 

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 

 
 
 
 
 
 

 
 

 
Copyright © 2012.

2012

EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA
FORMATION PROFESSIONNELLE
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. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

 
 

 
 1
 29x2167
 978-977-6298-75-0
 -1
 
 2012/1557658,409




   
    

  
 
  2012
 



  

 
 
 8
(00202) 22739110 - 22759945
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E-mail: info@arabgroup.net.eg
elarabgroup@yahoo.com

 
Copyright © 2012.

EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA
FORMATION PROFESSIONNELLE
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. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.



‫اﻟﺼﻔﺤﺔ‬ ‫اﳌﻮﺿﻮع‬

 
5 
9 
9 ‫ ﻣﻔﻬﻮم اﻹدارة‬-1
11 ‫ أﳘﻴﺔ اﻹدارة‬-2
11 ‫ ﻣﻦ ﻫﻮ اﳌﺪﻳﺮ؟‬-3
13 ‫ أﻧﻮاع اﳌﺪﻳﺮﻳﻦ‬-4
14 ‫ وﻇﺎﺋﻒ اﻹدارة‬-5
 17 
17 ‫ اﻟﺘﺨﻄﻴﻂ‬:‫أوﻻ‬
23 ‫ اﲣﺎذ اﻟﻘﺮارات واﻟﻌﻤﻠﻴﺔ اﻹدارﻳﺔ‬:‫ﺛﺎﻧﻴﺎ‬
27 ‫ اﻟﺘﻨﻈﻴﻢ‬:‫ﺛﺎﻟﺜﺎ‬
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 
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34 ‫اﻟﺘﻨﺴﻴﻖ‬:‫راﺑﻌﺎ‬
38 ‫اﻟﺮﻗﺎﺑﺔ‬:‫ﺧﺎﻣﺴﺎ‬
 43 
43 ‫ ﻣﻔﻬﻮم اﻟﻘﻴﺎدة‬-1
43 (‫ اﻟﻔﺮق ﺑﲔ اﻟﻘﻴﺎدة واﻟﺮﺋﺎﺳﺔ )اﻟﻘﺎﺋﺪ – اﻟﺮﺋﻴﺲ‬-2
44 ‫ ﻣﺼﺎدر ﻗﻮة اﻟﻘﺎﺋﺪ‬-3
44 ‫ ﻧﻈﺮﻳﺎت وأﻧﲈط اﻟﻘﻴﺎدة‬-4
 57 
58 ‫ﻣﻮاﺻﻔﺎت اﳌﴩف اﻟﻔﻌﺎل‬ -1

62 ‫ﺛﻼﺛﻮن ﻃﺮﻳﻘﺔ ﻟﻠﺘﺤﻔﻴﺰ‬ -2

 67 
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﺍﻟﻨﺎﺷﺮ‬
‫ﻧﺤﻦ ﻧﻌﻨﻰ ﰲ اﳌﺠﻤﻮﻋﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺪرﻳﺐ واﻟﻨﴩ ﻋﲆ ﻧﺤﻮ ﺧﺎص ﺑﺘﻨﺎول‬
‫ﻛﺎﻓﺔ اﻟﻘﻀﺎﻳﺎ واﳌﺘﻐﲑات اﳌﺘﻼﺣﻘﺔ وﻣﺘﻄﻠﺒﺎت اﻹﺻﻼح اﻹداري واﻻﻗﺘﺼﺎدي‬
‫وﻛﻞ ﻣﺎ ﳞﻢ اﳌﻨﻈﲈت واﻟﺘﻌﺮف أﻳﻀﺎ ﻋﲆ اﻟﺘﺠﺎرب اﻟﻌﺎﳌﻴﺔ اﻟﻨﺎﺟﺤﺔ ﻟﻠﻮﺻﻮل‬
‫إﱃ اﳍﺪف اﳌﺸﱰك ﻣﻊ ﻋﻤﻼﺋﻨﺎ ﰲ رﻓﻊ وﺗﻄﻮﻳﺮ اﻟﻜﻔﺎءات اﻟﺒﴩﻳﺔ ﻣﺮﺗﻜﺰﻳﻦ‬
‫ﺑﺬﻟﻚ ﻋﲆ ﻗﺎﻋﺪة ﺑﻴﺎﻧﺎت ﻣﻦ اﳋﱪاء واﳌﺘﺨﺼﺼﲔ واﻻﺳﺘﺸﺎرﻳﲔ اﳌﺆﻫﻠﲔ‬
‫ﻟﺘﻨﻔﻴﺬ وإدارة ﻛﺎﻓﺔ اﻟﱪاﻣﺞ ﻋﻠﻤﻴﺎ وﻋﻤﻠﻴﺎ ﺑﲈ ﻳﺘﻮاﻛﺐ ﻣﻊ ﻃﺒﻴﻌﺔ ﻋﻤﻞ‬
‫اﳌﻨﻈﲈت‪ ،‬ﻛﲈ ﻳﺘﻀﻤﻦ ﻧﺸﺎط اﳌﺠﻤﻮﻋﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺪرﻳﺐ واﻟﻨﴩ اﻟﻘﻴﺎم ﺑﺠﻤﻴﻊ‬
‫أﻧﻮاع اﻻﺳﺘﺸﺎرات ﰲ ﻛﺎﻓﺔ اﻟﺘﺨﺼﺼﺎت وﻗﺪ ﻇﻬﺮت اﳊﺎﺟﺔ إﱃ ﺗﻔﻌﻴﻞ‬
‫ﻧﺸﺎط اﻟﱪاﻣﺞ اﻟﺘﺪرﻳﺒﻴﺔ ﰲ اﳌﺠﻤﻮﻋﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺪرﻳﺐ واﻟﻨﴩ ﻟﺘﺨﺎﻃﺐ‬
‫اﺣﺘﻴﺎﺟﺎت ﳏﺪدة ﻟﻠﴩﻛﺎت واﳉﻬﺎت اﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺧﻼل اﻟﻘﻴﺎم ﺑﺪراﺳﺔ‬
‫وﲢﺪﻳﺪ اﻻﺣﺘﻴﺎﺟﺎت اﻟﺘﺪرﻳﺒﻴﺔ ﻟﻠﴩﻛﺎت وﺗﺼﻤﻴﻢ ﺑﺮاﻣﺞ ﺧﺎﺻﺔ ﺗﻔﻲ ﲠﺬه‬
‫اﻻﺣﺘﻴﺎﺟﺎت وذﻟﻚ ﻟﺮﻓﻊ ﻣﻌﺪﻻت أداء اﻟﻌﺎﻣﻠﲔ وﺗﻨﻤﻴﺔ ﻣﻬﺎراﲥﻢ اﳌﺨﺘﻠﻔﺔ‪.‬‬

‫‪ ‬‬

‫ﺗﻐﻄﻰ ﻛﺎﻓﺔ اﻟﺘﺨﺼﺼﺎت اﻟﺘﻲ ﲢﺘﺎﺟﻬﺎ اﻟﻘﻄﺎﻋﺎت اﳌﺨﺘﻠﻔﺔ وﻧﺬﻛﺮ ﻣﻦ‬

‫ﻫﺬه اﻟﱪاﻣﺞ ﻋﲆ ﺳﺒﻴﻞ اﳌﺜﺎل‪:‬‬
‫اﳌﻬــﺎرات اﻹدارﻳــﺔ واﻹﴍاﻓﻴــﺔ وإدارة اﻷﻋــﲈل ﻟﻠﻤــﺴﺘﻮﻳﺎت اﻹدارﻳــﺔ‬ ‫=‬

‫اﳌﺨﺘﻠﻔﺔ‪.‬‬
‫اﳌﻬﺎرات اﻟﺴﻠﻮﻛﻴﺔ واﻟﻘﻴﺎدﻳﺔ‪.‬‬ ‫=‬
‫‪Copyright © 2012.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﳌﺤﺎﺳﺒﺔ ﺑﺠﻤﻴﻊ ﻓﺮوﻋﻬﺎ وﲣﺼﺼﺎﲥﺎ‪.‬‬ ‫=‬

‫اﻟﺘﻤﻮﻳﻞ واﻹدارة اﳌﺎﻟﻴﺔ واﻻﺳﺘﺜﲈر‪.‬‬ ‫=‬

‫‪ :‬‬

‫ﻻ ﻧﻌﺘﻤﺪ ﰲ اﻟﺘﺪرﻳﺐ ﻋﲆ اﻷﺳﻠﻮب اﻟﺘﻘﻠﻴﺪي اﻟﺬي ﻳﻌﺘﻤﺪ ﺑﺪوره ﻋﲆ‬

‫اﻟﺘﻠﻘﲔ وإﻋﻄﺎء اﳌﺤﺎﴐات‪ ،‬وﻟﻜﻦ ﻧﺮى أن اﻟﺘﺪرﻳﺐ ﺑﻤﻔﻬﻮﻣﻪ اﳊﺪﻳﺚ ﳚﺐ‬
‫أن ﻳﻌﺘﻤﺪ ﻋﲆ اﳊﻮار واﻟﻨﻘﺎش وﺗﺒﺎدل اﳋﱪات‪ ..‬وﻣﺴﺎﻋﺪة اﳌﺘﺪرب ﻋﲆ‬
‫ﻃﺮح اﳌﺸﻜﻼت اﻟﺘﻲ ﻗﺪ ﺗﻮاﺟﻬﻪ ﰲ ﻋﻤﻠﻪ ووﺿﻊ ﺗﺼﻮراﺗﻪ ﻟﻠﺤﻠﻮل ﺑﲈ ﻳﺆدى‬
‫إﱃ ﲢﻘﻴﻖ اﻻﺳﺘﻔﺎدة اﳌﺮﺟﻮة ﻣﻦ ﺣﻀﻮر اﻟﱪﻧﺎﻣﺞ‪ .‬وﻧﻌﺘﻤﺪ ﰲ اﻟﺘﺪرﻳﺐ ﻋﲆ‬
‫اﻟﻌﺪﻳﺪ ﻣﻦ اﻷﺳﺎﻟﻴﺐ ﻣﺜﻞ‪:‬‬
‫دراﺳﺔ وﻣﻨﺎﻗﺸﺔ اﳊﺎﻻت اﻟﻌﻤﻠﻴﺔ‪.‬‬ ‫=‬

‫اﻻﺳﺘﻘﺼﺎءات وﺗﺒﺎدل اﻵراء واﳌﻘﱰﺣﺎت‪.‬‬ ‫=‬

‫اﻷﻓﻼم اﻟﺘﺪرﻳﺒﻴﺔ‬ ‫=‬

‫ﲤﺜﻴﻞ اﻷدوار‪.‬‬ ‫=‬

‫ﻛﺬﻟﻚ ﻟﺪﻳﻨﺎ ﳎﻤﻮﻋﺔ ﻣﺘﻤﻴﺰة ﻣﻦ ﻗﺎﻋﺎت اﻟﺘﺪرﻳﺐ اﻟﺘﻲ ﺗﻢ إﻋﺪادﻫﺎ‬

‫ﺑﺄﺣﺪث اﻟﻮﺳﺎﺋﻞ اﻟﺴﻤﻌﻴﺔ واﻟﺒﴫﻳﺔ ﺑﲈ ﻳﺆدى إﱃ ﺗﻘﺪﻳﻢ ﺧﺪﻣﺔ ﺗﺪرﻳﺒﻴﺔ ﻋﲆ‬
‫أﻋﲆ ﻣﺴﺘﻮى ﻣﻦ اﳉﻮدة‬

‫‪ :‬‬

‫ﻫﻨﺎك ﻧﻮﻋﺎن ﻣﻦ اﻟﱪاﻣﺞ‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬ ‫‪‬‬
‫وﻫﻰ اﻟﱪاﻣﺞ اﳌﺪرﺟﺔ ﰲ اﳋﻄﺔ اﻟﺴﻨﻮﻳﺔ ﺑﺘﻮارﻳﺦ وأﻣﺎﻛﻦ ﳏﺪده واﻟﺘﻲ‬
‫ﻧﻘﻮم ﺑﺈرﺳﺎﳍﺎ ﰲ ﺑﺪاﻳﺔ ﻛﻞ ﻋﺎم ﻟﻠﻤﺆﺳﺴﺎت واﳍﻴﺌﺎت واﳉﻬﺎت ﰲ أﻧﺤﺎء‬
‫اﻟﻌﺎﱂ اﻟﻌﺮﰊ‪ ،‬وﺑﻌﺪ ذﻟﻚ ﻧﺘﻠﻘﻰ اﻟﱰﺷﻴﺤﺎت ﻣﻦ اﳉﻬﺎت اﳌﺨﺘﻠﻔﺔ ﻋﲆ ﺗﻠﻚ‬
‫اﻟﱪاﻣﺞ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫ﻧﻈﺮا ﻟﺼﻌﻮﺑﺔ اﺣﺘﻮاء ﺧﻄﺔ اﻟﱪاﻣﺞ اﻟﺴﻨﻮﻳﺔ ﻋﲆ ﲨﻴﻊ اﻟﱪاﻣﺞ ﰲ اﳌﺠﺎﻻت‬
‫واﻟﻘﻄﺎﻋﺎت واﻷﻧﺸﻄﺔ اﳌﺨﺘﻠﻔﺔ وﻛﺬﻟﻚ ﻣﻮاﻋﻴﺪ وأﻣﺎﻛﻦ اﻟﱪاﻣﺞ اﳌﺪرﺟﺔ‬
‫ﺑﺎﳋﻄﺔ ﻗﺪ ﺗﻜﻮن ﻏﲑ ﻣﻼﺋﻤﺔ ﻟﺒﻌﺾ اﳉﻬﺎت أو اﳌﺆﺳﺴﺎت أو ﻗﺪ ﺗﻄﻠﺐ ﺟﻬﺔ‬
‫ﻣﺎ ﺗﻨﻔﻴﺬ ﺑﺮﻧﺎﻣﺞ ﺗﻔﺼﻴﲇ ﻣﺘﺨﺼﺺ ﻳﺘﲈﺷﻰ ﻣﻊ ﻃﺒﻴﻌﺔ ﻋﻤﻞ ﺗﻠﻚ اﳉﻬﺔ‬
‫ﺑﺎﻟﺘﺤﺪﻳﺪ ﻟﺬﻟﻚ ﻳﺘﻢ ﺗﻨﻔﻴﺬ ﺑﺮاﻣﺞ ﺗﻌﺎﻗﺪﻳﻪ ﻳﺘﻢ ﺗﺼﻤﻴﻤﻬﺎ ﻟﺘﻠﺒﻴﺔ اﺣﺘﻴﺎﺟﺎت‬
‫اﳉﻬﺔ اﻟﻄﺎﻟﺒﺔ ﺑﺸﻜﻞ ﺧﺎص ﰲ اﳌﻜﺎن واﻟﺰﻣﺎن اﳌﻨﺎﺳﺐ ﳍﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫ﺗﻢ ﺗﺼﻤﻴﻢ وإﻋﺪاد وﺗﻨﻔﻴﺬ ﺑﺮاﻣﺞ ﺗﺪرﻳﺒﻴﻪ ﻗﺼﲑة ﻟﻠﻤﺆﺳﺴﺎت واﳍﻴﺌﺎت‬
‫ﺗﱰاوح ﻣﺪﲥﺎ ﻣﻦ أﺳﺒﻮع ﺗﺪرﻳﺒﻲ )ﲬﺴﺔ أﻳﺎم ﻋﻤﻞ( إﱃ أرﺑﻌﺔ أﺳﺎﺑﻴﻊ‪ ..‬وﻫﻨﺎك‬
‫ﺑﺮاﻣﺞ ﺗﺄﻫﻴﻠﻴﺔ وﻫﻰ ﻣﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ )دﺑﻠﻮﻣﺎت( وﺗﱰاوح ﻣﺪﲥﺎ ﻣﻦ ﺛﲈﻧﻴﺔ‬
‫أﺳﺎﺑﻴﻊ إﱃ أرﺑﻌﺔ وﻋﴩﻳﻦ أﺳﺒﻮﻋﺎ ﺗﺪرﻳﺒﻴﺎ وﺣﺴﺐ ﻇﺮوف اﳉﻬﺔ اﻟﻄﺎﻟﺒﺔ‪.‬‬
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



-1

‫ﻋﻤﻠﻴﺔ ﺗﻮﺟﻴﻪ وﲣﻄﻴﻂ وﺗﻨﻈﻴﻢ وﺗﻨﺴﻴﻖ ورﻗﺎﺑﺔ وﺻﻨﻊ ﻗﺮار ﺑﺎﺳﺘﺨﺪام‬

‫ﻃﺎﻗﺔ اﳌﻮارد اﳌﺎﻟﻴﺔ واﻟﺒﴩﻳﺔ واﳌﺎدﻳﺔ واﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﻟﺘﺤﻘﻴﻖ ﻫﺪف ﻣﺎ ﺑﻜﻔﺎءة‬
.‫وﻓﻌﺎﻟﻴﺔ‬

 

.‫ إي أﳖﺎ ﻃﺮﻳﻘﺔ ﻣﻨﻈﻤﺔ وﻟﻴﺴﺖ ﻋﺸﻮاﺋﻴﺔ‬:‫ﻋﻤﻠﻴﺔ‬ ·

،‫ واﻟﺘﻨﻈﻴﻢ‬،‫ ﻗﺎﺋﻤﺔ ﻟﺘﺤﻘﻴﻖ ﲨﻠﺔ ﻣﻦ اﻟﻮﻇﺎﺋﻒ )اﻟﺘﻮﺟﻴﻪ‬:‫اﻟﻮﻇﺎﺋﻒ اﻹدارﻳﺔ‬ ·

.(...‫اﻟﺦ‬

‫ﻳﺮﻛﺰ اﻟﺘﻌﺮﻳﻒ ﻋﲆ اﺳﺘﺨﺪام‬:‫اﻻﺳﺘﺨﺪام واﻟﺘﻮﻇﻴﻒ اﻷﻣﺜﻞ ﻟﻠﻤﻮارد‬ ·

.‫اﳌﻮارد ﺑﻜﻔﺎءة وﻓﻌﺎﻟﻴﺔ‬

Copyright © 2012.

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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻷﻫﺪاف اﻟﺘﻨﻈﻴﻤﻴﺔ‪ :‬ﺗﺴﻌﻰ اﳌﻨﻈﻤﺔ ﻟﺘﺤﻘﻴﻖ اﻷﻫﺪاف اﳌﻄﻠﻮﺑﺔ وﳜﺘﻠﻒ‬ ‫·‬

‫اﳍﺪف ﺑﺎﺧﺘﻼف اﳌﻨﺸﺄة‪.‬‬

‫اﻟﻜﻔﺎءة‪ :‬أداء اﻟﻌﻤﻞ اﳌﻄﻠﻮب ﺑﺄﻓﻀﻞ ﻃﺮﻳﻘﺔ‪.‬‬ ‫·‬

‫اﻟﻔﻌﺎﻟﻴﺔ‪ :‬اﻟﻘﺪرة ﻋﲆ اﺧﺘﻴﺎر أﻫﺪاف ﻣﻨﺎﺳﺒﺔ وﻣﻼﺋﻤﺔ ﻟﻼﺣﺘﻴﺎﺟﺎت‬ ‫·‬

‫اﳌﺠﺘﻤﻊ‪.‬‬

‫اﳌﺪﻳﺮ اﻟﻜﻒء‪ :‬ﻫﻮ اﻟﺬي ﳛﻘﻖ أﻓﻀﻞ ﻧﺘﺎﺋﺞ أو ﳐﺮﺟﺎت ﻣﻘﺎرﻧﺔ ﺑﻐﲑه‪.‬‬ ‫·‬

‫اﳌﺪﻳﺮ اﻟﻔﻌﺎل‪ :‬ﻫﻮ اﻟﺬي ﳜﺘﺎر أﻫﺪاف واﻗﻌﻴﺔ وﺣﺴﺐ اﻻﺣﺘﻴﺎﺟﺎت‪.‬‬ ‫·‬

‫‪ ‬‬

‫ﺑﻠﺪ ﻣﺎ ﳛﺘﺎج ﻟﺼﻨﺎﻋﺔ اﳊﺪﻳﺪ وﰲ ﻫﺬا اﳌﺠﺘﻤﻊ أرﺑﻊ ﴍﻛﺎت إﻧﺘﺎﺟﻴﻪ‪،‬‬

‫أﺿﻒ ﻣﺎ ﻳﲇ‪:‬ﺿﻤﻦ ﻣﺪﻳﺮ ﻓﻌﺎل‪ ،‬ﻏﲑ ﻓﻌﺎل‪ ،‬ﻛﻒء‪ ،‬ﻏﲑ ﻛﻒء ؟‬

‫‪ 100‬ﻣﻠﻴﻮن رﻳﺎل ﳐﺮﺟﺎﲥﻢ ‪ 1000‬ﻃﻦ ﺣﺪﻳﺪ )ﻛﻒء وﻓﻌﺎل(‪.‬‬ ‫·‬

‫ﻃﻦ ﺣﺪﻳﺪ )ﻏﲑ ﻛﻒء وﻓﻌﺎل(‬ ‫· ‪ 100‬ﻣﻠﻴﻮن رﻳﺎل ﳐﺮﺟﺎﲥﻢ ‪900‬‬

‫‪ 100‬ﻣﻠﻴﻮن رﻳﺎل ﳐﺮﺟﺎﲥﻢ ‪ 1050‬ﻃﻦ ﻧﺤﺎس )ﻛﻒء وﻏﲑ ﻓﻌﺎل(‬ ‫·‬

‫‪ 100‬ﻣﻠﻴﻮن رﻳﺎل ﳐﺮﺟﺎﲥﻢ ‪ 1000‬ﻃﻦ ﻧﺤﺎس )ﻏﲑ ﻛﻒء وﻏﲑ ﻓﻌﺎل(‬ ‫·‬
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‫‪-2‬‬

‫اﻹدارة ﻋﻨﻮن اﻟﺘﻘﺪم واﻻزدﻫﺎر‪.‬‬ ‫·‬

‫اﻹدارة اﻟﻨﺎﺟﺤﺔ ﲤﻴﺰ اﳌﺠﺘﻤﻌﺎت اﳌﺘﻘﺪﻣﺔ ﻋﻦ اﳌﺘﺄﺧﺮة‪.‬‬ ‫·‬

‫اﳋﻄﻂ اﳉﻴﺪة ﻳﻤﻜﻦ أن ﺗﻔﺸﻞ ﰲ ﻇﻞ اﻹدارة اﻟﺴﻴﺌﺔ‪.‬‬ ‫·‬

‫اﻹدارة ﻣﻦ أﻫﻢ اﻟﻮﺳﺎﺋﻞ اﻟﺘﻲ ﻗﺪ ﺗﺴﺘﺨﺪﻣﻬﺎ اﻟﺪول ﻣﻦ اﺟﻞ اﻟﺘﻘﺪم‬ ‫·‬

‫واﻻزدﻫﺎر واﻟﺮﻗﻰ‪.‬‬

‫ﺑﺎﻹدارة اﳉﻴﺪة ﻳﺘﺤﺪد ﻣﺴﺘﻮى اﻟﺘﻌﻠﻴﻢ واﻷﻣﻦ واﻟﺮﻋﺎﻳﺔ اﻻﺟﺘﲈﻋﻴﺔ‪.‬‬ ‫·‬

‫‪ -3‬‬

‫ﻫﻮ ﻓﺮد ﰲ ﻣﺆﺳﺴﺔ ﻳﻜﻮن ﻣﺴﺌﻮﻻً ﻋﻦ ﳎﻤﻮﻋﺔ ﻣﻦ اﳌﺮؤوﺳﲔ ﺑﻐﺮض‬

‫ﲢﻘﻴﻖ اﻷﻫﺪاف اﳌﻮﺿﻮﻋﺔ ﻣﻦ ﺧﻼل ﻣﺎ ﻳﻘﻮم ﺑﻪ ﻣﻦ ﺗﻨﻈﻴﻢ وﺗﻮﺟﻴﻪ وﺗﻨﺴﻴﻖ‬
‫ورﻗﺎﺑﺔ واﲣﺎذ ﻗﺮار ﺑﺎﺳﺘﺨﺪام اﳌﻮارد اﳌﺘﺎﺣﺔ‪.‬‬
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫اﻵﺧﺮﻳﻦ‬

