2020 ،1 ‫ ﻣﻠ‬،1 ‫ اﻟﻌ د‬،16 ‫ اﻟ ّﻠ‬،

The Impact of Adopting Project Management Pillars (Agile) on the Success of

Marketing Entrepreneurial Products in Jordan
‫ ﻋﻠﻰ ﻧﺠﺎﺡ ﺗﺴﻮﻳﻖ ﻣﻨﺘﺠﺎﺕ‬Agile ‫ﺃﺛﺮ ﺗﺒﻨﻲ ﺭﻛﺎﺋﺰ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﺷﻴﻘﺔ ﻓﻰ ﺍﻟﻤﺸﺎﺭﻳﻊ ﺃﺟﺎﻳﻞ‬ :‫ﺍﻟﻌﻨﻮﺍﻥ‬
‫ﻓﻲ ﺍﻷﺭﺩﻥ‬
Khalid Irsheed Jaafreh1 and Mohammad ‫ﺍﻟﺮﻳﺎﺩﻳﺔ‬Abu-Jalil
Mansour ‫ ﺍﻷﻋﻤﺎﻝ‬2
‫ﺍﻟﻤﺠﻠﺔ ﺍﻷﺭﺩﻧﻴﺔ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‬ :‫ﺍﻟﻤﺼﺪﺭ‬
‫ﺍﻟﻌﻠﻤﻲ‬ ‫ ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤﺚ‬- ‫ﺍﻟﺠﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‬
ABSTRACT :‫ﺍﻟﻨﺎﺷﺮ‬
This research aimed to identify the impact of adopting project‫ﺍﺭﺷﻴﺪ‬ ‫ ﺧﺎﻟﺪ‬،‫ﺍﻟﺠﻌﺎﻓﺮﻩ‬
management pillars (Agile) on the:‫ﺍﻟﺮﺋﻴﺴﻲ‬
success of ‫ﺍﻟﻤؤﻟﻒ‬
marketing entrepreneurial products in Jordan. The study used the descriptive analytical approach. The research
(‫ ﻣﺸﺎﺭﻙ‬.‫ ﻣﺤﻤﺪ ﻣﻨﺼﻮﺭ ﻳﻮﺳﻔ)ﻢ‬،‫ﺃﺑﻮ ﺟﻠﻴﻞ‬ :‫ﻣؤﻟﻔﻴﻦ ﺁﺧﺮﻳﻦ‬
community consisted of the leading projects operating in the Jordanian market. The study sample included (384)
respondents. The analysis unit consisted of the owners of entrepreneurial ‫ﻣﻠﺤﻖ‬ ,16‫ﻣﺞ‬
projects :‫ﺍﻟﻌﺪﺩ‬/‫ﺍﻟﻤﺠﻠﺪ‬
working in the Jordanian
market. It was found that there is an impact of adopting project management pillars ‫ﻧﻌﻢ‬ (Agile) with its independent:‫ﻣﺤﻜﻤﺔ‬
variables (creative idea, servant leadership and focusing on value) on the Success of marketing entrepreneurial
2020 :‫ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻤﻴﻼﺩﻱ‬
products in Jordan. It was also found that adopting these pillars encourages individual initiatives to create change
and solve marketing problems. Moreover, it encourages marketing research and 237entrepreneurial
- 257 :‫ﺍﻟﺼﻔﺤﺎﺕ‬
projects to market
entrepreneurship. In addition, it helps attract and apply innovative marketing 1044473
ideas. The research recommends to :MD ‫ﺭﻗﻢ‬
adopt creative ideas as an essential pillar of agile management of projects and continue to practice the style of
‫ﺑﺤﻮﺙ ﻭﻣﻘﺎﻻﺕ‬ :‫ﻧﻮﻉ ﺍﻟﻤﺤﺘﻮﻯ‬
servant leadership that serves subordinates, puts their interests before the interest of the leader and promotes their
values. Arabic :‫ﺍﻟﻠﻐﺔ‬

Keywords: Project management, Agile project management, Creative idea, EcoLink :‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
Servant leadership, Focusing on ‫ﻗﻮﺍﻋﺪ‬
value, Entrepreneurial‫ﺍﻷﺭﺩﻥ‬ ،‫ﺍﻟﺨﺎﺩﻣﺔ‬
projects, Jordan. ‫ ﺍﻟﻘﻴﺎﺩﺓ‬،‫ ﺃﺟﺎﻳﻞ‬،‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﺷﻴﻘﺔ‬ :‫ﻣﻮﺍﺿﻴﻊ‬
http://search.mandumah.com/Record/1044473 :‫ﺭﺍﺑﻂ‬

1 Assistant Professor, Financial Affairs Unit, Al-Balqa Applied University.

E-mail: khalidjaafreh@yahoo.com
2 Assistant Professor of Marketing, Marketing Department, Business
Faculty, Philadelphia University. Email: islyzd@yahoo.com
Received on 20/10/2019 and Accepted for Publication on 2/2/2020.

-237- © 2020 DAR Publishers/The University of Jordan. All Rights Reserved.

.‫ ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻇﺔ‬.‫ ﺩﺍﺭ ﺍﻟﻤﻨﻈﻮﻣﺔ‬2021 ©

‫ ﻳﻤﻜﻨﻚ ﺗﺤﻤﻴﻞ ﺃﻭ ﻃﺒﺎﻋﺔ ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻟﻼﺳﺘﺨﺪﺍﻡ‬.‫ ﻋﻠﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ‬،‫ﻫﺬﻩ ﺍﻟﻤﺎﺩﺓ ﻣﺘﺎﺣﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻹﺗﻔﺎﻕ ﺍﻟﻤﻮﻗﻊ ﻣﻊ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ‬
‫ ﻭﻳﻤﻨﻊ ﺍﻟﻨﺴﺦ ﺃﻭ ﺍﻟﺘﺤﻮﻳﻞ ﺃﻭ ﺍﻟﻨﺸﺮ ﻋﺒﺮ ﺃﻱ ﻭﺳﻴﻠﺔ )ﻣﺜﻞ ﻣﻮﺍﻗﻊ ﺍﻻﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺒﺮﻳﺪ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ( ﺩﻭﻥ ﺗﺼﺮﻳﺢ ﺧﻄﻲ ﻣﻦ ﺃﺻﺤﺎﺏ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺃﻭ ﺩﺍﺭ‬،‫ﺍﻟﺸﺨﺼﻲ ﻓﻘﻂ‬
.‫ﺍﻟﻤﻨﻈﻮﻣﺔ‬
 2020 ،1 ‫ ﻣﻠ‬،1 ‫ اﻟﻌ د‬،16 ‫ اﻟ ّﻠ‬،

The Impact of Adopting Project Management Pillars (Agile) on the Success of

Marketing Entrepreneurial Products in Jordan

Khalid Irsheed Jaafreh1 and Mohammad Mansour Abu-Jalil 2

ABSTRACT
This research aimed to identify the impact of adopting project management pillars (Agile) on the success of
marketing entrepreneurial products in Jordan. The study used the descriptive analytical approach. The research
community consisted of the leading projects operating in the Jordanian market. The study sample included (384)
respondents. The analysis unit consisted of the owners of entrepreneurial projects working in the Jordanian
market. It was found that there is an impact of adopting project management pillars (Agile) with its independent
variables (creative idea, servant leadership and focusing on value) on the Success of marketing entrepreneurial
products in Jordan. It was also found that adopting these pillars encourages individual initiatives to create change
and solve marketing problems. Moreover, it encourages marketing research and entrepreneurial projects to market
entrepreneurship. In addition, it helps attract and apply innovative marketing ideas. The research recommends to
adopt creative ideas as an essential pillar of agile management of projects and continue to practice the style of
servant leadership that serves subordinates, puts their interests before the interest of the leader and promotes their
values.

Keywords: Project management, Agile project management, Creative idea, Servant leadership, Focusing on
value, Entrepreneurial projects, Jordan.

1 Assistant Professor, Financial Affairs Unit, Al-Balqa Applied University.

E-mail: khalidjaafreh@yahoo.com
2 Assistant Professor of Marketing, Marketing Department, Business
Faculty, Philadelphia University. Email: islyzd@yahoo.com
Received on 20/10/2019 and Accepted for Publication on 2/2/2020.

-237- © 2020 DAR Publishers/The University of Jordan. All Rights Reserved.

 ‫‪2020 ،1‬‬ ‫‪ ،‬اﻟ ّﻠ ‪ ،16‬اﻟﻌ د ‪ ،1‬ﻣﻠ‬

‫أﺛ ﺗ ﻲ ر ـﺎﺋ اﻹدارة اﻟ ﺷ ﻘـﺔ ﻓﻲ اﻟ ﺎر ﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻋﻠﻰ‬

‫ﻣ ﺎت اﻷﻋ ﺎل اﻟ ﺎد ﺔ ﻓﻲ اﻷردن‬ ‫ﻧ ﺎح ﺗ‬

‫‪2‬‬
‫ر أﺑ ﺟﻠ ﻞ‬ ‫ﻣ‬ ‫ﺧﺎﻟ ارﺷ اﻟ ﻌﺎﻓ ة‪ ،1‬ﻣ‬

‫ﻣﻠ ـ‬
‫ﻣ ﺎت اﻷﻋ ﺎل اﻟ ﺎد ﺔ ﻓﻲ‬ ‫ﻣﻌ ﻓﺔ أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻓﻲ ﻧ ﺎح ﺗ‬ ‫اﺳ ﻬ ف ﻫ ا اﻟ‬
‫اﻷردﻧﻲ‪ ،‬وﺿ ﻋ ﺔ‬ ‫ق‬ ‫ﻣ اﻟ وﻋﺎت اﻟ ﺎد ﺔ ﻓﻲ اﻟ‬ ‫ﻣ ﻊ اﻟ‬ ‫ن‬ ‫اﻟ ﻬﺞ اﻟ ﺻﻔﻲ اﻟ ﻠ ﻠﻲ‪ ،‬وﺗ‬ ‫اﻷردن‪ .‬اﺳ م اﻟ‬
‫ًﺎ‪ .‬أﻣﺎ وﺣ ة اﻟ ﻌﺎﯾ ﺔ واﻟ ﻠ ﻞ ﻓ ﻧ ﻣ أﺻ ﺎب اﻟ وﻋﺎت اﻟ ﺎد ﺔ وﻣﺎﻟ ﻬﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق‬ ‫اﻟ راﺳﺔ )‪ (384‬ﻣ‬
‫إﻟﻰ وﺟ د أﺛ ﻟ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻐ اﺗﻬﺎ اﻟ ﻘﻠﺔ )اﻟﻔ ة اﻹﺑ ا ﺔ‪،‬‬ ‫اﻷردﻧﻲ‪ .‬وﺗ ﺻﻞ اﻟ‬
‫ﻊ ﻋﻠﻰ اﻟ ﺎدرات‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ .‬ﺎ ﺗ أن ﺗ ﻲ ﻫ ﻩ اﻟ ﺎﺋ‬ ‫ﻋﻠﻰ اﻟ ﺔ( ﻓﻲ ﻧ ﺎح ﺗ‬ ‫واﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬واﻟ‬
‫ﺔ‪ ،‬و د إﻟﻰ ﺗﻌ اﻟﻘ رة ﻋﻠﻰ اﻻﺳ اذ ﻋﻠﻰ اﻟﻔ ص ﻗ ﻞ اﻟ ﺎﻓ ‪ ،‬و ﺎﻋ ﻓﻲ‬ ‫وﺣﻞ اﻟ ﻼت اﻟ‬
‫ّ‬ ‫اﻟﻔ د ﺔ ﻟ ﻠ اﻟ ﻐ‬
‫ﺎﻟﻌ ﻞ ﻋﻠﻰ ﺗ ﻲ اﻷﻓ ﺎر اﻹﺑ ا ﺔ ﺎﻋ ﺎرﻫﺎ ر ة أﺳﺎﺳ ﺔ ﻣ ر ﺎﺋ اﻹدارة‬ ‫ﺔ وﺗ ﻘﻬﺎ‪ .‬وأوﺻﻰ اﻟ‬ ‫اﺳ ﻘ ﺎب اﻷﻓ ﺎر اﻟ‬
‫م اﻟ ؤوﺳ و ﻊ ﻣ ﻠ ﻬ ﻗ ﻞ ﻣ ﻠ ﺔ اﻟﻘﺎﺋ و ﺗﻘﻲ‬ ‫اﻟ ﺷ ﻘﺔ ﻟﻠ ﺎرﻊ‪ ،‬واﻻﺳ ار ﻓﻲ ﻣ ﺎرﺳﺔ أﺳﻠ ب اﻟ ﺎدة اﻟ ﺎدﻣﺔ اﻟ‬
‫ﻬ و ﺎﻋ ﻫ ﻓﻲ ﺗ ﻘ اﻟ واﻟ ﻘ م واﻟ ﺎح‪.‬‬

‫ﻋﻠﻰ اﻟ ﺔ‪ ،‬اﻷﻋ ﺎل اﻟ ﺎد ﺔ‪ ،‬اﻷردن‪.‬‬ ‫اﻟ ﻠ ﺎت اﻟ اﻟﺔ‪ :‬اﻹدارة اﻟ ﺷ ﻘﺔ‪) ،‬أﺟﺎﯾﻞ ‪ ،(Agile‬اﻟﻔ ة اﻹﺑ ا ﺔ‪ ،‬اﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬اﻟ‬

‫ﻣﻔﺎ‬ ‫ﺔ؛ إذ إن ﺗ‬ ‫اﻟ ﻲ ﺗﻘ م ﺑﻬﺎ‪ ،‬وﻣ ﻬﺎ اﻷﻧ ﺔ اﻟ‬ ‫اﻟ ﻘ ﻣـﺔ‬

‫إدارة اﻟ وﻋﺎت اﻟ ﺷ ﻘﺔ وﺗﻘ ﺎﺗﻬﺎ وأدواﺗﻬﺎ أﻣ ﺿ ور ﻟ ﻘﺎء‬
‫وﻋﺎت وﺿ ﺎن ﻧ ﻫﺎ واﺳ ار ﻬﺎ ‪(Anthony, 2011:‬‬ ‫اﻟ‬ ‫وﻓﻲ ﺗ ﻘ أﻫ اف‬ ‫اﻟ ﺎدة ﺣﻘﻼً واﻋ اً ﻓﻲ اﻟ‬ ‫ﺗﻌ‬
‫)‪.343‬‬ ‫اﻟ ﻋ اﻟ ﺎﻣﻠﺔ اﻗ ﺎد ﺎً واﺟ ﺎ ﺎً‪ .‬ﺎ ﺗﻌ ﻧ اة أوﻟﻰ‬ ‫ﺧ‬
‫ﺗُﻌ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬اﻹ ﺎر‬ ‫ﺎت و ﺎﺋﻬﺎ ﻋﻠﻰ اﺧ ﻼف أﺣ ﺎﻣﻬﺎ‬ ‫اﻟ‬ ‫ﻓﻲ ﺗﺄﺳ‬
‫ﺔ اﻟ وع و ﻪ اﻟ ﻞ اﻷﻣ ﻞ؛ ﻓﻬﻲ‬ ‫ﻌ زﻣ‬ ‫اﻟﻌﺎم اﻟ‬ ‫ﻣ ﻬﺎ واﻟ ﺳ واﻟ ﻐ ‪ ،‬ﻣ ﺎ ﻌﻞ ﻫ ﻩ‬ ‫وﻣ ﺎﺗﻬﺎ؛ اﻟ‬
‫وﺗﻘﻠﻞ ﻣ اﻟﻬ ر وﺗ ﺎﻋ ﻓﻲ اﺧ اق اﻟ ق‬ ‫ﺗ اﻋﻲ اﻟ ﺎﻟ‬ ‫ﺎت ﻗﺎدرة ﻋﻠﻰ اﻟ ﻟ ج ﻟﻸﺳ اق‪.‬‬ ‫اﻟ‬
‫ﻞ ﻓﻲ اﻟ ﺔ ﻣ‬ ‫وﺗ ﻊ ﺎﻟ وﻧﺔ وﺳ ﻋﺔ اﻻﺳ ﺎ ﺔ ﻟ ﺎ‬ ‫إدارﺔ ﺣ ﯾ ﺔ ﻹدارة ﻋ ﻠ ﺎﺗﻬﺎ‬ ‫ﺗﻘ م اﻟ ﺎرﻊ ﺑ ﻲ ﻧ‬
‫ﺗﻐ ات ﻋﻠﻰ اﻋ ﺎر أﻧﻬﺎ ﺗ ﺎﻋ ﻓﻲ اﻣ ﻼك اﻟ ة اﻟ ﺎﻓ ﺔ‬ ‫وأﻧ ﻬﺎ اﻟ ﻠﻔﺔ‪ ،‬وﻣ ﻫ ﻩ اﻟ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ‬
‫ﻟﻠﻌ ﻞ اﻟ ﺎد ﻛﺄﺣ اﻟ ﺟﻬﺎت اﻟ ﻲ ﺗ ﻌﻬﺎ ﻣﻌ اﻟ ول‪ ،‬وﻣ ﻬﺎ‬ ‫)أﺟﺎﯾﻞ ‪ (Agile‬اﻟ ﻲ ﺗﻠﻌ دو ًار اً ﻓﻲ ﻧ ﺎﺣﻬﺎ ﻓﻲ اﻷﻋ ﺎل‬
‫اﻷردن‪.‬‬
‫واﻟ ﺎدة ﺎﺟﺔ ﻷﺣ ال ﻣ اﺗ ﺔ ﻟﻠﻌ ﻞ وﻣ ﺎرﺳﺎت داﻋ ﺔ‪،‬‬ ‫ﺔ‪ ،‬اﻟ ﻠ ‪،‬‬ ‫‪ 1‬أﺳ ﺎذ ﻣ ﺎﻋ ‪ ،‬وﺣ ة اﻟ ون اﻟ ﺎﻟ ﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﻟ ﻠﻘﺎء اﻟ‬
‫ﺧﺎﺻﺔ ﻓﻲ اﻟ ات اﻟ ة ﻟ ﺄﺳ ﻬﺎ؛ إذ ﺗ ن ﻋﺎﺟ ة ﻋ‬ ‫اﻷردن‪ .‬ﺑ إﻟ وﻧﻲ‪khalidjaafreh@yahoo.com :‬‬
‫‪ ،‬ﻠ ﺔ اﻷﻋ ﺎل‪ ،‬ﺟﺎﻣﻌﺔ ﻓ ﻼدﻟ ﺎ‪،‬‬ ‫اﻟ ﺎﻋ ‪ ،‬ﻗ اﻟ‬ ‫‪ 2‬أﺳ ﺎذ اﻟ‬
‫ﺔ ﻌ ﻠﻬﺎ اﻟ ﻲ ﻗ ﺗﻘﻒ ﻋﺎﺋﻘﺎً أﻣﺎم‬ ‫ﻣ اﺟﻬﺔ ﻣﻌ ﺎت اﻟ ﺔ اﻟ‬
‫ﻋ ﺎن‪ ،‬اﻷردن‪ .‬ﺑ إﻟ وﻧﻲ‪islyzd@yahoo.com :‬‬
‫ﺗ ﻘﻬﺎ وﺗ ل دون اﻧ ﺎرﻫﺎ ووﺻ ﻟﻬﺎ إﻟﻰ اﻟ ق اﻟ ﻠﻲ أو‬
‫‪ 2019/10/20‬وﺗﺎرﺦ ﻗ ﻟﻪ ‪.2020/2/2‬‬ ‫ﺗﺎرﺦ اﺳ ﻼم اﻟ‬
‫ﻣ ﺎت اﻷﻋ ﺎل اﻟ ﺎد ﺔ ﯾ ﻠ‬ ‫اﻟ وﻟﻲ‪ .‬و ﺎﻟ ﺎﻟﻲ ﻓﺎن ﺗ‬

‫© ‪ 2020‬ﻋﻤﺎدة اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ‪ /‬اﳉﺎﻣﻌﺔ اﻷردﻧﻴﺔ‪ .‬ﲨﻴﻊ اﳊﻘﻮق ﳏﻔﻮﻇﺔ‪.‬‬ ‫‪-238-‬‬

 ‫‪2020 ،1‬‬ ‫‪ ،‬اﻟ ّﻠ ‪ ،16‬اﻟﻌ د ‪ ،1‬ﻣﻠ‬

‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن؟‬ ‫واﻻﺳ ار‬ ‫ﺔ ﺗ ﻔﻞ ﻟﻬﺎ ﻓ ص اﻟ ﻘﺎء واﻟ‬ ‫اﻟ ﺎم ﺄﻧ ﺔ ﺗ‬

‫ﻋﻠﻰ اﻟ ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫‪-3‬ﻣﺎ أﺛ ﺗ ﻲ اﻟ‬ ‫)أﺑ ﺟﻠ ﻞ واﻟ ﺎدات‪.(3 :2017 ،‬‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن؟‬ ‫ﻋﻠﻰ ﻫ ﻩ اﻷﻋ ﺎل واﻟ وﻋﺎت‬ ‫ﻟ ﻟ ﻓﺈن ﺗ ﻲ اﻟﻘﺎﺋ‬
‫اﻟ ﺎد ﺔ ﻟ ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪(Agile‬‬
‫ﻫ ف اﻟ‬ ‫ﺄﺗﻲ ﻟﻐ ض ﺿ ﺎن ﺣ ﻟﻬﺎ ﻋﻠﻰ أداء ﺗ ﻘﻲ ﻣ ‪ ،‬اﻷﻣ‬
‫إﻟﻰ اﻟ ﻗ ف ﻋﻠﻰ أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة‬ ‫اﻟ‬ ‫ﯾﻬ ف ﻫ ا‬ ‫ﻔ ض ﻋﻠ ﻬﺎ اﻻﺳ ﺎد ﻋﻠﻰ ﺗﻠ اﻟ ﺎﺋ ﺄ ﻌﺎدﻫﺎ )اﻟﻔ ة‬ ‫اﻟ‬
‫ﺎر ﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻐ اﺗﻬﺎ اﻟ ﻘﻠﺔ )اﻟﻔ ة‬ ‫اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ‬ ‫ﻋﻠﻰ اﻟ ﺔ(‪.‬‬ ‫اﻹﺑ ا ﺔ‪ ،‬اﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬اﻟ‬
‫ﻋﻠﻰ اﻟ ﺔ( ﻓﻲ ﻧ ﺎح‬ ‫ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬واﻟ‬ ‫اﻹﺑ ا ﺔ‪ ،‬واﻟ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن‪.‬‬ ‫ﻋ ﻠ ﺎت ﺗ‬ ‫ﻣ ﻠﺔ اﻟ‬
‫ح اﻟ ﺎﺣ ﺎن ﻣ ﻠﺔ ﺗ اﺳ ﻘ ﺎؤﻫﺎ ﻣ اﻟ ان واﺳ ﺎدًا‬
‫أﻫ ﺔ اﻟ‬ ‫ﺔ آﺟ اﻫﺎ‬ ‫ﻋﻠﻰ ﻧ ﺎﺋﺞ دراﺳﺔ اﺳ ﻼ ﺔ وﻣﻘﺎﺑﻼت ﺷ‬
‫ﻣ ﺧﻼل اﻻﻋ ﺎرات اﻵﺗ ﺔ‪:‬‬ ‫ﺗ ﻬ أﻫ ﺔ اﻟ‬ ‫اﻟ وﻋﺎت‬ ‫اﻟ ﺎﺣ ﺎن ﻋﻠﻰ ﻋ ﺔ ﺻﻐ ة ﻣ أﺻ ﺎب ﻌ‬
‫أﺻ ﺎب اﻷﻋ ﺎل‬ ‫‪ -1‬اﻹﻓﺎدة ﻣ اﻟ ‪ ّ ُ :‬اﻟ‬ ‫ﻧ ﺎﺋ ﻬﺎ أن‬ ‫اﻟ ﺎد ﺔ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ‪ ،‬و‬
‫واﻟ ﺎرﻊ اﻟ ﺎد ﺔ وﻣﺎﻟ ﻬﺎ اﻟﻌﺎﻣﻠ ﻓﻲ اﻟ ق اﻷردﻧﻲ‬ ‫ﻫ ﺎك ﺿﻌﻒ ﻓﻲ ﻣﻌ ﻓﺔ وﺗ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ‬
‫ﻣ اﻟ ﻌ ف إﻟﻰ إﻣ ﺎﻧ ﺔ ﺗ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ‬ ‫اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬وﺗ ﻬﺎ ﻓﻲ أﻋ ﺎﻟﻬ اﻟ ﺎد ﺔ‪ ،‬وأن‬
‫أﻫ ﻬﺎ ﻓﻲ ﻧ ﺎح ﺗ‬ ‫اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ ،(Agile‬و‬ ‫ﻋﻠﻰ اﻟﻘ رة ﻋﻠﻰ ﺧﻠ ﺗ ﻬ ﻼت‬ ‫ﻣ ود ﺔ اﻟ ﻌ ﻓﺔ ﺗ ﻌ‬
‫ﻣ ﺎت ﺗﻠ اﻻﻋ ﺎل‪.‬‬ ‫اﻟ ﺎﺟﺢ ﻟﻠ ﺞ وﺗﻘ اﻟ ﻣﺔ‬ ‫اﻟ‬ ‫وو ﺎﺋﻒ وأﻧ ﺔ ﺗ‬
‫‪ -2‬اﻟ رة اﻟ ﺔ ﻓﻲ اﻷ ﺎث ذات اﻟﻌﻼﻗﺔ‪ :‬وﻫ ﻣﺎ ﺗ ﻋ‬ ‫ﺎﻟ ﻞ اﻟ ﻠ ب‪.‬‬
‫ﻣ اﺟﻌﺔ اﻟﻌ ﯾ ﻣ ﻣ ﺎت اﻟ ﺎﻣﻌﺎت اﻷردﻧ ﺔ وﻋ د‬ ‫وﻗ أﺷﺎرت دراﺳﺔ أﺑ ﺟﻠ ﻞ واﻟ ﺎدات )‪ (2017‬إﻟﻰ أﻫ ﺔ‬
‫ﻋ‬ ‫ﻣ اﻟ اﻗﻊ ﻋﻠﻰ ﺷ ﺔ اﻹﻧ ﻧ اﻷﻛﺎد ﺔ ﻟﻠ ﻔ‬ ‫ﻋﻠﻰ اﻟﻌ ﻞ ﻓﻲ ﻣ اﻛ اﻹﺑ اع‬ ‫ﺗ ﺔ ﻣﻬﺎرات اﻟﻌﺎﻣﻠ واﻟﻘﺎﺋ‬
‫أ ﺎث ﺗ ﯾ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ‬ ‫اﻟ ﻟ ﺟ ﺔ‪ ،‬وأﻛ ت أﻫ ﺔ اﻣ ﻼﻛﻬ اﻟﻘ رات واﻟ ﻔﺎءات اﻟﻼزﻣﺔ‬
‫ﻞ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‬ ‫ﺗ‬ ‫‪ (Agile‬و‬ ‫ﻟ ﻋ اﻷﻋ ﺎل اﻟ ﺎد ﺔ واﻟ ﺎرﻊ اﻟ ﺎﺻﺔ وﺗ ﻘﻬﺎ‪ .‬ﻟ ﻟ‬
‫ﻋﺎم‪ ،‬وﻓﻲ اﻷردن ﻞ ﺧﺎص‪.‬‬ ‫ﻋ اﻷﺳ ﻠﺔ اﻟ ﺎﻟ ﺔ‪:‬‬ ‫أن‬ ‫ﺎول ﻫ ا اﻟ‬
‫ﻓﻲ ﺗ ﺎوﻟﻪ ﻟﻠ ﻠﺔ‪ :‬ﯾ ﺎول اﻟ‬ ‫‪ -3‬ﺷ ﻟ ﺔ اﻟ‬ ‫ﺗ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ‬ ‫اﻟ ال اﻷول‪ :‬ﻣﺎ ﻣ‬
‫ﺄﺳﻠ ب ﻋﻠ ﻲ ﺷﺎﻣﻞ وﻣ ﺿ ﻋﻲ اﻟ ﻐ ات ذات اﻟﻌﻼﻗﺔ‬ ‫اﻟ ﺎرﻊ؟‬
‫اﻟ ﻔ ﺿﺔ ﺑ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ‬ ‫ﻓﻲ اﻟ ﺎرﻊ‬ ‫اﻟ ال اﻟ ﺎﻧﻲ‪ :‬ﻣﺎ ﻣ ﻧ ﺎح ﻋ ﻠ ﺎت اﻟ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ‬ ‫‪ (Agile‬ﻣ ﺟﻬﺔ وﻧ ﺎح ﺗ‬ ‫اﻟ ﺎد ﺔ؟‬
‫اﻟ ﺎد ﺔ‪.‬‬ ‫اﻟ ال اﻟ ﺎﻟ ‪ :‬ﻣﺎ أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ‬
‫‪ -4‬اﻟ ﺎء ﻋﻠﻰ اﻟ ﻠﺔ ﺑ راﺳﺎت ﻣ ﺳﻌﺔ وﻣﻌ ﻘﺔ‪ :‬ﺣ‬ ‫)أﺟﺎﯾﻞ ‪ (Agile‬ﻐ اﺗﻬﺎ اﻟ ﻘﻠﺔ )اﻟﻔ ة اﻹﺑ ا ﺔ‪،‬‬
‫اﻟ ﻌ ف ﻋﻠﻰ أﺛ‬ ‫ﻟﻠ ﺎﺣ ﻓﻲ ﻋﻠ م اﻹدارة واﻟ‬ ‫ﻋﻠﻰ اﻟ ﺔ( ﻓﻲ ﻧ ﺎح‬ ‫واﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬واﻟ‬
‫ﺗ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪(Agile‬‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن؟‬ ‫ﻋ ﻠ ﺎت ﺗ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن‪،‬‬ ‫ﻋﻠﻰ ﻧ ﺎح ﺗ‬ ‫و ﻔ ع ﻋ ﻪ اﻷﺳ ﻠﺔ اﻵﺗ ﺔ‪:‬‬
‫ﻌ أﻛ ‪ ،‬وﺗ ﺎول ﺟ اﻧ‬ ‫واﻟ ﺎء ﻋﻠﻰ ﻧ ﺎﺋﺞ ﻫ ا اﻟ‬ ‫‪-1‬ﻣﺎ أﺛ ﺗ ﻲ اﻟﻔ ة اﻹﺑ ا ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬
‫ﻟ ‪.‬‬ ‫أﺧ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن؟‬
‫اﻟ ﻐ ة اﻟ ﻌ ﺔ ﺎ‬ ‫اﻟ‬ ‫‪ -5‬اﻟ ﺔ اﻟ ﻌ ﺔ ﻟﻠ ‪:‬‬ ‫‪-2‬ﻣﺎ أﺛ ﺗ ﻲ اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬

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‫ر أﺑ ﺟﻠ ﻞ‬ ‫ﻣ‬ ‫ﺧﺎﻟ ارﺷ اﻟ ﻌﺎﻓ ة‪ ،‬ﻣ‬ ‫أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة‪...‬‬

‫اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻐ اﺗﻬﺎ اﻟ ﻘﻠﺔ )اﻟﻔ ة‬ ‫ﺎﻷ ﺎث واﻟ راﺳﺎت واﻟ ﻘﺎﻻت اﻟﻌﻠ ﺔ ﺎﻟﻠﻐﺔ‬ ‫ﯾ ﻌﻠ‬
‫ﻋﻠﻰ اﻟ ﺔ( ﻓﻲ ﻧ ﺎح‬ ‫اﻹﺑ ا ﺔ‪ ،‬واﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬واﻟ‬ ‫اﻟﻌ ﺔ؛ ﻓﻬ ﯾ ﺎول أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن‪ .‬وﺗ ﻔ ع‬ ‫ﻋ ﻠ ﺎت ﺗ‬ ‫ﻣ ﺎت‬ ‫اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻓﻲ ﻧ ﺎح ﺗ‬
‫ﻋ ﻬﺎ اﻟﻔ ﺿ ﺎت اﻟﻌ ﻣ ﺔ اﻟﻔ ﺔ اﻟ ﺎﻟ ﺔ‪:‬‬ ‫ﻞ إﺿﺎﻓﺔ ﻋﻠ ﺔ ﺟ ﯾ ة‪.‬‬ ‫اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ ،‬وﻟ ا ﻓﻬ‬
‫‪ -1‬ﻻ ﯾ ﺟ أﺛ ﻟ ﻲ اﻟﻔ ة اﻹﺑ ا ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت‬ ‫ﻔ ﻣ ﻧ ﺎﺋﺞ ﻫ ا‬ ‫‪ -6‬اﻟ ﻬﺎت اﻟ ﻔ ة ﻣ اﻟ ‪:‬‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن‪.‬‬ ‫ﺗ‬ ‫أﺻ ﺎب اﻟ ﺎرﻊ واﻷﻋ ﺎل اﻟ ﺎد ﺔ واﻟﻘﺎﺋ ن‬ ‫اﻟ‬
‫‪ -2‬ﻻ ﯾ ﺟ أﺛ ﻟ ﻲ اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت‬ ‫ﻋﻠ ﻬﺎ و ﻟ ﻣﺎﻟ اﻟ وﻋﺎت اﻟ ﻐ ة واﻟ ﺎﺻﺔ‪.‬‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن‪.‬‬ ‫ﺗ‬
‫ﻋﻠﻰ اﻟ ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت‬ ‫‪ -3‬ﻻ ﯾ ﺟ أﺛ ﻟ ﻲ اﻟ‬ ‫ﻓ ﺿ ﺎت اﻟ ـ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻷردن‪.‬‬ ‫ﺗ‬
‫اﻟﻔ ﺿ ﺔ اﻟﻌ ﻣ ﺔ اﻟ ﺋ ﺔ‪ :‬ﻻ وﺟ د أﺛ ﻟ ﻲ ر ﺎﺋ اﻹدارة‬

‫ﻧ ذج اﻟ ـ‬

‫اﻟ ﻞ )‪ :(1‬ﻧ ذج اﻟ‬

‫ذج وﺻ ﺎﻏﺔ أﺳ ﻠﺔ اﻻﺳ ﺎﻧﺔ ﻋﻠﻰ اﻷ ﺎث واﻟ راﺳﺎت اﻵﺗ ﺔ‪:‬‬ ‫ﺗ اﻻﻋ ﺎد ﻓﻲ ﺑ ﺎء اﻟ‬
‫دراﺳﺔ )‪ ،(Anthony et al., 2011‬ودراﺳﺔ )‪(Pedro & Moyano, 2014‬‬
‫‪ ،(2017 ،‬ودراﺳﺔ )‪(Hamdi & Cyrielle, 2018‬‬ ‫ودراﺳﺔ )ﻋ‬

‫اﻹﺟ اﺋ ﺔ‬ ‫ﻣ ﻠ ﺎت اﻟ‬ ‫ود اﻟ ـ‬ ‫ﺣـ‬

‫أوﻻً‪ :‬ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻟﻠ ﺎر ﻊ )أﺟﺎﯾﻞ ‪ :(Agile‬ﻫﻲ‬ ‫اﻟ ﺎﻧﻲ‪ :‬اﻟ ﺎرﻊ اﻟ ﺎد ﺔ اﻟﻌﺎﻣﻠﺔ ﻓﻲ اﻟ ق اﻷردﻧﻲ‪.‬‬ ‫اﻟ‬
‫اﻷﻧ ﺔ اﻟ ﻲ‬ ‫ﻣ ﻬﺞ إدار ﻘ م ﻋﻠﻰ أﺳﺎس ﺗ‬ ‫ﺑ ﺷﻬ ﺗ ز ‪ 2019‬وﻧﻬﺎ ﺔ‬ ‫اﻟ ﻣﺎﻧﻲ‪ :‬ﺗ إﻧ ﺎز اﻟ‬ ‫اﻟ‬
‫ﺎرﺳﻬﺎ أﺻ ﺎب اﻟ وﻋﺎت اﻟ ﺎد ﺔ وﻣﺎﻟ ﻫﺎ اﻟ ﯾ‬ ‫ﺷﻬ آب ‪ ،2019‬ﺎ ﺗ اﻻﻧ ﻬﺎء ﻣ اﺳ ﻌﺎدة اﻻﺳ ﺎﻧﺎت‬
‫ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ وﻣ اﻗ ﻬﺎ ورﺻ ﻫﺎ ﺄﺳﻠ ب‬ ‫ﺛﺔ ﺧﻼل اﻟﻔ ة ﻧﻔ ﻬﺎ‪.‬‬ ‫ﻣ اﻟﻌ ﺔ اﻟ‬
‫ﺔ‬ ‫ﻣ ن وﺗﻔﺎﻋﻠﻲ ﺑﻬ ف ﻓﻬ ﻣ ﻠ ﺎت اﻟﻌ ﻼء‪ ،‬وﺧﻠ‬ ‫أﺻ ﺎب اﻟ ﺎرﻊ اﻟ ﺎد ﺔ وﻣﺎﻟ ﻬﺎ‬ ‫‪ :‬ﺗ ﺎول اﻟ‬ ‫اﻟ‬ ‫اﻟ‬
‫إﺿﺎ ﺔ‪ ،‬و ﺎء ﺑ ﺔ ﺗ ﺔ ﻗﺎدرة ﻋﻠﻰ اﻟ ﺎﻓ ﺔ‪ ،‬ﻣ ﺧﻼل‬ ‫اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ‪.‬‬

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 ‫‪2020 ،1‬‬ ‫‪ ،‬اﻟ ّﻠ ‪ ،16‬اﻟﻌ د ‪ ،1‬ﻣﻠ‬

‫اﻷدب اﻟ ـــ‬ ‫ﺗ ﻬ ﻞ اﻟﻌ ﻠ ﺎت اﻹﻧ ﺎﺟ ﺔ‬ ‫ﻣ ﺎت ﺗ‬ ‫ﺗ‬

‫اﻟ ﺳﺎﺋﻞ اﻟﻼزﻣﺔ ﻟ ﻘﻬﺎ‪ ،‬ﻣ ﺎ ﻘ اﻟ ﻔﺎءة‬ ‫وﺗ‬
‫ﺗ ﻬ‬ ‫ﺎﺳﻬﺎ ﻣ‬ ‫واﻟ ﻋﺔ ﺎﻻﺳ ﺎ ﺔ ﻟ ﺎ ﻠ ﻪ اﻟﻌ ﻼء‪ .‬وﺳ‬
‫اﻟ ﻬ د اﻟﻬﺎدﻓﺔ إﻟﻰ‬ ‫رﺷﺎﻗﺔ اﻷﻋ ﺎل ﻋﻠﻰ ﺗ‬ ‫ﺗ‬ ‫ﺧﻼل ﺛﻼث ر ﺎﺋ ﻫﻲ‪:‬‬
‫ﻣ اﻟ اﺣﻞ ﻋ ﺔ‬ ‫ﻣ ﺧﻼل اﻟ ﻠ‬ ‫واﻟ‬ ‫اﻟ‬ ‫‪ -1‬اﻟﻔ ة اﻹﺑ ا ﺔ‪ :‬ﻫﻲ ﻗ رة أﺻ ﺎب اﻟ وﻋﺎت اﻟ ﺎد ﺔ‬
‫اﻟﻔﺎﺋ ة ﻋ ﻣ ﺎرﺳﺔ اﻷﻧ ﺔ واﻷﻋ ﺎل‪ .‬وﻫ ﻩ اﻷﻋ ﺎل ﺗ ﻋ‬ ‫وﻣﺎﻟ ﻬﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ ﻋﻠﻰ إ ﺎد‬
‫ﻬ د ﺗﻌ ﻋﻠﻰ ﻔﺎءات اﻟ وع وﻗ راﺗﻪ‪ ،‬واﻟﻌ ﻞ ﻋﻠﻰ ﺗﻘﻠ ﻞ‬ ‫اﻷﻓ ﺎر اﻟ ﻼﻗﺔ أو اﻟﻘ رة ﻋﻠﻰ اﻟ ﻌﺎﻣﻞ ﻣﻊ اﻟ ﺎﻧﺎت‬
‫وﻗ إﻧ ﺎز اﻟ ﻬﺎم )‪.(Roberto et al., 2013: 98‬‬ ‫ﻋ‬ ‫ق إﺑ ا ﺔ‪ ،‬واﻟ‬ ‫اﻟ ﻠ ﺔ ﻹﻧ ﺎز اﻷﻋ ﺎل‬
‫اﻗ ﺎد ﺎت اﻟ‬ ‫ﻫ ﻩ اﻟ ﻬ د ﺗ د أ ﺎً ﻟ ﻌ‬ ‫اﻟﻔ ص اﻟ ﺎﺣﺔ واﻏ ﺎﻣﻬﺎ‪ .‬و ﻌ ﻲ ذﻟ إﻧ ﺎز اﻷﻋ ﺎل‬
‫ﻟﻠ وﻋﺎت اﻟ ﻐ ة وﺗﻘﻠ ﻞ ﺗ ﺎﻟ اﻹﻧ ﺎج‪ ،‬و ﺎﻟ ﺎﻟﻲ ﻓﻬﻲ ﺗ‬ ‫وﺗﻘ اﻟ ﺎت إﻟﻰ اﻟ ﺎﺋ ﺎﻟ ق اﻹﺑ ا ﺔ اﻟ ﻠﻔﺔ‬
‫ﺔ‬ ‫ﻣ ر ﻬﺎ‪ ،‬وﺗ ﻓ اﻟ وﻧﺔ ﻓﻲ ﻣ ﺎرﺳﺔ اﻟﻌ ﻠ ﺎت اﻟ‬ ‫ﻟﻠ ﻔ ق ﺄداﺋﻬﺎ ﻋ اﻷﻋ ﺎل واﻟ ﺎرﻊ اﻷﺧ ‪.‬‬
‫أﺻ ﺎب‬ ‫ﻟﻠ ﺎت ﺿ درﺟﺎت ﻣﻌ ﺔ‪ .‬وﻣ أﺟﻞ أن‬ ‫‪ -2‬اﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ :‬ﻫﻲ ﺎم اﻟﻘﺎﺋ ﺎﺗ ﺎع أﺳﻠ ب ﺎد‬
‫اﻟ وﻋﺎت اﻟ ﺎد ﺔ وﻣﺎﻟ ﻫﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ‬ ‫ﻟ ﻣﺔ اﻷﺗ ﺎع )اﻟ ؤوﺳ (‪ ،‬وذﻟ ﻟ ﻠ ﺔ اﻟ ﻓ‬
‫ﻣ إﺿﺎﻓﺔ اﻟ ﺔ ﻟﻠ ن‬ ‫اﻟﻔﺎﻋﻠ ﺔ ﻟﻬ ﻩ اﻟﻌ ﻠ ﺎت‪ ،‬وﻟ ﻲ ﺗ‬ ‫)اﻟﻘﺎﺋ واﻷﺗ ﺎع(؛ إذ ﻘ م أﺻ ﺎب اﻟ وﻋﺎت اﻟ ﺎد ﺔ‬
‫اﻟ ﺎﻟ ‪ ،‬ﻻ ﺑ ﻟﻬﺎ ﻣ أن ﺗ ﺎوز اﻟﻌ ﻞ ﻋﻠﻰ‬ ‫وﺗ‬ ‫وﻣﺎﻟ ﻫﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ ﻋﻠﻰ ﺧ ﻣﺔ‬
‫إﺣ اث اﻟ ﺎﻣﻞ ﻓﻲ ﻣ ﺎرﺳﺔ اﻟﻌ ﻠ ﺎت اﻟ اﺧﻠ ﺔ ﻣﻊ اﻷ اف‬ ‫ﺎﻟﺢ‬ ‫ﻋ ﻪ اﻻﻫ ﺎم‬ ‫ﻊ اﻟﻘﺎﺋ ﻧ‬ ‫أﺗ ﺎﻋﻬ‬
‫ﻣ ّردﯾ وﻣ زﻋ ‪.‬‬ ‫ﻣﻬﺎراﺗﻬ وﻣﻘ راﺗﻬ ‪.‬‬ ‫أﺗ ﺎﻋﻪ ﻗ ﻞ ﻣ ﺎﻟ ﻪ‪ ،‬واﻻﻟ ام ﺑ‬
‫اﻟﻌﻼﻗﺎت ﺑ اﻷ اف ذات اﻟﻌﻼﻗﺔ‬ ‫ﺗﻘﻠ ﻞ ﺗ ﺎﻟ‬ ‫و‬ ‫وﻫ ا ﯾ ﻠ ﻣ ﺎﻋ ة ﻞ اﻷﺗ ﺎع ﺎﻟﻘ ة واﻟ ﺎﻧﺔ ﻋﻠﻰ اﻟ‬
‫اﻟ ﺎرﻊ اﻟ ﺷ ﻘﺔ واﻟ ﻘﺎت‬ ‫ﻣ اﻫﺎ ﺿ‬ ‫وﺗ‬ ‫واﻟ ﻘ م وﺷ اك اﻟ ﻊ ﻓﻲ اﻟ ﺎدة‪ ،‬وﺗﻬ ﺔ ﺑ ﺔ ﻣ ﺎﺳ ﺔ‬
‫اﻹﻟ وﻧ ﺔ‪ ،‬ﻣ ﺎ ﺎﻋ ﻋﻠﻰ إدارة اﻟ ﻌﻠ ﻣﺎت واﻻﺗ ﺎﻻت ﺑ‬ ‫ﻞ ﻬ‬ ‫ﺑ اﻷﺗ ﺎع ﺎ ﻌ ز أواﺻ اﻟ ﺔ واﻷﻟﻔﺔ‬
‫اﻟ ﺎء‪ .‬و ﺎ أن اﻟ ﺎﻣﻞ ﺑ ﺷ ﺎء اﻟﻌ ﻞ ﻌ ﺧ ة رﺋ ﺔ‬ ‫اﺗ ﺎﻫﺎت اﻷﺗ ﺎع‪.‬‬ ‫ﻓﻲ ﺗ‬
‫ﻓﻲ اﺳ اﺗ ﺔ اﻷﻋ ﺎل اﻟ ﺷ ﻘﺔ‪ ،‬وﻫ ﻣﺎ ﯾ ﻔ ﻣﻊ ﺑ ﺔ اﻟﻌ ﻞ‬ ‫ﺑ ﻟ أﻧ ﺔ ﻣ ﺎ ﻌﺔ ﺗ‬ ‫ﻋﻠﻰ اﻟ ﺔ‪ :‬ﻘ‬ ‫‪ -3‬اﻟ‬
‫اﻻﻟ وﻧﻲ )‪ ،(e-business‬ﻓﺈن اﻟﻌﻼﻗﺔ ﺑ اﺳ ام اﻟ ﻘﺎت‬ ‫ﻣﻌ د‬ ‫اﻟ ﺔ إﻟﻰ اﻟ ﺎت أو اﻟ ﻣﺎت ﯾ دﯾﻬﺎ ﻓ‬
‫اﻹﻟ وﻧ ﺔ‪ ،‬وﻣ ﻬﺎ ﺗ ﻘﺎت اﻟ ﺎرة اﻻﻟ وﻧ ﺔ‪ ،‬و ﻓﺎﻋﻠ ﺔ‬ ‫ﻣﺔ ﻣﻌ ﺔ ﻣ‬ ‫ﺎت ﻋﻠﻰ ﻣ ٍﺞ أو ﻣ وٍع أو ﺧ ٍ‬ ‫اﻟ‬
‫اﻷﻋ ﺎل واﻷﻧ ﺔ اﻟ ﺷ ﻘﺔ ﺗ و ﻋﻼﻗﺔ ارﺗ ﺎ إ ﺎﺑﻲ‬ ‫ﺔ اﻟ ﻲ ﻘ م‬ ‫ﻟﻸﻧ ﺔ اﻟ‬ ‫أﺟﻞ إﺟ اء ﺗ ﯾ أو ﺗ‬
‫)‪.(Anthony, 2011: 343‬‬ ‫أﺻ ﺎب اﻟ وﻋﺎت اﻟ ﺎد ﺔ وﻣﺎﻟ ﻫﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ‬
‫ﻓﻲ‬ ‫اﻟ ق اﻷردﻧﻲ ﺑ ﺄدﯾ ﻬﺎ ﻣ اﻟ ا ﺔ ﻋ ﺑ ء اﻟ ﻔ‬
‫ﻣﻔﻬ م اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎر ﻊ )أﺟﺎﯾﻞ ‪(Agile‬‬ ‫ﻬﺎء ﺎﺳ ﻬﻼك اﻟ ن ﻟﻠ ﺎت ﻣ و اًر ﺎﻟ‬ ‫اﻹﻧ ﺎج واﻧ ً‬
‫ﻟﻠ ﺎرﻊ ﻋﻠﻰ ﺟ ﻊ‬ ‫أﺳﻠ ب اﻟﻌ ﻞ اﻟ ﺷ‬ ‫ﯾ‬ ‫ﻹ ﺎد‬ ‫واﻟ‬ ‫واﻟ زﻊ و ﻟ اﻟ‬ ‫واﻹﻧ ﺎج واﻟ‬
‫إﺟ اءات ﻋ ﻠ ﺎﺗﻬﺎ ﻣ ﺧﻼل اﻟﻘ ﺎء‬ ‫ﺎت اﻟ ﺎ ﺔ ﻟ‬ ‫اﻟ‬ ‫ﺑ اﺋﻞ اﺑ ﺎرﺔ دون اﻟ ﺎس ﺎﻟ دة أو ﻣﺎ ﯾ ﻠ ﻪ اﻟﻌ ﻞ‬
‫ﺔ إﻟﻰ اﻷﻋ ﺎل اﻟ ﻘ ﻣﺔ إﻟﻰ‬ ‫ﻋﻠﻰ اﻟ ﺎرﺳﺎت اﻟ ﻲ ﻻ ﺗ‬ ‫اﻷﺳﺎﺳﻲ‪.‬‬
‫اﻟ ن اﻟ ﻬﺎﺋﻲ‪ ،‬ﺎﻹﺿﺎﻓﺔ إﻟﻰ أن ﻣﻔﻬ م اﻟ ﺷﺎﻗﺔ ﻫ ﻣﻔﻬ م‬ ‫ﻣ ﺎت اﻟ وع اﻟ ﺎد ‪ :‬ﻫﻲ و ﺎﺋﻒ‬ ‫ﺛﺎﻧ ﺎً‪ :‬ﻋ ﻠ ﺎت ﺗ‬
‫اﻟﻌﻼﻗﺎت ﻟ ﻓ اﻟ ﻬ واﻟ ﻗ‬ ‫ﺗ‬ ‫ﯾ‬ ‫ﺳ ﻊ اﻟ‬ ‫أو أﻧ ﺔ ﺗﻘ م ﻋﻠﻰ ﺗ ﯾ اﺣ ﺎﺟﺎت اﻟﻌ ﻼء وﻣ ﻠ ﺎﺗﻬ‬
‫وﻏ ﻫﺎ‪ ،‬واﻟﻬ ف ﻣ ذﻟ اﻟﻔ ز ﺎﻟ ن‪ .‬ﻟ ا ﯾ ﻐﻲ‬ ‫واﻟ ﺎﻟ‬ ‫ور ﺎﺗﻬ وﺗﻠ ﻬﺎ ﻣ ﺟﺎﻧ أﺻ ﺎب اﻟ وﻋﺎت اﻟ ﺎد ﺔ‬
‫ﻋﻠﻰ ﻣ ﺎت اﻷﻋ ﺎل واﻟ وﻋﺎت اﻟ ﺎد ﺔ اﻟﻌ ﻞ ﻋﻠﻰ‬ ‫وﻣﺎﻟ ﻬﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ‪.‬‬

