3247 PDF
3247 PDF
3247 PDF
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ﺍﻟﺘﻌﻠﻢ ﺃﳌﻨﻈﻤﻲ ﻭﺃﺛﺮﻩ ﰲ ﳒﺎﺡ ﺍﳌﻨﻈﻤﺎﺕ
Abstract
The world witness quality jumps under radical change in the management and
work styles, through adopting organizational learning as a process of continuous
improvements in response to environmental stimulus, in the knowledge age and
turbulent competitive environment the organizational success concept is shift
from the view narrow for financial performance and marketshare to long term
view which focus on building strategic capabilities that provide a sustainable
competitive advantage.
Considering the strategic role assumed for the companies of the Ministry of
Construction and Housing to play it, these companies have been chosen to be the
field in which questions of this study will be tested.
These questions concern the nature of level and influence of the
organizational learning and organizational’s success. The aim of this study is to
answer these questions. Data collected principally by questionnaire tool from a
sample of (66) managers. Results proved that companies have acceptable level of
organizational learning and success; organizational learning has significant
influence in companies success.
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ﺒﺤﺙ ﻤﺴﺘل ﻤﻥ ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﺒﻨﻔﺱ ﺍﻟﻌﻨﻭﺍﻥ
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
ﺍﳌﻘﺪﻣﺔ :
ﺒﺭﺯﺕ ﻓﻲ ﺒﻴﺌﺔ ﺍﻻﻋﻤﺎل ﺍﻟﻤﻌﺎﺼﺭﺓ ﻤﻔﺎﻫﻴﻡ ﺠﺩﻴﺩﺓ ﻭﻟﻌل ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻜﺎﻥ ﻤﻥ ﺃﻫﻤﻬـﺎ ﻭﺍﻟﺘـﻲ
ﺤﻅﻴﺕ ﺒﺎﻫﺘﻤﺎﻡ ﻤﺘﺯﺍﻴﺩ ﻓﻲ ﺍﻟﻌﻘﺩﻴﻥ ﺍﻻﺨﻴﺭﻴﻥ ﻻﺴﻴﻤﺎ ﺒﻌﺩ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺫﻱ ﺤﻘﻘﺘﻪ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ ﺒﻌﺩ
ﺘﺒﻨﻴﻬﺎ ﻤﻨﻬﺞ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺒﻭﺼﻔﻪ ﻋﻤﻠﻴﺔ ﺘﻔﺎﻋل ﻭﺍﺴـﺘﻘﺭﺍﺀ ﻭﺍﺴﺘﻜـﺸﺎﻑ ﻭﻤﻭﺍﺠﻬـﺔ ﻤـﺴﺘﻤﺭﺓ
ﻟﻠﺘﺤﺩﻴﺎﺕ ﺍﻟﺒﻴﺌﻴﺔ ،ﺘﺯﺍﻤﻨﺕ ﺘﻠﻙ ﺍﻻﻫﺘﻤﺎﻤﺎﺕ ﻤﻊ ﺍﻟﺘﺤﻭﻻﺕ ﺍﻟﺠﺫﺭﻴﺔ ﺍﻟﺘﻲ ﺸﻬﺩﻫﺎ ﺍﻟﻌـﺎﻟﻡ ﻨﺤـﻭ ﻋـﺼﺭ
ﺍﻟﻤﻌﻠﻭﻤﺎﺘﻴﺔ ﻭﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﺫﻱ ﻴﺭﻜﺯ ﻋﻠﻰ ﺍﻻﺴﺘﺜﻤﺎﺭ ﺒﺎﻟﻤﻭﺠﻭﺩﺍﺕ ﺍﻟﻔﻜﺭﻴﺔ ﻭﺍﻟﻤﻌﺭﻓﻴﺔ .ﻭﺍﻨﺴﺠﺎﻤﺎﹰ ﻤﻊ ﻫﺫﻩ
ﺍﻟﺘﺤﻭﻻﺕ ﺘﺭﺍﺠﻌﺕ ﺍﺴﺒﻘﻴﺎﺕ ﺍﻟﺘﻨﺎﻓﺱ ﺒﻤﻨﻁﻕ ﺍﻗﺘﺼﺎﺩﻴﺎﺕ ﺍﻟﻜﻠﻔﺔ ﻭﺍﻟﻜﻔـﺎﺀﺓ ﻭﺘﺤﻘﻴـﻕ ﺍﻻﺭﺒـﺎﺡ ﺍﻤـﺎﻡ
ﺍﻟﻤﻨﻁﻕ ﺍﻟﺠﺩﻴﺩ ﻟﻠﺘﻨﺎﻓﺱ ﺍﻟﻤﺘﻤﺜل ﺒﺎﻤﺘﻼﻙ ﺍﻟﻘﺩﺭﺓ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻟﻠﺘﻔﻭﻕ ﻭﺍﻟﺘﻤﻴﺯ ﻭﺘﻌﻅﻴﻡ ﻗﻴﻤـﺔ ﺍﻟﺯﺒـﻭﻥ
ﻭﺃﺼﺤﺎﺏ ﺍﻟﻤﺼﻠﺤﺔ ﻤﻤﺎ ﺠﻌل ﺍﻟﻨﻅﺭ ﺍﻟﻰ ﺍﻟﻨﺠﺎﺡ ﺍﻟﻤﻨﻅﻤﻲ ﻴﺘﺤﻭل ﻤﻥ ﻤﺠﺭﺩ ﺘﺤﻘﻴﻕ ﻋﺎﺌـﺩ ﻤـﺎﻟﻲ ﺃﻭ
ﺤﺼﺔ ﺴﻭﻗﻴﺔ ﻤﺴﺘﻬﺩﻓﻴﻥ ﺍﻟﻰ ﺍﻤﺘﻼﻙ ﺍﻟﻘﺩﺭﺓ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻟﺘـﻲ ﺘﺤﻘـﻕ ﻟﻠﻤﻨﻅﻤـﺔ ﻤﻴـﺯﺓ ﺘﻨﺎﻓـﺴﻴﺔ
ﻤﺴﺘﺩﺍﻤﺔ .ﻭﺍﺫﺍ ﺃﺩﺭﻜﺕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻓﻲ ﺍﻟﺩﻭل ﺍﻟﻤﺘﻘﺩﻤﺔ ﻫﺫﻩ ﺍﻟﺤﻘﻴﻘﺔ ﻭﺤﻘﻘﺕ ﻤﺴﺘﻭﻴﺎﺕ ﻋﺎﻟﻴﺔ
ﻤﻥ ﺍﻟﺘﻌﻠﻡ ﻟﺘﻌﺯﻴﺯ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻓﺄﻴﻥ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻌﺭﺍﻗﻴﺔ ﻤﻥ ﺫﻟﻙ ﻻﺴﻴﻤﺎ ﻭﺍﻥ ﻤﺜـل ﻫـﺫﻩ ﺍﻟﻤﻔـﺎﻫﻴﻡ
ﺍﻟﺠﺩﻴﺩﺓ ﻻﺯﺍل ﺍﻨﺘﺸﺎﺭﻫﺎ ﻤﺤﺩﻭﺩﺍﹰ ﻓﻲ ﺍﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻬﺫﻩ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻭﻤﻥ ﻫﻨﺎ ﺘﻨﻁﻠﻕ ﻤﺸﻜﻠﺔ ﺍﻟﺒﺤﺙ
ﺒﻌﺩ ﻭﻗﻭﻉ ﺍﻻﺨﺘﻴﺎﺭ ﻋﻠﻰ ﺸﺭﻜﺎﺕ ﻭﺯﺍﺭﺓ ﺍﻻﻋﻤﺎﺭ ﻭﺍﻻﺴﻜﺎﻥ ﺍﻟﺒﺎﻟﻐﺔ ) (7ﺸﺭﻜﺎﺕ ﻭﻫـﻲ) :ﺍﻟﻤﻨـﺼﻭﺭ،
ﺍﻟﺭﺸﻴﺩ ،ﺍﻟﻤﻌﺘﺼﻡ ،ﺤﻤﻭﺭﺍﺒﻲ ،ﺁﺸﻭﺭ ،ﺍﻟﻔﺎﺭﻭﻕ ،ﺍﻟﻔﺎﻭ ،ﻓﻀﻼﹰ ﻋﻥ ﺜﻼﺙ ﻫﻴﺌﺎﺕ ﻓﻲ ﻤﺭﻜـﺯ ﺍﻟـﻭﺯﺍﺭﺓ(
ﻤﻴﺩﺍﻨﺎﹰ ﻟﻠﺒﺤﺙ ﺒﻭﺼﻔﻬﺎ ﺘﻤﺜل ﻗﻁﺎﻉ ﺤﻴﻭﻱ ﻭﺭﺍﻓﺩ ﻤﻬﻡ ﻟﻼﻗﺘﺼﺎﺩ ﺍﻟﻌﺭﺍﻗﻲ ﻭﺘﻌﻤل ﻓﻲ ﺒﻴﺌـﺔ ﺩﻴﻨﺎﻤﻴﻜﻴـﺔ
ﻭﻟﻬﺎ ﺍﻨﺠﺎﺯﺍﺕ ﻤﺘﻤﻴﺯﺓ .ﺘﻀﻤﻥ ﺍﻟﺒﺤﺙ ﺃﺭﺒﻌﺔ ﻤﺤﺎﻭﺭ ﺍﻨﺼﺭﻑ ﺍﻻﻭل ﻟﻤﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺙ ﻭﺍﻟﻤﺤﻭﺭ ﺍﻟﺜـﺎﻨﻲ
ﻟﻼﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﺜﺎﻟﺙ ﻓﻘﺩ ﺘﻀﻤﻥ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻌﻤﻠﻲ ﺃﻤﺎ ﺍﻟﻤﺤـﻭﺭ ﺍﻟﺭﺍﺒـﻊ ﻓﺨـﺼﺹ ﻟﻌـﺭﺽ ﺃﻫـﻡ
ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ.
