‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺃ‪ .

‬ﻛﲑﺩ ﻋﻤﺎﺭ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬

‫ﻫﺪﻓﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰﺃﺛﺮﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﺘﻐﺍ‪‬ﺎ ﺍﻟﺜﻼﺙ )ﻂ ﻃﺎﻟﺐ ﺩﻛﺘﻮﺭﺍﻩ ﺟﺎﻣﻌﺔ ﺍﻟﺒﻮﻳﺮﺓ – ﺍﳉﺰﺍﺋﺮ ﺍﳌﻠﺨﺺ‪:‬‬
‫ﺍﻹﺷﺮﺍﻑ‪،‬ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ‪،‬ﺍﻟﺘﺤﻔﻴﺰ( ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﻌﺎﻣﻠﲔ ﻟﺪﻯ ﻣﺆﺳﺴﺔ ﺳﻮﻧﻠﻐﺎﺯ ‪ -‬ﻣﺪﻳﺮﻳﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺑﺎﻷﻏﻮﺍﻁ –‬
‫‪،‬ﻛﻤﺎ ﻫﺪﻓﺖ ﺇﱃ ﲢﺪﻳﺪ ﻣﺪﻯ ﺗﺄﺛﲑ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ )ﺍﳉﻨﺲ‪،‬ﺍﻟﺴﻦ‪،‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪،‬ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ(‪،‬ﻋﻠﻰ ﺍﺳﺘﺠﺎﺑﺎﺕ‬
‫ﺍﻟﻌﺎﻣﻠﲔ ﻟﺘﺄﺛﲑ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪ .‬ﻭﻗﺪ ﺍﺗﺒﻊ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ‪،‬ﻭﺍﺳﺘﻌﺎﻥ ﺑﺎﻻﺳﺘﺒﻴﺎﻥ‬
‫ﻧﺴﺨﺔ ﰎ ﺍﺳﺘﺒﻌﺎﺩ ‪ 13‬ﻧﺴﺨﺔ ﻟﻌﺪﻡ ﺻﻼﺣﻴﺘﻬﺎ ﻛﺄﺩﺍﺓ ﻟﻠﺪﺭﺍﺳﺔ‪،‬ﺣﻴﺚ ﰎ ﺗﻮﺯﻳﻊ ‪ 100‬ﻧﺴﺨﺔ ﻣﻦ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﺳﺘﺮﺟﻊ ﻣﻨﻬﺎ ‪77‬‬
‫ﻟﻠﺘﺤﻠﻴﻞ‪،‬ﻭﺑﻘﻴﺔ ‪ 64‬ﻧﺴﺨﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺪﺭﺍﺳﺔ‪،‬ﺣﻴﺚ ﺍﺟﺮﻱ ﻋﻠﻴﻬﺎ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ﻟﺘﺤﺼﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﻡ ﺍﳌﻜﻮﻧﺔ ﻣﻦ‬
‫ﻭﻗﺪ ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻋﺪﺩ ﻣﻦ ﺇﺟﺎﺑﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪،‬ﻛﻤﺎ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺍﻝ )‪ (SPSS‬ﻟﺘﺤﻠﻴﻞ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺪﺍﺭﺳﺔ‪.‬‬
‫ﺍﺛﺒﺘﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ‪،‬ﺣﻴﺚ ﺗﻮﺻﻠﺖ ﺍﱃ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺍﳚﺎﺑﻴﺔ ﺫﺍﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻣﻦ ﺃﳘﻬﺎ‪:‬‬
‫ﺩﻻﻟﺔﺍﺣﺼﺎﺋﻴﺔﺑﲔﺍﻟﻘﻴﺎﺩﺓﺍﻹﺩﺍﺭﻳﺔﲟﺘﻐﲑﺍ‪‬ﺎ ﺍﻟﺜﻼﺙ )ﳕﻂ ﺍﻻﺷﺮﺍﻑ‪،‬ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ‪،‬ﺍﻟﺘﺤﻔﻴﺰ( ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ؛ ﺗﺒﲔ ﻭﺟﻮﺩ‬
‫ﺩﺓ‬
‫ﺎ‬‫ﻘﻴ‬‫ﻟ‬
‫ﲔﺍ‬ ‫ﺔﺑ‬‫ﻴ‬‫ﺋ‬‫ﺣﺼﺎ‬ ‫ﺔﺍ‬ ‫ﺩﻻﻟ‬
‫ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﳕﻂ ﺍﻻﺷﺮﺍﻑ )ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻲ( ﻭﺍﺭﺗﻔﺎﻉ‬
‫ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ؛ ﺗﺒﲔ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﻣﻮﺟﺒﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ‬
‫ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ؛ ﺗﺒﲔ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺇﳚﺎﺑﻴﺔ‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ؛ ﺗﺒﲔ ﺍﻧﻪ ﻻ‬
‫ﺗﻮﺟﺪ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺍﲡﺎﻫﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﰲ ﺍﺳﺘﺠﺎﺑﺘﻬﻢ‬
‫ﲑﳌﺘﻐﲑﺍﺕ ﺍﻟﺪﳝﻮﻏﺮﺍﻓﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ) ﺍﳉﻨﺲ‪،‬ﺍﻟﺴﻦ‪،‬ﺍﳌﺴﺘﻮﻯ‬ ‫ﺣﻮﻝﺗﺄﺛﺍﻟﻘﻴﺎﺩﺓﺍﻹﺩﺍﺭﻳﺔﻋﻠﻰﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺫﻟﻚ ﺑﺎﺧﺘﻼﻑ ﺍ‬
‫ﺣﻮﻝ ﺗﺄﺛﲑ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ‬
‫‪ This study aimed to‬ﺍﻟﺘﻌﻠﻴﻤﻲ‪،‬ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ﰲ ﺍﻟﻮﻇﻴﻔﺔ(؛ ﺍﺭﺗﻔﺎﻉ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﻡ ﻟﻸﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪.Abstract‬‬
‫‪determine the impact of the leadership with its three dimensions (leadership style, group of work and‬‬
‫‪motivation) on the staff performance in the SONELGAZ Company -distribution department- in‬‬
‫‪LAGHOUAT. The study aimed also to determine the effect of the personal variables (sex, age, level of‬‬
‫‪education, and years of experience), on the responses of the employees regarding the leadership and‬‬
‫‪its influence on the staff performance. A descriptive analytical approach was used, and to achieve the‬‬
‫‪objectives of the study, the researcher designed a questionnaire as the basic research tool. The‬‬
‫)‪questionnaire was distributed to the study random sample that reached (100) questionnaire, (77‬‬
‫‪Questionnaires were returned, (13) of them was non-valid; only (64) questionnaires were valid for‬‬
‫‪ - 83 -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ ‪statistical analysis. The data collected were analyzed using (SPSS).‬‬
‫‪ The study reached the following‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫‪conclusions: - The study prove the truth of the general hypotheses, and concluded the existence of a‬‬
‫‪positive statistical relationship between leadership axe with its three dimensions (leadership style,‬‬
‫‪group of work and motivation) and the increase level of job performance in the SONELGAZ company‬‬
‫‪distribution department -in Laghouat. - The study concluded the existence of a positive statistical‬‬
‫‪relationship between to the leadership styles (the democratic pattern) and the increase level of job‬‬
‫‪performance. - The study concluded the existence of a positive statistical relationship between group‬‬
‫‪of work and the increase level of job performance. - The study concluded the existence of a positive‬‬
‫‪statistical relationship between motivation and the increase level of job performance. - It appears that‬‬
‫‪there was no statistically significant differences in trends samples about their response of the‬‬
‫‪leadership and its influence on the staff performance, depending on the following variables (age, sex,‬‬
‫‪level of education, and the years of experience). - The study also concluded that in general the level‬‬
‫ﻣﻘﺪﻣﺔ ﺗﻌﺪﺩﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺍﻫﺘﻤﺖ ﺑﺘﺤﻠﻴﻞ ﻇﺎﻫﺮﺓ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﺄﺛﲑﺍ‪‬ﺎ ﻋﻠﻰ ‪of job performance is good.‬‬
‫ﳐﺘﻠﻒ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪،‬ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭ ﺍﻟﺴﻮﺳﻴﻮﻟﻮﺟﻴﺔ‪،‬ﻭﺍﺗﻔﻘﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﻋﻠﻰﻧﻘﺎﻁ ﻭﺍﺧﺘﻠﻔﺖ‬
‫ﺃﺧﺮﻯ‪،‬ﺇﻻ ﺃ‪‬ﺎ ﺃﲨ ﻌﺖ ﻋﻠﻰ ﺃﻣﺮ ﻭﺍﺣﺪ ﻫﻮ ﺫﻟﻚ ﺍﻷﺛﺮ ﺍﻟﺒﺎﻟﻎ ﺍﻟﺬﻱ ﺗﺘﺮﻛﻪ ﺍﻟﻘﻴﺎﺩﺓ ﺳﻮﺍﺀ ﻛﺎﻥ ﻫﺬﺍ ﺍﻷﺛﺮ ﺍﳚﺎﺑﻴﺎ ﺃﻡ ﺳﻠﺒﻴﺎ ﻋﻠﻰ‬
‫ﺍﻟﻔﺮﺩ ﻭﺍﳌﺆﺳﺴﺔ ﻭﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ ﻛﻜﻞ‪ .‬ﻭﺍﻟﻘﻴﺎﺩﺓ ﰲ ﺃﺧﺮ ﺍﳌﻄﺎﻑ ﺗﻘﺎﺱ ﺑﻨﺘﺎﺋﺠﻬﺎ ﻭﻫﻲ ﺍﺣﺪ ﺍﻷﻣﺮﻳﻦ ﺇﻣﺎ ﺃﻥ ﺗﻜﻮﻥ ﻗﻴﺎﺩﺓ‬
‫ﺭﺩﻳﺌﺔ ‪‬ﺪﺭ ﺍﳌ ﻮﺍﺭﺩ ﻭﺗﻌﻄﻞ ﺍﳌ ﺼﺎﱀ ﻭﺗﻀﻴﻊ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭﲣﺘﺰﻝ ﺍﻷﻫﺪﺍﻑ ﺣﱴ ﻻ ﻳﺒﻘﻰ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺇﻻ ﻣﺎ ﳛﻘﻖ ﺍﳌﺼﺎﱀ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻘﺎﺋﺪ ﺍﻟﻔﺎﺷﻞ‪،‬ﻭﺇﻣﺎ ﺃﻥ ﺗﻜﻮﻥ ﻗﻴﺎﺩﺓ ﻧﺎﺟﺤﺔ‪-‬ﳑﺜﻠﺔ ﻟﺼﻮﺭﺓ ﺍﻟﻘﺎﺋﺪ ﺍﻟﻨﺎﺟﺢ‪ -‬ﺗﺴﺘﺜﻤﺮ ﰲ ﺍﳌﻮﺍﺭﺩ ﻭﺗﻨﻤﻲ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻭ‬
‫ﲢ ﻘﻖ ﺃﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺓ ﰲ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﻟﻠﻌﻤﻞ ﻛﻔﺮﻳﻖ ﻭﺍﺣﺪ ﰲ ﺳﺒﻴﻞ ﺿﻤﺎﻥ ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ ﻭﺍﻟﺒﻘﺎﺀ ﻟﻠﻤﺆﺳﺴﺔ‬
‫ﺇﺷﻜﺎﻟﻴﺔ ﺍﻟﺒﺤﺚ ﺍﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻋﻤﻠﻴﺔ ‪،‬ﻭﺫﻟﻚ ﰲ ﻇﻞ ﻣﻨﺎﻓﺴﺔ ﺣﺎﺩﺓ ﻭﰲ ﺑﻴﺌﺔ ﻳﻌﺪ ﻓﻴﻬﺎ ﺍﻟﺜﺎﺑﺖ ﺍﻟﻮﺣﻴﺪ ﻫﻮ ﺍﻟﺘﻐﻴﲑ‪.‬‬
‫ﺗﺎﺛﲑ ﰲ ﺍﻵﺧﺮﻳﻦ ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻮﺟﻴﻪ ﻗﺪﺭﺍ‪‬ﻢ ﻭﺍﻫﺘﻤﺎﻣﺎ‪‬ﻢ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﻳﻀﻤﻦ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‪،‬ﻭﺃﻥ ﳒﺎﺡ ﺍﻟﻘﺎﺋﺪ ﻳﺘﻮﻗﻒ‬
‫ﺃﺳﺎﺳﺎ ﻋﻠﻰ ﺧﺼﺎﺋﺼﻪ ﻭ ﲰﺎﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﱵ ﲢﺪﺩ ﻧﻮﻉ ﺍﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺬﻱ ﳝﺎﺭﺳﻪ ﰲ ﺍﻟﺘﺎﺛﲑ ﻋﻠﻰ ﻣﺮﺅﻭﺳﻴﻪ ﻟﺘﺤﺴﲔ‬
‫ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﻟﺪﻳﻬﻢ‪ .‬ﻛﻤﺎ ﺃﺻﺒﺢ ﺟﻠﻴﺎ ﺍﻻﻥ ﺃﻥ ﺗﻘﺪﻡ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻭﺍﻟﺪﻭﻝ ﻣﺎ ﻫﻮ ﺇﻻ ﻧﺘﻴﺠﺔ ﻃﺒﻴﻌﻴﺔ ﳉﻬﻮﺩ ﻫﺬﻩ ﺍﻟﻘﻴﺎﺩﺓ‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻮﺍﻋﻴﺔ ﻭﺍﳌﺴﺆﻭﻟﺔ ﰲ ﲢﺴﲔ ﻭﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﻟﺪﻯ ﺃﻓﺮﺍﺩﻫﺎ‪،‬ﻓﺎﻟﺮﺑﻂ ﺑﲔ ﺃﻫﺪﺍﻑ ﺍﻟﻔﺮﺩ ﻭﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‬
‫‪،‬ﻭﺍﻟﺘﻘﻴﻴﻢ ﺍﳌﺴﺘﻤﺮ ﻭﺍﻟﺴﻠﻴﻢ ﻵﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ‪،‬ﻭﺇﺗﺒﺎﻉ ﻣﻨﺎﻫﺞ ﲢﺴﲔ ﻭﺗﻄﻮﻳﺮ ﺍﻵﺩﺍﺀ‪،‬ﺗﻌﺪ ﺍﻫﻢ ﺍﻷﺳﺒﺎﺏ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻫﺬﺍ ﺍﻵﺩﺍﺀ‬
‫ﻭﳑﺎ ﺳﺒﻖ ﻓﺈﻥ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﺗﻜﻤﻦ ﰲ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﻧﻄﺮﺣﻬﺎ ﰲ ﺷﻜﻞ ﺍﻟﺴﺆﺍﻝ ﺍﳌﺘﻤﻴﺰ ﺍﶈﻘﻖ ﻟﻸﻫﺪﺍﻑ‪.‬‬
‫"ﻣﺎ ﻣﺪﻯ ﺗﺄﺛﲑ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﰲ ﺭﻓﻊ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻟﺪﻯ ﻣﺆﺳﺴﺔ ﺳﻮﻧﻠﻐﺎﺯ‪ -‬ﻣﺪﻳﺮﻳﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺑﺎﻷﻏﻮﺍﻁ‪-‬؟" ﺍﳉﻮﻫﺮﻱ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪-‬ﻣﺎ ﻫﻲ ﻃﺒﻴﻌﺔ ﺍﻵﺩﺍﺀ ﻭﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺍﳉﻮﻫﺮﻱ ﻳﺘﻔﺮﻉ ﺇﱃ ﻋﺪﺓ ﺃﺳﺌﻠﺔ ﻓﺮﻋﻴﺔ‪ - :‬ﻣﺎ ﻫﻲ ﻃﺒﻴﻌﺔ ﻇﺎﻫﺮﺓ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ؟‬
‫‪ - 84 -‬ﺍﻟﻮﻇﻴﻔﻲ ﻭﻛﻴﻒ ﻳﺘﻢ ﺗﻘﻴﻴﻤﻪ‪،‬ﻭﻣﺎ ﺍﻫﻢ ﺳﺒﻞ ﲢﺴﻴﻨﻪ ؟ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻣﺎ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻘﻴﺎﺩﻳﺔ ﺍﻟﱵ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻟﻘﺎﺋﺪ ﺍﻻﺩﺍﺭﻱ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﳌﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ‪ :‬ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺇﺭﺗﺒﺎﻃﻴﺔ ﺍﳚﺎﺑﻴﺔ ﺑﲔ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ‬ ‫ﻟﻠﺘﺄﺛﲑ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﰲ‬
‫ﺍﺆﺳﺴﺔ؟‬
‫ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﳉﺰﺋﻴﺔ‪ - :‬ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﳕﻂ ﻭﻣﺴﺘﻮﻯ ﺍﺩﺍﺀ ﺍﻟﻌﻤﻞ ﻟﺪﻯ ﻋﻤﺎﻝ ﻣﺆﺳﺴﺔ ﺳﻮﻧﻠﻐﺎﺯ ‪.‬‬
‫ﺍﻻﺷﺮﺍﻑ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ‬
‫ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺔﺑﺍﻟﺘﺤﻔﻴﺰﻭﺍﺭﺗﻔﺎﻉﻣﺴﺘﻮﻯﺍﻵﺩﺍﺀﺍﻟﻮﻇﻴﻔﻲﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔﲔ‬
‫ﺇﺣﺼ ﺎﺋﻴﺔ ﺑﲔ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴ ﺘﻮﻯ ﺍﻵﺩﺍﺀ‬
‫ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺍﲡﺎﻫﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﰲ ﺍﺳﺘﺠﺎﺑﺘﻬﻢ ﺣﻮﻝ ﺗﺄﺛﲑ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ‬
‫ﻋﻠﻰﺍﻷﺩﺍﺀﺍﻟﻮﻇﻴﻔﻲ ﻭﺫﻟﻚ ﺑﺎﺧﺘﻼﻑ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺪﳝﻮﻏﺮﺍﻓﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ )ﺍﳉﻨﺲ‪،‬ﺍﻟﺴﻦ‪،‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪،‬ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ﰲ‬ ‫ﻋﻠﻰ‬
‫‪-1‬ﺍﻟﻘﻴﺎﺩﺓ ﻋﱪ ﺍﳌﺪﺍﺭﺱ ﺍﻹﺩﺍﺭﻳﺔ‪ :‬ﺍﻥ ﻛﺜﲑﺍ ﻣﻦ ﻣﺪﺍﺭﺱ ﺍﻟﻔﻜﺮ ﺍﻻﺩﺍﺭﻱ ﻗﺪﻣﺖ ﺇﺳﻬﺎﻣﺎﺕ ﰲ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‪ :‬ﺍﻟﻮﻇﻴﻔﺔ‪(.‬‬
