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‫ﺍﻟﺷﺭﻛﺔ ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺭﺋﻴﺲ ﺍﻟﺘﺤﺮﻳﺮ ‪ :‬ﻧﺴﻴﻢ ﺍﻟﺼﻤﺎﺩﻱ‬ ‫ﺗـــﻣـــﻭﺯ‬
‫ﻟﻺﻋـﻼﻡ ﺍﻟﻌﻠﻣﻲ‬ ‫ﻳﻭﻟﻳﻭ )‪ 2010‬ﻡ(‬
‫ﺭﺟــﺏ )‪ 1431‬ﻫـ(‬
‫) ﺷﻌﺎﻉ (‬ ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺛﺎﻣﻧﺔ ﻋﺷﺭﺓ‬
‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺍﻟـﻌـﺩﺩ ﺍﻟﺭﺍﺑــﻊ ﻋﺷﺭ‬
‫ﺝ‪.‬ﻡ‪.‬ﻉ‬
‫ﺍﻟــــﻌـﺩﺩ ‪422‬‬
‫ﻟﻠﻣﺷﺗﺭﻛﻳﻥ ﻓﻘﻁ‬
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‫ﻣﻭﺍﺭﺩ ﺑﺷﺭﻳﺔ‬ ‫‪AGO’C G ø```a‬‬

‫ﺃﺳﺭﺍﺭ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻔ ّﻌﺎﻝ‬

‫ﺗﺄﻟﻳﻑ‪ :‬ﺭﻭﺑﻥ ﺳﺗﻳﻭﺍﺭﺕ ﻛﻭﺗﺯ‬

‫❂ ﺧﻳﺭ ﻣﻥ ﻳﺣﻛﻡ ﻋﻠﻰ ﺍﻟﻭﻅﻳﻔﺔ ﻫﻭ ﺍﻟﻣﻭﻅﻑ ﺍﻟﺫﻱ‬ ‫‪á«°üî°ûdG ‘ ’ ∑ƒ∏°ùdG ‘ öùdG‬‬
‫ﻳﺅﺩﻳﻬﺎ‪.‬‬

‫❂ ﻟﺗﺣﺳﻳﻥ ﺃﺩﺍﺋﻙ ﻋﻠﻳﻙ ﺃﻥ ﺗﻔﻬﻡ ﻣﺎ ﺃﻧﺕ ﺑﺻﺩﺩ ﺍﻟﻘﻳﺎﻡ ﺑﻪ ﻓﻲ‬ ‫”ﻛﻳﻑ ﻧﺣ ﱢﺳﻥ ﺍﻷﺩﺍء؟“ ‪ ...‬ﺳﺅﺍﻝ ﺳﺭﻣﺩﻱ ﻻ ﺗﻧﻔﻙ ﺃﺻﺩﺍﺅﻩ‬

‫ﻫﺫﻩ ﺍﻟﻠﺣﻅﺔ ﻭﻛﻝ ﻟﺣﻅﺔ‪.‬‬ ‫ﺗﺗﺭﺩﺩ ﻓﻲ ﺟﻧﺑﺎﺕ ﻛﻝ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻓﻲ ﻛﻝ ﺍﻷﻭﻗﺎﺕ‪.‬‬

‫❂ ﻻ ﺑﺩ ﻣﻥ ﺍﻟﻭﻗﻭﻑ ﻋﻠﻰ ﻣﻼﻣﺢ ﺍﻟﺗﻐﻳﻳﺭ ﺍﻟﺳﻠﻭﻛﻲ ﻭﺃﺑﻌﺎﺩﻩ‬ ‫ﺍﻟﺳﻠﻭﻙ ﻫﻭ ﺍﻟﻣﺣﻔﺯ ﺍﻷﺳﺎﺳﻲ ﻟﻸﺩﺍء‪ ،‬ﻭﻻ ﻋﻼﻗﺔ ﻟﻪ‬

‫ﺇﺫﺍ ﺃﺭﺩﺕ ﺗﺣﺳﻳﻥ ﺃﺩﺍﺋﻙ‪.‬‬ ‫ﺑﺎﻟﺷﺧﺻﻳﺔ‪ .‬ﻓﻘﺩ ﺃﺛﺑﺗﺕ ﺍﻟﺑﺣﻭﺙ ﺍﻟﺩﻗﻳﻘﺔ ﺃﻥ ﺃﻗﻝ ﻣﻥ ‪10%‬‬

‫❂ ﺩﻭﻧﻣﺎ ﻗﻳﺎﺱ ﺩﻗﻳﻕ‪ ،‬ﻳﺻﺑﺢ ﺍﻟﺗﻐﻳﻳﺭ ﻋﺷﻭﺍﺋ ًﻳﺎ‪.‬‬ ‫ﻣﻥ ﺍﻟﺗﺑﺎﻳﻥ ﻓﻲ ﺳﻠﻭﻙ ﺍﻟﻣﺭء ﻳﺗﻡ ﺗﻔﺳﻳﺭﻩ ﻓﻲ ﺿﻭء ﺍﻟﺷﺧﺻﻳﺔ‪،‬‬

‫❂ ﻳﺗﻐﻳﺭ ﺍﻷﻓﺭﺍﺩ ﻷﻥ ﻟﺩﻳﻬﻡ ﺍﻟﺭﻏﺑﺔ ﻓﻲ ﺍﻟﺗﻐﻳﻳﺭ‪ ،‬ﻭﻟﻳﺱ ﻷﻧﻧﺎ‬ ‫ﻷﻥ ﺍﻷﻣﺭ ﻳﺗﻌﻠﻕ ﺑﺎﻟﺳﻠﻭﻙ ﻭﺁﻟﻳﺔ ﺗﻭﺟﻳﻬﻪ ﻧﺣﻭ ﻗﻣﺔ ﺍﻷﺩﺍء‪.‬‬

‫ﻧﺭﻳﺩ ﻣﻧﻬﻡ ﺫﻟﻙ‪.‬‬ ‫ﻳُﻌﺭﻑ ﻋﻠﻡ ﺗﻐﻳﻳﺭ ﺍﻟﺳﻠﻭﻙ ﺑﺎﺳﻡ ﻋﻠﻡ ”ﺣﺭﻛﻳﺎﺕ ﺍﻟﺳﻠﻭﻙ“‬

‫❂ ﺍﻷﻓﺿﻝ ﻓﺗﺢ ﻣﺟﺎﻝ ﻟﻠﺣﻭﺍﺭ ﻭﻣﻧﺎﻗﺷﺔ ﺍﻷﻓﺭﺍﺩ ﻓﻳﻣﺎ ﻋﻠﻳﻬﻡ‬ ‫ﺃﻭ ”ﻣﺣﺭﻛﺎﺕ ﺍﻟﺳﻠﻭﻙ“ )‪ ،(Behavior Kinetics‬ﻭﻫﻭ‬
‫ﻓﻌﻠﻪ ﻟﺗﺣﺳﻳﻥ ﻣﺳﺗﻭﻯ ﺃﺩﺍﺋﻬﻡ ﺑﺩ ًﻻ ﻣﻥ ﺇﻣﻼء ﻭﺍﺟﺑﺎﺗﻬﻡ‬ ‫ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺣﻘﺎﺋﻕ ﺍﻟﺗﻲ ﺗﺷﻛﻝ ﺍﻟﻠﱠﺑﻧﺔ ﺍﻷﺳﺎﺳﻳﺔ ﻓﻲ ﻋﻣﻠﻳﺔ‬

‫ﻋﻠﻳﻬﻡ‪ .‬ﻭﻗﺩ ﻋﺑﺭ ”ﻭﻳﻧﺳﺗﻭﻥ ﺗﺷﺭﺷﻝ“ ﻋﻥ ﻫﺫﺍ ﺑﺑﻼﻏﺔ‬ ‫ﺍﻟﺗﻐﻳﻳﺭ ﺍﻟﻧﺎﺟﺢ ﻟﻠﺳﻠﻭﻙ‪ ،‬ﻭﻣﻧﻬﺎ‪:‬‬

‫ﻭﺑﻭﺿﻭﺡ ﺣﻳﻥ ﻗﺎﻝ‪” :‬ﻋﻠﻰ‬ ‫❂ ﻻ ﻋﻼﻗﺔ ﻟﻠﺷﺧﺻﻳﺔ ﺑﺗﺣﺩﻳﺩ‬
‫ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء‪.‬‬
‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺷﺧﺻﻲ ﻟﺩ ﱠﻱ ﺍﻻﺳﺗﻌﺩﺍﺩ‬ ‫‘ ‪:á°UÓî`dG √òg‬‬
‫ﺩﺍﺋ ًﻣﺎ ﻟﻠﺗﻌﻠﻡ‪ ،‬ﻟﻛﻧﻧﻲ ﻻ ﺃﺣﺏ ﺃﻥ‬
‫▼ ﺍﻟﺳﻠﻭﻙ ﻫﻭ ﻣﺣﻔﺯ ﺍﻷﺩﺍء ﻭﻟﻳﺱ ﺍﻟﺷﺧﺻﻳﺔ‬ ‫❂ ﺍﻟﺳﻠﻭﻙ ﻣﺳﺅﻭﻝ ﺃﺳﺎﺳﻲ ﻋﻥ‬
‫ﺃﻟﻌﺏ ﺩﻭﺭ ﺍﻟﻣﺗﻌﻠِﻡ‪“.‬‬ ‫▼ ﺣﺩﺩ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻘﻳﺎﺩﻳﺔ ﺍﻟﻣﺣﻔﺯﺓ ﻟﻸﺩﺍء ﻭﺍﻟﻣﻌﺯﺯﺓ‬ ‫ﺗﺣﺩﻳﺩ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء‪.‬‬

‫‪∑ƒ∏°ùdÉH AGOC’G ábÓY‬‬ ‫ﻟﻪ ﻣﻥ ﺃﺟﻝ ﺗﺣﻘﻳﻕ ﺍﻟﺗﻣﻳﺯ‬ ‫❂ ﻟﻳﺳﺕ ﻫﻧﺎﻙ ﻣﺟﻣﻭﻋﺔ ﻣﺛﺎﻟﻳﺔ‬

‫ﻣﻥ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺗﺅﺩﻱ ﺑﺷﻛﻝ ▼ ﺣﺩﺩ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻣﻌﻭﻗﺔ ﻟﻸﺩﺍء ﻭﺣ ﱢﺟﻣﻬﺎ‬
‫ﺛﺎﺑﺕ ﻭﻣﺗﺳﻕ ﺇﻟﻰ ﺑﻠﻭﻍ ﻗﻣﺔ‬
‫ﺍﻷﺩﺍء ﻟﻳﺱ ﻣﻬ ًﻣﺎ ﻓﻘﻁ‪ ،‬ﺑﻝ ﻫﻭ ﻛﻝ‬ ‫▼ ﺧﻳﺭ ﻣﻥ ﻳﺣﻛﻡ ﻋﻠﻰ ﺍﻟﻭﻅﻳﻔﺔ ﻫﻭ ﺍﻟﻣﻭﻅﻑ ﺍﻟﺫﻱ‬ ‫ﺍﻷﺩﺍء‪.‬‬
‫ﺷﻲء‪ .‬ﻓﻣﺎ ﻣﻥ ﺷﺧﺹ ﺃﻭ ﺷﻲء‬ ‫ﻳﺅﺩﻳﻬﺎ؛ ﻓﻧﺎﻗﺷﻪ ﻭﻻ ﺗﻣﻠﻲ ﻋﻠﻳﻪ ﻭﺍﺟﺑﺎﺗﻪ ﻟﺗﺿﻣﻥ‬
‫ﺇﻻ ﻭﻳﻘﺎﺱ ﺑﺄﺩﺍﺋﻪ‪ .‬ﻭﺍﻟﺳﺅﺍﻝ ﻫﻧﺎ‪:‬‬ ‫❂ ﺍﻟﻭﻅﻳﻔﺔ ﻫﻲ ﺍﻟﺗﻲ ﺗﻘﺭﺭ ﻧﺟﺎﺡ‬
‫ﺗﺣﺳﻥ ﺃﺩﺍﺋﻪ‬ ‫ﺳﻠﻭﻙ ﻣﻌﻳﻥ ﻣﻥ ﻋﺩﻣﻪ‪.‬‬

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‫ﺍﻟﺳﻧﺔ ﺍﻟﺛﺎﻣﻧﺔ ﻋﺷﺭﺓ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺑﻊ ﻋﺷﺭ ‪) -‬ﻳﻭﻟﻳﻭ ‪422 - (2010‬‬ ‫ﻭﺷﺭﻛﺔ ”ﺟﻧﺭﺍﻝ ﻣﻭﺗﻭﺭﺯ“ ﺍﻟﺗﻲ ﺗﻁﺑﻕ ﺍﻟﻣﺑﺩﺃ ﺍﻟﺛﺎﻧﻲ‪.‬‬ ‫ﻛﻳﻑ ﺗﺣﻘﻕ ﻧﺗﺎﺋﺞ ﻣﺑﻬﺭﺓ ﻓﻲ ﻭﻅﻳﻔﺗﻙ؟ ﺑﺎﻟﺳﻠﻭﻙ‪ ،‬ﻓﺄﻓﻌﺎﻟﻙ‬
‫ﻫﻲ ﺍﻟﺗﻲ ﺗﺣﺩﺙ ﺍﻟﻔﺭﻕ ﻓﻲ ﺃﺩﺍﺋﻙ‪.‬‬
‫‪∞jöûJ ’ ∞«∏μJ IOÉ«≤dG‬‬
‫ﺇﺫﺍ ﺳﻠﱠﻣﻧﺎ ﺑﺣﻘﻳﻘﺔ ﺃﻥ ﺍﻟﺳﻠﻭﻙ ﻫﻭ ﻣﺣﻔﺯ ﺍﻷﺩﺍء‪ ،‬ﻓﻠﻥ ﺗﻛﻭﻥ‬
‫ﺍﻟﻘﻳﺎﺩﺓ ﺗﻣﻛﻳﻥ ﻟﻸﻓﺭﺍﺩ ﻳﺗﻣﺛﻝ ﻓﻲ ﺗﻔﻭﻳﺽ ﺍﻟﻣﻬﻣﺎﺕ ﺇﻟﻳﻬﻡ‬ ‫ﺍﻟﺷﺧﺻﻳﺔ ﻫﻲ ﺍﻷﺳﺎﺱ‪ .‬ﻳﺗﺣﺩﺩ ﺃﺩﺍﺅﻙ ﺑﻣﺎ ﺗﻔﻌﻠﻪ )ﺍﻟﺳﻠﻭﻙ(‪،‬‬
‫ﻟﻣﻧﺣﻬﻡ ﻓﺭﺻﺔ ﺗﺣﺳﻳﻥ ﺃﺩﺍﺋﻬﻡ‪ .‬ﻭﻷﻥ ﻟﻛﻝ ﻓﺭﺩ ﺩﻭ ًﺭﺍ ﻗﻳﺎﺩ ًﻳﺎ‬ ‫ﻭﻟﻳﺱ ﺑﺷﺧﺻﻳﺗﻙ‪ .‬ﻭﻳﺗﺷﻛﻝ ﺍﻟﺳﻠﻭﻙ ﻣﻥ ﺧﻼﻝ ﺍﻟﻣﻭﻗﻑ‪،‬‬
‫ﻋﻠﻳﻪ ﺃﻥ ﻳﺅﺩﻳﻪ‪ ،‬ﻓﻠﻡ ﻳﻌﺩ ﻣﻣﻛ ًﻧﺎ ﺍﻷﺧﺫ ﺑﺎﻟﻣﻔﻬﻭﻡ ﺍﻟﻘﺩﻳﻡ ﺍﻟﺫﻱ‬ ‫ﻓﺳﻠﻭﻛﻙ ﻓﻲ ﻭﻅﻳﻔﺗﻙ ﺇﻧﻣﺎ ﻫﻭ ﺃﻣﺭ ﻳﺗﻌﻠﻕ ﺑﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻭﻅﻳﻔﺔ‬
‫ﻳﻘﺿﻲ ﺑﻭﺟﻭﺩ ﻋﺩﺩ ﻗﻠﻳﻝ ﻣﻥ ﺍﻟﻘﺎﺩﺓ ﻭﻋﺩﺩ ﻻ ﺣﺻﺭ ﻟﻪ‬ ‫ﻭﺷﺭﻭﻁﻬﺎ‪ ،‬ﻭﻧﺟﺎﺣﻙ ﻓﻳﻬﺎ ﻣﺎ ﻫﻭ ﺇﻻ ﺣﺎﻟﺔ ﻣﻥ ﺍﻟﺗﻁﺎﺑﻕ ﺑﻳﻥ‬
‫ﻣﻥ ﺍﻷﺗﺑﺎﻉ‪ .‬ﻛﻣﺎ ﺃﻥ ﻣﻔﻬﻭﻡ ﺍﻟﻘﻳﺎﺩﺓ ﻗﺎﺋﻡ ﻋﻠﻰ ﺧﺭﺍﻓﺗﻳﻥ‬
‫ﻣﻔﺎﺩﻫﻣﺎ ﺃﻥ ﺍﻟﻘﺎﺩﺓ ﻳﻭﻟﺩﻭﻥ ﻭﻻ ﻳﺻﻧﻌﻭﻥ‪ ،‬ﻭﺃﻥ ﺍﻟﻘﻳﺎﺩﺓ ﺗﺟﺳﻳﺩ‬ ‫ﺳﻠﻭﻛﻙ ﻭﻣﺗﻁﻠﺑﺎﺕ ﺗﻠﻙ ﺍﻟﻭﻅﻳﻔﺔ‪.‬‬
‫ﻟﻠﺷﺧﺻﻳﺔ‪ .‬ﻭﻟﻬﺎﺗﻳﻥ ﺍﻟﺧﺭﺍﻓﺗﻳﻥ ﺻﻠﺔ ﺑﺎﻻﻋﺗﻘﺎﺩ ﺍﻟﺧﺎﻁﺊ‬
‫ﺑﺎﺷﺗﺭﺍﻙ ﺟﻣﻳﻊ ﺍﻟﻘﺎﺩﺓ ﻓﻲ ﻣﺟﻣﻭﻋﺔ ﻣﺣﺩﺩﺓ ﻣﻥ ﺍﻟﺻﻔﺎﺕ‬ ‫‪∑ƒ∏°ù∏d ôªà°ùŸG Ú°ùëàdG‬‬
‫– ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﻳﺷﺑﻪ ﺍﻻﺳﺗﻧﺳﺎﺥ ﻭﺍﻟﺗﺻﻧﻳﻊ ﻓﻲ ﺧﻁﻭﻁ‬
‫ﺍﻹﻧﺗﺎﺝ‪ .‬ﻭﻫﺫﺍ ﻏﻳﺭ ﺻﺣﻳﺢ‪ .‬ﻓﺎﻟﺳﻠﻭﻙ ﺍﻟﻘﻳﺎﺩﻱ ﻳﺳﻳﺭ ﻓﻲ‬ ‫ﺇ ﱠﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺗﻌﺩﻳﻝ ﺳﻠﻭﻛﻙ ﻭﻓ ًﻘﺎ ﻟﻠﻅﺭﻭﻑ ﺍﻟﻣﺗﻐﻳﺭﺓ ﻳﻘﻊ‬
‫ﻓﻲ ﺻﻣﻳﻡ ﺍﻷﺩﺍء ﺍﻟﻣﺅﺛﺭ‪ .‬ﻓﺗﺣﺳﻳﻥ ﺍﻟﺳﻠﻭﻙ ﻣﺎ ﻫﻭ ﺇﻻ ﺗﻘﻳﻳﻡ‬
‫ﺛﻼﺛﺔ ﺍﺗﺟﺎﻫﺎﺕ ﻫﻲ‪:‬‬ ‫ﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻣﻭﻗﻑ ﻭﻣﻘﺗﺿﻳﺎﺗﻪ‪ ،‬ﺛﻡ ﻓﺣﺹ ﺍﻟﺳﻠﻭﻙ ﺍﻟﺣﺎﻟﻲ‬
‫ﻟﺗﺣﺩﻳﺩ ﻣﺩﻯ ﺗﻭﺍﻓﻘﻪ ﻣﻊ ﻫﺫﻩ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ‪ ،‬ﺛﻡ ﺗﻌﺩﻳﻠﻪ ﻟﻣﻭﺍﺟﻬﺔ‬
‫‪ -1‬ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻔﻌﻝ‪ :‬ﺍﻟﻣﺑﺎﺩﺭﺓ ﺑﺄﺩﺍء ﺍﻷﻧﺷﻁﺔ‪،‬‬
‫ﻭﺍﻟﺳﻌﻲ ﻹﺣﺭﺍﺯ ﺍﻟﻧﺗﺎﺋﺞ‪ ،‬ﻭﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻟﺫﺍﺕ ﻓﻲ‬ ‫ﺍﻟﺗﺣﺩﻳﺎﺕ ﺍﻟﻘﺎﺋﻣﺔ‪.‬‬