‫ﲢﻘﻴﻖ اﻷﻫﺪاف‬
‫ﺑﺎﻟﻜﻔﺎءة واﻟﻔﻌﺎﻟﻴﺔ‬

‫اﺳﺘﺨﺪام اﳌﻮارد‬ ‫اﻟﻘﻴﺎم ﺑﺎﻟﻮﻇﺎﺋﻒ‬

‫اﳌﺘﺎﺣــﺔ‬ ‫اﻹدارﻳﺔ‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪ -4‬‬

‫ﳎﺎﻻت اﻹدارة ﻧﻄﺎق اﻷﻧﺸﻄﺔ ﻧﻮع اﳌﺴﺆوﻟﻴﺔ‬ ‫اﳌﺴﺘﻮى اﻹداري‬

‫* ﻣﺪﻳﺮ ﺗـﺴﻮﻳﻖ‪ * .‬ﻣـــﺪﻳﺮ ﻋـــﺎم ‪ -1‬ﻣﺪﻳﺮ ﺗﻨﻔﻴﺬي‬ ‫أي اﻟﺘﺼﻨﻴﻒ وﻓـﻖ اﳍﻴﻜـﻞ‬
‫* ﻣــﺪﻳﺮ إﻧﺘــﺎج‪ .‬ﻣﺴﺌﻮل ﻋﻦ ﲨﻴﻊ ﻳﻜﻮن ﻣﺴﺌﻮﻻ ﻋـﻦ‬ ‫اﻟﺘﻨﻈﻴﻤﻲ‪.‬‬
‫اﻹﺟﺮاءات واﳌﻬﺎم‪.‬‬ ‫* ﻣـــﺪﻳﺮ ﻣـــﺎﱄ‪ .‬اﻷﻧﺸﻄﺔ‪.‬‬ ‫‪ -1‬ﻣـــﺪﻳﺮو اﻹدارة اﻟﻌﻠﻴـــﺎ‬
‫* ﻣــﺪﻳﺮ ﻣــﻮارد * ﻣــﺪﻳﺮ وﻇﻴﻔــﻲ ‪ -2‬ﻣﺪﻳﺮ اﺳﺘﺸﺎري‬ ‫ﻳﺘﺤﻤﻠـــﻮا إدارة ﻣـــﺴﺆوﻟﻴﺔ‬
‫ﺑــــــــــــﴩﻳﺔ‪ .‬ﻣــــﺴﺌﻮل ﻋــــﻦ )ﻣـــﺪﻳﺮ ﻗـــﺎﻧﻮﲏ(‬ ‫اﳌﻨﻈﻤــﺔ )اﻟــﺮﺋﻴﺲ‪ ،‬ﻧﺎﺋــﺐ‬
‫ﻳـــﺴﺘﺨﺪم ﻣﻬﻨﺘـــﻪ‬ ‫* ﻣﺪﻳﺮ إداري‪ .‬ﻧﺸﺎط ﻣﻌﲔ‪.‬‬ ‫اﻟﺮﺋﻴﺲ(‪.‬‬
‫ﻟﺘﻘــــــــــــــﺪﻳﻢ‬ ‫‪ -2‬ﻣﺪﻳﺮو اﻹدارة اﻟﻮﺳﻄﻰ‬
‫اﻻﺳﺘـــــــﺸﺎرات‬ ‫ﻋﻠـــﻴﻬﻢ ﻣـــﺴﺆوﻟﻴﺔ ﺗﻨﻔﻴـــﺬ‬
‫اﻹﺟــﺮاءات )ﻣــﺪﻳﺮ إﻧﺘــﺎج‪،‬‬
‫ﺗﺴﻮﻳﻖ‪ ،‬ﻋﻤﻠﻴﺎت(‪.‬‬
‫‪ -3‬اﳌـــــﺴﺘﻮي اﻟﺜﺎﻟـــــﺚ‬
‫اﻷﴍاف ﻋـــﲆ اﻷﻧـــﺸﻄﺔ‬
‫وﺗﻨــﺴﻴﻖ أﻧــﺸﻄﺔ اﻷﻋــﲈل‬
‫)ﻣﴩف‪،‬ﻣﺪﻳﺮ ﻣﻜﺘﺐ(‪.‬‬
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 
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ً ‫اﻟﺘﺼﻨﻴﻒ‬
... ‫وﻓﻘﺎ ﻟـ‬

‫اﻹدارة اﻟﻌﻠﻴﺎ‬

‫اﻹدارة اﻟﻮﺳﻄﻲ‬

‫اﻹدارة اﻟﺪﻧﻴﺎ أو اﳌﺒﺎﴍة‬

 -5

‫اﻟﺘﺨﻄﻴﻂ‬

‫اﲣﺎذ‬
‫اﻟﺮﻗﺎﺑﺔ‬ ‫اﻟﻘﺮارات‬ ‫اﻟﺘﺨﻄﻴﻂ‬

‫اﻟﺘﻮﺟﻴﻪ‬
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

 

.‫ ﲢﺪﻳﺪ أﻫﺪاف ﻣﻌﻴﻨﻪ وﻣﻌﺮﻓﺔ أﻫﻢ ﺳﺒﻞ ﲢﻘﻴﻘﻬﺎ‬:‫اﻟﺘﺨﻄﻴﻂ‬ ·

‫ ﻫﻮ اﻟﻮﺻﻮل ﻟﻠﺒﺪﻳﻞ اﻻﻣﺜﻞ ﻣﻦ ﺧﻼل ﻋﻤﻠﻴﺔ‬:‫اﲣﺎذ اﻟﻘﺮارات اﻹدارﻳﺔ‬ ·

.‫ﺗﺴﻤﻰ ﺻﻨﻊ اﻟﻘﺮار‬

‫ ﺗﻮزﻳﻊ اﳌﻬﺎم واﳌﺴﺆوﻟﻴﺎت ﻋﲆ اﻷﻓﺮاد ﻣﻦ ﺧﻼل ﻣﻌﺎﻳﲑ‬:‫اﻟﺘﻨﻈﻴﻢ‬ ·

.‫وﻣﺒﺎدئ ﳏﺪدة‬

.‫ اﳌﻘﺼﻮد ﲠﺎ ﺗﻨﺴﻴﻖ ﻣﻬﺎم اﻹدارة وﻗﻴﺎدﲥﺎ‬:‫اﻟﺘﻨﺴﻴﻖ‬ ·

.‫ ﻣﺘﺎﺑﻌﺔ وﺗﻘﻴﻴﻢ ﻣﺎ ﻫﻮ ﻗﺎﺋﻢ وﻣﻘﺎرﻧﺘﻪ ﺑﲈ ﻫﻮ ﳐﻄﻂ‬:‫اﻟﺮﻗﺎﺑﺔ‬ ·

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Copyright © 2012.

i16 p

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



 

 -1

.‫ﲢﺪﻳﺪ أﻫﺪاف ﻣﻌﻴﻨﻪ وﻣﻌﺮﻓﺔ أﻫﻢ ﺳﺒﻞ ﲢﻘﻴﻘﻬﺎ‬ ·

.‫اﻟﺘﺨﻄﻴﻂ ﰲ اﻟﻮﻗﺖ اﳊﺎﴐ ﳌﺎ ﻫﻮ ﻣﺴﺘﻘﺒﲇ‬ ·

.‫اﻟﺘﻨﺒﺆ ﳌﺎ ﺳﻴﻜﻮن ﻋﻠﻴﻪ اﳌﺴﺘﻘﺒﻞ ﻣﻊ اﻻﺳﺘﻌﺪاد ﳌﻮاﺟﻬﺘﻪ‬ ·

-2

.‫ﻳﺮﻛﺰ ﻋﲆ ﻫﺪف ﻣﻌﲔ‬ ·

.‫ﳞﺘﻢ اﻟﺘﺨﻄﻴﻂ ﺑﺎﻟﺰﻣﻦ‬ ·

.‫أﻧﻪ ﻣﺴﺘﻘﺒﲇ ﳌﺎ ﺳﻴﻜﻮن ﻋﻠﻴﻪ اﻟﻌﻤﻞ‬ ·

.‫أﻧﻪ ﺗﻨﺒﺆي‬ ·
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 
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3

.‫ﻳﺴﺎﻋﺪ ﰲ ﺣﻞ ﻣﺸﻜﻼت اﳌﺴﺘﻘﺒﻞ‬ ·

.‫ﺗﻨﻈﻴﻢ اﻟﻌﻤﻞ‬ ·

.‫ﻳﺴﺎﻋﺪ ﻋﲆ اﻟﺘﻨﺴﻴﻖ ﺑﲔ اﻷﻫﺪاف وﲢﻘﻴﻘﻬﺎ‬ ·

.‫ﻳﺴﺎﻋﺪ ﰲ وﺿﻊ اﻷﻫﺪاف وﺑﻮﺟﻮد اﻷﻫﺪاف ﲢﺪد اﻻﲡﺎﻫﺎت‬ ·

.‫اﻟﺮﻗﺎﺑﺔ اﳌﺴﺘﻤﺮة ﻋﲆ اﻟﻌﻤﻞ‬ ·

4

 



  ‫أو‬    

 

   

 

 
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬
‫ﻃﻮﻳﻠﺔ اﻷﺟﻞ )‪ (10-3‬ﺳﻨﻮات‪.‬‬ ‫·‬

‫ﻣﺘﻮﺳﻄﺔ اﻷﺟﻞ )‪ (3-1‬ﺳﻨﻮات‪.‬‬ ‫·‬

‫ﻗﺼﲑة اﻷﺟﻞ )أﺳﺒﻮﻋﻴﻪ‪ ،‬ﺷﻬﺮﻳﻪ‪ ،‬ﺳﻨﻮﻳﺔ(‪.‬‬ ‫·‬

‫‪‬‬ ‫‪‬‬

‫ﻣﺴﺘﻮي اﻹدارة اﻟﻌﻠﻴﺎ‪ :‬ﺗﻘﻮم ﺑﻪ اﻹدارة اﻟﻌﻠﻴﺎ )اﻟﺮﺋﻴﺲ‪ ،‬ﻧﺎﺋﺐ اﻟﺮﺋﻴﺲ(‬ ‫·‬

‫وﺗﺘﻤﻴﺰ ﺑﺎﻟﺒﻌﺪ اﻻﺳﱰاﺗﻴﺠﻲ )ﺧﻄﺔ إﺳﱰاﺗﻴﺠﻴﺔ( ﻃﻮﻳﻠﺔ اﻷﺟﻞ‪.‬‬

‫ﻣﺴﺘﻮي اﻹدارة اﻟﻮﺳﻄﻰ‪ :‬وﻳﻘﻮم ﲠﺎ ﻣﺴﺎﻋﺪو اﳌﺪﻳﺮ ورؤﺳﺎء اﻷﻗﺴﺎم‬ ‫·‬

‫وﺗﺘﻤﻴﺰ ﺑﺎﻟﺒﻌﺪ اﻟﺘﻔﺼﻴﲇ )ﺧﻄﺔ ﺗﻔﺼﻴﻠﻴﺔ أو ﺗﻜﺘﻴﻜﻴﺔ(‪.‬‬

‫اﻟﺘﺨﻄﻴﻂ ﻋﲆ ﻣﺴﺘﻮي اﻹدارة اﻟﺪﻧﻴﺎ‪ :‬وﻳﻘﻮم ﺑﻪ اﳌﴩﻓﻮن وﺗﺘﻤﻴﺰ ﺑﺎﻟﺒﻌﺪ‬ ‫·‬

‫اﻟﺘﺸﻐﻴﲇ )ﺧﻄﺔ ﺗﺸﻐﻴﻠﻴﺔ(‪.‬‬

‫ﻓﱰة اﳋﻄﺔ‬ ‫ﻧﻮع اﳋﻄﺔ‬ ‫اﳌﺴﺘﻮي اﻹداري‬

‫ﻃﻮﻳﻠﺔ اﻷﺟﻞ‬ ‫إﺳﱰاﺗﻴﺠﻴﺔ‬ ‫اﻹدارة اﻟﻌﻠﻴﺎ‬
‫ﻣﺘﻮﺳﻄﺔ اﻷﺟﻞ‬ ‫ﺗﻔﺼﻴﻠﻴﺔ وﺗﻜﺘﻴﻜﻴﺔ‬ ‫اﻹدارة اﻟﻮﺳﻄﻰ‬
‫ﻗﺼﲑة اﻷﺟﻞ‬ ‫ﺗﺸﻐﻴﻠﻴﺔ‬ ‫اﻹدارة اﻟﺪﻧﻴﺎ‬
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 
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 5

 
 


 

 

‫ ﺣﻴﺚ أن‬،‫اﻟﻐﺎﻳﺔ اﳌﺮاد ﲢﻘﻴﻘﻬﺎ وﳚﺐ أن ﺗﺮﺗﺐ اﻷﻫﺪاف ﺑﺸﻜﻞ ﻫﺮﻣﻲ‬

:‫ﳑﻴﺰات اﻷﻫﺪاف أو اﻟﴩوط اﻟﻮاﺟﺐ ﺗﻮﻓﺮﻫﺎ ﰲ اﳍﺪف‬
‫ أي اﻧﻪ ﳏﺪد‬:‫وﺿﻮح اﳍﺪف‬ ·

.‫ أي أﻧﻪ ﻗﺎﺑﻞ ﻟﻠﻘﻴﺎس واﳌﺘﺎﺑﻌﺔ‬:‫ﻗﺎﺑﻠﻴﺔ اﻟﻘﻴﺎس‬ ·

.‫ أي ﻳﺘﻮاﻓﻖ ﻣﻊ اﻟﻌﺎدات واﻟﺘﻘﺎﻟﻴﺪ‬:‫ﻗﺒﻮل اﳍﺪف‬ ·

.‫ أي ﳑﻜﻦ اﻟﺘﺤﻘﻴﻖ ﺣﺴﺐ اﻹﻣﻜﺎﻧﺎت‬:‫واﻗﻌﻴﺔ اﳍﺪف‬ ·

.‫ أي أن ﻟﻪ زﻣﻦ ﺑﺪاﻳﺔ وﳖﺎﻳﺔ‬:‫ﳏﺪد ﺑﻮﻗﺖ‬ ·

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 
.‫ﻣﺎ ﳚﺐ وﻳﻨﺒﻐﻲ اﻟﻘﻴﺎم ﺑﻪ وﻣﺎ ﻻ ﻳﻨﺒﻐﻲ اﻟﻘﻴﺎم ﺑﻪ‬

 
.‫ﺳﻠﺴﻠﺔ اﻷﻋﲈل واﳋﻄﻮات واﳌﺮاﺣﻞ اﻟﺘﻲ ﳚﺐ أﺗﺒﺎﻋﻬﺎ‬

 
‫اﻹﻃﺎر اﳌﻮﺟﺔ ﻟﻌﻤﻠﻴﺔ ﺗﻨﻔﻴﺬ اﻟﻘﺮارات وﻫﻲ اﳌﺒﺎدئ واﻟﻘﻮاﻧﲔ اﻟﺘﻲ‬
.‫ﺗﻀﻌﻬﺎ اﳌﺆﺳﺴﺔ ﻟﻜﻲ ﻳﺴﱰﺷﺪ ﲠﺎ اﻟﻌﺎﻣﻠﻮن‬
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 -6













‫ ﺑﻮﺿﻮح اﳍﺪف وواﻗﻌﻴﺘﻪ وﻣﴩوﻋﻴﺘﻪ )زﻳﺎدة اﳌﺒﻴﻌﺎت‬:‫ﲢﺪﻳﺪ اﻷﻫﺪاف‬ ·

.(‫ ﺳﻨﻮات‬3 ‫ ﺧﻼل‬%10 ‫ﺑﻨﺴﺒﺔ‬

،‫ ﲨﻊ اﳌﻌﻠﻮﻣﺎت ﻋﻦ اﳌﺎﴈ واﳊﺎﴐ واﳌﺴﺘﻘﺒﻞ‬:‫ﲨﻊ اﳌﻌﻠﻮﻣﺎت‬ ·

.‫وﺗﺘﻄﻠﺐ ﺗﻘﺪﻳﻢ ﻇﺮوف اﳌﺎﴈ واﳌﺴﺘﻘﺒﻞ‬

‫ وذﻟﻚ ﺑﻮﺿﻊ اﻓﱰاﺿﺎت ﻣﻌﻴﻨﻪ ﺣﻮل اﻟﻈﺮوف‬:‫وﺿﻊ اﻻﻓﱰاﺿﺎت‬ ·

(1) :‫ ﺣﻴﺚ أن اﻻﻓﱰاﺿﺎت ﻃﺮﻓﺎن‬،‫اﻟﺘﻲ ﻳﻤﻜﻦ أن ﻳﺘﻌﺮض ﳍﺎ اﳌﴩوع‬

.‫( أن ﺗﻜﻮن ﻣﺜﺒﻄﺔ وﺳﺎﻟﺒﺔ‬2) ،‫أن ﺗﻜﻮن ﻣﺸﺠﻌﻪ وﻣﻮﺟﺒﺔ‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﲢﺪﻳﺪ اﻟﺒﺪاﺋﻞ واﻻﺧﺘﻴﺎر ﻣﻦ ﺑﻴﻨﻬﺎ ﻣﺜﺎل )ﺑﺪاﺋﻞ ﻟﺘﺤﻘﻴﻖ ﻫﺪف زﻳﺎدة‬ ‫·‬

‫‪ %10‬ﻣﻦ اﳌﺒﻴﻌﺎت(‪:‬‬
‫‪ -‬اﻟﺒﻴﻊ ﺑﺴﻌﺮ أﻗﻞ‪.‬‬
‫‪ -‬إدﺧﺎل ﺗﻐﲑات ﻋﲆ اﻟﺴﻠﻌﺔ‪.‬‬
‫‪ -‬اﻟﺒﺤﺚ ﻋﻦ أﺳﻮاق ﺟﺪﻳﺪة‬

‫اﻟﺘﻨﻔﻴﺬ وﺗﻘﻮﻳﻢ اﻟﻨﺘﺎﺋﺞ‪ :‬وﲣﺘﺺ ﻫﺬه اﳋﻄﻮة ﺑﻮﺿﻊ اﻟﺒﺪﻳﻞ اﻟﺬي ﺗﻢ‬ ‫·‬

‫اﺧﺘﻴﺎره ﻣﻮﺿﻊ اﻟﺘﻨﻔﻴﺬ وﺗﻘﻮﻳﻢ اﻟﻨﺘﺎﺋﺞ‪.‬‬

‫‪ ‬‬

‫‪-1‬‬

‫اﻹدارة ﻫﻲ اﲣﺎذ ﻗﺮارات )اﲣﺎذ اﻟﻘﺮارات ﻫﻲ ﺻﻠﺐ اﻟﻌﻤﻠﻴﺔ اﻹدارﻳﺔ(‪.‬‬ ‫·‬

‫ﲨﻴﻊ اﳌﺴﺘﻮﻳﺎت اﻹدارﻳﺔ ﺗﺘﺨﺬ ﻗﺮارات ﻣﻦ أﺟﻞ ﲢﻘﻴﻖ ﻫﺪف اﳌﻨﺸﺄة‪.‬‬ ‫·‬

‫ﺗﻌﺘﱪ وﻇﻴﻔﺔ اﲣﺎذ اﻟﻘﺮار ﻫﻲ ﺟﻮﻫﺮ وﳏﻮر اﻟﻌﻤﻠﻴﺔ اﻹدارﻳﺔ ﻓﻼ ﻓﺎﺋﺪة‬ ‫·‬

‫ﻟﻠﺘﺨﻄﻴﻂ واﻟﺘﻨﻈﻴﻢ واﻟﺮﻗﺎﺑﺔ ﺑﻼ وﻇﻴﻔﺔ اﲣﺎذ اﻟﻘﺮار‪.‬‬

‫‪-2‬‬

‫ﻗﺮارات ﻃﻮﻳﻠﺔ اﻷﺟﻞ وﻗﺮارات ﻗﺼﲑة اﻷﺟﻞ‪.‬‬ ‫·‬

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.‫ﻗﺮارات ﻓﻮرﻳﺔ وﴎﻳﻌﺔ وﻗﺮارات ﲢﺘﺎج ﻟﻔﻜﺮ وروﻳﺔ‬ ·

.‫ﻗﺮارات ﻓﺮدﻳﺔ وﻗﺮارات ﲨﺎﻋﻴﺔ‬ ·

.‫ﻗﺮارات إﺳﱰاﺗﻴﺠﻴﺔ وﻗﺮارات ﺧﺎﺻﺔ ﺑﺎﻷﻫﺪاف‬ ·

.‫ﻗﺮارات ﺗﻨﻈﻴﻤﻴﺔ وﻗﺮارات إدارﻳﺔ‬ ·

.‫ﻗﺮارات ﻣﱪﳎﺔ وﻗﺮارات ﻏﲑ ﻣﱪﳎﺔ‬ ·

 
‫ ﻗﺮارات ﺗﺘﺨﺬ ﺑﺸﻜﻞ روﺗﻴﻨﻲ وﺑﺸﻜﻞ ﻣﺘﻜﺮر ﰲ ﻣﻮاﻗﻒ‬:‫اﻟﻘﺮارات ﻣﱪﳎﺔ‬
‫ ﻗﺮارات ﺗﺘﺨﺬ ﰲ ﻇﻞ ﻋﺪم اﻟﺘﺄﻛﺪ وﺗﺘﺤﻤﻞ‬:‫ واﻟﻘﺮارات ﻏﲑ ﻣﱪﳎﺔ‬،‫ﻣﻌﻴﻨﺔ‬
.‫ﳐﺎﻃﺮ ﻋﺎﻟﻴﺔ‬



.‫اﻟﻮﻗﺖ واﻟﺘﻜﺎﻟﻴﻒ وﻳﻌﺘﱪان ﳏﺪدان ﳉﻤﻊ ﻣﻌﻠﻮﻣﺎت ﻛﺎﻓﻴﺔ‬ ·

.‫ﻋﻮاﻣﻞ اﺟﺘﲈﻋﻴﺔ وﺳﻴﺎﺳﻴﺔ‬ ·

.‫اﻟﻈﺮوف اﻟﺒﻴﺌﻴﺔ‬ ·

.‫اﻟﺘﻐﲑات اﻟﴪﻳﻌﺔ ﰲ اﻟﺘﻘﻨﻴﺔ‬ ·

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

‫اﻟﻘﺮارات اﳌﱪﳎﺔ اﻟﻘﺮارات ﻏﲑ اﳌﱪﳎﺔ‬ ‫ﻧﻮع اﳌﻘﺎرﻧﺔ‬

‫ﻏﲑ واﺿﺤﺔ‬ ‫واﺿﺤﺔ‬ ‫ﻃﺒﻴﻌﺔ اﳌﻬﻤﺔ‬
‫ﳏﺪودة‬ ‫ﻣﺘﻮﻓﺮة‬ ‫ﺗﻮﻓﺮ اﳌﻌﻠﻮﻣﺎت‬
‫ ﳏﺪودة‬/ ‫ﻧﺎدرة‬ ‫ﻣﺘﻌﺪدة‬ ‫ﺗﻮﻓﺮ اﻟﺒﺪاﺋﻞ‬
‫اﻹدارة اﻟﻌﻠﻴﺎ‬ ‫اﻟﻮﺳﻄﻰ واﻟﺪﻧﻴﺎ‬ ‫اﳌﺴﺘﻮى اﻹداري ﳌﺘﺨﺬي اﻟﻘﺮار‬
‫ﻛﺜﲑة‬ ‫ﻗﻠﻴﻠﻪ‬ ‫درﺟﺔ اﳌﺨﺎﻃﺮة‬
ً
‫ﻧﺎدرا‬ ً
‫داﺋﲈ‬ ‫اﻻﻋﺘﲈد ﻋﲆ اﻟﻘﻮاﻋﺪ واﻹﺟﺮاءات‬

 -3

.(‫ﲢﺪﻳﺪ اﳌﺸﻜﻠﺔ )ﺗﺸﺨﻴﺺ اﳌﺸﻜﻠﺔ‬ -1

.‫ﲨﻊ اﳌﻌﻠﻮﻣﺎت‬ -2

.‫ﻃﺮح اﻟﺒﺪاﺋﻞ واﺧﺘﻴﺎر اﻟﺒﺪﻳﻞ اﳌﻨﺎﺳﺐ‬ -3

.‫ﺗﻨﻔﻴﺬ اﳊﻞ‬ -4

.‫ﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬ اﳊﻞ‬ -5

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 



     

  
    

-4

 

.‫ ﻓﺎﳌﺸﺎرﻛﺔ ﺗﺆدي إﱄ ﺗﻮﻟﻴﺪ اﻷﻓﻜﺎر وﻃﺮح اﻟﺒﺪاﺋﻞ‬:‫اﻹﺑﺪاع‬ ·

.‫اﻻﻟﺘﺰام ﺑﺎﻟﺘﻨﻔﻴﺬ‬ ·

‫ ﻓﺮﺋﻴﺲ اﻟﻮﺣﺪة ﻻ ﻳﻤﻠﻚ ﻟﻮﺣﺪة ﲨﻴﻊ اﳌﻌﻠﻮﻣﺎت ﰲ اﳌﺸﻜﻠﺔ‬:‫اﳌﻌﻠﻮﻣﺎت‬ ·

.‫اﳉﲈﻋﻴﺔ ﰲ اﲣﺎذ اﻟﻘﺮار ﻳﺆدي إﱄ ﺗﻮﻓﲑ ﻛﻢ ﻫﺎﺋﻞ ﻣﻦ اﳌﻌﻠﻮﻣﺎت‬

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. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.


