‫‪A-PDF MERGER DEMO‬‬
‫ﺟﺎﻣﻌﺔ ﳏﻤﺪ ﺑﻮﺿﻴﺎﻑ ﺑﺎﳌﺴﻴﻠﺔ‬
‫ﺍﻟﺮﻗﻢ ﺍﻟﺘﺴﻠﺴﻠﻲ‪:‬‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﻗﺴﻢ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﻣﺬﻛﺮﺓ ﻣﻜﻤﻠﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﲣﺼﺺ ﻋﻠﻮﻡ ﲡﺎﺭﻳﺔ‬
‫ﻓﺮﻉ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‬
‫ﻣﻘﺪﻣﺔ ﻣﻦ ﻃﺮﻑ ﺍﻟﻄﺎﻟﺐ ‪ :‬ﺇﻟﻴﺎﺱ ﺳﺎﱂ‬
‫ﺍﳌﻮﺿﻮﻉ‪:‬‬
‫ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ ‪ -ALGAL‬ﻭﺣﺪﺓ‪ EARA‬ﺑﺎﳌﺴﻴﻠﺔ ‪-‬‬
‫ﻧﻮﻗﺸﺖ ﻋﻠﻨﻴﺎ ﻳﻮﻡ ‪ 2006/09/13:‬ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ‪:‬‬
‫‪ -‬ﺃ‪.‬ﺩ ﺭﺷﻴﺪ ﺯﺭﻭﺍﰐ‬
‫ﺃﺳﺘﺎﺫ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‬
‫ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ‬
‫ﺭﺋﻴﺴﺎ‬
‫‪ -‬ﺃ‪.‬ﺩ ﺻﺎﱀ ﺻﺎﳊﻲ‬
‫ﺃﺳﺘﺎﺫ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‬
‫ﺟﺎﻣﻌﺔ ﺳﻄﻴﻒ‬
‫ﻣﻘﺮﺭﺍ‬
‫‪ -‬ﺃ‪.‬ﺩ ﻋﻤﺎﺭ ﻋﻤﺎﺭﻱ‬
‫ﺃﺳﺘﺎﺫ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‬
‫ﺟﺎﻣﻌﺔ ﺳﻄﻴﻒ‬
‫ﳑﺘﺤﻨﻨﺎ‬
‫‪ -‬ﺩ ﻣﻮﺳﻰ ﺯﻭﺍﻭﻱ‬
‫ﺃﺳﺘﺎﺫ ﳏﺎﺿـــﺮ‬
‫ﺟﺎﻣﻌﺔ ﺳﻄﻴﻒ‬
‫ﳑﺘﺤﻨﺎ‬
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‫ﻓﻬﺮﺱ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬
‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ ‪......................................................................................‬ﺃ‪-‬ﻭ‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫ﲤﻬﻴﺪ ‪07...........................................................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﻭ ﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺮﺗﺒﻄﺔ ‪‬ﺎ‪08.............................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ‪08................................................. ....................‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ ﻟﻠﺜﻘﺎﻓﺔ ‪08......................................................................‬‬
‫ﺛﺎﻧﻴﺎ‪:‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﺜﻘﺎﻓﺔ ‪08......................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﻔﻬﻮﻡ ﻟﻠﻔﻠﺴﻔﺔ ‪09.....................................................................‬‬
‫ﺃﻭﻻ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ ﻟﻠﻔﻠﺴﻔﺔ ‪09......................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻔﻠﺴﻔﺔ ﺍﳌﻨﻈﻤﺔ ‪09..............................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻘﻴﻢ ‪10.......................................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ ﻟﻠﻘﻴﻢ‪10.........................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻘﻴﻢ ﰲ ﻣﻨﻈﻤﺎﺕ ﺍﻷﻋﻤﺎﻝ‪10.............................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﺧﻼﻕ ‪10....................................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ ﻟﻸﺧﻼﻕ ‪10.....................................................................‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﺧﻼﻕ ﰲ ﻣﻨﻈﻤﺎﺕ ﺍﻷﻋﻤﺎﻝ ‪10..........................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺗﻄﻮﺭﻩ ﺍﻟﺘﺎﺭﳜﻲ ‪11............................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪11.....................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺗﻄﻮﺭ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺼﻄﻠﺢ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪11......................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡ ﺍﳌﻴﺪﺍﻥ ﺑﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ‪11...........................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪12..............................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺗﻌﺮﻑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪12.....................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﳓﻮ ﻣﻔﻬﻮﻡ ﺍﴰﻞ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪13.............................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻋﻨﺎﺻﺮ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪ ،‬ﺧﺼﺎﺋﺼﻬﺎ ﻭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﶈﺪﺩﺓ ﳍﺎ ‪15.............................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﻋﻨﺎﺻﺮ )ﻣﻜﻮﻧﺎﺕ( ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪15..................................................‬‬
‫ﺃﻭﻻ‪ :‬ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ‪15............................................................................‬‬
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‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳌﻮﺭﻭﺙ ﺍﻟﺜﻘﺎﰲ ﻟﻠﻤﻨﻈﻤﺔ ‪18....................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﶈﺪﺩﺓ ﳍﺎ ‪19........................................‬‬
‫ﺃﻭﻻ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪19....................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪:‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﶈﺪﺩﺓ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ‪20..................................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﺃﻧﻮﺍﻉ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪21..................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺃﻧﻮﺍﻉ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪21..............................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻘﻮﻳﺔ ‪21...............................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻀﻌﻴﻔﺔ ‪22.............................................................................‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﺜﺎﻟﻴﺔ ‪23...............................................................................‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻜﻴﻔﻴﺔ‪23..............................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪23...........................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺛﻘﺎﻓﺔ ﺍ‪‬ﺘﻤﻊ ‪23................................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺛﻘﺎﻓﺔ ﺍﻟﻨﺸﺎﻁ ‪24..............................................................................‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ ‪24.....................................................................‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺛﻘﺎﻓﺔ ﺍﳉﻤﺎﻋﺎﺕ ﺍﳌﻬﻨﻴﺔ ‪24......................................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﳋﺎﻣﺲ‪ :‬ﻭﻇﺎﺋﻒ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺁﻟﻴﺎﺕ ﺗﺸﻜﻴﻠﻬﺎ ‪25.........................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﻭﻇﺎﺋﻒ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪25.............................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﺁﻟﻴﺎﺕ ﺗﺸﻜﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪25........................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺧﻄﻮﺍﺕ ﺗﺸﻜﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪26.............................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﳑﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭ ﺗﺄﺛﲑﻫﺎ ﰲ ﺑﻨﺎﺀ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪27........................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺴﺎﺩﺱ ‪ :‬ﺃﳘﻴﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﻣﻌﺎﻳﲑ ﻗﻴﺎﺳﻬﺎ ‪28.............................................‬‬
‫ﺃﻭﻻ ‪ :‬ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ‪28.............................................................‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺃﳘﻴﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‪30......................................................‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﻣﻌﺎﻳﲑ ﻗﻴﺎﺱ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪30.................................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻣﻦ ‪ :‬ﺗﺸﺨﻴﺺ ﻭ ﺗﻐﻴﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪32............................................. .....‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺜﻘﺎﰲ‪32...................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ‪34.......................................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ‪34.........................................................................‬‬
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‫ﺛﺎﻧﻴﺎ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪35........................................................................‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻨﻈﻴﻤﻲ‪35......................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﺃﺳﺒﺎﺏ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ﻭﺧﻄﻮﺍﺕ ﺃﺣﺪﺍﺛﻪ ‪36..............................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺃﺳﺒﺎﺏ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ‪36........................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳋﻄﻮﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ‪36.......................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﺃﺳﺒﺎﺏ ﻣﻘﺎﻭﻣﺔ ﺍﻟﺘﻐﻴﲑ ‪38...............................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﳋﺎﻣﺲ ‪ :‬ﺁﻟﻴﺎﺕ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ‪38..............................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻣﻦ ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺮﺍﺋﺪﺓ‪40........................................‬‬
‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ‪42...........................................................................‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‬
‫ﺃﺳﺎﺳﻴﺎﺕ ﺣﻮﻝ ﺍﻷﺩﺍﺀ ﻭﺗﺄﺛﻴﺮ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻴﻪ‬
‫ﲤﻬﻴﺪ ‪43...........................................................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﺩﺍﺀ ‪ ،‬ﳏﺪﺩﺍﺗﻪ ﻭﻣﻌﻮﻗﺎﺗﻪ‪44....................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﺩﺍﺀ ‪44....................................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ ‪44..........................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻻﺻﻄﻼﺣﻲ ‪44.....................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﳏﺪﺩﺍﺕ ﺍﻷﺩﺍﺀ ﻭﻣﻌﻮﻗﺎﺕ‪45..........................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﳏﺪﺩﺍﺕ ﺍﻷﺩﺍﺀ‪45...........................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻣﻌﻮﻗﺎﺕ ﺍﻷﺩﺍﺀ ‪45..........................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﺍﳉﻮﺍﻧﺐ ﺍﳌﺘﺪﺍﺧﻠﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﻷﺩﺍﺀ ‪46................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﳉﻮﺍﻧﺐ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ ‪46..................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳉﻮﺍﻧﺐ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺴﻠﻮﻙ ‪47.................................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﺎﻫﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪48..................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺍﳋﻔﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪48 ................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﻣﺴﺎﳘﺔ ﺍﳊﻀﺎﺭﺍﺕ ﺍﳌﺘﻌﺎﻗﺒﺔ ‪48...............................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻣﺪﺭﺳﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ‪50...................................................................‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﻣﺪﺭﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ‪50...............................................................‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪51..........................................................‬‬
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‫ﺧﺎﻣﺴﺎ ‪ :‬ﺇﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ ‪52 ..........................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﻔﻬﻮﻡ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺃﳘﻴﺘﻪ‪52..................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﻣﻔﻬﻮﻡ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ‪52....................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺃﳘﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪53............................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﺃﻫﺪﺍﻑ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭ ﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ ‪53...................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺃﻫﺪﺍﻑ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪53.........................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪55.................................. ...................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﻣﻌﺎﻳﲑ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭ ﺧﺼﺎﺋﺼﻬﺎ‪56......................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﺃﻗﺴﺎﻡ ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ‪57...........................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪:‬ﺧﺼﺎﺋﺺ ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ‪58........................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﳋﺎﻣﺲ ‪ :‬ﻣﺴﺆﻭﻟﻴﺔ ﻭﺗﻮﻗﻴﺖ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭ ﻣﺮﺍﺣﻠﻪ ‪59..........................................‬‬
‫ﺃﻭﻻ ‪ :‬ﻣﺴﺆﻭﻟﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪59........................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺗﻮﻗﻴﺖ )ﻓﺘﺮﺓ( ﺍﻟﺘﻘﻴﻴﻢ‪61.........................................................................‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﻣﺮﺍﺣﻞ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪61..............................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﻃﺮﻕ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪63..................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺍﻟﻄﺮﻕ ﺍﻟﺬﺍﺗﻴﺔ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪63...........................................................‬‬
‫ﺃﻭﻻ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﺮﺗﻴﺐ‪63...............................................................................‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﺭﻧﺔ ﺍﳌﺰﺩﻭﺟﺔ‪63........................................................................‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺘﺪﺭﺟﺔ‪64.......................................................................‬‬
‫ﺭﺍﺑﻌﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻹﺟﺒﺎﺭﻱ‪67......................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﺍﻟﻄﺮﻕ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪68........................................................‬‬
‫ﺃﻭﻻ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻹﺟﺒﺎﺭﻱ‪68.....................................................................‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﻃﺮﻳﻘﺔ ﻗﻮﺍﺋﻢ ﺍﳌﺮﺍﺟﻌﺔ‪69..........................................................................‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻷﺣﺪﺍﺙ ﺍﳊﺮﺟﺔ‪70.......................................................................‬‬
‫ﺭﺍﺑﻌﺎ ‪:‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻘﺮﻳﺮ ﺍﳌﻜﺘﻮﺏ‪73.......................................................................‬‬
‫ﺧﺎﻣﺴﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ‪73....................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﺪﺧﻞ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪75............................................‬‬
‫ﺃﻭﻻ‪ :‬ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ‪75...................................................................‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺑﻄﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪75........................................................‬‬
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‫ﺛﺎﻟﺜﺎ ‪:‬ﺃﻫﺪﺍﻑ ﺍﻟﻄﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪76...........................................................‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﻣﺰﺍﻳﺎ ﻭ ﻋﻴﻮﺏ ﻃﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪76.....................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﺃﺳﺲ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻔﻌﺎﻝ ﻭﻣﺸﺎﻛﻞ ﺍﻟﺘﻘﻴﻴﻢ‪79.................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺃﺳﺲ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻔﻌﺎﻝ ﻟﻸﺩﺍﺀ‪79...........................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﺸﺎﻛﻞ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻋﻼﺟﻬﺎ‪79..................................................‬‬
‫ﺃﻭﻻ ‪ :‬ﻣﺸﺎﻛﻞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪79.................................................... ....................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻋﻼﺝ ﻣﺸﺎﻛﻞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪81...................................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﳋﺎﻣﺲ ‪ :‬ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪82................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻠﲔ‪82.............................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪84...............................................‬‬
‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ ‪88..............................................................................‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬
‫ﺩﺭﺍﺳﺔ ﺗﺄﺛﻴﺮ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﺍﻟﺸﺮﻛﺔ ﺍﻟﺠﺰﺍﺋﺮﻳﺔ ﻟﻸﻟﻤﻨﻴﻮﻡ –‬
‫ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﻟﻤﻨﻴﻮﻡ ‪ EARA‬ﺑﺎﻟﻤﺴﻴﻠﺔ ‪-‬‬
‫ﲤﻬﻴﺪ ‪89....................................................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ‪90...................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺍﳌﻨﻬﺞ ﺍﳌﺘﺒﻊ‪90......................................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﺼﺎﺩﺭ ﲨﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴـﺔ‪90.........................................................‬‬
‫ﺃﻭﻻ ‪:‬ﻣﺼﺎﺩﺭ ﲨﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻨﻈﺮﻳـﺔ‪90..........................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻣﺼﺎﺩﺭ ﲨﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻴﺪﺍﻧﻴـﺔ‪90.........................................................‬‬
‫ﺍﻟﺜﺎﻟﺚ ‪ :‬ﺃﺩﻭﺍﺕ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻴﺪﺍﻧﻴﺔ‪91...............................................................‬‬
‫ﺃﻭﻻ ‪:‬ﺍﻻﺳــﺘﻤﺎﺭﺓ‪91...............................................................................‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳌﻘﺎﺑﻠـﺔ ‪93................................................................................‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﺍﳌﻼﺣﻈـﺔ ‪93..............................................................................‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺍﻷﺩﻭﺍﺕ ﺍﻹﺣـﺼﺎﺋﻴﺔ‪93....................................................................‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ‪ :‬ﺍﻟﺘﻌﺮﻳﻒ ﲟﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ‪94............................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﶈﺔ ﺗﺎﺭﳜﻴﺔ ﻋﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳـﺔ ‪94.........................................‬‬
‫ﺃﻭﻻ ‪ - :‬ﺍﳌﺆﺳﺴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﻌﺪﺍﻧﺔ ﻭ ﲢﻮﻳﻞ ﺍﳌﻌـﺎﺩﻥ ﻏـﲑ ﺍﳊﺪﻳﺪﻳـﺔ‪94................METANOF‬‬
‫ﺛﺎﻧﻴﺎ – ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴـﻮﻡ ‪ ALGAL‬ﺑﺎﳌـﺴﻴﻠﺔ‪95..........................................‬‬
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‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﶈﺔ ﺟﻐﺮﺍﻓﻴﺔ ﻋﻦ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳـﺔ‪95...................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﶈﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻭ ﺩﳝﻐﺮﺍﻓﻴﺔ ﻋﻦ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳـﺔ‪96......................................‬‬
‫ـﺮﻛﺔ ‪97.............................................................ALGAL‬‬
‫ـﻴﻢ ﺷـ‬
‫ﺃﻭﻻ ‪ :‬ﺗﻨﻈـ‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺗﻨﻈﻴﻢ ﻭﺣـﺪﺓ ‪100................................................................ EARA‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻮﺣـﺪﺓ ‪102..................................................... EARA‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻟﻮﺣـﺪﺓ ‪103..................................................... EARA‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﲢﻠﻴﻞ ﳏﺎﻭﺭ ﺍﻻﺳﺘﻤﺎﺭﺓ ‪105.........................................................‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﳏﻮﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪105.......................……..........................‬‬
‫ﺍﳌﻄﻠـــــﺐ ﺍﻟﺜـــــﺎﱐ ‪ :‬ﳏـــــﻮﺭ ﲨﺎﻋﻴـــــﺔ ﺍﻟﻌﻤـــــﻞ ﰲ ﺍﳌﺆﺳـــــﺴﺔ‬
‫‪108.....................…….....................‬ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﺍﻟﺒﺤﺚ ﻋـﻦ ﺍﻟﺘﻤﻴـﺰ ﰲ ﺍﻷﺩﺍﺀ‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺍﻻﻧﻀﺒﺎﻁ‬
‫‪115........................…........................‬‬
‫ﰲ ﺍﻟﻌﻤﻞ ‪ 128................………......................‬ﺍﳌﻄﻠﺐ ﺍﳋـﺎﻣﺲ ‪ :‬ﺍﳌـﺸﺎﺭﻛﺔ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ ‪ 135....................…….............................‬ﺍﳌﺒﺤـﺚ ﺍﻟﺮﺍﺑـﻊ ‪ :‬ﻧﺘـﺎﺋﺞ ﻭ‬
‫ﻣﻘﺘﺮﺣﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴـﺔ ‪ 142................................................‬ﺍﳌﻄﻠـﺐ ﺍﻷﻭﻝ ‪:‬‬
‫ﺍﻟﻨﺘﺎﺋﺞ‪ 142........................................................................‬ﺃﻭﻻ ‪ :‬ﲨﺎﻋﻴﺔ‬
‫ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ‪ 142.........................….................................‬ﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﺒﺤﺚ‬
‫ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﰲ ﺍﻷﺩﺍﺀ ‪ 143......................…...................................‬ﺛﺎﻟﺜﺎ‪ :‬ﺳﻴﺎﺳﺔ‬
‫ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ ﰲ ﺍﳌﺆﺳﺴﺔ ‪ 144...................……..........................‬ﺭﺍﺑﻌﺎ‪ :‬ﺍﺣﺘﺮﺍﻡ‬
‫ﺍﻟﻮﻗﺖ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ ‪ 151............................….....................‬ﺧﺎﻣﺴﺎ ‪ :‬ﺍﳌﺸﺎﺭﻛﺔ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ‪ 145................................................................‬ﺍﳌﻄﻠـﺐ ﺍﻟﺜـﺎﱐ‬
‫‪:‬ﺍﻻﻗﺘﺮﺍﺣــﺎﺕ ﻭ ﺍﻟﺘﻮﺻــﻴﺎﺕ ‪ 146.................................……................‬ﺃﻭﻻ‬
‫‪:‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ‪ 148..................................…......................................‬ﺛﺎﻧﻴﺎ‬
‫‪ :‬ﺍﻟﺘﻮﺻﻴﺎﺕ ‪ 148..................................…......................................‬ﺧﺎﲤﺔ‬
‫ﻋﺎﻣــــﺔ ‪150.….......…...................................................................‬‬
‫ﺍﳌﻼﺣﻖ‪.‬‬
‫ﺍﻟﻔﻬﺎﺭﺱ ‪.‬‬
‫ﺍﳌﺮﺍﺟﻊ ‪.‬‬
‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ ‪.‬‬
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‫ﻣـﻘـﺪﻣــﺔ ﻋــﺎﻣـــــــــــﺔ‬
‫ﻣﻘﺪﻣﺔ ﻋﺎﻣﺔ ‪:‬‬
‫ﺇﻥ ﺃﻫﻢ ﻣﺎ ﳝﻴﺰ ﻋﺎﱂ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻌﺎﺻﺮ ﻫﻮ ﺳﺮﻋﺔ ﺍﻟﺘﺤﻮﻝ ﻭﺍﻟﺘﻐﲑ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤـﺎﻝ‬
‫ﻭ ﺍﻟﺬﻱ ﺃﺻﺒﺢ ﺍﻟﺴﻤﺔ ﺍﳌﻤﻴﺰﺓ ﳍﺬﺍ ﺍﻟﻌﺎﱂ ﻭ ﻣﺎ ﺍﳒـﺮ ﻋﻨـﻪ ﻣـﻦ ﺣـﺪﺓ ﺍﳌﻨﺎﻓـﺴﺔ ﺑـﲔ‬
‫ﺍﳌﻨﻈﻤﺎﺕ‪،‬ﺍﻟﺴﻌﻲ ﺍﳊﺜﻴﺚ ﻻﻛﺘﺴﺎﺏ ﻣﺰﺍﻳﺎ ﺗﻨﺎﻓﺴﻴﺔ ‪ ،‬ﺗﺰﺍﻳﺪ ﻣﻌـﺪﻻﺕ ﺍﻻﺑﺘﻜـﺎﺭ ﻭﺍﻟـﺘﻐﲑ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ،‬ﻇﻬﻮﺭ ﺍﳌﻨﺎﻓﺴﺔ ﺍﳌﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﻟﺰﻣﻦ‪ ،‬ﺟﻌﻞ ﻣﻨﻈﻤﺎﺕ ﺍﻷﻋﻤـﺎﻝ ﰲ ﻣﻮﺍﺟﻬـﺔ‬
‫ﺣﺎﲰﺔ ﻣﻊ ﲢﺪﻳﺎﺕ ﺍﻟﺒﻘﺎﺀ ﻭ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﺃﺳﺎﺳﺎ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﺘﻤﻴﺰ ﰲ ﺗﻘﺪﱘ ﻣﻨﺘﺠﺎﺕ‬
‫ﲤﻜﻨﻬﺎ ﻣﻦ ﺫﻟﻚ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﻧﺪﻣﺎﺝ ﰲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻌﺎﳌﻲ ﻭﺍﻟﺘﻤﺘﻊ ﲟﺮﻭﻧـﺔ ﻋﺎﻟﻴـﺔ‬
‫ﲤﻜﻨﻬﺎ ﻣﻦ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﻫﺬﻩ ﺍﻟﺘﻐﲑﺍﺕ ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﻻ ﺗﻘﻮﻡ ﺑﻌﻤﻠﻴـﺎﺕ ﺗﻐـﻴﲑ‬
‫ﺩﺍﺧﻠﻴﺔ ﳌﻮﺍﺟﻬﺔ ﺍﻟﺘﻐﲑﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﻓﺈ‪‬ﺎ ﺗﻌﺮﺽ ﻧﻔﺴﻬﺎ ﻟﺘﻬﺪﻳﺪ ﺍﻟﺰﻭﺍﻝ‪ ،‬ﳑﺎ ﺃﻭﺟﺐ ﻋﻠﻰ ﻗﺎﺩﺓ‬
‫ﺍﳌﻨﻈﻤﺎﺕ ﺍﺳﺘﺒﺎﻕ ﺍﻟﺘﻐﻴﲑ ﻭ ﻗﻴﺎﺩﺗﻪ‪ ،‬ﻓﺎﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﻜﻮﻥ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻐﻴﲑ ﺑﻮﺗﲑﺓ ﺃﺳﺮﻉ ﻣـﻦ‬
‫ﻣﻨﺎﻓﺴﻴﻬﺎ ﻫﻲ ﺍﻟﱵ ﺳﺘﺘﻔﻮﻕ ﻭ ﺗﺘﻤﻴﺰ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﻄﻠﺐ ﺗﻄﻮﻳﺮ ﺍﻟﻌﻤـﻞ ﺍﻹﺩﺍﺭﻱ ﲝﻴـﺚ‬
‫ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﻣﺴﺎﻳﺮﺓ ﺍﻟﺘﻐﲑﺍﺕ ﺑﺸﻜﻞ ﻓﻌﺎﻝ ‪" ،‬ﻓﺎﻹﺩﺍﺭﺓ ﺍﻟﻨﺎﺟﺤﺔ ﻫﻲ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺒﺪﻋـﺔ‬
‫ﰲ ﺇﳚﺎﺩ ﺍﳊﻠﻮﻝ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﻋﻮﺍﻣﻞ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺘﻐﲑﺓ ﻭﺍﻟﱵ ﻣﻦ ﺧﻼﳍـﺎ ﺗـﺴﺘﻄﻴﻊ‬
‫ﺍﻟﻨﺠﺎﺡ "‪ ، 1‬ﻭﻣﻦ ﺃﻫﻢ ﺳﺒﻞ ﳒﺎﺡ ﺃﻱ ﻣﻨﻈﻤﺔ ﻭﺟﻮﺩ ﺃﻓﺮﺍﺩ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺑﺬﻝ ﺍﳉﻬﻮﺩ ﺍﳌﻄﻠﻮﺑﺔ‬
‫ﻟﻠﻘﻴﺎﻡ ﺑﻜﺎﻓﺔ ﺃﻧﺸﻄﺔ ﺍﻟﻌﻤﻞ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﻟﻜﻲ ﺗﻀﻤﻦ ﺍﳌﻨﻈﻤﺔ ﻭﻻﺀ ﺃﻓﺮﺍﺩﻫﺎ ﻭﺟﺐ ﻭﺟﻮﺩ‬
‫ﺍﺗﻔﺎﻕ ﺑﲔ ﺃﻫﺪﺍﻓﻬﺎ ﻭﻗﻴﻢ ﻭﺛﻘﺎﻓﺔ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻭ ﺇﳚﺎﺩ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺧﻠﻖ ﺫﻟـﻚ‬
‫ﺍﻟﻮﻻﺀ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﶈﺮﻙ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻄﺎﻗﺎﺕ ﻭ ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻓﻬﻲ ﺗﺆﺛﺮ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ ﻋﻠﻰ ﺃﺩﺍﺀ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭ ﲢﻘﻴﻖ ﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ ﻣﻦ ﺧﻼﳍﻢ ‪ ،‬ﺫﻟﻚ ﺃﻥ ﻛﻔﺎﺀﺓ ﺍﻷﺩﺍﺀ ﺩﺍﻟـﺔ ﰲ ﻗـﻴﻢ‬
‫ﻭﻣﻌﺘﻘﺪﺍﺕ ﺍﻷﻓﺮﺍﺩ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻟﻠﻤﻨﻈﻤﺔ ﺗﺸﻜﻴﻠﺔ ﻣﻦ ﺍﳌﻨﺘﺠﺎﺕ ﲤﻜﻨﻬﺎ ﻣﻦ ﲢﻘﻴﻖ‬
‫ﻣﺮﻛﺰ ﺗﻨﺎﻓﺴﻲ ﻣﻌﺘﱪ ﻓﻜﺬﻟﻚ ﳍﺎ ﻣﻨﺘﺞ ﺛﻘﺎﰲ ﻳﺆﺛﺮ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﻭﺳﻠﻮﻛﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻭﺗﻜﻮﻳﻦ‬
‫ُﻣﺜﹸﻞ ﻋﻠﻴﺎ ﻭﺃﺷﺨﺎﺹ ﻗﺪﻭﺓ ‪ ،‬ﻭ ﳝﻜﻦ ﻟﻠﻤﻨﻈﻤﺔ ﺑﻨﺎﺀ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻗﻮﻳﺔ ﻣﻦ ﺧﻼﻝ ﻣـﺼﺎﺩﺭﻫﺎ‬
‫‪ - 1‬ﻋﺜﻤﺎن ﺣﺴﻦ ﻋﺜﻤﺎن‪ ،‬دور ﺛﻘﺎﻓﺔ اﻟﻤﻨﻈﻤﺔ ﻓﻲ ﺗﺤﻘﯿﻖ اﻟﻨﺠﺎح واﻟﺘﻤﯿﺰ‪ ،‬ﺑﺤﺚ ﻟﻢ ﯾﻨﺸﺮ‪ ،2005 ،‬ص ‪.01‬‬
‫أ‬
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‫ﻣـﻘـﺪﻣــﺔ ﻋــﺎﻣـــــــــــﺔ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﺍﳌﺘﻤﺜﻠﺔ ﰲ ﺗﺎﺭﻳﺦ ﺍﳌﻨﻈﻤﺔ ﻭ ﻣﺆﺳﺴﻴﻬﺎ ‪ ،‬ﺳﻴﺎﺳﺔ ﻭ ﻓﻠﺴﻔﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺇﺿـﺎﻓﺔ ﺇﱃ‬
‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﻮﻇﻴﻒ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﺪﻭﺍﻓﻊ ﻭ ﺍﻟﱵ ﺗﻌﺘﱪ ﺍﻟﺮﻛﺎﺋﺰ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺒﻨﺎﺀ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻗﻮﻳﺔ ‪.‬‬
‫ﻭﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﰲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻓﺈﻥ ﻣﻨﻈﻤﺔ ﺍﻷﻋﻤﺎﻝ ﰲ ﺍﳉﺰﺍﺋـﺮ ﺃﺻـﺒﺤﺖ‬
‫ﺃﻛﺜﺮ ﺍﻧﻔﺘﺎﺣﺎ ﻋﻠﻰ ﺑﻴﺌﺔ ﺗﻨﺎﻓﺴﻴﺔ ﻣﻐﺎﻳﺮﺓ ﻟﻠﻈﺮﻭﻑ ﺍﻟﱵ ﻧﺸﺄﺕ ﻓﻴﻬﺎ‪ ،‬ﳑﺎ ﺃﻭﺟﺐ ﻋﻠﻴﻬﺎ ﺇﻋـﺎﺩﺓ‬
‫ﺍﻟﻨﻈﺮ ﰲ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ‪ ،‬ﻧﻈﻢ ﺍﻻﺳﺘﺤﻘﺎﻕ ‪،‬ﻣﻨﻈﻮﻣﺔ ﺍﳊﻮﺍﻓﺰ ‪ ،‬ﻃﺮﻕ ﺍﻟﺘﻮﻇﻴﻒ ﻭ ﺍﻟﺘﺮﻗﻴﺔ‬
‫ﳑﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ‪ ،‬ﻭﺍﻟﱵ ﺃﺻﺒﺤﺖ ﺗﺘﺤﻜﻢ ﻓﻴﻬﺎ ﻗﻴﻢ ﻭﻣﻌﺘﻘﺪﺍﺕ ﻭ ﺍﲡﺎﻫﺎﺕ ﺃﺑﻌﺪ ﻣـﺎ‬
‫ﺗﻜﻮﻥ ﻋﻦ ﻗﻴﻢ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻴﻠﺔ ﻭ ﺍﻟﱵ ﻓﻘﺪﺕ ﳏﺘﻮﺍﻫﺎ ؛ ﻭ ﳌﺎ ﻛﺎﻥ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺩﻭﺭ ﺑﺎﻟﻎ‬
‫ﺍﻷﳘﻴﺔ ﰲ ﲢﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﻭ ﺍﻟﺘﻔﻮﻕ ﻭ ﺍﻟﺘﻤﻴﺰ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﻣﻨﻈﻤـﺎﺕ ﺍﻷﻋﻤـﺎﻝ ‪ -‬ﺍﻟﻴﺎﺑﺎﻧﻴـﺔ‬
‫ﻭﺍﻷﻣﺮﻳﻜﻴﺔ ﺧﺎﺻﺔ‪ ، -‬ﻛﺎﻧﺖ ﻛﺬﻟﻚ ﺳﺒﺒﺎ ﰲ ﻓﺸﻞ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻨﻈﻤﺎﺕ ‪.‬‬
‫ﻭﳌﻌﺮﻓﺔ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭ ﻣﻨﻪ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﰎ ﺇﺟﺮﺍﺀ ﻫﺬﻩ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ‪ -ALGAL‬ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ‬
‫‪ EARA‬ﺑﺎﳌﺴﻴﻠﺔ ‪.‬‬
‫ﺍﻹﺷﻜﺎﻟﻴﺔ‪:‬‬
‫ﺗﻘﻊ ﺍﳌﻨﻈﻤﺔ ﻋﺎﺩﺓ ﲢﺖ ﺗﺄﺛﲑ ﺍﻟﺘﺮﻛﻴﺒﺔ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﺍﻟـﺴﺎﺋﺪﺓ ﻭﺗﺘﻠـﻮﻥ ﺑﺎﻷﻓﻜـﺎﺭ‬
‫ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍ‪‬ﺘﻤﻊ ﻭﻣﻦ ﰒ ﺗﺘﺤﺪﺩ ﻣﻨﻄﻠﻘﺎ‪‬ﺎ ﻭﺃﺳﺎﻟﻴﺒﻬﺎ ﰲ ﺍﻟﻌﻤـﻞ ﻛﻤـﺎ‬
‫ﺗﺘﺄﺛﺮ ﻓﻌﺎﻟﻴﺘﻬﺎ ﻭﺇﳒﺎﺯﺍ‪‬ﺎ ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺜﻘﺎﻓﻴﺔ ‪‬ﺘﻤﻊ ﻣﻌﲔ ﺗﻠﻌـﺐ ﺩﻭﺭﺍ ﻫﺎﻣـﺎ ﰲ‬
‫ﺗﺸﻜﻴﻞ ﺳﻠﻮﻛﻴﺎﺕ ﻭﳑﺎﺭﺳﺎﺕ ﺍﻷﻓﺮﺍﺩ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻛﻤﺎ ﻳﺼﺪﺭ ﻋﻦ ﺍﻟﻌﺎﻣﻠﲔ ﺗﺼﺮﻓﺎﺕ ﻫﻲ‬
‫ﰲ ﺍﻟﻮﺍﻗﻊ ﺇﻓﺮﺍﺯ ﻭﻧﺘﺎﺝ ﻟﻠﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ ﺟﺎﺀ ﻣﻨﻬﺎ ﻫﺆﻻﺀ ﺍﻟﻌﺎﻣﻠﲔ‪،‬ﻛﻤﺎ ﺗﺘﻔﺎﻋﻞ‬
‫ﺍﳌﻨﻈﻤﺔ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺗﺘﺄﺛﺮ ‪‬ﺎ ﻭﺗﺘﻄﺒﻊ ﺑﺎﻟﻜﺜﲑ ﻣﻦ ﲰﺎ‪‬ـﺎ ﻭﺧﺼﺎﺋـﺼﻬﺎ‬
‫ﻭﻳﻨﻈﺮ ﺇﱃ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﻧﻈﺎﻡ ﺛﻘﺎﰲ ﻓﺮﻋﻲ ﻳﺘﺄﺛﺮ ﺑﺎﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﺋﺪﺓ ﻭﺑﺎﻟﺘﺎﱄ ﻳﺆﺛﺮ ﻋﻠﻰ‬
‫ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﻨﻈﻤﺔ ﺇﱃ ﲢﻘﻴﻖ ﻓﻌﺎﻟﻴﺘﻬﺎ ﻋﻠﻰ ﺍﻓﺘﺮﺍﺽ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺗﺮﺍﺑﻄﻴﺔ‬
‫ﺑﲔ ﳒﺎﺡ ﺍﳌﻨﻈﻤﺔ ﻭﻓﺸﻠﻬﺎ ﻭﺗﺮﻛﻴﺰﻫﺎ ﻋﻠﻰ ﺍﻟﻘﻴﻢ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﺗﺪﻓﻊ ﺃﻋﻀﺎﺀﻫﺎ ﺇﱃ ﺍﻻﻟﺘـﺰﺍﻡ‬
‫ﻭﺍﻟﻌﻤﻞ ﺍﳉﺎﺩ ‪ ،‬ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﺤﺪﻳﺚ ‪ ،‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﳉـﻮﺩﺓ‬
‫ﻭﲢﺴﲔ ﺍﳋﺪﻣﺔ‪ ،‬ﲢﻘﻴﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ‪ ،‬ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺴﺮﻳﻌﺔ ﻭﺍﳌﻼﺋﻤﺔ ﻻﺣﺘﻴﺎﺟـﺎﺕ ﺍﻟﺰﺑـﺎﺋﻦ‬
‫ﺫﻭﻯ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﳌﻨﻈﻤﺔ ﻭ ﻣﻊ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ‪.‬‬
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‫ﻣـﻘـﺪﻣــﺔ ﻋــﺎﻣـــــــــــﺔ‬
‫ﻭﺗﻘﻮﻡ ﺍﳌﻨﻈﻤﺎﺕ ﲟﺤﺎﻭﻻﺕ ﺗﻄﺒﻴﻊ ﻟﺴﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ‪‬ﺎ ﻟﺘﻨﺴﺠﻢ ﺃﳕﺎﻃﻬﻢ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻣـﻊ‬
‫ﺳﻴﺎﺳﺎﺕ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺗﺼﻤﻴﻢ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﻮﻗﻌﺎﺕ ﺍﳋﺎﺻﺔ ﻭﺍﻷﺩﺍﺀ ﺣﱴ ﳝﻜﻦ ﲢﻘﻴﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺫﻟﻚ ﻓﻬﻨﺎﻙ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﺗﺘﺪﺍﺧﻞ ﰲ ﺍﻟـﺴﻴﺎﺳﺎﺕ ﻭﺍﻟﻘﻮﺍﻋـﺪ‬
‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﲢﺪﻳﺪ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ ﻭﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﺍﳌﻨﻈﻤﺔ ﻷ‪‬ﺎ ﺗﺆﺛﺮ ﰲ ﺗـﺸﻜﻴﻞ ﺃﳕـﺎﻁ‬
‫ﺳﻠﻮﻙ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﻣﻦ ﺛﹶﻢ ﻳﺘﻤﻴﺰ ﺳﻠﻮﻛﻬﻢ ﲞﺼﺎﺋﺺ ﻣﻌﻴﻨﺔ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠـﻰ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ ﻭﻣﺪﻯ ﲢﻘﻴﻖ ﺍﻟﻔﻌﺎﻟﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻭﻣﻦ ﰒ ﺗﺘﻤﺜﻞ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﺴﺆﺍﻝ‬
‫ﺍﳉﻮﻫﺮﻱ ﺍﻟﺘﺎﱄ ‪:‬‬
‫ ﻛﻴﻒ ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ؟‬‫ﻭ ﺗﺘﻔﺮﻉ ﻋﻨﻪ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ ﻣﺎ ﻫﻮ ﺗﺄﺛﲑ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺗﺸﻜﻴﻞ ﺃﳕﺎﻁ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻠﲔ ؟‬‫ ﻫﻞ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ﺧﺼﺎﺋﺺ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺣﻴﺚ ﺍﻻﻟﺘﺰﺍﻡ ﻭﺍﻟﻌﻤﻞ ﺍﳉﺎﺩ ﻋﻠـﻰ‬‫ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ؟‬
‫ ﻫﻞ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ﺧﺼﺎﺋﺺ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺣﻴﺚ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤـﻞ ﻭﺍﺣﺘـﺮﺍﻡ‬‫ﺍﻟﻮﻗﺖ ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ؟‬
‫ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭ ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ‪:‬‬
‫ﻳﺮﺟﻊ ﺍﺧﺘﻴﺎﺭﻧﺎ ﳍﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ ﻳﻌﺘﱪ ﻣﻮﺿﻮﻉ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺃﻛﺜﺮ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﱵ ﻟﻘﻴﺖ ﺍﻫﺘﻤﺎﻣﺎ ﻛﺒﲑﺍ ﰲ ﻣﻴـﺪﺍﻥ‬‫ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪.‬‬
‫ ﺗﻌﺘﱪ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻹﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺔ ﰲ ﻣﺮﺗﺒﺔ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺘﻬﺎ ﺍﻟﻌﺎﻣﺔ ﻓﻬﻲ ﺗـﺆﺛﺮ‬‫ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺍﻷﺩﺍﺀ ﻟﻠﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ‪‬ﺎ ﺣﻴﺚ ﺗﻌﺘﱪ ﺍﻷﺳﺎﺱ ﻟﻔﻬـﻢ ﻣﻮﺍﻗـﻒ‬
‫ﺍﻷﻓﺮﺍﺩ ﻭﲢﻔﻴﺰﻫﻢ ﻭﺇﺩﺭﺍﻛﻬﻢ ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺓ ﺍﳌﻨﻈﻤﺔ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣـﻊ ﺍﻟـﻀﻐﻮﻁ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺗﺘﻌﺮﺽ ﳍﺎ‪.‬‬
‫ﺗﻌﺘﱪ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﶈﺮﻙ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻄﺎﻗﺎﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﻓﻬﻲ ﺗﺆﺛﺮ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‬‫ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻭﲢﻘﻴﻖ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﳌﺮﺗﻔﻌﺔ ﻧﺘﻴﺠﺔ ﻻﺧﺘﻴﺎﺭ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻷﳕﺎﻁ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺤﺮﻙ‬
‫ﺍﻟﻔﻌﺎﻝ ‪.‬‬
‫ج‬
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‫ﻣـﻘـﺪﻣــﺔ ﻋــﺎﻣـــــــــــﺔ‬
‫ ﺳﻌﻲ ﺍﻟﺪﻭﻟﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻼﻧﻀﻤﺎﻡ ﺇﱃ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﻠﺘﺠﺎﺭﺓ ﻭﻣﺎ ﺳﻴﻨﺠﺮ ﻋﻠﻴﻬﺎ ﻣـﻦ‬‫ﻋﻤﻠﻴﺎﺕ ﺗﺄﻫﻴﻞ"‪ "mise a niveau‬ﻭﺧﻮﺻﺼﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﻐﻴﺔ ﲤﻜﻴﻨﻬﺎ ﻣﻦ‬
‫ﻣﻮﺍﺟﻬﺔ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺸﺮﺳﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﺿﺮﻭﺭﺓ ﲤﺘﻊ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺜﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻗﻮﻳﺔ ﻏﲑ‬
‫ﺍﻟﱵ ﻛﺎﻧﺖ ﺗﺘﻤﺘﻊ ‪‬ﺎ ﰲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺴﺎﺑﻘﺔ –ﺗﺪﻋﻢ ﻗﺪﺭ‪‬ﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ‪.‬‬
‫ ﻣﻦ ﺧﻼﻝ ﺗﺘﺒﻊ ﻭﺿﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﱵ ﺗﻌﺎﱐ ﻣﻦ ﻣﺸﺎﻛﻞ ﺗﺒﲔ ﺃﻥ‬‫ﺍﳌﺸﻜﻠﺔ ﰲ ﺫﻟﻚ ﻫﻮ ﺗﻔﺸﻲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﻼﻣﺴﺆﻭﻟﺔ ﻭﺍﻟﱵ ﻫﻲ‬
‫ﻧﺘﺎﺝ ﻗﻴﻢ ﺛﻘﺎﻓﻴﺔ ﳛﻤﻠﻬﺎ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ﳝﻜﻦ ﺃﻥ ﻳﻔﻴﺪ ﺍﻟﺒﺤﺚ ﺍﻟﺒﻌﺾ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﺘـﺸﺨﻴﺺ ﺛﻘﺎﻓـﺔ‬‫ﺍﳌﻨﻈﻤﺔ ﻭﻛﺬﺍ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺴﺎﻋﻴﺔ ﺇﱃ ﺇﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﰲ ﺛﻘﺎﻓﺘﻬﺎ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫ ﻓﺴﺢ ﺍ‪‬ﺎﻝ ﻟﺪﺭﺍﺳﺎﺕ ﺃﺧﺮﻯ ﰲ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ‪.‬‬‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺇﺷﻜﺎﻟﻴﺔ ﺍﻟﺒﺤﺚ ﻭﺍﻷﳘﻴﺔ ﺍﻟﱵ ﻳﻜﺘﺴﺒﻬﺎ ﻓﺈﻥ ﺍﳍﺪﻑ ﻻ ﳜﺮﺝ ﻋﻦ ﻛﻮﻧﻪ ﳏﺎﻭﻟﺔ‬
‫ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻫﻲ‪:‬‬
‫ ﻣﻌﺮﻓﺔ ﺃﻫﻢ ﺍﻷﺑﻌﺎﺩ ﺍﻟﱵ ﺗﺘﻜﻮﻥ ﻣﻨﻬﺎ ﻛﻞ ﻣﻦ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭﻣﻮﺿﻮﻉ ﺍﻷﺩﺍﺀ‪.‬‬‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺮﺍﺑﻄﻴﺔ ﺑﲔ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬‫ ﺩﺭﺍﺳﺔ ﺍﲡﺎﻫﺎﺕ ﺗﺄﺛﲑ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﰲ ﺗﺸﻜﻴﻞ ﺃﳕﺎﻁ ﺍﻟﺴﻠﻮﻙ ﻟﺪﻯ ﺍﳌﺒﺤﻮﺛﲔ ‪.‬‬‫ ﺍﻗﺘﺮﺍﺡ ﺑﻌﺾ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻤﺴﺎﳘﺔ ﰲ ﺗﻘﺪﱘ ﺑﻌﺾ ﺍﳊﻠﻮﻝ ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ ﺑﻌﺾ‬‫ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺑﻌﺾ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﱵ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﺮﺳﻲ ﻗﻮﺍﻋﺪ ﻟﺜﻘﺎﻓﺔ‬
‫ﻗﻮﻳﺔ ﳝﻜﻦ ﺃﻥ ﺗﺪﻋﻢ ﻣﻦ ﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫ﺍﳌﺴﺎﳘﺔ ﰲ ﺩﺭﺍﺳﺔ ﺍﳌﻌﻮﻗﺎﺕ ﻭﺍﻟﻌﺮﺍﻗﻴﻞ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ ﲢﺪ ﻣﻦ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ‪.‬‬‫ﻓﺮﺿﻴﺎﺕ ﺍﻟﺒﺤﺚ ‪:‬‬
‫ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺗﺄﺛﲑﺍ ﺟﻮﻫﺮﻳﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ‪:‬‬
‫ ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﺘﺴﻢ ﲜﻤﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﺗﺄﺛﲑﺍ ﺟﻮﻫﺮﻳﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬‫ ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﺘﺴﻢ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬‫‪ -‬ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﺸﺠﻊ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬
‫د‬
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‫ﻣـﻘـﺪﻣــﺔ ﻋــﺎﻣـــــــــــﺔ‬
‫ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺗﺆﺛﺮ ﰲ ﺗﺸﻜﻴﻞ ﻭﺗﻄﺒﻴﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﳕﺎﻁ ﺳﻠﻮﻙ ﺃﻋـﻀﺎﺀ‬‫ﺍﳌﻨﻈﻤﺔ وﻟﮭﺎ ﺗﺄﺛﲑ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬
‫ﻳﻌﺘﱪ ﺍﺳﺘﻄﻼﻉ ﺍﻷﲝﺎﺙ ﻭ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻣﻦ ﺍﳌﺮﺍﺣﻞ ﺍﳌﻨﻬﺠﻴﺔ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ‪‬ﺪﻑ‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺴﺎﳘﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻟﻘﺪ ﰎ ﺍﺳﺘﻄﻼﻉ ﺍﻟﻌﺪﻳـﺪ‬
‫ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻓﻴﻤﺎ ﳜﺺ ﻣﻮﺿﻮﻉ ﲝﺜﻨﺎ‪ ،‬ﻭﺳﻨﻌﺮﺽ ﺃﻫﻢ ﻭ ﺃﺣﺪﺙ ﻣﺎ ﺗﻮﻓﺮ ﻟﺪﻳﻨﺎ ﻣﻨﻬﺎ ‪:‬‬
‫*ﺩﺭﺍﺳﺔ ﻣﻨﺼﻮﺭ ﺁﻝ ﺳﻌﻮﺩ‪ 1‬ﻋﺎﻡ ‪ 2003‬ﺍﻟﱵ ﺣﺎﻭﻝ ﻣﻦ ﺧﻼﳍﺎ ﺩﺭﺍﺳﺔ ﺍﻟﺜﻘﺎﻓـﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ‬
‫ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺴﻠﻮﻙ ﺍﻟﻘﻴﺎﺩﻱ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﶈﻠﻴﺔ ﺑﺎﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﰲ ﻛﻞ ﻣﻦ ﺇﻣـﺎﺭﰐ‬
‫ﺍﻟﺮﻳﺎﺽ ﻭ ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ‪ ،‬ﻭﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻧﺘﻴﺠﺔ ﺃﺳﺎﺳﻴﺔ ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫ﰲ ﺍﻹﻣﺎﺭﺗﲔ ﺗﺘﺄﺛﺮ ﺑﺎﻷﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺩﻱ ﻭ ﺗﺆﺛﺮ ﻓﻴﻪ ﺧﺼﻮﺻﺎ ﺳﻠﻮﻙ ﺍﻟﻘﺎﺩﺓ ﻭ ﺍﻟﺬﻱ ﻳﻌﺪ ﻣﺆﺛﺮﺍ‬
‫ﺟﺪﺍ ﰲ ﺑﻨﺎﺀ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪.‬‬
‫*ﺩﺭﺍﺳﺔ ﲪﺪ ﺑﻦ ﻓﺮﺣﺎﻥ ﺍﻟﺸﻠﻮﻱ ‪ 2‬ﻋﺎﻡ ‪ 2005‬ﺍﻟﱵ ﺣﺎﻭﻝ ﻣﻦ ﺧﻼﳍـﺎ ﺩﺭﺍﺳـﺔ ﺍﻟﺜﻘﺎﻓـﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﻋﻼﻗﺘﻬﺎ ﺑﺎﻻﻧﺘﻤﺎﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﰲ ﻛﻠﻴﺔ ﺍﳌﻠﻚ ﺧﺎﻟﺪ ﺍﻟﻌﺴﻜﺮﻳﺔ‪ ،‬ﻭﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺇﱃ ﻧﺘﻴﺠﺔ ﻣﻔﺎﺩﻫﺎ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﻣﻮﺟﺒﺔ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺍﻻﻧﺘﻤﺎﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﺪﻯ‬
‫ﻣﻨﺴﻮﰊ ﻛﻠﻴﺔ ﺍﻟﻌﺴﻜﺮﻳﲔ ﻭ ﺍﳌﺪﻧﻴﲔ ‪.‬‬
‫‪3‬‬
‫* ﺩﺭﺍﺳﺔ ﳒﻮﻯ ﺍﻟﻄﺒﻼﻭﻱ ﺣﻮﻝ ﺗﺄﺛﲑ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺍﻟﻔﺎﻋﻠﻴـﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔﺳـﻨﺔ‪1996‬‬
‫ﻭﺗﺒﲔ ﻟﻠﺒﺎﺣﺜﺔ ﺃﻥ ﻣﺆﺷﺮ ﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﳝﻴﻞ ﺇﱃ ﺍﻻﺭﺗﻔﺎﻉ ﰲ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﱵ ﺗﺘﻤﺘﻊ ﺑﺜﻘﺎﻓﺔ‬
‫ﺗﻨﻈﻴﻤﻴﺔ ﻗﻮﻳﺔ‪.‬‬
‫ﺧﻄﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﲤﺖ ﺩﺭﺍﺳﺔ ﺍﳌﻮﺿﻮﻉ ﰲ ﺇﻃﺎﺭ ﺧﻄﺔ ﺍﺷﺘﻤﻠﺖ ﻋﻠﻰ ﺛﻼﺛﺔ ﻓـﺼﻮﻝ ‪ ،‬ﺳـﻨﺘﻄﺮﻕ ﰲ‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﺇﱃ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ‪ ،‬ﻭﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ ﻧﺮﻛﺰ ﻋﻠﻰ ﻣﻮﺿـﻮﻉ‬
‫‪- 1‬ﺣﻤﺪ ﺑﻦ ﻓﺮﺣﺎن اﻟﺸﻠﻮي ‪:‬اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ و ﻋﻼﻗﺘﮭﺎ ﺑﺎﻻﻧﺘﻤﺎء اﻟﺘﻨﻈﯿﻤﻲ دراﺳﺔ ﻣﯿﺪاﻧﯿﺔ ﻋﻠﻰ ﻣﻨﺴﻮﺑﻲ ﻛﻠﯿﺔ اﻟﻤﻠﻚ‬
‫ﺧﺎﻟﺪ اﻟﻌﺴﻜﺮﯾﺔ اﻟﻤﺪﻧﯿﯿﻦ و اﻟﻌﺴﻜﺮﯾﯿﻦ‪ ،‬رﺳﺎﻟﺔ ﻣﻘﺪﻣﺔ ﻟﻨﯿﻞ ﺷﮭﺎدة اﻟﻤﺎﺟﺴﺘﯿﺮ ﻓﻲ اﻟﻌﻠﻮم اﻹدارﯾﺔ ﺗﺤﺖ إﺷﺮاف أ‪.‬د‬
‫ﻣﺤﻤﺪ ﻓﺘﺤﻲ ﻣﺤﻤﻮد‪.‬ﻗﺴﻢ اﻟﻌﻠﻮم اﻹدارﯾﺔ ‪ ،‬ﺟﺎﻣﻌﺔ ﻧﺎﯾﻒ اﻟﻌﺮﺑﯿﺔ ﻟﻠﻌﻠﻮم اﻷﻣﻨﯿﺔ ‪،‬اﻟﻤﻤﻠﻜﺔ اﻟﺴﻌﻮدﯾﺔ ‪2005‬‬
‫‪ 2‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪.‬اﻧﻈﺮ ﻣﻮﻗﻊ ‪www.nauss.edu.sa.‬‬
‫‪ 3‬ﻧﺠﻮى اﻟﻄﺒﻼوي ‪ ،‬ﺗﺄﺛﯿﺮ ﺛﻘﺎﻓﺔ اﻟﻤﻨﻈﻤﺔ ﻋﻠﻰ اﻟﻔﺎﻋﻠﯿﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﯿﺮ ﻓﻲ إدارة اﻷﻋﻤﺎل ‪ ،‬ﺗﺤﺖ إﺷ ﺮاف‬
‫أ‪.‬د ﻋﺎﯾﺪة ﺳﯿﺪ اﻟﺨﻄﯿﺐ و د‪ .‬ﻣﺤﻤﻮد ﺳﯿﺪ‪ ،‬ﻛﻠﯿﺔ اﻟﺘﺠﺎرة ‪،‬ﺟﺎﻣﻌﺔ ﻋﯿﻦ ﺷﻤﺲ‪.1996 ،‬‬
‫ه‬
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‫ﻣـﻘـﺪﻣــﺔ ﻋــﺎﻣـــــــــــﺔ‬
‫ﺍﻷﺩﺍﺀ ﻭ ﻃﺮﻕ ﺗﻘﻴﻴﻤﻪ ‪ ،‬ﻋﻮﺍﻣﻞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪ ،‬ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﳔـﺼﺺ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ﻟﺪﺭﺍﺳﺔ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‬
‫ﻟﻸﳌﻨﻴﻮﻡ ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ‪ EARA‬ﺑﺎﳌﺴﻴﻠﺔ ‪.‬‬
‫و‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﲤﻬﻴـــﺪ‪:‬‬
‫ﻟﻘﺪ ﺣﻈﻲ ﻣﻮﺿﻮﻉ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﰲ ﺍﻵﻭﻧﺔ ﺍﻷﺧﲑﺓ ﺑﺎﻫﺘﻤﺎﻡ ﻛﻞ ﻣـﻦ ﻣﻨﻈـﺮﻱ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻛﺬﺍ ﻋﻠﻢ ﺍﺟﺘﻤﺎﻉ ﺍﳌﻨﻈﻤـﺎﺕ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫـﺎ‬
‫ﺃﺣﺪ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﺍﶈﺪﺩﺓ ﻟﻨﺠﺎﺡ ﻭﺗﻔﻮﻕ ﻣﻨﻈﻤﺎﺕ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺧﺎﺻﺔ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊـﺎﱄ ﺍﻟـﺬﻱ‬
‫ﺗﺘﻤﻴﺰ ﻓﻴﻪ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ﺑﺘﻐﲑﺍﺕ ﺳﺮﻳﻌﺔ ﻣﻦ ﺷﺄ‪‬ﺎ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻨﻈﻤـﺎﺕ ﻭﲢﻘﻴـﻖ ﺃﻫـﺪﺍﻓﻬﺎ؛‬
‫ﻓﺎﳌﻨﻈﻤﺎﺕ ﺍﻟﱵ ﲤﻠﻚ ﺛﻘﺎﻓﺔ ﺗﻜﻴﻔﻴﺔ ﻭﻗﻮﻳﺔ ﲤﻜﻦ ﺃﻋﻀﺎﺀﻫﺎ ﻣـﻦ ﺍﻻﻟﺘـﺰﺍﻡ ﻭﺍﻻﻧـﻀﺒﺎﻁ‪ ،‬ﺍﻹﺑـﺪﺍﻉ‬
‫ﻭﺍﻟﺘﺤﺪﻳﺚ‪ ،‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﳑﺎ ﻳﺪﻓﻊ ‪‬ﻢ ﺇﱃ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻓﺮﺩﻱ ﻣﺘﻤﻴﺰ ﳝﻜﻦ ﺍﳌﻨﻈﻤﺔ ﻣﻦ‬
‫ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪.‬‬
‫ﻟﺬﻟﻚ ﺳﻨﺤﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺍﻟﺘﻌﺮﺽ ﻟﻠﻤﺒﺎﺣﺚ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺮﺗﺒﻄﺔ ‪‬ﺎ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﺎﻫﻴﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ‪:‬ﻣﻜﻮﻧﺎﺕ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪ ،‬ﺧﺼﺎﺋﺼﻬﺎ ﻭ ﳏﺪﺩﺍ‪‬ﺎ ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ ‪:‬ﺍﻟﺘﺸﺨﻴﺺ ﻭ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﳋﺎﻣﺲ ‪ :‬ﺍﳋﺼﺎﺋﺺ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﺒﻌﺾ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺮﺍﺋﺪﺓ ‪.‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺮﺗﺒﻄﺔ ‪‬ﺎ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ ﻟﻠﺜﻘﺎﻓﺔ ‪:‬‬
‫ﻳﺮﻯ ﺩﳝﻮﺭﻏﻮﻥ) ‪ (Démorgon‬ﺃﻥ ﻣﺼﻄﻠﺢ ﺍﻟﺜﻘﺎﻓﺔ " ‪ " Culture‬ﻣـﺸﺘﻖ ﻣـﻦ ﻛﻠﻤـﺔ‬
‫" ‪ "Cultura‬ﺍﻟﻼﺗﻴﻨﻴﺔ ﺍﻷﺻﻞ ﻭﺍﻟﱵ ﺗﻌﲏ ﻋﻤﻠﻴﺔ ﺣﺮﺍﺛﺔ ﺍﻷﺭﺽ‪ ، 1‬ﻓﻴﻤﺎ ﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺃﻥ ﻫـﺬﺍ‬
‫ﺍﳌﺼﻄﻠﺢ ﻣﺸﺘﻖ ﻣﻦ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺗﻴﲏ " ‪ ،" Colère‬ﻭﺍﻟﺬﻱ ﻳﻌﲏ ﻛﺬﻟﻚ ﻋﻤﻠﻴﺔ ﺯﺭﺍﻋﺔ ﺍﻷﺭﺽ ﰒ ﺃﺧﺬ‬
‫ﺍﻟﺒﻌﺪ ﺍﻟﺮﻭﺣﻲ ﻭﺍﻟﻌﻘﻠﻲ ﻟﻠﺸﺨﺺ ﰲ ﺍﻟﻘﺮﻥ ‪ ،18‬ﻟﻴﻌﱪ ﻓﻴﻤﺎ ﺑﻌﺪ ﻋﻦ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺬﻛﺎﺋﻲ ﻭﺍﻻﺟﺘﻤـﺎﻋﻲ‬
‫ﻟﻺﻧﺴﺎﻥ ﻭﺍﳉﻤﺎﻋﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﻭﻋﺮﻑ ﲢﻮﻻ ﺟﺪﻳﺪﺍ ﺳﻨﺔ ‪ 1871‬ﻣﻊ ﺃﻋﻤﺎﻝ ﻛﻞ ﻣـﻦ ﻏﻮﺳـﺘﺎﻑ‬
‫)‪ ( Gustav‬ﻭﺗﺎﻳﻠﻮﺭ )‪( E.B Taylor‬ﺍﻟﻠﺬﺍﻥ ﺍﺳﺘﻌﻤﻼ ﻣﺼﻄﻠﺢ ﺍﻟﺜﻘﺎﻓﺔ ﻛﻤﺮﺍﺩﻑ ﳌﺼﻄﻠﺢ ﺍﳊـﻀﺎﺭﺓ‪،‬‬
‫ﻓﺼﺎﺭ ﻳﻌﱪ ﻋﻦ ﳎﻤﻮﻉ ﻭﻗﺎﺋﻊ ﻭﺧﺼﺎﺋﺺ ﳎﺘﻤﻊ ﻣﺎ‪ ، 2‬ﻭﺃﻭﻝ ﻣﻦ ﺍﺳـﺘﻌﻤﻞ ﻫـﺬﺍ ﺍﳌـﺼﻄﻠﺢ ﻫـﻢ‬
‫ﺍﻷﻧﺘﺮﺑﻮﻟﻮﺟﻴﲔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻛﺜﺮﺓ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ ﺇﻻ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﺍﺗﻔﺎﻕ ﻋـﺎﻡ ﻋﻠـﻰ‬
‫ﺗﻌﺮﻳﻔﻪ‪ ،‬ﺑﻞ ﳒﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﻌﺎﺭﻳﻒ ﻭﺍﻟﱵ ﲡﺎﻭﺯﺕ ﰲ ﳎﻤﻮﻋﻬﺎ ‪ 176‬ﺗﻌﺮﻳﻔﺎ‪ ،‬ﻭﺫﻟـﻚ ﻻﺧـﺘﻼﻑ‬
‫ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﻭﺗﻌﺪﺩﻫﺎ‪ ،‬ﻭﻟﻜﻦ ﻳﻈﻞ ﺗﻌﺮﻳﻔﻪ ﻣﻬﻤﺎ ﺍﺗﺴﻊ ﻗﺎﺻﺮﺍ ﻋﻠﻰ ﺍﻹﺣﺎﻃﺔ ﺑﻜﻞ ﺍﳉﻮﺍﻧﺐ ﺍﳌﻜﻮﻧﺔ‬
‫ﻟﻠﺜﻘﺎﻓﺔ‪.‬‬
‫ﻭﺗﻌﲏ ﻛﻠﻤﺔ ﺍﻟﺜﻘﺎﻓﺔ ﰲ ﺍﻟﻠﻐﺔ ﺭﻋﺎﻳﺔ ﺍﻟﻌﻘﻞ ﻭﺍﻻﻋﺘﻨﺎﺀ ﺑﺘﻬﺬﻳﺐ ﺍﻹﻧﺴﺎﻥ‪.‬‬
‫ﺛﺎﻧﻴﺎ‪:‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﺜﻘﺎﻓﺔ‪:‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻔﻪ ﺑﺄﻧﻪ " ﻭﺳﺎﺋﻞ ﺍﳊﻴﺎﺓ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻣﻨﺬ ﺍﻟﻘﺪﱘ ﻋﱪ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﺴﺎﻓﺮ‬
‫ﻣﻨﻬﺎ ﻭﺍﳌﺘﻀﻤﻦ ﺍﻟﻌﻘﻠﻲ ﻭﺍﻟﻼﻋﻘﻠﻲ‪ ،‬ﻭﺍﻟﱵ ﺗﻮﺟﺪ ﰲ ﻭﻗﺖ ﻣﻌﲔ‪ ،‬ﻭﺍﻟﱵ ﺗﻜﻮﻥ ﻭﺳﺎﺋﻞ ﺇﺭﺷﺎﺩ ﻭﺗﻮﻋﻴـﺔ‬
‫ﺍﻷﻓﺮﺍﺩ ﰲ ﺍ‪‬ﺘﻤﻊ "‪.‬‬
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‫‪- Med Nuiga: La conduite du changement par la qualité dans un contexte socioculturel. Essai‬‬
‫‪de modélisation systémique et application à l'entreprise marocaine. Thèse de doctorat en génie‬‬
‫‪industrielle, Dirigé par: P. TRUCHOT. ENSAM, PARIS. 2003. P53.‬‬
‫‪ - 2‬ﻣﺤﻤﺪ اﻟﻄﺎھﺮ ﺑﻮﺑﺎﯾﺔ‪ ،‬اﺗﺠﺎھﺎت اﻟﮭﯿﺌﺔ اﻟﻮﺳﻄﻰ اﻹدارﯾﺔ ﻧﺤﻮ اﻟﻨﻤﺎذج اﻟﺜﻘﺎﻓﯿﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ) دراﺳﺔ ﻣﯿﺪاﻧﯿﺔ أﺟﺮﯾﺖ ﺑﻤﺆﺳﺴﺎت‬
‫إﻧﺘﺎﺟﯿﺔ وﺧﺪﻣﺎﺗﯿﺔ (‪ ،‬رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﯿﺮ ﻓﻲ ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﺘﻨﻈﯿﻢ واﻟﻌﻤﻞ‪،‬ﺗﺤﺖ اﺷﺮاف اﻟﮭﺎﺷﻤﻲ ﻟﻮﻛﯿﺎ ‪ ،‬ﻣﻌﮭﺪ ﻋﻠﻢ اﻟﻨﻔﺲ واﻟﻌﻠﻮم‬
‫اﻟﺘﺮﺑﻮﯾﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺠﺰاﺋﺮ‪ 96-95 ،‬ص ‪.27‬‬
‫‪ - 3‬ﻣﺼﻄﻔﻰ ﻋﺸﻮي وﺳﻌﯿﺪ ﻟﻮﺻﯿﻒ‪ ،‬اﻟﺨﻠﻔﯿﺔ اﻟﺜﻘﺎﻓﯿﺔ ﻟﻠﻘﯿﺎدة ﻓﻲ اﻟﻤﺆﺳﺴﺔ اﻻﻗﺘﺼﺎدﯾﺔ‪ ،‬ﻣﺪاﺧﻠﺔ ﺿﻤﻦ اﻟﻤﻠﺘﻘﻰ اﻟﺪوﻟﻲ ﺣﻮل‬
‫اﻟﺜﻘﺎﻓﺔ واﻟﺘﺴﯿﯿﺮ‪ ،‬ﻣﻌﮭﺪ ﻋﻠﻢ اﻟﻨﻔﺲ وﻋﻠﻮم اﻟﺘﺮﺑﯿﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺠﺰاﺋﺮ ‪ ،‬أﯾﺎم ‪ 30 – 28‬ﻧﻮﻓﻤﺒﺮ ‪ ،1992‬م ج ‪ ،‬ﺑﻦ ﻋﻜﻨﻮن‬
‫اﻟﺠﺰاﺋﺮ‪ ،‬ص ‪. 272‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﻭﻳﻌﺮﻓﻬﺎ ﻫﻮﻓﺴﺘﻴﺪ ) ‪( Hofstede‬ﺑﺄ‪‬ﺎ‪ " :‬ﺍﳋﺼﺎﺋﺺ ﻭﺍﻟﻘﻴﻢ ﺍﳌﺸﺘﺮﻛﺔ ﺍﻟﱵ ﲤﻴﺰ ﳎﻤﻮﻋـﺔ ﻣـﻦ‬
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‫ﺍﻷﻓﺮﺍﺩ ﻋﻦ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻷﺧﺮﻯ"‬
‫ﻛﻤﺎ ﻳﺮﻯ ﺗﺎﻳﻠﻮﺭ ) ‪( E.B. Taylor‬ﺑﺄﻥ ﺍﻟﺜﻘﺎﻓﺔ ﻫﻲ‪ ":‬ﺫﻟﻚ ﺍﻟﻜﻞ ﺍﳌﺮﻛﺐ ﺍﻟﺬﻱ ﻳﺸﺘﻤﻞ ﻋﻠـﻰ‬
‫ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﻟﻔﻦ ﻭﺍﻷﺧﻼﻕ ﻭﺍﻟﻘﺎﻧﻮﻥ ﻭﺍﻟﻌﺎﺩﺍﺕ ﺃﻭ ﺃﻱ ﻗﺪﺭﺍﺕ ﺃﺧﺮﻯ ﺃﻭ ﻗﺪﺭﺍﺕ ﻳﻜﺘـﺴﺒﻬﺎ‬
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‫ﺍﻹﻧﺴﺎﻥ ﺑﺼﻔﺘﻪ ﻋﻀﻮﺍ ﰲ ﺍ‪‬ﺘﻤﻊ"‪.‬‬
‫ﻛﻤﺎ ﺗﻌﺮﻑ ﺍﻟﺜﻘﺎﻓﺔ ﺑﺄ‪‬ﺎ‪ ":‬ﲨﻠﺔ ﺍﻷﻓﻜﺎﺭ ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻌﺎﱐ ﻭﺍﻟﻘـﻴﻢ ﻭﺍﻟﺮﻣـﻮﺯ ﻭﺍﻻﻧﻔﻌـﺎﻻﺕ‬
‫ﻭﺍﻟﻮﺟﺪﺍﻧﺎﺕ ﺍﻟﱵ ﲢﻜﻢ ﺣﻴﺎﺓ ﺍ‪‬ﺘﻤﻊ ﰲ ﻋﻼﻗﺎﺗﻪ ﻣﻊ ﺍﻟﻄﺒﻴﻌﺔ ﻭﺍﳌﺎﺩﺓ‪ ،‬ﻭﰲ ﻋﻼﻗﺎﺕ ﺃﻓﺮﺍﺩﻩ ﺑﺒﻌـﻀﻬﻢ‬
‫ﻭﺑﻐﲑﻫﻢ ﻣﻦ ﺍ‪‬ﺘﻤﻌﺎﺕ‪ ،‬ﻭ‪‬ﺬﻩ ﺍﻷﻟﻮﺍﻥ ﻣﻦ ﺍﻟﻔﻜﺮ ﻭﺍﳌﻌﺎﱐ ﻭﺍﻟﺘﻌﺒﲑ ﻳﺘﻤﻴﺰ ﺍ‪‬ﺘﻤﻊ ﺍﻹﻧـﺴﺎﱐ ﺑﺎﻋﺘﺒـﺎﺭﻩ‬
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‫ﺻﺎﻧﻌﺎ ﻭﻧﺎﻗﻼ ﻟﻌﻨﺎﺻﺮ ﺍﻟﺜﻘﺎﻓﺔ ﺟﻴﻼ ﺑﻌﺪ ﺟﻴﻞ"‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪:‬ﻣﻔﻬﻮﻡ ﺍﻟﻔﻠﺴﻔﺔ‪:‬‬
‫ﺃﻭﻻ ‪:‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ ﻟﻠﻔﻠﺴﻔﺔ‪:‬‬
‫ﻳﺸﲑ ﻣﺼﻄﻠﺢ ﺍﻟﻔﻠﺴﻔﺔ ﺇﱃ‪ ":‬ﻋﻠﻢ ﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻮﺟﻮﺩ ﻭﺷﻜﻞ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﻮﻋﻲ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﻳﺘﺠﺴﺪ ﰲ ﻋﻼﻗﺔ ﺍﻟﻔﻜﺮ ﺑﺎﻟﻮﺟﻮﺩ ﻭﺍﻟﻮﻋﻲ ﺑﺎﳌﺎﺩﺓ"‪.4‬‬
‫ﺛﺎﻧﻴﺎ ‪:‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻔﻠﺴﻔﺔ ﺍﳌﻨﻈﻤﺔ‪:‬‬
‫ﻭﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ ﻳﻘﺼﺪ ﺑﻔﻠﺴﻔﺔ ﺍﳌﻨﻈﻤﺔ" ﺍﻟﻨﻈﺎﻡ ﺍﻟﻔﻜﺮﻱ ﺍﻟﺬﻱ ﻳﻬﻴﻤﻦ ﻋﻠﻰ ﺍﳌﻨﻈﻤﺔ ﻭﻳﺒﻠـﻮﺭ‬
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‫ﺷﺨﺼﻴﺘﻬﺎ ﻭﳝﻴﺰ ﺳﻠﻮﻛﻬﺎ ﻋﻦ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻷﺧﺮﻯ"‬
‫ﻭﲢﻤﻞ ﻓﻠﺴﻔﺔ ﺍﳌﻨﻈﻤﺔ ﺭﺳﺎﻟﺔ ﻭﺍﺿﺤﺔ ﻭﻧﻈﺎﻣﺎ ﻟﻠﻘﻴﻢ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ ﰲ ‪:6‬‬
‫ ﻭﺿﻊ ﺍﻟﺴﻴﺎﺳﺎﺕ‪.‬‬‫ ﲢﺪﻳﺪ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﻭﻗﻮﺍﻋﺪ ﻋﻤﻠﻬﺎ‪.‬‬‫‪ -‬ﺗﻮﺿﻴﺢ ﺍﻟﺼﻮﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫‪ - 1‬ﻋﺒﺪ اﻟﺤﻔﯿﻆ ﻣﻘﺪم‪ ،‬اﻟﻤﺆﺛﺮات اﻟﺜﻘﺎﻓﯿﺔ ﻋﻠﻰ اﻟﺘﺴﯿﯿﺮ واﻟﺘﻨﻤﯿﺔ‪ ،‬ﻣﺪاﺧﻠﺔ ﺿﻤﻦ اﻟﻤﻠﺘﻘﻰ اﻟﺪوﻟﻲ ﺣﻮل اﻟﺜﻘﺎﻓﺔ واﻟﺘﺴﯿﯿﺮ‪ ،‬ﻣﻌﮭﺪ ﻋﻠﻢ‬
‫اﻟﻨﻔﺲ وﻋﻠﻮم اﻟﺘﺮﺑﯿﺔ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺠﺰاﺋﺮ‪ ،‬ص ‪.17‬‬
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‫ﻏﺒﺎت ﺑﻮﻓﻠﺠﺔ‪ ،‬اﻟﻘﯿﻢ اﻟﺜﻘﺎﻓﯿﺔ واﻟﺘﺴﯿﯿﺮ‪ ،‬دار اﻟﻐﺮب ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ‪ ،‬دون ذﻛﺮ ﻣﺪﯾﻨﺔ اﻟﻨﺸﺮ‪ ، 1998 ،‬ص ‪.07‬‬‫‪- 3‬ﻋﺜﻤﺎن ﻓﺮاج‪ ،‬اﻟﺜﻘﺎﻓﺔ وﻋﻤﻠﯿﺔ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ ﻓﻲ اﻟﻮﻃﻦ اﻟﻌﺮﺑﻲ‪ ،‬ﻣﺪاﺧﻠﺔ ﺿﻤﻦ اﻟﻤﻠﺘﻘﻰ اﻟﺪوﻟﻲ ﺣﻮل اﻟﺜﻘﺎﻓﺔ‬
‫واﻟﺘﺴﯿﯿﺮ‪،‬ﻣﻌﮭﺪ ﻋﻠﻢ اﻟﻨﻔﺲ وﻋﻠﻮم اﻟﺘﺮﺑﯿﺔ ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺠﺰاﺋﺮ‪ ،‬ص ‪.33‬‬
‫‪- 4‬ﻋﺜﻤﺎن ﺣﺴﻦ ﻋﺜﻤﺎن‪ ،‬دور ﺛﻘﺎﻓﺔ اﻟﻤﻨﻈﻤﺔ ﻓﻲ ﺗﺤﻘﯿﻖ اﻟﻨﺠﺎح واﻟﺘﻤﯿﺰ‪ ،‬ﺑﺤﺚ ﻟﻢ ﯾﻨﺸﺮ‪ ،2005 ،‬ص ‪.01‬‬
‫‪ - 5‬ﺷﻮﻗﻲ ﻧﺎﺟﻲ ﺟﻮاد‪ ،‬إدارة اﻟﺴﺘﺮاﺗﯿﺞ‪ ،‬دار ﺣﺎﻣﺪ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﯾﻊ‪ ،‬ﻋﻤﺎن‪ ،‬اﻷردن‪ ،1999 ،‬ص ‪.41‬‬
‫‪ - 6‬ﻋﺜﻤﺎن ﺣﺴﻦ ﻋﺜﻤﺎن‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.01‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ‪:‬ﻣﻔﻬﻮﻡ ﺍﻟﻘﻴﻢ‪:‬‬
‫ﺃﻭﻻ ‪:‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ ﻟﻠﻘﻴﻢ‪:‬‬
‫ﻳﻌﺘﱪ ﻣﻔﻬﻮﻡ ﺍﻟﻘﻴﻢ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﺯﺍﺩ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺎ ﰲ ﺍﻵﻭﻧﺔ ﺍﻷﺧﲑﺓ ﳌﺎ ﳍﺎ ﻣﻦ ﺗﺄﺛﲑ ﻋﻠﻰ ﺳﻠﻮﻙ‬
‫ﻭﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻭﻛﺬﺍ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﻭﻳﺘﻔﻖ ﻣﻌﻈﻢ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ﻋﻠﻰ ﺃﻥ ﻫﻴﻜﻞ ﺍﻟﻘﻴﻢ ﺍﻟﺸﺨﺼﻴﺔ‬
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‫ﻟﻠﻔﺮﺩ ﻳﻌﺪ ﻭﺍﺣﺪﺍ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺳﻠﻮﻛﻪ ﰲ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﻭﻟﻘﺪ ﻋﺮﻑ ﺍﻷﻣﺮﻳﻜﻲ ﺭﻭﻛﻴﺘﺶ )‪ (M. ROKEACH‬ﺍﻟﻘﻴﻢ ﺑﺄ‪‬ﺎ " ﺍﻋﺘﻘﺎﺩ ﺭﺍﺳﺦ ﺑﺄﻥ ﺍﻟﺘﺼﺮﻑ‬
‫ﺑﻄﺮﻳﻘﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻫﻮ ﺃﻓﻀﻞ ﻣﻦ ﺍﻟﺘﺼﺮﻑ ﺑﺄﻱ ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ ﻣﺘﺎﺣﺔ ﺃﻭ ﺃﻥ ﺍﲣﺎﺫ ﻫﺪﻑ ﻣﻌـﲔ ﻟﻠﺤﻴـﺎﺓ‬
‫ﻳﻜﻮﻥ ﺃﻓﻀﻞ ﻣﻦ ﺍﲣﺎﺫ ﺃﻱ ﻫﺪﻑ ﺁﺧﺮ ﻣﺘﺎﺡ"‪.2‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﻘﻴﻢ ﰲ ﻣﻨﻈﻤﺎﺕ ﺍﻷﻋﻤﺎﻝ ‪:‬‬
‫ﺃﻣﺎ ﰲ ﺇﻃﺎﺭ ﺍﳌﻨﻈﻤﺔ ﻓﺘﻌﺘﱪ ﺍﻟﻘﻴﻢ" ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻌﺎﻳﲑ ﻣﻌﺘﺮﻑ ‪‬ﺎ ﻭﻣﻘﺒﻮﻟﺔ ﺗﻌﻤﻞ ﻋﻠـﻰ ﺗﻮﺟﻴـﻪ‬
‫ﺳﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ﰲ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺑﺎﻟﺘﺎﱄ ﺗﻌﺘﱪ ﻗﻴﻤﺎ ﻟﻠﻤﻨﻈﻤﺔ ﻧﻔﺴﻬﺎ"‪.3‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﺧﻼﻕ‪:‬‬
‫ﺃﻭﻻ‪:‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ ﻟﻸﺧﻼﻕ‪:‬‬
‫ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻷﺧﻼﻕ ﻋﻠﻰ ﺃ‪‬ﺎ‪ ":‬ﺍﻟﻘﻴﻢ ﻭﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﻟﱵ ﲢﻜﻢ ﺳﻠﻮﻛﻴﺎﺕ ﺍﻟﻔﺮﺩ ﻭﺍﳉﻤﺎﻋـﺔ‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﻫﻮ ﺻﺤﻴﺢ ﻭﻣﺎ ﻫﻮ ﺧﺎﻃﺊ" ‪ 4‬؛ ﻓﺎﻷﺧﻼﻕ ﻣﻔﻬﻮﻡ ﻳﺮﺗﺒﻂ ﻋﻤﻮﻣﺎ ﺑﺎﻟﻀﻮﺍﺑﻂ ﺍﻟـﺴﻠﻮﻛﻴﺔ‬
‫ﻟﻺﻧﺴﺎﻥ ﻭ ﲢﺪﺩ ﺟﻮﺍﻧﺐ ﺍﳋﲑ ﻭﺍﻟﺸﺮ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪:‬ﻣﻔﻬﻮﻡ ﺍﻷﺧﻼﻕ ﰲ ﻣﻨﻈﻤﺎﺕ ﺍﻷﻋﻤﺎﻝ ‪:‬‬
‫ﻭ ﺗﻌﱪ ﻋﻦ ﳎﻤﻮﻋﺔ ﺍﻟﻘﻴﻢ ﺍﻟﱵ ﻳﻨﺸﺌﻬﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﺮﺑﻄﻬﻢ ﻋﻼﻗـﺎﺕ ﻭﻇﻴﻔﻴـﺔ ﰲ‬
‫ﺍﳌﻨﻈﻤﺔ ﻟﺘﺤﻜﻢ ﺳﻠﻮﻛﻬﻢ ﻭ ﺃﺩﺍﺀﻫﻢ ﻷﻋﻤﺎﳍﻢ‪.5‬‬
‫‪ - 1‬أﺣﻤﺪ ﺟﺎد ﻋﺒﺪ اﻟﻮھﺎب‪ ،‬اﻟﺴﻠﻮك اﻟﺘﻨﻈﯿﻤﻲ‪ ،‬دار اﻟﻮﻓﺎء‪ ،‬اﻟﻤﻨﺼﻮرة‪ ،‬ﻣﺼﺮ‪ ،2000 ،‬ص ‪.44‬‬
‫‪- 2‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪ ،‬ص ‪.44‬‬
‫‪ - 3‬ﻋﺜﻤﺎن ﺣﺴﻦ ﻋﺜﻤﺎن‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.02‬‬
‫‪ - 4‬ﻣﺼﻄﻔﻰ ﻣﺤﻤﻮد أﺑﻮ ﺑﻜﺮ‪ ،‬اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻣﺪﺧﻞ ﻟﺘﻌﺰﯾﺰ اﻟﻘﺪرة اﻟﺘﻨﺎﻓﺴﯿﺔ‪ ،‬اﻟﺪار اﻟﺠﺎﻣﻌﯿﺔ‪ ،‬اﻹﺳﻜﻨﺪرﯾﺔ ‪،2004/2003‬‬
‫ص ‪.88‬‬
‫‪–5‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ ‪ ،‬ص‪. 93‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺗﻄﻮﺭﻩ ﺍﻟﺘﺎﺭﳜﻲ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﺎﺭﳜﻲ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﺃﻭﻻ ‪ :‬ﺗﻄﻮﺭ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺼﻄﻠﺢ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪:‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻣﺼﻄﻠﺢ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻷﻭﻝ ﻣﺮﺓ ﻣﻦ ﻃﺮﻑ ﺍﻟﺼﺤﺎﻓﺔ ﺍﳌﺘﺨﺼـﺼﺔ ﰲ ﺳـﻨﺔ ‪،1980‬‬
‫ﻭﻛﺎﻥ ﺫﻟﻚ ﻣﻦ ﻃﺮﻑ ﺍ‪‬ﻠﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ‪Business Week‬ﻭﺃﺩﺭﺟـﺖ ﳎﻠـﺔ ‪Fortune‬‬
‫ﺭﻛﻨﺎ ﺧﺎﺻﺎ ﲢﺖ ﻋﻨﻮﺍﻥ ‪ ،Corporate culture‬ﺇﱃ ﺃﻥ ﺟﺎﺀ ﺍﻟﺒﺎﺣﺜﺎﻥ ) ‪A.A. Kennedy & T.E.‬‬
‫)‪culture‬‬
‫‪ (Corporate‬ﻭﺍﺿﻌﲔ ﺑﺬﻟﻚ ﺍﻟﻠﺒﻨﺔ ﺍﻷﻭﱃ ﳍـﺬﺍ‬
‫)‪ Deal‬ﺳﻨﺔ ‪ 1982‬ﺑﻜﺘﺎﺏ ﲢﺖ ﻋﻨﻮﺍﻥ‬
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‫ﺍﳌﻔﻬﻮﻡ‪.‬‬
‫ﻓﻴﻤﺎ ﻳﺬﻛﺮ ﻫﻮﻓﺴﺘﻴﺪ ﺃﻥ ﻣﺼﻄﻠﺢ " ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﱂ ﻳﺼﺒﺢ ﺷـﺎﺋﻌﺎ ﺇﻻ ﰲ ﺣﻠـﻮﻝ ﺍﻟﺜﻤﺎﻧﻴﻨـﺎﺕ‬
‫ﺍﳌﻴﻼﺩﻳﺔ‪ ،‬ﻭﳛﻴﻞ ﻫﻮﻓﺴﺘﻴﺪ ﺫﻟﻚ ﻟﻜﺘﺎﺑﲔ ﺍﺛﻨﲔ ﳘﺎ‪ :‬ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ) & ‪Corporate culture: Deal‬‬
‫‪ ،( Kennedy 1982‬ﻭﻛﺘﺎﺏ " ﺍﻟﺒﺤﺚ ﻋـﻦ ﺍﻻﻣﺘﻴـﺎﺯ " ﻟﺒﺘـﺮﺯ ﻭ ﻭﻭﺗﺮﻣـﺎﻥ ) ‪In Search of‬‬
‫‪ ،( excellence: Peters & Waterman 1982‬ﻭﰲ ﻣﻄﻠﻊ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﺗﺰﺍﻳﺪ ﺍﻫﺘﻤﺎﻡ ﻋﻠﻤﺎﺀ ﺍﻟﺴﻠﻮﻙ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻲ ﺑﻘﻀﻴﺔ " ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ" ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻋﺎﻣﻼ ﻣﻨﺘﺠﺎ ﳌﻨﺎﺥ ﺍﻟﻌﻤﻞ‪ ،‬ﳑﺎ ﻳﺘﺮﻙ ﺃﺛﺮﺍ ﺑﺎﻟﻐـﺎ ﻋﻠـﻰ‬
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‫ﺳﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺇﻧﺘﺎﺟﻴﺘﻬﻢ ﻭﺇﺑﺪﺍﻋﻬﻢ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺗﺰﺍﻳﺪ ﺍﻻﻫﺘﻤﺎﻡ ﺍﳌﻴﺪﺍﱐ ﺑﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ‪:‬‬
‫ﻟﻘﺪ ﺯﺍﺩ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﺬﺍ ﺍﳌﻔﻬﻮﻡ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﺣﻘﻘﺘﻪ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﻴﺎﺑﺎﻧﻴﺔ ﺍﻟﻨﺎﺟﺤﺔ ﰲ ﳎﺎﻝ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺎﺕ ﻣﺜﻞ ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻭﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠـﻰ ﺍﻟﺜﻘـﺔ‪،‬‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﺎﻣﻠﲔ ﻭﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍ‪‬ﻢ ﻭﻗﺪﺭﺍ‪‬ﻢ ﺍﻹﺑﺘﻜﺎﺭﻳﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﳌﻮﺩﺓ ﻭﺍﻟﺘﻔـﺎﻫﻢ ﺑـﲔ ﺃﻋـﻀﺎﺀ‬
‫ﺍﳌﻨﻈﻤﺔ‪.‬‬
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‫‪ - 1‬ﺑﺮوش زﯾﻦ اﻟﺪﯾﻦ و ﻗﺎﺳﻤﻲ ﻛﻤﺎل‪ ،‬إدارة اﻟﺘﻐﯿﯿﺮ وﻋﻼﻗﺘﮫ ﺑﺜﻘﺎﻓﺔ اﻟﻤﺆﺳﺴﺔ‪ ،‬ﻣﺪاﺧﻠﺔ ﺿﻤﻦ اﻟﻤﻠﺘﻘﻰ اﻟﺪوﻟﻲ ﺣﻮل اﻟﺘﺴﯿﯿﺮ‬
‫اﻟﻔﻌﺎل ﻟﻠﻤﺆﺳﺴﺎت اﻻﻗﺘﺼﺎدﯾﺔ‪ ،‬ﻛﻠﯿﺔ اﻟﻌﻠﻮم اﻻﻗﺘﺼﺎدﯾﺔ وﻋﻠﻮم اﻟﺘﺴﯿﯿﺮ واﻟﻌﻠﻮم اﻟﺘﺠﺎرﯾﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻤﺴﯿﻠﺔ‪ ،‬اﻟﻤﺴﯿﻠﺔ ﯾﻮﻣﻲ ‪– 03‬‬
‫‪ 04‬ﻣﺎي ‪ ،2005‬ص ‪. 06‬‬
‫‪ - 2‬ﻋﺒﺪ اﷲ اﻟﺒﺮﯾﺪي‪ ،‬ﻧﺤﻮ ﻓﮭﻢ ﺑﻨﯿﺔ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻓﻲ اﻟﺘﻌﻠﯿﻢ اﻟﺘﻘﻨﻲ ﻓﻲ اﻟﺴﻌﻮدﯾﺔ ﻛﻤﺪﺧﻞ ﻟﻠﺘﻄﻮر – دراﺳﺔ اﺳﺘﻄﻼﻋﯿﺔ ‪، -‬‬
‫ﻣﺪاﺧﻠﺔ ﻣﻘﺪﻣﺔ ﺿﻤﻦ اﻟﻤﺆﺗﻤﺮ اﻟﺘﻘﻨﻲ اﻟﺜﺎﻟﺚ‪ ،‬اﻟﻤﺆﺳﺴﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﯿﻢ اﻟﺘﻘﻨﻲ واﻟﺘﺪرﯾﺐ اﻟﻤﮭﻨﻲ‪ ،‬اﻟﺮﯾﺎض أﯾﺎم ‪– 11‬‬
‫‪ ،2004/12/14‬ص ‪.01‬‬
‫‪ - 3‬ﻋﻠﻲ ﻋﺒﺪ اﷲ‪ ،‬اﻟﺘﺤﻮﻻت وﺛﻘﺎﻓﺔ اﻟﻤﺆﺳﺴﺔ‪ ،‬ﻣﺪاﺧﻠﺔ ﺿﻤﻦ اﻟﻤﻠﺘﻘﻰ اﻟﻮﻃﻨﻲ اﻷول ﺣﻮل اﻻﻗﺘﺼﺎد اﻟﺠﺰاﺋﺮي ﻓﻲ اﻷﻟﻔﯿﺔ‬
‫اﻟﺜﺎﻟﺜﺔ‪ ،‬ﻛﻠﯿﺔ اﻟﻌﻠﻮم اﻻﻗﺘﺼﺎدﯾﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺒﻠﯿﺪة‪ ،‬أﯾﺎم ‪ 21 – 20‬ﻣﺎي ‪ 2002‬اﻟﺒﻠﯿﺪة‪ ،‬ص ‪.09‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﺃﻭﻻ ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ‪ 1‬ﺑﺄ‪‬ﺎ‪:‬‬
‫" ﳎﻤﻮﻋﺔ ﺧﺎﺻﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﻭﺍﻷﻋﺮﺍﻑ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻟﱵ ﻳﺘﻘﺎﲰﻬﺎ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋـﺎﺕ ﰲ‬
‫ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﺍﻟﱵ ﲢﻜﻢ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺘﻔﺎﻋﻠﻮﻥ ‪‬ﺎ ﻣﻊ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﻭﺍﻟﱵ ﻳﺘﻌﺎﻣﻠﻮﻥ ‪‬ﺎ ﻣﻊ ﺑﺎﻗﻲ ﺍﻷﻓﺮﺍﺩ‬
‫ﺫﻭﻱ ﺍﳌﺼﻠﺤﺔ‪ ،‬ﺇﻥ ﻗﻴﻢ ﺍﳌﻨﻈﻤﺔ ﺗﺸﻜﻞ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺄﻧﻮﺍﻉ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﻳﺘﻌﲔ ﻋﻠﻰ‬
‫ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ﺗﺒﻨﻴﻬﺎ ﻭﻣﻌﺎﻳﲑ ﺍﻟﺴﻠﻮﻙ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﻳﺘﺤﻠﻰ ‪‬ﺎ ﺃﻋـﻀﺎﺀ ﺍﳌﻨﻈﻤـﺔ ﻟﺘﺤﻘﻴـﻖ ﺗﻠـﻚ‬
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‫ﺍﻷﻫﺪﺍﻑ"‪.‬‬
‫ﻭﻳﻌﺮﻓﻬﺎ ﻭﻳﻠﻴﺎﻡ ﺃﻭﺗﺸﻲ) ‪ (WILLIAM OUCHI‬ﺑﺄ‪‬ﺎ‪ ":‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﱵ ﺗﻨﻄﻮﻱ ﻋﻠﻰ ﺍﻟﻘﻴﻢ ﺍﻟـﱵ‬
‫ﺗﺄﺧﺬ ‪‬ﺎ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﱵ ﲢﺪﺩ ﳕﻂ ﺍﻟﻨﺸﺎﻁ ﻭﺍﻹﺟﺮﺍﺀ ﻭﺍﻟﺴﻠﻮﻙ‪ ،‬ﻓﺎﳌﺪﻳﺮﻭﻥ ﻳﻔﺴﺮﻭﻥ ﺫﻟﻚ ﺍﻟﻨﻤﻂ‬
‫ﺍﻟﻔﻜﺮﻱ ﰲ ﺍﳌﻮﻇﻔﲔ ﻣﻦ ﺧﻼﻝ ﺗﺼﺮﻓﺎ‪‬ﻢ ﻛﻤﺎ ﺗﺘﺴﺮﺏ ﻫﺬﻩ ﺍﻷﻓﻜﺎﺭ ﺇﱃ ﺍﻷﺟﻴـﺎﻝ ﺍﻟﻼﺣﻘـﺔ ﻣـﻦ‬
‫‪3‬‬
‫ﺍﻟﻌﺎﻣﻠﲔ"‪.‬‬
‫ﻭﻳﺮﻯ ﺇﻳﻠﻴﻮ ﺟﺎﻙ ) ‪ (ELLIOT JACQUES‬ﺃﻥ‪ ":‬ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻫﻲ ﻃﺮﻳﻘﺔ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﺴﻠﻮﻙ‬
‫ﺍﻻﻋﺘﻴﺎﺩﻱ ﻭﺍﻟﺘﻘﻠﻴﺪﻱ‪ ،‬ﻭﺗﻜﻮﻥ ﻣﻘﺴﻤﺔ ﻭﻣﺸﺘﺮﻛﺔ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ﻭﺗﻌﻠﻢ ﺷﻴﺌﺎ ﻓـﺸﻴﺌﺎ ﻟﻸﻋـﻀﺎﺀ‬
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‫ﺍﳉﺪﺩ ﻣﻦ ﺃﺟﻞ ﻗﺒﻮﳍﻢ ﰲ ﺍﳌﻨﻈﻤﺔ"‪.‬‬
‫ﻭﺗﻌﺮﻑ ﻛﺬﻟﻚ ﺑﺄ‪‬ﺎ‪ ":‬ﳎﻤﻮﻋﺔ ﺍﻟﻘﻴﻢ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﻳﺘﻢ ﺇﳚﺎﺩﻫـﺎ ﻭﺗﻨﻤﻴﺘـﻬﺎ ﺩﺍﺧـﻞ‬
‫ﳎﻤﻮﻋﺎﺕ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﻨﻈﻤﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻟﻠﻌﺎﻣﻠﲔ ﻟﺘﺤﺪﻳﺪ ﻃﺮﻳﻘﺔ ﺗﻔﻜﲑﻫﻢ ﻭﺇﺩﺭﺍﻛﻬﻢ ﻭﺷﻌﻮﺭﻫﻢ ﲡـﺎﻩ‬
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‫ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻭﲢﺪﺩ ﺳﻠﻮﻛﻬﻢ ﻭﺗﺆﺛﺮ ﰲ ﺃﺩﺍﺋﻬﻢ ﻭﺇﻧﺘﺎﺟﻴﺘﻬﻢ"‪.‬‬
‫‪ - 1‬ﯾﺴﺘﻌﻤﻞ ﻣﺼﻄﻠﺢ ﺛﻘﺎﻓﺔ اﻟﻤﻨﻈﻤﺔ ﻛﻤﺮادف ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻓﻲ ﺑﺤﺜﻨﺎ ھﺬا ﻛﻠﮫ‪.‬‬
‫‪ - 2‬ﺷﺎرﻟﺰ وﺟﺎرﯾﺚ ﺟﻮﻧﺰ‪ ،‬اﻹدارة اﻹﺳﺘﺮاﺗﯿﺠﯿﺔ‪ ،‬اﻟﺠﺰء اﻷول‪ ،‬ﺗﺮﺟﻤﺔ وﻣﺮاﺟﻌﺔ‪ :‬رﻓﺎﻋﻲ ﻣﺤﻤﺪ رﻓﺎﻋﻲ وﻣﺤﻤﺪ ﺳﯿﺪ أﺣﻤﺪ‬
‫ﻋﺒﺪ اﻟﻤﺘﻌﺎل‪ ،‬دار اﻟﻤﺮﯾﺦ ﻟﻠﻨﺸﺮ‪ ،‬اﻟﺮﯾﺎض‪ ،‬اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﯿﺔ اﻟﺴﻌﻮدﯾﺔ ‪ ،2001‬ص ‪.650‬‬
‫‪ - 3‬ﻋﻠﻲ ﻋﺒﺪ اﷲ‪ ،‬أﺛﺮ اﻟﺒﯿﺌﺔ ﻋﻠﻰ أداء اﻟﻤﺆﺳﺴﺎت اﻟﻌﻤﻮﻣﯿﺔ اﻻﻗﺘﺼﺎدﯾﺔ ﺣﺎﻟﺔ اﻟﺠﺰاﺋﺮ‪ ،‬أﻃﺮوﺣﺔ ﻟﻨﯿﻞ ﺷﮭﺎدة دﻛﺘﻮراه دوﻟﺔ ﻓﻲ‬
‫اﻟﻌﻠﻮم اﻻﻗﺘﺼﺎدﯾﺔ‪ ،‬ﺗﺤﺖ إﺷﺮاف‪ :‬ﻋﺒﺪ اﻟﺴﻼم ﺳﻌﺪي‪ ،‬ﻛﻠﯿﺔ اﻟﻌﻠﻮم اﻻﻗﺘﺼﺎدﯾﺔ وﻋﻠﻮم اﻟﺘﺴﯿﯿﺮ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺠﺰاﺋﺮ‪ ،‬اﻟﺠﺰاﺋﺮ‬
‫‪ ،1999‬ص ‪.220‬‬
‫‪4‬‬
‫‪- Gilles Bressy et Christian Kankoyt, Economie d'entreprise, 4 édition Dalloz. Paris98. p 513.‬‬
‫‪5‬‬
‫ ﻣﺼﻄﻔﻰ ﻣﺤﻤﻮد أﺑﻮ ﺑﻜﺮ‪ ،‬دﻟﯿﻞ اﻟﺘﻔﻜﯿﺮ اﻻﺳﺘﺮاﺗﯿﺠﻲ وإﻋﺪاد اﻟﺨﻄﺔ اﻻﺳﺘﺮاﺗﯿﺠﯿﺔ‪ ،‬اﻟﺪار اﻟﺠﺎﻣﻌﯿﺔ اﻹﺳﻜﻨﺪرﯾﺔ ‪ 2000‬ص‬‫‪.131‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺄ‪‬ﺎ‪ ":‬ﳎﻤﻮﻋﺔ ﺍﻟﻘﻴﻢ ﻭﺍﳌﺒﺎﺩﺉ ﻭﺍﳌﻌﺎﻳﲑ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﺍﻟﱵ ﲢﻜـﻢ ﺇﻃـﺎﺭ ﺍﻟﻌﻤـﻞ‬
‫‪1‬‬
‫ﻭﺳﻠﻮﻛﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ"‪.‬‬
‫" ﻛﻤﺎ ﻳﺴﺘﺨﺪﻡ ﻣﺼﻄﻠﺢ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻴﺸﲑ ﺇﱃ ﺍﳉﻮﺍﻧﺐ ﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﻟﻠﺘﻨﻈﻴﻢ ﻣﺜﻞ ﻣﻌﺘﻘﺪﺍﺗﻪ ﻭﻃﻘﻮﺳﻪ‬
‫‪2‬‬
‫ﻭﻋﺎﺩﺍﺗﻪ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﱵ ﺃﺭﺳﺎﻫﺎ ﺃﻋﻀﺎﺅﻩ ﻋﻠﻰ ﻣﺮ ﺍﻟﺴﻨﲔ"‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﳓﻮ ﻣﻔﻬﻮﻡ ﺃﴰﻞ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪:‬‬
‫ﻭﻣﻦ ﺃﻫﻢ ﺍﻟﺘﻌﺎﺭﻳﻒ ﻭﺃﻛﺜﺮﻫﺎ ﺷﻴﻮﻋﺎ ﻭﴰﻮﻟﻴﺔ ﳌﻔﻬـﻮﻡ ﺍﻟﺜﻘﺎﻓـﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ ﺗﻌﺮﻳـﻒ ﺷـﺎﻥ(‬
‫)‪ (E.H.Schein‬ﺣﻴﺚ ﻳﺮﻯ ﺑﺄ‪‬ﺎ‪ ":‬ﳎﻤﻮﻉ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺍﺧﺘﺮﻋﺘﻬﺎ ﺍﳉﻤﺎﻋﺔ ﺃﻭ ﺍﻛﺘﺸﻔﺘﻬﺎ ﺃﻭ‬