‫ﳎﺎﻝ ﺍﻟﻘﻴﺎﺩﺓ‪،‬ﻓﺎﳌﺪﺭﺳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻺﺩﺍﺭﺓ ﻟـ " ﻓﺮﺩﻳﺮﻙ ﺗﺎﻳﻠﻮﺭ" ﺍﻟﺬﻱ ﻗﺪﻡ ﺗﻮﺟﻴﻬﺎﺕ ﻣﺘﻌﻠﻘﺔ ﺑﺎﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﻋﺮﺿﻪ ﻷﺩﻭﺍﺭ ﺍﳌﺪﻳﺮ ‪ ،1‬ﻛﻤﺎ ﺃﺷﺎﺭ ﺗﺎﻳﻠﻮﺭ ﺇﱃ ﺃﳘﻴﺔ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﻓﻌﺎﻟﻴﺔ ﺗﺄﺛﲑﻫﺎ ﰲ ﺗﺸﺠﻴﻊ ﺍﳌﺮﺅﻭﺳﲔ ﻭﺣﺜﻬﻢ ﻋﻠﻰ ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﻭﺭﻓﻊ ﻛﻔﺎﺀ‬
‫‪‬ﻢ ﺍﻹﻧﺘﺎﺟﻴﺔ‪ 2.‬ﺍﻣﺎ ﺍﳌﺪﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻺﺩﺍﺭﺓ ﻓﺎﻟﻘﻴﺎﺩﺓ ﻋﻨﺪ ﻣﺆﺳﺴﻬﺎ "ﻫﻨﺮﻱ ﻓﺎﻳﻮﻝ "ﻫﻲ "ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻧﺸﺎﻁ ﺍﻟﻌﺎﻣﻠﲔ ﰲ‬
‫ﺍﳌﻨﻈﻤﺔ"‪ .3‬ﺍﻣﺎ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻴﺔ ﻟﺮﺍﺋﺪﻫﺎ "ﻣﺎﻛﺲ ﻓﻴﱪ" ﻓﻘﺪ ﺃﻋﻄﻰ ﺛﻼﺙ ﳕﺎﺫﺝ ﺃﺳﺎﺳﻴﺔ ﻟﻠﺴﻠﻄﺔ ﳕﻮﺫﺝ ﺍﻟﺴﻠﻄﺔ‬
‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ :‬ﺗﺮﺗﻜﺰ ﺳﻠﻄﺔ ﺍﻟﻘﺎﺋﺪ ﻋﻠﻰ ﺍﻋﺘﻘﺎﺩ ﺍﳌﺮﺅﻭﺳﲔ ﺑﻘﺪﺳﻴﺔ ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﻭﻭﻓﺎﺋﻬﻢ ﳍﺎ‪.4‬ﻭ ﳕﻮﺫﺝ ﺍﻟﺴﻠﻄﺔ ﺍﻟﻜﺎﺭﻳﺰﻣﻴﺔ‪ :‬ﻓﺎﻥ ﺳﻠﻄﺔ‬
‫ﺍﻟﻘﺎﺋﺪ ﺗﻘﻮﻡ ﻋﻠﻰ ﺇﳝ ﺎﻥ ﺍﳌﺮﺅﻭﺳﲔ ﺑﺎﻥ ﻟﻪ ﺻﻔﺎﺕ ﻭﳑﻴﺰﺍﺕ ﺷﺨﺼﻴﺔ ﲤﻴﺰﻩ ﻋﻦ ﺍﻵﺧﺮﻳﻦ ﻭ ﺗﻀﻤﻦ ﻟﻪ ﻭﻻﺀ ﻭﺇﺫﻋﺎﻥ ﺍﻟﺘﺎﺑﻌﲔ‪.‬‬
‫‪5‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺴﻠﻄﺔ ﺍﻟﺸﺮﻋﻴﺔ ﻓﺘﻜﻮﻥ ﺳﻠﻄﺔ ﺍﻟﻘﺎﺋﺪ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻧﺎﺑﻌﺔ ﻣﻦ ﻣﺮﻛﺰﻩ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﻮﻇﻴﻔﻲ ﺍﻟﺮﲰﻲ‪ .6‬ﺍﻣﺎ‬
‫ﻣﺪﺭﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﳌ ﺆﺳﺴﻬﺎ "ﺟﻮﺭﺝ ﺍﻟﺘﻮﻥ ﻣﺎﻳﻮ " ﻋﺎﳉﺖ ﺍﳉﻮﺍﻧﺐ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﱵ ﺗﻀﻤﻦ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫‪،‬ﻭﲢﻘﻖ ﻟﻠﻤﺮﺅﻭﺳﲔ ﺍﻟﺮﺿﺎ‪،‬ﻛﺎﻻﺣﺘﺮﺍﻡ ﻭﺍﻟﺘﻘﺪﻳﺮ‪،7‬ﻣﻦ ﺑﲔ ﺃﺳﺎﺳﻴﺎ‪‬ﺎ ﺍﻥ ﺍﻟﻔﺮﺩ ﻋﺒﺎﺭﺓ ﻋﻦ ﻛﺎﺋﻦ ﻣﺰﻭﺩ ﲟﺸﺎﻋﺮ ﻭﻗﻴﻢ ﺗ‪‬ﻔﹶﻌﻞ ﰲ‬
‫ﻣﻜﺎﻥ ﺍﻟﻌﻤﻞ؛ ﻭﻟﻔﻬﻢ ﻣﺸﺎﻛﻞ ﺳﲑ ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ‪ ،‬ﳚﺐ ﺍﺧﺘﺒﺎﺭ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﳌﺸﺎﻛﻞ ﻋﻠﻰ ﺍﻟﻔﺮﺩ؛ ﻭﺍﻥ ﻣﺎ ﻭﺭﺍﺀ ﺍﳍﻴﻜﻞ‬
‫ﺍﻟﺮﲰﻲ ﻟﻠﻤﺆﺳﺴﺔ‪،‬ﻫﻨﺎﻙ ﻫﻴﻜﻞ ﻏﲑ ﺭﲰﻲ ﺍﻟﺬﻱ ﻫﻮ ﻧﺘﺎﺝ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﲔ ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ‪8‬؛ ﻭﺍﱃ ﺃﻥ‬
‫‪-2‬ﺗﻌﺮﻳﻒ ﺍﻟﻘﻴﺎﺩﺓ ﻳﺘﻌﺎﻃﻔﻮﺍ ﺑﺼﻮﺭﺓ ﺃﻓﻀﻞ ﻣﻊ ﺍﻟﻌﺎﻣﻠﲔ‪ ...‬ﻭ ﺃﻥ ﻳﺸﻌﺮﻭﻫﻢ ﺑﺎﻻﻫﺘﻤﺎﻡ ‪‬ﻢ ﻛﺸﺮﻛﺎﺀ ﰲ ﺍﻟﻌﻤﻞ ﻻ ﻛﺄﺟﺮﺍﺀ‪.9‬‬
‫‪:‬ﻋﺮﻓﻬﺎ ﺳﺘﻮﻏﺪﻳﻞ ﺍ‪‬ﺎ "ﻋﻤﻠﻴﺔ ﺗﺄﺛﲑ ﻋﻠﻰ ﻧﺸﺎﻃﺎﺕ ﺍﳉﻤﺎﻋﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‪ 10 ".‬ﻭﻳﺮﻯ ﺗﻴﺪ ﺑﺎ‪‬ﺎ " ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺄﺛﲑ‬
‫ﰲ ﺍﻟﻨﺎﺱ ﻟﻴﺘﻌﺎﻭﻧﻮﺍ ﻟﺘﺤﻘﻴﻖ ﻫﺪﻑ ﻣﻌﲔ‪ 11.‬ﺍﻣﺎ ﻧﻴﻮﻣﺎﻥ ﻓﻴﻘﻮﻝ ﺍﻥ ﺍﻟﻘﻴﺎﺩﺓ ﻫﻲ "ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻮﺟﻴﻪ ﺳﻠﻮﻙ ﺍﳉﻤﺎﻋﺔ‬
‫ﻭﺍﻟﺘﺄﺛﲑ ﻓﻴﻬﺎ ﺑﺸﻜﻞ ﻳﺪﻓﻌﻬﺎ ﺍﱃ ﺍﻟﺘﻌﺎﻭﻥ ﻋﻦ ﺭﺿﺎ ﻭﺍﻗﺘﻨﺎﻉ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‪ 12".‬ﻭﻳﻌﺮﻓﻬﺎ ﻫﺎﻧﺖ ﻭﺁﺧﺮﻭﻥ ﺑﺄ‪‬ﺎ" ﻧﻮﻉ ﻣﻦ‬
‫ﺗﺄﺛﲑ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺑﻮﺍﺳﻄﺘﻬﺎ ﻳﺴﺘﻄﻴﻊ ﻓﺮﺩ ﲪﻞ ﻓﺮﺩ ﺁﺧﺮ ﺃﻭ ﳎﻤﻮﻋﺔ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﻳﻄﻠﺒﻬﺎ ﻋﻠﻰ‬
‫ﻭﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻣﺎ ﻫﻲ ﺍﻻ ﺍﻣﺘﺪﺍﺩ ﻟﺘﻌﺮﻳﻒ ﺍﻟﻘﻴﺎﺩﺓ ﺑﺸﻜﻠﻬﺎ ﺍﻟﻌﺎﻡ‪ ،‬ﺍﻻ ﺍ‪‬ﺎ ﺘﻠﻒ ﻋﻨﻬﺎ ﺼﻮﺻﻴﺔ ‪ 13‬ﺃﺣﺴﻦ ﻭﺟﻪ"‬
‫ﺗﻄﺒﻴﻘﻬﺎ ﰲ ﳎﺎﻝ ﺍﻻﺩﺍﺭﺓ‪،‬ﻭﺗﻌﺮﻑ ﺑﺎ‪‬ﺎ" ﺍﻟﻨﺸﺎﻁ ﺍﻟﺬﻱ ﳝﺎﺭﺳﻪ ﺍﻟﻘﺎﺋﺪ ﺍﻻﺩﺍﺭﻱ ﰲ ﳎﺎﻝ ﺍﲣﺎﺫ ﻭﺍﺻﺪﺍﺭ ﺍﻻﻭﺍﻣﺮ ﻭﺍﻻﺷﺮﺍﻑ‬
‫‪ - 85 -‬ﺍﻻﺩﺍﺭﻱ ﻋﻠﻰ ﺍﻻﺧﺮﻳﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺴﻠﻄﺔ ﺍﻟﺮﲰﻴﺔ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻭﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺄﺛﲑ ﻭﺍﻻﺳﺘﻤﺎﻟﺔ ﺑﻘﺼﺪ ﲢﻘﻴﻖ ﻫﺪﻑ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﻣﻌﲔ"‪،14‬ﻭﻳﻌﺮﻓﻬﺎ ﻋﺒﺪ ﺍﻟﻜﺮﱘ ﺩﺭﻭﻳﺶ ﻭﻟﻴﻠﻰ ﺗﻜﻼ ﺑﺄ‪‬ﺎ" ﺍﻟﻘﺪﺭﺓ ﺍﻟﱵ ﻳﺴﺘﺄﺛﺮ ‪‬ﺎ ﺍﳌﺪﻳﺮ ﻋﻠﻰ ﻣﺮﺅﻭﺳﻴﻪ ﻭﺗﻮﺟﻴﻬﻬﻢ ﺑﻄﺮﻳﻘﺔ‬
‫ﻳﺘﺴﲎ ‪‬ﺎ ﻛﺴﺐ ﻃﺎﻋﺘﻬﻢ ﻭﺍﺣﺘﺮﺍﻣﻬﻢ ﻭﻭﻻﺋﻬﻢ ﻭﺷﺤﺬ ﳘﻤﻬﻢ ﻭﺧﻠﻖ ﺍﻟﺘﻌﺎﻭﻥ ﺑﻴﻨﻬﻢ ﰲ ﺳﺒﻴﻞ ﲢﻘﻴﻖ ﻫﺪﻑ ﺑﺬﺍﺗﻪ"‬
‫‪ .15‬ﻭﺗﻌﲏ ﺍﻳﻀﺎ" ﻣﺪﻯ ﻗﺪﺭﺓ ﺍﳌ ﺪﻳﺮ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺎ ﻟﺪﻳﻪ ﻣﻦ ﺍﻧﻮﺍﻉ ﺍﻟﺴﻠﻄﺔ ﺍﻭ ﺍﻟﻘﻮﺓ ﺍﻭ ﺍﳌﻬﺎﺭﺓ ﺍﻟﱵ ﲤﻜﻨﻪ ﻣﻦ ﺍﻟﺘﺄﺛﲑ‬
‫ﻋﻠﻰ ﻣﺮﺅﻭﺳﻴﻪ ﻭﻛﺴﺐ ﺛﻘﺘﻬﻢ ﰲ ﺿﻮﺀ ﻣﻘﺘﻀﻴﺎﺕ ﺍﳌﻮﻗﻒ ﻭﻣﺘﻄﻠﺒﺎﺗﻪ‪،‬ﻭﻳﻘﻮﻡ ﺑﺘﺤﻔﻴﺰﻫﻢ ﻭﺗﻮﺟﻴﻬﻬﻢ ﻭﺍﻻﺗﺼﺎﻝ ‪‬ﻢ‪،‬ﻭﻳﻘﺪﻡ‬
‫ﺑﻨﺎﺀﺍ ﻋﻠﻰ ﻣﺎ ﺍﻻﲡﺎﻩ ﻭﺍﻟﺮﺅﻳﺎ ﺍﻟﱵ ﲤﻜﻨﻬﻢ ﻣﻦ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﻌﻤﻞ ﰲ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺃﻛﻤﻞ ﻭﺟﻪ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﶈﺪﺩﺓ ﺑﺎﻗﺼﻰ ﻓﻌﺎﻟﻴﺔ ﳑﻜﻨﺔ"‪.16‬‬
‫ﺳﺒﻖ ﻣﻦ ﺗﻌﺎﺭﻳﻒ ﻓﺎﻥ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻻﺟﺮﺍﺋﻲ ﻟﻠﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ ﺍ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﺗﺼﺎﻟﻴﺔ ﺑﲔ ﺍﳌﺪﻳﺮ )ﺍﻟﻘﺎﺋﺪ( ﻭﲨﺎﻋﺔ ﺗﺎﺑﻌﺔ‬
‫ﻟﻪ)ﺍﳌﺮﺅﻭﺳﲔ(‪ ،‬ﺗﺆﺩﻱ ﰲ ﻇﻞ ﻣﻮﻗﻒ ﻣﻌﲔ ﺇﱃ ﺍﻟﺘﺄﺛﲑ ﰲ ﻧﺸﺎﻃﺎﺕ ﺃﻓﺮﺍﺩ ﻫﺬﻩ ﺍﳉﻤﺎﻋﺔ ﻭﺗﻮﺟﻴﻪ ﺳﻠﻮﻛﻬﻢ ﻣﻦ ﺍﺟﻞ ﲢﻘﻴﻖ‬
‫ﺃﻭﻻ‪ :‬ﺍﻟﻘﺎﺋﺪ ‪:‬ﻳﻌﺘﱪ ﺍﻫﻢ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺸﺘﺮﻛﺔ‪ .‬ﻭﳝﻜﻦ ﺍﻥ ﳒﻤﻞ ﻣﻜﻮﻧﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻘﻴﺎﺩﻳﺔ ﳑﺎ ﺳﺒﻖ ﻣﻦ ﺗﻌﺮﻳﻔﺎﺕ ﰲ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﻣﺘﻐﲑ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻘﻴﺎﺩﻳﺔ‪،‬ﻭﻫﻮ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﺘﻤﺘﻊ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺗﺴﺎﻋﺪﻩ ﰲ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‬
‫ﻭﺩﻓﻌﻬﻢ ﻭﺣﻔﺰﻫﻢ ﳓﻮ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻣﺸﺘﺮﻛﺔ"‪،17‬ﻭﻟﻴﺴﺘﻄﻴﻊ ﺍﻟﻘﺎﺋﺪ ﺍﻟﺘﺄﺛﲑ ﰲ ﺍﻵﺧﺮﻳﻦ ﻭﺗﻌﺒﺌﺘﻬﻢ ﻟﻴﺤﻘﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‬
‫ﺃ‪ -‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻨﻴﺔ‪ :‬ﻭﻫﻲ ﰲ ﻇﻞ ﺑﻴﺌﺔ ﺩﺍﺋﻤﺔ ﺍﻟﺘﻐﻴﲑ‪،‬ﻻﺑﺪ ﻟﻪ ﻣﻦ ﺃﻥ ﻳﺘﻤﺘﻊ ﲟﻬﺎﺭﺍﺕ ﻭﻗﺪﺭﺍﺕ ﺗﺴﺎﻋﺪﻩ ﰲ ﺫﻟﻚ‪،‬ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﻬﻤﺔ‪،‬ﻭﺗﺮﺗﻜﺰ ﻋﻠﻰ ﻃﺮﻕ‬
‫ﺏ‪ -‬ﺍﳌﻬﺎﺭﺍﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻣﺘﻼﻛﻬﺎ ﻣﻦ ﺷﺎﻧﻪ ﺍﻥ ﻳﺪﻋﻢ ﺛﻘﺔ ﺍﻵﺧﺮﻳﻦ ﺑﺘﻮﺟﻴﻬﺎﺗﻪ ﻭﺇﺭﺷﺎﺩﺍﺗﻪ ﳓﻮ ﺍﻹﳒﺎﺯ ﺍﳌﻄﻠﻮﺏ‪.18‬‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻔﻬﻢ ﺳﻠﻮﻙ ﺍﻵﺧﺮﻳﻦ ﻭﺩﻭﺍﻓﻌﻬﻢ ﻭﺷﺨﺼﻴﺎ‪‬ﻢ ؛ ﻣﻦ ﺑﻴﻨﻬﺎ‪ :19‬ﻣﻬﺎﺭﺓ ﺍﻹﻗﻨﺎﻉ ﻭﺍﻟﺘﺤﻔﻴﺰ‬
‫ﻭﺗﺸﺠﻴﻊ ﺍﻵﺧﺮﻳﻦ؛ ﻣﻬﺎﺭﺓ ﺍﻻﺗﺼﺎﻝ ﺍﳉ ﻴﺪ ﻭﺍﻹﺻﻐﺎﺀ ﺍﳌﺘﻤﻌﻦ ﳌﺮﺅﻭﺳﻴﻪ؛ ﻣﻬﺎﺭﺓ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﺗﻘﻮﻳﺔ ﺍﻟﺮﻭﺍﺑﻂ ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﺕ‪ -‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻜﺮﻳﺔ‪ :‬ﻭﺗﺸﻤﻞ ﻗﺪﺭﺓ ﺍﳌﺪﻳﺮ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﻌﻘﺪﺓ ﻭﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ‪،‬ﻭﻫﻲ‪ :20‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﺑﻴﻨﻬﺎ‪.‬‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﳌ ﻮﺿﻮﻋﻴﺔ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﺤﻘﻴﻖ؛ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺼﺎﺋﺒﺔ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺼﻌﺒﺔ؛ ﺍﻣﺘﻼﻙ ﺍﻟﺮﺅﻳﺔ ﻭﺍﻟﻘﺪﺭﺓ‬
‫ﺍﻻﳒﺎﺯ‪ :‬ﺍﻟﻘﺎﺋﺪ ﺍﻟﻔﻌﺎﻝ ﺗﻜﻮﻥ ﻟﻪ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳒﺎﺯ ‪ 21‬ﺙ‪ -‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ :‬ﺗﺮﺗﺒﻂ ﺑﺸﺨﺺ ﺍﻟﻘﺎﺋﺪ‪،‬ﻣﻨﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻮﻗﻊ‪.‬‬
‫ﺍﻷﻭﻟﻮﻳﺎﺕ؛ ﺍﻟﺸﺠﺎﻋﺔ‪ :‬ﺍﻟﻘﺎﺋﺪ ﺍﳉﺮﻱﺀ ﻳﻌﺘﻤﺪ ﻋﻨﺼﺮ ﺍﳌﺨﺎﻃﺮﺓ ‪‬ﺪﻑ ﺍﳒﺎﺯ ﺍﻷﻋﻤﺎﻝ ﻣﻊ ﲢﻤﻠﻪ ﻟﻜﺎﻓﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﺮﺗﺒﺔ ﻋﻠﻰ‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﺍﻷﺗﺒﺎﻉ) ﺍﳌﺮﺅﻭﺳﲔ( ﻫﻢ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺍﺕ ﻭﺍﺣﺘﻴﺎﺟﺎﺕ‪،‬ﻳﺪﻳﻨﻮﻥ ﺑﺎﻟﻮﻻﺀ ﻟﻘﺎﺋﺪﻫﻢ‪ .‬ﻣﺎﺫﺍ ﺫﻟﻚ؛ ﺍﻹﺗﻘﺎﻥ‪.‬‬
‫ﻳﻨﺘﻈﺮ ﺍﳌﺮﺅﻭﺳﻮﻥ ﻣﻦ ﺍﻟﻘﺎﺋﺪ؟ ﺧﻠﺺ ﺟﻴﻤﺲ ﻛﻮﺯﻱ ﻭ ﺑﺎﺭﻱ ﺑﻮﺳﻨﺮ ﺍﱃ ﺃﻥ ﺍﳌﺮﺅﻭﺳﲔ ﻳﻨﺘﻈﺮﻭﻥ ﻣﻦ ﺍﻟﻘﺎﺩﺓ‪ :22‬ﺍﻟﺼﺪﻕ‪-‬‬
‫ﺍﻟﺘﺤﻔﻴﺰ ﺛﺎﻟﺜﺎ ‪ :‬ﻋﻤﻠﻴﺔ ﺍﻟﺘﺄﺛﲑ ﻭﻫﻮ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﳝﺎﺭﺳﻪ ﺍﻟﻘﺎﺋﺪ ﻋﻠﻰ ﻣﻮﻇﻔﻴﻪ ﻭﻭﺳﺎﺋﻠﻪ ﰲ ﺍﻟﻜﻔﺎﺀﺓ‪ -‬ﺍﻟﺘﻮﺟﻪ ﺍﱃ ﺍﳌﺴﺘﻘﺒﻞ‪-‬‬
‫ﺃ‪ -‬ﺍﳌﺼﺎﺩﺭ ﺍﻟﺮﲰﻴﺔ ﻟﻠﺘﺄﺛﲑ‪ :‬ﺃﺳﺎﺳﻬﺎ ﺍﳌﺮﻛﺰ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﻘﺎﺋﺪ ﻭﺗﺘﻤﺜﻞ ﰲ‪ :‬ﺍﻟﻘﻮﺓ ﺫﻟﻚ ﻣﺼﺎﺩﺭ ﺍﻟﻘﻮﺓ ﻟﺪﻳﻪ ﺍﻟﺮﲰﻴﺔ ﻭﺍﻟﻐﲑ ﺭﲰﻴﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﻟﺸﺮﻋﻴﺔ‪ :‬ﻗﻮﺓ ﺗﻨﺠﻢ ﻋﻦ ﺍﳊﻖ ﺍﻟﻘﺎﻧﻮﱐ‪ .23‬ﻗﻮﺓ ﻣﻨﺢ ﺍﳌﻜﺎﻓﺄﺓ‪ :‬ﻣﺼﺪﺭﻫﺎ ﺗﻮﻗﻊ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻜﺎﻓﺄﺓ ﻣﺎﺩﻳﺔ ﺍﻭ ﻣﻌﻨﻮﻳﺔ‬
‫ﺏ‪ -‬ﺍﳌﺼﺎﺩﺭ ﻏﲑ ﺍﻟﺮﲰﻴﺔ ﻟﻠﺘﺄﺛﲑ‪ :‬ﺃﺳﺎﺳﻬﺎ ﺷﺨﺼﻴﺔ ‪.‬ﺍﻟﻘﻮﺓ ﺍﻟﻘﺴﺮﻳﺔ‪ :‬ﺃﺳﺎﺳﻬﺎ ﺍﳋﻮﻑ ﻣﻦ ﺍﻟﻌﻘﺎﺏ ﺍﳌﺎﺩﻱ ﺃﻭ ﺍﳌﻌﻨﻮﻱ‪.24‬‬
‫‪ - 86 -‬ﺍﻟﻘﺎﺋﺪ ﻭﻣﺎ ﻳﺘﻤﺘﻊ ﺑﻪ ﻣﻦ ﻗﺪﺭﺍﺕ ﻭﻣﺆﻫﻼﺕ ﻓﺮﺩﻳﺔ ﺗﺴﻤﺢ ﻟﻪ ﺑﺎﻟﺘﺄﺛﲑ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻭﻫﻲ ﻗﻮﺓ ﺍﳋﱪﺓ‪،‬ﺍﻟﻘﻮﺓ ﺍﳌﺮﺟﻌﻴﺔ‪،‬ﻗﻮﺓ ﺍﻹﻗﻨﺎﻉ ﺭﺍﺑﻌﺎ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫‪:‬ﺍﳌﻮﻗﻒ ﻳﺘﻢ ﻓﻴﻪ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻟﻘﺎﺋﺪ ﻭﺍﻟﺘﺎﺑﻌﲔ ﻟﻼﺗﻔﺎﻕ ﺣﻮﻝ ﻫﺪﻑ ﻣﺸﺘﺮﻙ‪ .‬ﻭﻳﺘﻜﻮﻥ ﺍﳌﻮﻗﻒ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:2‬‬
‫ﺍﻟﺘﻘﺴﻴﻤﺎﺕﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ‪،‬ﻃﺒﻴﻌﺔ ﺍﳌﺸﻜﻠﺔ ﺍﳌﺮﺍﺩ ﺣﻠﻬﺎ‪،‬ﺍﻟﻘﻴﺪ ﺍﻟﺰﻣﲏ‪،‬ﻇﺮﻭﻑ ﺍﳌﻨﻈﻤﺔ )ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ(‪.‬‬‫‪5‬‬ ‫‪-3‬ﺃﳕﺎﻁ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﺃﻛﺜﺮ‬
‫ﺷﻴﻮﻋﺎ‪،‬ﻳﻘﺴﻢ ﺍﻟﻘﺎﺩﺓ ﺑﻨﺎﺀ ﻋﻠﻰ ﺃﺳﻠﻮﺏ ﺍﻟﻘﺎﺋﺪ ﻭﻃﺮﻳﻘﺘﻪ ﰲ ﺍﻟﺘﺄﺛﲑ‪،‬ﻭﳛﺼﺮ ﻫﺬﺍ ﺍﻟﺘﻘﺴﻴﻢ ﺍﻷﳕﺎﻁ ﺍﻟﻘﻴﺎﺩﻳﺔ ﰲ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ‬
‫‪1.3‬ﳕﻂ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻷﻭﺗﻮﻗﺮﺍﻃﻲ ﻫﻲ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﱵ ﺍﻟﻘﻴﺎﺩﺓ ﻫﻲ ‪ :‬ﺍﻟﻨﻤﻂ ﺍﻷﻭﺗﻮﻗﺮﺍﻃﻲ‪،‬ﻭ ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﻭﺍﻟﻨﻤﻂ ﺍﳊﺮ‪.‬‬
‫ﳝﻠﻚ ﻓﻴﻬﺎ ﺍﻟﻘﺎﺋﺪ ﺳﻠﻮﻛﺎ ﺗﺴﻠﻄﻴﺎ ﻭﻳﺘﺨﺬ ﻣﻦ ﺧﻼﻟﻪ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻨﻔﺴﻪ ﻣﻦ ﺩﻭﻥ ﻣﺸﺎﺭﻛﺔ ﺍﻵﺧﺮﻳﻦ ﻭﻟﻮ ﺑﺈﺑﺪﺍﺀ ﺍﻟﺮﺃﻱ‪،‬ﻓﺎﻟﻘﺎﺋﺪ‬
‫ﻫﻮ ﺍﻟﺬﻱ ﳜ ﻄﻂ ﻭﻳﻨﻔﺬ ﻭﳛﺪﺩ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﻤﻞ ﻭﳛﺪﺩ ﺃﻭﺟﻪ ﻧﺸﺎﻁ ﺍﳌﻨﻈﻤﺔ ﺩﻭﻥ ﺍﺳﺘﺸﺎﺭﺓ ﺃﻋﻀﺎﺀ ﺍﳌﻨﻈﻤﺔ ‪ .26‬ﻭﻳﺴﺘﻨﺪ ﻫﺬﺍ‬
‫ﺍﻟﻨﻤﻂ ﺇﱃ ﻓﺮﺿﻴﺔ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻛﺴﻮﻝ ﺑﻄﺒﻌﻪ ﳝﻴﻞ ﺇﱃ ﻗﻠﺔ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﻬﺮﺏ ﻣﻦ ﺍﳌﺴﺆﻭﻟﻴﺔ‪،‬ﻭﻫﺬﻩ ﺍﻟﺼﻔﺎﺕ ‪‬ﻴﺌﻪ ﻟﻼﻧﻘﻴﺎﺩ‬
‫ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻐﲑ ﻭﲡﻌﻠﻪ ﻳﻌﻤﻞ ﺧﻮﻓﺎ ﻣﻦ ﺍﳉﺰﺍﺀ ﻭﺍﻟﻌﻘﺎﺏ ﻭﻟﻴﺲ ﺣﺒﺎ ﰲ ﺍﻟﻌﻤﻞ‪،‬ﻭﻟﺬﺍ ﳛﺘﺎﺝ ﺇﱃ ﻣﺘﺎﺑﻌﺔ ﺩﻗﻴﻘﺔ ﻭﺇﺷﺮﺍﻑ‬
‫ﻣﺒﺎﺷﺮ ﻣﻦ ﺭﺋﻴﺴﻪ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺍﻟﻘﻴﺎﻡ ﲟﺘﻄﻠﺒﺎﺕ ﻭﻇﻴﻔﺘﻪ‪ .27‬ﻭﻗﺪ ﺃﻃﻠﻖ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻷﻭﺗﻮﻗﺮﺍﻃﻴﺔ ﺍﺳﻢ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺴﻠﺒﻴﺔ ﻷ‪‬ﺎ ﺗﻘﻮﻡ ﻋﻠﻰ ﺍﻟﺘﺤﻔﻴﺰ ﺍﻟﺴﻠﱯ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺘﻬﺪﻳﺪ ﻭﺍﻟﻌﻘﺎﺏ‪،‬ﻓﺎﻟﻘﺎﺋﺪ ﻫﻨﺎ ﻳﺮﻛﺰ ﺍﻫﺘﻤﺎﻣﻪ ﻋﻠﻰ ﺑﻌﺪ‬
‫‪-2.3‬ﳕﻂ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ‪ :‬ﺃﺧﺬﺕ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺑﺎﻟﻨﻈﺎﻡ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻲ ﺍﻹﻧﺘﺎﺝ ﻭﻳﻬﻤﻞ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.28‬‬
‫ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﻋﻨﺪﻫﻢ ﻋﻠﻰ ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﳌﻜﺎﻧﺔ ﺍﻟﻘﺎﻧﻮﻧﻴﺔ‪،‬ﻭﺍﳌﻘﺼﻮﺩ ‪‬ﺎ ﺃﻥ ﻭﺍﺟﺒﺎﺕ ﺍﻟﺮﺋﻴﺲ ﻭﺍﻟﺘﺰﺍﻣﺎﺗﻪ ﳓﻮ ﺗﺎﺑﻌﻴﻪ‪،‬ﻭﺍﻟﺰﻭﺝ ﳓﻮ ﺯﻭﺟﺘﻪ‬