.‫اﻟﺘﺄﻛﻴﺪ ﻋﲆ ﻣﺒﺪأ اﻟﺸﻮرى‬ ·

.‫ﻃﺮح أﻛﺜﺮ ﻣﻦ ﺑﺪﻳﻞ‬ ·

.(‫اﻟﻘﺒﻮل )اﻻﻟﺘﺰام ﺑﺎﻟﺘﻨﻔﻴﺬ‬ ·

.‫رﻓﻊ اﻟﺮوح اﳌﻌﻨﻮﻳﺔ‬ ·

.‫اﻟﻮﺻﻮل إﱄ ﻗﺮارات أﻓﻀﻞ‬ ·


.‫اﺳﺘﻬﻼك اﻟﻮﻗﺖ‬ ·

.‫ﺗﺴﺘﺘﺐ اﳌﺴﺆوﻟﻴﺔ‬ ·

.‫اﳍﻴﻤﻨﺔ ﻣﻦ ﻗﺒﻞ ﺑﻌﺾ اﻷﻋﻀﺎء‬ ·

 

 -1

‫ ﻫﻮ ﻧﻈﺎم ﻳﻨﺴﻖ اﻟﻌﻼﻗﺎت اﻹدارﻳﺔ وﳛﺪد اﻟﻮﻇﺎﺋﻒ‬:‫اﳌﻔﻬﻮم اﻷول‬ ·

.‫وﻳﻜﻮن اﻟﻌﻤﻠﻴﺎت اﻹدارﻳﺔ‬

‫ ﺗﻮزﻳﻊ اﳌﺴﺆوﻟﻴﺎت واﻟﺘﻨﺴﻴﻖ ﺑﲔ ﻛﺎﻓﺔ اﻟﻌﺎﻣﻠﲔ ﺑﺸﻜﻞ‬:‫اﳌﻔﻬﻮم اﻟﺜﺎﲏ‬ ·

.‫ﻳﻀﻤﻦ ﲢﻘﻴﻖ أﻛﱪ ﻗﺪر ﳑﻜﻦ ﻣﻦ اﻷﻫﺪاف اﳌﺮﺟﻮة‬

Copyright © 2012.

 i27 p

EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA
FORMATION PROFESSIONNELLE
AN: 801414 ; .; .
Account: ns063387
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪-2‬‬

‫ﲢﺪﻳﺪ اﻷﻫﺪاف وﲢﺪﻳﺪ اﻟﻨﺸﺎﻃﺎت اﳌﻄﻠﻮب ﲢﻘﻴﻘﻬﺎ‪.‬‬ ‫·‬

‫ﺗﺼﻨﻴﻒ وﺗﻘﺴﻴﻢ اﻷﻋﲈل )ﲡﻤﻴﻊ اﻷﻋﲈل اﳌﻄﻠﻮﺑﺔ وﲢﺪﻳﺪ اﳌﺘﺸﺎﺑﻪ ﻓﻴﻬﺎ‬ ‫·‬

‫ﰲ ﲣﺼﺺ واﺣﺪ(‪.‬‬
‫ﲢﺪﻳﺪ ﻣﻮاﺻﻔﺎت وﻣﺆﻫﻼت اﻟﻌﺎﻣﻠﲔ‪.‬‬ ‫·‬

‫ﲢﺪﻳﺪ اﳌﺴﺆوﻟﻴﺎت واﻟﺴﻠﻄﺎت واﺧﺘﻴﺎر اﻟﻌﺎﻣﻠﲔ اﳌﻨﺎﺳﺒﲔ‪.‬‬ ‫·‬

‫وﺿﻊ اﻟﻌﻨﺎﴏ اﻟﺴﺎﺑﻘﺔ ﰲ ﺧﺮﻳﻄﺔ ﺗﻨﻈﻴﻤﻴﺔ‪.‬‬ ‫·‬

‫‪-4‬‬

‫وﺿﻊ اﻹﻃﺎر اﻟﻌﺎم ﻟﺘﻨﻔﻴﺬ اﳋﻄﻂ واﻟﱪاﻣﺞ اﳌﺨﺘﻠﻔﺔ ﻟﺘﺤﻘﻴﻖ ﻫﺪف ﻣﻌﲔ‪.‬‬ ‫·‬

‫ﲡﻤﻴﻊ اﳌﺼﺎدر اﻟﻼزﻣﺔ ﻟﺘﺤﻘﻴﻖ ﻫﺬا اﳍﺪف‪.‬‬ ‫·‬

‫وﺿﻮح اﻹﺟﺮاءات واﻟﻘﻮاﻋﺪ اﻟﻼزﻣﺔ ﻟﺘﺤﻮﻳﻞ اﳌﺼﺎدر إﱃ اﻹﻧﺘﺎج‪.‬‬ ‫·‬

‫إﳚﺎد اﻟﺘﻮازن ﺑﲔ اﻷﻫﺪاف واﳌﺼﺎدر واﻟﻨﺘﺎﺋﺞ ﺑﺎﺳﺘﺨﺪام اﻷﺳﻠﻮب اﻷﻣﺜﻞ‪.‬‬ ‫·‬

‫‪-4‬‬
‫اﻟﺘﻐﻄﻴﺔ اﻟﺸﺎﻣﻠﺔ ﻋﺪم إﳘﺎل أي وﻇﻴﻔﺔ ﺑﺪون ﻣﺴﺌﻮل‪.‬‬ ‫·‬

‫اﻟﻮﺿﻮح أن ﻳﻌﺮف ﻛﻞ ﺷﺨﺺ واﺟﺒﺎﺗﻪ وﺻﻼﺣﻴﺎﺗﻪ‪.‬‬ ‫·‬

‫اﻟﺘﻮازن ﺑﲔ اﻟﺼﻼﺣﻴﺎت اﳌﺨﻮﻟﺔ ﻟﻠﺸﺨﺺ وﻣﺴﺆوﻟﻴﺎﺗﻪ‪.‬‬ ‫·‬

‫‪Copyright © 2012.‬‬

‫‪ i28 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪-5‬‬

‫أوﻻً‪ :‬اﻟﺘﻨﻈﻴﻢ اﻟﺮﺳﻤﻲ‪ :‬ﻫﻮ اﻟﺘﻨﻈﻴﻢ اﻟﺬي ﳛﺪد اﻟﻌﻼﻗﺎت واﳌﺴﺘﻮﻳﺎت‬ ‫·‬

‫اﻹدارﻳﺔ ﻟﻸﻋﲈل اﻟﺘﻲ ﻳﻘﻮم ﲠﺎ اﻷﻓﺮاد واﳉﲈﻋﺎت وﺗﻮزﻳﻊ اﳌﺴﺆوﻟﻴﺎت‬

‫واﻟﻮاﺟﺒﺎت ﺑﻄﺮﻳﻘﺔ ﺗﺴﻤﺢ ﺑﺄداء اﻟﻌﻤﻞ ﰲ ﻛﻞ وﺣﺪة إدارﻳﺔ‪.‬‬
‫ً‬
‫ﺛﺎﻧﻴﺎ‪ :‬اﻟﺘﻨﻈﻴﻢ ﻏﲑ اﻟﺮﺳﻤﻲ‪ :‬ﻫﻮ ﳎﻤﻮﻋﺔ ﻣﻦ اﻟﻌﻼﻗﺎت اﻟﺘﻲ ﺗﻨﺸﺄ وﺗﺴﺘﻤﺮ‬ ‫·‬

‫ﺑﲔ اﻟﻌﺎﻣﻠﲔ ﺑﺴﺒﺐ وﺟﻮدﻫﻢ ﰲ ﻣﻜﺎن واﺣﺪ ﻟﻠﻌﻤﻞ واﺷﱰاﻛﻬﻢ ﰲ‬

‫ﻣﺸﻜﻼت وأﻫﺪاف ﻣﺘﺸﺎﲠﻪ‪.‬‬

‫اﻟﺘﻨﻈﻴﻢ ﻏﲑ اﻟﺮﺳﻤﻲ‬ ‫اﻟﺘﻨﻈﻴﻢ اﻟﺮﺳﻤﻲ‬

‫ﻳﻨﺘﺞ ﻣﻦ اﻷﻫﺪاف واﳌﻬﺎم اﻟﺮﺳﻤﻴﺔ ﻳﻨﺘﺞ ﻣﻦ ﲡﻤﻊ اﻷﻓﺮاد داﺧﻞ اﳌﻨﻈﻤﺔ‬
‫أﻫﺪاف اﻟﺘﻨﻈﻴﻢ اﻟﺮﺳﻤﻲ ﲢﻘﻖ‬
‫اﻷﻫﺪاف ﲢﻘﻖ إﺷﺒﺎع اﻟﻔﺮد‬
‫ﺑﻜﻔﺎءة ﻋﺎﻟﻴﻪ‬
‫ﻫﺪف اﻟﻔﺮد إﺷﺒﺎع ﺣﺎﺟﺔ ﻣﺎدﻳﻪ‬
‫ﻫﺪف اﻟﻔﺮد ﺗﺄدﻳﺔ اﻟﻌﻤﻞ‬
‫وﻣﻌﻨﻮﻳﺔ‬
‫ﻃﺒﻴﻌﺔ اﻟﻌﻼﻗﺔ اﺟﺘﲈﻋﻴﻪ‬ ‫ﻃﺒﻴﻌﺔ اﻟﻌﻼﻗﺔ رﺳﻤﻴﻪ إدارﻳﻪ‬
‫اﻻﺗﺼﺎﻻت ﺗﺘﻢ وﻓﻖ ﺗﺄﺛﲑ اﻟﻨﻔﻮذ‬ ‫اﻻﺗﺼﺎﻻت ﺗﺘﻢ وﻓﻖ ﺷﻜﻞ ﻫﺮﻣﻲ‬
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‫‪ i29 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪-6‬‬

‫ﻫﻲ اﻷﺳﺲ واﻟﺘﻮﺟﻴﻬﺎت اﻟﺘﻲ ﻳﻔﻀﻞ اﻻﺳﱰﺷﺎد ﲠﺎ ﻋﻨﺪ ﺗﺼﻤﻴﻢ‬

‫اﳍﻴﻜﻞ اﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ وﺑﻴﺎن ﻛﻞ وﺣﺪه إدارﻳﺔ‪،‬واﻟﺘﻨﻈﻴﻢ ﻋﺪة ﻣﺒﺎدئ‬
‫وﻫﻲ ﻛﲈ ﻳﲇ‪:‬‬

‫اﳌﺒﺪأ اﻷول‪) :‬ﻣﺒﺪأ اﳍﺪف( أي ﻻﺑﺪ ﻣﻦ وﺿﻮح اﳍﺪف واﻟﻐﺎﻳﺔ وﻫﺬا‬ ‫·‬

‫ﺑﺪورة ﻳﺆدي إﱄ ﺗﻨﻤﻴﺔ اﳋﻄﻂ وﺗﺮﻛﻴﺰ ﺟﻬﻮد اﻷﻓﺮاد‪.‬‬

‫اﳌﺒﺪأ اﻟﺜﺎﲏ‪) :‬ﻣﺒﺪأ اﻟﻮﻇﻴﻔﺔ( أي أن ﻋﲆ اﻟﺘﻨﻈﻴﻢ ﻣﺮاﻋﺎة ﻣﺘﻄﻠﺒﺎت‬ ‫·‬

‫وﺻﻼﺣﻴﺎت اﻟﻮﻇﻴﻔﺔ وﻣﺴﺆوﻟﻴﺎﲥﺎ ﺑﻐﺾ اﻟﻨﻈﺮ ﻋﻦ اﻟﺸﺨﺺ اﻟﺬي‬

‫ﻳﺸﻐﻞ ﻫﺬه اﻟﻮﻇﻴﻔﺔ‪.‬‬

‫اﳌﺒﺪأ اﻟﺜﺎﻟﺚ‪) :‬ﻣﺒﺪأ اﻟﺘﺨﺼﻴﺺ وﺗﻘﺴﻴﻢ اﻟﻌﻤﻞ( أي ﲣﺼﺺ أﺟﺰاء‬ ‫·‬

‫ﻣﻌﻴﻨﺔ ﻣﻦ ﻋﻤﻞ ﻣﻌﲔ ﺑﲔ ﻋﺪد ﻣﻌﲔ ﻣﻦ أﻋﻀﺎء اﻟﺘﻨﻈﻴﻢ ﺑﺪﻻً ﻣﻦ أن‬

‫ﻳﻘﻮم ﺷﺨﺺ واﺣﺪ ﺑﻌﺪة أﻋﲈل‪ ،‬ﻓﺘﻘﻮم ﺑﺘﻘﺴﻴﻢ اﻷﻋﲈل إﱃ أﻋﲈل ﻓﺮﻋﻴﺔ‬
‫وﺑﻌﺪﻫﺎ إﺳﻨﺎد ﻛﻞ وﻇﻴﻔﺔ ﻟﺸﺨﺺ ﻣﻌﲔ ﳑﺎ ﻳﺆدي إﱃ أداء اﻟﻌﻤﻞ‬
‫ﺑﻨﺸﺎط أﻛﱪ‪.‬‬

‫اﳌﺒﺪأ اﻟﺮاﺑﻊ‪) :‬ﻣﺒﺪأ وﺣﺪة اﻟﻘﻴﺎدة( ﻻﺑﺪ أن ﻳﺘﻠﻘﻰ اﳌﺮؤوﺳﲔ واﳌﻮﻇﻔﲔ‬ ‫·‬

‫اﻷواﻣﺮ واﻟﺘﻮﺟﻴﻬﺎت ﻣﻦ ﺷﺨﺺ واﺣﺪ ﻷن ذﻟﻚ ﻳﻀﻤﻦ ﲢﺪﻳﺪ‬

‫اﳌﺴﺆوﻟﻴﺔ وﺗﻮﺣﻴﺪ ﺟﻬﻮد اﻟﻌﺎﻣﻠﲔ‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i30 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﳌﺒﺪأ اﳋﺎﻣﺲ‪) :‬ﻣﺒﺪأ ﻧﻄﺎق اﻷﴍاف( ﻋﺪد اﻟﻌﺎﻣﻠﲔ اﻟﺬي ُﻳﴩف‬ ‫·‬

‫ﻋﻠﻴﻬﻢ ﻣﺪﻳﺮ واﺣﺪ ﳜﺘﻠﻒ اﻟﻌﺪد ﻣﻦ وﺣﺪه ﻷﺧﺮى‪.‬‬

‫اﳌﺒﺪأ اﻟﺴﺎدس‪) :‬ﻣﺒﺪأ ﺗﺴﺎوي اﻟﺴﻠﻄﺔ "اﻟﺼﻼﺣﻴﺔ" واﳌﺴﺆوﻟﻴﺔ(‪ ،‬ﺣﻴﺚ‬ ‫·‬

‫أن اﻟﺴﻠﻄﺔ‪ :‬اﻟﺼﻼﺣﻴﺎت اﳌﺨﻮﻟﺔ ﻟﺸﻐﻞ اﻟﻮﻇﻴﻔﺔ وﺗﺘﻀﻤﻦ ﺣﻖ إﺻﺪار‬

‫اﻷواﻣﺮ واﻟﺘﻌﻠﻴﲈت وﺣﻖ اﲣﺎذ اﻟﻘﺮارات ﰲ ﺣﺪود ﻣﻌﻴﻨﺔ‪ .‬و اﳌﺴﺆوﻟﻴﺔ‪:‬‬
‫ﳏﺎﺳﺒﺔ اﻵﺧﺮﻳﻦ ﻋﲆ أداء اﻷﻋﲈل واﻟﻮﻇﺎﺋﻒ‪.‬‬

‫اﳌﺒﺪأ اﻟﺴﺎﺑﻊ‪) :‬ﻣﺒﺪأ اﳌﺮﻛﺰﻳﺔ واﻟﻼﻣﺮﻛﺰﻳﺔ( ﺣﻴﺚ ان اﳌﺮﻛﺰﻳﺔ‪ :‬ﻧﻘﻞ ﺳﻠﻄﺔ‬ ‫·‬

‫اﻟﻘﺮار وﺗﺮﻛﻴﺰ اﳊﺠﻢ اﻷﻛﱪ ﻣﻦ اﻟﺴﻠﻄﺔ ﻟﻺدارة اﻟﻌﻠﻴﺎء‪ ،‬واﻟﻼﻣﺮﻛﺰﻳﺔ‪:‬‬

‫ﻧﻘﻞ ﺳﻠﻄﺔ اﻟﻘﺮار وﳑﺎرﺳﺘﻬﺎ ﻣﻦ اﳌﺴﺘﻮﻳﺎت اﻹدارﻳﺔ اﻟﻌﻠﻴﺎ إﱃ اﻟﺪﻧﻴﺎ‪.‬‬

‫اﳌﺒﺪأ اﻟﺜﺎﻣﻦ‪) :‬ﻣﺒﺪأ ﺗﻔﻮﻳﺾ اﻟﺴﻠﻄﺔ( ﳚﺐ أن ﺗﻜﻮن اﻟﺴﻠﻄﺔ اﳌﻔﻮﺿﺔ‬ ‫·‬

‫ﻟﻠﻤﻮﻇﻒ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻣﻘﺪرﺗﻪ‪.‬‬

‫اﳌﺒﺪأ اﻟﺘﺎﺳﻊ‪) :‬ﻣﺒﺪأ اﻟﺘﻨﺴﻴﻖ( اﻟﻌﻤﻞ ﻋﲆ ﺗﻮﻓﻴﻖ وﲢﻘﻴﻖ اﻻﻧﺴﺠﺎم ﺑﲔ‬ ‫·‬

‫اﻟﻮﺣﺪات اﻹدارﻳﺔ اﳌﺨﺘﻠﻔﺔ ﻷداء اﻷﻋﲈل وﲢﻘﻴﻖ اﻷﻫﺪاف‪.‬‬

‫ً‬
‫ﻗﺎﺑﻼ ﻟﻠﺘﻐﲑ ﻣﻊ‬ ‫اﳌﺒﺪأ اﻟﻌﺎﴍ‪) :‬ﻣﺒﺪأ اﳌﺮوﻧﺔ( أي أن ﻳﻜﻮن اﻟﺘﻨﻈﻴﻢ ً‬
‫ﻣﺮﻧﺎ‬ ‫·‬

‫اﳌﺘﻐﲑات اﻟﺪاﺧﻠﻴﺔ واﳋﺎرﺟﻴﺔ اﻟﺘﻲ ﲢﻴﻂ ﺑﺎﳌﻨﻈﻤﺔ‪.‬‬

‫‪Copyright © 2012.‬‬

‫‪ i31 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
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‫‪Account: ns063387‬‬
 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

 -7

‫ ﻫﻮ اﻟﺬي ﻳﺴﺎﻋﺪ اﳌﻨﻈﻤﺔ ﻋﲆ ﲢﻘﻴﻖ أﻫﺪاﻓﻬﺎ ﺑﺄﻗﻞ اﻟﺘﻜﺎﻟﻴﻒ‬:‫اﻟﺘﻨﻈﻴﻢ اﻟﻔﻌﺎل‬

:‫وﺧﺼﺎﺋﺼﻪ ﻫﻲ ﻛﲈ ﻳﲇ‬
.‫ﲣﻔﻴﻒ اﻟﺘﻜﺎﻟﻴﻒ‬ ·

.‫اﻟﺘﻄﻮﻳﺮ واﻷﺑﺪع‬ ·

.‫اﻟﺘﻨﺴﻴﻖ ﺑﲔ ﻛﺎﻓﺔ اﻟﻮﺣﺪات‬ ·

.‫ﺗﻨﻤﻴﺔ وﺗﻔﻌﻴﻞ اﻟﺮﻗﺎﺑﺔ اﻟﺬاﺗﻴﺔ ﻟﻠﻔﺮد‬ ·

-8

‫اﻟﻨﻤﻮذج اﻟﺬي ﻳﻌﻜﺲ ﻃﺒﻴﻌﺔ اﻟﺘﻌﺎﻣﻞ واﻟﺘﻨﺴﻴﻖ اﳌﺼﻤﻢ ﻣﻦ ﻗﺒﻞ اﻹدارة‬

.‫وذﻟﻚ ﻣﻦ أﺟﻞ اﻟﺮاﺑﻂ ﺑﲔ اﳌﻬﺎم ﰲ اﳌﻨﻈﻤﺔ وذﻟﻚ ﻟﺘﺤﻘﻴﻖ أﻫﺪاف ﳌﻨﻈﻤﺔ‬




  