‫ﻃﻮﺭ‪‬ﺎ‪ ،‬ﺃﺛﻨﺎﺀ ﺣﻞ ﻣﺸﻜﻼ‪‬ﺎ ﻟﻠﺘﻜﻴﻒ ﺍﳋﺎﺭﺟﻲ ﻭﺍﻻﻧﺪﻣﺎﺝ ﺍﻟﺪﺍﺧﻠﻲ‪ ،‬ﻭﺍﻟﱵ ﺃﺛﺒﺘﺖ ﻓﻌﺎﻟﻴﺘﻬﺎ ﻭﻣـﻦ ﰒ‬
‫‪3‬‬
‫ﺗﻌﻠﻴﻤﻬﺎ ﻟﻸﻋﻀﺎﺀ ﺍﳉﺪﺩ ﻛﺄﺣﺴﻦ ﻃﺮﻳﻘﺔ ﻟﻠﺸﻌﻮﺭ ﺑﺎﳌﺸﻜﻼﺕ ﻭﺇﺩﺭﺍﻛﻬﺎ ﻭﻓﻬﻤﻬﺎ"‪.‬‬
‫ﻭ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺴﺎﺑﻖ ﳝﻜﻦ ﺍﺳﺘﺨﻼﺹ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ ﻟﺘﺤﺪﻳﺪ ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ ﺃﻥ ﺍﻟﺜﻘﺎﻓﺔ ﻫﻲ ﳎﻤﻮﻋﺔ ﻣﺒﺎﺩﺉ ﻭ ﺃﺳﺲ‪.‬‬‫ ﺃﻥ ﺍﻟﺜﻘﺎﻓﺔ ﻣﻦ ﺻﻨﻊ ﺍﻹﻧﺴﺎﻥ‪.‬‬‫ ﺗﺴﺘﻌﻤﻞ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻜﻴﻒ ﻭ ﺍﻻﻧﺪﻣﺎﺝ ﻣﻊ ﺑﻴﺌﺔ ﺍﳌﻨﻈﻤﺔ‪.‬‬‫ﺗﻜﺘﺴﺐ ﻭ ﺗﻠﻘﻦ ﻭ ﺗﻨﺘﻘﻞ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪.‬‬‫‪ -‬ﺃ‪‬ﺎ ﺃﺩﺍﺓ ﳊﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫‪ - 1‬ﻋﺒﺪ اﻟﺴﻼم أﺑﻮ ﻗﺤﻒ‪ ،‬إدارة اﻷﻋﻤﺎل اﻟﺪوﻟﯿﺔ‪ ،‬دار اﻟﺠﺎﻣﻌﺔ اﻟﺠﺪﯾﺪة‪ ،‬اﻹﺳﻜﻨﺪرﯾﺔ ‪ 2002،‬ص ‪.243‬‬
‫‪ - 2‬ﺳﻌﺪ ﻋﻴﺪ ﻣﺮﺳﻲ ﺑﺪﺭ‪ ،‬ﻋﻤﻠﻴﺔ ﺍﻟﻌﻤﻞ ﻣﺪﺧﻞ ﰲ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﺩﺍﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ‪،2000‬ﺹ‪.27‬‬
‫‪ - 3‬ﻣﺼﻄﻔﻰ ﻋﺸﻮﻱ ﻭﺳﻌﻴﺪ ﻟﻮﺻﻴﻒ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪:‬ﺹ‪273‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﻭﻳﻌﻜﺲ ﺍﻟﺸﻜﻞ ﺭﻗﻢ )‪ :(01‬ﺍﳌﻀﺎﻣﲔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ‪:‬‬
‫ﺍﳌﺘﻐﲑﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‬
‫‪-‬ﺍﻟﻔﻠﺴﻔﺔ‬
‫ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ‬
‫ﻣﺘﻐﲑﺍﺕ ﻣﺸﺘﺮﻛﺔ‬
‫) ﻣﺸﺎﻋﺮ (‬
‫) ﻣﺼﻄﻠﺤﺎﺕ (‬
‫) ﺭﻣﻮﺯ (‬
‫) ﺷﻌﺎﺭﺍﺕ (‬
‫ﺍﻟﻘﻴﻢ‬‫ﺍﳌﻤﺎﺭﺳﺎﺕ‬‫‪-‬ﺍﻟﺘﺼﻮﺭﺍﺕ‬
‫ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫ﺍﳍﻴﻜﻞ‬‫ﺍﻟﻨﻈﻢ‬‫ﺍﻟﺴﻴﺎﺳﺎﺕ‬‫‪-‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺗﻐﺬﻳﺔ ﻋﻜﺴﻴﺔ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﺆﻳﺪ ﺳﻌﻴﺪ ﺍﻟﺴﺎﱂ‪ :‬ﺗﻨﻈﻴﻢ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﺩﺍﺭ ﻋﺎﱂ ﺍﻟﻜﺘﺎﺏ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2002 ،‬ﺹ ‪.168‬‬
‫ﻓﺎﳌﺼﻄﻠﺤﺎﺕ ﻭﺍﻟﺸﻌﺎﺭﺍﺕ ﻭﺍﻟﺮﻣﻮﺯ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻘﻴﻢ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﻫﻲ ﺍﻟﱵ ﺗـﺸﻜﻞ‬
‫ﺍﻟﻨﺴﻴﺞ ﺍﻷﺳﺎﺳﻲ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭﺗﺒﲏ ﻟﻠﻤﻨﻈﻤﺔ ﻫﻮﻳﺘﻬﺎ ﺍﳌﻤﻴﺰﺓ ﺃﻭ ﺷﺨﺼﻴﺘﻬﺎ ﺍﻟﻔﺮﻳﺪﺓ‪.‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪:‬ﻋﻨﺎﺻﺮ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺧﺼﺎﺋﺼﻬﺎ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﶈﺪﺩﺓ ﳍﺎ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻋﻨﺎﺻﺮ ) ﻣﻜﻮﻧﺎﺕ( ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﺗﻌﺘﱪ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻧﻈﺎﻣﺎ ﻳﺘﻜﻮﻥ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺃﻭ ﺍﻟﻘﻮﻯ ﺍﻟﱵ ﳍﺎ ﺗﺄﺛﲑ ﺷـﺪﻳﺪ ﻋﻠـﻰ‬
‫ﺳﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺸﻜﻞ ﺍﶈﺼﻠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﻔﻜﺮ ﻭﻳﺪﺭﻙ ‪‬ـﺎ ﺍﻷﻓـﺮﺍﺩ‬
‫ﻛﺄﻋﻀﺎﺀ ﻋﺎﻣﻠﲔ ‪‬ﺬﻩ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺃﺳﻠﻮﺏ ﻣﻼﺣﻈﺔ ﻭﺗﻔﺴﲑ ﺍﻷﺷﻴﺎﺀ ﺑﺎﳌﻨﻈﻤﺔ ‪ ،1‬ﻭﺗﺘﻤﺜﻞ‬
‫ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ) ﺍﳌﻜﻮﻧﺎﺕ ( ﰲ‪ :‬ﺍﻷﺳﺎﻃﲑ‪ ،‬ﺍﻟﻘﺼﺺ ﻭﺍﳊﻜﺎﻳﺎﺕ‪ ،‬ﺍﻟﻄﻘﻮﺱ ﻭﺍﻻﺣﺘﻔﺎﻻﺕ‪ ،‬ﺍﻟﺒﻄﻮﻻﺕ‬
‫ﻭﺍﻷﺑﻄﺎﻝ‪ ،‬ﺍﻟﺮﻣﻮﺯ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺸﻌﺒﻴﺔ‪ ،‬ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﻘﻴﻢ ﻭﺍﻷﻋﺮﺍﻑ ﻭﺍﻟﱵ ﺗﺘﺒﻨﺎﻫﺎ ﺍﳌﻨﻈﻤﺔ‬
‫ﻟﺘﺤﺪﻳﺪ ﳕﻂ ﺍﻟﻨﺸﺎﻁ ﻭﺍﻟﺴﻠﻮﻙ ﻭﻳﺘﻢ ﻏﺮﺳﻬﺎ ﰲ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﻃﺮﻳﻖ ﺗﺼﺮﻓﺎﺕ ﺍﳌﺴﺆﻭﻟﲔ‪.‬‬
‫ﻭﳝﻜﻦ ﺗﻘﺴﻴﻢ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻜﻮﻧﺔ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺇﱃ ﳎﻤﻮﻋﺘﲔ ﺭﺋﻴﺴﻴﺘﲔ‪:‬‬
‫ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭﺍﳌﻮﺭﻭﺙ ) ﺍﻹﺭﺙ ( ﺍﻟﺜﻘﺎﰲ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫ﺃﻭﻻ‪ :‬ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪:‬‬
‫ﻭﺗﺸﻤﻞ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺍﻟﻘﻴﻢ‪:‬‬
‫ﻭﻫﻲ "ﻗﻮﺍﻋﺪ ﲤﻜﻦ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳋﻄﺄ ﻭﺍﻟﺼﻮﺍﺏ ﻭﺍﳌﺮﻏﻮﺏ ﻭﻏﲑ ﺍﳌﺮﻏﻮﺏ ﻭﺑـﲔ ﻣـﺎ‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﺎ ﻫﻮ ﻛﺎﺋﻦ‪ ،‬ﺃﻱ ﻛﻤﺮﺷﺪ ﻭﻣﺮﺍﻗﺐ ﻟﻠﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﱐ ﻷﻧﻪ ﻳﺰﻭﺩ ﺑﺮﺅﻳﺔ ﻋﻦ ﺍﲡﺎﻫﺎﺕ‬
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‫ﺍﻷﻓﺮﺍﺩ ﻭﻃﺒﻴﻌﺔ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ"‬
‫ﺣﻴﺚ ﺗﻘﻮﻡ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺑﺘﻮﺟﻴﻪ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ‪ ،‬ﺿﻤﻦ ﺍﻟﻈـﺮﻭﻑ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﺍﳌﺴﺎﻭﺍﺓ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺈﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻷﺩﺍﺀ ﻭﺍﺣﺘﺮﺍﻡ‬
‫ﺍﻵﺧﺮﻳﻦ‪.‬‬
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‫‪ -2‬ﺍﳌﻌﺘﻘﺪﺍﺕ‪:‬‬
‫ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﻓﻜﺎﺭ ﻣﺸﺘﺮﻛﺔ ﺣﻮﻝ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﻭﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ‪،‬‬
‫ﻭﻃﺮﻳﻘﺔ ﺇﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﻭﺍﳌﻬﺎﻡ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﳌﻌﺘﻘﺪﺍﺕ ﳒﺪ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻋﻤﻠﻴﺔ ﺻﻨﻊ‬
‫‪1‬‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﺍﳌﺴﺎﳘﺔ ﰲ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﻭﺃﺛﺮ ﺫﻟﻚ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫‪1‬‬
‫ أﺣﻤﺪ ﺑﻮﺷﻨﺎﻓﺔ وأﺣﻤﺪ ﺑﻮﺳﮭﻤﯿﻦ‪ ،‬أھﻤﯿﺔ اﻟﺒﻌﺪ اﻟﺜﻘﺎﻓﻲ وأﺛﺮه ﻋﻠﻰ ﻓﻌﺎﻟﯿﺔ اﻟﺘﺴﯿﯿﺮ‪ ،‬ﻣﺪاﺧﻠﺔ ﺿﻤﻦ اﻟﻤﻠﺘﻘﻰ اﻟﺪوﻟﻲ ﺣﻮل‬‫اﻟﺘﺴﯿﯿﺮ اﻟﻔﻌﺎل ﻓﻲ اﻟﻤﺆﺳﺴﺎت اﻻﻗﺘﺼﺎدﯾﺔ‪ ،‬ﻛﻠﯿﺔ اﻟﻌﻠﻮم اﻻﻗﺘﺼﺎدﯾﺔ واﻟﺘﺴﯿﯿﺮ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻤﺴﯿﻠﺔ ‪،‬ص ‪.03‬‬
‫‪ - 2‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪ ،‬ص ‪.03‬‬
‫‪ - 3‬ﻣﺤﻤﻮد ﺳﻠﻤﺎن اﻟﻌﻤﯿﺎن‪ ،‬اﻟﺴﻠﻮك اﻟﺘﻨﻈﯿﻤﻲ ﻓﻲ ﻣﻨﻈﻤﺎت اﻷﻋﻤﺎل‪ ،‬دار واﺋﻞ ﻋﻤﺎن‪ ،‬اﻷردن‪ ،2003/02 ،‬ص ‪.312‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫‪ -3‬ﺍﻷﻋﺮﺍﻑ ﻭﺍﻟﺘﻮﻗﻌﺎﺕ‪:‬‬
‫‪2‬‬
‫ﻳﻘﺼﺪ ﺑﺎﻷﻋﺮﺍﻑ ﺗﻠﻚ ﺍﳌﻌﺎﻳﲑ ﺍﳌﺪﺭﻛﺔ ﻭﻏﲑ ﺍﳌﻠﻤﻮﺳﺔ ﺍﻟﱵ ﻳﻠﺘﺰﻡ ‪‬ﺎ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﺃﻣﺎ ﺍﻟﺘﻮﻗﻌﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻓﺘﺘﻤﺜﻞ ﰲ ﺍﻟﺘﻌﺎﻗﺪ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﻏﲑ ﺍﳌﻜﺘﻮﺏ ﻭﺍﻟﺬﻱ ﻳﻌـﲏ ﳎﻤﻮﻋـﺔ ﻣـﻦ‬
‫ﺍﻟﺘﻮﻗﻌﺎﺕ ﳛﺪﺩﻫﺎ ﺃﻭ ﻳﺘﻮﻗﻌﻬﺎ ﺍﻟﻔﺮﺩ ﺃﻭ ﺍﳌﻨﻈﻤﺔ ﻛﻼ ﻣﻨﻬﻤﺎ ﻣﻦ ﺍﻵﺧﺮ ﺧﻼﻝ ﻓﺘﺮﺓ ﻋﻤـﻞ ﺍﻟﻔـﺮﺩ ﰲ‬
‫ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻣﺜﺎﻝ ﺫﻟﻚ ﺗﻮﻗﻌﺎﺕ ﺍﻟﺮﺅﺳﺎﺀ ﻣﻦ ﺍﳌﺮﺅﻭﺳﲔ‪ ،‬ﻭﺍﳌﺮﺅﻭﺳﲔ ﻣﻦ ﺍﻟﺮﺅﺳﺎﺀ‪ ،‬ﻭﺍﻟﺰﻣﻼﺀ ﻣﻦ ﺍﻟﺰﻣﻼﺀ‬
‫ﺍﻵﺧﺮﻳﻦ ﻭﺍﳌﺘﻤﺜﻠﺔ ﺑﺎﻟﺘﻘﺪﻳﺮ ﻭﺍﻻﺣﺘﺮﺍﻡ ﺍﳌﺘﺒﺎﺩﻝ‪ ،‬ﻭﺗﻮﻓﲑ ﺑﻴﺌﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻭﻣﻨﺎﺥ ﺗﻨﻈﻴﻤﻲ ﻳﺴﺎﻋﺪ ﻭﻳـﺪﻋﻢ‬
‫‪3‬‬
‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻔﺮﺩ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫‪ -4‬ﺍﻟﺮﻣﻮﺯ ‪:‬‬
‫ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺇﺷﺎﺭﺍﺕ ﻣﺘﻤﻴﺰﺓ ﻣﺜﻞ ﺍﻟﺸﻌﺎﺭﺍﺕ ﻭﻫﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺮﻣﺰﻳﺔ ﺍﳌﻤﺜﻠﺔ ﻟﻠﻤﻨﻈﻤﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﳕﻂ‬
‫ﺍﻟﻠﺒﺎﺱ ﻭﺍﻟﻨﻤﻂ ﺍﳌﻌﻤﺎﺭﻱ ) ﺷﻜﻞ ﺍﳌﺒﺎﱐ ﻭ‪‬ﻴﺌﺘﻬﺎ( ‪ ،4‬ﻛﻴﻔﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ‪ ،‬ﺍﻟﻠﻐﺔ ﺍﳌـﺴﺘﻌﻤﻠﺔ ﺩﺍﺧـﻞ‬
‫ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪ -5‬ﺍﻟﻄﺎﺑﻮﻫﺎﺕ )ﺍﳌﻤﻨﻮﻋﺎﺕ( ‪:‬‬
‫ﻭﻫﻲ ﻣﺎ ﺗﻮﺩ ﺍﳌﻨﻈﻤﺔ ﺇﺧﻔﺎﺀﻩ ﻭﺭﻓﻀﻪ ﻭﺗﻌﲏ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﱵ ﳚﺐ ﻋﺪﻡ ﺍﳋﻮﺽ ﻓﻴﻬﺎ ﺃﻭ ﺍﻟﻜﻼﻡ ﻋﻨﻬﺎ ﺃﻭ‬
‫ﺗﺪﺍﻭﳍﺎ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﻫﻲ ﻧﺘﺎﺝ ﻟﺘﺠﺎﺭﺏ ﻣﺄﺳﺎﻭﻳﺔ ﻣﺮﺕ ‪‬ﺎ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻛﺈﺧﻔﺎﻗﺎﺕ ﲡﺎﺭﻳـﺔ‪ ،‬ﻣـﺪﻳﺮ‬
‫ﻓﺎﺷﻞ‪ ،‬ﻭﺍﻟﱵ ﻣﻦ ﺷﺄ‪‬ﺎ ﺇﺣﺪﺍﺙ ﺍﺿﻄﺮﺍﺏ ﰲ ﺻﻮﺭﺓ ﺍﻟﻌﺎﻣﻠﲔ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ﻭﻛﺬﺍ ﺍﻟﺼﻮﺭﺓ ﺍﳋﺎﺭﺟﻴـﺔ‬
‫ﻟﻠﻤﻨﻈﻤﺔ‪ ،5‬ﳑﺎ ﻗﺪ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﳌﻨﻈﻤﺔ ﻛﻜﻞ‪.‬‬
‫‪ -6‬ﺍﻷﺳﺎﻃﲑ‪:‬‬
‫ﺗﻌﺘﱪ ﺍﻷﺳﻄﻮﺭﺓ ﺭﻭﺍﻳﺔ ﻣﻦ ﲤﺜﻴﻞ ﺃﺷﺨﺎﺹ ﺧﻴﺎﻟﻴﲔ ‪ ،6‬ﻭﳝﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺄ‪‬ﺎ‪ ":‬ﺍﳌﻌﺘﻘﺪﺍﺕ ﺍﳌـﺸﺒﻌﺔ ﺃﻭ‬
‫ﺍﶈﻤﻠﺔ ﺑﺎﻟﻘﻴﻢ ﻭﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﻳﻌﺘﻨﻘﻬﺎ ﺍﻟﻨﺎﺱ ﻭﺍﻟﱵ ﻳﻌﻴﺸﻮﻥ ‪‬ﺎ ﺃﻭ ﻣﻦ ﺃﺟﻠﻬﺎ ﻭﻳﺮﺗﺒﻂ ﻛﻞ ﳎﺘﻤﻊ ﺑﻨـﺴﻖ‬
‫‪7‬‬
‫ﻣﻦ ﺍﻷﺳﺎﻃﲑ ﺑﻌﻴﺪ ﻋﻦ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻔﻜﺮﻳﺔ ﺍﳌﻌﻘﺪﺓ ﺍﻟﱵ ﺗﺘﻀﻤﻦ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻛﻞ ﺍﻟﻨﺸﺎﻁ ﺍﻹﻧﺴﺎﱐ"‬
‫‪ - 1‬ﺍﳌﺮﺟﻊ ﻧﻔﺴﻪ‪ ،‬ﺹ ‪.312‬‬
‫‪ - 2‬ﺃﲪﺪ ﺑﻮﺷﻨﺎﻓﺔ ﻭﺃﲪﺪ ﺑﻮﺳﻬﻤﲔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.03‬‬
‫‪ - 3‬ﳏﻤﻮﺩ ﺳﻠﻤﺎﻥ ﺍﻟﻌﻤﻴﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ﺹ ‪. 313‬‬
‫‪4‬‬
‫‪-Gilles Bressy et Christian Kankoyt , OP Cit, p 52.‬‬
‫‪- Philippe Schewbig , Les communications de l'entreprise, MC GRAW – HILL; Paris 1991.‬‬
‫‪P 44.‬‬
‫‪6‬‬
‫‪-Dictionnaire de la langue française: Institut pédagogique National, Alger P 52.‬‬
‫‪ - 7‬ﻛﻤﺎﻝ ﻗﺎﲰﻲ‪ :‬ﺍﳌﻘﻮﻣﺎﺕ ﻭﺍﳌﻌﻮﻗﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﺘﻄﺒﻴﻖ ﻧﻈﺎﻣﻲ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﻷﻓﺮﻭ ‪ 9000‬ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‪ ،‬ﻣﺬﻛﺮﺓ ﻟﻨﻴﻞ‬
‫ﺷﻬﺎﺩﺓ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ ﲢﺖ ﺇﺷﺮﺍﻑ ﺩ‪ .‬ﺯﻳﻦ ﺍﻟﻌﺎﺑﺪﻳﻦ ﺑﺮﻭﺵ‪ 2003 ،‬ﺹ ‪. 19‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫‪ ،‬ﻓﻬﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﺣﺪﺍﺙ ﻣﺎﺿﻴﺔ‪ ،‬ﺍﳍﺪﻑ ﻣﻨﻬﺎ ﻧﻘﻞ ﺃﻭ ﺗﺪﻋﻴﻢ ﺑﻌﺾ ﺍﻟﻘﻴﻢ ﻟﺪﻯ ﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ‪،‬ﻓﻬﻲ‬
‫ﲢﻤﻞ ﺗﻌﻠﻴﻤﺎ ﻷﻓﺮﺍﺩ ﺍﳌﻨﻈﻤﺔ ﰲ ﺷﻜﻞ ﺻﻮﺭ ﻣﺜﺎﻟﻴﺔ ﻋﻦ ﺃﺷﺨﺎﺹ ﻏﲑ ﳏﺪﺩﻳﻦ ﺳﺒﻖ ﳍـﻢ ﺃﻥ ﺣﻘﻘـﻮﺍ‬
‫‪1‬‬
‫ﻧﺘﺎﺋﺞ ﻣﺮﺿﻴﺔ ﺑﺎﳌﻨﻈﻤﺔ‪ ،‬ﻭﻳﺴﻤﻰ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺗﻨﺴﺐ ﺇﻟﻴﻬﻢ ﻫﺬﻩ ﺍﻷﺳﺎﻃﲑ ﺑﺄﺑﻄﺎﻝ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪ -7‬ﺍﻟﻄﻘﻮﺱ ﺍﳉﻤﺎﻋﻴﺔ ﻭ ﺍﻻﺣﺘﻔﺎﻻﺕ‪:‬‬
‫ﺍﻟﻄﻘﻮﺱ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻨﺘﻈﻤﺔ ﻭﺍﻟﺜﺎﺑﺘﺔ ﻟﻸﺳﺎﻃﲑ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﻧﺸﻄﺔ ﺍﻟﻴﻮﻣﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ ﻣﺜﻞ‬
‫ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ‪ ،‬ﻃﺮﻳﻘﺔ ﺍﺳﺘﻘﺒﺎﻝ ﻣﻮﻇﻒ ﺟﺪﻳﺪ‪ ،‬ﺍﻻﺣﺘﻔﺎﻻﺕ ﺍﻟﺴﻨﻮﻳﺔ‪ ،‬ﺍﻟﻌﻴﺪ ﺍﻟﺴﻨﻮﻱ ﻹﻧﺸﺎﺀ ﺍﳌﻨﻈﻤﺔ‪،‬‬
‫ﻭﺗﻌﺮﻑ ﺍﻟﻄﻘﻮﺱ ﺍﳉﻤﺎﻋﻴﺔ ﺑﺄ‪‬ﺎ‪:‬‬
‫" ﺍﻟﺘﻌﺒﲑ ﺍﳌﺘﻜﺮﺭ ﻟﻸﺳﺎﻃﲑ ﺑﻮﺍﺳﻄﺔ ﺃﻧﺸﻄﺔ ﻣﺘﻨﻈﻤﺔ ﻭﻣﱪﳎﺔ "‪ 2‬ﻭﺫﻟﻚ ‪‬ﺪﻑ ﺗﺄﻣﲔ ﻭﻧﻘﻞ ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻟﻘﻴﻢ ﺇﱃ ﺍﻟﻌﺎﻣﻠﲔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻘﻮﻳﺔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫ﻛﻤﺎ ﺗﺆﺩﻱ ﺍﻟﻄﻘﻮﺱ ﺍﳉﻤﺎﻋﻴﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺃﳘﻬﺎ‪:3‬‬
‫ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺍﻟﻘﻴﻢ ﺍﳌﺸﺘﺮﻛﺔ ﻣﺜﻞ ﺍﻟﺘﺠﺪﻳﺪ ﻭ ﺍﳌﺸﺎﺭﻛﺔ‪.‬‬‫ ﲡﻤﻊ ﺍﻟﻄﻘﻮﺱ ﺑﲔ ﳐﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭ ﺍﻟﻮﻇﺎﺋﻒ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻭ ﻧﻔﺲ ﺍﻟﻨﺸﺎﻁ ﻭ ﰲ ﻣﻜـﺎﻥ‬‫ﻭﺍﺣﺪ‪.‬‬
‫ﺗﻌﻤﻞ ﺍﻟﻄﻘﻮﺱ ﻋﻠﻰ ﺇﺣﺪﺍﺙ ﺍﻟﺘﻨﻈﻴﻢ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺳﻠﻮﻛﻴﺎﺕ ﻣﻌﺘﺮﻑ ‪‬ﺎ ﻣﻦ ﻃﺮﻑ ﺍﳉﻤﻴﻊ‪.‬‬‫ﺃﻣﺎ ﺍﻻﺣﺘﻔﺎﻻﺕ ﻓﻬﻲ ﻧﺸﺎﻃﺎﺕ ﻣﱪﳎﺔ ﺧﺼﻮﺻﺎ ﻣﻦ ﺃﺟﻞ ﻣﻜﺎﻓﺄﺓ ﺍﻟﻌﺎﻣﻠﲔ‪4‬ﺃﻭ ﺗﺸﺠﻴﻌﻬﻢ‬
‫ﺣﻴﺚ ﺗﻘﺎﻡ ﰲ ﻣﻨﺎﺳﺒﺎﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﺗﺴﺘﻄﻴﻊ ﺍﻹﺩﺍﺭﺓ ﻣﻦ ﺧﻼﳍﺎ ﺗﻌﺰﻳﺰ ﻗﻴﻢ ﻣﻌﻴﻨﺔ ﻭﺧﻠﻖ ﺭﺍﺑﻄﺔ ﺑﲔ ﺃﻋﻀﺎﺀ‬
‫ﺍﳌﻨﻈﻤﺔ ﻭﺍﻹﺷﺎﺩﺓ ﲟﺎ ﻳﻔﻌﻠﻪ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺍﳌﺘﻤﻴﺰﻭﻥ ﳑﺎ ﳜﻠﻖ ﺟﻮﺍ ﻣﻦ ﺍﻟﺘﻨﺎﻓﺲ ﺑﲔ ﺍﻟﻌـﺎﻣﻠﲔ ﻳـﺆﺩﻱ ﺇﱃ‬
‫ﲢﺴﲔ ﺃﺩﺍﺋﻬﻢ ﺍﻟﻔﺮﺩﻱ‪.‬‬
‫‪1‬‬
‫‪-GILLE Bressy & Christian Konkoyt: OP. Cit P 53.‬‬
‫‪- Pascal laurant & Français Bouard , Economie d'entreprise, BTS Tome 2, editions‬‬
‫‪d'organisations. Paris 1991 P 247.‬‬
‫‪ - 3‬ﻛﻤﺎل ﻗﺎﺳﻤﻲ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.20‬‬
‫‪4‬‬
‫‪-Steven L. MC Shame & Mary Ann von Glinow, Organizational behavior , Mc Graw Hill ,‬‬
‫‪USA ,2000, P502 .‬‬
‫‪2‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫‪ -8‬ﺍﻹﺷﺎﻋﺎﺕ‪:‬‬
‫ﻣﻦ ﺍﻟﺘﺸﻜﻴﻼﺕ ﺍﻟﺮﻣﺰﻳﺔ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﳒﺪ ﺍﻹﺷﺎﻋﺎﺕ ﻭﺍﻟﱵ ﺗﻌﺘﱪ ﺃﺧﺒﺎﺭﺍ ﻻ ﺃﺳﺎﺱ ﳍﺎ ﻣﻦ ﺍﻟـﺼﺤﺔ‪،‬‬
‫ﺗﻜﻮﻥ ﰲ ﺷﻜﻞ ﺳﻴﻨﺎﺭﻳﻮﻫﺎﺕ ﺧﻴﺎﻟﻴﺔ ﺗﻮﻓﺮ ﻧﻮﻋﺎ ﻣﻦ ﺍﻟﺘﺮﻭﻳﺢ ﻭﺇﺯﺍﻟﺔ ﺍﻟﻘﻠﻖ ﻭﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻟﻴﻘﲔ ﻟـﺪﻯ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﻫﻲ ﺗﻌﺘﱪ ﻧﻮﻋﺎ ﻣﻦ ﺍﻷﺳﺎﻃﲑ ﺍﳌﺘﺪﺍﻭﻟﺔ ﻳﻮﻣﻴﺎ ﰲ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪:‬ﺍﳌﻮﺭﻭﺙ ﺍﻟﺜﻘﺎﰲ ﻟﻠﻤﻨﻈﻤﺔ ‪:‬‬
‫ﻳﺸﻤﻞ ﺍﳌﻮﺭﻭﺙ ﺍﻟﺜﻘﺎﰲ ﻟﻠﻤﻨﻈﻤﺔ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -1‬ﺍﳌﺆﺳﺴﻮﻥ ‪:‬‬
‫ﺇﻥ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻣﺎ ﻫﻲ ﺇﻻ ﻧﺘﺎﺝ ﻟﺜﻘﺎﻓﺔ ﺍﻷﻋﻀﺎﺀ ﺍﳌﺆﺳﺴﲔ‪ ،‬ﺣﻴﺚ ﳒﺪ ﰲ ﺍﻟﻮﺍﻗـﻊ ﺍﻟﻌﻤﻠـﻲ ﺃﻥ‬
‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺗﻌﻜﺲ ﻗﻴﻢ ﺍﳌﺆﺳﺴﲔ‪ ،‬ﺫﻟﻚ ﺃ‪‬ﻢ ﻳﻌﻤﻠﻮﻥ ﻋﻠـﻰ ﺗﻜـﺮﻳﺲ ﻫـﺬﻩ ﺍﻟﺜﻘﺎﻓـﺔ ﰲ‬
‫ﻣﻨﻈﻤﺎ‪‬ﻢ‪ ،‬ﺣﻴﺚ ﺗﺒﻘﻰ ﻣﻌﺘﻘﺪﺍ‪‬ﻢ‪ ،‬ﺳﻠﻮﻛﻴﺎ‪‬ﻢ‪ ،‬ﻃﺮﻕ ﺗﺴﻴﲑﻫﻢ ﻗﺎﺋﻤﺔ ﺣﱴ ﻭﻟﻮ ﻏﺎﺩﺭﻭﺍ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪ -2‬ﺳﻠﻮﻙ ﻗﺎﺩﺓ ﺍﳌﻨﻈﻤﺔ‪:‬‬
‫ﻳﻌﺘﱪ ﺳﻠﻮﻙ ﺍﻟﻘﺎﺩﺓ ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺗﺸﻜﻴﻞ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻷﻥ ﺍﻟﻌﺎﻣﻠﲔ ﺳﻴﺪﺭﻛﻮﻥ ﺃﻥ‬
‫ﻣﻦ ﺃﻓﻀﻞ ﺍﻟﻮﺳﺎﺋﻞ ﻟﻼﺭﺗﻘﺎﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻫﻮ ﳏﺎﻛﺎﺓ ﺳﻠﻮﻙ ﺍﻟﻘﺎﺩﺓ‪ ،‬ﻭﳚﺐ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠـﻰ ﺃﻥ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﻳﺘﺄﺛﺮﻭﻥ ﲟﺎ ﻳﻔﻌﻠﻪ ﺍﻟﻘﺎﺩﺓ ﺃﻛﺜﺮ ﳑﺎ ﻳﻘﻮﻟﻮﻧﻪ‪ .1‬ﺣﻴﺚ ﺃﻥ ﻫﻨﺎﻙ ﺍﺗﻔﺎﻕ ﺑﺄﻥ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺗﺘﺸﻜﻞ ﺑﺪﺭﺟـﺔ‬
‫ﻛﺒﲑﺓ ﺑﻮﺍﺳﻄﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪.‬‬
‫‪ -3‬ﺗﺎﺭﻳﺦ ﺍﳌﻨﻈﻤﺔ ‪:‬‬
‫ﻳﻠﻌﺐ ﺗﺎﺭﻳﺦ ﺍﳌﻨﻈﻤﺔ ﺩﻭﺭﺍ ﻣﻬﻤﺎ ﰲ ﺗﺸﻜﻴﻞ ﺛﻘﺎﻓﺘﻬﺎ‪ ،‬ﻭﻳﺘﻜﻮﻥ – ﺗﺎﺭﻳﺦ ﺍﳌﻨﻈﻤﺔ – ﻣﻦ ﺍﻟﺘﺠـﺎﺭﺏ‬
‫ﺍﻟﱵ ﻣﺮﺕ ‪‬ﺎ‪ ،‬ﺍﻟﻨﺠﺎﺣﺎﺕ ﺍﶈﻘﻘﺔ ﻭﻛﺬﻟﻚ ﺍﻟﻔﺸﻞ‪ ،‬ﻭﻳﺸﻜﻞ ﻫﺬﺍ ﺍﻷﺭﺷﻴﻒ ﻣﺮﺟﻌﺎ ﻷﺻﺤﺎﺏ ﺍﻟﻘﺮﺍﺭ‬
‫ﻭﻛﺬﻟﻚ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻨﻈﻤﺔ ﻭﺍﲣﺎﺫﻩ ﻣﺮﺷﺪﺍ ﻟﺘﺼﺮﻓﺎ‪‬ﻢ ﻣﻊ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻻﳚﺎﺑﻴﺔ ﻓﻴﻬﺎ ﻭﺗﻜﺮﺍﺭﻫﺎ‪.‬‬
‫‪ -4‬ﺍﻷﺑﻄﺎﻝ‪:‬‬
‫ﻭﻫﻢ ﺃﺷﺨﺎﺹ ﻛﺎﻧﻮﺍ ﻳﻌﻤﻠﻮﻥ ﰲ ﺍﳌﻨﻈﻤﺔ ﻭ ﻗﺪﻣﻮﺍ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰﺍ ﻭ ﺃﺷﻴﺎﺀ ﻣﺜﺎﻟﻴﺔ ﻣﻦ ﺧـﻼﻝ ﻣـﺎ‬
‫ﻳﺘﻤﺘﻌﻮﻥ ﺑﻪ ﻣﻦ ﻛﻔﺎﺀﺓ ﻭ ﺍﻧﺴﺠﺎﻡ ﻣﻊ ﻗﻮﺍﻋﺪ ﻭﺃﻧﻈﻤﺔ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﻫﻢ ﻳﻌﺘﱪﻭﻥ ﻣﻦ ﺧﲑﺓ ﺃﻓﺮﺍﺩ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪ - 1‬ﺳﻌﻮﺩ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﺸﻤﺮﻱ‪ ،‬ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﳎﻠﺔ ﺍﻟﻜﻬﺮﺑﺎﺀ‪ ،‬ﺍﻟﻌﺪﺩ ‪ ،08‬ﺍﻇﺮ ﻣﻮﻗﻊ‪www.alkahraba.com. :‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫‪ -5‬ﻣﻬﻨﺔ ﺍﳌﻨﻈﻤﺔ ) ﺍﻟﻨﺸﺎﻁ (‪:‬‬
‫ﺗﻌﺮﻑ ﻣﻬﻨﺔ ) ﺣﺮﻓﺔ ( ﺍﳌﻨﻈﻤﺔ – ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﺋﻴﺴﻲ ﳍﺎ‪ -‬ﺑﺄ‪‬ﺎ " ﳎﻤﻮﻋﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟـﱵ ﻳﺘﻘﻨـﻬﺎ‬
‫ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ) ﺗﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻣﻌﺮﻓﺔ ﺍﻷﺳﻮﺍﻕ‪ ،‬ﻗﺪﺭﺍﺕ ﺗﻨﻈﻴﻤﻴﺔ‪ 1 " ( ...‬ﻓﻬﻲ ﺗﻌﱪ ﻋﻦ ﻣﻌﺮﻓﺘﻬﺎ ﰲ‬
‫ﺍﻟﻘﻴﺎﻡ ﲟﻬﻨﺘﻬﺎ ﺃﺣﺴﻦ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻔﻴﺪ ﰲ ﺗﺄﻛﻴﺪ ﺧﺼﻮﺻﻴﺔ ﺍﳌﻨﻈﻤﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺇﻋﻄـﺎﺀ‬
‫ﻗﻴﻤﺔ ﻟﻠﻌﻤﻞ ﳑﺎ ﻳﻌﺰﺯ ﻣﻦ ﻣﺸﺎﻋﺮ ﺍﻻﻧﺘﻤﺎﺀ ﻭﺍﻟﻮﻻﺀ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﳑﺎ ﺳﺒﻖ ﻳﺘﻀﺢ ﺃﻥ ﻛﻼ ﻣﻦ ﺗﺎﺭﻳﺦ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﺍﻷﺳﺎﻃﲑ‪ ،‬ﺍﳋﺮﺍﻓﺎﺕ ﺍﻟﻄﻘﻮﺱ ﺍﳉﻤﺎﻋﻴﺔ ﻭﺍﻻﺣﺘﻔﺎﻻﺕ‪،‬‬
‫ﺍﻹﺷﺎﺭﺍﺕ ﻭﺍﻟﺮﻣﻮﺯ ﺗﻐﺬﻱ ﻭﺗﺼﻮﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻮﺟﻴﻪ ﺳﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ﻭﺧﻠﻖ ﻧﻮﻉ ﻣﻦ‬
‫ﺍﻟﺘﻨﺎﺳﻖ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﻓﻬﻢ ﺩﻭﺭﻩ‪ ،‬ﻭﻛﺬﻟﻚ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﺮﺍﺩ ﺍﳌﺘﻌﺎﻣﻠﲔ‬
‫ﻣﻊ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﶈﺪﺩﺓ ﳍﺎ ‪:‬‬
‫ﺃﻭﻻ ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﺗﺘﺼﻒ ‪‬ﺎ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﱵ ﻧﻮﺭﺩﻫﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ ﺗﻌﺘﱪ ﺍﻟﺜﻘﺎﻓﺔ ﻋﻤﻠﻴﺔ ﻣﻜﺘﺴﺒﺔ ﺃﻱ ﺗﻜﺘﺴﺐ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻻﺣﺘﻜﺎﻙ ﺑﲔ ﺍﻷﻓـﺮﺍﺩ ﰲ ﺑﻴﺌـﺔ‬‫ﺍﻟﻌﻤﻞ ‪ ،‬ﻭﻗﺪ ﺗﻜﺘﺴﺐ ﺍﻟﺜﻘﺎﻓﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﻭﺍﻟﻌﻤﻞ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﻜﺘﺴﺒﻬﺎ ﺍﻟﻔﺮﺩ ﰲ ﺍﳌﻨﻈﻤﺔ ﺗﺼﺒﺢ ﺟﺰﺀ‬
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‫ﻣﻦ ﺳﻠﻮﻛﻪ ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﺜﻘﺎﻓﺔ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﺘﻨﺒﺄ ﺑﺴﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ﻣﻌﺘﻤﺪﻳﻦ ﻋﻠﻰ ﺛﻘﺎﻓﺘﻬﻢ‪.‬‬
‫ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻋﻤﻠﻴﺔ ﺇﻧﺴﺎﻧﻴﺔ ﺣﻴﺚ ﻳﻌﺘﱪ ﺍﻹﻧﺴﺎﻥ ﻫﻮ ﺍﳌﺼﺪﺭ ﺍﻟﺮﺋﻴﺴﻲ ﳍﺎ ﺃﻱ ﺃ‪‬ﺎ ﻣـﻦ ﺻـﻨﻌﻪ‬‫ﻭﺑﺪﻭﻧﻪ ﻻ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺛﻘﺎﻓﺔ‪.‬‬
‫ ﺍﻟﺜﻘﺎﻓﺔ ﻧﻈﺎﻡ ﺗﺮﺍﻛﻤﻲ ﻭﻣﺴﺘﻤﺮ ﺣﻴﺚ ﺃﻥ ﻛﻞ ﺟﻴﻞ ﻣﻦ ﺃﺟﻴﺎﻝ ﺍﳌﻨﻈﻤﺔ ﻳﻌﻤـﻞ ﻋﻠـﻰ ﺗـﺴﻠﻴﻤﻬﺎ‬‫ﻟﻸﺟﻴﺎﻝ ﺍﻟﻼﺣﻘﺔ ﻓﻬﻲ ﺗﻌﻠﻢ ﻭﺗﻮﺭﺙ ﺟﻴﻼ ﺑﻌﺪ ﺟﻴﻞ‪.‬‬
‫ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻧﻈﺎﻡ ﻣﺮﻛﺐ ﻳﺘﻜﻮﻥ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻜﻮﻧﺎﺕ ﺃﻭ ﺍﻷﺟﺰﺍﺀ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﺘﻔﺎﻋﻠﺔ ﻓﻴﻤـﺎ‬‫‪3‬‬
‫ﺑﻴﻨﻬﺎ ﰲ ﺗﻜﻮﻳﻦ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭﺗﺸﻤﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫*ﺍﳉﺎﻧﺐ ﺍﳌﻌﻨﻮﻱ‪ :‬ﻭﻳﺘﻤﺜﻞ ﰲ ﺍﻷﺧﻼﻕ ﻭ ﺍﻟﻘﻴﻢ ﻭ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻭ ﺍﻷﻓﻜﺎﺭ ﺍﻟﱵ ﳛﻤﻠﻬﺎ ﺍﻷﻓﺮﺍﺩ ‪.‬‬
‫‪- Pascal LAURANT & François BOUARD, OP, cit. P 249.‬‬
‫‪ - 2‬ﳏﻤﻮﺩ ﺳﻠﻤﺎﻥ ﺍﻟﻌﻤﻴﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ﺹ ‪.310‬‬
‫‪ - 3‬ﻣﺼﻄﻔﻰ ﳏﻤﻮﺩ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺍﻟﺘﻨﻈﻴﻢ ﺍﻹﺩﺍﺭﻱ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،2003/02 ،‬ﺹ ‪.406‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫* ﺍﳉﺎﻧﺐ ﺍﻟﺴﻠﻮﻛﻲ ‪ :‬ﻭ ﻳﺘﻤﺜﻞ ﰲ ﻋﺎﺩﺍﺕ ﻭ ﺗﻘﺎﻟﻴﺪ ﺃﻓﺮﺍﺩ ﺍ‪‬ﺘﻤﻊ ‪ ،‬ﺍﻵﺩﺍﺏ ﻭ ﺍﻟﻔﻨﻮﻥ ﻭ ﺍﳌﻤﺎﺭﺳـﺎﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‬
‫*ﺍﳉﺎﻧﺐ ﺍﳌﺎﺩﻱ‪ :‬ﻭﻫﻮ ﻛﻞ ﻣﺎ ﻳﻨﺘﺠﻪ ﺃﻓﺮﺍﺩ ﺍ‪‬ﺘﻤﻊ ﻣﻦ ﺃﺷﻴﺎﺀ ﻣﻠﻤﻮﺳﺔ‪.‬‬
‫ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﳍﺎ ﺧﺎﺻﻴﺔ ﺍﻟﺘﻜﻴﻒ‪ ،‬ﻓﻬﻲ ﻧﻈﺎﻡ ﻣﺮﻥ ﻟﻪ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﻣﻄﺎﻟﺐ ﺍﻹﻧـﺴﺎﻥ‬‫ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳉﻐﺮﺍﻓﻴﺔ ﺍﶈﻴﻄﺔ ﺑﺎﳌﻨﻈﻤﺔ‪.‬‬
‫ ﺗﻌﻜﺲ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﳌﻨﺎﺥ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺍﻟﺴﺎﺋﺪ ﻣﻦ ﻧﺎﺣﻴﺔ ﻃﺮﻕ ﻭ ﺃﺳـﺎﻟﻴﺐ ﺍﳌـﺸﺎﺭﻛﺔ ﰲ ﺍﲣـﺎﺫ‬‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻌﻤﻼﺀ‪ ،‬ﺍﲡﺎﻫﺎﺕ ﻭ ﻣﺸﺎﻋﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﳓﻮ ﺍﻟﻌﺎﻣﻠﲔ ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ ﻟﻐـﺔ‬
‫ﺍﳋﻄﺎﺏ ﺍﻹﺩﺍﺭﻱ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺫﻟﻚ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ ﺃﻥ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺗﺴﺎﻫﻢ‪ ،‬ﻭﺗﺆﺛﺮ ﰲ ﺗﺸﻜﻴﻞ ﺭﺳﺎﻟﺔ ﺍﳌﻨﻈﻤﺔ ﻭﻫﻲ ﺩﺍﻟﺔ ﰲ ﺛﻘﺎﻓﺘﻬﺎ‪.‬‬‫ ﺍﻟﺜﻘﺎﻓﺔ ﻧﻈﺎﻡ ﻣﺘﻜﺎﻣﻞ ﻓﻬﻲ ﺗﺸﻜﻞ ﻛﻼ ﻣﺘﻜﺎﻣﻼ ﻭﺗﺴﻌﻰ ﺇﱃ ﺧﻠﻖ ﺍﻧﺴﺠﺎﻡ ﺑﲔ ﳎﻤﻮﻉ ﺃﺟﺰﺍﺋﻬـﺎ‪،‬‬‫ﻓﺄﻱ ﺗﻐﻴﲑ ﻳﻄﺮﺃ ﻋﻠﻰ ﺃﻱ ﺟﺰﺀ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﳊﻴﺎﺓ ﻳﺆﺛﺮ ﰲ ﺍﻟﻨﻤﻂ ﺍﻟﺜﻘﺎﰲ ﻟﻠﻤﻨﻈﻤﺔ ﻭﺍ‪‬ﺘﻤﻊ‪.‬‬
‫ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺧﺎﺻﻴﺔ ﺍﻟﺘﻐﲑ ﻧﻈﺮﺍ ﻟﺘﺄﺛﺮﻫﺎ ﺑﺎﻟﺘﻐﲑﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺇﻻ ﺃﻥ ﻋﻤﻠﻴﺔ ﺗﻐﻴﲑﻫـﺎ‬‫ﻗﺪ ﺗﻼﻗﻲ ﺑﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻟﺘﻌﻮﺩ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﳕﻂ ﺳﻠﻮﻙ ﻣﻌﲔ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﶈﺪﺩﺓ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ‪:‬‬
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‫ﺗﺸﻜﻞ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺧﻼﻝ ﺗﻔﺎﻋﻞ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺃﳘﻬﺎ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ ﺻﻔﺎﺕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﻣﺎ ﻳﺘﻤﺘﻌﻮﻥ ﺑﻪ ﻣﻦ ﻗﻴﻢ ﻭ ﺩﻭﺍﻓﻊ ﻭ ﺍﻫﺘﻤﺎﻣﺎﺕ‪.‬‬‫ ﺧﺼﺎﺋﺺ ﺍﻟﻮﻇﻴﻔﺔ ﻭ ﻣﺪﻯ ﺗﻼﺅﻣﻬﺎ ﻣﻊ ﺻﻔﺎﺕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺸﺨﺼﻴﺔ ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﻳﺘﺠﻬﻮﻥ ﳓﻮ‬‫ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﱵ ﺗﺘﻼﺀﻡ ﻭ ﺗﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻫﺘﻤﺎﻣﺎ‪‬ﻢ ﻭ ﻗﻴﻤﻬﻢ ‪ ،‬ﻛﻤﺎ ﺗﺴﺘﻘﻄﺐ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ‬
‫ﻳﺘﻔﻘﻮﻥ ﻣﻊ ﺛﻘﺎﻓﺘﻬﺎ ‪.‬‬
‫ ﺧﺼﺎﺋﺺ ﺍﻟﺒﻨﺎﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺃﻭ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻹﺩﺍﺭﻱ ﻟﻠﻤﻨﻈﻤﺔ ﻭ ﺍﻟﱵ ﺗﻨﻌﻜﺲ ﻋﻠﻰ ﳕﻂ ﺍﻻﺗﺼﺎﻝ ﻭ ﻃﺮﻕ‬‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭ ﻛﺬﺍ ﺗﺪﻓﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻭ ﺇﱃ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ ﺍﳌﻜﺎﻓﺂﺕ ﻭ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭ ﺍﻷﺩﺑﻴﺔ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻷﻓﺮﺍﺩ ﻭ ﺍﻟﱵ ﺗﻌﻜﺲ ﺍﳌﻜﺎﻧـﺔ ﺍﻟﻮﻇﻴﻔﻴـﺔ‬‫ﻟﻠﻔﺮﺩ ﻭ ﺍﻟﱵ ﳍﺎ ﺗﺄﺛﲑ ﻋﻠﻰ ﺳﻠﻮﻛﻴﺎﺗﻪ ﻭ ﻃﺮﻳﻘﺔ ﻋﻤﻠﻪ‪.‬‬
‫‪ - 1‬ﻣﺼﻄﻔﻰ ﳏﻤﻮﺩ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.83 – 82‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫• ﺍﻷﺧﻼﻗﻴﺎﺕ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﻨﻈﻤﺔ ﻭ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ ﻭ ﻃﺮﻕ ﺍﻟﺘﻌﺎﻣﻞ‬
‫ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﻭﻣﻊ ﺍﻷﻃﺮﺍﻑ ﺍﳋﺎﺭﺟﻴﺔ ‪،‬ﻭ ﺗﺘﻜﻮﻥ ﻫﺬﻩ ﺍﻷﺧﻼﻗﻴﺎﺕ ﻣﻦ ﻗـﻴﻢ ﻭ‬
‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﻔﺮﺩ ﺍﳌﺴﺘﻤﺪﺓ ﻣﻦ ﺍﻟﻌﺎﺋﻠﺔ ﻭ ﺍ‪‬ﺘﻤﻊ ‪ ،‬ﺃﺧﻼﻗﻴﺎﺕ ﺍﳌﻬﻨﺔ ﻭﺍﻟﱵ ﺗﻮﺟـﻪ ﺳـﻠﻮﻛﻴﺎﺕ‬
‫ﺍﻷﻓﺮﺍﺩ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﺧﻼﻗﻴﺎﺕ ﺍ‪‬ﺘﻤﻊ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﺃﻧﻮﺍﻉ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﺗﺘﻨﻮﻉ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺗﺘﻌﺪﺩ ﻣﺴﺘﻮﻳﺎ‪‬ﺎ ‪ ،‬ﻭﺳﻮﻑ ﻧﺘﻌﺮﺽ ﻟﻸﻧﻮﺍﻉ ﻭ ﺍﳌـﺴﺘﻮﻳﺎﺕ ﰲ ﺍﳌﻄﻠـﺒﲔ‬
‫ﺍﻟﺘﺎﻟﻴﲔ ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺃﻧﻮﺍﻉ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﻫﻨﺎﻙ ﻋﺪﺓ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺷﺒﻪ ﺍﺗﻔﺎﻕ ﻋﻠﻰ ﻭﺟﻮﺩ ﻧﻮﻋﲔ ﺃﺳﺎﺳﻴﲔ‬
‫ﳘﺎ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﻘﻮﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﻀﻌﻴﻔﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻧﻮﻋﲔ ﺃﺧﺮﻳﻦ ﳘـﺎ‪ :‬ﺍﻟﺜﻘﺎﻓـﺔ‬
‫ﺍﳌﺜﺎﻟﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻜﻴﻔﻴﺔ ) ﺍﳌﻮﻗﻔﻴﺔ(‪.‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻘﻮﻳﺔ‪:‬‬
‫ﺗﻌﺮﻑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻘﻮﻳﺔ ﺑﺄ‪‬ﺎ " ﺍﳊﺪ ﺍﻟﺬﻱ ﳚﻌﻞ ﺍﻷﻋﻀﺎﺀ ﻳﺘﺒﻌﻮﻥ ﻣﺎ ﲤﻠﻴﻪ ﻋﻠﻴﻬﻢ ﺍﻹﺩﺍﺭﺓ" ‪1‬ﻭﳝﻜـﻦ‬
‫ﺍﻟﻘﻮﻝ ﺃﻥ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻗﻮﻳﺔ ﰲ ﺣﺎﻟﺔ ﻛﻮ‪‬ﺎ ﺗﻨﺘﺸﺮ ﻭﲢﻈﻰ ﺑﺎﻟﺜﻘﺔ ﻭﺍﻟﻘﺒﻮﻝ ﻣﻊ ﲨﻴﻊ ﺃﻭ ﻣﻌﻈﻢ ﺃﻋﻀﺎﺀ‬
‫ﺍﳌﻨﻈﻤﺔ ﻭﻳﺸﺘﺮﻛﻮﺍ ﰲ ﳎﻤﻮﻋﺔ ﻣﺘﺠﺎﻧﺴﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴـﺪ ﻭﺍﳌﻌـﺎﻳﲑ ﺍﻟـﱵ ﲢﻜـﻢ‬
‫ﺳﻠﻮﻛﻴﺎ‪‬ﻢ ﻭﺍﲡﺎﻫﺎ‪‬ﻢ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ 2.‬ﻭﳑﺎ ﳚﻌﻞ ﺍﻟﺜﻘﺎﻓﺔ ﻗﻮﻳﺔ ﻛﻮﻥ ﺍﻟﻘﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﻗﻮﻳﺔ ﻭﻳـﺸﺘﺮﻙ‬
‫ﻓﻴﻬﺎ ﺍﻟﻌﺎﻣﻠﻮﻥ‪.‬‬
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‫ﻭﺗﺘﻤﺘﻊ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻘﻮﻳﺔ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳋﺼﺎﺋﺺ ﻧﺬﻛﺮ ﻣﻨﻬﺎ‪:‬‬
‫ ﺍﻟﺜﻘﺔ‪ :‬ﺗﺸﲑ ﺍﻟﺜﻘﺔ ﺇﱃ ﺍﻟﺪﻗﺔ ﻭﺍﻟﺘﻬﺬﻳﺐ ﻭﻭﺣﺪﺓ ﺍﻟﺬﻫﻦ ﻭ ﺍﻟﱵ ﺗﻌﺘﱪ ﻋﺎﻣﻼ ﻣﻬﻤﺎ ﻣﻦ ﻋﻮﺍﻣﻞ ﲢﻘﻴﻖ‬‫ﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ‪.‬‬
‫ ﺍﻷﻟﻔﺔ ﻭﺍﳌﻮﺩﺓ‪ :‬ﳝﻜﻦ ﻟﻸﻟﻔﺔ ﻭﺍﳌﻮﺩﺓ ﺃﻥ ﺗﺘﺄﺗﻰ ﻣﻦ ﺧﻼﻝ ﺇﻗﺎﻣﺔ ﻋﻼﻗﺎﺕ ﻣﺘﻴﻨﺔ ﻭ ﲪﻴﻤﻴﺔ ﻣﻊ ﺍﻷﻓﺮﺍﺩ‬‫ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺧﻼﻝ ﺍﻻﻫﺘﻤﺎﻡ ‪‬ﻢ ﻭ ﺩﻋﻤﻬﻢ ﻭ ﲢﻔﻴﺰﻫﻢ ‪.‬‬
‫‪ -‬ﻓﻴﻤﺎ ﻳﺮﻯ ﺳﺘﻴﻔﻦ ﺭﻭﺑﱰ )‪ (Stephen . P. Robbins‬ﺃﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻘﻮﻳﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ‪:‬‬
‫‪1‬‬
‫‪ - 1‬ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ‪ ،‬ﺃﺛﺮ ﺍﻟﺒﻴﺌﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ‪ ،‬ﺹ ‪.225‬‬
‫‪ - 2‬ﻣﺼﻄﻔﻰ ﳏﻤﻮﺩ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺩﻟﻴﻞ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻭﺇﻋﺪﺍﺩ ﺍﳋﻄﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ، ،‬ﺹ ‪.145‬‬
‫‪ - 3‬ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ‪ ،‬ﺃﺛﺮ ﺍﻟﺒﻴﺌﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ‪ ،‬ﺹ ‪.225‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ ﻋﻨﺼﺮ ﺍﻟﺸﺪﺓ ﻭ ﺍﻟﺬﻱ ﻳﺮﻣﺰ ﺇﱃ ﻗﻮﺓ ﲤﺴﻚ ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ﺑﺎﻟﻘﻴﻢ ﻭ ﺍﳌﻌﺘﻘﺪﺍﺕ ﺍﻟﺴﺎﺋﺪﺓ‪.‬‬‫‪-‬‬
‫‬‫‪-‬‬
‫‪-‬‬
‫ﻋﻨﺼﺮ ﺍﻹﲨﺎﻉ ﻭﺍﳌﺸﺎﺭﻛﺔ ﻟﻨﻔﺲ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻷﻓﺮﺍﺩ ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻌﺘﻤـﺪ –‬
‫ﺍﻹﲨﺎﻉ–ﻋﻠﻰ ﺗﻌﺮﻳﻒ ﺍﻷﻓﺮﺍﺩ ﺑﺎﻟﻘﻴﻢ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﻨﻈﻤﺔ ﻭ ﻣﺎ ﳛﺼﻠﻮﻥ ﻋﻠﻴﻪ ﻣـﻦ ﻣﻜﺎﻓـﺂﺕ ﻭ‬
‫ﺣﻮﺍﻓﺰ ﺟﺮﺍﺀ ﺍﻟﺘﺰﺍﻣﻬﻢ ‪.‬‬
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‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﺗﺘﺴﻢ ‪‬ﺎ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻘﻮﻳﺔ ﻧﻮﺭﺩﻫﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺗﺸﺠﻴﻊ ﻭﲢﻔﻴﺰ ﺍﻟﱰﻋﺔ ﳓﻮ ﺍﻟﺘﺼﺮﻑ‪ ،‬ﻣﻊ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﳌﺒﺎﺩﺃﺓ‪ ،‬ﻭﺗﺸﺠﻴﻊ ﺍﳌـﻮﻇﻔﲔ‬
‫ﻋﻠﻰ ﲢﻤﻞ ﺍﳌﺨﺎﻃﺮﺓ‪.‬‬
‫ﺃ‪‬ﺎ ﺗﻨﺒﺜﻖ ﻋﻦ ﻃﺒﻴﻌﺔ ﺭﺳﺎﻟﺔ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﻳﺘﻌﲔ ﻋﻠﻴﻬﺎ ﺃﻥ ﺗﺮﻛﺰ ﺟﻬﻮﺩﻫﺎ ﻓﻴﻤﺎ ﲡﻴﺪ ﻣﻦ ﻋﻤﻞ ﻭﺇﻗﺎﻣـﺔ‬
‫ﻋﻼﻗﺎﺕ ﻭﺛﻴﻘﺔ ﻣﻊ ﺍﻟﻌﻤﻼﺀ ﻛﻮﺳﻴﻠﺔ ﻟﺘﺤﺴﲔ ﻭﺗﻌﺰﻳﺰ ﻣﺮﻛﺰﻫﺎ ﺍﻟﺘﻨﺎﻓﺴﻲ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠـﻰ‬
‫ﻗﻴﻢ ﺍﻟﺘﻮﺟﻪ ﺑﺎﳌﺴﺘﻬﻠﻚ‪.‬‬
‫ﺇﺭﺳﺎﺀ ﺗﺼﻤﻴﻢ ﺗﻨﻈﻴﻤﻲ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳛﻔﺰ ﺍﳌﻮﻇﻔﲔ ﻋﻠﻰ ﺑﺬﻝ ﺃﻓﻀﻞ ﻣﺎ ﻟـﺪﻳﻬﻢ ﺑﻐﻴـﺔ ﺗﻌﻈـﻴﻢ‬
‫ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﻦ ﺧﻼﳍﻢ‪ ،‬ﻭﺃﻥ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻔﺮﺩ ﳝﺜﻞ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﻟﻠﺸﺮﻛﺔ ﻣﻦ ﺧﻼﳍـﺎ‬
‫ﺍﺳﺘﺤﺪﺍﺙ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺴﻠﻴﻤﺔ ﻟﻠﺴﻠﻮﻙ ﺍﻹﻧﺘﺎﺟﻲ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻀﻌﻴﻔﺔ‪:‬‬
‫ﻫﻲ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﱵ ﻻ ﻳﺘﻢ ﺍﻋﺘﻨﺎﻗﻬﺎ ﺑﻘﻮﺓ ﻣﻦ ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ﻭﻻ ﲢﻈﻰ ﺑﺎﻟﺜﻘﺔ ﻭﺍﻟﻘﺒﻮﻝ ﺍﻟﻮﺍﺳـﻊ ﻣـﻦ‬
‫ﻣﻌﻈﻤﻬﻢ‪ ،‬ﻭﺗﻔﺘﻘﺮ ﺍﳌﻨﻈﻤﺔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺇﱃ ﺍﻟﺘﻤﺴﻚ ﺍﳌﺸﺘﺮﻙ ﺑﲔ ﺃﻋﻀﺎﺋﻬﺎ ﺑﺎﻟﻘﻴﻢ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ‪ ،‬ﻭﻫﻨﺎ‬
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‫ﺳﻴﺠﺪ ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺘﻮﺍﻓﻖ ﻭﺍﻟﺘﻮﺣﺪ ﻣﻊ ﺍﳌﻨﻈﻤﺔ ﺃﻭ ﻣﻊ ﺃﻫﺪﺍﻓﻬﺎ ﻭﻗﻴﻤﻬﺎ‪.‬‬
‫ﻓﻔﻲ ﺣﺎﻟﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻀﻌﻴﻔﺔ ﳛﺘﺎﺝ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺇﱃ ﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﻭ‪‬ﺘﻢ ﺍﻹﺩﺍﺭﺓ ﺑـﺎﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﻠـﻮﺍﺋﺢ‬
‫ﻭﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﺮﲰﻴﺔ ﺍﳌﻜﺘﻮﺑﺔ‪ ،‬ﻛﻤﺎ ﺗﺘﺠﺴﺪ ﰲ ﻧﻈﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻷﻭﺗﻮﻗﺮﺍﻃﻴـﺔ ﻭﳕـﻂ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌـﺎﺋﻠﻲ‬
‫ﻭﺍﻟﺴﻴﺎﺳﻲ ﻭﻓﻴﻬﺎ ﺗﻨﺨﻔﺾ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﻳﻘﻞ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻛﻤﺎ ﻗﺪ ﻳﺘﻢ ﻓﻴﻬﺎ‬
‫‪ - 1‬ﳏﻤﻮﺩ ﺳﻠﻤﺎﻥ ﺍﻟﻌﻤﻴﺎﻥ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪. 316‬‬
‫‪ - 2‬ﺷﺎﺭﻟﺰ ﻭﺟﺎﺭﻳﺚ ﺟﻮﻧﺰ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.659 – 658‬‬
‫‪ - 3‬ﻣﺼﻄﻔﻰ ﳏﻤﻮﺩ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺩﻟﻴﻞ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻭﺇﻋﺪﺍﺩ ﺍﳋﻄﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ، ،‬ﺹ ‪.145‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻐﺮﺑﺔ ﻋﻦ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍ‪‬ﺘﻤﻊ ﻭﺍﶈﻴﻂ ﻭﻫﻲ ﻇﺎﻫﺮﺓ ﺍﻻﻏﺘﺮﺍﺏ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،1‬ﺣﻴﺚ ﺗﺒـﺪﻭ‬
‫ﺍﻟﻘﻴﻢ ﻭﺍﳌﻌﺎﻳﲑ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻋﺪﳝﺔ ﺍﳌﻌﲎ ﻟﻠﻔﺮﺩ‪ ،‬ﻭﻳﺸﻌﺮ ﺍﻟﻔﺮﺩ ﺑﺎﻟﻌﺰﻟﺔ ﻭﺍﻹﺣﺒﺎﻁ‪.‬‬
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‫ﺛﺎﻟﺜﺎ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﺜﺎﻟﻴﺔ‪:‬‬
‫ﻳﺮﻯ ﻛﻞ ﻣﻦ ‪ Drucker‬ﻭ‪ Waterman, Ouchi‬ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﺛﻘﺎﻓـﺔ ﻣﻨﻈﻤﻴـﺔ ﻣﺜﺎﻟﻴـﺔ‬
‫ﻭﻭﺣﻴﺪﺓ‪ ،‬ﻭﺍﻟﱵ ﲤﻴﺰ ﺃﺣﺴﻦ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﻨﺎﺟﺤﺔ‪ ،‬ﻫﺬﻩ ﺍﻟﺜﻘﺎﻓﺔ ﳚﺐ ﺃﻥ ﲤﺘﻠﻜﻬﺎ ﻛﻞ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺮﺍﻏﺒـﺔ‬
‫ﰲ ﺍﻟﻨﺠﺎﺡ‪ 3.‬ﻭﻳﺮﺟﻊ ﺃﺻﻮﻝ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ ﺇﱃ ﺍﻷﻣﺮﻳﻜـﻲ ﻓﺮﻳـﺪﺭﻳﻚ ﺗـﺎﻳﻠﻮﺭ‬
‫)‪( Frederick TAYLOR‬ﺣﻴﺚ ﺍﻋﺘﱪ ﺃﻧﻪ ﻣﻦ ﺍﻟﻜﺎﰲ ﲢﺪﻳﺪ ﻟﻜﻞ ﻣﻬﻤﺔ ﺃﺣﺴﻦ ﻃﺮﻳﻘﺔ ﻟـﻸﺩﺍﺀ ﺃﻱ‬
‫ﲢﺪﻳﺪ ﺍﳍﻴﺎﻛﻞ ﺑﺪﻭﻥ ﻏﻤﻮﺽ ﻓﻜﻞ ﺷﻲﺀ ﻣﻀﺒﻮﻁ ﻭﻓﻖ ) ‪ (One best way‬ﻭﻗﺪ ﻛﺎﻥ ﻳﺒﺤﺚ ﻋـﻦ‬
‫‪4‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺜﻠﻰ ﻟﺘﺤﺴﲔ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻜﻴﻔﻴﺔ ) ﺍﳌﻮﻗﻔﻴﺔ (‪:‬‬
‫ﻳﻘﺘﺮﺡ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻣﺜﺎﻝ ﻛﺎﻟﻮﺭﻯ )‪( Calori‬ﻭ ﺩﺭﺍﻛﺮ )‪( Drucker‬ﻣﺪﺧﻞ ﻣﻮﻗﻔﻲ ﻟﻠﺜﻘﺎﻓـﺔ‬
‫ﺃﻱ ﺿﺮﻭﺭﺓ ﺗﻜﻴﻒ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻣﻊ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﺧﺘﺒﺎﺭ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﺟﻴﺪﺓ ﻳﺘﻮﻗﻒ‬
‫ﻋﻠﻰ ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﺍﳌﻨﻈﻤﺔ ﻭﻓﻖ ﺍﺧﺘﻴﺎﺭ ﻣﺒﺪﺃ ) ‪ (Fit way‬ﺫﻟﻚ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﺛﻘﺎﻓـﺔ ﻣﺜﺎﻟﻴـﺔ‬
‫ﺗﺼﻠﺢ ﻟﻜﻞ ﺍﳌﻨﻈﻤﺎﺕ ﻭﰲ ﻛﻞ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﻳﻨﺘﻤﻲ ﻛﻞ ﻣﻨﺎ ﺇﱃ ﻋﺪﺩ ﻣﻦ ﺍﳉﻤﺎﻋﺎﺕ ﺃﻭ ﺷﺮﺍﺋﺢ ﺍ‪‬ﺘﻤﻊ ﰲ ﻭﻗﺖ ﻭﺍﺣﺪ‪ ،‬ﻓﺎﻟﻨﺎﺱ ﳛﻤﻠﻮﻥ ﺻﻔﺎﺕ‬
‫ﺟﺪﻳﺪﺓ ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﻟﱪﳎﺔ ﺍﻟﺬﻫﻨﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﱵ ﺗﺘﻤﺜـﻞ ﰲ‬
‫ﺛﻘﺎﻓﺔ ﺍ‪‬ﺘﻤﻊ ) ﺍﻟﻮﻃﻨﻴﺔ (‪ ،‬ﺛﻘﺎﻓﺔ ﺍﻟﻨﺸﺎﻁ ) ﺍﻟﺼﻨﺎﻋﺔ (‪ ،‬ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺛﻘﺎﻓﺔ ﺍﳉﻤﺎﻋﺎﺕ ﺍﳌﻬﻨﻴﺔ‬
‫) ﻓﺮﻕ ﺍﻟﻌﻤﻞ( ‪.‬‬
‫ﺃﻭﻻ ‪ :‬ﺛﻘﺎﻓﺔ ﺍ‪‬ﺘﻤﻊ‪:‬‬
‫ﺗﺘﻤﺜﻞ ﺍﻟﺜﻘﺎﻓﺔ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﰲ ﺍﻟﻘﻴﻢ ﻭﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﳌﻮﺟـﻮﺩ ﻓﻴـﻪ‬
‫ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﻳﺘﻢ ﻧﻘﻠﻬﺎ ﻣﻦ ﺍ‪‬ﺘﻤﻊ ﺇﱃ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﺎﻣﻠﲔ ﳑﺎ ﻳﺴﺎﻫﻢ ﰲ ﺗـﺸﻜﻴﻞ ﺛﻘﺎﻓـﺔ‬
‫‪ - 1‬ﺃﲪﺪ ﺑﻮﺷﻨﺎﻓﺔ ﻭﺃﲪﺪ ﺑﻮﺳﻬﻤﲔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.06‬‬
‫‪ - 2‬ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ‪ ،‬ﺃﺛﺮ ﺍﻟﺒﻴﺌﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ، ،‬ﺹ ‪.226‬‬
‫‪- 3‬ﻛﻤﺎﻝ ﻗﺎﲰﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ﺹ ‪.34‬‬
‫‪ - 4‬ﳏﻤﺪ ﺍﻟﻄﺎﻫﺮ ﺑﻮﺑﺎﻳﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪. 49‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺗﻨﻈﻴﻤﻴﺔ‪ ،‬ﻭﺗﺘﺄﺛﺮ ﻫﺬﻩ ﺍﻟﺜﻘﺎﻓﺔ ﺑﻌﺪﺩ ﻣﻦ ﺍﻟﻘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﻣﺜـﻞ‪ :‬ﺍﻟﻨﻈـﺎﻡ ﺍﻟـﺴﻴﺎﺳﻲ‪ ،‬ﺍﻟﻨﻈـﺎﻡ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ‪،‬ﺍﻟﻈﺮﻭﻑ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪ ،‬ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻭﺍﻟﻌﻮﳌﺔ ‪ ،‬ﺗﻌﻤﻞ ﺍﳌﻨﻈﻤﺔ ﺩﺍﺧﻞ ﻫﺬﺍ ﺍﻹﻃﺎﺭ‬
‫ﺍﻟﻌﺎﻡ ﻟﺜﻘﺎﻓﺔ ﺍ‪‬ﺘﻤﻊ ﺣﻴﺚ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻨﻈﻤﺔ ﻭﺃﻫﺪﺍﻓﻬﺎ ﻭﻣﻌﺎﻳﲑﻫﺎ ﻭﳑﺎﺭﺳﺎ‪‬ﺎ‪ ،‬ﻭﻟﻜﻲ ﲢﻈﻰ‬
‫ﺍﳌﻨﻈﻤﺔ ﺑﺎﻟﻘﺒﻮﻝ ﻭﺍﻟﺸﺮﻋﻴﺔ ﻭﺟﺐ ﻋﻠﻴﻬﺎ ﺃﻥ ﺗﻜﻮﻥ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎ‪‬ﺎ ﻭﻣﻨﺘﺠﺎ‪‬ﺎ ﻣﺘﻮﺍﻓﻘﺔ ﻣﻊ ﺛﻘﺎﻓﺔ ﺍ‪‬ﺘﻤـﻊ‬
‫ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻓﻴﻪ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺛﻘﺎﻓﺔ ﺍﻟﻨﺸﺎﻁ ) ﺍﻟﺼﻨﺎﻋﺔ (‪:‬‬
‫ﺇﻥ ﺍﻟﻘﻴﻢ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﺍﳋﺎﺻﺔ ﲟﻨﻈﻤﺔ ﻣﺎ ﳒﺪﻫﺎ ﻣﻌﺘﻨﻘﺔ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻣﻦ ﻃﺮﻑ ﻣﻌﻈﻢ ﺍﳌﻨﻈﻤﺎﺕ‬
‫ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﻧﻔﺲ ﺍﻟﻨﺸﺎﻁ ) ﺍﻟﺼﻨﺎﻋﺔ ( ﺃﻱ ﺃﻥ ﻫﻨﺎﻙ ﺗﺸﺎﺑﻪ ﰲ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﻨﻈﻤﺎﺕ ﺍﻟﻌﺎﻣﻠﺔ ﰲ‬
‫ﻧﻔﺲ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺗﻜﻮﻳﻦ ﳕﻂ ﻣﻌﲔ ﺩﺍﺧﻞ ﺍﻟﺼﻨﺎﻋﺔ ﻳﻜﻮﻥ ﻟﻪ ﺗﺄﺛﲑ ﻋﻠﻰ ﳕﻂ ﺍﲣﺎﺫ ﺍﻟﻘـﺮﺍﺭ‬
‫ﻣﺜﻼ ﳕﻂ ﺣﻴﺎﺓ ﺍﻷﻋﻀﺎﺀ‪ ،‬ﻧﻮﻉ ﺍﳌﻼﺑﺲ‪ ،‬ﻭﻳﺘﻀﺢ ﺫﻟﻚ ﺟﻠﻴﺎ ﰲ ﺍﻟﻨﻤﻂ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﺒﻨﻮﻙ ﻭﺍﻟﻔﻨﺎﺩﻕ ﻣﺜﻼ‪.‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‪:‬‬
‫ﻭﻳﻘﺼﺪ ‪‬ﺎ ﳎﻤﻮﻋﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﳌﺸﺘﺮﻛﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭ ﲨﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤـﺔ ﻭ‬
‫ﺍﻟﻨﺎﺗﺞ ﻣﻦ ﺗﻼﻗﻲ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﳉﺰﺋﻴﺔ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﻓﺮﻳﻖ ﻋﻤﻞ ﺩﺍﺧـﻞ ﺍﳌﻨﻈﻤـﺔ ﻭ ﺗﻌﺎﻣـﻞ ﺍﻷﻓـﺮﺍﺩ ﻭ‬
‫ﺍﺣﺘﻜﺎﻛﻬﻢ ﺍﻟﺪﺍﺋﻢ ﺑﺒﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻷﻃﺮ ﻭ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﱵ ﲢﺪﺩﻫﺎ ﺍﳌﻨﻈﻤﺔ ﳑﺎ‬
‫ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻮﺟﺪ ﳕﻄﺎ ﺗﻔﻜﲑﻳﺎ ﻭ ﺛﻘﺎﻓﻴﺎ ﻣﺘﺠﺎﻧﺴﺎ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ‪ ،‬ﳑﺎ ﳝﻜﻦ ﺃﻓﺮﺍﺩ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺍﻻﻟﺘﺰﺍﻡ‬
‫ﺑﺘﻨﻔﻴﺬ ﺳﻴﺎﺳﺎﺕ ﻭ ﻗﺮﺍﺭﺍﺕ ﺍﳌﻨﻈﻤﺔ ﻭ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ ؛ ﺫﻟﻚ ﺃﻧﻪ ﺣﺴﺐ ﻫﻮﻓﺴﺘﻴﺪ‪ 1‬ﻓـﺈﻥ ﺍﻟﺘﻤﻴـﺰ‬
‫ﻳﺘﺤﻘﻖ ﻣﻦ ﺧﻼﻝ ﺇﳚﺎﺩ ﳕﻂ ﻣﺸﺘﺮﻙ ﻟﻠﺘﻔﻜﲑ ﻭ ﺍﻟﺘﺼﺮﻑ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ‪.‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺛﻘﺎﻓﺔ ﺍﳉﻤﺎﻋﺎﺕ ﺍﳌﻬﻨﻴﺔ ) ﻓﺮﻕ ﺍﻟﻌﻤﻞ (‪:‬‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺩﺍﺧﻞ ﺃﻱ ﻣﻨﻈﻤﺔ ﳝﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ ﺣﺴﺐ ﻣﺴﺘﻮﻳﺎﺕ ﻫﺮﻣﻴـﺔ‪،‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﺍﻹﻃﺎﺭﺍﺕ ﺍﻟﺴﺎﻣﻮﻥ‪ ،‬ﺇﻃﺎﺭﺍﺕ ﻣﺘﻮﺳﻄﺔ ﻭﺃﻋﻮﺍﻥ ﺍﻟﺘﺤﻜﻢ‪ ،‬ﺗﻘﻨﻴﲔ‪ ،‬ﺇﺩﺍﺭﻳﲔ ﻭﻋﻤﺎﻝ‪ ،2‬ﺃﻭ‬
‫ﺣﺴﺐ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﻣﺜﻞ‪ :‬ﻗﺴﻢ‪ ،‬ﻣﺼﻠﺤﺔ‪ ،‬ﻭﺭﺷﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﻘﺼﺪ ﺑﻪ ﻓﺮﻳﻖ ) ﲨﺎﻋﺔ( ﺍﻟﻌﻤـﻞ‪،‬‬
‫ﻭﻳﺘﻌﲔ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺔ ﺇﺣﺪﺍﺙ‪ ،‬ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﻼﺣﻢ ﻭﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺃﻋﻀﺎﺀ ﻭﻓﺮﻳـﻖ ﺍﻟﻌﻤـﻞ ﺑﻐﻴـﺔ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﺮﺗﻔﻊ ﻣﻦ ﺍﻷﺩﺍﺀ ﺫﻟﻚ ﺃﻥ ﳉﻤﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﺩﻭﺭ ﻣﻬﻢ ﰲ ﺍﻟﺮﻓﻊ ﻣﻦ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫‪1 -‬‬
‫‪Med NOUIGA , OP Cit , P69‬‬
‫‪-Ibid .‬‬
‫‪2‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﳋﺎﻣﺲ‪ :‬ﻭﻇﺎﺋﻒ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺁﻟﻴﺎﺕ ﺗﺸﻜﻴﻠﻬﺎ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪:‬ﻭﻇﺎﺋﻒ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﲤﺜﻞ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﶈﺮﻙ ﺍﻷﺳﺎﺳﻲ ﻟﻨﺠﺎﺡ ﺃﻱ ﻣﻨﻈﻤﺔ‪ ،‬ﻓﻬﻲ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻛﺒﲑﺍ ﰲ ﲤﺎﺳﻚ ﺍﻷﻓﺮﺍﺩ‬
‫ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻫﻮﻳﺔ ﺍﳉﻤﺎﻋﺔ ﺫﻟﻚ ﺃ‪‬ﺎ ﺃﺩﺍﺓ ﻓﻌﺎﻟﺔ ﰲ ﺗﻮﺟﻴﻪ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣـﺴﺎﻋﺪ‪‬ﻢ ﻋﻠـﻰ ﺃﺩﺍﺀ‬
‫ﺃﻋﻤﺎﳍﻢ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻠﻮﺍﺋﺢ ﻏﲑ ﺍﻟﺮﲰﻴﺔ ﺍﻟﱵ ﺗﻌﺘﱪ ﻣﺮﺷﺪﺍ ﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﺼﺮﻑ‬
‫ﰲ ﳐﺘﻠﻒ ﺍﳌﻮﺍﻗﻒ‪ .‬ﻓﻬﻲ ﺗﺆﺩﻱ ﻋﺪﺓ ﻭﻇﺎﺋﻒ ﻣﻬﻤﺔ ﻣﻨﻬﺎ‪:1‬‬
‫ ﺗﻮﺟﺪ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻜﻴﺎﻥ ﻭ ﺍﳍﻮﻳﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﻭﲤﻜﻨﻬﻢ ﻣﻦ ﺇﳚﺎﺩ ﺍﻻﻟﺘﺰﺍﻡ ﺑﻴﻨﻬﻢ ‪.‬‬‫ ﺗﺪﻋﻢ ﺍﺳﺘﻘﺮﺍﺭ ﺍﳌﻨﻈﻤﺔ ﻛﻨﻈﺎﻡ ﺍﺟﺘﻤﺎﻋﻲ ﻭﲤﻜﻨﻬﺎ ﻣﻦ ﺍﻟﺒﻘﺎﺀ ﻭ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺑﻴﺌﺘﻬﺎ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬‫ ﲢﻘﻴﻖ ﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ ﳑﺎ ﳝﻜﻨﻬﺎ ﻣﻦ ﺍﻟﻨﻤﻮ ﻭ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻭﺍﻟﺒﻘﺎﺀ ﻭ ﲢﻘﻴﻖ‬‫ﺍﻟﺘﻜﺎﻣﻞ ﺍﻟﺪﺍﺧﻠﻲ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺧﻼﻝ ﺇﳚﺎﺩ ﳕﻂ ﻣﻼﺋﻢ ﻟﻼﺗﺼﺎﻝ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻭ ﺍﻟﻌﻤـﻞ ﻣﻌـﺎ‬
‫ﺑﻔﻌﺎﻟﻴﺔ‪.‬‬
‫ ﲢﻘﻴﻖ ﺍﻟﺘﻜﻴﻒ ﺑﲔ ﺍﳌﻨﻈﻤﺔ ﻭﺑﻴﺌﺘﻬﺎ ﺍﳋﺎﺭﺟﻴﺔ ﻣﻦ ﺧﻼﻝ ﺳﺮﻋﺔ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻭ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻷﻃﺮﺍﻑ‬‫ﺍﳋﺎﺭﺟﻴﺔ ﺫﻭﻱ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻭ ﺭﺳﺎﻟﺔ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺧﻼﻝ ﺗﻮﺟﻴﻪ ﺍﻷﻓﺮﺍﺩ ﻭ ﺇﺭﺷﺎﺩﻫﻢ ﳓﻮ ﺫﻟﻚ‪.‬‬‫ ﲢﺪﻳﺪ ﻃﺮﻳﻘﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﲢﺮﻛﺎﺕ ﺍﳌﻨﺎﻓﺴﲔ ﻭ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺴﺮﻳﻌﺔ ﳓﻮ ﺗﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻌﻤـﻼﺀ‬‫ﺑﻐﻴﺔ ﲤﻜﲔ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺍﻟﻨﻤﻮ ﻭ ﺍﻟﺒﻘﺎﺀ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺑﺎﻟﻎ ﺍﻷﳘﻴﺔ ﰲ ﺇﳚﺎﺩ ﺍﻻﻟﺘﺰﺍﻡ ﻭ ﺍﻟﻮﻻﺀ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺗﻐﻠﻴـﺐ‬
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‫ﺍﳌﺼﻠﺤﺔ ﺍﳉﻤﺎﻋﻴﺔ ﻋﻠﻰ ﺍﳌﺼﻠﺤﺔ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪:‬ﺁﻟﻴﺎﺕ ﺗﺸﻜﻴﻞ ﻭ ﺑﻨﺎﺀ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﻳﺘﻄﻠﺐ ﺑﻨﺎﺀ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻗﻮﻳﺔ ﺫﺍﺕ ﺗﻜﻴﻒ ﻋﺎﻝ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺿﺮﻭﺭﺓ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﺍﳉﺪﺩ " ﺫﻟﻚ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﻇﻔﲔ ﺧﻄﻮﺓ ﺭﺋﻴﺴﻴﺔ ﰲ ﺗﺸﻜﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺫﻟﻚ ﺃﻧﻪ ﻭﻣـﻦ‬
‫ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻳﺘﻢ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﺮﻯ ﺍﳌﻨﻈﻤﺎﺕ ﺃﻥ ﻟﺪﻳﻬﻢ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺼﻔﺎﺕ‬
‫ﻭﺍﻷﳕﺎﻁ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺍﳋﻠﻔﻴﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﳍﺎ‪ ،‬ﻓﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻴﲔ ﺗﻌﲏ ﰲ‬
‫‪ - 1‬ﺗﻮﻣﺎﺱ ﻭﻫﻴﻠﻦ ﻭﺩﺍﻓﻴﺪ ﻫﻨﺠﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.185‬‬
‫‪ - 2‬ﻓﻼﺡ ﺣﺴﻦ ﻋﺪﺍﻱ ﺍﳊﺴﻴﲏ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ – ﻣﻔﺎﻫﻴﻤﻬﺎ ﻣﺪﺍﺧﻠﻬﺎ ﻭﻋﻤﻠﻴﺎ‪‬ﺎ ﺍﳌﻌﺎﺻﺮﺓ‪ ،-‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪ ،2000 ،‬ﺹ‬
‫‪.94‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫‪‬ﺎﻳﺔ ﺍﻷﻣﺮ ﺍﺧﺘﻴﺎﺭ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﺘﻔﻘﻮﻥ ﻣﻊ ﻗﻴﻢ ﺍﳌﻨﻈﻤﺔ "‪ 1،‬ﻭﺑﻌﺪ ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﻴﺎﺭ ﳜﻀﻊ ﺍﻟﻌﺎﻣﻠﻮﻥ‬
‫ﺍﳉﺪﺩ ﺇﱃ ﻣﻘﺎﺑﻼﺕ ﺻﺎﺭﻣﺔ ﲝﻴﺚ ﻳﺘﻢ ﻓﻘﻂ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﻳﻼﺋﻤﻮﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻭﺃﻥ ﻳﻜﻮﻥ‬
‫ﻟﺪﻳﻬﻢ ﺍﺳﺘﻌﺪﺍﺩ ﻭﻣﻴﻞ ﻟﻘﺒﻮﻝ ﻫﺬﻩ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﺑﻌﺪ ﺫﻟﻚ ﳜﻀﻊ ﻫﺆﻻﺀ ﺍﻷﻋﻀﺎﺀ ﺍﳉﺪﺩ ﺇﱃ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻄﻮﻳﻊ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺬﻱ ﻳﻌﺘﱪ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﺗﺴﻬﻢ ﰲ ﺑﻨﺎﺀ ﻭﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺫﻟـﻚ‬
‫ﻷﻧﻪ ﳝﺜﻞ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ ﻳﺘﻢ ﺍﻛﺘﺴﺎﺏ ﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﻭﺍﻟﻘﻴﻢ ﻭﺍﻻﻓﺘﺮﺍﺿﺎﺕ ﺍﻟﱵ ﺗﻜﻮﻥ ﺍﻟﺜﻘﺎﻓﺔ‪" ،‬‬
‫ﻓﻬﻮ ﺍﻵﻟﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﻳﻨﻘﻞ ‪‬ﺎ ﺍﻹﻃﺎﺭ ﺍﻟﺜﻘﺎﰲ ﻣﻦ ﺟﻴﻞ ﺇﱃ ﺟﻴﻞ ﻭﻣﻦ ﺷـﺨﺺ ﺇﱃ ﺷـﺨﺺ " ‪.2‬‬
‫ﻓﺎﻟﺜﻘﺎﻓﺔ ﺍﻟﻀﻌﻴﻔﺔ ﺍﻟﱵ ﺗﺴﻮﺩ ﺍﳌﻨﻈﻤﺔ ﻫﻲ ﺗﻌﺒﲑ ﻋﻦ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟـﺴﻴﺊ ﻟﻠﻌـﺎﻣﻠﲔ‪ ،‬ﻭﻋـﺪﻡ ﺍﻟﺘﺄﻫﻴـﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻜﺎﰲ ﳍﻢ ﻭﺳﻮﺀ ﺗﻮﺯﻳﻊ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺍﻓﺘﻘﺎﺭ ﺍﻟﺘﻼﺣﻢ ﰲ ﺍﳋـﱪﺍﺕ‪ ،‬ﻭﻟﻜـﻦ ﺗﻮﺻـﻠﺖ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﱃ ﺃﻥ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﱵ ﺗﺴﻮﺩﻫﺎ ﺛﻘﺎﻓﺎﺕ ﻗﻮﻳﺔ ﺗﻌﺎﱐ ﻣﻦ ﺍﻵﻻﻡ ﻟﺘﻌﺮﺽ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺎ ﺇﱃ ﻋﻤﻠﻴﺔ‬
‫ﺗﻄﺒﻴﻊ ﺍﺟﺘﻤﺎﻋﻲ ﳏﻜﻤﺔ ﻭﻗﺎﺳﻴﺔ‪.‬‬
‫ﺃﻭﻻ‪:‬ﺧﻄﻮﺍﺕ ﺗﺸﻜﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
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‫ﻫﻨﺎﻙ ﺧﻄﻮﺍﺕ ﳏﺪﺩﺓ ﻟﺘﺸﻜﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﺄﺧﺬ ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺿﺮﻭﺭﺓ ﺍﳊﺮﺹ ﻭ ﺍﳉﺪﻳﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳉﺪﺩ ﲟﺎ ﳝﻜﻦ ﻣﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﻗـﺎﺩﺭﻳﻦ‬‫ﻋﻠﻰ ﻗﺒﻮﻝ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭ ﺍﻟﺘﻜﻴﻒ ﻣﻌﻬﺎ‪.‬‬
‫ ﲡﺮﻳﺪ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳉﺪﺩ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﻭ ﺍﳋﱪﺍﺕ ﻭ ﺍﻟﻘﻴﻢ ﻭ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺎﺑﻘﺔ ﺑﻐﻴﺔ ﲤﻜﻴﻨﻬﻢ ﻣـﻦ‬‫ﺗﺒﲏ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻭ ﻛﺬﺍ ﻗﻮﺍﻋﺪ ﺍﻟﺴﻠﻮﻙ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻨﻈﻤﺔ‪.‬‬
‫ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺪﻭﺭﻱ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬‫ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﻢ ﺍﳌﻜﺎﻓﺄﺓ ﻭ ﺍﻟﺘﺤﻔﻴﺰ ﺑﻌﻨﺎﻳﺔ ‪‬ﺪﻑ ﺗﺪﻋﻴﻢ ﺍﻷﺩﺍﺀ ﺍﳉﻴﺪ ﻭ ﺍﻟﺬﻱ ﳛﻘﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ‪.‬‬‫ ﺇﺭﺷﺎﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺩﻭﺭﻳﺎ ﻟﻠﺘﺄﻛﻴﺪ ﻣﻦ ﺍﻧﺘﺸﺎﺭ ﻭ ﺍﻋﺘﻨﺎﻕ ﺍﻷﻓﺮﺍﺩ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ‪.‬‬‫ ﺗﻌﺮﻳﺾ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻠﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻮﺍﻗﻒ ﻭ ﺍﻟﱵ ﻣﻦ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺗﻌﺰﻳﺰ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻟﺪﻳﻬﻢ‬‫ ﺗﻜﻠﻴﻒ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻠﻘﻴﺎﻡ ﺑﺒﻌﺾ ﺍﻷﻋﻤﺎﻝ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻘﻠﻴﺪ ﻭ ﺍﶈﺎﻛﺎﺓ ﻛﺘﺪﺭﻳﺐ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻠـﻰ‬‫ﺗﺒﲏ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪-1‬ﳏﻤﺪ ﺻﺎﱀ ﺍﻟﻘﺮﻳﻮﰐ‪ ،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪،‬ﺩﺍﺭ ﺍﻟﺸﺮﻭﻕ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ ‪،‬ﻋﻤﺎﻥ ‪ ،‬ﺍﻻﺭﺩﻥ ‪، 2000،‬ﺹ ‪.164‬‬
‫‪ - 2‬ﻫﺎﺭﻭﻟﺪ ﻟﻴﻘﺖ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﺍﺋﺪﺓ – ﺑﻨﺎﺀ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﻘﻴﻢ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ‪ ،-‬ﺗﺮﲨﺔ‪ :‬ﻃﺎﻳﻞ ﺍﻟﺴﻌﻴﺪ ﺷﺤﺎﺗﺔ‪ ،‬ﺷﺮﻛﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻜﻮﻳﺘﻴﺔ‬
‫ﺍﶈﺪﻭﺩﺓ‪ ،‬ﺍﻟﻜﻮﻳﺖ ‪ ،1987‬ﺹ ‪.255‬‬
‫‪ - 3‬ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺍﳌﺮﺳﻰ ﻭﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ – ﻧﻈﺮﻳﺎﺕ ﻭﳕﺎﺫﺝ ﻭﺗﻄﺒﻴﻖ ﻋﻤﻠﻲ ﻹﺩﺍﺭﺓ ﺍﻟﺴﻠﻮﻙ ﰲ ﺍﳌﻨﻈﻤﺔ ‪ ،-‬ﺍﻟﺪﺍﺭ‬
‫ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ، 2002 .‬ﺹ ‪.441 – 440‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺛﺎﻧﻴﺎ ‪:‬ﳑﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭ ﺗﺄﺛﲑﻫﺎ ﰲ ﺑﻨﺎﺀ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ‪:‬‬
‫ﺭﻏﻢ ﺃﳘﻴﺔ ﺍﻟﻘﻴﻢ ﺍﳌﻌﻠﻨﺔ ﺇﻻ ﺃﻥ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺗﺒﻘﻲ ﺍﻻﺧﺘﻴﺎﺭ ﺍﳊﻘﻴﻘﻲ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ‬
‫ﺍﻟﺴﺎﺋﺪﺓ ‪ ،‬ﻷﻧﻪ ﰲ ﺍﻟﻮﺍﻗﻊ ﻳﺘﺒﲔ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﻌﻜﺲ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﲔ ﺃﻭ ﻫﻲ ﻣﻦ‬
‫ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﲔ ﺃﻱ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺃﻭ ﺍﳍﻴﺌﺔ ﺍﳌﺆﺳﺴﺔ ﻫﻲ ﺃﻭﻝ ﻣﻦ ﺗﺼﻨﻊ ﺍﻟﻠﺒﻨﺎﺕ ﺍﻷﻭﱃ ﻟﺒﻨﺎﺀ ﺛﻘﺎﻓﺔ‬
‫ﺗﻨﻈﻴﻤﻴﺔ ﻓﻘﺪ ﺗﺮﻓﻊ ﺑﻌﺾ ﺍﻟﺸﻌﺎﺭﺍﺕ ﻭﺗﺘﺒﲎ ﻗﻴﻢ ﺍﻹﳒﺎﺯ ﻭﺍﻟﺸﻔﺎﻓﻴﺔ ﻭﺍﳌﺒﺎﺩﺭﺓ ﻭﺍﳌﺴﺎﺀﻟﺔ ﻭﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‬
‫‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺇﻻ ﺃﻧﻪ ﰲ ﺍﻟﻮﺍﻗﻊ ﳒﺪ ﻋﻜﺲ ﺫﻟﻚ ﳑﺎ ﻳﻀﻌﻒ ﻣـﻦ ﻭﻻﺀ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﻭﺍﻧﺘﻤﺎﺋﻬﻢ ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻹﳚﺎﺑﻴﺔ ﻫﻲ ﺍﻟﱵ ﺗﺸﻜﻞ ﺍﻟﺜﻘﺎﻓـﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ‬
‫ﻭﻟﻴﺴﺖ ﺍﻟﺸﻌﺎﺭﺍﺕ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﱵ ﻻ ﺗﻄﺒﻖ ‪.‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺴﺎﺩﺱ ‪ :‬ﺃﳘﻴﺔ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭ ﻣﻌﺎﻳﲑ ﻗﻴﺎﺳﻬﺎ‪:‬‬
‫ﺃﻭﻻ ‪:‬ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ‪:‬‬
‫ﻗﺒﻞ ﺍﻟﺘﻄﺮﻕ ﻭﺍﻟﺘﻌﺮﻳﺞ ﻋﻠﻰ ﻣﻮﻗﻊ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺿﻤﻦ ﺇﻃﺎﺭ ﻋﻤﻠﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻳﺘﻌﲔ ﻋﻠﻴﻨﺎ ﺍﻟﺮﺟﻮﻉ‬
‫ﺇﱃ ﺑﻌﺾ ﺍﻷﺳﺎﺳﻴﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻟﺘﻄﻮﺭ ﺑﻌﺾ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻭﻗﺪ ﻗﺴﻢ ﻫﺬﺍ ﺍﻟﺘﻄـﻮﺭ‬
‫ﺍﻷﺳﺘﺎﺫ ﺭﻳﺘﺸﺎﺭﺩ ﺳﻜﻮﺕ )‬
‫ﺗﻮﺿﻴﺢ ﺫﻟﻚ ﰲ ﺍﳌﺼﻔﻮﻓﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ‪ (02) :‬ﻳﻮﺿﺢ ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‬
‫‪Scott‬‬
‫‪( Richard‬ﻣﻦ ﺟﺎﻣﻌﺔ ‪ Stanford‬ﺇﱃ ﺃﺭﺑـﻊ ﻣﺮﺍﺣـﻞ ﻭﳝﻜـﻦ‬
‫ﺍﻟﻨﻈـــــــــﺎﻡ‬
‫ﺍﳌﻔﺘﻮﺡ‬
‫ﺍﳌﻐﻠﻖ‬
‫‪1960 – 1970‬‬
‫‪1900 – 1930‬‬
‫‪Chandler‬‬
‫‪Lorsch‬‬
‫‪Lawrence‬‬
‫‪1970‬‬
‫ﺍﻵﻥ‬
‫‪March‬‬
‫‪Weick‬‬
‫‪Taylor‬‬
‫‪Weber‬‬
‫ﺍﻟﺮﺷﻴﺪ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫‪1930 – 1960‬‬
‫‪Mayo‬‬
‫‪MC Gregor‬‬
‫‪Bernard‬‬
‫‪Selznick‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﺜﻤﺎﻥ ﺣﺴﻦ ﻋﺜﻤﺎﻥ‪ :‬ﳏﺎﺿﺮﺍﺕ ﰲ ﻣﻘﻴﺎﺱ ﻧﻈﺮﻳﺔ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﻣﺎﺟﺴﺘﲑ‪ ،‬ﲣﺼﺺ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ ﻗﺴﻢ‬
‫ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﳉﺎﻣﻌﻴﺔ ‪.2004/2003‬‬
‫ﺗﺒﲔ ﺍﳌﺼﻔﻮﻓﺔ ﺃﻋﻼﻩ ﺃﻫﻢ ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﻣﺮ ‪‬ﺎ ﺗﻄﻮﺭ ﻧﻈﺮﻳﺔ ﺍﻹﺩﺍﺭﺓ ﻣﻊ ﺃﻫﻢ ﺭﻭﺍﺩ ﻛﻞ ﻣﺮﺣﻠﺔ ﺣﻴﺚ‬
‫ﳝﺜﻞ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻐﻠﻖ ﲡﺎﻫﻞ ﻛﻠﻲ ﻟﻠﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﺃﻣﺎ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ ﻓﻴﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺗﺄﺛﲑﺍﺕ ﺍﻟﺒﻴﺌـﺔ‬
‫ﺍﳋﺎﺭﺟﻴﺔ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﻛﺬﺍ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪ -1‬ﻣﺮﺣﻠﺔ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻐﻠﻖ ﺫﻭ ﺍﻟﻘﺎﺋﺪ ﺍﻟﺮﺷﻴﺪ ﻣﺆﺩﺍﻫﺎ ﺃﻧﻪ ﺑﺎﻹﻣﻜﺎﻥ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ -2‬ﻣﺮﺣﻠﺔ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻐﻠﻖ ﺫﻭ ﺍﻟﻘﺎﺋﺪ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺗﺆﻛﺪ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻔﺮﺩ ﰲ ﺍﳌﻨﻈﻤﺔ ﳑﺎ‬
‫ﻳﺆﺛﺮ ﻋﻠﻰ ﺃﺩﺍﺋﻪ ﻭﺇﻧﺘﺎﺟﻴﺘﻪ‪.‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫‪ -3‬ﻣﺮﺣﻠﺔ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻔﺘﻮﺡ ﺫﻭ ﺍﻟﻘﺎﺋﺪ ﺍﻟﺮﺷﻴﺪ‪ :‬ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﻟﻠﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﺗﺄﺛﲑ ﻋﻠـﻰ ﺍﳍﻴﺎﻛـﻞ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ ﻭﻛﺬﺍ ﺍﳌﻨﻈﻤﺔ ﻛﻜﻞ ﻣﻊ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻨﻮﺍﺣﻲ ﺍﻻﺳـﺘﺮﺍﺗﻴﺠﻴﺔ ﰲ ﺇﺩﺍﺭﺓ‬
‫ﺍﳌﻨﻈﻤﺎﺕ‪.‬‬
‫‪ -4‬ﻣﺮﺣﻠﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﳌﻔﺘﻮﺡ‪ :‬ﺯﺍﺩ ﺍﻻﻫﺘﻤﺎﻡ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺑﺄﳘﻴﺔ ﺍﻟﺒﻴﺌـﺔ ﺍﳋﺎﺭﺟﻴـﺔ‪،‬‬
‫ﻭﺍﻧﺼﺒﺖ ﺃﻓﻜﺎﺭ ﺍﳌﻨﻈﺮﻳﻦ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻏﲑ ﺍﻟﺮﲰﻲ ﻭﺍﳌﺒـﺎﺩﺭﺓ ﺍﻟﺸﺨـﺼﻴﺔ ﻭﺍﻟﺘﻄـﻮﺭ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﻹﺩﺍﺭﺓ ﻭﻣﻦ ﺃﳘﻬﺎ ﻣﺪﺧﻞ ﺍﻻﻣﺘﻴﺎﺯ ﻟﻜـﻞ ﻣـﻦ‬
‫‪ Peters & Waterman‬ﺣﻴﺚ ﻗﺎﻣﺎ ﺑﺒﺤﺚ ﻣﻮﺿﻮﻉ ﺍﻟﺘﻤﻴﺰ ﺍﻹﺩﺍﺭﻱ ﻟﺒﻌﺾ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
‫ﺍﻟﺮﺍﺋﺪﺓ ﻣﻌﺘﻤﺪﻳﻦ ﰲ ﲢﻠﻴﻠﻬﻤﺎ ﻋﻠﻰ ﺇﻃﺎﺭ ﻣﺎﻙ ﻛﻴﱰﻱ )‪ -( MCKinsey‬ﺍﻟﺬﻱ ﺳـﻴﺘﻢ ﻋﺮﺿـﻪ‬
‫ﻻﺣﻘﺎ– ﻛﻤﺪﺧﻞ ﻧﻈﺮﻱ ﻟﺘﺤﻠﻴﻠﻬﻤﺎ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﻨﺘﺠﺎ ﲦﺎﻧﻴﺔ ﻣﺒﺎﺩﺉ ﻛﺎﻧﺖ ﺍﻟﺴﺒﺐ ﰲ ﲢﻘﻴﻖ ﺍﻟﺘﻤﻴـﺰ‬
‫*‬
‫ﳍﺬﻩ ﺍﻟﺸﺮﻛﺎﺕ‪.‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ‪ ( 03) :‬ﺇﻃﺎﺭ ﻣﺎﻛﱰﻱ‪.‬‬
‫اﻟﮭﯿﻜﻞ‬
‫‪Structure‬‬
‫اﻷﻧﻈﻤﺔ‬
‫‪System‬‬
‫اﻟﻘﯿﻢ اﻟﻤﺸﺘﺮﻛﺔ‬
‫‪Shared values‬‬
‫ﻧﻤﻂ اﻹدارة‬
‫‪Style‬‬
‫اﻟﻤﻮﻇﻔﯿﻦ‬
‫‪Staff‬‬
‫اﻻﺳﺘﺮاﺗﯿﺠﯿﺔ‬
‫‪Strategy‬‬
‫اﻟﻤﮭﺎرات‬
‫‪Skills‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﺍﳌﻐﺮﰊ‪ :‬ﺍﻹﺩﺍﺭﺓ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﳌﻮﺍﺟﻬﺔ ﺍﻟﻘﺮﻥ ‪ ،21‬ﳎﻤﻮﻋﺔ ﺍﻟﻨﻴﻞ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ ،1999‬ﺹ‬
‫‪.211‬‬
‫* ﺳﯿﺘﻢ اﻟﺘﻄﺮق إﻟﻰ ھﺬه اﻟﻤﺒﺎدئ ﺑﺎﻟﺘﻔﺼﯿﻞ ﻓﻲ ﻣﺒﺤﺚ اﻟﺨﺼﺎﺋﺺ اﻟﺜﻘﺎﻓﯿﺔ ﻟﺒﻌﺾ اﻟﻤﻨﻈﻤﺎت اﻟﺮاﺋﺪة‪.‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺛﺎﻧﻴﺎ‪:‬ﺃﳘﻴﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﻟﻘﺪ ﺩﻟﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﺍﻟﺒﺎﺣﺜﺎﻥ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺃﻥ ﻳﺘﻤﺘﻊ ﻛﻞ ﻣﻨﻬﺞ ﻣﺘﻤﻴﺰ ﻟﻠﺘﻨﻈﻴﻢ ﻋﻠـﻰ‬
‫ﺳﺒﻌﺔ ﻣﺘﻐﲑﺍﺕ ﻋﻠﻰ ﺍﻷﻗﻞ‪ :‬ﺍﳍﻴﻜﻞ‪ ،‬ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺍﳌﻮﻇﻔﲔ‪ ،‬ﳕﻂ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺍﻷﻧﻈﻤﺔ‪ ،‬ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﺍﻟﻘﻴﻢ‬
‫ﺍﳌﺸﺘﺮﻛﺔ ) ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ( ﻭﻗﺪ ﺧﻠﺼﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻷﳘﻴﺔ ﺍﻟﻘﺼﻮﻯ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺗﺄﺛﲑﺍ‪‬ـﺎ‬
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‫ﻋﻠﻰ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﳑﻴﺰ ﻭﳝﻜﻦ ﺗﻠﺨﻴﺺ ﻫﺬﻩ ﺍﻷﳘﻴﺔ ﰲ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ ﻟﻘﺪ ﺗﺒﲔ ﺃﻥ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﱵ ﺭﻛﺰﺕ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﺎﻟﻴﺔ ﱂ ﲢﻘﻖ ﺍﻟﻨﺠﺎﺡ ﺑﻨﻔﺲ ﺍﳌﺴﺘﻮﻯ‬‫ﺍﻟﺬﻱ ﺣﻘﻘﺘﻪ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﱵ ﺭﻛﺰﺕ ﻋﻠﻰ ﺇﺭﺳﺎﺀ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻗﻮﻳﺔ ﻭ ﲢﺪﻳـﺪ ﳎﻤﻮﻋـﺔ ﻣـﻦ‬
‫ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻘﻴﻢ ﺗﻌﻄﻴﻬﺎ ﺍﳌﻜﺎﻧﺔ ﺍﻟﺒﺆﺭﻳﺔ ﰲ ﺍﻟﺘﻌﺎﻣﻞ‪.‬‬
‫ ﺗﺆﺛﺮ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭ ﺍﻟﱵ ﳍﺎ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻨﻤﻴﻂ ﺍﻷﺩﺍﺀ‪.‬‬‫ ﺗﺆﺛﺮ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﻛﻔﺎﺀﺓ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﻭﺟﻌﻞ ﺍﻟﻘﺎﺋﺪ ﻳﻌﻤﻞ ﻋﻠﻰ ﺇﳚﺎﺩ ﺍﻟﺮﻣﻮﺯ ﻭ ﺍﻟﻘﻴﻢ‬‫ﻭ ﺍﻷﺳﺎﻃﲑ ﻭ ﺍﻟﻠﻐﺔ ﻭ ﺍﳌﻌﺘﻘﺪﺍﺕ ﺇﱃ ﺟﺎﻧﺐ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺎﺩﻳﺔ ﻭ ﺍﳌﻠﻤﻮﺳﺔ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫ ﺇﳚﺎﺩ ﻧﻮﻉ ﻣﻦ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﲤﻜﻨﻬﻢ ﻣﻦ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ ﳑﺎ ﻳﺆﺛﺮ ﻋﻠـﻰ ﻛﻔـﺎﺀﺓ‬‫ﺃﺩﺍﺋﻬﻢ‪.‬‬
‫ﳑﺎ ﺳﺒﻖ ﻳﺘﻀﺢ ﻟﻨﺎ ﺟﻠﻴﺎ ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﺃﻥ ﲤﺜﻞ ﻧﻮﻋﺎ ﻣﻦ ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌـﺔ‬
‫ﻟﻸﻓﺮﺍﺩ ﻭﺍﳌﻨﻈﻤﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺄﺛﲑ ﺍﻟﻮﺍﺿﺢ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺧﺎﺻﺔ ﺗﻠـﻚ‬
‫ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻷﻓﺮﺍﺩ ﰲ ﻣﻘﺪﻣﺘﻬﺎ ﻭﻇﻴﻔﺔ ﺍﻟﺘﻮﺟﻴﻪ‪.‬‬
‫ﺛﺎﻟﺜﺎ‪:‬ﻣﻌﺎﻳﲑ ﻗﻴﺎﺱ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﺳﺒﻖ ﻭﺃﻥ ﰎ ﺍﻟﻘﻮﻝ ﺃﻥ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻫﻲ ﻧﺴﻖ ﻣﻦ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻭﺍﻟﻘﻴﻢ ﻭﺍﳌﺒﺎﺩﺉ ﻭﺍﳌﺜﻞ ﺍﻟﻌﻠﻴـﺎ‬
‫ﻭﺍﻟﱵ ﻳﺸﺘﺮﻙ ﻓﻴﻬﺎ ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﱵ ﳍﺎ ﺗﺄﺛﲑ ﻋﻠﻰ ﺳﻠﻮﻛﻬﻢ ﻭﺃﺩﺍﺋﻬﻢ ﻭﻛﺬﻟﻚ ﻋﻠﻰ ﲨﻴﻊ ﻧـﻮﺍﺣﻲ‬
‫ﺍﳊﻴﺎﺓ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻣﺜﻞ ﻛﻴﻔﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﻨﻈﻤﺔ ﻟﻠﺒﻴﺌﺔ‬
‫ﺍﶈﻴﻄﺔ ‪‬ﺎ؛ ﻭﻟﻘﻴﺎﺱ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻃﻮﺭ ﻟﻨﺎ ﻛﻞ ﻣـﻦ ﻫﺎﺭﻳـﺴﻮﻥ ﻭ ﺳـﺘﻮﻛﺮ ) & ‪R.harrison‬‬
‫‪ (H.Stoker‬ﺃﺩﺍﺓ ﻟﻠﻘﻴﺎﺱ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 15‬ﺳﺆﺍﻻ ﻳﺘﻔﺮﻉ ﻛﻞ ﺳﺆﺍﻝ ﺇﱃ ﺃﺭﺑﻌﺔ ﺧﻴﺎﺭﺍﺕ ﰒ ﻳﺘﻢ ﺇﻋﻄـﺎﺀ‬
‫ﺩﺭﺟﺔ ﻋﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳊﺎﻟﻴﺔ ﻭﺩﺭﺟﺔ ﻋﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﺮﺟﻮﺓ ‪ ،‬ﻭﺫﻟﻚ ﳌﻌﺮﻓﺔ ﻣﺴﺘﻮﻯ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ؛ ﻭﺃﻫﻢ‬
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‫ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﳌﻄﺮﻭﺣﺔ ﰲ ﺫﻟﻚ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ - 1‬ﻋﺜﻤﺎن ﺣﺴﻦ ﻋﺜﻤﺎن‪ ،‬دور ﺛﻘﺎﻓﺔ اﻟﻤﻨﻈﻤﺔ ﻓﻲ ﺗﺤﻘﯿﻖ اﻟﻨﺠﺎح واﻟﺘﻤﯿﺰ ‪ ،‬ص ‪. 07‬‬
‫‪ 2‬ﻣﺤﻤﺪ أﻛﺮم اﻟﻌﺪﻟﻮﻧﻲ ‪ ،‬اﻟﻌﻤﻞ اﻟﻤﺆﺳﺴﻲ‪ ،‬دار اﺑﻦ ﺣﺰم ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ واﻟﺘﻮزﯾﻊ‪ ،‬ﺑﯿﺮوت‪ ،‬ﻟﺒﻨﺎن‪ ،2002 ،‬ص ‪.52-44‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ ﳌﻦ ﻳﺘﻮﻗﻊ ﺃﻥ ﻳﻌﻄﻲ ﺃﻓﺮﺍﺩ ﺍﳌﻨﻈﻤﺔ ﺍﻷﻭﻟﻮﻳﺔ؟‬‫‬‫‬‫‪-‬‬
‫‬‫‬‫‬‫‬‫‪-‬‬
‫ﻣﻦ ﻫﻢ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻤﻴﺰﻭﻥ ﰲ ﺍﳌﻨﻈﻤﺔ ؟‬
‫ﻛﻴﻒ ﺗﺘﻌﺎﻣﻞ ﺍﳌﻨﻈﻤﺔ ﻣﻊ ﺃﻓﺮﺍﺩﻫﺎ ؟‬
‫ﻛﻴﻒ ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﳌﻨﻈﻤﺔ ؟‬
‫ﻛﻴﻒ ﻳﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺼﺮﺍﻋﺎﺕ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ؟‬
‫ﻛﻴﻒ ﺗﺘﻌﺎﻣﻞ ﺍﳌﻨﻈﻤﺔ ﻣﻊ ﺑﻴﺌﺘﻬﺎ ؟‬
‫ﻛﻴﻒ ﻳﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻘﻮﺍﻧﲔ ﻭ ﺍﻷﻧﻈﻤﺔ ﰲ ﺣﺎﻟﺔ ﺗﻌﺎﺭﺿﻬﺎ ﻣﻊ ﻣﺼﺎﱀ ﺍﻷﻓﺮﺍﺩ ؟‬
‫ﻋﻠﻰ ﺃﻱ ﺃﺳﺎﺱ ﺗﻘﻮﻡ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ؟‬
‫ﻣﺎ ﻫﻮ ﻣﺼﺪﺭ ﺍﻟﺪﺍﻓﻌﻴﺔ ﳓﻮ ﺍﻟﻌﻤﻞ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ؟‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺴﺎﺑﻊ‪ :‬ﺗﺸﺨﻴﺺ ﻭﺗﻐﻴﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪:‬‬
‫ﺗﻌﺘﱪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺜﻘﺎﰲ ﺧﻄﻮﺓ ﺃﺳﺎﺳﻴﺔ ﳌﻌﺮﻓﺔ ﻣﺴﺘﻮﻯ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﺑﻐﻴﺔ ﺗـﺪﻋﻴﻤﻬﺎ‬
‫ﺃﻭ ﺗﺼﺤﻴﺢ ﻭ ﻋﻼﺝ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺃﻭ ﺗﻐﻴﲑﻫﺎ ﻛﻠﻴﺎ‪ ،‬ﻭﺳﻨﺘﻌﺮﺽ ﰲ ﻫـﺬﺍ ﺍﳌﺒﺤـﺚ ﺇﱃ ﻋﻤﻠـﻴﱵ‬
‫ﺍﻟﺘﺸﺨﻴﺺ ﻭ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺜﻘﺎﰲ‪:‬‬
‫ﻳﻬﺪﻑ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺜﻘﺎﰲ ﺇﱃ ﻓﻬﻢ ﺷﺎﻣﻞ ﻟﻜﻞ ﻣﺎ ﻳﻬﻢ ﺍﳌﺆﺳﺴﺔ ﻭﻭﺟﻮﺩﻫـﺎ‪ ،‬ﳑـﺎ ﻳـﺴﺘﺪﻋﻲ‬
‫ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺍﳋﱪﺍﺕ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺎﺿﻴﺔ‪ ،‬ﺇﱃ ﻣﻬﻨﺘﻬﺎ ﺍﳊﻘﻴﻘﻴﺔ‪ ،‬ﻟﻨﺴﻖ ﻗﻴﻤﻬـﺎ‪ ...‬ﻭ ﺫﻟـﻚ ‪‬ـﺪﻑ‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳊﻠﻮﻝ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﺍﻟﱵ ﺍﺳﺘﻌﻤﻠﺘﻬﺎ ﺍﳌﻨﻈﻤﺔ ﰲ ﺍﳌﺎﺿﻲ ﺑﻨﺠﺎﺡ ‪ 1‬ﺇﺿـﺎﻓﺔ ﺇﱃ‬
‫ﺍﻻﻛﺘﺸﺎﻑ ﺍﻟﺴﺮﻳﻊ ﻭﺍﻟﺬﻛﻲ ﻟﻸﻣﺮﺍﺽ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺗﺪﻋﻴﻢ ﺍﳌﻨﺎﻋﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﱵ ﻳﻜﻮﻥ ﻣﻦ ﺷﺄ‪‬ﺎ ﺑﻨﺎﺀ‬
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‫ﻣﻨﺎﺥ ﺗﻨﻈﻴﻤﻲ ﺇﳚﺎﰊ‪.‬‬
‫ﻓﺎﻟﺘﺸﺨﻴﺺ ﺇﺫﻥ ﻳﻮﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲤﻜﻦ ﻣﻦ ﺇﺣﺪﺍﺙ ﺗﺮﺍﺑﻂ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ﳑﺎ ﳚﻌﻠـﻬﺎ‬
‫ﺫﺍﺕ ﺃﺩﺍﺀ ﻣﺮﺗﻔﻊ ﻭﺑﺎﻟﺘﺎﱄ ﺗﺪﻋﻴﻤﻬﺎ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ ﺑﻨﺠﺎﺡ‪.‬‬
‫ﺇﻥ ﺗﻘﺪﱘ ﺍﻟﺜﻘﺎﻓﺔ ﰲ ﺷﻜﻠﻬﺎ ﺍﻟﻜﻠﻲ ﺻﻌﺐ ﻟﻠﻐﺎﻳﺔ ﻭﻋﻠﻴﻪ ﻓﻤﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻟﻘﻴﺎﻡ ﺑﺘﺸﺨﻴﺺ ﺛﻘـﺎﰲ‬
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‫ﻭﺑﺘﺤﺪﻳﺪ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻣﻦ ﺟﻮﺍﻧﺐ ﻣﺘﻌﺪﺩﺓ ﻭﺍﻟﱵ ﻧﺒﻴﻨﻬﺎ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ - 1‬ﻣﺤﻤﺪ اﻟﻄﺎھﺮ ﺑﻮﺑﺎﯾﺔ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.43‬‬
‫‪ - 2‬ﻋﺒﺪ اﷲ اﻟﺒﺮﯾﺪي‪ ،‬ﻟﻤﺎذا ﻧﺸﺨﺺ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‪ ،‬ﻣﺠﻠﺔ اﻟﺘﺪرﯾﺐ واﻟﺘﻘﻨﯿﺔ‪ ، ،‬اﻟﻤﺆﺳﺴﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﯿﻢ اﻟﻔﻨﻲ واﻟﺘﺪرﯾﺐ‬
‫اﻟﻤﮭﻨﻲ‪ ،‬اﻟﻌﺪد ‪ ،73‬ﻣﺎرس ‪ ، 05‬اﻟﺮﯾﺎض‪ ،‬اﻟﺴﻌﻮدﯾﺔ‪ ،‬ص ‪ .53‬أﻧﻈﺮ ﻣﻮﻗﻊ ‪www.gotevot.edusi‬‬
‫‪ _- 1‬ﻣﺤﻤﺪ اﻟﻄﺎھﺮ ﺑﻮﺑﺎﺑﺔ ‪،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص‪43‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ‪ ( 04 ) :‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫اﻟﺜﻘﺎﻓﺔ اﻟﺨﺎرﺟﯿﺔ‬
‫ﺗﺎرﯾﺦ‬
‫اﻟﻤﺆﺳﺴﺔ‬
‫ﻣﺆﺳﺲ‬
‫اﻟﻤﺆﺳﺴﺔ‬
‫ﺛﻘﺎﻓﺔ‬
‫اﻟﻤﺆﺳﺴﺔ‬
‫ﻣﮭﻨﺔ اﻟﻤﺆﺳﺴﺔ‬
‫ﺗﺴﯿﯿﺮ‬
‫اﻟﻤﺆﺳﺴﺔ‬
‫إﺷﺎرات‪ ،‬رﻣﻮز‬
‫ﺷﻌﺎرات‪ ،‬ﺧﺮاﻓﺎت‬
‫ﻣﻤﻨﻮﻋﺎت‬
‫ﻧﺴﻖ ﻗﯿﻢ اﻟﻤﺆﺳﺴﺔ‬
‫ﻣﺤﯿﻂ اﻟﻤﺆﺳﺴﺔ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﳏﻤﺪ ﺍﻟﻄﺎﻫﺮ ﺑﻮﺑﺎﻳﺔ‪ :‬ﺍﲡﺎﻫﺎﺕ ﺍﳍﻴﺌﺔ ﺍﻟﻮﺳﻄﻰ ﺍﻹﺩﺍﺭﻳﺔ ﳓﻮ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ) ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﺃﺟﺮﻳﺖ ﲟﺆﺳﺴﺎﺕ ﺇﻧﺘﺎﺟﻴﺔ ﻭﺧﺪﻣﺎﺗﻴﺔ (‪،‬‬
‫ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﻌﻤﻞ‪،‬ﲢﺖ ﺇﺷﺮﺍﻑ ﺍﳍﺎﴰﻲ ﻟﻮﻛﻴﺎ ‪ ،‬ﻣﻌﻬﺪ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ 96-95 ،‬ﺹ ‪27‬‬
‫ﺇﻥ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﻜﺎﻣﻞ ﻳﺘﻌﺮﺽ ﳉﻤﻴﻊ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺪﺍﺧﻠﻴﺔ ) ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﺆﺳـﺴﺔ‬
‫(‪ ،‬ﻭﺍﳋﺎﺭﺟﻴﺔ ) ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ( ﻭﻓﻖ‪:‬‬
‫ ﲢﻠﻴﻞ ﻛﻞ ﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻨﻈﻤﺔ ﺃﻭ ﺍﻟﻮﺛﺎﺋﻖ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﳌﻨﻈﻤـﺔ ﻣﺜـﻞ ﺍﻟﻘـﻮﺍﻧﲔ‬‫ﺍﳊﻜﻮﻣﻴﺔ‪.‬‬
‫ ﺍﻟﻘﻴﺎﻡ ﺑﺰﻳﺎﺭﺍﺕ ﻣﻴﺪﺍﻧﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ ﻭﺫﻟﻚ ﺑﻌﺪ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻷﻭﻟﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻮﺛﺎﺋﻖ ﳌﺎ‬‫ﻳﻮﻓﺮﻩ ﺍﳌﻴﺪﺍﻥ ﻣﻦ ﺗﻌﻤﻖ ﰲ ﺍﻟﺘﺤﻠﻴﻞ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻻﺳﺘﻤﺎﺭﺍﺕ ﻭﺇﺟﺮﺍﺀ ﺍﳌﻘﺎﺑﻼﺕ ﻭﺍﻟﻘﻴﺎﻡ ﺑﺎﺧﺘﺒـﺎﺭﺍﺕ ﰲ‬
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‫ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻭﳝﻜﻦ ﻟﻠﻤﻨﻈﻤﺔ ﺃﻥ ﺗﺴﺘﻔﻴﺪ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺸﺨﻴﺺ ﰲ‪:‬‬
‫ﺗﻘﻴﻴﻢ ﻣﺪﻯ ﺻﺤﺔ ﺍﳌﻨﻄﻠﻘﺎﺕ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ‪.‬‬‫ﺗﻘﻴﻴﻢ ﻣﺪﻯ ﴰﻮﻝ ﻭﺗﻜﺎﻣﻞ ﻭﻇﺎﺋﻒ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬‫ﺗﻘﻴﻴﻢ ﺍﻟﻘﺎﺑﻠﻴﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﺘﻄﻮﻳﺮ ﻭﻇﺎﺋﻒ ﺟﺪﻳﺪﺓ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﺘﻐﲑﺍﺕ ﰲ ﺍﻟﺒﻴﺌـﺔ ﺍﻟﺪﺍﺧﻠﻴـﺔ‬‫ﻭﺍﳋﺎﺭﺟﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫‪ - 1‬ﻋﺒﺪ ﺍﷲ ﺍﻟﱪﻳﺪﻱ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ﺹ ‪. 53‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﰲ ﺃﺩﺍﺀ ﻭﻇﺎﺋﻔﻬﺎ‪.‬‬‫ﺍﻛﺘﺸﺎﻑ ﺃﻫﻢ ﺍﳌﻌﻮﻗﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺍﻟﱵ ﺗﺴﺒﺐ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﻌﺠﺰ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬‫ﺗﻘﻴﻴﻢ ﻭﺿﻊ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﺧﺎﺻﺔ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻘﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺘﺠﺪﻳـﺪ ﻭﺍﻹﺑـﺪﺍﻉ ﰲ‬‫ﳎﺎﻻﺕ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﻮﺳﻊ ﻭﲢﻘﻴﻖ ﺍﻟﺮﻳﺎﺩﺓ‪.‬‬
‫‪-‬ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺿﺒﻂ ﺍﻻﲡﺎﻩ ﺍﻟﺼﺤﻴﺢ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺻﻮﺏ ﺃﻭﻟﻮﻳﺎﺕ ﺍﳌﻨﻈﻤﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ‪:‬‬
‫ﻟﻴﺲ ﳉﻤﻴﻊ ﺍﳌﻨﻈﻤﺎﺕ ﺛﻘﺎﻓﺔ ﻗﻮﻳﺔ ﲤﻜﻨﻬﺎ ﻣﻦ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺮﺗﻔﻊ‪ ،‬ﻓﺒﻌﺾ ﺍﳌﻨﻈﻤﺎﺕ ﻟـﺪﻳﻬﺎ ﺛﻘﺎﻓـﺔ‬
‫ﺿﻌﻴﻔﺔ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﺆﺛﺮ ﰲ ﺗﺪﱐ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﻨﻪ ﻳﺘﻌﲔ ﻋﻠﻰ ﻣﺪﻳﺮﻳﻬﺎ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻐـﻴﲑ ﺛﻘﺎﻓـﺔ‬
‫ﻣﻨﻈﻤﺎ‪‬ﻢ‪.‬‬
‫ﻏﲑ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺪﻳﺮﻳﻦ ﻳﻮﺍﺟﻬﻮﻥ ﻣﺸﻜﻠﺔ ﺍﳋﻮﻑ ﻣﻦ ﻓﺸﻞ ﻣﺒﺎﺩﺭﺍﺕ ﺍﻟﺘﻐﻴﲑ ﰲ ﻣﻨﻈﻤﺎ‪‬ﻢ ﰲ‬
‫ﲢﻘﻴﻖ ﺍﻟﻐﺎﻳﺎﺕ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﺟﻮﺓ ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺇﱃ ﻣﻘﺎﻭﻣﺔ ﺍﻟﺘﻐﻴﲑ ﻧﻈﺮﺍ ﻟﻌـﺪﻡ ﺍﺳـﺘﺠﺎﺑﺔ ﺍﻟﺜﻘﺎﻓـﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳊﺎﻟﻴﺔ ﻣﻊ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳉﺪﻳﺪﺓ ﻟﺬﻟﻚ ﻋﻠﻰ ﺍﳌﻨﻈﻤﺎﺕ ﺇﺩﺍﺭﺓ ﻣﻘﺎﻭﻣﺔ ﺍﻟﺘﻐﻴﲑ ﻣﻦ ﺧﻼﻝ ﺍﺳـﺘﻌﻤﺎﻝ‬
‫ﳎﻤﻮﻋﺔ ﺁﻟﻴﺎﺕ ﺗﺴﻤﺢ ﳍﺎ ﺑﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳊﺎﻟﻴﺔ ﺑﺜﻘﺎﻓﺔ ﺟﺪﻳﺪﺓ ﲤﻜﻨﻬﺎ ﻣﻦ ﻗﺒﻮﻝ ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫ﻭﺳﻨﺘﻌﺮﺽ ﰲ ﻫﺬﺍ ﺍﳌﺒﺤﺚ ﺇﱃ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ‪ ،‬ﻭﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻪ‪ ،‬ﺃﺳﺒﺎﺏ ﺍﻟﺘﻐﻴﲑ‬
‫ﺍﻟﺜﻘﺎﰲ ﻭﻣﺮﺍﺣﻠﻪ‪ ،‬ﻭﺳﺎﺋﻞ ) ﺁﻟﻴﺎﺕ ( ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫ﺃﻭﻻ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ‪:‬‬
‫ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ﻫﻮ ﻋﻤﻠﻴﺔ ﺩﺍﺧﻠﻴﺔ ‪‬ﺪﻑ ﻣﻦ ﺧﻼﳍﺎ ﺍﳌﻨﻈﻤﺎﺕ ﻟﻠﺘﻜﻴﻒ ﻣـﻊ ﻋﻤﻠﻴـﺎﺕ ﺍﻟﺘﻐـﻴﲑ‬
‫ﺍﳋﺎﺭﺟﻲ‪ ،1‬ﻓﻨﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﰲ ﺍﻟﺘﻐﻴﲑ ﻫﻮ ﲢﺪﻳﺪ ﺟﻮﺍﻧﺐ ﺍﻟﺴﻠﻮﻙ ﻭﺍﻷﺩﺍﺀ ﺍﳌﺘﻮﻗﻊ ﻭﺩﻓﻌﻬﺎ ﺩﺍﺧﻞ ﺃﺭﺟـﺎﺀ‬
‫ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﺑﻨﺎﺀ ﻋﻠﻰ ﺗﺸﺨﻴﺺ ﺩﻗﻴﻖ ﻟﻠﻮﺿﻊ ﺍﳊﺎﱄ ﻟﻺﻃﺎﺭ ﺍﻟﺜﻘﺎﰲ‪ ،2‬ﻭ ﺿﻤﻦ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺼﺤﻴﺢ ﳝﻜﻦ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻛﻌﺎﻣﻞ ﻫﺎﻡ ﰲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻨﻈﻤﺔ ﻭﻣﻌﺮﻓﺔ ﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﻤﺮﺍﺭ ﺍﳌﻨﻈﻤـﺔ‬
‫ﺑﺬﺍﺕ ﺛﻘﺎﻓﺘﻬﺎ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳊﺎﻟﻴﺔ ‪‬ﺎ‪‬ﺔ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﶈﻴﻄﺔ‪ ،‬ﻭﻣﻨﻪ ﻳﺘﻢ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﻟﻄﺮﻕ ﺍﳌﻨﺎﺳﺒﺔ ﻹﺣﺪﺍﺙ‬