‫ﺇﻧﺟﺎﺯ ﺍﻟﻣﻬﻣﺎﺕ‪.‬‬ ‫‪∑ƒ∏°ùdG Ò«¨J‬‬
‫‪ -2‬ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻷﻓﺭﺍﺩ‪ :‬ﺇﻅﻬﺎﺭ ﺍﻻﻫﺗﻣﺎﻡ ﺑﺎﻷﻓﺭﺍﺩ‬
‫ﻭﻣﺳﺎﻋﺩﺗﻬﻡ ﻓﻲ ﺍﻟﺗﻁﻭﻳﺭ ﻭﺗﻘﺩﻳﺭ ﺍﺣﺗﻳﺎﺟﺎﺗﻬﻡ‬ ‫ﻳﻐﻳﺭ ﺍﻟﻧﺎﺱ ﺳﻠﻭﻛﻬﻡ ﻓﻲ ﺣﺎﻟﺗﻳﻥ‪ :‬ﻓﻲ ﻟﺣﻅﺔ ﺍﻻﻧﻛﺷﺎﻑ‬
‫ﻭﺍﻟﺗﺟﻠﻲ ﺍﻟﺗﻲ ﻳﺩﺭﻛﻭﻥ ﻓﻳﻬﺎ ﻓﺟﺄﺓ ﺃﻫﻣﻳﺔ ﺍﻟﺗﻐﻳﻳﺭ ﻭﺣﺗﻣﻳﺗﻪ‪،‬‬
‫ﻭﻋﻼﻗﺎﺗﻬﻡ‪.‬‬ ‫ﻭﻓﻲ ﻟﺣﻅﺔ ﺍﻟﺗﻭﺟﺱ ﻭﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺗﻬﺩﻳﺩ‪ .‬ﻟﻛﻥ ﺍﻟﺗﻐﻳﻳﺭ ﺃﻣﺭ‬
‫‪ -3‬ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻧﻅﺎﻡ‪ :‬ﺗﻧﺳﻳﻕ ﺍﻷﻧﺷﻁﺔ‪ ،‬ﻭﺗﻛﺎﻣﻝ‬ ‫ﻳﺻﻌﺏ ﻭﺻﻔﻪ ﻋﻠﻰ ﻧﺣﻭ ﺻﺭﻳﺢ‪ ،‬ﺑﻝ ﻭﻳﺳﺗﺣﻳﻝ ﺍﻟﺗﻧﺑﺅ ﺑﻪ‬
‫ﺍﻟﻣﺧﺭﺟﺎﺕ‪ ،‬ﻭﺍﻟﺗﻔﻛﻳﺭ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻲ‪ ،‬ﻭﻭﺿﻭﺡ‬
‫ﺃﻭ ﺍﻟﺗﺣﻛﻡ ﻓﻳﻪ ﺗﻣﺎ ًﻣﺎ‪.‬‬
‫ﺍﻹﺟﺭﺍءﺍﺕ‪.‬‬

‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬ ‫‘ ‪õjõ©Jh õ«Ø– IOÉ«≤dG :AGO’C G‬‬ ‫ﻳﻌﺗﻣﺩ ﺗﺣﺳﻳﻥ ﺍﻟﺳﻠﻭﻙ ﻋﻠﻰ ﺑﻳﺎﻧﺎﺕ ﻗﺎﺑﻠﺔ ﻟﻠﻣﻼﺣﻅﺔ‬
‫ﻭﺍﻟﻘﻳﺎﺱ‪ .‬ﻭﻳﺑﺩﺃ ﺍﻟﺗﺣﺳﻥ ﻓﻲ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﻣﻊ‪” :‬ﺍﻟﻔﻬﻡ‬
‫ﺗﻌﻣﻝ ﺍﻟﻘﻳﺎﺩﺓ ﻋﻠﻰ ﺗﺣﻔﻳﺯ ﺍﻷﺩﺍء ﻭﺗﻌﺯﻳﺯﻩ‪ ،‬ﻭﻫﻣﺎ ﺃﻣﺭﺍﻥ‬ ‫ﺍﻟﺩﻗﻳﻕ ﻟﻣﺎ ﺃﻧﺕ ﺑﺻﺩﺩ ﺍﻟﻘﻳﺎﻡ ﺑﻪ ﻓﻲ ﺍﻟﻠﺣﻅﺔ ﺍﻟﺭﺍﻫﻧﺔ‪“.‬‬
‫ﻣﻬﻣﺎﻥ؛ ﻟﻳﺱ ﻓﻘﻁ ﻟﻠﻣﺅﺳﺳﺎﺕ ﻭﺇﻧﻣﺎ ﻟﻸﻓﺭﺍﺩ ﺃﻳ ًﺿﺎ‪ .‬ﻭﻧﺳﻭﻕ‬ ‫ﻭﺑﻣﺟﺭﺩ ﺍﻟﻭﻗﻭﻑ ﻋﻠﻰ ﺣﻘﻳﻘﺔ ﺳﻠﻭﻛﻙ ﺍﻟﺣﺎﻟﻲ ﻭﻧﺗﺎﺋﺟﻪ‪ ،‬ﻳﺗﻡ‬
‫ﻣﺛﺎ ًﻻ ﻋﻠﻰ ﺫﻟﻙ ﺑﺳﻳﺎﺭﺓ ﺳﺑﺎﻕ ﻣﻥ ﻁﺭﺍﺯ ”ﻓﻭﺭﻣﻳﻭﻻ ﻭﺍﺣﺩ“‪.‬‬ ‫ﺗﺣﺩﻳﺩ ﻣﻼﻣﺢ ﺍﻟﺗﻐﻳﻳﺭ ﺍﻟﻣﻁﻠﻭﺏ ﻭﺃﺑﻌﺎﺩﻩ ﺟﻳ ًﺩﺍ‪ .‬ﻭﻓﻲ ﻫﺫﻩ‬
‫ﻓﺎﻟﺳﺭﻋﺔ ﺃﻣﺭ ﻣﻬﻡ ﻟﻠﻐﺎﻳﺔ‪ ،‬ﻭﻟﻛﻥ ﻟﻳﺱ ﺑﺎﻟﺿﺭﻭﺭﺓ ﺃﻥ ﻳﻛﻭﻥ‬ ‫ﺍﻟﻣﺭﺣﻠﺔ ﺳﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺍﻻﺳﺗﻌﺎﻧﺔ ﺑﺈﺣﺩﻯ ﺍﻟﺗﻘﻧﻳﺎﺕ ﺍﻟﺳﻠﻭﻛﻳﺔ‬
‫ﺍﻟﻔﻭﺯ ﺩﺍﺋ ًﻣﺎ ﻣﻥ ﻧﺻﻳﺏ ﺍﻟﺳﻳﺎﺭﺓ ﺍﻷﺳﺭﻉ‪ .‬ﻛﻣﺎ ﺃﻥ ﻧﺳﺑﺔ‬ ‫ﺍﻟﺗﻲ ﺗﻣﻧﺣﻙ ﺍﻹﺟﺎﺑﺔ ﻓﻲ ﺷﻛﻝ ﻟﻐﺔ ﻣﺣﺩﺩﺓ‪ .‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻟﺣﺎﻟﺔ‬
‫ﻛﺑﻳﺭﺓ ﻣﻥ ﺍﻟﺳﻳﺎﺭﺍﺕ ﺍﻟﺗﻲ ﺗﺑﺩﺃ ﺍﻟﺳﺑﺎﻕ ﻻ ﺗﻧﻬﻳﻪ‪ .‬ﻭﻣﻥ ﺛﻡ‬ ‫ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﺳﺗﻔﻳﺩ ﻣﻥ ﺗﺣﻠﻳﻝ ﻧﻣﻁ ﺷﺧﺻﻳﺗﻙ‪ ،‬ﻟﻛﻧﻬﺎ ﺗﻅﻝ‬
‫ﻓﺈﻥ ﺗﺣ ﱡﻳﻥ ﺍﻟﻭﻗﺕ ﺍﻷﻣﺛﻝ ﻭﺍﻟﺑﺩﺍﻳﺔ ﺍﻷﺳﺭﻉ ﻻ ﻳﻛﻔﻳﺎﻥ‪ .‬ﻓﻣﺎ‬ ‫ﻣﺟﺭﺩ ﺻﻭﺭﺓ ﻋﺎﻣﺔ ﻟﺳﻠﻭﻛﻳﺎﺕ ﻣﺗﺩﺍﺧﻠﺔ‪ ،‬ﻭﻻ ﺗﺭﻗﻰ ﺇﻟﻰ‬
‫ﻳﺣﺩﺙ ﻓﻲ ﻣﺿﻣﺎﺭ ﺍﻟﺳﺑﺎﻕ ﻭﺍﻟﺗﺻﻣﻳﻡ ﺍﻟﻬﻧﺩﺳﻲ ﻟﻠﺳﻳﺎﺭﺓ ﻫﻣﺎ‬
‫ﻣﺎ ﻳﺣﺩﺩﺍﻥ ﺍﻟﻧﺟﺎﺡ ﻭﺍﻟﻔﺷﻝ‪ .‬ﻳﺣﻔﺯﻧﺎ ﺍﻟﺳﻠﻭﻙ ﺍﻟﺩﺍﻓﻊ ﻟﻸﺩﺍء‬ ‫ﻣﺳﺗﻭﻯ ﺍﻟﺗﻣﻳﻳﺯ ﺑﻳﻥ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻣﺅﺛﺭﺓ ﻭﻏﻳﺭ ﺍﻟﻣﺅﺛﺭﺓ‪.‬‬
‫ﻋﻠﻰ ﺗﺣﺳﻳﻥ ﺍﻟﻛﻔﺎءﺓ‪ ،‬ﻭﺍﻟﺗﻧﻔﻳﺫ ﺍﻟﺳﻠﻳﻡ‪ ،‬ﻣﻊ ﻓﻌﺎﻟﻳﺔ ﺗﺷﻐﻳﻝ‬
‫ﺍﻟﻧﻅﻡ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﻭﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺟﻭﺩﺓ‪ .‬ﻭﻳﺭﻛﺯ ﻋﻠﻰ‬ ‫ﻳﺑﺩﺃ ﺍﻟﺗﻐﻳﻳﺭ ﺩﺍﺋ ًﻣﺎ ﻋﻠﻰ ﺃﻳﺩﻱ ﺃﻓﺭﺍﺩ ﻟﺩﻳﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺗﻐﻳﻳﺭ ﺳﻠﻭﻛﻬﻡ ﻭﺍﺗﺧﺎﺫ ﻗﺭﺍﺭﺍﺕ ﺣﺎﺳﻣﺔ ﺑﺷﺄﻥ ﻣﺳﺗﻘﺑﻠﻬﻡ‪.‬‬
‫ﺗﺣﻘﻳﻕ ﺃﻓﺿﻝ ﺍﻟﻧﺗﺎﺋﺞ ﻓﻲ ﺣﺩﻭﺩ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺗﺎﺣﺔ‪.‬‬ ‫ﻓﺎﻟﻧﺎﺱ ﻻ ﻳﺣﺑﺫﻭﻥ ﻓﻛﺭﺓ ﺃﻥ ﻳﻣﻠﻲ ﻋﻠﻳﻬﻡ ﺁﺧﺭﻭﻥ ﺃﻓﻌﺎﻟﻬﻡ‪.‬‬
‫ﻓﻘﺩ ﻳﻘﺑﻠﻭﻥ ﺑﺑﻌﺽ ﺍﻟﺗﻭﺟﻳﻪ‪ ،‬ﻭﻟﻛﻧﻬﻡ ﻳﺳﺗﺎﺅﻭﻥ ﻣﻥ‬
‫‪AGOCÓd IõØëŸG IOÉ«≤dG‬‬ ‫ﺍﻹﻓﺭﺍﻁ ﻓﻲ ﺍﻟﺗﻭﺟﻳﻪ ﻭﺍﻟﻧﺻﺢ‪ .‬ﻓﺎﻟﺣﻘﻳﻘﺔ ﻫﻲ ﺃﻧﻧﺎ ﻧﺣﺏ‬
‫ﺃﻓﻛﺎﺭﻧﺎ ﻭﻧﻌﺗﺯ ﺑﻬﺎ ﺃﻛﺛﺭ ﻣﻥ ﺃﻓﻛﺎﺭ ﺍﻵﺧﺭﻳﻥ‪ .‬ﻭﻧﻅ ًﺭﺍ‬
‫ﺍﻷﺩﺍء ﻣﺣﺻﻠﺔ ﻧﻬﺎﺋﻳﺔ ﺗﺟﻣﻊ ﺑﻳﻥ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻘﻳﺎﺩﻱ ﺍﻟﻘﺎﺋﻡ‬ ‫ﺇﻟﻰ ﺃﻫﻣﻳﺔ ﺍﻟﺗﻐﻳﻳﺭ ﻭﺿﺭﻭﺭﺓ ﺃﻥ ﻳﻛﻭﻥ ﻧﺎﺑ ًﻌﺎ ﻣﻥ ﺩﺍﺧﻠﻧﺎ‪،‬‬
‫ﻋﻠﻰ ﺍﻟﺗﺣﻔﻳﺯ ﻭﺍﻟﺩﻋﻡ‪ .‬ﻭﻳﺗﺟﺳﺩ ﻧﻣﻭﺫﺝ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻘﻳﺎﺩﻱ‬ ‫ﻓﺈﻧﻪ ﻳﺅﺗﻲ ﺃﺭﻭﻉ ﺛﻣﺎﺭﻩ ﻋﻧﺩﻣﺎ ﻳﻘﻭﻡ ﻋﻠﻰ ﻣﺑﺩﺃ ”ﺍﻟﺣﻭﺍﺭ‬
‫ﻭﺍﻟﻣﻧﺎﻗﺷﺔ“ ﻻ ﻋﻠﻰ ﻣﺑﺩﺃ ”ﺍﻹﻣﻼء ﻭﺍﻹﺫﻋﺎﻥ“‪ .‬ﻭﻳﻣﻛﻧﻙ‬
‫ﻓﻲ ﺃﺷﻛﺎﻝ ﺷﺗﻰ ﻳﻣﻛﻥ ﺣﺻﺭﻫﺎ ﻓﻲ ﺛﻼﺛﺔ ﺗﻭﺟﻬﺎﺕ ﺃﺳﺎﺳﻳﺔ ‪2‬‬ ‫ﺍﻟﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﺷﺭﻛﺔ ”ﺟﻭﺟﻝ“ ﺍﻟﺗﻲ ﺗﻁﺑﻕ ﺍﻟﻣﺑﺩﺃ ﺍﻷﻭﻝ‪،‬‬
‫ﻳﻣﻛﻧﻧﺎ ﺍﻟﺟﻣﻊ ﺑﻳﻥ ﺃﻱ ﺍﺛﻧﻳﻥ ﻣﻧﻬﻣﺎ‪:‬‬

