﺇﺫ )‪ ((then‬ﻭﺍﻟﱵ ﻓﻴﻬﺎ ﻳﺘ ‪‬ﻢ ﻛﺘﺎﺑﺔ ﺍﻟـﺴﺒﺐ ﺃﻭ ﹰﻻ‪ ،‬ﰒ ﺍﻟﻨﺘﻴﺠـﺔ ﻭﻫـﻲ‬
‫ﺍﳌﻴﻜﺎﻧﻴﺰﻡ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺈﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﻋﺪ ﻋﻠﻰ ﺍﳊﻘﺎﺋﻖ ﻹﻧﺘﺎﺝ ﺣﻘﺎﺋﻖ ﺟﺪﻳـﺪﺓ)‪.(4‬‬
‫ﺣﻴﺚ ﻳﺘ ‪‬ﻢ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺴﺒﺐ ﻛﻤ‪‬ﺪﺧ‪‬ﻼﺕ‪ ،‬ﰒ ﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﻻﺳﺘﺪﻻﻝ ﲟﻘﺎﺭﻧـﺔ ﻫـﺬﺍ ﺍﻟـﺴﺒﺐ‬
‫ﺴﻞ‬ ‫ﺑﺎﻷﺳﺒﺎﺏ ﺍ ﹸﳌﺨ ‪‬ﺰﻧﺔ ﺑﻘﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻳﺘ ‪‬ﻢ ﲢﺪﻳﺪ ﺍﻟﻨﺘﻴﺠﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ‪‬ﻳﺴ ‪‬ﻤﻰ ﺑﺎﻟﺘﺴﻠ ‪‬‬
‫ﺴﻞ ﻟﻠﺨﻠﻒ‪ .‬ﺣﻴﺚ ﻳﺒﺪﺃ ﺍﻟﻨﻈـﺎﻡ ﺑﺎﳊـﺼﻮﻝ ﻋﻠـﻰ‬ ‫ﻟﻸﻣﺎﻡ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﻟﻮﺿﻊ ﻋﻜﺴﻴﹰﺎ ﰲ ﺣﺎﻟﺔ ﺍﻟﺘﺴﻠ ‪‬‬
‫ﺻﻞ ﺇﱃ ﺍﻟﺴﺒﺐ‪ ،‬ﻭﻣﻦ ﰒ ﻓﺈﻥ ﺃﺩﺍﺓ ﺍﻻﺳﺘﺪﻻﻝ ﻫﻲ ﺑﺮﻧﺎﻣ ‪‬ﺞ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ ﻛﻤ‪‬ﺪﺧ‪‬ﻼﺕ‪ ،‬ﻭﺑﻨﺎ ًﺀ ﻋﻠﻴﻬﺎ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﻮ ‪‬‬
‫‪‬ﻳﺤﺎﻛﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺳﺘﺪﻻﱄ ﻟﻠﺨﺒﲑ ﺍﻟﺒﺸﺮﻱ‪.‬‬

‫‪.Knowledge Base‬‬ ‫)‪(1‬‬

‫‪.Interface Engine‬‬ ‫)‪(2‬‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.166‬‬ ‫)‪(3‬‬

‫‪(4) LRLWEB, UNIV-bpclement. FR/ membres/ cleder/ defanet. Ntm.‬‬
‫‪125‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -4‬ﻭﺳﻴﻠﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﺃﻭ ﻭﺍﺟﻬﺔ ﺍﳌﺴﺘﻔﻴﺪ)‪ :(1‬ﻭﻫﻲ ‪‬ﺗﺸﺒﻪ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳊﻮﺍﺭ ﰲ ﻧﻈـﺎﻡ‬
‫ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﻫﻲ ﺑﺮﻧﺎﻣ ‪‬ﺞ ‪‬ﻳﻤ ﱢﻜﻦ ﻣ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺑﺴﻬﻮﻟ ٍﺔ ﻣﻊ ﺍﻟﻨﻈـﺎﻡ‪ ،‬ﺳـﻮﺍ ًﺀ ﰲ‬
‫ﻣﺮﺣﻠﺔ ﺇﺩﺧﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺃﻭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺃﻭ ﺍﻻﺳﺘﻔﺴﺎﺭ ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﻭﻏﺎﻟﺒـﹰﺎ ﻣـﺎ‬
‫‪‬ﺪﻑ ﺑﺮﺍﻣﺞ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ ﺇﱃ ﺗﺰﻭﻳﺪ ﻭﺳﻴﻠﺔ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﺑﺎﻟﻠﻐﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺍﻟـﱵ‬
‫‪‬ﺗﻤ ﱢﻜﻦ ﺍ ﹸﳌﺴﺘﺨﺪِﻡ ﻣﻦ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﺑﺴﻬﻮﻟ ٍﺔ ﻣﻊ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﺍﳉﺪﺍﻭﻝ ﻭﺍﻟﺮﺳﻮﻣﺎﺕ‬
‫ﺍﻟﺒﻴﺎﻧﻴﺔ ﲜﺎﻧﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ‪.‬‬
‫‪ -5‬ﺇﻣﻜﺎﻧﻴﺔ ﺗﻔﺴﲑ ﺍﻟﻨﺘﺎﺋﺞ‪ :‬ﻭﺗﺘﻮﺍﻓﺮ ﻫﺬﻩ ﺍﻹﻣﻜﺎﻧﻴﺔ ﰲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺩﻭﻥ ‪‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﻭﺫﻟﻚ‬
‫ﻟﻜﻮﻬﻧﺎ ﻗﺎﺋﻤ ﹲﺔ ﻋﻠﻰ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ؛ ﺣﻴﺚ ﻳﺘﻮﺍﻓﺮ ﺑﺎﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻔﺴﲑ‬
‫ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﺷﺮﺡ ﻋﻤﻠﻴﺔ ﺍﻻﺳﺘﺪﻻﻝ ﺍﳌﻨﻄﻘﻲ ﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ ﻳﺘ ‪‬ﻢ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪.‬‬
‫ﻟﻠ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ ﻋﺪﺓ ﺧﺼﺎﺋﺺ ﺗﺘﻤﺜﱠﻞ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺗ‪‬ﺴﺎﻋِﺪ ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﳎﺎﻝ ﺍﳌﻬﺎﻡ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ؛‬
‫‪ -2‬ﺗﺤﺎﻛﻲ ﺍﻟ‪‬ﻨﻈﻢ ﺍﳋﺒﲑﺓ ﺍﳋﱪﺍﺀ ﺍﻟﺒﺸﺮﻳﲔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻘﱡﻞ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛‬
‫‪ -3‬ﳛﻮﻱ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻋﻠﻰ ﺍﳊﻘﺎﺋﻖ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺼﺎﺣﺒﺔ ﳍﺬﻩ ﺍﳊﻘﺎﺋﻖ‪ ،‬ﻭﻋﻨﺎﺻﺮ ﺍﳌﻌﺮﻓﺔ ﺍﻷﺧﺮﻯ ﺍﻟـﱵ‬
‫ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳋﺒﲑ ﺍﻟﺒﺸﺮﻱ ﳊﻞ ﻣﺸﻜﻠ ٍﺔ ﻣﺎ؛‬
‫‪ -4‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻣﺮﻧﹰﺎ ﲝﻴﺚ ﳝﻜﻦ ﺗﻌﺪﻳﻠﻪ ﻟﻴﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ‪ ،‬ﻭﺍﻟﺘﻐ‪‬ﻴﺮ‬
‫ﰲ ﻣﻌﺮﻓﺔ ﺍﳋﺒﲑ ﺍﳌﱪﳎﺔ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ؛‬
‫ﺼﺼﲔ ﰲ ﳎﺎﻝ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ‬ ‫‪ -5‬ﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﻧﻈﺎﻣﹰﺎ ﺳﻬﻞ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺑﻮﺍﺳﻄﺔ ﻏﲑ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﺧﻼﻝ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﻨﻈﺎﻡ ﺑﻠﻐ ٍﺔ ﻗﺮﻳﺒﺔ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺎﺩﻳﺔ؛‬
‫‪ -6‬ﺗﺴﺘﻄﻴﻊ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺣﺎﻻﺕ ﻋﺪﻡ ﺍﻟﺘﺄﻛﱡﺪ ﺍﻟﱵ ‪‬ﺗﺼﺎ ِﺣﺐ ﺍﳌﻬﺎﻡ ﻏﲑ ﺍﳍﻴﻜﻠﻴﺔ؛‬
‫ﺻﻠﻪ ﺇﱃ ﻧﺘﻴﺠ ٍﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﺃﺳﺒﺎﺏ ﺗﻮﺟﻴﻬـﻪ‬ ‫ﺏ ﺗﻮ ‪‬‬‫‪ -7‬ﻳﻘ ‪‬ﺪﻡ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ‪ -‬ﻋﻨﺪ ﺍﻟﻄﻠﺐ ‪ -‬ﺗﻔﺴﲑﹰﺍ ﻷﺳﺒﺎ ٍ‬
‫ﻟﺴﺆﺍ ٍﻝ ﻣﻌﲔ ﹸﳌﺴﺘﺨﺪِﻡ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻫﺬﻩ ﺍﳋﺎﺻﻴﺔ ﲡﻌﻞ ‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺃﻛﺜﺮ ﺍﺳﺘﻌﺪﺍﺩﹰﺍ ﻟﻘﺒﻮﻝ ﺍﻟﻨﻈﺎﻡ؛‬
‫‪ -8‬ﻳﺘﻤﺜﱠﻞ ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﺗﻘﺪﱘ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻌﻠﻴﺎ ﺑﺎﳌﺆﺳﺴﺔ؛‬

‫‪.User Interface‬‬ ‫)‪(1‬‬

‫ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.211-210‬‬ ‫)‪(2‬‬

‫‪126‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫‪ -9‬ﺗ‪‬ﺴﺎﻋِﺪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺔ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺗﻘﺪﱘ ﺣﻠﻮ ٍﻝ ﺃﻛﺜﺮ‬
‫ﻣﻼﺋﻤﺔ ﻟﻠﻤﺸﻜﻠﺔ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ؛‬
‫ﻼ ﻣﺒﻨﻴﹰﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﳎﻤﻮﻋـ ٍﺔ‬‫‪ -10‬ﺗﻌﻤﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﻛﻤﺴﺘﺸﺎ ٍﺭ ﹸﳌﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺣﻴﺚ ﺗﻘﺘﺮﺡ ﻋﻠﻴﻪ ﺣ ﹰ‬
‫ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍ ﹸﳌﱪ ‪‬ﻣﺠﺔ ﺩﺍﺧﻞ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ ‪‬ﻣﺘ‪‬ﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻳﻈﻞﱡ ﻫﻮ ﺍﳌﺴﺆﻭﻝ ﺍﻟﻨـﻬﺎﺋﻲ ﻋـﻦ‬
‫ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛‬
‫ﺕ ﺗﻔﻮﻕ ﹸﻗ ‪‬ﺪﺭﺍﺕ ﺍﳋﺒﲑ ﺍﻟﺒﺸﺮﻱ؛‬
‫‪ -11‬ﻻ ﺗﺴﺘﻄﻴﻊ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺍﻹﻣﺪﺍﺩ ﺑ ﹸﻘﺪﺭﺍ ٍ‬
‫‪ -12‬ﺗﻌﺘﱪ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﻣﻦ ﺃﻓﻀﻞ ﻭﺳﺎﺋﻞ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﰲ ﻣﻜﺎﺗﺐ ﺍﶈﺎﺳﺒﺔ ﻭﺍﳌﺮﺍﺟﻌـﺔ‪،‬‬
‫ﺣﻴﺚ ﳝﻜﻦ ﻋﻦ ﻃﺮﻳﻖ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳏﺎﻛﺎﺓ ﺍ ﹸﳌﺮﺍ ِﺟﻊ ﺍﳋﺒﲑ‪ ،‬ﻭﺇﺭﺷﺎﺩ ﻏﲑ ﺍﳋـﱪﺍﺀ ﻣـﻦ ﺍﳌﻬﻨـﻴﲔ ﺇﱃ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﺗﺆ ‪‬ﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻗﺮﺍ ٍﺭ ﻣﻌﲔ‪.‬‬
‫ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍ‪‬ﺎﻻﺕ؛ ﻟﻜﻲ ﺗ‪‬ﺴﺎﻋِﺪ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺃﺩﺍﺀ ﻋﻤ ٍﻞ‬
‫ﻣﻌﲔ ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺻﺤﺘﻪ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﳝﻜﻦ ﻟﻠﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺃﻥ ‪‬ﺗﺤ ‪‬ﻮﻝ ﺍﻷﺭﻗﺎﻡ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ‬
‫ﰲ ﻗﻮﺍﺋﻢ ﺍﻟﺪﺧﻞ ﻭﺍﳌﻴﺰﺍﻧﻴﺔ ﺇﱃ ﺗﻘﺎﺭﻳﺮ ﻟﻠﻀﺮﺍﺋﺐ‪ ،‬ﺗ‪‬ﻮﺿ‪‬ﺢ ﻓﻴﻪ ﻣﺎ ﺗﻌﻨﻴﻪ ﺍﻷﺭﻗﺎﻡ‪ ،‬ﻭ‪‬ﺗﻈﻬﺮ ﺃﻳﻀﹰﺎ ﻣﺎ ‪‬ﺎ ﻣـﻦ‬
‫ﻣﺸﻜﻼﺕ)‪.(1‬‬
‫ﻭﻣﻨﻪ ﻧﺮﻯ ﺃﻥ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ﺭﺍﺋﺪﹰﺍ ﰲ ﺇﺩﺍﺭﺓ ﺃﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ؛ ﺣﻴﺚ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﲢﺴﲔ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘ‪‬ﺨﺬﺓ؛ ﳑﺎ ﻳﺆﱢﺛﺮ ﺇﳚﺎﺑﻴﹰﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﻭﺗﻠﻌﺐ ﻛﺬﻟﻚ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﺩﻭﺭﹰﺍ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ؛ ﺣﻴﺚ ‪‬ﻳﻌﺘﻤـﺪ ﻋﻠـﻰ ﺃﺩﻭﺍﺕ ﺍﻟـﺬﻛﺎﺀ‬
‫ﺍﻻﺻﻄﻨﺎﻋﻲ ﰲ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﰲ ﻭﺿـﻊ ﺍﳊﻠـﻮﻝ ﻟﺘﻠـﻚ‬
‫ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﺫﻟﻚ ﺑﻮﺍﺳﻄﺔ ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ ﺍﻟﱵ ‪‬ﺗﻌ ‪‬ﺪ ﺃﺣﺪ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ‪ .‬ﻭﺗﻘﻮﻡ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋـﺒﲑﺓ‬
‫ﺃﻳﻀﹰﺎ ﺑﺘﻨﻤﻴﺔ ﺑﺪﺍﺋﻞ ﺣﻠﻮﻝ ﻭﺗﻘﻴﻴﻤﻬﺎ ﻭﺍﻗﺘﺮﺍﺡ ﺍﳊﻞ ﺍﳌﻼﺋﻢ؛ ﺣﻴﺚ ﻳﺘﻮﺍﻓﺮ ﻟﻠﻨﻈﺎﻡ ﺍﳋﺒﲑ ﺍﳌﻨﻄﻖ ﺍﻟﺬﻱ ﻳ‪‬ﺴﺎﻋِﺪ‬
‫ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ‪ .‬ﻭ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﻏﺎﻟﺒﹰﺎ ﰲ ﳎﺎﻝ ﺍﻷﻋﻤﺎﻝ ﻟﺘﻘﺪﱘ ﺍﻟﻨﺼﺢ ﻭﺍﳌﺸﻮﺭﺓ؛ ﺣﻴـﺚ ﻻ‬
‫ﺨﺬ ﺍﻟﻘﺮﺍﺭ)‪.(2‬‬
‫ﻼ ﻋﻦ ﻣ‪‬ﺘ ِ‬
‫‪‬ﺗﻌ ‪‬ﺪ ﺑﺪﻳ ﹰ‬

‫ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.175‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.175‬‬ ‫)‪(2‬‬

‫‪127‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﻇﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﺗﻨﺎﻭﻟﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻧﺎﻗﺸﻨﺎ ﺍﳌـﺼﻄﻠﺤﺎﺕ‬
‫ﺍﳌﺘﺮﺍﺩﻓﺔ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﰲ ﻫﺬﺍ ﺍﳊﻘﻞ‪ ،‬ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﺑﺼﻔ ٍﺔ ﺟﻮﻫﺮﻳﺔ ﻋﻠﻰ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﻭﺍﻟﻌﻮﺍﻣـﻞ ﺍﳌﹸـﺆﱢﺛﺮﺓ‬
‫ﻭﺍ ﹸﳌﺤ ﱢﻔﺰﺓ ﰲ ﺗﻄ ‪‬ﻮﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲟﺎ ﻓﻴﻬﺎ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻧﻈﻢ ﺍﳋﺒﲑﺓ ﻭﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﻭﺍﻧﺘﺸﺎﺭ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﰲ ﲨﻴﻊ ﳎﺎﻻﺕ ﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺎﺕ؛ ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﻓﻬﻢ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﻨﻮﻋﻴﺔ ﻭﺍﳉﺬﺭﻳﺔ‬
‫ﻼ ﻋـﻦ ﺍﻟﺘﻐﻴ‪‬ـﺮﺍﺕ‬ ‫ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﻟﻌﻤﻴﻘﺔ ﺍﻟﱵ ﺣﺪﺛﺖ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﻭﺃﳕﺎﻁ ﺍﻟﻌﻤﻞ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻓﻀ ﹰ‬
‫ﺍﳍﺎﻣﺔ ﰲ ﺗﻜﻮﻳﻦ ﳕﺎﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﺑﺘﻜﺎﺭ ﳕﺎﺫﺝ ﻏﲑ ﻣﺴﺒﻮﻗﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺃﻭ‬
‫ﺍﻹﺑﺪﺍﻉ ﰲ ﻫﻨﺪﺳﺔ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ‪‬ﺗﻠ‪‬ﺒﻲ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﻘﻴﻘﻲ‪.‬‬
‫ﻟﻘﺪ ﻏ‪‬ﻴﺮﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻭﻭﻇﺎﺋﻔﻬﺎ ﻭﺃﺳﺎﻟﻴﺐ ﲣﻄﻴﻂ ﻭﺗﻨﻔﻴﺬ ﺃﻧـﺸﻄﺔ ﺍﻷﻋﻤـﺎﻝ‬
‫ﺕ ﺣﺎﺳـﻮﺑﻴﺔ‬ ‫ﺍﳉﻮﻫﺮﻳﺔ‪ ،‬ﻛﻤﺎ ﺗﻐ‪‬ﻴﺮﺕ ﺃﺩﻭﺍﺭ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﻓﻠﻢ ﺗ ‪‬ﻌﺪ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳎﺮﺩ ﺃﺩﻭﺍ ٍ‬
‫ﻟﺘﺴﺠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺇﺻﺪﺍﺭ ﺍﻟﺘﻘﺎﺭﻳﺮ؛ ﻭﺇﳕﺎ ﻫﻲ ﺍﻟﻴﻮﻡ ﻧ‪‬ﻈ ‪‬ﻢ ﻋﻤـ ٍﻞ ﻭﺇﺩﺍﺭ ﹲﺓ‬
‫‪‬ﻣﻨﺪ ِﻣﺠﺔ ﻣﻊ ﺗﺪﻓﱡﻘﺎﺕ ﺍﻟﻌﻤﻞ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺍﻷﺑﻌﺎﺩ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﺗ‪‬ﻤﺜﱢﻞ ﺟﺰﺀﹰﺍ ﳏﻮﺭﻳﹰﺎ ﰲ ﻋﻤﻠﻴﺔ ﺗﺸﻜﻴﻞ‬
‫ﻕ ﻻ ﻏﲎ ﻋﻨﻬﺎ ﰲ ﺑﻨﺎﺀ ﻭﺗﻄﻮﻳﺮ ﻧ‪‬ﻈﻤﻬﺎ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺍﻟﺪﺍﺧﻠﻴـﺔ‬ ‫ﻫﻴﻜﻞ ﻛﻞ ﻣﺆﺳﺴﺔ‪ ،‬ﻭﻗﺎﻋﺪﺓ ﺍﻧﻄﻼ ٍ‬
‫ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻣﻊ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ‪ .‬ﺿﻤﻦ ﻫﺪﺍ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻧﺮﻯ ﺃﻥ ﺃﻓﻀﻞ ﻣﺪﺧ ٍﻞ ﻣﻨـﻬﺠﻲ‬
‫ﻟﺘﺤﻠﻴﻞ ﺃﺳﺎﺳﻴﺎﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻮ ﺩﺭﺍﺳﺔ ﻣﻔﻬﻮﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻨﺎﻗﺸﺔ ﻣﺘﺮﺍﺩﻓـﺎﺕ ﻭﻋﻼﻗـﺎﺕ‬
‫ﺍﳌﺼﻄﻠﺢ ﲟﻔﺎﻫﻴﻢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ .‬ﻭﻟﻘﺪ ﺑﺎﺗﺖ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﻳﻮﻣﻨﺎ ﻫﺬﺍ ﺃﺣﺪ ﺍﳌﻮﺍﺭﺩ ﺍﳋﻤﺴﺔ ﺍﳌﺘﺎﺣﺔ ﻟﻠ ‪‬ﻤﺪﺭﺍﺀ ﻟﺘﺸﻜﻴﻞ ﺍﳌﺆﺳﺴﺔ‪،‬‬
‫ﺇﱃ ﺟﺎﻧﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﻭﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ ﻭﺍﻵﻻﺕ ﻭﻛﺬﻟﻚ ﻟﺰﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴـﺔ ﻧﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ‪‬ﺎ‪.‬‬
‫ﳝﻜﻦ ﺯﻳﺎﺩﺓ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﻘﺎﺋﻤﲔ ﻋﻠﻰ ﻋﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﰲ ﻇـﻞ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻷﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟـﱵ‬
‫ﻼ ﻣﻦ‪ :‬ﺗﻮﺍﹸﻓﺮ ﺍ ﹸﳌﺆ ‪‬ﻫﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻟﻜﺎﺩﺭ ﺍﻟﺒﺸﺮﻱ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﻋﻤﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺧﺘﻼﻑ‬‫ﺗﺸﻤﻞ ﻛ ﹰ‬
‫ﺃﻧﻮﺍﻋﻬﺎ ﻭﻣﺴﺘﻮﻳﺎ‪‬ﺎ‪ ،‬ﻭﺗﻮﺍﹸﻓﺮ ﺍﳌﺆﻫﻼﺕ ﺍﻟﻌﻤﻠﻴﺔ )ﺍﻟﻔﻨﻴﺔ( ﰲ ﺍﻟﻜﺎﺩﺭ ﺍﻟﺒﺸﺮﻱ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﻋﻤﻞ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪،‬‬
‫ﻭﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺴﺘﻤﺮ؛ ﻭﻫﺬﺍ ﻣﺎ ﺳﻨﺘﻄ ‪‬ﺮﻕ ﺇﻟﻴﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪.‬‬
 ‫ﺍﻟﻔﺼــﻞ ﺍﻟﺜﺎﻟﺚ‬

‫ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪129‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﺭﺃﻳﻨﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻭﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ ﻭﺗﺒﻌﹰﺎ ﻟﻨﻈﺮﻳﺔ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻫﻲ ﻧﻈـﺎ ‪‬ﻡ ﻣﻔﺘـﻮﺡ‬
‫ﺕ ﺃﻭ ﺳـﻜﻮﻥ‪،‬‬ ‫ﻭ ‪‬ﻣﺘﻔﺎ ِﻋﻞ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻳﺘﺄﱠﺛﺮ ﻭ‪‬ﻳﺆﱢﺛﺮ ﻓﻴﻬﺎ؛ ﺣﻴﺚ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻟﻴﺴﺖ ﰲ ﺣﺎﻟﺔ ﺛﺒـﺎ ٍ‬
‫ﻭﺇﳕﺎ ﺗﺘﻐ‪‬ﻴﺮ ﺑﺎﺳﺘﻤﺮﺍ ٍﺭ ﻟﻜﻲ ‪‬ﺗﺤ ﱢﻘﻖ ﻫﺪﻑ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻭﺍﻟﺒﻘﺎﺀ‪ ،‬ﻭﻫﺪﻑ ﺍﻟﺘﻜ‪‬ﻴﻒ ﻭﺍﻟﺘﺄﻗﹸﻠﻢ‪.‬‬
‫ﻟﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﻷﻱ ﻣﺆﺳﺴ ٍﺔ ‪‬ﺗﺮﻳﺪ ﺍﻟﺒﻘﺎﺀ ﻭﺍﻟﻌﻤﻞ ﰲ ﺑﻴﺌ ٍﺔ ‪‬ﻣﺘﻐ‪‬ﻴﺮﺓ ﺃﻥ ﲤﺘﻠﻚ ﻣﻨﻈﻮﺭﹰﺍ ﻋﺎﳌﻴﹰﺎ‬
‫ﰲ ﳎﺎﻝ ﻋﻤﻠﻬﺎ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﻣﺆﺳﺴ ﹰﺔ ﻋﺎﳌﻴﺔ ﺃﻭ ﻻ؛ ﺣﻴﺚ ﺃﺻﺒﺤﺖ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﺘﺤـ ‪‬ﺮﻙ ﻋـﱪ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﲣﺘﺮﻕ ﺍﳊﺪﻭﺩ ﺍﻟﻮﻃﻨﻴﺔ ﻛﻠﻤﺎ ﺭﻏﺒﺖ ﰲ ﺫﻟﻚ‪ .‬ﻭﰲ ﺧﻀﻢ ﻫﺬﻩ ﺍﻟﺘﺤ ‪‬ﻮﻻﺕ ﺑـﺪﺃ ﺍﻻﻫﺘﻤـﺎﻡ‬
‫ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ؛ ﺣﻴﺚ ﺗﺒ‪‬ﻴﻦ ﻟﻺﺩﺍﺭﺓ ﺍﻟﺪﻭﺭ ﺍﳌﻬﻢ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﰲ‬
‫ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﻟﻘﺪ ﺗﻄ ‪‬ﻮﺭﺕ ﺍﻟﻨﻈﺮﺓ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻄ ‪‬ﻮﺭﹰﺍ ﻛﺒﲑﹰﺍ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳌﺎﺿﻴﺔ؛ ﻓﺒﻌﺪ ﺃﻥ ﻛﺎﻥ ﺩﻭﺭ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻨﻔﻴﺬﻳﹰﺎ ﺗﻘﻠﻴﺪﻳﹰﺎ ﻳﺘﺮ ﱠﻛﺰ ﰲ ﺍﺳﺘﺼﺪﺍﺭ ﻗﺮﺍﺭﺍﺕ ﺍﻟﺘﻌﻴﲔ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﻨﻘﻞ ﻭﺍﻷﺟﻮﺭ ﻭﺍﻟﺘﺄﻣﻴﻨﺎﺕ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺗﻄ ‪‬ﻮﺭ ﺍﻟﺪﻭﺭ ﻛﺜﲑﹰﺍ‪ .‬ﻓﻔﻲ ﺇﻃﺎﺭ ﺍﻟﺪﻭﺭ ﺍﳌﻌﺎﺻﺮ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﺧﺬﺕ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ‬
‫ﺩﻭﺭﻫﺎ ﻛﻤﺴﺘﺸﺎ ٍﺭ ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﰲ ﳎﺎﻝ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺷﺮﻳﻜﹰﺎ ﳍﺎ ﰲ ﺗﺼﻤﻴﻢ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ‬
‫ﺷﺎﻣﻠ ﹰﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻛﻤﺎ ﺃﺻﺒﺤﺖ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻴﻮﻡ ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ‬
‫ﺃﺳﺎﺳﻴﹰﺎ ﻭ ‪‬ﻣﻬﻤﹰﺎ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻬﻤﺎ ﻛﺎﻥ ﺣﺠﻤﻬﺎ؛ ﻭﺫﻟﻚ ﻧﻈﺮﹰﺍ ﻟﻠﺘﺰﺍ‪‬ﻳﺪ ﺍﳌﺴﺘﻤﺮ ﻟﺪﻭﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ‬
‫ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻭﺍﳊﺎﺟﺔ ﺍﳌﺎ ‪‬ﺳﺔ ﺇﱃ ﺗﻨﻈﻴﻤﻬﺎ ﺑﺸﻜ ٍﻞ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﻟ ﹸﻘﺼﻮﻯ ﻣﻨﻬﺎ‪.‬‬
‫ﻭﰲ ﺍﻟﺴﻴﺎﻕ ﻧﻔﺴﻪ‪ ،‬ﻳﻌﺘﱪ ﻣﻮﺿﻮﻉ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﻧـﺴﺒﻴﹰﺎ‬
‫ﺣﻴﺚ ﻇﻬﺮﺕ ﺑﻮﺍﺩﺭ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ ﻣﻦ ﻗﺒﻞ ﺍﶈﺎﺳﺒﲔ ﻣﻨﺬ ﺃﻭﺍﺋﻞ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻟﻠﺘﻌـ ‪‬ﺮﻑ‬
‫ﺐ ‪‬ﻣﺘﺰﺍِﻳﺪ ﻋﻠﻰ ﺧﺪﻣﺎﺕ ﺃﻓـﺮﺍ ٍﺩ ﻳﺘﻤ‪‬ﺘﻌـﻮﻥ‬
‫ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻧﺘﻴﺠﺔ ﻇﻬﻮﺭ ﻃﻠ ٍ‬
‫ﺑﻘﹸﺪﺭﺍﺕ ﻋﻠﻤﻴﺔ ﻭﻣﻬﻨﻴﺔ ﻋﺎﻟﻴﺔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺮﻛﻴ ‪‬ﺰ ﻣﺘﺰﺍﻳﺪ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ ﺃﻛﺜﺮ ﻣﻨﻪ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌﺎﻝ‬
‫ﺍﳌﺎﺩﻱ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﻄﱠﻠﺐ ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﶈﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﺴﺎﻋﺪ ﰲ ﺗﻘﻴـﻴﻢ ﺗﻠـﻚ ﺍﳌـﻮﺍﺭﺩ‬
‫ﻛﺄﺻﻮ ٍﻝ ﺑﺼﻮﺭ ٍﺓ ﻣﺎﻟﻴﺔ‪ ،‬ﺷﺄ‪‬ﺎ ﺑﺬﻟﻚ ﺷﺄﻥ ﺃﻳﺔ ﺃﺻﻮ ٍﻝ ﺃﺧﺮﻯ ﻳﺘ ‪‬ﻢ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫ﻭﺳﻨﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻣﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -2‬ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭ ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ؛‬
‫‪ -3‬ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪130‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﱂ ﻳ ‪‬ﻌ ‪‬ﺪ ﻫﻨﺎﻙ ﺷﻚ‪ ‬ﰲ ﺃﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺇﺣﺪﻯ ﺍﹸﻟﻤﻘ ‪‬ﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺑـﻞ‬
‫ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃ‪‬ﺎ ﺍ ﹸﳌﺤ ‪‬ﺪﺩ ﺍﻷﻭﻝ ﻭﺍﻷﺳﺎﺳﻲ ﳍﺬﺍ ﺍﻟﻨﺠﺎﺡ؛ ﺣﻴﺚ ﺃﻥ ﺗﻮﺍﹸﻓﺮ ﻣﻮﺍﺭﺩ ﺑـﺸﺮﻳﺔ ﺫﺍﺕ ﻛﻔـﺎﺀﺓ‬
‫ﻭﻣﺴﺌﻮﻟﻴﺔ ‪‬ﺗﻤ ﱢﻜﻨﻬﺎ ﻣﻦ ﺍﻟﻨﻬﻮﺽ ﺑﺄﻋﺒﺎﺀ ﺍﻟﻌﻤﻞ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺇﻣﻜﺎﻧﻴﺎ‪‬ـﺎ ﺍﳌﺎﺩﻳـﺔ‬
‫ﺍﳌﺘﺎﺣﺔ ﺑﺄﻛﱪ ﻛﻔﺎﺀ ٍﺓ ﳑﻜﻨﺔ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﻣﻔﻬﻮﻡ ﺃﻫﻢ ﺃﺻ ٍﻞ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﺆﺳﺴﺔ ﻭﻫﻮ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ؛ ﺑﺎﻋﺘﺒـﺎﺭﻩ‬
‫ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ‪‬ﺗﻘﺎﻡ ﻋﻠﻴﻪ ﺃﻱ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻣﺮﺍﺣﻞ ﺗﻄـ ‪‬ﻮﺭ ﻭﻇﻴﻔـﺔ‬
‫ﺇﺩﺍﺭﺓ ﻫﺬﺍ ﺍﳌﻮﺍﺭﺩ ﺍﳍﺎﻡ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻧﻈﺮﹰﺍ ﻷﳘﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﺈﻥ ﺇﺩﺍﺭﺓ ﻫﺬﺍ ﺍﳌﻮﺭﺩ ﺍﳍﺎﻡ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ‪‬ﺗﻌﺘﱪ ﻣﻦ ﺃﻫﻢ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -1‬ﺗﻌﺮﻳﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻣﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﻌﻠﻤﻲ ﻟﻺﺩﺍﺭﺓ ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ‪ ،‬ﻭﰲ ﺍﻟﺘﻮ ‪‬ﺟﻪ ﺇﱃ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ‪ ،‬ﺃﺻﺒﺢ‬
‫‪‬ﻳﻨﻈﺮ ﺇﱃ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﻛﻤﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﻭﺇﻧﺴﺎﻧﻴﺔ)‪ .(1‬ﻭ‪‬ﻳﻌ ‪‬ﺮﻑ ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ)‪ (2‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﲨﻴﻊ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﳌﺆﺳﺴﺔ ﺭﺅﺳﺎﺀ ﻭﻣﺮﺅﻭﺳﲔ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﺟﺮﻯ ﺗﻮﻇﻴﻔﻬﻢ ﻓﻴﻬﺎ‪،‬‬
‫ﺿﺢ ﻭﺗﻀﺒﻂ ﻭ‪‬ﺗﻮ ‪‬ﺣﺪ ﺃﳕـﺎﻃﻬﻢ‬
‫ﻷﺩﺍﺀ ﻛﺎﻓﺔ ﻭﻇﺎﺋﻔﻬﺎ ﻭﺃﻋﻤﺎﳍﺎ ﲢﺖ ﻣﻈﻠﺔ ﻫﻲ‪ :‬ﺛﻘﺎﻓﺘﻬﺎ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﱵ ‪‬ﺗﻮ ‪‬‬
‫ﳋﻄﻂ ﻭﺍﻟﻨ‪‬ﻈﻢ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﺗ‪‬ـﻨ ﱢﻈﻢ ﻣﻬـﺎﻣﻬﻢ ﻭﺗﻨﻔﻴـﺬﻫﻢ‬ ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﻭﳎﻤﻮﻋﺔ ﻣﻦ ﺍ ﹸ‬
‫ﻟﻮﻇﺎﺋﻒ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﰲ ﺳﺒﻴﻞ ﲢﻘﻴﻖ ﺭﺳﺎﻟﺘﻬﺎ ﻭﺃﻫﺪﺍﻑ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺘﻬﺎ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ .‬ﻭﻟﻘﺎﺀ ﺫﻟـﻚ ﺗﺘﻘﺎﺿـﻰ‬
‫ﺕ ‪‬ﻣﺘﻨ ‪‬ﻮﻋﺔ ﺗﺘﻤﺜﱠﻞ ﰲ ﺭﻭﺍﺗﺐ ﻭﺃﺟﻮﺭ ﻭﻣﺰﺍﻳﺎ ﻭﻭﻇﻴﻔﻴـﺔ‪ ،‬ﰲ ﻋﻤﻠﻴـﺔ‬‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺗﻌﻮﻳﻀﺎ ٍ‬
‫ﺕ ﻋﻠﻰ ﺷـﻜﻞ ﻣ‪‬ـﺆ ‪‬ﻫﻼ ٍ‬
‫ﺕ‬ ‫ﺗﺒﺎ ‪‬ﺩﻝ ﻟﻠﻤﻨﻔﻌﺔ ﺗﺘ ‪‬ﻢ ﺑﻴﻨﻬﻢ ﻭﺑﻴﻨﻬﺎ‪ .‬ﻓﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻟﻠﻤﺆﺳﺴﺔ ﻣﺴﺎﳘﺎ ٍ‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2003 ،1‬ﺹ ‪.26‬‬ ‫)‪(1‬‬

‫ﻫﻮ ﺃﺳﺘﺎﺫ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ ﲜﺎﻣﻌﺔ ﺣﻠﺐ )ﺳﻮﺭﻳﺎ(‪.‬‬ ‫)‪(2‬‬

‫‪131‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺼﻞ ﻋﻠـﻰ‬
‫ﻋﻠﻤﻴﺔ‪ ،‬ﺧﱪﺍﺕ‪ ،‬ﻣﻬﺎﺭﺍﺕ‪ ،‬ﺟﻬﺪ‪... ،‬ﺇﱁ؛ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪ ،‬ﻭﰲ ﻣﻘﺎﺑﻞ ﺩﻟـﻚ ﲢـ ‪‬‬
‫ﺕ ﻣﺘﻨﻮﻋﺔ‪.‬‬
‫ﺕ ﻣﺎﻟﻴﺔ ﻭﻣﻌﻨﻮﻳﺔ ﻋﻠﻰ ﺷﻜﻞ ﺭﻋﺎﻳﺔ ﻭﺧﺪﻣﺎ ٍ‬
‫ﺗﻌﻮﻳﻀﺎ ٍ‬
‫ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺃﻫﻢ ﻋﻨﺎﺻﺮ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ؛ ﺫﻟﻚ ﻷ‪‬ﺎ ﻫﻲ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﻌﻤﻠﻴـﺔ ﺍﻻﺑﺘﻜـﺎﺭ‬
‫ﻭﺍﻹﺑﺪﺍﻉ‪ ،‬ﻭﻫﻲ ﺍﻟﱵ ‪‬ﺗﺼ ‪‬ﻤﻢ ﺍ ﹸﳌﻨ‪‬ﺘﺞ ﻭ‪‬ﺗﺸ ِﺮﻑ ﻋﻠﻰ ﺗﺼﻨﻴﻌﻪ ﻭﺭﻗﺎﺑﺔ ﺟﻮﺩﺗﻪ‪ ،‬ﻭﻫﻲ ﺍﻟﱵ ‪‬ﺗﺴ ‪‬ﻮﻗﻪ‪ ،‬ﻭﺗـﺴﺘﺜﻤﺮ‬
‫ﺭﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﻭﻫﻲ ﺍﳌﺴﺆﻭﻟﺔ ﻋﻦ ﻭﺿﻊ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪ .‬ﻓﺒﺪﻭﻥ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺟ ‪‬ﺪﻳﺔ ﻭﻓ ‪‬ﻌﺎﻟﺔ ﻻ‬
‫ﳝﻜﻦ ﺃﺩﺍﺀ ﻫﺪﻩ ﺍﻷﻣﻮﺭ ﺑﻜﻔﺎﺀﺓ‪ ،‬ﻭﻟﻦ ﺗﺘﻤ ﱠﻜﻦ ﺃﻳﺔ ﻣﺆﺳﺴ ٍﺔ ﻣﻦ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ ﻭﺭﺳﺎﻟﺘﻬﺎ «)‪.(1‬‬
‫ﻣﺜﺎﻝ ﺗﻄﺒﻴﻘﻲ‪ :‬ﺍﻫﺘﻤﺎﻡ ﻣﺆﺳﺴﺔ "ﺳﺎﻣﺴﻮﻧﻎ" ﺍﻟﻜﻮﺭﻳﺔ ﺑﻌﻤﻼﺋﻬﺎ ﻣﻦ ﺧﻼﻝ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻗﺎﻣﺖ ﻣﺆﺳﺴﺔ "ﺳﺎﻣﺴﻮﻧﻎ" ﰲ ﻣﻄﻠﻊ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﺑﺈﻳﻔﺎﺩ ‪ 400‬ﻓﺮﺩ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﻟﺪﻳﻬﺎ ﺇﱃ ‪ 50‬ﺩﻭﻟﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻟﻼ ﱢﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ )ﺗﻌﻠﱡﻢ ﻭﺗﻨﻤﻴﺔ( ﺍﳊﺪﻳﺜـﺔ‪ ،‬ﻭﺩﺭﺍﺳـﺔ ﺳـﻠﻮﻙ‬
‫ﺍﳌﺴﺘﻬﻠﻚ ﰲ ﻫﺬﻩ ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﳌﻌﺮﻓﺔ ﻃﻠﺒﺎﺗﻪ ﻭﺭﻏﺒﺎﺗﻪ‪ ،‬ﻭﺫﻟﻚ ﳌﺪﺓ ﺳﻨﺔ‪ ،‬ﻭﻛﱠﻠﻔﻬﺎ ﺍﳌﻮﻓﺪ ﺍﻟﻮﺍﺣـﺪ ‪80.000‬‬
‫ﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﻫﺆﻻﺀ ﺍ ﹸﳌﻮﻓﺪﻳﻦ ﺳ‪‬ﺘﻤ ﱢﻜﻨﻬﺎ‬‫ﺩﻭﻻﺭ ﺃﻣﺮﻳﻜﻲ‪ .‬ﻓﻬﺬﻩ ﺍﳌﺆﺳﺴﺔ ‪‬ﺗﺆﻣﻦ ﺑﺄﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺳﺘﺤ ‪‬‬
‫ﻣﻦ ﻓﻬﻢ ﺣﺎﺟﺎﺕ ﺍﳌﺴﺘﻬﻠﻚ‪ ،‬ﻭﻣﺎﺫﺍ ﻳﺮﻳﺪ ﻭﻳﺮﻏﺐ ﻋﱪ ﺩﻭﻝ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺳﻴﺄﺗﻮﻥ ﺑﺄﻓﻜﺎ ٍﺭ ﺟﺪﻳﺪﺓ‪ .‬ﻓﻠﺪﻯ ﻫﺬﻩ‬
‫ﺍﳌﺆﺳﺴﺔ ﻗﻨﺎﻋ ﹲﺔ ﺗﺎﻣﺔ‪ ،‬ﺑﺄ‪‬ﺎ ﺇﺫﺍ ﱂ ﺗﻔﻬﻢ ﻋﻤﻼﺀﻫﺎ‪ ،‬ﻭﱂ ﺗ ﱠﻄﻠﻊ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﻳﻌﻴﺸﻮﻥ ﻓﻴﻬﺎ‪ ،‬ﻭﺇﺫﺍ ﱂ ﻳ ﱠﻄﻠـﻊ‬
‫ﺧﱪﺍﺅﻫﺎ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﻭﺗﻌﻠﱡﻤﻬﺎ‪ ،‬ﻟﻦ ﺗﺘﻤ ﱠﻜﻦ ﻣﻦ ﻛﺴﺐ ﺍﻟﻌﻤﻼﺀ ﻭﺯﻳﺎﺩﺓ ﺣﺼﺘﻬﺎ ﺍﻟـﺴﻮﻗﻴﺔ‪،‬‬
‫ﻭﺍﻟﻮﻗﻮﻑ ﰲ ﻭﺟﻪ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺸﺪﻳﺪﺓ‪ ،‬ﻭﺳﺘﺘﺮﺍﺟﻊ ﺇﱃ ﺍﻟﻮﺭﺍﺀ‪ .‬ﻭﻗﺪ ﻗﺎﻣﺖ ﻣﺆﺳﺴﺔ "ﺳﺎﻣـﺴﻮﻧﻎ"‬
‫‪‬ﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺑﻌﺪ ﺃﻥ ﺧﺴﺮﺕ ﺟﺰﺀﹰﺍ ﻣﻦ ﺣﺼﺘﻬﺎ ﰲ ﺳﻮﻕ ﺩﻭﻝ ﺍﻟﺒﺎﺳﻔﻴﻚ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪.‬‬
‫)‪(3‬‬

‫‪‬ﺗﻌ ‪‬ﺮﻑ ﺇﺩﺍﺭﺓ)‪ (4‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ﺎ » ﲣﻄﻴﻂ ﻭﺗﻨﻈﻴﻢ ﻭﺗﻮﺟﻴﻪ ﻭﺭﻗﺎﺑﺔ ﺍﻷﻧﺸﻄﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﺧﺘﻴـﺎﺭ‬
‫ﻭﺗﻌﻴﲔ ﻭﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﻭﻣﻜﺎﻓﺄﺓ ﻭﺭﻋﺎﻳﺔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﻢ ﺑﻐﺮﺽ ﺍﻹﺳﻬﺎﻡ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫـﺪﺍﻑ‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ :‬ﺑﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.11‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.31‬‬ ‫)‪(2‬‬

‫‪.Human Resources Management‬‬ ‫)‪(3‬‬

‫ﺍﻹﺩﺍﺭﺓ ﻟﻐ ﹰﺔ ﻫﻲ ﺍﻹﺣﺎﻃﺔ‪ ،‬ﻭﺃﺩﺍﺭ ﺍﻟﺮﺃﻱ ﻭﺍﻷﻣﺮ ﺃﻱ ﺃﺣﺎﻁ ‪‬ﻤﺎ‪ .‬ﻭﺍﻹﺩﺍﺭﺓ ﺍﺻﻄﻼﺣﺎ ﻫﻲ ﻓﻦ ﺍﻟﻘﻴﺎﺩﺓ ﻭﺗﻮﺟﻴﻪ ﺃﻧﺸﻄﺔ ﲨﺎﻋﺔ ﻣﻦ ﺍﻟﻨﺎﺱ‬ ‫)‪(4‬‬

‫ﳓﻮ ﲢﻘﻴﻖ ﻫﺪﻑ ﻣﺸﺘﺮﻙ‪ .‬ﻭﺗ‪‬ﻌ ‪‬ﺮﻑ ﺍﻹﺩﺍﺭﺓ ﺑﺄ‪‬ﺎ ﺇﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺧﻼﻝ ﺍﻵﺧﺮﻳﻦ؛ ‪‬ﺪﻑ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻄﻠﻮﺑﺔ‪،‬‬
‫ﻭﺇﻥ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻫﻲ ﺍﻷﺭﻛﺎﻥ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺍﻧﻈﺮ‪ :‬ﻣﺼﻄﻔﻰ ﺇﺑﺮﺍﻫﻴﻢ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺍﳌﻌﺠﻢ ﺍﻟﻮﺳﻴﻂ‪ ،‬ﺇﺳﻄﻨﺒﻮﻝ‪ ،‬ﺗﺮﻛﻴﺎ‪ ،1960 ،‬ﺹ ‪302‬؛ ﳏﻤﺪ ‪‬ﺠﺖ ﻛـﺸﻚ‪ ،‬ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﻭﺃﺳﺲ ﺇﺩﺍﺭ‪‬ﺎ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﳉﺎﻣﻌﻲ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.4‬‬
‫‪132‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ «)‪ .(1‬ﻭﺗ‪‬ﻌﺮ‪‬ﻑ ﻛﺬﻟﻚ ﺑﺄ‪‬ﺎ‪ » :‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺘﻮﻓﲑ ﻣﺎ ﲢﺘﺎﺟﻪ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ‬
‫ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺗﺪﺭﻳﺒﻬﺎ‪ ،‬ﻭﺗﻄﻮﻳﺮﻫﺎ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﺳﺘﻘﺮﺍﺭﻫﺎ ﻭﺭﻓﻊ ﺭﻭﺣﻬﺎ ﺍﳌﻌﻨﻮﻳﺔ‪ .‬ﻛﻤﺎ ﺗﻘﻮﻡ ﻫـﺬﻩ‬
‫ﺍﻹﺩﺍﺭﺓ ﺃﻳﻀﹰﺎ ﲟﺘﺎﺑﻌﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﱵ ﺷﺎﺭﻛﺖ ﰲ ﺻﻴﺎﻏﺘﻬﺎ ﻭﺍﻋﺘﻤـﺪ‪‬ﺎ ﺍﻹﺩﺍﺭﺓ‬
‫ﺖ ﻵﺧﺮ‪ ،‬ﲟﺎ ﻳﺘﻤﺎﺷـﻰ ﻣـﻊ ﻣـﺼﻠﺤﺔ‬ ‫ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻛﺬﻟﻚ ﺗﻌﻤﻞ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺗﻌﺪﻳﻠﻬﺎ ﻣﻦ ﻭﻗ ٍ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻬﺎ «)‪.(2‬‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ » ﺳﻠﺴﻠﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻼﻗﺎﺕ ﺍﻟﻮﻇﻴﻔﻴـﺔ ﺍﳌﹸـﺆﱢﺛﺮﺓ ﰲ ﻓﻌﺎﻟﻴـﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻬﺎ «)‪.(3‬‬
‫ﻭﻗﺪ ﺃﺧﺬ ﺗﻌﺮﻳﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻌﺪﹰﺍ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﹰﺎ ﻓﻬﻲ‪ » :‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﱵ ﺗﻌـﲏ‬
‫ﺑﺼﻴﺎﻏﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺳﻴﺎﺳﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﺘﻮﺍﹸﻓﻖ ﻣﻊ ﺍﻟﻔﹸﺮﺹ ﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻷﻋﻤـﺎﻝ‬
‫ﻭﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪‬ﺪﻑ ﲢﻘﻴﻖ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ «)‪ .(4‬ﻭﻫـﺬﺍ ﺍﳌﻔﻬـﻮﻡ ﻳ‪‬ـ ِﱪﺯ‬
‫ﺍﳉﻮﺍﻧﺐ ﺍﻟﺘﺎﻟﻴﺔ)‪:(5‬‬
‫‪ -‬ﺗﻄﺒﻴﻘﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﻭﺳﺎﺋﻞ ﻟﺮﺑﻂ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻹﺳﻬﺎﻡ ﺍﳌﺒﺎﺷﺮ ﰲ‬
‫ﲢﻘﻴﻖ ﺍﻟﺮﲝﻴﺔ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ؛‬
‫‪ -‬ﺗﻘﻊ ﻣﺴﺆﻭﻟﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻣﺪﻳﺮﻱ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻭﺍﳌﺪﺭﺍﺀ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ‪ ،‬ﻭﻣﺪﻳﺮﻱ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﺍﻟﺪﻭﺭ ﺍﳊﻴﻮﻱ ﺍﻟﺬﻱ ﺗﻠﻌﺒﻪ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲢﺪﻳﺪ ﳒﺎﺡ ﺍﳌﺆﺳﺴﺔ ﻭﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﳍﺎ‪.‬‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗ‪‬ﻤﺜﱢﻞ ﺇﺩﺍﺭ ﹰﺓ ﻭﻭﻇﻴﻔ ﹰﺔ ﺃﺳﺎﺳﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﺗﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻻﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ﻓﻴﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﳎﻤﻮﻋ ٍﺔ ﻣـﻦ ﺍﻟـﺴﻴﺎﺳﺎﺕ‬
‫ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍ ﹸﳌﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﺑﺸﻜ ٍﻞ ﻳﺘﻮﺍﻓﻖ ﻫﺪﺍ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻣﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺭﺳـﺎﻟﺘﻬﺎ ﻭﻳ‪‬ـﺴﻬﻢ ﰲ‬
‫ﲢﻘﻴﻘﻬﻤﺎ)‪.(6‬‬

‫ﺳﻌﻴﺪ ﺷﻌﺒﺎﻥ ﺣﺎﻣﺪ‪ ،‬ﲝﺚ ﻣﺮﺟﻌﻲ ﻋﻦ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ ‪ -‬ﺟﺎﻣﻌـﺔ ﺍﻷﺯﻫـﺮ‪ ،‬ﺍﻟﻘـﺎﻫﺮﺓ‪،‬‬ ‫)‪(1‬‬

‫‪ 12‬ﺟﺎﻧﻔﻲ ‪.2007‬‬ ‫‪ ،www.rss.gov.jo ،2006‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.21‬‬ ‫)‪(2‬‬

‫ﺃﲪﺪ ﻣﺎﻫﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2004 ،‬ﺹ ‪.26‬‬ ‫)‪(3‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ‪.27‬‬ ‫)‪(4‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.27‬‬ ‫)‪(5‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.14‬‬ ‫)‪(6‬‬

‫‪133‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻳ‪‬ﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗ‪‬ﻤﺜﱢﻞ ﺇﺣﺪﻯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳍﺎﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫ﺲ ﺣﺪﻳﺜﺔ ﺑﺄﻛﱪ ﻗﺪ ٍﺭ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴـﺔ‪ .‬ﺃﻭ‬
‫ﺺ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻭﻓﻖ ﻗﻮﺍﻋﺪ ﻭﹸﺃﺳ ٍ‬
‫ﺍﻟﱵ ﲣﺘ ‪‬‬
‫ﺴﺒﲔ ﺇﱃ‬‫ﻫﻲ ﺳﻠﺴﻠ ﹲﺔ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ﺗﻨﻈـﻴﻢ ﺍﻷﺷـﺨﺎﺹ ﺍ ﹸﳌﻨﺘـ ِ‬
‫ﺍﳌﺆﺳﺴﺔ؛ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻗﺼﻰ ﻓﺎﺋﺪ ٍﺓ ﳑﻜﻨﺔ ﻣﻦ ﺃﺩﺍﺀﺍ‪‬ﻢ‪ ،‬ﻭﺍﺳﺘﺨﺮﺍﺝ ﺃﻓﻀﻞ ﻃﺎﻗـﺎ‪‬ﻢ‪ ،‬ﻣـﻦ ﺧـﻼﻝ‬
‫ﻭﻇﺎﺋﻒ ﺍﻟﺘﺨﻄﻴﻂ‪ ،‬ﻭﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ)‪ ،(1‬ﻭﺍﻟﺘﺪﺭﻳﺐ)‪ ،(2‬ﻭﺍﻟﺘﻘﻮﱘ)‪ ،(3‬ﻭﺍﳊـﻮﺍﻓﺰ ﺍﳌﺎﻟﻴـﺔ‬
‫ﻭﺍﳌﻌﻨﻮﻳﺔ‪.‬‬
‫ﻟﺬﺍ ﳝﻜﻦ ﺍﳊﺪﻳﺚ ﺑﺄﻥ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻭﻫﻲ‪:‬‬
‫‪ -‬ﻳﺸ ﱢﻜﻞ ﺍﻟﺒﺸﺮ ﺃﻫﻢ ﺍﻷﺻﻮﻝ ﺇﱃ ﳝﻜﻦ ﺃﻥ ﲤﺘﻠﻜﻬﺎ ﺃﻱ ﻣﺆﺳﺴﺔ؛‬
‫‪ -‬ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻨﺠﺎﺡ ﻋﻨﺪﻣﺎ ﻳﺘ ‪‬ﻢ ﺭﺑﻂ ﺳﻴﺎﺳﺎﺕ ﻭﺇﺟـﺮﺍﺀﺍﺕ ﺍﻷﻓـﺮﺍﺩ ﻣـﻊ ﺃﻫـﺪﺍﻓﻬﺎ‬
‫ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎ‪‬ﺎ؛‬
‫‪ -‬ﳝﻜﻦ ﺃﻥ ﺗﻠﻌﺐ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺩﻭﺭﹰﺍ ‪‬ﻣﺆﱢﺛﺮﹰﺍ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﻤ‪‬ﻴﺰ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻗﻴﺎﺩﺍ‪‬ـﺎ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﻭﲣﺘﻠﻒ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﳌﺪﺭﺍﺀ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﲢﺪﻳﺪ ﻣﻔﻬﻮ ٍﻡ ‪‬ﻣﻮ ‪‬ﺣﺪ ﻭ ‪‬ﻣ‪‬ﺘﻔـ ٍﻖ ﻋﻠﻴـﻪ ﻹﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﻭﺟﻬﺘﺎﻥ ﻟﻠﻨﻈﺮ)‪:(4‬‬
‫ﺃﻭ ﹰﻻ‪ -‬ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ :‬ﻳﺮﻯ ﺑﻌﺾ ﺍﳌﺪﺭﺍﺀ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺎ ﻫﻲ ﺇﻻ ﳎﺮﺩ ﻭﻇﻴﻔ ٍﺔ ﻗﻠﻴﻠﺔ‬
‫ﺍﻷﳘﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻋﻤﺎ ٍﻝ ﺭﻭﺗﻴﻨﻴﺔ ﺗﻨﻔﻴﺬﻳﺔ‪ ،‬ﻣﺜﻞ ﺣﻔﻆ ﻣﻠﻔﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺿﺒﻂ‬
‫ﻆ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻫﺘﻤﺎﻡ ﻫﺆﻻﺀ ﺍﳌﺪﺭﺍﺀ؛ ﺣﻴﺚ‬
‫ﺃﻭﻗﺎﺕ ﺍﳊﻀﻮﺭ‪ ،‬ﻭﺍﻻﻧﺼﺮﺍﻑ ﻭﺍﻹﺟﺎﺯﺍﺕ‪ .‬ﻭﱂ ﲢ ﹶ‬
‫ﻳﺮﻭﻥ ﺃﻥ ﺗﺄﺛﲑﻫﺎ ﺿﺌﻴ ﹲﻞ ﻋﻠﻰ ﳒﺎﺡ ﻭﻛﻔﺎﺀﺓ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺛﺎﻧﻴﹰﺎ‪ -‬ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﳊﺪﻳﺜﺔ‪ :‬ﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻣﻦ ﺍﳌﺪﺭﺍﺀ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﻌﺘﱪ ﻣـﻦ ﺃﻫـﻢ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﻻ ﺗﻘﻞﱡ ﺃﳘﻴ ﹰﺔ ﻋﻦ ﺑﺎﻗﻲ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻛﺎﻟﺘﺴﻮﻳﻖ‪ ،‬ﻭﺍﻹﻧﺘﺎﺝ‪ ،‬ﻭﺍﳌﺎﻟﻴـﺔ‪،‬‬
‫ﻷﳘﻴﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻯ ﻭﺗﺄﺛﲑﻩ ﻋﻠﻰ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‪ .‬ﻭﴰﻠﺖ ﺃﻧﺸﻄ ﹰﺔ ﺭﺋﻴﺴﻴﺔ ﻣﻦ ﺃﳘﻬﺎ‪:‬‬
‫ﺗﻮﺻﻴﻒ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺟﺬﺏ ﻭﺍﺳﺘﻘﻄﺎﺏ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻌﻤﻞ‪ ،‬ﺗﺪﺭﻳﺐ‬
‫ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍ ﹸﳌﺘﻌﱢﻠﻖ ﺑﺸﺆﻭﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬

‫‪. Recruitment‬‬ ‫)‪(1‬‬

‫‪.Training‬‬ ‫)‪(2‬‬

‫‪.Evaluation‬‬ ‫)‪(3‬‬

‫ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،1999 ،‬ﺹ ‪.15‬‬ ‫)‪(4‬‬
‫‪134‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﻗﺎﻣﺖ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺘﺒ‪‬ﻨﻲ ‪‬ﻣﺪ ‪‬ﺧﻠﲔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻔﻴﺪ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﻣﻦ ﺧﻼﳍﻤﺎ‪ ،‬ﻭﳘﺎ ﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ)‪ .(1‬ﻓﺒﺪ ﹰﻻ ﻣﻦ ﺍﻟﻨﻈـﺮ ﺇﱃ ﺃﻫـﺪﺍﻑ‬
‫ﻀﲔ ‪‬ﻣﻨﻔﺼﹶﻠﲔ‪ ،‬ﻭﺃﻥ ﲢﻘﻴﻖ ﺃﻱ ﻣﻨﻬﻤﺎ ﺳﻴﻜﻮﻥ ﻋﻠﻰ ﺣـﺴﺎﺏ‬ ‫ﺍﳌﺆﺳﺴﺔ ﻭﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺃ‪‬ﻤﺎ ﻧﻘﻴ ‪‬‬
‫ﻼ ﻣﻦ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ ‪‬ﻳﻜ ‪‬ﻤﻼﻥ ﺑﻌـﻀﻬﻤﺎ‬ ‫ﺍﻵﺧﺮ‪ ،‬ﺍﻋﺘ‪‬ﱪ ﻣﺪﺧﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻥ ﻛ ﹰ‬
‫ﺍﻟﺒﻌﺾ ﻭﻻ ﻳﻜﻮﻧﺎ ﻋﻠﻰ ﺣﺴﺎﺏ ﺃﺣﺪﳘﺎ؛ ﻟﺬﻟﻚ ﺃﻇﻬﺮﺕ ﺍﻷﲝﺎﺙ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﻣﻌﺎﻣﻠﺔ ﺍﻷﻓـﺮﺍﺩ‬
‫ﻛﻤﻮﺍﺭﺩ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻋﺘﺒﺎﺭﻫﻢ ﻋﺎﻣﻞ ﺇﻧﺘﺎﺝ‪.‬‬
‫ﻭﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺄﻧﻪ » ﳎﻤﻮﻋﺔ ﺍﻟﺘﺼﺮ‪‬ﻓﺎﺕ ﻭﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻟﺪﺍﺧﻠﻴﺔ‪،‬‬
‫ﻀﻴﺎﺕ‬ ‫ﺍﻟﱵ ﻳﺴﻌﻰ ﻋﻦ ﻃﺮﻳﻘﻬﺎ ﺍﻟﻔﺮﺩ ﻷﻥ ‪‬ﻳﺤ ﱢﻘﻖ ﻋﻤﻠﻴﺔ ﺍﻷﻗﻠﻤﺔ ﻭﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺕ ﻭﺟـﻮﺩﻩ ﻭ ‪‬ﻣﻘﺘـ ‪‬‬
‫ﺍﻹﻃﺎﺭ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺬﻱ ﻳﻌﻴﺶ ﺩﺍﺧﻠﻪ « )‪ .(2‬ﻭﻣﻦ ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﻣﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -1‬ﺍﻷﻓﺮﺍﺩ ﻫﻢ ﺍﺳﺘﺜﻤﺎ ‪‬ﺭ ﺇﺫﺍ ﹸﺃﺣﺴﻨﺖ ﺇﺩﺍﺭﺗﻪ ﻭﺗﻨﻤﻴﺘﻪ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﺤ ﱢﻘﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﻳﺰﻳﺪ ﺇﻧﺘﺎﺟﻴﺘﻬﺎ؛‬
‫‪ -2‬ﺇﻥ ﺳﻴﺎﺳﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺑﺪ ﺃﻥ ﺗ‪‬ـﺨﹶﻠﻖ ﻹﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻷﻓـﺮﺍﺩ ﺍﻟﻨﻔـﺴﻴﺔ ﻭﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ؛‬
‫ﺠﻊ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻭﺍﺳﺘﻐﻼﻝ ﻣﻬﺎﺭﺍ‪‬ﻢ؛‬ ‫‪ -3‬ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﻻﺑﺪ ﺃﻥ ﹸ‪‬ﻴﺊ ﻭ‪‬ﺗﺸ ‪‬‬
‫‪ -4‬ﺑﺮﺍﻣﺞ ﻭﺳﻴﺎﺳﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺑﺪ ﺃﻥ ﺗ‪‬ـﻨ ﱠﻔﺬ ﺑﻄﺮﻳﻘ ٍﺔ ‪‬ﺗﺮﺍﻋﻲ ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ‬
‫ﻭﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴ ٍﺔ ﺗﻜﺎﻣﻠﻴﺔ ‪‬ﺗﺴﺎ ِﻋﺪ ﻋﻠﻰ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﻟﺘﻮﺍﺯﻥ ﺍﳍﺎﻡ؛‬
‫‪ -5‬ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﻌﺎﳌﻴﺔ ﰲ ﺃﻏﻠﺐ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﺑﻌﺪ ﻇﻬﻮﺭ ﻣﻴﺜﺎﻕ ﺣﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﺬﻱ ﺳﺎﻋﺪ ﺍﻟﻌﺎﻣﻠﲔ ﰲ‬
‫)‪(4‬‬
‫ﺕ ﲡ ‪‬ﻤﻌﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﲢـﺎﺩ ﺍﻟﻌﻤـﺎﻝ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺣﻘﻮﻗﻬﻢ ﻭﻭﺍﺟﺒﺎ‪‬ﻢ‪ ،‬ﺑﻞ ﻭﺗﺒ‪‬ﻨﻲ ﺗﻨﻈﻴﻤﺎ ٍ‬
‫ﺴﻒ‪ ،‬ﻫﺬﻩ ﺍﻟﻈﺮﻭﻑ ﺃﺟﱪﺕ ﺍﳌﺆﺳﺴﺎﺕ ﺑﻄﺮﻳﻘ ٍﺔ‬ ‫ﻭﺍﻟﺬﻱ ﺳﺎﻋﺪ ﺍﻟﻌﻤﺎﻝ ﻋﻠﻰ ﺍﻻﺣﺘﺠﺎﺝ ﺿﺪ ﺃﻱ ﺗﻌ ‪‬‬
‫ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﺿﻤﻨﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻔﺮ ٍﺩ ‪‬ﻣﻨِﺘﺞ ﺇﺫﺍ ﺃﹸﺣﺴﻦ ﺍﺣﺘﺮﺍﻣﻪ ﻭﺗﺪﺭﻳﺒﻪ‪ .‬ﻭﻣﻨـﻪ‬
‫ﻓﺈﻥ ﻏﺎﻳﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﲢﻘﻴﻖ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﰲ ﺍﺳﺘﻐﻼﻝ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪.(5‬‬

‫‪ ،www.wikepedia.com‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪.2008/03/13:‬‬ ‫)‪(1‬‬

‫ﻣﲎ ﳏﻤﺪ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺒﻄﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩ‪.‬ﻥ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ‪.139‬‬ ‫)‪(2‬‬

‫‪ ،www.wikepedia.com‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 13 :‬ﻣﺎﺭﺱ ‪.2008‬‬ ‫)‪(3‬‬

‫‪.Labor Union‬‬ ‫)‪(4‬‬

‫ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.91‬‬ ‫)‪(5‬‬
‫‪135‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﻫﺪﺍﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺗﺴﻌﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﲢﻘﻴﻖ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﳝﻜﻦ ﺇﲨﺎﳍﺎ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(1‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(21‬‬
‫ﺃﻫﺪﺍﻑ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﲢﻘﻴﻖ ﺃﻋﻠﻰ ﻛﻔﺎﺀﺓ‬

‫ﺇﻧﺘﺎﺟﻴﺔ ﳑﻜﻨﺔ‬

‫ﺯﻳﺎﺩﺓ ﺩﺭﺟﺔ‬
‫ﺃﻫﺪﺍﻑ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﻟﻮﻻﺀ ﻭﺍﻻﻧﺘﻤﺎﺀ‬
‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺯﻳﺎﺩﺓ‬
‫ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻟﻌﻨﺼﺮ‬
‫ﺍﻟﺒﺸﺮﻱ‬

‫ﻭﺿﻊ ﻧﻈﺎﻡ ﻣﻮﺿﻮﻋﻲ‬

‫ﻟﻘﻴﺎﺱ ﻭﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺳﻌﻴﺪ ﺷﻌﺒﺎﻥ ﺣﺎﻣﺪ‪ ،‬ﲝﺚ ﻣﺮﺟﻌﻲ ﻋﻦ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻷﺯﻫﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،www.rss.gov.jo ،2006 ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺟﺎﻧﻔﻲ ‪.2007‬‬

‫ﺃ‪ -‬ﲢﻘﻴﻖ ﺃﻋﻠﻰ ﻛﻔﺎﺀ ٍﺓ ﺇﻧﺘﺎﺟﻴﺔ ﳑﻜﻨﺔ‪ :‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﲣﻄﻴﻂ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻛﻤﹰﺎ ﻭﻧﻮﻋﹰﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻌﻠﻤﻴﺔ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﺍﻟﺮﻳﺎﺿـﻴﺔ ﺑـﺼﻔ ٍﺔ‬
‫ﺧﺎﺻﺔ‪.‬‬
‫ﺏ‪ -‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‪ :‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺰﻳـﺎﺩﺓ ﻗﹸـﺪﺭﺓ‬
‫ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺭﻏﺒﺘﻬﻢ ﰲ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺗﻨﻤﻴﺔ ﻗﹸـﺪﺭﺍ‪‬ﻢ ﺑﺎﻟﺘـﺪﺭﻳﺐ‪،‬‬
‫ﻭﺗﻮﻓﲑ ﻣﻨﺎﺥ ﺍﻟﻌﻤﻞ ﺍﳌﻨﺎﺳﺐ ﻣﺎﺩﻳﹰﺎ ﻭﻧﻔﺴﻴﹰﺎ‪.‬‬
‫ﺝ‪ -‬ﺯﻳﺎﺩﺓ ﺩﺭﺟﺔ ﺍﻟﻮﻻﺀ ﻭﺍﻻﻧﺘﻤﺎﺀ‪ :‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﻫﻴﻜ ٍﻞ ﻋﺎﺩﻝ ﻟﻸﺟﻮﺭ ﻭﺍﳊﻮﺍﻓﺰ ﻭﺳﻴﺎﺳﺎ ٍ‬
‫ﺕ‬
‫ﲔ ﻵﺧﺮ‪.‬‬
‫ﻭﺍﺿﺤﺔ ﻟﻠﺘﺮﻗﻴﺔ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﺪﻋﻴﻤﻬﺎ ﻣﻦ ﺣ ٍ‬

‫ﺳﻌﻴﺪ ﺷﻌﺒﺎﻥ ﺣﺎﻣﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(1‬‬

‫‪136‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺩ‪ -‬ﻭﺿﻊ ﻧﻈﺎﻡ ﻣﻮﺿﻮﻋﻲ ﻟﻘﻴﺎﺱ ﻭﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪ :‬ﲝﻴﺚ ﻳﻀﻤﻦ ﺇﻋﻄﺎﺀ ﻛﻞ ﺫﻱ ﺣـ ‪‬ﻖ ﺣﻘﱠـﻪ‪،‬‬
‫ﺳﻮﺍ ًﺀ ﰲ ﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﺃﻭ ﺍﳌﻜﺎﻓﺂﺕ‪ ،‬ﺃﻭ ﺍﻟﻌﻼﻭﺍﺕ ﺍﻻﺳﺘﺜﻨﺎﺋﻴﺔ‪ ،‬ﺃﻭ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ‪.‬‬
‫ﻭ‪‬ﺪﻑ ﻛﺬﻟﻚ ﺇﱃ)‪:(1‬‬
‫‪ -1‬ﺃﺩﺍﺀ ﻣﻬﺎﻣﻬﺎ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ‪‬ﻣﻨﺤﺖ ﺻﻼﺣﻴ ﹰﺔ ﻣﺒﺎﺷﺮﺓ ﻟﺘﻨﻔﻴﺬﻫﺎ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ؛‬
‫‪ -2‬ﻣﺸﺎﺭﻛﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺿﻤﺎﻥ ﺃﻥ ﻳﺘﻮﱠﻓﺮ ﻟﻠﻤﺆﺳﺴﺔ ‪‬ﻣﻮ ﱠﻇﻔﻮﻥ ﺃﻛ ﱠﻔﺎﺀ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻟﺘﻨﺎﻓﺴﻴﺔ؛‬
‫‪ -‬ﺿﻤﺎﻥ ﻛﻮﻥ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻳﻔﻬﻤﻮﻥ ﻭ‪‬ﻳﻨ ﱢﻔﺬﻭﻥ ﺍﻟﺘﺰﺍﻣﺎ‪‬ﻢ ﲡﺎﻩ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﺿﻤﺎﻥ ﺣﻘﻴﻘﺔ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻘﻮﻡ ﺑﺘﻨﻔﻴﺬ ﺍﻟﺘﺰﺍﻣﺎ‪‬ﺎ ﻭﻣﺴﺆﻭﻟﻴﺎ‪‬ﺎ ﲡﺎﻩ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﺑﺼﻮﺭ ٍﺓ ﺻﺤﻴﺤﺔ‪ ،‬ﻭﺗﻮﻓﲑ‬
‫ﻇﺮﻭﻑ ﻋﻤ ٍﻞ ﻣﻼﺋﻤﺔ ﳍﻢ ﻛﻠﻤﺎ ﻛﺎﻥ ﺫﻟﻚ ﳑﻜﻨﹰﺎ؛‬
‫‪ -‬ﺍﺗ‪‬ﺒﺎﻉ ﺍﳌﻘﺎﻳﻴﺲ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻷﺧﻼﻗﻴﺔ ﰲ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ؛ ﳑﺎ ‪‬ﻳﻌﻄﻲ ﻟﻠﻤﺆﺳﺴﺔ ﲰﻌـ ﹰﺔ‬
‫ﻃ‪‬ﻴﺒﺔ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ؛‬
‫‪ -‬ﻭﺿﻊ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﺩﻟﺔ ﺍﻟﱵ ﲢ ﹸﻜﻢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -3‬ﺍﻟﺘﻨﺴﻴﻖ ﺍﻟﻜﺎﻣﻞ ﻣﻊ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﳌﺆﺳﺴﺔ ﻟﺘﺤﻘﻴﻖ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﻮﺿﻴﺢ ﻛﺎﻓﺔ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺘﻬﺠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﻭﺿﻊ ﺍﳊﻠﻮﻝ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻜﺎﻓﺔ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻌﻤﺎﻟﻴﺔ؛‬
‫‪ -‬ﺇﺑﺪﺍﺀ ﺍﻟﻨﺼﺢ ﻭﺍﻹﺭﺷﺎﺩ ﳌﺪﺭﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺄﻋﻤـﺎﳍﻢ ﻭﺍ ﱢﻃﻼﻋﻬـﻢ ﻋﻠـﻰ ﻛﺎﻓـﺔ‬
‫ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻟﱵ ﳍﺎ ﺗﺄﺛ‪‬ﻴﺮ ﻋﻠﻰ ﺃﻧﺸﻄﺔ ﺇﺩﺍﺭﺍ‪‬ﻢ ﺍﻟﻌﻤﺎﻟﻴﺔ؛‬
‫‪ -‬ﺣﺚ ﻣﺪﺭﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﻋﻠﻰ ﺍﺗ‪‬ﺒﺎﻉ ‪‬ﻧﻈﻢ ﺍﻟﺴﻼﻣﺔ ﺍﻟﻼﺯﻣﺔ ﳊﻤﺎﻳﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﳑﺘﻠﻜﺎ‪‬ﻢ‪.‬‬
‫ﻭﻳﺘ‪‬ﻀﺢ ﳑﺎ ﺳﺒﻖ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗ‪‬ﻤﺜﱢﻞ ﺇﺣﺪﻯ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳍﺎﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ‬
‫ﺗﻌﻤﻞ ﻭﲡﺘﻬﺪ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻯ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﻟﺘﻜﺎ ‪‬ﻣﻞ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻫﻨﺎﻙ ﺗﻜﺎﻣ ﹲﻞ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﻓﻬـﻲ ﻟﻴـﺴﺖ ﺇﻻ‬
‫ﺇﺩﺍﺭ ﹰﺓ ‪‬ﻣﺴﺎ ِﻋﺪﺓ ﻟﻺﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ؛ ﺣﻴﺚ ‪‬ﺗﺴﺎﻋﺪﻫﺎ ﻋﻠﻰ ﺗﺪﺑﲑ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺘﺮﻗﻴـﺔ‬
‫ﻭﺍﻟﻨﻘﻞ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪.‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.29-28‬‬ ‫)‪(1‬‬

‫‪137‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(22‬‬

‫ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﻜﺎﻣﻞ‬

‫ﺗﺼﻤﻴﻢ ﻭﲢﻠﻴﻞ‬
‫ﺍﻟﻌﻤﻞ‬ ‫ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ‬
‫ﺻﻴﺎﻧﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﻌﻮﻳﻀﺎﺕ‬

‫ﺍﻻﺳﺘﻘﻄﺎﺏ‬

‫ﺗﻘﻴﻴﻢ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‬
‫ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻻﺧﺘﻴﺎﺭ‬
‫ﻭﺍﻟﺘﻌﻴﲔ‬ ‫ﺗﻘﻴﻴﻢ‬
‫ﺍﻷﺩﺍﺀ‬

‫ﺗﻮﻓﲑ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺗﺸﻜﻴﻞ ﻗﻮﺓ ﻭﻓﺮﻳﻖ ﻋﻤﻞ ﻣﺆﻫﻞ ﻣﺪﺭﺏ ﳏﻔﺰ ﺑﺸﻜﻞ ﺟﻴﺪ ﻗﺎﺩﺭ ﻋﻠﻰ ﺇﳒﺎﺯ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.23‬‬

‫‪‬ﻳﺒ‪‬ﻴﻦ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ ﺃﻥ ﻫﻨﺎﻙ ﺃﻳﻀﹰﺎ ﺗﻜﺎﻣ ﹲﻞ ﺑﲔ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻬﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬
‫ﻣﺜﻞ ﺍﻟﺘﻜﺎ ‪‬ﻣﻞ ﺑﲔ ﺃﻧﺸﻄﺔ ﺍﻟﺘﻮﺻﻴﻒ‪ ،‬ﻭﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻻﺳـﺘﻘﻄﺎﺏ‪ ،‬ﻭﺍﻻﺧﺘﻴـﺎﺭ‪،‬‬
‫ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﻗﻴﺎﺱ ﺍﻟﻜﻔﺎﺀﺓ‪.‬‬
‫‪138‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺑﻌﺪ ﺗﻌﺮﻳﻔﻨﺎ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﺴﺎﺑﻖ ﺳﻨﺘﻨﺎﻭﻝ ﺗﻄـ ‪‬ﻮﺭ ﻫـﺬﻩ ﺍﻹﺩﺍﺭﺓ؛ ﻷﻥ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺸﻜﻠﻬﺎ ﺍﳊﺪﻳﺚ ﻟﻴﺴﺖ ﻭﻟﻴﺪﺓ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﺇﳕﺎ ﻫﻲ ﻧﺘﻴﺠ ﹲﺔ ﻟﻌﺪ ٍﺩ ﻣﻦ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﱵ ﻳﺮﺟـﻊ‬
‫ﻋﻬﺪﻫﺎ ﺇﱃ ﺑﺪﺍﻳﺔ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ)‪(1‬ﰲ ﺃﻭﺭﺑﺎ؛ ﻓﻘﺒﻞ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﺷﻲ ٌﺀ ‪‬ﻳﺪﻋﻰ ﺑﺎﳌﺼﻨﻊ ﺃﻭ‬
‫ﺍﻹﺩﺍﺭﺓ)‪ ،(2‬ﺗﻠﻚ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﱵ ﺳﺎﳘﺖ ﰲ ﺇﻇﻬﺎﺭ ﺍﳊﺎﺟﺔ ﺇﱃ ﻭﺟﻮﺩ ﺇﺩﺍﺭﺓ ﻣﻮﺍﺭﺩ ﺑـﺸﺮﻳﺔ ﻣ‪‬ﺘﺨﺼ‪‬ـﺼﺔ‬
‫ﺴﺮ ﺍﻻﻫﺘﻤﺎﻡ ﺍ ﹸﳌﺘﺰﺍِﻳﺪ ﺑﺈﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺏ ﻋﺪﻳﺪﺓ ‪‬ﺗﻔ ‪‬‬
‫ﺗﺮﻋﻰ ﺷﺆﻭﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻓﻬﻨﺎﻙ ﺃﺳﺒﺎ ‪‬‬
‫ﻉ ﻣﻦ ﻓﺮﻭﻉ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻷﺳﺒﺎﺏ‪:‬‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻛﻮﻇﻴﻔ ٍﺔ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ﻭﻛﻔﺮ ٍ‬
‫‪ -1‬ﺍﻟﺘﻮﺳ‪‬ﻊ ﻭﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺼﻨﺎﻋﻲ ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺪﻳﺚ‪ ،‬ﺳﺎﻋﺪ ﻋﻠﻰ ﻇﻬﻮﺭ ﺍﻟﺘﻨﻈﻴﻤﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ؛‬
‫ﺣﻴﺚ ﺑﺪﺃﺕ ﺍﳌﺸﺎﻛﻞ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺍﳊﺎﺟﺔ ﻹﺩﺍﺭ ٍﺓ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ﺗﺮﻋـﻰ‬
‫ﻭﲢﻞﱡ ﻣﺸﻜﻼﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -2‬ﺍﻟﺘﻮﺳ‪‬ﻊ ﺍﻟﻜﺒﲑ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﹸﻓﺮﺹ ﺍﻟﺜﻘﺎﻓﺔ ﺃﻣﺎﻡ ﺍﻟﻌﺎﻣﻠﲔ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻟﻮﻋﻲ ﻧﺘﻴﺠـﺔ ﺍﺭﺗﻔـﺎﻉ‬
‫ﺼﺼﲔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬ ‫ﻣﺴﺘﻮﺍﻫﻢ ﺍﻟﺜﻘﺎﰲ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ؛ ﳑﺎ ﺃﺩﻯ ﻟﻠﺤﺎﺟﺔ ﺇﱃ ﻭﺟﻮﺩ ‪‬ﻣﺘﺨ ‪‬‬
‫ﻭﻭﺳﺎﺋﻞ ﺣﺪﻳﺜﺔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﻟﻨﻮﻋﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪ -3‬ﺯﻳﺎﺩﺓ ﺍﻟﺘﺪ ‪‬ﺧﻞ ﺍﳊﻜﻮﻣﻲ ﰲ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﻟﻌﻤﺎﻝ ﻭ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﺑﺈﺻﺪﺍﺭ ﻗﻮﺍﻧﲔ ﻭﺗـﺸﺮﻳﻌﺎﺕ‬
‫ﻋﻤﺎﻟﻴﺔ‪ ،‬ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﺇﺩﺍﺭ ٍﺓ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ‪‬ﺗﺤﺎِﻓﻆ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﻧﲔ ﻟﺘﺠ‪‬ﻨﺐ ﻭﻗـﻮﻉ‬
‫ﺕ ﻣﻊ ﺍﳊﻜﻮﻣﺔ‪.‬‬ ‫ﺍﳌﺆﺳﺴﺔ ﰲ ﻣﺸﻜﻼ ٍ‬
‫‪ -4‬ﻇﻬﻮﺭ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﺍﻟﱵ ‪‬ﺗﺪﺍﻓﻊ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺗﻄﻠﱠـﺐ ﺍﻷﻣـﺮ ﺿـﺮﻭﺭﺓ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﻼﻗﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺃﳘﻴﺔ ﻭﺟﻮﺩ ﺇﺩﺍﺭ ٍﺓ ﻣ‪‬ﺘﺨﺼ‪‬ـﺼﺔ ﳋﻠـﻖ‬
‫ﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ‪.‬‬
‫ﻭﺃﻫﻢ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﺭﳜﻴﺔ ﺍﻟﱵ ﻣ ‪‬ﺮﺕ ‪‬ﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ‪‬ﻣﻨﺘﺼﻒ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﺣﱴ‬
‫ﺍﻵﻥ ﻫﻲ‪:‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ‪ :‬ﻋﻨﺪ ﻗﻴﺎﻡ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﰲ ‪‬ﻣﻨﺘﺼﻒ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﻭﻋﻘﻮﺩ ﺍﻟﺰﻣﻦ ﺍﻟـﺴﺘﺔ ﺍﻟـﱵ‬
‫ﺕﰲ‬ ‫ﺗﻠﺘﻬﺎ‪ ،‬ﱂ ﻳﻜﻦ ﺁﻧﺬﺍﻙ ﺷﻲ ٌﺀ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ‪‬ﻳﺪﻋﻰ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻟﻜﻦ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺻﻴﺤﺎ ‪‬‬
‫ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺼﻨﺎﻋﻴﺔ ‪‬ﺗﻨﺎﺩﻱ ﺑﻀﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺸﺆﻭﻥ ﺍﻟﻌﻤﺎﻝ ﰲ ﺍﳌﺼﺎﻧﻊ‪ ،‬ﻭﲢـﺴﲔ ﺃﻣـﻮﺭﻫﻢ ﺍﳌﻌﻴـﺸﻴﺔ‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.42‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.42‬‬ ‫)‪(2‬‬

‫‪139‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﻟﺼﺤﻴﺔ)‪ .(1‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻛﺎﻧﺖ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﲟﺜﺎﺑـﺔ ﺍﻟﺒﺪﺍﻳـﺔ ﻟﻜـﺜ ٍﲑ ﻣـﻦ‬
‫ﺍﳌﺸﻜﻼﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ؛ ﺣﻴﺚ‪:‬‬
‫‪ -1‬ﺍﻟﻨﻈﺮﺓ ﺇﱃ ﺍﻟﻌﺎﻣﻞ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺳﻠﻌ ﹰﺔ ‪‬ﺗﺒﺎﻉ ﻭ‪‬ﺗﺸﺘﺮﻯ ﺑﻌﺪ ﺃﻥ ﺍﻋﺘﻤﺪﺕ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺍﻵﻟـﺔ ﺃﻛﺜـﺮ ﻣـﻦ‬
‫ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻞ؛‬
‫‪ -2‬ﻧﺸﺄﺓ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﺍ ﹸﳌﺘﻜ ‪‬ﺮﺭﺓ ﺍﻟﱵ ﻻ ﲢﺘﺎﺝ ﺇﱃ ﻣﻬﺎﺭ ٍﺓ ﺑﺴﺒﺐ ﻧﻈﺎﻡ ﺍﳌﺼﻨﻊ ﺍﻟﻜﺒﲑ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﻓﺈﻥ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺣ ﱠﻘﻘﺖ ﺯﻳﺎﺩ ﹰﺓ ﻫﺎﺋﻠﺔ ﰲ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﺴﻠﻊ‪.‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﻇﻬﻮﺭ ﺣﺮﻛﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﻣﻦ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﱵ ﺳﺎﳘﺖ ﰲ ﻇﻬﻮﺭ ﺃﳘﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺍﻧﺘـﺸﺎﺭ ﺣﺮﻛـﺔ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﺑﻘﻴﺎﺩﺓ ﻓﺮﻳﺪﺭﻳﻚ ﺗﺎﻳﻠﻮﺭ)‪ (2‬ﺍﻟﺬﻱ ﺗﻮ ‪‬‬
‫ﺻﻞ ﺇﱃ ﺍﻷﺳﺲ ﺍﻷﺭﺑﻌﺔ ﻟﻺﺩﺍﺭﺓ ﻭﻫﻲ‪:‬‬
‫‪ -1‬ﺗﻄﻮﻳﺮ ﺣﻘﻴﻘﻲ ﰲ ﺍﻹﺩﺍﺭﺓ‪ :‬ﻭ‪‬ﻳﻘﺼﺪ ﺗﺎﻳﻠﻮﺭ ﺑﺬﻟﻚ ﺍﺳﺘﺒﺪﺍﻝ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺃﻭ ﻃﺮﻳﻘﺔ ﺍﳋﻄﺄ‬
‫ﻭﺍﻟﺼﻮﺍﺏ ﰲ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍ ُﻷﺳﺲ ﺍﳌﻨﻄﻘﻴﺔ ﻭﺍﳌﻼﺣﻈﺔ ﺍﳌﺆﺳﺴﺔ‪،‬‬
‫ﻭﺗﻘﺴﻴﻢ ﺃﻭ ‪‬ﺟﻪ ﺍﻟﻨﺸﺎﻁ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﺑﺎﻟﻮﻇﻴﻔﺔ‪ ،‬ﰒ ﺗﺒﺴﻴﻂ ﻭﺍﺧﺘﺼﺎﺭ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻄﻠﻮﺑﺔ ﺍﻋﺘﻤﺎﺩﹰﺍ ﻋﻠﻰ ﺃﻋﻠﻰ‬
‫ﺪﻣﺔ‪ » .‬ﻓﻔﻲ ﺑﺪﺍﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺃﺩﺧﻞ ‪MEYER BLOOMFIELD‬‬ ‫ﺍﳌﻮﺍﺩ ﻭﺍﳌﻌﺪﺍﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬‬
‫ﺕ ﺻﻨﺎﻋﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻣﺼﻠﺤ ﹰﺔ ﺧﺎﺻﺔ ﺗﺴﻤﻰ ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ)‪ ،(3‬ﻭﺍﻟﱵ ‪‬ﺘ ‪‬ﻢ ﻓﻘﻂ ﺑﺎﻟﻌﻼﻗﺎﺕ ﻣﻊ‬ ‫ﰲ ﻣﺆﺳﺴﺎ ٍ‬
‫ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭ‪‬ﺬﺍ ﺩﺧﻠﺖ ﺇﺩﺍﺭﺓ ﻭﻧﻈﺎﻡ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ «)‪.(4‬‬
‫‪ -2‬ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻌﺎﻣﻠﲔ‪ :‬ﻭﻳﻌﺘﱪﻩ ﺗﺎﻳﻠﻮﺭ ﺍﻷﺳﺎﺱ ﰲ ﳒﺎﺡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﺒﻌﺪ ﺃﻥ ﺗﺘﺄﻛﺪ‬
‫ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻗﹸﺪﺭﺍ‪‬ﻢ ﻭﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺤﻤﻞ ﻋﺐﺀ ﺍﻟﻮﻇﻴﻔﺔ‪ -‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭﻫﻢ‪.‬‬
‫‪ -3‬ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻌﻠﻴﻤﻬﻢ‪ :‬ﺣﻴﺚ ﻳﺆﻛﺪ ﺗﺎﻳﻠﻮﺭ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﻟـﻦ ﻳﻨـﺘﺞ‬
‫ﺑﺎﻟﻄﺎﻗﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻨﻪ ﺇﻻ ﺑﻌﺪ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻪ ﺍﺳﺘﻌﺪﺍﺩ ﻟﻠﻌﻤﻞ‪ ،‬ﻭﺗﺪﺭﻳﺐ ﻣﻨﺎﺳﺐ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻭﻫﻮ ﺃﻣﺮ‬
‫ﺟﻮﻫﺮﻱ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻄﻠﻮﺏ ﻣﻦ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.42‬‬ ‫)‪(1‬‬

‫‪ :(1915-1856) :(Frederick‬ﻣﻬﻨﺪ ‪‬‬

‫ﺱ ﻭﺍﻗﺘﺼﺎﺩﻱ ﺃﻣﺮﻳﻜﻲ‪ ،‬ﺻﺎﺣﺐ ﻧﻈﺮﻳﺔ ﺍﻟﺘﻨﻈـﻴﻢ‬ ‫ﺗﺎﻳﻠﻮﺭ )‪Winslow Taylor‬‬ ‫ﻓﺮﻳﺪﺭﻳﻚ‬ ‫)‪(2‬‬

‫ﺍﻟﻌﻠﻤﻲ ﻟﻠﻌﻤﻞ‪ .‬ﻃ ‪‬ﻮﺭ ﻧﻈﺮﻳﺘﻪ )ﺍﻟﺘﺎﻳﻠﻮﺭﻳﺔ( ﻣﻦ ﺧﻼﻝ ﺍﳌﺮﺟﻊ ﺍﻟﺬﻱ ﺃﱠﻟﻔﻪ ﺳﻨﺔ ‪ 1912‬ﺑﻌﻨﻮﺍﻥ "ﻣﺒﺎﺩﺉ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺼﺎﻧﻊ"‪.‬‬
‫‪.PERSONNEL ADMINISTRATION‬‬ ‫)‪(3‬‬

‫ﻧﺎﺻﺮ ﺩﺍﺩﻱ ﻋﺪﻭﻥ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﺩﺍﺭ ﺍﶈﻤﺪﻳﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،2004 ،‬ﺹ ‪.11‬‬ ‫)‪(4‬‬
‫‪140‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -4‬ﺍﻟﺘﻌﺎﻭﻥ ﺍﳊﻘﻴﻘﻲ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺣﻴﺚ ﻳﺆﻛﺪ ﺗﺎﻳﻠﻮﺭ ﺍﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺍﻟﺘﻮﻓﻴـﻖ ﺑـﲔ‬
‫ﺭﻏﺒﺔ ﺍﻟﻌﺎﻣﻞ ﰲ ﺯﻳﺎﺩﺓ ﺃﺟﺮﻩ ﻭﺑﲔ ﺭﻏﺒﺔ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ ﰲ ﲣﻔﻴﺾ ﺗﻜﻠﻔﺔ ﺍﻟﻌﻤﻞ ﻭﺫﻟـﻚ ﺑﺰﻳـﺎﺩﺓ‬
‫ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﺎﻣﻞ ﺑﺄﻥ ﻳﺸﺎﺭﻙ ﰲ ﺍﻟﺪﺧﻞ ﺍﻟﺰﺍﺋﺪ ﻻﺭﺗﻔﺎﻉ ﻣﻌﺪﻝ ﺇﻧﺘﺎﺟﻴﺘﻪ‪.‬‬
‫•ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﳕﻮ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ‪:‬‬
‫ﳒﺪ ﺃﻳﻀﹰﺎ ﺗﺰﺍ‪‬ﻳﺪ ﺩﻭﺭ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺗﺪﺧﻞ ﺍﳊﻜﻮﻣﺔ ﰲ ﺗﻨﻈﻴﻢ ﺍﻟﻌﻤﻞ ﺧﺎﺻﺔ ﻣـﻊ ﺍﻟﺘﻄـﻮ‪‬ﺭﺍﺕ ﺍﻟـﱵ‬
‫ﺷﻬﺪ‪‬ﺎ ﺍﳉﻮﺍﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ ﻟﻠﻌﻤﺎﻝ‪ ،‬ﻭﺗﺪ ‪‬ﺧﻞ ﺍﻟﻨﻘﺎﺑﺔ ﻭﺍﻟﺪﻭﻟﺔ ﰲ ﺍﻟﺘﺄﺛﲑ ﰲ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﺑﺸﻜ ٍﻞ‬
‫ﻛﺒﲑ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﺘﺸﺮﻳﻌﺎﺕ‪ ،‬ﺳﻮﺍ ًﺀ ﺍﳍﻴﺌﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺒﻠﺪﺍﻥ ﺃﻭ ﺍﳌﺴﺘﻮﻯ ﺍﳉﻬﻮﻱ‬
‫ﺴﻖ ﻣﻊ ﺑـﺎﻗﻲ ﺍﳍﻴﺌـﺎﺕ ﺍﶈﱢﻠﻴـﺔ‬ ‫ﻭﺍﻟﺪﻭﱄ ﻟﺒﻌﺾ ﺍﳍﻴﺌﺎﺕ‪ ،‬ﻣﺜﻞ ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ)‪ (1‬ﺍﻟﱵ ﺗ‪‬ﺘﺼﻞ ﻭ‪‬ﺗﻨ ‪‬‬
‫ﻭﺍﳉﻬﻮﻳﺔ ﻟﻠﻌﻤﻞ‪ » .‬ﺇﻥ ﻇﻬﻮﺭ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﻭﻫﻴﺌﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﱵ ﺗﺪﺍﻓﻊ ﻋﻦ ﺍﻟﻌـﺎﻣﻠﲔ‪،‬‬
‫ﺃﺩﻯ ﺇﱃ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﻼﻗﺎﺕ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﻭﻣﻦ ﰒ ﻛﺎﻧﺖ ﺃﳘﻴـﺔ ﻭﺟـﻮﺩ ﺇﺩﺍﺭﺓ‬
‫ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ ﳋﻠﻖ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻟﻔﻌﺎﻝ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﻭﺇﻋﺪﺍﺩ ﺳﻴﺎﺳﺎﺕ ﺟﻴـﺪﺓ ﻟﻠﻌﻼﻗـﺎﺕ‬
‫ﺍﻟﺼﻨﺎﻋﻴﺔ «)‪ .(2‬ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﺍﳉﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﻳﻘﻮﻡ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﻮﻓـﺎﻕ ﺑـﲔ ﺍﳌﺆﺳـﺴﺔ‬
‫ﻭﺍﻟﻨﻘﺎﺑﺔ‪ ،‬ﻟﻘﺪ ﺃﺻﺒﺢ ﻫﺬﺍ ﺍﻻﲡﺎﻩ ﺍﳉﺪﻳﺪ ﺟﺰﺀﺍ ﻣﻦ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺫﻟﻚ ﻷﻥ‬
‫ﺭﺿﺎ ﺍﻟﻨﻘﺎﺑﺔ ﻳﻌﲏ ﺭﺿﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﻬﺬﺍ ﺍﻟﺮﺿﺎ ﳜﻔﻒ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺼﺮﺍﻉ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ)‪.(3‬‬
‫•ﺍﳌﺮﺣﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ‪ :‬ﺑﺪﺍﻳﺔ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ‪:‬‬
‫» ﻗﺒﻞ ﺳﻨﺔ ‪ 1914‬ﱂ ﺗﻜﻦ ﻭﻇﻴﻔﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﺎ ﻫﻲ ﺍﻵﻥ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻛﺎﻥ ‪‬ﻳﺪﻳﺮﻫﺎ ﺃﺭﺑﺎﺏ ﺍﻟﻌﻤﻞ ﺃﻧﻔﺴﻬﻢ‪ .‬ﺇﻥ ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﺃ ‪‬ﺩﺕ ﺇﱃ ﻇﻬﻮﺭ ﻭﺑﺮﻭﺯ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻼ ﻭﻣﺮﺗﺒﻄـﹰﺎ‬‫ﻉ ﻋﻠﻤﻲ ﻣﺴﺘﻘﻞ‪ ،‬ﻳﻌﻮﺩ ﺇﱃ ﺍﻧﺘﻬﺎﺀ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻭﻛﺎﻥ ﺫﻟﻚ ﻣﺘﺪﺍﺧ ﹰ‬ ‫ﻛﻔﺮ ٍ‬
‫ﺑﺘﺤ ‪‬ﻮﻻﺕ ﺍﳉﻬﺎﺯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻟﺘﻠﻚ ﺍﳌﺮﺣﻠﺔ «)‪. (4‬‬
‫ﻟﻘﺪ ﺃﻇﻬﺮﺕ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﺟﺪﻳﺪﺓ ﻻﺧﺘﻴﺎﺭ ﺍﳌـﻮﻇﻔﲔ ﻗﺒـﻞ‬
‫ﺡ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺗﻔﺎﺩﻳﹰﺎ ﻷﺳﺒﺎﺏ ﻓﺸﻠﻬﻢ ﺑﻌﺪ ﺗﻮﻇﻴﻔﻬﻢ‪ .‬ﻭﻣﻊ ﺗﻄ ‪‬ﻮﺭ‬‫ﺗﻌﻴﻴﻨﻬﻢ ﻣﺜﻞ )ﺃﻟﻔﺎ ﻭﺑﻴﺘﺎ( ﻭ ﹸﻃﺒ‪‬ﻘﺖ ﺑﻨﺠﺎ ٍ‬
‫ﺼﺼﲔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﺍﻟﻈﻬـﻮﺭ ﰲ‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ ﺑﺪﺃ ﺑﻌﺾ ﺍ ﹸﳌﺘﺨ ‪‬‬

‫‪.World Labor Organization‬‬ ‫)‪(1‬‬

‫ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ‪ ،‬ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣـﺼﺮ‪،2002 ،‬‬ ‫)‪(2‬‬

‫ﺹ ‪.21‬‬
‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.82‬‬ ‫)‪(3‬‬
‫‪(4) Geneviève Lacono, Gestion des ressources humaines, Casbah éditions, Algérie, 2004, P16.‬‬
‫‪141‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﺆﺳﺴﺎﺕ ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﺍﻟﺘﻮﻇﻴﻒ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻷﻣﻦ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﻭﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﻫﺆﻻﺀ‬
‫ﻃﻼﺋﻊ ﺃﻭﱃ ﺳﺎﻋﺪﺕ ﰲ ﺗﻜﻮﻳﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﻔﻬﻮﻣﻬﺎ ﺍﳊﺪﻳﺚ‪ .‬ﻭﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤـﺎﻡ ﺑﺎﻟﺮﻋﺎﻳـﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻌﻤﺎﻝ ﻣﻦ ﺇﻧﺸﺎﺀ ﻣﺮﺍﻛﺰ ﻟﻠﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﺳﻜﺎﻥ؛ ﻭﻳ‪‬ﻤﺜﱢﻞ ﺇﻧﺸﺎﺀ ﻫﺬﻩ ﺍﳌﺮﺍﻛﺰ ﺑﺪﺍﻳـﺔ‬
‫ﻇﻬﻮﺭ ﺃﻗﺴﺎﻡ ﺷﺌﻮﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻗﺘﺼﺮ ﻋﻤﻠﻪ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻛﺎﻥ ﻣﻌﻈﻢ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺄﻗـﺴﺎﻡ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﳌﻬﺘﻤﲔ ﺑﺎﻟﻨﻮﺍﺣﻲ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻌﺎﻣﻞ‪.‬‬
‫ﻭﻗﺪ ﻛﺎﻥ ﺃﻭﻝ ﻇﻬﻮﺭ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺁﻧﺬﺍﻙ ﰲ ﻣﺆﺳﺴﺔ ﻓـﻮﺭﺩ‬
‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﻟﺼﻨﺎﻋﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ ﰲ ﺳﻨﺔ ‪ 1914‬ﲢﺖ ﻣﺴﻤﻰ "ﺇﺩﺍﺭﺓ ﺍﻻﺳﺘﺨﺪﺍﻡ "‪ ،‬ﻓﻤﻊ ﺗﻮﺳـﻊ ﺣﺠـﻢ‬
‫ﺍﻷﻋﻤﺎﻝ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺃﻋﺪﺍﺩ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻌﻤﺎﻝ ﺍﻟﺬﻳﻦ ﳛﺘﺎﺟﻮﻥ ﻟﻌﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﻭﺗﻌﻴﲔ ﻭﺗﺄﻫﻴـﻞ ﻭﲢﺪﻳـﺪ‬
‫ﺭﻭﺍﺗﺒﻬﻢ ﻭﺃﺟﻮﺭﻫﻢ‪...‬ﺍﱁ‪ ،‬ﻭﺟﺪ ﻓﻮﺭﺩ)‪ (1‬ﺑﺄﻥ ﻫﻨﺎﻙ ﺿﺮﻭﺭﺓ ﻣﻠﺤﺔ ﻹﺣﺪﺍﺙ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ)‪.(2‬‬
‫ﰒ ﺃﻧﺸﺌﺖ ﺃﻗﺴﺎﻡ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻭﺃﻋﺪ ﺃﻭﻝ ﺑﺮﻧﺎﻣ ٍﺞ ﺗﺪﺭﻳﱯ ﳌﺪﻳﺮﻱ ﻫﺬﻩ ﺍﻷﻗـﺴﺎﻡ ﻋـﺎﻡ‬
‫‪ ،1915‬ﻭﻗﺎﻣﺖ ‪ 12‬ﻛﻠﻴﺔ ﺑﺘﻘﺪﱘ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺎﻡ ‪ 1919‬ﻭﻋﺎﻡ ‪ 1920‬ﺃﻧﺸﺌﺖ‬
‫ﺍﻟﻜﺜﲑ ﻣﻦ ﺇﺩﺍﺭﺍﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻜﺒﲑﺓ ﻭﺍﻷﺟﻬﺰﺓ ﺍﳊﻜﻮﻣﻴﺔ‪.‬‬
‫•ﺍﳌﺮﺣﻠﺔ ﺍﳋﺎﻣﺴﺔ‪ :‬ﻣﺎﺑﲔ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﻭﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﺷﻬﺪﺕ ‪‬ﺎﻳﺔ ﺍﻟﻌﺸﺮﻳﻨﺎﺕ ﻭﺑﺪﺍﻳﺔ ﺍﻟﺜﻼﺛﻴﻨﺎﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺮﻥ ﺗﻄﻮﺭﺍﺕ ﰲ ﳎﺎﻝ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ؛‬
‫ﺣﻴﺚ ﺃﺟﺮﻳﺖ ﲡﺎﺭﺏ ﻫﻮﺛﻮﺭﻥ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺘﻮﻥ ﻣﺎﻳﻮ)‪ ،(3‬ﻭﺃﻗﻨﻌﺖ ﺍﻟﻜﺜﲑﻳﻦ ﺑﺄﳘﻴﺔ ﺭﺿﺎﺀ ﺍﻟﻌـﺎﻣﻠﲔ ﻋـﻦ‬
‫ﻋﻤﻠﻬﻢ ﻭﺗﻮﻓﲑ ﺍﻟﻈﺮﻭﻑ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻌﻤﻞ‪ » .‬ﻭﻇﻴﻔﺔ ﻧﻈﺎﻡ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻪ ﺟﺰﺀ ﻛﺒﲑ ﰲ ﺇﺛﺒﺎﺕ ﻫﻮﻳـﺔ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﲢﺪﻳﺪ ﻣﻬﺎﻡ ﻛﻞ ﻃﺮﻑ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺩﻓﻊ ﺍﻷﻓﺮﺍﺩ ﺇﱃ ﺍﻹﻧﺘﺎﺟﻴﺔ «)‪، (4‬‬
‫•ﺍﳌﺮﺣﻠﺔ ﺍﻟﺴﺎﺩﺳﺔ‪ :‬ﻣﺎ ﺑﻌﺪ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺣﱴ ﺳﻨﻮﺍﺕ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ‪:‬‬
‫ﻣﻊ ﺍﻧﻄﻼﻕ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻛﺎﻧﺖ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺑﻨﺴﺒ ٍﺔ ﻛﺒﲑﺓ ﰲ ﺍﳌﺼﺎﻧﻊ ﺍﻷﻭﺭﻭﺑﻴﺔ‬
‫ﺧﺎﺻﺔ‪ ،‬ﻟﺮﻓﻊ ﺍﻹﻧﺘﺎﺝ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﳊﺮﺏ ﻭﻛﺬﻟﻚ ﰲ ﳎﺎﻝ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﻐﺬﺍﺋﻴﺔ ﻭﺍﻟﻔﻼﺣﻴﺔ‪ ،‬ﻭﻫﺬﺍ ﻟﺘﻮﻓﲑ‬
‫ﺴﺖ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻴﺪ ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﻨﺴﻮﻳﺔ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ ﺍﳊﺮﺏ ﻭﺗﻐﻄﻴﺘﻬﺎ ﺑﻜﻞ ﺍﻟﻠﻮﺍﺯﻡ ﺍﻟﻀﺮﻭﺭﻳﺔ‪ » ،‬ﻭﻗﺪ ﻣ ‪‬‬
‫ﻏﲑ ﺍﳌﺘﻜﻮﻧﺔ ﺧﺎﺻﺔ‪ ،‬ﻓﻔﺮﺽ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﶈﺘﺎﺟﺔ ﺇﱃ ﻣﺼﻠﺤﺔ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ‪ ،‬ﺗﻘﺪﻡ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻺﺩﺍﺭﺓ ﰲ‬

‫ﻫﻨﺮﻱ ﻓﻮﺭﺩ )‪ ،(1947-1863‬ﺃﺑﻮ ﺻﻨﺎﻋﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭ ‪‬ﻣﺆ ‪‬ﺳﺲ "ﻓﻮﺭﺩ" ﻟﺼﻨﺎﻋﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ‪.‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.43‬‬ ‫)‪(2‬‬

‫‪ :(1880-1949) Mayo Elton‬ﻋﺎﱂ ﺍﺟﺘﻤﺎﻋﻲ ﻭﻧﻔﺴﺎﱐ ﺃﻣﺮﻳﻜﻲ‪ ،‬ﺩ ‪‬ﺭﺱ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺍﻫﺘ ‪‬ﻢ ﺧﺎﺻ ﹰﺔ ﺑﺄﺛﺮ‬ ‫)‪(3‬‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ ﻭﺍﶈﻴﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﻠﻌﺎﻣﻞ ﻋﻠﻰ ﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬

‫‪(4) Jacqueline Barraud et autres, La Fonction ressources humaines, Dunod éditions, Paris, 2004, P32‬‬
‫‪142‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺗﺴﻴﲑ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﻭﺇﻋﻄﺎﺋﻬﻢ ﻗﺪﺭﺍ ﻣﻦ ﺍﻟﺘﻜﻮﻳﻦ ﻷﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻄﻠﻮﺑﺔ«)‪ .(1‬ﻭﰲ ﻫﺬﻩ ﺍﻟﻔﺘـﺮﺓ‬
‫ﺭﻛﺰﺕ ﺍﻟﻌﻨﺎﻳﺔ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﺬﻱ ﻫﻮ ﳏﻮﺭ ﺍﻹﻧﺘﺎﺝ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺃﻭﺟﺒﺖ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺈﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ)‪.(2‬‬
‫• ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻛﺬﻟﻚ ﺍ‪‬ﺗﺴﻊ ﻧﻄﺎﻕ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﺗﻘﻮﻡ ‪‬ﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﺣﻴـﺚ ﴰﻠـﺖ‬
‫ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻭﺿﻊ ﺑﺮﺍﻣﺞ ﻟﺘﺤﻔﻴﺰﻫﻢ ﻭﺗﺮﺷﻴﺪ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﻟﻴﺲ ﻓﻘﻂ ﺣﻔـﻆ‬
‫ﻣﻠﻔﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺿﺒﻂ ﺣﻀﻮﺭﻫﻢ ﻭﺍﻧﺼﺮﺍﻓﻬﻢ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪.‬‬
‫• ﻣﺎ ﺯﺍﻟﺖ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﺮ ﱢﻛﺰ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻟﻌﻼﻗـﺎﺕ ﺍﻹﻧـﺴﺎﻧﻴﺔ)‪،(3‬‬
‫ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﻟﻌﻠﻢ ﺍﻟﻨﻔﺲ ﻭﺍﻷﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺎ؛ ﻭﻛﺎﻥ ﻧﺘﻴﺠﺔ ﺫﻟﻚ ﺗﺰﺍ‪‬ﻳﺪ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﻣﺼﻄﻠﺢ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ؛ ﺣﻴﺚ ﺃﻧﻪ ﺃﻛﺜﺮ ﴰﻮ ﹰﻻ ﻷﻧﻪ ﻳﻀﻊ ﰲ ﺍﻋﺘﺒﺎﺭﻩ ﲨﻴﻊ ﺍﳉﻮﺍﻧﺐ ﺍﳋﺎﺻﺔ ﺑﺒﻴﺌـﺔ‬
‫ﻭﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻌﺎﻣﻞ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺳﻠﻮﻛﻪ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻣﺎ ﻫـﻲ ﺇﻻ‬
‫ﳎﺮﺩ ﺃﺩﺍ ٍﺓ ‪‬ﻣﺴﺎﻋﺪﺓ ﻟﻺﺩﺍﺭﺓ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺩﻭﺍﻓﻊ ﺍﻟﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﱐ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺃﺛﺮ ﺍﻟﻌﻮﺍﻣﻞ ﻋﻠﻰ ﻫﺬﺍ‬
‫ﺍﻟﺴﻠﻮﻙ‪ ،‬ﻭ‪‬ﺗﻀﻴﻒ ﻧﻮﻋﹰﺎ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﻳ‪‬ﺴﺘﻔﺎﺩ ﻣﻨﻬﺎ ﰲ ﳎﺎﻻﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺜﻞ‬
‫ﺳﻴﺎﺳﺔ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺘﻨﻈﻴﻤﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ‪.‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺴﺎﺑﻌﺔ‪ :‬ﻣﺎ ﺑﻌﺪ ﺳﻨﻮﺍﺕ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﺣﱴ ﺃﻭﺍﺧﺮ ﺍﻟﺘﺴﻌﻴﻨﻴﺎﺕ‪.‬‬
‫ﺑﺮﺯﺕ ‪‬ﺟﺬﻭﺭ ﺣﻘﻞ ﺩﺭﺍﺳﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ .‬ﻓﻤﻨـﺬ ﺑﺪﺍﻳـﺔ‬
‫ﺍﻟﺴﺒﻌﻴﻨﻴﺎﺕ ﺑﺮﺯ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﺒﺪﻳ ٍﻞ ﻹﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﲢ ‪‬ﻮﻝ ﺍﻻﻫﺘﻤـﺎﻡ ﲟﺤﺘـﻮﻯ ﺇﺩﺍﺭﺓ‬
‫ﺍﻷﻓﺮﺍﺩ ﲟﻔﻬﻮﻣﻬﺎ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺍﻟﺬﻱ ‪‬ﻳﺮ ﱢﻛﺰ ﺍﻻﻫﺘﻤﺎﻡ ﻋﻠﻰ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﳌﻜﺎﻓﺂﺕ‪ .‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺕ ﺗﺘﻌﱠﻠﻖ ﺑﺈﺩﺍﺭﺓ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ)‪ ،(4‬ﺗﺼﻤﻴﻢ ﻫﻴﺎﻛﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﲢﻠﻴﻞ‬‫ﺍﻟﺒﺸﺮﻳﺔ ﻣﻔﻬﻮ ‪‬ﻡ ﺣﺪﻳﺚ ﻳﻬﺘ ‪‬ﻢ ﲟﻮﺿﻮﻋﺎ ٍ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﺗﺰﻭﻳﺪ ﺍﳌﺆﺳﺴﺔ ﲟﺠﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﻟﻘﺪ ﺗﻮﱠﻟﺪ ﺍﻋﺘﻘﺎ ‪‬ﺩ ﺑﺄﻥ ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﺗﻔﺘﻘﺮ ﻟﻠﺪﻭﺭ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻷﺩﺍﺋﻬﺎ ﺃﺩﻭﺍﺭﹰﺍ ﺫﺍﺕ ﻃﺎﺑ ٍﻊ ﺇﺩﺍﺭﻱ‪ .‬ﻭﲢ ‪‬ﻮﻝ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺑﺈﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﱵ ‪‬ﺘ ‪‬ﻢ ﺑﺎﻷﻣﻮﺭ ﺍﻹﺟﺮﺍﺋﻴﺔ ﰲ ﺗﺴﻴﲑ ﺷﺌﻮﻥ ﺍﻟﻌﺎﻣﻠﲔ ﳌﻔﻬـﻮ ٍﻡ ﺃﻛﺜـﺮ‬

‫ﻧﺎﺻﺮ ﺩﺍﺩﻱ ﻋﺪﻭﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،2004 ،‬ﺹ ‪.13‬‬ ‫)‪(1‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.24‬‬ ‫)‪(2‬‬

‫ﻭﻫﻲ ﻧﻈﺮﻳ ﹲﺔ ﺗ‪‬ﻨﺎﺩﻱ ﺑﻀﺮﻭﺭﻳﺔ ﺗﻔﻬ‪‬ﻢ ﻭﺗﺪﺍﺭ‪‬ﺱ ﻃﺒﺎﺋﻊ ﻭﺗﺼﺮ‪‬ﻓﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﻴﻮﳍﻢ ﻭﺭﻏﺒﺎ‪‬ﻢ؛ ﳋﻠﻖ ﺗﻌﺎﻭ ٍﻥ ﻣ‪‬ﺸﺘﺮﻙ ﺑﻴﻨﻬﻢ ﻭﺑﲔ ﺍﻹﺩﺍﺭﺓ؛‬ ‫)‪(3‬‬

‫ﻑ ﻣﺸﺘﺮﻛﺔ‪ .‬ﺍﻧﻈﺮ‪ :‬ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.177‬‬ ‫ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍ ٍ‬
‫ﺿﺢ ﻟﻸﻓﺮﺍﺩ ﻣﺎﺫﺍ ﻳﻔﻌﻠﻮﻥ ﻭﻛﻴﻒ ؟ ﻣﺎ ﻫﻮ ﺍﳌﻘﺒﻮﻝ ؟ ﻭﻣﺎ‬ ‫ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﻭﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﻭﺍﳌﻌﺎﻳﲑ ﺍﻟﱵ ‪‬ﺗﻮ ‪‬‬ ‫)‪(4‬‬

‫ﻫﻮ ﺍﻟﺼﺤﻴﺢ ؟‬
‫‪143‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺣﺪﺍﺛﺔ ﻭﴰﻮ ﹰﻻ ﻳﻬﺘ ‪‬ﻢ ﺑﺎﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻯ‪ .‬ﻭﻟﺘﻔﺎﺩﻱ ﺗﻠﻚ ﺍﳌﺸﻜﻠﺔ ﻛﺎﻥ ﻻﺑـﺪ ﺃﻥ ﺗ‪‬ـﺸﺎﺭﻙ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﻔﺎﻋﻠﻴﺔ ﺃﻛﱪ ﰲ ﺍﻷﻣﻮﺭ ﺫﺍﺕ ﺍﻟﻄﺎﺑﻊ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ)‪.(1‬‬
‫ﻭﺑﻪ ﺃﺻﺒﺢ ﺃﻣﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﺷﺮﺍﻙ ﺍﻟﻌﻤﺎﻝ ﲟﺨﺘﻠـﻒ ﻣﻨﺎﺻـﺒﻬﻢ ﰲ ﺍﳍـﺮﻡ‬
‫ﺍﻹﺩﺍﺭﻱ ﺃﻭ ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﻭﰲ ﺃﻏﻠﺐ ﺍﻷﻋﻤﺎﻝ ﺇﱃ ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ)‪ (2‬ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟـﱵ‬
‫ﺗﻘﻮﻡ ‪‬ﺎ ﺍﻹﺩﺍﺭﺓ‪ » ،‬ﻭﰲ ﻇﻞ ﺍﻟﺘﻄﻮ‪‬ﺭ ﰲ ﺍﻟﺘﻮ ‪‬ﺟﻬﺎﺕ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﱂ ﺗ ‪‬ﻌ ‪‬ﺪ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺗﻠﻚ‬
‫ﺼﺼﻴﺔ ﺍﻻﺳﺘﺸﺎﺭﻳﺔ‪ ،‬ﺑﻞ ﺇ‪‬ﺎ ﺃﺻﺒﺤﺖ ﺟﺰﺀﹰﺍ ﻣﻦ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺑﻞ ﻫﻲ ﺟﺰ ٌﺀ ﻣـﻦ‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺨ ‪‬‬
‫ﺃﻧﺸﻄﺔ ﻭﻭﻇﺎﺋﻒ ﻣﺪﻳﺮﻳﺔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ «)‪.(3‬‬
‫ﺇﻥ ﺍﻫﺘﻤﺎﻡ ﺍﻹﺩﺍﺭﺓ ﰲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﺑﻘﻀﺎﻳﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﻌ‪‬ﺒﺮ ﻋﻦ ﳏﺎﻭﻟ ٍﺔ ﻹﳚﺎﺩ ﺍﻟﺘـﻮﺍﺯﻥ ﺑـﲔ‬
‫ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﺃﻫﺪﺍﻑ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺑﲔ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻌﺎﺋﺪ ﰲ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ‪.‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻣﻨﺔ ‪:‬ﺑﻌﺪ ﻬﻧﺎﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻭ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪‬ﺗﻌ ‪‬ﺮﻑ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ﺎ » ﺍﻻﺳﺘﺜﻤﺎﺭ ﺍ ﹸﳌﻨ ﱠﻈﻢ ﻭﺍﳌﺪﺭﻭﺱ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ‪‬ـﺪﻑ‬
‫ﲢﻘﻴﻖ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺿﻤﺎﻥ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﺍ ﹸﳌﺆ ‪‬ﻫﻼﺕ ﰲ ﺍﳌﺆﺳـﺴﺔ «)‪ .(4‬ﻛﻤـﺎ‬
‫ﺗﺴﺘﻌﻤﻞ ﺍﳌﺆﺳﺴﺔ ﻣﺎ ﻳ‪‬ﻄﻠﹶﻖ ﻋﻠﻴﻪ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﹸﺒﺎﺩِﺭﺓ)‪ (5‬ﻭﻫﻲ » ﺍﻹﺩﺍﺭﺓ ﺍﳌﺴﺘﺠﻴﺒﺔ ﳊﺎﺟـﺎﺕ‬
‫ﻭﺭﻏﺒﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﻛﺬﻟﻚ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ «)‪.(6‬‬
‫ﻟﻘﺪ ﺗﺮ‪‬ﺗﺐ ﻋﻠﻰ ﺍﻟﻨﻈﺮ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﺼﺪ ٍﺭ ﻟﻠﻤﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺑﺮﻭﺯ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ)‪ ،(7‬ﺍﻟﺬﻱ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺄﻧﻪ ﺭﺑﻂ ﺗﺴﻴﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻷﻫﺪﺍﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﳑﺎ ﻳﻌـﲏ‬
‫ﻚ ﺍﺳـﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺳـﻮﺍ ًﺀ ﻣـﻦ ﺧـﻼﻝ ﺻـﻴﺎﻏﺔ‬ ‫ﺿﺮﻭﺭﺓ ﻗﺒﻮﻝ ﻭﻇﻴﻔﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﺷﺮﻳ ‪‬‬

‫‪ ،http://faculty.ksu.edu.sa/salotaibi/DocLib/%‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻣﺎﺭﺱ ‪.2008‬‬ ‫)‪(1‬‬

‫‪.Strategic Objectives‬‬ ‫)‪(2‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.27‬‬ ‫)‪(3‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.341‬‬ ‫)‪(4‬‬

‫‪.Human Resources Management Initiative‬‬ ‫)‪(5‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.340‬‬ ‫)‪(6‬‬

‫‪. Human Resources Management Strategic‬‬ ‫)‪(7‬‬

‫‪144‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﺃﻭ ﺿﻤﻦ ﳐﺘﻠﻒ ﺃﻧﺸﻄﺔ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻛﺎﻻﺳـﺘﻘﻄﺎﺏ‪،‬‬
‫ﻭﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ)‪.(1‬‬
‫ﻭﺑﺸﻜ ٍﻞ ﻋﺎﻡ ﻛﺎﻧﺖ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺪﻑ ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ)‪:(2‬‬
‫‪ -‬ﺗﻮﻓﲑ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﺸﺮﻳﺔ ﺫﺍﺕ ﺍﳌﻬﺎﺭﺓ ﻭﺍﻟﻮﻻﺀ‪ ،‬ﻭﺍﻻﺣﺘﻔﺎﻅ ‪‬ﻢ ﰲ ﺧﺪﻣﺔ‬
‫ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﻭﻓﻌﺎﻟﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﺑﺘﻮﻓﲑ ﹸﻓﺮﺹ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮﺓ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﺍﻟﻨ‪‬ﻈﻢ ﺍ ﹸﳌﺆ ‪‬ﺩﻳﺔ ﺇﱃ ﺍﻟﺒﺤﺚ ﺍﻟ ﹸﻜﻒﺀ ﻋﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻨﺎﺳﺒﲔ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭ‪‬ﻧﻈﻢ ﺍﻻﺧﺘﻴﺎﺭ‬
‫ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭ‪‬ﻧﻈﻢ ﲢﺪﻳﺪ ﺍﻟﺮﻭﺍﺗﺐ ﻭﺍﳌﻜﺎﻓﺂﺕ‪ ،‬ﻭ‪‬ﻧﻈﻢ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ‪‬ﻧﻈﻢ ﻭﺁﻟﻴﺎﺕ ﺭﻋﺎﻳﺔ ﺍﻷﻓﺮﺍﺩ ﻭﺇﺩﻣﺎﺟﻬﻢ ﰲ ﻧﺴﻴﺞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﺃﻋﻀﺎ ًﺀ ﰲ ﺃﺳﺮﺓ ﻭﻣﻦ‬
‫ﺃﺻﺤﺎﺏ ﺍﳌﺼﻠﺤﺔ ﻓﻴﻬﺎ؛‬
‫‪ -‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ‪‬ﺳﺒﻞ ﺗﻌﺎﻭﻥ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻊ ﻓﺮﻳﻖ ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﻮﺛﻴﻖ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻨﻬﻢ؛ ﻣﻦ ﺃﺟﻞ‬
‫ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﺫﻟﻚ ﻳﺘ ‪‬ﻢ ﲢﻘﻴﻖ ﺍﳌﺼﺎﱀ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭﻓﺮﻳﻖ‬
‫ﺍﻹﺩﺍﺭﺓ؛‬
‫‪ -‬ﺍﻟﺴﻌﻲ ﺇﱃ ﺗﻨﻤﻴﺔ ﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﻓﻴﻤﺎ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﺃﻧﻔﺴﻬﻢ ﻭﺑﺚ ﺭﻭﺡ ﺍﻟﻔﺮﻳﻖ؛‬
‫‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺣ ﱢﻞ ﻣﺸﻜﻼﺕ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﳏﺎﻭﻟﺔ ﺇﺯﺍﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻨﺎﺷﺌﺔ ﻋﻦ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﻴﻨﻬﻢ‪ ،‬ﻣﻦ‬
‫ﺣﻴﺚ ﺍﻟﻨﻮﻉ‪ ،‬ﺍﻟﺴﻦ‪ ،‬ﺍﳉﻨﺴﻴﺔ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬
‫ﺕ ﻣﻦ ﺍﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮ‬
‫ﻭﻟﻜﻦ ﺗﻠﻚ ﺍﻟﻈﺮﻭﻑ ﱂ ﺗ ‪‬ﺪﻡ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﺤﻮ؛ ﻓﻘﺪ ﺃﺻﺎﺑﺖ ﺍﻟﻌﺎﱂ ﻛﻠﻪ ﺣﺎﻻ ‪‬‬
‫ﺻﻞ ﻭﺍﻟﻌﻨﻴﻒ ﺫﺍﺕ ﺍﻟﺘﺄﺛﲑ ﺍﳌﺒﺎﺷﺮ ﻋﻠﻰ ﻫﻴﻜﻠﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻗﹸﺪﺭﺍ‪‬ﺎ ﲨﻴﻌﹰﺎ‪ .‬ﻭﻟﻌﻞ ﺃﺑﺮﺯ ﺗﻠﻚ‬ ‫ﻭﺍﳌﺘﻮﺍ ِ‬
‫ﺍﻟﺘﻐﻴﲑﺍﺕ ﻣﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -‬ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻧﺘﺸﺎﺭ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ‪ ،‬ﺧﺎﺻ ﹰﺔ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﺍﻟﱵ ﻳﺘﻄﻠﱠﺐ‬
‫ﺍﺳﺘﻴﻌﺎ‪‬ﺑﻬﺎ ﻭﺗﻄﺒﻴ ﹸﻘﻬﺎ ﺑﻜﻔﺎﺀ ٍﺓ ‪‬ﺗﻮﱢﻓﺮ ﻧﻮﻋﻴﺎﺕ ﺧﺎﺻﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺟﺎﺭﻱ ﺩﻳﺴﻠﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺗﺮﲨﺔ ﳏﻤﺪ ﺳﻴﺪ ﺃﲪﺪ ﻋﺒﺪ ﺍﳌﺘﻌﺎﻝ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،2003 ،‬ﺹ ‪.56‬‬ ‫)‪(1‬‬

‫» ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﺍﻹﺳـﺘﺮﺍﺗﻴﺠﻴﺔ «‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985 ،‬ﺗـﺎﺭﻳﺦ‬ ‫)‪(2‬‬

‫‪.2008‬‬ ‫ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ‬

‫ﻧﻔﺴﻪ‪.‬‬ ‫ﺍﳌﺮﺟﻊ‬ ‫)‪(3‬‬
‫‪145‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺗﺴﺎ ‪‬ﺭﻉ ﻋﻤﻠﻴﺎﺕ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺤﺪﻳﺚ ﰲ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﳋﺪﻣﺎﺕ ﺍﺳﺘﺜﻤﺎﺭﹰﺍ ﻟﻠﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺍ ﹸﳌﺘﺰﺍِﻳﺪ ﺑﺘﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻭﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ‪ ،‬ﻭﺇﺗﺎﺣﺔ ﺍﻟﻔﹸﺮﺹ ﺃﻣﺎﻣﻬﻢ ﻟﻠﻤﺴﺎﳘﺔ ﺑﺄﻓﻜﺎﺭﻫﻢ‬
‫ﻭﺍﺑﺘﻜﺎﺭﺍ‪‬ﻢ؛ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ)‪ (1‬ﻟﻠﻤﺆﺳﺴﺎﺕ‪.‬‬
‫ﳉﺪﺩ ﺍﻟﺬﻳﻦ ﳚﺪﻭﻥ ﹸﻓﺮﺹ‬ ‫‪ -‬ﺍﺷﺘﺪﺍﺩ ﺍﳌﻨﺎﻓﺴﺔ ﻭﺍﺷﺘﻌﺎﳍﺎ ﺑﲔ ﺍ ﹸﳌﻨِﺘﺠﲔ ﺍﻟﻘﺎﺋﻤﲔ ﻭﻏﲑﻫﻢ ﻣﻦ ﺍ ﹸﳌﻨِﺘﺠﲔ ﺍ ﹸ‬
‫ﺴﺮ ﹰﺓ ﻧﺘﻴﺠﺔ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍ‪‬ﺗﺴﺎﻉ ﺍﻷﺳﻮﺍﻕ ﻭﺗﻨﺎﻣﻲ ﺍﻟﻄﻠﺐ؛ ﺍﻷﻣﺮ‬ ‫ﺍﻟﺪﺧﻮﻝ ﰲ ﺍ‪‬ﺎﻝ ﺍﻹﻧﺘﺎﺟﻲ ‪‬ﻣﻴ ‪‬‬
‫ﺼﲔ ﰲ ﳎﺎﻻﺕ ﺍﻟﺒﻴﻊ ﻭﺍﻟﺘﺴﻮﻳﻖ‬ ‫ﺕ ﺟﺪﻳﺪﺓ ﻭ ‪‬ﻣﺘﻤ‪‬ﻴﺰﺓ ﻣﻦ ﺍ ﹸﳌﺨﺘ ‪‬‬ ‫ﺍﻟﺬﻱ ﺧﻠﻖ ﻃﻠﺒﹰﺎ ﻣﺘﺰﺍﻳﺪﹰﺍ ﻋﻠﻰ ﻧﻮﻋﻴﺎ ٍ‬
‫ﻭﺍﻟﺘﺮﻭﻳﺞ؛ ﳌﻮﺍﺟﻬﺔ ﺗﻠﻚ ﺍﳍﺠﻤﺎﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﻌﻤﻼﺀ ﻭﺻﻴﺎﻧﺘﻬﺎ‪.‬‬
‫‪ -‬ﻇﺎﻫﺮﺓ ﺍﻟﻌﻮﳌﺔ ﻭﺍﻧﻔﺘﺎﺡ ﺍﻷﺳﻮﺍﻕ ﺍﻟﻌﺎﳌﻴﺔ ﺃﻣﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻣﻊ ﺗﻄﺒﻴﻖ ﺍﺗﻔﺎﻗﻴﺎﺕ ﺍﳉﺎﺕ‪ ،‬ﻭﻇﻬﻮﺭ‬
‫ﻣﺆﺳﺴﺔ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﲢﺮﻳﺮ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺇﺯﺍﻟﺔ ﺍﻟﻌﻮﺍﺋﻖ ﺍﳉﻤﺮﻛﻴﺔ ﻭﻏﲑ‬
‫ﺍﳉﻤﺮﻛﻴﺔ ﺃﻣﺎﻡ ﺣﺮﻛﺔ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﰲ ﺍﻟﺴﻠﻊ ﺃﻭ ﺍﳋﺪﻣﺎﺕ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺃﻭﺟﺪ ﺍﺣﺘﻴﺎﺟﹰﺎ‬
‫ﻣﺘﺰﺍﻳﺪﹰﺍ ﻟﻨﻮﻋﻴ ٍﺔ ﺟﺪﻳﺪﺓ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺘﻔ ‪‬ﻬﻢ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺗﺴﺘﻮﻋﺐ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﶈﻠﻴﺔ ﰲ‬
‫ﻼ ﻋﻦ ﺇﺟﺎﺩﺓ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬ ‫ﺍﻷﺳﻮﺍﻕ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺑﺪﺃﺕ ﺍﳌﺆﺳﺴﺎﺕ ﺗ‪‬ﺘﺠﻪ ﺇﻟﻴﻬﺎ ﺑﻘﻮﺓ‪ ،‬ﻓﻀ ﹰ‬
‫ﺥ ﳐﺘﻠﻒ ﻭ ‪‬ﻣﺘﻐ‪‬ﻴﺮ ﲝﺴﺐ ﺍﳌﻮﻗﻊ ﺍﻟﺬﻱ ‪‬ﻳﻌﻬﺪ ﺇﻟﻴﻬﺎ ﺑﺎﻟﻌﻤﻞ ﻓﻴﻪ‪.‬‬ ‫ﻭﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﰲ ﻣﻨﺎ ٍ‬
‫ﺼﺼﲔ ﰲ ﻓﺮﻭﻉ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻘﻨﻴﺔ‬ ‫‪ -‬ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﻄ ‪‬ﻮﺭ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺒﺸﺮ ﺫﻭﻱ ﺍﳌﻌﺮﻓﺔ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﺍﳉﺪﻳﺪﺓ ﻭﺍ ﹸﳌﺘﺠ ‪‬ﺪﺩﺓ‪ ،‬ﻭﺍﻟﺬﻳﻦ ﺃﺻﺒﺤﺖ ﺍﳌﺆﺳﺴﺎﺕ ﺗﺴﻌﻰ ﺇﻟﻴﻬﻢ ﻷﳘﻴﺘﻬﻢ ﰲ ﺗﺸﻐﻴﻞ ﺗﻠﻚ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫ﻭﺻﻴﺎﻧﺘﻬﺎ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫ﺗﻠﻚ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﻛﺎﻧﺖ ﺍﻟﺴﺒﺐ ﺍﻷﻫﻢ ﰲ ﺗﻐ‪‬ﻴﺮ ﻧﻈﺮﺓ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺇﱃ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺑﺪﺍﻳﺔ ﺍﻟﺘﺤ ‪‬ﻮﻝ ﳓﻮ ﺍﻋﺘﺒﺎﺭﻫﺎ ﺍﳌﺼﺪﺭ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻘﹸﺪﺭﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻭﺃﻛﺜﺮ ﺍﻷﺻﻮﻝ ﺃﳘﻴ ﹰﺔ‬
‫ﻭﺧﻄﻮﺭ ﹰﺓ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺑﺬﻟﻚ ﺑﺪﺃﺕ ﺍﻹﺩﺍﺭﺓ ﺍﳌﻌﺎﺻﺮﺓ ﺗﺒﺤﺚ ﻋﻦ ﻣﻔﺎﻫﻴﻢ ﻭﺃﺳﺎﻟﻴﺐ ﺟﺪﻳﺪﺓ ﻹﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺃﳘﻴﺘﻬﺎ ﻭﺣﻴﻮﻳﺔ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ‪ ،‬ﻭﻣﻦ ﰒ ﺑﺪﺃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻘﻀﻴﺔ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬

‫‪.Competitive Capabilities‬‬ ‫)‪(1‬‬

‫‪146‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺿﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻋﻨﺎﺻﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬

‫ﻭ‪‬ﻳﻮ ‪‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(23‬‬
‫ﻋﻨﺎﺻﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﻧﻈﺎﻡ ﺍﳌﻮﺍﺭﺩ‬

‫ﺍﻟﺒﺸﺮﻳﺔ ﻭﲢﺪﻳﺪ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ‬
‫ﻻﺳﺘﺜﻤﺎﺭﻫﺎ ﻭﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ‬ ‫‪ -1‬ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴـﻞ ﺍﻟﻌﻮﺍﻣـﻞ‬
‫ﺍﳌﻄﻠﻮﺏ ﻣﻌﺎﳉﺘﻬﺎ‪.‬‬ ‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﶈﻴﻄﺔ ﺑﺎﳌﺆﺳﺴﺔ‬
‫‪‬ﺪﻑ ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﺹ‬
‫ﺍﳌﺘﺎﺣــﺔ ﻭﺍﻟﺘﻬﺪﻳــﺪﺍﺕ‬
‫‪ -3‬ﺻـــﻴﺎﻏﺔ ﺍﻟﺒـــﺪﺍﺋﻞ‬
‫ﺍﶈﺘﻤﻠﺔ‪.‬‬
‫ﺍﻹﺳــﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳋﺎﺻــﺔ‬
‫ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻟﺘﻨﻔﻴـﺬ‬ ‫‪ -5‬ﻣﺮﺍﻗﺒﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ‬
‫ﺇﺳــﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳــﺴﺔ‪.‬‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻘﻴﻴﻢ‬
‫ﻣﺪﻯ ﲢﻘﱡﻖ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬
‫‪ -4‬ﻭﺿﻊ ﺍﳋﻄﻂ ﺍﻟﻮﻇﻴﻔﻴﺔ‬
‫ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻟﱪﺍﻣﺞ‬
‫ﺍﳋﺎﺻــﺔ ﺑــﺎﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﺎﺋﺪﺓ ﺳﻴﺪ ﺧﻄﺎﺏ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﺇﻋﺎﺩﺓ ﺍﳍﻴﻜﻠﺔ‪:‬‬
‫ﺍﻻﻧﺪﻣﺎﺝ‪ -‬ﻣﺸﺎﺭﻛﺔ ﺍﳌﺨﺎﻃﺮ‪ ،‬ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻜﱪﻯ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻁ‪ ،1990 ،2‬ﺹ ‪.8‬‬

‫ﻭﺗﻨﻄﻠﻖ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺑﺎﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﻋﺘﻘﺎ ٍﺩ ﻋﻠﻤﻲ ﺳﻠﻴﻢ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻟﺪﻳـﻪ‬
‫ﻼ ﰲ ﻣﻮﺍﻗﻊ ﺍﻟﻌﻤﻞ ﺍﳌﺨﺘﻠﻔـﺔ‪،‬‬‫ﺕ ﻭﻗﹸﺪﺭﺍﺕ ﺫﻫﻨﻴﺔ ﺗﻔﻮﻕ ﻛﺜﲑﹰﺍ ﻣﺎ ﻳﺘ ‪‬ﻢ ﺍﺳﺘﻐﻼﻟﻪ ﺃﻭ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺑﻪ ﻓﻌ ﹰ‬
‫ﻃﺎﻗﺎ ‪‬‬
‫ﻭﺇﻥ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﻟﻘﺼﻮﻯ ﻣﻦ ﺗﻠﻚ ﺍﻟﻘﻮﺓ ﺍﻟﺬﻫﻨﻴﺔ ﻫﻲ ﺍﳌﺼﺪﺭ ﺍﳊﻘﻴﻘﻲ ﻟﺘﻤ‪‬ﻴﺰ ﺍﳌﺆﺳﺴﺎﺕ ﻭﹸﻗﺪﺭ‪‬ﺎ ﻋﻠـﻰ‬
‫ﺕ ﺑﺎﻫﺮﺓ ﻏﲑ ﺗﻘﻠﻴﺪﻳﺔ)‪ .(1‬ﻭﻟﺬﻟﻚ ﳒﺪ ﺃﻥ ﺍﶈﻮﺭ ﺍﻷﺳﺎﺳﻲ ﰲ ﻓﻜﺮ ﺍﻹﺩﺍﺭﺓ ﺍﳉﺪﻳﺪﺓ ﻫﻮ ﺇﻋﻄﺎﺀ‬ ‫ﲢﻘﻴﻖ ﺇﳒﺎﺯﺍ ٍ‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.42‬‬ ‫)‪(1‬‬
‫‪147‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﹸﺮﺻﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺎ؛ ﺣﱴ ﺗﺘﻤ ﱠﻜﻦ ﻣﻦ ﲢﻮﻳﻞ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﺇﱃ ﻣﻔﻬـﻮﻡ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻦ ﺟﻌﻞ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ ﲤﺘﺎﺯ ﺑﺈﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﻌﺎﻟﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺇﻥ ﺍﳊﻘﻴﻘﺔ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ‪‬ﻳﺮ ﱢﻛﺰ ﻋﻠﻴﻬﺎ ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ ﺍﳌﻌﺎﺻﺮ ﺃﻥ ﻫﺬﺍ ﺍﳉﻬﺪ ﺍﻟﺒﺸﺮﻱ ﻻ ﳝﻜـﻦ ﺃﻥ‬
‫ﻳﺼﻞ ﺇﱃ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺫﺍﺕ ﻗﻴﻤﺔ ﲟﺠﺮﺩ ﺃﻥ ﻳﺘﻮﺍﻓﺮ‪ ،‬ﺑﻞ ﻻﺑﺪ ﻣﻦ ﺍﻟﺘﺨﻄـﻴﻂ‪ ،‬ﻭﺍﻹﻋـﺪﺍﺩ‪ ،‬ﻭﺍﻟﺘﻮﺟﻴـﻪ‪،‬‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺴﺘﻤﺮﺓ‪ ،‬ﰲ ﺇﻃﺎﺭ ﻧﻈﺎ ٍﻡ ‪‬ﻣﺘﻄ ‪‬ﻮﺭ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﺘﻨﺎ ‪‬ﺳﻖ ﻣﻊ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻭﻇﺎﺋﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺗﺘﻀﻤ‪‬ﻦ ﻭﻇﺎﺋﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻧﺸﻄﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﺟﺬﺏ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻼﺋﻤﺔ ﻟﻠﺘﻘـ ‪‬ﺪﻡ‬
‫ﺑﻄﻠﺒﺎﺕ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﺃﻧﺸﻄ ﹰﺔ ﺗﺘﻌﱠﻠﻖ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻭﺍﻟﺘﻜﺘﻴﻜﻲ‪ ،‬ﻣﺜﻞ ﺗﻘﺪﻳﺮ ﺍﺣﺘﻴﺎﺟﺎﺕ‬
‫ﺍﳌﺆﺳﺴﺔ ﻟﻸﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ ﻋﻠﻰ ﺍﳌﺪﻯ ﺍﻟﻄﻮﻳﻞ ﻭﺍﻟﻘﺼﲑ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﺄﻣﲔ ﻫﺬﻩ ﺍﳊﺎﺟﺔ‪ .‬ﻭﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﺘﺤﻠﻴﻞ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭﺣﺼﺮ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﺗﻘﻮﻡ ﺃﻳﻀﹰﺎ ﺑﺎﺧﺘﻴﺎﺭ ﺍﳌـﻮﻇﻔﲔ ﻭﺍﻟﻌﻤـﺎﻝ ﻭﺗﻌﻴﻴﻨـﻬﻢ‪،‬‬
‫ﻭﺗﺪﺭﻳﺒﻬﻢ ﻭﺗﻄﻮﻳﺮﻫﻢ‪ ،‬ﻭﲢﻔﻴﺰﻫﻢ‪ ،‬ﻭﺗﻘﻮﱘ ﺃﺩﺍﺋﻬﻢ‪ ،‬ﻭﺭﻋﺎﻳﺘﻬﻢ ﺻﺤﻴﹰﺎ ﻭﻧﻔﺴﻴﹰﺎ ﻭﺍﺟﺘﻤﺎﻋﻴﹰﺎ ﺃﺛﻨـﺎﺀ ﺍﻟﻌﻤـﻞ‬
‫ﻭﺑﻌﺪﻩ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ ﺗﻜﻮﻥ ﻣﺴﺌﻮﻟ ﹰﺔ ﺑﺎﻟﻌﺎﺩﺓ ﻋﻦ ﺗﻨﻈﻴﻢ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻣﻊ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﻹﺩﺍﺭﺍﺕ‬
‫ﺍﳊﻜﻮﻣﻴﺔ)‪.(1‬‬
‫ﳝﻜﻦ ﺗﻘﺴﻴﻢ ﻭﻇﺎﺋﻒ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ‪:‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻭﺗﻨﻘﺴﻢ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪ (2‬ﺇﱃ ﺃﺭﺑﻌﺔ ﻭﻇـﺎﺋﻒ ﳝﻜـﻦ ﺗﻮﺿـﻴﺤﻬﺎ ﰲ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.344‬‬ ‫)‪(1‬‬

‫ﺑﺎﻻﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫)‪(2‬‬
‫‪148‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(24‬‬

‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻇﻴﻔﺔ‬ ‫ﻭﻇﻴﻔﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻢ‬ ‫ﺍﻟﺘﺨﻄﻴﻂ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﻹﺩﺍﺭﺓ‬

‫ﻭﻇﻴﻔﺔ ﺍﻟﺮﻗﺎﺑﺔ‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﻇﻴﻔﺔ‬

‫ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﺘﻮﺟﻴﻪ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ ،www.wikepedia.com :‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 13 :‬ﻣﺎﺭﺱ ‪.2008‬‬

‫‪ -1‬ﻭﻇﻴﻔﺔ ﺍﻟﺘﺨﻄﻴﻂ)‪ :(1‬ﺘ ‪‬ﻢ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺑﺘﺨﻄﻴﻂ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤـﹰﺎ‬
‫ﻭﻧﻮﻋﹰﺎ ﺍﻟﱵ ﺗﻀﻤﻦ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﺎﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﻌـﲎ ﳎﻤـﻮﻉ ﺍﻟـﺴﻴﺎﺳﺎﺕ‬
‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﻭﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﻟﻌﻤﺎﻟﺔ ﻷﺩﺍﺀ ﺃﻋﻤﺎ ٍﻝ ﻣﻌﻴﻨﺔ ﰲ ﺃﻭﻗﺎﺕ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻭﺑﺘﻜﻠﻔﺔ ﻋﻤ ٍﻞ ﻣﻨﺎﺳـﺒﺔ‪،‬‬
‫ﻉ ﻗﺎﺋﻢ‪ ،‬ﺃﻭ ﲢﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭ ﺍﻹﻧﺸﺎﺀ‪ ،‬ﺁﺧﺬﻳﻦ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻷﻫﺪﺍﻑ ﺍﻹﻧﺘﺎﺟﻴـﺔ‬ ‫ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﺫﻟﻚ ﳌﺸﺮﻭ ٍ‬
‫ﻟﻠﻤﺸﺮﻭﻉ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺑﺬﻟﻚ ﺗﻜﻮﻥ ﺧﻄﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺟﺰﺀﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﻣﻦ ﺍﳋﻄﺔ ﺍﻟﻌﺎﻣـﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ)‪.(2‬‬
‫‪ -2‬ﻭﻇﻴﻔﺔ ﺍﻟﺘﻨﻈﻴﻢ‪ :‬ﻣﻊ ﺗﻄ ‪‬ﻮﺭ ﻭﻇﻴﻔﺔ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﺳﺘﺤﺪﺍﺙ ﺇﺩﺍﺭ ٍﺓ ﻣـﺴﺘﻘﻠﺔ ﳍـﺎ ﺗﻘـﻮﻡ‬
‫ﺑﺎﻟﺘﺨﻄﻴﻂ‪ ،‬ﻭﻭﺿﻊ ﺍﻟﺴﻴﺎﺳﺎﺕ‪ ،‬ﻭﺭﺳﻢ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﻓﺮﺍﺩ؛ ﻓﻘﺪ ﺑﺪﺃ ﺍﳌﺴﺌﻮﻟﻮﻥ ﺑﺎﻟﺘﻔﻜﲑ ﰲ ﺗﻨﻈـﻴﻢ‬
‫ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ)‪ . (3‬ﻭ‪‬ﻳﻘﺼﺪ ﺑﻮﻇﻴﻔﺔ ﺍﻟﺘﻨﻈﻴﻢ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫـﻮ ﺗﻘـﺴﻴﻢ ﻭﲢﺪﻳـﺪ ﺍﻟﻮﺍﺟﺒـﺎﺕ‬

‫‪.Planning Function‬‬ ‫)‪(1‬‬

‫ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺸﺮﻭﻕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،3‬ﺹ ‪.132‬‬ ‫)‪(2‬‬

‫ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.32‬‬ ‫)‪(3‬‬

‫‪149‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﳌﺴﺌﻮﻟﻴﺎﺕ ﻭﺍﻟﺴﻠﻄﺎﺕ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺗﺮﺑﻂ ﻫﺬﻩ ﺍﳌﺴﺌﻮﻟﻴﺎﺕ‪ .‬ﻓﻤﺪﻳﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺕ ﺑﲔ ﺍﻟﻌﻤﻞ‪ ،‬ﺍﻷﻓﺮﺍﺩ‪،‬‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﺤ ‪‬ﺪﺩ ﺷﻜﻞ ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻹﺩﺍﺭﺗﻪ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺗﺼﻤﻴﻢ ﻫﻴﻜﻞ ﻋﻼﻗﺎ ٍ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺎﺩﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -3‬ﻭﻇﻴﻔﺔ ﺍﻟﺘﻮﺟﻴﻪ‪ :‬ﻭ‪‬ﻳﻘﺼﺪ ‪‬ﺎ ﺗﻮﺟﻴﻪ ﺟﻬﻮﺩ ﺍﻷﻓﺮﺍﺩ ﳓﻮ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻗﺪ ﺗﻨﺪﺭﺝ ﻫـﺬﻩ‬
‫ﺍﻟﻮﻇﻴﻔﺔ ﲢﺖ ﻋﺪﺓ ‪‬ﻣﺴ ‪‬ﻤﻴﺎﺕ‪ ،‬ﻣﺜﻞ ‪ ،Motivation ،Command‬ﻭﲢﺖ ﺃﻱ ‪‬ﻣﺴ ‪‬ﻤﻰ ﻣﻦ ﺍ ﹸﳌﺴ ‪‬ﻤﻴﺎﺕ ﻓﺈﻥ‬
‫ﺍﳍﺪﻑ ﻣﻦ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻫﻮ ﺣﺚﱡ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺑﺮﺿﹰﺎ ﺗﺎﻡ ﻭﻓﻌﺎﻟﻴﺔ‪.‬‬
‫‪ -4‬ﻭﻇﻴﻔﺔ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ)‪ :(1‬ﻳﻌﲏ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﺗﺮﺗﻴﺒﻬﻢ ﺗﻨﺎﺯﻟﻴﹰﺎ ﺃﻭ ﺗﺼﺎﻋﺪﻳﹰﺎ ﺣﺴﺐ ﻗﹸﺪﺭﺍ‪‬ﻢ‬
‫ﻭﺧﱪﺍ‪‬ﻢ ﻭﻋﺎﺩﺍ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ)‪ .(2‬ﻭ‪‬ﺗﻌﺘﱪ ﻋﻤﻠﻴﺔ ﺍﻟﺮﻗﺎﺑﺔ ﻭﻇﻴﻔ ﹰﺔ ﺇﺩﺍﺭﻳﺔ ﺗﺘﻌﱠﻠﻖ ﺑﺘﻨﻈﻴﻢ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﺘﻨـﺴﻴﻖ‬
‫ﺑﻴﻨﻬﺎ‪ ،‬ﻃﺒﻘﹰﺎ ﳋﻄﺔ ﺍﻟﻌﻤﺎﻟﺔ ﺍ ﹸﳌﺤ ‪‬ﺪﺩﺓ‪ ،‬ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﻷﻫﺪﺍﻑ ﺃﻭ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺘﻨﻈـﻴﻢ‪ ،‬ﲝﻴـﺚ‬
‫ﺗﻀﻤﻦ ﺗﻨﻔﻴﺬ ﺍﳋﻄﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺑﻜﻔﺎﺀ ٍﺓ ﻋﺎﻟﻴﺔ‪ .‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻗﻴﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺎ‬
‫ﻳﻠﻲ)‪:(3‬‬
‫‪ -1‬ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺴﻠﻮﻙ ﻭﺍﻷﺩﺍﺀ؛‬
‫‪ -2‬ﲢﺪﻳﺪ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻴﺔ؛‬
‫‪ -3‬ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﻓﻴﻪ ﻟﺘﻌﺰﻳﺰ ﺍﻟﺜﺎﱐ ﻭﳏﺎﻭﻟﺔ ﻣﻌﺎﳉﺔ ﺍﻷﻭﱃ‪.‬‬
‫ﻭﺗﺘﻤﺜﱠﻞ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(4‬‬
‫‪ -1‬ﺑﻨﺎﺀ ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ؛‬
‫‪ -2‬ﻗﻴﺎﺱ ﺍﻷﺩﺍﺀ؛‬
‫‪ -3‬ﻣﻘﺎﺭﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻣﻊ ﺍﳌﻌﻴﺎﺭ؛‬
‫‪ -4‬ﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -5‬ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺼﺤﻴﺤﻴﺔ‪.‬‬

‫‪.The Oversight Function and Performance Evaluation‬‬ ‫)‪(1‬‬

‫ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.87‬‬ ‫)‪(2‬‬

‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2003 ،1‬ﺹ‬ ‫)‪(3‬‬

‫‪.36‬‬
‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.142‬‬ ‫)‪(4‬‬
‫‪150‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺗﻨﻘﺴﻢ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪ (1‬ﺇﱃ ﺃﺭﺑﻌﺔ ﻭﻇﺎﺋﻒ ﻫﻲ ﻣ‪‬ﻤﺜﱠﻠـﺔ ﰲ ﺍﻟـﺸﻜﻞ‬
‫ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(25‬‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻇﻴﻔﺔ‬ ‫ﻭﻇﻴﻔﺔ‬
‫ﺗﻨﻤﻴﺔ‬ ‫ﺍﺳﺘﻘﻄﺎﺏ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‬ ‫ﺍﻟﻌﻤﺎﻟﺔ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‬
‫ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ‬

‫ﻭﻇﻴﻔﺔ ﺭﻋﺎﻳﺔ‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﻇﻴﻔﺔ‬

‫ﻭﺻﻴﺎﻧﺔ ﺍﻟﻘﻮﻯ‬ ‫ﺍﻟﺘﻌﻮﻳﺾ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺃﻭ ﺍﳌﻜﺎﻓﺄﺓ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ‪.‬‬

‫‪ -1‬ﻭﻇﻴﻔﺔ ﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻌﻤﺎﻟﺔ)‪ :(2‬ﺗﻌﺘﱪ ﹸﺃﻭﱃ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭ‪‬ﺘ ‪‬ﻢ ﺑﺘﺤﺪﻳﺪ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﹰﺎ ﻭﻧﻮﻋﺎﹰ؛ ﲝﻴﺚ ﺗﻀﻤﻦ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻳﺘﺤـ ‪‬ﺪﺩ‬
‫ﻧﻄﺎﻕ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫• ﺗﻘﺪﻳﺮ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫• ﲢﺪﻳﺪ ﻣﺼﺎﺩﺭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫• ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺇﺟﺮﺍﺀ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻻﻧﺘﻘﺎﺀ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﱵ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺍﺣﺘﻴﺎﺟﺎﺕ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻏﲑﻫﺎ؛‬

‫‪.Operational functions of the Department of Human Resources‬‬ ‫)‪(1‬‬

‫ﺑﺎﻻﳒﻠﻴﺰﻳﺔ‪.‬‬ ‫)‪(2‬‬
‫‪151‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫• ﺗﻌﻴﲔ ﺍﻷﻓﺮﺍﺩ ﰲ ﻣﻨﺎﺻﺐ ﻋﻤﻠﻬﻢ‪.‬‬

‫‪ -2‬ﻭﻇﻴﻔﺔ ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ)‪ :(1‬ﺑﻌﺪ ﺣﺼﻮﻝ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻛﻤﹰﺎ ﻭﻧﻮﻋﹰﺎ‬
‫ﲟﺎ ﻳ‪‬ﺘﻔﻖ ﻣﻊ ‪‬ﻣﺘﻄﱠﻠﺒﺎﺕ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻻﺑﺪ ﻣﻦ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺑﺼﻔ ٍﺔ ﻣﺴﺘﻤﺮﺓ؛ ﻟﺮﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻫﺬﺍ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‪ ،‬ﻭﺫﻟﻚ ﻟﻀﻤﺎﻥ ﺳﻼﻣﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻞ)‪.(2‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﻀﻤﻦ ﺍﺳـﺘﻤﺮﺍﺭ ﺍﳌﺆﺳـﺴﺔ ﳌﻮﺍﺟﻬـﺔ ﺍﻟﺘﻄـﻮ‪‬ﺭﺍﺕ‬
‫ﺕ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﰲ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ ﻭﺃﺩﻭﺍﺕ ﺍﻹﻧﺘﺎﺝ؛ ﳑﺎ ﻳﺘﺮ‪‬ﺗﺐ ﻋﻠﻴﻪ ﺿﺮﻭﺭﺓ ﺍﳊـﺼﻮﻝ ﻋﻠـﻰ ﻛﻔـﺎﺀﺍ ٍ‬
‫ﺕ ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻳﺘﻮﺍﻓﺮ ﻟﻠﻤﺆﺳﺴﺔ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳊﺎﻟﻴـﺔ‬ ‫ﻭﻣﻬﺎﺭﺍ ٍ‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -3‬ﻭﻇﻴﻔﺔ ﺍﻟﺘﻌﻮﻳﺾ ﺃﻭ ﺍﳌﻜﺎﻓﺄﺓ)‪ :(3‬ﺗﻌﺘﱪ ﻭﻇﻴﻔﺔ ﺍﻟﺘﻌﻮﻳﺾ ﺃﻭ ﺍﳌﻜﺎﻓﺄﺓ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳍﺎﻣﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ؛ ﻭﻳﻌﻮﺩ ﺍﻟﺴﺒﺐ ﰲ ﺫﻟﻚ ﳌﺎ ﻟﻠﺘﻌﻮﻳﺾ ﻣﻦ ﺃﺛ ٍﺮ ﻣﺒﺎﺷﺮ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻌﻴﺸﻲ ﻟﻠﻌﺎﻣﻠﲔ‪ ،‬ﺑﺎﻋﺘﺒـﺎﺭﻩ‬
‫ﻣﺼﺪﺭ ﺭﺯﻗﻬﻢ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺪﻭﻟﺔ ﻭﺃﺻﺤﺎﺏ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺟﻬـ ٍﺔ ﺛﺎﻧﻴـﺔ؛ ﻭﺫﻟـﻚ ﻷﻥ‬
‫ﺍﻟﺘﻌﻮﻳﻀﺎﺕ ﺗ‪‬ﻤﺜﱢﻞ ﻧﺴﺒﺔ ﻻ ﺑﺄﺱ ‪‬ﺎ ﻣﻦ ﺗﻜﻠﻔﺔ ﺍﻟﻌﺎﻣﻞ ﰲ ﻣﻌﻈﻢ ﺍﳌﺆﺳﺴﺎﺕ ﻭﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬـﺎ)‪.(4‬‬
‫ﺺ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﺑﺘﺤﺪﻳﺪ ﻫﻴﻜﻞ ﻋﺎﺩﻝ ﻟﻸﺟﻮﺭ)‪ (5‬ﺃﻭ ﺍﳌﻜﺎﻓﺂﺕ‪ ،‬ﲟﺎ ﻳ‪‬ﺘﻔﻖ ﻣﻊ ﺍﳉﻬﺪ ﺍﳌﺒـﺬﻭﻝ ﻣـﻦ‬ ‫ﻭﲣﺘ ‪‬‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ؛ ﲟﻌﲎ ﺃﻥ ﻣﺪﻳﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﺮ ﱢﻛﺰ ﻋﻠـﻰ ﺍﳉﺎﻧـﺐ ﺍﻻﻗﺘـﺼﺎﺩﻱ‪.‬‬
‫ﻭﻟﻀﻤﺎﻥ ﻭﺿﻊ ﻧﻈﺎ ٍﻡ ﺳﻠﻴﻢ ﻟﻸﺟﻮﺭ ﻻﺑﺪ ﻣﻦ‪:‬‬
‫‪ -‬ﲢﺪﻳﺪ ﻧﻈﻢ ﺩﻓﻊ ﺍﻷﺟﻮﺭ؛‬ ‫‪ -‬ﺗﻘﻴﻴﻢ ﺍﻟﻮﻇﺎﺋﻒ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﻟﻮﺍﺋﺢ ﺍﳉﺰﺍﺀﺍﺕ‪.‬‬ ‫‪ -‬ﲢﺪﻳﺪ ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ؛‬
‫‪ -4‬ﻭﻇﻴﻔﺔ ﺭﻋﺎﻳﺔ ﻭﺻﻴﺎﻧﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺘ ‪‬ﻢ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﺑﺮﻋﺎﻳﺔ ﻭﺻﻴﺎﻧﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻣـﻦ‬
‫ﺧﻼﻝ ﺗﻮﻓﲑ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺘﺮﻓﻴﻬﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺮﻋﺎﻳﺔ ﻋﻨﺪ ﺗﺮﻙ ﺍﳋﺪﻣﺔ‪.‬‬

‫)‪.Jobs training and development workers (1‬‬

‫)‪ (2‬ﻫﺬﺍ ﻣﺎ ﺳﻮﻑ ﻧﺘﻄ ‪‬ﺮﻕ ﺇﻟﻴﻪ ﺑﺎﻟﺘﻔﺼﻴﻞ ﰲ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪.‬‬
‫)‪.The post of copensation or reward (3‬‬
‫)‪ (4‬ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.181‬‬
‫)‪ (5‬ﺍﻷﺟﺮ ﻫﻮ ﻛﻞ ﻣﺎ ‪‬ﻳﻌ ﹶﻄﻰ ﻟﻠﻌﺎﻣﻞ ﻟﻘﺎﺀ ﻋﻤﻠﻪ ﲟﻮﺟﺐ ﻋﻘﺪ ﺍﻟﻌﻤﻞ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﻧﻘﺪﹰﺍ ﺃﻭ ﻋﻴﻨﹰﺎ ﳑﺎ ‪‬ﻳﺪﹶﻓﻊ ﺳﻨﻮﻳﺎﹰ‪ ،‬ﺃﻭ ﺃﺳﺒﻮﻋﻴﺎﹰ‪ ،‬ﺃﻭ ﻳﻮﻣﻴﺎﹰ‪ ،‬ﺃﻭ‬
‫ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﺃﻭ ﺍﻟﻘﻄﻌﺔ‪ ،‬ﺃﻭ ﺗﺒﻌﹰﺎ ﻟﻺﻧﺘﺎﺝ ﺑﺼﻮﺭ ٍﺓ ﻋﻤﻮﻻﺕ‪.‬‬
‫‪152‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﺎﻫﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺗﻪ‬
‫ﲣﺘﻠﻒ ﻣﻬﻤﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ﻋﻤﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻣﻦ ﻗﺒﻞ ﻧﻈﺮﹰﺍ ﻟﻠﻤﺘﻐﻴ‪‬ـﺮﺍﺕ‬
‫ﺍﻟﱵ ﲢ ‪‬ﺪﺙ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺗﻨ ‪‬ﻮﻉ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﻭﺍﻻﻧﻔﺘﺎﺡ ﺍﻟﻌـﺎﳌﻲ‬
‫ﺑﺘﻨﻘﱡﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺑﻠ ٍﺪ ﻟﻶﺧﺮ‪ .‬ﻭﻣﻊ ﻛﻞ ﻫﺬﻩ ﺍﳌﺘﻐ‪‬ﻴﺮﺍﺕ‪ ،‬ﺃﺻﺒﺤﺖ ﻣﻬﻤﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﲢﺘﺎﺝ ﺇﱃ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺣﺴﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ؛ ﻭﻣﻦ ﻫﻨﺎ ﻇﻬﺮﺕ ﺍﳊﺎﺟـﺔ ﺇﱃ ‪‬ﻧﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻹﻣﺪﺍﺩ ﺍﳌﺪﺭﺍﺀ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻜﺎﻓﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻟﻌﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻱ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﻉ ﻋﺪﻳﺪﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣـﺔ ﻟﺘﺤﻘﻴـﻖ‬ ‫ﲢﺘﺎﺝ ﺍﻹﺩﺍﺭﺓ ﰲ ﺗﻌﺎ ‪‬ﻣﻠﻬﺎ ﻣﻊ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺃﻧﻮﺍ ٍ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﺎﺣﺔ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﰲ ﺗﻠﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟـﺴﺎﺑﻖ‬
‫ﺗﺘ ‪‬ﻢ ﺑﺎﻟﺒﺪﺍﺋﻴﺔ ﻭﺍﻟﺒﺴﺎﻃﺔ ﻭﻋﺪﻡ ﺍﻟﻔﺎﻋﻠﻴﺔ؛ ﺇﺫ ﻛﺎﻧﺖ ﺗﻨﺤﺼﺮ ﰲ ﲡﻤﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺻﺤﻒ ﺃﻭ ﺳـﺠﻼﱠﺕ‪،‬‬
‫ﺕ ﻫﺎﻣﺔ ﻋﻦ ﺍﻷﻓﺮﺍﺩ ﰲ ﻣﻠﻔـﺎ ٍ‬
‫ﺕ ‪‬ﺗﺨـ ‪‬ﺰﻥ ﰲ‬ ‫ﻭﻛﺬﻟﻚ ﺣﻔﻆ ﺍﳌﺴﺘﻨﺪﺍﺕ ﻭﺍﻷﻭﺭﺍﻕ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺃﻣﺎﻛﻦ ﻟﻠﺤﻔﻆ‪ ،‬ﻭﻳﺘ ‪‬ﻢ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻓﻴﻬﺎ ﻳﺪﻭﻳﺎ‪ .‬ﻭﻟﻜﻦ ﻣﻊ ﺗﻘـ ‪‬ﺪﻡ ﺍﳊﻮﺍﺳـﻴﺐ ﻭﺍﻟـﺸﺒﻜﺎﺕ ﺍﻟﺪﺍﺧﻠﻴـﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻓﻘﺪ ﺃﺻﺒﺢ ﻣﻦ ﺍﳌﻴﺴﻮﺭ ﺗﺼﻤﻴﻢ ﻭﺗﺸﻐﻴﻞ ‪‬ﻧﻈﻢ ﻓ ‪‬ﻌﺎﻟﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﰲ ﳐﺘﻠﻒ ﳎﺎﻻﺕ ﺍﻟﻨﺸﺎﻁ‪،‬‬
‫ﻭﻣﻨﻬﺎ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺕ ﺣﻮﻝ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ‬ ‫‪‬ﻳﻘﺼﺪ ﺑﻨﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ » ﺍﻟﻨﻈﺎﻡ ﺍ ﹸﳌﺘﻀ ‪‬ﻤﻦ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻛﺎﻟﺘـﺪﺭﻳﺐ‪،‬‬
‫ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﻭﺍﻟﺘﻨﻘﱡﻼﺕ‪... ،‬ﺍﱁ‪ .‬ﻛﻤﺎ ﺃﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﻨﻄﻮﻱ ﻋﻠﻰ‬
‫ﻋﻤﻠﻴﺔ ﲨﻊ ﻭﺗﻨﻈﻴﻢ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﺮﺍﻛﺰ ﺻـﻨﺎﻋﺔ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﻷﻏﺮﺍﺽ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ «)‪.(2‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.435‬‬ ‫)‪(1‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.322‬‬ ‫)‪(2‬‬

‫‪153‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫» ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧﻈﺎ ٍﻡ ‪‬ﻣﺼ ّﻤﻢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺪﻋﻢ ﻭﻣﺴﺎﻧﺪﺓ ﺍﻹﺩﺍﺭﺓ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﺈﺩﺍﺭﺓ ﺃﻧﺸﻄﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﺗﻮﺻﻴﻒ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺗﻘـﻮﱘ‬
‫ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻬﻢ‪ ،‬ﻭﲢﺪﻳﺚ ﺑﻴﺎﻧﺎ‪‬ﻢ ﺑﺎﺳﺘﻤﺮﺍﺭ ﰲ ﻛﺎﻓﺔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﻋﻢ ﰲ‬
‫ﲣﻄﻴﻂ ﺍﻟﻘﻮﻯ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﻭﺩﻋﻢ ﻗﺮﺍﺭﺍﺕ ﺍﳌـﺪﺭﺍﺀ‪ ،‬ﻭﲢﻠﻴـﻞ ﺍﳌﻮﻗـﻊ‪ ،‬ﻭﺍﻟﺘﻨﻘﱡـﻞ‬
‫ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﻔﲏ‪ ،‬ﻭﺗﻮﺛﻴﻖ ﻭﺣﻔﻆ ﻭﺗﺮﺗﻴﺐ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺘﺸﻐﻴﻠﻲ‪ ،‬ﻭﺍﳌـﺴﺎﻧﺪﺓ ﰲ ﺇﳒـﺎﺯ ﻛﺎﻓـﺔ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﺆﺳﺴﺔ «)‪.(1‬‬
‫ﻫﻮ » ﺗﺮﻛﻴﺒ ﹲﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌﺼ ‪‬ﻤﻤﺔ ﺑﻐﺮﺽ ﲡﻤﻴﻊ ﻭﺗﻨﻘﻴﺔ ﻭﲢﻠﻴﻞ ﻭﺗﻘﻴـﻴﻢ ﻭﺗﻮﺯﻳـﻊ‬
‫ﺕ ﺩﻗﻴﻘﺔ ﻭﺳﺮﻳﻌﺔ ﻷﻏﺮﺍﺽ ﺍﳌﺘﺎﺑﻌﺔ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﰲ ﻛﺎﻓﺔ ﺍ‪‬ﺎﻻﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑـﺈﺩﺍﺭﺓ ﺍﻟﻌﻨـﺼﺮ‬
‫ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ «)‪.(2‬‬
‫ﻭﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﻳ‪‬ﻌﺘﱪ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﺣﺪ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳋﺎﺻﺔ ﻟﻘﻮﺍﻋﺪ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﱪﺍﻣﺞ ﺍﳉﺎﻫﺰﺓ ﻭﺍﻟﱵ ﺗﺴﺘﻬﺪﻑ ﲢﻘﻴﻖ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺼﺮﻳﺔ‪ ،‬ﻭﳚﻤﻊ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻷﺟﻬﺰﺓ ﻭﺍﻟـﱪﺍﻣﺞ ﺍﳉـﺎﻫﺰﺓ ﻭﺍﻹﺟـﺮﺍﺀﺍﺕ ﻭﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﺍﳌﺴﺘﻔﻴﺪﻳﻦ)‪.(3‬‬
‫ﻭﻣﻨﻪ ﻓﺈﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﻳﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺃﻧﻪ ﳎﻤﻮﻋﺔ ﺍﻷﺟﺰﺍﺀ ﺍ ﹸﳌﺘﺮﺍِﺑﻄﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ﻣﻊ‬
‫ﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﳌﺴﺎﻧﺪﺓ ﺍﻟﻮﻇـﺎﺋﻒ‬ ‫ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﺑﺼﻮﺭ ٍﺓ ﻣﺘﻔﺎﻋﻠﺔ‪ ،‬ﻟﺘﺤﻮﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﲣﻄﻴﻂ‪ ،‬ﺭﻗﺎﺑﺔ‪ ،‬ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺗﻨﺴﻴﻖ؛ ‪‬ـﺪﻑ ﲢـﺴﲔ ﺃﺩﺍﺀ‬
‫ﺍﻟﻔﺮﺩ‪ ،‬ﺃﻱ ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺧﺼﺎﺋﺺ ﺍﳌﻮﺍﺭﺩ ﻭﺧﺼﺎﺋﺺ ﺍﻟﻮﻇﺎﺋﻒ‪.‬‬
‫ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.106‬‬ ‫)‪(1‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺍﳌﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ ﳌﺆﺳﺴﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪،‬‬ ‫)‪(2‬‬