ﺍﶈﻮﺭ ﺍﻻﻭﻝ :ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ
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ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
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ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
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ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
ﺒﺸﻜل ﻭﺍﺴﻊ ﺒﻴﻥ ﺃﻭﺴﺎﻁ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻤﻥ ﻤﺨﺘﻠﻑ ﺍﻟﻤﻨﻁﻠﻘﺎﺕ ﻭﺍﻟﻤﺩﺍﺨل ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻤﻌﺭﻓﻴﺔ
ﻭﺍﻟﺴﻴﺎﺴﻴﺔ .ﻭﻴﻤﻜﻥ ﺘﺼﻨﻴﻑ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺘﻨﺎﻭﻟﻬﻡ ﻟﻤﻔﻬﻭﻡ ﺍﻟﺘﻌﻠﻡ ﺇﻟﻰ ﻭﺠﻬﺘﻲ ﻨﻅﺭ ﻭﻫﻤﺎ :ﻭﺠﻬﺎﺕ ﻨﻅﺭ
ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺱ :ﺍﻟﺫﻴﻥ ﺭﻜﺯﻭﺍ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻡ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻔﺭﺩ ،ﻭﻭﺠﻬﺎﺕ ﻨﻅﺭ ﻋﻠﻤﺎﺀ ﺍﻟﻤﻨﻅﻤﺔ ﻭﺍﻹﺩﺍﺭﺓ
ﺍﻟﺫﻴﻥ ﺭﻜﺯﻭﺍ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻡ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﻅﻤﺔ ﻜﻜل ﻭﺴﻨﺭﻜﺯ ﻋﻠﻰ ﻭﺠﻬﺔ ﺍﻟﻨﻅﺭ ﺍﻟﺜﺎﻨﻴﺔ ﺍﻨﺴﺠﺎﻤﺎﹰ ﻤﻊ
ﺘﻭﺠﻬﺎﺕ ﻫﺫﺍ ﺍﻟﺒﺤﺙ.
ﻭﺠﻬـــﺔ ﻨﻅـــﺭ ﻋﻠﻤـــﺎﺀ ﺍﻟﻤﻨﻅﻤـــﺔ ﻭﺍﻹﺩﺍﺭﺓ :ﻭﻤـــﻥ ﺃﻫـــﻡ ﺍﻟـــﺭﻭﺍﺩ ﻫﻨـــﺎ
) (Argyris1978, Schon1978, Senge1990ﺍﻟﺫﻴﻥ ﺍﻫﺘﻤﻭﺍ ﺤﺩﻴﺜﺎ ﺒﻤﻔﻬﻭﻡ ﺍﻟـﺘﻌﻠﻡ ﻓـﻲ ﺇﻁـﺎﺭ
ﺍﻟﻤﻨﻅﻤﺔ ﻜﻜل ﺒﻭﺼﻔﻬﺎ ﻤﻴﺩﺍﻥ ﻟﻠﻔﻌل ﺍﻟﻔﺭﺩﻱ ﻭﺍﻟﺠﻤﺎﻋﻲ .ﻭﻴﻌﺩ ﺍﻟﺘﻌﻠﻡ ﻋﻠﻰ ﻭﻓﻕ ﻫﺫﺍ ﺍﻟﺘﻭﺠـﻪ "ﻋﻤﻠﻴـﺔ
ﺘﻨﺒﺜﻕ ﻤﻥ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﻔﺭﺩ ﻭﺍﻟﻤﻨﻅﻤﺔ ﻤﻥ ﺨﻼل ﺍﻟﺘﺄﺜﻴﺭ ﻭﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻤﺘﺒﺎﺩل ﻭﺒﻤـﺎ ﻴﺠﻌـل ﺃﻋـﻀﺎﺀ
ﺍﻟﻤﻨﻅﻤﺔ ﻴﺘﻌﻠﻤﻭﻥ ﻤﻌﺎ ﺒـﺸﻜل ﻴﺯﻴـﺩ ﺍﻟﻜﻔـﺎﺀﺓ ﺍﻟﺠﻤﺎﻋﻴـﺔ").(Torrington & Hall, 1998: 307
ﻭﻴﺭﻯ) (de Geusﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ"ﻜﻨﻅﺎﻡ ﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﺭﺅﻴـﺔ ﻭﺍﻟـﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻭﺍﻟﺜﻘﺎﻓـﺔ ﻭﺍﻟﻘﻴـﺎﺩﺓ
ﻭﺍﻟﻬﻴﻜل ﻭﺍﻷﻨﻅﻤﺔ ﻭﺍﻟﻌﻤﻠﻴﺎﺕ" ) .(Stratigos, 2001: 2ﻭﺘﻨﺎﻭل ﺍﻟﺒﺎﺤﺜﻭﻥ ﻤﻔﻬﻭﻡ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻤﻥ
ﻤﺩﺍﺨل ﻤﺨﺘﻠﻔﺔ ﻜﺎﻟﻤﺩﺨل ﺍﻟﻔﻠﺴﻔﻲ ﻭﺍﻟﻤﺩﺨل ﺍﻟﻤﻌﺭﻓﻲ ﻭﺍﻟﻤـﺩﺨل ﺍﻻﺠﺘﻤـﺎﻋﻲ ﻭﺍﻟﻤـﺩﺨل ﺍﻟـﺴﻴﺎﺴﻲ.
ﻭﺴﻴﺤﺎﻭل ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻟﺘﺄﻁﻴﺭ ﻟﻤﻔﻬﻭﻡ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻋﻠﻰ ﻭﻓﻕ ﻫﺫﻩ ﺍﻟﻤﺩﺍﺨل ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺍﻟﺘـﺩﺍﺨل
ﺍﻟﺫﻱ ﻴﻤﻜﻥ ﺃﻥ ﻴﻼﺤﻅ ﻓﻲ ﺒﻌﺽ ﺍﻟﺭﺅﻯ ﺒﻴﻥ ﺍﻜﺜﺭ ﻤﻥ ﻤﺩﺨل:
-1ﻤﻔﻬﻭﻡ ﺍﻟﺘﻌﻠﻡ ﻋﻠﻰ ﻭﻓﻕ ﺍﻟﻤﺩﺨل ﺍﻟﻔﻠﺴﻔﻲ :ﻭﻫﻨﺎ ﻴﻌﺘﻤﺩ ﺘﻌﺭﻴﻑ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻋﻠﻰ ﺍﻟﻤﻨﻁﻠﻘﺎﺕ
ﺍﻟﻔﻠﺴﻔﻴﺔ ﻟﻠﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻟﻨﻅﺭ ﺇﻟﻰ ﺍﻟﺘﻌﻠﻡ ﺒﻭﺼﻔﻪ ﺘﻐﻴﻴﺭﺍ ﻤﻀﺎﻓﺎ ﻋﻠﻰ ﺍﻟﻭﻀﻊ ﺍﻟﺤﺎﻟﻲ ﺃﻭ ﺘﻐﻴﻴﺭﺍ
ﺠﺫﺭﻴﺎ ،ﺃﻭ ﺒﻭﺼﻔﻪ ﺘﻐﻴﻴﺭ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺤﺎﻟﻲ ﺃﻭ ﺍﻟﻤﺴﺘﻘﺒﻠﻲ ،ﺃﻭ ﺒﻭﺼﻔﻪ ﻨﻅﺎﻤﺎ ﺴﺘﺭﺍﺘﻴﺠﻴﺎ ﺃﻭ ﻋﻤﻠﻴﺔ
ﺘﻜﺘﻴﻜﻴﺔ ﻓﺒﻭﺼﻔﻪ ﻋﻤﻠﻴﺔ ﺘﺤﺴﻴﻥ ﻋﺭﻑ ) (Argyris1994ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺒﺄﻨﻪ "ﻋﻤﻠﻴﺔ ﺍﻜﺘﺸﺎﻑ
ﻭﺘﺼﺤﻴﺢ ﺍﻷﺨﻁﺎﺀ" ) (Malhotra, 1996: 1-2ﻭﺃﻁﻠﻕ ﻋﻠﻴﻪ ﺘﺴﻤﻴﺔ ﺘﻌﻠﻡ ﺍﻟﺤﻠﻘﺔ ﺍﻟﻤﻔﺭﺩﺓ
Single–Loop Learningﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻨﻪ ﻻ ﻴﻤﺘﺩ ﺇﻻ ﺇﻟﻰ ﺤﻠﻘﺔ ﻭﺍﺤﺩﺓ ﻤﻥ ﺤﻠﻘﺎﺕ ﺍﻟﺘﻐﻴﻴﺭ
ﻟﻤﺠﺭﺩ ﺘﺤﺴﻴﻥ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻥ ﺨﻼل ﺘﻌﺩﻴل ﺒﻌﺽ ﺍﻟﻘﻭﺍﻋﺩ ﺩﻭﻥ ﺘﻐﻴﻴﺭ ﺍﻻﺩﺭﺍﻜﺎﺕ ﻭﺍﻟﻤﺒﺎﺩﺉ
ﺍﻷﺴﺎﺴﻴﺔ".ﺍﻤﺎ ﺒﻭﺼﻔﻪ ﻋﻤﻠﻴﺔ ﺘﻐﻴﻴﺭ ﺠﺫﺭﻱ ﻓﻘﺩ ﻋﺭﻑ ) (Argyrisﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺒﺄﻨﻪ " ﺫﻟﻙ
ﺍﻟﺴﻠﻭﻙ ﺍﻟﻼﺩﻓﺎﻋﻲ ﻋﻥ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﺤﺎﻟﻴﺔ ﻭﺍﻟﻤﺘﺴﻡ ﺒﺎﻟﺤﻭﺍﺭ ﺍﻟﻤﻔﺘﻭﺡ ﻭﻤﺭﺍﺠﻌﺔ ﺍﻟﻬﻴﻜل ﺍﻷﺴﺎﺴﻲ
ﻟﻠﺘﻔﻜﻴﺭ ﻭﺼﻨﺎﻋﺔ ﺍﻟﻘﺭﺍﺭ" ﻭﺃﻁﻠﻕ ﻋﻠﻴﻪ ﺘﺴﻤﻴﺔ ﺘﻌﻠﻡ ﺍﻟﺤﻠﻘﺔ ﺍﻟﺜﻨﺎﺌﻴﺔ Double-Loop Learning
) (Fulmer,1998: 340ﺫﻫﺏ ﺒﻌﺽ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻷﺒﻌﺩ ﻤﻤﺎ ﺴﺒﻕ ﻓﻲ ﺘﻌﺭﻴﻑ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺇﺫ
ﻨﻅﺭﻭﺍ ﺇﻟﻴﻪ ﺒﺄﻨﻪ ﺯﻴﺎﺩﺓ ﻜﻔﺎﺀﺓ ﻭﻓﺎﻋﻠﻴﺔ ﻜل ﻤﻥ ﺘﻌﻠﻡ ﺍﻟﻨﻤﻭ ﺍﻟﻤﻀﺎﻑ Incremental
)ﺘﻌﻠﻡ ﺍﻟﺤﻠﻘﺔ ﺍﻟﻤﻔﺭﺩﺓ( ﻭﺘﻌﻠﻡ ﺍﻟﺤﻠﻘﺔ ﺍﻟﻤﺯﺩﻭﺠﺔ ،ﻭﺃﻁﻠﻕ ﻋﻠﻴﻪ ) (Isaacsﺘﺴﻤﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺜﻼﺜﻲ
ﺍﻟﺤﻠﻘﺔ ،Triple-Loop Learningﻭﺫﻟﻙ ﻁﺒﻘﺎ ﻟـ ) (Fulmer, 1998: 340ﺍﻟﺫﻱ ﻴﻌﺭﻓﻪ ﺒﺄﻨﻪ
"ﻋﻤﻠﻴﺔ ﻓﺤﺹ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﺘﻡ ﺍﻟﺘﻌﻠﻡ ﺒﻬﺎ ﻟﻜﻲ ﻴﻜﻭﻥ ﺍﻟﺘﻌﻠﻡ ﺒﺸﻜل ﻤﺨﺘﻠﻑ ".