‫ﺗﻐﻴﲑ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﲢﺪﻳﺚ ﻧﻈﺎﻡ ﺍﻟﻘﻴﻢ ﺍﻟﺮﺍﻫﻨﺔ ﻭﺇﺣﻼﳍﺎ ﺑﻘﻴﻢ ﺗﺘﻼﺀﻡ ﻣﻊ ﺍﻟﺘﺤﻮﻻﺕ ﺍﳌﺴﺘﻤﺮﺓ‪ ،‬ﻭﻳﻜﻮﻥ‬
‫ﻫﺬﺍ ﺍﻟﺘﻐﻴﲑ ﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻓﺠﻮﺓ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳊﺎﻟﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﺍﳉﺪﻳﺪﺓ)‪.( Cultural gap‬‬
‫‪ - 1‬ﺑﻠﻜﺒﲑ ﺑﻮﻣﺪﻳﻦ‪ ،‬ﻓﺆﺍﺩ ﺑﻮﻓﻄﻴﻤﺔ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.286‬‬
‫‪ - 2‬ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ‪ ،‬ﺍﻟﺘﺤﻮﻻﺕ ﻭﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺹ ‪.11‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪:‬‬
‫ﻳﻘﺼﺪ ﺑﻪ ﺇﺣﺪﺍﺙ ﺗﻌﺪﻳﻼﺕ ﳐﻄﻄﺔ ﺧﻼﻝ ﺣﻴﺎﺓ ﺍﳌﻨﻈﻤﺔ ﳌﻮﺍﺟﻬﺔ ﻇﺮﻭﻑ ﺃﻭ ﻣﻮﺍﻗـﻒ ﺃﻭ ﻧﺘﻴﺠـﺔ‬
‫ﺍﻟﺘﻮﺻﻴﻒ ﺍﻟﺴﻠﱯ ﳉﻮﺍﻧﺐ ﻣﻌﻴﻨﺔ ﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ ﺗﻐﻴﲑﻫﺎ‪ ،1‬ﺪﻑ ﺯﻳﺎﺩﺓ ﻓﻌﺎﻟﻴﺔ ﺍﳌﻨﻈﻤﺔ ﻭﲢﻘﻴﻖ ﺍﳌﻮﺍﺀﻣـﺔ‬
‫ﺍﳌﺮﻏﻮﺑﺔ ﻣﻊ ﺑﻴﺌﺔ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻨﻈﻴﻤﻲ‪:‬‬
‫ﻳﺮﺍﺩ ﺑﺎﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺗﻐﻴﲑ ﺷﺎﻣﻞ ﻟﻠﻤﻨﻈﻤﺔ ﻳﻨﺼﺐ ﻋﻠﻰ ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﺒﻌﻴﺪ ﻭﻳﺘﻀﻤﻦ ﺑﺼﻔﺔ ﺃﺳﺎﺳﻴﺔ‬
‫‪2‬‬
‫ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻟﱵ ﲢﻴﻂ ‪‬ﺎ‪.‬‬
‫ﻭﺣﺴﺐ ﺩﺍﻓﻴﺪﺱ ﻭﻳﻠﺴﻮﻥ ‪ 3‬ﺃﻥ ﻛﻼ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻟﺘﻐﻴﲑ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻗﺪ ﺍﺭﺗﺒﻄﺎ ﺑـﺮﻭﺍﺑﻂ‬
‫ﻗﻮﻳﺔ ﻻ ﳝﻜﻦ ﻷﻱ ﺍﳋﻼﺹ ﻣﻨﻬﺎ ﻭﺗﻘﻊ ﺍﳌﻨﺎﻗﺸﺎﺕ ﺍﻟﺴﺒﺒﻴﺔ ﳍﺬﻩ ﺍﻟﺮﺍﺑﻄﺔ ﰲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ ﻣﻔﺮﺩ ﺍﻻﲡﺎﻩ‬
‫ﻭﺫﻟﻚ ﻳﺮﺟﻊ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﻗﻮﻱ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬
‫ ﻣﻦ ﺃﺟﻞ ﺗﻐﻴﲑ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺟﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺃﻭﻻ ‪‬ﻴﻜﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬‫ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﱵ ﻳﻜﺘﺐ ﳍﺎ ﺍﻟﻨﺠﺎﺡ ﻫﻲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﱵ ﺗﻮﱄ ﺍﻫﺘﻤﺎﻣـﺎ ﻛـﺒﲑﺍ ﺑـﺎﻷﻓﺮﺍﺩ ﻭ ﺗﺘﻤﻴـﺰ‬‫ﺑﺎﻟﻼﻣﺮﻛﺰﻳﺔ ﻭ ﺍﻟﱵ ﺗﻌﺘﱪ ﻣﺼﺪﺭﺍ ﻟﻺﺑﺪﺍﻉ‪.‬‬
‫ﺇﻥ ﺗﻐﻴﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺳﻠﻮﻛﻴﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻭﻣﻮﺍﻗﻔﻬﻢ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺘﻢ ﺇﻻ ﺑﻌﺪ ﺇﻗﻨﺎﻉ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﻭ‪‬ﻴﺌﺘﻬﻢ ﻧﻔﺴﻴﺎ ﺑﻀﺮﻭﺭﺓ ﺭﻓﺾ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﳊﺎﻟﻴﺔ ﻭﺃﻥ ﻃﺮﻳﻘﺔ ﺃﺩﺍﺋﻬﻢ ﺍﳊﺎﻟﻴـﺔ ﻏـﲑ ﻣﺮﻏﻮﺑـﺔ ﻭﺃﻥ‬
‫ﻣﺼﺎﳊﻬﻢ ﺳﺘﺘﻌﺎﻇﻢ ﺣﺎﻝ ﺇﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ‪ ،‬ﻋﻨﺪﺋﺬ ﳒﺪ ﺃﻥ ﻛﻞ ﺃﻓﺮﺍﺩ ﺍﳌﻨﻈﻤﺔ ﻳﺴﻌﻮﻥ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﱵ ﺗﺴﻌﻰ ﻷﺟﻠﻬﺎ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﻟﻨﺎ ﺗﺄﺛﲑ ﺍﻟﻘﺎﺋﺪ ) ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ( ﰲ ﺗﻌﺪﻳﻞ ) ﺗﻐﻴﲑ‬
‫( ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫‪ - 1‬ﻣﺼﻄﻔﻰ ﳏﻤﻮﺩ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺩﻟﻴﻞ ﺍﳌﺪﻳﺮ ﺍﳌﻌﺎﺻﺮ‪ ،‬ﺍﻟﻮﻇﺎﺋﻒ – ﺍﻹﺩﺍﺭﺓ‪ -‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺼﻔﺎﺕ‪ ،-‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،2001 ،‬ﺹ ‪.297‬‬
‫‪ - 2‬ﺳﻌﻴﺪ ﻳﺲ ﻋﺎﻣﺮ ﻭﳏﻤﺪ ﻋﻠﻲ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‪ ،‬ﺍﻟﻔﻜﺮ ﺍﳌﻌﺎﺻﺮ ﰲ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻣﺮﻛﺰ ﻭﺍﻳﺪ ﺳﺮﻓﻴﺲ ﻟﻼﺳﺘﺸﺎﺭﺍﺕ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺍﻟﻄﺒﻌﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ ،1998‬ﺹ‪.508‬‬
‫‪ - 3‬ﺩﺍﻓﻴﺪﺱ ﻭﻳﻠﺴﻮﻥ‪ ،‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻐﻴﲑ ﻣﻔﺎﻫﻴﻢ ﻭﻣﻨﺎﻇﺮﺍﺕ ﰲ ﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﲑ‪ ،‬ﺗﺮﲨﺔ‪ :‬ﺍﻟﺴﻴﺪ ﻋﻤﺎﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﺠﺮ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‬
‫‪ 99‬ﺹ ‪.125‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) ‪ ( 05‬ﺍﳌﺮﺍﺣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ‪:‬‬
‫ﻣﻌﺘﻘﺪﺍﺕ ﻭﻗﻴﻢ ﻭﺍﻓﺘﺮﺍﺿﺎﺕ‬
‫ﺧﺎﺻﺔ ﲟﺆﺳﺲ ﺍﻟﺸﺮﻛﺔ‬
‫ﺍﻟﺘﻜﻴﻒ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﺘﻐﲑﺍﺕ‬
‫ﺗﺄﺛﲑ ﺍﻟﻘﺎﺋﺪ ﺍﻟﺘﻐﻴﲑﻱ‬
‫ﺍﻟﺒﻴﺌﻴﺔ ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﻮﻗﺖ‬
‫) ﺍﳌﺘﻜﻴﻒ (‬
‫ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﳊﺎﻟﻴﺔ‬
‫اﻟﻤﺼﺪر‪ :‬ﻓﻼح ﺣﺴﻦ ﻋﺪاي اﻟﺤﺴﯿﻨﻲ‪ :‬اﻹدارة اﻹﺳﺘﺮاﺗﯿﺠﯿﺔ – ﻣﻔﺎھﯿﻤﮭﺎ – ﻣﺪاﺧﻠﮭﺎ وﻋﻤﻠﯿﺎﺗﮭﺎ اﻟﻤﻌﺎﺻﺮة‪ ،‬دار واﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎن‪ ،‬اﻷردن‪،2000 ،‬‬
‫ص ‪.94‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﺃﺳﺒﺎﺏ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ﻭ ﺧﻄﻮﺍﺕ ﺇﺣﺪﺍﺛﻪ ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺃﺳﺒﺎﺏ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ‪:‬‬
‫‪1‬‬
‫ﻳﻘﺘﺮﺡ ﻛﻴﻨﻴﺪﻱ ﲬﺴﺔ ﺃﺳﺒﺎﺏ ﻟﻘﻴﺎﻡ ﺍﳌﻨﻈﻤﺔ ﺑﺘﻐﻴﲑ ﺛﻘﺎﻓﺘﻬﺎ‪:‬‬
‫‪-1‬ﺇﳝﺎﻥ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﻤﻴﻖ ﺑﺒﻌﺾ ﺍﻟﻘﻴﻢ ﻭ ﺍﻟﱵ ﻻ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺑﻴﺌﺘﻬﺎ ﺷﺪﻳﺪﺓ ﺍﻟﺘﻐﲑ‪.‬‬
‫‪-2‬ﻭﺟﻮﺩ ﻣﻨﺎﻓﺴﺔ ﺷﺪﻳﺪﺓ ﰲ ﳎﺎﻝ ﻧﺸﺎﻁ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﻌﺪﻝ ﺍﻟﺘﻐﲑ ﺍﻟﺴﺮﻳﻊ ﰲ ﻫﺬﺍ ﺍﻟﻨﺸﺎﻁ‪.‬‬
‫‪-3‬ﲤﺘﻊ ﺍﳌﻨﻈﻤﺔ ﲟﻮﻗﻊ ﺗﻨﺎﻓﺴﻲ ﺃﻗﻞ ﻣﻦ ﺍﳌﻮﻗﻊ ﺍﻟﺘﻨﺎﻓﺴﻲ ﻟﻠﻤﻨﺎﻓﺴﲔ‪.‬‬
‫‪-4‬ﻭﺟﻮﺩ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺃﻋﺘﺎﺏ ﺍﻟﺪﺧﻮﻝ ﺇﱃ ﻋﺎﱂ ﺍﳌﻨﻈﻤﺎﺕ ﻛﺒﲑﺓ ﺍﳊﺠﻢ‪.‬‬
‫‪-5‬ﺻﻐﺮ ﺣﺠﻢ ﺍﳌﻨﻈﻤﺔ ﻣﻊ ﳕﻮﻫﺎ ﺑﺸﻜﻞ ﻣﺘﺴﺎﺭﻉ ﺃﻭﺟﺐ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳋﻄﻮﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ‪:‬‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳋﻄﻮﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺃﳘﻬﺎ‪:‬‬
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‫ ﻳﻌﺘﱪ ﺗﻐﻴﲑ ﻛﻞ ﻣﻦ ﺳﻠﻮﻛﻴﺎﺕ ﻭﺍﲡﺎﻫﺎﺕ ﻭﻗﻴﻢ ﻭﺍﻓﺘﺮﺍﺿﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﲡﺎﻩ ﺍﻟﻌﻤﻞ‪ ،‬ﺍﻟﻮﻗﺖ‪ ،‬ﺍﻟﻨﻈﺎﻡ‪،‬‬‫ﺍﻟﺴﻠﻄﺔ‪ ،‬ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺍﻟﻘﺎﺩﺓ‪ ،‬ﺃﻧﻔﺴﻬﻢ‪ ،‬ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭ ﻛﺬﺍ ﺍﻹﻗﻼﻉ ﻋﻦ ﺍﳋﻠﻂ ﺑﲔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧـﺴﺎﻧﻴﺔ‬
‫‪ - 1‬ﺣﺴﻦ ﺑﻠﻌﺠﻮﺯ ﻭﳏﻤﺪ ﺍﻟﻌﺮﰊ ﻋﺰﻱ‪ ،‬ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻌﺎﻡ ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﺪﺍﺧﻠﺔ ﺿﻤﻦ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ ﺣﻮﻝ ﺍﻟﺘﺴﻴﲑ ﺍﻟﻔﻌﺎﻝ ﰲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ‪ ،‬ﻳﻮﻣﻲ ‪ 04 – 03‬ﻣﺎﻱ ‪ 2005‬ﺹ ‪. 08 – 07‬‬
‫‪ - 2‬ﻋﻠﻲ ﻋﺒﺪ ﺍﷲ‪ ،‬ﺍﻟﺘﺤﻮﻻﺕ ﻭﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ‪ ، ،‬ﺹ ‪.12‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﻭﺍﻟﺸﺨﺼﻴﺔ ﻭﺃﻫﺪﺍﻑ ﻭﻣﺼﺎﱀ ﺍﳌﻨﻈﻤﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺍﳌﺴﺘﻤﺮ ﻟﻸﺩﺍﺀ ﻣﻦ ﺃﻫـﻢ‬
‫ﺳﺒﻞ ﺍﻟﺒﻘﺎﺀ ﻭ ﺍﻟﻨﻤﻮ ﰲ ﺑﻴﺌﺔ ﺷﺪﻳﺪﺓ ﺍﻟﺘﻐﲑ‪.‬‬
‫ﺿﺮﻭﺭﺓ ﻓﻬﻢ ﺍﻹﺩﺍﺭﺓ ﻟﻠﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ ﻭ ﺩﺭﺍﺳﺘﻬﺎ ‪‬ﺪﻑ ﻣﻌﺮﻓـﺔ ﺍﳉﻮﺍﻧـﺐ‬‫ﺍﻹﳚﺎﺑﻴﺔ ﻭ ﺍﻟﺴﻠﺒﻴﺔ ﻣﻦ ﺍﺟﻞ ﺗﻌﺰﻳﺰ ﺍﻹﳚﺎﰊ ﻭ ﻣﻌﺎﳉﺔ ﺍﻟﺴﻠﱯ ﺃﻭ ﺍﻟﺘﺨﻠﺺ ﻣﻨﻪ‪.‬‬
‫ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻘﻴﻤﺔ ﺍﻟﻘﺪﻭﺓ ﻣﻦ ﻗﺒﻞ ﺍﳌﺴﺆﻭﻟﲔ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﺍﳌﺜﻞ ﺍﻷﻋﻠﻰ ﺍﳌﻘﺘﺪﻯ ﺑﻪ ﰲ ﺍﳌﻨﻈﻤﺔ ﻭ‬‫ﺗﻌﺰﻳﺰ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻹﳚﺎﺑﻴﺔ ﻟﺪﻳﻬﻢ‪ ،‬ﻭ ﺃﻥ ﻳﻬﺘﻤﻮﺍ ﺑﺎﻟﻌﺎﻣﻠﲔ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﻣﻮﺭﺩﺍ ﺭﺋﻴـﺴﺎ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﺣﺘﺮﺍﻣﻬﻢ ﻭ ﺗﻘﺪﻳﺮﻫﻢ ﻭ ﲢﻔﻴﺰﻫﻢ‪.‬‬
‫ ﲢﺪﻳﺪ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﺮﻏﻮﺏ ﲢﻘﻴﻘﻬﺎ ﻣﻦ ﻃﺮﻑ ﺍﳌﻨﻈﻤﺔ‪.‬‬‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﻟﺘﺨﻠﺺ ﻣﻦ ﺍﻻﻋﺘﻘﺎﺩﺍﺕ ﻭ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳋﺎﻃﺌﺔ ﻭ ﺗﻌﺪﻳﻞ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﻭ ﺗﻄﻮﻳﺮﻫﺎ ﻭﻓﻘﺎ‬‫ﻟﻠﻤﺘﻄﻠﺒﺎﺕ ﺍﳌﺮﻏﻮﺏ ﲢﻘﻴﻘﻬﺎ‪.‬‬
‫ ﲢﺪﻳﺪ ﺍﻟﻔﺠﻮﺓ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳊﺎﻟﻴﺔ ﻭ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻭ ﻣﺪﻯ ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺍﳌﻨﻈﻤﺔ‪.‬‬‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﱪﺍﺕ ﺍﻟﺒﺎﺣﺜﲔ ﻭ ﺍﳋﱪﺍﺀ ﻣﻦ ﺧﻼﻝ ﺇﻗﺎﻣﺔ ﻧﺪﻭﺍﺕ ﻭ ﻣﻠﺘﻘﻴﺎﺕ ﺑﻘﺼﺪ ﺍﻟﺘﻌﺮﻑ ﻋﻠـﻰ‬‫ﲡﺎﺭﺏ ﻭ ﺧﱪﺍﺕ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺮﺍﺋﺪﺓ‪.‬‬
‫ﺇﺭﺳﺎﺀ ﻧﻈﺎﻡ ﺍﺗﺼﺎﻝ ﻓﻌﺎﻝ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﻝ ﻭ ﺣﺮﻛﺔ ﺍﻷﻓﻜﺎﺭ ﻭﺍﳌﻤﺎﺭﺳﺎﺕ ﻣﻦ ﻭ ﺇﱃ‬‫ﺍﻹﺩﺍﺭﺓ ﺑﺸﻜﻞ ﻳﻨﻤﻲ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﻭﺿﻊ ﻧﻈﺎﻡ ﺍﺳﺘﺤﻘﺎﻕ ﳝﻜﻦ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎ‪‬ﻢ ﻭ ﻳﻌﺰﺯ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻹﳒﺎﺯ ﻭﺍﻟﺘﻤﻴﺰ‪.‬‬‫ﺇﺭﺳﺎﺀ ﻧﻈﻢ ﺍﺧﺘﻴﺎﺭ‪ ،‬ﺗﻌﻴﲔ‪ ،‬ﺗﺪﺭﻳﺐ‪ ،‬ﺗﺮﻗﻴﺔ ﺗﻘﻴﻴﻢ ﻟﻸﺩﺍﺀ ﻣﻨﻈﻮﻣﺔ ﺣﻮﺍﻓﺰ ﻭ ﺍﻟﱵ ﺗﻌﺘـﱪ ﻣـﻦ ﺃﻫـﻢ‬‫ﺍﳌﻘﻮﻣﺎﺕ ﻟﺘﺤﻘﻴﻖ ﺍﻻﻧﻀﺒﺎﻁ ﻭ ﺍﻻﻟﺘﺰﺍﻡ ﻭ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭ ﺗﻨﻤﻴﺔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ﻭ ﺍﻟﻮﻻﺀ ﻭ ﺭﻭﺡ ﺍﻟﻔﺮﻳﻖ‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﺸﺠﻴﻊ ﺛﻘﺎﻓﺔ ﺍﻹﺑﺪﺍﻉ ﻭ ﺍﻻﺑﺘﻜﺎﺭ ﻭ ﺇﺑﺪﺍﺀ ﺍﻟﺮﺃﻱ ﻭ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﺬﺍﺗﻴﺔ‪.‬‬
‫ﺍﻷﻗﻠﻤﺔ ﻭﺍﳌﻮﺍﺀﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬‫ﺇﺣﻼﻝ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺮﺍﻏﺒﲔ ﻭ ﺍﳌﺴﺘﻌﺪﻳﻦ ﻟﻠﺘﻐﻴﲑ ﺑﺎﻷﻋﻀﺎﺀ ﺍﳌﻘﺎﻭﻣﲔ ﻟﻪ‪.‬‬‫ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻷﻛﻔﺎﺀ ﻭ ﺍﳊﻴﻠﻮﻟﺔ ﺩﻭﻥ ﺳﻴﻄﺮﺓ ﻏﲑ ﺍﻷﻛﻔﺎﺀ ﻋﻠﻴﻬﻢ‪.‬‬‫‪ -‬ﺍﲣﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﻜﻔﻞ ﺗﺒﲏ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺍﳉﺪﻳﺪ‪.‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﺳﺒﺎﺏ ﻣﻘﺎﻭﻣﺔ ﺍﻟﺘﻐﻴﲑ‪:‬‬
‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ﻟﻴﺴﺖ ﺳﻬﻠﺔ ﻷ‪‬ﺎ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻮﺍﺟﻪ ﻣﻘﺎﻭﻣﺔ ﻣﻦ ﻃـﺮﻑ ﺑﻌـﺾ ﺍﻷﻓـﺮﺍﺩ‬
‫ﻭﺍﳉﻤﺎﻋﺎﺕ ﺃﻭ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺆﺳﺴﺔ ﻛﻜﻞ ﻭﺍﻟﱵ ﻗﺪ ﻳﻜﻮﻥ ﻣﺮﺩﻫﺎ ﺇﱃ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‬‫‬‫‪-‬‬
‫‬‫‬‫‪-‬‬
‫ﺍﻋﺘﻘﺎﺩ ﺑﻌﺾ ﺍﻷﻓﺮﺍﺩ ﺑﺄﻥ ﺍﻟﺘﻐﻴﲑ ﻟﻴﺲ ﺣﺎﻟﺔ ﻃﺒﻴﻌﻴﺔ ﻭ ﺃﻥ ﺍﻷﻣﻮﺭ ﺗﺴﲑ ﻋﻠﻰ ﻏﲑ ﺍﳌﻌﺘﺎﺩ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ‬
‫ﺍﻃﻤﺌﻨﺎ‪‬ﻢ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺘﺴﻴﲑ ﺍﳊﺎﻟﻴﺔ ﳜﻠﻖ ﻟﺪﻳﻬﻢ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﻘﻠﻖ ﻭ ﺍﻻﺿﻄﺮﺍﺏ ﻭ ﺍﻟﺮﻓﺾ ﻟﻠﺘﻐﻴﲑ‪.‬‬
‫ﺧﻮﻑ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﻋﺪﻡ ﳒﺎﺡ ﺍﻟﺘﻐﻴﲑ ﻭ ﺍﻟﻨﺘﺎﺋﺞ ﻏﲑ ﺍﳌﺘﻮﻗﻌﺔ ﻟﻪ‪ ،‬ﻭﺍﻋﺘﺒﺎﺭﻩ ﻗﻔﺰﺓ ﳓﻮ ﺍ‪‬ﻬﻮﻝ‪.‬‬
‫ﻋﺪﻡ ﺍﻟﺘﺤﻀﲑ ﺍﻟﻜﺎﰲ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻐﻴﲑ ﻭ ﻋﺪﻡ ﺗﻮﻓﺮ ﺍﻷﺩﻟﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻋﻠﻰ ﺇﳚﺎﺑﻴﺘﻪ ﻭﻛـﺬﺍ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻟﻜﺎﻓﻴﺔ ﻋﻦ ﻛﻴﻔﻴﺘﻪ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺿﻌﻒ ﺛﻘﺔ ﺍﻷﻓﺮﺍﺩ ﺑﺄﻧﻔﺴﻬﻢ ﻭ ﺑﻘﺎﺩﺓ ﺍﻟﺘﻐﻴﲑ ﻭ ﺃﻧﻪ ﻳﻌﻮﺩ ﺑﺎﻟﻔﺎﺋـﺪﺓ‬
‫ﻋﻠﻰ ﻓﺌﺔ ﻣﻌﻴﻨﺔ ﻓﻘﻂ ﳑﺎ ﳜﻠﻖ ﻣﻘﺎﻭﻣﺔ ﻟﻪ‪.‬‬
‫ﺍﻋﺘﻘﺎﺩ ﺑﻌﺾ ﺍﻷﻓﺮﺍﺩ ﺑﺄﻧﻪ ﻻ ﻃﺎﺋﻞ ﻣﻦ ﺍﻟﺘﻐﻴﲑ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﺳﺘﻔﺎﺩﺓ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻣﻦ ﺍﻟﻮﺿﻊ ﺍﳊﺎﱄ‬
‫ﻟﻠﻤﻨﻈﻤﺔ ﳚﻌﻠﻬﻢ ﻳﻘﺎﻭﻣﻮﻥ ﺍﻟﺘﻐﻴﲑ‪ ،‬ﺫﻟﻚ ﺃﻧﻪ ﻗﺪ ﻳﻔﻘﺪﻫﻢ ﺑﻌﺾ ﺍﻻﻣﺘﻴﺎﺯﺍﺕ ﻭ ﺃﻧﻪ ‪‬ﺪﻳﺪ ﳍﻢ‪.‬‬
‫ﲤﺮﺩ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﺧﻼﻝ ﺷﻌﻮﺭﻫﻢ ﺃﻥ ﻫﺬﺍ ﺍﻟﺘﻐﻴﲑ ﻣﻔﺮﻭﺽ ﻋﻠﻴﻬﻢ‪.‬‬
‫ﻋﺪﻡ ﻭﺟﻮﺩ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻗﻮﻳﺔ ﲤﻜﻦ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻟﺘﻐﻴﲑ‪ ،‬ﺃﻱ ﺗﻌﺎﺭﺽ ﻗﻴﻢ ﺍﻷﻓﺮﺍﺩ ﳑﺎ‬
‫ﳚﻌﻞ ﻣﻦ ﺫﻟﻚ ﻋﺎﺋﻘﺎ ﺃﺳﺎﺳﻴﺎ ﻟﻠﺘﻐﻴﲑ‪.‬‬
‫‪ -‬ﺗﻌﺠﻞ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﻓﻮﺭﻳﺔ ﻭ ﻋﺪﻡ ﺛﻘﺘﻬﻢ ﰲ ﺍﻟﻮﻋﻮﺩ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﳋﺎﻣﺲ‪ :‬ﺁﻟﻴﺎﺕ ) ﻭﺳﺎﺋﻞ ( ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ‪:‬‬
‫ﳚﺐ ﻋﻠﻰ ﻗﺎﺋﺪ ﺍﳌﻨﻈﻤﺔ ﻋﻨﺪ ﻗﻴﺎﻣﻪ ﺑﺄﻱ ﻋﻤﻠﻴﺔ ﺗﻐﻴﲑ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﳎﻤﻮﻋﺔ ﻣـﻦ ﺍﻵﻟﻴـﺎﺕ ﺃﻭ‬
‫ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﺗﺴﻤﺢ ﻟﻪ ﺑﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﻨﻈﻤﺔ ﺑﺜﻘﺎﻓﺔ ﺟﺪﻳﺪﺓ ﺗﺴﻤﺢ ﺑﻘﺒﻮﻝ ﺍﻟﺘﻐﻴﲑ ﻣﻦ‬
‫ﻗﺒﻞ ﺍﳉﻤﻴﻊ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭﻣﻦ ﺑﲔ ﺍﻵﻟﻴﺎﺕ ﺍﳌﺘﺎﺣﺔ ﳒﺪ‪:‬‬
‫ ﺍﻟﻠﻐﺔ‪ :‬ﳚﺐ ﻋﻠﻰ ﻗﺎﺩﺓ ﺍﳌﻨﻈﻤﺔ ﻭ ﺍﳌﺴﺆﻭﻟﲔ ﺗﻐﻴﲑ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻘﺪﳝﺔ ﻭﺇﺣﻼﳍﺎ ﲟـﺼﻄﻠﺤﺎﺕ‬‫ﻣﻨﺎﺳﺒﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻜﻮﻳﻦ‪ :‬ﺃﻱ ﺗﻜﻮﻳﻦ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺗﻄﺒﻴﻘﺎﺕ ﻭ ﻣﻔﺎﻫﻴﻢ ﻭ ﳑﺎﺭﺳﺎﺕ ﺟﺪﻳﺪﺓ ﺗﺘﻼﺀﻡ ﻣﻊ‬‫ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫ ﺍﻻﺗﺼﺎﻝ‪ :‬ﺃﻱ ﺿﺮﻭﺭﺓ ﺇﻓﻬﺎﻡ ﺍﻷﻓﺮﺍﺩ ﻭ ﺇﻋﻼﻣﻬﻢ ﻭ ﺇﺯﺍﻟﺔ ﺃﻱ ﻗﻠﻖ ﺃﻭ ﺧﻮﻑ ﺣﻴﺎﻝ ﺍﻟﺘﻐﻴﲑ ﺍﳌﺮﺗﻘﺐ‬‫ﻭ ﺗﻮﻓﲑ ﲨﻴﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﺍﻷﻓﺮﺍﺩ ﺣﻮﻝ ﺍﻟﺘﻐﻴﲑ‪.‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ ﺍﻟﺘﻮﻗﻊ ﻭﺍﻟﺮﺅﻳﺔ‪ :‬ﺃﻱ ﺿﺮﻭﺭﺓ ﺗﻮﻗﻊ ﺍﻟﻘﺎﺩﺓ ﻟﻠﺘﻬﺪﻳﺪﺍﺕ ﺍﻟﱵ ﺳﺘﻮﺍﺟﻬﻬﺎ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﰒ ﺗﻨﺒﻴﻪ ﺍﻷﻓـﺮﺍﺩ‬‫ﻟﻜﻴﻔﻴﺔ ﻣﻮﺍﺟﻬﺘﻬﺎ ﻭ ﻣﺎ ﺳﺘﻜﻮﻥ ﻋﻠﻴﻪ ﺍﳌﻨﻈﻤﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬
‫ ﺍﻻﻧﺘﻈﺎﺭ ﺍﳌﻌﻴﺎﺭﻱ‪ :‬ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﻴﻢ ﻭ ﺍﳌﺆﺷﺮﺍﺕ ﻭ ﺍﻷﻫﺪﺍﻑ ﻭ ﺍﻟﺘﻘﺪﻳﺮ ﻭ ﺍﻻﺣﺘﺮﺍﻡ ﻭ‬‫ﺍﳊﻮﺍﻓﺰ ﻭ ﻛﺬﺍ ﺍﳌﻜﺎﻓﺂﺕ ﻭ ﺍﻻﻋﺘﺮﺍﻓﺎﺕ ﻟﺒﻠﻮﻍ ﺍﻟﺘﻐﻴﲑ ﺍﳌﻨﺸﻮﺩ‪.‬‬
‫ ﺍﳌﻮﺿﺔ‪ :‬ﺃﻱ ﻗﻴﺎﻡ ﺍﳌﻨﻈﻤﺔ ﲟﻮﺍﻛﺒﺔ ﺍﳉﺪﻳﺪ ﰲ ﻋﺎﱂ ﺍﻷﻋﻤﺎﻝ ﻭ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻪ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻪ ﻣﺜﻞ‪:‬‬‫ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﺍﻹﻧﺘﺎﺝ ﰲ ﺍﻟﻮﻗﺖ ﺍﶈﺪﺩ ‪.just – in –time‬‬
‫ ﺍﻷﻣﺜﻠﺔ ﻭﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ :‬ﻭﻫﻲ ﲟﺜﺎﺑﺔ ﺭﻣﻮﺯ ﻳﻘﺘﺪﻯ ‪‬ﺎ ﻣﺜﻞ ﺍﻟﻘﺎﺩﺓ ﺃﻭ ﺍﳌﻨﻈﻤـﺎﺕ ﺍﻟﺮﺍﺋـﺪﺓ ﺃﻭ‬‫ﺍﻷﺑﻄﺎﻝ‪.‬‬
‫ﻛﻞ ﻫﺬﻩ ﺍﻵﻟﻴﺎﺕ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﺘﻴﺢ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﺘﻜﻴﻒ ﺍﳌﺴﺘﻤﺮ ﻣﻊ ﺍﻟﺘﻐﲑﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻟﻌﻤﻞ‬
‫ﰲ ﺑﻴﺌﺔ ﻣﻀﻄﺮﺑﺔ ﺣﻴﺚ ﻻ ﻣﻜﺎﻥ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﳉﺎﻣﺪﺓ ﻓﺎﳌﺆﺳﺴﺔ ﺇﻥ ﱂ ﺗﺘﻐﲑ ﺑﺴﺮﻋﺔ ﺃﻛﺜـﺮ ﻣـﻦ‬
‫ﻏﲑﻫﺎ ﻳﻌﲏ ﺃ‪‬ﺎ ﺗﺘﺄﺧﺮ ﻭﻳﻜﻮﻥ ﻣﺼﲑﻫﺎ ﺍﻟﺰﻭﺍﻝ‪.‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻣﻦ‪ :‬ﺧﺼﺎﺋﺺ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺮﺍﺋﺪﺓ‪:‬‬
‫ﻋﻠﻰ ﺿﻮﺀ ﺩﺭﺍﺳﺔ ﺃﺟﺮﺍﻫﺎ ﻛﻞ ﻣﻦ ﺑﻴﺘﺮﺯ ﻭ ﻭﻭﺗﺮﻣﺎﻥ ) ‪ ( 1984 Peters and Waterman‬ﰎ‬
‫ﻓﻴﻬﺎ ﲢﺪﻳﺪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺼﻔﺎﺕ ﻭﺍﳋﺼﺎﺋﺺ ﺍﳌﻤﻴﺰﺓ ﻟﻠﺸﺮﻛﺎﺕ ﺍﻟﺮﺍﺋﺪﺓ ﰲ ﻣﻴـﺪﺍﻥ ﺍﻷﻋﻤـﺎﻝ ﰲ‬
‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺣﻴﺚ ﲤﺜﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺎﺕ ﺑﻌﺾ ﺍﳋﺼﺎﺋﺺ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺑﺎﻟﺜﻘﺎﻓـﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻟﱵ ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﺇﺣﺪﻯ ﺍﳌﻜﻮﻧﺎﺕ ﺍﳉﻮﻫﺮﻳﺔ ﰲ ﺭﺳﺎﻟﺔ ﺍﳌﻨﻈﻤـﺔ ﻭﺗﺘﻤﺜـﻞ ﻫـﺬﻩ‬
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‫ﺍﻟﺼﻔﺎﺕ ﺑﺎﻵﰐ‪:‬‬
‫ ﺍﻻﳓﻴﺎﺯ ﳓﻮ ﺍﻟﺘﺼﺮﻑ ﺃﻱ ﺍﻟﺘﻌﺎﻣﻞ ﺍﻟﺴﺮﻳﻊ ﻣﻊ ﺍﳌﺸﺎﻛﻞ ﺍﳌﻄﺮﻭﺣﺔ ﻭ ﺇﳚﺎﺩ ﺣﻠﻮﻝ ﺁﻧﻴﺔ ﳍﺎ ﺑـﺪﻻ‬‫ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺮﻭﺗﻴﻨﻴﺔ ﺍﻟﱵ ﺗﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﻗﻨﻮﺍﺕ ﺭﲰﻴﺔ‪ ،‬ﺃﻱ ﺍﻋﺘﻤﺎﺩ ﻣﺒﺪﺃ ﺍﳌﺮﻭﻧﺔ ﰲ ﺃﺩﺍﺀ ﺍﳌﻬﺎﻡ‪.‬‬
‫ ﺍﻟﺘﻘﺮﺏ ﻣﻦ ﺍﳌﺴﺘﻬﻠﻜﲔ ﻭ ﻣﻌﺮﻓﺔ ﺣﺎﺟﺎ‪‬ﻢ ﻭ ﺭﻏﺒﺎ‪‬ﻢ ﻭ ﺍﻟﺴﻌﻲ ﺇﱃ ﺇﺷﺒﺎﻋﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻘـﺪﱘ‬‫ﻣﻨﺘﺠﺎﺕ ﺫﺍﺕ ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ ﻭ ﺗﻘﺪﱘ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳋﺪﻣﺎﺕ ﳍﻢ ﺑﻐﻴﺔ ﺗﻌﻤﻴـﻖ ﻭﻻﺋﻬـﻢ ﻟﻠﻤﻨﻈﻤـﺔ‬
‫ﻭﻣﻨﺘﺠﺎ‪‬ﺎ‪.‬‬
‫ ﲢﻘﻴﻖ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺬﺍﺗﻴﺔ ﻣﻦ ﺧﻼﻝ ﺇﳚﺎﺩ ﺟﻮ ﻣﻦ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺍﻟﺬﻱ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ‬‫ﻳﺸﺠﻊ ﺍﻟﺘﻔﻜﲑ ﺍﳋﻼﻕ ﻭ ﺍﻻﺑﺘﻜﺎﺭ ﻭ ﺍﻹﺑﺪﺍﻉ ﻭ ﺍﻟﺘﻄﻮﻳﺮ ﺍﳌﺴﺘﻤﺮ ﻷﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ ﺗﻌﻈﻴﻢ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺧﻼﻝ ﺇﳝﺎﻥ ﺍﳌﻨﻈﻤﺎﺕ ﺑﺄﳘﻴﺔ ﺍﻷﻓﺮﺍﺩ ﻭ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺒـﺎﻟﻎ‬‫‪‬ﻢ ﻭ ﺍﻋﺘﺒﺎﺭﻫﻢ ﺭﺃﺱ ﻣﺎﻝ ﺣﻘﻴﻘﻲ ﳝﺜﻞ ﺟﻮﻫﺮ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭ ﺗﺰﻭﻳﺪﻫﻢ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻـﺔ‬
‫ﺑﺄﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﻭ ﺭﺳﺎﻟﺘﻬﺎ ﻭ ﺍﳌﻬﺎﻡ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻨﻬﻢ ﻭ ﺍﻟﺴﻌﻲ ﻟﺘﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎ‪‬ﻢ ﳑﺎ ﻣـﻦ ﺷـﺄﻧﻪ ﺃﻥ‬
‫ﳛﻔﺰﻫﻢ ﻟﺘﺤﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ‪.‬‬
‫ ﲢﺪﻳﺪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﻭ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻭ ﻗﻮﺍﻋﺪ ﺍﻟﺴﻠﻮﻙ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻨﻈﻤـﺔ ﻭ ﺍﻟﻌﻤـﻞ ﻋﻠـﻰ‬‫ﺗﺮﺳﻴﺨﻬﺎ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺍﻋﺘﺒﺎﺭﻫﺎ ﺍﳌﻮﺟﻪ ﺍﻟﺮﺋﻴﺴﻲ ﻷﻧﺸﻄﺔ ﺍﳌﻨﻈﻤﺔ ﻭ ﻓﻌﺎﻟﻴﺎ‪‬ﺎ ﺑﻐﻴﺔ ﲤﻜﻴﻨﻬﻢ ﻣﻦ‬
‫ﺇﳒﺎﺯ ﺃﻧﺸﻄﺔ ﻭ ﻋﻤﻠﻴﺎﺕ ﺍﳌﻨﻈﻤﺔ ﻭ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪.‬‬
‫ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻨﻮﻳﻊ ﻷﻧﺸﻄﺔ ﻭ ﻣﻨﺘﺠﺎﺕ ﺍﳌﻨﻈﻤﺔ ﺑﻐﻴﺔ ﺗﻮﺯﻳﻊ ﺍﳌﺨﺎﻃﺮ ﻭﺗﺪﻋﻴﻢ ﺍﻟﻘـﺪﺭﺓ‬‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬‬
‫ ﺍﻟﺴﻌﻲ ﺇﱃ ﲢﻘﻴﻖ ﺍﻻﺳﺘﻘﺮﺍﺭ ﰲ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳍﻴﺌﺔ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﺒـﺴﻴﻄﺔ ﻭ ﺗﻘﻠﻴـﻞ‬‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺑﲔ ﳐﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﳑﺎ ﻳﺴﻬﻞ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺩﺍﺧـﻞ ﺍﳌﻨﻈﻤـﺔ‬
‫‪ - 1‬ﻓﻼﺡ ﺣﺴﻦ ﻋﺪﺍﻱ ﺍﳊﺴﻴﲏ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪. 96 – 95‬‬
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‫اﻹﻃﺎر اﻟﻨﻈﺮي ﻟﻠﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ‬
‫اﻟﻔﺼﻞ اﻷول‪:‬‬
‫ﻭﻳﺆﺩﻱ ﺇﱃ ﺗﻜﻮﻳﻦ ﺇﻃﺎﺭ ﻣﺮﺟﻌﻲ ﻳﺰﻳﺪ ﻣﻦ ﻗﺪﺭﺓ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟـﱵ ﺗﻮﺍﺟﻬﻬـﺎ‬
‫ﻭﲤﻜﻴﻨﻬﺎ ﻣﻦ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ‪.‬‬
‫ ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﺑﲔ ﺍﳌﺮﻛﺰﻳﺔ ﻭ ﺍﻟﻼﻣﺮﻛﺰﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﺴﻴﺲ ﲟﻠﻜﻴـﺔ ﺍﳌﻨﻈﻤـﺔ ﻭ ﺇﳚـﺎﺩ‬‫ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﰲ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺟﻮ ﳝﻜﻦ ﻣﻦ ﺍﻹﺑﺪﺍﻉ ﻭ ﺍﳋﻠﻖ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ﺧﻼﺻﺔ‪:‬‬
‫ﰎ ﺍﻟﺘﻌﺮﻑ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﻣﻜﻮﻧﺎ‪‬ـﺎ‪ ،‬ﺧﺼﺎﺋـﺼﻬﺎ‬
‫ﳏﺪﺩﺍ‪‬ﺎ‪ ،‬ﻭﻇﺎﺋﻔﻬﺎ ﻭ ﻣﻮﻗﻌﻬﺎ ﺿﻤﻦ ﺇﻃﺎﺭ ﻋﻤﻠﻴﺔ ﺍﻹﺩﺍﺭﺓ ﺇﺿﺎﻓﺔ ﺇﱃ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺜﻘﺎﰲ ﺩﺍﺧـﻞ‬
‫ﺍﳌﻨﻈﻤﺔ ﻭ ﺫﻟﻚ ﳌﻮﺍﺟﻬﺔ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﻄﺎﺭﺋﺔ ﻭ ﻳﻜﻮﻥ ﺫﻟﻚ ﺑﻌﺪ ﺗﺸﺨﻴﺺ ﺟﻴﺪ ﳍﺎ؛ ﻭ ﻟﻘﺪ ﰎ‬
‫ﺍﻟﺘﻌﺮﻑ ﺃﻳﻀﺎ ﻋﻠﻰ ﺃﻥ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﺄﺛﲑ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻫﺬﺍ ﺍﻷﺩﺍﺀ‬
‫ﻳﻨﺼﺐ ﺃﺳﺎﺳﺎ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺍﻟﺬﻱ ﺳﻴﺘﻢ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻪ ﰲ ﺍﻟﻔﺼﻞ ﺍﳌﻮﺍﱄ ﻭ ﺫﻟﻚ ﻣـﻦ ﺣـﻼﻝ‬
‫ﻋﺮﺽ ﻣﺎﻫﻴﺔ ﺍﻷﺩﺍﺀ‪ ،‬ﻣﺎﻫﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪ ،‬ﻃﺮﻗﻪ ﻭ ﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ ﻭ ﻛﺬﺍ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ‬
‫ﺳﻠﻮﻙ ﻭ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﲤﻬﻴﺪ ‪:‬‬
‫ﻳﻌﺘﱪ ﻣﻮﺿﻮﻉ ﺍﻷﺩﺍﺀ ﻭﺗﻘﻴﻴﻤﻪ ﻣﻦ ﺃﻫﻢ ﺍﳌﻮﺍﺿﻴﻊ ﰲ ﻭﻇﻴﻔﺔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﻨﻈﻤﺔ‪،‬ﺫﻟﻚ‬
‫ﺃﻥ ﳒﺎﺡ ﺃﻱ ﻣﻨﻈﻤﺔ ﻣﺮﺗﺒﻂ ﲟﺪﻯ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻋﻠﻴﻪ ﳒﺪ ﺃﻧـﻪ – ﺍﻷﺩﺍﺀ –‬
‫ﻳﻌﺘﱪ ﺍﶈﻮﺭ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺬﻱ ﺗﻨﺼﺐ ﺣﻮﻟﻪ ﺟﻬﻮﺩ ﺍﳌﺪﻳﺮﻳﻦ ﻛﻮﻧﻪ ﻳﺸﻜﻞ ﺃﻫﻢ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ‪ ،‬ﻭﳌﻌﺮﻓﺔ‬
‫ﻣﺪﻯ ﻛﻔﺎﺀﺗﻪ ﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺘﻘﻴﻴﻤﻪ ﻟﻜﻲ ﺗﻌﺮﻑ ﻣﻜﺎﻣﻦ ﺍﻟﻀﻌﻒ ﻭ ﺍﻟﻘـﻮﺓ ﰲ ﺇﳒـﺎﺯ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﳌﻨﻮﻃﺔ ﺑﻜﻞ ﻓﺮﺩ ﰲ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺃﺟﻞ ﻭﺿﻊ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﻌﺎﻟﺔ ﻟﻠﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﻭﺑﻨﺎﺀ ﺑـﺮﺍﻣﺞ‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﻭ ﺍﻟﺘﻌﻴﲔ ﻭﻭﺿﻊ ﻣﻌﺎﻳﲑ ﻣﻮﺿﻮﻋﻴﺔ ﻟﻸﺟﻮﺭ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﺘﺤﻔﻴﺰ ﺃﻭ ﺣﱴ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﻷﻓﺮﺍﺩ‬
‫ﰲ ﺍﳌﻨﻈﻤﺔ ‪.‬‬
‫ﻭﺳﻮﻑ ﻧﺘﻌﺮﺽ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﱃ ﺍﳌﺒﺎﺣﺚ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﺩﺍﺀ‪ ،‬ﳏﺪﺩﺍﺗﻪ ﻭ ﻣﻌﻮﻗﺎﺗﻪ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﺩﺍﺀ‪ ،‬ﳏﺪﺩﺍﺗﻪ ﻭﻣﻌﻮﻗﺎﺗﻪ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﻣﻔﻬﻮﻡ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻟﻠﻐﻮﻱ‪:‬‬
‫ﻳﻌﺘﱪ ﻗﺎﻣﻮﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ‪ Larousse‬ﻛﻠﻤﺔ ﺍﻷﺩﺍﺀ "‪ "Performance‬ﻛﻠﻤﺔ ﺇﳒﻠﻴﺰﻳﺔ ﻣﺸﺘﻘﺔ‬
‫ﻣﻦ ﺍﻟﻔﺮﻧﺴﻴﺔ ﺍﻟﻘﺪﳝﺔ "‪ " Parformance‬ﺍﳌﺄﺧﻮﺫﺓ ﻣﻦ ﻛﻠﻤﺔ "‪ " Parformer‬ﻭﺍﻟﱵ ﺗﻌﲏ ﺃﰎ ﺃﻭ ﺃﳒﺰ ﺃﻭ‬
‫ﺃﺩﻯ )‪.1( accomplir‬‬
‫ﻭﳝﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻷﺩﺍﺀ ﺑﺄﻧﻪ "ﺇﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﻛﻤﺎ ﳚﺐ ﺃﻥ ﺗﻨﺠﺰ ﻭﻫﺬﺍ ﻳﻨﺴﺠﻢ ﻣﻊ ﺍﲡﺎﻩ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ‬
‫ﰲ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺇﺳﻬﺎﻣﺎﺕ ﺍﻟﻔﺮﺩ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺧﻼﻝ ﺩﺭﺟﺔ ﲢﻘﻴﻖ ﺇﲤﺎﻡ ﻣﻬﺎﻡ ﻭﻇﻴﻔﺘﻪ‬
‫ﺣﻴﺚ ﻳﻌﱪ ﺍﻷﺩﺍﺀ ﻋﻦ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﺗﻘﺎﺱ ﺑﻪ ﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﻹﺳﻬﺎﻡ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ"‪.2‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﳌﻔﻬﻮﻡ ﺍﻻﺻﻄﻼﺣﻲ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪:‬‬
‫ﻳﺸﲑ ﺍﻷﺩﺍﺀ ﺇﱃ "ﺩﺭﺟﺔ ﲢﻘﻴﻖ ﻭﺇﲤﺎﻡ ﺍﳌﻬﺎﻡ ﺍﳌﻜﻮﻧﺔ ﻟﻮﻇﻴﻔﺔ ﺍﻟﻔﺮﺩ‪ ،‬ﻭﻫﻮ ﻳﻌﻜﺲ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟـﱵ‬
‫ﳛﻘﻖ ﺃﻭ ﻳﺸﺒﻊ ‪‬ﺎ ﺍﻟﻔﺮﺩ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻮﻇﻴﻔﺔ "‪.3‬‬
‫ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ " ﺍﻷﺩﺍﺀ ﻫﻮ ﺳﻠﻮﻙ ﻳﺴﻬﻢ ﻓﻴﻪ ﺍﻟﻔﺮﺩ ﰲ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺇﺳﻬﺎﻣﺎﺗﻪ ﰲ ﲢﻘﻴـﻖ ﺃﻫـﺪﺍﻑ‬
‫ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺃﻥ ﻳﺪﻋﻢ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻭﻳﻌﺰﺯ ﻣﻦ ﻗﺒﻞ ﺇﺩﺍﺭﺓ ﺍﳌﻨﻈﻤﺔ ﻭﲟﺎ ﻳﻀﻤﻦ ﺍﻟﻨﻮﻋﻴﺔ ﻭﺍﳉـﻮﺩﺓ ﻣـﻦ‬
‫ﺧﻼﻝ ﺍﻟﺘﺪﺭﻳﺐ‪.4‬‬
‫ﻭ ﻳﻌﺮﻓﻪ ﻧﻴﻜﻮﻻﺱ ‪ F.W.Nicolas‬ﺑﺄﻥ‪":‬ﺍﻷﺩﺍﺀ ﻫﻮ ﻧﺘﺎﺝ ﺳﻠﻮﻙ ‪،‬ﻓﺎﻟﺴﻠﻮﻙ ﻫﻮ ﺍﻟﻨـﺸﺎﻁ ﺍﻟـﺬﻱ‬
‫ﻳﻘﻮﻡ ﺑﻪ ﺍﻷﻓﺮﺍﺩ ‪،‬ﺃﻣﺎ ﻧﺘﺎﺟﺎﺕ ﺍﻟﺴﻠﻮﻙ ﻓﻬﻲ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﲤﺨﻀﺖ ﻋﻦ ﺫﻟﻚ ﺍﻟﺴﻠﻮﻙ ‪ ،‬ﳑﺎ ﺟﻌﻞ ﺍﻟﺒﻴﺌـﺔ‬
‫‪5‬‬
‫ﺃﻭ ﺍﶈﺼﻠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﳐﺘﻠﻔﺔ ﻋﻤﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﻧﺘﺎﺋﺞ ﺫﻟﻚ ﺍﻟﺴﻠﻮﻙ"‬
‫ﻭﳚﺪﺭ ﺑﻨﺎ ﻫﻨﺎ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻷﺩﺍﺀ ﻭﳘﺎ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻟﻔﻌﺎﻟﻴﺔ ‪ ،‬ﻓﺘﺸﲑ ﺍﻟﻜﻔﺎﺀﺓ ﺇﱃ‬
‫ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﺍﳌﺪﺧﻼﺕ ﻭﺍﳌﺨﺮﺟﺎﺕ ﻓﻜﻠﻤﺎ ﻛﺎﻧﺖ ﺍﳌﺨﺮﺟﺎﺕ ﺃﻋﻠﻰ ﻣﻦ ﺍﳌﺪﺧﻼﺕ ﻛﺎﻧﺖ ﺍﻟﻜﻔﺎﺀﺓ‬
‫‪1- Dictionnaire Larousse de la langue francaise ,p766,2001.‬‬
‫‪ 2‬ﺳﻨﺎء ﻋﺒﺪ اﻟﻜﺮﯾﻢ اﻟﺨﻨﺎق ‪ ،‬ﻣﻈﺎھﺮ اﻷداء اﻻﺳﺘﺮاﺗﯿﺠﻲ واﻟﻤﯿﺰة اﻟﺘﻨﺎﻓﺴﯿﺔّ‪ ،‬ﻣﺪاﺧﻠﺔ ﺿﻤﻦ اﻟﻤﺆﺗﻤﺮ اﻟﺪوﻟﻲ ﺣﻮل اﻷداء اﻟﻤﺘﻤﯿﺰ ﻟﻠﻤﻨﻈﻤﺎت واﻟﺤﻜﻮﻣﺎت‬
‫‪ ،‬ﻗﺴﻢ ﻋﻠﻮم اﻟﺘﺴﯿﯿﺮ ‪ ،‬ﺟﺎﻣﻌﺔ ورﻗﻠﺔ ‪ ،‬أﯾﺎم ‪ 09-08‬ﻣﺎرس ‪ ،. 2005‬ورﻗﻠﺔ ‪ ،‬اﻟﺠﺰاﺋﺮ ‪ ،‬ص ‪. 35‬‬
‫‪ 3‬راوﯾﺔ ﻣﺤﻤﺪ ﺣﺴﻦ ‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ‪ ،‬اﻟﺪار اﻟﺠﺎﻣﻌﯿﺔ ‪ ،‬اﻹﺳﻜﻨﺪرﯾﺔ ‪ ، 2000/99 ،‬ص ‪..215‬‬
‫‪ 4‬ﺳﻨﺎء ﻋﺒﺪ اﻟﻜﺮﯾﻢ اﻟﺨﻨﺎق ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ص ‪.36‬‬
‫‪ –5‬ﻋﺒﺪ اﻟﺒﺎري إﺑﺮاھﯿﻢ درة ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﯿﺎ اﻷداء اﻟﺒﺸﺮي ﻓﻲ اﻟﻤﻨﻈﻤﺎت ‪ ،‬ﺑﺤﻮث و دراﺳﺎت اﻟﻤﻨﻈﻤﺔ اﻟﻌﺮﺑﯿﺔ ﻟﻠﻌﻠﻮم اﻹدارﯾﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺪول اﻟﻌﺮﺑﯿﺔ‪،‬‬
‫اﻟﻌﺪد‪،382‬اﻟﻘﺎھﺮة ‪، 2003 ،‬ص‪.15‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺃﻋﻠﻰ ‪ 1‬ﻓﻬﻮ ﻣﻔﻬﻮﻡ ﻳﺮﺗﺒﻂ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺃﻱ ﻣﺮﺗﺒﻂ ﺑﺎﳌﻬﺎﺭﺍﺕ ‪ ،‬ﺃﻣﺎ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻓﺘﺸﲑ ﺇﱃ‬
‫‪2‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﶈﻘﻘﺔ ﻣﻦ ﻗﺒﻞ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﳏﺪﺩﺍﺕ ﺍﻷﺩﺍﺀ ﻭ ﻣﻌﻮﻗﺎﺗﻪ‪:‬‬
‫ﺃﻭﻻ‪:‬ﳏﺪﺩﺍﺕ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻫﻮ ﺍﻷﺛﺮ ﺍﻟﺼﺎﰲ ﳉﻬﻮﺩ ﺍﻟﻔﺮﺩ ﺍﻟﱵ ﺗﺒﺪﺃ ﺑﺎﻟﻘﺪﺭﺍﺕ ﻭﺇﺩﺭﺍﻙ ﺍﻟﺪﻭﺭ ) ﺍﳌﻬﺎﻡ (‪، 3‬‬
‫ﻓﻬﺬﺍ ﻳﻌﲏ ﺃﻥ ﺍﻷﺩﺍﺀ ﻫﻮ ﻧﺘﺎﺝ ﻟﻠﻌﻼﻗﺔ ﺍﳌﺘﺪﺍﺧﻠﺔ ﺑﲔ ﻛﻞ ﻣﻦ‪ :‬ﺍﳉﻬﺪ ‪ ،‬ﺍﻟﻘـﺪﺭﺍﺕ ﻭﺇﺩﺭﺍﻙ ﺍﻟـﺪﻭﺭ )‬
‫ﺍﳌﻬﺎﻡ( ﺍﳌﻨﻮﻃﺔ ﺑﻪ ‪.‬‬
‫ﻓﻴﺸﲑ ﺍﳉﻬﺪ ﺇﱃ ﺍﻟﻄﺎﻗﺔ ﺍﳉﺴﻤﺎﻧﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﱵ ﻳﺒﺬﳍﺎ ﺍﻟﻔﺮﺩ ﻷﺩﺍﺀ ﻣﻬﻤﺘﻪ ﻭﻳﻨﺘﺞ ﻫﺬﺍ ﺍﳉﻬـﺪ‬
‫ﻣﻦ ﺣﺼﻮﻝ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺣﻮﺍﻓﺰ ﺗﺪﻓﻌﻪ ﻟﺬﻟﻚ ‪ ،‬ﺃﻣﺎ ﺍﻟﻘﺪﺭﺍﺕ ﻓﻴﻘﺼﺪ ‪‬ﺎ ﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨـﺼﻴﺔ ﻟﻠﻔـﺮﺩ‬
‫ﻭﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﻷﺩﺍﺀ ﻭﻇﻴﻔﺘﻪ‪ ،‬ﻓﻴﻤﺎ ﻳﺸﲑ ﺇﺩﺭﺍﻙ ﺍﻟﺪﻭﺭ ﺃﻭ ﺍﳌﻬﻤﺔ ﺇﱃ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﻳﻮﺟـﻪ ﺍﻟﻔـﺮﺩ‬
‫ﺟﻬﻮﺩﻩ ﰲ ﺍﻟﻌﻤﻞ ﻣﻦ ﺧﻼﻟﻪ ﻭﻳﺘﻤﺜﻞ ﺫﻟﻚ ﰲ ﳎﻤﻮﻋﺔ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﺴﻠﻮﻛﺎﺕ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻟﻔـﺮﺩ ﰲ‬
‫ﺃﺩﺍﺀ ﻣﻬﺎﻣﻪ ‪.‬‬
‫ﻭﻟﻜﻲ ﳛﻘﻖ ﺍﻟﻔﺮﺩ ﻣﺴﺘﻮﻯ ﻣﺮﺽ ﻣﻦ ﺍﻷﺩﺍﺀ ﻻﺑﺪ ﻣﻦ ﻭﺟﻮﺩ ﺗﻜﺎﻣﻞ ﻭﺣﺪ ﺃﺩﱏ ﻣﻦ ﺍﻹﺗﻘﺎﻥ ﰲ‬
‫ﻛﻞ ﻣﻜﻮﻥ ﻣﻦ ﻣﻜﻮﻧﺎﺕ ﺍﻷﺩﺍﺀ ‪ ،‬ﲟﻌﲎ ﺃﻥ ﺍﻟﻔﺮﺩ ﺇﺫﺍ ﺑﺬﻝ ﺟﻬﻮﺩﺍ ﻓﺎﺋﻘﺔ ‪ ،‬ﻭﻛﺎﻧﺖ ﻟﺪﻳﻪ ﻗﺪﺭﺍﺕ ﻻﺑﺄﺱ‬
‫‪‬ﺎ ﻭﻛﺎﻥ ﻣﺪﺭﻛﺎ ﻟﺪﻭﺭﻩ ﻓﺈﻥ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ ﺳﻴﻜﻮﻥ ﻣﻘﺒﻮﻻ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻳﺒﺬﻝ ﺟﻬﻮﺩﺍ ﻛﺒﲑﺓ ﻭﻳﺘﻤﺘﻊ‬
‫ﺑﻘﺪﺭﺍﺕ ﻣﺘﻔﻮﻗﺔ ﺇﻻ ﺃﻧﻪ ﻏﲑ ﻣﺪﺭﻙ ﻟﺪﻭﺭﻩ ‪ ،‬ﺃﻭ ﺃﻥ ﻟﺪﻳﻪ ﻗﺪﺭﺍﺕ ﻣﺘﻔﻮﻗﺔ ﻭ ﺍﻟﻔﻬﻢ ﺍﻟﻼﺯﻡ ﻟﻠﺪﻭﺭ ﺍﻟـﺬﻱ‬
‫ﻳﻘﻮﻡ ﺑﻪ ﺇﻻ ﺃﻧﻪ ﻻ ﻳﺒﺬﻝ ﺍﳉﻬﻮﺩ ﺍﻟﻼﺯﻣﺔ ﰲ ﺍﻟﻌﻤﻞ ﻓﺈﻥ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ ﻋﺎﺩﺓ ﻣﺎ ﻳﻘﻴﻢ ﻛﺄﺩﺍﺀ ﻣﻨﺨﻔﺾ ﺃﻭ‬
‫ﻏﲑ ﻣﻘﺒﻮﻝ ‪ ،‬ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻗﺪ ﻳﺒﺬﻝ ﺍﻟﻌﻤﻞ ﺍﳉﻬﺪ ﺍﻟﻼﺯﻡ ﻟﺬﻟﻚ ﻣﻊ ﲤﺘﻌﻪ ﺑﻘﺪﺭﺍﺕ ﻓﺎﺋﻘﺔ ﻭﻓﻬﻤﺎ‬
‫ﺟﻴﺪﺍ ﳌﻬﻤﺘﻪ ﺇﻻ ﺃﻧﻪ ﻳﺼﺎﺩﻡ ﺑﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺭﺟﺔ ﻋﻦ ﻧﻄﺎﻕ ﺳﻴﻄﺮﺗﻪ ﳝﻜﻦ ﳍﺎ ﺃﻥ ﺗﺆﺛﺮ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬
‫ﺃﺩﺍﺋﻪ ﻭﺍﻟﱵ ﻧﻮﺭﺩﻫﺎ ﰲ ﺍﻟﻌﻨﺼﺮ ﺍﳌﻮﺍﱄ ‪.‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﻣﻌﻮﻗﺎﺕ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﻳﺘﻮﻗﻒ ﻋﻠﻴﻬﺎ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﻓﻴﻪ ﻭﻣﻦ ﺃﳘﻬﺎ ‪ :‬ﺍﻹﺿﺎﺀﺓ ‪،‬‬
‫ﺍﳊﺮﺍﺭﺓ ‪ ،‬ﺍﻟﻀﻮﺿﺎﺀ‪ ،‬ﺍﻟﺘﻬﻮﻳﺔ ‪ ،‬ﳕﻂ ﺍﻹﺷﺮﺍﻑ ‪ ،‬ﻋﺪﻡ ﺍﻟﻜﻔﺎﻳﺔ ﰲ ﺗﺴﻬﻴﻼﺕ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﺮﻛﻴﺒﺎﺕ‬
‫‪ 1‬ﺳﮭﯿﻠﺔ ﻣﺤﻤﺪ ﻋﺒﺎس ‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ‪،‬ﻣﺪﺧﻞ اﺳﺘﺮاﺗﯿﺠﻲ ‪ ،‬دار واﺋﻞ ﻟﻺﻧﺘﺎج واﻟﺘﻮزﯾﻊ ‪ ،‬ﻋﻤﺎن‪ ،‬اﻷردن ‪ ، 2002 ،‬ص ‪.138‬‬
‫‪ 2‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ ‪ ،‬ص ‪.138‬‬
‫‪ 3‬راوﯾﺔ ﻣﺤﻤﺪ ﺣﺴﻦ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪.216‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ‪ ،‬ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﶈﺪﺩﺓ ﻭﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻮﻇﻴﻔﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ؛ ) ﻭﻳﻄﻠـﻖ ﻋﻠﻴﻬـﺎ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺭﺟﻴﺔ ( ﻟﻴﺴﺖ ﻭﺣﺪﻫﺎ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ ﻭﺇﻧﺘﺎﺟﻴﺘﻪ‪ ،‬ﻭﻟﻜﻦ ﻳﺘﻔﺎﻋﻞ ﻣﻌﻬﺎ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺮﺗﺒﻂ ﺑﺸﺨﺼﻴﺔ ﺍﻟﻌﺎﻣﻞ‪ ،‬ﺫﻛﺎﺅﻩ ﻭﻗﺪﺭﺍﺗﻪ ﺍﳋﺎﺻﺔ‪ ،‬ﲰﺎﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺧﱪﺗـﻪ‬
‫ﻭﺗﺪﺭﻳﺒﻪ ﻋﻠﻰ ﻣﺎ ﳝﺎﺭﺳﻪ ﻣﻦ ﻋﻤﻞ‪ ،‬ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ، 1‬ﻭﳚﺐ ﺍﻟﻨﻈﺮ ﺇﱃ ﻫـﺬﻩ ﺍﻟﻌﻮﺍﻣـﻞ‬
‫ﺍﻟﺒﻴﺌﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﻣﺆﺛﺮﺍﺕ ﻋﻠﻰ ﺍﳉﻬﺪ ‪ ،‬ﺍﻟﻘﺪﺭﺓ ﻭﺍﻻﲡﺎﻩ ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ :‬ﺃﻱ ﻋﻄﻞ ﰲ ﺃﻱ ﺁﻟـﺔ ﺃﻭ‬
‫ﺟﻬﺎﺯ ﳝﻜﻦ ﺃﻥ ﻳﺆﺛﺮ ﺑﺴﻬﻮﻟﺔ ﻋﻠﻰ ﺍﳉﻬﺪ ﺍﻟﺬﻱ ﻳﺒﺬﻟﻪ ﺍﻟﻔﺮﺩ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﺃﻳﻀﺎ ﻓﺈﻥ ﺍﻟـﺴﻴﺎﺳﺎﺕ ﻏـﲑ‬
‫ﺍﻟﻮﺍﺿﺤﺔ ﺃﻭ ﳕﻂ ﺍﻹﺷﺮﺍﻑ ﺍﻟﺴﻴﺊ ﳝﻜﻦ ﺃﻥ ﻳﺴﺒﺐ ﺍﻟﺘﻮﺟﻴﻪ ﺍﳋﺎﻃﺊ ﻟﻠﺠﻬﻮﺩ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺍﻟﻨﻘﺺ ﰲ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﳝﻜﻦ ﺃﻥ ﻳﺘﺴﺒﺐ ﰲ ﺍﺳﺘﻐﻼﻝ ﺳﻴﺊ ﻟﻠﻘﺪﺭﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻟﺬﺍ ﻓﺈﻧﻪ ﻣـﻦ ﺃﻫـﻢ‬
‫ﻭﺍﻛﱪ ﻣﺴﺆﻭﻟﻴﺎﺕ ﺍﻹﺩﺍﺭﺓ ﳒﺪ‪:2‬‬
‫ﺗﻮﻓﲑ ﻇﺮﻭﻑ ﻋﻤﻞ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻌﺎﻣﻠﲔ‪.‬‬‫ﺗﻮﻓﲑ ﺑﻴﺌﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻣﺪﻋﻤﺔ ﺗﻘﻞ ﻓﻴﻬﺎ ﻋﻮﺍﺋﻖ ﺍﻷﺩﺍﺀ ﲟﺎ ﲟﻜﻦ ﻣﻦ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ‪.‬‬‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﳉﻮﺍﻧﺐ ﺍﳌﺘﺪﺍﺧﻠﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﻷﺩﺍﺀ‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺘﺪﺍﺧﻠﺔ ﰲ ﻣﻔﻬﻮﻡ ﺍﻷﺩﺍﺀ ﻧﻮﺟﺰﻫﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:3‬‬
‫ﺃﻭﻻ ‪:‬ﺍﳉﻮﺍﻧﺐ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ‪:‬‬
‫‪ -1‬ﺍﻹﳌﺎﻡ ﺑﺎﻟﻌﻤﻞ‪:‬‬
‫ﻳﻌﺪ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻌﻤﻞ ﺭﻛﻨﺎ ﺃﺳﺎﺳﻴﺎ ﻣﻦ ﺃﺭﻛﺎﻥ ﺍﻷﺩﺍﺀ‪ ،‬ﻓﻬﻮ ﻳﻌﱪ ﻋﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻌﺎﻣﻞ ﺑﺎﻟﻌﻤﻞ ﺍﻟﺬﻱ‬
‫ﻳﺆﺩﻳﻪ ﻭﻣﺪﻯ ﻓﻬﻤﻪ ﻟﺪﻭﺭﻩ ﻭﻣﻬﻤﺘﻪ ﻭﺇﺩﺭﺍﻛﻪ ﻟﻠﺘﻮﻗﻌﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻨﻪ ﻭﻣﺪﻯ ﺇﺗﺒﺎﻋﻪ ﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ ﺍﻟﱵ‬
‫ﲢﺪﺩﻫﺎ ﻟﻪ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫‪ -2‬ﻧﺎﺗﺞ ﺍﻟﻌﻤﻞ‪:‬‬
‫ﻳﻌﱪ ﻧﺎﺗﺞ ﺍﻟﻌﻤﻞ ﻋﻦ ﻣﺴﺘﻮﻯ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﱵ ﳛﻘﻘﻬﺎ ﺍﻟﻌﺎﻣﻞ‪ ،‬ﻭﻣـﺪﻯ ﻣﻘﺎﺑﻠﺘـﻬﺎ ﻟﻠﻤﻌـﺎﻳﲑ‬
‫ﺍﻟﻨﻤﻮﺫﺟﻴﺔ ﺍﻟﻜﻤﻴﺔ ﻭﺍﻟﻨﻮﻋﻴﺔ ﻭﺍﻟﺰﻣﻨﻴﺔ ﻭﺿﻐﻂ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﻛﻞ ﻣﺎ ﳝﻴﺰ ﻋﻤﻠﻪ ﻣﻦ ﻗﻴﻤﺔ ﻣﻀﺎﻓﺔ ﺗﻌﱪ ﻋـﻦ‬
‫ﻧﺎﺗﺞ ﺍﻟﻌﻤﻞ ﻭﻳﻌﱪ ﻋﻨﻪ ﺑﺒﺼﻤﺎﺕ ﺍﻟﻌﺎﻣﻞ ﰲ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ 1‬ﻣﺠﺪي أﺣﻤﺪ ﻣﺤﻤﺪ ﻋﺒﺪ اﷲ ‪ ،‬ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﺼﻨﺎﻋﻲ ﺑﯿﻦ اﻟﻨﻈﺮﯾﺔ واﻟﺘﻄﺒﯿﻖ ‪ ،‬دار اﻟﻤﻌﺮﻓﺔ اﻟﺠﺎﻣﻌﯿﺔ ‪ ،‬اﻹﺳﻜﻨﺪرﯾﺔ ‪ ،1996 ،‬ص ‪.187‬‬
‫‪ 2‬راوﯾﺔ ﻣﺤﻤﺪ ﺣﺴﻦ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ص ‪.216‬‬
‫‪ 3‬ﻧﻮر اﻟﺪﯾﻦ ﺷﻨﻮﻓﻲ ‪ ،‬ﺗﻔﻌﯿﻞ ﻧﻈﺎم ﺗﻘﯿﯿﻢ أداء اﻟﻌﺎﻣﻞ ﻓﻲ اﻟﻤﺆﺳﺴﺔ اﻟﻌﻤﻮﻣﯿﺔ اﻻﻗﺘﺼﺎدﯾﺔ ﺣﺎﻟﺔ اﻟﻤﺆﺳﺴﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻠﻜﮭﺮﺑﺎء واﻟﻐﺎز‪ ،‬أﻃﺮوﺣﺔ ﻟﻨﯿﻞ درﺟﺔ‬
‫اﻟﺪﻛﺘﻮراه دوﻟﺔ ﻓﻲ اﻟﻌﻠﻮم اﻻﻗﺘﺼﺎدﯾﺔ ﺗﺨﺼﺺ ﻋﻠﻮم اﻟﺘﺴﯿﯿﺮ ‪ ،‬ﺗﺤﺖ إﺷﺮاف إﺳﻤﺎﻋﯿﻞ ﺷﻌﺒﺎﻧﻲ ‪ ،‬ﻗﺴﻢ ﻋﻠﻮم اﻟﺘﺴﯿﯿﺮ ﺟﺎﻣﻌﺔ اﻟﺠﺰاﺋﺮ ‪ ،‬اﻟﺠﺰاﺋﺮ ‪،‬‬
‫‪ ، 2005/04‬ص ‪.18‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺛﺎﻧﻴﺎ ‪:‬ﺍﳉﻮﺍﻧﺐ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺴﻠﻮﻙ ‪:‬‬
‫‪ -1‬ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻞ‪:‬‬
‫ﻳﺸﲑ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻞ ﰲ ﺃﺩﺍﺀ ﻭﻇﻴﻔﺘﻪ ﻣﻦ ﻣﺪﻯ ﳏﺎﻓﻈﺘﻪ ﻭﺣﺮﺻـﻪ ﻋﻠـﻰ ﻣﻌـﺪﺍﺕ ﻭﺃﺩﻭﺍﺕ‬
‫ﻭﲡﻬﻴﺰﺍﺕ ﺍﻹﻧﺘﺎﺝ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻌﻤﻞ ﻣﻦ ﺣﻴﺚ ﺍﻻﻋﺘﻨﺎﺀ ‪‬ﺎ ﻭﺻﻴﺎﻧﺘﻬﺎ ﻭﲡﻨﺐ ﺍﻹﺗـﻼﻑ ﻭﻣـﺪﻯ‬
‫ﺗﻔﻌﻴﻠﻬﺎ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺬﻱ ﻳﻀﻤﻦ ﻋﺎﺋﺪﺍ ﻣﻌﺘﱪﺍ‪.‬‬
‫‪ -2‬ﺍﻟﺴﻠﻮﻙ ﺍﻻﺟﺘﻤﺎﻋﻲ‪:‬‬
‫ﻳﺘﻤﺜﻞ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺟﺘﻤﺎﻋﻲ ﰲ ﺍﻟﻌﻤﻞ ﰲ ﻣﺪﻯ ﺗﻌﺎﻭﻥ ﺍﻟﻌﺎﻣﻞ ﻣﻊ ﺯﻣﻼﺋﻪ ﻭﺭﺅﺳﺎﺋﻪ ﻭﻣﺮﺅﻭﺳﻴﻪ ﻭﻣﺪﻯ‬
‫ﻣﺴﺎﳘﺘﻪ ﰲ ﺇﳒﺎﺯ ﺃﻋﻤﺎﻝ ﺍﳉﻤﺎﻋﺔ ﻭﺗﻨﻔﻴﺬﻩ ﻟﻸﻭﺍﻣﺮ ﻭﻣﺸﺎﺭﻛﺘﻪ ﰲ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -3‬ﺍﳊﺎﻟﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻌﺎﻣﻞ‪:‬‬
‫ﺇﻥ ﺍﳊﺎﻟﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻌﺎﻣﻞ ﻭﺍﻟﱵ ﲤﻜﻨﻪ ﻣﻦ ﺍﻟﺘﺼﺮﻑ ﲟﺰﺍﺝ ﻣﻌﲔ ﻳﻜﻮﻥ ﻣﻦ ﺧﻼﳍﺎ ﻣﺘﺤﻤﺴﺎ‬
‫ﻭﺭﻏﺒﺎ ﰲ ﺍﻟﻌﻤﻞ ﻭﻣﺴﺘﻌﺪﺍ ﻹﺗﻘﺎﻧﻪ ﺃﻭﻗﺪ ﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﻧﻔﺴﻴﺔ ﻻ ﺗﺴﻤﺢ ﻟﻪ ﺑﺎﻟﺘﺠﺎﻭﺏ ﻣﻊ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪ -4‬ﻓﺮﺹ ﺍﻟﺘﻘﺪﻡ‪:‬‬
‫ﻳﺴﻠﻚ ﺍﻟﻌﺎﻣﻞ ﻃﺮﻳﻖ ﺍﻟﺘﺤﺴﲔ ﻭﺍﻟﺘﻘﺪﻡ ﻣﻦ ﺧﻼﻝ ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺍﺕ ﻭﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﺮﻳـﻖ‬
‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺃﻭ ﺍﳌﻤﺎﺭﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺑﻐﻴﺔ ﺯﻳﺎﺩﺓ ﻛﻔﺎﺀﺓ ﺍﻧﺘﺎﺟﻴﺘﻪ ﻭ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺋﻪ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺎﻫﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺇﻥ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﻮﺿﻮﻉ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻳﻨﺼﺐ ﺃﺳﺎﺳﺎ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﺘﺒﻊ ﺍﻟﺘـﺎﺭﳜﻲ‬
‫ﻟﻌﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻳﺸﲑ ﺑﺄ‪‬ﺎ ﳑﺎﺭﺳﺔ ﻗﺪﳝﺔ ﻋﺮﻓﺖ ﰲ ﺣﻀﺎﺭﺍﺕ ﻗﺪﳝﺔ ﻭﺗﻄﻮﺭﺕ ﻣﻔﺎﻫﻴﻤﻬﺎ ﺑﺘﻄـﻮﺭ‬
‫ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ ‪ ،‬ﻭﻗﺒﻞ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﻣﻔﻬﻮﻡ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻧﺴﺘﻌﺮﺽ ﺇﺳﻬﺎﻣﺎﺕ ﳐﺘﻠﻒ ﺍﳊﻀﺎﺭﺍﺕ ﺍﻟﻘﺪﳝﺔ‬
‫ﻭ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻓﻴﻤﺎ ﳜﺺ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺍﳋﻠﻔﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﻣﺴﺎﳘﺔ ﺍﳊﻀﺎﺭﺍﺕ ﺍﳌﺘﻌﺎﻗﺒﺔ‪:‬‬
‫ﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺑﺄﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺑﺪﺃﺕ ﻣﻨﺬ ﺃﻥ ﺑﺪﺃ ﺍﻹﻧﺴﺎﻥ ﰲ ﺇﺻﺪﺍﺭ ﺇﺷﺎﺭﺍﺕ ﺍﻟﻘﺒﻮﻝ ﻭﺍﻟﺮﻓﺾ ﻋﻨﺪ‬
‫ﻣﻼﺣﻈﺘﻪ ﻋﻤﻞ ﻣﻦ ﻫﻢ ﺣﻮﻟﻪ ﻭﻳﺰﻥ ﺃﺩﺍﺀﻫﻢ ﻭﻓﻘﺎ ﳌﺎ ﻳﺘﺼﻮﺭﻩ ﻭﻳﺘﻮﻗﻌﻪ ﻣﻦ ﺃﺩﺍﺀ‪ ،‬ﻭﺑﺘﻄﻮﺭ ﺍﳊﻴﺎﺓ ﻭﺗﻮﺳﻊ‬
‫ﺍ‪‬ﺘﻤﻌﺎﺕ ﺗﻮﺳﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻤﻠﻴﺔ؛ ﻓﻨﺠﺪ ﰲ ﺣﻀﺎﺭﺓ ﺑﺎﺑﻞ ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﻌﻤﻠﻴﺔ ﻛﻨﺸﺎﻁ ﻣﻦ ﺃﻧـﺸﻄﺔ‬
‫ﺍﻟﺮﻗﺎﺑﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ﻣﺘﺎﺑﻌﺔ ﺃﺩﺍﺀ ﺇﺩﺍﺭﺍﺕ ﺍﻷﻗﺎﻟﻴﻢ ﺍﻟﺘﺎﺑﻌﺔ ﳍﺎ ﻣـﻦ ﺧـﻼﻝ ﻣﺮﺍﻗﺒـﺔ ﺃﺩﺍﺀ‬
‫ﺍﳌﻮﻇﻔﲔ‪.‬‬
‫ﻭﺍﺳﺘﺨﺪﻣﺖ ﺣﻀﺎﺭﺓ ﺍﻟﺼﲔ ﺍﻟﻘﺪﳝﺔ ﺃﻧﻈﻤﺔ ﺷﻐﻞ ﺍﻟﻮﻇﺎﺋﻒ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘـﺴﺎﺑﻖ ﻭﺍﻟـﱵ‬
‫‪1 .‬‬
‫ﺍﻋﺘﱪﺕ ﺇﺣﺪﻯ ﻣﺴﺘﻠﺰﻣﺎﺕ ﺇﺟﺮﺍﺀ ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻮﻗﻊ ﻷﺩﺍﺀ ﻣﻦ ﺳﻴﺸﻐﻞ ﺍﻟﻮﻇﻴﻔﺔ ‪.‬‬
‫ﻭﺍﺳﺘﻌﻤﻠﺖ ﺍﳊﻀﺎﺭﺓ ﺍﻟﺮﻭﻣﺎﻧﻴﺔ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻛﺄﺩﺍﺓ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺮﻗﺎﺑـﺔ ﺍﶈﻜﻤـﺔ ﻷﺩﺍﺀ‬
‫ﺍﳌﻮﻇﻔﲔ ﻧﻈﺮﺍ ﻟﺘﻤﺘﻌﻬﺎ ﲜﻬﺎﺯ ﺇﺩﺍﺭﻱ ﺑﲑﻭﻗﺮﺍﻃﻲ ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﳌﺮﻛﺰﻳﺔ ﺍﺳﺘﻠﺰﻡ ﳑﺎﺭﺳـﺔ ﺩﻗﻴﻘـﺔ‬
‫ﻟﻠﻌﻤﻠﻴﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﻭﻟﻘﺪ ﻛﺎﻥ ﻟﻠﺤﻀﺎﺭﺓ ﺍﻹﺳﻼﻣﻴﺔ ﺩﻭﺭﺍ ﺑﺎﻟﻎ ﺍﻷﳘﻴﺔ ﰲ ﺍﳌﺴﺎﳘﺔ ﰲ ﻣﻮﺿﻮﻉ ﺍﻷﺩﺍﺀ ﻣﻦ ﺧﻼﻝ ﻣﺎ‬
‫ﺟﺎﺀ ﰲ ﻛﺘﺎﺏ ﺍﷲ ﻭﺳﻨﺔ ﺭﺳﻮﻟﻪ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ ‪،‬ﺣﻴﺚ ﺃﺭﺷﺪﻧﺎ ﺍﳌﻨﻬﺞ ﺍﻹﺳﻼﻣﻲ ﺇﱃ ﳎﻤﻮﻋـﺔ‬
‫ﻣﻦ ﺍﻷﺳﺲ ﻭ ﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﲤﻜﻦ ﻣﻦ ﺍﺳﺘﺜﻤﺎﺭ ﻗﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ ﺃﺣﺴﻦ ﺍﺳﺘﺜﻤﺎﺭ ﻭ ﺫﻟﻚ ﺍﺑﺘﺪﺍﺀ ﺑﺎﻻﺧﺘﻴﺎﺭ‬
‫ﺍﻟﺪﻗﻴﻖ ﻟﻸﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﺘﻮﻓﺮ ﻓﻴﻬﻢ ﺍﳌﻮﺍﺻﻔﺎﺕ ﻭ ﺍﻟﻘﺪﺭﺍﺕ ﻭ ﺍﳋﺼﺎﻝ ﺍﻟﱵ ﲤﻜﻨﻬﻢ ﻣـﻦ ﺃﺩﺍﺀ ﺃﻋﻤـﺎﳍﻢ‬
‫ﺑﺸﻜﻞ ﺟﻴﺪ ﻭ ﻳﺘﺠﻠﻰ ﺫﻟﻚ ﰲ ﻗﻮﻟﻪ ﺗﻌﺎﱃ "ﺇﻥ ﺧﲑ ﻣﻦ ﺍﺳﺘﺄﺟﺮﺕ ﺍﻟﻘﻮﻱ ﺍﻷﻣـﲔ ")ﺍﻟﻘـﺼﺺ‪(26‬‬
‫ﻭﺑﻌﺪ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻨﺎﺳﺒﲔ ﻳﺘﻢ ﺗﻌﻠﻴﻤﻬﻢ ﻭ ﺗﺪﺭﻳﺒﻬﻢ ﺩﻭﺭﻳﺎ ﻭ ﺇﺳﺪﺍﺀ ﺍﻟﻨﺼﺢ ﳍـﻢ ﻭﺑﻴـﺎﻥ‬
‫ﺍﻟﺴﻠﻮﻙ ﺍﳌﻄﻠﻮﺏ ﺃﺛﻨﺎﺀ ﺍﻷﺩﺍﺀ ‪،‬ﻭﲢﻔﻴﺰﻫﻢ ﻭﺗﺸﺠﻴﻌﻬﻢ ﻭ ﺗﻮﺟﻴﻬﻬﻢ ﲟﺎ ﳝﻜﻨﻬﻢ ﻣﻦ ﲡﻨﺐ ﺍﻷﺧﻄﺎﺀ‬
‫‪- 1‬ﺧﺎﻟﺪ ﻋﺒﺪ اﻟﺮﺣﯿﻢ اﻟﮭﯿﺘﻲ ‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻣﺪﺧﻞ اﺳﺘﺮاﺗﯿﺠﻲ ‪ ،‬دار واﺋﻞ ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﯾﻊ ‪ ،‬ﻋﻤﺎن ‪ ،‬اﻷردن ‪ ،2003 ،‬ص ‪.197‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻭﺗﺒﺼﲑﻫﻢ ﲟﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ ﰲ ﺃﺩﺍﺋﻬﻢ ﻭﺗﻘﺪﻳﺮ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭ ﺍﻟﺘﻤﻴﺰ ﰲ ﺍﻷﺩﺍﺀ ﻭﰲ ﺫﻟـﻚ ﻳﻘـﻮﻝ ﺍﷲ‬
‫ﺗﻌﺎﱃ ‪":‬ﺇﻥ ﺍﻟﺬﻳﻦ ﺁﻣﻨﻮﺍ ﻭ ﻋﻤﻠﻮﺍ ﺍﻟﺼﺎﳊﺎﺕ ﺇﻧﺎ ﻻ ﻧﻀﻴﻊ ﺃﺟﺮ ﻣﻦ ﺃﺣﺴﻦ ﻋﻤﻼ ") ﺍﻟﻜﻬـﻒ ‪( 30‬‬
‫ﻭﻳﻘﻮﻝ ﻋﻠﻲ ﺑﻦ ﺃﰊ ﻃﺎﻟﺐ ﺭﺿﻲ ﺍﷲ ﻋﻨﻪ ‪":‬ﻓﺎﻓﺴﺢ ﰲ ﺁﻣﺎﳍﻢ‪ ،‬ﻭﻭﺍﺻﻞ ﰲ ﺣـﺴﻦ ﺍﻟﺜﻨـﺎﺀ ﻋﻠـﻴﻬﻢ‬
‫ﻭﺗﻌﺪﻳﺪ ﻣﺎ ﺃﺑﻠﻰ ﺫﻭﻭ ﺍﻟﺒﻼﺀ ﻣﻨﻬﻢ‪ ،‬ﻓﺈﻥ ﻛﺜﺮﺓ ﺍﻟﺬﻛﺮ ﳊﺴﻦ ﺃﻓﻌﺎﳍﻢ ‪‬ﺰ ﺍﻟﺸﺠﺎﻉ‪ ،‬ﻭﲢﺮﺽ ﺍﻟﻨﺎﻛﻞ ﺇﻥ‬
‫ﺷﺎﺀ ﺍﷲ "*‪.‬‬
‫ﻛﻤﺎ ﺃﻣﺮ ﺍﳌﻨﻬﺞ ﺍﻹﺳﻼﻣﻲ ﺃﺗﺒﺎﻋﻪ ﺑﺎﻹﺗﻘﺎﻥ ﻭ ﺍﻹﺣﺴﺎﻥ ﰲ ﺃﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ‪ ،‬ﻭ ﺟﺎﺀ ﺫﻟﻚ ﰲ ﻏﲑ ﻣﺎ‬
‫ﺁﻳﺔ ﺃﻭ ﺣﺪﻳﺚ ﺷﺮﻳﻒ ﺣﻴﺚ ﻳﻘﻮﻝ ﺗﻌﺎﱃ‪ ":‬ﺇﻥ ﺍﷲ ﻳﺄﻣﺮ ﺑﺎﻟﻌﺪﻝ ﻭ ﺍﻹﺣﺴﺎﻥ ")ﺍﻟﻨﺤﻞ ‪ ،(90‬ﻭﻗـﺎﻝ‬
‫ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭ ﺳﻠﻢ‪":‬ﺇﻥ ﺍﷲ ﻛﺘﺐ ﺍﻹﺣﺴﺎﻥ ﻋﻠﻰ ﻛﻞ ﺷﻲﺀ " )ﺭﻭﺍﻩ ﺍﻟﺒﺨﺎﺭﻱ ﻭ ﻣﺴﻠﻢ(‪ ،‬ﻭﻳﺘﻀﻤﻦ‬
‫‪2‬‬
‫ﻣﻌﲎ ﺍﻹﺣﺴﺎﻥ ﺍﻟﺴﺮﻋﺔ ﻭ ﺍﺳﺘﺜﻤﺎﺭ ﺍﻟﻮﻗﺖ ﻭ ﺑﺬﻝ ﺟﻬﻮﺩ ﻣﻀﺎﻋﻔﺔ ﻹﻧﺘﺎﺝ ﻣﻨﺘﺠﺎﺕ ﺫﺍﺕ ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ‬
‫ﻛﻤﺎ ﻗﺮﺭ – ﺍﳌﻨﻬﺞ ﺍﻹﺳﻼﻣﻲ – ﻣﺒﺪﺃ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﺬﺍﺗﻴﺔ ﺃﺛﻨﺎﺀ ﺍﻷﺩﺍﺀ ﻭ ﺍﻟﱵ ﺗﻌﲏ ﺭﻗﺎﺑـﺔ ﺍﻟﻔـﺮﺩ ﺍﳌـﺴﻠﻢ‬
‫ﻟﺴﻠﻮﻛﻪ ﻭ ﺿﺒﻄﻪ ﺃﺛﻨﺎﺀ ﺃﺩﺍﺋﻪ ﻟﻌﻤﻠﻪ ﻭﻓﻖ ﺗﻌﺎﻟﻴﻢ ﺍﻟﺸﺮﻳﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ 1‬ﻭ ﺍﻟﺘﺤﻠﻲ ﺑﻴﻘﻈﺔ ﺍﻟﻀﻤﲑ ﻭ ﺭﺑﻄﻪ‬
‫ﺑﺎﳋﺎﻟﻖ ﺳﺒﺤﺎﻧﻪ " ﺃﻥ ﺗﻌﺒﺪ ﺍﷲ ﻛﺄﻧﻚ ﺗﺮﺍﻩ ﻓﺎﻥ ﱂ ﺗﻜﻦ ﺗﺮﺍﻩ ﻓﺈﻧﻪ ﻳﺮﺍﻙ ")ﻣﺘﻔﻖ ﻋﻠﻴﻪ(‪ ،‬ﻛﻞ ﻫـﺬﺍ ﺃﺩﻯ‬
‫ﺇﱃ ﺗﻨﻤﻴﺔ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﺍﳌﺴﻠﻢ ﻭﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﻌﻤﻞ ﻭﺃﺣﺴﻦ ﺃﺩﺍﺀ ﺍﻷﻣﺎﻧﺔ ﰲ ﺻـﻮﺭ ﺭﺍﺋﻌـﺔ ﱂ ﺗـﺸﻬﺪ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻛﻞ ﻋﺼﻮﺭﻫﺎ ﻣﺜﻴﻼ ﳍﺎ ؛ﻛﻤﺎ ﺃﻛﺪ ﺃﻳﻀﺎ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﻟﺘﻘﻴﻴﻢ ﺍﳌﻮﺿﻮﻋﻲ ﻭ ﺍﻟﻌـﺎﺩﻝ ﻷﺩﺍﺀ‬
‫ﺍﻷﻓﺮﺍﺩ‪ ،‬ﻭ ﺗﻘﺪﻳﺮ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻭ ﺍﳌﺘﻔﻮﻗﲔ ﻣﻨﻬﻢ ﻭﲤﻜﻴﻨﻬﻢ ﻣﻦ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ ؛ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻌﻮﻳﺾ‬
‫ﺍﻟﻌﺎﺩﻝ ‪‬ﻬﻮﺩﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺃﻋﻤﺎﳍﻢ ﻭﺇﳒﺎﺯﺍ‪‬ﻢ ﻭﰲ ﺫﻟﻚ ﻳﻘﻮﻝ ﺭﺳﻮﻝ ﺍﷲ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳـﻠﻢ‬
‫‪":‬ﺃﻋﻄﻮﺍ ﺍﻷﺟﲑ ﺣﻘﻪ ﻗﺒﻞ ﺃﻥ ﳚﻒ ﻋﺮﻗﻪ"‪ ،‬ﻭﻳﻘﻮﻝ ﺃﻳﻀﺎ ‪":‬ﻣﻄﻞ ﺍﻟﻐﲏ ﻇﻠﻢ " ؛ﻛﻤﺎ ﻳﻘﻮﻡ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‬
‫ﰲ ﺍﳌﻨﻬﺞ ﺍﻹﺩﺍﺭﻱ ﺍﻹﺳﻼﻣﻲ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺒﺎﺩﺉ ﺍﳌﺴﺘﻤﺪﺓ ﻣﻦ ﻛﺘﺎﺏ ﺍﷲ ﻭ ﺳﻨﺔ ﺭﺳﻮﻟﻪ ﺻﻠﻰ‬
‫ﺍﷲ ﻋﻠﻴﻪ ﻭ ﺳﻠﻢ ﺃﳘﻬﺎ ﻣﺎ ﻳﻠﻲ‪:2‬‬
‫ ﺍﳊﻜﻢ ﲟﺎ ﺃﻧﺰﻝ ﺍﷲ ﺗﻌﺎﱃ ﺑﺎﳊﻜﻤﺔ ﻭ ﺍﻟﻌﺪﻝ‪.‬‬‫ ﺧﺸﻴﺔ ﺍﷲ ﺗﻌﺎﱃ ﺃﺛﻨﺎﺀ ﺍﻟﺘﻘﻴﻴﻢ "ﻭﺍﺧﺸﻮﺍ ﻳﻮﻣﺎ ﻻ ﳚﺰﻱ ﻭﺍﻟﺪ ﻋﻦ ﻭﻟﺪﻩ")ﻟﻘﻤﺎﻥ ‪.(73‬‬‫ ﺇﺗﺒﺎﻉ ﺍﳊﻖ ﺩﺍﺋﻤﺎ ﺃﺛﻨﺎﺀ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬‫ ﺍﳌﻔﺎﺿﻠﺔ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻹﳝﺎﻥ ﻭ ﺍﻟﻌﻠﻢ‪.‬‬‫*ﻣﻦ وﺻﯿﺔ ﻋﻠﻰ ﺑﻦ أﺑﻲ ﻃﺎﻟﺐ رﺿﻲ اﷲ ﻋﻨﮫ ﻟﻤﺎﻟﻚ ﺑﻦ اﻷﺷﺘﺮ ﺣﯿﻦ وﻻه ﻋﻠﻏ ﻣﺼﺮ‪.‬‬
‫‪–2‬ﻋﻠﻲ اﻟﺴﻠﻤﻲ ‪ ،‬ﺧﻮاﻃﺮ ﻓﻲ اﻹدارة اﻟﻤﻌﺎﺻﺮة ‪،‬دار ﻏﺮﯾﺐ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﯾﻊ ‪،‬اﻟﻘﺎھﺮة ‪ ، 2001،‬ص‪.375‬‬
‫‪ –1‬ﻣﺤﻤﺪ ﻣﮭﻨﺎ اﻟﻌﻠﻲ ‪ ،‬اﻹدارة ﻓﻲ اﻹﺳﻼم ‪،‬د م ج ‪ ،‬اﻟﺠﺰاﺋﺮ ‪، 1985،‬ص‪. 126‬‬
‫‪ –2‬ﻣﺤﻤﺪ ﯾﺎﻏﻲ و ﺗﻮﻓﯿﻖ ﻣﺮﻋﻲ‪ ،‬ﻧﺤﻮ ﺻﯿﺎﻏﺔ ﻧﻈﺮﯾﺔ إدارﯾﺔ إﺳﻼﻣﯿﺔ ﺗﺴﺘﺨﻠﺺ ﻣﻦ اﻟﻘﺮان اﻟﻜﺮﯾﻢ ‪ ،‬ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ اﻟﻤﻠﻚ ﻋﺒﺪ اﻟﻌﺰﯾﺰ ﻟﻼﻗﺘﺼﺎد و‬
‫اﻹدارة ‪ ،‬اﻟﻤﺠﻠﺪ اﻟﺜﺎﻟﺚ‪ ،‬اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﯿﺔ اﻟﺴﻌﻮدﯾﺔ ‪،1990 ،‬ص‪. 290-286‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ ﲡﻨﺐ ﻗﻮﻝ ﺍﻟﺰﻭﺭ ﻭ ﺷﻬﺎﺩﺓ ﺍﻟﺰﻭﺭ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬‫ ﻋﺪﻡ ﺃﻛﻞ ﺃﻣﻮﺍﻝ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻟﺒﺎﻃﻞ‪.‬‬‫ ﻋﺪﻡ ﻣﺆﺍﺧﺬﺓ ﺍﻟﻌﺎﻣﻞ ﺑﺎﳋﻄﺄ ﻏﲑ ﺍﳌﺘﻌﻤﺪ‪.‬‬‫ﻭﻣﻊ ﺗﻄﻮﺭ ﺍﻟﻔﻜﺮ ﺍﻹﺩﺍﺭﻱ ﻇﻬﺮﺕ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﺍﺿﻌﺔ ﳎﻤﻮﻋـﺔ ﻣـﻦ ﺍﻷﺳـﺲ‬
‫ﳌﻮﺿﻮﻉ ﺍﻷﺩﺍﺀ ﻭﺗﻘﻴﻴﻤﻪ ﻭﻣﻦ ﺃﳘﻬﺎ ﳒﺪ‪:‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻣﺪﺭﺳﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻤﻠﻴﺔ ‪:‬‬
‫ﺭﻛﺰﺕ ﻣﺪﺭﺳﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺬﻱ ﺭﻛﺰ ﺑﺸﻜﻞ ﺃﺳـﺎﺱ‬
‫ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺍﻟﻮﻇﺎﺋﻒ ‪ ،‬ﻓﺎﺳﺘﺨﺪﻣﺖ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻛﺈﺣﺪﻯ ﺍﻟﻮﺳﺎﺋﻞ ﻹﻋـﺎﺩﺓ ﺗـﺼﻤﻴﻢ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﻭﲟﺎ ﻳﻌﺰﺯ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻷﺩﺍﺀ ‪ ،3‬ﻭﻗﺪ ﺃﻃﻠﻖ ﻣﺼﻄﻠﺢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻠﻰ‬
‫ﺳﻠﺴﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺄﻭﺿﺎﻉ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻌﺎﻣﻞ ﻻﻛﺘﺸﺎﻑ ﺃﻣﺜﻞ ﺍﻟﻮﺳﺎﺋﻞ ﻹﳒﺎﺯ ﺍﻟﻌﻤﻞ ﻭﺃﻣﺜﻞ‬
‫ﺍﻟﻄﺮﻕ ﻟﻀﺒﻂ ﻭﺗﺮﻗﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ ‪ ،‬ﻭﻟﻘﺪ ﺗﺒﻨﺖ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺮﺗﻜﺰﺍﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ ﻗﺎﻣﺖ‬
‫ﻋﻠﻴﻬﺎ ﻛﻤﺒﺎﺩﺉ ﻫﻲ ‪ :‬ﺍﻋﺘﻤﺎﺩ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ ﻟﺘﺤﺪﻳﺪ ﻋﻨﺎﺻﺮ ﻋﻤـﻞ ﺍﻟﻔـﺮﺩ ‪ ،‬ﺗﻘـﺴﻴﻢ ﺍﻟﻌﻤـﻞ‬
‫ﻭﺍﻟﺘﺨﺼﺺ ﻟﻀﻤﺎﻥ ﻧﻘﺺ ﺍﻟﺘﻜﻠﻔﺔ ﻭﺭﻓﻊ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ‪ ،‬ﺩﺭﺍﺳﺔ ﺍﳊﺮﻛـﺔ ﻭﺍﻟـﺰﻣﻦ ﻭﺍﺳـﺘﺒﻌﺎﺩ‬
‫ﺍﳊﺮﻛﺎﺕ ﺍﻟﺰﺍﺋﺪﺓ ﻭﻭﺿﻊ ﺯﻣﻦ ﻣﻌﻴﺎﺭﻱ ﻷﺩﺍﺀ ﻛﻞ ﺣﺮﻛﺔ ﰲ ﺍﻟﻌﻤﻞ ﺍﳌﻨﺠﺰ ‪ ،‬ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﳊـﻮﺍﻓﺰ‬
‫ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺘﻌﺎﻭﻥ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﺑﲔ ﺍﳌﺸﺮﻑ ﺍﳌﺒﺎﺷﺮ ﻭﻣﺮﺅﻭﺳﻴﻪ ‪ ،‬ﻛﺬﻟﻚ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﺴﻠﻴﻢ ﻟﻸﻓـﺮﺍﺩ‬
‫ﻭﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻌﻤﻞ ﺍﳌﺎﺩﻳﺔ ﰒ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﻟﺘﻮﺳﻴﻊ ﺩﺍﺋﺮﺓ ﻣﻌﺎﺭﻓﻬﻢ ﻭﻣﻬﺎﻣﻬﻢ ﻣﻦ ﺃﺟـﻞ ﺗﺮﺷـﻴﺪ‬
‫ﺍﻷﺩﺍﺀ ‪ .1‬ﻛﻤﺎ ﺭﻛﺰﺕ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﻃﺮﻳﻘﺔ ﻣﺜﻠﻰ ﻷﺩﺍﺀ ﺃﻱ ﻋﻤﻠﻴﺔ ﻣﻦ ﺧـﻼﻝ ﺗﻨﻤـﻴﻂ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﻔﺮﺩﻱ ﻭﻓﻖ ﻣﺒﺪﺃ )‪.(one best way‬‬
‫ﻭﻣﺎ ﻳﻌﺎﺏ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺗﺄﻛﻴﺪﻫﺎ ﻋﻠﻰ ﺍﳊﺎﻓﺰ ﺍﳌﺎﺩﻱ ﻣﺘﺠﺎﻫﻠﺔ ﺇﻧﺴﺎﻧﻴﺔ ﻫﺬﺍ ﺍﻟﻌﺎﻣﻞ ﻭﺍﻋﺘﺒﺎﺭﻩ ﺁﻟﺔ ﳑﺎ‬
‫ﻣﻬﺪ ﺇﱃ ﻇﻬﻮﺭ ﻣﺪﺭﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﻣﺪﺭﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ‪:‬‬
‫ﻧﺘﻴﺠﺔ ﺍﳌﻨﺎﺩﺍﺓ ﺑﺘﺤﺴﲔ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻭﺍﻷﺟﻮﺭ ﻇﻬﺮﺕ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺑﺮﻳﺎﺩﺓ ﺍﻟﺘـﻮﻥ ﻣـﺎﻳﻮ‬
‫)‪ ،(Elton Mayo‬ﺣﻴﺚ ﺭﻛﺰﺕ ﻋﻠﻰ ﺃﺛﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﺍﳌﺎﺩﻳﺔ‬
‫‪ –3‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ ‪ ،‬ص‪.198‬‬
‫‪ 1‬ﻋﺘﯿﻘﺔ ﺣﺮاﯾﺮﯾﺔ ‪ ،‬إﺷﻜﺎﻟﯿﺔ ﺗﻘﯿﯿﻢ اﻷداء ﻓﻲ اﻟﺴﻠﻮك اﻟﺘﻨﻈﯿﻤﻲ وﻋﻼﻗﺘﮫ ﺑﺘﻮﺟﯿﮫ وﺗﻄﻮﯾﺮ اﻟﻤﺴﺎر اﻟﻮﻇﯿﻔﻲ ﻟﻺﻃﺎرات – دراﺳﺔ ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ ﺳﻮﻧﺎ ﻃﺮاك‬
‫ﺣﺎﺳﻲ ﻣﺴﻌﻮد ‪ ،‬رﺳﺎﻟﺔ ﻟﻨﯿﻞ ﺷﮭﺎدة اﻟﻤﺎﺟﺴﺘﯿﺮ ﻓﻲ ﻋﻠﻢ اﻻﺟﺘﻤﺎع اﻟﺘﻨﻈﯿﻢ واﻟﻌﻤﻞ ‪ ،‬ﺗﺤﺖ إﺷﺮاف ‪ :‬اﻟﮭﺎﺷﻤﻲ ﻣﻘﺮاﻧﻲ ‪ ،‬ﻗﺴﻢ ﻋﻠﻢ اﻻﺟﺘﻤﺎع ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫اﻟﺠﺰاﺋﺮ ‪ ،‬اﻟﺠﺰاﺋﺮ ‪ ،03/02 ،‬ص ‪. 20‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻋﻠﻰ ﺍﻷﺩﺍﺀ ‪ 1‬ﻭﺭﺃﺕ ﺑﺄﻥ ﲢﻔﻴﺰ ﺍﻟﻌﺎﻣﻞ ﻣﺎﺩﻳﺎ ﻭﻛﺬﺍ ﻣﻦ ﺧﻼﻝ ﺣﺼﻮﻟﻪ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﻣﻦ ﻗﺒﻞ ﻣـﺸﺮﻓﻴﻪ‬
‫ﻭﺭﻏﺒﺘﻪ ﰲ ﲢﻘﻴﻖ ﺍﻻﻋﺘﺮﺍﻑ ﺑﻪ ﻭﺑﺄﺩﺍﺋﻪ ﻳﺸﻜﻞ ﻗﻮﺓ ﺩﺍﻓﻌﺔ ﳓﻮ ﲢﻘﻴﻖ ﺫﺍﺗﻪ ﻭﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺗﻪ ﻭﺗﻔﻮﻗﻪ ﰲ‬
‫ﺃﺩﺍﺀ ﻣﻬﻤﺘﻪ‪ ،‬ﻭﻗﺪ ﺍﻧﺼﺐ ﺍﻻﻫﺘﻤﺎﻡ ﰲ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﻋﻠﻰ ﻣﻘﺎﺑﻠﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺍﻟﱵ ﺗﺘﻢ ﺑﲔ ﺍﳌـﺸﺮﻑ‬
‫ﻭﻣﺮﺅﻭﺳﻴﻪ ﳌﻨﺎﻗﺸﺔ ﻧﻮﺍﺣﻲ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﰲ ﺍﻷﺩﺍﺀ ﻭﻟﻴﺲ ﺍﻟﻨﻘﺪ ﻟﺸﺨﺼﻴﺔ ﺍﳌﺮﺅﻭﺱ‪ ،2‬ﳑﺎ ﻳﺰﻳـﺪ ﰲ‬
‫ﺷﻌﻮﺭ ﺍﻟﻔﺮﺩ ﺑﺎﳌﺸﺎﺭﻛﺔ ﻭﺍﻟﻮﻋﻲ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﻭﺗﻮﺍﺻﻠﺖ ﺍﻷﲝﺎﺙ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻭﰎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻨﻤﺎﺫﺝ ﻭﺍﻟﱵ ﻣﻦ ﺃﳘﻬﺎ ﳒﺪ‪:‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﻭﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪:‬‬
‫ﺗﺘﺮﻛﺰ ﻓﻜﺮﺓ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ∗ ﻋﻠﻰ ﺩﻭﺭ ﺍﳌﺸﺮﻑ –ﲟﺴﺎﻋﺪﺓ ﻭﻣﺸﺎﺭﻛﺔ ﻣﺮﺅﻭﺳـﻴﻪ – ﰲ‬
‫ﻭﺿﻊ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ‪‬ﻢ ‪ ،‬ﻭﺍﳌﺘﻮﻗﻊ ﲢﻘﻴﻘﻬﺎ ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻘﺎﺩﻣﺔ ‪ ،‬ﻭﻳﺘﻢ ﺑﻌﺪ ﺫﻟﻚ ﻗﻴﺎﺱ ﻭﺗﻘﻴـﻴﻢ‬
‫ﺍﻷﺩﺍﺀ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ) ﺃﻱ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻌﻴﺎﺭﻳﺔ ﺍﻟﱵ ﺷﺎﺭﻛﻮﺍ ﰲ ﺇﻋﺪﺍﺩﻫﺎ (‪. 3‬‬
‫ﺧﺎﻣﺴﺎ‪ :‬ﺇﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺗﻘﻮﻡ ﻓﻜﺮﺓ ﺇﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﻣﻨﻄﻖ ﺃﻥ ﺍﻷﺩﺍﺀ ﺍﳌﺘﻤﻴﺰ ﺍﶈﻘﻖ ﻟﻠﻐﺮﺽ ﻣﻨﻪ ﻳﺘﻄﻠﺐ ﺗﻮﺍﻓﺮ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ ﺗﺼﻤﻴﻢ ﺍﻟﻌﻤﻞ ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ ﻳﺘﻢ ﻓﻴﻬﺎ ﲢﺪﻳﺪ ﺍﻷﺩﺍﺀ ﺍﳌﻄﻠﻮﺏ ﻭ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻮﻗﻌﺔ ﺣﱴ ﲤﺎﻡ ﺍﻟﺘﻨﻔﻴﺬ ‪.‬‬‫ ﺗﻮﻓﲑ ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻷﺩﺍﺀ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﻛﻞ ﻣﺎ ﻳﺘﻄﻠﺒﻪ ﺍﻟﺘﻨﻔﻴﺬﺍﻟﺴﻠﻴﻢ ﻟـﻼﺩﺍﺀ ﺣـﺴﺐ ﺗـﺼﻤﻴﻢ‬‫ﺍﳌﻮﺿﻮﻉ ‪.‬‬
‫ ‪‬ﻴﺌﺔ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺍﳌﺘﻌﻠﻘﺔ ﲟﻜﺎﻥ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ‪.‬‬‫ ﺗﻮﻓﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺆﻫﻠﺔ ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺇﻋﺪﺍﺩﻫﻢ ﻭﻓﻖ ﺧﻄﺔ ﺍﻷﺩﺍﺀ ﻭﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﻏﻮﺑﺔ ﻭﺗﻮﻓﲑ‬‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻭ ﺍﻟﻜﺎﻓﻴﺔ ﻋﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﳉﻮﺩﺓ ﻭ ﻣﻌﺎﻳﲑ ﺗﻘﻴﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ ﺍﳌﺘﺎﺑﻌﺔ ﺍﳌﺴﺘﻤﺮﺓ ﺍﻷﺩﺍﺀ ﻭﻣﻼﺣﻈﺔ ﺍﻷﻓﺮﺍﺩ ﺃﺛﻨﺎﺀ ﺗﻨﻔﻴﺬﻫﻢ ﳌﻬﺎﻣﻬﻢ ﻭ ﺗﺰﻭﻳﺪﻫﻢ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺠﺪﺩﺓ ﻭ‬‫ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺗﺼﺤﻴﺢ ﻣﺴﺎﺭ ﺍﻟﺘﻨﻔﻴﺬ ﻭ ﲣﻄﻲ ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺼﺎﺩﻓﻬﻢ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪.‬‬
‫ ﺭﺻﺪ ﻧﺘﺎﺋﺞ ﺍﻷﺩﺍﺀ ﻭﺗﻘﻴﻴﻤﻬﺎ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺇﱃ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ ﻭﺗﻌﻮﻳﺾ ﺍﻟﻌﺎﻣﻞ ﻋﻦ ﺃﺩﺍﺋﻪ ﻭﻓﻖ ﳌـﺎ‬‫ﺣﻘﻘﻪ ﻣﻦ ﻧﺘﺎﺋﺞ ﻭﻭﻓﻘﺎ ﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫‪ 1‬ﺳﻨﺎء ﻋﺒﺪ اﻟﻜﺮﯾﻢ اﻟﺨﻨﺎق ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪.33‬‬
‫‪ 2‬ﻋﺒﺪ اﻟﻐﻔﺎر ﺣﻨﻔﻲ و ﺻﻼح اﻟﺪﯾﻦ ﻋﺒﺪ اﻟﺒﺎﻗﻲ ‪ ،‬إدارة اﻷﻓﺮاد واﻟﻌﻼﻗﺎت اﻹﻧﺴﺎﻧﯿﺔ ‪ ،‬اﻟﻤﻜﺘﺐ اﻟﻌﺮﺑﻲ اﻟﺤﺪﯾﺚ ‪ ،‬اﻹﺳﻜﻨﺪرﯾﺔ‪ ،1988 ،‬ص ‪.328‬‬
‫∗ ﺳﯿﺘﻢ اﻟﺘﻄﺮق إﻟﻰ ﻃﺮﯾﻘﺔ ﺗﻘﯿﯿﻢ اﻷداء ﻋﻦ ﻃﺮﯾﻖ اﻹدارة ﺑﺎﻷھﺪاف ﻓﻲ ﻋﻨﺼﺮ ﻻﺣﻖ ﻣﻦ ھﺬا اﻟﻔﺼﻞ ‪.‬‬
‫‪ 3‬ﻋﺘﯿﻘﺔ ﺣﺮاﯾﺮﯾﺔ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ص ‪.22‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻓﺈﺩﺍﺭﺓ ﺍﻷﺩﺍﺀ ﺗﻘﻮﻡ ﺃﺳﺎﺳﺎ ﻋﻠﻰ ﻋﺪﺓ ﻋﻤﻠﻴﺎﺕ ‪‬ﺪﻑ ﺇﱃ ﺿﻤﺎﻥ ﻭﺻـﻮﻝ ﺍﻷﻓـﺮﺍﺩ ﺇﱃ ﺍﻷﻫـﺪﺍﻑ‬
‫ﺍﳌﺴﻄﺮﺓ ﻭﺗﺘﻤﺜﻞ ﺃﺳﺎﺳﺎ ﰲ‪ :‬ﲣﻄﻴﻂ ﺍﻷﺩﺍﺀ‪ ،‬ﺗﻮﺟﻴﻪ ﺍﻷﺩﺍﺀ‪ ،‬ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪ ،‬ﺗﺸﺨﻴﺺ ﺍﻷﺩﺍﺀ ﻭﺗﻄﻮﻳﺮﻩ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﻔﻬﻮﻡ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺃﳘﻴﺘﻪ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﻣﻔﻬﻮﻡ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫"ﻳﻘﺼﺪ ﺑﺘﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻗﻴﺎﺱ ﻣﺪﻯ ﻗﻴﺎﻡ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﳌﺴﻨﺪﺓ ﺇﻟﻴﻬﻢ ﻭﲢﻘﻴﻘﻬﻢ ﻟﻸﻫـﺪﺍﻑ‬
‫ﺍﳌﻄﻠﻮﺑﺔ ﻣﻨﻬﻢ‪ ،‬ﻭﻣﺪﻯ ﺗﻘﺪﻣﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ﻭﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣـﻦ ﻓـﺮﺹ ﺍﻟﺘﺮﻗـﻲ ﻭﺯﻳـﺎﺩﺓ‬
‫ﺍﻷﺟﻮﺭ"‪.1‬‬
‫ﻛﻤﺎ ﳝﻜﻦ ﺗﻌﺮﻳﻔﻪ ﺑﺄﻧﻪ ‪ ":‬ﳏﺎﻭﻟﺔ ﻟﺘﺤﻠﻴﻞ ﺃﺩﺍﺀ ﺍﻟﻔﺮﺩ ﺑﻜﻞ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻪ ﻣﻦ ﺻﻔﺎﺕ ﻧﻔﺴﻴﺔ ﺃﻭ ﺑﺪﻧﻴﺔ ‪ ،‬ﺃﻭ‬
‫ﻣﻬﺎﺭﺍﺕ ﻓﻨﻴﺔ ﺃﻭ ﻓﻜﺮﻳﺔ ﺃﻭ ﺳﻠﻮﻛﻴﺔ ّ‪،‬ﻭﺫﻟﻚ ‪‬ﺪﻑ ﲢﺪﻳﺪ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﻭﳏﺎﻭﻟﺔ ﺗﻌﺰﻳﺰ ﺍﻷﻭﱃ‬
‫ﻭﻣﻮﺍﺟﻬﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺫﻟﻚ ﻛﻀﻤﺎﻥ ﺃﺳﺎﺳﻲ ﻟﺘﺤﻘﻴﻖ ﻓﺎﻋﻠﻴﺔ ﺍﳌﻨﻈﻤﺔ "‪.2‬‬
‫ﻭﻳﻌﺮﻑ ﻛﺬﻟﻚ ﺑﺄﻧﻪ ‪ ":‬ﺫﻟﻚ ﺍﻹﺟﺮﺍﺀ ﺍﻟﺬﻱ ﻳﻬﺪﻑ ﺇﱃ ﺗﻘﻴﻴﻢ ﻣﻨﺠﺰﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻋﻦ ﻃﺮﻳـﻖ‬
‫ﻭﺳﻴﻠﺔ ﻣﻮﺿﻮﻋﻴﺔ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﻣﺪﻯ ﻣﺴﺎﳘﺔ ﻛﻞ ﻓﺮﺩ ﰲ ﺇﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﺗﻮﻛﻞ ﺇﻟﻴـﻪ ﻭﺑﻄﺮﻳﻘـﺔ‬
‫ﻣﻮﺿﻮﻋﻴﺔ ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﳊﻜﻢ ﻋﻠﻰ ﺳﻠﻮﻛﻪ ﻭﺗﺼﺮﻓﺎﺗﻪ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ ﻭﻋﻠﻰ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺤﺴﻦ ﺍﻟﺬﻱ ﻃـﺮﺃ‬
‫ﻋﻠﻰ ﺃﺳﻠﻮﺑﻪ ﰲ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ "‪. 3‬‬
‫ﻛﻤﺎ ﻳﻌﲏ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ "ﲢﺪﻳﺪ ﻣﺴﺘﻮﻯ ﻛﻔﺎﺀﺓ ﻫﺬﺍ ﺍﻷﺩﺍﺀ ﰲ ﳏﺎﻭﻟﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﲢﺪﻳﺪ‬
‫ﻣﺪﻯ ﻣﺴﺎﳘﺘﻪ ﰲ ﺇﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻮﻛﻠﺔ ﺇﻟﻴﻪ ﻭﺍﶈﺘﻤﻞ ﺃﻥ ﺗﻮﻛﻞ ﺇﻟﻴﻪ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ‪ ،‬ﻭﻛﺬﻟﻚ ﺳﻠﻮﻛﻪ‬
‫ﻭﺗﺼﺮﻓﺎﺗﻪ ﰲ ﳏﻴﻂ ﺍﻟﻌﻤﻞ ﻭﺍﳌﺘﻌﻠﻘﺔ ﺑﻪ ‪،‬ﻭﻛﺬﻟﻚ ﻗﺪﺭﺍﺗﻪ ﻭﺇﻣﻜﺎﻧﻴﺎﺗﻪ ﺍﻟﺬﺍﺗﻴﺔ ﺧﻼﻝ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ"‪. 4‬‬
‫ﻭﻳﻘﺼﺪ ﺑﺘﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻛﺬﻟﻚ‪ ":‬ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺃﺩﺍﺀ ﺍﻟﻌـﺎﻣﻠﲔ ﻟﻌﻤﻠـﻬﻢ ﻭﻣﻼﺣﻈـﺔ‬
‫ﺳﻠﻮﻛﻬﻢ ﻭﺗﺼﺮﻓﺎ‪‬ﻢ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪ ،‬ﺫﻟﻚ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﻣﺪﻯ ﳒﺎﺣﻬﻢ ﻭﻣﺴﺘﻮﻯ ﻛﻔﺎﺀ‪‬ﻢ ﰲ ﺍﻟﻘﻴﺎﻡ‬
‫ﺑﺄﻋﻤﺎﳍﻢ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﻭﺃﻳﻀﺎ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻘﺪﻡ ﻟﻠﻔﺮﺩ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﲢﻤﻠﻪ ﳌﺴﺆﻭﻟﻴﺎﺕ‬
‫ﺃﻛﱪ ﺃﻭ ﺗﺮﻗﻴﺘﻪ ﻟﻮﻇﻴﻔﺔ ﺃﺧﺮﻯ"‪.5‬‬
‫‪ 1‬زھﯿﺮ ﺛﺎﺑﺖ ‪ ،‬ﻛﯿﻒ ﺗﻘﯿﻢ أداء اﻟﺸﺮﻛﺎت واﻟﻌﺎﻣﻠﯿﻦ ؟‪ ،‬دار ﻗﺒﺎء ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ واﻟﺘﻮزﯾﻊ ‪ ،‬اﻟﻘﺎھﺮة ‪.2001 ،‬ص ‪.87‬‬
‫‪ - 2‬ﻣﺆﯾﺪ ﺳﻌﯿﺪ اﻟﺴﺎﻟﻢ و ﻋﺎدل ﺣﺮﺣﻮش ﺻﺎﻟﺢ ‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻣﺪﺧﻞ اﺳﺘﺮاﺗﯿﺠﻲ‪ ،‬ﻋﺎﻟﻢ اﻟﻜﺘﺐ اﻟﺤﺪﯾﺚ ‪ ،‬إرﺑﺪ ‪ ،‬اﻷردن ‪،2002،‬ص ‪.102‬‬
‫‪- 3‬ﻣﮭﺪي ﺣﺴﻦ زوﯾﻠﻒ ‪ ،‬إدارة اﻷﻓﺮاد ‪ ،‬ﻣﻜﺘﺒﺔ اﻟﻤﺠﺘﻤﻊ اﻟﻌﺮﺑﻲ ‪ ،‬ﻋﻤﺎن‪ ،‬اﻷردن ‪،2003 ،‬ص ‪188‬‬
‫‪- 4‬ﻋﻠﻲ ﻋﺒﺪ اﷲ ‪ ،‬ﻣﺤﺎﺿﺮات ﻓﻲ ﻣﻘﯿﺎس إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ‪ ،‬اﻟﺴﻨﺔ اﻷوﻟﻰ ﻣﺎﺟﺴﺘﯿﺮ ‪ ،‬ﻓﺮع إدارة اﻷﻋﻤﺎل ‪ ،‬ﻗﺴﻢ اﻟﻌﻠﻮم اﻟﺘﺠﺎرﯾﺔ ‪ ،‬ﺟﺎﻣﻌﺔ ﻣﺴﯿﻠﺔ ‪،‬‬
‫‪. 2004-2003‬‬
‫‪ 5‬ﺻﻼح اﻟﺪﯾﻦ ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﺒﺎﻗﻲ ‪ ،‬اﻟﺠﻮاﻧﺐ اﻟﻌﻠﻤﯿﺔ واﻟﺘﻄﺒﯿﻘﯿﺔ ﻓﻲ إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﺑﺎﻟﻤﻨﻈﻤﺔ ‪ ،‬اﻟﺪار اﻟﺠﺎﻣﻌﯿﺔ ‪،‬اﻹﺳﻜﻨﺪرﯾﺔ‪،2001،‬ص‪.257‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺃﳘﻴﺔ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫ﺗﺒﺪﻱ ﻛﻞ ﺍﳌﻨﻈﻤﺎﺕ ﺗﻘﺮﻳﺒﺎ ﺃﳘﻴﺔ ﻗﺼﻮﻯ ﻟﻌﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻓﻤﻦ ﺧﻼﳍـﺎ ﳝﻜـﻦ‬
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‫ﻟﻠﻤﻨﻈﻤﺔ ‪:‬‬
‫ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﳌﻌﺎﻣﻠﺔ ﺍﻟﻌﺎﺩﻟﺔ ﳉﻤﻴﻊ ﺍﳌﻮﻇﻔﲔ‪ ،‬ﻭﺃﻥ ﺍﳌﺴﺘﻨﺪﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺬﻟﻚ ﺳﺘﻜﻮﻥ ﻋﻨﺼﺮﺍ ﻫﺎﻣﺎ ﰲ‬‫ﺗﺄﻳﻴﺪ ﺳﻼﻣﺔ ﻣﻮﻗﻒ ﺍﳌﻨﻈﻤﺔ ﰲ ﺣﺎﻟﺔ ﺗﻈﻠﻢ ﺃﺣﺪ ﺍﳌﻮﻇﻔﲔ ﺣﻮﻝ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﲤﺲ ﺗﺮﻗﻴﺘﻪ ﺃﻭ ﺗﻌﻮﻳﻀﻪ‬
‫ﺃﻭ ﺇ‪‬ﺎﺀ ﺧﺪﻣﺘﻪ‪.‬‬
‫ ﲢﺪﻳﺪ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻭﻭﺿﻌﻬﻢ ﰲ ﺍﻟﺼﻮﺭﺓ ﺃﻣﺎﻡ ﺍﳌﺴﺆﻭﻟﲔ ﲤﻬﻴﺪﺍ ﻟﺘﺮﻗﻴﺘﻬﻢ ﻭﺗﺮﻓﻴﻌﻬﻢ ﺇﱃ ﻣﺮﺍﻛﺰ‬‫ﻭﻇﻴﻔﻴﺔ ﺃﻋﻠﻰ‪.‬‬
‫ ﻣﻌﺮﻓﺔ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ ﲤﻬﺪ ﻟﻪ ﺍﻟﻄﺮﻳﻖ ﳓﻮ ﺗﺪﺭﻳﺒﻪ ﻭ ﺗﻄﻮﻳﺮ ﺃﺩﺍﺋﻪ ﻭ ﲢﺴﲔ ﺇﻧﺘﺎﺟﻴﺘﻪ ﻭ ﺫﻟـﻚ‬‫ﺑﺎﻻﺗﻔﺎﻕ ﻣﻊ ﺭﺋﻴﺴﻪ‪.‬‬
‫ ﻣﻦ ﺷﺄﻥ ﺍﳊﻮﺍﺭ ﺑﲔ ﺍﻟﻌﺎﻣﻞ ﻭﺭﺋﻴﺴﻪ ﺍﳌﺒﺎﺷﺮ ﺣﻮﻝ ﻧﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺃﻥ ﻳﻈﻬﺮ ﺟﻮﺍﻧﺐ ﺍﻟـﻨﻘﺺ ﰲ‬‫ﺳﻴﺎﺳﺎﺕ ﺍﳌﻨﻈﻤﺔ ﻭﺃﻧﻈﻤﺘﻬﺎ ﺇﺫ ﻗﺪ ﻳﺘﺮﺗﺐ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﻫﺬﻩ ﺍﻷﻣﻮﺭ ﺍﻛﺘﺸﺎﻑ ﺃﺧﻄﺎﺀ ﻗﺪ ﺗﻜﻮﻥ‬
‫ﻫﻲ ﺍﻟﺴﺒﺐ ﰲ ﺿﻌﻒ ﻧﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﻧﻈﺎﻡ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﳝﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺗﻌﺮﻳﻔﻬﻢ ﺑﻨﻮﺍﺣﻲ ﺍﻟﻘﺼﻮﺭ ﰲ‬
‫ﺃﺩﺍﺋﻬﻢ ﻓﻴﻌﻄﻲ ﳍﻢ ﺍﻟﻔﺮﺻﺔ ﻟﺘﻼﻓﻴﻬﺎ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﺃﻳﻀﺎ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻧﻮﺍﺣﻲ ﺍﻟﺴﻠﻮﻙ ﻏﲑ ﺍﳌﻘﺒﻮﻟـﺔ‬
‫ﻭﺍﻟﱵ ﺗﻘﻠﻞ ﻣﻦ ﻛﻔﺎﺀﺓ ﺍﻟﻌﺎﻣﻠﲔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻹﺩﺍﺭﺓ ﻭﺑﺎﻟﺘﺎﱄ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﲡﻨﺒﻬﺎ ﺇﺿـﺎﻓﺔ ﺇﱃ ﺃﻧـﻪ‬
‫ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﺣﺘﺮﺍﻡ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﻭﻗﻮﺍﻋﺪﻩ ﻷﻥ ﺷﻌﻮﺭ ﺍﻟﺸﺨﺺ ﺑﺄﻥ ﻫﻨﺎﻙ ﻣﻦ ﻳﻘﻴﻢ ﺳﻠﻮﻛﻪ ﻭﺗﺼﺮﻓﺎﺗﻪ‬
‫ﺳﻮﻑ ﳚﻌﻠﻪ ﺃﻛﺜﺮ ﺍﻟﺘﺰﺍﻣﺎ ﺑﻨﻈﺎﻡ ﻭﻗﻮﺍﻋﺪ ﺍﻟﻌﻤﻞ ﺍﳌﻮﺿﻮﻋﺔ‪.2‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﻫﺪﺍﻑ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭ ﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺃﻫﺪﺍﻑ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﲢﻘﻖ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺃﻫﺪﺍﻓﺎ ﻋﺪﻳﺪﺓ ﻭﺫﻟﻚ ﻭﻓﻖ ﺛﻼﺙ ﻣﺴﺘﻮﻳﺎﺕ ﻫﻲ‪:‬‬
‫ﺍﳌﻨﻈﻤﺔ ‪ ،‬ﺍﳌﺪﻳﺮﻳﻦ ﻭﺍﳌﺮﺅﻭﺳﲔ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ ‪-:‬‬
‫‪ 1‬ﻣﺆﯾﺪ ﺳﻌﯿﺪ اﻟﺴﺎﻟﻢ وﻋﺎدل ﺣﺮﺣﻮش ﺻﺎﻟﺢ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪.103‬‬
‫‪ 2‬ﺻﻼح اﻟﺪﯾﻦ ﻋﺒﺪ اﻟﺒﺎﻗﻲ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪259-257‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫‪ -1‬ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻨﻈﻤﺔ ‪:‬‬
‫ﺇﳚﺎﺩ ﻣﻨﺎﺥ ﻣﻼﺋﻢ ﻣﻦ ﺍﻟﺜﻘﺔ ﻭﺍﻟﺘﻌﺎﻣﻞ ﺍﻷﺧﻼﻗﻲ ﺍﻟﺬﻱ ﻳﺒﻌﺪ ﺍﺣﺘﻤﺎﻝ ﺗﻌﺪﺩ ﺷﻜﺎﻭﻱ ﺍﻟﻌـﺎﻣﻠﲔ ﲡـﺎﻩ‬‫ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﺳﺘﺜﻤﺎﺭ ﻗﺪﺭﺍ‪‬ﻢ ﻭﺇﻣﻜﺎﻧﻴﺎ‪‬ﻢ ﻭﲟﺎ ﻳﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺍﻟﺘﻘﺪﻡ ﻭﺍﻟﺘﻄﻮﺭ‪.‬‬‫ ﺗﻘﻴﻴﻢ ﺑﺮﺍﻣﺞ ﻭﺳﻴﺎﺳﺎﺕ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻛﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻟﻌﻤﻠﻴﺔ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﺨﺪﻡ ﻛﻤﺆﺷـﺮﺍﺕ‬‫ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﺩﻗﺔ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺎﺕ‪.‬‬
‫ ﻣﺴﺎﻋﺪﺓ ﺍﳌﻨﻈﻤﺔ ﰲ ﻭﺿﻊ ﻣﻌﺪﻻﺕ ﺃﺩﺍﺀ ﻣﻌﻴﺎﺭﻳﺔ ﺩﻗﻴﻘﺔ‪.‬‬‫‪ -2‬ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﺪﻳﺮﻳﻦ ‪:‬‬
‫ﺇﻥ ﻣﻮﺍﺟﻬﺔ ﺍﳌﺪﻳﺮ ﺃﻭ ﺍﳌﺸﺮﻑ ﻟﻠﻔﺮﺩ ﺍﻟﻌﺎﻣﻞ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﺃﺩﺍﺋﻪ ﻻ ﺗﻌﺘﱪ ﻋﻤﻠﻴﺔ ﺳـﻬﻠﺔ ﻭﺇﳕـﺎ‬
‫ﺗﻌﺘﱪ ﻋﻤﻠﻴﺔ ﺗﺘﻤﻴﺰ ﺑﻄﺎﺑﻊ ﺍﻟﺘﺤﺪﻱ ﺍﻟﺬﻱ ﻳﺪﻓﻊ ﺍﳌﺪﻳﺮﻳﻦ ﺇﱃ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍ‪‬ﻢ ﻭﺇﻣﻜﺎﻧﻴﺎ‪‬ﻢ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺗﻌﺰﻳﺰ‬
‫ﻗﺪﺭﺍ‪‬ﻢ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺗﻘﻴﻴﻢ ﺳﻠﻴﻢ ﻭﻣﻮﺿﻮﻋﻲ ﻷﺩﺍﺀ ﺗﺎﺑﻌﻴﻬﻢ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺪﻓﻊ ﺑﺎﲡﺎﻩ ﺗﻄـﻮﻳﺮ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﳉﻴﺪﺓ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻟﺘﻘﺮﺏ ﺇﻟﻴﻬﻢ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺸﺎﻛﻠﻬﻢ ﻭﺻﻌﻮﺑﺎ‪‬ﻢ ‪.‬‬
‫‪ -3‬ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻔﺮﺩ‪:‬‬
‫ﺇﻥ ﺯﻳﺎﺩﺓ ﺷﻌﻮﺭ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻟﻌﺪﺍﻟﺔ ﻭﺑﺄﻥ ﲨﻴﻊ ﺟﻬﻮﺩﻫﻢ ﺍﳌﺒﺬﻭﻟﺔ ﺗﺆﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻣﻦ ﻗﺒﻞ‬
‫ﺍﳌﻨﻈﻤﺔ ﳚﻌﻠﻬﻢ ﺃﻛﺜﺮ ﺷﻌﻮﺭﺍ ﺑﺎﳌﺴﺆﻭﻟﻴﺔ ﻭﻳﺪﻓﻌﻬﻢ ﺇﱃ ﺍﻟﻌﻤﻞ ﺑﺎﺟﺘﻬﺎﺩ ﻭﺟﺪﻳﺔ ﻭﺇﺧـﻼﺹ ﻟﻴﺘﺮﻗﺒـﻮﺍ‬
‫ﻓﻮﺯﻫﻢ ﺑﺎﺣﺘﺮﺍﻡ ﻭﺗﻘﺪﻳﺮ ﻣﺴﺆﻭﻟﻴﻬﻢ ﻣﻌﻨﻮﻳﺎ ﻭﻣﻜﺎﻓﺄ‪‬ﻢ ﻣﺎﻟﻴﺎ ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻣﺰﺍﻳﺎ ﻋﺪﺓ ﻣﻨﻬﺎ‪:‬‬
‫ﺭﻓﻊ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺧﻠﻖ ﺟﻮ ﻣﻦ ﺍﻟﺘﻔﺎﻫﻢ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﳊﺴﻨﺔ‪.‬‬‫ﺇﺷﻌﺎﺭ ﺍﻟﻌﺎﻣﻠﲔ ﲟﺴﺆﻭﻟﻴﺘﻬﻢ ﲡﺎﻩ ﻭﻇﺎﺋﻔﻬﻢ‪.‬‬‫ﻭﺳﻴﻠﺔ ﻟﻀﻤﺎﻥ ﻋﺪﺍﻟﺔ ﻣﻌﺎﻣﻠﺔ ﺍﳌﺴﺆﻭﻟﲔ ﳌﻮﻇﻔﻴﻬﻢ‪.‬‬‫ﺗﻘﻴﻴﻢ ﺳﻴﺎﺳﺎﺕ ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﺪﺭﻳﺐ‪.‬‬‫‪-‬ﻭﺳﻴﻠﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺍﻟﻔﺮﺩﻱ ﻟﻠﻌﺎﻣﻞ ﻭ ﲣﻄﻴﻂ ﺍﳌﺴﺎﺭ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻸﻓﺮﺍﺩ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) ‪ :( 06‬ﺃﻫﺪﺍﻑ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ‪:‬‬
‫اﻟﺘﻌﺮف ﻋﻠﻰ‬
‫ﻣﺴﺘﻮى أداء‬
‫اﻟﻌﺎﻣﻠﯿﻦ‬
‫اﻟﻤﺴﺎھﻤﺔ ﻓﻲ‬
‫ﺗﺨﻄﯿﻂ اﻟﻘﻮى‬
‫اﻟﻌﺎﻣﻠﺔ‬
‫ﺗﺮﺷﯿﺪ ﺳﯿﺎﺳﺎت‬
‫اﻷﺟﻮر‬
‫أﺧﺘﯿﺎر اﻷﻓﺮاد‬
‫اﻟﺼﺎﻟﺤﯿﻦ‬
‫ﻟﻠﺘﺮﻗﯿﺔ‬
‫ﺗﺨﻄﯿﻂ اﻟﻤﺴﺎر‬
‫اﻟﻮﻇﯿﻔﻲ‬
‫ﺗﺤﺪﯾﺪ‬
‫اﻻﺣﺘﯿﺎﺟﺎت‬
‫اﻟﺘﺪرﯾﺠﯿﺔ‬
‫أھﺪاف ﺗﻘﯿﯿﻢ أداء‬
‫اﻟﻌﺎﻣﻠﯿﻦ‬
‫ﺗﺸﺠﯿﻊ اﻟﻤﻨﺎﻓﺴﺔ‬
‫ﺑﯿﻦ اﻟﻌﺎﻣﻠﯿﻦ‬
‫واﻹدارات‬
‫وﺿﻊ ﺧﻄﻂ‬
‫ﺗﺤﺴﯿﻦ اﻷداء‬
‫ﻗﯿﺎس اﻟﻜﻔﺎءة‬
‫واﻹﻧﺘﺎﺟﯿﺔ‬
‫ﺗﻔﮭﻢ اﻟﻤﺪﯾﺮﯾﻦ‬
‫ﻟﻘﺪرات‬
‫اﻟﻌﺎﻣﻠﯿﻦ‬
‫ﺗﺤﺴﯿﻦ ﻋﻤﻠﯿﺔ‬
‫اﻻﺗﺼﺎل‬
‫ﺗﻮﻓﯿﺮ اﻟﺘﻮﺛﯿﻖ‬
‫ﻟﻠﻘﺮارات‬
‫اﻹدارﯾﺔ‬
‫ﺍﳌﺼﺪﺭ ‪ :‬ﺯﻫﲑ ﺛﺎﺑﺖ ‪ :‬ﻛﻴﻒ ﺗﻘﻴﻢ ﺃﺩﺍﺀ ﺍﻟﺸﺮﻛﺎﺕ ﻭﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﺩﺍﺭ ﻗﺒﺎﺀ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ ، 2001‬ﺹ‪90‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﻳﻌﺘﱪ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﺩﺍﺓ ﻣﻮﺿﻮﻋﻴﺔ ﺗﺴﺘﻔﻴﺪ ﻣﻨﻪ ﺍﳌﻨﻈﻤﺔ ﰲ ﺍﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘـﺮﺍﺭﺍﺕ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻟﱵ ﺃﳘﻬﺎ‪:‬‬
‫‪-1‬ﺍﻟﺘﺮﻗﻴﺔ‪:‬‬
‫ﻳﺘﻢ ﺗﺮﻗﻴﺔ ﺍﻟﻌﺎﻣﻞ ﺇﱃ ﻭﻇﻴﻔﺔ ﺃﻋﻠﻰ ﻣﻦ ﺧﻼﻝ ﻣﺪﻯ ﺃﺣﻘﻴﺘﻪ ﻭﻣﺪﻯ ﻛﻔﺎﺀﺗـﻪ ﰲ ﺍﻟﻌﻤـﻞ‪ ،‬ﻷﻥ‬
‫ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺗﻜﺸﻒ ﻋﻦ ﺫﻟﻚ ﳑﺎ ﻳﻌﺘﱪ ﻣﻘﻴﺎﺳﺎ ﻣﻮﺿﻮﻋﻴﺎ ﻟﻠﻜﺸﻒ ﻋﻦ ﻣﺆﻫﻼﺗـﻪ ﻭﻗﺪﺭﺍﺗـﻪ‬
‫ﻭﺇﻣﻜﺎﻧﻴﺎﺗﻪ ﻟﺸﻐﻞ ﻣﻨﺼﺐ ﺃﻋﻠﻰ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫‪-2‬ﲢﺪﻳﺪ ﺍﳌﻜﺎﻓﺂﺕ ﻭﺍﳊﻮﺍﻓﺰ ﺍﻟﺸﺨﺼﻴﺔ‪:‬‬
‫ﺗﺴﺘﺨﺪﻡ ﻧﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﰲ ﻣﻌﺮﻓﺔ ﺍﻷﺟﺪﺭ ﺑﺎﳌﻜﺎﻓﺂﺕ ﺍﻟﺘﺸﺠﻴﻌﻴﺔ ﻭﺍﳊﻮﺍﻓﺰ ﻣﻦ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﻣﻦ ﺧﻼﻝ ﻣﻌﺮﻓﺔ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺣﺴﻦ ﺍﻷﺩﺍﺀ‪.‬‬
‫‪-3‬ﺍﻟﺘﻌﻴﲔ ﻭﺍﻟﻨﻘﻞ‪:‬‬
‫ﺗﺴﺘﻌﲔ ﺍﻹﺩﺍﺭﺓ ﺑﻨﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﺳﻼﻣﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺮﺩ ﻭﺗﻌﻴﻴﻨﻪ ﰲ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟـﱵ‬
‫ﺗﺘﻼﺀﻡ ﻣﻊ ﻗﺪﺭﺍﺗﻪ ﻭﻛﻔﺎﺀﺗﻪ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﲤﻜﻴﻨﻪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﺬﻳﻦ ﻫﻢ ﲝﺎﺟﺔ ﺇﱃ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﻭﻇـﺎﺋﻒ‬
‫ﺃﺧﺮﻯ ﺗﺘﻨﺎﺳﺐ ﻭﻣﺆﻫﻼ‪‬ﻢ‪.‬‬
‫‪-4‬ﺗﻄﻮﻳﺮ ﺍﻷﻓﺮﺍﺩ‪:‬‬
‫ﺗﺴﺘﺨﺪﻡ ﻧﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﰲ ﺗﻄﻮﻳﺮ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﺧﻼﻝ ﻣـﺎ ﺗـﻮﻓﺮﻩ ﳍـﻢ ﻣـﻦ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﻟﺪﻳﻬﻢ ﻭﺗﺴﺎﻋﺪ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﻋﺘﻤﺎﺩ ﺍﻷﺳﺲ ﺍﻟﺴﻠﻴﻤﺔ ﰲ ﺗـﺪﻋﻴﻢ‬
‫ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﺗﺼﻤﻴﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻄﻮﻳﺮﻳﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳌﻌﺎﳉﺔ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ‪.1‬‬
‫‪-5‬ﺍﻻﻧﻀﺒﺎﻁ‪:‬‬
‫ﺇﻥ ﺍﻟﻔﺮﺩ ﺍﻟﺬﻱ ﺗﺸﲑ ﺗﻘﺎﺭﻳﺮ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻪ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﻋﻠﻰ ﺃﻧﻪ ﻋﺪﱘ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺃﻥ ﺳـﻠﻮﻛﻪ‬
‫ﻏﲑ ﺣﺴﻦ ﻭﻻ ﻳﺮﺟﻰ ﻓﺎﺋﺪﺓ ﻣﻦ ﺇﺻﻼﺣﻪ ﻭﲢﺴﲔ ﺃﺩﺍﺋﻪ ﻭﺳﻠﻮﻛﻪ‪ ،‬ﻳﺼﺒﺢ ﺿﺮﻭﺭﻳﺎ ﺇﺑﻌﺎﺩﻩ ﻋﻦ ﺍﻟﻌﻤـﻞ‬
‫ﻷﻧﻪ ﺳﻮﻑ ﻳﺼﺒﺢ ﻋﺒﺌﺎ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻭﳍﺬﺍ ﻳﻌﺘﱪ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻋﺎﻣﻼ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻻﻧﻀﺒﺎﻁ ﺍﳌﻮﺿﻮﻋﻴﺔ ‪.2‬‬
‫‪-6‬ﲢﺴﲔ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ‪:‬‬
‫ﻭﻳﻜﻮﻥ ﺫﻟﻚ ﺑﲔ ﺍﳌﺸﺮﻑ ﻭﻣﺮﺅﻭﺳﻴﻪ ﻓﻴﻤﺎ ﳜﺺ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺨﻄﻄﺔ‪ ،‬ﺍﻟﺘﻮﺟﻴﻬـﺎﺕ ﺑـﺸﺄﻥ‬
‫ﻃﺮﻕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻷﺩﺍﺀ ﻭﺍﻟﺘﻌﺎﻣﻞ‪.‬‬
‫‪-7‬ﺇ‪‬ﺎﺀ ﺍﳋﺪﻣﺔ ) ﺍﻻﺳﺘﻐﻨﺎﺀ(‪:‬‬
‫ﺗﻘﻮﻡ ﺍﳌﻨﻈﻤﺔ ﺑﺈ‪‬ﺎﺀ ﺧﺪﻣﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺍﻟﺬﻳﻦ ﻳﻜﻮﻥ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺋﻬﻢ ﻣﺘﺪﻥ ﻷﻧﻪ ﰲ ﺍﳊﻘﻴﻘﺔ ﻳﻌﺘـﱪ‬
‫ﻋﺒﺌﺎ ﺃﻭ ﺗﻜﻠﻔﺔ ﺇﺿﺎﻓﻴﺔ ﻋﻠﻰ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻌﺎﻳﲑ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭ ﺧﺼﺎﺋﺼﻬﺎ‪:‬‬
‫ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻳﲑ )ﻣﻘﺎﻳﻴﺲ( ﳏﺪﺩﺓ ﻳﺴﺘﻨﺪ ﺇﻟﻴﻬـﺎ ﰲ ﺍﳊﻜـﻢ ﻋﻠـﻰ‬
‫ﺻﻼﺣﻴﺔ ﺍﻟﺴﻠﻮﻙ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﻷﺩﺍﺋﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ‪ ،‬ﻭﻳﻘﺼﺪ ﲟﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ﻳﻨﺴﺐ ﺇﻟﻴﻪ ﺍﻟﻔﺮﺩ‬
‫‪ 1‬ﺳﮭﯿﻠﺔ ﻣﺤﻤﺪ ﻋﺒﺎس ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪.140‬‬
‫‪ 2‬ﻣﮭﺪي ﺣﺴﻦ زوﯾﻠﻒ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪.195-194‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻭﺑﺎﻟﺘﺎﱄ ﻳﻘﺎﺭﻥ ﺑﻪ ﻟﻠﺤﻜﻢ ﻋﻠﻴﻪ ﺃﻭ ﻫﻲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﱵ ﻳﻌﺘﱪ ﻓﻴﻬﺎ ﺍﻷﺩﺍﺀ ﺟﻴﺪﺍ ﻭﻣﺮﺿﻴﺎ ‪ ،1‬ﻭﻳﺸﺘﺮﻁ ﺃﻥ‬
‫ﺗﺼﺎﻍ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﲟﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﳑﺎ ﻳﺮﻓﻊ ﻣﻦ ﺇﺧﻼﺻﻬﻢ ﻭﻭﻻﺋﻬﻢ ﻟﻠﻤﻨﻈﻤﺔ ﻭﻛﺬﺍ ﺃﺩﺍﺋﻬﻢ‪.‬‬
‫ﺃﻭﻻ ‪ :‬ﺃﻗﺴﺎﻡ ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﻭﺗﻨﻘﺴﻢ ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ ﺇﱃ ﻧﻮﻋﲔ‪ :‬ﺫﺍﺗﻴﺔ )ﺳﻠﻮﻛﻴﺔ ( ﻭﺗـﺴﻤﻰ ﺑﻌﻨﺎﺻـﺮ ﺍﻷﺩﺍﺀ ‪ ،‬ﻭﻣﻌـﺎﻳﲑ‬
‫ﻣﻮﺿﻮﻋﻴﺔ ﻭﺗﺴﻤﻰ ﲟﻌﺪﻻﺕ ﺍﻷﺩﺍﺀ‪.‬‬
‫‪ -1‬ﺍﳌﻌﺎﻳﲑ ﺍﻟﺬﺍﺗﻴﺔ )ﺍﻟﺴﻠﻮﻛﻴﺔ (‪ :‬ﻭﺗﺸﻤﻞ ﺍﻟﺼﻔﺎﺕ ﻭﺍﳌﻤﻴﺰﺍﺕ ﺍﻟﱵ ﳚـﺐ ﺃﻥ ﺗﺘـﻮﻓﺮ ﰲ ﺍﻟﻌﺎﻣـﻞ‬
‫‪2‬‬
‫ﻭﲣﺘﻠﻒ ﻃﺒﻘﺎ ﻟﻠﻔﺮﻭ ﻗﺎﺕ ﺑﲔ ﺍﻟﻮﻇﺎﺋﻒ ﻭﻫﻲ ‪:‬‬