Copyright © 2012.

 i32 p

EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA
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AN: 801414 ; .; .
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

  
.‫ﲢﺪﻳﺪ اﳌﻬﺎم واﳌﺴﺆوﻟﻴﺎت‬ -1
.‫ﲡﻤﻴﻊ اﳌﺮاﻛﺰ اﻟﻮﻇﻴﻔﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻋﲆ ﺷﻜﻞ وﺣﺪة إدارﻳﺔ‬ -2

.‫آﻟﻴﺎت وﺳﺒﻞ اﻟﺘﻨﺴﻴﻖ ﺑﲔ اﻟﻮﺣﺪات اﳌﺨﺘﻠﻔﺔ‬ -3

 

،‫ﻫﻲ ﻋﺒﺎرة ﻋﻦ رﺳﻢ ﺑﻴﺎﲏ ﻳﺼﻮر ﻟﻨﺎ اﳋﻄﻮط اﻟﻌﺮﻳﻀﺔ ﻟﻠﻬﻴﻜﻞ اﻟﺘﻨﻈﻴﻤﻲ‬
:‫وﺗﺒﲔ اﳋﺮﻳﻄﺔ اﻟﺘﻨﻈﻴﻤﻴﺔ ﻣﺎ ﻳﲇ‬
.‫اﻟﻮﻇﺎﺋﻒ اﻟﺮﺋﻴﺴﻴﺔ ﰲ اﳌﻨﻈﻤﺔ‬ ·
.‫ﻋﻼﻗﺎت اﳌﺴﺆوﻟﻴﺔ‬ ·

.‫ﻗﻨﻮات اﻻﺗﺼﺎل اﻟﺮﺳﻤﻴﺔ‬ ·



  

  

  

Copyright © 2012.

 i33 p

EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA
FORMATION PROFESSIONNELLE
AN: 801414 ; .; .
Account: ns063387
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬ ‫‪‬‬
‫ً‬
‫ﺗﻔﺼﻴﻼ ﳉﻤﻴﻊ اﻷﻧﺸﻄﺔ‬ ‫ﻫﻮ وﺛﻴﻘﺔ ﺗﻔﺴﲑﻳﺔ ﻟﻠﻬﻴﻜﻞ اﻟﺘﻨﻈﻴﻤﻲ ﻓﻬﻮ ﻳﻌﻄﻲ‬
‫داﺧﻞ اﳌﺆﺳﺴﺔ واﻷﻋﲈل اﻟﺘﻲ ﺗﺘﻢ داﺧﻞ اﳋﺮﻳﻄﺔ اﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬

‫وﻳﺘﻀﻤﻦ ﻣﺎ ﻳﲇ‪:‬‬
‫اﻟﺴﺒﺐ وراء إﻋﺪاد ﻫﺬا اﻟﺪﻟﻴﻞ وأﳘﻴﺘﻪ ﻟﻠﴩﻛﺔ‪.‬‬ ‫·‬

‫ﻧﺒﺬه ﺗﺎرﳜﻴﺔ ﻋﻦ اﳌﻨﻈﻤﺔ )ﻧﺸﺄﲥﺎ‪ ،‬أﻫﺪاﻓﻬﺎ‪ ،‬واﻧﺠﺎزاﲥﺎ‪.(..‬‬ ‫·‬

‫اﳍﻴﻜﻞ اﻟﺘﻨﻈﻴﻤﻲ‪.‬‬ ‫·‬

‫اﳋﺎرﻃﺔ اﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬ ‫·‬

‫وﺻﻒ ﻣﻬﺎم اﻟﻮﺣﺪات اﻹدارﻳﺔ‪.‬‬ ‫·‬

‫‪ ‬‬

‫‪ -1‬‬

‫اﻟﱰﺗﻴﺐ اﳌﻨﻈﻢ ﳉﻬﻮد وأﻋﲈل اﻷﻓﺮاد داﺧﻞ اﳌﻨﻈﻤﺔ ﻟﻜﻲ ﺗﻮﺟﺪ اﳉﻬﻮد‬
‫ﰲ اﻟﺘﴫف واﻟﺘﻨﻔﻴﺬ ﻟﺘﺤﻘﻴﻖ اﳍﺪف اﳌﻨﺸﻮد‪ ،‬ﺣﻴﺚ ﻳﺘﻌﻠﻖ اﻟﺘﻨﺴﻴﻖ ﺑﺎﻟﻨﻮاﺣﻲ‬
‫اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﻘﺪار اﳉﻬﻮد اﻟﺘﻲ ﺗﺒﺬل ﻣﻦ ﻧﺎﺣﻴﺔ اﻟﻜﻢ واﻟﻨﻮع‪.‬‬ ‫·‬

‫ﺗﻮﻗﻴﺖ ﻫﺬه اﳉﻬﻮد‪.‬‬ ‫·‬

‫‪Copyright © 2012.‬‬

‫‪ i34 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
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‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺗﻮﺟﻴﻪ وﲢﺪﻳﺪ اﻻﲡﺎه اﻟﺬي ﺳﺘﺴﻠﻜﻪ‪.‬‬ ‫·‬

‫ﺳﺒﺐ اﳊﺎﺟﺔ إﱄ اﻟﺘﻨﺴﻴﻖ‪:‬ﻻﺧﺘﻼف أﻓﻬﺎم اﻟﻨﺎس واﺧﺘﻼف ﻗﺪرﲥﻢ‬ ‫·‬

‫ﻋﲆ ﺗﻔﺴﲑ اﻟﻘﺮارات اﳌﺨﺘﻠﻔﺔ‪.‬‬

‫‪ -2‬‬
‫اﻟﺘﻨﺴﻴﻖ ﻣﺴﺆوﻟﻴﺔ اﳌﺪﻳﺮ وﻻ ﺗﻨﻔﻚ ﺑﺄي ﺣﺎل ﻋﻦ اﻟﻮﻇﺎﺋﻒ اﻷﺧﺮى‪.‬‬ ‫·‬

‫ﳞﺪف اﻟﺘﻨﺴﻴﻖ إﱄ ﻣﻨﻊ اﻟﺘﺸﺎﺑﻚ واﻟﺘﺪاﺧﻞ ﰲ أداء اﳌﻬﺎم واﻟﻮﻇﺎﺋﻒ‪.‬‬ ‫·‬

‫اﻟﺘﻨﺴﻴﻖ وﺳﻴﻠﺔ ﻟﺘﺤﻘﻴﻖ أﻫﺪاف اﳌﻨﺸﺄة ﺑﻜﻔﺎءة‪ ،‬وﻏﺎﻳﺔ ﺣﻴﻨﲈ ﻳﻨﻈﺮ إﻟﻴﻪ‬ ‫·‬

‫ﻛﺄﺳﺎس ﰲ ﺑﻨﺎء وﺗﻨﻈﻴﻢ اﳌﺆﺳﺴﺔ‪.‬‬

‫اﻟﺘﻨﺴﻴﻖ ﻳﻄﺒﻖ ﻋﲆ اﻷﻓﺮاد واﳉﲈﻋﺎت‪.‬‬ ‫·‬
‫اﻟﺘﺄﻛﻴﺪ ﻋﲆ وﺣﺪة اﳉﻬﻮد‪ :‬إن اﻹداري أو اﳌﺪﻳﺮ ﻳﻌﺪ ﺗﻮ ً‬
‫ﻗﻴﺘﺎ ﻟﻜﻞ ﺟﻬﺪ‬ ‫·‬

‫ﻣﻦ ﺟﻬﻮد اﻷﻓﺮاد ﻟﻜﻲ ﺗﺴﲑ ﺑﺸﻜﻞ ﻣﺘﺠﺎﻧﺲ‪.‬‬

‫ﻋﺪم اﳋﻠﻂ ﺑﲔ اﻟﺘﻨﺴﻴﻖ واﻟﺘﻌﺎون‪.‬‬ ‫·‬

‫اﻷﻓﺮاد ﻻ ﻳﻤﻜﻦ أن ﳛﻘﻘﻮا اﻟﺘﻨﺴﻴﻖ ﺑﺄﻧﻔﺴﻬﻢ ﻟﻜﻦ ﻳﻤﻜﻦ أن ﻳﺘﻌﺎوﻧﻮا‬ ‫·‬

‫اﻟﺘﻨﺴﻴﻖ ﻻ ﻳﻤﻜﻦ أن ﳛﺪث ﺑﻤﺤﺾ اﻟﺼﺪﻓﺔ ﺑﺨﻼف اﻟﺘﻌﺎون‬ ‫·‬

‫اﻟﺘﻨﺴﻴﻖ أﺷﻤﻞ وأﻋﻢ ﻣﻦ اﻟﺘﻌﺎون‬ ‫·‬

‫اﻟﺘﻨﺴﻴﻖ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮة داﺋﻤﺔ‪.‬‬ ‫·‬

‫‪Copyright © 2012.‬‬

‫‪ i35 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪ -3‬‬

‫ﻛﻞ ﻣﺪﻳﺮ ﻣﺴﺌﻮل ﻋﻦ ﻗﺴﻤﻪ وﻋﻦ ﳎﻤﻮﻋﺘﻪ )اﻟﺘﻨﺴﻴﻖ ﻣﺴﺆوﻟﻴﺔ اﻟﻔﺮد‬

‫واﳉﲈﻋﺔ( اﻟﺘﻔﺎﻋﻞ ﺑﲔ اﻟﻮﺣﺪات اﻹدارﻳﺔ ﻳﺘﻢ ﰲ إﻃﺎر ﺗﻨﺴﻴﻘﻲ‪.‬‬
‫ً‬
‫ﻣﺜﻼ‪:‬‬
‫إدارة اﻹﻧﺘﺎج‪ :‬إﻧﺘﺎج اﻟﻜﻤﻴﺔ اﳌﻄﻠﻮﺑﺔ‪.‬‬ ‫·‬

‫إدارة اﳌﺒﻴﻌﺎت‪ :‬ﺗﻌﻤﻞ ﻋﲆ ﺑﻴﻊ اﻟﻜﻤﻴﺔ اﳌﻨﺘﺠﺔ‪.‬‬ ‫·‬

‫إدارة اﳌﺸﱰﻳﺎت‪ :‬ﺗﻌﻤﻞ ﻋﲆ ﺗﻮﻓﲑ اﳌﻮارد اﻟﻼزﻣﺔ ﻟﻌﻤﻠﻴﺔ اﻹﻧﺘﺎج‪.‬‬ ‫·‬

‫إدارة اﻷﻓﺮاد‪ :‬ﺗﻌﻤﻞ ﻋﲆ ﺗﻮﻇﻴﻒ اﻷﻓﺮاد وﺗﺪرﻳﺒﻬﻢ‪.‬‬ ‫·‬

‫‪ -4‬‬

‫ﺟﻬﻮد اﳌﻨﻈﻤﺔ ﰲ ﲢﻘﻴﻖ أﻫﺪاﻓﻬﺎ ﻻ ﺗﺘﻢ ﰲ ﻣﻌﺰل ﻋﻦ اﻟﻌﺎﱂ اﳋﺎرﺟﻲ‬

‫ﻓﻬﻨﺎك اﳊﻜﻮﻣﺔ‪ ،‬اﳌﻮردون‪ ،‬اﳌﻨﺎﻓﺴﻮن‪ ...‬اﻟﺦ ﻓﻼﺑﺪ ﻣﻦ اﻟﺘﻨﺴﻴﻖ‪.‬‬

‫‪-5‬‬

‫ﻻﺑﺪ ﻣﻦ ﻓﺎﻋﻠﻴﺔ اﳋﻄﻂ وﺗﻜﺎﻣﻠﻬﺎ وﻟﺬﻟﻚ ﳚﺐ اﻟﺘﻨﺴﻴﻖ ﺑﲔ اﻟﻮﺣﺪات‬

‫اﻹدارﻳﺔ‪ .‬وﺗﺘﻀﺢ اﻟﻌﻼﻗﺔ ﻣﻦ ﺧﻼل‪:‬‬

‫ﻋﻨﺪ وﺟﻮد ﺧﻄﺔ ﻹﺿﺎﻓﺔ ﻣﻨﺘﺞ ﺟﺪﻳﺪ ﻓﻼ ﺑﺪ ﻣﻦ اﻟﺘﺨﻄﻴﻂ ﻟﺘﺼﻤﻴﻢ ﻫﺬا‬ ‫·‬

‫اﳌﻨﺘﺞ وﻛﺬﻟﻚ ﺗﺼﻤﻴﻢ اﻟﻌﻤﻠﻴﺎت‪ .‬وﻫﺬا ﻛﻠﻪ ﻳﺘﻢ ﰲ إﻃﺎر ﺗﻨﺴﻴﻘﻲ‪.‬‬

‫‪Copyright © 2012.‬‬

‫‪ i36 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻻﺑﺪ ﻣﻦ اﺷﱰاك اﻷﻓﺮاد ﻟﺘﺤﻘﻴﻖ اﳍﺪف اﳌﺨﻄﻂ وﻫﺬا ﻳﺘﻢ ﰲ إﻃﺎر‬ ‫·‬

‫ﺗﻨﺴﻴﻘﻲ ﻟﺘﻮﺣﻴﺪ اﳉﻬﻮد‪.‬‬

‫‪-6‬‬

‫ﺗﺴﻠﺴﻞ اﻷواﻣﺮ‪:‬ﻛﻞ ﻣﺮؤوس ﻣﺴﺌﻮل أﻣﺎم رﺋﻴﺴﻪ ﻣﺒﺎﴍه‪ ،‬وﻫﺬه ﲤﻜﻦ‬ ‫·‬

‫اﻟﺮﺋﻴﺲ ﻣﻦ اﻟﺘﻨﺴﻴﻖ ﺑﲔ اﳌﺮؤوﺳﲔ‪.‬‬

‫ً‬
‫ﻣﺴﺒﻘﺎ‬ ‫اﻟﻘﻮاﻋﺪ واﻹﺟﺮاءات‪ :‬إذا ﻛﺎن اﻟﻌﻤﻞ اﳌﻄﻠﻮب ﳐﻄﻄﺎ ﻟﻪ‬ ‫·‬

‫وﻳﻤﻜﻦ اﻟﺘﻨﺒﺆ ﺑﻪ ﻓﺈن اﻟﺘﻨﺴﻴﻖ ﻳﻜﻮن ﻋﲆ ﺷﻜﻞ ﻗﻮاﻋﺪ وإﺟﺮاءات‪.‬‬

‫اﻟﺘﻨﺴﻴﻖ ﺑﺎﻷﻫﺪاف ﻣﻌﻈﻢ اﳌﺪﻳﺮﻳﻦ ﻳﻀﻌﻮن اﻷﻫﺪاف واﻟﻐﺎﻳﺎت وﺑﺎﻟﺘﺎﱄ‬ ‫·‬

‫ﺑﻨﺎء ﻋﲆ ﻫﺬه اﻷﻫﺪاف‪.‬‬

‫ﻓﺎﻟﺘﻨﺴﻴﻖ ﻳﺘﻢ ً‬
‫اﺳﺘﺨﺪام اﳌﺴﺎﻋﺪﻳﻦ ﰲ اﻟﺘﻨﺴﻴﻖ‪ :‬ﺗﻌﻴﲔ ﻣﺴﺎﻋﺪ ﻳﻘﻮم ﺑﻮﻇﻴﻔﺔ‬ ‫·‬

‫اﳌﺪﻳﺮ )اﻟﺘﻨﺴﻴﻖ(‪.‬‬ ‫·‬

‫اﺳﺘﺨﺪام اﻻﺗﺼﺎل ﰲ اﻟﺘﻨﺴﻴﻖ ﺑﲔ اﻷﻗﺴﺎم واﻟﻮﺣﺪات اﳌﺨﺘﻠﻔﺔ‬ ‫·‬

‫)ﻣﺒﻴﻌﺎت –إﻧﺘﺎج( ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻖ اﻻﺗﺼﺎل ﺑﺸﺘﻰ أﺷﻜﺎﻟﻪ‪.‬‬ ‫·‬

‫اﻟﻠﺠﺎن‪ :‬ﺗﺸﻜﻴﻞ ﳉﺎن ﳐﺘﻠﻔﺔ ﻟﻠﻘﻴﺎم ﺑﻮﻇﻴﻔﺔ اﻟﺘﻨﺴﻴﻖ‬ ‫·‬

‫اﳌﴩوﻋﺎت‪ :‬إﻧﺠﺎز ﺑﻌﺾ اﻷﻋﲈل واﳌﴩوﻋﺎت ذات اﻟﺴﻤﺔ اﳋﺎﺻﺔ‬ ‫·‬

‫ﻣﻦ ﺧﻼل وﺿﻊ ﻣﴩوع ﻣﻌﲔ‪.‬‬

‫‪Copyright © 2012.‬‬

‫‪ i37 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﳌﻨﺎﻗﺸﺎت ﻏﲑ اﻟﺮﺳﻤﻴﺔ‪.‬‬ ‫·‬

‫اﳌﻨﺴﻖ اﳋﺎص‪ :‬ﻣﻨﺴﻖ ﺧﺎص ﻳﻘﺪم ﻧﺼﺎﺋﺢ ﻟﻠﴩﻛﺔ‪.‬‬ ‫·‬

‫‪ -7‬‬
‫ﺗﺒﺴﻴﻂ اﻟﺘﻨﻈﻴﻢ‬ ‫·‬

‫ﺗﺒﺴﻴﻂ اﻟﻌﻤﻞ ﺑﲔ اﻹدارات‪.‬‬ ‫·‬

‫وﺿﻮح اﻟﺘﻨﻈﻴﻢ واﻟﺘﺨﻄﻴﻂ‪.‬‬ ‫·‬

‫اﻧﺴﺠﺎم اﻟﱪاﻣﺞ وﺗﻜﺎﻣﻠﻬﺎ‪.‬‬ ‫·‬

‫ﲢﺴﲔ وﺳﺎﺋﻞ اﻻﺗﺼﺎل‬ ‫·‬

‫ﺗﺸﺠﻴﻊ اﻟﺘﻨﺴﻴﻖ واﻟﺘﻌﺎون اﻻﺧﺘﻴﺎري‪.‬‬ ‫·‬

‫‪ ‬‬

‫‪-1‬‬

‫اﳌﺘﺎﺑﻌﺔ ﻣﻦ أﺳﺎﺳﻴﺎت ﺳﻠﻮك اﻷﻓﺮاد‪ ،‬ﻓﻼﺑﺪ ﻣﻦ اﻟﺘﻌﺮف ﻋﲆ اﻟﺮﻗﺎﺑﺔ‪،‬‬

‫واﻟﺴﺒﺐ‪:‬‬
‫اﻟﺘﻌﺮف ﻋﲆ ﻣﺪى وﺟﻮد ﻣﺸﺎﻛﻞ أو ﻣﻌﻮﻗﺎت ﺗﻌﻴﻖ اﻟﻌﻤﻞ‪.‬‬ ‫·‬

‫اﻟﺘﻌﺮف ﻋﲆ اﻻﻧﺠﺎزات وﻣﺪي ﻣﻄﺎﺑﻘﺘﻬﺎ ﻟﻠﺨﻄﻂ اﳌﻮﺿﻮﻋﺔ‪.‬‬ ‫·‬

‫ﻓﻬﻲ اﻟﺘﺄﻛﺪ ﻣﻦ أن ﻛﻞ ﻳﺴﲑ وﻓﻖ اﳋﻄﻂ اﳌﻮﺿﻮﻋﺔ واﳌﺒﺎدئ اﻟﺘﻲ ﳚﺐ‬

‫اﻻﻟﺘﺰام ﲠﺎ ﻟﻠﻜﺸﻒ ﻋﻦ اﳌﻌﻮﻗﺎت وﺗﺼﺤﻴﺤﻬﺎ‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i38 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫وﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ‪ :‬ﺗﻌﺪ وﻇﻴﻔﺔ اﻟﺮﻗﺎﺑﺔ ﻣﻦ أﻫﻢ اﻷﻣﻮر اﻟﺘﻲ ﺗﺆدي ﻟﻼﻃﻤﺌﻨﺎن‬
‫ﻋﲆ ﺳﲑ اﻟﻌﻤﻞ‪.‬‬

‫‪ -2‬‬

‫اﳉﺎﻧﺐ اﻷول‪ :‬ﻣﺘﺎﺑﻌﺔ وﺗﻘﻮﻳﻢ اﻟﻨﺘﺎﺋﺞ واﻻﻧﺠﺎزات وﻫﻞ ﺗﺴﲑ وﻓﻖ ﻣﺎ‬ ‫·‬

‫ﻫﻮ ﳐﻄﻂ ﻟﻪ أم ﻻ‪.‬‬

‫اﳉﺎﻧﺐ اﻟﺜﺎﲏ‪ :‬ﻳﺮﻛﺰ ﻋﲆ ﻣﺮاﻗﺒﺔ وﻣﺘﺎﺑﻌﺔ اﻹﻓﺮاد أﻧﻔﺴﻬﻢ ﰲ أداﺋﻬﻢ‬ ‫·‬

‫ﻋﲈﳍﻢ‪.‬‬
‫اﳉﺎﻧﺐ اﻟﺜﺎﻟﺚ‪ :‬ﻳﺮﻛﺰ ﻋﲆ ﻣﺘﺎﺑﻌﺔ وﻣﺮاﻗﺒﺔ اﻻﻧﺤﺮاﻓﺎت اﳊﺎﺻﻠﺔ‪.‬‬ ‫·‬

‫‪ -3‬‬

‫اﻻﻧﺤﺮاف اﻟﺴﻠﺒﻲ‪ :‬ﻳﺴﺘﺤﻖ ﻣﺮﺗﻜﺒﻴﻬﺎ ﻋﻘﻮﺑﺎت ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻋﺪم‬ ‫·‬