‫ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2006 ،‬ﺹ ‪.530‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.530‬‬ ‫)‪(3‬‬
 ‫‪154‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(26‬‬

‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ‬

‫ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﻸﺟﻮﺭ‬

‫ﻟﻠﺘﺪﺭﻳﺐ‬ ‫ﻭﺍﳊﻮﺍﻓﺰ‬

‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﺮﻋﻲ ﻻﺳﺘﻘﻄﺎﺏ‬

‫ﺍﻟﻌﺎﻣﻠﲔ‬ ‫ﺍﻟﻌﺎﻣﻠﲔ‬

‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻻﺟﺮﺍﺀﺍﺕ‬

‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪Inputs‬‬ ‫‪Outputs‬‬
‫‪Processing‬‬
‫ﺍﳌﺪﺧﻼﺕ‬ ‫ﺍﳌﺨﺮﺟﺎﺕ‬
‫ﻋﻤﻠﻴﺎﺕ‬

‫‪Feedback‬‬
‫ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ‬

‫‪Data Base‬‬
‫ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.88‬‬

‫ﺇﻥ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻫﺬﻩ ﺍﻟﺒﻨﻴﺔ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺗﺮﺗﺒﻂ ﺑﺄﻫﺪﺍﻑ ﻭﻣﻌﺎﻳﲑ ﺗﻨـﺴﻴﻖ‬
‫ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺭﺅﻳ ٍﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﺿﺤﺔ ﻟﻠﻤﺆﺳﺴﺔ)‪ .(1‬ﻭﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺘﻮﻓﱠﺮ ﻟﺪﻯ ﻛﻞ ﻧﻈـﺎ ٍﻡ ﻓﺮﻋـﻲ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺇﳒﺎﺯ ﺃﻧﺸﻄﺔ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻨﻔﻴﺬ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻟﻜﻞ ﺇﺩﺍﺭ ٍﺓ ﺃﺳﺎﺳﻴﺔ ﻣﻦ‬
‫ﺇﺩﺍﺭﺍﺕ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻟﺘﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺍﺕ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﳉـﻮﺩﺓ ﺍﻟـﺸﺎﻣﻠﺔ ﻭﺍﻟﻘﻴﻤـﺔ‬

‫ﻳﺎﺳﲔ ﺳﻌﺪ ﻏﺎﻟﺐ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.88‬‬ ‫)‪(1‬‬
‫‪155‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻀﺎﻓﺔ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻫﻲ ﺃﻳﻀﹰﺎ ﻣﻮﺍﺭﺩ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﺍﳌﺘﻜﺎﻣﻞ ﻹﻋﺪﺍﺩ ﺗﻘﺎﺭﻳﺮ ﻣﻌﻠﻮﻣـﺎﺕ‬
‫ﻋﻦ ﺍﻷﺩﺍﺀ ﺍﻟﻜﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﻣﻨﻈﻮ ٍﺭ ﺇﺩﺍﺭﻱ ﻳﺘﺠﺎﻭﺯ ﺍﻟﻨﻈﺮﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﻀﻴﻘﺔ‪ ،‬ﺇﱃ ﺭﺅﻳ ٍﺔ ﺷﺎﻣﻠﺔ‬
‫ﻟﻜﻞ ﻋﻤﻠﻴﺎﺕ ﻭﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺻﺤﻴ ‪‬ﺢ ﺃﻥ ﻛﻞ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻇﻴﻔﻲ ‪‬ﻣﺮﺗِﺒﻂ ﺑﺈﺩﺍﺭﺍﺕ ﺍﳌﺆﺳـﺴﺔ)‪،(1‬‬
‫‪‬ﻳﺼ ‪‬ﻤﻢ ﺑﺎﻷﺳﺎﺱ ﻟﺪﻋﻢ ﻭﺇﺳﻨﺎﺩ ﺍﻷﻧﺸﻄﺔ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﺇﺩﺍﺭ ٍﺓ ﻣﻦ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺍﺕ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﻟﻜﻞ ﻧﻈﺎ ٍﻡ‬
‫ﻓﺮﻋﻲ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻟﻪ ﻣ‪‬ﺪﺧ‪‬ﻼ‪‬ﺗﻪ ﻭﻋﻤﻠﻴﺎ‪‬ﺗﻪ ﻭﻣ‪‬ﺨﺮ‪‬ﺟﺎﺗ‪‬ﻪ ﻭﺗﻐﺬﻳ‪‬ﺘﻪ ﺍﻟﻌﻜﺴﻴﺔ ﻭﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺗﻪ ﺍﻟﱵ ﺗـﻀ ‪‬ﻢ ﻛـﻞ‬
‫ﻣﻠﻔﺎﺕ ﺃﻋﻤﺎﻝ ﺍ‪‬ﺎﻝ ﺍﻟﻮﻇﻴﻔﻲ ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﺎ ﻫﻮ ﺇﻻ ﺟﺰ ٌﺀ ﺃﺳﺎﺳﻲ ‪‬ﻣﻜ ‪‬ﻤ ﹲﻞ ﻷﺟﺰﺍ ٍﺀ ﻭ‪‬ﻧﻈـ ٍﻢ ﻓﺮﻋﻴـﺔ‬
‫ﺃﺧﺮﻯ ﻳﺘﺸ ﱠﻜﻞ ﻣﻨﻬﺎ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻱ ﺍﻟﺬﻱ ﻳﺴﺘﻨﺪ ﻋﻠﻰ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺃﻭ ﻧﻈـﺎﻡ‬
‫ﻣﺴﺘﻮﺩﻋﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﻀﻢ ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﺩﺍﺧﻠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﺧﺎﺭﺟﻴﺔ ﻋـﻦ ﺑﻴﺌـﺔ‬
‫ﺍﻷﻋﻤﺎﻝ ﺃﻭ ﻋﻦ ﺍﳌﻨﺎﻓﺴﺔ ﻭﺍﳌﻨﺎﻓﺴﲔ ﰲ ﺍﻟﺼﻨﺎﻋﺔ ﺃﻭ ﺍﻟﺴﻮﻕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﲰﺎﺕ‪ ،‬ﻣﺼﺎﺩﺭ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻋﻨﺎﺻﺮ ﻧ‪‬ﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺑﻌﺪ ﺗﻌﺮﻳﻔﻨﺎ ﻟﻨﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﻟﻔﺮﻉ ﲰﺎﺕ‪،‬ﻣـﺼﺎﺩﺭ ﻣﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﻋﻨﺎﺻﺮ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﲰﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬
‫ﺗﺘﻤﺜﱠﻞ ﺃﻫﻢ ﲰﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳊﺪﻳﺚ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -‬ﻛﺎﻣﻞ ﺍﻵﻟﻴﺔ ﻳﻌﺘﻤﺪ ﺃﺳﺎﺳﹰﺎ ﻋﻠﻰ ﺍﳊﻮﺍﺳﻴﺐ ﺍﳌﺮﺑﻮﻃﺔ ﰲ ﺷﺒﻜﺎﺕ؛‬
‫‪ -‬ﻣﺘﺎﺡ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﳌﺒﺎﺷﺮ ﻣﻦ ﻛﺎﻓﺔ ﺍﳌﺴﺌﻮﻟﲔ ﺍﳌﻌﻨﻴﲔ ﺑﺸﺆﻭﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﻣﻨﺘﺸﺮ ﰲ ﻛﺎﻓﺔ ﺃﺭﺟﺎﺀ ﺍﳌﺆﺳﺴﺔ ﻣﻬﻤﺎ ﺗﺒﺎﻋﺪﺕ ﻣﻮﺍﻗﻌﻬﺎ ﺟﻐﺮﺍﻓﻴﺎ؛‬
‫‪ -‬ﺷﺎﻣﻞ ﳉﻤﻴﻊ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ ﻭﻣﺴﺘﻮﻳﺎ‪‬ﺎ؛‬
‫‪ -‬ﺷﺎﻣﻞ ﳉﻤﻴﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻬﻤﺎ ﺗﻌ ‪‬ﺪﺩﺕ ﻣﺼﺎﺩﺭ ﺍﳊـﺼﻮﻝ ﻋﻠﻴﻬـﺎ‪ ،‬ﻭﲡﻤﻴـﻊ ﺗﻠـﻚ‬
‫ﻒ ﻭﺍﺣﺪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﺮﺩ ﺍﻟﻮﺍﺣﺪ؛‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻣﻠ ٍ‬
‫‪ -‬ﻣﺘﺪﺍﺧﻞ؛ ﲝﻴﺚ ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻋﻦ ﺍﻟﻔﺮﺩ ﻣﻦ ﻛﺎﻓﺔ ﺍﳉﻬﺎﺕ ﺍﻟﱵ ﻳ‪‬ﺘﺼﻞ ‪‬ﺎ ﰲ‬
‫ﻋﻤﻠﻪ؛‬

‫ﻣﺜﻠﻤﺎ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻖ‪.‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.437‬‬ ‫)‪(2‬‬
‫‪156‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺇﺷﺮﺍﻙ ﺍﻷﻓﺮﺍﺩ ﺃﻧﻔﺴﻬﻢ ﰲ ﺗﻐﺬﻳﺔ ﺍﻟﻨﻈﺎﻡ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﺠ ‪‬ﺪﺩﺓ ﻋﻦ ﺃﻓﻜـﺎﺭﻫﻢ ﻭﻣﻘﺘﺮﺣـﺎ‪‬ﻢ‬
‫ﻟﺘﻄﻮﻳﺮ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻣﻼﺣﻈﺎ‪‬ﻢ ﻋﻦ ﺍﳌﻨﺎﻓﺴﲔ ﰲ ﺍﻟﺴﻮﻕ ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻗﺪ ﻻ ﺗﺘـﻮﺍﻓﺮ‬
‫ﺍﻟﻔﹸﺮﺹ ﻟﻔﺮﺩ ﻟﺘﻮﺻﻴﻠﻬﺎ ﺑﻔﻌﺎﻟﻴ ٍﺔ ﺇﱃ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ؛‬
‫ﺺ ﺍﻟﻔﺮﺩ‪ ،‬ﺣﱴ ﻭﻟﻮ ﻧﺸﺄﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑـﻪ ﰲ ﻣﻮﺍﻗـﻊ ﻣ‪‬ﺘﻌـﺪ‪‬ﺩﺓ ﰲ‬ ‫‪ -‬ﴰﻮﻝ ﺍﻟﻨﻈﺎﻡ ﻛﻞ ﻣﺎ ﳜ ‪‬‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺮﺍﺗﺐ‪ ،‬ﺍﳊﻮﺍﻓﺰ ﺍﳌﺴﺘﺤﻘﺔ‪ ،‬ﺍﻹﺟﺎﺯﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﺭﺻﻴﺪ ﺍﻹﺟﺎﺯﺍﺕ ﺍﳌﺘﺎﺡ‪... ،‬ﺍﱁ‪.‬‬
‫‪ -2‬ﻣﺼﺎﺩﺭ ﻣﻌﻠﻮﻣﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺗﻨﻘﺴﻢ ﻣﺼﺎﺩﺭ ﻣﻌﻠﻮﻣﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ)‪:(1‬‬
‫ﺃ‪ -‬ﺍﳌﺼﺎﺩﺭ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺴﺘﻘﻴﻬﺎ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﻣﺼﺎﺩﺭ ﺩﺍﺧﻞ ﺍﳌﺆﺳـﺴﺔ ﻭﺍ ﹸﳌﺨ ‪‬ﺰﻧـﺔ ﰲ‬
‫ﻗﻮﺍﻋﺪ ﺑﻴﺎﻧﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺴﺠﻼﱠﺕ ﺧﺪﻣﺔ ﺍﳌﻮ ﱠﻇﻔﲔ ﻭﻣﺎ ﲢﺘﻮﻳﻪ ﻣـﻦ ﺗﻔـﺼﻴﻼ‪‬ﻢ‪ ،‬ﻭﻭﺻـﻒ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭﺳﻴﺎﺳﺎﺕ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺍﶈﺎﻓﻈـﺔ‪.‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﳛﺼﻞ ﻧﻈﺎﻡ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﻣﻊ ﻧ‪‬ﻈﻢ ﺩﻋـﻢ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻭﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭ‪‬ﻧﻈﻢ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ‪‬ﻧﻈﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺏ‪ -‬ﺍﳌﺼﺎﺩﺭ ﺍﳋﺎﺭﺟﻴﺔ‪ :‬ﻭﻫﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺴﺘﻘﻴﻬﺎ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﻣـﺼﺎﺩﺭ ﺧـﺎﺭﺝ ﺍﳌﺆﺳـﺴﺔ‪ ،‬ﻣﺜـﻞ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﳌﻨﺎﻓﺴﲔ ﻭﺍﻷﺣﻮﺍﻝ ﺍﻟﻌﻤﺎﻟﻴﺔ‪ ،‬ﻭﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﳍﻴﺌﺎﺕ ﺍﻟﻌﻤﺎﻟﻴـﺔ‪ ،‬ﻭﺍﻷﻭﺿـﺎﻉ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺍ ﹸﳌﺆﺷ‪‬ﺮﺍﺕ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﺃﺳﻌﺎﺭ ﺍﻟﻔﺎﺋﺪﺓ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ ﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -3‬ﻋﻨﺎﺻﺮ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬
‫ﺗﺘﺸ ﱠﻜﻞ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻋﻨـﺼﺮﻳﻦ ﺃﺳﺎﺳـﻴﲔ ﳘـﺎ‪ :‬ﺍﳌﹸـﺪﺧ‪‬ﻼﺕ‪،‬‬
‫ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ)‪:(2‬‬
‫ﺃ‪ -‬ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ :‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺪ ‪‬ﺧﻠﺔ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﻭﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺒﻴﺎﻧﺎﺕ ﺍﻷﻫﺪﺍﻑ‬
‫ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﺨﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺑﻴﺎﻧـﺎﺕ ﺍﻻﺳـﺘﻘﻄﺎﺏ‪ ،‬ﻭﺍﻻﺧﺘﻴـﺎﺭ‬
‫ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﻭﺍﻹﺩﺍﻣﺔ‪ ،‬ﻭﺑﻴﺎﻧﺎﺕ ﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺍﳌﻜﺎﻓﺂﺕ‪ ،‬ﻭﺍﻟﺘﻌﻮﻳﻀﺎﺕ‪ ،‬ﻭﺍﻟﺘﺄﻣﻴﻨـﺎﺕ‪،‬‬
‫ﻭﲨﻴﻊ ﺍﻟﺘﻔﺼﻴﻼﺕ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻔﲔ ﻭﺳﺠﻼﱠ‪‬ﻢ ﻭﺗﻘﺎﺭﻳﺮﻫﻢ‪.‬‬
‫ﺏ‪ -‬ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ‪ :‬ﻭﻫﻲ ﻧﺘﺎﺋﺞ ﺍﳌﻌﺎﳉﺔ ﻭﺃﺷﻜﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﺗﻨ‪‬ﺘﺞ ﻋﻦ ﻋﻤﻠﻴـﺎﺕ ﺍﻟـﻨ‪‬ﻈﻢ‪،‬‬
‫ﻛﺎﳌﺨ ﱠﻄﻄﺎﺕ‪ ،‬ﻭﺍﻟﺮﺳﻮﻣﺎﺕ‪ ،‬ﻭﻗﻮﺍﺋﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻘﺎﺭﻳﺮ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ‪ ،‬ﻭﺍﳉﺪﺍﻭﻝ‪ ،‬ﻭﺍﻟﻠﻮﺍﺋﺢ‪.‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.107‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.108‬‬ ‫)‪(2‬‬

‫‪157‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﰲ ﺿﻮﺀ ﻣﺎ ﺗﻘﺪﻡ‪ ،‬ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﻳﻘ ‪‬ﺪﻣﻬﺎ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﻌﺘـﱪ‬
‫ﻋﻠﻰ ﺩﺭﺟ ٍﺔ ﺑﺎﻟﻐﺔ ﻣﻦ ﺍﻷﳘﻴﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﻹﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻧﺎﺣﻴـ ٍﺔ ﺃﺧـﺮﻯ‪،‬‬
‫ﻭﺫﻟﻚ ﻟﺼﻠﺔ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﻹﺩﺍﺭﺍﺕ ﻭﲟﺴﺘﻠﺰﻣﺎﺕ ﲢﺴﲔ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴـﺔ ﺭﺃﺱ ﺍﳌـﺎﻝ‬
‫ﺍﻹﻧﺴﺎﱐ ﻣﻦ ﺻﺎﻧﻌﻲ ﺍﳌﻌﺮﻓﺔ ﻭﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﳘﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﲢﻘﻖ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺰﺍﻳﺎ ﻣﻦ ﺃﳘﻬﺎ ﺍﻵﰐ)‪:(2‬‬
‫‪ -1‬ﲣﺰﻳﻦ ﻭﺍﺳﺘﺮﺟﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﺎﳉﺘﻬﺎ ﺑﺎﻟﺴﺮﻋﺔ ﺍﳌﻤﻜﻨﺔ؛‬
‫‪ -2‬ﺗﻘﻠﻴﺺ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﺑﺎﻟﺴ‪‬ﺠﻼﱠﺕ ﺍﻟﻴﺪﻭﻳﺔ ﻭﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﻮﺭﻗﻴﺔ؛‬
‫‪ -3‬ﺍﻟﺴﺮﻋﺔ ﰲ ﺇﳒﺎﺯ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﺰﻳﻦ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍ ﹸﳌﺆ ‪‬ﺩﻳﺔ ﺇﱃ ﺳﺮﻋﺔ ﻭﺩﻗﺔ ﻋﻤﻠﻴﺔ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ؛‬
‫‪ -4‬ﲢﻘﻴﻖ ﺍﻟﻌﻼﻗﺔ ﺍﳉ‪‬ﻴﺪﺓ ﻭﺍﻟﻔﻬﻢ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻝ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻌﻤﺎﻝ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﳌﺨﺘﻠﻔـﺔ‬
‫ﺣﻮﻝ ﺃﻧﺸﻄﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻠﻚ ﺍﳋﺎﺻﺔ ﺑﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ؛‬
‫‪ -5‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺃﻳﺔ ﺗﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ؛ ﻭﺑﺬﻟﻚ ‪‬ﺗﻤﻜﱢـﻦ ﺍﻹﺩﺍﺭﺓ‬
‫ﻣﻦ ﺍﻹﻋﺪﺍﺩ ﳌﻮﺍﺟﻬﺔ ﺗﻠﻚ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺑﻜﻔﺎﺀﺓ؛‬
‫‪ -6‬ﲢﻘﻴﻖ ﺍﻟﺘﻜﺎﻣﻞ ﻭﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﳐﺘﻠﻒ ﺃﻧﺸﻄﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻛﻤﺎ ﲤﻨﺢ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﺘﺎﻟﻴﺔ)‪:(3‬‬
‫‪ -‬ﻣﺴﺎ‪‬ﻧﺪﺓ ﻭﲢﻀﲑ ﻭﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﺇﻋﺪﺍﺩ ﺍﻟﺘﻨﺒ‪‬ﺆﺍﺕ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫ﻒ ﻛﺎﻣﻞ ﳉﻤﻴﻊ ﺍﻟﻮﻇﺎﺋﻒ؛‬ ‫‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺇﻋﺪﺍﺩ ﻭﺻ ٍ‬
‫‪ -‬ﺗﻨﻈﻴﻢ ﺷﺆﻭﻥ ﺍﻟﻌﺎﻣﻠﲔ‪ :‬ﻣﻦ ﺍﻟﻌﻘﻮﺩ‪ ،‬ﻭﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﻭﺍﻟﻨﻘﻞ؛‬
‫‪ -‬ﺩﻋﻢ ﺇﺩﺍﺭﺓ ﺍﻻﺳﺘﻘﻄﺎﺏ ﻭﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ؛‬
‫‪ -‬ﺩﻋﻢ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﻘﻮﱘ؛‬
‫‪ -‬ﺩﻋﻢ ﺑﺮﺍﻣﺞ ﺗﻮﺯﻳﻊ ﺍﻷﺟﻮﺭ ﻭﺍﳌﻜﺎﻓﺂﺕ ﻭﺍﻟﺘﻌﻮﻳﻀﺎﺕ؛‬
‫ﺼﻠﺔ ﻋﻦ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻭﲢﺪﻳﺜﻬﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ؛‬
‫‪ -‬ﺗﻘﺪﱘ ﺗﻘﺎﺭﻳﺮ ‪‬ﻣﻔ ‪‬‬
‫‪ -‬ﺗﻮﺛﻴﻖ ﺗﻔﺼﻴﻼﺕ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻭﺇﺩﺍﻣﺔ ﺳﺠﻼﱠ‪‬ﻢ‪.‬‬

‫ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.87‬‬ ‫)‪(1‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.324‬‬ ‫)‪(2‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.108‬‬ ‫)‪(3‬‬
‫‪158‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻳﺘﻤﺜﱠﻞ ﺍﻟﻐﺮﺽ ﺍﻟﻌﺎﻡ ﻣﻦ ﺗﻄﻮﻳﺮ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺗﺰﻭﻳﺪ ﺍﳌﺴﺘﺨ ِﺪﻣﲔ ﺃﻭ ﻋﻤﻼﺀ‬
‫ﺍﻟﻨﻈﺎﻡ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺟﻮ‪‬ﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﻭﺑﺎﻟﺪﻗﺔ ﺍﳌﻄﻠﻮﺑﺔ)‪.(1‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻭﺃﺟﺰﺍﺀ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﻳﺘﻜﻮ‪‬ﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺁﻟﻴﺔ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻛﺄﻱ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣـﺎﺕ‬
‫ﺤﻜﻢ‪ ،‬ﻭﺍﻟﺘﻐﺬﻳـﺔ‬
‫ﺁﺧﺮ ﻣﻦ ﲬﺴﺔ ﻋﻨﺎﺻﺮ ﺃﺳﺎﺱ‪ ،‬ﻫﻲ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ‪ ،‬ﻭﺍﻟﻌﻤﻠﻴـﺎﺕ ﻭﺍ ﹸﳌﺨﺮ‪‬ﺟـﺎﺕ‪ ،‬ﻭﺍﻟـﺘ ‪‬‬
‫ﺍﻟﺮﺍﺟﻌﺔ)‪.(2‬‬
‫ﺳﻨﻜﺘﻔﻲ ﺑﻌﺮﺽ ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺣﺴﺐ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﻴﺪﻭﻳـﺔ‬
‫ﻭﺍﻟﻮﺭﻗﻴﺔ‪ .‬ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﻟﺪﻳﻬﺎ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺪﻭﻳﺔ ﺟﻴﺪﺓ‪ ،‬ﻳﻜـﻮﻥ ﺃﺳـﻬﻞ‬
‫ﻋﻠﻴﻬﺎ ﺍﻟﺘﺤ ‪‬ﻮﻝ ﺇﱃ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺆﲤﺘﺔ ﻣﻦ ﺗﻠﻚ ﺍﻟﱵ ﻻ ﺗﻮﺟﺪ ﻟﺪﻳﻬﺎ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻄﻠﻘـﹰﺎ‪ .‬ﻋﻠـﻰ‬
‫ﺕ ﻣﺘﺴﺎﺭﻋﺔ‪.‬‬ ‫ﺍﻟﺮﻏﻢ ﻣﻦ ﻛﻞ ﺫﻟﻚ ﻓﺈﻥ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ ﺗﺴﲑ ﲞﻄﻮﺍ ٍ‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻳﻼ ‪‬ﺣﻆ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳊﺎﺳﻮﺏ ﰲ ﳎﺎﻝ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻻ ﺯﺍﻟـﺖ‬
‫ﳏﺼﻮﺭ ﹰﺓ ﰲ ﻋﻤﻠﻴﺎﺕ ﲨﻊ ﺍﳌﻌﺎﻣﻼﺕ ﻭﺗﺴﺠﻴﻠﻬﺎ ﻭﺇﻋﺪﺍﺩ ﻗﻮﺍﺋﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﱂ ﺗﻨﺘﻘـﻞ ﺑﻌـﺪ ﻟﻠﺘﺤﻠﻴـﻞ‬
‫ﻭﺍﻟﺘﻔﺴﲑ ﻭﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ .‬ﺃﻱ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳊﺎﺳـﻮﺏ ﰲ ﳎـﺎﻝ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﱂ ﺗﺮﺗ ِﻖ ﺑﻌﺪ ﺇﱃ ﻣﺴﺘﻮﻯ ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﳎﺎﻝ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.530‬‬ ‫)‪(1‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.345‬‬ ‫)‪(2‬‬

‫‪159‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(27‬‬

‫ﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ‬

‫اﻟﺘﺤﻜﻢ‬

‫إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﻳﺔ‬

‫)‪ (3‬ﺍﳌﺨﺮﺟﺎﺕ‬
‫‪ -1‬ﺑﻴﺎﻧﺎﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ‬
‫ﺍﳌﻮﻇﻔﲔ ﻭﺍﻟﻮﻇﺎﺋﻒ‬
‫‪ -2‬ﺑﻴﺎﻧﺎﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻻﺩﺍﺭﻳﺔ ‪ ،‬ﻣﻦ‬
‫ﲣﻄﻴﻂ ﻭﺗﻮﻇﻴﻒ ﻭﺗﻘﻮﱘ ‪.‬‬
‫‪ -3‬ﺗﻘﺎﺭﻳﺮ ﻋﻦ ﺷﺆﻭﻥ‬
‫ﻭﺍﻭﺿﺎﻉ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪،‬‬
‫ﺗﺎﺭﳜﻴﺎ ‪ ،‬ﻭﻣﺎﻟﻴﺎ ﻭﺗﻨﺒﺆﻳﺎ‪.‬‬
‫)‪ (2‬ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫‪ -1‬ﺗﺴﺠﻴﻞ ﻭﺭﺻﺪ ﻭﲣﺰﻳﻦ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ -2‬ﺗﺪﻗﻴﻖ ﻭﻣﺮﺍﺟﻌﺔ ﻭﲢﺪﻳﺚ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ -3‬ﺗﺼﻨﻴﻒ ﻭﺗﺮﺗﻴﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ -4‬ﲢﻠﻴﻞ ﻭﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫)‪ (1‬ﺍﳌﺪﺧﻼﺕ‬
‫‪ -1‬ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﳌﻮﻇﻔﲔ‬
‫‪ -2‬ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ‬
‫‪ -3‬ﺑﻴﺎﻧﺎﺕ ﺇﺩﺍﺭﻳﺔ ﺃﺧﺮﻯ‬
‫‪ -4‬ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﺘﺨﻄﻴﻂ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ‬
‫‪ -5‬ﺃﳕﺎﻁ ﺍﻟﻘﻴﺎﺩﺓ‬

‫ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ ،‬ﻗﺎﻋﺪﺓ ﻣﻌﺮﻓﺔ ‪ ،‬ﻗﺎﻋﺪﺓ ﺍﻟﻨﻤﺎﺫﺝ ‪ ،‬ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬

‫ﻧﻈﻢ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ ) ﺍﻟﻮﺍﻗﻊ ﺍﳊﺎﱄ (‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.346‬‬

‫ﻭﻣﻦ ﺑﲔ ﺃﻫﻢ ﺃﺟﺰﺍﺀ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻵﰐ)‪:(1‬‬

‫‪ -1‬ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ)‪:(2‬‬
‫‪‬ﺗﻌ ‪‬ﺪ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺑﲔ ﺃﻫﻢ ﺍﻟﺘﺴﻬﻴﻼﺕ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪.‬‬
‫ﺕ ﺧﺎﺻﺔ ﺑﺎﺳـﻢ‬ ‫ﺕ ﻋﻦ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻫﺬﻩ ﺍﳌﻠﻔﺎﺕ ﺗﺘﻀﻤ‪‬ﻦ ﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ﻭﲢﺘﻮﻱ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﻋﺪﺓ ﻣﻠﻔﺎ ٍ‬
‫ﺍﻟﻌﺎﻣﻞ ﻭﺭﻗﻢ ﺿﻤﺎﻧﻪ ﺍﻟﺼﺤﻲ ﻭﺻﻨﻒ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﱵ ‪‬ﻳﻤﺎ ِﺭﺳﻬﺎ‪.‬‬
‫ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ‪‬ﺗﺴﺘﺨﺪﻡ ﺍﳌﺆﺳﺴﺎﺕ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺘﺮﺍِﺑﻄﺔ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﲟﻮﺟﺒﻬﺎ ﲣـﺰﻳﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﰲ‬
‫ﺼﺺ ﲝﻘﻞ ﺃﻭ ﻋﻨﺼ ٍﺮ ﻣﻌﲔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻌـﺎﻣﻠﲔ؛ ﻓﻘـﺪ ﺗ‪‬ـﻨ ﱠﻈﻢ‬ ‫ﻒ ﻳﺘﺨ ‪‬‬
‫ﺕ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﻭﻛﻞ ﻣﻠ ٍ‬
‫ﻣﻠﻔﺎ ٍ‬
‫ﻒ‬
‫ﻒ ﻳﺮﺗﺒﻂ ﲟﻠ ٍ‬
‫ﻒ ﻭﺍﺣﺪ‪ ،‬ﻭﻛﻞ ﻣﻠ ٍ‬‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﻋﺎﻣ ٍﻞ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﲟﻠﻔﺎﺕ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻭﻟﻴﺲ ﲟﻠ ٍ‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.328-327‬‬ ‫)‪(1‬‬

‫‪.Data base‬‬ ‫)‪(2‬‬

‫‪160‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻒ‬
‫ﺁﺧﺮ ﻭ‪‬ﻳﻜ ‪‬ﻤﻠﻪ‪ ،‬ﻭﻫﺬﺍ ﳜﺘﻠﻒ ﻋﻦ ﺍﳌﻠﻔﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺧﺰﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﻋﺎﻣ ٍﻞ ﰲ ﻣﻠ ٍ‬
‫ﻭﺍﺣﺪ‪.‬‬
‫‪ -2‬ﺍﳌﻌﺪﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ‪:‬‬
‫ﻗﺒﻞ ﲢﺪﻳﺪ ﺍ ﹸﳌﻌ ‪‬ﺪﺍﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺑﺪ ﻣﻦ ﲢﺪﻳﺪ ﻧﻮﻉ ﺍﻟﺘﻄﺒﻴـﻖ‬
‫ﺍﻟﺬﻱ ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﺍﳌﺪﻳﺮ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﺑﺮﳎﻴﺎﺕ ﺟﺎﻫﺰﺓ ﺃﻡ ﺑﺮﺍﻣﺞ ‪‬ﺗﺼ ‪‬ﻤﻢ ﻣﻦ ﻗﺒـﻞ ﺍﻹﺩﺍﺭﺓ‪ .‬ﺇﻥ ﺍﻟﺘﻄﺒﻴـﻖ‬
‫ﺍﳌﻄﻠﻮﺏ ‪‬ﻳﺤ ‪‬ﺪﺩ ﺣﺠﻢ ﺍﻟﺬﺍﻛﺮﺓ ﺍﳌﻄﻠﻮﺑﺔ ﻭﺍﻟﺴﺮﻋﺔ ﻭﹸﻗﺪﺭﺓ ﺷﺒﻜﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳌﻄﻠﻮﺑﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﻣـﻦ ﺑـﲔ‬
‫ﺍﻷﺟﻬﺰﺓ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺃﺟﻬﺰﺓ ﺍﻹﺩﺧﺎﻝ ﻭﺍﻹﺧﺮﺍﺝ‪ ،‬ﻣﺜﻞ ﺍﻟﻄﺎﺑﻌﺔ‪ ،‬ﻭﻭﺣﺪﺍﺕ ﺍﳋﺰﻥ‬
‫ﺍﻟﺜﺎﻧﻮﻱ‪.‬‬
‫‪ -3‬ﺑﻴﺌﺔ ﺍﻟﱪﳎﻴﺎﺕ‪:‬‬
‫ﻭﻫﻲ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﺬﻱ ‪‬ﻳﺴﺎﻋﺪ ﺍﳌﺴﺘﻔﻴﺪ ﰲ ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺍﻻﻧﺴﻴﺎﰊ ﻣﻊ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻣﺜﻞ ﺇﻋﻄﺎﺀ ﺍﻟﻔﹸﺮﺻﺔ‬
‫ﻟﻠﻤﺴﺘﻔﻴﺪ‪ ،‬ﻭﲤﻜﻴﻨﻪ ﻣﻦ ﺍﻻ‪‬ﺗﺼﺎﻝ ﻣﻊ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺨ ‪‬ﺰﻧـﺔ ﰲ‬
‫ﺍﳊﻮﺍﺳﻴﺐ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻭﻇﺎﺋﻒ ﻭﻣﺮﺍﺣﻞ ﺗﻄ ‪‬ﻮﺭ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺑﻌﺪ ﺗﻄ ‪‬ﺮﻗﻨﺎ ﰲ ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ﺇﱃ ﻣﻔﻬﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ‬
‫ﻭﻇﺎﺋﻒ ﻭﻣﺮﺍﺣﻞ ﺗﻄ ‪‬ﻮﺭ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻭﻇﺎﺋﻒ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ُﺗﺴﺘﺨﺪﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﰲ ﺳﺎﺋﺮ ﻣﺮﺍﺣﻞ ﻭﺃﻧـﻮﺍﻉ ﺃﻧـﺸﻄﺘﻬﺎ‪،‬‬
‫ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳌﺴﺎﻋﺪ‪‬ﺎ ﻋﻠﻰ ﺇﳒﺎﺯ ﻭﻇﺎﺋﻔﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻮﻇﺎﺋﻒ ﻣﺎ ﻳ‪‬ﻮﺿ‪‬ـﺤﻪ‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ)‪:(1‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.347-346‬‬ ‫)‪(1‬‬

‫‪161‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(28‬‬

‫ﻭﻇﺎﺋﻒ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻇﺎﺋﻒ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺿﻊ ﺍﳋﻄﻂ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ ﻭﺍﻹﲨﺎﻟﻴﺔ ﻭﺍﻟﺘﻨﺒﺆﻳﺔ ﻟﻘﻮﺓ ﺍﻟﻌﻤﻞ‪ :‬ﻭﺫﻟﻚ ﲟﻘﺎﺑﻠﺔ ﺣﺎﺟﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻘﻮﻯ‬
‫ﺍﻟﻌﺎﻣﻠﺔ ﻣﻊ ﺍﻟﻌﺮﻭﺽ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺧﺎﺭﺟﻬﺎ‪ ،‬ﻭﺇﳚﺎﺩ ﺍﻟﺮﺻﻴﺪ‪ ،‬ﻭﻋﺮﻭﺽ‬ ‫‪1‬‬
‫ﺍﻟﺒﺪﺍﺋﻞ ﳌﻌﺎﳉﺔ ﺍﻟﻔﺮﻭﻗﺎﺕ‪.‬‬

‫ﺑﻨﺎﺀ ﻣﻠﻔﺎﺕ ﺷﺨﺼﻴﺔ ﻟﻜﻞ ﻋﻀﻮ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻳﺒﲔ ﻓﻴﻪ ﻛﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻋﻨﻪ ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﻤﺮ‪،‬‬
‫ﺍﳉﻨﺲ‪ ،‬ﺍﳊﺎﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻷﻭﻻﺩ‪ ،‬ﺍﳌﺆﻫﻞ ﻭﺗﺎﺭﻳﺦ ﺍﻻﻟﺘﺤﺎﻕ ﻭﻧﻮﻉ ﺍﻟﻮﻇﻴﻔﺔ‪ ،‬ﻭﻣﻘﺪﺍﺭ ﺍﻟﺮﺍﺗﺐ‪...‬ﺍﱁ‪.‬‬ ‫‪2‬‬

‫ﺣﻴﺚ‬
‫ﺍﳌﺆﺳﺴﺔﻣﻦﻣﻦﺣﻴﺚ‬
‫ﺍﻟﺒﺸﺮﻳﺔﰲﰲﺍﳌﺆﺳﺴﺔ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺗﻔﺼﻴﻠﻴﺔ ﻭﺇﲨﺎﻟﻴﺔ‪،‬‬
‫ﻭﺇﲨﺎﻟﻴﺔ‪ ،‬ﻳ‪‬ﻮﺿ‪‬ﺢ ﻓﻴﻪ ﻃﺒﻴﻌﺔ ﺍﳌﻮﺍﺭﺩ‬ ‫ﻭﻟﻮﺍﺋﺢﺗﻔﺼﻴﻠﻴﺔ‬
‫ﺟﺪﺍﻭﻝﻭﻟﻮﺍﺋﺢ‬
‫ﻭﺿﻊﺟﺪﺍﻭﻝ‬
‫ﻭﺿﻊ‬
‫ﻭﻃﺒﻴﻌﺔﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﻭﺣﺠﻢﻭﻃﺒﻴﻌﺔ‬
‫ﺍﻟﻮﻇﻴﻔﻲ‪ ،‬ﻭﺣﺠﻢ‬
‫ﻭﺍﻟﻘﺪﻡ ﺍﻟﻮﻇﻴﻔﻲ‪،‬‬
‫ﻭﻣﻌﺪﻝ ﺍﻟﺸﻬﺎﺩﺍﺕ‪ ،‬ﻭﺍﻟﻘﺪﻡ‬
‫ﺍﻟﻨﻮﻉ‪ ،‬ﻭﻣﻌﺪﻝ‬
‫ﻭﻧﺴﺒﺔﺍﻟﻨﻮﻉ‪،‬‬
‫ﺍﻟﻌﻤﺮ‪،‬ﻭﻧﺴﺒﺔ‬
‫ﻣﺘﻮﺳﻂﺍﻟﻌﻤﺮ‪،‬‬
‫ﻣﺘﻮﺳﻂ‬ ‫‪3‬‬
‫ﺍﳌﺆﺳﺴﺔ‪..‬‬
‫ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‬
‫ﺍﻹﻣﻜﺎﻧﺎﺕ( ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﲤﺘﻠﻜﻬﺎ‬
‫))ﺍﻹﻣﻜﺎﻧﺎﺕ‬

‫ﻭﺻﻒ ﻛﺎﻣﻞ ﳉﻤﻴﻊ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺘﺎﺣﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺒﻴﻨﺎ ﻓﻴﻪ ﻣﺘﻄﻠﺒﺎﺕ ﻛﻞ ﻭﻇﻴﻔﺔ ﻭﺍﳌﻬﻤﺎﺕ ﺍﻟﱵ‬
‫ﺳﻴﻘﻮﻡ ‪‬ﺎ ﺷﺎﻏﻞ ﻫﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ‪ ،‬ﻭﰲ ﻣﻘﺎﺑﻞ ﺫﻟﻚ ﳚﺮﻱ ﺣﺼﺮ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺘﻮﺍﺟﺪﺓ ﰲ‬ ‫‪4‬‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻣﺪﻯ ﻣﻄﺎﺑﻘﺘﻬﺎ ﻣﻊ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺘﺎﺣﺔ‪.‬‬

‫ﺗﻨﻈﻴﻢ ﺷﺆﻭﻥ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻹﺟﺮﺍﺋﻴﺔ‪ ،‬ﻣﺜﻞ ﺻﻜﻮﻙ ﺍﻟﺘﻌﻴﲔ‪ ،‬ﺍﻹﺟﺎﺯﺍﺕ ﺍﻟﻌﺎﺩﻳﺔ ﻭﺍﳌﺮﺿﻴﺔ‪ ،‬ﺗﺴﺠﻴﻞ‬
‫‪5‬‬
‫ﺍﻟﻐﻴﺎﺏ‪ ،‬ﺍﻟﻨﻘﻞ‪ ،‬ﺍﻟﺘﺮﻗﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺪﻭﺭﻳﺔ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪.‬‬

‫ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻗﺎﻋﺪﺓ‬
‫ﺍﳌﻌﺮﻓﺔ ﻹﺟﺮﺍﺀ ﻫﺬﻩ ﺍﻟﺒﺤﻮﺙ‪ ،‬ﻣﺜﻞ ﻣﻘﺎﺭﻧﺔ ﻣﺴﺘﻮﻯ ﺍﻷﺟﻮﺭ ﻣﻊ ﻣﺴﺘﻮﻯ ﺍﳌﻌﻴﺸﺔ‪ ،‬ﺃﻭ ﻓﺤﺺ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬
‫‪6‬‬
‫ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﻘﺪﻣﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻭﻣﻌﺪﻻﺕ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺃﻭ ﺣﺴﺎﺏ ﻧﺴﺒﺔ ﺗﻜﺎﻟﻴﻒ ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ ﰲ‬
‫ﺍﳌﻨﺘﺞ ﺍﻟﻨﻬﺎﺋﻲ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﳎﺎﻻﺕ ﺍﻟﺒﺤﺚ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺜﻞ ﺍﻟﻐﻴﺎﺏ ﻭﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‪...‬ﺍﱁ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.347-346‬‬
‫‪162‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻛﻤﺎ ﳝﻜﻦ ﺃﻥ ﻳﻘﻮﻡ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟـﺪﻋﻢ ﺇﺩﺍﺭﺓ ﻭﻣـﺪﻳﺮﻱ‬
‫ﻭ ‪‬ﻣﻮ ﱢﻇﻔﻲ ﺩﺍﺋﺮﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﻬﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺕ ﺃﻭ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺣﻘـﺎﺋﻖ ﺗﻔـﺼﻴﻠﻴﺔ‬ ‫‪ -1‬ﺣﺼﺮ ﻭﺗﺴﺠﻴﻞ ﺍﻟﺘﻮﻗﱡﻌﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﺭﺻﺪﻫﺎ ﰲ ﺷﻜﻞ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﺗﻔﺼﻴﻠﻴﺔ ﻓﺮﺩﻳﺔ ﺧﺎﺻـﺔ ﺑﻜـﻞ‬ ‫ﺕ ﻋﺎﻣﺔ ﻣﺮﻛﺰﻳﺔ‪ ،‬ﻭﻣﻠﻔﺎ ٍ‬‫ﻭﺇﲨﺎﻟﻴﺔ؛ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺇﻧﺸﺎﺀ ﻣﻠﻔﺎ ٍ‬
‫ﺕ ﺗﺎﺭﳜﻴﺔ ﻋﻦ ﻛﻞ ﺍﻷﺣﺪﺍﺙ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬ ‫ﻣﻮﻇﻒ‪ ،‬ﻭﻣﻠﻔﺎ ٍ‬
‫‪ -2‬ﻣﺮﺍﺟﻌﺔ ﻭﺗﺼﻨﻴﻒ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻘﺎﺋﻖ‪ ،‬ﲤﻬﻴﺪﹰﺍ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪ -3‬ﺗﻘﺪﱘ ﺗﻘﺎﺭﻳﺮ ﺇﺩﺍﺭﻳﺔ ﺑﺼﻮﺭ ٍﺓ ﻳﺴ ‪‬ﻬﻞ ﻓﻬﻤﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﲟﺎ ‪‬ﻳﺤ ﱢﻘﻖ ﺍﻟﻔﺎﺋﺪﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻏﺮﺍﺽ ﺍﻟﱵ ﺳﻴﺘ ‪‬ﻢ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﻴﻬﺎ ﻟﺪﻋﻢ ﻗﺮﺍﺭﺍﺕ ﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ .‬ﻭﺫﻟـﻚ‬
‫ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ ﻣﻠﻔﺎﺕ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺍﳋﺎﺻﺔ ﺑﺘﻘﺪﻳﺮ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺆﺳـﺴﺔ ﺍﳌـﺴﺘﻘﺒﻠﻴﺔ ﺃﻭ ﺗﻮﻗﱡﻌـﺎﺕ‬
‫ﺍﻻ‪‬ﺗﺠﺎﻫﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﻠﻒ ﺟﺪﺍﻭﻝ ﻭﺑﺮﺍﻣﺞ ﻋﻤﻞ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫‪‬ﺗﻨﺠﺰ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﺬﻩ ﺍﻟﻮﻇﺎﺋﻒ ﺑﺸﻜ ٍﻞ ﻣﺘﻜﺎﻣﻞ‪ ،‬ﻭ ‪‬ﻣﺘﺮﺍِﺑﻂ ﻣﻊ ﺍﻟـﻨ‪‬ﻈﻢ ﺍﻹﺩﺍﺭﻳـﺔ‬
‫ﺍﻷﺧﺮﻯ‪ .‬ﻓﻴﻜﻮﻥ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺳﺘﺴﺘﺨﺪﻡ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﳏﺴﻮﺑﺔ ﻷﻭﻝ ﻣﺮﺓ‪ ،‬ﺃﻥ‬
‫ﺗﺒﺪﺃ ﺑﻔﺘﺢ ﺍﳌﻠﻔﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﳌﺮﻛﺰﻳﺔ ﻭﻣﻦ ﰒ ﺍﳌﻠﻔﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﺗﺘﻌﺪ‪‬ﻯ ﳎﺎﻻﺕ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳎﺮﺩ ﲣﺰﻳﻦ ﻭﺍﺳـﺘﺮﺟﺎﻉ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺑﺸﺄﻥ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻐﻴﺎﺏ‪ ،‬ﻭﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﳌﻜﺎﻓـﺂﺕ‪ ،‬ﻭﻏﲑﻫـﺎ ﻣـﻦ ﳎـﺎﻻﺕ‬
‫ﺕ ﺃﺧﺮﻯ ﺃﻛﺜﺮ ﺃﳘﻴﺔ ﺗﺸﻤﻞ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺇﱃ ﳎﺎﻻ ٍ‬
‫‪ -‬ﺇﻋﺪﺍﺩ ﺍﳋﻄﻂ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫‪ -‬ﺍﻟﺘﻨﺒ‪‬ﺆ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﲣﻄﻴﻂ ﺍﳌﺴﺎﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻣﺴﺎﺭﺍﺕ ﺍﻟﺘﺮﻗﻴﺔ؛‬
‫‪ -‬ﲢﻠﻴﻞ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -‬ﺗﻘﻴﻴﻢ ﺳﻴﺎﺳﺎﺕ ﻭﳑﺎﺭﺳﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -‬ﺇﻋﺪﺍﺩ ﺑﻌﺾ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳋﺎﺻﺔ ﺑﺈﺩﺍﺭﺓ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ؛‬
‫‪ -‬ﺗﺪﻋﻴﻢ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻴﻮﻣﻴﺔ ﻹﺩﺍﺭﺓ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‪.‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.531-530‬‬ ‫)‪(1‬‬
 ‫‪163‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(29‬‬

‫ﺁﻟﻴﺔ ﲝﻮﺙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺴﺎﻋﺪ ﺍﳊﺎﺳﻮﺏ‬

‫ﺳﺆﺍﻝ‬
‫ﺑﻨﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﳌﺸﻜﻠﺔ‬

‫ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻗﺎﻋﺪﺓ ﺍﻟﱪﳎﻴﺎﺕ‬ ‫ﻧﻌﻢ ) ﺇﳚﺎﺩ ﺍﳊﻞ(‬ ‫ﲢﺴﲔ ﺃﺩﺍﺀ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻗﺎﻋﺪﺓ ﺍﳌﻌﺮﻓﺔ‬

‫ﻻ‬
‫ﻧﻈﺎﻡ ﺍﳊﺎﺳﻮﺏ‬ ‫) ﲝﺚ ﻋﻦ ﺣﻞ(‬

‫ﻧﺘﺎﺋﺞ ﲝﻮﺙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﲝﻮﺙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳌﺼﺪﺭ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ‪.348‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﻳ‪‬ﻌﺘﱪ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻮﺍﺟﻬﺔ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ؛ ﻓﻬﻮ ﳚﻤﻊ ﻣﺎﺑﲔ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﳍﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ ﻭﺍﻟﻮﺳـﺎﺋﻞ ﺍﻟـﱵ ﺗ‪‬ﻮﻓﱢﺮﻫـﺎ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ)‪.(1‬‬
‫ﻟﻘﺪ ﺳﺎﳘﺖ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ -‬ﻭﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺎﺳﻮﺏ‪ -‬ﰲ ﳕﻮ ﻭﺗﻄـ ‪‬ﻮﺭ‬
‫ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﻫﻢ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻄﻮ‪‬ﺭﻳﺔ ﺍﻟﻨﻈﺎﻡ ﻫﻲ ﻛﺎﻵﰐ)‪:(2‬‬

‫‪،http://fr.wikipedia.org/wiki/Syst%C3%A8me‬‬ ‫‪d%27information de gestion des ressources humaines‬‬ ‫)‪(1‬‬

‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.323-322‬‬ ‫)‪(2‬‬
‫‪164‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﻣﺮﺣﻠﺔ ﺍﻟﺴﺘﻴﻨﺎﺕ‪:‬‬
‫ﰲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﻛﺎﻧﺖ ﻣﻌﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺑـﺪﺀﹰﺍ ﺑﻌﻤﻠﻴـﺎﺕ‬
‫ﺍﻟﺘﻮﻇﻴﻒ‪ ،‬ﻭﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﻭﺍﻟﺘﻨﻘﱡﻼﺕ‪ ،‬ﻭﺍﻷﺟﻮﺭ‪ ،‬ﻭﺍﻧﺘﻬﺎ ًﺀ ﺑﺎﻟﺮﺍﺗﺐ ﺍﻟﺘﻘﺎﻋﺪﻱ‪ ،‬ﻭﻣﻌﺎﻣﻼﺕ ﺇ‪‬ـﺎﺀ ﺍﳋـﺪﻣﺎﺕ‬
‫ﺕ‪ ،‬ﺗﺒ ‪‬ﻮﺏ ﻭ‪‬ﺗﻨ ﱠﻈﻢ ﻳﺪﻭﻳﹰﺎ‪.‬‬
‫‪‬ﺗﺤ ﹶﻔﻆ ﰲ ﺳﺠﻼﱠ ٍ‬
‫ﻭﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‪ ،‬ﻛﺎﻧﺖ ﺍﻹﺩﺍﺭﺓ ‪‬ﺗﻌﺎﱐ ﻣﻦ ﺻﻌﻮﺑﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟـﺴ‪‬ﺠﻼﱠﺕ‬
‫ﻋﻨﺪ ﺍﳊﺎﺟﺔ ﺇﻟﻴﻬﺎ ﺑﺎﻟﺴﺮﻋﺔ ﺍ ﹸﳌﻤ ِﻜﻨﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻷﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻛﺎﻧﺖ ﺑﺎﻫﻈﺔ ﺍﻟﺘﻜـﺎﻟﻴﻒ‪ ،‬ﻭﻗـﺪ ﻻ‬
‫ﺕ ﻋﺎﻟﻴﺔ‪.‬‬
‫ﲢﺘﻮﻱ ﻋﻠﻰ ﺫﺍﻛﺮ ٍﺓ ﻣﻨﺎﺳﺒﺔ ﺑﻘﹸﺪﺭﺍ ٍ‬
‫‪ -2‬ﻣﺮﺣﻠﺔ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ‪:‬‬
‫ﰲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ‪ ،‬ﺃﺻﺒﺤﺖ ﺍﳊﻮﺍﺳﺐ ‪‬ﻣﺘﻮﱢﻓﺮﺓ؛ ﺇﺫ ﺍﺳﺘﺨﺪﻣﺖ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳـﺴﺎﺕ ﰲ ﺍﻟﻘـﻀﺎﻳﺎ‬
‫ﺍﳌﺎﻟﻴﺔ‪ ،‬ﻛﺎﺣﺘﺴﺎﺏ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻣﺜﻞ ﺣﺴﺎﺑﺎﺕ ﺍﳌﺪﻳﻨﲔ ﺃﻭ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﺍﳌﺨﺰﻭﻥ‪.‬‬
‫ﻭﻣﻦ ﺃﻫﻢ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳊﺎﺳﻮﺏ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‪ ،‬ﺍﺳﺘﺨﺪﺍﻣﺎ‪‬ﺗﻪ ﰲ‬
‫ﲢﺪﻳﺪ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺮﻭﺍﺗﺐ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﳑﺜﻠﺔ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻭﲢﺪﻳـﺪ ﺍﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﹰﺎ ﻭﻧﻮﻋﹰﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﻄﻮﻳﺮﻳـﺔ‪ ،‬ﻭﺑـﺮﺍﻣﺞ‬
‫ﺗﻘﻮﱘ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺑﺮﺍﻣﺞ ﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺑﺮﺍﻣﺞ ﺻﻴﺎﻧﺔ ﺍﻟﻌﺎﻣﻠﲔ)‪.(1‬‬
‫‪ -3‬ﻣﺮﺣﻠﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﺇﱃ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ‪:‬‬
‫ﺇﻥ ﺍﻟﺘﻮﺳ‪‬ﻊ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﳔﻔﺎﺽ ﺗﻜﻠﻔﺔ ﺍﻷﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺑﺸﻜ ٍﻞ ﻣﻠﻤﻮﺱ‬
‫ﺠﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺇﱃ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻧ‪‬ﻈـﻢ ﻣﻌﻠﻮﻣـﺎﺕ ﺍﳌـﻮﺍﺭﺩ‬ ‫ﻗﻴﺎﺳﹰﺎ ﺑﺎﳌﺎﺿﻲ‪ ،‬ﺷ ‪‬‬
‫ﺡ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ ﻟﺘﺤﻘﻴـﻖ ﺍﳌﺰﺍﻳـﺎ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺑﻞ ﺃﺻﺒﺢ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺎﺕ ﲟﺜﺎﺑﺔ ﺳﻼ ٍ‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺑﺎﳊﺎﺟﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ)‪ ،(2‬ﻭﺍﺳﺘﺜﻤﺎﺭﻩ ﻟﺰﻳﺎﺩﺓ‬
‫ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪.‬‬
‫ﻭﺗﺘﻤﱠﺜﻞ ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -‬ﺍﳌﺮﺗﺒﺎﺕ ﻭﻣﻠﻔﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﲔ؛‬
‫‪ -‬ﻣﺘﺎﺑﻌﺔ ﺗﻄﻮ‪‬ﺭﺍﺕ ﺍﻷﺟﻮﺭ؛‬
‫‪(1) Henri Mahé de Boislandelle, Dictionnaire de gestion, Economica édition, Paris, 1998, p 186.‬‬

‫‪ :‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ )‪ :(Human Capital‬ﻳ‪‬ﺸﲑ ﺇﱃ ﳎﻤﻮﻉ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﻛﻞ ﺍﻟ ﹸﻘﺪﺭﺍﺕ ﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻦ ﻣﻦ ﺯﻳـﺎﺩﺓ‬ ‫)‪(2‬‬

‫ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﻞ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﺃﻭ ﲨﺎﻋﺔ ﻋﻤ ٍﻞ ﻣﻌﻴﻨﺔ‪.‬‬

‫‪(3) Henri Mahé de Boislandelle, op.cit, P 187.‬‬
‫‪165‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﻭﺍﻷﻧﺸﻄﺔ؛‬

‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ)‪(1‬؛‬
‫‪ -‬ﳏﺎﻛﺎﺓ ﻋﻠﻰ ﻭﺿﻌﻴﺔ ﻛﺘﻠﺔ ﺍﻷﺟﻮﺭ؛‬
‫‪ -‬ﻣﺘﺎﺑﻌﺔ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -‬ﻣﺘﺎﺑﻌﺔ ﺗﻄﻮﺭ ﺍﳌﺴﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻇﻔﲔ؛‬
‫‪ -‬ﳏﺎﻛﺎﺓ ﺣﻮﺍﺩﺙ ﺍﻟﻌﻤﻞ ﺍﶈﺘﻤﻠﺔ؛‬
‫‪ -‬ﺗﺴﻴﲑ ﻣﻠﻔﺎﺕ ﺍﳌﺮﺷﺤﲔ ﻟﻠﺘﻮﻇﻴﻒ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﻔﺮﻕ ﺑﲔ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺗ‪‬ﻌ ‪‬ﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ -‬ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ﺃﻳﻀﹰﺎ ﺑﺎﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ -‬ﻣﻔﻬﻮﻣﹰﺎ ‪‬ﻣﺒﺘ ﹶﻜﺮﹰﺍ ﺃﻣﹶﻠﺘ‪‬ـﻪ ﺍﳌﺮﺍﺣـﻞ‬
‫ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﻣﻦ ﺛﻮﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ‪ ،‬ﻭﺃﺳﻬﻤﺖ ﰲ ﺗﻜﻮﻳﻨـﻪ‬
‫ﻭﺍﻧﺘﺸﺎﺭﻩ ﺑﺮﻣﺘﻪ)‪.(2‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﺻﻄﻼﺣﹰﺎ ﻫﻲ‪ » :‬ﺟﻬﻮ ‪‬ﺩ ﺇﺩﺍﺭﻳﺔ ﺗﺘﻀﻤ‪‬ﻦ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ‬
‫ﻟﻠﻤﻮﺍﻃﻨﲔ ﻭﻗﻄﺎﻉ ﺍﻷﻋﻤﺎﻝ ﺑﺴﺮﻋ ٍﺔ ﻋﺎﻟﻴﺔ ﻭﺗﻜﻠﻔﺔ ﻣﻨﺨﻔﻀﺔ‪ ،‬ﻋﱪ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﻭﺷﺒﻜﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪،‬‬
‫ﻣﻊ ﺿﻤﺎﻥ ﺳ ‪‬ﺮﻳﺔ ﻭﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ «)‪ .(3‬ﻭﻫﻲ ﻛﺬﻟﻚ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗـﺮﺑﻂ ﺑـﲔ‬
‫ﺍﳌﺴﺘﻔﻴﺪ ﻭﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺑﻮﺍﺳﻄﺔ ﻭﺳﺎﺋﻞ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳـﺴﺔ ﻣـﻦ‪ :‬ﲣﻄـﻴﻂ‪،‬‬
‫ﻭﺇﻧﺘﺎﺝ‪ ،‬ﻭﺗﺸﻐﻴﻞ‪ ،‬ﻭﻣﺘﺎﺑﻌﺔ‪ ،‬ﻭﺗﻄﻮﻳﺮ «)‪.(4‬‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﻛﺬﻟﻚ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ـﺎ‪ » :‬ﺷـﺒﻜﺔ ﺍﳍﻴﺎﻛـﻞ ﻭﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﺗﻘﺪﱘ ﻭﻣﺰﺍﻭﻟﺔ ﻭﻇﺎﺋﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻣﻦ ﺣﻴﺚ‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ؛ ﺣﻴﺚ ﻳﺘ ‪‬ﻢ ﺍﻹﻋﻼﻥ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﻟﺘﻘ ‪‬ﺪﻡ ﳍﺎ ﻓﻮﺭﻳﹰﺎ ﺑﺎﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻳـﺘ ‪‬ﻢ‬

‫ﻫﻲ ﻭﺛﻴﻘ ﹲﺔ ‪‬ﻣﻌ ‪‬ﺪﺓ ﺳﻨﻮﻳﹰﺎ ﰲ ﻛﻞ ﺍﳌﺆﺳﺴﺎﺕ )ﺧﺎﺻ ﹰﺔ ﺗﻠﻚ ﺍﻟﱵ ﺗﺸﻜﻞ ﻋﻠﻰ ﺍﻷﻗﻞ ‪ 300‬ﻋﺎﻣﻞ(؛ ﺇﺫ ﻳﺘ ‪‬ﻢ ﻋﺮﺿﻬﺎ ﻋﻠﻰ ﺍﳍﻴﺌﺎﺕ ﺍ ﹸﳌﻤﱢﺜﻠـﺔ‬ ‫)‪(1‬‬

‫ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ‪ ،‬ﻟﺘﻌﻤﻞ ﻋﻠﻰ ﺗﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﺍﻟﱵ ﺗﺴﻤﺢ ﺑﺘﻘﺪﻳﺮ ﻭﺿﻌﻴﺔ ﺍﳌﺆﺳـﺴﺔ ﰲ ﺍﳌﻴـﺪﺍﻥ ﺍﻻﺟﺘﻤـﺎﻋﻲ‬
‫ﻭﺗﺴﺠﻴﻞ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﱵ ﲤﱠﺖ‪ ،‬ﻭﻗﻴﺎﺱ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﱵ ﻃﺮﺃﺕ ﺧﻼﻝ ﺍﻟﺴﻨﺔ ﺍﳉﺎﺭﻳﺔ ﻭﰲ ﺍﻟﺴﻨﺔ ﺃﻭ ﺍﻟﺴﻨﺘﲔ ﺍﻟﻔﺎﺭﻃﺘﲔ‪.‬‬
‫ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.9‬‬ ‫)‪(2‬‬

‫ﺑﺴﺎﻡ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﳊﻤﺎﺩﻱ ﻭ ﻭﻟﻴﺪ ﺳﻠﻴﻤﺎﻥ ﺍﳊﻤﻴﻀﻲ‪ » ،‬ﺍﳊﻜﻮﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ :‬ﺍﻟﻮﺍﻗﻊ ﻭﺍﳌﻌﻮﻗﺎﺕ ﻭﺳﺒﻞ ﺍﻟﺘﻄﺒﻴﻖ ﺑـﺪﻭﻝ ﳎﻠـﺲ‬ ‫)‪(3‬‬

‫ﺍﻟﺘﻌﺎﻭﻥ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﺑﻴﺔ «‪ ،‬ﲝﻘﺚ ﻣﻘﺪﻡ ﻟﻠﻨﺪﻭﺓ ﺍﻟﺪﻭﺭﻳﺔ ﺍﻟﻌﺎﺷﺮﺓ ﺍﳌﻨﻌﻘﺪﺓ ﲟﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟـﺴﻌﻮﺩﻳﺔ‪،2004 ،‬‬
‫ﺹ ‪.3‬‬
‫ﳌﲔ ﻋﻠﻮﻃﻲ‪ » ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،‬ﳎﻠﺔ ﲝﻮﺙ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﺮﺑﻴﺔ‪ ،‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﻟﻠﺒﺤـﻮﺙ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‪،‬‬ ‫)‪(4‬‬

‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ، 42‬ﺭﺑﻴﻊ ‪ ،2008‬ﺹ ‪.144‬‬

‫‪166‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍ ﹸﳌﺘﻌﺪ‪‬ﺩﺓ ﻭﺍﶈﺎﻛﺎﺓ ﻭﺍﻟﺘـﺪﺭﻳﺐ ﺍﻻﻟﻜﺘـﺮﻭﱐ‪ ،‬ﻭﺩﻓـﻊ‬
‫ﺍﻷﺟﻮﺭ ﻭﺍﳊﻮﺍﻓﺰ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﻨﻮﻙ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻔﺎﻭﺿﺎﺕ ﺑﲔ ﺍﻟﻌـﺎﻣﻠﲔ ﻭﺍﳌـﺪﺭﺍﺀ‬
‫ﻭﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺍﳊﻜﻮﻣﺔ ﻋﻦ ﻃﺮﻳﻖ ﺷﺒﻜﺎﺕ ﺍﻷﻋﻤﺎﻝ «)‪.(1‬‬
‫ﲢﺘﺎﺝ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ)‪:(2‬‬
‫ﺕ ﻟﻠﻌﺎﻣﻠﲔ ﺍﳊﺎﻟﻴﲔ ﻭﺍ ﹸﳌﺘﻮﱠﻗﻌﲔ؛‬
‫‪ -1‬ﺑﻨﺎﺀ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺕ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -2‬ﺇﻧﺸﺎﺀ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪ -3‬ﺇﻧﺸﺎﺀ ﻣﻮﺍﻗﻊ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫‪ -4‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﻤﺮﺍﺳﻼﺕ؛‬
‫ﺕ ﺩﺍﺧﻠﻴﺔ ﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﻟﻔﺮﻭﻉ؛‬ ‫‪ -5‬ﺇﻧﺸﺎﺀ ﺷﺒﻜﺎﺕ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫‪ -6‬ﺗﺼﻤﻴﻢ ﳕﺎﺫﺝ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ؛‬
‫‪ -7‬ﺍﻻﺗﺼﺎﻻﺕ ﻣﻊ ﻭﺯﺍﺭﺍﺕ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻨﻘﺎﺑﺎﺕ ﻭﺃﺳﻮﺍﻕ ﺍﻟﻌﻤﻞ ﺑﺎﻹﻧﺘﺮﻧﺖ؛‬
‫‪ -8‬ﺍﺳﺘﺨﺪﺍﻡ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﰲ ﺍﳌﻔﺎﻭﺿﺎﺕ ﻭﺍﳌﺴﺎﻭﻣﺔ ﺍﳉﻤﺎﻋﻴﺔ‪ ،‬ﺗﺴﺠﻴﻞ ﲨﻴﻊ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺗﺸﺮﻳﻌﺎﺕ‬
‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻜﺘﺒﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻷﺭﺷﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﳌﻠﻔﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﲤﺘﺔ ﺃﻧﺸﻄﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻭﻫـﻲ ﺟـﺰ ٌﺀ ﻣـﻦ‬
‫ﻼ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺮﻗﻴﺔ ﻧﻌﻤﻞ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ .‬ﺃﻱ ﺃﻥ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻭﺳﻊ ﻧﻄﺎﻗﹰﺎ ﻭﻧﺸﺎﻃﹰﺎ؛ ﻓﻤﺜ ﹰ‬
‫ﺑﻨﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﺇﻻ ﺃﻥ ﻫﻨـﺎﻙ ﺗﻜﺎﻣـ ﹲﻞ ﺑـﲔ‬
‫ﺍﻟﻨﻈﺎﻣﲔ؛ ﺣﻴﺚ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺳﻴﻠ ﹲﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺳﺮﻋﺔ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ‬
‫ﺍﳌﻌﻠﻮﻣﺔ‪ ،‬ﻭﺧﻔﺾ ﺗﻜﺎﻟﻴﻒ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﲤ ‪‬ﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻋﺎﺩ ﹰﺓ ﲤ ‪‬ﺮ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﻟﻴﺔ)‪:(3‬‬
‫‪ -1‬ﲢﻠﻴﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻹﺩﺍﺭﺓ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -2‬ﺗﺼﻤﻴﻢ ﺍﻟﻨﻈﺎﻡ ﺑﺘﺤﺪﻳﺪ ﻣﺼﺎﺩﺭ ﻭﻭﺳﺎﺋﻞ ﻭﺩﻭﺭﻳﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻌﻬﺎ‬
‫)ﺍﻟﺘﺠﻤﻴﻊ‪ ،‬ﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﺍﻟﺘﺒﻮﻳﺐ‪ ،‬ﺍﻟﺘﺼﻨﻴﻒ‪ ،‬ﺍﻟﺘﺪﺍﺧﻞ‪ ،‬ﺍﻟﺘﺪﺍﻭﻝ‪ ،‬ﺍﻻﺳﺘﺮﺟﺎﻉ‪ ،‬ﺍﻟﺘﺤـﺪﻳﺚ‪ ،‬ﺍﻹﺿـﺎﻓﺔ‪،‬‬
‫ﺍﳊﺬﻑ‪(... ،‬‬
‫ﻓﺮﻳﺪ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2007 ،‬ﺹ ‪.357‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.358‬‬ ‫)‪(2‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.438‬‬ ‫)‪(3‬‬
‫‪167‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -3‬ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻵﻟﻴﺔ ﻟﺘﻨﻔﻴﺬ ﺍﻟﺘﺼﻤﻴﻢ ﺍﳌﻄﻠﻮﺏ؛‬

‫‪ -4‬ﺗﻨﻔﻴﺬ ﺍﻟﻨﻈﺎﻡ ﻭﺗﺸﻐﻴﻠﻪ ﳌﺮﺍﺣﻞ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﻭﺗﻌﺪﻳﻠﻪ ﺃﻭ ﺗﻄﻮﻳﺮﻩ ﺣﺴﺐ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺠﺮﻳﺐ؛‬
‫‪ -5‬ﺗﻌﻤﻴﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻈﺎﻡ؛‬
‫‪ -6‬ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﺴﺘﻤﺮ ﰲ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻣﻊ ﺗﻐﻴ‪‬ﺮ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺃﻭ ﺗﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺗﻮﺟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻟﻨ‪‬ﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻵﰐ)‪:(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻮﻇﻴﻒ‪.‬‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻮﻇﻴﻒ ﺍﻟﻌﺎﻣﻠﲔ ﻛﻞ ﻣﻦ ﻋﻤﻠﻴﺔ ﺟﺬﺏ ﻭﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺍﳌـﺴﺎﻋﺪﺓ ﰲ‬
‫ﺗﻮﻓﲑ ﹸﻓﺮﺹ ﺍﻟﻌﻤﻞ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ‪.‬‬
‫‪ -1‬ﺟﺬﺏ ﻭﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫‪‬ﻳﺴﺎﻋﺪ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺟﺬﺏ ﻭﺍﺳﺘﻘﻄﺎﺏ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺣﻔﻆ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻـﺔ ﺑﺎ ﹸﳌﺮﺷ‪‬ـﺤﲔ‬
‫ﻟﻠﻮﻇﺎﺋﻒ‪ ،‬ﻭﲢﺪﻳﺪ ﺍ ﹸﳌﺮ ‪‬ﺷﺢ ﺍﳌﻨﺎﺳﺐ ﻟﻠﻤﻮﺍﻗﻊ ﺍﻟﻮﻇﻴﻔﻴﺔ‪.‬‬
‫ﻭﳛ ﱢﻘﻖ ﻧﻈﺎﻡ ﺍﻻﺳﺘﻘﻄﺎﺏ ﺍﻟﻔﺎﻋﻞ ﻟﻠﻤﺆﺳﺴﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺃ‪ -‬ﺍﺳﺘﺮﺟﺎﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﺳﻢ ﺍﻟﻌﺎﻣﻞ‪ ،‬ﻭﺭﻗﻢ ﺿﻤﺎﻧﻪ ﺍﻟﺼﺤﻲ‪ ،‬ﻭﻣ‪‬ﺆﺷ‪‬ﺮﺍﺕ ﺃﺧـﺮﻯ ﻟﻠ ‪‬ﻤﺘﻘـ ‪‬ﺪﻡ‬
‫ﻟﻠﻮﻇﻴﻔﺔ؛‬
‫ﺏ‪ -‬ﺗﻮﺛﻴﻖ ﲨﻴﻊ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳋﺎﺻﺔ ﺑﻌﻤﻠﻴﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ )ﻣﺜﻞ ﺍﳌﻘﺎﺑﻠﺔ‪ ،‬ﺍﻻﺧﺘﻴﺎﺭ‪(... ،‬؛‬
‫ﺝ‪ -‬ﺗﻮﺛﻴﻖ ﲨﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺣﻮﻝ ﹸﻓﺮﺹ ﺍﻟﻌﻤﻞ ﺍﳌﹸﺘﻮﻓﱢﺮﺓ؛‬
‫ﺩ‪ -‬ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻘﺎﺋﻤﲔ ﺑﺎﳌﻘﺎﺑﻠﺔ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻋﻦ ﺍ ﹸﳌﺮ ‪‬ﺷﺤﲔ ﻟﻠﻮﻇﺎﺋﻒ؛‬
‫ﻫ‪ -‬ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻘﻮﱘ ﻋﻤﻠﻴﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ‪ ،‬ﻭﲢﺪﻳﺪ ﺗﻜﺎﻟﻴﻒ ﺍﻹﻋﻼﻧﺎﺕ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ؛‬
‫ﺕ ﻋﻦ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻟﻠ ‪‬ﻤﺮ ‪‬ﺷﺤﲔ ﻟﻠﻮﻇﺎﺋﻒ؛‬ ‫ﻭ‪ -‬ﺗﻮﻓﲑ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺯ‪ -‬ﺯﻳﺎﺩﺓ ﺃﻋﺪﺍﺩ ﺍ ﹸﳌﺮ ‪‬ﺷﺤﲔ ﻣﻦ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﲔ ﺑﺪﺭﺟ ٍﺔ ﻛﺒﲑﺓ ﻭﺍﻟﺬﻳﻦ ﳝﺘﻠﻜﻮﻥ ﺃﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﺘﺴﺮﻳﻊ ﲟﻞﺀ‬
‫ﺍﻟﺸﻮﺍﻏﺮ ﻣﻦ ﻗﺒﻠﻬﻢ؛ ﻭﺑﺬﻟﻚ ﻳﺘﻤ ﱠﻜﻦ ﺍﳌﺪﻳﺮﻭﻥ ﻣﻦ ﲢﺪﻳﺪ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ‪‬ﺗﻬ‪‬ﻴﺊ ﺃﻛﺜﺮ ﺍﻟﻌﺎﻣﻠﲔ ﳒﺎﺣﹰﺎ ﰲ‬
‫ﺍﳌﺴﺘﻘﺒﻞ؛‬
‫ﺡ‪ -‬ﺯﻳﺎﺩﺓ ﻣﻌﺎﻳﲑ ﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﺗﻠﻚ ﺍﳌﻌﺎﻳﲑ ﻣﻮﺿﻮﻋﻴﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﻌﻤﻞ‪ ،‬ﺃﻡ ﻣﻌﺎﻳﲑ ﺫﺍﺗﻴﺔ ﻛﺒﻌﺾ‬
‫ﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫ﺍﻟ ‪‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.329‬‬ ‫)‪(1‬‬

‫‪168‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺗﻮﻓﲑ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺧﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ‪:‬‬

‫ﺕ ﺣﻮﻝ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ‪ ،‬ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬
‫ﲢﺘﻔﻆ ﺍﳌﺆﺳﺴﺔ ﻋﺎﺩ ﹰﺓ ﺑﺒﻴﺎﻧﺎ ٍ‬
‫ﻟﻌﺪﺓ ﺃﻏﺮﺍﺽ ﺃﳘﻬﺎ‪:‬‬
‫ﺃ‪ -‬ﺇﺩﺍﺭﺓ ﺍﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ؛‬
‫ﺏ‪ -‬ﺗﻮﺛﻴﻖ ﺗﻜﺎﻟﻴﻒ ﺍﻟﻔﻮﺍﺋﺪ ﻭﺍﳋﺪﻣﺎﺕ ﻭﺍﳊﻮﺍﻓﺰ؛‬
‫ﺝ‪ -‬ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺺ ﺍﻟﻌﺎﻣﻠﲔ ﻛﻤﺎ ﺳﺒﻖ ﺃﻥ ﺫﻛﺮﻧﺎ‪.‬‬
‫ﺕﲣ ‪‬‬
‫ﺇﻥ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺗﺘﻀﻤ‪‬ﻦ ﻋﺪﺓ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﺑﺘﺨﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﳘﺎ‪ :‬ﲣﻄﻴﻂ ﺍﻟﺘﻌﺎﻗﹸـﺐ‪،‬‬
‫ﻭﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻤﹰﺎ ﻭﻧﻮﻋﹰﺎ‪.‬‬
‫ﻳﺆ ﱢﻛﺪ ﲣﻄﻴﻂ ﺍﻟﺘﻌﺎﹸﻗﺐ ﻋﻠﻰ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻟﺪﻳﻬﺎ ﻋﻤﺎﻝ ﻻﺑﺪ ﺃﻥ ﺗﻌﻴﺪﻫﻢ ﺇﱃ ﺍﳌﻮﺍﻗﻊ ﺍﻟـﱵ ﺗـﺸﻐﺮ‬
‫ﺑﺴﺒﺐ ﺍﻟﺘﻘﺎ ‪‬ﻋﺪ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﺘﻨﻘﱡﻼﺕ ﻭﺇﻟﻐﺎﺀ ﺍﳋﺪﻣﺔ ﺃﻭ ﺍﻟﺘﻮﺳ‪‬ﻊ ﰲ ﺍﻷﻧﺸﻄﺔ؛ ﻟﺬﻟﻚ ﻓﺎﻧﻪ ﻻﺑﺪ ﺃﻥ ﺗﻜـﻮﻥ‬
‫ﻫﻨﺎﻟﻚ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻠﻔﺎﺕ‪ ،‬ﻣﻨﻬﺎ ﻣﻠﻒ ﺑﺎﻟﻌﺎﻣﻠﲔ ‪‬ﻣﺼ‪‬ﻨﻔﲔ ﺣﺴﺐ ﺍﻟﻮﻇـﺎﺋﻒ ﻭﺣـﺴﺐ ﺍﻟـﺪﺭﺟﺎﺕ‬
‫ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺣﺴﺐ ﺍﳉﻨﺲ ﻭﺍﻟﻌﻤﺮ ﻭﻣﺪﺓ ﺍﳋﺪﻣﺔ ﻭﺍﳋﱪﺓ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ .‬ﺇﺫ ﺃﻥ ﻫﺬﻩ ﺍﳌﻠﻔﺎﺕ ‪‬ﺗﺤـ ‪‬ﺪﺩ‬
‫ﺕ ﺃﺧﺮﻯ‪ ،‬ﻭﻣﻦ ﺃﳘﻬﺎ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﺣﺮﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻠﻔﺎ ٍ‬
‫ﺕ ﺇﱃ‬‫ﻣﻠﻒ ﲢﻠﻴﻞ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﻭﲢﻠﻴﻞ ﺣﺮﻛﻴﺔ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺘﻀ ‪‬ﻤﻦ ﲢﻠﻴﻞ ﺣﺮﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺗﺮﻗﻴـﺎ ٍ‬
‫ﺕ ﻭﻣﻌﺪﻻﺕ ﺩﻭﺭﺍﻥ‪ ،‬ﻭﻏﲑﻫﺎ‪.‬‬ ‫ﺗﻨﻘﱡﻼ ٍ‬
‫ﺇﻥ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﲝﺮﻛﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﻨﺒ‪‬ﺆ ﺑﺄﺛﺮ ﺍﻟﺘﻌﻴﻴﻨﺎﺕ ﻭﺍﻻﺳـﺘﻐﻨﺎﺀ‬
‫ﻋﻠﻰ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ؛ ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﲢﻠﻴﻞ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﻳ‪‬ﻮﻓﱢﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﻋﺪﺩ ﺍﻟﺘﻌﻴﻴﻨﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻛﺬﻟﻚ ﺍﻟﺘﻨﻘﱡﻼﺕ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻣﻦ ﻗﺴ ٍﻢ ﺇﱃ ﺁﺧﺮ‪،‬‬
‫ﻼ‪،‬‬
‫ﺏ‪ -‬ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﲢﺘﺎﺟﻬﻢ ﺍﳌﺆﺳﺴﺔ ﻣﺴﺘﻘﺒ ﹰ‬
‫ﻼ ﻷﻱ ﺳﺒﺐ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﻛﺎﻟﺘﻘﺎﻋـﺪ ﻭﺍﻹﻗﺎﻟـﺔ‬ ‫ﺝ‪ -‬ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﺳﺘﻔﻘﺪﻫﻢ ﺍﳌﺆﺳﺴﺔ ﻣﺴﺘﻘﺒ ﹰ‬
‫ﻭﻻﺳﺘﻘﺎﻟﺔ ﻭﺍﻟﻨﻘﻞ‪...‬ﺍﱁ‪.‬‬
‫‪169‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺫﻟﻚ ﻓﺎﻥ ﻧﻈﺎﻡ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﺴﺎﻫﻢ ﰲ ﻋﻤﻠﻴﺔ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻔﺎﻋﻠﻴﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻧﺖ‬
‫ﻫﺬﻩ ﺍﻟﻘﺮﺍﺭﺍﺕ ﳌﻞﺀ ﺍﻟﺸﻮﺍﻏﺮ ﻓﻴﻬﺎ ﺃﻭ ﻹﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﻓﺎﺋﺾ‬
‫ﺇﱄ ﺗﻠﻚ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﺗﺸﻜﻮ ﻣﻦ ﻋﺠﺰ ﺃﻭ ﻧﻘﺺ ﰲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﻣﻦ ﺍﳌﻤﻜﻦ ﺧﺰﻥ ﻣﻌﻠﻮﻣﺎﺕ ﺗﻘﺪﱘ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧـﺎﺕ ﺇﻟﻜﺘﺮﻭﻧﻴـﺔ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ ﺃﻥ‬
‫ﺍﳊﺎﺳﻮﺏ ﺍﻟﺸﺨﺼﻲ ﳑﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﳍﺬﺍ ﺍﻟﻐﺮﺽ‪ .‬ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ ﺗﺴﺎﻋﺪ ﺍﳌﺆﺳﺴﺔ ﰲ ﺭﺑﻂ‬
‫ﻧ‪‬ﻈﻢ ﺍﻟﺘﻘﻮﱘ ﲞﺼﺎﺋﺺ ﻭﻣﻮﺍﺻﻔﺎﺕ ﻛﻞ ﻭﻇﻴﻔﺔ ﻭﺗﺴﺎﻫﻢ ﰲ ﲢﺪﻳﺪ ﻭﻭﺿﻊ ﺍﳊﻠﻮﻝ ﳌﺸﺎﻛﻞ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﻘﻮﱘ ﺍﻷﺩﺍﺀ ﳝﻜﻦ ﺃﻥ ﲢﺪﺩ ﻧﻮﻉ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﺘﻘﻮﱘ‪ ،‬ﻭﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻮﱘ ﳝﻜﻦ ﺗﻮﻓﲑ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺸﲑ ﺇﱃ ﺍﻟﻔﺮﻭﻗﺎﺕ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻗﻴﺎﺳﺎ ﺑﺎﳌﻌﺎﻳﲑ ﺍ ﹸﳌﺤ ‪‬ﺪﺩﺓ‪.‬‬
‫ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻘﻮﱘ ﺍﻷﺩﺍﺀ ﺗﺘﻄﻠﺐ ﻣﻦ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲢﺪﻳﺪ ﻣﺸﺎﻛﻞ ﺍﻷﺩﺍﺀ ﻭﺑﻴﺌـﺔ ﺍﻟﻌﻤـﻞ‬
‫ﻟﻴﺘﺴﲎ ﳍﺎ ﺗﺼﺤﻴﺢ ﺍﻻﳓﺮﺍﻓﺎﺕ ﻭﻣﻌﺎﳉﺔ ﻣﺸﺎﻛﻞ ﺍﳔﻔﺎﺽ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ‪.‬‬
‫‪‬ﺗﺴﺘﺨﺪﻡ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﰲ ﺗﻮﺛﻴﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺈﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻫـﺬﻩ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺘﻀﻤ‪‬ﻦ ﻋﺪﺩ ﺍﳌﺸﺎﺭﻛﲔ ﻭﺧﺼﺎﺋﺼﻬﻢ‪ ،‬ﳏﺘﻮﻯ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﻛﻠﻒ ﺍﻟﺘـﺪﺭﻳﺐ ﺍﱁ ﺇﺿـﺎﻓﺔ ﺇﱃ‬
‫ﺫﻟﻚ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﲔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ‪.‬‬
‫ﺇﻥ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺈﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺐ ﺗﺘﻀﻤ‪‬ﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺷﻬﺎﺩﺓ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﻭﺍﳋﱪﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻛﻤﺎ ﻭﺍﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻜﺎﻟﻴﻒ ﻟﺘﺤﺪﻳـﺪ ﺃﻱ ﺍﻷﻗـﺴﺎﻡ‬
‫ﺗﻜﻮﻥ ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﺮﺗﻔﻌﺔ ﻓﻴﻬﺎ‪ ،‬ﺇﺫ ﺃﻥ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺇﻋﺎﺩﺓ ﲣﻔﻴﺾ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﳌﺎﻟﻴﺔ ﰲ ﺍﳋﻄﻂ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﻣﻦ ﺍﳌﻬﻢ ﺇﻋﻄﺎﺀ ﻣﺜﺎﻝ ﺣﻮﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ‪ ،‬ﲟﻮﺍﺯﻧﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﰲ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪170‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(9‬‬

‫ﳕﻮﺫﺝ ﻣﻮﺍﺯﻧﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﺎ ﻳﻈﻬﺮﻫﺎ ﺍﳊﺎﺳﻮﺏ‬
‫‪ -‬ﻣﺮﻛﺰ ﺍﻟﻜﻠﻔﺔ ﺍﳊﺴﺎﺑﺎﺕ‬
‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺍﻹﲨﺎﻟﻴﺔ ‪4500/‬‬
‫‪2500‬‬ ‫‪1000‬‬ ‫‪3500‬‬ ‫ﺍﳌﻨﻬﺞ ﺍﻟﺘﺪﺭﻳﱯ‬
‫‪600‬‬ ‫‪-‬‬ ‫‪600‬‬ ‫ﺍﻟﺘﺴﻬﻴﻼﺕ‬
‫‪300‬‬ ‫‪-‬‬ ‫‪300‬‬ ‫ﺍﻟﻄﻌﺎﻡ‬
‫‪100‬‬ ‫‪-‬‬ ‫‪100‬‬ ‫ﺍﻟﺴﻌﺮ‬
‫‪3500‬‬ ‫‪1000‬‬ ‫‪4500‬‬ ‫ﺇﲨﺎﱄ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2003 ،1‬ﺹ ‪.333‬‬

‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻓﺎﻥ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗـﻮﻓﲑ ﺑﻴﺎﻧـﺎﺕ ﺣـﻮﻝ‬
‫ﺍﻟﺒﺤﻮﺙ ﻭﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳌﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﻴﺔ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺗﻌﻠﻤﻬﻢ ﻭﺍﻃﻼﻋﻬﻢ ﻋﻠـﻰ ﺍﺣـﺪﺙ‬
‫ﺍﳌﺴﺘﺠﺪﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﻛﻤﺎ ﻭﺍﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻗﺪ ﻳ‪‬ﻮﻓﱢﺮ ﺧﻄﻄﺎ ﻟﻠﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻬﻤﺔ ﻛﻨﻘـﺎﻁ‬
‫ﺍﻟﻘﻮﺓ ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﺍﳊﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﻄﻮﻳﺮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﻮﺍﻗﻊ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻌﻠﻴﺎ‪.‬‬
‫ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﲏ ﺗﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﰲ ﲢﺴﲔ ﻓﺎﻋﻠﻴﺔ ﺍﻷﺩﺍﺀ ﻭﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﲢﺪﻳـﺪ‬
‫ﻣﻴﻮﳍﻢ ﺍﳌﻬﻨﻴﺔ ﻭﺗﻘﺪﱘ ﺍﻟﻨﺼﺢ ﻭﺍﻹﺭﺷﺎﺩ ﻟﻠﻌﺎﻣﻠﲔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻟ ﹸﻔﺮﺹ ﺍ ﹸﳌﺘﻮﱢﻓﺮﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﻛﺎﺳـﺘﺤﺪﺍﺙ‬
‫ﻭﻇﺎﺋﻒ ﺟﺪﻳﺪﺓ‪.‬‬
‫ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳ‪‬ﻮﺿ‪‬ﺢ ﺑﻌﺾ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻟﻨﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬
‫‪171‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(10‬‬

‫ﺃﻣﺜﻠﺔ ﻟﺘﻄﺒﻴﻘﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﻭﺻﻒ ﺍﻟﻨﻈﺎﻡ‬ ‫ﺍﺳﻢ ﺍﻟﺘﻄﺒﻴﻖ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‬ ‫ﺇﻋﺪﺍﺩ ﺧﻄﻂ ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ ﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﲣﻄﻴﻂ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻗﻮﺓ ﺍﻟﻌﻤﻞ‬
‫ﺗﻜﺘﻴﻜﻲ‬ ‫ﻣﺮﺍﻗﺒﺔ ﻣﺪﻯ ﻋﺪﺍﻟﺔ ﺃﺟﻮﺭ ﺍﳌﻮﻇﻔﲔ‬ ‫ﲢﻠﻴﻞ ﺍﳌﻜﺎﻓﺌﺎﺕ ﻭﺍﻟﺘﻌﻮﻳﻀﺎﺕ‬
‫ﻭﺭﻭﺍﺗﺒﻬﻢ ﻭﺗﻮﺍﻓﻖ ﺍﻟﻌﻮﺍﺋﺪ ﻟﻜﻞ ﻭﻇﻴﻔﺔ‬
‫ﻓﲏ‬ ‫ﺗﺼﻤﻴﻢ ﻣﺎﺭ ﻭﻇﻴﻔﻲ ﻟﻠﻮﻇﺎﺋﻒ‬ ‫ﺍﳌﺴﺎﺭ ﺍﻟﻮﻇﻴﻔﻲ‬
‫ﺗﺸﻐﻴﻠﻲ‬ ‫ﺗﺘﺒﻊ ﺗﺪﺭﻳﺐ ﻭﻣﻬﺎﺭﺍﺕ ﻭﺗﻘﻮﱘ ﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ‬
‫ﻼ‪‬ﻢ‬‫ﻟﻠﻤﻮﻇﻔﲔ ﻭﺣﻔﻆ ﺳﺠ ﱠ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.106‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺗﻄﺒﻴﻘﺎﺕ ﺣﺎﺳﻮﺑﻴﺔ ﺃﺧﺮﻯ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﻣﻦ ﺃﻫﻢ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﻷﺧﺮﻯ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺛﻼﺙ ﺗﻄﺒﻴﻘﺎﺕ ﻭﻫﻲ ﻛﺎﻟﺘﺎﱄ)‪:(1‬‬
‫ﺃﻭ ﹰﻻ‪ -‬ﻣﻌﺎﳉﺔ ﺍﳌﻌﺎﻣﻼﺕ ﻭﺍﻟﻨﺼﻮﺹ ﺃﻭ ﻧﻈﻢ ﺃﲤﺘﺔ ﺍﳌﻜﺎﺗﺐ)‪:(2‬‬
‫ﺗﺘﻀﻤ‪‬ﻦ ﲨﻴﻊ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﳌﻌﺎﳉﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﻣﺮﺍﺟﻌﺔ ﻭﺗﻮﺛﻴﻖ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻮﺛﻴﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﻗﻊ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﳌﺨﺘﻠﻔـﺔ ﰲ ﺍﳌﺆﺳـﺴﺔ‬
‫ﻭﺍﺣﺘﺴﺎﺏ ﺍﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ ﻭﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ‪ .‬ﺇﻥ ﻣﻌﺎﳉﺔ ﺍﳌﻌﺎﻣﻼﺕ ﻭﺍﻟﻨﺼﻮﺹ ﺗﺴﺎﻋﺪ ﺍﳌﺆﺳﺴﺔ ﰲ‬
‫ﺗﻠﺒﻴﺔ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﰲ ﺇﳚﺎﺩ ﺍﻟﺘﻮﺍﻓﻖ ﺑﲔ ﺃﻧﺸﻄﺔ ﺍﳌﺆﺳﺴﺔ ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ‪.‬‬
‫ﺛﺎﻧﻴﹰﺎ‪ -‬ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫‪‬ﺗﺼ ‪‬ﻤﻢ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﳌﺴﺎﻋﺪﺓ ﺍﳌﺪﺭﺍﺀ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﻗﺪ ﺗﻮﺍﺟﻬﻬﻢ ﻭﻋﺎﺩ ﹰﺓ‬
‫ﻣﺎ ﺗﺴﺘﻨﺪ ﻫﺬﻩ ﺍﻟ‪‬ﻨﻈﻢ ﺇﱃ ﺧﺎﺻﻴﺔ )ﻣﺎﺫﺍ ﻟﻮ()‪ ،(3‬ﺇﺫ ﺗﺴﻤﺢ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻟﻠﻤﺴﺘﻔﻴﺪ ﲟﻌﺮﻓﺔ ﻭﺗﺸﺨﻴﺺ ﻣـﺪﻯ‬
‫ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻨﺪ ﺗﻐﲑ ﺍﻻﻓﺘﺮﺍﺿﺎﺕ ﺃﻭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺴﺎﻋﺪ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﰲ ﲢﺪﻳﺪ ﻋﺪﺩ ﻭﻧﻮﻉ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﺍﻟﺬﻳﻦ ﲢﺘﺎﺟﻬﻢ ﺍﳌﺆﺳﺴﺔ ﻭﻓﻖ ﺑﻌﺾ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﻛﺘﻜﻠﻔﺔ ﺍﻷﺟﻮﺭ ﺃﻭ ﻃﺒﻴﻌﺔ ﻭﺧﺼﺎﺋﺺ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﺣﻴـﺚ‬
‫ﺻﻤﻤﺖ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﻟﺘﻤﺎﺛﻞ ﻋﻤﻠﻴﺔ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻓﻬﻲ ﺗ‪‬ﻮﻓﱢﺮ ﺑﺪﺍﺋﻞ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻗﺪ ﺗـﺴﺎﻋﺪ ﺍﳌـﺪﻳﺮ ﰲ‬
‫ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.326-325‬‬ ‫)‪(1‬‬

‫‪.Office Automation Systems‬‬ ‫)‪(2‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.532‬‬ ‫)‪(3‬‬
‫‪172‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺛﺎﻟﺜﹰﺎ‪ -‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‪:‬‬

‫‪‬ﺗﻌﺘﱪ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻤﻠﻴﺔ ﺣﺪﻳﺜﺔ ﻧﺴﺒﻴﺎ‪ .‬ﻋﻠﻰ ﺳـﺒﻴﻞ‬
‫ﺍﳌﺜﺎﻝ ﺗﻘﻮﻡ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺸﺎﻥ ﻛﻴﻔﻴﺔ‬
‫ﲣﺼﻴﺺ ﺍﻻﺷﺘﺮﺍﻛﺎﺕ ﻋﻠﻰ ﺑﺮﺍﻣﺞ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺼﺤﻴﺔ ﻭﺍﳌﻌﺎﺷﺎﺕ‪ ،‬ﻛﻤـﺎ ﻗـﺪ ﻳـﺴﺘﺨﺪﻣﻬﺎ‬
‫ﺍﳌﺪﻳﺮﻭﻥ ﰲ ﺟﺪﻭﻟﺔ ﻭﲢﺪﻳﺪ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﻤﻞ ﻟﻠﻤﺸﺮﻭﻋﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﺃﺧﲑﺍ ﻗﺪ ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟـﻨ‪‬ﻈﻢ ﰲ‬
‫ﻋﻤﻠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻘﺎﺑﻼﺕ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ)‪.(1‬‬
‫ﺇﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻗﺮﺍﺭﺍﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻘﺮﺍﺭﺍﺕ ﺍﻟﺘﻮﻇﻴﻒ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺮﺷﺤﲔ ﺍﻟﺬﻱ ﻳﺘﻘـﺪﻣﻮﻥ‬
‫ﻟﻠﻌﻤﻞ ﰲ ﻭﻇﻴﻔﺔ ﻣﺎ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺗﺘﻄﻠﺐ ﺍﻋﺘﻤﺎﺩ ﻣﻌﺎﻳﲑ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻮﺍﻓﺮ ﰲ ﺍﳌﺮﺷﺢ ﻛﺎﳌﺆﻫـﻞ‬
‫ﻼ ﻋـﻦ‬ ‫ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺍﳉﻨﺲ‪ ،‬ﺍﳋﱪﺍﺕ‪ ،‬ﺍﻟﻌﻤﻞ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺍﻟﺼﻔﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ‪ ،‬ﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪...‬ﺍﱁ ﻓـﻀ ﹰ‬
‫ﺿﺮﻭﺭﺓ ﺍﺟﺘﻴﺎﺯ ﺍﳌﺮﺷﺢ ﳌﺮﺍﺣﻞ ﻋﺪﻳﺪﺓ ﺿﻤﻦ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ ﻭﻣﻦ ﺿﻤﻦ ﻫﺬﻩ ﺍﳌﺮﺍﺣﻞ ﺍﳌﻬﻤـﺔ‬
‫ﺍﺟﺘﻴﺎﺯ ﺍﳌﺮﺷﺢ ﻟﻼﺧﺘﺒﺎﺭ ﻭﻣﻘﺎﺑﻠﺔ ﺍﻟﺘﻌﻴﲔ ﻭﺍﻟﻔﺤﺺ ﺍﻟﻄﱯ ﻭﻏﲑﻫﺎ ‪‬ﺪﻑ ﺍﺧﺘﻴﺎﺭ ﺃﻓﻀﻞ ﺍﳌﺮﺷﺤﲔ ﻟﻠﻮﻇﻴﻔﺔ‬
‫ﺍﻟﺸﺎﻏﺮﺓ ﻭﻫﻨﺎ ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﺍﻋﺘﻤﺎﺩ ﺃﺩﺍﺓ ﺗﺴﺎﻋﺪ ﻣﺪﻳﺮ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﺧﺘﺒﺎﺭ ﻭﺗﻌـﻴﲔ‬
‫ﺃﻓﻀﻞ ﺍﳌﺮﺷﺤﲔ‪ ،‬ﲟﻌﲎ ﺁﺧﺮ ﻣﺴﺎﻋﺪﺗﻪ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺴﻠﻴﻢ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳋﺒﲑ ﺍﻟﺬﻱ ﻳـﺴﺘﻨﺪ‬
‫ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﻫﻮ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﺍﳌﺪﻳﺮ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ)‪.(2‬‬
‫ﺇﻥ ﻛﻞ ﳕﻂ ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻳﺴﺎﻋﺪ ﺍﳌﺆﺳﺴﺔ ﰲ ﳎﺎﻻﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻭﳛﻘﻖ ﳍﺎ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﺑﺘﺨﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺃﻭ ﲢﻘﻴﻖ ﺍﳉﻮﺩﺓ ﻭﺍﻹﺑﺪﺍﻉ‪.‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺃﺛﺮ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ‪:‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.533‬‬ ‫)‪(1‬‬

‫ﺳﻌﻴﺪﺓ ﺣﻨﻚ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.73‬‬ ‫)‪(2‬‬

‫‪173‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(11‬‬

‫ﺃﺛﺮ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲢﻘﻴﻖ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‬
‫ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺒﲑﺓ‬ ‫ﻧ‪‬ﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‬ ‫ﻧ‪‬ﻈﻢ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻔﹸﺮﺻﺔ ﻟﻼﺑﺘﻜﺎﺭ ‪ -‬ﺍﳔﻔﺎﺽ ﺍﳊﺎﺟـﺔ ﳋـﱪﺍﺀ‬ ‫‪ -‬ﺗﻘﻠﻴﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺭﻕ‪.‬‬ ‫‪ -‬ﻗﻴﺎﺩﺓ ﺍﻟﻜﻠﻔﺔ‪.‬‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﰲ ﳎﺎﻝ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠـﻰ‬ ‫‪ -‬ﻳﻌﻤﻞ ﺍﻷﻓﺮﺍﺩ ﺑﻜﻔﺎﺀﺓ ‪ -‬ﺗﻘﺎﺭﻳﺮ ﻣﻌﻴﺎﺭﻳﺔ‪ ،‬ﺯﻳﺎﺩﺓ ﺍﻟﺪﻗـﺔ‬
‫ﺗﻜــﺎﻟﻴﻒ ﺍﳌــﻮﺍﺭﺩ ‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺗﻮﺯﻳﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﰲ ﺍﳌﻌﺎﳉﺔ‪.‬‬ ‫ﻋﺎﻟﻴﺔ‪.‬‬
‫ﺍﳋﺎﺻﺔ‪.‬‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫‪ -‬ﺍﻧﺘﺸﺎﺭ ﺍﻟﺘﻘﺎﺭﻳﺮ ﻋﱪ ﺍﻷﻗﺴﺎﻡ‪.‬‬
‫‪ -‬ﻳﻜﻠﻒ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﻋﻤﻮﻡ‬ ‫‪ -‬ﺍﻹﻧﺬﺍﺭ ﺍﳌﺒﻜﺮ ﻋﻦ ﺃﻱ ﺍﳓﺮﺍﻑ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬ ‫ﻋﻦ ﺍﻷﻫﺪﺍﻑ ﺍ ﹸﳌﺤ ‪‬ﺪﺩﺓ‪.‬‬
‫‪ -‬ﲤﻜﲔ ﺍﳌﺪﺭﺍﺀ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ ﻣﻦ‬ ‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻮﻗﺖ ﺍﳌﺨـﺼﺺ ﰲ ‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻔﹸﺮﺻﺔ ﻟﻼﺑﺘﻜﺎﺭ‬ ‫‪ -‬ﺍﳉﻮﺩﺓ‪.‬‬
‫ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳋﺎﺻـﺔ‬ ‫ﻭﺍﻹﺑـﺪﺍﻉ ﰲ ﻧﻮﻋﻴـ‬
‫ـﺔ‬ ‫ﲢﻘﻴﻖ ﻣﺘﻄﻠﺒﺎﺕ ﺍﳉﻮﺩﺓ‪.‬‬ ‫‪ -‬ﺭﺿﺎ ﺍﻟﺰﺑﻮﻥ‪.‬‬
‫ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﺍﳌــﻮﺍﺭﺩ ﺍﻟﺒــﺸﺮﻳﺔ‪،‬‬ ‫ـﺔ‬‫ـﺎﺭﻳﺮ ﺍﳋﺎﺻـ‬‫ـﺪﺍﺩ ﺍﻟﺘﻘـ‬‫‪ -‬ﻳﻌﻤﻞ ﺍﻷﻓﺮﺍﺩ ﺑﻜﻔﺎﺀﺓ ‪ -‬ﺇﻋـ‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟـﱪﺍﻣﺞ‬ ‫ﻭﻛــﺬﻟﻚ ﰲ ﺭﺿــﺎ‬ ‫ﺑﺎﳉﻮﺩﺓ‪.‬‬ ‫ﻭﻣﻬﺎﺭﺓ‪.‬‬
‫ﺍﳋﺎﺻﺔ ﺑﺮﺿﺎ ﺍﳌـﺴﺘﺨﺪﻣﲔ‬ ‫ﺍﻟﺰﺑﻮﻥ‪.‬‬ ‫‪ -‬ﺯﻳﺎﺩﺓ ﺇﺩﺭﺍﻙ ﺃﳘﻴﺔ ﻣﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﻛﺬﻟﻚ ﺭﺿﺎ ﺍﻟﺰﺑﺎﺋﻦ‪.‬‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ ﲟﺎ‬
‫‪ -‬ﻓﻬﻢ ﺍﻛﱪ ﻟﻼﺣﺘﻴﺎﺟـﺎﺕ ﰲ‬ ‫ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻣﺘﻄﻠﺒﺎﺕ ﺍﳉﻮﺩﺓ‪.‬‬
‫ﻧﻮﻋﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﻮﻗﺖ ﺍﳌﻜﺮﺱ ﻹﺑﺪﺍﻉ ‪ -‬ﺩﻋــﻢ ﺍﻻﺧﺘﺮﺍﻋــﺎﺕ ‪ -‬ﻓﻬﻢ ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻹﺑﺪﺍﻉ ﻣﻊ‬ ‫‪ -‬ﺍﻻﺑﺘﻜﺎﺭ‪.‬‬
‫ﺗﻮﻓﲑ ﰲ ﺍﻟﻮﻗﺖ‬ ‫ﻭﺍﻹﺑﺪﺍﻉ‪.‬‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫‪ -‬ﻳﻌﻤﻞ ﺍﻷﻓﺮﺍﺩ ﺑﺮﺅﻳﺔ‬
‫‪ -‬ﺍﻹﺩﺭﺍﻙ ﻭﺍﻟﺘﺸﺨﻴﺺ ﺍﻟـﺴﺮﻳﻊ ‪ -‬ﺍﺧﺘﻴــﺎﺭ ﺍﻟــﺴ‪‬ﺠﻼﱠﺕ ‪ -‬ﺍﳌﺪﺭﺍﺀ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ ﺍﳌﻜـﺮﺱ‬ ‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﻟﺪﻋﻢ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪.‬‬ ‫ﻭﺍﻟﻮﺛﺎﺋﻖ ﻭﲡﺪﻳﺪﻫﺎ‪.‬‬ ‫ﻟﻼﳓﺮﺍﻓﺎﺕ ﻋﻦ ﺍﻷﻫﺪﺍﻑ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.327-326‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ "‪:(1)"Tellabs‬‬

‫ﰲ ﻋﺎﻡ ‪ 1986‬ﻗﺮﺭﺕ ﻣﺆﺳﺴﺔ "‪ ،"Tellabs‬ﻭﻫﻲ ﺃﻛـﱪ ﺍﳌﺆﺳـﺴﺎﺕ ﺍﳌﻨﺘﺠـﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺮﻗﻤﻴﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﺍﻟﺘﺤﻮﻝ ﻣﻦ ﻧﻈﺎﻡ ﺍﻟﺘﺼﻨﻴﻊ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺇﱃ ﻧﻈﺎﻡ ﻣﺘﻄﻮﺭ ﻳﺴﺘﻨﺪ ﻋﻠﻰ ﻓﻠـﺴﻔﺔ‬
‫ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪ .‬ﻟﻘﺪ ﻛﺎﻥ ﺍﻟﻐﺮﺽ ﻣﻦ ﺫﻟﻚ ﺍﻟﺘﺤﻮﻝ ﻫﻮ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﻌﺪﻝ ﺍﻷﺩﺍﺀ ﺍﳋـﺎﱄ ﻣـﻦ‬
‫ﺍﻷﺧﻄﺎﺀ ﺃﻭ ﺍﻟﻌﻴﻮﺏ ﺳﻮﺍ ًﺀ ﺑﺎﻟﻨﺴﺒﺔ ﳌﹸﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﻋﻤﻠﻴﺎ‪‬ﺎ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺃﻭ ﺑﺮﺍﻣﺞ ﺧﺪﻣﺔ ﺍﻟﻌﻤـﻼﺀ‪.‬‬
‫ﻭﻳﺘﻄﻠﱠﺐ ﺗﻄﺒﻴﻖ ﻣﺪﺧﻞ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﺃﻥ ﲤﺘﻠﻚ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻤﺸﻜﻼﺕ‬
‫ﻭﺳﺮﻋﺔ ﺍﻟﺘﺼﺪﻱ ﳍﺎ‪.‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.530-529‬‬ ‫)‪(1‬‬
‫‪174‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﰲ ﺍﳌﻘﺎﺑﻞ ﻻﺣﻈﺖ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺍﻷﻣﺎﱐ ﺍﳌﻌﻘﻮﺩﺓ ﻋﻠﻰ ﺗﺒﲏ ﻭﺗﻄﺒﻴﻖ ﻓﻠﺴﻔﺔ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‬
‫ﻛﺎﺩﺕ ﺃﻥ ﺗﺼﺒﺢ ﺳﺮﺍﺑﺎ‪ ،‬ﺑﺴﺒﺐ ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﱵ ﻭﺍﺟﻬﺘﻬﺎ ﰲ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻟﱵ ﻛﺎﻥ ﰲ ﻣﻘﺪﻣﺘﻬﺎ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﻮﻇﺎﺋﻒ ﻻ ﻳﺘﻢ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﳌﺮﻏﻮﺏ ﺑﺴﺒﺐ ﺍﻓﺘﻘﺎﺩ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫ﺇﻥ ﻋﺪﻡ ﺍﻟﺘﻮﺍﻓﻖ ﺑﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﺎﻟﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺗﻠﻚ ﺍﻟﱵ ﺗﺘﻄﻠﺒﻬﺎ ﺍﻟﻮﻇﺎﺋﻒ ﰲ ﻇـﻞ ﻓﻠـﺴﻔﺔ ﺍﳉـﻮﺩﺓ‬
‫ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﺇﳕﺎ ﻳﺮﺟﻊ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ ﺇﱃ ﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺪﻯ ﺍﻹﺩﺍﺭﺓ ﻋﻦ ﻗﺎﻋﺪﺓ ﺍﳌﻮﺍﺭﺩ ﻟﺪﻳﻬﺎ‪ .‬ﻭﳑﺎ‬
‫ﺯﺍﺩ ﻣﻦ ﺣﺪﺓ ﺍﳌﺸﻜﻠﺔ‪ .‬ﺇﻥ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻣﺆﺳﺴﺔ "‪ "Tellabs‬ﱂ ﻳﻜﻮﻧﻮﺍ ﻗﺪ ﺗﻠﻘﻮﺍ ﺃﻱ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﱯ ﰲ‬
‫ﳎﺎﻝ ﺗﻄﺒﻴﻖ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻭﺑﺎﻟﺘﺎﱄ ﻛﺎﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺍﺀ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟـﺬﻳﻦ‬
‫ﳝﺘﻠﻜﻮﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﺘﺤﻘﻴﻖ ﺍﳉﻮﺩﺓ ﻣﻦ ﻣﻨﻈﻮﺭ ﺍﻟﻌﻤﻼﺀ‪.‬‬
‫ﻟﻘﺪ ﺩﺭﺟﺖ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻞ ﺗﻘﻠﻴﺪﻳﺔ ﻹﺩﺍﺭﺓ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ؛ﺣﻴﺚ‬
‫ﻛﺎﻧﺖ ﲣﺰﻥ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺣﻴﺚ ﻣﻌﺪﻻﺕ ﺍﻟﻐﻴﺎﺏ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺗﻘﻴﻴﻤـﺎﺕ ﺍﻷﺩﺍﺀ ﻭﺍﳌـﺆﻫﻼﺕ‬
‫ﻭﻏﲑﻫﺎ ﰲ ﻣﻠﻔﺎ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻣﻦ ﰒ ﻛﺎﻥ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺷﺎﻣﻠﺔ ﺑﺸﺄﻥ ﳐـﺰﻭﻥ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﻟﻸﻏﺮﺍﺽ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺜﻞ ﺇﻋﺪﺍﺩ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺃﻭ ﺗﻄﻮﻳﺮ ﻧ‪‬ﻈﻢ ﺍﻟﻌﻤﻞ ﺃﻭ ﺗﻄﺒﻴﻖ ﻓﻠﺴﻔﺎﺕ ﺇﺩﺍﺭﻳـﺔ‬
‫ﺟﺪﻳﺪﺓ ﺃﻣﺮﺍ ﻏﺎﻳﺔ ﰲ ﺍﻟﺼﻌﻮﺑﺔ ﺇﻥ ﱂ ﻳﻜﻦ ﻣﺴﺘﺤﻴﻼ‪ .‬ﻟﻘﺪ ﺗﻮﺻﻠﺖ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﺩﺭﺱ ﻣﻔﻴﺪ ﻭﻫـﻮ‬
‫ﺃﻥ ﺍﻣﺘﻼﻙ ﻧﻈﺎﻡ ﻓﻌﺎﻝ ﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳ‪‬ﻤﺜﱢﻞ ﺃﺣﺪ ﺍﻷﺳﻠﺤﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﺘﺤﻘﻴﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ‬
‫ﰲ ﺃﺳﻮﺍﻗﻬﺎ ﻭﺿﻤﺎﻥ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻭﺍﻟﻨﻤﻮ ﰲ ﺗﻠﻚ ﺍﻷﺳﻮﺍﻕ‪.‬‬
‫‪175‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﺎﻫﻴﺔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺤﺎﺳﺒﺔ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺑﻌﺪ ﺗﻄ ‪‬ﺮﻗﻨﺎ ﰲ ﺍﳌﺒﺤﺜﲔ ﺍﻟﺴﺎﺑﻘﲔ ﻷﳘﻴﺔ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻖ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﺈﻧﻪ‬
‫ﻻ ﳝﻜﻦ ﻷﻱ ﻣﺆﺳﺴ ٍﺔ ﺃﻥ ﺗﺴﺘﻐﲏ ﻋﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺘﺤﺪﻳﺪ ﺗﻜﺎﻟﻴﻒ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ؛ ﺣﻴـﺚ‬
‫ﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ‪ :‬ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺘﻌﱠﻠﻖ ﺑﺎﻟﻌﺘﺎﺩ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻭﺗـﻮﺯﻳﻌﻬﻢ ﰲ ﺍﳍﻴﻜـﻞ‬ ‫ﳝﻜﻦ ﺍﺳﺘﺨﺮﺍﺝ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﺃﻭﻗﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﺍﻟﻐﻴﺎﺑﺎﺕ‪ ،‬ﺗﻜﺎﻟﻴﻒ ﺍﻷﺟﻮﺭ‪ ،‬ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﺍﻷﺧـﺮﻯ ‪،‬‬
‫‪...‬ﺇﱁ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻳﺘﻮﻓﺮ ﻟﺪﻯ ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻌﻠﻮﻣﺔ ﺛﺮﻳﺔ‪ ،‬ﻭﺍﻟﱵ ﻳﻜﻔـﻲ ﺗـﺼﻔﻴﺘﻬﺎ‬
‫ﻭﲢﻮﻳﻠﻬﺎ ﻻﺳﺘﻌﻤﺎﳍﺎ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻱ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﳌﻌﺮﻓﺔ ﺍﻻﻟﺘﺰﺍﻣﺎﺕ ﺍﳌﺎﻟﻴﺔ ﺍﻟﱵ ﲤﺜﻠﻬﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻗﻴﺎﺩﺓ ﺳﻴﺎﺳﺔ ﺍﻷﺟـﻮﺭ‪ ،‬ﺇﻋـﺪﺍﺩ‬
‫ﺍﳌﻮﺍﺯﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺘﻨﺒﺆ ﲟﺼﺎﺭﻳﻒ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ‪... ،‬ﺇﱁ‪ ،‬ﻛﻞ ﻫﺬﺍ ﻳﺴﺘﺪﻋﻲ ﺇﻧﺸﺎﺀ ﻣﻌﻠﻮﻣـ ٍﺔ ﳏﺎﺳـﺒﻴﺔ‬
‫ﻭﻣﺎﻟﻴﺔ ‪‬ﻣﺴﺘﻘﱠﻠﺔ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺎﻟﻨﻈﺎﻡ ﺍﶈﺎﺳﱯ ﺍﳌﺎﱄ ﺍﻟﻜﻼﺳﻴﻜﻲ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻟﻘﺪ ﹸﺃﻋﻄﻴﺖ ﻋﺪﺓ ﺗﻌﺎﺭﻳﻒ ﶈﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪ (1‬ﻧﻮﺟﺰﻫﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﻋﺮﻓﺖ ﲨﻌﻴﺔ ﺍﶈﺎﺳﺒﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ﺎ » ﻋﻤﻠﻴﺔ ﲢﺪﻳﺪ ﻭﻗﻴﺎﺱ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺇﻣﺪﺍﺩ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﻌﻨﻴﺔ ‪‬ﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ «)‪.(2‬‬
‫ﻫﻲ ﻛﺬﻟﻚ » ﻋﻤﻠﻴﺔ ﻗﻴﺎﺱ ﻭﲢﺪﻳﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻮﺻﻴﻞ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ‬
‫ﺍﻷﻃﺮﺍﻑ ﺍﳌﺴﺘﻔﻴﺪﺓ ﻣﻨﻬﺎ «)‪.(3‬‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﻛﺬﻟﻚ ﻋﻠﻰ ﺃ‪‬ﺎ » ﻋﻤﻠﻴﺔ ﺗﻘﺪﻳﺮ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻓﺮﺍﺩﺍ ﻭﲨﺎﻋﺎﺕ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍ‪‬ﺘﻤﻊ ﻭﻣﺘﺎﺑﻌﺔ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﺗﻄﺮﺃ ﻋﻠﻰ ﻗﻴﻤﺘﻬﺎ ﻣﻊ ﺍﻟﻮﻗﺖ «)‪.(4‬‬

‫‪.Human Resources Account‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻭ ﺳﻌﻴﺪ ﻳﺎﺳﲔ ﻋﺎﻣﺮ‪ ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،1984 ،‬ﺹ ‪.19‬‬ ‫)‪(2‬‬

‫» ﻣﻘﺪﻣﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،faculty.ksu.edu.sa/72075/Documents ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2008‬‬ ‫)‪(3‬‬

‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.311‬‬ ‫)‪(4‬‬
‫‪176‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻒ ﺣﺪﻳﺚ ﶈﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ » ﻳﺮﻛﺰ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﻭﻫﻨﺎﻙ ﺗﻌﺮﻳ ‪‬‬
‫ﺇﱃ ﺍﻷﺟﺮ ﻭﻣﺼﺎﺭﻳﻒ ﺍﻟﺘﻜﻮﻳﻦ‪ ،‬ﻭﻋﻠﻰ ﺟﺎﻧﺐ ﺍﻷﺩﺍﺀ ﺣﻴﺚ ﻳﺮﻯ ﺃﻥ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻬﻤﺘﻬﺎ ﻫﻲ‬
‫ﻗﻴﺎﺱ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ ﻟﻠﻤﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧﻼﻝ ﲢﺪﻳﺪ ﺃﺛﺮ ﺃﺩﺍﺀ ﻭﻛﻔﺎﺀﺓ ﻭﻣﺮﻭﺩﻳﺔ‬
‫ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻋﻠﻰ ﻣﺮﺩ ﻭﺩﻳﺔ ﺍﳌﺆﺳﺴﺔ «)‪.(1‬‬
‫ﻣﻦ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﻳﻜﻤﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﺫﻟﻚ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻬﺪﻑ ﺇﱃ‬
‫ﻗﻴﺎﺱ ﺍﻟﻘﻴﻤﺔ ﺍﶈﺎﺳﺒﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭ ﻣﺘﺎﺑﻌﺔ ﺗﻐﲑﺍﺕ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﻣﻦ ﻓﺘﺮﺓ ﻷﺧﺮﻯ ﺑﻘﺼﺪ‬
‫ﺇﳚﺎﺩ ﺍﻻﳓﺮﺍﻓﺎﺕ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺤﺴﻴﻨﻴﺔ ﻟﺘﻌﺪﻳﻠﻬﺎ‪،‬ﳑﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ‬
‫‪‬ﺬﺍ ﺍﳌﻮﺭﺩ ﺍﳍﺎﻡ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ ‪ :‬ﻭﻇﺎﺋﻒ ﻭ ﻣﺰﺍﻳﺎ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻭﺗﺸﻤﻞ ﻭﻇﺎﺋﻒ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ)‪: (2‬‬
‫‪ -1‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -2‬ﺗﻘﺪﻳﺮ ﻛﻠﻔﺔ ﻭﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -3‬ﲢﻔﻴﺰ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﲟﻔﻬﻮﻡ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ ﻋﻨﺪ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ؛‬
‫‪ -4‬ﻭﺿﻊ ﳕﺎﺫﺝ ﻟﻘﻴﺎﺱ ﺍﻟ ﹸﻜﻠﻒ ﺍﶈﺎﺳﺒﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -5‬ﲢﺪﻳﺪ ﺃﺛﺮ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ‪.‬‬
‫ﻭﺗ‪‬ﺤﻘﱢﻖ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺪﺓ ﻣﺰﺍﻳﺎ ﻟﻺﺩﺍﺭﺓ ﻣﻦ ﺑﻴﻨﻬﺎ)‪:(3‬‬
‫‪ -‬ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺴﻠﻴﻢ ﻟﻠﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﻮﺍﺟﻬﺔ ﻟﻸﻋﺒﺎﺀ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺘﻮﻗﻌﺔ؛‬
‫‪ -‬ﺗﻘﺪﻳﺮ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻮﺟﻬﻬﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺑﻨﺎﺀ ﺗﻨﻈﻴﻤﻬﺎ ﺍﻹﻧﺴﺎﱐ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﺃﻓﻀﻞ ﳎﺎﻻﺕ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻗﻴﺎﺱ‪:‬‬
‫‪ -‬ﺍﻟﻌﺎﺋﺪ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻷﺻﻮﻝ؛‬
‫‪ -‬ﺗﻘﺪﻳﺮ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻸﻋﻤﺎﻝ؛ ﳑﺎ ﻳ‪‬ﺴﺎﻋﺪ ﻋﻠﻰ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻼﺋﻤﺔ ﺍﳌﺎﻟﻴﺔ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬

‫ﺣﺎﺝ ﻗﻮﻳﺪﺭ ﻗﻮﺭﻳﻦ‪ » ،‬ﻣﻔﻬﻮﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ «‪،http://infotechaccountants.com/forums/showthread.php ،‬‬ ‫)‪(1‬‬

‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 5 :‬ﺟﻮﺍﻥ ‪.2008‬‬

‫» ﻣﻘﺪﻣﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،faculty.ksu.edu.sa/72075/Documents ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2008‬‬ ‫)‪(2‬‬

‫ﻋﻠﻲ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻭ ﺳﻌﻴﺪ ﻳﺎﺳﲔ ﻋﺎﻣﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.21‬‬ ‫)‪(3‬‬
‫‪177‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻟﻘﺪ ﺗﻄﻮﺭ ﳕﻮﺫﺝ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﺘﻮﺍﺯﻱ ﻭ ﺑﺪﻋﻢ ﻣﻦ ﳕﻮﺫﺝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻳﻬﺘﻢ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﲟﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭ ﺍﳌﺎﻟﻴﺔ ﺿﻤﻦ ﺍﻟﻨﻈﻢ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳌﻬﺘﻤﺔ‬
‫ﺑﺘﻘﻴﻴﻢ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ)‪.(1‬‬
‫ﻭ‪‬ﺪﻑ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻭﺍﻟﻀﺮﻭﺭﻳﺔ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻛﻤﺎ ﺗﺴﺎﻫﻢ ﰲ ﻗﻴﺎﺱ ﺗﻜﻠﻔﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻟﺘﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻼﺋﻤﲔ‬
‫ﻭﺗﺪﺭﻳﺒﻬﻢ ﻭﺻﻴﺎﻧﺘﻬﻢ ﻭﲢﻔﻴﺰﻫﻢ‪ .‬ﻓﻤﺤﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺴﻌﻰ ﺇﱃ ﻭﺿﻊ ﻧﻈﺎﻡ ﳏﺎﺳﱯ ﻣﻼﺋﻢ ﻳﻮﻓﺮ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻼﺋﻤﺔ‪ ،‬ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻓﻀﻞ ﻟﻠﻌﻨﺼﺮ‬
‫ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻓﺮﻭﺽ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺗﺴﺘﻨﺪ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ)‪:(2‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻷﻭﻝ‪ :‬ﻳﻌﺘﱪ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻣﻮﺭﺩﹰﺍ ﻫﺎﻣﹰﺎ ﻣﻦ ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ؛ ﺇﺫ ﻟﻪ ﻗﻴﻤﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻣﺒﺎﺷﺮﺓ‬
‫ﻭﻏﲑ ﻣﺒﺎﺷﺮﺓ ﻭﺗﺘﻤﺜﻞ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺒﺎﺷﺮﺓ ﺑﺎ‪‬ﻬﻮﺩ ﻭﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﺒﺬﻟﻪ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻹﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ‬
‫ﺍﳌﻮﻛﻠﺔ ﺇﻟﻴﻬﺎ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻭﺗﻘﺪﱘ ﺧﺪﻣﺎﺕ ﻣﺘﻨﻮﻋﺔ ﺣﺎﻟﻴﺔ ﻭﻣﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺘﻤﺜﻞ ﺍﻟﻘﻴﻤﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻏﲑ‬
‫ﺍﳌﺒﺎﺷﺮﺓ ﲝﺴﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺍﺳﺘﻔﺎﺩ‪‬ﺎ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ؛ﺣﻴﺚ ﺃﻥ ﻫﺆﻻﺀ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ‬
‫ﺍﳌﺴﺎﳘﺔ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻟﺜﺎﱐ‪ :‬ﺗﺘﺄﱠﺛﺮ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ ﻟﻺﺩﺍﺭﺓ‪ ،‬ﺣﻴﺚ ﺗﺘﻮﱠﻗﻒ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ‬
‫ﺍﻟﻘﹸﺪﺭﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﺍﻟﺮﻏﺒﺎﺕ ﻭﺍﳌﻴﻮﻝ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﻛﻤﺎ ﺗﺘﻄ ‪‬ﻮﺭ ﻣﻌﺎﺭﻑ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ‪‬ﺗﺮ ﱢﻛﺰ ﺇﺩﺍﺭ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﻛﺬﺍ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ‬
‫ﺍﻟﱵ ‪‬ﺗﻘ ‪‬ﺪﻣﻬﺎ ﻹﺷﺒﺎﻉ ﺍﳊﺎﺟﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ‪‬ﺗﺴﺎﻫﻢ ﰲ ﺗﻮﺟﻴﻪ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻭﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻃﺎﻗﺎﺗﻪ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﺤﻴﺢ؛ ﳑﺎ ‪‬ﻳﻮﱢﻟﺪ ﻟﺪﻳﻪ ﺩﻭﺍﻓﻊ ﺇﳚﺎﺑﻴﺔ‪ ،‬ﻭﺍﺳﺘﻌﺪﺍﺩﹰﺍ ﻧﻔﺴﻴﹰﺎ ﻭﺫﻫﻨﻴﹰﺎ ﻟﻠﻤﺴﺎﳘﺔ ﰲ ﺃﻫﺪﺍﻑ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﻓﺸﻠﺖ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺍﳔﻔﻀﺖ ﻗﻴﻤﺘﻪ؛ ﻭﻋﻠﻴﻪ ﻓﺎﻹﺩﺍﺭﺓ ﺍﻟﻨﺎﺟﺤﺔ‬
‫ﻋﻠﻴﻬﺎ ﺃﻥ ﲡﺬﺏ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳉ‪‬ﻴﺪﺓ ﺃﻛﺜﺮ ﻣﻦ ﻏﲑﻫﺎ‪.‬‬

‫ﳛﻀﻴﻪ ﲰﻼﱄ‪ ،‬ﺃﺛﺮ ﺍﻟﺘﺴﻴﲑ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻋﻠﻰ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‪ :‬ﻣـﺪﺧﻞ‬ ‫)‪(1‬‬

‫ﺍﳉﻮﺩﺓ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،2004 ،‬ﺹ ‪.102‬‬
‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺻﺮ ﺹ ‪) 313-312‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(2‬‬
‫‪178‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﺽ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻌ ‪‬ﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﲟﺤﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺟﺎﻧﺐ ﺗﻜﻠﻔﺔ ﻭﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺿﺮﻭﺭﻳ ﹰﺔ ﻟﻔﺎﻋﻠﻴﺔ ﻭﻛﻔﺎﺀﺓ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﻤﺜﻞ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻔﻴﺪ ﹲﺓ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ‬
‫ﻻﺧﺘﻴﺎﺭ ﻭﺗﻮﻇﻴﻒ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺘﻀ ‪‬ﻤﻨﻬﺎ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳍﺎ‬
‫ﺃﳘﻴ ﹲﺔ ﻛﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺍﻟﺘﻘﻴﻴﻢ ﰲ ﺍﻷﺟﻠﲔ ﺍﻟﻘﺼﲑ ﻭﺍﻟﻄﻮﻳﻞ‪ ،‬ﺳﻮﺍ ًﺀ ﻹﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﺃﻭ‬
‫ﻟﻠﻤﺘﻌﺎﻣﻠﲔ ﺍﳋﺎﺭﺟﻴﲔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻳﻌﺘﱪ ﺗﻮﻇﻴﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻜﻠﻔﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻣﻘﺎﺑﻞ ﺧﺪﻣﺎﺕ ﻭﻣﻨﺎﻓﻊ‬
‫ﲢﺼﻞ ﻋﻠﻴﻬﺎ ﻣﺴﺘﻘﺒﻼ‪ ،‬ﻟﺬﺍ ﳝﻜﻦ ﺗﺮﲨﺔ ﻫﺬﻩ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﳋﺪﻣﺎﺕ ﰲ ﺻﻮﺭﺓ ﻧﻘﺪﻳﺔ‪ ،‬ﻭﺇﻇﻬﺎﺭﻫﺎ ﰲ‬
‫ﺍﻟﻘﻮﺍﺋﻢ ﺍﳌﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﺽ ﺍﳋﺎﻣﺲ‪ :‬ﻳﻘﻮﻡ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﻸﺻﻮﻝ ﻋﻠﻰ ﺃ‪‬ﺎ » ﺣﻘﻮﻕ ﻭﺧﺪﻣﺎﺕ ﳑﻠﻮﻛﺔ ﻗﺎﺑﻠﺔ ﻟﻠﻘﻴﺎﺱ‬
‫ﻼ‬
‫ﺑﻮﺣﺪﺍﺕ ﻧﻘﺪﻳﺔ ﻭﻫﻲ ﺗﻜﺘﺴﺐ ﻧﺘﻴﺠﺔ ﻟﻠﺘﻌﺎﻣﻞ ﺑﲔ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻳﺘﻮﻗﻊ ﺍﳊﺼﻮﻝ ﻣﻨﻬﺎ ﻣﺴﺘﻘﺒ ﹰ‬
‫ﻋﻠﻰ ﺧﺪﻣﺎﺕ ﺃﻭ ﻣﻨﺎﻓﻊ ﺍﻗﺘﺼﺎﺩﻳﺔ «)‪.(1‬‬
‫ﻭﻣﻦ ﰒ ﻧﺴﺘﺨﻠﺺ ﺃﻥ ﺍﻷﺻﻮﻝ ﲤﺘﻠﻚ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻘﻴﺎﺱ ﺍﶈﺎﺳﱯ ﻟﻸﺻﻞ ﰲ ﺻﻮﺭﺓ ﻧﻘﺪﻳﺔ؛‬
‫‪ -‬ﻭﺟﻮﺩ ﺣﻘﻮﻕ ﳏﺪﺩﺓ ﻋﻠﻰ ﻣﻨﺎﻓﻊ ﻭﺧﺪﻣﺎﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ؛‬
‫‪ -‬ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳊﻘﻮﻕ ﳑﻠﻮﻛﺔ ﻟﺸﺨﺺ ﺃﻭ ﻣﺆﺳﺴﺔ‪.‬‬
‫ﻼ ﻣﻦ ﺃﺻﻮﻝ ﺍﳌﺆﺳﺴﺔ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬ ‫ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﻌﺎﺭﺽ ﺍﻋﺘﺒﺎﺭ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﺃﺻ ﹰ‬
‫‪ -1‬ﻋﺪﻡ ﺇﻣﻜﺎﻧﻴﺔ ﲤﻠﹸﻚ ﺍﻹﻧﺴﺎﻥ ﻛﺎﻵﻟﺔ؛‬
‫‪ -2‬ﺻﻌﻮﺑﺔ ﲢﺪﻳﺪ ﻓﺘﺮﺓ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ؛‬
‫‪ -3‬ﺻﻌﻮﺑﺔ ﻗﻴﺎﺱ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻷﺻﻮﻝ؛‬
‫‪ -4‬ﺍﺳﺘﻴﺎﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻣﻌﺎﻣﻠﺘﻬﺎ ﻛﺄﺻﻮﻝ ﻣﺜﻞ ﺑﻘﻴﺔ ﺍﻷﺻﻮﻝ ﺍﻷﺧﺮﻯ ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﺆﻳﺪﺓ ﻭﺍﳌﻌﺎﺭﺿﺔ ﶈﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﳑﺎ ﺳﺒﻖ ﳒﺪ ﺃﻥ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺪﻑ ﺇﱃ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺗﺴﺎﻋﺪ‬
‫ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺣﺴﺎﺏ ﺗﻜﺎﻟﻴﻒ ﻭﻣﻨﺎﻓﻊ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﳑﺎ ﻳﺴﺎﻋﺪﻫﺎ ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﰲ ﺇﻃﺎﺭ ﺫﻟﻚ ﻋﺮﺿﺖ ﺍﻟﻜﺜﲑ ﻣﻦ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍ ﹸﳌﺆ‪‬ﻳﺪﺓ ﻭﺍﳌﻌﺎﺭﺿﺔ ﻧﺬﻛﺮ ﻣﻨﻬﺎ‪:‬‬

‫ﺃﺳﺎﻣﺔ ﻋﻠﻲ ﻋﺒﺪ ﺍﳋﺎﻟﻖ‪ » ،‬ﺗﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺒﻘﺎﺀ ﰲ ﻇﻞ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳉﺪﻳﺪﺓ «‪ ،‬ﳎﻠﺔ‬ ‫)‪(1‬‬

‫ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﺆﺳﺴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،1995 ،60‬ﺹ ‪.35‬‬

‫‪179‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(12‬‬

‫ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﺆﻳﺪﺓ ﻭﺍﳌﻌﺎﺭﺿﺔ‬
‫ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﻌﺎﺭﺿﺔ‬ ‫ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﺆﻳﺪﺓ‬
‫‪ -1‬ﺗ‪‬ﻘﺪﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻌﻠﻮﻣﺎﺕ ﻫﺎﻣﺔ ﻟﻠﺠﻬـﺎﺕ ‪ -1‬ﺇﻥ ﻋﻤﻠﻴﺔ ﲨﻊ ﻭﻋﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬
‫ﻋﻤﻠﻴﺔ ﺻﻌﺒﺔ ﻧﻈﺮﹰﺍ ﻟﻜﺜﺮﺓ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ‪ ،‬ﺣﻴﺚ ﻣﻦ ﺍﻟﺼﻌﺐ‬ ‫ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ؛‬
‫ﻗﻴﺎﺱ ﻛﻞ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﺗﻄﺮﺃ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻞ‪ ،‬ﻭﺑﺎﻟﺬﺍﺕ‬ ‫‪ -2‬ﺗ‪‬ﺴﺎﻋﺪ ﺍﳌﺆﺳﺴﺔ ﰲ ﻭﺿﻊ ﺧﻄﻄﻬﺎ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ )ﺍﻟﺴﻠﻮﻙ‪ ،‬ﺍﻟﺪﻭﺍﻓﻊ‪ ،‬ﺍﻟﺮﺿﺎ(؛‬ ‫‪ -3‬ﺗ‪‬ﺴﺎﻫﻢ ﰲ ﺗﻐﻴ‪‬ﺮ ﺍﻟﻨﻈﺮﺓ ﺇﱃ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻣﻦ ﻛﻮﻧﻪ ﻛﻠﻔﺔ‬
‫‪ -2‬ﻛﻤﺎ ﻳﺘﺮﺗﺐ ﻋﻠﻰ ﺻﻌﻮﺑﺔ ﺍﻟﻘﻴﺎﺱ ﺃﻥ ﻗﻴﻤﺔ ﺍﻷﺻﻞ ﺍﻟﺒﺸﺮﻱ‬ ‫ﺇﱃ ﺃﺻﻞ؛‬
‫ﺍﳌﻌﺮﻭﺽ ﰲ ﺍﳌﻴﺰﺍﻧﻴﺔ ﺗﺘﻐﲑ ﻭﻻ ﺗﻔﺼﺢ ﻋﻦ ﺍﻟﻘﻴﻤﺔ ﺍﳊﻘﻴﻘﻴﺔ‬ ‫‪ -4‬ﺗﻠﻔﺖ ﺍﻧﺘﺒﺎﻩ ﺍﳌﺪﺭﺍﺀ ﺇﱃ ﺃﳘﻴﺔ ﺗﻘﻮﱘ ﺍﻷﺩﺍﺀ؛‬
‫ﳍﺬﺍ ﺍﻷﺻﻞ‪.‬‬ ‫‪ -5‬ﺗ‪‬ﺴﺎﻋﺪ ﰲ ﲢﻘﻴﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﻟﺒﺸﺮﻳﺔ ‪.‬‬
‫‪ -3‬ﻋﺪﻡ ﻣﻮﺍﺯﻧﺔ ﺍﳌﻨﺎﻓﻊ ﺍﶈﺼﻠﺔ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﻣﻊ ﺗﻜﺎﻟﻴﻒ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺇﻋﺪﺍﺩ ﺍﳉﺪﺍﻭﻝ‬
‫ﻭﺍﳌﻴﺰﺍﻧﻴﺎﺕ؛‬
‫‪ -4‬ﺗﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﺳﺘﻐﻼﻝ ﺟﻬﻮﺩ ﺍﻷﻓﺮﺍﺩ ﳓﻮ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺇﺫ ﺃﻥ ﺍﻷﺻﻞ ﺷﻲﺀ ﻳﻬﺘﻠﻚ ﻭﺃﻥ‬
‫ﳏﺎﺳﺒﺔ ﺍﻷﺻﻮﻝ ﺗﺘﻀﻤﻦ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﻫﻼﻙ ﺍﻷﺻﻞ‬
‫ﺑﺄﻛﻔﺄ ﻃﺮﻳﻘﺔ ﳑﻜﻨﺔ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪:‬‬
‫‪ -‬ﻋﻠﻲ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻭ ﺳﻌﻴﺪ ﻳﺎﺳﲔ ﻋﺎﻣﺮ‪ ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،1984 ،‬ﺹ ‪.66‬‬
‫‪ » -‬ﻣﻘﺪﻣﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،faculty.ksu.edu.sa/72075/Documents ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ ، www .yusuf -abufara.net -‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 10 :‬ﻓﻴﻔﺮﻱ ‪.2004‬‬

‫ﺇﻥ ﻻﺳﺘﺨﺪﺍﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻄﻠﺐ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﺿﺮﻭﺭﺓ‬
‫ﺇﺟﺮﺍﺀ ﻣﻮﺍﺯﻧﺔ ﺑﲔ ﺍﻟﺴﻠﺒﻴﺎﺕ ﻭﺍﻹﳚﺎﺑﻴﺎﺕ ﺍﻟﱵ ﻳﻮﻟﺪﻫﺎ ﺗﻄﺒﻴﻖ ﺗﻨﻈﻴﻢ ﳏﺎﺳﱯ ﻟﻠﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻣﻦ ﺍﻟﻨﻮﺍﺣﻲ‬
‫ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺱ ﺗﻜﻠﻔﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻄﺮﻕ ﻟﻘﻴﺎﺱ ﺗﻜﻠﻔﺔ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻧﺬﻛﺮ ﻣﻨﻬﺎ)‪:(1‬‬

‫ﻧﻮﺍﻝ ﺑﻦ ﻋﻤﺎﺭﺓ ﻭ ﻣﺴﻌﻮﺩ ﺻﺪﻳﻘﻲ‪ » ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ » ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻓﺮﺹ ﺍﻻﻧﺪﻣﺎﺝ‬ ‫)‪(1‬‬

‫ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﺒﺸﺮﻳﺔ « ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﳊﻘﻮﻕ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﳉﺎﻣﻌﺔ ﻭﺭﻗﻠﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻳﻮﻣﻲ ‪ 9-8‬ﻣﺎﺭﺱ‬
‫‪.2004‬‬
‫‪180‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ‪:‬‬

‫ﻭﻳﻘﺼﺪ ‪‬ﺎ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﻔﻌﻠﻴﺔ ﺍﻟﱵ ﺃﻧﻔﻘﺖ ﰲ ﺳﺒﻴﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﺎﺳﺘﺪﻋﺎﺀ‬
‫ﻭﺍﺧﺘﻴﺎﺭ ﻭﺗﻮﻇﻴﻒ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺍﻋﺘﺒﺎﺭﻫﺎ ﻧﻔﻘﺎﺕ ﺭﺃﲰﺎﻟﻴﺔ ﻳﺴﺘﻔﺎﺩ ﻣﻨﻬﺎ ﻟﻌﺪﺓ ﻓﺘﺮﺍﺕ ﳑﺎ ﻳﺘﻌﲔ‬
‫ﺇﻫﻼﻛﻬﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺮ ﺍﻹﻧﺘﺎﺟﻲ ﻟﺘﻠﻚ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺘﺤﺪﻳﺪ ﺗﺼﻴﺐ ﻛﻞ ﻓﺘﺮﺓ ﻣﻨﻬﺎ ﻭﰲ ﺣﺎﻟﺔ ﺗﺼﻔﻴﺔ‬
‫ﺍﻷﺻﻞ ﺃﻭ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻗﺒﻞ ﺍﻧﺘﻬﺎﺀ ﺣﻴﺎ‪‬ﻢ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﻳﻌﺘﱪ ﺍﻟﺮﺻﻴﺪ ﺍﳌﺘﺒﻘﻲ ﺧﺴﺎﺭﺓ‪.‬‬
‫ﻭﻟﻴﺘﻢ ﻗﻴﺎﺱ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ )ﺍﻷﺻﻠﻴﺔ ( ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺑﺪ ﻣﻦ ﺗﺒﻮﻳﺒﻬﺎ ﺇﱃ ﻋﻨﺼﺮﻳﻦ ﳘﺎ‪:‬‬
‫ﺃ‪ -‬ﺗﻜﻠﻔﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺳﺒﻴﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻦ ﻳﺸﻐﻞ ﻣﺮﻛﺰﹰﺍ ﻣﻌﻴﻨﹰﺎ‪،‬‬
‫ﻭﻫﺬﻩ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻗﺪ ﺗﻜﻮﻥ ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﻏﲑ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻭﺗﺘﻜﻮ‪‬ﻥ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫‪ -1‬ﺗﻜﻠﻔﺔ ﺍﻻﺳﺘﻘﻄﺎﺏ؛‬
‫‪ -2‬ﺗﻜﻠﻔﺔ ﺍﻻﺧﺘﻴﺎﺭ؛‬
‫‪ -3‬ﺗﻜﻠﻔﺔ ﺍﻹﻋﺎﺭﺓ؛‬
‫‪ -4‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﻮﺟﻴﻪ؛‬
‫‪ -5‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ؛‬
‫‪ -6‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﻄﻮﻳﺮ‪.‬‬
‫ﺏ‪ -‬ﺗﻜﻠﻔﺔ ﺍﻟﺘﻌﻠﻴﻢ‪:‬‬
‫ﻭﺗﺸﲑ ﻫﺬﻩ ﺍﻟﺘﻜﻠﻔﺔ ﺇﱃ ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺃﺟﻞ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ‬
‫ﺗﻜﺎﻟﻴﻒ ﻣﺒﺎﺷﺮﺓ ﻭﻏﲑ ﻣﺒﺎﺷﺮﺓ ﻣﺜﻞ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺄﻫﻴﻞ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺳﻮﺍﺀ ﺍﳌﺪﺭﺑﲔ ﺃﻭ ﺍﳌﺘﺪﺭﺑﲔ‪.‬‬
‫ﻭﺗﺘﻤ‪‬ﻴﺰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺑﺎﻟﺴﻬﻮﻟﺔ ﻭﺍﻟﺒﺴﺎﻃﺔ ﰲ ﺍﻟﻘﻴﺎﺱ ﻭﻣﺎ ﻳﻌﻴﺒﻬﺎ ﻫﻮ ﺃﻥ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ ﻟﻸﺻﻮﻝ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﻻ ﺗﻌﱪ ﻋﻦ ﺍﻟﻄﺎﻗﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻸﻓﺮﺍﺩ‪ ،‬ﻭﺍﻟﱵ ﻻ ﳝﻜﻦ ﺑﺪﻭ‪‬ﺎ ﺍﻋﺘﺒﺎﺭﻩ ﺃﺻﻼ ﺑﺸﺮﻳﺎ‪ ،‬ﻛﻤﺎ‬
‫ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﻔﺮﺩ ﺧﻼﻝ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﺗﺘﻐﲑ‪ ،‬ﺳﻮﺍﺀ ﺑﺎﻟﺰﻳﺎﺩﺓ ﻻﻛﺘﺴﺎﺏ ﻗﹸﺪﺭﺍﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺑﺎﻟﻨﻘﺼﺎﻥ ﺑﺴﺒﺐ‬
‫ﺗﻘﺪﻡ ﺍﻟﺴﻦ‪ ،‬ﺃﻭ ﺍﳌﺮﺽ؛ ﳑﺎ ‪‬ﻳﺆ ‪‬ﺩﻱ ﺇﱃ ﻭﺟﻮﺩ ﻋﺎﺋ ٍﺪ ﻏﲑ ﺳﻠﻴﻢ ﻟﻘﻴﻤﺘﻪ ﺍﻻﺳﺘﺜﻤﺎﺭﻳﺔ‪.‬‬
‫‪ -2‬ﻃﺮﻳﻘﺔ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ‪:‬‬
‫ﻭﺗﻌﺮﻑ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺄ‪‬ﺎ "ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻴﻮﻡ ﻹﺣﻼﻝ‬
‫ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺑﺪﻻ ﻣﻦ ﺍﳌﻮﺟﻮﺩﺓ ﺍﻵﻥ")‪.(1‬‬

‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.320‬‬ ‫)‪(1‬‬
‫‪181‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻧﻮﻋﲔ ﻣﻦ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﻭﻫﻲ‪:‬‬

‫ﺃ‪ -‬ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﺍﻟﻮﻇﻴﻔﻲ‪:‬‬
‫ﻭ‪‬ﻳﻘﺼﺪ ﺑﺘﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﺍﻟﻮﻇﻴﻔﻲ ﺑﺄ‪‬ﺎ » ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ﰲ‬
‫ﺳﺒﻴﻞ ﺇﺣﻼﻝ ﺷﺨﺺ ﳏﻞ ﺷﺨﺺ ﺁﺧﺮ ﻳﺸﻐﻞ ﻭﻭﻇﻴﻔﺔ ﻣﻌﻴﻨﺔ ﰲ ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﲝﻴﺚ ﻳﻜﻮﻥ ﺍﻟﺒﺪﻳﻞ ﻗﺎﺩﺭﺍ‬
‫ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻨﻔﺲ ﺍﻷﻋﺒﺎﺀ ﻭﺗﻘﺪﱘ ﻧﻔﺲ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﺗﻠﺰﻡ ﳍﺬﻩ ﺍﻟﻮﻇﻴﻔﺔ «)‪.(2‬‬
‫ﻭﺗﺘﻜﻮ‪‬ﻥ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﺍﻟﻮﻇﻴﻔﻲ ﻣﻦ ﺛﻼﺛﺔ ﻋﻨﺎﺻﺮ ﻫﻲ‪:‬‬
‫‪ -‬ﺗﻜﻠﻔﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ؛‬
‫‪ -‬ﺗﻜﻠﻔﺔ ﺍﻟﺘﻌﻠﻴﻢ؛‬
‫‪ -‬ﺗﻜﻠﻔﺔ ﺗﺮﻙ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﺏ‪ -‬ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ ﺍﻟﺸﺨﺼﻲ‪:‬‬
‫ﻭﺗﻌﱪ ﻋﻦ ﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﺣﺎﻟﻴﺎ ﰲ ﺳﺒﻴﻞ ﺇﺣﻼﻝ ﺷﺨﺼﻲ ﳏ ﱠﻞ ﺁﺧﺮ ﻳﻜﻮﻥ ﻗﺎﺩﺭﹰﺍ‬
‫ﻋﻠﻰ ﺗﻘﺪﱘ ﳎﻤﻮﻋﺔ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ ﺍﻟﺸﺨﺺ ﺍﳊﺎﱄ‪ ،‬ﻭﺗﺸﻤﻞ ﺗﻜﻠﻔﺔ ﺇﺣﻼﻝ ﺍﻟﻔـﺮﺩ ﺃﻭ ﺍﻟﺘﻨﻈـﻴﻢ‬
‫ﺍﻟﺒﺸﺮﻱ ﻛﻠﻪ‪.‬‬
‫ﻭﲣﺘﻠﻒ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻦ ﻃﺮﻳﻘﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ ﺃ‪‬ﺎ ﺗﻘﻮﻡ ﺑﺎﺣﺘﺴﺎﺏ ﺗﻜﻠﻔﺔ ﺍﻷﺻﻮﻝ ﻃﻮﻳﻠﺔ‬
‫ﺍﻷﺟﻞ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳌﺘﻮﻗﻊ ﺇﻧﻔﺎﻗﻪ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺗﺴﺎﻋﺪ ﰲ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺑﺈﳚﺎﺩ‬
‫ﺗﻘﺪﻳﺮﺍﺕ ﻟﻨﻔﻘﺎﺕ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻋﻤﻞ ﳌﺨﺘﻠﻒ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻭﺗﺮﺷﻴﺪ ﻋﻤﻠﻴﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﳑﺎ ﳚﻌﻠﻬﺎ‬
‫ﺗﻀﻊ ﻣﻌﺎﻳﲑ ﻟﺘﻜﺎﻟﻴﻒ ﲡﻤﻴﻊ ﻭﺗﻮﻇﻴﻒ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺣﻴﺚ ﺗﺴﺘﻌﻤﻞ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﰲ ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺍﻟﻔﻌﻠﻴﺔ ﻛﻤﺎ ﻫﻮ ﳐﻄﻂ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﻓﺈﻧﻪ ﻳﻌﺎﺏ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﺻﻮﻝ ﺑﺸﺮﻳﺔ‬
‫ﺗﺘﻤﺎﺛﻞ ﻣﻊ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺸﺮﻭﻉ ﺍﻟﻮﺍﺟﺐ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺘﻬﺎ‪ ،‬ﺇﺿﺎﻓﺔ ﻟﺬﻟﻚ ﻓﺄﻥ ﳕﻮﺫﺝ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ‬
‫ﺱ ﺑﺪﻳ ٍﻞ ﻟﻘﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ)‪.(3‬‬
‫ﻳﺘﻀ ‪‬ﻤﻦ ﺗﻜﻠﻔﺔ ﺍﻟﻔﹸﺮﺻﺔ‪ ،‬ﻭﺍﻟﱵ ﻳﺼ ‪‬ﻌﺐ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻛﻤﻘﻴﺎ ٍ‬

‫ﲰﻴﺔ ﺃﻣﲔ ﻋﻠﻲ‪ » ،‬ﺍﶈﺎﺳﺒﺔ ﻋﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﺒﺸﺮﻱ «‪ ،‬ﳎﻠﺔ ﺍﶈﺎﺳـﺒﺔ ﻭﺍﻹﺩﺍﺭﺓ‬ ‫)‪(1‬‬

‫ﻭﺍﻟﺘﺄﻣﲔ‪ ،‬ﺟﻬﺎﺯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺤﻮﺙ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2003 ،60‬ﺹ ‪.283‬‬
‫ﺷﻮﻗﻲ ﺍﻟﺴﻴﺪ ﻓﻮﺩﻩ‪ » ،‬ﻣﺪﺧﻞ ﳓﻮ ﺗﻄﻮﻳﺮ ﺍﻹﻃﺎﺭ ﺍﻟﻔﻜﺮﻱ ﻟﻠﻤﺤﺎﺳﺒﺔ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳌﺼﺮﻳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻔﺎﻫﻴﻢ‬ ‫)‪(2‬‬

‫ﻭﺍﳌﺒﺎﺩﺉ ﻭﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﻟﺜﺎﻟﺚ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﲟﺼﺮ ﰲ ﻇﻞ ﺍﻟﺘﺤـﻮﻻﺕ ﺍﻟﻌﺎﳌﻴـﺔ «‪،‬‬
‫ﺍﻟﺰﻗﺎﺯﻳﻖ‪ 8-7 ،‬ﻧﻮﻓﻤﱪ ‪ ،1999‬ﺹ ‪.214‬‬
‫ﲰﻴﺔ ﺃﻣﲔ ﻋﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.285‬‬ ‫)‪(3‬‬
‫‪182‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -3‬ﻃﺮﻳﻘﺔ ﺗﻜﻠﻔﺔ ﺍﻟﻔﹸﺮﺻﺔ ﺍﻟﺒﺪﻳﻠﺔ‪:‬‬

‫ﻭﺗﻌﺮﻑ ﺑﺄ‪‬ﺎ » ﻗﻴﻤﺔ ﺍﻷﺻﻞ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺪﻳﻞ ﳜﺘﻠﻒ ﻋﻦ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﱄ «)‪.(1‬‬
‫ﻭﺗﻌﺘﻤﺪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻠﻰ ﺗﻘﺴﻴﻢ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﳎﻮﻋﺘﲔ)‪:(2‬‬
‫ﺃ‪ -‬ﻓﺌﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻏﲑ ﺍﳌﻬﺮﺓ ﺃﻭ ﺍﻟﻌﺎﺩﻳﲔ ﻭﺍﻟﺬﻳﻦ ﻳﺴﻬﻞ ﺇﺣﻼﳍﻢ ﺑﺂﺧﺮﻳﻦ‪ ،‬ﻭﻳﺘﻢ ﺗﻘﺴﻴﻤﻬﻢ ﻋﻠـﻰ ﺃﺳـﺎﺱ‬
‫ﻧﻔﻘﺎﺕ ﺍﻻﺳﺘﺪﻋﺎﺀ‪...‬‬
‫ﺏ‪ -‬ﻓﺌﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳌﻬﺮﺓ ﻭﻫﻲ ﻓﺌﺔ ﻧﺎﺩﺭﺓ ﻳﺘﻢ ﺗﻘﻮﳝﻬﺎ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﺻﻮﻝ ﺑﺸﺮﻳﺔ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺃﻛﺜـﺮ‬
‫ﻣﻦ ﻧﺸﺎﻁ ﺃﻱ ﻋﺪﺓ ﺑﺪﺍﺋﻞ ﳌﻌﺮﻓﺔ ﻗﻴﻤﺘﻬﻢ ﰲ ﺃﻓﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﳍﻢ ﻭﺗﺆﻛﺪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘـﺔ ﺃﻥ ﻣـﺪﻳﺮ‬
‫ﻭﻣﺮﺍﻛﺰ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﳌﺆﺳﺴﺔ ﻳﺘﻨﺎﻓﺴﻮﻥ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺃﻳﺪﻱ ﻋﺎﻣﻠﺔ ﺫﺍﺕ ﻣﻬﺎﺭﺓ ﻧـﺎﺩﺭﺓ‪،‬‬
‫ﻓﺎﳌﺪﻳﺮ ﺍﻟﺬﻱ ﻳﻨﺠﺢ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺫﻟﻚ ﺍﻟﻔﺮﺩ ﻭﺍﳌﻬﺎﺭﺓ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﳝﺜﻞ ﺗﻜﻠﻔﺔ ﺍﻟﻔﹸﺮﺻﺔ ﺍﻟﺒﺪﻳﻠﺔ ﻟﺬﻟﻚ‬
‫ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﳚﺎﺩ ﺃﻓﻀﻞ ﺍﻟﻈﺮﻭﻑ ﺍﳌﻼﺋﻤﺔ ﻻﺳﺘﻘﻄﺎﺏ ﺍﻷﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﺇﻻ ﺇ‪‬ﺎ ﻻ‬
‫‪‬ﺘﻢ ﺇﻻ ﺑﺎﻟﻔﺌﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻟﻨﺎﺩﺭﺓ‪.‬‬
‫‪ -4‬ﻃﺮﻳﻘﺔ ﺍﻟﻌﻮﺍﺋﺪ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪:‬‬
‫ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻘﻴﻤـﺔ ﺍﳊﺎﻟﻴـﺔ‬
‫ﻟﻠﻤﺮﺗﺒﺎﺕ ﻭﺍﻷﺟﻮﺭ ﺍﻟﱵ ﻳﺘﻘﺎﺿﺎﻫﺎ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﺣﱴ ‪‬ﺎﻳﺔ ﻋﻤﺮﻫﺎ ﺍﻹﻧﺘﺎﺟﻲ ﺑﺎﳌﺆﺳـﺴﺔ‪،‬‬
‫ﻟﺘﻤﻜﻦ ﻣﻦ ﺣﺴﺎﺏ ﺍﻟﻘﻴﻤﺔ ﺍﻹﲨﺎﻟﻴﺔ ﻟﻸﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻭﺍﻗﻊ ﻣﺘﻮﺳﻂ ﺭﻭﺍﺗﺐ ‪‬ﻤﻮﻋﺔ ﻣﺘﻤﺎﺛﻠﺔ ﻣـﻦ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺇﻻ ﺇ‪‬ﺎ ﻻ ﺗﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺇﻻ ﻋﻨﺼﺮﺍ ﻭﺍﺣﺪﺍ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻟﻠﻮﺻـﻮﻝ ﺇﱃ ﻗﻴﻤﺘـﻪ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺇﳘﺎﻝ ﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ ﻛﺴﻦ ﺍﻟﻌﺎﻣﻞ ﻭﻛﻔﺎﺀﺗﻪ ﻭﺃﻗﺪﻣﻴﺘﻪ‪.‬‬
‫‪ -5‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪:‬‬
‫ﻭﻳﺘ ‪‬ﻢ ﺗﻘﻴﻴﻢ ﺍﻷﺻﻮﻝ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻓﻘﺎ ﳌﻌﺪﻝ ﺍﻟﻌﺎﺋﺪ ﺍﳌﻤﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻪ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ‪ ،‬ﺃﻱ ﲢـﺪﺩ‬
‫ﻗﻴﻤﻪ ﺍﻟﺸﺨﺺ ﺑﺎﳌﺸﺮﻭﻉ ﲟﺎ ﻳﺴﺎﻭﻱ ﺍﻟﻘﻴﻤﺔ ﺍﳊﺎﻟﻴﺔ ﻟﻺﺭﺑﺎﺡ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻌﺘﻤﺪﻳﻦ ﰲ ﺫﻟﻚ ﻋﻠـﻰ ﻣـﺪﻯ‬
‫ﻣﺴﺎﳘﺔ ﺍﻟﻔﺮﺩ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻗﺪ ﻻ ﺗﺘﺒﻊ ﺍﻷﺟﻮﺭ ﰲ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ‪-‬ﺍﻟﺬﻱ ﺳﻴﺘﻢ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﳌـﻮﺍﱄ‪ -‬ﺍﻟﻨﻈـﺎﻡ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻱ ﰲ ﺍﻟﺮﺍﺗﺐ ﺍﻟﺸﻬﺮﻱ ﻣﺜﻼ‪ ..‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﻃﺮﻕ ﻋﺪﻳﺪﺓ ﻳﺘﻢ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻴﻬﺎ ﰲ ﺍﻟﻌﻤﻞ ﻣﺜﻞ ﺣﺴﺎﺏ‬
‫ﺍﻷﺟﺮ ﺑﺎﻟﺴﺎﻋﺔ ﺃﻭ ﺍﻷﺟﺮ ﺍﻟﻴﻮﻣﻲ ﺃﻭ ﺍﻷﺟﺮ ﺑﺎﳌﺸﺮﻭﻉ ﻛﺎﻣﻼ ﻭﻫﻜﺬﺍ‪ ،‬ﻓﻬﺬﺍ ﺍﻷﻣﺮ ﺭﺍﺟﻊ ﻟﻠﻄﺮﻓﲔ‪ .‬ﻭﳝﻜﻦ‬

‫‪ ،www .yusuf -abufara.net‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 10 :‬ﻓﻴﻔﺮﻱ ‪.2004‬‬ ‫)‪(1‬‬

‫ﺃﺳﺎﻣﺔ ﻋﻠﻲ ﻋﺒﺪ ﺍﳋﺎﻟﻖ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.47‬‬ ‫)‪(2‬‬
‫‪183‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺃﻥ ﻳﻄﻠﺐ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺩﻓﻌﺔ ﻣﻘﺪﻣﺔ ﺃﻭ ﻛﻞ ﺍﳌﺒﻠﻎ ﻣﻘﺪﻣﺔ ﻗﺒﻞ ﺑﺪﺀ ﺍﻟﻌﻤﻞ‪ ..‬ﻛﻤﺎ ﻳﻔﻀﻞ‬
‫ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺍﻟﺪﻓﻊ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺣﱴ ﻳﻨﺘﻬﻲ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﻄﻠﺐ ﺍﳌﺒﻠﻎ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺋﻪ‬
‫ﻣﻦ ﺍﳌﺸﺮﻭﻉ)‪.(1‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﳘﻴﺔ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻌﺮﻳﻒ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻣﻊ ﺑﺪﺍﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺷﺎﻉ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻌﺎﻝ ﳌﺪﺧﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﲟﺎ ﻳﻜﻔﻞ ﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴـﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺫﺍﺕ ﺍﻟﻮﻗﺖ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﻟﻜﻼﳘﺎ ﺣﺎﺟﺎﺕ ﻣﺸﺘﺮﻛﻪ ﻭﻣﺘﺴﻘﺔ ﻣﻊ‬
‫ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻭﻳﺮﻛﺰ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﺍﳉﺪﻳﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻛﻤﻮﺍﺭﺩ ﻭﻟﻴﺲ ﻛﻌﻮﺍﻣﻞ ﺇﻧﺘﺎﺟﻴﻪ‪ ،‬ﻭﻣﻌﲎ‬
‫ﺫﻟﻚ ﻫﻮ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻛﺎﺳﺘﺜﻤﺎﺭﺍﺕ ﲢﻘﻖ ﻋﻮﺍﺋﺪ ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﺷﻜﻞ ﺯﻳﺎﺩﺓ ﰲ‬
‫ﺇﻧﺘﺎﺟﻴﺘﻬﺎ ﻭﺫﻟﻚ ﺇﺫﺍ ﻣﺎ ﺃﺩﻳﺮﺕ ﺑﻔﻌﺎﻟﻴﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍﻟﺴﺒﻴﻞ ﻟﺘﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺔ ﻫـﻮ ﺍﻻﺳـﺘﺨﺪﺍﻡ ﺍﻷﻣﺜـﻞ‬
‫ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺃﳘﻴﺔ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﳝﻜﻦ ﻣﻼﺣﻈﺔ ﺗﺄﺛﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ﺣﻴﺚ ﳒﺪ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻜﺒﲑﺓ ﻭﺍﻟﻨﺎﺟﺤﺔ ﻳﺮﺟﻊ‬
‫ﳒﺎﺣﻬﺎ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﺇﱃ ﻗﺪﺭ‪‬ﺎ ﺍﻟﻔﻌﺎﻟﺔ ﳌﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﻭﺍﻻﺣﺘﻔﺎﻅ ﲟـﻮﻇﻔﲔ‬
‫ﻭﻣﺪﺭﺍﺀ ﻋﻠﻰ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﳌﻬﺎﺭﺓ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻥ ﺃﻭﻝ ﻣﻦ ﻃﺒﻖ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻄﺒﻴﻘﹶﺎ ﻋﻠﻤﻴـﹶﺎ‬
‫ﻫﻲ "ﻣﺆﺳﺴﺔ ﺑﺎﺭﻱ " ﺑﻮﻻﻳﺔ ﺃﻭﻫﺎﻳﻮ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﰲ ﺳﻨﺔ ‪ ،1966‬ﻭﺗﻘﻮﻡ ﻓﻠﺴﻔﺔ ﻫـﺬﻩ ﺍﳌﺆﺳـﺴﺔ‬
‫ﻋﻠﻰ ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﺘﻨﺎﻓﺲ ﻭﺍﻟﻨﺠﺎﺡ ﻫﻲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻣﺎ ﳍﺬﻩ ﺍﳌﻮﺍﺭﺩ ﻣﻦ ﻗﹸـﺪﺭﺍﺕ‬
‫ﻭﻃﻤﻮﺣﺎﺕ‪ ،‬ﻭﻫﻜﺬﺍ ﺃﺩﺧﻠﺖ ﰲ ﻧﻈﺎﻣﻬﺎ ﺍﶈﺎﺳﱯ‪ ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻦ ﻃﺮﻳﻖ ﺭﲰﻠـﺔ ﺗﻜـﺎﻟﻴﻒ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺣﺴﺎﺏ ﺃﻗﺴﺎﻁ ﺇﻃﻔﺎﺀﻫﺎ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻻﻫﺘﻤﺎﻡ ﲟﺤﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻦ ﺃﻥ ﻧﺆﺷﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﺍﻟﻌﻨﺼﺮ ﺍﻹﻧﺴﺎﱐ ﻫﻮ ﺃﻫﻢ ﺃﻧﻮﺍﻉ ﺍﻷﺻﻮﻝ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻟﻪ ﺗﺄﺛﲑ ﺟﻮﻫﺮﻱ ﻋﻠﻰ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻓﻔﻲ‬
‫ﻼ ﺃﻛﺜﺮ ﻣﻦ ‪ ،65‬ﺧﺒﲑ ﻳﻌﻤﻠﻮﻥ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻓﻀﻞ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﻣﺆﺳﺴﺔ ﻧﺴﺘﻠﻪ ﻣﺜ ﹶ‬
‫‪ -2‬ﺍﻟﻌﻨﺼﺮ ﺍﻹﻧﺴﺎﱐ ﻟﻪ ﻗﻴﻤﺔ ﺳﻮﻗﻴﺔ‪ ،‬ﻭﻣﺎ ﺣﺪﺙ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﺎﻡ ‪ 1968‬ﻡ‪ ،‬ﻳﺆﻛﺪ‬
‫ﻫﺬﺍ ﻓﻌﻨﺪﻣﺎ ﺍﺳﺘﻘﺎﻝ ﲦﺎﻧﻴﺔ ﻣﻦ ﻛﺒﺎﺭ ﺍﳌﺪﺭﺍﺀ ﰲ ﻣﺆﺳﺴﺔ "ﻣﻮﺗﻮﺭﻭﻻ" ﻭﺍﻟﺘﺤﺎﻗﻬﻢ ﺑﺎﻟﻌﻤﻞ ﻟﺪﻯ ﻣﺆﺳﺴﺔ‬
‫ﻣﻨﺎﻓﺴﺔ ﻭﻫﻲ ﻣﺆﺳﺴﺔ ﻓﲑﺗﺸﻴﻠﺮ‪ ،‬ﻓﻘﺪ ﺍﳔﻔﻀﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻷﺳﻬﻢ ﺍﳌﺆﺳﺴﺔ ﺍﻷﻭﱃ ﲝﻮﺍﱄ ‪41‬‬

‫‪ ،http://ar.wikipedia.org/wiki/‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 18 :‬ﺟﺎﻧﻔﻲ ‪.2008‬‬ ‫)‪(1‬‬