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‫ﻧﺗﻳﺟﺔ ﺍﻹﺣﺑﺎﻁ ﻭﺍﻟﺷﻙ ﻭﺍﻟﻘﻠﻕ ﻭﺍﻟﺗﻬﺩﻳﺩ ﻭﻋﺩﻡ ﺍﻟﺳﻳﻁﺭﺓ‬ ‫❂ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻔﻌﻝ‪ :‬ﻋﻧﺩﻣﺎ ﺗﻛﻭﻥ ﺍﻟﻐﻠﺑﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺳﻠﻭﻙ‬ ‫ﺍﻟﺳﻧﺔ ﺍﻟﺛﺎﻣﻧﺔ ﻋﺷﺭﺓ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺑﻊ ﻋﺷﺭ ‪) -‬ﻳﻭﻟﻳﻭ ‪422 - (2010‬‬
‫ﻋﻠﻰ ﺯﻣﺎﻡ ﺍﻷﻣﻭﺭ‪ .‬ﻓﺎﻟﺟﺎﻧﺏ ﺍﻟﻌﺛﺭ ﻓﻲ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻣﻌﻭﻕ ﻻ‬ ‫ﻟﺟﺎﻧﺏ ﺍﻟﺗﺣﻔﻳﺯ‪ ،‬ﻳﻧﺻﺏ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺗﺣﻠﻲ ﺑﺭﻭﺡ‬
‫ﻳﻛﻣﻥ ﻓﻲ ﺃﻥ ﻋﺩ ًﺩﺍ ﻣﻥ ﺍﻷﻓﺭﺍﺩ ﻳﻬﺩﺭﻭﻥ ﺍﻟﻭﻗﺕ ﻭﺍﻟﻁﺎﻗﺔ ﻓﻲ‬ ‫ﺍﻟﻣﺑﺎﺩﺭﺓ ﻭﺿﺭﺏ ﺍﻟﻣﺛﻝ ﻭﺍﻟﻘﺩﻭﺓ ﻭﺇﺷﻌﺎﻝ ﺍﻟﺣﻣﺎﺱ‬
‫ﺍﻟﻘﻳﺎﻡ ﺑﺄﻣﻭﺭ ﻻ ﺗﺧﺩﻡ ﺇﻧﺗﺎﺟﻳﺔ ﺍﻟﺷﺭﻛﺔ ﺃﻭ ﺗﻌﺭﻗﻠﻬﺎ‪ ،‬ﻭﺇﻧﻣﺎ‬ ‫ﻭﺷﺣﺫ ﺍﻟﻬﻣﺔ‪ .‬ﻭﻋﻧﺩﻣﺎ ﻳﻛﻭﻥ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺩﻋﻡ‬
‫ﻳﺗﻌﻠﻕ ﺑﻣﺎ ﻳﻣﺎﺭﺳﻪ ﺳﻠﻭﻙ ﻫﺅﻻء ﻣﻥ ﺗﺄﺛﻳﺭ ﺳﻠﺑﻲ ﻋﻠﻰ‬ ‫ﺍﻷﺩﺍء ﻭﺗﻌﺯﻳﺯﻩ ﻓﻳﺗﻡ ﺍﺳﺗﺟﻼء ﺍﻷﻫﺩﺍﻑ ﻭﺗﻭﺿﻳﺣﻬﺎ‪،‬‬
‫ﺍﻵﺧﺭﻳﻥ‪ .‬ﻓﺎﻟﺳﻠﻭﻙ ﺍﻟﻣﻌﻭﻕ ﺳﻠﻭﻙ ﻣﻌ ٍﺩ ﺇﻟﻰ ﺣﺩ ﻛﺑﻳﺭ‪.‬‬ ‫ﻭﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﺗﻔﺎﻕ ﻭﺍﺿﺢ ﻭﻣﻠﺯﻡ ﺑﺻﺩﺩﻫﺎ‪ ،‬ﻭﺗﺭﻛﻳﺯ‬
‫ﻭﻓﻲ ﺍﻟﻭﺍﻗﻊ ﻓﺈﻥ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﺗﻲ ﺗﺩﻓﻊ ﺍﻟﻧﺎﺱ ﺇﻟﻰ ﺍﻟﺷﻌﻭﺭ‬
‫ﺑﺎﻟﻳﺄﺱ ﻭﻋﺩﻡ ﺍﻟﺟﺩﻭﻯ ﻭﻋﺩﻡ ﺇﺿﺎﻓﺔ ﻗﻳﻣﺔ ﺗﺳﺗﺛﻳﺭ ﺣﻔﻳﻅﺗﻬﻡ‬ ‫ﺍﻻﻧﺗﺑﺎﻩ ﻋﻠﻰ ﺍﻟﺗﻔﺎﺻﻳﻝ‪.‬‬
‫ﻣﻘﺩ ًﻣﺎ ﻟﺗﺑﻧﻲ ﺭﺩﻭﺩ ﺃﻓﻌﺎﻝ ﺗﻬﺩﺭ ﺍﻟﻁﺎﻗﺔ ﻭﺗﺻﺭﻑ ﺍﻻﻧﺗﺑﺎﻩ‬
‫ﻋﻥ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻹﻧﺗﺎﺟﻳﺔ ﺍﻟﺑﻧﺎءﺓ‪ .‬ﻓﺎﻟﺧﻭﻑ ﻭﺍﻹﺣﺑﺎﻁ‬ ‫❂ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻔﺭﺩ‪ :‬ﻋﻧﺩﻣﺎ ﺗﻛﻭﻥ ﺍﻟﻐﻠﺑﺔ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻟﺳﻠﻭﻙ ﻟﺟﺎﻧﺏ ﺍﻟﺗﺣﻔﻳﺯ‪ ،‬ﻳﻧﺻﺏ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺗﻔﻭﻳﺽ‬
‫ﻋﻭﺍﻣﻝ ﺳﻠﺑﻳﺔ ﻗﻭﻳﺔ ﻟﻠﻐﺎﻳﺔ‪.‬‬ ‫ﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﻭﺑﻧﺎء ﺍﻟﺛﻘﺔ ﻭﺇﻗﺎﻣﺔ ﻋﻼﻗﺎﺕ ﻗﻭﻳﺔ ﻭﺇﺷﻌﺎﻝ‬
‫ﺭﻭﺡ ﺍﻻﻟﺗﺯﺍﻡ ﺑﺄﻫﺩﺍﻑ ﺍﻟﻣﺅﺳﺳﺔ‪ .‬ﻭﻋﻧﺩﻣﺎ ﻳﻧﺻﺏ‬
‫‪äÉ«cƒ∏°ùdG øe ó◊G‬‬ ‫ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺩﻋﻡ ﺍﻷﺩﺍء ﻭﺗﻌﺯﻳﺯﻩ‪ ،‬ﻓﻳﺗﻡ ﺍﻻﻫﺗﻣﺎﻡ‬
‫‪AGOCÓd ábƒpq ©ŸG‬‬
‫ﺑﺗﺷﻛﻳﻝ ﺛﻘﺎﻓﺔ ﺍﻟﺩﻋﻡ ﻭﺍﻟﻭﻻء ﻭﺍﻟﻌﻣﻝ ﻛﺄﺳﺭﺓ ﻭﺍﺣﺩﺓ‪.‬‬
‫ﺇﺫﺍ ﺃﺭﺩﺕ ﺍﻟﺣﺩ ﻣﻥ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻣﻌﻭﻗﺔ ﻟﻸﺩﺍء ﻭﺗﺣﺟﻳﻣﻬﺎ‪،‬‬
‫ﻓﻼ ﺑﺩ ﻣﻥ ﺃﻥ ﺗﺳﺗﻘﺻﻲ ﺭﺃﻱ ﺍﻟﻣﺗﻌﺎﻣﻠﻳﻥ ﻣﻌﻙ ﺣﻭﻝ‬ ‫❂ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻧﻅﺎﻡ‪ :‬ﻋﻧﺩﻣﺎ ﺗﻛﻭﻥ ﺍﻟﻐﻠﺑﺔ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻟﻣﻬﻣﺎﺕ ﺍﻟﺗﻲ ﺗﺿﻁﻠﻊ ﺑﻬﺎ ﻭﻣﻭﻋﺩ ﺇﻧﺟﺎﺯﻙ ﻟﻬﺎ ﻭﺗﺄﺛﻳﺭ ﺫﻟﻙ‬ ‫ﺍﻟﺳﻠﻭﻙ ﻟﻠﺗﺣﻔﻳﺯ‪ ،‬ﻳﻧﺻﺏ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺇﻧﺷﺎء ﺑﻧﻳﺔ‬
‫ﻋﻠﻰ ﺍﻵﺧﺭﻳﻥ‪ .‬ﻭﺇﺫﺍ ﺭﻏﺑﺕ ﻓﻲ ﺗﻐﻳﻳﺭ ﺳﻠﻭﻛﻙ ﻭﺗﺣﺳﻳﻥ‬ ‫ﻓﺎﻋﻠﺔ ﻭﻣﺅﺛﺭﺓ‪ ،‬ﻭﺇﺿﺎﻓﺔ ﻗﻳﻣﺔ ﻣﻥ ﺧﻼﻝ ﺍﻟﻌﻣﻠﻳﺎﺕ‬
‫ﻣﺳﺗﻭﻯ ﺃﺩﺍﺋﻙ‪ ،‬ﻓﻌﻠﻳﻙ ﺑﺗﻛﺭﻳﺱ ﺑﻌﺽ ﺍﻟﻭﻗﺕ ﻭﺍﻟﺟﻬﺩ‬ ‫ﻭﺍﻹﺟﺭﺍءﺍﺕ‪ ،‬ﻭﺗﻧﺳﻳﻕ ﺍﻷﻧﺷﻁﺔ‪ ،‬ﻭﺗﻛﺎﻣﻝ ﻣﺧﺭﺟﺎﺕ‬
‫ﻹﻧﺟﺎﺯ ﻫﺫﻩ ﺍﻟﻌﻣﻠﻳﺔ‪ .‬ﻭﻟﻥ ﺗﺗﻣﻛﻥ ﻣﻥ ﺗﻐﻳﻳﺭ ﺳﻠﻭﻛﻙ ﺇﻥ ﻟﻡ‬ ‫ﺍﻷﻗﺳﺎﻡ‪ ،‬ﻭﺩﻋﻡ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻲ‪ .‬ﻭﻋﻧﺩﻣﺎ ﻳﻧﺻﺏ‬
‫ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺗﻌﺯﻳﺯ ﺍﻷﺩﺍء‪ ،‬ﻳﻧﺻﺏ ﺍﻻﻫﺗﻣﺎﻡ ﻋﻠﻰ‬
‫ﺗ ِﻊ ﺟﻳ ًﺩﺍ ﺣﻘﻳﻘﺔ ﺳﻠﻭﻛﻙ ﺍﻟﺣﺎﻟﻲ‪.‬‬ ‫ﺿﻣﺎﻥ ﺍﻻﺗﺳﺎﻕ ﺑﻳﻥ ﺍﻟﻌﻣﻠﻳﺎﺕ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻟﺗﻧﺑﺅ‪ ،‬ﻭﺍﻻﺳﺗﻘﺭﺍﺭ‪ .‬ﻓﻬﺫﺍ ﺳﻠﻭﻙ ﻳﺗﻌﻠﻕ ﺑﺗﺄﻁﻳﺭ ﻋﻣﻝ‬
‫ﻗﺩ ﻳﺭﺟﻊ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻣﻌ ﱢﻭﻕ ﺇﻟﻰ ﺃﺳﺑﺎﺏ ﺧﺎﺭﺟﻳﺔ‪ ،‬ﻭﻟﻛﻥ‬
‫ﻋﻼﺟﻪ ﻳﺗﻡ ﺩﺍﺧﻠ ًﻳﺎ‪ .‬ﻓﺄﻧﺕ ﻭﺣﺩﻙ ﺍﻟﻭﺣﻳﺩ ﺍﻟﻘﺎﺩﺭ ﻋﻠﻰ ﺗﻐﻳﻳﺭ‬ ‫ﺍﻟﻣﺅﺳﺳﺔ ﻛﻛﻝ‪.‬‬
‫ﻫﺫﺍ ﺍﻟﺳﻠﻭﻙ‪ .‬ﻓﻬﻧﺎﻙ ﻣﺛﻝ ﻳﻘﻭﻝ‪” :‬ﻛﻝ ﺍﻟﻧﺎﺱ ﻳﺭﻳﺩﻭﻥ ﺗﻐﻳﻳﺭ‬
‫ﻭﻻ ﻳﻧﻔﺭﺩ ﺃﻱ ﻣﻥ ﻫﺫﻩ ﺍﻷﻧﻣﺎﻁ ﺍﻟﺳﻠﻭﻛﻳﺔ ﺑﺄﻫﻣﻳﺔ ﺩﻭﻥ ﻏﻳﺭﻩ‬
‫ﺍﻟﻌﺎﻟﻡ‪ .‬ﻭﻗﻠﻳﻠﻭﻥ ﻫﻡ ﻣﻥ ﻳﺭﻳﺩﻭﻥ ﺗﻐﻳﻳﺭ ﺃﻧﻔﺳﻬﻡ‪“.‬‬ ‫– ﻗﻠﺕ ﺃﻭ ﻛﺛُﺭﺕ – ﻓﺎﻷﻣﺭ ﻳﻌﺗﻣﺩ ﻋﻠﻰ ﻁﺑﻳﻌﺔ ﺍﻟﻣﻭﻗﻑ‪.‬‬

‫‪?AGOCÓd ¥ƒpq ©ŸG ∑ƒ∏°ùdG hóÑj ∞«c‬‬ ‫‪AGOCÓd ¥ƒpq ©ŸG ∑ƒ∏°ùdG‬‬ ‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﻳﺗﺟﺳﺩ ﺭﺩ ﻓﻌﻠﻧﺎ ﺗﺟﺎﻩ ﺃﻱ ﺗﻬﺩﻳﺩ ﻓﻲ ﺛﻼﺛﺔ ﺃﺷﻛﺎﻝ‪ :‬ﺍﻟﻣﻘﺎﻭﻣﺔ‬ ‫ﺗﻘﻑ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻣﻌﻭﻗﺔ ﺣﺎﺋ ًﻼ ﺩﻭﻥ ﺍﻟﺗﻐﻳﻳﺭ‪ ،‬ﻓﺗﻌﻣﻲ ﻭﺗﻠﻐﻲ‬
‫ﺃﻭ ﺍﻟﻬﺭﻭﺏ ﺃﻭ ﺍﻻﺳﺗﺳﻼﻡ‪ .‬ﻭﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﺗﻣﺎﺭﺱ ﻓﻳﻪ‬ ‫ﺍﻟﺭﺅﻳﺔ ﻭﺗﻌﻭﻕ ﺍﻹﻧﺟﺎﺯ‪ .‬ﻓﻧﺣﻥ ﻧﺻﺎﺩﻑ ﺃﺷﺧﺎ ًﺻﺎ ﻛﺛﻳﺭﻳﻥ‬
‫ﺍﻟﺷﺧﺻﻳﺔ ﺗﺄﺛﻳ ًﺭﺍ ﻁﻔﻳ ًﻔﺎ ﻋﻠﻰ ﻧﻣﻁﻲ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻣﺣﻔﺯ ﻟﻸﺩﺍء‬ ‫ﻳﻘﻭﻣﻭﻥ ﺑﻬﺫﻩ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﻭﻧﺣﻥ ﺃﻧﻔﺳﻧﺎ ﻧﻔﻌﻠﻬﺎ‪ ،‬ﻭﻫﺫﺍ ﺃﻣﺭ ﻻ‬
‫ﻭﺍﻟﻣﻌﺯﺯ ﻟﻪ‪ ،‬ﻧﺟﺩﻫﺎ ﺗﻠﻌﺏ ﺩﻭ ًﺭﺍ ﻓﻌﺎ ًﻻ ﻓﻲ ﺗﺣﺩﻳﺩ ﻧﻣﻁ‬ ‫ﻧﻧﺗﺑﻪ ﻟﻪ ﻓﻲ ﺍﻟﻌﺎﺩﺓ‪ .‬ﻭﺗﻅﻝ ﻫﺫﻩ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﻣﺟﺭﺩ ﺳﻠﻭﻛﻳﺎﺕ‬
‫ﺍﻟﺳﻠﻭﻙ ﺍﻟﻣﻌ ﱢﻭﻕ ﺍﻟﺫﻱ ﻳﺑﺩﻳﻪ ﺍﻟﻔﺭﺩ ﺣﺎﻝ ﺗﻌﺭﺿﻪ ﻷﻱ ﺷﻛﻝ‬ ‫ﻛﺎﻣﻧﺔ ﺃﻭ ﻏﻳﺭ ﻅﺎﻫﺭﺓ ﻟﻠﻌﻳﺎﻥ‪ .‬ﻭﻣﻊ ﺫﻟﻙ ﻓﻘﺩ ﺗﺅﺩﻱ ﺇﻟﻰ ﻧﺗﺎﺋﺞ‬
‫ﻣﻥ ﺃﺷﻛﺎﻝ ﺍﻟﺗﻬﺩﻳﺩ‪ .‬ﺍﻋﺗﻣﺎ ًﺩﺍ ﻋﻠﻰ ﺍﻟﺷﺧﺻﻳﺔ ﻗﺩ ﺗﺗﺟﺳﺩ‬ ‫ﻭﺧﻳﻣﺔ ﻭﻣﺩﻣﺭﺓ ﻟﻸﺩﺍء‪ .‬ﻭﻣﻥ ﻧﺗﺎﺋﺞ ﺫﻟﻙ ﻣﺎ ﻭﺻﻔﻪ ”ﺑﻳﺗﺭ‬
‫ﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﻣﺭء ﻟﻠﺗﻬﺩﻳﺩ ﻓﻲ ﺷﻛﻝ ﺳﻠﻭﻙ ﻋﺩﻭﺍﻧﻲ )ﺍﻟﻣﻘﺎﻭﻣﺔ(‪،‬‬
‫ﻭﻗﺩ ﻳﻧﺄﻯ ﺁﺧﺭ ﺑﻧﻔﺳﻪ ﺑﻌﻳ ًﺩﺍ ﻋﻥ ﺍﻟﻣﻭﻗﻑ )ﺍﻟﻬﺭﻭﺏ(‪ ،‬ﻭﻗﺩ‬ ‫ﺩﺭﺍﻛﺭ“ ﺑﺎﻷﻓﺭﺍﺩ ﺍﻟﺫﻳﻥ ﻳﻌﺎﻧﻭﻥ ﻣﻥ ”ﺍﻟﺗﻘﻭﻗﻊ ﺍﻟﻭﻅﻳﻔﻲ“‪.‬‬

‫ﻳﺳﺗﺳﻠﻡ ﺛﺎﻟﺙ ﻟﻠﺿﻐﻁ )ﺍﻻﺳﺗﺳﻼﻡ ﻭﺍﻟﺧﺿﻭﻉ(‪.‬‬ ‫ﻳﻧﺟﻡ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻣﻌﻭﻕ ﻟﻸﺩﺍء ﻋﻥ ﺗﺄﺛﻳﺭﺍﺕ ﻭﺿﻐﻭﻁ‬
‫ﺧﺎﺭﺟﻳﺔ‪ ،‬ﻭﻻ ﻋﻼﻗﺔ ﻟﻪ ﺑﺎﻟﺷﺧﺻﻳﺔ‪ .‬ﻓﻬﺫﺍ ﺍﻟﺳﻠﻭﻙ ﻳﺗﻭﻟﺩ‬

‫‪áfRGƒàŸG IOÉ«≤dG‬‬

‫ﺍﻟﻣﻭﺍﺯﻧﺔ ﺑﻳﻥ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻘﻳﺎﺩﻱ ﺍﻟﻣﺣﻔﺯ ﻟﻸﺩﺍء ﻭﺍﻟﺳﻠﻭﻙ ﺍﻟﻘﻳﺎﺩﻱ ﺍﻟﻣﻌﺯﺯ ﻟﻪ ﻣﻘﻭﻡ ﺃﺳﺎﺳﻲ ﻣﻥ ﻣﻘﻭﻣﺎﺕ ﺍﻟﻧﺟﺎﺡ ﺳﻭﺍء ﻟﻸﻓﺭﺍﺩ‬
‫ﺃﻭ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻷﻥ‪:‬‬

‫❂ ﺍﻹﻓﺭﺍﻁ ﻓﻲ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻘﻳﺎﺩﻱ ﺍﻟﻣﺣﻔﺯ ﻋﻠﻰ ﺣﺳﺎﺏ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻣﻌﺯﺯ ﻳﺅﺩﻱ ﺇﻟﻰ ﻓﻘﺩ ﺍﻟﺳﻳﻁﺭﺓ ﻭﺷﻳﻭﻉ ﺍﻟﻔﻭﺿﻰ‪.‬‬ ‫‪3‬‬
‫❂ ﺍﻹﻓﺭﺍﻁ ﻓﻲ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻣﻌﺯﺯ ﻋﻠﻰ ﺣﺳﺎﺏ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻘﻳﺎﺩﻱ ﺍﻟﻣﺣﻔﺯ ﻳﺅﺩﻱ ﺇﻟﻰ ﺍﻟﺗﻘﻭﻗﻊ ﺍﻟﺫﺍﺗﻲ ﻭﺍﻟﺟﻣﻭﺩ‪.‬‬