‫اﻟﺘﺰاﻣﻬﻢ ﺑﺎﻷواﻣﺮ واﻟﺘﻮﺟﻴﻬﺎت )ﻋﺪم اﻻﻟﺘﺰام ﺑﻤﻮاﺻﻔﺎت اﻟﺴﻠﻌﺔ(‬

‫اﻻﻧﺤﺮاﻓﺎت اﻻﳚﺎﺑﻴﺔ‪ :‬ﻳﺴﺘﺤﻖ ﻣﺮﺗﻜﺒﻴﻬﺎ ﻋﻘﻮﺑﺎت ﻟﺘﺠﺎوزﻫﻢ اﳊﺪود‬ ‫·‬

‫اﳌﺴﻤﻮح ﲠﺎ )ﻛﻘﻴﺎم اﳌﻮﻇﻒ ﺑﺈﻧﺘﺎج وﺣﺪات إﺿﺎﻓﻴﺔ(‬

‫‪ -4‬‬

‫أوﻻً‪ :‬ﺟﻬﺎت داﺧﻠﻴﺔ‪ :‬ﻛﻞ رﺋﻴﺲ ﳌﺠﻤﻮﻋﺔ ﻣﻦ اﻷﻓﺮاد وﻳﲈرس ﺳﻠﻄﺘﻪ‬ ‫·‬

‫اﻟﺮﻗﺎﺑﻴﺔ )ﻣﺪﻳﺮ‪ ،‬ﻣﺴﺎﻋﺪ ﻣﺪﻳﺮ‪ ،‬ﻣﴩف(‪.‬‬

‫‪Copyright © 2012.‬‬

‫‪ i39 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ً‬
‫ﺛﺎﻧﻴﺎ ﺟﻬﺎت ﺧﺎرﺟﻴﺔ‪ :‬ﺟﻬﺎت ﺧﺎرﺟﻴﺔ ﳐﺘﺼﺔ ﻧﻈﺎﻣﻴﺔ ﻛﺎﻧﺖ أو ﻗﺎﻧﻮﻧﻴﺔ‪.‬‬ ‫·‬

‫)ﻛﻤﻔﺘﴚ اﻟﺘﴫﻓﺎت اﳊﻜﻮﻣﻴﺔ‪ ،‬ﺑﺎﺣﺜﻲ اﳌﻮاﺻﻔﺎت واﳉﻮدة‪ ،‬دﻳﻮان‬

‫اﳌﺤﺎﺳﺒﺔ‪ ،‬اﳍﻴﺌﺎت اﻟﻌﺎﳌﻴﺔ ﳌﻨﺢ ﺷﻬﺎدات اﳉﻮدة "اﻷﻳﺰو"(‬
‫وﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ‪ :‬ﺗﺒﺪأ اﻟﺮﻗﺎﺑﺔ ﻋﻨﺪ اﻟﻠﺤﻈﺔ اﻷوﱃ وأﺛﻨﺎء اﻟﻌﻤﻞ )اﻟﺘﻨﻔﻴﺬ( أوﻻً‬
‫ﺑﺄول وذﻟﻚ ﻟﻺﻃﻼع ﻋﲆ ﺗﻔﺎﺻﻴﻞ وأداء وﺳﲑ اﻟﻌﻤﻞ‪.‬‬

‫‪ -5‬‬

‫‪‬‬ ‫‪‬‬
‫ﻻﻛﺘﺸﺎف أي ﻣﻌﻮﻗﺎت ﺗﺆدي ﻻﻧﺤﺮاف ﺳﲑ اﻟﻌﻤﻞ أﺛﻨﺎء اﻟﺘﻨﻔﻴﺬ وﻻﻗﱰاح‬ ‫·‬

‫اﻟﺘﺼﺤﻴﺤﺎت اﳌﻨﺎﺳﺒﺔ ﳍﺬه اﻻﻧﺤﺮاﻓﺎت )رﻗﺎﺑﺔ ﻓﻮرﻳﻪ(‬

‫ﻷن اﻟﺮﻗﺎﺑﺔ ﺗﻘﻴﻴﻢ ﻟﻠﻌﻤﻞ اﳌﻨﺠﺰ‪:‬ﺑﺸﻜﻞ إﲨﺎﱄ وذﻟﻚ ﺑﻤﻘﺎرﻧﺘﻪ ﻣﻊ‬ ‫·‬

‫اﳋﻄﻂ اﳌﻮﺿﻮﻋﺔ واﳍﺪف اﳌﺮاد ﲢﻘﻴﻘﻪ )رﻗﺎﺑﺔ ﺗﺄﺧﲑﻳﺔ(‪.‬‬

‫‪‬‬ ‫‪‬‬
‫اﻛﺘﺸﺎف اﻷﺧﻄﺎء واﳌﻌﻮﻗﺎت وﺗﺼﺤﻴﺤﻬﺎ‪.‬‬ ‫·‬

‫اﻟﺘﺄﻛﺪ ﻣﻦ اﻻﺳﺘﺨﺪام اﻟﻜﻒء ﻟﻜﺎﻓﺔ اﳌﻮارد‪.‬‬ ‫·‬

‫اﻟﺘﺄﻛﺪ ﻣﻦ ﻣﻨﺎﺳﺒﺔ اﳌﻮارد اﻟﺒﴩﻳﺔ ﻟﻠﻤﻨﺎﺻﺐ اﻟﺘﻲ ﻳﺸﻐﻠﻮﳖﺎ‪.‬‬ ‫·‬

‫اﻛﺘﺸﺎف اﻻﻧﺤﺮاﻓﺎت اﻟﺴﻠﺒﻴﺔ واﻻﳚﺎﺑﻴﺔ‪.‬‬ ‫·‬

‫اﻟﺘﺄﻛﺪ ﻣﻦ ﺳﲑ اﻟﻌﻤﻞ وﻣﺪى إﻣﻜﺎﻧﻴﺔ ﲢﻘﻴﻖ اﻷﻫﺪاف‬ ‫·‬

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‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

 
‫اﻃﻤﺌﻨﺎن اﻟﻌﺎﻣﻞ اﻟﻜﻒء ﻟﻌﺪاﻟﺔ ﻋﻤﻠﻴﺔ اﳌﺮاﻗﺒﺔ ﻣﻦ ﺧﻼل اﻹﺛﺎﺑﺔ ﻋﲆ‬ ·

.(‫ﺟﻬﻮده )ﻣﻜﺎﻓﺌﺎت – ﺣﻮاﻓﺰ – ﺗﺮﻗﻴﺎت‬

‫اﻃﻤﺌﻨﺎن اﻟﻌﺎﻣﻞ اﳌﻘﴫ ﻟﻌﺪاﻟﺔ ﻋﻤﻠﻴﺔ اﳌﺮاﻗﺒﺔ ﻣﻦ ﺧﻼل ﲢﺴﲔ ﻣﻬﺎرﺗﻪ‬ ·

.‫وﺟﻬﻮده‬
.‫ﺣﻔﻆ ﺣﻘﻮق اﻟﻌﺎﻣﻠﲔ‬ ·

-6


.‫( ﻣﻘﺎﻳﻴﺲ ﻣﺎﻟﻴﺔ‬2) ،‫( ﻣﻘﺎﻳﻴﺲ ﻛﻤﻴﺔ‬1) :(‫ﻣﻌﺎﻳﲑ ﻛﻤﻴﺔ )ﻣﺎدﻳﺔ ﻣﻠﻤﻮﺳﺔ‬ ·

(3) ،‫( ﻓﺌﺔ اﳌﺴﺘﻬﻠﻜﲔ‬2) ،‫( ﻓﺌﺔ اﳌﻮﻇﻔﲔ‬1) :(‫ﻣﻌﺎﻳﲑ ﻧﻮﻋﻴﺔ )ﻏﲑ ﻣﺎدﻳﺔ‬ ·
.‫ﻓﺌﺔ اﳌﻮردﻳﻦ‬

:‫ ﻣﻦ ﺣﻴﺚ‬،‫ﻣﺮاﻋﺎة ﻧﻄﺎق اﻷﴍاف‬ ·

‫ ﻣﺪى ﻛﻔﺎءة وﻣﻬﺎرة وﺧﱪة اﳌﺮاﻗﺐ ﻧﻔﺴﻪ‬-

‫ ﻣﺪى ﲤﺮﻛﺰ اﳌﺮؤوﺳﲔ ﻣﻮﺿﻊ اﳌﺮاﻗﺒﺔ‬-
‫ ﻣﺪى درﺟﺔ ﺣﺪاﺛﺔ ﺧﱪة اﳌﺮؤوس ﺑﻤﻬﺎرات اﻟﻮﻇﻴﻔﺔ‬-
‫ ﻣﺪى ﻓﺎﻋﻠﻴﺔ ﻧﻈﻢ اﻻﺗﺼﺎل‬-
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 i41 p

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ً‬
‫ﻣﻘﺪﻣﺎ ﻷﻫﺪاف اﳌﺮاﻗﺒﺔ‪.‬‬ ‫ﻣﺪى ﺗﻔﻬﻢ اﳌﺮؤوﺳﲔ‬ ‫·‬

‫أن ﻳﻜﻮن ﻫﻨﺎك ﺣﺪود ﻟﻠﺨﻄﺄ اﳌﺴﻤﻮح ﺑﻪ‪.‬‬ ‫·‬

‫أﺳﻠﻮب اﻟﺘﻘﻮﻳﻢ اﻟﻔﻌﲇ ﻷداء اﳌﺮؤوس اﳌﺮاﻗﺐ ﻣﻦ ﺣﻴﺚ‪:‬‬ ‫·‬

‫‪ -‬اﳌﺘﺎﺑﻌﺔ اﳌﺒﺎﴍة )اﳊﻴﺔ( ﻣﻦ ﺧﻼل اﳌﺸﺎﻫﺪة‬

‫‪ -‬اﳌﺘﺎﺑﻌﺔ اﳌﺒﺎﴍة اﻵﻟﻴﺔ ﻣﻦ ﺧﻼل اﻟﻜﺎﻣﲑات‬
‫‪ -‬اﳌﺮاﻗﺒﺔ ﻏﲑ اﳌﺒﺎﴍة‪:‬‬
‫* اﻟﺘﻘﺎرﻳﺮ اﳌﻜﺘﻮﺑﺔ اﻟﺘﻲ ﻗﺪ ﻳﻌﺪﻫﺎ اﳌﺮؤوس ﺑﻨﻔﺴﻪ ﻟﺮﺋﻴﺴﻪ‪.‬‬
‫* اﻟﺘﻘﺎرﻳﺮ اﳌﻜﺘﻮﺑﺔ أو اﻟﺸﻔﻬﻴﺔ اﻟﺘﻲ ﺗﻌﺪ ﺑﻤﻌﺮﻓﺔ اﳌﴩف اﻟﺘﻲ ﻳﺮﻓﻌﻬﺎ‬
‫ﻣﺪﻳﺮه اﳌﺒﺎﴍ‪.‬‬

‫‪ ‬ﺑﻌﺪ ﻣﻘﺎرﻧﺔ اﻷداء اﻟﻔﻌﲇ ﺑﺎﻷداء اﳌﺨﻄﻂ‪ ،‬ﺳﻮاء‬

‫ﻛﺎﻧﺖ‪ (1) :‬اﻹﳚﺎﺑﻴﺔ‪ (2) ،‬اﻟﺴﻠﺒﻴﺔ‪ .‬ﺣﻴﺚ ﳚﺐ اﺧﺬ اﻻﻋﺘﺒﺎرات اﻟﺮﺋﻴﺴﻴﺔ‬
‫اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ً‬
‫ﺗﻮﺻﻼ ﻟﻠﺴﺒﺐ اﻟﺮﺋﻴﴘ‪.‬‬ ‫ﺣﴫ أﺳﺒﺎب اﻻﻧﺤﺮاف‬ ‫·‬

‫ﺗﻮاﻓﺮ اﻟﺼﻼﺣﻴﺎت اﻹدارﻳﺔ اﻟﺘﻲ ﺗﺴﻤﺢ ﺑﺘﺼﺤﻴﺢ اﻻﻧﺤﺮاﻓﺎت‪.‬‬ ‫·‬

‫‪‬‬ ‫‪‬‬

‫‪‬ﻫ‪‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
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. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.





 -1

.‫ﻫﻲ اﻟﻘﺪرة ﻋﲆ ﺗﻮﺟﻴﻪ اﻵﺧﺮﻳﻦ ﻟﺘﺤﻘﻴﻖ ﻫﺪف ﻣﻌﲔ‬

–-2

:‫ ﻣﻦ ﺣﻴﺚ اﳌﺼﺪر‬-
.‫ اﻟﻘﻴﺎدة ﺗﻨﺒﻊ ﻣﻦ اﳉﲈﻋﺔ‬:‫اﻟﻘﻴﺎدة‬ ·

.‫ اﻟﺮﺋﺎﺳﺔ ﻣﻔﺮوﺿﺔ ﻋﲆ اﳉﲈﻋﺔ‬:‫اﻟﺮﺋﺎﺳﺔ‬ ·

:‫ ﻣﻦ ﺣﻴﺚ اﳍﺪف‬-
.‫ ﺗﺸﱰك اﳉﲈﻋﺔ ﰲ ﲢﻴﺪ اﳍﺪف‬:‫اﻟﻘﻴﺎدة‬ ·

.‫ اﻟﺴﻠﻄﺔ ﲢﺪد اﳍﺪف وﲣﺘﺎره‬:‫اﻟﺮﺋﺎﺳﺔ‬ ·

:‫ ﻣﻦ ﺣﻴﺚ اﻟﻘﺒﻮل‬-
.‫ ﻣﺼﺪرﻫﺎ اﳉﲈﻋﺔ وﺗﻌﺘﻤﺪ ﻋﲆ اﳊﻮاﻓﺰ اﻻﳚﺎﺑﻴﺔ ﰲ ﺗﻨﻔﻴﺬ اﻷﻫﺪاف‬:‫اﻟﻘﻴﺎدة‬ ·
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﺮﺋﺎﺳﺔ‪ :‬ﻣﺼﺪرﻫﺎ اﻟﺴﻠﻄﺔ وﻫﻲ ﺧﺎرج اﳉﲈﻋﺔ وﺗﻌﺘﻤﺪ ﻋﲆ ﺳﻠﻄﺔ اﻟﺮﺋﻴﺲ‬ ‫·‬

‫واﳋﻮف ﻣﻦ اﻟﻌﻘﺎب‪.‬‬

‫‪ -3‬‬
‫اﺳﺘﺨﺪام أﺳﺎﻟﻴﺐ اﻟﻀﻐﻂ‪.‬‬ ‫·‬

‫اﻟﺘﺄﺛﲑ اﻟﺸﺨﴢ‪.‬‬ ‫·‬

‫اﻟﺴﻠﻄﺔ اﻟﻨﻈﺎﻣﻴﺔ‪.‬‬ ‫·‬

‫اﳌﺼﺪر اﳌﺎﱄ‪.‬‬ ‫·‬

‫اﳋﱪة واﳌﻬﺎرة‪.‬‬ ‫·‬

‫ﻣﻊ ﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ‪ :‬اﳌﺼﺎدر ﺗﺰود اﻟﻘﺎﺋﺪ ﺑﻘﻮة اﻟﻘﻴﺎدة وﺑﺬﻟﻚ ﺟﻌﻞ‬
‫اﳌﺮؤوﺳﲔ ﻳﻘﻮﻣﻮن ﺑﺄداء ﻋﻤﻞ ﻣﺎ وﺑﺎﻟﻄﺮﻳﻘﺔ اﻟﺘﻲ ﻳﺮﻏﺒﻬﺎ‪.‬‬

‫‪-4‬‬

‫ﻻ ﺷﻚ أن اﻟﻘﺎﺋﺪ اﻹداري ﻳﻤﺜﻞ ﻋﻨﴫا أﺳﺎﺳﻴﺎ وﻫﺎﻣﺎ ﰲ ﻛﻞ ﻣﺮاﺣﻞ‬

‫ﻋﻤﻠﻴﺔ اﻟﺘﻨﻤﻴﺔ اﻻﻗﺘﺼﺎدﻳﺔ ﺑﻜﻞ ﻣﺎ ﺗﺘﻀﻤﻨﻪ ﻣﻦ أﺑﻌﺎد‪ ،‬إﻻ أن اﳌﺸﻜﻠﺔ اﻟﺮﺋﻴﺴﻴﺔ‬
‫اﻟﺘﻲ ﺗﻮاﺟﻬﻬﺎ اﳌﻨﺸﺂت ﰲ وﻗﺘﻨﺎ اﳊﺎﱄ‪ ،‬ﻫﻲ ﻋﺪم ﺗﻮاﻓﺮ اﻟﻘﺎﺋﺪ اﻹداري اﻟﻔﻌﺎل‬
‫اﻟﺬي أﺻﺒﺢ ﺳﻠﻌﺔ ﻧﺎدرة ﻳﺼﻌﺐ اﻟﻌﺜﻮر ﻋﻠﻴﻬﺎ ﺑﺴﻬﻮﻟﺔ‪.‬‬

‫إن اﻟﻌﻤﻠﻴﺔ اﻹدارﻳﺔ ﻫﻲ ﰲ اﻷﺳﺎس ﻋﻤﻠﻴﺔ ﺗﻮﺟﻴﻪ وﺗﻨﻈﻴﻢ وﺗﻨﺴﻴﻖ ﺟﻬﻮد‬

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‫‪FORMATION PROFESSIONNELLE‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻷﻓﺮاد أو اﳉﲈﻋﺎت ﰲ ﺳﺒﻴﻞ ﲢﻘﻴﻖ أﻫﺪاف وﻏﺎﻳﺎت ﻣﻌﻴﻨﺔ ﻓﺮدﻳﺔ ﻛﺎﻧﺖ أو‬
‫ﲨﺎﻋﻴﺔ‪ ،‬وﻣﻦ ﺛﻢ‪ ،‬ﻳﻤﻜﻦ اﻟﻘﻮل أن اﻟﻘﻴﺎدة اﻹدارﻳﺔ ﲤﺘﺪ ﺟﺬورﻫﺎ إﱄ اﻟﻮﻗﺖ‬
‫اﻟﺬي ﺑﺪأ ﻓﻴﻪ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﲈﻋﻲ‪ ،‬وﺗﻮزﻳﻊ اﻟﻌﻤﻞ ﺑﲔ اﻷﻓﺮاد واﳉﲈﻋﺎت ﰲ‬
‫ﺗﻨﻈﻴﲈت وﻧﻈﻢ اﺟﺘﲈﻋﻴﺔ ﻣﺘﻌﺪدة‪.‬‬

‫وﻣﻨﺬ ذﻟﻚ اﻟﻮﻗﺖ واﻟﻘﺎﺋﺪ اﻹداري ﻳﺸﻜﻞ اﻫﺘﲈﻣﺎ رﺋﻴﺴﻴﺎ ﻟﻠﺒﺎﺣﺜﲔ‬

‫واﳌﻔﻜﺮﻳﻦ‪ ،‬اﻟﺬﻳﻦ ﺣﺎوﻟﻮا ﻣﻦ ﺧﻼل دراﺳﺎﲥﻢ وﺑﺤﻮﺛﻬﻢ ‪ -‬ﲢﻠﻴﻞ ﺳﻠﻮﻛﻪ‬
‫واﲡﺎﻫﺎﺗﻪ ﻣﻦ ﲨﻴﻊ ﺟﻮاﻧﺒﻪ‪ ،‬ﳑﺎ وﻓﺮ ﻟﻨﺎ ﻗﺪرا ﻻ ﻳﺴﺘﻬﺎن ﺑﻪ ﻣﻦ اﻟﻨﻈﺮﻳﺎت اﻟﻌﻠﻤﻴﺔ‪،‬‬
‫واﻟﺪراﺳﺎت اﳌﻴﺪاﻧﻴﺔ اﻟﺘﻲ أﺛﺮت ﻋﲇ ﺗﻮﺟﻴﻪ وﺗﻌﺪﻳﻞ ﺳﻠﻮك اﻟﻘﺎﺋﺪ اﻹداري‪،‬‬
‫وﺣﺪدت ﻣﻔﺎﻫﻴﻤﻪ واﻓﱰاﺿﺎﺗﻪ ﰲ ﻋﻼﻗﺎﺗﻪ ﺑﻤﺮؤوﺳﻴﻪ‪ ،‬وإﺳﱰاﺗﻴﺠﻴﺘﻪ ﰲ‬
‫اﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﻢ‪.‬‬

‫وﻣﻦ أﺑﺮز اﻟﺪراﺳﺎت اﳌﻴﺪاﻧﻴﺔ‪ ،‬واﻟﻨﻈﺮﻳﺎت اﻟﻌﻠﻤﻴﺔ اﻟﺘﻲ ﺗﻨﺎوﻟﺖ ﺳﻠﻮك‬

‫اﻟﻘﺎﺋﺪ اﻹداري ﺑﺎﻟﺘﺤﻠﻴﻞ واﻟﺪراﺳﺔ ﺗﻠﻚ اﻟﺬي ﻗﺪﻣﻬﺎ ﻣﺎﻛﺠﺮﳚﻮر )‪(Mcgregor‬‬
‫ﻣﻦ ﺧﻼل ﻧﻈﺮﻳﺘﻲ )‪ (x‬و )‪ (Y‬واﻟﺸﺒﻜﺔ اﻹدارﻳﺔ اﻟﺘﻲ ﻗﺪﻣﻬﺎ ﺑﻠﻴﻚ وﻣﻮﺗﻮن‬
‫)‪ (Mouton & Blake‬واﳌﺼﻔﻮﻓﺔ ﺛﻼﺛﻴﺔ اﻷﺑﻌﺎد ﻟﻮﻟﻴﺎم رﻳﺪﻳﻦ )‪.(w. Reddin‬‬
‫واﻵن دﻋﻨﺎ ﻧﺘﻌﺮف ﺑﺈﳚﺎز ﻋﲇ ﻫﺬه اﻟﺪراﺳﺎت واﻟﻨﻈﺮﻳﺎت‪ ،‬واﻻﻓﱰاﺿﺎت‬
‫اﻟﺘﻲ ﻗﺎﻣﺖ ﻋﻠﻴﻬﺎ ﻛﻞ ﻣﻨﻬﺎ‪.‬‬
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 
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

 





 

  (Douglas McGregor )

  (x) 
.‫ وﳛﺎول ﲡﻨﺒﻪ ﻗﺪر اﺳﺘﻄﺎﻋﺘﻪ‬،‫ﻳﻤﻴﻞ اﻹﻧﺴﺎن ﺑﻄﺒﻴﻌﺘﻪ إﱄ ﻛﺮه اﻟﻌﻤﻞ‬ ·

،‫ﳚﺐ اﺳﺘﺨﺪام أﺳﻠﻮب اﻟﻘﻬﺮ واﻟﺮﻗﺎﺑﺔ اﻟﺘﻔﺼﻴﻠﻴﺔ واﻟﺘﻬﺪﻳﺪ ﺑﺎﻟﻌﻘﺎب‬ ·

.‫ﻹﺟﺒﺎر اﻵﺧﺮﻳﻦ ﻋﲇ ﺑﺬل اﳉﻬﺪ وﲢﻘﻴﻖ اﻷﻫﺪاف‬

.‫ وﻳﻤﻴﻞ إﱄ ﲡﻨﺐ اﳌﺴﺌﻮﻟﻴﺔ‬،‫ﻳﻔﻀﻞ اﻹﻧﺴﺎن اﻟﻌﺎدي أن ﻳﻮﺟﻬﻪ اﻵﺧﺮون‬ ·

 (Y)
. ‫ﺑﺬل اﳉﻬﺪ اﳉﺴﺪي واﻟﺬﻫﻨﻲ ﰲ اﻟﻌﻤﻞ ﻣﻦ اﻷﻣﻮر اﻟﻄﺒﻴﻌﻴﺔ ﻛﺎﻟﻠﻬﻮ‬ ·
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫ﻫﻨﺎك أﺳﺎﻟﻴﺐ أﺧﺮي ﻏﲑ أﺳﺎﻟﻴﺐ اﻟﺮﻗﺎﺑﺔ واﻟﻘﻬﺮ واﻟﺘﻬﺪﻳﺪ ﻳﻤﻜﻦ‬ ·