‫‪184‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪24‬‬ ‫ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ ﺧﻼﻝ‬ ‫‪14‬‬ ‫ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ ﻭﺍﺭﺗﻔﻌﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﻮﻗﻴﺔ ﻷﺳﻬﻢ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﲟﺒﻠﻎ‬
‫ﺳﺎﻋﺔ ﻣﻦ ﺗﺎﺭﻳﺦ ﺇﻋﻼﻥ ﺧﱪ ﺍﻻﺳﺘﻘﺎﻟﺔ‪.‬‬
‫‪ -3‬ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻧﻌﻜﺎﺳﺎ‪‬ﺎ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪ :‬ﻣﻦ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻳﺘ‪‬ﻀﺢ ﺃﻧﻪ ﳍﺎ ﺃﺛﺎﺭ ﺧﻄﲑﺓ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﻠﻘﺪ ﺃﻓﺮﺯﺕ ﺗﻠﻚ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﻗﻔﺰﺓ ﻭﺍﺳﻌﺔ‬
‫ﻟ‪‬ﻨﻈﻢ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻹﺩﺍﺭﺓ ﰲ ﺷﺮﻛﺎﺕ ﺍﻟﺪﻭﻝ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ ﳑﺎ ﺧﻠﻖ ﻓﺠﻮ ﹰﺓ ﻭﺍﺳﻌﺔ ‪‬ﻣﻘﺎﺭﻧ ﹰﺔ ﻣﻊ ﺷﺮﻛﺎﺗﻨﺎ‪.‬‬
‫ﻼ ﻣﺰﳚﹰﺎ ﻣﺮﻛﺒﹶﺎ ﻣﺘﻔﺎﻋﻼ ﻣﻦ‬ ‫ﻭﺇﻥ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺬﻱ ﻳﻌﲏ ﺃﺳﻠﻮﺏ ﺃﺩﺍﺀ ﻭﻳﺘﻀﻤﻦ ﻫﻴﻜ ﹰ‬
‫ﲡﻬﻴﺰﺍﺕ ﺇﻟﻴﻪ‪ ،‬ﻋﻤﺎﻟﺔ‪ ،‬ﻃﺮﻕ ﻋﻤﻞ ﺗﺆﻟﻒ ﺑﲔ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻟﻌﻤﺎﻟﺔ ﰲ ﺇﺟﺮﺍﺀﺍﺕ ﺃﺩﺍﺀ ﺑﺄﺳﻠﻮﺏ ﳏﺪﺩ‬
‫ﻹﻧﺘﺎﺝ ﺃﻭ ﺗﻘﺪﱘ ﺳﻠﻌﻪ ﺃﻭ ﺧﺪﻣﻪ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬
‫ﻭﺃﻫﻢ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ‪:‬‬
‫‪ -1‬ﺗﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺍﻷﺩﺍﺀ ﺍﻹﻧﺘﺎﺟﻲ‪ :‬ﺣﻴﺚ ﻣﺴﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﺃ ‪‬ﺩﺕ ﺇﱃ ﺧﻔﺾ ﺍﻟﺘﻜﻠﻔﺔ‬
‫ﻭﻭﻗﺖ ﲢﻠﻴﻞ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻗﺪ ﺗﻄﻮﺭﺕ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺼﻨﻊ ﻭﺍﻟﺘﺤﻜﱡﻢ ﺍﻟﱵ ﺷﻜﻠﺖ ﺍﻷﺳﺎﺱ ﻟﻨﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺳﺘﻬﺪﻑ ﳌﺪ ﻣﺪﻳﺮﻱ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻹﺩﺍﺭﺓ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﻔﺎﻋﻠﻴﻪ ﺃﻛﱪ‪.‬‬
‫‪ -2‬ﺗﻐ‪‬ﻴﺮ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺘﺴﻮﻳﻘﻲ‪ :‬ﺣﻴﺚ ﺍﺷﺘﺮﻛﺖ ﺍﻵﻻﺕ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﺴﻮﻳﻘﻴﺔ ﳑﺎ ﺳﻴﺰﻳﺪ ﻣﻦ ﺧﺪﻣﺔ‬
‫ﺍﻟﻌﻤﻼﺀ‪.‬‬
‫‪ -3‬ﺗﻐ‪‬ﻴﺮ ﰲ ﺍﻟﺘﻨﻈﻴﻢ‪ :‬ﺣﻴﺚ ﺃﺛﺒﺘﺖ ﲡﺎﺭﺏ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻨﺎﲡﺔ – ﻭﻟﻴﺲ ﻓﻘﻂ ﻧﻈﺮﻳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ –‬
‫ﺃﻥ ﺍﻟﻨﺠﺎﺡ ﺍﻹﺩﺍﺭﻱ ﻛﺎﻥ ﻭﻟﻴﺪﹶﺍ ‪‬ﻤﻮﻋﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻣﻦ ﺍﻟﺘﻮﺟﻬﺎﺕ ﻭﺍﻟﺘﺤﻮﻻﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻓﻘﺪ‬
‫ﻛﺎﻥ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺑﻴﺌﺔ ﺑﻄﻴﺌﺔ ﺍﻟﺘﻐﻴﲑ ﻭﻣﻦ ﳕﻮﺫﺝ ﺗﻨﻈﻴﻤﻲ ﻣﻴﻜﺎﻧﻴﻜﻲ ﺟﺎﻣﺪ ﺇﱃ ﺑﻴﺌﺔ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﺳﺮﻳﻌﺔ‬
‫ﺍﻟﺘﻐﲑ ﺗﺘﺰﺍﻳﺪ ﻓﻴﻬﺎ ﻋﻮﺍﻣﻞ ﻋﺪﻡ ﺍﻟﺘﺄﻛﱡﺪ ﻭﺩﺭﺟﺔ ﺍﳌﺨﺎﻃﺮﺓ ﻭﺗﺘﻄﻠﺐ ﳕﻮﺫﺟﺎ ﺗﻨﻈﻴﻤﻴﹶﺎ ﻋﻀﻮﻳﺎ ﻣﺮﻧﺎ‪ ،‬ﻭﳝﻜﻦ‬
‫ﺍﺳﺘﺸﺮﺍﻑ ﺃﻫﻢ ﺍﻧﻌﻜﺎﺳﺎﺕ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺗﻨﻈﻴﻤﻴﺎ ﰲ ﺑﻌﺾ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺳﺘﺰﺩﺍﺩ ﺍﻟﻌﻤﺎﻟﺔ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﻭﺃﺧﺼﺎﺋﻴﻮ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺍﻟﺼﻴﺎﻧﺔ؛‬
‫‪ -‬ﺳﺘﻈﻬﺮ ﺍﳊﺎﺟﺔ ﺇﱃ ﺗﻐﻴﲑ ﺍﻷﺩﺍﺀ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﳉﺪﻳﺪﺓ؛‬
‫‪ -‬ﺳﺘﻈﻬﺮ ﺍﳊﺎﺟﺔ ﺇﱃ ﲤﻜﲔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺃﺩﺍﺀ ﺍﻟﻮﻇﺎﺋﻒ ﺩﻭﻥ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺍﻹﺩﺍﺭﺓ؛‬
‫‪ -‬ﺳﻴﺘﻐﲑ ﻫﻴﻜﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺴﺒﺐ ﺍﻷﲤﺘﺔ‪.‬‬
‫ﻭﻣﻦ ﰒ ﻓﺈﻥ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﺗﺸ ﱢﻜﻞ ﺑﻴﺌ ﹰﺔ ﻋﻤﻠﻴﺔ ﺷﺪﻳﺪﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻭﳝﻜﻦ ﺃﻥ‬
‫ﺗﺘﻐﲑ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺑﺴﺮﻋﺔ ﻭﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﺘﻮﻗﻌﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﲝﺎﺟﺔ ﺇﱃ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﻭﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ ﻭﺳﺮﻳﻊ ﻟﻠﻤﺸﺎﻛﻞ ﻭﻟﻠﻔﺮﺹ‪ ،‬ﻭﻋﻠﻴﻬﺎ ﺃﻥ ﺗﻌﻤﻞ ﲢﺖ ﺿﻐﻮﻁ ﻣﺘﺰﺍﻳﺪﺓ "‬
‫‪185‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺿﻐﻮﻃﺎﺕ ﺍﻷﻋﻤﺎﻝ " ﺑﺈﺟﺮﺍﺀﺍﺕ ﻣﺒﺘﻜﺮﺓ ﺗﺴﻤﻰ ﺑﺄﻧﺸﻄﺔ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﳊﺎﲰﺔ "‪ ،‬ﻭﺍﻥ ﻣﺎ ﻳﺪﻋﻢ ﺍﺳﺘﺠﺎﺑﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻫﻲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫‪ -‬ﺿﻐﻮﻁ ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﻳﺸﻤﻞ ﺫﻟﻚ‪:‬‬
‫ﺃ‪ -‬ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ :‬ﺗﺘﻤﺜﻞ ﰲ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﺘﺸﺮﻳﻌﺎﺕ ﺍﻟﱵ ﺗﺼﺪﺭﻫﺎ ﺍﻟﺪﻭﻟﺔ ‪‬ﺪﻑ ﲪﺎﻳﺔ ﻭﺗﺄﻣﲔ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﳋﺎﺻﺔ ﺑﺎﻷﺟﻮﺭ ﻭﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﻭﺍﳋﺪﻣﺎﺕ ﻭﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﺏ‪ -‬ﺗﺄﺛﲑ ﺍﻟﻨﻘﺎﺑﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ‪ :‬ﻣﻦ ﺣﻴﺚ ﲢﺪﻳﺪ ﺣﻘﻮﻕ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺃﺟﻮﺭ ﻭﻣﻴﺰﺍﺕ ﺇﺿﺎﻓﻴﺔ ﻭﺇﺟﺎﺯﺍﺕ‬
‫ﻭﺧﺪﻣﺎﺕ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻣﺜﻞ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﻭﻓﺘﺮﺍﺕ ﺍﻟﺮﺍﺣﺔ ﻭﻏﲑﻫﺎ‪ .‬ﻭﻣﻦ ﰒ‬
‫ﺃﺻﺒﺢ ﻟﻠﻨﻘﺎﺑﺔ ﺍﻟﻌﻤﺎﻟﻴﺔ ﺩﻭﺭ ﻫﺎﻡ ﰲ ﺻﻴﺎﻏﺔ ﻭﺗﻨﻔﻴﺬ ﺳﻴﺎﺳﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺝ‪ -‬ﺗﺄﺛﲑ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ :‬ﺗﺘﺄﺛﺮ ﻇﺮﻭﻑ ﻫﺬﻩ ﺍﻟﺴﻮﻕ ﺑﻈﺮﻭﻑ ﺍﻟﻌﺮﺽ ﻭﺍﻟﻄﻠﺐ ﻋﻠﻰ ﻋﻨﺼﺮ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻫﻲ‬
‫ﻇﺮﻭﻑ ﻣﺘﻐﲑﺓ ﺑﻄﺒﻴﻌﺘﻬﺎ‪ ،‬ﺣﻴﺚ ﻳﺼﻌﺐ ﺍﻟﺘﺤﻜﻢ ﻭﺍﻟﺘﺄﺛﲑ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺔ ﻭﺣﺪﻫﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﺘﻮﻓﲑ ﻛﺎﻓﺔ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﺘﺎﺭﳜﻴـﺔ‬
‫ﻭﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳌﻌﺮﻓﺔ ﻗﻴﻤﺔ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﱵ ﺗﻌﺘـﱪ ﺍﻷﻛﺜـﺮ ﺃﳘﻴـﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻭﻳﺴﺎﻋﺪ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻗﻴﺎﺱ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻮﺭﺓ ﻣﺎﻟﻴﺔ‬
‫ﻭﺍﳌﺴﺎﳘﺔ ﰲ ﲣﻄﻴﻂ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻘﻮﻣﻲ ﻣﻦ ﺧﻼﻝ ﺍﳌﺴﺎﳘﺔ ﰲ ﺭﺳﻢ ﺳﻴﺎﺳﺎﺕ ﺍﻟﺘﻮﻇﻴﻒ‬
‫ﻭﺍﻟﻌﻤﺎﻟﺔ ﻭﻣﺎ ﻳﺮﺗﺒﻂ ‪‬ﺎ ﻣﻦ ﺳﻴﺎﺳﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻭﺍﳊﻮﺍﻓﺰ ﺑﺸﻜﻞ ﻋﻠﻤﻲ‪.‬‬
‫ﻭﺗﺘ ‪‬ﻢ ﻣﻌﺎﳉﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﺍﻟﻨﻈﺎﻡ‪ :‬ﺗﻤﱢﺜﻞ ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻣ‪‬ﺨﺮ‪‬ﺟـﺎﺕ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﱵ ﺗﺸﻤﻞ ﻛﻼ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺘﺨﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬ﻣﻌﻠﻮﻣﺎﺕ ﻟﺘﺤﻠﻴـﻞ‬
‫ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﻟﺘﻘﻮﱘ ﺍﻷﺩﺍﺀ ﻭﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﻨﻘﻞ ‪ -‬ﳎﻤﻮﻋﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﻳـﺘﻢ ﺍﳊـﺼﻮﻝ‬
‫ﻋﻠﻴﻬﺎ ﻣﻦ ﺍﳌﺴﺘﻨﺪﺍﺕ ﻟﻸﺣﺪﺍﺙ ﺍﳌﺎﻟﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻜﺎﻓﺔ ﻣﺎ ﻳﻨﻔﻖ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻗﻮﺍﺋﻢ ﺍﻟﺮﻭﺍﺗـﺐ‬
‫ﻭﻗﻮﺍﺋﻢ ﺍﳊﻮﺍﻓﺰ ﻭﺍﳌﻜﺎﻓﺂﺕ ﻭﻧﻔﻘﺎﺕ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ .‬ﻭﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﹸـﺪﺧ‪‬ﻼﺕ ﺑـﻨ‪‬ﻈﻢ ﺍﳊﺎﺳـﻮﺏ‬
‫ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﺍﻟﻮﺣﺪﺓ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ ﻣﻦ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻷﺧﺮﻯ ﻛﻨﻈﺎﻡ ﺍﻷﻓﺮﺍﺩ ﻭﻧﻈﺎﻡ‬
‫ﺍﻟﺮﻭﺍﺗﺐ ﻭﻧﻈﺎﻡ ﺍﻹﻧﺘﺎﺝ‪.‬‬
‫‪ -2‬ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ‪ :‬ﺗﺸﻤﻞ ﻛﺎﻓﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺴﺠﻴﻞ ﻭﺍﻟﺘﺠﻤﻴﻊ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﺗﺒﻮﻳﺒﻬﺎ ﺍﻟﱵ ﳝﻜﻦ ﺗﻔﺮﻳﻐﻬﺎ‬
‫ﻣﻦ ﺍﳌﺴﺘﻨﺪﺍﺕ ‪ -‬ﲢﻤﻴﻞ ﻛﺎﻓﺔ ﺍﻟﻨﻔﻘﺎﺕ ﰲ ﺣﺴﺎﺏ ﺧﺎﺹ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﳊﻈـﺔ ﺍﻹﻋـﻼﻥ ﻋـﻦ‬
‫‪186‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻮﻇﺎﺋﻒ ﺣﱴ ﺗﺴﺮﻳﺢ ﺗﻠﻚ ﺍﳌﻮﺍﺭﺩ ﻣﻦ ﺍﻟﻌﻤﻞ ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﺤﻤﻞ ﻛﻞ ﻣﻮﺭﺩ ﺑﺸﺮﻱ ﺣﺼﺘﻪ ﻣـﻦ ﺗﻠـﻚ‬
‫ﺍﻟﺘﻜﺎﻟﻴﻒ‪.‬‬
‫‪ -3‬ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﺍﻟﻨﻈﺎﻡ‪ :‬ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﰎ ﲡﻤﻴﻌﻬﺎ ﻋﻦ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﳝﻜـﻦ ﺍﻟﻘـﻮﻝ ﺃﻥ‬
‫ﻣ‪‬ﺨﺮ‪‬ﺟﺎﺕ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻦ ﺗﻮﻓﲑﻫﺎ ﻃﺒﻘﺎ ﻟﻠﺤﺎﺟﺔ ﺇﱃ ﻧﻮﻋﻴـﺔ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﳌﻄﻠﻮﺑﺔ ﰲ ﻓﺘﺮﺍﺕ ﺯﻣﻨﻴﺔ ﳐﺘﻠﻔﺔ ﻭﻣﻦ ﺍ ﹸﳌﺨ ‪‬ﺮﺟﺎﺕ ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﺘﺨﻄﻴﻄﻴﺔ ﻟﺘﻜﺎﻟﻴﻒ ﺍﳊﺼﻮﻝ ﻋﻠـﻰ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬
‫‪ -‬ﻣﻘﺎﺭﻧﺔ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﻔﻌﻠﻴﺔ ﻣﻊ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺨﻄﻄﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺃﺳﺒﺎﺏ ﺍﻻﳓﺮﺍﻓﺎﺕ‬
‫‪ -‬ﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﺘﺨﻄﻴﻄﻴﺔ ﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪ -‬ﻣﻘﺎﺭﻧﺔ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﻔﻌﻠﻴﺔ ﻣﻊ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺨﻄﻄﺔ ﻭﺩﺭﺍﺳﺔ ﺃﺳﺒﺎﺏ ﺍﻻﳓﺮﺍﻓﺎﺕ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻫﺪﺍﻑ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫‪‬ﻳﻤﱢﺜﻞ ﺍﻟﻨﻈﺎﻡ ﺍﶈﺎﺳﱯ ﻟﻸﺟﻮﺭ ﺃﺣﺪ ﻛﱪ ﻧﻈﻢ ﺗﺸﻐﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺫﻟﻚ ﻣﻦ ﻭﺟﻬﺔ‬
‫ﻧﻈﺮ ﺣﺠﻢ ﺍﳌﻌﺎﻣﻼﺕ ﻭﺍﻟﺴ‪‬ﺠﻼﱠﺕ ﺍﻟﱵ ﻳﻘﻮﻡ ﺍﻟﻨﻈﺎﻡ ﺑﺘﺸﻐﻴﻠﻬﺎ‪ .‬ﻭﳝﻜﻦ ﺑﺼﻔ ٍﺔ ﻋﺎﻣـﺔ ﺍﻟﻘـﻮﻝ ﺃﻥ ﻧﻈـﺎﻡ‬
‫ﺍﻷﺟﻮﺭ ‪‬ﻳﻌﺘﱪ ﺃﺣﺪ ﺃﻫﻢ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ؛ ﺣﻴﺚ ﺃﻧﻪ ﳝﺜﻞ ﻗﻨﺎﺓ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔـﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﻭﻣﻮﻇﻔﻴﻬﺎ ﻭﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ)‪.(1‬‬
‫ﻭﺗﺘﻤﱠﺜﻞ ﻓﻮﺍﺋﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳊﺎﺳﻮﺏ ﰲ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﲣﺰﻳﻦ ﻭﺍﺳﺘﻌﺎﺩﺓ ﻛﻤﻴﺔ ﻫﺎﺋﻠﺔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ؛‬
‫ﺺ ﺍﻟﺪﻭﺍﺋﺮ‬
‫‪ -2‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺭﺑﻂ ﻋﺪﺓ ﻣﻮﺍﺿﻴﻊ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﻌﺪﻝ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺒﲔ ﻓﻴﻤﺎ ﳜ ‪‬‬
‫ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -3‬ﺗﻮﻓﲑ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺪﻗﺔ ﻻ ﳝﻜﻦ ﺗﻮﻓﲑﻫﺎ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻣﺜﻞ ﻋﻤﻠﻴﺔ ﺗﺪﻗﻴﻖ ﺍﻷﺧﻄﺎﺀ؛‬
‫‪ -4‬ﺇﻟﻐﺎﺀ ﺍﻟﺴ‪‬ﺠﻼﱠﺕ ﺍﳌﻜﺮﺭﺓ ﳑﺎ ‪‬ﻳﻮﱢﻓﺮ ﻋﻠﻰ ﻣﺼﻠﺤﺔ ﺍﶈﺎﺳﺒﺔ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺘﻜﺎﻟﻴﻒ؛‬
‫‪ -5‬ﲢﺴﲔ ﺍﻷﺩﺍﺀ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﶈﺎﺳﺒﻴﺔ ﻭﻗﺮﺍﺭﺍ‪‬ﺎ ﻭﻧﺘﺎﺋﺠﻬﺎ ﺑﻨﺎﺀﺍ ﻋﻠﻰ ﻣﺎ ﻳﺘﻮﻓﺮ ﻣﻦ ﻣﻌﻄﻴﺎﺕ ﺻﺤﻴﺤﺔ؛‬
‫‪ -6‬ﺗﺴﻬﻴﻞ ﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -7‬ﻣﺴﺎﻋﺪﺓ ﺍﻹﺩﺍﺭﺓ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻼﺯﻣﺔ ﻭﺗﻘﺪﳝﻬﺎ ﻟﻠﺠﻬـﺎﺕ ﺍﳌﺨﺘـﺼﺔ‪ ،‬ﺳـﻮﺍ ًﺀ ﺇﱃ ﺍﻹﺩﺍﺭﺍﺕ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﺃﻭ ﺍﳉﻬﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛‬

‫ﳏﻤﺪ ﺷﻮﻗﻲ ﺑﺸﺎﺩﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﻣﺮﻛﺰ ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ ﻟﻠﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،2002 ،‬ﺹ ‪.213‬‬ ‫)‪(1‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪) 210‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(2‬‬

‫‪187‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -8‬ﺇﻇﻬﺎﺭ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺪﺙ ﻟﻠﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﻳﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﻣﻮﺍﺟﻬﺔ‬
‫ﺗﻠﻚ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺑﻜﻔﺎﺀﺓ‪.‬‬
‫ﻛﻤﺎ ﻳ‪‬ﺆﺛﱢﺮ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﺮﺗﺒﺎﺕ ﻣﻦ ﺧﻼﻝ ‪:‬‬
‫)‪(1‬‬

‫‪ -1‬ﺍﺯﺩﻳﺎﺩ ﺍﻟﺪﻗﺔ ﻭﺍﻟﺴﺮﻋﺔ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﺍﳌﻜﺎﻓﺂﺕ ﻭﻣﺴﺘﺤﻘﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺻﺮﻓﻬﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛‬
‫‪ -2‬ﺇﻣﻜﺎﻧﻴﺔ ﻣﻘﺎﺭﻧﺔ ﻣﺎ ﺗﺪﻓﻌﻪ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺭﻭﺍﺗﺐ ﻟﻺﺩﺍﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﻛﺎﻓﺔ ﺃﳓﺎﺀ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -3‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺴﺮﻳﻌﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﻟﻌﻼﻭﺍﺕ ﻭﺍﻻﻣﺘﻴﺎﺯﺍﺕ؛‬
‫‪ -4‬ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﻼﺯﻣﺔ ﻻﺳﺘﻘﻄﺎﻉ ﺍﻟﺮﻭﺍﺗﺐ ﺩﺍﺧﻠﻴﺎ ﺃﻭ ﺧﺎﺭﺟﻴﺎ؛‬
‫‪ -5‬ﺗﻴﺴﲑ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺮﻭﺍﺗﺐ ﺍﳌﻮﻇﻔﲔ ﻭﺍﻛﺘﺸﺎﻑ ﺍﻷﺧﻄـﺎﺀ ﺇﻥ ﻭﺟـﺪﺕ ﰲ‬
‫ﺃﻗﺼﺮ ﻭﻗﺖ؛‬
‫ﺇﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺰﺩﺍﺩ ﺃﳘﻴﺘﻪ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧﻼﻝ ﻣﺴﺎﳘﺘﻪ ﰲ ﲢﻘﻴﻖ‬
‫ﺃﻫﺪﺍﻓﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻵﰐ‪:‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻗﻴﺎﺱ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻮﺭﺓ ﻣﺎﻟﻴﺔ‪.‬‬
‫ﻳﺘ ‪‬ﻢ ﻗﻴﺎﺱ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺎﻓﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻠﻚ ﺍﳌﻮﺍﺭﺩ ﰲ ﺳﺒﻴﻞ‬
‫ﺗﻘﻴﻴﻤﻬﺎ ﻣﺎﻟﻴﹰﺎ‪.‬‬
‫ﺇﻥ ﺗﻘﻴﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺎﻟﻴﹰﺎ ﻳﻌﲏ ﲢﺪﻳﺪ ﻗﻴﻤﺔ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﻳﻨﺘﻈﺮ ﺃﻥ ﺗﻘﺪﻣﻬﺎ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ‬
‫ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﻳﺘﻢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺇﺣﺪﻯ ﻃﺮﻕ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﱵ ﺗﺮﺍﻫﺎ ﺍﳌﺆﺳﺴﺔ ﻣﻨﺎﺳﺒﺔ ﳍـﺎ‪ ،‬ﻟﻜـﻲ‬
‫ﻳﻜﻮﻥ ﺑﺎﻹﻣﻜﺎﻥ ﺣﺼﺮ ﻗﻴﻤﺘﻬﺎ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻻﻫﺘﻼﻛﺎﺕ ﺍﻟﱵ ﺗﺘﺮﺗﺐ ﻋﻠﻴﻬﺎ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺇﻇﻬﺎﺭﻩ ﰲ‬
‫ﺍﻟﻘﻮﺍﺋﻢ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﲟﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﺻﻮﺭﺓ ﺗﻮﺿﻴﺤﻴﺔ ﺃﻛﱪ ﻭﺃﺩﻕ ﻋﻦ ﻧﺸﺎﻁ ﺍﻟﻮﺣﺪﺓ ﻭﻣﺪﻯ‬
‫ﲢﻘﻴﻘﻬﺎ ﻷﻫﺪﺍﻓﻬﺎ ﻭﺧﺎﺻ ﹰﺔ ﻣﺎ ﻳﺘﻌﻠﱠﻖ ﺑﻨﺎﺗﺞ ﺍﻟﻨﺸﺎﻁ ﻭﻣﺪﻯ ﻣﺴﺎﳘﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲢﻘﻴﻘﻪ‪.‬‬
‫ﻭﺃﻫﻢ ﻃﺮﻕ ﺍﻟﺘﻘﻴﻴﻢ ﳝﻜﻦ ﺇﳚﺎﺯﻫﺎ ﺑﺎﻵﰐ)‪:(2‬‬
‫‪ -1‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ‪ :‬ﺪﻑ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﳌﻌﺮﻓﺔ ﻗﻴﻤﺔ ﺍﻷﺻﻞ ﻋﻦ ﻃﺮﻳﻖ ﺇﺛﺒﺎﺕ ﻛﻞ ﻣﺎ ﺗﺘﺤﻤﻠﻪ‬
‫ﺍﳌﺆﺳﺴﺔ ﰲ ﺳﺒﻴﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﺻﻞ‪.‬‬

‫ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.209‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ » ،‬ﺗﺼﻤﻴﻢ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫)‪(2‬‬

‫ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺍﻟﺪﳕﺮﻙ‪ ،‬ﻣﻨﺸﻮﺭ ﻋﻠﻰ ﻣﻮﻗﻊ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،2007 ،‬ﺹ ‪.9‬‬

‫‪188‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﻃﺮﻳﻘﺔ ﺗﻜﻠﻔﺔ ﺍﻹﺣﻼﻝ‪ :‬ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻷﺻﻞ ﺍﻟﺒﺸﺮﻱ ﺑﻘﻴﻤﺔ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﳛﻞ ﳏﻠﻪ‬
‫ﻭﺍﻟﺬﻱ ﻳﻜﻮﻥ ﲟﺴﺘﻮﻯ ﺧﺪﻣﺎﺕ ﻳﺴﺎﻭﻱ ﺧﺪﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﳊﺎﻟﻴﺔ‪.‬‬
‫‪ -3‬ﻃﺮﻳﻘﺔ ﺗﻜﻠﻔﺔ ﺍﻟﻔﹸﺮﺻﺔ ﺍﻟﺒﺪﻳﻠﺔ‪ :‬ﺃﻱ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﱵ ﺗﺘﺤﻤﻠﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻟﺘﻐﻴﲑ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﱄ ﻟﻠﻤﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺁﺧﺮ ﺑﺪﻳﻞ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪‬ﻳﺴﺎﻋﺪ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧـﻼﻝ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﻘ ‪‬ﺪﻣﻬﺎ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻵﺗﻴﺔ)‪:(1‬‬
‫ﻼ ﻋﻦ ﺗﻮﻓﲑ ﺑﻴﺎﻧﺎﺕ ﺗﻜـﺎﻟﻴﻒ‬ ‫ﺃ‪ -‬ﺗﻮﻓﲑ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺗﻜﺎﻟﻴﻒ ﻃﻠﺐ ﺍﳌﻮﻇﻔﲔ ﻭﺍﺧﺘﻴﺎﺭﻫﻢ ﻭﺗﻌﻴﻴﻨﻬﻢ‪ ،‬ﻓﻀ ﹰ‬
‫ﻣﻌﻴﺎﺭﻳﺔ ﻟﻠﻌﻤﻠﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺯﻧﺔ ﻟﺘﺨﻄﻴﻂ ﺃﻧﺸﻄﺔ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﻭﻷﻏﺮﺍﺽ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺗﻘﺪﻳﺮ ﺗﻜﻠﻔﺔ ﺇﺣﻼﻝ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﻮﺍﻗﻊ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺏ‪ -‬ﺗﻮﻓﲑ ﺑﻴﺎﻧﺎﺕ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺍﳌﻔﺎﺿﻠﺔ ﺑﲔ ﺗﻜﻠﻔﺔ ﺗﺪﺭﻳﺐ ﺍﻟﻌـﺎﻣﻠﲔ ﺑﺎﳌﺆﺳـﺴﺔ ﺇﱃ ﺍﳌـﺴﺘﻮﻯ‬
‫ﺍﳌﺮﻏﻮﺏ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﻭﺑﲔ ﺗﻜﻠﻔﺔ ﺗﺪﺭﻳﺐ ﻋﻠﻰ ﻧﻔﺲ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺍﳋﺎﺭﺝ‪.‬‬
‫ﺝ‪ -‬ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﳌﺜﻠﻰ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳌﺴﺘﺨﺪﻣﲔ ﰲ ﺃﻋﻤﺎﻝ ﻻ ﺗﺘﻨﺎﺳـﺐ ﻣـﻊ ﻣﻬـﺎﺭﺍ‪‬ﻢ‬
‫)ﺇﻣﻜﺎﻧﻴﺎ‪‬ﻢ( ﻋﻦ ﻃﺮﻳﻖ ﺇﻇﻬﺎﺭ ﻗﻴﻤﺔ ﺍﳋﺴﺎﺭﺓ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺫﻟﻚ‪.‬‬
‫ﺩ‪ -‬ﺗﻮﻓﲑ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﻗﻴﻤﺔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﺪﻯ ﻛﻔﺎﺀﺓ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﻭﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﱵ ﲢﺪﺙ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻘﻴﻤﺔ‬
‫ﲟﺮﻭﺭ ﺍﻟﻮﻗﺖ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ‪‬ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻮﻃﲏ‪.‬‬
‫ﺇﻥ ﺗﻮﻓﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﻧﻈﺎﻡ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻫﻢ ﰲ ﺧﺪﻣﺔ‬
‫ﺍﻟﺪﻭﻟﺔ ﻣﻦ ﺧﻼﻝ ﻣﺴﺎﻋﺪﺓ ﺍﻷﺟﻬﺰﺓ ﺍﳌﺨﺘﺼﺔ ﻓﻴﻬﺎ ﰲ ﺭﺳﻢ ﺳﻴﺎﺳﺎﺕ ﺍﻟﺘﻮﻇﻴﻒ ﻭﺍﻟﻌﻤﺎﻟﺔ ﻭﻣﺎ ﻳﺮﺗﺒﻂ ‪‬ـﺎ‬
‫ﻣﻦ ﺳﻴﺎﺳﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﳍﺠﺮﺓ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻭﺍﳊﻮﺍﻓﺰ ﺑﺸﻜﻞ ﻋﻤﻠﻲ‪ ،‬ﻭﻟﻘﺪ ﺩﻟـﺖ ﲨﻴـﻊ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﱵ ﻋﻨﻴﺖ ‪‬ﺠﺮﺓ ﺍﻟﻌﻘﻮﻝ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺇﻥ ﻫﺠﺮﺓ ﺍﻟﻌﻘﻮﻝ ﺗﻜﺒﺪ ﳎﺘﻤﻌﺎ‪‬ﺎ ﺧﺴﺎﺋﺮ ﻣﺰﺩﻭﺟﺔ ﻣﺘﻤﺜﻠﺔ‬
‫ﲞﺴﺎﺋﺮ ﺍﻟﻌﻘﻞ ﺃﻭﻻ ﻭﻫﻲ ﺧﺴﺎﺭﺓ ﻻ ﺗﻘﺪﺭ ﺑﺜﻤﻦ ﺃﻭ ﲟﻌﲎ ﺁﺧﺮ ﻟﻴﺲ ﳍﺎ ﻗﻴﻤﺔ ﻣﺎﺩﻳﺔ ﳏـﺪﺩﺓ ﺑﻮﺻـﻒ‬
‫ﺍﻹﻧﺴﺎﻥ ﺃﺻﻞ ﺍﺟﺘﻤﺎﻋﻲ ﻟﻴﺲ ﻟﻪ ﺗﻜﻠﻔﺔ ﻣﺎﻟﻴﺔ ﳏﺪﺩﺓ ﻛﺎﻷﺻﻮﻝ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻫﻮ ﻳﻮﺻﻒ ﺑﺄﻧﻪ ﺛﺮﻭﺓ ﺍﻷﻣﻢ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻣﻨﺘﺠﹶﺎ ﻟﻠﻔﻜﺮ ﻭﺍﻟﻮﻋﻲ ﻭﺍﻟﻘﻴﻢ ﺍﳌﺎﺩﻳﺔ ﺍﻟﻨﻮﻋﻴﺔ‪ .‬ﻓﻀﻼ ﻋﻤّﺎ ﺗﻘﺪﻡ ﻓﺎﻥ ﻫﺠﺮﺓ ﺍﻟﻌﻘﻞ ﻣـﻦ ﻣﻮﻃﻨـﻪ‬

‫ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.9‬‬ ‫)‪(1‬‬

‫‪189‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺳﻮﻑ ﻳﻠﺤﻖ ﺧﺴﺎﺋﺮ ﻣﺎﻟﻴﺔ ﺣﻘﻴﻘﻴﺔ ﻓﺎﺩﺣﺔ ﻣﺘﻤﺜﻠﺔ ﺑﺘﻜﺎﻟﻴﻒ ﺇﻋﺪﺍﺩ ﻭ‪‬ﻴﺌﺔ ﺍﻟﻌﻘﻞ ﺣﱴ ﻳـﺼﺒﺢ ﺟـﺎﻫﺰﹶﺍ‬
‫ﻟﻠﻌﻄﺎﺀ ﻭﺍﻟﺘﻄﻮﻳﺮ‪.‬‬
‫ﻓﻌﻨﺪﻣﺎ ‪‬ﺗﺸﲑ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺃﻥ ﻣﻌﺪﻝ ﺗﺮﻙ ﺍﻷﻓﺮﺍﺩ ﻟﻮﻇﺎﺋﻔﻬﻢ ﰲ ﺍﻟﺪﻭﻟـﺔ ﻛـﺎﻥ‬
‫ﻛﺒﲑﺍﹰ‪ ،‬ﻭﺇﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻳﻬﺎﺟﺮﻭﻥ ﺧﺎﺭﺝ ﺍﻟﺪﻭﻟﺔ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻗﺪ ﻳﺘﺴﺒﺐ ﰲ ﺣﺪﻭﺙ ﻧﺪﺭﺓ ﻛﺒﲑﺓ‬
‫ﰲ ﺑﻌﺾ ﺍﳌﻬﻦ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻗﺪ ﻳﺪﻓﻊ ﺍﳊﻜﻮﻣﺔ ﺇﱃ ﺗﻌﺪﻳﻞ ﺗﺸﺮﻳﻌﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻭﻧﻈـﻢ ﺍﻟﻌﻤـﻞ‬
‫ﺑﺸﻜ ٍﻞ ‪‬ﻳﻐﺮﻱ ﺍﳌﻮﺍﻃﻨﲔ ﻋﻠﻰ ﺍﻟﺒﻘﺎﺀ ﰲ ﻭﻃﻨﻬﻢ ﻭﻋﺪﻡ ﺍﳍﺠﺮﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﺜﺎﻝ ﻋﻦ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻌﻮﻳﻀﺎﺕ‪.‬‬
‫ﺗﺘﻀ ‪‬ﻤﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻌﻮﻳﻀﺎﺕ ﺗﻘﻮﱘ ﺍﻟﻮﻇﺎﺋﻒ ﻭﲢﺪﻳﺪ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺮﻭﺍﺗﺐ ﻭﺍﺳﺘﻘـﺼﺎﺀ‬
‫ﺍﻷﺟﻮﺭ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﲢﺪﻳﺪ ﺍﳊﻮﺍﻓﺰ ﻭﺍﻟﻔﻮﺍﺋﺪ؛ ﲝﻴﺚ ﻭﲤﺮ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﻫﻴﻜﻞ ﺍﻟﺮﻭﺍﺗﺐ ﺑﺎﳌﺮﺍﺣﻞ ﺍﻟﺮﺋﻴـﺴﻴﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫‪ -‬ﺍﺳﺘﻘﺼﺎﺀ ﺍﻟﺮﻭﺍﺗﺐ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﻟﺴﻮﻕ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﺳﻴﺎﺳﺎﺕ ﺍﻟﺮﻭﺍﺗﺐ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻟﻠﻮﻇﻴﻔﺔ )ﺗﻘﻴﻴﻢ ﺍﻟﻮﻇﺎﺋﻒ(؛‬
‫‪ -‬ﲡﻤﻴﻊ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺘﺸﺎ‪‬ﺔ ﺃﻭ ﺍﳌﺘﻘﺎﺭﺑﺔ ﰲ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺴﺒﻴﺔ ﰲ ﳎﻤﻮﻋﺔ ﺃﺟﺮﻳﺔ ﻭﺍﺣﺪﺓ؛‬
‫‪ -‬ﲢﺪﻳﺪ ﺍﻟﺮﺍﺗﺐ ﺍﳌﻨﺎﺳﺐ ﻟﻜﻞ ﳎﻤﻮﻋﺔ ﺃﺟﺮﻳﺔ‪.‬‬
‫ﻳﺘ ‪‬ﻢ ﲢﺪﻳﺪ ﺇﲨﺎﱄ ﺍﻷﺟﻮﺭ ﺍﳌﺪﻓﻮﻋﺔ ﻭﺃﻳﺔ ﻣﺒﺎﻟﻎ ﳝﻜﻦ ﺣﺬﻓﻬﺎ ﺃﻭ ﺇﺿـﺎﻓﺘﻬﺎ ﻟﻠﺘﻮﺻ‪‬ـﻞ ﺇﱃ ﺻـﺎﰲ‬
‫ﺍﻷﺟﻮﺭ ﻟﻜﻞ ﻓﺘﺮﺓ )ﺷﻬﺮﻳﹰﺎ ﺃﻭ ﺳﻨﻮﻳﹰﺎ(‪ .‬ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﳝﻜﻦ ﺭﺑﻂ ﺍﻟﺮﺍﺗﺐ ﺑﻨ‪‬ﻈﻢ ﺑﻴﺎﻧـﺎﺕ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﲝﻴﺚ ﻳﺘﻜﺎﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪ .‬ﺗﺸﺘﺮﻙ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺮﻭﺍﺗﺐ ﻣﻊ ﻗﺎﻋـﺪﺓ‬
‫ﺑﻴﺎﻧﺎﺕ ﺃﺧﺮﻯ ﻟﻐﺮﺽ ﺗﻘﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻛﻤﺎ ﻭﺃﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺍﻟﺘﺨﻠﺺ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻔﺎﺋﻀﺔ ﻏﲑ ﺍﳌﻬﻤﺔ‬
‫‪‬ﺪﻑ ﺍﺣﺘﺴﺎﺏ ﺍﻷﺟﻮﺭ ﺑﺴﺮﻋﺔ‪.‬‬
‫ﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﳕﻮﺫﺝ ﺗﻄﺒﻴﻘﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ‪:‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.425‬‬ ‫)‪(1‬‬
‫‪190‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(13‬‬

‫ﳕﻮﺫﺝ ﺗﻄﺒﻴﻘﺎﺕ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺮﻭﺍﺗﺐ ﻭﺍﻷﺟﻮﺭ‬
‫ﲢﻠﻴﻞ ﺍﻟﺮﻭﺍﺗﺐ‬
‫ﺧﻄﺔ ﺍﻟﺮﺍﺗﺐ ﺍﻟﺴﻨﻮﻱ‬ ‫ﺍﻟﺮﺍﺗﺐ ﺍﻟﺴﻨﻮﻱ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ ﺍﻟﻮﻇﻴﻔﻲ‬
‫‪5500‬‬ ‫‪5000‬‬ ‫ﺍﶈﺎﺳﺒﻮﻥ‬
‫‪25000‬‬ ‫‪20000‬‬ ‫ﺍﳌﺪﻳﺮﻭﻥ ﺍﻟﺘﻨﻔﻴﺬﻳﻮﻥ‬
‫‪2200‬‬ ‫‪2000‬‬ ‫ﺍﳌﻮﻇﻔﻮﻥ ﺍﻟﻜﺘﺎﺑﻴﻮﻥ‬
‫‪5000‬‬ ‫‪4500‬‬ ‫ﻗﺎﺩﺓ ﺍﳌﺸﺎﺭﻳﻊ‬
‫‪2700‬‬ ‫‪2500‬‬ ‫ﻣﻬﻨﺪﺱ ﺍﻟﺼﻴﺎﻧﺔ‬
‫‪2900‬‬ ‫‪2700‬‬ ‫ﺍﻟﺴﻜﺮﺗﲑ ﺍﻷﻗﺪﻡ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.334‬‬

‫ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻷﺟﻮﺭ ﻭﺍﻟﺮﻭﺍﺗﺐ ﺗﻮﻓﺮ ﻟﻺﺩﺍﺭﺓ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﻌﺪﻻﺕ ﺍﻟﺪﻓﻊ ﻭﺣﺪﻭﺩ ﺍﻟﺮﺍﺗـﺐ‬
‫ﻭﺍﻟﺘﻐﻴﲑ ﻣﻦ ﻓﺘﺮﺓ ﺇﱃ ﺃﺧﺮﻯ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﻬﻲ ﺫﺍﺕ ﺃﳘﻴﺔ ﻟﻠﺘﺨﻄﻴﻂ ﺍﳌﺴﺘﻘﺒﻠﻲ ﻟﻠﺰﻳﺎﺩﺍﺕ ﰲ ﻣﻌﺪﻻﺕ ﺍﻟﺪﻓﻊ‪،‬‬
‫ﻛﻤﺎ ﻭﺃ‪‬ﺎ ﺗﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﰲ ﲢﺪﻳﺪ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﺗﻜﻮﻥ ﺃﺟﻮﺭﻫﺎ ﺃﻋﻠﻰ ﺃﻭ ﺃﻗﻞ ﻣﻦ ﻣﻌﺪﻻﺕ ﺍﻟـﺪﻓﻊ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻨﺎﻓﺴﺔ)‪.(1‬‬
‫ﺇﻥ ﺍﳍﺪﻑ ﻣﻦ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﺘﻤﺜﻞ ﰲ ﲨﻊ ﻛﺎﻓﺔ ﺍﻟﻨﻔﻘﺎﺕ ﺍﻟﱵ ﰎ ﺃﻭ ﻳﺘﻮﻗﻊ ﺇﻧﻔﺎﻗﻬـﺎ ﰲ‬
‫ﺍﳌﺴﺘﻘﺒﻞ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺪﺀﹰﺍ ﻣﻦ ﳊﻈﺔ ﺍﻹﻋﻼﻥ ﻋﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺃﻭ ﺗﻜـﺎﻟﻴﻒ ﺍﺳـﺘﺌﺠﺎﺭﻫﺎ ﻣـﻦ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ ﻣﺮﻭﺭﹰﺍ ﺑﻜﺎﻓﺔ ﻣﺎ ﻳﻨﻔﻖ ﻋﻠﻴﻬﺎ ﰲ ﺳﺒﻴﻞ ﺗﻨﻤﻴﺘﻬﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻣﻦ ﺧﻼﻝ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻭﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﱵ ﺗﺴﺎﻫﻢ ﻓﻴﻬﺎ ﺣﱴ ﳊﻈﺔ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻨﻬﺎ )ﺳﻮﺍ ًﺀ ﺑﺈﺣﺎﻟﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻘﺎﻋﺪ ﺃﻭ ﺇ‪‬ﺎﺀ ﺧﺪﻣﺘـﻬﺎ‬
‫ﺐ ﺁﺧﺮ(؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻄﱠﻠﺐ ﺗﻘﺪﱘ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﻗﻴﻤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻮﺟﻮﺩﺓ ﻛﺄﺻﻮﻝ ﳍـﺎ‬ ‫ﻷﻱ ﺳﺒ ٍ‬
‫ﻗﻴﻤﺘﻬﺎ ﺍﻟﺴﻮﻗﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﻗﻴﻤﺔ ﺍﳌﺆﺳﺴﺔ ﰲ ﺃﺳﻮﺍﻕ ﺍﳌﺎﻝ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻳﻬﺪﻑ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ)‪:(2‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.106‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.14‬‬ ‫)‪(2‬‬

‫‪191‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺜﻞ ﺑﻴﺎﻧﺎﺕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌـﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳـﺴﺔ ﻭﻣـﺆﻫﻼ‪‬ﻢ‬
‫ﻭﺩﺭﺟﺎ‪‬ﻢ ﺍﳌﺎﻟﻴﺔ ﻭﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﺍﳌﻠﻘﺎﺓ ﻋﻠﻰ ﻋﺎﺗﻘﻬﻢ ﻭﺍﻷﺟﻮﺭ ﺍﳌﺪﻓﻮﻋﺔ ﳍـﻢ ﻭﺗﻜـﺎﻟﻴﻒ ﻋﻤﻠﻴـﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺒﻌﺜﺎﺕ ﻭﺍﻹﺟﺎﺯﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ؛‬
‫‪ -2‬ﺗﺒﻮﻳﺐ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﺗﻌﻤﻞ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻣﺜﻞ ﺗﺒﻮﻳﺐ ﺗﻜﺎﻟﻴﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺑﺎﳌﺆﺳﺴﺔ ﺇﱃ‪ :‬ﺃﺟﻮﺭ‪ ،‬ﺗﻜﺎﻟﻴﻒ ﺗﺪﺭﻳﺐ‪ ،‬ﺗﻜﺎﻟﻴﻒ ﺍﺧﺘﺒﺎﺭ … ﺍﱁ؛‬
‫‪ -3‬ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﺠﻬﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ‪‬ﻤﻬﺎ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻼﺋﻢ ﻭﺑﺎﻟﺪﻗﺔ ﺍﳌﻄﻠﻮﺑﺔ؛‬
‫‪ -4‬ﺍﺳﺘﺨﺪﺍﻡ ﺍ ﹸﳌﺨﺮ‪‬ﺟﺎﺕ ﻣﻦ ﻗﺒﻞ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﻭﲢﻘﻴﻖ ﺍﻟﻔﺎﺋﺪﺓ ﺍﳌﺮﺟﻮﺓ ﻣﻨـﻬﺎ ﰲ ﺍﺗ‪‬ﺨـﺎﺫ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺗﻜﺎﻣﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﲢﺴﲔ ﻋﻤﻠﻴﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻣﺮﺗﺒﻄﺔ ﺑﺰﻳـﺎﺩﺓ‬
‫ﻣﺴﺘﻮﻯ ﻫﺬﺍ ﺍﻟﺘﻜﺎﻣﻞ‪ ،‬ﻓﺘﻜﺎﻣﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺻﺒﺢ ﺫﺍ ﺃﳘﻴﺔ ﻋﻈﻤﻰ ﻟﻌﺪﻡ ﺗﻜﺮﺍﺭ ﺍﻷﻧـﺸﻄﺔ‪ ،‬ﻭﻣﻨـﻊ‬
‫ﺍﻷﺧﻄﺎﺀ‪ ،‬ﻭﺗﻘﻠﻴﻞ ﺩﻭﺭﺓ ﺍﻟﻮﻗﺖ ﺍﳌﺴﺘﻨﻔﺬﺓ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺘﺞ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺛﻘﺔ ﺍﳌﺴﺘﻬﻠﻚ ﰲ ﺍﳌﻨﺘﺞ ﻭﺍﳋﺪﻣﺎﺕ ‪.‬‬
‫ﻭﻫﻮ ‪‬ﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻳﻬﺪﻑ ﺇﱃ ﺇﺛﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻭﲢﺴﻴﻨﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﻣﺰﻳﺞ ﻣﺮﻛﺐ‬
‫ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺪﻋﻤﻬﺎ ﺑﺼﻮﺭﺓ ﻣﺘﻮﺍﺻﻠﺔ‪ ،‬ﻭﻣﻦ ﰒ ﳝﻜﻨﻨﺎ ﺃﻳﻀﹰﺎ ﻣﻦ ﻣﻘﺎﺑﻠﺔ ﺍﻟﺘﺤـﺪﻳﺎﺕ ﻭﺍﳌﺘﻐﻴ‪‬ـﺮﺍﺕ ﰲ‬
‫ﺍﻷﺳﻮﺍﻕ ﻭﺗﻨﻤﻴﺔ ﺩﺧﻠﻬﺎ ﲟﺮﻭﻧﺔ ﻋﺎﻟﻴﺔ‪.‬‬
‫‪‬ﻳﻌ ‪‬ﺮﻑ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻜﺎﻣﻞ ﻋﻠﻰ ﺃﻧﻪ‪ » :‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﺗﻜﻤﻞ ﻧﻈﻤﻪ ﺍﻟﻔﺮﻋﻴﺔ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻣﻦ‬
‫ﺧﻼﻝ ﻋﻤﻠﻬﺎ ﺑﺼﻮﺭﺓ ﻣﺘﻨﺎﺳﻘﺔ ﻭﻣﺘﺒﺎﺩﻟﺔ ﲝﻴﺚ ﻳﺴﺘﺒﻌﺪ ﺗﻜﺮﺍﺭ ﺗﻮﻟﻴﺪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺃﻛﺜﺮ ﻣﻦ ﻧﻈﺎﻡ ﻓﺮﻋﻲ‬
‫ﻼ ﻋﻦ ﺗﻘﻠﻴـﻞ ﺍﻟﻮﻗـﺖ‬‫ﻭﲟﺎ ﻳﺆﺩﻱ ﺇﱃ ﺧﻔﺾ ﺗﻜﺎﻟﻴﻒ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺠﻬﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻓﻀ ﹰ‬
‫ﻭﺍﳉﻬﺪ ﺍﻟﻼﺯﻣﲔ ﳍﺎ «‪.‬‬
‫ﻭﻋﻠﻴﻪ‪ ،‬ﻓﺈﻥ ﺗﻜﺎﻣﻞ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺳﻮﻑ ﻳﺸﲑ ﺇﱃ‪ :‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﺗﻜﺎﻣﻞ ﻛﻞ ﻣﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﶈﺎﺳـﺒﻴﺔ ﻭﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﻋﻤﻠﻴﻬﻤﺎ ﻭﺗﺒﺎﺩﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﻨﺸﺄ ﻋﻦ ﻛـﻞ‬
‫ﻣﻨﻬﻤﺎ‪ ،‬ﻋﻠﻰ ﻭﻓﻖ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﻣﻮﺣﺪﺓ ﻭﲟﺎ ﻳﺆﺩﻱ ﺇﱃ ﺧﻔﺾ ﺗﻜﺎﻟﻴﻒ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌـﺴﺘﻬﺪﻓﺔ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﺗﻘﻠﻴﻞ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ ﺍﻟﻼﺯﻣﲔ ﳍﺎ‪.‬‬
‫‪192‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺃﻣﺎ ﺃﳘﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺘﻜﺎﻣﻞ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ)‪ (1‬ﰲ ﺃﻳﺔ ﻣﺆﺳﺴﺔ ﻓﺘﺄﰐ ﻣـﻦ‬
‫ﺧﻼﻝ ﺇﻣﻜﺎﻧﻴﺔ ﺇﳚﺎﺩ ﻋﻼﻗﺎﺕ ﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﺒﺎﺩﻝ ﻭﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﻛﻞ ﻣﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﻭﻧﻈﺮﹰﺍ ﻟﺘﺸﺎ‪‬ﺑﻚ ﺍﻟﻌﻼﻗﺎﺕ ﻭﺗﻌ ‪‬ﺪﺩﻫﺎ ﺑﲔ ﻛﻞ ﻣﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳـﺒﻴﺔ ﻭﻧﻈـﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻓﻬﻨﺎﻙ ﻣﻦ ﻳﺮﻯ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﻭﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻫﻮ ﺟـﺰﺀ ﻣـﻦ ﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻳﻬﺘﻢ ﺑﻘﻴﺎﺱ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﻟﺘﺎﺭﳜﻴـﺔ‬
‫ﺑﻐﺮﺽ ﺇﻋﺪﺍﺩ ﺍﻟﻘﻮﺍﺋﻢ ﻟﻠﺠﻬﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ ﺑﻴﻨﻤﺎ ﻳﻬﺘﻢ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺑﻜﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣـﺔ‬
‫ﻟﻺﺩﺍﺭﺓ ﺑﻐﺮﺽ ﲢﻘﻴﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ ﻟﻠﻮﺣﺪﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺫﻟﻚ ﳝﻜﻦ ﺃﻥ‬
‫ﻳﻮﺳﻊ ﻣﻔﻬﻮﻡ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻟﻴﺸﻤﻞ ﻛﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﳌﺆﺳﺴﺔ ﲟﺎ ﻓﻴﻬﺎ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﶈﺎﺳﺒﻴﺔ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﺮﻯ ﺃﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻫﻮ ﺃﻗﺪﻡ ﻧﻈﺎﻡ ﻋﺮﻓﺘـﻪ ﺍﳌـﺸﺮﻭﻋﺎﺕ ﺍﻟﺘﺠﺎﺭﻳــﺔ‬
‫ﻭﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﺃﻧﻪ ﳝﺜﻞ ﺍﻟﺮﻛﻴﺰﺓ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﳌﻬﻤﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺭﺃﻱ ﺁﺧﺮ ﺗﺒﻨﺘﻪ ﺭﺍﺑﻄﺔ ﺍﶈﺎﺳﺒﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺣﲔ ﻋﺪّﺕ ﺃﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﶈﺎﺳـﺒﻴﺔ ﻭﻧﻈـﺎﻡ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻧﻈﺎﻣﲔ ﻣﺴﺘﻘﻠﲔ ﻟﻜﻞ ﻣﻨﻬﻤﺎ ﻭﻇﺎﺋﻔﻪ ﻭﻟﻜﻦ ﻳﻮﺟﺪ ﺗﺪﺍﺧﻞ ﺑﲔ ﺍﻟﻨﻈﺎﻣﲔ ﻳﺘﻤﺜﻞ ﺑـ "‬
‫ﳏﺎﺳﺒﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ" ﻷﻥ ﺍﶈﺎﺳﺐ ﳛﺘﺎﺝ ﺇﱃ ﺑﻴﺎﻧﺎﺕ ﻋﺪﻳـﺪﺓ ﻣـﻦ ﻧﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻷﺧـﺮﻯ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ)ﻣﺘﻤﺜﻠﺔ ﺑﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ(‪.‬‬
‫ﻟﺬﻟﻚ ﻫﻨﺎﻙ ﺿﺮﻭﺭﺓ ﻟﻠﺘﻜﺎ ‪‬ﻣﻞ ﺑﲔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ )ﺑﻮﺻﻔﻪ ﻧﻈﺎﻣﹰﺎ ﻓﺮﻋﻴﹰﺎ ﻣﻦ‬
‫ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ( ﻭﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ )ﺑﻮﺻﻔﻪ ﻧﻈﺎﻣـﹰﺎ ﻓﺮﻋﻴـﹰﺎ‬
‫ﺿﻤﻦ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ(‪ ،‬ﻭﺇﻧﻪ ﳝﻜﻦ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﻟﺘﻜﺎﻣﻞ ﺇﺫﺍ ﻣﺎ ﰎ ﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ‬
‫ﻭﻇﺎﺋﻒ ﻛﻞ ﻣﻦ ﺍﻟﻨﻈﺎﻣﲔ ﻭﺑﺎﻟﺘﺎﱄ ﺣﺼﺮ ﺍﻟﻨﻘﺎﻁ ﺍﻟﱵ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﲢﻘﻴﻖ ﺫﻟﻚ ﺍﻟﺘﻜﺎﻣﻞ؛ﺣﻴـﺚ ﺇﻥ‬
‫ﺍﻟﻨﻈﺮﺓ ﺍﳊﺪﻳﺜﺔ ﻟﺪﺭﺍﺳﺔ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺘﻮﺍﺟﺪ ﰲ ﺍﳌﺆﺳﺴﺔ ﺗﺮﻛﺰ ﻋﻠﻰ ﻋﺪﻡ ﺗﻔـﻀﻴﻞ ﺃﻱ‬
‫ﻧﻈﺎﻡ ﻋﻠﻰ ﺁﺧﺮ ﺑﺼﻮﺭ ٍﺓ ﺟﺰﺋﻴﺔ‪ ،‬ﻭﺇﳕﺎ ﺍﻷﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺍﻟﺮﺅﻳﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﱵ ﺗﻨﻈﺮ ﺇﱃ ﺿـﺮﻭﺭﺓ ﺍﻟﺘﻜﺎﻣـﻞ‬
‫ﻭﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﻛﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻮﺟﺪ ﺿﻤﻦ ﺇﻃﺎﺭ ﺍﳌﺆﺳﺴﺔ ﻭﺻﻮ ﹰﻻ ﺇﱃ ﲢﻘﻴﻖ‬
‫ﺃﻫﺪﺍﻓﻬﺎ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫‪.Integrated Accounting and Management Information System‬‬ ‫)‪(1‬‬

‫‪193‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭ‪‬ﻳﻼ ‪‬ﺣﻆ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺗﻘ ‪‬ﺪﻡ‪ ،‬ﺃﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻦ ﺃﻥ ﻳﻜـﻮﻥ ﻧﻈﺎﻣـﹰﺎ‬
‫ﻼ ﺑﺼﻮﺭﺓ ﺃﻛﱪ ﺇﺫﺍ ﻣﺎ ﰎ ﺍﻟﺘﻜﺎﻣﻞ ﺑﻴﻨﻪ ﻭﺑﲔ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﲟﺎ ﻳـﺆﺩﻱ ﺇﱃ‬ ‫ﻓﺎﻋ ﹰ‬
‫ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﻟﺸﺎﻣﻞ ﻟﻠﻤﺆﺳﺴﺔ ﲟﺎ ﻳﺘﻌﻠﱠﻖ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻵﰐ)‪:(1‬‬
‫‪ -1‬ﺇﻥ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳝﻜﻨﻪ ﺍﻟﺘﻌﺒﲑ ﺑﺼﻮﺭﺓ ﻣﺎﻟﻴﺔ ﻭﻛﻤﻴﺔ ﻋﻦ ﻛﺎﻓـﺔ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﻮﻓﺮﻫﺎ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﲝﻴﺚ ﺗﻜﻮﻥ ﳍﺎ ﻗﺪﺭﺓ ﺗﻔـﺴﲑﻳﺔ‬
‫ﺃﻛﱪ ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻦ ﻗﺒﻞ ﻣﺘﺨﺬﻱ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺳﻮﺍ ًﺀ ﰲ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺧﺎﺭﺟﻬﺎ‪.‬‬
‫‪ -2‬ﺇﻥ ﺇﻧﺘﺎﺝ ﻛﺜﲑ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻦ ﻃﺮﻳﻖ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﺔ ﻋﻦ ﺍﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﻣﺒﺎﺷﺮ ﹰﺓ ﺳﻮﻑ ﻳﺴﺎﻫﻢ ﰲ ﺗﻘﻠﻴﻞ ﺍﳉﻬﺪ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﺒﺬﻝ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻼﺯﻣﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻘﻠﻴﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻨﻔﻖ ﰲ ﲡﻤﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ ﻭﻣﻦ ﹼﰒ ﺇﻧﺘـﺎﺝ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻨﻬﺎ‪ ،‬ﻣﻊ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻮﻓﲑﻫﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ ﻣﻦ ﺩﻭﻥ ﺍﻧﺘﻈﺎﺭ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﻗﺒـﻞ‬
‫ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﻭ ﹰﻻ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺆﺩﻱ ﺇﱃ ﺗﻘﻠﻴﻞ ﺍﻻﺯﺩﻭﺍﺟﻴﺔ ﰲ ﻋﻤﻞ ﺍﻟﻨﻈـﺎﻣﲔ‬
‫ﺃﻳﻀﹰﺎ‪.‬‬

‫ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(1‬‬

‫‪194‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻄﺮﻗﻨﺎ ﰲ ﻫﺬﻩ ﺍﻟﻔﺼﻞ ﺇﱃ ﻣﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﺒﲔ ﻟﺘﺎ ﺑـﺄﻥ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ‪‬ﺗﻌﺘﱪ ﲟﺜﺎﺑﺔ ﺍﻟﻘﻠﺐ ﺍﻟﻨﺎﺑﺾ ﻟﻺﺩﺍﺭﺓ ﺍﳊﺪﻳﺜﺔ ﻭﺫﻟﻚ ﻷ‪‬ﺎ ﺗﻀﻄﻠﻊ ﺑﻮﻇﺎﺋﻒ ﻭﻣﻬﺎﻡ ﺗﻌﺰﺯ ﻣﻜﺎﻧﺘﻬﺎ ﰲ‬
‫ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ ﻭﲡﻌﻠﻬﺎ ﻭﺳﻴﻠﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺒﻘﺎﺀ ﻭﺍﻟﺪﳝﻮﻣﺔ ﰲ ﺍﻟﻨﺸﺎﻁ ﻭﺍﻟﻨﺠﺎﺡ‪.‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺗﻄﺮﻗﻨﺎ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ﺇﱃ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻟﺘﺤﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺮﺗﻔـﻊ‬
‫ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﺎﻥ ﻫﺬﻩ ﺍﻷﺧﲑﺓ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﻟـﺪﻳﻬﺎ‬
‫ﻋﻼﻗﺔ ﻭﻃﻴﺪﺓ ﺑﺂﻓﺎﻕ ﺗﻨﺎﻭﻝ ﻣﺸﻜﻞ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺇﺫ ﺃﻥ ﳒﺎﺡ ﻫﺬﻩ ﺍﻷﺧﲑﺓ ﻣﻘﺮﻭﻥ ﻗﺒـﻞ‬
‫ﻛﻞ ﺷﻲﺀ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺪﻣﺞ ﺑﲔ ﺟﺰﺀ ﻣﺆﲤﺖ ﰲ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ ﻭﺟﺰﺀ ﻳﺪﻭﻱ ﻗﺎﺩﺭ ﻋﻠﻰ ﺿﻤﺎﻥ ﺍﳉﻮﺩﺓ‪،‬‬
‫ﺍﻟﻠﻴﻮﻧﺔ ﻭﺍﻹﺛﺮﺍﺀ‪ ،‬ﰲ ﺗﺴﻴﲑ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺃﻣﺎﻡ ﺗﻌﻘﻴـﺪ ﺍﳌـﺸﺎﻛﻞ ﺍﻟـﱵ‬
‫ﺗﻮﺍﺟﻬﻬﺎ ﺇﺩﺍﺭﺍﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻤﺎ ﳜﺺ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻓﺈﻥ ﺗﺪﺭﻳﺐ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ )ﺍﻟـﺬﻱ‬
‫ﺳﻴﻜﻮﻥ ﳏﻮﺭ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ( ﳝﻜﻦ ﺃﻥ ﻳﺸﻜﻞ ﻣﺴﺎﻋﺪﺓ ﻣﻌﺘﱪﺓ ﻟﺘﻬﻴﺌﺔ ﻭﻣﻮﺍﻛﺒﺔ ﺍﺗ‪‬ﺨﺎﺫ ﺍﳌـﺴﺆﻭﻟﻴﺔ ﰲ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻹﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ )ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﱪﳎﻴﺎﺕ( ﺑﺸﻜﻞ ﻛﺎﻣﻞ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴـﻖ ﻛﻔـﺎﺀﺓ ﻋﺎﻟﻴـﺔ ﰲ‬
‫ﳑﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺃﻣﺎ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ﻓﻘﺪ ﺃﺛﺒﺘﻨﺎ ﺿﺮﻭﺭﺓ ﺃﻥ ﺗﺘﻮﻓﺮ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﻧﻈﺎﻡ ﳏﺎﺳـﱯ ﻹﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺗﻘﻴﺪ ﻓﻴﻪ ﻛﻞ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻬﺎ ﺣﱴ ﺗﺘﻤﻜﻦ ﺍﳌﺆﺳـﺴﺔ ﻣـﻦ‬
‫ﻗﻴﺎﺱ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻟﺪﻳﻬﺎ ‪،‬ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺍﻷﺣﺴﻦ ﺃﻥ ﺗﺘﻮﻓﺮ ﻓﻴﻪ ﺻﻔﺔ ﺍﻟﺘﻜﺎﻣﻞ ﻣﻊ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﳌﺆﺳﺴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﺰﺍﻳﺎ ﺍﻟﻨﻈﺎﻣﲔ ﺑﺼﻔﺔ ﺟﻴﺪﺓ‪.‬‬
‫ﺇﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﺆﺛﺮ ﺗﺄﺛﲑﺍ ﺃﺳﺎﺳﻴﺎ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ؛ﲝﻴﺚ ﺃﻥ‬
‫ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﻨﻌﻜﺲ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻲ ﺗﻐﻴﲑ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺛﻘﺎﻓﺔ ﻭﺭﻗﻴﺔ ﺇﱃ‬
‫ﺛﻘﺎﻓﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﻛﺎﻓﺔ ﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ‪ .‬ﻭﻣﻦ ﺫﻟﻚ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻻ ﺍﳊـﺼﺮ ﺍﻟﺘﺤـﻮﻝ ﺇﱃ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ )ﺍﻻﻓﺘﺮﺍﺿﻴﺔ( ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﻔﻬـﻮﻡ ﻳـﺸﲑ ﺇﱃ ﺫﻟـﻚ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺮﺋﻴﺴﻲ ﻭﺍﶈﻮﺭﻱ ﻋﻠﻰ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﳒﺎﺯ ﻭﺇﲤﺎﻡ ﺍﳌﻬﺎﻡ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﲟـﺎ‬
‫ﻳﺴﺎﻫﻢ ﰲ ﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺔ ﻭﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ ﻭﺳﺮﻋﺔ ﺍﳌﻌﺎﳉﺔ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﻨﻘﻞ ﺍﻟﺴﺮﻳﻊ ﻭﺍﻟﻜﺜﻴﻒ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳌﻌﺎﺭﻑ‪ ،‬ﺃﻳﻦ ﻳﺘﻢ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻟﻔﻌﺎﻝ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ؛ﺣﻴﺚ ﺗﻄﺒـﻖ ﺗﻠـﻚ‬
‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻻﺗﺼﺎﻝ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﺍﳒـﺎﺯ ﻭﻇـﺎﺋﻒ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻷﺭﺑﻌﺔ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﳍﻨﺪﺳﺔ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ‬
‫‪195‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻧﻈﺎﻡ ﻫﻴﻜﻠﺔ ﻣﺮﻥ ﻷﺟﻬﺰ‪‬ﺎ ﻟﺘﻮﺍﻛﺐ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺗﻐـﻴﲑ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ ﲟﺎ ﻳﻨﺎﺳﺐ ﻫﺬﻩ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﻭﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ‪.‬‬
‫ﻛﻤﺎ ﻳﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ ﻣﺪﻳﺮ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺴﺌﻮﻟﻴﺔ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ‬
‫ﺗﻨﻤﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻳﺸﻤﻞ ﺫﻟﻚ‪:‬‬
‫‪ -‬ﺗﺪﺭﻳﺐ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻻﺳﺘﻴﻌﺎﺏ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ؛‬
‫‪ -‬ﻭﺿﻊ ﺍﳋﻄﻂ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻜﻴﻴﻒ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻊ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ؛‬
‫‪ -‬ﺍﻟﻌﻤﻞ ﺍﳌﻨﻈﻢ ﺍﻟﺪﺀﻭﺏ ﻋﻠﻰ ﲡﺎﻭﺯ ﻣﺮﺣﻠﺔ ﻣﻘﺎﻭﻣﺔ ﺍﻟﺘﻐﻴﲑ ﻹﺩﺧﺎﻝ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭ‪‬ﻴﺌﺔ ﺍﳌﻨﺎﺥ ﻭﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﻼﺯﻣﺔ ﻻﺳﺘﻴﻌﺎ‪‬ﺎ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﺘﻮﺟﻪ ﺇﱃ ﺇﻧﺘﺎﺝ ﺑﺮﳎﻴﺎﺕ ﺗﻄﺒﻴﻘﻴﺔ ﻣﺘﻨﻮﻋﺔ ﺗﺴﺘﺨﺪﻡ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬

‫‪ -‬ﳝﻜﻦ ﻛﺬﻟﻚ ﺗﺼﻤﻴﻢ ﻧ‪‬ﻈﻢ ﺧﺒﲑﺓ ﺗﺴﺘﺨﺪﻡ ﰲ ﳐﺘﻠﻒ ﺍﻟﻮﻇﺎﺋﻒ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻛﺎﻟﺘﺪﺭﻳﺐ‬
‫ﻭﺗﻄﻮﻳﺮ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻘﻮﱘ ﺃﺩﺍﺋﻬﻢ ﻭﰲ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ )ﺍﻟﻌﺮﺽ ﻭﺍﻟﻄﻠﺐ(‪...‬ﺍﱁ‪.‬‬
‫ﻭﺳﻮﻑ ﻧﺘﻄ ‪‬ﺮﻕ ﰲ ﺍﻟﻔﺼﻠﲔ ﺍﻟﻘﺎﺩﻣﲔ ﺇﱃ ﺗﻄﺒﻴﻘﲔ ﻫﺎﻣﲔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠـﻰ‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﳘﺎ ﺁﻟﻴﺘﺎ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
 ‫ﺍﻟﻔﺼــﻞ ﺍﻟﺮﺍﺑﻊ‬

‫ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬

‫‪197‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﻳﺘﻨﺎﻭﻝ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﻻﺗﺼﺎﻻﺕ ﻋﻦ ‪‬ﺑﻌـﺪ ﲟـﺎ ﻓﻴﻬـﺎ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﳕﺎﺫﺝ ﻭ ﺃﻧﻮﺍﻉ ﻫﺬﻩ ﺍﻟـﺸﺒﻜﺎﺕ ﻭﻛـﺬﻟﻚ‬
‫ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻮﺿﻌﻬﺎ ﺣ‪‬ﻴﺰ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺩﻭﺭﻫﺎ ﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺁﺛﺎﺭﻫﺎ ﻋﻠﻰ ﺍﳌﺆﺳـﺴﺔ‪ ،‬ﰒ‬
‫ﺍﻻﺳﺘﻔﺎﺿﺔ ﰲ ﺍﻟﺘﻄ ‪‬ﺮﻕ ﺇﱃ ﺍﳌﻔﺎﻫﻴﻢ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﻭﺧﺼﺎﺋﺼﻪ ﻭﻣ‪‬ﻤﻴ‪‬ﺰﺍﺗـﻪ ﻭﻋﻼﻗﺘـﻪ ﺑـﻨ‪‬ﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﻭﻥ ﺃﻥ ﻧﻨﺴﻰ ﺿﺮﻭﺭﺓ ﺗﻮﻓﲑ ﺍﳊﻤﺎﻳﺔ ﻭﺍﻷﻣﻦ ﳍﺬﻩ ﺍﻵﻟﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻨـﺎﻭﻝ ﻣﻔﻬـﻮﻡ ﺍﻣـﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻭﻛﻴﻔﻴﺎﺕ ﺗﻮﻓﲑ ﺍﳊﻤﺎﻳﺔ‪ .‬ﻭﻟﺘﺄﻛﻴﺪ ﻣﺎ ﱠﰎ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻪ ﺧﺼﺼﻨﺎ ﻣﻄﻠﺒـﺎ ﻟﺪﺭﺍﺳـﺔ‬
‫ﺣﺎﻟﺔ‪.‬‬
‫ﻟﻘﺪ ﺟﺎﺀ ﻣﻔﻬﻮﻡ "ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ" ﻛﺄﺣﺪ ﺍﻹﻓﺮﺍﺯﺍﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ؛‬
‫ﻁ ﺟﺪﻳـﺪﺓ ﻣـﻦ‬ ‫ﺣﻴﺚ ﺃ ‪‬ﺩﻯ ﺍﻟﺘﻨﺎﻣﻲ ﺍﻟﺴﺮﻳﻊ ﰲ ﺧﻄﻮﻁ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳔﻔﺎﺽ ﺗﻜﻠﻔﺘﻬﺎ ﺇﱃ ﻇﻬﻮﺭ ﺃﳕﺎ ٍ‬
‫ﻼ ﺃﻡ ﻣﻦ ﺍﳌﱰﻝ‪ ،‬ﻭﻫﻮ ﻣﺎ ﺗﻼﺷﺖ ﻣﻌﻪ ﺍﳊﻮﺍﺟﺰ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﻌﺎﻣـﻞ‬ ‫ﺍﻟﻌﻤﻞ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻥ ‪‬ﻣﺘﻨ ﱢﻘ ﹰ‬
‫ﻭﻋﻤﻠﻪ‪ .‬ﻭﺗﺘﻮ ‪‬ﺟﻪ ﻓﹸﺮﺹ ﺍﻟﻌﻤﻞ ﺇﱃ ﻣﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﺳﺘﻘﻼﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺍﻟﺮﻭﺍﺑﻂ ﺍﳌﻜﺎﻧﻴﺔ ﻭﺍﻟﺰﻣﻨﻴﺔ‪ ،‬ﲢﺖ ﻣـﺎ‬
‫‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻌﲏ ﺍﻧﺘﻘﺎﻝ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﳎﺎﳍﺎ ﺍﳌﻜﺎﱐ ﺇﱃ ﳎﺎﳍﺎ ﺍﻟﺒﺸﺮﻱ ﺃﻳﻨﻤﺎ ‪‬ﻭﺟﺪ‪.‬‬
‫ﻭﻟﻜﻦ ﻳﺒﻘﻰ ﺃﻥ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﰲ ﺍﻟﻌﻤﻞ ﻟﻪ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺣﱴ ‪‬ﻳﺆﰐ ﹸﺃﻛﻠﻪ ﻭ‪‬ﻳﺤ ﱢﻘﻖ ﻣﺰﺍﻳﺎﻩ ﻭﻣـﻦ ﻫـﺬﻩ‬
‫ﺍ ﹸﳌﺘﻄﱠﻠﺒﺎﺕ ﺗﻮﻓﲑ ﺍﳊﻤﺎﻳﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺧﻼﻝ ﺗﺄﺩﻳﺔ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﻌﻤﻞ؛ ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﳐﺘﻠﻒ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳌﺘﻄﻮﺭﺓ ﺣﱴ ﲤﻜﻦ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑﻌﺪ ﻣﻦ ﺗﺄﺩﻳﺔ ﻣﻬﺎﻣـﻪ‬
‫ﺑﻜﻞ ﺣﺮﻳﺔ ﻭﻣﺼﺪﺍﻗﻴﺔ ﻭﲡﻨﺐ ﺍﳌﺆﺳﺴﺔ ﳐﺎﻃﺮ ﺍﻟﺘﺠﺴﺲ ﻭﺗﺴﺮﺏ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺍﳌﻨﺎﻓﺴﲔ‪.‬‬
‫ﻭﺳﻮﻑ ﻧﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﻩ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﶈﺎﻭﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﻣﺎﻫﻴﺔ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ؛‬
‫‪ -‬ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﰲ ﻇﻞ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫‪198‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑﻌﺪ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻤﻌﻠﻮﻣﺎﺗﻴﺔ‬
‫ﻼ؛ ﲝﻴﺚ ﺍﻧﺘﻘﻠﺖ ﻣﻦ ﺍﻻﺳـﺘﺨﺪﺍﻡ ﺍﻟﺒـﺪﺍﺋﻲ‬ ‫ﻟﻘﺪ ﺷﻬﺪﺕ ﻧ‪‬ﻈﻢ ﻭﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻻﺕ ﺗﻄﻮ‪‬ﺭﹰﺍ ‪‬ﻣﺬﻫ ﹰ‬
‫ﻁ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻛﺎﻷﺳﻼﻙ ﺍﻟﻨﺤﺎﺳﻴﺔ ﻓﺎﻟﻀﻮﺋﻴﺔ ﻭﻏﲑﻫﺎ ‪ -‬ﺗﻨﺎﻣـﺖ‬ ‫ﻟﺸﺒﻜﺎﺕ ﺍﻟﺘﻠﻐﺮﺍﻑ‪ ،‬ﻣﺮﻭﺭﹰﺍ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﳕﺎ ٍ‬
‫ﻣﻦ ﺣﻴﺚ ﺍﻟﺴﻌﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ‪ -‬ﻣﻦ ﺃﺟﻞ ﻓﻌﺎﻟﻴﺔ ﻭﺳﺮﻋﺔ ﻭﺳﺎﺋﻞ ﺍﻟﺘﺨﺎ‪‬ﺑﺮ ﻭﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺇﱃ ﺃﻥ ﻭﺻﻠﺖ ﺇﱃ‬
‫ﻣﺮﺣﻠﺔ ﺍﻻﺗﺼﺎﻝ ﻋﱪ ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﳍﺎﺗﻒ‪ ،‬ﻭﳐﺘﻠﻒ ﻭﺳﺎﺋﻞ ﺍﻻﺗـﺼﺎﻝ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺍﻟﺘﺒﺎﺩﻝ ﺍﻻﺗﺼﺎﱄ ﺍﻟﻼﺳﻠﻜﻲ ﺍﻟﺬﻱ ﳚﺪ ﲡﱢﻠﻴﻪ ﰲ ﻭﻗﺘﻨﺎ ﺍﳊﺎﺿﺮ ﺑﻈﺎﻫﺮﺓ )ﺍﳍﺎﺗﻒ ﺍﶈﻤﻮﻝ(‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬

‫ﺗ‪‬ﻤﺜﱢﻞ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﺇﺣﺪﻯ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺒﻨﺎﺀ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺧﺎﺻـ ﹰﺔ‬
‫ﺑﻌﺪ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍﳌﺘﺴﺎﺭﻉ؛ ﲝﻴﺚ ﺗﻌﻤﻞ ﻫﺬﻩ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﻛﻔـﺎﺀﺓ ﻭﻓﻌﺎﻟﻴـﺔ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ ﻭﻣﺴﺘﻮﻳﺎ‪‬ﺎ‪ .‬ﻗﺒﻞ ﺃﻥ ﻧﺘﻄ ‪‬ﺮﻕ ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳـﻠﻜﻴﺔ‬
‫ﺳﻨﺤﺎﻭﻝ ﺍﻟﺘﻄ ‪‬ﺮﻕ ﺑﺈﳚﺎ ٍﺯ ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﻫﺬﻳﻦ ﺍﻟﻨﻮﻋﲔ ﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﺕ ﻋﺪﻳﺪﺓ ﻻ ﳝﻜﻦ ﺣـﺼﺮﻫﺎ ﳌﻔﻬـﻮﻡ ﺍﻻﺗـﺼﺎﻝ)‪ (1‬ﻣـﻦ ﻗﺒـﻞ ﺍﻟﺒـﺎﺣﺜﲔ‬ ‫ﻟﻘﺪ ﻇﻬﺮﺕ ﺗﻌﺮﻳﻔﺎ ‪‬‬
‫ﺼﺼﲔ‪ ،‬ﻋﻜﺴﺖ ﰲ ﻣﻌﻈﻤﻬﺎ ﺃﳘﻴﺘﻪ ﻭﺩﻭﺭﻩ ﰲ ﺍﳊﻴﺎﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺣﻴﺎﺓ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍ ﹸﳌﻜ ‪‬ﻮﻧـﺎﺕ ﺃﻭ‬ ‫ﻭﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ‪:‬‬
‫» ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ‪‬ﺗﻨﻘﻞ ‪‬ﺎ ﺍﻟﺮﺳﺎﻟﺔ ﻣﻦ ﻣﺼﺪ ٍﺭ ﻣﻌﲔ ﺇﱃ ‪‬ﻣﺴﺘﻘﺒ ٍﻞ ﻭﺍﺣﺪ ﺃﻭ ﺃﻛﺜـﺮ؛ ‪‬ـﺪﻑ ﺗﻐـﻴﲑ‬
‫ﺍﻟﺴﻠﻮﻙ «)‪.(2‬‬
‫» ﻇﺎﻫﺮ ﹲﺓ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺣﺮﻛﻴﺔ‪ ،‬ﺗ‪‬ﺆﺛﱢﺮ ﻭﺗﺘﺄﱠﺛﺮ ‪‬ﲟﻜ ‪‬ﻮﻧﺎﺕ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﻋﻠﻰ ﻃـﺮﰲ‬
‫ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺍ ﹸﳌﺸﺘ ِﻤﻠﺔ ﻋﻠﻰ ﻧﻘﻞ ﻭﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ‪ ،‬ﻭﺍﳌﻌﺎﱐ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺗﻔ ‪‬ﻬﻤﻬﺎ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺕ ﻣﻌﻴﻨﺔ «)‪.(3‬‬‫ﻟﻐ ٍﺔ ﻣﻔﻬﻮﻣﺔ ﻟﻠﻄﺮﻓﲔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻗﻨﻮﺍ ٍ‬

‫‪.Communication‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﻟﻐﻔﺎﺭ ﺣﻨﻔﻲ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻟﻌﺮﰊ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،1995 ،‬ﺹ ‪.369‬‬ ‫)‪(2‬‬

‫ﺳﻌﻴﺪ ﻳﺲ ﻋﺎﻣﺮ‪ ،‬ﺍﻻﺗﺼﺎﻻﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺪﺧﻞ ﺍﻟﺴﻠﻮﻛﻲ ﳍﺎ‪ ،‬ﻣﺮﻛﺰ ﻭﺍﻳﺪ ﺳﲑﻗﻴﺲ ﻟﻼﺳﺘـﺸﺎﺭﺍﺕ ﻭﺍﻟﺘﻄـﻮﻳﺮ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻣـﺼﺮ‪،‬‬ ‫)‪(3‬‬

‫‪ ،2000‬ﺹ ‪.30‬‬
‫‪199‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻻﺗﺼﺎﻝ ﺑﺄﻧﻪ » ﻋﻤﻠﻴ ﹲﺔ ﻳﺘ ‪‬ﻢ ﲟﻮﺟﺒﻬﺎ ﻧﻘﻞ ﺃﻭ ﲢﻮﻳﻞ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺁﺭﺍﺀ ﻭﺗﻌﻠﻴﻤـﺎﺕ‪... ،‬ﺍﱁ‪،‬‬
‫ﻣﻦ ﺟﻬ ٍﺔ ﻷﺧﺮﻯ‪ ،‬ﻗﺪ ﺗﻜﻮﻥ ﻓﺮﺩﹰﺍ ﺃﻭ ﲨﺎﻋﺔ؛ ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺇﺣﺎﻃﺘﻬﻢ ‪‬ـﺎ‪ ،‬ﻭﺍﻟﺘـﺄﺛﲑ ﰲ ﺳـﻠﻮﻛﻬﻢ‬
‫ﻭﺗﻔﻜﲑﻫﻢ‪ ،‬ﻭﺗﻮﺟﻴﻬﻢ ﺍﻟﻮﺟﻬﺔ ﺍﻟﺼﺤﻴﺤﺔ ﺍﳌﻄﻠﻮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎ ٍﻝ ﻣﻨﺎﺳﺒﺔ؛ ‪‬ـﺪﻑ ﺿـﻤﺎﻥ‬
‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ «)‪.(1‬‬
‫ﻛﻤﺎ ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻻﺗﺼﺎﻝ ﺑﺄﻧﻪ » ﻋﻤﻠﻴﺔ ﺇﺭﺳﺎﻝ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﻘﺒﺎﳍﺎ ﻭﻓﻬﻢ ﳏﺘﻮﺍﻫـﺎ‬
‫ﺺ ﻭﺁﺧﺮ «)‪.(2‬‬
‫ﺑﲔ ﺷﺨ ٍ‬
‫ﺍﻻﺗﺼﺎﻝ ﻫﻮ‪ » :‬ﻋﻤﻠﻴﺔ ﺗﺒﺎﺩ‪‬ﻝ ﺍﻷﻓﻜﺎﺭ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﺭﺳﺎﻟ ٍﺔ ﻣﻜﺘﻮﺑﺔ ﺃﻭ ﺷﻔﻮﻳﺔ‪ ،‬ﻣـﻦ‬
‫ﺧﻼﻝ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎ ٍﻝ ﺇﱃ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﻨﻈﻴ ٍﻢ ﻟﺘﺪﻓﱡﻖ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺑـﲔ ‪‬ﻣﻜ ‪‬ﻮﻧـﺎﺕ‬
‫ﺍﳌﺆﺳﺴﺔ «)‪.(3‬‬
‫ﻒ ﺷﺎﻣﻞ ﻭﳐﺘﺼﺮ ﻟﻼﺗﺼﺎﻝ ﺑﺄﻧﻪ‪ :‬ﻋﻤﻠﻴﺔ ﻧﻘ ٍﻞ ﺃﻭ ﺗﺒﺎﺩ‪ٍ ‬ﻝ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ؛ ﻣﻦ ﺃﺟﻞ‬ ‫ﻭﳝﻜﻦ ﺇﻋﻄﺎﺀ ﺗﻌﺮﻳ ٍ‬
‫ﻑ ﻣﻌﲔ؛ ﺗﺘﻜ ‪‬ﻮﻥ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻦ ﺍ ﹸﳌﺮ ِﺳﻞ‪ ،‬ﺍ ﹸﳌﺴﺘﻘِﺒﻞ‪ ،‬ﺍﻟﺮﺳﺎﻟﺔ ﺍﳌﺮﺍﺩ ﻧﻘﻠﻬﺎ‪ ،‬ﺍﻟﻮﺳﻴﻠﺔ‪ ،‬ﺍﻟـﺮﺩ ﺃﻭ‬
‫ﲢﻘﻴﻖ ﻫﺪ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺮﺗ ‪‬ﺪﺓ‪ ،‬ﻭﺑﻴﺌﺔ ﺍﻻﺗﺼﺎﻝ؛ ﺗﺰﺩﺍﺩ ﻛﻔﺎﺀﺓ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴـﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻛﻤﺎ ﺗ‪‬ﻌﺘﱪ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻳـﺴﺘﺨﺪﻣﻬﺎ ﺍﳌـﺪﺭﺍﺀ ﺃﻭ ﺍﻷﻓـﺮﺍﺩ‬
‫ﺍﻟﻌﺎﻣﻠﻮﻥ ﺑﺎﳌﺆﺳﺴﺔ؛ ﻭﺫﻟﻚ ﻟﺘﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺒﺎﻗﻲ ﺍﻷﻃﺮﺍﻑ ﺍﻷﺧـﺮﻯ‪ ،‬ﲜﺎﻧـﺐ ﲢﻘﻴﻘﻬـﺎ ﻟﻔﺎﻋﻠﻴـﺔ‬
‫ﺍﻻﺗﺼﺎﻝ)‪.(4‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬
‫‪‬ﻳﻘﺼﺪ ﺑﺎﻻﺗﺼﺎﻻﺕ ﺍﻟﻼﺳﻠﻜﻴﺔ ﺃﻭ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑ‪‬ﻌﺪ » ﺗﻠﻚ ﺍﻻﺗﺼﺎﻻﺕ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﻭﺳﺎﺋﻞ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺗﺘ ‪‬ﻢ ﻋﺎﺩ ﹰﺓ ﻋﱪ ﻣﺴﺎﻓ ٍﺔ ﻣﻌﻴﻨﺔ «)‪.(5‬‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﻧ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ)‪ (1‬ﺑﺄ‪‬ﺎ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣـﻦ ﺍﻷﺟﻬـﺰﺓ ﻭﺍﻟﱪﳎﻴـﺎﺕ‬
‫ﺍ ﹸﳌﺘﻮﺍِﻓﻘﺔ‪ ،‬ﻣﺮﺗِﺒﻄﺔ ﻹﻳﺼﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻣﻮﻗ ٍﻊ ﻵﺧﺮ؛ ﺣﻴﺚ ﻳﻮﺟﺪ ﺑﺮﻭﺗﻮﻛﻮﻝ ﻳ‪‬ﻤﺜﱢـﻞ ﳎﻤﻮﻋـ ﹰﺔ ﻣـﻦ‬

‫ﻋﻠﻲ ﻋﺒﺎﺱ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻋﻠﻢ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﳌﺴﲑﺓ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2004 1‬ﺹ ‪.153‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.153‬‬ ‫)‪(2‬‬

‫ﻟﻄﻴﻔﺔ ﻋﺒﺪ ﺍﻟﻌﺎﻃﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﻥ‪ ،‬ﺹ ‪.159‬‬ ‫)‪(3‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.187‬‬ ‫)‪(4‬‬

‫ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﺎﻥ ﺇﺩﺭﻳﺲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.436‬‬ ‫)‪(5‬‬
‫‪200‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺚ ﻭﲢﻮﻳﻞ ﺗﺮﺍ ‪‬ﺳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﲔ ‪‬ﻣﻜ ‪‬ﻮﻧﺎﺕ ﺍﻟﺸﺒﻜﺔ ﺍﳌﺨﺘﻠﻔﺔ؛ ﻭ‪‬ﺗﺤـ ‪‬ﺪﺩ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﱵ ﺗﺘﺤ ﱠﻜﻢ ﰲ ﺑ ﱢ‬
‫ﻫﺬﻩ ﺍﻟﱪﻭﺗﻮﻛﻮﻻﺕ ﻧﺎﻗﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻗﺖ ﺍﻟﻨﻘﻞ‪ ،‬ﻋﺪﺩ ﻣﺮﺍﺕ ﺍﻟﻨﻘﻞ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﺴﻠﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ «)‪.(2‬‬
‫ﻛﻤﺎ ‪‬ﺗﻌ ‪‬ﺮﻑ ﻧ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺄ‪‬ﺎ‪ » :‬ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻷﺟﺰﺍﺀ ﺍﳌﺎﺩﻳﺔ ﻟﻠﺤﺎﺳﻮﺏ ﻭﺍﻟـﱪﺍﻣﺞ‬
‫ﺍ ﹸﳌﺘﻮﺍِﻓﻘﺔ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻭﺍ ﹸﳌﺮ‪‬ﺗﺒﺔ ﲟﺎ ﻳﺴﻤﺢ ﻣﻦ ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻣﻮﻗ ٍﻊ ﻣﻌﲔ ﺇﱃ ﻣﻮﻗ ٍﻊ ﺁﺧﺮ «)‪.(3‬‬
‫ﻭﺑﻄﺮﻳﻘ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﳝﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺄ‪‬ﺎ ﻋﺒﺎﺭﺓ ﻋﻦ‪ » :‬ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳍﺎﺗﻔﻴﺔ ﺍﻟﱵ ﺗﻌﺘﻤـﺪ‬
‫ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻋﻤﻠﻴﺎﺕ‪ ،‬ﻣﻌﺪﺍﺕ‪ ،‬ﺗﺴﻬﻴﻼﺕ ﻭﺧﺪﻣﺎﺕ؛ ﺑﻐﺮﺽ ﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺃﺟﻬﺰ ٍﺓ ﲟﻮﻗ ٍﻊ ﻣﻌـﲔ‬
‫ﺇﱃ ﺃﺟﻬﺰ ٍﺓ ﺃﺧﺮﻯ ﰲ ﻣﻮﻗ ٍﻊ ﺁﺧﺮ‪ .‬ﻭﻫﻲ ﺗﻌﻤﻞ ﻋﻠﻰ ﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺧﻼﻝ ﻭﺳﺎﺋﻂ ﻣﻌﻴﻨﺔ ﻟﻼﺗﺼﺎﻝ «)‪.(4‬‬
‫ﻛﻤﺎ ﺗﻠﻌﺐ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﺩﻭﺭﺍ ﺣﻴﻮﻳﹰﺎ؛ ﺣﻴﺚ ﺗ‪‬ﻌﺘﱪ ‪‬ﻣﺘﻄﱠﻠﺒﹰﺎ ﺃﺳﺎﺳـﻴﹰﺎ ﻟﺰﻳـﺎﺩﺓ‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﳒﺎﺣﻬﺎ؛ ﺇﺫ ﳒﺪ ﺃﻥ ﻭﺟﻮﺩ ﺷﺒﻜ ٍﺔ ﳏﻠﱢﻴﺔ ﺃﻭ ﺩﻭﻟﻴﺔ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻋﻤـﺎﻝ ﺿـﺮﻭﺭ ﹰﺓ‬
‫ﺗﻨﺎﻓﺴﻴﺔ ﳌﺘﺎﺑﻌﺘﻬﺎ‪ .‬ﺗ‪‬ﺴﺎﻫﻢ ﻧ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ ﰲ ﲢﺴﲔ ﺍﻟﻔﺎﻋﻠﻴﺔ ﻟﻠﻤﺒﻴﻌﺎﺕ‪ ،‬ﻭﺧﺪﻣﺔ ﺍﳌـﺴﺘﻬﻠﻜﲔ‪ ،‬ﻋـﻦ‬
‫ﻃﺮﻳﻖ ﺗﺄﻣﲔ ﺍﻟﻘﹸﺪﺭﺓ ﺍﳌﺒﺎﺷﺮﺓ ﻟﻼﺗﺼﺎﻝ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﻄﺎﻋﺖ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺃﻥ ‪‬ﺗﻐ‪‬ﻴﺮ ﻭ‪‬ﺗﻌ ‪‬ﺰﺯ ﰲ ﻃﺒﻴﻌﺔ ﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺸﺮﺓ ﺟﻐﺮﺍﻓﻴﹰﺎ ﰲ ﺩﻭ ٍﻝ ﳐﺘﻠﻔﺔ)‪.(5‬‬
‫ﺍﻟﺪﻭﻟﻴﺔ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﺍ ﹸﳌﻨﺘ ِ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻌﺮﻳﻒ ﺃﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬
‫ﺍﻗﺘﺮﻥ ﺗﻄﻮ‪‬ﺭ ﺍﳊﻮﺍﺳﻴﺐ ﺑﺘﻄ ‪‬ﻮ ٍﺭ ﻫﺎﺋ ٍﻞ ﻭﻛﺒ ٍﲑ ﻟﻼﺗﺼﺎﻻﺕ‪ ،‬ﻭﻗﺪ ﻭﱠﻓﺮ ﻫﺬﺍ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﺮﺍ ‪‬ﺳﻞ‬
‫ﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﻭﻣﻠﻔﺎ‪‬ﺎ‪ ،‬ﻭﺍﳌﺴﺘﻔﻴﺪ ﻋﱪ ﺧﻄﻮﻁ ﺍﳍﺎﺗﻒ ﻭﻋﱪ ﺍﳍﻮﺍﺀ ﻣﻬﻤـﺎ ﻛﺎﻧـﺖ‬
‫ﺕ ﴰﻠﺖ ﻋﻤﻠﻴﺎﺕ ﺳﺮﻗﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳـﻖ ﺍﻟﺘـﺪ ‪‬ﺧﻞ ﻋـﱪ‬ ‫ﺍﳌﺴﺎﻓﺎﺕ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﻇﻬﺮﺕ ﺇﻣﻜﺎﻧﻴﺎ ‪‬‬
‫ﻣﻨﻈﻮﻣﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻟﺬﻟﻚ ﺗﺘﻄﻠﱠﺐ ﻋﻨﺎﻳﺔ ﻛﺒﲑﺓ ﺑﺄﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺇﺟﺮﺍﺀ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﺪﻭﺭﻳﺔ‬
‫ﳍﺬﻩ ﺍﳌﻨﻈﻮﻣﺎﺕ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟﻌﺪﺩ ﻭﺍﻷﺟﻬﺰﺓ ﺍﳋﺎﺻﺔ ﻟﻔﺤﺺ ﻫﺬﻩ ﺍﳌﻨﻈﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﻛﺸﻒ ﺃﻱ ﺣﺎﻟ ٍﺔ ﻏـﲑ‬
‫ﺍﻋﺘﻴﺎﺩﻳﺔ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﺗﺆﻛﺪ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﺍ ﹸﳌﺆ ‪‬ﻭﻟﺔ ﻋﻦ ﺇﺩﺍﺭﺓ ﺍﳊﻮﺍﺳﻴﺐ‬
‫ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻗﹸﺪﺭ ٍﺓ ﻋﺎﻟﻴﺔ ﻋﻠﻰ ﻛﺸﻒ ﺍﻟﺘﺴﻠﱡﻞ ﺇﱃ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺗـﺼﻤﻴﻢ ﻧ‪‬ﻈـ ٍﻢ‬
‫ﳏﻤﻴﺔ ﺑﺄﻗﻔﺎ ٍﻝ ‪‬ﻣﻌ ﱠﻘﺪﺓ‪ ،‬ﺃﻭ ﻋﻦ ﻃﺮﻳﻖ ﻋﻤﻞ ﺍ ﹸﳌﺸ ﱠﻔﺮﺍﺕ ﻭﺭﺑﻄﻬﺎ ﻋﻠﻰ ﺧﻄﻮﻁ ﺍﻻﺗﺼﺎﻝ)‪.(6‬‬

‫‪.Communication and Telecommunication Systems‬‬ ‫)‪(1‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.229‬‬ ‫)‪(2‬‬

‫ﻧﺒﻴﻞ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2005 ،‬ﺹ ‪.124‬‬ ‫)‪(3‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.124‬‬ ‫)‪(4‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.229‬‬ ‫)‪(5‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.161‬‬ ‫)‪(6‬‬

‫‪201‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻛﻨﺘﻴﺠﺔ ﻟﻼﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭ ﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬

‫ﻟﻘﺪ ﻋﺮ‪‬ﻓﺖ ﻣﺆﺳﺴﺔ "‪ (1)"IBM‬ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ)‪ (1‬ﺑﺄ‪‬ﺎ » ﻣﺪﺧ ﹲﻞ ﻣﺘﻜﺎﻣﻞ ﻭﻣﺮﻥ ﻟﺘﻮﺯﻳﻊ ﻗﻴﻤﺔ‬
‫ﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳉﻮﻫﺮﻳﺔ ﺍﳌﹸﻤﻴ‪‬ﺰﺓ ﻣﻦ ﺧﻼﻝ ﺭﺑﻂ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﻟﻌﻤﻠﻴﺎﺕ ﻭﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳉﻮﻫﺮﻳﺔ‬
‫ﺑﻄﺮﻳﻘ ٍﺔ ﺑﺴﻴﻄﺔ ﻭﻣﺮﻧﺔ‪ ،‬ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﺸﺒﻜﺎﺕ «)‪.(2‬‬
‫ﻭﺗ‪‬ﻌﺮ‪‬ﻑ ﻛﺬﻟﻚ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ – ﲟﻔﻬﻮﻣﻬﺎ ﺍﻟﻮﺍﺳﻊ‪ -‬ﺑﺄ‪‬ﺎ » ﻛﺎﻓﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﺗﻘـﻮﻡ‬
‫ﺑﺘﻨﻔﻴﺬﻫﺎ ﻭﻣ‪‬ﺘﺎﺑﻌﺘﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﻷﻛﺎﺩﳝﻴﺔ ﻭﻏﲑﻫـﺎ ﻣـﻦ ﺍﳌﺆﺳـﺴﺎﺕ‪،‬‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﺍﻟﻜﺎﻣﻞ ﻋﻠﻰ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ -‬ﺃﻱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ -‬ﻣـﻦ ﻣﺮﺣﻠـﺔ‬
‫ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﲡﻤﻴﻌﻬﺎ‪ ،‬ﻭﲢﻠﻴﻠﻬﺎ‪ ،‬ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﲣﺰﻳﻨـﻬﺎ‪ ،‬ﻭﺍﺳـﺘﺮﺟﺎﻋﻬﺎ‪،‬‬
‫ﻭﺗﻮﺯﻳﻌﻬﺎ‪ ،‬ﻭﺷﺮﺍﺋﻬﺎ‪ ،‬ﻭﺗﺒﺎﺩ‪‬ﳍﺎ ﻣﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﺃﻭ ﺍﳌﹸﺴﺘﺨﺪِﻣﲔ‪ ،‬ﻭﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺩﺍﺧﻞ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﺃﻭ ﺧﺎﺭﺟﻬﺎ‪ ،‬ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﺃﻭ ﺑﲔ ﺑﻠﺪﺍﻥ ﺍﻟﻌﺎﱂ «)‪.(3‬‬
‫ﻭ‪‬ﺬﺍ ﺍﳌﻌﲎ‪ ،‬ﺗ‪‬ﺼﺒﺢ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺗﻌﺒﲑﹰﺍ ﻃﺒﻴﻌﻴﹰﺎ ﻭﻧﺘﺎﺟﹰﺎ ﳏﻀﹰﺎ ﻭﲦﺮ ﹰﺓ ﻟﻠﺘﺰﺍﻭ‪‬ﺝ ﺑـﲔ ﻣـﻮﺍﺭﺩ‬
‫ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﺸﺒﻜﺎﺕ؛ ﻭﺫﻟـﻚ ﻟـﺘﻤﻜﲔ ﺍﻟﻌـﺎﻣﻠﲔ ﰲ ﺍﻹﺩﺍﺭﺍﺕ‬
‫ﻭﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ )ﺍﳌﹸﻮﺭ‪‬ﺩﻳﻦ ﻭﻏﲑﻫﻢ( ﻭﺍﻟﺰﺑﺎﺋﻦ ﻣﻦ ﺍﻟﻌﻤﻞ ﰲ ﻇﻞ ﺑﻴﺌ ٍﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻣﻴﻨﺔ ﻭﻣ‪‬ﺘﻜﺎﻣِﻠﺔ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﻭﺃﻫﺪﺍﻑ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬

‫ﺑﻌﺪ ﺗﻨﺎ ‪‬ﻭﻟﻨﺎ ﳌﺎﻫﻴﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪ ،‬ﺳﻨﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺇﱃ ﻣﺎﻫﻴﺔ ﻭﺃﻫﺪﺍﻑ‬
‫ﺍﻟﺸﺒﻜﺎﺕ؛ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﺸﺒﻜﺎﺕ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪ ،‬ﺃﺣـﺪ ﺍﻟﻮﺳـﺎﺋﻞ‬
‫ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻻﺗﺼﺎﻻﺕ ﻣﻬﻤﺎ ﻛﺎﻥ ﻧﻮﻋﻬﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﺕ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ ﻭ ‪‬ﻣﺘﺸﺎِﺑﻬﺔ ﺇﱃ ﺣ ‪‬ﺪ ﻣﺎ ﳌﻔﻬﻮﻡ ﺍﻟﺸﺒﻜﺎﺕ)‪ ،(4‬ﺳﻮﺍ ًﺀ ﰲ ﳎﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ‬
‫ﺗﻮﺟﺪ ﺗﻌﺮﻳﻔﺎ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﻏﲑﻫﺎ ﻣﻦ ﺍ‪‬ﺎﻻﺕ؛ ﺫﻟﻚ ﺃﻥ ﺍﻟﺸﺒﻜﺎﺕ ﻟﻴﺴﺖ ﳏﺼﻮﺭ ﹰﺓ ﰲ ﳎﺎﻝ ﺍﻻﺗﺼﺎﻝ ﻓﻘـﻂ‪ ،‬ﺑـﻞ‬
‫ﺃﺻﺒﺤﺖ ‪‬ﻣﺘﺪﺍ ِﺧﻠ ﹰﺔ ﰲ ﻛﺎﻓﺔ ﺟﻮﺍﻧﺐ ﺍﳊﻴﺎﺓ‪ .‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ‪:‬‬

‫ﺃﻳﻦ ﻇﻬﺮ ﻷﻭﻝ ﻣﺮ ٍﺓ ﻣﺼﻄﻠﺢ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬ ‫)‪(1‬‬

‫‪.E-Business‬‬ ‫)‪(2‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.186‬‬ ‫)‪(3‬‬

‫‪.Networks‬‬ ‫)‪(4‬‬
‫‪202‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫» ﺍﻟﺸﺒﻜﺔ ﻣﺆﺳﺴﺘﺎﻥ ﺃﻭ ﺃﻛﺜﺮ ﺗﺸﺘﺮﻛﺎﻥ ﰲ ﻋﻤﻠﻴﺔ ﺗﺒﺎﺩ‪‬ﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺭﻭﺍﺑﻂ ﺍﺗـﺼﺎﻻﺕ؛‬ ‫•‬

‫ﻑ ﻣﺸﺘﺮﻛﺔ «)‪.(1‬‬ ‫ﻭﺫﻟﻚ ﺧﺪﻣﺔ ﻷﻫﺪﺍ ٍ‬

‫» ﺍﻟﺸﺒﻜﺔ ﻧﻈﺎ ‪‬ﻡ ﻟﻠﻌﻼﻗﺎﺕ ﺍﻟﺘﺮﺍ‪‬ﺑﻄﻴﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺃﻭ ﻓﻴﻤﺎ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ «)‪. (2‬‬ ‫•‬

‫ﺻﻮﺭﻫﺎ ﻣﻦ ﺟﻬﺎ ‪‬ﺯﻱ ﺣﺎﺳﻮﺏ ‪‬ﻣ‪‬ﺘﺼﻠﲔ ﺑﺒﻌﻀﻬﻤﺎ ﺍﻟـﺒﻌﺾ‪ ،‬ﺑﻮﺍﺳـﻄﺔ‬ ‫ﺗﺘﻜ ‪‬ﻮﻥ ﺍﻟﺸﺒﻜﺔ ﰲ ﺃﺑﺴﻂ ‪‬‬
‫ﻚ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﻟﻪ ﺗﺒﺎﺩ‪‬ﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻴﻨﻬﻤﺎ‪ .‬ﻭﺗ‪‬ﺘﻀﺢ ﺃﳘﻴﺔ ﺍﻟﺸﺒﻜﺔ ﰲ ﺣﺎﻟﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﲔ‬ ‫ﺳﻠ ٍ‬
‫ﺟﻬﺎﺯﻱ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻓﻠﻮ ﺍﺳﺘﺨﺪﻣﻨﺎ ﺍﻷﺳﻄﻮﺍﻧﺎﺕ ﺍﳌﺮﻧﺔ ﺃﻭ ﺣﱴ ﺍﻷﻗﺮﺍﺹ ﺍ ﹸﳌﺪ ‪‬ﻣﺠﺔ‪ ،‬ﻓﺈﻥ ﻫـﺬﻩ ﺍﻟﻄﺮﻳﻘـﺔ‬
‫ﺗﺘﻄﻠﱠﺐ ﻋﺪﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻣﻦ ﺍﻷﺳﻄﻮﺍﻧﺎﺕ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ ﺍﳌﺒﺬﻭﻝ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﻨﺴﺦ‪ ،‬ﻭﻛـﺬﻟﻚ‬
‫ﻼ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻃﺎﺑﻌ ﹲﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﺗﻮﺟﺪ ﻋﺪﺓ ﺃﺟﻬﺰﺓ ﺣﺎﺳﻮﺏ ﰲ‬ ‫ﺍﻟﻮﺿﻊ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﻄﺒﺎﻋﺔ‪ ،‬ﻓﻤﺜ ﹰ‬
‫ﺣﺎﺟ ٍﺔ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺎﺑﻌﺔ‪ ،‬ﻓﺴﻮﻑ ﻳﺘ ‪‬ﻢ ﻧﻘﻞ ﺍﻟﻄﺎﺑﻌﺔ ﻣﻦ ﺟﻬﺎ ٍﺯ ﺇﱃ ﺁﺧﺮ ﺃﻭ ﺍﻻﻧﺘﻈﺎﺭ ﰲ ﻃﺎﺑﻮ ٍﺭ ﻃﻮﻳﻞ‬
‫ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﻄﺒﺎﻋﺔ؛ ﻭﻣﻦ ﻫﻨﺎ ﻧﺸﺄﺕ ﻓﻜﺮﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺒﻜﺎﺕ ﳍﺬﻩ ﺍﻷﻏﺮﺍﺽ)‪.(3‬‬
‫ﻭﻛﺎﻧﺖ ﺍﻟﺸﺒﻜﺎﺕ ﰲ ﺑﺪﺍﻳﺔ ﻇﻬﻮﺭﻫﺎ ﺗﺘﻜ ‪‬ﻮﻥ ﻣﻦ ﻋﺪ ٍﺩ ﳏﺪﻭﺩ ﻣﻦ ﺃﺟﻬـﺰﺓ ﺍﳊﺎﺳـﻮﺏ‪ ،‬ﻗـﺪ ﻻ‬
‫ﺗﺘﺠﺎﻭﺯ ﺍﻟﻌﺸﺮﺓ ﺃﺟﻬﺰﺓ‪ ،‬ﻣ‪‬ﺘﺼﻠﺔ ﺑﺒﻌﻀﻬﺎ ﰲ ﺷﺒﻜ ٍﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭ ‪‬ﻣ‪‬ﺘﺼﻞ ‪‬ﺎ ﺟﻬﺎﺯ ﻃﺒﺎﻋ ٍﺔ ﻭﺍﺣﺪ‪ .‬ﻫﺬﺍ ﺍﻟﻨﻮﻉ‬
‫ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ ﻳ‪‬ﻌﺮ‪‬ﻑ ﺑﺎﺳﻢ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ )‪ .(4) (LAN‬ﻭﻗﺪ ﺗﻄﻮ‪‬ﺭﺕ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴـﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺕ ﺣﺪﻳﺜﺔ ﺗﺴﻤﺢ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﻋﺪ ٍﺩ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﻭﺑﺴﺮﻋ ٍﺔ ﺃﻛﱪ‪ ،‬ﺇﻻ ﺃ‪‬ﺎ ﻣﺎ ﺯﺍﻟﺖ ﳏﺪﻭﺩﺓ‬ ‫ﺗﻘﻨﻴﺎ ٍ‬
‫ﲎ ﻭﺍﺣﺪ‪.‬‬‫ﺐ ﻭﺍﺣﺪ ﺃﻭ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳌﻜﺎﺗﺐ ﺩﺍﺧﻞ ﻣﺒ ‪‬‬ ‫ﺍﻟﻨﻄﺎﻕ؛ ﺣﻴﺚ ﺃ‪‬ﺎ ﺗﻜﻮﻥ ﰲ ﺍﻟﻐﺎﻟﺐ ﺩﺍﺧﻞ ﻣﻜﺘ ٍ‬
‫ﺕ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻣﻨﻔﺼﻠﺔ‪ ،‬ﻣﺘﺪﺍ ِﺧﻠﺔ؛ ﺑﻐﺮﺽ ﲢﻘﻴـﻖ ﺑﻌـﺾ‬
‫ﺴﻖ ﻟﻮﺣﺪﺍ ٍ‬
‫ﻭﻣﻨﻪ ﻓﺎﻟﺸﺒﻜﺔ ﻫﻲ ﺗﻨﻈﻴ ‪‬ﻢ ‪‬ﻣﻨ ‪‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺑﻜﻔﺎﺀ ٍﺓ ﺃﻛﱪ‪ ،‬ﻟﻮ ﱠﰎ ﲢﻘﻴﻘﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺃﻳﺔ ﻭﺣﺪ ٍﺓ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ ﻣﻨﻔﺮﺩﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﻟﻘﺪ ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺸﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺑﺴﺒﺐ ﺃﳘﻴﺘﻬﺎ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﻻﺗﺼﺎﻻﺕ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺧﺪﻣﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ؛ ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺍﻻﻫﺘﻤﺎﻡ ﺍ ﹸﳌﺘﺰﺍﻳﺪ ﺇﱃ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﺗﺴﻌﻰ ﺇﱃ ﲢﻘﻴﻘﻬﺎ ﻫﺬﻩ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﻭﻫﻲ‪:‬‬

‫ﻣﻔﺘﺎﺡ ﳏﻤﺪ ﺩﻳﺎﺏ‪ ،‬ﻣﻌﺠﻢ ﻣﺼﻄﻠﺤﺎﺕ ﻧﻈﻢ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺼﺎﻻﺕ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣـﺼﺮ‪،‬‬ ‫)‪(1‬‬

‫‪ ،1995‬ﺹ ‪.120‬‬
‫‪(2) Jean Brilman, les meilleures pratiques du management, Les éditions d'organisation, Paris, France, 2001, p‬‬
‫‪412.‬‬

‫ﺷﺮﻳﻒ ﳏﻤﺪ ﺳﻌﻴﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.6‬‬ ‫)‪(3‬‬

‫‪.Local Area Networks‬‬ ‫)‪(4‬‬

‫‪203‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺖ ﻭﺟﻬﺪ ﳑﻜ‪‬ﻨﲔ؛‬
‫‪ -‬ﺗﺴﻬﻴﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﻓﺎﺩﺓ ﻣﻨﻬﺎ ﺑﺄﻗ ﱢﻞ ﻭﻗ ٍ‬
‫‪ -‬ﺗﻘﺪﱘ ﺧﺪﻣﺎﺕ ﺍﺗﺼﺎﻝ ﺃﻓﻀﻞ‪:‬‬
‫• ﺑﺎﳌﻘﺎﻳﻴﺲ ﺍﻟﻜﻤﻴﺔ ﻣﻦ ﺧﻼﻝ ﺧﺪﻣﺔ ﺃﻛﱪ ﻋﺪ ٍﺩ ﻣﻦ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ؛‬
‫• ﺑﺎﳌﻘﺎﻳﻴﺲ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﺧﺪﻣﺎﺕ ﺍﺗﺼﺎ ٍﻝ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ؛‬
‫• ﺍﻹﻓﺎﺩﺓ ﺍﻟ ﹸﻘﺼﻮﻯ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﺘﺎﺣﺔ ﺣﺎﻟﻴﹰﺎ؛‬
‫• ﺯﻳﺎﺩﺓ ﺇﻧﺘﺎﺟﻴﺔ ﻭﺳﺎﺋﻞ ﻭﻗﻨﻮﺍﺕ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻬﺎ‪.‬‬
‫ﻭﺗﺘﻤﺜﻞ ﺍﻟﻌﻮﺍﻣﻞ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﲢﺘﺎﺟﻬﺎ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻰ ﻛﻤﻴﺔ ﻭﻧﻮﻋﻴﺔ ﻭﺟﻮﺩﺓ ﺧﻮﺍﺻﻬﺎ ﰲ‬
‫ﺳﺒﻌﺔ ﻋﻨﺎﺻﺮ ﺗﺒﺪﺃ ﲝﺮﻑ ‪ M‬ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ :(Men) -1‬ﺃﻱ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﻘﻮﻯ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ :(Machine) -2‬ﺃﻱ ﺃﺟﻬﺰﺓ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ؛‬
‫‪ :(Materials) -3‬ﺃﻱ ﺍﳌﻮﺍﺩ ﺍﳋﺎﻡ ﻭﺃﻳﺔ ﻣﻮﺍﺩ ﺃﺧﺮﻯ ﲢﺘﺎﺟﻬﺎ ﺍﻟﺸﺒﻜﺔ؛‬
‫‪ :(Money) -4‬ﺃﻱ ﺍﻷﻣﻮﺍﻝ ﺍﳌﺨﺼﺼﺔ ﻭﺍﻟﺘﻤﻮﻳﻞ؛‬
‫‪ :(Message) -5‬ﺃﻱ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﱵ ﺳ‪‬ﺘﻨﻘﻞ ﻋﱪ ﺍﻟﺸﺒﻜﺔ؛‬
‫‪ :(Methods) -6‬ﺃﻱ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﳋﱪﺓ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺸﻐﻴﻞ؛‬
‫‪ :(Measurement) -7‬ﺃﻱ ﺃﺳﺎﻟﻴﺐ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺍﻟﺘﻘﻴﻴﻢ ﻟﻠﺸﺒﻜﺔ‪.‬‬
‫ﻭﲢﺘﺎﺝ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﻟﻜﻲ ‪‬ﺗﺤ ﱢﻘﻖ ﺃﻫﺪﺍﻓﻬﺎ ﺑﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﺗﻘﻮﻡ ﺑﺘﻮﺻﻴﻞ ﺍﻟﺮﺳﺎﺋﻞ ﺑﲔ ﺍﻷﻃـﺮﺍﻑ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ ﺇﱃ ﺃﺟﻬﺰﺓ ﺍﺗﺼﺎ ٍﻝ ﺃﻭ ﺗﻘﻨﻴﺎﺕ ﺍﺗﺼﺎ ٍﻝ ﻣﻨﺎﺳﺒﺔ)‪ ،(1‬ﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ‪:‬‬
‫‪ -‬ﺃﺟﻬﺰﺓ ﺍﳍﺎﺗﻒ؛‬
‫‪ -‬ﺃﺟﻬﺰﺓ ﺍﻟﺘﻠﻜﺲ؛‬
‫‪ -‬ﺃﺟﻬﺰﺓ ﺍﻟﻔﺎﻛﺴﻴﻤﻴﻠﻲ؛‬
‫‪ -‬ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ؛‬
‫‪ -‬ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺃ‪ .‬ﺱ‪ .‬ﻓﻮﺳﻜﺖ‪ ،‬ﺗﺮﲨﺔ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺃﺑﻮ ﺍﻟﻨﻮﺭ‪ ،‬ﺍﻟﺘﻨﻈﻴﻢ ﺍﳌﻮﺿﻮﻋﻲ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ‪ ،‬ﻣـﺼﺮ‪ ،2001 ،‬ﺹ‬ ‫)‪(1‬‬

‫‪.120‬‬
‫‪204‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻈﺎﻡ ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬

‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﻧﻈﺎﻡ ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﻜﺎﺕ )‪ (1)(NOS‬ﻋﻠﻰ ﺃﻧﻪ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﱵ ﺗﺰﻭﺩ ﺍﳌﺴﺘﺨﺪﻣﲔ ﺑﺎﻟﻮﺳـﺎﺋﻞ‬
‫ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﺸﺎ ‪‬ﺭﻙ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ‪ .‬ﻭﺗﻘﻮﻡ ﺑﻌﺾ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﻣﺜـﻞ ‪ NetWare 3.12‬ﻭ ‪،X4.1‬‬
‫ﺏ‬
‫ﺑﻔﺼﻞ ﺑﺮﳎﻴﺎﺕ ﻭﻭﻇﺎﺋﻒ ﺍﻟﺰﺑﻮﻥ ﻋﻦ ﺑﺮﳎﻴﺎﺕ ﻭﻭﻇﺎﺋﻒ ﺍﳌﹸﺰﻭ‪‬ﺩ ﺑﺸﻜ ٍﻞ ﻭﺍﺿﺢ‪ .‬ﻟﻜﻦ ﳝﻜﻦ ﳊﺎﺳـﻮ ٍ‬
‫ﻭﺍﺣﺪ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺪﻭﺭﻳﻦ‪ ،‬ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻻﺕ ﰲ ‪ Windows‬ﻤﻮﻋﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭ ‪ Windows NT‬ﻣﻦ‬
‫ﻣﺆﺳﺴﺔ ‪ Microsoft‬ﻭ ‪ LAN_tastic‬ﻣﻦ ﻣﺆﺳﺴﺔ ‪ ،Artisoft‬ﻭﻳﺘـﻀﻤ‪‬ﻦ ‪ MS Windows 95‬ﻭ‬
‫‪ OS/2‬ﻣﻦ ﻣﺆﺳﺴﺔ ‪ IBM‬ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﺘﻌﻤﻞ ﻛﺰﺑﻮ ٍﻥ ﻓﻘﻂ ﺃﻭ ﻛ ‪‬ﻤﺰ ‪‬ﻭ ٍﺩ ﻭﺯﺑﻮ ٍﻥ ﺑﺂ ٍﻥ ﻭﺍﺣﺪ‪.‬‬
‫ﻳﻮﺍﺯﻥ ﻧﻈﺎﻡ ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻜﺎﻣﻞ ﻋﻤﻞ ﺍﳌﹸﺰﻭ‪‬ﺩ ﻣﻦ ﺧﻼﻝ ﺇﺩﺍﺭﺓ ﺍﻟﺬﺍﻛﺮﺓ‪ ،‬ﻭﺇﺳﻨﺎﺩ ﺍﳌﻬﻤـﺎﺕ‬
‫ﻋﱪ ﺍﳌﻌﺎﳉﺎﺕ ﺍ ﹸﳌﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﻣﺤ ﱢﻘﻘﹰﺎ ﺑﺬﻟﻚ ﻣﻴﺰﺓ ﺍﻟﺘﺪ ‪‬ﺭﺟﻴﺔ)‪ (2‬ﺃﻭ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻨﻤـﻮ‪ .‬ﻭﻳﺘـﻀﻤ‪‬ﻦ ﻭﻇـﺎﺋﻒ‬
‫ﻟﻺﺩﺍﺭﺓ‪ ،‬ﻟﺘﺤﺴﲔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﺍﳌﹸﺰﻭ‪‬ﺩ‪ ،‬ﻭﻳﺴﺘﻌﻤﻞ ﻫﻴﺌﺎﺕ ﺍﳌﻠﻔﺎﺕ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﻜﺎﺵ؛ ﲝﻴﺚ ﻳ‪‬ـﺆ ‪‬ﻣﻦ ﺍﻟﺘﻌﺎﻣ‪‬ـﻞ‬
‫ﺍﻟﺴﺮﻳﻊ ﻣﻊ ﺃﻗﺮﺍﺹ ﺍﳌﹸﺰﻭ‪‬ﺩ‪ .‬ﻭﺗﺘﻀﻤ‪‬ﻦ ﺍﳊﺰﻣﺔ ﺍﻟﻜﺎﻣﻠﺔ‪ ،‬ﺑﺮﳎﻴﺎﺕ ﺍﻟﺰﺑﻮﻥ ﺍﻟﱵ ﺗﻌﻤﻞ ﻣﻊ ﺑﺮﳎﻴﺎﺕ ﺍﳌﹸﺰﻭ‪‬ﺩﺍﺕ‪،‬‬
‫ﺕ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﺗﺴﺘﻄﻴﻊ ﲟﺮﻭﻧ ٍﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺑﺮﻭﺗﻮﻛﻮﻻﺕ ‪ IPX‬ﻭ‪ .IP‬ﻭﰲ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﱵ ﲢﺘﻮﻱ‬ ‫ﻣﻦ ﻣﺆﺳﺴﺎ ٍ‬
‫ﻋﻠﻰ ﻋﺪﺓ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ‪ ،‬ﻓﺈﻥ ﻧﻈﺎﻡ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻟﻜﺎﻣﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺴﻤﺢ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻞ ﻣـﻊ ﳎﻤﻮﻋـﺔ ﺍﳌﹸـﺰﻭ‪‬ﺩﺍﺕ‬
‫ﻭﺧﺪﻣﺎ‪‬ﺎ ﻋﻦ ﻃﺮﻳﻖ ﻛﻠﻤﺔ ﺳ ٍﺮ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﻫﻲ ﺇﺣﺪﻯ ﻣﺰﺍﻳﺎ ﺍﻟﺘﺪ ‪‬ﺭﺟﻴﺔ‪ ،‬ﻭ‪‬ﺗﺪﻋﻰ ﺧﺪﻣﺔ ﺍﻟﺪﻟﻴﻞ)‪ (3‬ﰲ ﻧﻈﺎﻡ‬
‫‪ Netware 4.1‬ﻭ ‪.VINES‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﳕﺎﺫﺝ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﻟﻘﺪ ﺭﺃﻳﻨﺎ ﰲ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺍﻟﺸﺒﻜﺔ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ ﺍ ﹸﳌﺮﺗِﺒﻄـﺔ ﻓﻴﻤـﺎ‬
‫ﺕ ﺃﺧﺮﻯ ‪‬ﺗﺆ ‪‬ﻣﻦ ﺍﻟﺘﺴﻴﲑ ﺍﳊﺴﻦ ﻟﻠﺒﻴﺎﻧـﺎﺕ(‪.‬‬
‫ﺑﻴﻨﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺃﺟﻬﺰﺓ )ﻛﺎﺑﻼﺕ‪ ،‬ﺑﻄﺎﻗﺎﺕ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﲡﻬﻴﺰﺍ ٍ‬
‫‪‬ﺗﺴ ‪‬ﻤﻰ ﺍﻟﺘﻬﻴﺌﺔ ﺍﳌﺎﺩﻳﺔ ﳍﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﺎﺩﻳﺔ)‪ .(4‬ﻭﺗﻮﺟﺪ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ)‪ :(5‬ﳕﻮﺫﺝ ﺍﻟﻨﺎﻗﻞ‪ ،‬ﳕﻮﺫﺝ‬
‫ﺍﻟﺸﺒﻜﺔ‪ ،‬ﳕﻮﺫﺝ ﺍﳊﻠﻘﺔ‪.‬‬

‫‪.Network Operation System‬‬ ‫)‪(1‬‬

‫‪.Scalability‬‬ ‫)‪(2‬‬

‫‪.Directory Service‬‬ ‫)‪(3‬‬

‫‪(4) Patrick Dumas, OP.CIT, P 39.‬‬
‫‪(5) www.commentcamarche.net/initiation/topologie.PHP3.‬‬
‫‪205‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻛﻤﺎ ‪‬ﻧﻤ‪‬ﻴﺰ ﺑﲔ ﺍﻟﻨﻤﺬﺟﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ )ﺍﻟﻮﺟﻪ ﺍﳌﺮﺋﻲ ﻟﻠﺸﺒﻜﺔ( ﻣﻦ ﺍﻟﻨﻤﺬﺟﺔ ﺍﳌﻨﻄﻘﻴـﺔ‪ ،‬ﺍﻟـﱵ ﺗ‪‬ﻤﺜﱢـﻞ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ‪‬ﺗﺤ ‪‬ﻮﻝ ﻓﻴﻬﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺗﺸﻤﻞ ﻧﻮﻋﲔ ﺭﺋﻴﺴﻴﲔ ﳘﺎ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺇﺛﺮﻧـﺖ‬
‫)‪ ،(Ethernet‬ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ‪ ،Token‬ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ‪.(1)FDDI‬‬
‫‪ -1‬ﳕﻮﺫﺝ ﺍﻟﻨﺎﻗﻞ‪ :‬ﻭﻫﻮ ﻳ‪‬ﻤﺜﱢﻞ ﺍﳍﻴﻜﻞ ﺍﻟﺒﺴﻴﻂ ﻟﺘﻘﻴﻴﻢ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﻛﻞ ﺍﳊﻮﺍﺳﻴﺐ ‪‬ﻣﺮﺗِﺒﻄﺔ ﺑﺎﳋﻂ‬
‫ﻧﻔﺴﻪ ﻟﻠﺘﺤﻮﻳﻞ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻨﺎﻗﻞ)‪(2‬ﻭﺗﻌﲏ ﻛﻠﻤﺔ ﻧﺎﻗﻞ)‪ (3‬ﺍﳋﻂ ﺍﳌﺎﺩﻱ ﺍﻟﺬﻱ ﻳﺮﺑﻂ ﺁﻻﺕ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻣﻦ ﻣﺰﺍﻳـﺎ‬
‫ﻆ ﻭﺍﺣﺪ ﻭﻫـﻮ ﺃﻥ ﺃﻱ ﺧﻠـ ٍﻞ ﰲ ﺍﺗـﺼﺎﻝ‬ ‫ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻫﻮ ﺳﻬﻮﻟﺔ ﻭﺿﻌﻬﺎ ﻭﺗﺸﻐﻴﻠﻬﺎ‪ ،‬ﻭﻟﻜﻦ ﻟﺪﻳﻨﺎ ﲢﻔﱡ ﹲ‬
‫ﺣﺎﺳﻮﺏ ﺳﻮﻑ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺧﻠ ٍﻞ ﰲ ﺍﻟﺸﺒﻜﺔ ﻛﻜﻞ‪.‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(30‬‬
‫ﳕﻮﺫﺝ ﺗﻮﺑﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺎﻗﻞ‬

‫ﻧﺎﻗﻞ‬

‫ﺍﻟﺘﺤﻤﻴﻞ‪.2007/06/17:‬‬ ‫ﺍﳌﺼﺪﺭ‪ ،www.commentcamarche.net/initiation/topologie.PHP3 :‬ﺗﺎﺭﻳﺦ‬

‫‪ -2‬ﳕﻮﺫﺝ ﺍﻟﻨﺠﻤﺔ‪ :‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﺮﺗﺒﻂ ﺍﳊﻮﺍﺳﻴﺐ ﺑﻨﻈﺎ ٍﻡ ﺁﱄ ﻳ‪‬ﺴﻤ‪‬ﻰ ﺍ ﹸﳌﺠ ‪‬ﻤﻊ)‪ ،(4‬ﻭﻳﺘﻤﺜﱠﻞ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﰲ‬
‫‪‬ﻋﻠﺒ ٍﺔ ﺗﺸﻤﻞ ﺑﻌﺾ ﺍﻟﻮﺍﺻﻼﺕ ﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻦ ﻣﻦ ﺇﻳﺼﺎﻝ ﺍﻟﻨﺎﻗﻼﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲝﻮﺍﺳﻴﺐ ﺍﻟﺸﺒﻜﺔ؛ ﻓﻬﻮ ﻳ‪‬ـﺆ ‪‬ﻣﻦ‬
‫ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﻫﺬﻩ ﺍﻟﻮﺍﺻﻼﺕ‪.‬‬
‫ﻋﻜﺲ ﺍﻟﻨﻮﻉ ﺍﻷﻭﻝ‪ ،‬ﻓﺈﻥ ﺍﻟﺸﺒﻜﺎﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻫﻲ ﺃﻗﻞ ﻗﺎﺑﻠﻴﺔ ﻟﻠﻌﻄﺐ؛ ﺣﻴﺚ ﳝﻜﻨﻨﺎ ﺑﺴﻬﻮﻟ ٍﺔ‬
‫ﺇﺑﻌﺎﺩ ﺃﺣﺪ ﺍ ﹸﳌ‪‬ﺘﺼﻠﲔ ﻋﻦ ﻃﺮﻳﻖ ﻧﺰﻉ ﺍﻟﻮﺍﺻﻠﺔ ﻣﻦ ﺍ ﹸﳌﺠ ‪‬ﻤﻊ ﺑﺪﻭﻥ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺑﺎﻗﻲ ﺍ ﹸﳌ‪‬ﺘﺼﻠﲔ ﰲ ﺍﻟـﺸﺒﻜﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﺗﺘﻤ‪‬ﻴﺰ ﻛﺬﻟﻚ ﺑﺘﻜﻠﻔ ٍﺔ ﺯﺍﺋﺪﺓ ﻧﺘﻴﺠﺔ ﻭﺟﻮﺩ ﺟﻬﺎ ٍﺯ ﺁﺧﺮ ﻫﻮ ﺍﳌﹸﺠ ‪‬ﻤﻊ‪.‬‬

‫‪.Fiber distributed date interface‬‬ ‫)‪(1‬‬

‫‪.Câble coaxial‬‬ ‫)‪(2‬‬

‫‪.Bus‬‬ ‫)‪(3‬‬

‫‪.HUB‬‬ ‫)‪(4‬‬
‫‪206‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(31‬‬

‫ﳕﻮﺫﺝ ﺗﻮﺑﻮﻟﻮﺟﻴﺎ ﺍﻟﻨﺠﻤﺔ‬

‫ﺍﳌﹸﺠﻤ‪‬ﻊ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻧﻔﺲ ﺍﳌﺼﺪﺭ ﺍﻟﺴﺎﺑﻖ‪.‬‬
‫‪ -3‬ﳕﻮﺫﺝ ﺍﳊﻠﻘﺔ‪ :‬ﰲ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻛﻞ ﺣﺎﺳﻮ ٍ‬
‫ﺏ ‪‬ﻣ‪‬ﺘﺼﻞ ﻳﻨﺘﻈﺮ ﺩﻭﺭﻩ ﰲ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﺣﻴﺚ ﻟـﺪﻳﻨﺎ ﺣﻠﻘـﺔ‬
‫ﺣﻮﺍﺳﻴﺐ ﻭﻳﺄﺧﺬ ﻛﻞ ﺣﺎﺳﻮﺏ ﺩﻭﺭﻩ ﺑﺎﻟﺘﺘﺎ‪‬ﺑﻊ‪ .‬ﻭﻫﻲ ﻣﺮﺗﺒﻄ ﹲﺔ ﲜﻬﺎ ٍﺯ ‪‬ﻣﻮﺯّﻉ ﻳ‪‬ﺴﻤ‪‬ﻰ "ﻭﺣـﺪﺓ ﺍﻻﺗـﺼﺎﻝ‬
‫ﺍﳌﺘﻌﺪﺩ ﺍﶈﻄﺎﺕ")‪ (1‬ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺈﺩﺍﺭﺓ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﺑﺈﻋﻄﺎﺀ ﻟﻜﻞ ﻣﺴﺘﺨﺪﻡ ﺩﻭﺭﻩ‪ ،‬ﻭﺍﻟﻨﻮﻋـﺎﻥ‬
‫ﺍﻟﺮﺋﻴﺴﻴﺎﻥ ﻣﻦ ﺍﻟﺘﺒﻮﻟﻮﺟﻴﺎ ﺍﳌﻨﻄﻘﻴﺔ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻫـﻲ‪ :‬ﺗﻮﺑﻮﻟﻮﺟﻴـﺎ ‪ ،token‬ﻭﺗﻮﺑﻮﻟﻮﺟﻴـﺎ‬
‫‪.FDDI‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(32‬‬
‫ﳕﻮﺫﺝ ﺗﺒﻮﻟﻮﺟﻴﺎ ﺍﳊﻠﻘﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻧﻔﺲ ﺍﳌﺼﺪﺭ ﺍﻟﺴﺎﺑﻖ‪.‬‬

‫‪.Multi station Access Unit.‬‬ ‫)‪(1‬‬

‫‪207‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺃﻧﻮﺍﻉ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬

‫ﻉ ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳋﺎﺻﺔ ﺣﺴﺐ ﺃﺣﺠﺎﻣﻬﺎ )ﻣﻦ ﻧﺎﺣﻴﺔ ﻋﺪﺩ ﺍﻵﻻﺕ(‪،‬‬‫ﳝﻜﻦ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﻋﺪﺓ ﺃﻧﻮﺍ ٍ‬
‫ﺳﺮﻋﺘﻬﺎ ﰲ ﲢﻮﻳﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻛﺬﻟﻚ ‪‬ﺑﻌﺪﻫﺎ‪.‬‬
‫ﻉ ﻣﻨﻬﺎ‪:‬‬
‫ﺕ ﲤﺘﻠﻜﻬﺎ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﻮﺟﺪ ﺛﻼﺛﺔ ﺃﻧﻮﺍ ٍ‬
‫ﺇﻥ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳋﺎﺻﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ ﻫﻲ ﺷﺒﻜﺎ ‪‬‬
‫‪ :WLAN‬ﺍﻟﺸﺒﻜﺎﺕ ﻗﺼﲑﺓ ﺍﳌﺪﻯ )ﳏﻠﱢﻴﺔ ﺍﳌﺪﻯ( ﺍﻟﻼﺳﻠﻜﻴﺔ؛‬
‫‪ :WMAN‬ﺍﻟﺸﺒﻜﺎﺕ ﻣﺘﻮﺳﻄﺔ ﺍﳌﺪﻯ ﺍﻟﻼﺳﻠﻜﻴﺔ؛‬
‫‪ :WWAN‬ﺍﻟﺸﺒﻜﺎﺕ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ‪.‬‬
‫‪ -1‬ﺍﻟﺸﺒﻜﺎﺕ ﻗﺼﲑﺓ ﺍﳌﺪﻯ )ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ( ﺍﻟﻼﺳﻠﻜﻴﺔ)‪: WLAN(1‬‬
‫ﺗﺸﻤﻞ ﳎﻤﻮﻋﺔ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﱵ ﺗﻨﺘﻤﻲ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﺗﺮﺗﺒﻂ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﺷﺒﻜﺔ ﳏـﺪﻭﺩﺓ‬
‫ﺍﻟﺮﻗﻌﺔ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﺗﺴﻤﻰ ﻛﺬﻟﻚ )ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻼﺳﻠﻜﻴﺔ ﰲ ﻭﻗﺖ ﻗﺮﻳﺐ( ﻫﻲ ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﻴﺔ ﺍﻟﻼﺳـﻠﻜﻴﺔ‬
‫ﺍﻟﱵ ﺗﺮﺑﻂ ﺑﲔ ﺍﺛﻨﲔ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺃﻭ ﺍﻷﺟﻬﺰﺓ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻄﻴﻒ ‪ OFDM‬ﺃﻭ‬
‫ﺍﻟﺘﻌﺪﻳﻞ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺘﻤﻜﻴﻨﻬﺎ ﻣﻦ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻷﺟﻬﺰﺓ ﰲ ﻣﻨﻄﻘﺔ ﳏﺪﻭﺩﺓ‪ .‬ﻭﻫـﺬﺍ ﻳﺘـﻴﺢ‬
‫ﻟﻠﻤﺴﺘﺨﺪﻣﲔ ﺍﻟﺘﻨﻘﻞ ﺍﻟﺘﺤﺮﻙ ﺩﺍﺧﻞ ﺍﳌﻨﻄﻘﺔ ‪ ،‬ﻭﺗﻐﻄﻴﺔ ﻭﺍﺳﻌﺔ ﻻ ﺗﺰﺍﻝ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﺸﺒﻜﺔ)‪.(2‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﺗﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﳕﻮﺫﺟﲔ‪:‬‬
‫• ﰲ ﺇﻃﺎﺭ ﻭﺟ ٍﻪ ﻟﻮﺟﻪ)‪ :(3‬ﻭﺫﻟﻚ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﺣﺎﺳﻮ ٍ‬
‫ﺏ ﻣﺮﻛﺰﻱ )ﺧـﺎﺩﻡ(؛ ﲝﻴـﺚ ﻛـﻞ‬
‫ﺏ ﻣﺮﻛﺰﻱ)‪.(4‬‬
‫ﺣﺎﺳﻮﺏ ﻳﻠﻌﺐ ﺩﻭﺭ ﺣﺎﺳﻮ ٍ‬
‫• ﰲ ﳏﻴﻂ ﺯﺑﻮﻥ‪/‬ﺧﺎﺩﻡ‪ :‬ﲝﻴﺚ ﻫﻨﺎﻙ ﺣﺎﺳﻮ ‪‬‬
‫ﺏ ﻣﺮﻛﺰﻱ ﻳ‪‬ﻮﻓﱢﺮ ﺧﺪﻣﺎﺕ ﺍﻟﺸﺒﻜﺔ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ‪ ،‬ﻭﺣﺠﻢ‬
‫ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ ﻳﺼﻞ ﺇﱃ ‪ 100‬ﻭﺣﱴ ‪ 1000‬ﻣﺴﺘﺨ ِﺪﻡ‪ ،‬ﺑﺸﺮﻁ ﺃﻥ ﻳﺘﻮﺍﺟﺪﻭﺍ ﰲ ﻧﻔﺲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -2‬ﺍﻟﺸﺒﻜﺎﺕ ﻣﺘﻮﺳﻄﺔ ﺍﳌﺪﻯ ﺍﻟﻼﺳﻠﻜﻴﺔ)‪:(5) (WMAN‬‬
‫ﻣﻦ ﺃﺟﻞ ﺭﺑﻂ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﺍ ﹸﳌﺘﺒﺎ ِﻋﺪﺓ ﺟﻐﺮﺍﻓﻴﹰﺎ ﻧﺴﺘﺨﺪﻡ ﺷﺒﻜﺔ ﻣﺘﻮﺳﻄﺔ ﺍﳌﺪﻯ‪ ،‬ﻭﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ‬
‫ﺕ ﺧﺎﺻﺔ(‪ ،‬ﲝﻴﺚ ﻣﻌﺪﻝ ﺍﻟﻨﻘﻞ ﻣ‪‬ﺴﺎ ٍﻭ ﻟﻠﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ ﻋﻠﻰ ﺍﳌﺴﺎﺣﺎﺕ‬ ‫ﺧﻄﻮﻃﹰﺎ ﻫﺎﺗﻔﻴﺔ ﺧﺎﺻﺔ )ﺃﻭ ﲡﻬﻴﺰﺍ ٍ‬
‫ﺍﻟﻜﱪﻯ‪ .‬ﻛﺬﻟﻚ ﻳﺴﻤﺢ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻟﺸﺒﻜﺘﲔ ﳏﻠﱢﻴﺘﲔ ﺑﺎﻻﺗﺼﺎﻝ ﻭﻛﺄ‪‬ﺎ ﺗﻨﺘﻤﻲ ﻟﻠﺸﺒﻜﺔ ﻧﻔﺴﻬﺎ‪.‬‬

‫‪.A wireless LAN‬‬ ‫)‪(1‬‬

‫‪.http://en.wikipedia.org/wiki/Wireless_LAN‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪.2008/02/17‬‬ ‫)‪(2‬‬

‫‪.PEER TO PEER‬‬ ‫)‪(3‬‬

‫‪(4) Micro Hebdo, revue hebdomadaire d'informatique, France, N° 266, P 12.‬‬

‫‪.Wireless Metropolitan Area Networks‬‬ ‫)‪(5‬‬

‫‪208‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻭﲣﺘﻠﻒ ﻣﻌﻬﺎ ﻧﻮﻋﻴﺔ ﺍﳋﻄﻮﻁ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨﺪﻡ ﻟﻠﺮﺑﻂ ﺑﲔ ﺍﻟﺸﺒﻜﺎﺕ ﳑﺎ ﳚﻌﻞ ﺗﻜﻠﻔﺘﻬﺎ ﺃﻛﺜﺮ‪.‬‬
‫‪ -3‬ﺍﻟﺸﺒﻜﺎﺕ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ )‪: (WWAN‬ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﻴﺔ ﺍﻟﻼﺳـﻠﻜﻴﺔ ﻷ‪‬ـﺎ ﺗـﺴﺘﺨﺪﻡ‬
‫ﻣـﺎﻛﺲ ‪UMTS,‬‬ ‫ﺍﻟﺸﺒﻜﺔ ﺍﳋﻠﻮﻳﺔ ﺍﳌﺘﻨﻘﻠﺔ ﻟﻼﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﻣﺜﻞ ﺍﻟﻮﺍﻱ‬
‫‪GPRS, CDMA2000, GSM, CDPD, Mobitex, HSDPA or‬ﻟﻨﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ .‬ﻭﳝﻜـﻦ ﺃﻳـﻀﺎ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ‪ LMDS‬ﻭﻭﺍﻱ ﻓﺎﻱ ﻟﻼﺗﺼﺎﻝ ﺑﺸﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳋﻠﻮﻳﺔ ﺗﻘﺪﻡ ﻋﻠﻰ ﺍﻟـﺼﻌﻴﺪ‬
‫ﺍﻹﻗﻠﻴﻤﻲ ‪ ،‬ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻮﻃﲏ ‪ ،‬ﺃﻭ ﺣﱴ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻌﺎﳌﻲ ‪ ،‬ﻭﺗﻘﺪﻡ ﺧﺪﻣﺎﺕ ﻻﺳـﻠﻜﻴﺔ ‪ ،‬ﻭﻳﺘـﻴﺢ‬
‫ﻟﻠﻤﺴﺘﺨﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺣﺎﺳﻮﺏ ﳏﻤﻮﻝ ﻭﺑﻄﺎﻗﺔ ‪ WWAN‬ﺗﺼﻔﺢ ﺍﻹﻧﺘﺮﻧﺖ ‪ ،‬ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﻟﱪﻳـﺪ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ ‪ ،‬ﺃﻭ ﻭﺻﻞ ﺇﱃ ﺍﻟﺸﺒﻜﺔ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺍﳋﺎﺻﺔ )ﺍﻟﺸﺒﻜﺎﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﺍﳋﺎﺻﺔ( ﻣﻦ ﺃﻱ ﻣﻜـﺎﻥ‬
‫ﺩﺍﺧﻞ ﺍﳊﺪﻭﺩ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻟﻠﺨﺪﻣﺎﺕ ﺍﳋﻠﻮﻳﺔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻮﺿﻊ ﺍﻟﺸﺒﻜﺎﺕ ﺣ‪‬ﻴﺰ ﺍﻟﺘﻨﻔﻴﺬ‪.‬‬
‫ﺗﺘﻤﱠﺜﻞ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻮﺿﻊ ﺍﻟﺸﺒﻜﺎﺕ ﺣ‪‬ﻴﺰ ﺍﻟﺘﻨﻔﻴﺬ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﻣﻮﺍِﺋﻤﺎﺕ ﺍﻟﺸﺒﻜﺔ‪:‬‬
‫ﺴﻠﻲ‪ ،‬ﺑ ﹸﻘﺪﺭﺗﻪ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟـﺼﺎﺩﺭ ﻣـﻦ‬
‫‪‬ﻳﺤ ‪‬ﻮﻝ ‪‬ﻣﻮﺍِﺋﻢ ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ )‪ (LAN‬ﺳﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺴﻠ ‪‬‬
‫ﺕ ﺗﻔ ‪‬ﺮﻋﻲ ‪‬ﻣﻨ ﱠﻈﻢ ﺑﺎﻟﺸﻜﻞ ﺍﳌﻄﻠﻮﺏ ﺩﺍﺧﻞ ﺍﳊﺎﺳﻮﺏ‪.‬‬ ‫ﻛﺎﺑﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺇﱃ ﺟﺮﻳﺎﻥ ﺑﻴﺎﻧﺎ ٍ‬
‫ﺗﺴﻤﺢ ﺗﻘﻨﻴﺔ ﺇﺧﻀﺎﻉ ﺍﻟﻨﺎﻗﻞ)‪ (2‬ﻟﻠ ‪‬ﻤﻮﺍِﺋﻢ‪ ،‬ﺑﻨﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﻭﺇﱃ ﺍﻟﺬﺍﻛﺮﺓ ﺑﺪﻭﻥ ﺇﺯﻋـﺎﺝ ﻭﺣـﺪﺓ‬
‫ﺍﳌﻌﺎﳉﺔ ﺍﳌﺮﻛﺰﻳﺔ ﰲ ﺍﳊﺎﺳﻮﺏ؛ ﳑﺎ ‪‬ﻳﺨ ﱢﻔﺾ ﻣﻦ ﻧﺴﺒﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍ ﹸﳌﻌﺎِﻟﺞ‪ .‬ﻭﺗﺴﺘﻄﻴﻊ ﺍ ﹸﳌﻮﺍِﺋﻤﺎﺕ ﺍﳌﹸـﺼ ‪‬ﻤﻤﺔ‬
‫ﺑﺘﻘﻨﻴﺔ ‪ PCI‬ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺑﺴﺮﻋ ٍﺔ ﻣﻊ ﺍﻟﺬﺍﻛﺮﺓ؛ ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻨﻬﺎ ﻧﻘﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲟﺮﺩﻭ ٍﺩ ﻋﺎ ٍﻝ‪ ،‬ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻧﺴﺒﺔ‬
‫ﺍﺳﺘﺨﺪﺍ ٍﻡ ‪‬ﻣﺘﺪ‪‬ﻧﻴﺔ ﻟﻠ ‪‬ﻤﻌﺎِﻟﺞ‪ .‬ﻛﻤﺎ ‪‬ﺗﻌﺘﱪ ‪‬ﻣﻮﺍِﺋﻤﺎﺕ ﺍﻟـ ‪ PCI‬ﺃﺳﻬﻞ ﺗﺮﻛﻴﺒﹰﺎ ﺑﻜﺜ ٍﲑ ﻣﻦ ﺍ ﹸﳌﻮﺍِﺋﻤﺎﺕ ﺍﻷﻗـﺪﻡ‬
‫ﻣﻨﻬﺎ‪ ،‬ﻭﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻣﻌﻤﺎﺭﻳﺔ ﻧﺎﻗﻞ ‪ ،ISA‬ﺃﻭ ﻧﺎﻗﻞ ‪ .EISA‬ﻭﲢﺘﻮﻱ ﺍ ﹸﳌﻮﺍِﺋﻤﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻋﻠﻰ ﺑﺮﳎﻴﺎ ٍ‬
‫ﺕ‬
‫ﻋﺎﺩﻳﺔ)‪ (3‬ﻟﺪﻋﻢ ﺗﻘﻨﻴﺔ " ﺭ ﱢﻛﺐ ﻭﺷ ‪‬ﻐﻞ " ﻣﻦ ﻣﺆﺳﺴﺔ ‪ ،Microsoft‬ﺃﻭ ﻭﺍﺟﻬـﺔ ﺭﺑـﻂ ﺇﺩﺍﺭﺓ ﺍﻷﺟﻬـﺰﺓ‬
‫ﺍﳌﻜﺘﺒﻴﺔ )‪ ،(4)(DMI‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻭﺍﺟﻬ ٍﺔ ﻗﻴﺎﺳﻴﺔ ﻟﺘﻘﻨﻴﺔ " ﻗﺎﺑﻠﻴﺔ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻝ)‪ ،"(5‬ﻭﺍﻟـﱵ ﺗ‪‬ـﺪ ‪‬ﻋﻤﻬﺎ‬
‫ﳎﻤﻮﻋ ﹲﺔ ‪‬ﻣﺸﺘ ‪‬ﺮﻛﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ‪.‬‬

‫‪ .http://en.wikipedia.org/wiki/WWAN‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪.2008/02/17‬‬ ‫)‪(1‬‬

‫‪.Bus-Mastering‬‬ ‫)‪(2‬‬

‫‪.Firmware‬‬ ‫)‪(3‬‬

‫‪.Desktop Management Interface‬‬ ‫)‪(4‬‬

‫‪.Interoperability Standard‬‬ ‫)‪(5‬‬

‫‪209‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺗﺴﺘﻌﻤﻞ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻜﺎﻣﻠﺔ ﻣﻮﺍﺋﻤﺎﺕ ‪ ،PCI 10/100‬ﻣﻊ ﻃﺮﻳﻘﺔ ‪ ،Base-T. 100‬ﻭ‪‬ﻳﺘﻴﺢ ﻟﻨﺎ ﻫـﺬﺍ‬
‫ﺕ ﻛـﺒﲑﺓ‬ ‫ﺕ ﺿﺨﻤﺔ ﻟﻨﻘﻞ ﻛﻤﻴﺎ ٍ‬‫ﺍﳌﺰﻳﺞ ﺍﺳﺘﺨﺪﺍﻡ ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺳﻌﺎ ٍ‬
‫ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻣﺮﻭﻧ ٍﺔ ﺟ‪‬ﻴﺪﺓ‪ ،‬ﻭﺗﻜﻠﻔ ٍﺔ ﻣﻌﻘﻮﻟﺔ‪.‬‬
‫‪ -2‬ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ)‪ :(1‬ﻳﺮﺑﻂ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﻋﻘﺪ ﺍﳌﺆﺳﺴﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪ ،‬ﻭﻳﻌﺰﻝ ﻛﻞ ﻋﻘﺪ ٍﺓ ﻋـﻦ‬
‫ﺕ ﻛـﺜﲑﺓ‪،‬‬
‫ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﻗﺪ ﲢﺪﺙ ﻋﻠﻰ ﺃﺟﺰﺍﺀ ﺍﻟﻨﺎﻗﻼﺕ ﺍﻷﺧﺮﻯ‪ .‬ﻭﺗﺘﻮﱠﻓﺮ ﻣﺌﺎﺕ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﻣﻦ ﻣﺆﺳﺴﺎ ٍ‬
‫ﻣﺜﻞ ﻣﺆﺳﺴﺔ ‪ ،Bay Networks‬ﻭﻣﺆﺳﺴﺔ ‪ ،IBM‬ﻭﻣﺆﺳﺴﺔ ‪.Com3‬‬
‫ﳒﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﻴﺎﺭ ﺍﻟﺴﻌﺔ‪ ،‬ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﳛﺘﻮﻱ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﻋﻠﻰ ﻋﺪ ٍﺩ ﻛـﺎﻑ ﻣـﻦ ﺍﻟﺒﻮﺍﺑـﺎﺕ‪،‬‬
‫ﻟﻴﺴﺘﻮﻋﺐ ﲨﻴﻊ ﺍﻟﻌﻘﺪ ﰲ ﻣﻨﻄﻘﺔ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻭﻳﺘﺮﺍﻭﺡ ﻋﺪﺩ ﺑﻮﺍﺑﺎﺕ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﺍﻟﻘﺴﻤﻲ)‪ (2‬ﻋﺎﺩ ﹰﺓ ﻣﺎ ﺑﲔ ‪ 8‬ﻭ ‪12‬‬
‫ﻉ ﻗﺴﻤﻲ ﺑﺎ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﺍﻷﺧﺮﻯ ﰲ ﺍﻟﺸﺒﻜﺔ؛ ﲝﻴﺚ ﳝﻜﻦ ﺯﻳﺎﺩﺓ‬ ‫ﺑﻮﺍﺑﺔ ﺿﻤﻦ ﺗﺸﻜﻴﻠ ٍﺔ ﺛﺎﺑﺘﺔ‪ .‬ﻭﻳﺮﺗﺒﻂ ﻛﻞ ‪‬ﻣﻔ ‪‬ﺮ ٍ‬
‫ﻉ ﺁﺧﺮ ﻣﻦ ﻫﺬﻩ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ‪ ،‬ﻳﺪﻋﻰ ﺍ ﹸﳌﻔ ‪‬ﺮﻋـﺎﺕ‬ ‫ﻉ ﺗﻠﻮ ﺍﻵﺧﺮ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻧﻮ ‪‬‬ ‫ﺍﻟﺴﻌﺔ ﺑﺈﺿﺎﻓﺔ ‪‬ﻣﻔ ‪‬ﺮ ٍ‬
‫ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﻜﺪﻳﺲ)‪ ،(3‬ﻭ‪‬ﺗﻤ ﱢﻜﻨﻨﺎ ﻫﺬﻩ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﻣﻦ ﻣﻌﺎﻣﻠﺔ ﻋﺪﺓ ‪‬ﻣﻔ ‪‬ﺮﻋﺎﺕ ‪ -‬ﻭﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ‪ -‬ﺃﺟﻬﺰﺓ‬
‫ﺍﻟﺮﻭﺗﺮ)‪ ،(4‬ﺃﻭ ‪‬ﻣﺤﱢﻠﻼﺕ ﺍﻟﱪﻭﺗﻮﻛﻮﻝ‪ ،‬ﺃﻭ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻟﻮﺻﻮﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ‪ -‬ﻛﻮﺣﺪ ٍﺓ ﻣﻔﺮﺩﺓ ‪‬ﻣﺴﺘﻘﱠﻠﺔ‪ .‬ﻭ‪‬ﻳﺠ‪‬ﻨﺐ‬
‫ﺠﻢ ﻋﻦ ﺭﺑﻂ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟـﺒﻌﺾ ﻋـﱪ‬ ‫ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﺍﻟﻘﺎﺑﻞ ﻟﻠﺘﻜﺪﻳﺲ ﺑﻌﺾ ﺍﻟﻘﻴﻮﺩ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﱵ ﺗﻨ ‪‬‬
‫ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ )‪ ،(LAN‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺃﻧﻪ ﻳﺴﻤﺢ ﻟﻨﺎ ﺑﺈﺿﺎﻓﺔ ﻭﻇﺎﺋﻒ ﺃﻛﺜـﺮ ﻛﻠﻤـﺎ ﺍﺣﺘﺠﻨـﺎ ﻟـﺬﻟﻚ‪.‬‬
‫ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺗﻘﻨﻴﺔ ﺍﻟﺘﻜﺪﻳﺲ ﻫﺬﻩ‪ ،‬ﺗ‪‬ﺼﺒﺢ ﺇﺩﺍﺭﺓ ﺍﻷﺟﻬﺰﺓ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺍﳌﻮﺟﻮﺩﺓ ﺿﻤﻦ ﺍ ﹸﳌﻜ ‪‬ﺪﺱ ﻣﻊ ﺑﻌﻀﻬﺎ‪،‬‬
‫ﺃﺳﻬﻞ ﻣﻦ ﺇﺩﺍﺭ‪‬ﺎ ﺑﺸﻜ ٍﻞ ﻣﺴﺘﻘﻞ ﰲ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫ﺕ ﻣﺴﺘﻘﻠﺔ)‪ ،(6‬ﺿﻤﻦ‬
‫ﻭﳝﻜﻦ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﺍﻟﻌﺎﻡ)‪ (5‬ﺍﻟﺬﻱ ﻳ‪‬ﻌﺘﱪ ﺃﻛﺜﺮ ﻣﺮﻭﻧ ﹰﺔ ﻣﻦ ﺳﺎﺑﻘﻪ‪ ،‬ﻣﻦ ﺇﺩﺧﺎﻝ ﻭﺣﺪﺍ ٍ‬
‫ﻫﻴﻜ ٍﻞ ﺧﺎﺭﺟﻲ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺑﺒﻌﺾ ﺍﳌﺰﺍﻳﺎ‪ ،‬ﻣﺜﻞ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﻄﺎﻗﺔ)‪ (7‬ﺍﻹﺿﺎﰲ‪ ،‬ﻭﻭﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺴﺘﻘﻠﺔ‪ .‬ﻭﻳـﺴﻤﺢ‬
‫ﻟﻨﺎ ﺍﳌﺴﺘﻮﻯ ﺍﳋﻠﻔﻲ)‪ (8‬ﻟﻠﻬﻴﻜﻞ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ )ﻭﺍﻟﺬﻱ ﻳ‪‬ﻌﺘﱪ ﲟﺜﺎﺑﺔ ﺷﻘﻮﻕ ﺍﻟﺘﻮ ‪‬ﺳﻊ ﰲ ﺍﳊﺎﺳﻮﺑﺎﺕ ﺍﻟﺸﺨـﺼﻴﺔ(‪،‬‬
‫ﺑﺎﻟﺮﺑﻂ ﺍﻟﺪﺍﺧﻠﻲ ﳌﺨﺘﻠﻒ ﻭﺣﺪﺍﺕ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫‪.Hubs‬‬ ‫)‪(1‬‬

‫‪.Department Hub‬‬ ‫)‪(2‬‬

‫‪.Stackable Hubs‬‬ ‫)‪(3‬‬

‫‪.Routers‬‬ ‫)‪(4‬‬

‫‪.Enterprise Hub‬‬ ‫)‪(5‬‬

‫‪.Modules‬‬ ‫)‪(6‬‬

‫‪.Power Supply‬‬ ‫)‪(7‬‬

‫‪.Backplane‬‬ ‫)‪(8‬‬
‫‪210‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﺍﳍﻴﻜﻠﻴﺔ؛ ﻭﺫﻟﻚ ﳌﺎ ‪‬ﺗﻘ ‪‬ﺪﻣﻪ ﻣـﻦ ﻣﺮﻭﻧـ ٍﺔ‬
‫ﰲ ﻋﺎﱂ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻜﺎﻣﻠﺔ‪ ،‬ﻳﻔ ‪‬‬
‫ﻭﺳﻌ ٍﺔ ﻛﺒﲑﺗﲔ‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﻮﺍﻗﻊ ﻓﺈﻥ ﺍﳊﻞ ﺍﻟﻌﻤﻠﻲ ﻭﺍﳌﺮﻥ‪ ،‬ﻫﻮ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺰﻳ ٍﺞ ﻣﻦ ﺍ ﹸﳌﺘﻔ ‪‬ﺮﻋﺎﺕ ﺍﳍﻴﻜﻠﻴـﺔ)‪،(1‬‬
‫ﻭﺍ ﹸﳌﻔ ‪‬ﺮﻋﺎﺕ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﻜﺪﻳﺲ)‪ .(2‬ﻭﻳﻨﺒﻐﻲ ﰲ ﺍﳊﺎﻟﺘﲔ ﺃﻥ ﻳﺘﻀﻤ‪‬ﻦ ﺍ ﹸﳌﻔ ‪‬ﺮﻉ ﺍﻟﻜﺎﻣﻞ ﳎﻤﻮﻋ ﹰﺔ ﻣـﻦ ﺛﻨﺎﺋﻴـﺎﺕ‬
‫ﺍﻹﺻﺪﺍﺭ ﺍﻟﻀﻮﺋﻲ )‪ ،(LED‬ﻟ‪‬ﺘﺸﲑ ﺇﱃ ﺣﺎﻟﺔ ﻛﻞ ﺑﻮﺍﺑ ٍﺔ ﻣﻦ ﺑﻮﺍﺑﺎﺕ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺇﱃ ﺣﺎﻟﺔ ﺣﺠﻢ ﺍﳌﺮﻭﺭ ﻋﱪ‬
‫ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫‪ -3‬ﺍﻟﺒﺪﺍﻻﺕ‪:‬‬
‫‪‬ﺗﻌﺘﱪ ﺧﺰﺍﻧﺔ ﺍﻷﺳﻼﻙ ﻣﻘﺮﹰﺍ ﻷﺣﺪ ﺧﻴﺎﺭﺍﺕ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻫﻮ ﺍﻟﺒﺪﺍﻟﺔ)‪ .(3‬ﻭﰲ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ ﺗ‪‬ﺘﺒـﻊ‬
‫ﻛﻞ ﻋﻘﺪ ٍﺓ ﳌﺎ ﻳ‪‬ﺴﻤ‪‬ﻰ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﻜﱡﻢ ﺑﺎﻟﻮﻟﻮﺝ ﺇﱃ ﺍﻟﻮﺳﻂ)‪ ،(4‬ﻣﺜﻞ ﺇﺛﺮﻧﺖ )‪ ،(Ethernet‬ﺃﻭ ﻃﺮﻳﻘﺔ ﺗﻮﻛﻦ‬
‫ﺭﻳﻨﺞ )‪ ،(Token-Ring‬ﻭﺫﻟﻚ ﻟﺘﺘﻘﺎﺳﻢ ﺍﻟﺰﻣﻦ ﻋﻠﻰ ﺍﻟﻨﺎﻗﻞ‪ .‬ﻭﻛﻠﻤﺎ ﺯﺍﺩ ﻋﺪﺩ ﺍﻟ ‪‬ﻌﻘﺪ ﰲ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻳﻨ ﹸﻘﺺ‬
‫ﺼﺺ ﻟﻜﻞ ﻋﻘﺪﺓ‪ .‬ﻭﺗﻘﻮﻡ ﺍﻟﺒﺪﺍﻟﺔ ﺑﻌﺰﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺣﻴﺚ ﺗﺘﻤﺘ‪‬ﻊ ﻛﻞ ﻋﻘﺪ ٍﺓ ‪ -‬ﻇﺎﻫﺮﻳـﹰﺎ ‪-‬‬ ‫ﺯﻣﻦ ﺍﻟﻨﻘﻞ ﺍ ﹸﳌﺨ ‪‬‬
‫ﺴﻦ ﻣﻌﺪﻝ ﺍﻹﳒﺎﺯ‪.‬‬‫ﺝ ﻻ ‪‬ﺎﺋﻲ ﻟﻠﻜﺎﺑﻞ؛ ﳑﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﲢ ‪‬‬‫ﺑﻮﻟﻮ ٍ‬
‫‪ -4‬ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ)‪:(5‬‬
‫ﺗﺄﰐ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻻﺗﺼﺎﻻﺕ)‪ (6‬ﰲ ﺃﺷﻜﺎ ٍﻝ ﻣ‪‬ﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﻭﰲ ﺃﺩﻭﺍ ٍﺭ ﻭﻇﻴﻔﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻟﻜﻦ ﻋﻤﻠﻬﺎ ﺑـﺸﻜ ٍﻞ‬
‫ﺃﺳﺎﺳﻲ ﻫﻮ ﺗﻮﺳﻴﻊ ﺍﳌﻨﻄﻘﺔ ﺍﻟﱵ ‪‬ﺗﻐ ﱢﻄﻴﻬﺎ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ )‪ (LAN‬ﺫﺍﺕ ﺍﻟﺴﺮﻋﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﺍﻟﱵ ﺗﺘـﺮﺍﻭﺡ‬
‫ﺑﲔ ‪ 10‬ﻭ ‪ 100‬ﻣﻴﺠﺎ ﺑﺎﻳﺖ ﰲ ﺍﻟﺜﺎﻧﻴﺔ؛ ﲝﻴﺚ ﺗﺰﻳﺪ ﺍﳌﻨﻄﻘﺔ ﺍﳌﻐﻄﺎﺓ ﻋﻦ ﺍﳊﺪﻭﺩ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺒﻠﻎ ﺣﻮﺍﱄ‬
‫ﻼ ﻭﺍﺣﺪﹰﺍ‪ ،‬ﻟﺘﺼﻞ ﺇﱃ ﻣﺎ ‪‬ﺗﻐ ﱢﻄﻴﻪ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻮﺍﺳﻌﺔ )‪ .(7)(WANs‬ﻭ‪‬ﺗﺴﺘﺨﺪﻡ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﱵ‬ ‫ﻣﻴ ﹰ‬
‫ﺗﺮﺑﻂ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﺗﻘﻨﻴﺎﺕ ‪‬ﺭﺯﻡ ﺍﻻﺧﺘﺒﺎﺭ)‪ (8‬ﺍﳌﹸﺘﻄﻮ‪‬ﺭﺓ؛ ﻟﺘﻮﺟﻴـﻪ ﺣﺮﻛـﺔ ﻣـﺮﻭﺭ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﻭﺟﻬﺘﻬﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬

‫‪.Chassis Hubs‬‬ ‫)‪(1‬‬

‫‪.Stackable Hubs‬‬ ‫)‪(2‬‬

‫‪.switch‬‬ ‫)‪(3‬‬

‫‪.Media Access Control Scheme‬‬ ‫)‪(4‬‬

‫‪.Router‬‬ ‫)‪(5‬‬

‫‪.Communication Server‬‬ ‫)‪(6‬‬

‫‪.Wide Area Networks‬‬ ‫)‪(7‬‬

‫‪.Packet Inspection‬‬ ‫)‪(8‬‬

‫‪211‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﳝﻜﻦ ﻷﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﺃﻥ ﺗﻌﻤﻞ ﻋﻠﻰ ﳐﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺍﳋﻄﻮﻁ ﺍﳍﺎﺗﻔﻴﺔ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺍﳋﻄﻮﻁ ﺍﳌﹸـﺆ ‪‬ﺟﺮﺓ‬
‫)‪(1‬‬

‫ﻉ ﺷﺎﺋﻊ ﻣﻦ‬
‫ﺧﻄﻮﻃﹰﺎ ﻫﺎﺗﻔﻴﺔ ﺭﻗﻤﻴﺔ‪ .‬ﻭﺧﻄﻮﻁ ‪ T-1 Circuit‬ﺍﻟﱵ ﺗﻌﻤﻞ ﲟﻌﺪﻝ ‪ Mbps 1.544‬ﻫﻲ ﻧﻮ ‪‬‬
‫ﺍﳋﻄﻮﻁ ﺍ ﹸﳌﺆ ‪‬ﺟﺮﺓ‪.‬‬
‫‪‬ﻳﺴﺘﺨﺪﻡ ﻛﻞ ‪‬ﻣﻨِﺘ ٍﺞ ﻣﻦ ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ ﺍ ﹸﳌﺼ‪‬ﻨﻌﺔ ﻷﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ‪ ،‬ﻟﻼﺗﺼﺎﻝ ﺑﲔ ﺭﻭﺗﺮ ﻭﺁﺧﺮ؛‬
‫ﻭﳍﺬﺍ ﻳﻨﺒﻐـﻲ ﺷـﺮﺍﺀ ﺃﺟﻬـﺰﺓ ﺍﻟﺮﻭﺗـﺮ ﻋﻠـﻰ ﺷـﻜﻞ ﺃﺯﻭﺍﺝ‪ .‬ﺗﺘـﻀﻤ‪‬ﻦ ﺑﺮﻭﺗﻮﻛـﻮﻻﺕ ﺍﻟﺮﻭﺗـﺮ‬
‫ﻫﺬﻩ‪ ،‬ﺑﺮﻭﺗﻮﻛﻮﻝ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﻭﺗﺮ )‪ ،(2)(RIP‬ﻭﺑﺮﻭﺗﻮﻛﻮﻝ ﺃﻗﺼﺮ ﻣﺴﺎﺭ ﻣﻔﺘﻮﺡ ﺃﻭﻻ )‪ (3)(OSPF‬ﺍﻟﺬﻱ‬
‫ﻳﺴﺘﺨﺪﻡ ﺍﻟﺸﺒﻜﺎﺕ ﺍ ﹸﳌﻌﺘ ِﻤﺪﺓ ﻋﻠﻰ ﺑﺮﻭﺗﻮﻛﻮﻝ ﺍﻟﺘـﺸﺒﻴﻚ ‪ ،TCP/IP‬ﻭﺑﺮﻭﺗﻮﻛـﻮﻝ )‪ (4)(IGRP‬ﻣـﻦ‬
‫ﻣﺆﺳﺴﺔ ‪ ،Cisco‬ﻭﺑﺮﻭﺗﻮﻛﻮﻝ )‪ (5)(NLSP‬ﻣﻦ ﻣﺆﺳﺴﺔ ‪.Novell‬‬
‫ﺕ‬
‫ﲢﺘﻮﻱ ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﻣﺮﻛﺰﻳﺔ ﺍﳌﻮﻗﻊ)‪ - (6‬ﺃﻭ ﻣﺎ ﻳ‪‬ﺴﻤ‪‬ﻰ ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﺍﻟﻌﺎﻣﺔ)‪ - (7‬ﻋﻠﻰ ﺑﻮﺍﺑـﺎ ٍ‬
‫ﻟﻠﺸﺒﻜﺎﺕ ﺍﻟﻮﺍﺳﻌﺔ‪ ،‬ﻭﲤ ‪‬ﺰﺝ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﻋﻠﻰ ﻣﻔﺎﺗﻴﺢ ﺍﻟﺘﺒﺪﻳﻞ)‪(8‬؛ ﻟﻠﺤـﺼﻮﻝ ﻋﻠـﻰ‬
‫ﻣﺮﺩﻭﺩ ﻋﺎ ٍﻝ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺃﺟﻬﺰﺓ ﺭﻭﺗﺮ ﺍﻷﻗﺴﺎﻡ ﺍﶈﻴﻄﻴﺔ)‪ (9‬ﺃﻗﻞ ﲤﻴﻴﺰﹰﺍ ﳌﺎ ‪‬ﺗﺮﺳﻠﻪ ﻋﱪ ﻭﺻﻠﺔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻮﺍﺳـﻌﺔ‪،‬‬
‫ﺕ ﺑﲔ ﺃﺟﻬﺰﺓ ﺍﻟﺮﻭﺗﺮ ﺍﶈﻴﻄﻴﺔ ﺍﳌﻮﺿﻮﻋﺔ ﰲ ﺍﳌﻜﺎﺗﺐ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﺃﺟﻬﺰﺓ‬ ‫ﺇﻻ ﺃ‪‬ﺎ ﺃﻗﻞ ﺗﻜﻠﻔﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺍﺗﺼﺎﻻ ‪‬‬
‫ﺍﻟﺮﻭﺗﺮ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﲣﺘﻠﻒ ﺗﻜﻠﻔﺘﻬﺎ ﺑﺸﻜ ٍﻞ ﻛﺒﲑ ﻋﻦ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ؛ ﻭﺫﻟﻚ ﺗﺒﻌﹰﺎ ﻟﻌﺪﺩ ﺍﻟﱪﻭﺗﻮﻛﻮﻻﺕ ﺍﻟﱵ‬
‫ﺗﺴﺘﻄﻴﻊ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻟﻮﺻﻼﺕ ﺍﳌﻮﺟﻮﺩﺓ ﳋﻄﻮﻁ ﺷﺒﻜﺎﺕ ﺍﻟـ ‪.WAN‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺩﻭﺭ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬

‫ﺑﻌﺪ ﺗﻌﺮﻳﻔﻨﺎ ﻟﻼﺗﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﺍﻟﺸﺒﻜﺎﺕ ﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ ﰲ ﺍﳌﻄﻠﺒﲔ ﺍﻟـﺴﺎﺑﻘﲔ‬
‫ﺳﻨﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺩﻭﺭ ﺍﻟﺸﺒﻜﺎﺕ ﰲ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫‪.Leased Lines‬‬ ‫)‪(1‬‬

‫‪.Routing Information Protocol‬‬ ‫)‪(2‬‬

‫‪.Open Shortest Path First‬‬ ‫)‪(3‬‬

‫‪.Interior Gateway Routing Protocol‬‬ ‫)‪(4‬‬

‫‪.Netware Link Services Protocol‬‬ ‫)‪(5‬‬

‫‪.Central-Site‬‬ ‫)‪(6‬‬

‫‪.Enterprise Hub‬‬ ‫)‪(7‬‬

‫‪.Switches‬‬ ‫)‪(8‬‬

‫‪.Periphral Departmental Routers‬‬ ‫)‪(9‬‬

‫‪212‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻓﻮﺍﺋﺪ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬

‫ﻟﻘﺪ ﺃﺩﺭﻙ ﺍ ﹸﳌﺴ‪‬ﻴﺮﻭﻥ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺿﺮﻭﺭﺓ ﻭﺃﳘﻴﺔ ﺭﺑﻂ ﺃﺟﻬﺰﺓ ﺍﳊﻮﺍﺳﻴﺐ ﺑﺒﻌﻀﻬﺎ؛ ﻭﺫﻟﻚ ﻣـﻦ‬
‫ﺃﺟﻞ ﺗﺒﺎﺩ‪‬ﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻫﺬﻩ ﺑﻌﺾ ﻣ‪‬ﻤﻴ‪‬ﺰﺍﺕ ﺍﻟﺸﺒﻜﺎﺕ‪:‬‬
‫‪ -‬ﺍﻗﺘﺴﺎﻡ ﺍﳌﻠﻔﺎﺕ‪ ،‬ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﲔ ﻋﺪﺓ ‪‬ﻣﺴﺘﺨ ِﺪﻣﲔ؛‬
‫‪ -‬ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻷﻓﺮﺍﺩ )ﺑﻮﺍﺳﻄﺔ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﳊﻮﺍﺭ ﺍﳌﺒﺎﺷﺮ‪... ،‬ﺇﱁ(؛‬
‫ﺕ ﺻﻨﺎﻋﻴﺔ(؛‬‫‪ -‬ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﻌﻤﻠﻴﺎﺕ )ﺑﲔ ﺁﻻ ٍ‬
‫‪ -‬ﺿﻤﺎﻥ ﻭﺣﺪﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ )ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ(؛‬
‫ﻼ ﺍﻟﺮﺳـﺎﺋﻞ‬
‫ﺗﺴﻤﺢ ﻛﺬﻟﻚ ﺍﻟﺸﺒﻜﺎﺕ ﺑﺘﻮﺣﻴﺪ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﰲ ﺇﻃﺎﺭ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻓﻤـﺜ ﹰ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﻳﻮﻣﻴﺎﺕ ﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﱵ ﺗﺴﻤﺢ ﺑﺎﻻﺗﺼﺎﻝ ﺍﻟﻔﻌ ﹶﺬﺍﻝ ﻭﺍﻟﺴﺮﻳﻊ‪ .‬ﻭﻫﺬﻩ ﻣﺰﺍﻳﺎ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ‪:‬‬
‫ﺤﻘﺎﺕ ﺍﳊﺎﺳﻮﺏ؛‬ ‫‪ -‬ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻋﻦ ﻃﺮﻳﻖ ﺍﻗﺘﺴﺎﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭ ‪‬ﻣﻠ ‪‬‬
‫‪ -‬ﺗﻮﺣﻴﺪ ﺷﻜﻞ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ؛‬
‫‪ -‬ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ؛‬
‫‪ -‬ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻨﻈﻴﻢ ﺑﻔﻌﺎﻟﻴ ٍﺔ ﺃﻛﺜﺮ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻮﻟﻮﺝ )ﺍﻻﺗﺼﺎﻝ( ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫ﺗﻘﻮﻡ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻟﻮﻟﻮﺝ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ (1‬ﺑﺘﻮﺳﻴﻊ ﳎﺎﻝ ﻋﻤﻞ ﺍﻟﺸﺒﻜﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍ ﹸﳌﻮﺩﻣﺎﺕ)‪ (2‬ﻭﺍﳋﻄـﻮﻁ‬
‫ﺍﳍﺎﺗﻔﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﺭﺋﻴﺴﻴﺎﻥ ﻣﻦ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻟﻮﻟﻮﺝ‪ :‬ﺍﻟﺘﺤﻜﱡﻢ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ ،(3‬ﻭﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴـﺪﺓ)‪(4‬؛ ﻟﻜـﻦ‬
‫ﺑﻌﺾ ﺍﻟﻨ‪‬ﻈﻢ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﻟﻨﻮﻋﲔ ﻣﻌﹰﺎ‪.‬‬
‫ﰲ ﻧﻈﺎﻡ ﺍﻟﺘﺤﻜﱡﻢ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﻳﻘﻮﻡ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻨﺎﺩﻱ)‪ (5‬ﺑﺎﻟﺘﺤﻜﱡﻢ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﳊﺎﺳﻮﺏ ﺍﻟﺒﻌﻴﺪ‪ ،‬ﺍﻟﺬﻱ‬
‫ﻳ‪‬ﺴﻤ‪‬ﻰ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻀﻴﻒ)‪ ،(6‬ﻭ‪‬ﻳﺮﺳﻞ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻨﺎﺩﻱ ﺿﻐﻄﺎﺕ ﺍﳌﻔﺎﺗﻴﺢ)‪ (7‬ﻣـﻦ ﺧـﻼﻝ ﺍﳌـﻮﺩﻡ ﺇﱃ‬
‫ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻀﻴﻒ‪ ،‬ﺍﻟﺬﻱ ‪‬ﻳﺮﺳﻞ ﺑﺪﻭﺭﻩ ﺻﻮﺭﹰﺍ ﻋﻦ ﳏﺘﻮﻳﺎﺕ ﺷﺎﺷﺘﻪ ﺇﱃ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻨﺎﺩﻱ‪ .‬ﻭﻳﺘ ‪‬ﻢ ﺗﻨﻔﻴﺬ‬

‫‪.Remote Access Servers‬‬ ‫)‪(1‬‬

‫‪.Modems‬‬ ‫)‪(2‬‬

‫‪.Remote Control‬‬ ‫)‪(3‬‬

‫‪.Remote Node‬‬ ‫)‪(4‬‬

‫‪.Calling PC‬‬ ‫)‪(5‬‬

‫‪.Host PC‬‬ ‫)‪(6‬‬

‫‪.Keystrockes‬‬ ‫)‪(7‬‬
‫‪213‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﱪﺍﻣﺞ ﰲ ﺍﳊﺎﺳﻮﺏ ﺍ ﹸﳌﻀﻴﻒ‪ ،‬ﻭﻟﺬﻟﻚ ﻻ ﺗﻠﻌﺐ ﻗﻮﺓ ﺍﳌﻌﺎﳉﺔ ﺃﻭ ﺳﻌﺔ ﺍﻟﺘﺨﺰﻳﻦ ﰲ ﺍﳊﺎﺳـﻮﺏ ﺍﳌﻨـﺎﺩﻱ‬
‫ﻼ؛‬
‫ﺩﻭﺭﹰﺍ ﻫﺎﻣﹰﺎ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ .‬ﻭﻗﺪ ﳒﺪ ﺃﻥ ﻋﻤﻠﻴﺔ ﻃﺒﺎﻋﺔ ﺍﳌﻠﻔﺎﺕ ﺃﻭ ﻧﻘﻠﻬﺎ ﻋﻤﻠﻴ ﹰﺔ ﺑﻄﻴﺌﺔ ﻭ ‪‬ﻣﺜ‪‬ﺒﻄ ﹰﺔ ﻟﻶﻣﺎﻝ ﻗﻠﻴ ﹰ‬
‫ﻷﻥ ﺍﻟﺴﻮﺍﻗﺔ ‪ C‬ﺃﺻﺒﺤﺖ ﺳﻮﺍﻗﺔ ﺍﻟﻨﻈﺎﻡ ﺍ ﹸﳌﻀﻴﻒ‪ ،‬ﻭﻳﺘ ‪‬ﻢ ﲡﺎ ‪‬ﻫﻞ ﺍﻟﺴﻮﺍﻗﺔ ﺍﶈﻠﱢﻴﺔ‪.‬‬
‫ﺸﺮﺓ ﺑﻜﺜﺮﺓ‪ ،‬ﺑﺮﻧـﺎﻣﺞ )‪ (Carbon Copy‬ﻣـﻦ ﻣﺆﺳـﺴﺔ‬ ‫ﺗﺘﻀﻤ‪‬ﻦ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺤﻜﱡﻢ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍ ﹸﳌﻨﺘ ِ‬
‫)‪ (Microcom‬ﻭﺑﺮﻧــﺎﻣﺞ )‪ (Close-up‬ﻣــﻦ ﻣﺆﺳــﺴﺔ )‪ (Norton-Lambert‬ﻭﺑﺮﻧــﺎﻣﺞ‬
‫ﺏ ﺃﻥ ﻳﻌﻤﻞ ﲢﺖ ﻧﻈﺎﻡ ﺍﻟـﺘﺤﻜﱡﻢ‬ ‫)‪ (PcAnywhere‬ﻣﻦ ﻣﺆﺳﺴﺔ )‪ .(Symantec‬ﻭﳝﻜﻦ ﻷﻱ ﺣﺎﺳﻮ ٍ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﺇﻻ ﺃﻥ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻣﺜﻞ ﻣﺆﺳﺴﺔ )‪ (Cubix And J&L‬ﺗﻘ ‪‬ﺪﻡ ﻋﺘـﺎﺩﹰﺍ ﺧﺎﺻـﹰﺎ ﳍـﺬﺍ‬
‫ﺍﻟﻐﺮﺽ‪.‬‬
‫‪‬ﺗﻌﺘﱪ ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ)‪ ،(1‬ﺍﻣﺘﺪﺍﺩﹰﺍ ﻓﻌﻠﻴﹰﺎ ﻟﻠﺸﺒﻜﺔ ﻋﱪ ﺟﻬﺎﺯ ﺍﳌﻮﺩﻡ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻗـﻮﺓ ﺍﳊﺎﺳـﻮﺏ‬
‫ﺍ ﹸﳌﻨﺎﺩﻱ‪ ،‬ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍ ﹸﳌﺮ ﱠﻛﺒﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ‪ .‬ﻭﻳﺴﺘﻄﻴﻊ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻮ ﺍﻷﺟﻬﺰﺓ ﺍﶈﻤﻮﻟـﺔ ﺃﻥ ﻳﺘﻌـﺎﻣﻠﻮﺍ ﻣـﻊ‬
‫ﺳﻮﺍﻗﺎﺕ ﻭﻃﺎﺑﻌﺎﺕ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﻛﺄ‪‬ﻢ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﻣﻦ ﺃﺟﻬﺰ ٍﺓ ﻣﻮﺻـﻮﻟﺔ ﺑﺎﻟـﺸﺒﻜﺔ ﺍﶈﻠﱢﻴـﺔ )‪.(LAN‬‬
‫ﳝﻜﻦ ﺃﻥ ﺗﺪﻓﻊ ﺃﻱ ﺳﻌﺮ ﹸﳌﺰ ‪‬ﻭﺩ ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ)‪ .(2‬ﻭﺗﺄﰐ ﺑﺮﳎﻴﺎﺕ ‪‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ‪ ،‬ﻣﺮﻓﻘ ﹰﺔ ﻣﻊ ﺑﺮﻧﺎﻣﺞ‬
‫)‪ ،(MS WINDOWS NT‬ﻭﺗﺮﻓﻖ ﺑﺮﳎﻴﺎﺕ ﺯﺑﻮﻥ )‪ (Client‬ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ ﻣﻊ ﺑﺮﻧـﺎﻣﺞ ‪(OS/2‬‬
‫)‪ Warp Connect‬ﻭﺑﺮﻧﺎﻣﺞ )‪ .(MS WINDOWS 95‬ﻭ‪‬ﺗﻘ ‪‬ﺪﻡ ﻣﺆﺳــــــﺴﺎﺕ ﻣﺜـﻞ‬
‫)‪ (U.S. Robotics‬ﻭ )‪ (Shiva‬ﻭ )‪ (Microcom‬ﻣﺰ ‪‬ﻭﺩ ﺍﻟﻌﻘﺪﺓ ﺍﻟﺒﻌﻴﺪﺓ ﻭﻋﺘﺎﺩﻩ‪ ،‬ﰲ ﺣﺰﻣ ٍﺔ ﻭﺍﺣـﺪﺓ‪،‬‬
‫ﻛﻤﺎ ﺗﺘﻀﻤ‪‬ﻦ ﺍﳊﺰﻣﺔ ﺫﺍ‪‬ﺎ ﺑﺮﺍﻣﺞ ﺍﻟﺰﺑﻮﻥ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﻭﺗ‪‬ﻄﺒ‪‬ﻖ ﻣﻌﺎﻳﲑ ﺍﻟﺴﻌﺔ ﻭﺍﳌﺮﻭﻧﺔ ﻋﻠﻰ ‪‬ﻣﺰ ‪‬ﻭﺩﺍﺕ ﺍﻟﻮﻟﻮﺝ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﳉﻬﺎﺯ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠـﻰ‬
‫ﲦﺎﻥ ﺑﻮﺍﺑﺎﺕ‪ ،‬ﻣﻊ ﻗﻮﺓ ﻣﻌﺎﳉﺔ ﺟﻴﺪﺓ‪ ،‬ﻭﻗﺎﺑﻠﻴ ٍﺔ ﻟﻠﻌﻤﻞ ﻣﻊ ﺣﺎﺳﻮﺑﺎﺕ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺣﺎﺳـﻮﺑﺎﺕ‬
‫ﺍﳌﺎﻛﻨﺘﻮﺵ‪ ،‬ﺧﻴﺎﺭﻧﺎ ﺍﻷﻣﺜﻞ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﺪ ‪‬ﻋﻢ ﻫﺬﺍ ﺍﳉﻬﺎﺯ ﺑﺮﻭﺗﻮﻛﻮﻻﺕ ﺍﻟﺘﺸﺒـﻴﻚ )‪ (IP‬ﻭ)‪(IPX‬‬
‫ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﻟﻜﺎﻣﻠﺔ ﻣﻦ ﻣﻮﺩﻣﺎﺕ )‪ ،(V.34‬ﻭﻳﻘﻮﺩ ﲨﻴـﻊ ﺑﻮﺍﺑـﺎﺕ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﲟﻌﺪﻝ ‪ 2115‬ﻛﻴﻠﻮﺑﺎﻳﺖ ﰲ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬

‫‪.Remote-Node‬‬ ‫)‪(1‬‬

‫‪.Remote-Node Server‬‬ ‫)‪(2‬‬

‫‪214‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺁﺛﺎﺭﻫﺎ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫ﺕ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺷ ﱠﻜﻠﺖ ﺷﺒﻜﺎﺕ ﺍﺗﺼﺎﻝ ﳌﻌﺮﻓﺔ ﺃﺛﺮ ﻫـﺬﻩ‬ ‫ﻟﻘﺪ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺘﺠﺎﺭﺏ ﻋﻠﻰ ﳎﻤﻮﻋﺎ ٍ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺍﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ‪ .‬ﻭﻗﺪ ﺗﺒ‪‬ﻴﻦ ﺃﻥ‬
‫ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻝ ﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﻣﻦ ‪‬ﻳ‪‬ﺘﺼﻞ ﲟﻦ ﻭﳌﺎﺫﺍ ؟‬
‫‪ -‬ﻋﺪﺩ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ‪‬ﻳ‪‬ﺘﺼﻞ ‪‬ﻢ ﺍﻟﻔﺮﺩ؛‬
‫‪ -‬ﺩﺭﺟﺔ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﻜﻮﻳﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﺪﱢﻓﻘﺔ ﰲ ﺍﻟﺸﺒﻜﺔ؛‬
‫‪ -‬ﺩﺭﺟﺔ ﲤﻠﱡﻚ ﺍﻟﻔﺮﺩ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﻣﻦ ﻳﺪﺭﻛﻪ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻨﺘﺴﺒﲔ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻛﻘﺎﺋ ٍﺪ ﰲ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﻣﻦ ﻳﺪﺭﻛﻪ ﺍﻵﺧﺮﻳﻦ ﻛﺴﺒﺐ ﺃﻭ ﻧﺘﻴﺠﺔ ﺗﺘﺄﱠﺛﺮ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -‬ﺩﺭﺟﺔ ﺭﺿﺎ ﺍﻷﻓﺮﺍﺩ ﻋﻦ ﺃﺩﻭﺍﺭﻫﻢ ﻭﻭﻇﺎﺋﻔﻬﻢ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﻗﺪ ‪‬ﺗﺴﺘﺨﺪﻡ ﺑﻐﺮﺽ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺗـﺸﻐﻴﻠﻬﺎ‬
‫ﻋﻠﻰ ﻧ‪‬ﻈ ٍﻢ ﳐﺘﻠﻔﺔ؛ ﺃﻭ ﺗﻘﺎ ‪‬ﺳﻢ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﺃﻭ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﺍﳊﻮﺍﺳـﻴﺐ ﺍ ﹸﳌﺘﺒﺎﻋِـﺪﺓ‬
‫ﻣﻜﺎﻧﻴﹰﺎ)‪.(1‬‬
‫ﺷﺒﻜﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺷﺒﻜ ٍﺔ ﻣﻦ ﺍﳊﻮﺍﺳﻴﺐ ﺗﺴﻤﺢ ﺑﺎﻟﻮﺻﻮﻝ ﺇﱃ ﻗﻮﺍﻋﺪ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺒﺎﺩ‪‬ﻝ ﳏﺘﻮﻳﺎ‪‬ﺎ‪ .‬ﻭﻻ ﳝﻜﻦ ﺍﳊﺪﻳﺚ ﻋﻦ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﻭﻥ ﺍﳊﺪﻳﺚ ﻋـﻦ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﻭ‪‬ﺪﻑ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺖ ﻭﺟﻬ ٍﺪ ﻭﺗﻜﻠﻔ ٍﺔ ﳑﻜﻨﺔ؛‬ ‫‪ -1‬ﺗﺴﻬﻴﻞ ﻭﺻﻮﻝ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻹﻓﺎﺩﺓ ﻣﻨﻬﺎ ﺑﺄﻗﻞ ﻭﻗ ٍ‬
‫ﺕ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺃﻓﻀﻞ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺘﲔ ﺍﻟﻜﻤﻴﺔ ﻭﺍﻟﻨﻮﻋﻴﺔ؛‬
‫‪ -2‬ﺗﻘﺪﱘ ﺧﺪﻣﺎ ٍ‬
‫‪ -3‬ﺍﻹﻓﺎﺩﺓ ﺍﻟ ﹸﻘﺼﻮﻯ ﻣﻦ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍ ﹸﳌﺘﻮﺍِﻓﺮﺓ ﺣﺎﻟﻴﹰﺎ؛‬
‫‪ -4‬ﺯﻳﺎﺩﺓ ﺇﻧﺘﺎﺟﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﳎﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺧﺪﻣﺎ‪‬ﺎ‪.‬‬
‫ﻭﻗﺪ ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻧﺘﻴﺠ ﹰﺔ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﺃﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﳎﺎﻻﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ؛‬

‫ﲨﻴﻞ ﺃﲪﺪ ﻭﻓﻴﻖ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻣﺪﺧﻞ ﻭﻇﻴﻔﻲ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﻣﺼﺮ‪ ،2000 ،‬ﺹ ‪.76‬‬ ‫)‪(1‬‬
‫‪215‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -2‬ﺿﺨﺎﻣﺔ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻔﻜﺮﻱ ﺍﻟﻌﺎﳌﻲ ﳌﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺃﺷﻜﺎﳍﺎ ﻭﻣﻮﺿﻮﻋﺎ‪‬ﺎ‪ ،‬ﻭﻟﻐﺎ‪‬ﺎ؛ ﳑـﺎ‬
‫ﺃ ‪‬ﺩﻯ ﺇﱃ ﻇﺎﻫﺮﺓ ﺍﻧﻔﺠﺎﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﻣﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫‪ -3‬ﺗﺸ‪‬ﺘﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﺼﺎﺩﺭﻫﺎ ﺩﺍﺧﻞ ﺍﻟﺒﻠﺪ ﺃﻭ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺪﻭﱄ‪ ،‬ﻭﻛﺜﺮﺓ ﺍﳌﻌﻮﻗﺎﺕ ﺃﻣﺎﻡ ﺍﻟﻮﺻﻮﻝ‬
‫ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ؛‬
‫‪ -4‬ﺗﻄﻮ‪‬ﺭ ﺻﻨﺎﻋﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺸﻜ ٍﻞ ﻋﺎﻡ‪ ،‬ﻭﺍﳊﻮﺍﺳـﻴﺐ ﺑـﺸﻜ ٍﻞ ﺧـﺎﺹ‪ ،‬ﻭﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﻻﺗﺼﺎﻻﺕ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺗﺴﻬﻴﻞ ﻓﻜﺮﺓ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻧﺘﺸﺎﺭﻫﺎ‪.‬‬
‫ﻭﲢﺘﺎﺝ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﻋﺪ ٍﺩ ﻣﻦ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻭﻫﻲ‪:‬‬
‫• ﺗﻮﻓﲑ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﺷﻜﺎﳍﺎ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﻏﲑ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ )ﻗﻮﺍﻋﺪ ﻭﺑﻨﻮﻙ ﺍﳌﻌﻠﻮﻣﺎﺕ(؛‬
‫• ﺗﻮﻓﲑ ﺍﻷﺟﻬﺰﺓ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﺸﺒﻜﺔ ‪ Hardware‬ﻣﻦ ﺣﻮﺍﺳﻴﺐ ﻭﻏﲑﻫﺎ؛‬
‫• ﺗﻮﻓﲑ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ‪ Software‬ﳌﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ ،‬ﻭﳝﻜﻦ ﺗﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻟﱪﳎﻴﺎﺕ‬
‫ﺃﻭ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻟﱪﳎﻴﺎﺕ ﺍﳉﺎﻫﺰﺓ؛‬
‫• ﺗﻮﻓﲑ ﻧﻈﺎ ٍﻡ ﻣﻨﺎﺳﺐ ﻟﻼﺗﺼﺎﻻﺕ ﳚﻌﻞ ﺍﻟﺸﺒﻜﺔ ﻗﺎﺩﺭ ﹰﺓ ﻋﻠﻰ ﺗﺒﺎﺩ‪‬ﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﲔ ﺍﳉﻬﺎﺕ ﺍﳌﺸﺎﺭﻛﺔ ﰲ‬
‫ﺍﻟﺸﺒﻜﺔ؛‬
‫• ﺗﻮﻓﲑ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳋﱪﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻭﺍ ﹸﳌﺆ ‪‬ﻫﻠﺔ ﻣﻦ ‪‬ﻣﱪ ِﻣﺠﲔ ﻭ ‪‬ﻣﺸﺘ ِﻐﻠﲔ ﻭﺧـﱪﺍﺀ ﻭﺇﺩﺍﺭﻳـﲔ‪،‬‬
‫‪...‬ﺍﱁ؛‬
‫• ﺃﻣﺎ ﺍﳌﹸﺘﻄﻠﱠﺐ ﺍﻷﺧﲑ ﻟﻠﺸﺒﻜﺔ ﻓﻬﻮ "ﺍﳌﺴﺘﻔﻴﺪﻭﻥ ﺍﻟﻨﻬﺎﺋﻴﻮﻥ" ﺍﻟﺬﻳﻦ ﺳ‪‬ﺘﻘ ‪‬ﺪﻡ ﳍـﻢ ﺍﻟـﺸﺒﻜﺔ ﻣﻌﻠﻮﻣﺎ‪‬ـﺎ‬
‫ﻭﺧﺪﻣﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻳﺘﻜ ‪‬ﻮﻥ ﳎﺘﻤﻊ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻏﺎﻟﺒﹰﺎ ﻣﻦ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﳎﺎﻝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -‬ﻣ‪‬ﺘﺨِﺬﻭ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺧﺎﺻ ﹰﺔ ﰲ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﻌﻠﻴﺎ؛‬
‫ﺼﺼﺎﺕ ﻭﺍﳌﻴﺎﺩﻳﻦ؛‬ ‫‪ -‬ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﳐﺘﻠﻒ ﺍﻟﺘﺨ ‪‬‬
‫‪ -‬ﺍﻟﺪﺍﺭﺳﻮﻥ ﻭﺧﺎﺻ ﹰﺔ ﻃﻠﺒﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ؛‬
‫‪ -‬ﺍﳌﹸﺘﺨﺼ‪‬ﺼﻮﻥ ﻭﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﺍﳌﻴﺎﺩﻳﻦ ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -‬ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳊﻜﻮﻣﻴﺔ ﻭﻏﲑﻫﺎ؛‬
‫‪ -‬ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺘﻮﺛﻴﻖ ﻭﻣﺮﺍﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪216‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﺎﻫﻴﺔ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬
‫ﺳﻨﻌﺘﱪ ﰲ ﻫﺬﻩ ﺍﳌﺒﺤﺚ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻛﺄﺣﺪ ﺃﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ‪‬ﺑﻌﺪ ﺍﻟـﱵ ﺗـﺘ ‪‬ﻢ ﻏﺎﻟﺒـﹰﺎ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭ ﺃﺣﺪ ﺃﺷـﻜﺎﻝ ﺍﻷﻋﻤـﺎﻝ ﺍﻻﻟﻜﺘﺮﻭﻧﻴـﺔ ﺍﻟـﱵ ﺗـﺘﻢ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﳊﺎﺳﻮﺏ؛ﲝﻴﺚ ﺗﺴﺎﻫﻢ ﻫﺬﻩ ﺍﻵﻟﻴﺔ ﰲ ﺍﻟﻌﻤﻞ ﻣﻦ ﲣﻔﻴﺾ ﺣﺪﺓ ﺍﻟﺒﻄﺎﻟﺔ ﻭ ﺍﳔﻔﺎﺽ ﺗﻜﺎﻟﻴﻔﻬﺎ ﺯﻳﺎﺩﺓ ﻋﻠﻰ‬
‫ﺗﻮﻓﲑ ﻋﺎﻣﻠﻲ ﺍﳌﻜﺎﻥ ﻭ ﺍﻟﺰﻣﺎﻥ ﳑﺎ ﳚﻌﻞ ﻓﺎﺋﺪ‪‬ﺎ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﻭ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺍﻟﻌﻤﻞ ﺑﻌﻴﺪﺍ‬
‫ﻋﻦ ﻣﻘﺮ ﺍﳌﺆﺳﺴﺔ ﻛﻤﺎ ﻳﺴﺎﻫﻢ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﻤﻞ ﰲ ﺗﺄﺩﻳﺔ ﺑﻌﺾ ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺗﻨﻘﻼﺕ ﻛـﺜﲑﺓ‬
‫ﻭﻫﻲ ﻣﻴﺰﺓ ﻏﺎﻟﺒﻴﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻌﺎﺻﺮﺓ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬

‫ﻒ ﻣﻘﺒﻮﻝ ﺃﻭ ‪‬ﻣﺘ‪‬ﻔ ٍﻖ ﻋﻠﻴﻪ ﻣﻦ ﻗﺒﻞ ﺍﳉﻤﻴﻊ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ‪.‬‬
‫ﺗﻨ‪‬ﺒﻊ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻣﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﺗﻌﺮﻳ ٍ‬
‫ﻓﻌﻠﻰ ﺍﺧﺘﻼﻑ ﻣ‪‬ﺴﺘﺨﺪِﻣﻲ ﺍﳌﺼﻄﻠﺢ؛ ﳜﺘﻠﻒ ﺍﳌﻌﲎ ﺍﳌﻘﺼﻮﺩ ﺑﻪ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ‪ ،‬ﺑـﻞ ﻭﻳـﺴﺘﺨﺪﻣﻮﻥ‬
‫ﺕ ﺃﺧﺮﻯ ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﺍﳌﻌﲎ ﻧﻔﺴﻪ ﻣﺜـﻞ‪:‬‬ ‫ﺕ ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﻣﻌﲎ ﻣ‪‬ﻘﺎﺭﺑﻜﻤﺎ ﺃﻧﻪ ﺗﺴﺘﺨﺪﻡ ﻛﻠﻤﺎ ‪‬‬ ‫ﻣﺼﻄﻠﺤﺎ ٍ‬
‫ﺍﻟﺘﻨﻘﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪ ،(1‬ﺍﻟﻌﻤﻞ ﻣﻦ ﻣﺴﺎﻓﺔ ﺑﻌﻴﺪﺓ)‪ ،(2‬ﻭﺍﻟﻌﻤﻞ ﰲ ﺍﳌﱰﻝ)‪ ،(3‬ﻭﺍﻟﻌﻤﻞ ﻣﻦ ﺧﻼﻝ ﺍﻟـﺸﺒﻜﺎﺕ)‪،(4‬‬
‫ﻒ ﻣ‪‬ﺤﺪ‪‬ﺩ ﳌﺼﻄﻠﺢ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺳﻨﺤﺎﻭﻝ‬ ‫ﻭﺍﻟﻌﻤﻞ ﺍﳌﺮﻥ)‪.(5‬ﻭﻛﺬﻟﻚ ﰲ ﻏﻴﺎﺏ ﻭﺟﻮﺩ ﺇﲨﺎﻉٍ ﻋﻠﻰ ﺗﻌﺮﻳ ٍ‬
‫ﺇﳚﺎﺩ ﺑﻌﺾ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﱵ ﺗﻐﻄﻲ ﺃﻧﻮﺍﻋﹰﺎ ﳐﺘﻠﻔﺔ ﻣﻦ ﳑﺎﺭﺳﺎﺕ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ ﻭﺍﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻋﻦ ﺑ‪‬ﻌﺪ ‪:‬‬
‫)‪(6‬‬

‫ﻉ ﻣـﻦ ﺍﻟﻄـﺮﻕ‪ ،‬ﻣﻨـﻬﺎ‪ :‬ﺍﻟﺘﺤﺠـﻴﻢ‬

‫ﺕ ﻛﺜﲑﺓ ﻫﻴﻜﻠﺘﻬﺎ ﰲ ﺗﻨ ‪‬ﻮ ٍ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ‪‬ﺗﻌﻴﺪ ﻣﺆﺳﺴﺎ ‪‬‬
‫ﺍﻟﺼﺤﻴﺢ)‪ ،(7‬ﺍﺳﺘﺒﻌﺎﺩ ﺍﳊﺪﻭﺩ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﺇﻧﺸﺎﺀ ﻓﺮﻕ ﻋﻤﻞ ﻟﻺﻧﺘـﺎﺝ ﻭﺍﳋـﺪﻣﺎﺕ‪،‬‬

‫‪.Homeworking‬‬ ‫)‪(1‬‬

‫‪.Remoteworking‬‬ ‫)‪(2‬‬

‫‪.Homeworking‬‬ ‫)‪(3‬‬

‫‪.Networking‬‬ ‫)‪(4‬‬

‫‪.Flexible working‬‬ ‫)‪(5‬‬

‫‪.The Virtual Workplace and Telecomputing‬‬ ‫)‪(6‬‬

‫‪.Right sizing‬‬ ‫)‪(7‬‬

‫‪217‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻱ‬
‫ﻭﺍﳌﺼﺎﺩﺭ ﺍﳋﺎﺭﺟﻴﺔ)‪ ،(1‬ﻭﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ‪ ،‬ﻭﺍﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ .‬ﻭﻋﻠﻰ ﺍﻟـﺮﻏﻢ ﻣـﻦ ﺃ ‪‬‬
‫ﻣﺪﺧ ٍﻞ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍ ﹸﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ ‪‬ﺗﻄ‪‬ﺒﻘﻪ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﻨﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﻋﻠﻴﻬﺎ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻔﻜﲑ ﺑﻄﺮﻳﻘ ٍﺔ ﺃﺳﺎﺳـﻴﺔ ﰲ‬
‫ﺍﻷﺳﻠﻮﺏ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ‪‬ﺗﺆ ‪‬ﺩﻱ ‪‬ﺎ ﺃﻋﻤﺎﳍﺎ ﻭﻣﻬﺎﻣﻬﺎ ﺍﳌﺨﺘﻠﻔﺔ)‪.(2‬‬
‫ﻭﻳﺘﺮﺍﺑﻂ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺑﺎﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺾ ﺍﻟﻨﻈـﺮ‬ ‫‪ -1‬ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻻﻓﺘﺮﺍﺿﻲ)‪ :(3‬ﻳ‪‬ﻤﺜﱢﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ‪‬ﻣﺪ ‪‬ﻋﻤﺔ ﳌﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺃﻳﻨﻤﺎ ﻭﻣﱴ ‪‬ﻳﻨ ‪‬‬
‫ﺠﺰ‪ ،‬ﺑﻐ ‪‬‬
‫ﻋﻦ ﺍﳌﻮﻗﻊ ﻭﺍﻟﺰﻣﺎﻥ؛ ﻓﻼ ﺗﻮﺟﺪ ﺟﺪﺭﺍﻥ‪ ،‬ﻭﻻ ﺣﺪﻭ ‪‬ﺩ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺧﺪﻣ ﹰﺔ ﺃﻭ ﺳﻠﻌﺔ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺃﻳﻨﻤـﺎ ﺗﺘﻮﺍﺟـﺪ‬
‫ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﻟﻔﺮﺩ‪ .‬ﻭﺇﻥ ﺍﳌﻜﺘﺐ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ ﺍﻻﺳﻢ ﺍ ﹸﳌﻌﻄﻰ ﳌﻮﻗﻊ ﺍﻟﻌﻤﻞ ﺍﳌﺎﺩﻱ ﻟﻠﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪.(4‬‬
‫‪ -2‬ﺍﳌﻌﺎﳉﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ :(5‬ﺗ‪‬ﻤﺜﱢﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻟﻠﻌﻤﻞ ﰲ ﻣﻜـﺎﻥ‬
‫ﻏﲑ ﺍﳌﻮﻗﻊ ﺍﳌﺮﻛﺰﻱ‪.‬‬
‫‪ -3‬ﺍﻟﻌﺎﻣﻞ ﺍ‪‬ﺘﻤﻌﻲ)‪ :(6‬ﻫﻮ ﺷﺨ ‪‬‬
‫ﺺ ﻣﺎ ﻳﻌﻤﻞ ﳌﺆﺳﺴ ٍﺔ ﻣﺎ‪ ،‬ﺇﻣﺎ ﰲ ﺍﳌﱰﻝ ﺃﻭ ﻣﻮﻗﻊ ﺍﻟﻌﻤﻞ‪ ،‬ﺃﻭ ﺃﻱ ﻣﻜـﺎ ٍﻥ‬
‫ﻳﻮﺟﺪ ﻓﻴﻪ ﻣﻦ ﺧﻼﻝ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﻼﺳﻠﻜﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺮﺗﺒﻂ ﺑﺎﳌﻜﺘﺐ ﺍﻟﺮﺋﻴﺴﻲ‬
‫ﺴﺪﻩ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﰲ ﺷﻜﻞ ﻣﺎ ‪‬ﺗﺠ ‪‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﺗﻌﺒﲑ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ ﺗﺮﲨ ﹲﺔ ﻟﻠﻜﻠﻤﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪ ،Telework‬ﻭﻫﻲ ‪‬ﻣﻜ ‪‬ﻮﻧ ﹲﺔ ﻣـﻦ ﻣﻘﻄﻌـﲔ‪:‬‬
‫ﺍﳌﻘﻄﻊ ﺍﻷﻭﻝ "‪ ،"Tele‬ﻭﻫﻲ ﻛﻠﻤ ﹲﺔ ﻳﻮﻧﺎﻧﻴﺔ ﺗﻌﲏ "ﻋﻦ ﺑ‪‬ﻌﺪ"؛ ﻭﺍﳌﻘﻄﻊ ﺍﻟﺜـﺎﱐ "‪ ،"work‬ﺃﻱ "ﺍﻟﻌﻤـﻞ"؛‬
‫ﻭﻋﻨﺪ ﺍﻗﺘﺮﺍ‪‬ﻤﺎ ﻳ‪‬ﺼﺒﺢ ﺍﳌﻌﲎ "ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ"‪.‬‬
‫ﺑﺪﺍﻳ ﹰﺔ ﻓﺈﻥ ﻣﺆﺳﺴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ ‪‬ﺗﻌ ‪‬ﺮﻑ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺄﻧﻪ‪ » :‬ﻧﻈﺎﻡ ﻋﻤ ٍﻞ ﻗﺎﺋﻢ ﰲ ﻣﻜﺎ ٍﻥ ﺑﻌﻴـ ٍﺪ‬
‫ﻼ ﻋﻦ ﺍﻻﺗـﺼﺎﻝ ﺍﻟﺸﺨـﺼﻲ ﻣـﻊ‬ ‫ﺼﹰ‬‫ﻋﻦ ﺍﳌﻜﺘﺐ ﺍﻟﺮﺋﻴﺴﻲ ﺃﻭ ﻣﻮﺍﻗﻊ ﺍﻹﻧﺘﺎﺝ؛ ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻌﺎﻣﻞ ‪‬ﻣﻨﻔ ِ‬

‫‪.Outsourcing‬‬ ‫)‪(1‬‬

‫ـﺘﻐﲑ‪publications.ksu.edu.sa/IT%20Papers/e-GOV- ،‬‬ ‫ﳏﻤــﺪ ﳏﻤــﺪ ﺍﳍــﺎﺩﻱ‪ ،‬ﺍﳌﻨﻈﻤــﺔ ﺍﻟﺮﻗﻤﻴــﺔ ﰲ ﻋــﺎﱂ ﻣـ‬ ‫)‪(2‬‬

‫‪ ،Articles/egovPapers/Drmohamed%20Elhady.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻣﺎﺭﺱ ‪.2008‬‬

‫‪.Virtual Workplace‬‬ ‫)‪(3‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.315‬‬ ‫)‪(4‬‬

‫‪.Telecomputing‬‬ ‫)‪(5‬‬

‫‪.Telecommuter‬‬ ‫)‪(6‬‬
‫‪218‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻌﺎﻣﻠﲔ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺗﻘﻮﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﺧﻼﻟﻪ ﺑﺘﺴﻬﻴﻞ ﺍﻧﻔﺼﺎﻝ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﻣﻮﻗـﻊ ﺍﻟﻌﻤـﻞ‬
‫ﺍﻟﺮﲰﻲ ﻣﻦ ﺧﻼﻝ ﺗﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ «)‪.(1‬‬
‫ﻭﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ‪ » :‬ﺑﺎﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺴﺘﻠﺰﻡ ﺃﻥ ‪‬ﻳﺆ ‪‬ﺩﻯ ﰲ ﻣﻜـﺎ ٍﻥ ﻣـﺎ‬
‫ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﳌﻜﺘﺐ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﺩﻭﺍﻣﹰﺎ ﻛﻠﻴﹰﺎ ﺃﻭ ﺩﻭﺍﻣﹰﺎ ﺟﺰﺋﻴﹰﺎ ﺃﻭ ﰲ ﺃﻳﺎ ٍﻡ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﺍﻻﺗـﺼﺎﻝ‬
‫ﻋﺎﺩ ﹰﺓ ﻳﻜﻮﻥ ﺇﻟﻜﺘﺮﻭﻧﻴﹰﺎ‪ ،‬ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻻﻧﺘﻘﺎﻝ ﺇﻟﻴﻪ ﺷﺨﺼﻴﹰﺎ «)‪.(2‬‬
‫ﺇﻥ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﻫﻮ » ﺍﻟﺘﺴﻤﻴﺔ ﺍﳌﻌﻄﺎﺓ ﻟﻠﻮﻇﻴﻔﺔ ﺃﻭ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﳝﺎﺭﺳ‪‬ـﻪ‬
‫ﺍﻟﻌﺎﻣﻞ ﻣﻦ ﺃﻱ ﻣﻮﻗ ٍﻊ ﻣﺎﺩﻱ‪ ،‬ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﺆﺳﺴﺘﻪ ﺃﻭ ﺍﳉﻬﺔ ﺍﳌﺘﻌﺎﻗﺪ ﻣﻌﻬﺎ‪ ،‬ﻟﺘﺄﺩﻳﺔ ﺑﻌﺾ ﺍﳋﺪﻣﺎﺕ ﳍﺎ «)‪.(3‬‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ‪ » :‬ﻃﺮﻳﻘ ﹲﺔ ﻣﺮﻧﺔ ﻟﻠﻌﻤﻞ‪ ،‬ﺗﻐ ﱢﻄﻲ ﳎﺎ ﹰﻻ ﻭﺍﺳﻌﹰﺎ ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﲨﻴﻌﻬﺎ ﺗﺘﻀﻤ‪‬ﻦ‬
‫ﺍﻟﻌﻤﻞ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ‪ ،‬ﺃﻭ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍﳌﻌﺘﺎﺩ‪ ،‬ﻭﳉﺰ ٍﺀ ﻛﺒﲑ ﻣـﻦ ﻭﻗـﺖ‬
‫ﺍﻟﻌﻤﻞ‪ .‬ﻭﻻ ‪‬ﻳﺆﱢﺛﺮ ﻋﺪﺩ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﻋﻤ ٍﻞ ﻣﺎ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻡ ﻻ؛ ﻓﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﳝﻜـﻦ ﺃﻥ‬
‫ﻼ ﺃﻭ ﺟﺰﺋﻴﹰﺎ؛ ﻓﺎﻟﻌﺎﻣﻞ ﺍﳍﺎﻡ ﻫﻨﺎ ﻫﻮ ﻛﻮﻥ ﺍﻟﻌﻤﻞ ﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻮﺍﻝ ﻳﺘﻌﻠﱠﻖ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ‬ ‫ﻳﻜﻮﻥ ﺩﻭﺍﻣﹰﺎ ﻛﺎﻣ ﹰ‬
‫ﻭﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﺩﺍﺋﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﻮﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ ﻟﻺﺑﻘﺎﺀ ﻋﻠﻰ ﺍﺗﺼﺎ ٍﻝ ﻣﺴﺘﻤﺮ ﻣﻊ ﺻﺎﺣﺐ ﺍﻟﻌﻤـﻞ ﺃﻭ‬
‫ﺍﻟﺮﺅﺳﺎﺀ ﰲ ﺍﻟﻌﻤﻞ «)‪.(4‬‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ » ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﺸﺨﺺ ﺑﺄﺩﺍﺀ ﻋﻤﻠﻪ ﻣﻦ ﺍﳌﱰﻝ ﺃﻭ ﻣﻦ ﺃﻱ ﻣﻜﺎ ٍﻥ ﺁﺧﺮ ﻏﲑ ﻣﻘـ ‪‬ﺮ‬
‫ﺍﻟﻌﻤﻞ‪ ،‬ﻭ‪‬ﻳﺴﺘﺨ ِﺪﻡ ﰲ ﺫﻟﻚ ﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ ﻛﺎﻹﻧﺘﺮﻧﺖ «)‪.(5‬‬
‫ﻭﻣﻨﻪ ﻓﺈﻥ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻫﻮ ﺫﻟﻚ ﺍﻟﻨﻤﻮﺫﺝ ﻣﻦ ﺃﺩﺍﺀ ﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﳌﻬﺎﻡ ﺍﻟﱵ‬
‫ﺗﺘ ‪‬ﻢ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﻘ ‪‬ﺮ ﺍﻟﻌﻤﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍﺷﺘﺮﺍﻁ ﺗﻮﻓﲑ ﺍﻷﻣـﻦ‬
‫ﻭﺍﻟﺴﺮ‪‬ﻳﺔ ﺍﻟﻀﺮﻭﺭﻳﺘﲔ ﻻﻧﺘﻘﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ » ،‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﻣﺆﲤﺮ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﰊ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﻟﺜﻼﺛﻮﻥ‪ ،‬ﺷﺮﻡ ﺍﻟﺸﻴﺦ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣـﺼﺮ‬ ‫)‪(1‬‬

‫ﺍﻟﻌﺮﺑﻴﺔ‪ 17-10 ،‬ﻣﺎﺭﺱ ‪ ،2007‬ﺹ ‪.29‬‬

‫ﻣﻌﻬﺪ ﺍﻹﻣﺎﻡ ﺍﻟﺸﲑﺍﺯﻱ ﺍﻟﺪﻭﱄ ﻟﻠﺪﺭﺍﺳﺎﺕ‪ ،‬ﻭﺍﺷﻨﻄﻦ ‪ ،http: //www.siironline.org‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ ‪.2007‬‬ ‫)‪(2‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.315‬‬ ‫)‪(3‬‬

‫ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺩﻟﻴﻞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﺗﺮﲨﺔ ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻌﻴﺴﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪،2001 ،‬‬ ‫)‪(4‬‬

‫ﺹ ‪.39‬‬
‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.271‬‬ ‫)‪(5‬‬
‫‪219‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻃﺒﻴﻌﺔ ﺍﻷﺷﺨﺎﺹ ﺍ ﹸﳌﻜ ﱠﻠﻔﲔ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬

‫ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﱵ ﺳﺒﻖ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻬﺎ ﺗﺴﺘﺜﲏ ﺃﳕﺎﻁ ﺍﻟﻌﻤﻞ ﺍﻟﱵ ﺗﺘﻄﻠﱠﺐ ﺍﻟﻌﻤﻞ ﺧـﺎﺭﺝ ﻣﻜـﺎﻥ‬
‫ﺍﻟﻌﻤﻞ ﺍﳌﻌﺘﺎﺩ‪ ،‬ﻛﺬﻟﻚ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﺃﺣﻴﺎﻧﹰﺎ ﰲ ﺍﳌﱰﻝ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﺘﻀﻤ‪‬ﻦ‪:‬‬
‫‪ -‬ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﳌﱰﻝ ﻣﺜﻞ ﺍ ﹸﳌﱪ ِﻣﺠﲔ؛‬
‫‪ -‬ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻣﻦ ﺍﳌﱰﻝ )ﻣﺜﻞ ﻣﻨﺪﻭﰊ ﺍﳌﺒﻴﻌﺎﺕ(؛‬
‫‪ -‬ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﻣﺮﺍﻛﺰ ﺍﻟﻌﻤﻞ )ﻣﺜ ﹰ‬
‫ﻼ ﺃﻛﻮﺍﺥ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﺃﻭ ﺍﻟﻔﺮﻭﻉ ﰲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺴﻜﻨﻴﺔ(‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻗﺎﻋﺪ ﹲﺓ ﻋﺎﻣﺔ ﻟﺘﺼﻨﻴﻒ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻫﻲ ﺃﻥ ﺍﻟﻌﻤﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻌﻠﱠﻖ ﺑﻄﺮﻳﻘـ ٍﺔ ﺟﺪﻳـﺪﺓ‬
‫ﻷﺩﺍﺋﻪ‪.‬‬
‫ﻣﻦ ﻫﺬﻩ ﺍﻷﻣﺜﻠﺔ‪ ،‬ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﺬﻳﻦ ﻳﻘﻀﻮﻥ ﰲ ﻣﻨﺎﺯﳍﻢ ﻛﻞ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﺗﻘﺮﻳﺒﹰﺎ ﻳ‪‬ـﺆ ‪‬ﺩﻭﻥ‬
‫ﺖ ﻵﺧـﺮ‪،‬‬ ‫ﺕ ﺃﻭ ﻟﺘﺴﻠﱡﻢ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﻣﻦ ﻭﻗـ ٍ‬‫ﺃﻋﻤﺎﳍﻢ‪ ،‬ﻭﻗﺪ ﻳﻘﻮﻡ ﻫﺆﻻﺀ ﺑﺰﻳﺎﺭ ٍﺓ ﻟﻠﻤﻜﺘﺐ ﻟﻌﻘﺪ ﺍﺟﺘﻤﺎﻋﺎ ٍ‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺰﻳﺎﺭﺍﺕ ﺗﻜﻮﻥ ﺑﺸﻜ ٍﻞ ﻣﻨﺘﻈﻢ‪ ،‬ﺇﻻ ﺃ‪‬ﺎ ﻻ ﺗﺰﻳﺪ ﻋﻦ ﻳﻮ ٍﻡ ﰲ ﺍﻷﺳـﺒﻮﻉ ﻛﻤﻌـﺪﻝ‬
‫؛ﳛﻴﺚ ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﻌﻤﻞ ﺍﳌﱰﱄ ﺑﺄﻧﻪ‪ » :‬ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺍﻟﱵ ﺗﺴﻤﺢ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺇﳒﺎﺯ ﺍﻟﻌﻤﻞ ﺍﳌﹸﻜﻠﱠﻔـﲔ ﺑـﻪ ﰲ‬
‫ﻣﻨﺎﺯﳍﻢ‪ ،‬ﻣﻊ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﺭﺗﺒﺎﻃﻬﻢ ﺑﺪﻭﺍﺋﺮﻫﻢ ﻋﱪ ﺍﳍﺎﺗﻒ ﺃﻭ ﺍﻟﻔﺎﻛﺲ ﻭﺍﳊﺎﺳﻮﺏ «)‪.(1‬‬
‫ﻭﻳﻘﻊ ﺿﻤﻦ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ‪‬ﻣﱪ ِﻣﺠﻮ ﺍﳊﺎﺳﻮﺏ ﻭ ‪‬ﻣﺤﱢﻠﻠﻮ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻣﻮ ﱢﻇﻔﻮ ﺍﳌﺒﻴﻌﺎﺕ ﺍﻟـﺬﻳﻦ ﻳـﺴﺘﻘﺒﻠﻮﻥ‬
‫ﻃﻠﺒﺎﺕ ﺍﻟﺸﺮﺍﺀ ﻣﻦ ﻧﺸﺮﺍﺕ ﺃﻭ ﺃﺩﻟﺔ ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ ﺍﳌﺆﺳﺴﺔ‪... ،‬ﺍﱁ‪ ،‬ﻭﺣﺎﺟﺰﻭ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﳝﻜﻦ ﲢﺪﻳﺪﻫﻢ ﻭﺗﻌﺮﻳﻔﻬﻢ‪ ،‬ﻭﻫﻢ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﻣﺮﺍﻛﺰ‬
‫ﺍﻟﻌﻤﻞ)‪ ،(2‬ﻭﻣﺮﺍﻛﺰ ﺍﻟﻌﻤﻞ ﻫﺬﻩ ﲣﺘﻠﻒ ﻛﺜﲑﹰﺍ ﲝﻴﺚ ﺗﻀ ‪‬ﻢ ﻣﺮﺍﻛﺰ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ (3‬ﰲ ﺍﻟـﻀﻮﺍﺣﻲ ﻭﺍﻟـﱵ‬
‫ﻑ ﺃﺣﻴﺎﻧﹰﺎ ﺑﺄﻛﻮﺍﺥ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ ،(4‬ﻭﻣﻜﺎﺗﺐ ﺃﻭ ﻓﺮﻭﻉ ﺗﺎﺑﻌﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﺼﻐﲑﺓ ﺍ ﹸﳌﺘﻔ ‪‬ﺮﻗﺔ ﰲ ﺃﳓـﺎ ٍﺀ‬
‫‪‬ﺗ ‪‬ﻌﺮ ‪‬‬
‫ﻛﺜﲑﺓ ﻣﻦ ﺿﻮﺍﺣﻲ ﺍﳌﺪﻳﻨﺔ)‪.(5‬‬
‫ﻭ‪‬ﺗﻌﺘﱪ ﺃﻫﻢ ﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ ﻋﻦ ﺍﻟﺒﻌﺪ ﺣﺎﻟﻴﹰﺎ‪ :‬ﺍﻟﺼﺤﺎﻓﺔ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﺑﺮﳎﺔ ﺍﳊﺎﺳـﻮﺏ ﻭﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺘﺼﻤﻴﻢ ﻭﺃﻋﻤﺎﻝ ﺍﳉﺮﺍﻓﻴﻚ‪ ،‬ﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.353‬‬ ‫)‪(1‬‬

‫‪.Work Center‬‬ ‫)‪(2‬‬

‫‪.telecenter‬‬ ‫)‪(3‬‬

‫‪.Telecottage‬‬ ‫)‪(4‬‬

‫‪.Satellite Office‬‬ ‫)‪(5‬‬

‫‪220‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻕ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻗﺪ ﺃﺿﺎﻑ ﺃﺑﻌﺎﺩﹰﺍ ﻭﻣﺰﺍﻳﺎ ﻛﺜﲑﺓ ﻟﻔﻜﺮﺓ‬

‫ﻭﻻ ﺷﻚ ﺃﻥ ﺍﻹﻧﺘﺮﻧﺖ ﻫﻮ ﺃﻭﺳﻊ ﺳﻮ ٍ‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻤﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﰲ ﺍﻟﺴﺎﺑﻖ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﺮﺣﻞ ﺗﻄﺒﻴﻖ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫‪28‬‬‫ﻟﻘﺪ ﻗﺎﻡ ﻣﺮﻛﺰ ﺍﻟﺘﻤ‪‬ﻴﺰ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻏﲑ ﺍﳊﻜﻮﻣﻴﺔ ﻟﻠﻤﻬﺎﺭﺍﺕ)‪ (1‬ﰲ ﺍﻟﻌﺪﺩ ﺭﻗﻢ )‪ (26‬ﺑﺘـﺎﺭﻳﺦ‬
‫ﻧﻮﻓﻤﱪ ‪ 2002‬ﺑﺈﻋﺪﺍﺩ ﺩﻟﻴﻞ ﻋﻤﻞ ﻟﺘﻄﺒﻴﻖ ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻟﻴﻀﻤﻦ ﳒﺎﺡ ﺗﻄﺒﻴـﻖ‬
‫ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳋﻄﻮﺍﺕ ﻧﺴﺘﻌﺮﺿﻬﺎ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺩﺭﺍﺳﺔ ﺟﺪﻭﻯ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫ﻳﻨﺒﻐﻲ ﺩﺭﺍﺳﺔ ﺍﳌﻨﺎﻓﻊ ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺗﻄﺒﻴﻖ ﺍﳌﻔﻬﻮﻡ‪ ،‬ﻭﻳﻨﺒﻐـﻲ ﺃﻥ ﻧﺄﺧـﺬ ﰲ ﺍﳊـﺴﺒﺎﻥ‪:‬‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﺍﻟﺴﻔﺮ‪ ،‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻣﺴﺘﻠ ‪‬ﺰﻣﺎﺕ ﺍﻟﺪﻋﻢ ﻭﺍ ﹸﳌﺴﺎ‪‬ﻧﺪﺓ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﻣﻜﺎﻥ ﺍﳌﻜﺘﺐ‪.‬‬
‫‪ -2‬ﲢﺪﻳﺪ ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ﺳﻴﺘ ‪‬ﻢ ﺑﻨﺎﺀ ﻋﻠﻴﻪ ﺗﻨﻔﻴﺬ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻭﻳﺘﻢ ﺫﻟﻚ ﻋﱪ ﻣﺎ ﻳﻠﻲ ﲤﺮ ﻋﱪ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺳﻴﺎﺳﺔ ﻣﺮﻛﺰﻳﺔ ﺑﺄﻥ ﻳﺘ ‪‬ﻢ ﺇﻋﻄﺎﺀ ﺣ ‪‬ﻖ ﺍﳋﻴﺎﺭ ﻟﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧـﻼﻝ‬
‫ﺳﻴﺎﺳ ٍﺔ ﺭﲰﻴﺔ؛‬
‫‪ -‬ﺇﻋﺎﺩﺓ ﺗﻨﻈﻴ ٍﻢ ﻭﻇﻴﻔﻲ ﻳﺘ ‪‬ﻢ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻟﻮﻇﻴﻔ ٍﺔ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻓﻘﻂ؛‬
‫‪ -‬ﺍﺧﺘﺒﺎﺭ ﺍﻟﻨﻔﺲ ؛ﲝﻴﺚ ﻳﻘﻮﻡ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺧﺘﺒﺎﺭ ﺃﻧﻔﺴﻬﻢ ﻭﺫﻟﻚ ﺑﺎﻗﺘﺮﺍﺡ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ‪ ،‬ﺃﻭ ﲞﻠـﻖ‬
‫ﺍﳌﻮﻗﻒ ﺍﻟﺬﻱ ﻳﻘﻮﺩﻫﻢ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺇﱃ ﺍﳌﺪﻳﺮ ﻟﻴﻘﺘﺮﺣﻮﺍ ﻋﻠﻴﻪ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻭﺍﻟﻌﻤﻞ ﺑﻪ؛‬
‫‪ -‬ﺍﺧﺘﻴﺎﺭ ﻭﺗﻮﻇﻴﻒ ﺧﺎﺭﺟﻲ ﻳﺘ ‪‬ﻢ ﺗﻄﺒﻴﻖ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﺇﺣﺪﻯ ﺍﻟﻮﻇﺎﺋﻒ ﻭﻳﺘ ‪‬ﻢ ﺗﻌﻴﲔ ﺍﻟﻔﺮﻳﻖ‬
‫ﺍﳉﺪﻳﺪ ﺧﺎﺭﺟﻴﺎﹰ؛‬
‫‪ -‬ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﺘﻨ ﱢﻘﻞ ﻳﺘ ‪‬ﻢ ﺗﺰﻭﻳﺪ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺍﻟﺬﻳﻦ ﱠﰎ ﺗﻌﻴﻴﻨﻬﻢ ﺑﺎﻟﻔﻌﻞ ﻭﺍﳌﹸﻮﻇﱠﻔﲔ ﺍ ﹸﳌﺘـﻨ ﱢﻘﻠﲔ‬
‫ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﺴﻤﺎﺡ ﳍﻢ ﺑﺎﻟﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ‪.‬‬
‫‪ -3‬ﲢﺪﻳﺪ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﱵ ﺗﻨﺎﺳﺐ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﻤﻞ ﺷ‪‬ﻴﻘﹰﺎ ﺑﺸﻜ ٍﻞ ﻓﻌﻠﻲ‪ ،‬ﻭﻟﻴﺲ ﺷﺪﻳﺪ ﺍﻟﺮﺗﺎﺑﺔ؛ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻮﱠﻓﺮ ﻓﻴﻪ ﺷﺮﻁ ﺍﻟﻘﹸﺪﺭﺓ‬
‫ﻼ ﻟﻠﻘﻴﺎﺱ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬‫ﻋﻠﻰ ﺇﳒﺎﺯﻩ ﺩﻭﻥ ﺍﻻﺗﺼﺎﻝ ﻭﺟﻬﹰﺎ ﻟﻮﺟﻪ ﺑﺎﻵﺧﺮﻳﻦ‪ ،‬ﺃﻭ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺑ ﹰ‬

‫ﻫﻮ ﺃﻭﻝ ﻣﻮﻗﻊ ﻋﺮﰊ ﳎﺎﱐ ﻣﺘﺨﺼﺺ ﰲ ﺗﻘﺪﱘ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻻﺳﺘﺸﺎﺭﺍﺕ ﻭﺍﻷﲝﺎﺙ ﰲ ﳎﺎﻝ ﺍﻟﻌﻤﻞ ﺍﻷﻫﻠﻲ ﺍﻟﺘﻄـﻮﻋﻲ‪.‬‬ ‫)‪(1‬‬

‫ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺗﺰﻭﻳﺪ ﺍﳌﻨﻈﻤﺎﺕ ﻏﲑ ﺍﳊﻜﻮﻣﻴﺔ ﺑﺎﻷﺩﻭﺍﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﱵ ﲢﺘﺎﺟﻬﺎ ﻟﺒﻨﺎﺀ ﻗﺪﺭﺍ‪‬ﺎ ﻭﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﺎ ﻟﻠﺘﺄﺛﲑ‬
‫ﰲ ﳎﺘﻤﻌﺎ‪‬ﺎ ﺍﶈﻠﻴﺔ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﺣﺰﻣﺔ ﻣﻦ ﺍﳋﺪﻣﺎﺕ ﺍﻟﻮﺍﺳﻌﺔ ﻭﺍﻟﻨﻮﻋﻴﺔ ‪.‬‬
‫ﻃﺎﺭﻕ ﺃﲪﺪ ﻧﻮﻳﺮ‪ ،‬ﺣﻮﻝ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﻣﺮﻛﺰ ﺩﻋﻢ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﲟﺠﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ﺍﳌﺼﺮﻱ‪ ،‬ﻣﺼﺮ‪.2003 ،‬‬ ‫)‪(2‬‬
‫‪221‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -4‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﺑﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬

‫ﺕ ﺷﺨﺼﻴﺔ ﺧﺎﺻﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻠﻌﻤﻞ ﺑﺎﻟﻮﻇﻴﻔﺔ‪،‬‬ ‫ﻳﺘﻄﻠﱠﺐ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ‪‬ﻣﺆ ‪‬ﻫﻼ ٍ‬
‫ﲟﺎ ﰲ ﺫﻟﻚ‪ :‬ﺍﻟﻨﻀﺞ‪ ،‬ﺍﳉﺪﺍﺭﺓ ﺑﺎﻟﺜﻘﺔ‪ ،‬ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ‪ ،‬ﻭﺍﻻﻧﻀﺒﺎﻁ ﺍﻟﺬﺍﰐ‪ ،‬ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻻﺗﺼﺎﻻﺕ‪،‬‬
‫ﻭﺭﲟﺎ ﲢﺘﺎﺝ ﺑﻌﺾ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﻷﻥ ﻳﺘ ‪‬ﻢ ﺗﻨﻤﻴﺘﻬﺎ‪.‬‬
‫‪ -5‬ﺇﻋﺪﺍﺩ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﺪ ﺭﺍﺋﻬﻢ‪:‬‬
‫ﻼ ﺃﻥ ﺗﻜﻮﻥ ﺻﺤﻴﺔ ﻭﺁﻣﻨـﺔ‪ ،‬ﰒ ﺇﻋﻄـﺎﺀ‬ ‫ﻻﺑﺪ ﻣﻦ ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻣﺜ ﹰ‬
‫ﺕ ﻭﺍﺿﺤﺔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﺍﳌﺴﺘﻘﻞ‪ ،‬ﻭﺇﻗﺎﻣﺔ ﺣﻠﻘﺎﺕ ﻣﻨﺎﻗﺸﺔ ﻭﺩﺭﺍﺳـﺔ‬ ‫ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻟﻠﻌﺎﻣﻠﲔ ﺍﳉﹸﺪﺩ‪ ،‬ﻭﻛﺬﻟﻚ ﻧ‪‬ﻈﻢ ﺍﻟﻮﻗﺎﻳﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﻘﺪﱘ ﺍﻟﻨﺼﺎﺋﺢ‪.‬‬
‫‪ -6‬ﺗﻄﻮﻳﺮ ﻧ‪‬ﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﻼﺯﻣﺔ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﲢﺪﻳﺪ ﻣﺪﻯ ﺍﻻﺣﺘﻴﺎﺝ ﺇﱃ ﺑﺮﻳ ٍﺪ ﺇﻟﻜﺘﺮﻭﱐ ﺃﻭ ﺇﱃ ﻧﻈﺎ ٍﻡ ﺑﺮﻳﺪﻱ ﺃﻛﺜﺮ ﻓﻌﺎﻟﻴـﺔ‪ ،‬ﻭﻫـﻞ‬
‫ﺺ ﺍﻟﻜﻴﻔﻴﺔ ﻭﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻣﻦ ﺍ ﹸﳌﺘﻮﱠﻗﻊ ﺃﻥ ﻳ‪‬ﺘﺼﻞ ﻓﻴﻪ ﺍﻟﻌﺎﻣﻠﻮﻥ ‪‬ـﺬﺍ ﺍﻟﻨﻈـﺎﻡ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﲣ ‪‬‬
‫ﻭﺍﺿﺤﺔ‪.‬‬
‫‪ -7‬ﺗﻮﻓﲑ ﺍﳌﻌﺪﺍﺕ ﻭﺍﻷﺟﻬﺰﺓ ﺍﻟﻼﺯﻣﺔ‪:‬‬
‫ﺣﻴﺚ ﻳﻨﺒﻐﻲ ﺇﻣﺪﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﲟﻌﻈﻢ ﺍﳌﻌﺪﺍﺕ ﻣﻦ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﺸﻤﻞ‪ :‬ﻣﻜﺘﺒﹰﺎ ﻣﻨﺎﺳﺒﹰﺎ‪ ،‬ﻭﻣﻘﻌﺪﹰﺍ‪،‬‬
‫ﺺ ﳍﺬﺍ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺟﻬﺎﺯ ﻓﺎﻛﺲ‪ ،‬ﻭﻛﺬﻟﻚ ﺟﻬﺎﺯﹰﺍ ﻟﻠﺮ ‪‬ﺩ ﻋﻠﻰ ﺍﳍﺎﺗﻒ ﺁﻟﻴﹰﺎ‪ ،‬ﻭﺗﺴﺠﻴﻞ‬ ‫ﺼ ٍ‬
‫ﻂ ‪‬ﻣﺨ ‪‬‬‫ﻭﻫﺎﺗﻔﹰﺎ ﺫﺍ ﺧ ﱟ‬
‫ﺍﻟﺮﺳﺎﺋﻞ ﻋﻨﺪ ﻏﻴﺎﺏ ﺻﺎﺣﺐ ﺍﳍﺎﺗﻒ ﻋﻦ ﺍﳌﻜﺎﻥ‪ ،‬ﺟﻬﺎﺯ ﺣﺎﺳﻮﺏ ﺷﺨﺼﻲ‪ ،‬ﺁﻟﺔ ﻃﺒﺎﻋﺔ‪ ،‬ﻭﺃﺟﻬﺰﺓ ﻣﻮﺩﱘ‪،‬‬
‫ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﻫﺬﻩ ﺍﳌﻌﺪﺍﺕ ﺗﻌﻤﻞ ﺑﺼﻮﺭ ٍﺓ ﺳﻠﻴﻤﺔ‪ ،‬ﻭﻣﺘﻨﺎﻏﻤﺔ ﲤﺎﻣﹰﺎ ﻣﻊ ﲨﻴﻊ ﺍﻟـﻨ‪‬ﻈﻢ ﺍﳌﹸـﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ‬
‫ﺃﻣﺎﻛﻦ ﺃﺧﺮﻯ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺃ‪‬ﺎ ﺳﻬﻠﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻭﺳﻬﻠﺔ ﺍﻟﺼﻴﺎﻧﺔ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﳌﹸﻮﻇﱠﻒ ﻣﻦ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫‪‬ﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻳﻘﺘﲏ ﺑﺎﻟﻔﻌﻞ ﻫﺬﻩ ﺍﳌﻌﺪﺍﺕ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﻋﻤﻞ ﺍﻟﺘﺮﺗﻴﺒﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﺪﻓﻊ ﺃﺟﺮ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻭﺍﻟﺼﻴﺎﻧﺔ‪.‬‬
‫‪ -8‬ﺻﻴﺎﻏﺔ ﺍﻟﻌﻘﻮﺩ ﺍﻟﱵ ﲢﺪﺩ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻟﺪﻳﻬﻢ ﻣﻮﺿ ‪‬ﻊ ﺃﻭ ﻣﱰﻟ ﹲﺔ ﺛﺎﺑﺘﺔ ﰲ ﻋﻤﻠﻬﻢ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﳛﺘﺎﺟﻮﻥ ﻓﻘـﻂ‬
‫ﺕ ﺇﺿﺎﻓﻴﺔ ﰲ ﺍﻟﻌﻘﺪ ﺍﻷﺻﻠﻲ‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﻐ ﱢﻄﻲ ﻣﺎ ﻳﻠﻲ‪ :‬ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ‪ ،‬ﻣﺎ ﻳﺘﻀﻤ‪‬ﻨﻪ‬ ‫ﺇﱃ ﻓﻘﺮﺍ ٍ‬
‫ﺖ ﺃﺳﺎﺳﻲ‪ ،‬ﺇﺟﺮﺍﺀﺍﺕ ﺗﻘﺪﱘ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﻞ‪ ،‬ﺍﳌـﺴﺆﻭﻟﻴﺎﺕ ﺍﳋﺎﺻـﺔ ﺑﺎﳌﻌـﺪﺍﺕ‬ ‫ﺫﻟﻚ ﻣﻦ ﻭﻗ ٍ‬
‫ﺕ ﺃﻭ ﻣﺼﺎﺭﻳﻒ ﺗﻌﻮﻳﻀﻴﺔ‪.‬‬ ‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺻﻴﺎﻧﺘﻬﺎ‪ ،‬ﻭﺗﻔﺎﺻﻴﻞ ﻋﻦ ﺃﻳﺔ ﻣﻜﺎﻓﺂ ٍ‬
‫‪ -9‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻷﺩﻭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪:‬‬
‫ﺭﲟﺎ ﳛﺘﺎﺝ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺇﱃ ﲢﺴﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ :‬ﻣﻬﺎﺭﺍﺕ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﻟﻮﺣﺔ ﺍﳌﻔﺎﺗﻴﺢ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻭﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ ﺗﺪﺑﲑ ﺍﻟﻮﻗﺖ‪.‬‬
‫‪222‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -10‬ﻣﻨﺢ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﻌﺾ ﺍﻟﺘﺴﻬﻴﻼﺕ ﰲ ﺣﺎﻟﺔ ﺣﻀﻮﺭﻫﻢ ﺇﱃ ﺍﻟﻌﻤﻞ‪:‬‬

‫ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻧﻪ ﺇﺫﺍ ﹸﻃﻠﺐ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﳊﻀﻮﺭ ﺇﱃ ﺍﳌﻜﺘﺐ ﰲ ﺃﻳﺎ ٍﻡ ﻣﻌﻴﻨﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺴﻬﻴﻼﺕ‬
‫ﺍﻟﻼﺯﻣﺔ ﺳﺘﻜﻮﻥ ﻣﺘﺎﺣ ﹰﺔ ﳍﻢ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﳍﺎﺗﻒ‪ ،‬ﻭﺍﳊﺎﺳﻮﺏ ‪ ،‬ﻭﻣﻠﻔﺎﺕ ﺣﻔﻆ ﺍﻷﻭﺭﺍﻕ ﺍﻟﺸﺨـﺼﻴﺔ؛ ﻭﻫـﺬﻩ‬
‫ﺍﻟﺘﺴﻬﻴﻼﺕ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺸﺘﺮﻛ ﹰﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﻓﻴﻤﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﺳﻢ ﺍﳌﻜﺎﺗﺐ ﺍﻟﺴﺎﺧﻨﺔ‪.‬‬
‫‪ -11‬ﺇﻧﺸﺎﺀ ﺍﻟ‪‬ﻨﻈﻢ ﺍ ﹸﳌﺴﺎِﻧﺪﺓ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺧﻠﻖ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ﺩﺍﺧﻞ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃ‪‬ﻢ ﻳﺴﺘﻘﺒﻠﻮﻥ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻹﺧﺒﺎﺭﻳﺔ‬
‫ﻭﺍﳌﻨﺸﻮﺭﺍﺕ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﱵ ﺗﺪﻭﺭ ﺣﻮﻝ ﺩﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳋﺎﺻﺔ ‪‬ـﺬﺍ ﺍﻟﻨﻈـﺎﻡ‬
‫ﻭﺍﻷﺣﺪﺍﺙ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺭﲟﺎ ﻳﻜﻮﻥ ﺗﻌﻴﲔ ﻣﺴﺘﺸﺎ ٍﺭ ﺧﺎﺹ ﻣﻨﺎﺳﺒﹰﺎ ﰲ ﺑﻌﺾ ﺍﳊﺎﻻﺕ‪.‬‬
‫‪ -12‬ﺗﻔﻌﻴﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍﻹﺩﺍﺭﻳﺔ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫ﺳﻮﻑ ﳛﺘﺎﺝ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺇﱃ ﺇﺩﺍﺭ‪‬ﻢ ﺑﺎﻟﻨﺘﺎﺋﺞ‪ ،‬ﺇﻗﺎﻣﺔ ﻧﻈﺎ ٍﻡ ﻟﻘﻴﺎﺱ ﺍﻷﺩﺍﺀ ﺇﺫﺍ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﻧﻈـﺎ ‪‬ﻡ‬
‫ﺑﺎﻟﻔﻌﻞ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺍﻟﻌﺎﻣﻠﲔ ﻗﺪ ﱠﰎ ﺗﻀﻤﻴﻨﻬﻢ ﰲ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻘﻴﻴﻢ ﺍﳌﹸﻮﻇﱠﻔﲔ‪.‬‬
‫‪ -13‬ﺗﻨﻈﻴﻢ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻣﻨﺘﻈﻤﺔ‪:‬‬
‫ﳝﻜﻦ ﻟﻼﺟﺘﻤﺎﻋﺎﺕ ﺍ ﹸﳌﻨﺘ ﹶﻈﻤﺔ‪ ،‬ﻛﻞ ﺳﺘﺔ ﺃﺷﻬﺮ ﻣﺜﻼﹰ‪ ،‬ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻭﺍﳌـﺪﺭﺍﺀ ﺃﻥ ﲤـ ‪‬ﺪ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﺑﺈﻃﺎﺭ ﻋﻤ ٍﻞ ﻳﺘﻤ‪‬ﺘﻊ ﺑﺎﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﳌﺮﺍﻗﺒﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻷﳘﻴﺔ ﺍﳊﺎﻟﻴﺔ ﻵﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫‪%10‬‬ ‫ﻳﺒﻠﻎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﺪﺩ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺣـﻮﺍﱄ‬
‫ﻣﻦ ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻭﺍﻟﻌﺎﻡ)‪ .(1‬ﺇﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺣﺎﻟﻴﹰﺎ ﻻ ﺗـﺸﺘﺮﻁ‬
‫ﺣﻀﻮﺭ ﺍﻟﻌﺎﻣﻞ ﺷﺨﺼﻴﹰﺎ ﳌﻘﺮ ﺍﳌﺆﺳﺴﺔ ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﻨﺎﻁ ﺑﻪ ﺃﺩﺍﺅﻩ‪ ،‬ﻫﺬﺍ ﺭﻏﻤﹰﺎ ﻋﻦ ﺃﻧﻪ ﻳ‪‬ﻌ ‪‬ﺪ ﺭﲰﻴﹰﺎ ‪‬ﻣﻮ ﱠﻇﻔﹰﺎ‬
‫ﺑﺎﳌﺆﺳﺴﺔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺍﺧﺘﺼﺎﺭ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﻭﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳋﺎﺻﺔ ﺑﺎﻧﺘﻘﺎﻝ ﺍﳌﹸﻮﻇﱠﻒ ﻣﻦ‬
‫ﻣﺴﻜﻨﻪ ﺇﱃ ﻣﻜﺎﻥ ﻋﻤﻠﻪ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﳌﺴﺎﻓﺔ ﺍﻟﱵ ﺗﻔﺼﻞ ﺑﲔ ﺳﻜﻦ ﺍﳌﹸﻮﻇﱠﻒ ﺃﻭ ﺍﻟﻌﺎﻣﻞ ﻭﻣﺎ ﺑـﲔ ﻣﻘـ ‪‬ﺮ‬
‫ﻋﻤﻠﻪ ﺁﻻﻑ ﺍﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ‪ ،‬ﻭﻣﻊ ﻫﺬﺍ ﻓﻬﻮ ﻳ‪‬ﺆﺩ‪‬ﻱ ﻋﻤﻠﻪ ﻋﻠﻰ ﺃﻛﻤﻞ ﻭﺟﻪ‪ .‬ﺇ‪‬ﺎ ﻧﻈﺮﻳﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ‬
‫ﺍﻟﱵ ﺗ‪‬ﺘﺴﻢ ﺑﺈﳚﺎﺑﻴ ٍﺔ ﰲ ﺇ‪‬ﺎﺀ ﻣﺸﻜﻼﺕ ﺍﻻﺧﺘﻨﺎﻗﺎﺕ ﺍﳌﺮﻭﺭﻳﺔ‪ ،‬ﻭﰲ ﺗﻮﻓﲑ ﺗﻜﺎﻟﻴﻒ ﺍﻟﻨﻘﻞ ﺍ ﹸﳌﺘﺰﺍِﻳﺪﺓ‪ ،‬ﻭﻫﻮ ﺃﻣ ‪‬ﺮ‬
‫ﻼ ﻗﺎﻣﺖ ﻣﺆﺳﺴﺔ "ﻓﻮﻟﻜﺲ ﻓﺎﻏﻦ" ﺍﻷﳌﺎﻧﻴﺔ ﺑﺘﻄﺒﻴﻖ ﻣﻔﻬﻮﻡ ﺇﺟـﺮﺍﺀ‬ ‫ﻳﻨﻌﻜﺲ ﺇﳚﺎﺑﻴﹰﺎ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺃﻳﻀﹰﺎ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻒ‬
‫ﺏ ‪‬ﻣﺼ ‪‬ﻐﺮ ﻭﻫﺎﺗ ٍ‬ ‫ﺍﻷﻋﻤﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﺃﺣﺪ ﳕﺎﺫﺝ ﺳﻴﺎﺭﺍ‪‬ﺎ ﺍﻟﱵ ﺯ ‪‬ﻭﺩ‪‬ﺎ ﺑﻮﺻﻠﺔ ﺇﻧﺘﺮﻧﺖ ﻭﺟﻬﺎﺯ ﺣﺎﺳﻮ ٍ‬
‫ﺧﻠﻴﻮﻱ ﻭ ‪‬ﻣﺸ ‪‬ﻐ ٍﻞ ﻣﻮﺳﻴﻘﻲ ﳛﻤﻞ ﺍﳌﻠﻔﺎﺕ ﺍﳌﻮﺳﻴﻘﻴﺔ ﻣﻦ ﺍﻟﺸﺒﻜﺔ؛ ﻭﺑﺎﻟﺘـﺎﱄ ﻓﺒﺎﻹﻣﻜـﺎﻥ ﺗﻔﻘﱡـﺪ ﺍﻟﱪﻳـﺪ‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.271‬‬ ‫)‪(1‬‬
‫‪223‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﻌﺎﻣ‪‬ﻼﺕ ﺍﳌﺼﺮﻓﻴﺔ‪ ،‬ﻭﺍﺳﺘﺪﻋﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺣﺎﻟﺔ ﺍﳉﻮ ﻭﺍﳌﺮﻭﺭ ﻭﺳﻮﻕ ﺍﻷﺳﻬﻢ‬
‫ﻣﻦ ﺍﻟﺴﻴﺎﺭﺓ)‪ .(1‬ﻭﻳﺘ ‪‬ﻢ ﺗﺼﻤﻴﻢ ﻃﺮﻕ ﺗﺪﺍ ‪‬ﻭﻝ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﻷﻗﺴﺎﻡ ﺍﻹﺩﺍﺭﻳـﺔ ﺍﳌﺨﺘ‪‬ـﺼﺔ‬
‫ﲝﺴﺐ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﺎ ﺍﻟﻔﻌﻠﻴﺔ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ‪‬ﻳﺨ ﱢﻔﺾ ﻣﻦ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ ﻭﺍﻟﺘﻜﻠﻔﺔ‪ ،‬ﻭﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻳﻀﻤﻦ‬
‫ﺳﻼﻣﺔ ﻭﺩﱠﻗﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍ‪‬ﺗﺨﺎﺫﻫﺎ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺧﺼﺎﺋﺺ ﻭﻣ‪‬ﻤﻴ‪‬ﺰﺍﺕ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬

‫ﺑﻌﺪ ﺗﻨﺎ ‪‬ﻭﻟﻨﺎ ﳌﻔﻬﻮﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺳﻨﺘﻄ ‪‬ﺮﻕ ﰲ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺇﱃ ﺧﺼﺎﺋﺺ ﻭﻣ‪‬ﻤﻴ‪‬ﺰﺍﺕ ﺍﻟﻌﻤﻞ ﻋﻦ‬
‫ﺑ‪‬ﻌﺪ؛ ﻷﻥ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﻤﻞ ‪‬ﻳﻘ ‪‬ﺪﻡ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﳌﹸﻤﻴ‪‬ﺰﺍﺕ ﻟﻜﻞ ﻣﻦ ﺍﳌﺆﺳﺴﺔ ﻭﺍﳌﹸﻮﻇﱠﻒ ﻭﺍ‪‬ﺘﻤﻊ؛ ﺣﻴـﺚ‬
‫ﻳﺘ ‪‬ﻢ ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﻗﺖ ﻭﻭﺳﺎﺋﻞ ﺍﻟﻨﻘﻞ ﺍﻟﻌﺎﻣﺔ ﻭﻣﺴﺎﺣﺎﺕ ﺍﳌﻜﺎﺗﺐ ﰲ ﺍﳌﺆﺳﺴﺔ)‪ .(2‬ﻭﳑﺎ ‪‬ﻳﻤﻴ‪‬ـﺰ‬
‫ﻱ ﻻ ‪‬ﻳﻌ ‪‬ﺮﺽ ﺻﺎﺣﺐ‬
‫ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺑﺪﺃ ‪‬ﻳﺸ ‪‬ﻖ ﻃﺮﻳﻘﻪ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﺃﻧﻪ ﺍﻗﺘﺼﺎﺩ ‪‬‬
‫ﺍﻟﻌﻤﻞ ﺇﱃ ﺩﻓﻊ ﺗﻜﺎﻟﻴﻒ ﺇﺿﺎﻓﻴﺔ‪ ،‬ﻛﺸﺮﺍﺀ ﻣﻜﺎﺗﺐ ﺃﻭ ﻏﲑ ﺫﻟﻚ)‪.(3‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻕ ﺃﻭ ﺻﻮﺭ؛ ﻓﺎﻟﺒﻌﺾ ﻳﺸﺘﺮﻁ ﺗﻮﻗﻴﻊ ﻋﻘـﻮﺩ‪،‬‬ ‫ﰲ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﺘ ‪‬ﻢ ﺍﻻﺗ‪‬ﻔﺎﻕ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺑﻌﺪﺓ ﻃﺮ ٍ‬
‫ﻭﺍﻟﺒﻌﺾ ﻳﻜﺘﻔﻲ ﲟﺠﺮﺩ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ ،‬ﻭﺍﻟﺒﻌﺾ ﻳﺸﺘﺮﻁ ﺍﻟﺪﻓﻊ ﻋﻨﺪ ﺍﻟﺘﺴﻠﻴﻢ‪ ،‬ﻭﻏﲑﻫﺎ؛ ﻟﺬﻟﻚ‬
‫ﺺ ﻵﺧﺮ‪.‬‬‫ﻻ ﳝﻜﻦ ﻭﺿﻊ ﻗﻮﺍﻋﺪ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﲔ ﺍﻷﻃﺮﺍﻑ ﺍ ﹸﳌﺘﻌﺎ ِﻣﻠﺔ؛ ﺣﻴﺚ ﲣﺘﻠﻒ ﻣﻦ ﺷﺨ ٍ‬
‫ﺱ ﺛﺎﺑﺖ؛ ﺣﻴﺚ ﻳـﺘ ‪‬ﻢ ﺃﻳـﻀﹰﺎ‬‫ﺃﻳﻀﹰﺎ ﳜﺘﻠﻒ ﲢﺪﻳﺪ ﺳﻌﺮ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﳌﺸﺮﻭﻉ ﺃﻭ ﺍﻟﻔﺘﺮﺓ‪ ،‬ﻭﻻ ﻳﻮﺟﺪ ﻟﻪ ﻣﻘﻴﺎ ‪‬‬
‫ﺑﺎﻻﺗ‪‬ﻔﺎﻕ‪ ،‬ﻟﻜﻦ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﻘ ‪‬ﺪﺭ ﺳﻌﺮ ﺍﻟﻌﻤﻞ ﺇﻣﺎ ﺑﺎﻟﻴﻮﻡ ﺃﻭ ﺑﺎﻟﺴﺎﻋﺔ ﺃﻭ ﺑﺎﳌﺸﺮﻭﻉ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺄﻧﻪ ﻛﻞ ﻋﻤ ٍﻞ ﻳﺘﻤ‪‬ﻴﺰ ﻋﻦ ﺍﻟﻮﻇﻴﻔـﺔ ﺍﻟﻌﺎﺩﻳـﺔ ﺑﺎﳋـﺼﺎﺋﺺ‬
‫ﺍﻟﺘﺎﻟﻴﺔ)‪:(4‬‬
‫ﻑ ﻣﻦ ﺑﻠﺪ ﺁﺧـﺮ‪ ،‬ﺩﻭﻥ‬
‫ﻑ ﻣﻦ ﺑﻠﺪ ﻣﺎ ﺃﻥ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﻃﺮ ٍ‬
‫‪ -‬ﺇﻟﻐﺎﺀ ﺣﺎﺟﺰﻱ ﺍﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ‪ :‬ﻓﻴﻤﻜﻦ ﻟﻄﺮ ٍ‬
‫ﺍﻟﺘﺤ ‪‬ﺮﻙ ﻣﻦ ﻣﻜﺎﻧﻪ‪ ،‬ﻭﺩﻭﻥ ﺍﻟﺘﻘ‪‬ﻴﺪ ﺑﺎﻟﺰﻣﺎﻥ؛‬

‫ﺯﻛﺮﻳﺎ ﺍﻟﺸﻴﺦ ﳏﻤﻮﺩ‪ ،‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻷﺭﺍﺿﻲ ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﳊﻀﺮﻱ ﰲ ﻣﺪﻥ ﺍﳌﺴﺘﻘﺒﻞ‪ ،publications.ksu.edu.sa ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬ ‫)‪(1‬‬

‫‪ 15‬ﺟﻮﺍﻥ ‪.2007‬‬
‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.274‬‬ ‫)‪(2‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.271‬‬ ‫)‪(3‬‬

‫‪ ،http: //ar.wikipedia.org/wiki/‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ ‪ 6‬ﺟﻮﺍﻥ ‪.2006‬‬ ‫)‪(4‬‬

‫‪224‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻑ ﻭﺍﺣﺪ‪ :‬ﻓﻔﻲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻳﺘﻘ‪‬ﻴﺪ ﺍﳌﹸﻮﻇﱠﻒ ﲟﺆﺳﺴ ٍﺔ ﻣﻌﻴﻨـﺔ‪،‬‬

‫‪ -‬ﺍﳊﺮﻳﺔ ﰲ ﺍﻻﺧﺘﻴﺎﺭ ﻭﻋﺪﻡ ﺍﻟﺘﻘ‪‬ﻴﺪ ﺑﻄﺮ ٍ‬
‫ﻭﻳﺘﻘ‪‬ﻴﺪ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ ‪‬ﲟﻮ ﱠﻇﻔﲔ ﻣﻌﻴﻨﲔ؛‬
‫‪ -‬ﺍﻻﻋﺘﻤﺎﺩ ﺍﳊﻘﻴﻘﻲ ﻋﻠﻰ ﺍﳋﱪﺓ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻟﺴﺎﺑﻘﺔ‪ :‬ﺣﻴﺚ ﺗﻜﻮﻥ ﻫﻲ ﺃﻓﻀﻞ ﻭﺳﻴﻠ ٍﺔ ﻟﻼﺗ‪‬ﻔـﺎﻕ ﻋﻠـﻰ‬
‫ﺍﻟﻌﻤﻞ؛‬
‫‪ -‬ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﺑﺪﻭﻥ ﻋﻘﻮ ٍﺩ ﻃﻮﻳﻠﺔ ﺍﻷﺟﻞ ﳉﻬ ٍﺔ ﻣﻌﻴﻨـﺔ ﺃﻭ‬
‫ﻣﺆﺳﺴ ٍﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫ﺑﻔﻀﻞ ﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﺍﳌﺸﺘﺮﻛﺔ ﻣﻊ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺃﺻﺒﺢ ﺑﺈﻣﻜﺎﻥ ﺍﳌﹸـﻮﻇﱠﻔﲔ ﺃﻥ‬
‫ﻳﻌﻤﻠﻮﺍ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﻣﻨﺎﺯﳍﻢ‪ ،‬ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺬﻫﺎﺏ ﺇﱃ ﺍﳌﻜﺎﺗـﺐ ﺍﻟﺘﻘﻠﻴﺪﻳـﺔ‪ ،‬ﻭﺫﻟـﻚ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻄﺮﻓﻴﺎﺕ)‪ (1‬ﻭﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳋﺎﺻﺔ ﺃﻭ ﺍﻟﻌﺎﻣﺔ)‪.(2‬‬
‫ﻭﻳ‪‬ﺘﺼﻒ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﺍﳉﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻤﻞ ﲟﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -1‬ﺍﻟ‪‬ﺒﻌﺪ ﺍﳉﻐﺮﺍﰲ ﺑﲔ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﻭﺍﻹﺩﺍﺭﺓ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫‪ -2‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻭﺍ ٍﻡ ﻣ‪‬ﺤﺪ‪‬ﺩ ﻟﻠﻌﻤﻞ؛‬
‫‪ -3‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻭﺍﳍﺎﺗﻒ ﻭﺍﻟﻔﺎﻛﺲ ﻭﻣﻌﺪﺍﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻷﺧﺮﻯ )ﺍﻹﻧﺘﺮﻧﺖ‪... ،‬ﺍﱁ(؛‬
‫‪ -4‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ (4‬ﻣﻮ ﱠﻇﻔﹰﺎ ﺃﻭ ‪‬ﻣﺘﻌﺎِﻗﺪﹰﺍ ﺣﺮﹰﺍ؛‬
‫ﻼ‬
‫‪ -5‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﻧﻔﺲ ﺑﻠﺪ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳ‪‬ﺴﻤ‪‬ﻰ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻋـﺎﻣ ﹰ‬
‫ﻼ ﻋﻦ ﺑ‪‬ﻌﺪ ﺩﻭﱄ‪ ،‬ﻣﺜﻞ ﺑﻌﺾ ﺍﳌﻬﻨﺪﺳﲔ ﺍﳍﻨﻮﺩ‬ ‫ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻃﲏ‪ .‬ﺃﻭ ﻗﺪ ﻳﻜﻮﻥ ﰲ ﺑﻠ ٍﺪ ﺁﺧﺮ ﻭﻳ‪‬ﺴﻤ‪‬ﻰ ﻋﺎﻣ ﹰ‬
‫ﺃﻭ ﺍﻟﺒﺎﻛﺴﺘﺎﻧﻴﲔ‪ ،‬ﺃﻭ ‪‬ﻣﻬﻨﺪﺳﲔ ﻣﻦ ﺃﻣﺮﻳﻜﺎ ﺍﻟﻼﺗﻴﻨﻴﺔ ‪‬ﳑﻦ ﻛﺎﻧﻮﺍ ﻳﺮﲰﻮﻥ ﺧﺮﺍﺋﻂ ﻣﻌﻤﺎﺭﻳﺔ ﻭ‪‬ﻳﺮﺳـﻠﻮ‪‬ﺎ‬
‫ﺇﱃ ﻣﺆﺳﺴﺎﺕ ﺍﳌﺒﺎﱐ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻭﻳﻘﻮﻣﻮﻥ ﺑﺘﻮﺻﻴﻞ ﻧﺎﺗﺞ ﻋﻤﻠﻬﻢ ﻣﻦ ﺧـﻼﻝ ﺍﻹﻧﺘﺮﻧـﺖ‬
‫ﻭﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﲟﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ )‪.(Online Designer‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻓﻮﺍﺋﺪ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺗﺴﺘﻄﻴﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﺘﺒ‪‬ﻨﻰ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﻭﺍﺣﺪﹰﺍ ﺃﻭ ﺃﻛﺜﺮ ﻣـﻦ ﺍﻟﻔﻮﺍﺋـﺪ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﳏﻄﺎﺕ ﺍﳊﺎﺳﻮﺏ ﺍﳌﻠﺤﻘﺔ‪.‬‬ ‫)‪(1‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.274‬‬ ‫)‪(2‬‬

‫ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.31-30‬‬ ‫)‪(3‬‬

‫‪.Teleworker‬‬ ‫)‪(4‬‬
‫‪225‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺕ ﻃﻮﻳﻠﺔ؛‬
‫‪ -‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺃﻭ ﺍﻟﺘﻤﺎﺷﻲ ﻣﻊ ﺗﺸﺮﻳﻌﺎﺕ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺌﺔ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺗﻘﻠﻴﻞ ﺍﻟﺘﻨﻘﱡﻞ ﺍﻟﻴﻮﻣﻲ ﳌﺴﺎﻓﺎ ٍ‬
‫‪ -‬ﺍﻟﺘﻮﻓﲑ ﰲ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ )ﺍﻟﻨﻘﻞ‪ ،‬ﺗﻜﻠﻔﺔ ﺍﳌﻜﺎﺗﺐ‪ ... ،‬ﺍﱁ(‬
‫‪ -‬ﺍﳌﺮﻭﻧﺔ ﰲ ﺃﳕﺎﻁ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﳌﺮﻭﻧﺔ ﰲ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺇﱃ ﲢﺪ‪‬ﻳﺎﺕ ﺍﳌﻨﺎﻓﺴﲔ؛‬
‫‪ -‬ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﳌﻬﺎﺭﺍﺕ‪ ،‬ﻭﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺗﻮﻇﻴﻒ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﲔ ﺍﳌﻬﺮﺓ‪،‬‬
‫‪ -‬ﻓﹸﺮﺻﺔ ﺃﻛﱪ ﰲ ﺗﻮﻇﻴﻒ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻘ ﹸﻄﻨﻮﻥ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﻘ ‪‬ﺮ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﻏﲑ ﺍﻟﻘـﺎﺩﺭﻳﻦ ﻋﻠـﻰ‬
‫ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﻣﻨﺎﺯﳍﻢ؛‬
‫‪ -‬ﺭﻓﻊ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ :‬ﺣﻴﺚ ﺃﻥ ﺑﺮﺍﻣﺞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﲨﻴ ‪‬ﻌﻬﺎ ﺗﻘﺮﻳﺒﹰﺎ ﺃﻇﻬﺮﺕ ﺇﻧﺘﺎﺟﻴ ﹰﺔ ﺃﻓﻀﻞ؛‬
‫‪ -‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜ‪‬ﻴﻒ ﻣﻊ ﺍﻷﺣﻮﺍﻝ ﺍﳉﻮﻳﺔ ﺍﻟﻘﺎﺳﻴﺔ ﻭﺍﻟﻈﺮﻭﻑ ﻏﲑ ﺍﳌﻼﺋﻤﺔ؛‬
‫ﺃﻣﺎ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻓﻐﺎﻟﺒﹰﺎ ﻣﺎ ﳝﻜﻨﻬﻢ ﺃﻥ ﻳﺴﺘﻔﻴﺪﻭﺍ ﻣﻦ ﺑﻌﺾ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﺍﻟﺘﻨﻘﱡﻞ ﻣﻦ ﻭﺇﱃ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ‪ :‬ﺗﻮﻓﲑ ﻣﺎﺩﻱ‪ ،‬ﺗﻮﻓﲑ ﺍﻟﻮﻗﺖ‪ ،‬ﺿﻐﻮﻁ ﻋﻤﻞ ﺃﻗﻞ؛‬
‫‪ -‬ﺍﳌﺮﻭﻧﺔ‪ :‬ﲝﻴﺚ ﺃﻧﻪ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺗﺮﺗﻴﺐ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﳌﻼﺋﻤـﺔ‬
‫ﺍﺣﺘﻴﺎﺟﺎﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ؛‬
‫‪ -‬ﺍﺳﺘﻘﻼﻟﻴﺔ ﺃﻛﺜﺮ‪ :‬ﻓﺎﻷﻓﺮﺍﺩ ﺍﳌﻨﺎﺳﺒﻮﻥ ﻟﻠﻌﻤﻞ ﺑﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻢ ﰲ ﺍﻟﻐﺎﻟﺐ ﻣﻦ ﺍﳌﻌﺘﻤﺪﻳﻦ ﻋﻠـﻰ‬
‫ﺃﻧﻔﺴﻬﻢ ﻭﺍﻟﺬﻳﻦ ﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﺎﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﱵ ﳝﻨﺤﻬﻢ ﺇﻳﺎﻫﺎ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﺕ ﺻﻐﲑﺓ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺤﻜﱡﻢ ﰲ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ‪.‬‬ ‫‪ -‬ﺣﺮﻳﺔ ﰲ ﳎﺎﻻ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﻴﺰﺍﺕ ﻭﺳﻠﺒﻴﺎﺕ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻳ‪‬ﻌﺘﱪ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﺣﺪ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺴﺎﳘﺔ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻟﱵ ﳍﺎ ﺩﻭ ‪‬ﺭ ﻫﺎﻡ ﻣﻦ ﺧﻼﻝ ﻣﺰﺍﻳﺎﻫـﺎ‬
‫ﺍﻟﱵ ﻧﺬﻛﺮ ﻣﻨﻬﺎ)‪:(1‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﻋﺪﺩ ﺍ ﹸﳌﺘﻮﺍ ِﺟﺪﻳﻦ ﰲ ﺍﳌﻜﺘﺐ ﺃﻭ ﲡ‪‬ﻨﺐ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﻣﺒﺎﱐ ﺟﺪﻳﺪﺓ ﺃﻭ ﻣﺒﺎﱐ ﺃﻛـﱪ ﰲ ﺍﳌـﺴﺎﺣﺔ‬
‫ﻭﺍﻻ‪‬ﺗﺴﺎﻉ؛‬
‫‪ -‬ﺟﻌﻞ ﺍﳋﺪﻣﺎﺕ ‪‬ﻣﺘﺎﺣ ﹰﺔ ﻟﻠﻌﻤﻼﺀ ﰲ ﻏﲑ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﺮﲰﻴﺔ؛‬
‫‪ -‬ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻌﻤﺎﻟﺔ ﺍﻷﻗﻞ ﺃﺟﺮﹰﺍ ﻭﺍﻷﻛﺜﺮ ﺍﺳﺘﻌﺪﺍﺩﹰﺍ ﻟﻠﻌﻤﻞ ﰲ ﻣﺮﺍﻛﺰ ﻭﻣﻮﺍﻗﻊ ﳐﺘﻠﻔﺔ؛‬
‫‪ -‬ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻗﻪ ﺍﳌﹸﻮﻇﱠﻔﻮﻥ ﺍ ﹸﳌﺘﻨ ﱢﻘﻠﻮﻥ ﰲ ﺗﻘﺪﱘ ﺍﻟﺘﻘﺎﺭﻳﺮ ﻋـﻦ ﺍﻟﻌﻤـﻞ ﺇﱃ ﺍﳌﻜﺘـﺐ‬
‫ﺍﳌﺮﻛﺰﻱ؛‬
‫‪ -‬ﺗﻮﺍ ‪‬ﺟﺪ ﺍﳌﹸﻮﻇﱠﻔﲔ ﰲ ﻣﻮﺍﻗﻊ ﺃﻗﺮﺏ ﻟﻠﻔﺌﺎﺕ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻓﺔ؛‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.272‬‬ ‫)‪(1‬‬
‫‪226‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﺟﺬﺏ ﺃﻭ ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻨﺎﺩﺭﺓ ﺃﻭ ﻫﺆﻻﺀ ﺍﻟﺬﻳﻦ ‪‬ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﻋﺠ ٍﺰ ﺟـﺴﺪﻱ ﺃﻭ‬
‫ﺃﻳﺔ ﺇﻋﺎﻗﺔ؛‬
‫ﺕ ﻣﺮﻧﺔ ﳌﺮﺍﻋﺎﺓ ﻣﻦ ﻳﻘﻮﻣﻮﻥ ﺑﺈﻋﺎﻟﺘﻬﻢ؛‬
‫‪ -‬ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﳌﹸﻮﻇﱠﻔﲔ ﺍ ﹸﳌﺪ ‪‬ﺭﺑﲔ ﺍﻟﺬﻳﻦ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺗﺮﺗﻴﺒﺎ ٍ‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﻧﺴﺒﺔ ﺍﻟﻐﻴﺎﺏ‪ :‬ﻓﺎﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻗﻞﱡ ﻣﻦ ﻏﲑﻫﻢ ﰲ ﺍﻟﻐﺎﻟﺐ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻄﺎﻟﱯ ﺍﻹﺟﺎﺯﺓ ﺍﳌﺮﺿﻴﺔ؛‬
‫‪ -‬ﲢﺴﲔ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ :‬ﺣﻴﺚ ﻳﻜﻮﻥ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺃﻛﺜﺮ ﻧﺸﺎﻃﹰﺎ‪ ،‬ﻷ‪‬ﻢ ﻳﻘﻀﻮﻥ ﻭﻗﺘـﹰﺎ ﺃﻗـﻞ ﰲ ﺍﻻﻧﺘﻘـﺎﻝ؛‬
‫ﻭ‪‬ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﻢ ﺃﻛﺜﺮ‪ ،‬ﺇﺫ ﺃ‪‬ﻢ ﺃﻛﺜﺮ ﻭﻻ ًﺀ ﻭﺇﺧﻼﺻﹰﺎ ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ﻳﺴﺘﻤ ‪‬ﺮﻭﻥ ﻟﻔﺘﺮ ٍﺓ ﺃﻃﻮﻝ ﻣﻊ ﺍﳌﺆﺳـﺴﺔ؛‬
‫ﻭﻏﺎﻟﺒﹰﺎ ﻣﺎ ﻳﻘﻀﻮﻥ ﻭﻗﺘﹰﺎ ﺃﻗﻞ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﻟﻌﻤﻞ؛ ﻷ‪‬ﻢ ﳛﺘﺎﺟﻮﻥ ﻟﻠﺘﺨﻄﻴﻂ ﻟﻮﻗﺘﻬﻢ ﺍﻟﺸﺨﺼﻲ ﺑـﺸﻜﻞ‬
‫ﺃﻓﻀﻞ‪.‬‬
‫ﺃﻣﺎ ﻋﻦ ﺍﳌﻴﺰﺍﺕ ﻭﺍﻟﺴﻠﺒﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ‬
‫ﻓﻴﻤﻜﻦ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻴﻬﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﻤﻜﻨﺔ ﻟﻠﻔﺮﺩ‪:‬‬
‫‪ -‬ﺍﻟﺘﻮﻓﲑ ﰲ ﺍﻟﻮﻗﺖ ﻭﺍﳌﺼﺮﻭﻓﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻨﻘﱡﻞ؛‬
‫ﻍ ﺃﻛﺜﺮ )ﺑﺴﺒﺐ ﻗﻠﺔ ﺍﻟﺘﻨﻘﻞ(؛‬
‫ﺖ ﻓﺮﺍ ٍ‬
‫‪ -‬ﻭﻗ ‪‬‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﲢﺴﲔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﻟﺪﺧﻞ ﺍﳌﺎﺩﻱ؛‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺍﻟﻌﻤﻞ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻟﺘﻘﺎ ‪‬ﻋﺪ ﺃﻭ ﺍﻟﻨﻘﻞ ﺇﱃ ﻣﺪﻳﻨ ٍﺔ ﺃﺧﺮﻯ؛‬
‫‪ -‬ﻣﺮﻭﻧ ﹲﺔ ﻋﺎﻟﻴﺔ ﰲ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﺍﻟﺴﻠﻴﺒﺎﺕ ﺍﶈﺘﻤﻠﺔ ﻟﻸﻓﺮﺍﺩ‪:‬‬
‫‪ -‬ﻓﻘ ‪‬ﺪ ﺍﻟﺼﻼﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﻞ؛‬
‫‪ -‬ﺻﻌﻮﺑﺔ ﺍﻟﺘﻮﻓﻴﻖ ﻭﺣﻔﻆ ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﺍﻟﻌﻤﻞ ﻭﺍﻻﻟﺘﺰﺍﻣﺎﺕ ﺍﳌﱰﻟﻴﺔ؛‬
‫‪ -‬ﺍﻧﻌﺪﺍﻡ ﺍﳌﺴﺎﻧﺪﺓ ﺍﳌﻜﺘﺒﻴﺔ‪ ،‬ﳑﺎ ﻳﻌﲏ ﻫﺪﺭﹰﺍ ﰲ ﻣﻬﺎ ٍﻡ ﻗﻠﻴﻠﺔ ﺍﻷﳘﻴﺔ ﺃﻭ ﻭﺿﻴﻌﺔ‪.‬‬
‫ﺍ ﹸﳌﻤﻴ‪‬ﺰﺍﺕ ﻟﺼﺎﺣﺐ ﺍﻟﻌﻤﻞ ﺗﺘﻀﻤ‪‬ﻦ‪:‬‬
‫‪ -‬ﺍﻟﺘﻮﻓﲑ ﰲ ﺍﳌﺼﺎﺭﻳﻒ ﺍﳌﻜﺘﺒﻴﺔ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ؛‬
‫‪ -‬ﺍﻟﺘﻮﻓﲑ ﰲ ﺍ ﹸﳌﺮ‪‬ﺗﺒﺎﺕ ﻭﺍﻟﺸﺮﻭﻁ؛‬
‫‪ -‬ﲡ‪‬ﻨﺐ ﻣﺼﺮﻭﻓﺎﺕ ﺍﻟﻨﻘﻞ ﺍﻟﱵ ﺗ‪‬ﺘﺒﻊ ﻧﻘﻞ ﻣﻮﻗﻊ ﺍﳌﻜﺘﺐ ﺍﻟﺮﺋﻴﺴﻲ؛‬
‫‪ -‬ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﳌﹸﻮﻇﱠﻔﲔ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﲔ ﻭﺍﻟﺬﻳﻦ ﻗﺪ ﻳﻀﻄ ‪‬ﺮﻭﻥ ﻟﻼﻧﺘﻘﺎﻝ‪.‬‬
‫‪227‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﺴﻠﺒﻴﺎﺕ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺗﺘﻀﻤ‪‬ﻦ‪:‬‬

‫‪ -‬ﺟﻬﻮﺩ ﺍﻟﺒﺪﺀ ﰲ ﺍﻟﻨﻈﺎﻡ ﻭﺇﺩﺍﺭﺗﻪ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﳌﺼﺎﺭﻳﻒ؛‬
‫ﺕ ﺟﺪﻳﺪﺓ؛‬ ‫‪ -‬ﺍﳊﺎﺟﺔ ﻟﺸﺮﺍﺀ ﻣﻌﺪﺍ ٍ‬
‫‪ -‬ﺍﻟﻀﺮﺭ ﺍﻟﺬﻱ ﻗﺪ ‪‬ﻳﺼﻴﺐ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ؛‬
‫‪ -‬ﺍﻧﻌﺪﺍﻡ ﺍﻟﺘﺤﻜﱡﻢ ﻭﺍﻟﻀﺒﻂ ﺍﻹﺩﺍﺭﻱ ﺍﻟﻠﺼﻴﻖ؛‬
‫ﺕ ﰲ ﺍﻻﺗﺼﺎﻻﺕ‪.‬‬ ‫‪ -‬ﺻﻌﻮﺑﺎ ‪‬‬
‫ﻭﻗﺪ ﺃﺷﺎﺭ ﺃﺣﺪ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﻣﺆﺳﺴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﻟﻴﺔ ﺑﻌﻨﻮﺍﻥ "ﺍﻟﻄﺮﻳﻖ ﺍﻟﺴﺮﻳﻊ ﺑﺎﲡﺎﻩ ﺍﻟﻌﻤﻞ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ" ﺇﱃ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺍﻟﺘﻨﺒﻴﻪ ﺇﻟﻴﻬﺎ ﲞﺼﻮﺹ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﻤﻞ)‪:(1‬‬
‫‪ -‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠ ‪‬ﻤﻮ ﱢﻇﻔﲔ‪:‬‬
‫‪ -‬ﺻﻌﻮﺑﺔ ﺗﻄﺒﻴﻖ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺄﻣﻴﻨﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻌﺎﹸﻗﺪﻳﺔ ﺑﲔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﳌﹸﻮﻇﱠﻒ؛‬
‫‪ -‬ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻌﺰﻟﺔ ﺑﺴﺒﺐ ﺑﻌﺪ ﺍﳌﹸﻮﻇﱠﻒ ﻋﻦ ﺯﻣﻼﺋﻪ ﻭﺍﻟﱵ ﺳﺘﺤﺮﻣﻪ ﻣﻦ ﺍﻟﺮﻭﺍﺑﻂ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ؛‬
‫‪ -‬ﺍﳋﻠﻂ ﺑﲔ ﻭﻗﺖ ﺍﻟﻌﻤﻞ ﻭﻭﻗﺖ ﺍﻟﻔﺮﺍﻍ‪.‬‬
‫‪ -‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‪:‬‬
‫‪ -‬ﻣﺸﺎﻛﻞ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺍﻹﺷﺮﺍﻑ ﻭﺍﳌﺘﺎﺑﻌﺔ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻞ؛‬
‫‪ -‬ﺍﳔﻔﺎﺽ ﺩﺭﺟﺔ ﺍﻟﻮﻻﺀ ﻟﻠﻤﺆﺳﺴﺔ؛‬
‫‪ -‬ﺍﺭﺗﻔﺎﻉ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻠﻌﺎﻣﻠﲔ؛‬
‫‪ -‬ﻻ ﺗﺘﻨﺎﺳﺐ ﻧ‪‬ﻈﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻘﺪﳝﺔ ﻣﻊ ﻃﺒﻴﻌﺔ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺠﺘﻤﻊ‪:‬‬
‫‪ -‬ﺗﻘﻠﻴﻞ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳋﺪﻣﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﺑﺎﻟﻌﻤﻴﻞ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﺘﺸﺘﺖ ﺍﻻﺟﺘﻤﺎﻋﻲ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻟﺘﻔﺎﻭﺕ ﺑﲔ ﺍﳉﻨﺴﲔ‪.‬‬

‫ﻣﺮﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺩﻋﻢ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪ -‬ﳎﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ‪ ،‬ﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ :‬ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻄﺒﻴـﻖ ﰲ ﻣـﺼﺮ‪،‬‬ ‫)‪(1‬‬

‫ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ‪.2003 ،‬‬

‫‪228‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻻ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻨﺼﺮﹰﺍ ‪‬ﻣﻮﱢﻟﺪﹰﺍ ﻟﻠﻮﻇﺎﺋﻒ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ‪ ،‬ﺇﳕﺎ ﳝﻜﻨﻪ ﺃﻥ ﻳﻔﻌﻞ ﺫﻟـﻚ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﺤ ﱠﻘﻖ ﺷﺮﻁ ﺍﻟﻘﺒﻮﻝ ﺑﻪ ﻣﻦ ﺍﻷﻃﺮﺍﻑ ﺍﳌﻌﻨﻴﺔ ﺑﺬﻟﻚ )ﺃﻱ ﺍﻟﻌﺎﻣﻞ ﻭﺭﺏ ﺍﻟﻌﻤﻞ(؛ ﺣﻴـﺚ ﺃﻥ ﺭﺏ‬
‫ﺍﻟﻌﻤﻞ ﻳﺘﻮ ‪‬ﺧﻰ ﺃﻥ ‪‬ﻳﻨ ﱢﻔﺬ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺮﻏﺐ ﻭﻓﻖ ﺍﻟﺸﻜﻞ ﺍﳌﺘﻘﻦ ﺍﻟﺬﻱ ﻳﺘﻮﱠﻗﻌﻪ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺑـﺄﻥ ﺍﻟﻌﻤـﻞ‬
‫ﺳ‪‬ﻴﻘ ‪‬ﺪﻡ ﻟﻪ ﺭﲝﻴﺔ ﻣﻼﺋﻤﺔ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ‪ .‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﺎﻣﻞ ﻭﻓﻖ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﺣﺎﺋﺰﹰﺍ ﻋﻠﻰ ﺛﻘﺔ‬
‫ﺍﻹﺩﺍﺭﺓ ﺃﻳﻀﹰﺎ؛ ﻷﻧﻪ ﺳﻴﻌﻤﻞ ﺩﻭﻥ ﺭﻗﺎﺑ ٍﺔ ﻣﺒﺎﺷﺮﺓ‪.‬‬
‫ﻭﳑﺎ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﻓﺈﻧﻪ ﳝﻜﻦ ﻟﻠﻤﺆﺳﺴﺔ ﰲ ﺣﺎﻝ ﺗﺒﻴ‪‬ﻨﻬﺎ ﻟﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻥ ﺗﻨﺠﺢ ﰲ ﲢﻘﻴـﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍ ﹸﳌﺘﻮ ‪‬ﺧﺎﺓ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻋﻠﻰ ﺃﻥ ﺗﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫‪ -‬ﺍﻻﻗﺘﻨﺎﻉ ﺑﻔﻮﺍﺋﺪ ﺍﻟﻌﻤﻞ ﺑﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻗﺒﻞ ﺗﻄﺒﻴﻘﻪ؛‬
‫ﺠﻊ ﻋﻠﻰ ﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﲤ ‪‬ﺪ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻻﺗﺼﺎﻝ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﺧﺎﺻ ﹰﺔ ﺍﻟﺬﻳﻦ ﺗﺸﺘﻤﻞ‬ ‫‪ -‬ﺇﳚﺎﺩ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ‪‬ﺗﺸ ‪‬‬
‫ﻭﻇﺎﺋﻔﻬﻢ ﻋﻠﻰ ﺍﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻻﺧﺘﻼﻁ ﺃﻭ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻣﻊ ﺍﻟﻨﺎﺱ؛‬
‫‪ -‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﻛﺒﺎﺭ ﺍﳌﺪﺭﺍﺀ ﻋﻠﻰ ﺍﺗﺼﺎ ٍﻝ ﺑﻔﺮﻕ ﻋﻤﻠﻬﻢ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ﻳﻮﻣﻴﹰﺎ؛‬
‫ﺕ ﻟﺼﻴﺎﻧﺘﻬﺎ؛‬‫‪ -‬ﺗﻮﻓﲑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻼﺯﻡ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﳌﻌﺪﺍﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﻭﺟﻮﺩ ﺧﺪﻣﺎ ٍ‬
‫‪ -‬ﺟﻌﻞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻣﺘﺎﺣﹰﺎ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺍﻟﻮﻇﺎﺋﻒ ﺇﻥ ﺃﻣﻜﻦ ﺫﻟﻚ؛‬
‫‪ -‬ﻣﺮﺍﺟﻌﺔ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﻳ‪‬ﺆﺩ‪‬ﻳﻬﺎ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺑﺸﻜ ٍﻞ ﺛﺎﺑﺖ ﻭ ‪‬ﻣﻨﺘ ﹶﻈﻢ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺟﺪﻭ ﹲﻝ ﻳ‪‬ﻠﺨ‪‬ﺺ ﺃﻫﻢ ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬

‫ﳌﲔ ﻋﻠﻮﻃﻲ‪ » ،‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳـﺴﺔ «‪ ،‬ﳎﻠـﺔ ﻋﻠـﻮﻡ ﺇﻧـﺴﺎﻧﻴﺔ‪،‬‬ ‫)‪(1‬‬

‫‪ ،WWW.ULUM.NL‬ﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺩﺳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،38‬ﺻﻴﻒ ‪.2008‬‬

‫‪229‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(14‬‬

‫ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬
‫ﺍﻟﻌﻴﻮﺏ‬ ‫ﺍﳌﺰﺍﻳﺎ‬
‫‪ -1‬ﺍﻻﻗﺘﺼﺎﺩ ﺑﺎﻟﺘﻜﺎﻟﻴﻒ‪ :‬ﻋﺪﻡ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﳌﻜﺘﺐ‪ ،‬ﺃﺟﻬﺰﺗﻪ‪ -1 ،‬ﺍﻟﻌﺰﻟﺔ‪ :‬ﺍﻟﻌﺎﻣﻞ ﻳﺸﻌﺮ ﺑﺎﻟﻌﺰﻟﺔ ﺑﺴﺒﺐ ﺍﻟ‪‬ﺒﻌﺪ ﻋﻦ ﺍﻟﺘﻮﺍﺻ‪‬ـﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ )ﳌﻌﺎﳉﺔ ﻫﺬﺍ ﺍﳌﺸﻜﻞ ﱠﰎ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺍﳌﻮﻗـﻊ‬ ‫ﺃﺛﺎﺛﻪ ﻛﻠﻴﹰﺎ ﺃﻭ ﺟﺰﺋﻴﹰﺎ‪.‬‬
‫ﺍﳌﺸﺘﺮﻙ ﺍﻟﻜﻮﺥ ﻋﻦ ﺑ‪‬ﻌﺪ(‪.‬‬
‫‪ -2‬ﺷﻌﻮﺭ ﺍﻟﻌﻤﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﻌﺪﻡ ﺍﳌﻴﺰﺓ ﰲ ﺍﳊـﺼﻮﻝ ﻋﻠـﻰ‬ ‫‪ -2‬ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﻌﺎﻣﻞ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﺎﻋﺔ‪.‬‬
‫ﹸﻓﺮﺹ ﺍﻟﺘﺮﻗﻴﺔ‪ ،‬ﻭﳝﻜﻦ ﳍﺬﺍ ﺃﻥ ‪‬ﻳﻄ ‪‬ﻮﺭ ﻟﺪﻳﻬﻢ ﻣﻮﺍﻗﻒ ﺃﻗﻮﻯ‬
‫ﻟﺘﻐﻴﲑ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺖ ﺇﺿﺎﰲ ‪‬ﻳﻨﻔﻘﻪ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻣﻘﺎﺭﻧـ ﹰﺔ‬
‫ﺕ ﺃﻓﻀﻞ ﻟﻌﺪﻡ ﺍﻟﺘﺤﺪﻳﺪ ‪ -3‬ﺍﳊﺎﺟﺔ ﺇﱃ ﻭﻗ ٍ‬
‫‪ -3‬ﺇﻣﻜﺎﻧﻴﺔ ﺃﻛﱪ ﰲ ﺍﺳﺘﻘﻄﺎﺏ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺑﺎﻟﻌﺎﻣﻠﲔ ﺍﻵﺧﺮﻳﻦ )ﻣﻦ ﻳﻮ ٍﻡ ﺇﱃ ﺃﺳﺒﻮﻉ( ﻟﻴﻜﻮﻥ ﺃﻓـﻀﻞ‬ ‫ﲟﻨﻄﻘ ٍﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫ﻼ ﺑﺎﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﻌﻤﻠﻮﻥ ﻓﻴﻬﺎ‪.‬‬
‫ﺗﻜﺎﻣ ﹰ‬
‫‪ -4‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ‪‬ﻣﺴﺘﻐﱢﻠﲔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﳝﻜﻦ ﺃﻥ ‪‬ﻳﺜﺎﺭ ﻋﻨـﺪ‬ ‫‪ -4‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻓﺮﺍﺩ ﻣﻦ ﻣﻨﺎﻃﻖ ﺭﻳﻔﻴﺔ ﺑﺄﺟﻮﺭ ﺃﻗﻞ‪.‬‬
‫ﺕ‬
‫ﺍﻟﺰﺑﺎﺋﻦ ﺃﻭ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﻋﻨﺪﻣﺎ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻊ ﳎﻤﻮﻋﺎ ٍ‬
‫ﺿﻌﻒ ﻓﹸﺮﺹ ﺍﻟﻌﻤﻞ )‪‬ﻳﻮﺍﺟﻬﻮﻥ ﻇﺮﻭﻓـﹰﺎ‬ ‫ﳏﻠﱢﻴﺔ ‪‬ﺗﻌﺎﱐ ﻣﻦ ‪‬‬
‫ﺃﻗﻞ ﺗﺸﺠﻴﻌﹰﺎ(‪.‬‬
‫‪ -5‬ﺍﺳﺘﻘﻄﺎﺏ ﺃﻓﺮﺍﺩ ﺫﻭﻱ ﺍﻛﺘﻔﺎﺀ ﺫﺍﰐ ﻣﺎﺩﻳﺎ ﻣـﻦ ﺣﻴـﺚ ‪ -5‬ﺍﳌﺆﺳﺴﺎﺕ ﺃﻳﻀﹰﺎ ‪‬ﺗﻌﺎﱐ ﻣﻦ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺴﺒﺐ ﻓﻘﺪﺍﻥ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ‪ .‬ﻓﺎﳌﺆﺳﺴﺎﺕ ﺗﺸﻌﺮ ﺃﻥ ﻋﻤﻞ ﺍﻟﻔﺮﻳﻖ‬ ‫ﺍﻷﺟﻬﺰﺓ ﻭﻣﻬﺎﺭﺓ ﻣﻦ ﺣﻴﺚ ﻋﺪﻡ ﺍﳊﺎﺟﺔ ﻟﻠﺘﺪﺭﻳﺐ‪.‬‬
‫ﻭﻋﺼﻒ ﺍﻷﻓﻜﺎﺭ ﻭﻋﻼﻗﺎﺕ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ‪/‬ﺍﻟﺰﺑﻮﻥ ﺗ‪‬ﺼﺒﺢ‬
‫ﻣﺸﻜﻠ ﹰﺔ ﺃﻛﺜﺮ ﰲ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫‪ -6‬ﺷﻌﻮﺭ ﺍﳌﺪﺭﺍﺀ ﺃﻥ ﺍﻟﻌﻤﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﻣﻦ ﺍﻟﺼﻌﺐ ﺇﺩﺍﺭ‪‬ـﻢ‬ ‫‪ -6‬ﲣﻔﻴﻒ ﺍﻟﻌﺐﺀ ﺍﻹﺩﺍﺭﻱ ﻋﻦ ﺍﳌﺪﺭﺍﺀ‪.‬‬
‫ﻛﺄﻓﺮﺍﺩ ﻻ ﻳﻌﺮﻓﻮﻧﻪ ﺑﺎﻻﺗﺼﺎﻝ ﺍﻟﺸﺨـﺼﻲ ﻭﻳﻌﻤﻠـﻮﻥ ﰲ‬
‫ﺕ ﺫﺍﺕ ﻣﺮﻭﻧ ٍﺔ ﻋﺎﻟﻴﺔ‪.‬‬
‫ﺃﻭﻗﺎ ٍ‬
‫‪ -7‬ﻣﺮﻭﻧﺔ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺰﻣﺎﻧﻴﺔ ﻭﺍﳌﻜﺎﻧﻴـﺔ ﻟﻠﻌﺎﻣـﻞ ﰲ ‪ -7‬ﺍﻹﺣﺴﺎﺱ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ‪‬ﻣﻘﻄﻌﺔ ﻭﻣﺘﻨﺎﺛﺮﺓ ﻭﻟﻴﺲ ﻛﻮﺣﺪ ٍﺓ‬
‫ﻭﺍﺣﺪﺓ‪.‬‬ ‫ﺍﳒﺎﺯ ﻣﻬﺎﻡ ﻋﻤﻠﻪ‪.‬‬
‫‪ -8‬ﺇﻧﻪ ﺃﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﻠﻌﺎﻣﻞ ﺍﻟـﺬﻱ ﻟﺪﻳـﻪ ﺃﻋﺒـﺎﺀ ﺃﺳـﺮﻳﺔ ‪ -8‬ﺍﳌﺸﻜﻼﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺄﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.318‬‬
‫‪230‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺇﻥ ﺍﳌﺸﻜﻼﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﻟﺘﻔﺎﻋ‪‬ﻞ ﺍﻟﺸﺨﺼﻲ ﺍﻟﺬﻱ ﻳ‪‬ﻤﺜﱢﻞ ﺍﳌﺸﻜﻠﺔ ﺍﻷﻛﺜﺮ ﺃﳘﻴﺔ ﰲ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣـﻦ‬
‫ﺕ ﻟﺘﻌﺰﻳﺰ ﺍﳊﻀﻮﺭ ﻭﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻋﻦ ﺑ‪‬ﻌﺪ)‪ ،(1‬ﺳﻮﺍ ًﺀ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪،‬‬
‫ﺍﻷﻋﻤﺎﻝ ﻓﺈﻥ ﻫﻨﺎﻙ ﺇﻣﻜﺎﻧﻴﺎ ٍ‬
‫ﺕ‬
‫ﺃﻭ ﺍﳊﻮﺍﺭ‪ ،‬ﺃﻭ ﺍﶈﺎﺩﺛﺔ‪ ،‬ﻭﺍﻟﺘﺨﺎ ﹸﻃﺐ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮﻳﺔ‪ ،‬ﻭﺇﱃ ﺍﻟﻠﻘﺎﺀ ﺍﳌﺒﺎﺷﺮ ﰲ ﻓﺘـﺮﺍ ٍ‬
‫ﺩﻭﺭﻳﺔ)‪.(2‬‬
‫ﺃﻣﺎ ﺻﻌﻮﺑﺔ ﺍﻹﺩﺍﺭﺓ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻷﻓﺮﺍﺩ ﻟﻴﺲ ﳍﻢ ﻭﺟﻪ‪ ،‬ﻓﺈﻥ ﻫﺬﺍ ﻗﺪ ‪‬ﻳﺨ ﱢﻔﻒ ﺍﻟﻌﺐﺀ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﳌﻌﻴﺎﺭ ﻟﺪﻯ ﺍﻹﺩﺍﺭﺓ ﻫﻮ ﻧﺘﺎﺋﺞ ﺍﻟﻌﻤﻞ‪ .‬ﻛﻤﺎ ﺃﻥ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ‪‬ﻳﺤ ‪‬ﺮﺭ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺣﺪ‬
‫ﺖ ﻛﺎﻣﻞ )ﺑﻜﻞ ﻣﺎ ﻳﻌﻨﻴﻪ ﺫﻟﻚ ﻣﻦ‬ ‫ﺳﻮﺍﺀ ﻣﻦ ﳕﻂ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﻷﻓﺮﺍﺩ ﺍﻟﺪﺍﺋﻤﲔ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﺑﻮﻗ ٍ‬
‫ﻋﺪﻡ ﻣﺮﻭﻧﺔ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺃﻋﺒﺎﺀ ﻣﺎﻟﻴﺔ ﻛﺒﲑﺓ ﰲ ﺍﻟﻠﺠﻮﺀ ﺍ ﹸﳌﺘﻜ ‪‬ﺮﺭ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺃﻭ ﺍﻟﺘﺴﺮﻳﺢ(‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻌﻤﻞ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ ‪‬ﻳﺤ ‪‬ﺮﺭ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺗﺮﻛﻴﺰ ﺍﻟﺴﻠﻄﺔ ﰲ ﻣﺮﻛ ٍﺰ ﺿ‪‬ﻴﻖ ﻣﻦ ﻗﻤـﺔ ﺍﻹﺩﺍﺭﺓ ﺃﻭ ﰲ ﻣﺮﻛـﺰ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﻟﺮﺋﻴﺴﻲ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺆﺳﺴﺎﺕ ﳌﻌﺎﳉﺔ ﺗﺮﻛﻴﺰ ﺍﻟﺴﻠﻄﺔ ﺃﺧﺬﺕ ﲤﻴﻞ ﳓﻮ ﺍﻟﺘﻤﻜﲔ ﺍﻹﺩﺍﺭﻱ)‪ (3‬ﻛﻮﺳـﻴﻠ ٍﺔ‬
‫ﻟﻨﻘﻞ ﺍﻟﺴﻠﻄﺔ ﻣﻦ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﱏ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﻟﻐﺎﺀ ﺍﻟﻄﺒﻘـﺎﺕ ﺃﻭ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ)‪ ،(4‬ﻭﺇﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺍﻟﺴﻠﻄﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻟﺰﻳﺎﺩﺓ ﺍﳔﺮﺍﻁ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺃﻋﻤﺎﳍﻢ ﻭﲢـﺴﲔ‬
‫ﺍﻟﺘﺰﺍﻣﻬﻢ ﺑﱪﺍﳎﻬﺎ‪ .‬ﻭﺿﻤﻦ ﻫﺬﺍ ﺍﻟﺘﺼ ‪‬ﻮﺭ ﰲ ﺇﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺍﻟﺴﻠﻄﺔ ﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ ﺑﺄﻧـﻪ‬
‫ﻒ ﻟﺘﺮﻛﱡﺰ ﺍﻟﺴﻠﻄﺔ ﰲ ﻣﻮﻗ ٍﻊ ﻭﺍﺣﺪ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﰲ ﺍﳌﻮﻗﻊ ﺍﳉﻐﺮﺍﰲ ﺍﻟﻮﺍﺣﺪ)‪.(5‬‬‫ﲣﻔﻴ ‪‬‬
‫ﻋﻠﻰ ﺃﻧﻪ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﻳﻮﻣﻴﹰﺎ ﻭﺑﺼﻔ ٍﺔ ﻣﺴﺘﻤﺮﺓ ﻋﻠﻰ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﺑﻨﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ‬
‫ﺑ‪‬ﻌﺪ ﳚﺪﻭﻥ ﺍﻟﻌﺰﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻣﺸﻜﻠ ﹰﺔ ﻛﺒﲑﺓ؛ ﻓﻘﺪ ﺃﺛﺒﺘﺖ ﺩﺭﺍﺳ ﹲﺔ ﻣﺴﺤﻴﺔ ﺃﺟﺮ‪‬ﺎ ﻣﺆﺳﺴﺔ ﺍﻻﺗـﺼﺎﻻﺕ‬
‫ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﻋﻠﻰ ﺍﳌﺪﺭﺍﺀ ﺫﻭﻱ ﺍﳌﺮﺍﺗﺐ ﺍﻟﻌﻠﻴﺎ ﰲ ﻛﱪﻯ ﺍﳌﺆﺳﺴﺎﺕ ﺃﻥ ﹸﺛﻠﺜﻲ ﺍﳌﺪﺭﺍﺀ ﻳﺮﻭﻥ ﺃﻥ ﺍﻟﻌﺰﻟﺔ ﻛﺎﻧﺖ‬
‫ﻋﺎﺋﻘﹰﺎ ﺭﺋﻴﺴﻴﹰﺎ ﻟﺘﻄﺒﻴﻖ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬

‫‪.Richer Telepresence‬‬ ‫)‪(1‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.318‬‬ ‫)‪(2‬‬

‫ﺍﻟﺘﻤﻜﲔ )‪ :(Empowerment‬ﺗﻮﻓﲑ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﺼﻼﺣﻴﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺃﻱ ﺇﻧﺎﻃﺔ‬ ‫)‪(3‬‬

‫ﻣﻬﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺇﱃ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬

‫‪.Management Delayering‬‬ ‫)‪(4‬‬

‫ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.319‬‬ ‫)‪(5‬‬

‫‪231‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻋﻼﻗﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺂﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫ﻛﻤﺎ ﺭﺃﻳﻨﺎ ﺳﺎﺑﻘﹰﺎ ﻓﺎﻥ ﺍﻻﺗﺼﺎﻻﺕ ﺑﺎﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬﺎ ‪‬ﺗﻌﺘﱪ ﻋﻨﺼﺮﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﻣـﻦ ﻋﻨﺎﺻـﺮ ﻧ‪‬ﻈـﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺑﺎﻋﺘﺒﺎﺭ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﻫﻮ ﺷﻜ ﹲﻞ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻝ ﺍﳋﺎﺭﺟﻲ‪ ،‬ﻓﺈﻧﻪ ‪‬ﻳﺆﱢﺛﺮ ﻭﻳﺘﺄﱠﺛﺮ ﺑـﻨ‪‬ﻈﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺧﺎﺻ ﹰﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻣﻨﻬﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫‪‬ﺗﻌﺘﱪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ ﺃﺩﺍ ﹰﺓ ﺿﺮﻭﺭﻳﺔ ﻭﻫﺎﻣﺔ ﻟﻠﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ .‬ﳛﺘـﺎﺝ ﺍﻟﻨـﺎﺱ ﺇﱃ‬
‫ﺱ ﺑﺄ‪‬ﻢ‬
‫ﺻﻞ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺑﻞ ﺃﻳﻀﹰﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺇﺣﺴﺎ ٍ‬ ‫ﺍﻻﺗﺼﺎﻝ ﺑﺸﻜ ٍﻞ ‪‬ﻣﺘﻮﺍ ِ‬
‫ﺟﺰ ٌﺀ ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﻭﺍﻹﺣﺴﺎﺱ ﺃ‪‬ﻢ ﺿﻤﻦ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﻣﺪﻳﺮﻱ ﳎﻤﻮﻋﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻥ‬
‫‪‬ﻳﺤ ‪‬ﺪﺩﻭﺍ ﻭﻳ‪‬ﺘﻔﻘﻮﺍ ﻋﻠﻰ ﻣﺪﻯ ﺗﻜﺮﺍﺭﻳﺔ ﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﳕﻄﻬﺎ‪ ،‬ﻭﳏﺘﻮﺍﻫﺎ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻗﺪ ﻳﺘﻮﻟﱠـﺪ ﻟـﺪﻯ‬
‫ﺕ ﺧﺎﺻﺔ ﺑﺎﻷﺩﺍﺀ ﻭﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﺆﺳﺴﺔ ﺇﺫﺍ ﻛﺎﻧﻮﺍ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻹﺣﺴﺎﺱ ﺑﺄ‪‬ﻢ ﻏﲑ ‪‬ﻣﺮﺗِﺒﻄﲔ ﺑﺘﻮﺟﻴﻬﺎ ٍ‬
‫ﻣﻌﺰﻭﻟﲔ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﲰﻴﺔ ﻭﻏﲑ ﺍﻟﺮﲰﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‪.‬‬
‫‪ -1‬ﺍﻟﻨ‪‬ﻈﻢ ﺍﻟﺮﲰﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺠﻊ ﺍﻷﻓﺮﺍﺩ‪ .‬ﻭﻫﻲ ﻣﻠﺨﺼ ﹲﺔ ﰲ ﺍﳉـﺪﻭﻝ‬
‫ﻕ ﻣﻌﲔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ‪‬ﺗﺪ ‪‬ﻋﻢ ﻭ‪‬ﺗﺸ ‪‬‬
‫ﻫﻨﺎﻙ ﻧﻄﺎ ‪‬‬
‫ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(13‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬ ‫ﺍﶈﺘﻮﻯ‬ ‫ﳕﻂ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪ -‬ﺷﻬﺮﻳﹰﺎ‬ ‫‪ -‬ﺍﻟﻔﺮﻳﻖ ﻭﺍﻷﻓﺮﺍﺩ‬ ‫‪ -‬ﺍﻷﺩﺍﺀ‬
‫‪ -‬ﻗﺒﻞ ﺍﻟﺘﻄﺒﻴﻖ‬ ‫‪ -‬ﺃﻫﺪﺍﻑ ﺍﻷﺩﺍﺀ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ‬ ‫‪ -‬ﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﻭﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﳉﺪﻳﺪﺓ‬
‫‪ -‬ﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﻭﻣﺸﺎﺭﻳﻊ ﺍﻷﻓﻜﺎﺭ‪ ،‬ﺍﻟﺘﺤـﺴﻴﻨﺎﺕ‪ - ،‬ﺷﻬﺮﻳﹰﺎ‬ ‫‪ -‬ﺍﻟﺘﻘﺎﺭﻳﺮ ﻣﻦ ﺍﳌﺮﻛﺰ ﺍﻟﺮﺋﻴﺴﻲ ﻭﺍﻟﺰﻣﻼﺀ‬
‫ﺍﻟﺘﻨﻘﱡﻼﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﺍﻷﺧﺒﺎﺭ‬
‫‪ -‬ﺗﻌﻠﻴﻤﺎﺕ ﺧﺎﺻﺔ ﺑﺎﻟﻌﻤﻞ‪ ،‬ﺍﻟﺘﻮﺟﻬـﺎﺕ‪ ،‬ﺭﺳـﺎﺋﻞ ‪ -‬ﺷﻬﺮﻳﹰﺎ‬ ‫‪ -‬ﺍﻷﺧﺒﺎﺭ ﺍﳌﺮﻛﺰﻳﺔ ‪/‬ﺍﻟﺮﺋﻴﺴﻴﺔ‬
‫ﺧﺎﺻﺔ ﺑﺮﻓﻊ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺩﻟﻴﻞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﺗﺮﲨﺔ ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻌﻴﺴﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴـﺔ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪،‬‬
‫‪ ،2001‬ﺹ ‪.199‬‬
‫‪232‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﻭﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﺗﻮ ‪‬ﺯﻉ ﻛ‪‬ﻨﺴ ٍﺦ ﻋﻠﻰ ﻭﺭﻕ ﺫﻱ ﺟﻮﺩ ٍﺓ ﻋﺎﻟﻴﺔ؛ ﺣﻴﺚ ﺃﻥ ﺍﻟﺘﻮﺛﻴﻖ ﺍﻟﺮﺩﻱﺀ‬
‫ﻻ ‪‬ﻳﺆ ﱢﻛﺪ ﻋﻠﻰ ﻣﻌﺎﻳﲑ ﻋﺎﻟﻴﺔ‪ .‬ﻭﺣﲔ ‪‬ﻳﺴﺘﺨ ِﺪﻡ ﺍﻟﻨﺎﺱ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺍﻟﻔﺎﻛﺲ ﻭﺍﻟﺮﺳﺎﺋﻞ ﺍﻟـﺼﻮﺗﻴﺔ؛‬
‫ﻓﺈﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻧﻈﺎ ‪‬ﻡ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﻭﺻﻮﻝ ﻫﺬﻩ ﺍﻟﺮﺳﺎﺋﻞ ﻟﻠﻤﻌﻨﻴﲔ‪ .‬ﻭ‪‬ﻳﻔﺘـﺮﺽ ﺍﻟﻌﺪﻳـﺪ ﻣـﻦ‬
‫ﺍﻷﺷﺨﺎﺹ ﺧﻄﹰﺄ ﺃﻧﻪ ﺑﺈﺭﺳﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﺈﻥ ﻫﺬﺍ ﻳﻌﲏ ﺑﺄ‪‬ﺎ ﺳ‪‬ﺘﻘﺮﺃ‪ .‬ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﻟﻴﺲ ﻟﺪﻳﻬﺎ ﻧﻈـﺎ ‪‬ﻡ‬
‫ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﺍﺳﺘﻼﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻ ﻳﻜﻮﻥ ﻟﺪﻳﻬﺎ ﺳﺠ ﹲﻞ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟـﱵ ﱠﰎ ﻗﺮﺍﺀ‪‬ـﺎ‪ ،‬ﻭ ﱠﰎ ﺍﺳـﺘﻴﻌﺎ‪‬ﺎ‪،‬‬
‫ﻭ ‪‬ﻭﺿﻌﺖ ﰲ ﺍﳌﻠﻔﺎﺕ ﺃﻭ ﱠﰎ ﲡﺎﻫﻠﻬﺎ‪.‬‬
‫ﺕ ﻓ ‪‬ﻌﺎﻝ؛ ﻓﺈﻥ ﺍﳊﺪ ﺍﻷﺩﱏ ﻫﻮ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﻋﻦ‬‫ﻭﻟﻠﺘﺄﻛﻴﺪ ﻣﺮ ﹰﺓ ﺃﺧﺮﻯ ﻋﻠﻰ ﺍﳊﺎﺟﺔ ﺇﱃ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺑ‪‬ﻌﺪ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﻌﻄﻰ ﺍﻹﺣﺴﺎﺱ ﺑﺄﻧﻪ ﺟﺰ ٌﺀ ﻫﺎﻡ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺇﻥ ﻓﻮﺍﺋﺪ ﻧﻈﺎ ٍﻡ ﺟﻴّـﺪ ﻟﻠﺘﻮﺯﻳـﻊ‪ ،‬ﺧﺎﺻـ ﹰﺔ‬
‫ﻀﺮﻭﻥ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻟﻠﻤﻜﺘﺐ‪ ،‬ﻳﺰﻳﺪ ﻛﺜﲑﹰﺍ ﺍﻟﺘﻜﻠﻔﺔ‪.‬‬‫ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻻ ﳛ ‪‬‬
‫‪ -2‬ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ‪:‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺮﲰﻲ‪ ،‬ﻓﺈﻥ ﻫﻨﺎﻙ ﺣﺎﺟ ﹰﺔ ﻟﻠﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ‪ .‬ﺃﺣﺪ‬
‫ﻋﻴﻮﺏ ﺍﻟ‪‬ﺒﻌﺪ ﻋﻦ ﺍﳌﻜﺘﺐ ﳌﺪ ٍﺓ ﻣﻦ ﺍﻟﻮﻗﺖ ﻫﻮ ﻓﻘ ‪‬ﺪ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺘﻠﻘﺎﺋﻴﺔ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪ .‬ﻭﺗ‪‬ﻌﺘﱪ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ‬
‫ﺍﳌﻜﺘﺒﻴﺔ ﺍﻟﱵ ﺗﺘ ‪‬ﻢ ﺧﻠﻒ ﺍﻟﻜﻮﺍﻟﻴﺲ ﻫﺎﻣﺔ ﺟﺪﹰﺍ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﻷﻓﻜﺎﺭ ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﳊ ﱢﻞ ﺍﳌﺸﻜﻼﺕ ﺃﻭ ﻟﻠﻔﺖ‬
‫ﺍﻟﻨﻈﺮ ﺇﱃ ﺃﻓﻜﺎ ٍﺭ ﺟﺪﻳﺪﺓ ﻟﺘﺤﺴﲔ ﺍ ﹸﳌﻨ‪‬ﺘﺞ ﺃﻭ ﺍﳋﺪﻣﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﻨﻈﺮ ﺇﱃ ﻫﺬﻩ ﺍﻻﺗﺼﺎﻻﺕ ﺃﻭ ﺍﻟﻠﻘـﺎﺀﺍﺕ‬
‫ﻋﻠﻰ ﺃ‪‬ﺎ ﺇﳚﺎﺑﻴﺔ ﻭﺫﺍﺕ ﻗﻴﻤﺔ‪ .‬ﻭﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻓﺮﻳﻖ ﻋﻤ ٍﻞ ﻣ‪‬ﺘﺒﺎﻋِﺪ ﻭ ‪‬ﻣﺘﻔ ‪‬ﺮﻕ‪ ،‬ﻓﺈﻧﻪ ﻳﻨﺒﻐـﻲ ﺃﻥ ‪‬ﻳﻠﺠـﺄ ﺇﱃ‬
‫ﻧﻈﺎ ٍﻡ ﺑﺪﻳﻞ ﻟﻠﺘﻌﻮﻳﺾ ﻋﻦ ﺷﺒﻜﺎﺕ ﺍﻟﺜﺮﺛﺮﺓ ﰲ ﺍﳌﻜﺎﺗﺐ‪ .‬ﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻘﺎﺀﺍﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻏﲑ‬
‫ﺍﻟﺮﲰﻴﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻧﺖ ﻭﺟﻬﹰﺎ ﻟﻮﺟﻪ ﺃﻭ ﻋﱪ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺗﻌﺘﱪ ﻗﻠﻴﻠ ﹰﺔ ﺇﺫﺍ ﻣﺎ ﻗﻴﺴﺖ ﲟﺎ ﻗـﺪ‬
‫‪‬ﺗﺤ ﱢﻘﻘﻪ ﻣﻦ ﺗﺄﺛ ٍﲑ ﻋﻠﻰ ﺣﺴﻦ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﳌﹸﻮﻇﱠﻔﲔ‪ ،‬ﺃﻭ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻟﱵ ﺗـﺘ ‪‬ﻢ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻯ ﺍﳌﺪﺭﺍﺀ ﻗﻠ ‪‬ﻖ ﺣﻮﻝ ﺳﻮﺀ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺣﺪ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻟﻠﺸﺒﻜﺎﺕ ﻏﲑ ﺍﻟﺮﲰﻴﺔ‪ ،‬ﻓـﺈﻥ‬
‫ﻑ‬
‫ﻫﻨﺎﻙ ﻋﺪﺩﹰﺍ ﻣﻦ ﺍﻵﻟﻴﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﻧﻮﻋﹰﺎ ﻣﻦ ﺍﻟﻀﺒﻂ‪ ،‬ﻣﺜﻞ ﻣﺮﺍﻗﺒﺔ ﺍﳌﻜﺎﳌﺎﺕ‪ ،‬ﻭﲢﺪﻳﺪ ﺃﻫـﺪﺍ ٍ‬
‫ﻟﻸﺩﺍﺀ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﲢﺪﻳﺪ ﺗﻮﺍﺭﻳﺦ ﻣﻌﻴﻨﺔ ﻹ‪‬ﺎﺀ ﺍﳌﻬﺎﻡ ﺃﻭ ﻣﺮﺍﻗﺒﺔ ﺍﳉﻮﺩﺓ‪.‬‬
‫ﳛﺘﺎﺝ ﺍﳌﺪﻳﺮ ﺇﱃ ﺑﻨﺎﺀ ﻋﻼﻗﺔ ﻋﻤ ٍﻞ ﻗﻮﻳﺔ‪ ،‬ﻭﻳﺘﺨ ﱠﻄﻰ ﺣﻮﺍﺟﺰ ﺍﻟ‪‬ﺒﻌﺪ ﺍﳌﻜﺎﱐ؛ ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻌﺎﻣﻞ‬
‫ﻣﻊ ﺃﻱ ﺳﻮﺀ ﺍﺳﺘﺨﺪﺍ ٍﻡ ﻟﻠﺤﺮﻳﺔ ﻭﺍﻟﺜﻘﺔ ﻣﻊ ﺍﻟﻔﺮﺩ ﺍﳌﻌﲏ‪ ،‬ﻭﻟﻴﺲ ﻋﻦ ﻃﺮﻳﻖ ﺗﺸﺪﻳﺪ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﲨﻴﻊ ﺃﻓﺮﺍﺩ‬
‫ﺍﻟﻔﺮﻳﻖ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻧ‪‬ﻈﻢ ﺍﻟﺪﻋﻢ‪.‬‬
‫‪233‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ‪‬ﻋ‪‬ﻴﻨﺖ ﻭ ‪‬ﺩ ‪‬ﺭﺑﺖ ‪‬ﻣﻮ ﱠﻇﻔﲔ ﻟﻠﻌﻤﻞ ﺑﺄﺳﻠﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ )ﻣﻊ ﻣﻌﺪﺍ‪‬ﻢ‪ ،‬ﻭﻣﻬﺎﻣﻬﻢ‪،‬‬
‫ﻭﺃﻫﺪﺍﻑ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﻮﱠﻓﺮﺓ( ﲢﺘﺎﺝ ﺇﱃ ﺗﻄﻮﻳﺮ ﺑﻨﺎ ٍﺀ ﺗﻨﻈﻴﻤﻲ ﻣﻌﲔ ﻟﺼﻴﺎﻧﺔ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫)‪(1‬‬
‫ﻭﺻﻴﺎﻧﺔ ﺍﻟﻌﻤﻞ ﻟﻴﺴﺖ ﻓﻘﻂ ﻣﺮﺍﻗﺒﺔ ﺍﻷﺩﺍﺀ ﻭﺗﺴﻴﲑ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺃﻳﻀﹰﺎ ﺍﻟﺼﻴﺎﻧﺔ ﻛﻤﺎ ﺑ‪‬ﻴﻨﻬﺎ ﻫﲑﺯﺑـﲑﻍ‬
‫ﺴﻦ ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﳌﻬﺎﻡ ﻭﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫ﻣﻦ ﺣﻴﺚ ﻛﻮ‪‬ﺎ ﻋﻮﺍﻣﻞ ﺻﺤﻴﺤﺔ ﻭﻭﻗﺎﺋﻴﺔ ‪‬ﺗﺤ ‪‬‬
‫‪ -1‬ﺩﻋﻢ ﻣﻦ ﺍﳌﺪﺭﺍﺀ ﻟﻸﻓﺮﺍﺩ‪:‬‬
‫ﳛﺘﺎﺝ ﺍﻟﻔﺮﺩ ﺍﻟﻌﺎﻣﻞ ﻣﻦ ﺑﻌﺪ ﻭﺍﻟﻔﺮﻳﻖ ﺍﳌﺘﺒﺎﻋﺪ ﺇﱃ ﺃﻥ ﻳﻌﺮﻓﻮﺍ ‪‬ﻣﺴ‪‬ﺒﻘﹰﺎ ﻣﺴﺘﻮﻯ ﻭﺗﻜﺮﺍﺭﻳﺔ ﺍ ﹸﳌﺴﺎ‪‬ﻧﺪﺓ ﺍﻟﱵ‬
‫ﺼﻠﻮﻥ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﺈﻥ ﺍﻹﺷﺮﺍﻑ ﺍﻟﻔﺮﺩﻱ ﺍ ﹸﳌﻨﺘ ﹶﻈﻢ ﻳ‪‬ﻌﺘﱪ ﻣﻦ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ‬ ‫ﺳﻴﺤ ‪‬‬
‫ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﺨ ﱠﻄﻂ ﳍﺎ ﻭ‪‬ﺗﺠﺪ ‪‬ﻭﻝ ﻭﻻ ‪‬ﺗﻐ‪‬ﻴﺮ ﺇﻻ ﰲ ﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ ﻓﻘﻂ‪ .‬ﻭﻛﺤ ‪‬ﺪ‬
‫ﻑ ﻟﺘﻐﻄﻴﺔ ﺍﻟﺒﻨـﻮﺩ‬ ‫ﺖ ﻛﺎ ٍ‬‫ﺼﺺ ﳍﺎ ﻭﻗ ‪‬‬ ‫ﺃﺩﱏ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﺗ ‪‬ﻌ ﹶﻘﺪ ﻣﺮ ﹰﺓ ﻛﻞ ﺷﻬﺮ‪ ،‬ﻭ‪‬ﻳﺨ ‪‬‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻷﻫﺪﺍﻑ‪ ،‬ﺍﻷﺩﺍﺀ‪ ،‬ﺍﻟﻐﺎﻳﺎﺕ‪ ،‬ﺍﳌﺸﻜﻼﺕ‪ ،‬ﺍﳌﺒﺎﺩﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺍﳌـﺴﺎﺋﻞ ﺍﻟﻌﺎﻣـﺔ‪ ،‬ﺍﻻﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻌﻤﻞ‪/‬ﺍﳌﺴﺎﺋﻞ ﺍﳌﱰﻟﻴﺔ‪ ،‬ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﺕ ﺧﺎﺻﺔ ﺇﱃ ﻣﻮﺍﻗﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌـﺪ؛ ﻣـﻦ ﺃﺟـﻞ‬ ‫ﻏﲑ ﺃﻧﻪ ﻣﻦ ﺍﳌﻬﻢ ﺃﻥ ﻳﻠﺘﺰﻡ ﺍﳌﺪﺭﺍﺀ ﺑﺰﻳﺎﺭﺍ ٍ‬
‫ﻣﺸﺎﺭﻛﺘﻬﻢ ﰲ ﲡﺮﺑﺘﻬﻢ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺰﻳﺎﺭﺍﺕ ﺍﳌﻜﺘﺒﻴﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻋﻦ‬
‫ﺑ‪‬ﻌﺪ ‪‬ﺗﺴﻬﻢ ﰲ ﺧﻠﻖ ﻫﻮﻳﺔ ﺍﻟﻔﺮﻳﻖ ﻭﺣ ﱢﻞ ﻗﻀﺎﻳﺎ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -2‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻮﺳﻴﻠﺔ ﻟﻠﺪﻋﻢ‪:‬‬
‫ﺇﺫﺍ ﱂ ﻳﻜﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻗﺪ ﱠﰎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳋﱪﺓ ﻓﻘﻂ؛ ﻓـﺈ‪‬ﻢ ﻗـﺪ ﳛﺘـﺎﺟﻮﻥ ﺇﱃ‬
‫ﺕ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺗﻘﻨﻴﺎﺕ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ ﻭﺍﳌﻌﺎﺭﻑ ﺍﻟﻮﻇﻴﻔﻴـﺔ‬ ‫ﺟﻠﺴﺎ ٍ‬
‫ﻷﻋﻤﺎﳍﻢ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ‪ .‬ﻭﻟﻜﻮﻥ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﻜﺘﻮﺑﺔ ‪‬ﺗﻌﺘﱪ ﺭﺍﺑﻄﹰﺎ ﺣﻴﻮﻳﹰﺎ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ؛ ﻓﺈﻧﻪ ﻳﻨﺒﻐﻲ ﺍﻻﺳﺘﺜﻤﺎﺭ‬
‫ﰲ ﺑﺮﺍﻣﺞ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻜﺘﺎﺑﺔ ﻟﺘﻮﻓﲑ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎ ٍﻝ ﻓ ‪‬ﻌﺎﻟﺔ‪.‬‬
‫ﻳ‪‬ﻌﺘﱪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳍﺎﺗﻒ ﳎﺎ ﹰﻻ ﺁﺧﺮ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﺣﲔ ‪‬ﻳﺴﺘﺨﺪﻡ ﻛﻨﻈﺎ ٍﻡ ﺃﺳﺎﺳـﻲ ﻟﻼﺗـﺼﺎﻝ؛‬
‫ﺴﻦ ﻋﻼﻗﺎﺕ ﺍﻟﻌﻤﻞ؛ ﻓﺎﳌﻜﺎﳌﺎﺕ ﺍﻟﱵ ﲡﺮﻱ ﰲ‬‫ﻓﻬﻨﺎﻙ ﺑﻌﺾ ﺍﻷﺳﺎﻟﻴﺐ ﻭﻃﺮﻕ ﺍﻟﻠﻴﺎﻗﺔ ﺍﳍﺎﺗﻔﻴﺔ ﺍﻟﱵ ﻗﺪ ‪‬ﺗﺤ ‪‬‬
‫ﺕ ﻏﲑ ﻣﻨﺎﺳﺒﺔ ﻗﺪ ﺗﻜﻮﻥ ﻃﻔﻴﻠﻴﺔ ﻭﻏﲑ ﻣﻬﻨﻴﺔ‪ ،‬ﻭﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻌﻤﻞ ﻋﻠـﻰ ﻣﺮﺍﺟﻌـﺔ ﻭﲢـﺪﻳﺚ‬ ‫ﺃﻭﻗﺎ ٍ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳍﺎﺗﻒ ﻟﻜﻲ ﺗﺸﻤﻞ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪:‬‬

‫ﻓﺮﻳﺪﺭﻳﻚ ﻫﲑﺯﺑﲑﻍ )‪ (2000-1923) :(Frederick I.HERZBERG‬ﺃﺳﺘﺎﺫ ﻋﻠﻢ ﻧﻔﺲ ﺍﻟﻌﻤﻞ ﲜﺎﻣﻌﺔ ﺭﻳﲏ ﺩﻳﺴﻜﺎﺭﺕ ﺑﺒﺎﺭﻳﺲ‪،‬‬ ‫)‪(1‬‬

‫ﺗﺘﻤﱠﺜﻞ ‪‬ﻣﻘﺎ ‪‬ﺭﺑﺘﻪ ﺍﻟﻨﻈﺮﻳﺔ ﰲ ﲢﻠﻴﻞ ﺍﻟﺘﺤﻔﻴﺰ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﺍﳊﺎﺟﺔ‪ .‬ﻣﻦ ﺃﻫﻢ ﻣﺆﻟﻔﺎﺗﻪ ﺇﺩﺍﺭﺓ ﺍﻟﻜﻔﺎﺀﺍﺕ )‪ ،(1996‬ﺍﻟﺘﺤﻔﻴﺰ ﰲ ﺍﳌﺆﺳـﺴﺔ‪،‬‬
‫ﺍﻟﻨﻤﺎﺫﺝ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ )‪.(1998‬‬
‫‪234‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﲢﺪﻳﺪ ﻣﻮﺍﻋﻴﺪ ﺍﳌﻜﺎﳌﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ؛‬

‫‪ -‬ﻋﺪﻡ ﺍﻻﻓﺘﺮﺍﺽ ﺃﻥ ﺍﳌﻜﺎﳌﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ ﲢﺘﻞﱡ ﺃﻭﻟﻮﻳﺔ؛‬
‫ﺖ ﻟﻠﺘﺤﺎ ‪‬ﺩﺙ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﺎﻟﻨﻔﻲ‪ ،‬ﻓﻤﱴ ؟‬ ‫‪ -‬ﺍﻟﺘﺄﻛﱡﺪ ﳑﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﻟﺪﻳﻪ ﻭﻗ ‪‬‬
‫‪ -‬ﺗﻘﺪﱘ ﺍﻟﻨﻔﺲ ﻭﳎﺎﻝ ﺍﻟﻌﻤﻞ؛‬
‫‪ -‬ﺗﺮﻙ ﺭﺳﺎﻟ ٍﺔ ﻭﺍﺿﺤﺔ؛‬
‫‪ -‬ﺗﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍ ﹸﳌﺘﺒﺎ ‪‬ﺩﻟﺔ ﻭﻣﻬﺎﺭﺍﺕ ﺍﻹﺻﻐﺎﺀ؛‬
‫‪ -‬ﲢﻀﲑ ﻗﺎﺋﻤ ٍﺔ ﺑﺎﳌﻮﺿﻮﻋﺎﺕ ﻟﻠﻤﻜﺎﳌﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ؛‬
‫‪ -‬ﻋﺪﻡ ﺗﺮﻙ ﺍﻵﺧﺮﻳﻦ ﻋﻠﻰ ﺍﻻﻧﺘﻈﺎﺭ؛‬
‫ﺵ ﻣﻔﻴﺪ‪.‬‬
‫ﺖ ﺁﺧﺮ ﻟﻠﻘﻴﺎﻡ ﺑﻨﻘﺎ ٍ‬
‫‪ -‬ﺇﺑﻼﻍ ﺍﳌﺘﺼﻞ ‪‬ﲝﺰ ٍﻡ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺣﺎﺟ ﹲﺔ ﻟﻮﻗ ٍ‬
‫ﺇﻥ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﳐﺘﻠﻔﺔ ﲤﺎﻣﹰﺎ ﻋﻦ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ ﰲ ﺛﻘﺎﻓﺔ ﺍﳌﻜﺘﺐ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻜﻮﻥ‬
‫ﺍﻟﻨﺎﺱ ﺑﻪ ‪‬ﻣﻮ ‪‬ﺟﻬﲔ ﺑﺴﻠﻮﻙ ﺍﻟﺰﻣﻼﺀ ﻭﺑﺮﻭﺡ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻐ‪‬ﻴﺮ ﲝﻴﺚ ﺗﻜﻮﻥ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﳌﱰﻝ‬
‫ﻼ‪.‬‬
‫ﺫﺍﺗﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﻫﺬﺍ ﺍﻟﺘﻐ‪‬ﻴﺮ ﺳﻬ ﹰ‬
‫ﺕ ﺃﺧﺮﻯ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻫـﻲ‬ ‫ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻟﺘﻄﻮﻳﺮ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻓﺈﻥ ﻫﻨﺎﻙ ﺍﺳﺘﺜﻤﺎﺭﺍ ‪‬‬
‫‪‬ﺗﺒ‪‬ﻴﻦ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻔﲔ ﺃ‪‬ﻢ ﺫﻭﻭ ﻗﻴﻤ ٍِﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﱠﻖ ﺑﻮﻗﺖ ﻭﺗﻜﺎﻟﻴﻒ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻛﺬﻟﻚ ﺗ‪‬ﻮﻓﱢﺮ ﳍﻢ ﺍﻟﻔﹸﺮﺻﺔ ﰲ ﻟﻘﺎﺀ‬
‫ﺿﺢ ﺃﻥ ﺑﺮﺍﻣﺞ‬ ‫ﺯﻣﻼﺋﻬﻢ ﻭﻣﻨﺎﻗﺸﺔ ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﰲ ﳎﻤﻮﻋﺎ‪‬ﻢ‪ ،‬ﺃﻭ ﰲ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻛﻜﻞ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻔﻮﺍﺋﺪ ‪‬ﺗﻮ ‪‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻧﺎﺩﺭﹰﺍ ﻣﺎ ﻳﻜﻮﻥ ﳍﺎ ﻧﺘﻴﺠ ﹲﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﻋﻠﻰ ﻣﺪﻳﺮﻱ ِﻓﺮﻕ ﺍﻷﻋﻤﺎﻝ ﺍ ﹸﳌﻮ ‪‬ﺯﻋـﺔ ﺍﻋﺘﺒـﺎﺭ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﻛﻮﺳﻴﻠ ٍﺔ ﺇﺿﺎﻓﻴﺔ ﻟﻠﺪﻋﻢ ﻭﺍﳌﺴﺎﻧﺪﺓ‪ ،‬ﺑﻨﻔﺲ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﻳ‪‬ﻌﺘﱪ ﻓﻴﻬﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺗﻄﻮﻳﺮﹰﺍ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‪.‬‬
‫ﺇﻥ ﺃﺣﺪ ﺍﳌﺨﺎﻭﻑ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻮ ﺃﻥ ﺗ ﹸﻔﻮ‪‬ﺗﻬﻢ ﻓﹸﺮﺹ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻓﹸـﺮﺹ ﺍﻟﺘﺮﻗﻴـﺔ؛‬
‫ﻭﻫﺬﺍ ﻣﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻟﻠﺘﺪﺭﻳﺐ ﻭﺗﻄﻮﻳﺮ ﺍﳌﺴﺎﺭ ﺍﳌﻬﲏ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﺘﺎﻟﻴـﺔ‬
‫ﺟﺰﺀﹰﺍ ﻣﻦ ﻧﻈﺎ ٍﻡ ‪‬ﻳﺆ ﱢﻛﺪ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺄ‪‬ﻢ ﺫﻭﻭ ﻗﻴﻤ ٍﺔ ﺩﺍﺋﻤﺔ ﻟﻠﻤﺆﺳﺴﺔ)‪:(1‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ‪ :‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻬﺪﻑ ﻟﻠﺤ ‪‬ﺪ ﻣﻦ ﺍﻟﻌﺰﻟﺔ‪ ،‬ﻭﺗﻮﺳﻴﻊ ﻭﺗﻄﻮﻳﺮ ﻗﺎﻋـﺪﺓ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﻟﺪﻳﻬﻢ‪.‬‬
‫‪ -‬ﺍﻹﺷﺮﺍﻑ ﻭﺍﻟﺘﻮﺟﻴﻪ ﻏﲑ ﺍﻹﺩﺍﺭﻱ‪ :‬ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﺬﻱ ﻳﻔﺘﻘﺪ ﻟﻠﺨﱪﺓ ﳝﻜـﻦ ﺃﻥ ﻳـﺴﺘﻔﻴﺪ ﻣـﻦ‬
‫ﺍﻟﻠﻘﺎﺀﺍﺕ ﻣﻊ ﺍ ﹸﳌﻮ ‪‬ﺟﻪ‪ ،‬ﻭﰲ ﺍﻟﻌﺎﺩﺓ ﻳﻜﻮﻥ ﻣﻦ ﻛﺒﺎﺭ ﺍﳌﺪﺭﺍﺀ‪ ،‬ﻭﻳﻘـﻮﻡ ﺑﺘـﻮﻓﲑ ﺍﳌـﻮﺍﺭﺩ‪ ،‬ﻭﺍﻷﻓﻜـﺎﺭ‪،‬‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺸﺨﺼﻲ ﻟﻔﺮ ٍﺩ ﻗﻠﻴﻞ ﺍﳋﱪﺓ ﰲ ﺍﳌﺆﺳـﺴﺔ‪ .‬ﺗﻮﺟِـ ‪‬ﺪ ﻫـﺬﻩ‬

‫ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.205‬‬ ‫)‪(1‬‬

‫‪235‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺕ ﺟﺪﻳﺪﺓ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭ‪‬ﺗﻮﱢﻟﺪ ﺃﻓﻜﺎﺭﹰﺍ ﻋﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻓﹸﺮﺻﹰﺎ ﻟﻠﻤـﺴﺎﺭ‬

‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺭﻭﺍﺑﻂ ﰲ ﳎﺎﻻ ٍ‬
‫ﺍﳌﻬﲏ‪.‬‬
‫‪ -‬ﺍﻟﺰﻳﺎﺭﺍﺕ ﻭﺍﳌﻼﺯﻣﺔ‪ :‬ﺇﻥ ﺗﻮﻓﲑ ﺷﺨ ٍ‬
‫ﺺ ‪‬ﻳﻼ ِﺯﻡ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﻣﻦ ﺫﻭﻱ ﺍﳋﱪﺓ ﺍﻟﻘﻠﻴﻠﺔ ﻗـﺪ‬
‫ﺕ‬
‫ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻮﺳﻌﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺗﺒ‪‬ﻨﻲ ﻃﺮﻕ ﻋﻤ ٍﻞ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺰﻳـﺎﺭﺍﺕ ﻛﻌﻼﻣـﺎ ٍ‬
‫ﺇﺭﺷﺎﺩﻳﺔ ﻻﺳﺘﻐﻼﻝ ﹸﻗﺪﺭﺍﺗﻪ‪.‬‬
‫‪-‬ﺍﳌﺆﲤﺮﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ‪ :‬ﺗﺠﺎِﺑﻪ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻌﺰﻟﺔ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭ‪‬ﺗﻘـ ‪‬ﺪﻡ ﺍﻷﻓﻜـﺎﺭ ﺍﳉﺪﻳـﺪﺓ‬
‫ﻟﻠﻤﺆﺳﺴﺎﺕ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻓﹸﺮﺻﹰﺎ ﻫﺎﻣﺔ ﻟﻠﺘﻄﻮﻳﺮ ﻭﺍﻻﺗـﺼﺎﻝ ﺑـﺎﻵﺧﺮﻳﻦ ﻻ‬
‫ﺳ‪‬ﻴﻤﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻬﻢ؛ ﺣﻴﺚ ﻋﻠﻴﻬﻢ ﺑﺘﻘﺪﱘ ﺍ ﹸﳌﺒﺎ ‪‬ﺩﺭﺓ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﺣﺘﻴﺎﺟﺎ‪‬ﻢ ﺍﻟﺘﻄﻮﻳﺮﻳﺔ‪ ،‬ﻭﺍﻗﺘـﺮﺍﺡ‬
‫ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﻟﺰﻳﺎﺭﺍﺕ ﻟﺘﺤﺴﲔ ﻣﻬﺎﺭﺍ‪‬ﻢ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍ ﹸﻓﺮﻫﺎ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﺇﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻴﻮﻡ ﺃﺻﺒﺤﺖ ﺗﺴﻤﺢ ﻟﺒﻌﺾ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺑﺈﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﳝﻜﻦ ﺇﳒﺎﺯﻫﺎ‬
‫ﺩﻭﻥ ﺣﻀﻮ ٍﺭ ﻣﺎﺩﻱ ﺇﱃ ﻣﻜﺎﺗﺐ ﺍﳌﺆﺳﺴﺔ؛ ﺣﻴﺚ ﳚﻠﺲ ﺍﳌﹸﻮﻇﱠﻒ ﺇﱃ ﺣﺎﺳﻮﺑﻪ ﺍﻟﺸﺨﺼﻲ ﰲ ﺍﳌـﱰﻝ ﰲ‬
‫ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺸﺎﺀ ﻭﻳﺪﺧﻞ ﺇﱃ ﺷﺒﻜﺔ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﻌﻤﻞ ‪‬ﺎ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﻘﺮﺍﺀﺓ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟـﻮﺍﺭﺩ‬
‫ﻟﻪ‪ ،‬ﻭ‪‬ﻳﺠﻴﺐ ﻋﻠﻴﻪ‪ ،‬ﻭ‪‬ﻳﺤ ‪‬ﺮﺭ ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻭﳚﺮﻱ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻜﺘﺒﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻨﻪ‪ ،‬ﻭﻣﻦ ﰒ ‪‬ﻳﻮ ‪‬ﺯﻉ ‪‬ﻣﺨ ‪‬ﺮﺟـﺎﺕ‬
‫ﻋﻤﻠﻪ ﺇﱃ ﺍﳉﻬﺎﺕ ﺍﻟﱵ ﻃﻠﺒﺘﻬﺎ‪ ،‬ﻛﻞ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺣﺎﺳﻮﺑﻪ ﺍﻟﺸﺨﺼﻲ ﻭﻫﻮ ﳚﻠﺲ ﰲ ﻣﱰﻟﻪ)‪.(1‬‬
‫ﱠﰎ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺑﻌﺾ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﳌﻌﺮﻓﺔ ﰲ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗـﺖ‪ ،‬ﻭﻛﺘﺎﺑـﺔ‬
‫ﺕ ﺃﺳﺎﺳﻴﺔ‪ .‬ﳛﺘﺎﺝ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﺬﻱ ﻳﻔﺘﻘﺪ ﺇﱃ ﺍﳋﱪﺓ ﻛـﺬﻟﻚ ﺇﱃ ﺃﻥ ‪‬ﻳﻄـ ‪‬ﻮﺭ‬ ‫ﺍﻟﺘﻘﺎﺭﻳﺮ‪ ،‬ﻛﻤ‪‬ﺘﻄﻠﱠﺒﺎ ٍ‬
‫ﻋﻼﻗﺎﺕ ﻋﻤ ٍﻞ ﻓ ‪‬ﻌﺎﻟﺔ ﺩﻭﻥ ﺍﳌﻘﺎﺑﻼﺕ ﺍﳌﺒﺎﺷﺮﺓ )ﻭﺟﻬﹰﺎ ﻟﻮﺟﻪ(‪ .‬ﻭﺗﻘﺎﺭﻳﺮ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﻭﺍﺿﺤﺔ‪ ،‬ﻭﳐﺘﺼﺮﺓ‪ ،‬ﻭﺫﺍﺕ ﺻﻠ ٍﺔ ﻭﺛﻴﻘﺔ ﺑﺎﳌﻮﺿﻮﻉ ﺍﻷﺳﺎﺳﻲ ﻟﻠﺘﻘﺮﻳﺮ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﺫﻟﻚ ﻋﱪ ﺍﳍـﺎﺗﻒ ﺃﻭ‬
‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺮﺋﻴﺔ)‪ (2‬ﺃﻭ ﻛﺘﺎﺑﺔ‪ ،‬ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺘﻌﱠﻠﻤﻮﺍ ﺍﺧﺘﻴﺎﺭ ﻃﺮﻳﻘﺔ ﺍﻟﻌﺮﺽ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ‬
‫ﲢﺮﻳﺮ ﻭﺗﻌﺪﻳﻞ ﻣﺎﺩﺓ ﺍﻟﻌﺮﺽ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺃﻥ ﻳﺘﻌﱠﻠﻤﻮﺍ ﺗﻄﻮﻳﺮ ﳕﻂ ﻋﻤٍـﻞ ‪‬ﻣﻨـﻀِﺒﻂ؛ ﲝﻴـﺚ ﳝﻜـﻦ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻌﻤﻞ ﻭﺇ‪‬ﺎﺋﻪ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻄﻠﻮﺏ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻛﺬﻟﻚ ﺃﻥ ﻳ‪‬ﺼﺒﺤﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺧﻠﻖ ﺩﺍﻓﻌﻴ ٍﺔ ﺫﺍﺗﻴﺔ‬
‫ﻟﻠﻌﻤﻞ ﻭﺳﻠﻄﺔ ﻭﲢﻜﱡﻢ ﰲ ﻋﻤﻠﻬﻢ‪ ،‬ﻭﺃﻥ ‪‬ﻳﻄ ‪‬ﻮﺭﻭﺍ ﺣﺪﻭﺩﹰﺍ ﻓﺎﺻﻠﺔ ﻭﺍﺿﺤﺔ؛ ﻟﻜﻲ ﻳﺘﻤ ﱠﻜﻨـﻮﺍ ﻣـﻦ ﺗﻮﺯﻳـﻊ‬
‫ﻃﺎﻗﺎ‪‬ﻢ ﺑﲔ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﻭﻣﺴﺆﻭﻟﻴﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻷﻣﻮﺭ ﺍﻟﻌﺎﺋﻠﻴﺔ‪ ،‬ﻭﺍﻷﻣﻮﺭ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ)‪.(3‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.274‬‬ ‫)‪(1‬‬