‫ ﻣﻬﺎﺭﺓ ﺍﻟﻌﺎﻣﻞ ﰲ ﺃﺩﺍﺀ ﻣﻬﺎﻣﻪ‪.‬‬‫ ﺗﻮﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻬﻨﻴﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻞ ﻭ ﺍﺳﺘﻌﺪﺍﺩﻩ ﻟﺰﻳﺎﺩ‪‬ﺎ ﻭ ﺗﻄﻮﻳﺮﻫﺎ‪.‬‬‫ ﺇﺩﺭﺍﻙ ﺍﻟﻌﺎﻣﻞ ﻟﺘﻮﺟﻴﻬﺎﺕ ﻭ ﻧﻈﻢ ﻭ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ ﻭ ﺍﻻﻟﺘﺰﺍﻡ ‪‬ﺎ‪.‬‬‫ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻼﻣﺔ ﻭﻛﻔﺎﺀﺓ ﻣﺎ ﻳﺴﺘﺨﺪﻡ ﰲ ﺍﻷﺩﺍﺀ ﻣﻦ ﻣﻌﺪﺍﺕ ﻭ ﺃﺩﻭﺍﺕ‪.‬‬‫ ﺍﻻﻧﻀﺒﺎﻁ ﻭﺍﻻﻟﺘﺰﺍﻡ ﲟﻮﺍﻋﻴﺪ ﺍﻟﺪﺧﻮﻝ ﻭ ﺍﳋﺮﻭﺝ‪.‬‬‫ ﺍﳌﺒﺎﺩﺃﺓ ﻭﺍﻻﳚﺎﺑﻴﺔ ﰲ ﺍﻷﺩﺍﺀ ﰲ ﲨﻴﻊ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻌﺎﺩﻳﺔ ﻭﻏﲑ ﺍﻟﻌﺎﺩﻳﺔ ﻭﺍﻟﺘﻔﻜﲑ ﰲ ﺃﻓﻜﺎﺭ ﻭ ﺍﻗﺘﺮﺍﺣـﺎﺕ‬‫ﺟﺪﻳﺪﺓ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﲢﺴﻦ ﻣﻦ ﺍﻷﺩﺍﺀ ﻛﻤﺎ ﻭ ﻧﻮﻋﺎ‪.‬‬
‫ ﻃﺮﻳﻘﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺰﻣﻼﺀ ﻭﺍﻟﺮﺅﺳﺎﺀ ﻭﺍﳌﺮﺅﻭﺳﲔ ﻭﺍﻟﻌﻤﻼﺀ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻻﺣﺘﺮﺍﻡ ﻭﺍﻹﺩﻻﺀ‬‫ﲟﺨﺘﻠﻒ ﺍﻵﺭﺍﺀ ﻭ ﻗﺒﻮﻝ ﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﻭ ﺇﺩﺭﺍﻛﻬﺎ‪.‬‬
‫ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﻭ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻟﺪﻯ ﺍﻟﺮﺅﺳﺎﺀ ﻭ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﳌﺸﻜﻼﺕ ﻭ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬‫ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻔﻨﻴﺔ ﺍﳌﺮﺗﻜﺒﺔ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ ﻭ ﻣﺪﻯ ﺭﺟﻮﻋﻬﺎ ﻟﻌﺪﻡ ﺍﻻﻧﻀﺒﺎﻁ ﻭ ﺍﻹﳘﺎﻝ ﺃﻭ ﻟﻨﻘﺺ ﻣﻬﺎﺭﺍﺕ‬‫ﻣﻌﻴﻨﺔ ﺃﻭ ﺣﱴ ﻟﻈﺮﻭﻑ ﺧﺎﺭﺟﺔ ﻋﻦ ﺇﺭﺍﺩﺓ ﺍﻟﻔﺮﺩ‪.‬‬
‫‪ -2‬ﺍﳌﻌﺎﻳﲑ ﺍﳌﻮﺿﻮﻋﻴﺔ ) ﻣﻌﺪﻻﺕ ﺍﻷﺩﺍﺀ (‪:‬‬
‫ﺗﻌﱪ ﻋﻦ ﺍﳌﻘﻮﻣﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻠﺰﻣﻬﺎ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﻣﺜﻞ‪:‬ﻛﻤﻴﺔ ﺍﻹﻧﺘﺎﺝ‪ ،‬ﺍﻟﻨﻮﻋﻴﺔ ﺍﻟﺴﺮﻋﺔ‬
‫ﺟﻮﺩﺓ ﺍﳌﻨﺘﺞ‪ ،‬ﻓﻬﻲ ﺗﻌﱪ ﻋﺎﺩﺓ ﻋﻦ ﺣﺠﻢ ﺍﳌﺨﺮﺟﺎﺕ‪ ،‬ﺟﻮﺩﺓ ﺍﳌﺨﺮﺟﺎﺕ ﻭﺍﻟـﺰﻣﻦ ﺍﶈـﺪﺩ ﻟﻺﳒـﺎﺯ؛‬
‫ﻭﻳﻔﻀﻞ ﺍﻟﺒﻌﺾ ﺗﺴﻤﻴﺔ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﲟﻌﺪﻻﺕ ﺍﻷﺩﺍﺀ ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺿﺮﻭﺭﺓ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﳌﻌـﺎﻳﲑ‬
‫ﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺍﳌﻮﺿﻮﻋﻴﺔ ﻣﻌﺎ ﰲ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻟﺘﻜﻮﻥ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻛﺜﺮ ﺩﻗﺔ‪ ،‬ﺣﻴﺚ ﻫﻨﺎﻙ ﺑﻌﺾ‬
‫‪ 1‬ﺧﺎﻟﺪ ﻋﺒﺪ اﻟﺮﺣﯿﻢ اﻟﮭﯿﺘﻲ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪.202‬‬
‫‪ 2‬أﺣﻤﺪ ﺳﯿﺪ ﻣﺼﻄﻔﻰ ‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ‪ ،‬ﻣﻨﻈﻮر اﻟﻘﺮن اﻟﺤﺎدي واﻟﻌﺸﺮﯾﻦ ‪ ،‬دون ذﻛﺮ دار اﻟﻨﺸﺮ ‪ ،‬دون ذﻛﺮ ﻣﺪﯾﻨﺔ اﻟﻨﺸﺮ ‪ ،1999 ،‬ص ‪،335‬‬
‫‪.336‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﻷﻋﻤﺎﻝ ﻳﺼﻌﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺪﻻﺕ ﰲ ﻗﻴﺎﺳﻬﺎ ﻭﺍﻟﻌﻜﺲ ﺻﺤﻴﺢ‪ ،‬ﺑﻴﻨﻤﺎ ﻫﻨﺎﻙ ﺃﻋﻤـﺎﻝ ﻳﺴﺘﺤـﺴﻦ‬
‫‪1‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻮﻋﲔ ﻣﻌﺎ ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪:‬ﺧﺼﺎﺋﺺ ﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺣﱴ ﻳﻜﻮﻥ ﺍﳌﻌﻴﺎﺭ ) ﺍﳌﻘﻴﺎﺱ ( ﺩﻗﻴﻘﺎ ﰲ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻷﺩﺍﺀ ﺍﳌﺮﺍﺩ ﺗﻘﻴﻴﻤﻪ ﻳـﺸﺘﺮﻁ ﺃﻥ ﻳﺘﻤﻴـﺰ‬
‫ﺑﺎﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﺍﻟﺼﺪﻕ‪:‬‬
‫ﻭﻳﻘﺼﺪ ﺑﺼﺪﻕ ﺍﳌﻘﻴﺎﺱ ﺿﺮﻭﺭﺓ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﻘﻴﻴﻢ ﻋﻠﻰ ﻣﻘﺎﻳﻴﺲ ﺗﺘﻌﻠﻖ ﲞﺼﺎﺋﺺ ﺍﻟﻮﻇﻴﻔﺔ ﻭﺫﺍﺕ‬
‫ﺻﻠﺔ ﺑﺈﻧﺘﺎﺟﻴﺔ ﻭﺃﺩﺍﺀ ﺍﻟﻔﺮﺩ ﺃﻱ ﺃﻥ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﺧﻠﺔ ﰲ ﺍﳌﻘﻴﺎﺱ ﳚﺐ ﺃﻥ ﺗﻌﱪ ﻋـﻦ ﺍﳋـﺼﺎﺋﺺ ﺍﻟـﱵ‬
‫ﻳﺘﻄﻠﺒﻬﺎ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ‪ ،‬ﻭﻳﺘﺤﺪﺩ ﺻﺪﻕ ﺍﳌﻘﻴﺎﺱ ﺇﺫﺍ ﻗﺎﺱ ﺍﻷﺟﺰﺍﺀ ﺍﳍﺎﻣﺔ ﺍﳌﻜﻮﻧﺔ ﻟﻠﻮﻇﻴﻔﺔ ﻭﺍﳌﺘﻌﻠﻘﺔ ﺑﻔﺎﻋﻠﻴﺔ‬
‫ﺍﻷﺩﺍﺀ ‪.‬‬
‫‪ -2‬ﺍﻟﺜﺒﺎﺕ ‪:‬‬
‫ﻭﻳﻘﺼﺪ ﺑﻪ ﻣﺪﻯ ﺛﺒﺎﺕ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ ﰲ ﺣﺎﻟﺔ ﺧﻀﻮﻉ ﺍﳌﺮﺅﻭﺱ ﺇﱃ ﺗﻘﻴﻴﻢ ﻷﺩﺍﺋﻪ ﻣﻦ ﻃـﺮﻑ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﻣﻘﻴﻢ‪ ،‬ﻓﺜﺒﺎﺕ ﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﻘﻴﻴﻢ ﰲ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﻣﻌﻴﻨﺔ ﻳﻌﻄﻲ ﻧﻔﺲ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ ﺇﺫﺍ ﰎ ﻣﻦ ﻃﺮﻑ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﻣﻘﻴﻢ‬
‫‪ -3‬ﺍﻟﻔﻌﺎﻟﻴﺔ ﺑﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ‪:‬‬
‫ﺇﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﱵ ﻳﻄﻐﻰ ﻋﻠﻴﻬﺎ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﺍﻟﺘﻌﻴﲔ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﳌﻜﺎﻓﺂﺕ ﺗﻔﻘﺪ ﻧﻈـﺎﻡ‬
‫ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻓﻌﺎﻟﻴﺘﻪ‪. 2‬‬
‫‪ -4‬ﺍﻟﺘﻤﻴﻴﺰ‪:‬‬
‫ﺍﳌﻘﺼﻮﺩ ﺑﺘﻤﻴﻴﺰ ﺍﳌﻘﻴﺎﺱ ﻫﻨﺎ ﻫﻮ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﻔﺮﻗﺔ ﺑﲔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻸﺩﺍﺀ ‪ ،‬ﻓﺎﳌﻘﻴﺎﺱ‬
‫ﺍﳉﻴﺪ ﻫﻮ ﺍﻟﺬﻱ ﳝﻜﻦ ﻣﻦ ﺗﻘﺪﻳﺮ ﺍﻟﻔﺮﻭﻕ ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺿﺌﻴﻠﺔ ﺑﲔ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻤﻴﻴـﺰ‬
‫ﺗﺘﻮﻗﻒ ﻋﻠﻰ ﺩﻗﺔ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﱵ ﳛﺘﻮﻳﻬﺎ ﺍﳌﻘﻴﺎﺱ ﻛﻤﺎ ﺗﺘﻮﻗﻒ ﻋﻠﻰ ﺻﺪﻕ ﺍﳌﻘﻴﺎﺱ ﺃﻳـﻀﺎ ‪ ،‬ﻭﺃﳘﻴـﺔ‬
‫ﺍﻟﺘﻤﻴﻴﺰ ﺗﺘﻀﺢ ﰲ ﺍﳊﺎﻻﺕ ﺍﻟﱵ ﺗﺘﻘﺎﺭﺏ ﻓﻴﻬﺎ ﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ ﻭﻛﻔﺎﺀﺍ‪‬ﻢ‪ 3.‬ﻓﻴﻤﺎ ﻳﺴﺘﻮﺟﺐ ﺇﻇﻬﺎﺭ‬
‫‪ 1‬ﻋﻠﻲ ﻋﺒﺪ اﷲ‪ ،‬ﻣﺤﺎﺿﺮات ﻓﻲ ﻣﻘﯿﺎس إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ‪.‬‬
‫‪ 2‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪.‬‬
‫‪ 3‬ﺟﻤﺎل اﻟﺪﯾﻦ ﻣﺤﻤﺪ اﻟﻤﺮﺳﻲ ‪ ،‬اﻹدارة اﻻﺳﺘﺮاﺗﯿﺠﯿﺔ ﻟﻠﻤﻮارد اﻟﺒﺸﺮﯾﺔ اﻟﻤﺪﺧﻞ ﻟﺘﺤﻘﯿﻖ اﻟﻤﯿﺰة اﻟﺘﻨﺎﻓﺴﯿﺔ ﻟﻤﻨﻈﻤﺔ اﻟﻘﺮن اﻟﺤﺎدي واﻟﻌﺸﺮﯾﻦ ‪،‬اﻟﺪار اﻟﺠﺎﻣﻌﯿﺔ‬
‫‪،‬اﻹﺳﻜﻨﺪرﯾﺔ ‪ ،2003 ،‬ص ‪.413‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﰲ ﺍﳉﻬﻮﺩ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ‪ ،‬ﳑﺎ ﳝﻜﻦ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ﺑـﺸﺄﻥ‬
‫ﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺃﻭ ﺣﱴ ﺍﻻﺳﺘﻐﻨﺎﺀ‪.‬‬
‫‪ -5‬ﺍﻟﺘﺤﺪﻳﺪ‪:‬‬
‫ﻭﻳﻘﺼﺪ ﺑﻪ ﺍﳌﺪﻯ ﺍﻟﺬﻱ ﻳﻮﻓﺮ ﻓﻴﻪ ﺍﳌﻘﻴﺎﺱ ﺍﳌﺴﺘﺨﺪﻡ ﺇﺭﺷﺎﺩﺍﺕ ﻭﺗﻮﺟﻴﻬﺎﺕ ﳏـﺪﺩﺓ ﻟﻠﻌـﺎﻣﻠﲔ‬
‫ﺑﺸﺄﻥ ﻣﺎ ﻫﻮ ﻣﺘﻮﻗﻊ ﻣﻨﻬﻢ ﻭﻛﻴﻒ ﳝﻜﻨﻬﻢ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻟﺘﻮﻗﻌﺎﺕ ‪.1‬‬
‫‪ -6‬ﺍﻟﻘﺒﻮﻝ‪:‬‬
‫ﻭﻧﻌﲏ ﺑﺎﻟﻘﺒﻮﻝ ﻣﺪﻯ ﻗﺒﻮﻝ ﺍﻷﻓﺮﺍﺩ ﻟﻠﻤﻘﻴﺎﺱ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺗﻘﻴﻴﻤﻬﻢ ﻭﺍﻗﺘﻨﺎﻋﻬﻢ ﺑـﻪ ﻭﺍﳌﻘﻴـﺎﺱ‬
‫ﺍﳌﻘﺒﻮﻝ ﻫﻮ ﺍﳌﻘﻴﺎﺱ ﺍﻟﺬﻱ ﻳﺸﲑ ﺇﱃ ﺍﻟﻌﺪﺍﻟﺔ ﻭﻳﻌﱪ ﻋﻦ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻌﺎﻣﻠﲔ‪.‬‬
‫‪-7‬ﺳﻬﻮﻟﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻘﻴﺎﺱ‪:‬‬
‫ﻭﻧﻌﲏ ﺑﻪ ﻭﺿﻮﺡ ﺍﳌﻘﻴﺎﺱ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻣﻦ ﻗﺒﻞ ﺍﻟﺮﺅﺳﺎﺀ ﰲ ﺍﻟﻌﻤﻞ‪.2‬‬
‫ﺍﳌﻄﻠﺐ ﺍﳋﺎﻣﺲ‪ :‬ﻣﺴﺆﻭﻟﻴﺔ ﻭﺗﻮﻗﻴﺖ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭ ﻣﺮﺍﺣﻠﻪ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﻣﺴﺆﻭﻟﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﻋﻨﺪ ﻋﺰﻡ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ﻓﺈ‪‬ﺎ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺬﻳﻦ ﺗﻨﺎﻁ ‪‬ﻢ‬
‫ﻣﺴﺆﻭﻟﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺍﻟﻔﺮﺩﻱ ﻭﺍﻟﺬﻳﻦ ﻫﻢ‪:‬‬
‫• ﺍﻟﺮﺅﺳﺎﺀ ﺍﳌﺒﺎﺷﺮﻭﻥ ) ﺍﳌﺸﺮﻓﻮﻥ(‪.‬‬
‫• ﺍﻟﺰﻣﻼﺀ‪.‬‬
‫• ﺍﻟﻌﻤﻼﺀ‪.‬‬
‫• ﺍﻷﻓﺮﺍﺩ ﺃﻧﻔﺴﻬﻢ‪.‬‬
‫• ﺍﳌﺮﺅﻭﺳﻮﻥ‪.‬‬
‫‪-1‬ﺍﻟﺮﺋﻴﺲ ﺍﳌﺒﺎﺷﺮ‪ :‬ﻳﻌﺘﱪ ﺍﳌﺼﺪﺭ ﺍﻷﻭﻝ ﺍﻟﺬﻱ ﻳﺘﻮﱃ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍﳌﺸﺮﻑ‬
‫ﻋﻠﻰ ﻋﻤﻞ ﻭﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ‪ ،‬ﻭﻳﻌﺘﱪ ﻫﺬﺍ ﺍﳌﺼﺪﺭ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ ﻭﺍﺳﺘﻌﻤﺎﻻ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴـﻴﻢ‬
‫ﻷﺳﺒﺎﺏ ﺃﺑﺮﺯﻫﺎ‪:‬‬
‫‪ -‬ﻣﻌﺮﻓﺔ ﺍﻟﺮﺋﻴﺲ ﺍﳌﺒﺎﺷﺮ ﺑﻌﻤﻞ ﺍﳌﺮﺅﻭﺱ ﻭﲟﺘﻄﻠﺒﺎﺕ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ﺑﺄﺩﺍﺋﻬﺎ‪.‬‬
‫‪ 1‬أﺣﻤﺪ ﺻﻘﺮ ﻋﺎﺷﻮر ‪ ،‬إدارة اﻟﻘﻮى اﻟﻌﺎﻣﻠﺔ اﻷﺳﺲ اﻟﺴﻠﻮﻛﯿﺔ وأدوات اﻟﺒﺤﺚ اﻟﺘﻄﺒﯿﻘﻲ ‪ ،‬دار اﻟﻨﮭﻀﺔ اﻟﻌﺮﺑﯿﺔ ﺑﯿﺮوت ‪ ،1983 ،‬ص ‪.361 -360‬‬
‫‪ 2‬ﺣﺴﻦ إﺑﺮاھﯿﻢ ﺑﻠﻮط‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻣﻦ ﻣﻨﻈﻮر اﺳﺘﺮاﺗﯿﺠﻲ‪ ،‬دار اﻟﻨﮭﻀﺔ اﻟﻌﺮﺑﯿﺔ‪ ،‬ﺑﯿﺮوت‪ ،‬ﻟﺒﻨﺎن‪ ،2002 ،‬ص‪.389‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ ﻣﻮﻗﻊ ﺍﻟﺮﺋﻴﺲ ﺍﳌﺒﺎﺷﺮ ﰲ ﺗﻮﺟﻴﻪ ﺍﳌﺮﺅﻭﺱ ﺑﺎﲡﺎﻩ ﺃﻫﺪﺍﻑ ﻗﺴﻤﻪ ﺃﻭ ﻭﺣﺪﺗﻪ ﻭﻣﺴﺆﻭﻟﻴﺘﻪ ﺍﳌﺒﺎﺷﺮﺓ‬‫ﻋﻦ ﻣﻜﺎﻓﺄﺗﻪ ﺃﻭ ﻋﺪﻡ ﻣﻜﺎﻓﺄﺗﻪ ﳍﺬﺍ ﺍﳌﺮﺅﻭﺱ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺍﳌﺸﺮﻑ ﻳﺰﻭﺩ ﺍﻟﻌﺎﻣﻞ ﺑﺎﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ‪ feed back‬ﻋﻦ ﺃﺩﺍﺋﻪ ﻭﻣﻦ ﰒ ﲢـﺴﻴﻨﻪ‬
‫ﻭﺗﻄﻮﻳﺮﻩ‪.‬‬
‫‪-2‬ﺍﻟﺰﻣﻼﺀ‪:‬‬
‫ﳝﺜﻞ ﺯﻣﻼﺀ ﺍﻟﻌﻤﻞ ﺃﺣﺪ ﺍﳌﺼﺎﺩﺭ ﺍﻟﻘﻴﻤﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ ﻧﺘﻴﺠﺔ ﻟﻠﻤﻼﺯﻣﺔ‬
‫ﺍﻟﺪﺍﺋﻤﺔ‪ ،‬ﻭﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺪﺍﺋﻢ ﺑﺒﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﻭﻛﻮﻥ ﺍﻟﻌﻤﻞ ﻳﻔﺮﺽ ﻋﻠﻴﻬﻢ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘـﺸﺎﺭﻙ ﰲ‬
‫ﺃﺩﺍﺀ ﺍﻟﻮﻇﺎﺋﻒ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﻟﻠﺰﻣﻼﺀ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻮﻇﻴﻔﺔ ﻭﺧـﱪﺍﺕ ﻋـﻦ ﻣﺘﻄﻠﺒـﺎﺕ ﺃﺩﺍﺀ‬
‫ﺍﻟﻮﻇﻴﻔﺔ‪ ،‬ﻭﺗﻮﺍﻓﺮ ﻓﺮﺹ ﺍﳌﻼﺣﻈﺔ ﺍﻟﻴﻮﻣﻴﺔ ﻟﻸﺩﺍﺀ‪ ،‬ﺇﻻ ﺃﻥ ﺗﻘﻴﻴﻢ ﺯﻣﻼﺀ ﺍﻟﻌﻤﻞ ﻗﺪ ﻳﻜﻮﻥ ﻣـﻀﻠﻼ ﰲ‬
‫ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻻﻋﺘﺒﺎﺭﺍﺕ ﺷﺨﺼﻴﺔ ﻛﺎﻟﺼﺪﺍﻗﺔ ﺃﻭ ﺻﺮﺍ ﻋﺎﺕ ﺍﻟﻌﻤﻞ ﳑﺎ ﻳﻮﻓﺮ ﻓﺮﺻـﺎ ﻟﻠـﺘﺨﲑ ﰲ‬
‫ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫‪ -3‬ﺍﳌﺮﺅﻭﺳﻮﻥ‪:‬‬
‫ﻳﻌﺘﱪ ﺍﳌﺮﺅﻭﺳﻮﻥ ﻣﺼﺪﺭﺍ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺃﺩﺍﺀ ﺍﳌﺪﻳﺮﻳﻦ ﺃﻭ ﺍﻟﺮﺅﺳﺎﺀ‪ ،‬ﻭﻛﻔـﺎﺀ‪‬ﻢ ﰲ‬
‫ﺗﻮﺟﻴﻬﻬﻢ ﻭﺗﻨﻤﻴﺔ ﺭﻭﺡ ﺍﳉﻤﺎﻋﺔ ﻭﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﺎﻭﻥ‪ ،‬ﻭﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﺗﻌﺘﺮﺿﻬﻢ ﺧﺎﺻﺔ ﺍﳌﺘﻌﻠﻘـﺔ‬
‫ﺑﺎﻟﻌﻤﻠﻴﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﻣﻦ ﰒ ﳝﻜﻨﻬﻢ ﺗﻘﻴﻴﻢ ﻫﺆﻻﺀ ﺍﻟﺮﺅﺳﺎﺀ ﰲ ﺣﺎﻝ ﻭﻓـﺮﺕ ﳍـﻢ ﺍﳌﻨﻈﻤـﺔ‬
‫ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﻟﺜﻘﺔ‪ ،‬ﳑﺎ ﻳﺴﺎﻋﺪ ﻣﻦ ﻛﺒﺢ ﲨﺎﺡ ﺍﻟﻌﻘﻮﺑﺔ ﺍﻟﱵ ﻗﺪ ﻳﻠﻮﺡ ‪‬ﺎ ﺍﻟﺮﺅﺳﺎﺀ ﺑﻌـﺪ ﻣﺮﺣﻠـﺔ‬
‫ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
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‫‪-4‬ﺍﻟﻌﻤﻼﺀ‪:‬‬
‫ﺗﻌﺘﱪ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻤﻼﺀ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺸﺎﺋﻌﺔ ﻟﻠﺘﻘﻴﻴﻢ ﰲ ﺍﳌﻨﻈﻤـﺎﺕ‬
‫ﺍﳋﺪﻣﻴﺔ ﻭﺫﻟﻚ ﻧﻈﺮﺍ ﻟﻌﺪﻡ ﺇﻣﻜﺎﻧﻴﺔ ﺗﺘﺒﻊ ﺳﻠﻮﻙ ﺍﳌﻮﻇﻒ ﻭﺃﺩﺍﺋﻪ ﻣﻦ ﻗﺒﻞ ﺍﳌﺸﺮﻑ ﻭﻣﺘﺎﺡ ﺫﻟﻚ ﻓﻘﻂ‬
‫ﻟﻠﻌﻤﻴﻞ‪.‬‬
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‫اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪ ،‬ص ‪.392‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫‪-5‬ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ ) ﺍﻷﻓﺮﺍﺩ ﺃﻧﻔﺴﻬﻢ(‪:‬‬
‫ﺗﻌﺘﻤﺪ ﺍﳌﻨﻈﻤﺔ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﰲ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﻋﺎﻣﻠﻴﻬﺎ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ﺃﻧﻔﺴﻬﻢ ﻭﺍﳊﻜـﻢ ﻋﻠـﻰ‬
‫ﺳﻠﻮﻛﻴﺎ‪‬ﻢ ﺍﳋﺎﺻﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﻳﻌﺮﻓﻮﻥ ﻛﻞ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻷﺩﺍﺀ ﻭﳏﺪﺩﺍﺗﻪ ﻭﻧﺘﺎﺋﺠﻪ ﺇﻻ ﺃﻧﻪ ﻳﺆﺧﺬ ﻋﻠﻰ‬
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‫ﻫﺬﺍ ﺍﳌﺼﺪﺭ ﺍﳌﻴﻞ ﻟﻠﻤﺒﺎﻟﻐﺔ ﰲ ﺍﻟﺘﻘﻴﻴﻤﺎﺕ ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺇﱃ ﺍﻋﺘﺒﺎﺭﻳﻦ ﺭﺋﻴﺴﲔ ﳘﺎ ‪:‬‬
‫ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺮﺑﻂ ﺑﲔ ﺍﻟﺘﻘﻴﻴﻢ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻣﺜﻞ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻟﺮﺍﺗﺐ ﺃﻭ ﺍﻟﺘﺮﻗﻴﺔ ‪.‬‬‫ ﻣﻴﻞ ﺍﳌﺮﺅﻭﺳﲔ ﺇﱃ ﺗﱪﻳﺮ ﺍﻷﺩﺍﺀ ﺍﳌﺘﺪﱐ ﺑﺈﺭﺟﺎﻋﻪ ﺇﱃ ﻋﻮﺍﻣﻞ ﺧﺎﺭﺟﻴﺔ ﻣﺜﻞ ‪ :‬ﻋﺪﻡ ﺗﻌﺎﻭﻥ ﺍﻟﺰﻣﻼﺀ‬‫ﺃﻭ ﺳﻮﺀ ﺍﻹﺷﺮﺍﻑ ﺃﻭ ﺍﳔﻔﺎﺽ ﺟﻮﺩﺓ ﺍﳌﻮﺍﺩ ﺃﻭ ﻛﺜﺎﻓﺔ ﺍﳌﻨﺎﻓﺴﺔ ﺃﻭ ﺿﻐﻮﻁ ﺍﻟﻌﻤﻞ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺗﻮﻗﻴﺖ )ﻓﺘﺮﺓ( ﺍﻟﺘﻘﻴﻴﻢ ‪:‬‬
‫ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﻏﺎﻟﺒﺎ ﻣﺮﺓ ﻛﻞ ﻋﺎﻡ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﻟﺘﻘﻴﻴﻢ ﰲ ﺑﻌﺾ ﺍﳌﻨﻈﻤﺎﺕ‬
‫ﻧﺼﻒ ﺃﻭ ﺭﺑﻊ ﺳﻨﻮﻱ ﻭﺫﻟﻚ ﻭﻓﻘﺎ ﻟﻔﻠﺴﻔﺔ ﺍﳌﻨﻈﻤﺔ ﻭﻣﺪﻯ ﺍﻟﻔﺎﺋﺪﺓ ﻣﻦ ﺗﻜـﺮﺍﺭ ﻋﻤﻠﻴـﺔ ﺍﻟﺘﻘﻴـﻴﻢ‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﻜﻠﻔﺔ ﺍﻟﺘﻘﻴﻴﻢ‪ ،‬ﻭﻗﺪ ﻳﺘﻢ ﺍﻟﺘﻘﻴﻴﻢ ﺃﻛﺜﺮ ﻣﻦ ﻣﺮﺓ ﻋﻨﺪ ﺑﺪﺍﻳﺔ ﻋﻤﻞ ﺍﻟﻔﺮﺩ ﰲ ﺍﳌﻨﺸﺄﺓ ﻭﺃﺛﻨﺎﺀ‬
‫ﻓﺘﺮﺓ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻭﺗﺘﺠﻨﺐ ﺑﻌﺾ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﻘﻴﺎﻡ ﺑﺘﻘﻴﻴﻢ ﻛﺎﻓﺔ ﺍﻷﻓﺮﺍﺩ ﰲ ﻣﻮﻋﺪ ﺛﺎﺑـﺖ ﻟﺘﺠﻨـﺐ‬
‫ﺍﺯﺩﺣﺎﻡ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﻭﻳﺘﻢ ﺗﻮﺯﻳﻌﻬﺎ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﻨﺔ ﰲ ﻣﻮﺍﻋﻴﺪ ﻣﺘﻐﲑﺓ‪.2‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﻣﺮﺍﺣﻞ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳋﻄﻮﺍﺕ ﺍﻟﱵ ﳚﺐ ﻣﺮﺍﻋﺎ‪‬ﺎ ﻋﻨﺪ ﺗﻘﻴﻴﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﱵ ﻧﻮﺭﺩﻫﺎ ﻓﻴﻤﺎ‬
‫ﻳﻠﻲ ‪:3‬‬
‫‪ - 1‬ﻭﺿﻊ ﺗﻮﻗﻌﺎﺕ ﺍﻷﺩﺍﺀ‪ :‬ﺗﻌﺪ ﻋﻤﻠﻴﺔ ﻭﺿﻊ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺃﻭﱃ ﺧﻄﻮﺍﺕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ‪ ،‬ﺣﻴﺚ ﻳﻘـﻮﻡ‬
‫ﻛﻞ ﻣﻦ ﺍﳌﻨﻈﻤﺔ ﻭ ﺍﻟﻌﺎﻣﻠﲔ ﺑﻮﺿﻊ ﺗﻮﻗﻌﺎﺕ ﺍﻷﺩﺍﺀ ﻭ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﻭﺻﻒ ﺍﳌﻬﺎﻡ ﺍﳌﻄﻠﻮﺑـﺔ ﻭ ﺍﻟﻨﺘـﺎﺋﺞ‬
‫ﺍﳌﺮﻏﻮﺏ ﲢﻘﻴﻘﻬﺎ‪.‬‬
‫‪ -2‬ﻣﺮﺣﻠﺔ ﻣﺮﺍﻗﺒﺔ ﺍﻟﺘﻘﺪﻡ ﰲ ﺍﻷﺩﺍﺀ‪ :‬ﺪﻑ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻟﻔﺮﺩ ﻣﻘﺎﺭﻧـﺔ‬
‫ﺑﺎﳌﻌﺎﻳﲑ ﺍﶈﺪﺩﺓ ﻣﺴﺒﻘﺎ ﻭ ﻳﺘﻢ ﺍﲣﺎﺫ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﺼﺤﻴﺤﻴﺔ ﻣﻦ ﺧﻼﻝ ﺫﻟﻚ ‪ ،‬ﻭ ﻳﺘﻢ ﺗﻮﻓﲑ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﺍﻟﻼﺯﻣﺔ ﻋﻦ ﻛﻴﻔﻴﺔ ﺇﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﺑﺸﻜﻞ ﺃﻣﺜﻞ ﻭ ﻳﻜﻮﻥ ﺩﻟﻚ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﺃﻱ ﻟﺰﻭﻡ ﺍﳌﺮﺍﻗﺒﺔ ﳌﺎ ﳍﺎ‬
‫‪ 1‬ﺟﻤﺎل اﻟﺪﯾﻦ ﻣﺤﻤﺪ اﻟﻤﺮﺳﻲ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪.446‬‬
‫‪ 2‬ﻣﺼﻄﻔﻰ ﻣﺤﻤﻮد أﺑﻮ ﺑﻜﺮ ‪ ،‬اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻣﺪﺧﻞ ﻟﺘﺤﻘﯿﻖ اﻟﻤﯿﺰة اﻟﺘﻨﺎﻓﺴﯿﺔ ‪،‬ص ‪.325‬‬
‫‪ 3‬ﺧﺎﻟﺪ ﻋﺒﺪ اﻟﺮﺣﯿﻢ اﻟﮭﯿﺘﻲ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪. 206-204‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻣﻦ ﺃﺛﺮ ﻓﻌﺎﻝ ﰲ ﺗﺼﺤﻴﺢ ﺍﻻﳓﺮﺍﻓﺎﺕ ﺃﺛﻨﺎﺀ ﺣﺪﻭﺛﻬﺎ ) ﺭﻗﺎﺑﺔ ﺗﺼﺤﻴﺤﻴﺔ ( ﺃﻭ ﺍﻟﻌﻤـﻞ ﻋﻠـﻰ ﺗﻔـﺎﺩﻱ‬
‫ﻭﻗﻮﻋﻬﺎ ﻻﺣﻘﺎ ‪.‬‬
‫‪ -3‬ﻣﺮﺣﻠﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪ :‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ ﺑﻐﻴﺔ ﺍﻟﺘﻤﻜﻦ ﻣـﻦ ﺍﲣـﺎﺫ ﳐﺘﻠـﻒ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﻓﺮﺍﺩ ‪.‬‬
‫‪-4‬ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ‪:‬ﻭ ﺗﺘﻤﺜﻞ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﺮﻳﻒ ﺍﻟﻌﺎﻣﻞ ﲟﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ ﻭ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺣﻘﻘﻬﺎ ﻭ ﺩﺭﺟـﺔ‬
‫ﺗﻘﺪﻣﻪ ﰲ ﺃﺩﺍﺋﻪ ﻟﻌﻤﻠﻪ ‪ ،‬ﻭﺗﻌﺘﱪ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺿﺮﻭﺭﻳﺔ ﻷ‪‬ﺎ ﺗﻔﻴﺪ ﰲ ﻛﻴﻔﻴﺔ ﺃﺩﺍﺋﻪ ﺍﳌﺴﺘﻘﺒﻠﻲ ﻟﻌﻤﻠﻪ ‪.‬‬
‫‪ -5‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ‪ :‬ﻭ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﺮﻗﻴﺔ ﻭ ﺍﻟﻨﻘﻞ ﻭ ﺍﻟﺘﻌﻴﲔ ﻭ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺃﻭ ﺍﻻﺳﺘﻐﻨﺎﺀ ‪.‬‬
‫‪ -6‬ﻭﺿﻊ ﺧﻄﻂ ﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ‪ :‬ﻭﲤﺜﻞ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺧﲑﺓ ﻣﻦ ﻣﺮﺍﺣﻞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﻭﺿـﻊ‬
‫ﺍﳋﻄﻂ ﺍﻟﺘﻄﻮﻳﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﻭ ﺍﻟﻘﺪﺭﺍﺕ ﻭ ﺍﻟﻘﺎﺑﻠﻴﺎﺕ ﻭ ﺍﳌﻌﺎﺭﻑ ﻭ ﺍﻟﻘﻴﻢ ﺍﻟـﱵ‬
‫ﳛﻤﻠﻬﺎ ﺍﻟﻔﺮﺩ ﺍﻟﻌﺎﻣﻞ ﻭ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺇﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﺃﻭ ﳏﺎﻭﻟﺔ ﺗﻌﺰﻳﺰﻫﺎ ﻭ ﺗﻄﻮﻳﺮﻫﺎ ﳑﺎ ﻳـﻨﻌﻜﺲ‬
‫ﻋﻠﻰ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ‪.‬‬
‫ﻭﺍﻟﺸﻜﻞ ﺭﻗﻢ ) ‪ ( 07‬ﻳﻮﺿﺢ ﻣﺮﺍﺣﻞ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭﻛﻤﺎ ﻳﻠﻲ ‪:‬‬
‫وﺿﻊ ﺗﻮﻗﻌﺎت اﻷداء‬
‫ﻣﺮاﻗﺒﺔ اﻟﺘﻘﺪم ﻓﻲ اﻷداء‬
‫ﺗﻘﯿﯿﻢ اﻷداء‬
‫اﻟﺘﻐﺬﯾﺔ اﻟﻌﻜﺴﯿﺔ ﻣﻦ اﻷداء‬
‫اﺗﺨﺎذ اﻟﻘﺮارات اﻹدارﯾﺔ‬
‫وﺿﻊ ﺧﻄﻂ ﺗﻄﻮﯾﺮ اﻷداء‬
‫ﺍﳌﺼﺪﺭ ‪ :‬ﺧﺎﻟﺪ ﻋﺒﺪ اﻟﺮﺣﯿﻢ اﻟﮭﯿﺘﻲ ‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻣﺪﺧﻞ اﺳﺘﺮاﺗﯿﺠﻲ ‪ ،‬دار واﺋﻞ ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﯾﻊ ‪ ،‬ﻋﻤﺎن ‪ ،‬اﻷردن ‪،‬‬
‫‪ ،2003‬ص‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻃﺮﻕ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺗﻌﺘﻤﺪ ﺍﳌﻨﻈﻤﺎﺕ ﰲ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻬﺎ ﻋﺎﻣﻠﻴﻬﺎ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﻟﻄﺮﻕ ﻭﺍﻷﺳﺎﻟﻴﺐ‪ ،‬ﻭﳝﻜﻦ ﺗﻘﺴﻴﻢ‬
‫ﻫﺬﻩ ﺍﻟﻄﺮﻕ ﺇﱃ ﻃﺮﻕ ﺫﺍﺗﻴﺔ‪ ،‬ﻭﻃﺮﻕ ﻣﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺗﻔﺼﻴﻞ ﳍﺬﻩ ﺍﻟﻄﺮﻕ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺍﻟﻄﺮﻕ ﺍﻟﺬﺍﺗﻴﺔ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻃﺮﻕ ﺷﺎﺋﻌﺔ ﺍﻻﺳﺘﻌﻤﺎﻝ ﻣﻦ ﻗﺒﻞ ﳐﺘﻠﻒ ﺍﳌﻨﻈﻤﺎﺕ ﻭﻣﻦ ﺃﳘﻬﺎ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﺮﺗﻴﺐ‪:‬‬
‫ﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻠﻰ ﻣﺒﺪﺃ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺇﺫ ﻳﻘﻮﻡ ﺍﳌﻘﻴﻢ ﺑﺘﺮﺗﻴﺐ ﺍﳌﺮﺅﻭﺳﲔ ﺗﻨﺎﺯﻟﻴـﺎ‬
‫ﻭﻓﻘﺎ ﳌﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺍﻷﻓﻀﻞ ﺇﱃ ﺍﻷﺳﻮﺃ ﻭﺫﻟﻚ ﻭﻓﻘﺎ ﻟﺒﻌﺾ ﺍﳋﺼﺎﺋﺺ ﺍﳌﻔﺘﺮﺽ ﺗﻮﺍﻓﺮﻫﺎ ﰲ‬
‫ﺃﻓﺮﺍﺩ ﺍ‪‬ﻤﻮﻋﺔ‪ ،‬ﻭﳝﺘﺎﺯ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺑﺴﻬﻮﻟﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ ﺇﺫ ﻣﻦ ﺧﻼﻟﻪ ﺗﺘﻢ ﺍﳌﻔﺎﺿﻠﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ‬
‫ﻳﻌﻤﻠﻮﻥ ﲢﺖ ﺇﺷﺮﺍﻑ ﺭﺋﻴﺴﻬﻢ ﺍﳌﺒﺎﺷﺮ ﻻﺧﺘﻴﺎﺭ ﺃﻓﻀﻞ ﺍﻷﻓﺮﺍﺩ ﰒ ﺍﻟﺬﻱ ﻳﻠﻴﻪ ﺣﱴ ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺮﺗﻴـﺐ‬
‫ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺃﺳﻮﺀ ﺃﻓﺮﺍﺩ ﰲ ﺍ‪‬ﻤﻮﻋﺔ‪.‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﺭﻧﺔ ﺍﳌﺰﺩﻭﺟﺔ‪:‬‬
‫ﻳﻘﻮﻡ ﺍﳌﻘﻴﻢ ﻋﻠﻰ ﺃﺳﺎﺱ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﲟﻘﺎﺭﻧﺔ ﻛﻞ ﻓﺮﺩ ﰲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﳌﻄﻠﻮﺏ ﺗﻘﻴﻴﻤﻬﺎ ﻣﻊ ﺑﺎﻗﻲ‬
‫ﺃﻓﺮﺍﺩ ‪‬ﻤﻮﻋﺔ ‪ ، 1‬ﰒ ﳜﺘﺎﺯ ﺍﻷﻓﻀﻞ ﻣﻦ ﺑﲔ ﺍﻟﻔﺮﺩﻳﻦ ﻭﻳﻮﺿﻊ ﻛﻞ ﻓﺮﺩ ﰲ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﲢﺼﻞ ﻋﻠﻴﻪ ‪،‬‬
‫ﰒ ﻳﺘﻢ ﲨﻊ ﻋﺪﺩ ﺍﳌﺮﺍﺕ ﺍﻟﱵ ﺣﺼﻞ ﻓﻴﻬﺎ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻷﻓﻀﻞ ﻧﺘﻴﺠﺔ ﻗﻴﺎﻣﻪ ﻟﻮﻇﻴﻔﺘﻪ ﺑﺘﻤﺎﻳﺰ‬
‫ﻋﻦ ﺃﻗﺮﺍﻧﻪ ﺃﻭ ﺯﻣﻼﺋﻪ ﰲ ﺍﻟﻌﻤﻞ‪2‬ﻭﻋﻠﻰ ﺃﺳﺎﺳﻬﺎ ﲢﺪﺩ ﻣﺮﺗﺒﺔ ﺍﻟﻔﺮﺩ ﰲ ﺍﻟﺘﺮﺗﻴﺐ ‪.‬‬
‫‪3‬‬
‫ﺃﻣﺎ ﻋﺪﺩ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺰﻭﺟﻴﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﻘﻴﻢ ﻓﻴﺘﺤﺪﺩ ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﻋﺪﺩ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺰﻭﺟﻴﺔ =‬
‫ن) ن ‪(1 −‬‬
‫‪2‬‬
‫ﺣﻴﺚ ﻥ ﲤﺜﻞ ﻋﺪﺩ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻄﻠﻮﺏ ﺗﻘﻴﻴﻤﻬﻢ‪.‬‬
‫ﺗﺘﻤﻴﺰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺑﺄ‪‬ﺎ ﺳﻬﻠﺔ ﺍﻻﺳﺘﻌﻤﺎﻝ ﻭﺍﻟﻔﻬﻢ ﻭﻛﺬﺍ ﲢﺪﻳﺪ ﺍﻷﻛﻔﺄ ﻣﻦ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺇﺿﺎﻓﺔ‬
‫ﺇﱃ ﺗﺮﺗﻴﺒﻬﻢ ﺗﺮﺗﻴﺒﺎ ﻳﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻮﻳﺾ ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺻﻌﺒﺔ ﺍﻻﺳﺘﻌﻤﺎﻝ ﰲ ﺣﺎﻟﺔ ﻭﺟـﻮﺩ‬
‫ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻳﺮﺍﺩ ﺗﻘﻴﻴﻤﻬﻢ ﺇﺿﺎﻓﺔ ﺇﱃ ﺃ‪‬ﺎ ﻻ ﺗﻘﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻔﺮﺩ ﻛﻜﻞ ﻭﻻ ﺗﺮﻛﺰ ﻋﻠﻰ ﺧﺼﺎﺋﺺ‬
‫ﳏﺪﺩﺓ ﰲ ﺃﺩﺍﺋﻪ ‪.‬‬
‫‪ 1‬ﻛﺎﻣﻞ ﺑﺮﺑﺮ ‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ و ﻛﻔﺎءة اﻷداء اﻟﺘﻨﻈﯿﻤﻲ ‪ ،‬اﻟﻤﺆﺳﺴﺔ اﻟﺠﺎﻣﻌﯿﺔ ﻟﻠﺪراﺳﺎت واﻟﻨﺸﺮ واﻟﺘﻮزﯾﻊ ‪ ،‬ﺑﯿﺮوت‪ ،1997 ،‬ص ‪.131‬‬
‫‪ 2‬ﺣﺴﻦ إﺑﺮاھﯿﻢ ﺑﻠﻮط ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪.373‬‬
‫‪ 3‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ ‪ ،‬ص ‪373‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺘﺪﺭﺟﺔ ‪:‬‬
‫ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻣﻦ ﺃﻛﺜﺮ ﺍﻟﻄﺮﻕ ﺷﻴﻮﻋﺎ ﻭﺍﺳﺘﻌﻤﺎﻻ ﰲ ﺗﻘﻴـﻴﻢ ﺍﻷﺩﺍﺀ ﻭﺫﻟـﻚ ﻧﻈـﺮﺍ‬
‫ﻟﺴﻬﻮﻟﺔ ﺗﻄﺒﻴﻘﻬﺎ ﻭﺗﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﻗﻴﺎﺱ ﺍﳌﻘﻴﻢ ﳌﺪﻯ ﲤﺘﻊ ﺍﻟﻔﺮﺩ ﺑﺼﻔﺎﺕ ﻣﻌﻴﻨﺔ ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻣﻘﻴﺎﺱ ﻣﺘﺪﺭﺝ ﺍﻟﺪﺭﺟﺎﺕ ﻟﻜﻞ ﺻﻔﺔ ﺃﻭ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻘﻴﻴﻢ ﻭﳛﺪﺩ ﺍﳌﻘﻴﻢ ﺩﺭﺟﺔ ﻣﻌﻴﻨﺔ ﺣـﺼﻞ‬
‫ﻋﻠﻴﻬﺎ ﺍﻟﻔﺮﺩ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻘﻴﻴﻢ ﻭﺑﺘﺠﻤﻴﻊ ﺩﺭﺟﺎﺕ ﻛﻞ ﻓﺮﺩ ﺍﻟﱵ ﺣـﺼﻞ ﻋﻠﻴﻬـﺎ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﻘﻴﻴﻢ ﻧﺴﺘﻄﻴﻊ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﳎﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻨﻬﺎﺋﻴـﺔ ﺍﻟـﱵ‬
‫ﺣﺼﻞ ﻋﻠﻴﻬﺎ ﻛﻞ ﻣﻨﻬﻢ ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻃﺮﻳﻘﺘﺎﻥ ﺃﺳﺎﺳﻴﺘﺎﻥ ﻟﺘﺼﻤﻴﻢ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺘﺪﺭﺟﺔ ﻭﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ‪:‬‬
‫‪ -1‬ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻭﱃ ‪ :‬ﲢﺪﻳﺪ ﺍﻟﺼﻔﺔ ﺍﳌﺮﺍﺩ ﻗﻴﺎﺳﻬﺎ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺻﻔﺔ ﻋﺎﻣﺔ ﻭﺇﻋﻄﺎﺋﻬﺎ ﺃﻭﺻﺎﻑ ﲢﻠﻴﻠﻴﺔ‪ ،‬ﻭ‬
‫ﻟﻨﻌﺘﻤﺪ ﺻﻔﺔ " ﺍﳉﻮﺩﺓ"‪.‬‬
‫‪1‬‬
‫ﺃﺩﺍﺀ‬
‫ﻋﺎﻝ ﺟﺪﺍ‬
‫‪ -2‬ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺜﺎﻧﻴﺔ‪:‬‬
‫‪2‬‬
‫ﺃﺩﺍﺀ‬
‫ﻋﺎﻝ ﺍﳉﻮﺩﺓ‬
‫‪3‬‬
‫‪5‬‬
‫‪4‬‬
‫ﺃﺩﺍﺀ ﻏﲑ‬
‫ﻣﺮﺽ ﺟﺪﺍ‬
‫ﺃﺩﺍﺀ‬
‫ﺃﺩﺍﺀ‬
‫ﻣﺘﻮﺳﻂ ﺍﳉﻮﺩﺓ ﺑﻪ ﻋﻴﻮﺏ‬
‫ﻳﺘﻢ ﺍﻋﺘﻤﺎﺩ ﺻﻔﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﳏﺘﻮﻳﺎ‪‬ﺎ ﺍﳉﺰﺋﻴﺔ ﻭﺇﻋﻄﺎﺋﻬﺎ ﺃﻭﺻﺎﻓﺎ ﺗﻘﺪﻳﺮﻳﺔ‪ .‬ﻧﻌﺘﻤﺪ ﻧﻔﺲ ﺍﻟﺼﻔﺔ "ﺍﳉﻮﺩﺓ‬
‫" ﻭﺍﻟﱵ ﺗﻌﲏ ﺇﳒﺎﺯ ﺍﻟﻮﻇﻴﻔﺔ ﺑﺪﻗﺔ ﻭﻧﻈﺎﻡ ﻭﺑﻄﺮﻳﻘﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﺗﻌﻄﻴﻬﺎ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫‪100 90‬‬
‫‪80‬‬
‫‪70‬‬
‫‪60‬‬
‫‪50‬‬
‫‪0‬‬
‫ﻏﲑ ﻣﺮﺽ‬
‫ﻻﺑﺄﺱ‬
‫ﻣﻘﺒﻮﻝ‬
‫ﺟﻴﺪ‬
‫ﺟﻴﺪ ﺟﺪﺍ ﳑﺘﺎﺯ‬
‫ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﳕﻮﺫﺝ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭﻓﻖ ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺘﺪﺭﺟﺔ ﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻪ ﲢﺪﻳﺪ ﻛﻔـﺎﺀﺓ ﺃﺩﺍﺀ‬
‫ﺍﻟﻔﺮﺩ‪:‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪: (01‬ﳕﻮﺫﺝ ﺗﻘﻴﻴﻢ ﺍﻻﺩﺍﺀ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺘﺪﺭﺟﺔ‪.‬‬
‫ﺍﻟﺼﻔﺎﺕ‬
‫ﺍﻟﺪﺭﺟﺔ‬
‫ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‬
‫ﺍﳌﻮﺍﺿﺒﺔ‬
‫ﺟﻮﺩﺓ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻹﺑﺪﺍﻉ‬
‫ﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﺪﻭﺍﻡ‬
‫‪30‬‬
‫‪10‬‬
‫‪15‬‬
‫‪25‬‬
‫‪20‬‬
‫‪100‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ‪.‬‬
‫ﻧﻘﻮﻡ ﲜﻤﻊ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﺴﺠﻠﺔ ﻭﺣﺴﺎﺏ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ‪ ،‬ﰒ ﻳﺘﻢ ﺍﻟﺘﻌﺒﲑ ﺑﺎﻟﻘﻴﻤﺔ ﺍﶈﺼﻠﺔ ﻋﻦ ﻛﻔﺎﺀﺓ‬
‫ﺍﻟﻔﺮﺩ ﻭﺫﻟﻚ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪20= 20 + 25 + 15 + 10 + 30 :‬‬
‫‪5‬‬
‫ﺑﻌﺪ ﺣﺴﺎﺏ ﺍﻟﺪﺭﺟﺎﺕ ﻳﺘﻢ ﺗﺼﻨﻴﻒ ﻛﻔﺎﺀﺓ ﺍﻟﻔﺮﺩ ﰲ ﺍﻟﻔﺌﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺬﻟﻚ‬
‫ﳑﺘﺎﺯ ﻣﻦ‪80‬‬
‫ﺟﻴﺪ ﺟﺪ ‪70‬‬
‫ﺟﻴﺪ ‪60‬‬
‫ﻣﻘﺒﻮﻝ ‪50‬‬
‫ﺿﻌﻴﻒ‬
‫‪100‬‬
‫‪80‬‬
‫‪70‬‬
‫‪60‬‬
‫ﺃﻗﻞ ﻣﻦ ‪50‬‬
‫ﻳﺘﻤﻴﺰ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺑﺴﻬﻮﻟﺔ ﺍﺳﺘﺨﺪﺍﻣﻪ‪ ،‬ﻭ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﻮﺻﻒ ﺍﻟﺪﻗﻴﻖ ﻟﻜﻔـﺎﺀﺓ‬
‫ﺍﻟﻔﺮﺩ‪ ،‬ﻛﻤﺎ ﻳﺴﻬﻞ ﻣﻨﺎﻗﺸﺔ ﺍﻷﺩﻟﺔ ﻧﻈﺮﺍ ﳌﺎ ﻳﻮﻓﺮﻩ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻫﺬﺍ ﺍﻷﺩﺍﺀ ﻛﻤـﺎ‬
‫ﻳﺴﻤﺢ ﺑﺈﺑﺮﺍﺯ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﰲ ﺍﻷﺩﺍﺀ ﺑﺸﻜﻞ ﻭﺍﺿﺢ ﻧﺘﻴﺠﺔ ﳌﺎ ﻳﺴﻤﺢ ﺑﻪ ﺍﻟﺘﺤﻠﻴـﻞ ﺍﻟﻮﺻـﻔﻲ‬
‫ﻟﻸﺩﺍﺀ ﻛﻤﺎ ﻳﺆﺧﺬ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﲢﻴﺰ ﺍﳌﺸﺮﻑ ﰲ ﺍﻟﺘﻘﻴﻴﻢ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻣﻊ ﺇﻣﻜﺎﻧﻴـﺔ ﻋـﺪﻡ‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺼﻔﺎﺕ ﺍﳌﻌﺘﻤﺪﺓ ﰲ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻊ ﺍﻟﻮﻇﻴﻔﺔ ﺍﳌﺮﺍﺩ ﺗﻘﻴﻴﻤﻬﺎ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻭﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 02‬ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﳌﻮﻇﻒ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﺘﺪﺭﺟﺔ‬
‫ﺍﻟﺸﺮﻛﺔ ﺍﻟﻌﺎﻣﺔ ‪..................‬‬
‫ﺍﺳﻢ ﺍﳌﻮﻇﻒ ‪ ............. :‬ﻋﻨﻮﺍﻥ ﺍﻟﻮﻇﻴﻔﺔ ‪.................‬ﺍﻟﺘﺎﺭﻳﺦ ‪......./...../..... :‬‬
‫ﺍﻟﻘﺴﻢ ‪.... .................... :‬ﺍﻟﻘﺎﺋﻢ ﺑﺎﻟﺘﻘﻴﻴﻢ ‪......................... :‬‬
‫ﺩﺭﺟﺎﺕ ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﺿﻌﻴﻒ‬
‫) ‪(1‬‬
‫ﻣﻘﺒﻮﻝ‬
‫) ‪(2‬‬
‫ﺟﻴﺪ‬
‫) ‪(3‬‬
‫ﺟﻴﺪ ﺟﺪﺍ‬
‫) ‪(4‬‬
‫ﳑﺘﺎﺯ‬
‫) ‪(5‬‬
‫ﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ )ﺍﻟﺪﻗﺔ‪/‬ﺍﳌﻮﺿﻮﻋﻴﺔ (‬
‫ﻛﻤﻴﺔ ﺍﻷﺩﺍﺀ‬
‫ﺍﳊﺎﺟﺔ ﻟﻺﺷﺮﺍﻑ‬
‫ﺍﻻﻧﺘﻈﺎﻡ ﰲ ﺍﻟﺪﻭﺍﻡ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻹﺑﺪﺍﻉ‬
‫ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﺰﻣﻼﺀ‬
‫ﺇﺗﺒﺎﻉ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻷﻧﻈﻤﺔ‬
‫ﺭﺋﻴﺲ ﺍﻟﻘﺴﻢ ‪ ..................... :‬ﺍﻟﺘﺎﺭﻳﺦ ‪ ................... :‬ﺍﻟﺘﻮﻗﻴﻊ ‪.......................... :‬‬
‫ﻣﺴﺆﻭﻝ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪ ..................................... :‬ﺍﻟﺘﻮﻗﻴﻊ ‪....................... :‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﺆﻳﺪ ﺳﻌﻴﺪ ﺍﻟﺴﺎﱂ‪ ،‬ﻋﺎﺩﻝ ﺣﺮﺣﻮﺵ ﺻﺎﱀ‪ :‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﺭﺑﺪ‬
‫ﺍﻷﺭﺩﻥ‪ ،2002 ،‬ﺹ ‪.113‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺭﺍﺑﻌﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻹﺟﺒﺎﺭﻱ‪:‬‬
‫ﻭﺗﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﻮﺯﻳﻊ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺩﺭﺟﺎﺕ ﳐﺘﻠﻔﺔ ﺑﺎﳌﻘﻴﺎﺱ ﻭﻓﻖ ﻧﺴﺐ ﳏـﺪﺩﺓ ﻭﻫـﺬﻩ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺗﻌﺮﻑ ﺑﺎﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻸﻓﺮﺍﺩ ﺑﻨﺎﺀﺍ ﻋﻠﻰ ﺇﳒﺎﺯﻫﻢ ﺣﻴﺚ ﻳﺘﺮﻛﺰ ﺃﻛﺜﺮ ﺃﻓﺮﺍﺩ ﺍ‪‬ﻤﻮﻋﺔ ﺣﻮﻝ‬
‫ﺍﳌﺘﻮﺳﻂ‪ ،1‬ﻭﺫﻟﻚ ﺍﺳﺘﻨﺎﺩﺍ ﺇﱃ ﺍﻻﻓﺘﺮﺍﺽ ﺍﻟﻘﺎﺋﻞ ﺑﺄﻥ ﻧﺴﺒﺔ ﻗﻠﻴﻠﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﲢـﺼﻞ ﻋﻠـﻰ ﺍﻟﺘﺮﺗﻴـﺐ‬
‫ﺍﻷﻓﻀﻞ ﻭﻧﺴﺒﺔ ﻗﻠﻴﻠﺔ ﺃﺧﺮﻯ ﲢﺼﻞ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻷﺩﱏ ﺑﻴﻨﻤﺎ ﺑﺎﻗﻲ ﺍﻷﻓﺮﺍﺩ ﳛﺼﻠﻮﻥ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴـﺐ‬
‫ﺍﻟﻮﺳﻄﻲ‪ ،2‬ﰒ ﻳﺘﻢ ﻛﺘﺎﺑﺔ ﺃﲰﺎﺀ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳌﺮﺍﺩ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻬﻢ ﻋﻠﻰ ﺑﻄﺎﻗﺎﺕ ﺻﻐﲑﺓ ﻭﻳﻜﻮﻥ ﻛـﻞ ﺍﺳـﻢ‬
‫ﻋﻠﻰ ﺑﻄﺎﻗﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﰒ ﻳﻄﻠﺐ ﻣﻦ ﺍﳌﻘﻴﻢ ﺗﻮﺯﻳﻊ ﻫﺬﻩ ﺍﻟﺒﻄﺎﻗﺎﺕ ﻋﻠﻰ ﳎﻤﻮﻋﺎﺕ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﻭﱃ‪ % 10 :‬ﺃﺩﺍﺀ ﺿﻌﻴﻒ‬
‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ % 20 :‬ﺃﺩﺍﺀ ﺃﻗﻞ ﻣﻦ ﺍﳌﺘﻮﺳﻂ‪.‬‬
‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ % 40 :‬ﺃﺩﺍﺀ ﻣﻘﺒﻮﻝ ) ﻣﺘﻮﺳﻂ (‪.‬‬
‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺮﺍﺑﻌﺔ‪ % 20:‬ﺃﺩﺍﺀ ﺟﻴﺪ‪.‬‬
‫ﺍ‪‬ﻤﻮﻋﺔ ﺍﳋﺎﻣﺴﺔ‪ % 10 :‬ﺃﺩﺍﺀ ﳑﺘﺎﺯ‪.‬‬
‫ﻭﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺣﺴﺐ ﻧﺴﺐ ﳏﺪﺩﺓ ﻟﻜﻞ ﳎﻤﻮﻋﺔ ﻛﻤﺎ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ 1‬ﻛﺎﻣﻞ ﺑﺮﺑﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.133‬‬
‫‪ 2‬ﺣﺴﻦ إﺑﺮاھﯿﻢ ﺑﻠﻮط‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.347‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ)‪ : (08‬ﳕﻮﺫﺝ ﻋﻦ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻹﺟﺒﺎﺭﻱ ﻷﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ‪.‬‬
‫‪10 %‬‬
‫ﺿﻌﻴﻒ‬
‫‪20 %‬‬
‫‪40 % 20 %‬‬
‫ﺩﻭﻥ ﺍﻟﻮﺳﻂ ﻣﺘﻮﺳﻂ ) ﻣﻘﺒﻮﻝ( ﺟﻴﺪ ﺟﺪﺍ‬
‫‪10 %‬‬
‫ﳑﺘﺎﺯ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺣﺴﻦ ﺇﺑﺮﺍﻫﻴﻢ ﺑﻠﻮﻁ ‪ :‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﺑﲑﻭﺕ ‪،2002 ،‬ﺹ‪.374‬‬
‫ﺗﺘﺴﻢ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺑﺒﺴﺎﻃﺘﻬﺎ ﻭﺳﺮﻋﺘﻬﺎ ﰲ ﺍﻟﺘﻄﺒﻴﻖ ﺇﻻ ﺃ‪‬ﺎ ﺗﻔﺘﺮﺽ ﺃﻥ ﻛﻞ ﳎﻤﻮﻋﺎﺕ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﺗﻨﻘﺴﻢ ﺇﱃ ﺿﻌﻴﻒ ﻭﺟﻴﺪ ﺟﺪﺍ ﻭﻣﺘﻮﺳﻂ ﻭﳑﺘﺎﺯ ﻭﻫﺬﺍ ﺍﻻﻓﺘﺮﺍﺽ ﻏﲑ ﺻﺤﻴﺢ ﻓﻘﺪ ﳒﺪ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﰲ‬
‫ﻗﺴﻢ ﻣﻦ ﺍﻷﻗﺴﺎﻡ ﳑﺘﺎﺯ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻄﺮﻕ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻹﺟﺒﺎﺭﻱ‪:‬‬
‫ﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻠﻰ ﺃﺳﺎ ﺱ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻘﻴﻢ ﻟﻌﺒﺎﺭﺗﲔ ﻣﻦ ﳎﻤﻮﻉ ﺃﺭﺑﻊ ﻋﺒـﺎﺭﺍﺕ ﺃﻭ ﺃﻛﺜـﺮ‬
‫ﺗﺼﻒ ﺻﻔﺔ ﻣﻌﻴﻨﺔ ﻟﻠﻔﺮﺩ‪ ،‬ﲝﻴﺚ ﺗﺼﻒ ﺃﺣﺪ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺨﺘﺎﺭﺓ ﺍﻟﻔﺮﺩ ﺑﺄﻓﻀﻞ ﻣﺎ ﻳﻜـﻮﻥ ﻭﺍﻟﻌﺒـﺎﺭﺓ‬
‫ﺍﻷﺧﺮﻯ ﺃﺑﻌﺪ ﻣﺎ ﺗﻜﻮﻥ ﻋﻦ ﻭﺻﻒ ﺍﻟﻔﺮﺩ‪ 1‬ﰒ ﻳﻘﻮﻡ ﺍﳌﻘﻴﻢ ﺑﺎﺧﺘﻴﺎﺭ ﺍﻟﻘﺎﺋﻤﺔ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻨﻄﺒﻖ ﺃﻭ‬
‫ﺍﻻﻛﺜﺮ ﻭﺻﻔﺎ ﻟﻠﻔﺮﺩ ﻣﻮﺿﻊ ﺍﻟﺘﻘﻴﻴﻢ‪ .‬ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﳝﺜﻞ ﳕﻮﺫﺟﺎ ﻟﺘﻘﻴﻴﻢ ﺍﻟﻔـﺮﺩ ﺑﻄﺮﻳﻘـﺔ ﺍﻻﺧﺘﻴـﺎﺭ‬
‫ﺍﻹﺟﺒﺎﺭﻱ‪:‬‬
‫‪ 1‬ﻛﺎﻣﻞ ﺑﺮﺑﺮ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.132‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ ) ‪ (09‬ﳕﻮﺫﺝ ﻟﻘﺎﺋﻤﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺑﻄﺮﻳﻘﺔ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻹﺟﺒﺎﺭﻱ‬
‫ﺍﻟﺒﻨﺪ ﺃﻭ ﺍﻟﻌﻨﺼﺮ‬
‫ﺍﻷﻛﺜﺮ ﻭﺻﻔﺎ ﺍﻷﻗﻞ ﻭﺻﻔﺎ‬
‫ﻳﺮﺍﻗﺐ ﻭﻳﻔﺤﺺ ﻋﻤﻞ ﺍﳌﺮﺅﻭﺳﲔ ﻭﻳﻘﺪﻡ ﺍﳌﻌﺎﻭﻧﺎﺕ ﻋﻨﺪﻣﺎ ﻳﻄﻠﺐ ﺫﻟﻚ‪.‬‬
‫ﻳﺘﺎﺑﻊ ﺍﳌﻬﺎﻡ ﺍﳌﻔﻮﺿﺔ ﻟﻠﺘﺤﻘﻴﻖ ﻣﻦ ﻣﺪﻯ ﲤﺸﻲ ﺫﻟﻚ ﻣﻊ ﺇﺟﺮﺍﺀﺍﺕ‬
‫ﺍﻟﺘﺸﻐﻴﻞ‪.‬‬
‫ﳛﺼﻞ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﻭﺃﺭﺍﺀ ﺍﻟﻔﺮﺩ ﻭﻳﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﻋﻨﺪﻣﺎ ﺗﺴﻤﺢ ﺍﻟﻈﺮﻭﻑ‬
‫ﺑﺬﻟﻚ‪.‬‬
‫ﻳﻌﲔ ﺣﺪﻭﺩ ﺍﻟﻌﻤﻞ ﻭﺍﳌﻬﺎﻡ‪.‬‬
‫ﻳﻮﺟﻪ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺜﻨﺎﺀ ﻷﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺴﻠﻜﻮﻥ ﺍﳌﺴﻠﻚ ﺍﳌﻼﺋﻢ ﰲ ﻣﻜﺎﻥ‬
‫ﺍﻟﻌﻤﻞ ﻭﻳﻜﻮﻥ ﺫﻟﻚ ﳏﻞ ﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻻﺣﺘﺮﺍﻡ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻋﺒﺪ ﺍﻟﻐﻔﺎﺭ ﺣﻨﻔﻲ‪ ،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪ ،1997 ،‬ﺹ ‪.386‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﻃﺮﻳﻘﺔ ﻗﻮﺍﺋﻢ ﺍﳌﺮﺍﺟﻌﺔ‪:‬‬
‫ﲟﻮﺟﺐ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻳﺘﻢ ﺇﻋﺪﺍﺩ ﻗﺎﺋﻤﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﻋﺪﺩ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺗﺘﻌﻠﻖ ﺑﺴﻠﻮﻙ ﺍﻟﻔـﺮﺩ ﰲ‬
‫ﺍﻷﺩﺍﺀ ﻭﺫﻟﻚ ﺑﺎﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﺮﺅﺳﺎﺀ ﺍﳌﺒﺎﺷﺮﻳﻦ‪ ،‬ﻭﻫﻲ ﻗﻮﺍﺋﻢ ﺗـﺸﺮﺡ ﺟﻮﺍﻧـﺐ‬
‫ﻛﺜﲑﺓ ﻣﻦ ﺳﻠﻮﻙ ﺍﳌﺮﺅﻭﺳﲔ ﰲ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﻮﺍﺟﺐ ﺗﻮﺍﻓﺮﻫﺎ ﻓﻴﻬﻢ ﻭﻳﺘﻢ ﻭﺿﻌﻬﺎ ﰲ ﻗﺎﺋﻤﺔ ﻭﻋﻠﻰ‬
‫ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﺃﻥ ﲢﺪﺩ ﺃﳘﻴﺔ ﻛﻞ ﻋﻨﺼﺮ ﰲ ﺗﺄﺛﲑﻩ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻟﻠﻮﻇﻴﻔﺔ‪ ،‬ﻭﺗﻮﺿﻊ ﻛﻞ ﻋﻨﺼﺮ ﺃﻭ ﺻـﻔﺔ‬
‫ﺃﻣﺎﻣﻪ ﺣﺴﺐ ﺃﳘﻴﺘﻪ ‪ 1‬ﻭﻳﻄﻠﺐ ﻣﻦ ﺍﳌﻘﻴﻢ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﺃﻭ ﻻ ﺃﻭ ﻭﺿﻊ ﻋﻼﻣﺔ ﺃﻣﺎﻡ ﻛﻞ ﻋﺒﺎﺭﺓ ﺃﻭ ﺳﺆﺍﻝ‬
‫ﺣﺴﺐ ﻣﺎ ﻳﺮﺍﻩ ﻳﺘﻔﻖ ﻣﻊ ﺭﺃﻳﻪ ﺍﻟﺸﺨﺼﻲ ﳓﻮ ﺗﺼﺮﻓﺎﺕ ﺍﻟﻔﺮﺩ ﻭﺳﻠﻮﻛﻪ ﻭﺃﺩﺍﺋﻪ ﻟﻮﻇﻴﻔﺘﻪ ﺑﻐﻴﺔ ﲢﺪﻳﺪ ﺗﻠﻚ‬
‫ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﺗﺘﻮﺍﻓﺮ ﰲ ﺃﺩﺍﺀ ﺍﻟﻔﺮﺩ‪ ،‬ﻭﺑﻌﺪ ﺍﺳﺘﻴﻔﺎﺀ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﺗﻘﻮﻡ ﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ ﺑﺘﺤﺪﻳـﺪ ﻭﺯﻥ ﺃﻭ‬
‫ﻗﻴﻤﺔ ﺍﻹﺟﺎﺑﺎﺕ ﲟﻮﺟﺐ ﺩﻟﻴﻞ ﺧﺎﺹ ﻣﻦ ﺃﺟﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﻨﻬﺎﺋﻲ ﻷﺩﺍﺀ ﺍﻟﻔﺮﺩ ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ‬
‫‪ 1‬أﺣﻤﺪ ﻣﺎھﺮ‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ‪ ،‬اﻟﺪار اﻟﺠﺎﻣﻌﯿﺔ‪ ،‬اﻹﺳﻜﻨﺪرﯾﺔ‪ ،2004 ،‬ص ‪.303‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﳌﺪﻳﺮ ﺍﳌﺒﺎﺷﺮ ﻻ ﻳﻠﻌﺐ ﺩﻭﺭ ﺍﻟﻘﻴﻢ ﻭﺇﳕﺎ ﻳﻘﻮﻡ ﺑﺪﻭﺭ ﺍﳌﺮﺍﺳﻞ ﺍﻟﺬﻱ ﻳﺘﻮﱃ ﺗﺒﻠﻴﻎ ﺍﻹﺩﺍﺭﺓ ﻋﻦ ﺃﺩﺍﺀ ﺍﻟﻔـﺮﺩ‬
‫‪1‬‬
‫ﺑﺈﺟﺎﺑﺘﻪ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻭ ﺍﻷﺳﺌﻠﺔ ﰲ ﺍﻟﻘﺎﺋﻤﺔ ﺍﳌﻌﺪﺓ ﻟﻐﺮﺽ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫ﻭ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ : (03‬ﳕﻮﺫﺝ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭﻓﻖ ﻃﺮﻳﻘﺔ ﻗﻮﺍﺋﻢ ﺍﳌﺮﺍﺟﻌﺔ‪.‬‬
‫ﻏﺎﻟﺒﺎ‬
‫ﺍﻷﺳﺌﻠﺔ ) ﺍﻟﻌﺒﺎﺭﺍﺕ (‬
‫ﺩﺍﺋﻤﺎ‬
‫ﺃﺣﻴﺎﻧﺎ‬
‫ﻧﺎﺩﺭﺍ‬
‫ﻫﻞ ﻳﻘﺪﻡ ﺃﻓﻜﺎﺭ ﺟﺪﻳﺪﺓ؟‬
‫ﻫﻞ ﻫﻮ ﻣﻬﺘﻢ ﺑﺎﻟﻌﻤﻞ؟‬
‫ﻫﻞ ﻫﻮ ﻣﻮﺍﻇﺐ ﰲ ﺍﳊﻀﻮﺭ؟‬
‫ﻫﻞ ﻫﻮ ﻳﻘﻆ؟‬
‫ﻫﻞ ﳛﺘﺮﻡ ﺍﻧﻈﻤﺔ ﺍﻟﻌﻤﻞ؟‬
‫ﻫﻞ ﻳﺘﻤﺘﻊ ﲟﻌﻠﻮﻣﺎﺕ ﻛﺎﻣﻠﺔ ﻋﻦ ﻭﻇﻴﻔﺘﻪ؟‬
‫ﻫﻞ ﻫﻮ ﻣﺒﺎﺩﺭ؟‬
‫ﻫﻞ ﻳﺘﺼﺮﻑ ﲜﺪ ﻭﺍﺳﺘﻘﻼﻟﻴﺔ ﺃﺛﻨﺎﺀ ﺍﻷﺯﻣﺎﺕ؟‬
‫ﻫﻞ ﻫﻮ ﺳﺮﻳﻊ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﻔﻬﻢ؟‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻷﺣﺪﺍﺙ ﺍﳊﺮﺟﺔ‪:‬‬
‫ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﲟﻮﺟﺐ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻦ ﻃﺮﻳﻖ ﺩﺭﺍﺳﺔ ﻃﺒﻴﻌﺔ ﻛﻞ ﻧﻮﻉ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﻣـﻦ‬
‫ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﲢﻠﻴﻠﻬﺎ ﻭﺗﻮﺻﻴﻔﻬﺎ‪ ،‬ﻭﻣﻦ ﰒ ﲢﺪﻳﺪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺃﺩﺍﺋﻬﺎ ﺳـﻠﺒﺎ ﺃﻭ‬
‫ﺇﳚﺎﺑﺎ ﺑﺸﺮﻁ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﻫﺎﻣﺔ ﻭ ﺣﺴﺎﺳﺔ ﻭ ﺫﺍﺕ ﺗﺄﺛﲑ ﻣﺒﺎﺷﺮ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ‬
‫ﳝﺎﺭﺳﻮ‪‬ﺎ‪ ،‬ﻭ ﻳﻬﻤﻞ ﺃﻱ ﺳﻠﻮﻙ ﺃﻭ ﺗﺼﺮﻑ ﻏﲑ ﻫﺎﻡ ﻭﻟﻴﺲ ﻟﻪ ﺗﺄﺛﲑ ﻳﺬﻛﺮ ﰲ ﺍﻷﺩﺍﺀ‪ 2.‬ﺃﻱ ﺃﻧﻪ ﻳﻄﻠﺐ‬
‫ﻣﻦ ﺍﳌﺸﺮﻑ ﻣﻼﺣﻈﺔ ﺳﻠﻮﻙ ﻛﻞ ﻣﻮﻇﻒ ﻭﺗﺴﺠﻴﻞ ﻛﻞ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﺸﲑ ﺇﱃ ﻧﻘﺎﻁ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ‬
‫ﻟﺪﻳﻪ ﻭﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻗﺪ ﻻ ﻳﻘﺪﻡ ﺻﻮﺭﺓ ﻭﺍﺿﺤﺔ ﻭﻭﺛﻴﻘﺔ ﻋﻦ ﺃﺩﺍﺀ ﺍﳌﻮﻇﻔﲔ ﻃﻮﺍﻝ ﺍﻟﻌﺎﻡ ﻭﺇﳕﺎ ﻳﻘﻴﻢ ﻣﺎ‬
‫ﳛﻜﻢ ﺑﻪ ﺍﳌﺸﺮﻑ ﺑﺄﻧﻪ ﻧﻘﻄﺔ ﺿﻌﻒ ﺃﻭ ﻧﻘﻄﺔ ﻗﻮﺓ ﺗﻈﻬﺮ ﰲ ﻓﺘﺮﺓ ﻣﻦ ﺍﻟﻔﺘﺮﺍﺕ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ ﻭﻟﻴﺲ‬
‫‪ 1‬أﻛﺮم أﺣﻤﺪ اﻟﻄﻮﯾﻞ و ﺧﺎﻟﺪ ﻋﺒﺪ اﻟﺮﺣﻤﺎن ﻣﻄﺮھﯿﺘﻲ‪ ،‬اﻟﺘﻨﻈﯿﻢ اﻟﺼﻨﺎﻋﻲ‪ -‬اﻟﻤﺒﺎدئ‪ ،‬اﻟﻌﻤﻠﯿﺎت‪ ،‬اﻟﻤﺪﺧﻞ واﻟﺘﺠﺎرب‪ ،‬اﻟﻄﺒﻌﺔ اﻟﺜﺎﻧﯿﺔ‪ ،‬دار اﻟﺤﺎﻣﺪ ﻟﻠﻨﺸﺮ‬
‫واﻟﺘﻮزﯾﻊ‪ ،‬ﻋﻤﺎن‪ ،‬اﻷردن‪ ،2000/1999 ،‬ص ‪.418‬‬
‫‪ 2‬ﻋﻤﺮ وﺻﻔﻲ ﻋﻘﯿﻠﻲ‪ ،‬إدارة اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ اﻟﻤﻌﺎﺻﺮة‪ -‬ﺑﻌﺪ اﺳﺘﺮاﺗﯿﺠﻲ‪ ، -‬دار واﺋﻞ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﯾﻊ‪ ،‬ﻋﻤﺎن‪ ،‬اﻷردن‪ ،2005 ،‬ص ‪.423‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺩﺍﺋﻤﺎ‪ 1،‬ﻭﺍﳌﻄﻠﻮﺏ ﻣﻦ ﺍﳌﻘﻴﻢ ﻫﻮ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﻭ ﻣﻼﺣﻈﺘﻬﺎ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭ ﳛﺪﺩ ﺃﻱ ﻫﺬﻩ‬
‫ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﻟﻪ ﻋﻼﻗﺔ ﺑﻔﺎﻋﻠﻴﺔ ﺃﻭ ﻋﺪﻡ ﻓﺎﻋﻠﻴﺔ ﺃﺩﺍﺀ ﺍﻟﻔﺮﺩ‪.‬‬
‫ﻭﻣﻦ ﻣﺰﺍﻳﺎ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺃ‪‬ﺎ‪:‬‬
‫‪-1‬ﺗﻌﻄﻲ ﻟﻠﺮﺋﻴﺲ ﻣﻘﺎﻳﻴﺲ ﻣﻮﺿﻮﻋﻴﺔ )ﺍﻟﺴﻠﻮﻛﻴﺎﺕ( ﻟﺘﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﳌﺮﺅﻭﺳﲔ ﻭﻻ ﻳﻌﺘﻤﺪ ﻋﻠـﻰ‬
‫ﺍﻟﺬﺍﻛﺮﺓ ﻭﺍﻟﺘﻌﻤﻴﻢ‪.‬‬
‫‪-2‬ﺇﺑﺮﺍﺯ ﻧﻮﺍﺣﻲ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﺼﻮﺭ ﰲ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫‪-3‬ﺗﺘﻴﺢ ﺍﻟﻔﺮﺻﺔ ﺃﻣﺎﻡ ﺍﻟﺮﺋﻴﺲ ﳌﻨﺎﻗﺸﺔ ﺍﳌﺮﺅﻭﺱ ﰲ ﺳﺒﻞ ﺗﻼﰲ ﺍﻟﻘـﺼﻮﺭ ﻭﲢـﺴﲔ ﺍﻷﺩﺍﺀ ﰲ‬
‫ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬
‫ﺇﻻ ﺃﻧﻪ ﻳﻌﺎﺏ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺃﻥ ﺍﻟﺮﺋﻴﺲ ﺳﻴﻤﻴﻞ ﺇﱃ ﳑﺎﺭﺳﺔ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻟﻠﺼﻴﻘﺔ ﺍﳌﺴﺘﻤﺮﺓ ﻋﻠـﻰ‬
‫ﺍﳌﺮﺅﻭﺳﲔ‪ ،‬ﻭﻫﺬﺍ ﻳﺴﺒﺐ ﻣﻀﺎﻳﻘﺔ ﺷﺪﻳﺪﺓ ﻟﻠﻌﺎﻣﻠﲔ‪.‬‬
‫ﻭ ﻳﺒﲔ ﺍﻟﻨﻤﻮﺫﺝ ﺭﻗﻢ ) ( ‪ :‬ﺍﺳﺘﻤﺎﺭﺓ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﻟﺮﺟﻞ ﺑﻴﻊ ﺑﻄﺮﻳﻘﺔ ﺍﻟﻮﻗﺎﺋﻊ ﺍﳊﺮﺟﺔ‪.‬‬
‫‪ 1‬ﻧﺎﺻﺮ ﻣﺤﻤﺪ اﻟﻌﺪﯾﻠﻲ‪ ،‬إدارة اﻟﺴﻠﻮك اﻟﺘﻨﻈﯿﻤﻲ‪ ،‬دار ﻣﺮاﺣﻞ ﻟﻠﻄﺒﺎﻋﺔ اﻹﻟﻜﺘﺮوﻧﯿﺔ‪ ،‬اﻟﺮﯾﺎض‪ ،‬اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﯿﺔ اﻟﺴﻌﻮدﯾﺔ‪ ،1993 ،‬ص ‪.417‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻗﺎﺋﻤﺔ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺒﻴﻌﻲ‬
‫ﺍﺳﻢ ﺍﻟﺸﺨﺺ‪:‬‬
‫ﺍﻗﺮﺃ ﻛﻞ ﻋﺒﺎﺭﺓ ﰒ ﻗﺮﺭ ﺩﺭﺟﺔ ﻣﻄﺎﺑﻘﺔ ﺍﻟﻌﺒﺎﺭﺓ ﻋﻠﻰ ﺍﻟﺸﺨﺺ ﳏﻞ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﺑﺄﻥ ﺗﻘﺮﺭ ﻣﺪﻯ ﺍﺗﻔﺎﻗﻚ‬
‫ﺃﻭ ﺍﺧﺘﻼﻓﻚ ﻭﺫﻟﻚ ﺑﻮﺿﻊ ﻋﻼﻣﺔ ‪ X‬ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﺬﻱ ﻳﻘﻊ ﺃﺳﻔﻞ ﺍﻟﺒﺪﺍﺋﻞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ ﻳﺜﲑ ﺷﺎﺋﻌﺎﺕ ﻋﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻌﻤﻼﺀ‪:‬‬‫ﳐﺘﻠﻒ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ‬
‫ﻏﲑ ﻣﺘﺄﻛﺪ‬
‫ﻣﻮﺍﻓﻖ‬
‫ﻣﻮﺍﻓﻖ ﺟﺪﺍ‬
‫ ﻳﻨﻘﺼﻪ ﺍﳌﻌﺮﻓﺔ ﻋﻦ ﺍﳌﻨﺘﺠﺎﺕ ﺍﻟﱵ ﻳﺘﻮﱃ ﺑﻴﻌﻬﺎ‪:‬‬‫ﻏﲑ ﻣﺘﺄﻛﺪ‬
‫ﻣﻮﺍﻓﻖ‬
‫ﻣﻮﺍﻓﻖ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ‬
‫ ﻳﻌﻄﻲ ﻭﻋﻮﺩﺍ ﻏﲑ ﻭﺍﻗﻌﻴﺔ ﻟﻠﻌﻤﻼﺀ‪:‬‬‫ﻏﲑ ﻣﺘﺄﻛﺪ‬
‫ﻣﻮﺍﻓﻖ‬
‫ﻣﻮﺍﻓﻖ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ‬
‫ ﺗﺎﺑﻊ ﺍﻟﺘﻐﲑﺍﺕ ﰲ ﺍﻷﺳﻌﺎﺭ ‪:‬‬‫ﻣﻮﺍﻓﻖ‬
‫ﻣﻮﺍﻓﻖ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ‬
‫ﻏﲑ ﻣﺘﺄﻛﺪ‬
‫ ﻳﻘﻮﻡ ﲟﺠﻬﻮﺩﺍﺕ ﳑﺘﺎﺯﺓ ﰲ ﺍﻗﺘﻨﺎﺹ ﺍﻟﻔﺮﺹ ﺍﳉﺪﻳﺪﺓ ‪:‬‬‫ﻏﲑ ﻣﺘﺄﻛﺪ‬
‫ﻣﻮﺍﻓﻖ‬
‫ﻣﻮﺍﻓﻖ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ‬
‫ ﻳﻘﺘﺮﺡ ﺃﺳﺎﻟﻴﺐ ﺑﻴﻌﻴﺔ ﺟﺪﻳﺪﺓ ‪:‬‬‫ﻣﻮﺍﻓﻖ‬
‫ﻣﻮﺍﻓﻖ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ‬
‫ﻏﲑ ﻣﺘﺄﻛﺪ‬
‫ﳐﺘﻠﻒ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ ﺟﺪﺍ‬
‫ﳐﺘﻠﻒ ﺟﺪﺍ‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﺃﲪﺪ ﺻﻘﺮ ﻋﺎﺷﻮﺭ ‪:‬ﺇﺩﺍﺭﺓ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﻷﺳﺲ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪،‬ﺑﲑﻭﺕ‪ ، 1983،‬ﺹ‪.395‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺭﺍﺑﻌﺎ ‪:‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻘﺮﻳﺮ ﺍﳌﻜﺘﻮﺏ‪:‬‬
‫ﺗﺸﺒﻪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻃﺮﻳﻘﺔ ﺍﻷﺣﺪﺍﺙ ﺍﳊﺮﺟﺔ ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﳌﺸﺮﻑ ﺑﻜﺘﺎﺑﺔ ﺗﻘﺮﻳﺮ ﻳـﺒﲔ ﻓﻴـﻪ‬
‫ﺣﻜﻤﻪ ﻋﻠﻰ ﺃﺩﺍﺀ ﻣﺮﺅﻭﺳﻴﻪ ﻭﺫﻟﻚ ﰲ ‪‬ﺎﻳﺔ ﻓﺘﺮﺓ ﺍﻟﺘﻘﻴﻴﻢ‪ ،‬ﻣﻮﺿﺤﺎ ﻣﻮﺍﻃﻦ ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘﻮﺓ ﰲ ﺃﺩﺍﺋﻬـﻢ‬
‫ﻭﺫﻟﻚ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺫﺍﻛﺮﺗﻪ ﻭ ﺩﻭﻥ ﺍﻻﺳﺘﻨﺎﺩ ﺇﱃ ﻣﺬﻛﺮﺓ ﺃﻭ ﺃﺟﻨﺪﺓ ﻳﺪﻭﻥ ﻓﻴﻬﺎ ﺍﻷﺣﺪﺍﺙ ﺍﳊﺮﺟـﺔ ﰲ‬
‫ﺃﺛﻨﺎﺀ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻟﻮﻇﺎﺋﻔﻬﻢ‪.‬‬
‫ﺧﺎﻣﺴﺎ‪ :‬ﻃﺮﻳﻘﺔ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ‪:‬‬
‫ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﻓﻠﺴﻔﺔ ﺇﺩﺍﺭﻳﺔ ‪‬ﺪﻑ ﺇﱃ ﺯﻳﺎﺩﺓ ﻣﺸﺎﺭﻛﺔ ﺍﳌﺮﺅﻭﺳﲔ ﰲ ﻭﺿﻊ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ‬
‫ﻳﻘﻮﻡ ﺑﺘﺤﻘﻴﻘﻬﺎ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻼﺋﻤﺔ ﻟﺬﻟﻚ ‪ 1‬ﺑﺎﻓﺘﺮﺍﺽ ﻣﻴﻞ ﺍﳌﺮﺅﻭﺳﲔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﳌﻬﺎﻡ ﺍﳌﻄﻠﻮﺏ‬
‫ﻣﻨﻬﻢ ﺇﳒﺎﺯﻫﺎ ﻭﺍﻟﺮﻏﺒﺔ ﰲ ﻣﺸﺎﺭﻛﺔ ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ‪‬ﻢ ﺇﺿﺎﻓﺔ ﺇﱃ ﺭﻏﺒﺘﻬﻢ ﰲ ﻣﻌﺮﻓﺔ‬
‫ﻣﺴﺘﻮﻳﺎﺕ ﺃﺩﺍﺋﻬﻢ‪ ،‬ﻭﺗﺴﺘﺨﺪﻡ ﻛﺄﺳﻠﻮﺏ ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻣﻦ ﺧﻼﻝ ﺇﺗﺒﺎﻉ ﺧﻄﻮﺍﺕ ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ‬
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‫ﰲ ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﱵ ﺗﺘﻀﻤﻦ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ ﻳﻘﻮﻡ ﺍﻟﺮﺅﺳﺎﺀ ﻭﺍﳌﺮﺅﻭﺳﻮﻥ ﰲ ﻛﻞ ﻭﺣﺪﺓ ﺇﺩﺍﺭﻳﺔ ﲟﻨﺎﻗـﺸﺔ ﺍﻷﻫـﺪﺍﻑ ﻭﺍﻟﻨﺘـﺎﺋﺞ‬‫ﺍﳌﺮﻏﻮﺏ ﲢﻘﻴﻘﻬﺎ ﻭ ﺍﻟﱵ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻜﻮﻥ ﺿﻤﻦ ﺍﻹﻃﺎﺭ ﺍﻟﻌﺎﻡ ﻷﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ ﻳﺸﺮﻑ ﺍﻟﺮﺅﺳﺎﺀ ﻭ ﺍﳌﺮﺅﻭﺳﻮﻥ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﻏﻮﺏ ﲢﻘﻴﻘﻬﺎ ﻭ ﺍﻟﱵ ﳚﺐ‬‫ﺃﻥ ﺗﻜﻮﻥ ﻭﺍﻗﻌﻴﺔ ﻭ ﺳﻬﻠﺔ ﺍﻟﻘﻴﺎﺱ‪.‬‬
‫ ﳚﺘﻤﻊ ﺍﻟﺮﺅﺳﺎﺀ ﻭﺍﳌﺮﺅﻭﺳﻮﻥ ﺛﺎﻧﻴﺔ ﻟﺪﺭﺍﺳﺔ ﻣﺪﻯ ﺇﳒﺎﺯ ﺍﳌﺮﺅﻭﺳﲔ ﻟﺘﻠﻚ ﺍﻷﻫـﺪﺍﻑ‬‫ﻭﺗﻘﻴﻴﻤﻬﺎ‪.‬‬
‫ ﰲ ﺣﺎﻟﺔ ﻇﻬﻮﺭ ﺍﳓﺮﺍﻓﺎﺕ ﺃﻭ ﺑﻌﺾ ﺍﻟﻨﻘﺺ ﰲ ﺍﻷﺩﺍﺀ ﻳﺘﻢ ﺗﻌﺪﻳﻞ ﺗﻠﻚ ﺍﻻﳓﺮﺍﻓـﺎﺕ‬‫ﻭﺇﳚﺎﺩ ﺣﻠﻮﻝ ﳍﺎ ‪.‬‬
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‫ﺗﺘﻤﺘﻊ ﻃﺮﻳﻘﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭﻓﻘﺎ ﻟﻄﺮﻳﻘﺔ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﲟﺰﺍﻳﺎ ﺃﳘﻬﺎ‪:‬‬
‫ ﺗﻮﻓﺮ ﻃﺮﻳﻘﺔ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﻟﻜﻞ ﻣﺮﺅﻭﺱ ﻣﻘﻴﺎﺳﺎ ﺧﺎﺻﺎ ﻟﻘﻴﺎﺱ ﺃﺩﺍﺋﻪ ﻣﺒﻨﻴﺎ ﻋﻠﻰ ﺧﺼﺎﺋﺺ‬‫ﻭﻇﻴﻔﺘﻪ ﻭ ﻃﺒﻴﻌﺘﻬﺎ ﻭﺃﻫﺪﺍﻓﻬﺎ‪.‬‬
‫ ﲤﻜﲔ ﺍﳌﺮﺅﻭﺱ ﻣﻦ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻪ ﺫﺍﺗﻴﺎ ﻣﻦ ﺧﻼﻝ ﻗﻴﺎﺱ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺣﻘﻘﻬﺎ‪.‬‬‫ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻔﺮﺩ ﺍﳌﺴﺘﻘﺒﻠﻲ ﻭﻛﻴﻔﻴﺔ ﲢﺴﻴﻨﻪ ﻭﺗﻄﻮﻳﺮﻩ‪.‬‬‫‪ 1‬ﻛﺎﻣﻞ ﺑﺮﺑﺮ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.134‬‬
‫‪ 2‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪ ،‬ص ‪.134‬‬
‫‪ 3‬زھﯿﺮ ﺛﺎﺑﺖ ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.127 ،126‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ ﺗﻮﺿﻴﺢ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ ﻟﻜﻞ ﻣﻦ ﺍﻟﺮﺋﻴﺲ ﻭﺍﳌﺮﺅﻭﺱ ﻭﺗﻨﻈﻢ ﺍﻟﻌﻤﻞ ﻭ ﺗﻨـﺴﻖ ﺑـﲔ‬‫ﺍﳉﻬﻮﺩ‪.‬‬
‫‬‫‬‫‬‫‬‫‬‫‪-‬‬
‫ﲢﻮﻝ ﺗﺮﻛﻴﺰ ﺍﻟﺮﺋﻴﺲ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻜﻴﻔﻴﺔ ﻣﺴﺎﻋﺪﺓ ﺍﳌﺮﺅﻭﺱ ﻟﺘﻄﻮﻳﺮ ﺃﺩﺍﺋﻪ ﻭ ﻣﺪﻩ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﻟﻜﺎﻓﻴﺔ ﻋﻦ ﺃﺩﺍﺋﻪ ﺍﳊﺎﱄ ﻭ ﺍﳌﺴﺘﻘﺒﻠﻲ ﺑﺪﻻ ﻣﻦ ﺍﻻﻛﺘﻔﺎﺀ ﺑﺎﻟﻨﻘﺪ‪.‬‬
‫ﺗﺘﻤﺎﺷﻰ ﻣﻊ ﺍﳌﺒﺪﺃ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻘﺎﺋﻞ ﺑﺄﻥ ﺍﻷﻓﺮﺍﺩ ﺗﺰﻳﺪ ﺇﻧﺘﺎﺟﻴﺘﻬﻢ ﻛﻠﻤﺎ ﻭﺿﻌﺖ ﳍﻢ ﺃﻫﺪﺍﻑ ﳏﺪﺩﺓ‬
‫ﺑﺪﻗﺔ ﻣﻄﻠﻮﺏ ﺗﻨﻔﻴﺬﻫﺎ ﰲ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ‪.‬‬
‫ﺗﻨﻤﻴﺔ ﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﻔﺎﺩﺗﻪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺮﺗﺪﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻐﺬﻳـﺔ‬
‫ﺍﻟﻌﻜﺴﻴﺔ ‪. Feed back‬‬
‫ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻨﺪ ﺍﺗﺒﺎﻋﻬﻢ ﻟﻠﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟـﱵ‬
‫ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺸﺨﺼﻲ‪.‬‬
‫ﻳﺘﻢ ﺍﻟﺘﻘﻴﻴﻢ ﻃﺒﻘﺎ ﻟﻸﻫﺪﺍﻑ ﺍﻟﱵ ﺷﺎﺭﻙ ﰲ ﻭﺿﻌﻬﺎ ﺍﳌﺮﺅﻭﺱ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺃﺩﺍﺋﻪ ﻭ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟـﱵ‬
‫ﺣﻘﻘﻬﺎ‪.‬‬
‫ﺗﻌﻄﻲ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﻟﻠﻤﺮﺅﻭﺱ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﻳﻘﻠﻞ ﻣﻦ ﺩﺭﺟﺔ ﺍﻋﺘﻤﺎﺩﻩ ﻋﻠﻰ ﺍﻟﺮﺋﻴﺲ ﻭ ﻳﺰﻳـﺪ‬
‫ﻣﻦ ﺩﺭﺟﺔ ﲢﻜﻤﻪ ﰲ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﺍﶈﻴﻄﺔ ‪.‬‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﳌﺰﺍﻳﺎ ﺍﻟﱵ ﲢﻘﻘﻬﺎ ﻃﺮﻳﻘﺔ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﺇﻻ ﺃ‪‬ﺎ ﻻ ﲣﻠﻮ ﻣﻦ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﻣﻦ‬
‫ﺑﻴﻨﻬﺎ‪ :‬ﺃ‪‬ﺎ ﺗﻘﻴﺲ ﺃﺩﺍﺀ ﺍﳌﻮﻇﻒ ﰲ ﻭﻇﻴﻔﺘﻪ ﺍﳊﺎﻟﻴﺔ ﻓﻘﻂ‪ ،‬ﻭ ﺃ‪‬ﺎ ﻻ ﺗﻌﻂ ﻣﺆﺷﺮﺍ ﻟﻨﺠﺎﺣﻪ ﰲ ﻭﻇﺎﺋﻒ‬
‫ﺃﺧﺮﻯ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻛﻤﺎ ﺗﺘﻄﻠﺐ ﻗﺪﺭﺍ ﻛﺒﲑﺍ ﻣﻦ ﺍﻟﺘﻔﻜﲑ ﻭﺣﺮﻳﺔ ﺍﻟﺘﺼﺮﻑ ﻭﺇﺑﺪﺍﺀ ﺍﻟـﺮﺃﻱ ﻭﻗـﺪ‬
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‫ﻳﻜﻮﻥ ﻋﺪﻡ ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻷﻫﺪﺍﻑ ﺑﺸﻜﻞ ﻛﻤﻲ ﺳﺒﺒﺎ ﻣﺒﺎﺷﺮﺍ ﰲ ﻓـﺸﻞ ﺗﻄﺒﻴﻘﻬـﺎ‬
‫ﻳﻀﺎﻑ ﺇﱃ ﺫﻟﻚ ﺻﻌﻮﺑﺔ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﺣﺎﻟﺔ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﺃﻱ ﻗﻴﺎﻡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ‬
‫ﲟﻬﻤﺔ ﻓﻴﺼﻌﺐ ﲢﺪﻳﺪ ﺍﻷﺩﺍﺀ ﺍﻟﻔﺮﺩﻱ ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ ﻣﺴﺎﳘﺔ ﻛﻞ ﻓﺮﺩ‪.‬‬
‫‪ 1‬ﻣﺆﯾﺪ ﺳﻌﯿﺪ اﻟﺴﺎﻟﻢ وﻋﺎدل ﺣﺮﺣﻮش ﺻﺎﻟﺢ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.118‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﺪﺧﻞ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﻣﻔﻬﻮﻡ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪:‬‬
‫ﺗﻌﺮﻑ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﺑﺄ‪‬ﺎ‪":‬ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ ﻟﻜﻞ ﻧﺸﺎﻁ ﻣﻦ ﺃﻧﺸﻄﺔ ﺍﳌﻨﻈﻤـﺔ‬
‫ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻹﺩﺍﺭﺓ ﺍﻟﱵ ‪‬ﺘﻢ ﺑﺎﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻬﺮﺓ‪ ،‬ﻭ ﺍﺳـﺘﺨﺪﺍﻡ ﻓـﺮﻕ ﺍﻟﻌﻤـﻞ‬
‫ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺗﻨﻈﻴﻢ ﺍﳌﻜﺎﻓﺂﺕ ﻭﺍﻟﺘﻘﺪﻳﺮ ﻹﳒﺎﺯﺍﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﺪﺭﻳﺒﻬﻢ‬
‫ﻭﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﲤﻜﻦ ﻣﻦ ﻭ ﺗﺴﺎﻋﺪ ﺍﳌﻨﻈﻤﺔ ﰲ ﺍﻟﺘﻮﺟﻪ ﺑﺈﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﻜﻠﻴﺔ " ‪ 1‬ﻛﻤﺎ ﳝﻜﻦ‬
‫ﺗﻌﺮﻳﻔﻬﺎ ﺑﺄ‪‬ﺎ‪ ":‬ﺷﻜﻞ ﺗﻌﺎﻭﱐ ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳌﺸﺘﺮﻛﺔ ﻟﻜـﻞ ﻣـﻦ ﺍﻹﺩﺍﺭﺓ ﻭ‬
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‫ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺪﻑ ﲢﺴﲔ ﻭﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺑﺼﻔﺔ ﻣﺴﺘﻤﺮﺓ ﻣﻦ ﺧﻼﻝ ﻓﺮﻕ ﺍﻟﻌﻤﻞ"‪.‬‬
‫ﻓﺈﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﺗﻮﺟﻪ ﺇﺩﺍﺭﻱ ﺗﺘﺒﻨﺎﻩ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺍﳌﻨﻈﻤـﺔ ﻳـﺴﻌﻰ ﺇﱃ‬
‫ﺗﻘﺪﱘ ﻣﻨﺘﺠﺎﺕ ﻭﺧﺪﻣﺎﺕ ﺫﺍﺕ ﺟﻮﺩﺓ ﺗﺮﺿﻲ ﺭﻏﺒﺎﺕ ﺍﻟﻌﻤﻼﺀ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ‬
‫ﳉﻤﻴﻊ ﺍﻟﻌﻤﻠﻴﺎﺕ ﰲ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺑﻄﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪:‬‬
‫ﻳﻌﺘﱪ ﻣﺪﺧﻞ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻣﻦ ﺍﳌﺪﺍﺧﻞ ﺍﳌﻌﺎﺻﺮﺓ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﻦ ﰒ‬
‫ﲢﺴﻴﻨﻪ ﻭﲢﻘﻴﻖ ﻣﺰﺍﻳﺎ ﺗﻨﺎﻓﺴﻴﺔ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺃﻏﻠﺐ ﺃﻧﻈﻤﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺴﺎﺑﻘﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﻜﻤﻴﺔ‬
‫ﻭﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺗﺘﺠﺎﻫﻞ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺍﳉﻮﺩﺓ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻟﻜﺎﻣﻠﺔ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻷﺩﺍﺀ ﻳﺘﺤﻤﻠـﻬﺎ‬
‫ﺍﻟﻌﺎﻣﻞ ﻟﻮﺣﺪﻩ ﰲ ﺣﲔ ﻻ ﺗﺘﻢ ﻣﻜﺎﻓﺄﺗﻪ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻨﺘﺎﺋﺞ ﺍﶈﻘﻘﺔ ﻣﻦ ﻗﺒﻠﻪ ﺃﻱ ﺃﻥ ﺍﳌﻨﻈﻤـﺎﺕ ﻻ‬
‫ﺗﻘﻮﻡ ﺑﺘﻮﺯﻳﻊ ﺍﻟﻌﻮﺍﺋﺪ ﺍﳌﺎﻟﻴﺔ ﻭﻓﻘﺎ ﳌﺴﺎﳘﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﲢﻘﻴﻘﻬﺎ‪ ،‬ﺇﻻ ﺃﻥ ﻓﻠﺴﻔﺔ ﺍﳉﻮﺩﺓ ﺍﻟـﺸﺎﻣﻠﺔ ﻻ‬
‫ﺗﻌﺘﻤﺪ ﰲ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺃﳕﺎﻁ ﺍﻟﺴﻠﻮﻙ ﻣﻌﺘـﱪﺓ ﰲ ﺫﻟـﻚ ﺃﻥ ﻣﺜـﻞ ﻫـﺬﻩ‬
‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﻻ ﳝﻠﻚ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻬﺎ ﰲ ﺍﻟﻐﺎﻟﺐ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﺮﻛﻴﺰ ﻫـﺬﺍ ﺍﳌـﺪﺧﻞ ﻋﻠـﻰ‬
‫ﺿﺮﻭﺭﺓ ﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ ﰲ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺗﻈﻬﺮﻩ ﻧﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻬـﻢ‪ ،‬ﻷﻥ‬
‫ﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﱵ ﺗﻮﻓﺮ ﻟﻠﺰﺑﺎﺋﻦ ﺳﻠﻌﺎ ﻭﺧﺪﻣﺎﺕ ﻳﺮﺿﻮﻥ ﻋﻨﻬﺎ ﻣﺘﻮﻗﻔﺔ ﻋﻠـﻰ ﺟـﻮﺩﺓ ﺍﻷﺩﺍﺀ‬
‫ﻭﲢﺴﻴﻨﻪ ﺍﳌﺴﺘﻤﺮ ﻓﺘﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺃﺩﺍﺓ ﺭﻗﺎﺑﻴﺔ ﻓﻌﺎﻟﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺗﻀﻊ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ‬
‫ﻓﻴﻬﺎ ﲢﺖ ﺍﻟﺴﻴﻄﺮﺓ ﻓﻬﻮ ﻳﺮﺻﺪ ﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻓﻴﻌﺎﳉﻬﺎ ﻭﻳﻨﻤﻲ ﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﻹﳚﺎﺑﻴﺔ ﻓﻴـﻪ ﰲ‬
‫ﻣﺴﻌﻰ ﺇﱃ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﲢﻘﻴﻖ ﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،3‬ﻓﲑﻯ ﻣﺆﻳﺪﻭ ﻫﺬﻩ‬
‫‪ 1‬ﺻﻮﻧﯿﺎ ﻣﺤﻤﺪ اﻟﺒﻜﺮي‪ ،‬إدارة اﻟﺠﻮدة اﻟﻜﻠﯿﺔ‪ ،‬اﻟﺪار اﻟﺠﺎﻣﻌﯿﺔ‪ ،‬اﻹﺳﻜﻨﺪرﯾﺔ‪ ،2002 ،‬ص‪. 46‬‬
‫‪ 2‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪ ،‬ص ‪. 47‬‬
‫‪ 3‬ﻋﻤﺮ وﺻﻔﻲ ﻋﻘﯿﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.374‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﻟﻔﻠﺴﻔﺔ ﺃﻥ ﳎﺎﻝ ﺗﺮﻛﻴﺰ ﺃﻧﻈﻤﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﳚﺐ ﺃﻥ ﻳﻨﺼﺐ ﻋﻠﻰ ﺗﺰﻭﻳﺪ ﺍﻟﻌﺎﻣﻠﲔ ﲟﻌﻠﻮﻣﺎﺕ ﻣﺮﺗﺪﺓ‬
‫ﺣﻮﻝ ﳎﺎﻻﺕ ﺍﻟﺘﺤﺴﲔ ﺍﳌﻤﻜﻨﺔ ﰲ ﺃﺩﺍﺋﻬﻢ ﻭﳍﺬﺍ ﺍﻟﻐﺮﺽ ﳚﺐ ﺗﻮﺍﻓﺮ ﻧـﻮﻋﲔ ﻣـﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﺍﳌﺮﺗﺪﺓ‪:1‬‬
‫ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺻﻔﻴﺔ ﻋﻦ ﺍﳌﺪﻳﺮﻳﻦ ﻭﺍﻟﺰﻣﻼﺀ ﻭﺍﻟﻌﻤﻼﺀ‪.‬‬‫ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻮﺿﻮﻋﻴﺔ ﺗﺴﺘﻨﺪ ﺇﱃ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻮﻇﻴﻔﺔ ﺫﺍ‪‬ﺎ ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﺳـﺎﻟﻴﺐ ﺍﻹﺣـﺼﺎﺋﻴﺔ‬‫ﻟﻠﺮﻗﺎﺑﺔ ﻋﻠﻰ ﺍﳉﻮﺩﺓ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﲡﻨﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺗﺼﻨﻴﻔﺎﺕ ﻓﺌﻮﻳﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻣﺜﻞ ‪ :‬ﳑﺘﺎﺯ‪ ،‬ﺟﻴﺪ‪ ...،‬ﳑﺎ ﻳـﺆﺩﻱ ﺇﱃ‬
‫ﺗﺸﺠﻴﻌﻬﻢ ﻋﻠﻰ ﻣﻮﺍﺻﻠﺔ ﺍﻟﺘﺼﺮﻑ ﻭﻓﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﻮﺍﻓﻖ ﺍﻟﻔﺌﺔ ﺍﻟﱵ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﻌﺎﻣﻞ ﻭﻳﺘﻘﺎﻋﺲ‬
‫ﻋﻠﻰ ﺑﺬﻝ ﺟﻬﻮﺩ ﻟﺘﺤﺴﲔ ﺃﺩﺍﺋﻪ‪.‬‬
‫ﺛﺎﻟﺜﺎ ‪:‬ﺃﻫﺪﺍﻑ ﺍﻟﻄﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪:‬‬
‫ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﳝﻜﻦ ﲢﻘﻴﻘﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻖ ﻣﺪﺧﻞ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‬
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‫ﻭﻣﻨﻬﺎ‪:‬‬
‫ ﲣﻠﻖ ﺭﻭﺡ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﳌﺸﺎﺭﻛﺔ ﺍﳌﺴﺘﻤﺮﺓ ﳉﻤﻴﻊ ﺍﻟﻌﺎﻣﻠﲔ ﻣـﻦ ﺃﺟـﻞ ﲢـﺴﲔ ﻣﻨﺘﺠﺎ‪‬ـﺎ‬‫ﻭﺃﻧﺸﻄﺘﻬﺎﻭﺗﺘﻴﺢ ﳍﻢ ﺍﻟﻔﺮﺻﺔ ﻟﺘﻄﻮﻳﺮ ﻣﺸﺎﺭﻛﺘﻬﻢ ﰲ ﺷﺆﻭﻥ ﺍﳉﻮﺩﺓ‪.‬‬
‫ ﻛﺴﺐ ﺭﺿﻰ ﺍﻟﻌﻤﻼﺀ ﺍﻟﺪﺍﺧﻠﻴﲔ )ﺍﻟﻌﻤﺎﻝ( ﻭﺍﳋﺎﺭﺟﲔ )ﺍﻟﺰﺑﺎﺋﻦ(‪.‬‬‫ ﲡﻨﻴﺪ ﻛﺎﻓﺔ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺘﺎﺣﺔ ﻟﺪﻯ ﺍﳌﻨﻈﻤﺔ ﺑﻐﻴﺔ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ ﻣﻦ ﺧﻼﻝ ﲢﺪﻳﺪ‬‫ﺃﻫﺪﺍﻑ ﺍﻷﺩﺍﺀ ﻟﻜﻞ ﻋﺎﻣﻞ ﻭﻭﺳﺎﺋﻞ ﲢﻘﻴﻘﻬﺎ ﻭ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﻣﺜﻞ ﻃﺮﻳﻘﺔ ﻟﻸﺩﺍﺀ ‪.‬‬
‫ ﻣﻌﺎﻳﲑ ﻭﻣﻌﺪﻻﺕ ﺗﻘﻴﻴﻢ ﲤﻜﻦ ﻣﻦ ﻗﻴﺎﺱ ﺍﻷﺩﺍﺀ ﺍﻟﻔﻌﻠﻲ ﻟﻠﻌﺎﻣﻞ‪.‬‬‫ ﺗﺸﺠﻴﻊ ﻧﻈﺎﻡ ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺘﻜﺎﻟﻴﻒ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻬﺎ‪.‬‬‫ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﻐﻴﺔ ﺑﻨﺎﺀ ﻛﻔﺎﺀﺍﺕ ﺑﺸﺮﻳﺔ ﻭﺭﻓﻊ ﻣـﺴﺘﻮﻳﺎﺕ ﺃﺩﺍﺋﻬـﺎ ﺇﱃ‬‫ﺩﺭﺟﺔ ﺍﻻﻣﺘﻴﺎﺯ‪.‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﻣﺰﺍﻳﺎ ﻭ ﻋﻴﻮﺏ ﻃﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪:‬‬
‫‪-1‬ﻣﺰﺍﻳﺎ ﻃﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ‪:‬‬
‫ﻟﻄﺮﻳﻘﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻭﻓﻖ ﻣﺪﺧﻞ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻣﺰﺍﻳﺎ ﻋﺪﻳﺪﺓ ﻧﻮﺭﺩﻫﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ 1‬ﺟﻤﺎل اﻟﺪﯾﻦ ﻣﺤﻤﺪ اﻟﻤﺮﺳﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.440‬‬
‫‪ 2‬ﻧﻮر اﻟﺪﯾﻦ ﺷﻨﻮﻓﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.153‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ ﻗﻴﺎﺱ ﺍﻷﺩﺍﺀ ﰲ ﺷﻜﻞ ﺟﻮﺩﺓ ﳌﺨﺮﺟﺎﺕ ﺍﳌﻨﻈﻤﺔ‪.‬‬‫ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ ﻟﻸﺩﺍﺀ ﻣﻦ ﺧﻼﻝ ﲢـﺴﲔ ﺟـﻮﺩﺓ ﺍﳌﻨﺘﺠـﺎﺕ‬‫ﻭﺍﻷﻧﺸﻄﺔ ﻭ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻻﺩﺍﺭﻳﺔ ﻭ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺴﺎﻋﺪﺓ‪.‬‬
‫ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﻟﻎ ﺑﺎﻟﻌﺎﻣﻠﲔ ﻭ ﺿﺮﻭﺭﺓ ﺇﺷﺮﺍﻛﻬﻢ ﰲ ﺍﻟﻌﻮﺍﺋﺪ ﺍﳌﺎﺩﻳﺔ ﻭ ﺍﳌﻌﻨﻮﻳﺔ ﻭ ﺍﳌﺎﻟﻴﺔ‬‫ﻋﻠﻰ ﻗﺪﺭ ﻣﺴﺎﳘﺘﻢ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ‪.‬‬
‫ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺗﻌﺮﻳﻒ ﺍﻟﻌﺎﻣﻞ ﺑﺎﻷﺩﺍﺀ ﺍﻷﻣﺜﻞ ﺍﳌﺮﺍﺩ ﲢﻘﻴﻘﻪ ﻭ ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ‬‫ﺍﻟﻮﺍﺟﺐ ﲢﻘﻴﻘﻬﺎ ﻣﺮﺍﻋﻴﺎ ﰲ ﺫﻟﻚ ﺟﻮﺩﺓ ﺍﳌﺨﺮﺟﺎﺕ‪ ،‬ﺃﺧـﺬﺍ ﰲ ﺍﻻﻋﺘﺒـﺎﺭ ﺍﳌﻨﺎﻓـﺴﺔ‬
‫ﻭﺍﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ ﺍﶈﻴﻄﺔ ﺍﻟﱵ ﻻﳝﻜﻦ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻬﺎ‪.‬‬
‫ ﺗﺸﺠﻴﻊ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﺟﻌﻞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﰲ ﲢﺴﲔ ﺍﻷﺩﺍﺀ ﻭ ﺗﻄﻮﻳﺮﻩ ﻭ ﺗﻨﻤﻴﺔ‬‫ﺍﻷﻓﺮﺍﺩ ﺑﺈﻣﺪﺍﺩﻫﻢ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺮﺗﺪﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺣﻮﻝ ﻛﻞ ﺍﳉﻮﺍﻧﺐ‬
‫ﺍﳌﻤﻜﻦ ﲢﺴﻴﻨﻬﺎ ‪.‬‬
‫‪-2‬ﻋﻴﻮﺏ ﻃﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪:‬‬
‫ﺭﻏﻢ ﻛﻞ ﻫﺬﻩ ﺍﳌﺰﺍﻳﺎ ﺍﻟﱵ ﺗﺘﻤﺘﻊ ‪‬ﺎ ﻃﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﰲ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻻ ﺃ‪‬ﺎ ﻻﲣﻠﻮ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻴﻮﺏ ﻧﻮﺟﺰﻫﺎ ﻓﻴﻤﺎ ﻳﻠﻲ ‪:‬‬
‫ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺍﻟﺸﺨﺼﻲ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺧـﺼﺎﺋﺺ ﺫﺍﺗﻴـﺔ ﻣﺜـﻞ‪ :‬ﺍﻟﺘﻌـﺎﻭﻥ‪،‬‬‫ﺍﳌﺒﺎﺩﺭﺓ‪،‬ﺍﻹﺑﺪﺍﻉ ﻭﻏﲑﻫﺎ‪ ،‬ﻭ ﺍﻟﱵ ﻳﺼﻌﺐ ﺭﺑﻄﻬﺎ ﺑﺎﻟﻮﻇﻴﻔﺔ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮﺓ‪.‬‬
‫ ﳌﺪﺧﻼﺕ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﺄﺛﲑ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﶈﻘﻘﺔ‪ ،‬ﻭﰲ ﺣـﺎﻻﺕ ﻛـﺜﲑﺓ ﻻ ﲤﻠـﻚ‬‫ﺍﳌﺆﺳﺴﺔ ﺳﻴﻄﺮﺓ ﻛﺎﻣﻠﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﻮﺍﺭﺩ‪.‬‬
‫ ﻣﻮﺍﺟﻬﺔ ﺍﳌﻨﻈﻤﺔ ﻟﺒﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﲢﻮﻝ ﺩﻭﻥ ﺇﻣﻜﺎﻧﻴﺔ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻭ ﺍﻟﱵ ﲢﺎﻭﻝ‬‫ﻣﻦ ﺧﻼﳍﺎ ﺇﳚﺎﺩ ﺗﻮﺍﺯﻥ ﺑﲔ ﻣﺎﱀ ﻛﺎﻓﺔ ﺍﻟﻔﺌﺎﺕ ﻭ ﺍﻷﻃﺮﺍﻑ ﻭ ﲢﻘﻴﻖ ﺍﻟﺮﺿﺎ ﳉﻤﻴﻊ ﺍﻟﻔﺌـﺎﺕ ﻭ‬
‫ﺍﻷﻃﺮﺍﻑ ‪.‬‬
‫ ﺗﻌﺎﺭﺽ ﺍﻷﻫﺪﺍﻑ ﺑﲔ ﻣﺼﺎﱀ ﺍﻟﻌﻤﺎﻝ ﻭﻣﺼﺎﱀ ﺍﳌﺪﻳﺮﻳﻦ – ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ‪ -‬ﳑﺎ ﳜﻠﻖ‬‫ﻧﻮﻋﺎ ﻣﻦ ﻋﺪﻡ ﺍﻹﲨﺎﻉ ﻋﻠﻰ ﺃﻫﺪﺍﻑ ﻣﺸﺘﺮﻛﺔ ﻭﻭﺍﺣﺪﺓ ﻟﺪﻯ ﺍﳉﻤﻴﻊ ‪.‬‬
‫ﻭﻟﺘﻮﺿﻴﺢ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻔﺮﺩ ﻭﻓﻖ ﻃﺮﻳﻘﺔ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻧﻮﺭﺩ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ‪:‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺷﻜﻞ ﺭﻗﻢ ) ‪ ( 10‬ﳏﺪﺩﺍﺕ ﻃﺮﻳﻘﺔ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﻋﺎﻣﻞ ﻭﻓﻖ ﻣﻨﻈﻮﺭ ﻣﺪﺧﻞ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪.‬‬
‫ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ‬‫ﻟﻠﻘﺪﺭﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﳌﺘﺎﺣﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﺎﻣﻞ‬
‫ﻭﺍﻹﺩﺍﺭﺓ ﻣﻌﺎ‬
‫ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﰐ‬‫ﻭﺍﳌﻮﺿﻮﻋﻲ ﰲ ﻗﻴﺎﺱ ﺃﺩﺍﺀ‬
‫ﺍﻟﻌﺎﻣﻞ‬
‫ ﺇﺧﻀﺎﻉ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ‬‫ﺇﱃ ﻗﻮﺍﻋﺪ ﻭﺿﻮﺍﺑﻂ‬
‫ﻭﻧﻈﻢ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ‬
‫ﺍﻟﺸﺎﻣﻠﺔ‪.‬‬
‫ﺗﻮﺣﻴﺪ ﺍﳉﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ﻭﻋﻨﺪ‬
‫ﻛﻞ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‬
‫ ﺻﻴﺎﻏﺔ ﺍﻷﻫﺪﺍﻑ‬‫ﻭﺍﳌﻘﺎﻳﻴﺲ‬
‫ﻣﺪﺧﻼﺕ‬
‫ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻘﻴﻴﻢ‬
‫ ﲢﺪﺩ ﺍﳋﺼﺎﺋﺺ‬‫ﻭﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ ﺍﺧﺘﻴﺎﺭ ﻃﺮﻕ ﺍﻟﻘﻴﺎﺱ‬‫ﺍﳌﻼﺋﻤﺔ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﳌﺨﺘﻠﻒ‬
‫ﻣﺘﻐﲑﺍﺕ ﺍﻟﺴﻮﻕ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﻭ ﺍﳋﺎﺭﺟﻲ‬
‫ﻗﺮﺍﺭﺍﺕ ﻭﻗﺎﺋﻴﺔ ﲢﻤﻞ‬
‫ﺑﺪﺍﺋﻞ ﺑﻌﻮﺍﻣﻞ‬
‫ﻭﻣﺘﻐﲑﺍﺕ ﺟﺪﻳﺪﺓ‬
‫ﻭﺗﺴﺘﺒﻌﺪ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﻐﲑ ﻣﻼﺋﻤﺔ‬
‫ﻗﺮﺍﺭﺍﺕ ﺗﺸﻐﻴﻠﻴﺔ‬
‫ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﺪﻓﻊ ﺑﺘﺤﻮﻝ‬
‫ﺍﻻﻫﺘﻤﺎﻣﺎﺕ ﻣﻦ ﺍﻷﺩﺍﺀ‬
‫ﺍﳊﺎﱄ ﺇﱃ ﺍﻷﺩﺍﺀ ﺍﳌﺴﺘﻘﺒﻠﻲ‬
‫ﺍﳌﺮﺍﺟﻌﺔ ﺍﳌﺴﺘﻤﺮﺓ ﻭﺍﻟﺸﺎﻣﻠﺔ‬
‫ﻟﻠﻨﺘﺎﺋﺞ ﺍﳌﺮﺣﻠﻴﺔ ﻫﻨﺪ ﻛﻞ‬
‫ﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﳌﺴﺘﻮﻳﺎﺕ‬
‫ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻣﻘﺎﺭﻧﺘﻬﺎ‬
‫ﺑﺎﳌﻌﺎﻳﲑ ﺍﶈﺪﺩﺓ ﳍﺎ‬
‫اﻟﺘﻐﺬﯾﺔ‬
‫اﻟﻌﻜﺴﯿﺔ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‬
‫ﺍﻟﺘﺼﺤﻴﺤﻴﺔ ﺍﻟﱵ ﺗﻀﻤﻦ‬
‫ﻷﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ ﺧﻠﻖ ﻗﻴﻤﺔ‬
‫ﻣﻀﺎﻓﺔ ﳏﻘﻘﺔ ﻟﻠﺠﻮﺩﺓ‬
‫ﺍﻟﺸﺎﻣﻠﺔ‬
‫ ﺇﺭﺿﺎﺀ ﺍﻟﻌﻤﻼﺀ‬‫ﺍﻟﺪﺍﺧﻠﻴﲔ ﻭﺍﳋﺎﺭﺟﲔ‬
‫ﺑﺈﺷﺒﺎﻉ ﺣﺎﺟﺎ‪‬ﻢ ﺣﺎﻟﻴﺎ‬
‫ﻭﻣﺴﺘﻘﺒﻼ‬
‫ ﺍﺭﺗﻔﺎﻉ ﺍﻹﻧﺘﺎﺟﻴﺔ‬‫ﻧﺘﻴﺠﺔ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﳌﺸﺎﺭﻛﺔ‬
‫ﺍﳌﺴﺘﻤﺮﺓ ﻣﻦ ﲨﻴﻊ ﺍﻟﻌﻤﺎﻝ‬
‫ ﺍﻟﺘﻔﻮﻕ ﰲ ﺟﻮﺩﺓ‬‫ﺍﻷﻧﺸﻄﺔ ﻧﺘﻴﺠﺔ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻓﻀﻞ‬
‫ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺿﻤﺎﻥ ﻭﺻﻮﻝ ﺃﺩﺍﺀ‬
‫ﺍﻟﻌﺎﻣﻞ ﻟﻘﻤﺔ ﺍﻷﺩﺍﺀ‬
‫ﺍﶈﻘﻖ ﻟﻠﻤﺆﺳﺴﺔ‬
‫ﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‬
‫ﲡﻤﻴﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﻣﻨﺎﻗﺸﺘﻬﺎ ﻣﻊ ﻛﻞ‬
‫ﺍﻟﻌﻤﺎﻝ ﻭﺍﳌﻌﻨﻴﲔ‬
‫ﻭﺗﻌﺮﻳﻒ ﺃﺳﺒﺎﺏ‬
‫ﺍﳌﺸﻜﻼﺕ ﻭﺑﻴﺎﻥ‬
‫ﺑﺪﺍﺋﻞ ﺍﳊﻞ ﳍﺎ‪.‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻧﻮﺭ ﺍﻟﺪﻳﻦ ﺷﻨﻮﰲ‪ :‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ﺹ ‪.155‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺃﺳﺲ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻔﻌﺎﻝ ﻭﻣﺸﺎﻛﻞ ﺍﻟﺘﻘﻴﻴﻢ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺃﺳﺲ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻔﻌﺎﻝ ﻟﻸﺩﺍﺀ‪:‬‬
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‫ﳝﻜﻦ ﺗﻠﺨﻴﺺ ﺃﻫﻢ ﺍﻷﺳﺲ ﻭﺍﳌﺒﺎﺩﺉ ﺍﻟﱵ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻔﻌﺎﻝ ﻷﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺎﱄ‪:‬‬
‫• ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﺍﺩ ﲢﻘﻴﻘﻬﺎ ﺑﺪﻗﺔ ﻭ ﻛﺬﺍ ﲢﺪﻳﺪ ﳎﺎﻻﺕ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪.‬‬
‫• ﻭﺿﻊ ﻣﻌﺎﻳﲑ ﻣﻮﺿﻮﻋﻴﺔ ﻭﻭﺍﺿﺤﺔ ﻟﻌﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪.‬‬
‫• ﺿﺮﻭﺭﺓ ﺃﻥ ﻳﻜﻮﻥ ﻟﻨﻈﺎﻡ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺻﻠﺔ ﻭﺛﻴﻘﺔ ﺑﺎﻟﻮﻇﻴﻔﺔ ﺃﻱ ﺃﻥ ﺗﻜﻮﻥ ﻣﻌﺎﻳﲑ ﺍﻟﺘﻘﻴﻴﻢ ﺫﺍﺕ‬
‫ﻋﻼﻗﺔ ﻣﺒﺎﺷﺮﺓ ﺑﺎﻟﻮﻇﻴﻔﺔ‪.‬‬
‫• ﺍﻟﺘﻮﺻﻴﻒ ﺍﻟﺪﻗﻴﻖ ﻟﻜﻞ ﻭﻇﻴﻔﺔ ﻭﻣﻌﺎﻳﲑ ﺍﻷﺩﺍﺀ ﻓﻴﻬﺎ‪.‬‬
‫• ﺗﺪﺭﻳﺐ ﻣﻘﻴﻤﻲ ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﻢ ﻭ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻘﻴﻴﻢ ﺗﺪﺭﻳﺒﺎ ﻛﺎﻓﻴﺎ‪.‬‬
‫• ﺿﺮﻭﺭﺓ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺴﺘﻤﺮ ﻟﻠﻤﻘﻴﻤﲔ ﺑﺎﻟﻌﺎﻣﻠﲔ ﺍﳌﺮﺍﺩ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺋﻬﻢ‪.‬‬
‫• ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻘﻴﻴﻢ ﻳﺘﻌﻠﻖ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﺍﻷﺩﺍﺀ )ﻣﺜﻞ‪ :‬ﺍﳌﻮﺍﺿﺒﺔ‪ ،‬ﺍﳉﻮﺩﺓ‪ ،‬ﺍﻟﻜﻤﻴﺔ( ﻓـﺈﻥ‬
‫ﻭﺯﻥ ﻛﻞ ﻣﻘﻴﺎﺱ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺛﺎﺑﺘﺎ ﻃﻴﻠﺔ ﻓﺘﺮﺓ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫• ﺿﺮﻭﺭﺓ ﺃﻥ ﻳﺘﻢ ﺍﻟﺘﻘﻴﻴﻢ ﻋﻦ ﻃﺮﻳﻖ ﺃﻛﺜﺮ ﻣﻦ ﻣﻘﻴﻢ ﻭ ﺑﺸﻜﻞ ﻣﺴﺘﻘﻞ ﺗﻔﺎﺩﻳﺎ ﻟﺒﻌﺾ ﺍﻟﺘﻀﻠﻴﻼﺕ‬
‫ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﳛﻤﻠﻬﺎ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻦ ﻃﺮﻑ ﺷﺨﺺ ﻭﺍﺣﺪ‪.‬‬
‫• ﺿﺮﻭﺭﺓ ﺗﺰﻭﻳﺪ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻋﻦ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺋﻬﻢ ﻭ ﻛﻔﺎﺀﺗﻪ ﻭ ﻛﻴﻔﻴﺘﻪ‪.‬‬
‫• ﺃﻥ ﻳﺘﻀﻤﻦ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﻠﻮﺏ ﺗﻘﻴﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺬﻱ ﻳﺮﺗﻜﺰ ﻋﻠـﻰ ﲣﻄـﻴﻂ‬
‫ﺍﻷﺩﺍﺀ ﻭ ﺃﺳﻠﻮﺏ ﺗﻘﻴﻴﻢ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺼﻔﺎﺕ ﻭ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺸﺎﻛﻞ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻋﻼﺟﻬﺎ‪:‬‬
‫ﺃﻭﻻ ‪ :‬ﻣﺸﺎﻛﻞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ‪:‬‬
‫ﻃﺎﳌﺎ ﺃﻥ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺃﻓﺮﺍﺩ ﻓﺈﻧﻪ ﻣﻦ ﺍﻟﻄﺒﻴﻌﻲ ﺃﻥ ﻳﺘﻌﺮﺿﻮﺍ ﰲ ﺫﻟـﻚ ﺇﱃ‬
‫ﺃﺧﻄﺎﺀ ﺃﻭ ﺑﻌﺾ ﺃﻭﺟﻪ ﺍﻟﻀﻌﻒ ﻣﻦ ﺧﻼﻝ ﺍﻟﻮﻗﻮﻉ ﰲ ﺑﻌﺾ ﺍﻷﺧﻄﺎﺀ ﻭﺍﳌﺸﺎﻛﻞ ﻭﺍﻟﱵ ﻣﻨﻬﺎ‪:2‬‬
‫ ﻳﻌﺘﻤﺪ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺑﺸﻜﻞ ﻛﺒﲑ ﻋﻠﻰ ﺍﻟﺮﺃﻱ ﻭﺍﳊﻜﻢ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻤﻘﻴﻢ ﳑﺎ ﻣﻦ‬‫ﺷﺄﻧﻪ ﺗﻮﻗﻊ ﻭﺟﻮﺩ ﲢﻴﺰ ﻭ ﻻﻣﻮﺿﻮﻋﻴﺔ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ ﻭ ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﻣﺸﻜﻠﺔ ﺣﻘﻴﻘﻴﺔ‬
‫‪ - 1‬زھﯿﺮ ﺛﺎﺑﺖ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ ‪ ،‬ص ‪. 91‬‬
‫‪ 2‬ﻋﻤﺮ وﺻﻔﻲ ﻋﻘﯿﻠﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.373 ،371‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻭﺟﺐ ﺍﻟﺘﺨﻔﻴﻒ ﻣﻨﻬﺎ ﺫﻟﻚ ﺃﻥ ﺍﻟﻘﻀﺎﺀ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﺍﻟﺘﻘﻴﻴﻢ ﻳﻜـﺎﺩ‬
‫ﻳﺴﺘﺤﻴﻞ‪.‬‬
‫ ﺗﻮﻗﻊ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﱵ ﺳﻴﻠﻘﺎﻫﺎ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻣﻦ ﻃﺮﻑ ﺍﻷﻓﺮﺍﺩ ﺑﺴﺒﺐ ﺃﻧﻪ ﳜـﻀﻌﻬﻢ‬‫ﻟﻠﺮﻗﺎﺑﺔ ﺍﳌﺴﺘﻤﺮﺓ ﺇﺿﺎﻓﺔ ﺇﱃ ﺧﻮﻑ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﻣﺴﺘﻘﺒﻠﻬﻢ ﺍﻟﻮﻇﻴﻔﻲ ﺍﳌـﺮﺗﺒﻂ‬
‫ﺇﱃ ﺣﺪ ﻛﺒﲑ ﺑﻨﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ ﻭ ﺍﻟﱵ ﻳﺸﻜﻠﻮﻥ ﰲ ﻣﻮﺿـﻮﻋﻴﺘﻬﺎ ﺑـﺴﺒﺐ ﺍﳉﻮﺍﻧـﺐ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺼﺎﺣﺒﺔ ﻟﻠﺘﻘﻴﻴﻢ؛ ﻟﺬﻟﻚ ﻭﺟﺐ ﺍﻗﻨﺎﻉ ﺍﻟﻌﺎﻣﻠﲔ ﲟﻮﺿﻮﻋﻴﺔ ﻭ ﻋﺪﺍﻟﺔ ﺗﻘﻴﻴﻢ‬
‫ﺍﻷﺩﺍﺀ ﻭ ﺃﻧﻪ ﻳﺴﻤﺢ ﳍﻢ ﺑﺎﻟﺘﻄﻮﺭ ﻭ ﺍﻟﺘﺤﺴﻦ ﻭﺃﻧﻪ ﰲ ﻓﺎﺋﺪ‪‬ﻢ ﳑﺎ ﻳﻘﻠﻞ ﻣﻦ ﻣﻘﺎﻭﻣﺘـﻬﻢ‬
‫ﻟﻠﺘﻘﻴﻴﻢ ‪.‬‬
‫ ﺗﻌﺘﱪ ﺍﻟﻔﺮﻭﻗﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺤﺼﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻣﺜﻞ ﺍﻟﺸﻚ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ‬‫ﻋﺪﻡ ﺍﻟﺜﻘﺔ ﰲ ﰲ ﺍﳌﻘﻴﻢ‪ ،‬ﻋﺪﻡ ﺍﻻﻗﺘﻨﺎﻉ ﲟﻮﺿﻮﻋﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻦ ﺃﻫﻢ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲢﻮﻝ‬
‫ﺩﻭﻥ ﲢﻘﻴﻖ ﺍﻟﺮﺿﺎ ﻋﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ ﻟﺪﻳﻬﻢ‬
‫ ﺗﻮﻗﻊ ﺣﺪﻭﺙ ﺣﺴﺎﺳﻴﺔ ﺑﲔ ﺍﻟﺮﺅﺳﺎﺀ ﻭ ﺍﳌﺮﺅﻭﺳﲔ ﺫﻟﻚ ﺃﻧﻪ ﰲ ﻏﺎﻟﺐ ﺍﻷﺣﻴﺎﻥ ﻣﺎ‬‫ﺗﺮﺗﺒﻂ ﻧﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺑﺎﳌﺴﺘﻘﺒﻞ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻸﻓﺮﺍﺩ ﳑﺎ ﻳﻀﻊ ﺍﻟﺮﺅﺳﺎﺀ ﰲ ﻣﻮﺍﻗـﻒ‬
‫ﳏﺮﺟﺔ‪.‬‬
‫ ﺗﻮﻗﻊ ﺷﻌﻮﺭ ﻋﺪﺍﺋﻲ ﻣﻦ ﻗﺒﻞ ﺑﻌﺾ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻗﻴﻢ ﺃﺩﺍﺅﻫﻢ ﺑﺪﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ ﺃﻭ‬‫ﺿﻌﻴﻔﺔ ﻷﻥ ﺫﻟﻚ ﺳﻴﺤﺮﻣﻬﻢ ﻣﻦ ﺑﻌﺾ ﺍﳌﺰﺍﻳﺎ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭ ﺍﻟﱵ ﳛـﺼﻞ ﻋﻠﻴﻬـﺎ ﺫﻭﻭﺍ‬
‫ﺍﻷﺩﺍﺀ ﺍﳉﻴﺪ‪ ،‬ﻭ ﺑﺎﻟﺘﺎﱄ ﻭﺟﺐ ﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﻫﺬﺍ ﺍﻟﺸﻌﻮﺭ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻮﻋﻴـﺔ ﺑـﺄﻥ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻀﻌﻴﻔﺔ ﺳﺘﻌﺎﰿ ﻭ ﳝﻜﻦ ﻷﺻﺤﺎ‪‬ﺎ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﺰﺍﻳﺎ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬـﺎ‬
‫ﺍﻷﻓﺮﺍﺩ ﺍﻷﻛﻔﺎﺀ‪.‬‬
‫ ﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺼﻌﺐ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺤﺔ ﻭ ﺩﻗﺔ ﻧﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﻮﻇـﺎﺋﻒ‬‫ﺍﻹﺩﺍﺭﻳﺔ ﻻﺭﺗﺒﺎﻁ ﻣﻌﺎﻳﲑ ﺍﻟﺘﻘﻴﻴﻢ ﺑﺼﻔﺎﺕ ﺷﺨﺼﻴﺔ ﻳﺼﻌﺐ ﲢﺪﻳﺪ ﻣﺪﻯ ﺗﻮﻓﺮﻫـﺎ ﰲ‬
‫ﺍﻷﻓﺮﺍﺩ ﻭﺃﻥ ﺍﻹﻧﺘﺎﺟﻴﺔ ﰲ ﻫﺬﻩ ﺍﻟﻮﻇﺎﺋﻒ ﻏﲑ ﻣﻠﻤﻮﺳﺔ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻋﻼﺝ ﻣﺸﺎﻛﻞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ‪:‬‬
‫ﳚﺪﺭ ﺑﻨﺎ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻧﻪ ﻣﻬﻤﺎ ﺑﻠﻐﺖ ﻣﺸﺎﻛﻞ ﻭﺻﻌﻮﺑﺎﺕ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻓﻼ ﺑﺪ ﻣﻦ ﺍﻟﺴﻌﻲ ﺇﱃ‬
‫ﻋﻼﺟﻬﺎ ﻭﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺣﺪ‪‬ﺎ ﻭﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺫﻟﻚ ﳒﺪ‪:‬‬
‫ ﲢﺪﻳﺪ ﻣﻌﺎﻳﲑ ﺍﻟﺘﻘﻴﻴﻢ ﺑﺸﻜﻞ ﻭﺍﺿﺢ ﻭﺩﻗﻴﻖ ﳝﻜﻦ ﻓﻬﻤﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﻘﻴﻢ ﻭ ﺍﳌﻘﻴﻢ ﻭ ﺫﻟﻚ ﻣـﻦ‬‫ﺧﻼﻝ ﲢﺪﻳﺪ ﺍﳉﻮﺍﻧﺐ ﺍﳌﻜﻮﻧﺔ ﻷﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻭ ﺍﻟﺪﻗﺔ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻦ ﺧﻼﻝ ﻣﺮﺍﺟﻌﺘﻬﺎ ﻣﻦ ﻗﺒﻞ ﺟﻬﺔ‬‫ﻏﲑ ﺍﳉﻬﺔ ﺍﳌﻘﻴﻤﺔ ﳍﺬﺍ ﺍﻷﺩﺍﺀ‪.‬‬
‫‬‫‬‫‬‫‪-‬‬
‫ﺿﺮﻭﺭﺓ ﺍﳌﺴﺎﺀﻟﺔ ﺍﳉﺎﺩﺓ ﻟﻠﻤﻘﻴﻤﲔ ﺍﻟﺬﻳﻦ ﻳﻜﺘﺸﻒ ﻭﺟﻮﺩ ﺧﻄﺄ ﰲ ﺗﻘﻴﻴﻤﻬﻢ ﺧﺎﺻﺔ ﺍﺫﺍ ﻛـﺎﻥ‬
‫ﺍﳋﻄﺄ ﻳﺘﻌﻠﻖ ﲟﻮﺿﻮﻉ ﺍﻟﺘﺤﻴﺰ ‪.‬‬
‫ﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ ﻣﻊ ﻛﻞ ﻣﻦ ﻗﻴﻢ ﺃﺩﺍﺅﻩ ﺑﻐﻴﺔ ﺷﺮﺣﻬﺎ ﻭﺗﱪﻳﺮﻫﺎ ﻭ ﻳﻜﻮﻥ ﺫﻟﻚ ﻣـﻦ ﻗﺒـﻞ‬
‫ﺍﳌﻘﻴﻢ‪.‬‬
‫ﻓﺘﺢ ﺑﺎﺏ ﺍﻟﺘﻈﻠﻢ ﻟﻜﻞ ﻣﻦ ﻳﺸﻜﻚ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬
‫ﺿﺮﻭﺭﺓ ﲢﺴﻴﺲ ﺍﻷﻓﺮﺍﺩ ﺑﺎﻟﺜﻘﺔ ﻭﺍﻻﻃﻤﺌﻨﺎﻥ ﺣﻮﻝ ﻧﻈﺎﻡ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﻣﻦ ﺧﻼﻝ ﺗﻮﺿﻴﺢ ﺃﻫﺪﺍﻓﻪ‬
‫ﻭ ﺃﺑﻌﺎﺩﻩ ﻭ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﱵ ﳚﻨﻴﻬﺎ ﻛﻞ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭ ﺍﳌﻨﻈﻤﺔ ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﳋﺎﻣﺲ‪ :‬ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪:‬‬