139
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
-2ﻤﻔﻬﻭﻡ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻋﻠﻰ ﻭﻓﻕ ﺍﻟﻤﺩﺨل ﺍﻟﻤﻌﺭﻓﻲ :ﺘﻤﺜل ﺍﻟﻤﻌﺭﻓﺔ ﻤﻭﺭﺩﺍ ﻤﻬﻤﺎ ﻟﻠﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ
) .(Antal & Wong, 2003:7ﻭﻴﻌﺭﻑ ) (Kapoor, 2000:1ﺍﻟﻤﻌﺭﻓﺔ ﻋﻠﻰ ﺇﻨﻬـﺎ "ﺍﻟـﺘﻌﻠﻡ
ﺍﻟﻤﺘﺭﺍﻜﻡ ﻤﻥ ﺍﻟﺨﺒﺭﺓ" .ﻭﻤﻥ ﺨﻼل ﻁﺭﻭﺤﺎﺕ ﺍﻏﻠﺏ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻴﺘﻀﺢ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺠﺩﻟﻴـﺔ ﺒـﻴﻥ
ﺍﻟﻤﻌﺭﻓﺔ ﻭﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ .ﻓﻴﻌﺩ ) (Robson,1997:291ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺃﻨﻪ "ﺍﻟﻘﺩﺭﺓ ﺍﻟﺘﻲ ﺘﻤﻜﹼﻥ
ـﻥـﺔ" .ﻟﻜـــﺔ ﺍﻟﻤﻁﻠﻭﺒــ ـﺩ ﺍﻟﻤﻌﺭﻓــ ـﻕ ﺘﻭﻟﻴـــﻥ ﻁﺭﻴــ ـﺴﺘﻤﺭ ﻋــ ـﺭ ﺍﻟﻤــ ـﻥ ﺍﻟﺘﻐﻴﻴــ
ﻤــ
) (Hunt et al,1997:256ﺘﻭﺴﻊ ﻓﻲ ﺘﻌﺭﻴﻔﻪ ﺇﺫ ﻭﺼﻔﻪ ﺒﺄﻨﻪ "ﻋﻤﻠﻴﺔ ﺍﻜﺘﺴﺎﺏ ﺍﻟﻤﻌﺭﻓﺔ ،ﻭﺘﻭﺯﻴﻊ
ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ،ﻭﺘﻔﺴﻴﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ،ﻭﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻤﻨﻅﻤﻴﺔ ﻟﻠﺘﻜﻴﻑ ﺒﺸﻜل ﻤﺴﺘﻤﺭ ﻤﻊ ﺘﻐﻴـﺭ ﺍﻟﻅـﺭﻭﻑ".
ﻭﻴﺼﻑ ) (Hamilton, 2003: 3ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻋﻠﻰ ﺍﻨﻪ "ﻋﻤﻠﻴﺔ ﺘـﺩﻓﻕ ﺍﻟﻤﻌﺭﻓـﺔ ﻟـﺼﻴﺎﻏﺔ
ﺨﺒﺭﺍﺕ ﻭﻤﻔﺎﻫﻴﻡ ﺠﺩﻴﺩﺓ ﻓﻲ ﻀﻭﺀ ﺍﻷﺩﻭﺍﺭ ﺍﻟﻤﺘﺒﺎﺩﻟﺔ ﻭﻓﻲ ﻫﺫﺍ ﺍﻟﺴﻴﺎﻕ ﻴﻌﺭﻑ)(Nath,2002: 119
ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺒﺄﻨﻪ " ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻲ ﻤﻥ ﺨﻼﻟﻬﺎ ﻴﺘﻡ ﺍﺴﺘﻴﻌﺎﺏ ﺍﻟﻤﻌﺭﻓﺔ".
-3ﻤﻔﻬﻭﻡ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻋﻠﻰ ﻭﻓﻕ ﺍﻟﻤﺩﺨل ﺍﻻﺠﺘﻤﺎﻋﻲ :ﻭﻤـﻥ ﺃﻫـﻡ ﺭﻭﺍﺩ ﻫـﺫﺍ ﺍﻟﻤـﺩﺨل ﻫـﻡ
) (Schon, Lave) , (Wengerﻭﻴﻌﺩ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻋﻠﻰ ﻭﻓﻕ ﻫﺫﺍ ﺍﻟﻤﺩﺨل " ﺸﻲﺀ ﻴﻤﻜﻥ ﺃﻥ
ﻴﻨﺒﺜﻕ ﻤﻥ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ " ) .(Smith,2002:3ﻭﻴﻌﺭﻓـﻪ )(Antal & Wang,2003:7
ﻋﻠﻰ ﺍﻨﻪ "ﻋﻤﻠﻴﺔ ﺘﻔﺎﻋﻠﻴﺔ ﺍﺒﺘﻜﺎﺭﻴﺔ ﺍﻜﺜﺭ ﻤﻤﺎ ﻫﻲ ﻋﻤﻠﻴﺔ ﺘﻜﻨﻭﻗﺭﺍﻁﻴﺔ" .ﻭﻴﻌﺭﻓـﻪ Wenger, Lave
ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺘﻬﻤﺎ ﻟﻪ ﻓﻲ ﺇﻁﺎﺭ ﺠﻤﺎﻋﺎﺕ ﺍﻟﻤﻤﺎﺭﺴﺔ )(Community of Practiceﻋﻠﻰ ﺍﻨﻪ"
ـﺎﺤﺜﻴﻥـﻥ ﺍﻟﺒـ
ـﺩ ﻤـ ـﺭﻯ ﺍﻟﻌﺩﻴــﻪ" ) .(Brown, 1991:7ﻭﻴـ ـﺭﺘﺒﻁ ﺒﻅﺭﻭﻓـ ـﺎﻋﻲ ﻤـ ـﺎﺀ ﺍﺠﺘﻤـﺒﻨـ
) (Smith, 2002: 3);(Ramage,1999:1ﺒﺄﻥ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻴﻨﻅﺭ ﺇﻟﻴﻪ" ﺒﻭﺼﻔﻪ ﻋﻤﻠﻴﺔ ﺜﻘﺎﻓﻴﺔ
ﺘﺘﺄﺜﺭ ﺒﺎﻷﺒﻌﺎﺩ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﻤﻨﻅﻤﺔ.
-4ﻤﻔﻬﻭﻡ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻋﻠﻰ ﻭﻓﻕ ﺍﻟﻤﺩﺨل ﺍﻟﺴﻴﺎﺴﻲ :ﺇﻥ ﻤﻔﻬﻭﻡ ﺍﻟﺘﻌﻠﻡ ﻋﻠﻰ ﻭﻓﻕ ﻫﺫﺍ ﺍﻟﻤﺩﺨل ﻟـﻡ
ﺘﺘﻨﺎﻭﻟﻪ ﺃﺩﺒﻴﺎﺕ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺇﻻ ﻨﺎﺩﺭﺍ .ﻭﺃﺸﺎﺭ ) (Ramage, 1999: 2ﺇﻟﻰ ﺫﻟﻙ ﻤﻨﺘﻘﺩﺍ ﻤﺎ ﻭﺭﺩ ﻋـﻥ
ﺍﻟﺒﺎﺤﺜﻴﻥ ﺒﺼﺩﺩ ﻤﻔﻬﻭﻡ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺒﻭﺼﻔﻪ " ﺴﺎﺫﺠﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻘﻭﺓ ﻭﺍﻟﺴﻴﺎﺴﺔ ،ﻻﻥ ﻫـﺫﺍ
ﺍﻟﻤﻔﻬﻭﻡ ﻴﻔﺘﺭﺽ ﻭﺠﻭﺩ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻟﻤﺸﺎﺭﻜﺔ ﺒﺎﻟﻘﻭﺓ )ﺍﻟﻤﻌﺭﻓـﺔ ﺍﻟـﻀﻤﻨﻴﺔ( ﻭﺍﻟﻤﻌﻠﻭﻤـﺎﺕ ﻓـﻲ
ﺍﻟﻤﻨﻅﻤﺎﺕ .ﻭﺍﻟﻨﻅﺭ ﺇﻟﻰ ﺍﻟﺘﻌﻠﻡ "ﻜﻌﻤﻠﻴﺔ ﺴﻴﺎﺴﻴﺔ" ) (Smith, 2002: 3ﻴﺘﻁﻠﺏ "ﺘﺸﺠﻴﻊ ﺍﻟﺭﻏﺒﺔ ﻋﻠﻰ
ﺍﻟﻤــــﺸﺎﺭﻜﺔ ﺒــــﺎﻟﻘﻭﺓ ﺍﻟﻤﺘﻤﺜﻠــــﺔ ﺒﺎﻟﻤﻌﺭﻓــــﺔ ﺍﻟــــﻀﻤﻨﻴﺔ ﻭﺍﻟﻤﻌﻠﻭﻤــــﺎﺕ"
) (Torrington & Hall, 1998: 313ﻭﻓﺘﺢ ﺃﺒﻭﺍﺏ "ﺍﻟﺤﻭﺍﺭ "ﻭﻤﻥ ﺨﻼل" ﺍﻟﺴﻠﻭﻙ ﺍﻟﻘﻴﺎﺩﻱ ﺍﻟﺫﻱ
ﻴﻌﻜﺱ ﻗﻴﻤﺔ ﺍﻟﺘﻌﻠﻡ ﻭﻴﺠﺴﺩﻫﺎ ).(MeGill, in Ivancevich, 2002: 79
ﺛﺎﻧﻴﺎ-ﺃﳘﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻨﻈﻤﻲ
ﺃﺸﺎﺭ ﻤﻌﻅﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺇﻟﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻟﻠﻔﺭﺩ ﻭﻟﻠﻤﻨﻅﻤﺎﺕ .ﻓﺎﻟﺘﻌﻠﻡ ﻴﺴﻬﻡ ﻓﻲ ﺘﻁﻭﻴﺭ
ﺍﻟﺸﺨﺼﻴﺔ ﻤﻥ ﺨﻼل ﻤﺴﺎﻋﺩﺓ ﺍﻟﻔﺭﺩ ﻓﻲ ﺇﺩﺭﺍﻙ ﺫﺍﺘﻪ ﻭﻓﻬﻡ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻟﺘﻔﺎﻋل ﻤﻌﻬﻡ ﻭﺘﺤﺴﻴﻥ ﻤﻬﺎﺭﺘﻪ
ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺘﺤﺴﻴﻥ ﺨﺒﺭﺘﻪ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﻭﺘﺤﻘﻴﻕ ﺍﻟﺘﻭﺍﻓﻕ ﻤﻊ ﺍﻟﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ
ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ ).(Argyris, 1957:218), (Clay, 1971:50
ﻭﺍﻟﺘﻌﻠﻡ ﻴﻌﺩ ﻭﺴﻴﻠﺔ ﻓﻌﺎﻟﺔ ﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻜﺎﻓﺂﺕ ﺃﻭ ﺍﻟﻤﻜﺎﻨﺔ ﺃﻭ
ﺍﻟﺴﻠﻁﺔ ﻭﺍﻟﻘﻭﺓ ﻭﻴﻌﺩ ﺍﻟﺘﻌﻠﻡ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻨﻅﻤﺔ ﺍﻷﺩﺍﺓ ﺍﻟﻔﻌﺎﻟﺔ ﻹﺩﺍﺭﺓ ﺍﻟﺘﻐﻴﻴﺭ .ﻭﺃﺸﺎﺭ
) (Robson, 1997:292ﺇﻟﻰ ﺇﻥ ﺍﻟﺘﻌﻠﻡ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻨﻅﻤﺔ ﻴﻌﺩ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺤﺭﺝ ﻓﻲ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ
ﺍﻟﺘﻌﺎﻤل ﺍﻟﻨﺎﺠﺢ ﻤﻊ ﺍﻟﺘﻐﻴﺭ ﺍﻟﻤﺴﺘﻤﺭ ﻓﻲ ﺒﻴﺌﺘﻬﺎ .ﻭﻟﻠﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺃﻫﻤﻴﺔ ﺒﺎﻟﻐﺔ ﻓﻲ ﺼﻨﻊ ﺍﻟﻘﺭﺍﺭ ﺒﻭﺼﻔﻪ
ﻭﺴﻴﻠﺔ ﺍﻟﻤﻨﻅﻤﺔ ﻓﻲ ﺍﻟﻭﺼﻭل ﻭﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻌﺭﻓﺔ ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ
) (Nath,2002:120ﻭﺘﺠﺎﻭﺯ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻘﺩﻴﻤﺔ ﻭﺍﺴﺘﺒﺩﺍﻟﻬﺎ ﺒﺄﺨﺭﻯ ﺠﺩﻴﺩﺓ ﻭﺍﻻﺴﺘﻤﺎﻉ ﺇﻟﻰ ﺍﻵﺨﺭﻴﻥ
ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺂﺭﺍﺌﻬﻡ ) .(Jones,1995:475ﻭﺃﺸﺎﺭ ) (Allee,1997:71ﺇﻟﻰ ﺃﻥ ﻗﺩﺭﺓ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻋﻠﻰ
ﺍﻟﺘﻌﻠﻡ ﻭﺍﻟﺘﻜﻴﻑ ﻭﺍﻟﺘﻐﻴﻴﺭ ﺃﺼﺒﺤﺕ ﻜﻔﺎﺀﺓ ﺠﻭﻫﺭﻴﺔ ﻟﻠﺒﻘﺎﺀ ..ﻭﻟﻠﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻭﺍﻜﺘﺴﺎﺏ ﺍﻟﻤﻌﺭﻓﺔ
).(Licker,1997:55 ﻭﻨﺸﺭﻫﺎ ﺩﻭﺭ ﻤﻬﻡ ﻓﻲ ﺘﺤﺴﻴﻥ ﺍﻟﻤﻨﺘﺠﺎﺕ ﻭﺍﻟﺨﺩﻤﺎﺕ
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ﻭﻴﺭﻯ ) (Hill & Jonses,2001:148ﺃﻥ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻫﻭ ﺍﻟﻭﺴﻴﻠﺔ ﻟﻠﺘﺤﺴﻴﻥ ﺍﻟﻤﺴﺘﻤﺭ ﻟﻠﻜﻔﺎﺀﺓ
