‫اﺑﺮاﻫﻴﻢ‪ ،‬ﻪ ‪٩ - ۴٩‬‬

‫آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬ ‫ﻧﻮه ‪ ٩۶‬ﻤﺎره‬

‫رﻧﮕﺮﻳﺰ‪ ،‬ﺘﺎن‬
‫‪....‬ﺎره ‪ ١‬ﮫﺎر و‬
‫اﺳﺘﺮاﺗﮋﻳﻚﻢ‪ ،‬ﻤ‬
‫ﺷﺎﻳﺴﺘﮕﻲﺳﺎزﻣﺎ ﮫﺎ ﺳﺎل‬
‫اﻟﮕﻮي آ ﻮزش‬
‫ﻃﺮاﺣﻲ ﺪ‬

‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي اﺳﺘﺮاﺗﮋﻳﻚ ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﺑﺎ اﺳﺘﻔﺎده از‬

‫روش ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن‬
‫رﻧﮕﺮﻳﺰ‪ ،‬داﻧﺸﻴﺎر‪ ،‬ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﻲ‪ ،‬ﮔﺮوه ﻣﺪﻳﺮﻳﺖ ﻛﺴﺐوﻛﺎر‪ ،‬داﻧﺸﻜﺪه ﻣﺪﻳﺮﻳﺖ‪ ،‬داﻧﺸﮕﺎه ﺧﻮارزﻣﻲ‪ ،‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪.‬‬ ‫ﺣﺴﻦ‬
‫اﺳﺘﺎد ﻣﺪﻳﺮﻳﺖ آﻣﻮزﺷﻲ‪ ،‬ﮔﺮوه ﻣﺪﻳﺮﻳﺖ آﻣﻮزﺷﻲ‪ ،‬داﻧﺸﻜﺪه ﻣﺪﻳﺮﻳﺖ‪ ،‬داﻧﺸﮕﺎه ﺧﻮارزﻣﻲ‪ ،‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪.‬‬ ‫ﻋﺒﺪاﻟﺮﺣﻴﻢ ﻧﻮهاﺑﺮاﻫﻴﻢ‪،‬‬
‫اﺳﺘﺎد ﻣﺪﻳﺮﻳﺖ آﻣﻮزش ﻋﺎﻟﻲ‪ ،‬ﮔﺮوه ﻣﺪﻳﺮﻳﺖ آﻣﻮزﺷﻲ‪ ،‬داﻧﺸﻜﺪه ﻣﺪﻳﺮﻳﺖ‪ ،‬داﻧﺸﮕﺎه ﺧﻮارزﻣﻲ‪ ،‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪.‬‬ ‫ﺣﻤﻴﺪرﺿﺎ آراﺳﺘﻪ‪،‬‬
‫داﻧﺸﺠﻮي دﻛﺘﺮي ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﻲ‪ ،‬ﮔﺮوه ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﻲ‪ ،‬داﻧﺸﻜﺪه ﻣﺪﻳﺮﻳﺖ‪ ،‬داﻧﺸﮕﺎه ﺧﻮارزﻣﻲ‪،‬‬ ‫‪‬ﻓﺮزاد ﺳﻠﻄﺎﻧﻴﻪ‪،‬‬
‫ﺗﻬﺮان‪ ،‬اﻳﺮان‬

‫ﭼﻜﻴﺪه‬
‫از آﻧﺠﺎ ﻛﻪ ﺗﺎﻛﻨﻮن اﻟﮕﻮي ﻣﺸﺨﺼﻲ ﺑﺮاي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﺗﺪوﻳﻦ ﻧﺸﺪه اﺳﺖ‪ ،‬در اﻳﻦ ﭘﮋوﻫﺶ ﺳﻌﻲ‬
‫ﺑﺮ آن اﺳﺖ ﻛﻪ اﻟﮕﻮﻳﻲ ﺑﺮاي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي اﺳﺘﺮاﺗﮋﻳﻚ ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي اراﺋﻪ ﺷﻮد‪ .‬ﺟﺎﻣﻌﻪ آﻣﺎري اﻳﻦ ﭘﮋوﻫﺶ ﻣﻨﺎﺑﻊ‬
‫ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﺪﻳﺮان و ﺑﻪ وﻳﮋه ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي )وﻇﻴﻔﻪاي( ﺑﻮد‪ .‬ﭘﺲ از ﺑﺮرﺳﻲ ﻣﻨﺎﺑﻊ اﺳﺘﺨﺮاج ﺷﺪه از ﭘﺎﻳﮕﺎهﻫﺎي داده‪،‬‬
‫‪ 95‬ﻣﻨﺒﻊ ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ ﺑﻪدﺳﺖ آﻣﺪه اﺳﺖ‪ .‬ﭘﺎﻳﺎﻳﻲ ﻧﺘﺎﻳﺞ ﺑﺎ اﺳﺘﻔﺎده از روش ﻫﻮﻟﺴﺘﻲ ‪ 0/921‬ﺑﺮآورد ﮔﺮدﻳﺪ‪ .‬در اﻳﻦ‬
‫ﻣﻘﺎﻟﻪ ﻣﻀﻤﻮنﻫﺎ و اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن ﺗﺪوﻳﻦ ﺷﺪه اﺳﺖ‪.‬‬
‫ﻓﺮآﻳﻨﺪ ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن ﺑﻪ ﺻﻮرت دﺳﺘﻲ و ﻧﻴﺰ ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮماﻓﺰار ‪ Nvivo‬اﻧﺠﺎم ﺷﺪه اﺳﺖ‪ .‬ﻧﺘﺎﻳﺞ اﻳﻦ ﭘﮋوﻫﺶ‬
‫ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ ﻣﻲﺗﻮان ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي را در ﺳﻪ ﻣﻀﻤﻮن رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ‪ ،‬ﻗﺎﺑﻠﻴﺖﺳﺎزي‪ ،‬و‬
‫ﻣﺼﺮ و ﺛﺎﺑﺖﻗﺪم در ﻣﻮﻓﻘﻴﺖ ﺧﻼﺻﻪ ﻧﻤﻮد‪ .‬ﻣﻀﻤﻮن رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ ﺧﻮد داراي ﺳﻪ ﻣﻀﻤﻮن ﺳﺎزﻣﺎندﻫﻨﺪه و‬
‫ﻫﻔﺖ ﻣﻀﻤﻮن ﭘﺎﻳﻪ ﻣﻲﺑﺎﺷﺪ‪ :‬ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ )ﮔﺮاﻳﺶ ﺗﻴﻤﻲ‪ ،‬ﭘﺮورش دﻳﮕﺮان و ﺑﺴﺘﺮﺳﺎزي(‪ ،‬ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ‬
‫)ﺧﻮدﻣﺪﻳﺮﻳﺘﻲ و اﻋﺘﺒﺎر( و ﺗﻔﻜﺮ اﺳﺘﺮاﺗﮋﻳﻚ )ﻓﻌﺎل اﺳﺘﺮاﺗﮋي و ﺑﺎﺑﺼﻴﺮت(‪ .‬ﻣﻀﻤﻮن ﻗﺎﺑﻠﻴﺖﺳﺎزي ﻧﻴﺰ داراي دو‬
‫ﻣﻀﻤﻮن ﺳﺎزﻣﺎندﻫﻨﺪه و ﭼﻬﺎر ﻣﻀﻤﻮن ﭘﺎﻳﻪ ﻣﻲﺑﺎﺷﺪ‪ :‬ﺑﻬﺮهور )ﻧﺘﻴﺠﻪﮔﺮا و ﺑﻬﻴﻨﻪﻛﻨﻨﺪه ﻣﻨﺎﺑﻊ( و ﻣﻄﻠﻊ )داﻧﺶ‬
‫درونﻛﺎرﻛﺮدي و داﻧﺶ ﺑﺮونﻛﺎرﻛﺮدي(‪ .‬ﻣﻀﻤﻮن ﻣﺼﺮ و ﺛﺎﺑﺖﻗﺪم در ﻣﻮﻓﻘﻴﺖ ﻫﻢ داراي ﺳﻪ ﻣﻀﻤﻮن ﺳﺎزﻣﺎندﻫﻨﺪه و‬
‫ﻧﻪ ﻣﻀﻤﻮن ﭘﺎﻳﻪ ﻣﻲﺑﺎﺷﺪ‪ :‬ﮔﺮاﻳﺶ ﺑﻪ ﻛﺎرآﻓﺮﻳﻨﻲ )ﻓﺮﺻﺖﻃﻠﺒﻲ‪ ،‬ﮔﺮاﻳﺶ ﺑﻪ ﻧﻮآوري و ﺷﺒﻜﻪﺳﺎزي(‪ ،‬در ﺟﺴﺘﺠﻮي ﺗﻌﺎﻟﻲ‬
‫)ﻃﺮاح ﺳﺎزﻣﺎن‪ ،‬ﻣﺪﻳﺮﻳﺖ داﻧﺶ و ﻣﺪﻳﺮﻳﺖ ﻋﻤﻠﻜﺮد( و ﭘﺎﺳﺨﮕﻮﻳﻲ )ﻣﺪﻳﺮﻳﺖ ﺗﻐﻴﻴﺮ‪ ،‬اﻧﻌﻄﺎفﭘﺬﻳﺮي و ﻣﺪﻳﺮﻳﺖ ﭘﺮوژه(‪.‬‬

‫واژﮔﺎن ﻛﻠﻴﺪي‪ :‬ﺷﺎﻳﺴﺘﮕﻲ‪ ،‬اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ‪ ،‬ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‪ ،‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‪.‬‬

‫‪ ‬ﻧﻮﻳﺴﻨﺪه ﻣﺴﺌﻮل‪soltanief@yahoo.com :‬‬

‫درﻳﺎﻓﺖ ﻣﻘﺎﻟﻪ‪ 96/1/30 :‬ﭘﺬﻳﺮش ﻣﻘﺎﻟﻪ‪96/5/1 :‬‬

‫‪9‬‬
 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬
Managing Education in Organizations Vol.6/No.1/ spring & summer 2017 Page 9-49

Designing the Model of Strategic Competencies of Functional

Managers with Thematic Analysis

Hassan Rangriz, Associate Professor of HRM, Faculty of Management,

Kharazmi University, Tehran, Iran
Abdolrahim Naveh Ebrahim, Professor of Educational Management,


Faculty of Management, Kharazmi University, Tehran, Iran
Hamidreza Arasteh, Professor of Administration in Higher

I D
Education,Faculty of Management, Kharazmi University, Tehran, Iran
Farzad Soltanieh, Ph.D Candidate, HRM, Faculty of Management,

Abstract
Kharazmi University, Tehran, Iran

f S
Up to now, there is not presented a specific model for functional managers,
accordingly, in this paper we try to provide such a model. Resources related to

o
managers, especially functional managers, comprise the population of this paper.
After scrutinizing resources extracted from databases, finally 95 resources
remained as sample. Reliability of the findings has been estimated 0/921 by the

e
Holsti formula. In this article with the help of thematic analysis, competency
themes and thematic Network are derived. This process is done both manually

v
and with Nvivo software. Findings of this research illustrate that functional

i
manager competencies can be classified into three categories: strategic
leadership, capability builder, and success persistent and consistent. "Strategic
leadership" consists of three organizing themes and seven basic themes:

h
Collective progression (team orientation, developing others, and context
facilitator), Strategic thinking (strategy practitioner and insightful), and

c
Charismatic (self-management and credibility). "Capability builder" consists of

r
two organizing themes and four basic themes: Productivity (result orientation and
resources optimization) and Knowledgeable (functional knowledge and ex-
funxtional knowledge). "Success persistent and consistent" consists of three

A
organizing themes and nine basic themes: Enterpreneurial orientation
(opportunist, innovation orientation, and networkig), Excellence seeker
(organization designer, knowledge management, and performance management),
and Responsiveness (change management, flexibility, and project management).

Keywords: Competency, Competency Model, Functional Managers,

Functional Manager Competencies

 Corresponding author: soltanief@yahoo.com

Receiving Date: 19/4/2017 Acceptance Date: 23/7/2017

www.SID.ir
10
 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﻣﻘﺪﻣﻪ‬
‫در ﻋﺼﺮ ﻛﻨﻮﻧﻲ ﻛﻪ ﺗﻐﻴﻴﺮ ﺟﺰء ﺟﺪاﻳﻲﻧﺎﭘﺬﻳﺮ آن اﺳﺖ‪ ،‬ﻣﺸﺎﻏﻞِ در ﺣﺎل ﺗﻐﻴﻴﺮ ﺳﺎزﻣﺎﻧﻲ‬
‫ﻧﻴﺎزﻣﻨﺪ ﻣﻬﺎرتﻫﺎي ﺟﺪﻳﺪ ﻫﺴﺘﻨﺪ و اﻟﮕﻮﻫﺎي ﺷﺎﻳﺴﺘﮕﻲ اﺑﺰار ﻣﻨﺎﺳﺒﻲ ﺑﺮاي ﻧﻴﺎزﻫﺎي ﺣﺎل و‬
‫آﻳﻨﺪه ﺳﺎزﻣﺎن ﻓﺮاﻫﻢ ﻣﻲﻛﻨﻨﺪ‪ .‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎ‪ 1‬ﺑﻪ ﺑﻬﺮهوري و ﻛﺎﻫﺶ ﻫﺰﻳﻨﻪ ﻣﻨﺠﺮ ﻣﻲﺷﻮﻧﺪ‬
‫]‪ .[80‬ﻫﻤﭽﻨﻴﻦ‪ ،‬ﺑﺮرﺳﻲﻫﺎي آﺳﻴﺐﺷﻨﺎﺧﺘﻲ ﺣﺮﻛﺖ ﻣﻠﻲ ﺑﻬﺮهوري در دﺳﺘﮕﺎهﻫﺎي اﺟﺮاﻳﻲ‬

‫‪I‬‬
‫ﺣﺎﻛﻲ از آن اﺳﺖ ﻛﻪ ﺗﻮﺟﻪ ﻧﻜﺮدن ﺑﻪ ﺷﺎﻳﺴﺘﻪﺳﺎﻻري در ﻋﺰل و ﻧﺼﺐ ﻣﺪﻳﺮان و ﻛﺎرﻛﻨﺎن‬
‫‪D‬‬
‫‪f‬‬ ‫‪S‬‬
‫و ﻋﺪم اﺳﺘﻔﺎده از اﻟﮕﻮﻫﺎ و ﻧﻈﺎمﻫﺎي ﻣﺪﻳﺮان ﺟﺪﻳﺪ از ﻣﻬﻤﺘﺮﻳﻦ ﻣﻮاﻧﻊ اﻳﻦ ﺣﺮﻛﺖ ﺑﻪ ﺷﻤﺎر‬

‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻧﻮع ﺧﺎﺻﻲ از ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻓﺮدي ﻫﺴﺘﻨﺪ‪ .‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي‬

‫ﻣﻲرود ]‪.[1‬‬

‫‪e‬‬ ‫‪o‬‬
‫ﻣﺪﻳﺮان ﻓﻌﺎﻟﻴﺖﻫﺎ‪ ،‬داﻧﺶ‪ ،‬ﻣﻬﺎرتﻫﺎ ﻳﺎ ﻧﮕﺮشﻫﺎ و اﺣﺘﻤﺎﻻً ﻣﺸﺨﺼﻪﻫﺎي ﺷﺨﺼﻲ ﻻزم ﺑﺮاي‬
‫ﺑﻬﺒﻮد ﻋﻤﻠﻜﺮد ﻗﻠﻤﺪاد ﻣﻲﺷﻮﻧﺪ ]‪ .[59‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻧﺒﺎﻳﺪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‬

‫‪v‬‬
‫را از اﻳﻦ ﺷﺎﻳﺴﺘﮕﻲﻫﺎ ﺟﺪا داﻧﺴﺖ‪.‬‬

‫‪h‬‬ ‫‪i‬‬
‫در ﻣﻴﺎن ﻋﻮاﻣﻞ ﻣﺨﺘﻠﻔﻲ ﻛﻪ ﺑﻪ ﻣﻮﻓﻘﻴﺖ ﺳﺎزﻣﺎنﻫﺎ ﻣﻲاﻧﺠﺎﻣﻨﺪ‪ ،‬ﻧﻘﺶ ﻣﺪﻳﺮان اﻫﻤﻴﺖ‬
‫ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ دارد ]‪ .[32‬ﺻﺎﺣﺒﻨﻈﺮان ﻧﺒﻮد ﻣﺪﻳﺮان ﺷﺎﻳﺴﺘﻪ در ﻧﻈﺎم اداري ﻛﺸﻮر را ﻳﻜﻲ از‬

‫‪r‬‬ ‫‪c‬‬
‫ﻋﻠﻞ ﻣﻬﻢ ﻧﺎﻛﺎﻣﻲ در دﺳﺘﻴﺎﺑﻲ ﺑﻪ اﻫﺪاف ﻋﻨﻮان ﻛﺮدهاﻧﺪ ]‪ .[107‬ﺑﺮاي داﺷﺘﻦ ﻧﻈﺎم ﻣﺪﻳﺮﻳﺘﻲ‬
‫ﻣﻮﺛﺮ و ﻛﺎرآﻣﺪ ﺑﺎﻳﺪ ﻣﺪﻳﺮاﻧﻲ ﻣﻘﺘﺪر و ﺷﺎﻳﺴﺘﻪ داﺷﺖ‪ .‬اﻳﻦ اﻣﺮ ﻣﺴﺘﻠﺰم ﭼﺎرﭼﻮﺑﻲ ﺟﺎﻣﻊ‬
‫ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﺑﺎ اﺗﻜﺎء ﺑﺮ آن ﺑﺘﻮان ﻣﺪﻳﺮان ﺷﺎﻳﺴﺘﻪ را ﺑﺮاي ﺗﺤﻘﻖ اﻫﺪاف و اﺳﺘﺮاﺗﮋيﻫﺎي‬

‫‪A‬‬ ‫ﺳﺎزﻣﺎن در اﺧﺘﻴﺎر داﺷﺖ ]‪.[65‬‬

‫در ﺗﺤﻘﻴﻘﺎت ﮔﺬﺷﺘﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻋﺎﻟﻲ ﺑﻪ ﻃﻮر ﻛﻠﻲ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﮔﺮﻓﺘﻪ‬
‫اﺳﺖ و ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‪ ،‬ﺑﻪ ﻃﻮر اﺧﺺ‪ ،‬ﻣﻐﻔﻮل ﻣﺎﻧﺪه اﺳﺖ ]‪،[63] ،[11‬‬
‫]‪ .[6] ،[69] ،[108] ،[24] ،[41] ،[97‬ﻫﺮ ﭼﻨﺪ ﻛﻪ ﻣﺪﻳﺮان ارﺷﺪ ﻣﺴﺌﻮل ﺗﺪوﻳﻦ‬

‫‪1. Competencies‬‬

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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫اﺳﺘﺮاﺗﮋيﻫﺎي ﺳﺎزﻣﺎن ﻫﺴﺘﻨﺪ‪ ،‬ﻣﻮﻓﻘﻴﺖ ﺳﺎزﻣﺎن در اﺟﺮاي اﻳﻦ اﺳﺘﺮاﺗﮋيﻫﺎ ﺗﻮﺳﻂ ﻣﺪﻳﺮان‬
‫ﻛﺎرﻛﺮدي ﻧﻬﻔﺘﻪ اﺳﺖ‪ .‬ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‪ ،‬ﺑﻪ ﻋﻨﻮان ﻣﺠﺮاي اﺻﻠﻲ ارﺗﺒﺎﻃﺎت ﻣﺪﻳﺮان ارﺷﺪ ﺑﺎ‬
‫ردهﻫﺎي ﭘﺎﻳﻴﻦ و ﻣﺴﺌﻮل ﺑﺴﻴﺎري از ﻗﻀﺎوتﻫﺎ و ﻣﺒﺎدﻻﺗﻲ ﻛﻪ ﻣﻮﻓﻘﻴﺖ ﺷﺮﻛﺖﻫﺎ را ﺷﻜﻞ‬
‫ﻣﻲدﻫﻨﺪ ]‪ ،[31‬ﻧﻴﺎزﻣﻨﺪ ﺗﻮﺟﻬﻲ ﺧﺎص ﻣﻲﺑﺎﺷﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ‪ ،‬ﺑﺎوﺟﻮد اﻳﻨﻜﻪ اﻣﺮوزه ﺳﺎزﻣﺎنﻫﺎ‬
‫ﺑﺎ ﺟﺎﻳﮕﺰﻳﻦ ﻛﺮدن ﻓﻨﺎوري ﺑﻪ ﺟﺎي ﺑﺴﻴﺎري از ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي و ﻣﺴﻄﺢ ﻛﺮدن ﺳﺎﺧﺘﺎر‬
‫ﺧﻮد ﺑﻪ دﻧﺒﺎل ﭼﺎﺑﻜﻲ ﺑﻴﺸﺘﺮ ﻫﺴﺘﻨﺪ‪ ،‬ﻧﻘﺶ ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﺣﻴﺎﺗﻲﺗﺮ ﮔﺸﺘﻪ اﺳﺖ‪ .‬اﻣﺮوزه‬
‫ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﺑﻪ ﺟﺎي ﻣﺪﻳﺮﻳﺖ ﺟﺮﻳﺎن اﻃﻼﻋﺎت‪ ،‬ﺷﺒﻜﻪﻫﺎي اﻓﻘﻲ اﻳﺠﺎد ﻣﻲﻛﻨﻨﺪ ﺗﺎ ﺑﻪ‬
‫ﺳﺮﻋﺖ ﺳﺎزﻣﺎن ﺑﻴﺎﻓﺰاﻳﻨﺪ‪ .‬ﺿﻤﻨﺎً‪ ،‬ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﻧﻘﺸﻲ اﺳﺎﺳﻲ در ﻧﻮآوري و ﭘﺎﺳﺨﮕﻮﻳﻲ‬
‫ﺳﺎزﻣﺎن ﺑﻪ ﻣﺤﻴﻂ اﻳﻔﺎء ﻣﻲﻛﻨﻨﺪ ]‪ .[25‬ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﻪ دﻧﺒﺎل ﺷﻨﺎﺳﺎﻳﻲ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي اﻳﻦ‬
‫ﺳﻄﺢ از ﻣﺪﻳﺮان ﺑﺎارزش ﺳﺎزﻣﺎﻧﻲ اﺳﺖ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ‪ ،‬ﺗﺤﻘﻴﻘﺎت ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻛﺎرﻛﺮدي در ‪ 75‬درﺻﺪ ﺳﺎزﻣﺎنﻫﺎ‬
‫در اﻧﺘﺨﺎب‪ ،‬ارﺗﻘﺎء و آﻣﻮزش و ﺑﻬﺴﺎزي‪ ،‬در ‪ 65‬درﺻﺪ آﻧﻬﺎ در ﻣﺪﻳﺮﻳﺖ ﻋﻤﻠﻜﺮد و در‬
‫ﺑﻴﺶ از ‪ 50‬درﺻﺪ آﻧﻬﺎ در ﺑﺮﻧﺎﻣﻪرﻳﺰي ﻛﺎرراﻫﻪ و ﺟﺎﻧﺸﻴﻦﭘﺮوري ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار‬
‫ﻣﻲﮔﻴﺮﻧﺪ )ﻛﻮك و ﺑﺮﻧﺘﻬﺎل‪ .(1998 ،‬ﺑﺎ اﻳﻦ وﺟﻮد‪ ،‬در ﻛﺸﻮر ﻣﺎ ﻛﻤﺘﺮ ﺳﺎزﻣﺎﻧﻲ را ﻣﻲﺗﻮان‬
‫ﻳﺎﻓﺖ ﻛﻪ در آﻧﻬﺎ ﻓﻌﺎﻟﻴﺖﻫﺎي اﻧﺘﺨﺎب و ارﺗﻘﺎء ﻣﺪﻳﺮان ﺑﻪوﻳﮋه ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﻃﺒﻖ اﻟﮕﻮي‬
‫ﻣﺸﺨﺺ از ﺷﺎﻳﺴﺘﮕﻲﻫﺎ اﻧﺠﺎم ﭘﺬﻳﺮد‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻦ ﻛﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎ در اﻓﺰاﻳﺶ ﻛﺎرآﻳﻲ‪ ،‬اﺛﺮﺑﺨﺸﻲ و اﻓﺰاﻳﺶ رﺿﺎﻳﺖ‬
‫داﺧﻠﻲ و ﺧﺎرﺟﻲ ﺳﺎزﻣﺎن اﺛﺮ دارﻧﺪ‪ ،‬ﺳﺎزﻣﺎنﻫﺎي اﻣﺮوزي ﻣﻲﻛﻮﺷﻨﺪ ﻛﻪ ﺑﺮاي دﺳﺘﻴﺎﺑﻲ ﺑﻪ‬
‫ﻣﺰﻳﺖ رﻗﺎﺑﺘﻲ‪ ،‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎ را در ﻓﻌﺎﻟﻴﺖﻫﺎي ﻣﺨﺘﻠﻒ ﺑﻪ ﻛﺎر ﮔﻴﺮﻧﺪ‪ .‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي‬
‫ﻛﺎرﻛﺮدي در ﺑﺴﻴﺎري از ﺳﻴﺴﺘﻢﻫﺎي ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﻲ ﻣﺎﻧﻨﺪ ﺳﻴﺴﺘﻢ اﻧﺘﺨﺎب‪ ،‬ﺳﻴﺴﺘﻢ آﻣﻮزش و‬
‫ﺑﻬﺴﺎزي‪ ،‬ﺳﻴﺴﺘﻢ ارزﻳﺎﺑﻲ ﻋﻤﻠﻜﺮد‪ ،‬ﺳﻴﺴﺘﻢ ﺑﺮﻧﺎﻣﻪرﻳﺰي ﻛﺎرراﻫﻪ‪ ،‬ﺳﻴﺴﺘﻢ ﺟﺒﺮان ﺧﺪﻣﺎت و‬
‫ﺳﻴﺴﺘﻢ ﺟﺎﻧﺸﻴﻦﭘﺮوري ﻗﺎﺑﻞ اﺳﺘﻔﺎده ﻫﺴﺘﻨﺪ ]‪.[15‬‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻦ ﻛﻪ ﻳﻜﻲ از اﻫﺪاف ﺑﻨﺪ ج اﺻﻞ ‪ 44‬ﻗﺎﻧﻮن اﺳﺎﺳﻲ ﺗﻮﺳﻌﻪ ﺳﺮﻣﺎﻳﻪ اﻧﺴﺎﻧﻲ‬
‫داﻧﺶ ﭘﺎﻳﻪ و ﻣﺘﺨﺼﺺ ﻣﻲﺑﺎﺷﺪ و ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ اﻫﻤﻴﺖ ﻣﺪﻳﺮان ﻣﻴﺎﻧﻲ‪ ،‬ﺑﺮرﺳﻲ‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻣﻴﺎﻧﻲ در ﺳﺎزﻣﺎنﻫﺎي ﺗﺤﺖ ﭘﻮﺷﺶ اﻳﻦ ﺑﻨﺪ ﻧﻴﺰ از اﻫﻤﻴﺖ ﺑﺎﻻﻳﻲ‬
‫ﺑﺮﺧﻮردار اﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ در ‪ ،‬ﻛﻪ ﺟﺎﻣﻌﻪ ﻣﻮرد ﺑﺮرﺳﻲ اﻳﻦ ﺗﺤﻘﻴﻖ ﺧﻮاﻫﺪ ﺑﻮد‪ ،‬اﻟﮕﻮي‬
‫ﺷﺎﻳﺴﺘﮕﻲ ﺗﺪوﻳﻦ ﺷﺪهاي وﺟﻮد ﻧﺪارد‪ .‬ﺑﺎ داﻧﺴﺘﻦ اﻳﻦ اﻣﺮ ﻛﻪ ﻣﺎده ‪ 141‬ﻗﺎﻧﻮن ﺑﺮﻧﺎﻣﻪ ﭼﻬﺎرم‬
‫ﺗﻮﺳﻌﻪ ﺑﻪ اﺳﺘﻘﺮار ﻧﻈﺎم ﺷﺎﻳﺴﺘﻪﮔﺮاﻳﻲ اﺧﺘﺼﺎص ﻳﺎﻓﺘﻪ اﺳﺖ و ﻫﻤﭽﻨﻴﻦ ﺗﺄﻛﻴﺪ ﻗﺎﻧﻮن ﺑﺮﻧﺎﻣﻪ‬
‫ﭘﻨﺠﻢ ﺗﻮﺳﻌﻪ ﺑﺮ اﻫﻤﻴﺖ ﺷﺎﻳﺴﺘﮕﻲ‪ ،‬ﺿﺮورت وﺟﻮد ﭼﻨﻴﻦ اﻟﮕﻮﻳﻲ دوﭼﻨﺪان ﻣﻲﺷﻮد‪ .‬ﻟﺬا در‬
‫اﻳﻦ ﺗﺤﻘﻴﻖ ﺑﻪ ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﺧﻮاﻫﻴﻢ ﭘﺮداﺧﺖ‪.‬‬
‫اﻳﻦ ﺗﺤﻘﻴﻖ از ﻳﻚ ﻫﺪف اﺻﻠﻲ و دو ﻫﺪف ﻓﺮﻋﻲ ﺑﻪ ﺷﺮح زﻳﺮ ﺗﺸﻜﻴﻞ ﺷﺪه اﺳﺖ‪:‬‬
‫‪ -‬ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‬
‫‪ .1‬ﺷﻨﺎﺳﺎﻳﻲ ﻣﻮﻟﻔﻪﻫﺎ و ﮔﻮﻳﻪﻫﺎي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي؛‬
‫‪ .2‬ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‪.‬‬
‫اﻳﻦ ﺗﺤﻘﻴﻖ از دو ﺳﻮال اﺳﺎﺳﻲ ﺗﺸﻜﻴﻞ ﺷﺪه اﺳﺖ ﻛﻪ ﭘﺎﺳﺦ ﺑﻪ آﻧﻬﺎ ﻧﻴﻞ ﺑﻪ اﻫﺪاف‬
‫ﺗﺤﻘﻴﻖ را ﻣﺤﻘﻖ ﺧﻮاﻫﺪ ﺳﺎﺧﺖ‪:‬‬
‫‪ .1‬ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ ﭼﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎﻳﻲ داﺷﺘﻪ ﺑﺎﺷﻨﺪ؟‬
‫‪ .2‬اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﻛﺪام اﺳﺖ؟‬
‫ﺷﺎﻳﺴﺘﮕﻲ ﻣﻌﺎﻧﻲ ﻣﺘﻔﺎوﺗﻲ دارد‪ .‬ﻣﻔﻬﻮم ﺷﺎﻳﺴﺘﮕﻲ اﻧﺴﺎﻧﻲ ﺗﻮﺳﻂ دو رواﻧﺸﻨﺎس ﺑﻪ ﻧﺎم‪-‬‬
‫ﻫﺎي راﺑﺮت واﻳﺖ و دﻳﻮﻳﺪ ﻣﻚﻛﻠﻠﻨﺪ ﻣﻄﺮح ﮔﺮدﻳﺪ‪ .‬واﻳﺖ )‪ (1959‬ﻳﻚ ﺧﺼﻴﺼﻪ اﻧﺴﺎﻧﻲ را‬
‫ﺷﻨﺎﺳﺎﻳﻲ ﻧﻤﻮد و آن را ﺷﺎﻳﺴﺘﮕﻲ ﻧﺎﻣﮕﺬاري ﻛﺮد ]‪ .[100‬ﻣﻚﻛﻠﻠﻨﺪ )‪ (1973‬روﻳﻜﺮدي‬
‫ﺑﺮاي ﭘﻴﺶﺑﻴﻨﻲ ﺷﺎﻳﺴﺘﮕﻲ اﻳﺠﺎد ﻛﺮد ﻛﻪ از آزﻣﻮنﻫﺎي ﻫﻮش آن زﻣﺎن ﻣﺘﻔﺎوت ﺑﻮد‪ .‬وي‬
‫ﻣﻄﺮح ﺳﺎﺧﺖ ﻛﻪ ﻫﻮش ﺑﺮ ﻋﻤﻠﻜﺮد اﺛﺮﮔﺬار اﺳﺖ در ﺣﺎﻟﻲ ﻛﻪ ﺷﺎﻳﺴﺘﮕﻲ‪ ،‬ﻋﻤﻠﻜﺮد ﻣﻮﻓﻖ‬
‫را از ﻋﻤﻠﻜﺮد ﻧﺎﻣﻮﻓﻖ ﺑﺎز ﻣﻲﺷﻨﺎﺳﺎﻧﺪ‪ .‬ﻣﻚﻛﻠﻠﻨﺪ ﺷﺎﻳﺴﺘﮕﻲ را ﻣﺸﺨﺼﻪاي ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﺪ‬

