8346 22102 1 SM

‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺃﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‬
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‫ﻤﺤﻤﺩ ﺍﻟﻁﺎﻫﺭ ﻗﺭﻴﺸﻲ‪ ،1‬ﻟﻁﻴﻔﺔ ﺍﺤﻤﺩ ﺍﻟﺴﺒﺘﻲ‬
‫ﻤﻠﺨـﺹ‬
‫ﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﻤﻌﺭﻓﺔ ﺃﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‪ ،‬ﻜﻤﺎ‬
‫ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﻟﺠﺎﻤﻌﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ‪ .‬ﻭﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﹸﺴﺘﺨﺩﻤﺕ ﺍﺴﺘﺒﺎﻨﺔ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻭﻗﺩ ﻭﺯﻋﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﺒﻠﻎ ﺤﺠﻤﻬﺎ )‪ (150‬ﻓﺭﺩ‪ ،‬ﻭﻜﺎﻥ ﻋﺩﺩ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﺴﺘﺭﺠﻌﺔ‬
‫ﻭﺍﻟﺼﺎﻟﺤﺔ ﻟﻠﺘﺤﻠﻴل )‪ (139‬ﺍﺴﺘﺒﺎﻨﺔ‪ .‬ﺍﺴﺘﺨﺩﻡ ﻓﻲ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻲ ﻟﻠﺒﻴﺎﻨﺎﺕ ﻋﺩﺓ ﺃﺴﺎﻟﻴﺏ ﺘﻀﻤﻨﺕ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‪ ،‬ﺍﻻﻨﺤﺭﺍﻑ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‪...،‬ﻭﻏﻴﺭﻫﺎ‪ .‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻋﺩﺓ ﻨﺘﺎﺌﺞ ﺃﻫﻤﻬﺎ ﺃﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﺴﺘﻘﻠﺔ ﺍﻟﺨﺎﺼﺔ‬
‫ﺒﺎﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ )ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ ،‬ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‪ ،‬ﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ‪ ،‬ﻭﻓﺭﻕ ﺍﻟﻌﻤل( ﻟﻬﺎ ﺃﺜﺭ ﻋﻠﻰ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ )ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻭﻅﻴﻔﻲ(‪ ،‬ﺇﺫ ﻭﺠﺩﻨﺎ ﺃﻥ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻴﻔﺴﺭ )‪ (% 52‬ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ )ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ(‪ ،‬ﻜﻤﺎ ﺃﻭﻀﺤﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ‬
‫ﻤﺘﻐﻴﺭ )ﺍﻟﺠﻨﺱ( ﻟﻪ ﺃﺜﺭ ﻓﻲ ﻤﺘﻐﻴﺭ )ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ(‪.‬‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺩﺍﻟﺔ‪ :‬ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ ،‬ﻓﺭﻕ ﺍﻟﻌﻤل‪.‬‬
‫ﻭﺘﺩﺭﻴﺒﻬﻡ ﻭﺘﻨﻤﻴﺔ ﺭﻭﺡ ﺍﻹﺒﺩﺍﻉ ﻭﺍﻟﻤﺒﺎﺩﺭﺓ ﻟﺩﻴﻬﻡ‪ ،‬ﺫﻟﻙ ﺃﻥ ﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻤﻘﺩﻤـﺔ‬

‫ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻗﻴﺎﺩﺘﻬﺎ ﺒﺎﻻﺘﺠﺎﻩ ﺍﻟﺼﺤﻴﺢ ﻴﺸﻜل ﺍﻟﻴﻭﻡ ﻓﺭﺼﺔ‬
‫ﺫﻫﺒﻴﺔ ﻟﻠﻤﺅﺴﺴﺎﺕ ﻟﻠﻨﺠﺎﺡ ﻭﺍﻟﺘﻤﻴﺯ ﻓﻲ ﻋﺼﺭ ﻴﻌﺩ ﻓﻴﻪ ﺍﻟﻤﻭﺭﺩ‬ ‫ﻴﻜﺘﺴﺏ ﻤﻭﻀﻭﻉ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺃﻫﻤﻴﺔ ﺒﺎﻟﻐﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ‬
‫ﺍﻟﺒﺸﺭﻱ ﺃﻫﻡ ﺃﺼﻭل ﺍﻟﻤﺅﺴﺴﺔ ﻭﻤﺼﺩﺭ ﺘﻔﻭﻗﻬﺎ ﺍﻷﻭل‪ ،‬ﻭﺘﺴﺘﺨﺩﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻭﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﺒﺼﻔﺔ ﺨﺎﺼﺔ‪ ،‬ﻭﺫﻟﻙ‬
‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﻴﻭﻡ ﺍﻟﻤﺴﻭﺤﺎﺕ ﻭﺍﺴﺘﻁﻼﻋﺎﺕ ﺍﻟﺭﺃﻱ ﻟﺘﻌﺭﻑ‬ ‫ﻟﻜﻭﻥ ﻫﺫﺍ ﺍﻷﺨﻴﺭ ﺸﺩﻴﺩ ﺍﻻﺭﺘﺒﺎﻁ ﺒﺒﻌﺽ ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺘﻲ‬
‫ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺘﻘﻭﺩﻫﺎ ﺒﺎﻟﻨﺤﻭ ﺍﻟﺫﻱ ﻴﺤﻘﻕ ﺭﻀﺎﻫﻡ ﻭﻴﺤﻘﻕ‬ ‫ﻴﻨﺼﺏ ﺠل ﺍﻫﺘﻤﺎﻡ ﻭﻋﻤل ﺍﻟﻤﺅﺴﺴﺎﺕ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺘﺤﺴﻴﻨﻬﺎ‬
‫ﻟﻬﺎ ﺍﻟﻨﺠﺎﺡ‪ ،‬ﻓﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻪ ﺍﺜﺭ ﻭﺍﻀﺢ ﻓﻲ ﺘﺤﺴﻴﻥ ﺇﻨﺘﺎﺠﻴﺔ‬ ‫ﻭﺍﻟﺭﻓﻊ ﻤﻨﻬﺎ ﻜﺎﻷﺩﺍﺀ‪ ،‬ﺍﻹﻨﺘﺎﺠﻴﺔ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻭﻴﻌﺩ ﻤﻭﻀﻭﻉ ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻌﺎﻤل ﻜﻤﺎ ﻴﻨﻅﺭ ﺇﻟﻴﻪ ﻋﻠﻰ ﺍﻨﻪ ﻤﺅﺸﺭ ﻤﻬﻡ ﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﺘﻨﻅﻴﻡ ﺒﺸﻜل‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻤﻥ ﺃﻫﻡ ﺍﻟﻤﻭﺍﻀﻴﻊ ﺍﻟﺘﻲ ﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ ﻓﻲ ﺇﻁﺎﺭ ﺍﻟﺴﻠﻭﻙ‬
‫ﻋﺎﻡ‪ .‬ﻭﻟﻘﺩ ﺃﺩﺕ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺤﺼﻠﺕ ﻓﻲ ﻋﻘﺩﻱ ﺍﻟﺜﻤﺎﻨﻴﻨﻴﺎﺕ‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‪ ،‬ﻓﻠﻘﺩ ﻜﺎﻥ ﻭﻻﻴﺯﺍل ﻴﺤﻅﻰ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻟﻜﻭﻨﻪ ﻴﺘﻌﻠﻕ‬
‫ﻭﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﺇﻟﻰ ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭﺍﺕ ﺃﺒﺭﺯﺕ ﺃﻫﻤﻴﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬ ‫ﺒﻜﻴﻔﻴﺔ ﺘﺤﻠﻴل ﻭﻓﻬﻡ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺒﺸﺭﻱ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ‬
‫ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺒﺸﻜل ﻜﺒﻴﺭ‪ ،‬ﻭﺩﻋﺕ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺘﻭﻓﻴﺭ ﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﺠل ﻤﻌﺭﻓﺔ ﻜﻴﻔﻴﺔ ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻴﻪ ﺒﺎﻟﺸﻜل ﺍﻟﺫﻱ ﻴﺤﻘﻕ ﻟﻠﻤﺅﺴﺴﺔ‬
‫ﺇﺩﺍﺭﻴﺔ ﺘﺒﻌﺙ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺘﺨﻔﻑ ﻤﻥ ﻤﻌﺎﻨﺎﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺫﻟﻙ‬ ‫ﺃﻗﺼﻰ ﻋﺎﺌﺩ ﻤﻥ ﻗﺩﺭﺍﺕ ﺍﻷﻓﺭﺍﺩ ﻭﻤﻬﺎﺭﺍﺘﻬﻡ‪ ،‬ﻋﻥ ﻁﺭﻴﻕ ﺘﺤﻔﻴﺯﻫﻡ‬
‫ﺒﺘﻤﻜﻴﻨﻬﻡ‪ ،‬ﺤﻴﺙ ﻴﻌﺩ ﺍﻟﺘﻤﻜﻴﻥ ﻜﺄﺤﺩ ﻫﺫﻩ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺘﻲ‬
‫‪ 1‬ﺃﺴﺘﺎﺫ ﻤﺤﺎﻀﺭ‪ ،‬ﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‪-‬ﺍﻟﺠﺯﺍﺌﺭ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ‬
‫ﺍﻋﺘﻤﺩﺘﻬﺎ ﺍﻟﻤﺅﺴﺴﺎﺕ ﻓﻲ ﻓﺭﺽ ﻭﺍﻗﻊ ﺠﺩﻴﺩ ﻴﻌﻁﻲ ﺍﻷﻓﺭﺍﺩ ﻤﻜﺎﻨﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﺘﺠﺎﺭﻴﺔ ﻭﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪ ،‬ﻗﺴﻡ ﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪،‬‬
‫ﺠﺩﻴﺩﺓ ﻟﻡ ﺘﻜﻥ ﻤﺘﻭﻓﺭﺓ ﻟﻬﻡ ﻤﻥ ﻗﺒل‪.‬‬ ‫‪grichimohamed1979@gmail.com‬‬
‫‪ 2‬ﺃﺴﺘﺎﺫﺓ ﻤﺴﺎﻋﺩﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‪-‬ﺍﻟﺠﺯﺍﺌﺭ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ‬
‫ﻟﻡ ﺘﻜﺘﻑ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺒﻤﺠﺭﺩ ﺘﻤﻜﻴﻥ ﻋﻤﺎﻟﻬﺎ ﻓﻘﻁ ﺒل ﺴﻌﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﺘﺠﺎﺭﻴﺔ ﻭﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪ ،‬ﻗﺴﻡ ﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪،‬‬
‫ﺠﺎﻫﺩﺓ ﻟﺘﺤﻘﻴﻕ ﺭﻀﺎﻫﻡ ﻋﻥ ﻋﻤﻠﻬﻡ ﻭﺫﻟﻙ ﺒﺎﻟﻘﻀﺎﺀ ﻋﻠﻰ‬ ‫‪Seblati@yahoo.fr‬‬
‫ﻤﻨﻐﺼﺎﺕ ﺍﻟﻌﻤل ﻟﺩﻴﻬﻡ ﺃﻭ ﻋﻠﻰ ﺍﻷﻗل ﺍﻟﺘﻘﻠﻴل ﻤﻨﻬﺎ‪ ،‬ﻤﻥ ﺃﺠل‬ ‫ﺘﺎﺭﻴﺦ ﺍﺴﺘﻼﻡ ﺍﻟﺒﺤﺙ ‪ 2014/6/3‬ﻭﺘﺎﺭﻴﺦ ﻗﺒﻭﻟﻪ ‪.2014/9/18‬‬
‫© ‪ 2015‬ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ /‬ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‪.‬‬ ‫‪-59-‬‬

‫ﻤﺤﻤﺩ ﺍﻟﻁﺎﻫﺭ ﻗﺭﻴﺸﻲ‪ ،‬ﻟﻁﻴﻔﺔ ﺍﺤﻤﺩ ﺍﻟﺴﺒﺘﻲ‬ ‫ﺃﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‪...‬‬
‫ﻭﻟﻡ ﺘﻜﺘﻑ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺒﻤﺠﺭﺩ ﺘﻤﻜﻴﻥ ﻋﻤﺎﻟﻬﺎ ﻓﻘﻁ ﺒل ﺴﻌﺕ‬ ‫ﻭﻤﻭﺍﻫﺒﻬﻡ‬ ‫ﻭﺇﻤﻜﺎﻨﻴﺎﺘﻬﻡ‬ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻤﻥ‬‫ﺘﻌﻅﻴﻡ ﺍﻻﺴﺘﻔﺎﺩﺓ‬
‫ﺠﺎﻫﺩﺓ ﻟﺘﺤﻘﻴﻕ ﺭﻀﺎﻫﻡ ﻋﻥ ﻋﻤﻠﻬﻡ ﻭﺫﻟﻙ ﺒﺎﻟﻘﻀﺎﺀ ﻋﻠﻰ‬ ‫ﻭﻤﻬﺎﺭﺍﺘﻬﻡ‪.‬‬
‫ﻤﻨﻐﺼﺎﺕ ﺍﻟﻌﻤل ﻟﺩﻴﻬﻡ ﺃﻭ ﻋﻠﻰ ﺍﻷﻗل ﺍﻟﺘﻘﻠﻴل ﻤﻨﻬﺎ‪ ،‬ﻤﻥ ﺃﺠل‬ ‫ﻭﻓﻲ ﺒﺤﺜﻨﺎ ﻫﺫﺍ ﺴﻭﻑ ﻨﺤﺎﻭل ﺘﺴﻠﻴﻁ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﺍﻟﺩﻭﺭ‬
‫ﺘﻌﻅﻴﻡ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻗﺩﺭﺍﺘﻬﻡ ﻭﺇﻤﻜﺎﻨﻴﺎﺘﻬﻡ ﻭﻤﻭﺍﻫﺒﻬﻡ‬ ‫ﺍﻟﺫﻱ ﻴﻠﻌﺒﻪ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ‬
‫ﻭﻤﻬﺎﺭﺍﺘﻬﻡ‪.‬‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﻋﺭﺽ ﻭﺘﺤﻠﻴل‬
‫ﻭﻗﺩ ﺤﻅﻲ ﻤﻔﻬﻭﻡ ﺍﻟﺘﻤﻜﻴﻥ ﺒﺎﻫﺘﻤﺎﻡ ﻤﺘﺯﺍﻴﺩ ﻤﻥ ﻗﺒل‬ ‫ﺍﻟﻤﺤﺎﻭﺭ ﺍﻷﺭﺒﻌﺔ ﺍﻵﺘﻴﺔ‪:‬‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﻴﻥ ﻭﺍﻟﻤﻤﺎﺭﺴﻴﻥ ﺍﻟﻤﻬﺘﻤﻴﻥ ﺒﻘﻀﺎﻴﺎ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ‪،‬‬ ‫ﺍﻹﻁﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺒﺤﺙ ﻭﺇﺠﺭﺍﺀﺍﺘﻪ‪.‬‬
‫ﻭﺨﺎﺼﺔ ﻓﻲ ﻅل ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺘﺴﺎﺭﻋﺔ ﻓﻲ ﺒﻴﺌﺔ ﺍﻷﻋﻤﺎل‬ ‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺒﺤﺙ‪.‬‬
‫ﻭﻀﻐﻭﻁ ﺍﻟﻤﻨﺎﻓﺴﺔ ﺍﻟﻌﺎﻟﻤﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﺒﻨﺕ ﻤﻌﻅﻡ ﺍﻟﻤﻨﻅﻤﺎﺕ‬ ‫ﺍﻹﻁﺎﺭ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻟﻠﺒﺤﺙ‪.‬‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻤﻔﺎﻫﻴﻡ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﻟﺘﺤﻘﻴﻕ ﺍﻟﺘﻤﻴﺯ ﻭﺍﻟﻨﺠﺎﺡ‪،‬‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ‪.‬‬
‫ﻴﺭﻜﺯ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﺍﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻜﻤﻔﻬﻭﻡ ﺤﺩﻴﺙ‬
‫ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ‪ ،‬ﻭﺘﺘﺠﻠﻰ ﺃﻫﻤﻴﺔ ﻫﺫﺍ‬ ‫ﺍﻹﻁﺎﺭ ﺍﻟﻌﺎﻡ ﻟﻠﺒﺤﺙ ﻭﺇﺠﺭﺍﺀﺍﺘﻪ‬
‫ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻤﺴﺘﻭﻴﻴﻥ‪:‬‬ ‫ﺇﺸﻜﺎﻟﻴﺔ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﺇﺜﺭﺍﺀ‬ ‫‪ -‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻌﻠﻤﻲ‪ :‬ﺤﻴﺙ ﺴﻨﻌﻤل ﻋﻠﻰ‬ ‫ﻭﺘﺴﻌﻰ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺃﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ‬
‫ﺍﻟﻤﻭﻀﻭﻉ ﻤﻥ ﺨﻼل ﻤﺤﺘﻭﻯ ﺍﻻﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻤﺘﻐﻴﺭﻱ‬ ‫ﺘﺤﻘﻴـﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔـﻲ ﻟﺩﻯ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ‬
‫ﺍﻟﺒﺤﺙ‪.‬‬ ‫ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ ؟‬
‫‪ -‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻌﻤﻠﻲ‪ :‬ﺤﻴﺙ ﺴﻨﻘﻭﻡ ﺒﺩﺭﺍﺴﺔ ﺍﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ‬ ‫ﻭﻴﻤﻜﻥ ﺘﺭﺠﻤﺔ ﻫﺫﻩ ﺍﻹﺸﻜﺎﻟﻴﺔ ﺇﻟﻰ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﻔﺭﻋﻴﺔ‬
‫ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﻓﻲ‬ ‫ﺍﻵﺘﻴﺔ‪:‬‬
‫ﺍﻟﻜﻠﻴﺎﺕ ﺍﻟﺴﺘﺔ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‪ .‬ﻭﻴﻀﻴﻑ ﻫﺫﺍ‬ ‫‪ -‬ﻤﺎ ﻫﻭ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻟﺩﻯ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ‬
‫ﺍﻟﺒﺤﺙ ﺃﻴﻀﺎ ﺇﻟﻰ ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﻭﻁﻨﻴﺔ ﻭﺍﻟﻌﺭﺒﻴﺔ ﺩﺭﺍﺴﺔ ﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‪.‬‬
‫ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺭﻀﺎ‬ ‫‪ -‬ﻤﺎ ﻫﻭ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ‬
‫ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﻫﺫﺍ ﻋﺎﻤل ﻴﻐﻨﻲ ﺍﻟﻤﻜﺘﺒﺔ ﺒﺎﻟﺒﺤﻭﺙ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‪.‬‬ ‫ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‪.‬‬
‫ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‪:‬‬ ‫‪ -‬ﻤﺎ ﻫﻭ ﺍﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ‬
‫ﻴﺴﻌﻰ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻵﺘﻴﺔ‪:‬‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﺭﻑ ﺍﻟﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻟﺩﻯ ﺍﻟﻌﻤﺎل‬ ‫ﺃﻫﻤﻴﺔ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ‪.‬‬ ‫ﺇﻥ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺘﻌﺩ ﺃﻫﻡ ﻤﻭﺭﺩ ﺇﺴﺘﺭﺍﺘﻴﺠﻲ ﻓﻲ‬
‫‪ -‬ﺍﻟﺘﻌﺭﻑ ﺍﻟﻰ ﻭﺍﻗﻊ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ‪.‬‬ ‫ﺍﻟﻤﺅﺴﺴﺔ ﻭﻤﺼﺩﺭ ﻜل ﺍﻹﺒﺩﺍﻋﺎﺕ ﺍﻟﺫﻱ ﺘﺴﻤﺢ ﻟﻠﻤﺅﺴﺴﺔ‬
‫‪ -‬ﺍﻟﺘﻌﺭﻑ ﺍﻟﻰ ﻋﻼﻗﺔ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ‬ ‫ﺒﺎﻟﺘﻔﺎﻋل ﻤﻊ ﺍﻟﻔﺭﺹ ﻭﺍﻟﺘﻬﺩﻴﺩﺍﺕ ﺍﻟﻤﺘﻀﻤﻨﺔ ﻓﻲ ﺒﻴﺌﺘﻬﺎ ﻭﺍﻟﺘﻤﻴﺯ‬
‫ﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ‪.‬‬ ‫ﻋﻠﻰ ﻤﻨﺎﻓﺴﻴﻬﺎ‪ ،‬ﻭﻟﻘﺩ ﺃﺩﺕ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺤﺼﻠﺕ ﻓﻲ ﻋﻘﺩﻱ‬
‫‪ -‬ﺍﻟﺘﻌﺭﻑ ﺍﻟﻰ ﻤﺩﻯ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺍﻟﺜﻤﺎﻨﻴﻨﻴﺎﺕ ﻭﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﺇﻟﻰ ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭﺍﺕ ﺃﺒﺭﺯﺕ ﺃﻫﻤﻴﺔ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ )ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻤﺠﺎل‬ ‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺒﺸﻜل ﻜﺒﻴﺭ‪ ،‬ﻭﺩﻋﺕ ﺍﻟﺤﺎﺠﺔ‬
‫ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻭﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ( ﻭﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ‬ ‫ﺇﻟﻰ ﺘﻭﻓﻴﺭ ﺃﺴﺎﻟﻴﺏ ﺇﺩﺍﺭﻴﺔ ﺘﺒﻌﺙ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺘﺨﻔﻑ ﻤﻥ‬
‫ﺍﻹﺩﺍﺭﻱ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‪.‬‬ ‫ﻤﻌﺎﻨﺎﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺫﻟﻙ ﺒﺘﻤﻜﻴﻨﻬﻡ‪ ،‬ﺤﻴﺙ ﻴﻌﺩ ﺍﻟﺘﻤﻜﻴﻥ ﻜﺄﺤﺩ ﻫﺫﻩ‬
‫‪ -‬ﺘﻘﺩﻴﻡ ﺇﻁﺎﺭ ﻨﻅﺭﻱ ﻴﺒﻴﻥ ﻤﻌﻨﻰ ﻭﺃﺒﻌﺎﺩ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺘﻲ ﺍﻋﺘﻤﺩﺘﻬﺎ ﺍﻟﻤﺅﺴﺴﺎﺕ ﻓﻲ ﻓﺭﺽ ﻭﺍﻗﻊ‬
‫ﻭﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬ ‫ﺠﺩﻴﺩ ﻴﻌﻁﻲ ﺍﻷﻓﺭﺍﺩ ﻤﻜﺎﻨﺔ ﺠﺩﻴﺩﺓ ﻟﻡ ﺘﻜﻥ ﻤﺘﻭﻓﺭﺓ ﻟﻬﻡ ﻤﻥ ﻗﺒل‪،‬‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪"(0.05=α‬‬ ‫‪ -‬ﻤﺤﺎﻭﻟﺔ ﺒﻨﺎﺀ ﻨﻤﻭﺫﺝ ﺍﻓﺘﺭﺍﻀﻲ ﻭﺍﺨﺘﺒﺎﺭﻩ ﻟﻠﻭﺼﻭل ﺇﻟﻰ‬
‫‪ -‬ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪:‬‬ ‫ﺼﻭﺭﺓ ﺘﻌﻜﺱ ﻋﻼﻗﺔ ﻭﺩﻭﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺤﻘﻴﻕ‬
‫" ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ‪.‬‬
‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺘﻌﺯﻯ ﻟﻠﻤﺘﻐﻴﺭﺍﺕ‬ ‫‪ -‬ﺘﻘﺩﻴﻡ ﺘﻭﺼﻴﺎﺕ ﻟﻤﺘﺨﺫﻱ ﺍﻟﻘﺭﺍﺭ ﻓﻲ ﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ‪.‬‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪"(0.05=α‬‬ ‫ﻓﺭﻀﻴﺎﺕ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﻭﺘﻨﺩﺭﺝ ﺘﺤﺕ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺘﻘﻭﻡ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻟﻔﺭﻀﻴﺘﻴﻥ ﺍﻟﺭﺌﻴﺴﻴﺘﻴﻥ ﺍﻟﺘﺎﻟﻴﺘﻴﻥ‪:‬‬
‫ﺍﻵﺘﻴﺔ‪:‬‬ ‫‪ -‬ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻷﻭﻟﻰ‪:‬‬
‫‪ " -‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ‬ ‫" ﻻ ﻴﻭﺠﺩ ﺍﺜﺭ ﻤﻌﻨﻭﻱ ﻟﻠﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ‬ ‫ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ‬
‫ﺍﻟﺠﻨﺱ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪"(0.05=α‬‬ ‫ﺒﺴﻜﺭﺓ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪." (0.05=α‬‬
‫‪ " -‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻭﺘﻨﺩﺭﺝ ﺘﺤﺕ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻟﻔﺭﻋﻴﺔ‬
‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺘﻌﺯﻯ ﻟﻠﻤﺘﻐﻴﺭ‬ ‫ﺍﻵﺘﻴﺔ‪:‬‬
‫ﺍﻟﻌﻤﺭ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪"(0.05=α‬‬ ‫‪ " -‬ﻻ ﻴﻭﺠﺩ ﺃﺜﺭ ﻤﻌﻨﻭﻱ ﻟﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ‬
‫‪ " -‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ ﻋﻨﺩ‬
‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺘﻌﺯﻯ ﻟﻠﻤﺘﻐﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪." (0.05=α‬‬
‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪"(0.05=α‬‬ ‫‪ " -‬ﻻ ﻴﻭﺠﺩ ﺃﺜﺭ ﻤﻌﻨﻭﻱ ﻟﻠﺘﺩﺭﻴﺏ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺘﻌﺯﻯ ﻟﻠﻤﺘﻐﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪" (0.05=α‬‬
‫ﻤﺠﺎل ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪"(0.05=α‬‬ ‫‪ " -‬ﻻ ﻴﻭﺠﺩ ﺃﺜﺭ ﻤﻌﻨﻭﻱ ﻟﺘﺤﻔﻴﺯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺘﻌﺯﻯ ﻟﻠﻤﺘﻐﻴﺭ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪." (0.05=α‬‬
‫ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪"(0.05=α‬‬ ‫‪ " -‬ﻻ ﻴﻭﺠﺩ ﺃﺜﺭ ﻤﻌﻨﻭﻱ ﻟﻔﺭﻕ ﺍﻟﻌﻤل ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ ﻋﻨﺩ‬
‫ﻨﻤﻭﺫﺝ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﺍﻟﻤﺼﺩﺭ‪ :‬ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﻴﻥ‪.‬‬
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‫ﺒﻭﺠﻭﺩ ﻤﻬﺎﺭﺍﺕ ﻤﺘﻜﺎﻤﻠﺔ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ‪ ،‬ﻭﺃﻓﺭﺍﺩ‬ ‫ﻴﺘﻀﺢ ﻟﻨﺎ ﻤﻥ ﻨﻤﻭﺫﺝ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺄﻨﻪ ﻴﺒﺤﺙ ﻓﻲ ﺍﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ‬
‫ﺍﻟﻔﺭﻴﻕ ﺘﺠﻤﻌﻬﻡ ﺃﻫﺩﺍﻑ ﻤﺸﺘﺭﻜﺔ ﻭﻏﺭﺽ ﻭﺍﺤﺩ‪،‬‬ ‫ﺍﻹﺩﺍﺭﻱ ﺒﺄﺒﻌﺎﺩﻩ )ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ‪ ،‬ﺍﻟﺘﺤﻔﻴﺯ‪،‬‬
‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻤﺩﺨل ﻤﺸﺘﺭﻙ ﻟﻠﻌﻤل ﻓﻴﻤﺎ‬ ‫ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل ﻭﻓﺭﻕ ﺍﻟﻌﻤل( ﻜﻤﺘﻐﻴﺭ ﻤﺴﺘﻘل ﻓﻲ ﺍﻟﺭﻀﺎ‬
‫ﺒﻴﻨﻬﻡ‪.‬‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻜﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ‪ ،‬ﻜﻤﺎ ﻴﺒﺤﺙ ﻓﻴﻤﺎ ﺍﺫﺍ ﻜﺎﻨﺕ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ :‬ﻫﻭ ﻤﺠﻤﻭﻉ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﻭﺠﺩﺍﻨﻴﺔ ﺍﻟﺘﻲ‬ ‫‪-‬‬ ‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ ﻟﻬﺎ ﺍﺜﺭ ﻓﻲ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‪.‬‬
‫ﻴﺸﻌﺭ ﺒﻬﺎ ﺍﻟﻔﺭﺩ ﺍﺘﺠﺎﻩ ﺍﻟﻌﻤل ﺍﻟﺫﻱ ﻴﺸﻐﻠﻪ ﺤﺎﻟﻴﺎ ﻭﻫﺫﻩ‬ ‫ﺍﻟﺘﻌﺎﺭﻴﻑ ﺍﻹﺠﺭﺍﺌﻴﺔ‪:‬‬
‫ﺍﻟﻤﺸﺎﻋﺭ ﻗﺩ ﺘﻜﻭﻥ ﺍﻴﺠﺎﺒﻴﺔ ﺃﻭ ﺴﻠﺒﻴﺔ‪ ،‬ﻭﻫﻲ ﺘﻌﺒﺭ ﻋﻥ ﻤﺩﻯ‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‪ :‬ﻫﻭ ﺍﻗﺘﺴﺎﻡ ﺍﻟﻘﻭﺓ ﻭﺍﻟﺴﻠﻁﺔ ﺒﻴﻥ ﺠﻤﻴﻊ‬ ‫‪-‬‬
‫ﺍﻹﺸﺒﺎﻉ ﺍﻟﺫﻱ ﻴﺘﻭﻗﻊ ﺍﻟﻔﺭﺩ ﺃﻥ ﻴﺤﻘﻘﻪ ﻤﻥ ﻋﻤﻠﻪ ﻓﺒﻘﺩﺭ ﻤﺎ‬ ‫ﺃﻋﻀﺎﺀ ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻤﺎ ﻴﻌﻨﻲ ﺘﺨﻭﻴل ﺍﻷﻓﺭﺍﺩ ﺍﻟﺼﻼﺤﻴﺎﺕ‬
‫ﺘﻤﺜل ﻭﻅﻴﻔﺘﻪ ﻤﺼﺩﺭ ﺍﺸﺒﺎﻋﺎﺕ ﺃﻭ ﻤﻨﺎﻓﻊ ﻜﺒﻴﺭﺓ ﻭﻤﺘﻌﺩﺩﺓ ﻟﻪ‬ ‫ﺍﻟﺘﻲ ﺘﻤﻜﻨﻬﻡ ﻤﻥ ﻤﺒﺎﺸﺭﺓ ﺃﻋﻤﺎﻟﻬﻡ ﺒﺤﺭﻴﺔ ﻭﺍﻨﻁﻼﻕ‬
‫ﺒﻘﺩﺭ ﻤﺎ ﻴﺯﻴﺩ ﺭﻀﺎﻩ ﻋﻥ ﻫﺫﻩ ﺍﻟﻭﻅﻴﻔﺔ‪ ،‬ﻭﻴﺯﺩﺍﺩ ﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﻭﺘﺴﻤﺢ ﻟﻬﻡ ﺒﺎﻻﺒﺘﻜﺎﺭ ﻭﺍﻟﺘﻁﻭﻴﺭ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﺘﺨﺎﺫ‬
‫ﺍﺭﺘﺒﺎﻁﻪ ﺒﻬﺎ ﻭﺒﺎﻟﻌﻜﺱ‪ ،‬ﻭﻴﻤﺜل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻋﺎﻤل ﻋﺎﻡ‬ ‫ﺍﻟﻘﺭﺍﺭ ﻭﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ ﻭﺍﻟﻨﺘﺎﺌﺞ‪ ،‬ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺴﻭﻑ‬
‫ﻴﺘﻀﻤﻥ ﻋﻭﺍﻤل ﺭﻀﺎ ﻓﺭﻋﻴﺔ ﺃﻫﻤﻬﺎ ﺭﻀﺎ ﺍﻟﻔﺭﺩ ﻋﻥ‬ ‫ﻨﻭﻀﺢ ﺍﻷﺒﻌﺎﺩ ﺍﻟﺨﻤﺴﺔ ﻟﻠﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺍﻟﺘﻲ ﺘﻡ‬
‫ﺃﺠﺭﻩ‪ ،‬ﻤﺤﺘﻭﻯ ﻋﻤﻠﻪ‪ ،‬ﻓﺭﺹ ﺍﻟﺘﺭﻗﻴﺔ‪ ،‬ﺭﺌﻴﺴﻪ‪ ،‬ﺍﻟﺠﻤﺎﻋﺔ‬ ‫ﺘﻭﻀﻴﺤﻬﺎ ﻓﻲ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻨﻅﺭﻱ ﻤﻥ ﻫﺫﺍ ﺍﻟﺒﺤﺙ‪:‬‬
‫ﺍﻟﺘﻲ ﻴﻌﻤل ﻤﻌﻬﺎ ﻭﻅﺭﻭﻑ ﻋﻤﻠﻪ‪.‬‬ ‫‪ ‬ﺍﻟﺘﺩﺭﻴﺏ‪ :‬ﻫﻭ ﺫﻟﻙ ﺍﻟﺠﻬﺩ ﺍﻟﻤﺨﻁﻁ ﻟﻪ ﻤﻥ ﻗﺒل‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﻟﺘﺴﻬﻴل ﻋﻤﻠﻴﺔ ﺘﻌﻠﻡ ﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﻤﺭﺘﺒﻁﺔ‬
‫ﻤﺠﺘﻤﻊ ﻭﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪:‬‬ ‫ﺒﺎﻟﻌﻤل ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺃﻭ ﺍﻟﺴﻠﻭﻙ ﻤﻥ ﻗﺒل ﺍﻟﻤﻭﻅﻔﻴﻥ‬
‫ﻴﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ﺍﻟﻤﺴﺘﻬﺩﻑ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻹﺩﺍﺭﻴﻴﻥ‬ ‫ﺒﻬﺩﻑ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ ﺍﻟﺤﺎﻟﻲ ﻭﺍﻟﻤﺴﺘﻘﺒﻠﻲ ﺒﻤﺎ‬
‫ﺍﻟﺭﺅﺴﺎﺀ ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﺒﺎﻟﻜﻠﻴﺎﺕ ﺍﻟﺴﺘﺔ )‪ (06‬ﻟﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ‬ ‫ﻴﺨﺩﻡ ﺃﻫﺩﺍﻑ ﻭﻤﺴﺎﻋﻲ ﺍﻟﻤﺅﺴﺴﺔ‪.‬‬
‫ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‪ ،‬ﻭﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ ‪ 808‬ﻋﺎﻤل ﺤﺴﺏ ﺇﺤﺼﺎﺌﻴﺎﺕ‬ ‫‪ ‬ﺍﻟﺘﺤﻔﻴﺯ ‪ :‬ﻫﻭ ﺫﻟﻙ ﺍﻷﺴﻠﻭﺏ ﺍﻟﺫﻱ ﻴﻬﺩﻑ ﺇﻟﻰ‬
‫‪ . 2011-2010‬ﺒﻠﻎ ﺤﺠﻡ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ )‪ (150‬ﻓﺭﺩﺍ ﺒﻴﻥ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺍﻴﺠﺎﺒﻴﺎ ﻋﻠﻰ‬
‫ﻤﺩﺭﺍﺀ ﻭﻋﻤﺎل ﺍﺩﺍﺭﻴﻴﻥ‪ ،‬ﻭﺍﻋﺘﻤﺩﻨﺎ ﻁﺭﻴﻘﺔ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ﻓﻲ‬ ‫ﺍﻟﻜﻔﺎﻴﺔ‬
‫ﺍﺨﺘﻴﺎﺭﻫﺎ ﺒﻨﺴﺒﺔ ‪ %25‬ﺍﻱ ‪ 25‬ﻓﺭﺩﺍ ﻤﻥ ﻜل ﻜﻠﻴﺔ ﻤﻥ ﺍﻟﻜﻠﻴﺎﺕ‬ ‫‪ ‬ﺍﻹﻨﺘﺎﺠﻴﺔ ﻟﻬﻡ ﻜﻤﺎ ﻭﻨﻭﻋﺎ‪ ،‬ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﺤﻘﻴﻕ‬
‫ﺍﻟﺴﺘﺔ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺘﻭﺯﻴﻊ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻋﻠﻴﻬﻡ ﻋﺒﺭ ﺯﻴﺎﺭﺍﺕ ﻤﻴﺩﺍﻨﻴﺔ‪،‬‬ ‫ﺃﻫﺩﺍﻑ ﺍﻟﻤﺅﺴﺴﺔ ﻭﺃﻫﺩﺍﻑ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻓﻘﺩ ﺘﻜﻭﻥ‬
‫ﺍﺴﺘﺭﺩ ﻤﻨﻬﺎ )‪ (139‬ﺍﺴﺘﺒﺎﻨﻪ‪ ،‬ﻭﺒﻌﺩ ﻓﺤﺼﻬﺎ ﻟﻡ ﻴﺴﺘﺒﻌﺩ ﺃﻱ‬ ‫ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤل ﻭﻟﻜﻥ ﺘﻨﻘﺼﻪ‬
‫ﻤﻨﻬﺎ ﻨﻅﺭﺍ ﻟﺘﺤﻘﻴﻘﻬﺎ ﺸﺭﻭﻁ ﺍﻹﺠﺎﺒﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬ ‫ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺃﺩﺍﺌﻪ‪.‬‬
‫ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ‪:‬‬ ‫‪ ‬ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‪ :‬ﻫﻭ ﺘﺒﺎﺩل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ‬
‫ﻓﻲ ﺇﻁﺎﺭ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ﻭﺒﻬﺩﻑ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻌﻼﻗﺔ‬ ‫ﺒﻴﻥ ﺸﺨﺼﻴﻥ ﺃﻭ ﺃﻜﺜﺭ‪ ،‬ﻓﺎﻻﺘﺼﺎل ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﻤﻔﺘﺭﻀﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻱ ﺍﻟﺒﺤﺙ )ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺭﻀﺎ‬ ‫ﺩﻴﻨﺎﻤﻴﻜﻴﺔ ﺫﺍﺕ ﺍﺘﺠﺎﻫﻴﻥ ﺇﺭﺴﺎل ﻭﺍﺴﺘﻘﺒﺎل‪.‬‬
‫ﺍﻟﻭﻅﻴﻔﻲ( ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻜﻭﺴﻴﻠﺔ ﻟﻘﻴﺎﺱ "ﺍﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ‬ ‫‪ ‬ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ :‬ﻭﻫﻭ ﺃﻥ ﻴﻌﻬﺩ ﺍﻟﻘﺎﺌﺩ ﺇﻟﻰ ﺒﻌﺽ‬
‫ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ" ﺤﻴﺙ ﺘﻡ ﺍﻟﻘﻴﺎﻡ ﺒﻌﺩﺓ‬ ‫ﻤﺭﺅﻭﺴﻴﻪ ﻭﺍﺠﺒﺎﺕ ﺃﻭ ﻤﻬﻤﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﻤﺒﻴﻨﺎ ﻟﻬﻡ‬
‫ﺨﻁﻭﺍﺕ ﺘﻨﻔﻴﺫﻴﺔ ﻟﻀﻤﺎﻥ ﺼﺩﻗﻬﺎ ﻭﺜﺒﺎﺘﻬﺎ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﻻﺴﺘﻌﺎﻨﺔ ﻓﻲ‬ ‫ﺤﺩﻭﺩ ﻫﺫﻩ ﺍﻟﻭﺍﺠﺒﺎﺕ ﻭﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﻁﻠﻭﺏ ﻤﻨﻬﻡ‬
‫ﺇﻋﺩﺍﺩﻫﺎ ﺒﺎﻻﻁﻼﻉ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻻﺴﺘﺒﺎﻨﺎﺕ ﺍﻟﺨﺎﺼﺔ‬ ‫ﺘﺤﻘﻴﻘﻬﺎ‪ ،‬ﻭﺘﻔﻭﻴﺽ ﻫﺫﻩ ﺍﻟﻭﺍﺠﺒﺎﺕ ﻟﻤﺭﺅﻭﺴﻴﻪ‬
‫ﺒﺎﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﻜﺫﺍ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﻴﻘﺘﻀﻲ ﺃﻥ ﻴﻔﻭﻀﻬﻡ ﻗﺩﺭﺍ ﻤﻥ ﺴﻠﻁﺘﻪ ﻴﻜﻭﻥ‬
‫ﻤﻨﻬﺎ ﺠﻴﺩﺓ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﺤﺘﻭﻯ ﻭﻁﺭﻴﻘﺔ ﺍﻟﺘﺼﻤﻴﻡ‪ ،‬ﻭﻗﺩ ﺠﺎﺀﺕ‬ ‫ﻜﺎﻓﻴﺎ ﻻﻨﺠﺎﺯ ﻫﺫﻩ ﺍﻟﻭﺍﺠﺒﺎﺕ‪.‬‬
‫ﺍﺴﺘﺒﺎﻨﺔ ﺍﻟﺒﺤﺙ ﻓﻲ ﻗﺴﻤﻴﻥ ﺭﺌﻴﺴﻴﻴﻥ‪:‬‬ ‫‪ ‬ﻓﺭﻴﻕ ﺍﻟﻌﻤل‪ :‬ﻫﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﻴﺘﻤﻴﺯﻭﻥ‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺍﻟﺒﺤﺙ ﻭﺇﻅﻬﺎﺭ ﺨﺼﺎﺌﺼﻪ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﺴﺏ‬ ‫ﺍﻟﻘﺴﻡ ﺍﻷﻭل‪ ،‬ﻭﻫﻭ ﺍﻟﻘﺴﻡ ﺍﻟﺨﺎﺹ ﺒﺎﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻟﻤﺌﻭﻴﺔ ﻭﺍﻟﺘﻜﺭﺍﺭﺍﺕ‪ ،‬ﻭﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺃﺴﺌﻠﺔ ﺍﻟﺒﺤﺙ‬ ‫ﻟﻠﻤﺴﺘﺠﻭﺏ ﻭﻫﻲ‪ ) :‬ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻌﻤﺭ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻤﺠﺎل‬
‫ﻭﺘﺭﺘﻴﺏ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺒﺤﺙ ﺤﺴﺏ ﺃﻫﻤﻴﺘﻬﺎ ﺒﺎﻻﻋﺘﻤﺎﺩ‬ ‫ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻭﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ (‪.‬‬
‫ﻋﻠﻰ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ‪.‬‬ ‫ﺍﻟﻘﺴﻡ ﺍﻟﺜﺎﻨﻲ‪ ،‬ﻭﻫﻭ ﺍﻟﻘﺴﻡ ﺍﻟﺨﺎﺹ ﺒﻤﺤﺎﻭﺭ ﺍﻹﺴﺘﺒﺎﻨﺔ‪،‬‬
‫‪(Analysis of‬‬ ‫‪ -‬ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻼﻨﺤﺩﺍﺭ‬ ‫ﻭﻴﺘﻜﻭﻥ ﻤﻥ ﺠﺯﺃﻴﻥ‪ ،‬ﺍﻟﺠﺯﺀ ﺍﻷﻭل ﺨﺎﺹ ﺒﺎﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫)‪ :variance‬ﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﻼﺤﻴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻤﻘﺘﺭﺡ‪.‬‬ ‫ﻭﻴﺤﺘﻭﻱ ﻋﻠﻰ ﻭﺍﺤﺩ ﻭﻋﺸﺭﻴﻥ )‪ (21‬ﻓﻘﺭﺓ ﺘﻬﺩﻑ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ‬
‫‪ -‬ﺘﺤﻠﻴل ﺍﻻﻨﺤﺩﺍﺭ ﺍﻟﻤﺘﻌﺩﺩ ‪(Multiple Regression‬‬ ‫ﺍﻟﻰ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻨﺤﻭ ﺘﺒﻨﻲ ﺍﻟﺠﺎﻤﻌﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ‬
‫)‪ :Analysis‬ﻭﺫﻟﻙ ﻻﺨﺘﺒﺎﺭ ﺍﺜﺭ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ‬ ‫ﻟﻤﻔﻬﻭﻡ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫ﺍﻵﺘﻴﺔ ) ﻓﺭﻕ ﺍﻟﻌﻤل‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ‪ ،‬ﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﺘﻔﻭﻴﺽ‬ ‫ﺍﻟﻤﺤﺩﺩﺓ ﻓﻲ ﻨﻤﻭﺫﺝ ﺍﻟﺩﺭﺍﺴﺔ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺍﻟﺴﻠﻁﺔ ﻭﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل( ﻋﻠﻰ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ ﻭﻫﻭ‬ ‫‪ .1‬ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ :‬ﻭﺘﻤﺜﻠﻪ ﺍﻟﻔﻘﺭﺍﺕ ﺫﻭﺍﺕ ﺍﻷﺭﻗﺎﻡ )‪-1‬‬
‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬ ‫‪.(4-3-2‬‬
‫‪ -‬ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ )‪:(One Way ANOVA‬‬ ‫‪ .2‬ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‪ :‬ﻭﺘﻤﺜﻠﻪ ﺍﻟﻔﻘﺭﺍﺕ ﺫﻭﺍﺕ ﺍﻷﺭﻗﺎﻡ )‪-5‬‬
‫ﻭﺫﻟﻙ ﻟﻤﻌﺭﻓﺔ ﺍﻟﻔﺭﻭﻗﺎﺕ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ‬ ‫‪.(7-6‬‬
‫ﻭﺍﻟﻭﻅﻴﻔﻴﺔ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﻭﺍﻟﺘﺎﺒﻌﺔ‪.‬‬ ‫‪ .3‬ﺍﻟﺘﺤﻔﻴﺯ‪ :‬ﻭﺘﻤﺜﻠﻪ ﺍﻟﻔﻘﺭﺍﺕ ﺫﻭﺍﺕ ﺍﻷﺭﻗﺎﻡ )‪-10-9-8‬‬
‫‪ -‬ﺍﺨﺘﺒﺎﺭ ‪ T‬ﻟﻠﻌﻴﻨﺎﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ – ‪(Independent‬‬ ‫‪.(12-11‬‬
‫)‪ :Samples T-test‬ﻟﻤﻌﺭﻓﺔ ﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﻫﻨﺎﻙ‬ ‫‪ .4‬ﺍﻟﺘﺩﺭﻴﺏ‪ :‬ﻭﺘﻤﺜﻠﻪ ﺍﻟﻔﻘﺭﺍﺕ ﺫﻭﺍﺕ ﺍﻷﺭﻗﺎﻡ )‪-14-13‬‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺘﺼﻭﺭﺍﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‬ ‫‪.(16-15‬‬
‫ﻟﻤﻔﻬﻭﻡ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺘﻌﺯﻯ‬ ‫‪ .5‬ﻓﺭﻕ ﺍﻟﻌﻤل‪ :‬ﻭﺘﻤﺜﻠﻪ ﺍﻟﻔﻘﺭﺍﺕ ﺫﻭﺍﺕ ﺍﻷﺭﻗﺎﻡ )‪-17‬‬
‫ﻻﺨﺘﻼﻑ ﻋﺎﻤل ﺍﻟﺠﻨﺱ‪.‬‬ ‫‪.(21-20-19-18‬‬
‫‪ -‬ﺍﺨﺘﺒﺎﺭ ﻤﻌﺎﻤل ﺍﻻﻟﺘﻭﺍﺀ )‪ :(Skewness‬ﻷﺠل ﺍﻟﺘﺤﻘﻕ‬ ‫ﺃﻤﺎ ﺍﻟﺠﺯﺀ ﺍﻟﺜﺎﻨﻲ ﻓﻬﻭ ﺨﺎﺹ ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻴﺤﺘﻭﻱ‬
‫ﻤﻥ ﺍﻟﺘﻭﺯﻴﻊ ﺍﻟﻁﺒﻴﻌﻲ ﻟﻠﺒﻴﺎﻨﺎﺕ‪.‬‬ ‫ﻋﻠﻰ ﺃﺭﺒﻌﺔ ﻋﺸﺭ )‪ (14‬ﻓﻘﺭﺓ‪ ،‬ﺘﻬﺩﻑ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﺍﻟﻰ ﻤﺴﺘﻭﻯ‬
‫‪(Cronbach’s‬‬ ‫‪ -‬ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺒﺎﻟﺠﺎﻤﻌﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﻓﻴﻤﺎ‬
‫)‪ :Coefficient Alpha‬ﻭﺫﻟﻙ ﻟﻘﻴﺎﺱ ﺜﺒﺎﺕ ﺃﺩﺍﺓ‬ ‫ﻴﺨﺹ ﻤﺨﺘﻠﻑ ﻋﻨﺎﺼﺭ ﺍﻟﻌﻤل ﺍﻟﻤﺨﺘﻠﻔﺔ ﻜﺎﻷﺠﺭ‪ ،‬ﻨﻤﻁ‬
‫ﺍﻟﺒﺤﺙ‪.‬‬ ‫ﺍﻹﺸﺭﺍﻑ‪ ،‬ﻅﺭﻭﻑ ﺍﻟﻌﻤل ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﻤﻌﻨﻭﻴﺔ‪ ،‬ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫‪ -‬ﻤﻌﺎﻤل ﺼﺩﻕ ﺍﻟﻤﺤﻙ‪ :‬ﻭﺫﻟﻙ ﻟﻘﻴﺎﺱ ﺼﺩﻕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ‪.‬‬ ‫ﺒﺴﻴﺎﺴﺔ ﺍﻹﺩﺍﺭﺓ ﻓﻲ ﺘﻨﻅﻴﻡ ﺍﻟﻌﻤل ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻤﺤﺘﻭﻯ‬
‫ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ‪:‬‬ ‫ﺍﻟﻌﻤل ﻭﻓﺭﺹ ﺍﻟﺘﺭﻗﻴﺔ ﺍﻟﻤﺘﺎﺤﺔ‪ ،‬ﻤﻘﺩﺍﺭ ﺍﻟﺴﻠﻁﺔ ﺍﻟﻤﻔﻭﻀﺔ‬
‫ﺃ‪ .‬ﺼﺩﻕ ﺍﻷﺩﺍﺓ‪ :‬ﻴﻘﺼﺩ ﺒﺼﺩﻕ ﺍﻷﺩﺍﺓ )‪(Validity‬‬ ‫ﻭﺍﻟﺼﻼﺤﻴﺎﺕ ﻭﺍﻟﺤﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺼﺭﻑ ﻭﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‪،‬‬
‫ﻗﺩﺭﺓ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ‬ ‫ﺍﻟﺤﺼﺹ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﻤﻌﻨﻭﻴﺔ‪... ،‬ﺍﻟﺦ‪.‬‬
‫ﺼﻤﻤﺕ ﻟﻘﻴﺎﺴﻬﺎ‪ ،‬ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﺃﺴﺎﻟﻴﺏ ﺘﺤﻠﻴل ﺍﻟﺒﻴﺎﻨﺎﺕ‪:‬‬
‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻟﺒﺤﺙ ﻨﻌﺘﻤﺩ ﻋﻠﻰ ﻤﺎ ﻴﻠﻲ‪:‬‬ ‫ﻟﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺃﺴﺌﻠﺔ ﺍﻟﺒﺤﺙ ﻭﺍﺨﺘﺒﺎﺭ ﺼﺤﺔ ﻓﺭﻀﻴﺎﺘﻪ ﺘﻡ‬
‫‪ ‬ﺼﺩﻕ ﺍﻟﻤﺤﺘﻭﻯ ﺃﻭ ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ‪:‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺀ ﺍﻟﻭﺼﻔﻲ ﻭﺍﻟﺘﺤﻠﻴﻠﻲ‪ ،‬ﻭﺫﻟﻙ‬
‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻤﺤﺘﻭﻯ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺤﺯﻡ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺃﻨﻬﺎ ﺘﺨﺩﻡ ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ ﺘﻡ‬ ‫)‪. (SPSS. V17‬‬
‫ﻋﺭﻀﻬﺎ ﻋﻠﻰ ﻫﻴﺌﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻤﻥ‬ ‫‪(Descriptive‬‬ ‫‪ -‬ﻤﻘﺎﻴﻴﺱ ﺍﻹﺤﺼﺎﺀ ﺍﻟﻭﺼﻔﻲ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﻴﻥ ﺍﻟﻤﺨﺘﺼﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻹﺩﺍﺭﺓ‬ ‫)‪ :Statistic Measures‬ﻭﺫﻟﻙ ﻟﻭﺼﻑ ﻤﺠﺘﻤﻊ‬
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‫‪ ‬ﺼﺩﻕ ﺍﻟﻤﺤﻙ‪ :‬ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺼﺩﻕ‬ ‫ﺍﻟﺫﻴﻥ ﻴﻌﻤﻠﻭﻥ ﻓﻲ ﺜﻼﺜﺔ ﺠﺎﻤﻌﺎﺕ‪ :‬ﺒﺴﻜﺭﺓ‪،‬‬
‫ﺍﻟﻤﺤﻙ ﻤﻥ ﺨﻼل ﺍﺨﺫ ﺍﻟﺠﺫﺭ ﺍﻟﺘﺭﺒﻴﻌﻲ ﻟﻤﻌﺎﻤل‬ ‫ﺒﺎﺘﻨﺔ ﻭﺍﻟﻭﺍﺩﻱ‪ ،‬ﻭﻁﻠﺏ ﺇﻟﻴﻬﻡ ﺩﺭﺍﺴﺔ ﺍﻷﺩﺍﺓ‬
‫ﺍﻟﺜﺒﺎﺕ "ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ"‪ ،‬ﻭﺫﻟﻙ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ‬ ‫ﻭﺇﺒﺩﺍﺀ ﺭﺃﻴﻬﻡ ﻓﻴﻬﺎ ﻤﻥ ﺤﻴﺙ ﻤﺩﻯ ﻤﻨﺎﺴﺒﺔ‬
‫ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (1‬ﺇﺫ ﻨﺠﺩ ﺃﻥ ﻤﻌﺎﻤل ﺍﻟﺼﺩﻕ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ ﻟﻠﻤﺤﺘﻭﻯ ﻭﻁﻠﺏ ﺇﻟﻴﻬﻡ ﺃﻴﻀﺎ ﺍﻟﻨﻅﺭ‬
‫ﺍﻟﻜﻠﻲ ﻷﺩﺍﺓ ﺍﻟﺒﺤﺙ ﺒﻠﻎ )‪ (0.957‬ﻭﻫﻭ ﻤﻌﺎﻤل‬ ‫ﻓﻲ ﻤﺩﻯ ﻜﻔﺎﻴﺔ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﻤﻥ ﺤﻴﺙ ﻋﺩﺩ‬
‫ﺠﻴﺩ ﺠﺩﺍ ﻭﻤﻨﺎﺴﺏ ﻷﻏﺭﺍﺽ ﻭﺃﻫﺩﺍﻑ ﻫﺫﺍ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺸﻤﻭﻟﻴﺘﻬﺎ ﻭﺘﻨﻭﻉ ﻤﺤﺘﻭﺍﻫﺎ‬
‫ﺍﻟﺒﺤﺙ‪ ،‬ﻜﻤﺎ ﻨﻼﺤﻅ ﺃﻴﻀﺎ ﺃﻥ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ‬ ‫ﻭﺘﻘﻭﻴﻡ ﻤﺴﺘﻭﻯ ﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻠﻐﻭﻴﺔ ﻭﺍﻹﺨﺭﺍﺝ‬
‫ﺍﻟﺼﺩﻕ ﻟﻤﺤﺎﻭﺭ ﺍﻟﺒﺤﺙ ﻭﺃﺒﻌﺎﺩﻫﺎ ﻜﺒﻴﺭﺓ ﺠﺩﺍ‬ ‫ﺃﻭ ﺃﻴﺔ ﻤﻼﺤﻅﺎﺕ ﺃﺨﺭﻯ ﻴﺭﻭﻨﻬﺎ ﻤﻨﺎﺴﺒﺔ‬
‫ﻭﻤﻨﺎﺴﺒﺔ ﻷﻫﺩﺍﻑ ﻫﺫﺍ ﺍﻟﺒﺤﺙ‪ .‬ﻭﺒﻬﺫﺍ ﻴﻤﻜﻨﻨﺎ‬ ‫ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﺘﻌﺩﻴل ﺃﻭ ﺍﻟﺘﻐﻴﻴﺭ ﺃﻭ ﺍﻟﺤﺫﻑ‬
‫ﺍﻟﻘﻭل ﺃﻥ ﺠﻤﻴﻊ ﻋﺒﺎﺭﺍﺕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﻫﻲ‬ ‫ﻭﻓﻕ ﻤﺎ ﻴﺭﺍﻩ ﺍﻟﻤﺤﻜﻡ ﻻﺯﻤﺎ‪.‬‬
‫ﺼﺎﺩﻗﺔ ﻟﻤﺎ ﻭﻀﻌﺕ ﻟﻘﻴﺎﺴﻪ‪.‬‬ ‫ﻭﻗﺩ ﺘﻤﺕ ﺩﺭﺍﺴﺔ ﻤﻼﺤﻅﺎﺕ ﺍﻟﻤﺤﻜﻤﻴﻥ‬
‫ﺏ‪ .‬ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ )‪ :(Reliability‬ﻭﻴﻘﺼﺩ ﺒﻬﺎ ﻤﺩﻯ‬ ‫ﻭﺍﻗﺘﺭﺍﺤﺎﺘﻬﻡ ﻭﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻟﺘﻌﺩﻴﻼﺕ ﻓﻲ ﻀﻭﺀ‬
‫ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﻨﻔﺱ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻭ ﻨﺘﺎﺌﺞ ﻤﺘﻘﺎﺭﺒﺔ ﻟﻭ‬ ‫ﺘﻭﺼﻴﺎﺕ ﻭﺁﺭﺍﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺤﻜﻴﻡ ﻟﺘﺼﺒﺢ‬
‫ﻜﺭﺭ ﺍﻟﺒﺤﺙ ﻓﻲ ﻅﺭﻭﻑ ﻤﺸﺎﺒﻬﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻷﺩﺍﺓ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ ﺃﻜﺜﺭ ﻓﻬﻤﺎ ﻭﺘﺤﻘﻴﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‪.‬‬
‫ﻨﻔﺴﻬﺎ‪ ،‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺘﻡ ﻗﻴﺎﺱ ﺜﺒﺎﺕ ﺃﺩﺍﺓ‬ ‫ﻭﻗﺩ ﻋﺩﺕ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺃﻥ ﺍﻷﺨﺫ ﺒﻤﻼﺤﻅﺎﺕ‬
‫ﺍﻟﺒﺤﺙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒـﺎﺥ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ ﻭﺇﺠﺭﺍﺀ ﺍﻟﺘﻌﺩﻴﻼﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻫﻭ‬
‫‪ Cronbach’s Coefficient Alpha‬ﺍﻟﺫﻱ‬ ‫ﺒﻤﺜﺎﺒﺔ ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ ﻭﺼﺩﻕ ﻤﺤﺘﻭﻯ‬
‫ﻴﺤﺩﺩ ﻤﺴﺘﻭﻯ ﻗﺒﻭل ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﺒﻤﺴﺘﻭﻯ ‪0.60‬‬ ‫ﺍﻷﺩﺍﺓ‪ ،‬ﻭﺒﺫﻟﻙ ﻓﺄﻥ ﺍﻷﺩﺍﺓ ﺼﺎﻟﺤﺔ ﻟﻘﻴﺎﺱ ﻤﺎ‬
‫ﻓﺄﻜﺜﺭ ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬ ‫ﻭﻀﻌﺕ ﻷﺠﻠﻪ‪.‬‬
‫ﺠﺩﻭل )‪(1‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻭﺍﻟﺼﺩﻕ‪.‬‬
‫ﻋﺩﺩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ "ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ" ﻤﻌﺎﻤل ﺍﻟﺼﺩﻕ‬ ‫ﺍﻟﻤـــﺤﻭﺭ‬
‫‪0.850‬‬ ‫‪0.724‬‬ ‫‪4‬‬ ‫ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‬
‫‪0.844‬‬ ‫‪0.713‬‬ ‫‪3‬‬ ‫ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‬
‫‪0.810‬‬ ‫‪0.657‬‬ ‫‪5‬‬ ‫ﺍﻟﺘﺤﻔﻴﺯ‬
‫ﺍﻟﺘﻤـــﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫‪0.883‬‬ ‫‪0.781‬‬ ‫‪4‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬
‫‪0.919‬‬ ‫‪0.845‬‬ ‫‪5‬‬ ‫ﻓﺭﻕ ﺍﻟﻌﻤل‬
‫‪0.926‬‬ ‫‪0.858‬‬ ‫‪21‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪0.933‬‬ ‫‪0.871‬‬ ‫‪14‬‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫‪0.957‬‬ ‫‪0.917‬‬ ‫‪35‬‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ ﻜﻜل‬
‫ﺍﻟﻤﺼﺩﺭ‪ :‬ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﺨﺭﺠﺎﺕ ﺒﺭﻨﺎﻤﺞ ‪SPSS. V 17‬‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫)‪.(Robert, & al, 2000‬‬ ‫ﻤﻥ ﺨﻼل ﻫﺫﺍ ﺍﻟﺠﺩﻭل ﻨﻼﺤﻅ ﺃﻥ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﺍﻟﻜﻠﻲ‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬ ‫ﻷﺩﺍﺓ ﺍﻟﺒﺤﺙ ﺒﻠﻎ )‪ (0.917‬ﻭﻫﻭ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺠﻴﺩ ﺠﺩﺍ‬
‫ﺘﻨﺒﻊ ﺃﻫﻤﻴﺔ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻤﻥ ﺨﻼل )ﺍﻻﺼﻘﻪ‪:(2010 ،‬‬ ‫ﻭﻤﻨﺎﺴﺏ ﻷﻏﺭﺍﺽ ﺍﻟﺒﺤﺙ‪ ،‬ﻜﻤﺎ ﺘﻌﺩ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ‬
‫‪ -‬ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﻋﺩﻡ ﺍﻨﺸﻐﺎل ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺒﺎﻷﻤﻭﺭ ﺍﻟﻴﻭﻤﻴﺔ‬ ‫ﻟﻤﺤﺎﻭﺭ ﺍﻟﺒﺤﺙ ﻭﺃﺒﻌﺎﺩﻫﺎ ﻤﺭﺘﻔﻌﺔ ﻭﻤﻨﺎﺴﺒﺔ ﻷﻏﺭﺍﺽ ﺍﻟﺒﺤﺙ‪.‬‬
‫ﻭﺘﺭﻜﻴﺯﻫﺎ ﻋﻠﻰ ﺍﻟﻘﻀﺎﻴﺎ ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻁﻭﻴﻠﺔ ﺍﻷﺠل‪.‬‬ ‫ﻭﺒﻬﺫﺍ ﻨﻜﻭﻥ ﻗﺩ ﺘﺄﻜﺩﻨﺎ ﻤﻥ ﺜﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺒﺤﺙ ﻤﻤﺎ ﻴﺠﻌﻠﻨﺎ ﻋﻠﻰ‬
‫‪ -‬ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻻﺴﺘﻐﻼل ﺍﻷﻤﺜل ﻟﺠﻤﻴﻊ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﻤﺘﺎﺤﺔ‬ ‫ﺜﻘﺔ ﺘﺎﻤﺔ ﺒﺼﺤﺘﻬﺎ ﻭﺼﻼﺤﻴﺘﻬﺎ ﻟﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ‪.‬‬
‫ﺨﺎﺼﺔ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻟﻠﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﺎﻓﺴﺔ‪.‬‬
‫‪ -‬ﺃﻫﻤﻴﺔ ﺴﺭﻋﺔ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﻭﺇﻁﻼﻕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺒﺤﺙ‬
‫ﻟﻸﻓﺭﺍﺩ ‪.‬‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫‪ -‬ﺘﻭﻓﻴﺭ ﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﺍﻟﺘﺤﻔﻴﺯ ﻭﺍﻻﻨﺘﻤﺎﺀ‪.‬‬ ‫ﻤﻔﻬﻭﻤﻪ‬
‫‪ -‬ﺍﻟﺤﺩ ﻤﻥ ﺘﻜﺎﻟﻴﻑ ﺍﻟﺘﺸﻐﻴل ﺒﺎﻟﺘﻘﻠﻴل ﻤﻥ ﻋﺩﺩ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻟﻘﺩ ﻻﻗﻰ ﻤﻔﻬﻭﻡ ﺍﻟﺘﻤﻜﻴﻥ ﺭﻭﺍﺠﺎ ﻓﻲ ﻓﺘﺭﺓ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻭﺫﻟﻙ‬
‫ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻟﻭﻅﺎﺌﻑ ﻏﻴﺭ ﺍﻟﻀﺭﻭﺭﻴﺔ‪.‬‬ ‫ﻨﺘﻴﺠﺔ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻟﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻓﺈﺸﺭﺍﻙ‬
‫‪ -‬ﺇﻋﻁﺎﺀ ﺍﻷﻓﺭﺍﺩ ﻤﺴﺅﻭﻟﻴﺔ ﺍﻜﺒﺭ ﻭﺘﻤﻜﻴﻨﻬﻡ ﻤﻥ ﺍﻜﺘﺴﺎﺏ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻭﻅﺎﺌﻑ ﺍﻟﺘﻁﻭﻴﺭ ﺃﺨﺫﺕ ﺘﺘﻌﺯﺯ ﻤﻥ ﺨﻼل ﻤﻔﻬﻭﻡ‬
‫ﺇﺤﺴﺎﺱ ﺍﻜﺒﺭ ﺒﺎﻻﻨﺠﺎﺯ ﻓﻲ ﻋﻤﻠﻬﻡ ‪.‬‬ ‫ﺍﻟﺘﻤﻜﻴﻥ‪ ،‬ﺤﻴﺙ ﺠﺎﺀ ﻫﺫﺍ ﺍﻟﻤﻔﻬﻭﻡ ﻨﺘﻴﺠﺔ ﻟﻠﺘﻁﻭﺭ ﻓﻲ ﺍﻟﻔﻜﺭ‬
‫‪ -‬ﺤﺎﺠﺔ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺇﻟﻰ ﺃﻥ ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﺍﺴﺘﺠﺎﺒﺔ‬ ‫ﺍﻹﺩﺍﺭﻱ ﺍﻟﺤﺩﻴﺙ‪ ،‬ﺨﺼﻭﺼﺎ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﺤﻭل ﻤﻥ ﺍﻟﻤﺅﺴﺴﺔ‬
‫ﻟﻠﻤﺴﺘﺠﺩﺍﺕ‪.‬‬ ‫ﺍﻟﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻟﺴﻴﻁﺭﺓ ﻭﺍﻟﺘﺤﻜﻡ ﺇﻟﻰ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻲ ﺘﻌﺘﻤﺩ‬
‫‪ -‬ﺯﻴﺎﺩﺓ ﺍﻨﺨﺭﺍﻁ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﻭﻫﻭ ﺠﻭﻫﺭ‬ ‫ﻋﻠﻰ ﺍﻟﺘﻤﻜﻴﻥ ﻭﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻥ ﺫﻟﻙ ﻤﻥ ﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺒﻴﺌﺔ‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‪.‬‬ ‫ﺍﻟﺘﻨﻅﻴﻡ‪ ) .‬ﺍﻟﻜﺴﺎﺴﺒﺔ ﻭﺁﺨﺭﻭﻥ‪.(2009 ،‬‬
‫‪ -‬ﺍﺴﺘﺨﺩﺍﻡ ﻓﺭﻕ ﺍﻟﻌﻤل ﺫﺍﺘﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻭﺘﻘﻠﻴل ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬ ‫ﻭﻟﻘﺩ ﺃﻋﻁﻰ ﺍﻟﻤﻔﻜﺭﻭﻥ ﻭﺍﻟﺒﺎﺤﺜﻭﻥ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل ﺍﻟﻌﺩﻴﺩ ﻤﻥ‬
‫ﺍﻟﻬﻴﻜل ﺍﻟﻬﺭﻤﻲ‪.‬‬ ‫ﺍﻟﺘﻌﺎﺭﻴﻑ ﻟﻤﻔﻬﻭﻡ ﺍﻟﺘﻤﻜﻴﻥ‪ ،‬ﻨﺴﺘﻌﺭﺽ ﻓﻴﻤﺎ ﻴﺄﺘﻲ ﺒﻌﻀﺎ ﻤﻨﻬﺎ‪:‬‬
‫‪ -‬ﺘﺸﺠﻴﻊ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﺨﺒﺭﺍﺕ‪.‬‬ ‫ﻋﺭﻑ ‪ Blanchard‬ﺍﻟﺘﻤﻜﻴﻥ ﻋﻠﻰ ﺃﻨﻪ‪ :‬ﻓﻠﺴﻔﺔ ﺇﺩﺍﺭﻴﺔ‬
‫‪ -‬ﺍﻻﻟﺘﺯﺍﻡ ﺒﻤﺒﺎﺩﺉ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ ﺍﻟﺸﺎﻤﻠﺔ ﻭﺘﻠﺒﻴﺔ ﺍﺤﺘﻴﺎﺠﺎﺕ‬ ‫ﺤﺩﻴﺜﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺨﻁﻭﻁ ﺍﻹﺸﺭﺍﻓﻴﺔ‬
‫ﺍﻟﻤﺴﺘﻬﻠﻜﻴﻥ‪.‬‬ ‫ﻟﻠﻤﺅﺴﺴﺔ ﺒﺴﺒﺏ ﻋﻼﻗﺘﻬﻡ ﺍﻟﻤﺒﺎﺸﺭﺓ ﺒﺎﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ‪ ،‬ﺍﻷﻤﺭ‬
‫ﻜﻤﺎ ﻴﻀﻤﻥ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﻭﻜﺫﺍ ﻓﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺫﻱ ﻴﻘﺘﻀﻲ ﺘﻤﻜﻴﻨﻬﻡ ﺤﺘﻰ ﻴﺘﺎﺡ ﻟﻬﻡ ﺍﻟﺘﺼﺭﻑ ﺍﻟﻤﺒﺎﺸﺭ ﻓﻲ‬
‫ﺍﺴﺘﻐﻼل ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻋﻠﻰ ﺃﻓﻀل ﻭﺠﻪ‪ ،‬ﻜﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺤﺭﺠﺔ‪ ) .‬ﺃﺜﻴﺭ ﻭﻋﺒﺩ ﺍﻟﺭﺴﻭل‪.(2008 ،‬‬
‫ﺠﻌل ﺍﻟﻌﻤل ﺃﻜﺜﺭ ﻗﻴﻤﺔ ﻭﻤﻌﻨﻰ ﻭﺘﺤﻔﻴﺯ )ﺍﻟﺤﺭﺍﺤﺸﺔ‪ ،‬ﻭﺍﻟﻬﻴﺘﻲ‪،‬‬ ‫ﻭﻋﺭﻑ ‪ Robbins‬ﺍﻟﺘﻤﻜﻴﻥ ﻋﻠﻰ ﺍﻨﻪ‪ :‬ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻤﻥ‬
‫‪ ،(2006‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺘﻤﻜﻴﻥ ﻨﺴﺘﻌﺭﺽ ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﺸﺎﻨﻬﺎ ﺯﻴﺎﺩﺓ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻌﻤل ﺍﻟﻔﻌﻠﻴﺔ ﻭﺍﻟﺠﻭﻫﺭﻴﺔ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺍﻵﺘﻴﺔ ﺍﻟﺘﻲ ﻤﺭﺕ ﺒﻬﺎ ﺸﺭﻜﺔ ‪ Chrysler‬ﺍﻷﻤﺭﻴﻜﻴﺔ ﻟﺼﻨﺎﻋﺔ‬ ‫)ﺍﻟﻀﻼﻋﻴﻥ‪ .(2010 ،‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻜﺒﻴﺭ )‪ (2007‬ﻋﺭﻓﺕ‬
‫ﺍﻟﺴﻴﺎﺭﺍﺕ‪ ،‬ﺍﻟﺘﻲ ﺘﺠﺎﻫﻠﺕ ﻟﻤﺩﺓ ﺴﺒﻊ )‪ (7‬ﺴﻨﻭﺍﺕ ﺴﻤﺎﻉ ﺭﺃﻱ‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﻋﻠﻰ ﺍﻨﻪ‪ :‬ﺍﻗﺘﺴﺎﻡ ﻟﻠﻘﻭﺓ ﻭﺍﻟﺴﻠﻁﺔ ﺒﻴﻥ ﺠﻤﻴﻊ ﺃﻋﻀﺎﺀ‬
‫ﺃﺤﺩ ﺍﻟﻔﻨﻴﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻠﻰ ﺨﻁ ﺍﻹﻨﺘﺎﺝ ﺤﻭل ﻀﺭﻭﺭﺓ ﺘﻌﺩﻴل‬ ‫ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻤﺎ ﻴﻌﻨﻲ ﺘﺨﻭﻴل ﺍﻷﻓﺭﺍﺩ ﺍﻟﺼﻼﺤﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻤﻜﻨﻬﻡ‬
‫ﺘﺼﻤﻴﻡ ﻤﻘﺎﻋﺩ ﺍﻟﺴﻴﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﺍﺘﻀﺢ ﻟﻬﺎ ﺒﻌﺩ ﺫﻟﻙ ﺒﺄﻥ‬ ‫ﻤﻥ ﻤﺒﺎﺸﺭﺓ ﺃﻋﻤﺎﻟﻬﻡ ﺒﺤﺭﻴﺔ ﻭﺍﻨﻁﻼﻕ ﻭﺘﺴﻤﺢ ﻟﻬﻡ ﺒﺎﻻﺒﺘﻜﺎﺭ‬
‫ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﺫﻱ ﻗﺩﻤﻪ ﻫﺫﺍ ﺍﻟﻔﻨﻲ ﻫﻭ ﻤﺎ ﻴﺭﻴﺩﻩ ﺍﻟﺯﺒﻭﻥ ﻭﺃﻥ‬ ‫ﻭﺍﻟﺘﻁﻭﻴﺭ ﻭﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻨﺘﺎﺌﺞ )ﺒﻠﻜﺒﻴﺭ‪،‬‬
‫ﺍﻟﺴﻭﻕ ﺃﺼﺒﺢ ﻴﻁﻠﺏ ﺫﻟﻙ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺠﻌﻠﻬﺎ ﺘﺘﺄﺨﺭ ﻋﻥ‬ ‫‪.(2007‬‬
‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻷﺨﺭﻯ ﺍﻟﻤﻨﺎﻓﺴﺔ ﻓﻲ ﺘﻠﺒﻴﺔ ﺭﻏﺒﺎﺕ ﺯﺒﺎﺌﻨﻬﺎ‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﻫﻭ‪ :‬ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻡ ﻤﻥ ﺨﻼﻟﻬﺎ ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‬
‫ﻭﺨﺴﺎﺭﺓ ﺠﺯﺀ ﻤﻥ ﺤﺼﺘﻬﺎ ﻓﻲ ﺍﻟﺴﻭﻕ‪ ،‬ﻟﺫﻟﻙ ﻨﺭﻯ ﻤﺩﻯ ﺃﻫﻤﻴﺔ‬ ‫ﻭﻤﻨﺢ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻟﻸﻓﺭﺍﺩ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺩﻨﻴﺎ‬
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‫ﺼﻼﺤﻴﺎﺘﻬﻡ ﻟﻐﻴﺭﻫﻡ ﻜﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻌﻭﻗﺎﺕ ﻗﺩ‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻤﻜﻴﻥ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﻭﻤﺩﻯ ﺘﻘﺒل ﺍﻵﺭﺍﺀ ﻭﺴﻤﺎﻋﻬﺎ‬