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‫ﺍﻟﺳﻧﺔ ﺍﻟﺛﺎﻣﻧﺔ ﻋﺷﺭﺓ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺑﻊ ﻋﺷﺭ ‪) -‬ﻳﻭﻟﻳﻭ ‪422 - (2010‬‬ ‫ﻭﺟﻭﺩ ﻣﺳﺅﻭﻟﻳﻥ ﻭﻣﻭﻅﻔﻳﻥ ﻏﻳﺭ ﻣﺗﺟﺎﻧﺳﻳﻥ ﻳﺟﺳﺩﻭﻥ ﻫﺫﺍ‬ ‫‪»Ñ∏°ùdG »YÉaódG ∑ƒ∏°ùdG‬‬
‫ﺍﻟﺳﻠﻭﻙ‪ .‬ﻳﺄﺗﻲ ﻫﺫﺍ ﺍﻟﺳﻠﻭﻙ ﻛﺭﺩ ﻓﻌﻝ ﻟﻠﺿﻐﻁ ﺍﻟﻌﺻﺑﻲ‬
‫ﻭﻣﺷﺎﻋﺭ ﺍﻟﺗﻬﺩﻳﺩ ﻭﺍﻟﺷﻙ ﺍﻟﺗﻲ ﺗﺻﺭﻑ ﺍﻻﻧﺗﺑﺎﻩ ﻋﻥ ﺍﻟﻣﺷﻛﻠﺔ‬ ‫ﻳﺄﺗﻲ ﻫﺫﺍ ﺍﻟﺳﻠﻭﻙ ﻛﺭﺩ ﻓﻌﻝ ﻟﻬﺟﻭﻡ ﻭﺍﺿﺢ ﻭﺻﺭﻳﺢ ﻋﻠﻰ‬
‫ﺍﻟﻔﻌﻠﻳﺔ‪ .‬ﻳﺗﺟﺳﺩ ﻫﺫﺍ ﺍﻟﺳﻠﻭﻙ ﻓﻲ ﺣﺎﻻﺕ ﺍﻻﻧﺳﺣﺎﺏ‬ ‫ﺍﻋﺗﺯﺍﺯ ﺍﻟﻣﺭء ﺑﻧﻔﺳﻪ ﻭﺗﻘﺩﻳﺭﻩ ﻟﺫﺍﺗﻪ‪ .‬ﻭﺗﺳﺗﻣﺭ ﺗﺑﻌﺎﺕ ﻫﺫﺍ‬
‫ﻭﺍﻟﺗﺭﺍﺟﻊ ﻭﺍﻹﺣﺟﺎﻡ ﻋﻥ ﺍﻟﻣﺳﺎﻫﻣﺔ ﻓﻲ ﺣﻝ ﺍﻟﺧﻼﻓﺎﺕ‪،‬‬ ‫ﺍﻟﺳﻠﻭﻙ ﻟﻔﺗﺭﺓ ﻁﻭﻳﻠﺔ‪ ،‬ﻭﻗﺩ ﻳﺅﺩﻱ ﺇﻟﻰ ﺿﺭﺭ ﺑﺎﻟﻎ‪ .‬ﻭﺭﺑﻣﺎ‬
‫ﻓﺿ ًﻼ ﻋﻥ ﺍﻟﻼﻣﺑﺎﻻﺓ ﻭﻋﺩﻡ ﺍﻻﻛﺗﺭﺍﺙ‪ .‬ﻳﺗﻌﻠﻡ ﻣﻥ ﺍﻋﺗﺎﺩﻭﺍ‬ ‫ﻳﺄﺗﻲ ﺃﻳ ًﺿﺎ ﻛﺭﺩ ﻓﻌﻝ ﻟﺿﻐﻁ ﻣﺯﺩﻭﺝ ﻟﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء‬
‫ﻫﺫﺍ ﺍﻟﺳﻠﻭﻙ ﻋﺩﻡ ﺗﺟﺳﻳﺩﻩ ﺃﻣﺎﻡ ﺃﻋﻳﻥ ﺍﻵﺧﺭﻳﻥ‪ ،‬ﻭﻗﺩ ﻳﺧﺗﻔﻭﻥ‬ ‫ﻣﻥ ﺟﺎﻧﺏ ﺍﻹﺩﺍﺭﺓ ﻣﻊ ﺗﺩﻧﻲ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﻣﻥ ﺟﺎﻧﺏ‬
‫ﺗﻣﺎ ًﻣﺎ ﻓﻳﺑﺩﻭﻥ ﻭﻛﺄﻧﻬﻡ ﺧﺎﺭﺝ ﻣﺳﺭﺡ ﺍﻷﺣﺩﺍﺙ‪ .‬ﻭﻓﻲ ﺍﻟﻭﺍﻗﻊ‬ ‫ﺍﻟﻣﻭﻅﻔﻳﻥ ﻭﻋﺩﻡ ﻗﺩﺭﺗﻬﻡ ﻋﻠﻰ ﺍﻟﻭﻓﺎء ﺑﺗﻭﻗﻌﺎﺕ ﺍﻹﺩﺍﺭﺓ ﻣﻧﻬﻡ‪،‬‬
‫ﻓﺈﻥ ﺍﻟﺗﻧﺻﻝ ﻣﻥ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﺳﻠﻭﻙ ﻫﻼﻣﻲ؛ ﻣﺗﻠﻭﻥ ﻭﻣﺗﻘﻠﺏ‪،‬‬ ‫ﺃﻭ ﻗﺩ ﻳﻛﻭﻥ ﻧﺗﻳﺟﺔ ﻭﺿﻊ ﻣﻌﺎﻳﻳﺭ ﻣﺑﺎﻟﻎ ﻓﻳﻬﺎ ﻳﻌﺟﺯ ﺍﻵﺧﺭﻭﻥ‬
‫ﻳﻅﻝ ﻳﻌﺗﻣﻝ ﻓﻲ ﺍﻟﻧﻔﺱ‪ ،‬ﻭﻳﻣﺎﺭﺱ ﺗﻬﺩﻳﺩﻩ ﻛﻣﺻﺩﺭ ﺧﻁﺭ‬ ‫ﻋﻥ ﺍﻟﻭﻓﺎء ﺑﻬﺎ‪ .‬ﻭﺑﺻﺭﻑ ﺍﻟﻧﻅﺭ ﻋﻥ ﺳﺑﺏ ﺍﻹﺣﺑﺎﻁ‪ ،‬ﻓﺈﻥ‬
‫ﻛﺎﻣﻥ‪ .‬ﻛﻣﺎ ﺃﻥ ”ﺍﻟﺭﻛﻭﻥ ﺇﻟﻰ ﻋﺩﻡ ﺍﻟﻣﺟﺎﺯﻓﺔ“ ﺗﻌﺑﻳﺭ ﻳﺻﻑ‬ ‫ﺍﻟﻣﺣﺻﻠﺔ ﺍﻟﻧﻬﺎﺋﻳﺔ ﻟﻣﺷﺎﻋﺭ ﺍﻟﻐﺿﺏ ﻭﺍﻻﻧﺯﻋﺎﺝ ﺃﻧﻬﺎ ﺗﺳﺣﺏ‬
‫ﻫﺫﺍ ﺍﻟﺳﻠﻭﻙ ﺑﺩﻗﺔ‪ .‬ﻓﻬﻭ ﺳﻠﻭﻙ ﻧﺎﺗﺞ ﻋﻥ ﻧﻅﺭﺓ ﺍﻹﺩﺍﺭﺓ‬ ‫ﻣﻥ ﺭﺻﻳﺩ ﺍﻷﺩﺍء‪ .‬ﻭﻣﺛﻠﻣﺎ ﻫﻭ ﺣﺎﻝ ﺍﻷﺑﻧﺎء ﺍﻟﻣﺩﻟﻠﻳﻥ‪ ،‬ﻓﺈﻥ‬
‫ﺍﻟﺩﻭﻧﻳﺔ ﻟﻸﻓﺭﺍﺩ‪ ،‬ﺃﻭ ﺍﻹﺩﺍﺭﺓ ﻏﻳﺭ ﺍﻟﺣﺎﺳﻣﺔ‪ ،‬ﺃﻭ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺗﻲ‬ ‫ﺍﻟﺫﻳﻥ ﻳﺗﻣﺎﺩﻭﻥ ﻓﻲ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻧﻲ ﺍﻟﺩﻓﺎﻋﻲ‪ ،‬ﻳﺗﻌﻠﻣﻭﻥ‬
‫ﺗﻧﺗﻬﺞ ﺳﻳﺎﺳﺔ ﺣﺎﺩﺓ ﻓﻲ ﺍﺳﺗﻬﺟﺎﻥ ﻭﺭﻓﺽ ﻛﻝ ﺍﻷﺧﻁﺎء‪ ،‬ﺃﻭ‬ ‫ﺑﺣﻛﻡ ﺍﻟﺧﺑﺭﺓ ﻭﺍﻟﻌﺎﺩﺓ ﺃﻥ ﻓﻲ ﺍﺳﺗﻁﺎﻋﺗﻬﻡ ﺍﻟﺧﺭﻭﺝ ﻣﻥ‬
‫ﺍﻟﻣﺄﺯﻕ ﺑﻬﺫﺍ ﺍﻟﺳﻠﻭﻙ ﺍﻟﺳﻠﺑﻲ ﻭﺍﻟﺗﺻﺭﻑ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻧﺣﻭ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﺗﺎﺋﻬﺔ ﻓﻲ ﻏﻳﺎﻫﺏ ﺍﻟﺑﻳﺭﻭﻗﺭﺍﻁﻳﺔ‪.‬‬
‫ﺍﻻﻧﻬﺯﺍﻣﻲ‪.‬‬
‫‪πª©dÉH ™àªà°ùf Gòμg‬‬
‫‪á¡LGƒŸG ÜÉæàLG ∑ƒ∏°S‬‬
‫ﺍﻟﺣﺎﻓﺯ ﺍﺳﺗﻌﺩﺍﺩ ﻟﺑﺫﻝ ﺍﻟﺟﻬﺩ ﺗﺣﻘﻳ ًﻘﺎ ﻷﻫﺩﺍﻑ ﻣﺣﺩﺩﺓ‪ .‬ﻭﻛﻠﻣﺎ‬
‫ﺍﺯﺩﺍﺩ ﻣﺳﺗﻭﻯ ﺍﻟﺗﺣﻔﻳﺯ ﻟﺗﺣﻘﻳﻕ ﺍﻟﻬﺩﻑ‪ ،‬ﺍﺯﺩﺍﺩ ﺍﺳﺗﻌﺩﺍﺩﻙ‬ ‫ﻳﻧﺑﻊ ﺳﻠﻭﻙ ﺍﺟﺗﻧﺎﺏ ﺍﻟﺻﺭﺍﻉ ﻣﻥ ﺃﻧﻪ ﻳﻌﺗﺑﺭ ﻣﻭﺍﻗﻑ ﺍﻟﻣﻭﺍﺟﻬﺔ‬
‫ﻟﺑﺫﻝ ﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻟﺟﻬﺩ ﻓﻲ ﺳﺑﻳﻝ ﺫﻟﻙ‪ .‬ﻭﺍﻟﺣﺎﻓﺯ ﻟﻳﺱ ﻣﻥ‬ ‫ﻣﺑﺎﺭﻳﺎﺕ ﺗﺣﺗﻡ ﻓﻭﺯ ﻁﺭﻑ ﻭﻫﺯﻳﻣﺔ ﺁﺧﺭ‪ .‬ﻟﻳﺱ ﻫﺫﺍ ﻓﺣﺳﺏ‪،‬‬
‫ﺳﻣﺎﺕ ﺍﻟﺷﺧﺻﻳﺔ‪ ،‬ﻭﻟﻳﺱ ﺻﻔﺔ ﻳﻭﻟﺩ ﺍﻟﻣﺭء ﻣﺗﻣﺗ ًﻌﺎ ﺑﻬﺎ ﺃﻭ‬ ‫ﺑﻝ ﻫﻧﺎﻙ ﺍﺣﺗﻣﺎﻝ ﺃﻥ ﺗﻛﻭﻥ ﺃﻧﺕ ﺍﻟﻁﺭﻑ ﺍﻟﺧﺎﺳﺭ‪ .‬ﻳﺭﻛﺯ‬
‫ﻣﻔﺗﻘ ًﺭﺍ ﺇﻟﻳﻬﺎ‪ .‬ﺍﻟﺣﺎﻓﺯ ﻣﻭﺟﻭﺩ ﻟﺩﻯ ﻛﻝ ﺇﻧﺳﺎﻥ‪ ،‬ﻟﻛﻧﻪ ﻳﻌﺗﻣﺩ‬ ‫ﻫﺫﺍ ﺍﻟﻧﻣﻁ ﺍﻟﺳﻠﻭﻛﻲ ﻋﻠﻰ ﺗﺟﻧﺏ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻷﻣﻭﺭ ﻭﻋﺩﻡ‬
‫ﻋﻠﻰ ﻣﺎﻫﻳﺔ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﻣﺣ ِﻔﺯﺓ‪ .‬ﻳﺭﺗﺑﻁ ﺍﻟﺣﺎﻓﺯ ﺑﺎﻟﺣﺎﻟﺔ‬ ‫ﺍﻟﻣﺟﺎﺯﻓﺔ ﺃﻭ ﻣﻌﺎﺭﺿﺔ ﺁﺭﺍء ﺍﻵﺧﺭﻳﻥ‪ ،‬ﻭﺍﻟﺗﻌﺑﻳﺭ ﻋﻥ ﺍﻵﺭﺍء‬
‫ﺍﻟﺩﺍﺧﻠﻳﺔ ﻟﻠﻔﺭﺩ‪ ،‬ﻭﻟﻳﺱ ﻣﺟﺭﺩ ﻓﻌﻝ ﻳﺅﺩﻳﻪ ﺇﻧﺳﺎﻥ ﻟﺻﺎﻟﺢ‬ ‫ﺍﻟﺳﻠﺑﻳﺔ ﺗﺟﺎﻫﻬﻡ‪ ،‬ﻭﺗﻭﺟﻳﻪ ﺍﻟﻧﻘﺩ ﺍﻟﺑﻧﺎء ﻟﻬﻡ‪ ،‬ﺑﻝ ﻭﺍﻟﻣﻭﺍﻓﻘﺔ‬
‫ﺇﻧﺳﺎﻥ ﺁﺧﺭ‪ .‬ﻋﺎﺩﺓ ﻳﺗﺣﻔﺯ ﺍﻷﺷﺧﺎﺹ ﻹﻧﺟﺎﺯ ﻣﻬﻣﺎﺕ ﻣﻌﻳﻧﺔ‬ ‫ﻋﻠﻰ ﺁﺭﺍء ﺍﻵﺧﺭﻳﻥ ﻭﺗﺑﺭﻳﺭ ﻗﺭﺍﺭﺍﺗﻬﻡ‪ ،‬ﺳﻭﺍء ﺃﻛﺎﻧﺕ‬
‫ﻣﺗﻰ ﻛﺎﻧﺕ ﻟﺩﻳﻬﻡ ﺍﻟﺭﻏﺑﺔ ﻓﻲ ﺇﻧﺟﺎﺯﻫﺎ‪ .‬ﻭﻳﻧﺑﻊ ﺍﻟﺣﺎﻓﺯ ﻣﻥ‬ ‫ﻣﻭﺍﻓﻘﺔ ﻓﻌﻠﻳﺔ ﺃﻡ ﺷﻛﻠﻳﺔ‪ .‬ﻭﻗﺩ ﻳﺅﺩﻱ ﻫﺫﺍ ﺇﻟﻰ ﺑﺙ ﺷﻌﻭﺭ‬
‫ﺣﻘﻳﻘﺔ ﻣﺎ ﻧﺣﻥ ﻋﻠﻳﻪ ﻛﺄﻓﺭﺍﺩ‪ ،‬ﻭﻣﻥ ﻭﺍﻗﻊ ﻣﺎ ﻧﺭﻳﺩ ﺃﻥ ﻧﻛﻭﻧﻪ‪،‬‬ ‫ﺍﻹﺣﺑﺎﻁ ﻓﻲ ﻧﻔﻭﺱ ﺍﻵﺧﺭﻳﻥ‪ .‬ﺃﻣﺛﺎﻝ ﻫﺅﻻء ﻻ ﻳﺗﺧﺫﻭﻥ‬
‫ﻭﻣﻥ ﺻﻣﻳﻡ ﺍﺣﺗﻳﺎﺟﺎﺗﻧﺎ‪ ،‬ﻭﻣﺎ ﻳﺷﻌﺭﻧﺎ ﺑﺎﻟﺭﺿﺎ ﺣﻳﺎﻝ ﻣﺎ ﻧﻘﻭﻡ‬ ‫ﺃﻳﺔ ﻗﺭﺍﺭﺍﺕ ﻭﺍﻗﻌﻳﺔ‪ .‬ﻓﻬﻡ ﻻ ﻳﻔﻁﻧﻭﻥ ﺇﻟﻰ ﺣﻘﻳﻘﺔ ﺍﻟﻣﻭﺍﻗﻑ‬
‫ﺍﻟﺗﻲ ﻳﻭﺍﺟﻬﻭﻧﻬﺎ‪ ،‬ﻓﻳﺷﻌﺭﻭﻥ ﺑﺎﻟﻘﻠﻕ ﺛﻡ ﺑﺎﻟﻐﺿﺏ؛ ﻭﻫﺫﻩ ﻛﻠﻬﺎ‬
‫ﺑﻪ‪ .‬ﻓﻬﻭ ﻳﻌﺗﻣﺩ ﻋﻠﻰ ﺍﻟﺷﺧﺹ ﻭﺍﻟﻬﺩﻑ ﻣ ًﻌﺎ‪.‬‬
‫ﻣﺷﺎﻋﺭ ﺗﻔﺿﻲ ﺇﻟﻰ ﺇﻫﺩﺍﺭ ﺍﻟﻁﺎﻗﺔ ﻭﺗﺛﺑﻳﻁ ﺍﻟﻌﺯﻳﻣﺔ‪.‬‬
‫ﻗﺩ ﺗﻔﻳﺩ ﺍﻟﻣﻛﺎﻓﺂﺕ ﺍﻻﺳﺗﺛﻧﺎﺋﻳﺔ – ﺍﻟﻣﺎﻟﻳﺔ ﻣﻧﻬﺎ ﻭﺍﻟﻌﻳﻧﻳﺔ – ﻓﻲ‬
‫ﺇﻗﻧﺎﻉ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺑﻘﺿﺎء ﺑﻌﺽ ﺍﻟﻭﻗﺕ ﻓﻲ ﺧﺩﻣﺔ ﺍﻟﻣﺅﺳﺳﺔ‪،‬‬ ‫‪á«dhƒD °ùŸG øe π°üæàdG ∑ƒ∏°S‬‬
‫ﻭﻟﻛﻧﻬﺎ ﻻ ﺗﺟﺩﻱ ﻧﻔ ًﻌﺎ ﻓﻲ ﺇﻗﻧﺎﻋﻬﻡ ﺑﺑﺫﻝ ﻗﺻﺎﺭﻯ ﺟﻬﺩﻫﻡ‬
‫ﻭﺗﻘﺩﻳﻡ ﺃﻓﺿﻝ ﻣﺎ ﻟﺩﻳﻬﻡ‪ .‬ﺇﺫ ﻳﻧﺑﻊ ﺍﻟﺗﺣﻔﻳﺯ ﻣﻥ ﺍﻟﺗﺣﺩﻱ‬ ‫ﻳﺭﺟﻊ ﺍﻟﺳﺑﺏ ﻓﻲ ﺗﺑﻧﻲ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻼﻣﺳﺅﻭﻝ ﺇﻟﻰ ﺍﻟﺧﻭﻑ‬
‫ﻭﺍﻻﻫﺗﻣﺎﻡ ﻭﺗﻣﻛﻳﻥ ﺍﻷﻓﺭﺍﺩ ﻣﻥ ﺍﻟﻣﺷﺎﺭﻛﺔ‪ .‬ﺃﻣﺎ ﺍﻟﺭﻭﺍﺗﺏ‬ ‫ﻣﻥ ﺍﻟﻌﻘﺎﺏ‪ .‬ﻭﺗﺷﻬﺩ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﻲ ﺗﻁﺑﻕ ﺃﺳﺎﻟﻳﺏ ﻋﻘﺎﺑﻳﺔ‬

‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬ ‫‪ádÉ©ØdG πª©dG ¥ôa äɪ°S‬‬

‫ﺍﻟﻔﺭﻳﻕ ﻣﺟﻣﻭﻋﺔ ﻣﺣﺩﻭﺩﺓ ﻣﻥ ﺍﻷﻋﺿﺎء ﺗﺗﻭﻓﺭ ﻓﻳﻬﻡ ﺍﻟﺷﺭﻭﻁ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫❂ ﺍﻟﺗﻣﺗﻊ ﺑﺧﺑﺭﺍﺕ ﻭﻣﻬﺎﺭﺍﺕ ﺗﻛﺎﻣﻠﻳﺔ‬
‫❂ ﺍﻻﻟﺗﺯﺍﻡ ﺍﻟﻌﻣﻳﻕ ﺗﺟﺎﻩ ﺭﺅﻳﺔ ﻭﻏﺭﺽ ﻋﺎﻡ ﻭﻫﺩﻑ ﻣﺷﺗﺭﻙ‬
‫❂ ﻗﺑﻭﻝ ﺍﻟﻌﻣﻝ ﻓﻲ ﻅﻝ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻘﻭﺍﻋﺩ ﻭﺍﻟﺿﻭﺍﺑﻁ ﺍﻟﻭﺍﺿﺣﺔ‬
‫❂ ﺍﻟﺛﻘﺔ ﺍﻟﻣﺗﺑﺎﺩﻟﺔ ﻓﻲ ﻣﻁﺎﺑﻘﺔ ﺍﻷﻓﻌﺎﻝ ﻟﻸﻗﻭﺍﻝ ‪ -‬ﺃﻱ ﺍﻟﻌﻣﻝ ﺑﻣﺑﺩﺃ‪” :‬ﺃﻓﻌﺎﻝ ﻻ ﺃﻗﻭﺍﻝ“‬

‫❂ ﺍﻟﺛﻘﺔ ﺍﻟﻣﺗﺑﺎﺩﻟﺔ ﻓﻲ ﺑﺫﻝ ﻗﺻﺎﺭﻯ ﺍﻟﺟﻬﺩ ﻟﻣﺳﺎﻋﺩﺓ ﻛﻝ ﻋﺿﻭ ﻣﻥ ﺃﻋﺿﺎء ﺍﻟﻔﺭﻳﻕ ﻟﺯﻣﻳﻠﻪ ‪4‬‬
‫❂ ﺗﺣﻣﻝ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﺍﻟﻣﺗﺑﺎﺩﻟﺔ ﺗﺟﺎﻩ ﺍﻟﻧﺗﺎﺋﺞ – ”ﺇﺫﺍ ﻓﺷﻠﺕ ﺃﻧﺕ‪ ،‬ﻓﺳﻭﻑ ﺃﻓﺷﻝ ﺃﻧﺎ ﺛﻡ ﻳﻔﺷﻝ ﺍﻟﺟﻣﻳﻊ“‬

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‫ﻟﻠﺗﺣﻔﻳﺯ‪ .‬ﺃﻣﺎ ﺍﻟﺳﺅﺍﻝ ﺍﻟﺛﺎﻟﺙ ﻓﻬﻭ‪:‬‬ ‫ﻭﺍﻟﻣﺯﺍﻳﺎ ﺍﻹﺿﺎﻓﻳﺔ ﻓﺈﻧﻬﺎ ﺗﻌﻭﻳﺽ ﻋﻥ ﺍﻟﻭﻗﺕ ﻓﻘﻁ‪ ،‬ﻻ ﻋﻥ‬ ‫ﺍﻟﺳﻧﺔ ﺍﻟﺛﺎﻣﻧﺔ ﻋﺷﺭﺓ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺑﻊ ﻋﺷﺭ ‪) -‬ﻳﻭﻟﻳﻭ ‪422 - (2010‬‬
‫‪” -‬ﻣﺎ ﺍﻟﺫﻱ ﻳﻣﻛﻧﻙ ﻓﻌﻠﻪ ﺍﻵﻥ ﻟﺗﺻﺑﺢ ﺃﻛﺛﺭ ﺗﺄﺛﻳ ًﺭﺍ ﻭﻓﻌﺎﻟﻳﺔ‬ ‫ﺍﻟﺗﻔﺎﻧﻲ ﻭﺑﺫﻝ ﻗﺻﺎﺭﻯ ﺍﻟﺟﻬﺩ‪.‬‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬
‫ﻓﻲ ﻭﻅﻳﻔﺗﻙ؟“‬ ‫‪∑ƒ∏°ùdG ≈∏Y √ÒKÉC Jh õ«ØëàdG‬‬