‫‪،‬ﻭﺍﻷﺏ ﳓﻮ ﺍﺑﻨﻪ‪،‬ﻻ ﲤﺎﺭﺱ ﺑﻄﺮﻳﻘﺔ ﺗﻌﺴﻔﻴﺔ ﺍﺳﺘﺒﺪﺍﺩﻳﺔ‪،‬ﺃﻭ ﻣﻦ ﺟﺎﻧﺐ ﻭﺍﺣﺪ ﻓﻘﻂ‪،‬ﻟﻜﻨﻬﺎ ﲡﺮﻯ ﻃﺒﻘﺎ ﻟﻘﻮﺍﻋﺪ ﳏﺪﺩﺓ ﻭﻣﻨﻈﻤﺔ‬
‫ﺗﻨﺼﺐ ﻋﻠﻰ ﺧﺪﻣﺎﺕ ﻭﻗﻴﻮﺩ ﻣﺘﺒﺎﺩﻟﺔ‪ .‬ﻭﻳﻄﻠﻖ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ ﺍﺳﻢ ﺍﻟﻨﻤﻂ ﺍﻟﺘﺸﺎﺭﻛﻲ‪،‬ﻭﻗﺪ ﻇﻬﺮ ﺑﻐﻴﺔ ﺍﻟﺘﺄﻛﻴﺪ‬
‫ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﺪﻭﺍﻓﻊ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ "ﺍﻟﻨﻔﺴﻴﺔ"‪،‬ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﺘﺎﺑﻌﲔ ﻭﻭﺟﻮﺏ ﻣﺮﺍﻋﺎ‪‬ﺎ‪ .29‬ﻭﻳﺮﻯ ﺍﻭﻳﻦ ﺍﻥ ﳕﻂ ﺍﻟﻘﻴﺎﺩ‬
‫ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻲ ﻫﻮ ﺍﻟﻨﻤﻂ ﺍﻷﻛﺜﺮ ﺗﻔﻀﻴﻼ ﻟﺪﻯ ﺍﳌﺮﺅﻭﺳﲔ‪،‬ﻭﺍﻥ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻫﻮ ﺍﻷﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ ﰲ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ‪.3‬‬
‫‪ -3.3‬ﺍﻟﻘﻴﺎﺩﺓ ‪0‬ﻭﻳﻘﻮﻡ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﻘﻴﺎﺩﺓ ﻋﻠﻰ ﺛﻼﺙ ﺭﻛﺎﺋﺰ ﻫﻲ ‪ :‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪،‬ﻭﺍﳌﺸﺎﺭﻛﺔ‪،‬ﻭﺗﻔﻮﻳﺾ ﺍﻟﺴﻠﻄﺔ‪.‬‬
‫ﺍﳊﺮﺓ ﺃﻭ ﺍﻟﻔﻮﺿﻮﻳﺔ‪ :‬ﻭﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺃﻳﻀﺎ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺘﺮﺳﻠﻴﺔ‪،‬ﻭﺍﳌﺘﺴﺎﻫﻠﺔ‪،‬ﻭﰲ ﻇﻞ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﻣﻦ ﺍﻟﻘﻴﺎﺩﺓ ﻻ ﳝﻠﻚ ﺍﻟﻘﺎﺋﺪ‬
‫ﺳﻠﻄﺔ ﺭﲰ ﻴﺔ ﻭﺇﳕ ﺎ ﳝ ﺜﻞ ﺭﻣﺰﺍ ﻟﻠﻤﻨﻈﻤﺔ ﻭﻳﺘﺮﻙ ﺣﺮﻳﺔ ﻛﺎﻣﻠﺔ ﻟﻠﻤﺮﺅﻭﺳﲔ ﰲ ﲢﺪﻳﺪ ﺃﻫﺪﺍﻓﻬﻢ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺑﺄﻋﻤﺎﳍﻢ‪ .‬ﻭﻳﺼﻠﺢ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻘﻴﺎﺩﺓ ﻟﻠﺠﺎﻣﻌﺎﺕ ﻭﺍﻟﻜﻠﻴﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺣﻴﺚ ﻳﺘﻌﺎﻣﻞ ﺍﻟﺴﻴﺪ ﺃﻭ ﺭﺋﻴﺲ‬
‫‪ -‬ﺍﻟﻘﺴﻢ ﻣﻊ ﻧﺸﺎﻃﺎﺕ ﺃﻛﺎﺩﳝﻴﺔ ﻓﻴﻬﺎ ﻗﺪﺭ ﻛﺒﲑ ﻣﻦ ﺍﻟﺘﺨﺼﺺ ﻭﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﻭﺍﻟﺜﻘﺔ‪،‬ﻭﺍﻟﻌﻼﻗﺎﺕ ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﺃﻓﻘﻴﺔ‪.‬‬
‫ﺗﺮﻛﺰ ﺍﳌﻨﻈﻤﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺟﻬﻮﺩﻫﺎ ﻟﻼﺭﺗﻘﺎﺀ ﺍﳌﺴﺘﻤﺮ ﲟﺴﺘﻮﻯ ﺃﺩﺍﺀﻫﺎ ﻭﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻓﻴﻬﺎ‪،‬ﻭﲣﺼﺺ ‪4‬ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺳﺒﻞ ﲢﺴﻴﻨﻪ‪:‬‬
‫ﺍﻟﻜﺜﻴـــﺮ ﻣﻦ ﻣﻴﺰﺍﻧﻴﺎ‪‬ﺎ ﻹﳚﺎﺩ ﺍﻟﺴﺒﻞ ﺍﻟﻜﻔﻴﻠﺔ ﺑﺮﻓﻊ ﺍﻵﺩﺍﺀ ﻭﲢﻘﻴﻖ ﻣﺴﺘﻮﻳﺎﺕ ﺇﻧﺘﺎﺟﻴﺔ ﻋﺎﻟﻴﺔ ﻭﺿﻤﺎﻥ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﳌﺆﺳﺴﺔ‬
‫‪ -1.4‬ﺗﻌﺮﻑ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ‪ :‬ﺗﻌﺮﻑ ﺭﺍﻭﻳﺔ ﺣﺴﻦ ﺍﻵﺩﺍﺀ ﻋﻠﻰ ﺃﻧﻪ" ﻭﺑﻘﺎﺋﻬﺎ‪ .‬ﻭﻧﺬﻛﺮ ﰲ ﻣﺎ ﻳﻠﻲ ﺑﻌﺾ ﺍﻟﺘﻌﺎﺭﻳﻒ ﻟﻼﺩﺍﺀ‪.‬‬
‫‪ - 87 -‬ﺩﺭﺟﺔ ﲢ ﻘﻴﻖ ﻭﺇﲤﺎﻡ ﺍﳌﻬﺎﻡ ﺍﳌﻜﻮﻧﺔ ﻟﻮﻇﻴﻔﺔ ﺍﻟﻔﺮﺩ ﻭﻫﻮ ﻳﻌﻜﺲ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﱵ ﳛﻘﻖ ﺃﻭ ﻳﺸﺒﻊ ‪‬ﺎ ﺍﻟﻔﺮﺩ ﻣﺘﻄﻠﺒﺎﺕ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﺍﻟﻮﻇﻴﻔﺔ‪،‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﳛﺪﺙ ﻟﺒﺲ ﻭﺗﺪﺍﺧﻞ ﺑﲔ ﺍﻵﺩﺍﺀ ﻭﺍﳉﻬﺪ‪،‬ﻓﺎﳉﻬﺪ ﻳﺸﲑ ﺇﱃ ﺍﻟﻄﺎﻗﺔ ﺍﳌﺒﺬﻭﻟﺔ‪،‬ﺃﻣﺎ ﺍﻵﺩﺍﺀ ﻓﻴﻘﺎﺱ ﻋﻠﻰ ﺃﺳﺎﺱ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺣﻘﻘﻬﺎ ﺍﻟﻔﺮﺩ"‪. 31‬ﺍﻣﺎ ﻋﺎﺷﻮﺭ ﻓﻴﻌﺮﻑ ﺍﻵﺩﺍﺀ ﻋﻠﻰ ﺍﻧﻪ "ﻗﻴﺎﻡ ﺍﻟﻔﺮﺩ ﺑﺎﻷﻧﺸﻄﺔ ﻭﺍﳌﻬﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﻳﺘﻜﻮﻥ ﻣﻨﻬﺎ‬
‫ﻋﻤﻠﻪ‪ .‬ﻭﻳﻌﺮﻑ ﻛﻼﻭﺩ ﺑﻼﻧﺶ ﺍﻟﻴﻐﺮ ﻭﺁﺧﺮﻭﻥ ﺍﻵﺩﺍﺀ ﺑﺄﻧﻪ" ﳎﻤﻮﻉ ﺍﳌﺆﺷﺮﺍﺕ)ﻋﺎﺩﺓ( ﰲ ﺷﻜﻞ ﺍﺭﻗﺎﻡ‪،‬ﺍﳋﺎﺻﺔ ﺑﻨﺘﺎﺋﺞ ﺷﺨﺺ‬
‫ﻣﻌﲔ‪،‬ﻭﺍﻟﱵ ﺑﺈﻣﻜﺎ‪‬ﺎ ﺗﻮﺿﻴﺢ ﺍﻻﳒﺎﺯ ﺍﻷﻣﺜﻞ‪ 32".‬ﺍﻣﺎ ﻏﺮﰊ ﻓﲑﻯ ﺍﻥ "ﺍﻻﺩﺍﺀ ﻫﻮ ﺍﻟﻔﻌﻞ‪،‬ﲟﻌﲎ ﺍﻥ ﺍﻵﺩﺍﺀ ﻋﺒﺎﺭﺓ ﻋﻦ ﻋﻤﻠﻴﺔ‬
‫‪processus‬ﻭﻟﻴﺲ ﻋﻦ ﻧﺘﻴﺠﺔ ﰲ ﳊﻈﺔ ﻣﺎ ﰲ ﺍﻟﺰﻣﻦ"‪ .33‬ﻭ ﻳﺮﻯ ﻣﺼﻄﻔﻰ ﻋﺸﻮﻱ " ﺃﻥ ﺍﻵﺩﺍﺀ ﻫﻮ ﻧﺸﺎﻁ ﻳﺆﺩﻱ ﺇﱃ ﻧﺘﻴﺠﺔ‬
‫ﻭﺧﺎﺻﺔ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﻳﻐﲑ ﺍﶈﻴﻂ ﺑﺄﻱ ﺷﻜﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ"‪ .34‬ﻭﻳﻌﺮﻑ ﺍﻵﺩﺍﺀ ﺍﻳﻀﺎ ﺑﺎﻧﻪ "ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻟﺒﻴﺌﺔ‬
‫ﻭﺍﻹﺳﺘﻘﺮﺍﺭ ﻭﲢ ﻘﻴﻖ ﺍﻟﺮﻭﺡ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻟﻠﻌﺎﻣﻠﲔ ﻭﺣﺴﻦ ﺇﺳﺘﻐﻼﻝ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ"‪ .35‬ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺳﺒﻖ ﻣﻦ ﺗﻌﺎﺭﻳﻒ‬
‫ﺍﻵﺩﺍﺀ ﻫﻮ"ﳎﻤﻮﻋﺔ ﺍﻻﻧﺸﻄﺔ ﺍﻟﺮﲰﻴﺔ ﺍﳌﻜﻮﻧﺔ ﻟﻠﻮﻇﻴﻔﺔ )ﺗﻨﺠﺰ ﺣﺴﺐ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻮﻇﻴﻔﺔ( ﻧﻘﺪﻡ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺋﻲ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪،‬ﺍﻟﻘﺎﺑﻞ ﻟﻠﻘﻴﺎﺱ)ﻭﻓﻖ ﻣﻌﺎﻳ ﺪﺩﺓ(‪،‬ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻟﻔﺮﺩ ﺑﻐﻴﺔ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺆﺳﺴﺔ ﺑﺎﻻﺳﺘﻐﻼﻝ ﺍﻷﻣﺜﻞ ﳌﻮﺍﺭﺩﻫﺎ ﰲ ﻇﻞ ﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﱵ ﺗﻌﻤﻞ ﻓﻴﻬﺎ‪،‬ﻳﻘﺪﻡ ﰲ ﺷﻜﻞ ﻧﺘﺎﺋﺞ ﻣﻌﱪ ﻋﻨﻬﺎ ﺑﺎﻷﺭﻗﺎﻡ‪،‬ﻣﻦ ﺍﺟﻞ ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻔﻌﻠﻴﺔ ﻣﻊ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺴﻄﺮﺓ"‬
‫ﺍﻟﻌﻮﺍﻣﻞﺍﺆﺛﺮﺓﻋﻠﻰﺍﻵﺩﺍﺀﺍﻟﻮﻇﻴﻔﻲﺍﻟﻈﺮﻭﻑ ﺍﳌﳌﺎﺩﻳﺔ ﻟﻠﻌﻤﻞ‪ :‬ﺗﺘﻤﺜﻞ ﰲ‪ :‬ﺍﻹﺿﺎﺀﺓ‪،‬ﺍﻟﺘﻬﻮﻳﺔ‪،‬ﺍﻟﻀﻮﺿﺎﺀ‪،‬ﺍﳊﺮﺍﺭﺓ‪،‬ﺍﻟﻨﻈﺎﻓﺔ‪..‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﻵﺩﺍﺀ‬ ‫‪2‬‬
‫‪،‬ﻭﻏﲑﻫﺎ‪،‬ﻭﻫﻲ ﺫﺍﺕ ﺗﺄﺛﲑ ﻛﺒﲑ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻔﺮﺩ‪،‬ﳌﺎ ﳍﺎ ﻣﻦ ﺩﻭﺭ ﰲ ﺗﻮﻓﲑ ﺟﻮ ﻋﻤﻞ ﺁﻣﻦ ﻭﻣﺮﻳﺢ‪،‬ﻟﺬﻟﻚ ﳍﺎ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻘﻨﻴﺔ )ﺍﻟﻔﻨﻴﺔ(‪ :‬ﻭﻫﻲ ﳐﺘﻠﻒ ﺍﻟﻘﻮﻯ ﻭﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻔﲏ ﰲ ﺗﺄﺛﲑ ﻫﺎﻡ ﻋﻠﻰ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪.36‬‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺗﻀﻢ ﻧﻮﻉ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻧﻮﻋﻴﺔ ﺍﳌﻨﺘﻮﺝ ﺷﻜﻠﻪ ﻧﻮﻋﻴﺔ ﺍﳌﻮﺍﺩ ﺍﳌﺴﺘﺨﺪﻣﺔ ‪ .‬ﻳﻌﱪ ﺍﻟﺒﻌﺾ ﻋﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻔﻨﻴﺔ ﺑﺎﳌﻮﺍﺭﺩ‬
‫‪،‬ﻭﻫﻲ ﺗﻌﺘﱪ ﻣﺘﻐﲑ ﻣﻮﻗﻔﻲ ﻫﺎﻡ ﰲ ﺍﻵﺩﺍﺀ‪،‬ﻷﻧﻪ ﻗﺪ ﻳﻮﺿﻊ ﺃﻓﺮﺍﺩ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺍﺕ ﻋﺎﻟﻴﺔ ﻭﺗﺪﺭﻳﺐ ﺟﻴﺪ ﰲ ﻣﻮﺍﻗﻒ ﲢﻮﻝ ﺩﻭﻥ‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ :‬ﺗﺘﻤﺜﻞ ﰲ ﻣﺎ ﻋﱪﺕ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﻌﻤﻞ ﻋﻨﺪﻣﺎ ﻻ ﻳﺘﻢ ﺇﻋﻄﺎﺋﻬﻢ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻼﺯﻣﺔ ﻟﻸﺩﺍﺀ ﺍﻟﻔﻌﺎﻝ ﻟﻠﻤﻬﺎﻡ‪.37‬‬
‫ﻋﻨﻪ ﺣﺮﻛﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪،‬ﻭﻟﻌﻞ ﻣﻦ ﺃﳘﻬﺎ ﺍﻻﻋﺘﺮﺍﻑ ﺑﻘﻴﻤﺔ ﺍﻟﺸﺨﺺ‪،‬ﻭﺍ‪‬ﻤﻮﻋﺔ‪،‬ﻭﺍﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺴﻠﻮﻛﻲ‪،‬ﻭ ﺗﺄﺛﲑ‬
‫ﺍﻟﺪﺍﻓﻌﻴﺔ‪ :‬ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﺪﻭﺍﻓﻊ‪،‬ﻭﺩﻭﺍﻓﻊ ﺍﻟﻔﺮﺩ ﻫﻲ ﻋﻨﺎﺻﺮ ﺗﻜﻤﻦ ﺩﺍﺧﻠﻪ ﺗﺆﺛﺮ ﻋﻠﻴﻪ ﺍﻭ ﺗﺮﺗﺒﻂ ﺫﻟﻚ ﰲ ﲢﻔﻴﺰ ﻭﺩﻓﻊ ﺍﻟﻔﺮﺩ‪.38‬‬
‫ﲝﺎﺟﺎﺗﻪ ﺍﳌﻄﻠﻮﺏ ﺇﺷﺒﺎﻋﻬﺎ )ﻭﺃﻭﻟﻮﻳﺎ‪‬ﺎ(‪،‬ﻭﻣﻦ ﰒ ﻋﻠﻰ ﺃﻫﺪﺍﻓﻪ ﰲ ﺍﻟﻌﻤﻞ ﻭﺍﳊﻴﺎﺓ‪،‬ﰒ ﲢﺮﻛﻪ ﳓﻮ ﻧﺸﺎﻁ ﻭﺳﻠﻮﻙ ﻭﺍﲡﺎﻫﺎﺕ‬
‫ﺗﺴﻌﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﱃ ﻭﺿﻊ ﺃﺳﻠﻮﺏ ﳏﺪﺩ ﻭﻭﺍﺿﺢ ‪‬ﺪﻑ ﲢﺴﲔ ﺍﻵﺩﺍﺀ‪،‬ﻭﻣﻦ ‪ -3.4‬ﺳﺒﻞ ﲢﺴﲔ ﺍﻵﺩﺍﺀ‪ 39 :‬ﻣﻬﻴﻨﺔ ﻭﳏﺪﺩﺓ‪.‬‬
‫ﺃ‪-‬ﺃﺳﻠﻮﺏ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﺮﻥ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ :‬ﻳﺸﲑ ﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺇﱃ ﺑﲔ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺘﺒﻌﺔ ﰲ ﲢﺴﲔ ﺍﻵﺩﺍﺀ ﻧﺬﻛﺮ ‪:‬‬
‫"ﲢﻠﻴﻞ ﻣﻨﻈﻢ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﺎﺣﺔ ﺑﺎﻟﺘﻨﻈﻴﻢ‪،‬ﻭﺍﻟﺘﻨﺒﺆ ﺑﺎﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻨﻬﺎ ﰱ ﺿﻮﺀ ﻫﺬﺍ ﺍﻟﺘﺤﻠﻴﻞ‪،‬ﻣﻊ ﺍﻟﺘﺄﻛﻴﺪ‬
‫ﻋﻠﻰ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻣﺜﻞ ﳍﺬﻩ ﺍﳌﻮﺍﺭﺩ"‪40.‬ﻭ ﻣﺒﺎﺩﺋﻪ ﺍﻷﺳﺎﺳﻴﺔ ﻫﻲ‪ :41‬ﺍﻥ ﺍﻟﻔﺮﺩ ) ﺍﳌﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ ( ﻫﻮ ﺃﻫﻢ ﺍﻟﻌﻨﺎﺻﺮ ﰱ‬
‫ﺍﳌﺆﺳﺴﺔ ؛ ﺍﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻫﻰ ﰱ ﺍﻷﺳﺎﺱ ﻃﺎﻗﺔ ﺫﻫﻨﻴﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ؛ ﺍﻥ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﻤﺜﻠﺔ ﰲ‬
‫ﺍﳉ ﻤﺎﻋﺎﺕ ﻭﺍﻟﻔﺮﻕ ﺍﻟﱴ ﲤﺎﺭﺱ ﺍﻟﻌﻤﻞ ﺷﺮﻳﻚ ﰱ ﺍﳌﺴﺆﻭﻟﻴﺔ؛ ﺍﻥ ﻟﻠﻘﻮﻯ ﺍﻟﺒﺸﺮﻳﺔ ﻃﺎﻗﺎﺕ ) ﻗﺪﺭﺓ ﳏﺘﻤﻠﺔ ﲢﺘﺎﺝ ﺇﱃ ﺍﻛﺘﺸﺎﻑ‬
‫ﻭﺻﻘﻞ ﻭﺇﻋﺪﺍﺩ(‪،‬ﻭﻗﺪﺭﺍﺕ ) ﻣﻬﺎﺭﺍﺕ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻮﻇﻴﻒ ﻭﲢﺘﺎﺝ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ (‪،‬ﻭﺃﳕﺎﻁ ﺳﻠﻮﻛﻴﺔ )ﺳﻠﻮﻙ ﻓﻌﻠﻰ "ﺃﺩﺍﺀ"( ﻓﺎﻟﻌﻤﻞ‬
‫ﳛﺘﺎﺝ ﻣﻦ ﺍﻟﻌﺎﻣﻞ ﺇﱃ ﻗﺪﺭﺍﺕ ﻣﺘﻨﺎﺳﺒﺔ ﻟﻜﻰ ﻳﺘﺤﻘﻖ ﺍﻵﺩﺍﺀ )ﺳﻠﻮﻙ ﺍﻟﻌﻤﻞ( ﺍﻟﻔﻌﺎﻝ )ﺍﶈﻘﻖ ﻟﻸﻫﺪﺍﻑ ( ‪ .‬ﻓﺈﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ‬
‫‪ - 88 -‬ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻗﻀﻴﺘﻬﺎ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﺘﻮﺍﻓﻖ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﻋﻼﻗﺔ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳌﺮﻥ ﻟﻠﻤﻮﺍﺭﺩ ﺍﳌﺴﺘﻤﺮ ﺑﲔ ﻣﺘﻄﻠﺒﺎﺕ ﺃﺩﺍﺀ ﺍﻟﻌﻤﻞ ﻭﺑﲔ ﻗﺪﺭﺍﺕ ﻭﺃﳕﺎﻁ ﺳﻠﻮﻙ ﺍﻟﻌﻤﻞ ﻟﻠﻘﻮﻯ ﺍﻟﺒﺸﺮﻳﺔ ‪.‬‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﺑﺘﺤﺴﲔ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﳑﺎ ﻻ ﺷﻚ ﻓﻴﻪ ﺍﻥ ﺍﳌﺮﻭﻧﺔ ﺃﺻﺒﺤﺖ ﺍﻟﺴﻤﺔ ﺍﳌﻤﻴﺰﺓ ﻟﻨﺠﺎﺡ ﺍﻱ ﻧﺸﺎﻁ ﰲ ﺍﻟﻌﺼﺮ‬
‫ﺍﳊﺪﻳﺚ‪،‬ﻭﺍﻟﺘﻄﻮﺭﺍﺕ ﰲ ﺑﻴﺌﺔ ﺍﻟﻌﻤﻞ ﺗﻔﺮﺽ ﻋﻠﻰ ﻣﺪﻳﺮﻱ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺗﻮﻓﲑ ﺩﺭﺟﺎﺕ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﳌﺮﻭﻧﺔ ﺧﺎﺻﺔ ﻋﻨﺪ‬
‫ﺟﻌﻞ ﺍﻟﻌﻤﻞ ﺍﻛﺜﺮ ﻣﺮﻭﻧﺔ؛ ﲢﺴﲔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳌﻮﻇﻔﲔ ﲣﻄﻴﻂ ﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﻣﻨﻈﻤﺎ‪‬ﻢ‪،‬ﻭ‪‬ﺪﻑ ﺍﱃ ﻣﺎ ﻳﻠﻲ‪:42‬‬
‫ﻭﺍﻟﻘﻮﻯ ﺍﻟﻌﺎﻣﻠﺔ؛ ﲣﻔﻴﺾ ﺗﻜﺎﻟﻴﻒ ﺍﻟﻌﻤﻞ؛ ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﺗﻨﻔﻴﺬ ﺍﳋﻄﻂ ﺑﻄﺮﻳﻘﺔ ﺍﻛﺜﺮ ﺳﻬﻮﻟﺔ ﻭﲡﻨﺐ ﺍﳋﻄﻮﺍﺕ ﺍﻟﱵ ﻻ ﻟﺰﻭﻡ‬
‫ﳍﺎ؛ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﻭﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ‪ .‬ﻭﻋﻠﻴﻪ ﻓﺎﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳌﺮﻭﻧﺔ ﰲ ﺇﺩﺍﺭﺓ ﻭﲣﻄﻴﻂ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ‬
‫ﻳﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﰲ ﺯﻳﺎﺩﺓ ﻗﺪﺭﺓ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻒ ﻭﺍﻟﻌﻤﻞ ﺑﻔﻌﺎﻟﻴﺔ ﰱ ﻇﺮﻭﻑ ﺑﻴﺌﻴﺔ ﳐﺘﻠﻔﺔ ﻭﻣﺘﻨﻮﻋﺔ‪،‬ﻣﺎ ﻳﺆﺩﻱ ﺍﱃ ﺯﻳﺎﺩﺓ‬
‫ﺇﻧﺘﺎﺟﻴﺘﻬﻢ ﻭﲢﺴﲔ ﺃﺩﺍﺋﻬﻢ ﻭﻫﺬﺍ ﻣﺎ ﻳﻀﻤﻦ ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ ﻟﻠﻤﺆﺳﺴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﺭﺃﺕ ﺍﻥ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﳒﻊ‬
‫ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ ﻟﺘﺤﺴﲔ ﺍﺩﺍﺀ ﺃﻓﺮﺍﺩﻫﺎ ﻫﻮ ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﺧﺼﺎﺋﺺ ﺍﻟﻌﺎﻣﻠﲔ ﺍﳌﺘﻔﻮﻗﲔ ﻟﺪﻳﻬﺎ ﺍﻭ ﻣﺎ ﻳﻌﺮﻑ "ﺑﻨﻤﻮﺫﺝ ﺍﳉﺪﺍﺭﺓ" ‪.‬‬
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‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰﺍﻷﺩﺍﺀ ﺏ‪ -‬ﳕﻮﺫﺝ ﺍﳉﺪﺍﺭﺓ ﻟﺘﺤﺴﲔ ﺍﻵﺩﺍﺀ ﺗﻌﺮﻳﻒ ﺍﳉﺪﺍﺭﺓ ‪ :‬ﻳﻌﺮﻑ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﻛﻞ ﻣﻦ ﻟﻮﺳﻴﺎ ﻭ ﻟﻴﺒﺴﻴﻨﻐﺮ ﳕﻮﺫﺝ ﺍﳉﺪﺍﺭﺓ ﻋﻠﻰ ﺃﻧﻪ "ﻭﺳﻴﻠﺔ ﻭﺻﻔﻴﺔ ﲢﺪﺩ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻭﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻷﺩﺍﺀ ﺩﻭﺭ ﻭﻇﻴﻔﻲ ﻣﻌﲔ ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺓ ﺩﺍﺧﻞ ﺍﳌﻨﻈﻤﺔ ﲟﺎ ﻳﺴﺎﻋﺪ ﺍﳌﻨﻈﻤﺔ ﻋﻠﻰ ﲢﻘﻴﻖ‬
‫ﺃﻫﺪﺍﻓﻬﺎ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ"‪ .43‬ﻭﰱ ﻣﺆﲤﺮ ﲜﻮﻫﺎﻧﺴﱪﺝ ﻋﺎﻡ ‪ 1995‬ﰎ ﺗﻌﺮﻳﻒ )ﺍﳉﺪﺍﺭﺓ( ﺑﺄ‪‬ﺎ "ﺍﻟﺴﻤﺎﺕ ﻭﺍﳌﺆﻫﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻭﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱴ ﲤﻜﻦ ﺍﳌﻮﻇﻒ ﻣﻦ ﲢﻘﻴﻖ ﻣﻌﺪﻻﺕ ﺃﺩﺍﺀ ﺧﺎﺭﻗﺔ ﻭﻗﻴﺎﺳﻴﺔ‪،‬ﺗﻔﻮﻕ ﺍﳌﻌﺪﻻﺕ ﺍﳊﺎﻟﻴﺔ‪،‬ﺃﻱ ﺃﻥ ﻣﻌﺎﻳﲑ‬