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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫ﻛﻪ ﻣﺒﻨﺎي ﻋﻤﻠﻜﺮد ﻣﻮﻓﻖ اﺳﺖ ]‪ .[61‬ﭘﺲ از ﻣﻚﻛﻠﻠﻨﺪ ﻣﺤﻘﻘﺎن ﺑﺴﻴﺎري ﺑﻪ ﺗﻌﺮﻳﻒ‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎ ﻣﺒﺎدرت ورزﻳﺪهاﻧﺪ‪.‬‬
‫ﻣﻚﻻﮔﺎن )‪ (1989‬ﻣﻄﺮح ﻣﻲﺳﺎزد ﻛﻪ ﺷﺎﻳﺴﺘﮕﻲ ﺣﻮزهاي از داﻧﺶ ﻳﺎ ﻣﻬﺎرت اﺳﺖ ﻛﻪ‬
‫ﺑﺮاي اﻳﺠﺎد ﺧﺮوﺟﻲﻫﺎي ﻛﻠﻴﺪي ﺣﻴﺎﺗﻲ ﻫﺴﺘﻨﺪ ]‪ .[62‬ﻛﻠﻤﭗ )‪ (1980‬ﺷﺎﻳﺴﺘﮕﻲ را‬
‫ﻣﺸﺨﺼﻪ ﺑﻨﻴﺎدﻳﻨﻲ ﻣﻲداﻧﺪ ﻛﻪ ﺑﻪ ﻋﻤﻠﻜﺮد اﺛﺮﺑﺨﺶ ﻳﺎ ﺑﺮﺗﺮ در ﺷﻐﻞ ﻣﻲاﻧﺠﺎﻣﺪ ]‪ .[52‬دوﺑﻮا و‬
‫روﺛﻮل )‪ (2000‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎ را ﭼﻨﻴﻦ ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﻨﺪ‪” :‬اﺑﺰارﻫﺎﻳﻲ ﻛﻪ ﻛﺎرﻛﻨﺎن ﺑﻪ ﻃﺮق‬
‫ﻣﺨﺘﻠﻒ ﺑﺮاي ﺗﻜﻤﻴﻞ واﺣﺪﻫﺎي ﻛﺎر ﻳﺎ ﺷﻐﻞ ﺑﻪ ﻛﺎر ﻣﻲﺑﺮﻧﺪ ]‪ “.[30‬ﻓﻼﻧﺮي‪ ،‬ﻫﻮﻓﺮﻳﺨﺘﺮ و‬
‫ﭘﻠَﺘ‪‬ﻦ )‪ (1996‬ﺧﺎﻃﺮ ﻧﺸﺎن ﻣﻲﺳﺎزﻧﺪ ﻛﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎ ﺑﺎ ﺧﻮد ارزش ﺑﻪ ﻫﻤﺮاه ﻣﻲآورﻧﺪ و ﺑﻪ‬
‫ﭘﻴﺶﺑﻴﻨﻲ ﻣﻮﻓﻘﻴﺖ ﻛﻤﻚ ﻣﻲﻛﻨﻨﺪ ]‪ .[35‬ﺑﻮﻳﺎﺗﺰﻳﺲ )‪ (1982‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎ را ﺗﻮاﻧﺎﻳﻲ رﻓﺘﺎر‬
‫اﻧﺴﺎﻧﻲ ﺑﺮاي دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻣﻠﺰوﻣﺎت ﺷﻐﻠﻲ ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﺪ ]‪ .[11‬ﻫﻨﺪرﺳﻮن )‪(2000‬‬
‫ﺷﺎﻳﺴﺘﮕﻲ را ﺗﺮﻛﻴﺒﻲ از داﻧﺶ و ﻣﻬﺎرتﻫﺎي ﻻزم ﺑﺮاي اﻧﺘﺼﺎب ﻣﻮﻓﻖ ﻣﻲداﻧﺪ ]‪ .[45‬ﻛﻮﺋﻴﻦ‬
‫و ﻫﻤﻜﺎراﻧﺶ )‪ (1990‬ﻧﺸﺎن دادﻧﺪ ﻛﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎ ﺑﻪ داﻧﺶ و ﻣﻬﺎرتﻫﺎ ﺑﺮاي اﻧﺠﺎم‬
‫اﺛﺮﺑﺨﺶ ﻳﻚ وﻇﻴﻔﻪ ﺧﺎص ﻣﺮﺑﻮط اﺳﺖ ]‪.[79‬‬
‫ﻫﺎﻓﻤﻦ )‪ (1999‬ﺑﺎ ﺑﺮرﺳﻲ ادﺑﻴﺎت ﮔﺬﺷﺘﻪ ﺑﺮاي ﺗﻌﺮﻳﻒ ﺷﺎﻳﺴﺘﮕﻲ ﺳﻪ ﻧﻜﺘﻪ را ﺗﺸﺨﻴﺺ‬
‫ﻣﻲدﻫﺪ‪ (1) :‬ﺻﻼﺣﻴﺖﻫﺎ و وﻳﮋﮔﻲﻫﺎي اﺳﺎﺳﻲ ﺷﺨﺺ‪ (2) ،‬رﻓﺘﺎرﻫﺎي ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪه‪ ،‬و‬
‫)‪ (3‬اﺳﺘﺎﻧﺪارد ﻧﺘﺎﻳﺞ ﻋﻤﻠﻜﺮد ﻓﺮدي ]‪ .[47‬ﻳﻜﻲ از ﭘﺬﻳﺮﻓﺘﻪﺗﺮﻳﻦ ﺗﻌﺎرﻳﻒ در ﻣﻴﺎن ﻣﺤﻘﻘﺎن‪،‬‬
‫ﺗﻌﺮﻳﻔﻲ اﺳﺖ ﻛﻪ ﭘﺮي )‪ (1998‬ﻣﻄﺮح ﺳﺎﺧﺘﻪ اﺳﺖ‪ .‬وي ﺷﺎﻳﺴﺘﮕﻲﻫﺎ را ﻣﺠﻤﻮﻋﻪاي از‬
‫داﻧﺶ‪ ،‬ﻣﻬﺎرتﻫﺎ و ﻧﮕﺮشﻫﺎ ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﺪ ﻛﻪ ﺑﺨﺶ ﻋﻤﺪهاي از ﺷﻐﻞ ﻓﺮد را ﺗﺤﺖ ﺗﺄﺛﻴﺮ‬
‫ﻗﺮار ﻣﻲدﻫﻨﺪ و ﺑﺎ ﻋﻤﻠﻜﺮد ﺷﻐﻠﻲ ﻫﻤﺒﺴﺘﮕﻲ دارﻧﺪ ]‪.[72‬‬
‫ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ ﻣﻲﺗﻮان ﺷﺎﻳﺴﺘﮕﻲ را ﻣﺸﺨﺼﻪﻫﺎﻳﻲ ﺗﻌﺮﻳﻒ ﻧﻤﻮد ﻛﻪ اﻓﺮاد آﻧﻬﺎ را ﺑﺮاي‬
‫ﻛﺴﺐ ﻋﻤﻠﻜﺮد ﻣﻄﻠﻮب ﺑﻪ ﻃﻮر ﻣﻨﺎﺳﺐ و ﺳﺎزﮔﺎر اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ‪ .‬اﻳﻦ ﻣﺸﺨﺼﻪﻫﺎ داﻧﺶ‪،‬‬
‫ﻣﻬﺎرتﻫﺎ‪ ،‬ﺗﻮاﻧﺎﻳﻲﻫﺎ و ﺧﺼﻴﺼﻪﻫﺎي ﻓﻜﺮي را در ﺑﺮ دارﻧﺪ‪ .‬داﻧﺶ‪ ،‬اﻃﻼﻋﺎﺗﻲ در ﻣﻮرد درك‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﻧﻈﺮي و ﻋﻤﻠﻲ ﻳﻚ ﻣﻮﺿﻮع اﺳﺖ ﻛﻪ از ﻃﺮﻳﻖ ﺗﺠﺮﺑﻪ ﻳﺎ آﻣﻮزش ﺑﻪدﺳﺖ ﻣﻲآﻳﺪ‪ .‬ﻣﻬﺎرت‪،‬‬
‫اﺳﺘﻔﺎده از دادهﻫﺎ و اﻃﻼﻋﺎت ﺑﺎ ﭼﻴﺮﮔﻲ ﻳﺪي‪ ،‬ﻛﻼﻣﻲ ﻳﺎ ذﻫﻨﻲ اﺳﺖ‪ .‬ﺗﻮاﻧﺎﻳﻲ ﺑﻪ ﻣﻌﻨﻲ‬
‫ﻗﺪرت ﻛﺎﻓﻲ‪ ،‬ﺑﻪوﻳﮋه ﻳﻚ ﺻﻔﺖ ﻓﻴﺰﻳﻜﻲ و ذﻫﻨﻲ‪ ،‬ﺑﺮاي اﻧﺠﺎم ﻳﻚ ﻛﺎر اﺳﺖ ]‪ .[54‬ﻣﻲﺗﻮان‬
‫ﮔﻔﺖ ﻛﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎ ﻣﺒﻨﺎي ﻓﻌﺎﻟﻴﺖﻫﺎي ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﺎﻳﺴﺘﮕﻲ را‬
‫ﺗﺸﻜﻴﻞ ﻣﻲدﻫﻨﺪ‪.‬‬
‫ﺗﻮﺳﻌﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان از اواﺳﻂ دﻫﻪ ﻫﺸﺘﺎد ﻣﻮرد ﺗﻮﺟﻪ ﺳﺎزﻣﺎنﻫﺎ ﻗﺮار ﮔﺮﻓﺖ‪.‬‬
‫دﻟﻴﻞ ﻋﻤﺪه ﭼﻨﻴﻦ ﺗﻮﺟﻬﻲ اﻳﻦ ﺑﺎور ﺑﻮد ﻛﻪ ﺗﻮﺳﻌﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻣﻨﺎﻓﻊ ﺑﻲﺷﻤﺎري‬
‫را ﺑﺮاي ﺳﺎزﻣﺎنﻫﺎ ﺑﻪ ﻫﻤﺮاه دارد‪ .‬اﻳﻦ روﻳﻜﺮد‪ ،‬ﺷﻨﺎﺧﺖ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻛﻠﻴﺪي ﺑﺮاي ﻣﺪﻳﺮان‬
‫را در ﻛﺎﻧﻮن ﺗﻮﺟﻪ ﻣﺤﻘﻘﻴﻦ ﻗﺮار داد ]‪.[37‬‬
‫ﺑﺮاي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﺗﻌﺎرﻳﻒ ﻣﺘﻌﺪدي اراﺋﻪ ﺷﺪه اﺳﺖ‪ .‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان‬
‫ﻧﻮع ﺧﺎﺻﻲ از ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻓﺮدي ﻫﺴﺘﻨﺪ‪ .‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻓﻌﺎﻟﻴﺖﻫﺎ‪ ،‬داﻧﺶ‪،‬‬
‫ﻣﻬﺎرتﻫﺎ ﻳﺎ ﻧﮕﺮشﻫﺎ و اﺣﺘﻤﺎﻻً ﻣﺸﺨﺼﻪﻫﺎي ﺷﺨﺼﻲ ﻻزم ﺑﺮاي ﺑﻬﺒﻮد ﻋﻤﻠﻜﺮد ﻣﺪﻳﺮﻳﺖ‬
‫ﻫﺴﺘﻨﺪ ]‪ .[59‬اﺳﭙﻨﺴﺮ و اﺳﭙﻨﺴﺮ )‪ (1993‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان را زﻳﺮﻣﺠﻤﻮﻋﻪ ﺧﺎﺻﻲ از‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎ ﻣﻲداﻧﻨﺪ ﻛﻪ ﺑﺮاي ﻣﺪﻳﺮان ﻣﻬﻢ ﻫﺴﺘﻨﺪ ]‪ .[90‬ﻫﺎگ )‪ (1993‬ﻣﻄﺮح ﻣﻲﺳﺎزد ﻛﻪ‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻧﺸﺎندﻫﻨﺪه ﻣﻬﺎرتﻫﺎ و ﺗﻮاﻧﺎﻳﻲﻫﺎﻳﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﻪ ﻋﻤﻠﻜﺮد ﻣﻮﺛﺮ در‬
‫ﻳﻚ ﺣﻮزه ﺷﻐﻠﻲ ﻣﻲاﻧﺠﺎﻣﻨﺪ ]‪ .[48‬ﻫﻠﺮﻳِﮕﻞ و ﻫﻤﻜﺎران )‪ (2008‬ﺑﻴﺎن ﻛﺮدﻧﺪ ﻛﻪ ﺷﺎﻳﺴﺘﮕﻲ‪-‬‬
‫ﻫﺎي ﻣﺪﻳﺮان ﻣﺠﻤﻮﻋﻪ داﻧﺶ‪ ،‬ﻣﻬﺎرتﻫﺎ‪ ،‬رﻓﺘﺎرﻫﺎ و ﻧﮕﺮشﻫﺎﻳﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﻪ اﺛﺮﺑﺨﺸﻲ‬
‫ﺷﺨﺼﻲ ﻛﻤﻚ ﻣﻲﻛﻨﺪ ]‪ .[43‬ﺑﻮﻳﺎﺗﺰﻳﺲ )‪ (1982‬اﺳﺘﺪﻻل ﻣﻲﻛﻨﺪ ﻛﻪ در دوران رﻗﺎﺑﺘﻲ‪،‬‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻣﺸﺨﺼﻪﻫﺎي اﺳﺎﺳﻲ ﻳﻚ ﻓﺮد ﺑﺮاي ﻋﻤﻠﻜﺮد ﺑﺮﺗﺮ ﻫﺴﺘﻨﺪ ]‪.[11‬‬
‫ﻣﺪﻳﺮان و رﻫﺒﺮان ﺑﺮاي اﺟﺮاي ﺑﻬﺘﺮ ﻛﺎرﻫﺎ و ﺣﺮﻛﺖ در راﺳﺘﺎي اﺳﺘﺮاﺗﮋيﻫﺎ و اﻫﺪاف‬
‫ﻛﻼن ﺷﺮﻛﺖ ﺑﺎﻳﺴﺘﻲ ﺗﻮﺳﻌﻪ ﻳﺎﺑﻨﺪ‪ .‬ﺑﺮاي ﺗﻮﺳﻌﻪ ﻫﻤﻪ ﺟﺎﻧﺒﻪ آﻧﻬﺎ ﻧﻴﺎز اﺳﺖ ﻛﻪ اﻟﮕﻮ‬
‫ﺷﺎﻳﺴﺘﮕﻲ ﻣﻮرد ﻧﻴﺎز ﺣﺎل و آﻳﻨﺪه ﺗﻌﻴﻴﻦ ﮔﺮدد ]‪.[89‬‬

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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫اﻟﮕﻮﻫﺎي داﺧﻠﻲ و ﺧﺎرﺟﻲ‬