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‫ر أﺑ ﺟﻠ ﻞ‬ ‫ﻣ‬ ‫ﺧﺎﻟ ارﺷ اﻟ ﻌﺎﻓ ة‪ ،‬ﻣ‬ ‫أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة‪...‬‬

‫ﺎ ﯾ ﻌﻠ ﺎﻟ‬ ‫وﻋ ﻠ ﺎت؛ ﻓﻬﻲ ﻣ ﺞ ﻣ اﻟﻌﻠ واﻟﻔ‬ ‫ﻞ ﻣ ﺎل ﻣ ﻣ ﺎﻻت اﻷﻋ ﺎل اﻟ ﻌﻠﻘﺔ ﺑﻬﺎ؛ ﻌ ﻰ أن‬ ‫ﻓ‬
‫ووﺻﻒ ﺟ ﻊ اﻟﻌ ﺎﺻ اﻟ اﺧﻠﺔ اﻟﻼزﻣﺔ ﻟ ﺎن ﺔ ﻣ ﺎﺳ ﺔ‬ ‫ﻋﻠﻰ ﺗﻘ ﻣ ﺎﺗﻬﺎ ﻟﻠ ﺎﺋ ﺑ ﻠﻔﺔ ﻗﻠ ﻠﺔ و ﺄﻋﻠﻰ ﺟ دة‬ ‫ﺗ‬
‫ﻣ اﻟ ﺞ ﻓﻲ اﻟ ﻗ واﻟ ﺎن اﻟ ﺎﺳ و ﺄﻗﻞ اﻟ ﺎﻟ اﻟ ﺔ‬ ‫)‪.(Hui & Simon, 2009‬‬ ‫وﻗ ﻣ‬ ‫ﻣ ﺔ وﻓﻲ أﻗ‬
‫ﻋﻠﻰ ﺛﻼث ر ﺎﺋ‬ ‫)‪ .(Intaher, 2010: 5‬وﻗ اﺳ ﻫ ا اﻟ‬ ‫اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻫﻲ ﻣ ﻬﺞ‬
‫ﻋﻠﻰ اﻟ ﺔ(‪.‬‬ ‫ﻫﻲ )اﻟﻔ ة اﻹﺑ ا ﺔ‪ ،‬واﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬واﻟ‬ ‫ﻋﻠﻰ ﺗ ﯾ اﺣ ﺎﺟﺎت اﻟ ﺎرﻊ ﺄﺳﻠ ب ﻣ ن وﺗﻔﺎﻋﻠﻲ‬
‫و ﺎ ﯾﻠﻲ ﺗ ﺿ ﺢ ﻟﻬ ﻩ اﻟ ﺎﺋ ‪:‬‬ ‫ﺟ ﻊ اﻷﻋ ﺎل اﻟ ﺎ ﺔ اﻟ ﻧﺔ ﻟﻸﻧ ﺔ واﻷﻋ ﺎل‬ ‫ﯾ‬
‫ﺎﻋ ﻋﻠﻰ ﻓﻬ اﺣ ﺎﺟﺎت اﻟﻌ ﻼء‬ ‫ﻧﻬﺞ رﺷ‬ ‫ﺿ‬
‫أوﻻً‪ :‬اﻟﻔ ة اﻹﺑ ا ﺔ‬ ‫ﻞ أﻓ ﻞ وأﺧ اﻟ ﺧﻼت ﻣ اﻟ ردﯾ وﻣ‬ ‫وﻣ ﻠ ﺎﺗﻬ‬
‫واﻟ ﻘ رة ﻋﻠﻰ اﻹﺗ ﺎن ﻞ ﻣﺎ‬ ‫اﻹﺑ اع ﻌ ﻲ اﻟ ﯾ واﻟ‬ ‫اﻟﻌ ﻼء ﻌ اﻻﻋ ﺎر‪ .‬وﺗ ﻠ اﻹدارة اﻟ ﺷ ﻘﺔ ﻟﻠ ﺎرﻊ وﺟ د‬
‫ﻫ ﻣ ﻠﻒ وﻣ ﻋ ﺎ ﻘ م ﻪ اﻵﺧ ون؛ ﻓﺎﻹﺑ اع ﻞ ﻞ ﻣﺎ‬ ‫ﺎف وﺧ ة ﺟ ة ﻓﻲ اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪،‬‬ ‫ٍ‬ ‫أﻓ اد ﻟ ﯾﻬ ﺗﺄﻫ ﻞ‬
‫ﻞ ﻠﻲ أو ﺟ ﺋﻲ‪.‬‬ ‫ن اﻹﺗ ﺎن ﺎﻟ ﯾ‬ ‫ﻫ ﺟﯾ‬ ‫اﻟ ﻌﺎﻣﻞ ﻣﻊ اﻟ ﻬﺞ اﻟ ﺷ ﻓﻲ ﻣ ﻞ ﻫ ﻩ اﻟ ﺎرﻊ‬ ‫وﻋ ﻫﺎ‬
‫وﻓﻲ ﻣﻘﺎﺑﻞ اﻟ ﺎﻟﺔ اﻟﻘﺎﺋ ﺔ‪ ،‬ﻓﻬ اﻟ ﻟ ﻔﺔ اﻟ ﯾ ة اﻟﻘﺎدرة ﻋﻠﻰ‬ ‫)‪.(Stevenson, 2017: 202‬‬
‫وﺿﻊ أﺷ ﺎء ﻣﻌ وﻓﺔ وﻗ ﺔ ﻓﻲ ﺗ ﻟ ﻔﺔ ﺟ ﯾ ة ﺗ ن إﻣﺎ ﻓﻲ‬ ‫وﺗﻌ ف اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﺄﻧﻬﺎ‬
‫اﻟ ﺎل ﻧﻔ ﻪ أو ﺗُ ﻘﻞ إﻟﻰ ﻣ ﺎل آﺧ ﻟ ﯾ اﺳ اﻣﻬﺎ ﻪ ﻣ‬ ‫اﻟ اد واﻟ ﺎت‬ ‫"اﻷﻧ ﺔ أو اﻟ ﺎﺋﻒ اﻟﻘﺎﺋ ﺔ ﻋﻠﻰ ﺗ‬
‫ن اﻟﻔ د ﺻﺎﺣ اﻹﺑ اع اﻟ ك ﻫ اﻷول ﻓﻲ‬ ‫ﻗ ﻞ‪،‬‬ ‫اﻟ ﻲ ﺗ ﻬﻞ ﻣ اﻟﻌ ﻠ ﺎت اﻹﻧ ﺎﺟ ﺔ واﻟ ون وﺗ‬
‫ﻟﻪ ﺄﻧﻪ اﻷول ﻓﻲ اﻟ ﺻﻞ إﻟﻰ اﻟﻔ ة‬ ‫اﻟ ق‪ .‬وﻓﻲ ﻫ ا ﺗ‬ ‫اﻟ ﻬ ﻼت واﻟ ﻘﻞ‪ ،‬ﻣ ﺎ ﻘ اﻟ ﻔﺎءة ﻓﻲ ﺗﻠ ﺔ ﻠ ﺎت اﻟ ن‬
‫ﻘﺔ ﺗ ﻠﻒ ﻋ ﺗﻠ‬ ‫اﻟ ﯾ ة ﻓﻲ ﺗﻘ اﻟ ﺞ ﻓﻲ اﻟ ق‬ ‫)‪.(Salhieh, 2011: 126‬‬
‫اﻟ ﻲ ﯾ ﻌﻬﺎ اﻵﺧ ون )‪.(Sanchez & Marin, 2006: 43‬‬ ‫اﻟ ﺎﺣ ﺎن أن اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ‬ ‫و‬
‫و ﻘ م اﻹﺑ اع ﻋﻠﻰ اﺳ ﺎ ﻓ ة ﺟ ﯾ ة‪ ،‬وأﺑ ز ﺷ و ﻪ أن‬ ‫ﻣ اﻟ ﻧﺎت ﻏ‬ ‫‪ (Agile‬ﺗﻌ ﻲ إزاﻟﺔ اﻟﻬ ر أو اﻟ ﻠ‬
‫ن ﺟ ﯾ اً وﻏ ﻣ ق؛ ﻓﺎﻷﻓ ﺎر اﻹﺑ ا ﺔ ﺗﻘ م ﻋﻠﻰ إﻧ ﺎج‬ ‫اﻟ ﻏ ب ﻓ ﻬﺎ ﻓﻲ اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻟ ق اﻷردﻧﻲ‪ ،‬وأن‬
‫أﻓ ﺎر أو أﺷ ﺎء ﺟ ﯾ ة‪ ،‬ون ذﻟ ﺎن ﻻ ﻊ أن ن اﻹﺑ اع‬ ‫ﻋﻠﻰ اﻷﻋ ﺎل واﻷﻧ ﺔ‬ ‫ﺔ اﻟ‬ ‫ﯾ اﺗ ﺎذ اﻟﻘ ار ﺄن‬
‫ﺄﺗﻲ ﺎﻷﻓ ﺎر‬ ‫ﺗ ﺎً ﺟ ﯾ اً ﻟﻌ ﺎﺻ ﻗ ﺔ‪ .‬واﻟ ع ﻫ اﻟ‬ ‫اﻟ ﻲ ﻟﻬﺎ ﺔ ﻓﻘ و زاﻟﺔ اﻷﻋ ﺎل واﻷﻧ ﺔ اﻟ ﻲ ﻻ ﺗ‬
‫اﻟ ﺎﺟﺎت اﻟ ر ﺔ‬ ‫اﻟ ﯾ ة ﻏ اﻟ ﻌ ﺎدة؛ ﻓﺎﻹﺑ اع ﻌ‬ ‫‪.‬‬ ‫ﺔ إﻟﻰ اﻟ وع‪ ،‬ﻣﻊ ﺗﻘﻠ ﻞ اﻟ ﻠﻔﺔ إﻟﻰ اﻟ اﻷدﻧﻰ اﻟ‬
‫أن ﺗ ﺎح ﻟﻠﻔ د‪ ،‬وﻫ‬ ‫و ﺎﻋ ﻋﻠﻰ اﻻﺳ ﺎ ﺔ ﻟﻠﻔ ص اﻟ ﻲ‬
‫ﻌ اﻟ ة اﻷوﻟﻰ ﻟﻼﺑ ﺎر و ﺎﻫ ﻓﻲ ﻧ ﺎﺣﻪ‪ ،‬ﺎ‬ ‫ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎر ﻊ )أﺟﺎﯾﻞ ‪(Agile‬‬
‫ﻣ ﺻ ﻊ اﻟﻘ ار ﻣ ﺧﻼل ﺗ ﻊ ﻋ ﻠ ﺎت اﻟﻌ ﻒ اﻟ ﻫ ﻲ‬ ‫ﻫ ﺎك أﻫ ﺔ ﺗ ﻔ د ﺑﻬﺎ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ‬
‫اﺳ اﻣﻬﺎ‬ ‫ﻞ أﺣ اﻷﺳﺎﻟ اﻟ ﻲ‬ ‫ﻋﻠﻰ اﻋ ﺎر أﻧﻪ‬ ‫أﻫ ﻬﺎ ﻋﻠﻰ‬ ‫ﺎت واﻟﻌ ﻼء‪ ،‬وﺗ‬ ‫)أﺟﺎﯾﻞ ‪ (Agile‬ﻟﻠ‬
‫اﻷﻓ ﺎر اﻟ ﯾ ة دون ﺗ ﺟ ﻪ اﻻﻧ ﻘﺎدات ﻟ ﻠ اﻟﻌ ﻠ ﺎت‬ ‫ﻟ‬ ‫ﺗﻘﻠ ﻞ اﻟ ﻠﻔﺔ ﻋﻠﻰ اﻟ ﻬﻠ اﻟ ﻬﺎﺋﻲ‪ .‬و ﻌ ﺗﻘﻠ ﻞ ﺗ ﺎﻟ ﺗﻘ‬
‫)‪.(Michael & Mark, 2005: 3‬‬ ‫اﻟ ﺞ واﺣ ة ﻣ أﻫ اﻟﻔ اﺋ اﻟ ﺎﺗ ﺔ ﻋ اﻹدارة اﻟ ﺷ ﻘﺔ‬
‫وﺗ ﻘ‬ ‫ﺎت؛ إذ ﺗ ﺎﻋ ﻫﺎ ﻓﻲ ﺧﻠ اﻟ‬ ‫ﻟﻠ ﺎرﻊ ﻓﻲ اﻟ‬
‫ﺛﺎﻧ ﺎً‪ :‬اﻟ ﺎدة اﻟ ﺎدﻣﺔ‬ ‫اﻟ ﻔ ق ﻓﻲ اﻷداء وﺗ ﻬ ﻓﻲ رﻓﻊ اﻟﻘ رة اﻟ اﺋ ﺔ ﻟ اﻟ ﺎﺋ‬
‫اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻋﻠﻰ إ ﺎد ﻣ ﺎخ إ ﺎﺑﻲ و ﺔ‬ ‫ﺗ‬ ‫اﻟ ﻠﻒ‬ ‫ة ﻋﻠ ﻬﺎ ﻟ‬ ‫اﻷﺳﻌﺎر واﻟ‬ ‫ﺗ‬ ‫ﻋ‬
‫ﺗ د اﻟ ﻘﺔ واﻟ دة واﻷﻟﻔﺔ‬ ‫ﻣ ﺎﺳ ﺔ ﺑ اﻟ ؤوﺳ‬ ‫وزﺎدة اﻟﻔﺎﻋﻠ ﺔ )‪.(Daniel et al., 2018: 95‬‬
‫اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻋﻠﻰ أن اﻷﻓ اد ﺳ ﻧ ن‬ ‫ﺑ ﻬ ‪ .‬وﺗ‬ ‫وﺗﻌ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﺣﻠﻘﺔ‬
‫ﺔ‪ ،‬ﻷﻧﻬﺎ ﺗ ﻬ اﻟ ﺔ‬ ‫داﺧﻞ اﻟ‬ ‫ﻟ ﻞ ﻣﺎ‬ ‫ﻣ ﻔﻬ‬ ‫ﺎ ﺔ ﺗ ﻬ ﻼت‬ ‫ﻣ ا ﺔ ﺗ أ وﺗ ﻬﻲ ﻣﻊ اﻟ ن‪ ،‬وﻫﻲ‬

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 ‫‪2020 ،1‬‬ ‫‪ ،‬اﻟ ّﻠ ‪ ،16‬اﻟﻌ د ‪ ،1‬ﻣﻠ‬

‫ﻞ‬ ‫اﻻﻋ ﺎر‪ ،‬وﺗﻠﻘﻲ ﻣ ﺎﻓﺂت اﻟﻌ ﻞ اﻟ ﺎد ‪ ،‬وﻫﻲ ﺗﻌ‬ ‫اﻟ ﺎدة‬ ‫واﻻﺳ ﻘﻼﻟ ﺔ ﻓﻲ أداﺋﻬ ﻟ اﺟ ﺎﺗﻬ ؛ ﻌ ﻰ أن ﻧ‬
‫ﻛ ﻋﻠﻰ اﻻﺧ ﻼف ودرﺟﺔ اﻟ ﻊ واﻟ اﻓ واﻻﻧ ﺎم وﻋﻠﻰ‬ ‫اﻟ ة اﻹ ﺎﺑ ﺔ ﻧ اﻟ ﻬﺎم اﻟ ﻲ‬ ‫اﻟ ﺎدﻣﺔ ﻬ ﻓﻲ ﺗ‬
‫اﻟ ق واﻷﺳﺎﻟ اﻟ ﯾ ة ﻓﻲ أداء اﻟﻌ ﻞ )‪.(Grilo, 2005: 1‬‬ ‫ﻬﺎ )‪.(Sendjaya et al., 2008: 643‬‬ ‫ﺎرﺳﻬﺎ اﻟ ؤوﺳ ن وﺗ‬
‫)‪ ،(Kathleen, 2010: 6‬ﻓﺈن اﺳ اﺗ ﺎت اﻟ ﺎدة ﻫﻲ‬ ‫وﺣ‬ ‫ﻛ ﻟ ﺗﻌ ﻞ اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻋﻠﻰ ﺣﻔ اﻟﻘﺎدة ﻋﻠﻰ ﺧﻠ‬
‫ﺎت‬ ‫ﻋﻠﻰ إﺟ اء اﻟ‬ ‫ذات ﻣ ﺎﻣ ﻣﻠ ﺳﺔ‪ ،‬وﻫﻲ ﺗ‬ ‫ﺧ ﻣﺔ‬ ‫درﺟﺔ ﻣ اﻟ ازن ﺑ ﻣ ﺎرﺳ ﻬ ﻟ ﻬﺎم اﻟ ﺎدة و‬
‫ﺗ ن‬ ‫اﻷﻓ ﺎر اﻟﻼزﻣﺔ ﻟﻸﻋ ﺎل اﻟ ﺎﻟ ﺔ‪،‬‬ ‫اﻟ ﻠ ﺔ وﺗ‬ ‫اﻟ ؤوﺳ ‪ ،‬ﻓ ﻌ ﻲ اﻷوﻟ ﺔ ﻟ ﻣ ﻬ وﺗ ﻌﻬ ﻋﻠﻰ اﺳ ﻐﻼل‬
‫اﺳ اﺗ ﺎت ﻣﻌ وﻓﺔ ﺗ ﺎﻋ ﻓﻲ رﺎدﻩ اﻷﻋ ﺎل‪ .‬وﺗ ﻞ ﻫ ﻩ‬ ‫اﻟﻔ ص واﻟ اﻗﻒ‪ .‬ﻓﺎﻟﻘﺎﺋ اﻟ ﺎدم ك اﻟ ﻘﺎﺷﺎت و د اﻷﻣ ر‬
‫اﻻﺳ اﺗ ﺎت اﻵﺗﻲ‪:‬‬ ‫واﻟ ﺎﺋﻞ اﻟ ﻲ ﯾ ﻐﻲ اﻟ ﻌﺎﻣﻞ ﻣﻌﻬﺎ وﻣ ﺎ ﻌ ﻬﺎ ﺄﺳﻠ ب‬
‫‪ -1‬اﻟ ﺎدأة‪ :‬ﻫﻲ اﻟﻘ رة ﻋﻠﻰ أﺧ درﺟﺔ ﻋﺎﻟ ﺔ ﻣ اﻟ ﺎ ة‬ ‫ﻣ اﻟ ﻘﺔ ﻟ ﯾﻬ ‪(Spears,‬‬ ‫ﻞ ﯾ‬ ‫ﺗﻌﺎوﻧﻲ ﻣﻊ اﻟ ؤوﺳ ‪،‬‬
‫اﻟ ﺎم‬ ‫ﺔ‪ ،‬وﺗ‬ ‫ﺎ ﯾ ﺎﺳ ﻣﻊ وف اﻟ ﺔ اﻟ‬ ‫)‪.2005:29‬‬
‫ﺔ ﻟﻼﺳ ار واﻟ‬ ‫اﻟ ﺎوﻻت اﻟ‬ ‫ﺎﻟ ﻔﺎﺿﻠﺔ ﺑ‬
‫)‪.(Caruana, 2009: 16‬‬ ‫واﻟ‬ ‫واﻹﺑ اع واﻟ‬ ‫ﺔ‬ ‫ﻋﻠﻰ اﻟ‬ ‫ﺛﺎﻟ ﺎً‪ :‬اﻟ‬
‫‪ -2‬اﻷﺧ ﺎﻟ ﺎ ة‪ :‬و ﻞ ﺑ ﻞ ﺣﺎﻓ أو ﻣ ﺎﻓﺄة‪ ،‬أو ﻋﺎﺋ‬ ‫ﻋﻠﻰ اﻟ ﺔ ﻓﻲ ﻣ ﺎرﺳﺔ اﻟ ﺎﺋﻒ‬ ‫ﯾ ﻞ ﻣ أ اﻟ‬
‫ﻓﻲ ﺣﺎل ﻧ ﺎح اﻟ وﻋﺎت اﻟ ﻘ ﺣﺔ‪ .‬ﻓﻌ ﻣﺎ ﺗ ن‬ ‫ﺔ ﻋﻠﻰ ﻣ اد‬ ‫ل اﻟ‬ ‫اﻟ ﺎﻣﻠﺔ‪ ،‬وﺗ أ ﺳﻠ ﻠﺔ اﻟ ﺔ‬
‫ﺎرة ﻋ ﻋﺎﻣﻞ ﻋﺎد ‪،‬‬ ‫اﻟ ﺎ ة أﻗﻞ‪ ،‬ن اﻟ‬ ‫أوﻟ ﺔ‪ ،‬ﺛ ﺗﺄﺗﻲ ﺣﻠﻘﺔ اﻹﻧ ﺎج‪ ،‬ﺛ اﻟ ﻊ وﺧ ﻣﺔ ﻣﺎ ﻌ ﻩ‪ ،‬وأﺧ اً‬
‫رﺎد ﺎً‪ ،‬ﻋﻠ ﺎً ﺄن‬ ‫ﺢ اﻟ‬ ‫و ﻠ ﺎ زادت اﻟ ﺎ ة‬ ‫ﻣ اﻟ ﺞ أو إﻋﺎدة ﺗ و ﻩ‪ .‬ﻞ ذﻟ ﺑﻬ ف ﺗ‬ ‫اﻟ ﻠ‬
‫أﺧ اﻟ ﺎ ة ﺄﺗﻲ ﺗﻘ ﻪ ﻣ ﻧﺎﺣ ﺔ اﻗ ﺎد ﺔ‪ ،‬وﺗ ن ﻟﻪ‬ ‫ﻋﻠﻰ اﻟ ﺔ ﻓﻲ ﺟ ﻊ‬ ‫اﻟ ﺔ ﻟﻠ ﺞ اﻟ ﻘ م ﻟﻠﻌ ﻞ‪ .‬و اﻟ‬
‫ﻋﻼﻗﺔ ﻌ ﻠ ﺔ اﺗ ﺎذ اﻟﻘ ارات ‪(Kozan & Ozsoy, 2006:‬‬ ‫اﻟ ﺎ ﺎت اﻟ ﻲ ﺗ ن ﺿ ورﺔ ﻟ ﻠ ﻣ ﺎت‪ ،‬ﺑ ءاً ﻣ‬
‫)‪.114‬‬ ‫اﺳ ام اﻟ اد اﻷوﻟ ﺔ وﻟﻐﺎ ﺔ ﺗ ﻠ اﻟ ﺎت ﻟﻠ ﻬﻠ اﻟ ﻬﺎﺋﻲ‬
‫‪ -3‬اﻟ ﻔ د )اﻟ (‪ :‬ﻫ ﻞ ﻣﺎ ﻫ ﻓ ﻓﻲ اﻟ ع و ﻊ وراﺋﻊ‪،‬‬ ‫)ﻟ ﻔﻲ‪.(122 :2010 ،‬‬
‫ووﺣ ﻣ ﺷﺎﻛﻠ ﻪ‪ .‬و ن اﻟ ﻔ د ﻣ ﺧﻼل اﻟﻘ رة ﻋﻠﻰ‬ ‫ﻋﻠﻰ اﻟ ﺔ ﻓﻲ ﺿ اﻟ ﺔ‪،‬‬ ‫م ﻣ أ اﻟ‬ ‫ﻛﻟ‬
‫ﻞ ﻣﺎ ﻫ ﺟ ﯾ ‪ ،‬و ن اﻟ ﻔ د‬ ‫ﻋ اﻟﻐ ﻓﻲ ﺗﻘ‬ ‫اﻟ‬ ‫وﺗﻘﻠ ﻞ ﺗ ﻠﻔﺔ اﻷﻋ ﺎل واﻟ ﺎرﻊ‪ ،‬وﺗ ﯾ ﻣ ﺎﻻت اﻟ‬
‫ﻌﺔ اﻟ ﺎت أو اﻟ ارد‪ ،‬و ّ اﻟﻔ د ﻣ‬ ‫ﻣ ﻌﻠﻘﺎً‬ ‫اﻟ ﻠﻔﺔ‬ ‫اﻟ ﺎت ﻟﻐ ض ﺗ‬ ‫إدﺧﺎﻟﻪ ﻋﻠﻰ ﺗ‬ ‫اﻟ‬
‫ﺗ ﻘ اﻻﺳ ار ﻓﻲ ﺗﻘ اﻟ ﺎت أو اﻟ ﻣﺎت اﻷﻓ ﻞ‬ ‫ﻣﻊ اﻟ ﻠ ﻣ اﻷﻧ ﺔ واﻟ ﺎﺋﻒ ﻏ اﻟ ﻬ ﺔ وﻏ اﻟﻼزﻣﺔ‬
‫ﻓﻲ اﻟ ق )‪.(Carlson & Upton, 2006: 531‬‬ ‫اﻟ ﻲ ﻗ ﺗﻌ ﻞ ﻋﻠﻰ زﺎدة ﻠﻔﺔ اﻟ ﺞ وﺗ ﻣ درﺟﺔ ﺗﻌﻘ ﻩ‪.‬‬
‫‪ -4‬اﻹﺑ اع‪ :‬ﻘ م اﻹﺑ اع ﻋﻠﻰ اﺳ ﺎ اﻷﻓ ﺎر اﻟ ﯾ ة اﻟ ﻲ‬ ‫اﻟ ﺞ ﻘﻠﻞ ﻣ اﻟ ﻗ‬ ‫ﺗ‬ ‫ﻓﻌﻠﻰ ﺳ ﻞ اﻟ ﺎل‪ ،‬ﻓﺈن ﺗ‬
‫ﻋﻠﻰ أﻧﻬﺎ ﺟ ﯾ ة‪،‬‬ ‫ﯾ إدراﻛﻬﺎ وﻓﻬ ﻬﺎ ﻣ أ ﺷ‬ ‫اﻟ ﺞ‪ ،‬وذﻟ‬ ‫‪ ،‬و ﻬﻞ ﻋ ﻠ ﺔ ﺗ‬ ‫اﻟﻼزم ﻟﻼﺧ ﺎر واﻟﻔ‬
‫ﻬﺎ ﻟ ﻘ إﺷ ﺎع‬ ‫اﻟ ﺎت وﺗ‬ ‫ﻋ ﺗ‬ ‫واﻟ‬ ‫ذو اﻟ ﻧﺎت اﻷﻗﻞ‬ ‫ﻔ ﻣ ﺗ ﻠﻔﺔ اﻟﻌ ﺎﻟﺔ اﻟ ﺎﺷ ة‪ .‬واﻟ‬
‫اﻹﺑ اع ﺎدة‬ ‫ور ﺎﺗﻬ ‪ ،‬ﺎ ﯾ‬ ‫ﺣﺎﺟﺎت اﻟ ﻬﻠ‬ ‫ﻘﻠﻞ ﻣ ﺗ ﺎﻟ اﻟ ﻠ واﻟ ﺎوﻟﺔ ﻟﻠ اد اﻟ ﺎم ) ﺎﺳ ﻠﻲ‪:2017 ،‬‬
‫ﻓ ق اﻟﻌ ﻞ وداراﺗﻬﺎ )‪.(Sanchez & Marin, 2006: 288‬‬ ‫‪.(107‬‬
‫و اﻟ ﺎﺣ ﺎن أن رﺎدة اﻷﻋ ﺎل ﺗ ن ﺑ ﺟ د اﻟ ﺔ ﻟ‬
‫ﻋﻠﻰ اﻷﻋ ﺎل اﻟ ﺎد ﺔ ﻓﻲ اﻟ ﻘﺎء ﻓﻲ اﻟ ﻠ ﻌﺔ؛ ﺑ ﻟ‬ ‫اﻟﻘﺎﺋ‬ ‫ر ﺎدة اﻷﻋ ــﺎل‬
‫اﻟﻔ ص اﻟ ﺎﺣﺔ ﻓﻲ اﻟ ق واﺳ ﺎرﻫﺎ ﻟ ﻘ اﻟ ﻔ ق ﻋﻠﻰ‬ ‫رﺎدة اﻷﻋ ﺎل ﻫﻲ اﻟ ﻔ د واﻟﻌ ﻞ ﻋﻠﻰ ﺗﺄﻣ ﺷﻲء ﺟ ﯾ‬
‫اﻟ ﺎﻓ ‪ ،‬و ﻟ اﻟﻌ ﻞ ﻋﻠﻰ ﺗ ﯾ اﻟ ﺟﻬﺎت اﻟ ﻘ ﻠ ﺔ‬ ‫وﻣ ﻠﻒ‪ ،‬ﻣﻊ إﻋ ﺎﺋﻪ ﺔ وﻣﻌ ﻰ‪ ،‬و ل اﻟ ﻗ واﻟ ﺎل واﻟ ﻬ‬
‫ﻠ ﺎت اﻟﻌ ﻼء اﻟ ﻲ ﺗﻌ‬ ‫ﺄﺳﻠ ب إﺑ اﻋﻲ ﺟ ﯾ و ﺎ ﻔﻲ‬ ‫اﻟ ﻲ ﺗﻠ م ﻹﺗ ﺎم ﻣ وع ﻣﻌ ﺟ ﯾ ﻣﻊ أﺧ ﻣ ﺎ ﻩ ﻌ‬