‫ﺘﺼﺎﺩﻑ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻤﻜﻴﻥ‪ ،‬ﺘﺘﻤﺜل ﻓﻲ ﻀﻌﻑ ﻤﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﻭﺘﺸﺠﻴﻊ ﺍﻟﻤﺒﺎﺩﺭﺓ ﻟﺩﻯ ﺠﻤﻴﻊ ﺍﻟﻌﺎﻤﻠﻴﻥ )ﺯﻭﺍﻕ‪.(2006 ،‬‬
‫ﻭﻏﻴﺎﺏ ﺍﻟﺜﻘﺔ ﺒﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻹﺩﺍﺭﺓ ﻭﻋﺩﻡ ﻜﻔﺎﺀﺓ ﻨﻅﺎﻡ‬ ‫ﻨﻤﺎﺫﺝ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫ﺍﻻﺘﺼﺎل ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻭﻭﺠﻭﺩ ﺍﻟﻨﻅﺎﻡ ﺍﻟﺭﻗﺎﺒﻲ ﺍﻟﺼﺎﺭﻡ‬ ‫‪ -‬ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﺘﺤﻔﻴﺯﻱ ﻟـ ‪(Conger & Kanungo,‬‬
‫ﺍﻟﺫﻱ ﻴﺤﺩ ﻤﻥ ﺇﺒﺩﺍﻉ ﺍﻟﻌﺎﻤﻠﻴﻥ‪،‬ﻭﻏﻴﺎﺏ ﺍﻟﻌﺩﺍﻟﺔ ﻓﻴﻤﺎ ﻴﺨﺹ‬ ‫)‪ :1988‬ﻋﺭﻑ ‪ Kanungo & Conger‬ﺍﻟﺘﻤﻜﻴﻥ ﻜﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻌﺩﺍﻟﺔ ﻭﺍﻟﻤﻜﺎﻓﺂﺕ‪ ،‬ﻭﺴﻠﺒﻴﺔ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺃﺜﺭﻫﺎ ﻋﻠﻰ‬ ‫ﺘﺤﻔﻴﺯﻱ ﻟﻠﻔﺎﻋﻠﻴﺔ ﺍﻟﺫﺍﺘﻴﺔ‪ ،‬ﻭﺘﺒﻨﻰ ﺍﻟﻜﺎﺘﺒﺎﻥ ﻨﻤﻭﺫﺝ ﺍﻟﺘﺤﻔﻴﺯ‬
‫ﻤﻌﻨﻭﻴﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ‪ ،‬ﻭﻋﺩﻡ ﺠﺎﻫﺯﻴﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻘﺒﻭل ﺼﻼﺤﻴﺎﺕ‬ ‫ﺍﻟﻔﺭﺩﻱ ﻟﻠﺘﻤﻜﻴﻥ ﺤﻴﺙ ﺘﻡ ﺘﻌﺭﻴﻑ ﺍﻟﺘﻤﻜﻴﻥ ﻜﻌﻤﻠﻴﺔ ﻟﺘﻌﺯﻴﺯ‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻟﻭﻅﻴﻔﻲ ﻭﺘﺠﺎﻫل ﻤﻁﺒﻘﻲ ﻓﻠﺴﻔﺔ ﺍﻟﺘﻤﻜﻴﻥ ﻓﻲ‬ ‫ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﺫﺍﺘﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻟﺘﻌﺭﻑ ﺍﻟﻰ‬
‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻭﺍﻋﺘﻘﺎﺩ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺒﺎﻥ ﺍﻟﺘﻤﻜﻴﻥ‬ ‫ﺍﻟﻅﺭﻭﻑ ﺍﻟﺘﻲ ﺘﻌﺯﺯ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻀﻌﻑ ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺇﺯﺍﻟﺘﻬﺎ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻫﻭ ﺍﻷﺩﺍﺓ ﺍﻟﺴﺤﺭﻴﺔ ﺍﻟﺘﻲ ﺴﺘﺨﻠﺼﻬﻡ ﻤﻥ ﻜﺎﻓﺔ ﺍﻟﻌﻠل‪،‬‬ ‫ﻭﺍﻟﺘﻐﻠﺏ ﻋﻠﻴﻬﺎ ﺒﻭﺍﺴﻁﺔ ﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﺍﻟﺭﺴﻤﻴﺔ‬
‫ﻭﻋﺩﻡ ﺍﻟﺭﺒﻁ ﺒﻴﻥ ﻤﻔﻬﻭﻡ ﺍﻟﺘﻤﻜﻴﻥ ﻭﺍﻟﻔﻭﺍﺌﺩ ﺍﻟﺘﻲ ﻴﺤﻘﻘﻬﺎ‬ ‫ﻭﺍﻟﻭﺴﺎﺌل ﺍﻟﻐﻴﺭ ﺭﺴﻤﻴﺔ ﺍﻟﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ‬
‫ﻟﻠﻤﺅﺴﺴﺔ‪ ،‬ﻭﻴﻤﻜﻥ ﺍﻹﺸﺎﺭﺓ ﺇﻟﻰ ﺍﻟﻤﻌـﻭﻗﺎﺕ ﺍﻵﺘﻴﺔ )ﺍﻟﺼﻘﺭﺍﺕ‪،‬‬ ‫ﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﺫﺍﺘﻴﺔ‪ ،‬ﻭﺍﻗﺘﺭﺡ ﺍﻟﻜﺎﺘﺒﺎﻥ ﺃﻥ ﺍﻟﺘﻤﻜﻴﻥ ﻤﻤﺎﺜل ﻟﻤﻔﻬﻭﻡ‬
‫‪:(2010‬‬ ‫ﺍﻟﻘﻭﺓ ﺤﻴﺙ ﻴﻤﻜﻥ ﺍﻟﻨﻅﺭ ﻟﻪ ﻤﻥ ﺯﺍﻭﻴﺘﻴﻥ‪ ،‬ﺍﻷﻭﻟﻰ ﻴﻤﻜﻥ ﺍﻟﻨﻅﺭ‬
‫‪ -‬ﻤﻘﺎﻭﻤﺔ ﺍﻟﺘﻐﻴﻴﺭ ﻤﻥ ﻗﺒل ﺍﻟﻤﺩﻴﺭﻴﻥ ﺃﻭ ﺍﻟﻤﻭﻅﻔﻴﻥ‪.‬‬ ‫ﻟﻠﺘﻤﻜﻴﻥ ﻜﻤﺭﻜﺏ ﺍﺘﺼﺎﻟﻲ ﻓﺎﻟﺘﻤﻜﻴﻥ ﻴﺩل ﻀﻤﻨﺎ ﻋﻠﻰ ﺘﻔﻭﻴﺽ‬
‫‪ -‬ﺨﻭﻑ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‪ ،‬ﻭﺍﻟﻤﺴﺎﺀﻟﺔ‬ ‫ﺍﻟﻘﻭﺓ‪ ،‬ﻭﺍﻟﺜﺎﻨﻴﺔ ﻴﻤﻜﻥ ﺍﻟﻨﻅﺭ ﻟﻠﺘﻤﻜﻴﻥ ﺃﻴﻀﺎ ﻜﻤﺭﻜﺏ ﺘﺤﻔﻴﺯﻱ‪،‬‬
‫ﻭﺍﻟﻤﺤﺎﺴﺒﺔ‪.‬‬ ‫ﻓﺎﻟﺘﻤﻜﻴﻥ ﻴﺩل ﻀﻤﻨﺎ ﻭﺒﻜل ﺒﺴﺎﻁﺔ ﻋﻠﻰ ﺃﻜﺜﺭ ﻤﻥ ﻤﻌﻨﻰ‬
‫‪ -‬ﻋﺩﻡ ﺘﻭﻓﻴﺭ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﺍﻟﻼﺯﻤﺔ ﻟﺘﻁﺒﻴﻕ ﻤﻨﻬﺞ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻘﻭﺓ ﺃﻭ ﺍﻟﺴﻠﻁﺔ‪ ،‬ﻭﻴﻅﻬﺭ ﺫﻟﻙ ﺠﻠﻴﺎ ﻓﻲ ﺍﻟﺘﻌﺭﻴﻑ‬
‫ﺍﻟﺘﻤﻜﻴﻥ‪.‬‬ ‫ﺍﻟﺫﻱ ﺘﺒﻨﺎﻩ ﺍﻟﻜﺎﺘﺒﺎﻥ‪.‬‬
‫‪ -‬ﺠﻤﻭﺩ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ‪.‬‬ ‫ﺍﻟﻨﻤﻭﺫﺝ ﺍﻹﺩﺭﺍﻜﻲ ﻟـ ‪(Thomas & Velthouse,‬‬
‫‪ -‬ﺭﺘﺎﺒﺔ ﺍﻟﻬﻴﻜل ﺍﻟﺘﻨﻅﻴﻤﻲ‪.‬‬ ‫)‪ :1990‬ﻗﺎﻡ ‪ Velthouse & Thomas‬ﺒﺈﻜﻤﺎل ﺍﻟﻌﻤل ﺍﻟﺫﻱ‬
‫‪ -‬ﺨﻭﻑ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻋﻠﻰ ﻤﺭﺍﻜﺯﻫﻡ ﻭﻤﻨﺎﺼﺒﻬﻡ‪.‬‬ ‫ﺃﻨﺠﺯﻩ )‪ (Conger & Kanungo‬ﻓﻘﺎﻤﺎ ﺒﺒﻨﺎﺀ ﻨﻤﻭﺫﺝ‬
‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻻﺩﺭﺍﻜﻰ‪ ،‬ﻭﻋﺭﻓﺎ ﺍﻟﺘﻤﻜﻴﻥ ﻜﺯﻴﺎﺩﺓ ﻓﻲ ﺘﺤﻔﻴﺯ ﺍﻟﻤﻬﺎﻡ‬
‫ﺘﻌﺭﻴﻔﻪ‬ ‫ﺍﻟﺩﺍﺨﻠﻴﺔ ﻭﺍﻟﺘﻲ ﺘﺘﻀﻤﻥ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻌﺎﻤﺔ ﻟﻠﻔﺭﺩ ﺍﻟﺘﻲ ﺘﻌﻭﺩ‬
‫ﻴﻌﺩ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻤﻥ ﺃﻫﻡ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻌﻤل‬ ‫ﺒﺼﻔﺔ ﻤﺒﺎﺸﺭ ﻟﻠﻤﻬﻤﺔ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ‪ ،‬ﺍﻟﺘﻲ ﺒﺩﻭﺭﻫﺎ ﺘﻨﺘﺞ ﺍﻟﺭﻀﺎ‬
‫ﻟﺫﺍ ﻗﺎﻡ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺒﺩﺭﺍﺴﺘﻪ ﻭﻻ ﻴﺯﺍل ﻴﺤﻅﻰ ﺒﺎﻫﺘﻤﺎﻡ‬ ‫ﻭﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﻭﺃﺸﺎﺭﺍ ﺇﻟﻰ ﺃﻥ ﺍﻟﺘﻤﻜﻴﻥ ﻴﺠﺏ ﺃﻥ ﻴﺒﺩﺃ ﻤﻥ ﺍﻟﺫﺍﺕ‬
‫ﺍﻟﻤﺩﻴﺭﻴﻥ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﻤﻨﻅﻤﺎﺕ‪ ،‬ﻭﺍﻟﺴﺒﺏ ﺍﻟﺭﺌﻴﺴﻲ ﻟﺩﺭﺍﺴﺘﻪ‬ ‫ﻭﻨﻅﺎﻡ ﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﻭﻴﺘﻀﻤﻥ ﻨﻅﺎﻡ ﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﻜﻴﻔﻴﺔ ﺍﻟﻨﻅﺭﺓ‬
‫ﻫﻭ ﺘﺯﻭﻴﺩ ﺍﻟﻤﺩﻴﺭﻴﻥ ﺒﺎﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩﻫﻡ ﻋﻠﻰ‬ ‫ﻟﻠﻌﺎﻟﻡ ﺍﻟﺨﺎﺭﺠﻲ‪ ،‬ﻭﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﺕ ﺍﻟﺫﻱ ﻴﺸﺠﻊ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬
‫ﺘﺤﺴﻴﻥ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻨﺤﻭ ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﺍﻟﻌﻤل‪ ،‬ﺍﻟﺭﻭﺍﺘﺏ‪،‬‬ ‫ﺍﻟﻬﺎﺩﻓﺔ ﻭﻴﺭﺒﻁﻬﺎ ﻤﻊ ﺃﻫﺩﺍﻑ ﻭﻤﻨﻬﺠﻴﺎﺕ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻟﺘﻲ ﺘﻁﺒﻕ‬
‫ﺍﻹﺸﺭﺍﻑ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﻏﻴﺭﻫﺎ ﻭﺘﺴﺘﺨﺩﻡ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﻴﻭﻡ‬ ‫ﻓﻲ ﺍﻟﻤﻨﻅﻤﺔ‪ ،‬ﻭﺤﺩﺩ ﺍﻟﻜﺎﺘﺒﺎﻥ ﺃﺭﺒﻊ ﺃﺒﻌﺎﺩ ﻨﻔﺴﻴﺔ ﻟﻠﺘﻤﻜﻴﻥ ﺤﻴﺙ‬
‫ﺍﻟﻤﺴﻭﺤﺎﺕ ﻭﺍﺴﺘﻁﻼﻋﺎﺕ ﺍﻟﺭﺃﻱ ﻟﺘﻌﺭﻑ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺸﻌﺭﺍ ﺃﻨﻬﺎ ﺘﻤﺜل ﺃﺴﺎﺴﺎﹰ ﻟﺘﻤﻜﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻫﻲ )ﺍﻟﻌﺘﻴﺒﻲ‪،‬‬
‫ﻭﺘﻘﻭﺩﻫﺎ ﺒﺎﻟﻨﺤﻭ ﺍﻟﺫﻱ ﻴﺤﻘﻕ ﺭﻀﺎﻫﻡ ﻭﻴﺤﻘﻕ ﻟﻬﺎ ﺍﻟﻨﺠﺎﺡ‪،‬‬ ‫‪:(2004‬ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﺤﺴﻲ ﺃﻭ ﺍﻻﺩﺭﺍﻜﻰ‪ ،‬ﺍﻟﻜﻔﺎﺀﺓ‪ ،‬ﺇﻋﻁﺎﺀ ﻤﻌﻨﻰ‬
‫ﻓﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻪ ﺍﺜﺭ ﻭﺍﻀﺢ ﻓﻲ ﺘﺤﺴﻴﻥ ﺇﻨﺘﺎﺠﻴﺔ ﺍﻟﻌﺎﻤل‬ ‫ﻟﻠﻌﻤل‪ ،‬ﺍﻻﺨﺘﻴﺎﺭ‪.‬‬
‫ﻜﻤﺎ ﻴﻨﻅﺭ ﺇﻟﻴﻪ ﻋﻠﻰ ﺍﻨﻪ ﻤﺅﺸﺭ ﻤﻬﻡ ﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﺘﻨﻅﻴﻡ ﺒﺸﻜل ﻋﺎﻡ‬ ‫ﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫)ﺍﻟﺤﺭﺍﺤﺸﺔ‪.(2008 ،‬‬ ‫ﻴﻭﺍﺠﻪ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻤﻌﻭﻗﺎﺕ ﺘﻅﻬﺭ ﺍﻏﻠﺒﻬﺎ ﻓﻲ ﺭﻓﺽ‬
‫ﺃﺴﻬﻤﺕ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﻤﻔﻬﻭﻡ‬ ‫ﺃﺼﺤﺎﺏ ﺍﻟﺴﻠﻁﺔ ﻭﺍﻟﻨﻔﻭﺫ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻻﺴﺘﻐﻨﺎﺀ ﻋﻥ ﺒﻌﺽ‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﻤﺤﺩﺩﺍﺕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ :‬ﻴﺘﺤﺩﺩ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻤﻥ‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺤﻴﺙ ﺘﻨﻅﺭ ﺇﻟﻴﻪ ﻋﻠﻰ ﺃﻨﻪ ﺍﺴﺘﺠﺎﺒﺔ ﻟﻌﻭﺍﻤل‬
‫ﺨﻼل )ﺍﻟﺭﺍﺠﺤﻲ‪:(2003 ،‬‬ ‫ﻤﺘﻌﺩﺩﺓ ﻤﻨﻬﺎ ﻋﻭﺍﻤل ﺍﻟﺸﻌﻭﺭ ﻨﺤﻭ ﺍﻟﻭﻅﻴﻔﺔ ﻭﻤﺤﺘﻭﺍﻫﺎ‬
‫‪ -‬ﺭﻀﺎ ﺍﻹﺸﺒﺎﻉ ﺍﻟﺫﻱ ﺘﺤﻘﻘﻪ ﺍﻟﻌﻭﺍﺌﺩ ﺍﻟﻭﻅﻴﻔﻴﺔ‪:‬ﻜﻠﻤﺎ‬ ‫ﻭﻅﺭﻭﻓﻬﺎ‪ ،‬ﻭﺘﺭﻯ ﺍﻨﻪ ﻟﻔﻬﻡ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻻﺒﺩ ﻤﻥ ﺩﺭﺍﺴﺔ‬
‫ﻜﺎﻥ ﺍﻹﺸﺒﺎﻉ ﺍﻟﺫﻱ ﻴﺤﺼل ﻋﻠﻴﻪ ﺍﻟﻔﺭﺩ ﻨﺘﻴﺠﺔ ﺤﺼﻭﻟﻪ‬ ‫ﺃﺒﻌﺎﺩ ﺍﻟﻭﻅﻴﻔﺔ ﻭﻤﻘﺎﻴﻴﺴﻬﺎ ﻭﺍﻟﺘﻲ ﺘﻀﻡ‪ :‬ﺍﻟﻌﻤل‪ ،‬ﺍﻟﺭﺍﺘﺏ ﺍﻟﺘﺭﻗﻴﺔ‪،‬‬
‫ﻋﻠﻰ ﺤﻭﺍﻓﺯ ﺃﻭ ﻋﻭﺍﺌﺩ ﻤﻥ ﺍﻟﻌﻤل ﻋﺎﻟﻴﺎ ﻜﻠﻤﺎ ﻜﺎﻨﺕ‬ ‫ﻅﺭﻭﻑ ﺍﻟﻌﻤل‪ ،‬ﺍﻹﺸﺭﺍﻑ ﻭﺍﻟﺯﻤﻼﺀ‪ ،‬ﻭﻗﺩ ﺒﺫﻟﺕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ‬
‫ﻤﺸﺎﻋﺭ ﺭﻀﺎ ﺍﻹﺸﺒﺎﻉ ﻟﺩﻴﻪ ﻋﺎﻟﻴﺔ‪ ،‬ﻭﻴﺘﺤﺩﺩ ﺭﻀﺎ‬ ‫ﺍﻟﻤﺤﺎﻭﻻﺕ ﻟﺘﺤﺩﻴﺩ ﻤﻔﻬﻭﻡ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺇﻻ ﺍﻨﻪ ﻟﻡ ﻴﺘﻡ‬
‫ﺍﻹﺸﺒﺎﻉ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺘﻤﺜل ﺠﻭﺍﻨﺏ‬ ‫ﺍﻻﺘﻔﺎﻕ ﺒﻴﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺘﻌﺭﻴﻑ ﻋﺎﻡ ﻟﻪ ﻻﺨﺘﻼﻑ‬
‫ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻟﻌﻤل ﻤﺜل ﺍﻷﺠﺭ‪ ،‬ﺍﻹﺸﺭﺍﻑ‪ ،‬ﺠﻤﺎﻋﺔ‬ ‫ﺍﻟﺒﻴﺌﺎﺕ ﻭﻤﺤﺎﻭﺭ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻴﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ )ﺨﻠﻴﻔﺎﺕ ﻭﺍﻟﻤﻼﺤﻤﺔ‪،‬‬
‫ﺍﻟﻌﻤل ﻭﺍﻟﻤﺭﻜﺯ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺃﻤﺎ ﺇﺫﺍ ﻻﻗﻰ ﺍﻟﻔﺭﺩ ﺤﺭﻤﺎﻨﺎ‬ ‫‪ ،(2009‬ﻗﺩ ﻴﻜﻭﻥ ﻤﻥ ﺍﻟﺼﻌﺏ ﺇﻴﺠﺎﺩ ﺘﻌﺭﻴﻑ ﺸﺎﻤل ﻟﻠﺭﻀﺎ‬
‫ﻭﺇﺤﺒﺎﻁﺎ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻹﺸﺒﺎﻉ ﻟﻬﺫﻩ ﺍﻟﻌﻭﺍﻤل ﻓﺎﻥ ﺩﺭﺠﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﻜﻭﻨﻪ ﻅﺎﻫﺭﺓ ﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﻴﻜﺘﻨﻔﻬﺎ ﺍﻟﻜﺜﻴﺭ ﻤﻥ‬
‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻴﻪ ﺘﻜﻭﻥ ﻤﻨﺨﻔﻀﺔ‪.‬‬ ‫ﺍﻟﻐﻤﻭﺽ ﻨﻅﺭﺍ ﻟﺘﻌﺩﺩ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻪ‪ ،‬ﻭﺍﻟﻌﻭﺍﻤل‬
‫‪ -‬ﺭﻀﺎ ﺍﻻﻨﺠﺎﺯ ﻭﺇﺩﺭﺍﻙ ﺍﻟﻔﺭﺩ ﻟﻠﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻌﻭﺍﺌﺩ‬ ‫ﺍﻟﻤﺅﺜﺭﺓ ﻓﻴﻪ ﻭﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻭﻗﻌﺔ ﻤﻥ ﺘﻠﻙ ﺍﻟﻌﻭﺍﻤل )ﺍﻟﺒﺎﺤﺴﻴﻥ‪،‬‬
‫ﺍﻟﻤﺤﻘﻘﺔ ﻭﺍﻟﻤﺄﻤﻭﻟﺔ‪ :‬ﺘﺘﺄﺜﺭ ﻤﺸﺎﻋﺭ ﺭﻀﺎ ﺍﻻﻨﺠﺎﺯ‬ ‫‪.(2004‬‬
‫ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﻨﻭﻉ ﻤﻌﻴﻥ ﻤﻥ ﻋﻭﺍﺌﺩ ﺍﻟﻌﻤل ﻤﺜل ﺍﻷﺠﺭ‪،‬‬ ‫ﻴﻌﺩ ﻫﻭﺒﻭﻙ ﻤﻥ ﺃﻭل ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﻅﺭﻭﻑ ﺍﻟﻌﻤل‪ ،‬ﻤﺤﺘﻭﻯ ﺍﻟﻌﻤل ‪...‬ﻭﻏﻴﺭﻫﺎ ﺒﺎﻟﻔﺭﻭﻕ‬ ‫ﺤﻴﺙ ﻋﺭﻓﻪ ﻋﻠﻰ ﺃﻨﻪ‪ :‬ﻤﺠﻤﻭﻋﺔ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ‬
‫ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﻤﺎ ﺤﺼل ﻋﻠﻴﻪ ﺍﻟﻔﺭﺩ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺄﻤﻭل‬ ‫ﻭﺍﻷﻭﻀﺎﻉ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﺘﻲ ﺘﺠﻌل ﺍﻟﻤﻭﻅﻑ ﺭﺍﺽ ﻋﻥ ﻋﻤﻠﻪ‬
‫ﺍﻟﺫﻱ ﻜﺎﻥ ﻴﻁﻤﺢ ﺇﻟﻴﻪ ﺍﻟﻔﺭﺩ ﻤﻥ ﻫﺫﺍ ﺍﻟﻌﺎﺌﺩ‪ ،‬ﻓﻜﻠﻤﺎ ﺯﺍﺩ‬ ‫)ﺸﺭﻴﺭ ﻭﺍﻟﺸﻴﺦ‪.(2008 ،‬ﻓﻲ ﺤﻴﻥ )‪ (Majd, 2007‬ﻋﺭﻑ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺤﻘﻕ ﻋﻥ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺄﻤﻭل ﻜﻠﻤﺎ ﺍﻨﺨﻔﺽ‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﺄﻨﻪ‪ :‬ﻤﺩﻯ ﺍﺴﺘﻤﺘﺎﻉ ﺍﻟﻔﺭﺩ ﺒﻭﻅﻴﻔﺘﻪ‪.‬‬
‫ﺭﻀﺎ ﺍﻻﻨﺠﺎﺯ‪ ،‬ﻓﻤﺸﺎﻋﺭ ﺍﻻﻨﺠﺎﺯ ﺘﺘﺄﺜﺭ ﺒﺎﻟﻌﻼﻗﺔ ﺒﻴﻥ‬ ‫ﺃﻤﺎ )‪ (Muhammad, & al., 2011‬ﻓﻌﺭﻓﻭﺍ ﺍﻟﺭﻀﺎ‬
‫ﺍﻟﻭﺍﻗﻊ ﺍﻟﻤﺤﻘﻕ ﻭﺍﻟﺘﻭﻗﻌﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻟﻪ‪.‬‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻋﻠﻰ ﺃﻨﻪ ﻤﺩﻯ ﺸﻌﻭﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻹﻴﺠﺎﺒﻲ ﺍﺘﺠﺎﻩ‬
‫‪ -‬ﺭﻀﺎ ﻋﺩﺍﻟﺔ ﺍﻟﻌﺎﺌﺩ‪ :‬ﻴﻘﺎﺭﻥ ﺍﻟﻔﺭﺩ ﺨﺒﺭﺍﺘﻪ ﻭﺨﺒﺭﺍﺕ‬ ‫ﻭﻅﺎﺌﻔﻬﻡ‪ .‬ﻓﻲ ﺤﻴﻥ )‪ (Persefoni, & al., 2010‬ﻴﺼﻔﻭﻥ‬
‫ﺍﻵﺨﺭﻴﻥ ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻟﻌﺎﺌﺩ ﻟﺩﻴﻪ ﺍﻗل ﻤﻥ ﺍﻟﻌﺎﺌﺩ ﻋﻠﻰ‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﺄﻨﻪ‪ :‬ﺍﻟﺤﺎﻟﺔ ﺍﻟﻌﺎﻁﻔﻴﺔ ﺍﻻﻴﺠﺎﺒﻴﺔ ﺍﻟﻤ‪‬ﺭﻀﻴﺔ ﺃﻭ‬
‫ﺍﻵﺨﺭﻴﻥ ﻓﺎﻥ ﺸﻌﻭﺭﺍ ﺒﺎﻹﺤﺒﺎﻁ ﻴﻨﺘﺎﺒﻪ‪ ،‬ﻭﻜﻠﻤﺎ ﻜﺎﻨﺕ‬ ‫ﺍﻟﺴﺎﺭﺓ ﺍﻟﺘﻲ ﻋﻥ ﺘﻘﻴﻴﻡ ﺍﻟﻔﺭﺩ ﻟﻭﻅﻴﻔﺘﻪ ﺃﻭ ﺨﺒﺭﺍﺘﻪ ﺍﻟﻭﻅﻴﻔﻴﺔ‪.‬‬
‫ﺍﻟﻔﻭﺍﺭﻕ ﺒﻴﻥ ﻤﺩﺨﻼﺘﻪ ﻭﻋﻭﺍﺌﺩﻩ ﻤﻥ ﺠﻬﺔ‪ ،‬ﻭﻤﺩﺨﻼﺕ‬ ‫ﺃﻴﻀﺎ ﻨﺠﺩ )‪ (Akehurst, & al., 2009‬ﻴﺭﻭﻥ ﺒﺄﻥ ﺍﻟﺭﻀﺎ‬
‫ﻭﻋﻭﺍﺌﺩ ﺍﻵﺨﺭﻴﻥ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻜﺒﻴﺭﺓ ﻜﻠﻤﺎ ﻜﺎﻨﺕ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻫﻭ ﺍﻟﻤﺯﺝ ﺒﻴﻥ ﺸﻌﻭﺭ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻋﺘﻘﺎﺩﺍﺘﻬﻡ ﺍﻟﺘﻲ‬
‫ﻤﺸﺎﻋﺭ ﺍﻟﺭﻀﺎ ﻜﺒﻴﺭﺓ ﺃﻴﻀﺎ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﻗﺩ‬ ‫ﺘﺠﻌﻠﻬﻡ ﻴﺘﻤﺴﻜﻭﻥ ﺒﻭﻅﺎﺌﻔﻬﻡ ﺍﻟﺤﺎﻟﻴﺔ ﻭﻴﺴﺘﻤﺭﻭﻥ ﻓﻴﻬﺎ‪.‬‬
‫ﻴﺴﺘﻁﻴﻌﻭﻥ ﺘﺒﺭﻴﺭ ﻤﺎ ﻴﺤﺼﻠﻭﻥ ﻋﻠﻴﻪ ﻤﻥ ﻋﻭﺍﺌﺩ ﺃﻋﻠﻰ‬ ‫ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﻘﺩﻡ ﻤﻥ ﺘﻌﺎﺭﻴﻑ‪ ،‬ﻴﺘﻀﺢ ﺃﻥ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﻤﻥ ﻋﻭﺍﺌﺩ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻨﻬﻡ ﻴﺠﺩﻭﻥ ﺼﻌﻭﺒﺔ‬ ‫ﻫﻭ ﻤﺤﺼﻠﺔ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺨﺎﺼﺔ ﻨﺤﻭ ﻤﺨﺘﻠﻑ ﻋﻨﺎﺼﺭ ﺍﻟﻌﻤل‬
‫ﻓﻲ ﺍﻟﺘﻜﻴﻑ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﻋﻭﺍﺌﺩﻫﻡ ﺍﻗل ﻤﻥ ﻋﻭﺍﺌﺩ‬ ‫ﺃﻭ ﺍﻟﻭﻅﻴﻔﺔ ﻭﺍﻟﺘﻲ ﺘﺘﻠﺨﺹ ﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺘﻴﺔ‪ :‬ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻟﺫﻟﻙ ﻓﺎﻥ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻅﻠﻡ ﻴﺴﻭﺩ ﻤﺸﺎﻋﺭ‬ ‫ﺒﺴﻴﺎﺴﺔ ﺍﻹﺩﺍﺭﺓ ﻓﻲ ﺘﻨﻅﻴﻡ ﺍﻟﻌﻤل‪ ،‬ﺘﻭﻓﻴﺭ ﻅﺭﻭﻑ ﺍﻟﻌﻤل‬
‫ﺍﻟﺭﻀﺎ ﺃﻜﺜﺭ ﻤﻤﺎ ﺘﺴﻭﺩ ﻤﺸﺎﻋﺭ ﺍﻟﺫﻨﺏ ﻭﻋﺩﻡ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‪ ،‬ﻨﻭﻋﻴﺔ ﺍﻹﺸﺭﺍﻑ‪ ،‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺭﺅﺴﺎﺀ‬
‫ﺍﻻﺴﺘﺤﻘﺎﻕ‪.‬‬ ‫ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ‪ ،‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻌﻤﺎل ﺃﻨﻔﺴﻬﻡ‪ ،‬ﺍﻟﺭﻭﺍﺘﺏ ﻭﺍﻷﺠﻭﺭ‬
‫‪ -‬ﺩﺭﺠﺔ ﺘﺤﻤل ﺍﻟﻔﺭﺩ ﻟﻼﺴﺘﻴﺎﺀ‪ :‬ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺤﺘﻤﻴﺔ‬ ‫ﻭﺍﻟﻤﻜﺎﻓﺂﺕ ﺍﻟﻤﺎﺩﻴﺔ‪ ،‬ﻓﺭﺹ ﺍﻟﺘﺭﻗﻴﺔ ﻭﺍﻟﺘﻘﺩﻡ ﻓﻲ ﺍﻟﻌﻤل‪ ،‬ﺍﻷﻤﺎﻥ‬
‫ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ﻓﺎﻥ ﺍﺴﺘﻌﺩﺍﺩﺍﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻓﻲ ﺍﻟﻌﻤل‪ ،‬ﻤﺴﺅﻭﻟﻴﺎﺕ ﺍﻟﻌﻤل ﻭﺍﻨﺠﺎﺯﻩ ﻭﺍﻟﻤﻜﺎﻨﺔ ﻭﺍﻟﺘﻘﺩﻴﺭ‬
‫ﻤﺘﻔﺎﻭﺘﺔ‪ ،‬ﻓﺎﻟﺒﻌﺽ ﻤﻨﻬﻡ ﺘﻜﻭﻥ ﺭﺩﻭﺩ ﺃﻓﻌﺎﻟﻬﻡ ﻗﻭﻴﺔ‬ ‫ﻭﺍﻻﻋﺘﺭﺍﻑ )ﺴﻠﻴﻤﺎﻥ ﻭﻭﻫﺏ‪.(2011 ،‬‬
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‫‪ -‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻔﺭﺩ‪ :‬ﺍﺤﺘﺭﺍﻡ ﺍﻟﺫﺍﺕ‪ ،‬ﺘﺤﻤل‬ ‫ﺍﺘﺠﺎﻩ ﻤﺼﺩﺭ ﺍﻹﺤﺒﺎﻁ ﻓﻲ ﺍﻟﻌﻤل‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻥ ﻫﻨﺎﻙ‬
‫ﺍﻟﻀﻐﻭﻁ‪ ،‬ﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ‬ ‫ﺁﺨﺭﻴﻥ ﺘﻜﻭﻥ ﺭﺩﻭﺩ ﺃﻓﻌﺎﻟﻬﻡ ﺍﻗل ﻤﻥ ﺫﻟﻙ ﻭﺘﺸﻤل‬
‫)ﺴﻠﻁﺎﻥ‪ ،(2003 ،‬ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻌﻤﺭ‪ ،‬ﻁﻭل ﻓﺘﺭﺓ‬ ‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﻭﺭﺍﺜﻴﺔ ﻭﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﻌﻴﺸﻴﺔ ﻭﺍﻟﻔﺭﻭﻕ‬
‫ﺍﻟﺨﺩﻤﺔ‪ ،‬ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ )ﻋﺒﺎﺱ‪.(2007 ،‬‬ ‫ﺍﻟﻔﺭﺩﻴﺔ ﺃﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻋﻠﻰ‬
‫ﺃﺴﺎﻟﻴﺏ ﻗﻴﺎﺱ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬ ‫ﺩﺭﺠﺔ ﺘﺤﻤل ﺍﻷﻓﺭﺍﺩ ﻟﻼﺴﺘﻴﺎﺀ‪.‬‬
‫ﺘﺘﻀﺢ ﺃﻫﻤﻴﺔ ﻗﻴﺎﺱ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﻌﻤل ﻤﻥ ﻤﻨﻁﻠﻕ ﺍﻫﺘﻤﺎﻡ‬ ‫ﺃﻫﻤﻴﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﻜل ﻤﺅﺴﺴﺔ ﺃﻭﺠﻬﺔ ﻋﻤل ﺒﺎﺴﺘﻤﺭﺍﺭﻴﺔ ﻭﺇﻨﺘﺎﺠﻴﺔ ﺃﻓﺭﺍﺩﻫﺎ‪،‬‬ ‫ﻭﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﺃﻫﻤﻴﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺅﺴﺴﺔ‬
‫ﻭﻋﻤﻠﻬﺎ ﻋﻠﻰ ﻋﺩﻡ ﺍﻟﺘﻔﺭﻴﻁ ﻓﻴﻬﻡ ﻭﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻴﻬﻡ ﻭﺭﻏﺒﺘﻬﺎ ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻟﻤﺠﺘﻤﻊ ﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺘﻴﺔ‪:‬‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﻡ ﻭﻜﺴﺏ ﺭﻀﺎﻫﻡ ﻭﺠﺫﺒﻬﻡ ﻟﻠﻌﻤل‪ ،‬ﻭﻤﻥ ﻫﻨﺎ ﻓﺎﻥ‬ ‫‪ -‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ‪ ،‬ﺇﻥ ﺍﺭﺘﻔﺎﻉ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﺭﻀﺎ ﻟﺩﻴﻬﻡ‬
‫ﻗﻴﺎﺱ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﻌﻤل ﻴﻌﺩ ﻀﺭﻭﺭﺓ ﻤﻠﺤﺔ ﺇﺫﺍ ﻤﺎ ﺃﺭﻴﺩ ﺘﺤﻘﻴﻕ‬ ‫ﻋﻥ ﻭﻅﺎﺌﻔﻬﻡ ﺘﺭﻓﻊ ﻟﺩﻴﻬﻡ‪ :‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻹﺒﺩﺍﻉ‬
‫ﺫﻟﻙ‪ ،‬ﻭﻫﻨﺎﻙ ﺃﺴﻠﻭﺒﺎﻥ ﺭﺌﻴﺴﻴﺎﻥ ﻴﻤﻜﻥ ﺇﺘﺒﺎﻋﻬﻤﺎ ﻟﻘﻴﺎﺱ ﺍﻟﺭﻀﺎ‬ ‫ﻭﺍﻻﺒﺘﻜﺎﺭ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺍﻟﺘﻼﺅﻡ ﻭﺍﻟﺘﻭﺍﻓﻕ ﻤﻊ‬
‫ﻋﻥ ﺍﻟﻌﻤل ﻭﻫﻤﺎ )ﺍﻟﺸﻬﺭﻱ‪:(1999 ،‬‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل‪ ،‬ﺍﻟﺭﻏﺒﺔ ﻋﻠﻰ ﺍﻹﻨﺠﺎﺯ ﻭﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ‪،‬‬
‫‪ -‬ﺃﺴﻠﻭﺏ ﻗﻴﺎﺱ ﺍﻵﺜﺎﺭ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺘﻲ ﺘﺼﺩﺭ ﻋﻥ‬ ‫ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻟﻁﻤﻭﺡ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺘﺩل ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺃﻭ ﻋﺩﻡ ﺍﻟﺭﻀﺎ ﻋﻥ‬ ‫ﻭﺍﻟﺘﻘﺩﻡ‪.‬‬
‫ﺍﻟﻌﻤل‪.‬‬ ‫‪ -‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺅﺴﺴﺔ‪ ،‬ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻲ ﺘﺴﻌﻰ ﺇﻟﻰ ﺯﻴﺎﺩﺓ‬
‫‪ -‬ﺃﺴﻠﻭﺏ ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺫﺍﺘﻲ ﺤﻴﺙ ﻴﺠﻴﺏ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺒﻌﺽ‬ ‫ﺸﻌﻭﺭ ﻋﻤﺎﻟﻬﺎ ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺘﺘﻤﺘﻊ ﺒﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺍﻷﺴﺌﻠﺔ ﻟﻴﻘﺭﺭ ﺒﻨﻔﺴﻪ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺭﺍﻀﻴﺎ ﻋﻥ ﻋﻤﻠﻪ ﺃﻭ‬ ‫ﺍﺭﺘﻔﺎﻉ ﺍﻹﻨﺘﺎﺠﻴﺔ‪ ،‬ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻟﻜﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻴﺔ‬
‫ﻏﻴﺭ ﺭﺍﺽ‪ ،‬ﺃﻭ ﺃﻥ ﻴﺫﻜﺭ ﻤﺸﺎﻋﺭﻩ ﺍﺘﺠﺎﻩ ﻋﻤﻠﻪ ﻤﻥ‬ ‫ﺃﺩﺍﺀ ﺍﻟﻌﻤﺎل‪ ،‬ﺍﺭﺘﻔﺎﻉ ﺍﻨﺘﻤﺎﺀ ﻭﻭﻻﺀ ﺍﻟﻌﻤﺎل ﻟﻠﻤﺅﺴﺴﺔ‪،‬‬
‫ﺠﻭﺍﻨﺒﻪ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺍﻨﺨﻔﺎﺽ ﻤﻌﺩﻻﺕ ﺩﻭﺭﺍﻥ ﺍﻟﻌﻤل ﻭﺍﻟﻐﻴﺎﺏ ﻭﺍﻟﺘﺄﺨﻴﺭ‬
‫ﻭﻴﻌﺘﻤﺩ ﺃﺴﻠﻭﺏ ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺫﺍﺘﻲ ﻋﻠﻰ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺍﻟﺘﻲ ﺘﻭﺠﻪ‬ ‫ﻋﻥ ﻤﻭﺍﻋﻴﺩ ﺍﻟﻌﻤل ﺍﻟﺭﺴﻤﻴﺔ ﻭﺍﻟﺸﻜﺎﻭﻯ ﻭﺘﻘﻠﻴل ﺍﻷﻋﺒﺎﺀ‬
‫ﺇﻟﻰ ﺍﻟﻔﺭﺩ ﻟﻴﺠﻴﺏ ﻋﻠﻰ ﺃﺴﺌﻠﺘﻬﺎ ﺍﻟﺘﻲ ﺘﺩﻭﺭ ﺤﻭل ﻭﺍﺤﺩ ﻤﻤﺎ‬ ‫ﺍﻟﻤﺎﻟﻴﺔ ﻭﺍﻗﺘﺼﺎﺩ ﺍﻟﻭﻗﺕ‪.‬‬
‫ﻴﺄﺘﻲ‪:‬‬ ‫‪ -‬ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﺇﻥ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺫﻱ ﻴﺘﻤﺘﻊ ﺃﻓﺭﺍﺩﻩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫‪ ‬ﺍﻟﺤﺎﺠﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﻓﻕ ﺘﻘﺴﻴﻡ ﻤﺎﺴﻠﻭ ﻟﻠﺤﺎﺠﺎﺕ‬ ‫ﺒﺎﻟﺭﻀﺎ ﻋﻥ ﻭﻅﺎﺌﻔﻬﻡ ﺘﺭﺘﻔﻊ ﺒﻪ‪ :‬ﻤﻌﺩﻻﺕ ﺍﻹﻨﺘﺎﺠﻴﺔ‬
‫ﻭﻴﻜﻭﻥ ﺍﻟﻬﺩﻑ ﺍﻟﺘﻌﺭﻑ ﺍﻟﻰ ﻤﺩﻯ ﺇﺸﺒﺎﻉ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻟﻜل‬ ‫ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﻤﻌﺩﻻﺕ ﺍﻟﺘﻨﻤﻴﺔ ﻭﺍﻟﺘﻁﻭﻴﺭ‬
‫ﺤﺎﺠﺔ ﻤﻥ ﻫﺫﻩ ﺍﻟﺤﺎﺠﺎﺕ ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﺍﻟﺫﻱ ﻴﺸﻐل‬ ‫ﻟﻠﻤﺠﺘﻤﻊ‪ ،‬ﺍﻨﺨﻔﺎﺽ ﻤﻌﺩﻻﺕ ﺘﺭﻙ ﺍﻟﻌﻤل ﻤﻤﺎ ﻴﺅﺩﻱ‬
‫ﺍﻟﻭﻅﻴﻔﺔ‪.‬‬ ‫ﺇﻟﻰ ﺍﻻﺴﺘﻘﺭﺍﺭ ﺍﻟﻌﺎﺌﻠﻲ ﻭﺘﻤﺎﺴﻙ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﺯﺩﻫﺎﺭﻩ‬
‫‪ ‬ﺠﻭﺍﻨﺏ ﺍﻟﻌﻤل ﺍﻟﻤﺨﺘﻠﻔﺔ ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﻋﻨﺎﺼﺭ ﺃﻭ‬ ‫)ﺸﻨﻭﻓﻲ‪.(2005-2004 ،‬‬
‫ﻤﻜﻭﻨﺎﺕ ﻟﻠﺭﻀﺎ ﻋﻥ ﺍﻟﻌﻤل ﻜﺎﻟﻌﺎﺌﺩ ﺍﻟﻤﺎﻟﻲ‪ ،‬ﻓﺭﺹ‬ ‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﺍﻟﺘﺭﻗﻴﺔ‪ ،‬ﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻹﺸﺭﺍﻑ‪ ،‬ﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﺤﻴﻁﺔ‬ ‫‪ -‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺅﺴﺴﺔ‪ :‬ﺃﻫﻤﻬﺎ‪ :‬ﺍﻷﺠﻭﺭ‬
‫ﺒﺒﻴﺌﺔ ﺍﻟﻌﻤل‪ ،‬ﺍﻟﻌﻼﻗﺎﺕ ﻤﻊ ﺍﻟﺯﻤﻼﺀ ﻭﺍﻟﺭﺅﺴﺎﺀ ﻭﻋﺏﺀ‬ ‫ﻭﺍﻟﺭﻭﺍﺘﺏ )ﻋﺒﺎﺱ‪ ،(2007 ،‬ﻤﺤﺘﻭﻯ ﺍﻟﻌﻤل)ﺩﺭﺠﺔ‬
‫ﺍﻟﻌﻤل ﻭﻤﺴﺅﻭﻟﻴﺎﺘﻪ ﻭﻋﺩﺩ ﺴﺎﻋﺎﺘﻪ ﻭﺍﻟﺴﻠﻁﺔ ﺍﻟﻤﻤﻨﻭﺤﺔ‬ ‫ﺘﻨﻭﻉ ﻤﻬﺎﻡ ﺍﻟﻌﻤل ‪ -‬ﺩﺭﺠﺔ ﺍﻟﺴﻴﻁﺭﺓ ﺍﻟﺫﺍﺘﻴﺔ ﺍﻟﻤﺘﺎﺤﺔ‬
‫ﻭﻤﺩﻯ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻌﻤل‬ ‫ﻟﻠﻔﺭﺩ‪ -‬ﺍﺴﺘﻐﻼل ﺍﻟﻔﺭﺩ ﻟﻘﺩﺭﺍﺘﻪ ‪ -‬ﺨﻴﺎﺭﺍﺕ ﺍﻟﻨﺠﺎﺡ‬
‫ﻭﺍﻟﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻘﺩﻴﺭ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬ ‫ﻭﺍﻟﻔﺸل ﻓﻲ ﺍﻟﻌﻤل(‪ ،‬ﻓﺭﺹ ﺍﻟﺘﺭﻗﻴﺔ‪ ،‬ﻨﻤﻁ ﺍﻹﺸﺭﺍﻑ‪،‬‬
‫ﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻟﻤﻔﺴﺭﺓ ﻟﻠﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬ ‫ﺴﺎﻋﺎﺕ ﺍﻟﻌﻤل ﻭﻅﺭﻭﻑ ﺍﻟﻌﻤل ﺍﻟﻤﺎﺩﻴﺔ )ﻓﻠﻴﺔ ﻭﺍﻟﺴﻴﺩ‪،‬‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﻋﻠﻤﺎﺀ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺫﻴﻥ ﺤﺎﻭﻟﻭﺍ ﺘﻔﺴﻴﺭ ﺍﻟﺭﻀﺎ‬ ‫‪ ،(2005‬ﺠﻤﺎﻋﺔ ﺍﻟﻌﻤل )ﺍﻟﻤﺩﻟﺞ‪.(2003 ،‬‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫)ﺍﻟﻭﻗﺎﻴﺔ( ﻭﺘﺘﻀﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺘﻌﻠﻕ ﺒﻅﺭﻭﻑ‬ ‫ﻋﻥ ﺍﻟﻌﻤل ﻋﻭﺍﻤﻠﻪ ﻭﻤﺴﺒﺒﺎﺘﻪ ﻭﻋﻠﻰ ﺭﺃﺴﻬﻡ ﻓﺭﻴﺩﻴﺭﻴﻙ ﺘﺎﻴﻠﻭﺭ‬
‫ﺍﻟﻌﻤل ﻤﺜل‪ :‬ﺴﻴﺎﺴﺎﺕ ﺍﻟﻤﺅﺴﺴﺔ ﻭﺇﺩﺍﺭﺘﻬﺎ‪ ،‬ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺃﺒﻭ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻫﻨﺭﻱ ﻓﺎﻴﻭل ﺼﺎﺤﺏ ﻨﻅﺭﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ‬
‫ﻤﻊ ﺍﻟﺭﺌﻴﺱ ﻭﺍﻟﺯﻤﻼﺀ‪ ،‬ﻅﺭﻭﻑ ﺍﻟﻌﻤل ﺍﻟﻤﺎﺩﻴﺔ‪،‬‬ ‫ﺍﻹﺩﺍﺭﻴﺔ ﻭﻤﺎﻜﺱ ﻓﻴﺒﺭ‪ ،‬ﺤﻴﺙ ﻋﺩﻭﺍ ﺃﻥ ﺍﻟﺤﺎﻓﺯ ﺍﻟﻭﺤﻴﺩ ﻟﺘﺤﻘﻴﻕ‬
‫ﺍﻟﺭﺍﺘﺏ‪ ،‬ﺍﻟﻤﺭﻜﺯ ﻭﺍﻟﻤﻜﺎﻨﺔ‪ .‬ﻭﻴﺅﺩﻱ ﻋﺩﻡ ﺘﻭﻓﺭ ﻫﺫﻩ‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻫﻭ ﺯﻴﺎﺩﺓ ﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﻤﺎﺩﻴﺔ ﻭﻟﻜﻥ ﻫﺫﻩ‬
‫ﺍﻟﻌﻭﺍﻤل ﺇﻟﻰ ﺤﺎﻟﺔ ﺍﺴﺘﻴﺎﺀ ﻭﻟﻜﻥ ﺘﻭﻓﺭﻫﺎ ﻴﺅﺩﻱ ﺇﻟﻰ‬ ‫ﺍﻟﻨﻅﺭﻴﺎﺕ ﻭﺍﺠﻬﺕ ﺍﻨﺘﻘﺎﺩﺍﺕ ﻋﺩﻴﺩﺓ ﻷﻨﻬﺎ ﻟﻡ ﺘﺭﺍﻉ ﺍﻟﺠﻭﺍﻨﺏ‬