‫ﺍﳉﺪﺍﺭﺓ ﲤﻴﺰ ﺑﲔ ﺍﳌﻮﻇﻔﲔ ﺍﳋﺎﺭﻗﲔ ﻭﺍﳌﻮﻇﻔﲔ ﺍﻟﻌﺎﺩﻳﲔ‪.44‬ﺍﻣﺎ ﻣﲑﺍﺑﻴﻞ ﻓﻴﻌﺮﻑ ﺍﳉﺪﺍﺭﺓ ﻋﻠﻰ "ﺃ‪‬ﺎ ﳎﻤﻮﻋﺔ ﺍﳌﻌﺎﺭﻑ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﱵ ﻳﺘﻤﻠﻜﻬﺎ ﺃﺻﺤﺎﺏ ﺍﻵﺩﺍﺀ ﺍﳌﺘﻤﻴﺰ"‪ .‬ﻭﺗﻌﺮﻑ ﺍﻳﻀﺎ ﻋﻠﻰ ﺍ‪‬ﺎ " ﺧﺎﺻﻴﺔ ﺿﻤﻨﻴﺔ ﻟﻠﺸﺨﺺ ﳍﺎ ﻋﻼﻗﺔ‬
‫ﺳﺒﺒﻴﺔ ﺑﺄﺩﺍﺀ ﻣﺘﻔﻮﻕ ﻓﻌﺎﻝ ﻳﻌﺘﱪ ﻣﺮﺟﻌﺎ ﻣﻌﻴﺎﺭﻳﺎ ﻟﻠﻮﻇﻴﻔﺔ ﺃﻭ ﺍﳊﺎﻟﺔ"‪ .45‬ﻭﺗﻌﺘﱪ ﺍﳉﺪﺍﺭﺍﺕ ﺧﻮﺍﺹ ﺿﻤﻨﻴﺔ ﻟﻠﺸﺨﺺ ﻭﺗﺸﲑ ﺇﱃ‬
‫ﻃﺮﻕ ﺍﻟﺘﺼﺮﻑ ﺃﻭ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ‪،‬ﺍﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﺒﺒﻴﺔ ﻓﺎﻥ ﺍﳉﺪﺍﺭﺓ ﻫﻲ ﻣﺴﺒﺒﺔ ﺍﻵﺩﺍﺀ ﺍﳌﺘﻤﻴﺰ ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﰲ‬
‫ﺗﺼﻤﻴﻢ ﳕﺎﺫﺝ ﺍﳉﺪﺍﺭﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ :‬ﻛﺜﲑﺍ ﻣﺎ ﲣﺘﻠﻒ ﺩﺭﺍﺳﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺍﳉﺪﺍﺭﺓ ﺍﻷﺧﲑ ﻣﻌﻴﺎﺭﺍ ﻣﺮﺟﻌﻴﺎ ﻟﻠﺘﻘﻴﻴﻢ ﺑﲔ ﺍﻷﺷﺨﺎﺹ‪.‬‬
‫ﺍﻟﻮﻇﻴﻔﻴﺔ ﻣﻦ ﺷﺮﻛﺔ ﺇﱃ ﺃﺧﺮﻯ ﻭﻣﻦ ﻭﻇﻴﻔﺔ ﺇﱃ ﺃﺧﺮﻯ‪،‬ﻭﺫﻟﻚ ﺗﺒﻌﺎ ﻟﺮﺅﻳﺔ ﺍﻹﺩﺍﺭﺓ ﻭﺗﻮﻗﻌﺎ‪‬ﺎ ﳌﺴﺘﻘﺒﻞ ﻛﻞ‬
‫ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﲢﺪﻳﺪ ﻣﻌﺎﻳﲑ ﻣﻮﻗﻊ )ﻭﻇﻴﻔﺔ(ﻋﻠﻰ ﺧﺮﻳﻄﺔ ﺍﻟﺘﻨﻈﻴﻢ)ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ(‪ .‬ﻭﻫﺬﻩ ﺍﳋﻄﻮﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻫﻰ‪:46‬‬
‫ﻰﺍﻌﻴﺎﺭ ﺃﻭ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﲢﺪﺩ ﺍﻵﺩﺍﺀ ﺍﳌﺘﻔﻮﻕ ﺃﻭ‬ ‫ﺗﻘﻴﻴﻢ ﺍﺪﺍﺭﺓ ﻫﻰ ﺍﻟﺘﻌﺮﻑ ﻋﻠﱴ‬ ‫ﳌ‬ ‫ﻓﻌﺎﻟﻴﺔ ﺍﻵﺩﺍﺀ ‪ :‬ﺃﻥ ﺃﻭﻝ ﻭﺃﻫﻢ ﺧﻄﻮﺓﰱﳉ‬
‫ﺍﻟﻔﻌﺎﻝ ﰱ ﺍﻟﻮﻇﻴﻔﺔ ﳏﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﺸﻜﻞ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻟﻠﻨﺘﺎﺋﺞ ﻣﻌﻴﺎﺭﺍ ﻣﺜﺎﻟﻴﺎ ﻣﺜﻞ‪ :‬ﺑﻴﺎﻧﺎﺕ ﺍﳌﺒﻴﻌﺎﺕ ﻭﺍﻷﺭﺑﺎﺡ ﳌﺪﻳﺮﻱ‬
‫ﺍﻷﻋﻤﺎﻝ ﺃﻭ ﺑﺮﺍﺀﺓ ﺍﻻﺧﺘﺮﺍﻋﺎﺕ ﻭﺍﳌﻨﺸﻮﺭﺍﺕ ﻟﻌﻠﻤﺎﺀ ﺍﻷﲝﺎﺙ‪ .‬ﺫﻟﻚ ﺃﻥ ﻟﻜﻞ ﻓﺮﺩ ‪ -‬ﻭﺣﱴ ﺍﳌﺪﻳﺮ – ﲢﻴﺰﻫﻢ ﺍﻟﺸﺨﺼﻲ ﺍﻟﺬﻯ‬
‫ﻳﺆﺛﺮ ﻋﻠﻰ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺸﻮﻳﻪ ﺍﳊﻘﺎﺋﻖ‪ .‬ﻓﻤﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻳﺪﻋﻰ ﺍﳌﺪﻳﺮ ﺃﻥ ﻓﻼﻧﺎﹰ ﻟﻴﺲ ﺿﻌﻴﻒ ﺍﻵﺩﺍﺀ ﺃﻭ ﳑﺘﺎﺯ ﺍﻵﺩﺍﺀ ﺑﻨﺎﺀ‬
‫ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺷﺨﺼﻴﺔ ﻻ ﻋﻼﻗﺔ ﳍﺎ ﲟﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ ﺍﳊﻘﻴﻘﻲ‪ .‬ﻓﺈﺫﺍ ﱂ ﺗﻜﻦ ﺍﳌﻌﺎﻳﲑ ﺍﳌﺎﺩﻳﺔ ﻣﺘﻮﻓﺮﺓ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺗﺮﺷﻴﺢ‬
‫ﺍﻟﺮﺅﺳﺎﺀ ﻭﺍﻟﺰﻣﻼﺀ ﻭﺍﳌ ﺮﺅﻭﺳﲔ ﺃﻭ ﺍﻟﻌﻤﻼﺀ ﻭﺍﻟﺰﺑﺎﺋﻦ ﻭﺗﺸﲑ ﺍﻷﲝﺎﺙ ﺇﱃ ﺃﻥ ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﺰﻣﻼﺀ ﳍﺎ ﻣﺼﺪﺍﻗﻴﺔ ﻣﻌﻴﺎﺭﻳﺔ ﻋﺎﻟﻴﺔ‬
‫ﲟﻌﲎ ﺇ‪‬ﺎ ﺗﻨﺒﺊ ﻋﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺎﺩﻳﺔ ﻟﻸﺩﺍﺀ ﰱ ﺍﻟﻮﻇﻴﻔﺔ ‪ .‬ﻭﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﳋﻄﻮﺓ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻭﺍﺿﺤﺔ ﻣﻦ ﺫﻭﻯ‬
‫ﺍﻥ ﺗﻌﺮﻳﻒ ﻣﻌﻴﺎﺭ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻧﻘﺼﺪ ﺑﻪ ﺍﳌﻌﻴﺎﺭ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻔﻌﺎﻟﻴﺔ ﰱ ﺍﻵﺩﺍﺀ ﺍﳌﺘﻔﻮﻕ ﻭﳎﻤﻮﻋﺔ ﻣﻘﺎﺭﻧﺔ ﻣﻦ ﺫﻭﻯ ﺍﻵﺩﺍﺀ ﺍﳌﺘﻮﺳﻂ ‪.‬‬
‫ﺍﻟﻮﻇﻴﻔﺔ ﻋﻠﻰ ﺩﺭﺟﺔ ﻗﺼﻮﻯ ﻣﻦ ﺍﻷﳘﻴﺔ ﻓﻠﺬﻟﻚ ﺍﺫﺍ ﺍﺳﺘﺨﺪﻡ ﺍﳌﻌﻴﺎﺭ ﺍﳋﺎﻃﺊ )ﻣﺜﻞ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺷﻬﺮﺓ ﺍﻟﺸﺨﺺ ﺑﺪﻻ ﻣﻦ‬
‫ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ‪ :‬ﺗﻌﺘﱪ ﺍﳌﻌﺎﻳﲑ ﺃﺩﺍﺋﻪ( ﻓﺎﻥ ﺍﻟﻨﻤﻮﺫﺝ ﺳﻮﻑ ﳛﺪﺩ ﺍﳉﺪﺍﺭﺍﺕ ﺍﳋﺎﻃﺌﺔ‪.‬‬
‫ﳌﱴﲨﰱﳋﱃﰱ ﺍﻟﺘﻌﺮﻑ‬
‫ﺍﺎﺩﻳﺔﻭﺍﻟﺘﺮﺷﻴﺤﺎﺕﻭﺍﻟﺘﻘﺪﻳﺮﺍﺕﺍﻟﻳﺘﻢﻌﻬﺎﺍﻄﻮﺓﺍﻷﻭﻣﻬﻤﺔﺟﺪﺍ‬
‫ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺘﺮﺷﻴﺤﺎﺕ ﻭﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﱴ ﻳﺘﻢ ﲨﻌﻬﺎﰱ ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ‬
‫ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻟﺜﺔ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ :‬ﻳﺘﻢ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻓﻘﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻌﻴﺎﺭﻳﺔ ﺟﻴﺪﺓ ﻣﻦ ﺫﻭﻯ ﺍﻵﺩﺍﺀ ﺍﳌﺘﻔﻮﻕ‪.‬‬
‫ﻟﻨﻮﻉﳕﻮﺫﺝﺍﳉﺪﺍﺭﺓﺍﳌﺴﺘﺨﺪﻡﺃﻱﻣﺎﻳﺘﻨﺎﺳﺐﻭﺍﻟﻮﻇﻴﻔﺔﺍﳌﺮﺍﺩﲢﺴﻴﻨﻬﺎ‪،‬ﻭﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰱ ﺇﻋﺪﺍﺩ ﳕﻮﺫﺝ ﺍﳉﺪﺍﺭﺓ‪.‬‬
‫ﻔﺔ‬‫ﻮﻇﻴ‬ ‫ﻟ‬‫ﺳﺐ ﻭﺍ‬‫ﺎ‬‫ﻨ‬
‫ﺘ‬‫ﻱ ﻣﺎﻳ‬‫ﺨﺪﻡﺃ‬‫ﳌﺴﺘ‬‫ﺭﺓﺍ‬‫ﳉﺪﺍ‬ ‫ﻮﻉ ﳕﻮﺫﺝ ﺍ‬
‫ﻨ‬‫ﻟ‬ ‫ﺍﳋﻄﻮﺓ‬
‫ﺍﻟﺮﺍﺑﻌﺔ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻄﻮﻳﺮ ﳕﻮﺫﺝ ﺍﳉﺪﺍﺭﺓ‪ :‬ﰱ ﻫﺬﻩ ﺍﳋﻄﻮﺓ ﻳﺘﻢ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ‬
‫ﳉﳌﻬﺎﺭﺍﺕ ﺍﻟﱴ ﺗﻔﺮﻕ ﺑﲔ ﺫﻭﻯ ﺍﻵﺩﺍﺀ ﺍﳌﺘﻔﻮﻕ ﻭﺫﻭﻯ ﺍﻵﺩﺍﺀ ﺍﳌﺘﻮﺳﻂ‪،‬ﻣﻦ ﺍﻟﺪﻭﺍﻓﻊ ﺃﻭ ﺍﳌﻬﺎﺭﺍﺕ ﺃﻭ ﺃﻯ‬ ‫ﺍﺪﺍﺭﺍﺕﺍﻟﺸﺨﺼﻴﺔﻭﺍ‬
‫ﺍﳉﺪﺍﺭﺍﺕ‬
‫‪ - 90 -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ ﺟﺪﺍﺭﺍﺕ ﺃﺧﺮﻯ ﺗﻈﻬﺮ ﻟﺪﻯ ﺍﳌﺘﻔﻮﻗﲔ ﻭﻻ ﺗﻈﻬﺮ ﻟﺪﻯ ﺍﳌﺘﻮﺳﻄﲔ ﻟﺘﻜﻮﻳﻦ ﳕﻮﺫﺝ ﺍﳉﺪﺍﺭﺓ‪.‬‬
 ‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﳋﻄﻮﺓ ﺍﳋﺎﻣﺴﺔ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﳕﻮﺫﺝ ﺍﳉﺪﺍﺭﺓ‪ :‬ﻳﺘﻢ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﳎﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳉﺪﺍﺭﺍﺕ ﻭﺍﻟﻨﻈﺮ ﻓﻴﻤﺎ‬ ‫ﺔ‬ ‫ﻋ‬ ‫ﻮ‬ ‫ﺭ ﻳﺐ ﳋﻤ‬ ‫ﺭﺓﺍﻟﻨﺎﺗﺞﻣﻦﺍﻄﻮﺓﺍﻟﺮﺍﺑﻌﺔﻭﺫﻟ ﻚ ﳕ ﺑ ﺘ ﳉﺪ‬
‫ﺍﳋﻄﻮﺓ ﺍﻟﺴﺎﺩﺳﺔ ﲡﻬﻴﺰ ﺗﻄﺒﻴﻘﺎﺕ ﳕﻮﺫﺝ ﺍﳉﺪﺍﺭﺓ ﺇﺫﺍ ﻛﺎﻥ ﻫﺆﻻﺀ ﺍﻷﺷﺨﺎﺹ ﳛﻘﻘﻮﻥ ﻓﻌﻼ ﺃﺩﺍﺀ ﺃﻓﻀﻞ ﰱ ﺍﳌﺴﺘﻘﺒﻞ ﺃﻡ ﻻ‪.‬‬
‫ﲟﺠﺮﺩﺍﻹﻗﺮﺍﺭﺑﺼﻼﺣﻴﺔﳕﻮﺫﺝﺍﳉﺪﺍﺭﺓﻓﺎﻧﻪﻣﻦﺍﳌﻤﻜﻦﺍﺳﺘﺨﺪﺍﻣﻪﺑﻄﺮﻕﳐﺘﻠﻔﺔ ﺣﻴﺚ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺑﻴﺎﻧﺎﺕ ﺍﳉﺪﺍﺭﺓ ﰱ‬
‫ﻣﻪ‬‫ﺨﺪﺍ‬ ‫ﺳﺘ‬‫ﳌﻤﻜﻦ ﺍ‬‫ﻪﻣﻦ ﺍ‬ ‫ﻧ‬‫ﺭﺓﻓﺎ‬
‫ﳉﺪﺍ‬ ‫ﺔﳕﻮﺫﺝ ﺍ‬‫ﺼﻼﺣﻴ‬ ‫ﺭﺑ‬‫ﻹﻗﺮﺍ‬‫ﲟﺠﺮﺩﺍ‬ ‫‪:‬‬
‫ﺗﺼﻤﻴﻢ ﻣﻘﺎﺑﻼﺕ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺘﻘﻴﻴﻢ ﻟﻼﺧﺘﻴﺎﺭ ﻭﺍﳌﺴﺎﺭ ﺍﻟﻮﻇﻴﻔﻰ ﻭ ﺗﻘﻴﻴﻢ ﺍﻵﺩﺍﺀ ﻭﺍﻟﺘﺨﻄﻴﻂ‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳉﺪﺍﺭﺓ ﻭﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ‪ :‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺳﺒﺒﻴﺔ ﻗﻮﻳﺔ ﺑﲔ ﺩﺭﺟﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ ﻭﻧﻈﻢ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫ﻭﺗﻈﻬﺮ ﺍﻟﻌﻼﻗﺔ ﺟﻠﻴﺎ ﺑﲔ ﺍﳉﺪﺍﺭﺓ ﻭﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﰲ ﳎﺎﻻﺕ ﺟﺪﺍﺭﺓ ﺍﳌﻮﻇﻒ ﻭﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﺬﻯ ﳛﻘﻘﻪ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫ﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﲔ‪:‬ﺣﻴﺚ ﺗﻌﺘﻤﺪ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻋﻠﻰ ﺑﻴﺎﻧﺎﺕ ﺗﻄﺒﻴﻖ ﳕﻮﺫﺝ ﺍﳉﺪﺍﺭﺓ‪،‬ﺣﻴﺚ ﺗﱪﺯ ﺃﳘﻴﺔ ﺍﳉﺪﺍﺭﺓ ﰱ‪:47‬‬
‫ﺃﻛﺜﺮﺗﻌﻠﻘﺎﹰﺑﺈﻣﻜﺎﻧﻴﺎﺕﺍﻟﻨﺠﺎﺡﺍﻟﻔﻌﻠﻴﺔﻟﻠﻤﻮﻇﻒﻣﻦﺍﻟﻄﺮﻕﺍﻟﺘﻘﻠﻴﺪﻳﺔﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﺃﻛﺜﺮ ﺗﻌﻠﻘﺎﹰﺑﺈﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻨﺠﺎﺡ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﻤﻮﻇﻒ ﻣﻦ ﺍﻟﻄﺮﻕ‬ ‫ﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﳌﺴﺎﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ :‬ﻳﺴﺎﻋﺪ‬
‫ﻣﺪﺧﻞ ﺍﳉﺪﺍﺭﺓ ﺍﳌﺪﻳﺮ ﻋﻠﻰ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ ﺍﻟﺘﺮﻗﻴﺔ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﻮﻇﻴﻔﻲ‬
‫ﺍﺳﺘﻨﺎﺩﺍﻋﻠﻰﺑﻴﺎﻧﺎﺕﻣﻮﺛﻮﻕ ‪‬ﺎ ﰲ ﺍﺣﺘﻤﺎﻻﺕ ﳒﺎﺡ ﺍﻟﺸﺨﺺ ﰱ ﺍﻟﻮﻇﻴﻔﺔ ﻭﺑﺎﻟﺘﺎﱄ ﻳ‪‬ﺮﻗﻰ ﺇﱃ ﺍﳌﻨﺼﺐ ﻣﻦ ﻫﻮ ﺃﻗﺪﺭ ﻋﻠﻰ‬ ‫ﺍﺳﺘﻨﺎﺩﺍﻋﻠﻰ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ‪ :‬ﻳﻮﺿﺢ ﻣﺪﺧﻞ ﺍﳉﺪﺍﺭﺓ ﺍﻟﻔﺎﺭﻕ ﺍﻟﺪﻗﻴﻖ ﰲ ﺧﺮﻳﻄﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺑﲔ ﻣﺎ ﻳﺘﻤﺘﻊ ﺑﻪ ﺍﻟﻔﺮﺩ ﻓﻌﻼﹰ ﺍﻟﻌﻄﺎﺀ ﻓﻴﻪ‪.‬‬
‫ﺇﺩﺍﺭﺓ ﺍﻵﺩﺍﺀ‪ :‬ﺗﻘﻠﻞ ﻣﻦ ﻣﻬﺎﺭﺍﺕ ﻭﺑﲔ ﻣﺎﲢﺘﺎﺝ ﺇﻟﻴﻪ ﺍﻟﻮﻇﻴﻔﺔ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻦ ﺗﻮﺟﻴﻪ ﺍﳉﻬﻮﺩ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﺴﺪ ﻫﺬﻩ ﺍﻟﻔﺠﻮﺓ‪.‬‬
‫ﺑﻴﺎﻧﺎﺕ ﺍﳉﺪﺍﺭﺓ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﺍﳉﺪﻝ ﺣﻮﻝ ﺗﻘﻴﻴﻢ ﺍﻵﺩﺍﺀ ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻭﺿﻊ ﻣﺆﺷﺮﺍﺕ‬
‫ﻗﻴﺎﺳﻴﺔﻟﻠﺘﺼﺮﻓﺎﺕﺍﳌﻄﻠﻮﺑﺔ ﻋﻠﻰ ﺗﺪﺭﻳﺞ ﺗﺴﻠﺴﻠﻲ ﻳﺼﻌﺐ ﺍﳉﺪﻝ ﺣﻮﻟﻪ‪.‬‬
‫ﺔ‬‫ﺳﻴ‬ ‫ﺎ‬
‫ﻗﻴ‬ ‫ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ ﳝﻜﻦ ﲢﺪﻳﺪ ﺃﺛﺮ ﲤﻴﺰ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ )ﺍﺛﺮ‬
‫ﺍﳉﺪﺍﺭﺓ( ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﳌﺆﺳﺴﺔ ﰲ ﺯﻳﺎﺩﺓ ﻗﺪﺭ‪‬ﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪،‬ﺍﺫ ﺇﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻟﻠﻤﻨﻈﻤﺎﺕ ﱂ ﺗﻌﺪ ﳏﻞ ﺟﺪﺍﻝ‬
‫‪،‬ﻭﺗﺸﲑ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺇﱃ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﳕﺎﺫﺝ ﺍﳉﺪﺍﺭﺓ ﻳﺮﺗﺒﻂ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﺑﺘﺤﺴﲔ ﻗﺪﺭﺍﺕ ﺍﳌﻨﻈﻤﺔ‬
‫ﺝ‪ -‬ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﻣﻔﻬﻮﻡ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ‪ :‬ﺍﻷﻫﺪﺍﻑ ﻫﻰ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻟﱵ ﺗﺴﻌﻰ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﺇﱃ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ‪.48‬‬
‫ﲢﻘﻴﻘﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻮﺟﻴﻪ ﺍﳉﻬﺪ ﺍﳉﻤﺎﻋﻲ ﻟﻠﻌﺎﻣﻠﲔ ﰱ ﺍﳌﻨﻈﻤﺔ‪ .‬ﻭﺗﻌﺮﻑ ﻋﻠﻰ ﺍ‪‬ﺎ ﻣﻨﻬﺞ ﻭ ﺃﺳﻠﻮﺏ ﰱ ﺍﻹﺩﺍﺭﺓ ﻳﺘﻤﺜﻞ ﰲ‬
‫ﺗﻄﺒﻴﻖ ﻣﺒﺎﺩﺉ ﻭﺃﺳﺲ ﺩﻳﻨﺎﻣﻜﻴﺎﺕ ﺍﳉﻤﺎﻋﺔ ﰱ ﳎﺎﻻﺕ ﺍﻹﺩﺍﺭﺓ‪،‬ﻭﻟﻪ ﺻﻮﺭ ﻋﺪﺓ‪ ..،‬ﻭﻫﻲ ﺗﻌﺮﻑ ﲟﺼﻄﻠﺢ" ﺍﻟﱪﳎﺔ ﻟﺘﺤﺴﲔ‬
‫ﺍﻵﺩﺍﺀ"‪ 49.‬ﻭﺗﻌﺮﻑ ﺍﻳﻀﺎ ﻋﻠﻰ ﺍ‪ ‬ﺎ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﺴﻌﻰ ﺍﳌﻨﻈﻤﺔ ﺍﱃ ﺍﻟﻮﺻﻮﻝ ﺍﻟﻴﻬﺎ ﻣﺴﺘﻐﻠﺔ ﰲ ﺫﻟﻚ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﺍﻓﻀﻞ ﺍﺳﺘﻐﻼﻝ‬
‫ﳑﻜﻦ‪،‬ﻭﻳﺘﻢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻟﻨﻬﺎﻳﺎﺕ‪،‬ﻭﺗﻌﻤﻞ ﰲ ﺍﺩﱏ ﻣﺴﺘﻮﻯ ﺍﺩﺍﺭﻱ ﺣﱴ ﺗﺼﻞ ﺍﱃ ﺍﻋﻠﻰ ﻣﺴﺘﻮﻯ‪.5‬‬
‫‪0‬ﻭﺍﻷﻫﺪﺍﻑ ﻫﻲ ﻛﻤﺎ ﻳﻘﻮﻝ ﺳﺎﳝﻮﻥ ﳎﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﻮﺩ ﺍﻟﱴ ﺗﻔﺮﺿﻬﺎ ﻇﺮﻭﻑ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﻣﺘﺨﺬﻱ ﺍﻟﻘﺮﺍﺭﺍﺕ‪،‬ﻭﺍﻟﱵ ﳚﺐ‬
‫ﻣﺮﺍﻋﺎ‪‬ﺎ ﻭﺍﻟﻮﻓﺎﺀ ‪‬ﺎ ﻋﻨﺪ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﺑﲔ ﺍﻟﺒﺪﺍﺋﻞ‪.51‬ﻭﺗﺘﻀﺢ ﺍﻷﳘﻴﺔ ﺍﻟﻘﺼﻮﻯ ﻟﻸﻫﺪﺍﻑ ﰲ ﺍﻟﻌﻤﻞ ﺍﻹﺩﺍﺭﻱ‪،‬ﺑﻞ ﰲ ﻛﻞ ﺍﻧﻮﺍﻉ‬
‫ﺍﻟﻨﺸﺎﻁ ﺍﻹﻧﺴﺎﱐ‪،‬ﺫﻟﻚ ﺑﺎ‪‬ﺎ ﺗﻘﻮﻡ ﺑﺪﻭﺭﻳﻦ ﺃﺳﺎﺳﻴﲔ ﰲ ﺇﺭﺷﺎﺩ ﺍﻟﻘﺎﺋﻤﲔ ﺑﺎﻟﻌﻤﻞ‪ -:‬ﺍ‪‬ﺎ ﺗﻮﺟﻪ ﻭﺗﺮﺷﺪ ﺍﻵﺩﺍﺀ ﺇﱃ ﺍﻻﲡﺎﻫﺎﺕ‬
‫ﺩﻭﺭ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﰲ ﺍﻟﺼﺤﻴﺤﺔ‪ -.‬ﺃ‪‬ﺎ ﺗﺴﺎﻋﺪ ﰲ ﺗﻘﻴﻴﻢ ﺍﻵﺩﺍﺀ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻣﺴﺎﺭ ﺍﻟﻌﻤﻞ ﰲ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﺴﻠﻴﻤﺔ‪.52‬‬
‫‪ - 91‬ﲢﺴﲔ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪ :‬ﻳﻈﻬﺮ ﺩﻭﺭ ﺃﺳﻠﻮﺏ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻷﻫﺪﺍﻑ ﰲ ﲢﺴﻦ ﻣﺴﺘﻮﻯ ﺍﺩﺍﺀ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
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‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻷﺧﺬ ﲟﺒﺪﺃ ﺍﳌﺸﺎﺭﻛﺔ ﰱ ﻭﺿﻊ ‪ 53‬ﻭﺍﳌﺆﺳﺴﺔ ﻣﻦ ﺧﻼﻝ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﺍﻷﻫﺪﺍﻑ ﻳﺪﻓﻊ ﺍﻟﻔﺮﺩ ﻟﺒﺬﻝ ﺍﻗﺼﻰ ﺟﻬﺪﻩ ﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻭﻗﺪ ﺃﻭﺿﺤﺖ ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﺨﺼﺼﺔ ﺍﺭﺗﻔﺎﻉ ﻧﺴﺒﺔ‬
‫ﺍﻹﳒ ﺎﺯﺍﺕ ﺍﶈ ﻘﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻼﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺷﺎﺭﻛﻮﺍ ﰱ ﲢﺪﻳﺪ ﺍﻫﺪﺍﻓﻬﻢ ﻋﻦ ﻫﺆﻻﺀ ﺍﻟﺬﻳﻦ ﱂ ﺗﺘﺎﺡ ﳍﻢ ﻫﺬﻩ ﺍﻟﻔﺮﺻﺔ؛ ﻛﻤﺎ ﻳﺘﻢ‬
‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻵﺩﺍﺀ ﻭﻟﻴﺲ ﻋﻠﻰ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪،‬ﻭﻳﺘﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺤﺎﺿﺮ ﻭﺍﳌﺴﺘﻘﺒﻞ‪،‬ﺑﻌﻜﺲ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟﱴ‬
‫ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪ :‬ﻃﺒﻴﻌﺔ ﻣﺸﻜﻠﺔ ﺍﳌﻮﺿﻮﻉ ﻭﻧﻮﻉ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻮﺻﻮﻝ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﳌﺎﺿﻲ‪.‬‬
‫ﺇﻟﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﲢﻠﻴﻞ ﻭﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ‪،‬ﻭﲟﺎ ﺍﻥ ﻫﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ ﻫﻮ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ‬
‫ﻭﺍﻻﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﻌﺎﻣﻠﲔ‪،‬ﻛﻞ ﻫﺬﺍ ﺟﻌﻞ ﺍﻟﺒﺎﺣﺚ ﻣﻠﺰﻡ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻧﻪ ﺍﳌﻨﻬﺞ‬
‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻳﺘﻤﺜﻞ ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻣﻮﻇﻔﻲ ﻣﺆﺳﺴﺔ ﺳﻮﻧﻠﻐﺎﺯ‪ -‬ﺍﻻﻣﺜﻞ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﻣﺪﻳﺮﻳﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺑﺎﻷﻏﻮﺍﻁ – ﻭ ﺗﻀﻢ ﺛﻼﺛﺔ ﻣﻘﺎﻃﻌﺎﺕ ﻫﻲ ﻣﻘﺎﻃﻌﺔ ﺍﻻﻏﻮﺍﻁ‪،‬ﺍﻓﻠﻮ ﻭ ﺣﺎﺳﻲ ﺍﻟﺮﻣﻞ‪،‬ﲟﺠﻤﻮﻉ ﻳﺪ ﻋﺎﻣﻠﺔ ﻗﺪﺭﺕ ﺏ‬
‫‪ 322‬ﻋﺎﻣﻞ‪،‬ﻭﰎ ﺍﻋﺘﺒﺎﺭ ﲨﻴﻊ ﺭﺅﺳﺎﺀ ﺍﻷﻗﺴﺎﻡ ﻭ ﺭﺅﺳﺎﺀ ﺍﳌﺼﺎﱀ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﺎﺩﺓ‪،‬ﺍﻣﺎ ﺍﳌﺮﺅﻭﺳﲔ ﻓﺘﻤﺜﻠﻮﺍ ﰲ ﺍﻹﻃﺎﺭﺍﺕ‪،‬ﺃﻋﻮﺍﻥ‬
‫ﺍﻟﺘﺤﻜﻢ ﻭ ﺃﻋﻮﺍﻥ ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﺬﻳﻦ ﻛﺎﻥ ﻋﺪﺩﻫﻢ ﻛﺒﲑﺍ ﻧﺴﺒﻴﺎ ﻣﻘﺎﺭﻧﺔ ﺑﻌﺪﺩ ﺍﻟﻘﺎﺩﺓ‪،‬ﻭﻫﻮ ﻣﺎ ﳝﺜﻞ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﰎ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ‬
‫ﻣﻮﻇﻒ‪،‬ﻭﻗﺪ ﰎ ﺗﻮﺯﻳﻊ ‪25‬ﻣﻦ ﺍﻻﺳﺘﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺃﻓﺮﺍﺩ ﻃﺒﻘﻴﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﺮﺍﻋﻴﺔ ﻟﻠﺸﺮﻭﻁ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺴﻠﻴﻤﺔ‪،‬ﻓﺘﻜﻮﻧﺖ ﻣﻦ ‪100‬‬
‫ﺍﻟﻌﻴﻨﺔ ﺑﻐﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺻﺪﻕ ﺍﶈﻜﻤﲔ ﻭﺍﻻﺗﺴﺎﻕ ﺍﻟﺪﺍﺧﻠﻲ ﻟﻸﺩﺍﺓ ﺍﻟﺬﻱ ﺑﻠﻎ )‪ (0.87‬ﻭﻛﺬﺍ ﺛﺒﺎ‪‬ﺎ ﺑﻠﻐﺖ ﻗﻴﻤﺖ ﺃﻟﻔﺎ ﻛﺮﻭﻧﺒﺎﺥ ‪،0.‬‬
‫‪964‬ﻭ ﺑﻌﺪ ﺗﻮﺯﻉ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﰎ ﺍﺳﺘﺮﺟﺎﻉ ‪ 64‬ﺍﺳﺘﺒﺎﻧﻪ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻔﺮﻳﻎ ﺑﻨﺴﺒﺔ ‪ % 64‬ﻣﻦ ﳎﻤﻮﻉ‬
‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻮﺻﻔﻲ ﳋﺼﺎﺋﺺ ﺍﻟﻌﻴﻨﺔ ﺍﳉﺪﻭﻝ ‪ :01‬ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﺳﺘﺒﺎﻧﺎﺕ ﺍﳌﻮﺯﻋﺔ‪،‬ﻭﻫﻲ ﺗﻌﺘﱪ ﻧﺴﺒﺔ ﻗﺎﺑﻠﺔ ﻟﺘﻌﻤﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ﺫﻛﺮ ﺍﻟﺪﳝ ﻮﻏﺮﺍﻓﻴﺔ ﻻﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌ ﺘﻐﲑ ﺍﺕ ﺍﻟﺪﳝ ﻮﻏﺮﺍﻓﻴﺔ ﺍﳉ ﻨــﺲ ﺍﻟﺴـــــــﻦ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﻨﺴﺒﺔ‪%‬‬
‫‪ 13‬ﻣﻦ ‪ 40‬ﺇ ‪ 50‬ﺳﻨﺔ ‪ 41 64‬ﻣﻦ ‪ 30‬ﺇ ‪ 40‬ﺳﻨﺔ ‪ 8 13‬ﺃﻗﻞ ﻣﻦ ‪ 30‬ﺳﻨﺔ ‪ 64 100‬ﺍ‪‬ﻤـﻮﻉ ‪ 14 22‬ﺍﻧﺜﻰ ‪50 78‬‬
‫‪ 64 100 - 92 -‬ﺍ‪‬ﻤـﻮﻉ ‪ 2 3‬ﺃﻛﺜﺮ ﻣﻦ ‪ 50‬ﺳﻨﺔ ‪20‬‬
 ‫ﻣﺎ ﺑﻌﺪ ﺍﻟﺘﺪﺭﺝ ‪ 34 53‬ﺟﺎﻣــــﻌﻲ ‪ 11 17‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺛﺎﻧــــﻮﻱ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫‪ 9 14‬ﳌﻌﻄﻴﺎﺕ ﻣﻦ ‪ 5‬ﺇ‪ 10‬ﺳﻨﻮﺍﺕ ‪ 11 17‬ﺍﻟﺘﺤﻠﻴﻞ ﺃﻗﻞ ﻣﻦ ‪ 5‬ﺳﻨﻮﺍﺕ ‪ 64 100‬ﺍ‪‬ﻤـﻮﻉ ‪ 17 27‬ﺍﺧﺮ ‪2 3‬‬
‫ﺍﺑﻌﺎﺩ ‪ 64 100‬ﻳﻀﻢ ﳏﻮﺭ ﺍﻟﻘﻴﺎﺩﺓ ﺍ‪‬ﻤـﻮﻉ ‪ 14 22‬ﺑﻴﺎﻧﺎﺕ ﺃﻛﺜﺮ ﻣﻦ ‪ 20‬ﺳﻨﺔ ‪ 30 47‬ﻣﻦ ‪ 10‬ﺇ ‪ 20‬ﺳﻨﺔ ﺍﻻﺳﺘﺒﻴﺎﻥ‪:‬‬
‫ﺍﻹﺩﺍﺭﻳﺔ ﺛﻼﺙ ﺍﻹﺣﺼﺎﺋﻲ ﳏﻮﺭ ﺗﻘﺪﻡ ﺭﺋﻴﺴﻴﺔ ﻛﻤﺎ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻋﺮﺽ ﻭﲢﻠﻴﻞ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ‪:‬‬
‫ﺑﻌﺪ ﺍﻻﺷﺮﺍﻑ‪ :‬ﻗﺪ ﺍﻗﺘﺼﺮﻧﺎ ﰲ ﻭﻫﻲ ﺑﻌﺪ ﺍﻻﺷﺮﺍﻑ‪،‬ﺑﻌﺪ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ‪،‬ﺑﻌﺪ ﺍﻟﺮﺿﺎ ﻋﻦ ﺍﳊﻮﺍﻓﺰ‪،‬ﻭﻛﺎﻧﺖ ﺍﻟﻨﺘﺎﺋﺞ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺩﺭﺍﺳﺘﻨﺎ ﻋﻠﻰ ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﻭﺍﻟﻨﻤﻂ ﺍﻷﻭﺗﻮﻗﺮﺍﻃﻲ ﻷ‪‬ﻤﺎ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ ﺧﺎﺻﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻘﻄﺎﻉ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺣﻴﺚ‬
‫ﻳﺴﻌﻰ ﺃﺻﺤﺎﺑﻪ ﺇﱃ ﲢﻘﻴﻖ ﺍﻷﺭﺑﺎﺡ‪،‬ﻭﺑﺎﻟﺘﺎﱄ ﻟﻦ ﻳﺴﻤﺤﻮﺍ ﺑﻮﺟﻮﺩ ﳕﻂ ﻗﻴﺎﺩﻱ ﺣﺮ ﺗﺴﻴﱯ‪،‬ﺫﻟﻚ ﻧﻈﺮﺍ ﳊﺴﺎﺳﻴﺔ ﺍﻟﻘﻄﺎﻉ ﻭﺃﳘﻴﺘﻪ‪،‬ﻛﻮﻥ ﺍﻥ‬
‫ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻣﻦ ﺍﻟﻘﻴﺎﺩﺓ ﻳﺘﺴﻢ ﰲ ﳎﻤﻠﻪ ﺑﺎﻟﻼﻣﺒﺎﻻﺕ ﻭﺍﻹﳘﺎﻝ‪،‬ﳑﺎ ﻳﻌﻄﻞ ﻣﺼﺎﱀ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﻔﺮﺩ ﻭﺍ‪‬ﺘﻤﻊ‪ .‬ﻭ ﺑﻐﺮﺽ‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺴﺎﺋﺪ‪،‬ﰎ ﺗﻔﺮﻳﻎ ﻣﻌﻄﻴﺎﺕ ﺍﻻﺳﺘﺒﻴﺎﻥ ﰲ ﺑﺮﻧﺎﻣﺞ ‪،SPSS‬ﻭﻧﺸﲑ ﺍﱃ ﺃﻥ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻋﺘﻤﺪ ﺳﻠﻢ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﺒﺎﺭﺍﺕ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻨﻤﻂ ﺍﻷﻭﺗﻮﻗﺮﺍﻃﻲ ﺗﺮﺍﻭﺣﺖ ﻗﻴﻢ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻟﻴﻜﺮﺕ ﺍﳋﻤﺎﺳﻲ ﻭﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫ﳌﻌﻈﻢ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﲔ ‪ 2.67 – 2.50‬ﺑﺄﳘﻴﺔ ﻧﺴﺒﻴﺔ ﻣﻨﺨﻔﻀﺔ ﻭﺑﺎﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﺑﲔ ‪،1.111-0.854‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﺃﻥ‬
‫ﺍﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﲤﻴﻞ ﺍﱃ ﺭﻓﺾ ﳏﺘﻮﻯ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻨﻤﻂ ﺍﻻﻭﺗﻮﻗﺮﺍﻃﻲ ‪ .‬ﺍﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﺒﺎﺭﺍﺕ ﺍﻟﺪﺍﻟﺔ‬
‫ﻋﻠﻰ ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻲ ﺗﺮﺍﻭﺣﺖ ﻗﻴﻢ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻟﻜﻞ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﲔ ‪ 3.61 – 3.03‬ﺑﺄﳘﻴﺔ ﻧﺴﺒﻴﺔ ﻣﺮﺗﻔﻌﺔ‬
‫ﻭﺑﺎﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﺑﲔ ‪،1.041-0.821‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﺃﻥ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﲤﻴﻞ ﺍﱃ ﻗﺒﻮﻝ ﳏﺘﻮﻯ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺪﺍﻟﺔ‬
‫ﻋﻠﻰ ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻲ‪ .‬ﳑﺎ ﺳﺒﻖ ﻣﻦ ﲢﻠﻴﻞ ﻻﺳﺘﺠﺎﺑﺎﺕ ﺍﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﻮﻝ ﺑﻌﺪ ﺍﻻﺷﺮﺍﻑ‪،‬ﻓﺎ‪‬ﺎ ﺗﻮﺣﻲ ﺑﺄﻥ ﺍﻟﻨﻤﻂ‬
‫ﺑﻌﺪ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ‪ :‬ﻛﺎﻧﺖ ﻧﺘﺎﺋﺞ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺑﻌﺪ ﺑﻨﺎﺀ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺑﺄﳘﻴﺔ ﻧﺴﺒﻴﺔ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺴﺎﺋﺪ ﻫﻮ ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ‪.‬‬
‫ﻭﺑﺎﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﺇﲨﺎﱄ ﻗﺪﺭ ﺏ ‪،0.643‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﺃﻥ ﻛﻼ ﻣﻦ ﺍﻟﻘﺎﺋﺪ ﻣﺮﺗﻔﻌﺔ ﺣﻴﺚ ﺑﻠﻎ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﺍﻹﲨﺎﱄ ‪3.22‬‬
‫"ﺍﳌﺪﻳﺮ" ﻭ ﺍﳌﺮﺅﻭﺳﲔ ﻳﺪﺭﻛﻮﻥ ﺃﳘﻴﺔ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﰲ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ‪،‬ﺣﻴﺚ ﺗﺮﺍﻭﺣﺖ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﲔ – ‪،3.44‬‬
‫ﺑﻌﺪ ﺍﻟﺮﺿﺎ ﻋﻦ ﺍﳊﻮﺍﻓﺰ ﺑﻠﻎ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﺍﻹﲨﺎﱄ ‪ 3.10‬ﺑﺄﳘﻴﺔ ‪3.03‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﳕﻂ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ‪.‬‬
‫ﻧﺴﺒﻴﺔ ﻣﺮﺗﻔﻌﺔ ﻭﺑﺎﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ﺇﲨﺎﱄ ﻗﺪﺭ ﺏ ‪،0.417‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﺃﻥ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﺗﺴﻤﺖ ﺑﺎﻟﺮﺿﺎ ﻋﻤﻮﻣﺎ ﻋﻠﻰ‬
‫‪ - 93 -‬ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ ﻧﻈﺎﻡ ﻋﻦ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻘﺪﻣﺔ ﳍﻢ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻣﺎﺩﻳﺔ ﺍﻭ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻷﻭﱃ ﻭﻧﺼﻬﺎ "ﺗﻮﺟﺪ ﻋﻼﻗﺔ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﰎ ﺍﺧﺘﺒﺎﺭ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻣﻦ ﺧﻼﻝ ﻓﻘﺮﺍﺕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﳕﻂ ﺍﻹﺷﺮﺍﻑ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ"‪.‬‬
‫ﺍﻟﺒﻌﺪ ﺍﻷﻭﻝ ﳕ ﻂ ﺍﻹﺷﺮﺍﻑ ﻣﻦ ﺍﶈ ﻮﺭ ﺍﻟﺜﺎﱐ ) ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ( ﻭ ﺍﻟﺬﻱ ﺗﺒﲔ ﺣﺴﺐ ﻧﺘﻴﺠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻥ ﳕﻂ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺴﺎﺋﺪ‬
‫ﺍﳉﺪﻭﻝ )‪ (02‬ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﻫﻮ ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ‪،‬ﻭﻓﻘﺮﺍﺕ ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ )ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ(‪،‬ﻭﻛﺎﻧﺖ ﺍﻟﻨﺘﺎﺋﺞ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫ﳕﻂ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺴﺎﺋﺪ)ﺍﻟﺪﳝﻘﺮﺍﻃﻲ( ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺍ‪‬ﺎﻝ ﳕﻂ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺴﺎﺋﺪ)ﺍﻟﺪﳝﻘﺮﺍﻃﻲ( ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ‬
‫( **ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻝ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ)‪ .547 .299 0.00 ** Sig.‬ﺍﻟﻘﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﺪﻳﺪ ‪ R2‬ﺍﻟﻮﻇﻴﻔﻲ ﻣﻌﺎﻣﻞ ﻟﻼﺭﺗﺒﺎﻁ ‪R‬‬
‫ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﻧﻼﺣﻆ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﳕﻂ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺴﺎﺋﺪ ﻭﻫﻮ ﺇﺣﺼﺎﺋﻴﺎ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ‪α =0.01‬‬
‫ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻲ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻰ ﻟﺪﻯ ﻋﻤﺎﻝ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﻳﺴﺎﻭﻯ ‪،0.547‬ﻭﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ )‬
‫‪ α=0.01‬ﻭﻫﺬﺍ ﻓﻴﻪ ﺩﻻﻟﺔ ﻋﻠﻰ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺣﺼﺎﺋﻴﺔ ‪( Sig.‬ﺗﺴﺎﻭﻯ ‪ 0.00‬ﻭﻫﻰ ﺃﻗﻞ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ‬
‫ﺑﲔ ﳕﻂ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻰ ﰱ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺃﻣﺎ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﺪﻳﺪ ﻓﻜﺎﻧﺖ ﻗﻴﻤﺘﻪ ‪ 0.3‬ﻭﻫﺬﺍ ﻳﻌﲏ‬
‫ﺑﺄﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﺗﺆﺛﺮ ﺑﺎﺳﺘﻌﻤﺎﳍﺎ ﻟﻨﻤﻂ ﺍﻻﺷﺮﺍﻑ ﻛﻮﺳﻴﻠﺔ ﰲ ﺍﻟﺘﺎﺛﲑ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺑـﻨﺴﺒﺔ ‪،‬‬
‫ﻭﺍﺗﻔﻘﺖ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪%30‬ﻭ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺍﻟﻨﻤﻂ ﺍﻟﺴﺎﺋﺪ ﻫﻮ ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻲ‪.‬‬
‫ﺩﺭﺍﺳﺔ )ﺍﻟﺸﺮﻳﻒ ﻃﻼﻝ‪،‬ﺍﻻﳕﺎﻁ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﰲ ﻣﻜﺔ‪ (2004،‬ﺍﻟﱵ ﺗﺒﲔ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻋﻼﻗﺔﺫﺍﺕﺩﻻﻟﺔﺇﺣﺼﺎﺋﻴﺔ ﺍﳚﺎﺑﻴﺔ ﺑﲔ ﳕﻂ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬
‫ﻋﻼﻗﺔ ﺫﺍﺕ‬ ‫ﺩﺭﺍﺳﺔ )ﺣﺴﻦ ﳏﻤﻮﺩ‪،‬ﺍﻻﳕﺎﻁ‬
‫ﺃﻇﻬﺮﺕﻧﺘﺎﺋﺞﺍﻟﺪﺭﺍﺳﺔﻭﺟﻮﺩﻋﻼﻗﻪﻃﺮﺩﻳﺔﺫﺍﺕﺩﻻﻟﺔ‬
‫ﺃﻇﻬﺮﺕ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺟﻮﺩﻋﻼﻗﻪ ﻃﺮﺩﻳﺔ‬ ‫ﺍﻟﻘﻴﺎﺩﻳﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪( 2010،‬‬
‫ﻭﻧﺘﻴﺠﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺍﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ‪,‬ﺍﻟﺪﳝ ﻘﺮﺍﻃﻲ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻷﻫﻠﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬
‫ﳌ ﺎ ﺗﻘﺪﻡ ﻓﺎﻧﻪ ﻳﺘﻢ ﻗﺒﻮﻝ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻷﻭﱃ ﻭﻧﺼﻬﺎ "ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﳕﻂ ﺍﻹﺷﺮﺍﻑ‬