‫ﻳﺛﻳﺭ ﻫﺫﺍ ﺍﻟﺗﺳﺎﺅﻝ ﻣﺳﺄﻟﺔ ﺃﺧﺭﻯ ﺗﺗﻣﺛﻝ ﻓﻲ ﺇﻣﻛﺎﻧﻳﺔ ﺃﻥ ﺗﺷﻛﻝ‬ ‫ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﻭﺛﻳﻘﺔ ﺑﻳﻥ ﺍﻟﺗﺣﻔﻳﺯ ﻭﺍﻟﺳﻠﻭﻙ‪ .‬ﻓﻧﺣﻥ ﻧﻘﻭﻡ‬
‫ﻭﻅﻳﻔﺗﻙ ﺍﻟﺣﺎﻟﻳﺔ ﺣﺎﻓ ًﺯﺍ ﻟﻙ ﻓﻲ ﻳﻭﻡ ﻣﻥ ﺍﻷﻳﺎﻡ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﺎ‬ ‫ﺑﺎﻷﻋﻣﺎﻝ ﺫﺍﺕ ﺍﻟﻌﺎﺋﺩ ﺍﻟﻣﺟﺯﻱ ﻟﻧﺎ‪ ،‬ﻭﻧﺣﺟﻡ ﻋﻥ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ‬
‫ﺗﻔﻌﻠﻪ ﺍﻵﻥ ﻣﺎ ﺯﺍﻝ ﻣﺧﺗﻠ ًﻔﺎ ﻋﻣﺎ ﺗﺭﺍﻩ ﻣﻣﺗ ًﻌﺎ ﻭﻣﺟﺩ ًﻳﺎ‪ ،‬ﻓﻌﻠﻳﻙ‬ ‫ﻋﻧﺩﻣﺎ ﻳﻘﻝ ﺍﻟﻌﺎﺋﺩ ﻋﻥ ﻣﺳﺗﻭﻯ ﺗﻭﻗﻌﺎﺗﻧﺎ‪ .‬ﻧﺣﻥ ﻧﺟﺩ ﻓﻲ‬
‫ﺍﻟﺑﺣﺙ ﻋﻥ ﻭﻅﻳﻔﺔ ﺗﻘﺩﻡ ﻟﻙ ﻫﺫﻩ ﺍﻟﻣﺣﻔﺯﺍﺕ‪ .‬ﻓﻼ ﺷﻙ ﻓﻲ ﺃﻥ‬ ‫ﺍﻷﻋﻣﺎﻝ ﺍﻟﻣﺟﺩﻳﺔ ﻣﺻﺩ ًﺭﺍ ﺟﻳ ًﺩﺍ ﻟﻠﺗﺣﻔﻳﺯ‪ ،‬ﻭﻧﺣﺭﺹ ﻋﻠﻰ‬
‫ﺍﻟﺣﻳﺎﺓ ﺳﺗﺻﺑﺢ ﺃﻛﺛﺭ ﺇﻣﺗﺎ ًﻋﺎ ﻋﻧﺩﻣﺎ ﺗﺣﺏ ﻋﻣﻠﻙ ﻭﺗﻣﺎﺭﺳﻪ‬ ‫ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ ﻛﻠﻣﺎ ﺃﻣﻛﻥ‪ .‬ﻋﻧﺩﻣﺎ ﺗﻧﻅﺭ ﺇﻟﻰ ﺳﻠﻭﻙ ﺍﻟﻣﺭء‬
‫ﺍﻟﻣﺗﻛﺭﺭ‪ ،‬ﺳﺗﺻﻝ ﺇﻟﻰ ﻫﺫﺍ ﺍﻻﻓﺗﺭﺍﺽ‪ :‬ﻳﻌﻛﺱ ﻫﺫﺍ ﺍﻟﺳﻠﻭﻙ‬
‫ﺑﻣﺗﻌﺔ ﻭﻗﻭﺓ‪.‬‬ ‫ﻁﺑﻳﻌﺔ ﺍﻟﻣﻬﻣﺎﺕ ﺍﻟﺗﻲ ﻳﺟﺩﻫﺎ ﺍﻟﻣﺭء ﻣﺣﻔﺯﺓ ﻟﻪ‪ .‬ﻓﻛﻠﻣﺎ ﻧﺟﺣﻧﺎ‬
‫ﻓﻲ ﺗﺿﻣﻳﻥ ﺍﻟﻭﻅﻳﻔﺔ ﻣﻬﻣﺎﺕ ﻣﺣﻔﺯﺓ‪ ،‬ﻛﻠﻣﺎ ﺍﺯﺩﺍﺩﺕ ﺳﻌﺎﺩﺓ‬
‫‪áëLÉædG πª©dG ¥ôa AÉæH á«dGB‬‬
‫ﺍﻷﻓﺭﺍﺩ ﻭﺍﺭﺗﻔﻊ ﻣﺳﺗﻭﻯ ﺍﻟﺗﺣﻔﻳﺯ ﻭﺍﻟﺩﺍﻓﻊ ﻟﺩﻳﻬﻡ‪.‬‬
‫ﺗﻠﻌﺏ ﻭﺭﺵ ﺍﻟﻌﻣﻝ ﺍﻟﻣﻌﻧﻳﺔ ﺑـ ”ﺑﻧﺎء ﻓﺭﻕ ﺍﻟﻌﻣﻝ“ ﺩﻭ ًﺭﺍ‬
‫ﻣﺣﺩﻭ ًﺩﺍ ﻟﻠﻐﺎﻳﺔ ﻓﻲ ﺗﻛﻭﻳﻥ ﻓﺭﻕ ﻋﻣﻝ ﻓﻌﺎﻟﺔ‪ .‬ﻓﻬﻲ ﺑﺎﻟﻛﺎﺩ‬ ‫ﺗﺅﺛﺭ ﺗﻭﻗﻌﺎﺕ ﺍﻵﺧﺭﻳﻥ ﺑﺷﻛﻝ ﺃﺳﺎﺳﻲ ﻋﻠﻰ ﺳﻠﻭﻙ ﺍﻷﻓﺭﺍﺩ‬
‫ﺗﺳﺗﻁﻳﻊ ﻟﻣﺱ ﺍﻟﻘﺷﻭﺭ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻟﻣﺎ ﻳﻣﻛﻥ ﺃﻥ ﻧﺳﻣﻳﻪ ﺑﻔﺭﻳﻕ‬ ‫ﻭﻣﺳﺗﻭﻯ ﺃﺩﺍﺋﻬﻡ‪ .‬ﻭﻣﻥ ﺑﻳﻥ ﺍﻟﺩﻳﻧﺎﻣﻳﻛﻳﺎﺕ ﺍﻟﺣﺎﻓﺯﺓ ﻟﻬﺫﻩ‬
‫ﺍﻟﻌﻣﻝ ﺍﻟﻣﺗﻣﻳﺯ‪ .‬ﺗﻔﺗﺭﺽ ﻭﺭﺵ ﺍﻟﻌﻣﻝ ﺃﻥ ﺍﻟﻔﺭﻳﻕ ﻫﻭ ﻣﺟﺭﺩ‬ ‫ﺍﻟﺗﻭﻗﻌﺎﺕ ﺃﻣﻭﺭ ﻣﺛﻝ ﺗﻘﺩﻳﺭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺷﻌﻭﺭ ﺑﺎﻹﻧﺟﺎﺯ‪.‬‬
‫ﺗﺟﺳﻳﺩ ﻟﻣﻌﺎ ٍﻥ ﻭﻗﻳﻡ ﻣﺛﻝ ﺍﺣﺗﺭﺍﻡ ﺍﻵﺧﺭﻳﻥ ﻭﺍﻟﻌﻣﻝ ﺍﻟﺟﻣﺎﻋﻲ‪.‬‬ ‫ﻭﻧﻅ ًﺭﺍ ﺇﻟﻰ ﺍﺳﺗﺟﺎﺑﺔ ﺍﻷﻓﺭﺍﺩ ﻟﻬﺫﻩ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺗﻔﺎﻋﻠﻬﻡ ﻣﻌﻬﺎ‪،‬‬
‫ﻭﺍﻟﺣﻘﻳﻘﺔ ﺃﻥ ﻓﺭﻕ ﺍﻟﻌﻣﻝ ﺗﺗﻁﻭﺭ ﻭﺗﻧﻣﻭ ﻭﺗﺗﻣﻳﺯ ﻣﻥ ﺧﻼﻝ‬ ‫ﻓﺈﻥ ﺣﻛﻣﻬﻡ ﻳﻛﻭﻥ ﺩﻗﻳ ًﻘﺎ ﺇﻟﻰ ﺣﺩ ﻛﺑﻳﺭ ﻋﻠﻰ ﻣﺩﻯ ﺻﺩﻕ‬
‫ﺍﻟﻔﻌﻝ ﻭﺍﻹﻧﺟﺎﺯ‪ ،‬ﻻ ﻣﻥ ﺧﻼﻝ ﻣﻣﺎﺭﺳﺔ ﺍﻷﻟﻌﺎﺏ‪ .‬ﻓﻣﺎ ﻳﺻﻧﻊ‬ ‫ﺃﺻﺣﺎﺏ ﺗﻠﻙ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻓﻲ ﺍﻹﻳﻣﺎﻥ ﺑﺄﻫﻠﻳﺗﻬﻡ ﻭﻗﺩﺭﺗﻬﻡ ﻋﻠﻰ‬
‫ﺍﻟﻔﺭﻕ ﻓﻲ ﻓﺭﻕ ﺍﻟﻌﻣﻝ ﻫﻭ ﺷﻌﻭﺭ ﻛﻝ ﻋﺿﻭ ﻓﻳﻬﺎ ﺑﺎﻟﺗﺯﺍﻡ‬ ‫ﺗﺣﻘﻳﻘﻬﺎ‪ .‬ﻭﺗﻛﻣﻥ ﺍﻟﻣﺷﻛﻠﺔ ﻫﻧﺎ ﻓﻲ ﺃﻥ ﺑﺭﺍﻋﺗﻧﺎ ﻓﻲ ﺇﻟﺻﺎﻕ‬
‫ﻋﻣﻳﻕ ﺗﺟﺎﻩ ﺭﺅﻳﺔ ﺷﺎﻣﻠﺔ ﻭﺃﻫﺩﺍﻑ ﻣﺷﺗﺭﻛﺔ‪ .‬ﻭﺩﻭﻥ ﺫﻟﻙ ﻟﻥ‬ ‫ﺍﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﺳﻠﺑﻳﺔ ﻭﺍﻟﻣﻧﺧﻔﺿﺔ ﺑﺎﻵﺧﺭﻳﻥ ﺗﻔﻭﻕ ﺇﺟﺎﺩﺗﻧﺎ‬
‫ﻻﻓﺗﺭﺍﺽ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻓﻳﻬﻡ‪ .‬ﻛﻣﺎ ﺃﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﺗﻲ‬
‫ﻳﺗﻣﻛﻥ ﺃﻱ ﻓﺭﻳﻕ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﻣﻥ ﺍﺭﺗﻘﺎء ﻗﻣﺔ ﺍﻷﺩﺍء‪.‬‬ ‫ﻳﺭﺍﻫﺎ ﺍﻵﺧﺭﻭﻥ ﻣﺳﺗﺣﻳﻠﺔ ﻭﻏﻳﺭ ﻣﻧﻁﻘﻳﺔ ﻟﻳﺳﺕ ﻣﺻﺩ ًﺭﺍ‬
‫ﻟﻠﺗﺣﻔﻳﺯ‪ ،‬ﺑﻝ ﺇﻥ ﻟﻬﺎ ﺗﺄﺛﻳ ًﺭﺍ ﻣﻌﺎﻛ ًﺳﺎ ﻣﺛﻝ ﺗﺄﺛﻳﺭ ﺍﻟﺳﻠﻭﻙ‬
‫ﺍﻟﻔﺭﻳﻕ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻳﻥ ﺍﺗﻔﻘﻭﺍ ﻋﻠﻰ ﺍﻻﻟﺗﺯﺍﻡ‬
‫ﺑﺗﺣﻘﻳﻕ ﻫﺩﻑ ﻣﺷﺗﺭﻙ‪ .‬ﻭﻟﺿﻣﺎﻥ ﺃﺩﺍء ﻣﺗﻣﻳﺯ ﻻ ﻳﺟﻭﺯ ﺃﻥ‬ ‫ﺍﻟﻣﻌ ﱢﻭﻕ ﻟﻸﺩﺍء‪.‬‬
‫ﻳﺯﻳﺩ ﻋﺩﺩ ﺃﻋﺿﺎء ﺍﻟﻔﺭﻳﻕ ﻋﻥ ﺣﺩ ﻣﻌﻳﻥ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻔﺭﻕ‬
‫ﺍﻟﻛﺑﻳﺭﺓ ﺃﻥ ﺗﻘﺳﻡ ﻧﻔﺳﻬﺎ ﺇﻟﻰ ﻣﺟﻣﻭﻋﺎﺕ ﻓﺭﻋﻳﺔ‪ .‬ﺇﺫ ﺇﻥ‬ ‫‪äGòdG º««≤J‬‬
‫ﺍﻟﺗﻛﺎﺗﻑ ﻭﺍﻟﺗﺭﺍﺑﻁ ﺑﻳﻥ ﺃﻋﺿﺎء ﺍﻟﻔﺭﻳﻕ ﻣﻥ ﺍﻟﻣﻘﻭﻣﺎﺕ‬
‫ﺍﻷﺳﺎﺳﻳﺔ ﻟﻧﺟﺎﺣﻪ؛ ﻓﺎﻟﻔﺭﺩ ﻓﻲ ﺧﺩﻣﺔ ﺍﻟﻔﺭﻳﻕ ﻭﺍﻟﻔﺭﻳﻕ ﻓﻲ‬ ‫ﻳﻔﻳﺩ ﻋﻠﻡ ﺣﺭﻛﻳﺎﺕ ﺍﻟﺳﻠﻭﻙ ﻓﻲ ﺗﻘﺭﻳﺭ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﻣﺣﻔﺯﺓ ﻟﻙ‬
‫ﺃﻭ ﻟﻶﺧﺭﻳﻥ‪ .‬ﺃﻭﻝ ﺗﺳﺎﺅﻝ ﻳﺛﻳﺭﻩ ﻫﺫﺍ ﺍﻟﻌﻠﻡ ﻫﻭ‪:‬‬
‫ﺧﺩﻣﺔ ﺍﻟﻔﺭﺩ‪.‬‬
‫‪” -‬ﻣﺎﺫﺍ ﺗﻔﻌﻝ ﺍﻵﻥ – ﻓﻲ ﻫﺫﻩ ﺍﻟﻠﺣﻅﺔ – ﻹﺩﺍﺭﺓ ﻣﻬﻣﺎﺗﻙ‬
‫‪Iõ«ªàŸG πª©dG ¥ôa‬‬ ‫ﺍﻟﻭﻅﻳﻔﻳﺔ؟“‬

‫ﺗﻠﻌﺏ ﺍﻟﻘﻳﺎﺩﺓ ﺩﻭ ًﺭﺍ ﻣﻬ ًﻣﺎ ﻓﻲ ﻓﺭﻕ ﺍﻟﻌﻣﻝ ﺍﻟﻣﺗﻣﻳﺯﺓ ﺇﺫﺍ ﺗﻡ‬ ‫ﻭﻛﺷﻛﻝ ﻣﻥ ﺃﺷﻛﺎﻝ ﺍﻟﺗﺣﻔﻳﺯ ﻧﻁﺭﺡ ﺍﻟﺳﺅﺍﻝ ﺍﻟﺗﺎﻟﻲ‪:‬‬
‫ﺗﻭﺯﻳﻌﻬﺎ ﻋﻠﻰ ﺃﻋﺿﺎء ﺍﻟﻔﺭﻳﻕ‪ .‬ﻓﻔﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﻳﻘﺩﺭ ﻓﻳﻪ‬ ‫‪” -‬ﻫﻝ ﺗﺳﺗﻣﺗﻊ ﺑﻣﺎ ﺗﻔﻌﻠﻪ‪ ،‬ﻭﻫﻝ ﻳﺷﻌﺭﻙ ﺑﺎﻟﺭﺿﺎ ﻋﻥ‬
‫ﺍﻷﻓﺭﺍﺩ ﺃﻫﻣﻳﺔ ﺃﻥ ﻳﻛﻭﻥ ﻟﺩﻳﻬﻡ ﻧﻬﺞ ﻭﺍﺿﺢ ﺑﺷﺄﻥ ﺍﻷﻋﻣﺎﻝ‬
‫ﺍﻟﺗﻲ ﻋﻠﻳﻬﻡ ﺇﻧﺟﺎﺯﻫﺎ‪ ،‬ﻭﺣﻳﺙ ﻳﺩﺭﻛﻭﻥ ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ ﺷﺧﺹ‬ ‫ﺫﺍﺗﻙ؟“‬
‫ﻳﺣﻣﻝ ﻋﻠﻰ ﻋﺎﺗﻘﻪ ﻣﺳﺅﻭﻟﻳﺔ ﺍﻟﻣﺑﺎﺩﺭﺓ ﻭﺍﻟﺣﺎﻓﺯ ﻧﺣﻭ ﺗﺣﺩﻳﺩ‬
‫ﺇﺫﺍ ﻛﺎﻧﺕ ﺍﻹﺟﺎﺑﺔ ﺑﺎﻟﻧﻔﻲ‪ ،‬ﻓﻠﻥ ﺗﺟﺩ ﻓﻳﻣﺎ ﺗﻘﻭﻡ ﺑﻪ ﻣﺻﺩ ًﺭﺍ‬

‫‪äÉaƒØ°üŸGh ∑ƒ∏°ùdG äÉ«côM º∏Y‬‬

‫ﻳﻣﺛﻝ ﻋﻠﻡ ﺣﺭﻛﻳﺎﺕ ﺍﻟﺳﻠﻭﻙ ﺍﻟﺭﻛﻳﺯﺓ ﺍﻷﺳﺎﺳﻳﺔ ﻓﻲ ﺍﻟﺗﻧﻅﻳﻡ ﺍﻟﺷﺑﻛﻲ ﺍﻟﻣﺻﻔﻭﻓﻲ ﺍﻟﻧﺎﺟﺢ‪ ،‬ﺣﻳﺙ ﻳﺗﻁﻠﺏ ﻣﻥ ﺃﻱ ﻣﺩﻳﺭ ﻧﺎﺟﺢ‬ ‫‪5‬‬

‫ﺍﻻﺿﻁﻼﻉ ﺑﻣﺎ ﻳﻠﻲ‪:‬‬

‫❂ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺳﻠﻭﻙ – ﻣﺎ ﻳﻔﻌﻠﻪ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻻ ﻋﻠﻰ ﺷﺧﺻﻳﺎﺗﻬﻡ ﻭﻫﻭﻳﺎﺗﻬﻡ ﻭﺧﻠﻔﻳﺎﺗﻬﻡ‪.‬‬
‫❂ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺣﻭﺍﺭ ﻣﻊ ﺍﻷﻓﺭﺍﺩ ﻭﻣﻧﺎﻗﺷﺗﻬﻡ ﺑﺩ ًﻻ ﻣﻥ ﺇﻣﻼء ﺍﻟﻣﻬﻣﺎﺕ ﻋﻠﻳﻬﻡ‪.‬‬

‫❂ ﺇﻋﺩﺍﺩ ﺗﻘﺎﺭﻳﺭ ﺍﻹﻓﺎﺩﺓ ﺍﻟﺭﺍﺟﻌﺔ ﻭﺗﻘﻳﻳﻡ ﺍﻷﺩﺍء ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﺎ ﻫﻭ ﻗﺎﺑﻝ ﻟﻠﻣﻼﺣﻅﺔ ﻭﺍﻟﻘﻳﺎﺱ‪.‬‬