‫اﻟﮕﻮﻫﺎي ﺧﺎرﺟﻲ ﺑﺴﻴﺎري در زﻣﻴﻨﻪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎ ﻣﻲﺗﻮان ﻳﺎﻓﺖ‪ .‬ﻛﺘﺰ )‪ (1974‬اﻟﮕﻮﻳﻲ ﺑﺎ ﺳﻪ‬
‫ﺑﻌﺪ ﻣﻬﺎرتﻫﺎي ﻓﻨﻲ‪ ،‬ﻣﻬﺎرتﻫﺎي اﻧﺴﺎﻧﻲ و ﻣﻬﺎرتﻫﺎي ادراﻛﻲ اراﺋﻪ داده اﺳﺖ ]‪ .[50‬ﺷﺶ‬
‫ﺑﻌﺪ داﻧﺶ و ﻣﻌﻠﻮﻣﺎت ﺣﺮﻓﻪاي‪ ،‬ﻣﻬﺎرتﻫﺎ‪ ،‬وﻳﮋﮔﻲﻫﺎي ﺷﺨﺼﻴﺘﻲ‪ ،‬ﻧﮕﺮش و ﺑﻴﻨﺶ‪ ،‬اﻋﺘﺒﺎر‬
‫ﺣﺮﻓﻪاي و اﻋﺘﺒﺎر ﻋﻤﻮﻣﻲ اﻟﮕﻮي ﺑﻮﻳﺎﺗﺰﻳﺲ )‪ (1982‬را ﺗﺸﻜﻴﻞ ﻣﻲدﻫﻨﺪ ]‪ .[11‬وي ﺑﻌﺪﻫﺎ‬
‫اﻟﮕﻮي دﻳﮕﺮي را ﺑﺎ ﺳﻪ ﺑﻌﺪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻫﻮش اﺣﺴﺎﺳﻲ‪،‬‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻫﻮش اﺟﺘﻤﺎﻋﻲ ﻣﻌﺮﻓﻲ ﻧﻤﻮد ]‪ .[12‬اﺳﭙﻨﺴﺮ و اﺳﭙﻨﺴﺮ )‪(1993‬‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان را در دو ﺑﻌﺪ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي آﺷﻜﺎر )داﻧﺶ و ﻣﻬﺎرتﻫﺎ( و‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﭘﻨﻬﺎن )اﻧﮕﻴﺰهﻫﺎ‪ ،‬ﺧﺼﻴﺼﻪﻫﺎ و درك ﺧﻮد( ﻃﺒﻘﻪﺑﻨﺪي ﻛﺮدهاﻧﺪ ]‪ .[90‬اﻟﮕﻮي‬
‫ﻣ‪‬ﻴِﺮ )‪ (1996‬درﺑﺮدارﻧﺪه ﺳﻪ ﺑﻌﺪ ﻣﻬﺎرتﻫﺎي ﺷﻨﺎﺧﺘﻲ‪ ،‬راﺑﻄﻪاي و ﻋﻤﻠﻜﺮدي ﻣﻲﺑﺎﺷﺪ ]‪.[63‬‬
‫ﻣﻴﻨﺘﺰﺑﺮگ و ﺑﻮرﮔﺎﻟﺖ )‪ (2000‬ﭼﺎرﭼﻮب ﺷﻐﻞ‪ ،‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي اﻃﻼﻋﺎﺗﻲ‪ ،‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي‬
‫ﻓﺮدي و ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻋﻤﻠﻲ را ﻣﺒﻨﺎي اﻟﮕﻮي ﺧﻮد ﻗﺮار ﻣﻲدﻫﻨﺪ ]‪ .[64‬اﻟﮕﻮي وﻳﺮﺗﺎﻧ‪‬ﻦ‬
‫)‪ (2000‬ﺷﺎﻣﻞ ﭘﻨﺞ ﺷﺎﻳﺴﺘﮕﻲ وﻇﻴﻔﻪاي‪ ،‬ﺣﺮﻓﻪاي در ﺣﻮزه اﺻﻠﻲ‪ ،‬ﺣﺮﻓﻪاي در ﺣﻮزه اداره‪،‬‬
‫ﺳﻴﺎﺳﻲ و اﺧﻼﻗﻲ اﺳﺖ ]‪ .[97‬ﻛﺮﻳﭗ و ﻣﻨﺴﻔﻴﻠﺪ )‪ (2002‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان را در ﺳﻪ‬
‫ﺳﻄﺢ ﻣﻮاﺟﻬﻪ ﺑﺎ اﻓﺮاد‪ ،‬ﻣﻮاﺟﻬﻪ ﺑﺎ ﻛﺴﺐوﻛﺎر و ﻣﺪﻳﺮﻳﺖ ﺑﺮ ﺧﻮد ﻃﺒﻘﻪﺑﻨﺪي ﻣﻲﻛﻨﺪ ]‪.[24‬‬
‫ﺷﺮﻛﺖ ﻓﻮرد ﻳﻜﭙﺎرﭼﮕﻲ ﺷﺨﺼﻴﺖ و ﺛﺒﺎت رﻓﺘﺎر‪ ،‬ﺟﺴﺎرت و ﺗﻬﻮر‪ ،‬اﺳﺘﻘﺎﻣﺖ‪ ،‬ﭘﺸﺘﻜﺎر و‬
‫ﭘﺎﻳﺪاري‪ ،‬ﭘﺮورش ﻛﺎرﻛﻨﺎن‪ ،‬ﺷﻢ ﻛﺴﺐوﻛﺎر‪ ،‬ﻧﻮآوري‪ ،‬ﻧﺘﻴﺠﻪﮔﺮاﻳﻲ‪ ،‬ﺗﻔﻜﺮ ﺳﻴﺴﺘﻤﻲ‪،‬‬
‫روشﻫﺎي ﻛﻴﻔﻴﺖ‪ ،‬روﺣﻴﻪ ﺧﺪﻣﺖ‪ ،‬ﻛﺎر ﺗﻴﻤﻲ‪ ،‬ارﺗﺒﺎﻃﺎت را اﺳﺎس اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ ﺧﻮد‬
‫ﻗﺮار داده اﺳﺖ ]‪ .[3‬ﺷﺮﻛﺖ دل ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ورودي رﻫﺒﺮان )ﻣﻬﺎرتﻫﺎي ﺗﻜﻨﻴﻜﻲ‬
‫ﻛﺎرﻛﺮدي‪ ،‬درﺳﺘﻜﺎري و اﻋﺘﻤﺎد‪ ،‬ﺗﻮان ﻓﻜﺮي‪ ،‬ﺷﻢ‪ ‬ﻛﺴﺐوﻛﺎر‪ ،‬ﻣﻬﺎرتﻫﺎي ﻓﺮﻣﺎﻧﺪﻫﻲ(‪،‬‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﻮﻓﻘﻴﺖ رﻫﺒﺮان )ﺗﻨﻈﻴﻢ اوﻟﻮﻳﺖﻫﺎ‪ ،‬ﺣﻞ ﻣﺴﺌﻠﻪ‪ ،‬ﻧﺘﻴﺠﻪﮔﺮاﻳﻲ‪ ،‬ﺳﺎﺧﺖ‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﺗﻴﻢﻫﺎي اﺛﺮﺑﺨﺶ‪ ،‬اراﺋﻪ ﮔﺰارشﻫﺎي ﻣﺴﺘﻘﻴﻢ‪ ،‬ﺗﻤﺮﻛﺰ ﺑﺮ ﻣﺸﺘﺮي‪ ،‬ﭼﺎﺑﻜﻲ ﺳﺎزﻣﺎﻧﻲ‪ ،‬ﻳﺎدﮔﻴﺮي‬
‫ﺣﻴﻦ ﻛﺎر‪ ،‬و ﭘﺮداﺧﺘﻦ ﺑﻪ اﺑﻬﺎم( ]‪.[36‬‬
‫در داﺧﻞ ﻛﺸﻮر ﻧﻴﺰ اﻟﮕﻮﻫﺎي زﻳﺎدي ﺑﺮاي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان وﺟﻮد دارد‪ .‬ﺳﻠﻄﺎﻧﻲ‬
‫)‪ (1385‬ﺧﻮﻳﺸﺘﻦﺷﻨﺎﺳﻲ‪ ،‬ﻫﻮﺷﻴﺎري ﻣﺤﻴﻄﻲ‪ ،‬ﺗﺼﻤﻴﻢﮔﻴﺮي‪ ،‬ارﺗﺒﺎﻃﺎت‪ ،‬ﻣﺪﻳﺮﻳﺖ اﺟﺮاﻳﻲ‪،‬‬
‫رﻫﺒﺮي‪ ،‬ارزشﻫﺎي ﺳﺎزﻣﺎﻧﻲ را ﺑﻪ ﻋﻨﻮان اﺑﻌﺎد اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﺳﺎزﻣﺎن ﺗﺄﻣﻴﻦ‬
‫اﺟﺘﻤﺎﻋﻲ ﻣﻌﺮﻓﻲ ﻣﻲﻛﻨﺪ ]‪ .[89‬رﻫﻨﻤﺎ و ﺷﻴﺦ )‪ (1386‬ﺑﺮاي ﺳﺎزﻣﺎن ﮔﺴﺘﺮش و ﻧﻮﺳﺎزي‬
‫ﺻﻨﺎﻳﻊ اﻳﺮان اﻟﮕﻮﻳﻲ ﺑﺎ اﺑﻌﺎد زﻳﺮ اراﺋﻪ دادهاﻧﺪ‪ :‬ﻣﻬﺎرتﻫﺎي ادراﻛﻲ‪ ،‬ﺗﺼﻤﻴﻢﮔﻴﺮي‪،‬‬
‫ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎﻃﻲ‪ ،‬ﻛﺎر ﺗﻴﻤﻲ‪ ،‬ﻋﻮاﻣﻞ ﺷﺨﺼﻴﺘﻲ‪ ،‬ارزشﻫﺎي اﺧﻼﻗﻲ‪ ،‬ﻣﺪﻳﺮﻳﺖ اﻓﺮاد‪،‬‬
‫ﻣﺪﻳﺮﻳﺖ ﻋﻤﻠﻜﺮد‪ ،‬ﺷﻢ ﺗﺠﺎري‪ ،‬ﻣﻬﺎرتﻫﺎي رﻫﺒﺮي ]‪ .[81‬اﻟﮕﻮي ﺷﺮﻛﺖ ﺳﺎﻳﭙﺎ ﭼﻬﺎر ﺑﻌﺪ‬
‫ﻣﺒﺎﻧﻲ ﻓﻜﺮي‪ ،‬ﻣﻬﺎرتﻫﺎي ﻣﻴﺎنﻓﺮدي‪ ،‬ﻣﺪﻳﺮﻳﺖ اﻓﺮاد و وﻇﺎﻳﻒ‪ ،‬و ﻧﮕﺮشﻫﺎي ﺷﺨﺼﻲ دارد‬
‫]‪ .[3‬رودﭘﺸﺘﻲ و ﻏﻔﺎري )‪ (1387‬ﺑﺮاي ﺷﺮﻛﺖ واﮔﻦ ﭘﺎرس اﻟﮕﻮﻳﻲ ﺑﺎ ﭼﻬﺎر ﺑﻌﺪ‬
‫ﻗﺎﺑﻠﻴﺖﻫﺎي ذﻫﻨﻲ‪ ،‬ﻗﺎﺑﻠﻴﺖﻫﺎي اﺟﺮاﻳﻲ و ﻣﺪﻳﺮﻳﺘﻲ‪ ،‬ﻗﺎﺑﻠﻴﺖﻫﺎي ﻣﻜﻤﻞ‪ ،‬ﻗﺎﺑﻠﻴﺖﻫﺎي ارﺗﺒﺎﻃﻲ‬
‫و رﻫﺒﺮي اراﺋﻪ دادهاﻧﺪ ]‪ .[84‬ﻧﺎﺻﺤﻲﻓﺮ و ﻫﻤﻜﺎران )‪ (1389‬ﺑﺮاي وزارت ﺑﺎزرﮔﺎﻧﻲ ﻳﻚ‬
‫ﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ ﺑﺎ ﻧﻪ ﺑﻌﺪ ﻗﺎﺑﻠﻴﺖﻫﺎي اﺟﺮاﻳﻲ‪ ،‬ﻗﺎﺑﻠﻴﺖﻫﺎي اﺳﺘﺮاﺗﮋﻳﻚ‪ ،‬ﺗﺨﺼﺺ‪ ،‬ﺗﻮاﻧﺎﻳﻲ‬
‫ﺑﺮﻧﺎﻣﻪرﻳﺰي‪ ،‬ﺗﻮاﻧﺎﻳﻲ ﺳﺎزﻣﺎﻧﺪﻫﻲ‪ ،‬ﺗﻮاﻧﺎﻳﻲ ﻛﻨﺘﺮل‪ ،‬ﻣﻬﺎرتﻫﺎي اﻧﺴﺎﻧﻲ‪ ،‬ﻣﻬﺎرتﻫﺎي ﻓﺮدي‪،‬‬
‫ارزشﻫﺎ ﺷﻨﺎﺳﺎﻳﻲ ﻛﺮدهاﻧﺪ ]‪ .[69‬اﻟﮕﻮي ﭘﻴﺸﻨﻬﺎدي ﻋﻘﻴﻠﻲ و ﺳﻠﻄﺎﻧﻲ )‪ (2011‬ﺑﺮاي‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﺷﺮﻛﺖ ﻓﻮﻻد ﻣﺒﺎرﻛﻪ اﻟﮕﻮﻳﻲ ﺑﺎ اﺑﻌﺎد ﻳﺎدﮔﻴﺮي و ﺑﻬﺒﻮد ﻣﺴﺘﻤﺮ‪ ،‬ﺗﻮاﻧﺎﻳﻲ‬
‫رﻫﺒﺮي‪ ،‬ﺗﺼﻤﻴﻢﮔﻴﺮي‪ ،‬ﻣﺪﻳﺮﻳﺖ ﻋﻤﻠﻜﺮد‪ ،‬ﻣﺪﻳﺮﻳﺖ ﺗﻐﻴﻴﺮ‪ ،‬ﻛﺎر ﺗﻴﻤﻲ‪ ،‬ﻣﺴﺌﻮﻟﻴﺖﭘﺬﻳﺮي‪،‬‬
‫ﺧﻼﻗﻴﺖ و ﻧﻮآوري‪ ،‬ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎﻃﻲ‪ ،‬و ﻣﺪﻳﺮﻳﺖ اﻃﻼﻋﺎت ﻣﻲﺑﺎﺷﺪ ]‪ .[4‬ﺑﻴﻨﺶ و‬
‫ﺟﻮان ﺟﻌﻔﺮي )‪ (1390‬اﻟﮕﻮﻳﻲ ﺑﺎ ﭘﻨﺞ ﺑﻌﺪ ﺧﻮد ﻣﺪﻳﺮﻳﺘﻲ‪ ،‬ﻣﺪﻳﺮﻳﺖ ﻣﻴﺎنﻓﺮدي‪ ،‬ﻣﺪﻳﺮﻳﺖ‬
‫ﻛﺴﺐوﻛﺎر‪ ،‬ﻣﺪﻳﺮﻳﺖ ﺗﺤﻮل‪ ،‬رﻫﺒﺮي ﺑﺮاي ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﺷﺮﻛﺖ ﺳﺎﭘﻜﻮ ﻣﻄﺮح ﻧﻤﻮدهاﻧﺪ‬
‫]‪.[10‬‬

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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻟﮕﻮﻫﺎي ﺧﺎرﺟﻲ و داﺧﻠﻲ ﻣﻄﺮح ﺷﺪه ﻣﻲﺗﻮان درﻳﺎﻓﺖ ﻛﻪ ﻫﻤﮕﻲ ﻳﻚ‬
‫اﻟﮕﻮي ﻛﻠﻲ ﺑﺮاي ﻫﻤﻪ ﻣﺪﻳﺮان اراﺋﻪ دادهاﻧﺪ و ﻋﻤﻼً ﺗﻔﺎوﺗﻲ ﺑﻴﻦ ﺳﻄﻮح ﻣﺪﻳﺮﻳﺘﻲ ﻗﺎﺋﻞ‬
‫ﻧﺒﻮدهاﻧﺪ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻔﺎوت ﻣﺎﻫﻴﺖ ﻛﺎر ﻣﺪﻳﺮان و ﻧﻴﺰ اﻫﻤﻴﺖ ﻛﺎرﻛﺮدﻫﺎي ﻣﺪﻳﺮﻳﺘﻲ در اﻳﻦ‬
‫ﺗﺤﻘﻴﻖ در ﭘﻲ ﺷﻨﺎﺳﺎﻳﻲ اﻟﮕﻮي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﻫﺴﺘﻴﻢ‪.‬‬

‫روشﺷﻨﺎﺳﻲ ﭘﮋوﻫﺶ‬
‫اﻳﻦ ﻣﻘﺎﻟﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن اﻧﺠﺎم ﮔﺮدﻳﺪه اﺳﺖ‪ .‬ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن روﺷﻲ‬
‫ﺑﺮاي ﺷﻨﺎﺧﺖ و ﺳﺎزﻣﺎﻧﺪﻫﻲ اﻟﮕﻮﻫﺎي ﻣﻮﺟﻮد در ﻳﻚ ﻣﺤﺘﻮا و ﻣﻌﺎﻧﻲ ﻣﻮﺟﻮد در دادهﻫﺎي‬
‫ﻛﻴﻔﻲ ﻣﻲﺑﺎﺷﺪ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن ﻣﺒﻨﺎي ﺳﺎﻳﺮ روشﻫﺎي ﺗﺤﻠﻴﻞ دادهﻫﺎي ﻛﻴﻔﻲ‬
‫اﺳﺖ ]‪ .[101‬در واﻗﻊ‪ ،‬ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن اوﻟﻴﻦ روش ﺗﺤﻠﻴﻞ ﻛﻴﻔﻲ اﺳﺖ ﻛﻪ ﭘﮋوﻫﺸﮕﺮان ﺑﺎﻳﺪ‬
‫ﺑﻴﺎﻣﻮزﻧﺪ‪ .‬اﻳﻦ روش ﻣﻬﺎرتﻫﺎي اﺳﺎﺳﻲ ﻣﻮرد ﻧﻴﺎز ﺑﺮاي ﺑﺴﻴﺎري از ﺗﺤﻠﻴﻞﻫﺎي ﻛﻴﻔﻲ را‬
‫ﻓﺮاﻫﻢ ﻣﻲﻛﻨﺪ ]‪ .[49‬ﻛﺎر ﻧﻈﺎمﻣﻨﺪ ﺑﺎ دادهﻫﺎي ﻛﻴﻔﻲ ﺑﺮاي ﺷﻨﺎﺳﺎﻳﻲ ﻣﻌﺎﻧﻲ ﻣﺸﺘﺮك‪،‬‬
‫ﮔﺮوهﺑﻨﺪي آﻧﻬﺎ ﺑﺮاي ﻃﺒﻘﻪﺑﻨﺪي ﻣﻌﺎﻧﻲ و ﺳﭙﺲ ﺧﻮﺷﻪﺑﻨﺪي آﻧﻬﺎ ﺑﺮاي ﺗﺸﻜﻴﻞ ﻣﻀﺎﻣﻴﻦ‬
‫ﺳﻄﺢ ﺑﺎﻻ ﻣﻬﺎرتﻫﺎﻳﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﺤﻘﻘﺎن ﻛﻴﻔﻲ ﺑﺎﻳﺪ داﺷﺘﻪ ﺑﺎﺷﻨﺪ ]‪ .[101‬ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن‬
‫ﺟﺴﺘﺠﻮي ﻣﻀﺎﻣﻴﻨﻲ اﺳﺖ ﻛﻪ ﺑﺮاي ﺗﻮﺻﻴﻒ ﭘﺪﻳﺪه ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﻣﻬﻢ ﻫﺴﺘﻨﺪ و ﺑﻨﺎﺑﺮاﻳﻦ‬
‫ﻧﻮﻋﻲ ﺑﺎزﺷﻨﺎﺳﻲ اﻟﮕﻮي درون دادهﻫﺎ اﺳﺖ )ﻓ‪‬ﺮِدي و ﻣﻮﻳﻴﺮ‪-‬ﻛﻮﻛﺮان‪ .(2006 ،‬ﺑﻪ ﺑﻴﺎن دﻳﮕﺮ‪،‬‬
‫روش ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن ﻓﺮآﻳﻨﺪي ﺑﺮاي ﺗﺤﻠﻴﻞ دادهﻫﺎي ﻣﺘﻨﻲ اﺳﺖ و دادهﻫﺎي ﭘﺮاﻛﻨﺪه و‬
‫ﻣﺘﻨﻮع را ﺑﻪ دادهﻫﺎﻳﻲ ﻏﻨﻲ و ﺗﻔﺼﻴﻠﻲ ﺗﺒﺪﻳﻞ ﻣﻲﻛﻨﺪ ]‪.[13‬‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﺟﺪول‪ .1‬ﻓﺮاواﻧﻲ ﻣﻨﺎﺑﻊ ﻣﻮرد اﺳﺘﻔﺎده‬

‫ﺗﻌﺪاد ﻣﻨﺎﺑﻊ ﻣﻮرد اﺳﺘﻔﺎده‬ ‫ﺣﻮزه‬
‫‪13‬‬ ‫اﻟﮕﻮﻫﺎي ﺧﺎرﺟﻲ‬
‫‪9‬‬ ‫اﻟﮕﻮﻫﺎي داﺧﻠﻲ‬
‫‪9‬‬ ‫ﻋﻮاﻣﻞ اﺛﺮﮔﺬار‬
‫‪12‬‬ ‫ﻧﺘﺎﻳﺞ‬
‫‪9‬‬ ‫ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﻲ‬
‫‪6‬‬ ‫ﻣﺎﻟﻲ و ﺣﺴﺎﺑﺪاري‬
‫‪52‬‬ ‫‪8‬‬ ‫ﺑﺎزارﻳﺎﺑﻲ و ﻓﺮوش‬ ‫ﻛﺎرﻛﺮدﻫﺎ‬
‫‪10‬‬ ‫ﻓﻨﺎوري اﻃﻼﻋﺎت‬
‫‪9‬‬ ‫ﺗﻮﻟﻴﺪ و ﻋﻤﻠﻴﺎت‬
‫‪10‬‬ ‫ﺗﺤﻘﻴﻖ و ﺗﻮﺳﻌﻪ‬
‫‪95‬‬ ‫ﻛﻞ‬

‫ﻫﻤﺎﻧﻄﻮر ﻛﻪ ﺟﺪول ﻓﻮق ﻧﺸﺎن ﻣﻲدﻫﺪ‪ ،‬ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ادﺑﻴﺎت ﻣﻮﺟﻮد در زﻣﻴﻨﻪ‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﻣﻲﺑﺎﺷﺪ‪ .‬ﺑﺮاي ﺑﻪدﺳﺖ آوردن ﻣﻨﺎﺑﻊ در اﻳﻦ ﺗﺤﻘﻴﻖ‬
‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﺷﺶ ﺣﻮزه ﻛﺎرﻛﺮدي )ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﻲ‪ ،‬ﻣﺎﻟﻲ و ﺣﺴﺎﺑﺪاري‪ ،‬ﺑﺎزارﻳﺎﺑﻲ و‬
‫ﻓﺮوش‪ ،‬ﻓﻨﺎوري اﻃﻼﻋﺎت‪ ،‬ﺗﻮﻟﻴﺪ و ﻋﻤﻠﻴﺎت‪ ،‬و ﺗﺤﻘﻴﻖ و ﺗﻮﺳﻌﻪ( از ﭘﺎﻳﮕﺎهﻫﺎي اﻃﻼﻋﺎﺗﻲ‬
‫ﻣﺨﺘﻠﻒ ﺟﺴﺘﺠﻮ ﮔﺮدﻳﺪ‪ .‬ﺗﻌﺪاد ‪ 132‬ﻣﻨﺒﻊ ﺷﻨﺎﺳﺎﻳﻲ ﮔﺮدﻳﺪ ﻛﻪ از ‪ 37‬ﻣﻨﺒﻊ اﻣﻜﺎن اﺳﺘﺨﺮاج‬
‫ﻛﺪ ﻣﺮﺗﺒﻂ ﺑﺎ ﺷﺎﻳﺴﺘﮕﻲ ﻣﻴﺴﺮ ﻧﺸﺪ و در ﻧﻬﺎﻳﺖ ‪ 95‬ﻣﻨﺒﻊ ﺷﺎﻣﻞ ﻛﺪ ﻣﺮﺗﺒﻂ ﺑﺎﻗﻲﻣﺎﻧﺪ‪.‬‬
‫ﺑﺮاي ﺳﻨﺠﺶ رواﻳﻲ ﺗﺤﻘﻴﻖ ﺣﺎﺿﺮ‪ ،‬ﻋﻼوه ﺑﺮ اﻳﻦ ﻛﻪ ﻣﻀﻤﻮنﻫﺎي ﻓﺮاﮔﻴﺮ‪،‬‬
‫ﺳﺎزﻣﺎندﻫﻨﺪه و اﺻﻠﻲ و ﻓﺮﻋﻲ ﺑﺮ اﺳﺎس ﻣﺒﺎﻧﻲ ﻧﻈﺮي و ﭘﻴﺸﻴﻨﻪ اﻧﺘﺨﺎب ﺷﺪهاﻧﺪ‪ ،‬ﻧﻈﺮات‬
‫ﺟﻤﻌﻲ از ﺧﺒﺮﮔﺎن ﻧﻴﺰ در اﻳﻦ ﺧﺼﻮص ﻟﺤﺎظ ﺷﺪه اﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ در اﻳﻦ ﺗﺤﻘﻴﻖ ﺑﺮاي‬
‫ﻣﺤﺎﺳﺒﻪ ﭘﺎﻳﺎﻳﻲ از روش ﻫﻮﻟﺴﺘﻲ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ‪ .‬در اﻳﻦ روش ﻣﺘﻮن در دو ﻣﺮﺣﻠﻪ‬
‫ﻛﺪﮔﺬاري ﻣﻲﺷﻮﻧﺪ‪ .‬ﺳﭙﺲ ﺑﺎ اﺳﺘﻔﺎده از ﻓﺮﻣﻮل زﻳﺮ درﺻﺪ ﺗﻮاﻓﻖ ﻣﺸﺎﻫﺪه ﺷﺪه ﻣﺤﺎﺳﺒﻪ‬
‫ﻣﻲﺷﻮد‪:‬‬

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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫در اﻳﻦ ﻓﺮﻣﻮل ‪ M‬ﺗﻌﺪاد ﺗﻮاﻓﻖ در دو ﻣﺮﺣﻠﻪ ﻛﺪﮔﺬاري‪ n1 ،‬ﺗﻌﺪاد واﺣﺪﻫﺎي‬

‫ﻛﺪﮔﺬاري ﺷﺪه در ﻣﺮﺣﻠﻪ اول و ‪ n2‬ﺗﻌﺪاد واﺣﺪﻫﺎي ﻛﺪﮔﺬاري ﺷﺪه در ﻣﺮﺣﻠﻪ دوم‬
‫ﻣﻲﺑﺎﺷﺪ‪ 1PAO .‬ﻧﻴﺰ ﻋﺪدي ﺑﻴﻦ ﺻﻔﺮ )ﻋﺪم ﺗﻮاﻓﻖ( و ﻳﻚ )ﺗﻮاﻓﻖ ﻛﺎﻣﻞ( ﺧﻮاﻫﺪ ﺑﻮد ]‪.[2‬‬

‫‪PAO=(2×892)/(915+1021)=0/921‬‬

‫‪I‬‬ ‫‪D‬‬
‫اﻳﻦ ﺷﺎﺧﺺ ﺑﺮاي ﺗﺤﻘﻴﻖ ﺣﺎﺿﺮ ﺑﻪ ﺻﻮرت زﻳﺮ اﺳﺖ‪:‬‬

‫‪f‬‬ ‫‪S‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﻴﺠﻪ ﻓﺮﻣﻮل‪ ،‬ﻣﻘﺪار ﺿﺮﻳﺐ ﭘﺎﻳﺎﻳﻲ ﺣﺪود ‪ 92‬درﺻﺪ ﺷﺪ ﻛﻪ ﻧﺸﺎن ﻣﻲدﻫﺪ‬
‫ﻧﺘﺎﻳﺞ اﻳﻦ ﺗﺤﻘﻴﻖ ﻗﺎﺑﻠﻴﺖ اﻋﺘﻤﺎد زﻳﺎدي دارد‪.‬‬

‫‪e‬‬ ‫‪o‬‬ ‫ﻳﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ‬

‫اﻳﻦ ﺑﺨﺶ ﻓﺮآﻳﻨﺪ ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن را در ﺑﺮ دارد و از دو زﻳﺮﺑﺨﺶ ﻛﺪﮔﺬاري و ﺗﺤﻠﻴﻞ‬

‫‪i‬‬ ‫‪v‬‬
‫ﻣﻀﺎﻣﻴﻦ ﺗﺸﻜﻴﻞ ﺷﺪه اﺳﺖ‪ .‬در ﻛﺪﮔﺬاري ﻧﺨﺴﺖ ﻫﻤﻪ ﻣﻨﺎﺑﻊ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﮔﺮﻓﺘﻨﺪ و‬
‫ﭘﺲ از ﺑﺮرﺳﻲ‪ ،‬ﻣﻨﺎﺑﻊ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻮﺿﻮع ﺑﺎﻗﻲ ﻣﺎﻧﺪﻧﺪ‪ .‬ﺳﭙﺲ ﻓﺮآﻳﻨﺪ ﻛﺪﮔﺬاري آﻏﺎز ﮔﺮدﻳﺪ‪.‬‬

‫‪c‬‬ ‫‪h‬‬
‫در اﻳﻦ ﻓﺮآﻳﻨﺪ ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻣﻔﻬﻮم ﻛﻠﻲ ﻣﻮرد ﻧﻈﺮ‪ ،‬ﺑﺨﺶﻫﺎﻳﻲ از ﻣﺘﻦ ﻣﻨﺎﺑﻊ ﻛﻪ ﺑﻪ‬
‫ﺻﻮرت آﺷﻜﺎر ﻳﺎ ﺿﻤﻨﻲ ﻛﺪ ﻣﺮﺗﺒﻂ را در ﺑﺮ داﺷﺘﻨﺪ‪ ،‬ﻋﻼﻣﺖ زده ﺷﺪ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻌﻨﺎي‬