‫ﺩﺍﻓﻌﻴﺔ ﻗﻭﻴﺔ ﻟﻠﻌﻤل‪ .‬ﺍﻤﺎ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻓﺘﻤﺜل‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻠﻌﺎﻤل ﻭﺭﻜﺯﺕ ﻋﻠﻰ ﺍﻟﻌﻤل ﻭﻟﻡ‬
‫ﻋﻭﺍﻤل ﺍﻟﺭﻀﺎ ﺃﻭ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺩﺍﻓﻌﻴﺔ ﻭﻫﻲ ﺘﺅﺩﻱ ﺇﻟﻰ‬ ‫ﺘﺴﺘﻁﻊ ﺍﻹﺩﺍﺭﺓ ﺁﻨﺫﺍﻙ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻤﻁﻠﻭﺏ‪ ،‬ﺇﻻ ﺃﻥ ﺘﺠﺎﺭﺏ‬
‫ﺍﻟﺭﻀﺎ ﻭﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻌﻤل ﻓﻲ ﺤﺎﻟﺔ ﺘﻭﻓﺭﻫﺎ‪،‬‬ ‫ﺍﻟﻬﺎﻭﺜﻭﺭﻥ ﺍﻟﺘﻲ ﺃﺠﺭﻴﺕ ﻤﺎ ﺒﻴﻥ ‪ 1932-1927‬ﻭﺍﻟﺘﻲ ﻗﺎﻡ ﺒﻬﺎ‬
‫ﻭﻋﻠﻰ ﺍﻟﻌﻤﻭﻡ ﻓﻬﻲ ﺘﺸﻤل ﻜﺎﻓﺔ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺘﻌﻠﻕ‬ ‫ﺍﻟﺘﻭﻥ ﻤﺎﻴﻭ ﺼﺎﺤﺏ ﻤﺩﺭﺴﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﻜﺎﻥ‬
‫ﺒﻤﻀﻤﻭﻥ ﺍﻟﻌﻤل ﻤﺜل‪ :‬ﺍﻻﻨﺠﺎﺯ‪ ،‬ﺍﻟﺘﻘﺩﻴﺭ‪ ،‬ﺍﻟﺘﻘﺩﻡ‬ ‫ﺍﻫﺘﻤﺎﻤﻬﺎ ﻴﻨﺼﺏ ﻋﻠﻰ ﺍﻟﻔﺭﺩ ﻭﺩﺭﺍﺴﺔ ﺴﻠﻭﻜﻪ ﻭﺩﻭﺍﻓﻌﻪ‪ ،‬ﺃﺜﺒﺘﺕ‬
‫)ﺍﻟﺘﺭﻗﻴﺔ(‪ ،‬ﺍﻟﻭﺍﺠﺒﺎﺕ ﻨﻔﺴﻬﺎ‪ ،‬ﺇﻤﻜﺎﻨﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﺍﻟﺘﻁﻭﺭ‪،‬‬ ‫ﺃﻥ ﻫﻨﺎﻙ ﻋﻭﺍﻤل ﺃﺨﺭﻯ ﻏﻴﺭ ﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﻤﺎﺩﻴﺔ ﻟﻬﺎ ﺘﺄﺜﻴﺭ ﻋﻠﻰ‬
‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻋﻥ ﺍﻟﻨﺘﺎﺌﺞ)ﺤﺭﻴﻡ‪.(2006 ،‬‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ )ﺍﻟﺼﻤﺎﺩﻱ ﻭﺍﻟﺭﻭﺍﺸﺩﺓ‪ ،(2009 ،‬ﻭﻓﺘﺤﺕ‬
‫‪ -‬ﻨﻅﺭﻴﺔ ﺍﻟﺩﺭﻓﻴﺭ‪ :‬ﻗﺎﻡ ﺍﻟﺩﺭﻓﻴﺭ )‪ (Alderfer‬ﺒﻁﺭﺡ‬ ‫ﺒﺫﻟﻙ ﺒﻭﺍﺒﺔ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺠﺎﻨﺏ ﺍﻹﻨﺴﺎﻨﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ‬
‫ﺘﺼﻭﺭ ﻤﻌﺩل ﻟﻠﺘﻨﻅﻴﻡ ﺍﻟﻬﺭﻤﻲ ﻟﻠﺤﺎﺠﺎﺕ ﺍﻟﺫﻱ ﻗﺩﻤﻪ‬ ‫ﺍﻟﻤﺅﺴﺴﺔ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﻬﺘﻤﺔ ﺒﺎﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺍﻟﺠﻭﺍﻨﺏ‬
‫ﻤﺎﺴﻠﻭ‪ ،‬ﺤﻴﺙ ﻗﺎﻡ ﺒﺘﺠﻤﻴﻊ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﺨﻤﺱ ﻟﻤﺎﺴﻠﻭ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺒﻴﺌﺔ ﺍﻟﻌﻤل ﻭﻟﻡ ﺘﺘﻭﻗﻑ ﻋﻥ ﺍﻟﺒﺤﺙ ﻓﻲ ﻤﺎ ﻤﻥ ﺸﺎﻨﻪ‬
‫ﻓﻲ ﺜﻼﺙ ﻓﺌﺎﺕ ﻤﺘﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻟﺤﺎﺠﺎﺕ ﻫﻲ‪ :‬ﺍﻟﺤﺎﺠﺔ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﺴﻠﻭﻙ ﺍﻟﻌﺎﻤل ﻭﺒﺎﻟﺘﺎﻟﻲ ﻋﻠﻰ ﺃﺩﺍﺌﻪ‬
‫ﺇﻟﻰ ﺍﻟﻭﺠﻭﺩ )ﻜﺤﺎﺠﺎﺕ ﺍﻟﻤﻌﻴﺸﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ(‪ ،‬ﺍﻟﺤﺎﺠﺔ‬ ‫ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺘﻨﻅﻴﻡ ﻭﺍﻟﻌﻤل )ﺍﻟﻔﻀﻠﻲ‪.(1998 ،‬‬
‫ﺇﻟﻰ ﺍﻻﻨﺘﻤﺎﺀ ﺃﻭ ﺍﻟﻌﻼﻗﺎﺕ )ﺃﻱ ﺭﺒﻁ ﻋﻼﻗﺎﺕ ﻤﻊ‬ ‫ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺴﻭﻑ ﻨﺘﻁﺭﻕ ﺇﻟﻰ ﺃﻫﻡ ﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻔﺴﺭ‬
‫ﺍﻵﺨﺭﻴﻥ(‪ ،‬ﺤﺎﺠﺎﺕ ﺍﻟﻨﻤﻭ ﻭﺍﻟﺘﻁﻭﺭ )ﺃﻱ ﺩﻴﻨﺎﻤﻴﻜﻴﺔ‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻫﻲ‪:‬‬
‫ﺍﻟﻨﺸﻭﺀ ﻭﺍﻻﺭﺘﻘﺎﺀ ﻓﻲ ﺍﻟﻌﻤل ﻭﻜﺫﺍ ﺍﺭﺘﻘﺎﺀ ﺍﻟﻔﺭﺩ ﻓﻲ‬ ‫‪ -‬ﻨﻅﺭﻴﺔ ﺍﻟﺤﺎﺠﺎﺕ ﻟﻤﺎﺴﻠﻭ‪ :‬ﺤﻴﺙ ﻴﺭﻯ ﻤﺎﺴﻠﻭ ﺃﻥ‬
‫ﺍﻟﻤﺅﺴﺴﺔ( )‪.(Bailly, & al., 2006‬‬ ‫ﺍﻹﻨﺴﺎﻥ ﻟﺩﻴﻪ ﺤﺎﺠﺎﺕ ﺘﺘﺩﺭﺝ ﺤﺴﺏ ﺇﺸﺒﺎﻋﻬﺎ ﻭﺩﺭﺠﺔ‬
‫‪ -‬ﻨﻅﺭﻴﺔ ﺍﻟﻌﺩﺍﻟﺔ‪ :‬ﺘﺭﻜﺯﺕ ﺍﻟﻔﻜﺭﺓ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻬﺫﻩ‬ ‫ﺇﻟﺤﺎﺤﻬﺎ ﻓﻲ ﻤﺩﺭﺝ ﻫﺭﻤﻲ ﻭﻫﻲ "ﺍﻟﺤﺎﺠﺎﺕ‬
‫ﺍﻟﻨﻅﺭﻴﺔ ﻋﻠﻰ ﺃﻥ ﺍﻟﻔﺭﺩ ﻴﺘﻭﻗﻊ ﺃﻥ ﻴﺤﺼل ﻤﻥ ﻋﻤﻠﻪ‬ ‫ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻴﺔ‪ ،‬ﺍﻟﺤﺎﺠﺔ ﻟﻸﻤﻥ ﻭﺍﻷﻤﺎﻥ‪ ،‬ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ‬
‫ﻋﻠﻰ ﻋﻭﺍﺌﺩ ﺘﻨﺴﺠﻡ ﻤﻊ ﺍﻟﺠﻬﻭﺩ ﺍﻟﺘﻲ ﻴﺒﺫﻟﻬﺎ ﺍﻵﺨﺭﻭﻥ‬ ‫ﺍﻻﻨﺘﻤﺎﺀ )ﺍﻟﺤﺎﺠﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ(‪ ،‬ﺍﻟﺤﺎﺠﺔ ﻟﻠﺘﻘﺩﻴﺭ‬
‫ﻓﻲ ﺇﻁﺎﺭ ﻨﻔﺱ ﺍﻟﻤﺴﺘﻭﻯ ﻤﻥ ﺍﻷﺩﺍﺀ ﺍﻟﻤﻨﺠﺯ‪ .‬ﻓﺎﻷﻓﺭﺍﺩ‬ ‫ﻭﺍﻻﺤﺘﺭﺍﻡ‪ ،‬ﺍﻟﺤﺎﺠﺔ ﻟﺘﺤﻘﻴﻕ ﺍﻟﺫﺍﺕ" )ﺤﻨﻔﻲ‪.(2007،‬‬
‫ﻋﻨﺩ ﺸﻌﻭﺭﻫﻡ ﺒﻌﺩﻡ ﺍﻟﻌﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻌﻭﺍﺌﺩ‬ ‫‪ -‬ﻨﻅﺭﻴﺔ ﺫﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻬﻴﺭﺯﺒﺭﻍ‪ :‬ﻭﻴﻁﻠﻕ ﻋﻠﻴﻬﺎ ﺃﻴﻀﺎ‬
‫ﻤﻘﺎﺒل ﺍﻟﺠﻬﻭﺩ ﺍﻟﻤﺒﺫﻭﻟﺔ ﻴﻠﺠﺌﻭﻥ ﺇﻟﻰ‪ :‬ﺘﺨﻔﻴﺽ‬ ‫ﻨﻅﺭﻴﺔ ﺫﺍﺕ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ‪ ،‬ﻭﺘﻨﺴﺏ ﺇﻟﻰ ﻓﺭﻴﺩﻴﺭﻴﻙ‬
‫ﺠﻬﻭﺩﻫﻡ ﻭﺠﻬﻭﺩ ﺍﻵﺨﺭﻴﻥ ﺒﺎﻻﻨﺠﺎﺯ‪ ،‬ﻴﺴﻠﻜﻭﻥ ﺩﻭﺭﺍ‬ ‫ﻫﻴﺭﺯﺒﺭﻍ ﺍﻟﺫﻱ ﻤﻴﺯ ﺒﻴﻥ‪ :‬ﺍﻟﺭﻀﺎ ﻭﻋﺩﻡ ﺍﻟﺭﻀﺎ‬
‫ﻜﺒﻴﺭﺍ ﻓﻲ ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻴﺤﺎﻭﻟﻭﻥ ﺍﻟﺒﺤﺙ ﻋﻥ‬ ‫)ﺍﻻﺴﺘﻴﺎﺀ( ﻭﺃﻨﻬﻤﺎ ﻴﺸﻜﻼﻥ ﺃﻤﺭﻴﻥ ﻤﺘﻌﺎﺭﻀﻴﻥ ﻋﻠﻰ‬
‫ﺃﻋﻤﺎل ﺃﺨﺭﻯ‪ ،‬ﻴﺘﺭﻜﻭﻥ ﺍﻟﻌﻤل‪ .‬ﻟﺫﺍ ﻓﺎﻥ ﺘﺤﻘﻴﻕ ﺍﻟﻌﺩﺍﻟﺔ‬ ‫ﻁﺭﻓﻲ ﺨﻁ ﻤﺴﺘﻘﻴﻡ‪ ،‬ﻭﺃﻥ ﺇﺯﺍﻟﺔ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺴﻴﺌﺔ ﻓﻲ‬
‫ﻓﻲ ﺍﻟﻌﻤل ﻤﻥ ﺸﺎﻨﻪ ﺃﻥ ﻴﺤﻘﻕ ﻟﻺﺩﺍﺭﺓ ﻭﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺒﻴﺌﺔ ﺍﻟﻌﻤل ﻻ ﻴﺅﺩﻱ ﺒﺎﻟﻀﺭﻭﺭﺓ ﺇﻟﻰ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪،‬‬
‫ﺍﻻﺴﺘﻘﺭﺍﺭ ﻭﺍﻟﺜﺒﺎﺕ )ﺍﻟﻔﺭﻴﺠﺎﺕ ﻭﺁﺨﺭﻭﻥ‪.(2009 ،‬‬ ‫ﻟﻘﺩ ﻜﺎﻥ ﻫﻴﺭﺯﺒﺭﻍ ﻭﺯﻤﻼﺅﻩ ﻤﻬﺘﻤﻴﻥ ﺒﺘﺤﺩﻴﺩ ﺍﻟﻌﻭﺍﻤل‬
‫‪ -‬ﻨﻅﺭﻴﺔ ﺍﻟﺘﻭﻗﻊ ﻟﻔﺭﻭﻡ‪ :‬ﻗﺩﻡ ﻓﻜﺘﻭﺭ ﻓﺭﻭﻡ ﻨﻅﺭﻴﺘﻪ ﻓﻲ‬ ‫ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﺭﻀﺎ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻥ ﻋﻤﻠﻬﻡ‪ ،‬ﻭﻗﺩ‬
‫ﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺴﻠﻭﻙ ﺍﻟﻔﺭﺩ ﻴﺴﺒﻘﻪ‬ ‫ﺼﻨﻔﻭﺍ ﻋﻭﺍﻤل ﺍﻟﻌﻤل ﺍﻟﺘﻲ ﺘﺴﺒﺏ ﻤﺸﺎﻋﺭ ﺍﻟﺭﻀﺎ‬
‫ﻋﻤﻠﻴﺔ ﻤﻔﺎﻀﻠﺔ ﺒﻴﻥ ﻋﺩﺓ ﺒﺩﺍﺌل‪ ،‬ﻭﻴﺭﻯ ﺃﻥ ﺍﻟﺩﺍﻓﻊ ﻫﻭ‬ ‫ﻭﺍﻻﺴﺘﻴﺎﺀ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ‪ :‬ﺍﻷﻭﻟﻰ ﻋﻭﺍﻤل ﺍﻟﺼﻴﺎﻨﺔ‬
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‫ﺍﻟﺴﻠﻁﺔ‪ ،‬ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‪ ،‬ﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﻓﺭﻕ ﺍﻟﻌﻤل‬ ‫ﻤﺤﺼﻠﺔ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﻗﻭﺓ ﺍﻟﺠﺫﺏ ﻭﺩﺭﺠﺔ ﺘﻭﻗﻊ ﺍﻟﻔﺭﺩ‬
‫ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻋﻥ ﻁﺭﻴﻕ‬ ‫ﻟﺘﺤﻘﻴﻕ ﻫﺫﻩ ﺍﻟﻌﻭﺍﺌﺩ ﻨﺘﻴﺠﺔ ﻟﻸﺩﺍﺀ‪ ،‬ﺤﻴﺙ ﻴﻌﺩ ﺍﻟﺘﻭﻗﻊ‬
‫ﺇﺸﺭﺍﻜﻬﻡ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﻭﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ ﻭﻤﻨﺤﻬﻡ‬ ‫ﺘﻘﺩﻴﺭ ﺍﻟﻔﺭﺩ ﻻﺤﺘﻤﺎل ﺘﺤﻘﻴﻕ ﺍﻟﻤﻨﻔﻌﺔ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺎﻥ‬
‫ﺍﻟﺴﻠﻁﺔ ﻭﺍﻟﺼﻼﺤﻴﺎﺕ‪ ،‬ﻭﺘﻭﻓﻴﺭ ﻜل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻼﺯﻤﺔ ﻟﻬﻡ ﻓﻲ‬ ‫ﻓﺭﻭﻡ ﻴﺭﻯ ﺃﻥ ﺭﻀﺎ ﺍﻟﻔﺭﺩ ﻋﻥ ﺍﻟﻌﻤل ﺃﻭ ﻋﺩﻤﻪ ﻴﻨﺘﺞ‬
‫ﺍﻟﻭﻗﺕ ﺍﻟﻤﻨﺎﺴﺏ ﻭﺒﺄﺴﻬل ﻁﺭﻴﻘﺔ ﻟﺘﻨﻔﻴﺫ ﺍﻟﻤﻬﺎﻡ ﻭﺍﻟﻭﻅﺎﺌﻑ‬ ‫ﻋﻥ ﻤﻭﺍﺯﻨﺔ ﺍﻟﻔﺭﺩ ﺒﻴﻥ ﻤﺎ ﻴﺘﻭﻗﻊ ﺍﻟﺤﺼﻭل ﻋﻠﻴﻪ ﻤﻥ‬
‫ﻭﺍﻷﻋﻤﺎل ﻭﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻤﺅﺴﺴﺔ ﺒﺎﺴﺘﻘﻼﻟﻴﺔ‬ ‫ﻓﻭﺍﺌﺩ ﻨﺘﻴﺠﺔ ﻗﻴﺎﻤﻪ ﺒﻌﻤل ﻤﺎ‪ ،‬ﻭﺒﻴﻥ ﻤﺎ ﻴﺤﺼل ﻋﻠﻴﻪ‬
‫ﻭﺤﺭﻴﺔ‪ ،‬ﻭﻜﺫﺍ ﺘﺩﺭﻴﺒﻬﻡ ﻹﻜﺴﺎﺒﻬﻡ ﻤﻬﺎﺭﺍﺕ ﻭﻤﻌﺎﺭﻑ ﻭﺨﺒﺭﺍﺕ‬ ‫ﻤﻥ ﻤﻜﺎﺴﺏ ﺘﻤﻜﻥ ﻤﻥ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻪ ﺍﻟﻤﺘﻌﺩﺩﺓ‪ ،‬ﻭﻓﻲ‬
‫ﺠﺩﻴﺩﺓ ﻟﺘﺤﺴﻴﻥ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ‪ ،‬ﻭﺘﻤﻜﻴﻨﻬﻡ ﻤﻥ ﺘﺨﻁﻲ ﺍﻟﻌﻘﺒﺎﺕ‬ ‫ﻅل ﻫﺫﻩ ﺍﻟﻤﻭﺍﺯﻨﺔ ﺴﻴﻭﺍﺠﻪ ﺍﻟﻔﺭﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺒﺩﺍﺌل‬
‫ﺍﻟﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ ﻓﻲ ﺍﻟﻌﻤل‪ ،‬ﻭﻜﺫﺍ ﺘﺤﻔﻴﺯﻫﻡ ﻤﺎﺩﻴﺎ ﻭﻤﻌﻨﻭﻴﺎ ﻟﺭﻓﻊ‬ ‫ﻴﻌﺘﻘﺩ ﺃﻨﻬﺎ ﺘﺤﻘﻕ ﻟﻪ ﺃﻫﺩﺍﻑ ﻭﺴﻴﺨﺘﺎﺭ ﺍﻟﺒﺩﻴل ﺍﻟﺫﻱ‬
‫ﻤﻌﻨﻭﻴﺎﺘﻬﻡ ﻭﺯﻴﺎﺩﺓ ﺩﺍﻓﻌﻴﺘﻬﻡ ﻟﻠﻌﻤل‪ ،‬ﺇﻟﻰ ﺠﺎﻨﺏ ﺘﺸﺠﻴﻌﻬﻡ ﻋﻠﻰ‬ ‫ﻴﺸﻌﺭ ﺍﻨﻪ ﺴﻴﺤﻘﻕ ﻟﻪ ﺍﻟﻤﻨﻔﻌﺔ ﺍﻟﻤﺘﻭﻗﻌﺔ‪ ،‬ﻭﺒﻨﺎﺀ ﻋﻠﻰ‬
‫ﺍﻟﻌﻤل ﻓﻲ ﺸﻜل ﻓﺭﻕ ﺃﻴﻥ ﻴﺯﻴﺩ ﺘﻌﺎﻭﻥ ﻭﺍﻨﺩﻤﺎﺝ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﻫﺫﺍ ﺍﻻﺨﺘﻴﺎﺭ ﻴﺘﺤﻘﻕ ﻟﺩﻴﻪ ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﻌﻤل‬
‫ﺒﻌﻀﺎ ﻭﺘﺒﺎﺩﻟﻬﻡ ﺍﻻﺤﺘﺭﺍﻡ ﻭﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﹰ‬ ‫ﻭﺍﺤﺘﻜﺎﻜﻬﻡ ﺒﺒﻌﻀﻬﻡ‬ ‫)ﺍﻟﺠﻴﻭﺴﻲ ﻭﺠﻤﻴﻠﺔ‪.(2008 ،‬‬
‫ﻭﺍﻟﺨﺒﺭﺍﺕ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﺍﻟﻌﻤل ﺒﺘﻔﺎﻨﻲ ﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻤﺅﺴﺴﺔ‪.‬‬ ‫‪ -‬ﻨﻅﺭﻴﺔ ﺒﻭﺭﺘﺭ ﻭﻟﻭﻟﺭ‪ :‬ﻁﻭﺭ ﺒﻭﺭﺘﺭ ﻭﻟﻭﻟﺭ ﻋﺎﻡ‬
‫ﻭﺴﻨﺘﻌﺭﻑ ﻓﻴﻤﺎ ﻴﻠﻲ ﻋﻠﻰ ﺍﻟﺩﻭﺭ ﺍﻟﺫﻱ ﻴﻠﻌﺒﻪ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬ ‫‪ 1968‬ﻨﻤﻭﺫﺝ ﻓﺭﻭﻡ‪ ،‬ﺤﻴﺙ ﺭﺒﻁ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻟﺭﻀﺎ ﺒﻜل‬
‫ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ‪.‬‬ ‫ﻤﻥ ﺍﻻﻨﺠﺎﺯ ﻭﺍﻟﻌﺎﺌﺩ‪ ،‬ﻓﻬﻡ ﻴﺼﻔﻭﻥ ﺤﻠﻘﺔ ﻭﺴﻴﻁﻴﺔ ﺒﻴﻥ‬
‫ﺩﻭﺭ ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻴﻤﻜﻥ‬ ‫ﺍﻻﻨﺠﺎﺯ ﻭﺍﻟﺭﻀﺎ ﻭﻫﻲ ﺍﻟﻌﻭﺍﺌﺩ‪ ،‬ﻭﺒﻤﻭﺠﺏ ﻫﺫﺍ‬
‫ﺘﻭﻀﻴﺢ ﺍﻟﺩﻭﺭ ﺍﻟﺫﻱ ﻴﻠﻌﺒﻪ ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ‬ ‫ﺍﻟﻨﻤﻭﺫﺝ ﻴﺘﺤﺩﺩ ﺭﻀﺎ ﺍﻟﻔﺭﺩ ﺒﻤﺩﻯ ﺘﻘﺎﺭﺏ ﺍﻟﻌﻭﺍﺌﺩ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل‪:‬‬ ‫ﺍﻟﻔﻌﻠﻴﺔ ﻤﻊ ﺍﻟﻌﻭﺍﺌﺩ ﺍﻟﺘﻲ ﻴﻌﺘﻘﺩ ﺍﻟﻔﺭﺩ ﺒﺄﻨﻬﺎ ﻋﺎﺩﻟﺔ‬
‫‪ -‬ﺨﻠﻕ ﺠﻭ ﻤﻨﺎﺴﺏ ﻟﻠﻌﻤل ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻓﺎﻟﻤﻭﻅﻑ‬ ‫ﻭﻤﻨﺴﺠﻤﺔ ﻤﻊ ﺍﻻﻨﺠﺎﺯ ﺃﻭ ﺍﻟﺠﻬﺩ ﺍﻟﻤﺒﺫﻭل‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻨﺕ‬
‫ﻴﺸﻌﺭ ﺒﺄﻨﻪ ﻻ ﺘﻭﺠﺩ ﻋﻤﻠﻴﺔ ﺍﻨﻔﺼﺎل ﺒﻴﻨﻪ ﻭﺒﻴﻥ ﺍﻟﻘﻴﺎﺩﺓ‪.‬‬ ‫ﺍﻟﻌﻭﺍﺌﺩ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻘﺎﺀ ﺍﻻﻨﺠﺎﺯ ﺘﻌﺎﺩل ﺃﻭ ﺘﺯﻴﺩ ﻋﻠﻰ‬
‫‪ -‬ﺯﻴﺎﺩﺓ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺤﻴﺙ ﻴﺴﺎﻋﺩ ﺍﻟﺘﻔﻭﻴﺽ ﺍﻟﻔﺎﻋل‬ ‫ﺍﻟﻌﻭﺍﺌﺩ ﺍﻟﺘﻲ ﻴﻌﺘﻘﺩ ﺍﻟﻔﺭﺩ ﺒﺄﻨﻬﺎ ﻋﺎﺩﻟﺔ ﻓﺎﻥ ﺍﻟﺭﻀﺎ‬
‫ﻓﻲ ﺘﻌﺯﻴﺯ ﺍﻷﺜﺭ ﺍﻻﻴﺠﺎﺒﻲ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻌﻨﻭﻴﺎﺕ ﺍﻟﻌﺎﻤل‬ ‫ﺍﻟﻤﺤﻘﻕ ﺴﻴﺩﻓﻊ ﺍﻟﻔﺭﺩ ﺇﻟﻰ ﺘﻜﺭﺍﺭ ﺍﻟﺠﻬﺩ )ﺍﻟﺴﻘﺎ‪،‬‬
‫ﻓﺯﻴﺎﺩﺓ ﺍﻻﺘﺼﺎل ﺒﻴﻥ ﺍﻟﻤﺩﻴﺭ ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻭﺍﻟﺘﻌﻠﻡ‬ ‫‪.(2009‬‬
‫ﺃﺜﻨﺎﺀ ﺍﻟﻌﻤل ﻭﺍﻟﺸﻌﻭﺭ ﺒﺯﻴﺎﺩﺓ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ‬
‫ﻜل ﺫﻟﻙ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺭﻓﻊ ﻤﻌﻨﻭﻴﺎﺕ‬ ‫ﺩﻭﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ‪.‬‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻤﻔﻬﻭﻡ ﺤﺩﻴﺙ ﻴﻨﻁﻭﻱ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫‪ -‬ﺘﺤﻘﻴﻕ ﺍﻟﻤﺒﺩﺃ ﺍﻟﺫﻱ ﻴﺅﻜﺩ ﻋﻠﻰ ﺃﻥ ﺍﻟﻭﻅﺎﺌﻑ ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻷﺨﺭﻯ ﺍﻟﺘﻲ ﺘﺸﺒﻬﻪ ﻓﻲ ﺍﻟﻤﻀﻤﻭﻥ ﻭﻻ ﺘﺨﺘﻠﻑ ﻋﻨﻪ‬
‫ﻤﻔﺘﻭﺤﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ )ﺃﺒﻭ ﻤﻌﻤﺭ‪. (2009 ،‬‬ ‫ﻜﺜﻴﺭﺍ ﻓﻲ ﺍﻟﻤﻌﻨﻰ ﻤﺜل ﺍﻟﻤﺸﺎﺭﻜﺔ‪ ،‬ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﻭﺍﻨﺩﻤﺎﺝ‬
‫‪ -‬ﺇﻥ ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﻴﺭﻓﻊ ﺍﻟﺭﻭﺡ ﺍﻟﻤﻌﻨﻭﻴﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ‪،‬‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‪ ،‬ﺃﻤﺎ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻴﻌﺩ ﺍﺤﺩ ﺃﻫﻡ ﻤﺤﺎﻭﺭ ﺩﺭﺍﺴﺔ‬
‫ﻭﺫﻟﻙ ﻷﻥ ﺇﻋﻁﺎﺀ ﺍﻟﻘﺎﺌﺩ ﻟﻠﻤﻔﻭﻀﻴﻥ ﺤﺭﻴﺔ ﺍﻟﺘﺼﺭﻑ‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺎﺕ‪ ،‬ﺤﻴﺙ ﺇﻨﺼﺒﺕ ﻋﻠﻴﻪ‬
‫ﻓﻲ ﺤﺩﻭﺩ ﻤﺴﺅﻭﻟﻴﺎﺘﻪ ﻭﺍﻟﻭﻗﻭﻑ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺩﻭﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ‪ ،‬ﻭﺘﻁﻤﺢ ﺍﻟﻤﺅﺴﺴﺎﺕ‬
‫ﺍﻟﺩﺨﻭل ﻓﻲ ﺍﻟﺠﺯﺌﻴﺎﺕ ﻭﺍﻟﺘﻔﺎﺼﻴل‪ ،‬ﻜل ﺫﻟﻙ ﻴﻭﻟﺩ ﺍﻟﺜﻘﺔ‬ ‫ﺍﻟﻴﻭﻡ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺭﻀﺎ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻬﺎ ﻟﻤﺎ ﻟﻪ ﻤﻥ ﺃﺜﺭ ﺍﻴﺠﺎﺒﻲ‬
‫ﺍﻟﻤﺘﺒﺎﺩﻟﺔ ﺒﻴﻥ ﺍﻟﻘﺎﺌﺩ ﻭﻤﺭﺅﻭﺴﻴﻪ ﻜﻤﺎ ﻴﻭﻟﺩ ﻟﺩﻴﻬﻡ‬ ‫ﻋﻠﻰ ﻨﺠﺎﺤﻬﺎ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﺎ‪ ،‬ﻭﻤﻥ ﻫﺫﺍ ﺍﻟﻤﻨﻁﻠﻕ ﻴﻤﻜﻥ ﺃﻥ‬
‫ﺍﻹﺤﺴﺎﺱ ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﻴﺩﻓﻌﻬﻡ ﻷﺩﺍﺀ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻔﻭﻀﺔ‬ ‫ﻨﺘﻭﺼل ﺇﻟﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﺘﺭﺒﻁ ﺒﻴﻥ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺭﻀﺎ‬
‫ﺇﻟﻴﻬﻡ ﻋﻠﻰ ﺃﺤﺴﻥ ﻭﺠﻪ‪ ،‬ﻭﺒﺫﻟﻙ ﻴﻤﺎﺭﺱ ﺍﻟﻘﺎﺌﺩ ﻤﻥ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻓﺎﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ‪ :‬ﺘﻔﻭﻴﺽ‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫‪ -‬ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﻴﻌﻤل ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺕ ﺍﻷﻓﺭﺍﺩ ﻓﻲ‬ ‫ﺨﻼل ﺍﻟﺘﻔﻭﻴﺽ ﺴﻠﻁﺔ ﺍﻟﺜﻘﺔ ﺒﺩﻻ ﻤﻥ ﺴﻠﻁﺔ ﺍﻟﺠﺯﺍﺀ‪.‬‬
‫ﺍﻟﻌﻤل ﻭﺘﻘﺒل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﻗﺩ ﺃﻭﻀﺤﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻓﻲ‬ ‫ﻴﺤﻘﻕ ﺍﻟﺘﻔﻭﻴﺽ ﺍﻜﺒﺭ ﻋﺎﺌﺩ ﻟﻠﻤﺅﺴﺴﺔ‪ ،‬ﻓﺎﻟﻌﻤل ﺍﻹﺩﺍﺭﻱ‬ ‫‪-‬‬
‫ﺍﻷﺩﺏ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺃﻥ ﺍﻟﻤﺸﺎﺭﻜﺔ ﺘﻌﻤل ﻋﻠﻰ ﺯﻴﺎﺩﺓ‬ ‫ﻤﻊ ﺍﻟﺘﻔﻭﻴﺽ ﻴﺘﻡ ﺘﺤﻘﻴﻘﻪ ﺒﺄﻗل ﺘﻜﻠﻔﺔ ﻤﻤﻜﻨﺔ‪ ،‬ﻓﻬﻭ ﻤﻥ‬
‫ﺍﻟﻭﻻﺀ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺘﺠﻌل ﺍﻷﻓﺭﺍﺩ ﻴﺭﺘﺒﻁﻭﻥ ﺒﺒﻴﺌﺔ‬ ‫ﻨﺎﺤﻴﺔ ﻴﻭﻓﺭ ﻭﻗﺘﺎ ﻋﻠﻰ ﻜل ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺘﻲ‬
‫ﻋﻤﻠﻬﻡ ﺒﺸﻜل ﺍﻜﺒﺭ ﺒﺤﻴﺙ ﻴﻌﺩﻭﻥ ﺃﻥ ﻤﺎ ﻴﻭﺍﺠﻪ‬ ‫ﻴﻔﻭﺽ ﺇﻟﻴﻬﺎ ﻤﻥ ﺨﻼل ﺍﻨﻪ ﻴﺤﻘﻕ ﺴﺭﻋﺔ ﺃﺩﺍﺀ ﺍﻟﻌﻤل‪،‬‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﻤﻥ ﻤﺸﺎﻜل ﻫﻭ ﺘﻬﺩﻴﺩ ﻟﻬﻡ ﻭﻷﻤﻨﻬﻡ‬ ‫ﻭﻴﺤﻘﻕ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻭﺍﻟﺘﻜﻴﻑ ﻤﻊ ﺍﻟﻅﺭﻭﻑ‬
‫ﻭﺍﺴﺘﻘﺭﺍﺭﻫﻡ ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﻘﺒﻠﻬﻡ ﻟﻠﻤﺸﺎﺭﻜﺔ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻴﻨﻤﻲ ﺭﻭﺡ ﺍﻟﻤﺒﺎﺩﺭﺓ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ‪.‬‬
‫ﺒﺭﻏﺒﺔ ﻭﺭﻭﺡ ﻤﻌﻨﻭﻴﺔ ﻋﺎﻟﻴﺔ )ﺍﻟﻠﻭﺯﻱ‪. (1999 ،‬‬ ‫‪-‬ﺍﻟﺘﻔﻭﻴﺽ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺕ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ‪،‬‬ ‫‪-‬‬
‫ﺩﻭﺭ ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬ ‫ﺫﻟﻙ ﻷﻨﻪ ﻤﻥ ﺍﻟﺜﺎﺒﺕ ﺼﻌﻭﺒﺔ ﺇﻗﺩﺍﻡ ﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻋﻠﻰ‬
‫ﺘﺤﺘﺎﺝ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺘﻲ ﺘﻤﺭ ﺒﻌﻤﻠﻴﺔ ﺘﺤﻭل – ﺘﺒﻨﻲ ﻤﻔﻬﻭﻡ‬ ‫ﺍﻟﻤﺨﺎﻁﺭﺓ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﻭﺤﺩﻫﻡ ﻤﻌﺘﻤﺩﻴﻥ ﻋﻠﻰ‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻤﺜﻼ‪ -‬ﺇﻟﻰ ﺍﻻﺘﺼﺎل ﻹﻴﻀﺎﺡ ﺍﻟﻭﻀﻊ‬ ‫ﺃﻨﻔﺴﻬﻡ‪ ،‬ﻭﻻ ﻴﻜﻭﻥ ﺫﻟﻙ ﺇﻻ ﺒﺘﻔﻭﻴﻀﻬﻡ ﺍﻟﺴﻠﻁﺔ‪ ،‬ﺤﻴﺙ‬
‫ﺍﻟﻤﺴﺘﻘﺒﻠﻲ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﺎ ﻫﻭ ﻭﺜﻴﻕ ﺒﺎﺤﺘﻴﺎﺠﺎﺕ ﻭﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻴﻜﻭﻥ ﻟﺩﻯ ﺍﻟﻘﺎﺌﺩ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻟﺘﺤﻤل ﻤﺴﺅﻭﻟﻴﺔ ﺒﻌﺽ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﺤﺎﺠﺔ ﻟﻠﺘﺄﻜﺩ‬ ‫ﺍﻷﺨﻁﺎﺀ ﺍﻟﺘﻲ ﺘﺘﺭﺘﺏ ﻋﻠﻰ ﺍﻟﺘﻔﻭﻴﺽ ﻭﺇﻋﻁﺎﺀ ﺍﻟﻔﺭﺼﺔ‬
‫ﺒﺎﻥ ﺍﻻﺘﺼﺎل ﺘﻡ ﺒﻁﺭﻴﻘﺔ ﻓﻌﺎﻟﺔ ﻹﻴﺼﺎل ﺍﻟﺭﺅﻴﺔ ﻭﻤﻥ ﺜﻡ‬ ‫ﻟﻠﻤﻔﻭﺽ ﺇﻟﻴﻪ ﺍﻟﺴﻠﻁﺔ ﻟﻜﻲ ﻴﺘﻌﻠﻡ ﺤﺘﻰ ﻟﻭ ﺍﺭﺘﻜﺏ‬
‫ﺘﺤﻭﻴﻠﻬﺎ ﻟﺘﺼﺭﻓﺎﺕ ﻤﻥ ﻗﺒل ﺃﻓﺭﺍﺩ ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﺤﻴﺙ ﺘﺸﻜل ﻗﻨﺎﻋﺔ‬ ‫ﺒﻌﺽ ﺍﻷﺨﻁﺎﺀ )ﺫﻴﺎﺏ‪. (2004 ،‬‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﺨﻼل ﺍﻟﻤﺭﺍﺤل ﺍﻷﻭﻟﻰ ﻟﻠﺘﻐﻴﻴﺭ ﺃﺴﺎﺱ ﺘﻘﺒﻠﻬﻡ‬ ‫‪-‬ﻴﺅﺩﻱ ﺍﻟﺘﻔﻭﻴﺽ ﺇﻟﻰ ﺨﻠﻕ ﻭﺘﻌﺯﻴﺯ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻭﺍﻟﺜﻘﺔ‬ ‫‪-‬‬
‫ﻟﻠﺘﻐﻴﺭﺍﺕ ﺍﻟﻼﺤﻘﺔ‪ ،‬ﻭﻴﻌﺘﻤﺩ ﺫﻟﻙ ﻋﻠﻰ ﻗﺩﺭﺓ ﺍﻟﻘﻴﺎﺩﺍﺕ ﻋﻠﻰ ﺘﺒﻨﻲ‬ ‫ﻭﺍﻟﻭﻻﺀ ﻓﻲ ﺃﻨﻔﺱ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺩﻓﻌﻬﻡ ﻟﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‪،‬‬
‫ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل )ﺍﻟﻌﺘﻴﺒﻲ‪.(2005 ،‬‬ ‫ﻜﻤﺎ ﻴﺘﻴﺢ ﺍﻟﺘﻔﻭﻴﺽ ﺍﻟﻔﺭﺼﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻟﺘﻌﻠﻡ ﻭﺍﻜﺘﺴﺎﺏ‬
‫ﻓﺎﻻﺘﺼﺎل ﻴﺤﻅﻰ ﺒﺄﻫﻤﻴﺔ ﺒﺎﻟﻐﺔ ﻓﻲ ﺒﻴﺌﺔ ﺍﻟﻌﻤل‪ ،‬ﻓﻭﺠﻭﺩ‬ ‫ﻤﻌﺎﺭﻑ ﻭﻤﻬﺎﺭﺍﺕ ﻭﺨﺒﺭﺍﺕ ﺠﺩﻴﺩﺓ ﻭﺘﻨﻤﻴﺘﻬﺎ‪ ،‬ﻭﻴﺴﺎﻋﺩ‬
‫ﺍﺘﺼﺎﻻﺕ ﻤﺒﺎﺸﺭﺓ ﻭﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﺒﻴﻥ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻤﻭﻅﻔﻴﻥ ﻴﺘﻴﺢ‬ ‫ﻋﻠﻰ ﺒﻨﺎﺀ ﻭﺇﻋﺩﺍﺩ ﻜﻭﺍﺩﺭ ﻗﻴﺎﺩﻴﺔ ﻟﻠﻤﺅﺴﺴﺔ ﻓﻲ‬
‫ﻟﻬﻡ ﺍﻹﻟﻤﺎﻡ ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺴﻴﺎﺴﺔ ﺍﻟﻤﺅﺴﺴﺔ ﻭﺃﻫﺩﺍﻓﻬﺎ‪ ،‬ﻜﻤﺎ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل )ﺭﻀﺎ‪. (2003 ،‬‬
‫ﻴﻭﻓﺭ ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل ﻓﻲ ﺍﻻﺘﺠﺎﻫﻴﻥ ﺍﻟﺼﺎﻋﺩ ﻭﺍﻟﻨﺎﺯل ﻓﺭﺹ‬ ‫ﺘﺅﺩﻱ ﻤﺸﺎﺭﻜﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ‪-‬ﻤﺜﻼ ﻋﻥ‬ ‫‪-‬‬
‫ﺇﺒﺩﺍﺀ ﺍﻟﺭﺃﻱ ﺃﻤﺎﻡ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻭﺍﻟﺘﻌﺭﻴﻑ ﺒﺤﺎﺠﺎﺘﻬﻡ ﻭﺘﺒﺎﺩل‬ ‫ﻁﺭﻴﻕ ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﺇﻟﻴﻬﻡ‪ -‬ﺇﻟﻰ ﺭﻀﺎ ﻭﻅﻴﻔﻲ ﻋﺎل‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪.‬‬ ‫ﻻﻥ ﺍﻟﻌﺎﻤل ﻴﺤﺱ ﺒﺜﻘﺔ ﻭﻗﻴﻤﺔ ﻜﺒﻴﺭﺓ ﻓﻴﻪ ﻤﻥ ﻗﺒل‬
‫ﻭﻴﻤﻜﻥ ﺃﻥ ﻨﻠﺨﺹ ﺃﻫﻤﻴﺔ ﺍﻻﺘﺼﺎل ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ‬ ‫ﺍﻹﺩﺍﺭﺓ‪ (Zuvarashe, 2011) ،‬ﻭﺘﺴﺎﻋﺩ ﺍﻟﻤﺸﺎﺭﻜﺔ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺘﻴﺔ‪:‬‬ ‫ﻤﻥ ﻗﺒل ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺼﻭﺭﺓ ﺍﻴﺠﺎﺒﻴﺔ ﻭﺠﻴﺩﺓ ﻋﻠﻰ ﺘﺤﻘﻴﻕ‬
‫‪ -‬ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺨﻠﻕ ﻭﻋﻲ ﺠﻤﺎﻋﻲ ﻤﺘﻤﺎﺴﻙ ﻭﻤﺘﻭﺍﻓﻕ‬ ‫ﺃﻫﺩﺍﻑ ﺍﻟﺘﻨﻅﻴﻡ‪.‬‬
‫ﺩﺍﺨل ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻨﻅﻴﻤﻴﺔ ﻭﺇﻴﺠﺎﺩ ﺜﻘﺔ ﻤﺘﺒﺎﺩﻟﺔ ﺒﻴﻥ‬ ‫ﺘﻨﻁﻭﻱ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻟﻠﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ‬ ‫‪-‬‬
‫ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﻭﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﻭﺒﻴﻥ ﺍﻹﺩﺍﺭﺓ‪.‬‬ ‫ﺍﻟﺘﻨﻅﻴﻡ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻔﻜﺭﻴﺔ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ‬
‫‪ -‬ﺍﻟﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺒﻠﻭﺭﺓ ﺍﺘﺠﺎﻫﺎﺕ ﺘﻌﺯﺯ ﺍﻟﺭﻭﺡ ﺍﻟﻤﻌﻨﻭﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺱ ﺍﻟﻌﻠﻤﻴﺔ ﻟﺠﻌل ﻋﻤﻠﻴﺔ ﺍﻟﻤﺸﺎﺭﻜﺔ‬
‫ﻟﻠﻤﻭﻅﻔﻴﻥ‪.‬‬ ‫ﻨﺎﺠﺤﺔ ﻭﻓﺎﻋﻠﺔ ﺃﻜﺜﺭ ﻤﻥ ﻤﺠﺭﺩ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫‪ -‬ﺘﻭﻓﻴﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻟﺼﺎﻨﻌﻲ ﺍﻟﻘﺭﺍﺭ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﻔﻌﻠﻴﺔ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻏﻴﺭ ﺍﻟﻔﺎﻋﻠﺔ‪.‬‬
‫ﻭﻀﻤﺎﻥ ﻤﻭﺍﻜﺒﺔ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻟﻠﺘﻁﻭﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺘﻌﻠﻕ‬ ‫ﺘﻌﻤل ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺩﺍﻓﻌﻴﺔ ﺍﻷﻓﺭﺍﺩ ﻭﺘﺤﻔﻴﺯﻫﻡ ﻟﻠﻌﻤل ﻭﺫﻟﻙ‬ ‫‪-‬‬
‫ﺒﺒﻴﺌﺔ ﻋﻤﻠﻬﻡ‪.‬‬ ‫ﺒﺈﻋﻁﺎﺌﻬﻡ ﺍﻟﻔﺭﺹ ﺍﻟﺠﻴﺩﺓ ﻟﻠﻤﺸﺎﺭﻜﺔ ﻭﺇﻁﻼﻕ ﺍﻟﻁﺎﻗﺎﺕ‬
‫‪ -‬ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻤﺘﺼﺎﺹ ﺤﺎﻻﺕ ﻋﺩﻡ ﺍﻟﺭﻀﺎ‬ ‫ﻭﺍﻟﻤﺒﺎﺩﺭﺍﺕ ﻭﺍﻻﺒﺘﻜﺎﺭﺍﺕ ﺍﻟﺭﺍﻤﻴﺔ ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‪.‬‬
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‫ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﻡ ﻓﻲ ﺍﻟﻌﻤل ﻭﺘﺎﻤﻴﻥ ﻤﺼﺎﻟﺤﻬﻡ‪ ،‬ﻤﻤﺎ ﻴﺸﻌﺭﻫﻡ ﺃﻥ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﺒﺤﻴﺙ ﺇﻥ ﺍﻻﺘﺼﺎل ﺍﻟﺘﻨﻅﻴﻤﻲ ﺒﺄﺸﻜﺎﻟﻪ‬
‫ﻨﺠﺎﺡ ﺍﻟﻤﺅﺴﺴﺔ ﻤﺭﺘﺒﻁ ﺒﻤﺩﻯ ﺭﻀﺎﻫﻡ ﻭﺘﺎﻤﻴﻥ ﻤﻁﺎﻟﺒﻬﻡ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻴﻤﻜﻥ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬
‫)ﺍﻟﻤﻌﻨﻲ ﻭﺍﺨﻭ ﺍﺭﺸﻴﺩﺓ‪.(2009 ،‬‬ ‫ﻭﺇﻴﺼﺎﻟﻬﺎ ﺇﻟﻰ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ﺩﻭﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬ ‫‪ -‬ﺘﻭﻓﻴﺭ ﻓﺭﺹ ﺍﻹﺒﺩﺍﻉ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻟﻠﻤﻭﻅﻔﻴﻥ ﻤﻥ ﺨﻼل‬
‫ﺇﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻡ ﻴﻌﺩ ﺘﺭﻓﺎ ﺘﻤﺎﺭﺴﻪ ﺍﻟﻤﺅﺴﺴﺎﺕ ﻤﺘﻰ ﻭﻜﻴﻑ‬ ‫ﺇﺘﺎﺤﺔ ﺍﻟﻤﺠﺎل ﺃﻤﺎﻤﻬﻡ ﻟﻁﺭﺡ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺘﻲ‬
‫ﺸﺎﺀﺕ ﺒل ﺃﺼﺒﺢ ﺃﻤﺭﺍ ﺤﻴﻭﻴﺎ ﻭﺭﺌﻴﺴﺎ ﻟﻤﻭﺍﻜﺒﺔ ﺍﻟﺘﺤﺩﻴﺎﺕ‬ ‫ﺘﺴﻬﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻟﻤﺅﺴﺴﺔ )ﺒﻥ ﻋﺒﻴﺩ‪-2005 ،‬‬
‫ﻭﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻴﻨﻅﺭ ﺇﻟﻰ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻨﻪ ﺃﺩﺍﺓ‬ ‫‪. (2006‬‬
‫ﻹﺤﺩﺍﺙ ﺍﻟﺘﻐﻴﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ﻓﻲ ﺍﻟﻤﻌﺭﻓﺔ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺴﻠﻭﻙ‬ ‫ﺇﻥ ﺍﻟﻤﻔﺘﺎﺡ ﺍﻷﻭل ﻟﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﻤﺅﺴﺴﺎﺕ ﻫﻭ‬
‫ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻴﻜﺴﺏ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻊ ﻜل ﻓﺭﺩ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻜﺫﻟﻙ‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﻴﺭﻓﻊ ﺍﻟﺭﻭﺡ ﺍﻟﻤﻌﻨﻭﻴﺔ ﻭﻴﻌﻤل ﻋﻠﻰ‬ ‫ﻴﺠﺏ ﻋﻠﻰ ﺍﻟﻤﺩﺭﺍﺀ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻨﻭﺍ ﻤﺘﺄﻜﺩﻴﻥ ﺃﻥ ﺍﻟﻌﻤﺎل ﻻ‬