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‫ﺍﻟﺳﻧﺔ ﺍﻟﺛﺎﻣﻧﺔ ﻋﺷﺭﺓ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺑﻊ ﻋﺷﺭ ‪) -‬ﻳﻭﻟﻳﻭ ‪422 - (2010‬‬ ‫ﻣﺛﻝ‪” :‬ﻣﺭﻛﺯﻳﺔ ﺍﻟﺳﻠﻁﺔ“‪ ،‬ﻭ“ﺗﺩﺭﺝ ﺍﻟﺳﻠﻁﺔ“‪ ،‬ﻭ“ﻧﻁﺎﻕ‬ ‫ﻣﺳﺎﺭ ﺍﻟﻔﺭﻳﻕ ﻭﺭﺅﻳﺗﻪ‪ ،‬ﻓﺈﻧﻬﻡ ﻳﺭﻏﺑﻭﻥ ﺃﻳ ًﺿﺎ ﻓﻲ ﺃﻥ ﻳﻛﻭﻥ ﻟﻬﻡ‬
‫ﺍﻹﺷﺭﺍﻑ“ ﻛﻲ ﺗﺩﺭﻙ ﻣﺎ ﻧﺗﺣﺩﺙ ﻋﻧﻪ‪ .‬ﻓﻣﻌﻅﻡ ﺍﻟﻣﺅﺳﺳﺎﺕ‬ ‫ﺩﻭﺭ ﻓﻲ ﺍﻟﻣﺷﺎﺭﻛﺔ ﻭﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭ‪ .‬ﻭﻣﻥ ﻫﻧﺎ ﻳﻧﺑﺛﻕ ”ﺍﻟﺣﻭﺍﺭ‬
‫ﺗﻣﻳﻝ ﺑﻘﻭﺓ ﺇﻟﻰ ﺛﻘﺎﻓﺔ ﺍﻹﺟﺑﺎﺭ ﻭﺍﻹﻣﻼء ﻓﻲ ﺍﻷﺩﺍء‪ .‬ﻭﻟﻌﻝ‬ ‫ﻭﺍﻟﻣﻧﺎﻗﺷﺔ“ ﺑﺷﻛﻝ ﻭﺍﺿﺢ ﻓﻲ ﻓﺭﻕ ﺍﻟﻌﻣﻝ ﺍﻟﻣﺗﻣﻳﺯﺓ‪ ،‬ﻓﻛﻝ‬
‫ﺍﻟﻌﻣﻳﻝ ﻫﻭ ﺍﻟﻌﺎﻣﻝ ﺍﻷﺳﺎﺳﻲ ﺍﻟﻣﺅﺛﺭ ﻓﻲ ﺗﻐﻳﻳﺭ ﻭﺗﻁﻭﻳﺭ ﻫﺫﺍ‬ ‫ﻓﺭﺩ ﻳﻁﻣﺢ ﺇﻟﻰ ﺃﻥ ﻳﻛﻭﻥ ﺟﺯ ًءﺍ ﻣﻥ ﺍﻟﻌﻣﻠﻳﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﻔﺭﺻﺔ‬
‫ﺍﻟﻧﻣﻭﺫﺝ‪ .‬ﻓﻘﺩ ﺃﺩﺕ ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ ﺗﻛﺎﻣﻝ ﺍﻟﺟﻬﻭﺩ ﻓﻲ ﻣﺧﺗﻠﻑ‬ ‫ﺍﻟﺗﻲ ﻻ ﻳﻭﻓﺭﻫﺎ ”ﺍﻹﺟﺑﺎﺭ ﻭﺇﻣﻼء ﺍﻟﻭﺍﺟﺑﺎﺕ“‪ .‬ﻛﻣﺎ ﺃﻥ‬
‫ﺍﻷﻗﺳﺎﻡ ﻭﺍﻟﻔﺭﻕ ﻣﻥ ﺃﺟﻝ ﺗﺣﻘﻳﻕ ﻫﺩﻑ ﻣﺷﺗﺭﻙ ﻳﺗﻣﺛﻝ ﻓﻲ‬ ‫ﺍﻟﻐﺭﺽ ﺍﻟﻌﺎﻡ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻟﻣﺷﺗﺭﻛﺔ ﺍﻟﺗﻲ ﻳﺗﻡ ﻓﺭﺿﻬﺎ ﻋﻠﻰ‬
‫ﺍﻟﻭﻓﺎء ﺑﻛﻝ ﻁﻠﺑﺎﺕ ﺍﻟﻌﻣﻳﻝ‪ ،‬ﻓﻲ ﺍﻟﻣﻭﻋﺩ ﺍﻟﺫﻱ ﻳﺭﻳﺩ ﻭﺍﻟﺳﻌﺭ‬ ‫ﺍﻟﻔﺭﻳﻕ ﻧﺎﺩ ًﺭﺍ ﻣﺎ ﺗﺅﺩﻱ ﺇﻟﻰ ﺗﻭﻟﻳﺩ ﺷﻌﻭﺭ ﻋﻣﻳﻕ ﺑﺎﻻﻟﺗﺯﺍﻡ‪.‬‬
‫ﺍﻟﻣﻧﺎﺳﺏ‪ ،‬ﺇﻟﻰ ﺿﺭﻭﺭﺓ ﻭﺟﻭﺩ ﻧﻭﻉ ﻣﺧﺗﻠﻑ ﻣﻥ ﻫﻳﺎﻛﻝ‬ ‫ﻭﻣﻥ ﺛﻡ ﻓﺈﻥ ﺗﻛﻭﻳﻥ ﻓﺭﻕ ﻋﻣﻝ ﻣﺗﻣﻳﺯﺓ ﻳﺗﺣﻘﻕ ﻣﻥ ﺧﻼﻝ‬
‫ﺍﻟﻌﻣﻝ‪ ،‬ﻳﺗﻣﺛﻝ ﻓﻲ ﺍﻟﻣﺻﻔﻭﻓﺎﺕ ﺃﻭ ﻣﺎ ﻳﺳﻣﻰ ﺍﻟﻔﺭﻕ ﺍﻟﺷﺑﻛﻳﺔ‬
‫ﻣﻧﻅﻭﻣﺔ ﺳﻠﻭﻛﻳﺔ ﺗﺷﻣﻝ ﺳﻠﻭﻛﻳﺎﺕ‪:‬‬
‫ﺃﻭ ﺍﻟﻔﺭﻕ ﺍﻟﻣﺗﺣﺭﻛﺔ ﻭﺍﻟﻣﺭﻧﺔ‪.‬‬
‫❂ ﺭﻭﺡ ﺍﻟﻣﺑﺎﺩﺭﺓ؛‬
‫ﻻ ﻳﻔﻳﺩ ﺍﻟﺗﻧﻅﻳﻡ ﺍﻟﺷﺑﻛﻲ ﺩﺍﺋ ًﻣﺎ‪ ،‬ﻓﻬﻭ ﻳﺗﻁﻠﺏ ﺗﻁﺑﻳ ًﻘﺎ ﺃﻭﺳﻊ‬ ‫❂ ﺍﻟﻘﺩﻭﺓ ﻭﺿﺭﺏ ﺍﻟﻣﺛﻝ؛‬
‫ﻧﻁﺎ ًﻗﺎ ﻟﻣﺑﺩﺃ ﺍﻟﺣﻭﺍﺭ ﻭﻣﻧﺎﻗﺷﺔ ﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻭﻣﻬﻣﺎﺗﻬﻡ‬ ‫❂ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺭﺻﺔ ﺃﻣﺎﻡ ﺍﻷﻓﺭﺍﺩ ﻟﻺﺩﻻء ﺑﺂﺭﺍﺋﻬﻡ ﻭﺍﻟﺗﻌﺑﻳﺭ‬
‫ﻋﻠﻰ ﻧﺣﻭ ﻳﻔﻭﻕ ﻁﺎﻗﺔ ﺑﻌﺽ ﺍﻟﻣﺅﺳﺳﺎﺕ‪ .‬ﻭﺗﺷﻛﻝ ﻣﺑﺎﺩﺉ‬
‫ﺣﺭﻛﻳﺎﺕ ﺍﻟﺳﻠﻭﻙ ﺍﻷﺳﺎﺱ ﻓﻲ ﻫﻳﺎﻛﻝ ﺍﻟﻣﺻﻔﻭﻓﺎﺕ ﺍﻟﻔﻌﺎﻟﺔ‪.‬‬ ‫ﻋﻥ ﺃﻓﻛﺎﺭﻫﻡ؛‬
‫ﺣﻳﺙ ﺗﻬﺩﻑ ﻫﺫﻩ ﺍﻟﻣﺻﻔﻭﻓﺎﺕ ﺇﻟﻰ ﺗﺣﺭﻳﺭ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻣﻥ‬ ‫❂ ﺗﻔﻭﻳﺽ ﺍﻟﻣﻬﻣﺎﺕ ﻭﺗﺣﻣﻳﻝ ﺍﻟﻣﺳﺅﻭﻟﻳﺎﺕ؛‬
‫ﻫﻳﺎﻛﻝ ﺍﻟﺳﻠﻁﺔ ﻭﺍﻟﻬﻳﻣﻧﺔ‪ ،‬ﻭﺗﻣﻛﻳﻧﻬﻡ ﻣﻥ ﺍﻟﻌﻣﻝ ﺑﺄﺳﻠﻭﺏ‬ ‫❂ ﻭﺍﻟﺗﺯﺍﻡ ﻛﻝ ﻋﺿﻭ ﻓﻲ ﺍﻟﻔﺭﻳﻕ ﺑﻧﺟﺎﺡ ﺑﺎﻗﻲ ﺍﻷﻋﺿﺎء‬
‫ﺍﻟﻔﺭﻕ ﺍﻟﺩﻳﻧﺎﻣﻳﻛﻳﺔ ﻭﺍﻟﺣﻳﺔ ﺣﻳﺙ ﻳﺣﻅﻰ ﻛﻝ ﻓﺭﺩ ﻓﻳﻬﺎ ﺑﺩﻭﺭ‬
‫ﻭﻳﺗﻌﺎﻭﻥ ﺃﻋﺿﺎﺅﻫﺎ ﻣﻥ ﺃﺟﻝ ﺗﺣﻘﻳﻕ ﻫﺩﻑ ﻣﺷﺗﺭﻙ‪ .‬ﻭﻣﻥ‬ ‫ﻭﺗﻁﻭﺭﻫﻡ‪.‬‬
‫ﺛﻡ ﺗﻌﻣﻝ ﺍﻟﻬﻳﺎﻛﻝ ﺍﻟﺷﺑﻛﻳﺔ ﺍﻟﺣﻳﺔ ﻋﻠﻰ ﺇﺯﺍﻟﺔ ﺍﻟﻌﻘﺑﺎﺕ‪ ،‬ﻭﻓﺗﺢ‬
‫ﻗﻧﻭﺍﺕ ﺍﻻﺗﺻﺎﻝ ﻭﺗﺑﺎﺩﻝ ﺍﻷﻓﻛﺎﺭ‪ ،‬ﻭﺗﺭﺳﻳﺦ ﺛﻘﺎﻓﺔ ﺍﻹﺑﺩﺍﻉ‪،‬‬ ‫ﻭﻣﻥ ﺍﻟﺳﻣﺎﺕ ﺍﻷﺧﺭﻯ ﻟﻔﺭﻕ ﺍﻟﻌﻣﻝ ﺍﻟﻣﺗﻣﻳﺯﺓ ﻗﺩﺭﺗﻬﺎ ﻋﻠﻰ‬
‫ﻭﺳﺩ ﺍﻟﻔﺟﻭﺓ ﺑﻳﻥ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﻭﺍﻟﺗﻁﺑﻳﻕ؛ ﺃﻱ ﺑﻳﻥ ﺍﻟﻘﻭﻝ‬ ‫ﺇﺗﺎﺣﺔ ﺍﻟﻔﺭﺻﺔ ﺃﻣﺎﻡ ﺃﻋﺿﺎﺋﻬﺎ ﻟﺗﻐﻳﻳﺭ ﺃﺩﻭﺍﺭﻫﻡ ﻭﻣﺳﺅﻭﻟﻳﺎﺗﻬﻡ‬
‫ﻣﻊ ﺗﻭﻓﻳﺭ ﺍﻟﺩﻋﻡ ﺍﻟﻼﺯﻡ ﻟﺫﻟﻙ‪ .‬ﻓﻔﺭﻕ ﺍﻟﻌﻣﻝ ﺫﺍﺕ ﻣﺳﺗﻭﻳﺎﺕ‬
‫ﻭﺍﻟﻔﻌﻝ‪.‬‬ ‫ﺍﻷﺩﺍء ﺍﻟﻣﺗﺩﻧﻳﺔ ﺗﻌﺎﻧﻲ ﻣﻥ ﺗﺩﺍﺧﻝ ﺍﻟﻣﺳﺅﻭﻟﻳﺎﺕ‪ .‬ﺃﻣﺎ ﻓﺭﻕ‬
‫ﺍﻟﻌﻣﻝ ﺍﻟﻣﺗﻣﻳﺯﺓ ﻓﺗﺭﺳﻡ ﺣﺩﻭ ًﺩﺍ ﻓﺎﺻﻠﺔ ﺑﻳﻥ ﺩﻭﺭ ﻛﻝ ﻋﺿﻭ‬
‫ﻳﺅﺩﻱ ﺍﻟﺗﻧﻅﻳﻡ ﺍﻟﺷﺑﻛﻲ ﻭﺍﻷﺩﺍء ﺍﻟﺩﻳﻧﺎﻣﻳﻛﻲ ﻓﻲ ﺃﻳﺔ ﻣﺅﺳﺳﺔ‬ ‫ﻓﻳﻬﺎ‪ ،‬ﺣﺗﻰ ﻣﻊ ﺗﻐﻳﺭ ﻫﺅﻻء ﺍﻷﻓﺭﺍﺩ ﻭﺗﻧﻭﻉ ﻣﺳﺅﻭﻟﻳﺎﺗﻬﻡ‪.‬‬
‫ﺇﻟﻰ ﺗﻐﻳﻳﺭ ﺛﻘﺎﻓﺗﻬﺎ‪ .‬ﻭﻫﺫﺍ ﻳﻌﻧﻲ ﺗﺣﻭ ًﻻ ﻓﻌﻠ ًﻳﺎ ﻣﻥ ﺳﻠﻭﻙ‬ ‫ﻭﻏﺎﻟ ًﺑﺎ ﻣﺎ ﻳﺅﺩﻱ ﻋﺩﻡ ﺍﻟﺗﺣﺩﻳﺩ ﺇﻟﻰ ﺑﺯﻭﻍ ﻣﺷﻛﻼﺕ ﺗﻌﺎﺭﺽ‬
‫ﺍﻹﺟﺑﺎﺭ ﻭﺍﻹﺩﻻء ﻭﺍﻹﻣﻼء ﺇﻟﻰ ﺳﻠﻭﻙ ﺍﻟﺣﻭﺍﺭ ﻭﺍﻻﺑﺗﻛﺎﺭ‪.‬‬ ‫ﺍﻟﻣﺻﺎﻟﺢ ﻭﺗﺿﺎﺭﺏ ﺍﻷﺩﻭﺍﺭ ﻓﻳﺩﻋﻲ ﻋﺿﻭﺍﻥ ﺃﻭ ﺃﻛﺛﺭ‬
‫ﻭﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﻗﺩ ﻳﺑﺩﻭ ﻓﻳﻪ ﻣﻥ ﺍﻷﻳﺳﺭ ﻟﻠﻣﺩﻳﺭ ﺇﺧﺑﺎﺭ‬
‫ﺍﻷﻓﺭﺍﺩ ﺑﻣﺎ ﻋﻠﻳﻬﻡ ﻋﻣﻠﻪ ﺑﺩ ًﻻ ﻣﻥ ﻗﺿﺎء ﺍﻟﻭﻗﺕ ﻓﻲ ﺍﻟﺗﺣﺎﻭﺭ‬ ‫ﺗﻣﺗﻌﻬﻡ ﺑﺎﻟﺻﻼﺣﻳﺎﺕ ﻧﻔﺳﻬﺎ‪.‬‬
‫ﻭﺍﻟﺗﺷﺎﻭﺭ ﻣﻌﻬﻡ ﺣﻭﻝ ﺃﻓﻛﺎﺭﻫﻡ ﻭﻣﻘﺗﺭﺣﺎﺗﻬﻡ‪ ،‬ﻳﻐﻳﺏ ﻋﺎﻣﻝ‬
‫ﺍﻟﺳﺭﻋﺔ ﻏﺎﻟ ًﺑﺎ‪ .‬ﺇﺫ ﻳﻅﻥ ﺍﻟﻣﺩﻳﺭ ﺃﻥ ﺍﻹﺟﺑﺎﺭ ﻭﺍﻹﺧﺑﺎﺭ‬ ‫‪AGOC’G Ú°ù– ‘ IôKƒD ŸG πcÉ«¡dG‬‬
‫ﻳﺳﺎﻋﺩ ﻋﻠﻰ ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭ ﺑﺳﺭﻋﺔ‪ ،‬ﻭﻟﻛﻥ ﻏﺎﻟ ًﺑﺎ ﻣﺎ ﻳﻣﺭ‬
‫ﻭﻗﺕ ﻁﻭﻳﻝ ﻗﺑﻝ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﻻﻟﺗﺯﺍﻡ‪ ،‬ﺃﻭ ﺍﻟﺗﺣﻭﻝ ﻣﻥ‬ ‫ﻳﻌﺩ ﺍﻟﺗﻧﻅﻳﻡ ﺍﻟﺭﺃﺳﻲ ﻟﻸﻫﺩﺍﻑ ﻭﺍﻷﻧﺷﻁﺔ ﻣﻥ ﺍﻷﻣﻭﺭ ﺍﻟﺳﻬﻠﺔ‬
‫ﺍﻹﺧﺑﺎﺭ ﺇﻟﻰ ﺍﻟﺗﻧﻔﻳﺫ ﻋﻠﻰ ﺍﻟﻭﺟﻪ ﺍﻷﻣﺛﻝ‪ .‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻟﺣﺎﻟﺔ‬ ‫ﻧﺳﺑ ًﻳﺎ‪ .‬ﺃﻣﺎ ﺗﻧﺳﻳﻕ ﺳﻠﻭﻛﻳﺎﺕ ﺍﻷﻓﺭﺍﺩ ﻭﺗﺣﻘﻳﻕ ﺍﻟﺗﻛﺎﻣﻝ ﺑﻳﻧﻬﺎ‬
‫ﻭﺑﻳﻥ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺳﺗﻬﺩﻓﺔ ﻓﻣﻬﻣﺔ ﻏﺎﻳﺔ ﻓﻲ ﺍﻟﺻﻌﻭﺑﺔ‪ .‬ﻭﺗﻛﻣﻥ‬
‫ﺍﻟﻣﺷﻛﻠﺔ ﻓﻲ ﺍﻟﻬﻳﺎﻛﻝ ﺍﻟﺗﻧﻅﻳﻣﻳﺔ ﺍﻟﻬﺭﻣﻳﺔ ﺃﻭ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ‪ .‬ﻓﻳﻛﻔﻲ‬
‫ﺃﻥ ﺗﻘﺭﺃ ﻛﺗﺎ ًﺑﺎ ﺣﻭﻝ ﺍﻟﻬﻳﺎﻛﻝ ﺍﻟﺗﻧﻅﻳﻣﻳﺔ ﻭﺗﺻﺎﺩﻑ ﻋﺑﺎﺭﺍﺕ‬

‫‪≥Ñr °ùn dG Ö°üb RGôMGE h õ«ªàdG‬‬

‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬ ‫ﻭ َﻣ ْﻥ ﻁﻠﺏ ﺍﻟ ُﻌﻼ ﺳﻬﺭ ﺍﻟﻠﻳﺎﻟﻲ“‬ ‫”ﺑﻘﺩﺭ ﺍﻟﻛ ﱢﺩ ُﺗﻘﺗ َﺳﻡ ﺍﻟﻣﻌﺎﻟﻲ‬

‫❂ ِﻗﻑ ﻋﻠﻰ ﺣﻘﻳﻘﺔ ﺳﻠﻭﻛﻙ ﺍﻟﺣﺎﻟﻲ‪ 20% :‬ﻣﻥ ﺍﻷﻋﻣﺎﻝ ﺍﻟﺗﻲ ﺗﻘﻭﻡ ﺑﻬﺎ ﺗﻬﺩﻑ ﺇﻟﻰ ﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء‪ ،‬ﻭﺗﺅﺛﺭ ﺑﺩﻭﺭﻫﺎ‬
‫ﻓﻲ ‪ 80%‬ﻣﻥ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﺗﺣﻘﻘﻬﺎ‪.‬‬