‫‪.Vidéo conférences‬‬ ‫)‪(2‬‬

‫ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.206‬‬ ‫)‪(3‬‬

‫‪236‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻓﻲ ﻇﻞ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‬
‫ﰲ ﺍﳊﻘﻞ ﺍﻟﺘﻘﲏ‪ ،‬ﻗﺪ ﳓﻤﻲ ﻭﻳﺘﻌ‪‬ﻴﻦ ﺃﻥ ﳓﻤﻲ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺎﺩﻳﺔ ﺍﶈﻴﻄﺔ ﺑﺎﻷﺟﻬﺰﺓ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺂﻟﻴـﺔ‬
‫ﻉ ﻣﻌﻴﻨﺔ ﻣـﻦ ﺍﻻﻋﺘـﺪﺍﺀﺍﺕ‬ ‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ‪‬ﻳﻌ ‪‬ﺮﻑ ﺑﺎﳊﻤﺎﻳﺔ ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﻫﺬﻩ ‪‬ﻣﺴﺘﻬ ‪‬ﺪﻓﺔ ﻣﻦ ﺃﻧﻮﺍ ٍ‬
‫ﺕ ﺗﺘ‪‬ـﺼﻞ‬ ‫ﻭﺍﳌﺨﺎﻃﺮ‪ .‬ﻭﻳﺘﻌ‪‬ﻴﻦ ﺃﻥ ﳓﻤﻲ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﳌﺨﺎﻃﺮ ﺍ ﹸﳌ‪‬ﺘﺼﻠﺔ ﺑﺎﳌﹸﻮﻇﱠﻔﲔ؛ ﻭﺑﺎﻟﺘﺎﱄ ﲦﺔ ﺍﻋﺘـﺪﺍﺀﺍ ‪‬‬
‫ﺻﻞ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﲦﺔ‬ ‫ﺕ ﺗ‪‬ﺘﺼﻞ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﺫﺍ‪‬ﺎ ﻭﻧ‪‬ﻈﻢ ﺍﻟﺘﻮ ‪‬‬
‫ﺑﺸﺆﻭﻥ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺍﻷﺷﺨﺎﺹ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻋﺘﺪﺍﺀﺍ ‪‬‬
‫ﺕ ﺗﺘﻌﱠﻠﻖ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺫﺍﺗﻪ‪.‬‬
‫ﺍﻋﺘﺪﺍﺀﺍ ‪‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺕ ﺑﺴﺒﺐ ﺍﻟـﺴﻄﻮ ﻋﻠـﻰ‬ ‫ﻳﺘﻌ ‪‬ﺮﺽ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺷﺒﻜﺎﺕ ﺍﳊﺎﺳﻮﺏ ﺇﱃ ﻋﻤﻠﻴﺎﺕ ﻫﺠﻮ ٍﻡ ﻭﺍﺧﺘﺮﺍﻗﺎ ٍ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﻟﺘﺨﺮﻳﺐ ﲟﺎ ﰲ ﺫﻟﻚ ﺷﺒﻜﺎﺕ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﻛﻠﻤﺎ ﻛﺎﻧﺖ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻫﺎﻣـﺔ‬
‫ﺨﺮﺑﲔ ﻭﺍ ﹸﳌﺨﺘ ِﺮﻗﲔ ‪‬ﺎ؛ ﳑﺎ ﻳﺴﺘﺪﻋﻲ ﻭﺟﻮﺏ ﺃﺧﺬ ﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﻼﺯﻣﺔ ﳊﻤﺎﻳﺔ‬ ‫ﺴﺎﺳﺔ ﻛﻠﻤﺎ ﺯﺍﺩ ﺍﻫﺘﻤﺎﻡ ﺍ ﹸﳌ ‪‬‬
‫ﻭﺣ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ‪ .‬ﻭﻗﺪ ﺍﺯﺩﺍﺩ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺘﻘﻨﻴﲔ ‪‬ﺬﺍ ﺍﳉﺎﻧﺐ ﻣﻊ ﺯﻳﺎﺩﺓ ﺍﳍﺠﻤﺎﺕ ﻋﻠـﻰ ﺍﻟـﺸﺒﻜﺎﺕ‬
‫ﺼﺼﹰﺎ ﻣﻨﻔﺮﺩﹰﺍ ﺿﻤﻦ ﳎﺎﻻﺕ ﺍﳊﺎﺳـﻮﺏ‪،‬‬ ‫ﻭﺍﻟﺴﻄﻮ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺇﱃ ﺃﻥ ﺃﺻﺒﺢ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﲣ ‪‬‬
‫ﻛﻤﺎ ﺃﺻﺒﺤﺖ ﻟﻪ ﻣﺆﺳﺴﺎﺕ ﺧﺎﺻﺔ ﺗﻘﻮﻡ ﺑﺈﻧﺘﺎﺝ ﻧ‪‬ﻈﻢ ﻭﻋﺘﺎﺩ ﺍﳊﻤﺎﻳﺔ ﻭﻭﺿﻊ ﺍﳊﻠﻮﻝ ﺍﻟﺸﺎﻣﻠﺔ ﻟﻪ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻇﻬﻮﺭ ﻣﺼﻄﻠﺢ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﻟﻜﻲ ﻧﺘﻤ ﱠﻜﻦ ﻣﻦ ﺍﺳﺘﻴﻌﺎﺏ ﻣﻔﻬﻮﻡ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻﺑﺪ ﻣﻦ ﺍﺳﺘﻌﺮﺍﺽ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺘﺎﺭﳜﻲ ﻟﺘﻄﻮ‪‬ﺭ ﻫﺬﺍ‬
‫ﺍﳌﻔﻬﻮﻡ‪.‬‬
‫ﻟﻘﺪ ﻇ ﱠﻞ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻣﻦ ﺍﻷﻣﻦ ﺣﱴ ﺃﻭﺍﺧﺮ ﺍﻟـﺴﺒﻌﻴﻨﻴﺎﺕ ﻣﻌﺮﻭﻓـﹰﺎ ﺑﺎﺳـﻢ ﺃﻣـﻦ ﺍﻻﺗـﺼﺎﻻﺕ‬
‫)‪ ،(1)(COMSEC‬ﻭﺍﻟﺬﻱ ﺣ ‪‬ﺪﺩﺗﻪ ﺗﻮﺻﻴﺎﺕ ﺃﻣﻦ ﺃﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻟﻮﻛﺎﻟﺔ ﺍﻷﻣﻦ ﺍﻟﻘـﻮﻣﻲ‬
‫ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﲟﺎ ﻳﻠﻲ)‪:(2‬‬

‫‪.Communication Security‬‬ ‫)‪(1‬‬

‫‪ ،3rgob.org/af/uploads/11-07/d8c963fe24.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 9 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬ ‫)‪(2‬‬

‫‪237‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺹ ﻏﲑ ‪‬ﻣﺨ ‪‬ﻮﻟﲔ ﻋﱪ ﺍﻻﺗﺼﺎﻻﺕ‪،‬‬

‫» ﺍﳌﻌﺎﻳﲑ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌ‪‬ﺘﺨﺬﺓ ﳌﻨﻊ ﻭﺻﻮﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺃﻳﺪﻱ ﺃﺷﺨﺎ ٍ‬
‫ﻭﻟﻀﻤﺎﻥ ﺃﺻﺎﻟﺔ ﻭﺻﺤﺔ ﻫﺬﻩ ﺍﻻﺗﺼﺎﻻﺕ «‪.‬‬
‫ﺗﻀ ‪‬ﻤﻨﺖ ﺍﻷﻧﺸﻄﺔ ﺍ ﹸﳌﺤ ‪‬ﺪﺩﺓ ﻷﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺃﺭﺑﻌﺔ ﺃﺟﺰﺍﺀ ﻫﻲ‪ :‬ﺃﻣﻦ ﺍﻟﺘﺸﻔﲑ)‪ ،(1‬ﺃﻣﻦ ﺍﻟﻨﻘﻞ)‪ ،(2‬ﺃﻣﻦ‬
‫ﺍﻹﺷﻌﺎﻉ)‪ (3‬ﻭﺍﻷﻣﻦ ﺍﻟﻔﻴﺰﻳﺎﺋﻲ)‪ .(4‬ﻛﻤﺎ ﺗﻀﻤّﻦ ﺗﻌﺮﻳﻒ ﺃﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺧﺎﺻﻴﺘﲔ ﺗﺘﻌﱠﻠﻘﺎﻥ ﲟﻮﺿﻮﻉ ﻫﺬﻩ‬
‫ﺍﻟﻮﺣﺪﺓ‪ :‬ﺍﻟﺴﺮ‪‬ﻳﺔ ﻭﺍﻟﺘﺤﻘﱡﻖ ﻣﻦ ﺍﳍﻮﻳﺔ‪.‬‬
‫‪ -1‬ﺍﻟﺴﺮ‪‬ﻳﺔ‪ :‬ﺍﻟﺘﺄﻛﻴﺪ ﺑﺄﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﱂ ﺗﺼﻞ ﻷﺷﺨﺎﺹ‪ ،‬ﻋﻤﻠﻴﺎﺕ ﺃﻭ ﺃﺟﻬﺰﺓ ﻏﲑ ‪‬ﻣﺨ ‪‬ﻮﻟﺔ ﺑﺎﳊﺼﻮﻝ ﻋﻠﻰ‬
‫ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ )ﺍﳊﻤﺎﻳﺔ ﻣﻦ ﺇﻓﺸﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻏﲑ ﺍ ﹸﳌﺮ ‪‬ﺧﺺ(‪.‬‬
‫‪ -2‬ﺍﻟﺘﺤ ﱡﻘﻖ ﻣﻦ ﺍﳍﻮﻳﺔ‪ :‬ﺇﺟﺮﺍ ٌﺀ ﺃﻣﲏ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﺻﻼﺣﻴﺔ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﺍﻟﺮﺳﺎﻟﺔ ﺃﻭ ﺍﳌﺼﺪﺭ ﺃﻭ ﻭﺳﻴﻠﺔ ﻟﻠﺘﺤﻘﱡﻖ‬
‫ﻒ ﻣ‪‬ﺤﺪ‪‬ﺩ )ﺃﻭ ﺍﻟﺘﺤﻘﱡﻖ ﻣـﻦ ﻣـﺼﺪﺭ ﻫـﺬﻩ‬
‫ﺕ ﺫﺍﺕ ﺗﺼﻨﻴ ٍ‬
‫ﺺ ﻣﺎ ﻻﺳﺘﻘﺒﺎﻝ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﻣﻦ ﺻﻼﺣﻴﺔ ﺷﺨ ٍ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ(‪.‬‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﺻﻄﻼﺡ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ)‪ (5‬ﻭﺇﻥ ﻛﺎﻥ ﺍﺳﺘﺨﺪﺍﻣﹰﺎ ﻗﺪﳝﹰﺎ ﺳﺎﺑﻘﹰﺎ ﻟﻮﻻﺩﺓ ﻭﺳﺎﺋﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻭﺟﺪ ﺍﺳﺘﺨﺪﺍﻣﻪ ﺍﻟﺸﺎﺋﻊ ﺑﻞ ﻭﺍﻟﻔﻌﻠﻲ‪ ،‬ﰲ ﻧﻄﺎﻕ ﺃﻧﺸﻄﺔ ﻣﻌﺎﳉـﺔ ﻭﻧﻘـﻞ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﻮﺍﺳﻄﺔ ﻭﺳﺎﺋﻞ ﺍﳊﻮﺳﺒﺔ ﻭﺍﻻﺗﺼﺎﻝ‪ .‬ﺇﺫ ﻣﻊ ﺷﻴﻮﻉ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻨﻴﺔ ﳌﻌﺎﳉﺔ ﻭﺧـﺰﻥ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﺗﺪﺍ ‪‬ﻭﳍﺎ ﻭﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻣﻌﻬﺎ ﻋﱪ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪ -‬ﻭﲢﺪﻳﺪﹰﺍ ﺍﻹﻧﺘﺮﻧﺖ ‪ -‬ﺍﺣﺘﱠﻠﺖ ﺃﲝﺎﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺃﻣﻦ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺴﺎﺣ ﹰﺔ ﺭﺣﺒﺔ‪ ،‬ﺁﺧﺬ ﹰﺓ ﰲ ﺍﻟﻨﻤﺎﺀ ﻣﻦ ﺑﲔ ﺃﲝﺎﺙ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻟﻘﺪ ﺗﻄﻮﺭ ﻫﺬﺍ‬
‫ﺍﳌﺼﻄﻠﺢ ﻟﻴﺼﺒﺢ ﺣﺎﻟﻴﺎ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﻫﻮ ﻣﺼﻄﻠﺢ ﻳﻄﻠﻖ ﻋﻠﻰ ﺃﻣﻦ ﳐﺘﻠﻒ ﺍﻷﺟﻬﺰﺓ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺇﻥ ﺗﻌﺰﻳﺰ ﺇﻃﺎﺭ ﺍﻟﻄﻤﺄﻧﻴﻨﺔ ﺍﻟﺬﻱ ﻳﺸﻤﻞ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳋـﺼﻮﺻﻴﺔ‬
‫ﻁ ﺃﺳﺎﺳﻲ ﻻ ﻏﲎ ﻋﻨﻪ ﻟﺘﻨﻤﻴﺔ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺑﻨﺎﺀ ﺍﻟﺜﻘﺔ ﺑﲔ ﻣ‪‬ـﺴﺘﺨﺪﻣﻲ ﺃﺩﻭﺍﺕ ﻭﺗﻄﺒﻴﻘـﺎﺕ‬ ‫ﺷﺮ ﹲ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺍﳋﻄﻮﻁ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺘﻨﻔﻴﺬ ﺍﶈﻮﺭ)‪:(6‬‬

‫‪.Cryptosecurity‬‬ ‫)‪(1‬‬

‫‪.Transmission Security‬‬ ‫)‪(2‬‬

‫‪.Emission Security‬‬ ‫)‪(3‬‬

‫‪.Physical Security‬‬ ‫)‪(4‬‬

‫‪.Information Security‬‬ ‫)‪(5‬‬

‫» ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪،« 2012-2007‬‬ ‫)‪(6‬‬
‫‪238‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺗﺄﻣﲔ ﻭﺇﺩﺍﺭﺓ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺍﻟﺮﻗﻤﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺻﻴﺎﻏﺔ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍ ﹸﳌﻠ ِﺰﻣﺔ ﳌﻜﺎﻓﺤﺔ ﺍﻟﺘﻌ ‪‬ﺪﻱ‬ ‫•‬
‫ﻋﻠﻰ ﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ‪.‬‬
‫ﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﻣﻊ ﺍﻟﻌﺎﱂ ﺍﳋﺎﺭﺟﻲ ﳌﻜﺎﻓﺤﺔ ﺟﺮﺍﺋﻢ ﺍﻟﻔﻀﺎﺀ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺇﺳﺎﺀﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬ ‫•‬

‫ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ؛‬
‫ﺗﺸﺮﻳﻌﺎﺕ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲪﺎﻳﺔ ﺍﳋﺼﻮﺻﻴﺔ؛‬ ‫•‬

‫ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﻟﻀﻤﺎﻥ ﺧﺼﻮﺻﻴﺔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ‪ ،‬ﻭﺇﺻﺪﺍﺭ ﻗﻮﺍﻧﲔ ﻭﺗﺸﺮﻳﻌﺎﺕ ‪‬ﺗﺠ ‪‬ﺮﻡ ﺍﺧﺘﺮﺍﻕ‬ ‫•‬

‫ﺍﻟﺸﺒﻜﺎﺕ ﻭﺗﻨﻔﻴﺬﻫﺎ ﺑﺪﻗﺔ‪.‬‬

‫ﺇﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻬﻤﺔ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ ﺑﺸﻜ ٍﻞ‬
‫ﺳ ‪‬ﺮﻱ ﻭﻭﻓﻖ ﺿﻮﺍﺑﻂ ‪‬ﺗﺤ ‪‬ﺪﺩ ﻣﻦ ﻗﺒﻞ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ .‬ﻭﻣﻦ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ ﺍﻟﻐـﺮﺽ ﻣـﺎ‬
‫ﻳﻠﻲ)‪:(1‬‬
‫‪ -‬ﺍﻷﻣﻦ‪ :‬ﻭﻫﻲ ﲪﺎﻳﺔ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻟﺘﺨﺮﻳﺐ ﺃﻭ ﺍﳋﺮﻕ؛‬
‫‪ -‬ﺍﻟﺘﻜﺎ ‪‬ﻣﻞ‪ :‬ﻭﻫﻲ ﲪﺎﻳﺔ ﺃﺟﻬﺰﺓ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺍﻟﻨ‪‬ﻈﻢ ﺍ ﹸﳌ‪‬ﺘﺼﻠﺔ ‪‬ﺎ ﻣﻦ ﺍﻷﺧﻄﺎﺭ ﺍﳋﺎﺭﺟﻴﺔ؛‬
‫‪ -‬ﺍﻟﺴﺮ‪‬ﻳﺔ‪ :‬ﻭﺗﻌﲏ ﻋﺪﻡ ﺇﻓﺸﺎﺀ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻗﺒﻞ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺗ‪‬ﻄﺒ‪‬ﻖ ﻋﻠﻴﻬﺎ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‬
‫ﰲ ﺣﺎﻟﺔ ﳐﺎﻟﻔﺔ ﺫﻟﻚ؛‬
‫‪ -‬ﺍﻟﺘﺰﺍ ‪‬ﻣﻦ‪ :‬ﻭﻫﻲ ﺿﻤﺎﻥ ﺍﺳﺘﻤﺮﺍﺭ ﺗﺪﻓﱡﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭ‪‬ﺗﻌ ‪‬ﺮﻑ ﺗﻮﺻﻴﺎﺕ ﺃﻣﻦ ﺃﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻟﻮﻛﺎﻟﺔ ﺍﻷﻣﻦ ﺍﻟﻘﻮﻣﻲ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‬
‫ﺃﻣﻦ ﺃﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫» ﲪﺎﻳﺔ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺿﺪ ﺃﻱ ﻭﺻﻮ ٍﻝ ﻏﲑ ‪‬ﻣﺮ ‪‬ﺧ ٍ‬
‫ﺺ ﺇﱃ ﺃﻭ ﺗﻌﺪﻳﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺛﻨﺎﺀ ﺣﻔﻈﻬﺎ‪ ،‬ﻣﻌﺎﳉﺘﻬﺎ‬
‫ﺃﻭ ﻧﻘﻠﻬﺎ‪ ،‬ﻭﺿﺪ ﺇﻳﻘﺎﻑ ﻋﻤﻞ ﺍﳋﺪﻣﺔ ﻟﺼﺎﱀ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﺍﳌﺨ ‪‬ﻮﻟﲔ‪ ،‬ﺃﻭ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ ﻷﺷـﺨﺎﺹ ﻏـﲑ‬
‫‪‬ﻣﺨ ‪‬ﻮﻟﲔ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﲨﻴﻊ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻜﺸﻒ‪ ،‬ﺗﻮﺛﻴﻖ ﻭﻣﻮﺍﺟﻬﺔ ﻫﺬﻩ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ «‪.‬‬
‫ﻭ‪‬ﻳﻌ‪‬ﺒﺮ ﻋﻦ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺑﺄﻧﻪ‪ »:‬ﳎﻤﻮﻋﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻮﻗﺎﺋﻴﺔ ﺍ ﹸﳌ‪‬ﺘﺨﺬﺓ ﳊﻤﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣـﻦ‬
‫ﺍﻟﺴﺮﻗﺔ ﺃﻭ ﺍﻟﻀﻴﺎﻉ ﺃﻭ ﺍﻟﺘﻠﻒ‪ ،‬ﻭﻭﺿﻌﻬﺎ ﰲ ﺷﻜﻞ ﺃﻣ ٍﻦ ﳊﻤﺎﻳﺘﻬﺎ ﻣﻦ ﺃﻱ ﺍﻋﺘﺪﺍ ٍﺀ ﻋﻠﻴﻬﺎ «)‪.(3‬‬

‫‪9‬‬ ‫‪ ،http:/www.aticm.org.eg/admin/Farek_pal/Arab%20ICT%20Strategy-11-2-2007.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪:‬‬

‫ﺳﺒﺘﻤﱪ‬
‫‪.2007‬‬
‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.20 -19‬‬ ‫)‪(1‬‬

‫‪ ،3rgob.org/af/uploads/11-07/d8c963fe24.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 9 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬ ‫)‪(2‬‬

‫ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ‪ ،‬ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.28‬‬ ‫)‪(3‬‬
‫‪239‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪ ،‬ﻣﻦ ﺯﺍﻭﻳ ٍﺔ ﺃﻛﺎﺩﳝﻴﺔ‪ ،‬ﻫﻮ ﺍﻟﻌﻠﻢ ﺍﻟﺬﻱ ﻳﺒﺤﺚ ﰲ ﻧﻈﺮﻳﺎﺕ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻮﻓﲑ‬
‫ﺍﳊﻤﺎﻳﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﳌﺨﺎﻃﺮ ﺍﻟﱵ ‪‬ﺗﻬ ‪‬ﺪﺩﻫﺎ ﻭﻣﻦ ﺃﻧﺸﻄﺔ ﺍﻻﻋﺘﺪﺍﺀ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻣﻦ ﺯﺍﻭﻳ ٍﺔ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ‪ ،‬ﻫﻮ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻷﺩﻭﺍﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻼﺯﻡ ﺗﻮﻓﲑﻫﺎ ﻟﻀﻤﺎﻥ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣـﻦ ﺍﻷﺧﻄـﺎﺭ ﺍﻟﺪﺍﺧﻠﻴـﺔ‬
‫ﻭﺍﳋﺎﺭﺟﻴﺔ‪ .‬ﻭﻣﻦ ﺯﺍﻭﻳ ٍﺔ ﻗﺎﻧﻮﻧﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻫﻮ ﳏﻞﱡ ﺩﺭﺍﺳﺎﺕ ﻭﺗﺪﺍﺑﲑ ﲪﺎﻳﺔ ﺳﺮ‪‬ﻳﺔ ﻭﺳـﻼﻣﺔ‬
‫ﳏﺘﻮﻯ ﻭﺗﻮﻓﱡﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻜﺎﻓﺤﺔ ﺃﻧﺸﻄﺔ ﺍﻻﻋﺘﺪﺍﺀ ﻋﻠﻴﻬﺎ ﺃﻭ ﺍﺳﺘﻐﻼﻝ ﻧ‪‬ﻈﻤﻬﺎ ﰲ ﺍﺭﺗﻜﺎﺏ ﺍﳉﺮﳝﺔ‪ ،‬ﻭﻫﻮ‬
‫ﻫﺪﻑ ﻭﻏﺮﺽ ﺗﺸﺮﻳﻌﺎﺕ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﻏﲑ ﺍﳌﺸﺮﻭﻋﺔ ﻭﻏﲑ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺍﻟـﱵ ﺗـﺴﺘﻬﺪﻑ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻧ‪‬ﻈﻤﻬﺎ )ﺟﺮﺍﺋﻢ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻹﻧﺘﺮﻧﺖ( )‪.(1‬‬
‫ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻫﻮ ﻛﺬﻟﻚ‪ »:‬ﳎﻤﻮﻋﺔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﻮﻗﺎﺋﻴﺔ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨﺪﻡ ﻟﻠﻤﺤﺎﻓﻈـﺔ ﻋﻠـﻰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺳ ‪‬ﺮﻳﺘﻬﺎ «)‪.(2‬‬
‫ﻟﻘﺪ ﺃﺻﺒﺤﺖ ﻣﺸﻜﻠﺔ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ ﻣﻦ ﺍﻟﺴﺮﻗﺔ ﺃﻭ ﺍﻟﺘﻼﻋ‪‬ـﺐ ﺃﻭ‬
‫ﺍﻻﺧﺘﺮﺍﻕ ﻏﲑ ﺍﳌﺸﺮﻭﻉ ﻣﻮﺿﻊ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻟﺒﺎﺣﺜﲔ‪ .‬ﻭﻫﺬﺍ ﻳﺘﻄﻠﱠﺐ ﺿﺮﻭﺭﺓ ﺩﺭﺍﺳﺔ ﲨﻴﻊ ﺍ‪‬ﺎﻻﺕ‬
‫ﺍﻟﻔﻨﻴﺔ ﻭﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺍﻟﱵ ﲢﻤﻞ ﰲ ﻃﻴﺎ‪‬ﺎ ﺇﺟﺮﺍﺀﺍﺕ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊ ‪‬ﺪ ﻣﻦ ﳏـﺎﻭﻻﺕ‬
‫ﺍﻻﻧﺘﻬﺎﻙ ﺃﻭ ﺍﻹﺗﻼﻑ‪.‬‬
‫ﻭﺗﺸﻤﻞ ﺇﺟﺮﺍﺀﺍﺕ ﻭﻃﺮﻕ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻗﺒﻞ ﻭﺧﻼﻝ ﻭﺑﻌﺪ ﺇﺩﺧﺎﳍﺎ ﻋﻠﻰ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ‬
‫ﺐ ﺃﻭ ﺧﻄـﺄ‪،‬‬
‫ﻃﺮﻳﻖ ﺗﺪﻗﻴﻖ ﺍﳌﹸﺪﺧ‪‬ﻼﺕ ﺑﻮﺳﺎﺋﻂ ﻭﻃﺮﻕ ﺗﻀﻤﻦ ﺳﺮ‪‬ﻳﺔ ﻭﺩﻗﺔ ﺍﻹﺩﺧﺎﻝ ﻣﻦ ﺩﻭﻥ ﺃﻱ ﺗﻼﻋ ٍ‬
‫ﻭﺣﻔﻈﻬﺎ ﰲ ﻣﻜﺎ ٍﻥ ﺃﻣﲔ‪ ،‬ﻭﺗﺴﻤﻴﺔ ﺍﻷﺷﺨﺎﺹ ﺍ ﹸﳌﺨ ‪‬ﻮﻟﲔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﻟﻨﺴﺦ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻋﺪ ‪‬ﺩ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﺳﺮ‪‬ﻳﺔ ﻭﺃﻣﻨﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳊﺎﺳﺒﺎﺕ‪ ،‬ﻣﻨـﻬﺎ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺃﺳﻠﻮﺏ ﻛﻠﻤﺎﺕ ﺍﻟﺴﺮ‪ ،‬ﻭﻟﻜﻦ ﻣﻔﺎﺗﻴﺢ ﺍﻟﺴﺮ ﻏﲑ ﻛﺎﻓﻴﺔ ﰲ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻭﻫﻨﺎﻙ ﺑﻌـﺾ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﺗﻌﺘﻤﺪ ﺃﺳﻠﻮﺏ ﺍﻟﺘﺤﻀﲑ ﻭ‪‬ﺗﺴﺘﺨﺪﻡ ﻟﺘﺤﻀﲑ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﺇﺫﻥ‪ ،‬ﻳ‪‬ﻌﺘﱪ ﻣﻮﺿﻮﻉ ﲪﺎﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳊﻮﺍﺳﻴﺐ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﻮﺍﺟﺐ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺎ ﰲ ﻛﺎﻓﺔ ﻣﺮﺍﺣﻞ‬
‫ﺺ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﻣﻨـﻬﺎ ﻣـﺎﺩﻱ‬ ‫ﺕ ﻋﺪﻳﺪﺓ‪ ،‬ﻣﻨﻬﺎ ﲣ ‪‬‬ ‫ﺇﻋﺪﺍﺩ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎ‪‬ﺗﺨﺎﺫ ﺇﺟﺮﺍﺀﺍ ٍ‬
‫ﺺ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﻭﲢﺪﻳﺪ ﺍ ﹸﳌﺨـ ‪‬ﻮﻟﲔ‬
‫ﺕ ﺃﻣﻨﻴﺔ ﲣ ‪‬‬
‫ﺺ ﺇﺟﺮﺍﺀﺍ ٍ‬‫ﺺ ﻣﻮﺍﻗﻊ ﺍﳊﻮﺍﺳﻴﺐ ﻧﻔﺴﻬﺎ‪ ،‬ﻛﺬﻟﻚ ﲣ ‪‬‬ ‫ﳜ ‪‬‬
‫ﻟﻠﻮﻟﻮﺝ ﻭﻛﻠﻤﺎﺕ ﺍﻟﺴﺮ ﻭﺍﻟﻘﻴﻮﺩ ﺍﻟﻔﻨﻴﺔ ﺍﻟﱵ ﲤﻨﻊ ﻏﲑ ﺍ ﹸﳌﺨ ‪‬ﻮﻟﲔ ﻣﻦ ﺩﺧﻮﻝ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫‪ ،publications.ksu.edu.sa/IT%20Papers/Information%20Security/IT%20Sec.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪ 5 :‬ﻣـﺎﺭﺱ‬ ‫)‪(1‬‬

‫‪.2008‬ﺑﺘﺼﺮﻑ‪.‬‬
‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.20‬‬ ‫)‪(2‬‬
‫‪240‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺴﺲ ﺍﻟﺼﻨﺎﻋﻲ "ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﺗﻄـﻮﻳﺮ‬ ‫ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺫﻟﻚ ﻗﺎﻧﻮﻥ " ﺍﻟﺘﺠ ‪‬‬
‫ﻣﻈﻠﺔ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻷﻣﻨﻴﺔ ‪‬ﺗﻐ ﱢﻄﻲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺃﻧﻮﺍﻋﻬـﺎ ﻭﺃﻧـﺸﻄﺘﻬﺎ‪،‬‬
‫ﻭﺗﻨﻄﺒﻖ ﻣﺜﻞ ﻫﺬﻩ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﻏﲑﻫﺎ ﻋﻠﻰ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍ ﹸﳌﺘﻘﺪ‪‬ﻣﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻋﻨﺎﺻﺮ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺇﻥ ﺃﻏﺮﺍﺽ ﺃﲝﺎﺙ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﻭﺳﺎﺋﻞ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ – ﺳﻮﺍ ًﺀ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﺃﻭ ﺍﻷﺩﺍﺋﻴﺔ‬
‫‪ -‬ﻭﻛﺬﺍ ﻫﺪﻑ ﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﺘﺸﺮﻳﻌﻴﺔ ﰲ ﻫﺬﺍ ﺍﳊﻘﻞ‪ ،‬ﺿﻤﺎﻥ ﺗﻮﻓﱡﺮ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ ﻷﻳﺔ ﻣﻌﻠﻮﻣﺎﺕ ‪‬ﻳﺮﺍﺩ ﺗﻮﻓﲑ‬
‫ﺍﳊﻤﺎﻳﺔ ﺍﻟﻜﺎﻓﻴﺔ ﳍﺎ)‪:(1‬‬
‫‪ -1‬ﺍﻟﺴﺮ‪‬ﻳﺔ ﺃﻭ ﺍﳌﻮﺛﻮﻗﻴﺔ)‪ :(2‬ﻭﺗﻌﲏ ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻ ‪‬ﺗﻜﺸﻒ ﻭﻻ ‪‬ﻳ ﱠﻄﻠﻊ ﻋﻠﻴﻬﺎ ﻣﻦ ﻗﺒﻞ‬
‫ﺹ ﻏﲑ ‪‬ﻣﺨ ‪‬ﻮﻟﲔ ﺑﺬﻟﻚ‪.‬‬
‫ﺃﺷﺨﺎ ٍ‬
‫‪ -2‬ﺍﻟﺘﻜﺎﻣﻠﻴﺔ ﻭﺳﻼﻣﺔ ﺍﶈﺘﻮﻯ)‪ :(3‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻥ ﳏﺘﻮﻯ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺻﺤﻴﺢ ﻭﱂ ﻳﺘﻢ ﺗﻌﺪﻳﻠﻪ ﺃﻭ ﺍﻟﻌﺒـﺚ‬
‫ﺑﻪ‪ ،‬ﻭﺑﺸﻜ ٍﻞ ﺧﺎﺹ ﻟﻦ ﻳﺘﻢ ﺗﺪﻣﲑ ﺍﶈﺘﻮﻯ ﺃﻭ ﺗﻐﲑﻩ ﺃﻭ ﺍﻟﻌﺒﺚ ﺑﻪ ﰲ ﺃﻳﺔ ﻣﺮﺣﻠ ٍﺔ ﻣﻦ ﻣﺮﺍﺣﻞ ﺍﳌﻌﺎﳉﺔ ﺃﻭ‬
‫ﺍﻟﺘﺒﺎﺩ‪‬ﻝ‪ ،‬ﺳﻮﺍ ًﺀ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺍﻟﺪﺍﺧﻠﻲ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺃﻭ ﻋﻦ ﻃﺮﻳﻖ ﺗﺪ ‪‬ﺧ ٍﻞ ﻏﲑ ﻣﺸﺮﻭﻉ‪.‬‬
‫‪ -3‬ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺗﻮﱡﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﳋﺪﻣﺔ)‪ - :(4‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺍﺳﺘﻤﺮﺍﺭ ﻋﻤﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﰐ‪ ،‬ﻭﺍﺳﺘﻤﺮﺍﺭ‬
‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋ‪‬ﻞ ﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﳋﺪﻣﺔ ﳌﻮﺍﻗﻊ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﻭﺃﻥ ‪‬ﻣﺴﺘﺨ ِﺪﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻦ‬
‫ﻳﺘﻌ ‪‬ﺮﺽ ﺇﱃ ﻣﻨﻊ ﺍﺳﺘﺨﺪﺍﻣﻪ ﳍﺎ ﺃﻭ ﺩﺧﻮﻟﻪ ﺇﻟﻴﻬﺎ‪.‬‬
‫‪ -4‬ﻋﺪﻡ ﺇﻧﻜﺎﺭ ﺍﻟﺘﺼﺮ‪‬ﻑ ﺍﳌﺮﺗﺒﻂ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﳑﻦ ﻗﺎﻡ ﺑﻪ)‪ :(5‬ﻭ‪‬ﻳﻘﺼﺪ ﺑﻪ ﺿﻤﺎﻥ ﻋﺪﻡ ﺇﻧﻜﺎﺭ ﺍﻟـﺸﺨﺺ‬
‫ﻑ ﻣﺎ ‪‬ﻣ‪‬ﺘﺼﻞ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﻣﻮﺍﻗﻌﻬﺎ ﺇﻧﻜﺎﺭ ﺃﻧﻪ ﻫﻮ ﺍﻟﺬﻱ ﻗﺎﻡ ‪‬ﺬﺍ ﺍﻟﺘﺼﺮ‪‬ﻑ‪ ،‬ﲝﻴـﺚ‬
‫ﺍﻟﺬﻱ ﻗﺎﻡ ﺑﺘﺼ ‪‬ﺮ ٍ‬
‫ﺖ ﻣﻌﲔ‪.‬‬ ‫ﺺ ﻣﺎ ﰲ ﻭﻗ ٍ‬ ‫ﺗﺘﻮﱠﻓﺮ ﻗﹸﺪﺭﺓ ﺇﺛﺒﺎﺕ ﺃﻥ ﺗﺼﺮﻓﹰﺎ ﻣﺎ ﻗﺪ ﱠﰎ ﻣﻦ ﺷﺨ ٍ‬
‫ﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺗﻄﺎﻝ ﺍﳌﺨﺎﻃﺮ ﻭﺍﻻﻋﺘﺪﺍﺀﺍﺕ ﰲ ﺑﻴﺌﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﺭﺑﻌﺔ ﻣﻮﺍﻃﻦ ﺃﺳﺎﺳﻴﺔ ﻫﻲ ﻣﻜﻮﻧﺎ ‪‬‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﺃﺣﺪﺙ ﲡﱢﻠﻴﺎ‪‬ﺎ‪:‬‬

‫‪.CONFIDENTIALITY‬‬ ‫)‪(1‬‬

‫ﻣـﺎﺭﺱ‬ ‫‪5‬‬ ‫‪ ،publications.ksu.edu.sa/IT%20Papers/Information%20Security/IT%20Sec.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪:‬‬ ‫)‪(2‬‬

‫‪.2008‬‬
‫‪.INTEGRITY‬‬ ‫)‪(3‬‬

‫‪.AVAILABILITY‬‬ ‫)‪(4‬‬

‫‪.Non-repudiation‬‬ ‫)‪(5‬‬
‫‪241‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ 9‬ﺍﻷﺟﻬﺰﺓ‪ :‬ﻭﻫﻲ ﻛﺎﻓﺔ ﺍﳌﻌﺪﺍﺕ ﻭﺍﻷﺩﻭﺍﺕ ﺍﳌﺎﺩﻳﺔ ﺍﻟﱵ ﺗﺘﻜ ‪‬ﻮﻥ ﻣﻨﻬﺎ ﺍﻟﻨ‪‬ﻈﻢ‪ ،‬ﻛﺎﻟﺸﺎﺷﺎﺕ ﻭﺍﻟﻄﺎﺑﻌﺎﺕ‬
‫ﻭ ‪‬ﻣﻜﻮﻧﺎ‪‬ﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﻭﺳﺎﺋﻂ ﺍﻟﺘﺨﺰﻳﻦ ﺍﳌﺎﺩﻳﺔ ﻭﻏﲑﻫﺎ؛‬
‫‪ 9‬ﺍﻟﱪﺍﻣــﺞ‪ :‬ﻭﻫﻲ ﺍﻷﻭﺍﻣﺮ ﺍ ﹸﳌﺮ‪‬ﺗﺒﺔ ﰲ ﻧﺴ ٍﻖ ﻣﻌﲔ ﻹﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﻫﻲ ﺇﻣﺎ ‪‬ﻣﺴﺘﻘﱠﻠﺔ ﻋﻦ ﺍﻟﻨﻈﺎﻡ ﺃﻭ‬
‫‪‬ﻣﺨ ‪‬ﺰﻧﺔ ﻓﻴﻪ؛‬
‫‪ 9‬ﺍﻟﺒﻴﺎﻧﺎﺕ‪ :‬ﺇ‪‬ﺎ ﺍﻟﺪﻡ ﺍﳊﻲ ﻟﻠﻨ‪‬ﻈﻢ‪ ،‬ﻭﻣﺎ ﺳﻴﻜﻮﻥ ﳏ ﹰ‬
‫ﻼ ﳉﺮﺍﺋﻢ ﺍﳊﺎﺳﻮﺏ ﻛﻤﺎ ﺳﻨﺮﻯ‪ ،‬ﻭﺗﺸﻤﻞ ﻛﺎﻓﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺪ ‪‬ﺧﻠﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺮﺟﺔ ﻋﻘﺐ ﻣﻌﺎﳉﺘﻬﺎ‪ ،‬ﻭﲤﺘ ‪‬ﺪ ﲟﻌﻨﺎﻫﺎ ﺍﻟﻮﺍﺳﻊ ﻟﻠﱪﳎﻴﺎﺕ ﺍ ﹸﳌﺨ ‪‬ﺰﻧﺔ ﺩﺍﺧﻞ‬
‫ﺍﻟﻨ‪‬ﻈﻢ‪ .‬ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﻗﺪ ﺗﻜﻮﻥ ﰲ ﻃﻮﺭ ﺍﻹﺩﺧﺎﻝ ﺃﻭ ﺍﻹﺧﺮﺍﺝ ﺃﻭ ﺍﻟﺘﺨﺰﻳﻦ ﺃﻭ ﺍﻟﺘﺒﺎﺩ‪‬ﻝ ﺑﲔ ﺍﻟﻨ‪‬ﻈﻢ ﻋﱪ‬
‫ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﻭﻗﺪ ‪‬ﺗﺨ ‪‬ﺰﻥ ﺩﺍﺧﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺃﻭ ﻋﻠﻰ ﻭﺳﺎﺋﻂ ﺍﻟﺘﺨﺰﻳﻦ ﺧﺎﺭﺟﻪ؛‬
‫‪ 9‬ﺍﻻﺗﺼـﺎﻻﺕ‪ - :‬ﻭﺗﺸﻤﻞ ﺷﺒﻜﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﱵ ﺗﺮﺑﻂ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺘﻘﻨﻴﺔ ﺑﻌﻀﻬﺎ ﺑﻌﺾ‪ ،‬ﳏﻠﱢﻴﹰﺎ ﻭﻧﻄﺎﻗﻴﹰﺎ‬
‫ﻭﺩﻭﻟﻴﹰﺎ‪ ،‬ﻭ‪‬ﺗﺘﻴﺢ ﻓﹸﺮﺻﺔ ﺍﺧﺘﺮﺍﻕ ﺍﻟﻨ‪‬ﻈﻢ ﻋﱪﻫﺎ‪ .‬ﻛﻤﺎ ﺃ‪‬ﺎ ﺑﺬﺍ‪‬ﺎ ﳏ ﱞﻞ ﻟﻼﻋﺘﺪﺍﺀ ﻭﻣﻮﻃ ‪‬ﻦ ﻣﻦ ﻣﻮﺍﻃﻦ ﺍﳋﻄﺮ‬
‫ﺍﳊﻘﻴﻘﻲ‪ .‬ﻭﳏﻮﺭ ﺍﳋﻄﺮ‪ ،‬ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺳﻮﺍ ًﺀ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﺃﻭ ﺍﻟﺸﺨﺺ ﺍﳌﻨﺎﻁ ﺑﻪ ﻣﻬﺎ ‪‬ﻡ ﺗﻘﻨﻴﺔ ﻣﻌﻴﻨﺔ ﺗ‪‬ﺘﺼﻞ‬
‫ﺑﺎﻟﻨﻈﺎﻡ‪ .‬ﻓﺈﺩﺭﺍﻙ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﺣﺪﻭﺩ ﺻﻼﺣﻴﺎﺗﻪ‪ ،‬ﻭﺇﺩﺭﺍﻛﻪ ﺁﻟﻴﺎﺕ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﳋﻄﺮ‪ ،‬ﻭﺳﻼﻣﺔ ﺍﻟﺮﻗﺎﺑﺔ‬
‫ﻋﻠﻰ ﺃﻧﺸﻄﺘﻪ ﰲ ﺣﺪﻭﺩ ﺍﺣﺘﺮﺍﻡ ﺣﻘﻮﻗﻪ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪ ،‬ﻣﺴﺎﺋﻞ ﺭﺋﻴﺴﺔ ﻳﻌﲎ ‪‬ﺎ ﻧﻈﺎﻡ ﺍﻷﻣﻦ ﺍﻟﺸﺎﻣﻞ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﻟﺮﻗﺎﺑﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺃﻣﻦ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﰐ‪.‬‬
‫ﳝﻜﻦ ﺍﻟﺘﻐﻠﱡﺐ ﻋﻠﻰ ﻣﻌﻈﻢ ﳐﺎﻟﻔﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻹﺩﺍﺭﻱ ﺍﳉ‪‬ﻴﺪ ﻷﻣﻦ ﺍﻟﻨﻈـﺎﻡ‪،‬‬
‫ﻭﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﺃﻗﺼﻰ ﻣﻨﺎﻓﻊ ﳑﻜﻨﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻀﻤ‪‬ﻦ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺮﻗﺎﺑﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺃﻣـﻦ‬
‫ﺍﻟﻨﻈﺎﻡ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -1‬ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﱵ ‪‬ﺗﻌﺘﱪ ﲟﺜﺎﺑﺔ ﻣﻌﺎﻳﲑ ﻟﺘﻘﻴﻴﻢ ﺃﻣﻦ ﺍﻟﻨﻈﺎﻡ ﻓﻴﻤﺎ ﺑﻌﺪ‪ ،‬ﻭﺗﺘﻤﺜﱠﻞ ﻫـﺬﻩ ﺍﻷﻫـﺪﺍﻑ ﰲ‬
‫ﲪﺎﻳﺔ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟﺒﻴﺌﻴﺔ ﻭﳐﺎﻟﻔﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ؛‬
‫‪ -2‬ﺗﻘﺪﻳﺮ ﺍﻻﺣﺘﻤﺎﻻﺕ ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﺍ ﹸﳌﺮﺗِﺒﻄﺔ ﲟﺨﺎﻃﺮ ﺃﻣﻦ ﺗﺸﻐﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ؛ ﺣﻴﺚ ‪‬ﺗﺴﻬﻢ ﻫﺬﻩ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ‬
‫ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﻼﺋﻤﺔ ﻷﻣﻦ ﺍﻟﻨﻈﺎﻡ؛‬
‫ﻒ ﻫـﺬﻩ ﺍﳋﻄـﺔ ﻛﺎﻓـﺔ‬ ‫‪ -3‬ﺇﻋﺪﺍﺩ ﺧﻄﺔ ﺗﻀﻤﻦ ﻣﺴﺘﻮﻯ ﻣﻘﺒﻮ ﹰﻻ ﻣﻦ ﺍﻷﻣﻦ ﻭﺑﺘﻜﻠﻔ ٍﺔ ﻣﻌﻘﻮﻟﺔ‪ ،‬ﻭﺗـﺼ ‪‬‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺮﻗﺎﺑﻴﺔ ﺍﻟﱵ ﺳﻴﺘ ‪‬ﻢ ﺗﻄﺒﻴﻘﻬﺎ ﻭﺃﻫﺪﺍﻑ ﻫﺬﻩ ﺍﻹﺟﺮﺍﺀﺍﺕ‪ .‬ﻫﺬﺍ ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﻓﺤﺺ ﺍﳋﻄﺔ‬
‫ﻭﺍﻟﺘﺼﺪﻳﻖ ﻋﻠﻴﻬﺎ ﻗﺒﻞ ﻭﺿﻌﻬﺎ ﻣﻮﺿﻊ ﺍﻟﺘﻨﻔﻴﺬ؛‬
‫‪ -4‬ﲢﺪﻳﺪ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻋﻦ ﺃﻣﻦ ﺍﻟﻨﻈﺎﻡ؛‬

‫ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.95‬‬ ‫)‪(1‬‬

‫‪242‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -5‬ﺍﺧﺘﺒﺎﺭ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﺃﻣﻦ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺫﻟﻚ ﻟﻠﺘﺤﻘﱡﻖ ﻣﻦ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺘﻬﺎ ﰲ ﲢﻘﻴـﻖ ﺃﻫـﺪﺍﻓﻬﺎ‬
‫ﺍﳌﺮﺟ ‪‬ﻮﺓ؛ ﺣﻴﺚ ﺃﻥ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ‪‬ﻳﺆ ﱢﻛﺪ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﺑﻔﻬﻢ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺗﻨﻔﻴﺬﻫﺎ ﺗﻮﻇﻴﻒ‬
‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺮﻗﺎﺑﻴﺔ ﺑﺼﻮﺭ ٍﺓ ﻣﻼﺋﻤﺔ‪.‬‬
‫‪ -6‬ﺍﻻﺳﺘﻨﺠﺎﺩ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻣﺜﻞ ﺣﻮﺍﺋﻂ ﺍﻟﻨﺎﺭ‪... ،‬ﺇﱁ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻣﻦ ﻧ‪‬ﻈﻢ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ‪.‬‬

‫ﺍﻧﺘﺸﺮﺕ ﺣﺎﻟﻴﹰﺎ ﻧ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳـﻴﺐ‪ ،‬ﻭﺗـﺴﻤﺢ ﻫـﺬﻩ ﺍﻟـﻨ‪‬ﻈﻢ‬
‫ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻐﻼﻝ ﹸﻗﺪﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑ‪‬ﻌﺪ ﺗﺸﻐﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺳﻮﺍ ًﺀ ﻣﻦ ﺩﺍﺧﻞ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺃﻭ ﻣﻦ ﺧﺎﺭﺟﻬﺎ‪ ،‬ﻭ‪‬ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﻨ‪‬ﻈﻢ ﺍﳋﺎﺻﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﺘﻌﺎﻣﻞ ﻣﻊ ﻛ ‪‬ﻢ ﻛﺒﲑ ﻣﻦ ﺍﻟﺒﻴﺎﻧـﺎﺕ‪،‬‬
‫ﻭﺇﻥ ﻛﺎﻥ ﳍﺎ ﻣﺰﺍﻳﺎ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ‪ ،‬ﺇﻻ ﺃ‪‬ﺎ ﻗﺪ ﺃ ‪‬ﺩﺕ ﺇﱃ ﺧﻠﻖ ﺑﻴﺌ ٍﺔ ﺗﺼ ‪‬ﻌﺐ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻬـﺎ ﺃﻭ‬
‫ﻣﺮﺍﺟﻌﺘﻬﺎ‪ ،‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺍﳌﺸﻜﻼﺕ ﺍﳋﺎﺻﺔ ﺑﻨ‪‬ﻈﻢ ﺍﻟﺘﺸﻐﻴﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫‪ -1‬ﺇﻥ ﺍﻟﺘﻮ ‪‬ﺳﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﱵ ﳝﻜﻦ ﺍﻻﺗﺼﺎﻝ ‪‬ﺎ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻗﺪ ﺟﻌﻞ ﻣﻦ ﺍﻟـﺴﻬﻞ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ؛ ﳑﺎ ﺃ ‪‬ﺩﻯ ﺇﱃ ﺯﻳﺎﺩﺓ ‪‬ﺭﻗﻌﺔ ﺟﺮﺍﺋﻢ ﺍﳊﻮﺍﺳﻴﺐ؛ ﺣﻴﺚ ﳝﻜﻦ‬
‫ﺺ ﺧﺎﺭﺟﻲ ﲟﻌﺮﻓﺘﻪ ﻟﻜﻠﻤﺔ ﺍﻟﺴﺮ ﺍﻟﻮﺻﻮﻝ ﻟﻠﻨﻈﺎﻡ‪ ،‬ﻭﺍﺭﺗﻜﺎﺏ ﺟﺮﺍﺋﻤﻪ؛ ﲝﻴﺚ ﺷ ﱠﻜﻞ ﻫـﺬﺍ‬ ‫ﻷﻱ ﺷﺨ ٍ‬
‫ﻼ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱪﻳﻄﺎﻧﻴﺔ ﻭﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭ‪‬ﺗﺮﺗﻜﺐ ﻣﻌﻈـﻢ‬ ‫ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳉﺮﺍﺋﻢ ﻋﺒﺌﹰﺎ ﺛﻘﻴ ﹰ‬
‫ﻫﺬﻩ ﺍﳉﺮﺍﺋﻢ ﻣﻦ ﺧﻼﻝ ﻧﻈﺎﻡ ﺍﳌﻮﺩﱘ ﻟﻠﺸﺒﻜﺎﺕ؛‬
‫‪ -2‬ﻳﺼ ‪‬ﻌﺐ ﺇﱃ ﺣ ‪‬ﺪ ﻛﺒﲑ ﻧﻘﻞ ﻧﻈﺎﻡ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻷﻣﻦ ﺍ ﹸﳌﻄ‪‬ﺒﻘﺔ ﰲ ﺑﻴﺌﺔ ﺍﳊﻮﺍﺳﻴﺐ ﺍﻟﻜﺒﲑﺓ ﺇﱃ ﺍﳊﻮﺍﺳـﻴﺐ‬
‫ﺍﻟﺼﻐﲑﺓ ﺍﻟﱵ ‪‬ﺗﺸ ﱢﻜﻞ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ؛ ﻟﺬﺍ ﻓﺈﻥ ﻧﻈﺎﻡ ﻭﺃﺳﺎﻟﻴﺐ ﺃﻣﻦ ﺷﺒﻜﺔ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﺍﻟﻮﻗﺖ‬
‫ﺍﳊﺎﱄ ﻻ ‪‬ﺗﻌ ‪‬ﺪ ﻛﺎﻓﻴﺔ؛‬
‫‪ -3‬ﻗﺪ ﺃ ‪‬ﺩﻯ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺗﺒﺎﺩ‪‬ﻝ ﺍﻟﺮﺳﺎﺋﻞ ﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﻇـﻞ ﺍﺳـﺘﺨﺪﺍﻡ ﻧ‪‬ﻈـﻢ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺃﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﺮﺍﻑ ﺍﻵﱄ‪ ،‬ﺃﻭ ﻧﻈﺎﻡ ﺍﻟﺒﻨﻚ ﺍﻟﺘﻠﻴﻔﻮﱐ ﰲ ﺷﺒﻜﺎﺕ ﺍﻟﺒﻨـﻮﻙ‪ ،‬ﺇﱃ ﺯﻳـﺎﺩﺓ‬
‫ﻓﹸﺮﺻﺔ ﺍﺭﺗﻜﺎﺏ ﺟﺮﺍﺋﻢ ﺍﳊﻮﺍﺳﻴﺐ؛‬
‫‪ -4‬ﻗﺪ ﺗﺮﺗﺒﻂ ﺷﺒﻜﺔ ﺍﳊﻮﺍﺳﻴﺐ ﺑﻌﺪ ٍﺩ ﻛﺒﲑ ﻣﻦ ﳏﻄﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻟﱵ ﻳﺘﻜ ‪‬ﻮﻥ ﻛﻞ ﻣﻨﻬﺎ ﻣﻦ ﺷﺎﺷﺔ ﻭﻟﻮﺣﺔ‬
‫ﻣﻔﺎﺗﻴﺢ ﻭﻭﺳﻴﻠﺔ ﻟﻼﺗﺼﺎﻝ ﺑﺎ ﹸﳌﺸ ‪‬ﻐﻞ ﺍﳌﺮﻛﺰﻱ)‪ .(1‬ﻭ‪‬ﺗﺆ ‪‬ﺩﻱ ﻫﺬﻩ ﺍﶈﻄﺎﺕ ﺇﱃ ﺯﻳﺎﺩﺓ ﺧﻄﺮ ﺍﻟﻮﺻﻮﻝ ﻏـﲑ‬
‫ﺍ ﹸﳌﺼ ‪‬ﺮﺡ ﺑﻪ ﳌﻠﻔﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﱪﺍﻣﺞ‪ ،‬ﳑﺎ ﻳﺰﻳﺪ ﻣﻦ ﻓﹸﺮﺹ ﺍﺭﺗﻜﺎﺏ ﺟﺮﺍﺋﻢ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻳﺮﺟﻊ ﺫﻟﻚ‬
‫ﺇﱃ ﺻﻌﻮﺑﺔ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﺴﻠﻴﻤﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﶈﻄﺎﺕ؛‬

‫‪.Central Processor‬‬ ‫)‪(1‬‬

‫‪243‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺕ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ ‪‬ﺗﺤ ﱢﻘﻖ ﻣﺮﻛﺰﻳﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ؛‬

‫‪ -5‬ﻟﻘﺪ ﺃ ‪‬ﺩﻯ ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺇﱃ ﺧﻠﻖ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﳑﺎ ﺃﺗﺎﺡ ﹸﳌﺮﺗﻜﱯ ﺟﺮﺍﺋﻢ ﺍﳊﻮﺍﺳﻴﺐ ﻓﹸﺮﺻﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻛﺎﻓﺔ ﻣﻠﻔﺎﺕ ﺑﻴﺎﻧﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -6‬ﺇﻥ ﺗﻌﻘﻴﺪ ﺗﺪﻓﱡﻖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﻇﻞ ﺍﻟﻨ‪‬ﻈﻢ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ِﺪﻡ ﺷـﺒﻜﺎﺕ ﺍﳊﻮﺍﺳـﻴﺐ‪ ،‬ﻭﻣﺮﻛﺰﻳـﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻗﺪ ﲡﻌﻞ ﻣﻦ ﺍﻟﺼﻌﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺍﺀ ﻓﻬﻢ ﺗﺪﻓﱡﻖ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻘﺼﻮﺭ ﰲ ﺍﻟﻔﻬﻢ ﻟﻪ ﻋﻮﺍﻗﺒﻪ‬
‫ﺍﻟﻮﺧﻴﻤﺔ ﻋﻠﻰ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ؛‬
‫‪ -7‬ﻧﻘﺺ ﺍﻟﻌﺎﻣﻠﲔ ﺫﻭﻱ ﺍﳋﱪﺓ ﰲ ﳎﺎﻝ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ‪‬ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻣﻨﻊ ﻭﺍﻛﺘﺸﺎﻑ ﺣـﺎﻻﺕ‬
‫ﻼ ﻋﻦ ﻋﺪﻡ ﺍﻧﺘﺸﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺜﻞ ﻫـﺬﻩ ﺍﻟـﱪﺍﻣﺞ ﰲ ﻧ‪‬ﻈـﻢ‬ ‫ﺍﻟﺘﻼ ‪‬ﻋﺐ ﻭﻓﲑﻭﺳﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ‪ ،‬ﻓﻀ ﹰ‬
‫ﺍﻟﺸﺒﻜﺎﺕ؛‬
‫‪ -8‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺬﻱ ﻳﻌﻤﻞ ﻛﺨﺎﺩ ٍﻡ ﻟﻠﺸﺒﻜﺔ ﻋﺮﺿ ﹲﺔ ﻟﻠﻤﺨﺎﻃﺮ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﺗﺘﻌ ‪‬ﺮﺽ ﳍـﺎ‬
‫ﳏﻄﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻓﺈﻥ ﺑﻪ ﻣﻨﺎﻃﻖ ﺇﺿﺎﻓﻴﺔ ﳝﻜﻦ ﺍﻗﺘﺤﺎﻣﻪ ﻣﻦ ﺧﻼﳍﺎ‪ ،‬ﺣﻴﺚ ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴـﻪ ﻣـﻦ‬
‫ﺧﻼﻝ ﺍﻷﺳﻄﻮﺍﻧﺎﺕ ﺍﻟﺜﺎﺑﺘﺔ ﺃﻭ ﺍﳌﺮﻧﺔ؛‬
‫‪ -9‬ﺇﻥ ﻣﻌﻈﻢ ﺍﻟﺸﺒﻜﺎﺕ ﻟﻴﺲ ﳍﺎ ﺃﻣﺎﻛﻦ ‪‬ﻣﺴﺘﻘﱠﻠﺔ ‪‬ﻣﻐﹶﻠﻘﺔ؛ ﳑﺎ ‪‬ﻳﺴ ‪‬ﻬﻞ ﻣﻦ ﺍﻻﺗﺼﺎﻝ ﻏـﲑ ﺍﳌﹸـﺼ ‪‬ﺮﺡ ﺑـﻪ‬
‫ﻭﺍﺭﺗﻜﺎﺏ ﺣﺎﻻﺕ ﺍﻟﺘﻼﻋﺐ؛‬
‫‪ -10‬ﻣﻦ ﺃﻫﻢ ﺍﳌﺸﻜﻼﺕ ﻛﺬﻟﻚ ﻫﻮ ﺍﻟﺘﻨﺎﹸﻓﺲ ﺑﲔ ﺍﳊﻮﺍﺳﻴﺐ ﺑﻐﺮﺽ ﺍﻟﻮﺻﻮﻝ ﻟﻠﺸﺒﻜﺔ؛ ﻟﺬﺍ ﻳﻨﺒﻐـﻲ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺧﻄ ﹲﺔ ﻹﺩﺍﺭﺓ ﻫﺬﺍ ﺍﻟﺘﻨﺎﹸﻓﺲ؛‬
‫ﺼﺺ ﻭﻓﺼﻞ ﺍﳌﻬﺎﻡ؛ ﻭﺫﻟﻚ ﻟﺼﻐﺮ ﻣﺮﺍﻛﺰ ﺍﻟﺘﺸﻐﻴﻞ‬ ‫‪ -11‬ﻏﺎﻟﺒﹰﺎ ﻣﺎ ﺗﻔﺘﻘﺮ ﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﺇﱃ ﺍﻟﺘﺨ ‪‬‬
‫ﺍﶈﻠﱢﻴﺔ‪ ،‬ﻛﻤﺎ ﻳﺘﻮﱠﻟﻰ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻬﺎ ﺍﳌﺴﺘﻔﻴﺪﻭﻥ‪ ،‬ﲟﺎ ﻳﻔﻲ ﻋﺪﻡ ﺗﻮﻓﱡﺮ ‪‬ﻣﻘ ‪‬ﻮﻣﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﳉﻴ‪‬ـﺪ ﻟﻠﺮﻗﺎﺑـﺔ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﻧ‪‬ﻈﻢ ﺍﻟﺸﺒﻜﺎﺕ؛‬
‫‪ -12‬ﺗﻌﻤﻞ ﻧ‪‬ﻈﻢ ﺷﺒﻜﺎﺕ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﻇﻞ ﺑﻴﺌ ٍﺔ ﻏﲑ ﺭﲰﻴﺔ؛ ﳑﺎ ‪‬ﻳﺼ ‪‬ﻌﺐ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻬﺎ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺘﺰﺍﻳـﺪ‬
‫ﻓﹸﺮﺹ ﺍﺭﺗﻜﺎﺏ ﺟﺮﺍﺋﻢ ﺍﳊﺎﺳﻮﺏ‪.‬‬
‫ﺇﻥ ﻣﺸﺎﻛﻞ ﺍﻟﻔﲑﻭﺳﺎﺕ ﻭﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﺮﺻﻨﺔ ﺣ ﱠﻔﺰﺕ ﺍﳌﺆﺳﺴﺎﺕ ﻷ ﹾﻥ ﲡﺪ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ‪‬ﺗﻤ ﱢﻜﻨـﻬﺎ‬
‫ﻣﻦ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﻫﺬﻩ ﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﲟﻨﺘﻬﻰ ﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻷﺳـﺎﻟﻴﺐ ﳒـﺪ ﺍﺧﺘﺒـﺎﺭ ﺍﻟﻘﺮﺻـﻨﺔ‬
‫ﺍﳊﻤﻴﺪﺓ)‪(1‬؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﻓﺮﻳ ‪‬ﻖ ﻣﻦ ﺍﳋﱪﺍﺀ ﺑﺈﺟﺮﺍﺀ ﺍﺧﺘﺒﺎ ٍﺭ ﳊﺎﻟﺔ ﺍﻋﺘﺪﺍ ٍﺀ ﺍﻓﺘﺮﺍﺿﻲ ﻋﻠﻰ ﻧﻈـﺎﻡ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍ ﹸﳌﺘﻌﱢﻠﻖ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳﻌﻤﻞ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻰ ﻛﺸﻒ ﺍﻟﺜﻐﺮﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟـﺸﻔﺮﺍﺕ ﻣـﻦ ﺟﺎﻧـﺐ‪،‬‬
‫ﺨﺺ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﰲ ﺍﻟﻨ‪‬ﻈﻢ؛ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻄﺮﺡ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌـﺸﻜﻼﺕ ﺍﻷﻣﻨﻴـﺔ ﰲ ﺍﳉﺎﻧـﺐ‬ ‫ﻭ‪‬ﻳﺸ ‪‬‬

‫‪.Piracy Offices‬‬ ‫)‪(1‬‬

‫‪244‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺍﻵﺧﺮ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ‪‬ﻳﺘﻴﺢ ﻟﻠﻤﺆﺳﺴﺔ ﲢﻘﻴﻖ ﺗﻔ ‪‬ﻬ ٍﻢ ﻛﺎﻣﻞ ﺑﺄﺩﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﳊﻤﺎﻳﺔ ﻣﻦ ﻣﻨﻈﻮﺭ ﺍﻟﻘﺮﺍﺻﻨﺔ‪ ،‬ﻭﻣﻨـﻪ‬
‫ﺗﻌﺰﻳﺰ ﺁﻟﻴﺎﺕ ﺍﻟﺘﺤﻜﱡﻢ ﻭﺍﳊﻤﺎﻳﺔ)‪.(1‬‬
‫ﺐ ﺳﻠﱯ ﻻﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺗﺘﺠ‪‬ﻨﺒﻪ‬ ‫ﺇﺫﻥ‪ ،‬ﻫﻨﺎﻙ ﺟﺎﻧ ‪‬‬
‫ﺑﺘﻄﻮﻳﺮ ﻧ‪‬ﻈﻢ ﺍﳊﻤﺎﻳﺔ‪ ،‬ﻭﲢﺴﻴﺲ ﻛﺎﻓﺔ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺍﻟﻌﻤﺎﻝ ‪‬ﺬﻩ ﺍﳉﻮﺍﻧﺐ‪ ،‬ﻭﻗﺪ ﻳﺼﻞ ﺍﻷﻣﺮ ﺇﱃ ﻭﺿﻊ ﺑﻌﺾ‬
‫ﺍﻷﺷﺨﺎﺹ ﺍﳌﺸﻜﻮﻙ ﰲ ﻭﻻﺋﻬﻢ ﲢﺖ ﺍﳌﺮﺍﻗﺒﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻃﺒﻴﻌﺔ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ‪.‬‬
‫ﻣﻦ ﺃﻫﻢ ﺍﳍﺠﻤﺎﺕ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﳊﻮﺍﺳﻴﺐ ﺃﺛﻨﺎﺀ ﺗﺄﺩﻳﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻫﻲ)‪:(2‬‬
‫‪ -1‬ﺍ ﹸﳌﻘﺎ ﹶﻃﻌﺔ)‪ :(3‬ﻳﺘ ‪‬ﻢ ﰲ ﺗﺪﻣﲑ ﻣﻮﺟﻮﺩﺍﺕ ﺍﻟﻨﻈﺎﻡ ﺃﻭ ﺟﻌﻠﻬﺎ ﻏﲑ ‪‬ﻣﺘﻮﺍِﻓﺮﺓ ﺃﻭ ﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ‪ .‬ﻣﺜـﺎ ﹲﻝ‬
‫ﻋﻠﻰ ﺫﻟﻚ ﺗﺪﻣﲑ ﺍﻟﻘﺮﺹ ﺍﻟﺼﻠﺐ‪ ،‬ﻭﻗﻄﻊ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﺃﻭ ﺗﻌﻄﻴﻞ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻠﻒ‪.‬‬
‫‪ -2‬ﺍﻹﻳﻘﺎﻑ ﺃﻭ ﺍﻟﺘﺪﻓﱡﻖ)‪ :(4‬ﻃﺮ ‪‬‬
‫ﻑ ﻏﲑ ﺻﺎﱀ ﻳﺘﻤ ﱠﻜﻦ ﻣﻦ ﺍﻟﻮﻟﻮﺝ ﺇﱃ ﻣﻮﺟﻮﺩﺍﺕ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﳝﻜﻦ ﳍـﺬﺍ‬
‫ﺍﻟﻄﺮﻑ ﺃﻥ ﻳﻜﻮﻥ ﺷﺨﺼﹰﺎ ﺃﻭ ﺑﺮﻧﺎﳎﹰﺎ ﺃﻭ ﺟﻬﺎﺯ ﺣﺎﺳﻮﺏ‪ .‬ﻣﺜﻞ‪ :‬ﺳﺮﻗﺔ ﺍﻷﺳﻼﻙ ﻻﻟﺘﻘـﺎﻁ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﰲ‬
‫ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﺍﻟﻨﺴﺦ ﻏﲑ ﺍ ﹸﳌﺼ ‪‬ﺮﺡ ﺑﻪ ﻟﻠﻤﻠﻔﺎﺕ ﺃﻭ ﺍﻟﱪﺍﻣﺞ‪.‬‬
‫‪ -3‬ﺍﻟﺘﻌﺪﻳﻞ)‪ :(5‬ﻓﺮﻳ ‪‬ﻖ ﻻ ﳝﻠﻚ ﺍﻟﺼﻼﺣﻴﺔ ﻭﻻ ﳛ ‪‬‬
‫ﺼﻞ ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﻮﻟﻮﺝ‪ ،‬ﻭﺇﳕﺎ ﻳﺘﻼﻋﺐ ﺑـﺎﳌﻮﺟﻮﺩﺍﺕ‪،‬‬
‫ﻭﻫﺬﺍ ﻫﺠﻮ ‪‬ﻡ ﻋﻠﻰ ﺍﻟﱰﺍﻫﺔ‪ .‬ﻣﺜﻞ‪ :‬ﺗﻐﻴﲑ ﺍﻟﻘﻴﻢ ﰲ ﻣﻠﻒ ﺑﻴﺎﻧﺎﺕ ﻭﺗﻌﺪﻳﻞ ﺑﺮﻧﺎﻣﺞ؛ ﲝﻴﺚ ﻳ‪‬ﺆﺩ‪‬ﻱ ﻋﻤﻠﻪ ﺑﺸﻜ ٍﻞ‬
‫ﳐﺘﻠﻒ ﻭ‪‬ﻳﻐ‪‬ﻴﺮ ﻓﺤﻮﻯ ﺍﻟﺮﺳﺎﺋﻞ ﺍ ﹸﳌﺮ ‪‬ﺳﻠﺔ ﰲ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫ﱪﻛﺔ)‪ :(6‬ﻳﻘﻮﻡ ﻓﺮﻳ ‪‬ﻖ ﻻ ﳝﻠﻚ ﺗﺼﺮﳛﹰﺎ ﺑﺈﺩﺧﺎﻝ ﻣﻮﺍ ٍﺩ ‪‬ﻣﺰ ‪‬ﻭﺭﺓ ﰲ ﺍﻟﻨﻈﺎﻡ‪ .‬ﻫﺬﺍ ﻳ‪‬ﻌ ‪‬ﺪ ﻫﺠﻮﻣـﹰﺎ ﻋﻠـﻰ‬
‫‪ -4‬ﺍﻟ ﹶﻔ ‪‬‬
‫ﻒ ﻣﺎ‪.‬ﻛﺬﻟﻚ ﻣﻦ ﺃﻫﻢ‬
‫ﺕ ﺇﱃ ﻣﻠ ٍ‬
‫ﺍﳌﻮﺛﻮﻗﻴﺔ‪ ،‬ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﺇﺩﺧﺎﻝ ﺭﺳﺎﺋﻞ ﺯﺍﺋﻔﺔ ﺇﱃ ﺷﺒﻜﺔ‪ ،‬ﺃﻭ ﺇﺿﺎﻓﺔ ﺳﺠﻼ ٍ‬
‫ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﻫﻲ ﺍﳌﺮﺍﻗﺒﺔ ﻭﺍﻟﺘﻨﺼﺖ ﻭ ﻛﺬﺍ ﺍﻋﺘﺮﺍﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺩﻭﺍﺕ ﺍﳊﻤﺎﻳﺔ‪.‬‬
‫ﺗﺸﺘﻤﻞ ﻧﻈﻢ ﺍﳊﻤﺎﻳﺔ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ ،www. ITEP.CO.AE/it portal/Arabic /content / news full. Asp.‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬ ‫)‪(1‬‬

‫ﻏﺎﺩﺓ ﺳﻌﻴﺪ ﲰﲑ‪ » ،‬ﻣﺒﺎﺩﺉ ﺃﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ «‪ ،www.arabcin.net ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11:‬ﺃﻛﺘﻮﺑﺮ‪.2007‬‬ ‫)‪(2‬‬

‫‪.Interruption‬‬ ‫)‪(3‬‬

‫‪.Interception‬‬ ‫)‪(4‬‬

‫‪.Modification‬‬ ‫)‪(5‬‬

‫‪.Fabrication‬‬ ‫)‪(6‬‬
‫‪245‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -1‬ﻫﻲ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬

‫ﺗﺘﻢ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ‪:‬‬
‫‪ -‬ﻛﻠﻤﺎﺕ ﺍﻟﺴﺮ ﺍﻵﻣﻨﺔ‪ ،‬ﺇﺫ ﻳﻨﺒﻐﻲ ﺍﺧﺘﻴﺎﺭ ﻛﻠﻤﺎﺕ ﺍﻟﺴﺮ ﺑﺸﻜ ٍﻞ ﺩﻗﻴﻖ‪ :‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻃﻮﻳﻠﺔ‪ ،‬ﺻﻌﺒﺔ ﻻ‬
‫ﳝﻜﻦ ﻟﻠﻐﲑ ﻣﻌﺮﻓﺘﻬﺎ ﺃﻭ ﺗﻜ ‪‬ﻬﻨﻬﺎ‪ ،‬ﲢﺘﻮﻱ ﻋﻠﻰ ﻣﺰﻳ ٍﺞ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﻭﺍﻷﺣﺮﻑ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺍﻷﻣـﻮﺭ ﺃﻥ ﻻ‬
‫ﺗﻜﻮﻥ ﻣﺴﺘﺨﺪﻣ ﹰﺔ ﻛﺜﲑﺍﹰ‪ ،‬ﺇﺫ ﳝﻜﻦ ﺍﻟﻘﺮﺍﺻﻨﺔ ﺗﺸﻐﻴﻞ ﺑﺮﻧﺎﻣ ٍﺞ ﻗﺎﺩﺭ ﻋﻠﻰ ﻣﻌﺮﻓﺘﻬﺎ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪.‬‬
‫ﺏ ﻏﲑ ﻣﻌﺮﻭﻓﺔ؛ ﺇﺫ ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻨﻬﺎ ﻳﺘﻀﻤ‪‬ﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ؛‬ ‫‪ -‬ﻋﺪﻡ ﺍﻟﺜﻘﺔ ﺑﺄﺟﻬﺰﺓ ﺣﺎﺳﻮ ٍ‬
‫‪ -‬ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣ ٍﺞ ﺧﺎﺹ‪ ،‬ﻭﻫﻮ ﺍﳉﺪﺭﺍﻥ ﺍﻟﻨﺎﺭﻳﺔ)‪ ،(1‬ﻓﺮﻏﻢ ﺃﻥ ﻓﻌﺎﻟﻴﺘﻪ ﻫﻲ ﻣﻦ ﺧـﻼﻝ ﺟﻬـﺎﺯ ﺍﻟــ‬
‫‪ ،Hardware‬ﺇﻻ ﺃﻥ ﺍﻟـ ‪ Windows‬ﻳﻘ ‪‬ﺪﻡ ﺍﳉﺪﺭﺍﻥ ﺍﻟﻨﺎﺭﻳﺔ ﻛﱪﻧﺎﻣﺞ )‪ (Software‬ﻳﻘـ ‪‬ﺪﻡ ﺑﻌـﺾ‬
‫ﺍﳊﻤﺎﻳﺔ‪ ،‬ﻭﺧﺼﻮﺻﹰﺎ ﺍﻟـ )‪(Shared files‬؛ ﺇﺫ ﻻ ﳝﻜﻦ ﺍﻗﺘﺤﺎﻡ ﺍﳉﻬﺎﺯ ﻣﺎ ﱂ ﻳﺴﻤﺢ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﺑﺬﻟﻚ‪،‬‬
‫ﻛﻤﺎ ﻳﻮﺟﺪ ﻋﺪ ‪‬ﺩ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ‪‬ﺗﺆ ‪‬ﻣﻦ ﲪﺎﻳﺔ ‪.Firewall‬‬
‫‪ -2‬ﺧﺪﻣﺔ ﺍﻟﺘﺤ ﱡﻘﻖ ﻣﻦ ﻫﻮﻳﺔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﺍ ﹸﳌ‪‬ﺘﺼﻞ ﻋﻦ ﺑ‪‬ﻌﺪ )‪:(RADIUS‬‬
‫‪‬ﺗﺪ ّﻋﻢ ﺃﻏﻠﺐ ﺃﺟﻬﺰﺓ ﻣﻌﺪﺍﺕ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻋﻦ ﺑ‪‬ﻌﺪ ﺧﺎﺩﻡ ‪ RADIUS‬ﰲ ﺃﺟﻬﺰﺓ ﺍﳋﺎﺩﻡ ﻟﻼﺗـﺼﺎﻝ‬
‫ﺕ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ ﻟﻠﺘﺤﻘﱡﻖ ﻣﻦ ﻫﻮﻳﺔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﺍﻟﺬﻱ ‪‬ﻳﺘﻴﺢ ﻛﺬﻟﻚ ﺗﺒﺴﻴﻂ ﺇﺩﺍﺭﺓ ﺍﳍﻮﻳﺔ ﻣﻦ ﺧﻼﻝ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧـﺎ ٍ‬
‫ﻣﺮﻛﺰﻳﺔ ﳊﻘﻮﻕ ﺍﻻﺳﺘﺨﺪﺍﻡ‪ .‬ﻫﺬﺍ ﺍﳋﺎﺩﻡ ﻟﻪ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻘﱡﻖ ﻣﻦ ﻫﻮﻳﺔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﺍﻟﺬﻳﻦ ﻳﺘ‪‬ـﺼﻠﻮﻥ‬
‫ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺧﺎﺩﻣﺎﺕ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻭﺍ ﹸﳌﺘﻔ ‪‬ﺮﻗﺔ‪ ،‬ﻣﻦ ﺧـﻼﻝ ﻗﺎﻋـﺪﺓ ﺑﻴﺎﻧـﺎ ٍ‬
‫ﺕ‬
‫‪‬ﻣﺸﺘ ‪‬ﺮﻛﺔ ﲢﻮﻱ ﻣﺴﺘﻮﻳﺎﺕ ﺻﻼﺣﻴﺔ ﳐﺘﻠﻔﺔ؛ ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﺬﻩ ﻳـﺘ ‪‬ﻢ‬
‫ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﻫﻮﻳﺔ ﻭﺑﻴﺎﻧﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ)‪.(2‬‬
‫‪ -3‬ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﻀﺎﺩﺓ ﻟﻼﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ‪:‬‬
‫ﺗﻌ ‪‬ﺪ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﻀﺎﺩﺓ ﻟﻼﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻣﺮﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ‪ ،‬ﻭﺗﻠﻌﺐ ﺍﻟﺪﻭﺭ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﲪﺎﻳـﺔ‬
‫ﺍﳊﻮﺍﺳﻴﺐ ﻭ ﺍﻟﺸﺒﻜﺎﺕ؛ ﻓﻌﻠﻰ ﻛﻞ ﺟﻬﺎﺯ ﺣﺎﺳﻮﺏ ﺃﻥ ﳛﺘﻮﻱ ﻋﻠﻰ ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪ .‬ﻭﻣـﻦ ﻫـﺬﻩ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﻔﻌﺎﻟﺔ‪ (3) Norton antivirus, PcCiline, Macafee, Kasperki...etc. :‬ﻭﻗـﺪ ﺃﺻـﺒﺢ‬
‫ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺍﻟﱪﺍﻣﺞ ﺍﳌﻀﺎﺩﺓ ﻟﻼﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﶈﺎﺭﺑﺔ ﻣﺎ ﺃﺻﺒﺢ ﻳﺼﻄﻠﺢ ﻋﻠﻰ ﺗﺴﻤﻴﺘﻪ ﺑـﺎﻟﱪﺍﻣﺞ‬
‫ﺍﳋﺒﻴﺜﺔ ﻭﻛﺬﻟﻚ ﻧﻈﺮﺍ ﻟﺘﻄﻮﺭ ﺃﺷﻜﺎﻝ ﺍﳌﺨﺎﻃﺮ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ؛ﲝﻴﺚ ﻳﻌﺘﱪ ﺣﺎﻟﻴﺎ ﺍﻟﻔﲑﻭﺱ ﺃﺑﺴﻂ ﺃﻧﻮﺍﻋﻬﺎ‪.‬‬

‫‪.firewall‬‬ ‫)‪(1‬‬

‫‪.Antivirus‬‬ ‫)‪(2‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.289‬ﺑﺘﺼﺮﻑ‬ ‫)‪(3‬‬
‫‪246‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺇﻥ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﻀﺎﺩ ﻟﻼﻋﺘﺪﺍﺀﺍﺕ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻗﺎﺩ ‪‬ﺭ ﺃﻥ ﳝﻨﻊ ﺃﻱ ﺑﺮﻧﺎﻣﺞ ﺧﻄﺮ ﺃﻭ ﺑﺮﻧﺎﻣﺞ ﺧﺒﻴﺚ ﻣﻦ‬
‫ﺍﻗﺘﺤﺎﻡ ﺍﻷﺟﻬﺰﺓ ﻭﺗﺪﻣﲑﻫﺎ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﲢﺪﻳﺜﻬﺎ ﺩﺍﺋﻤًﹰﺎ )‪ (updated‬ﳊﻤﺎﻳﺔ ﺍﳊﺎﺳﻮﺏ ﻣﻦ‬
‫ﺃﺣﺪﺙ ﻫﺪﻩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺇﻃﻼﻗﻬﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ؛ ﻟﺬﺍ ﻣﻦ ﺍ ﹸﳌﺤ‪‬ﺒﺬ ﻭﺿﻊ ﺍﻟﱪﻧﺎﻣﺞ ﻟ‪‬ﻴﺤ ‪‬ﺪﺙ ﻧﻔﺴﻪ ﻳﻮﻣﻴﹰﺎ ﻋﱪ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪-4‬ﺍﻟﺘﻮﻗﻴﻊ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪:(1‬‬
‫ﺕ ‪‬ﺗﻀﺎﻑ ﻋﻠﻰ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻹﺛﺒﺎﺕ ﻫﻮﻳﺔ ‪‬ﻣﺮ ِﺳﻠﻬﺎ‪ ،‬ﻭﺳـﻼﻣﺔ ﳏﺘﻮﻳﺎ‪‬ـﺎ ﺧـﻼﻝ‬ ‫ﺑﻴﺎﻧﺎ ‪‬‬
‫ﺍﻟﺘﺒﺎﺩ‪‬ﻝ‪ .‬ﻳﺴﺘﺨﺪﻡ ﺍ ﹸﳌﺮ ِﺳﻞ ﺩﺍﻟ ﹰﺔ ﺧﺎﺻﺔ)‪ (2‬ﻟﺘﻮﻟﻴﺪ ﺭﻗ ٍﻢ ﻣﻌﲔ‪ ،‬ﻳ‪‬ﺴﻤ‪‬ﻰ ﺍﻟﺘﻮﻗﻴﻊ‪ ،‬ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠـﻰ ﳏﺘﻮﻳـﺎﺕ‬
‫ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﰒ ‪‬ﻳﺸ ﱢﻔﺮ ﺍﻟﺘﻮﻗﻴﻊ ﺍﻟﻨﺎﺗﺞ ﻭ‪‬ﻳﻀﻴﻔﻪ ﺇﱃ ﺍﻟﺮﺳﺎﻟﺔ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻔﺘﺎﺡ ﺗـﺸﻔ ٍﲑ ﺧـﺼﻮﺻﻲ‪ .‬ﻭﻋﻠـﻰ‬
‫ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ ،‬ﻳﻌﻴﺪ ﺍ ﹸﳌﺘﻠ ﱢﻘﻲ ﺣﺴﺎﺏ ﺍﻟﺮﻗﻢ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺗﻄﺒﻴﻖ ﺍﻟﺪﺍﻟﺔ ﺫﺍ‪‬ﺎ ﻋﻠﻰ ﻧﺺ ﺍﻟﺮﺳﺎﻟﺔ )ﺑﺪﻭﻥ ﺍﻟﺮﻗﻢ‬
‫ﻚ ﺗﺸﻔﲑ ﺍﻟﺘﻮﻗﻴﻊ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻔﺘﺎﺡ ﺍﻟﺘﺸﻔﲑ ﺍﻟﻌﻤﻮﻣﻲ ﺍﳋﺎﺹ ﺑﺎ ﹸﳌﺮ ِﺳﻞ )ﻭﺍﻟﺬﻱ ﻳﻌﺮﻓﻪ ﺍ ﹸﳌﺘﻠ ﱢﻘﻲ‬
‫ﺍ ﹸﳌﺸ ﱠﻔﺮ(‪ ،‬ﻭﻳﻔ ‪‬‬
‫‪‬ﻣﺴ‪‬ﺒﻘﹰﺎ(‪ ،‬ﻭ‪‬ﻳﻘﺎ ِﺭﻥ ﺑﲔ ﺍﻟﺮﻗﻤﲔ‪ .‬ﻭﻳﺪﻝﱡ ﺗﻄﺎ‪‬ﺑﻖ ﺍﻟﺮﻗﻤﲔ ﺃﻥ ﳏﺘﻮﻳﺎﺕ ﺍﻟﺮﺳﺎﻟﺔ ﻭﺻﻠﺖ ﺳـﻠﻴﻤ ﹰﺔ ﺑـﺪﻭﻥ ﺃﻱ‬
‫ﻑ ﻣﻦ ﻛﻮﻥ ﺍﻟﺮﺳﺎﻟﺔ ‪‬ﻣﺰ ‪‬ﻭﺭﺓ‪ ،‬ﺃﻱ ‪‬ﻣﺮ ‪‬ﺳﻠﺔ ﻣـﻦ ﻗﺒـﻞ‬ ‫ﺗﺸﻮﻳﻪ‪ ،‬ﻭﲢﻤﻞ ﺗﻮﻗﻴﻊ ﺍ ﹸﳌﺮ ِﺳﻞ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻭﻻ ﺧﻮ ‪‬‬
‫ﺺ ﺁﺧﺮ‪.‬‬ ‫ﺷﺨ ٍ‬
‫ﻒ ﺭﻗﻤﻲ ﺻﻐﲑ )ﺷﻬﺎﺩﺓ ﺭﻗﻤﻴﺔ( ‪‬ﺗﺼ ‪‬ﺪﺭ ﻋﻦ ﺃﺣﺪ‬ ‫ﺍﻟﺘﻮﻗﻴﻊ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻫﻮ ﻛﺬﻟﻚ ﻋﺒﺎﺭﺓ ﻋﻦ‪ » :‬ﻣﻠ ٍ‬
‫ﺼﺼﺔ ﻭﺍ ﹸﳌﺴﺘﻘﱠﻠﺔ‪ ،‬ﻭ ‪‬ﻣﻌﺘ ‪‬ﺮﻑ ‪‬ﺎ ﻣﻦ ﺍﳊﻜﻮﻣﺔ ﲤﺎﻣﹰﺎ ﻣﺜﻞ ﻛﺘﺎﺑﺔ ﺍﻟﻌﺪﻝ‪ ،‬ﻭﰲ ﻫﺬﺍ ﺍﳌﻠﻒ ﻳـﺘ ‪‬ﻢ‬ ‫ﺍﳍﻴﺌﺎﺕ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﲣﺰﻳﻦ ﺍﺳﻢ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻬﻤﺔ ﺍﻷﺧﺮﻯ‪ ،‬ﻣﺜﻞ‪ :‬ﺭﻗﻢ ﺍﻟﺘﺴﻠﺴﻞ‪ ،‬ﻭﺗﺎﺭﻳﺦ ﺍﻧﺘﻬﺎﺀ ﺍﻟـﺸﻬﺎﺩﺓ‬
‫ﻭﻣﺼﺪﺭﻫﺎ؛ ﻭﻫﻲ ﲢﺘﻮﻱ ﻋﻨﺪ ﺗﺴﻠﻴﻤﻬﺎ ﻟﻪ ﻋﻠﻰ ﻣﻔﺘﺎﺣﲔ )ﺍﳌﻔﺘﺎﺡ ﺍﻟﻌﺎﻡ ﻭﺍﳌﻔﺘﺎﺡ ﺍﳋﺎﺹ(‪ ،‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﳌﻔﺘﺎﺡ‬
‫ﺍﳋﺎﺹ ﻫﻮ ﺍﻟﺘﻮﻗﻴﻊ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺬﻱ ﳝﻴﺰ ﺷﺨﺺ ﻋﻦ ﺑﻘﻴﺔ ﺍﻟﻨﺎﺱ‪ ،‬ﺃﻣﺎ ﺍﳌﻔﺘﺎﺡ ﺍﻟﻌﺎﻡ ﻓﻴـﺘ ‪‬ﻢ ﻧـﺸﺮﻩ ﰲ‬
‫ﺡ ﻟﻠﻌﺎﻣﺔ ﻣﻦ ﺍﻟﻨﺎﺱ «)‪.(3‬‬
‫ﺍﻟﺪﻟﻴﻞ‪ ،‬ﻭﻫﻮ ﻣﺘﺎ ‪‬‬
‫‪ -‬ﻫﻲ ﻟﻴﺴﺖ ﻛﻤﺎ ﻳﻌﺘﻘﺪ ﺍﻟﺒﻌﺾ ﺑﺄ‪‬ﺎ ﻣﺎ ﻫﻲ ﺇﻻ ﺗﻮﻗﻴ ‪‬ﻊ ﺑﺎﻟﻴﺪ ﻭﻟﻜﻨﻬﺎ ‪‬ﻣﺼ ‪‬ﻮﺭ ﹲﺓ ﺭﻗﻤﻴﹰﺎ‪ ،‬ﻭﻟﻮ ﻛﺎﻧﺖ‬
‫ﺺ ﺃﻥ ‪‬ﻳﺼ ‪‬ﻮﺭ ﺃﻱ ﺗﻮﻗﻴ ٍﻊ ﻭ‪‬ﻳ ‪‬ﺪﻋﻲ ﺑﺄﻧﻪ ﺻﺎﺣﺐ ﺍﻟﺘﻮﻗﻴﻊ؛‬‫ﻛﺬﻟﻚ ﻷﺻﺒﺢ ﺑﺈﻣﻜﺎﻥ ﺃﻱ ﺷﺨ ٍ‬
‫‪ -‬ﻫﻲ ﺷﻬﺎﺩ ﹲﺓ ﺭﻗﻤﻴﺔ ﺗﺼ ‪‬ﺪﺭ ﻋﻦ ﺃﺣﺪ ﺍﳍﻴﺌﺎﺕ ﺍ ﹸﳌﺴﺘﻘﱠﻠﺔ ‪‬ﺗﻤ‪‬ﻴﺰ ﻛﻞ ‪‬ﻣﺴﺘﺨ ِﺪﻡ؛‬

‫‪.Digital Signature‬‬ ‫)‪(1‬‬

‫‪.hash function‬‬ ‫)‪(2‬‬

‫» ﺍﻟﺘﻮﻗﻴﻊ ﺍﻻﻟﻜﺘﺮﻭﱐ «‪ ،www.egovs.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺟﻮﺍﻥ ‪.2008‬‬ ‫)‪(3‬‬

‫‪247‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺇﺭﺳﺎﻝ ﺃﻱ ﻭﺛﻴﻘ ٍﺔ ﺃﻭ ﻋﻘ ٍﺪ ﲡﺎﺭﻱ ﺃﻭ ﺗﻌ ‪‬ﻬ ٍﺪ ﺃﻭ ﺇﻗﺮﺍ ٍﺭ‪ ،‬ﻭ‪‬ﺗﻌﺘﱪ ﻗﺎﻧﻮﻧﻴﺔ ﰲ ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﺍﻷﻣﺮﻳﻜﻲ ﺍﻵﻥ ﻭﻗﺮﻳﺒﹰﺎ ﰲ ﻋﺪﺓ ﺩﻭ ٍﻝ ﺃﺧﺮﻯ؛‬
‫‪ -‬ﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﻟﻌﻘﻮﺩ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺍ ﹸﳌﺬ‪‬ﻳﻠﺔ ﺑﺎﻟﺘﻮﻗﻴﻊ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻻ ﲢﺘﺎﺝ ﺇﱃ ﻣﺼﺎﺩﻗ ٍﺔ ﻣﻦ ﻛﺎﺗﺐ ﻋﺪﻝ ﺃﻭ ﺃﻱ‬
‫ﺟﻬ ٍﺔ ﺃﺧﺮﻯ؛ ﻷ‪‬ﺎ ﺻﺎﺩﺭﺓ ﺃﺳﺎﺳﹰﺎ ﻣﻦ ﺟﻬ ٍﺔ ‪‬ﻣﻌﺘ ‪‬ﺮﻑ ‪‬ﺎ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻃﺮﻕ ﺍﳊﻤﺎﻳﺔ ﻟﺘﻮﻓﲑ ﺃﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﻋﱪ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﺃﻣﻦ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻨﺒﻐﻲ ﻣﺮﺍﻋﺎﺓ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫ﺕ ‪‬ﺎ؛‬
‫‪ -1‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺻﻼﺣﻴﺔ ﺍﻟﻜﻮﺍﺑﻞ ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﺗﺸﻘﱡﻘﺎ ٍ‬
‫‪ -2‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍ ﹶﳌﺮﺍِﺑﻂ ﻋﻠﻰ ﺍﻟﻜﻮﺍﺑﻞ؛‬
‫‪ -3‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﺟﺴﺎ ٍﻡ ﻏﺮﻳﺒﺔ ‪‬ﻣﺜ‪‬ﺒﺘﺔ ﻋﻠﻰ ﺍﻟﻜﻮﺍﺑﻞ؛‬
‫‪ -4‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﺗﺮﻗﻴﻢ ﲨﻴﻊ ﺍ ﹶﳌﺮﺍِﺑﻂ ﻋﻠﻰ ﺍﻟﻜﻮﺍﺑﻞ؛‬
‫‪ -5‬ﺗﺸﻔﲑ ﺍﻻﺗﺼﺎﻻﺕ؛‬
‫‪ -6‬ﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﳐﺎﺭﺝ ﻭﻣﺪﺍﺧﻞ ﺧﻄﻮﻁ ﺑﲔ ﺍﻟﻄﻮﺍﺑﻖ ﻭﻣﺪﺍﺧﻞ ﺍﳌﺒﲎ؛‬
‫‪ -7‬ﺇﺟﺮﺍﺀ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻹﺷﻌﺎﻋﻴﺔ ﺇﺫﺍ ﺗﻮﱠﻓﺮﺕ ﺍﻷﺟﻬﺰﺓ؛‬
‫‪ -8‬ﺗﻔﻘﱡﺪ ﺍﳌﻨﺎﻫﻞ ﻭﻣﺴﺎﺭﺍﺕ ﺍﻟﻜﻮﺍﺑﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ؛‬
‫‪ -9‬ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﺗﻌﺎ ‪‬ﺭﻑ ﺑﲔ ﺍﻟﻄﺮﻓﻴﺎﺕ ﻭﺍﳌﺮﺍﻛﺰ؛‬
‫‪ -10‬ﻗﻴﺎﺱ ﻣﺪﻯ ﺍﻟﺘﺸﻮﻳﺶ ﻋﻠﻰ ﺍﻟﻨﺎﻗﻞ ﺇﺫﺍ ﺗﻮﺍﻓﺮﺕ ﺍﻷﺟﻬﺰﺓ ﻟﺬﻟﻚ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﲪﺎﻳﺔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ‪.‬‬
‫ﻟﻠﺸﺒﻜﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ ﺃﺧﻄﺎ ‪‬ﺭ ‪‬ﺗﻬ ‪‬ﺪﺩ ﺃﻣﻨﻬﺎ ﻛﻐﲑﻫﺎ ﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺳﻮﺍ ًﺀ ﺃﻛﺎﻧـﺖ ﻫـﺬﻩ ﺍﳌﺨـﺎﻃﺮ‬
‫‪‬ﻣﺸﺘ ‪‬ﺮﻛ ﹰﺔ ﺑﲔ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ‪ ،‬ﺃﻭ ﻛﺎﻧﺖ ﳐـﺎﻃﺮ ‪‬ﻣﺨﺼ‪‬ـﺼﺔ ﺃﻭ ﻣﻮﺟـﻮﺩﺓ ﻓﻘـﻂ ﰲ‬
‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻼﺳﻠﻜﻴﺔ ﻭﻣﺎ ﲢﺘﻮﻳﻪ ﻣﻦ ﻣﻌﺎﻳﲑ ﻭﻏﲑﻫﺎ)‪.(2‬‬
‫ﺕ ﻛﺜﲑﺓ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺣﻠﻮ ﹲﻝ ﺗﻜﻨﻮﻟﻮﺟﻴـﺔ‬ ‫‪‬ﺗﻮﺍﺟﻪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻷﻣﻨﻴﺔ ﻟﻸﺟﻬﺰﺓ ﺍﻟﻼﺳﻠﻜﻴﺔ ﻣﺸﻜﻼ ٍ‬
‫ﺴﺎﺕ ﺍﻟﻜﺸﻒ)‪ (3‬ﻋﻦ ﺍﻟﺘﺪ ‪‬ﺧﻞ ﺍﻟﻼﺳﻠﻜﻲ ﺃﻥ ﲤﻨﻊ ﺍﻟﻘﺮﺍﺻـﻨﺔ ﻣـﻦ‬ ‫ﻣ‪‬ﺘﻘﺪ‪‬ﻣﺔ ﻟﻠﻌﺪﻳﺪ ﻣﻨﻬﺎ؛ ﺣﻴﺚ ﳝﻜﻦ ‪ ‬‬
‫ﺍﺧﺘﺮﺍﻕ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻟﺘﺨ ﱢﻔﻲ ﻛ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ ﺷﺮﻋﻴﲔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ ‪‬ﻣﻌ ‪‬ﺮﺿ ﹲﺔ ﺃﻳﻀﹰﺎ‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.31‬‬ ‫)‪(1‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.163‬‬ ‫)‪(2‬‬

‫‪.Detection Sensors‬‬ ‫)‪(3‬‬

‫‪248‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺝ ﻏﲑ ﳏﻤﻴﺔ‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ ﳏﻄـﺎﺕ ﻋﻤـ ٍﻞ‬ ‫ﻟﻠﻘﺮﺍﺻﻨﺔ ﺍﻟﺬﻳﻦ ﻳﻘﻮﻣﻮﻥ ﺑﺎﺧﺘﺮﺍﻗﻬﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻧﻘﺎﻁ ﻭﻟﻮ ٍ‬
‫ﺯﻣﻴﻠﺔ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﳎﺴﺎﺕ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﺘﺪ ‪‬ﺧﻞ ﺍﻟﻼﺳﻠﻜﻲ ﺃﻛﺜﺮ ﺗﻜﻠﻔﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺃﻓﻀﻞ ﻣﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺃﺩﻭﺍﺕ ﺍﻟﻜﺸﻒ ﺍﶈﻤﻮﻟﺔ ﺑﺎﻟﻴﺪ‪.‬‬
‫ﻭﻳﻜ ‪‬ﻤﻦ ﺍﳋﻄﺮ ﺍﻷﻣﲏ ﺍﻷﻭﻝ ﰲ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ )‪ (WLAN‬ﰲ ﺃﻥ ﺩﺧﻮﻝ ﺍﹸﻟﻤﺘﻄ ﱢﻔﻠﲔ‬
‫ﺇﱃ ﺍﻟﺸﺒﻜﺔ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻩ ﺩﺧﻮ ﹰﻻ ﻣﺸﺮﻭﻋﹰﺎ؛ ﻭﺫﻟﻚ ﻷﻥ ﻋﻨﺪ ﺩﺧﻮﳍﻢ ﺇﱃ ﺍﻟﺸﺒﻜﺔ ﻣﻦ ﺍﻟﺼﻌﺐ ﺍﻟﻜـﺸﻒ‬
‫ﻋﻦ ﺫﻟﻚ؛ ﻟﻌﺪﻡ ﺭﺅﻳﺘﻬﻢ‪ ،‬ﺃﻭ ﺑﺴﺒﺐ ﺍﺑﺘﻌﺎﺩﻫﻢ ﻋﻦ ﺍﻟﺸﺒﻜﺔ؛ ﲝﻴﺚ ﳝﻜﻦ ﻟﻠ ‪‬ﻤﺘﻄ ﱢﻔﻞ ﺍﻟﺬﻛﻲ ﺃﻥ ﻳﻘﻮﻡ ‪‬ـﺬﺍ‬
‫ﺍﻻﺧﺘﺮﺍﻕ ﺑﺸﻜ ٍﻞ ﺁﻣﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ ‪‬ﺪﻭﺀ؛ ﻭﻟﺬﻟﻚ ﻻ ﻳﺘ ‪‬ﻢ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻌﺪﻳﺪ ﻣﻨﻬﻢ‪.‬‬
‫ﻣﻦ ﺍﻟﺼﻌﺐ ﺍﻟﺘﺤﻜﱡﻢ ﰲ ﻧﻘﺎﻁ ﺍﻟﻮﻟﻮﺝ ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻼﺳﻠﻜﻲ؛ ﻭﺫﻟﻚ ﻹﻣﻜﺎﻧﻴﺔ ﻇﻬﻮﺭﻫـﺎ ﺑـﺪﻭﻥ‬
‫ﻗﺼﺪ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻋﱪ ﺷﺎﺷﺎﺕ ﺍﳊﺎﺳﻮﺑﺎﺕ ﺍﶈﻤﻮﻟﺔ‪ ،‬ﺃﻭ ﰲ ﺍﳌﻘﺎﻫﻲ ﰲ ﺍﻟﻄﺎﺑﻖ ﺍﻷﻭﻝ ﻣـﻦ ﻣـﺒﲎ‬
‫ﺐ ﻟﺘﺮﻙ ﻓﹸﺮﺻﺔ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺫﻟﻚ ﺷﺮﻳﻄﺔ ﻗﻴﺎﻡ ﺍ ﹸﳌﺘﻄ ﱢﻔﻞ ﺑﺎﻟﻨﺠﺎﺡ ﺑﺎﻟﻮﻟﻮﺝ ﺇﱃ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻟﻴﺲ ﻫﻨﺎﻙ ﺳﺒ ‪‬‬
‫ﻧﻘﻄﺔ ﺍﻟﻮﻟﻮﺝ ﻟﻠﺘﻄﻔﱡﻞ ﺍﻟﺬﻱ ﻻ ﳝﻜﻦ ﺍﻛﺘﺸﺎﻓﻪ ﺇﱃ ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ؛ ﺣﻴﺚ ﻻ ﺗﺰﺍﻝ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﺝ ﺑﺪﻭﻥ ﺍﻟﺘﻔﻜﲑ ﰲ ﺃﻣﻦ ﺷﺒﻜﺎ‪‬ﺎ‪.‬‬ ‫ﺗﻘﻮﻡ ﺑﺪﻭﻥ ﻗﺼ ٍﺪ ﺑﺈﻧﺸﺎﺀ ﻧﻘﺎﻁ ﻭﻟﻮ ٍ‬
‫ﺇﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﻧﺘﻬﺎﻛﺎﺕ ﻗﺪ ﺗﻨ‪‬ﺘﺞ ﻋﻦ ﻋﺪﻡ ﺍﻛﺘﺮﺍﺙ ﺍﻷﺷﺨﺎﺹ ﺑﺎﳌﻤﺎﺭﺳﺎﺕ ﺍﻷﻣﻨﻴﺔ ﻭﺳﻴﺎﺳﺎﺕ‬
‫ﺝ ‪‬ﻣﺼ ‪‬ﺮﺡ ‪‬ﺎ ﺑﺸﻜ ٍﻞ ﻋﺮﺿﻲ ﺗﺴﻤﺢ ﺑﺎﻟﺘﻄﻔﱡـﻞ‪ .‬ﻓﺨـﻼﻝ‬ ‫ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﳝﻜﻦ ﺇﻧﺸﺎﺀ ﻧﻘﺎﻁ ﻭﻟﻮ ٍ‬
‫ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻘﺎﺩﻣﺔ‪ ،‬ﺳﻮﻑ ﻳﻜﻮﻥ ‪ %70‬ﻣﻦ ﺍﻻﻧﺘﻬﺎﻛﺎﺕ ﰲ )‪ (WLAN‬ﺑﺴﺒﺐ ﻧﻘـﺎﻁ ﺍﻟﻮﻟـﻮﺝ ﻏـﲑ‬
‫ﺍﶈﻤﻴﺔ؛ ﻭﺫﻟﻚ ﻳﺮﺟﻊ ﺑﺸﻜ ٍﻞ ﺟﺰﺋﻲ ﻟﺴﻬﻮﻟﺔ ﺇﻧﺸﺎﺀ ﺍﻟﺸﺒﻜﺔ ﺍﶈﻠﱢﻴﺔ ﺍﻟﻼﺳﻠﻜﻴﺔ‪ .‬ﺇﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺗﻘﻮﻡ ﺑﺸﺮﺍﺀ ﺍ ﹸﳌﻨﺘ‪‬ﺠﺎﺕ ﻭﺍﻟﻨ‪‬ﻈﻢ ﳊﻤﺎﻳﺔ ﺷﺒﻜﺎ‪‬ﺎ ﻋﻨﺪ ﺇﻧﺸﺎﺋﻬﺎ‪ .‬ﻭ‪‬ﺗﻌﺘﱪ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺜﺎﺑﺘﺔ ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﻟﺘﻄﻔﱡﻞ‬
‫ﺃﻓﻀﻞ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﻟﻜﺸﻒ ﺍﻟﻼﺳﻠﻜﻴﺔ ﺍﶈﻤﻮﻟﺔ؛ ﻭﺫﻟﻚ ﻷﻥ ﺍ‪‬ﺴﺎﺕ ﺍﻟﺜﺎﺑﺘﺔ ‪‬ﺗﻘ ‪‬ﺪﻡ ﺻﻮﺭ ﹰﺓ ﺩﺍﺋﻤﺔ ﻟﻸﺟﻬﺰﺓ‬
‫ﺖ ﻣﻌﲔ)‪.(1‬‬
‫ﺍﻟﱵ ﺗﻌﻤﻞ ﻋﱪ )‪ ،(WLAN‬ﻭﻟﻴﺲ ﻓﻘﻂ ﺃﺛﻨﺎﺀ ﻭﻗ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﻛﻴﻔﻴﺔ ﺑﻨﺎﺋﻬﺎ‪.‬‬
‫ﺇﻥ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ‪ ،‬ﺃﻭ ﺳﻴﺎﺳﺔ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻫﻲ ﳎﻤﻮﻋﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ‪‬ﻳﻄ‪‬ﺒﻘﻬـﺎ‬
‫ﺍﻷﺷﺨﺎﺹ ﻟﺪﻯ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﻟﺘﻘﻨﻴﺔ ﻭﻣﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗ‪‬ﺘﺼﻞ ﺑـﺸﺆﻭﻥ ﺍﻟـﺪﺧﻮﻝ ﺇﱃ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻧ‪‬ﻈﻤﻬﺎ ﻭﺇﺩﺍﺭ‪‬ﺎ‪.‬‬
‫‪‬ﺪﻑ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻷﻣﻦ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺇﱃ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ ،www .Al-Jazirah.com‬ﺩﻳﺴﻤﱪ ‪.2007‬‬ ‫)‪(1‬‬

‫‪249‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﺗﻌﺮﻳﻒ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﻭﺍﻹﺩﺍﺭﻳﲔ ﺑﺎﻟﺘﺰﺍﻣﺎ‪‬ﻢ ﻭﻭﺍﺟﺒﺎ‪‬ﻢ ﺍﳌﻄﻠﻮﺑﺔ ﳊﻤﺎﻳﺔ ﻧ‪‬ﻈﻢ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻟـﺸﺒﻜﺎﺕ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻜﺎﻓﺔ ﺃﺷﻜﺎﳍﺎ‪ ،‬ﻭﰲ ﻣﺮﺍﺣﻞ ﺇﺩﺧﺎﳍﺎ ﻭﻣﻌﺎﳉﺘﻬﺎ ﻭﺧﺰ‪‬ﺎ ﻭﻧﻘﻠـﻬﺎ ﻭﺇﻋـﺎﺩﺓ‬
‫ﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪.‬‬
‫‪ -‬ﻛﻤﺎ ‪‬ﺪﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺇﱃ ﲢﺪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﳍﺎ ﲢﻘﻴﻖ ﻭﺗﻨﻔﻴﺬ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍ ﹸﳌﺤﺪ‪‬ﺩﺓ‬
‫ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻟﻪ ﻋﻼﻗ ﹲﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻭﻧ‪‬ﻈﻤﻬﺎ ﻭﲢﺪﻳﺪ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻋﻨﺪ ﺣﺼﻮﻝ ﺍﳋﻄﺮ‪.‬‬
‫‪ -‬ﺑﻴﺎﻥ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌ‪‬ﺘﺒﻌﺔ ﻟﺘﺠﺎ ‪‬ﻭﺯ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﻭﺍﳌﺨﺎﻃﺮ ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ ﻭﺍﳉﻬﺎﺕ ﺍ ﹸﳌﻨﺎﻁ ‪‬ﺎ ﺍﻟﻘﻴـﺎﻡ ‪‬ـﺎ‬
‫ﺑﺬﻟﻚ‪ .‬ﻟﺪﻯ ﺇﻋﺪﺍﺩ ﺃﻳﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺑﺸﺄﻥ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻟﻜﻲ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻹﺳـﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﺎﻋﻠـﺔ‬
‫ﻭﻣﻨﺘﺠﺔ ﻭﻫﺎﺩﻓﺔ ﻻ ﺑﺪ ﺃﻥ ‪‬ﻳﺴﺎ ِﻫﻢ ﰲ ﺇﻋﺪﺍﺩﻫﺎ ﻭﺗﻔ ‪‬ﻬﻤﻬﺎ ﻭﺗﻘ‪‬ﺒﻠﻬﺎ ﻭﺗﻨﻔﻴﺬﻫﺎ ﳐﺘﻠﻒ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻮﻇﻴﻔﺔ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺣﺎﺟﺘﻬﺎ ﺇﱃ ﺍﻟﺘﻌﺎ ‪‬ﻭﻥ ﻭﺍﻟﺪﻋﻢ ﺍﻟﻜﺎﻣﻞ ﻣﻦ ﺍﻟﻜﺎﻓﺔ‪ .‬ﻣﻦ ﻫﻨـﺎ ﻓـﺈﻥ‬
‫ﺕ ﻋﺪﻳﺪﺓ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻟﻜـﻦ‬ ‫ﺍﳌﻌﻨﻴﲔ ﺑﺈﻋﺪﺍﺩ ﺳﻴﺎﺳﺔ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺘﻮ ‪‬ﺯﻋﻮﻥ ﺇﱃ ﻣﺮﺍﺗﺐ ﻭﺟﻬﺎ ٍ‬
‫ﺑﻮﺟ ٍﻪ ﻋﺎﻡ‪ ،‬ﺗﺸﻤﻞ ﻣﺴﺌﻮﱄ ﺃﻣﻦ ﺍﳌﻮﻗﻊ ﻭﻣﺪﻳﺮﻱ ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﻭ ‪‬ﻣﻮ ﱢﻇﻔﻲ ﻭﺣﺪﺓ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻣـﺪﻳﺮﻱ‬
‫ﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﻮﺣﺪﺓ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻟﺘﺴﻮﻳﻖ ﻭﺍﻟﺒﺤﺚ ﻭﻏﲑﻫﺎ‪ .‬ﻭﺗﺸﻤﻞ ﺃﻳﻀﹰﺎ ﻓﺮﻳﻖ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﺤﻮﺍﺩﺙ ﻭﺍﻷﻋﻄﺎﻝ‪ ،‬ﻭ ‪‬ﻣﻤﱢﺜﻠﻲ ﳎﻤﻮﻋﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﻭﻣـﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴـﺎ‪ ،‬ﺇﱃ‬
‫ﺟﺎﻧﺐ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪.‬‬
‫ﻭﺗﻀ ‪‬ﻢ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻳﻀﹰﺎ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻻﺷﺘﺮﺍﻛﺎﺕ ﺍﻟﱵ ‪‬ﺗﺤ ‪‬ﺪﺩ ﺳﻴﺎﺳـﺔ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺑﺸﺄﻥ ﺍﺷﺘﺮﺍﻛﺎﺕ ﺍﻟﻐﲑ ﰲ ﺷﺒﻜﺘﻬﺎ ﺃﻭ ﻧ‪‬ﻈﻤﻬﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ ﺍﳌﺨﺎﻃﺮ ﻭﺍﻷﺧﻄـﺎﺀ‬
‫ﲝﻴﺚ ‪‬ﺗﺤ ‪‬ﺪﺩ ﻣﺎﻫﻴﺔ ﺍﳌﺨﺎﻃﺮ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺇﺑﻼﻍ ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻌﻬﺎ‪ ،‬ﻭﺍﳉﻬﺎﺕ ﺍﳌﺴﺌﻮﻟﺔ ﻋﻦ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ‬
‫ﻫﺬﻩ ﺍﳌﺨﺎﻃﺮ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺣﺎﻟﺔ ﺩﺭﺍﺳﻴﺔ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪.‬‬

‫ﺑﻌﺪ ﺗﻄ ‪‬ﺮﻗﻨﺎ ﰲ ﺍﳌﻄﻠﺒﲔ ﺍﻟﺴﺎﺑﻘﲔ ﺇﱃ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﻣﻨﻴﺔ ﻟﻨﺠﺎﺡ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺳـﻨﺤﺎﻭﻝ ﰲ‬
‫ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺇﺩﺭﺍﺝ ﺣﺎﻟ ٍﺔ ﺩﺭﺍﺳﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﺗﻄﺒﻴﻘﹰﺎ ﳌﺎ ﱠﰎ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻪ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪ ،‬ﺃﻳﻦ ﻗﺎﻣﺖ ﻣﺆﺳـﺴﺔ‬
‫ﺗﺄﻣﻴﻨﺎﺕ ﺃﻣﺮﻳﻜﻴﺔ ‪‬ﺎ ‪ 1500‬ﻣﻮ ﱠﻇﻒ ﰲ ﺇﺩﺍﺭﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺘﻄﺒﻴﻖ ﻣﺸﺮﻭ ٍ‬
‫ﻉ ﲡﺮﻳﱯ ﻟﻠﻌﻤﻞ ﻋـﻦ‬
‫ﺑ‪‬ﻌﺪ ﻋﻠﻰ ‪ 40‬ﻣﻮﻇﻔﺎ ‪‬ﺳ ‪‬ﻤﻲ ﺑﺮﻧﺎﻣﺞ "ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ ﻟﻠﻤﱰﻝ")‪.(1‬‬
‫ﻉ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ ﰲ ﻗﺴﻢ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﻭﻳ‪‬ﻤﺜﱢﻞ ﺍﳌﹸﻮﻇﱠﻔﻮﻥ ﺍﻷﺭﺑﻌﻮﻥ ﺛﻼﺛﺔ ﺃﻧﻮﺍ ٍ‬

‫‪.Access to the house‬‬ ‫)‪(1‬‬

‫‪250‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫‪ -‬ﻣﺴﺎﻧﺪﺓ ﺍﻹﻧﺘﺎﺝ‪ :‬ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﻄﺎﺭﺋﺔ ﻋﻨﺪ ﺗﻌﻄﱡﻞ ﺍﳌﻌﺎﰿ؛‬

‫ﺕ ‪‬ﻣﺘﺄ ‪‬ﺧﺮﺓ ﺑﻌﺪ ﺍﻟﺪﻭﺍﻡ ﺍﻟﺮﲰﻲ؛‬
‫‪ -‬ﺍﻟﻌﻤﻞ ﺍﻹﺿﺎﰲ‪ :‬ﺍﻟﻌﻤﻞ ﺍﻻﻋﺘﻴﺎﺩﻱ ﰲ ﺃﻭﻗﺎ ٍ‬
‫ﺻﻞ ﻭﺍﻟﺘﺮﻛﻴﺰ‪.‬‬
‫ﺕ ﻃﻮﻳﻠﺔ ﻣﻦ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﺘﻮﺍ ِ‬
‫‪ -‬ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺼﻮﺭ ٍﺓ ﺻﺮﻓﺔ‪ ،‬ﺑﺮﺍﻣﺞ ﺗﺘﻄﻠﱠﺐ ﺳﺎﻋﺎ ٍ‬
‫‪ -‬ﺧﻠﻔﻴﺔ ﻋﻦ ﺍﳊﺎﻟﺔ‪ :‬ﱠﰎ ﺍﻟﺪﺧﻮﻝ ﰲ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺘﺠﺮﻳﱯ ﺑﻌﺪ ﺇﻋﺪﺍ ٍﺩ ﻃﻮﻳﻞ ﻭﻋﻨﺎﻳ ٍﺔ ﻛﺒﲑﺓ؛ ﺣﻴﺚ ﺑﺪﺃ ﺫﻟﻚ‬
‫ﺐ ﻣﱰﱄ ﺑﻌﺪ ‪ 10‬ﺃﺷـﻬﺮ ﻣـﻦ ﺑـﺪﺀ‬
‫ﺑﺘﺤﻠﻴﻞ ﺍﳌﺸﻜﻠﺔ ﻗﺒﻞ ﺷﻬ ٍﺮ ﻣﻦ ﺑﺪﺍﻳﺔ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﺗﺄ ‪‬ﺳﺲ ﺃﻭﻝ ﻣﻜﺘ ٍ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﰒ ﺗﺒﻌﺘﻬﺎ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﺍﺟﻪ ﻗﺴﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﻨ‪‬ﻈﻢ ﺿﻐﻄﹰﺎ ﰲ ﺍﻟﻌﻤﻞ ﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ ﰲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﻇﻬـﺮﺕ ﺍﳊﺎﺟـﺔ ﺇﱃ‬
‫‪‬ﻣﻮ ﱠﻇﻔﲔ ﻳﻌﻤﻠﻮﻥ ﻭﻗﺘﹰﺎ ﺇﺿﺎﻓﻴﹰﺎ‪ ،‬ﻳﺬﻫﺒﻮﻥ ﺃﺣﻴﺎﻧﹰﺎ ﻟﺘﻨﺎ ‪‬ﻭﻝ ﺍﻟﻮﺟﺒﺎﺕ ﰲ ﻣﻨﺎﺯﳍﻢ ﰒ ﻳﻌﻮﺩﻭﻥ ﻣـﺴﺎ ًﺀ‪ .‬ﻭﻳـﺘ ‪‬ﻢ‬
‫ﺼﺎﺋﻴﲔ ﺃﻭ ﺍﳌـﺪﺭﺍﺀ ﺍﻟـﺬﻳﻦ ﻳـﺘ ‪‬ﻢ‬
‫ﺗﺼﺤﻴﺢ ﺍﻷﺧﻄﺎﺀ ﺃﻭ ﺇﳒﺎﺯ ﺑﻌﺾ ﺃﻋﻤﺎﻝ ﺍﻹﺷﺮﺍﻑ ﺑﻮﺍﺳﻄﺔ ﺍﻷﺧـ ‪‬‬
‫ﺍﺳﺘﺪﻋﺎﺅﻫﻢ ﻣﻦ ﻣﻨﺎﺯﳍﻢ ﰲ ﺍﻷﻣﺴﻴﺎﺕ ﺃﻭ ﺃﺛﻨﺎﺀ ﺍﻟﻠﻴﻞ‪ ،‬ﻭﺍﳊﺎﺳﻮﺏ ﺍﳌﺮﻛﺰﻱ ﻗﺪ ﻳﺘﻮﱠﻗﻒ ﻋﻦ ﺍﻟﻌﻤﻞ؛ ﺣﱴ‬
‫ﺺ ﻟﻴﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﺸﻜﻠﺔ‪.‬‬ ‫ﺼ ‪‬‬‫ﻳﺼﻞ ‪‬ﻣﺘﺨ ‪‬‬
‫ﺏ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﹰﺍ؛ ﺯﺍﺩ ﺍﺣﺘﻴﺎﺝ ﺍﳌﺆﺳـﺴﺔ ﺇﱃ ﺗﻮﻇﻴـﻒ‬‫ﻭﺑﻌﺪ ﺍﺯﺩﻳﺎﺩ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﺟﻬﺰﺓ ﺣﺎﺳﻮ ٍ‬
‫‪‬ﻣﱪ ِﻣﺠﲔ ﺃﻛﺜﺮ ﻣﻬﺎﺭﺓ‪ ،‬ﻭﻳﻨ ‪‬ﺪﺭ ﻭﺟﻮﺩ ﺃﻣﺜﺎﻝ ﻫﺆﻻﺀ ﰲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﻗﺪ ﺍﻋ‪‬ﺘﱪ ﺃﺳـﻠﻮﺏ‬
‫ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺳﻴﻠ ﹰﺔ ﺳﺎﻋﺪﺕ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺟﺬﺏ ﻫﺆﻻﺀ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺍﻟﻨﺎﺩﺭﻳﻦ؛ ﳑﺎ ﺃﻋﻄـﻰ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ‪ .‬ﻛﻤﺎ ﺍﻋ‪‬ﺘﱪ ﺫﻟﻚ ﻃﺮﻳﻘ ﹰﺔ ﳑﻜﻨﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺗﻠﻚ ﺍﳌﻬﺎﺭﺍﺕ ﻣﻦ ﻋﻠﻰ ﺑﻌﺪ ﺩﻭﻥ ﺣﺎﺟ ٍﺔ‬
‫ﻟﻼﻧﺘﻘﺎﻝ‪ ،‬ﻭﺩﻭﻥ ﺣﺎﺟ ٍﺔ ﻻﻧﺘﻘﺎﻝ ﺍﳌﹸﻮﻇﱠﻒ ﳌﻮﻗﻊ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -‬ﺍﻟﺘﻄﺒﻴﻖ‪:‬‬
‫ﻗﺒﻞ ﺳﺘﺔ ﺃﺷﻬﺮ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻖ ﱠﰎ ﺗﻜﻮﻳﻦ ﻗﻮﺓ ﻋﻤ ٍﻞ ﻟﺪﺭﺍﺳﺔ ﺗﻜﺎﻟﻴﻒ ﻭﻓﻮﺍﺋﺪ ﺗﻄﺒﻴﻖ ﺃﺳﻠﻮﺏ ﺍﻟﻌﻤـﻞ‬
‫ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﱵ ﺗﻌﻴﺸﻬﺎ ﺍﳌﺆﺳﺴﺔ ﰲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﻗﺒﻞ ﺷﻬﺮﻳﻦ ﻣـﻦ ﺍﻧﻄـﻼﻕ ﺍﻟﱪﻧـﺎﻣﺞ‬
‫ﺍﺳﺘﻌﺎﻧﺖ ﻗﻮﺓ ﺍﻟﻌﻤﻞ ﺑﺎﺳﺘﺸﺎﺭﻱ ﻟﻠﻤﺴﺎﻋﺪﺓ ﰲ ﻭﺿﻊ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ‪ .‬ﻭ ﱠﲤﺖ ﻣﻨﺎﻗﺸﺔ ﺍﳋﻄﺔ ﻣﻊ‬
‫ﻣﺪﺭﺍﺀ ﻣﻦ ﻣﺴﺘﻮﻯ ﻣﺘﻮﺳﻂ‪ ،‬ﻛﻤﺎ ﺑﺪﺃ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﻋﲔ‪ .‬ﺑـﺪﺃ ﺗـﺪﺭﻳﺐ ﺍﳌﹸـﻮﻇﱠﻔﲔ‬
‫ﺍﳌﺨﺘﺎﺭﻳﻦ ﺑﻌﺪ ‪ 10‬ﺃﺷﻬﺮ ﻣﻦ ﺍﻧﻄﻼﻕ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺑﻌﻀﻬﻢ ﻗﺪ ﺑﺪﺃ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ ﻗﺒﻞ‬
‫ﺫﻟﻚ ﺑﺸﻬﺮﻳﻦ‪ .‬ﻭﻗﺪ ﺃ ‪‬ﺧﺮﺕ ﺑﻌﺾ ﺍﳌﺴﺎﺋﻞ ﺍﻟﻔﻨﻴﺔ ﻭﻣﺴﺎﺋﻞ ﺍﻟﺘﺪﺭﻳﺐ ﺑﻌﺾ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻣﻦ ﺍﻟﻐﻴﺎﺏ ﺑـﺎﻟﺘﻐﻴﲑ‬
‫ﺍﳌﻄﻠﻮﺏ‪ ،‬ﻭ ﱠﰎ ﺍﻟﺘﻐﻠﱡﺐ ﻋﻠﻰ ﺫﻟﻚ ﰲ ‪‬ﺎﻳﺔ ﺍﻟ ‪‬ﺮﺑﻊ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﺴﻨﺔ ﺍﳌﻮﺍﻟﻴﺔ‪ ،‬ﻋﻨﺪﻣﺎ ﺍﺳﺘﻘ ‪‬ﺮ ﺍﻷﺭﺑﻌﻮﻥ ‪‬ﻣﻮ ﱠﻇﻔﹰﺎ‬
‫ﺍﳌﺨﺘﺎﺭﻭﻥ ﻟﻠﻌﻤﻞ ﻣﻦ ﺍﳌﱰﻝ‪.‬‬
‫‪ -‬ﺍﻟﺘﺸﻐﻴﻞ‪:‬‬
‫‪251‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺕ ﳕﻄﻴﺔ ﺃﻭ ﺟﺪﺍﻭﻝ ﻋﻤﻞ ﺟﺎﻣﺪﺓ ﻟﻠﻌﺎﻣﻠﲔ ﻋـﻦ‬ ‫ﱂ ‪‬ﺗﺆ ‪‬ﺩ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﱵ ﺍ‪‬ﺗﺒﻌﺖ ﰲ ﺍﻟﺘﺨﻄﻴﻂ ﺇﱃ ﻣﻌﺪﺍ ٍ‬
‫ﺑ‪‬ﻌﺪ‪ ،‬ﺑﻞ ﺃ ﱠﻛﺪﺕ ﺃﻥ ﺍﻟﻌﻤﻞ ﺍﳌﻄﻠﻮﺏ ﻗﺪ ﱠﰎ ﺃﺩﺍﺅﻩ ﺑﺎﻟﺴﺮ‪‬ﻳﺔ ﻭﺍﻷﻣﻦ ﺍ ﹸﳌﺘﻮﱢﻗﻌ‪‬ﻴﻦ ﰲ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺄﻣﲔ‪.‬‬
‫ﻭﻗﺪ ﲰﺢ ﻟﻜﻞ ﻋﺎﻣ ٍﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺧﺘﻴﺎﺭ ﺣﻮﺍﺳﻴﺒﻬﻢ ﺍﳌﻜﺘﺒﻴﺔ ﺃﻭ ﺍﳌﻨﻘﻮﻟﺔ ) ‪‬ﻣﺘﻮﺍِﺋﻤﺔ ﻣﻊ ﻧﻈﺎﻡ ‪.(I.B.M‬‬
‫ﻭﻏﺎﻟﺒﻴﺘﻬﻢ ﻟﺪﻳﻬﻢ ﺟﻬﺎﺯ ﺗﻮﺻﻴﻞ )ﻣﻮﺩﻡ( ﻟﻮﺻﻞ ﺟﻬﺎﺯﻫﻢ ﺑﺎﳊﺎﺳﻮﺏ ﺍﳌﺮﻛﺰﻱ ﰲ ﺍﳌﻜﺘـﺐ ﺍﻟﺮﺋﻴـﺴﻲ‪،‬‬
‫ﻭﻟﻜﻦ ﺑﻌﻀﻬﻢ ﻳﻨ ﹸﻘﻞ ﻣﻌﻠﻮﻣﺎﺗﻪ ﻋﻦ ﻃﺮﻳﻖ ﺇﺭﺳﺎﻝ ﺍﻷﻗﺮﺍﺹ ﺍﳊﺎﺳﻮﺑﻴﺔ ﺇﱃ ﺍﳌﻜﺘﺐ ﺍﳌﺮﻛﺰﻱ‪ ،‬ﻭﻗﺪ ﺍ‪‬ﺗﻔـﻖ‬
‫ﺍﳌﺪﺭﺍﺀ ﻭﺍﻟﻌﺎﻣﻠﻮﻥ ﻋﻦ ﺑ‪‬ﻌﺪ ﻋﻠﻰ ﲢﺪﻳﺪ ﺃﻭﻗﺎﺕ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﱰﻝ‪ ،‬ﻭﺃﻭﻗﺎﺕ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﻜﺘﺐ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻜﻞ‬
‫ﺃﺳﺒﻮﻉ ﺑﺸﻜ ٍﻞ ‪‬ﻣﺴ‪‬ﺒﻖ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﻛﺎﻧﻮﺍ ‪‬ﻣﺴﺘﻌ ‪‬ﺪﻳﻦ ﻟﺘﻐﻴﲑ ﻫﺬﻩ ﺍﳉﺪﻭﻝ ﰲ ﺍﳊﺎﻻﺕ ﺍﻟﻄﺎﺭﺋﺔ‪.‬‬
‫ﺃﻭﺿﺤﺖ ﺍﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﱵ ‪‬ﻋﻘﺪﺕ ﺑﻌﺪ ‪ 14‬ﺷﻬﺮﹰﺍ ﻣﻦ ﺑﺪﺍﻳﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺃﻥ ﻫﻨﺎﻟـﻚ ﺑﻌـﺾ‬
‫ﺍﳌﺸﺎﻛﻞ ﺍﻟﺼﻐﲑﺓ ﺍﻟﱵ ﺻﺎﺣﺒﺘﻪ‪ ،‬ﻭﺃﻧﻪ ﱠﰎ ﲣ ﱢﻄﻴﻬﺎ ﺑﻜﻔﺎﺀﺓ ﲜﻬﻮﺩ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺍﳌـﺪﺭﺍﺀ ﻭﺃﻋـﻀﺎﺀ ﺍﻟﻔﺮﻳـﻖ‬
‫ﺍﳌﺮﻛﺰﻱ‪ ،‬ﻭ ﱠﰎ ﲣﻄﻴﻂ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺘﺨﻄﻴﻂ ﺗﻀ ‪‬ﻢ ﺃﻓﺮﺍﺩﹰﺍ ﻣﻦ ﺃﺳﺮ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻟﺘﻘـﺪﻳﺮ ﺗـﺄﺛﲑﺍﺕ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﱰﱄ ﻋﻠﻰ ﻛﻞ ﺍﳌﺸﺎﺭﻛﲔ ﻓﻴﻪ‪.‬‬
‫ﻭﻳﻌﺘﻘﺪ ﺍﳌﺴﺘﺸﺎﺭﻭﻥ ﻟﱪﻧﺎﻣﺞ "ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺍﳌﱰﱄ" ﺃﻧﻪ ﺳﻴﺘ ‪‬ﻢ ﺍﻟﺘﻮ ‪‬ﺳﻊ ﰲ ﺍﻟﱪﻧـﺎﻣﺞ ﻹﺷـﺮﺍﻙ‬
‫ﻋﺪ ٍﺩ ﺃﻛﱪ ﻣﻦ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻣﻦ ﺍﻟﻘﺴﻢ ﻧﻔﺴﻪ‪ ،‬ﻭﻛﺬﻟﻚ ﻟﺒﺪﺀ ﻣﺸﺎﺭﻳﻊ ﺟﺪﻳﺪﺓ ﳑﺎﺛﻠﺔ ﰲ ﺃﻗﺴﺎ ٍﻡ ﺃﺧﺮﻯ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﻠﻴﻘﺎﺕ‪:‬‬
‫ﺏ ﺗﺘﻌﱠﻠﻖ ﺑﺎﻻﻟﺘﺰﺍﻡ ﺑﺎﻟﺴﺮ‪‬ﻳﺔ؛ ﻓﺈﻥ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﳌﺎﻟﻴﺔ ﻭﺍﻟﺘﻌﺎﹸﻗﺪﻳﺔ ﺗﻈﻞﱡ ﻃ ‪‬ﻲ ﺍﻟﻜﺘﻤـﺎﻥ‪ ،‬ﻭﻟﻜـﻦ‬
‫ﻷﺳﺒﺎ ٍ‬
‫ﺑﺼﻮﺭ ٍﺓ ﻋﺎﻣﺔ ﳝﻜﻦ ﺍﺳﺘﻘﺮﺍﺀ ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﳌﻨﺸﻮﺭﺓ‪.‬‬
‫ﺇﻥ ﺍﻟﺪﺍﻓﻊ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻟﻴﺲ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ ‪‬ﻣﺘﻌﱢﻠ ‪‬ﻖ ﺑﺎﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻀﻴﻊ ﰲ ﺍﻟﺘﻨﻘﱡﻞ ﻣـﻦ ﻭﺇﱃ‬
‫ﺕ ﻃﻮﻳﻠﺔ‪ .‬ﻭﺑﻴﻨﻤﺎ ﳒﺪ ﺃﻥ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺜﺎﻧﻴـﺔ‬
‫ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ‪ ،‬ﺃﻭ ﺿﺮﻭﺭﺓ ﺟﺬﺏ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺘﻨ ﱠﻘﻠﻮﻥ ﳌﺴﺎﻓﺎ ٍ‬
‫ﻧﺘﻴﺠ ﹲﺔ ‪‬ﻣﺨ ﱠﻄﻄﺔ ﻣﻦ ﻗﺒﻞ ﻣﺆﺳﺴﺔ ﺍﻟﺘﺄﻣﲔ‪ ،‬ﺃﻱ ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺧﱪﺍﺀ ﻋﻦ ﺑ‪‬ﻌﺪ؛ ﺣﻴـﺚ ﺃﻥ ﻗـﻮﺓ‬
‫ﻑ ﻣﻦ ﺍﻻﺧﺘﺼﺎﺻﻴﲔ ﺫﻭﻱ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﱂ ﻳـﺘﻢ‬ ‫ﺍﻟﻌﻤﻞ ﺍﳌﺮﻛﺰﻳﺔ ﱂ ﺗﻨﺠﺢ ﰲ ﺗﻮﻓﲑ ﻋﺪ ٍﺩ ﻛﺎ ٍ‬
‫ﻼ‬
‫ﻭﺿﻌﻬﺎ ﰲ ﺍﻟﺘﻨﻔﻴﺬ ﺃﺛﻨﺎﺀ ﻓﺘﺮﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﻨﻘﱡﻞ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻔﺮﻳﻖ ﻗﺴﻢ ﺍﳋﺪﻣﺎﺕ ﺍﻹﻋﻼﻣﻴﺔ ﺃﻣﺮﹰﺍ ﺳﻬ ﹰ‬
‫ﻧﺴﺒﻴﹰﺎ‪ .‬ﻓﻤﺘﻮﺳﻂ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺘﻄﻠﱠﺒﻪ ﺍﻟﻮﺻﻮﻝ ﳌﻜﺎﻥ ﺍﻟﻌﻤﻞ ‪ 30‬ﺩﻗﻴﻘﺔ ﰲ ﻣﺪﻳﻨ ٍﺔ ﺻﻐﲑﺓ ﺫﺍﺕ ﺷـﻮﺍﺭﻉ‬
‫ﻏﲑ ﻣﻜﺘﻈﺔ‪ .‬ﻭﻭﻓﻘﹰﺎ ﻟﻨﻈﺎﻡ ﺍﻟﻮﻗﺖ ﺍﻹﺿﺎﰲ ﺍﻟﺘﻘﻠﻴﺪﻱ؛ ﻓﺈﻥ ﺍﻟﻌﺎﻣﻠﲔ ﻟﺪﻳﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﺬﻫﺎﺏ ﳌﻨﺎﺯﳍﻢ‬
‫ﺖ ﺃﻭ ﻃﺎﻗﺔ‪.‬‬
‫ﻭﺗﻨﺎ ‪‬ﻭﻝ ﻭﺟﺒﺎ‪‬ﻢ‪ ،‬ﻭﻣﻦ ﰒ ﺍﻟﻌﻮﺩﺓ ﻣﺮ ﹰﺓ ﺃﺧﺮﻯ ﺩﻭﻥ ﺇﺿﺎﻋﺔ ﻭﻗ ٍ‬
‫ﻛﻤﺎ ﺃﻥ ﺍﻟﺪﺍﻓﻊ ﻟﻴﺲ ﰲ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﺒﺎﺷﺮﺓ ﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﰲ ﻣﺴﺎﺣﺔ ﺍﳌﻜﺘﺐ ﻭﺍﻟﱵ ﺗﺒﺪﻭ ﺃﺣﻴﺎﻧـﹰﺎ‬
‫ﺃﻫﻢ ﺍﻟﻔﻮﺍﺋﺪ ﻟﺼﺎﺣﺐ ﺍﻟﻌﻤﻞ‪ .‬ﳝﻜﻦ ﺍﻻﺣﺘﻔﺎﻅ ﺑﺘﻠﻚ ﺍﳌﺴﺎﺣﺎﺕ‪ ،‬ﻛﻤﺎ ﳝﻜﻦ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻒ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺑ‪‬ﻌـﺪ‬
‫‪252‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺃﻥ ﳚﺪ ﻣﻜﺘﺒﹰﺎ ﲟﻘ ‪‬ﺮ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺮﺋﻴﺴﻲ ﻣﱴ ﺍﺣﺘﺎﺝ ﻟﺬﻟﻚ‪ .‬ﻭﻣﻦ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻞ ﺯﻳﺎﺩﺓ ﺗﻜﺎﻟﻴﻒ ﻣﺴﺎﺣﺔ ﺍﳌﻜﺘـﺐ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘ ‪‬ﻢ ﺍﺳﺘﺮﺟﺎﻉ ﺍﻟﻨﻔﻘﺎﺕ ﺍﳌﱰﻟﻴﺔ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻒ‪.‬‬
‫ﺇﻥ ﺍﻟﺪﺍﻓﻊ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﻤﺆﺳﺴﺔ ﻫﻮ ﺇﳚﺎﺩ ﻃﺮﻳﻘ ٍﺔ ﺃﻛﺜﺮ ﻛﻔﺎﺀﺓ ﳌﻌﺎﳉﺔ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﺫﻱ ﺍﻟﺘﻘﻨﻴـﺔ‬
‫ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﺩﻭﻥ ﺗﻌﻄﻴﻞ ﺍﻧﺴﻴﺎﺏ ﺍﻟﻌﻤﻞ ﺃﻭ ﻋﺰﻝ ﺍﳌﹸﻮﻇﱠﻔﲔ ﺍﻷﺳﺎﺳﻴﲔ‪ .‬ﻭﻳﺘﻌﻠﱠﻖ ﺍﻷﻣﺮ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺖ ﻃﻮﻳﻞ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺑﻄﺮﻳﻘ ٍﺔ ‪‬ﻣﺘ ﹶﻘﻨﺔ‪ ،‬ﻟﺘﺤﻘﻴﻖ ﺍﻹﻧﺘﺎﺝ ﻧﻔﺴﻪ‪ ،‬ﻣﻊ ﺗﻘﻠﻴﻞ ﺧﻄﺮ ﺍﻟﻔﺸﻞ‪ ،‬ﻭﺍﺳﺘﻐﺮﺍﻕ ﻭﻗ ٍ‬
‫ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﺿﺢ ﺍﳌﻮﺍﺭﺩ ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﱵ ﺗﻮﻓﱠﺮﺕ ﺑﺴﺒﺐ ﺍﻟﺘﻐﻴﲑ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ﺍﻟﻮﺣﻴﺪﺓ ﻟﺼﺎﺣﺐ ﺍﻟﻌﻤﻞ‬ ‫ﻭ‪‬ﺗﻮ ‪‬‬
‫ﻫﻲ ﺯﻳﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﻗﻮﺓ ﻋﻤﻞ ﺫﺍﺕ ﺩﺍﻓﻌﻴﺔ ﺃﻋﻠﻰ‪ .‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﳒﺪ ﺃﻥ ‪ 40‬ﻣﻮﻇﻔﹰﺎ ﻳﻌﻤﻠﻮﻥ ﻣﻦ ﺍﳌﱰﻝ‬
‫ﺛﻼﺛﺔ ﺃﻳﺎﻡ ﰲ ﺍﻷﺳﺒﻮﻉ‪ ،‬ﻭﻳﻌﻤﻠﻮﻥ ﻭﻗﺘﹰﺎ ﺇﺿﺎﻓﻴﹰﺎ ﻳﺘﻜﱠﻠﻒ ﺭﺣﻠ ﹰﺔ ﺇﺿﺎﻓﻴﺔ ﻣﻦ ﻭﺇﱃ ﺍﳌﱰﻝ‪ .‬ﻳ‪‬ـﻮﻓﱢﺮﻭﻥ ‪11000‬‬
‫ﺳﺎﻋﺔ ﰲ ﺍﻟﺴﻨﺔ ﺗﻀﻴﻊ ﻋﺎﺩ ﹰﺓ ﻣﻦ ﺟﺮﺍﺀ ﺍﻟﺘﻨﻘﱡﻞ ﻭﺍﺯﺩﺣﺎﻡ ﺍﳌﺮﻭﺭ‪ .‬ﻭﳌﺎ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻗﺪ ﻗﺪﺭﺕ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳـﺔ‪،‬‬
‫ﺕ‬
‫ﺼﻠﻮﻥ ﻋﻠﻰ ﺳﺎﻋﺎ ٍ‬‫ﻓﺈﻥ ‪‬ﻣﱪ ِﻣﺠﻲ ﺍﳊﺎﺳﻮﺏ ﻭﻋﺪﺩﻫﻢ ‪ 12‬ﻣﻦ ﳎﻤﻮﻉ ‪ 40‬ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﺳﻴﺤ ‪‬‬
‫ﺻﻞ ‪‬ﻳﻨﺘﺠﻮﻥ ﺧﻼﳍﺎ ﻛﻤﻴ ﹰﺔ ﺃﻛﱪ ﻣﻦ ﺃﻧﻈﻤﺔ ﺍﳊﺎﺳﻮﺏ ﺫﺍﺕ ﺟـﻮﺩ ٍﺓ ﺃﻋﻠـﻰ‪ .‬ﻭﻭﻓﻘـﹰﺎ‬ ‫ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﺍ ﹸﳌﺘﻮﺍ ‪‬‬
‫ﻟﻠﺤﺴﺎﺑﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ؛ ﻓﺈ‪‬ﻢ ﺑﺎﻟﻌﻤﻞ ﺛﻼﺛﺔ ﺃﻳﺎﻡ ﰲ ﺍﻷﺳﺒﻮﻉ ﻋﻦ ‪‬ﺑﻌﺪ‪ ،‬ﳝﻜﻦ ﺃﻥ ﻳ‪‬ﻮﻓﱢﺮﻭﺍ ‪ 2500‬ﺳﺎﻋﺔ ﺇﻧﺘﺎﺝ‬
‫ﺳﻨﻮﻳﹰﺎ ﻛﺎﻧﺖ ﺗﻀﻴﻊ ﻫﺪﺭﹰﺍ ﰲ ﺍﻟﻨﻘﺎﺵ ﺍﻟﺴﻴﺎﺳﻲ ﺑﺎﳌﻜﺘﺐ‪.‬‬
‫‪ -‬ﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺎﻟﻴﺔ‪:‬‬
‫ﻭﻓﻘﹰﺎ ﳌﺘﻮﺳﻂ ﺍﻹﺳﻬﺎﻡ ﰲ ﺍﻟﻌﺎﺋﺪ ﺍﻹﲨﺎﱄ ﲟﻌﺪﻝ ‪ 60‬ﺩﻭﻻﺭﹰﺍ ﰲ ﺍﻟﺴﺎﻋﺔ ﻟﻠ ‪‬ﻤﻮ ﱠﻇﻔﲔ ﺍﶈﺘﺮﻓﲔ‪ ،‬ﳒـﺪ‬
‫ﺃﻥ ﻣﺎ ﳎﻤﻮﻋﻪ ‪ 13500‬ﺳﺎﻋﺔ ﺗﺴﺎﻭﻱ ‪ 810.000‬ﺩﻭﻻﺭ ﳌﻴﺰﺍﻧﻴﺔ ﺍﻟﻘﺴﻢ ﻭﻷﺭﺑﺎﺡ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺇﻥ ﺍﺳﺘﺮﺟﺎﻉ‬
‫ﺟﺰ ٍﺀ ﻣﻦ ﺗﻠﻚ ﺍﻟﻔﺎﺋﺪﺓ ﻭﺗﺮﻙ ﺍﳌﹸﻮﻇﱠﻔﲔ ﻭﺃﺳﺮﻫﻢ ﻟﻼﺳﺘﻔﺎﺩﺓ ﺑﺼﻮﺭ ٍﺓ ﺷﺨﺼﻴﺔ ﻣﻦ ﺑﺎﻗﻲ ﺍﻟﻮﻗﺖ‪ ،‬ﻳﺒ‪‬ﻴﻦ ﳒﺎﺡ‬
‫ﺍﳌﺸﺮﻭﻉ ﺍﻟﺘﺠﺮﻳﱯ ﺍﶈﺪﻭﺩ‪.‬‬
‫‪253‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﻮﺏ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫‪‬ﺗﻌﺘﱪ ﺍﻻﺗﺼﺎﻻﺕ ﻋﻦ ﺑﻌﺪ ﺑﻨﻮﻋﻴﻬﺎ ﺍﻟﺴﻠﻜﻴﺔ ﻭﺍﻟﻼﺳﻠﻜﻴﺔ ﺿﺮﻭﺭﺓ ﻣﻠﺤﺔ ﺑﺎﻟﻨـﺴﺒﺔ ﺇﱃ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﳌﻨﻔﺘﺤﺔ ﻋﻠﻰ ﳏﻴﻄﻬﺎ‪،‬ﻛﻤﺎ ﺃﻥ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﻨﺎﻓﺴﺔ ﻭﺍﻟﻴﻘﻈﺔ ﺑﺸﺘ‪‬ﻰ ﺃﻧﻮﺍﻋﻬﺎ ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ ﻭﻣﺮﺍﻗﺒﺘﻪ ﺑـﺼﻔ ٍﺔ‬
‫ﻣﺴﺘﻤﺮﺓ ﺗﺘﻄﱠﻠﺐ ﺗﻮﻓﲑ ﺷﺒﻜﺎﺕ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﻟﻼﺗﺼﺎﻝ ﻣﻊ ﺍﶈﻴﻂ ﺍﳋﺎﺭﺟﻲ ﻭﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ؛ ﺣﻴـﺚ‬
‫ﳝﻜﻨﻬﺎ ﻣﻦ ﺧﻼﻝ ﺫﻟﻚ ﺗﻮﻓﲑ ﺃﻋﺒﺎ ٍﺀ ﻣﺎﻟﻴﺔ ﻭﺍﻗﺘﺼﺎﺩﻳﺔ ﻣ‪‬ﺮﺗﺒِﻄﺔ ﺑﺘﻜﺎﻟﻴﻒ ﺍﻟﺘﻨﻘﱡﻼﺕ ﻭﺍﳊﻮﺍﺩﺙ ﻭﺍﳊـﻮﺍﺟﺰ‬
‫ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻴﺔ ﻭﻣﺸﺎﻛﻞ ﺍﻻﺗﺼﺎﻝ ﺍﻷﺧﺮﻯ‪ .‬ﺃﻣﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻓﻬﻲ ﺗﺰﻳﺪ ﻣﻦ ﺍﻧﻔﺘﺎﺡ ﻫﺬﻩ‬
‫ﺍﳌﻮﺍﺭﺩ ﻋﻠﻰ ﺍﻟﻌﺎﱂ ﺍﳋﺎﺭﺟﻲ ﻭﺍﻃﱢﻼﻋﻪ ﻋﻠﻰ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﻭﳏﺎﻭﻟﺘﻪ ﻣﻌﺎﻳﺮﺓ ﺃﺩﺍﺋﻪ ﻣﻊ ﺃﺩﺍﺀ ﻏﲑﻩ ﺑـﺼﻔ ٍﺔ‬
‫ﻣﺴﺘﻤﺮﺓ‪.‬‬
‫ﻼ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻝ ﻋﻦ ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬ ‫ﺃﻣﺎ ﻣﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺂﻟﻴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﱵ ‪‬ﺗﻌﺘﱪ ﺷﻜ ﹰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻓﺈﻧﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻧﻪ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺮﺍﻏﺒﺔ ﰲ ﲣﻔﻴﺾ ﺗﻜﺎﻟﻴﻔﻬﺎ ﻭﲢـﺴﲔ ﺃﺩﺍﺀ‬
‫ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻋﺘﻤﺎﺩ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﺣﺴﺐ ﺣﺎﺟﺘﻬﺎ ﻟﺬﻟﻚ‪ ،‬ﺑﺸﺮﻁ ﺃﻻ ﻳﺘﻄﻠﱠﺐ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ‬
‫ﺍﻟﻌﻤﻞ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻮﺍﺭﺩ‪ ،‬ﻭﺃﻥ ﻳﺘﺤﻜﱡﻢ ﺍﳌﹸﻮﻇﱠﻒ ﻋﻦ ‪‬ﺑﻌﺪ ﰲ ﻭﻗﺖ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﺍ ﹸﳌﺨ ‪‬ﺮﺟﺎﺕ ﻗﺎﺑﻠـﺔ‬
‫ﻟﻠﻘﻴﺎﺱ ﺣﱴ ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻪ ﻣﺜﻠﻪ ﻣﺜﻞ ﺯﻣﻼﺋﻪ‪ ،‬ﻭﺃﻥ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﺮﻛﻴﺰ ﺃﻛﺜﺮ ﰲ ﺍﻟﻌﻤـﻞ‪ ،‬ﻭﺃﻥ ﻳﻜـﻮﻥ ﻫﻨـﺎﻙ‬
‫ﺗﻨﺴﻴ ‪‬ﻖ ﻣﻊ ﺑﻘﻴﺔ ﺍﻟﺰﻣﻼﺀ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺣﺎﺟ ﹲﺔ ﻣﺘﺪ‪‬ﻧﻴﺔ ﻟﻼﺗﺼﺎﻝ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‪.‬‬
‫ﻭﻟﻜﻲ ﺗﻨﺠﺢ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ‪‬ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺘﻮﺧﺎﺓ ﻣﻨﻬﺎ‪ ،‬ﻓﺈﻧـﻪ‬
‫ﻳﻨﺒﻐﻲ ﺗﻮﻓﲑ ﺍﳊﻤﺎﻳﺔ ﻭﺍﻷﻣﻦ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﺘﻨﻘﱢﻠﺔ ﻋﱪ ﻗﻨﻮﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺨﺘﻠﻔـﺔ؛ ﻷﻥ ﻭﻇﻴﻔـﺔ ﺍﻷﻣـﻦ‬
‫ﺍﻻﻟﻜﺘﺮﻭﱐ ﻣﺴﺌﻮﻟ ﹲﺔ ﻋﻦ ﺗﻄﻮﻳﺮ ﻭﺗﻨﻔﻴﺬ ﻭﺻﻴﺎﻧﺔ ﺑﺮﺍﻣﺞ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ ﹸﳌﻌ ‪‬ﺪﺓ ﻟﻐﺮﺽ ﲪﺎﻳﺔ ﺗﻜﺎ ‪‬ﻣﻞ ﻭﺇﺗﺎﺣﺔ‬
‫ﺳﺮ‪‬ﻳﺔ ﻭﻣﺼﺪﺍﻗﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍ ﹸﳌﻨﺘ ِﻘﻠﺔ ﻋﱪ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻛﻠﻤﺎ ﺯﺍﺩ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻵﻟﻴﺔ ﺯﺍﺩﺕ ﺍﳊﺎﺟﺔ ﺇﱃ ﲪﺎﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﺗ‪‬ﻮﻓﱢﺮ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‬
‫ﻓﹸﺮﺻﹰﺎ ‪‬ﺗﻘﱢﻠﻞ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻭﺗﺰﻳﺪ ﰲ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺑﺸﺮﻁ ﺗﻮﻓﲑ ﺍﻷﻣﻦ ﻭﺍﻟﺴﺮ‪‬ﻳﺔ‪.‬‬
 ‫ﺍﻟﻔﺼــﻞ ﺍﳋﺎﻣﺲ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪255‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﲤﻬﻴﺪ‪:‬‬
‫ﺭﺃﻳﻨﺎ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳊﺎﱄ ﻳﻘﻮﻡ ﻋﻠﻰ ﺗﻮﻟﻴﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻨﺎﲨﺔ ﻋـﻦ ﺍﻟﺘﺠﺪﻳـﺪ‬
‫ﺴﺐ ﻋﻦ‬ ‫ﻭﺍﻻﺑﺘﻜﺎﺭ ﺍﻟﻠﺬﻳﻦ ﺃﺳﺎﺳ‪‬ﻬﻤﺎ ﺍﳌﻌﺮﻓﺔ ﺑﻨﻮﻋﻴﻪ‪ :‬ﺍﻟﺼﺮﻳﺢ‪ ،‬ﺃﻱ ﺍﻟﻘﺎﺑﻞ ﻟﻠﺘﺮﻣﻴﺰ‪ ،‬ﻭﺍﻟﻀﻤﲏ‪ ،‬ﺃﻱ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﻃﺮﻳﻖ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﻤﺎﺭﺳﺔ‪ .‬ﻭﲢﻘﻴﻖ ﺫﻟﻚ ﻟﻴﺲ ﺑﺎﻷﻣﺮ ﺍﻟﻴﺴﲑ؛ ﻭﺇﳕﺎ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﳍﻴﺎﻛﻞ‬
‫ﺍﻟﻀﺮﻭﺭﻳﺔ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ ﻫﻴﺎﻛﻞ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫ﻭﻣﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺍﻟﺘﻮﺳ‪‬ﻊ ﻓﻴﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ‪‬ﻧﻈﻢ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﻐـﻴﲑ ﻣﻔـﺎﻫﻴﻢ‬
‫ﻭﺃﺳﺎﻟﻴﺐ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﺇﺩﺧﺎﻝ ﺍﳊﻮﺍﺳﻴﺐ ﰲ ﳐﺘﻠﻒ ﺍﻟﻮﻇﺎﺋﻒ ﻭ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻣﻊ ﺍﺗ‪‬ﺴﺎﻉ ﺭ‪‬ﻗﻌﺔ ﺍﻷﻋﻤـﺎﻝ‬
‫ﺼﺼﺎﺕ‪ ،‬ﻭﺗﻌ ‪‬ﺪﺩ ﺍﳋﻴﺎﺭﺍﺕ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺣ ‪‬ﺪﺓ ﺍﳌﻨﺎﻓﺴﺔ‪ ،‬ﺗﺒﺪﻭ ﺍﻷﳘﻴﺔ ﺍﻟﻜﱪﻯ ﻟﻼﺳﺘﺜﻤﺎﺭ ﺍﻟﺼﺤﻴﺢ‬ ‫ﻭﺯﻳﺎﺩﺓ ﺍﻟﺘﺨ ‪‬‬
‫ﰲ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻧﻈﺮﹰﺍ ﻷﻥ ﺃﺫﺭﻉ ﺍﻟﺜﻮﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻗﺪ ﻃﺎﻟﺖ ﻛﻞ ﳎﺎﻻﺕ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﲟﺎ‬
‫ﻓﻴﻬﺎ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺨﻠﱡﺺ ﻣﻦ ﻗﻴﻮﺩ ﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ ﺃﺻﺒﺤﺖ ﻣـﻦ ﺃﻫـﻢ ﻣ‪‬ﻤﻴ‪‬ـﺰﺍﺕ ﺍﻟﻌـﺼﺮ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺬﻱ ﺃﺣﺪﺙ ﻧﻘﻠ ﹰﺔ ﻧﻮﻋﻴﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﳛﺘﻞﱡ ﺭﻛﻨﹰﺎ ﺭﺋﻴﺴﻴﹰﺎ ﰲ ﻋﺎﱂ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺍ‪‬ﺗﺴﻊ ﻟﺪﻳﻬﺎ ﻣﻔﻬﻮﻡ ﺍﻟﺴﻮﻕ ﻟﻴﺸﻤﻞ ﺍﻟﻌﺎﱂ‬
‫ﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﻤﻼﻗﺔ ‪‬ﺗﻘ ‪‬ﺪﻡ ﻣ‪‬ﻨﺘ‪‬ﺠﺎ‪‬ـﺎ‬‫ﻛﻠﻪ؛ ﻭﰲ ﺇﻃﺎﺭ ﺫﻟﻚ ﲢ ‪‬ﻮﻝ ﺍﻟﻜﺜﲑ ﻣﻦ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ ﺇﱃ ﻛﻴﺎﻧﺎ ٍ‬
‫ﻭﺧﺪﻣﺎ‪‬ﺎ ﰲ ﺷ‪‬ﺘﻰ ﺑﻘﺎﻉ ﺍﳌﻌﻤﻮﺭﺓ‪ ،‬ﻭﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ ﲤ ‪‬ﺪﺩﺕ ﺭﻗﻌﺔ ﺍﻧﺘﺸﺎﺭ ﻣ‪‬ﻮﻇﱢﻔﻲ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﻟ‪‬ﺘﻐ ﱢﻄﻲ‬
‫ﺍﻟﻌﺎﱂ ﺃﲨﻊ؛ ﳑﺎ ﺗﺒﻌﻪ ﺯﻳﺎﺩ ﹲﺓ ﻣﻄﺮﺩﺓ ﰲ ﺃﻋﺪﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺔ ﺍﻟـ‪‬ﻨﻈﻢ ﺍﻹﺩﺍﺭﻳـﺔ ﻭﺍﻟـﺴﻴﺎﺳﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ .‬ﻭﻫﻨﺎ ﺑﺮﺯﺕ ﻣﺸﻜﻠﺔ ﺗﻀﺨﻢ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻀﻤﺎﻥ ﺗﺄﻫﻴﻞ ﻣ‪‬ﻮﻇﱢﻔﻲ ﻭﻋﺎﻣﻠﻲ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﺑﻨﻔﺲ ﺍﳉﻮﺩﺓ ﰲ ﲨﻴﻊ ﺍﻟﻔﺮﻭﻉ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﱂ‪ .‬ﺃﺩ‪‬ﻯ ﻣﺎ ﺳﺒﻖ ﺇﱃ ﺍﻟﺒﺤﺚ ﻋﻦ ﺳﺒ ٍﻞ ﺃﺧﺮﻯ ‪‬ﻣﺒﺘﻜﹶـﺮﺓ‬
‫ﻂ ﻳﻜﻔﻞ ﺗﻮﺍﹸﻓﺮ ﺍﻟﻜﺜﲑ ﻣـﻦ‬ ‫ﻟﺘﻔﺎﺩﻱ ﻣﻌﻀﻠﺔ ﺗﺒﺎ ‪‬ﻋﺪ ﺍﳌﺴﺎﻓﺎﺕ‪ ،‬ﻭﻛﺎﻥ ﺍﳌﻼﺫ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﻮﺳﻴ ٍ‬
‫ﺍﳉﻮﺍﻧﺐ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﻳ‪‬ﻮﻓﱢﺮ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺑﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺑﺸﻜ ٍﻞ ﻛﺒﲑ‪.‬‬
‫ﻭﺳﻮﻑ ﻧﺘﻄﺮ‪‬ﻕ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﶈﺎﻭﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ؛‬
‫‪ -2‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﻧﻌﻜﺎﺳﺎﺗﻪ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ؛‬
‫‪ -3‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‪.‬‬
‫‪256‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﺎﻫﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﳛﺘﻞﱡ ﻣﻜﺎﻧ ﹰﺔ ﻣﻬﻤﺔ ﺑﲔ ﺍﻷﻧﺸﻄﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳍﺎﺩﻓﺔ ﻟﺮﻓﻊ ﺍﻟﻜﻔـﺎﺀﺓ ﻭﺯﻳـﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴـﺔ‪،‬‬
‫ﻭﲢﺴﲔ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﳏﺎﻭﻟﺔ ﺗﻐﻴﲑ ﻣﻬﺎﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻭﻗﹸﺪﺭﺍ‪‬ﻢ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﺗﻄـﻮﻳﺮ‬
‫ﺃﻧﻮﺍﻉ ﻭﺃﳕﺎﻁ ﺍﻟﺴﻠﻮﻙ ﺍﻟﱵ ﻳﺘ‪‬ﺒﻌﻮ‪‬ﺎ ﰲ ﺃﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ ﻭ ﺳﻨﺘﻄﺮﻕ ﰲ ﻫﺬﺍ ﺍﳌﺒﺤﺚ ﺑﻨﻮﻉ‬
‫ﻣﻦ ﺍﻹﺳﻬﺎﺏ ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﺃﺻﺒﺢ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺃﻫﻢ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﺗﺮﺍﻫﻦ ﻋﻠﻴﻬﺎ ﺍﳌﺆﺳﺴﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﺘﻔ ‪‬ﻮﻕ ﺍﻟﺘﻨﺎﻓﺴﻲ‪،‬‬
‫ﻭﻫﻮ ﻛﺬﻟﻚ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﻨﺠﺎﺡ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﲝﻴﺚ ﺗﻘﻮﻡ ﺍﳌﺆﺳﺴﺔ ﺑﺎﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺄﻫﻴﻞ‬
‫ﺼﺼﻪ‪.‬‬
‫ﻼ ﺣﺴﺐ ﲣ ‪‬‬ ‫ﻭﺗﺄﻣﲔ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳉﻤﻴﻊ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻛ ﹰ‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻧﺸﺄﺓ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ‪.‬‬
‫ﺗﻀﻤ‪‬ﻨﺖ ﺣﺮﻛﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺗﻨﻤﻴﺔ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﳌﹸﺸﺮﻓﲔ ﻋﻠﻰ ﺍﻻﺳـﺘﺨﺪﺍﻡ ﺍﻟـﺴﻠﻴﻢ‬
‫ﻷﺩﻭﺍﺕ ﻭﻣﻌﺪﺍﺕ ﺍﻟﻌﻤﻞ‪ .‬ﻭﻗﺪ ﺻﺪﺭ ﺳﻨﺔ ‪ 1914‬ﻗﺎﻧﻮ ﹲﻥ ﻳﻬﺪﻑ ﺇﱃ ﺗﻘﺪﱘ ﺍﻟـﺪﻋﻢ ﺍﳌـﺎﱄ ﻟﻸﻧـﺸﻄﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ)‪.(1‬‬
‫ﻭﻧﻼﺣﻆ ﻣﺮ ﹰﺓ ﺃﺧﺮﻯ ﺗﺄﺛﲑ ﺍﳊﺮﺑﲔ ﺍﻟﻌﺎﳌﻴﺘﲔ ﰲ ﺯﻳﺎﺩﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﻬﻮﺩ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﻓﻘﺪ ﺃﺩ‪‬ﺕ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﻠﻮﺏ ﺍﻟﺘﺪﺭﻳﺐ ﺑﻮﺍﺳﻄﺔ ﹸﻗﺪﺍﻣﻰ ﺃﻭ ﻛﺒﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ‪،‬‬
‫ﻭﻇﻬﻮﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪ .‬ﺃﻣﺎ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻘﺪ ﺃﺗﺖ ﺑﺎﻟﱪﺍﻣﺞ ﺍﳍﺎﻣﺔ ﻟﻠﺘﺪﺭﻳﺐ ﰲ ﺍﻟﺼﻨﺎﻋﺎﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻗﺪ ﻭ‪‬ﺿﻌﺖ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﻐﺮﺽ ﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺔ ﺍﳌﹸـﺸﺮِﻓﲔ ﻋﻠـﻰ ﺃﺩﺍﺀ ﻭﻇـﺎﺋﻔﻬﻢ‪،‬‬
‫ﻭﺃﻇﻬﺮﺕ ﺍﳊﺎﺟﺔ ﺇﱃ ﻋﻤﺎ ٍﻝ ﻣ‪‬ﺪﺭ‪‬ﺑﲔ ﺃﳘﻴﺔ ﻭﺟﻮﺩ ﻣ‪‬ﺪﺭ‪‬ﺑﲔ ﻣ‪‬ﺆﻫ‪‬ﻠﲔ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺃﺩ‪‬ﻯ ﺇﱃ ﺇﻋﺪﺍﺩ ﻣ‪‬ﺸﺮِﻓﲔ‬
‫ﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﻤﺎﻝ ﻏﲑ ﺍﳌﻬﺮﺓ ﻟﻠﻌﻤﻞ ﰲ ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﻌﺴﻜﺮﻳﺔ )ﳎﺎﻻﺕ ﺍﻟﺪﻓﺎﻉ(‪ .‬ﻛﻤﺎ ﺃﺩ‪‬ﺕ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻷﻓﻼﻡ ﺍﳌﹸﺼﻮ‪‬ﺭﺓ‪ ،‬ﻭﲝﻠﻘﺎﺕ ﺍﳌﻨﺎﻗﺸﺔ‪ ،‬ﻭﺑﺘﻤﺜﻴﻞ ﺍﻷﺩﻭﺍﺭ‪ ،‬ﻛﺄﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺷﻬﺪﺕ ﻭﻇﻴﻔﺔ ﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻫﺘﻤﺎﻣﹰﺎ ﻛﺒﲑﹰﺍ ﻭﻣ‪‬ﻜﺜﱠﻔﺎﹰ‪ ،‬ﺑﻌﺪ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﺒﺎﺷـﺮﺓ‪،‬‬
‫ﻭﻫﻮ ﺭ ‪‬ﺩ ﻓﻌ ٍﻞ ﻃﺒﻴﻌﻲ ﻧﺘﺞ ﻋﻦ ﺍﻟﺘﻨﺎﹸﻗﺾ ﺍﻟﺸﺪﻳﺪ ﰲ ﳐﺰﻭﻥ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﻟﺬﻱ ﺍﺳﺘ‪‬ﻬﻠﻚ ﺧﻼﻝ ﺍﳊﺮﺏ؛‬
‫ﻓﻜﺎﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺈﻋﺎﺩﺓ ﺑﻨﺎﺀ ﻫﺬﺍ ﺍﳌﺨﺰﻭﻥ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺼﺎﱀ ﻟﻠﻌﻤﻞ‪.‬‬
‫ﳏﻤﺪ ﺳﻌﻴﺪ ﺃﻧﻮﺭ ﺳﻠﻄﺎﻥ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2003 ،‬ﺹ ‪.49‬‬ ‫)‪(1‬‬
‫‪257‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﻗﺪ ﺻﺪﺭ ﰲ ﻋﺎﻡ ‪ 1962‬ﻗﺎﻧﻮﻥ ﺗﻨﻤﻴﺔ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﴰﻞ ﻋﻠﻰ ﺑﺮﻧﺎﻣﺞ ﻳ‪‬ﻨﻔﱠﺬ ﻋﻠـﻰ‬
‫ﻣﺪﻯ ﺛﻼﺙ ﺳﻨﻮﺍﺕ‪ ،‬ﻟﺘﺪﺭﻳﺐ ﻭﺇﻋﺎﺩﺓ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﻓﻘﺪﻭﺍ ﻭﻇﺎﺋﻔﻬﻢ‪ ،‬ﻭﺍﻟﻌـﺎﻣﻠﲔ ﺍﳌﹸﻬـﺪ‪‬ﺩﻳﻦ‬
‫ﺑﻔﻘﺪﻫﺎ ﻧﺘﻴﺠﺔ ﺍﻟﺘﻮﺳ‪‬ﻊ ﰲ ﺍﻷﻭﺗﻮﻣﺎﺗﻴﻜﻴﺔ ﻭﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫» ﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ ﻋﻤﻠﻴﺔ ﺗﻌﺪﻳ ٍﻞ ﺇﳚﺎﰊ ﻳﺘﻨﺎﻭﻝ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﳌﻬﻨﻴﺔ؛ ﻭﺫﻟﻚ ﻻﻛﺘـﺴﺎﺏ‬
‫ﺍﳌﻌﺎﺭﻑ ﻭﺍﳋﱪﺍﺕ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﲢﺼﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﻨ ﹸﻘﺼﻪ ﻭﺍﻻﺗ‪‬ﺠﺎﻫـﺎﺕ ﺍﻟـﺼﺎﳊﺔ‬
‫ﻟﻠﻌﻤﻞ ﻭﻟﻺﺩﺍﺭﺓ «)‪.(1‬‬
‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺄﻧﻪ‪ » :‬ﻋﻤﻠﻴ ﹲﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺗﻘﺪﱘ ﻓ ‪‬ﻦ ﺍﳋﱪﺓ )ﺍﳌﻬﺎﺭﺓ(؛ ‪‬ﺪﻑ ﺗﻘـﺪﱘ ﺍﳋﺪﻣـﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﳋﺪﻣﻴﺔ؛ ﻟﺘﺤﻘﻴﻖ ﺃﻋﻠﻰ ﻗﺪ ٍﺭ ﻣـﻦ ﺍﻷﺩﺍﺀ ﰲ‬
‫ﻣﻮﺍﺟﻬﺔ ﺍﳌﻌﻮﻗﺎﺕ ﻭﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻮﺍﺟﻪ ﻭﻇﺎﺋﻔﻬﻢ ﻭﻣﻬﻨﺘﻬﻢ‪ ،‬ﰲ ﺿﻮﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻠـﻚ ﺍﳌﺆﺳـﺴﺎﺕ‪.‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ‪‬ﺬﺍ ﺍﳌﻌﲎ ﻳ‪‬ﻌﻄﻲ ﺃﳘﻴ ﹰﺔ ﻟﺪﻭﺭ ﺍﳌﻬﺎﺭﺓ ﺍ ﹸﳌﻤﺘ ‪‬ﺰﺝ ﺑﺎﳋﱪﺓ ﻭﺍﳌﻌﺮﻓﺔ ﻟﺮﻓﻊ ﻛﻔﺎﺀﺓ ﺍﻟﻔﺮﺩ ﻭﺍﳌﺆﺳـﺴﺔ‪،‬‬
‫ﻭﺃﻳﻀﹰﺎ ﻳﻌﲏ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺒ‪‬ﻌﺪ ﺍﻟﻘﻴﻤﻲ ﻭﺍﻷﺧﻼﻗﻲ‪ ،‬ﰲ ﻇﻞ ﺍﻟﻮﺟﻮﺩ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﳉﻤﺎﻋﻲ ﺩﺍﺧﻞ ﺍﳌﺆﺳـﺴﺔ‬
‫ﻭﺣﺪﺓ ﺍﻟﻌﻤﻞ «)‪.(2‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ » ﳏﺎﻭﻟ ﹲﺔ ﻟﺘﻐﻴﲑ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﳚﻌﻠﻬﻢ ﻳﺴﺘﺨﺪِﻣﻮﻥ ﻃﺮﻗﹰﺎ ﻭﺃﺳﺎﻟﻴﺐ ﳐﺘﻠﻔـﺔ ﰲ ﺃﺩﺍﺀ‬
‫ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺃﻱ ﳚﻌﻠﻬﻢ ﻳﺴﻠﻜﻮﻥ ﺑﺸﻜ ٍﻞ ﺃﺣﺴﻦ ﺑﻌﺪ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻤﺎ ﻛﺎﻧﻮﺍ ﻳﺘ‪‬ﺒﻌﻮﻧﻪ ﻗﺒﻞ ﺍﻟﺘﺪﺭﻳﺐ «)‪.(3‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ » ﻋﻤﻠﻴ ﹲﺔ ﺗﺴﺘﻬﺪﻑ ﺇﺟﺮﺍﺀ ﺗﻐﻴ ٍﲑ ﺩﺍﺋﻢ ﻧﺴﺒﻴﹰﺎ ﰲ ﻗﹸﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ؛ ﳑﺎ ‪‬ﻳﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺃﺩﺍﺀ‬
‫ﺍﻟﻮﻇﻴﻔﺔ ﺑﻄﺮﻳﻘ ٍﺔ ﺃﻓﻀﻞ «)‪.(4‬‬
‫ﻭﻳ‪‬ﻌﺮ‪‬ﻓﻪ ﺍﻟﺒﻌﺾ ﺑﺄﻧﻪ » ﺇﺟﺮﺍ ٌﺀ ﻣ‪‬ﻨﻈﱠﻢ ﻳﺘﺰﻭ‪‬ﺩ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺧﻼﻟﻪ ﺑﺎﳌﻌﺮﻓﺔ ﻭﺍﳌﻬﺎﺭﺓ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺄﺩﺍﺀ ﻣﻬﻤ ٍﺔ‬
‫ﺃﻭ ﻣﻬﺎ ٍﻡ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ «)‪.(5‬‬
‫ﻭﺗ‪‬ﺮﻛﱢﺰ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲟﻌﺮﻓﺔ ﻧﺘﺎﺋﺞ ﺍﳌﹸـﺘﻌﻠﱢﻢ‬
‫ﻷﺩﺍﺋﻪ ﻭﲤﻨ‪‬ﻴﺎﺗﻪ ﺍﻟﱵ ﻳ‪‬ﺠﺮﻳﻬﺎ ﻋﻠﻰ ﺃﺑﻨﻴﺘﻪ ﺍﳌﻌﺮﻓﻴﺔ؛ ﻣﻦ ﺃﺟﻞ ﺩﻋﻢ ﻭﺗﻮﺟﻴﻪ ﺍﻟﺮﻭﺍﺑﻂ ﺍﻟﺬﻫﻨﻴﺔ ﻟﺪﻳﻪ)‪.(1‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.113‬‬ ‫)‪(1‬‬