‫ﺗﻌﺘﱪ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻣﻦ ﺃﻫﻢ ﺍﳌﺆﺛﺮﺍﺕ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﻨﻈﻤﺔ ﺣﻴـﺚ‬
‫ﺗﻌﺘﱪ ﺍﻷﺳﺎﺱ ﻟﻔﻬﻢ ﻣﻮﺍﻗﻒ ﺍﻷﻓﺮﺍﺩ ﻭﺇﺩﺭﺍﻛﻬﻢ ﻭﲢﻔﻴﺰﻫﻢ ﻭﻛﺬﺍ ﺇﺭﺷﺎﺩﻫﻢ ﰲ ﻣﻮﺍﺟﻬـﺔ ﺍﻟـﻀﻐﻮﻁ‬
‫ﻭﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ‪ ،‬ﻛﻤﺎ ﻳﺮﻯ ﺍﻟﺒﻌﺾ ﺃﻥ ﳎﺎﻝ ﺳﻠﻮﻙ ﺍﳌﻨﻈﻤﺎﺕ ﻳﻬﺘﻢ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﺑﺘﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﻋﻠﻰ‬
‫ﺃﺩﺍﺀ ﺍﳌﻮﻇﻔﲔ ﻭﺳﻠﻮﻛﻬﻢ ﺑﺎﻟﻌﻤﻞ‪ ،1‬ﻭﻣﻦ ﻫﻨﺎ ﻧﻮﺩ ﺗﻮﺿﻴﺢ ﺍﻟﺘﺄﺛﲑ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﻭﺟﻪ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺎ ﻭﺃﳘﻬﺎ‪:‬‬
‫• ﺗﻮﺟﻬﺎﺕ ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺎ‪:‬‬
‫ﻳﻘﺼﺪ ﺑﺎﻟﺘﻮﺟﻬﺎﺕ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﳝﻜﻦ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺃﻥ ﺗﺆﺛﺮ ‪‬ﺎ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‬
‫ﺣﻴﺚ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺜﻘﺎﻓﺔ ﻗﻮﻳﺔ ﻭﻣﺘﻮﺍﻓﻘﺔ ﻣﻊ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﻓﺈ‪‬ﺎ ﺗﺪﻓﻊ ﺑﺎﳌﻨﻈﻤﺔ ﳓﻮ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪.‬‬
‫• ﺍﻻﻧﺘﺸﺎﺭ‪:‬ﻳﺸﲑ ﺍﻻﻧﺘﺸﺎﺭ ﺇﱃ ﻣﺪﻯ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﺒﻨﻴﻬﻢ ﳍـﺎ‬
‫ﻭﺟﻌﻠﻬﻢ ﳍﺎ ﻛﺄﺳﺎﺱ ﻟﻠﺘﺼﺮﻑ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ﳑﺎ ﳚﻌﻞ ﻣﻨﻬﺎ ﺃﺳﺎﺳﺎ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﻘﻮﻳـﺔ ﻭﻛـﺬﺍ‬
‫ﻓﻬﻤﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﳑﺎ ﳝﻜﻨﻬﻢ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﺗﻔﺎﻕ ﻋﺎﻡ‪.‬‬
‫• ﺍﻟﻘﻮﺓ‪:‬ﺗﺸﲑ ﻗﻮﺓ ﺍﻟﺜﻘﺎﻓﺔ ﺇﱃ ﻣﺪﻯ ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ﳑﺎ ﳚﻌﻞ ﻣﻨﻬﺎ ﺩﺍﻓﻌﺎ ﺇﱃ ﲢﻘﻴﻖ ﻛﻔﺎﺀﺓ‬
‫ﰲ ﺍﻷﺩﺍﺀ ﻭﻣﻨﻪ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﺟﻮﺓ‪.‬‬
‫• ﺍﳌﺮﻭﻧﺔ‪:‬ﺗﺴﻤﺢ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﺮﻧﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺑﺎﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻟﻈﺮﻭﻑ ﺍﳌﺘﻐﲑﺓ ﻭﺍﻷﺯﻣـﺎﺕ ﺍﻟﻄﺎﺭﺋـﺔ‬
‫ﻭﻳﻮﺟﺪ ﻋﺪﺩ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﻟﺘﺤﻘﻴﻖ ﻣﺮﻭﻧﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﻣﻨﻬﺎ ‪:2‬‬
‫ ﺗﻌﻴﲔ ﻣﺴﺆﻭﻝ ﻳﻘﻮﻡ ﺑﺎﻻﺳﺘﻔﺴﺎﺭ ﻋﻦ ﺍﻷﺣﺪﺍﺙ ﻭﺍﻟﺘﺼﺮﻓﺎﺕ ﺍﳌﺘﻮﻗﻌﺔ ﻋﻦ‬‫ﺍﻟﻮﺿﻊ ﺍﳊﺎﱄ ﻟﻠﻤﻨﻈﻤﺔ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﻳﻜﻮﻥ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﻛﺎﻣﻠﺔ ﺑﺎﳌﻨﻈﻤﺔ‬
‫ﻭﺑﻴﺌﺘﻬﺎ‪.‬‬
‫ ﺍﺳﺘﻘﻄﺎﺏ ﺃﻓﺮﺍﺩ ﻣﻦ ﺍﳋﺎﺭﺝ ﻟﺸﻐﻞ ﻭﻇﺎﺋﻒ ﺍﻟﺮﻗﺎﺑﺔ ﻭﺍﻟﺘﺤﻜﻢ ﻭﺍﻹﺩﺍﺭﺓ‬‫ﻳﻜﻮﻥ ﻟﺪﻳﻬﻢ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺟﺪﻳﺪﺓ ﻭﻣﺘﻄﻮﺭﺓ ﺑﺸﺄﻥ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫ﳝﻜﻨﻬﻢ ﺃﻥ ﻳﻘﻮﻣﻮﺍ ﺑﺎﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ ﲢﻘﻖ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫‪ 1‬ﻣﺤﻤﺪ أﻧﻮر ﺳﻠﻄﺎن‪ ،‬اﻟﺴﻠﻮك اﻟﺘﻨﻈﯿﻤﻲ‪ ،‬دار اﻟﺠﺎﻣﻌﺔ اﻟﺠﺪﯾﺪة‪ ،‬اﻹﺳﻜﻨﺪرﯾﺔ‪ ،2003 ،‬ص ‪.433‬‬
‫‪ 2‬ﻣﺼﻄﻔﻰ ﻣﺤﻤﻮد أﺑﻮ ﺑﻜﺮ‪ ،‬اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻣﺪﺧﻞ ﻟﺘﺤﻘﯿﻖ ﻣﯿﺰة ﺗﻨﺎﻓﺴﯿﺔ‪ ،‬ص ‪.85 ،84‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺴﺘﻤﺮ ﻟﻠﻌﺎﻣﻠﲔ ﻋﻠﻰ ﺍﻷﻋﻤﺎﻝ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﱵ‬‫ﺗﺪﻋﻢ ﺍﳌﺮﻭﻧﺔ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ‪.‬‬
‫ﺍﻻﻟﺘﺰﺍﻡ ﻭﺍﻻﻧﻀﺒﺎﻁ‪:‬‬
‫ﳝﻜﻦ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺃﻥ ﺗﺆﺛﺮ ﰲ ﺩﺭﺟﺔ ﺍﻻﻟﺘﺰﺍﻡ ﻭﺍﻻﻧﻀﺒﺎﻁ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﻳﺸﲑ ﺍﻻﻟﺘﺰﺍﻡ ﺇﱃ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺍﺳﺘﻌﺪﺍﺩ ﻟﺒﺬﻝ ﺟﻬﻮﺩ ﻣﻌﺘﱪﺓ ﻭﺇﻇﻬﺎﺭ ﺍﻟﻮﻻﺀ ﻭﺍﻻﻧﺘﻤﺎﺀ ﳍﺎ‬
‫ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪ ،‬ﺃﻱ ﻣﻦ ﺷﺄﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺃﻥ ‪‬ﻲﺀ ﻇﺮﻭﻓﺎ ﲡﻌﻞ ﺍﻷﻓﺮﺍﺩ ﻣـﺴﺘﻌﺪﻳﻦ ﻟﻼﻟﺘـﺰﺍﻡ ﻟﺘﺤﻘﻴـﻖ‬
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‫ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﻭﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ ﺇﺭﺳﺎﺀ ﺭﺳﺎﻟﺔ ﻣﻨﻈﻤﺔ ﻭﺗﺪﻋﻴﻢ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺍﻟﻌﻤﻞ ‪‬ﺎ ﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ‪.‬‬‫ ﺗﻮﺿﻴﺢ ﻗﻴﻤﺔ ﺍﳌﻨﻈﻤﺔ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ‪.‬‬‫ ﺗﺪﻋﻴﻢ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺗﻘﻮﻳﺘﻬﺎ ﲟﺎ ﳚﻌﻠﻬﺎ ﻣﺼﺪﺭﺍ ﻟﻠﻤﺰﺍﻳﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬‫ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻗﻴﺎﺩﺓ ﺍﳌﻨﻈﻤﺔ ﺇﱃ ﺍﻟﻨﺠﺎﺡ ﰲ ﺍﻷﺟﻞ ﺍﻟﻄﻮﻳﻞ‪.‬‬‫ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺫﺍﺕ ﻗﻴﻤﺔ ﻭﺗﺆﺩﻱ ﺇﱃ ﳐﺮﺟﺎﺕ ﺟﻴﺪﺓ ﺗﺰﻳﺪ ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬‫ ﺿﺮﻭﺭﺓ ﺍﻗﺘﺼﺎﺭ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ ﻋﻠﻰ ﺍﳌﻨﻈﻤﺔ ﻭﺣﺪﻫﺎ ﻭﺃﻥ ﻻ ﺗﻜﻮﻥ ﺷﺎﺋﻌﺔ‬‫ﻭﻣﻨﺘﺸﺮﺓ ﺑﲔ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻨﺎﻓﺴﺔ ﳍﺎ ‪ ،‬ﲝﻴﺚ ﻳﺼﻌﺐ ﺗﻘﻠﻴﺪﻫﺎ ﺃﻭ ﳏﺎﻛﺎ‪‬ﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﻨﻈﻤـﺎﺕ‬
‫ﺍﶈﻴﻄﺔ ‪‬ﺎ ﻭ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﻧﻔﺲ ﺍﻟﻨﺸﺎﻁ ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﻫﻨﺎﻙ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻫﺎ ﺳـﻠﻮﻛﻴﺎﺕ ﳏﺒـﺬﺓ ﺩﺍﺧـﻞ‬
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‫ﺍﳌﺆﺳﺴﺔ ﺗﻔﺘﺮﺽ ﻋﺪﺩﺍ ﻣﻦ ﺍﳌﻘﻮﻣﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﺇﲨﺎﳍﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ ﺍﻧﺴﺠﺎﻡ ﺍﳉﻤﺎﻋﺔ ﺍﻟﺬﻱ ﳚﻌﻬﺎ ﺃﻛﺜﺮ ﻣﻴﻼ ﻟﻺﺑﺪﺍﻉ‪.‬‬‫ ﲤﺎﺛﻞ ﺍﳉﻤﺎﻋﺔ ﻣﻘﺎﺑﻞ ﺗﻨﻮﻋﻬﺎ ﺃﻱ ﺗﻜﻮ‪‬ﺎ ﻣﻦ ﺷﺨﺼﻴﺎﺕ ﳐﺘﻠﻔﺔ ﺍﻟﱵ ﺗﻨﺘﺞ ﺣﻠﻮﻻ ﺃﻓﻀﻞ ﻧﺘﻴﺠﺔ‬‫ﻟﺘﻨﻮﻉ ﻗﺪﺭﺍ‪‬ﻢ ﺍﻹﺑﺪﺍﻋﻴﺔ‪.‬‬
‫ ﲤﺎﺳﻚ ﺍﳉﻤﺎﻋﺔ ﺃﻱ ﺷﻌﻮﺭﻫﻢ ﻛﺄﻋﻀﺎﺀ ﰲ ﺍﳉﻤﺎﻋﺔ ﻭ ﺍﻟﺬﻱ ﳚﻌﻠﻬﻢ ﺃﻛﺜﺮ ﺍﺳﺘﻌﺪﺍﺩ ﻭﲪﺎﺳـﺎ‬‫ﻷﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻮﻛﻠﺔ ﳍﻢ‪.‬‬
‫ ﺗﺮﻛﻴﺐ ﺍﳉﻤﺎﻋﺔ ﻭﺍﻷﺛﺮ ﺍﻟﺘﺠﻤﻴﻌﻲ ﺃﻱ ﺃﻥ ﺍﻟﺴﻠﻮﻙ ﰲ ﺃﻳﺔ ﲨﺎﻋﺔ ﻫﻮ ﻣﺴﺘﻘﻞ ﻋﻦ ﺍﳋـﺼﺎﺋﺺ‬‫ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻸﻋﻀﺎﺀ ﻧﻈﺮﺍ ﳌﺎ ﻗﺪ ﺗﻔﺮﺿﻪ ﺍﳉﻤﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺩ ﻣﻦ ﳕﻂ ﺳﻠﻮﻙ ‪.‬‬
‫‪ 1‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪ ،‬ص‪. 85‬‬
‫‪ 2‬أﺣﻤﺪ ﺑﻮﺷﻨﺎﻓﺔ وأﺣﻤﺪ ﺑﻮﺳﮭﻤﯿﻦ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.07‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ ﺟﻨﺲ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍﳉﻤﺎﻋﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺣﻴﺚ ﺍﳉﻨﺲ ﺗﻨﺘﺞ ﺣﻠﻮﻻ ﺃﺣﺴﻦ ﺟﻮﺩﺓ ﻣـﻦ‬‫ﺍﳉﻤﺎﻋﺔ ﺃﺣﺎﺩﻳﺔ ﺍﳉﻨﺲ ﻧﺘﻴﺠﺔ ﻟﻼﺧﺘﻼﻑ ﰲ ﺍﻟﺘﺼﻮﺭﺍﺕ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪:‬‬
‫ﻫﻨﺎﻙ ﺇﲨﺎﻉ ﺑﲔ ﺍﻟﺒﺎﺣﺜﲔ ﻋﻠﻰ ﺃﻥ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﻘﻮﻳﺔ ﺩﻭﺭ ﺃﺳﺎﺳﻲ ﰲ ﺍﻟﺮﻓﻊ ﻣﻦ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﻭﻛﺬﺍ ﺭﺿﺎﻫﻢ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺍﻟﺮﻓﻊ ﻣﻦ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ ﳍﻢ ﻭﻳﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻭﻳﻨﺘﺞ ﻋﻦ‬
‫ﺫﻟﻚ ﻛﻠﻪ ﻣﺴﺘﻮﻯ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻻﻟﺘﺰﺍﻡ ﻭﺍﻟﺘﺠﺎﻧﺲ‪ ،‬ﺣﻴﺚ ﺃﻥ ﲨﻴﻌﻬﻢ ﻳﻌﻤﻞ ﺩﺍﺧﻞ ﺇﻃﺎﺭ ﺛﻘﺎﰲ ﻭﺍﺣﺪ‬
‫ﻳﺪﻓﻌﻬﻢ ﺇﱃ ﺍﻻﲡﺎﻩ ﳓﻮ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﺟﻮﺓ ﻣﻨﻬﻢ ﻭﻛﺬﺍ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﺘﻔﻮﻕ ﻭﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ؛‬
‫ﻭﻫﻨﺎﻟﻚ ﲡﺎﺭﺏ ﻭﺩﺭﺍﺳﺎﺕ ﻋﺪﻳﺪﺓ ﺃﺟﺮﻳﺖ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺸﺮﻛﺎﺕ ﺃﻛﺪﺕ ﺍﻟﺘﺮﺍﺑﻂ ﺍﳌـﺘﲔ ﺑـﲔ‬
‫ﺍﻟﻘﻴﻢ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﺍﻟﱵ ﻳﺆﻣﻦ ‪‬ﺎ ﺍﻷﻓﺮﺍﺩ ﺩﺍﺧﻞ ﻣﻨﻈﻤﺎ‪‬ﻢ ﻭﳒﺎﺡ ﻭﲤﻴﺰ ﺃﺩﺍﺋﻬﻢ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳـﺎﺕ‬
‫ﳒﺪ ﺩﺭﺍﺳﺔ ﻛﻞ ﻣﻦ )‪ (Deal and Kennedy‬ﺣﻮﻝ ﺍﻷﺩﺍﺀ ﻟﺜﻤﺎﻧﲔ ﺷﺮﻛﺔ ﻭﻭﺟﺪﻭﺍ ﺃﻥ ﺍﻟﺸﺮﻛﺎﺕ‬
‫ﺍﻷﻛﺜﺮ ﳒﺎﺣﺎ ﻫﻲ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﱵ ﻟﺪﻳﻬﺎ ﺛﻘﺎﻓﺎﺕ ﻗﻮﻳﺔ ﻭﻫﻲ ﺍﻟﱵ ﺗﺘﻤﺘﻊ ﲟﺎ ﻳﻠﻲ‪:‬‬
‫ ﺿﺮﻭﺭﺓ ﺇﳝﺎﻥ ﺍﳌﻨﻈﻤﺔ ﺑﻔﻠﺴﻔﺔ ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﺸﺎﺭﻛﺔ ﻋﻠﻰ ﳓﻮ ﻭﺍﺳﻊ‪.‬‬‫ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﻟﻎ ﺑﺎﻷﻓﺮﺍﺩ ﻭﺍﻋﺘﺒﺎﺭﻫﻢ ﺍﳌﺼﺪﺭ ﺍﳊﻘﻴﻘﻲ ﻟﻠﻨﺠﺎﺡ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬‫ ﺗﺸﺠﻴﻊ ﺍﻟﻄﻘﻮﺱ ﺍﳉﻤﺎﻋﻴﺔ ﻭﺍﳌﺮﺍﺳﻴﻢ ﻭﺍﻻﺣﺘﻔﺎﻻﺕ ﻭ ﺍﳌﻨﺎﺳﺒﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻨﻈﻤﺔ‪.‬‬‫ ﺗﻜﺮﱘ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻭ ﺗﺸﺠﻴﻌﻬﻢ ‪.‬‬‫ ﺇﺭﺳﺎﺀ ﻗﻮﺍﻋﺪ ﺳﻠﻮﻙ ﻏﲑ ﺭﲰﻴﺔ ‪.‬‬‫ ﻭﺟﻮﺩ ﻣﻌﺎﻳﲑ ﻣﺮﺗﻔﻌﺔ ﻟﻸﺩﺍﺀ ‪.‬‬‫ﻭﰲ ﲝﺚ ﺁﺧﺮ ﻋﻦ ﺍﻻﻣﺘﻴﺎﺯ ﺣﺪﺩ ﻛﻞ ﻣﻦ )‪ (Peters and Watermann‬ﲦﺎﻧﻴـﺔ ﺧـﺼﺎﺋﺺ* ﲤﻴـﺰ‬
‫ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﻨﺎﺟﺤﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻋﺸﺮ ﻣﻌﺘﻘﺪﺍﺕ ﺗﻌﻜﺲ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﻮﺩ ﺍﻟﻮﺻـﻮﻝ‬
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‫ﺇﱃ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻭﻫﺬﻩ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻫﻲ‪:‬‬
‫ ﺿﺮﻭﺭﺓ ﺧﻠﻖ ﻣﻨﺎﺥ ﻳﺴﻤﺢ ﺑﺄﺩﺍﺀ ﺍﻟﻔﺮﺩ ﻟﻌﻤﻠﻪ ﰲ ﻇﺮﻭﻑ ﺟﺪ ﻣﻨﺎﺳﺒﺔ ﳑﺎ ﻳﻮﻟﺪ ﻟﺪﻳﻪ ﺣﻨﺎ ﻟﻌﻤﻠﻪ‬‫ﻭ ﳚﻌﻠﻪ ﻳﺴﺘﻤﺘﻊ ﺑﻪ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻋﺘﻘﺎﺩ ﺍﻷﻓﺮﺍﺩ ﺑﺎﻥ ﻳﻜﻮﻧﻮﺍ ﺍﻷﻓﻀﻞ ﰲ ﺃﺩﺍﺋﻬﻢ ﻷﻋﻤﺎﳍﻢ ﻭﺗﻘﺪﱘ ﳐﺮﺟﺎﺕ ﲤﻜﻨﻬﻢ ﻣﻦ‬‫ﺍﻟﺘﻔﻮﻕ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﲔ‪.‬‬
‫‬‫* ﺗﻢ اﻟﺘﻄﺮق إﻟﻰ ھﺬه اﻟﺨﺼﺎﺋﺺ ف اﻟﻔﺼﻞ اﻟﺴﺎﺑﻖ‪.‬‬
‫‪ - 1‬ﺑﻠﻜﺒﯿﺮ ﺑﻮﻣﺪﯾﻦ و ﻓﺆاد ﺑﻮﻓﻄﯿﻤﺔ ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.285‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ ﺍﻻﻋﺘﻘﺎﺩ ﺑﻘﺪﺭﺓ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ﻭ ﲢﻤﻞ ﺍﳌﺨﺎﻃﺮﺓ ﺩﻭﻥ ﺗﻌﺮﻳـﻀﻬﻢ ﻟﻠﻌﻘـﺎﺏ ﻋﻨـﺪ‬‫ﺍﻟﻔﺸﻞ‪.‬‬
‫ ﺍﻻﻋﺘﻘﺎﺩ ﺑﺄﳘﻴﺔ ﺍﳊﻀﻮﺭ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﻔﺎﺻﻴﻞ‪.‬‬‫ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﻟﻎ ﺑﺎﻟﻌﺎﻣﻠﲔ ﻭ ﺭﺩ ﺍﻻﻋﺘﺒﺎﺭ ﳍﻢ ﻛﺂﺩﻣﻴﲔ ﳍﻢ ﻣﺸﺎﻋﺮ ﻭﺃﺣﺎﺳﻴﺲ ﲢﻜﻢ‬‫ﺳﻠﻮﻛﺎ‪‬ﻢ ﻭ ﺗﺼﺮﻓﺎ‪‬ﻢ ‪.‬‬
‫ ﺗﺸﺠﻴﻊ ﺍﻻﺗﺼﺎﻝ ﻏﲑ ﺍﻟﺮﲰﻲ ﺑﺎﻋﺘﺒﺎﺭﻩ ﻭﺳﻴﻠﺔ ﺃﺳﺎﺳﻴﺔ ﰲ ﲢﺴﲔ ﺗﺪﻓﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪.‬‬‫ ﺇﻋﻄﺎﺀ ﺃﳘﻴﺔ ﺑﺎﻟﻐﺔ ﳌﺴﺄﻟﺔ ﺍﻟﻨﻤﻮ ﻭ ﲢﻘﻴﻖ ﺍﻷﺭﺑﺎﺡ ﻭ ﺍﻟﱵ ﺗﻌﺘﱪ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺮﺋﻴﺴﺔ ﳌﻨﻈﻤـﺔ‬‫ﺍﻷﻋﻤﺎﻝ‪.‬‬
‫ ﺍﻻﻋﺘﻘﺎﺩ ﺑﺄﳘﻴﺔ ﺿﺒﻂ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻓﺘﺮﺍﺽ ﺃﻥ ﺍﳌﺪﻳﺮﻳﻦ ﳚﺐ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻓﺎﻋﻠﲔ ﻭﻟـﻴﺲ ﳎـﺮﺩ‬‫ﳐﻄﻄﲔ‪.‬‬
‫ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻔﻠﺴﻔﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳌﻌﺘﺮﻑ ‪‬ﺎ ﻭﺍﳌﻌﺪﺓ ﻭﺍﳌﺆﻳﺪﺓ ﻣﻦ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﳌﺮﺷﺪ‬‫ﺍﻷﺳﺎﺳﻲ ﻟﺴﻠﻮﻙ ﺍﻷﻓﺮﺍﺩ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﻫﺬﻩ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻓﲑﻯ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻧﻪ ﻳﻌﺘﺮﻑ ﻟﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺑﺎﻟﺪﻭﺭ ﺍﻟﺬﻱ ﺗﻠﻌﺒـﻪ ﰲ‬
‫ﲢﻘﻴﻖ ﺍﻷﺩﺍﺀ ﺍﳌﺘﻤﻴﺰ ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﺘﻮﻓﺮ ﻓﻴﻬﺎ ﺍﳌﻴﺰﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ ﲤﺘﻊ ﺍﻷﻓﺮﺍﺩ ﲝﺮﻳﺔ ﺍﳌﺒﺎﺩﺭﺓ ﻭﺍﻹﺑﺪﺍﻉ ﻭﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻔﺴﺢ ﻟﻸﻓﺮﺍﺩ‬‫ﺍ‪‬ﺎﻝ ﻟﻠﺘﻔﻜﲑ ﰲ ﻃﺮﻕ ﻋﻤﻞ ﻭ ﺍﺑﺘﻜﺎﺭ ﻣﻨﺘﺠﺎﺕ ﺟﺪﻳﺪﺓ ﲤﻜﻦ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﲢﻘﻴـﻖ ﻣﻜﺎﻧـﺔ‬
‫ﺳﻮﻗﻴﺔ ﻣﻌﺘﱪﺓ ‪.‬‬
‫ ﺇﺭﺳﺎﺀ ﻧﻈﺎﻡ ﺣﻮﺍﻓﺰ ﻭﻣﻜﺎﻓﺂﺕ ﻳﻘﻮﻡ ﻋﻠﻰ ﻣﻌﺎﻳﲑ ﻣﻮﺿﻮﻋﻴﺔ ﻭﻋﻠﻤﻴـﺔ ﺃﻱ ﲢﻔﻴـﺰ ﺍﻷﻓـﺮﺍﺩ ﻭ‬‫ﻣﻜﺎﻓﺄ‪‬ﻢ ﻛﻞ ﺣﺴﺐ ﺟﻬﺪﻩ ﻭ ﻣﺴﺎﳘﺘﻪ ﰲ ﺇﳒﺎﺯ ﺃﻋﻤﺎﻟﻪ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤـﺔ ﻭ ﻋـﺪﻡ‬
‫ﺍﶈﺎﺑﺎﺓ ﰲ ﺫﻟﻚ ﳑﺎ ﺷﺎﻧﻪ ﺃﻥ ﻳﺰﻳﺪ ﻣﻦ ﻋﺰﳝﺔ ﺍ‪‬ﺘﻬﺪﻳﻦ ﻭ ﻳﻮﻗﻆ ﳘﻢ ﺍﻟﻜﺴﺎﱃ‪،‬ﺣﻴﺚ ﻳﺮﻯ ﺑﻌﺾ‬
‫ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ ﻫﻮ ﺍﻟﺬﻱ ﻳﻌﺮﻑ ﻭﺑﺸﻜﻞ ﻛﺒﲑ ﺑﺜﻘﺎﻓﺔ ﺍﳌﻨﻈﻤـﺔ‪ ،‬ﻟـﺬﻟﻚ ﻓـﺎﻟﻘﻴﻢ‬
‫ﺍﳌﺘﻌﺎﺭﻑ ﻋﻠﻴﻬﺎ ﰲ ﺍﳌﻨﻈﻤﺔ ﳚﺐ ﺃﻥ ﺗﺸﺠﻊ ﻋﻠﻰ ﺍﻹﺑﺪﺍﻉ ﻭﺍﳋﻠﻖ ﻭﺗﻘﻴﻴﻢ ﻣـﺴﺎﳘﺔ ﺍﻟﻌـﺎﻣﻠﲔ‬
‫ﲟﻜﺎﻓﺂﺕ ﻣﻠﻤﻮﺳﺔ‪.‬‬
‫ ﲢﻤﻞ ﺍﻻﺧﺘﻼﻑ ﻭﺍﻟﺴﻤﺎﺡ ﺑﺎﻟﺘﻌﺒﲑ ﻋﻦ ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﳌﻌﺎﺭﺿﺔ ﻭ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣـﻦ‬‫ﻫﺬﺍ ﺍﻻﺧﺘﻼﻑ ﻭ ﺍﻟﺼﺮﺍﻉ ﺍﻟﺘﻨﻈﻴﻤﻲ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺁﺭﺍﺀ ﻭ ﺃﻓﻜﺎﺭ ﺟﺪﻳﺪﺓ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ ﺇﺭﺳﺎﺀ ﻧﻈﺎﻡ ﺍﻻﺗﺼﺎﻻﺕ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺷﺒﻜﻴﺎ ﻳﺴﻤﺢ ﺑﺘﺒﺎﺩﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﻛﻞ ﺍﻻﲡﺎﻫﺎﺕ‪،‬‬‫ﻣﻊ ﺗﺸﺠﻴﻊ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻵﺭﺍﺀ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﺒﲑﻳﺔ ﺍﳌﺸﺠﻌﺔ ﻋﻠﻰ ﺍﻹﺑـﺪﺍﻉ ﻟﺘﺤﻘﻴـﻖ‬
‫ﺍﻷﺩﺍﺀ ﺍﳌﺘﻤﻴﺰ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻋﺘﻤﺎﺩ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﳏﺪﻭﺩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﻳﻌﻤﻞ ﺑـﺮﻭﺡ ﺍﻟﻔﺮﻳـﻖ ﻭﻻ‬‫ﻣﺮﻛﺰﻱ ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﻟﺮﻗﺎﺑﺔ ﺫﺍﺗﻴﺔ‪ ،‬ﻓﻬﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺘﻨﻈﻴﻢ ﻳﺪﻝ ﻋﻠﻰ ﺗﻮﺍﺟﺪ ﺛﻘﺎﻓـﺔ ﺗﺆﻳـﺪ‬
‫ﺣﺮﻳﺔ ﺍﳌﺒﺎﺩﺭﺓ ﻭﺍﻹﺑﺪﺍﻉ ﻭﻗﺒﻮﻝ ﺍﻻﺧﺘﻼﻑ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻌﻜﺲ ﺍﻟﺘﻨﻈﻴﻢ ﺍﳍﺮﻣﻲ ﺍﳌﺘﻌﺪﺩ ﺍﳌﺴﺘﻮﻳﺎﺕ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻟﺸﺪﻳﺪﺓ ﺍﳌﺮﻛﺰﻳﺔ ﻭﺍﻟﺬﻱ ﻳﻐﺮﺱ ﻗﻴﻤﺎ ﺛﻘﺎﻓﺔ ﺗﻘﻀﻲ ﻋﻠﻰ ﻛﻞ ﳏﺎﻭﻟـﺔ ﻟﻠﺘﺠﺪﻳـﺪ‬
‫ﻭﺍﻟﺘﻄﻮﻳﺮ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺸﻔﺎﻓﻴﺔ ﻭﻣﺎ ﳝﻜﻦ ﺃﻥ ﺗﻮﻟﺪﻩ ﻣﻦ ﺛﻘﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺑﻌﻀﻬﻢ ﺑﺒﻌﺾ ﻭ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‬‫ﻭ ﺭﺅﺳﺎﺋﻬﻢ ﳑﺎ ﳝﻜﻨﻬﻢ ﻣﻦ ﺍﻻﻟﺘﻔﺎﻑ ﺣﻮﻝ ﻣﻨﻈﻤﺘﻬﻢ ﻭ ﺗﻔﺎﻧﻴﻬﻢ ﰲ ﺃﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ ﻭ ﲢﻘﻴـﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ‪.‬‬
‫ﺭﻏﻢ ﻛﻞ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﻭ ﺍﳌﺒﺎﺩﺉ ﻭ ﺍﻟﱵ ﺗﺄﺛﲑ ﺟـﻮﻫﺮﻱ ﻋﻠـﻰ ﺃﺩﺍﺀ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ‪ ،‬ﺇﻻ ﺃﻥ‬
‫ﺍﳌﻤﺎﺭﺳﺎﺕ ﻫﻲ ﺍﻟﱵ ﺗﺸﻜﻞ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭﻟﻴﺴﺖ ﺍﻟﺸﻌﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺮﻓﻌﻬﺎ‪ ،‬ﻓﺎﳌﻤﺎﺭﺳﺎﺕ ﻫﻲ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﺍﳊﻘﻴﻘﻲ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ‪ ،‬ﻭﻳﺸﻜﻞ ﺫﻟﻚ ﻣﺆﺷﺮﺍ ﻭﺍﺿﺤﺎ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻳﺪﻓﻌﻬﻢ ﺇﳕﺎ ﻟﺒﺬﻝ‬
‫ﻗﺼﺎﺭﻯ ﺟﻬﺪﻫﻢ ﻟﻨﺠﺎﺡ ﺍﳌﻨﻈﻤﺔ ﻭﲤﻴﺰﻫﺎ ﺃﻭ ﻳﻔﻌﻠﻮﻥ ﻋﻜﺲ ﺫﻟﻚ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﺈﻥ ﻫﻨﺎﻟﻚ ﺃﻭﺟﻪ ﺃﺧﺮﻯ ﻟﺘﺄﺛﲑ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﻭﺍﻟـﱵ‬
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‫ﻧﻮﺭﺩﻫﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ ﺃﻥ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺗﻌﺘﱪ ﺷﻜﻼ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﺮﻗﺎﺑﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﳍﺎ ﺗﺄﺛﲑ ﻋﻠـﻰ ﻗـﺮﺍﺭﺍﺕ‬‫ﺍﳌﻮﻇﻔﲔ ﻭﺳﻠﻮﻛﻴﺎ‪‬ﻢ ﻓﻬﻲ ﺗﻮﺟﻪ ﺍﳌﻮﻇﻔﲔ ﺑﺸﻜﻞ ﻓﻌﺎﻝ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﻟﺘﻮﻗﻌﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫ ﺃﻥ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺗﻌﺘﱪ ﲟﺜﺎﺑﺔ " ﺍﻟﻐِﺮﺍﺀ" ﺍﻟﺬﻱ ﻳﺮﺑﻂ ﺍﻟﻌﺎﻣﻠﲔ ﻭﳚﻌﻠﻬﻢ ﻳﺸﻌﺮﻭﻥ ﺑﺄ‪‬ﻢ ﻋﻨـﺼﺮ‬‫ﺗﻜﺎﻣﻠﻲ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻷ‪‬ﺎ ﺗﺸﺒﻊ ﺣﺎﺟﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺇﱃ ﻫﻮﻳﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻫـﺬﻩ‬
‫ﺍﳋﺎﺻﻴﺔ ﺗﺰﺩﺍﺩ ﺃﳘﻴﺔ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺫﺍﺕ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳉﻨﺴﻴﺎﺕ‪.‬‬
‫ ﺗﺴﺎﻋﺪ ﺍﳌﻮﻇﻔﲔ ﻋﻠﻰ ﻓﻬﻢ ﺍﻷﺣﺪﺍﺙ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻓﻴﺼﲑﻭﻥ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺗﺄﺩﻳﺔ ﻣﺎ ﻫﻮ ﻣﻄﻠـﻮﺏ‬‫‪-‬‬
‫ﻣﻨﻬﻢ ﻋﻮﺽ ﺗﻀﻴﻴﻊ ﺍﻟﻮﻗﺖ ﰲ ﳏﺎﻭﻟﺔ ﺗﺼﻮﺭ ﻣﺎ ﻳﺘﻮﻗﻊ ﻣﻨﻬﻢ ﺃﻥ ﻳﻌﻤﻠﻮﺍ‪ ،‬ﺃﻳﻀﺎ ﲤﻜﻦ ﺍﻟﻌﻤﺎﻝ‬
‫‪Steven L Mc Shane and Mary Annvon Glinow, OP.CIT.P505.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ ﻣﻦ ﺍﻟﺘﻮﺍﺻﻞ ﺑﺸﻜﻞ ﺃﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ ﻭﺃﻥ ﻳﺼﻠﻮﺍ ﺇﱃ ﻣﺴﺘﻮﻳﺎﺕ ﺃﻋﻠﻰ ﰲ ﺍﻟﺘﻌﺎﻭﻥ ﻣـﻊ ﺑﻌـﻀﻬﻢ‬‫ﺍﻟﺒﻌﺾ ﳑﺎ ﳝﻜﻨﻬﻢ ﻣﻦ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺮﺗﻔﻊ‪.‬‬
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‫أﺳﺎﺳﯿﺎت ﺣﻮل اﻷداء وﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﯿﮫ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪:‬‬
‫ﺍﳋﻼﺻﺔ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺘﻨﺎ ﳍﺬﺍ ﺍﻟﻔﺼﻞ ﰎ ﲢﺪﻳﺪ ﻣﻔﻬﻮﻡ ﺍﻷﺩﺍﺀ‪ ،‬ﳏﺪﺩﺍﺗﻪ ﻭﻣﻌﻮﻗﺎﺗﻪ ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺎﻫﻴـﺔ‬
‫ﺗﻘﻴﻴﻤﻪ ‪ -‬ﺍﻷﺩﺍﺀ – ﻭﺃﻫﻢ ﺍﻟﻄﺮﻕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺫﻟﻚ ﻣﻌﺘﻤﺪﻳﻦ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺬﺍﺗﻴـﺔ‬
‫)ﻣﻌﺪﻻﺕ ﺍﻷﺩﺍﺀ( ﻭﺍﳌﻌﺎﻳﲑ ﺍﻟﺴﻠﻮﻛﻴﺔ ) ﻋﻨﺎﺻﺮ ﺍﻷﺩﺍﺀ( ﺑﻐﻴﺔ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺇﳒﺎﺯ ﺍﻟﻌﺎﻣـﻞ ﳌﻬﺎﻣـﻪ‬
‫ﺑﻜﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﻭﻣﺪﻩ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺮﺗﺪﺓ ﻋﻦ ﺫﻟﻚ ﺑﻐﻴﺔ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ ﺃﺩﺍﺋﻪ ﺍﻟﺬﻱ ﻳﺘﺄﺛﺮ ﺑﺎﻟﺜﻘﺎﻓﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﻨﻈﻤﺔ‪ ،‬ﻭﺳﻨﺄﰐ ﻋﻠﻰ ﺗﻮﺿﻴﺢ ﺫﻟﻚ‪ -‬ﺃﻱ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠـﻰ ﺃﺩﺍﺀ‬
‫ﺍﻟﻌﺎﻣﻠﲔ‪ -‬ﰲ ﺩﺭﺍﺳﺘﻨﺎ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﻟﱵ ﻗﻤﻨﺎ ‪‬ﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ ‪ALGAL‬‬
‫ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ‪ EARA‬ﺑﺎﳌﺴﻴﻠﺔ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬
‫ﺩﺭﺍﺳﺔ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‬
‫ﻟﻸﳌﻨﻴﻮﻡ‪ – ALGAL‬ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ‪ –EARA‬ﺑﺎﳌﺴﻴﻠﺔ ‪.‬‬
‫ﲤﻬﻴﺪ ‪:‬‬
‫ﺑﻌﺪ ﺗﻨﺎﻭﻟﻨﺎ ﻟﻠﺨﻠﻔﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ ﳌﻮﺿﻮﻉ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻷﺩﺍﺀ ﰲ ﺍﻟﻔﺼﻠﲔ ﺍﻟﺴﺎﺑﻘﲔ ﳓﺎﻭﻝ‬
‫ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺩﺭﺍﺳﺔ ﺗﺄﺛﲑ ﺑﻌﺾ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ‬
‫ﻭﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻠﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ‪ ،‬ﻭﺳﻮﻑ ﻧﺘﻌﺮﺽ ﺑﺎﻟﺘﺤﻠﻴﻞ ﻟﻠﻤﺒﺎﺣﺚ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﺍﳌﻨﻬﺠﻴﺔ ﺍﳌﺘﺒﻌﺔ ﰲ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﻌﺮﻳﻒ ﺑﺎﳌﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﲢﻠﻴﻞ ﳏﺎﻭﺭ ﺍﻻﺳﺘﻤﺎﺭﺓ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻧﺘﺎﺋﺞ ﻭ ﻣﻘﺘﺮﺣﺎﺕ ﻭ ﺗﻮﺻﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ‪ :‬ﺍﳌﻨﻬﺞ ﺍﳌﺘﺒﻊ‪:‬‬
‫ﻟﻠﻘﻴﺎﻡ ﺑﺄﻱ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺣﻘﻴﻘﺔ ﺃﻭ ﺍﻟﱪﻫﻨﺔ ﻋﻠﻰ ﺣﻘﻴﻘﺔ ﻭﺟﺐ ﺇﺗﺒﺎﻉ ﻣﻨﻬﺞ ﻭﺍﺿﺢ‬
‫ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﳌﺸﻜﻠﺔ ﻭﺗﺸﺨﻴﺼﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﺘﺒﻊ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻷﻧﻈﻤﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟـﱵ‬
‫ﻳﺘﻢ ﻭﺿﻌﻬﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺣﻘﺎﺋﻖ ﺣﻮﻝ ﺍﻟﻈﺎﻫﺮﺓ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ ،‬ﻓﺎﳌﻨﻬﺞ ﻳﻌﲏ "ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ‬
‫ﻳﺘﺒﻌﻬﺎ ﺍﻟﺒﺎﺣﺚ ﰲ ﺩﺭﺍﺳﺘﻪ ﻟﻠﻤﺸﻜﻠﺔ ﻻﻛﺘﺸﺎﻑ ﺍﳊﻘﻴﻘﺔ"‪ ،1‬ﻛﻤﺎ ﻳﻌﲏ " ﻓﻦ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺼﺤﻴﺢ ﻟﺴﻠﺔ ﻣﻦ‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﻟﻌﺪﻳﺪﺓ ﺇﻣﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳊﻘﻴﻘﺔ ﺣﲔ ﻧﻜﻮﻥ ‪‬ﺎ ﺟﺎﻫﻠﲔ‪ ،‬ﻭﺇﻣﺎ ﻣﻦ ﺍﺟﻞ ﺍﻟﱪﻫﻨـﺔ‬
‫ﻋﻠﻴﻬﺎ ﻟﻶﺧﺮﻳﻦ ﺣﲔ ﻧﻜﻮﻥ ‪‬ﺎ ﻋﺎﺭﻓﲔ"‪ ،2‬ﻭﻣﻦ ﺃﺟﻞ ﺍﻟﱪﻫﻨﺔ ﻋﻠﻰ ﻓﺮﺿﻴﺎﺕ ﲝﺜﻨﺎ ﻭﺇﺛﺒﺎ‪‬ـﺎ ﻣﻴـﺪﺍﻧﻴﺎ‬
‫ﺍﻋﺘﻤﺪﻧﺎ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﺍﳌﻨﺎﺳﺐ ﳌﻮﺿﻮﻉ ﲝﺜﻨﺎ‪ ،‬ﺫﻟﻚ ﺃﻥ ﻃﺒﻴﻌﺔ ﺍﻟﺒﺤﺚ ﻫﻲ ﺍﻟﱵ ﺗﻔـﺮﺽ‬
‫ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﻧﻮﻉ ﺍﳌﻨﻬﺞ ﺍﳌﺘﺒﻊ‪ ،‬ﻭﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﻧﻮﺩ ﻣﻌﺮﻓﺔ ﺃﺑﻌﺎﺩ ﻇﺎﻫﺮﺓ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠـﻰ‬
‫ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻣﻌﺮﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻱ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ ﺍﺳـﺘﺨﺪﻣﻨﺎ‬
‫ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ" ﺍﻟﺬﻱ ﻳﻬﺪﻑ ﺇﱃ ﺩﺭﺍﺳﺔ ﻇﺎﻫﺮﺓ ﳍﺎ ﺧﺼﺎﺋﺼﻬﺎ ﻭﺃﺑﻌﺎﺩﻫﺎ ﰲ ﺇﻃـﺎﺭ ﻣﻌـﲔ‬
‫ﻭﻳﻘﻮﻡ ﺑﺘﺤﻠﻴﻠﻬﺎ ﺍﺳﺘﻨﺎﺩﺍ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍ‪‬ﻤﻌﺔ ﺣﻮﳍﺎ ﰒ ﳏﺎﻭﻟﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺃﺳﺒﺎ‪‬ﺎ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗـﺘﺤﻜﻢ‬
‫ﻓﻴﻬﺎ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﺘﺎﺋﺞ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻌﻤﻴﻢ"‪ ،3‬ﻓﺎﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻳﻘـﻮﻡ ﻋﻠـﻰ ﲨـﻊ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﻭﺗﺼﻨﻴﻔﻬﺎ ﻭﺗﺪﻭﻳﻨﻬﺎ ﻭﳏﺎﻭﻟﺔ ﺗﻔﺴﲑﻫﺎ ﻭﲢﻠﻴﻠﻬﺎ ﻣﻦ ﺃﺟﻞ ﻗﻴﺎﺱ ﻭﻣﻌﺮﻓﺔ ﺗﺄﺛﲑ ﺍﻟﻌﻮﺍﻣﻞ ﻋﻠـﻰ ﺃﺣـﺪﺍﺙ‬
‫ﺍﻟﻈﺎﻫﺮﺓ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ ‪‬ﺪﻑ ﺇﱃ ﺍﺳﺘﺨﻼﺹ ﺍﻟﻨﺘﺎﺋﺞ ﻭﻣﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﺿﺒﻂ ﻭ ﺍﻟﺘﺤﻜﻢ ﰲ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ‬
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‫ﻭﺃﻳﻀﺎ ﺍﻟﺘﻨﺒﺆ ﺑﺴﻠﻮﻙ ﻇﺎﻫﺮﺓ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﻣﺼﺎﺩﺭ ﲨﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ‪ :‬ﻟﻘﺪ ﺍﻋﺘﻤﺪﻧﺎ ﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﻋﻠﻰ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻨﻈﺮﻳـﺔ‬
‫ﻭﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﻣﺼﺎﺩﺭﻫﺎ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫ﺃﻭﻻ ‪:‬ﻣﺼﺎﺩﺭ ﲨﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ ‪:‬‬
‫ﰎ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻜﺘﺐ ﻭﺍ‪‬ﻼﺕ ﺍﶈﻜﻤﺔ ﻭﺍﻟﺮﺳﺎﺋﻞ ﻭ ﺍﻷﻃﺮﻭﺣـﺎﺕ ﺍﳉﺎﻣﻌﻴـﺔ ﺇﺿـﺎﻓﺔ ﺇﱃ‬
‫ﺍﻟﻘﻮﺍﻣﻴﺲ ﻭﺍﻟﺒﺤﻮﺙ ﻭﺍﶈﺎﺿﺮﺍﺕ ﻭﺍﳌﻠﺘﻘﻴﺎﺕ ﰲ ﲨﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ ‪.‬‬
‫‪- 1‬ﻋﻤﺎر ﺑﻮﺣﻮش و ﻣﺤﻤﺪ ﻣﺤﻤﻮد اﻟﺬﻧﯿﺒﺎت‪ :.‬ﻣﻨﺎھﺞ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ وﻃﺮق إﻋﺪاد اﻟﺒﺤﻮث ‪،‬ط ‪،II‬دم ج‪ ،‬اﻟﺠﺰاﺋﺮ‪ ،1999 ،‬ص ‪..99‬‬
‫‪- 2‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪ ،‬ص ‪.99‬‬
‫‪- 3‬ﻋﺜﻤﺎن ﺣﺴﻦ ﻋﺜﻤﺎن‪ :‬اﻟﻤﻨﮭﺠﯿﺔ ﻓﻲ ﻛﺘﺎﺑﺔ اﻟﺒﺤﻮث واﻟﺮﺳﺎﺋﻞ اﻟﺠﺎﻣﻌﯿﺔ‪ ،‬ﻣﻨﺸﻮرات اﻟﺸﮭﺎب‪ ،‬ﺑﺎﺗﻨﺔ‪ ،‬اﻟﺠﺰاﺋﺮ ‪ ،1998‬ص ‪.24‬‬
‫‪ 4‬اﻟﻤﺮﺟﻊ ﻧﻔﺴﮫ‪ ،‬ص ‪.29‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻣﺼﺎﺩﺭ ﲨﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ‪:‬‬
‫ﰎ ﲨﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻣﻦ ﺍﳌﻴﺪﺍﻥ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻦ ﻃﺮﻳﻖ ﺃﺩﻭﺍﺕ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺎﻟﻴـﺔ‪:‬‬
‫ﺍﻻﺳﺘﻤﺎﺭﺓ ﻭ ﺍﳌﻘﺎﺑﻠﺔ ﻭﺍﳌﻼﺣﻈﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺩﻭﺍﺕ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻴﺪﺍﻧﻴﺔ‪:‬‬
‫ﳉﻤﻊ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﺳﺘﺨﺪﻣﻨﺎ ﺃﺳﺎﺳﺎ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻭﺍﳌﻘﺎﺑﻠﺔ ﻭﺍﳌﻼﺣﻈﺔ ﺑﻐﻴﺔ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺗـﺄﺛﲑ‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺃﻭﻻ ‪:‬ﺍﻻﺳﺘﻤﺎﺭﺓ ‪:‬‬
‫ﺗﻌﺮﻑ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺑﺄ‪‬ﺎ‪ ":‬ﳕﻮﺫﺝ ﻳﻀﻢ ﳎﻤﻮﻋﺔ ﺃﺳﺌﻠﺔ ﺗﻮﺟﻪ ﺇﱄ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺃﻭ ﻣﺸﻜﻠﺔ ﺃﻭ ﻣﻮﻗﻒ ‪ ،‬ﻭﻳﺘﻢ ﺗﻨﻔﻴﺬ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻘﺎﺑﻠﺔ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺃﻭ ﺃﻥ ﺗﺮﺳﻞ ﺇﱃ ﺍﳌﺒﺤﻮﺛﲔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ "‪ 5‬ﻭﻛﺎﻧﺖ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﰲ‬
‫ﺍﻻﺳﺘﻤﺎﺭﺓ ‪‬ﺪﻑ ﺇﱃ ‪:‬‬
‫ ﻣﻌﺮﻓﺔ ﻣﺴﺘﻮﻯ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬‫ ﻣﻌﺮﻓﺔ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬‫ﻭﻟﻘﺪ ﰎ ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺒﺤﺚ ﳉﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺃﳘﻬﺎ‪ :‬ﺩﺭﺍﺳﺔ ‪ Waterman and Peters‬ﺣﻮﻝ ﺍﻟﺒﺤﺚ ﻋﻦ‬
‫ﺍﻻﻣﺘﻴﺎﺯ ﻭﺍﻟﱵ ﺣﺪﺩﻭﺍ ﻓﻴﻬﺎ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻟﻨﺎﺟﺤﺔ ‪ ،‬ﺩﺭﺍﺳﺔ ﺍﻟﺒﺎﻫﻲ ﻣﺼﻄﻔﻲ‬
‫ﺣﻮﻝ ﺗﺄﺛﲑ ﺍﻟﻘﻴﻢ ﻋﻠﻰ ﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺩﺭﺍﺳﺔ ﻫﺒﺎﻝ ﻋﺒﺪ ﺍﳌﺎﻟﻚ ﺣﻮﻝ ﺍﻹﺩﺍﺭﺓ‬
‫ﺑﺎﳌﺸﺎﺭﻛﺔ ﻭﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺍﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺮﺻﻴﺪ ﺍﻟﻔﻜﺮﻱ ﺍ‪‬ﻤﻊ ﻣﻦ ﺧﻼﻝ ﲨﻠﺔ ﻣﻦ‬
‫ﺍﻟﻘﺮﺍﺀﺍﺕ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻷﺩﺍﺀ ﺍﻟﺒﺸﺮﻱ؛ ﻭﻛﺎﻧﺖ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺗﺸﺘﻤﻞ ﻋﻠﻰ‪05‬‬
‫ﳏﺎﻭﺭ ‪:‬‬
‫* ﳏﻮﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ :‬ﻭﺍﺷﺘﻤﻞ ﻫﺬﺍ ﺍﶈﻮﺭ ﻋﻠﻰ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺴﻦ‪ ،‬ﺍﳉﻨﺲ‪ ،‬ﺍﳌﺴﺘﻮﻯ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ‪،‬ﻣﺪﺓ ﺍﳋﺪﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺍﳌﻨﺼﺐ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﺍﳍﺪﻑ ﻣﻦ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﻮ ﻣﻌﺮﻓﺔ‬
‫ﺗﺄﺛﲑﻫﺎ ﰲ ﻗﻴﻢ ﻭﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫‪- 5‬رﺷﯿﺪ زرواﺗﻲ‪ :‬ﺗﺪرﯾﺒﺎت ﻋﻠﻰ ﻣﻨﮭﺠﯿﺔ اﻟﺒﺤﺚ ﻓﻲ اﻟﻌﻠﻮم اﻻﺟﺘﻤﺎﻋﯿﺔ‪ ،‬ﻣﻄﺒﻌﺔ دار ھﻮﻣﮫ‪ ،‬دون ذﻛﺮ ﻣﺪﯾﻨﺔ اﻟﻨﺸﺮ‪ ،2002 ،‬ص ‪.123‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫* ﳏﻮﺭ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ‪ :‬ﻭﻛﺎﻥ ﺍﳍﺪﻑ ﻣﻦ ﺃﺳﺌﻠﺔ ﻫﺬﺍ ﺍﶈﻮﺭ ﻫﻮ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻧﺘﺸﺎﺭ ﻗﻴﻢ ﺭﻭﺡ‬
‫ﺍﻟﻔﺮﻳﻖ‪ ،‬ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻔﺎﻫﻢ‪ ،‬ﲤﺎﺳﻚ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭ ﻣﺪﻯ ﺗﺄﺛﲑ ﺫﻟﻚ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫* ﳏﻮﺭ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ‪ :‬ﺍﳍﺪﻑ ﻣﻦ ﻫﺬﺍ ﺍﶈﻮﺭ ﻫﻮ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﲤﺘﻊ ﻋﻤﺎﻝ ﻭﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‬
‫ﺑﻘﻴﻤﺔ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﻭﻃﺮﻳﻖ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﻭﻣﺪﻯ ﺗﻮﻓﺮ ﺍﻟﺒﻴﺌﺔ ﺍﳌﻼﺋﻤﺔ ﻟﺬﻟﻚ ﻭﺇﳝﺎﻥ ﺍﻹﺩﺍﺭﺓ‬
‫ﺑﻀﺮﻭﺭﺓ ﺗﻮﻓﲑ ﺍﳌﻨﺎﺥ ﺍﻟﺪﺍﻋﻢ ﻟﻠﺘﻤﻴﺰ ﻣﺜﻞ ‪ :‬ﺍﻟﺘﺤﻔﻴﺰ‪ ،‬ﻭﺟﻮﺩ ﺑﻴﺌﺔ ﺗﻨﻈﻴﻤﻴﺔ ﺗﻘﻞ ﻓﻴﻬﺎ ﻋﻮﺍﺋﻖ‬
‫ﺍﻷﺩﺍﺀ‪،‬ﻭﺟﻮﺩ ﺍﻟﺪﻋﻢ ﺫﻟﻚ ﺃﻥ ﻏﻴﺎﺏ ﺍﻟﺪﻋﻢ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﻳﻌﺘﱪ ﺍﻟﻌﺎﺋﻖ ﺍﻟﺮﺋﻴﺴﻲ ﻷﺩﺍﺋﻬﻢ‬
‫ﺍﻷﻣﺜﻞ ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱄ ﻣﺪﻯ ﺷﻴﻮﻉ ﻗﻴﻤﺔ ﺍﻹﺗﻘﺎﻥ ﻭﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ ﻟﻸﺩﺍﺀ ﻭ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻮﺍﺭﺩ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﻔﻴﺰ ﻭ ﺍﻻﺣﺘﺮﺍﻡ ﻭﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻟﺘﺮﻗﻴﺔ‪.‬‬
‫* ﳏﻮﺭ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ‪ :‬ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﶈﻮﺭ ﻧﻮﺩ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺛﻘﺎﻓﺔ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻻﺑﺘﻜﺎﺭ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺫﻟﻚ ﺃﻥ ﺍﻟﺘﺠﺪﻳﺪ ﻫﻮ ﺍﻟﺴﻤﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻌﺎﱂ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻴﻮﻡ ﻭﺃﻥ ﺍﻟﺜﺎﺑﺖ‬
‫ﺍﻟﻮﺣﻴﺪ ﻫﻮ ﺍﻟﺘﻐﻴﲑ‪ ،‬ﺃﻱ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻻ ﺗﺸﺠﻊ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ ﻻ ﳝﻜﻨﻬﺎ ﺍﻟﺼﻤﻮﺩ ﰲ ﻭﺟﻪ‬
‫ﺍﳌﻨﺎﻓﺴﺔ ﻭﻻ ﺗﺴﺘﻄﻴﻊ ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎﺕ ﺍﳌﺴﺘﻬﻠﻜﲔ‪ -‬ﳌﺎ ﻳﺘﺒﻊ ﺫﻟﻚ ﻣﻦ ﺗﻐﲑ ﰲ ﺃﺫﻭﺍﻗﻬﻢ ﻭﺭﻏﺒﺎ‪‬ﻢ –‬
‫ﺑﻨﻔﺲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺬﻱ ﻳﻘﺪﻣﻪ ﺍﳌﻨﺎﻓﺴﻮﻥ ﻣﻦ ﻣﻨﺘﺠﺎﺕ ﻣﺘﻤﻴﺰﺓ ﺗﺴﺘﺠﻴﺐ ﳊﺎﺟﺎﺕ ﻭﺭﻏﺒﺎﺕ ﻭﺃﺫﻭﺍﻕ‬
‫ﻫﺆﻻﺀ ﺍﳌﺴﺘﻬﻠﻜﲔ‪.‬‬
‫* ﳏﻮﺭ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ‪ :‬ﻳﻌﺘﱪ ﺍﻟﻮﻗﺖ ﻣﻦ ﺍﳌﻮﺍﺭﺩ ﺍﳌﻬﻤﺔ ﻭﺍﶈﺪﻭﺩﺓ ﻭﺍﻟﺬﻱ‬
‫ﳚﺐ ﺍﺣﺘﺮﺍﻣﻪ ﻭﺍﺳﺘﻐﻼﻟﻪ ﺃﻣﺜﻞ ﺍﺳﺘﻐﻼﻝ ﳑﺎ ﳝﻜﻦ ﻣﻦ ﺇﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﰲ ﺍﻟﻮﻗﺖ ﺍﶈﺪﺩ ﳍﺎ‪ ،‬ﻭﻧﻮﺩ‬
‫ﻣﻦ ﺧﻼﻝ ﺃﺳﺌﻠﺔ ﻫﺬﺍ ﺍﶈﻮﺭ ﻣﻌﺮﻓﺔ ﻗﻴﻤﺔ ﺍﻟﻮﻗﺖ ﻟﺪﻯ ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻧﻀﺒﺎﻃﻬﻢ ﻭﺍﻟﺘﺰﺍﻣﻬﻢ‬
‫ﲟﻮﺍﻋﻴﺪ ﺍﻟﻌﻤﻞ ﻭﻣﻌﺮﻓﺔ ﺍﳋﻠﻔﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻌﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ ﺣﻮﻝ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺍﳌﻮﺍﻋﻴﺪ ﻭﺍﻻﻧﻀﺒﺎﻁ‬
‫ﰲ ﺍﻟﻌﻤﻞ ﻭﻣﺪﻯ ﻭﻻﺀ ﺍﻟﻌﺎﻣﻠﲔ ﳌﺆﺳﺴﺘﻬﻢ ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺇﻣﻜﺎﻧﻴﺔ ﺍﲣﺎﺫ ﺍﻟﺮﺅﺳﺎﺀ ﻗﺪﻭﺓ ﰲ ﺍﻟﻌﻤﻞ‬
‫ﺫﻟﻚ ﺃﻥ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻫﻲ ﺍﻻﺧﺘﺒﺎﺭ ﺍﳊﻘﻴﻘﻲ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻭﻟﻴﺴﺖ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
‫* ﳏﻮﺭ ﺍﳌﺸﺎﺭﻛﺔ‪ :‬ﺗﻌﺘﱪ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺘﺴﻴﲑ ﻭﺍﻷﺭﺑﺎﺡ ﻣﻦ ﺃﻫﻢ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ ﲤﻴﺰ ﻣﻨﻈﻤﺎﺕ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﻟﻨﺎﺟﺤﺔ ﺫﻟﻚ ﺃﻥ ﺇﺷﺮﺍﻙ ﺍﻟﻌﺎﻣﻞ ﰲ ﺍﻟﺘﺴﻴﲑ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﻭﺿﻊ ﺍﻷﻫـﺪﺍﻑ ﳚﻌﻠـﻪ‬
‫ﻣﺘﺤﻤﺴﺎ ﻟﺘﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺳﺎﻫﻢ ﰲ ﺻﻨﻌﻬﺎ ﻭﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟـﱵ ﻛـﺎﻥ ﻃﺮﻓـﺎ ﰲ‬
‫ﲢﺪﻳﺪﻫﺎ ﳑﺎ ﳛﻤﻠﻪ ﺟﺰﺀ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺔ ﰲ ﺫﻟﻚ‪ ،‬ﻭﰎ ﺇﺩﺭﺍﺝ ﻫﺬﺍ ﺍﶈﻮﺭ ﺿﻤﻦ ﳏﺎﻭﺭ ﺍﻻﺳـﺘﻤﺎﺭﺓ‬
‫ﺑﻘﺼﺪ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﻣﺸﺎﺭﻛﺔ ﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ ﰲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻳﻮﻟﺪ ﺍﳊﻤﺎﺳﺔ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺒﺬﻝ ﺟﻬﻮﺩ ﻣﻀﺎﻋﻔﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ ﻭﻣﻌﺮﻓﺔ ﻣﺎ ﲢﻘﻘﻪ ﳍﻢ‬
‫ﺍﳌﺸﺎﺭﻛﺔ ﻣﻦ ﺣﺎﺟﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺫﺍﺗﻴﺔ ﻣﺜﻞ ﺍﻻﻧﺘﻤﺎﺀ ﻭﺍﻟﻮﻻﺀ ﻭﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻻﺣﺘﺮﺍﻡ ﻭﺍﻟﺘﺮﻗﻴﺔ‪.‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﳌﻘﺎﺑﻠﺔ‪:‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺍﺳﺘﻌﻤﻠﻨﺎ ﺍﳌﻘﺎﺑﻠﺔ ﻭ ﺍﻟﱵ ﳝﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﺑﺄ‪‬ﺎ‪:‬‬
‫" ﺗﻔﺎﻋﻞ ﻟﻔﻈﻲ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﻣﻮﻗﻒ ﻣﻮﺍﺟﻬﺔ ﳛﺎﻭﻝ ﻓﻴﻪ ﺍﻟﺸﺨﺺ ﺍﻟﻘـﺎﺋﻢ ﺑﺎﳌﻘﺎﺑﻠـﺔ ﺃﻥ ﻳﺴﺘـﺸﲑ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺁﺭﺍﺀ ﺃﻭ ﻣﻌﺘﻘﺪﺍﺕ ﺷﺨﺺ ﺃﻭ ﺃﺷﺨﺎﺹ ﺁﺧﺮﻳﻦ ﻟﻠﺤـﺼﻮﻝ ﻋﻠـﻰ ﺑﻌـﺾ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
‫ﺍﳌﻮﺿﻮﻋﻴﺔ " ‪.6‬‬
‫ﺣﻴﺚ ﰎ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻘﺎﺑﻠﺔ ﻣﻊ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﱵ ﱂ ﻧﺘﻤﻜﻦ ﻣﻦ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻓﻘﻂ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ ﻣﻘﺎﺑﻠـﺔ ﺑﻌـﺾ ﺍﳌـﺴﺆﻭﻟﲔ ﰲ ﺃﻗـﺴﺎﻡ‬
‫ﺍﻹﻧﺘﺎﺝ‪،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﻭ ﻗﺴﻢ ﺍﻟﺘﺠﺎﺭﺓ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺇﺿـﺎﻓﻴﺔ ﱂ‬
‫ﺗﺮﺩ ﰲ ﺃﺳﺌﻠﺔ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺣﻮﻝ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺪﻯ ﺷـﻴﻮﻉ ﻭ ﺇﳌـﺎﻡ ﻫـﺆﻻﺀ‬
‫ﺍﳌﺴﺆﻭﻟﲔ ﺑﺎﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻭ ﻣﻌﺮﻓﺔ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻟﺘﻄﻮﻳﺮﻫﺎ ‪.‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﺍﳌﻼﺣﻈﺔ ‪:‬‬
‫ﰎ ﻛﺬﻟﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﻼﺣﻈﺔ ﰲ ﺩﺭﺍﺳﺘﻨﺎ ﻫﺬﻩ ﳌﺎ ﳍﺎ ﻣﻦ ﺩﻭﺭ ﻣﻜﻤﻞ ﻟﻼﺳﺘﻤﺎﺭﺓ ﻭ ﺍﳌﻘﺎﺑﻠـﺔ ﻣـﻦ‬
‫ﲨﻊ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺣﻮﻝ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻓﺄﺛﻨﺎﺀ ﲡﻮﻟﻨﺎ ﰲ ﺃﻗﺴﺎﻡ ﻭ ﺇﺩﺍﺭﺍﺕ ﻭ ﻭﺭﺷﺎﺕ ﺍﳌﺆﺳـﺴﺔ ﺳـﺠﻠﻨﺎ‬
‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻼﺣﻈﺎﺕ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻣﺪﻯ ﺗﻨﻈﻴﻢ ﺍﻟﻌﻤﻞ ﻭ ﺍﻟﺘﺮﺗﻴـﺐ ﺍﻟـﺪﺍﺧﻠﻲ‬
‫ﻟﻠﻮﺭﺷﺎﺕ ﻭ ﺍﳌﻜﺎﺗﺐ ﻭ ﻋﻼﻗﺎﺕ ﺍﻟﻌﻤﺎﻝ ﺑﺮﺅﺳﺎﺋﻬﻢ ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻻﺣﺘﺮﺍﻡ ﺍﳌﺘﺒﺎﺩﻝ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺃﻧﻔﺴﻬﻢ‬
‫ﻭ ﺍﻷﻓﺮﺍﺩ ﻭ ﺭﺅﺳﺎﺋﻬﻢ‪.‬‬
‫ﻣﺪﻯ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻌﻤﺎﻝ ﻟﻠﻮﻗﺖ‪ ،‬ﻣﻌﺮﻓﺔ ﻣﻼﺀﻣﺔ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺪﺍﺧﻠﻲ ﺃﻱ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﻣﻼﺀﻣـﺔ ﺑﻴﺌـﺔ‬
‫ﺍﻟﻌﻤﻞ ﻷﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﻭ ﻟﻘﺪ ﺗﺄﻛﺪ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﳌﻼﺣﻈﺔ ﺻﺪﻕ ﺇﺟﺎﺑﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣـﻦ‬
‫ﺃﺳﺌﻠﺔ ﺍﻻﺳﺘﻤﺎﺭﺓ‪.‬‬
‫‪- 6‬رﺷﯿﺪ زرواﺗﻲ‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪ ،‬ص ‪.148‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺍﻷﺩﻭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ‪:‬‬
‫ﳌﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺈﺟﺎﺑﺎﺕ ﺍﳌﺒﺤﻮﺛﲔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺍﺳـﺘﺨﺪﻣﻨﺎ ﺍﻷﺩﻭﺍﺕ ﺍﻹﺣـﺼﺎﺋﻴﺔ‬
‫ﺍﳌﺘﻤﺜﻠﺔ ﰲ‪ - :‬ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭ ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ‪.‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﺘﻌﺮﻳﻒ ﲟﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﲤﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺣﻮﻝ ﻣﻌﺮﻓﺔ ﺗﺄﺛﲑ ﺑﻌﺾ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺑﻮﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ) ‪ (EARA‬ﺑﺎﳌﺴﻴﻠﺔ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻠﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ‬
‫‪ ALGAL‬ﺍﻟﺘﺎﺑﻌﺔ ﺑﺪﻭﺭﻫﺎ ﻟﻠﺸﺮﻛﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﻌﺪﺍﻧﺔ ﻭ ﲢﻮﻳﻞ ﺍﳌﻌﺎﺩﻥ ﻏﲑ ﺍﳊﺪﻳﺪﻳﺔ‪METANOF‬‬
‫ﺍﻟﻮﺍﻗﻌﺔ ﲟﺪﻧﻴﺔ ﺍﻟﻐﺰﻭﺍﺕ ) ﻭﻻﻳﺔ ﺗﻠﻤﺴﺎﻥ ( ﻭ ﰲ ﻫﺬﻩ ﺍﳌﺒﺤﺚ ﺳﻨﺘﻄﺮﻕ ﺇﱃ ﺍﻟﺘﻌﺮﻳﻒ ﲟﺆﺳﺴﺔ‬
‫‪ ALGAL‬ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﶈﺔ ﺗﺎﺭﳜﻴﺔ ﻋﻦ ﺍﳌﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬
‫ﺃﻭﻻ ‪ - :‬ﺍﳌﺆﺳﺴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﻌﺪﺍﻧﺔ ﻭ ﲢﻮﻳﻞ ﺍﳌﻌﺎﺩﻥ ﻏﲑ‬
‫ﺍﳊﺪﻳﺪﻳﺔ‪: METANOF‬‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﻌﺪﺍﻧﺔ ﻭ ﲢﻮﻳـﻞ ﺍﳌﻌـﺎﺩﻥ ﻏـﲑ ﺍﳊﺪﻳﺪﻳـﺔ )‬
‫‪Entreprise Nationale de‬‬
‫‪ ( Métallurgie et de transformation des métaux non ferreux‬ﻣﺆﺳـﺴﺔ ﺍﻗﺘـﺼﺎﺩﻳﺔ‬
‫ﻋﻤﻮﻣﻴﺔ‪ ،‬ﺃﻧﺸﺌﺖ ﻋﻦ ﺇﻋﺎﺩﺓ ﻫﻴﻜﻠﺔ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﺤﺪﻳﺪ ﻭ ﺍﻟﺼﻠﺐ ) ‪ ( SIDER‬ﻭ ﺍﻟﱵ ﻛﺎﻧـﺖ‬
‫ﺗﺎﺑﻌﺔ ﳍﺎ ﻭ ﺫﻟﻚ ﲟﻮﺟﺐ ﺍﳌﺮﺳﻮﻡ ﺍﻟﻮﺯﺍﺭﻱ ﺭﻗﻢ ‪ 233 / 85‬ﺑﺘﺎﺭﻳﺦ ‪ 25‬ﺃﻭﺕ ‪ ، 1985‬ﻳﻘﻊ ﻣﻘﺮﻫﺎ‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﺑﻮﻻﻳﺔ ﺗﻠﻤﺴﺎﻥ ﻳﺒﻠﻎ ﺭﺃﲰﺎﳍﺎ ‪1314 000000‬ﺩﺝ‪.‬‬
‫ﻭﺗﻌﺘﱪ ﺷﺮﻛﺔ ﺫﺍﺕ ﺃﺳﻬﻢ ﻣﻘﺴﻤﺔ ﺇﱃ ‪ 13140‬ﺳﻬﻤﺎ ﲣﺘﺺ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﰲ ﺗﻨﻤﻴﺔ ﻭ ﺇﻧﺘـﺎﺝ‬
‫ﻭﺍﺳﺘﲑﺍﺩ ﻭ ﺗﺼﺪﻳﺮ ﻭ ﺗﻮﺯﻳﻊ ﻣﻨﺘﺠﺎﺕ ﺍﻟﻌﺪﺍﻧﺔ ﺍﻟﻘﺎﻋﺪﻳﺔ ﻛﺎﻟﺰﻧﻚ‪ ،‬ﺍﻷﳌﻨﻴـﻮﻡ‪ ،‬ﺍﻟﻨﺤـﺎﺱ‪ ،‬ﺍﻟﺮﺻـﺎﺹ‬
‫ﻭﺍﻟﻜﺎﺩﻳﻮﻡ ﺇﺿﺎﻓﺔ ﺇﱃ ﲢﻮﻳﻞ ﺍﳌﻌﺎﺩﻥ ﻏﲑ ﺍﳊﺪﻳﺪﻳﺔ؛ ﻭ ﺗﺘﻔﺮﻍ ﻋﻦ ﺍﳌﺆﺳﺴﺔ ﻣﺆﺳﺴﺘﺎﻥ‪-:‬‬
‫‪-1‬ﻭﺣﺪﺓ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﺎﻟﻐﺰﻭﺍﺕ ) ‪:( ALZINC‬‬
‫ﺑﺪﺃ ﺍﻹﻧﺘﺎﺝ ﰲ ﻫﺬﻩ ﺍﻟﻮﺣﺪﺓ ﰲ ‪ ،1974‬ﻭ ﲣﺘﺺ ﰲ ﺇﻧﺘﺎﺝ ﺍﻟﺰﻧﻚ ﻭ ﻣﺸﺘﻘﺎﺗﻪ‪ ،‬ﺇﻧﺘـﺎﺝ ﺃﻗـﺮﺍﺹ‬
‫ﺍﻟﺰﻧﻚ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺻﻨﺎﻋﺔ ﺍﻟﺒﻄﺎﺭﻳﺎﺕ ﺍﳉﺎﻓﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻮﺯﻳﻊ ﺍﶈﻠﻲ ﻭ ﺗـﺼﺪﻳﺮ ﻣﻨﺘﺠﺎ‪‬ـﺎ ﳓـﻮ‬
‫ﺍﳋﺎﺭﺝ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫‪ -2‬ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ ‪ ALGAL‬ﺑﺎﻟﺪﺍﺭ ﺍﻟﺒﻴﻀﺎﺀ ) ﺍﳉﺰﺍﺋﺮ ﺍﻟﻌﺎﺻﻤﺔ ( ﺍﳌﺨﺘﺼﺔ ﰲ ﺇﻧﺘـﺎﺝ‬
‫ﻭﺑﻴﻊ ﻭ ﳒﺎﺭﺓ ﺍﻷﳌﻨﻴﻮﻡ‪ ،‬ﻭﺳﻴﺘﻢ ﺍﻟﺘﻄﺮﻕ ﺇﻟﻴﻬﺎ ﺑﺎﻟﺘﻔﺼﻴﻞ ﰲ ﺍﳌﻄﻠﺐ ﺍﻟﻼﺣﻘﺔ ‪.‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) ‪ ( 11‬ﻣﻜﻮﻧﺎﺕ ﺷﺮﻛﺔ ﻣﻴﺘﺎﻧﻮﻑ‬
‫‪METANOF‬‬
‫‪ALGAL‬‬
‫‪ALZINC‬‬
‫ﺍﳌﺼﺪﺭ ‪ :‬ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ‪.‬‬
‫ﺛﺎﻧﻴﺎ – ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‬
‫ﻟﻸﳌﻨﻴﻮﻡ ‪Société Algérienne de l'Aluminium :ALGAL‬‬
‫‪ ALGAL‬ﻓﺮﻉ ﻣﻦ ﻓﺮﻭﻉ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﻌﺪﺍﻧﺔ ﻭ ﲢﻮﻳﻞ ﺍﳌﻌﺎﺩﻥ ﻏﲑ ﺍﳊﺪﻳﺪﻳﺔ ﻧﺸﺄﺕ ﺑﻌﺪ ﻫﻴﻜﻠﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﻷﻡ‪ ،‬ﺍﻧﻄﻠﻘﺖ ﺃﺷﻐﺎﻝ ﺇﳒﺎﺯﻫﺎ ﰲ ‪ 1983 / 03 / 01‬ﻣﻦ ﻃﺮﻑ ﺷﺮﻛﺔ ﻳﺎﺑﺎﻧﻴﺔ ﻟﻴﺒﺪﺃ ﺍﻹﻧﺘﺎﺝ‬
‫‪‬ﺎ ﰲ ﺳﻨﺔ ‪ 1985‬ﻭﺗﺄﺳﺴﺖ ﺑﻌﺪ ﺫﻟﻚ ﻛﺸﺮﻛﺔ ﺃﺳﻬﻢ ﺍﺑﺘﺪﺍﺀ ﻣﻦ ‪ 1998 / 05 / 24‬ﻳﺒﻠﻎ ﺭﺃﲰﺎﳍﺎ‬
‫ﺍﳉﻤﺎﱄ ‪ 290000000‬ﺩﺝ‪ ،‬ﻭ ﻳﺘﻤﺜﻞ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﺋﻴﺴﻲ ﳍﺎ ﰲ ﺇﻧﺘـﺎﺝ ﻛـﻞ ﺃﻧـﻮﺍﻉ ﳎﻨﺒـﺎﺕ )‬
‫‪ (Profilés‬ﺍﻷﳌﻨﻴﻮﻡ ﻭ ﻳﺘﻢ ﺫﻟﻚ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻭﺣﺪﺓ ‪ EARA‬ﺑﺎﳌﺴﻴﻠﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ‪ :‬ﶈﺔ ﺟﻐﺮﺍﻓﻴﺔ ﻋﻦ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻳﻘﻊ ﺍﳌﻘﺮ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﺸﺮﻛﺔ‬
‫‪ 5‬ﻭﺣﺪﺍﺕ‪:‬‬
‫‪ :EARA‬ﻭ ﺗﻘﻊ ﺑﺎﳌﻨﻄﻘﺔ‬
‫ ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ﺑﺎﳌﺴﻴﻠﺔ‬‫ﺍﻟﺼﻨﺎﻋﻴﺔ ﲟﺪﻳﻨﺔ ﺍﳌﺴﻴﻠﺔ ﻋﻠﻰ ﺑﻌﺪ ‪ 240‬ﻛﻠﻢ ﺷﺮﻕ ﺍﳉﺰﺍﺋﺮ ﺍﻟﻌﺎﺻﻤﺔ ‪ ،‬ﺗﺘﺮﺑﻊ ﻋﻠﻰ ﻣﺴﺎﺣﺔ ﻗﺪﺭﻫﺎ‬
‫‪ 12‬ﻫﻜﺘﺎﺭ ‪ ،‬ﻳﺒﻠﻎ ﺭﺃﲰﺎﳍﺎ ‪ 185000000‬ﺩﺝ ﻣﻘﺴﻤﺔ ﻋﻠﻰ ‪ 1850‬ﺳﻬﻤﺎ ‪.‬‬
‫‪MRA/ORAN‬‬
‫ ﻭﺣﺪﺓ ﺍﻟﻨﺠﺎﺭﺓ ﻭ ﺇﻋﺎﺩﺓ ﺑﻴﻊ ﺍﻷﳌﻨﻴﻮﻡ ﺑﻮﻫﺮﺍﻥ‬‫‪ALGAL‬‬
‫ﺑﺎﻟﺪﺍﺭ ﺍﻟﺒﻴﻀﺎﺀ ﺑﺎﳉﺰﺍﺋﺮ ﺍﻟﻌﺎﺻﻤﺔ ﻭ ﺗﺘﻜﻮﻥ ﺍﻟﺸﺮﻛﺔ ﻣﻦ‬
‫ ﻭﺣﺪﺓ ﺍﻟﻨﺠﺎﺭﺓ ﻭ ﺇﻋﺎﺩﺓ ﺑﻴﻊ ﺍﻷﳌﻨﻴﻮﻡ ﺑﻌﻨﺎﻳﺔ‬‫ ﻭﺣﺪﺓ ﺍﻟﻨﺠﺎﺭﺓ ﻭ ﺇﻋﺎﺩﺓ ﺑﻴﻊ ﺍﻷﳌﻨﻴﻮﻡ ﺑﺎﳉﺰﺍﺋﺮ ﺍﻟﻌﺎﺻﻤﺔ ‪MRA/ALGER‬‬‫‪ -‬ﻭﺣﺪﺓ ﺍﻟﻨﺠﺎﺭﺓ ﻭ ﺇﻋﺎﺩﺓ ﺑﻴﻊ ﺍﻷﳌﻨﻴﻮﻡ ﺑﺎﻟﻐﺰﻭﺍﺕ ‪MRA/GHAZAOUAT‬‬
‫‪MRA/ANNABA‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳌﺪﻳﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﺍﳌﺘﻮﺍﺟﺪﺓ ﺑﺎﻟﺪﺍﺭ ﺍﻟﺒﻴﻀﺎﺀ ﺑﺎﳉﺰﺍﺋﺮ ﺍﻟﻌﺎﺻﻤﺔ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﶈﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻭ ﺩﳝﻐﺮﺍﻓﻴﺔ ﻋﻦ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺗﺘﻜﻮﻥ ﺷﺮﻛﺔ ‪ ALGAL‬ﻣﻦ ‪ 5‬ﻭﺣﺪﺍﺕ‪ -‬ﻛﻤﺎ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻪ ﺳﻠﻔﺎ – ﻭ ﻳﺘﻢ ﺍﻹﻧﺘﺎﺝ ﺑﻮﺣـﺪﺓ‬
‫ﺍﻟﺒﺜﻖ ﻭﺍﻟﺘﻐﻄﻴﺔ ﻭﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ‪ EARA‬ﺑﺎﳌﺴﻴﻠﺔ ﻣﻦ ﺧﻼﻝ ﺻﻨﻊ ﳎﻨﺒﺎﺕ ﺍﻷﳌﻨﻴﻮﻡ ﻭﺫﻟﻚ ﻣـﻦ‬
‫ﺧﻼﻝ ﺃﺳﻄﻮﺍﻧﺎﺕ ﻭﺳﺒﺎﺋﻚ ﺍﻷﳌﻨﻴﻮﻡ ﺍﳋﺎﻡ ﺍﳌﺴﺘﻮﺭﺩﺓ ﻣﻦ ﻣﺼﺮ ﻭ ﺃﺳﺒﺎﻧﻴﺎ ﻭ ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺘﺤﺪﺓ‬
‫ﻭﻛﺬﻟﻚ ﺍﳌﻨﺘﺠﺔ ﻣﻦ ﻃﺮﻑ ﺍﳌﺼﻨﻊ ﻧﻔﺴﻪ ﻣﻦ ﺧﻼﻝ ﺇﻋﺎﺩﺓ ﺗﺬﻭﻳﺐ ﻓﻀﻼﺕ ﺃﻭ ﺍﻟﻘﻄﻊ ﺍﳌﺘﺒﻘﻴـﺔ ﻣـﻦ‬
‫ﳒﺎﺭﺓ ﺍﻷﳌﻨﻴﻮﻡ‪.‬‬
‫ﻭ ﻳﺘﻢ ﺍﻹﻧﺘﺎﺝ ﰲ ‪ 05‬ﻭﺭﺷﺎﺕ ﺃﺳﺎﺳﻴﺔ ‪-:‬‬
‫– ﻭﺭﺷﺔ ﺍﻟﺒﺜﻖ ) ‪ (A.Extrusion‬ﺗﻘﻮﻡ ﺑﺼﻨﺎﻋﺔ ﳎﻨﺒﺎﺕ ﻣﻨﺒﺜﻘﺔ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﺳﻄﻮﺍﻧﺎﺕ ﺍﻷﳌﻨﻴﻮﻡ‬
‫ﻃﺎﻗﺘﻬﺎ ﺍﻹﻧﺘﺎﺟﻴﺔ ‪5500‬ﻃﻦ ﺍﻟﺴﻨﺔ‪.‬‬
‫ﻭﺭﺷﺔ ﺍﻟﺘﻐﻄﻴﺔ ) ‪ : (A.Anodisation‬ﺗﻘﻮﻡ ﻭﺭﺷﺔ ﺍﻷﻧﻮﺩﺓ ﺑﺘﻄﻮﻳﺮ ﺧﺼﺎﺋﺺ ﺍﳌﺴﺎﺣﺎﺕ ﻋـﻦ‬‫ﻃﺮﻳﻖ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ ﻭﺭﺷﺔ ﺍﻟﺘﻠﻮﻳﻦ ) ‪ :(A. Coloration‬ﺗﻘﻮﻡ ﺑﺘﻠﻮﻳﻦ ﺍ‪‬ﻨﺒﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣـﻦ‬‫ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺃﻟﻮﺍﻥ ﻣﻘﺎﻭﻣﺔ ﻟﻠﻀﻮﺀ ﻭﺍﻟﺘﻘﻠﺒﺎﺕ ﺍﳊﺮﺍﺭﻳﺔ )ﺍﳉﻮﻳﺔ(‬
‫ ﻭﺭﺷﺔ ﺍﻟﺪﻫﻦ ) ‪ :(A. Laquage‬ﻭﺗﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺬﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﺴﺎﻛﻦ‪.‬‬‫ ﻭﺭﺷﺔ ﺍﻟﺘﺬﻭﻳﺐ ) ‪ (A. Refonte‬ﻭﺗﻘﻮﻡ ﺑﺈﻧﺘﺎﺝ ﺍﺳﻄﻮﺍﻧﺎﺕ ﺍﻷﳌﻨﻴﻮﻡ ﻣﻦ ﺧـﻼﻝ ﺍﻷﳌﻨﻴـﻮﻡ‬‫ﺍﳌﺴﺘﺮﺟﻊ ﻭﺳﺒﺎﺋﻚ ﺍﻷﳌﻨﻴﻮﻡ ﺍﳋﺎﻡ‪.‬‬
‫ﻭﺗﻘﻮﻡ ﺍﻟﺸﺮﻛﺔ ﺑﺈﻧﺘﺎﺝ ﺗﺸﻜﻴﻠﺔ ﻣﻦ ﺍﳌﻨﺘﺠﺎﺕ ﻫﻲ ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬
‫‪Profilés aluminium nus‬‬
‫ ﺍ‪‬ﻨﺒﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ‬‫‪Profilés aluminium anodisés‬‬
‫ ﺍ‪‬ﻨﺒﺎﺕ ﺍﳌﻐﻄﺎﺓ‬‫‪Profilés colorés‬‬
‫ ﺍ‪‬ﻨﺒﺎﺕ ﺍﳌﻠﻮﻧﺔ‬‫‪Profilés laqués‬‬
‫ﺍ‪‬ﻨﺒﺎﺕ ﺍﳌﺪﻫﻮﻧﺔ ) ﺍﳌﱪﻧﻘﺔ (‪.‬‬‫‪Profilés standards et divers‬‬
‫ﺃﻧﺎﺑﻴﺐ ﺍﻷﳌﻨﻴﻮﻡ ﻭﻣﻨﺘﺠﺎﺕ ﳐﺘﻠﻔﺔ‬‫ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺣﺪﺓ ‪ EARA‬ﻓﺈﻥ ﺷﺮﻛﺔ ‪ ALGAL‬ﺗﺘﻜﻮﻥ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﻭﺣﺪﺍﺕ ﺇﻋـﺎﺩﺓ‬
‫ﺑﻴﻊ ﻭﳒﺎﺭﺓ ﺍﻷﳌﻨﻴﻮﻡ ‪ MRA‬ﺍﻟﱵ ﺫﻛﺮﻧﺎﻫﺎ ﺳﺎﺑﻘﺎ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) ‪ ( 12‬ﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﻜﻮﻧﺔ ﻟﺸﺮﻛﺔ ‪ALGAL‬‬
‫‪ALGAL‬‬
‫‪MRA/ALGER‬‬
‫‪EARA/‬‬
‫‪M'sila‬‬
‫‪MRA/ORAN‬‬
‫‪MRA/ANN‬‬
‫‪ABA‬‬
‫‪MRA/GHA‬‬
‫‪ZAOUAT‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﻦ ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫‪‬ﺪﻑ ﺷﺮﻛﺔ ‪ ALGAL‬ﲟﺎ ﻓﻴﻬﺎ ﻭﺣﺪﺍﺕ ‪ MRA‬ﺇﱃ‪:‬‬
‫ ﺗﺮﻗﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﳎﻨﺒﺎﺕ ﺍﻷﳌﻨﻴﻮﻡ‪.‬‬‫‬‫‬‫‬‫‪-‬‬
‫ﺗﺮﻗﻴﺔ ﻧﺸﺎﻁ ﳒﺎﺭﺓ ﺍﻷﳌﻨﻴﻮﻡ‪.‬‬
‫ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻟﺴﻮﻕ ﺍﶈﻠﻴﺔ ﻣﻦ ﻣﻨﺘﺠﺎﺕ ﺍﻷﳌﻨﻴﻮﻡ‪.‬‬
‫ﲢﻘﻴﻖ ﺍﻷﺭﺑﺎﺡ ﻭﺗﻄﻮﻳﺮ ﺍﳌﺆﺳﺴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﻟﺜﺮﻭﺓ ﺍﻟﻮﻃﻨﻴﺔ‪.‬‬
‫ﲢﻘﻴﻖ ﺍﻟﻔﺎﺋﺾ ﺍﻹﻧﺘﺎﺟﻲ ﻭﺗﺼﺪﻳﺮ ﺍﳌﻨﺘﺠﺎﺕ ﺇﱃ ﺍﳋﺎﺭﺝ ﻹﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﳌﺴﺘﻬﻠﻚ ﺍﻟﺪﻭﱄ‪.‬‬
‫ﺃﻭﻻ‪ :‬ﺗﻨﻈﻴﻢ ﺷﺮﻛﺔ ‪:ALGAL‬‬
‫ﺗﺘﻜﻮﻥ ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ ﻣﻦ‪:‬‬
‫ ﺍﳌﺪﻳﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺸﺮﻛﺔ‪.‬‬‫ ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ‪EARA‬‬‫‪ -‬ﺷﺒﻜﺔ ﺍﻟﺘﻮﺯﻳﻊ ) ﻭﺣﺪﺍﺕ ‪( MRA‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻭﻳﺘﻢ ﺗﻮﺿﻴﺢ ﺫﻟﻚ ﰲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﺭﻗﻢ ) ‪: ( 13‬‬
‫ﺷﺮﻛﺔ ﺃﻟﻘﺎﻝ‬
‫ﺷﺒﻜﺔ ﺍﻟﺘﻮﺯﻳﻊ‬
‫‪MRA/ORAN‬‬
‫‪MRA/ALGER‬‬
‫ﻭﺣﺪﺓ ‪EARA‬‬
‫‪MRA/ANNABA‬‬
‫ﻣﻘﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‬
‫‪MRA/GHAZAOUAT‬‬
‫ﺍﳌﺼﺪﺭ‪Manuel d'organisation de ALGAL :‬‬
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‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) ‪ :( 14‬ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺸﺮﻛﺔ ‪ALGAL‬‬
‫ﺍﳌﺪﻳﺮ ﺍﻟﻌﺎﻡ‬
‫ﺍﳌﺮﺍﺟﻊ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﺍﻷﻣﺎﻧﺔ‬
‫ﺍﳌﺴﺎﻋﺪ ﺍﻟﺘﻘﲏ‬
‫ﺍﳌﺴﺎﻋﺪ ﺍﳌﻜﻠﻒ ﺑﺸﺒﻜﺔ‬
‫ﺍﻟﺘﻮﺯﻳﻊ‬
‫ﻣﺼﻠﺤﺔ ﺍﻹﻋﻼﻡ ﺍﻵﱄ‬
‫‪MRA‬‬
‫ﻭﻫﺮﺍﻥ‬
‫‪MRA‬‬
‫ﻋﻨﺎﺑﺔ‬
‫‪MRA‬‬
‫ﺍﳉﺰﺍﺋﺮ‬
‫‪MRA‬‬
‫ﺍﻟﻐﺰﻭﺍﺕ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﳌﺮﻛﺰﻳﺔ ﻟﻠﺘﻤﻮﻳﻦ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺩﺍﺋﺮﺓ ﺍﻟﺘﺴﻮﻳﻖ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﺩﺍﺋﺮﺓ ﺍﳋﺰﻳﻨﺔ ﻭﺍﳌﺎﻟﻴﺔ‬
‫ﻭﺍﳌﻴﺰﺍﻧﻴﺔ‬
‫ﻣﺼﻠﺤﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﺩﺍﺋﺮﺓ ﺍﻟﺘﻤﻮﻳﻦ‬
‫ﺩﺍﺋﺮﺓ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﶈﺎﺳﺒﻴﺔ ﻭﺍﳉﺒﺎﺋﻴﺔ‬
‫ﻟﻠﺘﻜﻮﻳﻦ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‬
‫ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‬
‫ﻣﺼﻠﺤﺔ ﺍﶈﺎﺳﺒﺔ‬
‫ﺍﳌﺼﺪﺭ ‪.Manuel d'organisation ALGAL :‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺗﻨﻈﻴﻢ ﻭﺣﺪﺓ‬
‫‪:EARA‬‬
‫ﺗﺘﻜﻮﻥ ﻭﺣﺪﺓ ‪ EARA‬ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﻭﺍﺋﺮ ) ‪ (Département‬ﻭﺍﳌﺼﺎﱀ ﺍﳌﺴﺎﻋﺪﺓ ﻛﻤﺎ ﻳﻮﺿﺤﻪ‬
‫ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪.‬‬
‫‪-1‬ﺍﳍﻴﺌﺎﺕ ﺍﳌﺴﺎﻋﺪﺓ ‪ :‬ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬
‫ﺍﻷﻣﺎﻧﺔ‬‫ ﻣﺴﺎﻋﺪ ﺍﻷﻣﻦ ﺍﻟﺼﻨﺎﻋﻲ ﻭﺍﻟﺒﻴﺌﺔ ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﻷﻣﻦ ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﻹﻋﻼﻡ ﺍﻵﱄ ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﻣﺮﺍﻗﺒﺔ ﺍﻟﻨﻮﻋﻴﺔ ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺿﻤﺎﻥ ﺍﻟﻨﻮﻋﻴﺔ ‪.‬‬‫‪ -‬ﻣﺼﻠﺤﺔ ﺍﳌﻨﺎﺭﻏﺎﺕ‬
‫‪ -2‬ﺩﺍﺋﺮﺓ ﺍﳌﺴﺘﺨﺪﻣﲔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺸﺆﻭﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪:‬‬
‫ﻭﺗﻀﻢ ﻣﺼﻠﺤﺘﲔ ﳘﺎ‪:‬‬
‫ ﻣﺼﻠﺤﺔ ﺍﳌﺴﺘﺨﺪﻣﲔ ﻭﺍﻟﺘﻜﻮﻳﻦ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺸﺆﻭﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬‫‪-3‬ﺩﺍﺋﺮﺓ ﺍﶈﺎﺳﺒﺔ ﻭﺍﳌﺎﻟﻴﺔ ‪:‬‬
‫ﻭﺗﻀﻢ ﺃﺭﺑﻊ ﻣﺼﺎﱀ ‪:‬‬
‫ ﻣﺼﻠﺤﺔ ﺍﻟﺸﺮﺍﺀ ﻭﺍﻟﺰﺑﺎﺋﻦ ﻭﺍﻻﺳﺘﺜﻤﺎﺭ ﻭﺍﳌﺴﺘﺨﺪﻣﲔ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﳌﻮﺍﺩ ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﻟﺒﻴﻊ ﻭ ﺍﻟﺰﺑﺎﺋﻦ ‪.‬‬‫‪ -‬ﻣﺼﻠﺤﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺎﻟﻴﺔ ‪.‬‬
‫‪-4‬ﺩﺍﺋﺮﺓ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻭﺍﳌﺎﻟﻴﺔ ‪:‬‬
‫ﻭﺗﻀﻢ ﻣﺼﻠﺤﺘﲔ ‪:‬‬
‫ ﻣﺼﻠﺤﺔ ﺍﳋﺰﻳﻨﺔ ﻭﺍﳌﺎﻟﻴﺔ ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻭﻣﺮﺍﻗﺒﺔ ﺍﻟﺘﺴﻴﲑ ‪.‬‬‫‪100‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫‪ -5‬ﺩﺍﺋﺮﺓ ﺍﻟﺘﻤﻮﻳﻦ ‪:‬‬
‫ﻭﺗﻀﻢ ﻣﺼﻠﺤﺔ ﻭﺍﺣﺪﺓ ﺗﺘﻤﺜﻞ ﰲ ﻣﺼﻠﺤﺔ ﺍﻟﺸﺮﺍﺀ ‪.‬‬
‫‪ -6‬ﺩﺍﺋﺮﺓ ﺍﻟﺘﺠﺎﺭﺓ ‪:‬‬
‫ﻭﺗﺘﻜﻮﻥ ﻣﻦ ﺃﺭﺑﻊ ﻣﺼﺎﱀ ﻫﻲ‪:‬‬
‫‬‫‬‫‬‫‪-‬‬
‫ﻣﺼﻠﺤﺔ ﺍﻟﺒﻴﻊ ‪.‬‬
‫ﻣﺼﻠﺤﺔ ﺍﻟﺮﺯﻡ ﻭﺍﻹﺭﺳﺎﻝ ‪.‬‬
‫ﻣﺼﻠﺤﺔ ﳒﺎﺭﺓ ﺍﻷﳌﻨﻴﻮﻡ ‪.‬‬
‫ﻣﺼﻠﺤﺔ ﺍﻟﱪﳎﺔ ﻭﻣﺘﺎﺑﻌﺔ ﺍﳌﻨﺘﻮﺝ ‪.‬‬
‫‪ -7‬ﺩﺍﺋﺮﺓ ﺍﻟﺼﻴﺎﻧﺔ ‪:‬‬
‫ﺗﻀﻢ ﺩﺍﺋﺮﺓ ﺍﻟﺼﻴﺎﻧﺔ ﲬﺲ ﻣﺼﺎﱀ ‪:‬‬
‫ ﻣﺼﻠﺤﺔ ﺍﳌﻴﻜﺎﻧﻴﻚ ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﻟﻜﻬﺮﺑﺎﺀ ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﻟﻀﺒﻂ ﻭﺍﻟﻘﻴﺎﺱ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺗﺴﻴﲑ ﺍﳌﺨﺰﻭﻥ ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻜﻴﻔﻴﺔ ‪.‬‬‫‪ -8‬ﺩﺍﺋﺮﺓ ﺍﻟﻌﺪﺍﻧﺔ ‪:‬‬
‫ﻭﺗﻀﻢ ﺛﻼﺛﺔ ﻣﺼﺎﱀ ﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ ﻣﺼﻠﺤﺔ ﺍﻟﺘﺬﻭﻳﺐ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺗﺼﺤﻴﺢ ﺍﻟﻔﺮﻭﻉ‪.‬‬‫‪ -‬ﻣﺼﻠﺤﺔ ﺍﻟﺒﺜﻖ ‪.‬‬
‫‪ -9‬ﺩﺍﺋﺮﺓ ﻣﻌﺎﳉﺔ ﺍﻟﺴﻄﻮﺡ‪:‬‬
‫ﺗﺘﻜﻮﻥ ﺩﺍﺋﺮﺓ ﻣﻌﺎﳉﺔ ﺍﻟﺴﻄﻮﺡ ﻣﻦ ‪:‬‬
‫ ﻣﺼﻠﺤﺔ ﺍﻟﺘﻐﻄﻴﺔ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﻣﻌﺎﳉﺔ ﺍﳌﻴﺎﻩ‪.‬‬‫ ﻣﺼﻠﺤﺔ ﺍﻟﻄﻼﺀ‬‫‪101‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻮﺣﺪﺓ ‪:EARA‬‬
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‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫ﺭﺍﺑﻌﺎ ‪ :‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻮﺣﺪﺓ ‪:EARA‬‬
‫ﺗﻮﻇﻒ ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ‪ 276‬ﻋﺎﻣﻼ ﻭ ﺫﻟﻚ ﺣﺴﺐ ﺇﺣـﺼﺎﺋﻴﺎﺕ ﺷـﻬﺮ‬
‫ﺩﻳﺴﻤﱪ ‪ 2005‬ﻣﻮﺯﻋﲔ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﻷﻗﺴﺎﻡ ﻭ ﺍﻟﻮﻇﺎﺋﻒ ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ ﰲ ﺍﳉﺪﻭﻝ ﺃﺩﻧﺎﻩ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 04‬ﺗﻮﺯﻳﻊ ﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﻟﺪﻭﺍﺋﺮ ‪:‬‬
‫ﺍﻷﻗﺴﺎﻡ ﻗـــﺴﻢ ﺍﻹﻧﺘـــﺎﺝ ﻭﻇﺎﺋﻒ ﺍﻟﺪﻋﻢ ﺍﻟـﺘﻘﲏ ﺍﻟﻮﻇــﺎﺋﻒ ﺍﻹﺩﺍﺭﻳــﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴــﺔ ﺍ‪‬ﻤﻮﻉ‬
‫)ﻋﺪﺍﻧﺔ‪+.‬ﻣﻌﺎﳉﺔﺍﻟﺴﻄﻮﺡ( )ﺻﻴﺎﻧﺔ‪+‬ﲡﺎﺭﺓ‪+‬ﲤﻮﻳﻦ( ﺍﳌﺪﻳﺮﻳﺔ‪+‬ﺍﳌﺴﺘﺨﺪﻣﲔ‪+‬ﻣﺎﻟﻴﺔ‪+‬ﳏﺎﺳﺒﺔ‪+‬ﺍﻷﻣﻦ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫‪06‬‬
‫ﺍﻟﻔﺌﺎﺕ ﺍﻟﺴﻮﺳﻴﻮﻣﻬﻨﻴﺔ‬
‫ﺇﻃﺎﺭﺍﺕ‬
‫ﺃﻋـــﻮﺍﻥ ﲢﻜـــﻢ ‪30‬‬
‫‪Maîtrise‬‬
‫‪63‬‬
‫ﺗﻨﻔﻴﺬ‬
‫‪99‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪%‬‬
‫‪13.63‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫‪18‬‬
‫‪%‬‬
‫‪40.90‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫‪20‬‬
‫‪%‬‬
‫‪25.31‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ ‪%‬‬
‫‪15.34‬‬
‫‪44‬‬
‫‪40‬‬
‫‪26‬‬
‫‪34.66‬‬
‫‪19‬‬
‫‪24.05‬‬
‫‪75‬‬
‫‪27.17‬‬
‫‪40.12‬‬
‫‪54‬‬
‫‪34.39‬‬
‫‪40‬‬
‫‪50.69‬‬
‫‪157‬‬
‫‪56.88‬‬
‫‪35.86‬‬
‫‪98‬‬
‫‪35.50‬‬
‫‪79‬‬
‫‪28.62‬‬
‫‪276‬‬
‫‪100‬‬
‫ﺷﻬﺮ‪ :‬ﺩﻳﺴﻤﱪ ‪2005‬‬
‫ﺍﳌﺼﺪﺭ‪ :‬ﻣﺼﻠﺤﺔ ﺍﳌﺴﺘﺨﺪﻣﲔ ﻭﺍﻟﺘﻜﻮﻳﻦ‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 05‬ﺗﻮﺯﻳﻊ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻌﻴﻨﺔ ﰲ ﳐﺘﻠﻒ ﺃﻗﺴﺎﻡ ﺍﳌﺆﺳﺴﺔ ﻭﻓﻖ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌـﺸﻮﺍﺋﻴﺔ ﺍﻟﻄﺒﻘﻴـﺔ‬
‫ﺍﻟﺘﻨﺎﺳﺒﻴﺔ‪:‬‬
‫ﺍﻟﻔﺌﺎﺕ ﺍﻟﺴﻮﺳﻴﻮﻣﻬﻨﻴﺔ‬
‫ﺇﻃﺎﺭﺍﺕ‬
‫ﺍﻷﻗﺴﺎﻡ‬
‫ﺍﻹﻧﺘﺎﺝ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫‪02‬‬
‫ﺃﻋﻮﺍﻥ ﲢﻜﻢ ‪10 Maîtrise‬‬
‫‪21‬‬
‫ﺗﻨﻔﻴﺬ‬
‫‪33‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫ﺍﻟﺪﻋﻢ ﺍﻟﺘﻘﲏ‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ‬
‫‪%‬‬
‫‪06.06‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫‪06‬‬
‫‪%‬‬
‫‪18.18‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫‪07‬‬
‫‪%‬‬
‫‪26.92‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫‪15‬‬
‫‪%‬‬
‫‪16.30‬‬
‫‪30.30‬‬
‫‪9‬‬
‫‪27.27‬‬
‫‪06‬‬
‫‪23.07‬‬
‫‪25‬‬
‫‪27.17‬‬
‫‪63.63‬‬
‫‪18‬‬
‫‪54.54‬‬
‫‪13‬‬
‫‪50‬‬
‫‪52‬‬
‫‪56.52‬‬
‫‪100‬‬
‫‪33‬‬
‫‪100‬‬
‫‪26‬‬
‫‪100‬‬
‫‪92‬‬
‫‪100‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺃﻥ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﲤﺜﻞ ﺛﻠﺚ ﺍ‪‬ﺘﻤﻊ ﺃﻱ ‪ 92‬ﻋﺎﻣﻼ ﻣﻦ ﳎﻤﻮﻉ ‪276‬‬
‫ﻋﺎﻣﻼ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻓﻖ ﺇﺣﺼﺎﺋﻴﺎﺕ ﺷﻬﺮ ﺩﻳﺴﻤﱪ ‪ 2005‬ﳝﺜﻠﻮﻥ ﳐﺘﻠﻒ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺴﻮﺳﻴﻮ ﻣﻬﻨﻴﺔ ﻣﻦ‬
‫ﺇﻃﺎﺭﺍﺕ ‪ ،‬ﺃﻋﻮﺍﻥ ﲢﻜﻢ )‪ ( Agents Maîtrises‬ﻭﻋﻤﺎﻝ ﺗﻨﻔﻴﺬﻳﲔ ﻣﻮﺯﻋﻮﻥ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ‬
‫ﺭﺋﻴﺴﻴﺔ ﻛﻞ ﻗﺴﻢ ﳛﺘﻮﻱ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﻭﺍﺋﺮ ) ﺍﻷﻗﺴﺎﻡ ( ﻓﻨﺠﺪ ﻗﺴﻢ ﺍﻹﻧﺘﺎﺝ ﻳﻀﻢ ﺩﺍﺋﺮﰐ‬
‫ﺍﻟﻌﺪﺍﻧﺔ ﻭﻣﻌﺎﳉﺔ ﺍﻟﺴﻄﻮﺡ ) ﻗﺴﻢ ﺍﻹﻧﺘﺎﺝ ‪ 1‬ﻭ ﻗﺴﻢ ﺍﻹﻧﺘﺎﺝ ‪ ، (2‬ﻓﻴﻤﺎ ﺗﻀﻢ ﻭﻇﺎﺋﻒ ﺍﻟﺪﻋﻢ ﺍﻟﺘﻘﲏ‬
‫ﻛﻞ ﻣﻦ‪:‬ﺩﺍﺋﺮﺓ ﺍﻟﺘﻤﻮﻳﻦ ‪ ،‬ﺩﺍﺋﺮﺓ ﺍﻟﺘﺠﺎﺭﺓ ‪ ،‬ﺩﺍﺋﺮﺓ ﺍﻟﺼﻴﺎﻧﺔ ‪ ،‬ﺃﻣﺎ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻹﺩﺍﺭﻳﺔ ﻓﺘﻀﻢ ‪ :‬ﻣﺪﻳﺮﻳﺔ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﻟﻮﺣﺪﺓ ‪ ،‬ﺩﺍﺋﺮﺓ ﺍﳌﺴﺘﺨﺪﻣﲔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺸﺆﻭﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪ ،‬ﺩﺍﺋﺮﺓ ﺍﶈﺎﺳﺒﺔ ﻭ ﺍﳌﺎﻟﻴﺔ ﻭﺩﺍﺋﺮﺓ‬
‫ﺍﳌﺎﻟﻴﺔ ﻭﺍﳌﻴﺰﺍﻧﻴﺔ ‪.‬‬
‫ﻭﻗﺪ ﰎ ﺗﻮﺯﻳﻊ ‪ 88‬ﺍﺳﺘﻤﺎﺭﺓ ﻣﻦ ﳎﻤﻮﻉ ‪ 92‬ﺍﺳﺘﻤﺎﺭﺓ‪ ،‬ﻭﺍﻟﺒﺎﻗﻲ ‪ 04‬ﺍﺳﺘﻤﺎﺭﺍﺕ ﱂ ﻧﺘﻤﻜﻦ ﻣـﻦ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱄ ﺍﳌﺴﺘﺠﻮﺑﲔ ﺍﳌﻌﻨﻴﲔ ﻭﻫﻢ ‪ 03‬ﻋﻤﺎﻝ ﺗﻨﻔﻴﺬﻳﲔ ﻣﻦ ﻗﺴﻢ ﺍﻟﺼﻴﺎﻧﺔ ﻻﻧﺸﻐﺎﻝ ﺃﻏﻠﺐ ﻫـﺆﻻﺀ‬
‫ﺍﻟﻌﻤﺎﻝ ﺑﺄﻋﻤﺎﻝ ﺻﻴﺎﻧﺔ ﰲ ﺍﻟﻮ ﺭﺷﺎﺕ ﻭﺫﻟﻚ ﻃﻴﻠﺔ ﻓﺘﺮﺓ ﺗﻮﺍﺟﺪﻧﺎ ﺑﺎﳌﺆﺳﺴﺔ ﻭﺍﻟﱵ ﺩﺍﻣـﺖ ‪ 16‬ﻳﻮﻣـﺎ‬
‫ﻭﻋﺎﻣﻞ ﺑﻘﺴﻢ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﱂ ﻧﺘﻤﻜﻦ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱄ ﺍﺳﺘﺠﻮﺍﺑﻪ ﻟﺮﻓﺾ ﺭﺋﻴﺲ ﺍﻟﻘـﺴﻢ ﺍﺳـﺘﺠﻮﺍﺑﻪ‬
‫ﲝﺠﺔ ﺃﻧﻪ ﺟﺪﻳﺪ ﻭﻻ ﺧﱪﺓ ﻟﻪ ﻋﻦ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﻛﻞ ﺍﻻﺳﺘﻤﺎﺭﺍﺕ ﺍﳌﻮﺯﻋﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺤﻠﻴﻞ ﻧﻈـﺮﺍ‬
‫ﻻﻋﺘﻤﺎﺩﻧﺎ ﺃﺳﻠﻮﺏ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺑﺎﳌﻘﺎﺑﻠﺔ ﻣﻊ ﺟﻞ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ‪.‬‬
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‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﲢﻠﻴﻞ ﳏﺎﻭﺭ ﺍﻻﺳﺘﻤﺎﺭﺓ ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﳏﻮﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ‪:‬‬
‫ ﺍﻟﺴﻦ ‪:‬‬‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 06‬ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﻟﺴﻦ ‪:‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪00‬‬
‫‪% 00‬‬
‫ﻣﻦ ‪ 20‬ﺇﱃ ‪ 30‬ﺳﻨﺔ‬
‫‪09‬‬
‫‪% 10.22‬‬
‫ﻣﻦ ‪ 31‬ﺇﱃ ‪ 40‬ﺳﻨﺔ‬
‫‪33‬‬
‫‪% 37.5‬‬
‫ﻣﻦ ‪ 41‬ﺇﱃ ‪ 50‬ﺳﻨﺔ‬
‫‪41‬‬
‫‪% 46.59‬‬
‫ﺃﻛﺜﺮ ﻣﻦ ‪ 51‬ﺳﻨﺔ‬
‫‪05‬‬
‫‪% 05.68‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺍﻟﻔﺌﺎﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺃﻗﻞ ﻣﻦ ‪ 20‬ﺳﻨﺔ‬
‫ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 46.59‬ﺗﺘﺮﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻢ ﺑﲔ‬
‫‪ 41‬ﻭ ‪ 50‬ﺳﻨﺔ ‪ ،‬ﻛﻤﺎ ﺃﻥ ‪ % 37.5‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺗﺘﺮﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻢ ﻣﺎ ﺑﲔ ‪ 31‬ﻭ ‪ 40‬ﻭﻫﺬﺍ‬
‫ﻳﻌﲏ ﺃﻥ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻈﻤﻰ ﻷﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ %84.09‬ﺗﺘﺮﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻢ ﺑﲔ ‪ 31‬ﻭ ‪ 50‬ﺳﻨﺔ ﻭﻫﺬﺍ‬
‫ﻫﻮ ﺍﻟﺴﻦ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻓﻴﻪ ﺍﻟﻔﺮﺩ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺍﻟﻌﻄﺎﺀ ﻭﻳﺘﻤﻴﺰ ﺑﻨﻀﺞ ﻓﻜﺮﻱ ﻳﻜﻮﻥ ﰲ ﺻﺎﱀ ﺍﳌﺆﺳﺴﺔ‬
‫ﻛﻤﺎ ﻳﻘﻞ ﻣﻌﺪﻝ ﺗﺮﻛﻪ ﻟﻠﺨﺪﻣﺔ ﻭﻣﻌﺪﻝ ﻏﻴﺎﺑﻪ ﻭﺫﻟﻚ ﳊﺮﺻﻪ ﻋﻠﻰ ﻋﻤﻠﻪ ﻭﻋﺪﻡ ﺗﻔﺮﻳﻄﻪ ﻓﻴﻪ ﻭﻳﺰﻳﺪ‬
‫ﺭﺿﺎﺅﻩ ﻋﻦ ﻋﻤﻠﻪ ﺇﺿﺎﻓﺔ ﺇﱃ ﺯﻳﺎﺩﺓ ﺇﻧﺘﺎﺟﻴﺘﻪ ﻭﻛﻔﺎﺀﺓ ﺃﺩﺍﺋﻪ ﺑﺴﺒﺐ ﺯﻳﺎﺩﺓ ﺧﱪﺗﻪ ﺇﻻ ﺃﻥ ﺗﻘﺪﻡ ﻋﻤﺮ ﺍﻟﻔﺮﺩ‬
‫ﻗﺪ ﻳﺆﺩﻱ ﺇﱃ ﺿﻌﻒ ﺃﺩﺍﺋﻪ ﻟﻌﻤﻠﻪ ﻭﻗﻠﺔ ﺇﻧﺘﺎﺟﻴﺘﻪ ﻭﻫﺬﺍ ﻣﺎ ﺃﺟﺎﺏ ﺑﻪ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺬﻳﻦ ﲡﺎﻭﺯﺕ‬
‫ﺃﻋﻤﺎﺭﻫﻢ ‪ 50‬ﺳﻨﺔ ‪.‬‬
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‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫ ﺍﳉﻨﺲ ‪:‬‬‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ : ( 07‬ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﳉﻨﺲ ‪:‬‬
‫ﺍﳉﻨﺲ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬
‫‪82‬‬
‫‪% 93.18‬‬
‫ﺇﻧﺎﺙ‬
‫‪06‬‬
‫‪% 06.82‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺫﻛﻮﺭ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻧﻼﺣﻆ ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ﻧﺴﺒﺔ ﺍﻟﺬﻛﻮﺭ ﰲ ﺍﻟﻌﻴﻨﺔ ﻛﺎﻧﺖ ‪ %93.18‬ﺑﻴﻨﻤﺎ ﻧﺴﺒﺔ ﺍﻹﻧﺎﺙ‬
‫ﻛﺎﻧﺖ ‪ % 6.82‬ﺇﻻ ﺃﻧﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﻭﺍﺿﺤﺔ ﰲ ﻛﻔﺎﺀﺓ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‬
‫ﺑﲔ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﺇﻻ ﺃﻥ ﺍﻟﻔﺮﻕ ﻳﻜﻮﻥ ﰲ ﻣﻌﺪﻻﺕ ﺍﻟﻐﻴﺎﺏ ﻭﺍﻟﺘﺄﺧﺮ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺮﺃﺓ ﺃﻛﺜﺮ ﻣﻨﻬﺎ‬
‫ﻟﻠﺮﺟﻞ‪ ،‬ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺇﱃ ﺍﺿﻄﻼﻉ ﺍﳌﺮﺃﺓ ﲟﺴﺆﻭﻟﻴﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺗﺘﻤﺜﻞ ﰲ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺒﻴﺖ ﻭﺭﻋﺎﻳﺔ‬
‫ﺍﻷﺑﻨﺎﺀ ﺧﺎﺻﺔ ﻭﺃﻥ ﺃﻏﻠﺐ ﺍﻟﻨﺴﺎﺀ ﺍﳌﺴﺘﺠﻮﺑﺎﺕ ﰲ ﺍﳌﺆﺳﺴﺔ ﻛﻦ ﻣﺘﺰﻭﺟﺎﺕ ﻟﻜﻨﻬﻦ ﳝﺜﻠﻦ ﻧﺴﺒﺔ ﻗﻠﻴﻠﺔ ﺃﻱ‬
‫ﺃﻥ ﺃﻏﻠﺐ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻌﻴﻨﺔ ﺫﻛﻮﺭ ﳑﺎ ﳝﺜﻞ ﻧﻘﻄﺔ ﻗﻮﺓ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫‪ -‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 08‬ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ‪:‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ‬
‫ﺍﻟﻔﺌﺎﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﻏﲑ ﻣﺘﻤﺪﺭﺱ‬
‫‪02‬‬
‫‪% 02.27‬‬
‫ﺍﻟﻜﺘﺎﺗﻴﺐ‬
‫‪05‬‬
‫‪% 05.68‬‬
‫ﺍﺑﺘﺪﺍﺋﻲ‬
‫‪18‬‬
‫‪% 20.45‬‬
‫ﻣﺘﻮﺳﻂ‬
‫‪25‬‬
‫‪% 28.40‬‬
‫ﺛﺎﻧﻮﻱ‬
‫‪24‬‬
‫‪% 27.27‬‬
‫ﺟﺎﻣﻌﻲ‬
‫‪13‬‬
‫‪% 14.77‬‬
‫ﺩﺭﺍﺳﺎﺕ ﻋﻠﻴﺎ‬
‫‪01‬‬
‫‪% 1.13‬‬
‫ﻣﻬﲏ‬
‫‪01‬‬
‫‪% 1.13‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫‪106‬‬
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‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻧﺴﺒﺔ ‪ % 28.4‬ﺃﻱ ‪ 25‬ﻓﺮﺩﺍ ﻳﻨﺤﺼﺮ ﻣﺴﺘﻮﺍﻫﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺑﲔ‬
‫ﻏﲑ ﻣﺘﻤﺪﺭﺱ ﻭﺍﺑﺘﺪﺍﺋﻲ ﻭﻛﺘﺎﺗﻴﺐ ﺑﻴﻨﻤﺎ ﻧﺴﺒﺔ ‪ % 56.80‬ﻭﻫﻲ ﺗﺸﻜﻞ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺃﻱ ‪ 50‬ﻓﺮﺩﺍ‬
‫ﻣﺴﺘﻮﺍﻫﻢ ﻣﺘﻮﺳﻂ ﺃﻭ ﺛﺎﻧﻮﻱ ﺃﻭ ﻣﻬﲏ ﻭﺗﺸﻜﻞ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﺭﺅﺳﺎﺀ ﺍﻟﻮﺭﺷﺎﺕ ‪ ،‬ﺭﺅﺳﺎﺀ ﺍﻟﻔﺼﺎﺋﻞ‪،‬ﺭﺅﺳﺎﺀ‬
‫ﺍﻟﻔﺮﻕ ‪ ،‬ﺍﻟﻌﻤﺎﻝ ﺍﻟﺘﻘﻨﻴﲔ ﻭﺃﻋﻮﺍﻥ ﺍﻹﺩﺍﺭﺓ ‪.‬‬
‫ﺑﻴﻨﻤﺎ ﳒﺪ ﻧﺴﺒﺔ ‪ % 15.9‬ﻣﺴﺘﻮﺍﻫﻢ ﺟﺎﻣﻌﻲ ‪ ،‬ﻭﺗﺸﻜﻞ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﺇﻃﺎﺭﺍﺕ ﻛﺮﺋﻴﺲ ﺩﺍﺋﺮﺓ ﺃﻭ‬
‫ﺭﺋﻴﺲ ﻣﺼﻠﺤﺔ ‪ ،‬ﻭﺿﻤﻦ ﻓﺌﺔ ﺍﳉﺎﻣﻌﻴﲔ ﳒﺪ ﻣﻨﻬﻢ ﻓﺮﺩﺍ ﻭﺍﺣﺪﺍ ﻋﺎﻣﻞ ﺗﻨﻔﻴﺬ ﻳﻌﻤﻞ ﺑﻮﺭﺷﺔ ﺗﺬﻭﻳﺐ‬
‫ﺍﻷﳌﻨﻴﻮﻡ ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻔﻴﺪ ﺩﺭﺟﺔ ﺗﻌﻠﻢ ﺍﻷﻓﺮﺍﺩ ﰲ ﺑﻨﺎﺀ ﻗﻴﻢ ﺻﺎﳊﺔ ﻭﺗﺸﻜﻴﻞ ﺛﻘﺎﻓﺔ ﻭﺷﺨﺼﻴﺔ ﻟﻠﻔﺮﺩ‬
‫ﻭﺗﻮﺟﻴﻪ ﺳﻠﻮﻛﻪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﳝﻜﻨﻪ ﻣﻦ ﲢﻘﻴﻖ ﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ ﻭﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ : ( 09‬ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﻣﺪﺓ ﺍﳋﺪﻣﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ‪:‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫‪01.13‬‬
‫ﺃﻗﻞ ﻣﻦ ‪ 3‬ﺳﻨﻮﺍﺕ‬
‫‪01‬‬
‫ﻣﻦ ‪ 03‬ﺇﱃ ‪ 05‬ﺳﻨﻮﺍﺕ‬
‫‪06‬‬
‫‪% 06.81‬‬
‫ﻣﻦ ‪ 06‬ﺇﱃ ‪ 09‬ﺳﻨﻮﺍﺕ‬
‫‪11‬‬
‫‪% 12.50‬‬
‫ﻣﻦ ‪ 10‬ﺇﱃ ‪ 15‬ﺳﻨﺔ‬
‫‪12‬‬
‫‪% 13.63‬‬
‫ﺃﻛﺜﺮ ﻣﻦ ‪ 15‬ﺳﻨﺔ‬
‫‪59‬‬
‫‪% 67.04‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ‪ % 67.04‬ﻣﻦ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 59‬ﻓﺮﺩﺍ ﲡﺎﻭﺯﺕ‬
‫ﻣﺪﺓ ﺧﺪﻣﺘﻬﻢ ﰲ ﺍﳌﺆﺳﺴﺔ ‪ 15‬ﺳﻨﺔ ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﺍﺳﺘﻘﺮﺍﺭﺍ ﰲ ﺣﺮﻛﺔ ﺍﻟﻌﻤﻞ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺎ‬
‫ﻧﺘﺞ ﻋﻨﻪ ﺩﺭﺍﻳﺔ ﺟﻴﺪﺓ ﺑﺄﺳﺎﻟﻴﺐ ﻭﻃﺮﻕ ﺍﻟﻌﻤﻞ ‪ ،‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺧﻠﻖ ﺟﻮ ﻋﺎﺋﻠﻲ‬
‫ﻣﺘﻤﺎﺳﻚ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ‪ -‬ﻭﻫﺬﺍ ﻣﺎ ﺳﻨﺒﻴﻨﻪ ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻼﺣﻘﺔ ‪ -‬ﻭﺗﻮﻓﲑ‬
‫ﺭﺻﻴﺪ ﻣﻌﺘﱪ ﻣﻦ ﺍﳌﻬﺎﺭﺓ ﻭﺍﳋﱪﺓ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ﰲ ﺃﺩﺍﺀ ﺃﻋﻤﺎﳍﻢ ‪ ،‬ﻛﻤﺎ ﻗﻠﻞ ﻣﻦ ﻣﻌﺪﻻﺕ ﺍﻟﻐﻴﺎﺏ‬
‫ﻭﻣﻌﺪﻝ ﺗﺮﻙ ﺍﳋﺪﻣﺔ ﻭﺯﺍﺩ ﻣﻦ ﺩﺭﺟﺔ ﺍﻻﻧﻀﺒﺎﻁ ﻛﻤﺎ ﺃﺧﱪ ﺑﺬﻟﻚ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ‪ ،‬ﻭﻣﻨﻪ ﳝﻜﻦ‬
‫ﺍﻟﻘﻮﻝ ﺃﻥ ﻋﺎﻣﻞ ﺍﳋﱪﺓ ﻳﺸﻜﻞ ﻧﻘﻄﺔ ﻗﻮﺓ ﻣﻬﻤﺔ ﰲ ﺣﻴﺎﺓ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫‪107‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪ :‬ﳏﻮﺭ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ‪:‬‬
‫ﺍﻟﻐﺮﺽ ﻣﻦ ﺇﺩﺭﺍﺝ ﻫﺬﺍ ﺍﶈﻮﺭ ﻫﻮ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ ﺍﻟﱵ ﻓﺤﻮﺍﻫﺎ "ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ‬
‫ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﺘﺴﻢ ﲜﻤﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﺗﺄﺛﲑﺍ ﺟﻮﻫﺮﻳﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ " ﻭﻗﺼﺪ ﺍﻟﺘﺪﻟﻴﻞ ﻋﻠﻰ ﻫﺬﻩ‬
‫ﺍﻟﻔﺮﺿﻴﺔ ﰎ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ ‪ :‬ﻣﻦ ‪ 14 – 06‬ﻭﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﻣﻦ ﻃﺮﻑ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﺎﳌﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﲢﻠﻴﻞ ﻹﺟﺎﺑﺎﺕ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻫﺬﺍ ﺍﶈﻮﺭ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ‪ : (10) :‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﻠﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ )‪. (06‬‬
‫ ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻣﻔﻴﺪﺓ ﻟﻠﻤﺆﺳﺴﺔ ؟‬‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﻧﻌﻢ‬
‫‪84‬‬
‫‪% 95.45‬‬
‫ﻻ‬
‫‪04‬‬
‫‪% 04.54‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻼﺣﻆ ﺃﻥ ‪ % 95.45‬ﺃﻱ ‪ 84‬ﻓﺮﺩﺍ ﻣﻦ ﳎﻤﻮﻉ ﺍﻟﻌﻴﻨﺔ ﻳﻌﺘﻘﺪﻭﻥ ﺃﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻣﻔﻴﺪﺓ‬
‫ﻟﻠﻤﺆﺳﺴﺔ ‪ ،‬ﺑﻴﻨﻤﺎ ‪ % 4.54‬ﺃﻱ ‪ 4‬ﺃﻓﺮﺍﺩ ﻣﻦ ﳎﻤﻮﻉ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺪﺭﻭﺳﺔ ﺗﺮﻯ ﺑﺄﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻏﲑ‬
‫ﻣﻔﻴﺪﺓ ﻟﻠﻤﺆﺳﺴﺔ ‪ ،‬ﻭﻫﺬﺍ ﻳﺜﺒﺖ ﻋﺪﻡ ﺍﻗﺘﻨﺎﻉ ﺍﻷﻓﺮﺍﺩ ﺑﺎﻟﱰﻋﺔ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺇﳝﺎ‪‬ﻢ ﺑﺄﻥ ﺃﺣﺴﻦ ﺍﻟﻨﺘﺎﺋﺞ ﳝﻜﻦ‬
‫ﲢﻘﻴﻘﻬﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻭﺃﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﲢﻘﻖ ﻇﺮﻭﻓﺎ ﻣﻨﺎﺳﺒﺔ ﺗﺸﺠﻊ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ‬
‫ﺑﺎﻷﻋﻤﺎﻝ ﺍﳌﻮﻛﻠﺔ ﻟﻠﻔﺮﺩ ﺑﺄﺣﺴﻦ ﻃﺮﻳﻘﺔ ﳑﻜﻨﺔ‪ ،‬ﻭﺃ‪‬ﺎ ﻣﻨﻬﺞ ﺭﺋﻴﺲ ﻟﺘﺤﻘﻴﻖ ﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ ﻟﻠﻌﺎﻣﻠﲔ‬
‫ﻭﻣﻨﻪ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 11‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪: 07‬‬
‫ ﻫﻞ ﻋﻤﻠﻚ ﰲ ﻓﺮﻳﻖ ﻳﺸﻌﺮﻙ ﺑـ ‪:‬‬‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪40‬‬
‫‪% 45.45‬‬
‫ﺍﻻﻧﺘﻤﺎﺀ‬
‫‪20‬‬
‫‪% 22.72‬‬
‫ﺍﻟﻨﺸﺎﻁ‬
‫‪24‬‬
‫‪% 27.27‬‬
‫ﻻ ﺷﻲﺀ‬
‫‪04‬‬
‫‪% 04.54‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺮﺿﺎ‬
‫ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ‪%‬‬
‫ﻧﻼﺣﻆ ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ‪ % 45.45‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 40‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ‬
‫ﻳﺸﻌﺮﻭﻥ ﺑﺎﻟﺮﺿﺎ ﻣﻊ ﻓﺮﻳﻖ ﻋﻤﻠﻬﻢ‪ ،‬ﻭﺃﻥ ‪ % 27.27‬ﺃﻱ ‪ 24‬ﻓﺮﺩﺍ ﻳﺸﻌﺮﻭﻥ ﺑﺎﻟﻨﺸﺎﻁ‪ ،‬ﻭﺃﻥ‬
‫‪ % 22.72‬ﺃﻱ ‪ 20‬ﻓﺮﺩﺍ ﻳﺸﻌﺮﻭﻥ ﺑﺎﻻﻧﺘﻤﺎﺀ ﺃﻱ ﺃ‪‬ﻢ ﺃﻓﺮﺍﺩ ﻋﺎﺋﻠﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﻋﺎﺋﻠﺘﻬﻢ ﺍﻟﻜﺒﲑﺓ ﺍﻟﱵ‬
‫ﻫﻲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻭﺃﻥ ‪ % 4.54‬ﺃﻱ ‪ 4‬ﺃﻓﺮﺍﺩ ﻻ ﻳﺸﻌﺮﻭﻥ ﺑﺸﻲﺀ ﻣﻦ ﺫﻟﻚ ‪ ،‬ﺃﻱ ﺃ‪‬ﻢ ﺃﺻﻼ ﻏﲑ ﺭﺍﺿﲔ‬
‫ﻭﻏﲑ ﻣﺘﻔﺎﳘﲔ ﻣﻊ ﻓﺮﻕ ﻋﻤﻠﻬﻢ ‪ ،‬ﳑﺎ ﻗﺪ ﻳﺸﻌﺮ ﺍﻟﻌﺎﻣﻞ ﺑﺎﻻﻏﺘﺮﺍﺏ ﻭﺍﻹﺣﺒﺎﻁ ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ ﻗﺪ ﻳﻜﻮﻥ‬
‫ﻋﺎﺋﻘﺎ ﻟﺘﺤﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺮﺗﻔﻊ ﳍﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻭﻣﻨﻪ ﻓﺸﻠﻬﻢ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺨﻄﻄﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻏﺎﻟﺒﻴﺔ‬
‫ﺍﻷﻓﺮﺍﺩ ﺃﻱ ‪ 84‬ﻓﺮﺩﺍ ﻭ ﺍﻟﺬﻳﻦ ﻳﺸﻜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 95.45‬ﳛﺒﺬﻭﻥ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﳌﺎ ﳛﻘﻘﻪ ﳍﻢ ﻣﻦ‬
‫ﺭﺿﺎ ﻭﻧﺸﺎﻁ ﻭﺍﻧﺘﻤﺎﺀ ﻭﺧﻠﻖ ﻣﻨﺎﺥ ﻋﻤﻞ ﻳﺘﻤﻴﺰ ﺑﺎﳊﺮﻛﻴﺔ ﻭﺍﳌﻼﺀﻣﺔ ﻷﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ‬
‫ﻭﲢﻘﻴﻖ ﺃﺣﺴﻦ ﺍﻟﻨﺘﺎﺋﺞ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :(12‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪: 08‬‬
‫ﺇﺫﺍ ﺃﺗﻴﺤﺖ ﻟﻚ ﻓﺮﺻﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﺮﻳﻖ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻣﻌﻪ ﻓﻤﺎﺫﺍ ﲣﺘﺎﺭ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪56‬‬
‫‪% 63.63‬‬
‫ﻓﺮﻳﻘﺎ ﻳﻜﻮﻥ ﻣﻦ ﻧﻔﺲ ﺍﻷﺻﻞ ﺍﳉﻐﺮﺍﰲ‬
‫‪02‬‬
‫‪% 02.27‬‬
‫ﻓﺮﻳﻘﺎ ﻳﺴﺎﻋﺪﻙ ﰲ ﺣﺎﻟﺔ ﻭﻗﻮﻋﻚ ﰲ ﻣﺸﻜﻠﺔ‬
‫‪17‬‬
‫‪% 19.31‬‬
‫ﻻ ﻳﻬﻤﲏ ﺍﻟﻜﺘﻞ ﺍﳌﻬﻢ ﺃﻥ ﺃﻋﻤﻞ‬
‫‪11‬‬
‫‪% 12.50‬‬
‫ﺃﺧﺮﻯ ‪:‬ﺣﺪﺩ‪......‬‬
‫‪02‬‬
‫‪% 02.27‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻓﺮﻳﻘﺎ ﻳﻜﻮﻥ ﺟﺪﻳﺎ ﰲ ﻋﻤﻠﻪ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻧﺴﺒﺔ ‪ % 63.63‬ﺃﻱ ‪ 56‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﻔﻀﻠﻮﻥ‬
‫ﺍﻟﻌﻤﻞ ﻣﻊ ﻓﺮﻳﻖ ﻳﻜﻮﻥ ﺟﺪﻳﺎ ﰲ ﻋﻤﻠﻪ ﻭﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﲤﺜﻞ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻈﻤﻰ‪ ،‬ﰲ ﺣﲔ ﳒﺪ ‪% 19.31‬‬
‫ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 17‬ﻓﺮﺩﺍ ﳛﺒﺬﻭﻥ ﺍﻟﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻳﻖ ﻳﺴﺎﻋﺪﻫﻢ ﻋﻨﺪ ﻭﻗﻮﻋﻬﻢ ﰲ ﻣﺸﻜﻠﺔ‪ ،‬ﺃﻣﺎ ﻧﺴﺒﺔ‬
‫‪ % 12.5‬ﻭﺍﻟﱵ ﺗﻌﺎﺩﻝ ‪ 11‬ﻓﺮﺩﺍ ﻣﻦ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻻ ‪‬ﻤﻬﻢ ﺍﻟﻜﺘﻞ‪ ،‬ﺍﻟﺬﻱ ﻳﻬﻤﻬﻢ ﻓﻘﻂ ﻫﻮ ﺃﻥ‬
‫ﻳﻌﻤﻠﻮﺍ‪ ،‬ﺃﻣﺎ ﻧﺴﺒﺔ ‪ % 2.27‬ﻣﻦ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﱵ ﲤﺜﻞ ﻓﺮﺩﻳﻦ ﺍﺛﻨﲔ ﳛﺒﺬﻭﻥ ﻓﺮﻳﻘﺎ ﻳﻜﻮﻥ ﻣﻦ ﻧﻔﺲ‬
‫ﺍﻷﺻﻞ ﺍﳉﻐﺮﺍﰲ‪ ،‬ﺃﻣﺎ ﺍﻟﻔﺮﺩﻳﻦ ﺍﳌﺘﺒﻘﻴﲔ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﻴﺤﺒﺬﻭﻥ ﺍﻟﻌﻤﻞ ﻣﻊ ﻓﺮﻳﻖ ﻳﻀﻤﻦ ﳍﻢ ﺟﻮﺍ ﻣﻦ‬
‫ﺍﻟﺘﺠﺎﻧﺲ ﻭﺍﻟﺘﻔﺎﻫﻢ ﻭﺍﻟﺬﻳﻦ ﻳﻌﺘﻘﺪﺍﻥ ﺃﻥ ﻣﺜﻞ ﻫﺬﺍ ﺍﳉﻮ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳝﻜﻦ ﺍﻟﻌﺎﻣﻞ ﻣﻦ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ‬