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‫ر أﺑ ﺟﻠ ﻞ‬ ‫ﻣ‬ ‫ﺧﺎﻟ ارﺷ اﻟ ﻌﺎﻓ ة‪ ،‬ﻣ‬ ‫أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة‪...‬‬

‫ﺎت اﻟ ﺎرﻊ‬ ‫ﻟ‬ ‫اﻟﻌ اﻣﻞ اﻟ ﺛ ة ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت اﻟ‬ ‫أﺣ أﺑ ز ﻋ اﻣﻞ ﻘﺎء اﻷﻋ ﺎل اﻟ ﺎد ﺔ واﺳ ارﻫﺎ‪ ،‬ﻣﻊ أﺧ‬
‫اﻟ ﺎد ﺔ‪ ،‬ﺗ ﻞ ﺎ ﯾﻠﻲ‪:‬‬ ‫اﻟ ﺎ ة ﻓﻲ اﻟ ق ﻌ اﻻﻋ ﺎر‪.‬‬
‫ﻞ أﺳﺎﺳﻲ ﻋﻠﻰ‬ ‫‪ -1‬اﻟ ﻔ اﻻﺑ ﺎر ‪ :‬ﻋ ﻠ ﺔ ﻋﻘﻠ ﺔ ﺗﻌ‬
‫اﻟ ﺔ اﻟ ﻲ ﻠ ﻬﺎ اﻟﻔ د وﻋ ﻠﻪ اﻟ ﺎد وﻧ ﺗﻪ اﻟ ﺎﻗ ة‬ ‫ﻣ ﺎت اﻷﻋ ﺎل اﻟ ﺎد ﺔ ﻓﻲ اﻷردن‬ ‫ﺗ‬
‫ﻋ ﻠﻪ‪.‬‬ ‫ﺎت ﻟ‬ ‫وذ ﺎﺋﻪ ﻹ ﺎد ﻓ ة ﺟ ﯾ ة ودﺧﺎل ﺗ‬ ‫ﻣ ﺎت اﻷﻋ ﺎل اﻟ ﺎد ﺔ ﻓﻲ اﻷردن ﻫ ﻓﻪ اﻟﻌ ﻞ‬ ‫ﺗ‬
‫ﺔ‪ :‬ﻣ ﻋﺔ ﻣ اﻟ ﻔﺎت اﻟ اﺗ ﺔ‬ ‫اﻟ‬ ‫‪ -2‬اﻟ ﺎﺋ‬ ‫ور ﺎﺗﻬ ﻓﻲ اﻟ ق‬ ‫ﻣ ﻠ ﺎت اﻟ ﻬﻠ‬ ‫ﻋﻠﻰ ﺗ ﻘ‬
‫ﺔ واﻟ ﻠ ﺔ اﻟ ﻲ ﻘ م ﺑﻬﺎ اﻟﻔ د ﻧﻔ ﻪ‪،‬‬ ‫واﻟﻌﻘﻠ ﺔ واﻟ‬ ‫اﻟ ﻬ ف‪ .‬ﻟ ﻟ ﻓﺈن ﺗ ﻲ ﻣ ﺎت اﻷﻋ ﺎل ﻻﺳ اﺗ ﺎت‬
‫ﻞ ﺗ ﺎﻣﻠﻲ ﻣ ﻪ‬ ‫ﻌﻞ ﺗﻔﺎﻋﻞ ﻫ ﻩ اﻟ ﻔﺎت‬ ‫أن ن ﺿ اﻟ ﺎور واﻷ اﻟ ﻲ ﺗ ﻘ ﻫ ا‬ ‫ﺔ‬ ‫ﺗ‬
‫ﺔ ذاﺗ ﺔ ﻣ ﻘﻠﺔ‪.‬‬ ‫ﺷ‬ ‫ﺔ‬ ‫اﻟ ﺎت اﻟ ﻲ ﺳ ﻘ م اﻟ‬ ‫وﺧ ﺎﺋ‬ ‫اﻟﻬ ف ﺎ ﯾ‬
‫‪ -3‬اﻹﺑ اع‪ :‬إ ﺎد اﻷﻓ ﺎر اﻟ ﯾ ة وﺗﻘ ﻠﻬﺎ وﺗ ﻔ ﻫﺎ وﺗﻘ ﻬﺎ‬ ‫ﺑ ﻘﻬﺎ ﻣ ﺧﻼل ﻣ ﺞ ﺗ ﻘﻲ ﻌ ﺎﺻ ﻩ )اﻟ ﺞ‪ ،‬واﻟ ﻌ ‪،‬‬
‫ﻞ ﻣ ﺗ ﺎﻟ ﺔ ﻓﻲ ﻣ ﺎل ﺗﻘ ﻣ ﺎت وﺧ ﻣﺎت أو‬ ‫واﻟ ﺎﻣﻞ ﺑ ﻫ ﻩ‬ ‫واﻟ زﻊ‪ ،‬واﻟ و ﺞ(‪ ،‬ﻋﻠ ﺎً ﺄن اﻟ‬
‫أﻓ ﺎر ﻣ ﺧﻼل ﺗ ﻲ اﻟ ﻘ ﺎت‪ ،‬واﻟ ارد واﻟ ﻬﺎرات‪،‬‬ ‫اﻟﻌ ﺎﺻ ﯾ وﻓﻘﺎً ﻟﻸوﺿﺎع اﻟ ﻠﻔﺔ اﻟ ﺎﺋ ة ﻓﻲ اﻟ ق‬
‫ﺔ ﺟ ﯾ ة‪.‬‬ ‫وأﻧ ﺔ ﺗ‬ ‫)‪.(Kotler Keller, 2016 :19‬‬
‫ﺔ ﻣ اﻟ ة واﻟ راﺳﺔ ﻞ‬ ‫‪ -4‬اﻟ ﻌ ﻓﺔ‪ :‬ﻋ ﻠ ﺎت اﻟﻔﻬ اﻟ‬ ‫ُ َﻌّ اﻟ ﺞ اﻟ ﻘﻲ ﻋ اً ﻣﻬ ﺎً ﺗﻘ م ﻋﻠ ﻪ اﻻﺳ اﺗ ﺔ‬
‫ﻘ د اﻟﻔ د إﻟﻰ إﻧ ﺎز اﻟ ﻬﺎم اﻟ ﻠﻔﺔ‪.‬‬ ‫ﻞ ﻋﻠﻰ أرض اﻟ اﻗﻊ‬ ‫ﺔ‪ ،‬ون اﻟ ﺞ اﻟ ﻘﻲ‬ ‫اﻟ‬
‫ﻣ ﺎت اﻷﻋ ﺎل‬ ‫اﻟ ﺎﺣ ‪ ،‬ﻓﺈن ﺗ‬ ‫وﻣ وﺟﻬﺔ ﻧ‬ ‫ﺔ اﻟ ﺎﻣﻠﺔ )‪(Holistic Marketing Strategy‬‬ ‫اﻻﺳ اﺗ ﺔ اﻟ‬
‫ﺟ ﻊ اﻟ ﺎﺋﻒ واﻟ ﻬﺎم اﻟﻼزﻣﺔ‬ ‫اﻟ ﺎد ﺔ ﻓﻲ اﻷردن ﯾ‬ ‫ﻣ‬ ‫ﻬﺎ وﺗ ﺳ ﻬﺎ اﻹدارة‪ ،‬ون إﻏﻔﺎل أ ﻋ‬ ‫اﻟ ﻲ ﺗ‬
‫ﻟ ﯾ اﺣ ﺎﺟﺎت اﻟ ﺎﺋ وﺗﻠ ﺔ ر ﺎﺗﻬ وﻣ ﻠ ﺎﺗﻬ ﻣﻊ ﺗ ﻘ‬ ‫ﺔ‬ ‫اﻟﻔ ﻞ ﻟ اﻣﺞ اﻟ‬ ‫ﻋ ﺎﺻ ﻫ ا اﻟ ﺞ ﺳ ف‬
‫ﻞ أ ﺎً اﻟ ﻌ ف‬ ‫رﺢ ﻓﻲ أﺛ ﺎء ﻣ ﺎرﺳﺔ ﻫ ﻩ اﻷﻧ ﺔ‪ ،‬ﺎ‬ ‫ﺔ )ﻣﻌﻼ‪.(18 :2007 ،‬‬ ‫اﻟ‬
‫واﺗ ﺎع ﺳ ﺎﺳﺔ ﺗ ﻌ ﺗ ﺎﺳ اﻟ ﻬﻠ ‪ ،‬و ﺔ‬ ‫إﻟﻰ اﻟ ﺎﻓ‬ ‫ﺔ اﻟ ﺎﻣﻠﺔ ﻋﻠﻰ أدوات وأﻧ ﺔ‬ ‫اﻟﻌ ﻠ ﺔ اﻟ‬ ‫ﺗ‬
‫اﻟ ﺎت واﻟ ﻘﺔ اﻟ ﻠﻰ ﻟ ﺣﻬﺎ ووﺻﻔﻬﺎ ﻋﻠﻰ ﻧ ٍ‬ ‫ﺗ‬ ‫ﻓ ﻬﺎ اﻹدارة ﻟﻠ ﺻ ل إﻟﻰ اﻷﻫ اف‬ ‫ﻣﻬﺎ وﺗ‬ ‫ﺔ ﺗ‬ ‫ﺗ‬
‫ﺳﻠ ك وﻓﻠ ﻔﺔ ﻣ ﺔ ﻋﻠﻰ‬ ‫ﯾ ﻓﻊ اﻟ ﺎﺋ إﻟﻰ اﻟ اء‪ .‬ﻓﺎﻟ‬ ‫وﺻ ل اﻟ ﺎت واﻧ ﺎﺑﻬﺎ إﻟﻰ أﻣﺎﻛ‬ ‫ﺗ‬ ‫ﺔ‪،‬‬ ‫اﻟ‬
‫ﺣﺎﺟﺎت اﻟ ﻬﻠ ور ﺎﺗﻬ ‪.‬‬ ‫ﻞ ﯾﻠ ﻲ ﻣ ﻠ ﺎﺗﻬ و ﻘ اﻟ ﺢ اﻟ ﻠ ب‬ ‫وﺟ د اﻟ ﻬﻠ‬
‫اﻟﻌ ﻠ ﺎت اﻟ ﻲ‬ ‫اﻟ ﺎﻣﻞ ﯾ‬ ‫ﺔ؛ ﻌ ﻰ أن اﻟ‬ ‫ﻟﻠ‬
‫ﺎر ﻊ )أﺟﺎﯾﻞ ‪(Agile‬‬ ‫اﻟﻌﻼﻗﺔ ﺑ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ‬ ‫ﺗ ﺿ ﻣ ﺎخ ﺗ ﻘﻲ ﯾﻬ ف إﻟﻰ ﺗ ﻓ اﻟ ﺎت اﻟ ﻲ ﺗﻠ ﻲ‬
‫ﻣ ﺎت اﻟ ﺎر ﻊ اﻟ ﺎد ﺔ‬ ‫وﺗ‬ ‫ﻣ‬ ‫ﻞ ﻘ أﻗ ﻰ ﻣ‬ ‫ور ﺎﺗﻬ‬ ‫ﺣﺎﺟﺎت اﻟ ﻬﻠ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻟ ﻬﺎم‬ ‫ﺗ ﻞ ﻋ ﻠ ﺎت ﺗ‬ ‫ﻌ اﻷرﺎح‬ ‫رﺿﺎ ﻫ ﻻء اﻟ ﺎﺋ ﻣ ﺟﻬﺔ‪ ،‬وﻣ ﺟﻬﺔ أﺧ‬
‫واﻷﻧ ﺔ اﻟ ﻲ ﻘ م ﺑﻬﺎ أﺻ ﺎب اﻟ وﻋﺎت اﻟ ﺎد ﺔ وﻣﺎﻟ ﻫﺎ‬ ‫ﺔ )أﺣ ‪.(101 :2011 ،‬‬ ‫ﻟﻠ‬
‫ور ﺎﺗﻬ ﻓﻲ‬ ‫ﻟ ﻘ اﻟ ﺎت اﻟ ﻲ ﺗ ﻘ ﻣ ﻠ ﺎت اﻟ ﻬﻠ‬ ‫)أﺑ ﺟﻠ ﻞ واﻟ ﺎدات‪ (11 :2017 ،‬إﻟﻰ أن ﺗ‬ ‫و‬
‫اﻟ ق وﻟﻬﺎ ﺗﺄﺛ ﻣ ﺎﺷ ﻓﻲ اﻷداء اﻟ ﻘﻲ ﻟﻬ ﻩ اﻟ ﺎرﻊ‪.‬‬ ‫ﻣ ﺎت اﻷﻋ ﺎل اﻟ ﺎد ﺔ ﻓﻲ ﻣ ﻠﻒ اﻟﻘ ﺎﻋﺎت اﻟ ﻲ ﺗ ﻲ‬
‫ﺔ ﺗ ﻘ‬ ‫م اﻟ وﻋﺎت اﻟ ﺎد ﺔ اﺳ اﺗ ﺎت ﺗ‬ ‫ﻟﻟ ﺗ‬ ‫إﻟ ﻬﺎ ﺎج إﻟﻰ وف ﻋ ﻞ ﻣ ﺎﺳ ﺔ ﺗ ﻋ ﻋ ﻠ ﺎﺗﻬﺎ‪ ،‬ﺧ ﺻﺎً‬
‫ﺗ ﻌﻰ ﻟﻠ ﺻ ل‬ ‫ﻫ ﻩ اﻷﻫ اف وﺗﻌ ز ﻣ ﻫﺎ اﻟ ﺎﻓ ﻲ اﻟ‬ ‫ﺎت‬ ‫ﻓﻲ اﻟ ﺣﻠﺔ اﻷوﻟﻰ ﻟ ورة ﺣ ﺎﺗﻬﺎ‪ ،‬وذﻟ ﯾ ﻠ ﻣ اﻟ‬
‫ﻋﻠﻰ اﺗ ﺎع أﺳﺎﻟ ﻣ رة ﻻﺗ ﺎذ‬ ‫إﻟ ﻪ‪ ،‬إﺿﺎﻓﺔ إﻟﻰ أﻧﻬﺎ ﺗ‬ ‫ﺔ وﺗ ﻓ اﺳ اﺗ ﺎت ﺗ ﺎﻋ ﻫﺎ‬ ‫اﻟ ﺎد ﺔ ﻣ ﺎرﺳﺔ أﻧ ﺔ ﺗ‬
‫اﻟ ﻌ ﺄ ﻧ ﺎ ﻣ‬ ‫اﻟﻘ ارات اﻟ ﻲ ﺗ د ﻗ رﺗﻬﺎ ﻋﻠﻰ اﻟ‬ ‫ﻓﻲ اﻟ ﺻ ل إﻟﻰ اﻷﺳ اق اﻟ ﻬ ﻓﺔ‪.‬‬
‫ﻣﻊ اﻟ ﻠ ﺎت‬ ‫ﺔ ﻣ ﺧﻼل اﻟ ﺎﻣﻞ اﻟ‬ ‫اﻷﻧ ﺔ اﻟ‬ ‫)‪ (Robbins, 2017‬إﻟﻰ أن ﻫ ﺎك ﻣ ﻋﺔ ﻣ‬ ‫و‬

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 ‫‪2020 ،1‬‬ ‫‪ ،‬اﻟ ّﻠ ‪ ،16‬اﻟﻌ د ‪ ،1‬ﻣﻠ‬