‫ﺍﻟﺪﳝ ﻮﻗﺮﺍﻃﻲ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ" ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﻧﺼﻬﺎ "ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ" ﰎ ﺍﺧﺘﺒﺎﺭ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻣﻦ ﺧﻼﻝ ﻓﻘﺮﺍﺕ ﺍﻟﺒﻌﺪ ﺍﻟﺜﺎﱐ‬
‫ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ ) ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ(‪،‬ﻭﻓﻘﺮﺍﺕ ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ )ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ(‪،‬ﻭﻛﺎﻧﺖ ﺍﻟﻨﺘﺎﺋﺞ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫ﺍﳉﺪﻭﻝ )‪ (03‬ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺑﻌﺪ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺍ‪‬ﺎﻝ ﺑﻌﺪ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ‬
‫‪ .511 .26‬ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ)‪ ( Sig.‬ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﺪﻳﺪ ‪ R2‬ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ ﻣﻌﺎﻣﻞ ﻟﻼﺭﺗﺒﺎﻁ ‪R‬‬
‫‪1 0.00 ** - 94 -‬‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ **ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ‪ α‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﻧﻼﺣﻆ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺑﻌﺪ ﺑﻨﺎﺀ ﻓﺮﻕ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻰ ﻟﺪﻯ ﺍﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ‪=0.01‬‬
‫‪،0.511‬ﻭﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ )‪ ( Sig.‬ﺗﺴﺎﻭﻯ ‪ 0.00‬ﻭﻫﻰ ﺃﻗﻞ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ‪ α=0.01‬ﻭﻫﺬﺍ ﻓﻴﻪ ﺩﻻﻟﺔ ﻋﻠﻰ ﻳﺴﺎﻭﻯ‬
‫ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺑﻌﺪ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻰ ﰱ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺃﻣﺎ‬
‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺬﻱ ﺑﻠﻐﺖ ﻗﻴﻤﺘﻪ ‪ 0.26‬ﻓﻬﻮ ﻳﻔﺴﺮ ﺑﺄﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‬
‫ﻭﺍﺗﻔﻘﺖ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﻧﺘﺎﺋﺞ ‪ -‬ﺩﺭﺍﺳﺔ )ﺳﺎﱂ ﺑﻦ ﺑﺮﻛﺔ ﺑﺮﺍﻙ ﺑـﻨﺴﺒﺔ ‪ %26‬ﺑﺎﺳﺘﻌﻤﺎﳍﺎ ﻟﻮﺳﻴﻠﺔ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ‪.‬‬
‫ﺃﻇﻬﺮﺕ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﺃﺩﺍﺀ ﺍﻟﻘﻴﺎﺩﻱ‪،‬ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺄﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ‪( 2010،‬‬
‫ﻭﻛﻨﺘﻴﺠﺔ ﳌﺎ ﺗﻘﺪﻡ ﻓﺎﻧﻪ ﻳﺘﻢ ﻗﺒﻮﻝ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﻧﺼﻬﺎ "ﺗﻮﺟﺪ ﺍﻟﻌﺎﻣﻠﲔ ﻭﻋﺪﺩ ﻣﺮﺍﺕ ﻣﺸﺎﺭﻛﺘﻬﻢ ﺑﻔﺮﻕ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ" ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‬
‫ﰎ ﺍﺧﺘﺒﺎﺭ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻣﻦ ﻭﻧﺼﻬﺎ" ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪".‬‬
‫ﺧﻼﻝ ﻓﻘﺮﺍﺕ ﺍﻟﺒﻌﺪ ﺍﻟﺜﺎﱐ ﺍﻟﺘﺤﻔﻴﺰ ﻣﻦ ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ )ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ(‪،‬ﻭﻓﻘﺮﺍﺕ ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ )ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ(‪،‬ﻭﻛﺎﻧﺖ‬
‫ﺍﳉﺪﻭﻝ )‪ (04‬ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺑﻌﺪ ﺍﻟﺘﺤﻔﻴﺰ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺍ‪‬ﺎﻝ ﺑﻌﺪ ﺍﻟﺘﺤﻔﻴﺰ ﻭﻣﺴﺘﻮﻯ ﺍﻟﻨﺘﺎﺋﺞ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫**ﺍﻻﺭﺗﺒﺎﻁ **‪ .509 .259 0.00‬ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ)‪ ( Sig.‬ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﺪﻳﺪ ‪ R2‬ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻣﻌﺎﻣﻞ ﻟﻼﺭﺗﺒﺎﻁ ‪R‬‬
‫ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﻧﻼﺣﻆ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﻧﻈﺎﻡ ﺍﻟﺘﺤﻔﻴﺰ ﻭﻣﺪﻯ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ‪α =0.01‬‬
‫ﺍﻟﺮﺿﺎ ﻋﻠﻰ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻘﺪﻣﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻟﺪﻯ ﺍﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻳﺴﺎﻭﻯ ‪،0.509‬ﻭﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ )‬
‫‪( Sig.‬ﺗﺴﺎﻭﻯ ‪ 0.00‬ﻭﻫﻰ ﺃﻗﻞ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ‪ α=0.01‬ﻭﻫﺬﺍ ﻓﻴﻪ ﺩﻻﻟﺔ ﻋﻠﻰ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺣﺼﺎﺋﻴﺔ‬
‫ﺑﲔ ﻧﻈﺎﻡ ﺍﻟﺘﺤﻔﻴﺰ ﺍﳌﺴﺘﺨﺪﻡ ﰱ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﰲ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ‪ .‬ﺃﻣﺎ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺬﻱ‬
‫ﺑﻠﻐﺖ ﻗﻴﻤﺘﻪ ‪ 0.26‬ﻓﻬﻮ ﻳﻔﺴﺮ ﺑﺄﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺑـﻨﺴﺒﺔ ‪ %26‬ﺑﺎﺳﺘﻌﻤﺎﳍﺎ‬
‫ﺩﺭﺍﺳﺔ)ﻋﻼﺀ ﺧﻠﻴﻞ ﳏﻤﺪ ﺍﻟﻌﻜﺶ ﻭﺍﺗﻔﻘﺖ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻟﻮﺳﻴﻠﺔ ﺍﻟﺘﺤﻔﻴﺰ‪.‬‬
‫ﺃﻇﻬﺮﺕﻧﺘﺎﺋﺞﻫﺬﻩﺍﻟﺪﺭﺍﺳﺔ ﺃﻧﻪ ﺗﻮﺟﺪ ﻋﻼﻗﺔ‬
‫ﺃﻇﻬﺮﺕ ﻧﺘﺎﺋﺞ‬ ‫‪،‬ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ ﻭﺍﳌﻜﺎﻓﺂﺕ ﻭﺃﺛﺮﻩ ﰲ ﲢﺴﲔ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪،(2007،‬‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ‪ α =0.05‬ﺑﲔ ﺍﻹﻧﺼﺎﻑ ﰲ ﻣﻨﺢ ﺍﳊﻮﺍﻓﺰ ﻭﺍﻟﺘﺮﻗﻴﺎﺕ ﻭﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﲔ ﰲ‬
‫‪ -‬ﺩﺭﺍﺳﺔ )ﻧﺎﺩﺭ ﺣﺎﻣﺪ ﻋﺒﺪ ﺍﻟﺮﺍﺯﻕ‪،‬ﺗﻘﻴﻴﻢ ﺃﺛﺮ ﺍﳊﻮﺍﻓﺰ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﰲ ﻭﺯﺍﺭﺍﺕ ﺍﻟﺴﻠﻄﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪.‬‬
‫‪ - 95 -‬ﺷﺮﻛﺔ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻣﻦ ﻭﺟﻬﺔ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﲔ‪،( 2010،‬ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻛﻞ ﻣﻦ )ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳊﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳﺔ( ﻭﺃﺩﺍﺀ ﺍﳌﻮﻇﻔﲔ‪ .‬ﻛﻤﺎ ﺃﻇﻬﺮﺕ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﻭﻋﻠﻴﻪ ﻳﺘﻢ ﻗﺒﻮﻝ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﻧﺼﻬﺎ "ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺍﻹﻧﺼﺎﻑ ﰲ ﻣﻨﺢ ﺍﳊﻮﺍﻓﺰ ﻭﺃﺩﺍﺀ ﺍﳌﻮﻇﻔﲔ‪.‬‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻵﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ" ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﺳﺒﻖ‪،‬ﻓﺎﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﺪﻳﺪ ﺑﲔ ﻣﺘﻐﲑﻱ‬
‫ﺍﳉﺪﻭﻝ )‪ (05‬ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﳏﻮﺭ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺮﺋﻴﺴﲔ ﺑﲔ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺍﻻﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ‪:‬‬
‫ﺍﻻﺩﺍﺭﻳﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺍ‪‬ﺎﻝ ﳏﻮﺭ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ ﻭﻣﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ‬
‫‪ ( Sig.) .589 .347 .534 1.‬ﻣﻦ ‪ SPSS‬ﻣﻦ ‪ R R2 SPSS‬ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ ﻗﻴﻤﺔ ﺍﻟﺜﺎﺑﺖ ‪ A‬ﺍﻟﻮﻇﻴﻔﻲ ﻗﻴﻤﺔ ‪β‬‬
‫ﻓﻤﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﻳﺘﻀﺢ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﻜﻠﻲ **ﺍﻻﺭﺗﺒﺎﻁ ﺩﺍﻝ ﺇﺣﺼﺎﺋﻴﺎ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ‪785 0.00** α =0.01‬‬
‫ﻟﻠﺪﺭﺍﺳﺔ ﺑﻠﻐﺖ ﻗﻴﻤﺘﻪ‪ 0,35‬ﺃﻱ ﺃﻥ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻮﻯ ﺍﻻﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺑﻨﺴﺒﺔ ‪ %35‬ﺗﻔﺴﺮﻩ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﺑﻮﺳﺎﺋﻠﻬﺎ )ﳕﻂ‬
‫ﺍﻻﺷﺮﺍﻑ ﺍﻟﺴﺎﺋﺪ ‪-‬ﺍﻟﺪﳝﻘﺮﺍﻃﻲ‪،-‬ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ‪،‬ﻧﻈﺎﻡ ﺍﻟﺘﺤﻔﻴﺰ( ﰲ ﺍﳌﺆﺳﺴﺔ‪،‬ﻭ ﺍﻟﺒﺎﻗﻲ ‪ %65‬ﺗﻔﺴﺮﻩ ﻣﺘﻐﲑﺍﺕ ﺃﺧﺮﻯ ﱂ‬
‫ﺗﺪﺧﻞ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﻧﻪ ﻛﻠﻤﺎ ﺗﻐﲑﺕ ﻗﻴﻤﺔ)ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ( ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ ﺑﻮﺣﺪﺓ ﻭﺍﺣﺪﺓ ﺗﺆﺩﻱ ﺇﱃ ﺗﻐﲑ)ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ( ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﲟﻌﺎﻣﻞ‬
‫ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺮﺍﺑﻌﺔ ‪) + 1.785‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ( ‪،( β) Y= 0.534‬ﻭﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺗﻮﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫ﻭﻧﺼﻬﺎ " ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺍﲡﺎﻫﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﰲ ﺍﺳﺘﺠﺎﺑﺘﻬﻢ ﺣﻮﻝ ﺗﺎﺛﲑ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺍﻵﺩﺍﺀ‬
‫ﻟﻺﺟﺎﺑﺔ ﺍﻟﻮﻇﻴﻔﻲ ﻭﺫﻟﻚ ﺑﺎﺧﺘﻼﻑ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺪﳝﻮﻏﺮﺍﻓﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ )ﺍﳉﻨﺲ‪،‬ﺍﻟﺴﻦ‪،‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪،‬ﺍﳋﱪﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ‪"(.‬‬
‫ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻟﻠﻤﺘﻐﲑﺍﺕ ﺍﻟﺪﳝﻮﻏﺮﺍﻓﻴﺔ ﰎ ﺍﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ )ﻑ( ﺃﻭ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ)‪ (ANOVA‬ﻭ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻔﺮﻭﻕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳉﻨﺲ‪ :‬ﳌﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺍﺧﺘﺒﺎﺭ )ﺕ( ﻟﻠﻌﻴﻨﺎﺕ ﺍﳌﺴﺘﻘﻠﺔ ‪.‬‬
‫ﺩﻻﻟﺔﺇﺣﺼﺎﺋﻴﺔﺑﲔﺇﺟﺎﺑﺎﺕﺃﻓﺮﺍﺩﻋﻴﻨﺔﺍﻟﺒﺤﺚﻃﺒﻘﺎﺇﱃﻣﺘﻐﲑ ﺍﳉﻨﺲ )ﺫﻛﺮ‪،‬ﺃﻧﺜﻰ(‪،‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﺧﺘﺒﺎﺭ )ﺕ( ﻟﻠﻌﻴﻨﺎﺕ ﺍﳌﺴﺘﻘﻠﺔ‬
‫ﻘﺎ‬
‫ﺤﺚ ﻃﺒ‬ ‫ﺒ‬‫ﻟ‬
‫ﺔﺍ‬ ‫ﻨ‬‫ﺩﻋﻴ‬ ‫ﻓﺮﺍ‬
‫ﺕ ﺃ‬‫ﺎ‬
‫ﺑ‬‫ﺟﺎ‬ ‫ﲔﺇ‬ ‫ﺔﺑ‬ ‫ﻴ‬
‫ﺋ‬ ‫ﺣﺼﺎ‬
‫ﺔﺇ‬‫ﺩﻻﻟ‬
‫ﺍﳉﺪﻭﻝ )‪ (06‬ﻳﻮﺿﺢ ﺍﻟﻔﺮﻭﻕ ﰲ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺇﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺗﺒﻌﺎ ﳌﺘﻐﲑ ‪،‬ﻭﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ 3,18 2,433‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪ 50‬ﺍﳉﻨﺲ ﺍﻟﺠﻨﺱ ﻤﺤﻭﺭ ﺍﻟﻘﻴﺎﺩﺓ ﺫﻜﺭ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ ﺍﻟﻌﺩﺩ‬
‫‪ - 96 -‬ﻻ ﺘﻭﺠﺩ ‪t ,892‬ﻗﻴﻤﺔ ﺍﻟﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺍﻹﺤﺼﺎﺌﻴﺔ ‪0,39241‬‬
‫‪ 14‬ﺍﻨﺜﻰ ‪ 50 3,53 0,38272‬ﺍﻻﺩﺍﺀ ﺫﻜﺭ ‪ 14 2,88 0,42582‬ﺍﻻﺩﺍﺭﻴﺔ ﻤﺤﻭﺭ ﺍﻨﺜﻰ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﺘﻭﺠﺩ ﻻ ﻓﺭﻭﻕ ﻳﻮﺿﺢ ﺟﺪﻭﻝ ‪ 1,838 ,102‬ﺍﻟﻭﻅﻴﻔﻲ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻓﺭﻭﻕ ‪3,29 0,60774‬‬
‫ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ )‪ ( Sig.‬ﻛﺎﻧﺖ ﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ‪ α = 0.05‬ﻭﻣﻦ ﰒ ﻓﺈﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﻮﻝ ﺗﺄﺛﲑ ﺍﻟﻘﻴﺎﺩﺓ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪،‬ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﲔ ﺗﻌﻮﺩ ﺇﱃ ﻣﺘﻐﲑ ﺍﳉﻨﺲ‪.‬‬
‫‪ -‬ﺍﻟﻔﺮﻭﻕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﻟﺴﻦ‪ :‬ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ )‪ (F‬ﺃﻭ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ)‪،(ANOVA‬ﻭﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﳉﺪﻭﻝ )‪ (07‬ﻳﻮﺿﺢ ﺍﻟﻔﺮﻭﻕ ﰲ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺇﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﻟﺴﻦ ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ ﻤﺤﻭﺭ ﺍﻟﻘﻴﺎﺩﺓ ﺒﻴﻥ‬