‫ﻭﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ ﻭﺍﻟﺬﻱ ﻳﺒﺪﻭﺍ ﻣﻦ ﺧﻼﻝ ﻣﻘﺎﺑﻠﺔ ﻭﺍﺣﺪ ﻣﻦ ﻫﺬﻳﻦ ﺍﻟﻔﺮﺩﻳﻦ ﺃﻥ ﻫﻨﺎﻟﻚ ﺻﺮﺍﻋﺎ ﺩﺍﺧﻞ‬
‫ﺍﻟﻔﺮﻳﻖ ﻭﺃﻥ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﺟﺎﻣﻌﻲ ﻭﻳﻮﺩ ﺗﻄﺒﻴﻖ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﻟﻄﺮﻕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻹﺩﺍﺭﺓ ﺇﻻ ﺃﻧﻪ ﱂ ﻳﺘﻤﻜﻦ ﻣﻦ‬
‫ﺫﻟﻚ ﻧﻈﺮﺍ ﳌﻨﺼﺒﻪ ﻛﻌﻮﻥ ﺇﺩﺍﺭﺓ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻹﺟﺎﺑﺎﺕ ﻧﺮﻯ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ‬
‫ﺍﻟﻌﻴﻨﺔ ﻳﺘﻤﺘﻌﻮﻥ ﲝﺲ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭﺍﻻﳓﻴﺎﺯ ﳓﻮ ﺍﻟﻔﻌﻞ ﻭﺍﻟﻌﻤﻞ ﺍﳉﺎﺩ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﺑﻐﻴﺔ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ‬
‫ﺟﻴﺪﺓ ﲤﻜﻦ ﻣﺆﺳﺴﺘﻬﻢ ﻣﻦ ﺍﻟﺘﻤﻴﺰ ﻭﺍﻟﻨﻤﻮ ﻭﺍﻟﺒﻘﺎﺀ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 13‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪: 09‬‬
‫ﻫﻞ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻣﻌﻪ ﻳﻮﻓﺮ ﻟﻚ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪29‬‬
‫‪% 32.95‬‬
‫ﺗﻌﺎﻭﻥ‬
‫‪24‬‬
‫‪% 27.27‬‬
‫ﺍﻻﺛﻨﺎﻥ ﻣﻌﺎ‬
‫‪30‬‬
‫‪% 34.09‬‬
‫ﻻﺷﻲﺀ ﻣﻦ ﺫﻟﻚ‬
‫‪05‬‬
‫‪% 05.68‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺗﻔﺎﻫﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻧﻼﺣﻆ ﻣﻦ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻥ ﻧﺴﺒﺔ ‪ % 32.95‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 29‬ﻓﺮﺩﺍ ﻳﻘﺮﻭﻥ ﺑﺄﻥ‬
‫ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻳﻮﻓﺮ ﳍﻢ ﺟﻮﺍ ﻣﻦ ﺍﻟﺘﻔﺎﻫﻢ ﻭﺍﻷﻟﻔﺔ ﻭﺍﻟﺜﻘﺔ ﺍﳌﺘﺒﺎﺩﻟﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﳒﺪ ﻧﺴﺒﺔ ‪ % 27.27‬ﺃﻱ ﻣﺎ‬
‫ﻳﻌﺎﺩﻝ ‪ 24‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﻘﺮﻭﻥ ﺑﺄﻥ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻳﻮﻓﺮ ﳍﻢ ﺟﻮﺍ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻋﻠﻰ‬
‫ﺃﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺍﳌﻮﻛﻠﺔ ﺇﻟﻴﻬﻢ ‪ ،‬ﻭﳒﺪ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻭﺍﻟﱵ ﺗﺒﻠﻎ ‪ % 34.09‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 30‬ﻓﺮﺩﺍ ﻣﻦ‬
‫ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﻘﺮﻭﻥ ﺃﻥ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻳﻮﻓﺮ ﳍﻢ ﺟﻮﺍ ﻣﻦ ﺍﻟﺘﻔﺎﻫﻢ ﻭﺍﻟﺘﻌﺎﻭﻥ ﺑﻴﻨﻤﺎ ﳒﺪ ‪ 5‬ﺃﻓﺮﺍﺩ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ‬
‫‪ % 5.68‬ﻳﺮﻭﺍ ﺑﺄﻥ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻻ ﻳﻮﻓﺮ ﳍﻢ ﺃﻱ ﺗﻌﺎﻭﻥ ﺃﻭ ﺗﻔﺎﻫﻢ ﺃﻱ ﺃ‪‬ﻢ ﰲ ﻋﻼﻗﺔ ﺳﻴﺌﺔ ﻣﻊ ﺃﻋﻀﺎﺀ‬
‫ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ‪ ،‬ﻭﻣﻨﻪ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺗﺜﺒﺖ ﺃﻥ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺩﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻦ‬
‫ﺍﻟﺘﻤﺎﺳﻚ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺬﻱ ﳝﻜﻨﻬﻢ ﻣﻦ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻓﺮﺩﻱ ﻭﲨﺎﻋﻲ ﺟﻴﺪ ﻭﻫﺬﺍ ﻣﺎ ﺃﺟﺎﺏ ﺑﻪ ﻣﻌﻈﻢ‬
‫ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﻻﺣﻈﻨﺎﻩ ﺃﺛﻨﺎﺀ ﻓﺘﺮﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺑﺎﳌﺆﺳﺴﺔ ﺧﺎﺻﺔ ﻋﻨﺪ ﻋﻤﺎﻝ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺃﻋﻮﺍﻥ ﺍﻟﺘﺤﻜﻢ‬
‫ﰲ ﻋﻼﻗﺎ‪‬ﻢ ﻣﻊ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ ﻣﺮﺅﻭﺱ ﻭﺭﺋﻴﺲ ﻣﺒﺎﺷﺮ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 14‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﻠﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪: 10‬‬
‫ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﲢﻘﻖ ﺃﺩﺍﺀ ﺟﻴﺪﺍ ﻟﻠﻤﺆﺳﺴﺔ ؟ ‪.‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪83‬‬
‫‪% 94.31‬‬
‫ﻻ‬
‫‪05‬‬
‫‪% 05.68‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫‪111‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 94.31‬ﻭﻫﻮ ﻣﺎ ﻳﻌﺎﺩﻝ ‪83‬‬
‫ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﻌﺘﻘﺪﻭﻥ ﺃﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﲢﻘﻖ ﺃﺩﺍﺀ ﺟﻴﺪﺍ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺫﻟﻚ ﳌﺎ ﻳﻮﻓﺮﻩ ﻣﻨﺎﺥ‬
‫ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﻣﻦ ﻧﺸﺎﻁ ﻭﺗﻌﺎﻭﻥ ﻭﺣﺮﻛﻴﺔ ﻭﻫﺬﺍ ﻣﺎ ﻻﺣﻈﻨﺎ ﺃﻧﻪ ﻳﺘﻮﻓﺮ ﻓﻌﻼ ﰲ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪،‬ﺑﻴﻨﻤﺎ ﻧﺴﺒﺔ ‪ % 05.68‬ﺃﻱ ‪ 5‬ﺃﻓﺮﺍﺩ ﻳﺮﻭﺍ ﺑﺄﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻻ ﲢﻘﻖ ﺃﺩﺍﺀ ﺟﻴﺪﺍ ﻟﻠﻤﺆﺳﺴﺔ‬
‫ﻭﻗﺼﺪ ﻣﻌﺮﻓﺔ ﻋﺪﻡ ﺇﻣﻜﺎﻧﻴﺔ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ﻋﻦ ﻃﺮﻳﻖ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﰎ ﻃﺮﺡ ﺍﻟﺴﺆﺍﻝ ﺭﻗﻢ )‪. (11‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(15‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ )‪: (11‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﻼ ﻓﻬﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﺍﻷﺩﺍﺀ ﺍﻷﻓﻀﻞ ﻳﺘﺤﻘﻖ ﻣﻦ ﺧﻼﻝ ﻓﺮﺩﻳﺔ ﺍﻟﻌﻤﻞ ؟ ﻛﻴﻒ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪03‬‬
‫‪% 60‬‬
‫ﻻ‬
‫‪01‬‬
‫‪% 20‬‬
‫ﻋﺪﻡ ﺍﻹﺟﺎﺑﺔ‬
‫‪01‬‬
‫‪% 20‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪05‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻧﻼﺣﻆ ﺃﻥ ‪ 03‬ﺃﻓﺮﺍﺩ ﻣﻦ ﳎﻤﻮﻉ ﺍﻟﺬﻳﻦ ﻳﺮﻭﺍ ﺃﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻻ ﲢﻘﻖ ﺃﺩﺍﺀ ﺟﻴﺪﺍ ﻟﻠﻤﺆﺳﺴﺔ‬
‫ﻳﺮﻭﺍ ﺑﺄﻥ ﻓﺮﺩﻳﺔ ﺍﻟﻌﻤﻞ ﻫﻲ ﺍﻟﱵ ﺑﺈﻣﻜﺎ‪‬ﺎ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺃﻓﻀﻞ‪ ،‬ﻭﺃﻥ ﻭﺍﺣﺪﺍ ﻣﻨﻬﻢ ﻳﺮﻯ ﺑﺄﻧﻪ ﻻ ﳝﻜﻦ‬
‫ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ﻣﻦ ﺧﻼﻝ ﻓﺮﺩﻳﺔ ﺍﻟﻌﻤﻞ ﺭﻏﻢ ﺍﻋﺘﻘﺎﺩﻩ ﺑﺄﻥ ﺍﻷﺩﺍﺀ ﺍﳉﻴﺪ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺘﺤﻘﻖ ﻣﻦ ﺧﻼﻝ‬
‫ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﰲ ﺣﲔ ﻧﺮﻯ ﺃﻥ ﻓﺮﺩﺍ ﻣﻨﻬﻢ ﻛﺬﻟﻚ ﱂ ﻳﻮﺿﺢ ﻟﻨﺎ ﻛﻴﻔﻴﺔ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ﺭﻏﻢ ﺍﻋﺘﻘﺎﺩﻩ‬
‫ﺑﺄﻧﻪ ﻻ ﳝﻜﻦ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ﻣﻦ ﺧﻼﻝ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ‪ ،‬ﻭﻋﻦ ﻛﻴﻔﻴﺔ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺃﻓﻀﻞ ﻣﻦ ﺧﻼﻝ‬
‫ﻓﺮﺩﻳﺔ ﺍﻟﻌﻤﻞ ﺃﺟﺎﺏ ﻓﺮﺩ ﻭﺍﺣﺪ ﻓﻘﻂ ﺑﺄﻧﻪ ﺇﺫﺍ ﰎ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺍﻟﻔﺮﺩﻱ ﺑﺈﺗﻘﺎﻥ ﻓﺈﻧﻪ ﻻ ﺣﺎﺟﺔ ﺇﺫﺍ ﺇﱃ‬
‫ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(16‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪. 12‬‬
‫ﻫﻞ ﻣﻮﺍﻗﻒ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺗﻜﻮﻥ ﰲ ﺻﺎﳊﻚ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪24‬‬
‫‪% 27.27‬‬
‫ﺃﺣﻴﺎﻧﺎ‬
‫‪56‬‬
‫‪% 63.63‬‬
‫ﺃﺑﺪﺍ‬
‫‪04‬‬
‫‪% 04.54‬‬
‫‪04‬‬
‫‪% 04.54‬‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺩﺍﺋﻤﺎ‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻧﻼﺣﻆ ﺃﻥ ﻧﺴﺒﺔ ‪ % 63.63‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 56‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﺮﻭﺍ ﺑﺄﻥ ﻣﻮﺍﻗﻒ‬
‫ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺗﻜﻮﻥ ﺃﺣﻴﺎﻧﺎ ﰲ ﺻﺎﳊﻬﻢ‪ ،‬ﻭﺃﺟﺎﺏ ‪ 24‬ﻓﺮﺩﺍ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ ‪ % 27.27‬ﺃﻥ ﻣﻮﺍﻗﻒ‬
‫ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺗﻜﻮﻥ ﺩﺍﺋﻤﺎ ﰲ ﺻﺎﳊﻬﻢ‪ ،‬ﺃﻣﺎ ﺍﻟﺬﻳﻦ ﻻ ﺗﻜﻮﻥ ﻣﻮﺍﻗﻒ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﰲ ﺻﺎﳊﻬﻢ ﻓﻬﻢ ‪04‬‬
‫ﺃﻓﺮﺍﺩ ﻭﺍﻟﺬﻳﻦ ﻳﺸﻜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 4.54‬ﺃﻱ ﻫﻨﺎﻙ ﺳﻮﺀ ﺗﻔﺎﻫﻢ ﺑﲔ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻭﻓﺮﻕ ﻋﻤﻠﻬﻢ ﻭﻫﻲ‬
‫ﻧﺴﺒﺔ ﻗﺮﻳﺒﺔ ﺟﺪﺍ ﻣﻦ ﻧﺴﺒﺔ ﺇﺟﺎﺑﺔ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ﺭﻗﻢ ‪ 09‬ﻭﺍﻟﺬﻳﻦ ﻫﻢ ‪ 05‬ﺃﻓﺮﺍﺩ ﺃﺛﺒﺘﻮﺍ‬
‫ﺃﻥ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻻ ﳛﻘﻖ ﳍﻢ ﺍﻟﺘﻔﺎﻫﻢ ﻭﺍﻟﺘﻌﺎﻭﻥ ‪ ،‬ﺑﻴﻨﻤﺎ ﳒﺪ ‪ 4‬ﺃﻓﺮﺍﺩ ﱂ ﳚﻴﺒﻮﺍ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 17‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪:13‬‬
‫ﻫﻞ ﻳﻘﺪﺭ ﺯﻣﻼﺅﻙ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ ؟ ‪.‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪69‬‬
‫‪% 78.4‬‬
‫ﻻ‬
‫‪14‬‬
‫‪% 15.90‬‬
‫ﻻ ﺃﺩﺭﻱ‬
‫‪5‬‬
‫‪% 05.68‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﺃﻏﻠﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ 69‬ﻓﺮﺩﺍ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ‬
‫‪ % 78.4‬ﻳﺮﻭﺍ ﺑﺄﻥ ﺯﻣﻼﺀﻫﻢ ﻳﻘﺪﺭﻭﻥ ﺍﻷﻋﻤﺎﻝ ﺍﻟﱵ ﻳﻘﻮﻣﻮﻥ ‪‬ﺎ ‪ ،‬ﰲ ﺣﲔ ﺃﺟﺎﺏ ‪ 14‬ﻓﺮﺩﺍ ﺑﺘﻜﺮﺍﺭ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻧﺴﱯ ﻗﺪﺭﻩ ‪ % 15.90‬ﺑـ ﻻ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺑﻴﻨﻤﺎ ﺃﺟﺎﺏ ‪ 5‬ﺃﻓﺮﺍﺩ ﺏ ﻻ ﺃﺩﺭﻱ ‪ ،‬ﻭﺍﳌﻼﺣﻆ‬
‫ﺷﻴﻮﻉ ﻗﻴﻤﺔ ﺗﻘﺪﻳﺮ ﺍﻷﻓﺮﺍﺩ ‪‬ﻬﻮﺩﺍﺕ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﳑﺎ ﻳﻜﻮﻥ ﳍﻢ ﺩﺍﻓﻌﺎ ﻟﻠﺘﻔﺎﱐ ﰲ ﺍﻟﻌﻤﻞ ﻭﺗﻘﺪﱘ‬
‫ﺟﻬﻮﺩ ﻣﻀﺎﻋﻔﺔ ﺫﻟﻚ ﺃﻥ ﻋﺪﻡ ﺗﻘﺪﻳﺮ ﺟﻬﺪ ﺍﻟﻌﺎﻣﻞ ﻗﺪ ﻳﺸﻌﺮﻩ ﺑﺎﻹﺣﺒﺎﻁ ‪ ،‬ﻭﺃﻥ ﺯﻣﻼﺀﻩ ﻭﺭﺅﺳﺎﺀﻩ ﻻ‬
‫ﻳﻘﻴﻤﻮﻥ ﻭﺯﻧﺎ ﻟﻠﺠﻬﻮﺩ ﺍﻟﱵ ﻳﺒﺬﳍﺎ ﳑﺎ ﻳﻀﻌﻒ ﻣﻦ ﻋﺰﳝﺘﻪ ﻭﺇﺧﻼﺻﻪ ﰲ ﺃﺩﺍﺀ ﻋﻤﻠﻪ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 18‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.14‬‬
‫ﰲ ﺣﺎﻟﺔ ﺗﻨﻈﻴﻢ ﲪﻠﺔ ﻣﻦ ﺃﺟﻞ ﺇﳒﺎﺯ ﻋﻤﻞ ﺗﻄﻮﻋﻲ ﲨﺎﻋﻴﺎ ﻟﺼﺎﱀ ﺍﳌﺆﺳﺴﺔ ‪ ،‬ﻫﻞ ﺳﺘﺸﺎﺭﻙ ؟‪.‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪70‬‬
‫‪% 79.54‬‬
‫ﻻ‬
‫‪18‬‬
‫‪% 20.45‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻧﺴﺒﺔ ‪ % 79.54‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 70‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ‬
‫ﻟﺪﻳﻪ ﺍﺳﺘﻌﺪﺍﺩ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺇﳒﺎﺯ ﻋﻤﻞ ﺗﻄﻮﻋﻲ ﲨﺎﻋﻴﺎ ﻟﺼﺎﱀ ﺍﳌﺆﺳﺴﺔ ﺑﻴﻨﻤﺎ ﳒﺪ ﺃﻥ ‪ 18‬ﻓﺮﺩﺍ ﺃﻱ‬
‫ﻧﺴﺒﺔ ‪ % 20.45‬ﺳﻮﻑ ﳝﺘﻨﻌﻮﻥ ﻋﻦ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺃﻱ ﻋﻤﻞ ﺗﻄﻮﻋﻲ ﻟﺼﺎﱀ ﺍﳌﺆﺳﺴﺔ ‪ ،‬ﳑﺎ ﻳﺸﲑ ﺇﱃ‬
‫ﺃﻥ ﻫﻨﺎﻙ ﻧﻮﻋﺎ ﻣﻦ ﺍﻟﻮﻻﺀ ﺍﻟﺬﻱ ﻳﺒﺪﻳﻪ ﺍﻟﻌﺎﻣﻠﻮﻥ ﳌﺆﺳﺴﺘﻬﻢ ﻭﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻷﻥ ﻳﺒﺪﻟﻮﺍ ﳎﻬﻮﺩﺍﺕ‬
‫ﻣﻀﺎﻋﻔﺔ ﻭﻟﻮ ﳎﺎﻧﺎ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻧﺜﺒﺘﻪ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺘﻬﻢ ﻋﻦ ﺃﺳﺌﻠﺔ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻭﻣﺎ ﲰﻌﻨﺎﻩ ﻣﻨﻬﻢ ﺧﻼﻝ‬
‫ﻣﻘﺎﺑﻠﺘﻨﺎ ﳍﻢ ﻣﻦ ﺇﺧﻼﺹ ﻭﺗﻔﺎﱐ ﰲ ﺧﺪﻣﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﺗﺜﺒﺘﻪ ﺃﻳﻀﺎ ﺑﻌﺾ‬
‫ﺍﻷﺟﻮﺑﺔ ﺍﻟﻼﺣﻘﺔ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﰲ ﺍﻷﺩﺍﺀ ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 19‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.15‬‬
‫ﻫﻞ ﺗﻌﻤﻞ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺟﻴﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪71‬‬
‫‪% 80.68‬‬
‫ﻻ‬
‫‪12‬‬
‫‪% 13.63‬‬
‫ﻻ ﺃﺩﺭﻱ‬
‫‪5‬‬
‫‪% 05.68‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ‪ 71‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ‬
‫‪ % 80.68‬ﺃﺟﺎﺑﻮﺍ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺟﻴﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﻢ ﰲ‬
‫ﺗﻨﻔﻴﺬ ﺍﳌﻬﺎﻡ‪ ،‬ﺃﻣﺎ ﻧﺴﺒﺔ ‪ % 13.63‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 12‬ﻓﺮﺩﺍ ﺃﺟﺎﺑﻮﺍ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﻻ ﺗﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ‬
‫ﻧﺘﺎﺋﺞ ﺟﻴﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ‪ ،‬ﺇﻻ ﺃﻥ ‪ 05‬ﺃﻓﺮﺍﺩ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻻ ﻳﺪﺭﻭﻥ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻌﻤﻞ ﻋﻠﻰ‬
‫ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺟﻴﺪﺓ ﻣﻦ ﻗﺒﻠﻬﻢ ﺃﻡ ﻻ ‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺗﺮﻯ ﺍﳌﺆﺳﺴﺔ ﺑﺄﻥ ﺍﻟﻌﺎﻣﻠﲔ ﻫﻢ ﻣﺼﺪﺭ‬
‫ﺍﻟﺒﻘﺎﺀ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 20‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.16‬‬
‫ﻫﻞ ﺗﻘﻮﻡ ﺍﳌﺆﺳﺴﺔ ﺑﺘﺤﻔﻴﺰ ﺍﻟﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﰲ ﺍﻟﻌﻤﻞ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪23‬‬
‫‪% 26.13‬‬
‫ﻻ‬
‫‪65‬‬
‫‪% 73.86‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ‪ 23‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 26.13‬ﺃﺛﺒﺘﻮﺍ ﺃﻥ‬
‫ﺍﳌﺆﺳﺴﺔ ﲢﻔﺰ ﺍﻟﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﺃﻣﺎ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 65‬ﻓﺮﺩﺍ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ‬
‫‪ % 73.86‬ﻧﻔﻮﺍ ﻭﺟﻮﺩ ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺘﺤﻔﻴﺰ ﻟﻠﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﻭﺍﳌﺘﻔﻮﻗﲔ ﻋﺪﺍ ﻋﻼﻭﺓ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳌﺮﺩﻭﺩﻳﺔ ﺍﻟﻔﺮﺩﻳﺔ )‪ (PRT‬ﻭﻋﻼﻭﺓ ﺍﳌﺮ ﺩﻭﺩﻳﺔ ﺍﳉﻤﺎﻋﻴﺔ )‪ (PRC‬ﻭﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﳉﻤﻴﻊ ﻭﻻ‬
‫ﻋﻼﻗﺔ ﳍﺎﺗﲔ ﺍﻟﻌﻼﻭﺗﲔ ﺑﺎﻟﺘﻔﻮﻕ ﻭﺍﻻﺟﺘﻬﺎﺩ ﻭﺍﳉﺪﻳﺔ ﰲ ﺍﻟﻌﻤﻞ ‪.‬‬
‫ﻭﳌﻌﺮﻓﺔ ﺃﺷﻜﺎﻝ ﺍﻟﺘﺤﻔﻴﺰ ﺍﻟﱵ ﺃﻗﺮﻫﺎ ﻧﺴﺒﺔ ‪ % 26.13‬ﰎ ﻃﺮﺡ ﺍﻟﺴﺆﺍﻝ ‪. 17‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 21‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ‪.17‬‬
‫ﻣﺎ ﻫﻲ ﺃﺷﻜﺎﻝ ﺍﻟﺘﺤﻔﻴﺰ ﺍﻟﱵ ﻳﺘﻠﻘﺎﻫﺎ ﺍﻟﻌﻤﺎﻝ ﺍﻟﺬﻳﻦ ﳛﻘﻘﻮﻥ ﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪03‬‬
‫‪% 13.04‬‬
‫ﲢﻔﻴﺰ ﻣﺎﺩﻱ‬
‫‪09‬‬
‫‪% 39.13‬‬
‫ﺗﺮﻗﻴﺔ‬
‫‪10‬‬
‫‪% 43.47‬‬
‫ﺃﺧﺮﻯ ‪:‬ﺣﺪﺩ‪....‬‬
‫‪01‬‬
‫‪% 04.34‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪23‬‬
‫‪% 100‬‬
‫ﺗﺸﺠﻴﻊ ﺃﺩﰊ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ‪ 03‬ﺃﻓﺮﺍﺩ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﺑﻨﺴﺒﺔ ‪% 13.04‬‬
‫ﻳﺆﻛﺪﻭﻥ ﺑﺄﻥ ﺍﻟﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﻳﺘﻠﻘﻮﻥ ﺗﺸﺠﻴﻌﺎ ﺃﺩﺑﻴﺎ ﺃﻱ ﺃ‪‬ﻢ ﳛﺼﻠﻮﻥ ﻋﻠﻰ ﻣﺪﺡ ﻭﺛﻨﺎﺀ ﺭﺅﺳﺎﺋﻬﻢ‬
‫ﻓﻴﻤﺎ ﺗﺮﻯ ﻧﺴﺒﺔ ‪ % 43.47‬ﺃﻱ ‪ 10‬ﺃﻓﺮﺍﺩ ﺃﻥ ﺍﻟﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﳛﺼﻠﻮﻥ ﻋﻠﻰ ﺗﺮﻗﻴﺎﺕ ﺟﺮﺍﺀ‬
‫ﺍﺟﺘﻬﺎﺩﻫﻢ ﻭﺗﻔﺎﻧﻴﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ﻭﻧﺮﻯ ﺃﻥ ﺃﻏﻠﺐ ﻫﺆﻻﺀ ﻗﺪ ﲢﺼﻠﻮﺍ ﻋﻠﻰ ﺗﺮﻗﻴﺎﺕ ﰲ ﺍﻟﺴﺎﺑﻖ ‪ ،‬ﺃﻣﺎ ﺍﻟﺬﻳﻦ‬
‫ﻳﻘﺮﻭﻥ ﺑﺄﻥ ﺍﻷﻓﺮﺍﺩ ﺍ‪‬ﺘﻬﺪﻳﻦ ﻳﺘﻠﻘﻮﻥ ﲢﻔﻴﺰﺍ ﻣﺎﺩﻳﺎ ﻓﻬﻢ ‪ 09‬ﺃﻓﺮﺍﺩ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ ‪ % 39.13‬ﻭﺟﻠﻬﻢ‬
‫ﻳﺒﻴﻨﻮﻥ ﺑﺄ‪‬ﻢ ﻳﺘﻠﻘﻮﻥ ﻋﻼﻭﺓ ﺍﳌﺮﺩﻭﺩﻳﺔ ﺍﻟﻔﺮﺩﻳﺔ ‪ PRI‬ﻭﻋﻼﻭﺓ ﺍﳌﺮﺩﻭﺩﻳﺔ ﺍﳉﻤﺎﻋﻴﺔ ‪ PRC‬ﻭﺍﻟﱵ ﻳﺴﺘﻔﻴﺪ‬
‫ﻣﻨﻬﺎ ﺍ‪‬ﺘﻬﺪ ﻭﻏﲑ ﺍ‪‬ﺘﻬﺪ ‪ ،‬ﰲ ﺣﲔ ﳒﺪ ﻓﺮﺩﺍ ﻭﺍﺣﺪﺍ ﻳﻘﻮﻝ ﺃﻥ ﺍﻟﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﳝﻜﻨﻬﻢ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ‬
‫ﻋﻄﻠﺔ ﻣﺪﻓﻮﻋﺔ ﺍﻷﺟﺮ ﻏﲑ ﺍﻟﻌﻄﻠﺔ ﺍﻟﺴﻨﻮﻳﺔ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ)‪ :( 22‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.18‬‬
‫ﻫﻞ ﺗﻮﻓﺮ ﺍﳌﺆﺳﺴﺔ ﻇﺮﻭﻑ ﻋﻤﻞ ﻣﻨﺎﺳﺒﺔ ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺍﳌﻨﻮﻁ ﺑﻜﻞ ﻋﺎﻣﻞ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪18‬‬
‫‪% 20.45‬‬
‫ﻻ‬
‫‪62‬‬
‫‪% 70.45‬‬
‫ﻧﻮﻋﺎ ﻣﺎ‬
‫‪08‬‬
‫‪% 09.09‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻧﻼﺣﻆ ﺃﻥ ‪ % 70.45‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 62‬ﻓﺮﺩﺍ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻷﻓﺮﺍﺩ ﻳﺮﻭﺍ ﺑﺄﻥ‬
‫ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻏﲑ ﻣﻨﺎﺳﺒﺔ ﻣﻦ ﻗﻠﺔ ﻭﺳﺎﺋﻞ ﺍﻟﻌﻤﻞ ‪ ،‬ﻭﺳﺎﺋﻞ ﻭﻗﺎﻳﺔ ﺍﻟﻌﺎﻣﻞ )ﺧﺎﺻﺔ ﰲ ﺍﻟﻮﺭﺷﺎﺕ(‪ ،‬ﻧﻈﺎﻡ‬
‫ﺍﻹﺷﺮﺍﻑ ﺧﺎﺻﺔ ﺍﻹﻃﺎﺭﺍﺕ ﺍﻟﺴﺎﻣﻮﻥ ﻭﻃﺮﻳﻘﺔ ﺗﻌﺎﻣﻠﻬﻢ ﻣﻊ ﺍﻟﻌﻤﺎﻝ ﰲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺪﻧﻴﺎ‪ ،‬ﺑﻴﻨﻤﺎ ﳒﺪ‬
‫ﻧﺴﺒﺔ ‪ % 20.45‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 18‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﺮﻭﺍ ﺑﺄﻥ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫ﻣﻼﺋﻤﺔ ﻭﺃﻏﻠﺐ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﺇﺩﺍﺭﻳﻮﻥ ﻳﻌﻤﻠﻮﻥ ﰲ ﻇﺮﻭﻑ ﺣﺴﻨﺔ ‪ ،‬ﰲ ﺣﲔ ﳒﺪ ‪ 08‬ﺃﻓﺮﺍﺩ ﻭﺍﻟﺬﻳﻦ‬
‫ﳝﺜﻠﻮﻥ ‪ % 9.09‬ﻳﺮﻭﺍ ﺑﺄﻥ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﻣﻨﺎﺳﺒﺔ ﻧﻮﻋﺎ ﻣﺎ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(23‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.19‬‬
‫ﺑﻌﺪ ﺣﺼﻮﻝ ﻣﺆﺳﺴﺘﻜﻢ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ‪ ISO 9001‬ﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻣﻨﺘﻮﺟﻜﻢ ﻣﺘﻤﻴﺰ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪55‬‬
‫‪% 62.50‬‬
‫ﻻ‬
‫‪33‬‬
‫‪% 37.50‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 62.5‬ﻭﺍﻟﱵ ﺗﻌﺎﺩﻝ ‪55‬‬
‫ﻋﺎﻣﻼ ﻳﺮﻭﺍ ﺑﺄﻥ ﻣﻨﺘﻮﺟﻬﻢ ﻣﺘﻤﻴﺰ ﺑﻌﺪ ﺣﺼﻮﻝ ﻣﺆﺳﺴﺘﻬﻢ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ‪ ، ISO‬ﺑﻴﻨﻤﺎ ﺗﺮﻯ ﻧﺴﺒﺔ‬
‫‪ % 37.5‬ﻣﻦ ﺍﻟﻌﻤﺎﻝ ﺃﻱ ‪ 33‬ﻓﺮﺩﺍ ﺃﻧﻪ ﺑﻌﺪ ﺣﺼﻮﻝ ﻣﺆﺳﺴﺘﻬﻢ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ‪ ISO‬ﺃﻥ ﻣﻨﺘﻮﺟﻬﻢ‬
‫ﻏﲑ ﻣﺘﻤﻴﺰ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 24‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻟﻌﻴﻨﺔ ﺭﻗﻢ ‪.20‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﻓﻬﻞ ﺃﻧﻪ ﱂ ﻳﺒﻖ ﳎﺎﻝ ﻟﻠﺘﺤﺴﲔ ﰲ ﺍﻷﺩﺍﺀ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪14‬‬
‫‪% 25.45‬‬
‫ﻻ‬
‫‪36‬‬
‫‪% 65.45‬‬
‫ﻻ ﺃﺩﺭﻱ‬
‫‪5‬‬
‫‪% 9.01‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪55‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﳒﺪ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ ﰲ ﺍﻟﺴﺆﺍﻝ ﺭﻗﻢ ‪ 20‬ﺃﺟﺎﺑﻮﺍ‬
‫ﺑﺎﻟﻨﻔﻲ ﰲ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺃﻱ ﺃﻧﻪ ﺑﻌﺪ ﺣﺼﻮﻝ ﻣﺆﺳﺴﺘﻬﻢ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ‪ ISO‬ﻳﺒﻘﻰ ﺍﻟﺘﺤﺴﲔ ﻣﺴﺘﻤﺮﺍ‬
‫ﻧﻈﺮﺍ ﳌﺘﻄﻠﺒﺎﺕ ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ) ﻧﻈﺎﻡ ‪ (ISO‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﳌﻨﺎﻓﺴﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻭﻫﺬﺍ ﻣﺎ ﻳﻌﲏ ﻭﻋﻲ‬
‫ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﺑﻨﻈﺎﻡ ‪ ISO‬ﻭﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻟﺒﺬﻝ ﺟﻬﻮﺩ ﺃﻛﺜﺮ ﺑﻐﻴﺔ ﲢﺴﲔ ﺟﻮﺩﺓ ﻣﻨﺘﺠﻬﻢ ‪ ،‬ﻭﻧﺴﺒﺔ‬
‫ﻫﺆﻻﺀ ﲤﺜﻞ ‪ % 65.45‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 36‬ﻓﺮﺩﺍ ﺑﻴﻨﻤﺎ ﳒﺪ ‪ 14‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﻫﺬﻩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ‬
‫‪ % 25.45‬ﻳﺮﻭﺍ ﺑﺄﻧﻪ ﱂ ﻳﺒﻖ ﳎﺎﻝ ﻟﻠﺘﺤﺴﲔ ﰲ ﺍﳌﻨﺘﺞ ﻣﺎﺩﺍﻡ ﺃﻧﻪ ﺣﺼﻞ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ﺍﳌﻄﺎﺑﻘﺔ‬
‫ﻟﻠﻤﻮﺍﺻﻔﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻭ ﺍﻟﱵ ﺗﺆﻫﻠﻪ ﻻﺧﺘﺮﺍﻕ ﺍﻷﺳﻮﺍﻕ ﺍﻟﺪﻭﻟﻴﺔ ‪ ،‬ﰲ ﺣﲔ ﳒﺪ ﺃﻥ ﻧﺴﺒﺔ ‪% 09.09‬‬
‫ﺃﻱ ‪ 5‬ﺃﻓﺮﺍﺩ ﻻ ﻳﺪﺭﻭﺍ ﺇﻥ ﻛﺎﻥ ﻫﻨﺎﻙ ﳎﺎﻝ ﻟﻠﺘﺤﺴﲔ ﺃﻡ ﻻ ﺇﻻ ﺃ‪‬ﻢ ﻣﺴﺘﻌﺪﻭﻥ ﻟﺬﻟﻚ ﺇﻥ ﻛﺎﻥ ﻫﻨﺎﻙ‬
‫ﲢﺴﲔ ﻣﺴﺘﻤﺮ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(25‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.21‬‬
‫ﻣﺎﺫﺍ ﻳﻌﲏ ﻟﻚ ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪32‬‬
‫‪% 36.35‬‬
‫ﻭﺍﺟﺐ‬
‫‪40‬‬
‫‪% 45.45‬‬
‫ﺇﺛﺒﺎﺕ ﻟﻠﺬﺍﺕ‬
‫‪03‬‬
‫‪% 03.40‬‬
‫ﺭﻗﺎﺑﺔ‬
‫‪02‬‬
‫‪% 02.27‬‬
‫ﻃﺮﻳﻖ ﳓﻮ ﺍﻟﺘﻤﻴﺰ‬
‫‪10‬‬
‫‪% 11.36‬‬
‫ﺃﺧﺮﻯ‬
‫‪01‬‬
‫‪% 01.33‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻋﺒﺎﺩﺓ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻳﺘﻀﺢ ﻟﻨﺎ ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ‪ 40‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 45.45‬ﻳﺮﻭﺍ ﺑﺄﻥ‬
‫ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﻭﺍﺟﺐ ﻋﻠﻴﻬﻢ ‪ ،‬ﻓﻴﻤﺎ ﻳﺮﻯ ‪ 32‬ﻓﺮﺩﺍ ﺃﻱ ﻧﺴﺒﺔ ‪ % 39.45‬ﺃﻥ ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﻋﺒﺎﺩﺓ ‪ ،‬ﺃﻱ‬
‫ﺃﻥ ﺩﺍﻓﻊ ﻫﺆﻻﺀ ﺩﻳﲏ ﺣﻴﺚ ﺃﺛﺒﺖ ﻟﻨﺎ ﺑﻌﻀﻬﻢ ﺃﻥ ﻋﻤﻠﻪ ﰲ ﺍﳌﺆﺳﺴﺔ ﻳﺘﻘﺎﺿﻰ ﻋﻠﻴﻪ ﺃﺟﺮﺍ ﻭﺣﱴ ﻳﻜﻮﻥ‬
‫ﺍﻷﺟﺮ ﺣﻼﻻ ﻣﺒﺎﺭﻛﺎ ﻭﺟﺐ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺃﻛﻤﻞ ﻭﺟﻪ ﳑﻜﻦ ‪ ،‬ﺑﻴﻨﻤﺎ ﳒﺪ ‪ 10‬ﺃﻓﺮﺍﺩ ﻳﺮﻭﺍ ﺑﺄﻥ‬
‫ﺍﻟﻌﻤﻞ ﻫﻮ ﻃﺮﻳﻖ ﳓﻮ ﺍﻟﺘﻤﻴﺰ ﺃﻱ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻤﻴﺰ ﻭﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ ﻭﺟﺐ ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ‪ ،‬ﻓﻴﻤﺎ‬
‫ﳒﺪ ﺩﺍﻓﻊ ‪ 03‬ﺃﻓﺮﺍﺩ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 03.40‬ﺫﺍﰐ ﺃﻱ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺔ ﺫﺍﺗﻴﺔ‬
‫ﰲ ﺣﲔ ﳒﺪ ﻓﺮﺩﻳﻦ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﺘﻘﻨﻮﻥ ﺍﻟﻌﻤﻞ ﻷﻥ ﻫﻨﺎﻙ ﺭﻗﺎﺑﺔ ﻓﻔﻲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺇﺗﻘﺎ‪‬ﻢ ﻟﻠﻌﻤﻞ ﻣﻦ‬
‫ﺷﺄﻧﻪ ﺃﻥ ﻳﻌﺮﺿﻬﻢ ﻟﻠﻌﻘﺎﺏ ﻣﻦ ﻃﺮﻑ ﺍﳌﺴﺆﻭﻟﲔ ﰲ ﺣﲔ ﳒﺪ ﻓﺮﺩﺍ ﻭﺍﺣﺪﺍ ﻳﺮﻯ ﺑﺄﻥ ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﻫﻮ‬
‫ﻗﻴﻤﺔ ﺛﻘﺎﻓﻴﺔ ﺃﻱ ﺃﻧﻪ ﻧﺘﺎﺝ ﺛﻘﺎﻓﺔ ﳛﻤﻠﻬﺎ ﺍﻟﻔﺮﺩ ﺍﻟﻌﺎﻣﻞ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 26‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.22‬‬
‫ﻣﺎﺫﺍ ﻳﻌﺘﱪ ﻣﺴﺆﻭﻟﻮﺍ ﺍﳌﺆﺳﺴﺔ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻭﺍﳌﺘﻔﻮﻗﲔ ؟‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪17‬‬
‫‪% 19.31‬‬
‫ﺃﻓﺮﺍﺩﺍ ﻳﻬﺪﺩﻭﻥ ﻣﻨﺎﺻﺒﻬﻢ ﻭﻳﺸﻜﻠﻮﻥ ﺧﻄﺮﺍ ﻋﻠﻴﻬﻢ‬
‫‪19‬‬
‫‪% 21.59‬‬
‫ﻻ ﻳﻮﻟﻮﻥ ﳍﻢ ﺃﻱ ﺍﻫﺘﻤﺎﻡ ﻭﻻ ﻳﺮﻭﻥ ﻓﻴﻬﻢ ﻣﺼﺪﺭ ‪‬ﺪﻳﺪ‬
‫‪23‬‬
‫‪% 26.13‬‬
‫ﺭﺃﺱ ﻣﺎﻝ ﺣﻘﻴﻘﻲ ﳚﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ‬
‫‪09‬‬
‫‪% 10.22‬‬
‫ﻋﺎﻣﻞ ﳝﻜﻦ ﺍﺳﺘﺒﺪﺍﻟﻪ‬
‫‪15‬‬
‫‪% 17.04‬‬
‫ﺃﺧﺮﻯ ‪ :‬ﺣﺪﺩ‪.....‬‬
‫‪05‬‬
‫‪% 05.68‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻣﺼﺪﺭ ﻟﻠﺘﻤﻴﺰ ﻭﺍﻹﺑﺪﺍﻉ ﻭﲢﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﻣﻼﺣﻈﺔ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻳﺘﺒﲔ ﺃﻥ ﻧﺴﺒﺔ ‪ % 26.13‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 23‬ﻓﺮﺩﺍ ﻳﺮﻭﺍ ﺑﺄﻥ‬
‫ﻣﺴﺆﻭﱄ ﺍﳌﺆﺳﺴﺔ ﻻ ﻳﻮﻟﻮﻥ ﺃﻱ ﺍﻫﺘﻤﺎﻡ ﻟﻸﻓﺮﺍﺩ ﺍﳌﺘﻤﻴﺰﻳﻦ ﰲ ﺍﻟﻌﻤﻞ ﻭﻻ ﻳﺮﻭﺍ ﻓﻴﻬﻢ ﻣﺼﺪﺭ ‪‬ﺪﻳﺪ‪ ،‬ﺑﻴﻨﻤﺎ‬
‫ﳒﺪ ﻧﺴﺒﺔ ‪ % 21.59‬ﺃﻱ ‪ 19‬ﻓﺮﺩﺍ ﻳﺜﺒﺘﻮﻥ ﺑﺄﻥ ﻣﺴﺆﻭﱄ ﺍﳌﺆﺳﺴﺔ ﻳﺮﻭﺍ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻤﻴﺰﻳﻦ‬
‫ﻭﺍﳌﺘﻔﻮﻗﲔ ﻳﻬﺪﺩﻭﻥ ﻣﻨﺎﺻﺒﻬﻢ ﻭﻳﺸﻜﻠﻮﻥ ﺧﻄﺮﺍ ﻋﻠﻴﻬﻢ‪ ،‬ﰲ ﺣﲔ ﳒﺪ ﻧﺴﺒﺔ ‪ % 17.04‬ﺃﻱ ‪ 15‬ﻓﺮﺩﺍ‬
‫ﻳﺜﺒﺘﻮﻥ ﺑﺄﻥ ﻣﺴﺆﻭﱄ ﺍﳌﺆﺳﺴﺔ ﻳﺮﻭﺍ ﺑﺄﻥ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻫﻢ ﳎﺮﺩ ﻋﻤﺎﻝ ﳝﻜﻦ ﺍﺳﺘﺒﺪﺍﳍﻢ ﺫﻟﻚ ﺃﻥ ﺳﻮﻕ‬
‫ﺍﻟﻌﻤﻞ ﺗﻌﺞ ﺑﺎﻟﻄﺎﻟﺒﲔ ﳌﻨﺼﺐ ﺷﻐﻞ ‪ ،‬ﺑﻴﻨﻤﺎ ﳒﺪ ‪ 17‬ﻓﺮﺩﺍ ﻭﺍﻟﺬﻳﻦ ﻳﺸﻜﻠﻮﻥ ﻧﺴﺒﺔ ‪% 19.31‬‬
‫ﻳﺆﻛﺪﻭﻥ ﺑﺄﻥ ﻣﺴﺆﻭﱄ ﺍﳌﺆﺳﺴﺔ ﻳﻌﺘﱪﻭﻥ ﺃﻥ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻭﺍﳌﺘﻔﻮﻗﲔ ﻫﻢ ﻣﺼﺪﺭ ﻟﻠﺘﻤﻴﺰ‬
‫ﻭﺍﻹﺑﺪﺍﻉ ﻭﲢﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﻟﻠﻤﺆﺳﺴﺔ ‪ ،‬ﻭﺃﺟﺎﺏ ‪ 09‬ﺃﻓﺮﺍﺩ ﺑﺄﻥ ﺍﻋﺘﻘﺎﺩ ﺍﳌﺴﺆﻭﻟﲔ ﰲ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻤﻴﺰﻳﻦ‬
‫ﻭﺍﳌﺘﻔﻮﻗﲔ ﺑﺄ‪‬ﻢ ﳝﺜﻠﻮﻥ ﺭﺃﺱ ﻣﺎﻝ ﺣﻘﻴﻘﻲ ﳚﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ ﻭﳝﺜﻞ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻧﺴﺒﺔ ‪% 10.22‬‬
‫ﻓﻴﻤﺎ ﺃﺟﺎﺏ ‪ 05‬ﺃﻓﺮﺍﺩ ﺑﺄ‪‬ﻢ ﻻ ﻳﺪﺭﻭﻥ ﻭﻻ ﻳﻌﺮﻓﻮﻥ ﺭﺃﻱ ﻣﺴﺆﻭﱄ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻷﻓﺮﺍﺩ ﺫﻭﻭﺍ ﺍﻷﺩﺍﺀ‬
‫ﺍﳌﺮﺗﻔﻊ ‪.‬‬
‫ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﻧﺮﻯ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 64.47‬ﺃﻱ‪ 57‬ﻓﺮﺩﺍ‬
‫ﻳﻘﺮﻭﻥ ﺑﺄﻥ ﻣﺴﺆﻭﱄ ﺍﳌﺆﺳﺴﺔ ﻻ ﻳﻮﻟﻮﻥ ﺃﻱ ﺍﻫﺘﻤﺎﻡ ﻭﻻ ﻳﻘﻴﻤﻮﻥ ﻭﺯﻧﺎ ﻟﻠﻌﻤﺎﻝ ﺫﻭﻭﺍ ﺍﻷﺩﺍﺀ ﺍﳉﻴﺪ ﻭﻻ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﳛﻈﻮﺍ ﺑﺄﻱ ﲢﻔﻴﺰ ﺃﻭ ﻣﻌﺎﻣﻠﺔ ﺧﺎﺻﺔ ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﻌﻤﺎﻝ ﺍﻟﻌﺎﺩﻳﲔ ﻭﻫﺬﺍ ﻳﺆﻛﺪ ﻧﺘﺎﺋﺞ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ‬
‫ﺍﻟﺴﺆﺍﻝ ‪ 17‬ﺣﻮﻝ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺃﻥ ﻧﺘﻴﺠﺔ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻗﺮﻳﺒﺔ ﺟﺪﺍ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ‬
‫ﺍﻟﺴﺆﺍﻝ ﺭﻗﻢ ‪. 17‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 27‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ‪.23‬‬
‫ﰲ ﺣﺎﻟﺔ ﻣﻮﺍﺟﻬﺔ ﺍﻟﻌﺎﻣﻞ ﻟﺒﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻫﻞ ﺑﺈﻣﻜﺎﻧﻪ ﺣﻠﻬﺎ ﺩﻭﻥ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﻣﺴﺆﻭﻟﻪ ﺍﳌﺒﺎﺷﺮ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪48‬‬
‫‪% 54.54‬‬
‫ﻻ‬
‫‪40‬‬
‫‪% 45.45‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﳒﺪ ﺃﻥ ﻧﺴﺒﺔ ‪ % 54.54‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﱵ‬
‫ﺗﻌﺎﺩﻝ ‪ 48‬ﻓﺮﺩﺍ ﳝﻜﻨﻬﻢ ﺣﻞ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ﺩﻭﻥ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﻣﺴﺆﻭﻟﻴﻬﻢ‬
‫ﺍﳌﺒﺎﺷﺮﻳﻦ ‪ ،‬ﺃﻱ ﺃﻥ ﻟﺪﻳﻬﻢ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﺼﺮﻑ ﻣﻊ ﻫﺬﻩ ﺍﻟﺼﻌﻮﺑﺎﺕ ﳑﺎ ﻳﻌﲏ ﲤﺘﻊ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﺑﻨﻮﻉ ﻣﻦ‬
‫ﺍﳊﺮﻳﺔ ﰲ ﺍﻟﺘﺼﺮﻑ ‪ ،‬ﺇﻻ ﺃﻥ ﻧﺴﺒﺔ ‪ % 45.45‬ﻭﺍﻟﱵ ﲤﺜﻞ ‪ 40‬ﻓﺮﺩﺍ ﻳﺮﻭﺍ ﺑﺄﻧﻪ ﻻ ﳝﻜﻨﻬﻢ ﺍﻟﺘﺼﺮﻑ ﻣﻊ‬
‫ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ﺃﻭ ﺣﻠﻬﺎ ﺩﻭﻥ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﻣﺴﺆﻭﻟﻴﻬﻢ ﺍﳌﺒﺎﺷﺮﻳﻦ ﺭﻏﺒﺔ ﻣﻨﻬﻢ ﰲ‬
‫ﻋﺪﻡ ﲢﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﻫﻮ ﰲ ﻏﲎ ﻋﻨﻬﺎ ﻛﻤﺎ ﺃﻗﺮ ﺑﺬﻟﻚ ﺑﻌﺾ ﺍﳌﺴﺘﺠﻮﺑﲔ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 28‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ‪.24‬‬
‫ﻫﻞ ﺃﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺪﻳﺮ ﺃﻭ ﺭﺋﻴﺲ ﺍﻟﺪﺍﺋﺮﺓ ﻟﺘﻘﺪﱘ ﺃﻱ ﺍﻗﺘﺮﺍﺡ ‪:‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪44‬‬
‫‪% 50‬‬
‫ﻣﻌﻘﺪ‬
‫‪18‬‬
‫‪% 20.45‬‬
‫ﻏﲑ ﳑﻜﻦ‬
‫‪26‬‬
‫‪% 29.54‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺃﻣﺮ ﺳﻬﻞ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﺟﺎﺀﺕ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻛﺎﻟﺘﺎﱄ ‪:‬‬
‫‪121‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺇﻥ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺬﻳﻦ ﻳﺮﻭﺍ ﺑﺄﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺭﺋﻴﺲ ﺍﻟﺪﺍﺋﺮﺓ ﺃﻭ ﺍﳌﺪﻳﺮ ﺳﻬﻞ ﻟﺘﻘﺪﱘ ﺃﻱ‬
‫ﺍﻗﺘﺮﺍﺡ ﻛﺎﻥ ﻋﺪﺩﻫﻢ ‪ 44‬ﻓﺮﺩﺍ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ ﻗﺪﺭﻩ ‪ % 50‬ﺃﻱ ﻧﺼﻒ ﺍﻟﻌﻴﻨﺔ ‪ ،‬ﺑﻴﻨﻤﺎ ﳒﺪ ‪ 26‬ﻓﺮﺩﺍ‬
‫ﻭﺍﻟﺬﻳﻦ ﻳﺸﻜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 29.54‬ﻳﺮﻭﺍ ﺑﺄﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺪﻳﺮ ﺃﻭ ﺭﺋﻴﺲ ﺍﻟﺪﺍﺋﺮﺓ ﻟﺘﻘﺪﱘ ﺃﻱ ﺍﻗﺘﺮﺍﺡ‬
‫ﺃﻣﺮ ﻏﲑ ﳑﻜﻦ ﻷ‪‬ﻢ ﻳﺸﺪﺩﻭﻥ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﺣﺘﺮﺍﻡ ﺍﻟﺴﻠﻢ ﺍﳍﺮﻣﻲ )‪ ،(Hiérarchie‬ﰲ ﺣﲔ ﳒﺪ‬
‫‪ 18‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ ﻗﺪﺭﻩ ‪ % 20.45‬ﻳﻌﺘﱪﻭﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺪﻳﺮ ﺃﻭ ﺭﺋﻴﺲ‬
‫ﺍﻟﺪﺍﺋﺮﺓ ﻟﺘﻘﺪﱘ ﺃﻱ ﺍﻗﺘﺮﺍﺡ ﺃﻣﺮ ﻣﻌﻘﺪ ‪ ،‬ﻭﺣﺠﺘﻬﻢ ﰲ ﺫﻟﻚ ﻫﻮ ﺿﺮﻭﺭﺓ ﺍﺣﺘﺮﺍﻡ ﺍﻟﺴﻠﻢ ﺍﳍﺮﻣﻲ ‪ ،‬ﺃﻱ‬
‫ﺗﻘﺪﱘ ﺍﻻﻗﺘﺮﺍﺡ ﻟﻠﻤﺴﺆﻭﻝ ﺍﳌﺒﺎﺷﺮ ﻭﻫﻮ ﻳﻮﺻﻠﻬﺎ ﺑﺪﻭﺭﻩ ﺇﱃ ﺍﳌﺴﺆﻭﻟﲔ ؛ ﺇﻥ ﺍﻟﺬﻳﻦ ﻗﺎﻟﻮﺍ ﺃﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ‬
‫ﺍﳌﺪﻳﺮ ﺃﻭ ﺭﺋﻴﺲ ﺍﻟﺪﺍﺋﺮﺓ ﻟﺘﻘﺪﱘ ﺃﻱ ﺍﻗﺘﺮﺍﺡ ﺃﻣﺮ ﻣﻌﻘﺪ ﻫﻲ ﻧﺴﺒﺔ ﻣﻬﻤﺔ ﳝﻜﻦ ﺃﻥ ﻧﺴﺘﺨﻠﺺ ﻣﻨﻬﺎ ﻧﻮﻋﺎ‬
‫ﻣﻦ ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻴﺔ ﺍﳌﻄﺒﻘﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺇﻇﻬﺎﺭ ﻧﻮﻉ ﺍﻻﺗﺼﺎﻝ ﺃﻱ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻨﺎﺯﻝ ‪ ،‬ﺃﻣﺎ ﻧﺴﺒﺔ‬
‫ﺍﻟﺬﻳﻦ ﻳﺮﻭﻥ ﺃﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺪﻳﺮ ﺃﻭ ﺭﺋﻴﺲ ﺍﻟﺪﺍﺋﺮﺓ ﻟﺘﻘﺪﱘ ﺃﻱ ﺍﻗﺘﺮﺍﺡ ﺃﻣﺮ ﻏﲑ ﳑﻜﻦ ﻓﻬﻲ ‪29.54‬‬
‫‪ %‬ﻭﻫﻲ ﻧﺴﺒﺔ ﻣﻌﺘﱪﺓ ﻛﺬﻟﻚ ﺗﺒﲔ ﻟﻴﺲ ﻓﻘﻂ ﺩﺭﺟﺔ ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻴﺔ ﺑﻞ ﺣﱴ ﻧﻮﻋﺎ ﻣﻦ ﺍﻻﺳﺘﻌﻼﺀ ﺍﻟﱵ‬
‫ﺗﺘﻌﺎﻣﻞ ‪‬ﺎ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﻣﻊ ﺍﻟﻌﻤﺎﻝ ﺇﻻ ﺃﻧﻨﺎ ﳒﺪ ﺃﻥ ﻧﺴﺒﺔ ‪ % 50‬ﻭﻫﻲ ﻧﺴﺒﺔ ﻣﻌﺘﱪﺓ ﺟﺪﺍ ﲤﺜﻞ‬
‫ﻧﺼﻒ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﳝﻜﻨﻬﻢ ﺑﺴﻬﻮﻟﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺪﻳﺮ ﺃﻭ ﺭﺋﻴﺲ ﺍﻟﺪﺍﺋﺮﺓ ﻟﺘﻘﺪﱘ ﺃﻱ ﺍﻗﺘﺮﺍﺡ ﻭﺍﻟﺴﺒﺐ‬
‫ﰲ ﺫﻟﻚ ﻫﻮ ﺃﻥ ﻋﻼﻗﺘﻬﻢ ﻣﻊ ﺭﺅﺳﺎﺋﻬﻢ ﻃﻴﺒﺔ ﺟﺪﺍ ﻭﻳﺘﻤﺘﻌﻮﻥ ﺑﻨﻮﻉ ﻣﻦ ﺍﻟﻠﻴﻮﻧﺔ ﻭﺣﺮﻳﺔ ﺍﻟﺘﺼﺮﻑ ﻭﺃﻥ‬
‫ﻧﺴﺒﺔ ﻣﻌﺘﱪﺓ ﻣﻦ ﻫﺆﻻﺀ ﳝﺜﻠﻮﻥ ﺇﻃﺎﺭﺍﺕ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺭﺋﻴﺲ ﺩﺍﺋﺮﺓ ﺃﻭ ﺭﺋﻴﺲ ﻣﺼﻠﺤﺔ ﻭﺫﻟﻚ ﺃﻥ‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺑﻴﻨﻬﻢ ﻭﺑﲔ ﺍﳌﺪﻳﺮ ﺃﻭ ﺭﺋﻴﺲ ﺍﻟﺪﺍﺋﺮﺓ ﻗﺮﻳﺒﺔ ﺟﺪﺍ ﳑﺎ ﳝﻜﻨﻬﻢ ﺫﻟﻚ ﻣﻦ ﺳﻬﻮﻟﺔ ﺍﻟﻮﺻﻮﻝ‬
‫ﺇﱃ ﺃﻋﻠﻰ ﺍﳍﺮﻡ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 29‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﻠﺴﺆﺍﻝ ﺭﻗﻢ ‪.25‬‬
‫ﻫﻞ ﺃﻥ ﺍﻟﻌﻤﺎﻝ ﳛﻈﻮﻥ ﺑﺘﻘﺪﻳﺮ ﻭﺍﺣﺘﺮﺍﻡ ﺭﺅﺳﺎﺋﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪58‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﻧﻌﻢ‬
‫ﻻ‬
‫‪30‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫‪% 65.90‬‬
‫‪37.09‬‬
‫‪% 100‬‬
‫‪122‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻣﻦ ﻣﻼﺣﻈﺔ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﳒﺪ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 65.90‬ﻳﺆﻛﺪﻭﻥ ﺑﺄ‪‬ﻢ‬
‫ﳛﻈﻮﻥ ﺑﺘﻘﺪﻳﺮ ﻭﺍﺣﺘﺮﺍﻡ ﺭﺅﺳﺎﺋﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ﻓﻴﻤﺎ ﺃﻛﺪ ﺃﻏﻠﺒﻬﻢ ﻋﻠﻰ ﺃﻥ ﻫﺬﺍ ﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻻﺣﺘﺮﺍﻡ ﻳﻜﻮﻥ‬
‫ﰲ ﺇﻃﺎﺭ ﺍﻻﺣﺘﺮﺍﻡ ﺍﳌﺘﺒﺎﺩﻝ ‪.‬‬
‫ﻓﻴﻤﺎ ﻧﻔﺖ ﻧﺴﺒﺔ ‪ % 34.09‬ﺃ‪‬ﻢ ﳛﻈﻮﻥ ﺑﺎﺣﺘﺮﺍﻡ ﻭﺗﻘﺪﻳﺮ ﺭﺅﺳﺎﺋﻬﻢ ﻭﺃﻥ ﺍﻟﺬﻱ ﻳﺮﺑﻄﻬﻢ ﻓﻘﻂ‬
‫ﻫﻮ ﻋﻼﻗﺎﺕ ﻣﻬﻨﻴﺔ ﻭﻳﺆﻛﺪﻭﻥ ﻋﻠﻰ ﺳﻮﺀ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻢ ﻭﺑﲔ ﺭﺅﺳﺎﺋﻬﻢ ‪ ،‬ﻭﺃﻥ ﺃﻏﻠﺐ ﻫﺆﻻﺀ ﻫﻢ ﺃﻋﻮﺍﻥ‬
‫ﲢﻜﻢ ﻭﻋﻤﺎﻝ ﺗﻨﻔﻴﺬﻳﲔ ﻣﺸﲑﻳﻦ ﺑﺬﻟﻚ ﺇﱃ ﻭﺟﻮﺩ ﻧﻮﻉ ﻣﻦ ﺍﻟﺼﺮﺍﻋﺎﺕ ﺩﺍﺧﻞ ﺍﳌﺆﺳﺴﺔ ﺧﺎﺻﺔ ﺑﲔ‬
‫ﺍﳌﺴﺆﻭﻟﲔ ﻭﺑﲔ ﻃﺒﻘﺔ ﺍﻟﻌﻤﺎﻝ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 30‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.26‬‬
‫ﻫﻞ ﺃﻧﻚ ﲢﺎﻓﻆ ﻋﻠﻰ ﳑﺘﻠﻜﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻛﻤﺎ ﲢﺎﻓﻆ ﻋﻠﻰ ﳑﺘﻠﻜﺎﺗﻚ ﺍﻟﺸﺨﺼﻴﺔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪80‬‬
‫‪% 90.90‬‬
‫ﻟﻴﺲ ﻛﺬﻟﻚ‬
‫‪08‬‬
‫‪% 09.09‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﺃﻏﻠﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 80‬ﻓﺮﺩﺍ ﻣﻨﻬﻢ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ ‪% 90.90‬‬
‫ﳛﺎﻓﻈﻮﻥ ﻋﻠﻰ ﳑﺘﻠﻜﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻛﻤﺎ ﳛﺎﻓﻈﻮﻥ ﻋﻠﻰ ﳑﺘﻠﻜﺎ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ ﺑﻞ ﺃﺛﺒﺖ ﻟﻨﺎ ﺍﻟﻜﺜﲑ ﻣﻦ‬
‫ﺍﻟﻌﻤﺎﻝ ﺃ‪‬ﻢ ﳛﺎﻓﻈﻮﻥ ﻋﻠﻴﻬﺎ ﺃﻛﺜﺮ ﻣﻦ ﳏﺎﻓﻈﺘﻬﻢ ﻋﻠﻰ ﳑﺘﻠﻜﺎ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻫﺬﺍ ﻳﺸﲑ ﺇﱃ ﻭﻻﺀ ﻫﺆﻻﺀ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﳌﺆﺳﺴﺘﻬﻢ ﺑﻴﻨﻤﺎ ﺃﺟﺎﺏ ‪ 08‬ﺃﻓﺮﺍﺩ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 09.09‬ﺃ‪‬ﻢ ﻻ ﳛﺎﻓﻈﻮﻥ ﻋﻠﻰ ﳑﺘﻠﻜﺎﺕ‬
‫ﺍﳌﺆﺳﺴﺔ ﻛﻤﺎ ﳛﺎﻓﻈﻮﻥ ﻋﻠﻰ ﳑﺘﻠﻜﺎ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :( 31‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.27‬‬
‫ﻫﻞ ﺃﻧﻚ ﲢﺎﻓﻆ ﻋﻠﻰ ﻋﻼﻗﺘﻚ ﻣﻊ ﺯﻣﻼﺋﻚ ﻭﺭﺅﺳﺎﺋﻚ ﻛﻤﺎ ﲢﺎﻓﻆ ﻋﻠﻰ ﻋﻼﻗﺘﻚ ﻣﻊ ﺃﻫﻠﻚ ﻭﺃﻗﺎﺭﺑﻚ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪76‬‬
‫‪% 86.36‬‬
‫ﻟﻴﺲ ﻛﺬﻟﻚ‬
‫‪12‬‬
‫‪% 13.63‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫‪123‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻳﺘﺒﲔ ﺃﻥ ‪ 76‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ ‪% 86.36‬‬
‫ﻳﺆﻛﺪﻭﻥ ﺃ‪‬ﻢ ﳛﺎﻓﻈﻮﻥ ﻋﻠﻰ ﻋﻼﻗﺎ‪‬ﻢ ﻣﻊ ﺯﻣﻼﺋﻬﻢ ﻭﺭﺅﺳﺎﺋﻬﻢ ﻛﻤﺎ ﳛﺎﻓﻈﻮﻥ ﻋﻠﻰ ﻋﻼﻗﺎ‪‬ﻢ ﻣﻊ‬
‫ﺃﻫﻠﻴﻬﻢ ﻭﺃﻗﺎﺭ‪‬ﻢ ‪ ،‬ﺣﻴﺚ ﺑﲔ ﻟﻨﺎ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﺛﻨﺎﺀ ﻣﻘﺎﺑﻠﺘﻬﻢ ﺃﻥ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻘﻀﻮﻧﻪ ﻣﻊ‬
‫ﺯﻣﻼﺋﻬﻢ ﻭﺭﺅﺳﺎﺋﻬﻢ ﻫﻮ ﺃﻛﱪ ﻣﻦ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻘﻀﻮﻧﻪ ﻣﻊ ﺃﻫﻠﻴﻬﻢ ﻭﺃﻗﺎﺭ‪‬ﻢ ﻟﺬﺍ ﻭﺟﺐ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ‬
‫ﺣﺴﻦ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻌﺎﻣﻞ ﻭﺯﻣﻼﺋﻪ ﻭﺭﺅﺳﺎﺋﻪ ﻭﺍﻟﺬﻳﻦ ﻳﻌﺘﱪﻭ‪‬ﻢ ﻋﺎﺋﻠﺘﻬﻢ ﺍﻟﺜﺎﻧﻴﺔ ‪.‬‬
‫ﺑﻴﻨﻤﺎ ﳒﺪ ﺃﻥ ﻧﺴﺒﺔ ‪ % 13.63‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 12‬ﻓﺮﺩﺍ ﻻ ﳛﺎﻓﻈﻮﻥ ﻋﻠﻰ‬
‫ﻋﻼﻗﺘﻬﻢ ﻣﻊ ﺯﻣﻼﺋﻬﻢ ﻭ ﺭﺅﺳﺎﺋﻬﻢ ﻛﻤﺎ ﳛﺎﻓﻈﻮﻥ ﻋﻠﻰ ﻋﻼﻗﺘﻬﻢ ﺑﺄﻗﺎﺭ‪‬ﻢ ﻭﺃﻫﻠﻴﻬﻢ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺭﻭﺡ ﺍﻻﻧﺘﻤﺎﺀ ﻭﺍﻟﻮﻻﺀ ﻟﻠﻔﺮﻳﻖ ﻭﺍﻟﺰﻣﻼﺀ ﻭﺍﻟﺮﺅﺳﺎﺀ ﰲ ﺍﳌﺆﺳﺴﺔ ﻋﺎﻟﻴﺔ ﺟﺪﺍ ﳑﺎ‬
‫ﻳﺸﻜﻞ ﻧﻘﻄﺔ ﻗﻮﺓ ﻟﻠﻤﺆﺳﺴﺔ ﺗﺪﻓﻊ ﺑﺎﻟﻌﺎﻣﻠﲔ ﻟﺒﺬﻝ ﻗﺼﺎﺭﻯ ﺟﻬﻮﺩﻫﻢ ﰲ ﺃﺩﺍﺀ ﻭﺍﺟﺒﺎ‪‬ﻢ ﻭﺃﻋﻤﺎﳍﻢ‬
‫ﺍﳌﻮﻛﻠﺔ ﺇﻟﻴﻬﻢ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ) ‪ :( 32‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.28‬‬
‫ﻫﻞ ﺃﻥ ﺍﻟﺘﻮﻇﻴﻒ ﰲ ﺍﳌﺆﺳﺴﺔ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ‪:‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪15‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫‪% 17.04‬‬
‫ﻋﻼﻗﺎﺕ ﺷﺨﺼﻴﺔ ) ﻣﻌﺎﺭﻑ (‬
‫‪73‬‬
‫ﺃﺧﺮﻯ‬
‫‪00‬‬
‫‪% 82.95‬‬
‫‪00‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺗﺒﲔ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ﺍﻟﺘﻮﻇﻴﻒ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺫﻟﻚ ﻣﺎ ﺗﺜﺒﺘﻪ‬
‫ﺇﺟﺎﺑﺔ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ 73‬ﻓﺮﺩﺍ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ ﻗﺪﺭﻩ ‪ % 82.95‬ﺇﻻ ﺃﻥ ﺑﻌﻀﻬﻢ‬
‫ﺃﺛﺒﺖ ﺃﻥ ﺍﻟﺘﻮﻇﻴﻒ ﻳﺘﻢ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻷﺑﻨﺎﺀ ﺍﻟﻌﻤﺎﻝ ﻭﺃﺑﻨﺎﺀ ﺍﻟﻌﻤﺎﻝ ﺍﻟﺬﻳﻦ ﺃﺣﻴﻠﻮﺍ ﻋﻠﻰ‬
‫ﺍﻟﺘﻘﺎﻋﺪ‪،‬ﺑﻴﻨﻤﺎ ﺗﺜﺒﺖ ﻧﺴﺒﺔ ‪ % 17.04‬ﻭﺍﻟﱵ ﲤﺜﻞ ‪ 15‬ﻓﺮﺩﺍ ﺃﻥ ﺍﻟﺘﻮﻇﻴﻒ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻜﻔﺎﺀﺓ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 33‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.29‬‬
‫ﻫﻞ ﺃﻥ ﺍﻟﺘﺮﻗﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻢ ﺑﻮﺍﺳﻄﺔ ‪:‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪15‬‬
‫‪% 17.04‬‬
‫ﺍﻷﻗﺪﻣﻴﺔ‬
‫‪17‬‬
‫‪% 19.31‬‬
‫ﻋﻼﻗﺎﺕ ﺷﺨﺼﻴﺔ ) ﻣﻌﺎﺭﻑ (‬
‫‪56‬‬
‫ﺃﺧﺮﻯ‬
‫‪00‬‬
‫‪% 63.63‬‬
‫‪00‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻣﺆﻫﻼﺕ ﺍﻟﻔﺮﺩ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 53.63‬ﺑﺘﻜﺮﺍﺭ‬
‫ﻣﻄﻠﻖ ﻗﺪﺭﻩ ‪ 56‬ﻓﺮﺩﺍ ﺃﺟﺎﺑﻮﺍ ﺑﺄﻥ ﺍﻟﺘﺮﻗﻴﺔ ﺗﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﻴﻨﻤﺎ ﻳﺮﻯ ‪% 19.31‬‬
‫ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 17‬ﻓﺮﺩﺍ ﺃﻥ ﺍﻟﺘﺮﻗﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻷﻗﺪﻣﻴﺔ ‪ ،‬ﰲ ﺣﲔ ﳒﺪ‬
‫‪ 15‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 17.04‬ﻳﺆﻛﺪﻭﻥ ﺃﻥ ﺍﻟﺘﺮﻗﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻢ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﻣﺆﻫﻼﺕ ﺍﻟﻔﺮﺩ ‪.‬‬
‫ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﻣﻮﺍﺻﻠﺔ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﰲ ﺗﺮﻗﻴﺔ ﺍﻟﻌﺎﻣﻠﲔ ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺳﻮﻑ ﻳﺆﺩﻱ ﺇﱃ ﺍﻫﺘﺰﺍﺯ ﻗﻴﻢ ﺍﻟﻌﺎﻣﻠﲔ ﻣﺜﻞ ‪ :‬ﻟﻜﻞ ﺣﺴﺐ ﺟﻬﺪﻩ ‪ ،‬ﺃﻭ ﻟﻜﻞ ﺟﻬﺪ ﻣﻜﺎﻓﺄﺓ ‪ ،‬ﳑﺎ ﻗﺪ‬
‫ﻳﻨﻌﻜﺲ ﺳﻠﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﻫﺆﻻﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺷﻴﻮﻉ ﻗﻴﻢ ﺍﻟﻼﻣﺒﺎﻻﺓ ﻭﺍﻹﳘﺎﻝ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ‬
‫ﳍﺎ ﺗﺄﺛﲑ ﺳﻠﱯ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺮﺍﺑﻊ ‪:‬ﺍﻹﺑﺪﺍﻉ ﻭ ﺍﻻﺑﺘﻜﺎﺭ ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(34‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ‪.30‬‬
‫ﻫﻞ ﺃﻥ ﺍﻷﻓﻜﺎﺭ ﺍﳌﺒﺘﻜﺮﺓ ﻭﺍﻹﺑﺪﺍﻋﺎﺕ ﲢﻈﻰ ﺑﺎﻟﻘﺒﻮﻝ ﻣﻦ ﻃﺮﻑ ﺍﳌﺴﺆﻭﻟﲔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪34‬‬
‫‪% 38.63‬‬
‫ﻻ‬
‫‪49‬‬
‫‪% 55.68‬‬
‫ﺃﺣﻴﺎﻧﺎ‬
‫‪05‬‬
‫‪% 05.68‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 55.68‬ﺃﻱ ﻣﺎ‬
‫ﻳﻌﺎﺩﻝ ‪ 49‬ﻓﺮﺩﺍ ﻳﺆﻛﺪﻭﻥ ﺑﺄﻥ ﺍﻷﻓﻜﺎﺭ ﺍﳌﺒﺘﻜﺮﺓ ﻭﺍﻹﺑﺪﺍﻋﺎﺕ ﻻ ﲢﻆ ﺑﺎﻟﻘﺒﻮﻝ ﻟﺪﻯ ﺍﳌﺴﺌﻮﻟﲔ‪،‬ﻭﺣﺴﺐ‬
‫ﺍﳌﺒﺤﻮﺛﲔ ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﺮﻓﺾ ﻧﺎﺗﺞ ﻣﻦ ﺍﻋﺘﻘﺎﺩ ﻫﺆﻻﺀ ﺍﳌﺴﺆﻭﻟﲔ ﺃﻥ ﺍﻟﻌﻤﺎﻝ ﻟﻴﺴﻮ ﺃﻫﻼ ﻷﻥ ﻳﻘﺪﻣﻮﺍ ﺃﻓﻜﺎﺭ‬
‫ﻭﺇﺑﺪﺍﻋﺎﺕ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﲢﻘﻖ ﻧﺘﺎﺋﺞ ﻣﺮﺿﻴﺔ ﻭﲢﻘﻖ ﺍﻟﻨﺠﺎﺡ ﻟﻠﻤﺆﺳﺴﺔ ‪ ،‬ﻓﻴﻤﺎ ﻳﺮﻯ ‪ 34‬ﻓﺮﺩﺍ ﺃﻱ ﻧﺴﺒﺔ‬
‫‪ % 38.63‬ﺃﻥ ﺍﻷﻓﻜﺎﺭ ﺍﳌﺒﺘﻜﺮﺓ ﻭﺍﻹﺑﺪﺍﻋﺎﺕ ﲢﻈﻰ ﺑﺎﻟﻘﺒﻮﻝ ﻟﺪﻯ ﺍﳌﺴﺆﻭﻟﲔ ﻭ ﺃﻏﻠﺐ ﻫﺆﻻﺀ ﳒﺪﻫﻢ‬
‫ﺇﻃﺎﺭﺍﺕ ﻭ ﻣﺴﺆﻭﻟﲔ ﰲ ﻣﺴﺘﻮﻳﺎﺕ ﻣﺘﻮﺳﻄﺔ ﻭ ﻋﻠﻴﺎ ‪ ،‬ﺃﻣﺎ ﻧﺴﺒﺔ ‪ %05.68‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 05‬ﺃﻓﺮﺍﺩ‬
‫ﻳﺮﻭﺍ ﺑﺄﻥ ﻫﺬﻩ ﺍﻷﻓﻜﺎﺭ ﻭ ﺍﻹﺑﺪﺍﻋﺎﺕ ﲢﻈﻰ ﺑﺎﻟﻘﺒﻮﻝ ﺃﺣﻴﺎﻧﺎ ﻭﺗﺮﻓﺾ ﺃﺣﻴﺎﻧﺎ ﺃﺧﺮﻯ ﻭﺫﻟﻚ ﺣﺴﺐ‬
‫ﺃﳘﻴﺘﻬﺎ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺗﻄﺒﻴﻘﻬﺎ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :( 35‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.31‬‬
‫ﻫﻞ ﺗﻮﻓﺮ ﺍﳌﺆﺳﺴﺔ ﳎﺎﻻ ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭﺍﳋﻄﺄ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪50‬‬
‫‪% 56.81‬‬
‫ﻻ‬
‫‪38‬‬
‫‪% 43.18‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻣﻦ ﻣﺸﺎﻫﺪﺓ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﳒﺪ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 50‬ﻓﺮﺩﺍ ﻣﻨﻬﻢ ﺑﺘﻜﺮﺍﺭ‬
‫ﻧﺴﱯ ﻗﺪﺭﻩ ‪ %56.81‬ﻳﻘﺮﻭﻥ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻴﺢ ﳍﻢ ﳎﺎﻻ ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭﺍﳋﻄﺄ ﺇﻻ ﰲ ﺣﺎﻟﺔ ﺍﳋﻄﺄ‬
‫ﺍﻟﻌﻤﺪﻱ ﺃﻭ ﺗﻜﺮﺍﺭ ﻧﻔﺲ ﺍﳋﻄﺄ ﻋﺪﺓ ﻣﺮﺍﺕ ‪ ،‬ﻭﻫﺬﺍ ﻳﻘﺮﻩ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ ‪ ،‬ﺃﻣﺎ ﻧﺴﺒﺔ‬
‫‪ % 43.18‬ﺃﻱ ‪ 38‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﻴﻨﻔﻮﻥ ﻭﺟﻮﺩ ﳎﺎﻝ ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭﺍﳋﻄﺄ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﺧﺎﺻﺔ ﻋﻨﺪ ﻓﺪﺍﺣﺔ ﺍﳋﻄﺄ ﺣﱴ ﻭﺇﻥ ﱂ ﻳﻜﻦ ﻋﻤﺪﻳﺎ ﻓﺈﻥ ﻣﺮﺗﻜﺒﻪ ﻻ ﻣﻨﺎﺹ ﻟﻪ ﻣﻦ ﺍﻟﻌﻘﺎﺏ ﺭﻏﻢ ﺃﻥ‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻠﻤﺆﺳﺴﺔ ﻳﻌﻔﻲ ﻣﺮﺗﻜﺐ ﺍﳋﻄﺄ ﻏﲑ ﺍﻟﻌﻤﺪﻱ ﻣﻦ ﺍﻟﻌﻘﺎﺏ‪ ،‬ﻭﺑﺘﻘﻴﻴﺪ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‬
‫ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭ ﺍﳋﻄﺄ ﻭ ﻣﻌﺎﻗﺒﺘﻬﺎ ﳌﺮﺗﻜﺐ ﺍﳋﻄﺄ ﻓﺈ‪‬ﺎ ﺗﻐﻠﻖ ﻋﻠﻴﻬﻢ ﺑﺎﺏ ﺍﻹﺑﺪﺍﻉ ﻭ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﺘﺠﺪﻳﺪ‬
‫ﻭ ﺍﳌﺒﺎﺩﺭﺓ ﻭ ﺍﻟﱵ ﺗﻌﻮﺩ ﰲ ﻏﺎﻟﺐ ﺍﻷﺣﻴﺎﻥ ﺑﺎﻟﻨﻔﻊ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(36‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.32‬‬
‫ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻮﻓﺮ ﺍﳌﻨﺎﺥ ﺍﳌﻼﺋﻢ ﻟﻺﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻜﲑ ﰲ ﻃﺮﻕ ﻋﻤﻞ ﺟﻴﺪﺓ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪21‬‬
‫‪% 23.86‬‬
‫ﻻ‬
‫‪67‬‬
‫‪% 76.13‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﺇﻥ ﻧﺴﺒﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﻻ ﺗﻮﻓﺮ ﳍﻢ ﳎﺎﻻ ﻟﻺﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻜﲑ ﰲ ﻃﺮﻕ‬
‫ﻋﻤﻞ ﺟﺪﻳﺪﺓ ﻫﻲ ‪ % 76.13‬ﺃﻱ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﺘﻜﺮﺍﺭ ﻣﻄﻠﻖ ﻗﺪﺭﻩ ‪ 67‬ﻓﺮﺩﺍ ‪ ،‬ﺃﻣﺎ ﺍﻟﺬﻳﻦ ﺃﻗﺮﻭﺍ‬
‫ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻮﻓﺮ ﻣﻨﺎﺧﺎ ﻟﻺﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻜﲑ ﰲ ﻃﺮﻕ ﻋﻤﻞ ﺟﺪﻳﺪﺓ ﻫﻲ ‪ % 23.86‬ﺃﻱ ‪ 21‬ﻋﺎﻣﻼ‬
‫ﻭﳒﺪ ﺃﻥ ﻧﺴﺒﺔ ﺍﻟﺬﻳﻦ ﻧﻔﻮﺍ ﻭﺟﻮﺩ ﺗﺸﺠﻴﻊ ﻋﻠﻰ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﺠﺪﻳﺪ ﺃﻏﻠﺒﻬﻢ ﺗﺘﺠﺎﻭﺯ ﻣﺪﺓ ﻋﻤﻠﻬﻢ ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ ‪ 10‬ﺳﻨﻮﺍﺕ ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻧﻪ ﺣﱴ ﺗﺎﺭﻳﺦ ﺍﳌﺆﺳﺴﺔ ﱂ ﻳﺘﻮﻓﺮ ﻋﻠﻰ ﻣﻨﺎﺥ ﻳﺸﺠﻊ ﺍﻟﺘﻔﻜﲑ‬
‫ﻭﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﺠﺪﻳﺪ ﻻ ﰲ ﻃﺮﻕ ﺟﺪﻳﺪﺓ ﳌﺰﺍﻭﻟﺔ ﺍﻟﻨﺸﺎﻁ ﺍﻹﻧﺘﺎﺟﻲ ﺃﻭ ﰲ ﺍﻟﺘﻔﻜﲑ ﰲ ﻃﺮﻕ ﺗﺴﻴﲑ‬
‫ﺟﺪﻳﺪﺓ ﺃﻱ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﻟﻴﺴﺖ ﳍﺎ ﺭﻏﺒﺔ ﰲ ﺍﻟﺘﻐﻴﲑ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺭﻏﻢ ﺗﺒﻨﻴﻬﺎ ﻟﻨﻈﺎﻡ ‪ ISO9002‬ﰒ‬
‫‪ ISO9001‬ﻏﲑ ﺃﻧﻪ ﺃﺛﺒﺖ ﻟﻨﺎ ﺍﻟﺒﻌﺾ ﺃﻥ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻟﻴﺲ ﺇﻻ ﺯﻳﻨﺔ )ﻣﺎﻛﻴﺎﺝ( ﻭﺇﺷﻬﺎﺭ ﺍﻋﺘﻤﺪﺗﻪ‬
‫ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻣﺴﺆﻭﻝ ﻗﺴﻢ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﺃﺛﺒﺘﺖ ﻟﻨﺎ ﺃ‪‬ﻢ ﰲ ﺇﻃﺎﺭ ﺇﻋﺪﺍﺩ ﻟﻨﻈﺎﻡ ﺟﻮﺩﺓ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺳﻌﻴﺎ ﻟﺘﻄﺒﻴﻖ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﺇﻻ ﺃﻥ ﺍﻟﺘﺤﺪﻳﺎﺕ ﻭﺍﻟﻌﻘﺒﺎﺕ ﻣﺎ ﺗﺰﺍﻝ ﻛﺜﲑﺓ ﺃﻣﺎﻡ ﺫﻟﻚ ﻭﺃﳘﻬﺎ‬
‫ﻣﺸﻜﻠﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺧﺎﺻﺔ ﻟﺪﻯ ﺍﻹﺩﺍﺭﺓ ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﳋﺎﻣﺲ‪ :‬ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ‪:‬‬
‫ﺍﻟﻐﺮﺽ ﻣﻦ ﺇﺩﺭﺍﺝ ﻫﺬﺍ ﺍﶈﻮﺭ ﺿﻤﻦ ﳏﺎﻭﺭ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻫﻮ ﻣﻌﺮﻓﺔ ﻗﻴﻤﺔ ﺍﻟﻮﻗﺖ ﻟﺪﻯ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﺆﺳﺴﺔ ﻭﻣﺪﻯ ﺍﻟﺘﺰﺍﻣﻬﻢ ﺑﺎﻟﻮﻗﺖ ﻭﺗﺄﺛﲑ ﺫﻟﻚ ﻋﻠﻰ ﺳﻠﻮﻛﻬﻢ ﻭﺃﺩﺍﺋﻬﻢ ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﲢﻠﻴﻞ‬
‫ﺃﺳﺌﻠﺔ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻫﺬﺍ ﺍﶈﻮﺭ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(37‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.33‬‬
‫ﻣﺎ ﻣﻔﻬﻮﻣﻚ ﻟﻠﻮﻗﺖ ؟‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪11‬‬
‫‪% 12.5‬‬
‫ﻫﻮ ﳎﺎﻝ ﳏﺪﺩ ﳚﺐ ﺍﺣﺘﺮﺍﻣﻪ ﻭﺗﻨﻈﻴﻤﻪ‬
‫‪29‬‬
‫‪% 32.95‬‬
‫ﻫﻮ ﺷﻲﺀ ﲦﲔ ﳚﺐ ﺣﺴﻦ ﺍﺳﺘﻐﻼﻟﻪ‬
‫‪42‬‬
‫‪% 47.72‬‬
‫ﻫﻮ ﻣﻮﺭﺩ ﻫﺎﻡ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻐﻞ ﰲ ﻧﺸﺎﻃﺎﺕ ﻋﺪﻳﺪﺓ‬
‫‪06‬‬
‫‪% 06.81‬‬
‫ﺃﺧﺮﻯ‬
‫‪00‬‬
‫‪% 00‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺃﻥ ﺍﻟﻮﻗﺖ ﻫﻮ ﺍﳊﻴﺎﺓ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﻣﻼﺣﻈﺔ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ 42‬ﻓﺮﺩﺍ ﺑﺘﻜﺮﺍﺭ‬
‫ﻧﺴﱯ ﻗﺪﺭﻩ ‪ % 47.72‬ﺃﻱ ﻣﺎ ﻳﻘﺎﺭﺏ ﻧﺼﻒ ﺍﻟﻌﻴﻨﺔ ﻳﺮﻭﺍ ﺑﺄﻥ ﺍﻟﻮﻗﺖ ﺷﻲﺀ ﲦﲔ ﳚﺐ ﺣﺴﻦ‬
‫ﺍﺳﺘﻐﻼﻟﻪ ﺣﻴﺚ ﺃﺧﱪﻧﺎ ﺑﻌﺾ ﺍﳌﺒﺤﻮﺛﲔ ﺃﻧﻪ ﻳﻀﻄﺮ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺇﱃ ﺃﻥ ﻳﺘﺠﺎﻭﺯ ﻣﺪﺓ ﺍﻟﻌﻤﻞ ﻹ‪‬ﺎﺀ‬
‫ﻋﻤﻠﻪ ‪.‬‬
‫ﺑﻴﻨﻤﺎ ﳒﺪ ﻧﺴﺒﺔ ‪ % 32.95‬ﻭﺍﻟﱵ ﺗﻌﺎﺩﻝ ‪ 29‬ﻓﺮﺩﺍ ﻳﺮﻭﺍ ﺑﺄﻥ ﺍﻟﻮﻗﺖ ﻫﻮ ﳎﺎﻝ ﳏﺪﺩ ﳚﺐ‬
‫ﺍﺣﺘﺮﺍﻣﻪ ﻭﺗﻨﻈﻴﻤﻪ ﺃﻱ ﺍﺣﺘﺮﺍﻡ ﻣﺪﺓ ﺍﻟﻌﻤﻞ ﻛﺎﻣﻠﺔ ﰲ ﺇﳒﺎﺯ ﻣﺎ ﻫﻮ ﻣﻄﻠﻮﺏ ﻣﻦ ﺍﻟﻌﺎﻣﻞ ﺩﻭﻥ ﺇﻓﺮﺍﻁ ﻭﻻ‬
‫ﺗﻔﺮﻳﻂ ﻭﻫﺬﺍ ﻣﺎ ﺃﻛﺪﻩ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺴﺘﺠﻮﺑﲔ ﺃﺛﻨﺎﺀ ﻣﻘﺎﺑﻠﺘﻬﻢ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻓﻴﻤﺎ ﺗﺮﻯ ﻧﺴﺒﺔ ‪ % 12.5‬ﺑﺘﻜﺮﺍﺭ ﻣﻄﻠﻖ ﻗﺪﺭﻩ ‪ 11‬ﻓﺮﺩﺍ ﻳﺮﻭﺍ ﺑﺄﻥ ﺍﻟﻮﻗﺖ ﻫﻮ ﺍﳊﻴﺎﺓ ﺃﻱ‬
‫ﻣﺒﺎﻟﻐﺔ ﰲ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺣﺴﻦ ﺍﺳﺘﻐﻼﻟﻪ ﻭﺗﻨﻈﻴﻤﻪ ﻭﺍﺣﺘﺮﺍﻡ ﻣﺪﺓ ﺍﻟﺪﻭﺍﻡ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﺇﳒﺎﺯ‬
‫ﻭﺃﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﻭﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ ﻭﺍﳌﻬﺎﻡ ﺍﳌﻮﻛﻠﺔ ﻟﻠﻔﺮﺩ ﻧﺘﻴﺠﺔ ﶈﺪﻭﺩﻳﺔ ﻫﺬﺍ ﺍﳌﻮﺭﺩ ﺍﳍﺎﻡ ‪.‬‬
‫ﻓﻴﻤﺎ ﳒﺪ ﻧﺴﺒﺔ ‪ % 6.81‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 6‬ﺃﻓﺮﺍﺩ ﻳﺆﻛﺪﻭﻥ ﺃﻥ ﺍﻟﻮﻗﺖ ﻫﻮ ﻣﻮﺭﺩ ﻫﺎﻡ‬
‫ﳝﻜﻦ ﺍﺳﺘﻐﻼﻟﻪ ﰲ ﻧﺸﺎﻃﺎﺕ ﻋﺪﻳﺪﺓ ﳑﺎ ﻳﺆﻛﺪ ﺍﺳﺘﻌﺪﺍﺩ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﳊﺴﻦ ﺍﺳﺘﻐﻼﻝ ﺃﻭﻗﺎ‪‬ﻢ ﻭﺇﻣﻜﺎﻧﻴﺔ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﻧﺸﺎﻃﺎﺕ ﻋﺪﻳﺪﺓ ‪ ،‬ﻓﻴﻤﺎ ﱂ ﻳﻮﺭﺩ ﺃﻱ ﻓﺮﺩ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻣﻔﻬﻮﻡ ﺁﺧﺮ ﻟﻠﻮﻗﺖ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(38‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.34‬‬
‫ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ ﺃﺭﺍﺩ ﺯﻣﻴﻞ ﻟﻚ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺤﺪﺙ ﻟﻚ ‪:‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻫﻞ ﺗﺘﺮﻙ ﺍﻟﻌﻤﻞ ﻭﺗﻘﺒﻞ ﺍﻟﺘﺤﺪﺙ ﺇﻟﻴﻪ‬
‫‪04‬‬
‫‪% 04.54‬‬
‫ﺗﺮﻓﺾ ﻷﻧﻚ ﰲ ﻭﻗﺖ ﻋﻤﻞ‬
‫‪26‬‬
‫‪% 29.54‬‬
‫ﻻ ﻣﺎﻧﻊ ﺇﺫﺍ ﻛﺎﻥ ﻫﺬﺍ ﻻ ﻳﺄﺧﺬ ﻭﻗﺘﺎ ﻃﻮﻳﻼ‬
‫‪55‬‬
‫‪% 62.50‬‬
‫ﺗﺮﻓﺾ ﻷﻥ ﻋﻠﻴﻚ ﺭﻗﺎﺑﺔ‬
‫‪03‬‬
‫‪% 3.40‬‬
‫ﺗﻘﺒﻞ ﺍﻟﺘﺤﺪﺙ ﺇﻟﻴﻪ ﻷﻥ ﺍﻟﻮﻗﺖ ﻻ ﻳﻌﲏ ﻋﻨﺪﻙ ﺷﻲﺀ ﻭﻟﻴﺴﺖ ﻫﻨﺎﻙ ﺭﻗﺎﺑﺔ‬
‫‪00‬‬
‫‪% 00‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﻣﻦ ﻣﻼﺣﻈﺔ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﳒﺪ ﺃﻥ ‪ % 62.50‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ‪ 55‬ﻓﺮﺩﺍ ﻳﺮﻭﺍ‬
‫ﺑﺄﻧﻪ ﻻ ﻣﺎﻧﻊ ﺃﻥ ﻳﺘﺤﺪﺙ ﻣﻊ ﺯﻣﻴﻠﻪ ﰲ ﻭﻗﺖ ﺍﻟﻌﻤﻞ ﺇﺫﺍ ﻛﺎﻥ ﻻ ﻳﺄﺧﺬ ﻭﻗﺘﺎ ﻃﻮﻳﻼ ﺷﺮﻳﻄﺔ ﺃﻥ ﻻ ﻳﻌﻴﻘﻪ‬
‫ﻋﻦ ﺃﺩﺍﺀ ﻋﻤﻠﻪ ﻭﺃﻥ ﻻ ﻳﺘﻮﻗﻒ ﻋﻦ ﺍﻟﻌﻤﻞ ‪ ،‬ﰲ ﺣﲔ ﳒﺪ ‪ 26‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ‬
‫‪ % 29.54‬ﻭﺍﻟﱵ ﺗﻌﺘﱪ ﻧﺴﺒﺔ ﻣﻌﺘﱪﺓ ﻳﺮﻓﻀﻮﻥ ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺯﻣﻼﺋﻬﻢ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ ﻭ ﻣﻦ ﺧﻼﻝ ﻣﻘﺎﺑﻠﺔ‬
‫ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﺃﺑﺪﻭﺍ ﻧﻮﻋﺎ ﻣﻦ ﺍﳉﺪﻳﺔ ﰲ ﺫﻟﻚ ﻭ ﰎ ﻣﻦ ﺧﻼﻝ ﺍﳌﻼﺣﻈﺔ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺫﻟﻚ ﺃﺛﻨﺎﺀ ﻓﺘﺮﺓ‬
‫ﺍﻟﺘﻮﺍﺟﺪ ﺑﺎﳌﺆﺳﺴﺔ ‪.‬‬
‫ﺑﻴﻨﻤﺎ ﳒﺪ ﻧﺴﺒﺔ ‪ %4.45‬ﺃﻱ ‪ 4‬ﺃﻓﺮﺍﺩ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻣﺴﺘﻌﺪﻭﻥ ﻟﺘﺮﻙ ﺍﻟﻌﻤﻞ ﻭ ﺍﻹﻗﺒﺎﻝ ﻋﻠﻰ‬
‫ﺍﻟﺘﺤﺪﺙ ﻣﻊ ﺯﻣﻼﺋﻬﻢ ﺣﺮﺻﺎ ﻋﻠﻰ ﺇﺭﺿﺎﺋﻬﻢ ﺫﻟﻚ ﺃﻥ ﻋﺪﻡ ﺍﻟﺘﺤﺪﺙ ﺇﻟﻴﻬﻢ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻌﻜﺮ ﺻﻔﻮ‬
‫ﺍﻟﻌﻼﻗﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻭﻫﺬﺍ ﻣﺎ ﺃﻛﺪﻩ ﺑﻌﺾ ﺍﳌﺴﺘﺠﻮﺑﲔ ‪ ،‬ﺇﻻ ﺃﻥ ﻧﺴﺒﺔ ‪ %3.4‬ﺃﻱ ‪ 3‬ﺃﻓﺮﺍﺩ ﻳﺮﻓﻀﻮﻥ‬
‫ﺍﻟﺘﺤﺪﺙ ﺇﱃ ﺯﻣﻼﺋﻬﻢ ﻷﻥ ﻫﻨﺎﻙ ﺭﻗﺎﺑﺔ ﺃﻱ ﺧﻮﻓﺎ ﻣﻦ ﺍﳌﺴﺆﻭﻝ ﺍﻟﺬﻱ ﻗﺪ ﻳﻌﺎﻗﺒﻬﻢ ﻋﻠﻰ ﺗﺮﻛﻬﻢ ﻟﻠﻌﻤﻞ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻭﺇﻗﺒﺎﳍﻢ ﻋﻠﻰ ﺍﻟﺘﺤﺪﺙ ‪ ،‬ﻓﻴﻤﺎ ﻻ ﳒﺪ ﺃﺣﺪﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﻘﺒﻞ ﺍﻟﺘﺤﺪﺙ ﺇﱃ ﺯﻣﻴﻠﻪ ﻭﺣﺠﺘﻪ ﰲ ﺫﻟﻚ‬
‫ﺃﻥ ﺍﻟﻮﻗﺖ ﻻ ﻳﻌﲏ ﻋﻨﺪﻩ ﺷﻴﺌﺎ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(39‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪. 35‬‬
‫ﻫﻞ ﻳﻀﺎﻳﻘﻚ ﺍﺣﺘﺮﺍﻡ ﺍﳌﻮﺍﻋﻴﺪ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻮﻗﺖ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪35‬‬
‫‪% 39.77‬‬
‫ﻻ‬
‫‪53‬‬
‫‪% 60.22‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﺃﻏﻠﺐ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻻ ﻳﻀﺎﻳﻘﻬﻢ ﺍﺣﺘﺮﺍﻡ ﺍﳌﻮﺍﻋﻴﺪ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ‬
‫ﺍﻟﻮﻗﺖ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 60.22‬ﺑﺘﻜﺮﺍﺭ ﻣﻄﻠﻖ ‪ 53‬ﻓﺮﺩﺍ ‪ ،‬ﺃﻣﺎ ﻧﺴﺒﺔ ‪ % 39.77‬ﺃﻱ ﻣﺎ‬
‫ﻳﻌﺎﺩﻝ ‪ 35‬ﻓﺮﺩﺍ ﻳﻀﺎﻳﻘﻬﻢ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺗﻘﺪﻡ ﺑﻌﻀﻬﻢ ﰲ ﺍﻟﺴﻦ ﻭﻣﺪﺓ ﺍﻟﻌﻤﻞ ﺍﻟﱵ‬
‫ﲡﺎﻭﺯﺕ ﻋﻨﺪ ﺍﻟﻜﺜﲑ ﻣﻦ ﻫﺆﻻﺀ ‪ 20‬ﺳﻨﺔ ‪،‬ﻛﻤﺎ ﺃﻛﺪ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺃﻥ ﺳﺒﺐ ﺗﻀﺎﻳﻘﻬﻢ ﻣﻦ ﺍﻟﻮﻗﺖ ﻫﻮ‬
‫ﳑﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ‪ -‬ﻭﺍﻟﱵ ﺗﺆﻛﺪﻫﺎ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻼﺣﻘﺔ ‪ -‬ﺣﻴﺚ ﺃ‪‬ﻢ ﻳﺪﺧﻠﻮﻥ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺸﺎﺀﻭﻥ ﻭﳜﺮﺟﻮﻥ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺸﺎﺀﻭﻥ ﺇﺿﺎﻓﺔ ﺇﱃ ﳏﺎﺑﺎﺓ ﺑﻌﺾ ﺍﻟﻌﻤﺎﻝ ﺍﳌﻘﺮﺑﲔ‬
‫ﻣﻦ ﺍﻹﻃﺎﺭﺍﺕ ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪:(40‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.36‬‬
‫ﻫﻞ ﲢﺘﺮﻣﻮﻥ ﻣﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪81‬‬
‫‪% 92.04‬‬
‫ﻻ‬
‫‪07‬‬
‫‪% 07.95‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻧﻼﺣﻆ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ‪ 81‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪%92.04‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﳛﺘﺮﻣﻮﻥ ﻣﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﺣﻴﺚ ﺃﻛﺪ ﺟﻞ ﻫﺆﻻﺀ ﺃ‪‬ﻢ ﻳﺪﺧﻠﻮﻥ ﻗﺒﻞ ﺍﻟﻮﻗﺖ ﻭﳜﺮﺟﻮﻥ ﺑﻌﺪﻩ‬
‫ﻓﻴﻤﺎ ﺃﺟﺎﺏ‪ 07‬ﺃﻓﺮﺍﺩ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 07.95‬ﺃ‪‬ﻢ ﻻ ﳛﺘﺮﻣﻮﻥ ﻭﻗﺖ ﺍﻟﺪﺧﻮﻝ ﻭ ﺍﳋﺮﻭﺝ‬
‫ﻭﳌﻌﺮﻓﺔ ﺃﺳﺒﺎﺏ ﺍﺣﺘﺮﺍﻡ ﻭﻋﺪﻡ ﺍﺣﺘﺮﺍﻡ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﳌﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﰒ ﻃﺮﺡ ﺍﻷﺳﺌﻠﺔ‬
‫‪. 40، 39، 38،37‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(41‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ‪.37‬‬
‫ﰲ ﺣﺎﻟﺔ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﻫﻞ ﻫﺬﺍ ﺭﺍﺟﻊ ﺇﱃ ‪:‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪41‬‬
‫‪% 46.59‬‬
‫ﻷﻥ ﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺗﻨﺺ ﻋﻠﻰ ﺫﻟﻚ‬
‫‪40‬‬
‫‪% 45.45‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪81‬‬
‫‪% 100‬‬
‫ﺃﻧﻜﻢ ﲢﺒﻮﻥ ﺍﻻﻧﻀﺒﺎﻁ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻧﻼﺣﻆ ﺃﻥ ‪ % 46.59‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 41‬ﻓﺮﺩﺍ ﳛﺘﺮﻣﻮﻥ ﻣﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ‬
‫ﻷ‪‬ﻢ ﳛﺒﻮﻥ ﺍﻻﻧﻀﺒﺎﻁ ﻭﺃﻥ ﺫﻟﻚ ﳝﺜﻞ ﺛﻘﺎﻓﺔ ﻟﺪﻳﻬﻢ‪ ،‬ﻓﻴﻤﺎ ﳒﺪ ﻧﺴﺒﺔ ‪ % 45.45‬ﺃﻱ ‪ 40‬ﻓﺮﺩﺍ ﻣﻦ‬
‫ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﳛﺘﺮﻣﻮﻥ ﻣﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻷﻥ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﻨﺺ ﻋﻠﻰ ﺫﻟﻚ ﳑﺎ‬
‫ﺩﻓﻌﻬﻢ ﻻﺣﺘﺮﺍﻡ ﻣﻮﺍﻗﻴﺖ ﺍﻟﻌﻤﻞ ﺗﻔﺎﺩﻳﺎ ﻷﻱ ﻣﺸﻜﻠﺔ ﺃﻭ ﻣﺴﺎﺀﻟﺔ ﻗﺪ ﺗﻨﺠﻢ ﻋﻦ ﻋﺪﻡ ﺍﻻﻧﻀﺒﺎﻁ ﰲ‬
‫ﺍﳌﻮﺍﻗﻴﺖ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(42‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.38‬‬
‫ﰲ ﺣﺎﻟﺔ ﺍﻹﺟﺎﺑﺔ ﺑﻼ ﻫﺬﺍ ﺭﺍﺟﻊ ﺇﱃ‪:‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪02‬‬
‫‪% 28.57‬‬
‫ﻷﻥ ﺍﳉﺪﻳﺔ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﻫﺬﺍ ﺍﻟﻮﻗﺖ ﻻ ﻳﻘﺪﺭ ﻟﺪﻯ ﺍﳌﺴﺆﻭﻟﲔ‬
‫‪01‬‬
‫‪% 14.28‬‬
‫ﻷﻥ ﺍﻷﻣﺮ ﻟﻴﺲ ﺑﺄﻳﺪﻛﻢ ﻭﻫﺬﺍ ﺭﺍﺟﻊ ﺇﱃ‪...‬‬
‫‪04‬‬
‫‪%57.15‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪07‬‬
‫‪% 100‬‬
‫ﻧﻌﻤﻞ ﻣﺜﻠﻤﺎ ﻳﻌﻤﻞ ﺍﻵﺧﺮﻭﻥ ﻓﻼ ﺃﺣﺪ ﻳﺒﺎﱄ ﺑﺎﻻﻧﻀﺒﺎﻁ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﺇﻥ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﻌﺪﻡ ﺍﺣﺘﺮﺍﻣﻬﻢ ﳌﻮﺍﻋﻴﺪ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻳﺮﺟﻊ ﳌﺎ ﻳﻠﻲ ‪:‬‬
‫‪131‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﳒﺪ ﺃﻥ ﻓﺮﺩﻳﻦ ﺃﻱ ﻧﺴﺒﺔ ‪ % 28.57‬ﺃﺟﺎﺑﻮﺍ ﺑﺄ‪‬ﻢ ﻳﻌﻤﻠﻮﻥ ﻣﺜﻠﻤﺎ ﻳﻌﻤﻞ ﺍﻵﺧﺮﻭﻥ ﻓﻼ ﺃﺣﺪ‬
‫ﻳﺒﺎﱄ ﺑﺎﻻﻧﻀﺒﺎﻁ ﻭﻳﻘﺼﺪﻭﻥ ﺑﺬﻟﻚ ﺇﻃﺎﺭﺍﺕ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺴﺎﻣﻮﻥ ﺧﺎﺻﺔ‪.‬‬
‫ﳒﺪ ﺃﻥ ﻓﺮﺩﺍ ﻣﻨﻬﻢ ﺃﻛﺪ ﺑﺄﻥ ﺍﳉﺪﻳﺔ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻮﻗﺖ ﻻ ﺗﻘﺪﺭ ﻟﺪﻯ ﺍﳌﺴﺆﻭﻟﲔ ﻭﺃﻥ ﺍﻟﻔﻄﻦ‬
‫ﻭﺍﻟﺬﻛﻲ ﰲ ﻧﻈﺮ ﺍﳌﺴﺆﻭﻟﲔ ﻫﻮ ﺍﻟﺬﻱ ﻻ ﻳﺒﺎﱄ ‪‬ﻢ‪ ،‬ﻭﻻ ﻳﻘﻴﻢ ﳍﻢ ﺃﻱ ﺍﻋﺘﺒﺎﺭ ﻭﻻ ﻳﺒﺎﱄ ﻛﺬﻟﻚ ﲟﺪﺓ‬
‫ﺍﻟﺪﻭﺍﻡ ﻭﻟﻘﺪ ﺃﻛﺪ ﻫﺬﻩ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ‪.‬‬
‫ﻓﻴﻤﺎ ﻳﺮﻯ ‪ 4‬ﺃﻓﺮﺍﺩ ﻣﻦ ﻫﺆﻻﺀ ﺃﻱ ﻧﺴﺒﺔ ‪ % 57.15‬ﺇﱃ ﺃﻥ ﻋﺪﻡ ﺍﺣﺘﺮﺍﻣﻬﻢ ﳌﻮﺍﻋﻴﺪ ﺍﻟﺪﺧﻮﻝ‬
‫ﻭﺍﳋﺮﻭﺝ ﺗﻌﻮﺩ ﺇﱃ‪:‬‬
‫ ﺃﺳﺒﺎﺏ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻔﺮﺩ‪.‬‬‫ ﺭﻗﺎﺑﺔ ﻏﲑ ﻋﺎﺩﻟﺔ ﺃﻱ ﺃﻥ ﺍﳌﺴﺆﻭﻟﲔ ﻭﺣﺎﺷﻴﺘﻬﻢ ﻏﲑ ﺧﺎﺿﻌﲔ ﻟﻠﻘﻮﺍﻧﲔ ﻭﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬‫ﺍﻟﱵ ﲢﺪﺩ ﺃﻭﻗﺎﺕ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻭﻣﺪﺓ ﺍﻟﺪﻭﺍﻡ ﳑﺎ ﺃﺣﺪﺙ ﻓﺠﻮﺓ ﺑﲔ ﳑﺎﺭﺳﺎﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‬
‫ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ ﻋﺪﻡ ﺍﻧﻀﺒﺎﻁ ﺍﳌﺴﺆﻭﻟﲔ‪.‬‬‫ﻓﻴﻤﺎ ﱂ ﻳﺒﲔ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﻼ ﺳﺒﺐ ﻋﺪﻡ ﺍﺣﺘﺮﺍﻣﻪ ﻟﻠﻮﻗﺖ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪:(43‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.39‬‬
‫ﻫﻞ ﺍﺣﺘﺮﺍﻣﻚ ﳌﻮﺍﻋﻴﺪ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻭﺍﺣﺘﺮﺍﻡ ﻣﺪﺓ ﺍﻟﻌﻤﻞ ﻳﺮﺟﻊ ﺇﱃ ﺃﺳﺒﺎﺏ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪25‬‬
‫‪% 30.86‬‬
‫ﻷﻥ ﻫﻨﺎﻙ ﺭﻗﺎﺑﺔ‬
‫‪20‬‬
‫‪% 24.72‬‬
‫ﺃﺧﻼﻗﻴﺔ‬
‫‪25‬‬
‫‪% 30.86‬‬
‫ﺗﻨﺸﺌﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ‬
‫‪11‬‬
‫‪% 13.58‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪81‬‬
‫‪% 100‬‬
‫ﺩﻳﻨﻴﺔ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﳌﻌﺮﻓﺔ ﺃﺳﺒﺎﺏ ﺍﺣﺘﺮﺍﻡ ﻣﻮﺍﻋﻴﺪ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻷﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ 81‬ﻓﺮﺩﺍ ﺍﻟﺬﻳﻦ‬
‫ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ ﰲ ﺍﻟﺴﺆﺍﻝ ‪ 37‬ﳒﺪ ﺃﻥ ﻧﺴﺒﺔ ‪ % 30.86‬ﺃﻱ ‪ 25‬ﻓﺮﺩﺍ ﻳﺮﺟﻊ ﺇﱃ ﺃﺳﺒﺎﺏ ﺩﻳﻨﻴﺔ ﺃﻱ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺭﻏﺒﺔ ﻣﻨﻬﻢ ﰲ ﺗﻘﺎﺿﻲ ﺃﺟﺮ ﺣﻼﻝ ﺑﻘﺪﺭ ﺍﳉﻬﺪ ﻭﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﺒﺬﻟﻮﻧﻪ ‪ ،‬ﻓﻴﻤﺎ ﺗﺮﻯ ﻧﺴﺒﺔ ‪% 30.86‬‬
‫ﻫﻲ ﺍﻷﺧﺮﻯ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ 25‬ﻓﺮﺩﺍ ﺃﻥ ﺃﺳﺒﺎﺏ ﺍﺣﺘﺮﺍﻣﻬﻢ ﳌﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﺗﺮﺟﻊ ﺇﱃ‬
‫ﺃﺳﺒﺎﺏ ﺃﺧﻼﻗﻴﺔ ﺃﻱ ﺃﻥ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﳝﺜﻞ ﻗﻴﻤﺔ ﺃﺧﻼﻗﻴﺔ ﰲ ﻣﻨﻈﻮﻣﺔ ﻗﻴﻢ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ‪ ،‬ﺇﻻ ﺃﻧﻨﺎ ﳒﺪ‬
‫ﺃﻥ ﻧﺴﺒﺔ ‪ % 24.72‬ﺑﺘﻜﺮﺍﺭ ﻣﻄﻠﻖ ﻗﺪﺭﻩ ‪ 20‬ﻓﺮﺩﺍ ﳛﺘﺮﻣﻮﻥ ﻣﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻧﻈﺮﺍ‬
‫ﻟﻮﺟﻮﺩ ﺭﻗﺎﺑﺔ ﺻﺎﺭﻣﺔ ﻓﺘﺄﺧﺮﻫﻢ ﻳﻌﺮﺿﻬﻢ ﳌﺴﺎﺀﻻﺕ ﻭﺭﲟﺎ ﺧﺼﻮﻣﺎﺕ ﰲ ﺍﻷﺟﺮ ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺮﺟﻊ ﺳﺒﺐ‬
‫ﺍﺣﺘﺮﺍﻡ ‪ 11‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﳌﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻭﺍﺣﺘﺮﺍﻡ ﻣﺪﺓ ﺍﻟﻌﻤﻞ ﻟﺘﻨﺸﺌﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺃﻱ‬
‫ﺃ‪‬ﻢ ﻧﺸﺆﻭﺍ ﻋﻠﻰ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺍﺣﺘﺮﺍﻡ ﺍﳌﻮﺍﻋﻴﺪ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(44‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.40‬‬
‫ﻫﻞ ﻫﻨﺎﻙ ﻗﻮﺍﻧﲔ ﻭﻟﻮﺍﺋﺢ ﺗﻨﻈﻴﻤﻴﺔ ﲢﺪﺩ ﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ ﰲ ﻣﺆﺳﺴﺘﻜﻢ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪83‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﻧﻌﻢ‬
‫ﻻ‬
‫‪5‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫‪% 94.31‬‬
‫‪05.68‬‬
‫‪% 100‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻳﺘﺒﲔ ﺃﻥ ﻟﻠﻤﺆﺳﺴﺔ ﻗﻮﺍﻧﲔ ﻭﻟﻮﺍﺋﺢ ﺗﻨﻈﻴﻤﻴﺔ ﲢﺪﺩ ﺍﻻﻧﻀﺒﺎﻁ ﰲ‬
‫ﺍﻟﻌﻤﻞ ﻭﻳﺘﺠﻠﻰ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺒﺤﻮﺛﲔ ﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ 83‬ﻓﺮﺩﺍ‬
‫ﺑﺘﻜﺮﺍﺭ ﻧﺴﱯ ﻗﺪﺭﻩ ‪ % 94.31‬ﺑﻴﻨﻤﺎ ﻧﻔﻰ ‪ 5‬ﺃﻓﺮﺍﺩ ﻭﺟﻮﺩ ﻗﻮﺍﻧﲔ ﲢﺪﺩ ﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ ﻭﺗﺮﺟﻊ‬
‫ﺇﺟﺎﺑﺔ ﻫﺆﻻﺀ ﺑﺎﻟﻨﻔﻲ ﻻﺳﺘﻬﺘﺎﺭ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺇﻃﺎﺭﺍﺕ ﺍﳌﺆﺳﺴﺔ ‪‬ﺬﻩ ﺍﻟﻘﻮﺍﻧﲔ ‪ ،‬ﻭﺍﻟﻐﺮﺽ ﻣﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ‬
‫ﻫﻮ ﻣﻌﺮﻓﺔ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻧﲔ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻳﻈﻬﺮ ﺫﻟﻚ ﰲ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ‬
‫ﺍﻟﺴﺆﺍﻝ ﺭﻗﻢ ‪. 42‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(45‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.41‬‬
‫ﰲ ﺣﺎﻟﺔ ﻧﻌﻢ ﻫﻞ ﺗﻌﺘﱪﻫﺎ ؟‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪48‬‬
‫‪% 60.75‬‬
‫ﲢﺒﻂ ﻣﻦ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻷ‪‬ﺎ ﳎﺮﺩ ﻋﻘﻮﺑﺎﺕ‬
‫‪7‬‬
‫‪% 8.86‬‬
‫ﺗﻌﻠﻤﻜﻢ ﺍﳌﻌﲎ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻌﻤﻞ ﻭﺣﺴﻦ ﺍﻟﺴﻠﻮﻙ‬
‫‪13‬‬
‫‪% 16.45‬‬
‫ﺗﺰﻳﺪ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﻌﺪﻝ ﺑﲔ ﺍﻟﻌﻤﺎﻝ ﻭﲡﻌﻞ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻨﻬﻢ ﺣﺴﻨﺔ‬
‫‪11‬‬
‫‪% 13.92‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪79‬‬
‫‪% 100‬‬
‫ﺗﺰﻳﺪ ﻣﻦ ﺟﺪﻳﺔ ﺍﻟﻌﻤﻞ ﺑﺎﳌﺆﺳﺴﺔ ﻭﲢﺴﻨﻪ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﻣﻼﺣﻈﺔ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﳒﺪ ﺃﻥ ﻧﺴﺒﺔ ‪ % 60.75‬ﻣﻦ ﳎﻤﻮﻉ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 48‬ﻓﺮﺩﺍ ﻳﺮﻭﺍ‬
‫ﺑﺄﻥ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﺍﻟﱵ ﲢﺪﺩ ﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ ﺗﺰﻳﺪ ﻣﻦ ﺟﺪﻳﺔ ﺍﻟﻌﻤﻞ ﺑﺎﳌﺆﺳﺴﺔ‬
‫ﻭﲢﺴﻨﻪ ﰲ ﺣﺎﻟﺔ ﺍﻻﻟﺘﺰﺍﻡ ‪‬ﺎ ‪ ،‬ﺑﻴﻨﻤﺎ ﳒﺪ ﻧﺴﺒﺔ ‪ % 16.45‬ﺑﺘﻜﺮﺍﺭ ﻣﻄﻠﻖ ‪ 13‬ﻓﺮﺩﺍ ﺗﺮﻯ ﺑﺄﻥ ﻫﺬﻩ‬
‫ﺍﻟﻘﻮﺍﻧﲔ ﺗﻌﻠﻢ ﺍﳌﻌﲎ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻌﻤﻞ ﻭﺣﺴﻦ ﺍﻟﺴﻠﻮﻙ ﻓﻴﻤﺎ ﻳﺮﻯ ‪ 11‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻥ ﻫﺬﻩ‬
‫ﺍﻟﻘﻮﺍﻧﲔ ﺗﺰﻳﺪ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﻌﺪﻝ ﺑﲔ ﺍﻟﻌﻤﺎﻝ ‪ ،‬ﻭﲡﻌﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻢ ﺣﺴﻨﺔ ﻭﺫﻟﻚ ﰲ ﺣﺎﻟﺔ ﺗﻌﻤﻴﻢ‬
‫ﺗﻄﺒﻴﻘﻬﺎ ﻋﻠﻰ ﺍﳉﻤﻴﻊ ﺑﺪﻭﻥ ﺍﺳﺘﺜﻨﺎﺀ ﺃﺣﺪ ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺻﻔﺘﻪ ﺃﻭ ﻭﻇﻴﻔﺘﻪ ﰲ ﺍﳌﺆﺳﺴﺔ ﻷﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ ﺃﻛﺪﻭﺍ ﺑﺄﻥ ﻫﻨﺎﻙ ﺷﻴﻮﻉ ﻛﺒﲑ ﻟﻈﺎﻫﺮﺓ ﺍﶈﺎﺑﺎﺓ ﰲ ﺍﳌﻌﺎﻣﻠﺔ ‪ ،‬ﻓﻴﻤﺎ ﱂ ﳛﺪﺩ ‪ 9‬ﺃﻓﺮﺍﺩ ﻣﻦ‬
‫ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻧﲔ ﻋﻠﻰ ﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(46‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.42‬‬
‫ﻫﻞ ﺗﺘﺨﺬ ﻣﻦ ﺳﻠﻮﻛﻴﺎﺕ ﺍﻟﺮﺅﺳﺎﺀ ﻗﺪﻭﺓ ﻟﻚ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪46‬‬
‫‪% 52.27‬‬
‫ﻻ‬
‫‪42‬‬
‫‪% 47.72‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ‪ 46‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪% 52.27‬‬
‫ﻳﺘﺨﺬﻭﻥ ﻣﻦ ﺭﺅﺳﺎﺋﻬﻢ ﻗﺪﻭﺓ ﳍﻢ ﳌﺎ ﻫﻢ ﻋﻠﻴﻪ ﻣﻦ ﺍﻻﻧﻀﺒﺎﻁ ﻭﺍﻻﻟﺘﺰﺍﻡ ﻭﺍﳉﺪﻳﺔ ﰲ ﺍﻟﻌﻤﻞ ‪ ،‬ﻓﻴﻤﺎ ﻳﻀﻴﻒ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺴﺘﺠﻮﺑﲔ ﺃﻧﻪ ﻳﺘﺨﺬ ﻣﻦ ﺭﺋﻴﺴﻪ ﻗﺪﻭﺓ ﻟﻪ ﰲ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻹﳚﺎﺑﻴﺔ ‪ ،‬ﻓﻴﻤﺎ ﳒﺪ ﻧﺴﺒﺔ‬
‫‪ % 47.72‬ﻭﺍﻟﱵ ﺗﻌﺎﺩﻝ ‪ 42‬ﻓﺮﺩﺍ ﻻ ﻳﺘﺨﺬﻭﻥ ﻣﻦ ﺭﺅﺳﺎﺋﻬﻢ ﻗﺪﻭﺓ ﳍﻢ ﻷ‪‬ﻢ ﺣﺴﺐ ﺍﻋﺘﻘﺎﺩﻫﻢ‬
‫ﻟﻴﺴﻮﺍ ﺃﻫﻼ ﺑﺄﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺪﻭﺓ ﻟﻐﲑﻫﻢ ‪ ،‬ﻭﺍﳌﻠﻔﺖ ﻟﻼﻧﺘﺒﺎﻩ ﻫﻮ ﺃﻥ ﺣﱴ ﻓﺌﺔ ﺍﻹﻃﺎﺭﺍﺕ ) ﺭﺋﻴﺲ ﺩﺍﺋﺮﺓ‪،‬‬
‫ﺭﺋﻴﺲ ﻣﺼﻠﺤﺔ ( ﻻ ﻳﺘﺨﺬﻭﻥ ﻣﻦ ﺭﺅﺳﺎﺋﻬﻢ ﻗﺪﻭﺓ ﳍﻢ ﻭﻫﺆﻻﺀ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ﲡﺎﻭﺯﺕ ‪ % 70‬ﻣﻦ ﻧﺴﺒﺔ‬
‫ﺍﻹﻃﺎﺭﺍﺕ ﰲ ﺍﻟﻌﻴﻨﺔ ‪ ،‬ﻭﻣﻦ ﺍﳌﺆﻛﺪ ﺃﻥ ﺳﻠﻮﻛﻴﺎﺕ ﺍﻟﻘﺎﺩﺓ ﰲ ﺃﻋﻠﻰ ﺍﻟﺴﻠﻢ ﺍﳍﺮﻣﻲ ﺗﺆﺛﺮ ﻋﻠﻰ ﺳﻠﻮﻛﻴﺎﺕ‬
‫ﺍﳌﺴﺆﻭﻟﲔ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ﻭﺍﻟﱵ ﺗﺆﺛﺮ ﺑﺪﻭﺭﻫﺎ ﻋﻠﻰ ﺳﻠﻮﻛﻴﺎﺕ ﺍﻟﻌﻤﺎﻝ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻨﻔﻴﺬﻱ ‪،‬‬
‫ﺇﻻ ﺃﻥ ﺃﻏﻠﺐ ﺍﻟﻌﻤﺎﻝ ﻳﺘﺨﺬﻭﻥ ﻣﻦ ﺳﻠﻮﻛﻴﺎﺕ ﺭﺅﺳﺎﺋﻬﻢ ﻗﺪﻭﺓ ﳍﻢ ﰲ ﺃﺩﺍﺋﻬﻢ ﺍﻟﻔﺮﺩﻱ ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﳋﺎﻣﺲ ‪ :‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 47‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪. 43‬‬
‫ﻫﻞ ﺗﻮﻓﺮ ﺍﳌﺆﺳﺴﺔ ﻓﺮﺻﺎ ﻟﻠﻌﻤﺎﻝ ﻻﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ‪.‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪73‬‬
‫‪% 82.95‬‬
‫ﻧﻌﻢ‬
‫‪15‬‬
‫‪% 17.04‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻻ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻳﺘﺒﲔ ﺃﻥ ﻧﺴﺒﺔ ‪ % 82.95‬ﻭﺍﻟﱵ ﲤﺜﻞ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺑﺘﻜﺮﺍﺭ ﻣﻄﻠﻖ‬
‫ﻗﺪﺭﻩ ‪ 73‬ﻓﺮﺩﺍ ﺃﺟﺎﺑﻮﺍ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﻻ ﺗﻮﻓﺮ ﻓﺮﺻﺎ ﻟﻠﻌﻤﺎﻝ ﻻﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ‪ ،‬ﻓﻴﻤﺎ‬
‫ﺃﺟﺎﺏ ‪ 15‬ﻓﺮﺩﺍ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻮﻓﺮ ﻟﻠﻌﻤﺎﻝ ﻓﺮﺻﺎ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‬
‫ﻭﺗﺸﻤﻞ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﻭﺍﻟﱵ ﲤﺜﻞ ‪ % 17.04‬ﻋﺪﺩﺍ ﻣﻦ ﺍﻹﻃﺎﺭﺍﺕ ﺍﻟﺬﻳﻦ ﻫﻢ ﺃﻋﻀﺎﺀ ﳎﻠﺲ ﺍﻹﺩﺍﺭﺓ‬
‫ﻭﳛﻖ ﳍﻢ ﺫﻟﻚ ‪ ،‬ﻓﻴﻤﺎ ﺃﺛﺒﺖ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻥ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﻤﺎﻝ ﰲ ﺍﲣﺎﺫ ﺑﻌﺾ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﻳﻜﻮﻥ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﰊ ‪ -‬ﻭﻫﺬﺍ ﻣﺎ ﺳﻴﺘﻢ ﺗﻮﺿﻴﺤﻪ ﰲ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻟﲔ ‪47‬‬
‫ﻭ ‪ - 48‬ﻓﻴﻤﺎ ﳌﺴﻨﺎ ﲢﻔﻆ ﺑﻌﺾ ﺍﻟﻌﻤﺎﻝ ﺍﻟﺘﻨﻔﻴﺬﻳﲔ ﰲ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻮﻓﺮ ﳍﻢ ﻓﺮﺻﺎ‬
‫ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺍﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ‪.‬‬
‫ﻭﳌﻌﺮﻓﺔ ﺍﺳﺘﻌﺪﺍﺩ ﺍﻷﻓﺮﺍﺩ ﻟﺘﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺷﺎﺭﻛﻮﺍ ﰲ ﺍﲣﺎﺫﻫﺎ ﰒ ﻃﺮﺡ ﺍﻟﺴﺆﺍﻝ ﺭﻗﻢ ‪. 45‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 48‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪. 44‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﻓﻬﻞ ﻫﺬﻩ ﺍﻟﻔﺮﺹ ﲤﻜﻨﻚ ﻣﻦ ﲢﻘﻴﻖ ﺇﳒﺎﺯﺍﺕ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪09‬‬
‫‪% 60‬‬
‫ﻣﺘﻮﺳﻄﺔ‬
‫‪05‬‬
‫‪% 33.33‬‬
‫ﳏﺪﻭﺩﺓ‬
‫‪01‬‬
‫‪% 06.66‬‬
‫ﺿﻌﻴﻔﺔ‬
‫‪00‬‬
‫‪% 00‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪15‬‬
‫‪% 100‬‬
‫ﻛﺒﲑﺓ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻳﺘﺒﲔ ﺃﻥ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺬﻳﻦ ﺃﻛﺪﻭﺍ ﻣﺸﺎﺭﻛﺘﻬﻢ ﰲ ﺍﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺃ‪‬ﻢ‬
‫ﻣﺴﺘﻌﺪﻭﻥ ﻟﺘﺤﻘﻴﻖ ﺇﳒﺎﺯﺍﺕ ﻛﺒﲑﺓ ﺃﻱ ﺃﻥ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺗﻨﻔﻴﺬﻫﺎ ﻛﺒﲑ ﻭﳝﺜﻞ‬
‫ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻧﺴﺒﺔ ‪ % 60‬ﺑﻴﻨﻤﺎ ﳒﺪ ‪ 5‬ﺃﻓﺮﺍﺩ ﺃ‪‬ﻢ ﻣﺴﺘﻌﺪﻭﻥ ﻟﺘﺤﻘﻴﻖ ﺇﳒﺎﺯﺍﺕ ﻣﺘﻮﺳﻄﺔ ﻓﻴﻤﺎ ﺃﺟﺎﺏ‬
‫ﻓﺮﺩ ﻭﺍﺣﺪ ﺑﺄﻧﻪ ﻣﺴﺘﻌﺪ ﻟﺘﺤﻘﻴﻖ ﺇﳒﺎﺯﺍﺕ ﳏﺪﻭﺩﺓ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 49‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.45‬‬
‫ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺸﺮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻷﺭﺑﺎﺡ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪52‬‬
‫‪% 59.09‬‬
‫ﻧﻌﻢ‬
‫‪36‬‬
‫‪% 40.90‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻻ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻧﻼﺣﻆ ﻣﻦ ﺧﻼﻝ ﺑﻴﺎﻧﺎﺕ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ‪ % 59.09‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﺆﻛﺪﻭﻥ ﺑﺄﻥ‬
‫ﺍﳌﺆﺳﺴﺔ ﻻ ﺗﻌﻄﻴﻬﻢ ﺟﺰﺀﺍ ﻣﻦ ﺍﻷﺭﺑﺎﺡ ﺍﶈﻘﻘﺔ ﻭﲤﺜﻞ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﺍﻷﻏﻠﺒﻴﺔ ﺑﺘﻜﺮﺍﺭ ﻣﻄﻠﻖ ﻗﺪﺭﻩ ‪ 52‬ﻓﺮﺩﺍ‬
‫ﺑﻴﻨﻤﺎ ﳒﺪ ﺃﻥ ‪ 36‬ﻓﺮﺩﺍ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ‪ % 40.90‬ﻣﻦ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻳﻘﺮﻭﻥ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻮﺯﻉ‬
‫ﻋﻠﻴﻬﻢ ﺟﺰﺀﺍ ﻣﻦ ﺍﻷﺭﺑﺎﺡ ﻭ ﺫﻟﻚ ﰲ ﺣﺎﻟﺔ ﲢﻘﻴﻖ ﺃﺭﺑﺎﺡ‪ ،‬ﺇﻻ ﺃﻧﻪ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﱂ ﲢﻘﻖ‬
‫ﺍﳌﺆﺳﺴﺔ ﺃﺭﺑﺎﺣﺎ ﺣﻴﺚ ﺃﻛﺪ ﻟﻨﺎ ﺑﻌﺾ ﺍﳌﺴﺆﻭﻟﲔ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﰲ ﺣﺎﻟﺔ ﻋﺠﺰ ﻭﻫﺬﺍ ﻣﺎ ﺟﻌﻞ ‪ 52‬ﻓﺮﺩﺍ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﻟﺬﻳﻦ ﻧﻔﻮﺍ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺃﺭﺑﺎﺡ ﳚﻴﺒﻮﻥ ﺑﺎﻟﻨﻔﻲ ﺇﻻ ﺃﻥ ﰲ ﺍﻟﻮﺍﻗﻊ ﻭﰲ ﺣﺎﻟﺔ ﲢﻘﻴﻖ ﺃﺭﺑﺎﺡ ﻳﺘﻢ ﺗﻮﺯﻳﻊ‬
‫ﺟﺰﺀ ﻣﻨﻬﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻝ ﻭﻛﺎﻥ ﺫﻟﻚ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻫﺬﺍ ﻣﺎ ﺃﺛﺒﺘﻪ ﻟﻨﺎ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻌﻤﺎﻝ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :(50‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪. 46‬‬
‫ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺸﺮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺘﺴﻴﲑ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪26‬‬
‫‪% 29.54‬‬
‫ﻻ‬
‫‪62‬‬
‫‪% 70.45‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﻣﺸﺎﻫﺪﺓ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻳﺘﺒﲔ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ 62‬ﻓﺮﺩﺍ ﺑﺘﻜﺮﺍﺭ‬
‫ﻧﺴﱯ ‪ % 70.45‬ﻧﻔﻮﺍ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ‪ ،‬ﻓﻴﻤﺎ ﺃﻛﺪ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﺃﻥ ﺍﳌﺆﺳﺴﺔ‬
‫ﺗﺸﺮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺘﺴﻴﲑ ‪ ،‬ﻭﳌﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺷﺨﺼﻴﺎ ﺃﻭ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﰊ ﰎ‬
‫ﻃﺮﺡ ﺍﻟﺴﺆﺍﻝ ‪. 47‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 51‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪. 47‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﻧﻌﻢ ﻫﻞ ﻳﻜﻮﻥ ﺫﻟﻚ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪23‬‬
‫‪% 88.46‬‬
‫ﺷﺨﺼﻴﺎ‬
‫‪03‬‬
‫‪% 11.53‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪26‬‬
‫‪% 100‬‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﰊ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻟﻘﺪ ﺃﻛﺪﺕ ﻧﺴﺒﺔ ‪ % 88.46‬ﻣﻦ ﳎﻤﻮﻉ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺃﺟﺎﺑﻮﺍ ﺑﻨﻌﻢ ﰲ ﺍﻟﺴﺆﺍﻝ ﺭﻗﻢ ‪46‬‬
‫ﺃﻥ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺘﺴﻴﲑ ﺗﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﰊ ﻭﻫﺬﺍ ﻣﺎ ﺃﻛﺪﻩ ﻟﻨﺎ ﺑﻌﺾ ﺍﳌﺴﺆﻭﻟﲔ‬
‫ﺣﻴﺚ ﺑﲔ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ ﺗﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻨﻘﺎﺑﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﳑﺜﻞ ﺍﻟﻌﻤﺎﻝ ﻭﺗﺘﻢ ﲟﺸﺎﺭﻛﺘﻬﻢ ﰲ ﺍﲣﺎﺫ ﳐﺘﻠﻒ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ ‪ ،‬ﻓﻴﻤﺎ ﳒﺪ ‪ 03‬ﺃﻓﺮﺍﺩ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 11.53‬ﺃﻛﺪﻭﺍ ﺑﺄﻥ‬