ﻭﺍﻟﺠﻭﺩﺓ ﻭﺍﻹﺒﺩﺍﻉ ﻭﺍﻻﺴﺘﺠﺎﺒﺔ ﻟﻠﺯﺒﻭﻥ .ﻭﻴﺅﻜﺩ ) (Brown & Dguid,1991:1ﺃﻥ ﺍﻟﺘﻌﻠﻡ ﻴﻤﺜل
ﺍﻟﺠﺴﺭ ﺒﻴﻥ ﺍﻟﻌﻤل ﻭﺍﻹﺒﺩﺍﻉ .ﻭﻴﺸﺩﺩ ﺃﻏﻠﺏ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ
ﺍﻟﻤﻴﺯﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻟﺩﻭﺭ ﺍﻟﻤﻬﻡ ﺍﻟﺫﻱ ﻴﺅﺩﻴﻪ ﻓﻲ ﺘﻁﻭﻴﺭ ﻤﻭﺠﻭﺩﺍﺕ ﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻭﺭﺒﻁ
ﺍﻟﻌﻭﺍﻤل ﺍﻟﺩﺍﺨﻠﻴﺔ ﻭﺍﻟﺨﺎﺭﺠﻴﺔ ﻭﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﻁﻭﻴﺭ ﺍﻟﻤﺅﻫﻼﺕ ﻭﺤﻔﻅ ﺍﻟﻤﻌﺭﻓﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻴﻬﺎ
) ،(Nath,2002:120ﻭﻓﻲ ﺘﺤﻭﻴل ﺍﻟﻤﻭﺍﺭﺩ ﻭﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﻀﻤﻨﻴﺔ ﺇﻟﻰ ﻜﻔﺎﺀﺍﺕ ﺠﻭﻫﺭﻴﺔ
) ،(Hitt,2001:101-104ﻭﺒﺩﻭﻨﻪ ﻗﺩ ﻻ ﺘﺘﻤﻜﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ ﻤﻥ ﺼﻘل ﻤﻬﺎﺭﺍﺘﻬﺎ ﻭﻗﺩﺭﺍﺘﻬﺎ ﺍﻟﻔﺭﻴﺩﺓ
) .(Pisano et.al., 2001:762ﻭﻴﻌﺩﻩ ﺃﻏﻠﺏ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺍﻟﻤﺼﺩﺭ ﺍﻟﻭﺤﻴﺩ ﻟﻠﻤﻴﺯﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﻤﺴﺘﺩﺍﻤﺔ
. (Fulmer,1998:1)، (Malhotra,1996:2),
ﺛﺎﻟﺜﺎ-ﺃﻧﻮﺍﻉ ﺍﻟﺘﻌﻠﻢ ﺃﳌﻨﻈﻤﻲ
ﻟﻡ ﻴﺸﺭ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺇﻟﻰ ﺘﺼﻨﻴﻑ ﻤﺤﺩﺩ ﻷﻨﻭﺍﻉ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺇﻻ ﺍﻨﻬﻡ ﺃﺸﺎﺭﻭﺍ ﺇﻟﻰ ﻤﺴﻤﻴﺎﺕ ﻟﻠﺘﻌﻠﻡ
ﺘﺭﺘﺒﻁ ﺃﻤﺎ ﺒﻤﺩﺍﺨل ﺍﻟﺘﻌﻠﻡ ﺃﻭ ﺒﻤﺴﺘﻭﻴﺎﺘﻪ ﺃﻭ ﺒﻤﺠﺎﻻﺘﻪ ،ﻭﺴﻴﺤﺎﻭل ﺍﻟﺒﺎﺤﺜﺎﻥ ﺘﺼﻨﻴﻑ ﺃﻨﻭﺍﻉ ﺍﻟﺘﻌﻠﻡ ﻋﻠﻰ
ﻭﻓﻕ ﻫﺫﻩ ﺍﻟﻤﺴﻤﻴﺎﺕ ﻭﻜﺂﻻﺘﻲ:
-1ﺃﻨﻭﺍﻉ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺒﺤﺴﺏ ﺍﻟﻤﺩﺍﺨل ،ﻭﻴﺸﺘﻤل ﻋﻠﻰ:
ﺃ -ﺍﻟﺘﻌﻠﻡ ﺍﻟﻔﺭﺩﻱ ﻓﻲ ﺇﻁﺎﺭ ﺍﻟﻤﻨﻅﻤﺔ ،ﻭﻴﻤﻜﻥ ﺃﻥ ﻴﻨﻘﺴﻡ ﺒﺩﻭﺭﻩ ﺇﻟﻰ:
ﺘﻌﻠﻡ ﺍﻻﺸﺘﺭﺍﻁ ﺍﻟﻜﻼﺴﻴﻜﻲ ﻭﺘﻌﻠﻡ ﺍﻻﺸﺘﺭﺍﻁ ﺍﻟﻌﺎﻤل .ﻭﺍﻟﺘﻌﻠﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ :ﻭﻫﻭ ﺫﻟﻙ ﺍﻟـﺘﻌﻠﻡ ﺍﻟـﺫﻱ
ﻴﺤــﺼل ﻤــﻥ ﺨــﻼل ﺍﻟﺘﻔﺎﻋــل ﺍﻟﻤﺘﺒــﺎﺩل ﺒــﻴﻥ ﺍﻻﻓــﺭﺍﺩ ،ﻭﺍﻟــﺴﻠﻭﻙ ،ﻭﺍﻟﺒﻴﺌــﺔ.
) .(Hunt et al, 2000: 253ﻜﻤﺎ ﻭﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻌﺭﻓﻲ ﺃﺫ ﻴﺤﺼل ﺍﻟﺘﻌﻠﻡ ﻟﺩﻯ ﺍﻟﻔـﺭﺩ
ﻤــﻥ ﺨــﻼل ﺘﻔﻜﻴــﺭﻩ ﻭﺇﺩﺭﺍﻜــﻪ ﻭﺍﺨﺘﻴــﺎﺭﻩ ﻟﻠــﺴﻠﻭﻙ ﺍﺴــﺘﻨﺎﺩﺍ ﺇﻟــﻰ ﺨﺒﺭﺘــﻪ ﺍﻟــﺴﺎﺒﻘﺔ
).(Moorhead&Griffin,1995: 132
ﺏ-ﺍﻟـــﺘﻌﻠﻡ ﺍﻻﺠﺘﻤـــﺎﻋﻲ ﻋﻠـــﻰ ﻤـــﺴﺘﻭﻯ ﺍﻟﻤﻨﻅﻤـــﺔ ﻭﺍﻟﺠﻤﺎﻋـــﺎﺕ ﺍﻟﻤﺨﺘﻠﻔـــﺔ.
ﺝ -ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻌﺭﻓﻲ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﻅﻤﺔ.
-2ﺃﻨﻭﺍﻉ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺒﺤﺴﺏ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻡ ،ﺍﻟﺫﻱ ﻴﺘﻀﻤﻥ ﺜﻼﺜﺔ ﺃﻨﻭﺍﻉ ﻭﻜﺎﻵﺘﻲ:
ﺃ -ﺘﻌﻠﻡ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل :ﻭﻗﺩ ﺃﻁﻠﻘﺕ ﻋﻠﻴﻪ ﺍﻟﻤﺴﻤﻴﺎﺕ ﺍﻵﺘﻴﺔ :ﺘﻌﻠﻡ ﺍﻟﺤﻠﻘﺔ ﺍﻟﻤﻔﺭﺩﺓ ،ﻭﺍﻟﺘﻌﻠﻡ ﺍﻟﺘﻜﻴﻔﻲ،
ﻭﺍﻟﺘﻌﻠﻡ ﻏﻴﺭ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻲ ،ﻭﺘﻌﻠﻡ ﺍﻟﻨﻤﻭ ﺍﻟﻤﻀﺎﻑ ،ﻭﺍﻟﺘﻌﻠﻡ ﺍﻟﺘﺤﺴﻴﻨﻲ ﻭﺍﻟﺫﻱ ﻴﺘﻀﻤﻥ ﺘﺤﺴﻴﻥ
ﺍﻟﻨﺘﻴﺠﺔ.
ﺏ -ﺘﻌﻠﻡ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﺎﻨﻲ :ﻭﻗﺩ ﺃﻁﻠﻘﺕ ﻋﻠﻴﻪ ﺍﻟﻤﺴﻤﻴﺎﺕ ﺍﻵﺘﻴﺔ :ﺘﻌﻠﻡ ﺍﻟﺤﻠﻘﺔ ﺍﻟﻤﺯﺩﻭﺠﺔ ،ﻭﺍﻟﺘﻌﻠﻡ
ﺍﻟﺘﻭﻟﻴﺩﻱ ،ﻭﺍﻟﺘﻌﻠﻡ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻲ ،ﻭﺍﻟﺘﻌﻠﻡ ﺍﻟﺠﺫﺭﻱ ،ﻭﺍﻟﺘﻌﻠﻡ ﺍﻻﻨﺘﻘﺎﻟﻲ ﻭﺍﻟﺫﻱ ﻴﺘﻀﻤﻥ ﺘﺠﺩﻴﺩ
ﺍﻟﻨﺘﻴﺠﺔ.
ﺝ -ﺘﻌﻠﻡ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﺎﻟﺙ :ﻭﻗﺩ ﺃﻁﻠﻘﺕ ﻋﻠﻴﻪ ﺘﺴﻤﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺜﻼﺜﻲ ﺍﻟﺤﻠﻘﺔ ،ﻴﺘﻀﻤﻥ ﺘﻁﻭﻴﺭ ﺍﻟﻨﺘﻴﺠﺔ.