‫ﻋﻼﺝ ﺒﻌﺽ ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻤﺜل ﻜﺜﺭﺓ ﺍﻟﻐﻴﺎﺏ ﻜﻤﺎ ﻴﻌﻤل‬ ‫ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻨﻭﺍ ﻤﺯﻭﺩﻴﻥ ﺒﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺃﻫﺩﺍﻑ ﺍﻟﻤﺅﺴﺴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺠﻭﺩﺓ ﺍﻟﺨﺩﻤﺔ ﺃﻭ ﺍﻟﺴﻠﻌﺔ ﺍﻟﻤﻘﺩﻤﺔ ﺇﻀﺎﻓﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ ﻭﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻓﻘﻁ‪ ،‬ﻭﻟﻜﻥ ﺃﻴﻀﺎ ﻤﺸﺎﺭﻜﻭﻥ ﻭﻭﺍﻋﻭﻥ ﺒﻤﺎ‬
‫ﺇﻟﻰ ﺘﻨﻤﻴﺔ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺠﻴﺩﺓ ﻋﻥ‬ ‫ﺴﻴﻜﻭﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻓﺎﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻭﻥ ﻋﻨﺩﻤﺎ ﻴﺤﺴﻭﻥ‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﻭﺍﻜﺘﺸﺎﻑ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻜﺎﻤﻨﺔ ﻟﺩﻯ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻓﻲ‬ ‫ﺒﺎﻷﻤﺎﻥ ﻜل ﺘﻐﻴﻴﺭ ﻴﺼﺒﺢ ﻤﻘﺒﻭﻻ‪ ،‬ﺃﻤﺎ ﺇﺫﺍ ﺘﻡ ﺇﺨﺒﺎﺭﻫﻡ ﻓﺠﺄﺓ ﺃﻥ‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﻭﺘﻬﻴﺌﺔ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﺍﻟﺼﺤﻴﺔ ﻟﻠﺘﻁﻭﻴﺭ ﻭﺍﻹﺒﺩﺍﻉ‪.‬‬ ‫ﻫﻨﺎﻙ ﺘﺤﻭل ﻓﻲ ﻤﺴﺅﻭﻟﻴﺎﺕ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﺒﺩﻭﻥ ﺴﺎﺒﻕ ﻋﻠﻡ‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻴﻘﻠل ﻤﻥ ﺍﻟﺘﻭﺘﺭ ﺍﻟﺫﻱ ﻴﺼﻴﺏ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺴﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺭﺩ ﻓﻌل ﺩﻓﺎﻋﻲ ﻤﻥ ﻁﺭﻓﻬﻡ ﻭﺴﻴﻜﻭﻨﻭﻥ ﺍﻗل‬
‫ﻨﺘﻴﺠﺔ ﻨﻘﺹ ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻟﺨﺒﺭﺍﺕ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‪ ،‬ﻭﻴﺯﻴﺩ ﻤﻥ‬ ‫ﺇﻗﺒﺎﻻ ﻋﻠﻰ ﺘﻘﺒل ﺍﻟﺘﻐﻴﻴﺭ‪ ،‬ﻟﻬﺫﺍ ﺍﻟﺴﺒﺏ ﻫﻨﺎﻙ ﺤﺎﺠﺔ ﻤﺎﺴﺔ ﻟﺘﻤﻜﻴﻥ‬
‫ﺍﻟﻭﻻﺀ ﻭﺍﻻﻨﺘﻤﺎﺀ ﻟﻠﻤﺅﺴﺴﺔ ﻜﻤﺎ ﻴﺴﺎﻋﺩ ﻓﻲ ﺇﻋﺩﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ )‪.(Kruja, D , & al. 2009‬‬
‫ﻟﺸﻐل ﺍﻟﻤﻨﺎﺼﺏ ﺍﻟﻘﻴﺎﺩﻴﺔ ﻭﺘﻨﻤﻴﺔ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﺍﻟﺘﻘﻠﻴل‬ ‫ﺩﻭﺭ ﺍﻟﺘﺤﻔﻴﺯ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬
‫ﻤﻥ ﺍﻹﺼﺎﺒﺎﺕ ﻓﻲ ﺍﻟﻌﻤل ﻭﻤﺸﻜﻠﺔ ﻗﻠﺔ ﺍﻹﺸﺭﺍﻑ ﻜﻤﺎ ﻴﺴﺎﻫﻡ ﻓﻲ‬ ‫ﺘﻌﺩ ﺍﻟﺤﻭﺍﻓﺯ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﻬﻤﺔ ﺍﻟﻭﺍﺠﺏ ﺘﻭﺍﻓﺭﻫﺎ ﻷﻱ ﺠﻬﺩ‬
‫ﺘﺤﻘﻴﻕ ﺭﻀﺎ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻟﺘﻘﻠﻴل ﻤﻥ ﺘﺴﺭﺒﻬﻡ ﻭﻴﻌﺎﻟﺞ ﺠﻭﺍﻨﺏ‬ ‫ﻤﻨﻅﻡ ﻴﻬﺩﻑ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻷﺩﺍﺀ‪ ،‬ﺤﻴﺙ ﺇﻥ‬
‫ﺍﻟﻘﺼﻭﺭ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ ﻭﻴﺯﻴﺩ ﻤﻥ ﺍﻻﺴﺘﻘﺭﺍﺭ ﻭﺍﻟﺘﻤﺎﺴﻙ )ﺍﺒﻭ‬ ‫ﻟﻠﺤﻭﺍﻓﺯ ﺘﺄﺜﻴﺭ ﻤﻬﻡ ﻋﻠﻰ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ ﻭﺭﻀﺎﻫﻡ‬
‫ﻨﺼﺭ‪. (2008 ،‬‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﺘﺘﺠﻠﻰ ﻫﺫﻩ ﺍﻷﻫﻤﻴﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﺭﺍﺩ ﻓﻴﻤﺎ ﻴﺄﺘﻲ‪:‬‬
‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﻋﻠﻴﻬﺎ ﺃﻥ ﺘﻘﺭﺭ ﻜﻡ ﻴﺠﺏ ﺃﻥ ﺘﺴﺘﺜﻤﺭ ﻓﻲ‬ ‫‪ -‬ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺭﻀﺎ ﺍﻟﻔﺭﺩ ﻭﺇﻴﺠﺎﺩ ﻋﻼﻗﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺏ ﺒﺎﻟﻤﻭﺍﺯﻨﺔ ﺒﻴﻥ ﺍﻟﻔﻭﺍﺌﺩ ﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﺭﺘﻔﺎﻉ ﺍﻹﻨﺘﺎﺠﻴﺔ‬ ‫ﺘﻌﺎﻭﻨﻴﺔ ﺒﻴﻥ ﺍﻟﺯﻤﻼﺀ ﻭﺘﻜﻭﻥ ﻗﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﺜﻘﺔ ﺒﻴﻥ ﺍﻟﺭﺌﻴﺱ‬
‫ﻤﻘﺎﺒل ﺘﻜﺎﻟﻴﻑ ﺍﻟﺘﺩﺭﻴﺏ‪ ،‬ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﺍﻟﻌﻤﺎل ﺍﻟﻤﺩﺭﺒﻭﻥ‬ ‫ﻭﺍﻟﻤﺭﺅﻭﺱ‪.‬‬
‫ﻋﻨﺩﻤﺎ ﺘﺼﺒﺢ ﻤﻬﺎﺭﺍﺘﻬﻡ ﻤﺭﺘﻔﻌﺔ ﻴﻤﻜﻨﻬﻡ ﺃﻥ ﻴﻐﺎﺩﺭﻭﺍ ﺍﻟﻤﺅﺴﺴﺔ‬ ‫‪ -‬ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺕ ﺍﻟﻔﺭﺩ ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﻤﻌﻨﻭﻴﺔ‪.‬‬
‫ﺒﺴﻬﻭﻟﺔ ﺩﻭﻥ ﺃﻥ ﻴﺩﻓﻌﻭﺍ ﺘﻜﺎﻟﻴﻑ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺫﻱ ﺘﻠﻘﻭﻩ‪ ،‬ﻭﻨﺘﻴﺠﺔ‬ ‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻨﻅﺎﻡ ﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﺠﻴﺩ ﻴﺴﻬﻡ ﻓﻲ ﺠﺫﺏ ﺍﻷﻓﺭﺍﺩ‬
‫ﻟﺫﻟﻙ ﻅﻬﺭﺕ ﺍﻟﺤﺎﺠﺔ ﻟﻼﻫﺘﻤﺎﻡ ﺒﺘﻁﺒﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﻬﺩﻑ‬ ‫ﻭﺍﻟﺘﺤﺎﻗﻬﻡ ﺒﺎﻟﻤﺅﺴﺴﺔ ﻭﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻬﻡ ﻭﻴﻌﺯﺯ ﻤﻥ ﺍﺴﺘﻤﺭﺍﺭﻫﻡ‬
‫ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻟﻌﻤﺎل ﻟﻴﺒﻘﻭﺍ ﻤﻁﻭﻻ ﺃﻭ ﺒﺸﻜل ﺩﺍﺌﻡ ﻓﻲ ﻤﺅﺴﺴﺎﺘﻬﻡ‬ ‫ﺒﺎﻟﻌﻤل ﻭﻴﺜﻴﺭ ﺍﻟﻤﻨﺎﻓﺴﺔ ﻓﻴﻬﻡ ﻭﺒﺫل ﺍﻟﺠﻬﺩ ﻟﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ‬
‫ﻭﺃﺸﺎﺭﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺭﻀﺎ‬ ‫ﻭﺍﻹﺒﺩﺍﻉ ﻓﻴﻪ ﻭﻴﻭﻓﺭ ﻟﻪ ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻻﻴﺠﺎﺒﻲ ﺍﻟﺫﻱ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﺇﻟﻰ ﺃﻥ ﺍﻟﺘﺩﺭﻴﺏ ﻟﻪ ﺃﺜﺭ ﻤﻌﻨﻭﻱ ﻋﺎل ﻋﻠﻰ ﺍﻟﺭﻀﺎ‬ ‫ﻴﺸﻌﺭﻫﻡ ﺒﺎﻟﺭﻀﺎ ﻭﺍﻟﺜﻘﺔ ﻭﻴﺭﻓﻊ ﻤﻥ ﺭﻭﺤﻬﻡ ﺍﻟﻤﻌﻨﻭﻴﺔ ﻭﻴﻘﻭﻱ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﻭﺃﻥ ﻫﺫﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ ﺘﺭﺒﻁﻬﻤﺎ ﻋﻼﻗﺔ ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﻭﻻﺀﻫﻡ ﻟﻠﻤﺅﺴﺴﺔ ﻭﺭﻏﺒﺘﻬﻡ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﺎ ﺒﻜﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ‪،‬‬
‫)‪.(Hamdia, M., 2011‬‬ ‫ﻭﻤﻥ ﻫﻨﺎ ﻨﺠﺩ ﺍﻨﻪ ﺘﻘﻊ ﻋﻠﻰ ﺍﻟﻤﺅﺴﺴﺎﺕ ﻤﺴﺅﻭﻟﻴﺔ ﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺒﺎﻟﻌﺎﻤﻠﻴﻥ ﻭﺘﻤﻜﻴﻨﻬﻡ ﻤﻥ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﺘﻨﻅﻴﻡ ﻤﻥ ﺨﻼل‬
‫‪-72-‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﻴﺠﻌل ﺃﻋﻀﺎﺀ ﺍﻟﻔﺭﻴﻕ ﻴﺯﻴﺩﻭﻥ ﻤﻥ ﺍﻟﻌﻤل ﺍﻟﺠﻤﺎﻋﻲ‬ ‫ﺩﻭﺭ ﻓﺭﻕ ﺍﻟﻌﻤل ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬
‫ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﻜل ﻤﻥ ﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺍﻟﺠﻤﺎﻋﻴﺔ‪.‬‬ ‫ﺘﻌﺩ ﻓﺭﻕ ﺍﻟﻌﻤل ﻗﺎﺴﻤﺎ ﻤﺸﺘﺭﻜﺎ ﻓﻲ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﻔﺎﻫﻴﻡ‬
‫‪ -‬ﻤﻨﺢ ﺍﻟﻔﺭﻴﻕ ﺍﻟﺤﺭﻴﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻤﻤﺎﺭﺴﺔ ﺩﺭﺠﺔ ﺃﻋﻠﻰ ﻤﻥ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﻤﺕ ﺩﺭﺍﺴﺔ ﺁﺜﺎﺭﻫﺎ ﻋﻠﻰ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺍﻻﺴﺘﻘﻼﻟﻴﺔ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘﻔﻭﻴﺽ ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻓﻴﻬﺎ ﻟﻤﻌﺭﻓﺔ ﺍﻴﺠﺎﺒﻴﺎﺘﻬﺎ ﻭﺴﻠﺒﻴﺎﺘﻬﺎ‪.‬‬
‫ﺍﻟﻬﺎﻤﺔ ﻟﻠﻔﺭﻴﻕ ﺃﻭ ﻋﻠﻰ ﺍﻷﻗل ﻤﺸﺎﺭﻜﺘﻪ ﻓﻲ ﺍﺘﺨﺎﺫﻫﺎ‪،‬‬ ‫ﻴﺭﻯ ﻟﻭﻙ ‪ Lock‬ﺃﻥ ﻓﺭﻕ ﺍﻟﻌﻤل ﺘﻌﺩ ﻤﺼﺩﺭﺍ ﻗﻭﻴﺎ ﻟﻠﺭﻀﺎ‬
‫ﻭﻫﺫﺍ ﻤﺎ ﻴﺸﻜل ﺩﺍﻓﻌﺎ ﺩﺍﺨﻠﻴﺎ ﻷﻋﻀﺎﺀ ﺍﻟﻔﺭﻴﻕ ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻋﻨﺩﻤﺎ ﺘﺘﺸﺎﺒﻪ ﻗﻴﻡ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺭﻴﻕ ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻬﻡ‬
‫ﺃﻫﺩﺍﻑ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻲ ﻴﺠﺏ ﺃﻥ ﺘﻜﻭﻥ ﻁﻤﻭﺤﺔ ﻭﺘﺤﺘﻭﻱ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ‪ ،‬ﻭﺫﻟﻙ ﻷﻥ ﻫﺫﺍ ﺍﻟﺘﺸﺎﺒﻪ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﺨﻔﻴﺽ‬
‫ﻗﺩﺭﺍ ﻤﻌﻘﻭﻻ ﻤﻥ ﺍﻟﺘﺤﺩﻱ ﺍﻟﺫﻱ ﻴﺜﻴﺭ ﻫﻤﺔ ﺍﻟﻔﺭﻴﻕ‪.‬‬ ‫ﺍﻻﺤﺘﻜﺎﻙ ﺍﻟﻴﻭﻤﻲ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺭﻴﻕ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺸﻌﻭﺭ ﺍﻟﻔﺭﺩ‬
‫‪ -‬ﻭﻀﻊ ﻗﻭﺍﻋﺩ ﺍﻟﺴﻠﻭﻙ ﻭﺍﻟﺘﺼﺭﻑ ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﺃﻜﺜﺭ‬ ‫ﺒﺘﻘﺩﻴﺭ ﻭﺍﺤﺘﺭﺍﻡ ﺃﻓﺭﺍﺩ ﺍﻟﻔﺭﻴﻕ ﻟﻪ ﻴﺭﺘﺒﻁ ﺇﻟﻰ ﺤﺩ ﻜﺒﻴﺭ ﺒﺭﻀﺎﻩ‬
‫ﺍﻟﻌﻭﺍﻤل ﺃﻫﻤﻴﺔ ﻭﺘﺄﺜﻴﺭﺍ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻔﺭﻴﻕ‪ ،‬ﻭﺘﺸﻤل‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﺤﻴﺙ ﻴﺸﺒﻊ ﺤﺎﺠﺎﺕ ﻤﻬﻤﺔ ﻟﺩﻴﻪ ﺘﺘﻤﺜل ﻓﻲ ﺍﻟﺤﺎﺠﺎﺕ‬
‫ﻗﻭﺍﻋﺩ ﺍﻟﺴﻠﻭﻙ ﻁﺭﺡ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻵﺭﺍﺀ ﺒﺤﺭﻴﺔ‪ ،‬ﺍﻟﻨﻘﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺤﺎﺠﺎﺕ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ‪ ،‬ﻭﺃﻥ ﻫﺫﺍ ﺍﻟﺘﻭﺍﻓﻕ ﻭﺍﻟﺘﺸﺎﺒﻪ‬
‫ﺍﻟﻤﻭﻀﻭﻋﻲ ﻟﻸﺩﺍﺀ ﺒﺩل ﺍﻟﻬﺠﻭﻡ ﺍﻟﺸﺨﺼﻲ‪،‬‬ ‫ﻴﺅﺩﻱ ﺇﻟﻰ ﺍﺴﺘﺠﺎﺒﺔ ﻋﺎﻟﻴﺔ ﻟﻤﺤﻴﻁ ﺍﻟﻌﻤل‪.‬‬
‫ﺍﻻﻋﺘﺭﺍﻑ ﺒﺎﻷﺩﺍﺀ ﺍﻟﻤﺭﺘﻔﻊ ﻭﻤﻜﺎﻓﺄﺘﻪ ﻭﻏﻴﺭﻫﺎ ﻤﻥ‬ ‫ﻭﻗﺩ ﻭﺠﺩ ‪ Paul & Gross‬ﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺠﺭﻴﺎﻫﺎ ﻋﻠﻰ‬
‫ﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺘﻲ ﺇﺫﺍ ﻜﺎﻨﺕ ﻤﺤﻔﺯﺓ ﻟﻠﻌﻤل ﻓﺈﻥ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﻓﺭﻕ ﺍﻟﻌﻤل ﻓﻲ ﺒﺭﺍﻤﺞ ﺍﻟﺘﻐﻴﻴﺭ ﻭﺍﻟﺘﺤﺴﻴﻥ ﺍﻟﺘﻨﻅﻴﻤﻲ‬
‫ﺍﻟﻔﺭﻴﻕ ﻴﺘﺠﻪ ﺇﻟﻰ ﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ‪.‬‬ ‫ﻓﻲ ﻤﺩﻴﻨﺔ ‪-‬ﺴﺎﻥ ﺩﻴﻴﻐﻭ‪ -‬ﺒﻜﺎﻟﻴﻔﻭﺭﻨﻴﺎ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻓﺭﻕ ﺍﻟﻌﻤل‬
‫ﺃﺩﻯ ﺇﻟﻰ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﻭﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﺍﻹﻁﺎﺭ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻟﻠﺒﺤﺙ‪.‬‬ ‫ﻷﻋﻀﺎﺀ ﺍﻟﻔﺭﻴﻕ‪.‬‬
‫ﻴﺭﻜﺯ ﻫﺫﺍ ﺍﻟﻤﺒﺤﺙ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺨﺼﺎﺌﺹ ﻤﺒﺤﻭﺜﻲ‬ ‫ﻜﻤﺎ ﻴﻤﻜﻥ ﺯﻴﺎﺩﺓ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻠﻌﻤل ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﺤﻘﻴﻕ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﻭﺼﻑ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻠﺒﺤﺙ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺭﻀﺎﻫﻡ‪ ،‬ﻭﺫﻟﻙ ﺒﺈﺘﺒﺎﻉ ﺍﻟﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ )ﺠﻴﻠﺦ‪:(2006 ،‬‬
‫ﺼﺤﺔ ﻓﺭﻀﻴﺎﺘﻪ ﺍﻟﻤﻭﻀﻭﻋﺔ‪ ،‬ﻭﺫﻟﻙ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫‪ -‬ﺘﻭﻓﻴﺭ ﺤﻭﺍﻓﺯ ﺠﻤﺎﻋﻴﺔ ﻟﻠﻔﺭﻴﻕ ﻤﺜل ﺍﻟﻌﻭﺍﺌﺩ ﺍﻟﻤﺎﺩﻴﺔ‪،‬‬
‫ﺨﺼﺎﺌﺹ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪ :‬ﻓﻴﻤﺎ ﻴﻠﻲ ﺴﻭﻑ ﻨﺘﻁﺭﻕ ﺇﻟﻰ ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺜﻨﺎﺀ ﻭﺍﻟﺘﻘﺩﻴﺭ ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﻔﺭﺩﻴﺔ ﻷﻋﻀﺎﺀ‬
‫ﺨﺼﺎﺌﺹ ﻤﺒﺤﻭﺜﻲ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺤﺴﺏ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫ﺍﻟﻔﺭﻴﻕ ﺤﻴﺙ ﺤﺼﻭل ﻋﻀﻭ ﻓﻲ ﺍﻟﻔﺭﻴﻕ ﻋﻠﻰ ﺤﺎﻓﺯ‬
‫ﺠﺩﻭل )‪(2‬‬
‫ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺤﺴﺏ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ )ﻥ=‪.(139‬‬
‫ﺍﻟﻨﺴﺒﺔ‬
‫ﺍﻟﺘﻜﺭﺍﺭ‬ ‫ﻓﺌﺎﺕ ﺍﻟﻤﺘﻐﻴﺭ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﻤﺌﻭﻴﺔ‬
‫‪% 34.5‬‬ ‫‪48‬‬ ‫ﺫﻜﺭ‬
‫‪% 65.5‬‬ ‫‪91‬‬ ‫ﺃﻨﺜﻰ‬ ‫ﺍﻟﺠﻨﺱ‬
‫‪% 100‬‬ ‫‪139‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪% 58.3‬‬ ‫‪81‬‬ ‫ﺍﻗل ﻤﻥ ‪ 30‬ﺴﻨﺔ‬
‫‪% 34.5‬‬ ‫‪48‬‬ ‫ﻤﻥ ‪ 30‬ﺇﻟﻰ ﺍﻗل ﻤﻥ ‪40‬‬
‫ﺍﻟﻌﻤﺭ‬
‫‪%5‬‬ ‫‪7‬‬ ‫ﻤﻥ ‪ 40‬ﺇﻟﻰ ﺍﻗل ﻤﻥ ‪50‬‬
‫‪% 2.2‬‬ ‫‪3‬‬ ‫ﻤﻥ ‪ 50‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬
‫‪-73-‬‬
‫‪% 100‬‬ ‫‪139‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫‪% 20.9‬‬ ‫‪29‬‬ ‫ﺘﻘﻨﻲ ﺴﺎﻤﻲ‬
‫‪% 64‬‬ ‫‪89‬‬ ‫ﻟﻴﺴﺎﻨﺱ‬
‫‪% 7.9‬‬ ‫‪11‬‬ ‫ﻤﻬﻨﺩﺱ‬
‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‬
‫ﺸﻬﺎﺩﺓ ﺩﺭﺍﺴﺎﺕ ﻋﻠﻴﺎ‬
‫‪% 7.2‬‬ ‫‪10‬‬
‫ﻤﺘﺨﺼﺼﺔ )‪(PGS‬‬
‫‪% 100‬‬ ‫‪139‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪% 1.4‬‬ ‫‪2‬‬ ‫ﺃﻋﻤﺎل ﻓﻨﻴﺔ‬
‫‪% 70.5‬‬ ‫‪98‬‬ ‫ﺃﻋﻤﺎل ﺇﺩﺍﺭﻴﺔ ﻏﻴﺭ ﺇﺸﺭﺍﻓﻴﺔ‬
‫ﻤﺠﺎل ﺍﻟﻭﻅﻴﻔﺔ‬
‫ﺃﻋﻤﺎل ﺇﺩﺍﺭﻴﺔ ﺇﺸﺭﺍﻓﻴﺔ‬
‫‪% 28.1‬‬ ‫‪39‬‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬
‫)ﻗﻴﺎﺩﻴﺔ(‬
‫‪% 100‬‬ ‫‪139‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪% 73.4‬‬ ‫‪102‬‬ ‫ﺍﻗل ﻤﻥ ‪ 5‬ﺴﻨﻭﺍﺕ‬
‫ﻤﻥ ‪ 5‬ﺇﻟﻰ ﺍﻗل ﻤﻥ ‪10‬‬
‫‪% 17.3‬‬ ‫‪24‬‬
‫ﺴﻨﻭﺍﺕ‬
‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‬
‫‪%5‬‬ ‫‪7‬‬ ‫ﻤﻥ ‪ 10‬ﺇﻟﻰ ﺍﻗل ﻤﻥ ‪ 15‬ﺴﻨﺔ‬
‫‪% 4.3‬‬ ‫‪6‬‬ ‫ﻤﻥ ‪ 15‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ‬
‫‪% 100‬‬ ‫‪139‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﺩﺭﺍﺴﺎﺕ ﻋﻠﻴﺎ ﻤﺘﺨﺼﺼﺔ )‪ (PGS‬ﻓﻜﺎﻨﺕ‬ ‫‪ -‬ﺍﻟﺠﻨﺱ‪ :‬ﻴﻅﻬﺭ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (2‬ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‬
‫‪ ،(% 7.2) -‬ﻭﺒﻬﺫﺍ ﻨﺴﺘﻨﺘﺞ ﺃﻥ ﻨﺴﺒﺔ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻜﺎﻨﻭﺍ ﻤﻥ ﺍﻹﻨﺎﺙ‪ ،‬ﺤﻴﺙ ﺒﻠﻐﺕ ﻨﺴﺒﺘﻬﻡ )‪ (% 65.5‬ﻓﻲ‬
‫ﺒﻴﻥ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻫﻲ ﻤﺭﺘﻔﻌﺔ ﻭﻫﻭ ﺃﻤﺭ ﺠﻴﺩ‪.‬‬ ‫ﺤﻴﻥ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﺫﻜﻭﺭ ) ‪ (% 34.5‬ﻤﻥ ﻤﺠﻤﻭﻉ‬
‫‪ -‬ﻤﺠﺎل ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ‪ :‬ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﺘﻐﻴﺭ ﻤﺠﺎل‬ ‫ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪.‬‬
‫ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﺈﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻜﺎﻨﻭﺍ ﺇﺩﺍﺭﻴﻴﻥ‬ ‫‪ -‬ﺍﻟﻌﻤﺭ‪ :‬ﻓﻨﺠﺩ ﺃﻥ ﺍﻟﻔﺌﺔ )ﺍﻗل ﻤﻥ ‪ 30‬ﺴﻨﺔ( ﺍﺤﺘﻠﺕ ﺃﻋﻠﻰ‬
‫ﺒﻨﺴﺒﺔ )‪ (%70.5‬ﻓﻲ ﺤﻴﻥ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﻟﻘﻴﺎﺩﻴﻴﻥ )‪28.1‬‬ ‫ﻨﺴﺒﺔ ﺒﻭﺍﻗﻊ )‪ ،(% 58.3‬ﻓﻲ ﺤﻴﻥ ﻨﺴﺒﺔ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‬
‫‪ (%‬ﻤﻥ ﻤﺠﻤﻭﻉ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻭﺠﺎﺀﺕ ﻨﺴﺒﺔ‬ ‫ﻀﻤﻥ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ )ﻤﻥ ‪ 30‬ﺇﻟﻰ ﺍﻗل ﻤﻥ ‪ (40‬ﺒﻠﻐﺕ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺎﻟﻭﻅﺎﺌﻑ ﺍﻟﻔﻨﻴﺔ )‪.(% 1.4‬‬ ‫)‪ ،(% 34.5‬ﺃﻤﺎ ﻨﺴﺒﺔ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻀﻤﻥ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ‬
‫‪ -‬ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪ :‬ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻟﺩﻯ‬ ‫)ﻤﻥ ‪ 40‬ﺇﻟﻰ ﺍﻗل ﻤﻥ ‪ (50‬ﺒﻠﻐﺕ )‪ (% 5‬ﻭﻓﻲ ﺍﻷﺨﻴﺭ‬
‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻨﺠﺩ ﺃﻥ )‪ (% 73.4‬ﺘﻘل ﺨﺒﺭﺘﻬﻡ ﻋﻥ ‪5‬‬ ‫ﻨﺠﺩ ﺃﻥ ﻨﺴﺒﺔ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺍﻟﺫﻴﻥ ﻴﻨﺘﻤﻭﻥ ﺇﻟﻰ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ‬
‫ﺴﻨﻭﺍﺕ‪ ،‬ﻭ)‪ (% 17.3‬ﻤﻥ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺘﻘﻊ ﺨﺒﺭﺘﻬﻡ ﻓﻲ‬ ‫)‪ 50‬ﺴﻨﺔ ﻓﺄﻜﺜﺭ( ﺒﻠﻐﺕ )‪.(% 2.2‬‬
‫ﺍﻟﻤﺠﺎل )ﻤﻥ ‪ 5‬ﺇﻟﻰ ﺍﻗل ﻤﻥ ‪ 10‬ﺴﻨﻭﺍﺕ(‪ ،‬ﻓﻲ ﺤﻴﻥ‬ ‫‪ -‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ :‬ﻓﻘﺩ ﻭﺠﺩﻨﺎ ﺃﻥ )‪ (% 64‬ﻤﻨﻬﻡ ﺤﺎﺼﻠﻭﻥ‬
‫ﻨﺠﺩ ﺃﻥ )‪ (% 5‬ﻤﻥ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺘﻘﻊ ﺨﺒﺭﺘﻬﻡ )ﻤﺩﺓ‬ ‫ﻋﻠﻰ ﺸﻬﺎﺩﺓ ﺍﻟﻠﻴﺴﺎﻨﺱ‪ ،‬ﻤﻘﺎﺒل )‪ (% 20.9‬ﻤﻥ ﺤﻤﻠﺔ‬
‫ﺨﺩﻤﺘﻬﻡ( ﻀﻤﻥ ﺍﻟﻤﺠﺎل ﻤﻥ )‪ 10‬ﺇﻟﻰ ﺍﻗل ﻤﻥ ‪15‬‬ ‫ﺸﻬﺎﺩﺓ ﺘﻘﻨﻲ ﺴﺎﻤﻴﻥ ﻓﻲ ﺤﻴﻥ ﻜﺎﻨﺕ ﻨﺴﺒﺔ ﺤﻤﻠﺔ ﺸﻬﺎﺩﺓ‬
‫ﺴﻨﺔ(‪ ،‬ﺃﻤﺎ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﺒﻠﻐﺕ ﺨﺒﺭﺘﻬﻡ )‪ 15‬ﺴﻨﺔ( ﻓﺄﻜﺜﺭ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ )‪ (% 7.9‬ﺃﻤﺎ ﻨﺴﺒﺔ ﺍﻟﺤﺎﺼﻠﻴﻥ ﻋﻠﻰ ﺸﻬﺎﺩﺓ‬
‫‪-74-‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﻋﺒﺎﺭﺓ ﻤﻥ )‪ -1‬ﺍﻗل ﻤﻥ ‪ (2.33‬ﺩﺍﻻ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻤﻨﺨﻔﺽ ﻤﻥ‬ ‫ﻓﻘﺩ ﺤﺩﺩﺕ ﻨﺴﺒﺘﻬﻡ ﺒـ )‪ (% 4.3‬ﻤﻥ ﻤﺠﻤﻭﻉ ﺃﻓﺭﺍﺩ‬
‫ﺍﻟﻘﺒﻭل‪ ،‬ﻭﻤﻥ )‪-2.33‬ﺍﻗل ﻤﻥ ‪ (3.66‬ﺩﺍﻻ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻤﺘﻭﺴﻁ‪،‬‬ ‫ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪.‬‬
‫ﻭﻤﻥ )‪ (5-3.66‬ﺩﺍﻻ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ ﻭﻴﻅﻬﺭ ﺍﻟﺠﺩﻭﻻﻥ‬ ‫ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺃﺴﺌﻠﺔ ﺍﻟﺒﺤﺙ‬
‫)‪ (3‬ﻭ)‪ (4‬ﺘﻠﻙ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻴﺄﺘﻲ‪:‬‬ ‫ﻓﻲ ﻫﺫﺍ ﺍﻟﻌﻨﺼﺭ ﺴﻭﻑ ﻨﻘﻭﻡ ﺒﺘﺤﻠﻴل ﻤﺤﺎﻭﺭ ﺍﻻﺴﺘﺒﺎﻨﺔ ﺒﻐﻴﺔ‬
‫ﺍﻟﺴﺅﺍل ﺍﻷﻭل‪ :‬ﻤﺎ ﻫﻭ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻟﺩﻯ‬ ‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺃﺴﺌﻠﺔ ﺤﻴﺙ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻹﺤﺼﺎﺀ ﺍﻟﻭﺼﻔﻲ‬
‫ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ؟‬ ‫ﺒﺎﺴﺘﺨﺭﺍﺝ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ )ﻋﻠﻰ ﻤﻘﻴﺎﺱ‬
‫ﻟﻺﺠﺎﺒﺔ ﻋﻥ ﻫﺫﺍ ﺍﻟﺴﺅﺍل ﻴﺠﺏ ﺩﺭﺍﺴﺔ ﻭﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻟﻴﻜﺭﺕ ‪ (5-1‬ﻹﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻥ ﻋﺒﺎﺭﺍﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ‬
‫ﺍﻟﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (3‬ﺍﻟﻤﻭﺍﻟﻲ‪:‬‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻤﺤﻭﺭﻴﻥ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﻗﺩ‬
‫ﺘﻘﺭﺭ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻹﺠﺎﺒﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻋﻥ ﻜل‬
‫ﺠﺩﻭل )‪(3‬‬
‫ﺍﻹﺩﺍﺭﻱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻹﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻥ ﻋﺒﺎﺭﺍﺕ ﻤﺤﻭﺭ ﺍﻟﺘﻤﻜﻴﻥ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻷﻫﻤﻴﺔ‬ ‫ﺭﻗﻡ‬
‫ﺍﻟﺒﻌﺩ‬
‫ﺍﻟﻘﺒﻭل‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪2‬‬ ‫‪0.743‬‬ ‫‪3.41‬‬ ‫ﺃ‪ -‬ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪.‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪2‬‬ ‫‪1.064‬‬ ‫‪3.45‬‬ ‫ﺘﻘﻭﻡ ﺍﻹﺩﺍﺭﺓ ﺒﺘﻔﻭﻴﺽ ﺴﻠﻁﺎﺕ ﻜﺎﻓﻴﺔ ﻟﻲ ﻻﻨﺠﺎﺯ ﻤﻬﺎﻡ ﻭﻅﻴﻔﺘﻲ‪.‬‬ ‫‪.1‬‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪1‬‬ ‫‪0.783‬‬ ‫‪3.95‬‬ ‫ﺘﺜﻕ ﺍﻹﺩﺍﺭﺓ ﻓﻲ ﻗﺩﺭﺘﻲ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻭﻜﻠﺔ ﻟﻲ‪.‬‬ ‫‪.2‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪4‬‬ ‫‪1.056‬‬ ‫‪2.97‬‬ ‫ﺘﻭﻓﺭ ﻟﻲ ﻭﻅﻴﻔﺘﻲ ﺍﻟﻔﺭﺼﺔ ﻻﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﺒﺎﺴﺘﻘﻼﻟﻴﺔ‪.‬‬ ‫‪.3‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪3‬‬ ‫‪1.086‬‬ ‫‪3.29‬‬ ‫ﺘﻤﻨﺤﻨﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻠﺘﺼﺭﻑ ﻓﻲ ﺃﺩﺍﺀ ﻤﻬﺎﻤﻲ‪.‬‬ ‫‪.4‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪3‬‬ ‫‪0.930‬‬ ‫‪3.40‬‬ ‫ﺏ‪ -‬ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‪.‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1‬‬ ‫‪1.169‬‬ ‫‪3.63‬‬ ‫ﺘﺘﻤﻴﺯ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻹﺠﺭﺍﺀﺍﺕ ﻓﻲ ﺍﻟﻜﻠﻴﺔ ﺒﺎﻟﻭﻀﻭﺡ‪.‬‬ ‫‪.5‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪3‬‬ ‫‪1.167‬‬ ‫‪3.09‬‬ ‫ﺘﻬﺘﻡ ﺍﻹﺩﺍﺭﺓ ﺒﺈﻴﺠﺎﺩ ﻭﺴﺎﺌل ﺍﺘﺼﺎل ﻓﻌﺎﻟﺔ ﻭﻤﺘﻁﻭﺭﺓ‪.‬‬ ‫‪.6‬‬
‫ﻴﺴﺘﻁﻴﻊ ﺍﻟﻤﻭﻅﻔﻭﻥ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺃﺼﺤﺎﺏ ﺍﻟﻘﺭﺍﺭ ﻭﺸﺭﺡ ﻤﻭﺍﻗﻔﻬﻡ ﻤﻥ ﻏﻴﺭ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪2‬‬ ‫‪1.169‬‬ ‫‪3.48‬‬ ‫‪.7‬‬
‫ﺼﻌﻭﺒﺔ‪.‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪4‬‬ ‫‪0.712‬‬ ‫‪3.19‬‬ ‫ﺝ‪ -‬ﺍﻟﺘﺤﻔﻴﺯ‪.‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪2‬‬ ‫‪1.135‬‬ ‫‪3.35‬‬ ‫ﺘﻘﺩﺭ ﺍﻹﺩﺍﺭﺓ ﺠﻬﻭﺩﻱ ﻓﻲ ﺍﻟﻌﻤل‪.‬‬ ‫‪.8‬‬
‫ﻟﺩﻱ ﺍﻟﺩﻭﺍﻓﻊ ﻟﻠﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻜﻠﻴﺔ ﺒﺸﻜل ﺨﺎﺹ ﻭﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1‬‬ ‫‪0.968‬‬ ‫‪3.60‬‬ ‫‪.9‬‬
‫ﺒﺸﻜل ﻋﺎﻡ‪.‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪3‬‬ ‫‪1.079‬‬ ‫‪3.23‬‬ ‫ﺘﻘﻭﻡ ﺍﻹﺩﺍﺭﺓ ﺒﺘﺸﺠﻴﻌﻲ ﻋﻠﻰ ﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫‪.10‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪5‬‬ ‫‪1.036‬‬ ‫‪2.68‬‬ ‫ﻨﻅﺎﻡ ﺍﻟﻌﻤل ﺍﻟﻤﺘﺒﻊ ﻓﻲ ﺍﻟﻜﻠﻴﺔ ﻴﺴﻤﺢ ﻟﻲ ﺒﺎﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‪.‬‬ ‫‪.11‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪4‬‬ ‫‪1.249‬‬ ‫‪3.11‬‬ ‫ﺘﻌﺩ ﻜﻔﺎﺀﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻤﻌﻴﺎﺭﺍ ﻤﻬﻤﺎ ﻓﻲ ﻨﻅﺎﻡ ﺍﻟﺘﺭﻗﻴﺔ‪.‬‬ ‫‪.12‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪5‬‬ ‫‪0.835‬‬ ‫‪2.80‬‬ ‫ﺩ‪ -‬ﺍﻟﺘﺩﺭﻴﺏ‪.‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪2‬‬ ‫‪1.027‬‬ ‫‪3.22‬‬ ‫ﺘﺸﺠﻊ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻠﻰ ﺘﺒﺎﺩل ﺍﻟﺨﺒﺭﺍﺕ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ‪.‬‬ ‫‪.13‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪1‬‬ ‫‪1.158‬‬ ‫‪3.27‬‬ ‫ﻴﺘﺎﺡ ﻟﻠﻤﻭﻅﻔﻴﻥ ﻓﺭﺹ ﺍﻟﺘﻌﻠﻡ ﻭﺍﻜﺘﺴﺎﺏ ﺃﺸﻴﺎﺀ ﺠﺩﻴﺩﺓ ﻓﻲ ﻤﺠﺎل ﻋﻤﻠﻬﻡ‪.‬‬ ‫‪.14‬‬