‫اﻟ ﻊ ﻣﻊ اﻷداء اﻟ ﻘﻲ ﻟﻠ ﺔ‪ ،‬وأن اﻟﻌﻼﻗﺔ اﻹ ﺎﺑ ﺔ‬ ‫اﻟ ﻲ ﺗ ﺎﺟﻬﺎ اﻷﺳ اق )ﻣﻌﻼ‪.(35 :2007 ،‬‬
‫واﻷداء اﻟ ﺎﻟﻲ ﻟﻠ ﺔ ﯾ ﺳ ﻬﺎ‬ ‫ﯾ ﺳ ﻬﺎ ﺑ اﻷداء اﻟ ﻔ‬ ‫وﺗ ﺗ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﺑ ﺎح‬
‫ﻘﻲ ﻟﻠ ﺔ‪.‬‬ ‫اﻷداء اﻟ‬ ‫ﺔ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ .‬ﻓﺄداء اﻷﻧ ﺔ اﻟ‬ ‫ﺗ‬
‫واﺧ ت دراﺳﺔ ‪ (2013) Harwiki‬أﺛ اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻓﻲ‬ ‫ﺔ ﺣ ﯾ ﺔ‪ ،‬واﺳ ام اﻟ ارد‬ ‫ﯾ ﻠ ﺗ ﻲ أﺳﺎﻟ وأدوات ﺗ‬
‫ﺔ‬ ‫ﻲ وﺳﻠ ك اﻟ ا ﺔ اﻟ‬ ‫ﺔ واﻻﻟ ام اﻟ‬ ‫اﻟ ﻘﺎﻓﺔ اﻟ‬ ‫ﻣﻌ ة‪،‬‬ ‫ﻣﻌﺎﯾ وﻣﻘﺎﯾ‬ ‫اﻟ ﺎﺣﺔ اﻻﺳ ام اﻷﻣ ﻞ ﺿ‬
‫وأداء اﻟﻌﺎﻣﻠ ‪ .‬وﺗ ﺻﻠ إﻟﻰ وﺟ د ﻋﻼﻗﺔ ارﺗ ﺎ ﺔ إ ﺎﺑ ﺔ ﺑ‬ ‫ﺔ‬ ‫وﺟ د ﻋﻼﻗﺔ ﺑ ﻣ ﺧﻼت اﻟﻌ ﻠ ﺔ اﻟ‬ ‫و ﺎس ﻣ‬
‫ﻲ وأداء‬ ‫ﺔ واﻻﻟ ام اﻟ‬ ‫اﻟ ﺎدة اﻟ ﺎدﻣﺔ و ﻞ ﻣ اﻟ ﻘﺎﻓﺔ اﻟ‬ ‫اﻷداء‬ ‫إﻟﻰ ﻔﺎءة اﺳ ام اﻟ ارد ﻟ ﻌ‬ ‫وﻣ ﺟﺎﺗﻬﺎ‪ ،‬واﻟ‬
‫وﺟ د ﻋﻼﻗﺔ ارﺗ ﺎ ﺔ ﻣ ﺟ ﺔ ﺑ اﻻﻟ ام‬ ‫اﻟﻌﺎﻣﻠ ‪ ،‬ﻛ ﺎ ﺗ‬ ‫ﻋ‬ ‫اﻟ ﻘﻲ ﻟﻬ ﻩ اﻟ ﺎرﻊ‪ ،‬ﻣ ﺎ ﯾ ﺢ ﻟﻬﺎ اﻟﻔ ﺻﺔ ﻟﻠ‬
‫ﺔ‪.‬‬ ‫ﻲ وﺳﻠ ك اﻟ ا ﺔ اﻟ‬ ‫اﻟ‬ ‫ﺔ‬ ‫م ﻗ راﺗﻬﺎ اﻟ‬ ‫ﻏ ﻫﺎ ﻣ اﻟ ﺎرﻊ ﻋﻠﻰ اﻋ ﺎر أﻧﻬﺎ ﺗ‬
‫وﻫ ﻓ دراﺳﺔ ‪ (2014) Pedro & Moyano‬إﻟﻰ ﺗﻘ أﺣ ث‬ ‫اﻷداء اﻟ ﻠﻲ ﻟﻠ وع اﻟ ﺎد ﻣ ﺧﻼل اﻛ ﺎب اﻟ ة‬ ‫ﻟ‬
‫اﻷ ﺎث ﺣ ل اﻟ وا ﺑ اﻹدارة اﻟ ﺷ ﻘﺔ و دارة اﻟ ﻠ ﻠﺔ‬ ‫اﻟ ﺎﻓ ﺔ )‪.(Roberto et al., 2013: 98‬‬
‫اﻷدﺑ ﺎت ﻓﻲ ﺗ ﯾ اﻹدارة‬ ‫واﻻﺳ اﻣﺔ‪ .‬وﻗ أﺳﻬ ﺗﻘ‬ ‫)‪ (Bae, 2011: 61‬إﻟﻰ أن اﻟ ﺎرﻊ ﺗ ﻌﻰ إﻟﻰ‬ ‫و‬
‫واﻻﺳ اﻣﺔ اﻟﻼﺋﻘ ‪ ،‬ﺎ ﺗ ﻣ ﺎﻗ ﺔ اﻟ ﺎﻗ ﺎت اﻟ ﺟ دة ﻓﻲ‬ ‫ﻠﻒ اﻟ ﺳﺎﺋﻞ واﻟ ق‪ ،‬وذﻟ ﻣ‬ ‫ﻣ اﻛ ﺔ اﻟ رات اﻟ ﺎﺻﻠﺔ‬
‫اﻷدﺑ ﺎت‪ ،‬واﻗ اح ﻓ ص وﺗ ﺎت ﺟ ﯾ ة ﯾ ﻐﻲ ﻣﻌﺎﻟ ﻬﺎ‬ ‫ﻋﻠﻰ إدارة اﻷداء اﻟ ﻠﻲ ﺑﻬ ف ﺗ ﻘ اﻟ‬ ‫ﺧﻼل اﻟ‬
‫ﺎﻟ راﺳﺎت واﻟ ث‪.‬‬ ‫وﺗﻘ اﻟ ﺎت ﻓﻲ أﻓ ﻞ ﺻ رة ﻣ ﺔ واﻟ ﺻ ل إﻟﻰ اﻷداء‬
‫)‪ (2017‬إﻟﻰ أن اﻷﻋ ﺎل‬ ‫ﻛ ﻟ ﺗ ﺻﻠ دراﺳﺔ ﻋ‬ ‫ﺔ‬ ‫ﻋﻠﻰ اﻟ ﻬ د اﻟ‬ ‫‪ .‬ﻟ ﯾ ﻐﻲ اﻟ‬ ‫اﻟ ﻘﻲ اﻟ‬
‫اﻟ ﺎد وﺗ ﺎول داﺋ ﺎً ﻓﻲ‬ ‫اﻟ ﺎد ﺔ ﺗ ﺎرس أﻧ ﺔ اﻟ‬ ‫اﻟ‬ ‫ق اﺳ اﺗ ﺔ ﺗﻬ ف إﻟﻰ اﻟ‬ ‫ﻟﻬﺎ‬ ‫اﻟ‬
‫اﻻﺳ ﻔﺎدة ﻓﻲ اﻟﻌ ﻼء اﻷﻛ ر ﺔ‪ .‬ﻟ ﻟ‬ ‫أﻧ ﺔ اﻟ‬ ‫ﻟﻸداء‪.‬‬
‫ﺔ واﺳ اﺗ ﺎت‬ ‫ﺗ‬ ‫ﯾ ﻐﻲ ﻋﻠ ﻬﺎ اﻟ ﺎم ﺎﺧ ﺎر أﺳﺎﻟ‬ ‫اﻟ ﺎﺣ ﺎن أن اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ‬ ‫و‬
‫ﻣ ﺎﺳ ﺔ ﺗ ﺎﻋ ﻫ ﻩ اﻟ ﺎرﻊ ﻋﻠﻰ إﺿﺎﻓﺔ اﻟ اﻟ ﻲ ﯾ ﻫﺎ‬ ‫ﺔ اﻟ ﻲ‬ ‫‪ (Agile‬ﺗ ﻞ ﻣ ﻋﺔ ﻣ اﻟ ﺎرﺳﺎت واﻷﻧ ﺔ اﻟ‬
‫اﻟﻌ ﻞ‪ ،‬ﺎ ﯾ ﻠ ﻣ ﻬﺎ ذﻟ ﺗ ﻲ اﻟ اﺧﻞ اﻟ ﺎد ﺔ ﻣ أﺟﻞ‬ ‫ﺔ اﻟ ﻲ ﻘ م ﺑﻬﺎ‬ ‫ﻣ ﺧﻼت اﻟﻌ ﻠ ﺔ اﻟ‬ ‫ﺗ ﺎﻋ ﻓﻲ ﺗ‬
‫ﻋﻠﻰ اﻟ ﺎﻓ ‪.‬‬ ‫اﻏ ﺎم اﻟﻔ ص واﻟ‬ ‫أﺻ ﺎب اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻓﻲ اﻟ ق اﻷردﻧﻲ وﻣﺎﻟ ﻫﺎ‬
‫وﻓﻲ دراﺳﺔ أﺟ اﻫﺎ أﺑ ﺟﻠ ﻞ واﻟ ﺎدات )‪ ،(2017‬اﺗ ﺢ وﺟ د‬ ‫ﻣ ﺎت‬ ‫ﻋﻠﻰ ﺗ‬ ‫ﻞ اﻟ‬ ‫وﻣ ﺟﺎﺗﻬﺎ‪ ،‬وﻫ ا اﻟ‬
‫دور ﻟﻠ ﻣﺎت اﻟ ﻘ ﻣﺔ ﻣ ﻣ اﻛ اﻹﺑ اع اﻟ ﻟ ﺟ ﺔ ﻓﻲ ﺗﻌ‬ ‫اﻟ ﺔ واﻟ ﻠ ﻣ ﺗﻠ اﻟ ﻲ ﻻ‬ ‫اﻟ ﺎرﻊ اﻟ ﺎد ﺔ اﻟ ﻲ ﺗ‬
‫اﻟ ﺟﻬﺎت ﻟ اﻟ ﻠ ﺔ ﻓﻲ اﻟ ﺎﻣﻌﺎت اﻷردﻧ ﺔ ﻧ رﺎدة اﻷﻋ ﺎل‬ ‫ﻟﻪ‬ ‫اﻟ‬ ‫ﺔ‪ ،‬وﻫ ا ﻬ ﻓﻲ ﺗﻘﻠ ﻞ اﻟ ﺎﻟ‬ ‫أ‬ ‫ﺗ‬
‫وﺗ ﻲ اﻟ ﺎرﻊ اﻟ ﺎﺻﺔ واﻣ ﻼﻛﻬﺎ‪ .‬ﻟ ﺗ أن اﻟ ﺳ اﻟ ﺎﺑﻲ‬ ‫اﻧﻌ ﺎس إ ﺎﺑﻲ ﻋﻠﻰ ر ﺔ ﻫ ﻩ اﻟ ﺎرﻊ‪.‬‬
‫ﺔ ﺎﻧ‬ ‫ﺔ واﻟ ﻠ ﺔ واﻟ‬ ‫ﻟﻠ ﻣﺎت اﻹدارﺔ واﻟ‬
‫ﻣ ﺗﻔﻊ ﻣ اﻷﻫ ﺔ ﻣ وﺟﻬﺔ ﻧ اﻟﻌ ﺔ‪.‬‬ ‫اﻟ ث واﻟ راﺳﺎت اﻟ ﺎ ﻘﺔ‬
‫أن ﻋ ﻠ ﺎت‬ ‫أﻣﺎ دراﺳﺔ ‪ (2017) Foss and Saebi‬ﻓﻘ ﺑ‬ ‫ﻊ‬ ‫أﺟ ‪ (2011) Anthony et al.‬دراﺳﺔ ﺣ ل اﻟ‬
‫اﻟ ﺔ ﻣ ﺧﻼل اﻟ ﻔ ق ﻋﻠﻰ‬ ‫اﻻﺑ ﺎر ﺗ د إﻟﻰ ﺗﻌ‬ ‫د ‪Just-In-Time‬‬ ‫اﻟ ﺷ وﻋﻼﻗ ﻪ ﻣﻊ اﻹﻧ ﺎج ﻓﻲ اﻟ ﻗ اﻟ‬
‫اﻟ ﺎﻓ ؛ ﻓﺎﻻﺑ ﺎر ﻌ ﻋﻠﻰ ﻣ ﻋﺔ ﻣ اﻟ ﻌﺎﯾ اﻟ ﻲ‬ ‫)‪ (JIT‬واﻷداء اﻟ ﻐ ﻠﻲ واﻷداء اﻟ ﺎﺑ ‪ .‬وﺗ ﺻﻠ اﻟ راﺳﺔ إﻟﻰ‬
‫ﺗ ﺎﻣﻞ ﻣﻊ ﺔ اﻷﻧ ﺔ اﻟ ﻲ ﺗ ﺎرﺳﻬﺎ اﻟ ﺔ‪ ،‬وﻫ ا ﯾ ﻌ‬ ‫أن اﻟﻘ رة اﻟ اﺋ ﺔ ﻟﻺﻧ ﺎج ﻓﻲ اﻟ ﻗ اﻟ د )‪ (JIT‬ﺗ ﺗ إ ﺎ ﺎ‬
‫ﻋﻠﻰ أﻫ ﺔ إ ﺎد اﻟ ﻠ ل اﻟ ﺎﺳ ﺔ ﻟﻠﻌ ﻠ ﺎت اﻟ ﻲ ﺗﻌ ﻲ اﻟﻔ ﺻﺔ‬ ‫ﻊ اﻟ ﺷ ‪ ،‬ﻓﻲ ﺣ ﯾ ﺳ‬ ‫و ﻞ ﻣ ﺎﺷ ﻌ ﻠ ﺎت اﻟ‬
‫ﻟ ﺎء ﻧ ﺎذج اﻷﻋ ﺎل اﻟ ﻲ ﺗ ﺎﻋ اﻟ ﺔ ﻓﻲ اﻟ ﺧ ل إﻟﻰ‬ ‫اﻹﻧ ﺎج ﻓﻲ اﻟ ﻗ اﻟ د )‪ (JIT‬اﻟﻌﻼﻗﺔ اﻹ ﺎﺑ ﺔ ﺑ اﻹﻧ ﺎج‬
‫اﻷﺳ اق‪.‬‬ ‫ﻊ‬ ‫أن ﻫ ﺎك ﻋﻼﻗﺔ إ ﺎﺑ ﺔ ﻣ ﺎﺷ ة ﻟﻠ‬ ‫ﻊ‪ .‬وﺗ‬ ‫واﻟ‬

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‫ر أﺑ ﺟﻠ ﻞ‬ ‫ﻣ‬ ‫ﺧﺎﻟ ارﺷ اﻟ ﻌﺎﻓ ة‪ ،‬ﻣ‬ ‫أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة‪...‬‬

‫ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪.‬‬ ‫ﻣ‬ ‫اﻟ ﺔ( ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫اﺧ ﺎر ﺗﺄﺛ‬ ‫وﻫ ﻓ دراﺳﺔ ﻋ اﻟﻘﺎدر )‪ (2018‬إﻟﻰ‬
‫اﻟ ﺎب ﻓﻲ‬ ‫ﻣ ﻋﺔ ﻋ اﻣﻞ ﻧﻔ ﺔ ﻓﻲ اﻟ ﺎدة واﺗ ﺎﻫﺎﺗﻬﺎ ﻟ‬
‫ﻣ ﻬﺞ اﻟ ـ‬ ‫اﻟ ر ﺔ‬ ‫ﺎ‬ ‫‪ .‬وﺗ ﺻﻠ إﻟﻰ أن ﻫ ﺎك أﺛ اً ﺳﻠ ﺎً ﻟﻠ‬ ‫ﻓﻠ‬
‫م ﻫ اﻟ ﻬﺞ اﻟ ﺻﻔﻲ واﻟ ﻠ ﻠﻲ‪،‬‬ ‫اﻟ‬ ‫إن ﻣ ﻬﺞ اﻟ‬ ‫‪ ،‬ﻣﻊ وﺟ د‬ ‫ﻓﻲ اﻻﺗ ﺎﻫﺎت اﻟ ﺎد ﺔ ﻟ اﻟ ﺎب ﻓﻲ ﻓﻠ‬
‫وذﻟ ﻣ ﺧﻼل اﻟ ﻌﺎﻣﻞ ﻣﻊ اﻟ ﺎﻧﺎت واﻟ ﻌﻠ ﻣﺎت ﻣ اﻟ ﺎدر‬ ‫اﻟ اﺧﻠﻲ ﻧ‬ ‫د ﻟﻠ ﻬﺎرات اﻟ ﺎد ﺔ واﻟ ﺟﻪ‬ ‫ﺗﺄﺛ ﻣﻌ‬
‫ن ﻟﻠ راﺳﺎت اﻟ ﻓ ة واﻟ‬ ‫اﻟ ﻓ ة‪ ،‬و ﻟ ﺗ ﻠ ﻞ اﻟ‬ ‫اﻟ ات ﻓﻲ اﻻﺗ ﺎﻫﺎت اﻟ ﺎد ﺔ‪.‬‬
‫ﺔ ذات اﻟﻌﻼﻗﺔ ﺎ ﺗ ق‬ ‫واﻟ ات واﻟ ث اﻹدارﺔ واﻟ‬ ‫ور ت دراﺳﺔ ‪ (2018) Hamdi & Cyrielle‬ﻋﻠﻰ اﻟ ﺎدة‬
‫واﻋ ﻩ ﻓﻲ اﺧ ﺎر ﻣ ﻐ اﺗﻪ اﻟ ﻘﻠﺔ واﻟ ﺎ ﻌﺔ‪.‬‬ ‫إﻟ ﻪ اﻟ‬ ‫رون ﺣﻠ ﻻً ﻣ ة‬ ‫اﻟ ﯾ‬ ‫اﻟ ﻬﺎﺋ‬ ‫اﻟ ﺎﺻﺔ ﺎﻟ ﻬﻠ‬
‫اﻟ ﺎﺋﺞ وﺟ د‬ ‫ﻞ أﻓ ﻞ ﻻﺣ ﺎﺟﺎﺗﻬ اﻟ ﻣ ﺔ‪ .‬و‬ ‫ﺗ‬
‫واﻟﻌ ﺔ ووﺣ ة اﻟ ﻠ ﻞ‬ ‫ﻣ ﻊ اﻟ‬ ‫ﻟﻠ ل إﻟﻰ دور ﻣ ‪،‬‬ ‫ﺛﻼﺛﺔ أﺳ ﺎب ﻗ ﺗ د ﺎﻟ ﻬﻠ‬
‫ﻣ اﻟ وﻋﺎت اﻟ ﺎد ﺔ اﻟﻌﺎﻣﻠﺔ ﻓﻲ‬ ‫ﺗ ن ﻣ ﻊ اﻟ‬ ‫اﺑ ﺎراﺗﻬ ﻓﻲ‬ ‫ﻫﻲ‪ :‬اﻟ واﻓﻊ اﻟ اﺗ ﺔ‪ ،‬وﻋ م وﺟ د ق ﺑ ﯾﻠﺔ ﻟ‬
‫اﻟ ق اﻷردﻧﻲ اﻟ ﻲ ﺗ ﺎرس أﻧ ﺔ إﻧ ﺎﺟ ﺔ وﺧ ﻣ ﺔ‪ .‬وﺣ‬ ‫اﻟ ق‪ ،‬وﻋ م ﺗ ﻓ ﻓ ات ﺣ ﺎة ﻣ اﺗ ﺔ ﻟ ﺎ ﻬ اﻟ ﻬ ﻲ‪.‬‬
‫اﻟ ﻎ اﻹﺣ ﺎﺋ ﺔ‪ ،‬ﻓﻘ وزع اﻟ ﺎﺣ ﺎن )‪ (422‬اﺳ ﺎﻧﺔ ﺎﻟ ﻘﺔ‬ ‫وأﺟ ت ﺟ ار )‪ (2018‬دراﺳﺔ ﻫ ﻓ إﻟﻰ ﺑ ﺎن دور‬
‫ﺔ‪ ،‬وﺗ ﺗ ز ﻊ ﻫ ا اﻟﻌ د ﺗ ًﺎ ﻟﻌ م ﺻﻼﺣ ﺔ‬ ‫اﻟﻌ اﺋ ﺔ اﻟ‬ ‫اﻟ ﺎﻣﻌﺎت اﻷردﻧ ﺔ ﻓﻲ ﺗ ﺔ اﻟﻌﻘﻠ ﺔ اﻟ ﺎد ﺔ ﻟ اﻟ ﺎب‪ ،‬وذﻟ‬
‫اﻻﺳ ﺎﻧﺎت‪ ،‬وﻟ ﺎن إﺧ ﺎع‬ ‫أو ﻋ م اﻛ ﺎل اﻟ ﻌ ﺔ ﻟ ﻌ‬ ‫ﻧ ﺎﺋ ﻬﺎ‬ ‫ﺈدﺧﺎل إدارة اﻟ ﻌ ﻓﺔ ﻓﻲ ﻣ ﺎﻫﺞ اﻟ ﻌﻠ اﻟﻌﺎﻟﻲ‪ .‬و‬
‫)‪ (384‬اﺳ ﺎﻧﺔ ﻟﻠ ﻠ ﻞ‪ .‬وﻣ ر ذﻟ ﻣﺎ أﺷﺎر إﻟ ﻪ ‪(Sekaran,‬‬ ‫ﻣﻌ ﺔ‬ ‫ﻣ ﻣﺔ ﻣ‬ ‫اﻵﻟ ﺎت اﻟ ﻲ ﯾ ﻌﻬﺎ اﻟ ﺎب ﻟ‬
‫)‪2015‬؛ ﻓﺈذا ﺎن أﻓ اد ﻣ ﻊ اﻟ راﺳﺔ ﻏ ﻣ د‪ ،‬ﻔﻲ ﻟ ﻠﻪ‬ ‫ﺗ ﺎﻋ ﻫ ﻓﻲ إدارة اﻟ ﻌ ﻓﺔ وﺧ ﻣﺔ ﻣ ﻌﺎﺗﻬ ﻣ ﺧﻼل‬
‫‪ .‬وأﺷﺎر )اﻟ ﺎر‪ (109 :2017 ،‬إﻟﻰ‬ ‫ﻫ ا اﻟﻌ د ﻣ اﻟ‬ ‫اﻟ ﺎرﻊ اﻟ ﺔ‪ .‬واﻗ ﺣ اﻟ راﺳﺔ ﻧ ذﺟﺎً ﻣ ﻬ ﺎً ﯾ ﺳ‬
‫أن ﻣ ﻊ اﻟ راﺳﺔ اﻟ ﯾ ن ﻣ ﻣﻠ ن ﻣﻔ دة ﻠﻪ ﻫ ا‬ ‫ﻟ ﻘﺎﻓﺔ اﻟ ﺔ و ر اﻟﻌﻘﻠ ﺔ اﻟ ﺎد ﺔ ﻟ اﻟ ﺎب‪.‬‬
‫ﻞ ﻟﻬ ا‬ ‫اﻟﻌ د‪ ،‬وﻣ ﻊ اﻟ راﺳﺔ اﻟ ﺎﻟ ﺔ ﻓﻲ ﺟ ﻊ اﻷﺣ ال ﻟ‬ ‫وأﺧ اً‪ ،‬ﻫ ﻓ دراﺳﺔ ‪ (2018) Cavallo & Ghezzi‬إﻟﻰ ﺑ ﺎء‬
‫اﻟ ﻗ ‪ ،‬ﻟ ﻟ ﺗ اﻋ ﺎد )‪ (384‬اﺳ ﺎﻧﺔ ﻟﻠ ﻠ ﻞ اﻹﺣ ﺎﺋﻲ‪.‬‬ ‫ﻧ ذج اﺑ ﺎر ﻟﻸﻋ ﺎل اﻟ ﺷ ﻘﺔ ﻟ ﻋ رﺎدة اﻷﻋ ﺎل اﻟ ﻗ ﺔ‪.‬‬
‫أﻣﺎ وﺣ ة اﻟ ﻌﺎﯾ ﺔ واﻟ ﻠ ﻞ ﻓ ن ﻣ أﺻ ﺎب‬ ‫و ﻔ اﻟ راﺳﺔ أﻫ ﺔ ﻣ ﺧﻞ رﺷﺎﻗﺔ اﻷﻋ ﺎل )أﺟﺎﯾﻞ ‪(Agile‬‬
‫اﻟ وﻋﺎت اﻟ ﺎد ﺔ وﻣﺎﻟ ﻬﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ‪،‬‬ ‫ﻓﻲ ﻣ ﺎرﺳﺔ ﻣ ﻠﻒ ﻧ ﺎ ﺎت اﻷﻋ ﺎل اﻟ ﻌﻠﻘﺔ ﺎﻟ‬
‫وﺧﺎﺻﺔ ﻣ اﻟ ﺎب ﻓﻲ اﻟﻔ ﺔ اﻟﻌ ﺔ )‪ 29-20‬ﺳ ﺔ(‬ ‫اﻟ راﺳﺔ أﻫ ﺔ اﻟ ﺎدة اﻟ ﻗ ﺔ ﻋﻠﻰ‬ ‫ﻟﻠ ﺎت‪ .‬و‬ ‫واﻟ‬
‫اﻟ ﻬﺎت اﻟ ﻣ ﺔ أو‬ ‫واﻟ ﺎﺻﻠ ﻋﻠﻰ ﺗ ﻞ ﻣ إﺣ‬ ‫ﻣ اﻻﻫ ﺎم‪.‬‬ ‫اﻋ ﺎر أﻧﻬﺎ ﻣ اﻷﻧ ﺔ اﻟ ﯾ ة ﺎﻟ‬
‫ﻣ ﺻ وق اﻟ ﺔ‬ ‫اﻟ ﻟ‬ ‫اﻟ ﻘﻠﺔ‪ ،‬وﺗ ﯾ اً أوﻟ‬
‫واﻟ ﻐ ﻞ‪ ،‬واﻟ ﺳ ﺔ اﻷردﻧ ﺔ ﻟﻠ ﺎرﻊ اﻻﻗ ﺎد ﺔ‪ .‬أﻣﺎ ﻣﺎ دﻓﻊ‬ ‫اﻟ ﺎﻟﻲ‬ ‫ﻣ اﻻﺳ ﻔﺎدة ﻣ اﻷ ﺎث اﻟ ﺎ ﻘﺔ وﻣ ات اﻟ‬
‫ﻣ اﻓﻘﺎً ﻣﻊ‬ ‫اﻟ ﺎﺣ ﻻﺧ ﺎر ﻫ ﻩ اﻟﻔ ﺔ ﻓﻬ أن ن اﻟ‬ ‫اﺳ ﻔﺎد اﻟ ﺎﺣ ﺎن ﻣ ﻋ ض ﻫ ﻩ اﻷ ﺎث ﻓﻲ ﺻ ﺎﻏﺔ أﺳ ﻠﺔ‬
‫ﻔﺎت أو اﻟ ﻘ ﺎت ﻟﻠﻔ ﺎت اﻟﻌ ﺔ اﻟ ﻌ ة ﻣ ﺷ ﺔ‬ ‫اﻟ‬ ‫واﻋ ﺎد اﻟ ﺎرات اﻟ اردة ﻓﻲ اﻻﺳ ﺎﻧﺔ‪ ،‬ﺎ أﺳﻬ‬ ‫اﻟ‬
‫إ س ﻟﻠ راﺳﺎت واﻷ ﺎث واﺳ ﻼﻋﺎت اﻟ أ اﻟﻌﺎم ﻓﻲ‬ ‫ﻣ ﺎﻟﻌ ﻬﺎ ﻓﻲ ﺑ ﺎء اﻟ ذج‪ .‬و ﺎ أن ﺗﻠ اﻷ ﺎث ﻟ ﺗ ﺎول‬
‫اﻷردن؛ إذ ﺗﻌ اﻟ ﺔ اﻟﻔ ﺔ اﻟﻌ ﺔ )‪ 29–20‬ﺳ ﺔ( ﺗ ﻔﺎً‬ ‫ﻋﻼﻗ ﻬﺎ ﺑ ﺎح‬ ‫ﻣ ﻬﺎ ﻣﺎ‬ ‫اﻟ ﻐ ات اﻟ ﻼﺛﺔ ﻣﻌﺎً وﻟ‬
‫ﻟﻠ ﺎب ﻓ ﻬﺎ اﻟ ﺧ ل إﻟﻰ‬ ‫ﻟﻔ ﺔ اﻟ ﺎب‪ .‬وﻫ ﻩ اﻟﻔ ﺔ اﻟﻌ ﺔ‬ ‫اﻋ ﺎر ﻫ ﻩ‬ ‫ﻓﻲ اﻟ ﺎر ﻊ اﻟ ﺎد ﺔ‪ ،‬ﻓﺈﻧﻪ‬ ‫ﻋ ﻠ ﺎت اﻟ‬
‫ن ﻣ ﺧﻼﻟﻬﺎ ﻗﺎد ار ﻋﻠﻰ اﻣ ﻼك ﻋ ﻞ‬ ‫ﺳ ق اﻟﻌ ﻞ‬ ‫ﻞ‬ ‫اﻟ ﺎﻟﻲ اﻟ ﺗﻌ ض‬ ‫ﻪ اﻟ‬ ‫اﻟ ﺋ ﺔ أﺑ ز ﻣﺎ ﯾ‬
‫ﻣ ﻘﻞ‪ ،‬إﺿﺎﻓﺔ إﻟﻰ أن اﻟﻔ ﺔ اﻟﻌ ﺔ )‪ 29-20‬ﺳ ﺔ( ﺗﻘﻊ ﺿ‬ ‫أﺛ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ‬ ‫ﻣ ﺎﺷ إﻟﻰ‬
‫اﻟ ﺣﻠﺔ اﻟﻌ ﺔ ﻟﻠ ﺎب اﻟ ﻲ ﺣ دﺗﻬﺎ اﻻﺳ اﺗ ﺔ اﻟ ﺔ‬ ‫ﻋﻠﻰ‬ ‫‪) (Agile‬اﻟﻔ ة اﻹﺑ ا ﺔ‪ ،‬واﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬واﻟ‬

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 ‫‪2020 ،1‬‬ ‫‪ ،‬اﻟ ّﻠ ‪ ،16‬اﻟﻌ د ‪ ،1‬ﻣﻠ‬