‫❂ ﺗﻌﻠﱠﻡ ﻛﻳﻑ ﺗﺟﺳﺩ ﻭﺗﺑﺭﺯ ﻫﺫﻩ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺃﻣﺎﻡ ﺍﻵﺧﺭﻳﻥ‪.‬‬
‫❂ ﺣﺩﺩ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻣﻌﺭﻗﻠﺔ ﻷﺩﺍﺋﻙ‪.‬‬

‫❂ ﺣﺩﺩ ﻣﻼﻣﺢ ﺍﻟﺗﻐﻳﻳﺭ ﺍﻟﻼﺯﻡ ﻟﺗﺣﺳﻳﻥ ﺃﺩﺍﺋﻙ‪.‬‬
‫❂ ﻗﻳﱢﻡ ﻫﺫﻩ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﻭﺣﺩﺩ ﻣﺩﻯ ﺗﻭﺍﻓﻘﻬﺎ ﻣﻊ ﺃﻫﺩﺍﻑ ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫❂ ﻧﻔﺫ ﻫﺫﻩ ﺍﻟﺧﻁﻭﺍﺕ ﺑﺷﻛﻝ ﺩﻭﺭﻱ ﻟﺿﻣﺎﻥ ﺍﺳﺗﻣﺭﺍﺭ ﺗﻔﻭﻗﻙ ﺑﺩ ًﻻ ﻣﻥ ﺍﻻﻛﺗﻔﺎء ﺑﺎﺳﺗﻣﺭﺍﺭ ﺇﻟﻰ ﻣﺟﺭﺩ ﺍﻟﻭﻓﺎء ﺑﺎﻟﻣﻌﺎﻳﻳﺭ ‪6‬‬
‫ﺍﻟﻣﻭﺿﻭﻋﺔ‪.‬‬

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‫ﺍﻟﺳﻠﻭﻙ‪ .‬ﻓﺎﻻﻟﺗﺯﺍﻡ ﺑﻘﻳﻣﺔ ﻣﻌﻳﻧﺔ )ﻣﺛﻝ ﺗﻛﻭﻳﻥ ﻋﻼﻗﺎﺕ ﻋﻠﻰ‬ ‫ﻓﺈﻥ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺷﺎﻣﻠﺔ ﻭﺍﻷﺩﺍء ﺍﻷﻛﻣﻝ ﻭﺍﻷﻣﺛﻝ‬ ‫ﺍﻟﺳﻧﺔ ﺍﻟﺛﺎﻣﻧﺔ ﻋﺷﺭﺓ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺑﻊ ﻋﺷﺭ ‪) -‬ﻳﻭﻟﻳﻭ ‪422 - (2010‬‬
‫ﺃﺳﺎﺱ ﻣﻥ ﺍﻟﺛﻘﺔ ﻭﺍﻻﺣﺗﺭﺍﻡ( ﻳﺗﺟﻠﻰ ﻓﻲ ﻋﺩﺩ ﻣﻥ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ‬ ‫ﻗﺩ ﻻ ﻳﺗﺣﻘﻕ ﺃﺑ ًﺩﺍ‪ .‬ﺃﻣﺎ ﺃﺳﻠﻭﺏ ﺍﻟﺣﻭﺍﺭ ﻭﺍﻟﻣﻧﺎﻗﺷﺔ‪ ،‬ﻓﻳﺗﻁﻠﺏ‬
‫ﺍﻟﺗﻲ ﻳﻌﺗﺑﺭ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ ﺗﺟﺳﻳ ًﺩﺍ ﺻﺭﻳ ًﺣﺎ ﻭﻭﺍﺿ ًﺣﺎ ﻻﻟﺗﺯﺍﻣﻙ‬
‫ﺑﻬﺫﻩ ﺍﻟﻘﻳﻣﺔ‪ .‬ﻓﺈﻥ ﻟﻡ ﺗﺄ ِﺕ ﺑﻬﺎ‪ ،‬ﻓﻬﺫﺍ ﻳﻌﻧﻲ ﺃﻧﻙ ﻻ ﺗﻛﺗﺭﺙ‬ ‫ﻭﻗ ًﺗﺎ ﻟﻼﺗﻔﺎﻕ ﻋﻠﻰ ﻫﺩﻑ ﻭﺍﻻﻟﺗﺯﺍﻡ ﺑﻪ ﻓﻘﻁ‪.‬‬
‫ﺑﻬﺫﻩ ﺍﻟﻘﻳﻣﺔ ﻭﻻ ﺗﻠﺗﺯﻡ ﺑﺗﻁﺑﻳﻘﻬﺎ‪ .‬ﻭﻋﻠﻳﻪ‪ ،‬ﻳﺟﺏ ﻋﻠﻰ ﻛﻝ‬
‫ﻣﺅﺳﺳﺔ ﺃﻥ ﺗﺄﺧﺫ ﺍﻟﻘﻳﻡ ﻋﻠﻰ ﻣﺣﻣﻝ ﺍﻟﺟﺩ ﻭﺗﻧﻅﺭ ﺇﻟﻰ ﺳﻠﻭﻙ‬ ‫–‪¢Sƒª∏e ™bGh ≈dEG º«≤dG πjƒ‬‬
‫ﺍﻷﻓﺭﺍﺩ ﻣﻥ ﺧﻼﻟﻬﺎ‪ .‬ﻓﺎﻷﻓﻌﺎﻝ ﻭﺣﺩﻫﺎ‪ ،‬ﻭﻟﻳﺱ ﺍﻟﻛﻠﻣﺎﺕ‪،‬‬
‫ﺗﺗﻔﻭﻕ ﺍﻟﺷﺭﻛﺎﺕ ﺍﻟﺗﻲ ﺗﺭﻛﺯ ﻋﻠﻰ ﺗﺭﺳﻳﺦ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻘﻳﻡ‬
‫ﻫﻲ ﺍﻟﺗﻲ ﺗﻌﺑﺭ ﻋﻥ ﺍﻟﺳﻠﻭﻙ ﻭﺗﺣﺩﺩ ﺍﻟﻧﺗﺎﺋﺞ‪.‬‬ ‫ﺍﻟﻣﺷﺗﺭﻛﺔ ﻋﻠﻰ ﺍﻟﺷﺭﻛﺎﺕ ﺍﻟﺗﻲ ﺗﻐﻔﻝ ﺫﻟﻙ ﺑﻧﺳﺑﺔ ‪ 1‬ﺇﻟﻰ ‪.5‬‬
‫ﻭﺗﻌﻣﻝ ﺍﻟﻘﻳﻡ ﺍﻟﻣﺅﺳﺳﻳﺔ ﺍﻟﻣﺷﺗﺭﻛﺔ ﻋﻠﻰ ﺗﺷﻛﻳﻝ ﻣﻧﻬﺞ ﻣﻛﺛﻑ‬
‫‪OGôaC’G ∑ƒ∏°ùd ôªà°ùŸG Ú°ùëàdG‬‬ ‫ﻭﻣﺗﺳﻕ ﻭﻧﻅﺭﺓ ﻣﻭﺣﺩﺓ ﻟﻠﻌﻣﻼء ﻭﺍﻷﺳﻭﺍﻕ ﻭﺍﻟﻣﻧﺎﻓﺳﻳﻥ‪.‬‬
‫ﻭﻣﻊ ﺫﻟﻙ ﺗﺑﻘﻰ ﺑﻌﺽ ﺍﻟﻘﻳﻡ ﺍﻟﻣﻌﻠﻧﺔ ﻭﺍﻟﻣﻧﺻﻭﺹ ﻋﻠﻳﻬﺎ‬
‫ﻳﺑﺩﺃ ﺗﺣﺳﻳﻥ ﺍﻷﺩﺍء ﺑﻣﺧﺗﻠﻑ ﺻﻭﺭﻩ ﻭﺃﺷﻛﺎﻟﻪ ﺑﺎﻷﻓﺭﺍﺩ‪.‬‬ ‫ﻓﻲ ﺭﺳﺎﻻﺕ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻣﺟﺭﺩ ﺷﻌﺎﺭﺍﺕ ﻟﻔﻅﻳﺔ ﻭﻋﺑﺎﺭﺍﺕ‬
‫ﻭﻧﻅ ًﺭﺍ ﺇﻟﻰ ﺃﻥ ﺍﻟﺗﻐﻳﻳﺭ ﻳﺣﺩﺙ ﻋﻠﻰ ﻧﺣﻭ ﺗﺭﺍﻛﻣﻲ ﻭﺗﺻﺎﻋﺩﻱ‪،‬‬ ‫ﺑﻼﻏﻳﺔ ﻻ ﺗﻣﺕ ﺇﻟﻰ ﺍﻟﻭﺍﻗﻊ ﺑﺻﻠﺔ‪ .‬ﻭﻗﺩ ﻳﺗﻡ ﺳﺭﺩ ﻗﻳﻡ‬
‫ﻓﺈﻥ ﺍﻟﺗﻁﺑﻳﻕ ﺍﻟﺟﻳﺩ ﻟﻠﺗﻐﻳﻳﺭ ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﺗﺻﺎﻋﺩ ًﻳﺎ ﺃﻳ ًﺿﺎ‪.‬‬ ‫ﺍﻟﻣﺅﺳﺳﺔ ﺿﻣﻥ ﻟﻭﺍﺋﺢ ﻭﺃﺩﻟﺔ ﺇﺟﺭﺍءﺍﺕ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﻭﺍﺟﺑﺔ‬
‫ﻓﻠﻛﻲ ﺗﻛﻭﻥ ﻣﺅﺛ ًﺭﺍ ﻭﻓﻌﺎ ًﻻ‪ ،‬ﻻ ﺑﺩ ﻣﻥ ﺗﻌﺩﻳﻝ ﺳﻠﻭﻛﻙ ﺑﺷﻛﻝ‬ ‫ﺍﻟﺗﻧﻔﻳﺫ‪ .‬ﻭﻫﻲ ﻋﺎﺩ ًﺓ ﺗﻛﻭﻥ ﻣﻧﻣﻘﺔ ﻭﻣﺳﺎﻳﺭﺓ ﻟﻣﺎ ﻫﻭ ﻻﺋﻕ‬
‫ﺩﺍﺋﻡ ﻓﻲ ﺿﻭء ﺍﻟﻣﺗﻐﻳﺭﺍﺕ ﺍﻟﻣﺗﻭﺍﺗﺭﺓ ﻓﻲ ﺍﻟﻭﻅﻳﻔﺔ‪ .‬ﻭﻫﺫﺍ‬ ‫ﻭﻣﻁﻠﻭﺏ ﻭﻣﻘﺑﻭﻝ‪ ،‬ﻭﻗﺩ ﻳﺗﻡ ﻧﻘﻠﻬﺎ ﻋﻥ ﻣﺅﺳﺳﺎﺕ ﺃﺧﺭﻯ‪ ،‬ﻓﻲ‬
‫ﻣﺎ ﻧﺳﻣﻳﻪ‪” :‬ﺍﻟﺗﺣﺳﻳﻥ ﺍﻟﻣﺳﺗﻣﺭ ﻟﻸﺩﺍء“‪ .‬ﻳﺗﻁﻠﺏ ﻫﺫﺍ ﺍﻷﻣﺭ‬ ‫ﻧﻔﺱ ﺍﻟﺑﻠﺩ ﺃﻭ ﻣﻥ ﺑﻼﺩ ﺃﺧﺭﻯ‪ .‬ﻭﻧﻅ ًﺭﺍ ﺇﻟﻰ ﺃﻥ ﺇﻳﻘﺎﻅ ﺍﻟﺷﻌﻭﺭ‬
‫ﺍﻟﺗﻣﺗﻊ ﺑﺭﻭﺡ ﺍﻟﻣﺑﺎﺩﺭﺓ‪ ،‬ﻭﻗﻳﺎﺩﺓ ﺍﻟﺗﻐﻳﻳﺭ‪ .‬ﻓﻔﻲ ﺇﻋﻼﻥ ﻟﺷﺭﻛﺔ‬ ‫ﺑﺎﻻﻟﺗﺯﺍﻡ ﺗﺟﺎﻩ ﻫﺫﻩ ﺍﻟﻘﻳﻡ ﺍﻟﻣﺷﺗﺭﻛﺔ ﻳﺗﻁﻠﺏ ﺟﻬ ًﺩﺍ ﻣﺿﻧ ًﻳﺎ‪،‬‬
‫”ﺃﻣﺭﻳﻛﺎﻥ ﺇﻛﺳﺑﺭﻳﺱ“‪ ،‬ﺃﺭﺟﻊ ”ﻣﻭﺭﻳﻧﻬﻭ“ – ﻣﺩﺭﺏ ﻧﺎﺩﻱ‬ ‫ﻓﺈﻥ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺗﻛﺗﻔﻲ ﺑﺎﺑﺗﺩﺍﻉ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻧﺻﻭﺹ‬
‫”ﺗﺷﻠﺳﻲ“ ﻟﻛﺭﺓ ﺍﻟﻘﺩﻡ ﻭﻣﺩﺭﺏ ﻓﺭﻳﻕ ”﷼ ﻣﺩﺭﻳﺩ“ ﺣﺎﻟ ًﻳﺎ –‬ ‫ﻭﺍﻟﻌﺑﺎﺭﺍﺕ ﺍﻟﺭﻧﺎﻧﺔ ﻭﺍﻟﺷﻌﺎﺭﺍﺕ ﺍﻟﻁﻧﺎﻧﺔ ﺍﻟﺗﻲ ﺗﺑﻘﻰ ﺣﺑ ًﺭﺍ‬
‫ﺍﻟﻧﺟﺎﺡ ﺍﻟﺫﻱ ﺣﻘﻘﻪ ﺇﻟﻰ ﺃﻧﻪ ﻳﺣﺳﻥ ﺃﺩﺍﺅﻩ ﺩﺍﺋ ًﻣﺎ ﻟﻳﺑﻘﻰ ﻣﺗﻘﺩ ًﻣﺎ‬
‫ﺧﻁﻭﺓ ﻋﻥ ﺍﻵﺧﺭﻳﻥ‪ .‬ﻭﻫﺫﺍ ﻫﻭ ﺃﺳﺎﺱ ﺍﻟﺗﺣﺳﻳﻥ ﺍﻟﻣﺳﺗﻣﺭ‬ ‫ﻋﻠﻰ ﻭﺭﻕ‪.‬‬

‫ﻟﻠﺳﻠﻭﻙ‪ ،‬ﻓﻼ ﺇﻧﺟﺎﺯ ﻛﺑﻳﺭ ﺩﻭﻥ ﺟﻬﺩ ﻛﺑﻳﺭ‪.‬‬ ‫ﺑﺎﻟﻣﻘﺎﺑﻝ‪ ،‬ﻳﻌﺩ ﺍﻻﻟﺗﺯﺍﻡ ﺑﺄﺳﻠﻭﺏ ﺍﻟﺣﻭﺍﺭ ﻭﺍﻟﻣﺷﺎﺭﻛﺔ ﻣﻊ‬
‫ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻘﺎﺑﻝ ﻟﻠﻘﻳﺎﺱ ﻣﻥ ﺍﻟﻣﺑﺎﺩﺉ ﺍﻷﺳﺎﺳﻳﺔ‬
‫‪»°ù°SƒD ŸG ∑ƒ∏°ù∏d ôªà°ùŸG Ú°ùëàdG‬‬ ‫ﻟﻌﻠﻡ ﺣﺭﻛﻳﺎﺕ ﺍﻟﺳﻠﻭﻙ‪ .‬ﻓﺎﻟﺣﻛﻡ ﻋﻠﻰ ﻣﺩﻯ ﻭﺍﻗﻌﻳﺔ ﺍﻟﻘﻳﻡ ﺍﻟﺗﻲ‬
‫ﺗﺷﻛﻝ ﺍﻷﺳﺎﺱ ﺍﻟﻔﻌﻠﻲ ﺍﻟﺫﻱ ﻳﺳﺗﻧﺩ ﺇﻟﻳﻪ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﺃﻓﻌﺎﻟﻬﻡ‬
‫ﻳﺗﻁﻠﺏ ﺍﻟﺗﺣﺳﻳﻥ ﺍﻟﻣﺳﺗﻣﺭ ﻟﻸﺩﺍء ﺍﺳﺗﺛﻣﺎ ًﺭﺍ ﻟﻠﻭﻗﺕ ﻭﺍﻟﻣﺟﻬﻭﺩ‬ ‫ﻭﺗﺻﺭﻓﺎﺗﻬﻡ‪ ،‬ﺃﻭ ﺷﻛﻠﻳﺗﻬﺎ ﻭﻛﻭﻧﻬﺎ ﻣﺟﺭﺩ ﻛﻼﻡ ﺃﺟﻭﻑ‪ ،‬ﺃﻣﺭ‬
‫ﻭﺗﺧﻁﻳ ًﻁﺎ ﻣﺳﺑ ًﻘﺎ‪ ،‬ﻛﻣﺎ ﻳﺗﻁﻠﺏ ﺍﻹﺻﺭﺍﺭ ﻭﺍﻟﻣﺛﺎﺑﺭﺓ‪ .‬ﻭﺗﻌﻧﻲ‬ ‫ﺑﺣﺎﺟﺔ ﺃﻳ ًﺿﺎ ﺇﻟﻰ ﻗﻳﺎﺱ‪ .‬ﻭﻣﺎ ﻣﻥ ﻭﺳﻳﻠﺔ ﻋﻣﻠﻳﺔ ﻟﻘﻳﺎﺱ ﺍﻟﻘﻳﻡ‬
‫ﻛﻠﻣﺔ ”ﻣﺳﺗﻣﺭ“ ﻫﻧﺎ ﺍﻟﻣﻭﺍﻅﺑﺔ‪ .‬ﻓﺗﺣﺳﻳﻥ ﺍﻟﺳﻠﻭﻙ ﻟﻳﺱ ﻋﻣﻠﻳﺔ‬ ‫ﺇﻻ ﻗﻳﺎﺱ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻘﺎﺑﻝ ﻟﻠﻣﻼﺣﻅﺔ‪ .‬ﻓﻼ ﻳﻛﻔﻲ ﻗﻁ ًﻌﺎ ﻣﺟﺭﺩ‬
‫ﻳﺗﻡ ﺗﻧﻔﻳﺫﻫﺎ ﻣﺭﺓ ﻭﺍﺣﺩﺓ ﺃﻭ ﺩﻓﻌﺔ ﻭﺍﺣﺩﺓ‪ ،‬ﺑﻝ ﻫﻲ ﻋﻣﻠﻳﺔ‬ ‫ﺗﻭﺟﻳﻪ ﺳﺅﺍﻝ ﻣﺑﺎﺷﺭ ﺇﻟﻰ ﺍﻟﻌﺎﻣﻠﻳﻥ ﻋﻥ ﻣﺩﻯ ﺍﻟﺗﺯﺍﻣﻬﻡ ﺑﺎﻟﻘﻳﻡ‬
‫ﺩﺍﺋﻣﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺗﻛﺭﺍﺭ ﻭﺍﻻﺳﺗﻣﺭﺍﺭ ﺩﻭﻥ ﺗﺩﺧﻝ ﻣﺗﻭﺍﺻﻝ‬
‫ﻷﻥ ﺍﻟﻣﻬﻡ ﻟﻳﺱ ﻣﺎ ﻳﻘﻭﻟﻭﻧﻪ‪ ،‬ﻭﺇﻧﻣﺎ ﻣﺎ ﻳﻔﻌﻠﻭﻧﻪ‪.‬‬
‫ﻭﺣﺛﻳﺙ ﻣﻥ ﺍﻟﻘﺎﺋﺩ‪.‬‬
‫ﻋﻧﺩ ﻗﻳﺎﺱ ﺩﺭﺟﺔ ﺍﺭﺗﺑﺎﻁ ﺍﻷﻓﺭﺍﺩ ﺑﺎﻟﻘﻳﻡ‪ ،‬ﻳﻣﻛﻧﻙ ﺍﻻﺳﺗﻌﺎﻧﺔ‬
‫ﻭﻓﻲ ﺍﻟﻭﺍﻗﻊ ﺗﻅﻝ ﻫﺫﻩ ﺍﻟﻌﻣﻠﻳﺔ ﻭﺍﺣﺩﺓ ﻭﻻ ﺗﺗﻐﻳﺭ ﺳﻭﺍء ﺗﻡ‬ ‫ﺑﺎﻻﺳﺗﻘﺻﺎءﺍﺕ ﺍﻟﺳﻠﻭﻛﻳﺔ ﺍﻟﺗﻲ ﺗﺣﺩﺩ ﺳﻠﻭﻙ ﺍﻷﻓﺭﺍﺩ ﻓﻲ‬
‫ﺗﻁﺑﻳﻘﻬﺎ ﻋﻠﻰ ﻓﺭﺩ ﺃﻭ ﻓﺭﻳﻕ ﻋﻣﻝ ﺃﻭ ﻣﺅﺳﺳﺔ‪ .‬ﻭﺗﺗﺻﺩﺭ‬ ‫ﺇﺩﺍﺭﺓ ﻭﻅﺎﺋﻔﻬﻡ ﺣﻳﺙ ﻳﺟﺏ ﺃﻥ ﻳﺗﻡ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﻘﻳﻡ ﺑﻠﻐﺔ‬