‫ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﺗﺘﻢ ﺷﺨﺼﻴﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺸﺎﺭﺓ ﻛﻞ ﻓﺮﺩ ﻣﻨﻬﻢ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 52‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪. 48‬‬
‫ﺇﺫﺍ ﻗﺎﻧﺖ ﺍﳌﺆﺳﺴﺔ ﺑﺎﺳﺘﺸﺎﺭﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﺴﻴﲑ ‪ .‬ﻫﻞ ﺗﺮﻯ ﺃﻥ ﻫﺬﻩ‬
‫ﺍﳌﺸﺎﺭﻛﺔ ﻓﻌﻠﻴﺔ ﺃﻡ ﺻﻮﺭﻳﺔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪24‬‬
‫‪% 27.27‬‬
‫ﺻﻮﺭﻳﺔ‬
‫‪64‬‬
‫‪% 72.72‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻓﻌﻠﻴﺔ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﺗﺒﲔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 72.72‬ﺑﺘﻜﺮﺍﺭ ﻣﻄﻠﻖ‬
‫ﻗﺪﺭﻩ ‪ 64‬ﻓﺮﺩﺍ ﻳﺮﻭﺍ ﺑﺄﻧﻪ ﺇﺫﺍ ﻗﺎﻣﺖ ﺍﳌﺆﺳﺴﺔ ﺑﺎﺳﺘﺸﺎﺭﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﺴﻴﲑ ﻓﺈﻥ‬
‫ﻫﺬﻩ ﺍﻻﺳﺘﺸﺎﺭﺓ ﺻﻮﺭﻳﺔ ‪ ،‬ﻓﻴﻤﺎ ﺃﻛﺪ ﻟﻨﺎ ﺑﻌﺾ ﺍﳌﺒﺤﻮﺛﲔ ﺃﻥ ﻫﺬﺍ ﻟﻦ ﳛﺪﺙ ﺃﺑﺪﺍ‪ ،‬ﳑﺎ ﻳﺆﻛﺪ ﺍﻫﺘﺰﺍﺯ ﺛﻘﺔ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻟﻠﻤﺆﺳﺴﺔ ﺣﻴﺚ ﳌﺴﻨﺎ ﻭﺟﻮﺩ ﻫﻮﺓ ﺃﻭ ﻣﺴﺎﻓﺔ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺇﻃﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﻠﻴﺎ ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺮﻯ ‪ 24‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 27.27‬ﺃﻥ ﻫﺬﻩ ﺍﻻﺳﺘﺸﺎﺭﺓ‬
‫ﺳﺘﻜﻮﻥ ﻓﻌﻠﻴﺔ ﻧﻈﺮﺍ ﻟﺜﻘﺘﻬﻢ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( 53‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.49‬‬
‫ﻫﻞ ﺃﻥ ﺗﺴﺎﻋﺪﻙ ﰲ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺍﻟﺸﺨﺼﻴﺔ ﻣﺜﻞ ﺇﻋﺎﻧﺎﺕ ﺃﻭ ﻏﲑ ﺫﻟﻚ ‪.‬‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪44‬‬
‫‪% 50‬‬
‫ﻻ‬
‫‪44‬‬
‫‪% 50‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻧﻼﺣﻆ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺃﻥ ﻧﺴﺒﺔ ‪ % 50‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 44‬ﻓﺮﺩﺍ ﻳﺆﻛﺪﻭﻥ ﺑﺄﻥ‬
‫ﺍﳌﺆﺳﺴﺔ ﺗﺴﺎﻋﺪﻫﻢ ﰲ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺣﻴﺚ ﺃﻛﺪ ﺟﻞ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺴﺎﻋﺪﻫﻢ‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺴﻠﻔﺔ ﰲ ﺍﻗﺘﻨﺎﺀ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻓﻴﻤﺎ ﻧﻔﻮﺍ ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﳍﺒﺎﺕ ﺃﻭ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﻷﻋﻄﻴﺎﺕ‪،‬ﺑﻴﻨﻤﺎ ﻧﻔﻰ ‪ 44‬ﻓﺮﺩﺍ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 50‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺟﻮﺩ ﺃﻱ ﻧﻮﻉ ﻣﻦ‬
‫ﺍﳌﺴﺎﻋﺪﺍﺕ ﻟﻸﻓﺮﺍﺩ ﻣﻦ ﻃﺮﻑ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :( 54‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.50‬‬
‫ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻨﻈﻢ ﻟﻘﺎﺀﺍﺕ ﺃﻭ ﺣﻔﻼﺕ ﻟﻠﻌﺎﻣﻠﲔ ﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪03‬‬
‫‪% 03.41‬‬
‫ﻻ‬
‫‪85‬‬
‫‪% 96.59‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻆ ﺃﻥ ﻧﺴﺒﺔ ‪ % 95.59‬ﻭﺍﻟﱵ ﺗﻌﺎﺩﻝ ‪ 85‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﱵ‬
‫ﲤﺜﻞ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻈﻤﻰ ﻧﻔﻮﺍ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻨﻈﻢ ﻟﻘﺎﺀﺍﺕ ﺃﻭ ﺣﻔﻼﺕ ﻟﻠﻌﺎﻣﻠﲔ ﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ‬
‫ﻭﺩﺍﺧﻠﻬﺎ‪،‬ﻓﻴﻤﺎ ﺃﻛﺪ ﺫﻟﻚ ‪ 03‬ﺃﻓﺮﺍﺩ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪ % 03.41‬ﺇﻻ ﺃﻥ ﻫﺬﻩ‬
‫ﺍﻟﻠﻘﺎﺀﺍﺕ ﻭﺍﳊﻔﻼﺕ ﺗﻜﻮﻥ ﻟﻠﻤﺴﺆﻭﻟﲔ ﻭﺍﻹﻃﺎﺭﺍﺕ ﺍﻟﺴﺎﻣﻮﻥ ﻓﻘﻂ ﺩﻭﻥ ﺍﻟﻌﻤﺎﻝ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 55‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.51‬‬
‫ﻫﻞ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﲢﻘﻖ ﻟﻚ ‪:‬‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪27‬‬
‫‪% 30.68‬‬
‫ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ )ﻛﺎﻟﺼﺪﺍﻗﺔ ‪ ،‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ (‬
‫‪07‬‬
‫‪% 07.95‬‬
‫ﺗﺮﺳﻴﺦ ﺍﻧﺘﻤﺎﺋﻚ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺇﺧﻼﺻﻚ ﰲ ﺧﺪﻣﺘﻬﺎ‬
‫‪26‬‬
‫‪% 29.54‬‬
‫ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎﺕ ﺫﺍﺗﻴﺔ )ﻛﺎﻟﺘﻘﺪﻳﺮ ﻭﺍﻻﺣﺘﺮﺍﻡ(‬
‫‪14‬‬
‫‪% 15.31‬‬
‫ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ‬
‫‪14‬‬
‫‪% 15.91‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﺍﻷﻣﻦ ﻭﺍﻻﺳﺘﻘﺮﺍﺭ ﺍﻟﻮﻇﻴﻔﻲ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﻳﺘﺒﲔ ﺃﻥ ﻧﺴﺒﺔ ‪ % 30.68‬ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ‪ 27‬ﻓﺮﺩﺍ ﻳﺮﻭﺍ ﺑﺄﻥ‬
‫ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﲢﻘﻖ ﳍﻢ ﺍﻷﻣﻦ ﻭﺍﻻﺳﺘﻘﺮﺍﺭ ﰲ ﺍﻟﻮﻇﻴﻔﺔ ﺃﻱ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻣﻨﺼﺐ ﺍﻟﻌﻤﻞ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻟﺘﺄﻣﲔ ﻣﺼﺪﺭ ﺍﳌﻌﻴﺸﺔ ﺧﺎﺻﺔ ﺃﻥ ﺳﻮﻕ ﺍﻟﻌﻤﻞ ﺗﻌﺮﻑ ﻋﺮﺿﺎ ﻛﺒﲑﺍ ﻟﻘﻮﺓ ﺍﻟﻌﻤﻞ ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ‬
‫ﲡﻌﻞ ﺍﻟﻌﺎﻣﻞ ﺃﻛﺜﺮ ﺍﺟﺘﻬﺎﺩﺍ ﻭﺑﺬﻻ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ ﻭﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﺷﺎﺭﻙ ﰲ ﺻﻨﻌﻬﺎ‬
‫ﻛﻤﺎ ﺃ‪‬ﺎ ـ ﺍﳌﺸﺎﺭﻛﺔ ـ ﻣﻦ ﺷﺄ‪‬ﺎ ﲪﺎﻳﺔ ﺍﻟﻌﻤﺎﻝ ﻣﻦ ﺍﺳﺘﺒﺪﺍﺩ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭﺗﺴﻠﻄﻬﺎ ﺧﺎﺻﺔ ﻭﺃﻥ‬
‫ﻣﻌﻈﻢ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻣﺘﻀﻤﺮﻭﻥ ﻣﻦ ﺑﻌﺾ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻏﲑ ﺍﳌﺮﺿﻴﺔ ﻣﻦ ﻃﺮﻑ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ‪.‬‬
‫ﻓﻴﻤﺎ ﳒﺪ ‪ % 29.54‬ﺃﻱ ‪ 26‬ﻓﺮﺩﺍ ﻳﺮﻭﺍ ﺑﺄﻥ ﺍﳌﺸﺎﺭﻛﺔ ﲤﻜﻨﻬﻢ ﻣﻦ ﺗﺮﺳﻴﺦ ﺍﻧﺘﻤﺎﺋﻬﻢ‬
‫ﻭﺇﺧﻼﺻﻬﻢ ﰲ ﺧﺪﻣﺔ ﺍﳌﺆﺳﺴﺔ ﻭﲢﻘﻴﻖ ﺍﻻﻧﺘﻤﺎﺀ ﻭﺍﻟﻮﻻﺀ ﳍﺎ ﺃﻱ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ ﲡﻌﻞ ﺍﻟﻔﺮﺩ ﻳﺸﻌﺮ ﺑﺄﻧﻪ‬
‫ﺟﺰﺀ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﻳﺰﻳﺪ ﻣﻦ ﺇﺧﻼﺻﻪ ﻭﻭﻓﺎﺋﻪ ﻭﺗﻔﺎﻧﻴﻪ ﰲ ﺧﺪﻣﺔ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫ﻓﻴﻤﺎ ﳒﺪ ‪ 14‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ %15.91‬ﺃﻥ ﻣﺸﺎﺭﻛﺘﻬﻢ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ‬
‫ﳝﻜﻦ ﺃﻥ ﲢﻘﻖ ﳍﻢ ﺭﻏﺒﺎﺕ ﺫﺍﺗﻴﺔ ﻛﺎﻟﺘﻘﺪﻳﺮ ﻭﺍﻻﺣﺘﺮﺍﻡ ‪ ...‬ﺣﻴﺚ ﺃﺷﺎﺭ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺒﺤﻮﺛﲔ ﺑﺄﻧﻪ ﻳﺸﻌﺮ‬
‫ﺑﺎﻟﺘﻘﺪﻳﺮ ﻭﺍﻻﺣﺘﺮﺍﻡ ﻋﻨﺪ ﻣﺴﺎﳘﺘﻪ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﻭﺃﻧﻪ ﻓﺮﺩ ﻣﻬﻢ ﰲ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﳝﻜﻨﻪ ﺃﻥ ﻳﻀﻴﻒ‬
‫ﺷﻴﺌﺎ ﻣﻦ ﺧﻼﻝ ﺍ‪‬ﻬﻮﺩﺍﺕ ﺍﳌﻀﺎﻋﻔﺔ ﺍﻟﱵ ﻫﻮ ﻋﻠﻰ ﺍﺳﺘﻌﺪﺍﺩ ﻟﺒﺬﳍﺎ‪ ،‬ﻛﻤﺎ ﺃﺿﺎﻑ ﺑﻌﻀﻬﻢ ﺃﻧﻪ ﻗﺪ‬
‫ﻳﺴﺘﻔﻴﺪ ﻣﻦ ﺗﺮﻗﻴﺔ ﻷﻧﻪ ﰲ ﺣﺎﻟﺔ ﻣﺴﺎﳘﺘﻪ ﳝﻜﻦ ﻹﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﺗﻜﺸﻔﻪ ﻭﺗﻜﺘﺸﻒ ﻗﺪﺭﺍﺗﻪ ﻭﻣﻮﺍﻫﺒﻪ‬
‫ﻓﻴﻤﺎ ﻗﺪ ﳝﻜﻨﻪ ﻣﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻨﺼﺐ ﺃﻋﻠﻰ ﳌﺎ ﻳﺘﻤﺘﻊ ﺑﻪ ﻣﻦ ﻗﺪﺭﺍﺕ ﻭﻣﻠﻜﺎﺕ ﳝﻜﻦ ﻟﻠﻤﺆﺳﺴﺔ ﺃﻥ‬
‫ﺗﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﰲ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ‪ ،‬ﰲ ﺣﲔ ﳒﺪ ﻧﺴﺒﺔ ‪ % 07.95‬ﺃﻱ ‪ 07‬ﺃﻓﺮﺍﺩ ﳝﻜﻦ ﺃﻥ ﳛﻘﻘﻮﺍ‬
‫ﺣﺎﺟﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻣﺜﻞ ﺍﻟﺼﺪﺍﻗﺔ ﻭﻋﻼﻗﺎﺕ ﻭﺭﻭﺍﺑﻂ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﳌﺸﺎﺭﻛﺔ ﻧﺘﻴﺠﺔ ﻟﺰﻳﺎﺩﺓ‬
‫ﺍﺣﺘﻜﺎﻙ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻹﺩﺍﺭﺓ ﺑﺒﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ‪ ،‬ﺇﻻ ﺃﻧﻨﺎ ﳒﺪ ﻧﺴﺒﺔ ‪ % 15.91‬ﻣﻦ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺃﻱ‬
‫‪ 14‬ﻓﺮﺩﺍ ﻳﺆﻛﺪﻭﻥ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ ﲢﻘﻖ ﳍﻢ ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ ﺇﻻ ﺃ‪‬ﻢ ﱂ ﻳﻮﺿﺤﻮﺍ ﻟﻨﺎ ﻫﺬﻩ ﺍﳊﺎﺟﺎﺕ‬
‫ﺍﻟﱵ ﳝﻜﻦ ﲢﻘﻴﻘﻬﺎ ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ : (56‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪. 52‬‬
‫ﻫﻞ ﺗﻮﻓﺮ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺍﳊﺮﻳﺔ ﰲ ﺍﻟﺘﺼﺮﻑ ﺑﺎﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪28‬‬
‫‪% 31.81‬‬
‫ﻻ‬
‫‪60‬‬
‫‪% 68.18‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ﻧﺴﺒﺔ ‪ % 68.18‬ﻭﺍﻟﱵ ﲤﺜﻞ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺑﺘﻜﺮﺍﺭ ﻣﻄﻠﻖ ﻗﺪﺭﻩ‬
‫‪ 60‬ﻓﺮﺩﺍ ﺃﺟﺎﺑﻮﺍ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﻻ ﺗﻮﻓﺮ ﻟﻠﻌﺎﻣﻠﲔ ﺍﳊﺮﻳﺔ ﰲ ﺍﻟﺘﺼﺮﻑ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ﺃﺛﻨﺎﺀ‬
‫ﺍﻟﻌﻤﻞ ﺃﻱ ﻻ ﺑﺪ ﻣﻦ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺍﳌﺴﺆﻭﻝ ﺍﳌﺒﺎﺷﺮ ﻓﻴﻤﺎ ﺃﻛﺪ ‪ 28‬ﻓﺮﺩﺍ ﺃﻱ ﻧﺴﺒﺔ ‪ % 31.81‬ﺑﺄﻥ‬
‫ﻟﻠﻔﺮﺩ ﺣﺮﻳﺔ ﺍﻟﺘﺼﺮﻑ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ‪.‬‬
‫ﻭﺍﳌﻼﺣﻆ ﻣﻦ ﺧﻼﻝ ﺃﻏﻠﺒﻴﺔ ﺍﻷﻓﺮﺍﺩ ﺃ‪‬ﻢ ﻻ ﻳﺘﻤﺘﻌﻮﻥ ﺑﺎﻻﺳﺘﻘﻼﻟﻴﺔ ﰲ ﺍﻟﻌﻤﻞ ﻭﺃﻥ ﻫﻨﺎﻙ ﻧﻮﻋﺎ‬
‫ﻣﻦ ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻴﺔ ﺍﳌﻔﺮﻃﺔ ﻭﻫﻨﺎﻙ ﻧﻮﻋﺎ ﻣﻦ ﺍﳌﺮﻛﺰﻳﺔ ﰲ ﺍﻟﺘﺴﻴﲑ ﻭﻫﺬﺍ ﻣﺎ ﻳﺘﺒﲔ ﻣﻦ ﺧﻼﻝ ﺑﻌﺾ‬
‫ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ :( 57‬ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﻟﺴﺆﺍﻝ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺭﻗﻢ ‪.53‬‬
‫ﻫﻞ ﺗﺸﺮﻙ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻭﺿﻊ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ؟‬
‫ﺍﻻﺧﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬
‫‪12‬‬
‫‪% 13.64‬‬
‫ﻻ‬
‫‪76‬‬
‫‪% 86.36‬‬
‫ﺍ‪‬ﻤﻮﻉ‬
‫‪88‬‬
‫‪% 100‬‬
‫ﻧﻌﻢ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻳﺸﲑ ﺍﳉﺪﻭﻝ ﺃﻋﻼﻩ ﺇﱃ ﺃﻥ ‪ 76‬ﻓﺮﺩﺍ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻱ ﻧﺴﺒﺔ ‪ % 86.36‬ﻳﻘﺮﻭﻥ ﺑﺄﻥ‬
‫ﺍﳌﺆﺳﺴﺔ ﻻ ﺗﺸﺮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻭﺿﻊ ﺍﻷﻫﺪﺍﻑ ﻭﺃﻥ ﺍﻟﺬﻱ ﻟﻪ ﺣﻖ ﻭﺿﻊ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﻫﻢ ﺇﻃﺎﺭﺍﺕ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﳑﺎ ﻗﺪ ﻳﻀﻌﻒ ﻣﻦ ﲪﺎﺱ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺇﺧﻼﺻﻬﻢ ﰲ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ‬
‫ﻳﺘﻨﺎﰱ ﻣﻊ ﻣﺒﺪﺃ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ‪ ،‬ﰲ ﺣﲔ ﳒﺪ ‪ 12‬ﻓﺮﺩﺍ ﻭﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻥ ﻧﺴﺒﺔ ‪% 13.64‬‬
‫ﻳﺆﻛﺪﻭﻥ ﺑﺄﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺸﺮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻭﺿﻊ ﺍﻷﻫﺪﺍﻑ ﺇﻻ ﺃﻥ ﺟﻞ ﻫﺆﻻﺀ ﻳﻌﻠﻢ ﺑﺄﻥ ﺫﻟﻚ ﻳﻜﻮﻥ‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﰊ ﺇﺿﺎﻓﺔ ﺇﱃ ﳑﺜﻠﻲ ﺍﻟﻌﻤﺎﻝ ﰲ ﳎﻠﺲ ﺍﻹﺩﺍﺭﺓ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ ‪ :‬ﻧﺘﺎﺋﺞ ﻭ ﻣﻘﺘﺮﺣﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ‪:‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺍﻟﻨﺘﺎﺋﺞ‪:‬‬
‫ﺑﻌﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﰲ ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ –ﻭﺣﺪﺓ ‪ -EARA‬ﺣـﻮﻝ ﺗـﺄﺛﲑ‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﺃﻭﻻ ‪ :‬ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ‪:‬‬
‫ ﺗﻌﺘﱪ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻣﻔﻴﺪﺓ ﻟﻠﻤﺆﺳﺴﺔ ﻓﻬﻲ ﻣﻨﻬﺞ ﺭﺋﻴﺲ ﻭ ﻃﺮﻳﻘﺔ ﻣﻬﻤﺔ ﰲ ﲢﻘﻴﻖ ﺇﻧﺘﺎﺟﻴـﺔ‬‫ﻣﺮﺗﻔﻌﺔ ﳌﺎ ﻳﺘﻮﻓﺮ ﻋﻠﻴﻪ ﺟﻮ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﻣﻦ ﺩﺍﻓﻌﻴﺔ ﳓﻮ ﺍﻹﳒﺎﺯ ﻭ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ‪.‬‬
‫ ﺗﻮﻓﺮ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ﺟﻮﺍ ﻣﻦ ﺍﻻﻧﺘﻤﺎﺀ ﻭ ﺍﻟﻨﺸﺎﻁ ﻭ ﺍﻟﺮﺿﺎ ﻭ ﻳﻘﻞ ﻓﻴـﻪ ﺍﻟـﺸﻌﻮﺭ‬‫ﺑﺎﻻﻏﺘﺮﺍﺏ ﻭ ﺍﻹﺣﺒﺎﻁ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﺭﻏﺒﺔ ﰲ ﺍﺳﺘﻤﺮﺍﺭ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﻣﻌﺎ ﻭﺍﳒﺬﺍ‪‬ﻢ ﻟﺒﻌـﻀﻬﻢ‬
‫ﺍﻟﺒﻌﺾ ﻭﻗﺒﻮﳍﻢ ﺍﳌﺸﺘﺮﻙ ﻷﻫﺪﺍﻑ ﺍﻟﻔﺮﻳﻖ ﻭ ﺍﻟﺴﻌﻲ ﺍﳉﻤﺎﻋﻲ ﻟﺘﺤﻘﻴﻘﻬﺎ ‪.‬‬
‫ ﻳﺴﻮﺩ ﰲ ﺍﳌﺆﺳﺴﺔ ﺭﻭﺡ ﺍﳉﺪﻳﺔ ﻭﺣﺲ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻻﳓﻴـﺎﺯ ﳓـﻮ‬‫ﺍﻟﻔﻌﻞ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺒﺬﻝ ﻗﺼﺎﺭﻯ ﺍﳉﻬﻮﺩ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﳝﻜﻨﻬﻢ ﻣـﻦ ﺍﻟﻨﻤـﻮ ﻭ‬
‫ﺍﻟﺒﻘﺎﺀ ﻭ ﺍﻟﺘﻤﻴﺰ‬
‫ ﺗﻮﻓﺮ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺍﳉﻮ ﺍﳌﻼﺋﻢ ﻣﻦ ﺗﻌﺎﻭﻥ ﻭ ﺗﻔﺎﻫﻢ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﻗﻠﺔ ﺍﻟـﺼﺮﺍﻋﺎﺕ ﻭﻭﺟـﻮﺩ‬‫ﺍﻧﺴﺠﺎﻡ ﻭﺃﻟﻔﺔ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﻭﺷﻌﻮﺭﻫﻢ ﺑﺎﻻﻟﺘﺰﺍﻡ ﻭ ﺍﻟﺜﻘﺔ ﺍﳌﺘﺒﺎﺩﻟﺔ ﻭ ﺣﺮﺻﻬﻢ ﻋﻠﻰ ﺩﻋﻢ ﻗﺪﺭﺍﺕ ﻭ‬
‫ﺍﻫﺘﻤﺎﻣﺎﺕ ﻭ ﺟﻬﻮﺩ ﺍﻟﺰﻣﻼﺀ ﳑﺎ ﺣﺴﻦ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﺒﺎﺩﻟﻴﺔ ﻭﺃﻭﺟﺪ ﺍﻟﺘﻤﺎﺳﻚ ﻭ ﺍﻟـﺸﻌﻮﺭ ﺑـﺮﻭﺡ‬
‫ﺍﻟﻔﺮﻳﻖ ﳑﺎ ﺟﻌﻞ ﺃﺩﺍﺀ ﺍﻟﻔﺮﻳﻖ ﻣﻨﻈﻤﺎ ﻭ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺮﺗﻔﻊ ‪.‬‬
‫ ﺍﻋﺘﻘﺎﺩ ﺍﻷﻓﺮﺍﺩ ﺑﺄﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﲢﻘﻖ ﺃﺩﺍﺀ ﺟﻴﺪﺍ ﻟﻠﻤﺆﺳﺴﺔ ﳑﺎ ﺟﻌﻠﻬﻢ ﻳﺆﻣﻨﻮﻥ ﺑـﻀﺮﻭﺭﺓ‬‫ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﻭ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻟﺬﻟﻚ ‪.‬‬
‫ ﺍﺳﺘﻌﺪﺍﺩ ﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ ﻟﺒﺬﻝ ﺟﻬﻮﺩ ﻣﻀﺎﻋﻔﺔ ﺣﱴ ﺑﺪﻭﻥ ﻣﻘﺎﺑﻞ ‪.‬‬‫ ﻭﺟﻮﺩ ﺗﻘﺪﻳﺮ ﻣﺘﺒﺎﺩﻝ ﳉﻬﻮﺩ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﻗﺒﻞ ﺯﻣﻼﺀ ﺍﻟﻌﻤﻞ ﳑﺎ ﳝﻜﻦ ﻣـﻦ ﺑـﺬﻝ ﺟﻬـﻮﺩ‬‫ﻣﻀﺎﻋﻔﺔ ﰲ ﺣﺎﻟﺔ ﺇﺣﺴﺎﺱ ﺍﻟﻌﺎﻣﻞ ﺃﻥ ﺟﻬﺪﻩ ﳏﻞ ﺍﻋﺘﺒﺎﺭ ﻭ ﺍﺣﺘﺮﺍﻡ ﻣﻦ ﻗﺒﻞ ﺍﻟﺰﻣﻼﺀ ﻭ ﺍﻟﺮﺅﺳـﺎﺀ ﳑـﺎ‬
‫ﻳﻘﻮﻱ ﻣﻦ ﻋﺰﳝﺘﻪ ﻭ ﺇﺧﻼﺻﻪ ﰲ ﺃﺩﺍﺀ ﻋﻤﻠﻪ ‪.‬‬
‫ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ ‪ " :‬ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﺘﺴﻢ‬‫ﲜﻤﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﺗﺄﺛﲑﺍ ﺟﻮﻫﺮﻳﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ " ﻭﻫﺬﺍ ﻣﺎ ﻳﺘﻄﺎﺑﻖ ﻣﻊ ﺃﺭﺍﺀ ﺍﻟﻌﻤﺎﻝ ﰲ ﺍﳌﺆﺳـﺴﺔ ‪،‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﻓﺄﺩﺍﺅﻫﻢ ﻳﺮﺗﻔﻊ ﲟﺪﻯ ﺇﳝﺎ‪‬ﻢ ﺑﺄﳘﻴﺔ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻭ ﻣﺪﻯ ﺭﺿﺎﻫﻢ ﻭ ﺍﻧﺘﻤﺎﺋﻬﻢ ﻟﻔﺮﻳﻖ ﺍﻟﻌﻤﻞ ‪ ،‬ﺇﺿﺎﻓﺔ‬
‫ﺇﱃ ﻣﺪﻯ ﺍﻟﺘﻌﺎﻭﻥ ﻭ ﺍﻟﺘﻔﺎﻫﻢ ﻭ ﺍﻟﺘﺠﺎﻧﺲ ﺍﻟﺬﻱ ﻳﺴﻮﺩ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻭ ﻛﺬﺍ ﺍﺣﺘﺮﺍﻡ ﺍﳉﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ﻣﻦ‬
‫ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺃﺧﺬﻫﺎ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﻭﺇﻋﻄﺎﺋﻬﺎ ﺍﻟﻘﺪﺭ ﺍﳌﺴﺘﺤﻖ ﻣﻦ ﺍﻟﺘﻘﺪﻳﺮ ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﺇﺣﺴﺎﺱ‬
‫ﻛﺒﲑ ﺑﺎﻟﻮﻻﺀ ﻟﻠﻤﺆﺳﺴﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﰲ ﺍﻷﺩﺍﺀ‪:‬‬
‫ ﺍﻋﺘﻤﺎﺩ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺟﻴﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﳑﺎ ﺃﻭﺟﺪ ﺍﻟﺸﻌﻮﺭ ﺑﺜﻘﺔ ﺍﻟﻌﺎﻣﻞ ﰲ‬‫ﻧﻔﺴﻪ ﻭﺃﻧﻪ ﺃﻫﻞ ﳍﺬﻩ ﺍﻟﺜﻘﺔ ﳑﺎ ﺃﻭﺟﺪ ﻟﺪﻳﻪ ﺍﻻﺳﺘﻌﺪﺍﺩ ﺑﺄﻥ ﻳﻜﻮﻥ ﰲ ﻣﺴﺘﻮﻯ ﻫﺬﻩ ﺍﻟﺜﻘـﺔ ﻣـﻦ ﺑـﺬﻝ‬
‫ﻭﺍﺟﺘﻬﺎﺩ‪.‬‬
‫ ﺿﻌﻒ ﺳﻴﺎﺳﺔ ﺍﻟﺘﺤﻔﻴﺰ ﰲ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﰲ ﺍﻟﻌﻤﻞ ﻭ ﺍﻟـﺬﻳﻦ ﳛﻘﻘـﻮﻥ ﺃﺩﺍﺀ‬‫ﻣﺮﺗﻔﻌﺎ ﻳﻜﻮﻥ ﳍﻢ ﺩﺍﻓﻌﺎ ﻟﺒﺬﻝ ﺟﻬﻮﺩ ﻣﻀﺎﻋﻔﺔ ﺑﻐﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻫﺬﻩ ﺍﳊﻮﺍﻓﺰ ﻭ ﺇﺷـﺒﺎﻉ ﺣﺎﺟﺎﺗـﻪ‬
‫ﻭﺭﻏﺒﺎﺗﻪ ﻭ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺃﻓﻀﻞ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﳔﻔﺎﺽ ﺩﺍﻓﻌﻴﺔ ﺍﻷﻓﺮﺍﺩ ﻟﻐﻴﺎﺏ ﺍﻟﺘﺤﻔﻴﺰ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺴﻬﻢ ﰲ‬
‫ﺍﳔﻔﺎﺽ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﻭ ﺗﺮﺗﻔﻊ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﺮ ﺑﻴﺌﺔ ﻣﻼﺋﻤﺔ ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺍﳌﻨﻮﻁ ﺑﻜﻞ ﻋﺎﻣﻞ ﻭ ﺍﻟﱵ ﺗـﻀﻢ ‪ -‬ﺍﻟﺒﻴﺌـﺔ – ﺍﳌـﻮﺍﺩ‬‫ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ‪ ،‬ﳕﻂ ﺍﻹﺷﺮﺍﻑ‪ ،‬ﺳﻴﺎﺳﺎﺕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺳـﺎﺋﻞ ﺍﳊﻤﺎﻳـﺔ ﰲ ﺍﻟﻌﻤﻞ‪،‬ﺍﻟﺘﺮﺗﻴـﺐ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﳌﻜﺎﻥ ﺍﻟﻌﻤﻞ ‪ ،‬ﻓﺠﻞ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﻏﲑ ﻣﻼﺋﻤﺔ ﻷﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻭ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﳑﺎ ﻗﺪ ﻳﻀﻌﻒ ﻣﻦ‬
‫ﺇﻧﺘﺎﺟﻴﺎ‪‬ﻢ ‪ ،‬ﻭﺭﻏﻢ ﺫﻟﻚ ﻓﻘﺪ ﺃﺑﺪﻯ ﺍﻷﻓﺮﺍﺩ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻷﺩﺍﺀ ﻣﺎ ﻫﻮ ﻣﻄﻠﻮﺏ ﻣﻨﻬﻢ ﺭﻏﻢ ﻋﻮﺍﺋﻖ ﺍﻷﺩﺍﺀ‬
‫ﺫﻟﻚ ﺃﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﱵ ﳛﻤﻠﻬﺎ ﻫﺆﻻﺀ ﺍﻟﻌﻤﺎﻝ ﺃﺛﺮﺕ ﻓﻴﻬﻢ ﺇﳚﺎﺑﺎ ﺭﻏﻢ ﻣﺎ ﰲ ﺍﻟﺒﻴﺌﺔ ﻣﻦ ﻋﻮﺍﺋﻖ ‪.‬‬
‫ ﺍﺳﺘﻌﺪﺍﺩ ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ ﻟﺒﺬﻝ ﺟﻬﻮﺩ ﻣﻀﺎﻋﻔﺔ ﻟﺘﺤﺴﲔ ﺍﻷﺩﺍﺀ ﺍﻹﻧﺘﺎﺟﻲ ﻭ ﺍﻹﺩﺍﺭﻱ ﺑﻐﻴـﺔ‬‫ﺍﻟﺼﻤﻮﺩ ﰲ ﻭﺟﻪ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺸﺮﺳﺔ ﺍﻟﱵ ‪‬ﺪﺩﻫﻢ‪.‬‬
‫ ﺍﻋﺘﻘﺎﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺿﺮﻭﺭﺓ ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﻭ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻟﺬﻟﻚ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍﻟـﺴﺒﻴﻞ ﺍﻟﻮﺣﻴـﺪ‬‫ﻟﺘﺤﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻭﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ ‪.‬‬
‫ ﻏﻴﺎﺏ ﺭﻭﺡ ﺍﳌﺒﺎﺩﺭﺓ ﻭ ﺗﺸﺠﻴﻌﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﺴﺌﻮﻟﲔ ﻭﻛﺬﺍ ﻏﻴﺎﺏ ﺣﺮﻳﺔ ﺍﻟﺘﺼﺮﻑ ﰲ ﺣـﻞ‬‫ﺍﳌﺸﺎﻛﻞ ﻭﺍﻟﻌﻮﺍﺋﻖ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﻌﻤﺎﻝ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺍﻟﺮﺋﻴﺲ ﺍﳌﺒﺎﺷﺮ ﰲ ﻏﺎﻟﺐ ﺍﻷﺣﻴﺎﻥ ﳑﺎ‬
‫ﻳﺆﻛﺪ ﻭﺟﻮﺩ ﻧﻮﻉ ﻣﻦ ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻴﺔ ﺍﻟﱵ ﳝﺎﺭﺳﻬﺎ ﺍﻟﺮﺅﺳﺎﺀ ﻋﻠﻰ ﺍﳌﺮﺅﻭﺳﲔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﻧﻮﻉ ﻣﻦ‬
‫ﺍﻻﺳﺘﻌﻼﺀ ﻣﻦ ﺍﳌﺴﺌﻮﻟﲔ ﺍﻟﺴﺎﻣﲔ ﻣﻦ ﺧﻼﻝ ﻋﺪﻡ ﺗﻘﺒﻠﻬﻢ ﳌﻘﺘﺮﺣﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺍﺣﺘﻘﺎﺭﻫﻢ ﻭ ﺍﻋﺘﻘﺎﺩﻫﻢ‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺃ‪‬ﻢ ﻟﻴﺴﻮﺍ ﻣﺼﺪﺭﺍ ﻟﻼﻗﺘﺮﺍﺣﺎﺕ ﺃﻭ ﺍﻹﺑﺪﺍﻉ ﳑﺎ ﻗﺪ ﻳﻀﻌﻒ ﺛﻘﺔ ﺍﻟﻌﺎﻣﻞ ﰲ ﻧﻔﺴﻪ ﻭ ﻳﺸﻌﺮﻩ ﺑﺎﻹﺣﺒﺎﻁ ﻭ‬
‫ﻳﻨﻌﻜﺲ ﺳﻠﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺋﻪ ﺇﺿﺎﻓﺔ ﺇﱃ ‪‬ﺮﺏ ﺍﻟﻌﺎﻣﻞ ﻣﻦ ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺧﻮﻓﺎ ﳑﺎ ﻗﺪ ﻳﻠﺤﻖ ﺑﻪ ﻣﻦ ﻋﻘﺎﺏ‬
‫ﰲ ﺣﺎﻟﺔ ﺗﻘﺼﲑﻩ ‪.‬‬
‫ ﻭﺟﻮﺩ ﺍﺗﺼﺎﻝ ﻧﺎﺯﻝ ﻭ ﻏﻴﺎﺏ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺼﺎﻋﺪ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺍﻹﺩﺍﺭﺓ ﻭﻋﺪﻡ ﺍﻟﺘﺸﺠﻴﻊ ﻋﻠﻰ‬‫ﺣﺮﻳﺔ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻵﺭﺍﺀ ﺃﻱ ﻭﺟﻮﺩ ﻣﺮﻛﺰﻳﺔ ﻣﻔﺮﻃﺔ‪.‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﺮ ﳎﺎﻝ ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭﺍﳋﻄﺄ ﻭ ﺗﺸﺠﻴﻊ ﺍﻟﻔﺸﻞ ﻭﺭﻭﺡ ﺍﳌﺒـﺎﺩﺭﺓ ‪ ،‬ﺫﻟـﻚ ﺃﻥ ﺃﻭﻝ‬‫ﺧﻄﻮﺓ ﻟﻠﻨﺠﺎﺡ ﻫﻲ ﺍﻟﻔﺸﻞ ﺃﻱ ﻏﻴﺎﺏ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻟﺪﻯ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﳚﻌﻞ ﺍﻟﻌﻤـﺎﻝ ﰲ‬
‫ﻣﻨﺄﻯ ﻋﻦ ﺃﻱ ﳏﺎﻭﻟﺔ ﻟﻠﺘﺠﺪﻳﺪ ﻭ ﺍﻻﺑﺘﻜﺎﺭ ﺧﻮﻓﺎ ﻣﻦ ﺍﻟﻔﺸﻞ ﺃﻭ ﺍﳋﻄﺄ ‪.‬‬
‫ ﻭﺟﻮﺩ ﺍﺣﺘﺮﺍﻡ ﻭ ﺗﻘﺪﻳﺮ ﻛﺒﲑﻳﻦ ﻳﺒﺪﻳﻬﻤﺎ ﺍﳌﺴﺌﻮﻟﻮﻥ ﰲ ﺍﻟﻌﻤﻞ ﳌﺮﺅﻭﺳﻴﻬﻢ ﳑﺎ ﻗـﺪ ﻳـﺸﻌﺮ‬‫ﺍﻟﻌﺎﻣﻞ ﺑﺎﻟﺮﺿﺎ ﻭﺃﻧﻪ ﳏﻞ ﺗﻘﺪﻳﺮ ﻭ ﺍﺣﺘﺮﺍﻡ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺪﻓﻊ ﺍﻟﻌﺎﻣﻞ ﺇﱃ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ﻭ ﺇﻧﺘﺎﺟﻴﺔ‬
‫ﻣﺮﺗﻔﻌﺔ ﺫﻟﻚ ﺃﻥ ﺍﳌﻌﺎﻣﻠﺔ ﺍﳊﺴﻨﺔ ﻫﻲ ﻣﺼﺪﺭ ﻟﻺﻧﺘﺎﺟﻴﺔ ﺍﳌﺮﺗﻔﻌﺔ ‪.‬‬
‫ ﺗﺘﻤﺘﻊ ﺍﳌﺆﺳﺴﺔ ﺑﻮﻻﺀ ﻋﺎﻣﻠﻴﻬﺎ ﳍﺎ ﻭ ﻳﺘﻀﺢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﳑﺘﻠﻜﺎﺕ ﺍﳌﺆﺳﺴﺔ‬‫ﻭ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺒﻴﻨﻴﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫ ﻳﺘﺒﲔ ﺃﻥ ﺍﻟﺘﻮﻇﻴﻒ ﰲ ﺍﳌﺆﺳﺴﺔ ﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺘﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳑﺎ ﻣﻦ ﺷـﺄﻧﻪ‬‫ﺗﻮﻇﻴﻒ ﺃﻓﺮﺍﺩ ﻗﺪ ﻻ ﺗﺘﻔﻖ ﺛﻘﺎﻓﺘﻬﻢ ﻣﻊ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﺃﻱ ﻻ ﻳﺘﻔﻘﻮﻥ ﻣﻊ ﻗﻴﻢ ﻭ ﻣﻌﺘﻘﺪﺍﺕ‬
‫ﻭﺃﻋﺮﺍﻑ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﻗﺪ ﻳﺆﺛﺮ ﻋﻠﻰ ﺃﺩﺍﺀ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﺑﺎﻟﺴﻠﺐ ‪.‬‬
‫ ﺃﻛﺪ ﻣﻌﻈﻢ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻥ ﺍﻟﺘﺮﻗﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳑﺎ ﻗـﺪ‬‫ﻳﺜﲏ ﻣﻦ ﻋﺰﺍﺋﻢ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻫﺘﺰﺍﺯ ﻗﻴﻢ ﺍﻟﻌﺎﻣﻠﲔ ﻣﺜﻞ ‪ :‬ﻟﻜﻞ ﺣﺴﺐ ﺟﻬﺪﻩ ﺃﻭ ﻟﻜﻞ ﺟﻬﺪ ﻣﻜﺎﻓﺄﺓ‪،‬ﺍﻟﺸﻲﺀ‬
‫ﺍﻟﺬﻱ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺸﻌﺮ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻹﺣﺒﺎﻁ ﻭ ﺍﻹﳘﺎﻝ ﻭ ﺍﻟﻼﻣﺒﺎﻻﺓ ﳑﺎ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺋﻬﻢ‬
‫ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺳﺎﻟﻔﺔ ﺍﻟﺬﻛﺮ ﻳﺘﺒﲔ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﰲ ﺍﻷﺩﺍﺀ ﺇﻻ ﺃ‪‬ﺎ ﱂ ﺗﻨﺘﻬﺞ ﺳﺒﻠﻪ‬
‫ﻭﻭﺳﺎﺋﻠﻪ ﻣﻦ ﺇﻋﻄﺎﺀ ﺍﺳﺘﻘﻼﻟﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺍﳌﺮﻛﺰﻳﺔ ﺍﳌﻔﺮﻃﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﳉﺪﻱ ﺑﺎﻟﻌﺎﻣﻠﲔ ﳑﺎ‬
‫ﻣﻦ ﺷﺄﻧﻪ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻭﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﻨﺨﻔﺾ ﻭ ﻫﺬﺍ ﻣﺎ ﻳﺜﺒﺖ ﻟﻨﺎ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ " ﺗـﺆﺛﺮ‬
‫ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﺘﺴﻢ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ " ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﺳﻴﺎﺳﺔ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ ﰲ ﺍﳌﺆﺳﺴﺔ ‪:‬‬
‫ ﻋﺪﻡ ﺍﻷﺧﺬ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻹﺑﺪﺍﻋﺎﺕ ﻭ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﻭ ﺗﺸﺠﻴﻌﻬﺎ ﻭ ﺍﳊﺚ ﻋﻠﻴﻬـﺎ ﻭ ﻋـﺪﻡ‬‫ﻭﺟﻮﺩ ﺛﻘﺎﻓﺔ ﺍﻟﺴﻌﻲ ﳓﻮ ﺍﻟﺘﻤﻴﺰ ﻟﺪﻯ ﺍﳌﺴﺌﻮﻟﲔ ‪ -‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟـﻮﺭﻕ – ﰲ ﻏﺎﻟـﺐ‬
‫ﺍﻷﺣﻴﺎﻥ ﻣﻦ ﺧﻼﻝ ﺭﻓﺾ ﺍﻷﻓﻜﺎﺭ ﻭ ﺍﻹﺑﺪﺍﻋﺎﺕ ﻭﻋﺪﻡ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﺭﻏﻢ ﺃﻧﻪ ﺍﻟﺜﺎﺑـﺖ‬
‫ﺍﻟﻮﺣﻴﺪ ﰲ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺔ ﺷﺪﻳﺪﺓ ﺍﳊﺮﻛﻴﺔ ‪.‬‬
‫ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻷﻓﺮﺍﺩ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻭ ﺍﳌﺘﻔﻮﻗﲔ ﻭ ﺍﻋﺘﺒﺎﺭﻫﻢ ﻣﺴﺘﺨﺪﻣﲔ ﳝﻜﻦ ﺍﺳـﺘﺒﺪﺍﳍﻢ ﺃﻭ‬‫ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻨﻬﻢ ﰲ ﺃﻱ ﺣﲔ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﳒﺪ ﻓﻴﻪ ﺃﻥ ﺍﳌﺼﺪﺭ ﺍﻷﺳﺎﺳﻲ ﻟﻺﺑﺪﺍﻉ ﻭ ﺍﻟﺘﻤﻴـﺰ ﻫـﻮ‬
‫ﺍﻹﻧﺴﺎﻥ‪.‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﲑ ﳎﺎﻝ ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭ ﺍﳋﻄﺄ ﻭ ﺗﺸﺠﻴﻊ ﺍﻟﻔﺸﻞ ﻭﺭﻭﺡ ﺍﳌﺒﺎﺩﺭﺓ ﻭ ﺍﻹﺑﺪﺍﻉ ﺫﻟـﻚ‬‫ﺃﻥ ﺍﻟﻄﺮﻳﻖ ﻟﻠﻨﺠﺎﺡ ﻫﻮ ﺍﻟﻔﺸﻞ ﺃﻱ ﻏﻴﺎﺏ ﻫﺬﻩ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻟﺪﻯ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﺟﻌﻞ ﺍﻟﻌﻤﺎﻝ ﻳﻨﺄﻭﻥ‬
‫ﺑﺄﻧﻔﺴﻬﻢ ﻋﻦ ﺃﻱ ﳏﺎﻭﻟﺔ ﻟﻠﺘﺠﺪﻳﺪ ﺃﻭ ﺍﻻﺑﺘﻜﺎﺭ ﺧﻮﻓﺎ ﻣﻦ ﺍﻟﻔﺸﻞ ﺃﻭ ﺍﳋﻄﺄ ‪.‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﲑ ﺍﳌﺆﺳﺴﺔ ﳌﻨﺎﺥ ﻣﻼﺋﻢ ﻟﻺﺑﺪﺍﻉ ﻭ ﺍﻟﺘﻔﻜﲑ ﰲ ﺇﳚﺎﺩ ﻃﺮﻕ ﻋﻤﻞ ﺟﺪﻳﺪﺓ ﺑـﺎﻟﺮﻏﻢ‬‫ﻣﻦ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺍﳌﺘﻮﺍﺻﻞ ﻭ ﺍﻟﺪﺀﻭﺏ ﺑﺎﳉﻮﺩﺓ ﻭ ﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ ﻭ ﺗﻜﻮﻳﻦ ﺍﳌـﺴﺌﻮﻟﲔ ﰲ ﳎـﺎﻝ ﺇﺩﺍﺭﺓ‬
‫ﺍﳉﻮﺩﺓ ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﺍﳉﻬﺪ ﱂ ﺗﺼﺎﺣﺒﻪ ﳑﺎﺭﺳﺎﺕ ﻓﻌﻠﻴﺔ ﺗﺜﺒﺖ ﻓﻌﻼ ﺍﻫﺘﻤﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﺘﻤﻴﺰ ﻣﺜﻞ ﲢﻔﻴـﺰ‬
‫ﺍﻷﻓﺮﺍﺩ ﻭ ﺗﻨﻤﻴﺘﻬﻢ ﻭ ﺗﻮﻓﲑ ﺍﳉﻮ ﺍﳌﻼﺋﻢ ﳍﻢ ﻟﻺﺑﺪﺍﻉ ﻭ ﺍﻟﺘﺠﺪﻳﺪ ﻭ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻤﻴﻞ ﺍﻟﺪﺍﺧﻠﻲ ﻭﺇﺭﺳﺎﺀ‬
‫ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﺗﺸﺠﻊ ﺫﻟﻚ‬
‫ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﳒﺪ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻻ ﺗﻮﻓﺮ ﺃﻱ ﳎﺎﻝ ﺃﻭ ﻣﻨﺎﺥ ﻟﻠـﺘﻔﻜﲑ ﺃﻭ‬‫ﺍﻹﺑﺪﺍﻉ ﰲ ﻃﺮﻕ ﻋﻤﻞ ﺟﺪﻳﺪﺓ ﺃﻭ ﲢﺴﲔ ﰲ ﻃﺮﻳﻖ ﺍﻟﻌﻤﻞ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻜﺒﺖ ﻗﺪﺭﺍﺕ ﻭﻣﺆﻫﻼﺕ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﺧﺎﺻﺔ ﻭﺃﻥ ﻣﻌﻈﻤﻬﻢ ﳝﻠﻜﻮﻥ ﺧﱪﺓ ﺗﺘﺠﺎﻭﺯ ‪ 15‬ﺳﻨﺔ ﳑﺎ ﻗﺪ ﳛﺮﻡ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ‬
‫ﻫﺬﻩ ﺍﳋﱪﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ‪‬ﺎ ﺃﻓﺮﺍﺩﻫﺎ ﰲ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﳝﻜﻨﻬﺎ ﻣـﻦ ﲢﻘﻴـﻖ‬
‫ﻣﺮﻛﺰ ﺗﻨﺎﻓﺴﻲ ﻗﻮﻱ ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺜﺒﺖ ﻟﻨﺎ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ‪ " :‬ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗـﺸﺠﻊ‬
‫ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ " ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ﺭﺍﺑﻌﺎ‪ :‬ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﰲ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺣﻮﻝ ﻫﺬﺍ ﺍﶈﻮﺭ‪ ،‬ﻭ ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺎﺕ ﺍﶈﺼﻠﺔ‬
‫ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ ﻟﻠﻮﻗﺖ ﻗﻴﻤﺔ ﲦﻴﻨﺔ ﻋﻨﺪ ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ ﻓﻬﻢ ﳛﺘﺮﻣﻮﻥ ﻣﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ‪ ،‬ﳛﺘﺮﻣﻮﻥ‬‫ﻣﺪﺓ ﺍﻟﻌﻤﻞ ﻭﻋﺪﻡ ﺍﻟﺮﻏﺒﺔ ﰲ ﺇﺿﺎﻋﺔ ﻫﺬﺍ ﺍﳌﻮﺭﺩ ﺍﳌﻬﻢ ﻭﺍﺳﺘﻐﻼﻟﻪ ﺃﻣﺜﻞ ﺍﺳﺘﻐﻼﻝ ﻭﺣﺴﻦ ﺗﻨﻈﻴﻤﻪ ﰲ ﺃﺩﺍﺀ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﳌﻮﻛﻠﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺃﻥ ﻗﻴﻤﺔ ﺍﻟﻮﻗﺖ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ﲤﺜﻞ ﻋﻘﻴﺪﺓ ﺑﺎﻟﻨﺴﺒﺔ ﳍﻢ ﺫﻟﻚ ﺃﻥ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﻪ‬
‫ﻧﺎﺑﻊ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪.‬‬
‫ ﲤﺜﻞ ﻗﻴﻤﺔ ﺍﻟﻘﺪﻭﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﻗﻴﻤﺔ ﻣﻌﺘﱪﺓ ﰲ ﺣﲔ ﳒﺪ ﻣﺎ ﻳﻘﺎﺭﺏ ﻧﺼﻒ ﺍﻟﻌﻴﻨﺔ ﻻ ﻳﺘﺨـﺬ‬‫ﻣﻦ ﺭﺋﻴﺴﻪ ﻗﺪﻭﺓ ﻟﻪ‪ ،‬ﺇﻻ ﺃﻥ ﻋﺪﺩﺍ ﻣﻌﺘﱪﺍ ﻣﻦ ﺍﻟﻌﻤﺎﻝ ﳚﺪﻭﻥ ﰲ ﺭﺅﺳﺎﺋﻬﻢ ﺍﻟﻘﺪﻭﺓ ﳑـﺎ ﻳـﺴﻬﻞ ﻣـﻦ‬
‫ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﻘﻴﺎﺩﻳﺔ ﳍﺬﺍ ﺍﻟﺮﺋﻴﺲ ﻭﻳﻘﻮﻱ ﻣﻦ ﺇﻣﻜﺎﻧﻴﺔ ﻛﺴﺐ ﻭﻻﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻪ ﻭﳌﺆﺳﺴﺘﻬﻢ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻄﺎﻋﺔ‬
‫ﻟﺘﻨﻔﻴﺬ ﺍﻷﻭﺍﻣﺮ ﻭﺃﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﳏﺎﻭﻟﺔ ﺍﻻﻗﺘﺪﺍﺀ ‪‬ﺬﺍ ﺍﻟﺮﺋﻴﺲ ﰲ ﺍﻧﻀﺒﺎﻃﻪ ﻭﺍﻟﺘﺰﺍﻣﻪ ﻭﺍﺣﺘﺮﺍﻣﻪ‬
‫ﳌﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻭﺍﺣﺘﺮﺍﻡ ﻣﺪﺓ ﺍﻟﺪﻭﺍﻡ ﻭﻗﺪ ﳛﺪﺙ ﺍﻟﻌﻜﺲ ﻣﻊ ﺍﻟﺮﺅﺳﺎﺀ ﺍﻟﺬﻳﻦ ﻟﻴﺴﻮﺍ ﺃﻫـﻼ‬
‫ﻷﻥ ﻳﻘﺘﺪﻯ ‪‬ﻢ ﳌﺎ ﻳﺘﻤﺘﻌﻮﻥ ﺑﻪ ﻣﻦ ﻫﺬﻩ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ‪.‬‬
‫ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﳒﺪ ﺃﻥ ‪ :‬ﻗﻴﻤﺔ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﺗﺆﺛﺮ ﺗﺄﺛﲑﺍ ﺟﻮﻫﺮﻳـﺎ ﻋﻠـﻰ ﺃﺩﺍﺀ‬‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺘﻨﺎﺳﺐ ﺇﱃ ﺣﺪ ﺑﻌﻴﺪ ﻣﻊ ﺁﺭﺍﺀ ﻭﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ ﺍﳌﺴﺘﺠﻮﺑﲔ ‪.‬‬
‫ﺧﺎﻣﺴﺎ ‪ :‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﲑ ﺍﳌﺆﺳﺴﺔ ﻟﻔﺮﺹ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺇﺿﺎﻓﺔ ﺇﱃ‬‫ﻋﺪﻡ ﺇﺷﺮﺍﻛﻬﻢ ﰲ ﻭﺿﻊ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳜﻠﻖ ﻧﻮﻋﺎ ﻣﻦ ﻋﺪﻡ ﺍﳊﻤﺎﺱ ﻭﺍﻹﺧـﻼﺹ‬
‫ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﻭﻋﺪﻡ ﲢﻤﻞ ﺃﻱ ﻣﺴﺆﻭﻟﻴﺔ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ‪،‬‬
‫ﺫﻟﻚ ﺃﻥ ﺇﺷﺮﺍﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﻭﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳛﻤﻠﻬﻢ ﺟﺰﺀﺍ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺔ‬
‫ﰲ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻭﳜﻠﻖ ﳍﻢ ﻧﻮﻋﺎ ﻣﻦ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺘﻔﺎﱐ ﰲ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻷﻫـﺪﺍﻑ ﺍﳌـﺴﻄﺮﺓ‬
‫ﻭﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﺨﺬﺓ ‪.‬‬
‫ ﺍﳌﺆﺳﺴﺔ ﺗﻘﺪﻡ ﺣﺎﻓﺰﺍ ﻣﺎﺩﻳﺎ ﻟﻠﻌﻤﺎﻝ ﻣﻜﺎﻓﺄﺓ ﻋﻠﻰ ﳎﻬﻮﺩﻫﻢ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﻦ ﺧـﻼﻝ‬‫ﺗﻮﺯﻳﻊ ﺟﺰﺀ ﻣﻦ ﺃﺭﺑﺎﺣﻬﺎ ﺍﻟﺴﻨﻮﻳﺔ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻝ‪ ،‬ﺇﻻ ﺃﻧﻪ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﱂ ﲢﻘﻖ ﺍﳌﺆﺳﺴﺔ ﺃﺭﺑﺎﺣﺎ‬
‫ﻟﺘﻮﺯﻳﻌﻬﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻝ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ ﺗﻮﺯﻳﻊ ﺍﻷﺭﺑﺎﺡ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ﻻ ﻳﺘﻢ ﻛﻞ ﺳﻨﺔ ﻭﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﲢﻘﻴﻖ ﺃﺭﺑﺎﺡ ‪.‬‬‫ ﻋﺪﻡ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺗﺴﻴﲑ ﻣﺆﺳﺴﺘﻬﻢ ﳑﺎ ﻗﺪ ﻳﺆﺩﻱ ﺇﱃ ﺷـﻴﻮﻉ ﻇـﺎﻫﺮﺓ ﺍﻹﳘـﺎﻝ‬‫ﻭﺍﻟﻼﻣﺒﺎﻻﺓ ﻭﻋﺪﻡ ﲢﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻔﺸﻞ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ ﻭﻋﺪﻡ ﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﺨﺬﺓ‬
‫ﺑﺸﻜﻞ ﺃﻣﺜﻞ ‪.‬‬
‫ ﻭﺟﻮﺩ ﻧﻮﻋﲔ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ‪:‬‬‫‪ .‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﰊ ﺃﻱ ﺇﺷﺮﺍﻙ ﺍﻟﻨﻘﺎﺑﺔ ﰲ ﳎﻠﺲ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫‪ .‬ﻋﻦ ﻃﺮﻳﻖ ﳉﻨﺔ ﺍﳌﺸﺎﺭﻛﺔ ) ﳑﺜﻞ ﺍﻟﻌﻤﺎﻝ ( ‪.‬‬
‫ ﻗﻠﺔ ﺃﺷﻜﺎﻝ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺃﻣﻮﺭﻫﻢ ﺍﻟﺸﺨﺼﻴﺔ ﳑﺎ ﻳﻘﻠﻞ ﻟﺪﻳﻬﻢ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ‪.‬‬‫ ﻋﺪﻡ ﺗﻨﻈﻴﻢ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻘﺎﺀﺍﺕ ﺃﻭ ﺣﻔﻼﺕ ﺃﻭ ﳐﺘﻠﻒ ﺍﻟﻄﻘﻮﺱ ﺍﳉﻤﺎﻋﻴﺔ ﺍﻟﱵ ﲤﻜـﻦ ﻣـﻦ‬‫ﺍﳉﻤﻊ ﺑﲔ ﳐﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻭﺍﻟﻨﺸﺎﻁ ﻭﺧﻠﻖ ﻋﻼﻗﺎﺕ ﻏﲑ ﺭﲰﻴـﺔ ﺑـﲔ‬
‫ﺍﻟﻌﻤﺎﻝ ﻭﺍﻹﺩﺍﺭﺓ ‪ ،‬ﳑﺎ ﻳﻘﻮﻱ ﻣﻦ ﺍﻟﺸﻌﻮﺭ ﺑﺎﺳﺘﻌﻼﺀ ﺍﻹﺩﺍﺭﻳﲔ – ﺍﻹﻃﺎﺭﺍﺕ ﺧﺎﺻﺔ – ﻋﻠـﻰ ﺍﻟﻌﻤـﺎﻝ‬
‫ﻭﳚﻌﻞ ﺍﳍﻮﺓ ﺑﻴﻨﻬﻢ ﺗﺘﺴﻊ ﻭﻳﺰﻳﺪ ﻣﻦ ﺍﻋﺘﻘﺎﺩ ﺍﻟﻌﻤﺎﻝ ﺃﻥ ﺍﻹﺩﺍﺭﻳﲔ ﻻ ﻳﻌﺎﻣﻠﻮ‪‬ﻢ ﻛﺒﺸﺮ ﳍﻢ ﺃﺣﺎﺳـﻴﺲ‬
‫ﻭﻣﺸﺎﻋﺮ ﻭﻫﺬﺍ ﻣﺎ ﳌﺴﻨﺎﻩ ﻓﻌﻼ ﺃﺛﻨﺎﺀ ﺗﻮﺍﺟﺪﻧﺎ ﺑﺎﳌﺆﺳﺴﺔ ﳑﺎ ﻗﺪ ﻳﺪﻓﻊ ﺑﺎﻟﻌـﺎﻣﻠﲔ ﻟﻠﻌﻤـﻞ ﰲ ﺍﻻﲡـﺎﻩ‬
‫ﺍﻟﻌﻜﺴﻲ ﺍﻧﺘﻘﺎﻣﺎ ﻣﻦ ﺍﻹﺩﺍﺭﺓ ‪.‬‬
‫ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﺇﺗﺎﺣﺔ ﻓﺮﺻﺔ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳـﺴﺔ ﻗـﺪ‬‫ﺗﺆﺩﻱ ﺇﱃ ﺗﻠﺒﻴﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﻣﺘﻤﺜﻠﺔ ﰲ ‪:‬‬
‫‪ .‬ﺇﺑﺮﺍﺯ ﺍﳌﻮﺍﻫﺐ ﻭﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ‪‬ﺎ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﱵ ﳝﻜـﻦ ﻟﻠﻤﺆﺳـﺴﺔ ﺃﻥ‬
‫ﺗﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ‪.‬‬
‫‪ .‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻜﺎﻧﺔ ﳏﺘﺮﻣﺔ ﺃﻣﺎﻡ ﺍﻟﺰﻣﻼﺀ ﻭﺍﻟﺮﺅﺳﺎﺀ ‪.‬‬
‫‪ .‬ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻧﺎﺑﻌﺔ ﻣﻦ ﺭﻭﺡ ﺍﻟﻔﺮﻳﻖ ﻣﺜﻞ ﺍﻟﺼﺪﺍﻗﺔ ﻭﺗﻘﻮﻳﺔ ﻋﻼﻗﺔ ﺍﻷﻓﺮﺍﺩ ﻓﻴﻤـﺎ‬
‫ﺑﻴﻨﻬﻢ‪.‬‬
‫‪ .‬ﺗﺪﻋﻴﻢ ﻋﻨﺼﺮ ﺍﻻﻧﺘﻤﺎﺀ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻞ ﳌﺆﺳﺴﺘﻪ ﻭﺇﳝﺎﻧﻪ ﺑﺄﻫـﺪﺍﻓﻬﺎ ﻭﻗﺮﺍﺭﺍ‪‬ـﺎ ﻭﺇﺧﻼﺻـﻪ ﰲ‬
‫ﺧﺪﻣﺘﻬﺎ ﻭﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻭﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻛﺎﻥ ﺃﺣﺪ ﺍﻷﻃﺮﺍﻑ ﺍﻟﺼﺎﻧﻌﺔ ﳍﺎ‪.‬‬
‫ ﳝﻜﻦ ﻟﻠﻤﺸﺎﺭﻛﺔ ﺃﻥ ﺗﻠﱯ ﻟﻠﻌﺎﻣﻞ ﺣﺎﺟﺎﺕ ﺫﺍﺗﻴﺔ ﻣﺜﻞ ﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻓﻬﻨﺎﻙ ﻣـﻦ ﻳﻄﻤـﺢ‬‫ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻣﺴﺘﻮﻳﺎﺕ ﻋﻠﻴﺎ ﻭﺑﺎﻟﺘﺎﱄ ﻣﺸﺎﺭﻛﺘﻪ ﻗﺪ ﲤﻜﻦ ﻣﻦ ﺍﻛﺘﺸﺎﻓﻪ ﻭﺗﻜﻮﻥ ﻃﺮﻳﻘﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠـﻰ‬
‫ﺗﺮﻗﻴﺔ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻨﺼﺐ ﺃﻋﻠﻰ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ ﺩﻟﺖ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠﻰ ﺃﻥ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﲤﻜﻨﻬﻢ ﻣﻦ ﲢﻘﻴﻖ ﺣﺎﺟﺎﺕ‬‫ﺫﺍﺗﻴﺔ ﻭﻏﲑ ﺫﺍﺗﻴﺔ ﻭﻫﻲ ﻣﻄﺎﺑﻘﺔ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺬﻳﻦ ﺍﻫﺘﻤﻮﺍ ﺑﺪﺭﺍﺳﺔ ﺍﳊـﻮﺍﻓﺰ ﻭ ﺍﻟﺪﺍﻓﻌﻴـﺔ‬
‫ﻭﻫﺬﺍ ﻳﺆﻛﺪ ﻟﻨﺎ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳋﺎﻣﺴﺔ ‪ " :‬ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﱵ ﺗﺘﺴﻢ ﺑﺎﳌـﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺘـﺴﻴﲑ‬
‫ﺗﺄﺛﲑﺍ ﺟﻮﻫﺮﻳﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ " ‪.‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﺘﺪﻟﻴﻞ ﻋﻠﻰ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﻧﺴﺘﻄﻴﻊ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ‪ " :‬ﻟﻠﺜﻘﺎﻓـﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﺄﺛﲑ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ " ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪:‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭ ﺍﻟﺘﻮﺻﻴﺎﺕ ‪:‬‬
‫ﺃﻭﻻ ‪:‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ‪:‬‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺳﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ﳝﻜﻦ ﺃﻥ ﻧﻘﺪﻡ ﲨﻠﺔ ﻣﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭﺍﻟﱵ ﻧﺮﺍﻫﺎ ﺿـﺮﻭﺭﻳﺔ‬
‫ﻟﺘﻄﻮﻳﺮ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﳌﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺣـﱴ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﻌﻤﻮﻣﻴـﺔ‬
‫ﻋﻤﻮﻣﺎ ‪ ،‬ﲟﺎ ﻳﺘﻤﺎﺷﻰ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﻭﲤﻜﻴﻨﻬﺎ ﻣﻦ ﻣﻮﺍﺟﻬﺔ ﺍﳌﻨﺎﻓﺴﺔ ﺧﺎﺻﺔ ﺑﻌـﺪ‬
‫ﻋﻘﺪ ﺍﺗﻔﺎﻕ ﺍﻟﺸﺮﺍﻛﺔ ﻣﻊ ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﰊ ﻭﺍﻻﻧﻀﻤﺎﻡ ﺇﱃ ﻣﻨﻈﻤﺔ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﻌﺎﳌﻴﺔ ﺇﺿـﺎﻓﺔ ﺇﱃ ﺳـﻌﻲ‬
‫ﺍﳌﺆﺳﺴﺔ ﻟﺘﻄﺒﻴﻖ ﻧﻈﺎﻡ ﻹﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺑﻌﺪ ﺣـﺼﻮﳍﺎ ﻋﻠـﻰ ﺷـﻬﺎﺩﺓ ‪ ISO9002‬ﰒ ‪ISO9001‬‬
‫ﻛﺨﻄﻮﺓ ﳓﻮ ﺗﻄﺒﻴﻖ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﻟﺬﻱ ﳝﻜﻨﻬﺎ ﻣﻦ ﲢﻘﻴﻖ ﻣﺮﻛﺰ ﺳـﻮﻗﻲ ﻣﻌﺘـﱪ ﰲ ﻇـﻞ‬
‫ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺪﻭﻟﻴﺔ ‪ ،‬ﺗﻮﺟﻪ ﻫﺬﻩ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺍﻟﻮﺻـﻴﺔ‬
‫ﻭﺗﺘﻤﺜﻞ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻓﻴﻤﺎ ﻳﻠﻲ ‪:‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺭﺩ ﺍﻻﻋﺘﺒﺎﺭ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺧﻠﻖ ﻇﺮﻭﻑ ﻭﻃﺮﻕ ﻋﻤـﻞ ﺗـﺴﻬﻢ ﰲ‬‫ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ ﰲ ﺇﻃﺎﺭ ﺍﻟﻌﻤﻞ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﻢ ﺍﳋﺎﺻﺔ ﻭﺧﻠﻖ ﻣﻨﺎﺥ ﻋﻤﻞ ﻣﻠﺆﻩ ﺍﻻﺣﺘـﺮﺍﻡ‬
‫ﻭﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻟﺘﺤﻔﻴﺰ ﳑﺎ ﻳﺪﻓﻊ ‪‬ﻢ ﺇﱃ ﲢﻘﻴﻖ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺟﻴﺪ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺗﻜﻮﻳﻦ ﺍﻟﻌﻤﺎﻝ ﻭﺗﺪﺭﻳﺒﻬﻢ ﻭﻓﺴﺢ ﺍ‪‬ﺎﻝ ﳍﻢ ﻟﺘﺤﻤﻞ ﺑﻌﺾ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻭﺗـﺸﺠﻴﻊ‬‫ﺣﺮﻳﺔ ﺍﻟﺘﻌﺒﲑ ﻭﺗﻘﺪﱘ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭﺇﺻﺪﺍﺭ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ‪.‬‬
‫ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳋﱪﺍﺕ ﺍﳌﺘﺮﺍﻛﻤﺔ ﻟـﺪﻯ ﺍﻷﻓـﺮﺍﺩ‬‫ﻭﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﺎﻣﻞ ﺁﻟﺔ ) ﺍﻟﻨﻈﺮﺓ ﺍﻟﺘﺎﻳﻠﻮﺭﻳﺔ ( ﻭﺍﻟﺴﻤﺎﺡ ﻟﻪ ﺑﺎﻹﻓﺼﺎﺡ ﻋﻦ ﺃﻓﻜﺎﺭﻩ ﻭﺗﻮﻓﲑ ﻓﺮﺹ‬
‫ﺍﻹﺑﺪﺍﻉ ﻟﻪ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ ﺿﺮﻭﺭﺓ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﻤﺎﻝ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﻭﲢﺪﻳﺪ ﺃﻫﺪﺍﻓﻬﺎ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻـﺔ‬‫ﻟﻈﻬﻮﺭ ﻗﻴﻢ ﺗﺴﻬﻢ ﰲ ﺗﺪﻋﻴﻢ ﺍﻟﻮﻻﺀ ﻭﺍﻻﻧﻀﺒﺎﻁ ﻭﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭﺍﻟﺜﻘﺔ ﺍﳌﺘﺒﺎﺩﻟﺔ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳـﺴﺔ‬
‫ﻭﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ‪.‬‬
‫ ﳚﺐ ﺃﻥ ﻳﻘﺘﻨﻊ ﺇﻃﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺑﻀﺮﻭﺭﺓ ﺗﻮﻓﲑ ﺍﳋﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﻭﺍﻟﺘﺮﻓﻴﻬﻴـﺔ‬‫ﻟﻠﻌﻤﺎﻝ ﻣﻦ ﺧﻼﻝ ﺇﻗﺎﻣﺔ ﻟﻘﺎﺀﺍﺕ ﻭﺣﻔﻼﺕ ﻭﻣﻠﺘﻘﻴﺎﺕ ﻭﳐﻴﻤﺎﺕ ﻭﺗﺮﺑﺼﺎﺕ ﺿﻤﻦ ﻧﻮﺍﺩﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫ﺃﻭ ﺧﺎﺭﺟﻬﺎ ﻭﺗﺸﺠﻴﻊ ﺍﻟﻄﻘﻮﺱ ﺍﳉﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻱ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻌﺰﺯ ﻣﻦ ﺭﻭﺍﺑﻂ ﺍﻟـﺼﺪﺍﻗﺔ ﻭﺍﻷﺧـﻮﺓ‬
‫ﻭﺍﶈﺒﺔ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺇﻗﺎﻣﺔ ﻋﻼﻗﺎﺕ ﻏﲑ ﺭﲰﻴﺔ ﲤﻜﻦ ﻣﻦ ﺗﻘﻮﻳﺔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ﻭ ﺍﻟﺮﺿﺎ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﻣﻨﺢ ﺍﳌﻜﺎﻓﺂﺕ ﻭﺍﻟﺘﺤﻔﻴﺰﺍﺕ ﺍﻟﻼﺯﻣﺔ ﺑﻐﺮﺽ ﺇﺷﺒﺎﻉ ﺣﺎﺟـﺎﺕ ﺍﻟﻌﻤـﺎﻝ ﻭﲢﻘﻴـﻖ‬‫ﻣﺴﺘﻮﻯ ﻣﻦ ﺍﻟﺮﺿﺎ ﻳﺪﻓﻌﻬﻢ ﺇﱃ ﺑﺬﻝ ﺟﻬﻮﺩ ﻣﻌﺘﱪﺓ ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺭﺑﻂ ﻫﺬﻩ ﺍﳌﻜﺎﻓـﺂﺕ ﲟـﺴﺘﻮﻯ ﺃﺩﺍﺀ‬
‫ﺍﻷﻓﺮﺍﺩ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﳉﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﻟﻌﺪﺍﻟﺔ ﰲ ﻣﻨﺢ ﺍﳊﻮﺍﻓﺰ ﻭﺍﳌﻜﺎﻓـﺂﺕ‬
‫ﻳﻌﺘﱪ ﻃﺮﻳﻘﺔ ﻟﺘﺸﺠﻴﻊ ﺍﻟﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﻋﻠﻰ ﺗﻘﺪﱘ ﺃﺩﺍﺀ ﻣﺮﺽ ﺃﻭ ﻭﺳﻴﻠﺔ ﻟﺘﺤﻔﻴﺰ ﺍﻟﻌﻤﺎﻝ ﻏﲑ ﺍ‪‬ﺘﻬﺪﻳﻦ‬
‫ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ﳌﺎ ﳍﺎ ﻣﻦ ﺃﳘﻴﺔ ﰲ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻭﺇﱃ ﺍﻹﺩﺍﺭﺓ – ﺍﺗـﺼﺎﻝ‬‫ﺻﺎﻋﺪ ‪ ،‬ﻧﺎﺯﻝ ‪ ،‬ﺃﻓﻘﻲ – ﻭﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻜﺎﻓﻴﺔ ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻋﻦ ﺍﻷﺩﺍﺀ ﻭﺗﺼﺤﻴﺢ ﺍﻷﺧﻄﺎﺀ‬
‫ ﺗﻐﻴﲑ ﺳﻴﺎﺳﺔ ﺍﻟﺘﻮﻇﻴﻒ ﰲ ﺍﳌﺆﺳﺴﺔ ﺫﻟﻚ ﺃﻥ ﺍﺳﺘﻤﺮﺍﺭ ﺗﻮﻇﻴﻒ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻼﻗﺎﺕ‬‫ﺍﻟﺸﺨﺼﻴﺔ ﻣﻦ ﺷﺄﻧﻪ ﺇﺣﺪﺍﺙ ﺍﻫﺘﺰﺍﺯﺍﺕ ﰲ ﻗﻴﻢ ﺍﻷﻓﺮﺍﺩ ﻭﻋﺪﻡ ﺭﺿﺎﻫﻢ ﻋﻦ ﺍﳌﺆﺳﺴﺔ‪.‬‬
‫ ﺗﻐﻴﲑ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺘﺮﻗﻴﺔ ﻭ ﺍﻋﺘﻤﺎﺩ ﻣﺒﺪﺃ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻷﻫﻠﻴﺔ ﰲ ﺫﻟﻚ‪ ،‬ﻭﺍﻟﺬﻱ ﳝﻜـﻦ‬‫ﻣﻦ ﺍﻗﺘﻨﺎﻉ ﺍﻟﻌﺎﻣﻠﲔ ﺑﻀﺮﻭﺭﺓ ﺑﺬﻝ ﻗﺼﺎﺭﻯ ﺍﳉﻬﻮﺩ ﻭﺍﻟﺘﻔﺎﱐ ﰲ ﺍﻟﻌﻤﻞ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻨﺼﺐ ﺃﻋﻠﻰ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻋﺘﻘﺎﺩ ﺍﻟﻘﺎﺩﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺄﳘﻴﺔ ﻗﻴﻤﺔ ﺍﻟﻘﺪﻭﺓ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ﺫﻟﻚ ﺃﻥ ﺍﻟﻘﺎﺋﺪ ﻫﻮ ﳏﻞ‬‫ﻗﺪﻭﺓ ﻟﺪﻯ ﻣﺮﺅﻭﺳﻴﻪ ﳑﺎ ﻳﺆﺛﺮ ﻋﻠﻰ ﺳﻠﻮﻛﻴﺎ‪‬ﻢ ﺳﻠﺒﺎ ﺃﻭ ﺇﳚﺎﺑﺎ ﺇﺫﺍ ﻓﻬﻮ ﻣﻄﺎﻟﺐ ﺑﺘﻘﺪﱘ ﺍﳌﺜﺎﻝ ﺍﳊﺴﻦ ﳌﺎ‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻋﻠﻴﻪ ﺍﻟﻘﺎﺋﺪ ﻣﻦ ﺍﻧﻀﺒﺎﻁ ﰲ ﺍﳌﻮﺍﻋﻴﺪ ﻭﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺣﺴﻦ ﺍﺳﺘﻐﻼﻝ ﺍﻷﻓﺮﺍﺩ ﻋﻠـﻰ‬
‫ﺃﻣﺜﻞ ﻣﺎ ﳝﻜﻦ ﻟﻠﻮﺻﻮﻝ ‪‬ﻢ ﺇﱃ ﺃﻓﻀﻞ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺿﺮﻭﺭﺓ ﲢﻮﻳﻞ ﺍﻟﺸﻌﺎﺭﺍﺕ ﻭﺍﻟﻘﻴﻢ ﺍﳌﻌﻠﻨﺔ ﺇﱃ‬
‫ﳑﺎﺭﺳﺎﺕ ﻓﻌﻠﻴﺔ ﺫﻟﻚ ﺃﻥ ﳑﺎﺭﺳﺎﺕ ﻭﺳﻠﻮﻛﻴﺎﺕ ﺍﳌﺴﺆﻭﻟﲔ ﺗﻌﺘﱪ ﺃﺣﺴﻦ ﺩﺍﻓﻊ ﻟﻸﻓﺮﺍﺩ ﻟﺘﻨﻔﻴﺬ ﻣﺎ ﻫـﻮ‬
‫ﻣﻄﻠﻮﺏ ﻣﻨﻬﻢ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﺳﺘﻔﺎﺩﺓ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﳉﺎﻣﻌﻴﺔ ﺧﺎﺻﺔ ﲝﻮﺙ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ )‬‫ﻣﺎﺟﺴﺘﲑ ‪ ،‬ﺩﻛﺘﻮﺭﺍﻩ ( ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ ﺿﺮﻭﺭﺓ ﺇﺷﺮﺍﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﲢﺪﻳـﺪ ﺍﻷﻫـﺪﺍﻑ ﻭ ﺭﺳـﻢ ﺍﻟـﺴﻴﺎﺳﺎﺕ‬‫ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﳑﺎ ﻳﺪﻋﻢ ﻣﻦ ﻗﻴﻢ ﺍﻻﻋﺘﺮﺍﻑ ﻭﺍﻟﺘﻘﺪﻳﺮ ﻟﻠﻌﺎﻣﻞ ﻭﻳﺰﻳﺪ ﻣـﻦ ﺍﻟـﺸﻌﻮﺭ‬
‫ﺑﺎﻻﻧﺘﻤﺎﺀ ﻭﺍﻟﻮﻻﺀ ﻟﻠﻤﺆﺳﺴﺔ ﻭﻳﻘﻮﻱ ﻣﻦ ﺩﺍﻓﻌﻴﺔ ﺍﻷﻓﺮﺍﺩ ﻟﻸﺩﺍﺀ ‪.‬‬
‫ ﻧﻘﺘﺮﺡ ﺍﻋﺘﻤﺎﺩ ﻫﻴﻜﻠﺔ ﺗﻨﻈﻴﻤﻴﺔ ﺑﺴﻴﻄﺔ ﺗﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺑـﲔ ﳐﺘﻠـﻒ ﺍﳌـﺴﺘﻮﻳﺎﺕ‬‫ﺍﻹﺩﺍﺭﻳﺔ ﻭﻛﺬﺍ ﺑﲔ ﺍﻹﺩﺍﺭﺓ ﻭ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ ﻧﻘﺘﺮﺡ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺗﻐﻴﲑ ﺗﺴﻤﻴﺔ ﻗﺴﻢ ﺍﳌﺴﺘﺨﺪﻣﲔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻭ ﺍﻟﺸﺆﻭﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬‫ﺇﱃ ﻗﺴﻢ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﻫﺬﻩ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻧﻘﺘﺮﺡ ﻋﻠﻰ ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺍﻟﻮﺻﻴﺔ ﺗﺄﻫﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﻐﻴﺔ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻹﺩﺧﺎﻝ ﺃﻧﻈﻤﺔ ﺗﺴﻴﲑ ﺣﺪﻳﺜﺔ ﺗﺘﻼﺀﻡ ﻭﻗﻴﻢ ﺍﻟﻌﺎﻣـﻞ ﻭﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﳉﺰﺍﺋﺮﻳﺔ ﻭﻣﻦ ﻫﺬﻩ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫ ﺗﻘﺘﺮﺡ ﻋﻠﻰ ﻭﺯﺍﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺃﻥ ﺗﻀﻊ ﺁﻟﻴـﺎﺕ‬‫ﻭﺗﻮﺟﻴﻬﺎﺕ ﻟﺘﺄﻫﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﻦ ﺍﻟﺮﻛﺎﺋﺰ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠـﺎﺡ ﺃﻭ‬
‫ﻓﺸﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪.‬‬
‫– ﻧﻘﺘﺮﺡ ﻛﺬﻟﻚ ﻋﻠﻰ ﻭﺯﺍﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳـﺔ ﺗﻮﺛﻴـﻖ‬
‫ﺍﻟﺼﻠﺔ ﺑﻮﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺑﻐﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣـﻦ ﺧـﱪﺍﺕ ﻭﻣﻌـﺎﺭﻑ ﺍﻷﺳـﺎﺗﺬﺓ‬
‫ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎﺎﻝ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻋﻠﻢ ﺍﺟﺘﻤﺎﻉ ﺍﳌﻨﻈﻤـﺎﺕ ﻣـﻦ‬
‫ﺧﻼﻝ ﺇﻗﺎﻣﺔ ﻣﻠﺘﻘﻴﺎﺕ ﻭﻧﺪﻭﺍﺕ ﻭﺩﻭﺭﺍﺕ ﺗﻜﻮﻳﻨﻴﺔ ﻳﺸﺮﻑ ﻋﻠﻴﻬﺎ ﻫﺆﻻﺀ ﺍﳌﺘﺨﺼﺼﲔ ﻟﺼﺎﱀ ﺇﻃـﺎﺭﺍﺕ‬
‫ﻭﻣﺴﲑﻱ ﻭﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﻟﺘﻮﺻﻴﺎﺕ ‪:‬‬
‫ﺑﻌﺪ ﺇﳒﺎﺯ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺣﻮﻝ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﺭﺗﺄﻳﻨﺎ ﺃﻥ ﻧﻮﺭﺩ‬
‫ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﻃﻠﺒﺔ ﻛﻠﻴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﺘﺴﻴﲑ ﻭﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﲟﻮﺍﺿﻴﻊ‬‫ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﱵ ﺗﻌﺘﱪ ﻣﻮﺿﻮﻉ ﺍﻟﻘﻴﻢ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻣﻮﺿﻮﻋﺎ ﳏﻮﺭﻳﺎ ﰲ ﻫـﺬﻩ‬
‫ﺍﻟﻌﻠﻮﻡ ﻭﳌﺎ ﻟﻪ ﻣﻦ ﺗﺄﺛﲑ ﺟﻮﻫﺮﻱ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ؛ ﻭﺃﻥ ﻣـﺸﻜﻠﺔ ﺍﻟﺘـﺴﻴﲑ ﰲ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺑﺸﻜﻞ ﺭﺋﻴﺲ ﻣﺸﻜﻠﺔ ﺛﻘﺎﻓﻴﺔ ‪.‬‬
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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‪:‬‬
‫دراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺜﻘﺎﻓﺔ اﻟﺘﻨﻈﯿﻤﯿﺔ ﻋﻠﻰ أداء اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ ﻓﻲ اﻟﺸﺮﻛﺔ اﻟﺠﺰاﺋﺮﯾﺔ ﻟﻸﻟﻤﻨﯿﻮم – وﺣﺪة ‪ EARA‬ﺑﺎﻟﻤﺴﯿﻠﺔ ‪-‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺸﺮﻓﲔ ﻋﻠﻰ ﻛﻠﻴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﺘﺴﻴﲑ ﺑﺎﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺭﺷـﺎﺩ ﺍﻟﻼﺯﻣـﲔ‬‫ﻟﻠﻄﻠﺒﺔ ﺑﻐﻴﺔ ﻣﺴﺎﳘﺘﻬﻢ ﰲ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺑﻴﺌﺔ ﻭ ﻣﻨﻈﻤﺎﺕ ﺍﻷﻋﻤﺎﻝ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﳉﺎﻣﻌﺔ ﻭﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺑﺘﺤﺴﲔ ﻇﺮﻭﻑ ﺍﻟﻄﺎﻟﺐ ﺧﺼﻮﺻﺎ ﻃﻠﺒـﺔ‬‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﲤﻜﻴﻨﻬﻢ ﻣﺎﺩﻳﺎ ﺑﺮﻓﻊ ﺍﳌﻨﺤﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻛﺬﻟﻚ ﺗﻮﻓﲑ ﺍﳌﺮﺍﺟﻊ ﻭﺍﻟﻜﺘﺐ ﺍﳌﺘﺨﺼﺼﺔ ﰲ‬
‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺧﺎﺻﺔ ﻭﺗﻮﻓﲑ ﺍﻟﻔﺮﺻﺔ ﳍﻢ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﺮﺍﻛﺰ ﻭﳐﺎﺑﺮ ﺍﻟﺒﺤﺚ ﺍﳌﺘﻮﺍﺟﺪﺓ ﻋـﱪ‬
‫ﳐﺘﻠﻒ ﺍﳉﺎﻣﻌﺎﺕ‪.‬‬
‫ ﻧﻮﺻﻲ ﺍ‪‬ﺘﻤﻊ ﺍﳉﺰﺍﺋﺮﻱ ﻋﺎﻣﺔ ﺑﻀﺮﻭﺭﺓ ﺍﻟﻌﻮﺩﺓ ﺇﱃ ﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﻣﻴﺔ ﻭﺍﻷﺧﻼﻕ ﺍﻟﺮﻓﻴﻌﺔ ﺍﻟـﱵ‬‫ﺟﺎﺀﺕ ‪‬ﺎ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﻌﺼﻤﺎﺀ ﻭﺍﻟﻨﻬﻞ ﻣﻦ ﻣﻌﻴﻨﻬﺎ ﺍﻟﺼﺎﰲ ﺑﻐﻴﺔ ﺍﻟﺘﻤﻜﻦ ﻣﻦ ﺇﻧﺸﺎﺀ ﺟﻴﻞ ﳛﻤﻞ ﻫﻢ ﺍﻟﻨﻬﻀﺔ‬
‫ﻋﻠﻰ ﻛﻮﺍﻫﻠﻪ ﺑﻐﻴﺔ ﺍﻟﻠﺤﺎﻕ ﺑﺮﻛﺐ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳌﺘﻘﺪﻣﺔ – ﳒﺪ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻴﺎﺑﺎﱐ ﳜﻠﺺ ﻋﻤﻠﻪ ﺇﺭﺿـﺎﺀ‬
‫ﻟﻺﻟﻪ ﺑﻮﺫﺍ ‪.-‬‬
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‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ ‪:‬ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭ ﺍﻟﺘﻮﺻﻴﺎﺕ‬
‫ﺍﳌﻄﻠﺐ ﺍﻷﻭﻝ ‪ :‬ﺍﻟﻨﺘﺎﺋﺞ‪:‬‬
‫ﺑﻌﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﰲ ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ –ﻭﺣﺪﺓ ‪ -EARA‬ﺣﻮﻝ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫* ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ‪:‬‬
‫ ﺗﻌﺘﱪ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻣﻔﻴﺪﺓ ﻟﻠﻤﺆﺳﺴﺔ ﻓﻬﻲ ﻣﻨﻬﺞ ﺭﺋﻴﺲ ﻭ ﻃﺮﻳﻘﺔ ﻣﻬﻤﺔ ﰲ ﲢﻘﻴﻖ ﺇﻧﺘﺎﺟﻴﺔ‬‫ﻣﺮﺗﻔﻌﺔ ﳌﺎ ﻳﺘﻮﻓﺮ ﻋﻠﻴﻪ ﺟﻮ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﻣﻦ ﺩﺍﻓﻌﻴﺔ ﳓﻮ ﺍﻻﳒﺎﺯ ﻭ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ‪.‬‬
‫ ﺗﻮﻓﺮ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ﺟﻮﺍ ﻣﻦ ﺍﻻﻧﺘﻤﺎﺀ ﻭ ﺍﻟﻨﺸﺎﻁ ﻭ ﺍﻟﺮﺿﺎ ﻭ ﻳﻘﻞ ﻓﻴﻪ ﺍﻟﺸﻌﻮﺭ‬‫ﺑﺎﻻﻏﺘﺮﺍﺏ ﻭ ﺍﻹﺣﺒﺎﻁ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﺭﻏﺒﺔ ﰲ ﺍﺳﺘﻤﺮﺍﺭ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﻣﻌﺎ ﻭﺍﳒﺬﺍ‪‬ﻢ ﻟﺒﻌﻀﻬﻢ‬
‫ﺍﻟﺒﻌﺾ ﻭﻗﺒﻮﳍﻢ ﺍﳌﺸﺘﺮﻙ ﻷﻫﺪﺍﻑ ﺍﻟﻔﺮﻳﻖ ﻭ ﺍﻟﺴﻌﻲ ﺍﳉﻤﺎﻋﻲ ﻟﺘﺤﻘﻴﻘﻬﺎ ‪.‬‬
‫ ﻳﺴﻮﺩ ﰲ ﺍﳌﺆﺳﺴﺔ ﺭﻭﺡ ﺍﳉﺪﻳﺔ ﻭﺣﺲ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻻﳓﻴﺎﺯ ﳓﻮ‬‫ﺍﻟﻔﻌﻞ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺒﺬﻝ ﻗﺼﺎﺭﻯ ﺍﳉﻬﻮﺩ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﳝﻜﻨﻬﻢ ﻣﻦ ﺍﻟﻨﻤﻮ ﻭ‬
‫ﺍﻟﺒﻘﺎﺀ ﻭ ﺍﻟﺘﻤﻴﺰ‬
‫ ﺗﻮﻓﺮ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺍﳉﻮ ﺍﳌﻼﺋﻢ ﻣﻦ ﺗﻌﺎﻭﻥ ﻭ ﺗﻔﺎﻫﻢ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﻗﻠﺔ ﺍﻟﺼﺮﺍﻋﺎﺕ ﻭﻭﺟﻮﺩ‬‫ﺍﻧﺴﺠﺎﻡ ﻭﺃﻟﻔﺔ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﻭﺷﻌﻮﺭﻫﻢ ﺑﺎﻻﻟﺘﺰﺍﻡ ﻭ ﺍﻟﺜﻘﺔ ﺍﳌﺘﺒﺎﺩﻟﺔ ﻭ ﺣﺮﺻﻬﻢ ﻋﻠﻰ ﺩﻋﻢ ﻗﺪﺭﺍﺕ ﻭ‬
‫ﺍﻫﺘﻤﺎﻣﺎﺕ ﻭ ﺟﻬﻮﺩ ﺍﻟﺰﻣﻼﺀ ﳑﺎ ﺣﺴﻦ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﺒﺎﺩﻟﻴﺔ ﻭﺃﻭﺟﺪ ﺍﻟﺘﻤﺎﺳﻚ ﻭ ﺍﻟﺸﻌﻮﺭ ﺑﺮﻭﺡ‬
‫ﺍﻟﻔﺮﻳﻖ ﳑﺎ ﺟﻌﻞ ﺃﺩﺍﺀ ﺍﻟﻔﺮﻳﻖ ﻣﻨﻈﻤﺎ ﻭ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺮﺗﻔﻊ ‪.‬‬
‫ ﺍﻋﺘﻘﺎﺩ ﺍﻷﻓﺮﺍﺩ ﺑﺄﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﲢﻘﻖ ﺃﺩﺍﺀ ﺟﻴﺪﺍ ﻟﻠﻤﺆﺳﺴﺔ ﳑﺎ ﺟﻌﻠﻬﻢ ﻳﺆﻣﻨﻮﻥ ﺑﻀﺮﻭﺭﺓ‬‫ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﻭ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻟﺬﻟﻚ ‪.‬‬
‫ ﺍﺳﺘﻌﺪﺍﺩ ﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ ﻟﺒﺬﻝ ﺟﻬﻮﺩ ﻣﻀﺎﻋﻔﺔ ﺣﱴ ﺑﺪﻭﻥ ﻣﻘﺎﺑﻞ ‪.‬‬‫ ﻭﺟﻮﺩ ﺗﻘﺪﻳﺮ ﻣﺘﺒﺎﺩﻝ ﳉﻬﻮﺩ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﻗﺒﻞ ﺯﻣﻼﺀ ﺍﻟﻌﻤﻞ ﳑﺎ ﳝﻜﻦ ﻣﻦ ﺑﺬﻝ ﺟﻬﻮﺩ‬‫ﻣﻀﺎﻋﻔﺔ ﰲ ﺣﺎﻟﺔ ﺇﺣﺴﺎﺱ ﺍﻟﻌﺎﻣﻞ ﺃﻥ ﺟﻬﺪﻩ ﳏﻞ ﺍﻋﺘﺒﺎﺭ ﻭ ﺍﺣﺘﺮﺍﻡ ﻣﻦ ﻗﺒﻞ ﺍﻟﺰﻣﻼﺀ ﻭ ﺍﻟﺮﺅﺳﺎﺀ ﳑﺎ‬
‫ﻳﻘﻮﻱ ﻣﻦ ﻋﺰﳝﺘﻪ ﻭ ﺇﺧﻼﺻﻪ ﰲ ﺃﺩﺍﺀ ﻋﻤﻠﻪ ‪.‬‬
‫ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ ‪ " :‬ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﺘﺴﻢ‬‫ﲜﻤﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﺗﺄﺛﲑﺍ ﺟﻮﻫﺮﻳﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ " ﻭﻫﺬﺍ ﻣﺎ ﻳﺘﻄﺎﺑﻖ ﻣﻊ ﺃﺭﺍﺀ ﺍﻟﻌﻤﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺔ ‪،‬‬
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‫ﻓﺄﺩﺍﺅﻫﻢ ﻳﺮﺗﻔﻊ ﲟﺪﻯ ﺇﳝﺎ‪‬ﻢ ﺑﺄﳘﻴﺔ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻭ ﻣﺪﻯ ﺭﺿﺎﻫﻢ ﻭ ﺍﻧﺘﻤﺎﺋﻬﻢ ﻟﻔﺮﻳﻖ ﺍﻟﻌﻤﻞ ‪ ،‬ﺇﺿﺎﻓﺔ‬
‫ﺇﱃ ﻣﺪﻯ ﺍﻟﺘﻌﺎﻭﻥ ﻭ ﺍﻟﺘﻔﺎﻫﻢ ﻭ ﺍﻟﺘﺠﺎﻧﺲ ﺍﻟﺬﻱ ﻳﺴﻮﺩ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻭ ﻛﺬﺍ ﺍﺣﺘﺮﺍﻡ ﺍﳉﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ﻣﻦ‬
‫ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺃﺧﺬﻫﺎ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﻭﺇﻋﻄﺎﺋﻬﺎ ﺍﻟﻘﺪﺭ ﺍﳌﺴﺘﺤﻖ ﻣﻦ ﺍﻟﺘﻘﺪﻳﺮ ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﺇﺣﺴﺎﺱ‬
‫ﻛﺒﲑ ﺑﺎﻟﻮﻻﺀ ﻟﻠﻤﺆﺳﺴﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ‪.‬‬
‫*‬
‫ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﰲ ﺍﻷﺩﺍﺀ ‪:‬‬
‫‪ -‬ﺍﻋﺘﻤﺎﺩ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺟﻴﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ﳑﺎ ﺃﻭﺟﺪ ﺍﻟﺸﻌﻮﺭ ﺑﺜﻘﺔ ﺍﻟﻌﺎﻣﻞ ﰲ‬
‫ﻧﻔﺴﻪ ﻭﺃﻧﻪ ﺃﻫﻞ ﳍﺬﻩ ﺍﻟﺜﻘﺔ ﳑﺎ ﺃﻭﺟﺪ ﻟﺪﻳﻪ ﺍﻻﺳﺘﻌﺪﺍﺩ ﺑﺄﻥ ﻳﻜﻮﻥ ﰲ ﻣﺴﺘﻮﻯ ﻫﺬﻩ ﺍﻟﺜﻘﺔ ﻣﻦ ﺑﺬﻝ ﻭ‬
‫ﺍﺟﺘﻬﺎﺩ ‪.‬‬
‫ ﺿﻌﻒ ﺳﻴﺎﺳﺔ ﺍﻟﺘﺤﻔﻴﺰ ﰲ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﰲ ﺍﻟﻌﻤﻞ ﻭ ﺍﻟﺬﻳﻦ ﳛﻘﻘﻮﻥ ﺃﺩﺍﺀ‬‫ﻣﺮﺗﻔﻌﺎ ﻳﻜﻮﻥ ﳍﻢ ﺩﺍﻓﻌﺎ ﻟﺒﺬﻝ ﺟﻬﻮﺩ ﻣﻀﺎﻋﻔﺔ ﺑﻐﻴﺔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻫﺬﻩ ﺍﳊﻮﺍﻓﺰ ﻭ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺗﻪ ﻭ‬
‫ﺭﻏﺒﺎﺗﻪ ﻭ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺃﻓﻀﻞ ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﳔﻔﺎﺽ ﺩﺍﻓﻌﻴﺔ ﺍﻷﻓﺮﺍﺩ ﻟﻐﻴﺎﺏ ﺍﻟﺘﺤﻔﻴﺰ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺴﻬﻢ ﰲ‬
‫ﺍﳔﻔﺎﺽ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﻭ ﺗﺮﺗﻔﻊ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ‪.‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﺮ ﺑﻴﺌﺔ ﻣﻼﺋﻤﺔ ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺍﳌﻨﻮﻁ ﺑﻜﻞ ﻋﺎﻣﻞ ﻭ ﺍﻟﱵ ﺗﻀﻢ ‪ -‬ﺍﻟﺒﻴﺌﺔ – ﺍﳌﻮﺍﺩ ﻭ‬‫ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ‪ ،‬ﳕﻂ ﺍﻹﺷﺮﺍﻑ ‪ ،‬ﺳﻴﺎﺳﺎﺕ ﺍﻟﻌﻤﻞ ‪ ،‬ﻭﺳﺎﺋﻞ ﺍﳊﻤﺎﻳﺔ ﰲ ﺍﻟﻌﻤﻞ ‪،‬ﺍﻟﺘﺮﺗﻴﺐ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﳌﻜﺎﻥ ﺍﻟﻌﻤﻞ ‪ ،‬ﻓﺠﻞ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﻏﲑ ﻣﻼﺋﻤﺔ ﻷﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻭ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﳑﺎ ﻗﺪ ﻳﻀﻌﻒ ﻣﻦ‬
‫ﺇﻧﺘﺎﺟﻴﺎ‪‬ﻢ ‪ ،‬ﻭﺭﻏﻢ ﺫﻟﻚ ﻓﻘﺪ ﺃﺑﺪﻯ ﺍﻷﻓﺮﺍﺩ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻷﺩﺍﺀ ﻣﺎ ﻫﻮ ﻣﻄﻠﻮﺏ ﻣﻨﻬﻢ ﺭﻏﻢ ﻋﻮﺍﺋﻖ ﺍﻷﺩﺍﺀ‬
‫‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﱵ ﳛﻤﻠﻬﺎ ﻫﺆﻻﺀ ﺍﻟﻌﻤﺎﻝ ﺃﺛﺮﺕ ﻓﻴﻬﻢ ﺇﳚﺎﺑﺎ ﺭﻏﻢ ﻣﺎ ﰲ ﺍﻟﺒﻴﺌﺔ ﻣﻦ ﻋﻮﺍﺋﻖ ‪.‬‬
‫ ﺍﺳﺘﻌﺪﺍﺩ ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ ﻟﺒﺬﻝ ﺟﻬﻮﺩ ﻣﻀﺎﻋﻔﺔ ﻟﺘﺤﺴﲔ ﺍﻷﺩﺍﺀ ﺍﻹﻧﺘﺎﺟﻲ ﻭ ﺍﻹﺩﺍﺭﻱ ﺑﻐﻴﺔ‬‫ﺍﻟﺼﻤﻮﺩ ﰲ ﻭﺟﻪ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺸﺮﺳﺔ ﺍﻟﱵ ‪‬ﺪﺩﻫﻢ ‪.‬‬
‫ ﺍﻋﺘﻘﺎﺩ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺿﺮﻭﺭﺓ ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﻭ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻟﺬﻟﻚ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍﻟﺴﺒﻴﻞ ﺍﻟﻮﺣﻴﺪ‬‫ﻟﺘﺤﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻭﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ ‪.‬‬
‫ ﻏﻴﺎﺏ ﺭﻭﺡ ﺍﳌﺒﺎﺩﺭﺓ ﻭ ﺗﺸﺠﻴﻌﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﳌﺴﺌﻮﻟﲔ ﻭﻛﺬﺍ ﻏﻴﺎﺏ ﺣﺮﻳﺔ ﺍﻟﺘﺼﺮﻑ ﰲ ﺣﻞ‬‫ﺍﳌﺸﺎﻛﻞ ﻭﺍﻟﻌﻮﺍﺋﻖ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﻌﻤﺎﻝ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺍﻟﺮﺋﻴﺲ ﺍﳌﺒﺎﺷﺮ ﰲ ﻏﺎﻟﺐ ﺍﻷﺣﻴﺎﻥ ﳑﺎ‬
‫ﻳﺆﻛﺪ ﻭﺟﻮﺩ ﻧﻮﻉ ﻣﻦ ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻴﺔ ﺍﻟﱵ ﳝﺎﺭﺳﻬﺎ ﺍﻟﺮﺅﺳﺎﺀ ﻋﻠﻰ ﺍﳌﺮﺅﻭﺳﲔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﻧﻮﻉ ﻣﻦ‬
‫ﺍﻻﺳﺘﻌﻼﺀ ﻣﻦ ﺍﳌﺴﺌﻮﻟﲔ ﺍﻟﺴﺎﻣﲔ ﻣﻦ ﺧﻼﻝ ﻋﺪﻡ ﺗﻘﺒﻠﻬﻢ ﳌﻘﺘﺮﺣﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺍﺣﺘﻘﺎﺭﻫﻢ ﻭ ﺍﻋﺘﻘﺎﺩﻫﻢ‬
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‫ﺃ‪‬ﻢ ﻟﻴﺴﻮﺍ ﻣﺼﺪﺭﺍ ﻟﻼﻗﺘﺮﺍﺣﺎﺕ ﺃﻭ ﺍﻹﺑﺪﺍﻉ ﳑﺎ ﻗﺪ ﻳﻀﻌﻒ ﺛﻘﺔ ﺍﻟﻌﺎﻣﻞ ﰲ ﻧﻔﺴﻪ ﻭ ﻳﺸﻌﺮﻩ ﺑﺎﻹﺣﺒﺎﻁ ﻭ‬
‫ﻳﻨﻌﻜﺲ ﺳﻠﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺋﻪ ﺇﺿﺎﻓﺔ ﺇﱃ ‪‬ﺮﺏ ﺍﻟﻌﺎﻣﻞ ﻣﻦ ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺧﻮﻓﺎ ﳑﺎ ﻗﺪ ﻳﻠﺤﻖ ﺑﻪ ﻣﻦ ﻋﻘﺎﺏ‬
‫ﰲ ﺣﺎﻟﺔ ﺗﻘﺼﲑﻩ ‪.‬‬
‫ ﻭﺟﻮﺩ ﺍﺗﺼﺎﻝ ﻧﺎﺯﻝ ﻭ ﻏﻴﺎﺏ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺼﺎﻋﺪ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺍﻹﺩﺍﺭﺓ ﻭﻋﺪﻡ ﺍﻟﺘﺸﺠﻴﻊ ﻋﻠﻰ‬‫ﺣﺮﻳﺔ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻵﺭﺍﺀ ﺃﻱ ﻭﺟﻮﺩ ﻣﺮﻛﺰﻳﺔ ﻣﻔﺮﻃﺔ‪.‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﺮ ﳎﺎﻝ ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭﺍﳋﻄﺄ ﻭ ﺗﺸﺠﻴﻊ ﺍﻟﻔﺸﻞ ﻭﺭﻭﺡ ﺍﳌﺒﺎﺩﺭﺓ ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺃﻭﻝ‬‫ﺧﻄﻮﺓ ﻟﻠﻨﺠﺎﺡ ﻫﻲ ﺍﻟﻔﺸﻞ ﺃﻱ ﻏﻴﺎﺏ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻟﺪﻯ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﳚﻌﻞ ﺍﻟﻌﻤﺎﻝ ﰲ‬
‫ﻣﻨﺄﻯ ﻋﻦ ﺃﻱ ﳏﺎﻭﻟﺔ ﻟﻠﺘﺠﺪﻳﺪ ﻭ ﺍﻻﺑﺘﻜﺎﺭ ﺧﻮﻓﺎ ﻣﻦ ﺍﻟﻔﺸﻞ ﺃﻭ ﺍﳋﻄﺄ ‪.‬‬
‫ ﻭﺟﻮﺩ ﺍﺣﺘﺮﺍﻡ ﻭ ﺗﻘﺪﻳﺮ ﻛﺒﲑﻳﻦ ﻳﺒﺪﻳﻬﻤﺎ ﺍﳌﺴﺌﻮﻟﻮﻥ ﰲ ﺍﻟﻌﻤﻞ ﳌﺮﺅﻭﺳﻴﻬﻢ ﳑﺎ ﻗﺪ ﻳﺸﻌﺮ‬‫ﺍﻟﻌﺎﻣﻞ ﺑﺎﻟﺮﺿﺎ ﻭﺃﻧﻪ ﳏﻞ ﺗﻘﺪﻳﺮ ﻭ ﺍﺣﺘﺮﺍﻡ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺪﻓﻊ ﺍﻟﻌﺎﻣﻞ ﺇﱃ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ﻭ ﺇﻧﺘﺎﺟﻴﺔ‬
‫ﻣﺮﺗﻔﻌﺔ ﺫﻟﻚ ﺃﻥ ﺍﳌﻌﺎﻣﻠﺔ ﺍﳊﺴﻨﺔ ﻫﻲ ﻣﺼﺪﺭ ﻟﻺﻧﺘﺎﺟﻴﺔ ﺍﳌﺮﺗﻔﻌﺔ ‪.‬‬
‫ ﺗﺘﻤﺘﻊ ﺍﳌﺆﺳﺴﺔ ﺑﻮﻻﺀ ﻋﺎﻣﻠﻴﻬﺎ ﳍﺎ ﻭ ﻳﺘﻀﺢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﳑﺘﻠﻜﺎﺕ ﺍﳌﺆﺳﺴﺔ‬‫ﻭ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺒﻴﻨﻴﺔ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫ ﻳﺘﺒﲔ ﺃﻥ ﺍﻟﺘﻮﻇﻴﻒ ﰲ ﺍﳌﺆﺳﺴﺔ ﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺘﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ‬‫ﺗﻮﻇﻴﻒ ﺃﻓﺮﺍﺩ ﻗﺪ ﻻ ﺗﺘﻔﻖ ﺛﻘﺎﻓﺘﻬﻢ ﻣﻊ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﺃﻱ ﻻ ﻳﺘﻔﻘﻮﻥ ﻣﻊ ﻗﻴﻢ ﻭ ﻣﻌﺘﻘﺪﺍﺕ‬
‫ﻭﺃﻋﺮﺍﻑ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﻗﺪ ﻳﺆﺛﺮ ﻋﻠﻰ ﺃﺩﺍﺀ ﻫﺬﺍ ﺍﻟﻔﺮﺩ ﺑﺎﻟﺴﻠﺐ ‪.‬‬
‫ ﺃﻛﺪ ﻣﻌﻈﻢ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻥ ﺍﻟﺘﺮﻗﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳑﺎ ﻗﺪ‬‫ﻳﺜﲏ ﻣﻦ ﻋﺰﺍﺋﻢ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻫﺘﺰﺍﺯ ﻗﻴﻢ ﺍﻟﻌﺎﻣﻠﲔ ﻣﺜﻞ ‪ :‬ﻟﻜﻞ ﺣﺴﺐ ﺟﻬﺪﻩ ﺃﻭ ﻟﻜﻞ ﺟﻬﺪ ﻣﻜﺎﻓﺄﺓ ‪،‬‬
‫ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺸﻌﺮ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﻹﺣﺒﺎﻁ ﻭ ﺍﻹﳘﺎﻝ ﻭ ﺍﻟﻼﻣﺒﺎﻻﺓ ﳑﺎ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺋﻬﻢ‬
‫‪.‬‬
‫ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﻟﻔﺔ ﺍﻟﺬﻛﺮ ﻳﺘﺒﲔ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﰲ ﺍﻷﺩﺍﺀ ﺇﻻ ﺃ‪‬ﺎ ﱂ ﺗﻨﺘﻬﺞ‬
‫ﺳﺒﻠﻪ ﻭﻭﺳﺎﺋﻠﻪ ﻣﻦ ﺇﻋﻄﺎﺀ ﺍﺳﺘﻘﻼﻟﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺍﳌﺮﻛﺰﻳﺔ ﺍﳌﻔﺮﻃﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﳉﺪﻱ‬
‫ﺑﺎﻟﻌﺎﻣﻠﲔ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻭﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﻨﺨﻔﺾ ﻭﻫﺬﺍ ﻣﺎ ﻗﺪ ﻳﺘﺠﻠﻰ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺍﳌﺎﻟﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ‪،‬ﻭ ﻫﺬﺍ ﻣﺎ ﻳﺜﺒﺖ ﻟﻨﺎ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ " ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﺘﺴﻢ ﺑﺎﻟﺒﺤﺚ‬
‫ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ " ‪.‬‬
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‫* ﺳﻴﺎﺳﺔ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ ﰲ ﺍﳌﺆﺳﺴﺔ ‪:‬‬
‫‪ -‬ﻋﺪﻡ ﺍﻷﺧﺬ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻹﺑﺪﺍﻋﺎﺕ ﻭ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﻭ ﺗﺸﺠﻴﻌﻬﺎ ﻭ ﺍﳊﺚ ﻋﻠﻴﻬﺎ ﻭ ﻋﺪﻡ‬
‫ﻭﺟﻮﺩ ﺛﻘﺎﻓﺔ ﺍﻟﺴﻌﻲ ﳓﻮ ﺍﻟﺘﻤﻴﺰ ﻟﺪﻯ ﺍﳌﺴﺌﻮﻟﲔ ‪ -‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟﻮﺭﻕ – ﰲ ﻏﺎﻟﺐ‬
‫ﺍﻷﺣﻴﺎﻥ ﻣﻦ ﺧﻼﻝ ﺭﻓﺾ ﺍﻷﻓﻜﺎﺭ ﻭ ﺍﻹﺑﺪﺍﻋﺎﺕ ﻭﻋﺪﻡ ﺍﺳﺘﻌﺪﺍﺩﻫﻢ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﺭﻏﻢ ﺃﻧﻪ ﺍﻟﺜﺎﺑﺖ‬
‫ﺍﻟﻮﺣﻴﺪ ﰲ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺔ ﺷﺪﻳﺪﺓ ﺍﳊﺮﻛﻴﺔ ‪.‬‬
‫ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻷﻓﺮﺍﺩ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻭ ﺍﳌﺘﻔﻮﻗﲔ ﻭ ﺍﻋﺘﺒﺎﺭﻫﻢ ﻣﺴﺘﺨﺪﻣﲔ ﳝﻜﻦ ﺍﺳﺘﺒﺪﺍﳍﻢ ﺃﻭ‬‫ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻨﻬﻢ ﰲ ﺃﻱ ﺣﲔ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﳒﺪ ﻓﻴﻪ ﺃﻥ ﺍﳌﺼﺪﺭ ﺍﻷﺳﺎﺳﻲ ﻟﻺﺑﺪﺍﻉ ﻭ ﺍﻟﺘﻤﻴﺰ ﻫﻮ‬
‫ﺍﻹﻧﺴﺎﻥ ‪.‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﲑ ﳎﺎﻝ ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭ ﺍﳋﻄﺄ ﻭ ﺗﺸﺠﻴﻊ ﺍﻟﻔﺸﻞ ﻭﺭﻭﺡ ﺍﳌﺒﺎﺩﺭﺓ ﻭ ﺍﻹﺑﺪﺍﻉ ﺫﻟﻚ‬‫ﺃﻥ ﺍﻟﻄﺮﻳﻖ ﻟﻠﻨﺠﺎﺡ ﻫﻮ ﺍﻟﻔﺸﻞ ﺃﻱ ﻏﻴﺎﺏ ﻫﺬﻩ ﺍﳌﻌﺘﻘﺪﺍﺕ ﻟﺪﻯ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﺟﻌﻞ ﺍﻟﻌﻤﺎﻝ ﻳﻨﺄﻭﻥ‬
‫ﺑﺄﻧﻔﺴﻬﻢ ﻋﻦ ﺃﻱ ﳏﺎﻭﻟﺔ ﻟﻠﺘﺠﺪﻳﺪ ﺃﻭ ﺍﻻﺑﺘﻜﺎﺭ ﺧﻮﻓﺎ ﻣﻦ ﺍﻟﻔﺸﻞ ﺃﻭ ﺍﳋﻄﺄ ‪.‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﲑ ﺍﳌﺆﺳﺴﺔ ﳌﻨﺎﺥ ﻣﻼﺋﻢ ﻟﻺﺑﺪﺍﻉ ﻭ ﺍﻟﺘﻔﻜﲑ ﰲ ﺇﳚﺎﺩ ﻃﺮﻕ ﻋﻤﻞ ﺟﺪﻳﺪﺓ ﺑﺎﻟﺮﻏﻢ‬‫ﻣﻦ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺍﳌﺘﻮﺍﺻﻞ ﻭ ﺍﻟﺪﺀﻭﺏ ﺑﺎﳉﻮﺩﺓ ﻭ ﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ ﻭ ﺗﻜﻮﻳﻦ ﺍﳌﺴﺌﻮﻟﲔ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ‬
‫ﺍﳉﻮﺩﺓ ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﺍﳉﻬﺪ ﱂ ﺗﺼﺎﺣﺒﻪ ﳑﺎﺭﺳﺎﺕ ﻓﻌﻠﻴﺔ ﺗﺜﺒﺖ ﻓﻌﻼ ﺍﻫﺘﻤﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﺘﻤﻴﺰ ﻣﺜﻞ ﲢﻔﻴﺰ‬
‫ﺍﻷﻓﺮﺍﺩ ﻭ ﺗﻨﻤﻴﺘﻬﻢ ﻭ ﺗﻮﻓﲑ ﺍﳉﻮ ﺍﳌﻼﺋﻢ ﳍﻢ ﻟﻺﺑﺪﺍﻉ ﻭ ﺍﻟﺘﺠﺪﻳﺪ ﻭ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻤﻴﻞ ﺍﻟﺪﺍﺧﻠﻲ ﻭﺇﺭﺳﺎﺀ‬
‫ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﺗﺸﺠﻊ ﺫﻟﻚ‬
‫ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﳒﺪ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻻ ﺗﻮﻓﺮ ﺃﻱ ﳎﺎﻝ ﺃﻭ ﻣﻨﺎﺥ ﻟﻠﺘﻔﻜﲑ ﺃﻭ‬‫ﺍﻹﺑﺪﺍﻉ ﰲ ﻃﺮﻕ ﻋﻤﻞ ﺟﺪﻳﺪﺓ ﺃﻭ ﲢﺴﲔ ﰲ ﻃﺮﻳﻖ ﺍﻟﻌﻤﻞ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻜﺒﺖ ﻗﺪﺭﺍﺕ ﻭﻣﺆﻫﻼﺕ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﺧﺎﺻﺔ ﻭﺃﻥ ﻣﻌﻈﻤﻬﻢ ﳝﻠﻜﻮﻥ ﺧﱪﺓ ﺗﺘﺠﺎﻭﺯ ‪ 15‬ﺳﻨﺔ ﳑﺎ ﻗﺪ ﳛﺮﻡ ﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ‬
‫ﻫﺬﻩ ﺍﳋﱪﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ‪‬ﺎ ﺃﻓﺮﺍﺩﻫﺎ ﰲ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﳝﻜﻨﻬﺎ ﻣﻦ ﲢﻘﻴﻖ‬
‫ﻣﺮﻛﺰ ﺗﻨﺎﻓﺴﻲ ﻗﻮﻱ ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺜﺒﺖ ﻟﻨﺎ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ‪ " :‬ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﺍﻟﱵ ﺗﺸﺠﻊ‬
‫ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ " ‪.‬‬
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‫* ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﰲ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺣﻮﻝ ﻫﺬﺍ ﺍﶈﻮﺭ ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺎﺕ ﺍﶈﺼﻠﺔ ﻣﻦ‬
‫ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ ﻟﻠﻮﻗﺖ ﻗﻴﻤﺔ ﲦﻴﻨﺔ ﻋﻨﺪ ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ ﻓﻬﻢ ﳛﺘﺮﻣﻮﻥ ﻣﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ‪ ،‬ﳛﺘﺮﻣﻮﻥ‬‫ﻣﺪﺓ ﺍﻟﻌﻤﻞ ﻭﻋﺪﻡ ﺍﻟﺮﻏﺒﺔ ﰲ ﺇﺿﺎﻋﺔ ﻫﺬﺍ ﺍﳌﻮﺭﺩ ﺍﳌﻬﻢ ﻭﺍﺳﺘﻐﻼﻟﻪ ﺃﻣﺜﻞ ﺍﺳﺘﻐﻼﻝ ﻭﺣﺴﻦ ﺗﻨﻈﻴﻤﻪ ﰲ ﺃﺩﺍﺀ‬
‫ﺍﻷﻋﻤﺎﻝ ﺍﳌﻮﻛﻠﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺍﻥ ﻗﻴﻤﺔ ﺍﻟﻮﻗﺖ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ﲤﺜﻞ ﻋﻘﻴﺪﺓ ﺑﺎﻟﻨﺴﺒﺔ ﳍﻢ ﺫﻟﻚ ﺃﻥ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﻪ‬
‫ﻧﺎﺑﻊ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪.‬‬
‫ ﲤﺜﻞ ﻗﻴﻤﺔ ﺍﻟﻘﺪﻭﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﻗﻴﻤﺔ ﻣﻌﺘﱪﺓ ﰲ ﺣﲔ ﳒﺪ ﻣﺎ ﻳﻘﺎﺭﺏ ﻧﺼﻒ ﺍﻟﻌﻴﻨﺔ ﻻ ﻳﺘﺨﺬ‬‫ﻣﻦ ﺭﺋﻴﺴﻪ ﻗﺪﻭﺓ ﻟﻪ‪ ،‬ﺇﻻ ﺃﻥ ﻋﺪﺩﺍ ﻣﻌﺘﱪﺍ ﻣﻦ ﺍﻟﻌﻤﺎﻝ ﳚﺪﻭﻥ ﰲ ﺭﺅﺳﺎﺋﻬﻢ ﺍﻟﻘﺪﻭﺓ ﳑﺎ ﻳﺴﻬﻞ ﻣﻦ‬
‫ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﻘﻴﺎﺩﻳﺔ ﳍﺬﺍ ﺍﻟﺮﺋﻴﺲ ﻭﻳﻘﻮﻱ ﻣﻦ ﺇﻣﻜﺎﻧﻴﺔ ﻛﺴﺐ ﻭﻻﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻟﻪ ﻭﳌﺆﺳﺴﺘﻬﻢ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻄﺎﻋﺔ‬
‫ﻟﺘﻨﻔﻴﺬ ﺍﻷﻭﺍﻣﺮ ﻭﺃﺩﺍﺀ ﺍﻷﻋﻤﺎﻝ ﺇﺿﺎﻓﺔ ﺇﱃ ﳏﺎﻭﻟﺔ ﺍﻻﻗﺘﺪﺍﺀ ‪‬ﺬﺍ ﺍﻟﺮﺋﻴﺲ ﰲ ﺍﻧﻀﺒﺎﻃﻪ ﻭﺍﻟﺘﺰﺍﻣﻪ ﻭﺍﺣﺘﺮﺍﻣﻪ‬
‫ﳌﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻭﺍﺣﺘﺮﺍﻡ ﻣﺪﺓ ﺍﻟﺪﻭﺍﻡ ﻭﻗﺪ ﳛﺪﺙ ﺍﻟﻌﻜﺲ ﻣﻊ ﺍﻟﺮﺅﺳﺎﺀ ﺍﻟﺬﻳﻦ ﻟﻴﺴﻮﺍ ﺃﻫﻼ‬
‫ﻷﻥ ﻳﻘﺘﺪﻯ ‪‬ﻢ ﳌﺎ ﻳﺘﻤﺘﻌﻮﻥ ﺑﻪ ﻣﻦ ﻫﺬﻩ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ‪.‬‬
‫ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﳒﺪ ﺃﻥ ‪ :‬ﻗﻴﻤﺔ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﺗﺆﺛﺮ ﺗﺄﺛﲑﺍ ﺟﻮﻫﺮﻳﺎ ﻋﻠﻰ ﺃﺩﺍﺀ‬‫ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺘﻨﺎﺳﺐ ﺇﱃ ﺣﺪ ﺑﻌﻴﺪ ﻣﻊ ﺁﺭﺍﺀ ﻭﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﳌﺆﺳﺴﺔ ﺍﳌﺴﺘﺠﻮﺑﲔ ‪.‬‬
‫ ﻋﺪﻡ ﺗﻮﻓﲑ ﺍﳌﺆﺳﺴﺔ ﻟﻔﺮﺹ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺇﺿﺎﻓﺔ ﺇﱃ‬‫ﻋﺪﻡ ﺇﺷﺮﺍﻛﻬﻢ ﰲ ﻭﺿﻊ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳜﻠﻖ ﻧﻮﻋﺎ ﻣﻦ ﻋﺪﻡ ﺍﳊﻤﺎﺱ ﻭﺍﻹﺧﻼﺹ‬
‫ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﻭﻋﺪﻡ ﲢﻤﻞ ﺃﻱ ﻣﺴﺆﻭﻟﻴﺔ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ‪،‬‬
‫ﺫﻟﻚ ﺃﻥ ﺇﺷﺮﺍﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﻭﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳛﻤﻠﻬﻢ ﺟﺰﺀﺍ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺔ‬
‫ﰲ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻭﳜﻠﻖ ﳍﻢ ﻧﻮﻋﺎ ﻣﻦ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﺘﻔﺎﱐ ﰲ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ‬
‫ﻭﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﺨﺬﺓ ‪.‬‬
‫ ﺍﳌﺆﺳﺴﺔ ﺗﻘﺪﻡ ﺣﺎﻓﺰ ﻣﺎﺩﻱ ﻟﻠﻌﻤﺎﻝ ﻣﻜﺎﻓﺄﺓ ﻋﻠﻰ ﳎﻬﻮﺩﻫﻢ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻣﻦ ﺧﻼﻝ‬‫ﺗﻮﺯﻳﻊ ﺟﺰﺀ ﻣﻦ ﺃﺭﺑﺎﺣﻬﺎ ﺍﻟﺴﻨﻮﻳﺔ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻝ ‪ ،‬ﺇﻻ ﺃﻧﻪ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﱂ ﲢﻘﻖ ﺍﳌﺆﺳﺴﺔ ﺃﺭﺑﺎﺣﺎ‬
‫ﻟﺘﻮﺯﻳﻌﻬﺎ ﻋﻠﻰ ﺍﻟﻌﻤﺎﻝ ‪.‬‬
‫‪ -‬ﺗﻮﺯﻳﻊ ﺍﻷﺭﺑﺎﺡ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻠﲔ ﻻ ﻳﺘﻢ ﻛﻞ ﺳﻨﺔ ﻭﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﲢﻘﻴﻖ ﺃﺭﺑﺎﺡ ‪.‬‬
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‫ ﻋﺪﻡ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺗﺴﻴﲑ ﻣﺆﺳﺴﺘﻬﻢ ﳑﺎ ﻗﺪ ﻳﺆﺩﻱ ﺇﱃ ﺷﻴﻮﻉ ﻇﺎﻫﺮﺓ ﺍﻹﳘﺎﻝ‬‫ﻭﺍﻟﻼﻣﺒﺎﻻﺓ ﻭﻋﺪﻡ ﲢﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻔﺸﻞ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ ﻭﻋﺪﻡ ﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﺨﺬﺓ‬
‫ﺑﺸﻜﻞ ﺃﻣﺜﻞ ‪.‬‬
‫ ﻭﺟﻮﺩ ﻧﻮﻋﲔ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ‪:‬‬‫‪ .‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﰊ ﺃﻱ ﺇﺷﺮﺍﻙ ﺍﻟﻨﻘﺎﺑﺔ ﰲ ﳎﻠﺲ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫‪ .‬ﻋﻦ ﻃﺮﻳﻖ ﳉﻨﺔ ﺍﳌﺸﺎﺭﻛﺔ ) ﳑﺜﻞ ﺍﻟﻌﻤﺎﻝ ( ‪.‬‬
‫ ﻗﻠﺔ ﺃﺷﻜﺎﻝ ﻣﺴﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺃﻣﻮﺭﻫﻢ ﺍﻟﺸﺨﺼﻴﺔ ﳑﺎ ﻳﻘﻠﻞ ﻟﺪﻳﻬﻢ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ‪.‬‬‫ ﻋﺪﻡ ﺗﻨﻈﻴﻢ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻘﺎﺀﺍﺕ ﺃﻭ ﺣﻔﻼﺕ ﺃﻭ ﳐﺘﻠﻒ ﺍﻟﻄﻘﻮﺱ ﺍﳉﻤﺎﻋﻴﺔ ﺍﻟﱵ ﲤﻜﻦ ﻣﻦ‬‫ﺍﳉﻤﻊ ﺑﲔ ﳐﺘﻠﻒ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﻭﺍﻟﻨﺸﺎﻁ ﻭﺧﻠﻖ ﻋﻼﻗﺎﺕ ﻏﲑ ﺭﲰﻴﺔ ﺑﲔ‬
‫ﺍﻟﻌﻤﺎﻝ ﻭﺍﻹﺩﺍﺭﺓ ‪ ،‬ﳑﺎ ﻳﻘﻮﻱ ﻣﻦ ﺍﻟﺸﻌﻮﺭ ﺑﺎﺳﺘﻌﻼﺀ ﺍﻹﺩﺍﺭﻳﲔ – ﺍﻹﻃﺎﺭﺍﺕ ﺧﺎﺻﺔ – ﻋﻠﻰ ﺍﻟﻌﻤﺎﻝ‬
‫ﻭﳚﻌﻞ ﺍﳍﻮﺓ ﺑﻴﻨﻬﻢ ﺗﺘﺴﻊ ﻭﻳﺰﻳﺪ ﻣﻦ ﺍﻋﺘﻘﺎﺩ ﺍﻟﻌﻤﺎﻝ ﺃﻥ ﺍﻹﺩﺍﺭﻳﲔ ﻻ ﻳﻌﺎﻣﻠﻮ‪‬ﻢ ﻛﺒﺸﺮ ﳍﻢ ﺃﺣﺎﺳﻴﺲ‬
‫ﻭﻣﺸﺎﻋﺮ ﻭﻫﺬﺍ ﻣﺎ ﳌﺴﻨﺎﻩ ﻓﻌﻼ ﺃﺛﻨﺎﺀ ﺗﻮﺍﺟﺪﻧﺎ ﺑﺎﳌﺆﺳﺴﺔ ﳑﺎ ﻗﺪ ﻳﺪﻓﻊ ﺑﺎﻟﻌﺎﻣﻠﲔ ﻟﻠﻌﻤﻞ ﰲ ﺍﻻﲡﺎﻩ‬
‫ﺍﻟﻌﻜﺴﻲ ﺍﻧﺘﻘﺎﻣﺎ ﻣﻦ ﺍﻹﺩﺍﺭﺓ ‪.‬‬
‫ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﺇﺗﺎﺣﺔ ﻓﺮﺻﺔ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﻗﺪ‬‫ﺗﺆﺩﻱ ﺇﱃ ﺗﻠﺒﻴﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳊﺎﺟﺎﺕ ﻣﺘﻤﺜﻠﺔ ﰲ ‪:‬‬
‫‪ .‬ﺇﺑﺮﺍﺯ ﺍﳌﻮﺍﻫﺐ ﻭﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ‪‬ﺎ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﱵ ﳝﻜﻦ ﻟﻠﻤﺆﺳﺴﺔ ﺃﻥ‬
‫ﺗﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ‪.‬‬
‫‪ .‬ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻜﺎﻧﺔ ﳏﺘﺮﻣﺔ ﺃﻣﺎﻡ ﺍﻟﺰﻣﻼﺀ ﻭﺍﻟﺮﺅﺳﺎﺀ ‪.‬‬
‫‪ .‬ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻧﺎﺑﻌﺔ ﻣﻦ ﺭﻭﺡ ﺍﻟﻔﺮﻳﻖ ﻣﺜﻞ ﺍﻟﺼﺪﺍﻗﺔ ﻭﺗﻘﻮﻳﺔ ﺭﻭﺍﺑﻂ ﺍﻷﻓﺮﺍﺩ ﻓﻴﻤﺎ‬
‫ﺑﻴﻨﻬﻢ ‪.‬‬
‫‪ .‬ﺗﺪﻋﻴﻢ ﻋﻨﺼﺮ ﺍﻻﻧﺘﻤﺎﺀ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻞ ﳌﺆﺳﺴﺘﻪ ﻭﺇﳝﺎﻧﻪ ﺑﺄﻫﺪﺍﻓﻬﺎ ﻭﻗﺮﺍﺭﺍ‪‬ﺎ ﻭﺇﺧﻼﺻﻪ ﰲ‬
‫ﺧﺪﻣﺘﻬﺎ ﻭﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻭﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﻛﺎﻥ ﺃﺣﺪ ﺍﻷﻃﺮﺍﻑ ﺍﻟﺼﺎﻧﻌﺔ ﳍﺎ ‪.‬‬
‫ ﳝﻜﻦ ﻟﻠﻤﺸﺎﺭﻛﺔ ﺃﻥ ﺗﻠﱯ ﻟﻠﻌﺎﻣﻞ ﺣﺎﺟﺎﺕ ﺫﺍﺗﻴﺔ ﻣﺜﻞ ﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻟﺘﺮﻗﻴﺔ ﻓﻬﻨﺎﻙ ﻣﻦ ﻳﻄﻤﺢ‬‫ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻣﺴﺘﻮﻳﺎﺕ ﻋﻠﻴﺎ ﻭﺑﺎﻟﺘﺎﱄ ﻣﺸﺎﺭﻛﺘﻪ ﻗﺪ ﲤﻜﻦ ﻣﻦ ﺍﻛﺘﺸﺎﻓﻪ ﻭﺗﻜﻮﻥ ﻃﺮﻳﻘﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ‬
‫ﺗﺮﻗﻴﺔ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻨﺼﺐ ﺃﻋﻠﻰ ‪.‬‬
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‫ ﺩﻟﺖ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠﻰ ﺃﻥ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﲤﻜﻨﻬﻢ ﻣﻦ ﲢﻘﻴﻖ ﺣﺎﺟﺎﺕ‬‫ﺫﺍﺗﻴﺔ ﻭﻏﲑ ﺫﺍﺗﻴﺔ ﻭﻫﻲ ﻣﻄﺎﺑﻘﺔ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺬﻳﻦ ﺍﻫﺘﻤﻮﺍ ﺑﺪﺭﺍﺳﺔ ﺍﳊﻮﺍﻓﺰ ﻭ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻣﺜﻞ‬
‫‪ :‬ﻣﺎﺳﻠﻮ ‪ ،‬ﻣﺎﻛﻠﻴﻼﻧﺪ ‪ ،‬ﺃﲪﺪ ﺻﻘﺮ ﻋﺎﺷﻮﺭ ﻭﻏﲑﻫﻢ ‪ .‬ﻭﻫﺬﺍ ﻳﺆﻛﺪ ﻟﻨﺎ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳋﺎﻣﺴﺔ ‪" :‬‬