.‫اﺳﺘﺨﺪاﻣﻬﺎ ﳊﺚ اﻟﻌﺎﻣﻠﲔ ودﻓﻌﻬﻢ ﻹﻧﺠﺎز اﻷﻫﺪاف‬

.‫ﻳﺴﺘﻄﻴﻊ اﻹﻧﺴﺎن ﳑﺎرﺳﺔ أﺳﻠﻮب اﻟﺘﻮﺟﻴﻪ اﻟﺬاﰐ‬ ·

‫ أن ﻳﺘﻘﺒﻞ‬-‫ ﰲ ﻇﻞ ﻇﺮوف ﻋﻤﻞ ﻣﻼﺋﻤﺔ‬- ‫ﻳﺘﻌﻠﻢ اﻹﻧﺴﺎن اﻟﻌﺎدي‬ ·

.‫اﳌﺴﺌﻮﻟﻴﺔ وﻳﺴﻌﻲ ﻟﻠﺤﺼﻮل ﻋﻠﻴﻬﺎ‬

8  9/1  9/9
  
7


6
 55
5  

4
 1/1  1/9
3


   
2

1 2 3 4 5 6 7 8 9
 
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 i47 p

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 ‫‪‬‬
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‫‪ MOUTON BLAKE&‬‬

‫ﺗﻌﻤﻞ ﻫﺬه اﻟﺸﺒﻜﺔ ﻋﲇ ﺗﺼﻨﻴﻒ اﻟﺴﻠﻮك اﻹداري ﰲ إﻃﺎر ﺑﻌﺪﻳﻦ أﺳﺎﺳﻴﲔ‬

‫)اﻹﻧﺘﺎج واﻷﻓﺮاد(‪ ،‬وﻳﻤﺜﻞ ﻛﻞ ﻣﻨﻬﲈ ﻣﻘﻴﺎﺳﺎ ﻣﻦ ﺗﺴﻊ درﺟﺎت‪.‬‬

‫ﻳﻮﺟﺪ ‪ -‬ﰲ إﻃﺎر اﻟﺸﺒﻜﺔ ‪ -‬ﻋﺪدا ﻻ ﳛﴢ ﻣﻦ أﻧﲈط اﻟﺴﻠﻮك اﻹداري‬

‫ﺑﺘﺤﺪد ﻛﻞ ﻣﻨﻬﺎ ﺑﺪرﺟﺔ ﻋﲇ ﻛﻞ ﻣﻦ اﻟﺒﻌﺪﻳﻦ‪ .‬وﻫﻨﺎك ‪ 5‬أﻧﲈط رﺋﻴﺴﻴﺔ ﺗﻘﻊ ﰲ‬
‫زواﻳﺎ اﻟﺸﺒﻜﺔ وﰲ وﺳﻄﻬﺎ ﻫﻲ‪:‬‬

‫اﻹدارة اﳉﲈﻋﻴﺔ )اﻫﺘﲈم ﻛﺒﲑ ﺑﺎﻹﻧﺘﺎج ‪ /‬اﻫﺘﲈم ﻛﺒﲑ ﺑﺎﻹﻓﺮاد(‬ ‫· ﻧﻤﻂ ‪9/9‬‬

‫اﻹدارة اﻟﺴﻠﺒﻴﺔ )اﻫﺘﲈم ﳏﺪود ﺑﺎﻹﻧﺘﺎج‪ /‬اﻫﺘﲈم ﳏﺪود‬ ‫‪1/1‬‬ ‫ﻧﻤﻂ‬ ‫·‬

‫ﺑﺎﻷﻓﺮاد(‪.‬‬

‫ﻧﻤﻂ ‪ 1/9‬اﻹدارة اﻟﻌﻠﻤﻴﺔ )اﻫﺘﲈم ﻛﺒﲑ ﺑﺎﻹﻧﺘﺎج ‪ /‬اﻫﺘﲈم ﳏﺪود ﺑﺎﻷﻓﺮاد(‪.‬‬ ‫·‬

‫ﻧﻤﻂ ‪ 9/1‬اﻹدارة اﻻﺟﺘﲈﻋﻴﺔ )اﻫﺘﲈم ﳏﺪود ﺑﺎﻹﻧﺘﺎج‪/‬اﻫﺘﲈم ﻛﺒﲑ ﺑﺎﻷﻓﺮاد(‬ ‫·‬

‫اﻹدارة اﳌﺘﺄرﺟﺤﺔ )اﻫﺘﲈم ﻣﺘﻮﺳﻂ ﺑﺎﻹﻧﺘﺎج‪/‬وﻣﺘﻮﺳﻂ‬ ‫‪5/5‬‬ ‫ﻧﻤﻂ‬ ‫·‬

‫ﺑﺎﻷﻓﺮاد(‪.‬‬
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 
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‫ﻣﻨﻤﻲ‬ ‫ﺇﺩﺍﺭﻱ‬
5 1

‫ﺃﳕﺎﻁ ﺃﺳﺎﺳﻴﺔ‬
´ ‫ﺑﲑﻭﻗﺮﺍﻃﻲ‬ ‫ﺍﻭﺗﻮﻗﺮﺍﻃﻲ‬
      1 3 ‫ﻋﺎﺩﻝ‬

‫ﺃﳕﺎﻁ ﻓﻌﺎﻟﻴﺔ‬
   
‫ﳎﺎﻣﻞ‬ ‫ﻣﻮﻓﻖ‬
6 2
(‫ﺍﻟﻌﻤﻞ )ﻉ‬

‫ﺍﻧﺴﺤﺎﰊ‬ ‫ﺍﻭﺗﻮﻗﺮﺍﻃﻲ‬
8 4

‫ وﺗﻈﻬﺮ ﻛﻨﺘﻴﺠﺔ‬،‫ﻫﻨﺎك أرﺑﻌﺔ أﻧﲈط أﺳﺎﺳﻴﺔ ﻟﺴﻠﻮك اﻟﻘﺎﺋﺪ اﻹداري‬

.‫ ﻣﻦ ﻗﺎﺋﺪ ﻵﺧﺮ‬- ‫ ﺑﺒﻌﺪي اﻟﻌﻤﻞ واﻟﻌﻼﻗﺎت‬- ‫ﻟﺘﻔﺎوت درﺟﺎت اﻻﻫﺘﲈم‬
‫أﺿﺎف )رﻳﺪﻳﻦ( ُﺑﻌﺪ اﻟﻔﻌﺎﻟﻴﺔ اﻹدارﻳﺔ إﱄ ُﺑﻌﺪي اﻟﻌﻤﻞ واﻟﻌﻼﻗﺎت ﳑﺎ‬ ·

.‫أﺗﺎح ﻟﻨﺎ إﻃﺎر أﻛﺜﺮ ﺗﻜﺎﻣﻼ ﻣﻦ اﻟﺸﺒﻜﺔ اﻹدارﻳﺔ‬

:‫ﺗﻘﻮم اﳌﺼﻔﻮﻓﺔ ﺑﺘﺼﻨﻴﻒ أﻧﲈط اﻟﺴﻠﻮك اﻹداري ﰲ إﻃﺎر أﺑﻌﺎد ﻫﻲ‬ ·

.‫اﻻﻫﺘﲈم ﺑﺎﻟﻌﻤﻞ‬ -1
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‫اﻻﻫﺘﲈم ﺑﺎﻟﻌﻼﻗﺎت اﻹﻧﺴﺎﻧﻴﺔ‪.‬‬ ‫‪-2‬‬

‫اﻟﻔﻌﺎﻟﻴﺔ اﻹدارﻳﺔ‪.‬‬ ‫‪-3‬‬

‫وﻣﻦ ﻫﺬا اﻟﺘﺼﻨﻴﻒ ﻧﺠﺪ أن اﻷﻧﲈط اﻷﺳﺎﺳﻴﺔ ﻗﺪ ﺗﻜﻮن أﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ أو‬
‫أﻗﻞ ﻓﻌﺎﻟﻴﺔ‪:‬‬
‫أﻧﲈط أﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ‪ :‬إداري‪ /‬أوﺗﻮﻗﺮاﻃﻲ ﻋﺎدل‪/‬ﻣﻨﺘﻤﻲ‪/‬ﺑﲑوﻗﺮاﻃﻲ‪.‬‬ ‫·‬

‫أﻧﲈط أﻗﻞ ﻓﻌﺎﻟﻴﺔ‪ :‬ﻣﻮﻓﻖ‪ /‬أوﺗﻮﻗﺮاﻃﻲ ﻋﺎدل‪/‬ﳎﺎﻣﻞ‪ /‬اﻧﺴﺤﺎﰊ‪.‬‬ ‫·‬

‫ﱂ ﺗﻘﻒ ﺟﻬﻮد اﻟﺒﺎﺣﺜﲔ واﳌﻔﻜﺮﻳﻦ ﻋﻨﺪ ﻫﺬا اﳊﺪ ﰲ ﺗﺼﻨﻴﻒ وﲢﻠﻴﻞ‬

‫اﻟﺴﻠﻮك اﻹداري‪ ،‬ﺑﻞ اﺳﺘﻤﺮت دراﺳﺎﲥﻢ وﳏﺎوﻻﲥﻢ ‪ -‬ﻓﻈﻬﺮت اﻟﻨﻈﺮﻳﺎت‬
‫اﳌﻮﻗﻔﻴﺔ اﻟﺘﻲ ﻛﺸﻔﺖ ﻋﻦ ﺗﺄﺛﺮ ﺳﻠﻮك اﻟﻘﺎﺋﺪ اﻹداري ‪ -‬ﺗﺄﺛﲑا واﺿﺤﺎ ‪-‬‬
‫ﺑﺎﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻌﻮاﻣﻞ واﳌﺘﻐﲑات اﻟﺘﻲ ﺗﻔﺮﺿﻬﺎ اﳌﻮاﻗﻒ اﻹدارﻳﺔ اﳌﺘﺨﻠﻔﺔ‪،‬‬
‫ﻓﺄﺗﺎﺣﺖ ﻟﻨﺎ ﻣﺪﺧﻼ ﻫﺎﻣﺎ ﻟﺪراﺳﺔ اﻟﺴﻠﻮك اﻹداري ﺑﻤﻨﻈﻮر أﻛﺜﺮ واﻗﻌﻴﺔ‬
‫وﺷﻤﻮﻻً‪.‬‬

‫‪‬‬

‫ﻋﻨﺪﻣﺎ ﻧﺴﺘﻌﺮض اﻟﺪراﺳﺎت واﻟﻨﻈﺮﻳﺎت اﻟﺘﻲ ﻗﺪﻣﻬﺎ اﻟﺒﺎﺣﺜﻮن واﳌﻔﻜﺮون‬

‫ﻟﺘﻔﺴﲑ اﻟﺴﻠﻮك اﻹداري‪ ،‬ﻧﺠﺪ أﳖﺎ رﻛﺰت ﻋﲇ ﺑﻌﺪﻳﻦ رﺋﻴﺴﻴﲔ ﳛﺪدان إﻃﺎر‬
‫ﺳﻠﻮك اﻟﻘﺎﺋﺪ اﻹداري واﲡﺎﻫﺎﺗﻪ ﻋﻨﺪﻣﺎ ﻳﺘﻌﺎﻣﻞ ﻣﻊ اﻵﺧﺮﻳﻦ‪ ،‬وﺑﺎﻟﺮﻏﻢ ﻣﻦ‬
‫اﺧﺘﻼف اﻷﺳﲈء اﻟﺘﻲ أﻃﻠﻘﺖ ﻋﲇ ﻫﺬﻳﻦ اﻟﺒﻌﺪﻳﻦ‪ ،‬إﻻ أﳖﺎ ﺗﻠﺘﻘﻲ ﲨﻴﻌﺎ ﺣﻮل‬
‫‪Copyright © 2012.‬‬

‫‪ i50 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫ وﻋﻼﻗﺎت اﻟﻘﺎﺋﺪ اﻹداري ﺑﺎﻟﻘﺎﺋﻤﲔ ﺑﺄداء ﻫﺬه‬،‫اﳌﻬﻤﺔ أو اﻟﻌﻤﻞ اﳌﺮاد اﻧﺠﺎزه‬

‫( ﻋﲇ‬X) ‫ وﻳﺘﻀﺢ ذﻟﻚ ﰲ ﻧﻈﺮﻳﺘﻲ »ﻣﺎﻛﺠﺮﳚﻮر« ﺣﻴﺚ رﻛﺰت ﻧﻈﺮﻳﺔ‬،‫اﳌﻬﻤﺔ‬
‫( ﻓﻘﺪ رﻛﺰت ﻋﲇ‬Y) ‫ﺑﻌﺪ اﻻﻫﺘﲈم ﺑﺎﻟﻌﻤﻞ وأﺳﻠﻮب ﲢﻘﻴﻖ أﻫﺪاﻓﻪ أﻣﺎ ﻧﻈﺮﻳﺔ‬
‫ أﻳﻀﺎ‬- ‫ وﻗﺪ ﻇﻬﺮ ﻫﺬان اﻟﺒﻌﺪان‬،‫ﺑﻌﺪ اﻻﻫﺘﲈم ﺑﺎﻟﻌﺎﻣﻠﲔ وﺣﺎﺟﺎﲥﻢ اﻹﻧﺴﺎﻧﻴﺔ‬
‫ واﻟﻘﻴﺎدة اﳌﻮﻗﻔﻴﺔ ﻛﺄﺳﺎس‬،‫ ﰲ اﻟﺸﺒﻜﺔ اﻹدارﻳﺔ واﳌﺼﻔﻮﻓﺔ ﺛﻼﺛﻴﺔ اﻷﺑﻌﺎد‬-
‫ وﱂ ﻳﻌﺪ ﻫﻨﺎك ﻧﻤﻂ وﺣﻴﺪ ﻣﺜﺎﱄ ﻳﺘﻤﻴﺰ‬،‫ﻟﺘﺼﻨﻴﻒ أﻧﲈط اﻟﺴﻠﻮك اﻹداري‬
‫ﺑﺎﻟﻔﻌﺎﻟﻴﺔ ﰲ ﲨﻴﻊ اﳌﻮاﻗﻒ اﻹدارﻳﺔ اﳌﺨﺘﻠﻔﺔ اﻟﺘﻲ ﻳﻮاﺟﻬﻬﺎ اﻟﻘﺎﺋﺪ اﻹداري ﺑﻞ‬
‫أﺻﺒﺢ ﻟﺪﻳﻨﺎ ﻋﺪد ﻻﳖﺎﺋﻲ ﻣﻦ اﻷﻧﲈط ﲣﺘﻠﻒ ﺗﺒﻌﺎ ﻟﺪرﺟﺔ اﻻﻫﺘﲈم ﺑﺒﻌﺪي‬
.‫اﻟﻌﻤﻞ واﻟﻌﻼﻗﺎت‬

 -  
   
   


 -  
   
   


-   +
Copyright © 2012.

 i51 p

EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA
FORMATION PROFESSIONNELLE
AN: 801414 ; .; .
Account: ns063387
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫وﻟﺘﻴﺴﲑ دراﺳﺔ وﲢﻠﻴﻞ أﻧﲈط اﻟﺴﻠﻮك اﻹداري‪ ،‬أﻣﻜﻦ ﺣﴫﻫﺎ ﰲ إﻃﺎر‬

‫أرﺑﻌﺔ أﻧﲈط أﺳﺎﺳﻴﺔ ﻳﺒﲔ ﻛﻞ ﻣﻨﻬﺎ ﻧﻤﻄﺎ إدارﻳﺎ ﳜﺘﻠﻒ ﻃﺒﻘﺎ ﻟﻠﻤﻨﻈﻮر اﻟﺬي‬
‫ﻧﻨﻈﺮ إﻟﻴﻪ ﻣﻦ ﺧﻼﻟﻪ‪ .‬وﻣﻦ ﺛﻢ‪ ،‬ﻓﺎﻷﻧﲈط اﻟﻘﻴﺎدﻳﺔ اﻷﺳﺎﺳﻴﺔ أﻣﺎ أن ﺗﻜﻮن أﻛﺜﺮ‬
‫ﻓﻌﺎﻟﻴﺔ أو أﻗﻞ ﻓﻌﺎﻟﻴﺔ ﻃﺒﻘﺎ ﳌﻮﻗﻊ ﻛﻞ ﻧﻤﻂ ﻣﻦ اﻷﻧﲈط اﻷﺳﺎﺳﻴﺔ ﻋﲇ ﻣﻘﻴﺎس‬
‫اﻟﻔﻌﺎﻟﻴﺔ‪ ،‬وﻳﻮﺿﺢ اﳉﺪول اﻟﺘﺎﱄ اﻷﻧﲈط اﻷﺳﺎﺳﻴﺔ اﻷرﺑﻌﺔ وﺳﲈت ﺳﻠﻮك‬
‫ﻛﻞ ﻣﻨﻬﺎ ﻋﻨﺪﻣﺎ ﻳﻜﻮن أﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ أو أﻗﻞ ﻓﻌﺎﻟﻴﺔ وﻛﲈ ﻳﺮاه اﳌﺮؤوﺳﻮن اﻟﺬﻳﻦ‬
‫ﻳﻤﺜﻠﻮن اﻟﻄﺮف اﳌﺘﺄﺛﺮ ﺑﺎﻟﻨﻤﻂ اﻟﻘﻴﺎدي اﻟﺬي ﻳﲈرﺳﻪ اﻟﻘﺎﺋﺪ ﻣﻌﻬﻢ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫ﻳﻤﺜﻞ ﻫﺬا اﻟﺒﻌﺪ درﺟﺔ ﺗﺮﻛﻴﺰ اﻟﻘﺎﺋﺪ اﻹداري ﻋﲇ اﻟﻌﻤﻞ أو اﳌﻬﻤﺔ اﳌﺮاد‬
‫اﻧﺠﺎزﻫﺎ ﻣﻦ ﺧﻼل واﺣﺪ وأﻛﺜﺮ ﻣﻦ ﻣﺮؤوﺳﻴﻪ‪ ،‬وﻳﺘﻀﺢ ﻣﻦ اﻫﺘﲈم اﻟﻘﺎﺋﺪ‬
‫ﺑﺘﻨﻈﻴﻢ اﻟﻌﻤﻞ وﲢﺪﻳﺪ اﻷدوار‪ ،‬وﺗﻮزﻳﻊ اﻟﻌﻤﻞ‪ ،‬ووﺿﻊ أﺳﺎﻟﻴﺐ ﻣﻘﻨﻨﺔ ﻟﻸداء‪،‬‬
‫وﻧﻈﻢ وﻗﻮاﻋﺪ ﳏﺪودة وﻣﻮﺣﺪة ﰲ اﻟﻌﻤﻞ‪ ،‬وإﺗﺒﺎع أﺳﺎﻟﻴﺐ وﻗﻨﻮات ﳏﺪدة‬
‫ﻟﻼﺗﺼﺎل ﻣﻊ اﳌﺮؤوﺳﲔ‪.‬‬
‫‪‬‬
‫ﻳﻤﺜﻞ ﻫﺬا اﻟﺒﻌﺪ درﺟﺔ اﻫﺘﲈم وﺗﺮﻛﻴﺰ اﻟﻘﺎﺋﺪ اﻹداري ﻋﲇ إﻗﺎﻣﺔ ﻋﻼﻗﺎت ﻃﻴﺒﺔ‬
‫ﻣﻊ ﻣﺮؤوﺳﻴﻪ‪ ،‬واﻫﺘﲈﻣﻪ ﺑﻤﺸﺎﻋﺮﻫﻢ وأﻓﻜﺎرﻫﻢ‪ ،‬وﺗﺪﻋﻴﻤﻪ وﺗﺸﺠﻴﻌﻪ ﳍﻢ‪،‬‬
‫وإﺗﺎﺣﺔ اﻟﻔﺮﺻﺔ ﳌﺸﺎرﻛﺔ اﳌﺮؤوﺳﲔ ﰲ اﲣﺎذ اﻟﻘﺮارات اﳌﺘﻌﻠﻘﺔ ﺑﺄﻋﲈﳍﻢ‪،‬‬
‫´‬
‫وﺗﺪﻋﻴﻤﻪ ﻟﻘﻨﻮات اﻻﺗﺼﺎل اﳌﺘﺒﺎدﻟﺔ ﺑﻴﻨﻪ وﺑﻴﻨﻬﻢ‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i52 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻦ ﺗﻌﺮﻳﻒ ﺑﻌﺪي اﻟﻌﻤﻞ واﻟﻌﻼﻗﺎت‪ ،‬ﻳﻤﻜﻦ اﻟﻘﻮل أن اﻷﻧﲈط اﻷﺳﺎﺳﻴﺔ‬

‫اﻷرﺑﻌﺔ اﻟﻨﺎﲡﺔ ﻣﻦ ﺗﻔﺎﻋﻞ ﺑﻌﺪي اﻻﻫﺘﲈم ﺑﺎﻟﻌﻤﻞ واﻟﻌﻼﻗﺎت ﻫﻲ‪:‬‬
‫ع‪ +‬ن ‪-‬‬ ‫اﻫﺘﲈم ﻛﺒﲑ ﺑﺎﻟﻌﻤﻞ ‪ /‬اﻫﺘﲈم ﳏﺪود ﺑﺎﻟﻌﻼﻗﺎت‬ ‫‪-1‬‬

‫ع‪ +‬ن‪+‬‬ ‫اﻫﺘﲈم ﻛﺒﲑ ﺑﺎﻟﻌﻤﻞ ‪ /‬اﻫﺘﲈم ﻛﺒﲑ ﺑﺎﻟﻌﻼﻗﺎت‬ ‫‪-2‬‬

‫ع‪ -‬ن‪+‬‬ ‫اﻫﺘﲈم ﳏﺪود ﺑﺎﻟﻌﻤﻞ ‪ /‬اﻫﺘﲈم ﻛﺒﲑ ﺑﺎﻟﻌﻼﻗﺎت‬ ‫‪-3‬‬

‫اﻫﺘﲈم ﳏﺪود ﺑﺎﻟﻌﻤﻞ ‪ /‬اﻫﺘﲈم ﳏﺪود ﺑﺎﻟﻌﻼﻗﺎت ع‪ -‬ن‪-‬‬ ‫‪-4‬‬

‫واﻟﺴﺆال اﻟﺬي ﻳﻔﺮض ﻧﻔﺴﻪ اﻵن ﻫﻮ‪:‬‬

‫ﻫﻞ ﺣﺼﻞ اﻟﻘﺎﺋﺪ ﻋﲇ درﺟﺎت ﻣﺮﺗﻔﻌﺔ ‪ -‬ﻋﲇ ﺑﻌﺪي اﻻﻫﺘﲈم ﺑﺎﻟﻌﻤﻞ‬

‫واﻻﻫﺘﲈم ﺑﺎﻟﻌﻼﻗﺎت ‪ -‬ﻳﻌﺘﱪ دﻟﻴﻼ ﻣﺆﻛﺪا ﻋﲇ ﻓﻌﺎﻟﻴﺘﻪ ﰲ ﳑﺎرﺳﺎﺗﻪ اﻹدارﻳﺔ ؟‬

‫ﺑﻌﺒﺎرة أﺧﺮي‪ ..‬ﻫﻞ اﻟﻨﻤﻂ )ع‪+‬ن‪ (+‬أﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ ﰲ ﲨﻴﻊ اﳌﻮاﻗﻒ اﻹدارﻳﺔ ؟‬