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‫ﻤﺘﻭﺴﻁ‬ ‫‪3‬‬ ‫‪1.010‬‬ ‫‪2.51‬‬ ‫ﺘﺘﺒﻨﻰ ﺍﻹﺩﺍﺭﺓ ﺨﻁﺔ ﻭﺍﻀﺤﺔ ﻟﻠﺘﺩﺭﻴﺏ‪.‬‬ ‫‪.15‬‬
‫ﻤﻨﺨﻔﺽ‬ ‫‪4‬‬ ‫‪1.100‬‬ ‫‪2.21‬‬ ‫ﺘﻭﻓﺭ ﻟﻲ ﺍﻹﺩﺍﺭﺓ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺘﻲ‪.‬‬ ‫‪.16‬‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪1‬‬ ‫‪0.663‬‬ ‫‪4.14‬‬ ‫ﻫـ‪ -‬ﻓﺭﻕ ﺍﻟﻌﻤل‪.‬‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪2‬‬ ‫‪0.870‬‬ ‫‪4.18‬‬ ‫ﺍﺴﺘﻤﺘﻊ ﺒﺎﻟﻌﻤل ﻤﻊ ﺯﻤﻼﺌﻲ ﻓﻲ ﺸﻜل ﻓﺭﻴﻕ‪.‬‬ ‫‪.17‬‬
‫ﻴﺴﻭﺩ ﺍﻻﺤﺘﺭﺍﻡ ﻭﺍﻟﺘﻘﺩﻴﺭ ﻭﺍﻟﺘﻔﺎﻫﻡ ﺒﻴﻨﻲ ﻭﺒﻴﻥ ﺯﻤﻼﺌﻲ ﻓﻲ ﺍﻟﻔﺭﻴﻕ ﺍﻟﺫﻱ ﺍﻋﻤل‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪1‬‬ ‫‪0.717‬‬ ‫‪4.39‬‬ ‫‪.18‬‬
‫ﻤﻌﻪ‪.‬‬
‫ﻴﻤﻜﻥ ﺍﻟﻌﻤل ﺍﻟﺠﻤﺎﻋﻲ ﻤﻥ ﺘﺤﻘﻴﻕ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻗﺘﺴﺎﻡ ﺍﻟﻤﻬﺎﻡ ﺒﻴﻨﻲ ﻭﺒﻴﻥ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪5‬‬ ‫‪0.900‬‬ ‫‪4.03‬‬ ‫‪.19‬‬
‫ﺯﻤﻼﺌﻲ ﻓﻲ ﺍﻟﻔﺭﻴﻕ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻻ ﺃﺤﺱ ﺒﻌﺏﺀ ﺍﻟﻌﻤل‪.‬‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪3‬‬ ‫‪0.816‬‬ ‫‪4.09‬‬ ‫ﺃﺠﺩ ﺃﻥ ﺍﻟﻌﻤل ﺍﻟﺠﻤﺎﻋﻲ ﻴﺯﻴﺩ ﻤﻥ ﻨﺸﺎﻁﻲ ﻭﺩﺍﻓﻌﻴﺘﻲ ﻨﺤﻭ ﺍﻟﻌﻤل‪.‬‬ ‫‪.20‬‬
‫ﻴﺤﻘﻕ ﻟﻲ ﺍﻟﻌﻤل ﺍﻟﺠﻤﺎﻋﻲ ﺤﺎﺠﺎﺘﻲ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻤﺜل ﺍﻟﺤﺎﺠﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪4‬‬ ‫‪0.907‬‬ ‫‪4.06‬‬ ‫ﻜﻌﻼﻗﺎﺕ ﺍﻟﺼﺩﺍﻗﺔ‪ ،‬ﻭﺍﻟﺤﺎﺠﺔ ﻟﻠﺘﻘﺩﻴﺭ ﻭﺍﻻﺤﺘﺭﺍﻡ ﻤﻥ ﻁﺭﻑ ﺯﻤﻼﺌﻲ ﻭﺍﻟﺤﺎﺠﺔ‬ ‫‪.21‬‬
‫ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻟﺫﺍﺕ ﻤﻥ ﺨﻼل ﺍﻨﺠﺎﺯﺍﺘﻲ ﺍﻟﻬﺎﻤﺔ ﻓﻲ ﺍﻟﻌﻤل‪.‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪-‬‬ ‫‪0.526‬‬ ‫‪3.41‬‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺸﻜل ﻋﺎﻡ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻤﺎ ﺒﻴﻥ )‪ (3.95-2.97‬ﻭﺘﺭﺍﻭﺤﺕ‬ ‫‪ -‬ﻓﺭﻴﻕ ﺍﻟﻌﻤل‪ :‬ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل )‪ (3‬ﻨﻼﺤﻅ ﺃﻥ ﺒ‪‬ﻌﺩ ﻓﺭﻕ‬
‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻤﺎ ﺒﻴﻥ )‪ ،(1.086-0.783‬ﻭﻫﺫﺍ‬ ‫ﺍﻟﻌﻤل ﺠﺎﺀ ﺒﺎﻟﺘﺭﺘﻴﺏ ﺍﻷﻭل ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ‬
‫ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻟﺭﺅﺴﺎﺀ ﺒﺎﻟﺠﺎﻤﻌﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﻴﻔﻭﻀﻭﻥ‬ ‫ﺍﻟﻤﻌﻁﺎﺓ ﻟﻪ ﻤﻥ ﻗﺒل ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪ ،‬ﺇﺫ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﺠﺯﺀ ﻤﻥ ﺴﻠﻁﺎﺘﻬﻡ ﻟﻠﻤﺭﺅﻭﺴﻴﻥ )ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ(‪.‬‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻺﺠﺎﺒﺎﺕ ﻋﻥ ﻫﺫﺍ ﺍﻟﺒ‪‬ﻌﺩ )‪ (4.14‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫‪ -‬ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‪ :‬ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل )‪ (3‬ﻨﻼﺤﻅ ﺃﻥ ﺒ‪‬ﻌﺩ‬ ‫ﻤﻌﻴﺎﺭﻱ )‪ ،(0.66‬ﻭﻭﻓﻘﺎ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ ﻓﺎﻥ ﻫﺫﺍ ﺍﻟﺒﻌﺩ‬
‫ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل ﺠﺎﺀ ﺒﺎﻟﺘﺭﺘﻴﺏ ﺍﻟﺜﺎﻟﺙ ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﻤﻴﺔ‬ ‫ﻴﺸﻴﺭ ﺇﻟﻰ ﻨﺴﺒﺔ ﻗﺒﻭل ﻤﺭﺘﻔﻌﺔ‪ ،‬ﻜﻤﺎ ﻨﻼﺤﻅ ﻤﻥ ﻤﺘﻭﺴﻁ‬
‫ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﻤﻌﻁﺎﺓ ﻟﻪ ﻤﻥ ﻗﺒل ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪ ،‬ﺇﺫ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺒﻌﺩ‬
‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻺﺠﺎﺒﺎﺕ ﻋﻥ ﻫﺫﺍ ﺍﻟﺒ‪‬ﻌﺩ )‪ (3.41‬ﺒﺎﻨﺤﺭﺍﻑ‬ ‫ﻓﺭﻴﻕ ﺍﻟﻌﻤل ﺃﻨﻬﺎ ﺘﺸﻜل ﻗﺒﻭﻻ ﻤﺭﺘﻔﻌﺎ‪ ،‬ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ‬
‫ﻤﻌﻴﺎﺭﻱ )‪ ،(0.930‬ﻭﻭﻓﻘﺎ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ ﻓﺎﻥ ﻫﺫﺍ ﺍﻟﺒﻌﺩ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻤﺎ ﺒﻴﻥ )‪ (4.39-4.03‬ﻭﺘﺭﺍﻭﺤﺕ‬
‫ﻴﺸﻴﺭ ﺇﻟﻰ ﻨﺴﺒﺔ ﻗﺒﻭل ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻜﻤﺎ ﻨﻼﺤﻅ ﻤﻥ ﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻤﺎ ﺒﻴﻥ )‪ ،(0.907-0.717‬ﻭﻫﺫﺍ‬
‫ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺒﻌﺩ‬ ‫ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺎﻟﺠﺎﻤﻌﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل ﺃﻨﻬﺎ ﺘﺸﻜل ﻗﺒﻭﻻ ﻤﺘﻭﺴﻁﺎ ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ‬ ‫ﻴﺤﺒﺫﻭﻥ ﺍﻟﻌﻤل ﻓﻲ ﺸﻜل ﻓﺭﻕ‪.‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻤﺎ ﺒﻴﻥ )‪ (3.63-3.09‬ﻭﺘﺭﺍﻭﺤﺕ‬ ‫‪ -‬ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ :‬ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل )‪ (3‬ﻨﻼﺤﻅ ﺃﻥ ﺒ‪‬ﻌﺩ‬
‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻤﺎ ﺒﻴﻥ )‪ ،(1.169-1.167‬ﻭﻫﺫﺍ‬ ‫ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﺠﺎﺀ ﺒﺎﻟﺘﺭﺘﻴﺏ ﺍﻟﺜﺎﻨﻲ ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﻤﻴﺔ‬
‫ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻻﺘﺼﺎل ﺒﻴﻥ ﺍﻟﺭﺅﺴﺎﺀ‬ ‫ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﻤﻌﻁﺎﺓ ﻟﻪ ﻤﻥ ﻗﺒل ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪ ،‬ﺇﺫ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ‬
‫ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ ) ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ( ﺒﺎﻟﺠﺎﻤﻌﺔ ﻤﺤل‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﻟﻺﺠﺎﺒﺎﺕ ﻋﻥ ﻫﺫﺍ ﺍﻟﺒ‪‬ﻌﺩ )‪ (3.40‬ﺒﺎﻨﺤﺭﺍﻑ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺘﺘﻡ ﺒﺼﻭﺭﺓ ﻤﺘﻭﺴﻁﺔ‪.‬‬ ‫ﻤﻌﻴﺎﺭﻱ )‪ ،(0.743‬ﻭﻭﻓﻘﺎ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ ﻓﺎﻥ ﻫﺫﺍ ﺍﻟﺒﻌﺩ‬
‫‪ -‬ﺍﻟﺘﺤﻔﻴﺯ‪ :‬ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل )‪ (3‬ﻨﻼﺤﻅ ﺃﻥ ‪‬ﺒﻌﺩ ﺍﻟﺘﺤﻔﻴﺯ‬ ‫ﻴﺸﻴﺭ ﺇﻟﻰ ﻨﺴﺒﺔ ﻗﺒﻭل ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻜﻤﺎ ﻨﻼﺤﻅ ﻤﻥ ﻤﺘﻭﺴﻁ‬
‫ﺠﺎﺀ ﺒﺎﻟﺘﺭﺘﻴﺏ ﺍﻟﺭﺍﺒﻊ ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﻤﻌﻁﺎﺓ‬ ‫ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺒﻌﺩ‬
‫ﻟﻪ ﻤﻥ ﻗﺒل ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺇﺫ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﺃﻨﻬﺎ ﺘﺸﻜل ﻗﺒﻭﻻ ﻤﺘﻭﺴﻁﺎ ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺒﻌﺩ ﺍﻟﺘﺩﺭﻴﺏ ﺃﻨﻬﺎ‬ ‫ﻟﻺﺠﺎﺒﺎﺕ ﻋﻥ ﻫﺫﺍ ﺍﻟﺒ‪‬ﻌﺩ )‪ (3.19‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬
‫ﺘﺸﻜل ﻗﺒﻭﻻ ﻤﺘﻭﺴﻁﺎ‪ ،‬ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻤﺎ ﺒﻴﻥ‬ ‫)‪ ،(0.712‬ﻭﻭﻓﻘﺎ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ ﻓﺈﻥ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﻴﺸﻴﺭ‬
‫)‪ (3.27-2.21‬ﻭﺘﺭﺍﻭﺤﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻤﺎ ﺒﻴﻥ‬ ‫ﺇﻟﻰ ﻨﺴﺒﺔ ﻗﺒﻭل ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻜﻤﺎ ﻨﻼﺤﻅ ﻤﻥ ﻤﺘﻭﺴﻁ ﺇﺠﺎﺒﺎﺕ‬
‫)‪ (1.158-0.010‬ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺴﻴﺎﺴﺔ ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ ﻤﻘﻴﺎﺱ ﺒﻌﺩ ﺍﻟﺘﺤﻔﻴﺯ ﺃﻨﻬﺎ‬
‫ﺍﻟﻤﺘﺒﻌﺔ ﺒﺎﻟﺠﺎﻤﻌﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺘﺤﻅﻰ ﻨﺴﺒﻴﺎ ﺒﻘﺒﻭل‬ ‫ﺘﺸﻜل ﻗﺒﻭﻻ ﻤﺘﻭﺴﻁﺎ ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻤﺎ ﺒﻴﻥ‬
‫ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ‪.‬‬ ‫) ‪ (3.60-2.68‬ﻭﺘﺭﺍﻭﺤﺕ ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻤﺎ ﺒﻴﻥ‬
‫ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﻘﺩﻡ ﻴﺘﻀﺢ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬ ‫) ‪ (1.249-0.968‬ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺴﻴﺎﺴﺔ ﺍﻟﺘﺤﻔﻴﺯ‬
‫ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ ﺍﻟﺴﺘﺔ‬ ‫ﺍﻟﻤﺘﺒﻌﺔ ﺒﺎﻟﺠﺎﻤﻌﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺘﺤﻅﻰ ﺒﻘﺒﻭل ﻤﺘﻭﺴﻁ ﻤﻥ‬
‫ﺠﺎﺀ ﻤﺘﻭﺴﻁﺎ ﻭﻓﻘﺎ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ ﺇﺫ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺇﺠﺎﺒﺎﺕ‬ ‫ﻁﺭﻑ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ‪.‬‬
‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻋﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻤﺠﺘﻤﻌﺔ )‪.(3.41‬‬ ‫‪ -‬ﺍﻟﺘﺩﺭﻴﺏ‪ :‬ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل )‪ (3‬ﻨﻼﺤﻅ ﺃﻥ ﺒ‪‬ﻌﺩ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﺍﻟﺴﺅﺍل ﺍﻟﺜﺎﻨﻲ‪ :‬ﻤﺎ ﻫﻭ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ‬ ‫ﺠﺎﺀ ﺒﺎﻟﺘﺭﺘﻴﺏ ﺍﻟﺨﺎﻤﺱ ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﻤﻌﻁﺎﺓ‬
‫ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ؟‬ ‫ﻟﻪ ﻤﻥ ﻗﺒل ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪ ،‬ﺇﺫ ﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻟﻺﺠﺎﺒﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﺴﺅﺍل ﻴﺠﺏ ﺩﺭﺍﺴﺔ ﻭﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻟﻺﺠﺎﺒﺎﺕ ﻋﻥ ﻫﺫﺍ ﺍﻟﺒﻌﺩ )‪ (2.80‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬
‫ﺍﻟﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻟﺠﺩﻭل )‪.(4‬‬ ‫)‪ ،(0.835‬ﻭﻭﻓﻘﺎ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ ﻓﺎﻥ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﻴﺸﻴﺭ‬
‫ﺇﻟﻰ ﻨﺴﺒﺔ ﻗﺒﻭل ﻤﺘﻭﺴﻁﺔ ﻜﻤﺎ ﻨﻼﺤﻅ ﻤﻥ ﻤﺘﻭﺴﻁ ﺇﺠﺎﺒﺎﺕ‬
‫ﺠﺩﻭل )‪(4‬‬
‫ﺍﻟﻭﻅﻴﻔﻲ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻷﻫﻤﻴﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻹﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻥ ﻋﺒﺎﺭﺍﺕ ﻤﺤﻭﺭ ﺍﻟﺭﻀﺎ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺭﻗﻡ‬
‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻘﺒﻭل‬ ‫ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﻅﺭﻭﻑ ﺍﻟﻌﻤل ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ )ﺍﻹﻀﺎﺀﺓ‪ ،‬ﺍﻟﺤﺭﺍﺭﺓ‪ ،‬ﺍﻟﺭﻁﻭﺒﺔ‪،‬‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪4‬‬ ‫‪1.109‬‬ ‫‪3.87‬‬ ‫ﺍﻟﻨﻅﺎﻓﺔ‪ ،‬ﺍﻟﺘﻬﻭﺌﺔ‪ (...‬ﺒﺎﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﺍﻋﻤل ﺒﻬﺎ ﻤﻨﺎﺴﺒﺔ ﻭﻻ ﺘﺴﺒﺏ‬ ‫‪.1‬‬
‫ﻟﻲ ﺍﻹﺯﻋﺎﺝ ﺃﺜﻨﺎﺀ ﺍﻟﻌﻤل‪.‬‬
‫ﻴﻭﻓﺭ ﻟﻲ ﻋﻤﻠﻲ ﻓﺭﺹ ﺇﺒﺩﺍﻋﻴﺔ ﻓﻲ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺍﻟﻌﻤل‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪8‬‬ ‫‪1.031‬‬ ‫‪3.10‬‬ ‫‪.2‬‬
‫ﺃﻭﻓﻲ ﺤل ﺍﻟﻤﺸﺎﻜل ﺍﻟﺘﻲ ﺘﻭﺍﺠﻬﻨﻲ ﺃﺜﻨﺎﺀ ﺒﺎﻟﻌﻤل‪....‬‬
‫ﻤﻨﺨﻔﺽ‬ ‫‪11‬‬ ‫‪1.321‬‬ ‫‪2.49‬‬ ‫ﺃﻨﺎ ﺭﺍﺽ ﻋﻥ ﺃﺠﺭﻱ ﺍﻟﺫﻱ ﺘﺘﻘﺎﻀﺎﻩ‪.‬‬ ‫‪.3‬‬
‫ﺍﻷﺠﺭ ﺍﻟﺫﻱ ﺃﺘﻘﺎﻀﺎﻩ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺍﻟﺠﻬﺩ ﺍﻟﺫﻱ ﺃﺒﺫﻟﻪ ﻓﻲ ﺍﻟﻌﻤل‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪10‬‬ ‫‪1.276‬‬ ‫‪2.53‬‬ ‫‪.4‬‬
‫ﻭﺍﻟﻤﺴﺅﻭﻟﻴﺎﺕ ﺍﻟﻤﻨﻭﻁﺔ ﺒﻌﻤﻠﻲ‪.‬‬
‫ﺃﻨﺎ ﺭﺍﺽ ﻋﻥ ﺍﻟﻘﺩﺭ ﺍﻟﺫﻱ ﺘﺘﻴﺤﻪ ﻟﻲ ﺍﻹﺩﺍﺭﺓ ﻤﻥ ﺍﻟﺴﻠﻁﺔ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪9‬‬ ‫‪1.088‬‬ ‫‪2.93‬‬ ‫ﻭﺍﻟﺼﻼﺤﻴﺎﺕ ﻭﺍﻟﺤﺭﻴﺔ ﻓﻲ ﺍﻟﺘﺼﺭﻑ ﻭﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫‪.5‬‬
‫ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺃﺭﺍﻩ ﻤﻨﺎﺴﺒﺎ‪.‬‬
‫ﺃﻨﺎ ﺭﺍﺽ ﻋﻥ ﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﻤﻌﻨﻭﻴﺔ ﺍﻟﺘﻲ ﺘﻘﺩﻤﻬﺎ ﻟﻲ‬
‫ﻤﻨﺨﻔﺽ‬ ‫‪12‬‬ ‫‪1.079‬‬ ‫‪2.47‬‬ ‫‪.6‬‬
‫ﺍﻹﺩﺍﺭﺓ ﻭﺃﺭﻯ ﺃﻨﻬﺎ ﺘﺘﻨﺎﺴﺏ ﻭﻤﺠﻬﻭﺩﺍﺘﻲ‪.‬‬
‫ﻤﻨﺨﻔﺽ‬ ‫‪13‬‬ ‫‪1.017‬‬ ‫‪2.33‬‬ ‫ﺃﻨﺎ ﺭﺍﺽ ﻋﻥ ﻓﺭﺹ ﺍﻟﺘﺭﻗﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻴﺤﻬﺎ ﻟﻲ ﺍﻹﺩﺍﺭﺓ‪.‬‬ ‫‪.7‬‬
‫‪-77-‬‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺭﻗﻡ‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻘﺒﻭل‬ ‫ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪3‬‬ ‫‪1.031‬‬ ‫‪3.96‬‬ ‫ﺃﻨﺎ ﺭﺍﺽ ﻋﻥ ﻁﺭﻴﻘﺔ ﺘﻌﺎﻤل ﻤﺴﺅﻭﻟﻲ ﺍﻟﻤﺒﺎﺸﺭ ﻤﻌﻲ ﻓﻲ ﺍﻟﻌﻤل‪.‬‬ ‫‪.8‬‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪6‬‬ ‫‪1.163‬‬ ‫‪3.50‬‬ ‫ﻋﻤﻠﻲ ﻴﻤﻨﺤﻨﻲ ﺍﻹﺤﺴﺎﺱ ﺒﺎﻻﺴﺘﻘﺭﺍﺭ‪.‬‬ ‫‪.9‬‬
‫ﺃﻨﺎ ﺭﺍﺽ ﻋﻥ ﺍﻟﺤﺼﺹ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺘﻘﺩﻤﻬﺎ ﻟﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﻤﻨﺨﻔﺽ‬ ‫‪14‬‬ ‫‪0.954‬‬ ‫‪2.27‬‬ ‫‪.10‬‬
‫ﻭﺃﺴﺘﻔﻴﺩ ﻤﻨﻬﺎ ﻓﻲ ﺘﺤﺴﻴﻥ ﻤﻬﺎﺭﺍﺘﻲ ﻭﻤﻌﺎﺭﻓﻲ ‪.‬‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪1‬‬ ‫‪0.835‬‬ ‫‪4.12‬‬ ‫ﺃﻨﺎ ﺭﺍﺽ ﻋﻥ ﻁﺭﻴﻘﺔ ﺘﻌﺎﻤل ﺯﻤﻼﺌﻲ ﻤﻌﻲ ﻓﻲ ﺍﻟﻌﻤل ‪.‬‬ ‫‪.11‬‬
‫ﻋﻤﻠﻲ ﺁﻤﻥ ﻭﻻ ﻴﺸﻜل ﺨﻁﺭﺍ ﻋﻠﻰ ﺤﻴﺎﺘﻲ ﻭﻻ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﺩﻫﻭﺭ‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪2‬‬ ‫‪0.953‬‬ ‫‪4.07‬‬ ‫‪.12‬‬
‫ﺼﺤﺘﻲ‪.‬‬
‫ﻤﺭﺘﻔﻊ‬ ‫‪5‬‬ ‫‪1.069‬‬ ‫‪3.85‬‬ ‫ﺃﻨﺎ ﺭﺍﺽ ﻋﻥ ﻤﺤﺘﻭﻯ ﻋﻤﻠﻲ ﻭﻁﺭﻴﻘﺔ ﺍﻨﺠﺎﺯﻱ ﻟﻪ‪.‬‬ ‫‪.13‬‬
‫ﺃﻨﺎ ﺭﺍﺽ ﻋﻥ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺴﻴﺎﺴﺔ ﺍﻹﺩﺍﺭﺓ ﻓﻲ ﺘﻨﻅﻴﻡ‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪7‬‬ ‫‪1.075‬‬ ‫‪3.11‬‬ ‫‪.14‬‬
‫ﺍﻟﻌﻤل ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺔ‪.‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫‪-‬‬ ‫‪0.659‬‬ ‫‪3.18‬‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﺒﺸﻜل ﻋﺎﻡ‬ ‫ﺍﻟﺭﻀﺎ‬
‫ﻷﻨﻪ ﻴﺒﻴﻥ ﺃﻥ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﻜﻠﻴﺎﺕ ﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ‬ ‫ﻨﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (4‬ﺃﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻺﺠﺎﺒﺎﺕ‬
‫ﺒﺴﻜﺭﺓ ﺭﺍﻀﻭﻥ ﻨﺴﺒﻴﺎ ﻋﻥ ﻋﻤﻠﻬﻡ‪.‬‬ ‫ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﻠﻎ )‪ (3.18‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬
‫ﺍﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺎﺕ‬ ‫)‪ (0.659‬ﻭﻭﻓﻘﺎ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ ﻓﺎﻥ ﻤﺘﻐﻴﺭ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﺃ‪ -‬ﺍﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻷﻭﻟﻰ‪:‬‬ ‫ﻴﺸﻴﺭ ﺇﻟﻰ ﻨﺴﺒﺔ ﻗﺒﻭل ﻤﺘﻭﺴﻁﺔ‪ ،‬ﻜﻤﺎ ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪(4‬‬
‫‪ :H0‬ﻻ ﻴﻭﺠﺩ ﺍﺜﺭ ﻤﻌﻨﻭﻱ ﻟﻠﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺄﺒﻌﺎﺩﻩ‬ ‫ﺃﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻋﻥ ﻋﺒﺎﺭﺍﺕ ﻫﺫﺍ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ ﺘﺭﺍﻭﺤﺕ ﺒﻴﻥ )‪ ( 4.12-2.27‬ﻭﺘﺭﺍﻭﺤﺕ ﺍﻨﺤﺭﺍﻓﺎﺘﻬﺎ‬
‫ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪.(0.05=α‬‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﺒﻴﻥ ) ‪.( 1.321-0.835‬‬
‫ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻼﻨﺤﺩﺍﺭ ‪(Analysis of‬‬ ‫ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﻘﺩﻡ ﻨﺴﺘﻨﺘﺞ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ‬
‫)‪ variance‬ﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﻼﺤﻴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ‬ ‫ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ ﺠﺎﺀ ﻤﺘﻭﺴﻁﺎ‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﻭﺍﻟﺠﺩﻭل )‪ (5‬ﻴﺒﻴﻥ ﺫﻟﻙ‪.‬‬ ‫ﻭﻓﻘﺎ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﺇﺫ ﺒﻠﻎ ﻤﺘﻭﺴﻁ ﺇﺠﺎﺒﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻋﻥ‬
‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻤﺠﺘﻤﻌﺔ )‪ (3.18‬ﻭﻫﻭ ﺃﻤﺭ ﻤﻘﺒﻭل‬
‫ﺠﺩﻭل )‪(5‬‬
‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻼﻨﺤﺩﺍﺭ ﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﻼﺤﻴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻷﻭﻟﻰ‪.‬‬
‫ﻤﺘﻭﺴﻁ ﺍﻟﻤﺭﺒﻌﺎﺕ ﻗﻴﻤﺔ ‪ F‬ﺍﻟﻤﺤﺴﻭﺒﺔ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺠﻤﻭﻉ ﺍﻟﻤﺭﺒﻌﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺤﺭﻴﺔ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬
‫‪6.215‬‬ ‫‪5‬‬ ‫‪31.075‬‬ ‫ﺍﻻﻨﺤﺩﺍﺭ‬
‫‪0.000‬‬ ‫‪*28.600‬‬ ‫‪0.217‬‬ ‫‪133‬‬ ‫‪28.902‬‬ ‫ﺍﻟﺨﻁﺄ‬
‫‪138‬‬ ‫‪59.977‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ ﺍﻟﻜﻠﻲ‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ‪0.720 =R‬‬ ‫*ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪ (0.05=α‬ﻤﻌﺎﻤل ﺍﻟﺘﺤﺩﻴﺩ ‪0.52⋍ 0.518 = R‬‬
‫‪2‬‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ ﺍﻟﻤﺘﻤﺜل ﻓﻲ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻫﻲ‬ ‫ﻤﻥ ﺨﻼل ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (5‬ﻴﺘﺒﻴﻥ ﺜﺒﺎﺕ‬
‫ﻗﻭﺓ ﺘﻔﺴﻴﺭﻴﺔ ﻤﺭﺘﻔﻌﺔ ﻨﺴﺒﻴﺎ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻫﻨﺎﻙ ﺍﺜﺭ ﻤﻌﻨﻭﻱ‬ ‫ﺼﻼﺤﻴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻷﻭﻟﻰ ﺤﻴﺙ‬
‫ﻟﻠﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬ ‫ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ (F‬ﺍﻟﻤﺤﺴﻭﺒﺔ )‪ (28.600‬ﺒﻘﻴﻤﺔ ﺍﺤﺘﻤﺎﻟﻴﺔ‬
‫ﻭﺒﺎﻟﺘﺎﻟﻲ ﺒﻨﺎﺀ ﻋﻠﻰ ﺜﺒﺎﺕ ﺼﻼﺤﻴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﻨﺴﺘﻁﻴﻊ ﺍﺨﺘﺒﺎﺭ‬ ‫)‪ (0.000‬ﻭﻫﻲ ﺍﻗل ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪ ،(0.05=α‬ﻭﻴﺘﻀﺢ‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻷﻭﻟﻰ ﺒﻔﺭﻭﻋﻬﺎ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺫﻟﻙ ﻜﻤﺎ ﻫﻭ‬ ‫ﻤﻥ ﻨﻔﺱ ﺍﻟﺠﺩﻭل ﺃﻥ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺴﺘﻘل ﺒﺸﻜﻠﻪ ﺍﻹﺠﻤﺎﻟﻲ ﻭﻫﻭ‬
‫ﻤﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺩﻭل )‪.(6‬‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻴﻔﺴﺭ ﻤﺎ ﻤﻘﺩﺍﺭﻩ ‪ % 52‬ﻤﻥ‬
‫ﺠﺩﻭل )‪(6‬‬
‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻻﻨﺤﺩﺍﺭ ﺍﻟﻤﺘﻌﺩﺩ ﻻﺨﺘﺒﺎﺭ ﺃﺜﺭ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ ﺃﻭ ﻤﺠﺎﻻﺕ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ )ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ ،‬ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‪،‬‬
‫ﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﻓﺭﻕ ﺍﻟﻌﻤل( ﻓﻲ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻤﻌﺎﻤل ﺍﻟﺘﺤﺩﻴﺩ‬ ‫ﻗﻴﻤﺔ ‪T‬‬ ‫ﺍﻟﺨﻁﺄ‬
‫‪Beta‬‬ ‫‪B‬‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ‬
‫‪R‬‬ ‫‪R‬‬ ‫‪T‬‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫‪0.203‬‬ ‫‪0.451‬‬ ‫‪* 0.026‬‬ ‫‪2.254‬‬ ‫‪0.154‬‬ ‫‪0.061‬‬ ‫‪0.136‬‬ ‫ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‬
‫‪0.225‬‬ ‫‪0.475‬‬ ‫‪* 0.091‬‬ ‫‪2.314‬‬ ‫‪0.181‬‬ ‫‪0.064‬‬ ‫‪0.172‬‬ ‫ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‬
‫‪0.353‬‬ ‫‪0.594‬‬ ‫‪* 0.001‬‬ ‫‪3.462‬‬ ‫‪0.286‬‬ ‫‪0.076‬‬ ‫‪0.265‬‬ ‫ﺍﻟﺘﺤﻔﻴﺯ‬
‫‪0.318‬‬ ‫‪0.564‬‬ ‫‪* 0.002‬‬ ‫‪3.097‬‬ ‫‪0.246‬‬ ‫‪0.063‬‬ ‫‪0.194‬‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬
‫‪0.141‬‬ ‫‪0.376‬‬ ‫‪* 0.002‬‬ ‫‪3.960‬‬ ‫‪0.246‬‬ ‫‪0.062‬‬ ‫‪0.244‬‬ ‫ﻓﺭﻕ ﺍﻟﻌﻤل‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫‪0.518‬‬ ‫‪0.720‬‬ ‫‪* 0.000‬‬ ‫‪11.983‬‬ ‫‪0.715‬‬ ‫‪0.075‬‬ ‫‪0.895‬‬
‫ﺒﺸﻜل ﻋﺎﻡ‬
‫ﺍﻟﻭﻅﻴﻔﻲ ﺘﺒﻴﻥ ﻭﺠﻭﺩ ﺍﺜﺭ ﻤﻌﻨﻭﻱ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﺴﺘﺨﺩﻡ ﺘﺤﻠﻴل ﺍﻻﻨﺤﺩﺍﺭ ﺍﻟﻤﺘﻌﺩﺩ ﻻﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺔ ﺍﻟﺒﺤﺙ‬
‫)‪ (0.05=α‬ﻟﻜل ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ )ﺘﻔﻭﻴﺽ‬ ‫ﺍﻟﺭﺌﻴﺴﺔ ﺍﻷﻭﻟﻰ ﻭﻗﺩ ﺘﺒﻴﻥ ﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻭﺍﺭﺩﺓ‬
‫ﺍﻟﺴﻠﻁﺔ‪ ،‬ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل ﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﻓﺭﻕ‬ ‫ﻓﻲ ﺍﻟﺠﺩﻭل)‪ :( 6‬ﻤﺎ ﻴﺄﺘﻲ‪:‬‬
‫ﺍﻟﻌﻤل( ﻓﻲ ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ‬ ‫‪ .1‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﻭﺫﻟﻙ ﺒﺩﻻﻟﺔ ﺍﺭﺘﻔﺎﻉ ﻤﻌﺩﻻﺕ‬ ‫)‪(0.05=α‬ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺴﺘﻘل ﻭﺍﻟﻤﺘﻤﺜل ﻓﻲ ﺍﻟﺘﻤﻜﻴﻥ‬