‫‪A‬‬ ‫‪r‬‬ ‫‪2‬‬

‫ﻫﺮ ﺑﺨﺶ‪ ،‬ﻧﺎﻣﻲ ﺑﻪ آن ﺑﺨﺶ در ﻣﺘﻦ اﺧﺘﺼﺎص ﻳﺎﻓﺖ و ﺑﻪ ﺻﻮرت ﺗﻮﺿﻴﺢ در آن ﺑﺨﺶ‬
‫از ﻣﻨﺒﻊ ﻣﺮﺑﻮﻃﻪ ﺟﺎي ﮔﺮﻓﺖ‪ .‬در ﻛﻨﺎر ﻛﺎر ﻛﺪﮔﺬاري ﻓﺎﻳﻠﻲ ﺗﺪارك دﻳﺪه ﺷﺪ و ﻧﺎم ﻛﺪﻫﺎ در‬
‫آن ذﺧﻴﺮه ﺷﺪ‪ .‬در اداﻣﻪ ﻛﺎر و ﺑﺎ ﻛﺪﮔﺬاريﻫﺎي ﻣﺘﻨﻲ ﺑﻴﺸﺘﺮ ﺑﻪ ﺻﻮرت ﻣﺪاوم ﺑﻪ اﻳﻦ ﻓﺎﻳﻞ‬
‫ﻣﺮاﺟﻌﻪ ﺷﺪ و ﺑﺮرﺳﻲ ﮔﺮدﻳﺪ ﻛﻪ آﻳﺎ ﺑﺨﺶ ﻣﺸﺨﺺ ﺷﺪه ﺑﻪ ﻳﻜﻲ از ﻧﺎمﻫﺎي اﺧﺘﺼﺎص‬

‫‪1. Percentage of Agreement Observation‬‬

‫‪2. Comment‬‬

‫‪www.SID.ir‬‬
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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﻳﺎﻓﺘﻪ ﻣﺮﺗﺒﻂ اﺳﺖ ﻳﺎ اﻳﻨﻜﻪ ﺑﺎﻳﺪ ﻧﺎم ﺟﺪﻳﺪ ﺑﺮاي آن ﺗﻌﻴﻴﻦ ﻧﻤﻮد‪ .‬ﻣﺴﻠﻤﺎً ﻧﺎمﻫﺎي ﺟﺪﻳﺪ در‬
‫ﺣﻴﻦ ﻛﺪﮔﺬاري ﺑﻪ ﻓﺎﻳﻞ ﻣﺮﺑﻮﻃﻪ اﺿﺎﻓﻪ ﮔﺮدﻳﺪﻧﺪ‪.‬‬
‫ﭘﺲ از اﺗﻤﺎم ﻛﺪﮔﺬاري درونﻣﺘﻨﻲ ﻧﻮﺑﺖ ﺑﻪ ورود ﺑﺨﺶﻫﺎي ﺗﻌﻴﻴﻦ ﺷﺪه ﺑﻪ ﻧﺮماﻓﺰار‬
‫‪ Nvivo‬رﺳﻴﺪ‪ .‬در اﻳﻦ ﻣﺮﺣﻠﻪ اﺑﺘﺪا ﭘﻮﺷﻪﻫﺎي ﺟﺪاﮔﺎﻧﻪاي ﺑﺮاي ﻫﺮ ﻛﺎرﻛﺮد در ﻧﺮماﻓﺰار‬
‫اﻳﺠﺎد ﮔﺮدﻳﺪ‪ .‬ﺳﭙﺲ ﻛﺪﻫﺎي ﻣﺸﺨﺺ ﺷﺪه ﻫﺮ ﻣﻨﺒﻊ ﺑﻪ ﺗﻔﻜﻴﻚ در ﭘﻮﺷﻪ ﻣﺮﺑﻮﻃﻪ وارد ﺷﺪ‪.‬‬

‫‪I‬‬ ‫‪D‬‬
‫ﻫﻤﭽﻨﻴﻦ در ﺧﻼل اﻳﻦ ﻛﺎر ﻫﺮ ﻣﻨﺒﻊ دوﺑﺎره ﻣﻮرد ﺑﺎزﺑﻴﻨﻲ ﻗﺮار ﮔﺮﻓﺖ ﺗﺎ در ﺻﻮرت اﻣﻜﺎن‬

‫‪S‬‬
‫ﺑﺨﺶﻫﺎي ﻣﺮﺗﺒﻂ ﺟﺪﻳﺪي ﻛﺪﮔﺬاري ﺷﻮﻧﺪ و ﻧﻴﺰ ﺑﺨﺶﻫﺎي ﻛﺪﮔﺬاري ﺷﺪهاي ﻛﻪ‬
‫ﺑﻲارﺗﺒﺎط ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﻨﺪ‪ ،‬ﺣﺬف ﮔﺮدﻧﺪ‪ .‬در اداﻣﻪ ﻛﺪﮔﺬاريﻫﺎي دﺳﺘﻲ وارد ﻧﺮماﻓﺰار‬

‫‪o‬‬ ‫‪f‬‬
‫ﮔﺮدﻳﺪ و ﻓﻬﺮﺳﺘﻲ از ﻛﺪﻫﺎ ﻧﻤﺎﻳﺎن ﺷﺪ‪ .‬در اﺑﺘﺪا ‪ 1021‬ﻛﺪ ﺷﻨﺎﺳﺎﻳﻲ ﺷﺪ ﻛﻪ در ﻧﻬﺎﻳﺖ ﺑﺎ‬
‫ﺑﺮرﺳﻲﻫﺎي ﻣﻜﺮر ﺗﻌﺪاد ‪ 915‬ﻛﺪ ﺑﺎﻗﻲ ﻣﺎﻧﺪ ﻛﻪ از اﻳﻦ ﻣﻴﺎن ‪ 892‬ﻛﺪ ﻣﺸﺘﺮك ﺑﻮد‪ .‬ﺑﻪ اﻳﻦ‬
‫ﺗﺮﺗﻴﺐ و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻓﺮﻣﻮل ﻫﻮﻟﺴﺘﻲ ﺷﺎﺧﺺ ‪ PAO‬ﺑﺮاي اﻳﻦ ﭘﮋوﻫﺶ ‪ 0/921‬ﺑﻪدﺳﺖ‬

‫‪v‬‬ ‫‪e‬‬
‫آﻣﺪ ﻛﻪ ﻧﺸﺎن از ﭘﺎﻳﺎﻳﻲ ﺑﺎﻻي ﺑﺨﺶ ﻛﻴﻔﻲ اﺳﺖ‪.‬‬

‫‪h‬‬ ‫‪i‬‬
‫ﭘﺲ از ﻓﺮآﻳﻨﺪ ﻛﺪﮔﺬاري ﻛﻪ ﺑﺎ رﻓﺖ و آﻣﺪﻫﺎي ﻣﻜﺮر ﺑﻴﻦ ﻣﻨﺎﺑﻊ و ﻧﺮماﻓﺰار اﻧﺠﺎم‬
‫ﮔﺮدﻳﺪ‪ ،‬ﻓﺮآﻳﻨﺪ ﺗﻌﻴﻴﻦ ﻣﻀﺎﻣﻴﻦ آﻏﺎز ﮔﺮدﻳﺪ‪ .‬در ﻣﺮﺣﻠﻪ ﻧﺨﺴﺖ ﻛﺪﻫﺎي ﻣﺸﺎﺑﻪ در ﻛﻨﺎر‬

‫‪r‬‬ ‫‪c‬‬
‫ﻳﻜﺪﻳﮕﺮ ﻗﺮار ﮔﺮﻓﺘﻨﺪ و ﻣﻀﺎﻣﻴﻦ ﭘﺎﻳﻪ را ﺗﺸﻜﻴﻞ دﻫﻨﺪ‪ .‬در ﺣﻴﻦ اﻳﻦ اﻗﺪام‪ ،‬ﻣﺤﻘﻘﺎن ﭘﻲﺑﺮدﻧﺪ‬
‫ﻛﻪ ﺑﺮﺧﻲ از ﻛﺪﻫﺎ ﺳﻄﺤﻲ ﺑﺎﻻﺗﺮ دارﻧﺪ و اﻣﻜﺎن اﻳﻦ ﻛﻪ در ﺳﻄﻮح ﭘﺎﻳﻴﻦ ﺧﺮد ﺷﻮﻧﺪ وﺟﻮد‬
‫دارد‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ ﻛﺪﻫﺎ ﻣﺠﺪداً ﻣﻮرد ﺑﺎزﺑﻴﻨﻲ ﻗﺮار ﮔﺮﻓﺘﻨﺪ و ﻛﺪﻫﺎي ﺳﻄﺢ ﺑﺎﻻ ﺑﻪ‬

‫‪A‬‬
‫ﭘﺎﻳﻴﻦﺗﺮﻳﻦ ﺳﻄﺢ ﻣﻤﻜﻦ ﺗﺠﺰﻳﻪ ﺷﺪﻧﺪ و دوﺑﺎره ﻓﺮآﻳﻨﺪ ﺗﻌﻴﻴﻦ ﻣﻀﺎﻣﻴﻦ اداﻣﻪ ﻳﺎﻓﺖ‪ .‬ﺳﭙﺲ‬
‫ﻧﺎﻣﻲ ﺑﺮاي ﻫﺮ ﻣﻀﻤﻮن ﭘﺎﻳﻪ ﺗﻌﻴﻴﻦ ﮔﺮدﻳﺪ‪ .‬در اداﻣﻪ ﻣﻀﺎﻣﻴﻨﻲ ﻛﻪ ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﻴﺪ ﻛﻪ‬
‫ﻫﻤﭙﻮﺷﺎﻧﻲ زﻳﺎدي دارﻧﺪ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺗﻠﻔﻴﻖ ﺷﺪه و ﻳﻚ ﻣﻀﻤﻮن را ﺷﻜﻞ دادﻧﺪ‪ .‬اﻳﻦ ﻓﺮآﻳﻨﺪ‬
‫ﺗﻌﻴﻴﻦ ﻣﻀﺎﻣﻴﻦ ﺗﺎ ﺗﻌﻴﻴﻦ ﻣﻀﺎﻣﻴﻦ ﺳﺎزﻣﺎندﻫﻨﺪه و ﻓﺮاﮔﻴﺮ ﺑﻪ ﻫﻤﻴﻦ ﻣﻨﻮال اداﻣﻪ ﻳﺎﻓﺖ‪ .‬در‬
‫ﻧﻬﺎﻳﺖ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﺑﻪ ﺳﻪ ﻣﻀﻤﻮن رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ‪ ،‬ﻗﺎﺑﻠﻴﺖﺳﺎز و‬
‫ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ ﺧﻼﺻﻪ ﮔﺮديد‪ .‬ﺑﺮاي ﺗﻌﻴﻴﻦ اﻋﺘﺒﺎر ﻳﺎﻓﺘﻪﻫﺎ ﻧﻴﺰ از ﺧﺒﺮﮔﺎن‬
‫‪www.SID.ir‬‬
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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫درﺧﻮاﺳﺖ ﺷﺪ ﻛﻪ ﻧﻈﺮ ﺧﻮد را در ﻣﻮرد اﻟﮕﻮي اوﻟﻴﻪ اﺑﺮاز دارﻧﺪ‪ .‬اﻟﮕﻮ ﭘﺲ از ﺑﺎزﺧﻮرد از‬
‫ﺧﺒﺮﮔﺎن ﺗﻜﻤﻴﻞ ﮔﺮدﻳﺪ‪ .‬ﺟﺪول زﻳﺮ ﺧﻼﺻﻪاي از ﻣﻀﻤﻮنﻫﺎي ﻣﺮﺗﺒﻂ ﺑﺎ رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي را ﻧﺸﺎن ﻣﻲدﻫﺪ‪.‬‬

‫ﺟﺪول‪ .2‬ﻣﻀﻤﻮنﻫﺎي ﻣﺮﺗﺒﻂ ﺑﺎ رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‬

‫ﻓﺮاواﻧﻲ ﻛﺪﻫﺎ‬ ‫ﻣﻀﻤﻮنﻫﺎي ﭘﺎﻳﻪ‬ ‫ﻣﻀﻤﻮنﻫﺎي ﺳﺎزﻣﺎندﻫﻨﺪه‬
‫‪29‬‬ ‫ﮔﺮاﻳﺶ ﺗﻴﻤﻲ‬
‫‪16‬‬ ‫ﭘﺮورش دﻳﮕﺮان‬ ‫ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ‬

‫رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ‬
‫‪16‬‬ ‫ﺑﺴﺘﺮﺳﺎزي‬

‫‪33‬‬ ‫ﺧﻮدﻣﺪﻳﺮﻳﺘﻲ‬ ‫ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ‬

‫‪35‬‬ ‫اﻋﺘﺒﺎر‬
‫‪128‬‬ ‫ﻓﻌﺎل اﺳﺘﺮاﺗﮋي‬
‫‪14‬‬ ‫ﺑﺎﺑﺼﻴﺮت‬ ‫ﺗﻔﻜﺮ اﺳﺘﺮاﺗﮋﻳﻚ‬
‫‪271‬‬ ‫ﺟﻤﻊ ﻛﻞ ﻛﺪﻫﺎ‬

‫ﻫﻤﺎن ﮔﻮﻧﻪ ﻛﻪ ﺟﺪول ﺑﺎﻻ ﻧﺸﺎن ﻣﻲدﻫﺪ‪ ،‬ﻣﻀﻤﻮن رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ داراي ﺳﻪ ﺑ‪‬ﻌﺪ‬
‫ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ )ﺑﺎ ‪ 61‬ﻛﺪ(‪ ،‬ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ )ﺑﺎ ‪ 68‬ﻛﺪ( و ﺗﻔﻜﺮ اﺳﺘﺮاﺗﮋﻳﻚ )ﺑﺎ ‪ 142‬ﻛﺪ(‬
‫ﻣﻲﺑﺎﺷﺪ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﺗﻔﻜﺮ اﺳﺘﺮاﺗﮋﻳﻚ ﺑﺎ داﺷﺘﻦ ‪ 52‬درﺻﺪ ﻛﺪﻫﺎي ﻣﻀﻤﻮن رﻫﺒﺮي‬
‫اﺳﺘﺮاﺗﮋﻳﻚ ﻣﻬﻤﺘﺮﻳﻦ ﺑ‪‬ﻌﺪ اﻳﻦ ﻣﻀﻤﻮن ﻗﻠﻤﺪاد ﻣﻲﺷﻮد‪ .‬دو ﺑ‪‬ﻌﺪ ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ و ﭘﻴﺸﺮﻓﺖ‬
‫ﺟﻤﻌﻲ ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﺎ ‪ 25‬درﺻﺪ و ‪ 23‬درﺻﺪ ﺑﺎ ﻓﺎﺻﻠﻪ زﻳﺎد در ﻣﺮاﺗﺐ ﺑﻌﺪي ﻗﺮار ﻣﻲﮔﻴﺮﻧﺪ‪.‬‬
‫ﻗﺴﻤﺖﻫﺎﻳﻲ از ﻣﻄﺎﻟﺐ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻀﻤﻮن “ﺗﻔﻜﺮ اﺳﺘﺮاﺗﮋﻳﻚ” از ﻣﺘﻦ ﻣﻨﺎﺑﻊ در اداﻣﻪ‬
‫آﻣﺪه اﺳﺖ‪:‬‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺮاي دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻣﺰﻳﺖ رﻗﺎﺑﺘﻲ ﺑﺎﻳﺪ ﻧﻘﺶ اﺳﺘﺮاﺗﮋﻳﻚ در ﺳﺎزﻣﺎن‬
‫اﻳﻔﺎ ﻛﻨﺪ ]‪ .[20‬اﺳﺘﺮاﺗﮋي ﺳﺎزﻣﺎن را ﺑﻪ ﺻﻮرت ﻣﺸﺎرﻛﺘﻲ اﻳﺠﺎد ﻛﻨﺪ ]‪ .[95‬ﺑﻪ ﺗﺸﻜﻴﻞ و‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫اﺟﺮاي اﺳﺘﺮاﺗﮋي ﻛﺴﺐوﻛﺎر ﻛﻤﻚ ﻛﻨﺪ ]‪ .[5‬دﻳﺪ ﺑﻠﻨﺪﻣﺪت دارد و ﺑﻪ ﻳﻚ ﭼﺸﻢاﻧﺪاز‬

‫ﺑﻠﻨﺪﻣﺪت ﻣﺘﻌﻬﺪ اﺳﺖ ]‪ .[67‬از واﻗﻌﻴﺖ ﻋﻤﻠﻴﺎﺗﻲ و اﺳﺘﺮاﺗﮋﻳﻚ ﺳﺎزﻣﺎن آﮔﺎه اﺳﺖ ]‪.[22‬‬
‫ﺧﻮد را ﺑﺎ اﻟﺰاﻣﺎت ﺑﺎزار وﻓﻖ ﻣﻲدﻫﺪ ]‪ .[85‬ﺗﻐﻴﻴﺮات در ﺗﺮﺟﻴﺤﺎت ﻣﺸﺘﺮﻳﺎن را درك‬
‫ﻣﻲﻛﻨﺪ ]‪ .[91‬ﺑﺎﻳﺪ اﺳﺘﺮاﺗﮋيﻫﺎي ﺣﻮزه ﺧﻮد را ﺑﺎ اﻫﺪاف و اﺳﺘﺮاﺗﮋيﻫﺎي ﻛﺴﺐوﻛﺎر‬
‫ﻫﻤﺮاﺳﺘﺎ ﻧﻤﺎﻳﺪ ]‪ .[73‬ﺗﻔﻜﺮ ﺳﻴﺴﺘﻤﻲ دارد و ﺑﺎ ﻧﮕﺎﻫﻲ ﻛﻞﻧﮕﺮاﻧﻪ ﻧﺴﺒﺖ ﺑﻪ ﻓﻌﺎﻟﻴﺖﻫﺎ‪،‬‬
‫رواﺑﻂ ﺑﻴﻦ آﻧﻬﺎ را درك ﻣﻲﻛﻨﺪ ]‪ .[33‬ﺑﻪ ﻣﺴﺎﺋﻞ ﺑﺎ ﺷﻚ ﺣﺮﻓﻪاي ﻣﻲﻧﮕﺮد‪ .‬ﺿﻤﻦ داﺷﺘﻦ‬
‫ذﻫﻦ ﭘﺮﺳﺸﮕﺮ‪ ،‬ﺷﻮاﻫﺪ را ﺑﻪ ﺻﻮرت اﻧﺘﻘﺎدي ﻣﻮرد ارزﻳﺎﺑﻲ ﻗﺮار ﻣﻲدﻫﺪ ]‪.[88‬‬
‫ﻗﺴﻤﺖﻫﺎﻳﻲ از ﻣﻄﺎﻟﺐ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻀﻤﻮن “ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ” از ﻣﺘﻦ ﻣﻨﺎﺑﻊ در اداﻣﻪ آﻣﺪه‬
‫اﺳﺖ‪:‬‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﻪ ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ ﻣﻲاﻧﺪﻳﺸﺪ‪ .‬ﻣﻲداﻧﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﺑﺎﻳﺪ ﻳﻚ ﺗﻴﻢ‬
‫ﻗﺪرﺗﻤﻨﺪ را اﻳﺠﺎد ﻧﻤﻮد ]‪ [55‬و اﻃﻤﻴﻨﺎن ﺣﺎﺻﻞ ﻣﻲﻧﻤﺎﻳﺪ ﻛﻪ ﺣﻮزه ﺧﻮد ﺑﻪ ﺻﻮرت‬
‫ﻳﻚ ﮔﺮوه ﻛﺎرﻛﺮدي ﻛﺎر ﻣﻲﻛﻨﺪ ]‪ .[94‬ﻧﻤﺎدﻫﺎﻳﻲ از ﻫﻮﻳﺖ‪ ،‬ﻏﺮور و اﻋﺘﻤﺎد ﺟﻤﻌﻲ و‬
‫ﻛﺎر ﺗﻴﻤﻲ ﺑﻪ وﺟﻮد ﻣﻲآورد ]‪ .[29‬از رﻫﺒﺮان اﻧﺘﻈﺎر ﻣﻲرود ﻛﻪ از وﻗﻮع ﺑﺤﺮانﻫﺎ‬
‫ﺟﻠﻮﮔﻴﺮي ﻛﻨﻨﺪ و آﻣﺎدﮔﻲ ﻣﻮاﺟﻬﻪ ﺑﺎ ﺑﺤﺮانﻫﺎي اﺣﺘﻤﺎﻟﻲ را داﺷﺘﻪ ﺑﺎﺷﻨﺪ ]‪.[104‬‬
‫ﻣﺪﻳﺮان ﺑﺎﻳﺪ ﺑﺨﺸﻲ از وﻗﺖ و اﻧﺮژي ﺧﻮد را ﺑﻪ ﭘﺮورش و ارﺗﻘﺎء دﻳﮕﺮان اﺧﺘﺼﺎص‬
‫دﻫﻨﺪ و آﻧﻬﺎ را در درك ﻫﺪف ﻛﺎري ﺧﻮد ﻳﺎري رﺳﺎﻧﻨﺪ ]‪ .[96‬ﺑﻪ دﻳﮕﺮان اﻃﻤﻴﻨﺎن‬
‫ﻣﻲدﻫﺪ ﻛﻪ ﺗﻮاﻧﺎﻳﻲ دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻣﻮﻓﻘﻴﺖ را دارﻧﺪ ]‪ .[24‬ﺑﻪ دﻳﮕﺮان اﺟﺎزه ﻣﻲدﻫﺪ ﻛﻪ‬
‫در ﺗﺼﻤﻴﻢﮔﻴﺮي‪ ،‬ﺗﻌﻴﻴﻦ اﻫﺪاف‪ ،‬دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻧﺘﺎﻳﺞ و درﻳﺎﻓﺖ ﭘﺎداش ﻣﺸﺎرﻛﺖ داﺷﺘﻪ‬
‫ﺑﺎﺷﻨﺪ ]‪.[66‬‬
‫ﻗﺴﻤﺖﻫﺎﻳﻲ از ﻣﻄﺎﻟﺐ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻀﻤﻮن “ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ” از ﻣﺘﻦ ﻣﻨﺎﺑﻊ در اداﻣﻪ آﻣﺪه‬
‫اﺳﺖ‪:‬‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻣﻲﺗﻮاﻧﺪ ﺧﻮد را ﻣﺪﻳﺮﻳﺖ ﻛﻨﺪ ]‪ .[82‬از ارزشﻫﺎ و ﻧﻘﺎط ﻗﻮت و‬
‫ﺿﻌﻒ ﺧﻮد ﺑﻪ ﺧﻮﺑﻲ آﮔﺎه اﺳﺖ ]‪ .[107‬ﺑﻪ ﺗﻔﻜﺮ ارزش ﺑﺎﻻﻳﻲ ﻗﺎﺋﻞ ﻫﺴﺘﻨﺪ و ﺑﻪ ﺧﻮد‬
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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫ﻓﺮﺻﺖ ﻳﺎدﮔﻴﺮي ﻣﻲدﻫﻨﺪ ]‪ .[106‬ﺑﻪ ﺗﻮاﻧﺎﻳﻲﻫﺎ و اﺳﺘﻌﺪادﻫﺎي ﺧﻮد اﻳﻤﺎن دارد ]‪ [38‬و‬
‫ﺗﺤﺖ ﻓﺸﺎر و اﺳﺘﺮس ﺑﻪ ﺻﻮرت ﺳﺎزﻧﺪه ﻛﺎر ﻣﻲﻛﻨﺪ ]‪ .[19‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ وﺟﺪان‬
‫ﺳﺎزﻣﺎن ﺧﻮد ﺑﺎﺷﺪ و اﻃﻤﻴﻨﺎن ﺣﺎﺻﻞ ﻛﻨﺪ ﻛﻪ اﺳﺘﺎﻧﺪاردﻫﺎي اﺧﻼﻗﻲ رﻋﺎﻳﺖ ﻣﻲﺷﻮد‬
‫]‪ .[87‬ﺑﺎ اﻓﺮاد ﺑﺎ ﺻﺪاﻗﺖ و ﺑﻲﭘﺮده ﺑﺮﺧﻮرد ﻣﻲﻛﻨﺪ ]‪ .[24‬ﺑﻪ اﺣﺴﺎﺳﺎت دﻳﮕﺮان اﻫﻤﻴﺖ‬

‫ﺷﻜﻞ‪ .1‬ﺷﺒﻜﻪ ﻣﻀﺎﻣﻴﻦ رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ‬

‫‪I‬‬ ‫‪D‬‬
‫ﻣﻲدﻫﺪ و از آن ﻣﺘﺄﺛﺮ ﻣﻲﺷﻮد ]‪ .[29‬ﻧﮕﺮشﻫﺎ و رﻓﺘﺎرﻫﺎي ﺣﺮﻓﻪاي ﺑﺮﺗﺮ دارد ]‪.[88‬‬

‫‪f‬‬ ‫‪S‬‬
‫‪e‬‬ ‫‪o‬‬
‫‪i‬‬ ‫‪v‬‬
‫‪c‬‬ ‫‪h‬‬
‫‪A‬‬ ‫‪r‬‬
‫ﺟﺪول زﻳﺮ ﺧﻼﺻﻪاي از ﻣﻀﻤﻮنﻫﺎي ﻣﺮﺗﺒﻂ ﺑﺎ ﻗﺎﺑﻠﻴﺖﺳﺎزي ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي را ﻧﺸﺎن‬

‫ﺟﺪول‪ .3‬ﻣﻀﻤﻮنﻫﺎ ﻣﺮﺗﺒﻂ ﺑﺎ ﻗﺎﺑﻠﻴﺖﺳﺎزي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‬