‫ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪ ،2001 ،1‬ﺹ ‪.13‬‬ ‫)‪(2‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.113‬‬ ‫)‪(3‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.532‬‬ ‫)‪(4‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.532‬‬ ‫)‪(5‬‬
‫‪258‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺕ ﺃﺳﺎﺳﻴﺔ ﻟﻠﺘﺪﺭﻳﺐ ﻫﻲ)‪:(2‬‬ ‫ﻭﰲ ﺿﻮﺀ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﺴﺘﺨﻠﺺ ﺛﻼﺙ ﻣ‪‬ﻜﻮ‪‬ﻧﺎ ٍ‬
‫ﻁ ﻟﻨﻘﻞ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺃﺟﻞ ﺗﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﳕﺎﺫﺝ ﺍﻟﺘﻔﻜﲑ ﻭﺃﳕﺎﻁ ﺍﻻﺗﺼﺎﻝ ﻷﻓﺮﺍﺩ ﺍﻟﺘﻨﻈﻴﻢ؛‬ ‫‪ -‬ﺃﻧﻪ ﻧﺸﺎ ﹲ‬
‫‪ -‬ﺃﻧﻪ ﳏﺎﻭﻟ ﹲﺔ ﻟﺘﻐﻴﲑ ﺳﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ﻟﺴ ‪‬ﺪ ﺍﻟﺜﻐﺮﺓ ﺑﲔ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﳌﺮﺟ‪‬ﻮ؛‬
‫‪ -‬ﺃﻧﻪ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻔﺎﻋﻠﻴﺔ ﰲ ﺃﻋﻤﺎﻝ ﺍﻷﻓﺮﺍﺩ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
‫ﺗ‪‬ﻌﺘﱪ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻣ‪‬ﻜﻤ‪‬ﻠ ﹰﺔ ﻟﻮﻇﻴﻔﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ؛ ﻓﻼ ﻳﻜﻔﻲ ﺃﻥ ﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻌﻴﻴﻨﻬﻢ‪ ،‬ﻭﺇﳕﺎ ﻳﻨﺒﻐﻲ ﺇﻋﺪﺍﺩ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻭﺗﻨﻤﻴﺔ ﻗﹸﺪﺭﺍ‪‬ﻢ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺍﳌﹸﺴﻨ‪‬ﺪﺓ‬
‫ﺇﻟﻴﻬﻢ‪ ،‬ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﳉﺪﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ‪ ،‬ﻭﺗﺰﻭﻳﺪﻫﻢ ﺑﺎﻷﺳـﺎﻟﻴﺐ ﺍﳉﺪﻳـﺪﺓ‬
‫ﺕ ﻭﻣﺴﺆﻭﻟﻴﺎﺕ)‪.(3‬‬
‫ﻷﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺻﻘﻞ ﻣﻬﺎﺭﺍ‪‬ﻢ ﰲ ﺗﻨﻔﻴﺬ ﻣﺎ ﻳ‪‬ﻌﻬﺪ ﺇﻟﻴﻬﻢ ﻣﻦ ﻭﺍﺟﺒﺎ ٍ‬
‫ﻭﻣﻨﻪ ﻓﺎﻟﺘﺪﺭﻳﺐ‪ :‬ﻫﻮ ﺫﻟﻚ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺬﻱ ‪‬ﺗﻤﺎﺭﺳﻪ ﺍﳌﺆﺳﺴﺔ ﺑﻐﺮﺽ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﺍﳌﻮﺿﻮﻋﺔ ﲢﺖ ﺗﺼﺮ‪‬ﻓﻬﺎ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﻭﺯﻳﺎﺩﺓ ﻣﻌﺎﺭﻓﻬﻢ ﻭﻣﻬﺎﺭﺍ‪‬ﻢ‪ ،‬ﻭﺗﻮﺟﻴﻪ ﺍﺗ‪‬ﺠﺎﻫﺎ‪‬ﻢ ﳓﻮ ﺃﻧﺸﻄ ٍﺔ ﻣﻌﻴﻨﺔ ﻋﻦ‬
‫ﻃﺮﻳﻖ ﲢﺪﻳﺪ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺮﺅﻭﺳﲔ ﻟﻠﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﻕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺃﻥ ﺗﻘﻴﻢ‬
‫ﻓﻌﺎﻟﻴﺔ ﻫﺬﺍ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺼﻔ ٍﺔ ﻣﺴﺘﻤﺮﺓ‪ .‬ﻭﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻪ ﺑﺎﻋﺘﺒـﺎﺭﻩ ﺃﺩﺍ ﹰﺓ ﻹﺣـﺪﺍﺙ ﺍﻟﺘﻐـﻴﲑ ﰲ ﺍﳌﻌﺮﻓـﺔ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻻﺗ‪‬ﺠﺎﻫﺎﺕ ﺃﻭ ﺍﻟﺴﻠﻮﻙ‪ .‬ﻓﺎﻟﺘﺪﺭﻳﺐ ﻫﻮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﻋﻠﻰ ﺗﺰﻭﻳﺪ ﺍﻷﻓﺮﺍﺩ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻷﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﺑﻔﻌﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﺘﻌﻠﱡﻢ ‪.‬‬
‫)‪(4‬‬

‫ﻳﻌﺮﻑ ﺍﻟﺘﻌﻠﻢ ﺑﺄﻧﻪ ‪":‬ﺩﺭﺟﺔ ﺍﺳﺘﻔﺎﺩﺓ ﺍﳌﺘﺪﺭﺏ ﻣﻦ ﺍﻟﱪﻧـﺎﻣﺞ ﺍﻟﺘـﺪﺭﻳﱯ ﻣـﻦ ﺧـﻼﻝ ﺯﻳـﺎﺩﺓ‬
‫ﺍﳌﻌﺎﺭﻑ‪،‬ﺍﳌﻬﺎﺭﺍﺕ‪،‬ﺍﳋﱪﺍﺕ‪.‬ﺗﻌﺪﻳﻞ ﺍﻻﲡﺎﻫﺎﺕ ﺃﻭ ﺍﳌﺒﺎﺩﺉ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﻞ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻣﺪﻯ ﺇﻣﻜﺎﻧﻴﺔ‬
‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﻮﺍﺣﻲ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺃﻭ ﺑﺎﻟﺘﻄﺒﻴﻖ ﰲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ")‪.(5‬‬
‫ﻭﳝﻜﻦ ﺍﻟﻨﻈﺮ ﻟﻠﺘﻌﻠﱡﻢ ﻋﻠﻰ ﺃﻧﻪ ﺗﻐ‪‬ﻴ ‪‬ﺮ ﰲ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺘﻐﻴ‪‬ﺮ ﻧﺎﺑ ‪‬ﻊ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳋﱪﺓ‪ ،‬ﻭﻫﻮ ﰲ ﺫﻟﻚ‬
‫ﳜﺘﻠﻒ ﻋﻦ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻌﺐ‪،‬ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﺮﻯ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺍﻻﺳﺘﺪﻻﻝ ﻋﻠﻴﻪ ﻳﻜﻮﻥ ﻣﻦ ﺧﻼﻝ ﻗﻴﺎﺱ ﺍﻟﺘﻐﻴ‪‬ـﺮ ﰲ‬
‫ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺫﻟﻚ ﲢﺖ ﺷﺮﻭﻁ ﺍﻟﻔﻌﻞ ﻭﺍﳌﹸﻤﺎﺭ‪‬ﺳﺔ)‪.(1‬‬

‫ﺃﻣﲔ ﺍﻟﻀﺮﻏﺎﻣﻲ‪ » ،‬ﻣﺼﺮ ﻭﺍﻟﺘﺤﻮﻝ ﺇﱃ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ «‪ ،‬ﻣﺮﻛﺰ ﺍﻟﺒﺤﻮﺙ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﺤـﻮﺙ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﺃﻛﺎﺩﳝﻴـﺔ‬ ‫)‪(1‬‬

‫ﺍﻟﺴﺎﺩﺍﺕ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2‬ﺹ ‪.34‬‬

‫ﳏﻤﺪ ﺍﻟﺼﲑﰲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﳉﺎﻣﻌﻲ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪ ،2007 ،‬ﺹ ﺹ ‪.161-160‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.159‬‬ ‫)‪(3‬‬

‫‪.Learning‬‬ ‫)‪(4‬‬

‫‪ ،2005‬ﺹ ‪.373‬‬ ‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﻣﻬﺎﺭﺍﺕ ﺃﺧﺼﺎﺋﻲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ "ﲟﻴﻚ"‪ ،‬ﺍﳉﻴﺰﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪،1‬‬ ‫)‪(5‬‬
‫‪259‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺇﺫﺍ ﻧﻈﺮﻧﺎ ﺇﱃ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﻣﺪﺧﻞ ﺍﻟﻨﻈﻢ)‪ ،(2‬ﳒﺪ ﺃﻥ ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺗـﺸﻤﻞ‬
‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﱵ ﳝﻜﻦ ﺗﻠﺨﻴﺼﻬﺎ ﰲ ﺍﻟﺘﺎﱄ)‪:(3‬‬
‫‪ -‬ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺗﺘﻤﺜﱠﻞ ﰲ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﻘﺪﱘ ﺍﳋﺪﻣﺔ ﻭﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﻄﻠﻮﺑﺔ ﳌﺴﺎﻧﺪﺓ ﺗﻘﺪﱘ‬
‫ﺍﳋﺪﻣﺔ‪ ،‬ﻣﻦ ﺇﺩﺍﺭﻳﲔ ﻭﻋﻤﺎﻝ ﻭﻣﺎ ﺷﺎﺑﻪ ﺫﻟﻚ؛‬
‫‪ -‬ﻣﻌﺪﺍﺕ ﻭﺃﺩﻭﺍﺕ ﺗﺘﻤﺜﱠﻞ ﰲ ﻛﺎﻓﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﺗ‪‬ﺴﺘﺨﺪﻡ ﻟﺘﻨﻔﻴﺬ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ؛‬
‫‪ -‬ﺃﻧﻈﻤﺔ ﻭﻟﻮﺍﺋﺢ ﻭﺇﺟﺮﺍﺀﺍﺕ ﻋﻤﻞ ﺗﺘﻤﺜﱠﻞ ﰲ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺩﺍﺭﻳﺔ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﻹﺩﺍﺭﺓ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ؛‬
‫‪ -‬ﺧﻄﻂ ﻭﺑﺮﺍﻣﺞ ﻋﻤﻞ ﻭﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻤﻴﺔ؛‬
‫‪ -‬ﻣﻮﺍﺭﺩ ﻣﺎﻟﻴﺔ ﺗﺘﻤﺜﱠﻞ ﰲ ﺍﻟﻨﻔﻘﺎﺕ ﺍﻟﺒﺎﻫﻈﺔ ﺍﻟﱵ ﺗﺘﻜ‪‬ﺒﺪﻫﺎ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺳﺒﻴﻞ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺗﻮﻓﲑ‬
‫‪‬ﻣﺴﺘﻠ ‪‬ﺰﻣﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺗﺄﻣﲔ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻼﺯﻣﺔ‪.‬‬
‫ﺃﻣﺎ ﻣ‪‬ﺨﺮﺟ‪‬ﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻬﻲ ‪ -‬ﺑﺎﺧﺘﺼﺎ ٍﺭ ﺑﺴﻴﻂ‪ -‬ﺗﺘﻤﺜﱠﻞ ﰲ ﲡﻬﻴﺰ ﺃﻭ ﺇﻋﺪﺍﺩ ﺃﻓﺮﺍ ٍﺩ ﻳﺘﻤﺘ‪‬ﻌﻮﻥ ﺑﻘﺪ ٍﺭ‬
‫ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻬﺎﺭﺓ ﰲ ﻣﻮﺍﺿﻴﻊ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ‪ ،‬ﳝﺘﻠﻜﻮﻥ ﺑﻌﺾ ﺍﻟﺘﺄﻫﻴﻞ ﺍﳌﻨﺎﺳﺐ ﻟﺴﻮﻕ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﺤ ﱠﻘﻖ ﺍﻟﺘﻌﻠﱡﻢ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﻣﻌﲎ ﺫﻟﻚ ﺃﻧﻪ ﻗﺪ ﺣﺪﺙ ﻟﺪﻯ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺗﻐﻴ ‪‬ﲑ ﻣﻼﺋﻢ ﻭﻣﻄﻠﻮﺏ‬
‫ﰲ‪ :‬ﻣﻌﺮﻓﺘﻪ‪ ،‬ﻭﻣﻬﺎﺭﺍﺗﻪ‪ ،‬ﻭﺍﺗ‪‬ﺠﺎﻫﺎﺗﻪ‪ ،‬ﻭﺳﻠﻮﻛﻴﺎﺗﻪ‪ ،‬ﻭﺧﱪﺗﻪ‪.‬‬
‫ﻼ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ؛ ﻭﺫﻟﻚ ﻻﻧﻄﺒﺎﻕ ﺑﻌﺾ ﻣﺒﺎﺩﺉ ﺍﻟﺘﻌﻠـﻴﻢ ﻋﻠـﻰ‬ ‫ﺐ ﺷﻜ ﹰ‬ ‫ﻭﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﺒﻌﺾ ﺍﻟﺘﺪﺭﻳ ‪‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﱵ ﺗ‪‬ﻌﺘﱪ ﻣﻬﻤ ﹰﺔ ﰲ ﺗﺼﻤﻴﻢ ﻭﺇﻋﺪﺍﺩ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ ﺍﻟﺮﲰﻲ ﻭﻏﲑ ﺍﻟﺮﲰﻲ‪ ،‬ﻭﺗﺸﻤﻞ ﻋﻠﻰ‪:‬‬
‫‪ -1‬ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻌﻠﱡﻢ؛‬
‫‪ -2‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ؛‬
‫ﻕ ﺗ‪‬ﺸﺒﻊ ﺍﳊﺎﺟـﺎﺕ ﺍﻹﻧـﺴﺎﻧﻴﺔ‪،‬‬‫‪ -3‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻌﻠﻴﻢ ﻣﺪﻋﻮﻣﹰﺎ ﻭﻳ‪‬ﻜﺎﻓﺊ ﻋﻦ ﺍﻟﺴﻠﻮﻙ ﺍﳉﺪﻳﺪ ﺑﻄﺮ ٍ‬
‫ﻛﺎﻟﺪﻓﻊ‪ ،‬ﻭﺍﻟﺘﻤﻴﻴﺰ‪ ،‬ﻭﺍﻟﺘﺮﻗﻴﺔ؛‬
‫‪ -4‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﻣﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﻫﺎﺩﻓ ﹰﺔ ﻭﺫﺍﺕ ﻣﻌﲎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﹸﺘﻌﻠﱢﻢ‪.‬‬

‫ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.46‬‬ ‫)‪(1‬‬

‫‪.System Approach‬‬ ‫)‪(2‬‬

‫ﺳـــﻌﺎﺩ ﺑﻨـــﺖ ﻓﻬـــﺪ ﺍﳊـــﺎﺭﺛﻲ‪ ،‬ﺍﳌﻨﻈﻮﻣـــﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـــﺔ ﺑـــﲔ ﺍﻟﺘﻘﻠﻴﺪﻳـــﺔ ﻭﺍﻹﻟﻜﺘﺮﻭﻧﻴـــﺔ‪،‬‬ ‫)‪(3‬‬

‫‪ ،publications.ksu.edu.sa/IT%20Papers/SmartSchools/2-5-saadharthe.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 1 :‬ﺩﻳـﺴﻤﱪ ‪،2007‬‬

‫ﺑﺘﺼﺮﻑ‪.‬‬
‫‪260‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺏ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻹﺩﺍﺭﻱ؛ ﺣﻴﺚ ﻳﺄﺧﺬ‬ ‫ﻣﻦ ﺑﲔ ﻃﺮﻕ ﺍﻟﺘﻌﻠﱡﻢ ﻫﻮ ﲤﺜﻴﻞ ﺍﻷﺩﻭﺍﺭ‪ ،‬ﻭﻫﻮ ﺃﺳﻠﻮ ‪‬‬
‫ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺃﺩﻭﺍﺭﹰﺍ ﺇﺩﺍﺭﻳﺔ‪ ،‬ﻭﳝﺎﺭﺳﻮﻥ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﻨﺸﺎﻁ ﺍﻹﺩﺍﺭﻱ ﻷﻏﺮﺍﺽ ﺍﻟﺘﻌﻠﱡﻢ)‪.(1‬‬
‫ﺇﻥ ﺍﳌﻌﺮﻓﺔ ﻫﻲ ﻧﺎﺗﺞ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﻣﻦ ﰒ ﺗ‪‬ﺼﺒﺢ ﺟﺪﻭﻯ ﺍﻟﺘﻌﻠﱡﻢ ﺃﻓﻌﻞ ﺇﺫﺍ ﺗﻮﻓﱠﺮﺕ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗـﺴﻤﺢ‬
‫ﺑﺎﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺪﻳﺪﺓ ﻭﻭﺿﻌﻬﺎ ﻣﻮﺿﻊ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪.‬‬
‫)‪(2‬‬

‫ﺻﻠﺔ‪ -‬ﻭﺍﻟﱵ ﺷ ‪‬ﺪﺩ ﻋﻠﻴﻬﺎ ﺩﺭﺍﻛﺮ‪ -‬ﺍﻟ ‪‬‬

‫ﺸﻐ‪‬ﻞ‬ ‫ﻟﻘﺪ ﻇﱠﻠﺖ ﺍﳊﺎﺟﺔ ﺇﱃ ﺃﻥ ﺗﺘﻐﻴ‪‬ﺮ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺼﻮﺭ ٍﺓ ‪‬ﻣﺘﻮﺍ ِ‬
‫ﺍﻟﺸﺎﻏﻞ ﳌﹸﻨﻈﱢﺮﻱ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ .‬ﻭﻳﺘﻜﻮ‪‬ﻥ ﺍﻟﺘﻌﻠﱡﻢ ﻣﻦ ﻧﻮﻋﲔ ﻟﻠﻨﺸﺎﻁ‪ :‬ﺍﻷﻭﻝ ﻫﻮ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓـﺔ‬
‫ﺕ ﻣﻨﻄﻘﻴﺔ ﻗﺎﺋﻤﺔ؛ ﺃﻣﺎ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﱐ ﻟﻠﺘﻌﻠﱡﻢ ﻓﻬﻮ ﺇﺭﺳـﺎﺀ‬ ‫ﺕ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻣ‪‬ﻘﺪ‪‬ﻣﺎ ٍ‬
‫ﻣﻦ ﺃﺟﻞ ﺣﻞ ﻣﺸﻜﻼ ٍ‬
‫ﺕ ﻣﻨﻄﻘﻴﺔ ﺟﺪﻳﺪﺓ )ﺃﻱ ﳕﺎﺫﺝ‪ ،‬ﺃﻭ ﻣﻨﺎﻫﺞ‪ ،‬ﺃﻭ ﳕﺎﺫﺝ ﻋﻘﻠﻴﺔ‪ ،‬ﺃﻭ ﻣﻨﻈـﻮﺭﺍﺕ( ﺗ‪‬ﻠﻐـﻲ ﺍﳌﹸﻘـﺪ‪‬ﻣﺎﺕ‬ ‫ﻣ‪‬ﻘﺪ‪‬ﻣﺎ ٍ‬
‫ﺍﳌﻨﻄﻘﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ‪ .‬ﻭﻗﺪ ﺍﺻﻄﹸﻠﺢ ﻋﻠﻰ ﺗﺴﻤﻴﺔ ﻧﻮﻋﻲ ﺍﻟﺘﻌﻠﱡﻢ ﻫﺬﻳﻦ "ﺗﻌﻠﱡﻢ )‪ "(1‬ﻭ "ﺗﻌﻠﱡﻢ )‪ ،"(2‬ﺃﻭ "ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻟﻔﺮﺩﻱ ﺍﳊﻠﻘﺔ" ﻭ"ﺍﻟﺘﻌﻠﱡﻢ ﺍﳌﺰﺩﻭﺝ ﺍﳊﻠﻘﺔ")‪.(3‬‬
‫ﻭﻗﺪ ﺳﻠﱠﻢ ﺳﻴﻨﺞ )‪ (4) (Senge‬ﺳﻨﺔ ‪ 1990‬ﺑﺄﻥ ﻫﻨﺎﻙ ﻣﺆﺳﺴﺎ ٍ‬
‫ﺕ ﻛﺜﲑﺓ ﺗ‪‬ﻌﺎﱐ ﺣﺎﻟﺔ ﻋﺠـ ٍﺰ ﻋـﻦ‬
‫ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﻟﻌﻼﺝ ﺍﳌﺮﺽ ﻭﺗﻌﻈﻴﻢ ﻗﹸﺪﺭﺓ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻃﺮﺡ ﻓﻜﺮﺓ "ﺍﳌﺆﺳﺴﺔ ﺍﳌﹸﻌﺘﻤِﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ"‬
‫ﺝ ﻋﻤﻠﻲ‪ ،‬ﻭﻗﺪ ﺫﻫﺐ ﺇﱃ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺍﳌﹸﻌﺘﻤِﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ ﻟﺪﻳﻬﺎ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﳑﺎﺭﺳـﺔ ﺍﻟـﺘﻌﻠﱡﻢ‬ ‫ﻛﻨﻤﻮﺫ ٍ‬
‫ﺍﻟﺘﻮﻟﻴﺪﻱ )ﺃﻱ ﺍﻟﻔﺎﻋﻞ(‪ ،‬ﻭﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺘﻜﻴ‪‬ﻔﻲ )ﺃﻱ ﺍﻟﺴﻠﱯ(‪ ،‬ﻛﻤﺼﺪﺭﻳﻦ ﻣ‪‬ﺴﺘﺪﺍﻣﲔ ﻟﻠﻤﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫ﻭﻭﻓﻘﹰﺎ ﻟـ ﺳﻴﻨﺞ‪ ،‬ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺪﺭﺍﺀ ﺍﻟﻘﻴﺎﻡ ﲟﺎ ﻳﺄﰐ ﻣﻦ ﺃﺟﻞ ﺑﻨﺎﺀ ﻣﺆﺳﺴ ٍﺔ ﻣ‪‬ﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ)‪:(5‬‬
‫ﺕ ﺑﺴﻴﻄﺔ ﻋﻠﻰ ﻗﻀﺎﻳﺎ ﻣ‪‬ﻌﻘﱠﺪﺓ(؛‬
‫‪ -‬ﺗﺒ‪‬ﻨﻲ "ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻈﻮﻣﻲ" )ﺍﻟﺴﻌﻲ ﻹﳚﺎﺩ ﺇﺟﺎﺑﺎ ٍ‬
‫‪ -‬ﺗﺸﺠﻴﻊ "ﺍﻟﺘﻤﻜﱡﻦ ﺍﻟﺸﺨﺼﻲ")‪ (6‬ﰲ ﺣﻴﺎ‪‬ﻢ ﺍﳋﺎﺻﺔ؛‬

‫)‪ (1‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.348‬‬

‫)‪ (2‬ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﺘﻨﻈﻴﻢ ﺑﺄﻧﻪ‪ » :‬ﺗﺮﺗﻴﺐ ﺍﻷﻧﺸﻄﺔ ﺑﻄﺮﻳﻘ ٍﺔ ﺗ‪‬ﺴﺎﻫﻢ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ «‪ .‬ﺍﻧﻈﺮ‪ :‬ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛـﺮﻩ‪،‬‬
‫ﺹ ‪.244‬‬
‫)‪ (3‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.113‬‬
‫)‪ (4‬ﺑﻴﺘﺮ ﻣﺎﻳﻜﻞ ﺳﻴﻨﺞ )‪) :(Senge‬ﻣﻮﺍﻟﻴﺪ ‪ (1947‬ﻫﻮ ﻋﺎ ﹲﱂ ﺃﻣﲑﻛﻲ ﻭﻣﺪﻳﺮ ﻣﺮﻛﺰ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻨﻈﻴﻤﻲ ﰲ ﻣﻌﻬﺪ ﻣﺎﺳﺎﺗﺸﻮﺳﺘﺲ ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﻣﺪﺭﺳﺔ ﺳﻠﻮﻥ ﻟﻺﺩﺍﺭﺓ‪ .‬ﻭﻫﻮ ﺃﺳﺘﺎﺫ ﳏﺎﺿﺮ ﰲ ﺩﻳﻨﺎﻣﻴﺎﺕ ﺍﻟﻨﻈﺎﻡ‪.‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.114‬‬ ‫)‪(5‬‬

‫‪.Personal Mastery‬‬ ‫)‪(6‬‬

‫‪261‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺇﺧﺮﺍﺝ "ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻌﻘﻠﻴﺔ" ﺍﻟﺴﺎﺋﺪﺓ ﺇﱃ ﺍﻟﺴﻄﺢ ﻭﺍﻟﺘﺸﻜﻴﻚ ﻓﻴﻬﺎ؛‬

‫‪ -‬ﺑﻨﺎﺀ "ﺭﺅﻳ ٍﺔ ﻣﺸﺘﺮﻛﺔ"؛‬
‫‪ -‬ﺗﺴﻬﻴﻞ "ﺍﻟﺘﻌﻠﱡﻢ ﺍﳉﻤﺎﻋﻲ"‪.‬‬
‫‪ -‬ﺍﻟﻌﺎﻣﻠﻮﻥ ﰲ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺩﺍﺭﻱ ﺍﳉﺪﻳﺪ ﺫﻭﻭ ﺃﻭﺟﻪ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﻭﻳﺘﻌﱠﻠﻤﻮﻥ ﺑﺎﺳﺘﻤﺮﺍﺭ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﳝﻜﻦ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺃﻥ ﺍﻷﺧﲑ ﻳ‪‬ﻌﺘﱪ ﺃﻭﺳ ‪‬ﻊ ﻧﻄﺎﻗﺎﹰ‪،‬‬
‫ﻭﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﻝ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﺍﳌﻌﺎﻫﺪ‪ ،‬ﻭﺍﻟﻜﻠﻴﺎﺕ‪ ،‬ﻭﻳـﺴﺘﻬﺪﻑ ﰲ ﺍﻟﻨﻬﺎﻳـﺔ‬
‫ﺗﻮﺳﻴﻊ ﻣﺪﺍﺭﻙ ﺍﻟﻔﺮﺩ ﻭﳎﺎﻻﺕ ﺍﳌﻌﺮﻓﺔ ﻟﺪﻳﻪ؛ ﰲ ﺣﲔ ﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﺪﺭﻳﺐ ﺿ‪‬ﻴﻘﹰﺎ ﻣﻦ ﺣﻴﺚ ﺍﻟﻨﻄﺎﻕ‪ ،‬ﻭﻳﺴﺘﻬﺪﻑ‬
‫ﺕ ‪‬ﻣﺤﺪ‪‬ﺩﺓ ﻟﻠﻌﻤﻞ‪ .‬ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﻳ‪‬ﻌﺘﱪ ﻋﺎﺋﺪ ﺍﻟﺘﺪﺭﻳﺐ ﻣﺒﺎﺷﺮﺍﹰ‪،‬‬
‫ﺗﻨﻤﻴﺔ ﻗﹸﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ ﰲ ﳎﺎ ٍﻝ ﺃﻭ ﳎﺎﻻ ٍ‬
‫ﺃﻱ ﻳﺘﺤﻘﱠﻖ ﰲ ﺍﻷﺟﻞ ﺍﻟﻘﺼﲑ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺘﺤﻘﱠﻖ ﻫﺪﻑ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﻷﺟﻞ ﺍﻟﻄﻮﻳﻞ)‪.(2‬‬
‫ﻭﻣﻦ ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﻋﺎﺩ ﹰﺓ ﻣﺎ ﻳﺘﺰﺍﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ؛ ﺣﻴﺚ ﻳﺘ ‪‬ﻢ ﺍﻟﺒﺪﺀ ﺑﺘﻌﺮﻳﻒ ﺍﻟﻔـﺮﺩ‬
‫ﲜﻮﺍﻧﺐ ﺍﻟﻮﻇﻴﻔﺔ ﻭﺃﺻﻮﻝ ﺍﳌﻤﺎﺭﺳﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﻷﺧﺮﻯ‪ ،‬ﰒ ﺑﻌﺪ ﺫﻟﻚ ﺗـﺘ ‪‬ﻢ ﺗﻨﻤﻴـﺔ‬
‫ﻣﻬﺎﺭﺍﺕ ﻭﻗﹸﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻀﻤﺎﻥ ﺣﺴﻦ ﺃﺩﺍﺋﻪ ﻟﻠﻌﻤﻞ‪ .‬ﻭﺗ‪‬ﺆﺩ‪‬ﻱ ﺻﻌﻮﺑﺔ ﺍﻟﻔﺼﻞ ﺑـﲔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳊﻴﺎﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺇﱃ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﻤﺎ ﻋﻠﻰ ﺃ‪‬ﻤﺎ ﻭﺟﻬﺎﻥ ﻟﻌﻤﻠ ٍﺔ ﻭﺍﺣـﺪﺓ‪ ،‬ﻭﻣ‪‬ﺘﻄﻠﱠﺒـﺎﻥ‬
‫ﺭﺋﻴﺴﻴﺎﻥ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻤﻴ‪‬ﺰ ﰲ ﺍﻟﻌﻤﻞ)‪.(3‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ‪.‬‬
‫ﻳﺘﻤﺜﻞ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺐ ﻭ ﺍﻟﺘﻨﻤﻴﺔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪: (4‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ‪ :‬ﻋﻤ ﹲﻞ ﻣ‪‬ﺨﻄﱠﻂ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﳌﹸﺼﻤ‪‬ﻤﺔ؛ ﻣﻦ ﺃﺟﻞ ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻯ ﻋﺎ ٍﻝ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ ﺃﺩﺍﺋﻬﻢ‪.‬‬
‫ﻛﻴﻒ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺃﻋﻤﺎﳍﺎ ﺍﳊﺎﻟﻴﺔ ﲟﺴﺘﻮ ً‬
‫ﺃﻣﺎ ﺍﻟﺘﻨﻤﻴﺔ‪ :‬ﻓﻬﻲ ﻋﻤﻠﻴ ﹲﺔ ﻣ‪‬ﺨﻄﱠﻄﺔ ﻭﻫﺎﺩﻓﺔ ﻗﺪ ﺗ‪‬ﻮﺟ‪‬ﻪ ﻋﻤﻠﻴﺔ ﺍﻟﻨﻤﻮ ﻭﺗ‪‬ﺴﺮ‪‬ﻋﻬﺎ‪ ،‬ﺃﻭ ﺗ‪‬ﺤﺴ‪‬ﻦ ﰲ ﻧﻮﻋﻴﺘﻬﺎ‬
‫ﺼﻞ‬
‫ﺃﻭ ﺗ‪‬ﻐﻴ‪‬ﺮ ﰲ ﺍﺗ‪‬ﺠﺎﻫﻬﺎ‪ ،‬ﻭﻗﺪ ﺗﻘﻊ ﺧﺎﺭﺟﻬﺎ ﻓﺘﺼﻄﻨﻊ ﻭﺗ‪‬ﺤﻠﻞ ﻭﺗ‪‬ﺮﻛﹼﺐ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﻭﺗﺒﺘﺪﻉ ﺍﳌﹸﺨﺮﺟ‪‬ﺎﺕ ﻟﺘﺤ ‪‬‬
‫ﻋﻠﻰ ﻣﺎ ﻫﻮ ﺃﺣﺴﻦ ﻭﺃﻓﻀﻞ‪ ،‬ﺃﻭ ﻣﺎ ﻫﻮ ﻣ‪‬ﺘﻔﺮ‪ ‬ﺩ ﻭﻣ‪‬ﺘﻤ‪‬ﻴ ‪‬ﺰ ﰲ ﺧﺼﺎﺋﺼﻪ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻳﺘﺤﻘﱠﻖ ﺇﻻ ﺑﺘﻮﻇﻴﻒ ﺍﳋﱪﺓ‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.20‬‬ ‫)‪(1‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.333‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.333‬‬ ‫)‪(3‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.438‬‬ ‫)‪(4‬‬

‫‪262‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺑﺬﻝ ﺍﳉﻬﻮﺩ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺗﻮﻇﻴﻒ ﺍﻟﺪﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻔﺮﺿﻴﺎﺕ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ)‪ .(1‬ﻓﻬﻲ‬
‫ﻋﻤ ﹲﻞ ﻣ‪‬ﺨﻄﱠﻂ ﻳﺘﻜﻮ‪‬ﻥ ﻣﻦ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﳌﹸﺼﻤ‪‬ﻤﺔ ﻣﻦ ﺃﺟﻞ ﺗﻌﻠﻴﻢ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻭﺇﻛـﺴﺎ‪‬ﺎ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪ ،‬ﻣ‪‬ﺘﻮﻗﱠﻊ ﺃﻥ ﲢﺘﺎﺟﻬﺎ ﰲ ﺃﺩﺍﺀ ﻣﻬﺎ ٍﻡ ﺃﻭ ﻭﻇـﺎﺋﻒ ﺟﺪﻳـﺪﺓ ﰲ‬ ‫ﻣﻌﺎﺭﻑ‪ ،‬ﻭﺳﻠﻮﻛﻴﺎﺕٍ‪ ،‬ﻭﻣﻬﺎﺭﺍ ٍ‬
‫ﺕ ﲢﺪ‪‬ﺙ ﰲ ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻭﺗ‪‬ﺆﺛﱢﺮ ﰲ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ)‪.(2‬‬
‫ﺕ ﺃﻭ ﺗﻐﻴﲑﺍ ٍ‬
‫ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﺍﻟﺘﺄﻗﻠﹸﻢ ﻣﻊ ﺃﻳﺔ ‪‬ﻣﺴﺘﺠ ‪‬ﺪﺍ ٍ‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺗﺸﺎﺑ‪‬ﻪ ﺍﳌﻔﻬﻮﻣﲔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﹸﺴﺘﺨﺪ‪‬ﻣﺔ ﰲ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳌﺪﻯ ﺍﻟـﺰﻣﲏ‬
‫ﻟﻜﻞ ﻣﻨﻬﻤﺎ ﳜﺘﻠﻒ ﻋﻦ ﺍﻵﺧﺮ‪ .‬ﻓﺎﻟﺘﺪﺭﻳﺐ ﻣ‪‬ﻮ ‪‬ﺟ ‪‬ﻪ ﺑﺎﳊﺎﺟﺔ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﻳ‪‬ﺮﻛﱢﺰ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﺍﻟﻔـﺮﺩ ﺍﳊﺎﻟﻴـﺔ‪،‬‬
‫ﻭﻳﺴﺘﻬﺪﻑ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻫِﻢ ﺑﺸﻜ ٍﻞ ﻭﺍﺿﺢ ﰲ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺍﳊـﺎﱄ ﰲ ﺍﻟﻮﻇﻴﻔـﺔ‬
‫ﺍﳊﺎﻟﻴﺔ‪ .‬ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﻓﺈﻥ ﺗﻨﻤﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺗ‪‬ﺮﻛﱢﺰ ﻋﻠﻰ ﺍﻟﻮﻇﺎﺋﻒ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﰲ ﺍﻟﺘﻨﻈﻴﻢ‪ .‬ﻓﻤﻊ ﺗﻄـﻮ‪‬ﺭ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﲣﺘﻠﻒ ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ‬‫ﺕ ﻭﻗﹸﺪﺭﺍ ٍ‬
‫ﺍﳌﺴﺎﺭ ﺍﳌﻬﲏ ﻟﻠﻔﺮﺩ ﺗﱪ‪‬ﺯ ﺃﳘﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺍﳌﻬﺎﺭﻳﺔ ﻭﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﻮﻇﻴﻔﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﺘﻮﻇﻴﻒ ﻋﻠﻰ ﺗﻠﻚ ﺍﳌﻄﻠﻮﺑﺔ ﻷﺩﺍﺀ ﻭﻇﻴﻔﺔ ﻣـﺪﻳﺮ ﺇﺩﺍﺭﺓ‬
‫ﺕ ﺃﻋﻠﻰ‪ ،‬ﻓﺈﻥ ﺟﻬﻮﺩ ﺍﻟﺘﻄـﻮﻳﺮ‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻣﻊ ﺯﻳﺎﺩﺓ ﺍﺣﺘﻤﺎﻝ ﺗﻘﻠﱡﺪ ﺍﻟﻔﺮﺩ ﻟﻮﻇﺎﺋﻒ ﺫﺍﺕ ﻣﺴﺆﻭﻟﻴﺎ ٍ‬
‫ﺳﻮﻑ ﺗ‪‬ﻤﻜﱢﻦ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺘﺤﻤ‪‬ﻞ ﻫﺬﻩ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﺍﻟﻴﻮﻡ ﻭﻗﺒﻞ ﺃﻥ ﳝﺎﺭﺳﻬﺎ‪ ،‬ﻋﻨﺪﻣﺎ ﺗ‪‬ـﺴﻨﺪ‬
‫ﺇﻟﻴﻪ ﻣﺴﺘﻘﺒﻼﹰ‪ ،‬ﻭﺍﻟﻐﺮﺽ ﻣﻨﻬﻤﺎ ﻫﻮ ﺍﻟﺘﻌﻠﱡﻢ)‪.(3‬‬
‫ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻛﺈﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﻋﻤﻠﻴﺔ ﻣ‪‬ﻨﺘﻈﹶﻤﺔ ﻳﻌﺘﻤﺪﺍﻥ ﻋﻠﻰ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﻭﻳﻬـﺪﻓﺎﻥ ﺇﱃ ﺑﻨـﺎﺀ‬
‫ﺕ ﻟﺪﻯ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ ﺃﺩﺍﺋﻬﺎ ﺍﳊﺎﱄ‬ ‫ﺕ ﻭﺳﻠﻮﻛﻴﺎ ٍ‬ ‫ﺕ ﻭﺍﺗ‪‬ﺠﺎﻫﺎ ٍ‬‫ﻣﻌﺎﺭﻑ ﻭﻣﻬﺎﺭﺍ ٍ‬
‫ﻭﺍﳌﺴﺘﻘﺒﻠﻲ‪ ،‬ﻭﺍﻟﺘﻜﻴ‪‬ﻒ ﻣﻊ ﺗﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺒﻴﺌﺔ)‪.(4‬‬
‫ﺃﻣﺎ ﺍﻟﺘﺄﻫﻴﻞ‪ ،‬ﻓﻬﻮ ﳜﺘﻠﻒ ﻋﻦ ﺍﻟﺘﺪﺭﻳﺐ؛ ﻟﻜﻮﻥ ﺍﻷﻭﻝ ﻳ‪‬ﺮﻛﱢﺰ ﰲ ﺟﻮﻫﺮﻩ ﻋﻠﻰ ﻋﻤﻠﻴـﺎﺕ ﺍﻟﺘـﺄﻗﻠﻢ‬
‫ﻭﺍﻟﺘﻜﻴ‪‬ﻒ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﺜﺎﱐ ﻳ‪‬ﺮﻛﱢﺰ ﻋﻠﻰ ﺍﻷﺩﺍﺀ)‪.(5‬‬

‫ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺑﻦ ﺻﻘﺮ ﺍﻟﻐﺎﻣﺪﻱ‪ » ،‬ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ ﻟﻸﻣﻦ ﺍﻟﻌﺮﰊ‪ :‬ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ ﺍﻟﻌﺮﺑﻴـﺔ ﻟﻠﻌﻠـﻮﻡ‬ ‫)‪(1‬‬

‫ﺍﻷﻣﻨﻴﺔ ﳕﻮﺫﺟﹰﺎ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﻠﺘﻘﻰ ﺍﻟﻌﺮﰊ ﺍﻟﺜﺎﻟﺚ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺑﲑﻭﺕ‪ ،2006 ،‬ﺹ ‪.5‬‬
‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.438‬‬ ‫)‪(2‬‬

‫ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.343 -333‬‬ ‫)‪(3‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.438‬‬ ‫)‪(4‬‬

‫ﺻﻼﺡ ﺣﻮﻃﺮ‪ ،‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﺻﻼﺣﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺮ ﺑﺎﳌﺮﻛﺰ ﺍﻟﻌﺮﰊ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻷﻣﻨﻴﺔ ﻭﺍﻟﺘـﺪﺭﻳﺐ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪،‬‬ ‫)‪(5‬‬

‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،1991 ،‬ﺹ ‪.182‬‬

‫‪263‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬

‫ﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺳﻴﻠ ﹰﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻻﺳﺘﺜﻤﺎﺭ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﺗ‪‬ﺤﻘﱢﻖ ﻣﻜﺴﺒًﺎ ﻣﺎﻟﻴًﺎ ﻳ‪‬ـﻀﺎﻑ ﻟﻘﺎﺋﻤـﺔ‬
‫ﺍﻷﺭﺑﺎﺡ‪ ،‬ﻭﻟﻴﺲ ﻋﺒﺌﹰﺎ ﻋﻠﻰ ﻣﻴﺰﺍﻧﻴﺔ ﺍﳌﺆﺳﺴﺔ؛ ﻟﻜﻮﻧﻪ ﺃﻛﺜ ‪‬ﺮ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﻭﺗﺴﻌﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺇﱃ ﲢﺴﲔ ﻗﹸﺪﺭﺓ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻬﺎﻡ ﺍﳌﹸﻮﻛﹶﻠﺔ ﺇﻟﻴﻬﻢ‪ ،‬ﻋﻦ‬
‫ﻃﺮﻳﻖ ﺯﻳﺎﺩﺓ ﻣﻌﻠﻮﻣﺎ‪‬ﻢ ﻭﻃﺮﻳﻘﺔ ﺃﺩﺍﺋﻬﻢ ﻟﻠﻮﻇﺎﺋﻒ‪ ،‬ﻭﲢﺴﲔ ﺳﻠﻮﻛﻬﻢ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻌﻠ ٍﻢ ﻭﻓﻦ ﻭﻣﻬﻨﺔ‪.‬‬
‫ﻟﻴﺲ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻤﻠﻴﺔ ﺇﺩﺍﺭﻳﺔ ﳏﻀﺔ ﻓﻬﻮ ﻳﻌﺘﱪ ﻋﻠﻤﺎ ﻣﺒﻨﻴﺎ ﻋﻠﻰ ﻗﻮﺍﻋﺪ ﻭ ﺃﺳﺲ ﻋﻠﻤﻴﺔ ﻭ ﻓﻨﺎ ﳜﻀﻊ‬
‫ﻹﺑﺪﺍﻋﺎﺕ ﺍﳌﺪﺭﺑﲔ ﻭ ﺍﳌﺘﺪﺭﺑﲔ ﻭ ﻣﻬﻨﺔ ﲡﻌﻞ ﻣﻦ ﳏﺘﺮﻓﻬﺎ ﺷﺨﺼﺎ ﳏﺘﺮﻣﺎ ﰲ ﺍﳌﺆﺳﺴﺔ ‪،‬ﻭﻫﺬﺍ ﻣﺎ‬
‫ﺳﻨﻮﺿﺤﻪ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻌﻠﻢ‪ :‬ﺃﺻﺒﺢ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﳌﻬﻨﺔ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻧﺸﺎﻃﹰﺎ ﻣﻌﺘﺮﻓﹰﺎ ﺑﻪ ﺍﻵﻥ‬
‫ﰲ ﲨﻴﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺍﳋﺪﻣﻴﺔ‪ ،‬ﻭﺍﻟﺘﺪﺭﻳﺐ ﻛﻌﻠ ٍﻢ ﺃﺻﺒﺢ ﻣﺒﺪﹰﺃ ﻣ‪‬ﺴﻠﱠﻤﹰﺎ ﺑﻪ‪ ،‬ﻭﺣﻘﻴﻘ ﹰﺔ ﻣ‪‬ﺘﻌﺎﺭﻓﹰﺎ‬
‫ﺕ ﺗﻔﺎ ‪‬ﻋﻠﻴﺔ‬
‫ﻋﻠﻴﻬﺎ؛ ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺇﱃ ﻣﻮﻟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳊﻘﺎﺋﻖ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﹸﺘﺮﺍﺻﺔ ﻭﺍﳌﹸﻨﺘﻈﹶﻤﺔ ﰲ ﺻﻮﺭﺓ ﻋﻼﻗﺎ ٍ‬
‫ﺃﺩ‪‬ﺕ ﺇﱃ ﺗﻄﻮ‪‬ﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻔﻦ‪ :‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻧﺴﺎﱐ ﻳﺘﻼﻗﻰ ﻣﻊ ﺟﻮﻫﺮ ﺍﻟﻔﻦ ﰲ ﺃﻧﻪ ﻛﻴﺎ ﹲﻥ ﻣﻬﺎﺭﻱ ﻳﻨﺪﺭﺝ ﲢﺖ ﺗﻠﻚ‬
‫ﺍﻟﻘﻴﻢ ﺫﺍﺕ ﺍﻟﻨﻮﻉ ﺍﻟﻮ‪‬ﺟﺪﺍﱐ ﺍﻟﻘﺎﺋﻢ ﺑﲔ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﰲ ﻋﻼﻗ ٍﺔ ﺟﺪﻟﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﻬﻨﺔ‪ :‬ﻳﻌﲏ ﻣﺎ ﻳﻘﻮﻡ ﺑﻪ ﺍﻷﺷﺨﺎﺹ ﻣﻦ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻬﻨ ﹰﺔ ﳍﻢ‪ ،‬ﻓﻴﻜﺴﺒﻮﻥ‬
‫ﻋﻴﺸﻬﻢ ﻣﻨﻪ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﻤﻼﺀ ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻟﺮﻓﻊ ﻗﹸﺪﺭﺍ‪‬ﻢ ﻭﻃﺎﻗﺎ‪‬ﻢ ﺍﻷﺩﺍﺋﻴﺔ‬
‫ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻛﺈﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻳﻬﺪﻑ ﺇﱃ ﺑﻨﺎﺀ ﻧﻈﺎ ٍﻡ ﻣﻌﺮﰲ ﺣﺪﻳﺚ ﻟﺪﻯ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﺎ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺇﻛﺴﺎ‪‬ﺎ ﺃﺧﺮﻯ ﺟﺪﻳﺪﺓ ﻭﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ‪ ،‬ﻭﺗﻌﺪﻳﻞ ﺍﺗ‪‬ﺠﺎﻫﺎ‪‬ﺎ ﺍﻟﺴﻠﻮﻛﻴﺔ‬
‫ﻟﻸﻓﻀﻞ؛ ‪‬ﺪﻑ ﺍﺳﺘﻴﻌﺎﺏ ﻭﺍﻟﺘﺄﻗﹸﻠُﻢ ﻣﻊ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﻟﱵ ﲢﺪ‪‬ﺙ ﻭﺗﻔﺮﺽ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺗﺒﻨ‪‬ﻴﻬﺎ ﻭﺍﻟﺘﻜﻴ‪‬ﻒ‬
‫ﻣﻌﻬﺎ)‪.(2‬‬
‫ﺗ‪‬ﻨﻔﻖ ﺍﳌﺆﺳﺴﺎﺕ ﺗﻜﻠﻔ ﹰﺔ ﻋﺎﻟﻴﺔ ﻷﻏﺮﺍﺽ ﺗﺪﺭﻳﺐ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻭﺻﻘﻞ ﻣﻌﺎﺭﻓﻬﻢ ﻭﻣﻬﺎﺭﺍ‪‬ﻢ‬
‫ﺑﺎﺳﺘﻤﺮﺍﺭ‪ ،‬ﺑﺸﻜ ٍﻞ ﳚﻌﻠﻬﻢ ﻣ‪‬ﻮﺍﻛﺒﲔ ﻵﺧﺮ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﻌﺎﳌﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﻳﺰﻳﺪ ﻣﻦ ﻗﹸﺪﺭ‪‬ﻢ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ‬

‫ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.8‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.438-437‬‬ ‫)‪(2‬‬

‫‪264‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﻹﺑﺪﺍﻋﻴﺔ ﰲ ﺇﻧﺘﺎﺝ ﺍﻟﺸﻲﺀ ﺍﳉﺪﻳﺪ ﻟﺼﺎﱀ ﻣﺆﺳﺴﺎ‪‬ﻢ‪ ،‬ﻭﻳﺄﰐ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺇﺷﺮﺍﻛﻬﻢ ﰲ ﺍﻟﱪﺍﻣﺞ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺃﻭ ﺇﺭﺳﺎﳍﻢ ﺇﱃ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳉﺎﻣﻌﺎﺕ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ)‪.(1‬‬
‫ﺗ‪‬ﺮﻛﱢﺰ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻋﻠﻰ)‪:(2‬‬
‫‪ -1‬ﲢﺪﻳﺪ ﻭﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﺘﻄﻮﻳﺮ ﻭﺯﻳﺎﺩﺓ ﻭﲢﺴﲔ ﻗﹸﺪﺭﺍﺕ ﻭﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ؛‬
‫‪ -2‬ﺗﻄﻮﻳﺮ ﻭﺗﻨﻔﻴﺬ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﻧﺸﻄﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺘﺤﺴﲔ ﺟﻬﻮﺩ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‬
‫ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﺇﻥ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳉﻴ‪‬ﺪ ﻟﻠﻤﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻭﻭﺿﻌﻪ ﰲ ﺍﳌﻜﺎﻥ ﺍﳌﻨﺎﺳـﺐ ﺣـﺴﺐ ﻣﻬﺎﺭﺍﺗـﻪ‬
‫ﻭﺭﻏﺒﺎﺗﻪ‪ ،‬ﻳ‪‬ﻌ ‪‬ﺪ ﺿﻤﺎﻧﹰﺎ ﻟﻸﺩﺍﺀ ﺍﳉ‪‬ﻴﺪ ﻭﺍﻟﻌﺎﱄ ﺩﻭﻥ ﺍﻟﺮﻗﺎﺑﺔ ﺍﳌﺒﺎﺷﺮﺓ)‪ .(3‬ﻛﺬﻟﻚ ﻓﺈﻥ ﻟﻠﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻋـﺪﺓ‬
‫ﻣﺰﺍﻳﺎ‪ ،‬ﻣﻨﻬﺎ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ ،‬ﻭﺭﻓﻊ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﺗﻘﻠﻴﻞ ﺍﳊﺎﺟﺔ ﻟﻺﺷﺮﺍﻑ ﻋﻦ ﻗﹸـﺮﺏ‪ ،‬ﻭﲣﻔـﻴﺾ‬
‫ﺣﻮﺍﺩﺙ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﻌﻤﻴﻖ ﺍﳌﻌﺮﻓﺔ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﺍﺳﺘﻘﺮﺍﺭ ﻭﻣﺮﻭﻧﺔ ﺍﻟﺘﻨﻈـﻴﻢ‪ .‬ﻭﺍﻟﺘـﺪﺭﻳﺐ ﻳ‪‬ـﺴﺎﻋِﺪ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻻﻛﺘﻔﺎﺀ ﺍﻟﺬﺍﰐ؛ ﻭﺑﺎﻟﺘﺎﱄ ﺗﻘﻠﻴﻞ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﳋﺒﲑ ﺍﻷﺟﻨﱯ‪.‬‬
‫ﻭﻳﻬﺪﻑ ﺍﻟﺘﺪﺭﻳﺐ ﻛﺬﻟﻚ ﺇﱃ)‪:(4‬‬
‫‪ -‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗﺘﺠﻨ‪‬ﺐ ﺟﻮﺍﻧﺐ ﺍﻟﻀﻌﻒ ﰲ ﺃﺩﺍﺋﻬﺎ ﺍﳊﺎﱄ‪ ،‬ﻭﺗ‪‬ﺆﺩ‪‬ﻱ ﺍﳌﻄﻠﻮﺏ ﻣﻨﻬﺎ ﺑﺸﻜ ٍﻞ‬
‫ﺻﺤﻴﺢ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺳ ‪‬ﺪ ﺍﻟﺜﻐﺮﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻣﻬﺎﺭﺍ‪‬ﺎ ﻭﺳﻠﻮﻛﻴﺎ‪‬ﺎ ﺍﳊﺎﻟﻴﺔ‪.‬‬
‫‪ -‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗ‪‬ﻨﻤ‪‬ﻲ ﺟﻮﺍﻧﺐ ﺍﻟﻘﻮﺓ ﰲ ﺃﺩﺍﺋﻬﺎ ﺍﳊﺎﱄ؛ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﺑﺸﻜ ٍﻞ ﺃﻛﺜﺮ‬
‫ﻣﺴﺘﻘﺒﻼﹰ‪ ،‬ﻭﺫﻟﻚ ﰲ ﻣﻌﺎﺭﻓﻬﺎ ﺃﻭ ﻣﻬﺎﺭﺍ‪‬ﺎ ﻭﺳﻠﻮﻛﻴﺎ‪‬ﺎ ﺍﳊﺎﻟﻴﺔ‪.‬‬
‫ﺕ ﺳﻠﻮﻛﻴﺔ ﺟﺪﻳﺪﺓ ﻭﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ‪ ،‬ﻟﺘﻤﻜﻴﻨﻬﺎ ﻣﻦ ﺃﺩﺍﺀ‬ ‫ﺕ ﻭﺍﺗ‪‬ﺠﺎﻫﺎ ٍ‬
‫‪ -‬ﺇﻛﺴﺎﺏ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻌﺎﺭﻑ ﻭﻣﻬﺎﺭﺍ ٍ‬
‫ﺃﻋﻤﺎ ٍﻝ ﺟﺪﻳﺪﺓ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﲢﺘﺎﺟﻬﺎ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﺗﻜﻴﻴﻒ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻊ ﺗﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﺗﻀﻄ ‪‬ﺮ ﺍﳌﺆﺳﺴﺔ ﺇﱃ ﺇﺩﺧﺎﳍﺎ ﻋﻠﻰ ﳎﺎﻻﺕ ﺍﻟﻌﻤﻞ ﻓﻴﻬﺎ‪.‬‬

‫ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﻋﻠﻲ ﺻﺎﱀ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.128‬‬ ‫)‪(1‬‬

‫ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﺎﻳﱵ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.37‬‬ ‫)‪(2‬‬

‫ﳛﻀﻴﻪ ﲰﻼﱄ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.86‬‬ ‫)‪(3‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.439‬‬ ‫)‪(4‬‬

‫‪265‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺣﺴﺐ ﺩﺭﺍﺳ ٍﺔ ﺍﺳﺘﻜﺸﺎﻓﻴﺔ ﻋﺎﻡ ‪ 1995‬ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻧﻔﱠﺬ‪‬ﺎ ﲨﻌﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﰲ ﻋﺪ ٍﺩ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻓﺈﻥ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻓﻴﻬﺎ ﺣﻘﱠﻘﺖ ﻋﺪﺩﹰﺍ ﻣﻦ‬
‫ﺍﻟﻔﻮﺍﺋﺪ ﻳ‪‬ﻮﺿ‪‬ﺤﻬﺎ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(33‬‬
‫ﻓﻮﺍﺋﺪ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﻋﺪ ٍﺩ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﺎﻡ ‪1995‬‬

‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ﺯﻳﺎﺩﺓ ﺭﺿﺎ ﺍﻟﺰﺑﺎﺋﻦ‬ ‫ﲢﺴ‪‬ﻦ ﺟﻮﺩﺓ ﺍﳌﹸﻨﺘ‪‬ﺞ‬ ‫ﺯﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ‬

‫ﲟﻘﺪﺍﺭ ‪%63‬‬ ‫ﺑﻨﺴﺒﺔ ‪%72‬‬ ‫ﺑﻨﺴﺒﺔ ‪%77‬‬

‫‪5‬‬ ‫‪4‬‬
‫ﺍﳔﻔﺎﺽ ﺍﻟﻔﺎﻗﺪ‬ ‫ﲢﺴ‪‬ﻦ ﺧﺪﻣﺔ ﺍﻟﺰﺑﺎﺋﻦ‬
‫ﻭﺍﳍﺪﺭ ﺑﻨﺴﺒﺔ ‪%55‬‬ ‫ﺑﻨﺴﺒﺔ ‪%75‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪:‬‬

‫‪Lyle M.Spencer, Reengineering Human resource, Johne Weily, New York, 1995, P 237.‬‬

‫ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻳﻬﺘ ‪‬ﻢ ‪ -‬ﺑﺼﻔ ٍﺔ ﺭﺋﻴﺴﺔ‪ -‬ﺑﺘﻮﻓﲑ ﻭﺇﻋﺪﺍﺩ ﺍﻟﻜﻮﺍﺩﺭ ﺍﳌﹸﺆﻫ‪‬ﻠﺔ ﺍﻟﱵ ﺗ‪‬ﺴﺎﻫِﻢ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻨﻔﺴﻴﺔ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﺗﺘﻤﺜﱠﻞ ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬

‫ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪ 85‬ﺑﺘﺼﺮﻑ‪.‬‬ ‫)‪(1‬‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.114 -113‬‬ ‫)‪(2‬‬
‫‪266‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(34‬‬

‫ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻹﻧﺘﺎﺝ‬

‫ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﻟﻨﻔﻘﺎﺕ‬

‫ﻗﻠﺔ ﰲ ﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‬

‫ﺭﻓﻊ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‬

‫ﺩﻭﺍﻓﻊ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺗﻮﻓﲑ ﺍﻟﻘﻮﻯ ﺍﻻﺣﺘﻴﺎﻃﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‬

‫ﻗﻠﺔ ﰲ ﺍﻹﺷﺮﺍﻑ‬

‫ﻗﻠﺔ ﰲ ﺣﻮﺍﺩﺙ ﺍﻟﻌﻤﻞ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻣﻌﻨﺎﻩ ﲢﺴﲔ ﺃﺩﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﺫﺍ‪‬ﺎ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫‪ ،2003‬ﺹ ﺹ ‪.114 -113‬‬

‫‪ -1‬ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻹﻧﺘﺎﺝ‪ :‬ﻭﻫﻲ ﺯﻳﺎﺩ ﹲﺓ ﰲ ﻛﻤﻴﺔ ﻭﲢﺴﲔ ﻧﻮﻋﻪ؛ ﻓﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺍﻟﻘﻴﺎﻡ‬
‫ﺑﻮﺍﺟﺒﺎ‪‬ﻢ‪ ،‬ﻣﻌﻨﺎﻩ ﺩﺭﺟﺔ ﺇﺗﻘﺎ‪‬ﻢ ﻟﻠﻌﻤﻞ‪ ،‬ﻭﻣﻦ ﰒ ﺯﻳﺎﺩﺓ ﻗﺎﺑﻠﻴﺘﻬﻢ ﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫‪ -2‬ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﻟﻨﻔﻘﺎﺕ‪ :‬ﺇﺫ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﺮﺩﻭﺩﹰﺍ ﺃﻛﺜﺮ ﻣﻦ ﺗﻜﺎﻟﻴﻔﻬﺎ‪ .‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﻃﺒﻘﹰﺎ ﻷﺻﻮﳍﺎ‪ ،‬ﻭﻭﻓﻖ ﺍﻟﻄﺮﻕ ﺍﻟﺴﻠﻴﻤﺔ ﻓﻴﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﻟﻨﻔﻘﺎﺕ‪ ،‬ﻭﺳﻼﻣﺔ‬
‫ﺍﻵﻟﺔ‪ ،‬ﻭﺍﻗﺘﺼﺎ ‪‬ﺩ ﰲ ﺍﳌﻮﺍﺩ‪ ،‬ﻭﻗﻠ ﹲﺔ ﰲ ﺍﺳﺘﻬﻼﻛﻬﺎ‪.‬‬
‫‪ -3‬ﻗﻠﺔ ﰲ ﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‪ :‬ﻓﺎﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺗﻠﻘﻴﻨﻬﻢ ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﺗﺰﻳﺪ ﻣﻦ‬
‫ﻉ ﻣﻦ ﺍﻻﺳﺘﻘﺮﺍﺭ ﰲ ﺣﻴﺎﺓ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺍﺳﺘﻤﺮﺍﺭﻫﻢ ﰲ‬
‫ﻗﹸﺪﺭﺍ‪‬ﻢ ﰲ ﻣﺰﺍﻭﻟﺔ ﺃﻋﻤﺎﳍﻢ‪ ،‬ﻳﻌﲏ ﺇﳚﺎﺩ ﻧﻮ ٍ‬
‫‪267‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺧﺪﻣﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺭﻏﺒﺘﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ﻣﻌﻬﺎ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ ﺫﻟﻚ ﻓﺈﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺗﻠﺰﻡ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺑﻌﻘﻮ ٍﺩ ﳋﺪﻣ ٍﺔ ﻣﻌﻴﻨﺔ ﺑﻌﺪ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻛﻞ ﺫﻟﻚ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﻗﻠ ٍﺔ ﰲ ﻣﻌﺪﻝ ﺩﻭﺭﺍﻥ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -4‬ﺭﻓﻊ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‪ :‬ﺇﺫ ﻣﺎ ﻳﺸﻌﺮ ﺍﻟﻔﺮﺩ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺟﺎﺩﺓ ﰲ ﺗﻄﻮﻳﺮ ﻗﹸﺪﺭﺍﺗﻪ ﻭﺗﻘﺪﱘ ﺍﻟﻌﻮﻥ ﻟﻪ‬
‫ﰲ ﺍﻟﺘﻄﻮﻳﺮ ﻳﺰﺩﺍﺩ ﺇﺧﻼﺻﻪ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻳﻨﻌﻜﺲ ﺩﻟﻚ ﻋﻠﻰ ﻋﻼﻗﺘﻪ ﺍﳉﻴ‪‬ﺪﺓ ﰲ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻳ‪‬ﻘﺒﻞ ﻋﻠﻰ‬
‫ﻋﻤﻠﻪ ﺑﺎﺳﺘﻌﺪﺍ ٍﺩ ﻭ‪‬ﺟﺪﺍﱐ ﻭﻫﻮ ﻣﺼﺪ ‪‬ﺭ ﺭﻓﻊ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬
‫‪ -5‬ﺗﻮﻓﲑ ﺍﻟﻘﻮﻯ ﺍﻻﺣﺘﻴﺎﻃﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ :‬ﺇﺫ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻳ‪‬ﺸﻜﱢﻞ ﻣﺼﺪﺭﹰﺍ ﻫﺎﻣﹰﺎ ﻟﻠﻄﻠﺒﺎﺕ ﺍﳌﹸﻠﺤ‪‬ﺔ‬
‫ﻟﻸﻳﺪﻱ ﺍﻟﻌﺎﻣﻠﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﺃﻳﺎﻡ ﺍﻟﺮﺧﺎﺀ ﺍﻟﺬﻱ ﻳﺘﻄﻠﱠﺐ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ‪.‬‬
‫‪ -6‬ﻗﻠﺔ ﰲ ﺍﻹﺷﺮﺍﻑ‪ :‬ﺇﺫ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻌﻨﺎﻩ ﻣﻌﺮﻓﺔ ﺍﻟﻔﺮﺩ ﰲ ﻋﻤﻠﻪ ﻭﻃﺮﻕ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻗﹸﺪﺭﺗﻪ ﻋﻠﻰ‬
‫ﺍﻟﻨﻘﺪ ﺍﻟﺬﺍﰐ؛ ﻭﳍﺬﺍ ﺳﻮﻑ ﻻ ﳛﺘﺎﺝ ﺇﱃ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻹﺷﺮﺍﻑ‪ ،‬ﺳﻮﺍ ًﺀ ﻹﺭﺷﺎﺩﻩ ﰲ ﺃﺩﺍﺀ ﻋﻤﻠﻪ ﺃﻭ‬
‫ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻴﻪ‪.‬‬
‫‪ -7‬ﻗﻠﺔ ﰲ ﺣﻮﺍﺩﺙ ﺍﻟﻌﻤﻞ‪ :‬ﺇﺫ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻌﻨﺎﻩ ﺗﻌﺮﻳﻒ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻘﻴﺎﻡ ﺑﺄﺣﺴﻦ ﺍﻟﻄﺮﻕ ﻭﺃﺳﻠﻤﻬﺎ ﰲ‬
‫ﺗﺸﻐﻴﻞ ﺍﻵﻟﺔ ﻭﺍﳊﺮﻛﺔ؛ ﻓ‪‬ﻴﻘﱢﻠﻞ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﳐﺎﻃﺮ ﺍﻟﻌﻤﻞ ﻭﺇﺣﺪﺍﺛﻪ‪.‬‬
‫‪ -8‬ﺍﻟﺘﺪﺭﻳﺐ ﻣﻌﻨﺎﻩ ﲢﺴﲔ ﺃﺩﺍﺀ ﺍﻹﺩﺍﺭﺍﺕ ﺫﺍ‪‬ﺎ‪ :‬ﺇﺫ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻺﺩﺍﺭﺍﺕ ﻭﺍﳌﹸﺨﻄﱢﻄﲔ‪ .‬ﻭﻣﺎ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﻹﺩﺍﺭﻱ ﻭﺗﻄﻮﻳﺮ ﺍﻹﺩﺍﺭﺓ ﺇﻻ ﻃﺮﻳ ‪‬ﻖ ﻟﺰﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﺍﻹﺩﺍﺭﺓ ﻭﻣﻌﺮﻓﺘﻬﻢ ﰲ ﻛﻴﻔﻴﺔ ﺣ ﱢﻞ ﻣﺸﺎﻛﻞ ﺍﻟﻌﻤﻞ‪،‬‬
‫ﻭﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﻜﺜﲑ ﻣﻦ ﺃﺧﻄﺎﺋﻬﺎ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﳎﺎﻻﺕ ﺗﺸﻤﻠﻬﺎ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻫﻲ)‪:(1‬‬
‫‪ -1‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳉﹸﺪﺩ؛‬
‫‪ -2‬ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﻘﺎﺋﻤﲔ ﺑﺎﻟﻌﻤﻞ؛‬
‫‪ -3‬ﺍﻟﺘﺪﺭﻳﺐ ﻟﻐﺮﺽ ﺍﻟﺘﺮﻗﻴﺔ؛‬
‫‪ -4‬ﺇﻋﺪﺍﺩ ﻃﺒﻘﺔ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺱ ﺳﻠﻴﻢ ﻣﻦ‬
‫ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺄﻧﻮﺍﻋﻪ ﺍﳌﺨﺘﻠﻔﺔ‪ :‬ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﺒﲎ ﻋﻠﻰ ﺃﺳﺎ ٍ‬
‫ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻔﻌﻠﻴﺔ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻼﺋﻢ ﻟﺴ ‪‬ﺪ ﻫﺬﻩ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﳎﻤﻮﻋ ﹲﺔ ﻣﻦ ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻌﺎﻝ ﻟﻮﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ‬

‫ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.114 -113‬‬ ‫)‪(1‬‬
‫‪268‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺃﻳﺔ ﻣﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﺃﳘﱢﻬﺎ ﻣﺎ ﻳ‪‬ﻮﺿ‪‬ﺤﻪ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(35‬‬
‫ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬

‫ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬

‫ﻗﺒﻮﻝ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻛﺠﺰﺀٍ ﺃﺳﺎﺳﻲ ﻣﻦ ﻣﺴﺆﻭﻟﻴﺔ ﻛﺎﻓﺔ ﺍﳌﺪﺭﺍﺀ‪.‬‬ ‫‪1‬‬

‫ﺃﻥ ‪‬ﺗﺸﺘ ‪‬ﻖ ﺃﻫﺪﺍﻑ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﺒﺎﺷﺮ ﹰﺓ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪،‬‬
‫‪2‬‬
‫ﻭﲜﺐ ﺃﻥ ‪‬ﺗﺴ ِﻬﻢ ﻣﺒﺎﺷﺮ ﹰﺓ ﰲ ﲢﻘﻴﻖ ﺗﻠﻚ ﺍﻷﻫﺪﺍﻑ‪.‬‬

‫ﺃﻥ ﻳﺘ ‪‬ﻢ ﲣﻄﻴﻂ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻛﺠﺰ ٍﺀ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﰲ ﺍﳌﺆﺳﺴﺔ ﻛﻜﻞ‪ ،‬ﻭﻣﻦ ﰒ ﻻ ﳚﺐ‬
‫‪3‬‬
‫ﻋﺰﳍﺎ ﻋﻦ ﺃﻧﺸﻄﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﺃﻥ ﺗﺴﻌﻰ ﺳﻴﺎﺳﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻟﺘﺤﻘﻴﻖ ﺃﻗﺺ ﺍﺳﺘﻔﺎﺩﺓٍ ﳑﻜﻨﺔ ﻣﻦ ﺍﻟ ﹸﻘﺪﺭﺍﺕ ﻭﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﱵ ﻳﻨﺒﻐﻲ ﻋﻠﻴﻬﺎ ﻭﻫﻲ ﰲ ﺳﺒﻴﻠﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ ﺃﻥ ﻻ ﺗﻀﻊ ﰲ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻓﻘﻂ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻟﺘﻜ‪‬ﻴﻔﻴﺔ‬ ‫‪4‬‬
‫ﳋﻄﻂ‪.‬‬ ‫ﻟﻸﻓﺮﺍﺩ‪ ،‬ﺑﻞ ﻋﻠﻴﻬﺎ ﺃﻳﻀﹰﺎ ﺃﻥ ﺗﻀﻊ ‪‬ﺧﻄﻄﻬﺎ ﲟﺸﺎﺭﻛﺔ ﻭﺍﺳﺘﺸﺎﺭﺓ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺘﺄﺛﺮﻭﻥ ﺑﺘﻠﻚ ﺍ ﹸ‬

‫ﺗﻮﻓﲑ ﻟﻠﻤﺆﺳﺴﺔ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﳌﺘﺨﺼﺼﺔ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﰲ ﺃﻧﺸﻄﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫‪5‬‬

‫ﺼﺼﺔ‬
‫ﺃﻥ ﻳﺘ ‪‬ﻢ ﺗﻨﻈﻴﻢ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﺼﻮﺭ ٍﺓ ﻋﻠﻤﻴﺔ ﺗ‪‬ﻮﻓﱢﺮ ﻭ‪‬ﺗﻘ ‪‬ﺪﻡ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫‪6‬‬
‫ﻭﺍﻟﻼﺯﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻛﻜﻞ ﻭﺑﺸﻜ ٍﻞ ﺍﻗﺘﺼﺎﺩﻱ‪.‬‬

‫ﺃﻥ ﻳﺘ ‪‬ﻢ ﺗﻨﻈﻴﻢ ﻭﺗﻨﻔﻴﺬ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﻜﻔﻞ ﺍﺷﺘﺮﺍﻙ ﻛﺎﻓﺔ ﺍﳌﺪﺭﺍﺀ ﻭﻏﲑﻫﻢ ‪ -‬ﰲ‬
‫‪7‬‬
‫ﻼ ﻷﻋﻤﺎﳍﻢ‪.‬‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻔﻌﱠﺎﻝ ﻟﻶﺧﺮﻳﻦ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ ﺫﻟﻚ ﺟﺰﺀﹰﺍ ﻋﺎﺩﻳﹰﺎ ﻭﻣﻜﻤ ﹰ‬

‫ﳚﺐ ﺗﻘﻴﻴﻢ ﻧﺘﺎﺋﺞ ﻧﺸﺎﻁ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﻄﺮﻳﻘ ٍﺔ ﻭﺍﻗﻌﻴﺔ ﻭﻣﻮﺿﻮﻋﻴﺔ ﺑﻘﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ .‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﺘ ‪‬ﻢ‬
‫‪8‬‬
‫ﺍ‪‬ﺗﺨﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺼﺤﻴﺤﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﺤﺴﲔ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻣﻬﺎﺭﺍﺕ ﺃﺧﺼﺎﺋﻲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ "ﲟﻴﻚ"‪ ،‬ﺍﳉﻴﺰﺓ‪ ،‬ﻣﺼﺮ‪،‬‬
‫‪ ،2005‬ﺹ ﺹ ‪.16 -15‬‬ ‫ﻁ‪،1‬‬
‫‪269‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻛﺬﻟﻚ ﺗﻌﺘﻤﺪ ﺍﳌﻨﻈﻮﻣﺔ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﻟﺘﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﻓﻬ ٍﻢ ﻭﺍﺿﺢ ﻭﺇﺩﺭﺍ ٍﻙ ﻣ‪‬ﺘﺠﺪ‪‬ﺩ‬
‫ﻟﺘﺮﻛﻴﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﻭﻫﻴﻜﻞ ﺍﻟﻘﹸﺪﺭﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﳌﻌﺮﻓﺔ ﺍﳌﺘﺎﺣﺔ ﳍﺎ‪ ،‬ﻭﻣﺎ‬
‫ﺕ ﺳﻠﻮﻛﻴﺔ‪ ،‬ﺗﺘﻤﺎﺷﻰ ﺃﻭ ﺗﺘﻨﺎﻗﺾ ﻣﻊ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﻹﳒﺎﺯ ﻭﺗﻔﻌﻴﻞ‬
‫ﺗﺘﻤﺘ‪‬ﻊ ﺑﻪ ﻣﻦ ﺧﺼﺎﺋﺺ ﻓﻜﺮﻳﺔ ﻭﺗﻮﺟ‪‬ﻬﺎ ٍ‬
‫ﺍﻷﻧﺸﻄﺔ ﻭﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫ﻭﻳ‪‬ﻤﺜﱢﻞ ﳕﻮﺫﺝ "ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ" ﺍﻹﻃﺎﺭ ﺍﻟﻔﻜﺮﻱ ﻟﻌﻤﻠﻴﺎﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(36‬‬
‫ﳕﻮﺫﺝ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ‬

‫ﺍﳌﻨـــــــــﺎﺥ ﺍﶈﻴــــــﻂ‬

‫ﺍﳌﺨﺮﺟﺎﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﳌﺪﺧﻼﺕ‬

‫ﲢﻠﻴﻞ‬ ‫•‬
‫ﲣﻄﻴﻂ‬ ‫•‬
‫ﺃﻓﺮﺍﺩ‬ ‫•‬
‫ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﻓﻌﺎﻟﺔ‬ ‫•‬ ‫ﺗﺼﻤﻴﻢ‬ ‫•‬
‫ﺗﻘﻨﻴﺎﺕ‬ ‫•‬
‫ﺗﻨﻔﻴﺬ‬ ‫•‬
‫ﻣﻌﻠﻮﻣﺎﺕ‬ ‫•‬
‫ﻣﺘﺎﺑﻌﺔ‬ ‫•‬
‫ﻣﻮﺍﺭﺩ‬ ‫•‬
‫ﺗﻘﻴﻴﻢ‬ ‫•‬

‫ﺍﳌﺼﺪﺭ‪ » :‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ «‪ ،www.economics.kau.edu.sa/dean/tshareef/ ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ‬

‫‪.2007‬‬

‫ﻭﻳ‪‬ﺤﻘﱢﻖ ﺍﻟﻨﻈﺮ ﺇﱃ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﺃ‪‬ﺎ "ﻧﻈﺎ ‪‬ﻡ ﻣﻔﺘﻮﺡ" ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﺍﻟﺘﺮﺍﺑ‪‬ﻂ ﺑﲔ ﻧﻈﺎﻡ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺑﲔ ﺑﺎﻗﻲ ﻋﻨﺎﺻﺮ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﺑﻴﻨﻪ ﻭﺑﲔ‬
‫ﺍﳌﻨﺎﺥ ﺍﳋﺎﺭﺟﻲ ﺍﳌﹸﺆﺛﱢﺮ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﻭﻓﻌﺎﻟﻴﺎ‪‬ﺎ ﲨﻴﻌﹰﺎ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪.‬‬
‫‪ -2‬ﺍﻟﺘﺮﺍﺑ‪‬ﻂ ﺑﲔ ﺃﺟﺰﺍﺀ ﻧﻈﺎﻡ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﺣﻴﺚ ﻳﻜﻮﻥ ﻟﻠﻤ‪‬ﺪﺧ‪‬ﻼﺕ ﺗﺄﺛ ‪‬ﲑﻫﺎ ﰲ ﻛﻔﺎﺀﺓ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻭﻛﺬﺍ ﺗ‪‬ﺆﺛﱢﺮ ﻓﻌﺎﻟﻴﺔ ﻭﻛﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺎﺕ ﰲ ﻧﻮﻋﻴﺔ ﻭﻣﺪﻯ ﲤﻴ‪‬ﺰ ﺍﳌﹸﺨﺮﺟ‪‬ﺎﺕ‪.‬‬
‫‪ -3‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺄﺛﲑ ﰲ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﻧﻈﺎﻡ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻄﻮﻳﺮﻩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﻱ ﻣﻦ ﺍﳌﺪﺍﺧﻞ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪270‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﲢﺴﲔ ﻣ‪‬ﺪﺧ‪‬ﻼﺕ ﺍﻟﻨﻈﺎﻡ؛‬

‫‪ -‬ﲢﺴﲔ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻨﻈﺎﻡ؛‬
‫‪ -‬ﲢﺴﲔ ﻣﺴﺘﻮﻯ ﺍﳌﹸﺨﺮﺟ‪‬ﺎﺕ ﺍﳌﹸﺴﺘﻬﺪ‪‬ﻓﺔ‪ ،‬ﻭﺗﺄﻛﻴﺪ ﻣﻌﺎﻳﲑ ﺗﻘﻴﻴﻤﻬﺎ؛‬
‫‪ -‬ﺑﻴﺎﻥ ﺃﳘﻴﺔ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺬﺍﰐ ﺑﲔ ﻋﻨﺎﺻﺮ ﻛﻞ ﻣﻦ ﺍﳌﹸﺪﺧ‪‬ﻼﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﳌﹸﺨﺮﺟ‪‬ﺎﺕ‪.‬‬

‫ﻭﺗﺘﻤﺜﱠﻞ ﺃﻫﻢ ﻋﻤﻠﻴﺎﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(37‬‬
‫ﺃﻫﻢ ﻋﻤﻠﻴﺎﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﲢﻠﻴﻞ ﺍﳌﻨﺎﺥ ﺍﳋﺎﺭﺟﻲ‬

‫ﻭﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ‬

‫ﲣﻄﻴﻂ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﻣﻜﻮﻧﺎﺕ ﻧﻈﺎﻡ ﺗﻨﻤﻴﺔ‬

‫ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻋﻤﻠﻴﺎﺕ‬
‫ﺍﻻﺳﺘﻘﻄﺎﺏ ﻭﺍﻻﺧﺘﻴﺎﺭ‬ ‫ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ‬
‫ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ‬
‫ﻟﻠﻌﻨﺎﺻﺮ ﺍﳌﻨﺎﺳﺒﺔ‬ ‫ﻣﺪﻯ ﺩﻭﺭﺓ ﺍﳋﺪﻣﺔ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻹﺷﺮﺍﻑ ﻭﺍﻟﺘﻮﺟﻴﻪ‬ ‫ﺍﻟﺘﻌﻮﻳﺾ ﺍﳌﺎﺩﻱ‬

‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‬ ‫ﻭﺍﳌﻌﻨﻮﻱ ﻭﺍﳊﻔﺰ‬

‫ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭﻗﻴﺎﺱ‬

‫ﻛﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ‪.‬‬

‫‪271‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬

‫ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ ﺑﺄﻧﻪ » ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺮﲰﻲ ﺍﳌﹸﻌ ّﺪ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺔ؛ ﻹﻛـﺴﺎﺏ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﹸﺮﺗﺒِﻄﺔ ﺑﻮﻇﺎﺋﻔﻬﻢ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﰲ ﺗﺼﺤﻴﺢ ﺟﻮﺍﻧﺐ ﺍﻟﻨﻘﺺ ﰲ ﺃﺩﺍﺋﻬﻢ«)‪.(1‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﻠﻌﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺩﻭﺭﹰﺍ ﺟﻮﻫﺮﻳﹰﺎ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺗﻮﺟﻴﻪ‬
‫ﺃﻧﺸﻄﺘﻪ ﻟﻠﺤﺎﺟﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺃﻓﺮﺍﺩﻫﺎ‪ .‬ﻭﻳﻨﻄﻮﻱ ﺫﻟﻚ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻋﻠﻰ ﻭﺟﻮﺏ ﲢﺪﻳﺪ ﻣﻬـﺎﻡ‬
‫ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﻬﺎﻣﹰﺎ ﺗﺼﺐ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻭﺃﻭﻟﻮﻳﺎ‪‬ﺎ‪ .‬ﻭﻫﻮ ﻣﺎ ﻳﻌﲏ ﺿـﻤﻨﻴﹰﺎ‬
‫ﺿﺮﻭﺭﺓ ﺣﺪﻭﺙ ﺍﻟﺘﻮﺍﺅ‪‬ﻡ ﺍﻟﻜﺎﻣﻞ ﺑﲔ ﻫﺬﻩ ﺍﳌﻬﺎﻡ ﻭﺃﻧﺸﻄﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺑﺎﳌﺆﺳﺴﺔ‪ ،‬ﲟﺎ ﰲ ﺫﻟـﻚ ﺃﻭﻟﻮﻳﺎ‪‬ـﺎ‬
‫ﺍﳌﹸﺤﺪ‪‬ﺩﺓ‪.‬‬
‫ﻭﺗﺘﺸﻜﱠﻞ ﺧﻄﺔ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺗﻔﺎ ‪‬ﻋﻞ ﺛﻼﺛﺔ ﻋﻮﺍﻣﻞ ﻫﻲ)‪ :(2‬ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻤﺆﺳـﺴﺔ‪ ،‬ﻭﻋﻼﻗـﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﺑﺎ‪‬ﺘﻤﻊ ﻛﻜﻞ‪ ،‬ﻭﻣﻮﺍﺭﺩ ﺍﳌﺆﺳﺴﺔ ﻭﻭﺿﻌﻬﺎ ﺍﻟﺮﺍﻫﻦ‪.‬ﻭﺗﺘﻤﺜﱠﻞ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻷﻭﱃ ﳌﺮﺍﺟﻌﺔ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﰲ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﻭﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻋﺎﻣﺔ ﻭﻣﻌﻘﻮﻟﺔ ﻭ ‪‬ﻣﻼِﺋﻤﺔ ﻟﻔﺘﺮﺓ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﻣﺎ ﱠﰎ ﻭﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳﺴﺔ ﲟﺜﻞ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﻳ‪‬ﻤﻜﱢﻦ ﻣﻦ ﻭﺿـﻊ ﻭﲢﺪﻳـﺪ‬
‫ﻑ ﻭﺍﺿﺤﺔ ﻭﻛ ‪‬ﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﻋﻨﺪ ﺻﻴﺎﻏﺔ ﻭﲢﺪﻳﺪ ﺗﻠﻚ ﺍﻷﻫﺪﺍﻑ ﺗﺘﻤﺜﱠﻞ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ)‪:(3‬‬ ‫ﺃﻫﺪﺍ ٍ‬
‫‪ -1‬ﲢﺪﻳﺪ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﹸﺘﻐﻴ‪‬ﺮﺓ ﺃﻭ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺃﻭ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺮﻏﻮﺑﺔ ﻭﺍﳌﺼﺎﺩﺭ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠـﺔ‬
‫ﳍﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﲟﺎ ﰲ ﺫﻟﻚ ﺗﻌﻴﲔ ﺃﻓﺮﺍ ٍﺩ ﺟ‪‬ﺪﺩ‪ ،‬ﺃﻭ ﺗﻨﻤﻴﺔ ﺍﳉﻬـﺎﺯ ﺍﻹﺩﺍﺭﻱ ﺍﳊـﺎﱄ‪ .‬ﻭﻣـﻦ‬
‫ﺍﻟﻮﺍﺿﺢ ﺃﻧﻪ ﻻ ﳝﻜﻦ ﺗﻨﻔﻴﺬ ﺫﻟﻚ ﲟﻌﺰ ٍﻝ ﻋﻦ ﺑﻘﻴﺔ ﻭﻇﻴﻔﺔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺃﻭ ﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -2‬ﺗﻘﻴﻴﻢ ﺍﳌﻮﺍﺭﺩ ﻭﺍﻟﻄﺮﻕ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻐﻴﲑﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﻟﺘﺤﺪﻳﺪ ﺍﻟـﺪﻗﻴﻖ‬
‫ﻭﺍﳌﻘﺒﻮﻝ ﻟﻠﻨﺘﺎﺋﺞ ﺍﳌﺮﻏﻮﺑﺔ‪.‬‬
‫ﺕ ﺿﻤﻨﻴﺔ ﰲ ﺳﻴﺎﺳﺔ ﺍﻟﺘﺪﺭﻳﺐ ‪ .‬ﻭﻳﻨﺒﻐﻲ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺃﻥ)‪:(4‬‬ ‫‪ -3‬ﲢﺪﻳﺪ ﺃﻳﺔ ﺗﻐﻴﲑﺍ ٍ‬
‫‪ -‬ﺗﻀﻊ ﺧ‪‬ﻄﻄﹰﺎ ﺗﻔﺼﻴﻠﻴﺔ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺑﻘﻴﺔ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﺗﻨﻔﻴﺬ ﺍﳉﺰﺀ ﺍﳋﺎﺹ ‪‬ﺎ ﻣﻦ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻣ‪‬ﻌﺎﻭﻧﺔ ﺍﻵﺧﺮﻳﻦ ﰲ ﺃﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ؛‬
‫‪ -‬ﺗﻘﻴﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺸﻜ ٍﻞ ﻋﺎﻡ ﻭﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍ ﹸﳌﺘ‪‬ﺒﻌﺔ ﰲ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﻟﺸﻜﻞ ﺍﳌﻮﺍﱄ ﻛﻴﻔﻴﺔ ﺇﻋﺪﺍﺩ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬

‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.343‬‬ ‫)‪(1‬‬

‫ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.16‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.16‬‬ ‫)‪(3‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.17‬‬ ‫)‪(4‬‬

 ‫‪272‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(38‬‬

‫ﺇﻋﺪﺍﺩ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫اﻟﺘﺰاﻡﺎت‬ ‫اﻟﻤﻮﻗﻒ‬
‫اﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻻﻗﺘﺼﺎدي‬
‫اﻟﻤﺼﺎﻟﺢ اﻟﻘﻮﻡﻴﺔ‬ ‫ﺕﻮﻗﻌﺎت اﻹدارة‬
‫أو اﻟﻤﺴﺎهﻤﻴﻦ‬ ‫اﻟﻘﻮاﻧﻴﻦ‬
‫واﻟﻠﻮاﺋﺢ‬

‫ﺕﻮﻗﻌﺎت‬ ‫ﺕﻮﻗﻌﺎت اﻟﻌﻤﻼء‬

‫اﻟﻌﺎﻡﻠﻴﻦ‬

‫اﻟﻐﺮض اﻷﺱﺎﺱﻲ ﻟﻠﻤﺆﺱﺴﺔ‬

‫اﻷداء اﻟﺴﺎﺑﻖ‬ ‫ﻧﻘﺎط ﻗﻮة وﺿﻌﻒ‬

‫ﻟﻠﻤﺆﺱﺴﺔ‬ ‫ﺑﻤﻮارد اﻟﻤﺆﺱﺴﺔ‬

‫اﻷهﺪاف واﻟﺨﻄﺔ‬

‫ﺕﺤﺪیﺪ اﺣﺘﻴﺎﺟﺎت اﻟﺘﺪریﺐ واﻟﺘﻨﻤﻴﺔ‬

‫ﺕﻘﻴﻴﻢ اﻟﻨﺘﺎﺋﺞ‬ ‫ﻓﻲ ﺿﻮء أهﺪاف اﻟﻤﺆﺱﺴﺔ‬

‫ﺕﻨﻔﻴﺬ اﻟﺒﺮﻧﺎﻡﺞ‬

‫ﺑﺮﻧﺎﻡﺞ اﻟﺘﺪریﺐ‬
‫واﻟﺘﻨﻤﻴﺔ‬ ‫وﺿﻊ أو ﺕﻌﺪیﻞ ﺱﻴﺎﺱﺔ وﺕﻨﻈﻴﻢ‬
‫اﻟﺘﺪریﺐ واﻟﺘﻨﻤﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﻣﻬﺎﺭﺍﺕ ﺃﺧﺼﺎﺋﻲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ "ﲟﻴﻚ"‪ ،‬ﺍﳉﻴﺰﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ‬
‫‪.17‬‬
‫‪273‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺮﺍﺣﻞ ﺑﻨﺎﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﲤ ‪‬ﺮ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻌﺪﺓ ﻣﺮﺍﺣﻞ ﻣ‪‬ﻮﺿ‪‬ﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(39‬‬
‫ﻣﺮﺍﺣﻞ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫)‪(1‬‬
‫ﺹ ﻭﻣﺎ ‪‬ﺗﻬ ‪‬ﺪﺩﻩ‬
‫ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﳌﻨﺎﺥ ﺍﶈﻴﻂ ﺑﺎﳌﺆﺳﺴﺔ ﻭﻃﺒﻴﻌﺔ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻴﻪ ﻭﻣﺎ ‪‬ﺗﺘﻴﺤﻪ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻦ ﻓﺮ ٍ‬
‫‪‬ﺎ ﻣﻦ ﻣﻌﻮﻗﺎﺕ ﻭﺃﺧﻄﺎﺭ‪.‬‬

‫)‪(2‬‬
‫ﲢﻠﻴﻞ ﺍﳌﻨﺎﺥ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﻣﻮﺍﻃﻦ ﺍﻟﻘﻮﺓ ‪‬ﺎ‪ ،‬ﻭﲢﺪﻳﺪ ﻣﺼﺎﺩﺭ ﺍﻟﻀﻌﻒ ﺍﻟﱵ ‪‬ﺗﻌﺎﱐ ﻣﻨﻬﺎ‪.‬‬

‫)‪(3‬‬
‫ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ ﰲ ﳐﺘﻠﻒ ﳎﺎﻻﺕ ﺍﻟﻨﺸﺎﻁ‪.‬‬

‫)‪(4‬‬
‫ﲢﺪﻳﺪ ﻫﻴﻜﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻨﺎﺳﺐ ﹸﳌﺘﻄﱠﻠﺒﺎﺕ ﺗﻨﻔﻴﺬ ﻭﲢﻘﻴﻖ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻭﺇﻧﺘﺎﺝ ﺍﻟﻘﻴﻢ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻓﺔ‪.‬‬

‫)‪(5‬‬
‫ﻣﺮﺍﺟﻌﺔ ﻫﻴﻜﻞ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺘﺎﺡ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﻟﻔﺠﻮﺍﺕ ﺍﻟﱵ ‪‬ﻳﻌﺎﱐ ﻣﻨﻬﺎ‪.‬‬

‫)‪(6‬‬
‫ﺭﺳﻢ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺳ ‪‬ﺪ ﺍﻟﻔﺠﻮﺍﺕ‪.‬‬

‫)‪(7‬‬
‫ﺑﻨﺎﺀ ‪‬ﻧﻈﻢ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﺼﻤﻴﻢ ﻓﻌﺎﻟﻴﺎﺗﻪ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ‪‬ﻣﺘﻄﱠﻠﺒﺎﺕ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﺘﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪،‬‬
‫‪ 12‬ﻓﻴﻔﺮﻱ ‪.2008‬‬ ‫‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪:‬‬
‫‪274‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺇﻥ ﺍﻷﻓﻜﺎﺭ ﺍﶈﻮﺭﻳﺔ ﰲ ﺗﻠﻚ ﺍﻟﻘﻀﺎﻳﺎ ﻫﻲ)‪:(1‬‬

‫ﻁ ﻫﺎﺩﻑ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘ ‪‬ﻢ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﺑﺸﺄﻧﻪ ﺑﺎﳉ ‪‬ﺪﻳﺔ ﺍ ﹸﳌﺘﻨﺎ ِﺳﺒﺔ ﻣﻊ ﺃﳘﻴﺘﻪ ﰲ ﺑﻨﺎﺀ ﻭﺗﻌﻈﻴﻢ‬ ‫‪ -1‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻧﺸﺎ ﹲ‬
‫ﻛﻔﺎﺀﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -2‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ ﺑﺎﻷﺳﺎﺱ ﺍﺳﺘﺜﻤﺎ ‪‬ﺭ ﻣﺴﺘﻘﺒﻠﻲ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳ‪‬ﺤﺎﻁ ﺑﻜﻞ ﺍﻟﻀﻤﺎﻧﺎﺕ‪ ،‬ﻭﺃﻥ ﺗ‪‬ﻮﻓﱢﺮ ﻟﻪ ﻛﻞ‬
‫ﺍﳌﹸﻘﻮ‪‬ﻣﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻌﺎﺋﺪ ﻣﻨﻪ؛‬
‫ﺕ ﻣ‪‬ﺘﻄﻮ‪‬ﺭﺓ؛‬
‫ﺲ ﻭﻣﻨﺎﻫﺞ ﻣ‪‬ﻘﻨ‪‬ﻨﺔ‪ ،‬ﻭﻳ‪‬ﺴﺘﺨﺪِﻡ ﺗﻘﻨﻴﺎ ٍ‬ ‫ﻁ ﻋﻠﻤﻲ ﻳﺴﺘﻨﺪ ﺇﱃ ﺃﹸﺳ ٍ‬ ‫‪ -3‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻧﺸﺎ ﹲ‬
‫‪ -4‬ﺇﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻬﻤ ﹲﺔ ﺇﺩﺍﺭﻳﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻨﻄﻠﻖ ﰲ ﺗﻜﺎﻣ ٍﻞ ﻣﻊ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ؛‬
‫ﺻﺮﺓ ﰲ ﺃﻓﻜﺎﺭ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺗﺘ‪‬ﻀﺢ ﺛﻼﺛﺔ‬ ‫ﻭﰲ ﺿﻮﺀ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﺍ ﹸﳌﻌﺎ ِ‬
‫ﺕ ﺭﺋﻴﺴﻴﺔ ﰲ ﺷﺄﻥ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬ ‫ﺍﺗ‪‬ﺠﺎﻫﺎ ٍ‬
‫‪ -1‬ﲢﺘﻞﱡ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺃﳘﻴ ﹰﺔ ‪‬ﻣﺘﺰﺍِﻳﺪﺓ ﰲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ؛‬
‫‪ -2‬ﲢﻮ‪‬ﻝ ﺍﻫﺘﻤﺎﻡ ﺍﻹﺩﺍﺭﺓ ﻟﺘﻘﻴﻴﻢ ﺁﺛﺎﺭ ﺍﻻﺳﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻋﻠﻰ ‪‬ﻣﺠ ‪‬ﻤﻞ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ؛‬
‫‪ -3‬ﺗ‪‬ﺼﺒﺢ ﻣﺴﺎﳘﺎﺕ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﳏ ﱠﻞ ﺗﻘﻴﻴ ٍﻢ ﺿﻤﻦ ﳏﺎﻭﺭ ﺁﻟﻴﺎﺕ ﺍﻟﺘﻘﻴﻴﻢ ﺍ ﹸﳌﺘﻜﺎ ِﻣﻠﺔ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻣﺜﻞ‬
‫"ﻗﺎﺋﻤﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍ ﹸﳌﺘﻮﺍ ِﺯﻧﺔ"‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻛﻴﻔﻴﺔ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﻳ‪‬ﻤﺜﱢﻞ ﲢﺪﻳﺪ ﺣﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻛﻴﺰﺓ ﺍﻟﱵ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺭﺳﻢ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﺆﺳـﺴﺔ ﻟﺘـﺪﺭﻳﺐ‬
‫ﻑ ﺗﺴﻌﻰ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺇﱃ ﺗﻠﺒﻴﺘﻬﺎ ﺃﻭ ﺗﻐﻄﻴﺘﻬﺎ)‪.(2‬‬
‫ﻭﺗﻨﻤﻴﺔ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ؛ ﻷﻥ ﺍﳊﺎﺟﺎﺕ ﻫﻲ ﲟﺜﺎﺑﺔ ﺃﻫﺪﺍ ٍ‬
‫ﺗ‪‬ﻌﺮ‪‬ﻑ ﺣﺎﺟﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺸﻜ ٍﻞ ﻋﺎﻡ ﺑﺄ‪‬ﺎ ﻓﺠﻮ ﹲﺓ ﺑﲔ ﺍﻟﻮﺿﻊ ﺍﻟﺮﺍﻫﻦ ﳌﺴﺘﻮﻯ ﻛﻔﺎﺀﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻣﺴﺘﻮﻯ ﻛﻔﺎﺀﺓ ﺍﳌﻄﻠﻮﺏ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ‪ ،‬ﺳﻮﺍ ًﺀ ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﺃﻭ ﺍﳌﻌﺎﺭﻑ ﺃﻭ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ‬
‫ﻭﺍﻟﺘﺼﺮ‪‬ﻓﺎﺕ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ‪ .‬ﰲ ﺿﻮﺀ ﺫﻟﻚ‪ ،‬ﳝﻜﻨﻨﺎ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺣﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺣﻴﺚ ﺑ‪‬ﻌﺪﻫﺎ‬
‫ﺍﻟﺰﻣﲏ ﺫﺍﺕ ﺃﺑﻌﺎ ٍﺩ ﺯﻣﻨﻴﺔ ﺛﻼﺛﺔ ﻫﻲ ﻣ‪‬ﻮﺿ‪‬ﺤﺔ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬

‫‪.2008‬‬ ‫‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.458‬‬ ‫)‪(2‬‬

‫‪275‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(16‬‬

‫ﺃﺑﻌﺎﺩ ﺣﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﻟﻮﺻﻒ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻷﺑﻌﺎﺩ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﺏ‬
‫ﻭﺗ‪‬ﻤﺜﱢﻞ ﻓﺠﻮ ﹰﺓ ﺑﲔ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ ﺑﻮﺿﻌﻪ ﺍﻟﺮﺍﻫﻦ‪ ،‬ﻭﺑﲔ ﻣﺎ ﻫﻮ ﻣﻄﻠﻮ ‪‬‬
‫ﺍﳊﺎﺟﺔ ﻣـﻦ ﻣﻨﻈـﻮﺭ ﺗﻄـﻮﻳﺮ ﻣﻦ ﻫﺬﺍ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻓﻖ ﺍﳌﻌﺎﻳﲑ ﺍﳌﹸﺤﺪ‪‬ﺩﺓ ﺍﳋﺎﻟﻴﺔ‪ .‬ﻓﺤﺪﻭﺙ ﺍﻟﻔﺠﻮﺓ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪،‬‬
‫‪-1‬‬
‫ﻳﻜﻮﻥ ﺑﺴﺒﺐ ﺃﻥ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ ﺃﻗﻞ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺍﳌﻄﻠﻮﺏ ﲢﻘﻴﻘﻬﺎ ﻣـﻦ ﻫـﺬﻩ‬ ‫ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ‪.‬‬
‫ﺍﻷﺩﺍﺀ‪.‬‬
‫ﺍﳊﺎﺟﺔ ﻣﻦ ﻣﻨﻈﺎﺭ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ‬
‫ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ ﻣﻦ ﺃﺟـﻞ ﺭﻓـﻊ ﺗﺘﻤﺜﱠﻞ ﺍﻟﻔﺠﻮﺓ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺑﺎﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻮﺿﻊ ﺍﳊـﺎﱄ ﻟـﻸﺩﺍﺀ ﻭﺍﻟﻮﺿـﻊ‬
‫‪-2‬‬
‫ﻣﺴﺘﻮﺍﻩ ﺇﱃ ﺣﺪ ﻣﻌﲔ ﻣﺴﺘﻘﺒﻼ ﺃﻭ ﺍﳌﺴﺘﻘﺒﻠﻲ ﺍﻟﺬﻱ ‪‬ﻳﺮﺍﺩ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ‪.‬‬
‫ﺭﻓﻌﻪ ﺇﱃ ﺃﻋﻠﻰ ﻣﺴﺘﻮﻯ ﳑﻜﻦ‪.‬‬
‫ﺍﻟﻔﺠﻮﺓ ﻣﻦ ﻣﻨﻈـﺎﺭ ﺣﺎﺟـﺎﺕ‬
‫ﺍﻟﻌﻤﻞ ﺍﳉﺪﻳﺪﺓ ﻣـﻦ ﺍﳌﻬـﺎﺭﺍﺕ ﺍﳊﺎﺟﺔ ﻫﻨﺎ ﺗ‪‬ﻤﺜﱢﻞ ﲨﻴﻊ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺎﺭﻑ‪ ...‬ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻌﱠﻠﻤﻬﺎ‬
‫ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﻟـﺴﻠﻮﻛﻴﺎﺕ ﺍﻟـﱵ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭ‪‬ﺗﺘ ِﻘﻦ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻘﻬﺎ؛ ﻣﻦ ﺃﺟﻞ ﺗﻠﺒﻴـﺔ ﺣﺎﺟـﺎﺕ ﺍﻟﻌﻤـﻞ‬ ‫‪-3‬‬
‫ﺗﺘﻄﱠﻠﺒﻬﺎ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍ ﹸﳌﺘﻮﱠﻗﻌـﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﺍ ﹸﳌﺘﻮﱠﻗﻌﺔ‪.‬‬
‫ﻭﺍﳌﻨﻮﻱ ﺗﺒ‪‬ﻨﻴﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ :‬ﺑﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ‬
‫ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪ ،2005 ،1‬ﺹ ‪.458‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺗﻄ ‪‬ﻮﺭ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﺠﺮ ﺍﳌﻌﺮﰲ ﻭﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﱵ ﺃﱠﺛﺮﺕ ﻋﻠﻰ ﲨﻴﻊ ﻣﻨﺎﺣﻲ ﺍﳊﻴـﺎﺓ؛‬ ‫ﻳﺘﻤ‪‬ﻴﺰ ﺍﻟﻌﺼﺮ ﺍﳊﺎﱄ ﺑﺎﻟﺘﻔ ‪‬‬
‫ﺕ ﻭﻇﻴﻔﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﳝﻜﻦ ﻋﺮﺿﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬ ‫ﺕ ﺗﻨﻈﻴﻤﻴﺔ ﻭﲢﻮ‪‬ﻻ ٍ‬ ‫ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺃﺩ‪‬ﻯ ﺇﱃ ﺣﺼﻮﻝ ﲢﻮ‪‬ﻻ ٍ‬
‫ﺍﻟﺘﺎﱄ)‪:(1‬‬
‫‪ -1‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﺑﻄﺮﻳﻘﺔ ﺍﻻﺳﺘﻘﺒﺎﻝ ﺍﻟﺴﻠﱯ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺬﺍﰐ؛‬
‫‪ -2‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺍﳌﱰﻝ ﺃﻭ ﺍﻟﻌﻤﻞ ﺑﺪﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻧﺘﻘﺎﻝ ﳌﻜﺎﻥ ﺍﻟﺘﺪﺭﻳﺐ؛ ﺍﻷﻣﺮ ﺍﻟـﺬﻱ‬
‫‪‬ﻳﺰﻳﻞ ﺍﻟﻌﻮﺍﺋﻖ ﺍﳌﻜﺎﻧﻴﺔ ﺍﻟﱵ ﻗﺪ ‪‬ﺗﺼﺎ ِﺩﻑ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪ ،‬ﻭ ﹸﲢﻮﻝ ﺩﻭﻥ ﺍﻟﺘﺤﺎﻗﻬﻢ ﺑﺎﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -3‬ﲢ ‪‬ﻮﻝ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻣﻦ ﺍ ﹸﳌﺮﺍِﻗﺐ ﻭﺍ ﹸﳌﺸ ِﺮﻑ ﺇﱃ ﺍ ﹸﳌﻮ ‪‬ﺟﻪ ﻭﺍﻟﻘﺎﺋﺪ؛‬

‫)‪ (1‬ﻫﻨـــﺎﺀ ﻋﺒـــﺪ ﺍﻟـــﺮﺣﻴﻢ ﳝـــﺎﱐ‪ » ،‬ﺍﻟﺘـــﺪﺭﻳﺐ ﺍﻹﻟﻜﺘـــﺮﻭﱐ ﻭﲢـــﺪﻳﺎﺕ ﺍﻟﻌـــﺼﺮ ﺍﻟﺮﻗﻤـــﻲ «‪،‬‬
‫‪ ،www.ksu.edu.sa/sites/Colleges/Arabic%20Colleges/AdministrativeSciences‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 15 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪276‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺕ‬
‫‪ -4‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﻣﻨﻬ ٍﺞ ﺟﺎﻣﺪ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺇﱃ ﻣﻨﻬ ٍﺞ ﻣﺮﻥ ﻳﺴﻤﺢ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺑﲔ ﺑﺄﻥ ﻳﺘﻘـ ‪‬ﺪﻣﻮﺍ ﺑـﺴﺮﻋﺎ ٍ‬
‫ﳐﺘﻠﻔﺔ ﻛ ﱞﻞ ﺣﺴﺐ ﹸﻗﺪﺭﺗﻪ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪‬ﻳﺮﺍﻋﻲ ﻣﺒﺪﺃ ﺍﻟﻔـﺮﻭﻕ ﺍﻟﻔﺮﺩﻳـﺔ ﺑـﲔ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ؛‬
‫‪ -5‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺗﻘﺪﱘ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺇﱃ ﺃﺳﺎﻟﻴﺐ ﺍ ﹸﳌﺸﺎ ‪‬ﺭﻛﺔ ﺍﻟﻔﻌﺎﻟﺔ ﻭﺍﻷﻧﺸﻄﺔ‬
‫ﺍﳋﻼﱠﻗﺔ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﺘﺪﺭﻳﺐ؛‬
‫‪ -6‬ﺍﻟﺘﺤﻮ‪‬ﻝ ﻣﻦ ﺍﻟﺘﺨ ‪‬ﻮﻑ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺇﱃ ﺍﳌﺰﻳﺪ ﻣﻦ ﺩﻣـﺞ ﺍﻟﺘﻘﻨﻴـﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﰲ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﻭﻳ‪‬ﻮﺛﱢﺮ ﺇﺩﺧﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳉﺪﻳﺪﺓ ﰲ ﻣﻴﺪﺍﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻋﻠﻰ ﻭﻇﻴﻔﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ؛ ﺣﻴﺚ ‪‬ﺗﺼﺒﺢ ﺑﻌﺾ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﺍﳋﱪﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺃﺳﺎﺳﻴ ﹰﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳﺘﻄﻠﱠﺐ‬
‫ﲢﻠﻴﻞ ﻭﺍﺳﺘﻐﻼﻝ ﺍﻟﻔﹸﺮﺹ ﺍﻵﺗﻴﺔ ﻣﻦ ﺗﻐﻴ‪‬ﺮ ﻭﺗﻄﻮ‪‬ﺭ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺍﳌﹸﻜﻮ‪‬ﻥ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻪ ﺍﻟﻘﹸـﺪﺭﺍﺕ‬
‫ﺍﻟﻼﺯﻣﺔ ﻟﺘﺘﺒ‪‬ﻊ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻭﺇﺩﻣﺎﺟﻬﺎ ﰲ ﳑﺎﺭﺳﺎﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ)‪.(1‬‬
‫ﻭﲣﺘﻠﻒ ﺍﻟﻘﹸﺪﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻠﻤ‪‬ﻜﻮ‪‬ﻧﲔ ﰲ ﺍﳌﻨﻈﻮﻣﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻨﻬﺎ ﰲ ﺍﳌﻨﻈﻮﻣﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ؛ ﻻﺧﺘﻼﻑ ﺃﻏﺮﺍﺽ ﺍﻟﺘﺪﺭﻳﺐ )ﻋﺎﻣﺔ ﺃﻭ ﺧﺎﺻﺔ ﲟﻬﻨ ٍﺔ ﻣﻌﻴﻨﺔ( ﻭﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﹸﺘﻜﻮ‪‬ﻧﲔ‪.‬‬
‫ﻕ ﻭﺃﺳﺎﻟﻴﺐ ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ ﺣﺴﺐ ﻃﺒﻴﻌﺔ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻭﺩﺭﺟﺔ‬ ‫ﻭﺗﺘﻄﻠﱠﺐ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﺳﺘﻌﻤﺎﻝ ﻃﺮ ٍ‬
‫ﺍﻟﺘﺨﺼ‪‬ﺺ ﰲ ﺍﳌﻬﻨﺔ‪.‬‬
‫ﺇﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ‪ -‬ﻛﺎﻹﻋﻼﻡ ﺍﻵﱄ‪ ،‬ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺍﻹﻧﺘﺮﻧﺖ‪،‬‬
‫‪...‬ﱁ ‪ -‬ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻐﻴﲑ ﻃﺒﻴﻌﺔ ﻋﻤﻞ ﺍﳌﹸﻜﻮ‪‬ﻧﲔ‪ ،‬ﻭﺇﱃ ﺭﺑﺢ ﺍﻟﻮﻗﺖ ﻭﺍﳉﻬﺪ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﺼﺎﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﹸﺘﻨﻮ‪‬ﻋﺔ ﺍﶈﻠﱢﻴﺔ ﻣﻨﻬﺎ ﻭﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻻﻃﱢﻼﻉ ﻣﺒﺎﺷﺮ ﹰﺓ ﻋﻠﻰ‬
‫ﺍﻟﻜﺘﺐ ﻭﺍ‪‬ﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳌﹸﺘﺨﺼ‪‬ﺼﺔ ﰲ ﳐﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﺃﻭ ﺑﻮﺍﺳﻄﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻟﻪ ﺃﳘﻴﺘﻪ ﰲ ﺗﻨﻤﻴﺔ‬
‫ﺍﳌﻌﺎﺭﻑ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ‪ .‬ﻭﺗﺘ ‪‬ﻢ ﻋﻤﻠﻴﺔ ﲨﻊ ﻭﲢﻠﻴﻞ ﺍﳌﻌﺎﺭﻑ ﻋﱪ ﺍﻟﺸﺨﺺ ﺍﳌﹸﺴﺘﻘﺒِﻞ ﳍﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫)ﺍﳌﹸﻜﻮ‪‬ﻥ(‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻮﻓﱠﺮ ﻟﺪﻳﻪ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻔﻬﻢ ﻭﺗﻔﺴﲑ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﲢﻮﻳﻠﻬﺎ ﺇﱃ‬
‫ﻣﻌﺎﺭﻑ‪ ،‬ﰒ ﻧﻘﻠﻬﺎ ﺇﱃ ﺍﳌﹸﺘﻜﻮ‪‬ﻧﲔ ﺑﺼﻮﺭ ٍﺓ ﻓﻌﺎﻟﺔ‪.‬‬
‫ﻭﺗﺮﺗﺒﻂ ﻓﻌﺎﻟﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﲟﺴﺘﻮﻯ ﺗﺪﺭﻳﺐ ﺍﳌﹸﻜﻮ‪‬ﻧﲔ ﻭﻛﻔﺎﺀﺍ‪‬ﻢ ﻭﺧﱪﺍ‪‬ﻢ ﰲ ﺍﳌﻴﺪﺍﻥ‪ ،‬ﻭﻫﺬﻩ‬
‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﻧﺎﲡﺔ ﻋﻦ ﺗﺮﺍ ﹸﻛﻢ ﻋﺪﺓ ﻗﹸﺪﺭﺍﺕ)‪:(2‬‬

‫ﻭﺳﻴﻠﺔ ﲪﺪﺍﻭﻱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺪﻳﺮﻳﺔ ﺍﻟﻨﺸﺮ ﳉﺎﻣﻌﺔ ﻗﺎﳌﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،2004 ،‬ﺹ ‪.170‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.171‬‬ ‫)‪(2‬‬

‫‪277‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﻗﹸﺪﺭﺍﺕ ﲢﻠﻴﻠﻴﺔ ﻭﰲ ﺍﻟﺘﺄﻟﻴﻒ‪ :‬ﻣﻌﲎ ﺇﻣﻜﺎﻧﻴﺔ ﲢﻠﻴﻞ ﺍﳌﻮﺍﻗﻒ ﻭﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺄﻟﻴﻒ؛‬
‫‪ -‬ﻗﹸﺪﺭﺍﺕ ﰲ ﺍﻻﺗﺼﺎﻝ‪ :‬ﺍﻻﺳﺘﻤﺎﻉ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻭﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ؛‬
‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻟﻠﻐﺎﺕ‪ :‬ﻷ‪‬ﺎ ﺍﻟﺒﻮﺍﺑﺔ ﺍﳊﻘﻴﻘﻴﺔ ﳌﻌﺮﻓﺔ ﺍﳊﻀﺎﺭﺍﺕ ﺍﻷﺧﺮﻯ؛‬
‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ‪ :‬ﺧﺎﺻ ﹰﺔ ﺗﻠﻚ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲟﻮﺿﻮﻉ ﺍﻟﺘﺪﺭﻳﺐ؛‬
‫‪ -‬ﻗﹸﺪﺭﺍﺕ ﺑﻴﺪﺍﻏﻮﺟﻴﺔ‪ :‬ﺧﺎﺻ ﹰﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺄﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻌﺎﺻﺮﺓ؛‬
‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺗﻘﻨﻴﺎﺕ ﺗﺴﻴﲑ ﺍﳌﻨﺎﻗﺸﺔ‪ :‬ﺣﱴ ﻳﺘﻤﻜﱠﻦ ﺍﳌﹸﻜﻮ‪‬ﻥ ﻣﻦ ﲢﻔﻴﺰ ﻛﻞ ﺍﳊﺎﺿﺮﻳﻦ ﻋﻠﻰ ﺍﳌﻨﺎﻗﺸﺔ؛‬
‫‪ -‬ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﻣﻬﻨﺔ ﺍﻟﺘﺪﺭﻳﺐ‪ :‬ﺍﻟﱵ ﺗﺘﻄﻠﱠﺐ ﻗﹸﺪﺭﺍ ٍ‬
‫ﺕ ﻛﺒﲑﺓ ﰲ ﳐﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺬﻛﻮﺭﺓ‪.‬‬
‫ﻭﻳ‪‬ﻮﺿ‪‬ﺢ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﲔ ﺍﻟﺘﻮﺟ‪‬ﻬﲔ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺍﳊﺪﻳﺚ ﻟﻮﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(17‬‬
‫ﻣﻘﺎﺭﻧﺔ ﻣﺎ ﺑﲔ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺍﻟﺘﻮﺟﻪ ﺍﳌﻌﺎﺻﺮ ﻟﻠﺘﺪﺭﻳﺐ‬
‫ﺍﻟﺘﻮﺟﻪ ﺍﳊﺪﻳﺚ‬ ‫ﺍﻟﺘﻮﺟﻪ ﺍﻟﺘﻘﻠﻴﺪﻱ‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻦ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺆﺳﺴﺔ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺳﻴﺎﺳ ﹲﺔ ﻣﻦ ﺳﻴﺎﺳﺎﺕ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻤﻠﻴ ﹲﺔ ‪‬ﻣﺴﺘﻤ َ‪‬ﺮﺓ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻟﻠﺤﺎﺿﺮ ﻭﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻟﺘﻐﻄﻴﺔ ﺣﺎﺟﺎﺕ ﺍﳊﺎﺿﺮ‪.‬‬
‫‪ -‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻨ‪‬ﺒﺆ‪.‬‬ ‫‪ -‬ﺳﻴﺎﺳﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻻ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻨ‪‬ﺒﺆ‪.‬‬
‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺗﺪﺭﻳﺐ ﺍﳋﻂ ﺍﻷﻭﻝ ﻭﺍﻹﺩﺍﺭﺓ ﺍﳌﺒﺎﺷﺮﺓ‪ - .‬ﺍﻟﺘﺪﺭﻳﺐ ﻳ‪‬ﺮﻛﱢﺰﺍﻥ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻳﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﻣﺴﺆﻭﻟﻴ ﹲﺔ ‪‬ﻣﺸﺘ ‪‬ﺮﻛﺔ ﺑﲔ ﺍﳉﻤﻴﻊ‪.‬‬ ‫‪ -‬ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﳏﺪﻭﺩﺓ‪.‬‬
‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﺳﺘﺜﻤﺎ ‪‬ﺭ ﺑﺸﺮﻱ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺗﻜﻠﻔﺔ‪.‬‬
‫‪ -‬ﴰﻮﻟﻴﺔ ﺍﳍﺪﻑ ﳌﻌﺎﳉﺔ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺗﻘﻮﻳﺔ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ‪.‬‬ ‫‪ -‬ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻣﻌﺎﳉﺔ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﰲ ﺍﻷﺩﺍﺀ‪.‬‬
‫‪ -‬ﺗﻌﻠﱡﻢ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ ﻫﻮ ﺃﺳﺎﺱ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬ ‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﳊﺎﱄ ﻭ ‪‬ﻣﺴﺘﻠ ‪‬ﺰﻣﺎﺗﻪ‪.‬‬
‫‪ -‬ﺗﻘﻨﻴﺎﺕ ﺗﺪﺭﻳﺐ ﻭﺗﻌﻠﱡﻢ ﻋﺎﻟﻴﺔ ﺍﳌﺴﺘﻮﻯ‪.‬‬ ‫ﺕ ﺗﺪﺭﻳﺒﻴﺔ ﺑﺴﻴﻄﺔ‪.‬‬
‫ﺕ ﻭﻣﺴﺎﻋﺪﺍ ‪‬‬
‫‪ -‬ﺃﺩﻭﺍ ‪‬‬
‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﻭﻛﻴﻒ ﺗﻔﻌﻞ ﺍﻷﺷﻴﺎﺀ ﺑـﺸﻜﻠﻬﺎ‬
‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺘﺪﺭﻳﺴﻲ‪.‬‬
‫ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫‪ -‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ ﺑﺸﻜ ٍﻞ ﻛﺒﲑ‪.‬‬ ‫‪ -‬ﻻ ﺗﺄﺧﺬ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ ﺣ‪‬ﻴﺰﹰﺍ ﻛﺒﲑﹰﺍ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻠﻴﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.446‬‬
‫‪278‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻧﻲ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺍﻧﻌﻜﺎﺳﺎﺗﻪ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‬
‫ﺑﻌﺪ ﺃﻥ ﺑﻴﻨﺎ ﺍﻷﳘﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ ﻟﻠﺘﺪﺭﻳﺐ ﻭ ﰲ ﻇﻞ ﺍﺯﺩﻳﺎﺩ ﺍﻧﺘﻘﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻘ ‪‬ﺪﻡ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﺻﺒﺢ ﻟﺰﺍﻣﹰﺎ‬
‫ﻁ‬
‫ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺃﻥ ﺗ‪‬ﻄﻮ‪‬ﺭ ﻧ‪‬ﻈﻤﻬﺎ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﺃﻥ ﺗﺒﺘﻌﺪ ﻋﻦ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﳌﻜﻠﻔﺔ‪ ،‬ﻭﺃﻥ ‪‬ﺗﻔ ﱢﻜﺮ ﺑﺄﳕﺎ ٍ‬
‫ﺟﺪﻳﺪﺓ ﻭﺃﺳﺎﻟﻴﺐ ﺣﺪﻳﺜﺔ ﺗﻨﺴﺠﻢ ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻤﻴﺔ؛ ﻟﺘﻜﻮﻥ ﲟﺜﺎﺑﺔ ﺍﺳﺘﺠﺎﺑ ٍﺔ ﻟﻠﻤﺘﻐﻴ‪‬ﺮﺍﺕ ﺍ ﹸﳌﺘﺴﺎ ِﺭﻋﺔ‪ ،‬ﻭﻣﻮﺍﻛﺒ ﹰﺔ‬
‫ﻟﻠﺘﻄﻮ‪‬ﺭ ﻭﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﺬﻱ ﻳﻌﺸﻴﻪ ﺍﻟﻌﺎﱂ‪ ،‬ﰲ ﺿﻮﺀ ﺍﻟﻄﻠﺐ ﺍﻟﻜﺒﲑ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ‬
‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗ‪‬ﺘﺼﻒ ﺑﺎﳌﺮﻭﻧﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﺘﺼﻤﻴﻢ ﺍﳉ‪‬ﻴﺪ‪ .‬ﻋﻠﻰ ﻫﺬﺍ ﺍﻷﺳﺎﺱ‪ ،‬ﻇﻬﺮ‬
‫ﻂ ﺟﺪﻳﺪ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻳ‪‬ﻄﻠﹶﻖ ﻋﻠﻴﻪ ﳕﻂ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺬﻱ ﻳ‪‬ﺴﺘﺨﺪِﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ‬ ‫ﳕﹲ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺍﻧﻌﻜﺎﺱ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬

‫ﺃﱠﺛﺮﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ‪ ،‬ﺇﻻ ﺃﻥ ﳎﺎﻝ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻗﺪ ﺣ ِﻈﻲ ﺑﺎﻟﻨﺼﻴﺐ ﺍﻷﻛﱪ؛ ﻧﻈﺮﹰﺍ ﻷﳘﻴﺘﻪ ﻭﺧﻄﻮﺭﺗﻪ ﰲ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻗﻮﺓ ﺍﻧﺪﻓﺎﻉ ﻫـﺬﻩ‬
‫ﺍﻟﺜﻮﺭﺓ)‪ .(1‬ﻭﻗﺪ ﴰﻞ ﺗﺄﺛﲑ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﺩﻭﺍ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ ﻛﺎﻓﺔ ﻣﺮﺍﺣﻞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺐ؛‬
‫‪ -‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﻗﻴﺎﺱ ﻛﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲣﻄﻴﻂ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﻟﻘﺪ ﺃﱠﺛﺮﺕ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﺣﻴﺚ)‪:(2‬‬
‫‪ -1‬ﻗﻴﺎﺱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪:‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺃﻫﺪﺍﻑ ﻭﺗﻮ ‪‬ﺟﻬﺎﺕ ﻭﺳﻴﺎﺳﺎﺕ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﲢﻠﻴ ﹸﻞ ﻋﻨﺎﺻﺮ ﺍﻟﻘﻮﺓ ﻭﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ ﻓﻴﻬﺎ ﻫﻮ ﺃﺣ ‪‬ﺪ‬
‫ﺍﳌﺪﺍﺧﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻷﻳﺔ ﻣﺆﺳﺴﺔ؛‬

‫ﻳﻮﻧﺲ ﻋﺮﺏ‪ » ،‬ﻗﺎﻧﻮﻥ ﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ «‪ ،www.arablaw.org ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﻧﻮﻓﻤﱪ ‪.2007‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻻﺳﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.442 – 441‬‬ ‫)‪(2‬‬
‫‪279‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﺃﺗﺎﺣﺖ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﻴﺖ()‪ (1‬ﺇﻣﻜﺎﻧﻴﺔ ﻣﻌﺮﻓﺔ ‪‬ﻣﺪﻳﺮﻱ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻜﺎﻓـﺔ ﻋﻨﺎﺻـﺮ‬
‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﺑﺼﻮﺭ ٍﺓ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴـﺔ ﻟﺰﻳـﺎﺩﺓ‬
‫ﻋﻨﺎﺻﺮ ﺍﻟﻘﻮﺓ‪ ،‬ﻭﻣﻮﺍﺟﻬﺔ ﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ‪ ،‬ﻭﺗﻠﺒﻴﺔ ﺍﻟﺘﻮ ‪‬ﺟﻬﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺃﺗﺎﺣﺖ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ( ﺇﻣﻜﺎﻧﻴﺔ ﺗﺘ‪‬ﺒﻊ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻤﻞ ﺍﳌﺨﺘﻠﻔـﺔ)‪ ،(2‬ﻭﲢﺪﻳـﺪ‬
‫ﺺ ﰲ ﺍﳌﻌﺮﻓـﺔ ﺃﻭ ﺍﳌﻬـﺎﺭﺓ ﺃﻭ‬ ‫ﻧﻄﺎﻕ ﺍﻻﺧﺘﻨﺎﻕ‪ ،‬ﻭﺃﺳﺒﺎﺏ ﺗﻠﻚ ﺍﻻﺧﺘﻨﺎﻗﺎﺕ‪ ،‬ﻭﻫﻞ ﻫﻲ ﻧﺎﲡ ﹲﺔ ﻋﻦ ﻧﻘ ٍ‬
‫ﺍﳋﱪﺓ؛ ﲟﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﻣﺪﻳﺮﻱ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﲢﺪﻳﺪ ﺍ ﹸﳌﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻔﺼﻴﻠﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ‪.‬‬
‫‪ -‬ﺃﺗﺎﺣﺖ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ )ﺍﻹﻛﺴﺘﺮﺍﻧﺖ( )‪ (3‬ﺇﻣﻜﺎﻧﻴﺔ ﲢﺪﻳﺪ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﻋﻠﻰ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻟ ﹸﻔﺮﺹ ﻭﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍﻟﱵ ﺗﺘﻌ ‪‬ﺮﺽ ﳍﺎ ﻭﺑﺼﻮﺭ ٍﺓ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍـﺎ ﲢﺪﻳـﺪ‬
‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻻﻗﺘﻨﺎﺹ ﺍﻟ ﹸﻔﺮﺹ ﺍ ﹸﳌﺘﺎﺣﺔ ﻭﻣﻮﺍﺟﻬﺔ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﺍ ﹸﳌﺤﺘ ‪‬ﻤﻠﺔ‪.‬‬
‫‪ -2‬ﲣﻄﻴﻂ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ)‪:(4‬‬
‫‪ -‬ﻳ ‪‬ﱪﺯ ﻣﺮ ﹰﺓ ﺃﺧﺮﻯ ﺩﻭ ‪‬ﺭ ﺷﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ( ﰲ ﺗﻌﺮﻳـﻒ ﻣﺪﻳﺮﻱ ﺍﻟﺘﺪﺭﻳﺐ ﺑﱪﺍﻣﺞ‬
‫ﻭ ‪‬ﺧﻄﻂ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺝ ﻟﻜﺎﻓﺔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺍﻟﺘﻮﻗﻴﺘﺎﺕ ﺍ ﹸﳌﺆﱢﺛﺮﺓ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‬
‫ﳋﻄﻂ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻧﻪ ﳝﻜﻦ ﺃﻥ ﻳﻀﻊ ﺧﻄﻄﹰﺎ ﻭﺍﻗﻌﻴﺔ ﻟﺘﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪.‬‬‫ﻭﺍ ﹸ‬
‫ﺕ ﻟﻮﺿﻊ ﺧﻄﻂ ﻟﻠﺘﺪﺭﻳﺐ؛‬ ‫‪ -‬ﺗﺘﻴﺢ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺑﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﺨﻄﻴﻂ ﺇﻣﻜﺎﻧﺎ ٍ‬
‫‪ -‬ﺗ‪‬ﺘﻴﺢ ﺇﻣﻜﺎﻧﺎﺕ ﺍﻟﻮﺳﻴﻂ ﺍﻟﺬﻛﻲ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻟﻠﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﺼﻮﺭ ٍﺓ ﺗﺘﻨﺎﺳﺐ ﻣـﻊ‬
‫ﺍﻟﻮﺍﻗﻊ ﺍﳊﻘﻴﻘﻲ‪.‬‬
‫‪ -3‬ﲢﺪﻳﺪ ﺃﺳﻠﻮﺏ ﻭﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﻨﻔﻴﺬ‪:‬‬
‫‪‬ﺗﺘﻴﺢ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ )ﺍﻹﻧﺘﺮﻧﺖ( ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺘﺎﺣﺔ ﻋﺎﳌﻴﹰﺎ‪ ،‬ﻭ ‪‬ﺧﻄﻂ‬
‫ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﺃﺳﻠﻮﺏ ﺗﻨﻔﻴﺬﻫﺎ ﻭﺗﻜﻠﻔﺘﻬﺎ؛ ﲝﻴﺚ ﻳﺘﻤ ﱠﻜﻦ ﻣﺪﻳﺮ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻦ ﲢﺪﻳـﺪ ﺍﻷﺳـﻠﻮﺏ‬
‫ﺍﻷﻣﺜﻞ ﻟﻠﺘﻨﻔﻴﺬ )ﺩﺍﺧﻠﻲ ﺃﻡ ﺧﺎﺭﺟﻲ(‪ ،‬ﻭﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪.‬‬
‫‪ -4‬ﺇﻋﺪﺍﺩ ﺍﶈﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﱯ‪:‬‬
‫‪ -‬ﺗﺘﻴﺢ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ )ﺍﻹﻧﺘﺮﻧﺖ( ﺇﻣﻜﺎﻧﻴﺔ ﺇﻋﺪﺍﺩ ﺍﶈﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﱯ ﺑﺎﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻨﻤـﺎﺫﺝ‬
‫ﺍ ﹸﳌﺘﺎﺣﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ‪.‬‬
‫)‪:Intranet (1‬ﺷﺒﻜﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺩﺍﺧﻠﻴﺔ‪.‬‬
‫)‪.Work Flow (2‬‬
‫)‪ :Extranet (3‬ﻫﻲ ﺍﻣﺘﺪﺍ ‪‬ﺩ ﻟﺸﺒﻜﺔ ﺍﻹﻧﺘﺮﺍﻧﺖ ﺍﳋﺎﺻﺔ ﲟﺆﺳﺴ ٍﺔ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻷﺷﺨﺎﺹ ﺍ ﹸﳌﺨ ‪‬ﻮﻟﻮﻥ‪ ،‬ﻣﺜﻞ ‪‬ﻣﻮ ﱢﻇﻔﻲ‬
‫ﺍﳌﺆﺳﺴﺔ ﺍ ﹸﳌﺘﻨ ﱢﻘﻠﲔ‪ ،‬ﻭﺑﻌﺾ ﺍﻟﺰﺑﺎﺋﻦ ﻭﺍ ﹸﳌﻮ ‪‬ﺭﺩﻳﻦ‪ ،‬ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻹﻧﺘﺮﺍﻧﺖ‪ ،‬ﻋﱪ ﺷﺒﻜﺔ ﺍﻟﻮﻳﺐ‪.‬‬
‫)‪ (4‬ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻻﺳﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.442‬‬
‫‪280‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -‬ﻛﻤﺎ ﺗﺘﻜﺎﻣﻞ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ( ﰲ ﺇﺗﺎﺣﺔ ﻛﻞ ﺍﶈﺘﻮﻳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﱠﰎ ﺗﻨﻔﻴﺬﻫﺎ‬
‫ﺴﺐ ﺧﻼﻝ ﻓﺘﺮﺓ ﻋﻤﻞ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻭﻛﺬﺍ ﻓﻜﺮ ﻋﻨﺎﺻﺮ ﺍﳋﱪﺓ ﻭ ‪‬ﻣﺆ ‪‬ﻫﻼ‪‬ﻢ ﲟﺎ ‪‬ﻳﺤ ﱢﻘﻖ‬ ‫ﻭﻓﻜﺮ ﺍﳌﺆﺳﺴﺔ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﺳﺮﻋﺔ ﺑﻨﺎﺀ ﺍﶈﺘﻮﻯ‪.‬‬
‫‪ -5‬ﺗﻮﻓﲑ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪:‬‬
‫‪‬ﺗﺘﻴﺢ ﺍ ﹸﳌﻘﱢﻠﺪﺍﺕ ﻭﺍ ﹸﳌﺤﺎﻛﻴﺎﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺇﺗﺎﺣﺔ ﻭﺳﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ ﺭﺧﻴﺼﺔ ﺍﻟﺜﻤﻦ ﻭﻣﻨﺎﺳﺒﺔ ﻟﻼﺳﺘﺨﺪﺍﻡ ﰲ ﺍﻟﻌﺪﻳﺪ‬
‫ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﺍﻹﺩﺍﺭﻱ ﻣﻨﻬﺎ ﺃﻭ ﺍﻟﻔﲏ‪.‬‬
‫ﻛﻤﺎ ﺃﺗﺎﺣﺖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻗﹸﺪﺭﺍ ٍ‬
‫ﺕ ﺇﺿﺎﻓﻴﺔ؛ ﺣﻴﺚ ﳝﻜﻦ ﻟﻜﻞ ﻣﺆﺳﺴ ٍﺔ ﺗﺪﺭﻳﺒﻴﺔ ﺃﻥ‬
‫ﺐ ﻛﺒﺪﻳ ٍﻞ ﻋﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍ ﹸﳌﻘﱢﻠﺪﺍﺕ‬
‫‪‬ﺗﻄ ‪‬ﻮﺭ ﻭﺳﺎﺋﻂ ﺧﺎﺻﺔ ‪‬ﺎ‪ ،‬ﺃﻭ ‪‬ﺗﺴﺘﺨﺪﻡ ﻭﺳﺎﺋﻂ ﺳﻌ ‪‬ﺮﻫﺎ ﻣﻨﺎﺳ ‪‬‬
‫ﻭﺍ ﹸﳌﺤﺎﻛﻴﺎﺕ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﺫﺍﺕ ﺍﻷﺳﻌﺎﺭ ﺍﻟﻜﺒﲑﺓ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫‪‬ﺗﺆﱢﺛﺮ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻦ ﻃﺮﻳﻖ)‪:(1‬‬
‫‪ -1‬ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑ‪‬ﻌﺪ‪:‬‬
‫ﺗ‪‬ﻤﺜﱢﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺨ‪‬ﻴﻠﻴﺔ )ﺍﻟﺘﻘﺪﻳﺮﻳﺔ‪/‬ﺍﻻﻓﺘﺮﺍﺿﻴﺔ( )‪ (2‬ﺃﺣﺪ ﺃﻭ ‪‬ﺟﻪ ﺍﻟﻨﺠﺎﺡ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﳎﺎﻝ ﺗﻨﻔﻴـﺬ‬
‫ﻼ ﺇﺗﺎﺣﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﲔ ﻣﻦ ﺧـﻼﻝ ﺷـﺒﻜﺔ‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﻔﲏ؛ ﺣﻴﺚ ﳝﻜﻦ ﻓﻌ ﹰ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ )ﺍﻹﻧﺘﺮﻧﺖ(‪ ،‬ﺃﻭ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ(‪.‬‬
‫‪ -2‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﱰﱄ‪:‬‬
‫ﺣﻴﺚ ‪‬ﻳﺘﺎﺡ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺏ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﺇﻣﻜﺎﻧﻴﺔ ﺇﺗﺎﺣﺔ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌـﱰﻝ‪،‬‬
‫ﺕ ﺩﺍﺧﻠﻴﺔ ﺃﻭ ﺧﺎﺭﺟﻴﺔ‪ .‬ﻭﻧﻈﺮﹰﺍ ﳌﺎ ‪‬ﺗﺘﻴﺤﻪ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻣﻦ‬
‫ﺣﱴ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﻟﻼﺗﺼﺎﻝ ﺑﺸﺒﻜﺔ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺑﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﺇﻋﺎﺩﺓ ﺗﺪﺭﻳﺒﻪ‪ ،‬ﻓﺈ‪‬ﺎ ﳝﻜﻦ ﺃﻥ ﺗ‪‬ﻤﺜﱢﻞ ﻃﻔﺮ ﹰﺓ ﰲ ﺃﺳﺎﻟﻴﺐ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫‪ -3‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ )ﺍﻟﺘﺪﺭﻳﺐ ﻫﻮﺍﻳﺔ(‪:‬‬
‫ﺣﻴﺚ ‪‬ﻳﺘﺎﺡ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻜﺎﻓﺔ ﺍﻟﺮﺍﻏﺒﲔ )ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻄﻠﻮﺏ ﺗﺪﺭﻳﺒﻬﺎ( ﰲ ﲨﻴﻊ ﺍﻷﻭﻗﺎﺕ؛ ﺣﻴﺚ‬
‫ﻼ ﺗﺪﺭﻳﺒﻴﹰﺎ ﻣﻔﺘﻮﺣﹰﺎ ﳌﺪﺓ ‪ 24‬ﺳـﺎﻋﺔ‬
‫ﻳ‪‬ﻤﺜﱢﻞ ﺇﺗﺎﺣﺔ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺎﺕ )ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﺪﺍﺧﻠﻴﺔ( ﻓﺼ ﹰ‬
‫ﻱ ﻭﻗﺖ(‪.‬‬ ‫ﰲ ﺍﻟﻴﻮﻡ ﲨﻴﻊ ﺍﻷﻳﺎﻡ ﻭﺑﻼ ‪‬ﻋﻄﻼﺕ )ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﻛﻞ ﻭﻗﺖ‪ ،‬ﻭﰱ ﺃ ‪‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻻﺳﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.444 -443‬‬ ‫)‪(1‬‬

‫‪.Virtual Organization‬‬ ‫)‪(2‬‬

‫‪281‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -4‬ﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪:‬‬

‫‪‬ﺗﺘﻴﺢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻨﻔﻴﺬ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﺩﺍﺭﻱ ﺑﺎﻟﺘﻮﺍﺯﻱ ﻣﻊ ﺍﻟﻌﻤـﻞ ﻭﺩﻭﻥ‬
‫ﻼ ﻟﻠﻮﻇﻴﻔﺔ ﻭﻣﺎ ﻳﻘﻮﻡ ﺑﺘﻨﻔﻴﺬﻩ ﻟﻠﺘﺪﺭﻳﺐ؛ ﺣﻴـﺚ ﻳـﺘ ‪‬ﻢ‬ ‫ﺷﻌﻮﺭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺑﺎﻟﻔﺎﺭﻕ ﺑﲔ ﻣﺎ ﻳﻘﻮﻡ ﺑﺘﻨﻔﻴﺬﻩ ﻓﻌ ﹰ‬
‫ﺕ ﻫﻴﻜﻠﻴﺔ‬
‫ﺕ ﺣﻘﻴﻘﻴﺔ ﰲ ﺣﺎﻟﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺑﲔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎ ٍ‬ ‫ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺑﲔ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎ ٍ‬
‫ﻋﻨﺪ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ -5‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺼﻤﻤﺔ ﻃﺒﻘﹰﺎ ﳌﺴﺘﻮﻯ ﺍﳌﺴﺘﺨﺪﻡ)‪:(1‬‬
‫ﻭ‪‬ﻳﺘﻴﺢ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻘﺪﱘ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﺑﺄﻛﺜﺮ ﻣﻦ ﻣﺴﺘﻮﻯ‪،‬‬
‫ﻃﺒﻘﹰﺎ ﻟﻄﺒﻴﻌﺔ ﻭﻗﹸﺪﺭﺍﺕ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﻟﱪﻧﺎﻣﺞ ﺑﺘﺤﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ‪،‬‬
‫ﻭﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﻄﺮﻳﻘ ٍﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻣﺴﺘﻮﺍﻩ ﺍﻟﻔﻌﻠﻲ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺗﻘﻴﻴﻢ ﻛﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫‪ -1‬ﺗﺘﻴﺢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺍﳌﺴﺘﻤﺮ ﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺑﲔ‬
‫ﺍ ﹸﳌﺴﺘﺨ ِﺪﻡ ﻭﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ ﺑﺼﻮﺭ ٍﺓ ﻛﺎﻣﻠﺔ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﲢﺪﻳﺪ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ‪.‬‬
‫‪ -2‬ﻳﺘﻴﺢ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ ﺍﻟﺬﻛﻲ ﺗ‪‬ﺘﺒﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﰲ ﲨﻴﻊ ﺣﺎﻻﺕ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﺘﺠﻤﻴﻊ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﳎﺮﺩ ﺃﺛﻨﺎﺀ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫‪ -3‬ﺗﺘﻴﺢ ﺷﺒﻜﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ )ﺍﻹﻧﺘﺮﺍﻧﺖ( ﻭﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﺎﻟﻴﺐ ﺗﺪﻓﱡﻖ ﺍﻟﻌﻤﻞ ﻋﻠﻴﻬﺎ ﺇﻣﻜﺎﻧﻴـﺔ ﻗﻴـﺎﺱ‬
‫ﺗﺪﻓﱡﻖ ﺍﻟﻌﻤﻞ ﻗﺒﻞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺑﻌﺪﻫﺎ؛ ﳌﻌﺮﻓﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﻟـﻴﺲ ﺍﻟﻘﻴﻤـﺔ‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﳍﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺗﺄﺛﲑﺍﺕ‪ ‬ﺃﺧﺮﻯ ﻟﺜﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ -1‬ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺗﻐﲑ)‪:(2‬‬
‫‪ -‬ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ )ﳕﻂ ﻣﻌﺮﰲ ﺟﺪﻳﺪ(؛‬
‫‪ -‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ )ﺃﺳﺎﻟﻴﺐ ﻏﲑ ﳕﻄﻴﺔ(؛‬
‫‪ -‬ﺷﻜﻞ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ )ﻣﺆﺳﺴﺎﺕ ﺑﻼ ﺣﺪﻭﺩ ﻭﻻ ﻣﻘ ‪‬ﺮﺍﺕ(‪.‬‬
‫‪ -2‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻣﺮﺍﻛﺰ ﺍﻟﺘﺪﺭﻳﺐ ﻓﺈﻥ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﲤﻨﺤﻬﺎ ﻓﺮﺻﺔ ﺑﺄﻥ‪:‬‬
‫‪ -‬ﺗﺘﻴﺢ ﳍﺎ ﺃﻥ ﺗﺘﻮ ‪‬ﺳﻊ ﻭﺗﺘﻘ ‪‬ﺪﻡ ﰲ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍ ﹸﳌﺴﺘﺨ ِﺪﻣﲔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﺮﺍ ﹸﻛﻢ ﺍﳌﻌﺮﰲ؛‬

‫‪.Customized Training Programs‬‬ ‫)‪(1‬‬

‫ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻻﺳﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.452‬‬ ‫)‪(2‬‬
‫‪282‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻼ ﻣﺴﺘﻤﺮﹰﺍ؛‬
‫ﺻﹰ‬‫‪ -‬ﺗﺘﻴﺢ ﺍﺭﺗﺒﺎﻃﹰﺎ ﻭﺛﻴﻘﹰﺎ ﺑﲔ ﺟﻬﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭ‪‬ﺗﺤ ﱢﻘﻖ ﺗﻮﺍ ‪‬‬
‫ﻉ ﰲ ﻧﻄﺎﻗﻪ‪.‬‬‫ﺝ ‪‬ﻣﺘﺰﺍِﻳ ‪‬ﺪ ﻟﻠﺘﺪﺭﻳﺐ ﻭﺍﺗ‪‬ﺴﺎ ‪‬‬
‫‪ -‬ﺍﺣﺘﻴﺎ ‪‬‬
‫‪‬ﺪﻳـــﺪ‪:‬‬
‫ﻉ ﻧﻄﺎﻕ ﺍﳌﻨﺎﻓﺴﺔ ﻭﲢ ‪‬ﻮﳍﺎ ﻣﻦ ﺍﶈﱢﻠﻴﺔ ﺇﱃ ﺍﻟﻌﺎﳌﻴﺔ؛‬‫‪ -‬ﺍﺗ‪‬ﺴﺎ ‪‬‬
‫‪ -‬ﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ؛‬
‫‪ -‬ﻣﻦ ﳝﻠﻚ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ‪‬ﻣﺘﻄ ‪‬ﻮﺭﺓ ﳝﻠﻚ ﻓﺮﺻ ﹰﺔ ﺃﻛﱪ؛‬
‫‪ -‬ﻣﻌﺪ ﹲﻝ ﺳﺮﻳﻊ ﻟﺘﻐ‪‬ﻴﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺗﻄ ‪‬ﻮﺭﻫﺎ‪.‬‬
‫‪ -3‬ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ ﲢﺘﺎﺝ ﺇﱃ‪:‬‬
‫‪ -‬ﹸﺃﻃﺮ ﻣﺆﺳﺴﻴﺔ ﻋﻠﻰ ﻛﻔﺎﺀﺓ؛‬
‫‪ -‬ﹸﺃﻃﺮ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ‪‬ﻣﺘﻄ ‪‬ﻮﺭﺓ ﻟﺘﻠﺒﻴﺔ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ؛‬
‫‪ -‬ﹸﺃﻃﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻨﺎﹸﻓﺲ؛‬
‫‪ -‬ﺇﺩﺍﺭ ﹲﺓ ‪‬ﻣﺘﻄ ‪‬ﻮﺭﺓ ﻭﺍﻋﻴﺔ ‪‬ﺗﺆ ‪‬ﻫﻞ ﻧﻔﺴﻬﺎ ﻟﻠﻤﺴﺘﻘﺒﻞ ﻭﻻ ﺗﻨﺘﻈﺮ ﹸﻗﺪﻭﻣﻪ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺠﺮ ﺍﳌﻌﺮﰲ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﻭﺍﻧﺘﺸﺎﺭ ‪‬ﻧﻈﻢ ﺍﻻﺗـﺼﺎﻻﺕ‪ ،‬ﻭﺍﻻﺳـﺘﻌﻤﺎﻝ‬ ‫ﻳﺘﻤﻴ‪‬ﺰ ﺍﻟﻌﺼﺮ ﺍﳊﺎﱄ ﺑﺎﻟﺘﻔ ‪‬‬
‫ﺍ ﹸﳌﺘﺰﺍِﻳﺪ ﻟﻠﺤﺎﺳﻮﺏ‪ ،‬ﻭﺍﻟﺘﻮﺳ‪‬ﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺟﻌﻞ ﺍﻟﻌﺎﱂ ﻗﺮﻳ ﹰﺔ ﻛﻮﻧﻴﺔ ﺇﻟﻜﺘﺮﻭﻧﻴـﺔ‪.‬‬
‫ﻭﻳ‪‬ﻌﺘﱪ ﺗﻮﻇﻴﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺃﻫـﻢ ﻣ‪‬ﺆﺷ‪‬ـﺮﺍﺕ‬
‫ﲢ ‪‬ﻮﻝ ﺍ‪‬ﺘﻤﻊ ﺇﱃ ﳎﺘﻤ ٍﻊ ﻣﻌﻠﻮﻣﺎﰐ؛ ﻷﻥ ﺫﻟﻚ ‪‬ﻳﺴﻬﻢ ﰲ ﺯﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ‪‬ﻧﻈﻢ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﰲ‬
‫ﻧﺸﺮ ﺍﻟﻮﻋﻲ ﺍﳌﻌﻠﻮﻣﺎﰐ؛ ﻭﺑﺎﻟﺘﺎﱄ ‪‬ﻳﺴﻬﻢ ﰲ ﺑﻨﺎﺀ ﺍﻟﻜﻮﺍﺩﺭ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﱵ ﲢﺘﺎﺟﻬﺎ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬
‫ﺗﺸﺘﻤﻞ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳝﻜﻦ ﺗﻮﺿﻴﺤﻬﺎ ﻣﻦ ﺧـﻼﻝ‬
‫ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪283‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(18‬‬

‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬
‫ﺍﻟﻮﺻﻒ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻷﺳﻠﻮﺏ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﻣﻦ ﺧﻼﻟﻪ ﺗﺘ ‪‬ﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ ﰲ ﻣﻮﺿﻊ ﺍﻟﻌﻤﻞ ﻧﻔﺴﻪ ﻭﺃﺛﻨﺎﺀ ﻣﺰﺍﻭﻟﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻟﻌﻤﻠـﻪ ﺃﻱ‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ‬
‫ﺕ‬
‫ﺧﻼﻝ ﻭﻗﺖ ﺍﻟﻌﻤﻞ ﺍﻟﺮﲰﻲ؛ ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻋﺒـﺎﺭﺓ ﻋـﻦ ﺗﻌﻠﻴﻤـﺎ ٍ‬ ‫ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ‬ ‫‪-1‬‬
‫ﺕ ﺇﺭﺷﺎﺩﻳﺔ ‪‬ﻳﻘ ‪‬ﺪﻣﻬﺎ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺏ‪.‬‬
‫ﻭﺗﻮﺟﻴﻬﺎ ٍ‬ ‫)‪(ON-THE-JOB‬‬

‫ﺗﺘ ‪‬ﻢ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﲟﻮﺟﺐ ﻫﺬﻩ ﺍﻷﺳﻠﻮﺏ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﻜﺎﻥ ﻣﺰﺍﻭﻟﺔ ﺍﻟﻌﻤﻞ ﻟﻜـﻦ ﰲ‬
‫ﻑ ‪‬ﺗﻤﺎﺛﻞ ﻣﺎ ﻫﻮ ﻣﻮﺟـﻮ ‪‬ﺩ ﰲ ﺑﻴﺌـﺔ ﺍﻟﻌﻤـﻞ‬ ‫ﺕ ﻭﻇﺮﻭ ٍ‬‫ﳐﺎﺑﺮ ‪‬ﻣﺠ ‪‬ﻬﺰﺓ ﻭ ‪‬ﻣﻬﻴﺄﺓ ﺑﺘﺠﻬﻴﺰﺍ ٍ‬ ‫ﺍﻷﺳﻠﻮﺏ ﺍﻟﺘﻄﺒﻴﻘﻲ‬
‫ﺍﻷﺻﻠﻴﺔ؛ ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﳌﹸﺪﺭ‪‬ﺏ ﺑﺸﺮﺡ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭ‪‬ﻳﻄ‪‬ﺒﻘﻬﺎ ﻋﻠﻰ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳌﺨﱪﻳﺔ‬ ‫ﺍﳌﺨﱪﻱ‬ ‫‪-2‬‬
‫ﺏ ﺃﻥ ‪‬ﻳﻄًﺒﻖ ﻣﺎ ﺗﻌﱠﻠﻤـﻪ‬
‫ﻭﻋﻠﻰ ﻣﺮﺃﻯ ﻣﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪ ،‬ﰒ ﺑﻌﺪ ﺫﻟﻚ ﻳﻄﹸﻠﺐ ﻣﻦ ﻛﻞ ‪‬ﻣﺘﺪ ‪‬ﺭ ٍ‬ ‫)‪(Vestibule‬‬

‫ﺃﻣﺎﻣﻪ ﻭﻋﻠﻰ ﻧﻔﺲ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ‪.‬‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﰲ‬
‫ﺕ‬
‫ﺗﺮﺗﺒﻂ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺑﺘﻠﻘﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻣﻌﺎﺭﻑ ﻭﻣﻌﻠﻮﻣﺎ ٍ‬ ‫ﺍﻟﻘﺎﻋﺎﺕ‬
‫‪-3‬‬
‫ﺕ ﺧﺎﺻﺔ‪.‬‬
‫ﻉ ﻣ‪‬ﺤﺪ‪‬ﺩ ﰲ ﻗﺎﻋﺎ ٍ‬
‫ﻣﻌﻴﻨﺔ ﺫﺍﺕ ﻋﻼﻗﺔ ﲟﻮﺿﻮ ٍ‬ ‫ﺍﻟﺘﺪﺭﻳﺴﻴﺔ‬
‫‪(BEHAVIOR‬‬
‫)‪MODELING‬‬
‫ﻳ‪‬ﻌ ‪‬ﺪ ﺃﺣﺪ ﺍﻷﺳﺎﻟﻴﺐ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﳎﺎﻝ ﺗﻌﺪﻳﻞ ﺍﻟﺴﻠﻮﻙ‪ ،‬ﻭﻳﻬﺪﻑ ﺇﻣﺎ ﺇﱃ ﺇﻛـﺴﺎﺏ‬ ‫ﺃﺳﻠﻮﺏ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ﺕ ﺳﻠﻮﻛﻴﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺗﺼﺤﻴﺢ ﺍﻟﻨﻤﻂ ﺍﻟـﺴﻠﻮﻛﻲ ﺍﳊـﺎﱄ‬ ‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺃﳕﺎﻃﹰﺎ ﻭﻣﻬﺎﺭﺍ ٍ‬ ‫ﺍﻟﺴﻠﻮﻛﻲ‬ ‫‪-4‬‬
‫‪(BEHAVIOR‬‬
‫ﻭﲢﺴﻴﻨﻪ ﻭﺯﻳﺎﺩﺓ ﻓﺎﻋﻠﻴﺘﻪ‪.‬‬ ‫)‪MODELING‬‬
‫ﺣﻴﺚ ﻳﺴﺘﺨﺪﻡ ﺍﳌﹸﺪﺭ‪‬ﺏ ﲟﻮﺟﺒﻪ ﺗﻘﻨﻴﺎﺕ ﺍﳊﺎﺳﻮﺏ ﰲ ﺷﺮﺡ ﻭﺗﻮﺿﻴﺢ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ‬
‫ﺍﻟﱵ ﻳ‪‬ﻌﺪ‪‬ﻫﺎ ﻋﺎﺩ ﹰﺓ ﻋﻠﻰ )‪ (CD‬ﻟﻴﺴﺘﺨﺪﻣﻬﺎ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ ﺍﳌﻮﺟﻮﺩ ﺃﻣﺎﻣـﻪ ﰲ ﻗﺎﻋـﺔ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‬ ‫‪-5‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﻟﱵ ﺗﻜﻮﻥ ‪‬ﻣﺠ ‪‬ﻬﺰ ﹰﺓ ﺧﺼﻴﺼﹰﺎ ﻻﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺍﻟﺬﻱ ﻳﻨﻘﹸـﻞ ﳏﺘـﻮﻯ‬ ‫‪(Computer-based‬‬
‫‪Training and‬‬
‫)‪ (CD‬ﺇﱃ ﺷﺎﺷﺔ ﻣﻮﺟﻮﺩﺓ ﺃﻣﺎﻡ ﻛﻞ ‪‬ﻣﺘﺪ ‪‬ﺭﺏ ﺩﺍﺧﻞ ﺍﻟﻘﺎﻋﺔ‪.‬‬ ‫)‪Development‬‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺑﻮﺍﺳﻄﺔ ﻟﻘﺪ ﻃ ‪‬ﻮﺭﺕ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﳎﺎﻝ ﺍﳊﺎﺳﻮﺏ ﺑﺮﺍﻣﺞ ﻟﺘﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺩﻭﻥ ﻣ‪‬ﺪﺭ‪‬ﺑﲔ؛ﺣﻴﺚ ﻳﻘﻮﻡ ﺍ ﹸﳌﱪ ِﻣﺞ ﺍﳌﺨﺘﺺ ﺑﱪﳎﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﺑﺮﻧـﺎﻣﺞ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﳌﱪﳎﺔ‬ ‫‪-6‬‬
‫ﺴﻤ ﹰﺔ ﺇﱃ ﺃﺟﺰﺍ ٍﺀ ‪‬ﻣﺘﺮﺍٍﺑﻄﺔ ﺑﺒﻌﻀﻬﺎ ﻭﻣﺘﺘﺎﻟﻴـﺔ‪ ،‬ﻭﻳﻘـﻮﻡ‬
‫‪ (Programed Training‬ﻳﺘﻀ ‪‬ﻤﻦ ﳎﻤﻮﻋ ﹰﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ‪‬ﻣﻘ ‪‬‬
‫‪and development‬‬
‫ﺍﳊﺎﺳﻮﺏ ﺑﻄﺮﺡ ﺃﺳﺌﻠﺔ ﻛﻞ ﺟﺰ ٍﺀ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻟﻴﺠﻴﺐ ﻋﻨﻬﺎ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪.‬‬ ‫)‪instructions‬‬

‫ﺗ‪‬ﻤﺜﱢﻞ ﺍﶈﺎﻛﺎﺓ ‪‬ﺠﹰﺎ ﻋﺎﻣﹰﺎ ﻟﻌﺪ ٍﺩ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛ ﺣﻴﺚ ﺗﻌﻤﻞ ﻋﻠﻰ ‪‬ﻴﺌﺔ ﻇﺮﻭﻑ‬
‫ﻭﻣﻮﺍﻗﻒ ﳑﺎﺛﻠﺔ ﳌﺎ ﳝﻜﻦ ﺃﻥ ﻳﺘﻌ ‪‬ﺮﺽ ﻟﻪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺧﻼﻝ ﳑﺎﺭﺳـﺘﻪ ﻟﻌﻤﻠـﻪ ﰲ ﺍﻟﻮﺍﻗـﻊ‬
‫ﺍﶈﺎﻛﺎﺓ‬
‫ﺍﻟﻔﻌﻠﻲ‪ ،‬ﻭ‪‬ﺗﻄﹶﻠﺐ ﻣﻨﻪ ﺍ‪‬ﺗﺨﺎﺫ ﺍﻟﺘﺼ ‪‬ﺮﻑ ﺃﻭ ﺍﻹﺟﺮﺍﺀ ﺃﻭ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ ﺣﻴﺎﳍﺎ‪ ،‬ﻓﻔﻲ ﺿﻮﺀ‬ ‫‪-7‬‬
‫)‪(Simulation‬‬
‫ﺍﻟﺘﺼ ‪‬ﺮﻑ ﺃﻭ ﺍﻹﺟﺮﺍﺀ ﺍﻟﺬﻱ ﻗﺎﻡ ﺑﻪ ﺃﻭ ﺍ‪‬ﺗﺨﺬﻩ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻳ‪‬ﻮﺿ‪‬ﺢ ﻟﻪ ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﺗـﺼ ‪‬ﺮﻓﻪ‪،‬‬
‫ﺤﺢ ﻟﻪ ﺍﻷﺧﻄﺎﺀ ﰲ ﺣﺎﻟﺔ ﺣﺪﻭﺛﻬﺎ‪.‬‬ ‫ﻭ‪‬ﺗﺼ ‪‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.365-363‬‬
‫‪284‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ)‪:(1‬‬

‫ﻳﻌﺮﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺑﺄﻧﻪ‪ » :‬ﺗﻘﺪﱘ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﱪ ﻭﺳـﺎﺋﻂ ﺇﻟﻜﺘﺮﻭﻧﻴـﺔ‬
‫ﺏ ‪‬ﻣﺘﺰﺍ ِﻣ ٍﻦ ﺃﻭ ﻏﲑ ‪‬ﻣﺘﺰﺍ ِﻣﻦ‪ ،‬ﻭﺑﺎﻋﺘﻤﺎﺩ ﻣﺒـﺪﺃ‬
‫ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ‪ ،‬ﺗﺸﻤﻞ ﺍﻷﻗﺮﺍﺹ ﺍ ﹸﳌﺪ ‪‬ﻣﺠﺔ ﻭﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺄﺳﻠﻮ ٍ‬
‫ﺍﻟﺘﺪ ‪‬ﺭﺏ ﺍﻟﺬﺍﰐ ﺃﻭ ﺍﻟﺘﺪ ‪‬ﺭﺏ ﲟﺴﺎﻋﺪﺓ ﻣ‪‬ﺪﺭ‪‬ﺏ «)‪.(2‬‬
‫ﻭﻳﻌﺮﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﺬﻟﻚ ﺑﺄﻧﻪ‪ » :‬ﻋﻤﻠﻴ ﹲﺔ ﺗﺪﺭﻳﺒﻴﺔ ‪‬ﺪﻑ ﺇﱃ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ ﺍﻟﺘـﺪﺭﻳﱯ‪،‬‬
‫ﺏ ﻭﺇﻧﺘﺮﻧﺖ؛ ﻟﺘﺨﻄﱢـﻲ ﺍﳌـﺴﺎﻓﺔ‬‫ﻂ ﻣﻦ ﺁﻟﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻣﻦ ﺃﺟﻬﺰﺓ ﺣﺎﺳﻮ ٍ‬ ‫ﻣﻦ ﺧﻼﻝ ﺃﻱ ﻭﺳﻴ ٍ‬
‫ﺍﳉﻐﺮﺍﻓﻴﺔ ﺑﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺪﺭ‪‬ﺏ‪ .‬ﻓﻬﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧﻈﺎ ٍﻡ ﺗﺪﺭﻳﱯ ﺑﲔ ‪‬ﻣﺘﺪ ‪‬ﺭﺑﲔ ﻭﻣ‪‬ﺪﺭ‪‬ﺑﲔ ﻳﻔﺼﻠﻬﻢ ﺍﳌﻜـﺎﻥ‬
‫ﻭﺍﻟﺰﻣﺎﻥ؛ ﻣﻦ ﺃﺟﻞ ﲤﻜﲔ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻐﻠﱡﺐ ﻋﻠﻰ ﻇﺮﻭﻑ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻜﺎﻥ‪ .‬ﻓﻬﻮ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﺍﻟﺬﻱ ﳜﺘﺎﺭ ﻓﻴﻪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣﱴ ﻳﺘﺪ ‪‬ﺭﺏ ؟ ﻭﻛﻴﻒ ﻳﺘﺪ ‪‬ﺭﺏ ؟ ﻭﺃﻳﻦ ﻳﺘﺪ ‪‬ﺭﺏ ؟ ﻭﻣﺎﺫﺍ ﻳﺘﺪ ‪‬ﺭﺏ ؟ ﺿﻤﻦ ﺍﳊﺪﻭﺩ‬
‫ﺍ ﹸﳌﻤ ِﻜﻨﺔ«)‪.(3‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻋﱪ ﺍﻟﺸﺒﻜﺎﺕ ﺃﻭ ﻣﺎ ‪‬ﻳﺴ ‪‬ﻤﻰ ﺑﺎﻟﺘﻌﻠﱡﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ » :‬ﻭﻫﻮ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺳﻴﺐ‬
‫ﺕ ‪‬ﻣﺸﺘ ‪‬ﺮﻛﺔ ﺃﻭ ﺷﺒﻜ ٍﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ .‬ﻭﻫﻮ ﺗﻌﻠﱡ ‪‬ﻢ ﻣﺮﻥ‬
‫ﻭﺑﺮﳎﻴﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﻋﻠﻰ ﺷﺒﻜ ٍﺔ ‪‬ﻣﻐﹶﻠﻘﺔ ﺃﻭ ﺷﺒﻜﺎ ٍ‬
‫ﺽ ﺃﺧﺮﻯ ﻛﺜﲑﺓ‪ ،‬ﻣﺜﻞ ﺇﺩﺍﺭﺓ‬ ‫ﻣﻔﺘﻮﺡ‪ ،‬ﻭﻟﻴﺲ ﳎﺮﺩ ﻭﺳﻴﻠ ٍﺔ ﻟﻠﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺇﳕﺎ ‪‬ﻳﺴﺘﺨ ‪‬ﺪﻡ ﻷﻏﺮﺍ ٍ‬
‫ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺇﻗﺎﻣﺔ ﺍﳌﻜﺎﺗﺐ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﻧﺸﻄﺔ‪ .‬ﻭﻫﻮ ﻻ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻘﻂ‪ ،‬ﺑﻞ‬
‫ﻋﻠﻰ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻘﻴﺎﺩﺓ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﲑ ﺃﻳﻀﹰﺎ‪ .‬ﻭﺗﻮﺟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ‪‬ﺪﻡ ﰲ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻣﻨﻬﺎ ﺃﺳﻄﻮﺍﻧﺎﺕ ﺍﻟﻠﻴﺰﺭ ﺍ ﹸﳌﺪ ‪‬ﻣﺠﺔ )‪ ،(CDs‬ﻭﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ)‪ (4‬ﺍﻟﱵ ‪‬ﺗﺴﺘﺨ ِﺪﻡ ﺍﻟﺼﻮﺕ‪،‬‬
‫ﻭﺃﻓﻼﻡ ﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﳊﺎﺳﻮﺏ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻋﻦ ﺑ‪‬ﻌﺪ «)‪.(5‬‬

‫‪.E-Training‬‬ ‫)‪(1‬‬

‫‪ ،http://www.elearning.edu.sa/training/cmain.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬ ‫)‪(2‬‬

‫ﻫﻨﺎﺀ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﳝﺎﱐ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪.‬‬ ‫)‪(3‬‬

‫‪.Multimedia‬‬ ‫)‪(4‬‬

‫‪ ،http://www.publications.ksu.edu.sa/Conferences/eGovernment%20Conference/Article025.doc‬ﺗـــﺎﺭﻳﺦ‬ ‫)‪(5‬‬

‫ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻧﻮﻓﻤﱪ ‪.2007‬‬

‫‪285‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻛﻤﺎ ﻳ‪‬ﻌﺮ‪‬ﻑ ﻋﻠﻰ ﺃﻧﻪ » ﺃﻱ ﻋﻤﻠﻴ ٍﺔ ﺗﺪﺭﻳﺒﻴﺔ ‪‬ﺗﺴﺘﺨﺪﻡ ﺍﻹﻧﺘﺮﻧﺖ )ﺷﺒﻜﺔ ﳏﻠﻴﺔ‪ ،‬ﺍﻟـﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴـﺔ(‬
‫ﻟﻌﺮﺽ ﻭﺗﻘﺪﱘ ﺍﳊﻘﺎﺋﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻭ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪ ،‬ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﺑـﺸﻜ ٍﻞ ‪‬ﻣﺘـﺰﺍ ِﻣﻦ‪ ،‬ﺃﻭ ﻏـﲑ‬
‫‪‬ﻣﺘﺰﺍ ِﻣﻦ‪ ،‬ﺃﻭ ﺑﻘﻴﺎﺩﺓ ﺍﳌﹸﺪﺭ‪‬ﺏ‪ ،‬ﺃﻭ ﺑﺪﻭﻥ ﻣ‪‬ﺪﺭ‪‬ﺏ‪ ،‬ﺃﻭ ﻣﺰﻳ ٍﺞ ﺑﲔ ﺫﻟﻚ ﻛﱢﻠﻪ «)‪.(1‬‬
‫ﺏ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺇﻳﺼﺎﻝ ﺍﳌﻌﻠﻮﻣﺔ ﻟﻠ ‪‬ﻤﺘـﺪ ‪‬ﺭﺏ‪،‬‬‫ﻭﻋﻠﻴﻪ‪ ،‬ﻓﺎﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻫﻮ ﺃﺳﻠﻮ ‪‬‬
‫ﺕ‬
‫ﺏ ﻭﺷﺒﻜﺎﺗﻪ ﻭﻭﺳﺎﺋﻄﻪ ﺍﳌﹸﺘﻌـﺪ‪‬ﺩﺓ‪ ،‬ﻣـﻦ ﺻـﻮ ٍ‬ ‫ﻭﻳﺘ ‪‬ﻢ ﻓﻴﻪ ﺍﺳﺘﺨﺪﺍﻡ ﺁﻟﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﺣﺎﺳﻮ ٍ‬
‫ﺕ‪ ،‬ﻭﺁﻟﻴﺎﺕ ﲝﺚ‪ ،‬ﻭﻣﻜﺘﺒﺎﺕ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺑﻮﺍﺑﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﻭﺻﻮﺭﺓ‪ ،‬ﻭﺭﺳﻮﻣﺎ ٍ‬
‫ﺕ ﺃﺧﺮﻯ ﻟﻠﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻛﺎﻟﺘﺪﺭﻳﺐ ﺍﳌﺒﺎﺷﺮ)‪ ،(2‬ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﱪ ﺍﻹﻧﺘﺮﻧـﺖ‪،‬‬ ‫ﻭﻫﻨﺎﻙ ‪‬ﻣﺴ ‪‬ﻤﻴﺎ ‪‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﱪ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﺍ ﹸﳌﺸﺘ ‪‬ﺮﻙ ﺑﲔ ﻫﺬﻩ ﺍ ﹸﳌﺴ ‪‬ﻤﻴﺎﺕ ﲨﻴﻌﹰﺎ ﻫـﻮ ﺍﺳـﺘﺨﺪﺍ ‪‬ﻡ ﺗﻘﻨﻴـﺎﺕ ﺍﻟﺘﻮﺍﺻ‪‬ـﻞ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‪.‬‬
‫ﻭﻳ‪‬ﻌﺘﱪ ﺍﻟﺘﺪ ّﺭ‪‬ﻳﺐ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﺣﺪ ﺃﻧﻮﺍﻉ ﺍﻟﺘﺪ ‪‬ﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ‬
‫ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺍ ﹸﳌﺘﺪﺭ‪‬ﺏ ﻣﻔﺼﻮ ﹰﻻ ﺃﻭ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﳌﹸﺪﺭ‪‬ﺏ ﲟﺴﺎﻓ ٍﺔ ﺟﻐﺮﺍﻓﻴﺔ ﻳﺘ ‪‬ﻢ ﻋﺎﺩ ﹰﺓ ﺳ ‪‬ﺪﻫﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻭﺳـﺎﺋﻞ‬
‫ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ‪ .‬ﻛﻤﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣﻦ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﻜﺎﻓـﺔ‬
‫ﺟﻮﺍﻧﺒﻬﺎ ﺩﻭﻥ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﻣﻮﻗﻊ ﺍﻟﺘﺪ ‪‬ﺭﺏ‪ ،‬ﻭ‪‬ﻳﻤ ﱢﻜﻦ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﻣﻦ ﺇﻳﺼﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﻣﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‬
‫ﺩﻭﻥ ﺍﻻﻧﺘﻘﺎﻝ ﺇﻟﻴﻬﻢ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﻳﺴﻤﺢ ﻟﻠﻤ‪‬ﺘﺪﺭ‪‬ﺏ ﺃﻥ ﳜﺘﺎﺭ ﺑﺮﻧﺎﳎﻪ ﺍﻟﺘﺪﺭﻳﱯ ﲟﺎ ﻳ‪‬ﺘﻔﻖ ﻣﻊ ﻇﺮﻭﻑ ﻋﻤﻠـﻪ‪،‬‬
‫ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻨﺎﺳﺐ ﻭﺍﳌﺘﺎﺡ ﻟﺪﻳﻪ ﻟﻠﺘﺪﺭﻳﺐ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻧﻘﻄﺎﻉ ﻋﻦ ﺍﻟﻌﻤـﻞ ﺃﻭ ﺍﻟﺘﺨﻠﱢـﻲ ﻋـﻦ‬
‫ﺍﻻﺭﺗﺒﺎﻃﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ)‪.(3‬‬
‫ﺃﻣﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍ ﹸﳌﺪ ‪‬ﻣﺞ‪ :‬ﻓﻬﻮ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺬﻱ ﺗ‪‬ﺴﺘﺨﺪﻡ ﻓﻴﻪ ﻭﺳﺎﺋﻞ ﺇﻳﺼﺎ ٍﻝ ﳐﺘﻠﻔﺔ ﻣﻌﹰﺎ ﻟﺘﻌﻠـﻴﻢ ﻣـﺎﺩ ٍﺓ‬
‫ﻣﻌﻴﻨﺔ‪ .‬ﻭﻗﺪ ﺗﺘﻀﻤ‪‬ﻦ ﻫﺬﻩ ﺍﻟﻮﺳﺎﺋﻞ ﻣﺰﳚﹰﺎ ﻣﻦ ﺍﻹﻟﻘﺎﺀ ﺍﳌﺒﺎﺷﺮ ﰲ ﻗﺎﻋـﺔ ﺍﶈﺎﺿـﺮﺍﺕ‪ ،‬ﻭﺍﻟﺘﻮﺍﺻ‪‬ـﻞ ﻋـﱪ‬
‫ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﺍﰐ)‪.(4‬‬
‫ﻭ‪‬ﻳﻘ ‪‬ﺪﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻮﺭ ﺍﳌﺮﺋﻴﺔ ﻭﺍﻟﻨﺺ ﻭﺍﳌـﺎﺩﺓ ﺍﳌـﺴﻤﻮﻋﺔ‬
‫ﻭﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻭﻗﺪ ﻳﺘﻄﻠﱠﺐ ﻣﺸﺎﺭﻛﺔ ﺍﳌﺘﺪﺭﺏ ﻋﱪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻫﺬﺍ ﳝﻜﹼﻦ‬