‫)‪ (Beta‬ﺍﻟﺘﻲ ﺒﻠﻐﺕ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ )‪،0.154،0.181‬‬ ‫ﺍﻹﺩﺍﺭﻱ )ﻜﻤﺠﻤﻭﻋﺔ( ﻭﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ‬
‫‪ (0.246 ،0.246 ،0.286‬ﻭﻜﺫﻟﻙ ﻓﻘﺩ ﺒﻠﻐﺕ ﻗﻴﻡ ‪T‬‬ ‫ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺇﺫ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ‪ (11.983) t‬ﺒﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻤﺤﺴﻭﺒﺔ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ )‪،2.314 ،3.462 ،2.254‬‬ ‫ﺩﻻﻟﺔ )‪ (0.000‬ﻭﺘﺸﻴﺭ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ )‪(R‬‬
‫‪ (3.960 ،3.097‬ﻭﺒﻘﻴﻡ ﺍﺤﺘﻤﺎﻟﻴﺔ ﺒﻠﻐﺕ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‬ ‫ﺇﻟﻰ ﺃﻥ ﻗﻭﺓ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ ﻫﻲ )‪(0.720‬‬
‫)‪ (0.002 ،0.002 ،0.091،0.001 ،0.026‬ﻭﻫﻲ‬ ‫ﺤﻴﺙ ﻓﺴﺭ ﻤﺘﻐﻴﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ‪ % 52‬ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ‬
‫ﺍﻗل ﻤﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪. (0.05=α‬‬ ‫ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻗﻴﻤﺔ ‪R2‬‬
‫ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﻜل ﻫﺫﺍ ﻨﺭﻓﺽ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺼﻔﺭﻴﺔ ﻭﻨﻘﺒل‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ ﻨﺭﻓﺽ ﺍﻟﻔﺭﻀﻴﺔ ﺒﺼﻴﻐﺘﻬﺎ ﺍﻟﺼﻔﺭﻴﺔ‪.‬‬
‫ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ ﺍﻟﺘﻲ ﺘﻨﺹ ﻋﻠﻰ ﺃﻥ‪ " :‬ﻫﻨﺎﻙ ﺍﺜﺭ ﻤﻌﻨﻭﻱ‬ ‫‪ .2‬ﻋﻨﺩ ﺒﺤﺙ ﺍﺜﺭ ﻜل ﺒﻌﺩ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫ﻟﻠﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ )ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ ،‬ﺍﻻﺘﺼﺎل‬ ‫ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻨﺤﻭ ﻤﺴﺘﻘل ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ‬
‫‪-79-‬‬
‫‪ -‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻷﻭﻟﻰ )‪ :(H01‬ﻻ ﺘﻭﺠﺩ‬ ‫ﺍﻟﻔﺎﻋل‪ ،‬ﺍﻟﺘﺤﻔﻴﺯ‪ ،‬ﺍﻟﺘﺩﺭﻴﺏ ﻭﻓﺭﻕ ﺍﻟﻌﻤل( ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﺭﻀﺎ‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪."(0.05‬‬
‫)‪ (0.05=α‬ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ‬ ‫ﺏ‪ -‬ﺍﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪.‬‬
‫ﺍﻹﺩﺍﺭﻱ ﺒﺎﻟﻤﺅﺴﺴﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬ ‫‪" :H0‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ‬
‫ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ‪ T‬ﻟﻠﻌﻴﻨﺎﺕ‬ ‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺘﻌﺯﻯ ﻟﻠﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻟﻤﺴﺘﻘﻠﺔ ‪ Independent-samples T-test‬ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻭﻅﻴﻔﻴﺔ ) ﺍﻟﺠﻨﺱ‪ ،‬ﺍﻟﻌﻤﺭ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪،‬‬
‫ﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻟﺠﺩﻭل )‪.(7‬‬ ‫ﻤﺠﺎل ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻭﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ( ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺩﻻﻟﺔ )‪"(0.05=α‬‬
‫ﺠﺩﻭل )‪(7‬‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ‪ T‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪.‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﻗﻴﻤﺔ ‪T‬‬
‫ﺍﻟﻤﻌﺘﻤﺩﺓ‬
‫‪0.05‬‬ ‫‪0.012‬‬ ‫‪-*2.548‬‬
‫*ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪(0.05=α‬‬
‫ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﻥ ﺨﻼل ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ (7‬ﻨﺠﺩ ﺃﻥ ﻗﻴﻤﺔ ‪T‬‬
‫)‪ (0.05=α‬ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ‬ ‫)‪ (-2.548‬ﻭﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ﺍﻟﻤﺤﺴﻭﺒﺔ )‪ (0.012‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺸﻴﺭ‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺎﻟﻤﺅﺴﺴﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ‬ ‫ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫ﺍﻟﻌﻤﺭ‪.‬‬ ‫)‪ (0.05=α‬ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻹﺩﺍﺭﻴﻴﻥ‬
‫ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‬ ‫ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺠﻨﺱ‪ ،‬ﻭﺒﺫﻟﻙ‬
‫)‪ (One Way ANOVA‬ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻭﻀﺤﺔ ﻓﻲ‬ ‫ﻨﺭﻓﺽ ﺍﻟﻔﺭﻀﻴﺔ ﺒﺼﻴﻐﺘﻬﺎ ﺍﻟﺼﻔﺭﻴﺔ ﻭﻨﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ‪.‬‬
‫ﺍﻟﺠﺩﻭل )‪.(8‬‬ ‫‪ -‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ )‪ : (H02‬ﻻ‬
‫ﺠﺩﻭل )‪(8‬‬
‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ )‪ (ANOVA‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﻌﻤﺭ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ ‪F‬‬ ‫ﻤﺘﻭﺴﻁ‬
‫ﻤﺠﻤﻭﻉ ﺍﻟﻤﺭﺒﻌﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺤﺭﻴﺔ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫‪0.359‬‬ ‫‪3‬‬ ‫‪1.076‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫‪0.277‬‬ ‫‪1.301‬‬ ‫‪0.276‬‬ ‫‪135‬‬ ‫‪37.225‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫‪138‬‬ ‫‪38.301‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﻌﻤﺭ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ (F‬ﺍﻟﻤﺤﺴﻭﺒﺔ )‪(1.301‬‬ ‫ﻤﻥ ﺨﻼل ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﻭﻀﺤﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺠﺩﻭل ﻴﺘﺒﻴﻥ ﺃﻥ‬
‫ﻭﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ )‪ (0.277‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﺜﺭ‬ ‫ﺍﺨﺘﺒﺎﺭ)‪ (F‬ﻴﻅﻬﺭ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﻌﻤﺭ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪ %5‬ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺘﻌﺯﻯ‬
‫‪-80-‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺎﻟﻤﺅﺴﺴﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ‬ ‫ﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ ﻭﻫﺫﺍ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻴﻤﻜﻥ‬
‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪.‬‬ ‫ﻗﺒﻭل ﺍﻟﻔﺭﻀﻴﺔ ﺒﺼﻴﻐﺘﻬﺎ ﺍﻟﺼﻔﺭﻴﺔ‪.‬‬
‫ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‬ ‫‪ -‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ )‪ : (H03‬ﻻ‬
‫)‪ ( One ANOVA‬ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻟﺠﺩﻭل )‪(9‬‬ ‫ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫)‪ (0.05=α‬ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ‬
‫ﺠﺩﻭل )‪( 9‬‬

‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ )‪ (ANOVA‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫‪0.485‬‬ ‫‪3‬‬ ‫‪1.454‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫‪0.155‬‬ ‫‪1.776‬‬ ‫‪0.273‬‬ ‫‪135‬‬ ‫‪36.847‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫‪138‬‬ ‫‪38.301‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪ -‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ )‪ : (H04‬ﻻ‬ ‫ﻤﻥ ﺨﻼل ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﻭﻀﺤﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺠﺩﻭل ﻴﺘﺒﻴﻥ ﺃﻥ ﺍﺨﺘﺒﺎﺭ‬
‫ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫)‪ (F‬ﻴﻅﻬﺭ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ‬
‫)‪ (0.05=α‬ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﺩﻻﻟﺔ )‪ (0.05=α‬ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺎﻟﻤﺅﺴﺴﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ‬ ‫ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ (F‬ﺍﻟﻤﺤﺴﻭﺒﺔ )‪(1.776‬‬
‫ﻤﺠﺎل ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬ ‫ﻭﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ )‪ (0.155‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﺜﺭ‬
‫ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‬ ‫ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻟﺩﻯ‬
‫)‪ (One Way ANOVA‬ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻭﻀﺤﺔ ﻓﻲ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ ﻭﻫﺫﺍ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻭﺒﺎﻟﺘﺎﻟﻲ‬
‫ﺍﻟﺠﺩﻭل )‪.(10‬‬ ‫ﻨﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺒﺼﻴﻐﺘﻬﺎ ﺍﻟﺼﻔﺭﻴﺔ ﻭﻨﺭﻓﺽ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ‪.‬‬
‫ﺠﺩﻭل )‪(10‬‬
‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ )‪ (ANOVA‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﻤﺠﺎل ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ‬
‫ﻤﺠﻤﻭﻉ ﺍﻟﻤﺭﺒﻌﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺤﺭﻴﺔ ﻤﺘﻭﺴﻁ ﺍﻟﻤﺭﺒﻌﺎﺕ ﻗﻴﻤﺔ ‪ F‬ﺍﻟﻤﺤﺴﻭﺒﺔ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬
‫‪0.300‬‬ ‫‪2‬‬ ‫‪0.600‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫‪0.342‬‬ ‫‪1.082‬‬ ‫‪0.277‬‬ ‫‪136‬‬ ‫‪37.701‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫‪138‬‬ ‫‪38.301‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﻤﺠﺎل ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪(F‬‬ ‫ﻤﻥ ﺨﻼل ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﻭﻀﺤﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺠﺩﻭل ﻴﺘﺒﻴﻥ ﺃﻥ‬
‫ﺍﻟﻤﺤﺴﻭﺒﺔ )‪ (1.082‬ﻭﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ )‪ (0.342‬ﻤﻤﺎ ﻴﺸﻴﺭ‬ ‫ﺍﺨﺘﺒﺎﺭ )‪ (F‬ﻴﻅﻬﺭ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫ﺇﻟﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﺜﺭ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﻤﺴﺘﻭﻯ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪ (0.05=α‬ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫‪-81-‬‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺎﻟﻤﺅﺴﺴﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ ﻭﻫﺫﺍ ﻤﻥ ﻭﺠﻬﺔ‬
‫ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬ ‫ﻨﻅﺭ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻨﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺒﺼﻴﻐﺘﻬﺎ ﺍﻟﺼﻔﺭﻴﺔ‪.‬‬
‫ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ‬ ‫‪ -‬ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺨﺎﻤﺴﺔ )‪ : (H05‬ﻻ‬
‫)‪ (One Way ANOVA‬ﻭﻜﺎﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻟﺠﺩﻭل‬ ‫ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬
‫)‪.(11‬‬ ‫)‪ (0.05=α‬ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ‬
‫ﺠﺩﻭل )‪( 11‬‬

‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ )‪ (ANOVA‬ﻻﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ‪.‬‬
‫‪0.153‬‬ ‫‪3‬‬ ‫‪0.458‬‬ ‫ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫‪0.653‬‬ ‫‪0.544‬‬ ‫‪0.280‬‬ ‫‪135‬‬ ‫‪37.844‬‬ ‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬
‫‪138‬‬ ‫‪38.301‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ ،‬ﺍﻻﺘﺼﺎل ﺍﻟﻔﺎﻋل‪ ،‬ﺘﺤﻔﻴﺯ ﺍﻟﻌﺎﻤﻠﻴﻥ‪،‬‬ ‫ﻤﻥ ﺨﻼل ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﻭﻀﺤﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺠﺩﻭل ﻴﺘﺒﻴﻥ ﺃﻥ‬
‫ﺘﺩﺭﻴﺏ ﺍﻟﻌﺎﻤﻠﻴﻥ‪.‬‬ ‫ﺍﺨﺘﺒﺎﺭ )‪ (F‬ﻴﻅﻬﺭ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ‬
‫‪ -‬ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻷﻭﻟﻰ ﺇﻟﻰ ﻭﺠﻭﺩ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪ (0.05=α‬ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
‫ﺩﻭﺭ ﻤﻌﻨﻭﻱ ﻟﻠﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺘﺤﻘﻴﻕ‬ ‫ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ )‪ (F‬ﺍﻟﻤﺤﺴﻭﺒﺔ‬
‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﻤﺎل ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ‬ ‫)‪ (0.544‬ﻭﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ )‪ (0.653‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﻋﺩﻡ‬
‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪. (0.05=α‬‬ ‫ﻭﺠﻭﺩ ﺍﺜﺭ ﻟﻤﺘﻐﻴﺭ ﻋﺩﺩ ﺴﻨﻭﺍﺕ ﺍﻟﺨﺒﺭﺓ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ‬
‫‪ -‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻹﺩﺍﺭﻱ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺠﺎﻤﻌﺔ ﺒﺴﻜﺭﺓ ﻭﻫﺫﺍ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬
‫)‪ (0.05=α‬ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻨﻘﺒل ﺍﻟﻔﺭﻀﻴﺔ ﺒﺼﻴﻐﺘﻬﺎ ﺍﻟﺼﻔﺭﻴﺔ‪.‬‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﺎﻟﻤﺅﺴﺴﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ‬
‫ﺍﻟﺠﻨﺱ ﻭﻫﺫﺍ ﺭﺍﺠﻊ ﺍﻟﻰ ﻜﻭﻥ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻤﻴﻼ ﻟﻠﻤﺨﺎﻁﺭﺓ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﻭﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻤﻥ ﺍﻹﻨﺎﺙ‪.‬‬ ‫‪ -‬ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ‬
‫‪ -‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ ﻜﺎﻥ ﻤﺭﺘﻔﻌﺎ ﻭﻓﻘﺎ‬
‫)‪ (0.05=α‬ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺴﺘﻭﻯ ﺍﻟﺘﻤﻜﻴﻥ‬ ‫ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﺒﻌﺩ ﺍﻟﻌﻤل ﺍﻟﺠﻤﺎﻋﻲ )ﻓﺭﻕ‬
‫ﺍﻹﺩﺍﺭﻱ ﺒﺎﻟﻤﺅﺴﺴﺔ ﻤﺤل ﺍﻟﺩﺭﺍﺴﺔ ﺘﻌﺯﻯ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻵﺘﻴﺔ‪:‬‬ ‫ﺍﻟﻌﻤل( ﻓﻲ ﺤﻴﻥ ﻜﺎﻥ ﻤﺘﻭﺴﻁﺎ ﻭﻓﻘﺎ ﻟﻤﻘﻴﺎﺱ ﺍﻟﺩﺭﺍﺴﺔ‬
‫)ﺍﻟﻌﻤﺭ‪ ،‬ﺍﻟﻤﺅﻫل ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻤﺠﺎل ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺤﺎﻟﻴﺔ‪ ،‬ﺴﻨﻭﺍﺕ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ ﻟﺒﻌﺩ ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ‪ ،‬ﺒﻌﺩ ﻀﻌﻑ ﺍﻻﺘﺼﺎل‬
‫ﺍﻟﺨﺒﺭﺓ( ﻭﺫﻟﻙ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ )‪.(0.05=α‬‬ ‫ﻭﺒﻌﺩﻱ ﺍﻟﺘﺤﻔﻴﺯ ﻭﺍﻟﺘﺩﺭﻴﺏ‪.‬‬
‫‪ -‬ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ ﺘﻠﺘﺯﻡ‬
‫ﺍﻟﺘﻭﺼﻴﺎﺕ‬ ‫ﺒﺄﺒﻌﺎﺩ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺍﻟﺘﻲ ﺘﻤﺕ ﺩﺭﺍﺴﺘﻬﺎ ﺒﻤﺴﺘﻭﻯ‬
‫ﺘﻭﺼﻴﺎﺕ ﺘﺘﻌﻠﻕ ﺒﻨﺘﺎﺌﺞ ﺍﻟﺒﺤﺙ‪.‬‬ ‫ﻤﺘﻭﺴﻁ ﻭﻓﻘﺎ ﻟﺘﺼﻭﺭﺍﺕ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﻭﻴﻤﻜﻨﻨﺎ ﺘﺭﺘﻴﺒﻬﺎ ﻭﻓﻘﺎ‬
‫ﻓﻲ ﻀﻭﺀ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻴﻬﺎ ﻨﻭﺼﻲ ﺒﻤﺎ ﻴﺄﺘﻲ‪:‬‬ ‫ﻷﻫﻤﻴﺘﻬﺎ ﺍﻟﻨﺴﺒﻴﺔ ﻜﻤﺎ ﻴﻠﻲ‪ :‬ﻓﺭﻕ ﺍﻟﻌﻤل )ﺍﻟﻌﻤل ﺍﻟﺠﻤﺎﻋﻲ(‪،‬‬
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‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﻴﺘﻁﻠﺏ ﺘﺒﻨﻲ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﺒﻨﺠﺎﺡ ﺘﻭﻓﺭ ﺍﻟﻤﻨﺎﺥ‬ ‫‪-‬‬ ‫ﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻔﻭﻴﺽ ﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺴﻠﻁﺔ ﻭﺍﻟﺼﻼﺤﻴﺎﺕ‬ ‫‪-‬‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻤﻼﺌﻡ ﻟﺫﻟﻙ‪ :‬ﺍﻟﺩﻋﻡ ﻭﺍﻟﺸﻌﻭﺭ ﺒﺎﻷﻤﺎﻥ‪،‬‬ ‫ﻟﻠﻌﺎﻤﻠﻴﻥ ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﺒﺴﻜﺭﺓ‪.‬‬
‫ﻭﺠﻭﺩ ﻗﻴﺎﺩﺓ ﺘﺭﻜﺯ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﻭﺘﻨﻤﻴﺔ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﻜل‬ ‫ﺘﻨﺴﻴﻕ ﺍﻟﻌﻤل ﻭﺘﻨﻅﻴﻤﻪ ﻟﻴﻨﺠﺯ ﺒﺸﻜل ﺠﻤﺎﻋﻲ‪ ،‬ﺤﻴﺙ‬ ‫‪-‬‬
‫ﻤﺅﺴﺴﺔ‪.‬‬ ‫ﺘﻭﺼﻠﻨﺎ ﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ﺃﻥ ﺍﻟﻌﻤﺎل‬
‫ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﻨﺠﺎﺡ ﺘﻁﺒﻴﻕ‬ ‫‪-‬‬ ‫ﺍﻹﺩﺍﺭﻴﻴﻥ ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ ﻴﺤﺒﻭﻥ ﺍﻟﻌﻤل‬
‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺘﻲ ﺘﻅﻬﺭ ﺍﻏﻠﺒﻬﺎ ﻓﻲ ﺭﻓﺽ‬ ‫ﺍﻟﺠﻤﺎﻋﻲ ﻭﻴﺠﺩﻭﻥ ﻓﻴﻪ ﻤﺘﻌﺔ ﻭﺘﻌﺎﻭﻥ‪.‬‬
‫ﺃﺼﺤﺎﺏ ﺍﻟﺴﻠﻁﺔ ﻭﺍﻟﻨﻔﻭﺫ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻻﺴﺘﻐﻨﺎﺀ ﻋﻥ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﻘﺩﻴﻡ ﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﻤﺎﺩﻴﺔ ﻭﺍﻟﻤﻌﻨﻭﻴﺔ ﻟﻠﻌﻤﺎل‬ ‫‪-‬‬
‫ﺒﻌﺽ ﺼﻼﺤﻴﺎﺘﻬﻡ ﻟﻐﻴﺭﻫﻡ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﻀﻌﻑ‬ ‫ﻨﻅﺭﺍ ﻷﺜﺭﻫﺎ ﺍﻻﻴﺠﺎﺒﻲ ﻋﻠﻰ ﻤﻌﻨﻭﻴﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺯﻴﺎﺩﺓ‬
‫ﻤﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻏﻴﺎﺏ ﺍﻟﺜﻘﺔ ﺒﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻹﺩﺍﺭﺓ‬ ‫ﺩﺍﻓﻌﻴﺘﻬﻡ ﻨﺤﻭ ﺍﻟﻌﻤل ﻭﺒﺎﻟﺘﺎﻟﻲ ﺯﻴﺎﺩﺓ ﺭﻀﺎﻫﻡ‬
‫ﻭﻋﺩﻡ ﻜﻔﺎﺀﺓ ﻨﻅﺎﻡ ﺍﻻﺘﺼﺎل ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺔ‪ ،‬ﻭﻭﺠﻭﺩ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬
‫ﺍﻟﻨﻅﺎﻡ ﺍﻟﺭﻗﺎﺒﻲ ﺍﻟﺼﺎﺭﻡ ﺍﻟﺫﻱ ﻴﺤﺩ ﻤﻥ ﺇﺒﺩﺍﻉ ﺍﻟﻌﺎﻤﻠﻴﻥ‪،‬‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﻁﻭﻴﺭ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻋﻥ ﻁﺭﻴﻕ ﻤﻨﺤﻬﻡ ﺒﺭﺍﻤﺞ‬ ‫‪-‬‬
‫ﻭﻏﻴﺎﺏ ﺍﻟﻌﺩﺍﻟﺔ ﻓﻴﻤﺎ ﻴﺨﺹ ﺍﻟﻌﺩﺍﻟﺔ ﻭﺍﻟﻤﻜﺎﻓﺂﺕ‪ ،‬ﻭﺴﻠﺒﻴﺔ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ ﻟﺘﺤﺴﻴﻥ ﻗﺩﺭﺍﺘﻬﻡ ﻭﻤﻌﺎﺭﻓﻬﻡ ﻭﻤﻬﺎﺭﺍﺘﻬﻡ ﻓﻲ‬
‫ﺍﻟﻤﻨﺎﺥ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺃﺜﺭﻫﺎ ﻋﻠﻰ ﻤﻌﻨﻭﻴﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ‪ ،‬ﻭﻋﺩﻡ‬ ‫ﺍﻟﻌﻤل ﻤﻤﺎ ﻴﻌﻭﺩ ﻋﻠﻰ ﺍﻟﻤﺅﺴﺴﺔ ﺒﺎﻟﻔﺎﺌﺩﺓ‪.‬‬
‫ﺠﺎﻫﺯﻴﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﻘﺒﻭل ﺼﻼﺤﻴﺎﺕ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬ ‫ﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻔﻌﻴل ﻋﻤﻠﻴﺔ ﺍﻻﺘﺼﺎل ﺒﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ‬ ‫‪-‬‬
‫ﺍﻟﻌﻤل ﻋﻠﻰ ﺍﻟﺘﻔﻭﻴﺽ ﺍﻟﻔﺎﻋل ﻟﻠﺴﻠﻁﺔ ﻟﻤﺎ ﻟﻪ ﻤﻥ ﺃﺜﺭ‬ ‫‪-‬‬ ‫ﺨﻴﻀﺭ ﻭﺇﺘﺎﺤﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻠﻌﺎﻤﻠﻴﻥ ﻭﻓﻲ‬
‫ﺍﻴﺠﺎﺒﻲ ﻋﻠﻰ ﻤﻌﻨﻭﻴﺎﺕ ﺍﻟﻌﺎﻤل ﻓﺯﻴﺎﺩﺓ ﺍﻻﺘﺼﺎل ﺒﻴﻥ‬ ‫ﺍﻟﻭﻗﺕ ﺍﻟﻤﻨﺎﺴﺏ‪.‬‬
‫ﺍﻟﻤﺩﻴﺭ ﻭﺍﻟﻤﺭﺅﻭﺴﻴﻥ ﻭﺍﻟﺘﻌﻠﻡ ﺃﺜﻨﺎﺀ ﺍﻟﻌﻤل ﻭﺍﻟﺸﻌﻭﺭ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﺤﺴﻴﻥ ﻅﺭﻭﻑ ﺍﻟﻌﻤل ﺍﻟﻤﺨﺘﻠﻔﺔ ﻗﺩﺭ‬ ‫‪-‬‬
‫ﺒﺯﻴﺎﺩﺓ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻜل ﺫﻟﻙ ﻴﻭﻟﺩ ﺍﻟﺜﻘﺔ‬ ‫ﺍﻹﻤﻜﺎﻥ ﻟﺌﻼ ﻴﺅﺜﺭ ﺫﻟﻙ ﺴﻠﺒﺎ ﻋﻠﻰ ﺭﻀﺎ ﺍﻟﻌﺎﻤﻠﻴﻥ‬
‫ﺍﻟﻤﺘﺒﺎﺩﻟﺔ ﺒﻴﻥ ﺍﻟﻘﺎﺌﺩ ﻭﻤﺭﺅﻭﺴﻴﻪ ﻜﻤﺎ ﻴﻭﻟﺩ ﻟﺩﻴﻬﻡ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ ﻴﺅﺜﺭ ﻋﻠﻰ ﺃﺩﺍﺌﻬﻡ‪.‬‬
‫ﺍﻹﺤﺴﺎﺱ ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﻴﺩﻓﻌﻬﻡ ﻷﺩﺍﺀ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻔﻭﻀﺔ‬ ‫ﺍﻟﻌﻤل ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﻤﺒﺩﺃ ﺍﻟﻌﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺘﺭﻗﻴﺔ‪ ،‬ﺤﻴﺙ‬ ‫‪-‬‬
‫ﺇﻟﻴﻬﻡ ﻋﻠﻰ ﺃﺤﺴﻥ ﻭﺠﻪ‪ ،‬ﻭﺒﺫﻟﻙ ﻴﻤﺎﺭﺱ ﺍﻟﻘﺎﺌﺩ ﻤﻥ‬ ‫ﻴﺘﻭﺠﺏ ﻋﻠﻰ ﺍﻹﺩﺍﺭﺓ ﺃﻥ ﺘﻭﻀﺢ ﻟﻠﻌﺎﻤﻠﻴﻥ ﺍﻟﻤﻌﺎﻴﻴﺭ‬
‫ﺨﻼل ﺍﻟﺘﻔﻭﻴﺽ ﺴﻠﻁﺔ ﺍﻟﺜﻘﺔ ﺒﺩﻻ ﻤﻥ ﺴﻠﻁﺔ ﺍﻟﺠﺯﺍﺀ‪.‬‬ ‫ﺍﻟﺘﻲ ﺘﺘﻡ ﻋﻠﻰ ﺃﺴﺎﺴﻬﺎ ﺍﻟﺘﺭﻗﻴﺔ ﺒﻭﻀﻭﺡ‪.‬‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﺩﺭﻴﺏ ﻭﺘﺤﻔﻴﺯ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﺍﻟﻌﺎﻤﻠﺔ ﻓﻲ‬ ‫‪-‬‬ ‫ﺇﺸﺭﺍﻙ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻭﻀﻊ ﺴﻴﺎﺴﺔ ﺍﻟﻌﻤل ﺩﺍﺨل‬ ‫‪-‬‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﻻﻥ ﺫﻟﻙ ﻴﻜﺴﺒﻬﺎ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﻴﺭﻓﻊ ﺍﻟﺭﻭﺡ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ ﻭﻜﺫﺍ ﺇﺸﺭﺍﻜﻬﻡ ﻓﻲ ﺇﺩﺍﺭﺘﻪ ﻭﺘﻌﺩﻴﻠﻪ ﺒﻨﺎﺀ ﻋﻠﻰ‬
‫ﺍﻟﻤﻌﻨﻭﻴﺔ ﻭﻴﻌﻤل ﻋﻠﻰ ﻋﻼﺝ ﺒﻌﺽ ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻤﺎ ﻴﺭﻭﻨﻪ ﻤﻨﺎﺴﺒﺎ‪.‬‬
‫ﻤﺜل ﻜﺜﺭﺓ ﺍﻟﻐﻴﺎﺏ ﻭﺍﻜﺘﺸﺎﻑ ﻨﻘﺎﻁ ﺍﻟﻘﻭﺓ ﻭﺘﻌﺯﻴﺯﻫﺎ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺴﻤﺎﻉ ﺁﺭﺍﺀ ﻭﺃﻓﻜﺎﺭ ﻭﺍﻗﺘﺭﺍﺤﺎﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫‪-‬‬