‫ﻓﺮاواﻧﻲ ﻛﺪﻫﺎ‬ ‫ﻣﻀﻤﻮنﻫﺎي ﭘﺎﻳﻪ‬ ‫ﻣﻀﻤﻮنﻫﺎي ﺳﺎزﻣﺎندﻫﻨﺪه‬
‫ﻣﻲدﻫﺪ‪.‬‬

‫‪37‬‬ ‫ﻧﺘﻴﺠﻪﮔﺮا‬ ‫ﺑﻬﺮهور‬

‫ﻗﺎﺑﻠﻴﺖﺳﺎزي‬

‫‪35‬‬ ‫ﺑﻬﻴﻨﻪﻛﻨﻨﺪه ﻣﻨﺎﺑﻊ‬

‫‪55‬‬ ‫داﻧﺶ درونﻛﺎرﻛﺮدي‬
‫‪64‬‬ ‫داﻧﺶ ﺑﺮونﻛﺎرﻛﺮدي‬ ‫ﻣﻄﻠﻊ‬
‫‪191‬‬ ‫ﺟﻤﻊ ﻛﻞ ﻛﺪﻫﺎ‬
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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﻫﻤﺎن ﮔﻮﻧﻪ ﻛﻪ ﺟﺪول ﺑﺎﻻ ﻧﺸﺎن ﻣﻲدﻫﺪ‪ ،‬ﻣﻀﻤﻮن ﻗﺎﺑﻠﻴﺖﺳﺎزي داراي دو ﺑ‪‬ﻌﺪ ﺑﻬﺮهور‬
‫)ﺑﺎ ‪ 72‬ﻛﺪ( و ﻣﻄﻠﻊ )ﺑﺎ ‪ 119‬ﻛﺪ( ﻣﻲﺑﺎﺷﺪ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻣﻄّﻠﻊ ﺑﺎ داﺷﺘﻦ ‪ 62‬درﺻﺪ‬
‫ﻛﺪﻫﺎي ﻣﻀﻤﻮن ﻗﺎﺑﻠﻴﺖﺳﺎزي ﻣﻬﻤﺘﺮﻳﻦ ﺑ‪‬ﻌﺪ اﻳﻦ ﻣﻀﻤﻮن ﻗﻠﻤﺪاد ﻣﻲﺷﻮد‪ .‬ﺑ‪‬ﻌﺪ ﺑﻬﺮهور ﺑﺎ ‪38‬‬
‫درﺻﺪ ﺑﺎ ﻓﺎﺻﻠﻪ زﻳﺎد از اﻳﻦ ﺑ‪‬ﻌﺪ ﻗﺮار ﻣﻲﮔﻴﺮد‪.‬‬

‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺮ داﻧﺶ ﭘﺎﻳﻪاي و ﺑﻴﻨﺶ ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪه ﻣﺘﻜﻲ اﺳﺖ ]‪ [95‬و ﺑﻪ دﻟﻴﻞ‬

‫‪I‬‬ ‫‪D‬‬
‫ﻗﺴﻤﺖﻫﺎﻳﻲ از ﻣﻄﺎﻟﺐ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻀﻤﻮن “ﻣﻄﻠﻊ” از ﻣﺘﻦ ﻣﻨﺎﺑﻊ در اداﻣﻪ آﻣﺪه اﺳﺖ‪:‬‬

‫‪S‬‬
‫درك ﻋﻤﻴﻖ ﻣﺒﺎﻧﻲ ﺣﻮزه ﺧﻮد ﻣﻲﺗﻮاﻧﺪ در ﺳﻴﺴﺘﻢﻫﺎي ﻣﺨﺘﻠﻒ ﻛﺎر ﻛﻨﺪ ]‪ .[33‬ﻣﻲﺗﻮاﻧﺪ‬
‫روشﻫﺎي ﺟﺪﻳﺪ ﻛﺎرﻛﺮدي را اﻳﺠﺎد و ﺗﺠﺮﺑﻪ ﻧﻤﺎﻳﺪ ]‪ .[98‬داﻧﺸﻲ ﻋﻤﻴﻖ از ﻛﺴﺐوﻛﺎر و‬

‫‪o‬‬ ‫‪f‬‬
‫ﺻﻨﻌﺖ دارد ]‪ [14‬و از ﺗﻐﻴﻴﺮات در اﻗﺘﺼﺎد آﮔﺎه اﺳﺖ و ﻣﺤﺼﻮﻻت ﺟﺪﻳﺪ و ﺗﻐﻴﻴﺮات‬
‫در ﻣﺤﺼﻮﻻت ﻣﻮﺟﻮد را ﭘﻴﮕﻴﺮي ﻣﻲﻛﻨﺪ ]‪ .[8‬داﻧﺶ ﺣﻮزهﻫﺎي ﺑﺨﺶﻫﺎي ﻣﺨﺘﻠﻒ را‬

‫‪e‬‬
‫ادﻏﺎم و ﻫﻤﺎﻫﻨﮓ ﻣﻲﻧﻤﺎﻳﺪ ]‪ [74‬و ﺑﺎ روشﺷﻨﺎﺳﻲﻫﺎ و روﻳﻪﻫﺎي ﻣﺘﺨﺼﺼﺎن دﻳﮕﺮ‬

‫‪v‬‬
‫رﺷﺘﻪﻫﺎ و ﺣﻮزهﻫﺎ آﺷﻨﺎ ﺑﺎﺷﻨﺪ ]‪.[55‬‬

‫‪h‬‬ ‫‪i‬‬
‫ﻗﺴﻤﺖﻫﺎﻳﻲ از ﻣﻄﺎﻟﺐ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻀﻤﻮن “ﺑﻬﺮهور” از ﻣﺘﻦ ﻣﻨﺎﺑﻊ در اداﻣﻪ آﻣﺪه اﺳﺖ‪:‬‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺗﻔﻜﺮي ﻋﻤﻠﮕﺮا دارد و ﺑﺮ ﺗﻼشﻫﺎي ﺧﻮد در ﺟﻬﺖ دﺳﺘﻴﺎﺑﻲ ﺑﻪ‬

‫‪r‬‬ ‫‪c‬‬
‫ﻧﺘﺎﻳﺞ ﺗﻤﺮﻛﺰ دارد ]‪ .[38‬وي ﺗﺤﻠﻴﻞﻫﺎي ﺧﻮد را ﺑﺮ ﺷﺎﺧﺺﻫﺎي ﻛﺎرﻛﺮدي ﻣﺘﻤﺮﻛﺰ‬
‫ﻣﻲﻧﻤﺎﻳﺪ ]‪ [78‬و ﻣﻲﺗﻮاﻧﺪ ﻣﺴﺎﺋﻞ ﭘﻴﭽﻴﺪه و ﺟﺪﻳﺪ را ﺣﻞ ﻧﻤﺎﻳﺪ ]‪ .[77‬ﺑﻪ وﻇﺎﻳﻒ و‬
‫ﻣﺴﺌﻮﻟﻴﺖﻫﺎي ﺧﻮد ﻣﺘﻌﻬﺪ اﺳﺖ و ﺑﻪ اﺑﻬﺎﻣﺎت آﻧﻬﺎ ﭘﺎﺳﺦﻫﺎي ﻣﻨﺎﺳﺐ ﻓﺮاﻫﻢ ﻣﻲﻛﻨﺪ‬

‫‪A‬‬
‫]‪ .[106‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻫﻤﭽﻨﻴﻦ ﻣﻨﺎﺑﻊ را ﺑﻬﻴﻨﻪ ﻣﻲﺳﺎزد‪ .‬وي ﻣﻨﺎﺑﻊ را ﺑﻪ ﻓﺮﺻﺖﻫﺎ‬
‫ﺗﺨﺼﻴﺺ ﻣﻲدﻫﺪ ]‪ .[27‬در درك ﻣﺎ از اﺳﺘﻔﺎده از ﺷﺎﻳﺴﺘﮕﻲ ﻓﻨﺎوراﻧﻪ ﺟﺎي ﺧﺎﻟﻲ‬
‫ﺗﺨﺼﻴﺺ و اﻧﺘﻘﺎل ﻣﻨﺎﺑﻊ اﺣﺴﺎس ﻣﻲﺷﻮد ]‪ .[27‬وي ﻣﻲﺗﻮاﻧﺪ ﻣﻨﺎﺑﻊ ﻣﻮﺟﻮد را ﻣﺪﻳﺮﻳﺖ‬
‫ﻛﻨﺪ ]‪ [8‬و از ﻣﻨﺎﺑﻊ داﺧﻠﻲ و ﺧﺎرﺟﻲ ﺑﻬﺮهﺑﺮداري ﻣﻲﻧﻤﺎﻳﺪ ﺗﺎ ﺑﺎ ﻣﺤﻴﻂ در ﺣﺎل ﺗﻐﻴﻴﺮ‬
‫ﻣﻮاﺟﻬﻪ ﺷﻮد ]‪ .[67‬ﺑﺮﻧﺎﻣﻪرﻳﺰي و ﻛﻨﺘﺮل ﻣﻨﺎﺑﻊ ﺣﻮزه ﺧﻮد ﻳﻚ ﺷﺎﻳﺴﺘﮕﻲ ﻛﺎرﻛﺮدي‬
‫ﺑﻨﻴﺎدﻳﻦ اﺳﺖ ]‪.[103‬‬
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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫ﺷﻜﻞ‪ .2‬ﺷﺒﻜﻪ ﻣﻀﺎﻣﻴﻦ ﻗﺎﺑﻠﻴﺖﺳﺎزي‬

‫‪I‬‬ ‫‪D‬‬
‫‪f‬‬ ‫‪S‬‬
‫‪e‬‬ ‫‪o‬‬
‫ﺟﺪول زﻳﺮ ﺧﻼﺻﻪاي از ﻣﻀﻤﻮنﻫﺎي ﻣﺮﺗﺒﻂ ﺑﺎ ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ ﻣﺪﻳﺮ‬

‫‪v‬‬
‫ﻛﺎرﻛﺮدي را ﻧﺸﺎن ﻣﻲدﻫﺪ‪.‬‬

‫‪h‬‬ ‫‪i‬‬
‫ﺟﺪول‪ .4‬ﻣﻀﻤﻮنﻫﺎ ﻣﺮﺗﺒﻂ ﺑﺎ ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‬

‫‪c‬‬
‫ﻓﺮاواﻧﻲ ﻛﺪﻫﺎ‬ ‫ﻣﻀﻤﻮنﻫﺎي ﭘﺎﻳﻪ‬ ‫ﻣﻀﻤﻮنﻫﺎي ﺳﺎزﻣﺎندﻫﻨﺪه‬

‫‪r‬‬
‫‪99‬‬ ‫ﻓﺮﺻﺖﻃﻠﺒﻲ‬
‫‪55‬‬ ‫ﮔﺮاﻳﺶ ﺑﻪ ﻧﻮآوري‬ ‫ﮔﺮاﻳﺶ ﺑﻪ ﻛﺎرآﻓﺮﻳﻨﻲ‬
‫ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ‬

‫‪A‬‬
‫‪60‬‬ ‫ﺷﺒﻜﻪﺳﺎزي‬
‫‪77‬‬ ‫ﻃﺮاح ﺳﺎزﻣﺎن‬
‫‪28‬‬ ‫ﻣﺪﻳﺮﻳﺖ داﻧﺶ‬ ‫در ﺟﺴﺘﺠﻮي ﺗﻌﺎﻟﻲ‬
‫‪20‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﻋﻤﻠﻜﺮد‬
‫‪89‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﺗﻐﻴﻴﺮ‬
‫‪14‬‬ ‫اﻧﻌﻄﺎفﭘﺬﻳﺮي‬ ‫ﭘﺎﺳﺨﮕﻮﻳﻲ‬
‫‪11‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﭘﺮوژه‬
‫‪453‬‬ ‫ﺟﻤﻊ ﻛﻞ ﻛﺪﻫﺎ‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﻫﻤﺎن ﮔﻮﻧﻪ ﻛﻪ ﺟﺪول ﺑﺎﻻ ﻧﺸﺎن ﻣﻲدﻫﺪ‪ ،‬ﻣﻀﻤﻮن ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ داراي‬
‫ﺳﻪ ﺑ‪‬ﻌﺪ ﮔﺮاﻳﺶ ﺑﻪ ﻛﺎرآﻓﺮﻳﻨﻲ )ﺑﺎ ‪ 214‬ﻛﺪ(‪ ،‬در ﺟﺴﺘﺠﻮي ﺗﻌﺎﻟﻲ )ﺑﺎ ‪ 125‬ﻛﺪ( و‬
‫ﭘﺎﺳﺨﮕﻮﻳﻲ )ﺑﺎ ‪ 114‬ﻛﺪ( ﻣﻲﺑﺎﺷﺪ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﮔﺮاﻳﺶ ﺑﻪ ﻛﺎرآﻓﺮﻳﻨﻲ ﺑﺎ داﺷﺘﻦ ‪ 47‬درﺻﺪ‬
‫ﻛﺪﻫﺎي ﻣﻀﻤﻮن ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ ﻣﻬﻤﺘﺮﻳﻦ ﺑ‪‬ﻌﺪ اﻳﻦ ﻣﻀﻤﻮن ﻗﻠﻤﺪاد ﻣﻲﺷﻮد‪.‬‬
‫دو ﺑ‪‬ﻌﺪ در ﺟﺴﺘﺠﻮي ﺗﻌﺎﻟﻲ و ﭘﺎﺳﺨﮕﻮﻳﻲ ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﺎ ‪ 28‬درﺻﺪ و ‪ 25‬درﺻﺪ ﺑﺎ ﻓﺎﺻﻠﻪ‬

‫‪I‬‬ ‫‪D‬‬
‫زﻳﺎد در ﻣﺮاﺗﺐ ﺑﻌﺪي ﻗﺮار ﻣﻲﮔﻴﺮﻧﺪ‪.‬‬

‫‪S‬‬
‫ﻗﺴﻤﺖﻫﺎﻳﻲ از ﻣﻄﺎﻟﺐ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻀﻤﻮن “ﮔﺮاﻳﺶ ﺑﻪ ﻛﺎرآﻓﺮﻳﻨﻲ” از ﻣﺘﻦ ﻣﻨﺎﺑﻊ در اداﻣﻪ‬
‫آﻣﺪه اﺳﺖ‪:‬‬

‫‪o‬‬ ‫‪f‬‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻳﻚ ﻓﺮﺻﺖ را درك ﻧﻤﻮده و ﺑﺮاي ﺗﻌﻘﻴﺐ آن ﺳﺎﻣﺎﻧﺪﻫﻲ ﻣﻲﻛﻨﺪ‬
‫]‪ .[85‬ﺑﺮاي ﻧﻴﺎزﻫﺎي آﻳﻨﺪه ﺑﻪ ﺻﻮرت اﺛﺮﺑﺨﺶ ﺑﺮﻧﺎﻣﻪرﻳﺰي ﻣﻲﻛﻨﺪ ]‪ .[82‬ﺗﻮﺟﻪ ﺑﻪ‬

‫‪e‬‬
‫ﻧﻴﺎزﻫﺎي ﺑﺎزار و ﻧﺤﻮه ﺑﺮآورده ﻛﺮدن آﻧﻬﺎ ﺑﺮاي اﻃﻤﻴﻨﺎن از ﻋﺪم دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻧﺘﺎﻳﺞ‬

‫‪v‬‬
‫ﻧﺎﻣﻄﻠﻮب ﺗﻮﺟﻪ دارد ]‪ .[102‬وي ﻫﻤﭽﻨﻴﻦ ﺗﻤﺎﻳﻞ ﺑﻪ ﻧﻮآوري دارد‪ .‬ﺑﻪ روشﻫﺎي‬

‫‪h‬‬ ‫‪i‬‬
‫ﻣﺘﻔﺎوت و ﺟﺪﻳﺪ روي ﮔﺸﺎده ﻧﺸﺎن ﻣﻲدﻫﺪ ]‪ .[24‬ﻧﻮآوري ﻣﺴﺘﻠﺰم ﻓﺮآﻳﻨﺪ اﻳﺠﺎد‬
‫اﻳﺪهﻫﺎي ﺟﺪﻳﺪ و ﺑﺎزﺷﻨﺎﺳﻲ ﻓﺮﺻﺖﻫﺎي ﺟﺪﻳﺪ ﺑﺎزار اﺳﺖ ]‪ .[99‬ﺧﻮد روﻳﻜﺮدﻫﺎ‪ ،‬راهﻫﺎ‬

‫‪r‬‬ ‫‪c‬‬
‫ﻳﺎ ﺗﻜﻨﻮﻟﻮژيﻫﺎي ﺟﺪﻳﺪ اﻳﺠﺎد ﻣﻲﻛﻨﺪ ]‪ .[24‬ﻧﻪ ﺗﻨﻬﺎ ﻣﻔﻬﻮم ﻧﻮآوري را در ذﻫﻦ دارد‬
‫ﺑﻠﻜﻪ اﻳﻦ ﻣﻔﻬﻮم را در دﻳﮕﺮان ﻧﻴﺰ ﺗﺤﺮﻳﻚ ﻣﻲﻧﻤﺎﻳﺪ ]‪ .[87‬ﺧﻄﺮات ﺣﻮزه ﺧﻮد و‬
‫ﻣﻮﺿﻮﻋﺎت ﻣﺮﺗﺒﻂ را ﻣﺪﻳﺮﻳﺖ ﻣﻲﻧﻤﺎﻳﺪ ]‪ .[77‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺗﻤﺎﻳﻞ دارد درون و‬

‫‪A‬‬
‫ﺧﺎرج رواﺑﻂ اﻳﺠﺎد ﻛﻨﺪ و ﺷﺒﻜﻪﺳﺎزي ﻧﻤﺎﻳﺪ ]‪ .[53‬اﻫﻤﻴﺖ ﻳﻚ ﻛﺎرﻛﺮد ﺑﺮاي ﻣﺪﻳﺮﻳﺖ‬
‫ارﺷﺪ‪ ،‬ﺣﻤﺎﻳﺖ آﻧﻬﺎ از آن ﻛﺎرﻛﺮد را در ﭘﻲ ﺧﻮاﻫﺪ داﺷﺖ ]‪ .[5‬ﻧﻴﺎزﻫﺎي ذﻳﻨﻔﻌﺎن ﻣﺨﺘﻠﻒ‬
‫را ﻣﺘﻮازن ﻧﻤﺎﻳﺪ )ﺟﻴﻮﻧﻴﭙﺮو و ﻫﻤﻜﺎران‪ .(836 ،2006 ،‬ﺑﺎ ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي راﺑﻄﻪ اﻳﺠﺎد‬
‫ﻣﻲﻛﻨﺪ ]‪.[92‬‬
‫ﻗﺴﻤﺖﻫﺎﻳﻲ از ﻣﻄﺎﻟﺐ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻀﻤﻮن “در ﺟﺴﺘﺠﻮي ﺗﻌﺎﻟﻲ” از ﻣﺘﻦ ﻣﻨﺎﺑﻊ در اداﻣﻪ‬
‫آﻣﺪه اﺳﺖ‪:‬‬
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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي اﺳﺘﺮاﺗﮋي ﻛﺴﺐوﻛﺎر را ﺑﻪ ﻗﺎﺑﻠﻴﺖﻫﺎي ﺳﺎزﻣﺎﻧﻲ ﺗﺒﺪﻳﻞ ﻣﻲﻛﻨﺪ‬

‫]‪ .[95‬ﻣﻲﺗﻮاﻧﺪ از ﻃﻴﻒ ﻛﺎﻣﻞ روشﻫﺎي ﻛﺎرﻛﺮدي اﺳﺘﻔﺎده ﻧﻤﺎﻳﺪ ]‪ .[18‬ﻓﻨﺎوري‬
‫اﻃﻼﻋﺎت و ﻧﮕﺮشﻫﺎ و ﻗﺎﺑﻠﻴﺖﻫﺎي ﻓﺮدي اﻫﻤﻴﺖ روزاﻓﺰوﻧﻲ ﭘﻴﺪا ﻛﺮده اﺳﺖ ]‪.[70‬‬
‫ﻣﻲﺗﻮاﻧﺪ ﻓﻌﺎﻟﻴﺖﻫﺎي ﭼﻨﺪﺟﺎﻧﺒﻪ ﻣﺮﺗﺒﻂ ﺑﺎ اﺟﺮاي ﻣﻮﻓﻘﻴﺖآﻣﻴﺰ ﺣﻮزه ﺧﻮد را ﺑﺎ ﻳﻜﺪﻳﮕﺮ‬
‫ﻫﻤﺎﻫﻨﮓ ﻧﻤﺎﻳﺪ ]‪ .[75‬ﻫﻤﭽﻨﻴﻦ ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺷﺎﻳﺴﺘﮕﻲ ﻣﺪﻳﺮﻳﺖ داﻧﺶ دارد و‬

‫‪I‬‬ ‫‪D‬‬
‫ﻣﻲﺗﻮاﻧﺪ داراﻳﻲﻫﺎي داﻧﺸﻲ را اﻳﺠﺎد ﻧﻤﻮده و از آﻧﻬﺎ ﺑﻬﺮهﺑﺮداري ﻧﻤﺎﻳﺪ ]‪ .[92‬ﺑﻪ اﺷﺘﺮاك‬

‫‪f‬‬ ‫‪S‬‬
‫ﮔﺬاردن ﻳﺎدﮔﻴﺮي و داﻧﺶ ﻛﺎرآﻳﻲ ﺗﻴﻤﻲ و ﺳﺎزﻣﺎﻧﻲ را ﺷﺘﺎب ﻣﻲﺑﺨﺸﺪ ]‪ .[57‬ﺧﻠﻖ‬
‫ارزش ﻣﺴﺘﻠﺰم اﺳﺘﻔﺎده اﺛﺮﺑﺨﺶ از ﻗﺎﺑﻠﻴﺖﻫﺎ ﻣﻲﺑﺎﺷﺪ ]‪ .[91‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ در‬
‫ﻣﺪﻳﺮﻳﺖ ﻋﻤﻠﻜﺮد ﻧﻴﺰ ﺗﻮاﻧﺎﻳﻲ ﺑﺎﻻﻳﻲ داﺷﺘﻪ ﺑﺎﺷﺪ ﻛﻪ در ﺑﺮدارﻧﺪه ﺗﻌﻴﻴﻦ اﻫﺪاف و‬

‫‪e‬‬ ‫‪o‬‬
‫اﻧﺘﻈﺎرات روﺷﻦ‪ ،‬ﺗﻌﻘﻴﺐ ﭘﻴﺸﺮﻓﺖ ﻧﺴﺒﺖ ﺑﻪ اﻫﺪاف‪ ،‬اراﺋﻪ ﺑﺎزﺧﻮرد و ﭘﺮداﺧﺘﻦ ﺑﻪ ﻣﻮﻗﻊ‬
‫ﺑﻪ ﻣﺴﺎﺋﻞ ﻋﻤﻠﻜﺮدي اﺳﺖ ]‪ .[24‬اﻫﺪاف ﺑﻠﻨﺪﻣﺪت ﺗﻌﻴﻴﻦ ﻣﻲﻛﻨﺪ ﺗﺎ ﻧﻴﺎزﻫﺎ را ﺑﺮآورده‬

‫‪i‬‬ ‫‪v‬‬
‫ﺳﺎزد ]‪ .[107‬روﻳﻪﻫﺎﻳﻲ را ﺑﺮاي اﻃﻤﻴﻨﺎن و آﮔﺎﻫﻲ از ﻛﻴﻔﻴﺖ ﺑﺎﻻي ﻛﺎر اﻳﺠﺎد ﻣﻲﻛﻨﺪ‬
‫]‪ [24‬و ﻣﻲﺗﻮاﻧﺪ ﻛﺎر دﻳﮕﺮان را ﺑﺎزﺑﻴﻨﻲ و ارزﻳﺎﺑﻲ ﻧﻤﺎﻳﺪ ]‪.[55‬‬

‫‪c‬‬ ‫‪h‬‬
‫ﻗﺴﻤﺖﻫﺎﻳﻲ از ﻣﻄﺎﻟﺐ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻀﻤﻮن “ﭘﺎﺳﺨﮕﻮﻳﻲ” از ﻣﺘﻦ ﻣﻨﺎﺑﻊ در اداﻣﻪ آﻣﺪه‬
‫اﺳﺖ‪:‬‬

‫‪r‬‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﻪ ﻧﻴﺎزﻫﺎي ﺟﺪﻳﺪ ﺑﺎزار ﭘﺎﺳﺦ ﻣﻲدﻫﺪ ]‪ .[99‬وي ﺗﻮاﻧﺎﻳﻲ ﺗﻐﻴﻴﺮ دارد‬
‫ﻛﻪ ﻣﻬﻤﺘﺮﻳﻦ ﻋﺎﻣﻞ در ﺗﻌﺎﻟﻲ ﻋﻤﻠﻜﺮد ﻛﺎرﻛﺮدي اﺳﺖ ]‪ .[87‬در ﻣﻮرد ﻓﻌﺎﻟﻴﺖﻫﺎي ﺣﻮزه‬