‫‪.2007‬‬ ‫‪ ،http://www.elearning.edu.sa/training/cmain.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﺳﺒﺘﻤﱪ‬ ‫)‪(1‬‬

‫‪.Online‬‬ ‫)‪(2‬‬

‫‪.2007‬‬ ‫‪ ،http://www.elearning.edu.sa/training/cmain.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﺳﺒﺘﻤﱪ‬ ‫)‪(3‬‬

‫‪ ،http://arabic.etqm.ae/elearning/blended.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺃﻓﺮﻳﻞ ‪.2008‬‬ ‫)‪(4‬‬

‫‪286‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﺘﺪﺭﺏ ﻣﻦ ﺍﻟﺴﻤﻊ ﻭﺍﻟﺮﺅﻳﺔ ﻭﺍ ﹸﳌﻤﺎ ‪‬ﺭﺳﺔ ﻭﺣﱴ ﺍﻟﺘﺤ ‪‬ﺪﺙ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﺰﻳﺪ ﻣﻦ ﻧﺴﺒﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺒﻘﻰ ﰲ‬
‫ﺕ ﻋﺪﺓ ﲝﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺣﻔﻈﻬﺎ ﺑﺸﻜ ٍﻞ ﺃﻓﻀﻞ)‪.(1‬‬ ‫ﺍﻟﺬﺍﻛﺮﺓ‪ ،‬ﻛﻤﺎ ‪‬ﺗﺘﺎﺡ ﻟﻪ ﻓﺮﺻﺔ ﺗﻜﺮﺍﺭ ﻣﻀﻤﻮﻥ ﺍﳌﺎﺩﺓ ﻣﺮﺍ ٍ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺗ ‪‬ﱪﺯ ﺃﳘﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻦ ‪‬ﻣﻨﻄﹶﻠﻖ ﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻘﲏ ﻟﻄﺒﻴﻌﺔ ﺍﻟﻌﺼﺮ ﺍﳊـﺎﱄ‪ ،‬ﻭﻣـﻦ‬
‫ﺍﻷﳘﻴﺔ ﺍﻟﱵ ‪‬ﺗﻤ‪‬ﻴﺰ ‪‬ﺎ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻹﻧﺘﺮﻧﺖ ﻣﻦ ﺧﻼﻝ ﻧﺸﺮ ﺍﻟـﻮﻋﻲ ﺍﳌﻌﻠﻮﻣـﺎﰐ ﻭﺗﻌﺰﻳـﺰ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﻟﻠﺤ ‪‬ﺪ ﻣﻦ ﻧﺴﺒﺔ ﺍﻷﻣﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ .‬ﻭﻳﻬﺪﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺇﱃ ﲢﻘﻴﻖ ﻣـﺎ‬
‫ﻳﻠﻲ‪:‬‬
‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(40‬‬
‫ﺃﻫﺪﺍﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‬

‫ﲢﻘﻴﻖ ﺗﻔﺎﻋﻞ‬
‫ﻛﺎﻣﻞ‬
‫ﺇﺗﺎﺣﺔ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻟﺘﻌﺎﻭﱐ‬
‫ﲢﻘﻴﻖ‬ ‫ﺗﻮﻓﲑ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻧﺘﻘﺎﻝ ﺃﺛﺮ‬
‫ﺃﻫﺪﺍﻑ‬ ‫ﺍﻟﺬﺍﰐ‬
‫ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﺍﻟﺘﺪﺭﻳﺐ‬ ‫ﺗﻨﻮ‪‬ﻉ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‬ ‫ﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ‬
‫ﺇﺗﺎﺣﺔ ﺍﶈﺘﻮﻯ‬
‫ﺍﻟﺒﺤﺚ‬
‫ﺷﺪﻳﺪ ﺍﻟﺘﻐﲑ‬
‫ﲢﻘﻴﻖ ﺗﻜﺎﻓﺆ‬
‫ﺍﻟﻔﺮﺹ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ‪.‬‬

‫‪ -1‬ﲢﻘﻴﻖ ﺗﻔﺎﻋ ٍﻞ ﻛﺎﻣﻞ)‪:(2‬‬

‫ﺣﻴﺚ ‪‬ﻳﺘﻴﺢ ﻧﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﻔﺎ ‪‬ﻋﻞ ﺍﻟﻜﺎﻣﻞ ﺍﳊﻲ ﻭﺍﳌﺒﺎﺷﺮ ﺑﲔ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣﻦ ﻧﺎﺣﻴﺔ‪،‬‬
‫ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪.‬‬

‫‪ ،http://arabic.etqm.ae/elearning/skills.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺃﻓﺮﻳﻞ ‪.2008‬‬ ‫)‪(1‬‬

‫‪.Per to per interactive‬‬ ‫)‪(2‬‬

‫‪287‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺗﻮﻓﲑ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ)‪ :(1‬ﺣﻴﺚ ‪‬ﻳﺘﺎﺡ ﻟﻠﻤﺘﺪﺭﺑﲔ ﺃﻥ ﻳﺘﻌﱠﻠﻤﻮﺍ ﺫﺍﺗﻴﹰﺎ ﺩﻭﻥ ﻋﻮﺍﺋﻖ ﺯﻣﺎﻧﻴﺔ ﺃﻭ ﻣﻜﺎﻧﻴﺔ ﻭﺑﻼ‬
‫ﺃﻳﺔ ﻗﻴﻮ ٍﺩ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻈﺎﻡ ﻭﺑﻼ ﺃﻳﺔ ﺃﻋﺒﺎ ٍﺀ ﻣﺎﻟﻴﺔ‪.‬‬
‫ﻛﺬﻟﻚ ‪‬ﻳﺘﺎﺡ ﻟﻪ ﺇﻣﻜﺎﻧﻴﺔ ﲢﺪﻳﺪ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﻳﺒﺪﺃ ﺑﻪ‪ ،‬ﻛﻤﺎ ‪‬ﻳﺘﺎﺡ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺏ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻘﻴﻴﻢ ﻧﻔﺴﻪ ﺫﺍﺗﻴﹰﺎ)‪،(2‬‬
‫ﺕ ‪‬ﻣﺘﺪ ‪‬ﺭﺟﺔ ﻣﻦ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫ﻭﻓﻖ ﻣﺴﺘﻮﻳﺎ ٍ‬
‫‪ -3‬ﺇﺗﺎﺣﺔ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺘﻌﺎﻭﱐ)‪:(3‬‬
‫ﺣﻴﺚ ‪‬ﻳﺘﺎﺡ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺑﲔ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻼﻗﻲ ﻭﺗﺪﺭﻳﺐ ﳎﻤﻮﻋﺎﺕ ﺗﻌﻠﱡ ٍﻢ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪:‬‬
‫‪ -‬ﺗﺰﺍﻣﻨﻴﹰﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺃﻭ ﺍﳌﻮﺍﻗﻊ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -‬ﻻ ﺗﺰﺍﻣﻨﻴﹰﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ ﻣﻦ ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ ﺃﻭ ﺣﱴ ﻣﻦ ﺍﳌﱰﻝ ﺩﻭﻥ ﺍﻟﺘﻘ‪‬ﻴﺪ ﺑﺎﻟﻮﻗﺖ ﺃﻭ ﺍﳌﻜﺎﻥ‪.‬‬
‫‪ -4‬ﺍﻧﺘﻘﺎﻝ ﺃﺛﺮ ﺍﻟﺘﻌﻠﱡﻢ‪:‬‬
‫ﺣﻴﺚ ‪‬ﻳﺴﺎﻋﺪ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻋﻠﻰ ﺍﻹﺗﻘﺎﻥ ﺍﻟﺬﺍﰐ ﻟﻠﻤﻌﻠﻮﻣﺔ ﻣﻊ ﺿﻤﺎﻥ ﺑﻘﺎﺋﻬﺎ ﻣـﺪ ﹰﺓ‬
‫ﺃﻃﻮﻝ‪ ،‬ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﻣﻮﺍﻗﻒ ﺃﺧﺮﻯ‪.‬‬
‫‪ -5‬ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺣﻴﺚ ‪‬ﻳﺘﻴﺢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳉﺪﻳﺪ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺏ ﺍﻟﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻮﺍﺻ‪‬ﻞ ﻣﻊ‬
‫ﺍﻷﻗﺮﺍﻥ‪ ،‬ﺃﻭ ﺍﻹﲝﺎﺭ ﰲ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪ -6‬ﺗﻨ ‪‬ﻮﻉ ﺍﻷﺩﻭﺍﺕ‪:‬‬
‫ﺣﻴﺚ ﻳﻔﺘﺮﺽ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳉﺪﻳﺪ ﺍﺧﺘﻼﻑ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﰲ ﺍﳌﻴـﻮﻝ ﻭﺍﻻﺗ‪‬ﺠﺎﻫـﺎﺕ ﻭﺍﻻﺳـﺘﻌﺪﺍﺩﺍﺕ‬
‫ﺕ ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ ﻟﻠﻤـﺴﺎﻋﺪﺓ ﰲ ﺫﻟـﻚ‬
‫ﻭﺍﻟﺮﻏﺒﺎﺕ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻮ ﻳ‪‬ﻮﻓﱢﺮ ﻃﺮﻗﹰﺎ ﳐﺘﻠﻔﺔ ﻟﻠﻮﺻﻮﻝ ﻟﻠﻤﻌﻠﻮﻣﺔ‪ ،‬ﻭﺃﺩﻭﺍ ٍ‬
‫‪‬ﺗﻨﺎ ِﺳﺐ ﺫﻟﻚ ﺍﻻﺧﺘﻼﻑ ﰲ ﻧﻮﻋﻴﺎﺕ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪.‬‬
‫‪ -7‬ﺇﺗﺎﺣﺔ ﺍﶈﺘﻮﻯ ﺷﺪﻳﺪ ﺍﻟﺘﻐﲑ‪:‬‬
‫ﻯ‬
‫ﻭﺫﻟﻚ ﳌﺴﺎﻳﺮﺓ ﺍﻻﻧﻔﺠﺎﺭ ﺍﳌﻌﺮﰲ ﺍﻟﺴﺎﺋﺪ ﰲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ؛ ﺣﻴﺚ ﻳﻌﺘﻤﺪ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳉﺪﻳﺪ ﻋﻠﻰ ﳏﺘﻮ ً‬
‫ﺗﺪﺭﻳﱯ ﺷﺪﻳﺪ ﺍﻟﺘﻐ‪‬ﻴﺮ ‪‬ﻳﻨﺎﺳﺐ ﺫﻟﻚ ﺍﻻﻧﻔﺠﺎﺭ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﰱ ﻇﻞ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳉﺪﻳﺪ ﻟﻦ ﻳﻮﺍﺟﻪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ‬
‫ﻣﺸﻜﻠﺔ؛ ﻷﻥ ﻣﺼﺪﺭ ﺍﳌﻌﻠﻮﻣﺔ ﺳﻴﻜﻮﻥ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬
‫‪ -8‬ﲢﻘﻴﻖ ﺗﻜﺎﻓﺆ ﺍﻟﻔﺮﺹ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ :‬ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺃﻥ ﻳﺘﻐﱠﻠﺐ ﻋﻠﻰ ﻋﻮﺍﺋﻖ ﺍﻟﻮﻗﺖ ﻭﺍﳌﺴﺎﻓﺔ ﺇﺫﺍ‬
‫ﻣﺎ ﺍﻋﺘﻤﺪ ﰲ ﺗﻌﻠﱡﻤﻪ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬

‫‪.Self-paced learning‬‬ ‫)‪(1‬‬

‫‪.Self assessment‬‬ ‫)‪(2‬‬

‫‪.Collaborative learning‬‬ ‫)‪(3‬‬

‫‪288‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺇﳚﺎﺑﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﻣﻊ ﺗﻌﺎ ﹸﻇﻢ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺰﺍ‪‬ﻳﺪ ﻛﻤﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﻧﺘﺸﺎﺭ ﺍﻟـﺴﺮﻳﻊ ﻟـﺸﺒﻜﺎﺕ ﺍﳊﺎﺳـﻮﺏ‬
‫ﻭﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻧﺸﺄﺕ ﻓﻜﺮﺓ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳍﺎﺋﻠـﺔ‬
‫ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﺎﺻﺮﺓ؛ ﳑﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﻟﺘﺠﺪﻳﺪ ﰲ ‪‬ﻧﻈﻢ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ‪.‬‬
‫ﻭﺗﺄﺳﻴﺴﹰﺎ ﻋﻠﻰ ﻣﺎ ﺳﺒﻖ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍ ﹸﳌﻌﺘ ‪‬ﻤﺪ ﻋﻠـﻰ ﺍﻟـﺸﺒﻜﺔ ﺍﻟﻌﺎﳌﻴـﺔ ﻟﻠﻤﻌﻠﻮﻣـﺎﺕ‬
‫)ﺍﻹﻧﺘﺮﻧﺖ( ﻳﺘﻤ‪‬ﻴﺰ ﺑﻌﺪ ٍﺩ ﻣﻦ ﺍﳌﺰﺍﻳﺎ ﳝﻜﻦ ﺇﲨﺎﳍﺎ ﰲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ)‪:(1‬‬
‫‪ -1‬ﺍﻟﺘﺤ ‪‬ﺮﺭ ﻣﻦ ﻗﻴﻮﺩ ﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ‪ :‬ﻓﺎﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳝﻜﻦ ﺃﻥ ﺗﺘ ‪‬ﻢ ﰲ ﺃﻱ ﻭﻗ ٍ‬
‫ﺖ ﻭﻣﻜﺎ ٍﻥ ﻳﻮﺟﺪ ﻓﻴﻪ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﻮﻥ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻭﺳﺎﺋﻂ ﺗﻌﻠﻴﻤﻴﺔ ‪‬ﻣﺘﻌﺪﺩﺓ‪ ،‬ﻣﺜﻞ‪ :‬ﺍﳌﺎﺩﺓ ﺍﳌﻄﺒﻮﻋﺔ‪ ،‬ﻭﺍﻷﺷﺮﻃﺔ ﺍﻟـﺴﻤﻌﻴﺔ‪،‬‬
‫ﻭﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻭﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﻭﺍﳍﺎﺗﻒ‪ ،‬ﻭﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ ﻭﺍﳌﺮﺋﻴﺔ‪ ،‬ﻭﻏـﲑ‬
‫ﺫﻟﻚ‪ ،‬ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻣﺼﺪ ٍﺭ ﻭﺍﺣﺪ‪ ،‬ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻱ‪.‬‬
‫‪ -2‬ﺍﺧﺘﺼﺎﺭ ﻭﻗﺖ ﺍﻟﺘﺪﺭﻳﺐ‪ :‬ﻭ‪‬ﻳﻘ ‪‬ﺪﺭ ﺍﻟﺘﻮﻓﲑ ﰲ ﺍﻟﻮﻗﺖ ﺑﺄﻧﻪ ﻳﺘﺮﺍﻭﺡ ﺑﲔ ‪ %20‬ﻭ ‪ ،%80‬ﻭ‪‬ﻳﻔ ‪‬‬
‫ﺴﺮ ﺫﻟﻚ‬
‫ﺑﺄﻥ ﺍ ﹸﳌﺘﺪﺭ‪‬ﺏ ﻳﺘﺤ ﱠﻜﻢ ﰲ ﺗﺪﻓﱡﻖ ﺍﳌﺎﺩﺓ؛ ﺣﻴﺚ ﳝﻜﻨﻪ ﲣ ﱢﻄﻲ ﺍﻷﺟﺰﺍﺀ ﻏﲑ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻭﺍﻟﺘﺮﻛﻴـﺰ ﻋﻠـﻰ‬
‫ﺍﻷﻗﺴﺎﻡ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ‪.‬‬
‫‪ -3‬ﻣﺮﺍﻋﺎﺓ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﲔ ﺍﳌﹸﺘﻌﻠﱢﻤﲔ ﻭﺍﻟﺴﻤﺎﺡ ﻟﻠﻤﺘﻌﻠﻢ ﺑﺎﳋﻄﻮ ﺍﻟﺬﺍﰐ‪ ،‬ﻛﻤﺎ ‪‬ﻳﺘﻴﺢ ﻟـﻪ ﺍﺧﺘﻴـﺎﺭ‬
‫ﺍ ﹸﳌﻘ ‪‬ﺮﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ ﳍﺎ ﻋﻼﻗﺔ ﺑﻌﻤﻠﻪ‪ ،‬ﺃﻭ ﺍﻫﺘﻤﺎﻣﺎﺗﻪ‪ ،‬ﺃﻭ ﺃﻭﺿﺎﻉ ﺣﻴﺎﺗﻪ ﺍﳋﺎﺻﺔ‪.‬‬
‫‪ -4‬ﺗﻘ ‪‬ﺪﻡ ﺗﻘﻨﻴﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﻛﻼ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍ ﹸﳌﺘﺰﺍ ِﻣﻨﺔ ﻭﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠـﻴﻢ ﻏـﲑ ﺍ ﹸﳌﺘﺰﺍ ِﻣﻨـﺔ ﰲ‬
‫ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺪﺭﻳﱯ‪ .‬ﻓﺄﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻏﲑ ﺍ ﹸﳌﺘﺰﺍ ِﻣﻨﺔ ‪ -‬ﻣﺜﻞ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺳـﺎﺣﺎﺕ ﺍﳊـﻮﺍﺭ ‪-‬‬
‫ﺗﺴﻤﺢ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺑﲔ ﺑﺈﺩﺍﺭﺓ ﺃﻭﻗﺎ‪‬ﻢ ﺑﻜﻔﺎﺀﺓ؛ ﺑﻴﻨﻤﺎ ﺍ ﹸﳌﺘﺰﺍﻣِﻨﺔ‪ -‬ﻣﺜﻞ ﺣﺠﺮﺍﺕ ﺍﻟﺜﺮﺛﺮﺓ ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ‬
‫ﻭﺍﳌﺮﺋﻴﺔ‪ -‬ﺗﻌﻄﻲ ﺍﻹﺣﺴﺎﺱ ﺑﺎﳌﺸﺎﺭﻛﺔ ﺍﳊﻴﺔ‪ ،‬ﻭ‪‬ﺗﺤﺎِﻓﻆ ﻋﻠﻰ ﻳﻘﻈﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪ ،‬ﻭ‪‬ﺗﺪ ‪‬ﺭﺑﻪ ﻋﻠﻰ ﺍﻻﻟﺘـﺰﺍﻡ‬
‫ﺑﺎﳌﻮﺍﻋﻴﺪ ﻭﺍ ﹸﳌﺸﺎ ‪‬ﺭﻛﺔ ﺍﳌﺒﺎﺷﺮﺓ‪.‬‬
‫‪ -5‬ﻣﻦ ﻣﺰﺍﻳﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﻧﻪ ﻳﺘ ‪‬ﻢ ﲟﻌﺰ ٍﻝ ﻋﻦ ﺍﻵﺧﺮﻳﻦ؛ ﲝﻴﺚ ﳝﻨﺢ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻟ ﹸﻔﺮﺻﺔ ﻟﻠﺘﺠﺮﺑـﺔ‬
‫ﻭﺍﳋﻄﺄ ﰲ ﺟ ﱟﻮ ﻣﻦ ﺍﳋﺼﻮﺻﻴﺔ ﺩﻭﻥ ﺃﻱ ﺷﻌﻮ ٍﺭ ﺑﺎﳊﺮﺝ‪.‬‬
‫‪ -6‬ﺗﻮﻓﲑ ﺃﺳﺎﻟﻴﺐ ﻭﻭﺳﺎﺋﻂ ﺗﻌﻠﻴﻤﻴﺔ ﻣﻐﺎﻳﺮﺓ ﻟﺘﻠﻚ ﺍ ﹸﳌﺴﺘﺨ ‪‬ﺪﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪.‬‬

‫‪(1) Ali Sharaf Al-Musawi, and Abdel-Raheem Ahmed Yousif, « E-learning at Sultan Qaboos University:‬‬
‫‪status and future », British Journal of Educational Technology, Vol 35, N° 3, 2004, pp 363-367.‬‬
‫‪289‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -7‬ﻳﺴﺎ ِﻋﺪ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻋﻠﻰ ﻧﻘﻞ ﺍﳉ ‪‬ﻮ ﻭﺍﻟﺒﻴﺌﺔ ﻣﻦ ﺩﺍﺧﻞ ﺃﺳﻮﺍﺭ ﺍﳌﺆﺳـﺴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴـﺔ ﺇﱃ‬
‫ﺍﳌﱰﻝ‪ ،‬ﳑﺎ ‪‬ﻳﺠ‪‬ﻨﺐ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﳋﺠﻞ ﻋﻨﺪ ﺇﻟﻘﺎﺀ ﺃﺳﺌﻠﺘﻬﻢ ﺃﻭ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺁﺭﺍﺋﻬﻢ‪.‬‬
‫‪ -8‬ﺗﻄﻮﻳﺮ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻟﻠﺘﻜ‪‬ﻴﻒ ﻣﻊ ﺍﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﰲ ﺇﻃﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳌـﺴﺘﻤﺮ ﺍﻟـﱵ‬
‫‪‬ﺗﻌ ‪‬ﺰﺯ ﺍﻟﻘﹸﺪﺭﺍﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻸﻓﺮﺍﺩ؛ ﻟﻠﺘﻜ‪‬ﻴﻒ ﻣﻊ ﺍ ﹸﳌﺴﺘﺠ ‪‬ﺪﺍﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺄﻫﻴـﻞ‪ ،‬ﳌﻮﺍﺟﻬـﺔ‬
‫ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -9‬ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍ ﹸﳌﻮ ﱠﻇﻒ ﺍﻟﺬﻱ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺘﻔ ‪‬ﺮﻍ ﻟﻠﺪﺭﺍﺳﺔ ﻭﻫﻮ ﻋﻠﻰ ﺭﺃﺱ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -10‬ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﺮﺃﺓ ﻟﺘﻮﺳﻴﻊ ﻣﺪﺍﺭﻛﻬﺎ ﻭﺗﻨﻤﻴﺔ ﻣﻬﺎﺭ‪‬ﺎ ﺗﻘﺪﻳﺮﹰﺍ ﻟﻈﺮﻭﻑ ﻣﺴﻜﻨﻬﺎ ﻭﺍﻟﺘﻨﻘﱡﻞ‪.‬‬
‫‪ -11‬ﺳﻬﻮﻟﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺣﱴ ﺧﺎﺭﺝ ﺃﻭﻗﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﲰﻴﺔ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺳﻠﺒﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‬
‫ﻻ ﺷﻚ ﺃﻥ ﺃﻱ ﻧﻈﺎﻡ ﻻ ﳜﻠﻮ ﻣﻦ ﺍﻟﺴﻠﺒﻴﺎﺕ‪ ،‬ﻭﻣﻦ ﺳﻠﺒﻴﺎﺕ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -1‬ﺍﻓﺘﻘﺎﺭ ﻣﺸﺎﺭﻛﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺇﳚﺎﺑﻴﹰﺎ ﰲ ﺗﺒﺎ ‪‬ﺩﻝ ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ ﻣﻊ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻣـﻊ ﳎﻤﻮﻋـﺔ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻣﻦ ﺟﻬ ٍﺔ ﺃﺧﺮﻯ؛‬
‫‪ -1‬ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﱵ ﻳﺸ ‪‬ﻌﺮ ‪‬ﺎ ﺑﻌﺾ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻨﺪ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻮﺍﺻ‪‬ﻞ ﺍﳌﺒﺎﺷﺮ ﻣﻊ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ‪ ،‬ﻭﺗﻈﻬﺮ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﻮﺍﺻ‪‬ﻞ ﻭﺍﻟﺘﺨﺎ ﹸﻃﺐ ﻋﻨﺪﻣﺎ ﻳﻘﻮﻡ ﺍﳌﹸﺪﺭ‪‬ﺑﻮﻥ ﺑﺘﺤﺪﻳﺪ ﺍﻟﻮﺍﺟﺒﺎﺕ ﻭﺍﳌﻬﺎﻡ ﻟﻠ ‪‬ﻤﺘﺪ ‪‬ﺭﺑﲔ‪.‬‬
‫‪ -2‬ﺍﻟﺼﻌﻮﺑﺔ ﺍﻟﱵ ‪‬ﺗﻮﺍ ِﺟﻪ ﺑﻌﺾ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﰲ ﺇﻳﺼﺎﻝ ﺃﻓﻜﺎﺭﻫﻢ ﰲ ﺍ ﹸﳌﻘ ‪‬ﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ .‬ﺑﺎﻹﺿـﺎﻓﺔ‬
‫ﺇﱃ ﺃﻥ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻟﻦ ﻳﺘﻤ ﱠﻜﻦ ﻣﻦ ﻣﺘﺎﺑﻌﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻟﻨﺸﻴﻂ ﺃﻭ ﺍﻟﻨﺎﺋﻢ ﺃﻭ ﺍﻟﺸﺎﺭﺩ ﺃﻭ ﺍ ﹸﳌﺘﻀﺎِﻳﻖ ﺃﻭ ﺍ ﹸﳌﻜﺘِﺌﺐ‬
‫ﺃﻭ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﻋﻠﻴﻪ ﺍﳌﻠﻞ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺎﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪‬ﻳﻔﻘﺪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺪﺭ‪‬ﺏ ﺍﻟـﺮﺍﺑﻂ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪ -3‬ﺗﻼﺷﻲ ﻭﺇﺿﻌﺎﻑ ﺩﻭﺭ ﺍﳌﹸﺪﺭ‪‬ﺏ )ﺍﻹﻧﺴﺎﻥ( ﻛ ‪‬ﻤﺆﱢﺛ ٍﺮ ﺗﺮﺑﻮﻱ ﻭﺗﻌﻠﻴﻤﻲ ﻣﻬﻢ‪.‬‬
‫‪ -4‬ﻗﺪ ﺗ‪‬ﺆﺩ‪‬ﻱ ﻛﺜﺮﺓ ﺗﻮﻇﻴﻒ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺍﳌﱰﻝ ﻭﰲ ﺍﳊﻴﺎﺓ ﺇﱃ ﻣﻠﻞ ﺍﳌﹸﺘﻌﻠﱢﻢ ﺃﻭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣـﻦ ﻫـﺬﻩ‬
‫ﳉ ‪‬ﺪﻳﺔ ﰲ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻌﻬﺎ‪.‬‬
‫ﺍﻟﻮﺳﺎﺋﻂ ﻭﻋﺪﻡ ﺍ ِ‬
‫‪ -5‬ﻋﺪﻡ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ؛ ﻟﺼﻌﻮﺑﺔ ﺍﺳﺘﺮﺟﺎﻉ ﺍﻟﺪﺭﻭﺱ ﻣـﻊ ﺍﳌﹸﺘـﺪﺭ‪‬ﺑﲔ ﳌﻌﺮﻓـﺔ ﻣـﺪﻯ‬
‫ﺍﺳﺘﻴﻌﺎ‪‬ﻢ؛ ﻭﺫﻟﻚ ﻟﺼﻌﻮﺑﺔ ﻭ‪‬ﻧﺪﺭﺓ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺒﺎﺷﺮ ﺑﲔ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪.‬‬

‫‪(1), Tony Tricker and Margaret Rangecroft and Peter Gilroy, « Evaluation distance education course: the‬‬
‫‪student perception », Assessment & evaluation in higher education, Vol 26, N° 2, 2001, pp 160 – 177.‬‬
‫‪290‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺿﻌﻒ ﺍﻟﺼﻠﺔ ﺑﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻧﺘﻴﺠ ﹰﺔ ﻻﻧﻌﺰﺍﻝ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻋﻦ ﻏﲑﻩ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻟﻠﺤﺎﺳﻮﺏ؛‬ ‫‪ -6‬‬
‫ﳑﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﻓﺘﻘﺎﺭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺇﱃ ﺍﻟﺘﻌﺰﻳﺰ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺬﻱ ﻳﻠﻘﺎﻩ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻋﺎﺩ ﹰﺓ ﰲ ﺑﻴﺌـﺔ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻱ؛ ﳑﺎ ‪‬ﻳﺼﻴﺐ ﺑﻌﺾ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺑﺎﻹﺣﺒﺎﻁ ﻭ‪‬ﻳﻘﱢﻠﻞ ﻣﻦ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﻟﺘﺪﺭﻳﺐ‪.‬‬
‫‪ -7‬ﻻ ‪‬ﻳﻌﱢﻠﻢ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻹﺣﺴﺎﺱ ﺑﺸﻌﻮﺭ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺍﻟﻠﻄﻒ ﻭﺍﻟﺒﺸﺎﺷﺔ‪ ،‬ﻭﺣ‪‬ـﺴﻦ‬
‫ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻻ ‪‬ﻳﻌﱢﻠﻢ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻹﺣﺴﺎﺱ ﺑﺎﳌﺴﺌﻮﻟﻴﺔ‪.‬‬
‫‪ -8‬ﺻﻌﻮﺑﺔ ﺗﻄﺒﻴﻖ ﺑﻌﺾ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺮﻏﻮﺏ ﺗﻌﻠﱡﻤﻬﺎ ﰲ ﺑﻌﺾ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛ ﻭﺑﺎﻟﺘـﺎﱄ‬
‫ﻓﺈﻥ ﺍﻟﱪﺍﻣﺞ ﺍﳌﻬﻨﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﲢﺘﺎﺝ ﺃﺣﻴﺎﻧﹰﺎ ﺇﱃ ﺃﻥ ‪‬ﻳﻐﺎ ِﺩﺭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺳﻜﻨﻪ ﺃﻭ ﻣﻘ ‪‬ﺮ ﻋﻤﻠﻪ ﻭﻳﺘﻮﺟ‪‬ـﻪ ﺇﱃ‬
‫ﻣﺮﻛﺰ ﺍﳌﺆﺳﺴﺔ ﺣﱴ ‪‬ﻳﺴ ‪‬ﻬﻞ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺗﻌﻠﱡﻢ ﺍﳌﻬﺎﺭﺓ ﺍﳌﺮﻏﻮﺏ ﺗﻌﻠﱡﻤﻬﺎ‪.‬‬
‫‪ -9‬ﺻﻌﻮﺑﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺇﺟﺮﺍﺀﺍﺕ ﺇﺩﺍﺭﺓ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﻟﺘﺄﻛﱡﺪ ﻣﻦ ﻣـﺼﺪﺍﻗﻴﺘﻬﺎ‪ ،‬ﻭﺻـﻌﻮﺑﺔ ﺗﻘﻴـﻴﻢ‬
‫ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ‪.‬‬
‫ﻣﻦ ﺧﻼﻝ ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺕ ﻃﺮﻕ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻔﺎ ‪‬ﻋﻠﻲ‪ ،‬ﻭﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﺣﺘﻴﺎﺟﺎﺕ‬
‫ﻭﻗﹸﺪﺭﺓ ﺍﳌﹸﺘﻌﻠﱢﻢ ﺃﻭ ﻣﺆﺳﺴﺘﻪ‪ ،‬ﳝﻜﻦ ﲢﺪﻳﺪ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ ﺃﻭ ﺍﺳﺘﺒﻌﺎﺩﻫﺎ‬
‫ﺑﺎﻟﻜﻠﻴﺔ‪ ،‬ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺒﺎﺷﺮ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﺍﻟﻔﺌﺎﺕ ﺍﻟﱵ ﳜﺪﻣﻬﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺕ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﰲ ﺍ‪‬ﺘﻤﻊ‬
‫ﺭﻏﻢ ﺍﻟﻨﻤﻮ ﺍﻟﻜﺒﲑ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻗﺼﻮﺭﹰﺍ ﰲ ﺗﻮﻓﲑ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻔﺌﺎ ٍ‬
‫ﺭﺍﻏﺒﺔ ﰲ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﺎ‪ ،‬ﻭﺗﻘﻒ ﺃﻣﺎﻣﻬﺎ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﺋﻖ ﻭﺍﻟﱵ ﹸﲢﻮﻝ ﺩﻭﻥ ﺫﻟﻚ‪ .‬ﻭﺑﺎﻟﺘـﺎﱄ ﻳﻬـﺪﻑ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺇﱃ ﺗﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﺘﻠﻚ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻐﻔﲑﺓ‪ ،‬ﻭﻣﻦ ﺍﻟﻔﺌﺎﺕ ﺍﻟـﱵ‬
‫ﳜﺪﻣﻬﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪:‬‬
‫ﻀﻠﻮﻥ ﺍﻟﺘﺪﺭﻳﺐ ﲟﻔﺮﺩﻫﻢ ﰲ ﻣﻨﺎﺯﳍﻢ ﻭﻓﻘﹰﺎ ﻟﻘﹸﺪﺭﺍ‪‬ﻢ ﺍﻟﺬﺍﺗﻴﺔ؛‬ ‫½ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﻮﻥ ﺍﻟﺬﻳﻦ ‪‬ﻳﻔ ‪‬‬
‫½ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﻮﻥ ﺍﻻﻧﻄﻮﺍﺋﻴﻮﻥ ﻏﲑ ﺍﻻﺟﺘﻤﺎﻋﻴﲔ ﺃﻭ ﻏﲑ ﺍ ﹸﳌﻨﻔِﺘﺤﲔ؛‬
‫½ ﺍﻷﺟﻴﺎﻝ ﺍﻷﻛﱪ ﺳﻨﹰﺎ ﺍﻟﺬﻳﻦ ﻓﺎ‪‬ﻢ ﻗﻄﺎﺭ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻳﺘﻄﱠﻠﻌﻮﻥ ﺇﱃ ﲢﻘﻴـﻖ ﻃﻤﻮﺣـﺎ‪‬ﻢ ﺩﻭﻥ‬
‫ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺸﻜ ٍﻞ ﻣﺒﺎﺷﺮ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ؛‬
‫½ ﺍﻟﻔﺌﺎﺕ ﺍﻟﱵ ﺗﻌﻴﺶ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﻓﻴﻬـﺎ ﺍﻟﺘـﺪﺭﻳﺐ ﺑﺎﻻﺗـﺼﺎﻝ‬
‫ﺍﳌﺒﺎﺷﺮ؛‬
‫½ ﺍﻟﻔﺌﺎﺕ ﺍﻟﱵ ﹸﲢﻮﻝ ﻭﺍﺟﺒﺎ‪‬ﻢ ﺍﻟﻌﺎﺋﻠﻴﺔ ﻭﺃﻋﻤﺎﳍﻢ ﻣﻦ ﺍﻻﻟﺘﺤﺎﻕ ﲟﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ؛‬
‫‪291‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺺ ﻣﺎ ﺃﻭ ﺍﻟﺘﺄﻫﻴﻞ ﺃﻭ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻌﻤ ٍﻞ ﻣﻌﲔ؛ ﻣﻦ ﺃﺟﻞ ﻣﻮﺍﻛﺒـﺔ‬ ‫ﺼ ٍ‬‫ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﺗﻐﻴﲑ ﲣ ‪‬‬ ‫½‬

‫ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻭﻣﻘﺘﻀﻴﺎﺕ ﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ؛‬

‫ﺧﺮﳚﻮ ﺍﳉﺎﻣﻌﺎﺕ ‪‬ﳑﻦ ﻳﺮﻏﺒﻮﻥ ﰲ ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﻢ ﲟﺎ ﻳ‪‬ﺘﻔﻖ ﻭﺳﻮﻕ ﺍﻟﻌﻤﻞ ﺍ ﹸﳌﻌﻮ ﹶﳌﺔ؛‬ ‫½‬

‫ﺍﻟﻨﺴﺎﺀ ﻭﺭ‪‬ﺑﺎﺕ ﺍﻟﺒﻴﻮﺕ ﺍﻟﻠﻮﺍﰐ ﻻ ﻳﺴﺘﻄﻌﻦ ﺍﻻﻟﺘﺤﺎﻕ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ ﺗﺘﻄﻠﱠـﺐ ﺍﳌﻮﺍﺟﻬـﺔ‬ ‫½‬

‫ﺍﳌﺒﺎﺷﺮﺓ ﻧﻈﺮﹰﺍ ﻟﻼﻟﺘﺰﺍﻣﺎﺕ ﺍﻟﻌﺎﺋﻠﻴﺔ؛‬

‫ﺫﻭﻭ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ؛‬ ‫½‬

‫ﺍﳌﺴﺎﺟﲔ ﺍﻟﺬﻳﻦ ﻟﻴﺲ ﲟﻘﺪﻭﺭﻫﻢ ﻣﻐﺎﺩﺭﺓ ﺍﻟﺴﺠﻦ ﻟﻠﺘﺪﺭﻳﺐ ﺧﺎﺭﺝ ﺃﺳﻮﺍﺭﻩ‪ ،‬ﺣﱴ ﳝﻜـﻦ ﺇﻋـﺪﺍﺩﻫﻢ‬ ‫½‬

‫ﺇﻋﺪﺍﺩﹰﺍ ﻣﻬﻨﻴﹰﺎ ﻭﻓﻜﺮﻳﹰﺎ ﳑﺎ ﻳﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺍﻻﻧﺪﻣﺎﺝ ﺑﺴﺮﻋ ٍﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﺣﺎﳌﺎ ‪‬ﻳﻄﹶﻠﻖ ﺳﺮﺍ ‪‬ﺣﻬﻢ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺇﺳﻬﺎﻣﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫ﻟﻘﺪ ﺭﺃﻳﻨﺎ ﺳﺎﺑﻘﹰﺎ ﺃﻥ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﺎﻥ ﺑﺪﺍﻓﻊ ﺯﻳﺎﺩﺓ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻻﲡﺎﻩ‬
‫ﳓﻮ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﳏﺎﻭﻟﺔ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻭﻫﺬﺍ ﻻ ﻳﺪ ‪‬ﻋﻨﺎ ‪‬ﻧﻨﻜﺮ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻳﻠﻌﺒﻪ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﰲ‬
‫ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﱪﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﺘﺪﺭﻳﱯ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﻣ ‪‬‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ‪‬ﺗﺆ ﱢﻛﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﻨﻬﺎ)‪:(1‬‬
‫‪ -1‬ﺍﻹﻧﺘﺮﻧﺖ ﻣﺜﺎ ﹲﻝ ﻭﺍﻗﻌﻲ ﻟﻠﻘﹸﺪﺭﺓ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﳐﺘﻠﻒ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ؛‬
‫ﺖ ﺑﺪﻭﻥ ﻋﻨﺎ ٍﺀ ﻭﺇﺿﺎﻋﺔ ﺍﻟﻮﻗﺖ؛‬‫ﺕ ﺣﺪﻳﺜﺔ ﰲ ﻛﺎﻓﺔ ﺍ‪‬ﺎﻻﺕ ﺑﺪﻗ ٍﺔ ﻋﺎﻟﻴﺔ ﻭﰲ ﺃﻗﻞ ﻭﻗ ٍ‬ ‫‪ -2‬ﺍﻟﺘﺰﻭﻳﺪ ﲟﻌﻠﻮﻣﺎ ٍ‬
‫‪ -3‬ﲢﺴﲔ ﹸﻓﺮﺹ ﺍﻟﻌﻤﻞ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﺑﺘﻬﻴﺌﺔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻟﻌﺎ ٍﱂ ﻳﺘﻤﺤﻮﺭ ﺣﻮﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ؛‬
‫ﺖ ﻭﺑﺄﻗ ﱢﻞ ﺗﻜﻠﻔﺔ؛‬
‫‪ -4‬ﺗﺴﺎﻋﺪ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﻌﺎﱂ ﺑﺄﺳﺮﻉ ﻭﻗ ٍ‬
‫‪ -5‬ﺍﳌﺮﻭﻧﺔ ﰲ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻜﺎﻥ‪ ،‬ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻋﺪ ٍﺩ ﺃﻛﱪ ﻣﻦ ﺍ ﹸﳌﺘﺎﺑﻌﲔ ﰲ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ؛‬
‫‪ -6‬ﺳﺮﻋﺔ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﻣﻮﺍﺯﻧ ﹰﺔ ﺑﺄﻧﻈﻤﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻷﻗﺮﺍﺹ ﺍ ﹸﳌﺪ ‪‬ﻣﺠﺔ )‪(CD-ROM‬؛‬
‫‪ -7‬ﺇﻋﻄﺎﺀ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺼﺒﻐﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﺍﳋﺮﻭﺝ ﻣﻦ ﺍﻹﻃﺎﺭ ﺍﶈﱢﻠﻲ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻋﻮﺍﺋﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﺘﺪﺭﻳﱯ‪.‬‬
‫ﻣﻦ ﻋﻮﺍﺋﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬

‫ﳏﻤﺪ ﺧﻠﻴﻔﺔ ﳏﻤﺪ ﺍﻟﻌﻤﺮﻱ‪ » ،‬ﻭﺍﻗﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻟﺪﻯ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﻃﻠﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻷﺭﺩﻧﻴﺔ «‪،‬‬ ‫)‪(1‬‬

‫ﳎﻠﺔ ﺍﲢﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2003 ،40‬ﺹ ﺹ ‪.70-35‬‬
‫‪292‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﺎﺩﻳﺔ‪ :‬ﺗﻌ ‪‬ﺪ ﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﺎﺩﻳﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻟﺘﻮﻓﲑ ﺧﺪﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ ﺃﺣﺪ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺮﺋﻴﺴﺔ ﰲ ﻋﺪﻡ‬
‫ﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﺍ ﹸﳌﺘﺘ‪‬ﺒﻊ‬
‫ﻒ ﲟﻮﺍﺻﻔﺎ ٍ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ؛ ﺫﻟﻚ ﺃﻥ ﺗﺄﺳﻴﺲ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﳛﺘﺎﺝ ﳋﻄﻮﻁ ﻫﺎﺗ ٍ‬
‫ﻟﻮﺍﻗﻊ ﺍﻹﻧﺘﺮﻧﺖ ﳚﺪ ﺃﻥ ﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﺎﺩﻳﺔ ﺗﻘﻞﱡ ﻳﻮﻣﹰﺎ ﺑﻌﺪ ﻳﻮﻡ‪ ،‬ﻭﻟﻌﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺒﺎﺷـﺮ ﻋـﱪ ﺍﻷﻗﻤـﺎﺭ‬
‫ﺍﻟﺼﻨﺎﻋﻴﺔ ﻳﻜﻮﻥ ﺃﺣﺪ ﺍﳊﻠﻮﻝ ﳍﺬﻩ ﺍﳌﺸﻜﻠﺔ‪.‬‬
‫‪ -2‬ﺍﳌﺸﻜﻼﺕ ﺍﻟﻔﻨﻴﺔ‪ :‬ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ‪‬ﺗﻮﺍ ِﺟﻪ ‪‬ﻣﺴﺘﺨ ِﺪﻣﻲ ﺍﻟﺸﺒﻜﺔ ﻛﺜﺮﺓ ﺍﻻﻧﻘﻄﺎﻉ ﺃﺛﻨـﺎﺀ ﺍﻟﺒﺤـﺚ‬
‫ﺴﺒﺔ ﺗﻜﻮﻥ‬
‫ﺐ ﻓﲏ ﺃﻭ ﻏﲑﻩ‪ .‬ﻭﻟﻌﻞ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺒﺎﺷﺮ ﻋﱪ ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﳋﱪﺓ ﺍ ﹸﳌﻜﺘ ‪‬‬
‫ﻭﺍﻟﺘﺼﻔﱡﺢ ﻟﺴﺒ ٍ‬
‫ﺳﺒﺒﹰﺎ ﰲ ﺣ ﱢﻞ ﺫﻟﻚ‪.‬‬
‫‪ -3‬ﺍﺗ‪‬ﺠﺎﻫﺎﺕ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﳓﻮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ :‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻹﻧﺘﺮﻧـﺖ ﰲ ﺍﳌـﺼﺎﻧﻊ‬
‫ﻭﺍﻟﻐﺮﻑ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻷﻋﻤﺎﻝ ﺍﻹﺩﺍﺭﻳﺔ ﻳﺰﺩﺍﺩ ﺗﻮ ‪‬ﺳﻌﹰﺎ ﺇﻻ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺃﻗﻞ ﻣﻦ‬
‫ﺍ ﹸﳌﺘﻮﱠﻗﻊ ﻭﻳﺴﲑ ﺑﺒﻂ ٍﺀ ﺷﺪﻳﺪ ﻋﻨﺪ ﺍﳌﻘﺎﺭﻧﺔ ﲟﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ‪.‬‬
‫‪ -4‬ﺍﻟﻮﻗﺖ‪ :‬ﻣﻦ ﺍﳌﻌﻠﻮﻡ ﺃﻥ ﺍﻟﻮﻗﺖ ﺍﳌﻄﻠﻮﺏ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺼﻮﺕ ﺃﻭ ﺍﻟﺼﻮﺭﺓ ﺃﻭ ﺍﳌﻠﻔﺎﺕ ﺍﻟﻜﺒﲑﺓ ﻫﻮ‬
‫ﺻﻞ‬
‫ﺺ ﻛﺘﺎﰊ؛ ﺫﻟﻚ ﺃﻥ ﻣﻌﻈﻢ ﺍﳊﻮﺍﺳﻴﺐ ﺗﺴﺘﺨﺪﻡ ﺍ ﹸﳌﻮ ِ‬
‫)‪(2‬‬
‫ﺃﺿﻌﺎﻑ ﺍﻟﻮﻗﺖ ﺍﳌﻄﻠﻮﺏ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧ ﱟ‬
‫ﺫﺍ ﺍﻟﺴﺮﻋﺔ ‪ ،Byte 56‬ﻭﻫﺬﻩ ﺍﻟﺴﺮﻋﺔ ﻻ ﺗﻨﻘﻞ ﺍﳌﻠﻔﺎﺕ ﺑﺴﺮﻋ ٍﺔ ﻓﺎﺋﻘﺔ؛ ﻭﻫﺬﺍ ﻗﺪ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﺗ‪‬ﺠﺎ ٍﻩ ﺳﻠﱯ‬
‫ﺕ ﻋﱪ ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺳﻮﻑ ‪‬ﻳﺴﺎﻋﺪ ﰲ ﲣﻄﱢـﻲ‬ ‫ﳓﻮ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻟﻜﻦ ﻇﻬﻮﺭ ﻣﻮﺻﻼﺕ ﻭﻣﺴﺘﻘﺒﻼ ٍ‬
‫ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ‪.‬‬
‫‪ -5‬ﻋﺪﻡ ﺍﳌﺼﺪﺍﻗﻴﺔ ﰲ ﺗﻘﻴﻴﻢ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﱪﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣ ‪‬‬
‫ﺇﻥ ﻣﻦ ﺃﻫﻢ ‪‬ﻣ ‪‬ﱪﺭﺍﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺠﺮ ﺍﳌﻌﺮﰲ ﻭﺍﻟﺘﻘﺪ‪‬ﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ :‬ﻳﺘﻤ‪‬ﻴﺰ ﺍﻟﻌﺼﺮ ﺍﳊﺎﱄ ﺑﻮﻓﺮﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺮﺍ ﹸﻛﻤﻬـﺎ ﺑـﺸﻜ ٍﻞ‬
‫‪ -1‬ﺍﻟﺘﻔ ‪‬‬
‫‪5‬‬ ‫ﺳﺮﻳﻊ‪ ،‬ﻭﻫﻨﺎﻙ ﻣﻦ ‪‬ﻳﺆ ﱢﻛﺪ ﻋﻠﻰ ﺃﻥ ﺣﺠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ﻳﺘﻀﺎﻋﻒ ﻛﻞ ‪ 4‬ﺳـﻨﻮﺍﺕ ﺃﻭ‬
‫ﺳﻨﻮﺍﺕ؛ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺣﺠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻋﺎﻡ ‪1992‬ﻡ ﻋﺒﺎﺭﺓ ﻋﻦ ‪ %25‬ﻣﻦ ﺣﺠﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻴﻮﻡ)‪.(3‬‬

‫‪(1) Neil C Rowe, « Cheating in Online Student Assessment: Beyond Plagiarism », Online Journal of Distance‬‬
‫‪Learning Administration, Vol 7, N° 2, 2004, available from:<http://distance.westga.edu >.‬‬

‫‪.Modem‬‬ ‫)‪(2‬‬

‫ﺧﻀﲑ ﺑﻦ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺑﲔ ﺍﻟﻄﻤﻮﺡ ﻭﺍﻹﳒﺎﺯ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻟﻌﺒﻴﻜﺎﻥ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟـﺴﻌﻮﺩﻳﺔ‪ ،‬ﻁ‪،1‬‬ ‫)‪(3‬‬

‫‪ ،1999‬ﺹ ‪.361‬‬
‫‪293‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺛﻮﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺳﺮﻋﺔ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ :‬ﺇﻥ ﻣﻦ ﺑﲔ ﺍﻟﺘﺤ ‪‬ﺪﻳﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻌﺎﳌﻴﺔ ﺍﺳﺘﻤﺮﺍﺭ ﺛﻮﺭﺓ‬
‫ﺨﺾ ﻋﻨﻬﺎ ﻣﻦ ﺗﻄ ‪‬ﻮ ٍﺭ ﻫﺎﺋﻞ ﻭ ‪‬ﻣﺘ‪‬ـﺼﻞ ﰲ ﺇﻣﻜﺎﻧـﺎﺕ‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﳎﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻣﺎ ﻳﺘﻤ ‪‬‬
‫ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﲣﺰﻳﻨﻬﺎ‪ ،‬ﻭﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪ ،‬ﻭﻧﻘﻠﻬﺎ‪ ،‬ﻭﺗﺪﻓﱡﻘﻬﺎ ﳏﻠﻴﹰﺎ ﻭﻋﺎﳌﻴﹰﺎ ﺑـﺴﺮﻋ ٍﺔ ﻓﺎﺋﻘـﺔ‬
‫ﻭﺗﻜﻠﻔ ٍﺔ ﻣﻌﻘﻮﻟﺔ‪.‬‬
‫‪ -3‬ﺍﻟﻘﺼﻮﺭ ﰲ ﺗﻮﻓﲑ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﺔ‪ :‬ﻳ‪‬ﻌﺘﱪ ﺗﻄﻮﻳﺮ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﺘـﺪﺭﻳﱯ ﻭﺇﻋـﺪﺍﺩﻫﺎ ﺃﺣـﺪ‬
‫ﺍ ﹸﳌﺮﺗ ﹶﻜﺰﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﻻﺑﺪ ﺃﻥ ﺗﺸﻬﺪ ﺍﳌﺮﺣﻠﺔ ﺍﻟﻘﺎﺩﻣﺔ ﻃﻔﺮ ﹰﺓ ﻣﻦ ﺣﻴﺚ ﺇﻋﺪﺍﺩ ﺍﻟﻜﻮﺍﺩﺭ‬
‫ﺼﺼﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻭﻓﻖ ﺧﻄ ٍﺔ ‪‬ﻣﺴ‪‬ﺒﻘﺔ ﳌﻘﺎﺑﻠﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪ .‬ﻭﻣﻦ ﺧـﻼﻝ‬ ‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺍﻟﺘﺨ ‪‬‬
‫ﻀﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺃﺳﻠﻮﺏ ﺍﳌﹸﺪﺭ‪‬ﺏ ﺍﻟﺰﺍﺋﺮ‪ ،‬ﺃﻭ‬‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻋﻦ ﺑ‪‬ﻌﺪ ﳝﻜﻦ ﺍﻟﺘﻐﻠﱡﺐ ﻋﻠﻰ ﺍ ﹸﳌﻌ ِ‬
‫ﺃﺳﻠﻮﺏ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻟﺰﺍﺋﺮ‪.‬‬
‫ﺕ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍ‪‬ﺘﻤﻊ‪ :‬ﺭﻏـﻢ‬
‫‪ -4‬ﻋﺠﺰ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻋﻦ ﺗﻘﺪﱘ ﹸﻓﺮﺹ ﺍﻟﺘﺪﺭﻳﺐ ﻟﻔﺌﺎ ٍ‬
‫ﺍﻟﻨﻤﻮ ﺍﻟﻜﺒﲑ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺎ ﺗﺰﺍﻝ ﺍ‪‬ﺘﻤﻌﺎﺕ ‪‬ﺗﻌﺎﱐ ﻣﻦ ﻋﺪﻡ ﺗﻮﻓﲑ ﹸﻓﺮﺹ ﺍﻟﺘﻌﻠـﻴﻢ ﻭﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﺏ ﻋﺎﺋﻠﻴـﺔ ﺃﻭ‬‫ﺏ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺃﻭ ﺃﺳﺒﺎ ٍ‬
‫ﺕ ‪‬ﻣﺘﻌ ‪‬ﺪﺩﺓ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺒﺎﺏ‪ .‬ﻭﻫﺬﻩ ﺍﻷﺳﺒﺎﺏ ﻗﺪ ﺗﻌﻮﺩ ﻷﺳﺒﺎ ٍ‬ ‫ﻟﻔﺌﺎ ٍ‬
‫ﺏ ﻣﻬﻨﻴﺔ ﻛﺤﺐ ﺍﻻﳔﺮﺍﻁ ﰲ ﺍﻟﻌﻤﻞ ﰲ ﺳـ ﱟﻦ‬ ‫ﺏ ﺻﺤﻴﺔ ﻛﺎﻹﻋﺎﻗﺎﺕ ﺍﳉﺴﻤﻴﺔ ﻭﺍﻻﻧﻔﻌﺎﻟﻴﺔ‪ ،‬ﺃﻭ ﺃﺳﺒﺎ ٍ‬ ‫ﺃﺳﺒﺎ ٍ‬
‫ﺏ ﺍﺟﺘﻤﺎﻋﻴـﺔ‬‫ﺏ ﺟﻐﺮﺍﻓﻴﺔ ﻛ‪‬ﺒﻌﺪ ﺍﳉﺎﻣﻌﺔ ﻋﻦ ﺳﻜﻦ ﺍﻟﻄﺎﻟﺐ ﺃﻭ ﻣﻜﺎﻥ ﻋﻤﻠﻪ‪ ،‬ﺃﻭ ﺃﺳـﺒﺎ ٍ‬ ‫‪‬ﻣﺒ ﱢﻜﺮﺓ‪ ،‬ﺃﻭ ﺃﺳﺒﺎ ٍ‬
‫ﺕ ﻣﻬﻨﻴﺔ ﳐﺘﻠﻔـﺔ‪ ،‬ﺃﻭ ﳊﺎﺟـﺔ‬ ‫ﻛﺘﻄ ‪‬ﻮﺭ ﺍ‪‬ﺘﻤﻊ ﻭﺗﻐ‪‬ﻴﺮﻩ ﻭﺣﺎﺟﺔ ﺍﻟﺴﻮﻕ ﻟﻠﻤﻬﻨﻴﲔ ﻭﺍ ﹸﳌﺘﺨﺼ‪‬ﺼﲔ ﰲ ﳎﺎﻻ ٍ‬
‫ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ ﺇﱃ ﻣﻬﺎﺭ ٍﺓ ﻓ‪‬ﻨﻴﺔ ﻣﻌﻴﻨﺔ ﳌﻮﺍﻛﺒﺔ ﻣﺎ ﻳﻄﺮﺃ ﻣﻦ ﺗﻄ ‪‬ﻮ ٍﺭ ﻭﺗﻘ ‪‬ﺪ ٍﻡ ﻋﻠﻤﻲ ﻭﺗﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﺃﻭ ﳊﺎﺟـ ٍﺔ‬
‫ﺼﺼﺎﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻬﻨﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺃﻭ ﻟﻠﺮﻏﺒـﺔ ﰲ‬ ‫ﺗﺮﺑﻮﻳﺔ ﻛﻌﺪﻡ ﺍﻹﻳﻔﺎﺀ ﲝﺎﺟﺔ ﺍﻷﻓﺮﺍﺩ ﻭﺍ‪‬ﺘﻤﻊ ﻣﻦ ﺍﻟﺘﺨ ‪‬‬
‫ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺗﻄﻮﻳﺮ ﺍﻟﺬﺍﺕ ﻭﺗﻨﻮﻳﺮﻫﺎ ﰲ ﺣﻘﻮﻝ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻬـﺎﺭﺍﺕ ﺍﳌﺨﺘﻠﻔـﺔ ﻣـﺪﻯ‬
‫ﺍﳊﻴﺎﺓ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺁﺛﺎﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﻳﻌﺘﻤﺪ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺃﺳﺎﺳﹰﺎ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓـﺔ ﺇﱃ ﺍﻷﻓـﺮﺍﺩ‬
‫ﺍﳌﹸﺘﻌﻠﱢﻤﲔ ﺃﻭ ﺍﳌﺘﺪﺭﺑﲔ‪ .‬ﻭﺗ‪‬ﻮﻓﱢﺮ ﺍﻟﻴﻮﻡ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍ ﹸﳌﺘﺨﺼ‪‬ﺼﺔ‬
‫ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ‪‬ﺗﺘﻴﺢ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻭﺍﻷﻓﺮﺍﺩ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﻓﻖ ﺍﺧﺘﻴـﺎﺭﺍﺗﻬﻡ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺣﺴﺐ ﺍﳉﺪﻭﻝ ﺍﻟﺰﻣﲏ ﺍﻟﺬﻱ ‪‬ﻳﻨﺎﺳﺒﻬﻢ‪ .‬ﻭﻭﺟﺪﺕ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﻫﺬﻩ ﺍﳊﻠـﻮﻝ‬

‫ﺃﻓﻨﺎﻥ ﻧﻈﲑ ﺩﺭﻭﺯﺓ‪ » ،‬ﻭﺍﻗﻊ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ ﻛﻤﺎ ﻳﺮﺍﻩ ﻛﻞ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ﻭﺍﳌﺸﺮﻑ ﺍﻷﻛﺎﺩﳝﻲ ﻭﺍﳌﻮﻇﻒ ﺍﻹﺩﺍﺭﻱ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻘـﺪﺱ‬ ‫)‪(1‬‬

‫ﺍﳌﻔﺘﻮﺣﺔ «‪ ،‬ﳎﻠﺔ ﺍﲢﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،2001 ،38‬ﺹ ‪.121‬‬
‫‪294‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﹸﻓﺮﺻﹰﺎ ﻛﺒﲑﺓ ﻟﻀﻤﺎﻥ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ ﳌﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺧﺎﺻ ﹰﺔ ﻣﻊ ﺍﻻﳔﻔـﺎﺽ ﺍﳌـﺴﺘﻤﺮ ﰲ‬
‫ﺗﻜﺎﻟﻴﻒ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﳌﻌﻘﻮﻟﺔ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺘﻜﺎﻟﻴﻒ‬
‫ﻃﺮﻕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﻧﺸﺮ ﻭﺗﻌﻤﻴﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺮﻫﻮ ﹲﻥ‬
‫ﺑﺘﻮﻓﱡﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍ ﹸﳌﺆ ‪‬ﻫﻠﺔ ﻟﻠﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻭﻣﻦ ﰒ ﻳ‪‬ﻌﺘﱪ ﺍﺳﺘﺤﺪﺍﺙ ﻭﺗﻄـﻮﻳﺮ ‪‬ﻧﻈـ ٍﻢ‬
‫ﻟﻠﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺗ‪‬ﺘﺼﻒ ﺑﺎﻟﺴﺮﻋﺔ ﻭﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ‪ ،‬ﻭﺗﻮﻓﲑ ﹸﻓﺮﺹ ﺍﻟﺘﺰﻭﻳﺪ ﺍ ﹸﳌﺘﺠ ‪‬ﺪﺩ ﻭﺍﳌﺴﺘﻤﺮ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ‪،‬ﻣﻦ ﺃﻫﻢ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﱵ ‪‬ﺗﺜﲑ ﺍﻻﻫﺘﻤﺎﻡ ﰲ ﳎﺎﻝ ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﻼﺯﻣﺔ ﻟﻨـﺸﺮ‬
‫ﻭﺗﻌﻤﻴﻖ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﳐﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ)‪.(1‬‬
‫ﺕ ﻛﺒﲑﺓ ﻟﺘﺄﻫﻴﻞ ﻭﺗﻄﻮﻳﺮ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﲝﻴـﺚ‬
‫ﻭﻳ‪‬ﻮﻓﱢﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﻤﺆﺳﺴﺔ ﺇﻣﻜﺎﻧﻴﺎ ٍ‬
‫ﺃﻧﻪ)‪:(2‬‬
‫‪ -‬ﳝﻨﺤﻬﺎ ﻣﺮﻭﻧ ﹰﺔ ﻛﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﻤﺎﻝ؛‬
‫‪ -‬ﻳ‪‬ﻮﻓﱢﺮ ﹸﻓﺮﺻﹰﺎ ﻛﺒﲑﺓ ﻟﺘﻨﻤﻴﺔ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺧﻼﻝ ﺇﺗﺎﺣﺔ ﹸﻓﺮﺹ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳉ‪‬ﻴﺪ ﻣﻊ ﺭﺑﺢ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﻜﻠﻔﺔ؛‬
‫‪ -‬ﺗﺸﺠﻴﻊ ﺍ ﹸﳌﻮﻇﱢﻔﲔ ﻋﻠﻰ ﲢ ‪‬ﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﰲ ﻣﻴﺪﺍﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﺍﰐ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﻨﻈﻴﻢ ﺃﻭﻗﺎﺕ‬
‫ﺗﻌﻠﱡﻤﻬﻢ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺬﻱ ‪‬ﻳﻨﺎﺳﺒﻬﻢ‪ ،‬ﳑﺎ ﳚﻌﻠﻬﻢ ﺃﻛﺜﺮ ﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﱡﻢ؛‬
‫‪ -‬ﺗﻠﺒﻴﺔ ﻛﻞ ﻣﻦ ﺣﺎﺟﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻢ )ﺍﻟﻌﺎﻣﻞ( ﻭﺍﻟﻌﻤﻞ )ﺍﳌﺆﺳﺴﺔ(‪ ،‬ﻭﺫﻟﻚ ﺑﻔﻀﻞ ﺍﳊﺮﻳﺔ ﺍﻟﻜﺒﲑﺓ ﰲ ﺍﺧﺘﻴﺎﺭ‬
‫ﺃﻭﻗﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﳑﺎ ‪‬ﻳﻤ ﱢﻜﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﺳﺘﻐﻼﻝ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﺩﻭﻥ ﺍﻧﻘﻄﺎﻉ؛‬
‫‪ -‬ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﻐﻼﻝ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻷﻭﱃ ﻟﻠﺘﺪﺭﻳﺐ ﺃﻭ ﰲ ﺑﺮﺍﻣﺞ ﺍﻟﺘـﺪﺭﻳﺐ ﺍﳌـﺴﺘﻤﺮ‬
‫ﻟﻠﻌﻤﺎﻝ‪.‬‬
‫ﻭﻣﻨﻪ ﻓﺈﻥ ﺍﻹﻧﻔﺎﻕ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﻭﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻳﻬﺪﻑ ﺇﱃ ﺭﻓـﻊ ﻛﻔـﺎﺀﺗﻬﺍ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﻫﺬﺍ ﺍﻹﺟﺮﺍﺀ ﺳﻴ‪‬ﺆﺩ‪‬ﻱ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻹﻳﺮﺍﺩﺍﺕ ﻟﻠﻤﺆﺳﺴﺔ‪ .‬ﺃﻱ ﺃﻥ ﺍﻹﻧﻔﺎﻕ‬
‫ﺼﺺ ﺟﺰﺀﹰﺍ ﻣﻦ‬‫ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻫﻮ ﺟﺰ ٌﺀ ﻣﻦ ﺍﻹﻧﻔﺎﻕ ﺍﻻﺳﺘﺜﻤﺎﺭﻱ ﻟﻠﻤﺆﺳﺴﺔ؛ ﻣﻦ ﺣﻴﺚ ﺃﻧﻪ ‪‬ﻳﺨ ‪‬‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﳊﺎﻟﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ‪‬ﺑﻐﻴﺔ ﲢﻘﻴﻖ ﻋﻮﺍﺋﺪ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬

‫)‪ (1‬ﻧﺴﻲ ﳏﻤﺪ ﻧﺼﲑ‪ » ،‬ﺍﻟﺘﺠﺮﺑﺔ ﺍﳌﺼﺮﻳﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟـﺪﻭﻝ ﺍﻟﻌﺮﺑﻴـﺔ ﰲ ﳎـﺎﻝ ﺍﻻﺗـﺼﺎﻻﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ«‪ ،www.ituarabic.org/11thhrmeeting/doc8.doc ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬
‫‪(2) Mohammad Suleiman Mohammad Jaradat and Houari Maaradj, « Integration of e-Learning and‬‬
‫‪Knowledge Management », Congrès scientifique international sur la performance des organisations et‬‬
‫‪gouvernements, Université de Ouargla, Algeria, 08-09 Mars 2005.‬‬
‫‪295‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭ‪‬ﻳﺴﺎﻫﻢ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﲣﻔﻴﺾ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻟﻠﻤـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻋﻠـﻰ‬
‫ﻣﺴﺘﻮﻳﲔ‪:‬‬
‫• ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ‪ :‬ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻨﺨﻔﻀ ﹲﺔ ﻛﺜﲑﹰﺍ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑﺘﻜﺎﻟﻴﻒ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺍﻟﱵ ﻋﺎﺩ ﹰﺓ ﻣﺎ ‪‬ﻳﻀﺎﻑ ﺇﻟﻴﻬﺎ ﻣﺼﺎﺭﻳﻒ ﺍﻟﺘﻨﻘﱡﻞ‪ ،‬ﺍﻹﻃﻌﺎﻡ‪ ،‬ﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪... ،‬ﺍﱁ؛‬
‫• ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ‪ :‬ﺿﻤﺎﻥ ﺍﻻﺣﺘﻔﺎﻅ ﺑﻨﻔﺲ ﺣﺠﻢ ﺍﻟﻌﻤﺎﻟﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﲡ‪‬ﻨﺐ ﺍﳋﺴﺎﺭﺓ ﺍﻟﱵ‬
‫ﻛﺎﻧﺖ ﺗﻨ‪‬ﺘﺞ ﻋﻦ ﻏﻴﺎﺏ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺮﺍﺩ ﺗﺪﺭﻳﺒﻬﻢ ﻋﻦ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﻭ‪‬ﻳﻀﺎﻑ ﺇﱃ ﻫﺬﻩ ﺍﳌﺰﺍﻳﺎ‪ ،‬ﺃﻥ ﺍﺳﺘﻐﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻦ ﺷﺄﻧﻪ ﻧﺸﺮ‬
‫ﺛﻘﺎﻓﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺳﻂ ﺍﻟﻌﻤﺎﻝ ﻭﺍ ﹸﳌﻮﻇﱢﻔﲔ‪ ،‬ﻭﺩﳎﻬﻢ ﻣﺒﺎﺷﺮ ﹰﺓ ﰲ ﻓﻀﺎﺀ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﳑﺎ ﻳﺴﺎﻋﺪﻫﻢ‬
‫ﻋﻠﻰ ﺍﻟﺘﻜﻴ‪‬ﻒ ﺍﻟﺴﺮﻳﻊ ﻣﻊ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﳛﺘﻢ ﻋﻠﻴﻬﻢ ﺑﺬﻝ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳉﻬﺪ ﻟﻜﺴﺐ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﳌﻄﻠﻮﺑﺔ ﻭﺍﳌﻌﺎﺭﻑ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫ﻭ‪‬ﺗﺘﻴﺢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻋﱪ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻸﻓﺮﺍﺩ ﺍ ﹸﳌﺮﺍﺩ ﺗﺪﺭﻳﺒﻬﻢ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ ﻣـﻦ‬
‫ﻣﻨﺎﺯﳍﻢ ﰲ ﺃﻭﻗﺎﺕ ﺍﻟﻔﺮﺍﻍ‪ .‬ﻭﻳﺘﻮ ‪‬ﺟﺐ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻝ ﺗﺴﻬﻴﻞ ﺣﺼﻮﻝ ﺍﻟﻌﻤﺎﻝ ﻭﺍﳌﹸـﻮﻇﱢﻔﲔ‬
‫ﻋﻠﻰ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﻣﺴﺎﻋﺪﺗﻬﻡ ﰲ ﺳﺪﺍﺩ ﻣﺼﺎﺭﻳﻒ ﺍﻟﺮﺑﻂ ﻭﺍﻟﺪﺧﻮﻝ ﺇﱃ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﻣﺘﻄﻠﺒﺎﺕ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﺰﺍﻳﺎ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ ﺇﱃ ﺃﻥ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﻜﺒﲑ ﺍﻟﺬﻱ ﻋﺮﻓﺘﻪ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﻣﻴـﺪﺍﻥ ﺍﻷﻋﻤـﺎﻝ‬
‫ﻼ ﺧﺎﺻﹰﺎ ﳌﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ؛ ﻣﻦ ﺃﺟﻞ ﺿﻤﺎﻥ ﻣﻮﺍﻛﺒﺔ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺃﺩﺍﺀ‬ ‫ﻳﻔﺮﺽ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺗﻜﻮﻳﻨﹰﺎ ﻭﺗﺄﻫﻴ ﹰ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ؛ ﻓﺤﺠﻢ ﻫﺬﻩ ﺍﻷﻋﻤﺎﻝ ﻳﺘﺰﺍﻳﺪ ﺑﺎﺳﺘﻤﺮﺍ ٍﺭ ﻣﻊ ﺍﻟﺘﺰﺍ‪‬ﻳﺪ ﺍﻟﻜﺒﲑ ﻭﺍﳌﺴﺘﻤﺮ‬
‫ﹸﳌﺴﺘﺨ ِﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ؛ ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻷﻣﻮﺭ ﺍﻟﺘﺎﻟﻴﺔ ﻟﺘﺄﻫﻴﻞ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ)‪:(1‬‬
‫‪ -1‬ﺗﻌﻠﻴﻢ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻠﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﱵ ﺗﺘﻌﱠﻠﻖ ﺑﺄﻋﻤﺎﳍﻢ؛‬
‫‪ -2‬ﺗﻮﻓﲑ ﺍﳌﺼﺎﺩﺭ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ‪‬ﺗﺘﻴﺢ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺍ ﹸﳌﻮﻇﱢﻔﲔ ﺗﻄﻮﻳﺮ ﹸﻗﺪﺭﺍﺗﻬﻡ ﺍﳌﻬﻨﻴـﺔ ﰲ ﳎـﺎﻝ ﺍﻷﻋﻤـﺎﻝ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛‬

‫ﻳﻮﺳﻒ ﺃﲪﺪ ﺃﺑﻮ ﻓﺎﺭﺓ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،2004 ،‬ﺹ ﺹ ‪.43-42‬‬ ‫)‪(1‬‬
‫‪296‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -3‬ﺗﻨﻔﻴﺬ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻛﻴﻔﻴﺔ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﻫﺬﻩ‬
‫ﺍﻟﱪﺍﻣﺞ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ؛‬
‫‪ -4‬ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻟﻌﺎﻣﻠﲔ ﻣﺒﺎﺷﺮ ﹰﺓ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ؛‬
‫ﺕ ﺩﺍﺧﻠﻲ ﻓﺎﻋﻞ ﺑﲔ ﺍ ﹸﳌﻮﻇﱢﻔﲔ‪ ،‬ﻳﺘﻴﺢ ﳍﻢ ﺍﻻﺗﺼﺎﻝ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻭﺗﺒﺎﺩﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ -5‬ﺗﺄﺳﻴﺲ ﻧﻈﺎﻡ ﺍﺗﺼﺎﻻ ٍ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺼﻮﺭ ٍﺓ ﺳﺮﻳﻌﺔ؛‬
‫‪ -6‬ﺗﻮﻓﲑ ﺍﻹﺳﻨﺎﺩ ﺍﻟﻔﲏ ﻭﺍﻟﺪﻋﻢ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍﻟﻼﺯﻡ ﻟﻠﻌﺎﻣﻠﲔ ﺩﺍﺧﻞ ﻭﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ؛ ﻣﻦ ﺃﺟﻞ ﲤﻜﻴﻨﻬﻢ‬
‫ﻣﻦ ﺃﺩﺍﺀ ﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺑﻜﻔﺎﺀ ٍﺓ ﻭﻓﻌﺎﻟﻴﺔ؛‬
‫‪ -7‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺭﺑﻂ ﲨﻴﻊ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪297‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻤﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‬
‫ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻤﺴﺘﻤﺮ‬
‫ﻳﻨ‪‬ﺒﻊ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﻭ ﺗﺪﺭﻳﺐ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﳌﺘﺴﺎﺭﻋﺔ ﺍﻟﱵ ﲢﺪﺙ ﰲ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﶈﻴﻄﺔ ﺑﺎﳌﺆﺳﺴﺔ ﻭﻣﺎ ﻳﺘﺮﺗﺐ ﻋﻦ ﺫﻟﻚ ﻣﻦ ﺣﺎﺟﺎﺕ ﺗﻨﻈﻴﻤﻴﺔ ﻭﻓﺮﺩﻳﺔ ﺗﻼﺀﻡ ﻫﺬﻩ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ‪ ،‬ﺍﻷﻣﺮ ﺍﻟـﺬﻱ‬
‫ﻳﻌﲏ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺆﺳﺴﺔ ﳍﺬﻩ ﺍﻟﺘﻐﻴ‪‬ﺮﺍﺕ ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺫﻟﻚ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻷﺩﻭﺍﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗ‪‬ﻮﻓﱢﺮﻫﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪.‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﺎﻫﻴﺔ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ‪.‬‬

‫ﺇﻥ ﺍﻟﺮﻛﻴﺰﺓ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ)‪ (1‬ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺇﳕﺎ ﺗﻘﻮﻡ ﻋﻠﻰ‬
‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ ﺍﳌﺴﺘﻤﺮ)‪.(2‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺃﺭﻛﺎﻥ ﺍﻟﺘﻌﻠﱡﻢ ﺍﳌﻌﺎﺻﺮ‪.‬‬
‫ﻟﻴﻜﻮﻥ ﺍﻟﺘﻌﻠﱡﻢ ﻧﺎﺟﺤﺎ ﻭﳛﻘﻖ ﻣﺎ ﻳﺒﺘﻐﻰ ﻣﻨﻪ ﻭﻫﻮ ﲢﻘﻴﻖ ﺗﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﻓﻌﺎﻟﺔ‪ ،‬ﻻ ﺑﺪ ﻣﻦ ﻗﻴﺎﻣﻪ ﻋﻠﻰ‬
‫ﺃﺭﻛﺎﻥ ﺃﺳﺎﺳﻴﺔ ﻫﻲ ﻣﺎ ﻳﻠﻲ)‪:(3‬‬
‫‪ -1‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻧﻈﺎﻡ ﺍﻟﺘﻔﻜﲑ)‪ :(4‬ﲟﻮﺟﺐ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻳﺘﻌﻠﻢ ﺍﻟﻔﺮﺩ ﻛﻴـﻒ ﻳﻔﻜـﺮ ﰲ ﺍﻷﻣـﻮﺭ‬
‫ﻭﺍﳌﺴﺎﺋﻞ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ‪‬ﻣﻜﻮ‪‬ﻧﺎ‪‬ﺎ‪ ،‬ﻭﺇﳚﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻴﻨـﻬﺎ‬
‫ﻭﻓﻬﻤﻬﺎ ﺑﺸﻜﻠﻬﺎ ﺍﻟﺼﺤﻴﺢ ﻟﻴﺼﻞ ﺇﱃ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﺣﻮﳍﺎ؛‬
‫‪ -2‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗﺴﺘﺨﺪﻡ ﻗﹸﺪﺭﺍ‪‬ﺎ)‪ :(5‬ﰲ ﻋﻤﻠﻴﺔ ﺍﻹﺑﺪﺍﻉ ﻭﺧﻠﻖ ﺃﺷﻴﺎﺀ ﺟﺪﻳﺪﺓ؛‬
‫‪ -3‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺬﻫﲏ ﺍﻟﺼﺤﻴﺢ)‪ :(6‬ﺍﻟﺬﻱ ﲟﻮﺟﺒﻪ ﻳﺘﻌﻠﻢ ﺍﻟﻔﺮﺩ ﻛﻴﻒ ﻳـﻨﻈﻢ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﺨﻴﻞ ﻭﺍﻟﺘﺼﻮﺭ ﰲ ﺫﻫﻨﻪ‪ ،‬ﻟﺘﻤﻜﻴﻨﻪ ﻣﻦ ﺍﻟﺘﻨﺒﺆ ﺑﺎﻷﻣﻮﺭ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﺎ ﺳﻮﻑ ﺗﺆﻭﻝ ﺇﻟﻴﻪ‪،‬‬
‫ﻭﺗﺸﻜﻴﻞ ﺗﺼﻮﺭ ﺣﻮﳍﺎ؛‬
‫‪ -4‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺮﺅﻳﺔ ﺍﳌﺸﺘﺮﻛﺔ ﻟﻸﻣﻮﺭ)‪ :(1‬ﺃﻱ ﻓﻬﻢ ﺍﻷﻣﻮﺭ ﺍﻟﻌﺎﻣﺔ ﺍﳌﺸﺘﺮﻛﺔ ﻣﻊ ﺍﻵﺧﺮﻳﻦ؛‬

‫ﱠﰎ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻬﺎ ﰲ ﺍﳌﺒﺤﺚ ﺍﻟﺴﺎﺑﻖ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪.‬‬ ‫)‪(1‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.347‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ﺹ ‪.449-448‬‬ ‫)‪(3‬‬

‫‪.System of Thinking‬‬ ‫)‪(4‬‬

‫‪.How use Abilities‬‬ ‫)‪(5‬‬

‫‪.Mental Model‬‬ ‫)‪(6‬‬

‫‪298‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -5‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻕ ﺍﻟﻌﻤﻞ)‪ :(2‬ﻓﻴﺘﻌﻠﻢ ﺍﻟﻔﺮﺩ ﻛﻴﻒ ﻳﻔﻜﺮ ﻣـﻊ ﺍﻵﺧـﺮﻳﻦ‪،‬‬
‫ﻭﻛﻴﻒ ﻳﻔﻬﻤﻬﻢ‪ ،‬ﻭﻛﻴﻒ ﻳﺘﺼﻞ ‪‬ﻢ‪ ،‬ﻭﻛﻴﻒ ﻳﺘﻌﺎﻭﻥ ﻭﻳﺘﻨﺎﻗﺶ ﻭﻳﺼﻞ ﺇﱃ ﺣﻠﻮﻝ ﻭﺃﺷﻴﺎﺀ ﺟﺪﻳـﺪﺓ‬
‫ﻣﺒﺘﻜﺮﺓ ﻣﻌﻬﻢ‪ ،‬ﻭﻛﻴﻒ ﻳﺘﻢ ﺍﻟﺘﻨﺴﻴﻖ ﺍﳉﻤﺎﻋﻲ؛‬
‫‪ -6‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻒ ﺗﻔﻬﻢ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ ﻭﺗﺪﺭﻙ ﳏﺘﻮﺍﻫﺎ‪ ،‬ﻭﻋﺪﻡ ﺍﳋﻮﻑ ﻣﻨـﻬﺎ‪ ،‬ﻭﻋـﺪﻡ‬
‫ﻣﻘﺎﻭﻣﺘﻬﺎ ﺑﻞ ﺍﻟﻌﻜﺲ ﲢﺪﻳﻬﺎ؛‬
‫‪ -7‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﺍﻗﻒ ﺣﺴﺐ ﺍﻟﻈﺮﻭﻑ ﺍﶈﻴﻄﺔ‪ ،‬ﻓﻴﻌﻠﻢ ﺍﻟﻔﺮﺩ ﻛﻴﻒ ﻳﻨﻘـﻞ‬
‫ﺍﳌﻮﻗﻒ ﻭﻇﺮﻭﻓﻪ ﺍﶈﻴﻄﺔ ﺑﻪ ﻭﺃﺳﺒﺎﺏ ﺣﺪﻭﺛﻪ ﺇﱃ ﻋﻘﻠﻪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﻭﻳﺄﻣﺮ ﺗﻔﻜﲑﻩ ﺃﻥ ﻳﺘﺨﺬ ﻣﺎ ﻫﻮ‬
‫ﻣﻨﺎﺳﺐ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻌﻪ ﺑﺸﻜﻞ ﺍﳚﺎﰊ؛‬
‫‪ -8‬ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻞ ﺟﺪﻳﺪ ﻭﻣ‪‬ﺘﻄﻮّﺭ ﳛﺘﺎﺟﻮﻧﻪ ﰲ ﺃﻋﻤﺎﳍﻢ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﺍﻻﺑﺘﻌﺎﺩ ﻋـﻦ‬
‫ﺗﻌﻠﻴﻤﻬﻢ ﺍﻷﺷﻴﺎﺀ ﺍﳌﺘﻘﺎﺩﻣﺔ‪ ،‬ﺃﻭ ﺍﻟﱵ ﻟﻴﺴﻮ ﲝﺎﺟﺔ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻷﻣﻮﺭ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺍﳌﺒﺎﺷـﺮﺓ‬
‫ﲟﺠﺎﻻﺕ ﺃﻋﻤﺎﳍﻢ؛‬
‫‪ -9‬ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻬﻴﺄﺓ ﻧﻔﺴﻴﹰﺎ ﻭﻣﻌﻨﻮﻳﺎﹰ‪ ،‬ﻭﻟﺪﻳﻬﺎ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﺘﻌﻠﻢ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳـﺪﺓ‬
‫ﻭﺍﳊﺪﻳﺜﺔ؛‬
‫‪ -10‬ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻄﺒﻴﻖ ﰲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ‪ ،‬ﺃﻱ ﻻ ﺗﻜﻮﻥ ﳎﺮﺩ ﻧﻈﺮﻳﺎﺕ ﻭﻓﺮﺿـﻴﺎﺕ‬
‫ﻻ ﳝﻜﻦ ﻟﻠﻤﺘﻌﻠﻢ ﺃﻥ ﻳﻨﻘﻠﻬﺎ ﻭﻳﻄﺒﻘﻬﺎ ﰲ ﺍﻟﻮﺍﻗﻊ؛‬
‫‪ -11‬ﺇﻋﻄﺎﺀ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﻤﺘﻌﻠﻢ ﻟﻜﻲ ﻳﻄﺒﻖ ﻣﺎ ﺗﻌﻠﻤﻪ ﻭﻳﻠﻤﺲ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﺃﺣﺪﺛﻪ ﺗﻌﻠﻴﻤـﻪ ﰲ ﺭﻓـﻊ‬
‫ﻣﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ‪ ،‬ﻭﺍﻟﺘﺄﻛﺪ ﺑﻌﺪ ﺫﻟﻚ ﻣﻦ ﻓﺎﻋﻠﻴﺔ ﺗﻄﺒﻴﻖ ﻣﺎ ﺗﻌﻠﻤﻪ‪ ،‬ﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻔﻌﺎﻝ ﺍﻟﻌﻤﻠﻲ ﻧﻀﻤﻦ‬
‫ﺃﻥ ﺍﳌﹸﺘﻌﻠﱢﻢ ﻟﻦ ﻳﻨﺴﻰ ﻣﺎ ﺗﻌﻠﻤﻪ‪ ،‬ﻓﺘﻌﻠﻢ ﺍﻷﺷﻴﺎﺀ ﻋﻤﻠﻴﺎ ﻳﺜﺒﺖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﻟﺬﻫﻦ؛‬
‫‪ -12‬ﻟﻜﻲ ﻳﺆﰐ ﺍﻟﺘﻌﻠﱡﻢ ﲦﺎﺭﻩ ﺍﳌﹸﺘﻤﺜﱢﻠﺔ ﺑﺘﺤﻘﻴﻖ ﺍﻻﺳﺘﻔﺎﺩﺓ ﺍﳉﺪﻳﺔ ﻣﻨﻪ ﻟﺪﻯ ﺍﳌﹸﺘﻌﻠﱢﻢ‪ ،‬ﻳﺘﻮﺟﺐ ﺣﻠﻖ ﺍﻟﺪﺍﻓﻌﻴـﺔ‬
‫ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﻟﻴﺴﺘﻔﻴﺪ ﳑﺎ ﻳﻘﺪﻡ ﻟﻪ ﻣﻦ ﻣﻮﺍﺩ ﺗﺪﺭﻳﺒﻴﺔ ﻭﻫﺬﺍ ﻳﻜﻮﻥ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺤﻔﻴﺰ ﺍﳌﻨﺎﺳﺐ؛‬
‫‪ -13‬ﻳﺘﻮﺟ‪‬ﺐ ﳒﺎﺡ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺇﱃ ﺣ ﱟﺪ ﻛﺒﲑ ﻋﻠﻰ ﻣﺎ ﺗ‪‬ﻮﻓﱢﺮﻩ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺩﻋﻢ ﻣـﺎﺩﻱ‬
‫ﻭﻣﻌﻨﻮﻱ‪ ،‬ﻓﻌﻠﻴﻬﺎ ‪‬ﻴﺌﺔ ﺍﳌﻨﺎﺥ ﺍﳌﻨﺎﺳﺐ ﻭﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﺘﻌﻠﻤﲔ ﻭﻣﺴﺎﻋﺪ‪‬ﻢ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﻣﺎ ﺗﻌﻠﻤﻮﻩ‪.‬‬
‫ﻳﺘ‪‬ﻀﺢ ﳑﺎ ﺗﻘﺪ‪‬ﻡ ﺃﻥ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻔﻌﺎﻝ ﻳﻘﻮﻡ ﻋﻠﻰ ﺃﺭﻛﺎ ٍﻥ ﻣﺘﻌﺪﺩﺓ ﺇﺫﺍ ﺗ‪‬ﻮﻓﱢﺮﺕ ﻓﻴﻪ ﺣﺼﻠﻨﺎ ﻋﻠﻰ ﻓﺎﻋﻠﻴـﺔ‬
‫ﻭﳒﺎﺡ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻳ‪‬ﻮﺿ‪‬ﺢ ﺫﻟﻚ‪:‬‬

‫‪.Shared Vision‬‬ ‫)‪(1‬‬

‫‪.Team Learning‬‬ ‫)‪(2‬‬

‫‪299‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(41‬‬

‫ﺃﺭﻛﺎﻥ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻔﻌﺎﻝ ﻭﺃﺛﺮﻩ‬

‫ﺇﳒﺎﺯ ﺃﻫﺪﺍﻑ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬ ‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬ ‫ﺗﻌﻠﱡﻢ‬ ‫ﺃﺭﻛﺎﻥ‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﻓﻌﺎﻝ‬ ‫ﺍﻟﺘﻌﻠﱡﻢ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.449‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺪﺍﺧﻞ ﺍﻟﺘﻌﻠﱡﻢ ﺍﳌﺴﺘﻤﺮ‪.‬‬

‫ﻫﻨﺎﻙ ﻋﺪﺓ ﻣﺪﺍﺧﻞ ﳝﻜﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ ‪‬ﺎ ﰲ ﺗﺼﻤﻴﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ‪ ،‬ﺳﻨﺄﰐ ﻋﻠﻰ ﺷﺮﺡ ﺛﻼﺛـﺔ ﻣﻨـﻬﺎ‬
‫ﻭﻫﻲ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﹰﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﹰﺎ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -1‬ﻣﺪﺧﻞ ﺍﻟﺘﻌﻠﱡﻢ ﺑﺎﳌﻤﺎﺭﺳﺔ‪ :‬ﻭﻳﺴﻤﻰ ﻛﺬﻟﻚ ﲟﺪﺧﻞ ﺍﻟﺘﻌﻠﱡﻢ ﺑﻮﺍﺳﻄﺔ ﻓﻌﻞ ﺍﻷﺷﻴﺎﺀ)‪ (2‬ﻭﲟﻮﺟﺒﻪ ﻳﺘﻢ ﺍﻟﺘﻌﻠﱡﻢ‬
‫ﻋﻠﻰ ﳕﺎﺫﺝ ﻭﻇﺮﻭﻑ ﻋﻤﻞ ﻣﺼﻄﻨﻌﺔ ﳑﺎﺛﻠﺔ ﲤﺎﻣﺎ ﻟﻈﺮﻭﻑ ﻭﻭﺍﻗﻊ ﺍﻟﻌﻤﻞ ﺍﻷﺻﻠﻲ؛ﺣﻴﺚ ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣـﻦ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﱡﻢ ﻳﻄﻠﺐ ﻣﻦ ﺍﳌﹸﺘﻌﻠﱢﻢ ﺃﻥ ﻳﻄﺒﻖ ﻣﺎ ﺗﻌﻠﻤﻪ ﻋﻠﻰ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﺼﻄﻨﻌﺔ ﰲ ﻭﺍﻗﻊ ﻭﺑﻴﺌﺔ ﻋﻤﻠﻪ ﺍﻷﺻﻠﻴﺔ‪.‬‬
‫‪ -2‬ﻣﺪﺧﻞ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻔﻌﻠﻲ ﺍﻟﻮﺍﻗﻌﻲ)‪ :(3‬ﲟﻮﺟﺒﻪ ﳛﺪﺩ ﻣﻀﻤﻮﻥ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳑﺎ ﳛﺪﺙ ﰲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ‬
‫ﺍﻟﻔﻌﻠﻲ‪ ،‬ﺃﻱ ﺃﻥ ﺍﳌﺎﺩﺓ ﺍﳊﻘﻴﻘﺔ ﻭﺣﺪﺛﺖ ﺃﻭ ﲢﺪﺙ ﰲ ﺍﻟﻮﺍﻗﻊ؛ﺣﻴﺚ ﻳﻘﺪﻡ ﻟﻠﻤﺘﻌﻠﻤﲔ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺣـﺎﻻﺕ‪،‬‬
‫ﻭﻣﻮﺍﻗﻒ‪ ،‬ﻭﻗﻀﺎﻳﺎ ﻣﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻭﻳﻄﻠﺐ ﻣﻨﻬﻢ ﺩﺭﺍﺳﺘﻬﺎ ﻭﺇﺑﺪﺍﺀ ﺍﻟﺮﺃﻱ ﺣﻮﳍﺎ؛ ﺣﻴﺚ ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ‬
‫ﻣﻦ ﺫﻟﻚ ﺗﻘﻴﻢ ﺍﻵﺭﺍﺀ ﺃﻭ ﺍﳊﻠﻮﻝ ﺍﳌﻘﺪﻣﺔ ﻣﻦ ﻗﺒﻞ ﺍﳌﹸﺘﻌﻠﱢﻤﲔ ﻟﺘﺤﺪﻳﺪ ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺜﻐﺮﺍﺕ ﺍﳌﻮﺟـﻮﺩﺓ ﻓﻴﻬـﺎ‬
‫ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻭﲡﻨﺒﻬﺎ ﰲ ﺍﻟﻮﺍﻗﻊ ﺇﺫﺍ ﻣﺎ ﺗﻌﺮﺿﻮﺍ ﳌﺜﻠﻬﺎ ﺃﻭ ﻣﺎ ﻳﺸﺒﻬﻬﺎ ﻋﻨﺪ ﳑﺎﺭﺳﺘﻬﻢ ﻷﻋﻤﺎﳍﻢ ﻋﻠﻰ ﺃﺭﺽ‬
‫ﺍﻟﻮﺍﻗﻊ‪.‬‬
‫‪ -3‬ﻣﺪﺧﻞ ﺳﻠﻮﻙ ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻨﻤﻮﺫﺟﻲ)‪ :(4‬ﻳﻄﻠﻖ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﻣﺼﻄﻠﺢ ﻭﻳﻘﻮﻡ ﻋﻠﻰ ﻓﻜﺮﺓ ﺃﺳﺎﺳـﻴﺔ‬
‫ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﺑﺈﻣﻜﺎﻥ ﺍﻟﺒﺸﺮ ﻭﻣﻦ ﺧﻼﻝ ﻣﺎ ﳝﻠﻜﻮﻧﻪ ﻣﻦ ﺫﻛﺎﺀ ﻭﻗﹸﺪﺭﺓ ﻋﻠﻰ ﺗﻘﻠﺪ ﺍﻷﺷﻴﺎﺀ‪ ،‬ﺃﻥ ﻳﺸﻜﻠﻮﺍ ﺃﳕﺎﻃﺎ‬
‫ﺃﻭ ﳕﺎﺫﺝ ﺳﻠﻮﻛﻴﺔ ﻣﻼﺋﻤﺔ ﻟﻮﺍﻗﻊ ﻋﻤﻠﻬﻢ‪ .‬ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻔﻜﺮﺓ ﻳﻬﺪﻑ ﻫﺬﻩ ﺍﳌﺪﺧﻞ ﺇﱃ ﺗﻌﻠﻴﻢ ﺍﻟﻔـﺮﺩ‬
‫ﻭﺇﻛﺴﺎﺑﻪ ﺃﳕﺎﻃﺎ ﻭﳕﺎﺫﺝ ﺳﻠﻮﻛﻴﺔ)ﳑﺎﺭﺳﺎﺕ ﻭﺗﺼﺮﻓﺎﺕ( ﺍﳚﺎﺑﻴﺔ ﺻﺤﻴﺤﺔ ﻭﻧﺎﺟﺤﺔ ﳝﻜﻦ ﺍﻻﻗﺘﺪﺍﺀ ‪‬ﺎ ﻋﻠﻰ‬
‫ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪.‬‬

‫‪.Behavior Modeling Learning‬‬ ‫)‪(1‬‬

‫‪.Learning by doing‬‬ ‫)‪(2‬‬

‫‪.Action learning‬‬ ‫)‪(3‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.450‬‬ ‫)‪(4‬‬

‫‪300‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬

‫ﻭﻫﻮ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﻮﺍﺳﻴﺐ ﻭﺑﺮﳎﻴﺎ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ ﺳﻮﺍﺀ ﻋﻠﻰ ﺷﺒﻜﺔ ﻣﻐﻠﻘـﺔ ﺃﻭ ﺷـﺒﻜﺎﺕ‬
‫ﻣﺸﺘﺮﻛﺔ ﺃﻭ ﺍﻟﺸﺒﻜﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﻫﻮ ﺗﻌﻠﻢ ﻣﺮﻥ ﻣﻔﺘﻮﺡ ﻭﻟﻴﺲ ﳎﺮﺩ ﻭﺳﻴﻠﺔ ﻟﻠﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺇﳕـﺎ‬
‫ﻳﺴﺘﺨﺪﻡ ﻷﻏﺮﺍﺽ ﺃﺧﺮﻯ ﻛﺜﲑﺓ ﻣﺜﻞ ﺇﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ ﻭﺇﻗﺎﻣﺔ ﺍﳌﻜﺎﺗﺐ ﺍﻻﻓﺘﺮﺍﺿﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﻭﻫﻮ‬
‫ﻻ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻘﻂ ﺑﻞ ﻋﻠﻰ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻘﻴﺎﺩﺓ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﲑ ﺃﻳﻀﹰﺎ ﻭﺗﻮﺟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﻟﻮﺳﺎﺋﻂ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻨﻬﺎ ﺍﺳﻄﻮﺍﻧﺎﺕ ﺍﻟﻠﻴـﺰﺭ ﺍﳌﺪﳎـﺔ )‪ (CDs‬ﻭﺍﻟﻮﺳـﺎﺋﻂ‬
‫ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ)‪ (1‬ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﺍﻟﺼﻮﺕ ﻭﺃﻓﻼﻡ ﺍﻟﻔﻴﺪﻳﻮ ﻣﻦ ﺧﻼﻝ ﺍﳊﺎﺳﻮﺏ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﱪﳎﻴﺎﺕ ﺍﳌﺨﺘﻠﻔـﺔ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻋﻦ ﺑ‪‬ﻌﺪ‪...‬ﺍﱁ‪.‬‬
‫ﻭﻣﻦ ﲰﺎﺗﻪ ﺃﻧﻪ ﻳﺘﻢ ﺑﺼﻮﺭ ٍﺓ ﻣﺘﺰﺍﻣﻨﺔ)‪(2‬؛ ﻓﺘﺘﻮﺍﺻﻞ ﺍﻷﻃﺮﺍﻑ ﺍﳌﺨﺘﻠﻔـﺔ ﻣـﻦ ﻣ‪‬ـﺪﺭ‪‬ﺏ ﻭﻣﺘـﺪﺭﺑﲔ‬
‫ﻣﺒﺎﺷﺮﺓ)‪(3‬؛ ﳑﺎ ﳚﻌﻞ ﺟﻮ ﺍﻟﺘﻌﻠﻴﻢ ﺃﻗﺮﺏ ﺇﱃ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺃﻭ ﻳﺘﻢ ﺑﺼﻮﺭ ٍﺓ ﻏﲑ ﻣﺘﺰﺍﻣﻨﺔ؛ ﺣﻴﺚ ﺗﻜـﻮﻥ‬
‫ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺘﺎﺣﺔ ﻋﻠﻰ ﺍﻟﺸﺒﻜﺔ ﻟﻜﻞ ﺷﺨﺺ ﻛﻲ ﻳﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻭﻓﻘﹰﺎ ﻟﻮﻗﺘﻪ ﻭﺳﺮﻋﺘﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻳ‪‬ﻮﻓﱢﺮ‬
‫ﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﻜﻠﻔﺔ ﻭ‪‬ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻫﻮ ﻳﻌﺘﻤﺪ ﻋﻠـﻰ ﺍﻟـﺘﻌﻠﱡﻢ ﺑﺎﳌﻤﺎﺭﺳـﺔ‬
‫ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﳌﺮﺗﺪﺓ ﻭﺭﻏﺒﺔ ﺍﳌﹸﺘﻌﻠﱢﻢ ﰲ ﺍﻟﺘﻌﻠﱡﻢ ﻭﺗﺼﻤﻴﻢ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺬﻱ ﻳﺴﺎﻋﺪ ﺍﳌﹸﺘﻌﻠﱢﻢ ﻋﻠﻰ ﺍﻟﺴﲑ ﻭﻓﻘﹰﺎ ﳋﻄـﺎﻩ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﰲ ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻳﻨﺎﺳﺒﻪ)‪ (4‬ﻭﺗﻮﺟﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺻﻔﺤﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻭﺍﻟﱵ ﲣﺘﱪ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳌﺆﺳﺴﺎﺕ ﻟﻠﺘﻌﻠﻢ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻫﻲ ﺗﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﲢﻠﻴﻞ ﺍﻟﻌﻮﺍﺋﻖ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻭﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﱵ ﺗ‪‬ﺆﺛﱢﺮ ﻋﻠﻰ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻟﺘﻌﻠﱡﻢ)‪ (5‬ﻭﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﱵ ﺗﻌﻮﺩ ﻋﻠﻰ ﺍﳌﹸﺘﻌﻠﱢﻢ ﺃﻭ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪:‬‬
‫‪ -1‬ﻳﺘﻌﻠﻢ ﻣﺎ ﻳﺮﻳﺪ ﺃﻥ ﻳﺘﻌﻠﻤﻪ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﳜﺘﺎﺭﻩ ﻭﺑﺎﻟﺴﺮﻋﺔ ﺍﻟﱵ ﺗﻨﺎﺳﺒﻪ؛‬
‫‪ -2‬ﻳﺘﻌﻠﻢ ﻭﳜﻄﺊ ﰲ ﺟﻮ ﻣﻦ ﺍﳋﺼﻮﺻﻴﺔ؛‬
‫‪ -3‬ﳝﻜﻨﻪ ﲣﻄﻲ ﺑﻌﺾ ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﻳﺮﺍﻫﺎ ﺳﻬﻠﺔ ﺃﻭ ﻏﲑ ﻣﻨﺎﺳﺒﺔ؛‬
‫ﻼ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻣﺘﻨﺎﻭﻝ ﻳﺪﻩ‪.‬‬ ‫‪ -4‬ﳚﻌﻞ ﻛﻤﹰﺎ ﻫﺎﺋ ﹰ‬

‫‪.Multimédia‬‬ ‫)‪(1‬‬

‫‪.Synchronous‬‬ ‫)‪(2‬‬

‫‪.ONLINE‬‬ ‫)‪(3‬‬

‫ﺇﳝﺎﻥ ﳏﻤﺪ ﺍﻟﻐﺮﺍﺏ‪ ،‬ﺍﻟﺘﻌﻠﱡﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﺪﺧﻞ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﻏﲑ ﺍﻟﺘﻘﻠﻴﺪﻱ‪ ،‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪،2003 ،‬‬ ‫)‪(4‬‬

‫ﺹ ‪.27‬‬
‫ﻣﻦ ﻫﺬﺍ ﺍﳌﻮﻗﻊ‪ ،www. @com/learning network/virtual academy/success :‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ ‪.2006‬‬ ‫)‪(5‬‬
‫‪301‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪.‬‬

‫ﺟﺎﺀﺕ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﻛﺘﻄﺒﻴﻖ ﻋﻤﻠﻲ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﻭﻣﺴﺘﺤﺪﺛﺎ‪‬ﺎ؛ ﺣﻴﺚ ﺗﺘﻌﺪ‪‬ﺩ ﻓﻮﺍﺋﺪﻫﺎ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻓﻴﺘﻢ ﻣﻦ ﺧﻼﳍﺎ ﺗﻨﻔﻴﺬ ﺍﻻﺗـﺼﺎﻻﺕ ﺍﳌـﺴﻤﻮﻋﺔ‬
‫ﻭﺍﳌﺮﺋﻴﺔ ﺑﲔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﰲ ﺃﻣﺎﻛﻦ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﻓﻴﻤﻜﻦ ﻟﻠﻤ‪‬ﺪﺭ‪‬ﺏ ﺃﻥ ﻳﻘﺪﻡ ﻣﺎﺩﺗﻪ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻄﻼﺑﻪ‬
‫ﺻﻮﺕ ﻭﺻﻮﺭﺓ ﻭﻳﻨﺎﻗﺸﻬﻢ ﻭﻛﻞ ﻣﻨﻬﻢ ﰲ ﻣﻨﺎﺯﳍﻢ ﳝﻜﻦ ﻟﻺﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺃﻥ ﲡﺘﻤﻊ ﻣـﻊ ﺭﻭﺍﺩ ﺍﻟﺘﺮﺑﻴـﺔ‬
‫ﻭﺍﳋﱪﺍﺀ ﳌﻨﺎﻗﺸﺘﻬﻢ ﰲ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪ ،‬ﻭﻳﺘﻢ ﻛﻞ ﻣﺎ ﺳﺒﻖ ﰲ ﺟﻮ ﺗﻔﺎﻋﻠﻲ ﺟـﺬﺍﺏ ﺃﻭﺟﺪﺗـﻪ ﻫـﺬﻩ‬
‫ﺍﳌﺆﲤﺮﺍﺕ ﻟﻼﺗﺼﺎﻝ ﺍﳌﺴﻤﻮﻉ ﻭﺍﳌﺮﺋﻲ ﺑﲔ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺸﺎﺭﻛﲔ ﻓﻴﻬﺎ ﻭﻛﻞ ﻣﻨﻬﻢ ﰲ ﻣﻜﺎﻧﻪ‪ ،‬ﺩﻭﻥ ﲢﻤﻞ‬
‫ﳌﺸﺎﻕ ﺍﻟﺴﻔﺮ ﻭﺍﻻﻧﺘﻘﺎﻝ ﻭﺗﻜﺎﻟﻴﻔﻪ‪ ،‬ﻓﻀﻼ ﻋﻦ ﺗﻮﻓﲑ ﺍﻟﻮﻗﺖ ﻟﻜﻞ ﻣﻨﻬﻢ)‪.(1‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺃﻧﻮﺍﻋﻬﺎ‪.‬‬
‫ﺇﻥ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﱵ ﺗﺪﺭﺱ ﺍﺳﺘﻌﻤﺎﻝ ﺑﻴﺌﺔ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻘﻴﻢ ﺣﺎﺟﺘـﻬﺎ ﺇﱃ ﻣـﺆﲤﺮ‬
‫ﺍﻟﻜﺘﺮﻭﱐ‪ ،‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺍﳌﺴﺎﻓﺔ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﻋﺪﺩ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻭﺗﻜﺮﺍﺭﻫﺎ ﻭﻧـﻮﻉ‬
‫ﻫﻴﻜﻞ ﺍﳌﺆﺳﺴﺔ ﻓﺎﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺮﲰﻴﺔ ﺍﻟﻜﺒﲑﺓ ﺗﻌﺘﱪ ﻣﺜﺎﻟﻴﺔ ﻟﻠﻨﺪﻭﺍﺕ ﺑﺎﻟﻔﻴـﺪﻳﻮ؛ﺣﻴﺚ ﺗ‪‬ـﻮﻓﱢﺮ ﺍﻟﺘﻔﺎﻋـﻞ‬
‫ﺑﺎﻷﺳﺌﻠﺔ ﻭﺍﻷﺟﻮﺑﺔ ﻋﻦ ﺑ‪‬ﻌﺪ‪ ،‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﳌﺆﲤﺮﺍﺕ ﻟﻐﺮﺽ ﻣﻌﲔ؛ﺣﻴﺚ ﻳﺮﻏـﺐ ﺷﺨـﺼﺎﻥ ﺃﻭ ﺃﻛﺜـﺮ ﰲ‬
‫ﺍﺟﺘﻤﺎﻉ ﻓﻮﺭﻱ)‪.(2‬‬
‫ﻉ ﺭﺋﻴﺴﻴﺔ ﻣﻦ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ)‪:(3‬‬
‫ﻭﻫﻨﺎﻙ ﺛﻼﺛﺔ ﺃﻧﻮﺍ ٍ‬
‫‪ -1‬ﺍﳌﺆﲤﺮﺍﺕ ﺑﺎﻟﻔﻴﺪﻳﻮ‪ :‬ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻘﻬﺎ ﺗﻨﻔﻴﺬ ﺍﳌﺆﲤﺮﺍﺕ ﻭﺟﻬﺎ ﻟﻮﺟﻪ ﻣﻊ ﻓﻴـﺪﻳﻮ ﺑﺎﳊﺮﻛـﺔ ﺍﻟﻜﺎﻣﻠـﺔ‬
‫ﺑﺎﻻﺗ‪‬ﺠﺎﻫﲔ ﺑﺎﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ؛ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺸﺎﺭﻛﻮﻥ ﺭﺅﻳﺔ ﺑﻌﻀﻬﻢ ﺑﻌﺾ ﺃﺛﻨﺎﺀ ﺍﳌﺆﲤﺮ‪ .‬ﻣﻦ ﺧﻼﻝ‬
‫ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﳝﻜﻦ ﺍﻻﺗﺼﺎﻝ ﺑﺎﳋﱪﺍﺀ ﻭﺍﳌﹸﺘﺨﺼ‪‬ﺼﲔ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻌـﺮﺽ‬
‫ﺧﱪﺍ‪‬ﻢ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﻌﻠﻮﻣﺎ‪‬ﻢ‪ ،‬ﳑﺎ ﳛﻔﺰ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻭﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﻌﻠﻴﻢ ﻭﲢﺴﲔ ﺍﻟﺘﻔـﺎﻫﻢ‬
‫ﺑﻴﻨﻬﻢ)‪.(4‬‬
‫‪ -2‬ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪ :‬ﲡﻤﻊ ﺻﻮﺭﺓ ﺑﺎﺗ‪‬ﺠﺎﻩ ﻭﺍﺣﺪ ﻣﻊ ﺻﻮﺕ ﺑﺎﺗ‪‬ﺠـﺎﻫﲔ‪ ،‬ﻭﻫـﺬﺍ ﺍﻟﻨـﻮﻉ ﺟﻴـﺪ ﰲ‬
‫ﺍﻹﻋﻼﻧﺎﺕ ﻋﻦ ﻣ‪‬ﻨﺘ‪‬ﺠﺎﺕ ﺟﺪﻳﺪﺓ ﺃﻭ ﳐﺎﻃﺒﺔ ﲨﻬﻮﺭ ﻛﺒﲑ؛ ﺣﻴﺚ ﳚﺘﻤﻊ ﲨﻬﻮﺭ ﺍﳌـﺸﺎﻫﺪﻳﻦ ﰲ ﺃﻋـﺪﺍﺩ‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺚ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ ﻟﻠﻨﺸﺮ‪ ،‬ﺩ‪.‬ﻡ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ‪) 213‬ﺑﺘﺼﺮﻑ(‪.‬‬ ‫)‪(1‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.37‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.37‬‬ ‫)‪(3‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.240‬‬ ‫)‪(4‬‬

‫‪302‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻛﺒﲑﺓ ﰲ ﺍﳌﺪﻥ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻳﺸﺎﻫﺪﻭﻥ ﻋﻠﻰ ﺷﺎﺷﺎﺕ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ؛ ﻓﺎﳍﺎﺗﻒ ﺑﺎﻻﺗ‪‬ﺠﺎﻫﲔ ﳝﻜﻦ ﺍﳌﺸﺎﻫﺪﻳﻦ ﺃﻭ‬
‫ﺍﳊﺎﺿﺮﻳﻦ ﻣﻦ ﺗﻮﺟﻴﻪ ﺃﺳﺌﻠﺔ ﺗﺴﻤﺢ ﻣﻦ ﻗﺒﻞ ﻛﻞ ﺍﳊﺎﺿﺮﻳﻦ‪.‬‬
‫‪ -3‬ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ‪ :‬ﻭﻫﻲ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺆﲤﺮ ﻳﺘﻢ ﻋﱪ ﺍﳍﺎﺗﻒ ﺑﲔ ﺛﻼﺛﺔ ﺃﺷـﺨﺎﺹ ﺃﻭ‬
‫ﺃﻛﺜﺮ ﰲ ﺃﻣﺎﻛﻦ ﺟﻐﺮﺍﻓﻴﺔ ﻣﺘﺒﺎﻋﺪﺓ؛ﺣﻴﺚ ﳚﻠﺲ ﺍﳌﺸﺎﺭﻛﻮﻥ ﰲ ﻏﺮﻓﺔ ﻣﺆﲤﺮﺍﺕ ﺧﺼﻴـﺼﺎ ‪‬ﻮﺍﺗـﻒ ﺫﺍﺕ‬
‫ﻣﻴﻜﺮﻭﻓﻮﻧﺎﺕ ﺧﺎﺻﺔ ﻟﻌﻘﺪ ﺍﻻﺟﺘﻤﺎﻉ ﲞﻼﻑ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﻟﻐـﺮﺽ ﻣﻌـﲔ ﻓـﺎﻥ‬
‫ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻭﻧﺪﻭﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﲢﺘﺎﺝ ﺇﱃ ﻣﺮﺍﻓﻖ ﺧﺎﺻﺔ ﻭﲣﻄﻴﻂ ﺧﺎﺹ ﳉﺪﻭﻟﺔ ﻭﻗﺖ ﺍﳌـﺸﺎﺭﻛﲔ‬
‫ﻭﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺮﺍﻓﻖ‪ .‬ﻓﺎﳌﺆﲤﺮﺍﺕ ﺑﺎﻟﻔﻴﺪﻳﻮ ﻫﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻮﺣﻴﺪ ﻣﻦ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﺍﻟﺬﻱ ﻳﻠﱯ ﺍﳊﺎﺟﺔ ﺇﱃ‬
‫ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻜﺎﻣﻞ؛ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﳌﺸﺎﺭﻛﻮﻥ ﺃﻥ ﻳﺸﺎﻫﺪﻭﺍ ﺭﺩﻭﺩ ﺍﻟﻔﻌﻞ ﻋﻠﻰ ﺃﻓﻜـﺎﺭﻫﻢ ﻭﺭﺩﻭﺩ ﺍﻟﻔﻌـﻞ‬
‫ﺍﳍﺎﻣﺔ ﺟﺪﺍ‪ ،‬ﻭﺗﺒﺪﻭ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﺴﻤﻌﻴﺔ ﻃﺒﻴﻌﻴﺔ ﺃﻛﺜﺮ ﻣﻦ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻷ‪‬ﺎ ﺗﺒﺪﻭ ﻣﺒﺴﻄﺔ‪.‬‬
‫ﺇﻥ ﺍﳌﺆﲤﺮ ﺍﻟﺼﻮﰐ ﻣﻨﺎﺳﺐ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻓﺮﻕ ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺗﻐﺬﻳـﺔ ﻋﻜـﺴﻴﺔ‬
‫ﻣﻨﻈﻮﺭﺓ ﻭﻣﻔﻬﻮﻡ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺗﺒﺎﻋﺪ ﺍﳌﺸﺎﺭﻛﲔ ﻓﻦ ﺍﳌﺆﲤﺮ ﺑﺎﻟﻔﻴﺪﻳﻮ ﻫﻮ ﺃﻓﻀﻞ ﺍﺧﺘﻴﺎﺭ)‪.(1‬‬
‫ﺇﻥ ﻫﺬﻩ ﺍﻻﺗﺼﺎﻻﺕ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ؛ﺣﻴﺚ ﺗﻨﻘـﻞ ﺍﻷﻟﻴـﺎﻑ‬
‫ﺍﻟﺰﺟﺎﺟﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺷﻌﲑﺍﺕ ﺯﺟﺎﺟﻴﺔ )ﺳﻴﻠﻴﻜﺎ( ﻋﻠﻰ ﺷﻜﻞ ﻣﻮﺟﺎﺕ ﺿﻮﺋﻴﺔ ﻭﺗﺼﻨﻊ ﺍﻷﻟﻴﺎﻑ‬
‫ﻣﻦ ﺛﻼﺙ ﻃﺒﻘﺎﺕ‪ .‬ﺍﻟﻄﺒﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﻏﻼﻑ ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴﻚ ﻟﻠﺤﻤﺎﻳﺔ ﻣﻦ ﺍﻷﻭﺳﺎﺥ‪ ،‬ﻭﺍﻟﻄﺒﻘـﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ﺗﺴﻤﻰ ﺍﻻﺭﺗﺪﺍﺩ ﺗﻌﻜﺲ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻀﻮﺋﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺒﻘﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺍﻟﻘﻠﺐ ﻣﻘﺎﺭﻧﺔ ﺑﺄﺷﻜﺎﻝ ﺍﻻﺗﺼﺎﻻﺕ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻓﺈﻥ ﺍﻷﻟﻴﺎﻑ ﺍﻟﺒﺼﺮﻳﺔ ﺗ‪‬ﻮﻓﱢﺮ ﻋﺪﺓ ﻣﺰﺍﻳﺎ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻣﺎﻫﺎ ﰲ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﻫﻲ)‪:(2‬‬
‫‪ -1‬ﺳﻌﺔ ﻋﺎﻟﻴﺔ ﰲ ﺍﻟﻨﻘﻞ‪ :‬ﲝﻴﺚ ﺗﺴﻤﺢ ﻟﻠﻤﺴﺘﻌﻤﻞ ﺃﻥ ﻳﻮﺳﻊ ﺍﻟﻨﻈﺎﻡ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﻛﺎﺑـﻞ ﺇﺿـﺎﰲ‪،‬‬
‫ﻓﻜﻴﺒﻞ ﺍﻷﻟﻴﺎﻑ ﻳﻨﻘﻞ ﺃﻛﺜﺮ ﻣﻦ ‪ 60000‬ﻣﻜﺎﳌﺔ ﻫﺎﺗﻔﻴﺔ ﰲ ﺫﺍﺕ ﺍﻟﻮﻗﺖ‪.‬‬
‫‪ -2‬ﻋﺪﻡ ﺍﻟﺘﺪﺍﺧﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ :‬ﻷﻥ ﺍﻷﻟﻴﺎﻑ ﺍﻟﺸﻌﺮﻳﺔ ﻏﲑ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻓﺎﻥ ﺍﻟﻨﺘﻴﺠﺔ ﻫﻲ ﻣﻮﺛﻮﻗﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪ -3‬ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻷﻣﻦ ﻟﻌﻤﻠﻴﺔ ﺍﻟﻨﻘﻞ‪ :‬ﺣﻴﺚ ﻻ ﳝﻜﻦ ﺍﻟﺘﺼﻨﺖ ﻋﻠﻰ ﺍﳌﻜﺎﳌﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟـﺪﺧﻮﻝ‬
‫ﻋﻠﻰ ﺍﻷﻟﻴﺎﻑ ﺍﻟﺸﻌﺮﻳﺔ ﻣﺒﺎﺷﺮﺓ‪.‬‬
‫‪ -4‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﻳﺔ ﺃﻋﻄﺎﻝ‪ :‬ﺣﻴﺚ ﺃﻥ ﻭﻗﺖ ﺍﻟﻌﻄﻞ ﻻ ﻳﺘﺠﺎﻭﺯ ‪ 30‬ﺛﺎﻧﻴﺔ ﰲ ﺍﻟﺴﻨﺔ‪.‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.38‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.38‬‬ ‫)‪(2‬‬

‫‪303‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻏﺮﺍﺽ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬

‫‪‬ﻳﺴﺘﺨ ‪‬ﺪﻡ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻋﻨﺪﻣﺎ ﻳﺘﻮﺍﺟﺪ ﺍﻷﻋﻀﺎﺀ ﰲ ﺃﻣﺎﻛﻦ ﺑﻌﻴﺪﺓ ﺑﻌﻀﻬﻢ ﻋﻦ ﺑﻌﺾ ﻭﻻ ﻳﻮﺟﺪ ﻣﱪﺭ‬
‫ﻻﺟﺘﻤﺎﻋﻬﻢ ﻣﻌﹰﺎ ﰲ ﻣﻜﺎ ٍﻥ ﻭﺍﺣﺪ)‪ ،(1‬ﻭ‪‬ﺗﺴﺘﻌ ‪‬ﻤﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﰲ ﺛﻼﺛﺔ ﺃﻏﺮﺍﺽ)‪:(2‬‬
‫‪ -1‬ﺗﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺒﻴﻌﺎﺕ ﻭﺍﻟﺘﻨﺒﺆ ﺑﺎﻟﺴﻴﺎﺳﺔ‪ ،‬ﻭﺗﻘﺪﻳﺮﺍﺕ ﺍﳌﻴﺰﺍﻧﻴﺔ؛‬
‫‪ -2‬ﺗﻨﺴﻴﻖ ﺍﳌﻬﺎﻡ ﺑﲔ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺘﺒﺎﻋﺪﻳﻦ ﺟﻐﺮﺍﻓﻴﺎ؛‬
‫‪ -3‬ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺧﺼﻮﺻﹰﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳉﻤﺎﻋﻴﺔ ﺃﻭ ﺍﺳﺘﻄﻼﻉ ﺍﻵﺭﺍﺀ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﻣﻨﺎﻓﻊ ﻟﻠﻤﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﳝﻜﻦ ﺗﻮﺿﻴﺤﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.302‬‬ ‫)‪(1‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.36‬‬ ‫)‪(2‬‬
‫‪304‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(42‬‬

‫ﻣﻨﺎﻓﻊ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑﻌﺪ‬

‫ﳛﺴﻦ ﻧﻮﻋﻴﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ‬

‫ﻟﻠﺴﻤﺎﺡ ﺑﺎﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﻟﻘﻀﺎﻳﺎ ﻋﻨﺪ ﻇﻬﻮﺭﻫﺎ‬

‫ﻻ ﺗﻮﺟﺪ ﻗﻴﻮ ‪‬ﺩ ﻋﻠﻰ ﺍﻟﻮﻗﺖ ﺣﻴﺚ‬ ‫‪‬ﺗﻘﱢﻠﻞ ﺍﻟﺴﻔﺮ ﻏﲑ ﺍﻟﻀﺮﻭﺭﻱ ﻭﺗ‪‬ﻮﻓﱢﺮ‬
‫ﻟﻦ ﻳﺘﺄ ‪‬ﺧﺮ ﻋﻦ ﺍﻻﺟﺘﻤﺎﻉ‬ ‫ﺍﻟﻮﻗﺖ ﻭﺍﻟﻨﻔﻘﺎﺕ ﻭﻋﺪﻡ ﺍﻻﻧﺘﻈﺎﺭ‬

‫ﻣﻨﺎﻓﻊ‬
‫ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑﻌﺪ‬

‫ﺍﻟﻨﻈﺎﻡ ﻣﻮﺟﻮ ‪‬ﺩ ﺩﺍﺋﻤﹰﺎ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ‬

‫ﺕ ﺧﺎﺻﺔ‬
‫ﻻ ﺣﺎﺟﺔ ﳌﻬﺎﺭﺍ ٍ‬
‫ﻗﻴﻮ ‪‬ﺩ ﺟﻐﺮﺍﻓﻴﺔ‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،2005 ،‬ﺹ ‪.36‬‬
‫)‪(1‬ﻭﻷﻥ ﺍﻟﻮﻗﺖ ﳏﺪﻭﺩ ﺑﻘﻴﻮﺩ‬
‫ﺍﻟﻔﻴﺪﻳﻮ ‪.‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻔﻬﻮﻡ ﻣﺆﲤﺮﺍﺕ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻳﺄﰐ ﺍﳌﺸﺎﺭﻛﻮﻥ‬
‫ﻣﺴﺘﻌﺪﻭﻥ ﲤﺎﻣﹰﺎ ﻣﻊ ﻣﺮﺍﻋﺎﺓ‬
‫ﻇﺮﻭﻑ ﺑﻌﻀﻬﻢ ﺑﻌﻀﹰﺎ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،2005 ،‬ﺹ ‪.36‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻔﻬﻮﻡ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ‪.‬‬

‫)‪(2‬‬

‫ﺍﻟﺸﺒﻜﺔ ﺍﻟﺮﻗﻤﻴﺔ ﻟﻠﺨﺪﻣﺎﺕ ﺍﳌﺘﻜﺎﻣﻠﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﺷﺒﻜﺔ ﺍﳍﺎﺗﻒ ﺍﻟﺮﻗﻤﻴﺔ ﺍﻟﱵ ﺗﺴﻤﺢ ﺑﻨﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﰲ ﺁﻥ ﻭﺍﺣﺪ ﻋﱪ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻣﻦ ﻣﺰﺍﻳﺎ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﺃ‪‬ﺎ ﲤﻜﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﻋﻠﻰ ﺧﻂ ﻫﺎﺗﻔﻲ ﻭﺍﺣﺪ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﺸﻐﻴﻞ ﻗﻨﻮﺍﺕ ﺭﻗﻤﻴـﺔ ﻣﺜـﻞ ﺍﻟـﺼﻮﺕ‬

‫‪.VIDEO CONFRENCING‬‬ ‫)‪(2‬‬

 ‫‪305‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻭﺍﻟﺼﻮﺭﺓ ﰲ ﺁﻥ ﻭﺍﺣﺪ ﻋﱪ ﺍﻟﻌﺎﱂ‪ .‬ﻛﻤﺎ ﲤﻜﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔـﺎﻛﺲ ﻭﺍﻹﻧﺘﺮﻧـﺖ ﻭﺇﺟـﺮﺍﺀ‬
‫ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﳌﻜﺎﳌﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ ﰲ ﺁﻥ ﻭﺍﺣﺪ‪.‬‬
‫‪ -1‬ﺗﻌﺮﻳﻒ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪:‬‬
‫ﺗﻌﻤﻞ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺴﻤﻮﻉ ﻭﺍﳌﺮﺋﻲ ﺑﲔ ﻋﺪﺩ ﻣﻦ ﺍﻷﺷـﺨﺎﺹ ﻭﻛـﻞ‬
‫ﻣﻨﻬﻢ ﰲ ﻣﻜﺎﻧﻪ‪ ،‬ﻭﻓﻴﻬﺎ ﻳﺘﻢ ﺗﺒﺎﺩﻝ ﺍﳌﻠﻔﺎﺕ ﻭﺍﻟﻮﺛﺎﺋﻖ ﻭﻋﻨﺎﺻﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻣﻊ ﺍﻟﺘﺤﺪﺙ ﺍﳌﺒﺎﺷـﺮ‬
‫ﻭﻣﺸﺎﻫﺪﺓ ﺍﻵﺧﺮﻳﻦ ﺃﺛﻨﺎﺀ ﻣﻨﺎﻗﺸﺘﻬﻢ ﻟﺒﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ)‪.(1‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﻋﻠﻰ ﺃ‪‬ﺎ‪ » :‬ﺍﺗﺼﺎﻝ ﻣﺴﻤﻮﻉ ﻣﺮﺋﻲ ﺑﲔ ﻋﺪﺓ ﺃﺷﺨﺎﺹ ﻳﺘﻮﺍﺟـﺪﻭﻥ ﰲ ﺃﻣـﺎﻛﻦ‬
‫ﺟﻐﺮﺍﻓﻴﺔ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﻳﺘﻢ ﻓﻴﻪ ﻣﻨﺎﻗﺸﺔ ﻭﺗﺒﺎﺩﻝ ﺍﻷﻓﻜﺎﺭ ﻭﺍﳋﱪﺍﺕ ﻭﻋﻨﺎﺻﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﰲ ﺟﻮ ﺗﻔﺎﻋﻠﻲ ﻳﻬﺪﻑ‬
‫ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻔﺎﻫﻢ ﺍﳌﺸﺘﺮﻙ«)‪.(2‬‬
‫ﻓﻬﻲ ﺗﻘﻨﻴﺔ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑﻌﺪ ﺑﻮﺍﺳﻄﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻭ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻹﺟﺮﺍﺀ‬
‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ ﺑﺎﻟﺼﻮﺭﺓ ﺍﳊﻴﺔ ﺃﻭ ﻟﻌﻘﺪ ﺍﻟﻠﻘﺎﺀﺍﺕ ﺍﳌﺒﺎﺷﺮﺓ‪.‬‬
‫‪ -2‬ﺃﻧﻮﺍﻉ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪:‬‬
‫ﺗﺘﻨ ‪‬ﻮﻉ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﰲ ﺿﻮﺀ ﺍﺧﺘﻼﻑ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸﺴﺘﺨﺪ‪‬ﻣﺔ ﻓﻴﻬﺎ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺟﻮﺩ‪‬ﺎ ﻟﺘﻨﻔﻴﺬ‬
‫ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺫﺍﺕ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﺗﻜﻠﻔﺘﻬﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻭﺗﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸﺴﺘﺨﺪ‪‬ﻣﺔ ﻓﻴﻬﺎ ﳝﻜﻦ‬
‫ﺗﻮﺿﻴﺤﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.214‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.215‬‬ ‫)‪(2‬‬

‫‪306‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪(19‬‬

‫ﺃﻧﻮﺍﻉ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﻟﻮﺻﻒ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻨﻮﻉ‬
‫ﻳﺴﺘﺨﺪﻡ ﻓﻴﻪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻷﺩﻭﺍﺕ ﻹﻋﺪﺍﺩ ﺣﺠـﺮﺓ ﺍﳌﺆﲤﺮ؛ﲝﻴـﺚ‬
‫ﳝﻜﻨﻬﺎ ﺍﺳﺘﻴﻌﺎﺏ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﳎﻤﻮﻋﺔ ﻭﺍﺣﺪﺓ‬
‫ﺃﻭ ﻋﺪﺓ ﳎﻤﻮﻋﺎﺕ ﰲ ﺃﻣﺎﻛﻦ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﻭﺗﺘﺸﻜﻞ ﺃﺟﻬﺰﺓ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻣﻦ‬
‫‪ -1‬ﻧﻈﺎﻡ ‪ Dedicated‬ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺷﺒﻜﺎﺕ ﺣﺎﺳﻮﺏ ﻛﺒﲑﺓ ﺑﻌﺪﺩ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳌـﺆﲤﺮ‪ ،‬ﻛـﺎﻣﲑﺍﺕ‬
‫ﺍﻧﺘﺮﻧﻴﺖ ﺭﻗﻤﻴﺔ ﺫﺍﺕ ﺩﻗﺔ ﻋﺎﻟﻴﺔ ﻭﻫﻲ ﺗﺜﺒﺖ ﻭﺗﺪﺍﺭ ﺃﻭﺗﻮﻣﺎﺗﻴﻜﻴـﺎ‪ ،‬ﲰﺎﻋـﺎﺕ‪،‬‬
‫ﺳﺒﻮﺭﺓ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﺘﻘﺴﻴﻢ ﺍﳌﺴﺘﻨﺪﺍﺕ ﻭﺍﻟﺼﻮﺭ‪.‬‬
‫ﺗﺴﺘﺨﺪﻡ ﺑﺮﺍﻣﺞ ﻭﲡﻬﻴﺰﺍﺕ ﻣ‪‬ﺤﺪ‪‬ﺩﺓ ﻟﺘﻨﻔﻴﺬ ﻣﺆﲤﺮ ﺍﻟﻔﻴﺪﻳﻮ ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﻣﺎ ﻳﻠﻲ‪- :‬‬
‫ﺟﻬﺎﺯ ﺣﺎﺳﻮﺏ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪) :‬ﻛﺎﺭﺕ ﺻـﻮﺕ‪ ،‬ﻛـﺎﺭﺕ‬
‫ﺻﻮﺕ ﻭﻣﻴﻜﺮﻭﻓﻮﻥ‪ ،‬ﺷﺎﺷﺔ ﻟﻼﺳﺘﺠﺎﺑﺔ ﻭﻣﺸﺎﻫﺪﺓ ﺍﻟﺼﻮﺭ ﺍﳌﺮﺳﻠﺔ‪ ،‬ﻭﺣـﺪﺍﺕ‬
‫‪ -2‬ﻧﻈﺎﻡ ‪ Desktop‬ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﻻﺗﺼﺎﻝ ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﻛﺎﺭﺕ ‪ ،ISDN‬ﻭ‪ ،Modem‬ﺑﺮﺍﻣﺞ ﺗـﺸﻐﻴﻞ ﻣـﺆﲤﺮﺍﺕ‬
‫ﺍﻟﻔﻴﺪﻳﻮ‪ ،‬ﻛﺎﻣﲑﺍ ﺍﻧﺘﺮﻧﻴﺖ ﺭﻗﻤﻴﺔ‪ ،‬ﻣﻴﻜﺮﻭﻓﻮﻥ ﻹﺭﺳﺎﻝ ﺍﻟﺼﻮﺕ‪ ،‬ﺃﺩﻭﺍﺕ ﺗﻘﺴﻴﻢ‬
‫ﺍﳌﺴﺘﻨﺪﺍﺕ ﻭﺍﻟﺼﻮﺭ‪ ،‬ﲡﻬﻴﺰﺍﺕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ(‪.‬‬
‫ﻭﻫﻮ ﻧﻈﺎ ‪‬ﻡ ﻳﺘﻤﺘﻊ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺭﻗﻤﻴﺔ ﻣ‪‬ﺘﻄﻮ‪‬ﺭﺓ‪ ،‬ﻭﻓﻴﻪ ﺗـﺮﺗﺒﻂ ﲨﻴـﻊ ﺃﻃـﺮﺍﻑ‬
‫ﺍﻻﺗﺼﺎﻝ –ﺍﳌﺸﺘﺮﻛﲔ ﰲ ﻣﺆﲤﺮ ﺍﻟﻔﻴﺪﻳﻮ‪ -‬ﺑﺸﺒﻜﺔ ﳒﻤﻴﺔ‪ ،‬ﻭﻳﺴﺘﺨﺪﻡ ﺧﻄـﻮﻁ‬
‫‪ ISDN‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﻂ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺸﺒﻜﺎﺕ ﺍﶈﻠﻴﺔ ‪ LAN‬ﻭﺍﻟﻮﺍﺳﻌﺔ ﺍﻟﻨﻄﺎﻕ‪-‬‬
‫ﺍﻟﻌﺎﳌﻴﺔ ‪ -WAN‬ﻭﻳﻘﺪﻡ ﻫﺬﻩ ﺍﻟﻨﻈﺎﻡ ﺧﺪﻣﺔ ﻣـﺆﲤﺮﺍﺕ ﺍﻟﻔﻴـﺪﻳﻮ ﻟﻠﻄـﻼﺏ‬ ‫‪ -3‬ﻧﻈﺎﻡ ‪ NIC NET‬ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﳌﺘﻮﺍﺟﺪﻳﻦ ﲟﻨﺎﺯﳍﻢ ﲜﻮﺩﺓ ﻋﺎﻟﻴﺔ ﻣ‪‬ﺘﻤﺜﱢﻠﺔ ﰲ ﻭﺿﻮﺡ ﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﻜﻢ ﺍﳌﺒﺎﺷﺮ ﻣﻦ ﻗﺒﻞ ﺍﻟﺸﺨﺺ ﺍﻟﺮﺋﻴﺴﻲ ﻭﻫﻮ ﻣﺪﻳﺮ ﺍﻟﻠﻘﺎﺀ ﺍﻟﺬﻱ‬
‫ﻗﺪ ﻳﻜﻮﻥ ﻋﻀﻮ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺃﻭ ﻣﺪﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﻭﻳﻮﺟﺪ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴـﺪﻳﻮ ﻧـﻮﻋﲔ ﳘـﺎ‪ MAIMA384 :‬ﻭ‬
‫‪ Aethra‬ﳌــﺆﲤﺮﺍﺕ‬ ‫‪MAIMA‬‬ ‫‪ -4‬ﻧﻈــﺎﻡ‬
‫‪ .MAIMA-s‬ﻭﳝﺘﺎﺯ ﻛﻼ ﺍﻟﻨﻮﻋﲔ ﺑﺎﳉﻮﺩﺓ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻭﻳﺴﺘﺨﺪﻣﺎﻥ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﳍﺎﺗﻒ ﺍﳌﺮﺋﻲ‪ ،‬ﻭﻻ ﻳﺴﺘﺨﺪﻣﺎ ﺧﻄﻮﻁ ‪.ISDN‬‬
‫ﻳﺘﻤﻴﺰ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﲜﻮﺩﺗﻪ ﻟﻼﺳﺘﺨﺪﺍﻡ؛ ﺣﻴﺚ ﻳﺴﻬﻞ ﺗﺒﺎﺩﻝ ﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﻟـﺼﻮﺕ‬ ‫‪(Office of Media Services) OMS‬‬ ‫‪ -5‬ﻧﻈﺎﻡ‬
‫ﻭﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﻋﻨﺎﺻﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﺸﺎﺭﻛﲔ‪.‬‬ ‫ﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺚ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ ﻟﻠﻨﺸﺮ‪،‬‬
‫ﺩ‪.‬ﻥ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ ﺹ ‪.217 -215‬‬
‫‪307‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺍﻟﻔﺮﻉ ﺍﳋﺎﻣﺲ‪ :‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‪.‬‬

‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍﻓﹸﺮﻫﺎ‪ ،‬ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫ﺷﻜﻞ ﺭﻗﻢ )‪(43‬‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬

‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ‬

‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﻈﺎﻡ ‪‬ﺪﻭﺀ ﻭﺭﺍﺣﺔ ﻧﻔﺴﻴﺔ ﻭﻛﺎﻣﻞ ﺍﺳﺘﺮﺧﺎﺀ‪ ،‬ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﻟﺘﻮﺗﺮ ﻭﺍﻟﻌﺼﺒﻴﺔ‪ ،‬ﳑﺎ ﻳ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺍﻟﺘﺮﻛﻴﺰ ﻓﻴﻤﺎ ﻳﺮﺳﻞ‬
‫‪1‬‬
‫ﻭﻳﺴﺘﻘﺒﻞ ﻣﻦ ﺧﻼﻝ ﺍﳌﺆﲤﺮ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﺆﲤﺮ ﺍﻟﻔﻴﺪﻳﻮ ﲟﺜﺎﺑﺔ ﺍﺗﺼﺎﻝ ﺣﻲ ﻣﺒﺎﺷﺮ ﻣﻦ ﺧﻼﻝ ﻛﺎﻣﲑﺍ ﺍﻻﻧﺘﺮﻧﻴﺖ‪ ،‬ﳑﺎ ﻳﺘﻄﻠﱠﺐ ﻣﻦ ﻛﻞ ﻓﺮﺩ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‬
‫‪2‬‬
‫ﺑﻔﺎﻋﻠﻴﺔ ﻷﻥ ﺍﻵﺧﺮﻳﻦ ﻳﺮﺍﻗﺒﻮﻥ ﺳﻠﻮﻛﻪ ﻋﻦ ﻗﺮﺏ‪.‬‬

‫ﺇﺑﺪﺍﺀ ﺍﻻﻫﺘﻤﺎﻡ ﲜﻤﻴﻊ ﺍﳌﺸﺎﺭﻛﲔ ﺑﺪﻭﻥ ﺍﺳﺘﺜﻨﺎﺀ‪ ،‬ﻭﺍﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﳌﺸﺎﺭﻙ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻘﻴﻤﺔ ﻭﺍﻷﺳﺌﻠﺔ ﺍﳍﺎﻣﺔ ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ‬
‫‪3‬‬
‫ﻟﻠﻤﺸﺎﺭﻛﲔ ﺣﱴ ﺗﻌﻮﺩ ﺍﻟﻔﺎﺋﺪﺓ ﻋﻠﻴﻪ ﻭﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪.‬‬

‫ﻳﻔﻀﻞ ﺍﺭﺗﺪﺍﺀ ﻣﻼﺑﺲ ﺫﺍﺕ ﺃﻟﻮﺍﻥ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﺑﺪﻻ ﻣﻦ ﺃﳕﺎﻁ ﺍﻷﻟﻮﺍﻥ ﺍﳌﺘﺪﺍﺧﻠﺔ ﻭﺍﳌﻌﻘﺪﺓ‪ ،‬ﻻﻥ ﺫﻟﻚ ﻳﺴﺒﺐ ﻋﺪﻡ ﺗﺮﻛﻴﺰ ﺍﻟﻜﺎﻣﲑﺍ‪.‬‬ ‫‪4‬‬

‫ﺃﻥ ﺗﻜﻮﻥ ﺣﺮﻛﺔ ﻣﺴﺘﺨﺪﻡ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻫﺎﺩﺋﺔ ﻭﺑﻄﻴﺌﺔ‪ ،‬ﻻﻥ ﻧﻈﺎﻡ ﻟﻘﻄﺎﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻣﻀﻐﻮﻃﺔ‪ ،‬ﻭﻻ ﺗﺮﺳﻞ ﺍﻟﻜﺎﻣﲑﺍ‬
‫‪5‬‬
‫ﺣﺮﻛﺔ ﺳﺮﻳﻌﺔ‪.‬‬

‫ﺃﻥ ﺗﻮﺿﻊ ﺍﻟﻜﺎﻣﲑﺍ ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ ﺃﻣﺎﻡ ﻣﺴﺘﺨﺪﻣﻬﺎ‪.‬‬ ‫‪6‬‬

‫‪‬ﺪﺋﺔ ﺍﳊﻤﺎﺱ ﻣﻦ ﺣﻴﺚ ﺍﻻﻧﺪﻓﺎﻉ ﳓﻮ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺳﻬﻠﺔ ﻭﺑﺴﻴﻄﺔ‪.‬‬ ‫‪7‬‬

‫ﺍﻟﺘﺤ ‪‬ﺪﺙ ﺑﺼﻮﺕٍ ﻗﻮﻱ ﻭﻣﺴﻤﻮﻉ ﺣﱴ ﻳﺘﻤ ﱠﻜﻦ ﺍﻵﺧﺮﻭﻥ ﻣﻦ ﲰﺎﻋﻪ ﺑﻮﺿﻮﺡ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻌﻪ‪ ،‬ﻛﻤﺎ ﳚﺐ ﻋﺪﻡ ﻣﻘﺎﻃﻌﺔ ﺍﳌﺘﺤ ‪‬ﺪﺙ‬ ‫‪8‬‬

‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﳌﻄﺒﻮﻋﺎﺕ ﻗﺒﻞ ﻋﺮﺿﻬﺎ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﲔ ﻭﺍﻟﻄﻼﺏ ﻣﻦ ﺧﻼﻝ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ؛ ﲝﻴﺚ ﺑﺘﻢ ﻋﺮﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪9‬‬
‫ﺍﻟﺮﺋﻴﺴﻴﺔ ﻓﻘﻂ‪ ،‬ﻭﰲ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺴﻤﻮﺡ ‪‬ﺎ ﻣﻦ ﺍﻟﺸﺎﺷﺔ‪.‬‬

‫ﺍﻟﻜﺘﺎﺑﺔ ﺑﺒﻂﺀ ﺣﻴﺖ ﻳﺘﻤﻜﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻣﻦ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻔﻬﻢ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻌﻬﺎ‪.‬‬ ‫‪10‬‬

‫ﺗﻌﺘﻤﺪ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﻋﻠﻰ ﺃﻧﻪ ﻳﻮﺟﺪ ﺷﺨﺺ ﻣﺮﺳﻞ ﻭﺁﺧﺮ ﻣﺴﺘﻘﺒﻞ ﻳﺘ ‪‬ﻢ ﺭﺑﻄﻬﻢ ﺑﺸﺒﻜﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳉﻬﺎﺯ‬
‫‪11‬‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﻭﻭﺣﺪﺓ ‪ MCU‬ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﻋﺪﺓ ﻣﻮﺍﻗﻊ ﺗﺼﻞ ﺇﱃ ‪ 6‬ﺃﻭ ‪ 7‬ﻣﻮﺍﻗﻊ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺍﳌﺼﺪﺭ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ ‪.223‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.223‬‬ ‫)‪(1‬‬

‫‪308‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺃﻥ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺷﺮﻳﻄﺔ ﺃﻥ‬
‫ﻳﺘﻢ ﺗﻮﻓﲑ ﻛﺎﻓﺔ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺘﻘﻨﻴﺔ ﻭ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻨﺠﺎﺡ ﻋﻤﻠﻴﺔ ﺍﻟﻨﻘﻞ ﺍﳊﻲ ﻭ ﺍﳌﺒﺎﺷﺮ ﻟﻠﻤﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺩﺱ‪ :‬ﻓﻮﺍﺋﺪ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬

‫ﺗ‪‬ﺘﻀﺢ ﻓﻮﺍﺋﺪ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﻦ ﻛﻮ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﺗﺼﺎﻝ ﻣﺮﺋﻲ ﻭﻣﺴﻤﻮﻉ ﻳﺘﻢ ﺑﲔ ﻋـﺪﺓ‬
‫ﺃﻃﺮﺍﻑ ﰲ ﺃﻣﺎﻛﻦ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﺪﻑ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻌﻬﺎ ﺑﺴﻬﻮﻟﺔ ﻭﺳﺮﻋﺔ ﳊﻈﻴﺔ‪ ،‬ﳑﺎ‬
‫ﳛﻘﻖ ﺃﻫﺪﺍﻑ ﺍﻻﺗﺼﺎﻝ ﻣﻦ ﺗﻌﺎﻭﻥ ﻭﺗﻔﺎﻫﻢ ﻣﺸﺘﺮﻙ‪ ،‬ﻭﻣﻦ ﻓﻮﺍﺋﺪ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﺎ ﻳﻠﻲ)‪:(1‬‬
‫‪ -1‬ﺳﺮﻋﺔ ﻋﻘﺪ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -2‬ﺍﺳﺘﻀﺎﻓﺔ ﺍﳋﱪﺍﺀ ﺍﳌﹸﺘﺨﺼ‪‬ﺼﲔ ﰲ ﲨﻴﻊ ﺍ‪‬ﺎﻻﺕ ﳌﻨﺎﻗﺸﺘﻬﻢ ﰲ ﺧﱪﺍ‪‬ﻢ ﻭﺃﻓﻜﺎﺭﻫﻢ ﻭﺃﲝﺎﺛﻬﻢ؛‬
‫‪ -3‬ﺗﻮﻓﲑ ﺍﻟﻮﻗﺖ ﺍﻟﻼﺯﻡ ﻟﻨﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ؛‬
‫‪ -4‬ﺗﻄﻮﻳﺮ ﻣﻔﺎﻫﻴﻢ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﲡﺎﻩ ﺍﳌﺴﺘﺤﺪﺛﺎﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﳍﺎ ﻟﺘﻄﻮﻳﺮ ﻣﻬﺎﺭﺍ‪‬ﻢ؛‬
‫‪ -5‬ﺗﻄﻮﻳﺮ ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑ‪‬ﻌﺪ ﺛﻨﺎﺋﻲ ﺍﻻﺗ‪‬ﺠﺎﻩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺮﺋﻲ ﺍﳌﺴﻤﻮﻉ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‬
‫ﻭﺇﻥ ﺗﻌﺪﺩﺕ ﺃﻣﺎﻛﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ؛‬
‫‪ -6‬ﺗﻘﺪﱘ ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺐ ﺟﺪﻳﺪﺓ ﻟﻌﺮﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﺷﻜﺎﻝ ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ؛‬
‫‪ -7‬ﺍﻟﺘﺨﻔﻴﺾ ﻣﻦ ﺣﺴﺎﺳﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻭﺟﻬﺎ ﻟﻮﺟﻪ ﻟﺪﻯ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺑﻌﺾ ﺍﳌـﺸﻜﻼﺕ‬
‫ﺍﻟﻨﻔﺴﻴﺔ؛‬
‫‪ -8‬ﺗﺸﺠﻴﻊ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﳊﻮﺍﺭ ﺍﳌﺒﺎﺷﺮ ﺑﺼﻔﺔ ﻣﺴﺘﻤﺮﺓ ﻭﰲ ﺃﻱ ﻭﻗﺖ ﳌﻨﺎﻗﺸﺔ ﺍﻟـﺼﻌﻮﺑﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﻢ؛‬
‫‪ -9‬ﺍﳔﻔﺎﺽ ﺗﻜﺎﻟﻴﻒ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻘﺎﺭﻧﺔ ﲝﻀﻮﺭ ﺍﳋـﱪﺍﺀ ﻭﺍﳌﹸﺘﺨﺼ‪‬ـﺼﲔ ﺇﱃ ﺃﻣـﺎﻛﻦ ﺍﻻﺟﺘﻤﺎﻋـﺎﺕ‬
‫ﻭﺍﳌﺆﲤﺮﺍﺕ‪.‬‬
‫ﺻﻞ ﺇﻟﻴﻪ ﰲ ﻣﻴﺪﺍﻥ ﺍﳌﺆﲤﺮﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ‪.‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺁﺧﺮ ﻣﺎ ﰎ ﺍﻟﺘﻮ ‪‬‬
‫ﺃﻋﻠﻨﺖ " ﺃﻟﻜﺎﺗﻴﻞ ﻟﻮﺳﻨﺖ" ﺣﻼ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺟﺪﻳﺪﺍ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺑﺮﻧـﺎﻣﺞ ﻣﻌﻠﻮﻣـﺎﰐ ﻹﺟـﺮﺍﺀ‬
‫ﺍﻟﻨﺪﻭﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ)‪(2‬؛ ﺣﻴﺚ ﺃ‪‬ﺎ ﺃﻋﺪﺕ ﺑﺎﻋﺘﻤﺎﺩ ﳏﻮﻝ ﺍﻟﱪﺍﻣﺞ ﺍ ﹸﳌﺘﻄ ّﻮﺭ ﺍﻟﺬﻱ ﻳﺴﻤﺢ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺑﺈﺟﺮﺍﺀ‬
‫ﻧﺪﻭﺍﺕ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺍﺗﺼﺎﻻﺕ ﻫﺎﺗﻔﻴﺔ ﺑﺘﻜﺎﻟﻴﻒ ﺃﻗﻞ ﻭﺑﺘﻮﻓﲑ ﺭﺑﺢ ﰲ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﳋﺪﻣﺎﺕ ﺍﻟـﱵ‬
‫ﻳ‪‬ﻮﻓﱢﺮﻫﺎ ﺍﳌﺘﻌﺎﻣﻠﻮﻥ ﺍﻵﺧﺮﻭﻥ‪ .‬ﻭ‪‬ﺬﺍ ﻓﺈ‪‬ﺎ ﺗ‪‬ﻮﻓﱢﺮ ﻗﹸﺪﺭﺍﺕ ﻋﺎﻟﻴﺔ ﻹﺟﺮﺍﺀ ﺍﻟﻨﺪﻭﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺘﺼﻔﺢ‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.223‬‬ ‫)‪(1‬‬

‫‪.Téléconférences‬‬ ‫)‪(2‬‬
‫‪309‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﻣﻦ ﻛﻞ ﻣﻜﺎﻥ ﺇﱃ ﺟﺎﻧﺐ ﻣﺘﺼﻔﺢ ﻟﻼﻧﺘﺮﻧﻴﺖ ﻟﺪﻋﻢ ﺃﺟﻬﺰﺓ ﺍﳍﺎﺗﻒ؛ ﺣﻴﺚ ﺗﻜﻔـﻲ‬
‫ﻧﻘﺮﺓ ﻭﺍﺣﺪﺓ ﻹﺟﺮﺍﺀ ﳏﺎﺩﺛﺎﺕ ﻭﻣﻜﺎﳌﺎﺕ ﻭﺗﺴﻴﲑ ﺍﻟﻮﺛﺎﺋﻖ ﻗﺼﺪ ﺗﺴﻴﲑ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﻌﺎﻣـﻞ ﻋـﻦ ﺑ‪‬ﻌـﺪ‬
‫ﻭﺍﳌﺆﺳﺴﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﳝﻜﻦ ﺃﻥ ﺗﺘﻜﻴﻒ ﻣﻊ ﺷﱴ ﺃﺣﺠﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ ﻧﺎﻫﻴﻚ ﻋﻦ ﺗﻮﻓﲑ ﺃﺩﻭﺍﺕ‬
‫ﺗﻌﺎﻭﻥ ﻭﺳﺎﺋﻞ ﺍﺗﺼﺎﻝ ﻋﻘﻼﻧﻴﺔ ﰲ ﺣﲔ ﺇ‪‬ﺎ ﺗﺸﺠﻊ ﺍﻟﻨﻤﻮ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﻮﻳﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﻭﺗﻘﻠﺺ ﻣﻦ ﻭﺗﲑﺓ‬
‫ﺍﻷﺳﻔﺎﺭ ﺍﳌﻜﻠﻔﺔ ﳑﺎ ﳝﻜﻦ ﻣﻦ ﺭﺑﺢ ﺍﻟﻮﻗﺖ ﻭﺍﳌﺎﻝ‪ .‬ﻭ‪‬ﺬﺍ ﻓﺈﻥ ﺍﳊـﻞ ﺍﻟﺘﻜﻨﻮﻟـﻮﺟﻲ ) ‪my team work‬‬
‫‪ (office edition‬ﺟﺰ ٌﺀ ﻣﻦ ﺣﻠﻮﻝ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻜﺘﺒﻴﺔ ﺍﳌﹸﺘﻄﻮ‪‬ﺭﺓ ﻣﻦ ﻃﺮﻑ " ﺍﻟﻜﺎﻧﻴﻞ ﻟﻮﺳﺖ " ﺍﻟـﺬﻱ‬
‫ﻳﻌﲎ ﳌﺴﺘﺨﺪﻣﻪ ﺣﻠﻮﻝ ﺧﺪﻣﺎﺕ ﺑﺴﻴﻄﺔ ﻭﻣﺮﻧﻪ ﻭﺑﺴﻌﺮ ﰲ ﻣﺘﻨﺎﻭﳍﺎ)‪.(1‬‬

‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﺯﻳﺎﺩﺓ ﻋﻠﻰ ﻣﺆﲤﺮﺍﺕ ﺍﻟﻔﻴﺪﻳﻮ ﺗﻮﺟﺪ ﺃﺩﻭﺍﺕ ﺃﺧﺮﻯ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺗﺘﻤﺜﻞ‬
‫ﻓﻴﻤﺎ ﻳﻠﻲ ‪:‬‬
‫ﺍﻟﻔﺮﻉ ﺍﻷﻭﻝ‪ :‬ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﺟﺎﺀ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻗﻮﺓ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺗﻨﻤﻮ ﺑﺜﺒـﺎﺕ ﻭﺳـﺮﻋﺔ‬
‫ﻣﺘﻼﺣﻘﺔ ﻟﺘﺸﺠﻴﻊ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻛﺘﺸﺎﻑ ﺃﻓﻜﺎﺭ ﻭﺛﻘﺎﻓﺔ ﺍﻵﺧﺮﻳﻦ ﻭﺍﻻﻃﻼﻉ ﻋﻠﻰ ﻛﻞ ﺟﺪﻳﺪ ﻭﻗﺖ‬
‫ﺣﺪﻭﺛﻪ‪ .‬ﻭﻳ‪‬ﻌﺘﱪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻛﺈﺣﺪﻯ ﺧﺪﻣﺎﺕ ﺍﻹﻧﺘﺮﻧﺖ ﻟﺘﺤﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﻷﻣـﺎﻛﻦ‬
‫ﺍﳌﺨﺼﺼﺔ ﻟﺬﻟﻚ ﻣﻬﻤﺔ ﻟﻴﺴﺖ ﺑﺎﻟﺴﻬﻠﺔ ﻓﻬﻲ ﲢﺘﺎﺝ ﺇﱃ ﳎﻬﻮﺩ ﻛﺒﲑ ﻣﻦ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻟﻠﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﺴﻴﻖ ﻣﻊ‬
‫ﺍﳌﺼﺎﺩﺭ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﳌﺮﻧﺔ ﻟﺪﻯ ﻛﻞ ﻣﻦ ﺍﳌﹸﺪﺭ‪‬ﺏ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ‪.‬‬
‫‪ -1‬ﺃﳘﻴﺔ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪:‬‬
‫ﺗﺘﻤﺜﱠﻞ ﺃﳘﻴﺔ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺇﳚﺎﺩ ﻋﻼﻗﺎﺕ ﺇﳚﺎﺑﻴﺔ ﻭﺩﺍﺋﻤﺔ ﺑﲔ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ ﻭﺍﻟﻄﻼﺏ؛‬
‫‪ -2‬ﺇﻋﺎﺩﺓ ﺗﺸﻜﻴﻞ ﺃﺳﺎﻟﻴﺐ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﻔﻬﻢ ﺑﲔ ﺃﻃﺮﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -3‬ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﻭﳐﺘﻠﻒ ﻫﻴﺌﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻷﺧﺮﻯ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣـﺎﺕ ﻭﺗﺒـﺎﺩﻝ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -4‬ﺗﻮﻓﲑ ﺣﻮﺍﺭ ﻣﻔﺘﻮﺡ ﺑﲔ ﺍﳌﹸﺘﻌﻠﱢﻤﲔ ﻭﻣ‪‬ﺪﺭ‪‬ﺑﻴﻬﻢ ﳌﻨﺎﻗﺸﺔ ﺍﻟﺪﺭﻭﺱ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﻌﻴﺪﺍ ﻋـﻦ ﺟـﻮ ﻗﺎﻋـﺎﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺘﻘﻠﻴﺪﻱ؛‬

‫‪ ،www.elchoroukonline.com‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 27 :‬ﻣﺎﺭﺱ ‪.2008‬‬ ‫)‪(1‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.267‬‬ ‫)‪(2‬‬

‫‪310‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -5‬ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﲤﺪﻳﺪ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼﺺ ﻟﻠﻤﻨﺎﻗﺸﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﱵ ﺗﺘﻤﻚ ﰲ ﻗﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ؛‬
‫‪ -6‬ﻣﺒﺎﺩﺭﺓ ﺍﻟﻄﻼﺏ ﺑﺎﻻﺗﺼﺎﻝ ﲟ‪‬ﺪﺭ‪‬ﺑﻴﻬﻢ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳌﻨﺎﻗﺸﺘﻬﻢ ﰲ ﻗﻀﺎﻳﺎ ﺗﺪﺭﻳﺒﻴﺔ ﻫﺎﻣﺔ ﻭﻫﺎﺩﻓـﺔ‬
‫ﺗﻌﻠﻴﻤﻴﺎ‪.‬‬
‫‪ -2‬ﺩﻭﺭ ﺍﳌﹸﺪﺭ‪‬ﺏ ﰲ ﺗﻮﻇﻴﻒ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﺘﺤﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬
‫ﻳ‪‬ﻌ ‪‬ﺪ ﺗﻮﻇﻴﻒ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ ﲢﺪﻳﺎ ﻗﻮﻳﺎ ﻟﻘﹸﺪﺭﺍﺕ ﻭﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﹸﺪﺭ‪‬ﺏ؛ ﺣﻴﺚ‬
‫ﻳﻨﺒﻐﻲ ﺩﳎﻪ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﺼﺪﺭ ﺗﺪﺭﻳﺐ ﺇﺿﺎﰲ‪.‬‬
‫ﻭﻫﺬﺍ ﻳﺘﻄﻠﱠﺐ ﺗﻮﻓﲑ ﲡﻬﻴﺰﺍﺕ ﻭﺑﺮﺍﻣﺞ ﺣﺎﺳﻮﺏ ﺣﺪﻳﺜﺔ ﻟﻜﻲ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﲜﻮﺩﺓ ﻭﻛﻔﺎﺀﺓ‪ ،‬ﻛﻤﺎ‬
‫ﻳﻨﺒﻐﻲ ﺗﻮﻓﲑ ﺍﻟﺼﻴﺎﻧﺔ ﻭﺍﻟﺪﻋﻢ ﺍﻟﻔﲏ ﻟﺘﻄﻮﻳﺮ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﱪﺍﻣﺞ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺇﳌﺎﻡ ﺍﳌﹸﺪﺭ‪‬ﺏ ﺑﻨﻈﻢ ﺍﳊﺎﺳﻮﺏ‬
‫ﻭﺑﺮﺍﳎﻪ ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﻣﺜﻞ ﺷﺒﻜﺔ ﺗﻮﺻﻴﻞ ﺍﻹﻧﺘﺮﻧﺖ ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﻭﺍﳋـﺎﺩﻡ ﻭﺇﻣﻜﺎﻧﻴﺎﺗـﻪ‪،‬‬
‫ﻭﺍﻟﺼﻴﺎﻧﺔ ﻭﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺎ‪ ...‬ﻭﻏﲑﻫﺎ‪.‬‬
‫‪ -3‬ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ‪:‬‬
‫ﻳﺘﻢ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻦ ﺧﻼﻝ ﻣﺴﺎﻋﺪﺓ ﺍﳌﹸـﺪﺭ‪‬ﺏ ﻟﻠﻤﺘـﺪﺭﺑﲔ ﰲ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﻟﻪ ﺑﻌﻤﻠﻴﱵ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﱡﻢ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪311‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺷﻜﻞ ﺭﻗﻢ )‪(44‬‬

‫ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﲢﺪﻳﺚ ﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺗﻮﺯﻳﻊ ﺍﻹﺟﺎﺑﺎﺕ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﺍﻟﱵ ﻳﺘﻠﻘﺎﻫﺎ ﺍﻟﺸﺨﺺ ﺍﳌﻜﻠﻒ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ‬
‫‪7‬‬
‫ﻋﻠﻰ ﺑﺎﻗﻲ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺗﺸﺠﻴﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻣﺮﺍﺳﻠﺔ ﺍﳌﹸﺪ ‪‬ﺭﺏ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺑﺼﻔ ٍﺔ ﻣﺴﺘﻤﺮﺓ ﻭﺍﻟﺮﺩ ﻋﻠﻰ ﺭﺳﺎﺋﻠﻬﻢ‬
‫‪6‬‬
‫ﺑﺎﻧﺘﻈﺎﻡ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﻭﺿﻊ ﺍﳌﻼﺣﻈﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﲟﻜﺎﻥ ﺑﺎﺭﺯ ﺑﻘﺎﻋـﺔ ﺍﻟﺪﺭﺍﺳـﺔ‬
‫‪5‬‬
‫ﻻﻃﻼﻉ ﲨﻴﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻴﻬﺎ‪.‬‬

‫ﺗﻮﺳﻴﻊ ﺟﻠﺴﺎﺕ ﺍﳌﺴﺎﻋﺪﺓ ﺍﳋﺎﺻﺔ ﺑﺎﳌﹸﺘﺪﺭ‪‬ﺑﲔ؛ ﲝﻴﺚ ﺗﺘ‪‬ﺴﻊ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺑﺎﻗﻲ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﳛﺘـﺎﺟﻮﻥ‬
‫‪4‬‬
‫ﻟﺒﻌﺾ ﺍﳉﻬﺪ ﻟﺮﻓﻊ ﻣﺴﺘﻮﺍﻫﻢ ﺣﱴ ﻻ ﳛﺪﺙ ﺇﺣﺒﺎﻁ ﻟﺪﻳﻬﻢ‪.‬‬

‫ﺗﻘﺪﱘ ﺍﳌﺪﺭﺏ ﻟﻠﻤﺴﺎﻋﺪﺓ ﺍﻟﻨﻔﺴﻴﺔ ﺇﱃ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻟﺬﻳﻦ ﻳﻔﻘﺪﻭﻥ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫‪3‬‬
‫ﻭﺍﻟﺜﻘﺔ ﺑﺄﻧﻔﺴﻬﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺗﻘﺪﱘ ﺍﳌﺪﺭﺏ ﻟﻺﺭﺷﺎﺩﺍﺕ ﺍﻟﺴﺮﻳﻌﺔ ﻭﺗﻮﺟﻴﻪ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻟﻄﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺧـﻼﻝ‬
‫‪2‬‬
‫ﺟﻠﺴﺎﺕ ﺗﺪﺭﻳﺐٍ ﻗﺼﲑﺓ ﻟﺘﻌﺮﻳﻔﻬﻢ ﲟﻔﻬﻮﻡ ﺍﻟﺘﺮﺍﺳﻞ ﺑﺎﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﻭﺿﻊ ﻛﻞ ‪‬ﻣﺘﺪ ‪‬ﺭﺏ ﻗﺪﱘ ﺫﻱ ﺧﱪ ٍﺓ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﻊ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺍﻵﺧﺮ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﱪﻳﺪ‬
‫‪1‬‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬

‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﻜﻞ ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ‪ :‬ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺼﺪﺭ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ﺹ ‪.269 -268‬‬

‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﱐ‪ :‬ﳏﺎﻛﺎﺓ ﺍﳊﺎﺳﻮﺏ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪.‬‬

‫ﺗﻌﺘﱪ ﻧﻈﻢ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ)‪ (1‬ﺃﺣﺪ ﻋﻠﻮﻡ ﺍﳊﺎﺳﻮﺏ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ‪‬ﺘﻢ ﺑﺈﻧﺸﺎﺀ ﺑﺮﺍﻣﺞ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ‬
‫ﻣﺎﺩﻳﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﳏﺎﻛﺎﺓ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻭﻳﻬﺪﻑ ﻋﻠﻢ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ ﺇﱃ ﳏﺎﻛﺎﺓ ﺑﻌﺾ ﻋﻤﻠﻴﺎﺕ‬
‫ﺍﻹﺩﺭﺍﻙ ﻭﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﳌﻨﻄﻘﻲ ﺍﻟﱵ ﳚﻴﺪﻫﺎ ﺍﻹﻧﺴﺎﻥ ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴـﺎﺕ ﺍﳉﺪﻳـﺪﺓ ﲟـﺎ ﳛﻘـﻖ‬
‫ﻟﻠﺤﺎﺳﻮﺏ ﺇﳒﺎﺯ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻬﺎﻡ ﺍﻟﺼﻌﺒﺔ ﻭﺍﳌﻌﻘﺪﺓ ﻭﺍﻟﱵ ﻛﺎﻥ ﻳﻘﺘﺼﺮ ﺃﺩﺍﺅﻫﺎ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ)‪.(2‬‬

‫‪.Artificial Intelligence‬‬ ‫)‪(1‬‬

‫‪ ،www.tanmiah-adarb.com/vb/archive/index.php/t-105.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ ‪.2007‬‬ ‫)‪(2‬‬

‫‪312‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -1‬ﺗﻌﺮﻳﻒ ﺍﶈﺎﻛﺎﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪:‬‬

‫ﺗﻌﺮﻑ ﺍﶈﺎﻛﺎﺓ ﺑﺄ‪‬ﺎ‪ » :‬ﺗﻘﻨﻴﺔ ﺗﺴﻤﺢ ﺑﺈﺩﺍﺭﺓ ﺍﻟﺘﺠﺎﺭﺏ ﺣﻮﻝ ﳕﻮﺫﺝ ﻧﻈﺮﻱ ﺍﻟﻨﺘﺎﺋﺞ )ﺍ ﹸﳌﺨﺮﺟ‪‬ـﺎﺕ(‬
‫ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﻣﻌﺎﳉﺔ ﳌﺘﻐﻴ‪‬ﺮﺍﺕ ﺍﻟﻨﺸﺎﻁ )ﺍ ﹸﳌﺪﺧ‪‬ﻼﺕ( «)‪.(1‬‬
‫ﻟﻘﺪ ﺗﻨﺎﻭﻟﺖ ﻛﺘﺎﺑﺎﺕ ﻣﺘﻌﺪﺩﺓ ﺗﻌﺮﻳﻒ ﺍﶈﺎﻛﺎﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻭﺗﻌﺮﻳﻒ ﺍﶈﺎﻛـﺎﺓ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬
‫ﺍﳊﺎﺳﻮﺑﻴﺔ ﺑﺼﻔﺔ ﺧﺎﺻﺔ ﻣﻨﻬﺎ‪ » :‬ﺗﻌﲎ ﺍﶈﺎﻛﺎﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻴﺎﻥ ﺍﳌﻮﻗﻒ ﺍﻷﺻﻠﻲ ﰲ ﺻﻮﺭﺓ ﺷﺒﻪ ﺣﻘﻴﻘﻴـﺔ‪،‬‬
‫ﻓﺒﺪﻻ ﻣﻦ ﺍﻟﺘﺤﺪﺙ ﻋﻦ ﺃﺷﻴﺎﺀ ﻗﺪ ﺗﻜﻮﻥ ﻏﲑ ﻭﺍﺿﺤﺔ ﰲ ﺃﺫﻫﺎﻥ ﺍﻟﻄﻼﺏ‪ ،‬ﻳﺴﺎﻋﺪ ﺍﳊﺎﺳﻮﺏ ﺑﺈﻣﻜﺎﻧﻴﺎﺗـﻪ‬
‫ﺍﳌﹸﺘﻌﺪ‪‬ﺩﺓ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﺃﻟﻮﺍﻥ ﻭﺭﺳﻮﻣﺎﺕ ﺛﺎﺑﺘﺔ ﻭﻣﺘﺤﺮﻛﺔ ﻭﺻﻮﺭ ﻭﻣﻮﺳﻴﻘﻰ ﻭﻏﲑﻫﺎ ﰲ ﲤﺜﻴﻞ ﺗﻠﻚ ﺍﻷﺷﻴﺎﺀ‬
‫ﻭﲡﺴﻴﺪﻫﺎ ﻭﺗﻘﻠﻴﺪ ﺍﻟﻮﻗﻊ «)‪.(2‬‬
‫ﺍﶈﺎﻛﺎﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻫﻲ » ﺗﻘﻨﻴﺔ ﺗﻨﺒﺆﻳﺔ ﻭﻟﻴﺴﺖ ﻗﻴﺎﺳﻴﺔ‪ ،‬ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ ﲣﻤﲔ ﻣﺎ ﺳﺘﻜﻮﻥ ﻋﻠﻴﻪ ﻧﺘﺎﺋﺞ‬
‫ﺍﻟﻘﻴﺎﺳﺎﺕ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺘﻨﺒﺆﻳﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺭﺅﻳﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﺃﻭ ﳕﻮﺫﺝ ﻟﻨﻈﺎﻡ ﺣﻘﻴﻘﻲ ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﶈﺎﻛﻲ ﻣﻮﺟﻮﺩﺍ ﻓﺎﻥ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﺗﺴﺘﺨﺪﻡ ﻹﺛﺒﺎﺕ ﻛﻔﺎﺀﺓ ﳕﺎﺫﺝ ﺍﶈﺎﻛﺎﺓ ﻭﻧﺘﺎﺋﺠﻬﺎ «)‪.(3‬‬
‫ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﺑﺪﺃﺕ ﺑﺮﺍﻣﺞ ﺍﶈﺎﻛﺎﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﺍﻟﻈﻬﻮﺭ ﲟﺠﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻗـﺪ‬
‫ﺟﺎﺀﺕ ﻛﺎﻣﺘﺪﺍﺩ ﻟﻨﻤﺎﺫﺝ ﺍﶈﺎﻛﺎﺓ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﻣﻨﺬ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻘﺪﳝﺔ ﻛﺈﺣـﺪﻯ ﺍﻟﻮﺳـﺎﺋﻞ‬
‫ﻟﺘﻌﻠﻴﻢ ﺍﻷﻓﺮﺍﺩ ﻃﺮﻕ ﻛﺴﺐ ﺍﻟﻌﻴﺶ‪ ،‬ﰒ ﺗﻄﻮ‪‬ﺭﺕ ﺃﺳﺎﻟﻴﺐ ﺗﻨﻔﻴﺬﻫﺎ ﻣﻊ ﺍﻟﺘﻄﻮ‪‬ﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﻭﻛﻐﲑﻫﺎ ﻣﻦ‬
‫ﻭﺳﺎﺋﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺃﺻﺒﺢ ﺍﳊﺎﺳﻮﺏ ﺟﺰﺀ ﺭﺋﻴﺴﻲ ﰲ ﺗﻨﻔﻴﺬﻫﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺑﺎﳌﻮﺍﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ)‪.(4‬‬
‫ﻭﺍﶈﺎﻛﺎﺓ ﺑﺎﳊﺎﺳﻮﺏ ﻫﻲ ﺑﺮﺍﻣﺞ ﺣﺎﺳﻮﺑﻴﺔ ﺗﺘﺼﻒ ﺑﺎﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ ﻭﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻣﻊ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ؛ﺣﻴﺚ‬
‫ﻳﺘﻢ ﺗﺼﻤﻴﻤﻬﺎ ﻛﻨﻤﻮﺫﺝ ﳑﺎﺛﻞ ﻷﺻﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻟﻴﺪﺭﺳﻬﺎ ﺍﻟﻄﻼﺏ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﳌﺸﺎﺭﻛﺔ ﻭﺍﻛﺘﺸﺎﻑ ﺟﻮﺍﻧﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ‪.‬‬
‫ﻭﰲ ﺑﺮﺍﻣﺞ ﺍﶈﺎﻛﺎﺓ ﺑﺎﳊﺎﺳﻮﺏ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﺘﻢ ﲤﺜﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻭﻳﻨﻔﺬﻫﺎ ﺍﻟﻄـﻼﺏ ﺃﺛﻨـﺎﺀ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻛﺄ‪‬ﻢ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻷﺻﻞ ﺍﳊﻘﻴﻘﻲ ﻟﺘﻠﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻳﻌﻠﻤﻮﻥ ﺍﻟﻄﻼﺏ ﺃﺛﻨﺎﺀ ﺍﺳـﺘﺨﺪﺍﻣﻬﺎ‬
‫ﻛﺄ‪‬ﻢ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍﻷﺻﻞ ﺍﳊﻘﻴﻘﻲ ﻟﺘﻠﻚ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﻳﻌﻠﻤﻮﻥ ﲤﺎﻣﺎ ﺑﺄ‪‬ﻢ ﻳﺴﺘﺨﺪﻣﻮﻥ ﳏﺎﻛﺎﺓ ﺍﻷﺻﻞ‪.‬‬