‫ﻓ ﺔ ﻟ ﻐ ﺔ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ‬ ‫ﺔ‬ ‫ﺎب ﻓﻲ اﻷردن )‪ 12‬إﻟﻰ ‪ 30‬ﺳ ﺔ( )اﻟ ﺛ ﻘﺔ اﻻﺳ اﺗ‬ ‫ﻟﻠ‬
‫ﻐ ات ﻣ ﻘﻠﺔ وﻣ ر ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫‪(Agile‬‬ ‫ﺔ ﻟ ﺎدة اﻷﻋ ﺎل وﺗ ﺔ اﻟ وﻋﺎت ﻣ ﺎ ﺔ اﻟ ﻐ‬ ‫اﻟ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻐ ﺗﺎ ﻊ‪ .‬واﺳ م ﻣ ﺎس ﻟ ت‬ ‫ﻐ ة واﻟ ﺳ ﺔ ﻟﻸﻋ ام )‪ ،(2020 – 2016‬اﻟ ﺎدرة ﻋ‬ ‫واﻟ‬
‫ﺛ ‪ .‬وﻗ ﺗ‬ ‫اﺳ ﺎ ﺎت اﻟ‬ ‫ذو اﻟ رج اﻟ ﺎﺳﻲ ﻟ ﻘ‬ ‫اﻟ ﺎرﻊ اﻻﻗ ﺎد ﺔ(‪.‬‬ ‫ﺳ ﺔ اﻷردﻧ ﺔ ﻟ‬ ‫اﻟ‬
‫اﻻﺳ ﺎس ﺂراء ﻌ اﻟ ﻣﻼء ﻣ اﻷﺳﺎﺗ ة ﻓﻲ اﻟ ﺎﻣﻌﺎت ﻣ‬
‫واﻹﺣ ﺎء ﻟﻠ‬ ‫ﻠ ن ﻣ ﻫﻼت ﻋﻠ ﺔ ﻓﻲ اﻹدارة واﻟ‬ ‫واﺧ ﺎر اﻟ ق واﻟ ﺎت‬ ‫ﻣ ﺎدر ﺟ ﻊ اﻟ ﻌﻠ ﻣﺎت وأداة اﻟ‬
‫ﻣ ﻣﻼءﻣﺔ اﻷداة ﻟﻠ ﻠ ﻞ‪ .‬ﻟ ﺗ اﻟ ﺄﻛ ﻣ ﺛ ﺎت اﻷداة ﻣ‬ ‫اﻻﻋ ﺎد ﻋﻠﻰ ﻧ ﻋ ﻣ اﻟ ﺎدر ﻫ ﺎ‪:‬‬ ‫ﺗ ﻓﻲ ﻫ ا اﻟ‬
‫ﺧﻼل أﻟﻔﺎ وﻧ ﺎخ اﻟ ﻲ ﺑﻠﻐ ﻟﻸداة ﻞ )‪ ،(%80.4‬وﻫﻲ‬ ‫واﻟ اد واﻟ ﻘﺎﻻت واﻷ ﺎث‬ ‫اﻟ ﺎدر اﻟ ﺎﻧ ﺔ ﻣ ﻞ اﻟ‬
‫ﺎ أﺷﺎر إﻟﻰ ذﻟ‬ ‫ﻧ ﺔ ﻣﻘ ﻟﺔ ﻻﻋ ﺎد ﻧ ﺎﺋﺞ اﻟ‬ ‫‪ ،‬واﻻﺳ ﺎﻧﺔ‬ ‫رة ﻓﻲ ﻣ ﺎل اﻹدارة واﻟ‬ ‫اﻟﻌﻠ ﺔ اﻟ‬
‫ﻣﻌﺎﻣﻼت اﻟ ﺎت‬ ‫)‪ .(Sekaran, 2015‬واﻟ ول )‪ (1‬ﯾ‬ ‫ر أوﻟﻲ ﻟ ﻓ اﻟ ﻌﻠ ﻣﺎت اﻟ ﺎﺻﺔ ﺎﻟ ‪ .‬وﺗ‬ ‫ﻛ‬
‫ﻷداة اﻟ ‪.‬‬ ‫اﻻﺳ ﺎﻧﺔ ﻣ ﻋﺔ ﻣ اﻷﺳ ﻠﺔ واﻟﻔﻘ ات ﺿ ﺛﻼث ﻣ ﺎور‬

‫ﻣﻌﺎﻣﻼت اﻟ ﺎت‬ ‫اﻟ ول )‪:(1‬‬

‫أﻟﻔﺎ وﻧ ﺎخ ‪%‬‬ ‫اﻟ ﻐ‬ ‫اﻟ ﺎرات‬

‫‪81.3‬‬ ‫اﻟﻔ ة اﻹﺑ ا ﺔ‬ ‫‪6-1‬‬
‫‪79.9‬‬ ‫اﻟ ﺎدة اﻟ ﺎدﻣﺔ‬ ‫‪12-7‬‬
‫‪84.0‬‬ ‫ﻋﻠﻰ اﻟ ﺔ‬ ‫اﻟ‬ ‫‪18-13‬‬
‫‪77.6‬‬ ‫ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‬ ‫ﻣ‬ ‫ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫‪25-19‬‬
‫‪80.4‬‬ ‫ﻣﻌﺎﻣﻞ اﻟ ﺎت اﻟ ﻠﻲ‬ ‫‪25-1‬‬

‫اﻟ ﻲ اﻟ ﻌ د‪ ،‬ﺎ ﺗ اﻻﻋ ﺎد ﻋﻠﻰ اﺧ ﺎر اﻻﻧ ار اﻟ ﻲ‬ ‫ﻣﺔ‬ ‫ق اﻹﺣ ﺎء اﻟ‬

‫ﻓﻲ اﺧ ﺎر اﻟﻔ ﺿ ﺎت اﻟﻔ ﺔ اﻟ ﻘﺔ ﻋ اﻟﻔ ﺿ ﺔ‬ ‫اﻟ‬
‫اﻟ ﺋ ﺔ‪.‬‬
‫و ﺎﻟ ﺔ ﻟﻸﻫ ﺔ اﻟ ﺔ ﻟﻠﻔﻘ ات‪ ،‬ﻓﻘ ﺗ اﻋ ﺎد درﺟﺎت‬
‫اﻟ ﻘ ﯾ ﺑ ﻼﺛﺔ ﻣ ﺎت )ﻣ ﺗﻔﻊ‪ ،‬ﻣ ﺳ ‪ ،‬ﻣ ﻔ ( وﻓ‬
‫ﺢ‪.‬‬ ‫اﻟ ﻌﺎدﻟﺔ اﻟ ﺎﻟ ﺔ‪ ،‬وﻫﻲ ﻣ ﺎر اﻟ‬
‫اﺳ م اﻟ ﺎﺣ ﺎن اﻟ ﻧﺎﻣﺞ اﻹﺣ ﺎﺋﻲ )‪ (SPSS‬وﻗﺎﻣﺎ‬
‫ﺎب اﻟ ﺳ اﻟ ﺎﺑﻲ ﻣ أﺟﻞ وﺻﻒ آراء أﻓ اد اﻟﻌ ﺔ‬
‫ﺗ ﻲ اﻟ ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ‬ ‫ﺣلﻣ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪.‬‬ ‫‪ (Agile‬وﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬
‫ﻛ ﻟ ﺗ اﺧ ﺎر ﻓ ﺿ ﺔ اﻟ راﺳﺔ اﻟ ﺋ ﺔ ﻣ ﺧﻼل اﻻﻧ ار‬

‫‪-247-‬‬
‫ر أﺑ ﺟﻠ ﻞ‬ ‫ﻣ‬ ‫ﺧﺎﻟ ارﺷ اﻟ ﻌﺎﻓ ة‪ ،‬ﻣ‬ ‫أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة‪...‬‬

‫ة )اﻟﻔ ة اﻹﺑ ا ﺔ(‬ ‫‪ -1‬اﻹﺣ ﺎء اﻟ ﺻﻔﻲ ﻟ‬ ‫ﺗ ﻠ ﻞ اﻟ ﺎﺋﺞ‬

‫ﺎر ﻊ‬ ‫أوﻻ‪ :‬اﻹﺣ ﺎء اﻟ ﺻﻔﻲ ﻟ ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ‬
‫)أﺟﺎﯾﻞ ‪(Agile‬‬

‫اﻟ ﻲ واﻟ ﺗ ﺔ ﻟﻔﻘ ات )اﻟﻔ ة اﻹﺑ ا ﺔ(‬ ‫اﻟ ول )‪ :(2‬اﻟ ﺳ واﻻﻧ اف وﻣ‬

‫اﻟ ﺗ ﺔ‬ ‫اﻟ ﻲ‬ ‫اﻻﻧ اف‬ ‫اﻟ ﺳ‬ ‫اﻟﻔﻘــــ ة‬ ‫اﻟ ﻗ‬

‫‪1‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.716‬‬ ‫‪3.754‬‬ ‫ﺔ ﻓ ﻬﺎ ﺗ ﯾ وأﺻﺎﻟﺔ‪.‬‬ ‫أﻗ م ﻌ ﻠ ﺎت‬ ‫‪1‬‬
‫‪4‬‬ ‫ﻣ ﺳ‬ ‫‪0.730‬‬ ‫‪3.481‬‬ ‫ة‪.‬‬ ‫ﻘ ﻓ اﺋ‬ ‫ﺎت ﺟ ﯾ ة ﺎ‬ ‫ﻣ‬ ‫ﻋ ﺗ‬ ‫ا‬ ‫‪2‬‬
‫‪2‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.702‬‬ ‫‪3.690‬‬ ‫ﺔ ﻓﻌﺎﻟﺔ و ﻔ ة‪.‬‬ ‫أﻗ م ﻌ ﻠ ﺎت ﺗ‬ ‫‪3‬‬
‫‪6‬‬ ‫ﻣ ﺳ‬ ‫‪0.840‬‬ ‫‪3.429‬‬ ‫ﻓﻲ أداء اﻟﻌ ﻞ ﺎ ﯾ اﻓ ﻣﻊ ﻣﻌ ﺎت اﻟ ﺔ‪.‬‬ ‫أﻋ ل ﻋﻠﻰ اﻟ ق واﻷﺳﺎﻟ‬ ‫‪4‬‬
‫‪5‬‬ ‫ﻣ ﺳ‬ ‫‪0.604‬‬ ‫‪3.477‬‬ ‫ﻣﻬﺎ‪.‬‬ ‫أﻗ م ﺈﺟ اء اﻟ ﻐ ات اﻟﻼزﻣﺔ ﻓﻲ اﻟ ﻘ ﺎت اﻟ ﻲ اﺳ‬ ‫‪5‬‬
‫‪3‬‬ ‫ﻣ ﺳ‬ ‫‪0.899‬‬ ‫‪3.542‬‬ ‫اﻟ ﺞ‪.‬‬ ‫ﺟﯾةﻟ‬ ‫م أﺳﺎﻟ‬ ‫أﺳ‬ ‫‪6‬‬
‫ﻣ ﺳ‬ ‫‪3.562‬‬ ‫اﻟﻔ ــــ ة اﻹﺑ ا ﺔ‬

‫ﻣﻊ‬ ‫"أﻋ ل ﻋﻠﻰ اﻟ ق واﻷﺳﺎﻟ ﻓﻲ أداء اﻟﻌ ﻞ ﺎ ﯾ اﻓ‬ ‫ﯾﻼﺣ أن درﺟﺔ ﺗ ﻲ اﻟﻔ ة اﻹﺑ ا ﺔ ﺣ ﻠ ﻋﻠﻰ وﺳ‬
‫ﻣﻌ ﺎت اﻟ ﺔ" و ﻠﻎ وﺳ ﻬﺎ )‪ .(3.429‬و ﻼﺣ أن‬ ‫ﻪ )‪ ،(3.562‬وﻫ ا اﻟ ﺳ ﻫ أﻗﻞ ﻣ ﻣ‬ ‫ﺣ ﺎﺑﻲ ﺑﻠﻐ‬
‫اﻻﻧ اف اﻟ ﺎر ﻟﻠﻔﻘ ات اﻟ ﻲ ﺗ ﻠﻬﺎ ﻫ ﻩ اﻟ ة ﺎﻧ‬ ‫درﺟﺔ اﻟ ﺎس اﻟ ﻌ ة )‪ .(3.67‬وﻫ ا ﯾ ﺷ ﻋﻠﻰ أن ﻣ‬
‫إﻟﻰ ﺗﻘﺎرب وﺗ ﺎ ﻪ ﻓﻲ إﺟﺎ ﺎت اﻟﻌ ﺔ‪.‬‬ ‫ﻣ ﻔ ﺔ‪ ،‬ﻣ ﺎ‬ ‫اﻟﻌ ﺔ‪ .‬وﻗ ﻧﺎﻟ اﻟﻔﻘ ة‬ ‫اﻟ ﻲ ﺟﺎء ﻣ ﺳ ﺎً ﻣ وﺟﻬﺔ ﻧ‬
‫ﺔ ﻓ ﻬﺎ ﺗ ﯾ وأﺻﺎﻟﺔ" أﻋﻠﻰ وﺳ و ﻠﻎ‬ ‫"أﻗ م ﻌ ﻠ ﺎت‬
‫ة )اﻟ ﺎدة اﻟ ﺎدﻣﺔ(‬ ‫‪ -2‬اﻹﺣ ﺎء اﻟ ﺻﻔﻲ ﻟ‬ ‫)‪ ،(3.754‬أﻣﺎ اﻟﻔﻘ ة اﻟ ﻲ ﻧﺎﻟ أﻗﻞ وﺳ ﺣ ﺎﺑﻲ ﻓﻘ ﺎﻧ‬

‫اﻟ ﻲ واﻟ ﺗ ﺔ ﻟﻔﻘ ات )اﻟ ﺎدة اﻟ ﺎدﻣﺔ(‬ ‫اﻟ ول )‪ :(3‬اﻟ ﺳ واﻻﻧ اف وﻣ‬
‫اﻟ ﺗ ﺔ‬ ‫اﻟ ﻲ‬ ‫اﻻﻧ اف‬ ‫اﻟ ﺳ‬ ‫اﻟﻔﻘـــ ة‬ ‫اﻟ ﻗ‬
‫‪3‬‬ ‫ﻣ ﺳ‬ ‫‪0.718‬‬ ‫‪3.657‬‬ ‫أدرك أن ﺧ ﻣﺔ اﻵﺧ ﺗﻌ ﺟ ﻫ اﻟ ﺎدة اﻟ ﺎدﻣﺔ‪.‬‬ ‫‪7‬‬
‫‪4‬‬ ‫ﻣ ﺳ‬ ‫‪0.725‬‬ ‫‪3.619‬‬ ‫أﺷ ﻊ اﻵﺧ ﻟ ﻧ ا ﻣ ﺎدر ‪.‬‬ ‫‪8‬‬
‫‪1‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.801‬‬ ‫‪3.800‬‬ ‫أﺷ ﻊ ﻋﻠﻰ اﻟﻌ ﻞ ﻞ ﺟ ﺎﻋﻲ‪.‬‬ ‫‪9‬‬
‫‪2‬‬ ‫ﻣ ﺳ‬ ‫‪0.765‬‬ ‫‪3.696‬‬ ‫د اﻟﻌ ﻞ‪.‬‬ ‫أﺣ م اﻵراء اﻟ ﻲ ﺣﻬﺎ اﻟ ؤوﺳ ن‬ ‫‪10‬‬
‫‪5‬‬ ‫ﻣ ﺳ‬ ‫‪0.665‬‬ ‫‪3.457‬‬ ‫ﺔ‪.‬‬ ‫أر أن إﻧ ﺎزات اﻵﺧ دﻋ ﻟ ﻬ ﺎﺗﻲ اﻹدارﺔ واﻟ‬ ‫‪11‬‬
‫‪6‬‬ ‫ﻣ ﺳ‬ ‫‪0.803‬‬ ‫‪3.400‬‬ ‫أ ﻬ اﻫ ﺎﻣﺎً ﺎﻵﺧ وأﺳ ﻫ داﺋ ﺎً‪.‬‬ ‫‪12‬‬
‫ﻣ ﺳ‬ ‫‪3.604‬‬ ‫اﻟ ﺎدة اﻟ ﺎدﻣﺔ‬

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 ‫‪2020 ،1‬‬ ‫‪ ،‬اﻟ ّﻠ ‪ ،16‬اﻟﻌ د ‪ ،1‬ﻣﻠ‬

‫ﺎﻵﺧ وأﺳ ﻫ داﺋ ﺎً" و ﻠﻎ وﺳ ﻬﺎ )‪ .(3.400‬و ﻼﺣ أن‬ ‫ﯾﻼﺣ أن درﺟﺔ ﺗ ﻲ اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﺣ ﻠ ﻋﻠﻰ وﺳ‬
‫اﻻﻧ اف اﻟ ﺎر ﻟﻠﻔﻘ ات اﻟ ﻲ ﺗ ﻠﻬﺎ ﻫ ﻩ اﻟ ة ﺎﻧ‬ ‫ﻪ )‪ ،(3.604‬وﻫ ا اﻟ ﺳ ﻫ أﻗﻞ ﻣ ﻣ‬ ‫ﺣ ﺎﺑﻲ ﺑﻠﻐ‬
‫ﻣ ﻔ ﺔ‪ ،‬و ﺎن ﻓﻲ إﺟﺎ ﺎت اﻟﻌ ﺔ اﻟ ﻌﻠﻘﺔ ﺑﻬﺎ ﺗﻘﺎرب وﺗ ﺎ ﻪ‪.‬‬ ‫درﺟﺔ اﻟ ﺎس اﻟ ﻌ ة )‪ .(3.67‬وﻫ ا ﯾ ﺷ ﻋﻠﻰ أن ﻣ‬
‫اﻟﻌ ﺔ‪ .‬وﻗ ﻧﺎﻟ اﻟﻔﻘ ة‬ ‫اﻟ ﻲ ﺟﺎء ﻣ ﺳ ﺎً ﻣ وﺟﻬﺔ ﻧ‬
‫ﺔ(‬ ‫ﻋﻠﻰ اﻟ‬ ‫ة )اﻟ‬ ‫‪ -3‬اﻹﺣ ﺎء اﻟ ﺻﻔﻲ ﻟ‬ ‫ﻞ ﺟ ﺎﻋﻲ" أﻋﻠﻰ وﺳ و ﻠﻎ )‪،(3.800‬‬ ‫"أﺷ ﻊ ﻋﻠﻰ اﻟﻌ ﻞ‬
‫أﻣﺎ اﻟﻔﻘ ة اﻟ ﻲ ﻧﺎﻟ أﻗﻞ وﺳ ﺣ ﺎﺑﻲ ﻓﻘ ﺎﻧ "أ ﻬ اﻫ ﺎﻣﺎً‬

‫ﺔ(‬ ‫ﻋﻠﻰ اﻟ‬ ‫اﻟ ﻲ واﻟ ﺗ ﺔ ﻟﻔﻘ ات )اﻟ‬ ‫اﻟ ول )‪ :(4‬اﻟ ﺳ واﻻﻧ اف وﻣ‬
‫اﻟ ﺗ ﺔ‬ ‫اﻟ ﻲ‬ ‫اﻻﻧ اف‬ ‫اﻟ ﺳ‬ ‫اﻟﻔﻘـــ ة‬ ‫اﻟ ﻗ‬
‫ﺎ‬ ‫أراﻋﻲ ﺗﻘ اﻟ وع ﺄﺳﻌﺎر ﻣ ﺎﺳ ﺔ ﻻﺳ ﻘ ﺎب زﺎﺋ ﺟ د‬ ‫‪13‬‬
‫‪5‬‬ ‫ﻣ ﺳ‬ ‫‪0.773‬‬ ‫‪3.476‬‬
‫اﻟ ﺎﻓ ﺔ ﻋﻠﻰ وﻻﺋﻬ ‪.‬‬
‫وع اﻟ ﻘ م‬ ‫اﻟ‬ ‫اﻟ ﺎﺋ إﻟﻰ ﻗ ﺎﻋﺎت ﺑﻬ ف ﺗ‬ ‫أﺣ ص ﻋﻠﻰ ﺗﻘ‬ ‫‪14‬‬
‫‪6‬‬ ‫ﻣ ﺳ‬ ‫‪0.877‬‬ ‫‪3.457‬‬
‫ﻣﻊ ﻞ ﻗ ﺎع‪.‬‬ ‫ﻟﻬ و ﻠﻔﺔ ﺗ ﺎﺳ‬

‫‪3‬‬ ‫ﻣ ﺳ‬ ‫‪0.707‬‬ ‫‪3.657‬‬ ‫اﻻﻋ ﺎر‪.‬‬ ‫وع ﻌ‬ ‫ﺎت اﻟ‬ ‫ﻣ‬ ‫آﺧ درﺟﺔ اﻟ ﺎ ة ﻋ ﺗ ﻌ‬ ‫‪15‬‬

‫ورﺔ‬ ‫اﻟ‬ ‫ﺔ ﻏ‬ ‫أﺗ ﻊ وﺳﺎﺋﻞ ﻟ ﻔ اﻟﻌ ﻞ ﺑﻬ ف اﻻﺳ ﻐ ﺎء ﻋ اﻷﻧ‬ ‫‪16‬‬

‫‪4‬‬ ‫ﻣ ﺳ‬ ‫‪0.708‬‬ ‫‪3.504‬‬
‫ﺗ ﻠﻔﺔ اﻟ وع‪.‬‬ ‫ﻟ‬
‫‪1‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.645‬‬ ‫‪3.790‬‬ ‫ﺔ وﻣﻌﻘ ﻟﺔ وﺟ دة ﻋﺎﻟ ﺔ‪.‬‬ ‫ﻣ‬ ‫وع ﻟﻠﻌ ﻼء ﺑ ﺎﻟ‬ ‫اﻟ‬ ‫أراﻋﻰ ﺗﻘ‬ ‫‪17‬‬
‫ﺟ ول زﻣ ﻲ ﻋﻠﻰ أﺳﺎس ﺗ ﻠﻔﺔ‬ ‫ﻋﺔ ودﻗﺔ ﺿ‬ ‫وع‬ ‫اﻟ‬ ‫اﻫ ﺑ ﻘ‬ ‫‪18‬‬
‫‪2‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.588‬‬ ‫‪3.752‬‬ ‫ﻣ ﺎرﺔ‪.‬‬

‫ﻣ ﺳ‬ ‫‪3.606‬‬ ‫ﺔ‬ ‫ﻋﻠﻰ اﻟ‬ ‫اﻟ‬

‫اﻟﻔﻘ ة اﻟ ﻲ ﻧﺎﻟ أﻗﻞ وﺳ ﺣ ﺎﺑﻲ ﻓﻘ ﺎﻧ "أﺣ ص ﻋﻠﻰ‬ ‫ﻋﻠﻰ اﻟ ﺔ ﺣ ﻠ‬ ‫ﯾﻼﺣ أن درﺟﺔ ﺗ ﻲ ﻣ أ اﻟ‬
‫اﻟ وع اﻟ ﻘ م ﻟﻬ‬ ‫اﻟ ﺎﺋ إﻟﻰ ﻗ ﺎﻋﺎت ﺑﻬ ف ﺗ‬ ‫ﺗﻘ‬ ‫ﻪ )‪ ،(3.606‬وﻫ ا اﻟ ﺳ ﻫ أﻗﻞ‬ ‫ﻋﻠﻰ وﺳ ﺣ ﺎﺑﻲ ﺑﻠﻐ‬
‫و ﻠﻔﺔ ﺗ ﺎﺳ ﻣﻊ ﻞ ﻗ ﺎع" و ﻠﻎ وﺳ ﻬﺎ )‪ .(3.457‬و ﻼﺣ‬ ‫درﺟﺔ اﻟ ﺎس اﻟ ﻌ ة )‪ .(3.67‬وﻫ ا ﯾ ﺷ ﻋﻠﻰ‬ ‫ﻣ ﻣ‬
‫أن اﻻﻧ اف ﻟﻠﻔﻘ ات اﻟ ﻲ ﺗ ﻠﻬﺎ ﻫ ﻩ اﻟ ة ﺎﻧ ﻣ ﻔ ﺔ‪،‬‬ ‫اﻟﻌ ﺔ‪ ،‬وﻗ‬ ‫اﻟ ﻲ ﺟﺎء ﻣ ﺳ ﺎً ﻣ وﺟﻬﺔ ﻧ‬ ‫أن ﻣ‬
‫و ﺎن ﻓ ﻬﺎ ﺗﻘﺎرب وﺗ ﺎ ﻪ ﻓﻲ إﺟﺎ ﺎت اﻟﻌ ﺔ‪.‬‬ ‫ﺔ‬ ‫ﻣ‬ ‫ﻧﺎﻟ اﻟﻔﻘ ة "أراﻋﻰ ﺗﻘ اﻟ وع ﻟﻠﻌ ﻼء ﺑ ﺎﻟ‬
‫وﻣﻌﻘ ﻟﺔ وﺟ دة ﻋﺎﻟ ﺔ" ﻋﻠﻰ أﻋﻠﻰ وﺳ و ﻠﻎ )‪ .(3.790‬أﻣﺎ‬

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‫ر أﺑ ﺟﻠ ﻞ‬ ‫ﻣ‬ ‫ﺧﺎﻟ ارﺷ اﻟ ﻌﺎﻓ ة‪ ،‬ﻣ‬ ‫أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة‪...‬‬

‫‪ -4‬اﻹﺣ ﺎء اﻟ ﺻﻔﻲ ﻟ ﻐ اﻟ راﺳﺔ اﻟ ﺎ ﻊ‪:‬‬

‫ﻣ ﺎت اﻟ ﺎر ﻊ اﻟ ﺎد ﺔ(‬ ‫)ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬

‫ﺎر ﻊ اﻟ ﺎد ﺔ‬ ‫ﺎت اﻟ‬ ‫ﻣ‬ ‫اﻟ ﻲ واﻟ ﺗ ﺔ ﻟﻔﻘ ات ﻣ ﻐ ‪ :‬ﻧ ﺎح ﺗ‬ ‫اﻟ ول )‪ :(5‬اﻟ ﺳ واﻻﻧ اف وﻣ‬
‫اﻻﻧ اف اﻟ ﻲ اﻟ ﺗ ﺔ‬ ‫اﻟ ﺳ‬ ‫اﻟﻔﻘـــ ة‬ ‫اﻟ ﻗ‬
‫‪4‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.710‬‬ ‫اﻷﻓ ﺎر ‪3.933‬‬ ‫ﺗ ﻬ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻓﻲ ﺟﻠ‬ ‫‪19‬‬
‫ﺔ وﺗ ﻘﻬﺎ‪.‬‬ ‫اﻟ‬
‫‪6‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.642‬‬ ‫اﻟ اﻋ ﺔ ﻟﻠ ﺻ ل إﻟﻰ اﻷداء ‪3.828‬‬ ‫ﺗ ﺳﺦ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ )أﺟﺎﯾﻞ ‪ (Agile‬اﻟ‬ ‫‪20‬‬
‫اﻟ ﻘﻲ ﻓﻲ إﻧ ﺎز اﻟ ﻬﺎم‪.‬‬
‫‪1‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.751‬‬ ‫ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬اﻟ ﺎدرات اﻟﻔ د ﺔ ‪4.147‬‬ ‫ﺗ ﻊ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ‬ ‫‪21‬‬
‫ﺔ‪.‬‬ ‫وﺣﻞ اﻟ ﻼت اﻟ‬ ‫ّ‬ ‫ﻟ ﻠ اﻟ ﻐ‬
‫‪2‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.670‬‬ ‫اﻟﻘ رة ‪4.047‬‬ ‫ﺗ د ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬إﻟﻰ ﺗﻌ‬ ‫‪22‬‬
‫ﺔ‪.‬‬ ‫ﻋﻠﻰ اﻻﺳ اذ ﻋﻠﻰ اﻟﻔ ص اﻟ‬
‫‪7‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.713‬‬ ‫ﺎرﻊ ‪3.825‬‬ ‫ﺎت اﻟ‬ ‫ﻣ‬ ‫ﺧ ﺔ ﺗ ﻔ ﺔ ﻟ ﻋ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫ﯾ ﺗﻓ‬ ‫‪23‬‬
‫اﻟ ﺎد ﺔ‪.‬‬
‫‪5‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.690‬‬ ‫ﻧ وات ‪3.847‬‬ ‫ﺗ ﺎﻋ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻓﻲ ﺗ‬ ‫‪24‬‬
‫اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪.‬‬ ‫ﺗ ﺔ ﻟ ﻘ أﻓ ﺎر ﻟ‬
‫‪3‬‬ ‫ﻣ ﺗﻔﻊ‬ ‫‪0.771‬‬ ‫ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﻋﻠﻰ إﺟ اء ‪3.981‬‬ ‫اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ‬ ‫ﺗ ﻊ ر ﺎﺋ‬ ‫‪25‬‬
‫اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪.‬‬ ‫ﻟ‬ ‫ﺔ وﻣ وﻋﺎت اﻟﻌ ﻞ اﻟ‬ ‫اﻟ ث اﻟ‬
‫ﻣ ﺗﻔﻊ‬ ‫‪3.944‬‬ ‫ﺎر ﻊ اﻟ ﺎد ﺔ‬ ‫ﺎت اﻟ‬ ‫ﻣ‬ ‫ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬

‫ﻣ ﻔ ﺔ‪ ،‬و ﺎن ﻓ ﻬﺎ ﺗﻘﺎرب‬ ‫ﺎﻧ‬ ‫اﻻﻧ اف ﻟﻔﻘ ات ﻫ ا اﻟ ﻐ‬ ‫ﯾﻼﺣ أن اﻟ ﺳ ﻟﻠ ﻐ اﻟ ﺎ ﻊ‪) :‬ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬

‫وﺗ ﺎ ﻪ ﻓﻲ إﺟﺎ ﺎت اﻟﻌ ﺔ‪.‬‬ ‫ﻪ )‪ ،(3.944‬وﻫ ا اﻟ ﺳ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ( ﺑﻠﻐ‬
‫ﺛﺎﻧ ﺎً‪ :‬ﻧ ﺎﺋﺞ اﺧ ﺎر ﻓ ﺿ ﺎت اﻟ‬ ‫درﺟﺔ اﻟ ﺎس اﻟ ﻌ ة )‪ .(3.67‬وﻫ ا‬ ‫ﻫ أﻋﻠﻰ ﻣ ﻣ‬
‫اﻟ ﻲ ﺎن ﺑ رﺟﺔ ﻣ ﺗﻔﻌﺔ ﻣ وﺟﻬﺔ‬ ‫ﯾ ﺷ ﻋﻠﻰ أن ﻣ‬
‫اﺧ ﺎر اﻟﻔ ﺿ ﺔ اﻟﻌ ﻣ ﺔ اﻟ ﺋ ﺔ‪ ،‬وﻧ ﻬﺎ "ﻻ ﯾ ﺟ‬ ‫‪-1‬‬ ‫اﻟﻌ ﺔ‪ .‬وﻗ ﻧﺎﻟ اﻟ ﺎرة "ﺗ ﻊ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ‬ ‫ﻧ‬
‫أﺛ ﻟ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪(Agile‬‬ ‫ﺔ"‪/‬‬ ‫وﺣﻞ اﻟ ﻼت اﻟ‬ ‫ّ‬ ‫اﻟ ﺎدرات اﻟﻔ د ﺔ ﻟ ﻠ اﻟ ﻐ‬
‫ﻐ اﺗﻬﺎ اﻟ ﻘﻠﺔ )اﻟﻔ ة اﻹﺑ ا ﺔ‪ ،‬واﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬واﻟ‬ ‫أﻋﻠﻰ وﺳ و ﻠﻎ )‪ .(4.147‬أﻣﺎ اﻟﻔﻘ ة اﻟ ﻲ ﻧﺎﻟ أﻗﻞ وﺳ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ‬ ‫ﻋﻠﻰ اﻟ ﺔ( ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫ﺣ ﺎﺑﻲ ﻓﻘ ﺎﻧ "ﯾ ﺗ ﻓ ﺧ ﺔ ﺗ ﻔ ﺔ ﻟ ﻋ ﻧ ﺎح ﻋ ﻠ ﺎت‬
‫اﻟ ﺎد ﺔ"‪.‬‬ ‫اﻟ ﺎرﻊ اﻟ ﺎد ﺔ" و ﻠﻎ وﺳ ﻬﺎ )‪ .(3.825‬و ﻼﺣ أن‬ ‫ﺗ‬

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 ‫‪2020 ،1‬‬ ‫‪ ،‬اﻟ ّﻠ ‪ ،16‬اﻟﻌ د ‪ ،1‬ﻣﻠ‬

‫ﺎر ﻊ )أﺟﺎﯾﻞ ‪(Agile‬‬ ‫اﻟ ول )‪ :(6‬اﺧ ﺎر اﻻﻧ ار اﻟ ﻲ اﻟ ﻌ د ﻷﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ‬

‫ﻓﻲ اﻟ ﺎر ﻊ اﻟ ﺎد ﺔ‬ ‫ﻣ ﻌﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت اﻟ‬

‫اﻟﻘ ار‬ ‫‪F‬‬

‫‪B‬‬ ‫‪R2‬‬ ‫‪R‬‬ ‫‪Sig.‬‬ ‫اﻟ ﺎن‬
‫اﻹﺣ ﺎﺋﻲ‬ ‫ﺔ‬ ‫اﻟ‬
‫أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ‬
‫رﻓ اﻟﻔ ﺿ ﺔ‬
‫‪5.729‬‬ ‫‪0.634 0.059 0.242 0.000‬‬ ‫)أﺟﺎﯾﻞ ‪ (Agile‬ﻣ ﻌﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬
‫اﻟﻌ ﻣ ﺔ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‬
‫ﺔ ‪ F‬اﻟ وﻟ ﺔ ‪.2.29‬‬ ‫*‬

‫)‪ (R2‬ﻔ )‪ (0.059‬ﻣ اﻟ ﻐ ات ﻓﻲ اﻟ ﻐ اﻟ ﺎ ﻊ‪ ،‬ﻓﻲ ﺣ‬ ‫اﻟ ﻻﻟﺔ ‪ Sig.‬ﻫﻲ ﺻﻔ ‪ ،‬و ﺔ‬ ‫ﯾ ﺢ أن ﺔ ﻣ‬

‫ُﻌ اﻟ ﺎﻗﻲ إﻟﻰ ﻋ اﻣﻞ أﺧ ﺗ ﺛ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫ﻣﻌﺎﻣﻞ اﻻرﺗ ﺎ )‪ (R‬ﺗ ﺎو )‪ .(0.242‬وﻫ ا ﻌ ﻲ وﺟ د ارﺗ ﺎ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪.‬‬ ‫ﻧ ﺎح‬ ‫ﺑ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻟﻠ ﺎرﻊ و‬ ‫ﺿ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ .‬ﻟ ﻟ ﻓﺈﻧﻪ ﯾ‬ ‫ﻋ ﻠ ﺎت ﺗ‬
‫‪-2‬اﺧ ﺎر اﻟﻔ ﺿ ﺔ اﻟﻔ ﺔ ‪ ،1‬وﻧ ﻬﺎ‪ :‬ﻻ ﯾ ﺟ أﺛ ﻟ ﻲ‬ ‫اﺳ ﺎج "وﺟ د أﺛ ﻟ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ‬ ‫اﻟﻔ ة اﻹﺑ ا ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫)أﺟﺎﯾﻞ ‪ (Agile‬ﻐ اﺗﻬﺎ اﻟ ﻘﻠﺔ )اﻟﻔ ة اﻹﺑ ا ﺔ‪ ،‬واﻟ ﺎدة‬
‫اﻟ ﺎد ﺔ‪.‬‬ ‫ﻋﻠﻰ اﻟ ﺔ( ﻋﻠﻰ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫اﻟ ﺎدﻣﺔ‪ ،‬واﻟ‬
‫ﻣ ﺎت اﻟ وع اﻟ ﺎد "‪ ،‬وأن اﻟ ﺎﯾ ﻓﻲ اﻟ ﻐ ات اﻟ ﻘﻠﺔ‬

‫ﻷﺛ ﺗ ﻲ اﻟﻔ ة اﻹﺑ ا ﺔ ﻓﻲ‬ ‫ﻲ اﻟ‬ ‫اﻟ ول )‪ :(7‬اﺧ ﺎر اﻻﻧ ار اﻟ‬

‫ﻣ ﺎت اﻟ ﺎر ﻊ اﻟ ﺎد ﺔ‬ ‫ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬

‫‪Sig‬‬ ‫‪R2‬‬ ‫‪R‬‬

‫‪B‬‬ ‫ﺔ‬ ‫‪ T‬اﻟ‬ ‫اﻟ ـــﺎن‬
‫اﻟ ﻻﻟﺔ‬ ‫ﻣ‬ ‫ﯾ‬ ‫ﻣﻌﺎﻣﻞ اﻟ‬ ‫اﻻرﺗ ﺎ‬

‫أﺛ ﺗ ﻲ اﻟﻔ ة اﻹﺑ ا ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬

‫‪0.000‬‬ ‫‪0.322‬‬ ‫‪3.825‬‬ ‫‪0.124‬‬ ‫‪0.353‬‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‬
‫ﺔ ‪ F‬اﻟ وﻟ ﺔ ‪.1.671‬‬ ‫*‬

‫‪B‬‬ ‫ـﺔ درﺟﺔ اﻟ ﺄﺛ‬ ‫ﺗ ﻲ اﻟﻔ ة اﻹﺑ ا ﺔ‪ .‬ﺎ ﺑﻠﻐ‬ ‫اﻟ ﻻﻟﺔ ‪ Sig.‬ﺑﻠﻐ )‪ (0.000‬و ﺔ‬ ‫ﺗ أن ﺔ ﻣ‬
‫)‪ ،(0.322‬وﻓﻲ ذﻟ إﺷﺎرة إﻟﻰ وﺟ د ﺗﺄﺛ إ ﺎﺑﻲ ﻟ ﻲ اﻟﻔ ة‬ ‫ﻣﻌﺎﻣﻞ اﻻرﺗ ﺎ )‪ (R‬ﺗ ﺎو )‪ .(0.353‬وﻫ ا ﻌ ﻲ وﺟ د ارﺗ ﺎ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪.‬‬ ‫اﻹﺑ ا ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫د ﻣ ﺳ اﻟﻘ ة‪ ،‬ﻣ ﺎ ﻌ ﻲ وﺟ د أﺛ ﻟ ﻲ اﻟﻔ ة اﻹﺑ ا ﺔ‬
‫‪-3‬اﺧ ﺎر اﻟﻔ ﺿ ﺔ اﻟﻔ ﺔ ‪ ،2‬وﻧ ﻬﺎ‪" :‬ﻻ ﯾ ﺟ أﺛ ﻟ ﻲ‬ ‫ﻓﻲ اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ .‬أﻣﺎ ﻣﻌﺎﻣﻞ‬ ‫ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت اﻟ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ‬ ‫اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫اﻟ ﯾ ‪ R2‬ﻓﻘ ﺑﻠﻎ )‪ ،(0.124‬وﻫ ﻩ اﻟ ﺔ ﺗ ﻣﻘ ار اﻷﺛ ﻓﻲ‬
‫اﻟ ﺎد ﺔ"‪.‬‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ اﻟ ﺎﺗﺞ ﻋ‬ ‫ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬

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‫ر أﺑ ﺟﻠ ﻞ‬ ‫ﻣ‬ ‫ﺧﺎﻟ ارﺷ اﻟ ﻌﺎﻓ ة‪ ،‬ﻣ‬ ‫أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة‪...‬‬

‫ﻷﺛ ﺗ ﻲ اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻓﻲ‬ ‫ﻲ اﻟ‬ ‫اﻟ ول )‪ :(8‬اﺧ ﺎر اﻻﻧ ار اﻟ‬

‫ﻣ ﺎت اﻟ ﺎر ﻊ اﻟ ﺎد ﺔ‬ ‫ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬

‫‪Sig.‬‬ ‫‪T‬‬ ‫‪R2‬‬ ‫‪R‬‬

‫‪B‬‬ ‫اﻟ ــــﺎن‬
‫اﻟ ﻻﻟﺔ‬ ‫ﻣ‬ ‫ﺔ‬ ‫اﻟ‬ ‫ﯾ‬ ‫ﻣﻌﺎﻣﻞ اﻟ‬ ‫اﻻرﺗ ﺎ‬

‫أﺛ ﺗ ﻲ اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻓﻲ ﻧ ﺎح‬

‫‪0.002‬‬ ‫‪0.257‬‬ ‫‪3.145‬‬ ‫‪0.088‬‬ ‫‪0.296‬‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ‬ ‫ﻋ ﻠ ﺎت ﺗ‬
‫اﻟ ﺎد ﺔ‬
‫ﺔ ‪ F‬اﻟ وﻟ ﺔ ‪.1.671‬‬ ‫*‬

‫)‪ ،(0.257‬وﻫ ﻩ إﺷﺎرة إﻟﻰ وﺟ د أﺛ إ ﺎﺑﻲ ﻟ ﻲ اﻟ ﺎدة‬ ‫اﻟ ﻻﻟﺔ ‪ Sig.‬ﺑﻠﻐ )‪ (0.002‬و ﺔ‬ ‫ﺔ ﻣ‬ ‫أن‬ ‫ﺗ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪.‬‬ ‫اﻟ ﺎدﻣﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫ﻣﻌﺎﻣﻞ اﻻرﺗ ﺎ )‪ (R‬ﺗ ﺎو )‪ ،(0.296‬وﻫ ا ﻌ ﻲ وﺟ د ارﺗ ﺎ‬
‫اﻟﻘ ة‪ ،‬ﻣ ﺎ ﻌ ﻲ وﺟ د أﺛ ﻟ ﻲ اﻟ ﺎدة اﻟ ﺎدﻣﺔ‬ ‫د ﺿ‬
‫‪ -4‬اﺧ ﺎر اﻟﻔ ﺿ ﺔ اﻟﻔ ﺔ ‪ ،3‬وﻧ ﻬﺎ‪" :‬ﻻ ﯾ ﺟ أﺛ ﻟ ﻲ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ .‬أﻣﺎ‬ ‫ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬
‫ﻣ ﺎت‬ ‫ﻋﻠﻰ اﻟ ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫اﻟ‬ ‫ﻣﻌﺎﻣﻞ اﻟ ﯾ ‪ R2‬ﻓﻘ ﺑﻠﻎ )‪ (0.088‬وﻫ ﻩ اﻟ ﺔ ﺗ ﻣﻘ ار‬
‫اﻟ ﺎرﻊ اﻟ ﺎد ﺔ"‪.‬‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‬ ‫اﻷﺛ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬
‫‪B‬‬ ‫اﻟ ﺎﺗﺞ ﻋ ﺗ ﻲ اﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ ،‬و ﻠﻐ درﺟﺔ اﻟ ﺄﺛ‬

‫ﺔ ﻓﻲ‬ ‫ﻓﻲ اﻟ‬ ‫ﻷﺛ ﺗ ﻲ اﻟ‬ ‫ﻲ اﻟ‬ ‫اﻟ ول )‪ :(9‬اﺧ ﺎر اﻻﻧ ار اﻟ‬
‫ﻣ ﺎت اﻟ ﺎر ﻊ اﻟ ﺎد ﺔ‬ ‫ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬
‫‪R2‬‬
‫‪Sig.‬‬ ‫‪T‬‬ ‫‪R‬‬
‫‪B‬‬ ‫ﻣﻌﺎﻣﻞ‬ ‫اﻟ ــــﺎن‬
‫اﻟ ﻻﻟﺔ‬ ‫ﻣ‬ ‫ﺔ‬ ‫اﻟ‬ ‫اﻻرﺗ ﺎ‬
‫اﻟ ﯾ‬
‫ﻋﻠﻰ اﻟ ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت‬ ‫أﺛ ﺗ ﻲ اﻟ‬
‫‪0.000‬‬ ‫‪0.321‬‬ ‫‪3.625‬‬ ‫‪0.113‬‬ ‫‪0.336‬‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‬ ‫ﺗ‬
‫ﺔ ‪ F‬اﻟ وﻟ ﺔ ‪.1.671‬‬ ‫*‬

‫ﺑﻠﻎ )‪ (0.113‬وﻫ ﻩ اﻟ ﺔ ﺗ ﻣﻘ ار اﻷﺛ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت‬ ‫اﻟ ﻻﻟﺔ ‪ Sig.‬ﺑﻠﻐ )‪ (0.000‬و ﺔ‬ ‫ﺗ أن ﺔ ﻣ‬

‫ﻋﻠﻰ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ اﻟ ﺎﺗﺞ ﻋ ﺗ ﻲ اﻟ‬ ‫ﺗ‬ ‫ﻣﻌﺎﻣﻞ اﻻرﺗ ﺎ )‪ (R‬ﺗ ﺎو )‪ .(0.336‬وﻫ ا ﻌ ﻲ وﺟ د ارﺗ ﺎ‬
‫ـﺔ درﺟﺔ اﻟ ﺄﺛ ‪ ،(0.321) B‬وﻫ ﻩ إﺷﺎرة إﻟﻰ‬ ‫اﻟ ﺔ‪ .‬و ﻠﻐ‬ ‫ﻋﻠﻰ‬ ‫د ﻣ ﺳ اﻟﻘ ة‪ ،‬ﻣ ﺎ ﻌ ﻲ وﺟ د أﺛ ﻟ ﻲ اﻟ‬
‫ﻋﻠﻰ اﻟ ﺔ ﻓﻲ ﻧ ﺎح‬ ‫أن وﺟ د أﺛ إ ﺎﺑﻲ ﻟ ﻲ اﻟ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪.‬‬ ‫اﻟ ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪.‬‬ ‫ﻋ ﻠ ﺎت ﺗ‬ ‫وﻫ ا ﻌ ﻲ أ ًﺎ أن ﻫ ﺎك ﻋ اﻣﻞ أﺧ ﺗ ﺛ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ .‬أﻣﺎ ﻣﻌﺎﻣﻞ اﻟ ﯾ ‪ R2‬ﻓﻘ‬ ‫ﺗ‬

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 ‫‪2020 ،1‬‬ ‫‪ ،‬اﻟ ّﻠ ‪ ،16‬اﻟﻌ د ‪ ،1‬ﻣﻠ‬