‫‪A‬‬
‫ﺧﻮد و ﻧﻴﺰ ﻧﻴﺎزﻫﺎي ﻛﺴﺐوﻛﺎر ﻧﻈﺮ ﻣﻲدﻫﺪ و وﺿﻊ ﻣﻮﺟﻮد را ﺑﻪ ﭼﺎﻟﺶ ﻣﻲﻛﺸﺪ ]‪.[94‬‬
‫ﻣﻲﺗﻮاﻧﺪ از ﻣﻴﺎن ﮔﺰﻳﻨﻪﻫﺎي ﺗﻐﻴﻴﺮ اﻧﺘﺨﺎبﻫﺎي درﺳﺖ را اﻧﺠﺎم دارد ]‪ .[74‬ﺗﻼش ﻣﻲﻛﻨﺪ‬
‫راهﺣﻞﻫﺎي ﻣﺴﺎﺋﻞ را ﺑﻪ دﻳﮕﺮان ﺑﻘﺒﻮﻟﻨﺪ ]‪ .[64‬ﺗﻮاﻧﺎﻳﻲ ﻣﺘﻘﺎﻋﺪ ﻛﺮدن دﻳﮕﺮان را دارد و‬
‫در اراﺋﻪ اﺛﺮﺑﺨﺶ ﻧﻈﺮات ﺗﺴﻠﻂ داﺷﺘﻪ ﺑﺎﺷﺪ ]‪ .[40‬ﻳﻜﻲ از ﺟﻨﺒﻪﻫﺎي ﻛﻠﻴﺪي ﭘﺎﺳﺨﮕﻮﻳﻲ‬
‫ﺑﺎزار‪ ،‬اﻧﻌﻄﺎفﭘﺬﻳﺮي اﺳﺘﺮاﺗﮋﻳﻚ اﺳﺖ ﻛﻪ ﺑﻪ ﺳﺎزﻣﺎن اﻣﻜﺎن ﺗﻐﻴﻴﺮ در ﺻﻮرت ﻟﺰوم را‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﻣﻲدﻫﺪ ]‪ .[98‬ﺑﺴﻴﺎر اﻧﻌﻄﺎفﭘﺬﻳﺮ اﺳﺖ و ﻣﻲﺗﻮاﻧﺪ ﺑﺮﻧﺎﻣﻪﻫﺎي ﻣﻮﺟﻮد را ﺑﺮاي ﺗﻄﺒﻴﻖ ﺑﺎ‬
‫ﺗﻐﻴﻴﺮات ﻧﺎﮔﻬﺎﻧﻲ ﺗﻐﻴﻴﺮ دﻫﺪ ]‪ .[87‬ﺗﻐﻴﻴﺮات در اﻧﺘﻈﺎرات ﻣﺸﺘﺮﻳﺎن را ﻣﻲﭘﺬﻳﺮد ]‪.[91‬‬
‫ﻣﺪﻳﺮﻳﺖ ﭘﺮوژه درﺑﺮدارﻧﺪه ﻓﻌﺎﻟﺒﺖﻫﺎي آﻏﺎز‪ ،‬ﺑﺮﻧﺎﻣﻪرﻳﺰي‪ ،‬اﺟﺮا‪ ،‬ﻛﻨﺘﺮل و ﭘﺎﻳﺎن ﭘﺮوژه‬
‫ﻣﻲﺑﺎﺷﺪ ]‪ .[92‬ﻫﻤﻴﻦ ﻛﻪ ﭘﺮوژهﻫﺎ ﺗﺪوﻳﻦ ﮔﺮدﻳﺪﻧﺪ‪ ،‬ﺑﺎﻳﺪ ﻫﺰﻳﻨﻪﻫﺎ‪ ،‬ﺑﻮدﺟﻪﻫﺎ و ﺑﺮﻧﺎﻣﻪﻫﺎي‬

‫‪D‬‬
‫زﻣﺎﻧﻲ ﻻزم ﺑﺮاي ﺗﺤﻘﻖ اﻫﺪاف را ﺗﺤﻠﻴﻞ ﻧﻤﺎﻳﺪ ]‪.[55‬‬

‫‪I‬‬
‫‪S‬‬
‫ﺷﻜﻞ‪ .3‬ﺷﺒﻜﻪ ﻣﻀﺎﻣﻴﻦ ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ‬

‫‪o‬‬ ‫‪f‬‬
‫‪v‬‬ ‫‪e‬‬
‫‪h‬‬ ‫‪i‬‬
‫‪r‬‬ ‫‪c‬‬
‫‪A‬‬
‫در ﺟﺪول زﻳﺮ ﻣﺸﺎﻫﺪه ﻣﻲﺷﻮد‪ ،‬ﻣﺠﻤﻮع ﻛﻞ ﻛﺪﮔﺬاريﻫﺎي ﺣﺎﺻﻞ از ‪ 95‬ﻣﻨﺒﻊ اﺳﺘﻔﺎده‬
‫ﺷﺪه‪ 915 ،‬ﻣﻮرد ﻣﻲﺑﺎﺷﺪ‪ .‬ﻃﺒﻖ ﻛﺪﮔﺬاري اﻧﺠﺎم ﺷﺪه‪ 30 ،‬درﺻﺪ ﻛﺪﻫﺎ ﺑﻪ رﻫﺒﺮي‬
‫اﺳﺘﺮاﺗﮋﻳﻚ‪ 21 ،‬درﺻﺪ ﺑﻪ ﻗﺎﺑﻠﻴﺖﺳﺎزي و ‪ 49‬درﺻﺪ ﺑﻪ ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ‬
‫ﻣﺮﺗﺒﻂ اﺳﺖ‪ .‬اﻳﻦ اﻣﺮ ﺑﻴﺎﻧﮕﺮ آن اﺳﺖ ﻛﻪ در ﻣﻨﺎﺑﻊ ﺑﻴﺸﺘﺮ ﺑﺮ ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ‬
‫ﺗﺄﻛﻴﺪ ﺷﺪه اﺳﺖ و ﺳﭙﺲ و ﺑﺎ ﻓﺎﺻﻠﻪ ﻧﺴﺒﺘﺎً زﻳﺎد ﺑﺮ رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ و در اداﻣﻪ ﺑﺎ ﻓﺎﺻﻠﻪ‬
‫ﻛﻤﻲ ﺑﺮ ﻗﺎﺑﻠﻴﺖﺳﺎزي ﺗﺄﻛﻴﺪ ﺷﺪه اﺳﺖ‪.‬‬
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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫ﺟﺪول‪ .5‬ﻓﺮاواﻧﻲ ﻛﺪﻫﺎي اﺳﺘﺨﺮاج ﺷﺪه ﺑﺮاي ﻣﻀﺎﻣﻴﻦ ﻓﺮاﮔﻴﺮ‬

‫ﻓﺮاواﻧﻲ ﻛﺪ‬ ‫ﻣﻀﻤﻮنﻫﺎي ﻓﺮاﮔﻴﺮ‬ ‫ﺳﺎزه ﻣﻮرد ﻧﻈﺮ‬
‫‪271‬‬ ‫رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ‬
‫‪191‬‬ ‫ﻗﺎﺑﻠﻴﺖﺳﺎزي‬ ‫ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‬
‫‪453‬‬ ‫ﺛﺎﺑﺖﻗﺪم و ﻣﺼﺮ در ﻣﻮﻓﻘﻴﺖ‬
‫‪915‬‬ ‫ﻛﻞ‬

‫‪I‬‬ ‫‪D‬‬
‫‪f‬‬
‫ﺷﻜﻞ‪ .4‬ﺷﺒﻜﻪ ﻣﻀﺎﻣﻴﻦ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي‬
‫‪S‬‬
‫‪e‬‬ ‫‪o‬‬
‫‪i‬‬ ‫‪v‬‬
‫‪c‬‬ ‫‪h‬‬
‫‪A‬‬ ‫‪r‬‬
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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﺑﺤﺚ و ﻧﺘﻴﺠﻪﮔﻴﺮي‬
‫اﻟﻒ( رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ‬
‫رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ ﺑﻪ ﻋﻮاﻣﻠﻲ اﺷﺎره دارد ﻛﻪ ﺑﻪ ﭘﻴﺸﺮوي در ﺗﻌﻴﻴﻦ ﺟﻬﺖ‪ ،‬ﻣﺸﺎرﻛﺖ‪،‬‬
‫ﺳﻴﺎﺳﺖﻫﺎ و روﻳﻪﻫﺎي ﺟﺪﻳﺪ ﻣﺮﺑﻮط اﺳﺖ‪ .‬ﻓﺮدي ﻛﻪ داراي ﭼﻨﻴﻦ وﻳﮋﮔﻲ اﺳﺖ ﻣﻲﺗﻮاﻧﺪ‬

‫ﺑﺨﺶ ﻗﺒﻞ ﻣﺸﺨﺺ ﮔﺮدﻳﺪ ﻛﻪ رﻫﺒﺮي اﺳﺘﺮاﺗﮋﻳﻚ داراي ﺳﻪ ﻣﻮﻟﻔﻪ ﺗﻔﻜﺮ اﺳﺘﺮاﺗﮋﻳﻚ‪،‬‬

‫‪I‬‬ ‫‪D‬‬
‫ﺑﺮ ذﻫﻦ‪ ،‬اﺣﺴﺎﺳﺎت و ﻧﮕﺮش دﻳﮕﺮان ﺗﺄﺛﻴﺮ ﮔﺬارد‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻀﺎﻣﻴﻦ ﺑﻪدﺳﺖ آﻣﺪه در‬

‫‪f‬‬ ‫‪S‬‬
‫ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ و ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ ﻣﻲﺑﺎﺷﺪ‪ .‬در اداﻣﻪ ﻫﺮ ﻳﻚ از اﻳﻦ ﻣﻮﻟﻔﻪﻫﺎ ﻣﻮرد ﺑﺤﺚ ﻗﺮار‬

‫ﺗﻔﻜﺮ اﺳﺘﺮاﺗﮋﻳﻚ داراي دو ﻣﻮﻟﻔﻪ ﻓﻌﺎل اﺳﺘﺮاﺗﮋي و ﺑﺎﺑﺼﻴﺮت ﻣﻲﺑﺎﺷﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي‬
‫ﻣﻲﮔﻴﺮد‪.‬‬

‫‪e‬‬ ‫‪o‬‬
‫ﻓﻌﺎل اﺳﺘﺮاﺗﮋي اﺳﺖ‪ ،‬ﺑﻪ اﻳﻦ ﻣﻌﻨﻲ ﻛﻪ ﺿﻤﻦ ﺧﻴﺎلﭘﺮدازي در ﻣﻮرد آﻳﻨﺪه ﺳﺎزﻣﺎن؛ داﺧﻞ‬
‫ﺳﺎزﻣﺎن‪ ،‬ﺑﺎزار و ﻣﺸﺘﺮﻳﺎن را ﻣﻲﺷﻨﺎﺳﺪ و ﺑﺎ ﻫﻤﺮاﺳﺘﺎﺳﺎزي اﺳﺘﺮاﺗﮋيﻫﺎ ﺑﺎ اﻫﺪاف و‬

‫‪i‬‬ ‫‪v‬‬
‫اﺳﺘﺮاﺗﮋيﻫﺎي ﺳﻄﻮح ﺑﺎﻻﺗﺮ در ﺗﻌﻴﻴﻦ اﺳﺘﺮاﺗﮋيﻫﺎ ﻓﻌﺎﻻﻧﻪ ﻣﺸﺎرﻛﺖ ﻣﻲﻛﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﺪﻳﺮ‬
‫ﻛﺎرﻛﺮدي ﺑﺎﺑﺼﻴﺮت اﺳﺖ ﺑﻪ اﻳﻦ ﻣﻌﻨﻲ ﻛﻪ از ﻳﻚ ﺳﻮ ﻧﮕﺎﻫﻲ ﺳﻴﺴﺘﻤﺎﺗﻴﻚ دارد‪ ،‬ﺟﺎﻣﻊﻧﮕﺮ‬

‫‪c‬‬ ‫‪h‬‬
‫اﺳﺖ و اﺟﺰاي ﺳﺎزﻣﺎن ﺑﻪ وﻳﮋه اﺟﺰاي ﻛﺎرﻛﺮد ﺧﻮد را ﺑﻪ ﺧﻮﺑﻲ ﻣﻲﺷﻨﺎﺳﺪ و ﺑﻪ رواﺑﻂ ﺑﻴﻦ‬
‫اﻳﻦ اﺟﺰا اﺷﺮاف ﻛﺎﻣﻞ دارد و ﺑﺪﻳﻦ ﻃﺮﻳﻖ ﺑﻪ ﺧﻮﺑﻲ ﻣﻲداﻧﺪ ﻛﻪ ﺗﻐﻴﻴﺮات در ﻳﻚ ﺟﺰء ﭼﻪ‬

‫‪r‬‬
‫آﺛﺎري ﺑﺮ ﻛﺪام ﻗﺴﻤﺖﻫﺎ ﺧﻮاﻫﺪ داﺷﺖ‪ .‬از ﺳﻮي دﻳﮕﺮ ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻧﮕﺎﻫﻲ اﻧﺘﻘﺎدي دارد‬
‫و ﺑﺎ دﻗﺖ در ﻣﻮرد ﺟﻨﺒﻪﻫﺎي ﻣﺜﺒﺖ و ﻣﻨﻔﻲ ﻗﻀﺎوت ﻣﻲﻛﻨﺪ و در ﭘﻲ ﺷﻨﺎﺳﺎﻳﻲ ﻣﺸﻜﻼت و‬

‫‪A‬‬
‫ﺧﻄﺎﻫﺎ ﻣﻲﺑﺎﺷﺪ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎ ﻣﺸﺎرﻛﺖ ﻓﻌﺎل در اﺳﺘﺮاﺗﮋي و ﺑﺼﻴﺮﺗﻲ‬
‫ﻋﻤﻴﻖ‪ ،‬ﺑﻴﻨﺸﻲ اﺳﺘﺮاﺗﮋﻳﻚ دارد‪.‬‬
‫ﻣﻮﻟﻔﻪ “ﺗﻔﻜﺮ اﺳﺘﺮاﺗﮋﻳﻚ” ﺑﺎ ﻧﺘﺎﻳﺞ ﺑﺮﺧﻲ از ﭘﮋوﻫﺶﻫﺎي ﻫﻤﭽﻮن ﻛﺮﻳﭗ و ﻣﻨﺴﻔﻴﻠﺪ‬
‫)‪ ،(2002‬ﻛﺘﺰر و ﺳﻴﺘﻠﻴﻨﮕﺘﻮن )‪ ،(2014‬ﺑﺮودﺑﻨﺖ و ﻛﻴﺘﺰﻳﺲ )‪ ،(2004‬ﺳﻠﻄﺎﻧﻲ )‪،(1385‬‬
‫رودﭘﺸﺘﻲ و ﻏﻔﺎري )‪ ،(1387‬ﻧﺎﺻﺤﻲﻓﺮ و ﻫﻤﻜﺎران )‪ ،(1389‬و ﺑﻴﻨﺶ و ﺟﻮانﺟﻌﻔﺮي‬

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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫)‪ (1390‬ﻫﻤﺎﻧﻨﺪي دارد ]‪ [69] ،[84] ،[89] ،[14] ،[20] ،[24‬و ]‪ .[10‬ﻫﻤﭽﻨﻴﻦ زﻳﺮﻣﻮﻟﻔﻪ‬
‫“ﺑﺎﺑﺼﻴﺮت” ﺑﺎ ﻧﺘﻴﺠﻪ ﭘﮋوﻫﺶ ﺑﻮﻳﺎﺗﺰﻳﺲ )‪ (2007‬ﺷﺒﺎﻫﺖ دارد ]‪ .[12‬زﻳﺮﻣﻮﻟﻔﻪ “ﻓﻌﺎل‬
‫اﺳﺘﺮاﺗﮋي” ﺑﺎ ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻘﺎت ﺑﺮﻳﻨﻜﻤﻦ و ﻫﻤﻜﺎران )‪ ،(2011‬اوﻟﺮﻳﭻ و ﻫﻤﻜﺎران )‪،(2012‬‬
‫ﺳﺎﻟﻮﻣﻮ و ﻫﻤﻜﺎران )‪ ،(2008‬ﭘﭙﺎرد و وارد )‪ ،(2004‬و ﺟﻴﻮﻧﻴﭙﺮو و ﻫﻤﻜﺎران )‪(2006‬‬

‫‪I‬‬
‫ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ داراي ﻣﻮﻟﻔﻪ ﮔﺮاﻳﺶ ﺗﻴﻤﻲ‪ ،‬ﭘﺮورش دﻳﮕﺮان و ﺑﺴﺘﺮﺳﺎزي ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫‪D‬‬
‫ﻣﺸﺎﺑﻬﺖﻫﺎﻳﻲ دارد ]‪ [74] ،[85] ،[94] ،[14‬و ]‪.[40‬‬

‫‪f‬‬ ‫‪S‬‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي از ﻳﻚ ﺳﻮ ﺑﺎ اﻳﺠﺎد ﺗﻴﻢﻫﺎ و ﺗﻔﻮﻳﺾ اﺧﺘﻴﺎر ﺑﻪ ﺗﻴﻢﻫﺎ و اﻓﺮاد‪ ،‬ﺳﺎزوﻛﺎر‬
‫ﻓﻌﺎﻟﻴﺖ ﺟﻤﻌﻲ را ﻓﺮاﻫﻢ ﻣﻲﻛﻨﺪ و از ﺳﻮي دﻳﮕﺮ ﺧﻮد ﻧﻴﺰ ﻛﺎرﻫﺎ را ﺑﻪ ﻫﻤﺮاه دﻳﮕﺮان و ﺑﻪ‬
‫ﺻﻮرت ﺗﻴﻤﻲ اﻧﺠﺎم دﻫﺪ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ ﺑﺎ ﺗﻴﻢﺳﺎزي و ﻛﺎر ﺗﻴﻤﻲ ﮔﺮاﻳﺶ ﺧﻮد ﺑﻪ ﻛﺎر‬

‫‪e‬‬ ‫‪o‬‬
‫ﻣﺸﺎرﻛﺘﻲ را ﻧﺸﺎن ﻣﻲدﻫﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺳﻌﻲ دارد ﻛﻪ ﺑﺎ ﻣﺪﻳﺮﻳﺖ ﻓﺮﻫﻨﮕﻲ‬
‫زﻣﻴﻨﻪ ﭘﺮورش اﻓﺮاد را ﻓﺮاﻫﻢ ﻛﻨﺪ و ﺑﺎ ﻣﺪﻳﺮﻳﺖ ﺑﺤﺮان ﻣﻮاﻧﻊ ﭘﻴﺸﺮﻓﺖ را ﺑﺮﻃﺮف ﻣﻲﺳﺎزد‪.‬‬

‫‪i‬‬ ‫‪v‬‬
‫ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﺑﺎ ﻛﻤﻚ ﻣﺪﻳﺮﻳﺖ ﻓﺮﻫﻨﮕﻲ و ﻣﺪﻳﺮﻳﺖ ﺑﺤﺮان ﺑﺮاي ﭘﻴﺸﺮﻓﺖ ﺑﺴﺘﺮﺳﺎزي‬
‫ﻣﻲﻧﻤﺎﻳﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻫﻤﭽﻨﺎن ﻛﻪ در دﻳﮕﺮان اﻳﺠﺎد اﻧﮕﻴﺰه ﻣﻲﻛﻨﺪ‪ ،‬ﻫﻤﻮاره اﻓﺮاد را در‬

‫‪c‬‬ ‫‪h‬‬
‫اﻧﺠﺎم ﻛﺎرﻫﺎ ﺗﻮاﻧﻤﻨﺪ ﻣﻲﺳﺎزد و ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ زﻣﻴﻨﻪ ﭘﺮورش آﻧﻬﺎ را ﻓﺮاﻫﻢ ﻣﻲﻛﻨﺪ‪ .‬در‬
‫ﻣﺠﻤﻮع‪ ،‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎ ﺑﺴﺘﺮﺳﺎزي ﺑﺮاي ﭘﻴﺸﺮﻓﺖ‪ ،‬ﺗﻴﻢﺳﺎزي و ﻛﺎر ﺗﻴﻤﻲ و ﭘﺮورش‬

‫‪r‬‬ ‫دﻳﮕﺮان در ﻓﻜﺮ ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ اﺳﺖ‪.‬‬

‫ﺑﺮاي ﻣﻮﻟﻔﻪ “ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ” ﻫﻴﭻ ﻣﺸﺎﺑﻬﻲ در ﺗﺤﻘﻴﻘﺎت ﮔﺬﺷﺘﻪ ﻳﺎﻓﺖ ﻧﺸﺪ‪ .‬زﻳﺮﻣﻮﻟﻔﻪ‬

‫‪A‬‬
‫“ﮔﺮاﻳﺶ ﺗﻴﻤﻲ” ﺑﺎ ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻘﺎت ﭼﻮﻧﮓ‪-‬ﻫﺮرا و ﻫﻤﻜﺎران )‪ ،(2003‬ﻫﻠﺮﻳﮕﻞ و ﻫﻤﻜﺎران‬
‫)‪ ،(1999‬زﻧﮕﺮ و ﻓﻮﻛﻤﻦ )‪ ،(2012‬و ورل و ﻫﻤﻜﺎران )‪ (2014‬ﻫﻤﺨﻮاﻧﻲ دارد ]‪،[43] ،[19‬‬
‫]‪ .[96] ،[108‬زﻳﺮﻣﻮﻟﻔﻪ “ﭘﺮورش دﻳﮕﺮان” ﺑﺎ ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻘﺎت ﻏﻼمزاده و ﻫﻤﻜﺎران )‪(1392‬‬
‫ﻫﻤﺎﻧﻨﺪ اﺳﺖ ]‪.[38‬‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ داراي دو ﻣﻮﻟﻔﻪ ﻣﺪﻳﺮﻳﺖ ﺑﺮ ﺧﻮد و اﻋﺘﺒﺎر ﻣﻲﺑﺎﺷﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﻪ‬
‫ﺧﻮﺑﻲ ﻣﻲداﻧﺪ ﻛﻪ ﻻزﻣﻪ ﻣﺪﻳﺮﻳﺖ اﻓﺮاد و ﭘﺮوژهﻫﺎي ﭘﻴﭽﻴﺪه‪ ،‬ﻣﺪﻳﺮﻳﺖ ﺑﺮ ﺧﻮد اﺳﺖ‪ .‬وي‬
‫ﺿﻤﻦ آﮔﺎﻫﻲ از ﺗﻮاﻧﺎﻳﻲﻫﺎي ﺧﻮد ﻫﻤﻮاره ﺑﻪ دﻧﺒﺎل ﻳﺎدﮔﻴﺮي اﺳﺖ‪ .‬وي ﻫﻤﭽﻨﻴﻦ ﺑﺮ رﻓﺘﺎر‬
‫ﺧﻮد ﻛﻨﺘﺮل دارد و ﺑﺎ اﻋﺘﻤﺎد ﺑﻪ ﻧﻔﺲ رﻓﺘﺎر ﻣﻲﻛﻨﺪ و ﺑﺮ اﺳﺘﺮس ﺧﻮد ﻣﺴﻠﻂ اﺳﺖ‪ .‬ﻣﺪﻳﺮ‬

‫‪I‬‬ ‫‪D‬‬
‫ﻛﺎرﻛﺮدي ﻫﻤﭽﻨﺎن ﻛﻪ ﺧﻮد را ﻣﺪﻳﺮﻳﺖ ﻣﻲﻛﻨﺪ‪ ،‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ رﻓﺘﺎر اﺧﻼﻗﻲ‪ ،‬ﺻﺪاﻗﺖ‪ ،‬دﻳﮕﺮ‬
‫ﺧﻮاﻫﻲ و وﻳﮋﮔﻲﻫﺎي ﻣﻤﺘﺎزي ﻛﻪ دارد‪ ،‬ﻧﺰد ﺳﺎﻳﺮﻳﻦ از اﻋﺘﺒﺎر ﺑﺮﺧﻮردار اﺳﺖ‪ .‬وي ﻓﺮدي‬

‫‪S‬‬
‫ﻣﻮرد اﺣﺘﺮام و ﺗﺤﺴﻴﻦ ﺳﺎﻳﺮﻳﻦ اﺳﺖ و دﻳﮕﺮان ﺑﻪ ﺳﺨﻨﺎن او ﮔﻮش ﻣﻲدﻫﻨﺪ‪ .‬ﺑﻪ اﻳﻦ ﻃﺮﻳﻖ‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻧﺸﺎﻧﻪﻫﺎي ﻳﻚ ﺷﺨﺼﻴﺖ ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ را از ﺧﻮد ﺑﺮوز ﻣﻲدﻫﺪ ﻛﻪ ﺑﺮ‬

‫‪o‬‬ ‫‪f‬‬
‫دﻳﮕﺮان اﺛﺮﮔﺬار اﺳﺖ و ﻣﻲﺗﻮاﻧﺪ ﻣﻨﺸﺎء ﺗﻐﻴﻴﺮات ﺑﺎﺷﺪ‪.‬‬
‫ﺑﺮاي ﻣﻮﻟﻔﻪ “ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ” ﻫﻴﭻ ﻣﺸﺎﺑﻬﻲ در ﺗﺤﻘﻴﻘﺎت ﮔﺬﺷﺘﻪ ﻳﺎﻓﺖ ﻧﺸﺪ‪ .‬زﻳﺮﻣﻮﻟﻔﻪ‬

‫‪e‬‬
‫“اﻋﺘﺒﺎر” ﺑﺎ ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻘﺎت ﺑﻮﻳﺎﺗﺰﻳﺲ )‪ ،(1982‬ﺑﻜﺮ و ﻫﻤﻜﺎران )‪ ،(2001‬اوﻟﺮﻳﭻ و‬

‫‪v‬‬
‫ﻫﻤﻜﺎران )‪ ،(2013‬و ﻏﻔﺎرﻳﺎن )‪ (1390‬ﻧﻈﻴﺮ اﺳﺖ ]‪ .[37] ،[95] ،[9] ،[11‬زﻳﺮﻣﻮﻟﻔﻪ‬

‫‪h‬‬ ‫‪i‬‬
‫“ﺧﻮدﻣﺪﻳﺮﻳﺘﻲ” ﺑﺎ ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻘﺎت ﺑﻴﻨﺶ و ﺟﻮان ﺟﻌﻔﺮي )‪ (1390‬ﻣﺸﺎﺑﻬﺖ دارد ]‪ .[10‬ﺑﺎ‬
‫وﺟﻮد اﻳﻦ ﻣﺸﺎﺑﻬﺖﻫﺎ‪ ،‬زﻳﺮﻣﻮﻟﻔﻪ “ﺑﺴﺘﺮﺳﺎزي” ﻣﻀﻤﻮن ﺟﺪﻳﺪي اﺳﺖ ﻛﻪ در اﻳﻦ ﭘﮋوﻫﺶ‬