‫‪‬‬

‫أﻇﻬﺮ ﺗﻄﺒﻴﻖ ﻧﻈﺮﻳﺎت "ﻣﺎﻛﺠﺮﳚﻮر" و "ﺑﻠﻴﻚ وﻣﻮﺗﻮن" ﻋﺠﺰا ﰲ ﺗﻔﺴﲑ‬

‫ارﺗﻔﺎع أو اﻧﺨﻔﺎض ﻓﻌﺎﻟﻴﺔ اﻟﻘﻴﺎدات اﻹدارﻳﺔ ﰲ اﳌﻮاﻗﻒ اﻹدارﻳﺔ اﳌﺨﺘﻠﻔﺔ‪،‬‬
‫ﻓﺤﺼﻮل اﻟﻘﺎﺋﺪ اﻹداري ﻋﲇ درﺟﺎت ﻣﺮﺗﻔﻌﺔ ﻋﲇ ﺑﻌﺪي اﻟﻌﻤﻞ واﻟﻌﻼﻗﺎت‪،‬‬
‫ﻻ ﻳﻌﺪ دﻟﻴﻼ ﻗﺎﻃﻌﺎ ﻋﲇ ﻓﻌﺎﻟﻴﺔ ﺳﻠﻮﻛﻪ اﻹداري ﻣﻊ ﻣﺮؤوﺳﻴﻪ‪ .‬ﻟﺬﻟﻚ‬
‫أﺿﺎف"رﻳﺪﻳﻦ" ﺑﻌﺪ اﻟﻔﻌﺎﻟﻴﺔ إﱄ ﺑﻌﺪي اﻟﻌﻤﻞ واﻟﻌﻼﻗﺎت‪ ،‬وﻗﺪم ﻣﺼﻔﻮﻓﺘﻪ‬
‫ذات اﻷﺑﻌﺎد اﻟﺜﻼﺛﺔ‪.‬‬
‫‪Copyright © 2012.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫وﺿﻊ »ﻫﲑﳼ وﺑﻼﻧﺸﺎرد« ﻧﻤﻮذﺟﺎ ﳑﺎﺛﻼ ﻟﻠﻤﺼﻔﻮﻓﺔ ﺛﻼﺛﻴﺔ اﻷﺑﻌﺎد اﻟﺘﻲ‬

‫ﻗﺪﻣﻬﺎ»رﻳﺪﻳﻦ« وأﻃﻠﻘﺎ ﻋﻠﻴﻪ أﺳﻢ ﻧﻤﻮذج ﻓﻌﺎﻟﻴﺔ اﻟﻘﺎﺋﺪ ذو اﻷﺑﻌﺎد اﻟﺜﻼﺛﺔ‪،‬‬
‫وﺣﺎوﻻ ﻣﻦ ﺧﻼﻟﻪ اﻟﺮﺑﻂ ﺑﲔ ﻣﻔﺎﻫﻴﻢ اﻟﻘﻴﺎدة واﳌﺘﻐﲑات أو اﻟﻌﻮاﻣﻞ اﳌﻮﻗﻔﻴﺔ‬
‫اﳌﺆﺛﺮة ﻋﻠﻴﻬﺎ ﰲ ﺑﻴﺌﺔ ﻣﻌﻴﻨﺔ‪ ،‬وﻓﴪا أﻧﲈط اﻟﺴﻠﻮك اﻹداري وﻣﺪي ﻓﻌﺎﻟﻴﺘﻬﺎ أو‬
‫ﻗﺼﻮرﻫﺎ ﺑﻤﺪي ﻣﻼﺋﻤﺔ اﻟﻨﻤﻂ اﻟﻘﻴﺎدي ﻣﻊ اﳌﻮﻗﻒ اﳌﻄﺮوح واﻟﺒﻴﺌﺔ اﻟﺘﻲ ﻳﻌﻤﻞ‬
‫ﰲ إﻃﺎرﻫﺎ‪ .‬وﻣﻦ ﺧﻼل ﻧﻤﻮذج اﻟﻔﻌﺎﻟﻴﺔ‪ ،‬ﺗﻈﻬﺮ أﻧﲈط "رﻳﺪﻳﻦ " ﰲ ﺻﻮرة‬
‫أﺧﺮي‪ ،‬ﺣﻴﺚ ﺗﻈﻬﺮ اﻷﻧﲈط اﻷﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ واﻷﻗﻞ ﻓﻌﺎﻟﻴﺔ ﻛﲈ ﻳﺮاﻫﺎ اﳌﺮؤوﺳﻮن‬
‫اﻟﺬﻳﻦ ﻳﺘﺄﺛﺮون ﺑﺎﻟﻔﻌﻞ ﺑﺴﲈت ﻛﻞ ﻧﻤﻂ‪ ،‬وﻳﺴﺘﻄﻴﻌﻮن ﺑﺎﻟﺘﺎﱄ ﲢﺪﻳﺪ ﻣﻼﳏﻪ‬
‫واﲡﺎﻫﺎﺗﻪ ﰲ اﳌﻬﺎم اﻟﺘﻲ ﻳﻘﻮﻣﻮن ﲠﺎ‪.‬‬

‫أﻧﲈط أﻗﻞ ﻓﻌﺎﻟﻴﺔ‬ ‫أﻧﲈط أﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ‬ ‫اﻷﻧﲈط اﻷﺳﺎﺳﻴﺔ‬

‫‪ -1‬اﻫﺘﲈم ﻣﺮﺗﻔﻊ ﺑﺎﻟﻌﻤﻞ اﻟﺘﻮﺟﻴﻪ‪ :‬ﳛﺪد أﺳﺎﻟﻴﺐ ﻣﻮﺣﺪة ﻳﻔــﺮض ﻋــﲆ اﳌﺮؤوﺳــﲔ أداء‬
‫اﻫﺘﲈم ﳏﺪود ﺑﺎﻟﻌﻼﻗﺎت وﻣﻘﻨﻨــﺔ ﻷداء اﻟﻌﻤــﻞ ﲠــﺪف اﻟﻌﻤﻞ ﺑﺎﻷﺳﻠﻮب اﻟﺬي ﳛﺪده‬
‫زﻳﺎدة ﻗﺪرات اﳌﺮؤوس وﺗﻨﻤﻴـﺔ ﻫﻮ‪ ،‬ﺑﺠﺎﻧﺐ اﻫﺘﲈﻣﻪ اﻷﺳـﺎﳼ‬ ‫)ع‪ +‬ن‪(-‬‬
‫ﺑﺘﺤﻘﻴﻖ اﻟﻨﺘﺎﺋﺞ اﻟﻔﻮرﻳﺔ ﻗﺼﲑة‬ ‫ﻣﻬﺎراﺗﻪ ورﻓﻊ ﻣﺴﺘﻮى أداﺋﻪ‪.‬‬
‫اﻷﺟﻞ‪.‬‬

‫‪ -2‬اﻫﺘﲈم ﻣﺮﺗﻔﻊ ﺑﺎﻟﻌﻤﻞ اﻹﻗﻨــﺎع‪ :‬ﻳﻌﻤــﻞ ﻋــﲆ ﺗﻨﻤﻴــﺔ ﻳﻔـــﺮط ﰲ اﻫﺘﲈﻣـــﻪ ﺑﺘﻨﻈـــﻴﻢ‬
‫اﻫﺘﲈم ﻣﺮﺗﻔﻊ ﺑﺎﻟﻌﻼﻗﺎت ﻗــﺪرات اﳌﺮؤوﺳــﲔ وإﺷــﺒﺎع وﲢﺪﻳـــﺪ أﺳـــﺎﻟﻴﺐ اﻟﻌﻤـــﻞ‬
‫ﺣﺎﺟـــﺎﲥﻢ‪ ،‬وﳞـــﺘﻢ ﺑﺘﺤﺪﻳـــﺪ وإﺟﺮاءاﺗـــﻪ ﻋـــﲇ ﺣـــﺴﺎب‬ ‫)ع‪ +‬ن‪(+‬‬
‫‪Copyright © 2012.‬‬

‫‪ i54 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫أﻧﲈط أﻗﻞ ﻓﻌﺎﻟﻴﺔ‬ ‫أﻧﲈط أﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ‬ ‫اﻷﻧﲈط اﻷﺳﺎﺳﻴﺔ‬

‫اﻷﻫﺪاف وﺗﻨﻈـﻴﻢ اﻟﻌﻤـﻞ دون ﻋﻼﻗﺎﺗﻪ اﻻﺟﺘﲈﻋﻴﺔ واﻟﺴﻠﻮﻛﻴﺔ‬
‫ً‬
‫ﻏﺎﻟﺒـﺎ ﻣـﺎ‬ ‫إﳘــﺎل ﻟﻠﺠﺎﻧــﺐ اﻻﺟﺘﲈﻋــﻲ ﻣﻊ اﳌﺮؤوﺳﲔ واﻟﺘﻲ‬
‫ﻳﻔﺸﻞ ﰲ ﺗﺪﻋﻴﻤﻬﺎ وﺗﻮﺛﻴﻘﻬﺎ‪.‬‬ ‫وﺗﺪﻋﻴﻢ ﻋﻼﻗﺎﺗﻪ ﺑﺎﳌﺮؤوﺳﲔ‪.‬‬

‫‪ -3‬اﻫﺘﲈم ﳏﺪود ﺑﺎﻟﻌﻤـﻞ اﳌﺸﺎرﻛﺔ‪ :‬ﻳﴩك اﳌﺮؤوﺳـﲔ ﰲ ﻧﺘﻴﺠــﺔ ﻟﱰﻛﻴــﺰه اﻟــﺸﺪﻳﺪ ﻋــﲇ‬
‫اﻫﺘﲈم ﻣﺮﺗﻔﻊ ﺑﺎﻟﻌﻼﻗﺎت اﲣــﺎذ اﻟﻘــﺮارات وﻳﺮﻛــﺰ ﻋــﲇ ﲢﻘﻴــــﻖ اﻻﻧــــﺴﺠﺎم ﺑــــﲔ‬
‫ﺗــﺪﻋﻴﻢ ﺳــﻠﻮﻛﻬﻢ وﺗــﺸﺠﻴﻌﻬﻢ اﳌﺮؤوﺳﲔ‪ ،‬ﻗﺪ ﻳﱰدد ﰲ اﲣـﺎذ‬ ‫)ع‪ -‬ن‪(+‬‬
‫أي ﻗــﺮار ﻳ ـﺆﺛﺮ ﻋــﲇ ﻋﻼﻗﺎﺗــﻪ‬ ‫وﺗﻴﺴﲑ أداﺋﻬﻢ ﻷﻋﲈﳍﻢ‪.‬‬
‫ﲠﻢ‪.‬‬

‫‪ -4‬اﻫﺘﲈم ﳏﺪود ﺑﺎﻟﻌﻤـﻞ اﻟﺘﻔﻮﻳﺾ‪ :‬ﻳﻨﻌﻜﺲ ﻫﺬا اﻟـﻨﻤﻂ ﻻ ﻳﺴﺘﻄﻴﻊ أن ﻳﺘﻨﺒـﺄ ﺑﺤﺎﺟـﺎت‬
‫ً‬
‫وﻧﺎدرا ﻣﺎ ﻳﺘـﺪﺧﻞ‬ ‫اﻫﺘﲈم ﳏﺪود ﺑﺎﻟﻌﻼﻗﺎت ﰲ ﺗﻔﻮﻳﺾ اﳌﺮؤوﺳﲔ ﰲ اﲣـﺎذ اﳌﺮؤوﺳﲔ‪،‬‬
‫اﻟﻘﺮارات اﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ وﻳﺜﻖ ﻹﺷــﺒﺎع ﻫــﺬه اﳊﺎﺟــﺎت ﰲ‬ ‫)ع‪ -‬ن‪(-‬‬
‫ﰲ ﻗــﺪرﲥﻢ ﻋــﲇ اﻹﻧﺠــﺎز دون اﻟﻮﻗﺖ اﳌﻨﺎﺳﺐ‪.‬‬
‫اﳊﺎﺟــﺔ ﻟﻠﺘــﺸﺠﻴﻊ أو اﻟﺘــﺪﻋﻴﻢ‬
‫اﳌﺴﺘﻤﺮ‪.‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Copyright © 2012.

EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA
FORMATION PROFESSIONNELLE
AN: 801414 ; .; .
Account: ns063387
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬

‫‪ ‬‬
‫‪‬‬

‫ﻋﺎدة ﻣﺎ ﺗﻄﻠﻖ ﻛﻠﻤﺔ "ﻣﴩف" ﻋﲇ اﳌﺴﺘﻮﻳﺎت اﻹدارﻳﺔ أو اﻟﻔﻨﻴﺔ اﻷوﱄ‬

‫ﺣﻴﺚ ﳞﺘﻢ اﳌﴩف ﺑﺎﳌﺴﺘﻮي اﻷول أو اﻟﺜﺎﲏ ﻣﻦ اﻟﻌﺎﻣﻠﲔ ﺑﺎﻟﴩﻛﺔ‪.‬‬

‫واﳌﴩف ﳛﺘﺎج إﱄ "ﺟﻬﺎز ﻋﻘﲇ" ﳐﺘﻠﻒ ﲤﺎﻣﺎ ﻋﲈ ﻛﺎن ﻟﺪﻳﻪ وﻫﻮ ﻋﺎﻣﻞ‬
‫‪ ..‬إذ ﻳﺘﻌﲔ ﻋﲇ اﳌﴩف "اﳉﺪﻳﺪ" أن ﻳﺪرك أﻧﻪ ﻟﻴﺲ ﻣﺴﺌﻮﻻ ﻋﻦ ﻋﻤﻠﻪ ﻓﻘﻂ‬
‫ﺑﻞ أﻧﻪ أﺻﺒﺢ ﻣﺴﺌﻮﻻ ﻋﻦ ﻧﺘﺎﺋﺞ ﻋﻤﻞ ﳎﻤﻮﻋﺔ ﻣﻦ اﻟﻌﺎﻣﻠﲔ وﻣﻦ ﺛﻢ ﻓﺈﻧﻪ ﳛﻜﻢ‬
‫ﻋﲇ أداﺋﻪ ﻣﻦ ﻣﻨﻄﻠﻖ إﻧﺠﺎزات اﳌﺠﻤﻮﻋﺔ ﲢﺖ إﴍاﻓﻪ‪.‬‬

‫ﻫﺬا وﳚﺐ أن ﻳﻌﻲ اﳌﴩف "اﳉﺪﻳﺪ" ﺑﺼﻔﺔ ﺧﺎﺻﺔ أن ﻓﺎﻋﻠﻴﺔ اﻹﴍاف‬

‫ﺗﻌﺘﻤﺪ ﻋﲇ ﻗﺪرة اﳌﴩف ﰲ أن ﳚﻌﻞ اﻵﺧﺮون ﻳﺆدون أﻋﲈﳍﻢ ﺑﻨﻔﺲ اﻟﻜﻔﺎءة‬
‫اﻟﺘﻲ أﻋﺘﺎد أن ﻳﺆدي ﲠﺎ اﻟﻌﻤﻞ ﺷﺨﺼﻴﺎ ‪ ،‬وإن ﻛﺎن ﻫﺬا اﻷﻣﺮ ﻳﺒﺪو ﻟﻠﻮﻫﻠﺔ‬
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‫‪i57 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻷوﱄ ﺑﺴﻴﻄﺎ إﻻ أﻧﻪ ﻣﻦ أﻋﻘﺪ اﳌﻔﺎﻫﻴﻢ اﻟﺘﻲ ﳚﺐ ﻋﲇ اﳌﴩﻓﲔ اﳉﺪد أن‬

‫ﻳﺴﺘﻮﻋﺒﻮﻫﺎ ﺟﻴﺪا‪.‬‬

‫‪-1‬‬

‫ﻧﻠﺨﺺ ﻓﻴﲈ ﻳﲇ ﻗﺎﺋﻤﺔ ﺷﺎﻣﻠﺔ ﳌﺎ ﳚﺐ أن ﻳﺘﺼﻒ ﲠﺎ اﳌﴩف اﻟﻔﻌﺎل‪:‬‬

‫‪‬‬

‫إن أول ﺻﻔﺔ ﳚﺐ أن ﻳﺘﺼﻒ ﲠﺎ اﳌﴩﻓﻮن أن ﻳﻜﻮﻧﻮا "ﻗﺎدة "‪ ،‬ذﻟﻚ أن‬
‫اﻟﴩﻛﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﻢ ﰲ اﻟﻘﻴﺎدة ﰲ اﳌﺴﺘﻮﻳﺎت اﻷوﱄ وﻫﻮ ﻣﺎ ﻳﻌﺮف ﻋﺴﻜﺮﻳﺎ‬
‫"ﺑﺨﻄﻮط اﳌﻮاﺟﻬﺔ اﻷوﱄ"‪ ،‬وﻳﺘﻀﻤﻦ ﻫﺬا اﻟﻨﻮع ﻣﻦ اﻟﻘﻴﺎدة اﳌﻬﺎرات اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﻬﺎرات ﻓﻨﻴﺔ‪ :‬ﻣﻌﺮﻓﺔ وﻓﺎﻋﻠﻴﺔ اﻟﻌﻤﻞ‪.‬‬ ‫‪-1‬‬

‫ﻣﻬﺎرات إدارﻳﺔ‪ :‬إدارة ﺳﻴﺎﺳﺎت اﻟﴩﻛﺔ ‪ ،‬واﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻨﻘﺎﺑﺎت‪..‬اﻟﺦ‪.‬‬ ‫‪-2‬‬

‫ﻣﻬﺎرات اﻷداء اﻹداري‪ :‬اﻟﺘﺨﻄﻴﻂ واﻟﺘﻨﻈﻴﻢ واﻟﺮﻗﺎﺑﺔ واﻟﺘﻨﺴﻴﻖ واﻟﺘﻮﺟﻴﻪ‪.‬‬ ‫‪-3‬‬

‫ﻣﻬﺎرات ﺗﻔﺎﻋﻠﻴﺔ‪ :‬اﻟﻌﻼﻗﺎت اﻹﻧﺴﺎﻧﻴﺔ وﻓﺎﻋﻠﻴﺔ اﻟﻌﻼﻗﺎت اﻟﺸﺨﺼﻴﺔ‬ ‫‪-4‬‬

‫واﳌﺘﺪاﺧﻠﺔ وﺗﻌﺘﱪ اﳌﻬﺎرات اﻷﺧﲑة أﻛﺜﺮﻫﺎ ﺻﻌﻮﺑﺔ ﺣﺘﻰ ﻳﻜﺘﺴﺒﻬﺎ اﳌﴩف‬

‫اﻟﻔﻌﺎل‬

‫‪‬‬

‫ً‬
‫ﻣﺘﺨﺬا ﻟﻠﻘﺮارات‬ ‫ﻛﲈ ﳚﺐ ﻋﲇ اﳌﴩف أن ﻳﻜﻮن ﺣﻼﻻً ﻟﻠﻤﺸﺎﻛﻞ أي‬
‫‪Copyright © 2012.‬‬

‫‪ i58 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺣﻴﺚ ﻋﻠﻴﻪ أن ﳜﺘﺎر ﺑﲔ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﺒﺪاﺋﻞ اﳌﺨﺘﻠﻔﺔ واﻟﺘﻨﺎﻓﺴﻴﺔ ﺣﺘﻰ ﻳﺼﻞ إﱄ‬
‫اﳊﻞ اﻷﻣﺜﻞ ﳌﺸﺎﻛﻞ اﻟﻌﻤﻞ ‪ ،‬وﻳﺘﻄﻠﺐ اﲣﺎذ اﻟﻘﺮارات ﻣﻦ اﳌﴩف أن ﻳﺘﺤﻤﻞ‬
‫اﳌﺴﺌﻮﻟﻴﺔ إﱄ ﺟﺎﻧﺐ اﻟﺘﺤﲇ ﺑﺎﳌﺒﺎدرة وﻛﺬﻟﻚ اﳊﺬر‪.‬‬

‫‪‬‬

‫واﻟﺘﺨﻄﻴﻂ ﻋﻨﴫ ﻫﺎم ﺟﺪا ﻟﻨﺠﺎح اﻹﴍاف وﻳﻨﻌﻜﺲ ﻣﺪي ﻧﺠﺎح‬

‫اﻟﺘﺨﻄﻴﻂ ﻋﲇ ﺑﻘﻴﺔ اﻷﻧﺸﻄﺔ اﻷﺧﺮى ‪ ،‬ﺣﻴﺚ ﻳﺘﻀﻤﻦ اﻟﺘﺨﻄﻴﻂ ﻋﲇ اﳌﺴﺘﻮي‬
‫اﻹﴍاﰲ‪) :‬ﺗﻨﻈﻴﻢ اﳌﻌﺮﻓﺔ ‪ ،‬ﻛﻤﻴﺔ اﳌﻮارد ‪ ،‬وﺿﻊ اﻷﻫﺪاف ‪ ،‬ﺳﻬﻮﻟﺔ ﺗﻮﺻﻴﻞ‬
‫اﻷﻫﺪاف إﱄ اﻟﻌﺎﻣﻠﲔ‪ ،‬ﲢﺪﻳﺪ اﻷوﻟﻮﻳﺎت ووﺿﻊ اﳉﺪاول اﻟﻼزﻣﺔ ﻟﺘﺤﻘﻴﻘﻬﺎ‬
‫‪ ،‬اﻟﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ اﻟﻌﺎﻣﻠﲔ ﻷدوارﻫﻢ(‪.‬‬

‫‪‬‬

‫وﻣﻦ ﺻﻔﺎت اﳌﴩف اﻟﻔﻌﺎل أن ﻳﻮﺿﺢ ﻟﻠﻌﺎﻣﻠﲔ ﺷﻜﻞ اﻟﺘﻨﻈﻴﻢ اﻟﺬي‬

‫ﻳﻨﺨﺮﻃﻮن ﻓﻴﻪ وﻛﺬا ﺧﻄﻮط اﻻﺗﺼﺎل اﻷﻓﻘﻴﺔ واﻟﺮأﺳﻴﺔ أي أن ﻳﻌﺮف ﻛﻞ‬
‫ﻣﻨﻬﻢ وﻇﻴﻔﺘﻪ وﻣﻮﻗﻌﻬﺎ ﰲ اﻟﺘﻨﻈﻴﻢ وﻣﻦ اﻟﺬﻳﻦ ﳚﺐ أن ﻳﺘﺠﻬﻮن إﻟﻴﻬﻢ ﻃﻠﺒﺎ‬
‫ﻟﻠﻌﻮن واﳌﺴﺎﻋﺪة‪ .‬وﻳﻌﺘﱪ اﻟﺘﻔﻮﻳﺾ اﻟﻔﻌﺎل ﻋﻨﴫا ﺣﺎﺳﲈ ﰲ ﻋﻤﻠﻴﺔ اﻟﺘﻨﻈﻴﻢ‬
‫ﺣﻴﺚ ﻳﻤﻜﻦ اﳌﴩﻓﲔ ﻣﻦ ﺗﻮﺳﻴﻊ ﺗﺄﺛﲑﻫﻢ ﺧﺎرج ﻧﻄﺎق ﺣﺪود وﻗﺘﻬﻢ وﻃﺎﻗﺎﲥﻢ‬
‫وﻣﻌﺎرﻓﻬﻢ اﻟﺸﺨﺼﻴﺔ ‪ ،‬ﻫﺬا وﻳﻌﺘﱪ اﻟﺘﻔﻮﻳﺾ ﻏﲑ اﻟﻔﻌﺎل ﻣﻦ أﻛﱪ أﺳﺒﺎب‬
‫ﻓﺸﻞ اﳌﴩﻓﲔ ﰲ أداء أﻋﲈﳍﻢ‬
‫‪Copyright © 2012.‬‬