‫‪(1) Henri Mahé de Boislandelle, op.cit, p 407.‬‬

‫ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.205‬‬ ‫)‪(2‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ﺹ ‪.206 -205‬‬ ‫)‪(3‬‬

‫ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.271‬‬ ‫)‪(4‬‬

‫‪313‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫‪ -2‬ﺍﻷﳘﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﻤﺤﺎﻛﺎﺓ ﺑﺎﳊﺎﺳﻮﺏ‪:‬‬

‫ﻳﺘﻤﻴﺰ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﰲ ﻗﺪﺭﺗﻪ ﺍﻟﻌﺎﻟﻴﺔ ﰲ ﻧﻘﻞ ﻣﺎ ﺗﻌﻠﻤﻪ ﺍﳌﹸﺘـﺪﺭ‪‬ﺏ ﰲ ﺍﻟـﻀﺮ ﻭﻑ ﻭﺍﻟﻨﻤـﺎﺫﺝ‬
‫ﺍﳌﺼﻄﻨﻌﺔ ﺇﱃ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ ﺍﻟﻔﻌﻠﻲ‪ ،‬ﻛﻤﺎ ﻳﺘﻤﻴﺰ ﺑﻘﺪﺭﺗﻪ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ)‪.(1‬‬
‫ﻭﺗﺘﻤﺜﱠﻞ ﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﶈﺎﻛﺎﺓ ﺑﺎﳊﺎﺳﻮﺏ ﻓﻴﻤﺎ ﻳﻠﻲ)‪:(2‬‬
‫‪ -1‬ﺗﺴﺎﻋﺪ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗ‪‬ﻤﺜﱢﻞ ﺧﻄﻮﺭﺓ ﻋﻠﻴﻬﻢ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﺎ ﻭﺍﻗﻌﻴﺎ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻷﺻﻞ )ﻣﺜﻞ ﺍﻟﺘﺪﺭﺏ ﻋﻠﻰ ﻗﻴﺎﺩﺓ ﺍﻟﻄﺎﺋﺮﺓ(؛‬
‫‪ -2‬ﺗﻴﺲ ﻟﻠﻤﺘﺪﺭﺏ ﻓﻬﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍ‪‬ﺮﺩﺓ ﻣﻦ ﺧﻼﻝ ﲤﺜﻴﻞ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﳍﺎ؛‬
‫‪ -3‬ﺗﺴﺎﻋﺪ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﺳﺘﻜﺸﺎﻑ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺗﻔﺎﻋﻠﻴﺔ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ؛‬
‫‪ -4‬ﲤﻜﻦ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻣﻦ ﺍﻛﺘﺴﺎﺏ ﻣﺎﻫﺮﺍﺕ ﺍﳌﺸﻜﻼﺕ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻗﹸﺪﺭﺍﺕ ﺗﻔﻜﲑﻳﺔ ﻣ‪‬ﺘﻨﻮ‪‬ﻋﺔ؛‬
‫‪ -5‬ﺗﻮﺟﺪ ﺟﻮ ﻣﻦ ﺍﻟﺘﺸﻮﻳﻖ ﻭﺍﻹﺛﺎﺭﺓ ﺑﺎﳌﻮﻗﻒ ﺍﻟﺘﺪﺭﻳﱯ ﻋﻨﺪ ﺩﺭﺍﺳﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳉﺎﻓﺔ؛‬
‫‪ -6‬ﺗﻴﺴﺮ ﻟﻠﻤﺘﺪﺭﺑﲔ ﺩﺭﺍﺳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻭﻳﺼﻌﺐ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﺻﻞ ﻣﻨﻬﺎ ﻧﺘﻴﺠﺔ ﺍﻟﺒﻌﺪ ﺍﳌﻜﺎﱐ‬
‫ﺃﻭ ﺍﻟﺰﻣﺎﱐ ﳊﺪﻭﺛﻬﺎ؛‬
‫‪ -7‬ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﺪﺭﻳﺲ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﻋﻨﺎﺻﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻷﺟﺰﺍﺀ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻟﻐﲑ ﻇﺎﻫﺮﺓ ﻣﻦ ﺍﻷﺟﻬﺰﺓ‬
‫ﻭﺍ‪‬ﺴﻤﺎﺕ‪ ،‬ﳑﺎ ﻳﻴﺴﺮ ﻟﻠﻤﺘﺪﺭﺏ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻭﻇﺎﺋﻔﻬﺎ ﻭﻃﺮﻕ ﻋﻤﻠﻬﺎ؛‬
‫‪ -8‬ﺗﺴﺎﻋﺪ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﻋﻠﻰ ﺍﻟﺘﻨﺒﺆ ﺑﻨﺘﺎﺋﺞ ﺗﻨﻔﻴﺬ ﺍﻟﺘﺠﺎﺭﺏ ﻭﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ؛‬
‫‪ -9‬ﺇﳌﺎﻡ ﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﺑﻜﻴﻔﻴﺔ ﻭﻗﻮﻉ ﺍﻷﺣﺪﺍﺙ ﺑﻮﺿﻌﻬﺎ ﲢﺖ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺪﺭﺍﺳﺔ؛‬
‫‪ -10‬ﺗﻨﺸﻴﻂ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺑﺘﻜﺎﺭﻱ ﻟﺪﻯ ﺍﳌﹸﺘﺪﺭ‪‬ﺑﲔ ﺑﺘﻘﺪﱘ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫ﻣﻠﻴﻮﻥ ﺩﻭﻻﺭ ﺳﻨﻮﻳﺎ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﺘـﺪﺭﻳﺐ‬ ‫‪200‬‬ ‫ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ ﺁﻱ‪.‬ﰊ‪.‬ﺇﻡ‪ ).‬ﺗﻮﻓﱪ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ(‪:‬‬
‫ﺑﺪﺃﺕ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻈﻤﻰ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﻜﻴﺎﻧﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻀﺨﻤﺔ – ﺇﻥ ﱂ ﺗﻜﻦ ﻛﻠﻬﺎ ‪ -‬ﰲ‬
‫ﻭﺿﻊ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﻟﻴﻜﺘﺮﻭﱐ ﻋﻠﻰ ﺟﺪﺍﻭﻝ ﺃﻋﻤﺎﳍﺎ ﻛﻤﻼﺫ ﻭﺣﻞ ﺑﺪﻳﻞ ﻟﻠﻮﺳـﺎﺋﻞ ﺍﻟﺘﺪﺭﻳﺒﻴـﺔ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﳌﹸﻮﻇﱢﻔﻴﻬﺎ ﺍﳌﺘﺰﺍﻳﺪﻳﻦ ﻭﺍﳌﻮﺯﻋﲔ ﻋﻠﻰ ﺃﺭﺟﺎﺀ ﺍﳌﻌﻤﻮﺭﺓ‪" ،‬ﻓﻘﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﺩﻳﺔ ﻫﻲ ﺃﻧﺘﻴﻜﺔ ﻣﻦ‬
‫ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ" ﻛﻤﺎ ﻳﻘﻮﻝ ﺭﻭﺑﺮﺕ ﺭﻳﺘﺶ)‪ » :(3‬ﻫﺬﺍ ﺇﻥ ﱂ ﻳﻜﻦ ﺃﻧﺘﻴﻜﺔ ﻣﻦ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻮﺳﻄﻰ! «‪.‬‬

‫ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪ ،‬ﺹ ‪.470‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.470‬‬ ‫)‪(2‬‬

‫ﻭﻫﻮ ﺍﻟﺴﻜﺮﺗﲑ ﺍﻟﻌﺎﻡ ﺍﻟﺴﺎﺑﻖ ﻹﺩﺍﺭﺓ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ‪.‬‬ ‫)‪(3‬‬
‫‪314‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺗﺒﺸﺮ ﻧﺘﺎﺋﺞ ﺃﲝﺎﺙ ﻣﺮﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺪﻭﱄ ﺁﻱ ﺩﻱ ﺳﻲ ﺑﺄﻥ ﺻﻨﺎﻋﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻴﻜﺘﺮﻭﱐ ﺍﻟﱵ‬
‫ﺳﺠﻠﺖ ﺭﻗﻢ ﺇﺣﺪﻯ ﻋﺸﺮ ﺑﻠﻴﻮﻥ ﺩﻭﻻﺭ ﻛﺘﺪﻓﻘﺎﺕ ﻣﺎﻟﻴﺔ ﰲ ﻋﺎﻡ ‪ 2003‬ﻓﻘﻂ ﻟﻦ ﺗﺘﻮﻗﻒ ﻋﻨﺪ ﻫﺬﺍ ﺍﳊﺪ‬
‫ﻛﺜﲑﹰﺍ ﺑﻞ ﺳﺘﺘﻀﺨﻢ ﻧﺘﻴﺠﺔ ﻟﻠﻄﻠﺐ ﺍﳌﺘﺰﺍﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺫﺍﺕ ﺍﳊﺎﺟﺔ ﺍﳌﻠﺤﺔ ﺇﱃ ﺗﻄﻮﻳﺮ ﻫـﺬﺍ ﺍ‪‬ـﺎﻝ‬
‫ﻭﺗﺪﻋﻴﻤﻪ ﺣﱴ ﻳﺴﻤﺢ ﳍﺎ ﺑﺘﻘﻠﻴﺺ ﺩﻭﺭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺑﺎﻟﺘﺎﱄ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺍﻟﺴﻨﻮﻳﺔ ﺍﳍﺎﺋﻠﺔ ﺍﻟﱵ‬
‫ﺗﻨﻔﻖ ﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﳑﺎ ﺳﻴﻨﻄﺒﻊ ﺑﺪﻭﺭﻩ ﻋﻠﻰ ﺍﻟﻜﻴﺎﻧﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻷﺻﻐﺮ ﺍﻟﱵ ﻟﻦ ﲡﺪ ﺑﺪﻳﻼ ﻣـﻦ‬
‫ﺇﺗﺒﺎﻉ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﰲ ﺗﺪﺭﻳﺐ ﻣ‪‬ﻮﻇﱢﻔﻴﻬﺎ ﻷﻧﻪ ﺳﻴﻜﻮﻥ ﺍﻷﻛﺜﺮ ﺗﻮﻓﱡﺮﹰﺍ ﻭﺳﻬﻮﻟﺔ)‪.(1‬‬
‫ﻓﻤﺜﻼ ﺗﺘﺒﻊ ﻣﺆﺳﺴﺔ ﻋﺎﳌﻴﺔ ﻛﱪﻯ ﻣﺜﻞ ﺁﻱ ﰊ ﺇﻡ ﺳﻴﺎﺳـﺔ ﺇﳚﺎﺑﻴـﺔ ﻭﺍﺿـﺤﺔ ﲡـﺎﻩ ﺍﻟﺘـﺪﺭﻳﺐ‬
‫ﺍﻹﻟﻴﻜﺘﺮﻭﱐ‪ ،‬ﲝﻴﺚ ﳒﺪ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻗﺪ ﻧﻘﻠﺖ ﺃﻭﻝ ﺛﻼﺙ ﻣﺮﺍﺣﻞ ﺗﺪﺭﻳﺐ ﻣﺪﻳﺮﻳﻬﺎ ﺑﺄﻛﻤﻠﻬﺎ ﺇﱃ ﺍﻟﻮﺳﻴﻂ‬
‫ﺍﻹﻟﻴﻜﺘﺮﻭﱐ ﳑﺎ ﺿﻐﻂ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺪﺭﻳﱯ ﺍﻟﻘﺪﱘ ﺑﺈﺳﻘﺎﻁ ﺳﺘﺔ ﺷﻬﻮﺭ ﻛﺎﻣﻠﺔ ﻣﻦ ﻣﺪﺗﻪ ﺍﻟﺰﻣﻨﻴﺔ‪ .‬ﻭﺑـﺸﻜﻞ‬
‫ﺇﲨﺎﱄ ﺗﺸﲑ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺇﱃ ﺃﻥ ﺁﻱ ﰊ ﺇﻡ ﺃﺻﺒﺤﺖ ﺗﻘﺪﻡ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺧ‪‬ﻤﺲ ﺃﺿﻌﺎﻑ‬
‫ﺍﶈﺘﻮﻯ ﺍﻟﺘﺪﺭﻳﱯ ﺍﳌﻌﺘﺎﺩ ﳌﹸﻮﻇﱢﻔﻴﻬﺎ ﻭﲞ‪‬ﻤﺲ ﺍﻟﺘﻜﻠﻔﺔ!ﻭﻣﻦ ﺟﺎﻧﺐ ﺁﺧﺮ ﳒﺎﻩ ﻣﺎ ﺃﳒﺰﺗﻪ ﻣﺆﺳﺴﺔ ﺩﻝ ﺍﻟﻌﻤﻼﻗﺔ‬
‫ﻟﺼﻨﺎﻋﺔ ﺃﺟﻬﺰﺓ ﻭﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﳊﺎﺳﻮﺏ ﺑﺘﻮﻓﲑ ﻧﺼﻒ ﺍﻟـﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴـﺔ ﳌﹸﻮﻇﱢﻔﻴﻬـﺎ ﻋﻠـﻰ ﺍﻟﺒـﺪﺍﺋﻞ‬
‫ﺍﻹﻟﻴﻜﺘﺮﻭﻧﻴﺔ ﺑﺪﻻ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻳﺬﻛﺮ ﻣﺎ ﺗﻘﻮﻡ ﺑﻪ ﻣﺆﺳﺴﺔ ﺇﻧﺘﻞ ﺍﻟـﺸﻬﲑﺓ ﺑـﺼﻨﺎﻋﺔ‬
‫ﻣﻌﺎﳉﺎﺕ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎﺕ ﺍﳊﺎﺳﻮﺏ؛ ﺣﻴﺚ ‪‬ﺪﻑ ﺇﱃ ﲢﻮﻳﻞ ‪ %80‬ﻣﻦ ﺑﺮﺍﳎﻬﺎ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﲜﻤﻴﻊ ﺍﻷﻗﺴﺎﻡ ﺇﱃ‬
‫ﺍﻟﻮﺳﺎﺋﻂ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺧﻼﻝ ﺛﻼﺙ ﺳﻨﻮﺍﺕ؛ ﻓﻬﻲ ‪‬ﺪﻑ ﺇﱃ ﻧﻘﻞ "ﻛﻞ ﻣﺎ ﻗﺘﻞ ﺇﻋﺎﺩﺓ ﻭﺗﻜـﺮﺍﺭﺍ‬
‫ﰲ ﻗﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﺎﺩﻳﺔ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻴﻜﺘﺮﻭﱐ" ﻋﻠﻰ ﺣﺪ ﻗﻮﻝ ﺭﻭﻥ ﺩﻳﻜـﺴﻮﻥ‪ ،‬ﺭﺋـﻴﺲ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﳌﺆﺳﺴﺔ)‪.(2‬‬

‫‪ ،http://elearnarab.blogspot.com/2006/12/blog-post_27.html‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬ ‫)‪(1‬‬

‫ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪.‬‬ ‫)‪(2‬‬

‫‪315‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻄﺮﻗﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﻣﺎﻫﻴﺔ ﻭ ﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﺍﺳﺘﻨﺘﺠﻨﺎ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫ﺗ‪‬ﻌﺘﱪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻋﻨﺪ ﺍﳊﻜﻢ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺫﻟﻚ‬
‫ﻷ‪‬ﺎ ﺗﻌﲏ ﺑﺘﺤﺴﲔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺑﺎﻟﺘﺎﱄ ﺯﻳﺎﺩﺓ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻸﻓﺮﺍﺩ ﺍﳌﹸﺪﺭ‪‬ﺑﲔ‪،‬ﳑﺎ ﻳﻨﻌﻜﺲ ﺇﳚﺎﺑﺎ ﻋﻠـﻰ ﺃﺩﺍﺀ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻳﺼﺒﺢ ﺍﻟﺘﺪﺭﻳﺐ ﺃﻛﺜﺮ ﺟﺪﻭﻯ ﻭﻓﻌﺎﻟﻴﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﺒﻨﻴًﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﺘﺎﺑﻊ ﻭﺍﻻﺳـﺘﻤﺮﺍﺭﻳﺔ‬
‫ﻣﻦ ﺧﻼﻝ ﺗﺒﻨ‪‬ﻲ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﺘﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﻗﹸﺪﺭﺍﺕ ﺍﻟﻌﺎﻣﻠﲔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺇﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﺘﻘـﻮﱘ‬
‫ﺃﻱ ﺍﻋﻮﺟﺎﺝ ﰲ ﺍﻷﺩﺍﺀ‪ .‬ﻭﻧﻈﺮﺍ ﻻﻥ ﻣ‪‬ﺘﻄﻠﱠﺒﺎﺕ ﺍﳌﻬﻨﺔ ﺗﺘﻐﲑ ﺑﺎﺳﺘﻤﺮﺍﺭ ﺑﺴﺒﺐ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸﺘﻘﺪ‪‬ﻣﺔ‪ ،‬ﻓـﺈﻥ‬
‫ﺍﳊﺎﺟﺔ ﻣﻠﺤﺔ ﻟﺘﺨﻄﻴﻂ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ ﺍﻟﱵ ﺗﺰﻭﺩ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗـﺴﺘﺠﺪ ﰲ‬
‫ﳎﺎﻻﺕ ﲣﺼﺼﻬﻢ ﻭﺗﺘﻄﻠﺒﻬﺎ ﻣﻬﻨﻬﻢ‪.‬‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﻫﻮ ﲟﺜﺎﺑﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﻣﻮﺍﻧﻊ ﺃﻳﻦ‪ ،‬ﻣﱴ‪ ،‬ﻭﻛﻴﻒ ﻧﺘﻌﻠﻢ ﺑﺴﺮﻋ ٍﺔ‪.‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ‪ ،‬ﻳ‪‬ﻌ ‪‬ﺪ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺃﺳﻠﻮﺑﺎ ﺟﺪﻳﺪﺍ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﺑ‪‬ﻌـﺪ ﻭﺍﻟـﺬﻱ ﻳـﺴﺨﺮ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺁﻟﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﻭﺍﻹﻧﺘﺮﻧﺖ ﺍﻟـﱵ ﺗﻌـﺪ‬
‫ﻭﺳﻴﻠﺔ ﻧﺸﻄﺔ ﻭﺗﻔﺎﻋﻠﻴﺔ ﻭﻋﺎﳌﻴﺔ ﻟﺘﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺸﻜﻞ ﻣﺘﺰﺍﻳﺪ ‪.‬‬
‫ﻭ‪‬ﻳﺘﻴﺢ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﻤﺆﺳﺴﺎﺕ ﻓﺮﺻﹰﺎ ﻛﺒﲑﺓ ﻟﺘﺄﻫﻴﻞ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺯﻳﺎﺩﺓ ﻛﻔـﺎﺀﺗﻬﺍ‪،‬‬
‫ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻳ‪‬ﻮﻓﱢﺮﻩ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﻣﺰﺍﻳﺎ ﻋﺪﻳﺪﺓ ﻟﻌﻞ ﺃﺑﺮﺯﻫﺎ ﻣﻴﺰﺓ ﺍﳌﺮﻭﻧﺔ ﻭﺍﻟﺘﻜﻠﻔﺔ ﺍﻷﻗﻞ‪.‬ﻛﻤـﺎ ﻳﺘـﻴﺢ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﳌﺆﺳﺴﺔ ﻓﺮﺻﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻮﺳ‪‬ﻊ ﻭﺍﻟﺘﻘﺪ‪‬ﻡ ﰲ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﺮﺍﻛﻢ ﺍﳌﻌﺮﰲ‪ ،‬ﺗﺘﻴﺢ ﺍﺭﺗﺒﺎﻁ ﻭﺛﻴﻖ ﺑﲔ ﺟﻬﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﹸﺘﺪﺭ‪‬ﺏ ﻭﲢﻘﻖ ﺗﻮﺍﺻﻼ ﻣﺴﺘﻤﺮﹰﺍ‪،‬‬
‫ﺍﺣﺘﻴﺎﺝ ﻣﺘﺰﺍﻳﺪ ﻟﻠﺘﺪﺭﻳﺐ ﻭﺍﺗ‪‬ﺴﺎﻉ ﰲ ﻧﻄﺎﻗﻪ‪.‬ﻛﻤﺎ ﺗﻘﺪﻡ ﻟﻪ ‪‬ﺪﻳﺪﺍ ﻣﻦ ﺧﻼﻝ ﺍﺗ‪‬ﺴﺎﻉ ﻧﻄﺎﻕ ﺍﳌﻨﺎﻓﺴﺔ ﻭﲢﻮﳍﺎ‬
‫ﻣﻦ ﺍﶈﻠﻴﺔ ﺇﱃ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻴﻬﺎ‪ ،‬ﻣﻦ ﳝﻠﻚ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﻣ‪‬ﺘﻄﻮ‪‬ﺭﺓ ﳝﻠﻚ ﻓﺮﺻﺔ‬
‫ﺃﻛﱪ‪ ،‬ﻣﻌﺪﻝ ﺳﺮﻳﻊ ﻟﺘﻐﲑ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﺗﻄﻮ‪‬ﺭﻫﺎ‪.‬‬
‫ﻏﲑ ﺃﻥ ﳒﺎﺡ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ ﻳﺘﻄﻠﱠﺐ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺃﻣﻦ ﻭﺳﺮﻳﺔ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﺍﻟﺘﻌﺎﻣﻼﺕ‪ ،‬ﺍﻣﺘﻼﻙ ﺍﻟﻜﺎﺩﺭ ﺍﻟﺒﺸﺮﻱ ﺃﻭﻻ ﻭﺗﺄﻫﻴﻠﻪ ﺑﺎﺳﺘﻤﺮﺍﺭ ﺛﺎﻧﻴﺎ‪ ،‬ﺗﻮﻓﲑ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﻜـﺎﰲ‪ ،‬ﺗﻮﻇﻴـﻒ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺎﻫﺮﺓ ﻭﺇﺷﺎﻋﺔ ﺛﻘﺎﻓﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﻻﻃﻼﻉ ﻋﻠﻰ ﺍﻟﺘﺠﺎﺭﺏ ﻭﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
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‫ﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺗﻨﻈﻴﻤﻴﺔ ﻧﺎﲡﺔ ﻋـﻦ ﺍﻟﺘﻄـ ﱡﻮﺭ ﺍﻟﺘﻜﻨﻮﻟـﻮﺟﻲ‬ ‫ﲤ ﱡﺮ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﻴﻮﻡ ‪‬ﲟﺘﻐ‪‬ﻴﺮﺍ ٍ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﰐ ﺍﻟﱵ ﺃﺣﺪﺛﺖ ﺁﺛﺎﺭﹰﺍ ﻋﻤﻴﻘﺔ ﰲ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﻭﺃﳕﺎﻃﻪ‪ ،‬ﻫﺬﻩ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺗﺴﻌﻰ ﻹﻋﺎﺩﺓ ﺍﻟﺘـﻮﺍﺯﻥ‬
‫ﻷﻋﻤﺎﳍﺎ ﻭﺍﻗﺘﺼﺎﺩﻫﺎ ﻭﻣﻮﻗﻌﻬﺎ ﻭﺣﱴ ﻧﺸﺎﻃﻬﺎ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺛﻘﺎﻓﺘﻬﺎ‪ ،‬ﻭﻫﻨﺎ ﻳ ‪‬ﱪﺯ ﺩﻭﺭ ﺍﻟﺘﻐﻴﲑ ﺍﳊﺎﺻﻞ ﻋﺎﳌﻴﹰﺎ‬
‫ﺼﺼﹰﺎ ﻭﺟﻮﺩﺓ ﰲ ﺍﻹﻧﺘـﺎﺝ‬ ‫ﺍﻟﺬﻱ ﻏ‪‬ﻴﺮ ﰲ ﹸﺃﺳﺲ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻟﺘﺠﺎﺭﺓ ﻭﺟﻌﻠﻬﺎ ﺃﻛﺜﺮ ﺩﻳﻨﺎﻣﻴﻜﻴﺔ ﻭﻣﺮﻭﻧﺔ ﻭﲣ ﱡ‬
‫ﻭﻗﻮ ﹰﺓ ﰲ ﺍﻹﻋﻼﻥ ﻭﺗﻄﻠﺒﹰﺎ ﻟﻠﻤﻬﺎﺭﺍﺕ ﻭﺍﳋﱪﺍﺕ ﻭﺍﺭﺗﺒﺎﻃﹰﺎ ﺑﺎﻟﻌﻠﻮﻡ ﻭﺍﳌﻌﺎﺭﻑ‪.‬‬

‫ﻟﻘﺪ ﻓﺮﺿﺖ ﻫﺬﻩ ﺍﻟﺘﻐﻴﱡﺮﺍﺕ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻀﻐﻮﻁ‪ ،‬ﻭﺑﺎﺕ ﻟﺰﺍﻣﹰﺎ ﻋﻠﻴﻬﺎ ﺃﻥ ﺗ‪‬ﺤﺪِﺙ ﺍﻟﻌﺪﻳﺪ‬
‫ﻣﻦ ﺍﻟﺘﻐﻴﲑﺍﺕ ﰲ ﳏﻴﻂ ﻋﻤﻠﻬﺎ ﺍﻟﺪﺍﺧﻠﻲ ﻭﺍﳋﺎﺭﺟﻲ؛ ﻟﺘﻀﻤﻦ ﻗﺪﺭﹰﺍ ﻣﻦ ﺍﻟـﺴﻼﻣﺔ‪ ،‬ﻭﻟﺘـﺴﺘﻤﺮ ﰲ ﺗﺄﺩﻳـﺔ‬
‫ﺩﻭﺭﻫﺎ‪ ،‬ﻭﺗﻜﻮﻥ ﻗﺎﺩﺭ ﹰﺓ ﻋﻠﻰ ﺍﻟﺒﻘﺎﺀ ﰲ ﳎﺎﻝ ﻋﻤﻠﻬﺎ‪ .‬ﻭﺗﺘﻌﺪ‪‬ﺩ ﺍ‪‬ﺎﻻﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺗﻠﻚ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﻓﻴﻬﺎ ﻭﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺘﻬﺎ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻭﻇﺮﻭﻑ ﺍﳌﺮﺣﻠﺔ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﺣـﺪ ﹲﺓ ﻣـﻦ‬
‫ﺗﻠﻚ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻭﳍﺎ ﻗﺪ ‪‬ﺭ ﻛﺒﲑ ﻣﻦ ﺍﻷﳘﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻟﻘﹸﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻷﻧﻪ ﻣﻬﻤﺎ ﺗﻐﲑﺕ ﻣﺆﺳﺴﺔ ﺍﳌﺴﺘﻘﺒﻞ‬
‫ﻓﺈﻥ ﺍﻟﺒﺸﺮ ﺃﻭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺳﻮﻑ ﻳﻌﺘﱪﻭﻥ ﺩﺍﺋﻤﺎ ﺍﳌﻮﺭﺩ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﻤﺆﺳﺴﺔ‪ .‬ﺃﻣﺎ ﺍﳌـﻮﺍﺭﺩ ﺍﻷﺧـﺮﻯ‬
‫ﻛﺮﺃﺱ ﺍﳌﺎﻝ‪ ،‬ﺗﺴﻬﻴﻼﺕ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.. ،‬ﺍﱁ ﻓﺈ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﳘﻴﺘﻬﺎ ﻓﻼ ﻣﻌﲎ‬
‫ﳍﺎ ﺑﺪﻭﻥ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺗﺘﺴﻢ ﺑﺎﳌﻬﺎﺭﺓ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﺘﺠﺪﻳﺪ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ‪.‬‬

‫ﺕ ﻟﺪﻳﻬﺎ ﹸﺃﻃ ‪‬ﺮ ﻭﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ‬

‫ﳓﻦ ﺍﻟﻴﻮﻡ ﺃﻣﺎﻡ ﲢﺪ‪‬ﻳﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﱵ ﺗﺘﻄﱠﻠﺐ ﻭﺟﻮﺩ ﻣﺆﺳﺴﺎ ٍ‬
‫ﺍﺧﺘﺼﺎﺻﻴﺔ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻫﺬﻩ ﺍﻟﺘﻨﻤﻴﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺛﻘﺎﻓﺔ ﻋﻤ ٍﻞ ﻻ ﺗﺮﻓﺾ ﺍﻟﺘﻐﻴﲑ ﺍﳌﺴﺘﻤﺮ ﻭﺍﻟﺘﻄ ﱡﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‬
‫ﺍﻟﺪﺍﺋﻢ ﻻﺳﻴﻤﺎ ﻣﺎ ﺗﻌﻠﻖ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ‪ .‬ﻓﺎﳊﺘﻤﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻋﻮﳌﺔ ﺍﳌﻌﺮﻓـﺔ ﺑﺎﺗـﺖ‬
‫ﺗﻔﺮﺽ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺿﺮﻭﺭﺓ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻔﻜﲑ ﰲ ﺁﻟﻴﺔ ﺗﻌﺎ ‪‬ﻣﻠﻬﺎ ﻣﻊ ﺍﻟﺘﺪﻓﱡﻖ ﺍﳌﻌﻠﻮﻣﺎﰐ ﻭﺍﳌﻌﺮﰲ ﺍﻟﺬﻱ ﺑﺎﺕ‬
‫‪‬ﻳﺤﻴﻂ ‪‬ﺎ ﻣﻦ ﻛﻞ ﺟﺎﻧﺐ؛ ﲝﻴﺚ ﺃﻥ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﲪﻠﺘﻪ ﻣﻌﻬﺎ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﻳﻘﺘﻀﻲ‬
‫ﳉ ﱢﻞ ﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ‪‬ﺗﻘـ ‪‬ﺪﻣﻬﺎ ﻫـﺬﻩ ﺍﳌﺆﺳـﺴﺎﺕ‬ ‫ﻣﻦ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﺍﳍﻴﻜﻠﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﹸ‬
‫ﻟﻠﻤﺠﺘﻤﻊ ﻭﺍﻟﺪﻭﻟﺔ‪.‬‬
‫ﻟﻘﺪ ﺃﺩ‪‬ﻯ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺍﺳﻊ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﻻﺗـﺼﺎﻝ ﻭﺩﺧﻮﳍـﺎ ﳎـﺎﻝ ﺍﻹﺩﺍﺭﺓ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺇﱃ ﲢﺴﲔ ﺃﺩﺍﺋﻬﺎ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﲨﻴﻊ ﻋﻨﺎﺻﺮﻫﺎ‪ :‬ﻣﻦ ﻫﻴﺎﻛﻞ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ‪ ،‬ﻭﺃﻓﺮﺍﺩ‪ ،‬ﻭﺗﻘﻨﻴﺎﺕ ﺇﺩﺍﺭﻳﺔ؛‬
‫ﻭﻫﺬﺍ ﻣﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﻇﻬﻮﺭ ﻋﺪﺓ ﻣﺼﻄﻠﺤﺎﺕٍ‪ ،‬ﻣﻨﻬﺎ ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﺼﻄﻠﺢ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟـﺬﻱ‬
‫ﻳﻌﲏ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﻮﺭﻗﻴﺔ ﻭﺇﺣﻼﻝ ﺍﳌﻜﺘﺐ ﺍﻻﻟﻜﺘﺮﻭﱐ ﳏ ﱠﻞ ﺍﳌﻜﺘﺐ ﺍﻟﻌﺎﺩﻱ‪ ،‬ﻭﺫﻟـﻚ ﻋـﻦ‬
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‫ﻃﺮﻳﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺍﺳﻊ ﳍﺬﻩ ﺍﻟﺘﻘﻨﻴﺎﺕ‪ .‬ﺃﻣﺎ ﻓﻴﻤﺎ ﳜﺺ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻓﻘﺪ ﻇﻬﺮ ﻣﺼﻄﻠﺢ ﺇﺩﺍﺭﺓ‬
‫ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ﺣﻴﺚ ﺃﺻﺒﺢ ﺑﺎﻹﻣﻜـﺎﻥ ﲢﻮﻳـﻞ‬
‫ﺕ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻳـﺘ ﱡﻢ ﻣﻌﺎﳉﺘـﻬﺎ ﺣـﺴﺐ‬ ‫ﻣﻌﻈﻢ ﺍﳋﺪﻣﺎﺕ ﻭﺍﻷﻧﺸﻄﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﺇﱃ ﺇﺟﺮﺍﺀﺍ ٍ‬
‫ﺕ ﻣ‪‬ﺘﺴﻠﺴِﻠﺔ ﻭﻣ‪‬ﻘﻨ‪‬ﻨﺔ ﻣﺴﺒﻘﺎﹰ؛ ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺮﻓﺔ ﻗﺪ ﺧﻠﻘﺎ ﻓﹸﺮﺹ‬
‫ﺧﻄﻮﺍ ٍ‬
‫ﻋﻤ ٍﻞ ﺟﺪﻳﺪﺓ ﳌﺆﺳﺴ ٍﺔ ﺇﳚﺎﺑﻴﺎ‪‬ﺎ ﺗﻔﻮﻕ ﺳﻠﺒﻴﺎ‪‬ﺎ ‪.‬‬
‫ﺝ ‪‬ﻣﺘﻤ‪‬ﻴﺰ ﻹﺩﺍﺭﺓ ﺍﻟﺒﺸﺮ ﺍﻟﺬﻱ‬
‫ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﳕﻮﺫ ٍ‬
‫ﻳﺴﻌﻰ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺗﺘﻤ‪‬ﻴﺰ ﺑﺎﻟﻜﻔﺎﺀﺓ‬
‫ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﻮﻻﺀ؛ ﻟﺬﺍ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻳﺮﺗﻜﺰ ﻋﻠﻰ ﻋﺪﺓ ﻣﺒﺎﺩﺉ ﻫـﻲ ﺃﻥ‬
‫ﺍﻟﺒﺸﺮ ‪‬ﻳﺸ ﱢﻜﻠﻮﻥ ﺃﻫﻢ ﺍﻷﺻﻮﻝ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲤﺘﻠﻜﻬﺎ ﺃﻱ ﻣﺆﺳﺴﺔ‪ .‬ﻭﳝﻜﻦ ﻟﻠﻤﺆﺳﺴﺔ ﺃﻥ ‪‬ﺗﺤ ﱢﻘﻖ ﺍﻟﻨﺠـﺎﺡ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘ ﱡﻢ ﺭﺑﻂ ﺳﻴﺎﺳﺎﺕ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻣﻊ ﺃﻫﺪﺍﻓﻬﺎ ﻭﺍﺳﺘﺮﺍﲡﻴﺎ‪‬ﺎ‪ ،‬ﻭﳝﻜﻦ ﻟﻠﺜﻘﺎﻓـﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ ﺃﻥ‬
‫ﺗﻠﻌﺐ ﺩﻭﺭﹰﺍ ‪‬ﻣﺆﱢﺛﺮﹰﺍ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﻤﱡﻴﺰ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻗﻴﺎﻡ ﻗﻴﺎﺩﺍ‪‬ﺎ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﺇﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺗﻔﺮﺽ ﺍﳊﺎﺟـﺔ ﻟﻼﺳـﺘﺜﻤﺎﺭ ﰲ ﺍﻟﺒـﺸﺮ ﺃﻛﺜـﺮ ﻣﻨـﻪ ﰲ‬
‫ﺕ ﺟﺪﻳﺪﺓ‪،‬‬ ‫ﺴﺪ ﺫﻟﻚ ﺑﺼﻮﺭ ٍﺓ ﺧﺎﺻﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻔ ‪‬ﻌﺎﻟﺔ ﻻﺟﺘﺬﺍﺏ ﻣﻬﺎﺭﺍ ٍ‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﻳﺘﺠ ‪‬‬
‫ﻭﲢﻘﻴﻖ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺼﻔ ٍﺔ ﺩﺍﺋﻤﺔ ﻭﻣﺴﺘﻤﺮﺓ‪ ،‬ﻭﻳﻨ‪‬ﺘﺞ ﻋﻦ ﺫﻟﻚ ﻭﺟﻮﺩ‬
‫ﻂ ﺟﺪﻳﺪ ﻣﻦ ﺍﻟﻔﻜﺮ ﻭﺍ ﹸﳌﻤﺎ ‪‬ﺭﺳﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻳﺘﺒ‪‬ﻨﻰ ﻣﻌﻄﻴﺎﺕ ﻋﺼﺮ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟﺴﺮﻳﻌﺔ‪ ،‬ﻭﻳﺴﺘﻮﻋﺐ ﺗﻘﻨﻴﺎﺗـﻪ‪،‬‬‫ﳕٍ‬
‫ﻭ‪‬ﻳﻄ‪‬ﺒﻖ ﺁﻟﻴﺎﺗﻪ ﺍﻟﻔﺎﻋﻠﺔ‪ ،‬ﻭﻫﻮ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﲝﻴﺚ ﺃﻥ ﺃﲤﺘﺔ ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﻌﻤﻞ ﻭﺍﺣﺪ ﹲﺓ ﻣﻦ‬
‫ﺃﻫﻢ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺤ ﱡﻮﻝ ﳓﻮ ﻣﻔﻬﻮﻡ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺮﻗﻤﻴﺔ ﻭ ﻣﺆﺳﺴﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻟـﱵ ﻻ ﺗﺘﻮﻗـﻒ ﻋـﻦ ﺍﻟـﺘﻌﻠﻢ‬
‫ﺃﺑﺪﺍ‪،‬ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺗﻄ ﱡﻮﺭ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻧﻔﺴﻬﺎ ﻣﻦ ﻧﺎﺣﻴﺔ ﻭ ﺑﻨﺎﺀ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ‪‬ﻣﺘﻜﺎ ِﻣﻠﺔ ﻣﻦ ﻧﺎﺣﻴـﺔ‬
‫ﺃﺧﺮﻯ ﻛﻞ ﻫﺬﺍ ﰲ ﻇﻞ ﺛﻮﺭﺓ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻓﺎﻧﻪ ﻻ ﺗﺘﻮﱠﻗﻒ ﻋﻤﻠﻴﺔ ﺇﺩﺧﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﻓﻘﻂ ﻋﻠـﻰ‬
‫ﺗﻮﻓﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ ،‬ﺑﻞ ﺗﺘﺠﺎﻭﺯ ﺫﻟﻚ ﺇﱃ ‪‬ﻴﺌﺔ ﻋﻨﺼﺮ ﺇﻗﺎﻣﺔ ﺍﳍﻴﺎﻛﻞ ﺍﻟﻼﺯﻣـﺔ‪ ،‬ﻴﺌـﺔ ﺍﻟﺜﻘﺎﻓـﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﻭﲢﺴﻴﻨﻪ‪ ،‬ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﹸﺴﺒ‪‬ﻖ ﺍ ﹸﶈﻜﹶـﻢ‪ .‬ﻟﻘـﺪ‬
‫ﺃﺻﺒﺢ ﳒﺎﺡ ﺍﳌﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻣﺮﻫﻮﻧﺎﹰ‪ ،‬ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ‪ ،‬ﺑﺎﻧﺪﻣﺎﺟﻬﺎ ﻭﺗﻜﻴﱡﻔﻬﺎ ﻣﻊ ﺍﶈﻴﻂ ﺍﳋﺎﺭﺟﻲ ﻣﻦ‬
‫ﻧﺎﺣﻴﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺗﺴﻴﲑﻫﺎ ﻟﻠﺘﻐﻴﱡﺮ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻣﻦ ﻧﺎﺣﻴ ٍﺔ ﺃﺧﺮﻯ‪ ،‬ﻭﺇﺩﺭﺍﻙ ﺍﻟﻔﺠـﻮﺓ ﺑـﲔ ﺍﻹﻣﻜﺎﻧﻴـﺎﺕ‬
‫ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻭﺍﻛﺘﺸﺎﻑ ﺍﻟﻔﹸﺮﺹ ﺍﳌﻮﺍﺗﻴﺔ ﰲ ﺍﶈﻴﻂ ﺍﳋﺎﺭﺟﻲ؛ ﳑﺎ ﻳ‪‬ﻮﺟ‪‬ﻬﻬﺎ ﰲ ﺍﺧﺘﻴﺎﺭﺍ‪‬ﺎ‬
‫ﻭﰲ ﺗﺼﻤﻴﻢ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺘﻬﺎ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
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‫ﺴﻦ ﺍﻹﻧﺘﺎﺟﻴﺔ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﻟﻘﺎﺋﻤﺔ‪ ،‬ﻓﺈ‪‬ﺎ‬ ‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ‪‬ﺗﺤ ‪‬‬
‫‪‬ﺗﺘﻴﺢ ﺃﻳﻀﹰﺎ ﻇﻬﻮﺭ ﺃﻧﺸﻄﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﻏﲑﻫﺎ ﺟﺪﻳﺪﺓ‪ ،‬ﻣﺜﻞ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻣﺒﺎﺷﺮ ﹰﺓ ﻋـﻦ ﻣـﺼﺎﺩﺭ‬
‫ﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺴﻠﻊ ﻭﺍﳋﺪﻣﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬ ‫ﺧﺪﻣﺎﺕ ﰲ ﺍﳋﺎﺭﺝ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﺃﻧﻮﺍ ٍ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﹸﲤ ﱢﻜﻦ ﺍﻟﺪﻭﻝ ﺍ ﹸﳌﺘﻘ ‪‬ﺪﻣﺔ ﻭﺍﻟﻨﺎﻣﻴﺔ ﻣﻦ ﺗﻨﻮﻳﻊ ﺍﻗﺘﺼﺎﺩﻳﺎ‪‬ﺎ‪،‬‬
‫ﺕ ﻭﺳﻠﻊ ﺫﺍﺕ ﻗﻴﻤ ٍﺔ ﻣﻀﺎﻓﺔ ﻋﺎﻟﻴﺔ ‪‬ﺗﺴﺎﻫﻢ ﺑـﺪﻭﺭﻫﺎ‬ ‫ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ ﺯﻳﺎﺩﺓ ﹸﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﺧﺪﻣﺎ ٍ‬
‫ﰲ ﺩﻋﻢ ﺍﻻﻗﺘﺼﺎﺩ ﺍﶈﱢﻠﻲ‪ .‬ﻛﻤﺎ ﺗﻠﻌﺐ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺩﻭﺭﹰﺍ ﺇﳚﺎﺑﻴﹰﺎ‬
‫ﰲ ﺍﻗﺘﺼﺎﺩﻳﺎﺕ ﺍﻟﺪﻭﻝ‪.‬‬
‫ﻻ ﳝﻜﻦ ﻷﻱ ﻣﺆﺳﺴ ٍﺔ ﺍﻵﻥ ﺃﻥ ﺗﺘﺠﺎﻫﻞ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﻣﺎ ﺃ ﹾﻓ ‪‬‬
‫ﻀﺖ ﺇﻟﻴﻪ ﻣـﻦ ﺗﻌﺰﻳـﺰ‬
‫ﺍﻟﻌﻤﻞ ﻭﺗﺴﺮﻳﻌﻪ‪ ،‬ﻭﺩﻋﻢ ﺍﻟﺸﻔﺎﻓﻴﺔ ﻭﺍﻟﱰﺍﻫﺔ ﻭﺍﶈﺎﺳﺒﺔ‪ ،‬ﻭﺗﺴﻬﻴﻞ ﻭﺗﺒﺴﻴﻂ ﺍﻹﺟﺮﺍﺀﺍﺕ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﻣﺴﺎﺣﺔ‬
‫ﺍﻟﻌﻤﻞ ﺑﺸﻜ ٍﻞ ﺃﻓﻀﻞ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ .‬ﻭﻋﻠﻴﻪ ﻳﺘﻮﻗﱠﻒ ﳒﺎﺡ ﺍﻟﺘﻐﻴﲑ ﰲ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ‬
‫ﻛﻴﻔﻴﺔ ﲣﻄﻴﻄﻪ ﻭﺗﻨﻔﻴﺬﻩ ﻋﱪ ﲢﻀﲑ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻣﺜﻞ ﺍﳍﻴﺎﻛﻞ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ؛ ﲝﻴﺚ ﻳﻨﺒﻐـﻲ‬
‫ﺐ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﳋﻄﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﹸـﺴﺘﻌﻤ‪‬ﻠﺔ ﻭﺍﻟـﻨﻈﻢ ﺍﳌـﺴﺎﻋﺪﺓ‬ ‫ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻨﺎﺳ ‪‬‬
‫ﻭﺍﺧﺘﻴﺎﺭ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻼﺋﻤﺔ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﻬﻢ ﺇﺩﺭﺍﻙ ﺃﻥ ﳒﺎﺡ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺃﻭ ﺍﳉﻤﺎﻋﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻳﺘﻮﱠﻗﻒ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﻛﺎﻓـﺔ‬
‫ﺍﳌﻌﻨﻴﲔ ﰲ ﺍﻹﺩﺍﺭﺓ )ﲟﻬﺎﻣﻬﻢ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ( ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺧﻄﺔ ﻭﻭﺍﺟﺒﺎﺕ ﺃﻣـﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻟﺘﺰﺍﻡ ﺍﳌﺆﺳﺴﺔ؛ ﺑﺎﻋﺘﺒﺎﺭ ﻣﺴﺎﺋﻞ ﺍﻷﻣﻦ ﻭﺍﺣﺪﹰﺍ ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟـﱵ ﻳ‪‬ـﺪﺭﻛﻬﺎ ﺍﻟﻜﺎﻓـﺔ‪،‬‬
‫ﺺ ﻭﺍﺟﺒﺎ‪‬ﻢ ﺍﻷﻣﻨﻴﺔ‪.‬‬
‫ﻭﻳﺘﻤ ﱠﻜﻦ ﺍﻟﻜﻞ ﻣﻦ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﻣﻊ ﻣﺎ ﳜ ﱡ‬
‫ﻭﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺸﺨﺼﻲ ﺃﻭ ﻣﺴﺘﻮﻯ ﺍﳌﹸﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﺈﻥ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺗﻀﻊ ﺍﻟﺘﻮﺟﻴﻬـﺎﺕ‬
‫ﺍﻟﻜﺎﻓﻴﺔ ﻟﻀﻤﺎﻥ ﻭﻋ ٍﻲ ﻋﺎﻡ ﻭﺩﻗﻴﻖ ﲟﺴﺎﺋﻞ ﺍﻷﻣﻦ‪ ،‬ﺑﻞ ﺍﳌﻄﻠﻮﺏ ﺑﻨﺎﺀ ﺛﻘﺎﻓﺔ ﺍﻷﻣﻦ ﻟﺪﻯ ﺍﻟﻌـﺎﻣﻠﲔ ﻭﺍﻟـﱵ‬
‫ﺗﺘﻮ ‪‬ﺯﻉ ﺑﲔ ﻭﺟﻮﺏ ﻣﺮﺍﻋﺎﺓ ﺃﺧﻼﻗﻴﺎﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺑﲔ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍ ﹸﳌﺘﻄﱠﻠﺒﺔ ﻣﻦ ﺍﻟﻜﻞ ﻟـﺪﻯ‬
‫ﻣﻼﺣﻈﺔ ﺃﻱ ﺧﻠﻞ‪ ،‬ﻭﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ‪‬ﺗﺤ ‪‬ﺪﺩ ﻟﻠ ‪‬ﻤﺴﺘﺨ ِﺪﻣﲔ ﻣﺎ ﻳﺘﻌﻴ‪‬ﻦ ﻋﻠﻴﻬﻢ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﻭﺍﻷﻫﻢ ﻣﺎ ﳛﻈـﺮ‬
‫ﻋﻠﻴﻬﻢ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﰲ ﻣﻌﺮﺽ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﻟﻠﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻨﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﺇﻥ ﻣﻦ ﺑﲔ ﻓﻮﺍﺋﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺎ‬
‫ﻳﻠﻲ‪:‬‬
‫‪320‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫‪ -1‬ﺇﻣﻜﺎﻧﻴﺔ ﲡﻤﻴﻊ ﻭﲣﺰﻳﻦ ﻭﻣﻌﺎﳉﺔ ﻛﻤﻴ ٍﺔ ﻫﺎﺋﻠﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ؛‬

‫ﺺ ﺍﻟـﺪﻭﺍﺋﺮ‬ ‫‪ -2‬ﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺭﺑﻂ ﻋﺪﺓ ﻣﻮﺍﺿﻴﻊ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻊ ﺑﻌﻀﻬﺎ‪ ،‬ﻣﺜﻞ‪ :‬ﻣﻌﺪﻝ ﺍ ﹸﳌﺘﻐ‪‬ﻴﺒﲔ ﻓﻴﻤﺎ ﳜ ﱡ‬
‫ﺍﳌﺨﺘﻠﻔﺔ؛‬
‫‪ -3‬ﺗﻮﻓﲑ ﺩﺭﺟ ٍﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺪﻗﺔ ﻻ ﳝﻜﻦ ﺗﻮﻓﲑﻫﺎ ﺑﺎﻟﻄﺮﻕ ﺍﻟﻴﺪﻭﻳﺔ‪ ،‬ﻣﺜﻞ ﻋﻤﻠﻴﺔ ﺗﺪﻗﻴﻖ ﺍﻷﺧﻄﺎﺀ؛‬
‫‪ -4‬ﺇﻟﻐﺎﺀ ﺍﻟﺴﺠﻼﺕ ﺍﳌﹸﻜﺮ‪‬ﺭﺓ؛ ﳑﺎ ﻳﺴﻤﺢ ﺑﺮﺑﺢ ﺍﻟﺘﻜﻠﻔﺔ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﲟﺴﺎﺣﺎﺕ ﺍﻟﺘﺨﺰﻳﻦ؛‬
‫‪ -5‬ﲢﺴﲔ ﺍﻷﺩﺍﺀ ﰲ ﺍﻹﺩﺍﺭﺓ ﻭﻗﺮﺍﺭﺍ‪‬ﺎ ﻭﻧﺘﺎﺋﺠﻬﺎ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻣﺎ ﻳﺘﻮﻓﱠﺮ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ‪ ،‬ﺧﺎﺻ ﹰﺔ ﻓﻴﻤﺎ‬
‫ﻳﺘﻌﻠﱠﻖ ﺑﺎﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻬﻢ؛‬
‫‪ -6‬ﺗﺴﻬﻴﻞ ﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ ﺩﺍﺧﻞ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻷﺧﺮﻯ؛‬
‫‪ -7‬ﻣﺴﺎﻋﺪﺓ ﺍﻹﺩﺍﺭﺓ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻼﺯﻣﺔ ﻭﺗﻘﺪﳝﻬﺎ ﻟﻠﺠﻬﺎﺕ ﺍﳌﺨﺘﺼﺔ‪ ،‬ﺳﻮﺍ ًﺀ ﺇﱃ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﺃﻭ ﺍﳉﻬﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫‪ -8‬ﺇﻇﻬﺎﺭ ﺍﻟﺘﻐﻴﱡﺮﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺪ‪‬ﺙ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ؛ ﳑﺎ ﻳ‪‬ـﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﻋﻠـﻰ‬
‫ﻣﻮﺍﺟﻬﺔ ﺗﻠﻚ ﺍﻟﺘﻐﻴﱡﺮﺍﺕ ﺑﻜﻔﺎﺀﺓ‪.‬‬
‫ﻋﻠﻰ ﺃﻥ ﻣﻦ ﺑﲔ ﺍ ﹸﳌﺘﻄﱠﻠﺒﺎﺕ ﺍﻟﱵ ﻧﺮﺍﻫﺎ ﺿﺮﻭﺭﻳ ﹰﺔ ﻟﻨﺠﺎﺡ ﺃﻱ ﻧﻈﺎﻡ ﺣﺎﺳﻮﺏ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻫﻲ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺏ ﺗﻌﻤﻞ ﻋﻠﻴﻪ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛‬
‫‪ -1‬ﺇﳝﺎﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭﺩﻋﻤﻬﺎ ﻟﻮﺟﻮﺩ ﻧﻈﺎﻡ ﺣﺎﺳﻮ ٍ‬
‫‪ -2‬ﺗﻮﻓﲑ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻻﻗﺘﻨﺎﺀ ﻭﺗﺸﻐﻴﻞ ﻫﺬﻩ ﺍﻟﻨﻈﻢ؛‬
‫‪ -3‬ﺣﺠﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻣﺪﻯ ﺍﺗ‪‬ﺴﺎﻉ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺬﻱ ﺗ‪‬ﻤﺎﺭِﺳﻪ ﻫﺬﻩ ﺍﻹﺩﺍﺭﺓ ؛ ﻓﻜﻠﻤﺎ ﻛﺒ‪‬ﺮ‬
‫ﺏ ﻓﻌ‪‬ﺎﻝ ﻭﺣـﺪﻳﺚ‬ ‫ﺣﺠﻢ ﺍﳌﺆﺳﺴﺔ ﻭﺗﻮﺳ‪‬ﻌﺖ ﻋﻤﻠﻴﺎ‪‬ﺎ ﻭﺗﻌﻘﱠﺪﺕ‪ ،‬ﺗﻄﻠﱠﺐ ﺫﻟﻚ ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﺣﺎﺳﻮ ٍ‬
‫ﻳﻠﱯ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺘﻮﺳﱡﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﺒﻜﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴـﺔ ﺑﺄﻧﻮﺍﻋﻬـﺎ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -4‬ﻣﺪﻯ ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻷﺟﻬﺰﺓ ﻭﺍﳌﻌﺪﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭ ﻛﺬﺍ ﻃﺮﻕ ﻭﻛﻴﻔﻴﺎﺕ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ؛‬
‫‪ -5‬ﻧﻮﻋﻴﺔ ﻭﻛﻤﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﻣﺪﻯ ﺃﳘﻴﺘﻬﺎ ﻻﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﺎﻟـﺴﺮﻋﺔ ﺍﳌﹸﻤﻜِﻨـﺔ‬
‫ﳌﻮﺍﺟﻬﺔ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻨﺎﻓﺴﺔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ؛‬
‫ﺖ ﳑﻜﻦ‪ ،‬ﻭﺑﺄﻗ ﱢﻞ ﺗﻜﻠﻔ ٍﺔ‬‫‪ -6‬ﺇﻣﻜﺎﻧﻴﺔ ﺻﻴﺎﻧﺔ ﻭﺇﺻﻼﺡ ﻫﺬﻩ ﺍﻟﻨﻈﺎﻡ ﰲ ﺣﺎﻟﺔ ﻋﻄﻠﻪ ﺃﻭ ﺗﻮﻗﱡﻔﻪ‪ ،‬ﻭﰲ ﺃﻗﺼﺮ ﻭﻗ ٍ‬
‫ﺃﻳﻀﹰﺎ‪.‬‬
‫‪321‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﺃﻭ ﹰﻻ‪ -‬ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺎﺕ‪:‬‬

‫ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﻭﺿﻌﻨﺎ ﺑﻌﺾ ﺍﻟﻔﺮﺿﻴﺎﺕ ﲢﺖ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻓﻜﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﻛﺎﻵﰐ‪:‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ‪ :‬ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺘﻐﱡﻴﺮﺍﺕ ﻭﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﻣﺎ ﺗﻌﱠﻠﻖ ﻣﻨﻬﺎ‬
‫ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺍﻻﲡﺎﻫﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﺻﺒﺤﺖ ﺍﻹﺩﺍﺭﺓ ﺑﺼﻔ ٍﺔ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻣﻮﺍﻛﺒﺔ ﻭﻣﺴﺎﻳﺮﺓ ﻟﺘﻠﻚ‬ ‫ﺕ ﻭﺗﻄ ﱡﻮﺭﺍ ٍ‬
‫ﻋﺎﻣﺔ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪ ،‬ﺗﻌﺮﻑ ﺍﲡﺎﻫﺎ ٍ‬
‫ﺍﻟﺘﻐﱡﻴﺮﺍﺕ ﻭﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺇﱃ ﺍﳊ ‪‬ﺪ ﺍﻟﺬﻱ ﺃﻇﻬﺮ ﳕﻂ ﺇﺩﺍﺭ ٍﺓ ﺟﺪﻳﺪ ﻳﺮﺗﻜﺰ ﺑﺎﻷﺳﺎﺱ ﻋﻠﻰ‬
‫ﺗﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ ﻟﺪﻯ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؛ ﺍﻟﱵ ﺃﺻﺒﺤﺖ ﺑﻔﻀﻞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻁ ﺟﺪﻳﺪﺓ ﻏﲑ ﺗﻘﻠﻴﺪﻳﺔ؛ ﳑﺎ ﺃﺩ‪‬ﻯ ﺇﱃ ﺯﻳﺎﺩﺓ ﻭﻛﻔﺎﺀﺓ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ‪ .‬ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻫﻮ‬ ‫ﻭﺍﻻﺗﺼﺎﻝ ﺗ‪‬ﺪﺍﺭ ﺑﺄﳕﺎ ٍ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ﺍﻗﺘﺮﻧﺖ ﺑﺪﻭﺭﻫﺎ ﺑﺎﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺍﺳﻊ ﻭﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺜﻴﻒ‬
‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ ﺍﳌﹸﺘﻌﻠﱢﻖ ﺑﺎﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻓﻘﺪ ﺍﻛﺘﺴﺤﺖ ﻫﺬﻩ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻛﺎﻓﺔ ﺍﻷﻋﻤﺎﻝ ﺍﻹﺩﺍﺭﻳﺔ ﻣﻦ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻟﺮﻗﺎﺑﺔ‪ ،‬ﻛﻤﺎ ﴰﻠﺖ ﳐﺘﻠﻒ‬
‫ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﻮﺳﻄﻰ ﻭﺍﻟﺪﻧﻴﺎ‪ ،‬ﻓﻤﺎ ﻣﻦ ﻋﻤ ٍﻞ ﺇﺩﺍﺭﻱ ﺇﻻ ﻭﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺃﺣﺪ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻛﺎﳊﺎﺳﻮﺏ ﻭﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛ ﻭﻣﻨﻪ ﻓﺈﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﺗﺆﺛﺮ ﺑﺼﻔﺔ ﺃﺳﺎﺳﻴﺔ ﻭ ﺍﳚﺎﺑﻴﺔ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﳉﺰﺋﻴﺔ ﻓﻘﺪ ﺃﺛﺒﺘﻨﺎ ﺻﺤﺘﻬﺎ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ‪ :‬ﺃﺻﺒﺢ ﺗﺄﺛﲑ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻋﻤﻮﻣﹰﺎ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﺧﺼﻮﺻﹰﺎ ﻣﻦ ﺍﳌﹸﺴﻠﱠﻤﺎﺕ ﰲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻹﺣﺪﺍﺙ ﻣﺎ ﺃﺻﺒﺢ ﻳ‪‬ﺼﻄﻠﺢ ﻋﻠﻰ ﺗﺴﻤﻴﺘﻪ‬
‫ﲟﺠﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺃﺻﺒﺢ ﺍﻣﺘﻼﻙ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺍﳍﺎﻣﺔ ﺍﻟﱵ‬
‫ﻳ‪‬ﻘﺎﺱ ﻋﻠﻰ ﺃﺳﺎﺳﻬﺎ ﺗﻄ ﱡﻮﺭ ﺍﻟﺒﻠﺪﺍﻥ ﻭﺯﻳﺎﺩﺓ ﻗﹸﺪﺭ‪‬ﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ .‬ﻓﻬﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗ‪‬ﺴﺎﻋِﺪ ﰲ ﺗﻮﻟﻴﺪ ﻓﹸﺮﺹ‬
‫ﻋﻤ ٍﻞ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺗ‪‬ﺴﺎﻫِﻢ ﰲ ﻣﻜﺎﻓﺤﺔ ﺍﻟﺒﻄﺎﻟﺔ ﻭﺗﻘﻠﻴﺺ ﺍﻟﻔﻘﺮ‪ ،‬ﻛﻤﺎ ﺗ‪‬ﺆﺩ‪‬ﻱ ﺇﱃ ﺗﻐﻴﲑ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﺕ ﺧﺎﺻﺔ‪ .‬ﻭﻣﻨﻪ ﻓﺈﻧﻨﺎ ﻧ‪‬ﺜﺒﺖ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ‬ ‫ﻭﺑﺎﳌﻘﺎﺑﻞ‪ ،‬ﺃﺻﺒﺤﺖ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﺘﻄﻠﱠﺐ ﻣﻬﺎﺭﺍ ٍ‬
‫ﺕ ﺧﺎﺻﺔ‪ ،‬ﻛﻤﺎ ﻳﻔﺘﺤﺎﻥ ﻓﹸﺮﺻﹰﺎ ﺟﺪﻳﺪﺓ‬ ‫ﺑﺄﻥ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻳﺘﻄﻠﱠﺒﺎﻥ ﻣﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﺫﺍﺕ ﻣﻬﺎﺭﺍ ٍ‬
‫ﻟﻠﺘﺸﻐﻴﻞ‪.‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﻟﻘﺪ ﺍﻧﺪﳎﺖ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ ﻣﻊ ﺃﻧﺸﻄﺔ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻣﻨﺬ ﻇﻬﻮﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺗﻄﻮﱡﺭ ﺗﻘﻨﻴﺎﺕ ﺍﻟﺸﺒﻜﺎﺕ ﻭﺍﻻﻧﺘﺸﺎﺭ ﺍﻟﻮﺍﺳﻊ‬
‫ﻭﺍﻟﺴﺮﻳﻊ ﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻷﻋﻤﺎﻝ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﱵ ﺭﺍﻓﻘﻬﺎ ﺍﻧﺒﺜﺎﻕ ﳕﺎﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﻟﺘﺠﺎﺭﺓ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﳊﻜﻮﻣﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﳌﺼﺎﺭﻑ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﻟﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪،‬‬
‫‪322‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫ﺕ ﺗﺴﺘﺨﺪﻣﻬﺎ ﺍﻹﺩﺍﺭﺍﺕ‬ ‫ﺕ ﻭﺗﻘﻨﻴﺎ ٍ‬‫‪...‬ﺇﱁ‪ .‬ﻭﺑﺎﻟﻨﺘﻴﺠﺔ‪ ،‬ﻓﺈﻥ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﱂ ﺗ ‪‬ﻌ ‪‬ﺪ ﳎﺮﺩ ﺃﺩﻭﺍ ٍ‬
‫ﺕ ﻻ ﻏﲎ ﻋﻨﻬﺎ ﻟﻠﺘﺤﻮﱡﻝ ﻣﻦ‬ ‫ﻟﺘﻘﺪﱘ ﺍﻟﺪﻋﻢ ﺍﻟﻔﺎﻋﻞ ﻟﻌﻤﻠﻴﺎﺕ ﻭﺃﻧﺸﻄﺔ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺇﳕﺎ ﻫﻲ ﺍﻟﻴﻮﻡ ﻣﻨﻈﻮﻣﺎ ٍ‬
‫ﳕﻮﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺇﱃ ﳕﺎﺫﺝ ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫ﻭﻣﻨﻪ ﺗﻠﻌﺐ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﰲ ﺇﻃﺎﺭ ﻧﻈﺮﻳﺔ ﺍﻟﻨﻈﻢ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﺑﻨﺎﺀ ﻭﺗﻄﻮﻳﺮ‬
‫ﻭﲢﺴﲔ ﺃﺩﺍﺀ ﻧ‪‬ﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺗﻘﻮﻡ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪ -‬ﻻ ﺳ‪‬ﻴﻤﺎ ﺍﳌﺆﲤﺘﺔ ﻣﻨﻬﺎ ‪ -‬ﺑﺘﻘﺪﱘ ﺧﺪﻣﺎ ٍ‬
‫ﺕ‬
‫ﺃﻓﻀﻞ ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ‪ ،‬ﻣﻊ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻔﺎﻋﻠﻴﺔ ﺑﺎﺳﺘﺜﻤﺎﺭ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﶈﻠﱢﻴﺔ‬
‫ﻭﺍﳉﺎﻫﺰﺓ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﻨﻴﺔ؛ ﻣﻦ ﺃﺟﻞ ﲢﺴﲔ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﻧﻮﻋﻴﺔ ﺍﻟﻌﻤﻞ ﺑﲔ‬
‫ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ‪ ،‬ﻭﺧﺼﻮﺻﹰﺎ ﻣﺎ ﻳﺮﺗﺒﻂ ﺑﺎﻷﻋﻤﺎﻝ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ‪ .‬ﻭﺃﻳﺎ ﻛﺎﻧﺖ ﺃﺑﻌﺎﺩ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺗﺒﻘﻰ ﺃﻫﺪﺍﻓﻪ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
‫ﺧﺪﻣﺔ ﺍﳌﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ‪ ،‬ﻭﻫﻮ ﺃﻫﻢ ﺍﻷﻫﺪﺍﻑ ﻭﺃﴰﻠﻬﺎ ﺑﺎﻟﺮﻏﻢ ﻣﻦ‬
‫ﻑ ﺃﺧﺮﻯ‪.‬‬ ‫ﻭﺟﻮﺩ ﺃﻫﺪﺍ ٍ‬
‫ﺕ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻮ ﻣﻬ ‪‬ﻢ ﺟﺪﹰﺍ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﲢﺴﲔ ﻭﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ‬ ‫ﻭﻣﻨﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺑﻨﺎﺀ ﻧ‪‬ﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺮﺍﺑﻌﺔ‪ :‬ﺗﻠﻌﺐ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﻵﻥ ﺍﻟﺪﻭﺭ ﺍﻷﺳﺎﺳﻲ ﰲ ﺇﻋﺎﺩﺓ ﺗﺸﻜﻴﻞ‬
‫ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﲝﻴﺚ ﺗﻔﺮﺽ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺿﺮﻭﺭﺍﺕ ﺍﻟﺘﻌﺎ ‪‬ﻣﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪،‬‬
‫ﺝ ﺇﺩﺍﺭﻱ ﻳﺘﻤ‪‬ﻴﺰ ﺑﺎﻻﻧﻔﺘﺎﺡ ﻭﺍﳌﺮﻭﻧﺔ ﻭﺍﻟ ﹸﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜﱡﻴﻒ ﻣﻊ ﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻛﻤﺎ‬
‫ﺃﳘﻴﺔ ﺗﻄﻮﻳﺮ ﳕﻮﺫ ٍ‬
‫ﺕ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﻳﺴﻤﺢ ﺑﺎﺧﺘﻔﺎﺀ ﺍﳍﻴﺎﻛﻞ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺗﻘﺴﻴﻤﺎ‪‬ﺎ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﺗﻈﻬﺮ ﳏﱠﻠﻬﺎ ﺷﺒﻜﺎ ‪‬‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳊﻮﺍﺳﻴﺐ ﰲ ﺷﻜﻞ ﺁﻟﻴ ٍﺔ ﻟﻠﻌﻤﻞ ﻋﻦ ﺑ‪‬ﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫ﻭﻣﻨﻪ ﺗﻠﻌﺐ ﺁﻟﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﲣﻔﻴﺾ ﺍﻟﺘﻜﺎﻟﻴﻒ‪ ،‬ﻭﲢﺴﲔ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ ﺑﺸﺮﻁ‬
‫ﺍﻗﺘﺮﺍ‪‬ﺎ ﺑﺄﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ‪.‬‬
‫‪ -‬ﺍﻟﻔﺮﺿﻴﺔ ﺍﳋﺎﻣﺴﺔ‪ :‬ﻳﻌ ﱡﺪ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺃﻭ ﻣﺎ ‪‬ﻳﺴ ‪‬ﻤﻰ‬
‫ﺑﺎﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﳕﻄﹰﺎ ﺟﺪﻳﺪﹰﺍ ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻓﺮﺿﺘﻪ ﺍﻟﺘﻐﱡﻴﺮﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﱵ ﺷﻬﺪﻫﺎ‬
‫ﻭﻻ ﻳﺰﺍﻝ ﻳﺸﻬﺪﻫﺎ ﺍﻟﻌﺎﱂ ﺍﳌﻌﺎﺻﺮ؛ ﺇﺫ ﻧﻌﻴﺶ ﺍﻟﻴﻮﻡ ﻋﺼﺮﹰﺍ ﻳﺘﺠ ‪‬ﺪﺩ ﻭﻳﺘﻐ‪‬ﻴﺮ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﻭﺣﻴﺜﻤﺎ ﻧﻈﺮﻧﺎ‬
‫ﺕ ﺟﺪﻳﺪﺓ ﻭ ‪‬ﻣﺘﺠ ‪‬ﺪﺩﺓ ﰲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ‪ ،‬ﻭﻗﺪ ﺻﺎﺣﺒﺖ ﻫﺬﻩ‬ ‫ﰲ ﻣﻴﺎﺩﻳﻦ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ‪‬ﺗﻄﺎﻟﻌﻨﺎ ﺃﲰﺎﺀ ﻭ ‪‬ﻣﺴ ‪‬ﻤﻴﺎ ‪‬‬
‫ﺍﻟﺘﻐﱡﻴﺮﺍﺕ ﺛﻮﺭ ﹲﺓ ﻋﻠﻤﻴﺔ ﻭﻣﻌﺮﻓﻴﺔ ﱂ ﺗ ‪‬ﻌ ‪‬ﺪ ﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻌﻠﱡﻢ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ ‪‬ﺗﺤ ﱢﻘﻖ ﺃﻫﺪﺍﻓﻬﺎ ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﺃﺻﺒﺢ ﳍﺎ ﺗﺄﺛ ‪‬ﲑ ﻛﺒﲑ ﻋﻠﻰ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺑﺼﻔ ٍﺔ ﺧﺎﺻﺔ‪ ،‬ﻭﻋﻠﻰ‬
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‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺼﻔ ٍﺔ ﻋﺎﻣﺔ؛ ﻭﳍﺬﺍ ﻭﺫﺍﻙ‪ ،‬ﺃﺻﺒﺤﺖ ﺍﳊﺎﺟﺔ ﻣﺎﺳﺔ ﻻ‪‬ﺗﺒﺎﻉ ﻧﻈﺎ ٍﻡ ﺁﺧﺮ ﻫﻮ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺬﺍﰐ ﺃﻭ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻦ ‪‬ﺑﻌﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ‪.‬‬
‫ﻭﻋﻠﻴﻪ ‪‬ﻧﺜِﺒﺖ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳋﺎﻣﺴﺔ ﺑﺄﻥ ﻳﻠﻌﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺩﻭﺭﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﳒـﺎﺡ ﻭﻇﻴﻔـﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺑﺎﳌﺆﺳﺴﺔ ﻭﺑﺎﻟﺘﺎﱄ ﲢﺴﲔ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺛﺎﻧﻴﹰﺎ‪ -‬ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻟﻘﺪ ﻗﺎﺩﻧﺎ ﻫﺬﻩ ﺍﻟﻌﻤﻞ ﺇﱃ ﳎﻤﻮﻋ ٍﺔ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺃﳘﻬﺎ‪:‬‬
‫‪ -1‬ﻫﻨﺎﻙ ﺃﺛ ‪‬ﺮ ﻭﺍﺿﺢ ﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﰲ ﲢﻘﻴﻖ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠـﻰ‬
‫ﺧﻠﻖ ﺍﻟ ﹸﻘﺪﺭﺓ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ‪ ،‬ﻭﺗﻮﻃﲔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺭﺃﺱ ﺍﳌـﺎﻝ ﺍﻟﺒـﺸﺮﻱ ﻭﺍﻟﺒﻨﻴـﺔ ﺍﻟﺘﺤﺘﻴـﺔ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪.‬‬
‫‪ -2‬ﺪﻑ ﺗﻌﺰﻳﺰ ﻓﺮﺹ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻄﺒﻴﻘﺎﺕ ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻀﺮﻭﺭﺓ ﺗﻘﺘﻀﻲ ﺇﻋـﺎﺩﺓ‬
‫ﺍﻟﻨﻈﺮ ﰲ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﺎﻟﻴﺔ ﻟ‪‬ﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺗﺒﻨ‪‬ﻲ ﺭﺅﻳ ٍﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﺿﺤﺔ ﰲ ﺗـﺼﻤﻴﻢ‬
‫‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺑﻨﺎﺋﻬﺎ ﻭﺗﻄﺒﻴﻘﻬﺎ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫‪ -3‬ﺇﻥ ﺳﻌﻲ ﺍﳌﺆﺳﺴﺎﺕ ﺇﱃ ﻣﻮﺍﻛﺒﺔ ﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﺴﺮﻳﻌﺔ ﻭﺍ ﹸﳌﺘﻼ ِﺣﻘﺔ ﺑﺸ‪‬ﺘﻰ ﺍﻟﻄﺮﻕ ﻭﺍﻷﺳـﺎﻟﻴﺐ‪ ،‬ﻣـﻦ‬
‫ﺧﻼﻝ ﻣﺎ ‪‬ﻳﻄﹶﻠﻖ ﻋﻠﻴﻪ ﺑﺈﺩﺍﺭﺓ "ﺍﻷﺩﺍﺀ" ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻄ ﱡﻮﺭ ﺍﳌﻨﺸﻮﺩ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻟﺴﻠﻊ ﻭﺍﳋـﺪﻣﺎﺕ ﺑﺄﻓـﻀﻞ‬
‫ﺍﻷﺳﺎﻟﻴﺐ‪ ،‬ﻭﳌﻮﺍﺟﻬﺔ ﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺘﻌ ﱡﺪﺩ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻭﺗﺰﺍ‪‬ﻳﺪ ﺣﺎﺟﺎﺕ ﺍ‪‬ﺘﻤﻊ ﻭﺗﻨ ﱡﻮﻋﻬﺎ ﰲ ﺇﻃﺎﺭ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ ﻭﺍﻟﺘﺤ ﱡﻮﻻﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﱂ ﻳﻘﺘﺮﻥ ﺑﺎﻟﻮﻋﻲ ﺍﻟﻜﺎﻣﻞ ﻷﳘﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺼﻔﺘﻬﺎ‬
‫ﻣﻮﺭﺩﹰﺍ ﺣﻴﻮﻳﹰﺎ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﹰﺎ‪ .‬ﻭﻋﻠﻴﻪ ﻓﻤﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻻﻧﺘﺒﺎﻩ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻭﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﻥ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﺗ‪‬ﻌ ﱡﺪ ﻣﻦ ﺃﻫﻢ ﺍﳌﻮﺍﺭﺩ ﰲ ﻋﺼﺮ ﺛﻮﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺗﻔﻮﻕ ﰲ ﺃﳘﻴﺘﻬﺎ ﺃﳘﻴـﺔ ﲨﻴـﻊ ﺍﳌـﻮﺍﺭﺩ‬
‫ﺍﻷﺧﺮﻯ‪ ،‬ﺑﻞ ﺇﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻷﺧﺮﻯ ﺗﻜﺎﺩ ﺗﻜﻮﻥ ﻋﺪﳝﺔ ﺍﻟﻘﻴﻤﺔ ﺇﻻ ﰲ ﻇﻞ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻟﺴﻠﻴﻢ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺍ ﹸﳌﻘﺘ ِﺮﻧﺔ ‪‬ﺎ‪.‬‬
‫‪ -4‬ﺇﻥ ﺗﻌﺰﻳﺰ ﻋﻤﻠﻴﺔ ﺍﺳﺘﻴﻌﺎﺏ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺇﺗﺎﺣﺘﻬﺎ ﻟﻼﺳﺘﺨﺪﺍﻡ ﺍﻟﺬﻱ ﻳـﺴﺘﻬﺪﻑ‬
‫ﺍﻟﺘﻤﻴﱡﺰ ﰲ ﺍﻷﺩﺍﺀ ﻭﻣﻮﺍﻛﺒﺔ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺤﺪﻳﺚ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻳﻘﺘﻀﻲ ﺍﻟﺘﺤ ﱡﻮﻝ ﳓـﻮ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴـﺔ ﺃﻭ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﺒ‪‬ﻨﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺤ ﱡﻮﻝ ﻭﺁﻟﻴﺎﺕ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﻭﺻﻴﺎﻏﺔ ﺍﻟﺮﺅﻯ ﺍﻟﱵ ﻣﻦ ﺷـﺄ‪‬ﺎ ﺃﻥ‬
‫ﺗﻌﻜﺲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻹﻋﺪﺍﺩ ﳍﺬﺍ ﺍﻟﺘﺤ ﱡﻮﻝ ﻭﻣﺴﺘﻠﺰﻣﺎﺕ ﺗﻨﻔﻴﺬﻩ‪ ،‬ﻭﺗﻮﻓﱡﺮ ﺍﳌﻨﻄﻠﻘﺎﺕ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﻟﻨﻤﺎﺫﺝ‬
‫ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﻟﱵ ‪‬ﺗﺮﺷﺪ ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﲣﻄﻴﻂ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺤ ﱡﻮﻝ ﻭﺗﻨﻔﻴﺬﻫﺎ ﻭﺍﺳﺘﻨﺒﺎﻁ ﻣﻌﺎﻳﲑ ﺗﻘـﻮﱘ‬
‫ﺍﻟﺘﺤﻮﱡﻝ‪.‬‬
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‫‪ -5‬ﺍﻟﺘﺤ ﱡﻮﻝ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ‪ ،‬ﻭﰲ ﺍﻟﻮﻗـﺖ ﻧﻔـﺴﻪ‬
‫‪‬ﻳﺴ ِﻬﻢ ﰲ ﺗﻌﺰﻳﺰ ﳒﺎﺡ ﺍﻟﺘﺠﺮﺑﺔ ﻭﺍﺳﺘﻤﺮﺍﺭﻫﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻮﺍﻋﻲ ﻭﺍﻟﻔﺎﻋﻞ ﰲ ﺍﻟﺘﻘﱡﻴﺪ ﺑﺘﺸﺮﻳﻌﺎﺕ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﻭﻗﻮﺍﻧﻴﻨﻬﺎ‪ ،‬ﺑﺸﻜ ٍﻞ ﻳﻨﺴﺠﻢ ﻣﻊ ﺍﳌﻌﺎﻳﲑ ﺍﳊﻀﺎﺭﻳﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺮﻗﻤﻲ‪ ،‬ﰲ ﺇﻃﺎﺭ ﻋﻼﻗـ ٍﺔ‬
‫ﺟﺪﻳﺪﺓ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺍﻟﱰﺍﻫﺔ ﻭﺍﻟﺸﻔﺎﻓﻴﺔ‪ ،‬ﲢ ﹸﻜﻢ ﻋﻼﻗﺔ ﺍﻟﻔﺮﺩ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﺪﻭﻟﺔ ﰲ ﺍ‪‬ﺘﻤﻊ‪.‬‬
‫‪ -6‬ﻷﺟﻞ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺧﺼﻮﺻﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲡﱡﻨﺐ ﺍﻟﺘﻬﺪﻳﺪﺍﺕ ﻷﻣﻦ ﻧ‪‬ﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘـﺔ‬
‫ﻕ ﻏﲑ ﻣﺸﺮﻭﻋﺔ‪،‬‬ ‫ﺑﺎﳌﺆﺳﺴﺎﺕ؛ ﺑﺴﺒﺐ ﳏﺎﻭﻟﺔ ﺍﺧﺘﺮﺍﻕ ﺳ ‪‬ﺮﻳﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺃﻣﻨﻬﺎ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﺑﻄﺮ ٍ‬
‫ﻭﺣﱴ ﻻ ﺗﺼﺒﺢ‪ ،‬ﻭﻛﻤﺎ ﺃﺷﺎﺭ ﺇﱃ ﺫﻟﻚ ﺁﺭﺛﺮ ﻣﻴﻠﺮ‪ » :‬ﺑﻴﻮﺗﻨﺎ ﻋﺎﺭﻳﺔ ﻭﻣﻌﺎﻣﻼﺗﻨﺎ ﺍﳌﺎﻟﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﺎﺗﻨـﺎ‬
‫ﺕ‬
‫ﺕ ﻭﺗـﺸﺮﻳﻌﺎ ٍ‬
‫ﻭﺣﺎﻟﺘﻨﺎ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﳉﺴﻤﺎﻧﻴﺔ ﻣﺘﺎﺣﺔ ﻷﻱ ﻣﺸﺎﻫﺪ ﻋﺎﺑﺮ «‪ ،‬ﻓﻼ ﺑﺪ ﻣﻦ ﻭﺟﻮﺩ ﺇﺟﺮﺍﺀﺍ ٍ‬
‫ﺗﻨﻈﻴﻤﻴﺔ ﻣﻦ ﺧﻼﻝ ﺇﺻﺪﺍﺭ ﺍﻟﻘﻮﺍﻧﲔ‪ ،‬ﻭﺍﻟﺘﺸﺮﻳﻌﺎﺕ ﺍﻟﱵ ﺗﻀﻤﻦ ﺃﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﺳـﺮ‪‬ﻳﺘﻬﺎ‬
‫ﻭﳏﺎﺭﺑﺔ ﺍﻟﻘﺮﺻﻨﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫‪ -7‬ﻳﻘﺘﻀﻲ ﺗﻌﺰﻳﺰ ﺍﻟﺪﻭﺭ ﺍﻟﺘﻨﻤﻮﻱ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ‪‬ﺗﺆ ‪‬ﺩﻳﻪ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺍﻟﺴﻌﻲ ﺇﱃ‬
‫ﺕ ﻣﻬﻤﺘﻬﺎ ﻣﺴﺎﻧﺪﺓ ﺍﺗ‪‬ﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺗﻄﻮﻳﺮ ﺗﻄﺒﻴﻘﺎ‪‬ـﺎ ﺑﺎﺳـﺘﻤﺮﺍﺭ‪ ،‬ﻟـﻀﻤﺎﻥ‬ ‫ﺍﻣﺘﻼﻙ ‪‬ﻧﻈﻢ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﻭﳕﻮﻫﺎ ﻭﺗﺄﻫﻴﻠﻬﺎ ﻟﻠﻤﻨﺎﻓﺴﺔ ﻣﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ .‬ﻭﻣﻦ ﺧﻼﻝ ﺍﺧﺘﻴﺎﺭ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﱪﺍﺕ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧـﺮﻯ‬
‫ﻭﺧﺎﺻ ﹰﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍ ﹸﳌﺘﻘ ‪‬ﺪﻣﺔ‪.‬‬
‫ﺛﺎﻟﺜﹰﺎ‪ -‬ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪:‬‬
‫‪ -1‬ﺍﻟﺘﻮﺻﻴﺎﺕ‪:‬‬
‫ﺻﻞ ﺇﻟﻴﻬﺎ ﲞﺼﻮﺹ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﺮﻯ ﺃﻥ ‪‬ﻧﻘ ‪‬ﺪﻡ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍ ﹸﳌﺘﻮ ‪‬‬
‫‪ -1‬ﻳﻨﺒﻐﻲ ﺃﻥ ‪‬ﻳﺮ ﱢﻛﺰ ﺍﳌﺴﺘﻌﻤﻞ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﻻﺗﺼﺎﻝ ﺩﻭﻣﹰُﺎ ﻋﻠﻰ ﺍﳍﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺬﻱ‬
‫ﺍﺳﺘﺨ ‪‬ﺪﻡ ﻣﻦ ﺃﺟﻠﻪ ﺗﻄﺒﻴﻘﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬ﻓﻤﻦ ﺍﳋﻄﺄ ﺃﻥ ﻧﻌﺘﱪ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻫﻮ ﺍﻟﻐﺎﻳﺔ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﺑﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻧﻌﺘﱪ ﺃﻥ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﺃﺩﺍ ﹰﺓ ﳑﻜﻨﺔ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﺤﺴﲔ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻻ‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻘﺘﺼﺮ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺤ ﱡﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻳﻨﺒﻐﻲ ﺍﻋﺘﺒﺎﺭﻫﺎ‬
‫ﺕ ﻣﺘﻜﺎﻣﻠﺔ ﻟﺘﻄﻮﻳﺮ ﺑﻴﺌﺔ ﺍﳌﺆﺳﺴﺔ ﺑﻜﺎﻓﺔ ﺟﻮﺍﻧﺒﻬﺎ ﻭﻣ‪‬ﻜﻮ‪‬ﻧﺎ‪‬ﺎ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻣﻨﻈﻮﻣﺎ ٍ‬
‫‪ -2‬ﰲ ﺩﺭﺍﺳﺘﻨﺎ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺘﺄﺛﲑ ﺍﳌﺒﺎﺷﺮ ﻭﻏﲑ ﺍﳌﺒﺎﺷﺮ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻄﺒﻴﻘﺎﺕ ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺃﺩﺍﺀ ﳐﺘﻠﻒ‬
‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ؛ ﻷ‪‬ﺎ ﺳﺘ‪‬ﺆﺛﱢﺮ ﻻ ﳏﺎﻟﺔ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺑﺸﻜ ٍﻞ ﺃﻭ ﺑﺂﺧﺮ‪.‬‬
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‫‪ -3‬ﻋﻨﺪ ﺗﺄﺩﻳﺔ ﻭﻇﻴﻔﺔ ﺍﻟﺘﺨﻄﻴﻂ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺨﻄﻂ ﺃﻥ ﻳﺄﺧﺬ ﰲ ﺍﻋﺘﺒﺎﺭﻩ ﻭﺟﻮﺩ ﻛﻴﺎﻧﺎ ٍ‬
‫ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ‪‬ﻳﺮ ﱢﻛﺰ ﻛﻞ ﻣﻦ ﺍ ﹸﳌﺨ ﱢﻄﻄﻮﻥ ﻭﺍﻟﻘﺎﺋﻤﻮﻥ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‬
‫ﻋﻠﻰ ﺍﻟﺒﻨﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺭﺑﻄﻬﺎ ﺑﺎﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﳌﹸﺨ ﱠﻄﻄﺎﺕ‬
‫ﺍﻟﺸﺎﻣﻠﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺗﻴﺔ‪.‬‬
‫‪ -4‬ﻗﺒﻞ ﺃﻥ ‪‬ﺘ ‪‬ﻢ ﺑﺘﻘﺪﱘ ﺍﳋﺪﻣﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻳﻠﺰﻡ ﺃﻭ ﹰﻻ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻮﻓﲑ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺗﺼﺎﻝ‬
‫‪‬ﺬﻩ ﺍﳋﺪﻣﺎﺕ‪ ،‬ﻭﻻ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻘﺘﺼﺮ ﺁﻟﻴﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻓﻘﻂ‪ ،‬ﺑﻞ‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗ‪‬ﺘﺴﻊ ﻟﺘﺸﻤﻞ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫‪ -5‬ﻣﻦ ﺍﳌﻬﻢ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﻗﺎﻣﺔ ﺃﻧﺸﻄ ٍﺔ ﺗﺪﺭﻳﺒﻴﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﻦ ﻣﺆﲤﺮﺍﺕ ﺑﻌﺪﻳﺔ ﺇﱃ ﺣﻮﺍﺭﺍﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ﻣﺒﺎﺷﺮﺓ ﻭﻏﲑ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﺇﱃ ﺧﺪﻣﺔ‬
‫ﺍﻟﱪﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﱐ‪... ،‬ﺇﱁ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪.‬‬
‫‪ -6‬ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﺗﺼﻴﻎ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﺘﺸﺮﻳﻌﺎﺕ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ‬
‫ﻣﻦ ﺧﻼﳍﺎ ﺿﺒﻂ ﻭﺇﺩﺍﺭﺓ ﺍﳊﻴﺎﺓ ﰲ ﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻻ ﺳﻴ‪‬ﻤﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺆﺳﺴﺎﺕ؛‬
‫ﲝﻴﺚ ﺃﻥ ﳎﺘﻤﻌﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺮﻓﺔ ﻗﺪ ﻓﺮﺽ ﺑﻌﺾ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻟﺘﺤﺪ‪‬ﻳﺎﺕ ﺍﻟﱵ ﺗﺴﺘﻮﺟﺐ ﺳ ‪‬ﻦ‬
‫ﺕ ﻟﺘﻨﻈﻴﻤﻬﺎ ﻭﺗﻜﻴﻴﻔﻬﺎ ﻣﻊ ﺍﻟﻮﺍﻗﻊ ﺍﳉﺪﻳﺪ‪ ،‬ﻣﺜﻞ ﺣﺠ‪‬ﻴﺔ ﺍﻹﺛﺒﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﹸﺴﺘﺨﺮ‪‬ﺟﺎﺕ‬ ‫ﺗﺸﺮﻳﻌﺎ ٍ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺍﻟﺘﻮﻗﻴﻊ ﺍﻻﻟﻜﺘﺮﻭﱐ‪ ،‬ﺍﳌﻌﺎﻣﻼﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪... ،‬ﺍﱁ‪.‬‬
‫‪ -7‬ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻬﲏ‪ ،‬ﺳﻴﻜﻮﻥ ﻣﻦ ﺍﻟﺘﻨﺎﻗﺾ ﳌﺪﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻋﺪﻡ ﻣﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣ‪‬ﻞ ﻣﻊ‬
‫ﺃﻧﻈﻤﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪ ،‬ﻭﺍﻟﻮﻟﻮﺝ ﺇﱃ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﻷﻓﺮﺍﺩ‪ ،‬ﺃﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ‬
‫ﺍﻟﻄﺒﺎﻋﺔ‪ ،‬ﺃﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺇﻣﻜﺎﻧﻴﺎﺕ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺆﲤﺘﺔ‪ ،‬ﺃﻱ ﺗﻠﻚ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻜﺘﺐ‬
‫ﺍﻹﻟﻜﺘﺮﻭﱐ‪ .‬ﻭﺃﻳﻀﹰﺎ ﻻ ﳝﻜﻦ ﺗﺼﻮﱡﺭ ﻣﺪﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺪﻭﻥ ﻓﻬﻢ ﻟﻠﻤﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﻳﻌﻤﻞ ﰲ ﻣﺆﺳﺴ ٍﺔ‬
‫ﻋﻠﻰ ﺩﺭﺟ ٍﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﳊﻮﺳﺒﺔ )ﻭﻫﺬﺍ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﻛﺎﻓﺔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ(‪.‬‬
‫‪ -8‬ﳛﺘﺎﺝ ﳕﻂ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺘﻄﺒﻴﻘﻪ ﺇﱃ ﺗﻄﻮﻳﺮ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻟﻔﻜﺮ ﺍﳊﺎﻛﻢ ﻟﻌﻤﻞ‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺍ ُﻷﻃﺮ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻷﺳﺎﻟﻴﺐ‬
‫ﰲ ﳑﺎﺭﺳﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ‪.‬‬
‫‪ -2‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪:‬‬
‫ﳑﺎ ﺳﺒﻖ ﺫﻛﺮﻩ ﰲ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﰲ ﺣﺎﻝ ﺭﻏﺒﺔ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻔﺎﻋﻞ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻴﻨﺒﻐﻲ ﻋﻠﻴﻬﺎ ﺃﻥ ﺗﻘﻮﻡ ﲟﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺇﻋﺎﺩﺓ ﻫﻨﺪﺳﺔ ﺇﺩﺍﺭﺍﺕ ﺷﺌﻮﻥ ﺍ ﹸﳌﻮ ﱠﻇﻔﲔ ﻭﺗﻄﻮﻳﺮﻫﺎ ﺟﺬﺭﻳﹰﺎ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﺿﻊ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺍﻟﺘﻮ ﱡﺟﻬـﺎﺕ‬
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‫ﻭﺍﳌﻬﺎﻡ ﻭﺍﻷﺳﺎﻟﻴﺐ؛‬
‫ﺸﻐﻞ ﺍﻟﻮﻇـﺎﺋﻒ ﻭﺗﻮﺻـﻴﻔﻬﺎ‬ ‫‪ -2‬ﺇﻋﺪﺍﺩ ‪‬ﺧﻄﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ ‪‬ﺗﺤ ‪‬ﺪﺩ ﺍﳋﱪﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻟ ‪‬‬
‫ﻭﲢﺪﻳﺪ ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ ﳍﺎ؛‬
‫‪ -3‬ﲣﻄﻴﻂ ‪‬ﻧﻈﻢ ﻭﺑﺮﺍﻣﺞ ﺍﳊﻮﺍﻓﺰ ﻭﺭﺑﻄﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍ ﹸﳌﺴﺘﻬ ‪‬ﺪﻑ ﻭﻧﺘﺎﺋﺞ ﻗﻴﺎﺱ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠـﻲ‪ ،‬ﻭﺗـﺼﻤﻴﻢ‬
‫ﻭﺗﻨﻔﻴﺬ ﻧﻈﺎ ٍﻡ ﻟﻘﻴﺎﺱ ﻛﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ ﻭﺍﻗﺘﺮﺍﺡ ‪‬ﺳﺒﻞ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ‪.‬‬
‫‪ -4‬ﲢﺪﻳﺪ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﻓﻖ ﺃﺳﺎﻟﻴﺐ ﻓ ‪‬ﻌﺎﻟﺔ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟﺸﺮﻭﻁ ﻭﺍﻟﻈﺮﻭﻑ ﺍﻟﻜﻔﻴﻠﺔ ﺑﻀﻤﺎﻥ ﻓﻌﺎﻟﻴﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﲢﻘﻴﻘﻪ ﻟﻸﻫﺪﺍﻑ ﺍﳌﺮﺟ ‪‬ﻮﺓ‪.‬‬
‫‪ -5‬ﺯﻳﺎﺩﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ‪‬ﻳﻮﱢﻓﺮﻫﺎ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺣﻮﻝ ﺣـ ﱢﻞ ﺍﳌـﺸﻜﻼﺕ‪،‬‬
‫ﻭﺗﺮﺷﻴﺪ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺗﻌﺰﻳﺰ ﺍﻟ ﹸﻔﺮﺹ ﺍﳌﺘﺎﺣﺔ‪ ،‬ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻨﺎﻓـﺴﺔ‬
‫ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﲢﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫‪ -6‬ﺍﻟﺘﻮ ﱡﺳﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﱪﳎﻴﺎﺕ ﺍ ﹸﳌﺘﻄ ‪‬ﻮﺭﺓ ﰲ ﳎﺎﻝ ﳏﺎﺳﺒﺔ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﳌﻮﺍﻛﺒـﺔ‬
‫ﺍﻟﺘﻄ ﱡﻮﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍ ﹸﳌﺘﻐ‪‬ﻴﺮﺍﺕ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺘﺤﺴﲔ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪ -7‬ﺍﻟﺘﻮ ﱡﺳﻊ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ‪‬ﻧﻈﻢ ﺍﻟﻴﻘﻈﺔ ﻟﻔﺎﺋﺪ‪‬ﺎ ﰲ ﺭﺳﻢ ﳐﺘﻠﻒ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﹸﺘﻌﻠﱢﻘﺔ ﺑﺎﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‪.‬‬
‫‪ -8‬ﺿﺮﻭﺭﺓ ﺗﻌﺪﻳﻞ ﳏﺘﻮﻯ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳌﻌﺎﻫﺪ‪ِ ،‬ﻟﺘ‪ ‬ﺆ ‪‬ﺧ ﹶﺬ ﺑﺎﻻﻋﺘﺒﺎﺭ‬
‫‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﺍﳌﺆﲤﺘﺔ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﰲ ﺟﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﲟﺎ ﻳﻨﺴﺠﻢ ﻣـﻊ‬
‫ﻣﻌﺎﻳﲑ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬
‫‪ -9‬ﺿﺮﻭﺭﺓ ﻣﺸﺎﺭﻛﺔ ﺃﻋﻀﺎﺀ ﺍﳍﻴﺌﺎﺕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺎﺕ‪ ،‬ﻭﺧﺎﺻ ﹰﺔ ﰲ ﻛﻠﻴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺑﺎﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺘﻌﱢﻠﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺎﺳﻮﺏ ﰲ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺭﺑﻄﻬﺎ‬
‫ﳋﻄﻂ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬‫ﺑﺎ ﹸ‬
‫ﺼﺼﺔ ﺍﻟﱵ ﺗﺴﺘﻬﺪﻑ ﻧﻮﻋﻴـﺔ ﺍﻟﻌـﺎﻣﻠﲔ‬ ‫‪ -10‬ﺿﺮﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺈﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍ ﹸﳌﺘﺨ ‪‬‬
‫ﳋﻄﻂ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ‪.‬‬ ‫ﺑ ﹸﻘﺪﺭﺍﺕ ﺍﳊﺎﺳﻮﺏ ﻭ‪‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺎﺳﻮﺑﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻭﺭﺑﻄﻬﺎ ﰲ ﺍ ﹸ‬
‫‪ -11‬ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻨﺪﻭﺍﺕ ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﻷﲝﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‪ ،‬ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺗﻌﺰﻳﺰ‬
‫ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻟ‪‬ﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﻣﻊ ﺇﻳﻼﺀ ﻧﺘﺎﺋﺠﻬﺎ ﻭﺗﻮﺻﻴﺎ‪‬ﺎ ﺍﻷﳘﻴـﺔ ﺍﻟـﱵ‬
‫ﺗﺴﺘﺤﻘﱡﻬﺎ‪.‬‬
‫‪ -12‬ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺘﻔﻜﲑ ﺍﻻﺑﺘﻜﺎﺭﻱ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﲟﺮﺍﺣﻠﻪ ﺍﳌﺨﺘﻠﻔﺔ ﻹﻋﺪﺍﺩ ﻭﺗﺄﻫﻴﻞ ﻋﺎﻣ ٍﻞ ﻟﺪﻳﻪ ﻣﻬـﺎﺭﺍﺕ‬
‫ﻭﹸﻗﺪﺭﺍﺕ ﺇﺑﺪﺍﻋﻴﺔ ﻣﻌﺮﻓﻴﺔ ‪‬ﻣﺘﺮﺍ ِﻛﻤﺔ‪ ،‬ﻭﻳﻬﺘ ﱡﻢ ﺑﺎﻟﺮﻏﺒﺔ ﰲ ﺍﻹﳒﺎﺯ ﻭﺍﻟﺴﻌﻲ ﻟﻠﺘﻤﱡﻴﺰ‪ ،‬ﻭﲢﻤﱡـﻞ ﺍﳌﺨـﺎﻃﺮﺓ‬
‫ﻭﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺠﺪﻳﺪ‪ ،‬ﻭﺗﻘﺒﻞ ﻭﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫‪327‬‬ ‫ﺧﺎﺗﻤﺔ‬

‫‪ -13‬ﺩﻋﻢ ﺃﺳﺎﻟﻴﺐ ﻭﺑﺮﺍﻣﺞ ﺗﻔﻌﻴﻞ ﻣﺸﺎﺭﻛﺎﺕ ﺍﻷﻓﺮﺍﺩ ﰲ ﲝﺚ ﻣﺸﺎﻛﻞ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺣﻔﺰﻫﻢ ﻋﻠﻰ ﺍﳌﺒـﺎﺩﺭﺓ‬
‫ﻭﺍﳌﺒﺎﺩﺃﺓ ﺑﺎﻻﻗﺘﺮﺍﺡ ﻭﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﻟﺘﻄﻮﻳﺮ ‪‬ﻧﻈﻢ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺣﻠﻘﺎﺕ ﺍﻟﻌﺼﻒ ﺍﻟﺬﻫﲏ ﻭﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ‬
‫ﺍﳌﻜﺸﻮﻑ ﻭﺍﳉﻤﺎﻋﺎﺕ ﺍﳊﻤﺎﺳﻴﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﺪﺍﺧﻞ ﺍﻻﺑﺘﻜﺎﺭ ﺍﳊﺪﻳﺚ ﺍﻟﱵ ‪‬ﺗﻔﻴﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺭﻓـﻊ‬
‫ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﻣﻨﻈﻤﺎﺗﻨﺎ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻇﻞ ﺗﻄﺒﻴﻖ ﺍﳊﻜﻮﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫ﺭﺍﺑﻌﹰﺎ‪ -‬ﺁﻓﺎﻕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻻﺣﻈﻨﺎ ﺃﻧﻪ ﻣﺎﺯﺍﻟﺖ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﻨﻘﺎﻁ ﱂ ﻧﺴﺘﻄﻊ ﺍﻟﺘﻄ ﱡﺮﻕ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﳝﻜﻦ‬
‫ﺙ ﻣﺴﺘﻘﺒﻠﻴﺔ‪:‬‬
‫ﺕ ﳌﻮﺿﻮﻋﺎﺕ ﲝﻮ ٍ‬ ‫ﺃﻥ ﺗﻄﺮﺡ ﻛﺈﺷﻜﺎﻟﻴﺎ ٍ‬
‫‪ -‬ﺩﻭﺭ ﻗﻄﺎﻉ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﰲ ﲣﻔﻴﺾ ﺣ ‪‬ﺪﺓ ﺍﻟﺒﻄﺎﻟﺔ ﰲ ﺍﳉﺰﺍﺋﺮ؛‬
‫‪ -‬ﺍﳌﹸﺘﻄﻠﱠﺒﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻟﺒﻨﺎﺀ ﻧﻈﺎﻡ ﻟﻠﺤﻜﻮﻣﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ؛‬
‫‪ -‬ﺍﻟﺘﻮﻇﻴﻒ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ؛‬
‫‪ -‬ﻟﻮﺣﺔ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻛﺄﺩﺍ ٍﺓ ﻟﺘﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﳌـﺮﺍﺟـــﻊ‬
‫‪329‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫ﺃﻭ ﹰﻻ‪ -‬ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬

‫ﺃ‪ -‬ﺍﻟﻜﺘﺐ‪:‬‬
‫‪ -1‬ﺇﺑﺮﺍﻫﻴﻢ ﺃﲪﺪ ﺍﻟﺼﻌﻴﺪﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺩ‪.‬ﻥ‪.1998 ،‬‬
‫‪ -2‬ﺃﲪﺪ ﺣﺲ‪ ،‬ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﺍﺑﺘﻜﺎﺭﺍﺕ ﻣﺴﺘﻤﺮﺓ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﻷﻓﻖ‪ ،‬ﻟﺒﻨﺎﻥ‪.2006 ،‬‬
‫‪ -3‬ﺃﲪﺪ ﻣﺎﻫﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -4‬ﺃ‪ .‬ﺱ‪ .‬ﻓﻮﺳﻜﺖ‪ ،‬ﺗﺮﲨﺔ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺃﺑﻮ ﺍﻟﻨﻮﺭ‪ ،‬ﺍﻟﺘﻨﻈﻴﻢ ﺍﳌﻮﺿﻮﻋﻲ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻋﺎﱂ‬
‫ﺍﻟﻜﺘﺐ‪ ،‬ﻣﺼﺮ‪.2001 ،‬‬
‫‪ -5‬ﺇﲰﺎﻋﻴﻞ ﳏﻤﺪ ﺍﻟﺴﻴﺪ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳـﺔ‪ ،‬ﺍﳌﻜﺘـﺐ ﺍﻟﻌـﺮﰊ ﺍﳊـﺪﻳﺚ‪،‬‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.‬‬
‫‪ -6‬ﺇﳝﺎﻥ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭ ﻫﻴﺜﻢ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪ ،‬ﻋﻤـﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2004 ،1‬‬
‫‪ -7‬ﺇﳝﺎﻥ ﳏﻤﺪ ﺍﻟﻐﺮﺍﺏ‪ ،‬ﺍﻟﺘﻌﻠﱡﻢ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻣﺪﺧﻞ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﻏﲑ ﺍﻟﺘﻘﻠﻴﺪﻱ‪ ،‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴـﺔ‬
‫ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.‬‬
‫‪ -8‬ﺑﺎﺳﻞ ﻋﺒﺪ ﺍﶈﺴﻦ ﺍﻟﻘﺎﺿﻲ‪ ،‬ﺗﺪﺍﻭﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﱪ ﺍﻻﻧﺘﺮﻧﺖ ﻭﺃﺛﺮﻩ ﰲ ﺗﺸﻜﻴﻞ ﺍﻟـﻮﻋﻲ ﰲ ﻋـﺼﺮ‬
‫ﺍﻟﻌﻮﳌﺔ‪ ،‬ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺍﻟﺪﳕﺮﻙ‪.2007 ،‬‬
‫‪ -9‬ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ :‬ﺍ‪‬ﺎﻻﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪ ،‬ﻣﺮﻛﺰ ﺍﻹﻣﺎﺭﺍﺕ ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺃﺑﻮ ﻇﱯ‪ ،‬ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -10‬ﺑﻴﻞ ﺟﻴﺘﺲ ﻭ ﻧﺎﺛﺎﻥ ﻣﺎﻳﺮﻓﻮﻟﺪ ﻭ ﺑﻴﺘﺮ ﺭﻳﻨﺮﺳﻮﻥ‪ :‬ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺑﻌﺪ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﻃﺮﻳﻖ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﺗﺮﲨﺔ‬
‫ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺭﺿﻮﺍﻥ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓـﺔ ﻭﺍﻟﻔﻨـﻮﻥ ﻭﺍﻵﺩﺍﺏ‪،‬‬
‫ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ ‪.1998 ،231‬‬
‫‪ -11‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺜﻠﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﻟﺒﻨﺎﻥ ﻧﺎﺷﺮﻭﻥ‪ ،‬ﻁ‪.2002 ،1‬‬
‫‪ -12‬ﺗﻮﻣﺎﺱ ﺃ‪.‬ﺳﺘﻴﻮﺍﺭﺕ‪ ،‬ﺛﻮﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ ﻭﻣﺆﺳﺴﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﺗﺮﲨﺔ‬
‫ﻋﻼ ﺃﲪﺪ ﺇﺻﻼﺡ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻼﺳﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -13‬ﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻌﺎﺻـﺮﺓ‪ ،‬ﺍﻟـﺪﺍﺭ ﺍﳉﺎﻣﻌﻴـﺔ‪،‬‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2005 ،‬‬
‫‪ -14‬ﺟﺎﺭﻱ ﺩﻳﺴﻠﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺗﺮﲨﺔ ﳏﻤﺪ ﺳﻴﺪ ﺃﲪﺪ ﻋﺒﺪ ﺍﳌﺘﻌﺎﻝ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪،‬‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪.2003 ،‬‬
‫‪330‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -15‬ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﺍﳌﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓـﺴﻴﺔ‬
‫ﳌﺆﺳﺴﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2006 ،‬‬
‫‪ -16‬ﲨﻴﻞ ﺃﲪﺪ ﻭﻓﻴﻖ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻣﺪﺧﻞ ﻭﻇﻴﻔﻲ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﻣﺼﺮ‪.2000 ،‬‬
‫‪ -17‬ﺣﺴﻦ ﻋﻠﻲ ﺍﻟﺰﻋﱯ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -18‬ﺣﻨﺎﻥ ﻳﻮﺳﻒ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻝ ﻭﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ‪ ،‬ﺃﻃﻠﺲ ﻟﻠﻨـﺸﺮ ﻭﺍﻹﻧﺘـﺎﺝ ﺍﻹﻋﻼﻣـﻲ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪.2006 ،2‬‬
‫‪ -19‬ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﳍﻴﱵ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪،‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2003 ،1‬‬
‫‪ -20‬ﺧﻀﲑ ﺑﻦ ﺳﻌﻮﺩ‪ ،‬ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺑﲔ ﺍﻟﻄﻤـﻮﺡ ﻭﺍﻹﳒـﺎﺯ‪ ،‬ﻣﻜﺘﺒـﺔ‬
‫ﺍﻟﻌﺒﻴﻜﺎﻥ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﻁ‪.1999 ،1‬‬
‫‪ -21‬ﺭﺃﻓﺖ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌـﺮﰊ‪ ،‬ﺍﻟﻘـﺎﻫﺮﺓ‪،‬‬
‫ﻣﺼﺮ‪ ،‬ﻁ‪.2001 ،1‬‬
‫‪ -22‬ﺯﻳﺎﺩ ﳏﻤﺪ ﺍﻟﺸﺮﻣﺎﻥ‪ ،‬ﻣﻘﺪﻣﺔ ﰲ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪.2004 ،‬‬
‫‪ -23‬ﲰﲑ ﻛﺎﻣﻞ ﳏﻤﺪ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﺍﻟﺘﺸﻐﻴﻞ ﺍﻹﻟﻜﺘﺮﻭﱐ ﻟﻠﺒﻴﺎﻧـﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌـﺔ‬
‫ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.1999 ،‬‬
‫‪ -24‬ﺳﻌﻴﺪ ﻳﺲ ﻋﺎﻣﺮ‪ ،‬ﺍﻻﺗﺼﺎﻻﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺪﺧﻞ ﺍﻟﺴﻠﻮﻛﻲ ﳍﺎ‪ ،‬ﻣﺮﻛﺰ ﻭﺍﻳﺪ ﺳﲑﻗﻴﺲ ﻟﻼﺳﺘﺸﺎﺭﺍﺕ‬
‫ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻣﺼﺮ‪.2000 ،‬‬
‫‪ -25‬ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻁ‪.2003 ،1‬‬
‫‪ -26‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ ﻭ ﺇﺑﺮﺍﻫﻴﻢ ﺳﻠﻄﺎﻥ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫‪.2001‬‬
‫‪ -27‬ﺳﻮﻧﻴﺎ ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -28‬ﺷﺮﻳﻒ ﳏﻤﺪ ﺳﻌﻴﺪ‪ ،‬ﺍﻟﺸﺒﻜﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﻟﱪﺍﺀ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2005 ،‬‬
‫‪331‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -29‬ﺻﻼﺡ ﺣﻮﻃﺮ‪ ،‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﺻﻼﺣﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺮ ﺑﺎﳌﺮﻛﺰ ﺍﻟﻌﺮﰊ ﻟﻠﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻷﻣﻨﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪.1991 ،‬‬
‫‪ -30‬ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ‪ ،‬ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨﺸﺮ‪،‬‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2002 ،‬‬
‫‪ -31‬ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.1999 ،‬‬
‫‪ -32‬ﻃﺎﺭﻕ ﺃﲪﺪ ﻧﻮﻳﺮ‪ ،‬ﺣﻮﻝ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﻣﺮﻛﺰ ﺩﻋﻢ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﲟﺠﻠﺲ ﺍﻟـﻮﺯﺭﺍﺀ ﺍﳌـﺼﺮﻱ‪،‬‬
‫‪.2003‬‬
‫‪ -33‬ﻋﺎﺩﻝ ﺍﳌﻔﺮﺟﻲ ﻭ ﺃﲪﺪ ﺻﺎﱀ‪ ،‬ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﻃﺮﻕ ﻗﻴﺎﺳﻪ ﻭﺃﺳﺎﻟﻴﺐ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ‪ ،‬ﺍﳌﺆﺳﺴﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2003 ،‬‬
‫‪ -34‬ﻋﺎﺋﺪﺓ ﺳﻴﺪ ﺧﻄﺎﺏ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻇﻞ ﺇﻋﺎﺩﺓ ﺍﳍﻴﻜﻠـﺔ‪ :‬ﺍﻻﻧـﺪﻣﺎﺝ‪-‬‬
‫ﻣﺸﺎﺭﻛﺔ ﺍﳌﺨﺎﻃﺮ‪ ،‬ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻜﱪﻯ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻁ‪.1990 ،2‬‬
‫‪ -35‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺑﺴﻴﻮﱐ‪ ،‬ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺮ ﻟﻠﺠﺎﻣﻌﺎﺕ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -36‬ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﻘﺴﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬‬
‫ﺩﻣﺸﻖ‪ ،‬ﺳﻮﺭﻳﺎ‪.1998 ،‬‬
‫‪ -37‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﻌﺮﻓﺔ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -38‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺗﻮﻓﻴﻖ‪ ،‬ﻣﻬﺎﺭﺍﺕ ﺃﺧﺼﺎﺋﻲ ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻣﺮﻛﺰ ﺍﳋﱪﺍﺕ ﺍﳌﻬﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ "ﲟﻴﻚ"‪ ،‬ﺍﳉﻴـﺰﺓ‪،‬‬
‫ﻣﺼﺮ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -39‬ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﻗﺎﺳﻢ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﺍﳊﺎﺳﻮﺑﻴﺔ‪ ،‬ﻣﻜﺘﺒﺔ ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫‪.1998‬‬
‫‪ -40‬ﻋﺒﺪ ﺍﻟﻐﻔﺎﺭ ﺣﻨﻔﻲ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻟﻌﺮﰊ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.1995 ،‬‬
‫‪ -41‬ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﺍﻟﺮﻓﺎﻋﻲ‪ ،‬ﺍﻟﻌﺮﺏ ﺃﻣﺎﻡ ﻣﻔﺘﺮﻗﺎﺕ ﺍﻟﺰﻣﻦ ﻭﺍﻹﻳﺪﻭﻟﻮﺟﻴﺎ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜـﺮ‪ ،‬ﺩﻣـﺸﻖ‪،‬‬
‫ﺳﻮﺭﻳﺎ‪.2002 ،‬‬
‫‪ -42‬ﻋﻼﺀ ﻋﺒﺪ ﺍﻟﺮﺯﺍﻕ ﳏﻤﺪ ﺍﻟﺴﺎﳌﻲ‪ ،‬ﺷﺒﻜﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻁ‪.2005 ،1‬‬
‫‪ -43‬ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﻏﺮﻳﺐ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.1998 ،‬‬
‫‪ -44‬ﻋﻠﻲ ﺍﻟﺴﻠﻤﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺩﺍﺭ ﻏﺮﻳﺐ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣـﺼﺮ‪،‬‬
‫‪.2001‬‬
‫‪332‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -45‬ﻋﻠﻲ ﻋﺒﺎﺱ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻋﻠﻢ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﳌﺴﲑﺓ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2004 ،1‬‬
‫‪ -46‬ﻋﻠﻲ ﻓﻬﻤﻲ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻷﻧﻈﻤﺔ ﺍﻟﺬﻛﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻘـﺎﻫﺮﺓ‪،‬‬
‫ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -47‬ﻋﻠﻲ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﻭ ﺳﻌﻴﺪ ﻳﺎﺳﲔ ﻋﺎﻣﺮ‪ ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳌـﺮﻳﺦ ﻟﻠﻨـﺸﺮ‪،‬‬
‫ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪.1984 ،‬‬
‫‪ -48‬ﻋﻤﺮ ﻭﺻﻔﻲ ﻋﻘﻴﻠﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ :‬ﺑﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤـﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -49‬ﺍﻟﻐﺮﻳﺐ ﺯﺍﻫﺮ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﺪﻳﺚ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ ﻟﻠﻨﺸﺮ‪ ،‬ﺩ‪.‬ﻡ‪ ،‬ﺩ‪.‬ﺕ‪.‬‬
‫‪ -50‬ﻓﺎﻳﺰ ﲨﻌﺔ ﺻﺎﱀ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫‪.2005‬‬
‫‪ -51‬ﻓﺮﻳﺪ ﺍﻟﻨﺠﺎﺭ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣـﺼﺮ‪،‬‬
‫‪.2007‬‬
‫‪ -52‬ﻟﻄﻴﻔﺔ ﻋﺒﺪ ﺍﻟﻌﺎﻃﻲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﻥ‪.‬‬
‫‪ -53‬ﻣﺎﻳﻚ ﺟﺮﻯ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺩﻟﻴﻞ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ ،‬ﺗﺮﲨﺔ ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺍﻟﻌﻴﺴﻰ‪ ،‬ﻣﻜﺘﺒﺔ ﺍﳌﻠـﻚ‬
‫ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪.2001 ،‬‬
‫‪ -54‬ﳎﺪﻱ ﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻌﻄﺎ‪ ،‬ﺍﳌﺮﺟﻊ ﺍﻷﺳﺎﺳﻲ ﳌﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻌﻠﻮﻡ ﺍﳊﺎﺳـﺐ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﻁ‪.2000 ،1‬‬
‫‪ -55‬ﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻨﻮﺭ‪ ،‬ﲢﻠﻴﻞ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻮﻣﺒﻴﻮﺗﺮ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﺮﻗﺎﻥ ﻟﻠﻨـﺸﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪،‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.1999 ،5‬‬
‫‪ -56‬ﳏﻤﺪ ﺇﲰﺎﻋﻴﻞ ﺭﺷﺪﻱ‪ ،‬ﻧﻈﻢ ﺩﻋﻢ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2002 ،‬‬
‫‪ -57‬ﳏﻤﺪ ‪‬ﺠﺖ ﻛﺸﻚ‪ ،‬ﺍﳌﺆﺳﺴﺎﺕ ﻭﺃﺳﺲ ﺇﺩﺍﺭ‪‬ﺎ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﳉﺎﻣﻌﻲ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪،‬‬
‫‪.1999‬‬
‫‪ -58‬ﳏﻤﺪ ﺟﻼﻝ ﺳﻴﺪ ﻏﻨﺪﻭﺭ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺪﺭﻳﺴﻴﲔ ﻟﻺﻧﺘﺮﻧﺖ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻼﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﰲ‬
‫ﺍﳌﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.1999 ،‬‬
‫‪ -59‬ﳏﻤﺪ ﺳﻌﻴﺪ ﺃﻧﻮﺭ ﺳﻠﻄﺎﻥ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻟﻠﻨـﺸﺮ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪.2003 ،‬‬
‫‪333‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -60‬ﳏﻤﺪ ﺷﻮﻗﻲ ﺑﺸﺎﺩﻱ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﻣﺮﻛﺰ ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ ﻟﻠﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ‪ ،‬ﺍﻟﻘـﺎﻫﺮﺓ‪،‬‬
‫ﻣﺼﺮ‪.2002 ،‬‬
‫‪ -61‬ﳏﻤﺪ ﺍﻟﺼﲑﰲ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﳉﺎﻣﻌﻲ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.2007 ،‬‬
‫‪ -62‬ﳏﻤﺪ ﻃﺎﻫﺮ ﻧﺼﲑ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2005 ،‬‬
‫‪ -63‬ﳏﻤﺪ ﻋﺒﺪ ﺣﺴﲔ ﺁﻝ ﻓﺮﺝ ﺍﻟﻄﺎﺋﻲ‪ ،‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2005 ،1‬‬
‫‪ -64‬ﳏﻤﺪ ﻓﺎﱀ ﺻﺎﱀ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2004 ،‬‬
‫‪ -65‬ﳏﻤﺪ ﺍﻟﻔﻴﻮﻣﻲ ﻭ ﺃﲪﺪ ﺣﺴﲔ‪ ،‬ﺗﺼﻤﻴﻢ ﻭﺗﺸﻐﻴﻞ ﻧﻈﺎﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪ ،‬ﺩ‪.‬ﺕ‪.‬‬
‫‪ -66‬ﳏﻤﻮﺩ ﺟﺎﺳﻢ ﺍﻟﺼﻤﻴﺪﻋﻲ ﻭ ﺑﺸﲑ ﻋﺒﺎﺱ ﺍﻟﻌﻼﻕ‪ ،‬ﻣﺒﺎﺩﺉ ﺍﻟﺘﺴﻮﻳﻖ‪ ،‬ﺩﺍﺭ ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪،‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2006 ،1‬‬
‫‪ -67‬ﻣﺼﻄﻔﻰ ﳒﻴﺐ ﺷﺎﻭﻳﺶ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺸﺮﻭﻕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻁ‪.2005 ،3‬‬
‫‪ -68‬ﻣﻌﺎﱄ ﻓﻬﻤﻲ ﺣﻴﺪﺭ‪ ،‬ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪.2002 ،‬‬
‫‪ -69‬ﻣﲎ ﳏﻤﺪ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺒﻄﻞ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪،‬‬
‫ﺩ‪.‬ﻥ‪ ،‬ﺩ‪.‬ﺕ‪.‬‬
‫‪ -70‬ﻣﻬﺪﻱ ﺣﺴﻦ ﺯﻭﻳﻠﻒ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﺼﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2003 ،‬‬
‫‪ -71‬ﻣﻬﻨﺪ ﺳﻬﺎﻭﻧﺔ‪ ،‬ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻟﺔ‪ ،‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻠﻜﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫‪.2005‬‬
‫‪ -72‬ﻧﺎﺻﺮ ﺩﺍﺩﻱ ﻋﺪﻭﻥ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﺩﺍﺭ ﺍﶈﻤﺪﻳﺔ ﺍﻟﻌﺎﻣـﺔ‪ ،‬ﺍﳉﺰﺍﺋـﺮ‪،‬‬
‫‪.2004‬‬
‫‪ -73‬ﻧﺒﻴﻞ ﻋﻠﻲ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﺼﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ‬
‫ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2001 ،265‬‬
‫‪ -74‬ﻧﺒﻴﻞ ﻋﻠﻲ ﻭ ﻧﺎﺩﻳﺔ ﺣﺠﺎﺯﻱ‪ ،‬ﺍﻟﻔﺠﻮﺓ ﺍﻟﺮﻗﻤﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻘﺎﻓﺔ‬
‫ﻭﺍﻟﻔﻨﻮﻥ ﻭﺍﻵﺩﺍﺏ‪ ،‬ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺍﻟﻌﺪﺩ‪.2005 ،‬‬
‫‪ -75‬ﻧﺒﻴﻞ ﳏﻤﺪ ﺍﳌﺮﺳﻲ‪ ،‬ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣـﺼﺮ‪،‬‬
‫‪.2005‬‬
‫‪334‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -76‬ﳒﻢ ﻋﺒﻮﺩ ﳒﻢ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻣﺆﺳـﺴﺔ ﺍﻟـﻮﺭﺍﻕ ﻟﻠﻨـﺸﺮ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2004 ،‬‬
‫‪ -77‬ﻫﺎﺷﻢ ﺃﲪﺪ ﻋﻄﻴﺔ‪ ،‬ﻣﺪﺧﻞ ﺇﱃ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨـﺸﺮ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﺮ‪.2000 ،‬‬
‫‪ -78‬ﻫﺎﻟﺔ ﳏﻤﺪ ﻟﺒﻴﺐ ﻋﻨﺒﻪ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﺸﺮﻭﻋﺎﺕ ﺍﻟﺼﻐﲑﺓ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪ :‬ﺩﻟﻴﻞ ﻋﻤﻠﻲ ﻟﻜﻴﻔﻴـﺔ ﺍﻟﺒـﺪﺀ‬
‫ﲟﺸﺮﻭﻉ ﺻﻐﲑ ﻭﺇﺩﺍﺭﺗﻪ ﰲ ﻇﻞ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺳﻠﺴﻠﺔ ﲝﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺻﺎﺩﺭﺓ ﻋﻦ ﺍﳌﻨﻈﻤﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،359‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2004 ،‬‬
‫‪ -79‬ﻫﻼﻝ ﻋﺒﻮﺩ ﺍﻟﺒﻴﺎﰐ‪ ،‬ﺍﳌﺪﺧﻞ ﻟﻨﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﻣﺪﻳﺮﻳﺔ ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﺍﳌﻮﺻﻞ‪ ،‬ﺍﻟﻌﺮﺍﻕ‪.1992 ،‬‬
‫‪ -80‬ﻭﺳﻴﻠﺔ ﲪﺪﺍﻭﻱ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺪﻳﺮﻳﺔ ﺍﻟﻨﺸﺮ ﳉﺎﻣﻌﺔ ﻗﺎﳌﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪.2004 ،‬‬
‫‪ -81‬ﺳﻌﺪ ﻏﺎﻟﺐ ﻳﺎﺳﲔ‪ ،‬ﺃﺳﺎﺳﻴﺎﺕ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻁ‪.2006 ،1‬‬
‫‪ -82‬ﻳﺎﺳﲔ ﺳﻌﺪ ﻏﺎﻟﺐ‪ ،‬ﲢﻠﻴﻞ ﻭﺗﺼﻤﻴﻢ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﳌﻨﺎﻫﺞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤـﺎﻥ‪ ،‬ﻁ‪،1‬‬
‫‪.2000‬‬
‫‪ -83‬ﻳﻮﺳﻒ ﺃﲪﺪ ﺃﺑﻮ ﻓﺎﺭﺓ‪ ،‬ﺍﻟﺘﺴﻮﻳﻖ ﺍﻹﻟﻜﺘﺮﻭﱐ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪.2004 ،‬‬
‫ﺏ‪ -‬ﺃﻃﺮﻭﺣﺎﺕ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻭﺭﺳﺎﺋﻞ ﺍﳌﺎﺟﺴﺘﲑ‪:‬‬
‫ƒ ﺃﻃﺮﻭﺣﺎﺕ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪:‬‬
‫‪ -84‬ﺣـﺴﲔ ﻳﺮﻗـﻲ‪ ،‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‪ :‬ﺣﺎﻟـﺔ ﻣﺆﺳـﺴﺔ‬
‫ﺳﻮﻧﺎﻃﺮﺍﻙ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﺩﻭﻟﺔ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪.2007 ،‬‬
‫‪ -85‬ﻇﺎﻫﺮ ﺷﺎﻫﺮ ﻳﻮﺳﻒ ﺍﻟﻘﺸﻲ‪ ،‬ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻷﻣﺎﻥ ﻭﺍﻟﺘﻮﻛﻴﺪﻳـﺔ‬
‫ﻭﺍﳌﻮﺛﻮﻗﻴﺔ ﰲ ﻇﻞ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﻤـﺎﻥ ﺍﻟﻌﺮﺑﻴـﺔ‬
‫ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2003 ،‬‬
‫‪ -86‬ﳛﻀﻴﻪ ﲰﻼﱄ‪ ،‬ﺃﺛﺮ ﺍﻟﺘﺴﻴﲑ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻋﻠﻰ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ :‬ﻣﺪﺧﻞ ﺍﳉﻮﺩﺓ ﻭﺍﳌﻌﺮﻓﺔ‪ ،‬ﺃﻃﺮﻭﺣﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻛﻠﻴـﺔ ﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪.2004 ،‬‬
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‫ƒ ﺭﺳﺎﺋﻞ ﺍﳌﺎﺟﺴﺘﲑ‪:‬‬
‫‪ -87‬ﺳﻌﻴﺪﺓ ﺣﻨﻚ‪ ،‬ﳏﺎﻭﻟﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻨﻈﻢ ﺍﳋﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﻇﻴﻒ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏـﲑ ﻣﻨـﺸﻮﺭﺓ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪.1998 ،‬‬
‫‪ -88‬ﻓﺎﺭﺱ ﺣﺴﻦ ﺷﻜﺮ ﺍﳌﻬﺪﺍﻭﻱ‪ ،‬ﺻﺤﺎﻓﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻠﺼﺤﻒ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﳌﺮﺗﺒﻄـﺔ‬
‫ﺑﺎﻟﻔﻀﺎﺋﻴﺎﺕ ﺍﻹﺧﺒﺎﺭﻳﺔ ﻧﺖ ﳕﻮﺫﺟﹰﺎ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣـﺔ‪،‬‬
‫ﺍﻟﺪﳕﺮﻙ‪.2007 ،‬‬
‫‪ -89‬ﻓﺆﺍﺩ ﻓﺎﻳﺪ ﻓﺆﺍﺩ ﺍﻟﺮﺷﻴﺪﻱ‪ ،‬ﺃﺛﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺑﺎﻟﺘﻄﺒﻴﻖ‬
‫ﻋﻠﻰ ﺑﻴﺖ ﺍﻟﺘﻤﻮﻳﻞ ﺍﻟﻜﻮﻳﱵ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﰲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﲔ ﴰﺲ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪.2006 ،‬‬
‫ﺝ‪ -‬ﺍ‪‬ﻼﺕ‪:‬‬
‫‪ -90‬ﺃﲪﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻳﺐ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﺮﺑﻴـﺔ‪ ،‬ﺍﻟﻌـﺪﺩ ‪،1‬‬
‫‪ ،2000‬ﺍﻟﻨﺎﺩﻱ ﺍﻟﻌﺮﰊ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﳌﻮﻗﻊ‪ ،www.arabcin.net :‬ﺗـﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪12 :‬‬
‫ﺩﻳﺴﻤﱪ‪.2007‬‬
‫‪ -91‬ﺃﺳﺎﻣﺔ ﻋﻠﻲ ﻋﺒﺪ ﺍﳋﺎﻟﻖ‪ » ،‬ﺗﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺒﻘـﺎﺀ ﰲ ﻇـﻞ‬
‫ﺍﳌﺘﻐﲑﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳉﺪﻳﺪﺓ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﺆﺳﺴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪.1995 ،60‬‬
‫‪ -92‬ﺃﻓﻨﺎﻥ ﻧﻈﲑ ﺩﺭﻭﺯﺓ‪ » ،‬ﻭﺍﻗﻊ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ ﻛﻤﺎ ﻳﺮﺍﻩ ﻛﻞ ﻣﻦ ﺍﻟﻄﺎﻟـﺐ ﻭﺍﳌـﺸﺮﻑ ﺍﻷﻛـﺎﺩﳝﻲ‬
‫ﻭﺍﳌﻮﻇﻒ ﺍﻹﺩﺍﺭﻱ ﰲ ﺟﺎﻣﻌﺔ ﺍﻟﻘﺪﺱ ﺍﳌﻔﺘﻮﺣﺔ «‪ ،‬ﳎﻠﺔ ﺍﲢﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣـﺼﺮ‪،‬‬
‫ﺍﻟﻌﺪﺩ ‪.2001 ،38‬‬
‫‪ -93‬ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻐﺮﺏ ﺁﺳﻴﺎ ) ﺍﻹﺳـﻜﻮﺍ(‪ ،‬ﻧـﺸﺮﺓ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﺍﻟﻌﺪﺩ ‪.www.escwa.org.lb ،2005 ،4‬‬
‫‪ -94‬ﺃﻣﲔ ﺍﻟﻀﺮﻏﺎﻣﻲ‪ » ،‬ﻣﺼﺮ ﻭﺍﻟﺘﺤﻮﻝ ﺇﱃ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ «‪ ،‬ﻣﺮﻛﺰ ﺍﻟﺒﺤـﻮﺙ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺃﻛﺎﺩﳝﻴﺔ ﺍﻟﺴﺎﺩﺍﺕ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2‬‬
‫‪ -95‬ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯّﻭ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﻣﻌﺎﳉﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ «‪ ،‬ﳎﻠﺔ ﻋﻠﻮﻡ‬
‫ﺇﻧﺴﺎﻧﻴﺔ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺍﻟﻌﺪﺩ ‪ ،28‬ﻣﺎﻳﻮ ‪.2006‬‬
‫‪ -96‬ﺭﲝﻲ ﻣﺼﻄﻔﻰ ﻋﻠﻴﺎﻥ ﻭ ﻣﻨﺎﻝ ﺍﻟﻘﻴﺴﻲ‪ » ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﰲ ﺍﳌﻜﺘﺒـﺎﺕ ﺍﳉﺎﻣﻌﻴــﺔ‪:‬‬
‫ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﳌﻜﺘﺒﺔ ﺟﺎﻣﻌﺔ ﺍﻟﺒﺤﺮﻳﻦ «‪ ،‬ﺭﺳﺎﻟﺔ ﺍﳌﻜﺘﺒﺔ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،34‬ﺍﻟﻌﺪﺩ ‪.1999 ،4‬‬
‫‪336‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -97‬ﲰﻴﺔ ﺃﻣﲔ ﻋﻠﻲ‪ » ،‬ﺍﶈﺎﺳﺒﺔ ﻋﻦ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﻟﻔﻜﺮﻱ‪ :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻣﻊ ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠﻰ ﺭﺃﺱ ﺍﳌـﺎﻝ‬
‫ﺍﻟﺒﺸﺮﻱ «‪ ،‬ﳎﻠﺔ ﺍﶈﺎﺳﺒﺔ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺘﺄﻣﲔ‪ ،‬ﺟﻬﺎﺯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺍﻟﺒﺤﻮﺙ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠـﺎﺭﺓ ‪-‬‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2003 ،60‬‬
‫‪ -98‬ﻋﺮﻳﻦ‪ » ،‬ﻣﺎ ﻫﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ؟‪ ،‬ﺍﻓﺘﺘﺎﺣﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ )ﺩﻭﻥ ﺗﻮﻗﻴﻊ( «‪ ،‬ﳎـﻠﺔ ﻋـﺮﻳﻦ‪ ،‬ﺍﻟﻨـﺎﺩﻱ‬
‫ﺍﻟﻌﺮﰊ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،28‬ﺷﺒﺎﻁ ‪.www.arabcin.net ،2003‬‬
‫‪ -99‬ﳌﲔ ﻋﻠﻮﻃﻲ‪ » ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،‬ﳎﻠﺔ ﲝﻮﺙ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻋﺮﺑﻴـﺔ‪ ،‬ﺍﳉﻤﻌﻴـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺒﺤﻮﺙ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ، 42‬ﺭﺑﻴﻊ ‪.2008‬‬
‫‪ -100‬ﳌﲔ ﻋﻠﻮﻃﻲ‪ » ،‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻝ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳـﺴﺔ‪،‬‬
‫ﳎﻠﺔ ﻋﻠﻮﻡ ﺇﻧﺴﺎﻧﻴﺔ‪ ،WWW.ULUM.NL ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺩﺳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،38‬ﺻﻴﻒ ‪.2008‬‬
‫‪ -101‬ﳏﻤﺪ ﺧﻠﻴﻔﺔ ﳏﻤﺪ ﺍﻟﻌﻤﺮﻱ‪ » ،‬ﻭﺍﻗﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻧﺘﺮﻧﺖ ﻟﺪﻯ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘـﺪﺭﻳﺲ ﻭﻃﻠﺒـﺔ‬
‫ﺟﺎﻣﻌﺔ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻷﺭﺩﻧﻴﺔ «‪ ،‬ﳎﻠﺔ ﺍﲢﺎﺩ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2003 ،40‬‬
‫‪ -102‬ﳏﻤﺪ ﻣﺮﺍﺭﻳﺎﰐ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ – ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺮﻳﺐ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣ‪‬ﺘﺨﺼ‪‬ﺼﺔ‬
‫ـﺪﺩ ‪،2000 ،1‬‬ ‫ـﺎﺕ‪ ،‬ﺍﻟﻌـــــــــــــ‬ ‫ﰲ ﺍﳌﻌﻠﻮﻣـــــــــــــ‬
‫‪ ،http://www.arabcin.net/al_arabia_mag/modules.php‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 18 :‬ﻓﻴﻔـﺮﻱ‬
‫‪.2007‬‬
‫‪ -103‬ﳏﻴﻲ ﺍﻟﺪﻳﻦ ﺣﺴﺎﻧﺔ‪ » ،‬ﺍﻟﺘﺤﻮﻝ ﻣﻦ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ «‪ ،‬ﳎﻠﺔ ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ‬
‫ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،12‬ﺍﻟﻌﺪﺩ ‪ ،2‬ﺟﺎﻧﻔﻲ ‪.2007‬‬
‫‪ -104‬ﻧﻌﻤﺔ ﻋﺒﺎﺱ ﺧﻀﲑ ﻭﺁﺧﺮﻭﻥ‪ » ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻌﻤﻞ ﻭﻗﻴﻢ ﺍﳌﺪﺭﺍﺀ‪ :‬ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ ﰲ ﻣﻨﻈﻤـﺎﺕ‬
‫ﺍﳋﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ «‪ ،‬ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،14‬ﺑﻐﺪﺍﺩ‪.1998 ،‬‬
‫‪ -105‬ﻭﻓﻴﻖ ﺣﻠﻤﻲ ﺍﻷﻏﺎ‪ » ،‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﺩﺍﺭﺓ «‪ ،‬ﳎﻠﺔ ﻛﻠﻴﺔ ﺍﻟﺮﺍﻓﺪﻳﻦ ﺍﳉﺎﻣﻌﺔ ﻟﻠﻌﻠﻮﻡ‪،‬‬
‫ﻛﻠﻴﺔ ﺍﻟﺮﺍﻓﺪﻳﻦ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﺑﻐﺪﺍﺩ‪ ،‬ﺍﻟﻌﺪﺩ ‪.2001 ،6‬‬
‫‪ -106‬ﻳﺎﺳﲔ ﺳﻌﺪ ﻏﺎﻟﺐ‪ » ،‬ﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺭﺅﻳﺎ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻋﺮﺑﻴﺔ «‪ ،‬ﳎﻠـﺔ ﺍﳌـﺴﺘﻘﺒﻞ‬
‫ﺍﻟﻌﺮﰊ‪ ،‬ﻣﺮﻛﺰ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻮﺣﺪﺓ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،260‬ﺗـﺸﺮﻳﻦ‬
‫ﺃﻭﻝ ‪.2000‬‬
‫ﺩ‪ -‬ﺍﳌﺆﲤﺮﺍﺕ ﻭﺍﻟﻨﺪﻭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‪:‬‬
‫‪ » -107‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﻣﺆﲤﺮ » ﺍﻟﻌﻤﻞ ﺍﻟﻌـﺮﰊ «‪ ،‬ﺍﻟـﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌـﺔ‬
‫ﻭﺍﻟﺜﻼﺛﻮﻥ ﺍﻟﺬﻱ ‪‬ﻧﻈﱢﻢ ﰲ ﺷﺮﻡ ﺍﻟﺸﻴﺦ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻳﺎﻡ ‪ 17-10‬ﻣﺎﺭﺱ ‪.2007‬‬
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‫‪ -108‬ﺑﺴﺎﻡ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﳊﻤﺎﺩﻱ ﻭ ﻭﻟﻴﺪ ﺳﻠﻴﻤﺎﻥ ﺍﳊﻤﻴـﻀﻲ‪ » ،‬ﺍﳊﻜﻮﻣـﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺔ‪ :‬ﺍﻟﻮﺍﻗـﻊ‬
‫ﻭﺍﳌﻌﻮﻗﺎﺕ ﻭﺳﺒﻞ ﺍﻟﺘﻄﺒﻴﻖ ﺑﺪﻭﻝ ﳎﻠﺲ ﺍﻟﺘﻌﺎﻭﻥ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﺑﻴﺔ «‪ ،‬ﲝـﺚ ﻣﻘـﺪﻡ ﻟﻠﻨـﺪﻭﺓ‬
‫ﺍﻟﺪﻭﺭﻳﺔ ﺍﻟﻌﺎﺷﺮﺓ ﺍﳌﻨﻌﻘﺪﺓ ﲟﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،2004 ،‬ﺹ ‪.3‬‬
‫‪ -109‬ﺣﺴﲔ ﻣﺼﻄﻔﻰ ﺍﳍﻼﱄ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺑﲔ ﺍﻹﺑﺪﺍﻉ ﺍﶈﺎﺳﱯ ﻭﺇﺑﺪﺍﻉ ﺍﶈﺎﺳﺒﲔ «‪ ،‬ﲝﺚ ﻣﻘـﺪﻡ‬
‫ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﻟﺪﻭﱄ ﺍﻟﺮﺍﺑﻊ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌـﺔ‬
‫ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 28-26‬ﺃﺑﺮﻳﻞ‪.2004 ،‬‬
‫‪ -110‬ﺯﻳﺎﺩ ﻫﺎﺷﻢ ﳛﲕ ﻭ ﻧﺎﻇﻢ ﺣﺴﻦ ﺭﺷﻴﺪ‪ » ،‬ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺩﻭﺭﻫﺎ ﰲ ﺗﻄﻮﻳﺮ ﻧﻈـﻢ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﶈﺎﺳﺒﻴﺔ ﰲ ﻇﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻘﻨﻴﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳊﺪﻳﺜﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟـﺴﻨﻮﻱ‬
‫ﺍﳋﺎﻣﺲ ﺣﻮﻝ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌـﺔ ﺍﻟﺰﻳﺘﻮﻧـﺔ‬
‫ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 25-23‬ﺃﻓﺮﻳﻞ ‪.2005‬‬
‫‪ -111‬ﺷﻮﻗﻲ ﺍﻟﺴﻴﺪ ﻓﻮﺩﻩ‪ » ،‬ﻣﺪﺧﻞ ﳓﻮ ﺗﻄﻮﻳﺮ ﺍﻹﻃﺎﺭ ﺍﻟﻔﻜﺮﻱ ﻟﻠﻤﺤﺎﺳﺒﺔ ﻋﻦ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺑﻴﺌﺔ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﳌﺼﺮﻳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﺒﺎﺩﺉ ﻭﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤـﻲ‬
‫ﺍﻟﺴﻨﻮﻱ ﺍﻟﺜﺎﻟﺚ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﻟﺘﻨﻤﻴﺔ ﲟﺼﺮ ﰲ ﻇﻞ ﺍﻟﺘﺤﻮﻻﺕ ﺍﻟﻌﺎﳌﻴﺔ «‪ ،‬ﺍﻟﺰﻗـﺎﺯﻳﻖ‪ 8-7 ،‬ﻧـﻮﻓﻤﱪ‬
‫‪.1999‬‬
‫‪ -112‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺃﻋﺮﺍﺏ‪ » ،‬ﻣﻔﻬﻮﻡ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺮﺍﺋﺪﺓ «‪ ،‬ﲝـﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﺮﰊ ﺍﳋﺎﻣﺲ ﻋﺸﺮ » ﺍﳌﻜﺘﺒﺎﺕ ﻭﻣﺮﺍﻓﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺩﻭﺭﻫﺎ ﰲ ﺇﺭﺳﺎﺀ ﳎﺘﻤـﻊ‬
‫ﺍﳌﻌﺮﻓﺔ « ﺍﻟﺬﻱ ﻧﻈﻤﻪ ﺍﻻﲢﺎﺩ ﺍﻟﻌﺮﰊ ﻟﻠﻤﻜﺘﺒﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺘﻮﻧﺲ ﺃﻳﺎﻡ ‪ 5 -2‬ﻣﺎﺭﺱ ‪.2005‬‬
‫‪ -113‬ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺑﺸﲑ ﺍﻟﺪﻭﻳﱯ‪ » ،‬ﻣﺘﻄﻠﺒﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻨﻬﻮﺽ ﺑﺘﺸﻐﻴﻞ ﺍﻟﺸﺒﺎﺏ ﰲ ﺿﻮﺀ ﺍﺣﺘﻴﺎﺟﺎﺕ‬
‫ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﺍﳌﺘﻐﲑﺓ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﻟﻠﻨﺪﻭﺓ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻋﻦ » ﺩﻭﺭ ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﻮﺟﻴـﻪ ﺍﳌﻬـﲏ ﰲ‬
‫ﺗﺸﻐﻴﻞ ﺍﻟﺸﺒﺎﺏ «‪ ،‬ﻃﺮﺍﺑﻠﺲ‪ 13 – 11 ،‬ﺟﻮﻳﻠﻴﺔ ‪.2005‬‬
‫‪ -114‬ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺑﻦ ﺻﻘﺮ ﺍﻟﻐﺎﻣﺪﻱ‪ » ،‬ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻨﻤﻴﺔ ﺍﳌـﺴﺘﺪﺍﻣﺔ ﻟﻸﻣـﻦ‬
‫ﺍﻟﻌﺮﰊ‪ :‬ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻷﻣﻨﻴﺔ ﳕﻮﺫﺟﹰﺎ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﻠﺘﻘﻰ ﺍﻟﻌـﺮﰊ ﺍﻟﺜﺎﻟـﺚ‬
‫ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺑﲑﻭﺕ‪.2006 ،‬‬
‫‪ -115‬ﻓﺮﻳﺪ ﻛﻮﺭﺗﻞ‪ » ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻔﻌﺎﻟﺔ ﻟﻠﻤﻌﺮﻓﺔ‪ :‬ﻣﺼﺪﺭ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴـﺰﺓ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ ﰲ ﻇـﻞ ﺍﶈـﻴﻂ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳉﺪﻳﺪ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻨﻮﻱ ﺍﳋﺎﻣﺲ ﺣﻮﻝ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺬﻱ‬
‫ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺃﻳﺎﻡ ‪ 25-23‬ﺃﻓﺮﻳﻞ ‪.2005‬‬
‫‪338‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -116‬ﳏﻤﺪ ﻗﺎﺳﻢ ﺃﲪﺪ‪ » ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ :‬ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻻﺳـﺘﺮﺍﺗﻴﺠﻴﺎﺕ «‪ ،‬ﲝـﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺮﺍﺑﻊ ﺣﻮﻝ ﺍﻟﺮﻳﺎﺩﺓ ﻭﺍﻹﺑﺪﺍﻉ ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ‪ ،http://www.philadelphia.edu.jo ،2005 ،‬ﺗـﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪12 :‬‬
‫ﻓﻴﻔﺮﻱ ‪.2007‬‬
‫‪ » -117‬ﻣﺸﺮﻭﻉ ﻭﺛﻴﻘﺔ ﳓﻮ ﳎﺘﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻋﺮﰊ ﺇﻃﺎﺭ ﺧﻄﺔ ﺍﻟﻌﻤﻞ ﺍﳌﺸﺘﺮﻙ «‪ ،‬ﲝـﺚ ﻣﻘـﺪﻡ ﺇﱃ‬
‫ﺍﳌﺆﲤﺮ ﺍﻟﻌﺮﰊ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ ﻟﻠﺘﺤﻀﲑ ﻟﻠﻘﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪‬ﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴـﺔ –‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ 18-16 ،‬ﻳﻮﻧﻴﻮ ‪.2003‬‬
‫‪ -118‬ﻣﻨﻈﻤﺔ ﺍﻟﻌﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ » ،‬ﺍﻷﳕﺎﻁ ﺍﳉﺪﻳﺪﺓ ﻟﻠﺘﺸﻐﻴﻞ «‪ ،‬ﻣﺆﲤﺮ ﺍﻟﻌﻤﻞ ﺍﻟﻌـﺮﰊ ﺍﻟـﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌـﺔ‬
‫ﻭﺍﻟﺜﻼﺛﻮﻥ‪ ،‬ﺷﺮﻡ ﺍﻟﺸﻴﺦ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ‪ 17-10 ،‬ﻣﺎﺭﺱ ‪.2007‬‬
‫‪ -119‬ﻧﻮﺍﻝ ﺑﻦ ﻋﻤﺎﺭﺓ ﻭ ﻣﺴﻌﻮﺩ ﺻﺪﻳﻘﻲ‪ » ،‬ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،‬ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‬
‫»ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻓﺮﺹ ﺍﻻﻧﺪﻣﺎﺝ ﰲ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﺒﺸﺮﻳﺔ « ﺍﻟﺬﻱ ﻧﻈﻤﺘﻪ ﻛﻠﻴـﺔ‬
‫ﺍﳊﻘﻮﻕ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﳉﺎﻣﻌﺔ ﻭﺭﻗﻠﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻳﻮﻣﻲ ‪ 9-8‬ﻣﺎﺭﺱ ‪.2004‬‬
‫‪ -120‬ﻫﺎﻟﺔ ﺃﲪﺪ ﺻﱪﻱ‪ » ،‬ﺃﺳﺎﻟﻴﺐ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺴﺎﺋﺪﺓ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﺤﻮﻝ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ :‬ﺩﺭﺍﺳـﺔ‬
‫ﻣﻴﺪﺍﻧﻴﺔ ﳌﺆﺳﺴﺎﺕ ﺍﻷﻋﻤﺎﻝ ﺍﻷﺭﺩﻧﻴﺔ «‪ ،‬ﻗﺴﻢ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻳﺘﻮﻧﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺍﳋﺎﺻﺔ‪.‬‬
‫ﺍﻟﺘﻘﺎﺭﻳﺮ ﻭﺍﻟﻮﺛﺎﺋﻖ‪:‬‬
‫‪ -121‬ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻐﺮﺏ ﺁﺳﻴﺎ )ﺍﻹﺳـﻜﻮﺍ(‪ ،‬ﺗﻨﻤﻴـﺔ ﺍﻟﻘـﺪﺭﺍﺕ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ‪ :‬ﺩﻭﺭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺎﻟﻴﺔ ﺍﳌﺘﺨﺼﺼﺔ‪.1992 ،‬‬
‫‪ -122‬ﺍﻟﺘﻘﺮﻳﺮ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﺍﻟﻌﺮﰊ‪ » :‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻛﻤﺪﺧـﻞ ﻟﻠﺘﻨﻤـﻴﺔ ﻭﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﻌـﺮﰊ‪،‬‬
‫ﻣﺮﻛﺰ ﺍﻷﻫـﺮﺍﻡ ﻟﻠﺪﺭﺍﺳـﺎﺕ ﺍﻟـﺴﻴﺎﺳـﻴﺔ ﻭﺍﻹﺳـﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫــﺮﺓ‪ ،‬ﻣـﺼﺮ‪،2001 ،‬‬
‫‪.www.w3.org‬‬
‫‪ -123‬ﺟﺎﻣﻌﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻷﻣﺎﻧﺔ ﺍﻟﻔﻨﻴﺔ ‪‬ﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ﺍﻟﻌـﺮﺏ ﻟﻼﺗـﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣـﺎﺕ‪ ،‬ﺇﺩﺍﺭﺓ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ » ،‬ﳓﻮ ﺗﻔﻌﻴﻞ ﺧﻄﺔ ﻋﻤﻞ ﺟﻨﻴﻒ‪ :‬ﺭﺅﻳﺔ ﺇﻗﻠﻴﻤﻴﺔ ﻟﺪﻓﻊ ﻭﺗﻄﻮﻳﺮ‬
‫ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﻌﺮﺑﻴﺔ «‪.‬‬
‫‪ -124‬ﻣﺮﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺩﻋﻢ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪ -‬ﳎﻠﺲ ﺍﻟﻮﺯﺭﺍﺀ ‪ ،‬ﻋﻴﻮﺏ ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‪ :‬ﺍﻟﻌﻤﻞ ﻋﻦ ﺑﻌﺪ‬
‫ﻭﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺘﻄﺒﻴﻖ ﰲ ﻣﺼﺮ‪ ،‬ﲨﻬﻮﺭﻳﺔ ﻣﺼﺮ ﺍﻟﻌﺮﺑﻴﺔ‪.2003 ،‬‬
‫‪ -125‬ﻣﻜﺘﺐ ﺍﻟﻌﻤﻞ ﺍﻟﺪﻭﱄ‪ ،‬ﺗﻐﲑ ﺍﻷﳕﺎﻁ ﰲ ﻋﺎﱂ ﺍﻟﻌﻤﻞ‪ ،‬ﻣﻜﺘﺐ ﺍﻟﻌﻤﻞ ﺍﻟـﺪﻭﱄ‪ ،‬ﻣﻨﻈﻤـﺔ ﺍﻟﻌﻤـﻞ‬
‫ﺍﻟﺪﻭﻟﻴﺔ‪.2006 ،‬‬
‫‪339‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫ﺍﻟﻘﻮﺍﻣﻴﺲ‪:‬‬
‫‪ -126‬ﻣﻨﲑ ﺑﻌﻠﺒﻜﻲ‪ ،‬ﻗﺎﻣﻮﺱ ﺍﳌﻮﺭﺩ‪ ،‬ﺩﺍﺭ ﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﻁ‪.1998 ،32‬‬
‫‪ -127‬ﻣﺼﻄﻔﻰ ﺇﺑﺮﺍﻫﻴﻢ ﻭ ﺁﺧﺮﻭﻥ‪ ،‬ﺍﳌﻌﺠﻢ ﺍﻟﻮﺳﻴﻂ‪ ،‬ﺇﺳﻄﻨﺒﻮﻝ‪ ،‬ﺗﺮﻛﻴﺎ‪.1960 ،‬‬
‫‪ -128‬ﻣﻔﺘﺎﺡ ﳏﻤﺪ ﺩﻳﺎﺏ‪ ،‬ﻣﻌﺠﻢ ﻣﺼﻄﻠﺤﺎﺕ ﻧﻈﻢ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗـﺼﺎﻻﺕ‪ ،‬ﺍﻟـﺪﺍﺭ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،‬ﻣﺼﺮ‪.1995 ،‬‬
‫ﺍﻷﻧﺘﺮﻧﺖ‪:‬‬
‫‪ -129‬ﺇﺑﺮﺍﻫﻴﻢ ﻏﺮﺍﻳﺒﺔ‪ » ،‬ﺗﺄﺛﲑ ﺛـﻮﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴـﺎﺕ ﺍﻟﺪﻗﻴﻘـﺔ‪ :‬ﺍﻟﻌـﺮﺏ ﻭﺛـﻮﺭﺓ ﺍﳌﻌﻠﻮﻣـﺎﺕ «‪،‬‬
‫‪ ،www.aljazeera.net‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﺎﻧﻔﻲ ‪.2006‬‬
‫‪ » -130‬ﺇﺩﺍﺭﺓ ﺍﳌــــــــﻮﺍﺭﺩ ﺍﻟﺒــــــــﺸﺮﻳﺔ ﺍﻻﺳــــــــﺘﺮﺍﺗﻴﺠﻴﺔ «‪،‬‬
‫‪ ،www.economics.kau.edu.sa/dean/tshareef/file.asp?ID=2985‬ﺗــــﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬
‫‪ » -131‬ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻨﺎﺀ ﳎﺘﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪-2007‬‬
‫‪،« 2012‬‬
‫‪http:/www.aticm.org.eg/admin/Farek_pal/Arab%20ICT%20Strategy-11-2-‬‬
‫‪ ،2007.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 9 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬
‫‪ » -132‬ﺍﻟﺘﻮﻗﻴﻊ ﺍﻻﻟﻜﺘﺮﻭﱐ «‪ ،www.egovs.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ -133‬ﺣـــﺎﺝ ﻗﻮﻳـــﺪﺭ ﻗـــﻮﺭﻳﻦ‪ » ،‬ﻣﻔﻬـــﻮﻡ ﳏﺎﺳـــﺒﺔ ﺍﳌـــﻮﺍﺭﺩ ﺍﻟﺒـــﺸﺮﻳﺔ «‪،‬‬
‫‪ ،http://infotechaccountants.com/forums/showthread.php‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪5 :‬‬
‫ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ -134‬ﺣﺴﻦ ﻣﻈﻔﺮ ﺍﻟﺮﺯّﻭ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻌﺮﻓﺔ‪ :‬ﻣﻌﺎﳉﺔ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ «‪ ،‬ﳎﻠـﺔ‬
‫ﻋﻠﻮﻡ ﺇﻧﺴﺎﻧﻴﺔ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،28‬ﻣـﺎﻳﻮ ‪ ،www.uluminsania.net ،2006‬ﺗـﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺠﻤﻴﻞ‪.2008/04/11 :‬‬
‫ـﺎﺕ ﺍﳊﺪﻳﺜ ـﺔ «‪،‬‬‫ـﻮﻳﺮ ﺧ ـﺪﻣﺎﺕ ﺍﳌﻜﺘﺒـ‬ ‫ـﺮﻭﱐ ﰲ ﺗﻄـ‬ ‫ـﺸﺮ ﺍﻹﻟﻜﺘـ‬ ‫ـﺖ ﻭﺍﻟﻨـ‬ ‫‪ » -135‬ﺩﻭﺭ ﺍﻹﻧﺘﺮﻧـ‬
‫‪ ،www.arabcin.net/arabiaall/studies/faselwaheone.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪11 :‬‬
‫ﺃﻛﺘﻮﺑﺮ‪.2007‬‬
‫‪ -136‬ﺯﻛﺮﻳﺎ ﺍﻟﺸﻴﺦ ﳏﻤﻮﺩ‪ ،‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻷﺭﺍﺿـﻲ ﻭﺍﻟﺘـﺼﻤﻴﻢ ﺍﳊـﻀﺮﻱ ﰲ ﻣـﺪﻥ ﺍﳌـﺴﺘﻘﺒﻞ‪،‬‬
‫‪ ،publications.ksu.edu.sa‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 15 :‬ﺟﻮﺍﻥ ‪.2007‬‬
‫‪340‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -137‬ﺯﻛﻲ ﺣﺴﲔ ﺍﻟﻮﺭﺩﻱ‪ » ،‬ﺧﺪﻣﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ ﻭﻣﺮﺩﻭﺩﺍ‪‬ﺎ ﻋﻠﻰ ﺍﳌﻜﺘﺒﺎﺕ ﻋـﺮﺽ‬
‫ﻭﲢﻠﻴـــــــــــــــــــــــــــــــــــﻞ«‪،‬‬
‫‪http://www.kfnl.gov.sa/idarat/KFNL_JOURNAL/KFNL_JOURNAL/Ma‬‬
‫‪ ،gPages/194.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻓﻴﻔﺮﻱ ‪.2007‬‬
‫ـﺔ‪،‬‬
‫ـﺔ ﻭﺍﻹﻟﻜﺘﺮﻭﻧﻴـ‬
‫ـﲔ ﺍﻟﺘﻘﻠﻴﺪﻳـ‬
‫ـﺔ ﺑـ‬
‫ـﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـ‬
‫ـﺎﺭﺛﻲ‪ ،‬ﺍﳌﻨﻈﻮﻣـ‬
‫ـﺪ ﺍﳊـ‬
‫ـﺖ ﻓﻬـ‬
‫ـﻌﺎﺩ ﺑﻨـ‬
‫‪ -138‬ﺳـ‬
‫‪،publications.ksu.edu.sa/IT%20Papers/SmartSchools/2-5-saadharthe.doc‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 1 :‬ﺩﻳﺴﻤﱪ ‪.2007‬‬
‫‪ -139‬ﺳﻌﻴﺪ ﺷﻌﺒﺎﻥ ﺣﺎﻣﺪ‪ ،‬ﲝﺚ ﻣﺮﺟﻌﻲ ﻋﻦ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‬
‫‪ -‬ﺟﺎﻣﻌﺔ ﺍﻷﺯﻫﺮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،www.rss.gov.jo ،2006 ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺟﺎﻧﻔﻲ ‪.2007‬‬
‫‪ -140‬ﺻﺎﱀ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻨﺼﺎﺭ‪ » ،‬ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻹﻧـﺴﺎﻥ ﻭﺍﻟﺘﻨﻤﻴـﺔ «‪ ،‬ﺟﺎﻣﻌـﺔ ﺍﳌﻠـﻚ ﺳـﻌﻮﺩ‪،‬‬
‫‪ ،Alnassar.s@gmail.com‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2007‬‬
‫‪ -141‬ﻋﺒﺪ ﺍﻟﻠﻄـﻴﻒ ﺯﺭﻧﻪ ﺟﻲ‪ » ،‬ﻛﻴﻒ ﻧﻄﻮﺭ ﺃﻧﻔﺴﻨﺎ ﻋﻠﻤﻴﹰﺎ «‪،WWW.ASCSSF.ORG.SY ،‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 3 :‬ﻓﻴﻔﺮﻱ ‪.2006‬‬
‫‪ -142‬ﻋﺒﺪ ﺍﷲ ﺗﺮﻛﻤﺎﱐ‪ » ،‬ﳎﺘﻤﻊ ﺍﳌﻌﺮﻓﺔ ﻭﺃﺑﻌﺎﺩﻩ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ «‪ ،‬ﺗﻮﻧﺲ ﰲ ‪ 4‬ﻓﻴﻔـﺮﻱ ‪،2004‬‬
‫‪ ،http://hem.bredband.net/dccls2/s142.htm‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 12 :‬ﺟﻮﺍﻥ ‪.2006‬‬
‫‪ -143‬ﻋﺒﺪ ﺍﷲ ﻗﻠﺶ‪ » ،‬ﺍﲡﺎﻫﺎﺕ ﺣﺪﻳﺜﺔ ﰲ ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ «‪ ،www.uluminsania.com ،‬ﺗﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺃﻓﺮﻳﻞ ‪.2008‬‬
‫‪ -144‬ﻋﻠﻲ ﻓﺎﺿﻞ ﺟﺎﺑﺮ‪ » ،‬ﺗﺼﻤﻴﻢ ﻧﻈﺎﻡ ﻣﻌﻠﻮﻣﺎﺕ ﳏﺎﺳﺒﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ «‪،‬‬
‫ﲝﺚ ﻣﻘﺪﻡ ﺇﱃ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻔﺘﻮﺣﺔ ﰲ ﺍﻟﺪﳕﺮﻙ‪ ،‬ﻣﻨﺸﻮﺭ ﻋﻠﻰ ﻣﻮﻗﻊ ﺍﻷﻛﺎﺩﳝﻴﺔ‪.2007 ،‬‬
‫‪ ،3rgob.org/af/uploads/11-07/d8c963fe24.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 9 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬
‫‪ -145‬ﻏﺎﺩﺓ ﺳﻌﻴﺪ ﲰﲑ‪ » ،‬ﻣﺒﺎﺩﺉ ﺃﻣﻦ ﺍﻟﺸﺒﻜﺎﺕ «‪ ،www.arabcin.net ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـﻞ‪11 :‬‬
‫ﺃﻛﺘﻮﺑﺮ‪.2007‬‬
‫‪ -146‬ﳏﻤﺪ ﺩﻳﺎﺏ‪ » ،‬ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ..‬ﺃﻳﻦ ﳓﻦ ﻣﻨﻪ «‪ ،www.balagh.com ،‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪15 :‬‬
‫ﻓﻴﻔﺮﻱ ‪.2008‬‬
‫‪ -147‬ﳏﻤـــﺪ ﳏﻤـــﺪ ﺍﳍـــﺎﺩﻱ‪ » ،‬ﺍﳌﻨﻈﻤـــﺔ ﺍﻟﺮﻗﻤﻴـــﺔ ﰲ ﻋـــﺎﱂ ﻣـــﺘﻐﲑ «‪،‬‬
‫‪publications.ksu.edu.sa/IT%20Papers/e-GOV-‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 14 :‬ﻣـﺎﺭﺱ‬ ‫‪،Articles/egovPapers/Drmohamed%20Elhady.doc‬‬
‫‪.2007‬‬
‫‪341‬‬ ‫ﺍﻟﻤﺮﺍﺟﻊ‬

‫‪ -148‬ﳏﻤﺪ ﻣﺮﺍﻳﺎﰐ‪ » ،‬ﺍﻷﻋﻤﺎﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ «‪ ،www.escwa.org.lb ،‬ﺗﺎﺭﻳﺦ‬

‫ﺍﻟﺘﺤﻤﻴﻞ‪ 7 :‬ﻣﺎﻱ ‪.2007‬‬
‫‪ -149‬ﻣﻌﻬﺪ ﺍﻹﻣﺎﻡ ﺍﻟﺸﲑﺍﺯﻱ ﺍﻟﺪﻭﱄ ﻟﻠﺪﺭﺍﺳـﺎﺕ‪ -‬ﻭﺍﺷـﻨﻄﻦ‪،http: //www.siironline.org ،‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﺟﻮﺍﻥ ‪.2007‬‬
‫‪ » -150‬ﻣﻘﺪﻣﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ «‪ ،faculty.ksu.edu.sa/72075/Documents ،‬ﺗﺎﺭﻳﺦ‬
‫ﺍﻟﺘﺤﻤﻴﻞ‪ 16 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ -151‬ﻧﺴﻲ ﳏﻤﺪ ﻧﺼﲑ‪ » ،‬ﺍﻟﺘﺠﺮﺑﺔ ﺍﳌﺼﺮﻳﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﳎﺎﻝ‬
‫ـﺎﺕ «‪،‬‬‫ـﺎ ﺍﳌﻌﻠﻮﻣــــــ‬ ‫ﻭﺗﻜﻨﻮﻟﻮﺟﻴــــــ‬ ‫ـﺼﺎﻻﺕ‬‫ﺍﻻﺗــــــ‬
‫‪ ،www.ituarabic.org/11thhrmeeting/doc8.doc‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﺳﺒﺘﻤﱪ ‪.2007‬‬
‫‪ -152‬ﻫﻨﺎﺀ ﻋﺒـﺪ ﺍﻟـﺮﺣﻴﻢ ﳝـﺎﱐ‪ » ،‬ﺍﻟﺘـﺪﺭﻳﺐ ﺍﻹﻟﻜﺘـﺮﻭﱐ ﻭﲢـﺪﻳﺎﺕ ﺍﻟﻌـﺼﺮ ﺍﻟﺮﻗﻤـﻲ «‪،‬‬
‫‪www.ksu.edu.sa/sites/Colleges/Arabic%20Colleges/AdministrativeScien‬‬
‫‪ ،ces‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 15 :‬ﺟﻮﺍﻥ ‪.2008‬‬
‫‪ -153‬ﻳﻮﻧﺲ ﻋﺮﺏ‪ » ،‬ﻗﺎﻧﻮﻥ ﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﺠﺎﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ «‪،www.arablaw.org ،‬‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 11 :‬ﻧﻮﻓﻤﱪ ‪.2007‬‬
‫‪،www.suhuf.net.sa/2001jaz/jul/15/ev4.htm -154‬‬
‫‪ ،http://www.bab.com/articles/full_article.cfm?id=2263 -155‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪10 :‬‬
‫ﻣﺎﻱ ‪./2008‬‬
‫‪ ،http://vb.arabsgate.com/showthread.php. -156‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪15 :‬ﺟﺎﻧﻔﻲ ‪.2007‬‬
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‫‪ ،www.wikepedia.com -158‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 13 :‬ﻣﺎﺭﺱ ‪.2008‬‬
‫‪ ،http://ar.wikipedia.org/wiki/ -159‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 6 :‬ﺟﻮﺍﻥ ‪.2006‬‬
‫ـﺎﺭﺱ‬‫ـﻞ‪ 12 :‬ﻣـ‬
‫ـﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـ‬ ‫‪ ،http://faculty.ksu.edu.sa/salotaibi/DocLib/% -160‬ﺗـ‬
‫‪.2008‬‬
‫‪http://fr.wikipedia.org/wiki/Syst%C3%A8me d%27information de‬‬ ‫‪-161‬‬
‫‪ ،gestion des ressources humaines‬ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‪ 17 :‬ﻓﻴﻔﺮﻱ ‪.2008‬‬
‫ـﻞ‬
‫ـﻞ‪ 12 :‬ﺃﻓﺮﻳـ‬‫ـﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴـ‬
‫‪ ،http://arabic.etqm.ae/elearning/blended.html -162‬ﺗـ‬
‫‪.2008‬‬
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.2004 ‫ ﻓﻴﻔﺮﻱ‬10 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،www .yusuf -abufara.net -163

.2008 ‫ ﺟﺎﻧﻔﻲ‬18 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،http://ar.wikipedia.org/wiki/ -164
‫ ﺳﺒﺘﻤﱪ‬14 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،http://www.elearning.edu.sa/training/cmain.html -165
.2007
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.2008 ‫ ﻣﺎﺭﺱ‬5 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،c.doc
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.2007 ‫ ﻧﻮﻓﻤﱪ‬14 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،erence/Article025.doc
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.2006 ‫ﺟﻮﺍﻥ‬
.2008 ‫ ﻣﺎﺭﺱ‬27 :‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،www.elchoroukonline.com -171
:‫ ﺗﺎﺭﻳﺦ ﺍﻟﺘﺤﻤﻴﻞ‬،www.tanmiah-adarb.com/vb/archive/index.php/t-105.html -172
.2007 ‫ ﺟﻮﺍﻥ‬11
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.2007 ‫ ﺳﺒﺘﻤﱪ‬12
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168- Aubert Benoît, Les technologies de l'information et l'organisation,
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169- Emmanuel Pateyrom, La veille stratégique, Économica éditions, Paris,
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170- George Braziller, Théorie générale des systèmes, Traduction, Bordas -

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171- Henri Farreny, Les système experts, Cepadues édition, France, 1989.
172- Herbert A. Simon, Sciences des systèmes Sciences de l'artificiel, Traduit
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174- Jean Brilman, les meilleures pratiques du management, Les éditions
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175- J. M-Auriac et autres, Économie d'entreprise, Casteilla Editions, France,
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176- Lakhdar Lallem, Les systèmes d’information pour la gestion, ISGP,
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177- Norbert Wiener, Cybernétique et société: L'usage humain des êtres
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179- Patrick Gilbert, La gestion des ressources humaines, éditions
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180- Patrick Romagni, L'intelligence économique au service de l'entreprise,
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181- Pierre Carrier et autres, Bases de données dans le développement de
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182- Steve Sleight, Internet et l'entreprise, MANGO Pratique édition, France,
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183- Henri Mahé de Boislandelle, Dictionnaire de gestion, Economica
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184- Encyclopédie de la gestion et du management, DALLOZ édition,

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185- Bruno, Herniet, Nouvelles technologies et formation dans l’entreprise
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a-Books:
188- Alter Steven, Information Systems: The Foundation of e-Business,
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189- Bocij, P.Chaffy, D. Greasley, A. Hiickie, S., Business information
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190- Carl Shapro and Hab Varian, Information rules: Astrategic guide to the
network economy, MIT press, 2000, New York, USA.
191- Daugeliene, R, Peculiarities Of Knowledge-Based Economy
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192- Efraim Turban, Information technology for management, John Wily and
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193- John Wily and sons, Efraim Turban, information technology for
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194- Kennth C. Laudon, Essentials of Management Information System,
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195- L. Hitt, and E. Bryhjolfsson, Digital organization: preliminary results

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196- Lyle M.Spencer, Reengineering Human resource, Johne Weily, New
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197- Morris W. Firebaugh, Artificial Intelligence: A Knowledge Base
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199- Robert Mockler and J Dologite, Knowledge Base System: An
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201- Ali Sharaf Al-Musawi, and Abdel-Raheem Ahmed Yousif, « E-learning
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202- Fox . Stephon, The Production and Distribution of Knowledge Through
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collaborative value chaine », E.Marketect , N° 8, 2002.
205- Neil C Rowe, « Cheating in Online Student Assessment: Beyond Plagiarism »,
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346 ‫ﺍﻟﻤﺮﺍﺟﻊ‬

206- Tony Tricker and Margaret Rangecroft and Peter Gilroy, « Evaluation
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208- Mohamed Gamaleldin and Mohamed Atwany, A Grid-Based Multi-
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209- Mohammad Suleiman Mohammad Jaradat and Houari Maaradj,
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211- Hornby , A.S., Oxford Advanced Learn s, Dictionary of English, 5th Ed.,
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212- www.aitnews.com.
213- Swanstrom, Edward(2002). Economics-based Knowledge Management.[Available
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214- LRLWEB, UNIV-bpclement. FR/ membres/ cleder/ defanet. Ntm
215- www.commentcamarche.net/initiation/topologie.PHP3