‫‪r‬‬ ‫‪c‬‬
‫ﻣﻄﺮح ﮔﺮدﻳﺪه اﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﻀﺎﻣﻴﻦ ﭘﻴﺸﺮﻓﺖ ﺟﻤﻌﻲ و ﻧﻴﺰ ﻛﺎرﻳﺰﻣﺎﺗﻴﻚ ﺑﺎ وﺟﻮد اﻳﻨﻜﻪ‬
‫در زﻳﺮﻣﻮﻟﻔﻪﻫﺎ ﻧﻈﻴﺮﻫﺎﻳﻲ در ﺗﺤﻘﻴﻘﺎت ﮔﺬﺷﺘﻪ دارﻧﺪ‪ ،‬ﺧﻮد ﻣﻔﺎﻫﻴﻤﻲ ﻫﺴﺘﻨﺪ ﻛﻪ در اﻟﮕﻮﻫﺎي‬
‫ﮔﺬﺷﺘﻪ اﺳﺘﻔﺎده ﻧﺸﺪهاﻧﺪ‪.‬‬

‫‪A‬‬ ‫ب( ﻗﺎﺑﻠﻴﺖﺳﺎزي‬

‫ﻗﺎﺑﻠﻴﺖﺳﺎزي ﺑﻪ ﻋﻮاﻣﻠﻲ اﺷﺎره دارد ﻛﻪ ﺑﻪ اﻳﺠﺎد ﻓﺮآﻳﻨﺪﻫﺎ‪ ،‬ﻣﻬﺎرتﻫﺎ و ﻳﺎدﮔﻴﺮي ﻣﺮﺑﻮط‬
‫اﺳﺖ‪ .‬اﺷﺮاف داﻧﺸﻲ در ﻛﻨﺎر ﺑﻬﺮهوري اﻣﻜﺎن اﻳﺠﺎد ﻗﺎﺑﻠﻴﺖﻫﺎي ﺟﺪﻳﺪ در ﻛﺎرﻛﺮد را ﺑﻪ‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻣﻲدﻫﺪ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻀﺎﻣﻴﻦ ﺑﻪدﺳﺖ آﻣﺪه در ﺑﺨﺶ ﻗﺒﻞ ﻣﺸﺨﺺ ﮔﺮدﻳﺪ‬

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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫ﻛﻪ ﻗﺎﺑﻠﻴﺖﺳﺎزي داراي دو ﻣﻮﻟﻔﻪ ﺑﻬﺮهور و ﻣﻄﻠﻊ ﻣﻲﺑﺎﺷﺪ‪ .‬در اداﻣﻪ ﻫﺮ ﻳﻚ از اﻳﻦ ﻣﻮﻟﻔﻪﻫﺎ‬
‫ﻣﻮرد ﺑﺤﺚ ﻗﺮار ﻣﻲﮔﻴﺮد‪.‬‬
‫ﻣﻄﻠﻊ داراي دو ﻣﻮﻟﻔﻪ داﻧﺶ دورنﻛﺎرﻛﺮدي و داﻧﺶ ﺑﺮونﻛﺎرﻛﺮدي ﻣﻲﺑﺎﺷﺪ‪ .‬ﻣﺪﻳﺮ‬
‫ﻛﺎرﻛﺮدي از داﻧﺶ اوﻟﻴﻪ و ﭘﺎﻳﻪاي ﺣﻮزه ﺧﻮد آﮔﺎه اﺳﺖ‪ .‬اﻳﻨﻬﺎ داﻧﺶ و ﺑﻴﻨﺶ ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪه‬

‫‪I‬‬ ‫‪D‬‬
‫ﻫﺮ ﻛﺎرﻛﺮد ﻣﻲﺑﺎﺷﻨﺪ ﻛﻪ ﺑﻪ ﻧﺤﻮه اﻧﺠﺎم ﻛﺎرﻫﺎ در آن ﺣﻮزه ﻣﺮﺑﻮط اﺳﺖ‪ .‬وي از داﻧﺶ‬
‫روزآﻣﺪ ﺣﻮزه ﺧﻮد ﻧﻴﺰ ﻣﻄﻠﻊ اﺳﺖ ﻛﻪ ﺑﻪ ﺟﺪﻳﺪﺗﺮﻳﻦ ﺑﻴﻨﺶﻫﺎ در زﻣﻴﻨﻪ ﻓﻌﺎﻟﻴﺖﻫﺎي ﻛﻠﻴﺪي‬

‫‪f‬‬ ‫‪S‬‬
‫ﻣﺮﺑﻮط اﺳﺖ‪ .‬اﻳﻦ داﻧﺶ آﺧﺮﻳﻦ ﭘﻴﺸﺮﻓﺖﻫﺎﻳﻲ اﺳﺖ ﻛﻪ در ﻓﻌﺎﻟﻴﺖﻫﺎي ﻛﺎرﻛﺮد ﻣﺮﺑﻮﻃﻪ‬
‫ﺣﺎﺻﻞ ﺷﺪه اﺳﺖ‪ .‬ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺮ داﻧﺶ ﺣﻮزه ﺧﻮد ﺗﺴﻠﻂ دارد‪ .‬از ﺳﻮي‬
‫دﻳﮕﺮ ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ داﻧﺶ زﻳﺎدي ﻧﻴﺰ از ﻛﺴﺐوﻛﺎر داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺗﻨﻬﺎ در اﻳﻦ ﺻﻮرت‬

‫‪e‬‬ ‫‪o‬‬
‫اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ ﺣﻮزه ﺧﻮد و ﻓﻌﺎﻟﻴﺖﻫﺎي ﺳﺎزﻣﺎن را ﺑﺎ ﺷﺮاﻳﻂ در ﺣﺎل ﺗﻐﻴﻴﺮ ﻛﺴﺐوﻛﺎر‬
‫ﺗﻄﺒﻴﻖ دﻫﻨﺪ و ﺑﺮاي ﺳﺎزﻣﺎن ارزش ﺧﻠﻖ ﻛﻨﻨﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ داﻧﺶ ﻛﻠﻲ از ﺳﺎﻳﺮ‬

‫‪i‬‬ ‫‪v‬‬
‫ﻛﺎرﻛﺮدﻫﺎي ﺳﺎزﻣﺎﻧﻲ ﻧﻴﺰ داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬وي ﺑﻪ اﻳﻦ ﻃﺮﻳﻖ ﺧﻮاﻫﺪ ﺗﻮاﻧﺴﺖ ﻧﺤﻮه ﻧﻘﺶآﻓﺮﻳﻨﻲ‬
‫ﺳﺎﻳﺮ ﺣﻮزهﻫﺎي ﺳﺎزﻣﺎﻧﻲ در ﺣﻞ ﻣﺸﻜﻼت ﻛﺎرﻛﺮد ﺧﻮد را درك ﻛﻨﺪ و در ﺟﻬﺖ دﺳﺘﻴﺎﺑﻲ‬

‫‪c‬‬ ‫‪h‬‬ ‫ﺑﻪ ﻋﻤﻠﻜﺮد ﺑﺮﺗﺮ ﻗﺪم ﺑﺮدارد‪.‬‬

‫ﺑﻬﺮهور داراي دو ﻣﻮﻟﻔﻪ ﻧﺘﻴﺠﻪﮔﺮا و ﺑﻬﻴﻨﻪﻛﻨﻨﺪه ﻣﻨﺎﺑﻊ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺮ‬

‫‪r‬‬
‫دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻧﺘﺎﻳﺞ ﻣﻄﻠﻮب ﺗﻤﺮﻛﺰ دارد و ﺑﺮاي اﻳﻦ ﻛﺎر ﺷﺎﺧﺺﻫﺎي ﻛﺎرﻛﺮد ﺧﻮد را ﺗﺤﻠﻴﻞ‬
‫و ﺗﻔﺴﻴﺮ ﻣﻲﻧﻤﺎﻳﺪ و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﻳﺞ اﻳﻦ ﺗﺤﻠﻴﻞﻫﺎ از وﺿﻌﻴﺖ ﺣﻮزه وﻇﻴﻔﻪاي ﺧﻮد آﮔﺎه‬

‫‪A‬‬
‫ﻣﻲﺷﻮد‪ .‬وي ﻫﻤﭽﻨﻴﻦ ﺑﺎ ﺗﻤﺮﻛﺰ ﺑﻪ ﻧﺘﺎﻳﺞ ﺑﻪ ﺣﻞ ﻣﺴﺎﺋﻞ ﭘﻴﭽﻴﺪه و ﺟﺪﻳﺪ ﻣﻲﭘﺮدازد ﺗﺎ‬
‫دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻫﺪف ﺗﺴﻬﻴﻞ ﮔﺮدد‪ .‬وي ﺑﺎ اﻟﺘﺰام و ﺗﻌﻬﺪ ﺑﻪ اﻫﺪاف ﺑﺮ ﻧﺘﺎﻳﺞ ﺗﻤﺮﻛﺰ دارد‪ .‬از‬
‫ﺳﻮي دﻳﮕﺮ ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻣﻨﺎﺑﻊ را در ﻛﻨﺘﺮل ﺧﻮد دارد و آﻧﻬﺎ را ﺑﻪ ﻣﻮﻗﻊ و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬
‫اﻫﻤﻴﺖ ﭘﺮوژهﻫﺎ ﺑﻪ ﻃﻮر ﻣﻨﺎﺳﺐ ﺑﻪ ﻓﻌﺎﻟﻴﺖﻫﺎي ﻛﺎرﻛﺮدي ﺗﺨﺼﻴﺺ ﻣﻲدﻫﺪ‪ .‬وي ﺑﺎﻳﺪ‬
‫ﺑﺘﻮاﻧﺪ از ﻣﻨﺎﺑﻊ اﺳﺘﻔﺎده اﺛﺮﺑﺨﺶ و ﻛﺎرآﻣﺪي داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫در ﺟﻬﺖ ﺑﻬﻴﻨﻪﺳﺎزي ﻣﻨﺎﺑﻊ ﻗﺪم ﺑﺮدارد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎ ﺣﺮﻛﺖ ﺑﻪ ﺳﻮي اﻧﺠﺎم‬
‫ﻛﺎرﻫﺎي درﺳﺖ )ﻧﺘﻴﺠﻪﮔﺮا( و اﻧﺠﺎم درﺳﺖ ﻛﺎرﻫﺎ )ﺑﻬﻴﻨﻪﻛﻨﻨﺪه ﻣﻨﺎﺑﻊ( در ﺟﻬﺖ ﺑﻬﺮهوري‬
‫ﻗﺪم ﺑﺮ ﻣﻲدارد‪.‬‬
‫ﺑ‪‬ﻌﺪ “ﻗﺎﺑﻠﻴﺖﺳﺎزي” ﺑﺎ ﻧﺘﺎﻳﺞ اوﻟﺮﻳﭻ و ﻫﻤﻜﺎران )‪ (2012‬و اوﻟﺮﻳﭻ و ﻫﻤﻜﺎران )‪(2013‬‬
‫ﻣﺸﺎﺑﻬﺖﻫﺎﻳﻲ دارد ]‪ ،[95] ،[94‬ﺑﺎ اﻳﻦ وﺟﻮد ﻣﻮﻟﻔﻪﻫﺎﻳﻲ ﻛﻪ در اﻳﻦ ﭘﮋوﻫﺶ ﺑﺮاي‬
‫ﻗﺎﺑﻠﻴﺖﺳﺎزي ﺗﺪوﻳﻦ ﺷﺪه اﺳﺖ ﺑﺎ ﻣﻮﻟﻔﻪﻫﺎﻳﻲ ﻛﻪ در اﻳﻦ دو ﭘﮋوﻫﺶ ﺑﺮاي آن در ﻧﻈﺮ‬

‫‪I‬‬ ‫‪D‬‬
‫‪S‬‬
‫ﮔﺮﻓﺘﻪ ﺷﺪه اﺳﺖ ﻛﺎﻣﻼً ﻣﺘﻔﺎوت اﺳﺖ‪ .‬ﻣﻮﻟﻔﻪ “ﺑﻬﺮهور” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎﻳﻲ ﻫﻤﭽﻮن‬
‫ﻛﻮﻳﻴﻦ )‪ (1990‬و ﻫﻨﺪرﺳﻮن )‪ (2008‬ﺷﺒﺎﻫﺖﻫﺎﻳﻲ دارد ]‪ .[44] ،[79‬ﻫﻤﭽﻨﻴﻦ زﻳﺮﻣﻮﻟﻔﻪ‬

‫‪o‬‬ ‫‪f‬‬
‫“ﻧﺘﻴﺠﻪﮔﺮا” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎﻳﻲ ﻫﻤﭽﻮن زﻧﮕﺮ و ﻓﻮﻛﻤﻦ )‪ ،(2012‬رﻫﻨﻤﺎ و ﺷﻴﺦ )‪،(1386‬‬
‫ﻏﻼمزاده و ﻫﻤﻜﺎران )‪ ،(1390‬رودﭘﺸﺘﻲ و ﻏﻔﺎري )‪ (1387‬و اﻟﮕﻮي ﺷﺮﻛﺖ دل )ﻓﻮﻟﻤﺮ و‬

‫‪e‬‬
‫ﻛﻨﮕﺮ‪ (2004 ،‬ﻫﻤﺎﻧﻨﺪي دارد ]‪ .[36] ،[84] ،[38] ،[81] ،[108‬زﻳﺮﻣﻮﻟﻔﻪ “ﺑﻬﻴﻨﻪﻛﻨﻨﺪه ﻣﻨﺎﺑﻊ”‬

‫‪v‬‬
‫ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎﻳﻲ ﻫﻤﭽﻮن ﻧﺎﺻﺤﻲﻓﺮ و ﻫﻤﻜﺎران )‪ (1389‬و دﻧﻴﻠﺰ )‪ (2007‬ﻣﺸﺎﺑﻪ اﺳﺖ‬

‫‪h‬‬ ‫‪i‬‬ ‫ج( ﻣﺼﺮ و ﺛﺎﺑﺖﻗﺪم در ﻣﻮﻓﻘﻴﺖ‬

‫]‪.[27] ،[69‬‬

‫‪r‬‬ ‫‪c‬‬
‫ﻣﺼﺮ و ﺛﺎﺑﺖﻗﺪم در ﻣﻮﻓﻘﻴﺖ ﺑﻪ ﻋﻮاﻣﻠﻲ اﺷﺎره دارد ﻛﻪ ﺑﻪ ﭘﺎﻓﺸﺎري و ﻣﺼﻤﻢ ﺑﻮدن در‬
‫ﺟﻬﺖ ﺗﻌﺎﻟﻲ ﻛﺎرﻛﺮدي و ﺳﺎزﻣﺎﻧﻲ ﻣﺮﺑﻮط اﺳﺖ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي اﺻﺮار ﻓﺮاواﻧﻲ ﺑﺮ دﺳﺘﻴﺎﺑﻲ‬
‫ﺑﻪ ﻣﻮﻓﻘﻴﺖ دارد‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻀﺎﻣﻴﻦ ﺑﻪدﺳﺖ آﻣﺪه در ﺑﺨﺶ ﻗﺒﻞ ﻣﺸﺨﺺ ﮔﺮدﻳﺪ ﻛﻪ ﻣﺼﺮ‬

‫‪A‬‬
‫و ﺛﺎﺑﺖﻗﺪم در ﻣﻮﻓﻘﻴﺖ داراي ﺳﻪ ﻣﻮﻟﻔﻪ ﮔﺮاﻳﺶ ﺑﻪ ﻛﺎرآﻓﺮﻳﻨﻲ‪ ،‬در ﺟﺴﺘﺠﻮي ﺗﻌﺎﻟﻲ و‬
‫ﭘﺎﺳﺨﮕﻮﻳﻲ ﻣﻲﺑﺎﺷﺪ‪ .‬در اداﻣﻪ ﻫﺮ ﻳﻚ از اﻳﻦ ﻣﻮﻟﻔﻪﻫﺎ ﻣﻮرد ﺑﺤﺚ ﻗﺮار ﻣﻲﮔﻴﺮد‪.‬‬
‫ﮔﺮاﻳﺶ ﺑﻪ ﻛﺎرآﻓﺮﻳﻨﻲ داراي ﺳﻪ ﻣﻮﻟﻔﻪ ﻓﺮﺻﺖﻃﻠﺒﻲ‪ ،‬ﮔﺮاﻳﺶ ﺑﻪ ﻧﻮآوري و ﺷﺒﻜﻪﺳﺎزي‬
‫ﻣﻲﺑﺎﺷﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ درك زﻳﺎدي از ﻣﺤﻴﻂ داﺷﺘﻪ ﺑﺎﺷﺪ و ﺑﺘﻮاﻧﺪ ﻓﺮﺻﺖﻫﺎ را ﺑﻪ‬
‫ﺗﺼﺎﺣﺐ ﺧﻮد درآورد‪ .‬وي ﻫﻤﻮاره ﺑﺎ ﻧﮕﺎه ﺑﻪ آﻳﻨﺪه ﺑﻪ ﺻﻮرت ﭘﻴﺶﻓﻌﺎل در ﻛﻤﻴﻦ‬

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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫ﻓﺮﺻﺖﻫﺎ اﺳﺖ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻫﻤﭽﻨﻴﻦ ﺧﻮد ﺧﻼق و ﻧﻮآور اﺳﺖ و اﻳﺪهﻫﺎي ﻧﻮ‬
‫ﻣﻲﭘﺮوراﻧﺪ و آﻧﻬﺎ را ﺑﻪ ﻣﺤﺼﻮل‪ ،‬ﺧﺪﻣﺖ ﻳﺎ ﻓﺮآﻳﻨﺪ ﺗﺒﺪﻳﻞ ﻣﻲﻛﻨﺪ‪ .‬وي در ﺿﻤﻦ آﮔﺎﻫﻲ از‬
‫ﺧﻄﺮات ﻣﻤﻜﻦ‪ ،‬دﺳﺖ ﺑﻪ ﺧﻄﺮ ﻣﺤﺎﺳﺒﻪ ﺷﺪه ﻣﻲزﻧﺪ و ﭘﺬﻳﺮاي ﻧﻈﺮات و اﻳﺪهﻫﺎي دﻳﮕﺮان‬
‫ﻧﻴﺰ ﻣﻲﺑﺎﺷﺪ و آﻧﻬﺎ را در ﺟﻬﺖ اﻳﺠﺎد روشﻫﺎي ﺟﺪﻳﺪ ﺗﺸﻮﻳﻖ ﻣﻲﻛﻨﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ‬

‫‪I‬‬ ‫‪D‬‬
‫ﺑﺎ ﻣﺪﻳﺮان ارﺷﺪ رواﺑﻂ ﺧﻮﺑﻲ داﺷﺘﻪ ﺑﺎﺷﺪ ﺗﺎ ﺑﺪﻳﻦ ﻃﺮﻳﻖ از ﺗﻮﺟﻪ و ﺣﻤﺎﻳﺖ آﻧﻬﺎ ﺑﻪ‬
‫ﭘﺮوژهﻫﺎي ﻛﺎرﻛﺮدي ﻣﻄﻤﺌﻦ ﺷﻮﻧﺪ‪ .‬وي ﻫﻤﭽﻨﻴﻦ ﺑﺮاي آﻧﻜﻪ ﭘﺮوژهﻫﺎ را ﺑﻪ درﺳﺘﻲ ﺗﺪوﻳﻦ‬

‫‪f‬‬ ‫‪S‬‬
‫و اﺟﺮا ﻧﻤﺎﻳﺪ ﺑﺎﻳﺪ اوﻟﻮﻳﺖﻫﺎ و اﻫﺪاف ﺑﺎزﻳﮕﺮان ﻣﺨﺘﻠﻒ را در ﻧﻈﺮ ﮔﻴﺮد و در ﭘﻲ ﻳﻚ‬
‫ﺗﻮاﻓﻖ ﻫﻤﻪ ﺟﺎﻧﺒﻪ ﺑﻴﻦ ذﻳﺘﻔﻌﺎن ﺑﺎﺷﺪ‪ .‬وي ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﻣﻮﻓﻘﻴﺖﻫﺎي آﺗﻲ را ﻣﺮﻫﻮن رواﺑﻂ‬
‫ﺑﺎ دﻳﮕﺮ ﻛﺎرﻛﺮدﻫﺎ و ﺣﻮزهﻫﺎي وﻇﻴﻔﻪاي ﺑﺪاﻧﺪ ﺗﺎ ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﺑﺘﻮاﻧﺪ ﺧﺮوﺟﻲ ﺑﺎارزﺷﻲ‬

‫‪e‬‬ ‫‪o‬‬
‫اﻳﺠﺎد ﻛﻨﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ اﻳﺠﺎد ﺷﺒﻜﻪاي از رواﺑﻂ را ﺳﺮﻣﺎﻳﻪاي ﺑﺰرگ ﺑﺪاﻧﺪ و ﺑﻪ اﻳﻦ‬
‫ﺗﺮﺗﻴﺐ ﺑﺎ ﻓﺮﺻﺖﻃﻠﺒﻲ‪ ،‬ﻧﻮآوري و ﺷﺒﻜﻪﺳﺎزي ﮔﺮاﻳﺶ ﺑﻪ ﻛﺎرآﻓﺮﻳﻨﻲ را دﻧﺒﺎل ﻛﻨﺪ‪.‬‬

‫‪i‬‬ ‫‪v‬‬
‫ﻣﻮﻟﻔﻪ “ﮔﺮاﻳﺶ ﺑﻪ ﻛﺎرآﻓﺮﻳﻨﻲ” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎﻳﻲ ﻫﻤﭽﻮن ﭼﻦ و ﻫﻤﻜﺎران )‪(2015‬‬
‫و ﻧﺎﺻﺤﻲﻓﺮ و ﻫﻤﻜﺎران )‪ (1389‬ﻣﺸﺎﺑﻬﺖ دارد ]‪ .[69] ،[18‬زﻳﺮﻣﻮﻟﻔﻪ “ﻓﺮﺻﺖﻃﻠﺒﻲ” ﺑﺎ‬

‫‪c‬‬ ‫‪h‬‬
‫ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶ وﻧﮓ و ﻫﻤﻜﺎران )‪ (2013‬ﻫﻤﺎﻧﻨﺪي دارد ]‪ .[99‬زﻳﺮﻣﻮﻟﻔﻪ “ﮔﺮاﻳﺶ ﺑﻪ‬
‫ﻧﻮآوري” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎي زﻧﮕﺮ و ﻓﻮﻛﻤﻦ )‪ ،(2012‬ﺳﻠﻤﺮ و ﭼﻴﻮ )‪ ،(2004‬اﻧﺠﻤﻦ‬

‫‪r‬‬
‫آﻣﺮﻳﻜﺎﻳﻲ ﻣﺪﻳﺮﻳﺖ )‪ (2008‬و اﻟﮕﻮي ﺷﺮﻛﺖ ﺗﺎﺗﺎ ﺷﺒﺎﻫﺖ دارد ]‪.[3] ،[87] ،[108‬‬
‫زﻳﺮﻣﻮﻟﻔﻪ “ﺷﺒﻜﻪﺳﺎزي” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎي ﻟﻮﺗﺎﻧﺰ )‪ ،(1985‬ﭼﻮﻧﮓ‪-‬ﻫﺮرا و ﻫﻤﻜﺎران‬

‫‪A‬‬
‫)‪ ،(2003‬ﻳﻮﻧﮓ )‪ ،(1996‬ﻏﻼمزاده و ﻫﻤﻜﺎران )‪ ،(1392‬ﭘﺎرﻳﺪا و ﻫﻤﻜﺎران )‪(2011‬‬
‫ﺷﺒﺎﻫﺖﻫﺎﻳﻲ دارد ]‪ .[71] ،[38] ،[106] ،[19] ،[58‬ﺑﺎ اﻳﻦ وﺟﻮد ﺷﺒﻜﻪﺳﺎزي در اﻳﻦ‬
‫ﭘﮋوﻫﺶﻫﺎ ﻋﻤﺪﺗﺎً ﻧﺎﻇﺮ ﺑﻪ ﺧﺎرج ﺳﺎزﻣﺎن اﺳﺖ در ﺣﺎﻟﻲ ﻛﻪ ﺷﺒﻜﻪﺳﺎزي در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ‬
‫ﻋﻼوه ﺑﺮ ﺧﺎرج ﺳﺎزﻣﺎن ﺑﻴﺸﺘﺮ ﺑﻪ داﺧﻞ ﺗﻮﺟﻪ دارد‪.‬‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫در ﺟﺴﺘﺠﻮي ﺗﻌﺎﻟﻲ داراي ﺳﻪ ﻣﻮﻟﻔﻪ ﻃﺮاح ﺳﺎزﻣﺎن‪ ،‬ﻣﺪﻳﺮﻳﺖ داﻧﺶ و ﻣﺪﻳﺮﻳﺖ‬
‫ﻋﻤﻠﻜﺮد ﻣﻲﺑﺎﺷﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ ﺷﻨﺎﺧﺖ ﻛﺎﻣﻠﻲ ﻧﺴﺒﺖ ﺑﻪ ﻓﻌﺎﻟﻴﺖﻫﺎي ﺣﻮزه‬
‫وﻇﻴﻔﻪاي ﺧﻮد داﺷﺘﻪ ﺑﺎﺷﺪ و ﺑﺘﻮاﻧﺪ زﻳﺮﺳﺎﺧﺖ ﻣﻨﺎﺳﺒﻲ از ﻓﻌﺎﻟﻴﺖﻫﺎ و روشﻫﺎي ﻛﺎرﻛﺮدي‬
‫در ﺟﻬﺖ اﺟﺮاي ﻛﺎرﻛﺮد اﻳﺠﺎد ﻛﻨﺪ‪ .‬وي ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﻃﺮﻓﺪار ﻓﻨﺎوري ﺑﻪ وﻳﮋه ﻓﻨﺎوري‬
‫اﻃﻼﻋﺎت ﺑﺎﺷﺪ ﺗﺎ از اﻳﻦ ﻃﺮﻳﻖ ﺑﺘﻮاﻧﺪ ﺿﻤﻦ ﻣﺮﺗﺒﻂ ﻧﻤﻮدن اﻓﺮاد ﺑﻪ ﻳﻜﺪﻳﮕﺮ‪ ،‬در ﺟﻬﺖ‬