-3ﺃﻨﻭﺍﻉ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺒﺤﺴﺏ ﻤﺠﺎل ﺍﻟﺘﻌﻠﻡ ،ﻭﻴﺸﺘﻤل ﻋﻠﻰ:
ﺃ -ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻔﺎﻫﻴﻤﻲ ﺃﻭ ﺍﻻﺩﺭﺍﻜﻲ :Conceptual Leaningﻭﻫﻭ ﻴﻨﻁﻭﻱ ﻋﻠﻰ ﺘﺼﻤﻴﻡ ﻤﻔﻬﻭﻡ
ﻤﺠﺭﺩ )ﻨﻅﺭﻱ( ﻟﺘﻭﻀﻴﺢ ﺨﺒﺭﺓ ﺃﻭ ﺘﺠﺭﺒﺔ ﻤﻌﻴﻨﺔ ﻭﻴﺴﺘﻨﺩ ﺇﻟﻰ ﻤﻌﺭﻓﺔ– ﻟﻤﺎﺫﺍ ).(Know –why
ﺏ-ﺍﻟﺘﻌﻠﻡ ﺍﻟﻌﻤﻠﻴﺎﺘﻲ ﺃﻭ ﺍﻟﺘﺸﻐﻴﻠﻲ :Operational Learningﻭﻫﻭ ﻴﻨﻁﻭﻱ ﻋﻠﻰ ﺘﻨﻔﻴﺫ
ﺍﻟﺘﻐﻴﺭﺍﺕ ﻭﻤﻼﺤﻅﺔ ﺍﻟﻨﺘﺎﺌﺞ ﻭﻴﺴﺘﻨﺩ ﺇﻟﻰ ﻤﻌﺭﻓﺔ– ﻜﻴﻑ ) (Know-Howﺃﻱ ﻜﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻤل ﻤﻊ
ﺍﻷﺤﺩﺍﺙ ).(Mukherjee,1998 , 2000
141
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ﻫﻭ ﺃﺸﻤل ﻤﻥ ﺃﻱ ﻤﻥ ﻫﺫﻴﻥ ﺍﻟﻤﻔﻬﻭﻤﻴﻥ ،ﻓﻲ ﺤﻴﻥ ﻴﺘﻔﻕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻤﺜل
.(Hitt, 2001:101), (Hayes & Pisano, 1994:77) (Collis & Montgomery, 1995: 120),
ﻋﻠﻰ ﺃﻥ ﺍﻟﻨﻅﺭ ﺇﻟﻰ ﺍﻟﻨﺠﺎﺡ ﻤﻥ ﺨﻼل ﺍﻷﺩﺍﺀ ﺍﻟﻤﺎﻟﻲ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺘﺸﻐﻴﻠﻴﺔ ﻭﺍﻹﻨﺘﺎﺠﻴﺔ ﺃﻭ ﺘﺤﻘﻴﻕ ﺭﺒﺢ
ﺃﻭ ﻋﺎﺌﺩ ﻤﺴﺘﻬﺩﻑ ﺃﻭ ﺇﺠﺭﺍﺀ ﺒﻌﺽ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺤﺴﻴﻥ ﻓﻲ ﺇﻁﺎﺭ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻭﺩﺓ ﺍﻟﺸﺎﻤﻠﺔ ﻭﺇﻋﺎﺩﺓ ﺍﻟﻬﻨﺩﺴﺔ
ﻭﺍﻟﻤﻘﺎﺭﻨﺔ ﺍﻟﻤﺭﺠﻌﻴﺔ ﻴﻌﺩ ﻨﻅﺭﺓ ﻀﻴﻘﺔ ﻻ ﺘﺤﺩﺩ ﺍﻟﻨﺠﺎﺡ ﻁﻭﻴل ﺍﻷﻤﺩ ﻓﻲ ﺍﻷﺴﻭﺍﻕ ﺍﻟﺘﻨﺎﻓـﺴﻴﺔ ﻻﻥ ﻫـﺫﻩ
ﺠﻤﻴﻌﻬﺎ ﻴﻤﻜﻥ ﺘﻘﻠﻴﺩﻫﺎ ﺃﻭ ﺍﺴﺘﻨﺴﺎﺨﻬﺎ ﺒﺴﻬﻭﻟﺔ .ﻓﺎﻟﻨﺠﺎﺡ ﻁﻭﻴل ﺍﻷﻤﺩ ﻴﻜﻤﻥ ﻓﻲ ﻗﺩﺭﺓ ﺍﻟﻤﻨﻅﻤـﺔ ﻋﻠـﻰ
ﻋﻤل ﺃﺸﻴﺎﺀ ﺃﻓﻀل ﻤﻤﺎ ﻴﺘﻤﻜﻥ ﺍﻟﻤﻨﺎﻓﺴﻭﻥ ﻤﻥ ﺨﻼل ﺍﻤﺘﻼﻜﻬﺎ ﻗﺩﺭﺍﺕ ﻤﺘﻤﻴﺯﺓ ﻭﻗﺩﺭﺍﺕ ﺠﻭﻫﺭﻴﺔ ﻻ ﻴﻤﻜﻥ
ﺘﻘﻠﻴﺩﻫﺎ ﺘﻤﻜﻨﻬﺎ ﻤﻥ ﺘﻁﻭﻴﺭ ﺘﺩﻓﻕ ﻤﺴﺘﻤﺭ ﻟﻠﻤﻴﺯﺍﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﻭﺍﻟﺤﺼﻭل ﻋﻠﻰ ﻤﺭﻜﺯ ﺘﻨﺎﻓـﺴﻲ ﻤﺘﻤﻴـﺯ
.(Hitt, 2003:12) (Hitt, 2001:98), (Collis &, Hayes, )1994:78
ﺃﻤﺎ )ﺍﻟﺭﻜﺎﺒﻲ (22: 1999،ﻓﻴﻨﻅﺭ ﺇﻟﻰ ﺍﻟﻨﺠﺎﺡ ﺒﻤﻨﻅﻭﺭ ﻤﺭﺤﻠﻲ ﺇﺫ ﻴﻘﻭل ﺒﺄﻥ "ﻤﻔﻬﻭﻡ ﻨﺠـﺎﺡ ﺍﻟﻤﻨﻅﻤـﺔ
ﻤﺭﺤﻠﺔ ﻤﺘﻘﺩﻤﺔ ﻨﺤﻭ ﻤﻔﻬﻭﻡ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻲ" ﻭﻋﺭﻑ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻲ ﺒﺄﻨﻪ " ﻗـﺩﺭﺓ ﺍﻟﻤﻨﻅﻤـﺔ
ـﺭـﺎ " .ﻭﻴﻨﻅـ
ـﺴﻌﻰ ﻟﺘﺤﻘﻴﻘﻬـ ـﻲ ﺘــﺩﺍﻑ ﺍﻟﺘـ ـل ﺍﻷﻫـ ـﻲ ﻅـ ـﻭ ﻓـ
ـﻑ ،ﻭﺍﻟﻨﻤــﺎﺀ ﻭﺍﻟﺘﻜﻴـ
ـﻰ ﺍﻟﺒﻘـ
ﻋﻠـ
) (Dell & Kramer, 2003:1ﺇﻟــﻰ ﺍﻟﻨﺠــﺎﺡ ﻤــﻥ ﺨــﻼل ﺍﻟﺘﻭﺍﻓــﻕ ﺍﻟــﺴﺘﺭﺍﺘﻴﺠﻲ
) (Strategic Alignmentﺒﻭﺼﻔﻪ ﻤﻔﺘﺎﺡ ﺍﻟﻨﺠﺎﺡ ﻭﻴﺘﻤﺜل ﺒﻘﺩﺭﺓ ﺍﻟﻤﻨﻅﻤﺔ ﻋﻠﻰ ﺘﻨﺴﻴﻕ ﺃﻨﺸﻁﺘﻬﺎ ﻓﻲ
ﺠﻤﻴﻊ ﻤﻜﻭﻨﺎﺘﻬﺎ ﻭﺭﺒﻁﻬﺎ ﺒﺭﺅﻴﺔ ﻤﺸﺘﺭﻜﺔ ﻟﻜﺎﻓﺔ ﺃﺼﺤﺎﺏ ﺍﻟﻤﺼﻠﺤﺔ ﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﺎ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ.
ﺛﺎﻧﻴﺎ-ﻣﺪﺍﺧﻞ ﺍﻟﻨﺠﺎﺡ ﺍﳌﻨﻈﻤﻲ
ﺘﻨﺎﻭل ﺍﻟﺒﺎﺤﺜﻴﻥ )ﺍﻟﺸﻤﺎﻉ (1989 ،ﻭ)ﺍﻟﺭﻜﺎﺒﻲ (1999،ﺩﺭﺍﺴﺔ ﻨﺠﺎﺡ ﺍﻟﻤﻨﻅﻤﺔ ﻤﻥ ﺨﻼل ﻤﺩﺍﺨل
ﺍﻟﻔﺎﻋﻠﻴﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻓﻀﻼﹰ ﻋﻥ ﺫﻟﻙ ،ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﻤﺩﺨﻠﻴﻥ ﺭﺌﻴﺴﻴﻥ ﻟﻠﻨﺠﺎﺡ ﺍﻟﻤﻨﻅﻤﻲ :ﺍﻷﻭل ﻫﻭ ﺍﻟﻤﺩﺨل
ﺍﻻﻗﺘﺼﺎﺩﻱ ،ﺍﻟﺫﻱ ﻴﻌﺩ ﺃﻥ ﺍﻟﻤﻴﺯﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺘﻨﺒﺜﻕ ﻤﻥ ﺍﻟﻤﺭﻜﺯ ﺍﻟﺴﻭﻗﻲ ﺍﻟﻤﺘﻤﻴﺯ ،ﻭﺍﻥ ﺍﻟﻤﺤﺩﺩ ﺍﻷﻭل
ﻷﺩﺍﺀ ﺍﻟﻤﻨﻅﻤﺔ ﻫﻭ ﺒﻴﺌﺘﻬﺎ ﺍﻟﺨﺎﺭﺠﻴﺔ ﺍﻟﻤﺘﻤﺜﻠﺔ ﺒﻬﻴﻜل ﺍﻟﻤﻨﺎﻓﺴﺔ ﻟﺒﻴﺌﺔ ﺍﻟﺼﻨﺎﻋﺔ ﻭﻤﻥ ﺭﻭﺍﺩﻩ
) ،(Ambrosini,2003:3) (Caves & Porterﻭﻴﻤﻜﻥ ﺘﻀﻤﻴﻨﻪ ﺍﻟﻤﺩﺍﺨل ﺍﻟﻔﺭﻋﻴﺔ ﺍﻵﺘﻴﺔ :ﻤﺩﺨل
ﻗﻭﻯ ﺍﻟﺘﻨﺎﻓﺱ ﻟـ) ،(Porterﻭﻤﺩﺨل ﺍﻹﺒﺩﺍﻉ ﻟـ) (Schumpeterﺍﻟﺫﻱ ﻴﻌﺩ ﺍﻹﺒﺩﺍﻉ ﻤﺘﻐﻴﺭ ﺤﺎﺴﻡ
ﻓﻲ ﺘﺤﺩﻴﺩ ﻫﻴﻜل ﺍﻟﻤﻨﺎﻓﺴﺔ ﻭﻜﺜﺎﻓﺘﻬﺎ ،ﻭﻤﺩﺨل ﻨﻅﺭﻴﺔ ﺍﻟﻤﺒﺎﺭﺍﺓ ،ﺍﻟﺫﻱ ﻴﺅﻜﺩ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ
ﺒﻴﻥ ﺍﻟﻤﻨﻅﻤﺎﺕ ،ﻭﻤﺩﺨل ﺘﺤﻠﻴل ﺍﻟﺴﻴﻨﺎﺭﻴﻭ ﺍﻟﺫﻱ ﻴﻤﺘﺎﺯ ﺒﺎﻟﺭﺅﻴﺔ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﻔﺭﺹ ﻭﺍﻟﺘﻬﺩﻴﺩﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ
ﻭ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟﻤﺯﺍﻴﺎ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ .(Grant ,2000 :225) .ﻭﺍﻟﺜﺎﻨﻲ ﻫﻭ ﺍﻟﻤﺩﺨل ﺍﻟﻤﺴﺘﻨﺩ ﺇﻟﻰ ﺍﻟﻤﻭﺍﺭﺩ
ﺍﻟﺤﺩﻴﺙ ﻨﺴﺒﻴﺎ ﻭﺍﻟﺫﻱ ﻴﺅﻜﺩ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻟﻨﻅﺭ ﺇﻟﻰ ﺍﻟﻤﻨﻅﻤﺔ ﻜﺤﺯﻤﺔ ﻤﻭﺍﺭﺩ ﺘﻤﻜﻨﻬﺎ ﻤﻥ ﺍﻟﺤﺼﻭل ﻋﻠﻰ
ﺍﻟﻤﻴﺯﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﻤﺴﺘﺩﻴﻤﺔ .ﻭﺘﺭﻯ ) (Ambrosini,2003 :3ﺃﻥ ﻫﺫﺍ ﺍﻟﻤﺩﺨل ﻴﺴﺘﻨﺩ ﺃﺴﺎﺴﺎ ﺇﻟﻰ