‫‪ ,878 3 ,293 60 ,166 3 ,1‬ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻻﺩﺍﺭﻴﺔ ﻤﺤﻭﺭ ﻤﺠﻤﻭﻉ ﺩﺭﺠﺔ ﻤﺘﻭﺴﻁ ﺍﻟﻤﺭﺒﻌﺎﺕ ﺍﻟﺤﺭﻴﺔ ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ‪ ,333 12,299‬ﺍﻷﺩﺍﺀ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﻭﻅﻴﻔﻲ ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ‪11 60 ,205 9,970‬‬
‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻧﻪ ‪ F 1,762 ,164 ,541 ,656‬ﻗﻴﻤﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺩﻻﻟﺔ‬
‫ﻭﻣﻦ ﰒ ﻓﺈﻧﻪ ﻻ ﺗﻮﺟﺪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ )‪ (F‬ﺗﺒﲔ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ )‪ ( Sig.‬ﻛﺎﻧﺖ ﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ‪α = 0.05‬‬
‫ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﻮﻝ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‪،‬ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﲔ‬
‫ﺗﻌﻮﺩ ﺇﱃ ﻣﺘﻐﲑ ﺍﻟﺴﻦ‪ .‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﺧﺘﻼﻑ ﻓﺌﺎ‪‬ﻢ ﺍﻟﻌﻤﺮﻳﺔ ﻓﺎﻥ ﳍﻢ ﺭﺅﻳﺔ ﻭﺍﺣﺪﺓ ﺣﻮﻝ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ‬
‫ﲤﺎﺭﺳﻪ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪،‬ﻭﻳﺮﺟﻊ ﻫﺬﺍ ﺍﱃ ﻛﻮﻥ ﺍﻥ ﺍﻟﻜﻞ ﻳﺘﻔﻖ ﻋﻠﻰ ﺍﻥ ﺍﻟﻘﺎﺋﺪ "ﺍﳌﺪﻳﺮ" ﻫﻮ ﺍﳌﺴﺆﻭﻝ‬
‫ﺍﻷﻭﻝ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻫﻮ ﺻﺎﺣﺐ ﺍﻟﺘﺄﺛﲑ ﺍﻷﻛﱪ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻓﻴﻬﺎ‪ ،‬ﻟﺬﺍ ﻓﺎﻥ ﺍﺧﺘﻼﻑ ﺍﻟﻌﻤﺮ ﻻ ﻳﺆﺛﺮ ﰲ ﺭﺅﻳﺔ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ‬
‫ﺍﻟﻔﺮﻭﻕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ‪ :‬ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ )‪ (F‬ﺃﻭ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺪﺭﺍﺳﺔ ﳓﻮ ﻋﻼﻗﺔ ﺍﻟﻘﻴﺎﺩﺓ ﺑﺎﻷﺩﺍﺀ‪.‬‬
‫ﻭﺟﺎﺀﺕﺍﻟﻨﺘﺎﺋﺞﻛﻤﺎﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺍﳉﺪﻭﻝ )‪ (08‬ﻳﻮﺿﺢ ﺍﻟﻔﺮﻭﻕ ﰲ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻷﺣﺎﺩﻱ)‪ ،(ANOVA‬ﻭﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺍﻟﺒﺤﺚ ﺗﺒﻌﺎ ﳌ ﺘﻐﲑ ﺳﻨﻮﺍﺕ ﺍﳋﱪ ﺓ ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﻤﺠﻤﻭﻉ ﺩﺭﺠﺔ ﻤﺘﻭﺴﻁ ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫ﻤﺤﻭﺭ ﺍﻷﺩﺍﺀ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ‪ 1,537 3 ,512 60 ,230 3 ,244 13,819‬ﺍﻟﺤﺭﻴﺔ ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫‪ - 97 -‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻻ ﺘﻭﺠﺩ ‪ F 2,225 ,095 1,231 ,306‬ﻗﻴﻤﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻔﺭﻭﻕ ﺍﻟﺩﻻﻟﺔ ‪ ,732‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
 ‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻓﺭﻭﻕ ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ‪ 60 11,899‬ﺍﻟﻭﻅﻴﻔﻲ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻧﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ )‪ (F‬ﺗﺒﲔ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ )‪ ( Sig.‬ﻛﺎﻧﺖ ﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ‪,198 α‬‬
‫ﻭﻣﻦ ﰒ ﻓﺈﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﻮﻝ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ‪= 0.05‬‬
‫ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪،‬ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﲔ ﺗﻌﻮﺩ ﺇﱃ ﻣﺘﻐﲑ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ‪ .‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﺧﺘﻼﻑ ﻋﺪﺩ ﺳﻨﻮﺍﺕ‬
‫ﺧ ﱪ‪‬ﻢ ﻟﺪﻳﻬﻢ ﻧﻔﺲ ﺍﻟﺘﺼﻮﺭ ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﲤﺎﺭﺳﻪ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪،‬ﻭﻳﺮﺟﻊ ﻫﺬﺍ ﺍﱃ ﻛﻮﻥ‬
‫ﺍﻥ ﺍﻟﻜﻞ ﻳﺘﻔﻖ ﻋﻠﻰ ﺍﻧﻪ ﺇﺫﺍ ﺗﻮﻓﺮﺕ ﻗﻴﺎﺩﺓ ﺍﺩﺍﺭﻳﺔ ﺣﻜﻴﻤﺔ ﻭﻣﺆﻫﻠﺔ ﻋﻠﻤﻴﺎ ﻭﻋﻤﻠﻴﺎ ﻓﺎ‪‬ﺎ ﺳﺘﺤﻘﻖ ﻣﺴﺘﻮﻳﺎﺕ ﺍﺩﺍﺀ ﺃﻋﻠﻰ‬
‫ﻭﺑﺬﻟﻚ ﺗﺘﺤﻘﻖ ﺃﻫﺪﺍﻑ ﺍﻟﻔﺮﺩ ﻭﺍﳌﺆﺳﺴﺔ ﻣﻌﺎ‪،‬ﻭﻫﺬﺍ ﺍﻣﺮ ﻻ ﳜﺘﻠﻒ ﻋﻠﻴﻪ ﺍﺛﻨﺎﻥ ﺳﻮﺍﺀ ﺃﻛﺎﻧﻮﺍ ﻣﻦ ﺫﻭﻱ ﺍﳋﱪﺓ ﺍﻡ ﻣﻦ ﺣﺪﻳﺜﻲ‬
‫ﻋﻬﺪ ﺑﺎﻟﻮﻇﻴﻔﺔ‪،‬ﻭﰲ ﻫﺬﺍ ﺩﻻﻟﺔ ﻋﻠﻰ ﺃﻥ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ﻻ ﻳﺆﺛﺮ ﰲ ﺭﺅﻳﺔ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﳓﻮ ﻋﻼﻗﺔ ﺍﻟﻘﻴﺎﺩﺓ‬
‫‪ -‬ﺍﻟﻔﺮﻭﻕ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ‪ :‬ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ)‪ (F‬ﺃﻭ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ)‪ ،‬ﺍﻹﺩﺍﺭﻳﺔ ﺑﺎﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬
‫ﺍﳉﺪﻭﻝ )‪ (09‬ﻳﻮﺿﺢ ﺍﻟﻔﺮﻭﻕ ﰲ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺇﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﻤﺼﺩﺭ ‪(ANOVA‬ﻭﺍﻟﻨﺘﺎﺋﺞ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫ﺒﻴﻥ ‪ 3 ,285‬ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻴﺔ ﻤﺤﻭﺭ ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻲ ﻤﺠﻤﻭﻉ ﺩﺭﺠﺔ ﻤﺘﻭﺴﻁ ﺍﻟﻤﺭﺒﻌﺎﺕ ﺍﻟﺤﺭﻴﺔ ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫‪ 14,502 60 ,242 2,897 3 ,966 9,7‬ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺩﺍﺨل ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ‪,854‬‬
‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺗﺒﲔ ‪ ,326 16,0‬ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻔﺭﻭﻕ ‪ F 1,177 ,9521‬ﻗﻴﻤﺔ ﺍﻟﺩﻻﻟﺔ ‪35 60 ,162‬‬
‫ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻻﺣﺘﻤﺎﻟﻴﺔ )‪ ( Sig.‬ﳉﻤﻴﻊ ﳎﺎﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻛﺎﻧﺖ ﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ‪α = 0.05‬‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﻮﻝ ﺗﺄﺛﲑ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‬
‫‪،‬ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﻌﺎﻣﻠﲔ ﺗﻌﻮﺩ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ .‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﺧﺘﻼﻑ ﻣﺴﺘﻮﺍﻫﻢ ﺍﻟﻌﻠﻤﻲ‬
‫ﻟﺪﻳﻬﻢ ﻧﻔﺲ ﺍﻟﺘﺼﻮﺭ ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﲤﺎﺭﺳﻪ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪،‬ﻭﻳﺮﺟﻊ ﻫﺬﺍ ﺍﱃ ﺍﻥ ﺍﻛﺜﺮ ﻣﻦ‬
‫ﻧﺼﻒ ﺍﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻫﻢ ﻣﻦ ﺣﺎﻣﻠﻲ ﺍﻟﺸﻬﺎﺩﺍﺕ ﺍﳉﺎﻣﻌﻴﺔ‪،‬ﻟﺬﺍ ﻓﻬﻢ ﻳﺘﻔﻘﻮﻥ ﺣﻮﻝ ﻋﻼﻗﺔ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﺑﺎﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬
‫ﳑ ﺎ ﺳﺒﻖ ﻓﺎﻧﻨﺎ ﻧﻼﺣﻆ ﺍﻧﻪ ﻻ ﺗﻮﺟﺪ ﻫﻨﺎﻟﻚ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﺣﻮﻝ ﺗﺄﺛﲑ ﺍﻟﻘﻴﺎﺩﻳﺔ ﺍﻹﺩﺍﺭﻳﺔ‬
‫ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﺗﻌﻮﺩ ﺇﱃ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺴﻦ‪،‬ﺍﳉﻨﺲ‪،‬ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‪،‬ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ‪،‬ﺃﻱ ﻋﺪﻡ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺮﺍﺑﻌﺔ‪.‬‬
‫‪ -‬ﺩﺭﺍﺳﺔ )ﺣﺴﻦ ﳏﻤﻮﺩ‪،‬ﺍﻻﳕﺎﻁ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﻭﺍﺗﻔﻘﺖ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ - 98 -‬ﺍﻟﻮﻇﻴﻔﻲ‪ (2010،‬ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺍﺳﺘﺠﺎﺑﺔ ﺍﳌﺒﺤﻮﺛﲔ ﺣﻮﻝ ﺍﻷﳕﺎﻁ ﺍﻟﻘﻴﺎﺩﻳﺔ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫ﺩﺭﺍﺳﺔ )ﲰﺎﰐ ﺣﺎﰎ‪،‬ﺍﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ ﻭﻋﻼﻗﺘﻪ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺗﻌﺰﻯ ﺇﱃ ﻣﺘﻐﲑ‪ :‬ﺍﻟﺴﻦ‪،‬ﺍﳉﻨﺲ‪،‬ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ‪،‬ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ‪.‬‬
‫ﺍﻇﻬﺮﺕﺍﻟﻨﺘﺎﺋﺞﺃﻧﻪﻻﺗﻮﺟﺪﻓﺮﻭﻕﺫﺍﺕﺩﻻﻟﺔﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺍﲡﺎﻫﺎﺕ ﺃﻓﺮﺇﺩ‬
‫ﺍﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ‬ ‫ﺑﺘﻤﺎﺳﻚ ﺍﳉﻤﺎﻋﺔ‪( 2010،‬‬
‫ﺍﻟﻌﻴﻨﺔ ﺣﻮﻝ ﺍﺳﺘﺠﺎﺑﺘﻬﻢ ﶈﺎﻭﺭ ﺍﻟﺪﺭﺍﺳﺔ ) ﺍﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻲ‪،‬ﺍﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺒﲑﻭﻗﺮﺍﻃﻲ‪،‬ﺍﻟﻨﻤﻂ ﺍﻟﻘﻴﺎﺩﻱ‬
‫ﺍﻟﻔﻮﺿﻮﻱ‪،‬ﲤﺎﺳﻚ ﺍﳉﻤﺎﻋﺔ( ﺑﺎﺧﺘﻼﻑ ﺑﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺪﳝﻮﻏﺮﺍﻓﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ) ﺍﳉﻨﺲ‪،‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪،‬ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ(‪.‬‬
‫ﺧﺎﲤﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻣﺪﻯ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺬﻱ ﻳﺘﺮﻛﻪ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ )ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ( ﻋﻠﻰ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ )ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ( ﰲ‬
‫ﺍﳌﺆﺳﺴﺔ ﻭﺗﻔﺴﲑﻩ‪،‬ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﱃ ﺍﻥ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﺑﻮﺳﺎﺋﻠﻬﺎ‪ )،‬ﳕﻂ ﺍﻻﺷﺮﺍﻑ ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺍﻟﻨﻤﻂ‬
‫ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺴﺎﺋﺪ ﻫﻮ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ‪،‬ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﺍﻟﻔﻌﺎﻟﺔ‪،‬ﺇﳚﺎﺩ ﻧﻈﺎﻡ ﻣﺮﺿﻲ ﻟﻠﺤﻮﺍﻓﺰ(‪،‬ﺗﺆﺛﺮ ﺇﳚﺎﺑﺎ ﻋﻠﻰ ﺍﻻﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‬
‫‪،‬ﻭﻫﺬﺍ ﻣﻦ ﺧﻼﻝ ﲢﻠﻴﻞ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ‪،‬ﺣﻴﺚ ﺑﻠﻐﺖ ﻧﺴﺒﺔ ﺗﺄﺛﲑ ﺍﻟﻘﻴﺎﺩﺓ ﻋﻠﻰ ﺍﻻﺩﺍﺀ ‪،%35‬ﻭ ﺍﻟﺒﺎﻗﻲ ‪ %65‬ﺗﻔﺴﺮﻩ‬
‫ﺍﻣﺎ ﺗﻮﺻﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﳌﺆﺳﺴﺔ ﺳﻮﻧﻠﻐﺎﺯ‪-‬ﻣﺪﻳﺮﻳﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺑﺎﻷﻏﻮﺍﻁ – ﻓﺘﻘﺘﺮﺡ ﻣﺘﻐﲑﺍﺕ ﺃﺧﺮﻯ ﱂ ﺗﺪﺧﻞ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﻋﻠﻰ ﺍﳌﺪﻳﺮﻳﻦ ﻭﺍﳌﺴﺆﻭﻟﲔ ﺍﻹﺩﺍﺭﻳﲔ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﻂ ﺍﻟﺪﳝﻮﻗﺮﺍﻃﻲ ﰲ ﺍﻟﻘﻴﺎﺩﺓ ﺑﺰﻳﺎﺩﺓ ﺍﻻﻫﺘﻤﺎﻡ ﲟﺮﺅﻭﺳﻴﻬﻢ ﻭﺍﻹﺻﻐﺎﺀ ﺍﳉﻴﺪ ﳍﻢ‪،‬ﻛﻤﺎ‬
‫ﻭﻛﺬﺍ ﺗﺮﻯ ﺍﻧﻪ ﺗﻘﺘﺮﺡ ﻋﻠﻴﻬﻢ ﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺍﻟﺼﺮﺍﻣﺔ ﰲ ﺗﻄﺒﻴﻖ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻻﻭﺍﻣﺮ ﲝﺬﺍﻓﲑﻫﺎ‪،‬ﻭﺍﺗﺒﺎﻉ ﺃﺳﻠﻮﺏ ﺍﻟﻠﲔ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﻢ‪.‬‬
‫ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ ﳌﺆﺳﺴﺔ ﺳﻮﻧﻠﻐﺎﺯ ‪-‬ﻣﺪﻳﺮﻳﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺑﺎﻷﻏﻮﺍﻁ – ﳏﺎﻭﻟﺔ ﲢﻘﻴﻖ ﺍﻟﺘﻜﺎﻣﻞ ﰲ ﻧﻈﺎﻡ ﺍﳊﻮﺍﻓﺰ ﻟﺪﻳﻬﺎ‬
‫ﺑﺸﻘﻴﻪ ﺍﳌﺎﺩﻱ ﻭﺍﳌﻌﻨﻮﻱ‪،‬ﻻﻧﻪ ﻭﺣﺴﺐ ﻧﺘﺎﺋﺞ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﺎﻥ ﺑﻌﻀﻬﻢ ﻳﺮﻭﻥ ﺍﻥ ﺍﺟﺮﻫﻢ ﻻ ﻳﺘﻼﺀﻡ ﻣﻊ ﺍﻟﻌﻤﻞ‬
‫ﺍﻟﺬﻱ ﻳﻘﻮﻣﻮﻥ ﺑﻪ‪،‬ﻭﺍ‪‬ﻢ ﻏﲑ ﺭﺍﺿﲔ ﻋﻠﻰ ﻋﻼﻭﺍﺕ ﻭﺗﻌﻮﻳﻀﺎﺕ ﳐﺎﻃﺮ ﺍﻟﻌﻤﻞ‪،‬ﻟﺬﺍ ﳚﺐ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺔ ﻣﺮﺍﺟﻌﺔ ﻧﻈﺎﻡ ﺍﻷﺟﻮﺭ‬
‫ﻛﻤﺎ ﺗﻘﺘﺮﺡ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻳﻀﺎ‪،‬ﻋﻠﻰ ﺍﳌﺪﻳﺮﻳﻦ ﻭﺍﳌﺴﺆﻭﻟﲔ ﺍﻹﺩﺍﺭﻳﲔ ﳌﺆﺳﺴﺔ ﺳﻮﻧﻠﻐﺎﺯ‪ -‬ﻭﺗﻌﻮﻳﻀﺎﺕ ﳐﺎﻃﺮ ﺍﻟﻌﻤﻞ ﻟﺪﻳﻬﺎ‪.‬‬
‫ﻣﺪﻳﺮﻳﺔ ﺍﻟﺘﻮﺯﻳﻊ ﺑﺎﻷﻏﻮﺍﻁ –ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺑﻨﺎﺀ ﻓﺮﻕ ﺍﻟﻌﻤﻞ ﻋﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ‪،‬ﻭﺫﻟﻚ ﺑﺘﺸﺠﻴﻊ ﺃﻋﻀﺎﺀ ﻫﺬﻩ ﺍﻟﻔﺮﻕ ﻭﺗﻴﺴﲑ ﺳﺒﻞ‬
‫ﻭﻗﻨﻮﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻣﻌﻬﻢ‪،‬ﻻﻥ ﺃﺳﺎﺱ ﻧﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ ﻣﺒﲏ ﻋﻠﻰ ﻓﺮﻕ ﺍﻟﻌﻤﻞ‪،‬ﻭﻭﺟﻮﺩ ﻓﺮﻕ ﻋﻤﻞ ﻣﺘﻤﺎﺳﻜﺔ ﻭﻓﻌﺎﻟﺔ ﻳﻀﻤﻦ‬
‫ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺒﺎﺣﺜﲔ‪،‬ﻓﺎﻥ ﺍﻟﺒﺤﺚ ﻳﻮﺻﻲ ﺑﺄﺧﺬ ﻋﻴﻨﺎﺕ ﻣﻦ ﻣﺆﺳﺴﺎﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ ﳐﺘﻠﻔﺔ‪،‬ﻛﻮﻥ ﺃﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻷﺩﺍﺀ ﺍﳉﻴﺪ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫ﺍﻓﺎﻕ ﺍﺳﺘﺨﺪﻡ ﻋﻴﻨﺔ ﻣﻦ ﻣﺆﺳﺴﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﺣﺪﺓ‪،‬ﻭﺫﻟﻚ ﻟﻴﺘﺴﲎ ﻟﻨﺎ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻧﺘﺎﺋﺞ ﺍﺳﺘﺠﺎﺑﺔ ﺍﻓﺮﺍﺩ ﻫﺬﻩ ﺍﻟﻌﻴﻨﺎﺕ‪.‬‬
‫ﺗﻮﺻﻲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻌﻤﻞ ﻣﻘﺎﺭﻧﺎﺕ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﺫﺍﺕ ﺍﻟﻄﺎﺑﻊ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺫﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺍﻗﺘﺼﺮﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻓﺤﺺ ﺍﻟﻄﺎﺑﻊ ﺍﳋﺪﻣﻲ ﳌﻌﺮﻓﺔ ﺍﻻﺧﺘﻼﻑ ﰲ ﺣﺠﻢ ﺍﻟﺘﺄﺛﲑ ﺑﲔ ﻗﻄﺎﻋﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻥ ﻭﺟﺪ‪.‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﻣﺘﻐﲑ ﺗﺎﺑﻊ ﻭﺣﻴﺪ ﻓﻘﻂ ﻫﻮ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ‪،‬ﻟﺬﺍ ﻳﻮﺻﻲ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬
‫ﺍﺛﺮ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻋﻠﻰ ﺍﻟﻮﻻﺀ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻼﻓﺮﺍﺩ؛‪ -‬ﺍﻟﻌﺪﺍﻟﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻣﻊ ﻣﺘﻐﲑﺍﺕ ﺗﺎﺑﻌﺔ ﺃﺧﺮﻯ ﻣﺜﻞ‪:‬‬
‫‪ - 99 -‬ﻭﺍﺛﺮﻫﺎ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﳌﺮﺅﻭﺳﲔ؛ ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ‬
‫ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﳕﻂ ﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﺛﺮﻩ ﻋﻠﻰ ﺍﻻﻟﺘﺰﺍﻡ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻼﻓﺮﺍﺩ‪ .‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫‪ 1‬ﳏﻤﺪ ﻗﺎﲰﻲ ﺍﻟﻘﺮﻳﻮﱐ‪،‬ﻣﺒﺎﺩﺉ ﺍﻻﺩﺍﺭﺓ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ ﺍﻟﱵ ﳍﺎ ﻋﻼﻗﺔ ﺑﺎﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ‪.‬ﺍﳌﺮﺍﺟﻊ ﻭﺍﳍﻮﺍﻣﺶ‪:‬‬
‫‪ 2‬ﻧﻮﺍﻑ ﻛﻨﻌﻨﺎﻥ‪،‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ‪،‬ﻁ ‪،3‬ﺩﺍﺭ ‪:‬ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻟﻮﻇﺎﺋﻒ‪،‬ﻁ‪،3‬ﺩﺍﺭ ﻭﺍﺋﻞ‪،‬ﻋﻤﺎﻥ‪،2006،‬ﺹ ﺹ ‪.56-52‬‬
‫‪ 4‬ﺣﺴﲔ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺍﲪﺪ ﺷﺮﻭﺍﻥ‪،‬ﺍﻟﻘﻴﺎﺩﺓ ﺩﺭﺍﺳﺔ ﰲ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ‪ 3‬ﻧﻔﺲ ﺍﳌﺮﺟﻊ‪،‬ﺹ ‪ .74‬ﺍﻟﺜﻘﺎﻓﺔ‪،‬ﻋﻤﺎﻥ‪،1999،‬ﺹ ‪.58‬‬
‫‪ 5‬ﻧﻮﺍﻑ ﻛﻨﻌﻨﺎﻥ ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ ﺹ ‪ .44-42‬ﺍﻟﻨﻔﺴﻲ ﻭﺍﻻﺩﺍﺭﻱ ﻭﺍﻟﺘﻨﻈﻴﻤﻲ‪،‬ﺷﺒﺎﺏ ﺍﳉﺎﻣﻌﺔ‪،‬ﺍﻻﺳﻜﻨﺪﺭﻳﺔ‪،2010،‬ﺹ ‪.44‬‬
‫‪ 6 7 Dimitri weiss , les‬ﺻﺒﺤﻲ ﺟﺒﲑ ﺍﻟﻌﺘﻴﱯ‪،‬ﺗﻄﻮﺭ ﺍﻟﻔﻜﺮ ﻭﺍﻻﺳﺎﻟﻴﺐ ﰲ ﺍﻻﺩﺍﺭﺓ‪،‬ﻋﻤﺎﻥ‪،‬ﺩﺍﺭ ﻭﺍﺋﻞ ﻟﻠﻨﺸﺮ‪،2007،‬ﺹ ‪.26‬‬
‫‪relations du travail , 4éme edition ,Dunod , paris , 1978 , p 10. Rouleau Linda, Théories des‬‬
‫‪organisations : Approches classiques, contemporaines, et de l'avant-garde, presses de l’universite du‬‬
‫‪ 9‬ﳏﻤﻮﺩ ﺳﻠﻤﺎﻥ ﺍﻟﻌﻤﻴﺎﻥ‪،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﰲ ﻣﻨﻈﻤﺎﺕ ﺍﻻﻋﻤﺎﻝ‪،‬ﻁ‪،4‬ﺩﺍﺭ ﻭﺍﺋﻞ ‪Quebec,canada,2007,P22. 8‬‬
‫‪ 10‬ﺳﺎﻣﺮ ﺟﻠﺪﻩ‪،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻻﺩﺍﺭﻳﺔ ﺍﳊﺪﻳﺜﺔ‪،‬ﻁ‪،1‬ﺩﺍﺭ ﺍﺳﺎﻣﺔ ﻟﻠﻨﺸﺮ ﻟﻠﻨﺸﺮ‪،‬ﺍﻻﺭﺩﻥ‪،2008،‬ﺹ ‪.45‬‬
‫‪ 11‬ﻣﺪﺣﺖ ﳏﻤﺪ ﺍﺑﻮ ﺍﻟﻨﺼﺮ‪،‬ﺍﺩﺍﺭﺓ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ"ﺍﻻﲡﺎﻫﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ"‪،‬ﻁ‪ ،‬ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬ﺍﻻﺭﺩﻥ‪،2009،‬ﺹ ‪.146‬‬
‫‪ 12‬ﳏﻤﺪ ﺍﲰﺎﻋﻴﻞ ﺑﻼﻝ‪،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ‪1‬ﳎﻤﻮﻋﺔ ﺍﻟﻨﻴﻞ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺸﺮ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪،2007،‬ﺹ ‪.319‬‬
‫‪ 13 James.G.Hunt et autre, comportement humain et‬ﻭﺍﻟﺘﻄﺒﻴﻖ‪،‬ﺩﺍﺭ ﺍﳉﺎﻣﻌﺔ ﺍﳉﺪﻳﺪﺓ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪،2005،‬ﺹ ‪.227‬‬
‫‪ 14‬ﻋﻤﺮ ﳏﻤﻮﺩ ‪organisation, tra Claire De Billy, 2 éme édition, vilage mondial, France , 2002, p 361.‬‬
‫‪ 15‬ﺣﺴﲔ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺍﲪﺪ ﺭﺷﻮﺍﻥ ﻏﺎﺑﲔ‪،‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﻔﻌﺎﻟﺔ ﻭﺍﻟﻘﺎﺋﺪ ﺍﻟﻔﻌﺎﻝ‪،‬ﺍﺛﺮﺍﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬ﺍﻻﺭﺩﻥ‪،2009،‬ﺹ ‪.130‬‬
‫‪ 16‬ﻋﺒﺪ ﺍﷲ ﺑﻦ ﻋﺒﺪ ﺍﻟﻐﲏ ﺍﻟﻄﺠﻢ‪،‬ﻃﻠﻖ ﺑﻦ ﻋﻮﺽ ﺍﷲ ﺍﻟﺴﻮﺍﻁ‪،‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻨﻈﻴﻤﻲ‪،‬ﻁ‪،4‬ﺩﺍﺭ ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ ‪.19‬‬
‫‪ 17‬ﻋﻼﺀ ﳏﻤﺪ ﺳﻴﺪ ﻗﻨﺪﻳﻞ‪،‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻻﺩﺍﺭﻳﺔ ﻭﺍﺩﺍﺭﺓ ﺍﻻﺑﺘﻜﺎﺭ‪،‬ﻁ‪،1‬ﺩﺍﺭ ﺣﺎﻓﻆ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪،2003،‬ﺹ ‪.181‬‬
‫‪ 18‬ﻣﻮﺳﻰ ﺳﻼﻣﺔ ﺍﻟﻠﻮﺯﻱ‪،‬ﺧﻀﲑ ﻛﺎﻇﻢ ﲪﻮﺩ‪،‬ﺍﺩﺍﺭﺓ ﺍﻻﻋﻤﺎﻝ‪،‬ﺩﺍﺭ ﺍﺛﺮﺍﺀ ﻟﻠﻨﺸﺮ‪،‬ﺍﻻﺭﺩﻥ ﺍﻟﻔﻜﺮ‪،‬ﺍﻻﺭﺩﻥ‪،2010،‬ﺹ ‪.16‬‬
‫‪ 20‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻻﺩﺍﺭﻳﺔ‪،‬ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ‪ 19‬ﻋﻼﺀ ﳏﻤﺪ ﺳﻴﺪ ﻗﻨﺪﻳﻞ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ ‪2008، .71‬ﺹ ‪.302‬‬
‫‪ 21‬ﺯﻳﺪ ﻋﺒﻮﺩﻱ‪،‬ﺍﻻﺩﺍﺭﺓ ﺑﺎﻻﻫﺪﺍﻑ‪،‬ﻁ‪،1‬ﺩﺍﺭ ﻛﻨﻮﺯ ﺍﳌﻌﺮﻓﺔ‪،‬ﻋﻤﺎﻥ ﺍﻻﺑﺪﺍﻋﻴﺔ ﻟﻘﺎﺩﺓ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ‪،2010،‬ﺹ ‪.50‬‬
‫‪ 23‬ﺳﻌﻴﺪ ‪،2007، 22 Alain Duluc, Leadership et confiance ,DUNOD, Paris,2003,P P 76-77.‬ﺹ ﺹ ‪.28-27‬‬
‫‪ 24‬ﳏﻤﻮﺩ ﺳﻠﻤﺎﻥ ﺍﻟﻌﻤﻴﺎﻥ‪،‬ﻣﺮﺟﻊ ﻳﺴﻦ ﻋﺎﻣﺮ‪،‬ﺍﻻﺗﺼﺎﻻﺕ ﺍﻻﺩﺍﺭﻳﺔ ﻭﺍﳌﺪﺧﻞ ﺍﻟﺴﻠﻮﻛﻲ ﳍﺎ‪،‬ﺩﺍﺭ ﺍﳌﺮﻳﺦ‪،‬ﺍﻟﺮﻳﺎﺽ‪،1986،‬ﺹ ‪.300‬‬
‫‪ 25‬ﻋﺎﺩﻝ ﺣﺴﻦ ﻭﺁﺧﺮﻭﻥ‪،‬ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﺩﺍﺭﺓ ﺍﻻﻋﻤﺎﻝ‪،‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ‪،‬ﻟﺒﻨﺎﻥ‪،2011،‬ﺹ ﺹ ‪ ) 329-‬ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ ‪.258‬‬
‫‪ 26‬ﺍﳌﻌﻬﺪ ﺍﻟﺘﻄﻮﻳﺮﻱ ﻟﺘﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ‪،‬ﺩﺍﺭ ﺍﳌﻌﻤﻮﺭﺓ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ‪،‬ﺍﻟﻌﺮﺍﻕ‪328 ،2011‬ﺑﺘﺼﺮﻑ(‪.‬‬
‫‪ 28‬ﻣﻌﻦ ‪ 27‬ﺍﻟﻨﻤﺮ ﻭﺁﺧﺮﻭﻥ‪،‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ :‬ﺍﻷﺳﺲ ﻭ ﺍﻟﻮﻇﺎﺋﻒ‪،‬ﻣﻜﺘﺒﺔ ﺍﻟﻔﺮﺯﺩﻕ‪،‬ﺍﻟﺮﻳﺎﺽ‪،1997،‬ﺹ ‪، .327‬ﺹ ‪.45‬‬
‫ﳏﻤﻮﺩ ﻋﻴﺎﻣﺮﺓ‪،‬ﻣﺮﻭﺍﻥ ﳏﺴﻦ ﺑﲏ ﺍﲪﺪ‪،‬ﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻟﺮﻗﺎﺑﺔ ﻭﺍﻻﺗﺼﺎﻝ ﺍﻹﺩﺍﺭﻱ‪،‬ﺩﺍﺭ ﺣﺎﻣﺪ‪،‬ﻋﻤﺎﻥ‪،2007،‬ﺹ ‪)153‬ﺑﺘﺼﺮﻑ(‪.‬‬
‫‪29‬ﻋﺒﺪ ﺍﻟﺼﻤﺪ ﺍﻷﻏﱪﻱ‪،‬ﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﻴﺔ ﺍﻟﺒﻌﺪ ﺍﻟﺘﺨﻄﻴﻄﻲ ﻭ ﺍﻟﺘﻨﻈﻴﻤﻲ‪،‬ﻁ‪،1‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ‪،‬ﺍﻟﺴﻌﻮﺩﻳﺔ‪،2003،‬ﺹ ‪.5‬‬
‫‪26 30 LaTasha M. Harris, The Relationship Between Leadership Styles of School Principals and‬‬
‫‪ 31‬ﺭﺍﻭﻳﺔ ﺣﺴﻦ‪،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬ﺍﳌﻜﺘﺐ ﺍﳉﺎﻣﻌﻲ ‪Teacher Retention, capella university, USA , 2008, p 29.‬‬
‫‪ 32 CLAUDE B. A et Al , gestion des ressources humaines valeur de‬ﺍﳊﺪﻳﺚ‪،‬ﻣﺼﺮ‪،1999،‬ﺹ ‪.216‬‬
‫‪ - 100 -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ ‪l’immatériel, 1er édition , De Boeck ,Bruxelles , 2008,p127.‬‬
‫‪ 33‬ﻏﺮﰊ ﻋﻠﻲ ﻭﺍﺧﺮﻭﻥ‪،‬ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪،‬ﻁ ‪ ،‬ﺍﻟﻘﻴﺎﺩﺓ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ‪‬ﻣﺠﻠﹼﺔ ﺍﻟﺒﺪﻳﻞ ﺍﻻﻗﺘﺼﺎﺩﻱ‪‬‬
‫‪ 34‬ﻣﺼﻄﻔﻰ ﻋﺸﻮﻱ‪،‬ﺃﺳﺲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺼﻨﺎﻋﻲ‪،‬ﺩﻳﻮﺍﻥ ‪1‬ﺩﺍﺭ ﺍﻟﻔﺠﺮ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪،2007،‬ﺹ ‪.138‬‬
‫‪ 35‬ﻋﻠﻲ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‪،‬ﺍﻟﻌﻨﺼﺮ ﺍﻹﻧﺴﺎﱐ ﰲ ﺇﺩﺍﺭﺓ ﺍﻹﻧﺘﺎﺝ‪،‬ﻣﻜﺘﺒﺔ ﻋ ﺲ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ‪،‬ﺍﳉﺰﺍﺋﺮ‪،1992،‬ﺹ‪.244‬‬
‫‪ 36‬ﺍﲰﺎﻋﻴﻞ ﳏﻤﺪ ﺍﻟﺴﻴﺪ ﻭﺁﺧﺮﻭﻥ‪،‬ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻭﺍﻟﺴﻠﻮﻛﻴﺔ‪،‬ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪،1984،‬ﺹ ‪.290‬‬
‫‪ 37‬ﺩﻓﻴﺪ ﻭﻳﺘﻮﻥ‪،‬ﺗﻴﻢ ﻛﺎﻣﲑﻭﻥ‪،‬ﺍﻟﻌﻼﻗﺎﺕ‪..‬ﺍﻟﺘﻔﺎﻋﻞ ﺍﻹﳚﺎﰊ‪،‬ﺗﺮ ﳏﻤﺪ ﳏﻤﻮﺩ ﻋﺒﺪ ﺍﻟﻌﻠﻴﻢ‪،‬ﲟﻴﻚ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪، ،‬ﺍﻟﻘﺎﻫﺮﺓ‪،1997،‬ﺹ ‪.71‬‬
‫‪ 38‬ﳏﻲ ﺍﻟﺪﻳﻦ ﺍﻻﺯﻫﺮﻱ‪،‬ﺍﻹﺩﺍﺭﺓ ﻭﺩﻭﺭ ﺍﳌﺪﻳﺮﻳﻦ‪ :‬ﺃﺳﺎﺳﻴﺎﺕ ﻭﺳﻠﻮﻛﻴﺎﺕ‪،‬ﻁ‪،1‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰉ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪2001، ،1‬ﺹ ‪.241‬‬
‫‪ 40‬ﳏﻤﺪ ﻧﺒﻴﻞ ﺳﻌﺪ‪،‬ﳏﻤﺪ ﺟﺎﺏ ﺍﷲ‪،‬ﺇﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﰲ ﺍﳌﺆﺳﺴﺎﺕ ‪ 39‬ﻧﻔﺲ ﺍﳌﺮﺟﻊ‪،‬ﺹ ‪993، .258‬ﺹ‪.262‬‬
‫‪ 41‬ﳏﻤﺪ ﻧﺒﻴﻞ ﺳﻌﺪ‪،‬ﳏﻤﺪ ﺟﺎﺏ ﺍﷲ ﻋﻤﺎﺭﺓ‪،‬ﻣﺮﺟﻊ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪،‬ﺩﺍﺭ ﺍﻟﻄﺒﺎﻋﺔ ﺍﳊﺮﺓ‪،‬ﻁ ‪،2‬ﻣﺼﺮ‪،2006،‬ﺹ‪) 149‬ﺑﺘﺼﺮﻑ(‪.‬‬
‫‪ 42‬ﺳﻴﺪ ﳏﻤﺪ ﺟﺎﺩ ﺍﻟﺮﺏ‪،‬ﺍﺳﺘﺮﺍﲡﻴﺎﺕ ﺗﻄﻮﻳﺮ ﻭﲢﺴﲔ ﺍﻵﺩﺍﺀ ‪-‬ﺍﻷﻃﺮ ﺍﳌﻨﻬﺠﻴﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،-‬ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ‪.138‬‬
‫‪ 43‬ﻋﺎﺩﻝ ﳏﻤﺪ ﺯﺍﻳﺪ‪،‬ﺍﺩﺍﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪-‬ﺭﺅﻳﺔ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ‪،-‬ﺟﺎﻣﻌﺔ ﻣﺼﺮ‪،‬ﻣﺼﺮ‪،2003،‬ﺹ ) ﻣﺼﺮ‪،2009،‬ﺹ ‪.458‬‬
‫‪ 44‬ﺍﻧﺘﻮﻧﻴﺖ ﻟﻮﺳﻴﺎ‪،‬ﺭﻳﺘﺸﺎﺭﺩ ﻟﻴﺒﺰﳒﺮ‪،‬ﳕﺎﺫﺝ ﺍﳉﺪﺍﺭﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻭﲣﻄﻴﻂ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﺳﺘﺨﺪﺍﻡ ‪444‬ﺑﺘﺼﺮﻑ(‪.‬‬
‫ﺍﻻﺩﻭﺍﺕ‪،‬ﺧﻼﺻﺎﺕ ﻛﺘﺐ ﺍﳌﺪﻳﺮ ﻭﺭﺟﺎﻝ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻣﻨﺔ ـ ﳎﻠﺔ ﻧﺼﻒ ﺷﻬﺮﻳﺔ ﺗﺼﺪﺭ ﻋﻦ‪ :‬ﺍﻟﺸﺮﻛﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻺﻋﻼﻥ‬
‫‪ 45‬ﻻﻳﻞ ﻡ ﺳﺒﻨﺴﺮ ﺍﻷﺻﻐﺮ‪،‬ﺳﻴﺠﺎﻥ ﻡ ﺳﺒﻨﺴﺮ‪ ,‬ﺍﳉﺪﺍﺭﺓ ﰲ ﺍﻟﻌﺎﳌﻰ )ﺷﻌﺎﻉ( ‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪،‬ﻓﱪﺍﻳﺮ‪،2000‬ﺹ ‪.2‬‬
‫ﺍﻟﻌﻤﻞ ﳕﺎﺫﺝ ﻟﻸﺩﺍﺀ ﺍﳌﺘﻔﻮﻕ‪،‬ﺗﺮﲨﺔ ﺍﺷﺮﻑ ﻓﻀﻴﻞ ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﲨﻌﺔ‪،‬ﻣﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪،‬ﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ‪،‬ﺍﻟﺮﻳﺎﺽ‪،‬‬
‫‪ 47‬ﺍﻧﺘﻮﻧﻴﺖ ﻟﻮﺳﻴﺎ‪،‬ﺭﻳﺘﺸﺎﺭﺩ ﻟﻴﺒﺰﳒﺮ‪،‬ﻣﺮﺟﻊ ‪ 46‬ﺍﻧﺘﻮﻧﻴﺖ ﻟﻮﺳﻴﺎ‪،‬ﺭﻳﺘﺸﺎﺭﺩ ﻟﻴﺒﺰﳒﺮ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ ‪1999، .6‬ﺹ ‪.23‬‬
‫‪ 49‬ﻟﻮﻳﺲ ﻛﺎﻣﻞ ﻣﻠﻴﻜﺔ‪،،‬ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﳉﻤﺎﻋﺎﺕ ﻭﺍﻟﻘﻴﺎﺩﺓ ﺝ ‪ 48‬ﻋﺎﺩﻝ ﳏﻤﺪ ﺯﺍﻳﺪ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ ‪ .477‬ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ ‪.5‬‬
‫‪ 50‬ﺯﻳﺪ ﻣﻨﲑ ﻋﺒﻮﻱ‪،‬ﺍﻻﺩﺍﺭﺓ ﺑﺎﻻﻫﺪﺍﻑ‪،‬ﻁ‪،1‬ﺩﺍﺭ ﻛﻨﻮﺯ ﺍﳌﻌﺮﻓﺔ ‪،4‬ﻁ‪،4‬ﺍﳍﻴﺌﺔ ﺍﳌﺼﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻜﺘﺎﺏ‪،،‬ﻣﺼﺮ‪،1989،‬ﺹ ‪.430‬‬
‫‪ 52‬ﻋﻠﻰ ﺍﻟﺴﻠﻤﻲ ‪ 51‬ﳏﻤﺪ ﻧﺒﻴﻞ ﺳﻌﺪ ﺳﺎﱂ‪،‬ﳏﻤﺪ ﳏﻤﺪ ﺟﺎﺏ ﺍﷲ ﻋﻤﺎﺭﺓ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ ‪، .210‬ﻋﻤﺎﻥ‪،2007،‬ﺹ ‪.35‬‬
‫‪ 53‬ﳏﻤﺪ ﻧﺒﻴﻞ ﺳﻌﺪ ﺳﺎﱂ‪،‬ﳏﻤﺪ ﺟﺎﺏ ﺍﷲ ‪،‬ﺍﻻﺩﺍﺭﺓ ﺑﺎﻻﻫﺪﺍﻑ ﻃﺮﻳﻖ ﺍﳌﺪﻳﺮ ﺍﳌﺘﻔﻮﻕ‪،‬ﺩﺭﺍ ﻏﺮﻳﺐ‪،‬ﺍﻟﻘﺎﻫﺮﺓ‪،1999،‬ﺹ ‪.76‬‬
‫‪ - 101 -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻣﻦ ﻋﻤﺎﺭﺓ‪،‬ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ‪،‬ﺹ ‪.217‬‬