‫وﺟ د أﺛ ﻟ ﻲ اﻟﻔ ة اﻹﺑ ا ﺔ ﻓﻲ‬ ‫وأ ﻬ ت ﻧ ﺎﺋﺞ اﻟ‬ ‫وﺗ ﺻ ﺎﺗﻪ‬ ‫ﻧ ﺎﺋﺞ اﻟ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ ،‬وأن ﻣ‬ ‫ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬
‫أﺻ ﺎب‬ ‫اﻟ ﻲ ﻟﻬ ﻩ اﻟ ة ﺎن ﻣ ﺳ ﺎً ﻣ وﺟﻬﺔ ﻧ‬ ‫أوﻻً‪ :‬ﻧ ﺎﺋﺞ اﻟ‬
‫اﻟ وﻋﺎت اﻟ ﺎد ﺔ وﻣﺎﻟ ﻬﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ‪.‬‬ ‫ﺗ وﺟ د أﺛ ﻟ ﻲ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ‬
‫ﺔ ﻓ ﻬﺎ ﺗ ﯾ وأﺻﺎﻟﺔ‪،‬‬ ‫اﻟ ﺎﺋﺞ أﻫ ﺔ إﺟ اء ﻋ ﻠ ﺎت‬ ‫و‬ ‫)أﺟﺎﯾﻞ ‪ (Agile‬ﻐ اﺗﻬﺎ اﻟ ﻘﻠﺔ )اﻟﻔ ة اﻹﺑ ا ﺔ‪ ،‬واﻟ ﺎدة‬
‫ﺔ ﻓﻌﺎﻟﺔ و ﻔ ة‪ ،‬واﺳ ام أﺳﺎﻟ ﺟ ﯾ ة‬ ‫واﻟ ﺎم ﻌ ﻠ ﺎت ﺗ‬ ‫ﻋﻠﻰ اﻟ ﺔ( ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫اﻟ ﺎدﻣﺔ‪ ،‬واﻟ‬
‫ﺔ ﻣﻊ ﻧ ﺔ دراﺳﺔ ‪Hamdi‬‬ ‫اﻟ ﺎت‪ .‬وﺗ ﻔ ﻫ ﻩ اﻟ‬ ‫ﻟ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ .‬وﺗ ﻔ ﻫ ﻩ اﻟ ﺔ ﻣﻊ ﻧ ﺔ دراﺳﺔ‬
‫‪ (2018) & Cyrielle‬ﻋﻠﻰ اﻟ ﺎدة اﻟ ﺎﺻﺔ ﺎﻟ ﻬﻠ‬ ‫‪ (2014) Pedro & Moyano‬ﺣ ل ﺗﻘ أﺣ ث اﻷ ﺎث ﻓﻲ‬
‫ﻞ أﻓ ﻞ‬ ‫رون ﺣﻠ ﻻً ﻣ ة ﺗ‬ ‫اﻟ ﯾ‬ ‫اﻟ ﻬﺎﺋ‬ ‫اﻟ وا ﺑ اﻹدارة اﻟ ﺷ ﻘﺔ ودارة اﻟ ﻠ ﻠﺔ واﻻﺳ اﻣﺔ‪ .‬ﻟ‬
‫اﻟ ﺎﺋﺞ وﺟ د ﺛﻼﺛﺔ أﺳ ﺎب ﻗ ﺗ د‬ ‫ﻻﺣ ﺎﺟﺎﺗﻬ اﻟ ﻣ ﺔ‪ .‬و‬ ‫أن‬ ‫ﺗ ﻔ ﻣﻊ ﻧ ﺔ دراﺳﺔ ‪ (2011) Anthony et al.,‬اﻟ ﻲ ﺑ‬
‫ﺎﻟ ﻬﻠ ﻟﻠ ل إﻟﻰ دور ﻣ ‪ ،‬ﻫﻲ‪ :‬اﻟ واﻓﻊ اﻟ اﺗ ﺔ‪ ،‬وﻋ م‬ ‫اﻟﻘ رة اﻟ اﺋ ﺔ ﻟﻺﻧ ﺎج ﻓﻲ اﻟ ﻗ اﻟ د )‪ (JIT‬ﺗ ﺗ إ ﺎ ﺎً‬
‫اﺑ ﺎراﺗﻬ ﻓﻲ اﻟ ق‪ ،‬وﻋ م ﺗ ﻓ ﻓ ات‬ ‫وﺟ د ق ﺑ ﯾﻠﺔ ﻟ‬ ‫ﻊ اﻟ ﺷ ‪ ،‬ﻓﻲ ﺣ ﯾ ﺳ‬ ‫و ﻞ ﻣ ﺎﺷ ﻌ ﻠ ﺎت اﻟ‬
‫ﺣ ﺎة ﻣ اﺗ ﺔ ﻟ ﺎ ﻬ اﻟ ﻬ ﻲ‪.‬‬ ‫اﻹﻧ ﺎج ﻓﻲ اﻟ ﻗ اﻟ د )‪ (JIT‬اﻟﻌﻼﻗﺔ اﻹ ﺎﺑ ﺔ ﺑ اﻹﻧ ﺎج‬
‫ﻛ ﺎ ﺗ وﺟ د أﺛ ﻟ ﻲ اﻟ ﺎدة اﻟ ﺎدﻣﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت‬ ‫ﻊ اﻟ ﺷ ‪ .‬وﺗ ﻔ أ ًﺎ ﻣﻊ ﻧ ﺔ اﻟ راﺳﺔ اﻟ ﻲ ﻗﺎم ﺑﻬﺎ‬ ‫واﻟ‬
‫اﻟ ﻲ ﻟﻬ ﻩ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ ،‬وﺗ أن ﻣ‬ ‫ﺗ‬ ‫)‪ (Cavallo & Ghezzi, 2018‬واﻟ ﻲ ﻔ ﻋ أﻫ ﺔ ﻣ ﺧﻞ‬
‫اﻟ ة ﺎن ﻣ ﺳ ﺎً ﻣ وﺟﻬﺔ ﻧ أﺻ ﺎب اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‬ ‫رﺷﺎﻗﺔ اﻷﻋ ﺎل )أﺟﺎﯾﻞ ‪ (Agile‬ﻓﻲ ﻣ ﺎرﺳﺔ ﻣ ﻠﻒ ﻧ ﺎ ﺎت‬
‫اﻟ ﺎﺋﺞ أﻫ ﺔ‬ ‫وﻣﺎﻟ ﻬﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ اﻟ ق اﻷردﻧﻲ‪ .‬و‬ ‫أﻫ ﺔ‬ ‫ﻟﻠ ﺎت‪ ،‬ﺎ ﺑ‬ ‫واﻟ‬ ‫اﻷﻋ ﺎل اﻟ ﻌﻠﻘﺔ ﺎﻟ‬
‫ﻞ ﺟ ﺎﻋﻲ واﺣ ام اﻵراء اﻟ ﻲ ﺣﻬﺎ‬ ‫ﻊ ﻋﻠﻰ اﻟﻌ ﻞ‬ ‫اﻟ‬ ‫ﻣ‬ ‫اﻟ ﺎدة اﻟ ﻗ ﺔ ﻋﻠﻰ اﻋ ﺎر أﻧﻬﺎ ﻣ اﻷﻧ ﺔ اﻟ ﯾ ة ﺎﻟ‬
‫إدراك أن‬ ‫د اﻟﻌ ﻞ‪ ،‬ﻓ ﻼً ﻋ أﻫ ﺔ ﺗﻌ‬ ‫اﻟ ؤوﺳ ن‬ ‫اﻻﻫ ﺎم‪.‬‬
‫ﺗﻌ ﺟ ﻫ اﻟ ﺎدة اﻟ ﺎدﻣﺔ‪ .‬وﺗ ﻔ ﻫ ﻩ اﻟ ﺔ‬ ‫ﺧ ﻣﺔ اﻵﺧ‬ ‫ﻊ ﻋﻠﻰ اﻟ ﺎدرات اﻟﻔ د ﺔ‬ ‫ﻛ ﺎ ﺗ أن ﺗ ﻲ ﻫ ﻩ اﻟ ﺎﺋ‬
‫ﻣﻊ ﻧ ﺔ دراﺳﺔ ‪ (2013) Harwiki‬اﻟ ﻲ ﺗ ﺻﻠ إﻟﻰ وﺟ د‬ ‫ﺔ‪ ،‬و د إﻟﻰ ﺗﻌ‬ ‫وﺣﻞ اﻟ ﻼت اﻟ‬ ‫ّ‬ ‫ﻟ ﻠ اﻟ ﻐ‬
‫ﻋﻼﻗﺔ ارﺗ ﺎ ﺔ إ ﺎﺑ ﺔ ﺑ اﻟ ﺎدة اﻟ ﺎدﻣﺔ و ﻞ ﻣ اﻟ ﻘﺎﻓﺔ‬ ‫ة واﻻﺳ اذ ﻋﻠﻰ اﻟﻔ ص ﻗ ﻞ اﻟ ﺎﻓ ‪،‬‬ ‫اﻟﻘ رة ﻋﻠﻰ اﻟ‬
‫ﻲ وأداء اﻟﻌﺎﻣﻠ ‪.‬‬ ‫ﺔ واﻻﻟ ام اﻟ‬ ‫اﻟ‬ ‫ﺔ وﻣ وﻋﺎت اﻟﻌ ﻞ‬ ‫ﻛ ﺎ ﺗ ﻊ ﻋﻠﻰ إﺟ اء اﻟ ث اﻟ‬
‫ﻋﻠﻰ‬ ‫إﻟﻰ وﺟ د أﺛ ﻟ ﻲ اﻟ‬ ‫وأﺷﺎرت ﻧ ﺎﺋﺞ اﻟ‬ ‫اﻷﻋ ﺎل اﻟ ﺎد ﺔ‪ ،‬وﺗ ﺎﻋ أ ﺎً ﻓﻲ اﺳ ﻘ ﺎب‬ ‫ﻟ‬ ‫اﻟ‬
‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪،‬‬ ‫اﻟ ﺔ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬ ‫ﺔ وﺗ ﻘﻬﺎ‪ .‬وﺗ ﻔ ﻫ ﻩ اﻟ ﺔ ﻣﻊ ﻧ ﺔ دراﺳﺔ‬ ‫اﻷﻓ ﺎر اﻟ‬
‫اﻟ ﻲ ﻟﻬ ﻩ اﻟ ة ﺎن ﻣ ﺳ ﺎً ﻣ وﺟﻬﺔ‬ ‫وﺗ أن ﻣ‬ ‫أن اﻷﻋ ﺎل اﻟ ﺎد ﺔ ﺗ ﺎرس أﻧ ﺔ‬ ‫ﻋ )‪ (2017‬اﻟ ﻲ ﺑ‬
‫أﺻ ﺎب اﻟ ﺎرﻊ اﻟ ﺎد ﺔ وﻣﺎﻟ ﻬﺎ اﻟ ﯾ ﻌ ﻠ ن ﻓﻲ‬ ‫ﻧ‬ ‫اﻟ ﺎد وﺗ ﺎول داﺋ ﺎً اﻻﺳ ﻔﺎدة ﻣ أﻧ ﺔ اﻟ‬ ‫اﻟ‬
‫اﻟ ﺎﺋﺞ أﻫ ﺔ ﻣ اﻋﺎة ﺗﻘ اﻟ وع‬ ‫اﻟ ق اﻷردﻧﻲ‪ .‬و‬ ‫ﻣ اﻟﻌ ﻼء اﻷﻛ ر ﺔ‪ .‬وﺗ ﻔ ﻫ ﻩ اﻟ ﺔ ﻣﻊ ﻧ ﺔ دراﺳﺔ‬
‫ﺔ ﻣ ﻘﺎً ذات ﺟ دة‪ ،‬واﻻﻫ ﺎم‬ ‫ﺎء ﻋﻠﻰ ﺗ ﻠﻔﺔ ﻣ‬ ‫ﻟﻠﻌ ﻼء ﺑ ً‬ ‫وﺟ د دور ﻟﻠ ﻣﺎت‬ ‫أﺑ ﺟﻠ ﻞ واﻟ ﺎدات )‪ (2017‬اﻟ ﻲ ﺑ‬
‫ﺑ ﻘ اﻟ وع ﻋﺔ ودﻗﺔ ﺿ ﺟ ول زﻣ ﻲ ﻋﻠﻰ أﺳﺎس‬ ‫اﻟ ﻘ ﻣﺔ ﻣ ﻣ اﻛ اﻹﺑ اع اﻟ ﻟ ﺟ ﺔ ﻓﻲ ﺗﻌ اﻟ ﺟﻬﺎت ﻟ‬
‫ﺗ ﻠﻔﺔ ﻣ ﺎرﺔ ﻣﻊ أﺧ اﻟ ﺎ ة ﻌ اﻻﻋ ﺎر ﻋ اﻟ ﺎم‬ ‫رﺎدة اﻷﻋ ﺎل وﺗ ﻲ‬ ‫اﻟ ﻠ ﺔ ﻓﻲ اﻟ ﺎﻣﻌﺎت اﻷردﻧ ﺔ ﻧ‬
‫ﺑ ﻌ اﻟ وع‪ .‬وﺗ ﻔ ﻫ ﻩ اﻟ ﺔ ﻣﻊ ﻧ ﺔ دراﺳﺔ ﻋ اﻟﻘﺎدر‬ ‫اﻟ ﺎرﻊ اﻟ ﺎﺻﺔ واﻣ ﻼﻛﻬﺎ‪ .‬ﻟ ﺗ ﻔ ﻫ ﻩ اﻟ ﺔ ﻣﻊ ﻧ ﺔ‬
‫)‪ (2018‬اﻟ ﻲ ﺗ ﺻﻠ إﻟﻰ أن ﻫ ﺎك أﺛ اً ﺳﻠ ﺎً ﻟﻠ ﺎ‬ ‫ﯾ ﻌﻬﺎ اﻟ ﺎب‬ ‫وﺟ د‬ ‫دراﺳﺔ ﺟ ار )‪ (2018‬اﻟ ﻲ ﺑ‬
‫‪ ،‬وأن‬ ‫اﻟ ر ﺔ ﻓﻲ اﻻﺗ ﺎﻫﺎت اﻟ ﺎد ﺔ ﻟ اﻟ ﺎب ﻓﻲ ﻓﻠ‬ ‫ﻣﻌ ﺔ ﺗ ﺎﻋ ﻫ ﻓﻲ إدارة اﻟ ﻌ ﻓﺔ‬ ‫ﻣ ﻣﺔ ﻣ‬ ‫ﻟ‬
‫ﻫ ﺎك أﺛ اً ﻣﻌ ﺎً د ﺎً ﻟﻠ ﻬﺎرات اﻟ ﺎد ﺔ واﻟ ﺟﻪ اﻟ اﺧﻠﻲ ﻧ‬ ‫وﺧ ﻣﺔ ﻣ ﻌﺎﺗﻬ ﻣ ﺧﻼل اﻟ ﺎرﻊ اﻟ ﺔ‪.‬‬

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‫ر أﺑ ﺟﻠ ﻞ‬ ‫ﻣ‬ ‫ﺧﺎﻟ ارﺷ اﻟ ﻌﺎﻓ ة‪ ،‬ﻣ‬ ‫أﺛ ﺗ ﻲ ر ﺎﺋ اﻹدارة‪...‬‬

‫ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ ﻣ ﺧﻼل اﺗ ﺎع ﻣ ﻬﺞ‬ ‫وﺗ‬ ‫اﻟ ات ﻓﻲ اﻻﺗ ﺎﻫﺎت اﻟ ﺎد ﺔ‪ .‬وﺗ ﻔ ﻫ ﻩ اﻟ ﺔ ﻣﻊ ﻧ ﺔ‬

‫ﻋﻠﻰ اﻟ ﺔ واﻟ ؤ ﺔ‪ ،‬وذﻟ ﻣ ﺧﻼل ﺗﻌ‬ ‫ﻋﻠ ﻲ‬ ‫أن ﻋ ﻠ ﺎت‬ ‫دراﺳﺔ )‪ (Foss and Saebi, 2017‬اﻟ ﻲ ﺑ‬
‫اﻟ ﺎرﺳﺎت اﻟ ﺎﻟ ﺔ‪:‬‬ ‫اﻟ ﺔ ﻣ ﺧﻼل اﻟ ﻔ ق ﻋﻠﻰ‬ ‫اﻻﺑ ﺎر ﺗ د إﻟﻰ ﺗﻌ‬
‫‪ -1‬إ ﻬﺎر اﻻﻫ ﺎم ﺎﻵﺧ واﺳ ﺎرﺗﻬ ‪.‬‬ ‫اﻟ ﺎﻓ ‪.‬‬
‫إﻟﻰ إﻧ ﺎزات اﻵﺧ ﻋﻠﻰ أﻧﻬﺎ دﻋ ﻟ ﻬ ﺎت‬ ‫‪ -2‬اﻟ‬
‫ﺔ‪.‬‬ ‫اﻟﻘﺎﺋ اﻹدارﺔ واﻟ‬ ‫ﺛﺎﻧ ﺎً‪ :‬ﺗ ﺻ ﺎت اﻟ‬
‫‪ -3‬ﺗ ﻊ اﻵﺧ ﻟ ﻧ ا ﻣ ﺎدر ‪.‬‬
‫ﯾ ﺻﻲ اﻟ ﺎﺣ ﺎن ﺎ ﯾﻠﻲ‪:‬‬
‫ﻋﻠﻰ إﺟ اء دراﺳﺎت دورﺔ ﻟﻠ ﻌ ف إﻟﻰ ﻧﻘﺎ‬ ‫ﺛﺎﻟ ﺎً‪ :‬اﻟ‬ ‫أوﻻً‪ :‬اﻟﻌ ﻞ ﻋﻠﻰ ﺗ ﻲ اﻷﻓ ﺎر اﻹﺑ ا ﺔ ﺎﻋ ﺎرﻫﺎ ر ة أﺳﺎﺳ ﺔ‬
‫ﻋﻠﻰ اﻟ ﺔ ﻣ وﺟﻬﺔ ﻧ‬ ‫اﻟ ﻌﻒ اﻟ ﻌﻠﻘﺔ ﺎﻟ‬ ‫ﻣ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪،(Agile‬‬
‫اﻟﻌ ﻞ ﺎﻋ ﺎرﻫﺎ ر ة أﺳﺎﺳ ﺔ ﻣ ر ﺎﺋ اﻹدارة اﻟ ﺷ ﻘﺔ‬ ‫ﻣ ﺎت اﻟ ﺎرﻊ‬ ‫وذﻟ ﻷﺛ ﻫﺎ ﻓﻲ ﻧ ﺎح ﻋ ﻠ ﺎت ﺗ‬
‫ﻓﻲ اﻟ ﺎرﻊ )أﺟﺎﯾﻞ ‪ (Agile‬ﺗ ﻬ ﻓﻲ اﻻﻧ ﻘﺎل اﻟ ﺎم ﻧ‬ ‫أﻧ ﺔ ﻣﻌﻠ ﻣﺎت‬ ‫اﻟ ﺎد ﺔ‪ ،‬ﺎ ﯾ ﻐﻲ اﻟﻌ ﻞ ﻋﻠﻰ ﺗ‬
‫ﺗﻌ اﻟ ﺔ ﻓﻲ ﻣ ﺎت اﻟ ﺎرﻊ اﻟ ﺎد ﺔ وﻓﻲ إدارة‬ ‫ﻋ اﻷﻓ ﺎر اﻹﺑ ا ﺔ وﺗ ﻫﺎ‬ ‫ﺔ ﻣ ﺎﻣﻠﺔ واﻟ‬ ‫ﺗ‬
‫ﺔ اﻟ ﻠﻔﺔ‪ ،‬وﺗ ﻘ‬ ‫اﻟ ﺎﻟ اﻟ ﻌﻠﻘﺔ ﺎﻷﻧ ﺔ اﻟ‬ ‫ﻣ ﺎت‬ ‫وﺗ ﻬﺎ وﻣ ﺎ ﻌ ﻬﺎ ﻟﻼﺳ ﻔﺎدة ﻣ ﻬﺎ ﻓﻲ ﺗ‬
‫ﻓ اﺋ وﻣ ا ﺎ ﻟﻬﺎ أﺛ ﻓﻲ ﺿ ﺗ ﻠﻔﺔ ﻫ ﻩ اﻷﻧ ﺔ اﻟ ﻲ‬ ‫اﻟ ﺎرﻊ اﻟ ﺎد ﺔ‪ ،‬وذﻟ ﻣ ﺧﻼل‪:‬‬
‫ﺗ ﺎﻋ ﻋﻠﻰ إﺿﺎﻓﺔ اﻟ اﻟ ﻲ ﯾ ﻫﺎ اﻟﻌ ﻞ‪ .‬وذﻟ‬ ‫ﻟﻸﺳﺎﻟ و ق اﻟﻌ ﻞ ﺎ ﯾ اﻓ ﻣﻊ‬ ‫‪ -1‬اﻟ ﻌ ﯾﻞ اﻟ‬
‫ﻋﻠﻰ‬ ‫ﯾ ﻠ ﺗ ﻲ اﻟ اﺧﻞ اﻟ ﺎد ﺔ ﻟﻠﻔ ص واﻟ‬ ‫ﻣﻌ ﺎت اﻟ ﺔ‪.‬‬
‫اﻟ ﺎﻓ ‪ ،‬وذﻟ ﻣ ﺧﻼل اﺗ ﺎع اﻵﻟ ﺎت اﻵﺗ ﺔ‪:‬‬ ‫ﻣﻬﺎ‬ ‫‪ -2‬إﺟ اء اﻟ ﻐ ات اﻟﻼزﻣﺔ ﻓﻲ اﻟ ﻘ ﺎت اﻟ ﻲ‬
‫اﻟ وع‬ ‫اﻟ ﺎﺋ إﻟﻰ ﻗ ﺎﻋﺎت ﺑﻬ ف ﺗ‬ ‫‪ -1‬ﺗﻘ‬ ‫اﻟ ﺎدﯾ ن‪.‬‬
‫اﻟ ﻘ م ﻟﻬ و ﻠﻔﺔ ﺗ ﺎﺳ ﻣﻊ ﻞ ﻗ ﺎع‪.‬‬ ‫اﻟ ﺎت اﻟ ﯾ ة ﻟﻔﺎﺋ ة‬ ‫ﻋ ﺗ‬ ‫اﻟ‬ ‫‪ -3‬اﻟ‬
‫‪ -2‬ﻣ اﻋﺎة ﺗﻘ اﻟ ﺎت اﻟ ﻲ ﻘ ﻣﻬﺎ اﻟ وع ﺄﺳﻌﺎر‬ ‫اﻟ وع‪.‬‬
‫ﻣ ﺎﺳ ﺔ ﻻﺳ ﻘ ﺎب زﺎﺋ ﺟ د‪.‬‬
‫‪ -3‬اﺗ ﺎع اﻟ ﺳﺎﺋﻞ اﻟ ﻔ ﻠﺔ ﺑ ﻔ ﻣﻬﺎم اﻟﻌ ﻞ ﺑﻬ ف‬ ‫م‬ ‫ﺛﺎﻧ ﺎً‪ :‬اﻻﺳ ار ﻓﻲ ﻣ ﺎرﺳﺔ أﺳﻠ ب اﻟ ﺎدة اﻟ ﺎدﻣﺔ اﻟ‬
‫اﻻﺳ ﻐ ﺎء ﻋ اﻷﻧ ﺔ ﻏ اﻟ ورﺔ ﻟ ﻘﻠ ﻞ ﻠﻔﺔ‬ ‫ﻋﻠﻰ إ ﺎد اﻟ ﺎخ اﻟ ﺎﺳ ﺑ ﻬ‬ ‫اﻟ ؤوﺳ واﻟ‬
‫اﻟ وع‪.‬‬ ‫ﻬ‬ ‫ﻞ ﻊ ﻣ ﻠ ﻬ ﻗ ﻞ ﻣ ﻠ ﺔ اﻟﻘﺎﺋ و ﺗﻘﻲ‬
‫واﻟ ﻘ م واﻟ ﺎح ﻓﻲ أداء اﻷﻋ ﺎل‬ ‫و ﺎﻋ ﻫ ﻋﻠﻰ اﻟ‬

‫اﻟ اﺟـﻊ‬
‫اﻟ اﺟﻊ اﻟﻌ ﺔ‬
‫ﺔ‪ :‬ﻣ ﺧﻞ‬ ‫اﻟ ﻣﺎت اﻟ‬ ‫أﺣ ‪ ،‬أﺣ ﻣ د‪ ،2011 ،‬ﺗ‬ ‫ﻋ اد‪ ،2017 ،‬دور‬ ‫ﻣ ر‪ ،‬واﻟ ﺎدات‪ ،‬ﻣ‬ ‫أﺑ ﺟﻠ ﻞ‪ ،‬ﻣ‬
‫واﻟ زﻊ‪ ،‬ﻋ ﺎن‪ :‬اﻷردن‪.‬‬ ‫ﺗ ﻘﻲ‪ .‬دار اﻟ ﺔ ﻟﻠ‬ ‫ﻧ‬ ‫ﻣ اﻛ اﻹﺑ اع اﻟ ﻟ ﺟ ﺔ ﻓﻲ ﺗﻌ ﺗ ﺟﻬﺎت ﻠ ﺔ اﻟ ﺎﻣﻌﺎت‬
‫ﺎﺳ ﻠﻲ‪ ،‬ﻣ م ﻋ اﻟ ﺢ‪ ،2017 ،‬اﻟ ﺎﺳ ﺔ اﻹدار ﺔ‪ :‬اﻷﺻﺎﻟﺔ‬ ‫اﻷردﻧ ﺔ ﻧ رﺎدة اﻷﻋ ﺎل واﻣ ﻼك اﻟ ﺎرﻊ اﻟ ﺎﺻﺔ‪.‬‬
‫واﻟ زﻊ‪ ،‬ﺟ ﻬ رﺔ ﻣ‬ ‫واﻟ ﻌﺎﺻ ة‪ .‬اﻟ ﺔ اﻟﻌ ﺔ ﻟﻠ‬ ‫ﻣﻘ م إﻟﻰ اﻟ ﺗ اﻟ وﻟﻲ اﻟ ا ﻊ ﻟ ﻠ ﺔ إدارة اﻷﻋ ﺎل ﻓﻲ‬
‫اﻟﻌ ﺔ‪.‬‬ ‫ﺟﺎﻣﻌﺔ ﻣ ﺗﺔ‪ ،‬ﻌ ان‪" :‬اﻻﺑ ﺎر واﻟ ﺎدة ﻣ أﺟﻞ اﺳ اﻣﺔ‬
‫ﺟ ار‪ ،‬أﻣﺎﻧﻲ ﻏﺎز ‪ ،2018 ،‬دور اﻟ ﺎﻣﻌﺎت اﻷردﻧ ﺔ ﻓﻲ ﺗ ﺔ‬ ‫اﻷﻋ ﺎل"‪ ،‬اﻟ ﻌﻘ ﺧﻼل اﻟﻔ ة ‪ 13-11‬ﻧ ﺎن ‪.2017‬‬

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‫ﻣ ﻣ راء اﻷﻗ ﺎم واﻟ ﻌ واﻟ ﻌﺎوﻧ ﻓﻲ ﻋ د ﻣ ﻣ ﺎرف‬
،‫ دﻫ ك‬، ‫ ﺟﺎﻣﻌﺔ زاﺧ‬،‫ ﻣ ﻠﺔ اﻟﻌﻠ م اﻹﻧ ﺎﻧ ﺔ‬، ‫ﻣ ﯾ ﺔ زاﺧ‬
.1223-1207‫ ص‬،(4) 5 ،‫ اﻟﻌ اق‬،‫دﺳ ﺎن‬ ‫إﻗﻠ‬
‫ﺗ ﻠﻔﺔ دورة‬ ‫ اﺳ ام أﺳﺎﻟ ﺗ‬،2010 ،‫ﻋﻠﻲ‬ ‫ ﻣ‬،‫ﻟ ﻔﻲ‬
‫أداء اﻟ ﺎت اﻟ ﺎ ﺔ وزﺎدة ﻗ رﺗﻬﺎ‬ ‫ﺣ ﺎة اﻟ ﺞ ﻟ‬
‫ ﺟﺎﻣﻌﺔ‬،‫ ﻣ ﻠﺔ اﻟﻔ اﻟ ﺎﺳ ﻲ‬،‫ﺔ‬ ‫ دراﺳﺔ ﺗ‬:‫اﻟ ﺎﻓ ﺔ‬
.219-202 ‫ ص‬،(14) 1 ، ‫ ﻣ‬، ‫ﻋ ﺷ‬
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.‫ ﻣ ر ﺗ ﻘﻲ‬:‫اﻟﻌﻠ ﻲ‬ ‫ أﺳﺎﻟ اﻟ‬،2017 ، ‫ ﻓﺎﯾ‬،‫اﻟ ﺎر‬
.‫ اﻷردن‬:‫ ﻋ ﺎن‬،‫واﻟ زﻊ‬ ‫دار اﻟ ﺎﻣ ﻟﻠ‬
‫اﻟ ﺛ ﻘﺔ اﻻﺳ اﺗ ﺔ اﻟ ﺔ ﻟ ﺎدة اﻷﻋ ﺎل وﺗ ﺔ اﻟ وﻋﺎت‬
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‫اﻟ ﺎرﻊ‬ ‫ اﻟ ﺎدرة ﻋ اﻟ ﺳ ﺔ اﻷردﻧ ﺔ ﻟ‬،(2020
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2020 ،1 ‫ ﻣﻠ‬،1 ‫ اﻟﻌ د‬،16 ‫ اﻟ ّﻠ‬،
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، ‫اﻟ وﻟﻲ اﻟ ﺎد ﻋ‬ ‫ﻣﻘ م إﻟﻰ اﻟ ﺗ‬ .‫اﻟ ﻌﻠ اﻟﻌﺎﻟﻲ‬
‫ اﻟ ﻌﻘ ﻓﻲ‬،"‫ "اﻟ ﺎدة واﻻﺳ اﻣﺔ ﻓﻲ ﻗ ﺎع اﻷﻋ ﺎل‬:‫ﻌ ان‬
‫ ﻧ ﺎن‬17-16 ‫ ﺧﻼل اﻟﻔ ة‬،‫ ﺟﺎﻣﻌﺔ ﻓ ﻼدﻟ ﺎ‬،‫ﻛﻠ ﺔ اﻷﻋ ﺎل‬
.‫ اﻷردن‬،‫ ﻋ ﺎن‬،2018
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‫اﺳ ﺎ ﺔ ﺳﻠ ﻠﺔ اﻟ ر ﻓﻲ اﻷداء اﻟ ﻐ ﻠﻲ ﻓﻲ اﻟ ﺎت‬
.‫ دراﺳﺔ ﻣ اﻧ ﺔ‬: ‫ة وﻣ ﺳ ﺔ اﻟ‬ ‫اﻟ ﺎ ﺔ اﻷردﻧ ﺔ‬
.509-488‫ ص‬،(10) 3 ،‫اﻟ ﻠﺔ اﻷردﻧ ﺔ ﻓﻲ إدارة اﻷﻋ ﺎل‬
‫ ﺗﺄﺛ اﻟﻌ اﻣﻞ اﻟ ﻔ ﺔ ﻓﻲ اﻻﺗ ﺎﻫﺎت‬،2018 ،‫ ﺳﺎم‬،‫ﻋ اﻟﻘﺎدر‬
‫ﻣﻘ م إﻟﻰ اﻟ ﺗ‬ . ‫اﻟ ﺎد ﺔ ﻟ اﻟ ﺎب ﻓﻲ ﻓﻠ‬
‫ "اﻟ ﺎدة واﻻﺳ اﻣﺔ ﻓﻲ ﻗ ﺎع‬:‫ ﻌ ان‬، ‫اﻟ وﻟﻲ اﻟ ﺎد ﻋ‬
‫ ﺧﻼل‬،‫ ﺟﺎﻣﻌﺔ ﻓ ﻼدﻟ ﺎ‬،‫ اﻟ ﻌﻘ ﻓﻲ ﻠ ﺔ اﻷﻋ ﺎل‬،"‫اﻷﻋ ﺎل‬
.‫ اﻷردن‬،‫ ﻋ ﺎن‬،2018 ‫ ﻧ ﺎن‬17-16 ‫اﻟﻔ ة‬
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