‫‪Ò«¨àdÉH ΩGõàdÓd áKÓãdG äÉjƒà°ùŸG‬‬ ‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫❂ ﻣﺳﺗﻭﻯ ﺍﻷﻓﺭﺍﺩ‪ :‬ﻋﻧﺩﻣﺎ ﻳﻘﺭﺭ ﺍﻷﻓﺭﺍﺩ ﻣﺎ ﻋﻠﻳﻬﻡ ﻓﻌﻠﻪ ﻣﻥ ﺃﺟﻝ ﺗﺣﺳﻳﻥ ﺃﺩﺍﺋﻬﻡ‪ ،‬ﻳﻣﻳﻠﻭﻥ ﻧﺳﺑ ًﻳﺎ ﺇﻟﻰ ﺭﺑﻁ ﻫﺫﻩ ﺍﻷﻓﻛﺎﺭ‬ ‫‪7‬‬

‫ﺑﺄﻫﺩﺍﻑ ﺭﺋﻳﺳﻬﻡ ﺃﻭ ﺇﺩﺍﺭﺗﻬﻡ ﺃﻭ ﻣﺅﺳﺳﺗﻬﻡ‪.‬‬
‫❂ ﻣﺳﺗﻭﻯ ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ‪ :‬ﻫﻧﺎ ﺗﺯﺩﺍﺩ ﺻﻌﻭﺑﺔ ﺍﻟﻌﻣﻠﻳﺔ ﻭﺗﺗﻁﻠﺏ ﻣﺯﻳ ًﺩﺍ ﻣﻥ ﺍﻟﺗﺭﻛﻳﺯ‪ .‬ﻓﺎﻟﻬﺩﻑ ﻣﻥ ﻭﺭﺍء ﺩﻓﻊ ﺍﻷﻓﺭﺍﺩ ﺇﻟﻰ‬

‫ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﺍﻷﻫﺩﺍﻑ ﺃﻣﺎﻡ ﺯﻣﻼﺋﻬﻡ ﺇﻧﻣﺎ ﻳﻛﻣﻥ ﻓﻲ ﺯﻳﺎﺩﺓ ﻭﻁﺄﺓ ﺍﻟﻣﻭﻗﻑ ﻋﻠﻳﻬﻡ ﺇﺫﺍ ﻣﺎ ﻓﻛﺭﻭﺍ ﻓﻲ ﺣﻧﺙ ﺍﻟﺗﺯﺍﻣﻬﻡ‬
‫ﻭﺍﻟﺭﺟﻭﻉ ﻓﻳﻪ‪ .‬ﻓﺈﺫﺍ ﻭﻋﺩﺕ ﻧﻔﺳﻙ ﺑﺎﻹﻗﻼﻉ ﻋﻥ ﺍﻟﺗﺩﺧﻳﻥ ﻭﻟﻛﻧﻙ ﻟﻡ ﺗﺧﺑﺭ ﺃﺣ ًﺩﺍ ﺑﺫﻟﻙ‪ ،‬ﻓﻠﻥ ﻳﻭﺟﺩ ﺳﻭﺍﻙ ﻛﻲ ﻳﻠﻘﻲ ﻋﻠﻳﻙ‬
‫ﺑﺎﻟﻠﻭﻡ ﻭﻳﺷﻌﺭﻙ ﺑﺎﻟﺫﻧﺏ ﻟﻭ ﻟﻡ ﺗﻘﻠﻊ ﻋﻥ ﺍﻟﺗﺩﺧﻳﻥ ﻓﻌ ًﻼ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻗﻁﻌﺕ ﻫﺫﺍ ﺍﻟﻭﻋﺩ ﺃﻣﺎﻡ ﺳﺗﺔ ﺃﻭ ﺛﻣﺎﻧﻳﺔ ﻣﻥ ﺯﻣﻼﺋﻙ‪ ،‬ﺛﻡ ﻟﻡ‬

‫ﺗﻔﻌﻝ‪ ،‬ﻓﻬﺫﺍ ﻛﻔﻳﻝ ﻟﻠﺷﻌﻭﺭ ﺑﺎﻟﻘﻠﻕ ﻣﻥ ﻣﻭﺍﺟﻬﺗﻬﻡ‪.‬‬
‫❂ ﻣﺳﺗﻭﻯ ﺍﻟﻣﺅﺳﺳﺔ‪ :‬ﻳﻧﻁﺑﻕ ﻣﺎ ﺳﺑﻕ ﺃﻳ ًﺿﺎ ﻋﻠﻰ ﺍﻟﺗﻐﻳﻳﺭ ﺍﻟﻣﺅﺳﺳﻲ‪ .‬ﻓﻘﻁﻊ ﺍﻟﻌﻬﺩ ﺑﺎﻻﻟﺗﺯﺍﻡ ﻳﺟﺏ ﺃﻥ ﻳﺗﻡ ﻋﻠﻰ ﻣﺭﺃﻯ‬

‫ﻭﻣﺳﻣﻊ ﻣﻥ ﺍﻵﺧﺭﻳﻥ‪ ،‬ﻣﻊ ﺍﻟﻌﻠﻡ ﺑﺄﻥ ﺍﻷﻣﺭ ﺳﻳﻛﻭﻥ ﻗﻳﺩ ﺍﻟﻣﺭﺍﻗﺑﺔ ﻭﺍﻟﻣﺭﺍﺟﻌﺔ‪.‬‬

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‫ﺍﻟﺳﻧﺔ ﺍﻟﺛﺎﻣﻧﺔ ﻋﺷﺭﺓ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺭﺍﺑﻊ ﻋﺷﺭ ‪) -‬ﻳﻭﻟﻳﻭ ‪422 - (2010‬‬ ‫‪ájõ«∏‚’E Gh á«Hô©dG Úà¨∏dÉH Iôaƒàe á°UÓÿG √òg‬‬ ‫ﻗﺎﺋﻣﺔ ﻣﺗﻁﻠﺑﺎﺗﻬﺎ ﺍﻷﺳﺎﺳﻳﺔ ﺿﺭﻭﺭﺓ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﻣﻌﻧﻰ ﻭﺍﺿﺢ‬
‫‪This publication is available in both Arabic & English‬‬ ‫ﻷﻱ ﻫﺩﻑ ﻣﻥ ﺃﻫﺩﺍﻑ ﺍﻷﺩﺍء‪ .‬ﻓﺩﻭﻥ ﺍﻻﻟﺗﺯﺍﻡ ﺍﻷﻛﻳﺩ ﺑﺈﻧﺟﺎﺯ‬
‫ﺍﻟﻬﺩﻑ‪ ،‬ﻟﻥ ﻳﻁﺭﺃ ﺃﻱ ﺗﻐﻳﻳﺭ ﻋﻠﻰ ﺍﻟﺳﻠﻭﻙ‪ ،‬ﺃ ًﻳﺎ ﻛﺎﻥ ﻣﺳﺗﻭﺍﻩ ﺃﻭ‬
‫‪:øY Qó°üJ ájô¡°T ∞°üf Iöûf‬‬ ‫ﺩﺭﺟﺗﻪ‪ .‬ﻭﻛﻣﺎ ﻗﻠﻧﺎ ﺳﺎﺑ ًﻘﺎ‪ ،‬ﻓﺎﻷﻫﺩﺍﻑ ﺍﻟﻣﺣﻔﺯﺓ ﻟﻠﺗﻐﻳﻳﺭ ﺇﻣﺎ ﺃﻧﻬﺎ‬
‫‪z´É©°T{ »ª∏©dG ΩÓYÓE d á«Hô©dG ácöûdG‬‬ ‫ﺗﻧﺑﻊ ﻣﻥ ﻟﺣﻅﺔ ﺍﻧﻛﺷﺎﻑ ﺗﺗﺟﻠﻰ ﻓﻳﻬﺎ ﺍﻹﻣﻛﺎﻧﺎﺕ ﺍﻟﻛﺎﻣﻧﺔ ﻟﺗﺣﺳﻳﻥ‬
‫ﺍﻟﺳﻠﻭﻙ ﻭﺃﻫﻣﻳﺗﻪ‪ ،‬ﺃﻭ ﻟﺣﻅﺔ ﺗﻭﺟﺱ ﻳﺟﺗﺎﺣﻧﺎ ﻓﻳﻬﺎ ﺷﻌﻭﺭ ﻣﺗﺯﺍﻳﺩ‬
‫‪(äÉ°UÓN) ‘ ∑GΰTÓd‬‬ ‫ﺑﺎﻟﻘﻠﻕ ﻭﺍﻟﺗﻬﺩﻳﺩ‪ .‬ﻓﻧﺣﻥ ﺟﻣﻳ ًﻌﺎ ﻧﺅﻣﻥ ﺑﺣﺗﻣﻳﺔ ﺍﻟﺗﻐﻳﻳﺭ‪ ،‬ﻭﻟﻛﻧﻧﺎ ﻻ‬
‫ﻧﻣﺎﺭﺳﻪ ﻛﻣﺎ ﻧﺩﻋﻳﻪ‪ .‬ﻓﺎﻟﺗﻐﻳﻳﺭ ﺇﻧﻣﺎ ﻳﺳﺗﺛﺎﺭ ﻭﻳﺑﺩﺃ ﻋﻠﻰ ﻣﺳﺗﻭﻯ‬
‫‪¢ShDhô``e hCG ¢ù«Fôd É¡FGóg’E hCG ºμà°ù°SDƒŸ hCG ºμd‬‬
‫‪º```μæμÁ ;π```«ªY hCG π``«eõd É`¡Áó≤àd hGC‬‬ ‫ﺍﻟﻣﺷﺎﻋﺭ ﻭﻣﻥ ﺧﻼﻝ ﺍﻟﻌﻭﺍﻁﻑ‪ ،‬ﻻ ﻣﻥ ﺧﻼﻝ ﺍﻟﻣﻧﻁﻕ‪.‬‬
‫‪.ø`«cΰûŸG äÉeóN IQGOEÉH ∫É``°üJ’G‬‬
‫ﺗﺳﺗﻧﺩ ﻋﻣﻠﻳﺔ ﺍﻟﺗﺣﺳﻳﻥ ﺍﻟﻣﺳﺗﻣﺭ ﻟﻸﺩﺍء ﺇﻟﻰ ﻣﺑﺎﺩﺉ ﻋﻠﻡ ﺣﺭﻛﻳﺎﺕ‬
‫‪IôgÉ≤dG : á«Hô©dG öüe ájQƒ¡ªL‬‬ ‫ﺍﻟﺳﻠﻭﻙ‪ .‬ﻭﺛﻣﺔ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺧﻁﻭﺍﺕ ﻳﺟﺏ ﻭﺿﻌﻬﺎ ﻓﻲ‬
‫ﺍﻻﻋﺗﺑﺎﺭ‪ .‬ﻓﺎﻟﺗﻐﻳﻳﺭ ﻋﻣﻠﻳﺔ ﻣﺗﺩﺭﺟﺔ ﻭﺗﺗﻡ ﻋﻠﻰ ﻣﺭﺍﺣﻝ‪ .‬ﻭﺧﻁ‬
‫‪+ 2 02 24025324 - 24036657 - 22633897 : ∞JÉg‬‬ ‫ﺍﻟﺑﺩﺍﻳﺔ ﻫﻭ ﻣﺎ ﺃﻧﺕ ﺑﺻﺩﺩ ﺍﻟﻘﻳﺎﻡ ﺑﻪ ﺍﻵﻥ‪ ،‬ﺛﻡ ﺗﺷﺭﻉ ﻓﻲ ﺗﻧﻔﻳﺫ‬
‫‪+2 02 22612521 : ¢ùcÉa‬‬ ‫ﺧﻁﻭﺓ ﺗﻠﻭ ﺍﻷﺧﺭﻯ ﻭﺻﻭ ًﻻ ﺇﻟﻰ ﻫﺩﻑ ﺍﻟﺗﻐﻳﻳﺭ‪ .‬ﺗﻣﺎ ًﻣﺎ ﻛﻣﺎ ﻫﻲ‬
‫ﺍﻟﺣﺎﻝ ﺇﺫﺍ ﺍﺷﺗﺭﻛﺕ ﻓﻲ ﺳﺑﺎﻕ ﺍﻟﻣﺎﺭﺍﺛﻭﻥ‪ ،‬ﻓﺄﻧﺕ ﺗﺑﺩﺃ ﻋﻧﺩ ﻣﺳﺗﻭﻯ‬
‫‪‘ ÉæÑJÉμe øe …ÉC H ∫É°üJÓd‬‬ ‫ﺍﻟﻠﻳﺎﻗﺔ ﺍﻟﺣﺎﻟﻲ‪ ،‬ﺛﻡ ﺗﺟﺗﻬﺩ ﻛﻝ ﻳﻭﻡ ﻟﺑﻠﻭﻍ ﻣﺳﺗﻭﻯ ﺃﻋﻠﻰ ﻣﻥ ﺍﻟﻠﻳﺎﻗﺔ‬
‫‪øª«dGh ¿OQ’C Gh äGQÉeE’Gh ájOƒ©°ùdGh ÉjQƒ°S‬‬ ‫ﻭﺍﻟﺟﺭﻱ ﻟﻣﺳﺎﻓﺎﺕ ﺃﺑﻌﺩ‪ .‬ﻓﺄﻧﺕ ﺗﺑﻧﻲ ﻛﻝ ﻳﻭﻡ ﻋﻠﻰ ﺳﺎﺑﻘﻪ ﻟﻠﻭﺻﻭﻝ‬
‫ﺇﻟﻰ ﻳﻭﻡ ﺗﺗﻣﻛﻥ ﻓﻳﻪ ﻣﻥ ﺍﻟﺟﺭﻱ ﻟﻣﺳﺎﻓﺔ ‪ 26‬ﻣﻳ ًﻼ‪ ،‬ﻭﺗﻛﻭﻥ ﺑﺫﻟﻙ ﻗﺩ‬
‫‪,á«Hô©dG ∫hódG »bÉHh‬‬ ‫ﺣﻘﻘﺕ ﻫﺩﻓﻙ‪ .‬ﻭﺍﻟﻣﻬﻡ ﻫﻧﺎ ﻫﻭ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺳﻠﻭﻙ ﻭﺍﻟﺗﺄﻛﺩ ﻣﻥ‬
‫‪:Éæ©bƒe IQÉjõH ΩôμàdG AÉLôdG‬‬
‫ﺃﻧﻪ ﻗﺎﺑﻝ ﻟﻠﻣﻼﺣﻅﺔ ﻭﺍﻟﻘﻳﺎﺱ‪.‬‬
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‫ﺍﻟﺗﺣﺳﻳﻥ ﺍﻟﻣﺳﺗﻣﺭ ﻟﻠﺳﻠﻭﻙ ﻟﻳﺱ ﺻﻌ ًﺑﺎ‪ ،‬ﻟﻛﻧﻪ ﻳﺣﺗﺎﺝ ﺇﻟﻰ ﺍﻹﺻﺭﺍﺭ‬
‫‪ÉàjQhO É°†k jCG “´É©°T” øY Qó°üJ‬‬ ‫ﻭﺍﻟﺗﺭﻛﻳﺯ‪ .‬ﻭﻫﻧﺎ ﻧﻛﺭﺭ ﻗﻭﻝ ﺍﻟﺷﺎﻋﺭ‪:‬‬
‫‪…QGO’E G QÉàîŸG‬‬
‫‪äÉbÓYh‬‬ ‫”ﺑﻘﺩﺭ ﺍﻟﻛ ﱢﺩ ُﺗﻘﺗ َﺳﻡ ﺍﻟﻣﻌﺎﻟﻲ ﻭ َﻣ ْﻥ ﻁﻠﺏ ﺍﻟ ُﻌﻼ ﺳﻬﺭ ﺍﻟﻠﻳﺎﻟﻲ“‬

‫‪™aódGh ∑GΰT’G ɪk FGO ºμæμÁ‬‬ ‫‪∞`````dƒD ŸG‬‬
‫‪:Éæ©bƒe ≈∏Y É«k fhÎμdEG‬‬
‫ﺭﻭﺑﻥ ﺳﺗﻳﻭﺍﺭﺕ ﻛﻭﺗﺯ‬
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‫ﺍﻟﺩﻛﺗﻭﺭ ”ﻛﻭﺗﺯ“ ﻫﻭ ﻣﺅﺳﺱ ﺷﺭﻛﺔ ”ﻧﻅﻡ ﻋﻠﻡ ﺍﻟﺳﻠﻭﻙ“‬
‫‪(äÉ°UÓN) Qó°üJ‬‬ ‫ﺍﻻﺳﺗﺷﺎﺭﻳﺔ‪ ،‬ﻭﻗﺩ ﺣﻘﻕ ﻧﺟﺎﺣﺎﺕ ﻣﺭﻣﻭﻗﺔ ﻓﻲ ﻣﺟﺎﻻﺕ‬
‫‪á`«ŸÉ©dG ÖàμdG π°†aCG ,á«Hô©dG á¨∏dÉH ¢üî∏Jh 1993 ΩÉY ™∏£e òæe‬‬ ‫ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﺎﻟﻳﺔ‪ .‬ﻭﻫﻭ ﻳﺣﻣﻝ ﺩﺭﺟﺔ ﺍﻟﺩﻛﺗﻭﺭﺍﻩ ﻓﻲ‬
‫‪ÖàμdG ≈∏Y õ````«cÎdG ™``e ,∫É```ªY’C G ∫É````LQh ø````jôjóª∏d á`¡LƒŸG‬‬
‫‪±ó``¡`J .…QGO’E G ô`μ``Ø∏d Gók jó`L ∞`«`°†J »`à`dGh É`©k ``«``Ñ`e Ì``cC’G‬‬ ‫ﻋﻠﻡ ﺍﻟﺳﻠﻭﻙ ﺍﻟﺗﻧﻅﻳﻣﻲ‪.‬‬
‫)‪ájQGOE’G äÉjô¶ædGh äÉ°SQɪŸG ÚH Iƒ```éØdG ó°S ≈dEG (äÉ``°UÓN‬‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬‫‪ô``aƒJ å«M ;á```«Hô©dG IQGO’E G á```Ä«Hh ,á````eó≤àŸG ∫hódG ‘ á``ãjó◊G‬‬‫‪ÜÉ`````à`μdG‬‬

‫‪.≥````«Ñ£à∏d á```∏HÉbh á```Hôq › á````jQGOEG áaô©e º```¡d‬‬ ‫‪Author:‬‬ ‫‪Robin Stuart-Kotze‬‬
‫‪ÖcôŸG åëÑdG ∑ôfi ∫ÓN øe É¡JÉjƒàfi πc ‘ åëÑdG øμÁh‬‬ ‫‪Title:‬‬ ‫‪Performance: The Secrets of Successful Behavior‬‬
‫‪Publisher:‬‬ ‫‪Prentice Hall‬‬
‫‪.Éæ©bƒe ≈∏Y‬‬ ‫‪ISBN:‬‬ ‫‪978-0273707981‬‬
‫‪Pages:‬‬ ‫‪304‬‬
‫‪6454 : ´GójE’G ºbQ‬‬
‫‪To read more about this book, use this link:‬‬
‫‪8 ISSN: 110/2357‬‬
‫‪http://www.amazon.com‬‬

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