‫‪I‬‬ ‫‪D‬‬
‫اﻧﺠﺎم ﻛﺎرآﻣﺪﺗﺮ ﺳﻴﺴﺘﻢﻫﺎي ﻓﻌﺎﻟﻴﺘﻲ ﻣﺨﺘﻠﻒ و ﻧﻴﺰ ﺗﻤﺎﻳﺰ ﺑﺎ رﻗﺒﺎ ﮔﺎم ﺑﺮدارد‪ .‬وي ﺑﺎﻳﺪ ﺑﺘﻮاﻧﺪ‬

‫‪S‬‬
‫ﻓﻌﺎﻟﻴﺖﻫﺎ‪ ،‬روشﻫﺎ‪ ،‬ﻓﺮآﻳﻨﺪﻫﺎ و ﺧﺪﻣﺎت ﻛﺎرﻛﺮدي را ﺑﻪ ﻋﻨﻮان ﺑﺨﺶﻫﺎي ﻣﺨﺘﻠﻒ ﻳﻚ ﻛﻞ‬
‫واﺣﺪ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻳﻜﭙﺎرﭼﻪ و ﻫﻤﺎﻫﻨﮓ ﻛﻨﺪ ﺗﺎ از ﻳﻜﺪﻳﮕﺮ ﺣﻤﺎﻳﺖ ﻛﻨﻨﺪ و ﺑﻬﺘﺮﻳﻦ ﻧﺘﻴﺠﻪ را‬

‫‪o‬‬ ‫‪f‬‬
‫ﺑﻪ ﻫﻤﺮاه داﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ ﻗﺎدر ﺧﻮاﻫﺪ ﺑﻮد ﻛﻪ ﭘﻴﻜﺮﺑﻨﺪي اﺛﺮﺑﺨﺸﻲ از‬
‫ﻗﺎﺑﻠﻴﺖﻫﺎي ﻛﺎرﻛﺮدي اﻳﺠﺎد ﻛﻨﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ اﻫﻤﻴﺖ ﺗﺴﻬﻴﻢ داﻧﺶ را در ﻛﺴﺐ‬

‫‪e‬‬
‫ﻣﻮﻓﻘﻴﺖ ﺑﻪ ﺧﻮﺑﻲ درك ﻛﻨﺪ و ﻧﻪ ﺗﻨﻬﺎ داﻧﺶ و ﺗﺨﺼﺺ ﺧﻮد را ﺑﻪ اﺷﺘﺮاك ﮔﺬارد ﺑﻠﻜﻪ‬

‫‪v‬‬
‫دﻳﮕﺮان را ﻧﻴﺰ ﺑﻪ اﻳﻦ ﻛﺎر ﺗﺮﻏﻴﺐ ﻧﻤﺎﻳﺪ‪ .‬وي ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﺑﺘﻮاﻧﺪ ﺑﺎ اﺳﺘﻔﺎده از اﻳﻦ داﻧﺶ‬

‫‪h‬‬ ‫‪i‬‬
‫ارزش ﺧﻠﻖ ﻧﻤﺎﻳﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ ﺑﺘﻮاﻧﺪ اﻫﺪاف ﭼﺎﻟﺸﻲ و در ﻋﻴﻦ ﺣﺎل ﻗﺎﺑﻞ دﺳﺘﺮس‬
‫ﺗﻌﻴﻴﻦ ﻛﻨﺪ و ﺧﻮد و دﻳﮕﺮان را در ةن ﺟﻬﺖ ﺗﺸﻮﻳﻖ ﻧﻤﺎﻳﺪ‪ .‬وي ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﺑﺎ ﺗﺪوﻳﻦ‬

‫‪r‬‬ ‫‪c‬‬
‫اﺳﺘﺎﻧﺪاردﻫﺎي ﻋﻤﻠﻜﺮدي و ﻣﻼك ﻗﺮار دادن آﻧﻬﺎ از ﭘﻴﺸﺮﻓﺖ ﻛﺎرﻛﺮد ﺧﻮد در ﺟﻬﺖ اﻫﺪاف‬
‫آﮔﺎه ﺷﻮد و ﺑﺎ ارزﻳﺎﺑﻲ ﻧﺘﺎﻳﺞ و ﺑﺎزﺧﻮرد ﻻزم‪ ،‬اﻗﺪاﻣﺎت اﺻﻼﺣﻲ را اﺗﺨﺎذ ﻧﻤﺎﻳﺪ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪،‬‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ ﺑﺎ ﻃﺮاﺣﻲ‪ ،‬ﻣﺪﻳﺮﻳﺖ داﻧﺶ و ﻣﺪﻳﺮﻳﺖ ﻋﻤﻠﻜﺮد در ﺟﺴﺘﺠﻮي ﺗﻌﺎﻟﻲ‬

‫‪A‬‬ ‫ﻛﺎرﻛﺮد و ﺳﺎزﻣﺎن ﺧﻮد ﺑﺎﺷﺪ‪.‬‬

‫زﻳﺮﻣﻮﻟﻔﻪ “ﻣﺪﻳﺮﻳﺖ ﻋﻤﻠﻜﺮد” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎﻳﻲ ﻫﻤﭽﻮن ﻛﻮﻳﻴﻦ )‪ ،(1990‬ﺑﻜﺮ و‬
‫ﻫﻤﻜﺎران )‪ (2001‬و رودﭘﺸﺘﻲ و ﻏﻔﺎري )‪ (1387‬ﻣﺸﺎﺑﻬﺖﻫﺎﻳﻲ دارد ]‪.[84] ،[9] ،[79‬‬
‫زﻳﺮﻣﻮﻟﻔﻪ “ﻣﺪﻳﺮﻳﺖ داﻧﺶ” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎﻳﻲ ﻫﻤﭽﻮن ﻃﺮﻓﺪار و ﮔﺮدون )‪ (2007‬و‬
‫رودﭘﺸﺘﻲ و ﻏﻔﺎري )‪ (1387‬ﻫﻤﺎﻧﻨﺪ اﺳﺖ ]‪ .[84] ،[92‬ﺑﺎ اﻳﻦ وﺟﻮد ﻣﺪﻳﺮﻳﺖ داﻧﺶ در اﻳﻦ‬
‫ﭘﮋوﻫﺶﻫﺎ ﺑﺮ ﺗﺴﻬﻴﻢ داﻧﺶ ﺗﺄﻛﻴﺪ دارد در ﺣﺎﻟﻲ ﻛﻪ در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﺄﻛﻴﺪ ﻫﻢ ﺑﺮ ﺗﺴﻬﻴﻢ‬
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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

‫داﻧﺶ و ﻫﻢ ﺑﺮ اﺳﺘﻔﺎده از داﻧﺶ ﻣﻌﻄﻮف اﺳﺖ‪ .‬زﻳﺮﻣﻮﻟﻔﻪ “ﻃﺮاح ﺳﺎزﻣﺎن” ﺑﻪ ﻇﺎﻫﺮ ﺑﺎ ﻧﺘﺎﻳﺞ‬
‫ﭘﮋوﻫﺶﻫﺎﻳﻲ ﻫﻤﭽﻮن اوﻟﺮﻳﭻ و ﻫﻤﻜﺎران )‪ (2012‬ﺷﺒﻴﻪ اﺳﺖ ]‪ .[94‬ﺑﺎ اﻳﻦ وﺟﻮد ﻛﺎرﺑﺮد‬
‫اﻳﻦ ﻣﻔﻬﻮم در اﻳﻦ ﭘﮋوﻫﺶ ﺑﺴﻴﺎر ﻣﺘﻔﺎوت اﺳﺖ‪ .‬در ﭘﮋوﻫﺶﻫﺎي اﺷﺎره ﺷﺪه‪ ،‬ﻣﻨﻈﻮر از‬
‫ﻃﺮاﺣﻲ ﺳﺎزﻣﺎن‪ ،‬ﻫﻤﺮاﺳﺘﺎ ﻧﻤﻮدن ﻗﺎﺑﻠﻴﺖﻫﺎي داﺧﻠﻲ ﺑﺎ ﻧﻴﺎزﻫﺎي ﺧﺎرﺟﻲ ﺳﺎزﻣﺎن اﺳﺖ در‬
‫ﺣﺎﻟﻲ ﻛﻪ در اﻳﻦ ﭘﮋوﻫﺶ ﻣﻨﻈﻮر از ﻃﺮاﺣﻲ ﺳﺎزﻣﺎن اﻳﺠﺎد ﻳﻜﭙﺎرﭼﮕﻲ در ﻓﻌﺎﻟﻴﺖﻫﺎي‬

‫‪I‬‬ ‫‪D‬‬
‫ﻛﺎرﻛﺮدي ﺑﺎ اﺳﺘﻔﺎده از ﻓﻨﺎوري ﻣﻲﺑﺎﺷﺪ‪.‬‬

‫‪f‬‬ ‫‪S‬‬
‫ﭘﺎﺳﺨﮕﻮﻳﻲ داراي ﺳﻪ ﻣﻮﻟﻔﻪ اﻧﻌﻄﺎفﭘﺬﻳﺮي‪ ،‬ﻣﺪﻳﺮﻳﺖ ﺗﻐﻴﻴﺮ و ﻣﺪﻳﺮﻳﺖ ﭘﺮوژه ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ ﺗﻮان اﻧﺘﺨﺎب درﺳﺖ از ﻣﻴﺎن ﮔﺰﻳﻨﻪﻫﺎي ﻣﺨﺘﻠﻒ ﺗﻐﻴﻴﺮ را داﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫وي ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﻋﻤﻠﮕﺮا ﺑﺎﺷﺪ ﺑﺪﻳﻦ ﻣﻌﻨﻲ ﻛﻪ ﺑﻪ ﺟﺎي ﻋﻜﺲاﻟﻌﻤﻞ ﺗﻤﺎﻳﻞ زﻳﺎدي ﻋﻤﻞ‬

‫‪e‬‬ ‫‪o‬‬
‫داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬وي ﺑﺎﻳﺪ ﺑﺘﻮاﻧﺪ ﺑﺎ اﺳﺘﻔﺎده از ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎﻃﻲ دﻳﮕﺮان را ﻧﻴﺰ در اﻧﺠﺎم ﺗﻐﻴﻴﺮ‬
‫ﻣﻮرد ﻧﻈﺮ ﻣﺘﻘﺎﻋﺪ ﻧﻤﺎﻳﺪ‪ .‬ﻫﻤﻪ اﻳﻨﻬﺎ ﺑﺮاي ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻧﻘﺶ ﻣﺪﻳﺮﻳﺖ ﺗﻐﻴﻴﺮ اﻳﺠﺎد ﺧﻮاﻫﺪ‬

‫‪i‬‬ ‫‪v‬‬
‫ﻧﻤﻮد‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﺗﻤﺎﻳﻞ زﻳﺎدي ﺑﻪ ﺷﻜﺴﺘﻦ روﻳﻪﻫﺎي ﻣﺮﺳﻮم ﻣﻮﺟﻮد‬
‫داﺷﺘﻪ ﺑﺎﺷﺪ و از ﺗﻐﻴﻴﺮات اﺳﺘﻘﺒﺎل ﻛﻨﺪ و ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ اﻧﻌﻄﺎفﭘﺬﻳﺮي زﻳﺎدي از ﺧﻮد ﻧﺸﺎن‬

‫‪c‬‬ ‫‪h‬‬
‫دﻫﺪ‪ .‬ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﻧﺒﺎﻳﺪ ﺑﺎ ﻣﺪﻳﺮﻳﺖ ﻫﺰﻳﻨﻪ و ﻣﺪﻳﺮﻳﺖ زﻣﺎن ﺑﻴﮕﺎﻧﻪ ﺑﺎﺷﺪ و ﺑﺎﻳﺪ ﺑﺘﻮاﻧﺪ ﺑﺎ‬
‫ﺗﻠﻔﻴﻖ آﻧﻬﺎ ﺑﻪ ﻧﻮﻋﻲ ﺑﻪ ﻣﺪﻳﺮﻳﺖ ﭘﺮوژه ﺑﭙﺮدازد‪ .‬ﻣﺪﻳﺮﻳﺖ ﺗﻐﻴﻴﺮ ﺑﻪ ﻫﻤﺮاه اﻧﻌﻄﺎفﭘﺬﻳﺮي و‬

‫‪r‬‬
‫ﻣﺪﻳﺮﻳﺖ ﭘﺮوژه ﻧﺸﺎن از آن دارد ﻛﻪ ﻣﺪﻳﺮ ﻛﺎرﻛﺮدي ﺑﺎﻳﺪ ﭘﺎﺳﺨﮕﻮﻳﻲ ﻣﺤﻴﻄﻲ داﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫ﻣﻮﻟﻔﻪ “ﭘﺎﺳﺨﮕﻮﻳﻲ” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎي وﻳﺪ و ﻫﻮﻟﻨﺪ )‪ (2004‬و ﻧﺎﺻﺤﻲﻓﺮ و‬

‫‪A‬‬
‫ﻫﻤﻜﺎران )‪ (1389‬ﻧﻈﻴﺮ اﺳﺖ ]‪ .[69] ،[98‬زﻳﺮﻣﻮﻟﻔﻪ “اﻧﻌﻄﺎفﭘﺬﻳﺮي” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎي‬
‫ﭼﻮﻧﮓ‪-‬ﻫﺮرا و ﻫﻤﻜﺎران )‪ ،(2004‬ﺑﻴﻨﺶ و ﺟﻮان ﺟﻌﻔﺮي )‪ ،(1390‬رودﭘﺸﺘﻲ و ﻏﻔﺎري‬
‫)‪ (1387‬و ﻧﺎﺻﺤﻲﻓﺮ و ﻫﻤﻜﺎران )‪ (1389‬ﻣﺘﺸﺎﺑﻪ اﺳﺖ ]‪ .[69] ،[84] ،[10] ،[19‬زﻳﺮﻣﻮﻟﻔﻪ‬
‫“ﻣﺪﻳﺮﻳﺖ ﺗﻐﻴﻴﺮ” ﺑﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎي ﺑﻮﻳﺎﺗﺰﻳﺲ )‪ ،(1982‬اوﻟﺮﻳﭻ و ﻫﻤﻜﺎران )‪،(1995‬‬
‫ﺑﻜﺮ و ﻫﻤﻜﺎران )‪ ،(2001‬ﻣﻮذن ﺟﻤﺸﻴﺪي و ﻫﻤﻜﺎران )‪ (2012‬و ﻋﻘﻴﻠﻲ و ﺳﻠﻄﺎﻧﻲ‬

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 ‫ﻃﺮاﺣﻲ اﻟﮕﻮي ﺷﺎﻳﺴﺘﮕﻲ اﺳﺘﺮاﺗﮋﻳﻚ ‪ ....‬رﻧﮕﺮﻳﺰ‪ ،‬ﻧﻮهاﺑﺮاﻫﻴﻢ‪ ،‬آراﺳﺘﻪ‪ ،‬ﺳﻠﻄﺎﻧﻴﻪ‬

‫)‪ (2011‬ﺷﺒﺎﻫﺖﻫﺎﻳﻲ دارد ]‪ .[4] ،[68] ،[9] ،[93] ،[11‬زﻳﺮﻣﻮﻟﻔﻪ “ﻣﺪﻳﺮﻳﺖ ﭘﺮوژه” ﺑﺎ‬
‫ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶﻫﺎي ﻣﺎرﺗﻴﻨﺎ و ﻫﻤﻜﺎران )‪ ،(2012‬ﻃﺮﻓﺪار و ﮔﺮدون )‪ ،(2007‬ﺳﻴﺮﻳﻮاردﻳﻦ و‬
‫ﻫﻤﻜﺎران )‪ (2014‬و ﺳﺎﻟﻮﻣﻮ و ﻫﻤﻜﺎران )‪ (2008‬ﻫﻤﺎﻧﻨﺪيﻫﺎﻳﻲ دارد ]‪،[88] ،[92] ،[59‬‬
‫]‪.[85‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻦ ﻛﻪ در اﻳﻦ ﭘﮋوﻫﺶ از روش ﺗﺤﻠﻴﻞ ﻣﻀﻤﻮن اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ‪ ،‬از‬

‫‪I‬‬ ‫‪D‬‬
‫ﻟﺤﺎظ ﻋﻠﻤﻲ ﭘﻴﺸﻨﻬﺎد ﻣﻲﺷﻮد ﻛﻪ ﺑﺎ اﺳﺘﻔﺎده از روشﻫﺎي دﻳﮕﺮي ﻧﻴﺰ اﻧﺠﺎم ﺷﻮد ﺗﺎ اﻳﻨﻜﻪ‬

‫‪S‬‬
‫ﻋﻮاﻣﻠﻲ ﻛﻪ اﺣﻴﺎﻧﺎً در اﻳﻦ ﭘﮋوﻫﺶ ﻣﻐﻔﻮل ﻣﺎﻧﺪهاﻧﺪ ﻧﻴﺰ ﺷﻨﺎﺳﺎﻳﻲ ﺷﻮﻧﺪ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻨﻜﻪ‬
‫ﺗﻤﺮﻛﺰ اﻳﻦ ﭘﮋوﻫﺶ ﺗﻨﻬﺎ ﺑﺮ ﻋﻮاﻣﻞ ﺗﺸﻜﻴﻞدﻫﻨﺪه ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﻣﻌﻄﻮف‬

‫‪o‬‬ ‫‪f‬‬
‫ﺑﻮد‪ ،‬ﭘﻴﺸﻨﻬﺎد ﻣﻲﺷﻮد ﻛﻪ در ﭘﮋوﻫﺶﻫﺎي آﺗﻲ ﻋﻮاﻣﻞ اﺛﺮﮔﺬار ﺑﺮ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان‬
‫ﻛﺎرﻛﺮدي و ﻧﻴﺰ ﻧﺘﺎﻳﺞ ﺷﺎﻳﺴﺘﮕﻲﻫﺎي ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﻧﻴﺰ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﮔﻴﺮﻧﺪ‪ .‬ﺑﺎ‬

‫‪e‬‬
‫ﺗﻮﺟﻪ ﺑﻪ اﻫﻤﻴﺖ ﺣﻮزهﻫﺎي ﻛﺎرﻛﺮدي ﺳﺎزﻣﺎن و ﻋﺪم ﺗﻮﺟﻪ ﻛﺎﻓﻲ ﺑﻪ آﻧﻬﺎ ﺑﻪ ﻋﻨﻮان ﻳﻚ ﻛﻞ‬

‫‪v‬‬
‫واﺣﺪ در ﺟﻬﺖ ﺧﻠﻖ ارزش‪ ،‬ﺗﻮﺻﻴﻪ ﻣﻲﺷﻮد ﻛﻪ در ﭘﮋوﻫﺶﻫﺎي آﺗﻲ ارﺗﺒﺎطﻫﺎي‬

‫‪h‬‬ ‫‪i‬‬
‫ﻋﻤﻠﻜﺮدي آﻧﻬﺎ‪ ،‬ﻋﻮاﻣﻠﻲ ﻛﻪ ارﺗﺒﺎط و ﻳﻜﭙﺎرﭼﮕﻲ روزاﻓﺰون اﻳﻦ ﺣﻮزهﻫﺎ را ﻣﻤﻜﻦ ﻣﻲﺳﺎزﻧﺪ‬
‫و ﻧﻴﺰ راهﻫﺎي ﻫﻤﺮاﺳﺘﺎﺳﺎزي آﻧﻬﺎ ﺑﺎ ﺳﻄﻮح ﻋﺎﻟﻲ ﻣﻮرد دﻗﺖ و ﺑﺮرﺳﻲ ﻗﺮار ﮔﻴﺮﻧﺪ‪ .‬ﭘﻴﺸﻨﻬﺎد‬

‫‪r‬‬ ‫‪c‬‬
‫ﻣﻲﮔﺮدد ﻛﻪ در ﭘﮋوﻫﺶﻫﺎي آﺗﻲ ﺑﺮ ﻓﺮآﻳﻨﺪ ﭘﻴﺎدهﺳﺎزي ﻧﻈﺎم ﺟﺎﻧﺸﻴﻦﭘﺮوري در ﺣﻮزهﻫﺎي‬
‫ﻛﺎرﻛﺮدي ﺗﻮﺟﻪ وﻳﮋه ﺷﻮد‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻦ ﻛﻪ اﻟﮕﻮﻫﺎي ﺷﺎﻳﺴﺘﮕﻲ ﻗﻠﺐ ﺗﭙﻨﺪة روﻳﻜﺮد ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﺎﻳﺴﺘﮕﻲ ﻣﻨﺎﺑﻊ‬

‫‪A‬‬
‫اﻧﺴﺎﻧﻲ ﻣﻲﺑﺎﺷﻨﺪ و ﻧﻴﺰ اﻳﻦ ﻛﻪ ﻣﺪﻳﺮان ﻛﺎرﻛﺮدي ﺑﺨﺶ ﻋﻤﺪة ﻣﺪﻳﺮان ﺳﺎزﻣﺎﻧﻲ را ﺗﺸﻜﻴﻞ‬
‫ﻣﻲدﻫﻨﺪ‪ ،‬از ﻟﺤﺎظ ﻛﺎرﺑﺮدي ﭘﻴﺸﻨﻬﺎد ﻣﻲﺷﻮد ﻛﻪ اﻟﮕﻮي ﺣﺎﺻﻞ از اﻳﻦ ﭘﮋوﻫﺶ در‬
‫ﭘﻴﺎدهﺳﺎزي ﻧﻈﺎمﻫﺎي ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﺎﻳﺴﺘﮕﻲ ﺑﻪوﻳﮋه ﺑﺤﺚ ﺟﺎﻧﺸﻴﻦﭘﺮوري ﻛﻪ اﺧﻴﺮاً ﻣﻮرد ﺗﻮﺟﻪ‬
‫ﺑﺴﻴﺎري از ﺳﺎزﻣﺎنﻫﺎ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ‪ ،‬ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﻴﺮد‪ .‬از آﻧﺠﺎ ﻛﻪ اﻟﮕﻮي‬
‫ﭘﻴﺸﻨﻬﺎدي اﻳﻦ ﺗﺤﻘﻴﻖ از دل ﻣﻨﺎﺑﻊ ﺑﻪروز و ﻣﻄﺮح اﺳﺘﺨﺮاج ﺷﺪه اﺳﺖ‪ ،‬ﺳﺎزﻣﺎنﻫﺎ ﺑﻪ‬
‫راﺣﺘﻲ ﻣﻲﺗﻮاﻧﻨﺪ اﻳﻦ اﻟﮕﻮ را ﻣﺒﻨﺎي ﻛﺎر ﺧﻮد ﻗﺮار دﻫﻨﺪ و ﺗﻨﻬﺎ ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻧﻈﺮات‬
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 ‫ﻣﺪﻳﺮﻳﺖ ﺑﺮ آﻣﻮزش ﺳﺎزﻣﺎﻧﻬﺎ‬

.‫ ﺑﻪ اﻟﮕﻮي ﺑﻮﻣﻲ ﺧﻮد دﺳﺖ ﻳﺎﺑﻨﺪ‬،‫ذﻳﻨﻔﻌﺎن و دﺳﺖاﻧﺪرﻛﺎران و اﻗﺘﻀﺎﺋﺎت ﺳﺎزﻣﺎﻧﻲ‬

‫ﻫﻤﭽﻨﻴﻦ ﻣﺴﺌﻮﻻن ﺟﺬب ﺳﺎزﻣﺎنﻫﺎ ﻣﻲﺗﻮاﻧﻨﺪ ﺑﺎ اﺗﻜﺎ ﺑﺮ اﻳﻦ اﻟﮕﻮ ﻓﺮآﻳﻨﺪ ﺟﺬب و اﺳﺘﺨﺪام‬
‫ ﻣﺴﺌﻮﻻن آﻣﻮزش ﺳﺎزﻣﺎنﻫﺎ ﻧﻴﺰ ﺑﻪ راﺣﺘﻲ ﻣﻲﺗﻮاﻧﻨﺪ ﺑﺎ اﺳﺘﻔﺎده از اﻳﻦ اﻟﮕﻮ‬.‫را ﭘﻴﺶ ﺑﮕﻴﺮﻧﺪ‬
‫ ﭼﻴﺰي ﻛﻪ اﻣﺮوزه ﻧﻮﻋﻲ ﺳﺮﻣﺎﻳﻪﮔﺬاري‬،‫در ﺟﻬﺖ آﻣﻮزش و ﺑﻬﺴﺎزي ﻣﺪﻳﺮان ﺑﺮآﻳﻨﺪ‬

I D
‫ اﻳﻦ اﻟﮕﻮ در ﺑﺤﺚ ﻣﺪﻳﺮﻳﺖ و ارزﺷﻴﺎﺑﻲ ﻋﻤﻠﻜﺮد و ﺟﺒﺮان ﺧﺪﻣﺎت ﻧﻴﺰ‬.‫ﻣﺤﺴﻮب ﻣﻲﺷﻮد‬
‫ در ﻧﻬﺎﻳﺖ ﺷﺎﻳﺎن ذﻛﺮ اﺳﺖ ﻛﻪ ﺳﺎزﻣﺎنﻫﺎ ﺑﺎ‬.‫ﻣﻲﺗﻮاﻧﺪ اﺳﺎس ﻛﺎر ﺳﺎزﻣﺎنﻫﺎ ﻗﺮار ﮔﻴﺮد‬

f S
‫ ارزﺷﻴﺎﺑﻲ ﻋﻤﻠﻜﺮد و ﺟﺒﺮان ﺧﺪﻣﺎت ﺷﺎﻳﺴﺘﮕﻲﻣﺤﻮر ﺗﺎ‬،‫ آﻣﻮزش‬،‫ﺣﺮﻛﺖ در ﺟﻬﺖ ﺟﺬب‬
.‫ﺣﺪودي ﻣﻲﺗﻮاﻧﻨﺪ ﺑﻪ ﺣﻔﻆ و ﻧﮕﻬﺪاﺷﺖ ﺳﺮﻣﺎﻳﻪﻫﺎي اﻧﺴﺎﻧﻲ ﺧﻮد اﻣﻴﺪ داﺷﺘﻪ ﺑﺎﺷﻨﺪ‬

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