‫ﺗﺆﺛﺮ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻭﺍﻟﱵ ﺗﺘﺴﻢ ﺑﺎﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺘﺴﻴﲑ ﺗﺄﺛﲑﺍ ﺟﻮﻫﺮﻳﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ " ‪.‬‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﺘﺪﻟﻴﻞ ﻋﻠﻰ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺗﺴﺘﻄﻴﻊ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ‪ " :‬ﻟﻠﺜﻘﺎﻓﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﺄﺛﲑ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ " ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﱐ ‪:‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ‪:‬‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺳﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ﳝﻜﻦ ﺃﻥ ﻧﻘﺪﻡ ﲨﻠﺔ ﻣﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭﺍﻟﱵ ﻧﺮﺍﻫﺎ ﺿﺮﻭﺭﻳﺔ‬
‫ﻟﺘﻄﻮﻳﺮ ﺛﻘﺎﻓﺔ ﺗﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﳌﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺣﱴ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ‬
‫ﻋﻤﻮﻣﺎ ‪ ،‬ﲟﺎ ﻳﺘﻤﺎﺷﻰ ﻭﻣﺘﻄﻠﺒﺎﺕ ﺗﺄﻫﻴﻞ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﻭﲤﻜﻴﻨﻬﺎ ﻣﻦ ﻣﻮﺍﺟﻬﺔ ﺍﳌﻨﺎﻓﺴﺔ ﺧﺎﺻﺔ ﺑﻌﺪ‬
‫ﻋﻘﺪ ﺍﺗﻔﺎﻕ ﺍﻟﺸﺮﺍﻛﺔ ﻣﻊ ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﰊ ﻭﺍﻻﻧﻀﻤﺎﻡ ﺇﱃ ﻣﻨﻈﻤﺔ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﻌﺎﳌﻴﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺳﻌﻲ‬
‫ﺍﳌﺆﺳﺴﺔ ﻟﺘﻄﺒﻴﻖ ﻧﻈﺎﻡ ﻹﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺑﻌﺪ ﺣﺼﻮﳍﺎ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ‪ ISO9002‬ﰒ ‪ ISO9001‬ﻛﺨﻄﻮﺓ ﳓﻮ‬
‫ﺗﻄﺒﻴﻖ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﻟﺬﻱ ﳝﻜﻨﻬﺎ ﻣﻦ ﲢﻘﻴﻖ ﻣﺮﻛﺰ ﺳﻮﻗﻲ ﻣﻌﺘﱪ ﰲ ﻇﻞ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺪﻭﻟﻴﺔ ‪،‬‬
‫ﺗﻮﺟﻪ ﻫﺬﻩ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺇﱃ ﺍﳌﺆﺳﺴﺔ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺍﻟﻮﺻﻴﺔ ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬
‫ﻓﻴﻤﺎ ﻳﻠﻲ ‪:‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺭﺩ ﺍﻻﻋﺘﺒﺎﺭ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺧﻠﻖ ﻇﺮﻭﻑ ﻭﻃﺮﻕ ﻋﻤﻞ ﺗﺴﻬﻢ ﰲ‬‫ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ ﰲ ﺇﻃﺎﺭ ﺍﻟﻌﻤﻞ ﻭﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﻢ ﺍﳋﺎﺻﺔ ﻭﺧﻠﻖ ﻣﻨﺎﺥ ﻋﻤﻞ ﻣﻠﺆﻩ ﺍﻻﺣﺘﺮﺍﻡ‬
‫ﻭﺍﻟﺘﻘﺪﻳﺮ ﻭﺍﻟﺘﺤﻔﻴﺰ ﳑﺎ ﻳﺪﻓﻊ ‪‬ﻢ ﺇﱃ ﲢﻘﻴﻖ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺟﻴﺪ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺗﻜﻮﻳﻦ ﺍﻟﻌﻤﺎﻝ ﻭﺗﺪﺭﻳﺒﻬﻢ ﻭﻓﺴﺢ ﺍ‪‬ﺎﻝ ﳍﻢ ﻟﺘﺤﻤﻞ ﺑﻌﺾ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ ﻭﺗﺸﺠﻴﻊ‬‫ﺣﺮﻳﺔ ﺍﻟﺘﻌﺒﲑ ﻭﺗﻘﺪﱘ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭﺇﺻﺪﺍﺭ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ‪.‬‬
‫ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳋﱪﺍﺕ ﺍﳌﺘﺮﺍﻛﻤﺔ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ‬‫ﻭﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﺎﻣﻞ ﺁﻟﺔ ) ﺍﻟﻨﻈﺮﺓ ﺍﻟﺘﺎﻳﻠﻮﺭﻳﺔ ( ﻭﺍﻟﺴﻤﺎﺡ ﻟﻪ ﺑﺎﻹﻓﺼﺎﺡ ﻋﻦ ﺃﻓﻜﺎﺭﻩ ﻭﺗﻮﻓﲑ ﻓﺮﺹ‬
‫ﺍﻹﺑﺪﺍﻉ ﻟﻪ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﻤﺎﻝ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﻭﲢﺪﻳﺪ ﺃﻫﺪﺍﻓﻬﺎ ﳑﺎ ﻣﻦ ﺷﺄﻧﻪ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ‬‫ﻟﻈﻬﻮﺭ ﻗﻴﻢ ﺗﺴﻬﻢ ﰲ ﺗﺪﻋﻴﻢ ﺍﻟﻮﻻﺀ ﻭﺍﻻﻧﻀﺒﺎﻁ ﻭﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭﺍﻟﺜﻘﺔ ﺍﳌﺘﺒﺎﺩﻟﺔ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‬
‫ﻭﻣﻮﺍﺭﺩﻫﺎ ﺍﻟﺒﺸﺮﻳﺔ ‪.‬‬
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‫ ﳚﺐ ﺃﻥ ﻳﻘﺘﻨﻊ ﺇﻃﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺑﻀﺮﻭﺭﺓ ﺗﻮﻓﲑ ﺍﳋﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﺮﻓﻴﻬﻴﺔ‬‫ﻟﻠﻌﻤﺎﻝ ﻣﻦ ﺧﻼﻝ ﺇﻗﺎﻣﺔ ﻟﻘﺎﺀﺍﺕ ﻭﺣﻔﻼﺕ ﻭﻣﻠﺘﻘﻴﺎﺕ ﻭﳐﻴﻤﺎﺕ ﻭﺗﺮﺑﺼﺎﺕ ﺿﻤﻦ ﻧﻮﺍﺩﻱ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫ﺃﻭ ﺧﺎﺭﺟﻬﺎ ﻭﺗﺸﺠﻴﻊ ﺍﻟﻄﻘﻮﺱ ﺍﳉﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻱ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻌﺰﺯ ﻣﻦ ﺭﻭﺍﺑﻂ ﺍﻟﺼﺪﺍﻗﺔ ﻭﺍﻷﺧﻮﺓ‬
‫ﻭﺍﶈﺒﺔ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺇﻗﺎﻣﺔ ﻋﻼﻗﺎﺕ ﻏﲑ ﺭﲰﻴﺔ ﲤﻜﻦ ﻣﻦ ﺗﻘﻮﻳﺔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻻﻧﺘﻤﺎﺀ ﻭ ﺍﻟﺮﺿﺎ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﻣﻨﺢ ﺍﳌﻜﺎﻓﺂﺕ ﻭﺍﻟﺘﺤﻔﻴﺰﺍﺕ ﺍﻟﻼﺯﻣﺔ ﺑﻌﺮﺽ ﺇﺷﺒﺎﻉ ﺣﺎﺟﺎﺕ ﺍﻟﻌﻤﺎﻝ ﻭﲢﻘﻴﻖ‬‫ﻣﺴﺘﻮﻯ ﻣﻦ ﺍﻟﺮﺿﺎ ﻳﺪﻓﻌﻬﻢ ﺇﱃ ﺑﺬﻝ ﺟﻬﻮﺩ ﻣﻌﺘﱪﺓ ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺭﺑﻂ ﻫﺬﻩ ﺍﳌﻜﺎﻓﺂﺕ ﲟﺴﺘﻮﻯ ﺃﺩﺍﺀ‬
‫ﺍﻷﻓﺮﺍﺩ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﳉﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ‪ ،‬ﺫﻟﻚ ﺃﻥ ﺍﻟﻌﺪﺍﻟﺔ ﰲ ﻣﻨﺢ ﺍﳊﻮﺍﻓﺰ ﻭﺍﳌﻜﺎﻓﺂﺕ‬
‫ﻳﻌﺘﱪ ﻃﺮﻳﻘﺔ ﻟﺘﺸﺠﻴﻊ ﺍﻟﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﻋﻠﻰ ﺗﻘﺪﱘ ﺃﺩﺍﺀ ﻣﺮﺽ ﺃﻭ ﻭﺳﻴﻠﺔ ﻟﺘﺤﻔﻴﺰ ﺍﻟﻌﻤﺎﻝ ﻏﲑ ﺍ‪‬ﺘﻬﺪﻳﻦ‬
‫ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻤﻠﻴﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ﳌﺎ ﳍﺎ ﻣﻦ ﺃﳘﻴﺔ ﰲ ﻧﻘﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﻦ ﻭﺇﱃ ﺍﻹﺩﺍﺭﺓ – ﺍﺗﺼﺎﻝ‬‫ﺻﺎﻋﺪ ‪ ،‬ﻧﺎﺯﻝ ‪ ،‬ﺃﻓﻘﻲ – ﻭﺗﻘﺪﱘ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻜﺎﻓﻴﺔ ﻭﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻋﻦ ﺍﻷﺩﺍﺀ ﻭﺗﺼﺤﻴﺢ ﺍﻷﺧﻄﺎﺀ‬
‫ ﺗﻐﻴﲑ ﺳﻴﺎﺳﺔ ﺍﻟﺘﻮﻇﻴﻒ ﰲ ﺍﳌﺆﺳﺴﺔ ﺫﻟﻚ ﺃﻥ ﺍﺳﺘﻤﺮﺍﺭ ﺗﻮﻇﻴﻒ ﺍﻟﻌﺎﻣﻠﲔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﻼﻗﺎﺕ‬‫ﺍﻟﺸﺨﺼﻴﺔ ﻣﻦ ﺷﺄﻧﻪ ﺇﺣﺪﺍﺙ ﺍﻫﺘﺰﺍﺯﺍﺕ ﰲ ﻗﻴﻢ ﺍﻷﻓﺮﺍﺩ ﻭﻋﺪﻡ ﺭﺿﺎﻫﻢ ﻋﻦ ﺍﳌﺆﺳﺴﺔ ‪.‬‬
‫ ﺗﻐﻴﲑ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺘﺮﻗﻴﺔ ﻭ ﺍﻋﺘﻤﺎﺩ ﻣﺒﺪﺃ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻷﻫﻠﻴﺔ ﰲ ﺫﻟﻚ ‪ ،‬ﻭﺍﻟﺬﻱ ﳝﻜﻦ‬‫ﻣﻦ ﺇﻗﺘﻨﺎﻉ ﺍﻟﻌﺎﻣﻠﲔ ﺑﻀﺮﻭﺭﺓ ﺑﺬﻝ ﻗﺼﺎﺭﻯ ﺍﳉﻬﻮﺩ ﻭﺍﻟﺘﻔﺎﱐ ﰲ ﺍﻟﻌﻤﻞ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻨﺼﺐ ﺃﻋﻠﻰ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻋﺘﻘﺎﺩ ﺍﻟﻘﺎﺩﺓ ﰲ ﺍﳌﺆﺳﺴﺔ ﺑﺄﳘﻴﺔ ﻗﻴﻤﺔ ﺍﻟﻘﺪﻭﺓ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ﺫﻟﻚ ﺃﻥ ﺍﻟﻘﺎﺋﺪ ﻫﻮ ﳏﻞ‬‫ﻗﺪﻭﺓ ﻟﺪﻯ ﻣﺮﺅﻭﺳﻴﻪ ﳑﺎ ﻳﺆﺛﺮ ﻋﻠﻰ ﺳﻠﻮﻛﺎ‪‬ﻢ ﺳﻠﺒﺎ ﺃﻭ ﺇﳚﺎﺑﺎ ﺇﺫﺍ ﻓﻬﻮ ﻣﻄﺎﻟﺐ ﺑﺘﻘﺪﱘ ﺍﳌﺜﺎﻝ ﺍﳊﺴﻦ ﳌﺎ‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻋﻠﻴﻪ ﺍﻟﻘﺎﺋﺪ ﻣﻦ ﺍﻧﻀﺒﺎﻁ ﰲ ﺍﳌﻮﺍﻋﻴﺪ ﻭﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺣﺴﻦ ﺍﺳﺘﻐﻼﻝ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ‬
‫ﺃﻣﺜﻞ ﻣﺎ ﳝﻜﻦ ﻟﻠﻮﺻﻮﻝ ‪‬ﻢ ﺇﱃ ﺃﻓﻀﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺇﺿﺎﻓﺔ ﺇﱃ ﺿﺮﻭﺭﺓ ﲢﻮﻳﻞ ﺍﻟﺸﻌﺎﺭﺍﺕ ﻭﺍﻟﻘﻴﻢ ﺍﳌﻌﻠﻨﺔ ﺇﱃ‬
‫ﳑﺎﺭﺳﺎﺕ ﻓﻌﻠﻴﺔ ﺫﻟﻚ ﺃﻥ ﳑﺎﺭﺳﺎﺕ ﻭﺳﻠﻮﻛﺎﺕ ﺍﳌﺴﺆﻭﻟﲔ ﺗﻌﺘﱪ ﺃﺣﺴﻦ ﺩﺍﻓﻊ ﻟﻸﻓﺮﺍﺩ ﻟﺘﻨﻔﻴﺬ ﻣﺎ ﻫﻮ‬
‫ﻣﻄﻠﻮﺏ ﻣﻨﻬﻢ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﺳﺘﻔﺎﺩﺓ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﳉﺎﻣﻌﻴﺔ ﺧﺎﺻﺔ ﲝﻮﺙ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ )‬‫ﻣﺎﺟﺴﺘﲑ ‪ ،‬ﺩﻛﺘﻮﺭﺍﻩ ( ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺇﺷﺮﺍﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻭ ﺭﺳﻢ ﺍﻟﺴﻴﺎﺳﺎﺕ‬‫ﻭﺍﻟﺘﻮﺟﻬﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﳑﺎ ﻳﺪﻋﻢ ﻣﻦ ﻗﻴﻢ ﺍﻻﻋﺘﺮﺍﻑ ﻭﺍﻟﺘﻘﺪﻳﺮ ﻟﻠﻌﺎﻣﻞ ﻭﻳﺰﻳﺪ ﻣﻦ ﺍﻟﺸﻌﻮﺭ‬
‫ﺑﺎﻻﻧﺘﻤﺎﺀ ﻭﺍﻟﻮﻻﺀ ﻟﻠﻤﺆﺳﺴﺔ ﻭﻳﻘﻮﻱ ﻣﻦ ﺩﺍﻓﻌﻴﺔ ﺍﻷﻓﺮﺍﺩ ﻟﻸﺩﺍﺀ ‪.‬‬
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‫ ﻧﻘﺘﺮﺡ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﺗﻐﻴﲑ ﺗﺴﻤﻴﺔ ﻗﺴﻢ ﺍﳌﺴﺘﺨﺪﻣﲔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﺑﺸﺆﻭﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬‫ﺇﱃ ﻗﺴﻢ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﻫﺬﻩ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻧﻘﺘﺮﺡ ﻋﻠﻰ ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺍﻟﻮﺻﻴﺔ ﺗﺄﻫﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫ﻟﻠﻤﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﻐﻴﺔ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻹﺩﺧﺎﻝ ﺃﻧﻈﻤﺔ ﺗﺴﻴﲑ ﺣﺪﻳﺜﺔ ﺗﺘﻼﺀﻡ ﻭﻗﻴﻢ ﺍﻟﻌﺎﻣﻞ ﻭﺍﳌﺆﺳﺴﺔ‬
‫ﺍﳉﺰﺍﺋﺮﻳﺔ ﻭﻣﻦ ﻫﺬﻩ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫ ﺗﻘﺘﺮﺡ ﻋﻠﻰ ﻭﺯﺍﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺃﻥ ﺗﻀﻊ ﺁﻟﻴﺎﺕ‬‫ﻭﺗﻮﺟﻴﻬﺎﺕ ﻟﺘﺄﻫﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﻦ ﺍﻟﺮﻛﺎﺋﺰ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﺠﺎﺡ ﺃﻭ‬
‫ﻓﺸﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪.‬‬
‫– ﻧﻘﺘﺮﺡ ﻛﺬﻟﻚ ﻋﻠﻰ ﻭﺯﺍﺭﺓ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻭﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺗﻮﺛﻴﻖ‬
‫ﺍﻟﺼﻠﺔ ﺑﻮﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺑﻐﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﱪﺍﺕ ﻭﻣﻌﺎﺭﻑ ﺍﻷﺳﺎﺗﺬﺓ‬
‫ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎﺎﻝ ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻋﻠﻢ ﺍﺟﺘﻤﺎﻉ ﺍﳌﻨﻈﻤﺎﺕ ﻣﻦ‬
‫ﺧﻼﻝ ﺇﻗﺎﻣﺔ ﻣﻠﺘﻘﻴﺎﺕ ﻭﻧﺪﻭﺍﺕ ﻭﺩﻭﺭﺍﺕ ﺗﻜﻮﻳﻨﻴﺔ ﻳﺸﺮﻑ ﻋﻠﻴﻬﺎ ﻫﺆﻻﺀ ﺍﳌﺘﺨﺼﺼﲔ ﻟﺼﺎﱀ ﺇﻃﺎﺭﺍﺕ‬
‫ﻭﻣﺴﲑﻱ ﻭﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪.‬‬
‫ﺍﳌﻄﻠﺐ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﺍﻟﺘﻮﺻﻴﺎﺕ ‪:‬‬
‫ﺑﻌﺪ ﺇﳒﺎﺯ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺣﻮﻝ ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﺭﺗﺄﻳﻨﺎ ﺃﻥ ﻧﻮﺭﺩ‬
‫ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﻃﻠﺒﺔ ﻛﻠﻴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﺘﺴﻴﲑ ﻭﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﲟﻮﺍﺿﻴﻊ‬‫ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﱵ ﺗﻌﺘﱪ ﻣﻮﺿﻮﻉ ﺍﻟﻘﻴﻢ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻣﻮﺿﻮﻋﺎ ﳏﻮﺭﻳﺎ ﰲ ﻫﺬﻩ‬
‫ﺍﻟﻌﻠﻮﻡ ﻭﻣﺎ ﻟﻠﺜﻘﺎﻓﺔ ﻣﻦ ﺗﺄﺛﲑ ﺟﻮﻫﺮﻱ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻭﺃﻥ ﻣﺸﻜﻠﺔ ﺍﻟﺘﺴﻴﲑ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺑﺸﻜﻞ ﺭﺋﻴﺲ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺸﺮﻓﲔ ﻋﻠﻰ ﻛﻠﻴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﻭﺍﻟﺘﺴﻴﲑ ﺑﺎﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺭﺷﺎﺩ ﺍﻟﻼﺯﻣﲔ‬‫ﻟﻠﻄﻠﺒﺔ ﺑﻐﻴﺔ ﻣﺴﺎﳘﺘﻬﻢ ﰲ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ ‪.‬‬
‫ ﺿﺮﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﳉﺎﻣﻌﺔ ﻭﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺑﺘﺤﺴﲔ ﻇﺮﻭﻑ ﺍﻟﻄﺎﻟﺐ ﺧﺼﻮﺻﺎ ﻃﻠﺒﺔ‬‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﲤﻜﻴﻨﻬﻢ ﻣﺎﺩﻳﺎ ﺑﺮﻓﻊ ﺍﳌﻨﺤﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻛﺬﻟﻚ ﺗﻮﻓﲑ ﺍﳌﺮﺍﺟﻊ ﻭﺍﻟﻜﺘﺐ ﺍﳌﺘﺨﺼﺼﺔ ﰲ‬
‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺧﺎﺻﺔ ﻭﺗﻮﻓﲑ ﺍﻟﻔﺮﺻﺔ ﳍﻢ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻣﺮﺍﻛﺰ ﻭﳐﺎﺑﺮ ﺍﻟﺒﺤﺚ ﺍﳌﺘﻮﺍﺟﺪﺓ ﻋﱪ‬
‫ﳐﺘﻠﻒ ﺍﳉﺎﻣﻌﺎﺕ ‪.‬‬
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‫ ﻧﻮﺻﻲ ﺍ‪‬ﺘﻤﻊ ﺍﳉﺰﺍﺋﺮﻱ ﻋﺎﻣﺔ ﺑﻀﺮﻭﺭﺓ ﺍﻟﻌﻮﺩﺓ ﺇﱃ ﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﻣﻴﺔ ﻭﺍﻷﺧﻼﻕ ﺍﻟﺮﻓﻴﻌﺔ ﺍﻟﱵ‬‫ﺟﺎﺀﺕ ‪‬ﺎ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﻌﺼﻤﺎﺀ ﻭﺍﻟﻨﻬﻞ ﻣﻦ ﻣﻌﻴﻨﻬﺎ ﺍﻟﺼﺎﰲ ﺑﻐﻴﺔ ﺍﻟﺘﻤﻜﻦ ﻣﻦ ﺇﻧﺸﺎﺀ ﺟﻴﻞ ﳛﻤﻞ ﻫﻢ ﺍﻟﻨﻬﻀﺔ‬
‫ﻋﻠﻰ ﻛﻮﺍﻫﻠﻪ ﺑﻐﻴﺔ ﺍﻟﻠﺤﺎﻕ ﺑﺮﻛﺐ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳌﺘﻘﺪﻣﺔ – ﳒﺪ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻴﺎﺑﺎﱐ ﳜﻠﺺ ﻋﻤﻠﻪ ﺇﺭﺿﺎﺀﺍ‬
‫ﻟﻺﻟﻪ ﺑﻮﺫﺍ ‪. -‬‬
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‫ﺧــــــــــــــــــــــــــــــﺎﺗﻤﺔ ﻋـــﺎﻣﺔ‬
‫ﺧـﺎﲤﺔ ﻋﺎﻣـﺔ‪:‬‬
‫ﻟﻘﺪ ﺗﺒﲔ ﻣﻦ ﺧﻼﻝ ﲝﺜﻨﺎ ﻫﺬﺍ ﰲ ﺟﺎﻧﺒﻴﻪ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺘﻄﺒﻴﻘﻲ ﺃﻥ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﻌﺘﱪ ﻣﻦ ﺃﻫﻢ‬
‫ﻣﻜﻮﻧﺎﺕ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﻨﻈﻤﺔ ﻭﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﺸﻜﻞ ﺩﺍﻓﻌﺎ ﻣﻬﻤﺎ‬
‫ﳓﻮ ﺍﻹﳒﺎﺯ‪ ،‬ﺃﻱ ﺃ‪‬ﺎ ﻣﻦ ﺃﻫﻢ ﳏﺪﺩﺍﺕ ﳒﺎﺡ ﺃﻭ ﻓﺸﻞ ﻣﻨﻈﻤﺎﺕ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻟﱵ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﻜﻮﻥ –‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ – ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ ﲤﻜﻦ ﺍﳌﻨﻈﻤﺔ ﻣﻦ ﲢﻘﻴﻖ ﻣﺮﻛﺰ ﺗﻨﺎﻓﺴﻲ ﻗﻮﻱ ﻭﺣﺼﺔ ﺳﻮﻗﻴﺔ‬
‫ﻣﻌﺘﱪﺓ؛ﻭﻳﺘﺄﺗﻰ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻛﻔﺎﺀﺓ ﻭﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﺬﻱ ﻳﺘﺤﺪﺩ ﻣﻦ ﺧﻼﻝ ﻣﺪﻯ ﺇﳚﺎﺑﻴﺔ‬
‫ﻭﻗﻮﺓ ﻣﺎ ﳛﻤﻠﻪ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﻗﻴﻢ ﻭﻣﻌﺘﻘﺪﺍﺕ ﻭﺗﻘﺎﻟﻴﺪ ﻭﺃﻋﺮﺍﻑ ﻭﺍﻟﱵ ﺗﺴﺎﻫﻢ ﺑﺸﻜﻞ ﻓﻌﺎﻝ ﰲ‬
‫ﲢﻘﻴﻖ ﺍﻧﺪﻣﺎﺝ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻧﺘﻤﺎﺋﻬﻢ ﳌﻨﻈﻤﺘﻬﻢ ﳑﺎ ﳜﻠﻖ ﻟﺪﻳﻬﻢ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻮﻻﺀ ﻭﺍﻹﺧﻼﺹ ﰲ ﲢﻘﻴﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ ﻟﻜﻞ ﻓﺮﺩ ﻭﻣﻨﻪ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ؛ ﻓﻠﻘﺪ ﺗﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻈﺮﻱ‬
‫ﳍﺬﺍ ﺍﻟﺒﺤﺚ ﺃﻥ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﻨﺎﺟﺤﺔ ﺗﻮﱄ ﺍﻫﺘﻤﺎﻣﺎ ﺑﺎﻟﻐﺎ ﻟﻠﻤﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ﻭ ﺍﻋﺘﺒﺎﺭﻩ ﻣﺼﺪﺭﺍ ﻟﻠﻨﺠﺎﺡ‬
‫ﻭﺍﻟﺘﻤﻴﺰ ﻭ ﺍﻹﺑﺪﺍﻉ ﻓﺄﺗﺎﺣﺖ ﻟﻪ ﺣﺮﻳﺔ ﺍﳌﺒﺎﺩﺭﺓ ﻭ ﺍﻹﺑﺪﺍﻉ ﻭﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭﺗﻮﻓﲑ ﻣﻨﺎﺥ ﺗﻨﻈﻴﻤﻲ ﻳﺘﻤﻴﺰ‬
‫ﺑﺎﻻﺳﺘﻘﻼﻟﻴﺔ ﰲ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﻭ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻣﻦ ﺧﻼﻝ ﺍﻋﺘﻤﺎﺩ ﻫﻴﻜﻠﺔ ﺗﻨﻈﻴﻤﻴﺔ ﺑﺴﻴﻄﺔ‬
‫ﺗﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺗﺪﻓﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻮﻓﲑ ﻣﻨﻈﻮﻣﺔ ﻣﻦ ﺍﳊﻮﺍﻓﺰ ﻭ ﺍﳌﻜﺎﻓﺂﺕ ﺍﻟﱵ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ‬
‫ﺗﺪﻓﻊ ﺍﻟﻌﺎﻣﻞ ﺇﱃ ﺑﺬﻝ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﳉﻬﻮﺩ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻋﻤﻠﻪ ﻭ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﻛﻜﻞ ‪.‬‬
‫ﻓﻴﻤﺎ ﺍﺗﻀﺢ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ ﳍﺬﺍ ﺍﻟﺒﺤﺚ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺘﻤﺘﻊ‬
‫ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻘﻮﻣﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﺗﺸﻜﻞ ﻧﻘﻄﺔ ﻗﻮﺓ ﻟﻠﻤﺆﺳﺴﺔ ﻣﺜﻞ‪ :‬ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻭﺭﻭﺡ‬
‫ﺍﻟﻔﺮﻳﻖ‪ ،‬ﺍﻟﺘﻌﺎﻭﻥ ﻭ ﺍﻟﺘﻔﺎﻫﻢ ﺍﻟﺴﺎﺋﺪ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭ ﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ؛ ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ‬
‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻤﺎﺭﺳﺎﺕ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ ﺗﻌﺘﱪ ﻣﻌﻮﻗﺎ ﺃﺳﺎﺳﻴﺎ ﳓﻮ ﲢﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﻭ ﺍﻟﺘﻔﻮﻕ ﻣﺜﻞ‪:‬ﻋﺪﻡ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻋﺪﻡ ﺗﻮﻓﲑ ﺟﻮ ﻟﻺﺑﺪﺍﻉ ﻭ ﺍﻟﺘﻔﻜﲑ ﰲ ﻃﺮﻕ ﻋﻤﻞ ﺟﺪﻳﺪﺓ‪ ،‬ﻋﺪﻡ ﺗﻮﻓﲑ‬
‫ﳎﺎﻝ ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭ ﺍﳋﻄﺄ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻋﺪﻡ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﻭ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳛﻤﻞ ﺍﻟﻌﺎﻣﻞ ﺟﺰﺀﺍ ﻣﻦ ﻣﺴﺆﻭﻟﻴﺔ ﺗﻨﻔﻴﺬ ﺗﻠﻚ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﻭﳚﻌﻠﻪ ﻣﺘﺤﻤﺴﺎ ﻟﺬﻟﻚ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﲢﻔﻴﺰ ﻟﻠﻌﺎﻣﻠﲔ ﲟﺎ ﻳﻀﻤﻦ ﻭﻻﺋﻬﻢ ﻭ ﺇﺧﻼﺻﻬﻢ ﰲ‬
‫ﺧﺪﻣﺔ ﺍﳌﺆﺳﺴﺔ؛ ﻛﻞ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺗﻌﺘﱪ ﻋﺎﺋﻘﺎ ﺭﺋﻴﺴﺎ ﰲ ﻭﺟﻪ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ‬
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‫ﺧــــــــــــــــــــــــــــــﺎﺗﻤﺔ ﻋـــﺎﻣﺔ‬
‫ﺭﻏﻢ ﺣﺼﻮﻝ ﺍﻟﺸﺮﻛﺔ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ﺍﳌﻄﺎﺑﻘﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪ ISO 9001‬ﻭﺳﻌﻴﻬﺎ ﳓﻮ ﺗﻄﺒﻴﻖ ﻧﻈﺎﻡ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ‬
‫ﺍﻟﺸﺎﻣﻠﺔ ﻭ ﺍﻟﱵ ﺗﺮﻛﺰ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﲤﺘﻊ ﺍﻟﺸﺮﻛﺔ ﺑﺜﻘﺎﻓﺔ ﺍﻹﺗﻘﺎﻥ ﻭ ﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ‪.‬‬
‫ﻭﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﻧﻮﺩ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻨﺼﺮ ﺍﻟﺒﺸﺮﻱ ﻭ ‪‬ﻴﺌﺔ ﺑﻴﺌﺔ‬
‫ﺗﻨﻈﻴﻤﻴﺔ ﲤﻜﻨﻪ ﻣﻦ ﺇﻃﻼﻕ ﻗﺪﺭﺍﺗﻪ ﻭ ﻣﻬﺎﺭﺍﺗﻪ ﺍﻟﺘﻔﻜﲑﻳﺔ ﻭ ﺍﻹﺑﺪﺍﻋﻴﺔ‪ ،‬ﻭﻛﺬﺍ ﺇﺷﺮﺍﻛﻪ ﰲ ﺍﻟﺘﺴﻴﲑ‬
‫ﻭﺍﺳﺘﺸﺎﺭﺗﻪ ﳑﺎ ﻳﺸﻌﺮﻩ ﺑﺄﻧﻪ ﺭﻗﻢ ﻣﻬﻢ ﰲ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﻳﺪﻋﻢ ﻣﻦ ﻭﻻﺋﻪ ﻭ ﺇﺧﻼﺻﻪ ﰲ ﺃﺩﺍﺀ ﻋﻤﻠﻪ‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﲢﻔﻴﺰﻩ ﻭ ﻣﻜﺎﻓﺄﺗﻪ ﺣﺴﺐ ﺟﻬﺪﻩ؛ ﻧﺆﻛﺪ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﲡﺎﻭﺯ ﺍﳊﻮﺍﺟﺰ ﺍﻟﻨﻔﺴﻴﺔ ﺑﲔ ﺍﻟﺮﺅﺳﺎﺀ‬
‫ﻭ ﺍﳌﺮﺅﻭﺳﲔ ﻭ ﻧﺸﺮ ﺟﻮ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺑﺪﻻ ﻣﻦ ﺍﻻﻛﺘﻔﺎﺀ ﺑﺬﻛﺮ ﺇﳚﺎﺑﻴﺎﺕ ﻭﺳﻠﺒﻴﺎﺕ‬
‫ﺍﳌﻮﺿﻮﻉ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻓﻘﻂ؛ ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻧﻮﺻﻲ ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﻮﺻﻴﺔ ﺑﻀﺮﻭﺭﺓ ﺗﺄﻫﻴﻞ ﺍﻟﺜﻘﺎﻓﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﻦ ﺃﻫﻢ ﻣﺆﺷﺮﺍﺕ ﺍﻟﻨﺠﺎﺡ ﻭ ﺍﻟﺘﻔﻮﻕ ﻛﻤﺎ ﺗﺒﲔ ﺫﻟﻚ ﻣﻦ‬
‫ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺩﺭﺍﺳﺘﻨﺎ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻭ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪.‬‬
‫ﻭﰲ ﺍﻷﺧﲑ ﻳﻜﻤﻦ ﺃﻥ ﻧﺸﲑ ﺇﱃ ﺃﻥ ﲝﺜﻨﺎ ﻫﺬﺍ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﺮﺣﻠﺔ ﲤﻬﻴﺪﻳﺔ ﳌﻮﺍﺿﻴﻊ ﲝﺚ‬
‫ﻣﺴﺘﻘﺒﻠﻴﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﺴﻴﲑ ﻭﺍﻻﻗﺘﺼﺎﺩ ﺧﺎﺻﺔ ﻣﺸﺎﺭﻳﻊ ﲝﺚ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻟﺬﻟﻚ ﻧﻮﺩ ﺍﻹﺷﺎﺭﺓ ﺇﱃ‬
‫ﺁﻓﺎﻕ ﺃﺧﺮﻯ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻜﻤﻠﺔ ﳌﺎ ﺟﺎﺀ ﻓﻴﻬﺎ‪ ،‬ﻭﺇﺷﻜﺎﻟﻴﺎﺕ ﺟﺪﻳﺪﺓ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﳏﺎﻭﺭ ﻟﺒﺤﻮﺙ‬
‫ﻗﺎﺩﻣﺔ ﻧﻮﺭﺩﻫﺎ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺗﺄﺛﲑ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬‫ﺍﳋﻠﻔﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﻘﻴﺎﺩﺓ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ‪.‬‬‫ﺗﺄﺛﲑ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬‫‪-‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺍﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
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‫ﻣﻠﺤﻖ ﺭﻗﻢ ) ‪ ( 02‬ﳕﻮﺫﺝ ﻫﺎﺭﻳﺴﻮﻥ ﻭ ﺳﺘﻮﻛﺮ ﻟﻘﻴﺎﺱ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‬
‫ﺍﳌﻌﻴﺎﺭ‬
‫ﺍﳊﺎﱄ‬
‫ﺍﳋﻴﺎﺭﺍﺕ ﺍﳌﺘﺎﺣﺔ‬
‫ﺍﳌﺴﺘﻘﺒﻠﻲ‬
‫ ﻳﺘﻮﻗــﻊ ﻣــﻦ ‪ -‬ﻟﺘﻠﺒﻴﺔ ﺍﺣﺘﻴﺎﺟـﺎﺕ ﻭﻣﺘﻄﻠﺒـﺎﺕ ﺭﺅﺳـﺎﺋﻬﻢ‬‫ﺃﻋﻀﺎﺀ ﺍﳌﺆﺳﺴﺔ ﺃﻥ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‪.‬‬
‫ ﻟﺘﺄﺩﻳﺔ ﻭﺍﺟﺒﺎ‪‬ﻢ ﺍﻟﻮﻇﻴﻔﻴﺔ ﰲ ﺿﻮﺀ ﺍﻟﺴﻴﺎﺳﺎﺕ‬‫ﻳﻌﻄﻮﺍ ﺍﻷﻭﻟﻮﻳﺔ‬
‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‪.‬‬
‫ ﻟﺘﻠﺒﻴﺔ ﲢﺪﻳﺎﺕ ﺍﳌﻬﻤﺔ ﻭﺇﳚﺎﺩ ﺃﻓﻀﻞ ﺍﻟﻄـﺮﻕ‬‫ﻟﺘﺄﺩﻳﺘﻬﺎ‪.‬‬
‫ ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﳊﻞ ﻣﺸﻜﻼﺕ ﺍﻟﻌﻤـﻞ‬‫ﻭﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻤﻴﺰﻭﻥ ‪ -‬ﺍﻟﺬﻳﻦ ﻳﻌﺮﻓﻮﻥ ﻛﻴﻒ ﻳﺮﺿﻮﻥ ﺭﺅﺳﺎﺋﻬﻢ‪.‬‬‫ﰲ ﺍﳌﺆﺳﺴﺔ ﻫﻢ‪ - :‬ﺍﻟﺬﻳﻦ ﻳﻠﺘﺰﻣﻮﻥ ﺑﺎﻟﻘﻮﺍﻧﲔ ﻭﺍﻷﻧﻈﻤـﺔ ﻭﺃﺩﺍﺀ‬
‫ﺍﻟﻌﻤﻞ ﺍﻟﺼﺤﻴﺢ‪.‬‬
‫ ﺃﺻﺤﺎﺏ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﻌﻤﻠﻴـﺔ‬‫ﻭﺍﻹﻧﺘﺎﺟﻴﺔ‪.‬‬
‫ ﺍﻟﺬﻳﻦ ﻳﺒﻨﻮﻥ ﻋﻼﻗﺎﺕ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‪.‬‬‫ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻌﺎﻣﻞ ‪ -‬ﻛﺄﺩﻭﺍﺕ ﺃﻭ ﺃﻳﺪﻱ ﺗﺴﺘﺨﺪﻡ ﻃﺎﻗﺎ‪‬ﻢ ﻭﺃﻭﻗﺎ‪‬ﻢ‬‫ﻣــﻊ ﺃﻓﺮﺍﺩﻫــﺎ ﻟﺼﺎﱀ ﺍﻹﺩﺍﺭﺓ‪.‬‬
‫ ﻛﻤﻮﻇﻔﲔ ﻣﺘﻌﺎﻗﺪﻳﻦ ﻷﺩﺍﺀ ﻋﻤﻞ ﳏﺪﺩ ﻭﺑﺄﺟﺮ‬‫ﺑﺸﻜﻞ‪:‬‬
‫ﻣﻌﲔ‪.‬‬
‫ ﻛﺸﺮﻛﺎﺀ ﻣﻠﺘﺰﻣﲔ ﺑﺈﳒﺎﺯ ﻫﺪﻑ ﻣﺸﺘﺮﻙ‪.‬‬‫ ﻛﻌﺎﺋﻠﺔ ﺃﻭ ﳎﻤﻮﻋﺔ ﺃﺻﺪﻗﺎﺀ ﻳﺮﻏﺒﻮﻥ ﰲ ﺍﻟﻌﻤﻞ‬‫ﺳﻮﻳﺔ‪.‬‬
‫ﺍﻷﻓﺮﺍﺩ ﻳﺪﺍﺭﻭﻥ ﺃﻭ ‪ -‬ﺃﻓﺮﺍﺩ ﳝﻠﻜﻮﻥ ﺳﻠﻄﺔ ﺍﻟﺜﻮﺍﺏ ﻭﺍﻟﻌﻘﺎﺏ‪.‬‬
‫ﻳﻮﺟﻬﻮﻥ ﺑﻮﺍﺳﻄﺔ‪ - :‬ﺃﻧﻈﻤﺔ ﻋﻤﻞ ﻭﻗﻮﺍﻋﺪ ﻭﺇﺟـﺮﺍﺀﺍﺕ ﺗﻮﺿـﺢ‬
‫ﺍﳊﻘﻮﻕ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ‪.‬‬
‫ ﺍﻻﻟﺘﺰﺍﻡ ﺍﻟﺬﺍﰐ ﲡﺎﻩ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪.‬‬‫‪161‬‬
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‫ ﺑﺎﻟﺮﻏﺒﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻘﺒﻮﳍﻢ ﻛﺄﺣﺪ ﺃﻓﺮﺍﺩ ﻓﺮﻳﻖ‬‫ﺍﻟﻌﻤﻞ‪.‬‬
‫ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪-‬‬
‫ﺩﺍﺧﻞ ﺍﳌﺆﺳـﺴﺔ‬
‫‬‫ﺗﺘﻢ‪:‬‬
‫ﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﻭﺍﻷﻭﺍﻣﺮ ﻭﺇﻋﻄﺎﺀ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻣﻦ‬
‫ﺃﻋﻠﻰ ﻷﺳﻔﻞ‪.‬‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻘﻨﻮﺍﺕ ﺍﻟﺮﲰﻴﺔ ﰲ ﺿـﻮﺀ‬
‫ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﳌﻌﺘﻤﺪﺓ‪.‬‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻷﻓﺮﺍﺩ ﺍﳌﻌﻨﻴﲔ ﻣﺒﺎﺷﺮﺓ ﰲ ﻣﻮﻗـﻊ‬
‫ﺍﻟﻌﻤﻞ‬
‫ﺑﺎﻹﲨﺎﻉ ﻭﻣﻦ ﺧﻼﻝ ﺍﺗﺒﺎﻉ ﺍﻟﻨﻘﺎﺵ ﻭﻗﺒـﻮﻝ‬
‫ﺍﳉﻤﻴﻊ‪.‬‬
‫ﺍﳌﻬــﺎﻡ ﺍﳌﻮﻛﻠــﺔ ‪-‬‬
‫ﻟﻸﻓﺮﺍﺩ ﺗﻘﻮﻡ ﻋﻠﻰ‬
‫‬‫ﺃﺳﺎﺱ‪:‬‬
‫ﺗﻘﺪﻳﺮﺍﺕ ﻭﻗﻴﻢ ﻭﺭﻏﺒﺎﺕ ﺻﺎﺣﺐ ﺍﻟـﺴﻠﻄﺔ‬
‫ﻭﺍﻟﻨﻔﻮﺫ‪.‬‬
‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﻭﺧﻄـﻂ ﺍﳌﺆﺳـﺴﺔ ﻭﻗﻮﺍﻋـﺪ‬
‫ﺍﻷﻧﻈﻤﺔ‬
‫ﲟﻄﺎﺑﻘﺔ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻬﻤـﺔ ﻣـﻊ ﺭﻏﺒـﺎﺕ‬
‫ﻭﻗﺪﺭﺍﺕ ﺍﻷﻓﺮﺍﺩ‬
‫ﺍﻟﺘﻔﻀﻴﻞ ﺍﻟﺸﺨﺼﻲ ﻟﻠﻌـﺎﻣﻠﲔ ﻭﺣﺎﺟـﺎ‪‬ﻢ‬
‫ﻟﻠﻨﻤﻮ ﻭﺍﻟﺘﻄﻮﺭ‬
‫‬‫‪-‬‬
‫‬‫‪-‬‬
‫ﻳﺘﻮﻗﻊ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ‪ -‬ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﳎﺘﻬﺪﻳﻦ ﻣﻠﺘﺰﻣﲔ ﻃﺎﺋﻌﲔ ﻣﻮﺍﻟﲔ‬
‫ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ‬
‫ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬
‫ ﻛﻮﻧﻮﺍ ﺫﺍﺗﻴﻲ ﺍﻻﻧﺪﻓﺎﻉ ﻭﺍﻟﺮﻏﺒﺔ ﰲ ﺍﳌﺒـﺎﺩﺭﺓ‬‫ﻭﺍﻟﺘﺤﺪﻱ‪.‬‬
‫ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﺃﻋﻀﺎﺀ ﻓﺮﻳـﻖ ﻋﻤـﻞ ﺟﻴـﺪﻳﻦ‬‫ﻭﻣﺘﻌﺎﻭﻧﲔ‪.‬‬
‫ﻳﺘﻮﻗﻊ ﻣﻦ ﺍﳌﺪﻳﺮﻳﻦ ‪ -‬ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﺃﻗﻮﻳﺎﺀ ﻭﺣﺎﺯﻣﲔ ﻭﺟﺎﺯﻣﲔ ﻭﻟﻜﻦ‬
‫ﺑﻌﺪﺍﻟﺔ‪.‬‬
‫ﻭﺍﳌـــﺸﺮﻓﲔ ﰲ‬
‫ ﺃﻥ ﳝﺎﺭﺳﻮﺍ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﻭﻗﺒﻮﻝ ﺁﺭﺍﺀ ﺍﻵﺧﺮﻳﻦ‬‫ﺍﳌﺆﺳﺴﺔ‪:‬‬
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‫ ﺃﻥ ﻳﺪﻋﻤﻮﺍ ﻭﻳﺴﺘﺠﻴﺒﻮﺍ ﻻﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﻌﺎﻣﻠﲔ‬‫ﻣﻌﻬﻢ‬
‫ﻣﻦ ﺍﻟـﺸﺮﻋﻴﺔ ﺃﻥ ‪-‬‬
‫ﲣﱪ ﺍﻵﺧﺮ ﲟـﺎﺫﺍ ‪-‬‬
‫‬‫ﻳﻌﻤﻞ ﻋﻨﺪﻣﺎ‪:‬‬
‫ﲤﺘﻠﻚ ﺍﻟﺴﻠﻄﺔ ﻭﺍﻟﺘﺄﺛﲑ ﰲ ﺍﳌﺆﺳﺴﺔ‬
‫ﺗﻜﻮﻥ ﺟﺰﺀﺍ ﻣﻦ ﺍﻟﺘﻮﺻﻴﻒ ﺍﻟﻮﻇﻴﻔﻲ ﳌﻬﻤﺘﻚ‬
‫ﲤﺘﻠﻚ ﺧﱪﺓ ﻭﺍﺳﻌﺔ ﻭﻣﻌﺮﻓﺔ ﻛﺒﲑﺓ ﺗﺮﺷﺪ ‪‬ﺎ‬
‫ﺍﻵﺧﺮﻳﻦ‬
‫ﻳﺴﺄﻝ ﺍﻵﺧﺮﻭﻥ ﻭﻳﺒﺤﺜﻮﻥ ﻋـﻦ ﺍﻟﻨـﺼﻴﺤﺔ‬
‫ﻭﺍﳌﺸﻮﺭﺓ‬
‫ﺍﻟﺪﺍﻓﻌﻴﺔ ﳓﻮ ﺍﻟﻌﻤﻞ ‪-‬‬
‫ﻧﺘﻴﺠﺔ ﻃﺒﻴﻌﻴﺔ‪:‬‬
‫‬‫‪-‬‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺜﻮﺍﺏ ﺃﻭ ﺍﳋـﻮﻑ ﻣـﻦ‬
‫ﺍﻟﻌﻘﺎﺏ ﺃﻭ ﺍﻟﻮﻻﺀ‪.‬‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺮﺍﺗﺐ ﻭﺍﳌﻜﺎﻓﺂﺕ‪.‬‬
‫ﻟﻠﺮﻏﺒﺔ ﺍﻟﻘﻮﻳﺔ ﰲ ﺍﻹﳒﺎﺯ ﻭﺍﻹﺑﺪﺍﻉ ﻭﺍﳌﺸﺎﺭﻛﺔ‬
‫ﰲ ﺍﻟﻨﺠﺎﺡ‬
‫ﳌﺴﺎﻋﺪﺓ ﺍﻵﺧﺮﻳﻦ ﻭﺇﳚﺎﺩ ﻋﻼﻗﺎﺕ ﺗﻌـﺎﻭﻥ‬
‫ﻣﻌﻬﻢ‪.‬‬
‫ـﲔ ‪-‬‬
‫ـﺎﺕ ﺑـ‬
‫ﺍﻟﻌﻼﻗـ‬
‫ﺍ‪‬ﻤﻮﻋــــﺎﺕ ‪-‬‬
‫ﻭﺍﻷﻗﺴﺎﻡ ﺗﻘﻮﻡ‪:‬‬
‫‪-‬‬
‫ﺍﳌﻨﺎﻓﺴﺔ ﻭﺍﳌﺼﺎﱀ ﺍﳌﺘﺒﺎﺩﻟﺔ‬
‫ﺣﺴﺐ ﻇﺮﻭﻓﻬﻢ ﺃﻭ ﻋﻨﺪﻣﺎ ﺗﻄﻠـﺐ ﺍﻹﺩﺍﺭﺓ‬
‫ﺍﻟﻌﻠﻴﺎ ﺫﻟﻚ‪.‬‬
‫ﺍﻟﺘﻌﺎﻭﻥ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﻫـﺪﻑ ﻣـﺸﺘﺮﻙ‬
‫ﻳﺘﺠﺎﻭﺯ ﺍﳍﻴﻜﻞ‪.‬‬
‫ﺑﺎﻟﺼﺪﺍﻗﺔ ﻭﺍﻟﺮﻏﺒﺔ ﰲ ﻣـﺴﺎﻋﺪﺓ ﺍﻵﺧـﺮﻳﻦ‬
‫ﺩﺍﺋﻤﺎ‪.‬‬
‫‪-‬‬
‫‪-‬‬
‫‬‫ﺍﳋﻼﻓﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ‪-‬‬
‫ﻳﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪- :‬‬
‫‬‫‪-‬‬
‫ﺑﺘﺪﺧﻞ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺴﻠﻄﺔ‪.‬‬
‫ﺑﺘﺠﻨﺒﻬﺎ ﻣـﻦ ﺧـﻼﻝ ﺍﻟﺘـﺰﺍﻡ ﺑﺎﻟﻘﻮﺍﻋـﺪ‬
‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‪.‬‬
‫ﲟﻌﺎﳉﺘﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻨﻘﺎﺵ ﺍﳍﺎﺩﻑ ﻟﻠﺤﻞ‪.‬‬
‫ﺑﻄﺮﻳﻘﺔ ﲢﺎﻓﻆ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﻭﺗﻘﻠﺺ ﻓﺮﺹ‬
‫‪163‬‬
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‫ﺍﳋﻼﻑ‪.‬‬
‫ﺗﺴﺘﺠﻴﺐ ﺍﳌﺆﺳﺴﺔ ‪-‬‬
‫ﺇﱃ ﺍﻟﺒﻴﺌـــــﺔ‬
‫‬‫ﺍﳋﺎﺭﺟﻴﺔ‪:‬‬
‫ﻛﺄ‪‬ﺎ ﰲ ﻏﺎﺑﺔ ﺗﺘﻨﺎﻓﺲ ﻓﻴﻬﺎ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‬
‫ﻣﻦ ﺃﺟﻞ ﺍﻟﺒﻘﺎﺀ‪.‬‬
‫ﻛﻨﻈﺎﻡ ﻗﺎﺋﻢ ﻟﻪ ﻋﻼﻗﺎﺕ ﳏﺪﺩﺓ ﻭﻗﻮﺍﻋﺪ‬
‫ﻭﻫﻴﺎﻛﻞ ﻭﺇﺟﺮﺍﺀﺍﺕ‪.‬‬
‫ﺍﻟﺘﻨﺎﻓﺲ ﳓﻮ ﺍﻟﺘﻤﻴﺰ ﰲ ﺟﻮﺩﺓ ﺍﻹﻧﺘﺎﺝ ﺃﻭ‬
‫ﺍﳋﺪﻣﺔ ﺍﻟﻘﺎﺋﻤﺔ‪.‬‬
‫ﻛﻤﺠﺘﻤﻊ ﻣﺘﺮﺍﺑﻂ ﺍﻷﺟـﺰﺍﺀ ﳚﻤﻌﻬـﻢ‬
‫ﻣﺼﺎﱀ ﻭﺍﺣﺪﺓ‪.‬‬
‫ﰲ ﺣﺎﻟﺔ ﺍﻟﺘﻌﺎﺭﺽ ‪-‬‬
‫ﻣــﻊ ﺍﻟﻘــﻮﺍﻧﲔ‬
‫‬‫ﻭﺍﻷﻧﻈﻤﺔ‬
‫ﻛﺴﺮﻫﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﲤﺘﻠﻚ ﺳﻠﻄﺔ ﻭﻧﻔﻮﺫ‬
‫ﺩﻭﻥ ﺃﻥ ﲤﺴﻚ‪.‬‬
‫ﺃﺧﺬ ﺍﻹﺫﻥ ﻟﺘﺠﺎﻭﺯﻫﺎ ﺃﻭ ﻋﺪﻡ ﺇﺗﺒﺎﻋﻬـﺎ‬
‫ﺑﺎﻟﻘﻨﻮﺍﺕ ﺍﻟﺮﲰﻴﺔ‪.‬‬
‫ﳏﺎﻭﻟﺔ ﲡﺎﻭﺯﻫﺎ ﳌﺼﻠﺤﺔ ﺍﻟﻌﻤـﻞ ﻭﺍﻷﺩﺍﺀ‬
‫ﺍﻷﻓﻀﻞ‪.‬‬
‫ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺑﻌﺾ ﻟﺘﻌﻴﻠـﻬﺎ ﳌـﺼﻠﺤﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﺍﻷﻓﺮﺍﺩ ﺍﳉـﺪﺩ ﰲ ‪-‬‬
‫ﺍﳌﺆﺳﺴﺔ ﲝﺎﺟـﺔ‬
‫‬‫ﳌﻌﺮﻓﺔ‪:‬‬
‫ﻣﻦ ﻳﺪﻳﺮ ﺍﻷﻣﻮﺭ ﻭﻣﻦ ﳝﻠـﻚ ﺍﻟﺜـﻮﺍﺏ‬
‫ﻭﺍﻟﻌﻘﺎﺏ ﻭﺍﻷﻋﺮﺍﻑ‪.‬‬
‫ﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﺮﲰﻴﺔ ﻭﺍﻹﺟـﺮﺍﺀﺍﺕ ﺍﳌﺘﺒﻌـﺔ‬
‫ﻭﺍﻟﺘﺰﺍﻡ ‪‬ﺎ‪.‬‬
‫ﺍﳌﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﻷﺩﺍﺀ ﻣﻬﺎﻣﻬﻢ‬
‫ﺑﺸﻜﻞ ﺃﻓﻀﻞ‪.‬‬
‫ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻭﻥ ﰲ ﻓﺮﻕ ﻋﻤﻞ ﻭﺗﻄـﻮﻳﺮ‬
‫ﻋﻼﻗﺎﺕ ﺗﻌﺎﻭﻧﻴﺔ‪.‬‬
‫‬‫‪-‬‬
‫‬‫‪-‬‬
‫‬‫‪-‬‬
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‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ ) ‪ : ( 01‬ﳕﻮﺫﺝ ﻣﻦ ﺍﺳﺘﻤﺎﺭﺓ ﺍﻟﺒﺤﺚ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺑﺎﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‬
‫ﻟﻸﳌﻨﻴﻮﻡ – ﻭﺣﺪﺓ‪ -EARA‬ﺑﺎﳌﺴﻴﻠﺔ ‪.‬‬
‫‪ -I‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ‪:‬‬
‫ﻣﻦ ‪40 – 31‬‬
‫‪ -1‬ﺍﻟﺴﻦ ‪ :‬ﻣﻦ ‪30 – 20‬‬
‫‪.‬‬
‫‪ 51‬ﺳﻨﺔ‬
‫‪.‬‬
‫ﺃﻧﺜﻰ‬
‫‪ - 2‬ﺍﳉﻨﺲ ‪ :‬ﺫﻛﺮ‬
‫‪ – 3‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ‪:‬‬
‫ﻏﲑ ﻣﺘﻤﺪﺭﺱ ﺍﻟﻜﺘﺎﺗﻴﺐ ﺍﺑﺘﺪﺍﺋﻲ ﻣﺘﻮﺳﻂ‬
‫ﺩﺭﺍﺳﺎﺕ ﻋﻠﻴﺎ ﻣﻬﲏ ‪.‬‬
‫‪ – 4‬ﺍﻷﻗﺪﻣﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ‪. ................. :‬‬
‫‪ .‬ﻋﻮﻥ ﲢﻜﻢ‬
‫‪ – 5‬ﺍﳌﻨﺼﺐ ﰲ ﺍﳌﺆﺳﺴﺔ ‪ :‬ﺇﻃﺎﺭ‬
‫‪ -II‬ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ‪:‬‬
‫‪ – 6‬ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﻣﻔﻴﺪﺓ ﻟﻠﻤﺆﺳﺴﺔ ‪ :‬ﻧﻌﻢ‬
‫‪ -7‬ﻫﻞ ﻋﻤﻠﻚ ﻣﻊ ﻓﺮﻳﻖ ﻳﺸﻌﺮﻙ ﺑـ ‪ :‬ﺍﻟﺮﺿﺎ‬
‫ﺍﻻﻧﺘﻤﺎﺀ‬
‫ﻣﻦ ‪50 – 41‬‬
‫ﺛﺎﻧﻮﻱ‬
‫ﺃﻛﺜﺮ ﻣﻦ‬
‫ﺟﺎﻣﻌﻲ‬
‫ﺗﻨﻔﻴﺬ ‪.‬‬
‫‪،‬ﻻ‬
‫‪.‬‬
‫ﺍﻟﻨﺸﺎﻁ‬
‫ﻻ ﺷﻲﺀ‬
‫‪ – 8‬ﺇﺫﺍ ﺃﺗﻴﺤﺖ ﻟﻚ ﻓﺮﺻﺔ ﺍﺧﺘﻴﺎﺭ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺗﻌﻤﻞ ﻣﻌﻪ ﻓﻤﺎﺫﺍ ﲣﺘﺎﺭ ؟ ‪:‬‬
‫ ﻓﺮﻳﻘﺎ ﻳﻜﻮﻥ ﺟﺪﻳﺎ ﰲ ﻋﻤﻠﻪ‬‫ ﻓﺮﻳﻘﺎ ﻳﻜﻮﻥ ﻣﻦ ﻧﻔﺲ ﺍﻷﺻﻞ ﺍﳉﻐﺮﺍﰲ‬‫ ﻓﺮﻳﻘﺎ ﻳﺴﺎﻋﺪﻙ ﰲ ﺣﺎﻟﺔ ﻭﻗﻮﻋﻚ ﰲ ﻣﺸﻜﻠﺔ‬‫ ﻻ ﻳﻬﻤﲏ ﺍﻟﻜﺘﻞ ﺍﳌﻬﻢ ﺃﻥ ﺃﻋﻤﻞ‬‫ﺣﺪﺩ ‪.............................‬‬
‫ ﺃﺧﺮﻯ‬‫‪..................................................................................‬‬
‫‪ – 9‬ﻫﻞ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻳﻮﻓﺮ ﻟﻚ ﺍﳉﻮ ﺍﳌﻼﺋﻢ ﻣﻦ ‪ :‬ﺗﻌﺎﻭﻥ‬
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‫ﺗﻔﺎﻫﻢ‬
‫ﺍﻻﺛﻨﺎﻥ ﻣﻌﺎ‬
‫ﻻ ﺷﻲﺀ ﻣﻦ ﺫﻟﻚ‬
‫‪ -10‬ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﲨﺎﻋﻴﺔ ﺍﻟﻌﻤﻞ ﲢﻘﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ﻟﻠﻤﺆﺳﺴﺔ ﻧﻌﻢ ﻻ ‪.‬‬
‫‪ -11‬ﰲ ﺣﺎﻟﺔ ﺍﻹﺟﺎﺑﺔ ﺑﻼ ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﺍﻷﺩﺍﺀ ﺍﻷﻓﻀﻞ ﻳﺘﺤﻘﻖ ﻣﻦ ﺧﻼﻝ ﻓﺮﺩﻳﺔ ﺍﻟﻌﻤﻞ ‪:‬‬
‫‪ ،‬ﻛﻴﻒ ‪...................‬‬
‫ﻧﻌﻢ ‪ ،‬ﻻ‬
‫‪ -12‬ﻫﻞ ﺃﻥ ﻣﻮﺍﻗﻒ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺗﻜﻮﻥ ﰲ ﺻﺎﳊﻚ ‪ :‬ﺩﺍﺋﻤﺎ ‪ ،‬ﺃﺣﻴﺎﻧﺎ ‪ ،‬ﺃﺑﺪﺍ‬
‫‪،‬ﻻ ﺃﺩﺭﻱ‬
‫‪،‬ﻻ‬
‫‪ - 13‬ﻫﻞ ﻳﻘﺪﺭ ﺯﻣﻼﺅﻙ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﻪ ‪ :‬ﻧﻌﻢ‬
‫‪ – 14‬ﰲ ﺣﺎﻟﺔ ﺗﻨﻈﻴﻢ ﲪﻠﺔ ﻣﻦ ﺃﺟﻞ ﺇﳒﺎﺯ ﻋﻤﻞ ﺗﻄﻮﻋﻲ ﲨﺎﻋﻴﺎ ﻟﺼﺎﱀ ﺍﳌﺆﺳﺴﺔ ﻫﻞ‬
‫‪.‬‬
‫ﺳﺘﺸﺎﺭﻙ ‪ :‬ﻧﻌﻢ ‪.‬ﻻ‬
‫‪ – III‬ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﻴﺰ ﰲ ﺍﻷﺩﺍﺀ ‪:‬‬
‫‪،‬ﻻ‬
‫‪،‬ﻻ‬
‫‪ – 15‬ﻫﻞ ﺗﻌﻤﻞ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﲢﻘﻴﻖ ﻧﺘﺎﺋﺞ ﺟﻴﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺎﻣﻠﲔ ‪ :‬ﻧﻌﻢ‬
‫ﺃﺩﺭﻱ ‪. ..‬‬
‫‪.‬‬
‫‪،‬ﻻ‬
‫‪ – 16‬ﻫﻞ ﺗﻘﻮﻡ ﺍﳌﺆﺳﺴﺔ ﺑﺘﺤﻔﻴﺰ ﺍﻟﻌﻤﺎﻝ ﺍ‪‬ﺘﻬﺪﻳﻦ ﰲ ﺍﻟﻌﻤﻞ ‪ :‬ﻧﻌﻢ‬
‫‪ – 17‬ﻣﺎ ﻫﻲ ﺃﺷﻜﺎﻝ ﺍﻟﺘﺤﻔﻴﺰ ﺍﻟﱵ ﻳﺘﻠﻘﺎﻫﺎ ﺍﻟﻌﻤﺎﻝ ﺍﻟﺬﻳﻦ ﳛﻘﻘﻮﻥ ﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ ‪:‬‬
‫ﺗﺸﺠﻴﻊ ﺃﺩﰊ ‪ ،‬ﲢﻔﻴﺰ ﻣﺎﺩﻱ ‪ ،‬ﺗﺮﻗﻴﺔ ﺇﱃ ﻣﻨﺼﺐ ﺃﻋﻠﻰ ‪ ،‬ﺃﺧﺮﻯ ‪ ،‬ﺣﺪﺩ ‪...‬‬
‫‪...................................................................................‬‬
‫‪-18‬ﻫﻞ ﺗﻮﻓﺮ ﺍﳌﺆﺳﺴﺔ ﻇﺮﻭﻑ ﻋﻤﻞ ﻣﻨﺎﺳﺒﺔ ﻷﺩﺍﺀ ﺍﻟﻌﻤﻞ ﺍﳌﻨﻮﻁ ﺑﻜﻞ ﻋﺎﻣﻞ ‪:‬ﻧﻌﻢ ‪ ،‬ﻻ‬
‫ﻧﻮﻋﺎ ﻣﺎ ‪...‬‬
‫‪ –19‬ﺑﻌﺪ ﺣﺼﻮﻝ ﻣﺆﺳﺴﺘﻜﻢ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ‪ ISO‬ﻫﻞ ﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻣﻨﺘﻮﺟﻬﺎ ﻣﺘﻤﻴﺰ ‪:‬‬
‫‪.‬‬
‫‪،‬ﻻ‬
‫ﻧﻌﻢ‬
‫‪ – 20‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﻓﻬﻞ ﻳﻌﲏ ﺃﻧﻪ ﱂ ﻳﺒﻖ ﳎﺎﻝ ﻟﻠﺘﺤﺴﲔ ﰲ ﺍﻷﺩﺍﺀ‬
‫ﻧﻌﻢ ‪ ،‬ﻻ ‪ ،‬ﻻ ﺃﺩﺭﻱ ‪.‬‬
‫‪ – 21‬ﻣﺎﺫﺍ ﻳﻌﲏ ﻟﻚ ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ‪ :‬ﻋﺒﺎﺩﺓ ‪ ،‬ﻭﺍﺟﺐ ‪ ،‬ﺇﺛﺒﺎﺕ ﻟﻠﺬﺍﺕ‬
‫ﻷﻥ ﻫﻨﺎﻟﻚ ﺭﻗﺎﺑﺔ ‪ ،‬ﻃﺮﻳﻖ ﳓﻮ ﺍﻟﺘﻤﻴﺰ ‪ ،‬ﺃﺧﺮﻯ ‪ ،‬ﺣﺪﺩ ‪..................‬‬
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‫‪ –22‬ﻣﺎﺫﺍ ﻳﻌﺘﱪ ﻣﺴﺆﻭﻟﻮﺍ ﺍﳌﺆﺳﺴﺔ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻭﺍﳌﺘﻔﻮﻗﲔ ‪:‬‬
‫‪.‬‬
‫ ﻣﺼﺪﺭ ﻟﻠﺘﻤﻴﺰ ﻭﺍﻹﺑﺪﺍﻉ ﻭﲢﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﻟﻠﻤﺆﺳﺴﺔ‬‫‪.‬‬
‫ ﺃﻓﺮﺍﺩ ﻳﻬﺪﺩﻭﻥ ﻣﻨﺎﺻﺒﻬﻢ ﻭﻳﺸﻜﻠﻮﻥ ﺧﻄﺮﺍ ﻋﻠﻴﻬﻢ‬‫‪.‬‬
‫ ﻻ ﻳﻮﻟﻮﻥ ﳍﻢ ﺃﻱ ﺍﻫﺘﻤﺎﻡ ﻭﻻ ﻳﺮﻭﻥ ﻓﻴﻬﻢ ﻣﺼﺪﺭ ‪‬ﺪﻳﺪ‬‫‪.‬‬
‫ ﺭﺃٍﺱ ﻣﺎﻝ ﺣﻘﻴﻘﻲ ﳚﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ‬‫‪.‬‬
‫ ﻋﺎﻣﻞ ﳝﻜﻦ ﺍﺳﺘﺒﺪﺍﻟﻪ‬‫‪ .‬ﺣﺪﺩ ‪..................‬‬
‫ ﺃﺧﺮﻯ‬‫‪..................................................................................‬‬
‫‪ – 23‬ﰲ ﺣﺎﻟﺔ ﻣﻮﺍﺟﻬﺔ ﺍﻟﻌﺎﻣﻞ ﻟﺒﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻫﻞ ﺑﺈﻣﻜﺎﻧﻪ ﺣﻠﻬﺎ ﺩﻭﻥ ﺍﻟﺮﺟﻮﻉ ﺇﱃ‬
‫ﻣﺴﺆﻭﻟﻪ ﺍﳌﺒﺎﺷﺮ ‪ :‬ﻧﻌﻢ ‪ ،‬ﻻ ‪.‬‬
‫‪ – 24‬ﻫﻞ ﺃﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺪﻳﺮ ﺃﻭ ﺭﺋﻴﺲ ﺍﻟﺪﺍﺋﺮﺓ ) ‪ (Chef de departement‬ﻟﺘﻘﺪﱘ ﺃﻱ‬
‫ﺍﻗﺘﺮﺍﺡ ‪ .‬ﺃﻣﺮ ﺳﻬﻞ ‪ ،‬ﻣﻌﻘﺪ ‪ ،‬ﻏﲑ ﳑﻜﻦ ‪.‬‬
‫‪-25‬ﻫﻞ ﺍﻥ ﺍﻟﻌﻤﺎﻝ ﳛﻀﻮﻥ ﺑﺘﻘﺪﻳﺮ ﻭ ﺍﺣﺘﺮﺍﻡ ﺭﺅﺳﺎﺋﻬﻢ ﰲ ﺍﻟﻌﻤﻞ ‪:‬ﻧﻌﻢ ‪ ،‬ﻻ ‪.‬‬
‫‪ – 26‬ﻫﻞ ﺃﻧﻚ ﲢﺎﻓﻆ ﻋﻠﻰ ﳑﺘﻠﻜﺎﺕ ﺍﳌﺆﺳﺴﺔ ﻛﻤﺎ ﲢﺎﻓﻆ ﻋﻠﻰ ﳑﺘﻠﻜﺎﺗﻚ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻧﻌﻢ ‪ ،‬ﻟﻴﺲ ﻛﺬﻟﻚ ‪.‬‬
‫‪ –27‬ﻫﻞ ﲢﺎﻓﻆ ﻋﻠﻰ ﻋﻼﻗﺎﺗﻚ ﻣﻊ ﺯﻣﻼﺋﻚ ﻭﺭﺅﺳﺎﺋﻚ ﻛﻤﺎ ﲢﺎﻓﻆ ﻋﻠﻰ ﻋﻼﻗﺘﻚ ﻣﻊ‬
‫‪ ،‬ﻟﻴﺲ ﻛﺬﻟﻚ ‪.‬‬
‫ﺃﻫﻠﻚ ﻭﺃﻗﺮﺑﺎﺋﻚ ‪ .‬ﻧﻌﻢ‬
‫‪ ،‬ﻋﻼﻗﺎﺕ ﺷﺨﺼﻴﺔ‬
‫‪ – 28‬ﻫﻞ ﺃﻥ ﺍﻟﺘﻮﻇﻴﻒ ﰲ ﺍﳌﺆﺳﺴﺔ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ‪ :‬ﺍﻟﻜﻔﺎﺀﺓ‬
‫‪ ،‬ﺃﺧﺮﻯ ‪ ،‬ﺣﺪﺩ ‪.........................................................‬‬
‫‪،‬‬
‫‪ -29‬ﻫﻞ ﺃﻥ ﺍﻟﺘﺮﻗﻴﺔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻢ ﺑﻮﺍﺳﻄﺔ ‪ :‬ﻣﺆﻫﻼﺕ ﺍﻟﻔﺮﺩ ‪ ،‬ﺍﻷﻗﺪﻣﻴﺔ‬
‫‪ ،‬ﺃﺧﺮﻯ ‪ ،‬ﺣﺪﺩ ‪........................‬‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ )ﺍﳌﻌﺎﺭﻑ(‬
‫‪ - IV‬ﳏﻮﺭ ﺍﻹﺑﺪﺍﻉ ﻭ ﺍﻻﺑﺘﻜﺎﺭ ﰲ ﺍﳌﺆﺳﺴﺔ‪:‬‬
‫‪ – 30‬ﻫﻞ ﺃﻥ ﺍﻷﻓﻜﺎﺭ ﺍﳌﺒﺘﻜﺮﺓ ﻭﺍﻹﺑﺪﺍﻋﺎﺕ ﲢﻀﻰ ﺑﺎﻟﻘﺒﻮﻝ ﻣﻦ ﻃﺮﻑ ﺍﳌﺴﺆﻭﻟﲔ ‪:‬‬
‫ﻧﻌﻢ ‪،‬ﻻ ‪،‬ﺃﺣﻴﺎﻧﺎ ‪..‬‬
‫‪ -31‬ﻫﻞ ﺗﻮﻓﺮ ﺍﳌﺆﺳﺴﺔ ﳎﺎﻻ ﳊﺮﻳﺔ ﺍﶈﺎﻭﻟﺔ ﻭ ﺍﳋﻄﺄ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﻧﻌﻢ ‪ ،‬ﻻ‬
‫‪.‬‬
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‫‪ – 32‬ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻮﻓﺮ ﺍﳌﻨﺎﺥ ﺍﳌﻼﺋﻢ ﻟﻺﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻜﲑ ﰲ ﻃﺮﻳﻖ ﻋﻤﻞ ﺟﺪﻳﺪﺓ ‪ :‬ﻧﻌﻢ‬
‫‪،‬ﻻ ‪.‬‬
‫‪ –V‬ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ ‪:‬‬
‫‪ –33‬ﻣﺎ ﻫﻮ ﻣﻔﻬﻮﻣﻚ ﻟﻠﻮﻗﺖ ؟ ‪:‬‬
‫ ﺃﻥ ﺍﻟﻮﻗﺖ ﻫﻮ ﺍﳊﻴﺎﺓ‬‫ ﻫﻮ ﳎﺎﻝ ﳏﺪﺩ ﳚﺐ ﺍﺣﺘﺮﺍﻣﻪ ﻭﺗﻨﻈﻴﻤﻪ‬‫‪ -‬ﻫﻮ ﺷﻲﺀ ﲦﲔ ﳚﺐ ﺣﺴﻦ ﺍﺳﺘﻐﻼﻟﻪ‬
‫‪.‬‬
‫‪.‬‬
‫‪.‬‬
‫‪.‬‬
‫ ﻫﻮ ﻣﻮﺭﺩ ﻫﺎﻡ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻐﻞ ﰲ ﻧﺸﺎﻃﺎﺕ ﻋﺪﻳﺪﺓ‬‫‪ .‬ﺣﺪﺩ ‪..............................‬‬
‫ﺷﻴﺌﺎ ﺁﺧﺮ‬
‫‪ – 34‬ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ ﺃﺭﺍﺩ ﺯﻣﻴﻞ ﻟﻚ ﰲ ﺍﻟﻌﻤﻞ ﺍﻟﺘﺤﺪﺙ ﺇﻟﻴﻚ ‪:‬‬
‫‪.‬‬
‫ ﻫﻞ ﺗﺘﺮﻙ ﺍﻟﻌﻤﻞ ﻭﺗﻘﺒﻞ ﺍﻟﺘﺤﺪﺙ ﺇﻟﻴﻪ‬‫‪.‬‬
‫ ﺗﺮﻓﺾ ﻷﻧﻚ ﰲ ﻭﻗﺖ ﻋﻤﻞ‬‫‪.‬‬
‫ ﻻ ﻣﺎﻧﻊ ﺇﺫﺍ ﻛﺎﻥ ﻫﺬﺍ ﻻ ﻳﺄﺧﺬ ﻭﻗﺘﺎ ﻃﻮﻳﻼ‬‫‪.‬‬
‫ ﺗﺮﻓﺾ ﻷﻥ ﻫﻨﺎﻙ ﺭﻗﺎﺑﺔ ﻋﻠﻴﻜﻢ‬‫ ﺗﻘﺒﻞ ﺍﻟﺘﺤﺪﺙ ﺇﻟﻴﻪ ﻷﻥ ﺍﻟﻮﻗﺖ ﻻ ﻳﻌﲏ ﻋﻨﺪﻙ ﺷﻲﺀ ﻭﻟﻴﺴﺖ ﻫﻨﺎﻙ ﺭﻗﺎﺑﺔ ‪.‬‬‫‪،‬ﻻ ‪.‬‬
‫‪ –35‬ﻫﻞ ﻳﻀﺎﻳﻘﻚ ﺍﺣﺘﺮﺍﻡ ﺍﳌﻮﺍﻋﻴﺪ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻮﻗﺖ ‪ :‬ﻧﻌﻢ‬
‫‪،‬ﻻ ‪.‬‬
‫‪ – 36‬ﻫﻞ ﲢﺘﺮﻣﻮﻥ ﻣﻮﺍﻗﻴﺖ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ‪:‬ﻧﻌﻢ‬
‫‪ – 37‬ﰲ ﺣﺎﻟﺔ ﻧﻌﻢ ﻫﻞ ﻫﺬﺍ ﺭﺍﺟﻊ ﺇﱃ ‪:‬‬
‫ ﺃﻧﻜﻢ ﲢﺒﻮﻥ ﺍﻻﻧﻀﺒﺎﻁ ‪.‬‬‫ ﻷﻥ ﺍﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﻨﺺ ﻋﻠﻰ ﺫﻟﻚ ‪.‬‬‫‪ – 38‬ﰲ ﺣﺎﻟﺔ ﻻ ﻫﺬﺍ ﺭﺍﺟﻊ ﺇﱃ ‪:‬‬
‫ ﻧﻌﻤﻞ ﻣﺜﻞ ﻣﺎ ﻳﻌﻤﻞ ﺍﻵﺧﺮﻳﻦ ﻓﻼ ﺃﺣﺪ ﻳﺒﺎﱄ ﺑﺎﻻﻧﻀﺒﺎﻁ ‪.‬‬‫ ﻷﻥ ﺍﳉﺪﻳﺔ ﻭﺍﻻﻧﻀﺒﺎﻁ ﰲ ﻫﺬﺍ ﺍﻟﻮﻗﺖ ﻻ ﻳﻘﺪﺭ ﻟﺪﻯ ﺍﳌﺴﺆﻭﻟﲔ ‪.‬‬‫ ﻷﻥ ﺍﻷﻣﺮ ﻟﻴﺲ ﺑﻴﺪﻛﻢ ﻭﻫﺬﺍ ﺭﺍﺟﻊ ﺇﱃ ‪..........................................‬‬‫‪ – 39‬ﻫﻞ ﺍﺣﺘﺮﺍﻣﻚ ﳌﻮﺍﻋﻴﺪ ﺍﻟﺪﺧﻮﻝ ﻭﺍﳋﺮﻭﺝ ﻭﺍﺣﺘﺮﺍﻡ ﻣﺪﺓ ﺍﻟﻌﻤﻞ ﻳﺮﺟﻊ ﺇﱃ ﺃﺳﺒﺎﺏ ‪:‬‬
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‫‪ ،‬ﺃﺧﻼﻗﻴﺔ ‪ ،‬ﺗﻨﺸﺌﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ‪.‬‬
‫ﺩﻳﻨﻴﺔ ‪ ،‬ﻷﻥ ﻫﻨﺎﻟﻚ ﺭﻗﺎﺑﺔ‬
‫‪ – 40‬ﻫﻞ ﻫﻨﺎﻙ ﻗﻮﺍﻧﲔ ﻭﻟﻮﺍﺋﺢ ﺗﻨﻈﻴﻤﻴﺔ ﻣﻌﻴﻨﺔ ﲢﺪﺩ ﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ ﳌﺆﺳﺴﺘﻜﻢ‬
‫ﻧﻌﻢ ‪ ،‬ﻻ ‪.‬‬
‫‪ – 41‬ﰲ ﺣﺎﻟﺔ ﻧﻌﻢ ﻫﻞ ﺗﻌﺘﱪﻫﺎ ‪:‬‬
‫‪.‬‬
‫ ﺗﺰﻳﺪ ﻣﻦ ﺟﺪﻳﺔ ﺍﻟﻌﻤﻞ ﺑﺎﳌﺆﺳﺴﺔ ﻭﲢﺴﻨﻪ‬‫‪.‬‬
‫ ﲢﺒﻂ ﻣﻦ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﻌﻤﺎﻝ ﻷ‪‬ﺎ ﳎﺮﺩ ﻋﻘﺎﺏ‬‫‪.‬‬
‫ ﺗﻌﻠﻤﻜﻢ ﺍﳌﻌﲎ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻌﻤﻞ ﻭﺣﺴﻦ ﺍﻟﺴﻠﻮﻙ‬‫‪.‬‬
‫ ﺗﺰﻳﺪ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﻌﺪﻝ ﺑﲔ ﺍﻟﻌﻤﺎﻝ ﻭﲡﻌﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻜﻢ‬‫‪ .‬ﺣﺪﺩ ‪...............‬‬
‫ﺃﺧﺮﻯ‬
‫‪ –42‬ﻫﻞ ﺗﺘﺨﺬ ﻣﻦ ﺳﻠﻮﻛﺎﺕ ﺍﻟﺮﺅﺳﺎﺀ ﻗﺪﻭﺓ ﻟﻚ ؟ ﻧﻌﻢ ‪ ،‬ﻻ ‪.‬‬
‫‪ – VI‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ‪:‬‬
‫‪ -43‬ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻮﻓﺮ ﻓﺮﺻﺎ ﳌﺸﺎﺭﻛﺔ ﺍﻟﻌﻤﺎﻝ ﰲ ﺍﲣﺎﺫ ﺑﻌﺾ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ ‪:‬‬
‫‪.‬‬
‫ﻧﻌﻢ ‪ ،‬ﻻ‬
‫‪ -44‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺑﻨﻌﻢ ﻓﻬﻞ ﻫﺬﻩ ﺍﻟﻔﺮﺹ ﲤﻜﻨﻚ ﻣﻦ ﲢﻘﻴﻖ ﺇﳒﺎﺯﺍﺕ ‪:‬‬
‫ ﻛﺒﲑﺓ‪.‬‬‫ ﻣﺘﻮﺳﻄﺔ‪.‬‬‫ ﳏﺪﻭﺩﺓ‪.‬‬‫ ﺿﻌﻴﻔﺔ‪.‬‬‫‪،‬ﻻ ‪.‬‬
‫‪ – 45‬ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺸﺮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻷﺭﺑﺎﺡ‪ :‬ﻧﻌﻢ‬
‫‪،‬ﻻ ‪.‬‬
‫‪ –46‬ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺸﺮﻙ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﻟﺘﺴﻴﲑ‪ :‬ﻧﻌﻢ‬
‫‪ – 47‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﻧﻌﻢ ﻫﻞ ﻳﻜﻮﻥ ﺫﻟﻚ ‪ :‬ﺷﺨﺼﻴﺎ ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻨﻘﺎﰊ‬
‫‪ –48‬ﺇﺫﺍ ﻗﺎﻣﺖ ﺍﳌﺆﺳﺴﺔ ﺑﺎﺳﺘﺸﺎﺭﺓ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﺴﻴﲑ‪ :‬ﻫﻞ ﺗﺮﻯ ﺃﻥ‬
‫ﻫﺬﻩ ﺍﳌﺸﺎﺭﻛﺔ ‪ :‬ﻓﻌﻠﻴﺔ ‪ ،‬ﺻﻮﺭﻳﺔ ‪.‬‬
‫‪ – 49‬ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﺴﺎﻋﺪﻙ ﰲ ﺑﻌﺾ ﺃﻣﻮﺭﻙ ﺍﻟﺸﺨﺼﻴﺔ ﻣﺜﻞ ﺇﻋﺎﻧﺎﺕ ﺃﻭ ﻏﲑ ﺫﻟﻚ ‪:‬‬
‫‪.‬‬
‫‪،‬ﻻ‬
‫ﻧﻌﻢ‬
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‫‪ – 50‬ﻫﻞ ﺃﻥ ﺍﳌﺆﺳﺴﺔ ﺗﻨﻈﻢ ﻟﻘﺎﺀﺍﺕ ﺃﻭ ﺣﻔﻼﺕ ﻟﻠﻌﺎﻣﻠﲔ ﺧﺎﺭﺝ ﺍﳌﺆﺳﺴﺔ ‪ :‬ﻧﻌﻢ‬
‫‪-51‬ﻫﻞ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺗﺴﻴﲑ ﺍﳌﺆﺳﺴﺔ ﳛﻘﻖ ﻟﻚ‪:‬‬
‫ ﺍﻷﻣﻦ ﻭﺍﻻﺳﺘﻘﺮﺍﺭ ﺍﻟﻮﻇﻴﻔﻲ‬‫ ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ )ﻛﺎﻟﺼﺪﻗﺔ‪ ،‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ(‬‫ ﺗﺮﺳﻴﺦ ﺍﻧﺘﻤﺎﺋﻚ ﻟﻠﻤﺆﺳﺴﺔ ﻭﺇﺧﻼﺻﻚ ﰲ ﺧﺪﻣﺘﻬﺎ‬‫‪ -‬ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎﺕ ﺫﺍﺗﻴﺔ )ﻛﺎﻟﺘﻘﺪﻳﺮ ﻭﺍﻟﺘﺮﻗﻴﺔ(‬
‫ﻻ‬
‫ ﺣﺎﺟﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﺣﺪﺩ‪.........................................................‬‬‫‪.................................................................................‬‬
‫‪-52‬ﻫﻞ ﺗﻮﻓﺮ ﺍﳌﺆﺳﺴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﺍﳊﺮﻳﺔ ﰲ ﺍﻟﺘﺼﺮﻑ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ‪:‬ﻧﻌﻢ ‪ ،‬ﻻ‬
‫‪،‬ﻻ ‪.‬‬
‫‪-53‬ﻫﻞ ﺗﺸﺮﻙ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﻭﺿﻊ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪:‬ﻧﻌﻢ‬
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‫ﻗﺎﺋﻤﺔ ﺍﳌﺮﺍﺟﻊ‬
‫ﺃﻭﻻ‪ :‬ﺍﻟﻜﺘﺐ ﺑﺎﻟﻌﺮﺑﻴﺔ ‪:‬‬
‫‪ -01‬ﺃﺑﻮ ﻗﺤﻒ ﻋﺒﺪ ﺍﻟﺴﻼﻡ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳـﺪﺓ‪ ،‬ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ‬
‫‪. 2002‬‬
‫‪ -02‬ﺃﺑﻮ ﻗﺤﻒ ﻋﺒﺪ ﺍﻟﺴﻼﻡ ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭ ﺇﺩﺍﺭﺓ ﺍﻷﺯﻣﺎﺕ ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳـﺪﺓ‬
‫ﻟﻠﻨﺸﺮ ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ‪. 2002،‬‬
‫‪-03‬‬
‫‪-04‬‬
‫‪-05‬‬
‫‪-06‬‬
‫‪-07‬‬
‫‪-08‬‬
‫‪-09‬‬
‫‪-10‬‬
‫‪-11‬‬
‫‪-12‬‬
‫ﺃﲪﺪ ﺟﺎﺩ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‪ ،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﺩﺍﺭ ﺍﻟﻮﻓﺎﺀ‪ ،‬ﺍﳌﻨﺼﻮﺭﺓ‪ ،‬ﻣﺼﺮ‪.2000 ،‬‬
‫ﺃﲪﺪ ﺳﻴﺪ ﻣﺼﻄﻔﻰ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪ ،‬ﻣﻨﻈﻮﺭ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌـﺸﺮﻳﻦ ‪ ،‬ﺩﻭﻥ‬
‫ﺫﻛﺮ ﺩﺍﺭ ﺍﻟﻨﺸﺮ ‪ ،‬ﺩﻭﻥ ﺫﻛﺮ ﻣﺪﻳﻨﺔ ﺍﻟﻨﺸﺮ ‪.1999 ،‬‬
‫ﺃﲪﺪ ﺻﻘﺮ ﻋﺎﺷﻮﺭ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠـﺔ ﺍﻷﺳـﺲ ﺍﻟـﺴﻠﻮﻛﻴﺔ ﻭﺃﺩﻭﺍﺕ ﺍﻟﺒﺤـﺚ‬
‫ﺍﻟﺘﻄﺒﻴﻘﻲ‪،‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﻟﺒﻨﺎﻥ‪.1983 ،‬‬
‫ﺃﲪﺪ ﻣﺎﻫﺮ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.2004 ،‬‬
‫ﺃﻛﺮﻡ ﺃﲪﺪ ﺍﻟﻄﻮﻳﻞ ﻭﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﲪﺎﻥ ﻣﻄﺮ ﻫـﻴﱵ‪ ،‬ﺍﻟﺘﻨﻈـﻴﻢ ﺍﻟـﺼﻨﺎﻋﻲ‪ -‬ﺍﳌﺒـﺎﺩﺉ‪،‬‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﺍﳌﺪﺧﻞ ﻭﺍﻟﺘﺠﺎﺭﺏ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ ﻟﻠﻨـﺸﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ‪ ،‬ﻋﻤـﺎﻥ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪.2000-1999 ،‬‬
‫ﺑﺮﺑﺮ ﻛﺎﻣﻞ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪ ،‬ﻛﻔـﺎﺀﺓ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻨﻈﻴﻤـﻲ ‪ ،‬ﺍﳌﺆﺳـﺴﺔ ﺍﳉﺎﻣﻌﻴـﺔ‬
‫ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ ‪ ،‬ﺑﲑﻭﺕ‪.1997 ،‬‬
‫ﺑﻠﻮﻁ ﺣﺴﻦ ﺇﺑﺮﺍﻫﻴﻢ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﻣﻨﻈـﻮﺭ ﺍﺳـﺘﺮﺍﺗﻴﺠﻲ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﻬـﻀﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪،‬ﺑﲑﻭﺕ‪ ،‬ﻟﺒﻨﺎﻥ‪.2002 ،‬‬
‫ﺑﻮﺣﻮﺵ ﻋﻤﺎﺭ ﻭ ﳏﻤﺪ ﳏﻤﻮﺩ ﺍﻟﺬﻧﻴﺒﺎﺕ ‪ ،‬ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤـﻲ ﻭ ﻃـﺮﻕ ﺇﻋـﺪﺍﺩ‬
‫ﺍﻟﺒﺤﻮﺙ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺩ ﻡ ﺝ‪ ،‬ﺍﳉﺰﺍﺋﺮ ‪.1999 ،‬‬
‫ﺑﻮﻓﻠﺠﺔ ﻏﺒﺎﺕ ‪ ،‬ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺘﺴﻴﲑ‪ ،‬ﺩﺍﺭ ﺍﻟﻐﺮﺏ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺩﻭﻥ ﺫﻛﺮ ﻣﺪﻳﻨـﺔ‬
‫ﺍﻟﻨﺸﺮ‪. 1998 ،‬‬
‫ﺩﺍﺭﻛﺮ ﺑﻴﺘﺮ ﻑ ‪ ، .‬ﺍﻹﺩﺍﺭﺓ ﻟﻠﻤﺴﺘﻘﺒﻞ ﺍﻟﺘﺴﻌﻴﻨﺎﺕ ﻭﻣﺎ ﺑﻌﺪﻫﺎ‪ ،‬ﺗﺮﲨﺔ‪ :‬ﺻﻠﻴﺐ ﺑﻄﺮﺱ‪،‬ﺍﻟﺪﺍﺭ‬
‫ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪.1998 ،‬‬
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‫‪ -13‬ﺍﳍﻴﱵ ﺧﺎﻟﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨـﺸﺮ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ ﻋﻤﺎﻥ ‪ ،‬ﺍﻷﺭﺩﻥ ‪.2003 ،‬‬
‫‪ -14‬ﻭﻳﻠﺴﻮﻥ ﺩﺍﻓﻴﺪﺱ ‪ ،‬ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻐﻴﲑ ﻣﻔﺎﻫﻴﻢ ﻭﻣﻨﺎﻇﺮﺍﺕ ﰲ ﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﲑ‪ ،‬ﺗﺮﲨﺔ‪ :‬ﺍﻟﺴﻴﺪ‬
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‫ﻋﻤﺎﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﺠﺮ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪.1999‬‬
‫ﺯﺭﻭﺍﰐ ﺭﺷﻴﺪ ‪ ،‬ﺗﺪﺭﻳﺒﺎﺕ ﻋﻠﻰ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ‪،‬ﻣﻄﺒﻌﺔ ﺩﺍﺭ ﻫﻮﻣـﺔ‬
‫‪،‬ﺩﻭﻥ ﺫﻛﺮ ﻣﺪﻳﻨﺔ ﺍﻟﻨﺸﺮ ‪.2002،‬‬
‫ﺣﻨﻔﻲ ﻋﺒﺪ ﺍﻟﻐﻔﺎﺭ ﻭ ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻷﻓـﺮﺍﺩ ﻭﺍﻟﻌﻼﻗـﺎﺕ ﺍﻹﻧـﺴﺎﻧﻴﺔ‬
‫‪،‬ﺍﳌﻜﺘﺐ ﺍﻟﻌﺮﰊ ﺍﳊﺪﻳﺚ ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.1988 ،‬‬
‫ﺣﻨﻔﻲ ﻋﺒﺪ ﺍﻟﻐﻔﺎﺭ‪ ،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺇﺩﺍﺭﺓ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.1997 ،‬‬
‫ﻟﻴﻘﺖ ﻫﺎﺭﻭﻟﺪ ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﺮﺍﺋﺪﺓ – ﺑﻨﺎﺀ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘـﺼﻤﻴﻢ ﻭﺍﻟﻘـﻴﻢ ﰲ ﺍﳌﻨﻈﻤـﺎﺕ ‪-‬‬
‫ﺗﺮﲨﺔ‪:‬ﻃﺎﻳﻞ ﺍﻟﺴﻌﻴﺪ ﺷﺤﺎﺗﺔ‪ ،‬ﺷﺮﻛﺔ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻜﻮﻳﺘﻴﺔ ﺍﶈﺪﻭﺩﺓ‪ ،‬ﺍﻟﻜﻮﻳﺖ ‪.1987‬‬
‫ﳎﺪﻱ ﺃﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﷲ ‪ ،‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ ‪ ،‬ﺩﺍﺭ ﺍﳌﻌﺮﻓـﺔ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ‪.1996 ،‬‬
‫ﳏﻤﺪ ﺍﻟﺒﻜﺮﻱ ﺻﻮﻧﻴﺎ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.2002 ،‬‬
‫ﳏﻤﺪ ﺣﺴﻦ ﺭﺍﻭﻳﺔ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪،‬‬
‫ﻣﺼﻄﻔﻰ ﳏﻤﻮﺩ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺍﻟﺘﻨﻈﻴﻢ ﺍﻹﺩﺍﺭﻱ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳌﻌﺎﺻـﺮﺓ‪ ،‬ﺍﻟـﺪﺍﺭ ﺍﳉﺎﻣﻌﻴـﺔ‬
‫ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.2003-02،‬‬
‫ﻣﺼﻄﻔﻰ ﳏﻤﻮﺩ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺪﺧﻞ ﻟﺘﻌﺰﻳـﺰ ﺍﻟﻘـﺪﺭﺓ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ‪ ،‬ﺍﻟـﺪﺍﺭ‬
‫ﺍﳉﺎﻣﻌﻴﺔ‪،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ‪. 2004-2003 ،‬‬
‫ﻣﺼﻄﻔﻰ ﳏﻤﻮﺩ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺩﻟﻴﻞ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻭﺇﻋﺪﺍﺩ ﺍﳋﻄﺔ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺍﻟﺪﺍﺭ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.2000 ،‬‬
‫ﻣﺼﻄﻔﻰ ﳏﻤﻮﺩ ﺃﺑﻮ ﺑﻜﺮ‪ ،‬ﺩﻟﻴﻞ ﺍﳌـﺪﻳﺮ ﺍﳌﻌﺎﺻـﺮ‪ ،‬ﺍﻟﻮﻇـﺎﺋﻒ – ﺍﻹﺩﺍﺭﺓ ﺍﳌﻬـﺎﺭﺍﺕ‪-‬‬
‫ﺍﻟﺼﻔﺎﺕ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.2001 ،‬‬
‫ﺍﳌﺮﺳﻲ ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺪﺧﻞ ﻟﺘﺤﻘﻴﻖ ﺍﳌﻴﺰﺓ‬
‫‪.2000-99‬‬
‫ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﳌﻨﻈﻤﺔ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ ‪،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ ‪،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ‪.2003 ،‬‬
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‫‪ -27‬ﺍﳌﺮﺳﻲ ﲨﺎﻝ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﻭﺛﺎﺑﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺩﺭﻳﺲ‪ ،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ – ﻧﻈﺮﻳـﺎﺕ‬
‫ﻭﳕﺎﺫﺝ ﻭﺗﻄﺒﻴﻖ ﻋﻤﻠﻲ ﻹﺩﺍﺭﺓ ﺍﻟﺴﻠﻮﻙ ﰲ ﺍﳌﻨﻈﻤﺔ ‪ ،-‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪2000،‬‬
‫‪ -28‬ﺍﳌﻐﺮﰊ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﳌﻮﺍﺟﻬﺔ ﺍﻟﻘﺮﻥ ‪ ،21‬ﳎﻤﻮﻋﺔ ﺍﻟﻨﻴﻞ‬
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‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪.1999‬‬
‫ﺳﻌﺪ ﻋﻴﺪ ﻣﺮﺳﻲ ﺑﺪﺭ‪ ،‬ﻋﻤﻠﻴﺔ ﺍﻟﻌﻤﻞ ﻣﺪﺧﻞ ﰲ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ﺍﻟـﺼﻨﺎﻋﻲ‪ ،‬ﺩﺍﺭ ﺍﳌﻌﺮﻓـﺔ‬
‫ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ‪.2000‬‬
‫ﺳﻌﻴﺪ ﻳﺲ ﻋﺎﻣﺮ ﻭﳏﻤﺪ ﻋﻠﻲ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‪ ،‬ﺍﻟﻔﻜﺮ ﺍﳌﻌﺎﺻﺮ ﰲ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻣﺮﻛـﺰ‬
‫ﻭﺍﻳﺪ ﺳﺮﻓﻴﺲ ﻟﻼﺳﺘﺸﺎﺭﺍﺕ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻹﺩﺍﺭﻱ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪.1998،‬‬
‫ﺳﻠﻄﺎﻥ ﳏﻤﺪ ﺃﻧﻮﺭ ‪ ،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.2003 ،‬‬
‫ﺳﻬﻴﻠﺔ ﳏﻤﺪ ﻋﺒﺎﺱ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪،‬ﻣﺪﺧﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ ‪ ،‬ﺩﺍﺭ ﻭﺍﺋـﻞ ﻟﻺﻧﺘـﺎﺝ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ ‪ ،‬ﻋﻤﺎﻥ ﺍﻷﺭﺩﻥ ‪.2002 ،‬‬
‫ﺳﻴﻜﺎﺭﺍﻥ ﺍﻭﻣﺎ ‪:‬ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﰲ ﺍﻹﺩﺍﺭﺓ – ﻣﺪﺧﻞ ﺑﻨﺎﺀ ﺍﳌﻬـﺎﺭﺍﺕ ﺍﻟﺒﺤﺜﻴـﺔ – ﺗﺮﲨـﺔ‬
‫ﺇﲰﺎﻋﻴﻞ ﻋﻠﻲ ﺑﺴﻴﻮﱐ ﻭ ﻋﺒﺪ ﺍﷲ ﺑﻦ ﺳﻠﻴﻤﺎﻥ ﺍﻟﻌﺰﺍﺯ ‪ ،‬ﺩﺍﺭ ﺍﻟﻨﺸﺮ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﻄﺎﺑﻊ ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﺍﳌﻠﻚ ﺳﻌﻮﺩ ‪ ،‬ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ‪.1998 ،‬‬
‫ﺍﻟﺴﺎﱂ ﻣﺆﻳﺪ ﺳﻌﻴﺪ ‪ ،‬ﺗﻨﻈﻴﻢ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﺩﺍﺭ ﻋﺎﱂ ﺍﻟﻜﺘﺎﺏ ﺍﳊﺪﻳﺚ‪ ،‬ﺍﻷﺭﺩﻥ‪.2002 ،‬‬
‫ﺍﻟﺴﺎﱂ ﻣﺆﻳﺪ ﺳﻌﻴﺪ ﻭ ﻋـﺎﺩﻝ ﺣﺮﺣـﻮﺵ ﺻـﺎﱀ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‪ ،‬ﻣـﺪﺧﻞ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪،‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ ﺍﳊﺪﻳﺚ‪ ،‬ﺇﺭﺑﺪ ﺍﻷﺭﺩﻥ‪. 2002،‬‬
‫ـﺸﺮ‬
‫ـﺮﺓ‪ ،‬ﺩﺍﺭ ﻏﺮﻳـﺐ ﻟﻠﻄﺒﺎﻋـﺔ ﻭ ﺍﻟﻨـ‬
‫ﺍﻟـﺴﻠﻤﻲ ﻋﻠـﻲ ‪،‬ﺧـﻮﺍﻃﺮ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﳌﻌﺎﺻـ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪.2001،‬‬
‫ﺍﻟﺴﻮﻳﺪﺍﻥ ﻃﺎﺭﻕ ‪ ،‬ﻣﻨﻬﺠﻴﺔ ﺍﻟﺘﻐﻴﲑ ﰲ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﺩﺍﺭ ﺍﺑﻦ ﺣﺰﻡ‪ ،‬ﺑﲑﻭﺕ‪.2001 ،‬‬
‫ﻋﺒﺪ ﺍﻟﺒﺎﺭﻱ ﺇﺑﺮﺍﻫﻴﻢ ﺩﺭﺓ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻷﺩﺍﺀ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳌﻨﻈﻤﺎﺕ‪ ،‬ﲝﻮﺙ ﻭ ﺩﺭﺍﺳـﺎﺕ‬
‫ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻌﺪﺩ‪ ،382‬ﺍﻟﻘﺎﻫﺮﺓ‪.2003 ،‬‬
‫ﻋﺒﻴﺪﺍﺕ ﳏﻤﺪ ﻭ ﺁﺧﺮﻭﻥ ‪ ،‬ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻟﻘﻮﺍﻋﺪ ﻭ ﺍﳌﺮﺍﺣﻞ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪،‬ﺍﻟﻄﺒﻌﺔ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ‪ ،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻄﺒﺎﻋﺔ ﻭ ﺍﻟﻨﺸﺮ ‪ ،‬ﻋﻤﺎﻥ ‪ ،‬ﺍﻷﺭﺩﻥ ‪.1999 ،‬‬
‫‪ -40‬ﻋﺜﻤﺎﻥ ﺣﺴﻦ ﻋﺜﻤﺎﻥ ‪ ،‬ﺍﳌﻨﻬﺠﻴﺔ ﰲ ﻛﺘﺎﺑﺔ ﺍﻟﺒﺤﻮﺙ ﻭ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳉﺎﻣﻌﻴـﺔ ‪ ،‬ﻣﻨـﺸﻮﺭﺍﺕ‬
‫ﺍﻟﺸﻬﺎﺏ‪،‬ﺑﺎﺗﻨﺔ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪.1998 ،‬‬
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‫ـﺴﻨﺔ ﺍﻷﻭﱃ‬
‫ـﺔ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺍﻟـ‬
‫ـﺎﺱ ﻧﻈﺮﻳـ‬
‫ـﺮﺍﺕ ﰲ ﻣﻘﻴـ‬
‫ـﺎﻥ‪ ،‬ﳏﺎﺿـ‬
‫ـﺴﻦ ﻋﺜﻤـ‬
‫ـﺎﻥ ﺣـ‬
‫‪ -41‬ﻋﺜﻤـ‬
‫ﻣﺎﺟﺴﺘﲑ‪،‬ﲣﺼﺺ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ ﻗﺴﻢ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﳉﺎﻣﻌﻴـﺔ‬
‫‪.2004-2003‬‬
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‫ﻋﺜﻤﺎﻥ ﺣﺴﻦ ﻋﺜﻤﺎﻥ‪،‬ﻗﺮﺍﺀﺓ ﰲ ﻛﺘﺎﺏ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻻﻣﺘﻴﺎﺯ ‪،‬ﻣﻄﺒﻮﻋﺔ ﻣﻘﺪﻣﺔ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ‬
‫ﺍﻟﺮﺍﺑﻌﺔ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ ‪ ،‬ﻗﺴﻢ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ ‪.2003-2002‬‬
‫ﻋﻘﻴﻠﻲ ﻋﻤﺮ ﻭﺻﻔﻲ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ -‬ﺑﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻲ‪ -‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2005 ،‬‬
‫ﺍﻟﻌﺪﻟﻮﱐ ﳏﻤﺪ ﺃﻛـﺮﻡ ‪ ،‬ﺍﻟﻌﻤـﻞ ﺍﳌﺆﺳـﺴﻲ‪ ،‬ﺩﺍﺭ ﺍﺑـﻦ ﺣـﺰﻡ ﻟﻠﻄﺒﺎﻋـﺔ ﻭﺍﻟﻨـﺸﺮ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬ﺑﲑﻭﺕ‪.2002،‬‬
‫ـﻞ ﻟﻠﻄﺒﺎﻋــﺔ‬
‫ـﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤــﻲ‪ ،‬ﺩﺍﺭ ﻣﺮﺍﺣـ‬
‫ـﺮ ﳏﻤــﺪ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟـ‬
‫ـﺪﻳﻠﻲ ﻧﺎﺻـ‬
‫ﺍﻟﻌـ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪،‬ﺍﻟﺮﻳﺎﺽ‪.1993 ،‬‬
‫ﺍﻟﻌﻠﻲ ﳏﻤﺪ ﻣﻬﻨﺎ ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﻹﺳﻼﻡ ‪،‬ﺩ ﻡ ﺝ ‪ ،‬ﺍﳉﺰﺍﺋﺮ ‪.1985،‬‬
‫ﺍﻟﻌﻤﻴﺎﻥ ﳏﻤﻮﺩ ﺳﻠﻤﺎﻥ ‪ ،‬ﺍﻟـﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤـﻲ ﰲ ﻣﻨﻈﻤـﺎﺕ ﺍﻷﻋﻤـﺎﻝ‪ ،‬ﺩﺍﺭ ﻭﺍﺋـﻞ‬
‫ﻋﻤﺎﻥ‪،‬ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻓﻼﺡ ﺣﺴﻦ ﻋﺪﺍﻱ ﺍﳊﺴﻴﲏ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ – ﻣﻔﺎﻫﻴﻤﻬﺎ ﻣﺪﺍﺧﻠـﻬﺎ ﻭﻋﻤﻠﻴﺎ‪‬ـﺎ‬
‫ﺍﳌﻌﺎﺻﺮﺓ‪ ، -‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.2000 ،‬‬
‫ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﺒﺎﻗﻲ‪ ،‬ﺍﳉﻮﺍﻧﺐ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﰲ ﺇﺩﺍﺭﺓ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒـﺸﺮﻳﺔ‬
‫ﺑﺎﳌﻨﻈﻤﺔ‪ ،‬ﺍﻟﺪﺍﺭ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪.2001 ،‬‬
‫ﺍﻟﻘﺮﻳﻮﰐ ﳏﻤﺪ ﺻﺎﱀ ‪ ،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﺩﺍﺭ ﺍﻟﺸﺮﻭﻕ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ ‪،‬ﻋﻤﺎﻥ ‪ ،‬ﺍﻷﺭﺩﻥ‬
‫‪. 2000،‬‬
‫ﺷﻮﻗﻲ ﻧﺎﺟﻲ ﺟﻮﺍﺩ ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﺴﺘﺮﺍﺗﻴﺞ‪ ،‬ﺩﺍﺭ ﺣﺎﻣﺪ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬ﻋﻤﺎﻥ‪،‬ﺍﻷﺭﺩﻥ‪.1999،‬‬
‫ﺷﺎﺭﻟﺰ ﻭﺟﺎﺭﻳﺚ ﺟﻮﻧﺰ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪ ،‬ﺍﳉﺰﺀ ﺍﻷﻭﻝ‪ ،‬ﺗﺮﲨﺔ ﻭﻣﺮﺍﺟﻌﺔ‪ :‬ﺭﻓـﺎﻋﻲ‬
‫ﳏﻤﺪﺭﻓﺎﻋﻲ ﳏﻤﺪ ﺳﻴﺪ ﺃﲪﺪ ﻋﺒﺪ ﺍﳌﺘﻌﺎﻝ‪ ،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ ﻟﻠﻨﺸﺮ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ ،‬ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴـﺔ‬
‫‪.2003-02‬‬
‫‪-48‬‬
‫‪-49‬‬
‫‪-50‬‬
‫‪-51‬‬
‫‪-52‬‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫‪ -53‬ﺛﺎﺑﺖ ﺯﻫﲑ ‪ ،‬ﻛﻴﻒ ﺗﻘﻴﻢ ﺃﺩﺍﺀ ﺍﻟـﺸﺮﻛﺎﺕ ﻭﺍﻟﻌـﺎﻣﻠﲔ‪ ،‬ﺩﺍﺭ ﻗﺒـﺎﺀ ﻟﻠﻄﺒﺎﻋـﺔ ﻭﺍﻟﻨـﺸﺮ‬
‫‪.2001‬‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬ﺍﻟﻘﺎﻫﺮﺓ ‪. 2001،‬‬
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‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﻟﺮﺳﺎﺋﻞ ﻭ ﺍﻷﻃﺮﻭﺣﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ‪:‬‬
‫‪ -54‬ﺑﺮﺑﺎﺵ ﺗﻮﻓﻴﻖ ‪ ،‬ﲢﺴﲔ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﻟﺮﻓﻊ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ‬
‫ﺍﳉﺰﺍﺋﺮﻳﺔ‪،‬ﺭﺳﺎﻟﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪ ،‬ﲢﺖ ﺇﺷﺮﺍﻑ ‪ :‬ﺩ‪ .‬ﺑﺮﻭﺵ‬
‫ﺯﻳﻦ ﺍﻟﺪﻳﻦ ‪ ،‬ﻣﻌﻬﺪ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ‪ ،‬ﺟﺎﻣﻌﺔ ﺳﻄﻴﻒ ‪ ، 97-96 ،‬ﲝﺚ ﱂ ﻳﻨﺸﺮ ‪.‬‬
‫‪ -55‬ﺑﻮﺑﺎﻳﺔ ﳏﻤﺪ ﺍﻟﻄﺎﻫﺮ ‪ ،‬ﺍﲡﺎﻫﺎﺕ ﺍﳍﻴﺌﺔ ﺍﻟﻮﺳـﻄﻰ ﺍﻹﺩﺍﺭﻳـﺔ ﳓـﻮ ﺍﻟﻨﻤـﺎﺫﺝ ﺍﻟﺜﻘﺎﻓﻴـﺔ‬
‫ﺍﻟﺘﻨﻈﻴﻤﻴﺔﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﺃﺟﺮﻳﺖ ﲟﺆﺳﺴﺎﺕ ﺇﻧﺘﺎﺟﻴﺔ ﻭﺧﺪﻣﺎﺗﻴﺔ ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﰲ ﻋﻠﻢ‬
‫ﺍﻟﻨﻔﺲ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﻌﻤﻞ‪،‬ﲢﺖ ﺍﺷﺮﺍﻑ ﺍﳍﺎﴰﻲ ﻟﻮﻛﻴﺎ ‪ ،‬ﻣﻌﻬـﺪ ﻋﻠـﻢ ﺍﻟـﻨﻔﺲ ﻭﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ‪،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،96-95 ،‬ﲝﺚ ﱂ ﻳﻨﺸﺮ‪.‬‬
‫‪ -56‬ﺍﻟﺒﺎﻫﻲ ﻣﺼﻄﻔﻰ ‪ ،‬ﺍﻟﻘﻴﻢ ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﻋﻤﺎﻝ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﳌﺮﻛﺐ ﺍﻟﺒﻄﺎﺭﻳﺎﺕ‬
‫ﺍﳉﺎﻓﺔ ‪ cpa‬ﺑﺴﻄﻴﻒ – ﺭﺳﺎﻟﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ ﲢـﺖ‬
‫ﺇﺷﺮﺍﻑ ‪ :‬ﻋﺒﺪ ﺍﳌﺎﻟﻚ ﺗﺎﺷﺮﻳﻔﺖ ‪ .‬ﻣﻌﻬﺪ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺟﺎﻣﻌـﺔ ﺳـﻄﻴﻒ ‪-1995‬‬
‫‪ ،1996‬ﲝﺚ ﱂ ﻳﻨﺸﺮ‪.‬‬
‫‪ -57‬ﻫﺒﺎﻝ ﻋﺒﺪ ﺍﳌﺎﻟﻚ ‪ ،‬ﺩﺭﺍﺳﺔ ﻋﻼﻗﺔ ﺍﻹﺩﺍﺭﺓ ﺑﺎﳌﺸﺎﺭﻛﺔ ﺑﺎﻟﺮﺿﺎ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﻌﺎﻣﻠﲔ –ﺩﺭﺍﺳـﺔ‬
‫ﻣﻴﺪﺍﻧﻴﺔ ﲟﺆﺳﺴﺔ ‪ ENAMC‬ﺑﺴﻄﻴﻒ ‪ ،‬ﲢﺖ ﺇﺷﺮﺍﻑ ﺩ‪.‬ﺑﺮﻭﺵ ﺯﻳﻦ ﺍﻟﺪﻳﻦ ‪ ،‬ﻗـﺴﻢ‬
‫ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺠﺎﺭﻳﺔ‪،‬ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ ‪ ، 2003-2002 ،‬ﲝﺚ ﱂ ﻳﻨﺸﺮ‪.‬‬
‫‪ -58‬ﺣﺮﺍﻳﺮﻳﺔ ﻋﺘﻴﻘﺔ ‪ ،‬ﺇﺷﻜﺎﻟﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﰲ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﻋﻼﻗﺘﻪ ﺑﺘﻮﺟﻴﻪ ﻭﺗﻄـﻮﻳﺮ‬
‫ﺍﳌﺴﺎﺭ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻺﻃﺎﺭﺍﺕ –ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ ﺳﻮﻧﺎ ﻃﺮﺍﻙ ﺣﺎﺳﻲ ﻣﺴﻌﻮﺩ ‪ ،‬ﺭﺳـﺎﻟﺔ‬
‫ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﻌﻤﻞ ‪ ،‬ﲢﺖ ﺇﺷـﺮﺍﻑ ‪ :‬ﺍﳍـﺎﴰﻲ‬
‫ﻣﻘﺮﺍﱐ ‪ ،‬ﻗﺴﻢ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ ‪ ،‬ﺍﳉﺰﺍﺋﺮ ‪ ،03-02 ،‬ﲝﺚ ﱂ ﻳﻨﺸﺮ ‪.‬‬
‫‪ -59‬ﺍﻟﻄﺒﻼﻭﻱ ﳒﻮﻯ‪ ،‬ﺗﺄﺛﲑ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﺍﻟﻔﺎﻋﻠﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺭﺳـﺎﻟﺔ ﻣﺎﺟـﺴﺘﲑ ﲢـﺖ‬
‫ﺇﺷﺮﺍﻑ ﺃ‪.‬ﺩ ﻋﺎﻳﺪﺓ ﺳﻴﺪ ﺍﳋﻄﻴﺐ ﻭ ﺩ‪ .‬ﳏﻤﻮﺩ ﺳﻴﺪ‪،‬ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ‪،‬ﺟﺎﻣﻌﺔﻋﲔ ﴰﺲ ‪1996‬‬
‫‪ -60‬ﻋﺒﺪ ﺍﷲ ﻋﻠﻲ ‪ ،‬ﺃﺛﺮ ﺍﻟﺒﻴﺌﺔ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺣﺎﻟﺔ ﺍﳉﺰﺍﺋﺮ‪،‬ﺃﻃﺮﻭﺣﺔ‬
‫ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺩﻛﺘﻮﺭﺍﻩ ﺩﻭﻟﺔ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‪ ،‬ﲢـﺖ ﺇﺷـﺮﺍﻑ‪ :‬ﻋﺒـﺪ ﺍﻟـﺴﻼﻡ‬
‫ﺳﻌﺪﻱ‪،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ ‪ ،1999‬ﲝﺚ ﱂ‬
‫ﻳﻨﺸﺮ‪.‬‬
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‫‪ -61‬ﻗﺎﲰﻲ ﻛﻤﺎﻝ ‪ ،‬ﺍﳌﻘﻮﻣﺎﺕ ﻭﺍﳌﻌﻮﻗﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﺘﻄﺒﻴﻖ ﻧﻈﺎﻣﻲ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﻹﻳﺰﻭ‬
‫‪ 9000‬ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‪ ،‬ﻣﺬﻛﺮﺓ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ‪،‬‬
‫ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ ﲢﺖ ﺇﺷﺮﺍﻑ ﺩ‪ .‬ﺯﻳﻦ ﺍﻟﻌﺎﺑﺪﻳﻦ ﺑﺮﻭﺵ‪ ، 2003 ،‬ﲝﺚ ﱂ ﻳﻨﺸﺮ‬
‫‪ -62‬ﺷﻨﻮﰲ ﻧﻮﺭ ﺍﻟﺪﻳﻦ ‪ ،‬ﺗﻔﻌﻴﻞ ﻧﻈﺎﻡ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﻤﻮﻣﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺣﺎﻟﺔ‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻠﻜﻬﺮﺑﺎﺀ ﻭﺍﻟﻐﺎﺯ ﺃﻃﺮﻭﺣﺔ ﻟﻨﻴﻞ ﺩﺭﺟﺔ ﺍﻟـﺪﻛﺘﻮﺭﺍﻩ ﺩﻭﻟـﺔ ﰲ ﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﲣﺼﺺ ﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ ‪ ،‬ﲢﺖ ﺇﺷﺮﺍﻑ ﺇﲰﺎﻋﲔ ﺷﻌﺒﺎﱐ ‪ ،‬ﻗﺴﻢ ﻋﻠﻮﻡ ﺍﻟﺘـﺴﻴﲑ‬
‫ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ ‪ ،‬ﺍﳉﺰﺍﺋﺮ ‪ 2005-04 ،‬ﲝﺚ ﱂ ﻳﻨﺸﺮ ‪.‬‬
‫‪ -63‬ﺍﻟﺸﻠﻮﻱ ﲪﺪ ﺑﻦ ﻓﺮﺣﺎﻥ ‪،‬ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭ ﻋﻼﻗﺘﻬﺎ ﺑﺎﻻﻧﺘﻤﺎﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴـﺔ‬
‫ﻋﻠﻰ ﻣﻨﺴﻮﰊ ﻛﻠﻴﺔ ﺍﳌﻠﻚ ﺧﺎﻟﺪ ﺍﻟﻌﺴﻜﺮﻳﺔ ﺍﳌﺪﻧﻴﲔ ﻭ ﺍﻟﻌﺴﻜﺮﻳﲔ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﻘﺪﻣـﺔ ﻟﻨﻴـﻞ‬
‫ﺷﻬﺎﺩﺓ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ ﲢﺖ ﺇﺷﺮﺍﻑ ﺃ‪.‬ﺩ ﳏﻤﺪ ﻓﺘﺤﻲ ﳏﻤﻮﺩ‪.‬ﻗﺴﻢ ﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ‪ ،‬ﺟﺎﻣﻌﺔ ﻧﺎﻳﻒ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻷﻣﻨﻴﺔ ‪،‬ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ‪.2005‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﺍﻟﺒﺤﻮﺙ ﻭ ﺍﳌﻘﺎﻻﺕ ﻭ ﺍﳌﺪﺍﺧﻼﺕ ‪:‬‬
‫‪ -64‬ﺑﻮﺷﻨﺎﻓﺔ ﺃﲪﺪ ﻭ ﺑﻮﺳﻬﻤﲔ ﺃﲪﺪ ‪ ،‬ﺃﳘﻴﺔ ﺍﻟﺒﻌﺪ ﺍﻟﺜﻘﺎﰲ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﻣﺪﺍﺧﻠﺔ‬
‫ﺿﻤﻦ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ ﺣﻮﻝ ﺍﻟﺘﺴﻴﲑ ﺍﻟﻔﻌﺎﻝ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‪ ،‬ﻛﻠﻴـﺔ ﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ ‪ ،‬ﻳﻮﻣﻲ ‪ 04 – 03‬ﻣﺎﻱ ‪.2005‬‬
‫‪ -65‬ﺑﺮﻭﺵ ﺯﻳﻦ ﺍﻟﺪﻳﻦ‪ ،‬ﻗﺎﲰﻲ ﻛﻤﺎﻝ‪ ،‬ﺇﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﲑ ﻭﻋﻼﻗﺘﻪ ﺑﺜﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺪﺍﺧﻠﺔ ﺿـﻤﻦ‬
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ ﺣﻮﻝ ﺍﻟﺘﺴﻴﲑ ﺍﻟﻔﻌﺎﻝ ﻟﻠﻤﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠـﻮﻡ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‬
‫ﻭﻋﻠﻮﻡ ﺍﻟﺘﺴﻴﲑ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ‪ ،‬ﺍﳌﺴﻴﻠﺔ ﻳﻮﻣﻲ ‪ 04 – 03‬ﻣﺎﻱ ‪.2005‬‬
‫‪ -66‬ﺑﻠﻌﺠﻮﺯ ﺣﺴﲔ ﻭ ﻏﺰﻱ ﳏﻤﺪ ﺍﻟﻌﺮﰊ ‪ ،‬ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳـﺴﺔ ﻭﺃﺛﺮﻫـﺎ ﻋﻠـﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻌـﺎﻡ‬
‫ﻟﻠﻤﺆﺳﺴﺔ‪ ،‬ﻣﺪﺍﺧﻠﺔ ﺿﻤﻦ ﺍﳌﻠﺘﻘﻰ ﺍﻟـﺪﻭﱄ ﺣـﻮﻝ ﺍﻟﺘـﺴﻴﲑ ﺍﻟﻔﻌـﺎﻝ ﰲ ﺍﳌﺆﺳـﺴﺎﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺘﺴﻴﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﺴﻴﻠﺔ‪ ،‬ﻳـﻮﻣﻲ ‪ 04 – 03‬ﻣـﺎﻱ‬
‫‪. 2005‬‬
‫‪ -67‬ﺑﻮ ﻋﺒﺪ ﺍﷲ ﳊﺴﻦ ‪ ،‬ﺍﻟﺒﻌﺪ ﺍﻟﺜﻘﺎﰲ ﻭ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟـﺴﻠﻮﻙ ﺍﻟﻌﺎﻣـﻞ ﻭ ﻋﻼﻗﺘـﻪ ﺑـﺈﺩﺍﺭﺓ‬
‫ﺍﳌﺆﺳﺴﺔ‪،‬ﻣﺪﺍﺧﻠﺔ ﻣﻘﺪﻣﺔ ﺿﻤﻦ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ ﺣﻮﻝ ﺍﻟﺜﻘﺎﻓﺔ ﻭ ﺍﻟﺘﺴﻴﲑ‪ ،‬ﻣﻌﻬﺪ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬
‫ﻭ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ‪،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ 30-28 ،‬ﻧﻮﻓﻤﱪ ‪ 1992‬ﺩ ﻡ ﺝ ‪ ،‬ﺍﳉﺰﺍﺋﺮ ‪.1992‬‬
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‫‪ -68‬ﺍﻟﱪﻳﺪﻱ ﻋﺒﺪ ﺍﷲ ‪ ،‬ﳓﻮ ﻓﻬﻢ ﺑﻨﻴﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻘﲏ ﰲ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻛﻤﺪﺧﻞ‬
‫ﻟﻠﺘﻄﻮﺭ – ﺩﺭﺍﺳﺔ ﺍﺳﺘﻄﻼﻋﻴﺔ ‪ ، -‬ﻣﺪﺍﺧﻠﺔ ﻣﻘﺪﻣﺔ ﺿﻤﻦ ﺍﳌﺆﲤﺮ ﺍﻟﺘﻘﲏ ﺍﻟﺜﺎﻟﺚ‪ ،‬ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﺘﻘﲏ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻬﲏ‪ ،‬ﺍﻟﺮﻳﺎﺽ ﺃﻳﺎﻡ ‪.2004/12/14 – 11‬‬
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‫ﺍﻟﱪﻳﺪﻱ ﻋﺒﺪ ﺍﷲ ‪ ،‬ﳌﺎﺫﺍ ﻧﺸﺨﺺ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ‪ ،‬ﳎﻠﺔ ﺍﻟﺘـﺪﺭﻳﺐ ﻭﺍﻟﺘﻘﻨﻴـﺔ‪ ،‬ﺍﻟﻌـﺪﺩ‬
‫‪،73‬ﻣﺎﺭﺱ ‪ ،2005‬ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠـﻴﻢ ﺍﻟﻔـﲏ ﻭﺍﻟﺘـﺪﺭﻳﺐ ﺍﳌﻬـﲏ‪ ،‬ﺍﻟﺮﻳـﺎﺽ‪،‬‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪،‬ﺃﻧﻈﺮ ﻣﻮﻗﻊ ‪www.gotevot.edusi‬‬
‫ﻳﺎﻏﻲ ﳏﻤﺪ ﻭ ﻣﺮﻋﻲ ﺗﻮﻓﻴﻖ ‪ ،‬ﳓﻮ ﺻﻴﺎﻏﺔ ﻧﻈﺮﺓ ﺇﺩﺍﺭﻳﺔ ﺇﺳﻼﻣﻴﺔ ﺗﺴﺘﺨﻠﺺ ﻣـﻦ ﺍﻟﻘـﺮﺍﻥ‬
‫ﺍﻟﻜﺮﱘ‪ ،‬ﳎﻠﺔ ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻟﻼﻗﺘﺼﺎﺩ ﻭ ﺍﻹﺩﺍﺭﺓ ‪ ،‬ﺍ‪‬ﻠﺪ ﺍﻟﺜﺎﻟﺚ‪ ،‬ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪.1990 ،‬‬
‫ﻣﻘﺪﻡ ﻋﺒﺪ ﺍﳊﻔﻴﻆ ‪ ،‬ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻋﻠﻰ ﺍﻟﺘﺴﻴﲑ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻣﺪﺍﺧﻠﺔ ﺿﻤﻦ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ‬
‫ﺣﻮﻝ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﺘﺴﻴﲑ‪ ،‬ﻣﻌﻬﺪ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺃﻳﺎﻡ ‪30 – 28‬‬
‫ﻧﻮﻓﻤﱪ ‪ .1992‬ﺩ ﻡ ﺝ‪ .‬ﺑﻦ ﻋﻜﻨﻮﻥ ‪ .‬ﺍﳉﺰﺍﺋﺮ‪.‬‬
‫ﻋﺒﺪ ﺍﷲ ﻋﻠﻲ ‪ ،‬ﳏﺎﺿﺮﺍﺕ ﰲ ﻣﻘﻴﺎﺱ ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﻣﺎﺟﺴﺘﲑ ‪،‬ﻓﺮﻉ‬
‫ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ ‪ ،‬ﻗﺴﻢ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺠﺎﺭﻳﺔ ‪ ،‬ﺟﺎﻣﻌﺔ ﻣﺴﻴﻠﺔ ‪. 2004-2003 ،‬‬
‫ﻋﺒﺪ ﺍﷲ ﻋﻠﻲ ‪ ،‬ﺍﻟﺘﺤﻮﻻﺕ ﻭﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﻣﺪﺍﺧﻠﺔ ﺿﻤﻦ ﺍﳌﻠﺘﻘﻰ ﺍﻟﻮﻃﲏ ﺍﻷﻭﻝ ﺣـﻮﻝ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳉﺰﺍﺋﺮﻱ ﰲ ﺍﻷﻟﻔﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺒﻠﻴﺪﺓ‪ ،‬ﺃﻳﺎﻡ ‪– 20‬‬
‫‪ 21‬ﻣﺎﻱ ‪ ،2002‬ﺍﻟﺒﻠﻴﺪﺓ‪.‬‬
‫ﻋﺸﻮﻱ ﻣـﺼﻄﻔﻰ ﻭ ﻟﻮﺻـﻴﻒ ﺳـﻌﻴﺪ ‪ ،‬ﺍﳋﻠﻔﻴـﺔ ﺍﻟﺜﻘﺎﻓﻴـﺔ ﻟﻠﻘﻴـﺎﺩﺓ ﰲ ﺍﳌﺆﺳـﺴﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪،‬ﻣﺪﺍﺧﻠﺔ ﻣﻘﺪﻣﺔ ﺿﻤﻦ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ ﺣﻮﻝ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﺘﺴﻴﲑ‪ ،‬ﻣﻌﻬﺪ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬
‫ﻭﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪ ،‬ﺃﻳـﺎﻡ ‪ 30 – 28‬ﻧـﻮﻓﻤﱪ ‪ ،1992‬ﺩ ﻡ ﺝ‪ ،‬ﺑـﻦ‬
‫ﻋﻜﻨﻮﻥ‪،‬ﺍﳉﺰﺍﺋﺮ‪.‬‬
‫ﻋﺜﻤﺎﻥ ﺣﺴﻦ ﻋﺜﻤﺎﻥ‪ ،‬ﺩﻭﺭ ﺛﻘﺎﻓﺔ ﺍﳌﻨﻈﻤـﺔ ﰲ ﲢﻘﻴـﻖ ﺍﻟﻨﺠـﺎﺡ ﻭﺍﻟﺘﻤﻴـﺰ‪ ،‬ﲝـﺚ ﱂ‬
‫ﻳﻨﺸﺮ‪.2005،‬‬
‫ﻓﺮﺍﺝ ﻋﺜﻤﺎﻥ ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ‪ ،‬ﻣﺪﺍﺧﻠـﺔ ﺿـﻤﻦ‬
‫ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ ﺣﻮﻝ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﺘﺴﻴﲑ‪ ،‬ﻣﻌﻬﺪ ﻋﻠﻢ ﺍﻟـﻨﻔﺲ ﻭﻋﻠـﻮﻡ ﺍﻟﺘﺮﺑﻴـﺔ ‪ ،‬ﺟﺎﻣﻌـﺔ‬
‫ﺍﳉﺰﺍﺋﺮ‪،‬ﺃﻳﺎﻡ ‪ 30 – 28‬ﻧﻮﻓﻤﱪ ‪ .1992‬ﺩ ﻡ ﺝ‪ .‬ﺑﻦ ﻋﻜﻨﻮﻥ ‪ .‬ﺍﳉﺰﺍﺋﺮ‪.‬‬
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‫ ﻣﺪﺍﺧﻠـﺔ‬،‫ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺼﺪﺭ ﺍﻷﺩﺍﺀ ﺍﳌﺘﻤﻴﺰ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻻﻗﺘـﺼﺎﺩﻳﺔ‬، ‫ ﺭﻗﺎﻡ ﻟﻴﻨﺪﺓ‬-77
‫ ﻗـﺴﻢ ﻋﻠـﻮﻡ‬،‫ﻣﻘﺪﻣﺔ ﺿﻤﻦ ﺍﳌﻠﺘﻘﻰ ﺍﻟﺪﻭﱄ ﺣﻮﻝ ﺍﻷﺩﺍﺀ ﺍﳌﺘﻤﻴﺰ ﻟﻠﻤﻨﻈﻤﺎﺕ ﻭﺍﳊﻜﻮﻣﺎﺕ‬
.‫ ﺍﳉﺰﺍﺋﺮ‬،2005 ‫ ﻣﺎﺭﺱ‬09-08:‫ ﺟﺎﻣﻌﺔ ﻭﺭﻗﻠﺔ ﺃﻳﺎﻡ‬،‫ﺍﻟﺘﺴﻴﲑ‬
‫ ﺍﻟﻌﺪﺩ‬،‫ ﳎﻠﺔ ﺍﻟﻜﻬﺮﺑﺎﺀ‬،‫ ﺛﻘﺎﻓﺔ ﺍﳌﺆﺳﺴﺔ ﻭﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‬، ‫ ﺍﻟﺸﻤﺮﻱ ﺳﻌﻮﺩ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ‬-78
.www.alkahraba.com ‫ﺍﻧﻈﺮ ﻣﻮﻗﻊ‬
‫ ﻣﺪﺍﺧﻠﺔ ﺿﻤﻦ‬،ّ ‫ ﻣﻈﺎﻫﺮ ﺍﻷﺩﺍﺀ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻭﺍﳌﻴﺰﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‬، ‫ ﺍﳋﻨﺎﻕ ﺳﻨﺎﺀ ﻋﺒﺪ ﺍﻟﻜﺮﱘ‬-79
‫ ﻗـﺴﻢ ﺍﻟﻌﻠـﻮﻡ ﻭ ﺍﻟﺘـﺴﻴﲑ‬، ‫ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﱄ ﺣﻮﻝ ﺍﻷﺩﺍﺀ ﺍﳌﺘﻤﻴﺰ ﻟﻠﻤﻨﻈﻤﺎﺕ ﻭﺍﳊﻜﻮﻣﺎﺕ‬
. ‫ ﺍﳉﺰﺍﺋﺮ‬، ‫ ﻭﺭﻗﻠﺔ‬، 2005 ‫ ﻣﺎﺭﺱ‬09-08 ‫ ﺃﻳﺎﻡ‬، ‫ﺟﺎﻣﻌﺔ ﻭﺭﻗﻠﺔ‬،
08
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:‫ﻣﻠﺨﺺ‬
‫ﻳﻌﺘﱪ ﻣﻮﺿﻮﻉ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻣﻦ ﺃﻫﻢ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﱵ ﻟﻘﻴﺖ ﺍﻫﺘﻤﺎﻣﺎ ﺑﺎﻟﻐﺎ ﰲ ﳎﺎﻝ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ – ﺧﺎﺻـﺔ ﰲ ﺍﻵﻭﻧـﺔ‬
‫ﻭﺍﻟﺬﻱ‬،‫ﺍﻷﺧﲑﺓ – ﳌﺎ ﳍﺎ ﻣﻦ ﺗﺄﺛﲑ ﻋﻠﻰ ﳒﺎﺡ ﺃﻭ ﻓﺸﻞ ﺍﳌﻨﻈﻤﺎﺕ ﻭ ﺍﻟﺬﻱ ﻳﺘﺤﺪﺩ ﺃﺳﺎﺳﺎ ﲟﺪﻯ ﻛﻔﺎﺀﺓ ﺃﺩﺍﺀ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺑﺎﳌﻨﻈﻤﺔ‬
‫ ﺑﺎﻟﺜﻘﺎﻓﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻭ ﳕﻂ ﺍﻟﺘﻔﻜﲑ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ ﻣﻦ ﺧﻼﻝ ﲤﺘﻌﻬﻢ ﲟﺠﻤﻮﻋـﺔ ﻣـﻦ ﺍﻟﻘـﻴﻢ‬- ‫ ﺍﻷﺩﺍﺀ‬- ‫ﻳﺘﺄﺛﺮ ﺑﺸﻜﻞ ﻛﺒﲑ‬
‫ ﺍﻻﻟﺘﺰﺍﻡ ﺑﻘﻮﺍﻋﺪ‬، ‫ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻮﻗﺖ ﻭ ﺍﻻﻧﻀﺒﺎﻁ ﰲ ﺍﻟﻌﻤﻞ‬، ‫ ﺍﻹﺑﺪﺍﻉ ﻭ ﺍﻻﺑﺘﻜﺎﺭ ﻭ ﺍﻟﺘﺠﺪﻳﺪ‬، ‫ ﺍﳌﺸﺎﺭﻛﺔ‬:‫ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﻭ ﺍﻷﻓﻜﺎﺭ ﻣﺜﻞ‬
‫ﻛﻞ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﳍﺎ ﺗﺄﺛﲑ ﻋﻠﻰ ﺳﻠﻮﻙ ﻭﺃﺩﺍﺀ ﻭ ﺭﺿﺎ ﺍﻷﻓﺮﺍﺩ ﻋﻦ ﻣﻨﻈﻤﺘﻬﻢ‬، ‫ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﰲ ﳑﺎﺭﺳﺔ ﺍﳌﻬﺎﻡ‬، ‫ﻭ ﺃﻧﻈﻤﺔ ﻭ ﻓﻠﺴﻔﺔ ﺍﳌﻨﻈﻤﺔ‬
‫ ﻭﻟﻘﺪ ﺍﺗﻀﺢ ﺫﻟﻚ ﺟﻠﻴـﺎ‬، ‫ﳑﺎ ﻳﺪﻋﻢ ﻗﻴﻢ ﺍﻟﻮﻻﺀ ﻭ ﺍﻻﻧﺘﻤﺎﺀ ﻭ ﺍﻹﺧﻼﺹ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﻨﻈﻤﺔ ﻭﻣﻨﻪ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺗﻨﻈﻴﻤﻲ ﻣﺘﻤﻴﺰ‬
‫ﺎ ﰲ ﺍﻟﺸﺮﻛﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻸﳌﻨﻴﻮﻡ –ﻭﺣﺪﺓ ﺍﻟﺒﺜﻖ ﻭ ﺍﻟﺘﻐﻄﻴﺔ ﻭ ﺗﺬﻭﻳﺐ ﺍﻷﳌﻨﻴﻮﻡ ﺑﺎﳌﺴﻴﻠﺔ – ﺗﺒﲔ‬ ‫ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺘﻨﺎ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﻟﱵ ﻗﻤﻨﺎ‬
‫ ﰲ ﺣﲔ ﺗﺒﲔ ﻭﺟـﻮﺩ ﻗـﻴﻢ‬،‫ﻭﺟﻮﺩ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭ ﺍﻟﱵ ﺗﻌﺘﱪ ﻣﻘﻮﻣﺎ ﺛﻘﺎﻓﻴﺎ ﻣﻬﻤﺎ ﻟﺘﺤﻘﻴﻖ ﺃﺩﺍﺀ ﺟﻴﺪ ﻭ ﺇﻧﺘﺎﺟﻴﺔ ﻣﺮﺗﻔﻌﺔ‬
‫ﺛﻘﺎﻓﻴﺔ ﻭﳑﺎﺭﺳﺎﺕ ﻭﺳﻠﻮﻛﻴﺎﺕ ﺃﺛﺮﺕ ﺳﻠﺒﺎ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﻌﺎﻣﻠﲔ ﻭ ﺃﺩﺍﺋﻬﻢ ﻭﺍﻟﱵ ﺗﻌﺘﱪ ﻣﻌﻮﻗﺎ ﰲ ﻭﺟـﻪ ﲢﻘﻴـﻖ ﺍﻟﺘﻤﻴـﺰ ﰲ ﺍﻷﺩﺍﺀ ﰲ‬
.‫ﺍﳌﺆﺳﺴﺔ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻭ ﻛﺬﺍ ﺍﳌﺆﺳﺴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
Abstract :
The subject of the organizational culture is considered as one of the most Important subject that take large
interest in management field and specially in the last period for what it has of influence on the success and
failure of the organizations , that strictly determinated by the competence of the human resources performance in
the organization , that also is influenced in large part by the predominant organizational culture and the patterns
of thinking of the individuals by their concepts of values, believes and ideas like: participation, creation,
invention and innovation, respecting the time and discipline in work, keeping the rules and systems and
organizational philosophy, independence in work, all of this cultural values have an influence on the behaviour,
performance and satisfaction of individuals on their organization and so the realisation of an excellent individual
and organizational performance. It become very obvious for us by our field research that we had done in the
Algerian Aluminium Company – EARA unity of M`SILA- it appeared that there are several cultural values in
the enterprise that are considered as an important cultural constituent in realization of a good performance and
high productivity whereas it is found that there are cultural values, exersicings and behaviours that had
influenced negatively on the satisfaction of workers and performance, that are considered as a barrier on
realization of an excellence performance in the Algerian Aluminium Company and on the Algerian economic
enterprise .
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