‫‪ i59 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻫ‪‬‬

‫واﳌﴩف اﻟﻔﻌﺎل ﳚﺐ أن ﻳﺘﻔﻬﻢ ﺣﺎﺟﺎت ورﻏﺒﺎت ودواﻓﻊ اﻟﻌﺎﻣﻠﲔ ﻣﻌﻪ‬

‫ﺑﺪﻻ ﻣﻦ دﻓﻌﻬﻢ ﻗﻬﺮا ﻷداء ﻣﺎ ﻳﻄﻠﺐ ﻣﻨﻬﻢ ‪ ،‬وﻣﻦ ﻣﺴﺌﻮﻟﻴﺔ اﳌﴩف أن ﻳﺮﺑﻂ‬
‫ﺑﲔ رﻏﺒﺎت اﻟﻌﺎﻣﻠﲔ وأﻫﺪاف اﻟﴩﻛﺔ وﺑﺬﻟﻚ ﻳﺼﺒﺢ اﳌﴩﻓﻮن ﻣﺴﺌﻮﻟﲔ ﻋﻦ‬
‫ﺧﻠﻖ ﻣﻨﺎخ إﳚﺎﰊ ﻟﻠﻌﻤﻞ ﳑﺎ ﻳﻮﻓﺮ اﻟﻔﺮﺻﺔ ﻟﺘﺤﻔﻴﺰ اﻟﻌﺎﻣﻠﲔ وﺑﺎﻟﺘﺎﱄ ﳜﻠﻖ‬
‫ﻟﺪﳞﻢ اﻟﺪاﻓﻊ اﻟﺬاﰐ ﻋﲇ اﳌﺸﺎرﻛﺔ‪.‬‬

‫‪‬‬

‫إن اﻟﻌﺎﻣﻞ ﻳﺮﻳﺪ أن ﻳﻌﺮف داﺋﲈ ﻣﺎذا ﻳﻌﻤﻞ وﻛﻴﻒ ﻳﺆدي ﻋﻤﻠﻪ وﻫﻨﺎ ﳚﺐ‬
‫ﻋﲇ اﳌﴩف أن ﻳﻮاﺻﻞ ﺑﺎﺳﺘﻤﺮار ﺗﻌﺮﻳﻒ اﻟﻌﺎﻣﻠﲔ ﻣﻌﻪ ﲠﺬه اﳌﻌﻠﻮﻣﺎت ‪ ،‬ﻛﲈ‬
‫ﳚﺐ ﻋﻠﻴﻪ ﺗﻘﺪﻳﻢ اﻟﻌﻮن اﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﳍﻢ ﻣﻦ ﺧﻼل اﻹﻧﺼﺎت ﳍﻢ واﻟﻮﻗﻮف‬
‫ﻋﲇ ﺣﺎﺟﺎﲥﻢ‪.‬‬

‫ﻛﲈ ﳛﺪث ﻛﺜﲑا أن ﻳﻄﻠﺐ اﻟﻌﺎﻣﻠﻮن ﻣﻦ ﻣﴩﻓﻴﻬﻢ اﻟﻌﻮن واﻟﻨﺼﻴﺤﺔ‬

‫ﻋﻨﺪﻣﺎ ﺗﻮاﺟﻬﻬﻢ ﺑﻌﺾ اﳌﺸﺎﻛﻞ اﻟﺸﺨﺼﻴﺔ وﻋﲇ اﳌﴩﻓﲔ ﺗﻘﺪﻳﻢ اﻟﻨﺼﻴﺤﺔ ﳑﺎ‬
‫ﳜﻠﻖ ﺟﻮا أﴎﻳﺎ ﰲ اﻟﻌﻤﻞ إﻻ أﻧﻪ ﳚﺐ أن ﻧﺤﺬر ﻣﻦ اﳌﺸﺎﻛﻞ اﻟﺒﺎﻟﻐﺔ اﻟﺘﻌﻘﻴﺪ‬
‫ﻓﻘﺪ ﻳﺘﻌﲔ ﻋﲇ اﳌﴩف أن ﻳﻮﺟﻪ اﻟﻌﺎﻣﻠﲔ ﻣﻌﻪ إﱄ أﺧﺼﺎﺋﻲ ﻋﻼﻗﺎت اﻟﻌﺎﻣﻠﲔ‬
‫ﻟﺘﻘﺪﻳﻢ اﻟﻨﺼﻴﺤﺔ واﳌﺸﻮرة اﳌﻨﺎﺳﺒﺔ‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i60 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬

‫ﻓﺎﳌﴩﻓﻮن ﺑﺎﻋﺘﺒﺎرﻫﻢ ﳑﺜﲇ اﻹدارة ﻳﻮزﻋﻮن اﳌﻜﺎﻓﺂت ﺳﻮاء اﳌﺎﻟﻴﺔ أو‬

‫اﳌﻌﻨﻮﻳﺔ وﻛﻼﳘﺎ ﻫﺎم ﺟﺪا ﺑﻞ وﻳﺘﻮﻗﻊ اﻟﻌﺎﻣﻠﻮن ﻣﺰﳚﺎ ﻣﻼﺋﲈ ﻣﻦ ﻛﻠﻴﻬﲈ ‪ ،‬ﺣﻴﺚ‬
‫ﳛﺘﺎج اﻟﻌﺎﻣﻠﻮن داﺋﲈ إﱄ ﺗﻘﺪﻳﺮﻫﻢ واﻻﻋﱰاف ﺑﻘﻴﻤﺔ إﻧﺠﺎزاﲥﻢ وﰲ ﻧﻔﺲ‬
‫اﻟﻮﻗﺖ ﻳﺮﺗﻔﻊ ﻣﺴﺘﻮي أداﺋﻬﻢ ‪ ،‬ﻛﲈ أن اﻟﱰﻗﻴﺔ ﺗﺰﻳﺪ إﺣﺴﺎس اﻟﻌﺎﻣﻞ ﺑﻤﻜﺎﻧﺘﻪ‬
‫أو ﻣﺪي أﳘﻴﺔ إﻧﺠﺎزاﺗﻪ‪.‬‬

‫‪‬‬

‫إن اﳌﴩﻓﲔ ﻣﺴﺌﻮﻟﻮن ﻋﻦ ﺗﻨﻤﻴﺔ ﻗﺪرات اﻟﻌﺎﻣﻠﲔ ﺑﺘﺪرﻳﺒﻬﻢ ﻋﲇ أداء‬

‫أﻋﲈﳍﻢ ووﻇﺎﺋﻔﻬﻢ ﺑﺸﻜﻞ أﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ ﻣﻊ إﻋﺪادﻫﻢ ﻋﲇ ﲢﻤﻞ ﻣﺴﺌﻮﻟﻴﺎت أﻛﱪ‬
‫ﻓﻀﻼ ﻋﻦ ﻣﻨﺤﻬﻢ ﻓﺮص اﻟﱰﻗﻲ واﻟﻨﻤﻮ ﰲ أﻋﲈﳍﻢ ‪ ،‬وﰲ اﻟﻮﻗﺖ اﻟﺬي ﺗﻌﺘﱪ‬
‫ﻓﻴﻪ اﻟﺮﻏﺒﺔ ﰲ اﻟﻨﻤﻮ ﻃﻤﻮﺣﺎ ﺷﺨﺼﻴﺎ ﻟﻠﻌﺎﻣﻠﲔ إﻻ أﻧﻪ ﻻ ﻳﻤﻜﻨﻬﻢ ﲢﻘﻴﻖ ذﻟﻚ‬
‫ﺑﺄﻧﻔﺴﻬﻢ إﻻ ﺑﻤﺴﺎﻋﺪة اﳌﴩف‪.‬‬
‫وﻣﻦ اﻟﻌﺮض اﻟﺴﺎﺑﻖ ﻧﺠﺪ أن اﳌﴩﻓﲔ أﺷﺨﺎص أﺳﺎﺳﻴﲔ ﰲ اﳍﻴﻜﻞ‬
‫اﻟﺘﻨﻈﻴﻤﻲ ‪ ،‬ﻓﻬﻢ ﻳﻤﺜﻠﻮن اﻹدارة أﻣﺎم اﻟﻌﺎﻣﻠﲔ‪ ..‬وﻛﺬا ﻓﻬﻢ ﻳﻤﺜﻠﻮن اﻟﻌﺎﻣﻠﲔ‬
‫أﻣﺎم اﻹدارة وﻟﺬﻟﻚ ﻓﻬﻢ ﻳﺘﺤﻤﻠﻮن ﺿﻐﻮﻃﺎ رﺋﻴﺴﻴﺔ ﻣﻦ ﻛﺎﻓﺔ اﻷﺷﻜﺎل‬
‫واﻷﻧﻮاع ﺳﻮاء ﻣﻦ أﻋﲇ أو ﻣﻦ أﺳﻔﻞ‪.‬وﻋﲇ ذﻟﻚ ﻓﺈﻧﻪ ﻳﺸﺎر إﱄ اﳌﴩﻓﲔ ﻋﲇ‬
‫أﳖﻢ "ﺣﺠﺮ اﻷﺳﺎس" أو ﺣﺠﺮ اﻟﺰاوﻳﺔ ﰲ اﻟﴩﻛﺎت اﳊﺪﻳﺜﺔ ﺣﻴﺚ ﻳﺸﻐﻞ‬
‫اﳌﴩف "ﻧﻘﻄﺔ اﻟﻀﻐﻂ اﳊﺮﺟﺔ" ﺑﲔ اﻹدارة واﻟﻌﺎﻣﻠﲔ‪.‬ﻓﻜﻞ ﺑﻨﺎء ﻟﻪ "ﺣﺠﺮ‬
‫‪Copyright © 2012.‬‬

‫‪ i61 p‬‬

‫‪EBSCO Publishing : eBook Arabic Collection Trial - printed on 4/28/2020 7:49 PM via MINISTÈRE DE L'EDUCATION NATIONALE, DE LA‬‬
‫‪FORMATION PROFESSIONNELLE‬‬
‫; ‪AN: 801414‬‬ ‫;‪.‬‬ ‫‪.‬‬
‫‪Account: ns063387‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫أﺳﺎس" ﻳﺮﺗﻜﺰ ﻋﻠﻴﻪ وﻋﻨﺪﻣﺎ ﻳﺰال ﻓﻬﺬا ﻳﻌﻨﻲ ﻫﺪم اﻟﺒﻨﺎء ﻛﻠﻪ ‪ ،‬وﻫﺬا ﻣﺎ ﻳﻨﻄﺒﻖ‬
‫ﻋﲇ اﳌﴩف‪.‬ﻓﺎﳌﴩف اﻟﻀﻌﻴﻒ ﻣﺜﻞ اﻷﺳﺎس اﳍﺶ ﺣﻴﺚ ﻳﺆﺛﺮ ﺑﺸﻜﻞ ﺧﻄﲑ‬
‫ﻋﲇ ﻗﻮة اﻟﺘﻨﻈﻴﻢ ﻛﻜﻞ وﻣﻦ ﺛﻢ ﻓﺈﻧﻪ ﳚﺐ ﻋﲇ اﳌﴩف أن ﻳﻨﻔﺬ ﺳﻴﺎﺳﺎت‬
‫اﻹدارة وﺧﻄﻄﻬﺎ وﺗﻮﺟﻴﻬﺎﲥﺎ وذﻟﻚ ﺑﺘﻄﻮﻳﺮ إدارﺗﻪ أوﻻ‪ .‬ﺛﻢ اﻟﻌﺎﻣﻠﲔ‪ .‬وأﺧﲑا‬
‫ﳎﻤﻮﻋﺎت اﻟﻌﺎﻣﻠﲔ ﻛﻜﻞ ﺣﺘﻰ ﳛﻘﻖ أﻫﺪاف ﻛﻞ ﻣﻦ اﻟﴩﻛﺔ واﻟﻌﺎﻣﻠﲔ‬
‫ﺑﻨﺠﺎح‪.‬وﻟﺘﺤﻘﻴﻖ ذﻟﻚ ﻓﺈن اﳌﴩف اﻟﻔﻌﺎل ﳚﺐ أن ﻳﻌﻴﺪ ﺗﻜﻴﻴﻒ أﻓﻜﺎره وﻓﻘﺎ‬
‫ﻟﻠﻈﺮوف واﻷوﺿﺎع اﳉﺪﻳﺪة ﺑﺎﻟﴩﻛﺔ وﻣﻦ ﺛﻢ ﻓﻬﻮ ﻏﲑ ﻣﺴﺌﻮل ﻋﻦ ﻧﺘﺎﺋﺞ‬
‫أﻋﲈﻟﻪ اﻟﺸﺨﺼﻴﺔ ﻓﺤﺴﺐ ﺑﻞ ﻳﻜﻮن ﻣﺴﺌﻮﻻ ﻋﻦ ﻧﺘﺎﺋﺞ اﳌﺠﻤﻮع‪.‬‬

‫‪ -2‬‬

‫‪ ‬‬

‫اﻟﺘﺄﻛﺪ ﻣﻦ أن ﻣﺎ ﺗﻢ إﻧﺠﺎزه ﻳﺘﻢ ﺗﻘﺪﻳﺮه ﺑﺸﻜﻞ ﻣﻼﺋﻢ‪.‬‬ ‫‪-1‬‬

‫ﻣﺴﺎﻋﺪة اﻷﻓﺮاد ﻋﲆ رؤﻳﺔ ﻣﺪى ﺗﻜﺎﻣﻞ وأﳘﻴﺔ وﻣﻼﺋﻤﺔ ﻋﻤﻠﻬﻢ ﻣﻦ ﺣﻴﺚ‬ ‫‪-2‬‬

‫اﻟﻨﺘﺎﺋﺞ اﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫اﻹﺷﺎدة ﺑﺘﺤﺴﻴﻨﺎت اﻷداء ﻣﻬﲈ ﻛﺎﻧﺖ ﺿﺌﻴﻠﺔ‪.‬‬ ‫‪-3‬‬

‫إﻇﻬﺎر اﻟﺜﻘﺔ ﺑﺎﻟﻌﺎﻣﻠﲔ‪.‬‬ ‫‪-4‬‬

‫إﻇﻬﺎر ﻣﺪى ﻣﺎ اﻛﺘﺴﺒﻪ اﻟﻌﺎﻣﻠﻮن ﻣﻦ ﺧﱪة ﰲ اﻷداء‪.‬‬ ‫‪-5‬‬

‫إﻇﻬﺎر اﻻﻫﺘﲈم واﳌﻌﺮﻓﺔ ﺑﻜﻞ ﻓﺮد ﳜﻀﻊ ﻹﴍاﻓﻚ‪.‬‬ ‫‪-6‬‬

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 ‫‪‬‬
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‫‪ ‬‬

‫ﺗﻘﺪﻳﻢ إرﺟﺎع أﺛﺮ ﻓﻮري وﻣﻼﺋﻢ ﻳﺴﺎﻋﺪ اﻟﻌﺎﻣﻠﲔ ﻋﲆ ﲢﺴﲔ أداﺋﻬﻢ ﰲ‬ ‫‪-7‬‬

‫اﳌﺴﺘﻘﺒﻞ‪.‬‬
‫ﺗﻮﺿﻴﺢ ﺗﻮﻗﻌﺎﺗﻚ واﻟﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ اﻟﻌﺎﻣﻠﲔ ﳍﺎ‪.‬‬ ‫‪-8‬‬

‫اﻻﺳﺘﲈع اﳉﻴﺪ واﳌﻌﺎﳉﺔ اﻟﻔﻌﺎﻟﺔ ﻟﺸﻜﺎوى اﻟﻌﺎﻣﻠﲔ‪.‬‬ ‫‪-9‬‬

‫إﻇﻬﺎر واﻗﻌﻴﺘﻚ اﳋﺎﺻﺔ ﻣﻦ ﺧﻼل اﻟﺴﻠﻮك واﻻﲡﺎه‪.‬‬ ‫‪-10‬‬

‫اﻧﺘﻘﺪ اﻟﺴﻠﻮك ﻻ اﻷﺷﺨﺎص‪.‬‬ ‫‪-11‬‬

‫اﻟﻘﻠﻖ ﻋﻨﴫ ﻫﺎم ﰲ اﻟﺘﺤﻔﻴﺰ ﻓﻼ ﺗﺘﺨﻠﺺ ﻣﻨﻪ ﲤﺎﻣﺎ‪.‬‬ ‫‪-12‬‬

‫ﻻ ﺗﻌﺘﻘﺪ أن »اﳊﺐ« ﻳﺮﺗﺒﻂ داﺋﲈ ﺑﺎﻷداء اﻹﳚﺎﰊ‪.‬‬ ‫‪-13‬‬

‫‪ ‬‬

‫ﺗﻘﺪﻳﻢ اﻟﺪﻋﻢ ﻋﻨﺪ اﳊﺎﺟﺔ إﻟﻴﻪ‪.‬‬ ‫‪-14‬‬

‫اﻟﺘﺄﻛﺪ ﻣﻦ إدراك اﻟﻌﺎﻣﻠﲔ ﳌﺪي ارﺗﺒﺎط ﻣﻬﺎﻣﻬﻢ ﺑﺎﻷﻫﺪاف اﻟﺸﺨﺼﻴﺔ‬ ‫‪-15‬‬

‫واﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫ﺗﺼﻤﻴﻢ اﳌﻬﺎم واﻟﺒﻴﺌﺎت اﻟﺘﻲ ﺗﺘﺴﻖ ﻣﻊ اﻟﻌﺎﻣﻞ‪.‬‬ ‫‪-16‬‬

‫ﻣﺮاﻋﺎة أن ﻳﻜﻮن اﻹﴍاف ذو ﻃﺎﺑﻊ ﻓﺮدي‪،‬‬ ‫‪-17‬‬

‫اﻟﻌﻤﻞ ﻋﲆ اﻟﺘﺨﻠﺺ ﻣﻦ ﻋﻮاﺋﻖ اﻹﻧﺠﺎز اﻟﻔﺮدي‪.‬‬ ‫‪-18‬‬

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 ‫‪‬‬
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‫ﺧﻠﻖ ﻣﻨﺎخ ﻣﻦ اﻟﺜﻘﺔ واﻻﺗﺼﺎﻻت اﳌﻔﺘﻮﺣﺔ‪.‬‬ ‫‪-19‬‬

‫اﻫﺘﻢ ﺑﺎﻟﺘﺤﻔﻴﺰ ﻗﺼﲑ وﻃﻮﻳﻞ اﻷﺟﻞ‪.‬‬ ‫‪-20‬‬

‫ﺗﺰوﻳﺪ اﻟﻌﺎﻣﻠﲔ ﺑﺎﳌﺮوﻧﺔ وﺣﺮﻳﺔ اﻻﺧﺘﻴﺎر‪.‬‬ ‫‪-21‬‬

‫ﺗﺸﺠﻴﻊ اﻟﻌﺎﻣﻠﲔ ﻋﲆ وﺿﻊ أﻫﺪاﻓﻬﻢ اﳋﺎﺻﺔ‪.‬‬ ‫‪-22‬‬

‫ﺗﺸﺠﻴﻊ اﻷﻓﺮاد ﻋﲆ اﳌﺸﺎرﻛﺔ ﰲ اﲣﺎذ اﻟﻘﺮارات اﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻠﻴﻬﻢ‪.‬‬ ‫‪-23‬‬

‫ﺗﺸﺠﻴﻊ اﻟﻌﺎﻣﻠﲔ ﻋﲆ اﻻﻧﻐﲈس ﰲ أﻧﺸﻄﺔ ﺟﺪﻳﺪة وﲡﻤﻴﻞ روح اﻟﺘﺤﺪي‪.‬‬ ‫‪-24‬‬

‫‪ ‬‬

‫اﺳﺘﺨﺪام ﻃﺮق ﻣﻨﺎﺳﺒﺔ ﻟﻠﺘﺸﺠﻴﻊ واﻟﺘﻌﺰﻳﺰ‪.‬‬ ‫‪-25‬‬

‫اﻟﺘﻘﻠﻴﻞ ﻣﻦ اﺳﺘﺨﺪام اﻟﻘﻮى اﳌﺨﻮﻟﺔ ﻗﺎﻧﻮﻧﺎ ﻷدﻧﻰ ﺣﺪ ﳑﻜﻦ‪.‬‬ ‫‪-26‬‬

‫إﻟﻐﺎء اﻟﺘﻬﺪﻳﺪ واﻟﻌﻘﺎب ﻏﲑ اﻟﴬوري‪.‬‬ ‫‪-27‬‬

‫ﺗﻘﺪﻳﻢ ﻣﺰﻳﺞ ﻣﻼﺋﻢ ﻣﻦ اﳌﻜﺎﻓﺄة واﻟﺮﺿﺎ‪.‬‬ ‫‪-28‬‬

‫‪ ‬‬
‫ﲢﻤﻴﻞ اﻟﻌﺎﻣﻠﲔ اﳌﺴﺌﻮﻟﻴﺔ وﳏﺎﺳﺒﺘﻬﻢ ﻋﻠﻴﻬﺎ‪.‬‬ ‫‪-29‬‬

‫اﻟﺘﺄﻛﺪ ﻣﻦ أن اﳉﻬﺪ ﻳﺴﻬﻢ ﰲ ﲢﻘﻴﻖ اﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫‪-30‬‬

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‫ﺍﻟﻤﺮﺍﺟﻊ‬

.‫ ﻣﺒﺎدئ إدارة اﻷﻋﲈل‬،‫ﳎﺪي ﻋﲇ ﻏﻴﺚ‬.‫د‬

Adam. Rodney Kelly. Brigitte. and Armstrong. Green (1998), Investigation of

Relationship Total Quality and Innovation. European Journal of
Innovation Management. 1(3). 140.

Amabile. Terese (1988), A Model of Creativity and Innovation Organization.

Journal Organization Behaviors 19(2). 123-167.

Bolman and Terrence Deal (1991), Reframing Organizations. San Fransisco.

Jossey-Bass Inc.. Publishers. pp.253-270

Cook. Peter (1998), The Creativity Advantage Your Organization The Leader of
The Pack? Journal Industrial And Commercial Training. 30(5). 179-
184.

David Bachanan & Andrzej Huczynski (1997), Organizational Behavior. 3rd.

edt. New York:Prentice-Hall P.515.

Davis S. Schwartz. H (1981), “Matching Corporate Culture and Business

Strategy”:Organizational City. PP. 277-278.
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