‫ﻭﻋﻼﺝ ﻨﻘﺎﻁ ﺍﻟﻀﻌﻑ ﻓﻲ ﻗﺩﺭﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ‪ ،‬ﻭﺃﺸﺎﺭﺕ‬ ‫ﺒﺨﺼﻭﺹ ﺃﻱ ﺸﻲﺀ ﻤﻬﻤﺎ ﻜﺎﻥ ﺘﺎﻓﻪ ﺃﻭ ﻏﻴﺭ ﻤﻬﻡ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﻓﻲ ﻫﺫﺍ ﺍﻟﺨﺼﻭﺹ ﺍﻟﻰ ﺃﻥ ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻭﺍﻷﺨﺫ ﺒﻬﺎ ﻋﻠﻰ ﻤﺤﻤل ﺍﻟﺠﺩ‪.‬‬
‫ﻭﺍﻟﺘﺤﻔﻴﺯ ﻟﻬﻤﺎ ﺍﺜﺭ ﻤﻌﻨﻭﻱ ﻋﺎل ﻭﺘﺭﺒﻁﻬﻤﺎ ﻋﻼﻗﺔ‬
‫ﺍﻴﺠﺎﺒﻴﺔ ﻤﻊ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‪.‬‬ ‫ﺘﻭﺼﻴﺎﺕ ﻋﺎﻤﺔ‪.‬‬
‫ﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺠﻌل ﺍﻟﻌﻤل ﻴﺘﻡ ﻓﻲ ﺸﻜل ﻓﺭﻕ ﺍﺫ‬ ‫‪-‬‬ ‫‪ -‬ﻀﺭﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻁﺒﻕ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ‬
‫ﺘﻌﺩ ﻤﺼﺩﺭﺍ ﻗﻭﻴﺎ ﻟﻠﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻋﻨﺩﻤﺎ ﺘﺘﺸﺎﺒﻪ ﻗﻴﻡ‬ ‫ﺍﻟﺸﺎﻤﻠﺔ ﺒﺘﻁﺒﻴﻕ ﻤﻔﻬﻭﻡ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻷﻨﻪ ﻤﻥ ﺃﻫﻡ‬
‫ﺃﻋﻀﺎﺀ ﺍﻟﻔﺭﻴﻕ ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻬﻡ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ‪.‬‬ ‫ﺍﻟﺭﻜﺎﺌﺯ ﺍﻟﺘﻲ ﺘﻘﻭﻡ ﻋﻠﻴﻬﺎ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ ﺍﻟﺸﺎﻤﻠﺔ‪.‬‬
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‫ﺍﻟﻤﺭﺍﺠـﻊ‬
‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺍﻟﻁﻔﻴﻠﻴﺔ"‪ ،‬ﻤﺠﻠﺔ‬ ‫ﺃﺒﻭ ﻤﻌﻤﺭ ﺴﻠﻴﻤﺎﻥ ﻤﺤﺴﻥ‪ ،‬ﻭﺼﻔﻴﺔ‪ .(2009) .‬ﺩﺭﺠﺔ ﻤﻤﺎﺭﺴﺔ‬
‫ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ‪ ،‬ﻤﺞ ‪ ،24‬ﻉ ‪ ،1‬ﺹ ﺹ ‪.364-323‬‬ ‫ﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﺒﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ‬
‫ﺍﻟﺸﻬﺭﻱ ﺃﺒﻭ ﻋﺭﺍﺩ‪ ،‬ﻋﺒﺩ ﺍﷲ ﺒﻥ ﻋﻠﻲ‪.(1999) .‬ﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ‬ ‫ﻟﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﻭﺴﺒل ﺘﻔﻌﻴﻠﻬﺎ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ‬
‫ﻋﻥ ﺍﻟﻌﻤل ﺍﻹﺭﺸﺎﺩﻱ ﻟﺩﻯ ﻤﺭﺸﺩﻱ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺃﺼﻭل ﺍﻟﺘﺭﺒﻴﺔ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﻋﻤﺎﺩﺓ‬
‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻭﻏﻴﺭ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﺒﻤﺩﻴﻨﺔ ﻤﻜﺔ ﺍﻟﻤﻜﺭﻤﺔ‪،‬‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻗﺴﻡ ﺃﺼﻭل ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﻏﺯﺓ‪ ،‬ﻓﻠﺴﻁﻴﻥ‪.‬‬
‫ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪-‬ﺇﺭﺸﺎﺩ ﻨﻔﺴﻲ‪ -‬ﻏﻴﺭ‬ ‫ﺃﺒﻭ ﻨﺼﺭ‪ ،‬ﻤﺩﺤﺕ‪ .(2008).‬ﺇﺩﺍﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﻨﻅﺭﻴﺔ‬
‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻟﻘﺭﻯ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﻗﺴﻡ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪،‬‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻕ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ ‪ :‬ﺩﺍﺭ ﺍﻟﻔﺠﺭ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪ ،‬ﻤﺼﺭ‪.‬‬
‫ﻤﻜﺔ ﺍﻟﻤﻜﺭﻤﺔ‪.‬‬ ‫ﺍﺤﻤﺩ ﺴﻠﻴﻤﺎﻥ‪ ،‬ﻤﺤﻤﺩ‪ ،‬ﻭﻭﻫﺏ ﻋﺒﺩ ﺍﻟﻔﺘﺎﺡ‪ ،‬ﺴﻭﺴﻥ‪،(2011).‬‬
‫ﺍﻟﺸﻴﺦ ﺠﻭﺍﺩ ﻤﺤﻤﺩ‪ ،‬ﺨﻠﻴل‪ ،‬ﻭﺸﺭﻴﺭ ﻋﺒﺩ ﺍﷲ‪ ،‬ﻋﺯﻴﺯﺓ‪.(2008) .‬‬ ‫ﺍﻟﺭﻀﺎ ﻭﺍﻟﻭﻻﺀ ﺍﻟﻭﻅﻴﻔﻲ ﻗﻴﻡ ﻭﺃﺨﻼﻗﻴﺎﺕ ﻤﻨﻅﻤﺎﺕ ﺍﻷﻋﻤﺎل‪،‬‬
‫"ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ‬ ‫ﻁ‪ ،1‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺯﻤﺯﻡ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬
‫ﻟﺩﻯ ﺍﻟﻤﻌﻠﻤﻴﻥ"‪ ،‬ﻤﺠﻠﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﺴﻠﺴﻠﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻻﺼﻘﻪ ﺒﻥ ﺍﺒﺭﺍﻫﻴﻡ ﻤﺤﻤﺩ‪ ،‬ﻤﺤﻤﺩ‪ .(2010) .‬ﺍﻟﺘﻤﻜﻴﻥ ﻭﻋﻼﻗﺘﻪ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﻤﺞ ‪ ،16‬ﻉ‪ ،1‬ﺹ ﺹ ‪.711-683‬‬ ‫ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﺠﻬﺎﺯ ﻗﻭﺍﺕ ﺍﻷﻤﻥ ﺍﻟﺨﺎﺼﺔ ﻓﻲ‬
‫ﺍﻟﺭﺍﺠﺤﻲ ﺒﻥ ﺤﻤﺩ‪ ،‬ﻫﺎﻨﻲ ﺒﻥ ﻨﺎﺼﺭ‪ .(2003) .‬ﺍﻟﺘﻁﻭﻴﺭ‬ ‫ﺍﻟﺭﻴﺎﺽ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪،‬‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﺇﺩﺍﺭﺓ ﺠﻭﺍﺯﺍﺕ‬ ‫ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‪،‬‬
‫ﻤﻨﻁﻘﺔ ﺍﻟﺭﻴﺎﺽ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪،‬‬ ‫ﻗﺴﻡ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺍﻟﺭﻴﺎﺽ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬
‫ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‪،‬‬ ‫ﺍﻟﺒﺎﺤﺴﻴﻥ ﺒﻥ ﻋﺒﺩ ﺍﷲ‪ ،‬ﺴﺎﻤﻲ ‪" .(2004) .‬ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﻗﺴﻡ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺍﻟﺭﻴﺎﺽ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬ ‫ﻟﻤﻨﺩﻭﺒﻲ ﺍﻟﻤﺒﻴﻌﺎﺕ ﻓﻲ ﺍﻟﻘﻁﺎﻉ ﺍﻟﺨﺎﺹ ﺍﻟﺴﻌﻭﺩﻱ‪ :‬ﺩﺭﺍﺴﺔ‬
‫ﺍﻟﺼﻘﺭﺍﺕ‪ ،‬ﺴﻤﻴﺔ ﻋﺒﺩ ﺍﻟﻤﺠﻴﺩ ‪ .(2010) .‬ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬ ‫ﻤﻴﺩﺍﻨﻴﺔ ﻋﻠﻰ ﻤﻨﻁﻤﺎﺕ ﺍﻟﻘﻁﺎﻉ ﺍﻟﺨﺎﺹ ﺒﺎﻟﻤﻨﻁﻘﺔ ﺍﻟﺸﺭﻗﻴﺔ"‪،‬‬
‫ﻭﻋﻼﻗﺘﻪ ﺒﺎﻻﻟﺘﺯﺍﻡ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻤﺸﺭﻓﻴﻥ ﺍﻟﺘﺭﺒﻭﻴﻴﻥ ﻓﻲ‬ ‫ﻭﺭﻗﺔ ﻤﻘﺩﻤﺔ ﺇﻟﻰ ﺍﻟﻤﺅﺘﻤﺭ ﺍﻟﺴﻨﻭﻱ ﺍﻟﺨﺎﻤﺱ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬
‫ﺇﻗﻠﻴﻡ ﺍﻟﺠﻨﻭﺏ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻷﺭﺩﻨﻴﺔ ﺍﻟﻬﺎﺸﻤﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ‬ ‫ﺍﻹﺒﺩﺍﻉ ﻭﺍﻟﺘﺠﺩﻴﺩ ﺩﻭﺭ ﺍﻟﻤﺩﻴﺭ ﺍﻟﻌﺭﺒﻲ ﻓﻲ ﺍﻹﺒﺩﺍﻉ ﻭﺍﻟﺘﻤﻴﺯ‪،‬‬
‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﻤﺅﺘﺔ‪،‬‬ ‫ﺸﺭﻡ ﺍﻟﺸﻴﺦ‪ ،‬ﻤﺼﺭ‪ 28-27 ،‬ﻨﻭﻓﻤﺒﺭ‪ ،‬ﺹ ﺹ ‪.311-305‬‬
‫ﻋﻤﺎﺩﺓ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬ ‫ﺍﻟﺠﻴﻭﺴﻲ ﺭﺴﻼﻥ‪ ،‬ﻤﺤﻤﺩ‪ ،‬ﻭﺠﺎﺩ ﺍﷲ‪ ،‬ﺠﻤﻴﻠﺔ‪ .(2008) .‬ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﺼﻤﺎﺩﻱ ﻤﺤﻤﺩ ﻋﻠﻲ‪ ،‬ﺯﻴﺎﺩ‪ ،‬ﻭﻤﺤﻤﺩ ﺍﻟﺭﻭﺍﺸﺩﺓ‪ ،‬ﻓﺭﺍﺱ‪.(2009).‬‬ ‫ﻋﻠﻡ ﻭﺘﻁﺒﻴﻕ‪ ،‬ﻁ‪ ،3‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺍﻟﻤﻴﺴﺭﺓ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‬
‫"ﻤﺤﺩﺩﺍﺕ ﺍﻟﺭﻀﺎ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ ﺍﻟﻭﻅﻴﻔﻲ ﻓﻲ ﻤﺅﺴﺴﺔ ﺍﻟﻤﻭﺍﻨﺊ‬ ‫ﻭﺍﻟﻁﺒﺎﻋﺔ‪.‬‬
‫ﻓﻲ ﺍﻷﺭﺩﻥ‪ :‬ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ"‪ ،‬ﺍﻟﻤﺠﻠﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻓﻲ ﺇﺩﺍﺭﺓ‬ ‫ﺍﻟﺴﻘﺎ ﺴﺎﻟﻡ‪ ،‬ﺸﻔﺎ‪ .(2009) .‬ﻤﺩﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﻤﻭﻅﻔﻲ‬
‫ﺍﻷﻋﻤﺎل‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻤﺞ ‪ ،5‬ﻉ‪ ،3‬ﺹ ﺹ‪.350-327 :‬‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﻘﻁﺎﻉ ﻏﺯﺓ ﻋﻥ ﻨﻅﺎﻡ ﺍﻟﺘﻌﻭﻴﻀﺎﺕ‬
‫ﺍﻟﻀﻼﻋﻴﻥ‪ ،‬ﻋﻠﻲ‪".(2010) .‬ﺍﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻓﻲ ﺍﻟﺘﻤﻴﺯ‬ ‫ﺍﻟﻤﺎﻟﻴﺔ ﺤﺎﻟﺔ ﺩﺭﺍﺴﻴﺔ‪ :‬ﻭﺯﺍﺭﺓ ﺍﻟﺸﺅﻭﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ‬
‫ﺍﻟﺘﻨﻅﻴﻤﻲ‪ :‬ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﻓﻲ ﺸﺭﻜﺔ ﺍﻻﺘﺼﺎﻻﺕ ﺍﻷﺭﺩﻨﻴﺔ" ‪.‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ ﻟﻠﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻤﺅﺘﺔ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻤﺞ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪ ،‬ﻗﺴﻡ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل‪ ،‬ﻏﺯﺓ‪،‬‬
‫‪ ،37‬ﻉ ‪ ،1‬ﺹ ﺹ‪.92-64 :‬‬ ‫ﻓﻠﺴﻁﻴﻥ‪.‬‬
‫ﺍﻟﻌﺘﻴﺒﻲ ﺒﻥ ﻤﺭﺯﻭﻕ‪،‬ﺴﻌﺩ‪ .(2005) .‬ﺩﻭﺭ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴﺔ ﻓﻲ‬ ‫ﺍﻟﺤﺭﺍﺤﺸﺔ‪ ،‬ﻤﺤﻤﺩ‪ ،‬ﻭﺍﻟﻬﻴﺘﻲ‪ ،‬ﺼﻼﺡ ﺍﻟﺩﻴﻥ‪" .(2006) .‬ﺍﺜﺭ‬
‫ﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﻴﺭ‪ ،‬ﻭﺭﻗﺔ ﻤﻘﺩﻤﺔ ﺇﻟﻰ ﺍﻟﻤﺅﺘﻤﺭ ﺍﻹﺩﺍﺭﻱ ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﺍﻟﺩﻋﻡ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺍﻟﺴﻠﻭﻙ ﺍﻹﺒﺩﺍﻋﻲ ﻜﻤﺎ‬
‫ﺤﻭل ﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﻴﺭ ﻭﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺘﻁﻭﻴﺭ ﻓﻲ ﺍﻟﻌﻤل ﺍﻹﺩﺍﺭﻱ‪،‬‬ ‫ﻴﺭﺍﻩ ﺍﻟﻌﺎﻤﻠﻭﻥ ﻓﻲ ﺸﺭﻜﺔ ﺍﻻﺘﺼﺎﻻﺕ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﺩﺭﺍﺴﺔ‬
‫‪ 19-18‬ﺼﻔﺭ‪ ،‬ﺠﺩﺓ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ‬ ‫ﻤﻴﺩﺍﻨﻴﺔ"‪ ،‬ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻤﺞ ‪،33‬‬
‫ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺹ ﺹ‪15-13 :‬‬ ‫ﻉ ‪ ،2‬ﺹ ﺹ ‪.266-240‬‬
‫ﺍﻟﻌﺘﻴﺒﻲ ﺒﻥ ﻤﺭﺯﻭﻕ‪ ،‬ﺴﻌﺩ‪.(2004) .‬ﺃﻓﻜﺎﺭ ﻟﺘﻌﺯﻴﺯ ﺘﻤﻜﻴﻥ‬ ‫ﺍﻟﺤﺭﺍﺤﺸﺔ‪ ،‬ﻤﺤﻤﺩ ﻋﺒﻭﺩ‪" .(2008) .‬ﺍﻟﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺫﻱ ﻴﻤﺎﺭﺴﻪ‬
‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‪.‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ ﺹ‪:‬‬ ‫ﻤﺩﻴﺭﻭ ﺍﻟﻤﺩﺍﺭﺱ ﻭﻋﻼﻗﺘﻪ ﺒﻤﺴﺘﻭﻯ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻤﻌﻠﻤﻴﻥ‬
‫‪-84-‬‬
‫ﺍﻟﻤﺠﻠﺩ ‪ ،11‬ﺍﻟﻌﺩﺩ ‪2015 ،1‬‬
‫ﹼ‬ ‫ا‪ ‬ا‪‬رد‪  ‬إدارة ا‪‬ل‪،‬‬
‫ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺠﺯﺍﺌﺭ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ‬ ‫‪.117-90‬‬

‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﺘﺠﺎﺭﻴﺔ ﻭﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪ ،‬ﻗﺴﻡ ﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪،‬‬ ‫ﺍﻟﻔﺭﻴﺠﺎﺕ ﻜﺎﻅﻡ ﺤﻤﻭﺩ‪ ،‬ﺨﻀﻴﺭ ﻭﺁﺨﺭﻭﻥ‪ .(2009) .‬ﺍﻟﺴﻠﻭﻙ‬
‫ﺍﻟﺠﺯﺍﺌﺭ‪.‬‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ ﻤﻔﺎﻫﻴﻡ ﻤﻌﺎﺼﺭﺓ‪ ،‬ﻁ‪ ،1‬ﻋﻤﺎﻥ‪ :‬ﺍﺜﺭﺍﺀ ﻟﻠﻨﺸﺭ‬
‫ﺤﺭﻴﻡ‪،‬ﺤﺴﻴﻥ‪ .(2006) .‬ﻤﺒﺎﺩﺉ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺤﺩﻴﺜﺔ ﺍﻟﻨﻅﺭﻴﺎﺕ‬ ‫ﻭﺍﻟﺘﻭﺯﻴﻊ‪ ،‬ﺍﻟﺸﺎﺭﻗﺔ‪ :‬ﻤﻜﺘﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ ﻭﻭﻅﺎﺌﻑ ﺍﻟﻤﻨﻅﻤﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﺤﺎﻤﺩ ﻟﻠﻨﺸﺭ‬ ‫ﺍﻟﻔﻀﻠﻲ ﺼﺒﺎﺡ‪ ،‬ﻓﻀل‪" .(1998) .‬ﻋﻼﻗﺔ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬ ‫ﺒﺎﻟﻌﺎﺌﺩ ﺍﻟﻤﺎﻟﻲ ﻟﻠﻭﻅﻴﻔﺔ ﻭﻤﺴﺘﻘﺒﻠﻬﺎ ﺍﻟﻤﻬﻨﻲ ﻭﻅﺭﻭﻓﻬﺎ ﺍﻟﻤﺎﺩﻴﺔ‬
‫ﺤﻨﻔﻲ‪ ،‬ﻋﺒﺩ ﺍﻟﻐﻔﺎﺭ‪ .(2007) .‬ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻤﻭﺍﺭﺩ‬ ‫ﻓﻲ ﺍﻷﺠﻬﺯﺓ ﺍﻟﺤﻜﻭﻤﻴﺔ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ"‪ ،‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ‬
‫ﺍﻟﺒﺸﺭﻴﺔ‪ ،‬ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪ :‬ﺍﻟﺩﺍﺭ ﺍﻟﺠﺎﻤﻌﻴﺔ‪ ،،‬ﻤﺼﺭ‪.‬‬ ‫ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﻟﻼﻗﺘﺼﺎﺩ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪،‬‬
‫ﺨﻠﻴﻔﺎﺕ‪ ،‬ﻋﺒﺩ ﺍﻟﻔﺘﺎﺡ ﺼﺎﻟﺢ‪ ،‬ﻭﺍﻟﻤﻼﺤﻤﺔ ﺨﻠﻑ‪ ،‬ﻤﻨﻰ‪.(2009) .‬‬ ‫ﻤﺞ ‪ ،11‬ﺹ ﺹ‪.33-3 :‬‬
‫"ﺍﻟﻭﻻﺀ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺃﻋﻀﺎﺀ‬ ‫ﺍﻟﻜﺴﺎﺴﺒﺔ‪ ،‬ﻤﺤﻤﺩ ﻤﻔﻀﻲ ﻭﺁﺨﺭﻭﻥ‪ ".(2009) .‬ﺘﺄﺜﻴﺭ ﺜﻘﺎﻓـﺔ‬
‫ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺍﻷﺭﺩﻨﻴﺔ"‪ ،‬ﻤﺠﻠﺔ‬ ‫ﺍﻟﺘﻤﻜﻴـﻥ ﻭﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺤﻭﻴﻠﻴـﺔ ﻋﻠﻰ ﺍﻟﻤﻨﻅﻤـﺔ ﺍﻟﻤﺘﻌﻠﻤـﺔ"‪،‬‬
‫ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ‪ ،‬ﻤﺞ ‪ ،25‬ﻉ ‪ ،4+3‬ﺹ ﺹ‪.340-289 :‬‬ ‫ﺍﻟﻤﺠﻠـﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻓﻲ ﺍﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻤﺞ ‪ ،5‬ﻉ‪،1‬‬
‫ﺫﻴﺎﺏ ﺘﺭﻜﻲ ﻭﺍﺼﻑ‪ ،‬ﺍﻤﺠﺩ‪ .(2004) .‬ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﻟﺩﻯ‬ ‫ﺹ ﺹ‪.45-19 :‬‬
‫ﻤﺩﻴﺭﻱ ﻤﺩﺍﺭﺱ ﻭﻜﺎﻟﺔ ﺍﻟﻐﻭﺙ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﺸﻤﺎل ﻓﻠﺴﻁﻴﻥ‬ ‫ﺍﻟﻠﻭﺯﻱ‪ ،‬ﻤﻭﺴﻰ‪ .(1999) .‬ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺘﻨﻅﻴﻤﻲ ﺃﺴﺎﺴﻴﺎﺕ‬
‫ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﻌﻠﻤﻴﻥ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻹﺩﺍﺭﺓ‬ ‫ﻭﻤﻔﺎﻫﻴﻡ ﺤﺩﻴﺜﺔ‪ ،‬ﻁ‪ ،1‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﻭﺍﺌل ﻟﻠﻨﺸﺭ ﻭﺍﻟﻁﺒﺎﻋﺔ‪.‬‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻨﺠﺎﺡ ﺍﻟﻭﻁﻨﻴﺔ‪ ،‬ﻜﻠﻴﺔ‬ ‫ﺍﻟﻤﺩﻟﺞ ﺒﻥ ﻋﺒﺩ ﺍﻟﻤﺤﺴﻥ‪ ،‬ﻋﺒﺩ ﺍﷲ‪ .(2003) .‬ﻗﻴﺎﺱ ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻨﺎﺒﻠﺱ‪ ،‬ﻓﻠﺴﻁﻴﻥ‪.‬‬ ‫ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﻟﺩﻯ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻟﻔﻨﻴﻴﻥ ﻓﻲ ﺍﻟﺨﺩﻤﺎﺕ ﺍﻟﻁﺒﻴﺔ‬
‫‪-‬ﺯﻭﺍﻕ‪ ،‬ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ‪ .(2006) .‬ﻤﺘﻁﻠﺒﺎﺕ ﺘﻁﺒﻴﻕ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ‬ ‫ﻟﻠﻘﻭﺍﺕ ﺍﻟﻤﺴﻠﺤﺔ ﺒﺎﻟﺭﻴﺎﺽ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻟﻌﻠﻭﻡ‬
‫ﺍﻟﺸﺎﻤﻠﺔ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ :‬ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ ﻤﺠﻤﻊ‬ ‫ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪ ،‬ﻜﻠﻴﺔ‬
‫ﺼﻴﺩﺍل‪ .‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻟﺘﺴﻭﻴﻕ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻗﺴﻡ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪ ،‬ﺍﻟﺭﻴﺎﺽ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ‬
‫ﺴﻌﺩ ﺩﺤﻠﺏ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﺘﺠﺎﺭﻴﺔ ﻭﻋﻠﻭﻡ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬
‫ﺍﻟﺘﺴﻴﻴﺭ‪ ،‬ﺍﻟﺒﻠﻴﺩﺓ‪ ،‬ﺍﻟﺠﺯﺍﺌﺭ‪.‬‬ ‫ﺍﻟﻤﻌﺎﻨﻲ ﺃﻴﻤﻥ ﻋﻭﺩﺓ‪ ،‬ﻭﺍﺨﻭ ﺍﺭﺸﻴﺩﺓ‪ ،‬ﻋﺒﺩ ﺍﻟﺤﻜﻴﻡ ﻋﻘﻠﺔ‪.(2009).‬‬
‫ﺭﻀﺎ ﻋﻠﻲ ﺤﺴﻥ‪ ،‬ﺤﺎﺘﻡ‪ .(2003) .‬ﺍﻹﺒﺩﺍﻉ ﺍﻹﺩﺍﺭﻱ ﻭﻋﻼﻗﺘﻪ‬ ‫"ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ ﻭﺁﺜﺎﺭﻩ ﻓﻲ ﺇﺒﺩﺍﻉ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﺒﺎﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ ﺩﺭﺍﺴﺔ ﺘﻁﺒﻴﻘﻴﺔ ﻋﻠﻰ ﺍﻷﺠﻬﺯﺓ ﺍﻷﻤﻨﻴﺔ‬ ‫ﺍﻷﺭﺩﻨﻴﺔ‪ :‬ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﺘﺤﻠﻴﻠﻴﺔ"‪ ،‬ﺍﻟﻤﺠﻠﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻓﻲ ﺇﺩﺍﺭﺓ‬
‫ﺒﻤﻁﺎﺭ ﺍﻟﻤﻠﻙ ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﺍﻟﺩﻭﻟﻲ ﺒﺠﺩﺓ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ‬ ‫ﺍﻷﻋﻤﺎل‪ ،‬ﺍﻷﺭﺩﻥ‪ ،‬ﻤﺞ ‪ ،5‬ﻉ ‪ ،2‬ﺹ ﺹ‪.259-234 :‬‬
‫ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻌﻠﻭﻡ‬ ‫ﺒﻠﻜﺒﻴﺭ ﻤﺤﻤﺩ‪ ،‬ﺨﻠﻴﺩﺓ‪ .(2007) .‬ﻤﻜﺎﻨﺔ ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ ﻀﻤﻥ‬
‫ﺍﻷﻤﻨﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻗﺴﻡ ﺍﻟﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ‪،‬‬ ‫ﻤﺩﺍﺨل ﺍﻟﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ‪ :‬ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ ﺸﺭﻜﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺭﻴﺎﺽ‪ ،‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪.‬‬ ‫ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﻟﻬﻨﺩﺴﺔ ﺍﻟﻤﺩﻨﻴﺔ ‪ ،BATIGEC‬ﺭﺴﺎﻟﺔ‬
‫ﺴﻠﻁﺎﻥ ﺴﻌﻴﺩ ﺃﻨﻭﺭ‪ ،‬ﻤﺤﻤﺩ‪ .(2003) .‬ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻅﻴﻤﻲ‪،‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎل ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺴﻌﺩ‬
‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪ :‬ﺩﺍﺭ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﺠﺩﻴﺩﺓ‪ ،،‬ﻤﺼﺭ‪.‬‬ ‫ﺩﺤﻠﺏ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﺘﺠﺎﺭﻴﺔ ﻭﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪،‬‬
‫ﺸﻨﻭﻓﻲ‪ ،‬ﻨﻭﺭ ﺍﻟﺩﻴﻥ‪ .(2005/2004) .‬ﺘﻔﻌﻴل ﻨﻅﺎﻡ ﺘﻘﻴﻴﻡ ﺃﺩﺍﺀ‬ ‫ﻗﺴﻡ ﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪ ،‬ﺍﻟﺒﻠﻴﺩﺓ‪ ،‬ﺍﻟﺠﺯﺍﺌﺭ‪.‬‬
‫ﺍﻟﻌﺎﻤل ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﻌﻤﻭﻤﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ‬ ‫ﺒﻥ ﻋﺒﻴﺩ‪ ،‬ﻋﺒﺩ ﺍﻟﺒﺎﺴﻁ‪ .(2006 -2005) .‬ﺩﻭﺭ ﺍﻟﺭﻀﺎ ﺍﻟﻭﻅﻴﻔﻲ‬
‫ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﺠﺯﺍﺌﺭﻴﺔ ﻟﻠﻐﺎﺯ ﻭﺍﻟﻜﻬﺭﺒﺎﺀ‪،SONALGAZ‬‬ ‫ﻓﻲ ﺍﻨﻀﺒﺎﻁ ﺍﻟﻤﻭﻅﻔﻴﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﻌﻤﻭﻤﻴﺔ ﺍﻟﺠﺯﺍﺌﺭﻴﺔ‪،‬‬
‫ﺃﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﻩ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﺘﺨﺼﺹ ﺘﺴﻴﻴﺭ‪،‬‬ ‫ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪ -‬ﺘﺴﻴﻴﺭ ﻋﻤﻭﻤﻲ‪ -‬ﻏﻴﺭ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﺠﺯﺍﺌﺭ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﺘﺠﺎﺭﻴﺔ ﻭﻋﻠﻭﻡ‬ ‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﻤﺤﻤﺩ ﺨﻴﻀﺭ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬
‫ﺍﻟﺘﺴﻴﻴﺭ‪ ،‬ﻗﺴﻡ ﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪.‬‬ ‫ﻭﺍﻟﺘﺠﺎﺭﻴﺔ ﻭﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪ ،‬ﻗﺴﻡ ﻋﻠﻭﻡ ﺍﻟﺘﺴﻴﻴﺭ‪ ،‬ﺒﺴﻜﺭﺓ‪،‬‬
‫ﻋﺒﺎﺱ ﻤﺤﻤﺩ‪ ،‬ﺴﻬﻴﻠﺔ‪ ،‬ﻭﺤﺴﻴﻥ ﻋﻠﻲ‪ ،‬ﻋﻠﻲ‪ .(2007) .‬ﺇﺩﺍﺭﺓ‬ ‫ﺍﻟﺠﺯﺍﺌﺭ‪.‬‬
‫ﺍﻟﻤﻭﺍﺭﺩ ﺍﻟﺒﺸﺭﻴﺔ‪ ،‬ﻁ‪ ،3‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﻭﺍﺌل‪.‬‬ ‫ﺠﻴﻠﺢ‪ ،‬ﺍﻟﺼﺎﻟﺢ‪.(2006 ).‬ﺍﺜﺭ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ‬
‫ﻋﺒﺩ ﺍﻷﻤﻴﺭ‪ ،‬ﺃﺜﻴﺭ‪ ،‬ﻭﻋﺒﺩ ﺍﻟﺭﺴﻭل‪ ،‬ﺤﺴﻴﻥ ﻋﻠﻲ‪.‬‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‪ :‬ﺩﺭﺍﺴﺔ ﺤﺎﻟﺔ ﻤﺠﻤﻊ ﺼﻴﺩﺍل‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ‬
‫‪-85-‬‬
‫ ﻟﻁﻴﻔﺔ ﺍﺤﻤﺩ ﺍﻟﺴﺒﺘﻲ‬،‫ﻤﺤﻤﺩ ﺍﻟﻁﺎﻫﺭ ﻗﺭﻴﺸﻲ‬ ...‫ﺃﺜﺭ ﺍﻟﺘﻤﻜﻴﻥ ﺍﻹﺩﺍﺭﻱ‬
.(2008) .‫ ﺍﻟﺴﻴﺩ ﻤﺤﻤﺩ‬،‫ ﻭﻋﺒﺩ ﺍﻟﻤﺠﻴﺩ‬،‫ ﻓﺎﺭﻭﻕ‬،‫ﻓﻠﻴﻪ ﻋﺒﺩﻩ‬ ‫"ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻟﺘﻤﻜﻴﻥ ﻭﺃﺜﺭﻫﺎ ﻓﻲ ﻓﺎﻋﻠﻴﺔ ﻓﺭﻴﻕ‬.(2008)
،1‫ ﻁ‬،‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻅﻴﻤﻲ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ ﻤﺠﻠﺔ‬،"‫ ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻓﻲ ﻜﻠﻴﺎﺕ ﺠﺎﻤﻌﺔ ﺍﻟﻘﺎﺩﺴﻴﺔ‬:‫ﺍﻟﻌﻤل‬
.‫ ﺩﺍﺭ ﺍﻟﻤﻴﺴﺭﺓ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‬:‫ﻋﻤﺎﻥ‬ ‫ ﻤﺞ‬،‫ ﺍﻷﺭﺩﻥ‬،‫ﺠﺎﻤﻌﺔ ﺍﻟﻘﺎﺩﺴﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬
.64-50 :‫ ﺹ ﺹ‬،3‫ ﻉ‬،10
‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬
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2015 ،1 ‫ ﺍﻟﻌﺩﺩ‬،11 ‫ﺍﻟﻤﺠﻠﺩ‬
‫ﹼ‬ ،‫ل‬‫ إدارة ا‬ ‫رد‬‫ ا‬‫ا‬
The Impact of Empowerment in Realization of Job Satisfaction among

Mouhamed Khaider University of Biskra Employees
Mohamed Taher Grichi1, Latifa Ahmed Sebti2
ABSTRACT
This study aimed at exploring the effect of the empowerment in job satisfaction among workers at
Mouhamed Khaider university of Biskra, It aimed to emphasize the importance of empowerment in
the realization of job satisfaction in the same university. To achieve the objectives of the study a
questionnaire was developed to collect data from the study sample, a total of 150 questionnaires were
distributed of which 139 questionnaires were returned and were ready for analysis. Data were
analized using a number of statistical techniques including: the mean, standard deviation and variance
analysis, ... etc. it was found that the independent variables of empowerment (delegation of authority,
effective communication, motivation, training, and team work) affect the dependent variable (job
satisfaction), as it found that the empowerment explains (52% ) of the variance in the dependent
variable (job satisfaction), the study also found that the (sex) variable affects the (empowerment)
variable.
KEYWORDS: empowerment, job satisfaction, authority delegation, teamwork.
__________________________________________________
1
Lecturer Professor, Department of Management, Faculty of Economic
Sciences, Trade and Management, Mohamed Khaider University of
Biskra-Algeria, grichimohamed1979@gmail.com
2
Assistant Professor, Department of Management, Faculty of
Economics, Trade and Management, Mohamed Khaider University of
Biskra-Algeria, Seblati@yahoo.fr
Received on 3/6/2014 and Accepted for Publication on 18/9/2014.
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