ﺩﺭﺍﺴﺔ ) (Selznick,1957ﺤﻭل ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻤﺘﻤﻴﺯﺓ ،ﻭﺇﻟﻰ ﺩﺭﺍﺴﺔ) (Penrose,1959ﺍﻟﺘﻲ ﺘﻌﺩ
ﺍﻟﻤﻨﻅﻤﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻭﺍﺭﺩ ﻭﻴﻌﺘﻤﺩ ﺃﺩﺍﺅﻫﺎ ﻋﻠﻰ ﻗﺩﺭﺘﻬﺎ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ ﺍﻟﻤﻭﺍﺭﺩ .ﻭﻴﻤﻜﻥ
ﺘﻀﻤﻴﻨﻪ ﻤﺩﺨل ﺘﺤﻠﻴل ﺴﻠﺴﻠﺔ ﺍﻟﻘﻴﻤﺔ ﻟﺘﺤﻠﻴل ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺘﺤﻭﻴﻠﻬﺎ ﺇﻟﻰ ﻜﻔﺎﺀﺍﺕ
ﺠﻭﻫﺭﻴﺔ ﺩﺍﻋﻤﺔ ﻟﻠﻤﻴﺯﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ). (Hitt ,2001 : 121
143
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
144
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
ﻭﻴﺸﻴﺭ) (Macmillan, 2000: 268 - 271ﺇﻟﻰ ﺃﻥ ﻨﻅﻡ ﺍﻟﺘﻌﻠﻡ ﺘﻌﺩ ﻤﺼﺩﺭﺍ ﻟﻠﻤﻴﺯﺓ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ
ﻟﻜﻭﻨﻬﺎ ﺘﻤﻜﻥ ﺍﻟﻤﻨﻅﻤﺔ ﻤﻥ ﻤﻬﺎﺠﻤﺔ ﺒﻴﺌﺘﻬﺎ ﺒﻁﺭﻴﻘﺘﻴﻥ :ﺍﺴﺘﻐﻼل ﻤﺎ ﻤﺘﻭﻓﺭ ﻓﻴﻬﺎ ،ﻭﺍﻟﺘﻐﻴﻴﺭ ﻻﺴﺘﻐﻼل
ﺍﻟﻔﺭﺹ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ .ﻭﻫﺫﺍ ﻻ ﻴﺘﻡ ﺇﻻ ﻤﻥ ﺨﻼل ﻗﺩﺭﺓ ﺘﻜﻴﻔﻴﺔ ﻋﺎﻟﻴﺔ ﺘﺸﻤل ﺍﻟﻌﻘﻠﻴﺎﺕ ،ﻭﻨﻤﻁ ﺍﻟﻘﻴﺎﺩﺓ،
ﻭﺍﻟﺜﻘﺎﻓﺔ ،ﻭﺍﻟﻌﻤﻠﻴﺎﺕ ،ﻭﺍﻟﻬﻴﻜل ﺍﻟﻤﻨﻅﻤﻲ ﻭﺘﻌﺩ ﻫﺫﻩ ﺍﻟﻘﺩﺭﺓ ﻋﺎﻤﻼ ﺤﺭﺠﺎ ﻟﻠﻨﺠﺎﺡ ﺍﻟﻤﻨﻅﻤﻲ
ﺍﶈﻮﺭ ﺍﻟﺮﺍﺑﻊ :ﻋﺮﺽ ﻭﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﺍﺧﺘﺒﺎﺭ ﻓﺮﺿﻴﺎﺗﻪ.
ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺤﻭﺭ ﺴﻴﺘﻡ ﻋﺭﺽ ﻭﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ ﻭﺍﺨﺘﺒﺎﺭ ﻓﺭﻀﻴﺎﺘﻪ ﻭﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻵﺘﻲ -:
ﺃﻭﻻ :ﻋﺮﺽ ﻭﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﶈﻮﺭ ﺍﻟﺘﻌﻠﻢ ﺍﳌﻨﻈﻤﻲ -:
ﻴﻅﻬﺭ ﺍﻟﺠﺩﻭل ) (1ﺍﻟﺘﻭﺯﻴﻌﺎﺕ ﺍﻟﺘﻜﺭﺍﺭﻴﺔ ﻭﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻭﺍﻷﻭﺴﺎﻁ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ
ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﺩﻴﺭﻴﻥ ﺒﺼﺩﺩ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻭﻴﻌﻜﺱ ﺍﻟﺠﺩﻭل ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻪ ﻭﺴﻁﺎ
ﺤﺴﺎﺒﻴﺎ ﻋﺎﻤﺎ ﻓﻭﻕ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺒﻠﻎ ) (3.54ﻟﻤﻘﻴﺎﺱ ﻤﺅﻟﻑ ﻤﻥ )(5ﺩﺭﺠﺎﺕ ﻭﺒﺎﻨﺴﺠﺎﻡ ﻋﺎل ﻓﻲ
ﺍﻹﺠﺎﺒﺎﺕ ﻴﺅﻜﺩﻩ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ ) .(0.60ﻭﻗﺩ ﺘﻀﻤﻥ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺍﻷﺒﻌﺎﺩ ﺍﻵﺘﻴﺔ-:
ﺃ -ﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ :ﻴﻅﻬﺭ ﺍﻟﺠﺩﻭل ) (1ﻤﺴﺘﻭﻯ ﻟﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ ﻟﻠﺸﺭﻜﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ ﻤـﻥ ﻭﺠﻬـﺔ
ﺍﻟﻨﻅﺭ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﻭﻕ ﺍﻟﻤﺘﻭﺴﻁ ﺇﺫ ﻜﺎﻥ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻌﺎﻡ ﻟﻬﺫﺍ ﺍﻟﺒﻌﺩ) (3.69ﻭﻫﻭ ﺃﻋﻠـﻰ ﻤـﻥ
ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﺒﺎﻟﻎ) (3ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻋﺎﻡ ﺒﻠﻎ) (0.65ﻭﻫﻲ ﻗﻴﻤﺔ ﻤﻨﺨﻔﻀﺔ ﻨـﺴﺒﻴﺎ ﺘﻌﻜـﺱ
ﺩﺭﺠﺔ ﺍﻨﺴﺠﺎﻡ ﺠﻴﺩﺓ ﻓﻲ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ .ﺃﻤﺎ ﻋﻠﻰ ﺼﻌﻴﺩ ﺍﻟﻔﻘﺭﺍﺕ ﻓﻘﺩ ﻗﻴﺴﺕ ﺩﻴﻨﺎﻤﻴﻜـﺎﺕ ﺍﻟـﺘﻌﻠﻡ
ﺒﺨﻤﺱ ﻓﻘﺭﺍﺕ ﺘﺭﺍﻭﺤﺕ ﺤﻭﻟﻬﺎ ﻗﻴﻡ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺒﻴﻥ ﺃﻋﻠﻰ ﻗﻴﻤﺔ ﺤﻘﻘﺘﻬﺎ ﺍﻟﻔﻘﺭﺓ )ﺘﺸﺠﻴﻊ ﺍﻟﺘﻌﻠﻡ ﻤﻥ
ﻗﺒل ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ( ﺒﻠﻐﺕ) (3.95ﻭﺒﺘﺸﺘﺕ ﻤﻌﻘﻭل ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﻜﺎﻥ ﺍﻻﻨﺤـﺭﺍﻑ ﺍﻟﻤﻌﻴـﺎﺭﻱ )(0.92
ﻭﺒﻴﻥ ﺃﻗل ﻗﻴﻤﺔ ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺤﻘﻘﺘﻬﺎ ﺍﻟﻔﻘـﺭﺓ )ﺘﻤﻜـﻥ ﺍﻷﻓـﺭﺍﺩ ﻤـﻥ ﺍﻟﺘﻔﻜﻴـﺭ ﻭﺍﻷﺩﺍﺀ ﺒـﺸﻤﻭﻟﻴﺔ(
ﺒﻠﻐﺕ) (3.18ﻭﻫﻲ ﻓﻭﻕ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﻫﺫﺍ ﻴﺩﻟل ﻋﻠﻰ ﺇﻥ ﺍﻟﺸﺭﻜﺎﺕ ﻟﺩﻴﻬﺎ ﻤﺴﺘﻭﻯ ﻤﻌﻘـﻭل ﻤـﻥ
ﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ ﻭﺫﺍﻙ ﻤﺎ ﻻﺤﻅﻪ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺇﺫ ﺘﻭﺠﺩ ﻓﻲ ﺍﻏﻠﺏ ﺍﻟﺸﺭﻜﺎﺕ ﻗﺎﻋﺎﺕ ﻭﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺏ ﺍﻷﻓﺭﺍﺩ
ﻭﺒﻤﺴﺘﻭﻯ ﻤﺘﻔﺎﻭﺕ ﺯﻤﻨﻴﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺸﺭﻜﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ .
ﺏ -ﺘﺤﻭل ﺍﻟﻤﻨﻅﻤﺔ :ﺤﻘﻕ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﻭﺴﻁﺎ ﺤﺴﺎﺒﻴﺎ ﻋﺎﻤﺎ ﺒﻠﻎ ) (3.72ﺃﻋﻠﻰ ﻤﻥ ﺍﻟﻭﺴـﻁ ﺍﻟﻤﻌﻴـﺎﺭﻱ
ﻭﺒﺘﺸﺘﺕ ﻗﻠﻴل ﺠﺩﺍ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ) (0.58ﻤﻤﺎ ﻴﻌﻜﺱ ﺩﺭﺠﺔ ﺍﻨـﺴﺠﺎﻡ ﺠﻴـﺩﺓ ﻓـﻲ
ﺇﺠﺎﺒﺎﺕ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ،ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺅﺸﺭ ﻤﺴﺘﻭﻯ ﻤﻘﺒﻭل ﻟﺘﺤﻭل ﺍﻟﻤﻨﻅﻤﺔ ﻜﻨﺘﻴﺠﺔ ﻟﻠﺘﻌﻠﻡ .ﻭﻗﺩ
ﻗﻴﺱ ﺘﺤﻭل ﺍﻟﻤﻨﻅﻤﺔ ﺒﺨﻤﺱ ﻓﻘﺭﺍﺕ ،ﺇﺫ ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﺘﻌﺩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻟﺒﺭﺍﻤﺞ ﻓﺭﺼﺎ ﻟﻠـﺘﻌﻠﻡ( ﺃﻋﻠـﻰ
ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻎ ) (4.24ﻭﺍﻗل ﺘﺸﺘﺕ ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) ،(0.63ﻓﻴﻤﺎ ﺤﻘﻘﺕ
ﺍﻟﻔﻘﺭﺓ )ﻤﺴﺘﻭﻴﺎﺕ ﺇﺩﺍﺭﻴﺔ ﺍﻗل ﻟﺯﻴﺎﺩﺓ ﺍﻻﺘﺼﺎل ﻭﺍﻟﺘﻌﻠﻡ( ﺍﻗل ﻗﻴﻤﺔ ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻐﺕ) (3.08ﻭﺒﺘـﺸﺘﺕ
ﻤﻌﻘﻭل ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ) ،(0.90ﻭﻫﺫﺍ ﻴﻘﺘﺭﺏ ﻤﻥ ﺍﻟﻭﺍﻗﻊ ﺇﺫ ﺇﻥ ﺍﻟﻬﻴﻜل ﺍﻟﺘﻨﻅﻴﻤﻲ ﺍﻟﻤﺘﺒﻊ ﻓﻲ
ﺠﻤﻴﻊ ﺍﻟﺸﺭﻜﺎﺕ ﻫﻭ ﻫﻴﻜل ﻫﺭﻤﻲ ﺒﻤﺴﺘﻭﻴﺎﺕ ﺇﺩﺍﺭﻴﺔ ﻤﺘﻌﺩﺩﺓ.
ﺝ -ﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ :ﻋﻜﺴﺕ ﺇﺠﺎﺒﺎﺕ ﺍﻟﻤﺩﻴﺭﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻤﺴﺘﻭﻯ ﻓﻭﻕ ﺍﻟﻭﺴﻁ ﺒﺼﺩﺩ ﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ
ﺇﺫ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻌﺎﻡ) (3.64ﻭﺒﻤﺴﺘﻭﻯ ﺘﺸﺘﺕ ﻤﻌﺘﺩل ﺇﺫ ﻜﺎﻥ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴـﺎﺭﻱ )،(0.81
ﻤﻤﺎ ﻴﺩﻟل ﻋﻠﻰ ﻗﻴﺎﻡ ﺍﻟﺸﺭﻜﺎﺕ ﺒﺒﻌﺽ ﺍﻟﺠﻬﻭﺩ ﻟﺘﻤﻜﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ .ﻭﻗﺩ ﺘﻀﻤﻥ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﺨﻤـﺱ ﻓﻘـﺭﺍﺕ
ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﺘﻁﻭﻴﺭ ﻗﻭﺓ ﻋﻤل ﻤﺘﻤﻜﻨﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻡ( ﺃﻋﻠﻰ ﻭﺴﻁﺎ ﺤﺴﺎﺒﻴﺎ ﺒﻠﻎ ) (4.06ﻭﺒﺘﺸﺘﺕ
ﻤﻌﻘـــﻭل ﺇﺫ ﺒﻠـــﻎ ﺍﻻﻨﺤـــﺭﺍﻑ ﺍﻟﻤﻌﻴـــﺎﺭﻱ ) ،(0.99ﺒﻴﻨﻤـــﺎ ﺤﻘﻘـــﺕ ﺍﻟﻔﻘـــﺭﺓ
)ﺍﻋﺘﻤﺎﺩ ﺍﻟﻼﻤﺭﻜﺯﻴﺔ ﻭﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ( ﺍﻗل ﻭﺴﻁ ﺒﻠﻎ ) (3.11ﻭﺃﻋﻠـﻰ ﺘـﺸﺘﺕ ﺇﺫ ﻜـﺎﻥ ﺍﻻﻨﺤـﺭﺍﻑ
ﺍﻟﻤﻌﻴﺎﺭﻱ ) . (1.27ﻭﻫﺫﺍ ﻴﻨﺴﺠﻡ ﻤﻊ ﻭﺍﻗﻊ ﺍﻟﺤﺎل ﺍﻟﺫﻱ ﻟﻭﺤﻅ ﻭﻤﻥ ﺨـﻼل ﺍﻟﻤﻘـﺎﺒﻼﺕ ﻤـﻊ ﺒﻌـﺽ
ﺍﻟﻤﺩﻴﺭﻴﻥ ،ﻓﻔﻲ ﻭﻗﺕ ﺘﻘﻭﻡ ﻓﻴﻪ ﺍﻟﺸﺭﻜﺎﺕ ﺒﺒﻌﺽ ﺍﻟﺠﻬﻭﺩ ﻟﺘﻁﻭﻴﺭ ﻗﻭﺓ ﻋﻤل ﻤﺘﻤﻜﻨﺔ ﻓﺈﻨﻬﺎ ﺘﻌـﺎﻨﻲ ﻤـﻥ
ﺍﻟﻤﺭﻜﺯﻴﺔ ﻭﻀﻌﻑ ﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ.
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ﺩ-ﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ :ﺤﻘﻕ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﺍﻗل ﻤﺴﺘﻭﻯ ﺒﺎﻟﻨﺴﺒﺔ ﻟﺒﻘﻴﺔ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﻠﻡ ﺇﺫ ﻴﻅﻬﺭ ﺍﻟﺠﺩﻭل) (1ﻭﺴﻁﺎ
ﺤﺴﺎﺒﻴﺎ ﻋﺎﻤﺎ ﻓﻭﻕ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺒﻘﻠﻴل ﺒﻠﻎ) (3.30ﻭﺒﻤﺴﺘﻭﻯ ﺘـﺸﺘﺕ ﻤـﻨﺨﻔﺽ ﻨـﺴﺒﻴﺎ ﺇﺫ ﺒﻠـﻎ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ) (0.78ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺩﺭﺠﺔ ﺍﻨﺴﺠﺎﻡ ﺠﻴﺩﺓ ﻓﻲ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻭﺇﻟﻰ ﻭﺠـﻭﺩ
ﺠﻬﻭﺩ ﻴﺴﻴﺭﺓ ﻓﻲ ﻤﺠﺎل ﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ .ﻭﻋﻠﻰ ﺼﻌﻴﺩ ﻓﻘﺭﺍﺕ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﺍﻟﺒﺎﻟﻐﺔ ) (6ﻓﻘﺭﺍﺕ ﻓﻘﺩ ﺤﻘﻘـﺕ
ﺍﻟﻔﻘﺭﺓ )ﻴﺭﺍﻗﺏ ﺍﻟﻌﺎﻤﻠﻭﻥ ﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻷﻓﻀل( ﺃﻋﻠﻰ ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻎ) (3.74ﻭﺒﺘـﺸﺘﺕ ﻋـﺎل ﻓـﻲ
ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) .(1.04ﻭﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﺇﻗﺎﻤﺔ ﻤﻌﺎﺭﺽ ﻻﺨﺘﺒﺎﺭ ﻁﺭﻕ ﺠﺩﻴـﺩﺓ(
ﺍﻗل ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻭﺩﻭﻥ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺒﻠﻎ ) (2.94ﻭﺒﺘﺸﺘﺕ ﻋﺎل ﻓﻲ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺇﺫ ﺒﻠـﻎ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) ،(1.21ﻭﻗﺩ ﻭﺠﺩ ﻤﻥ ﺨﻼل ﺍﻟﻤﻘﺎﺒﻼﺕ ﻤﻊ ﺒﻌﺽ ﺍﻟﻤﺩﻴﺭﻴﻥ ﺍﻨﻪ ﻓـﻲ ﺍﻟﻅـﺭﻭﻑ
ﺍﻻﻋﺘﻴﺎﺩﻴﺔ ﻜﺎﻨﺕ ﺍﻟﺸﺭﻜﺎﺕ ﺘﻘﻭﻡ ﺒﻤﺜل ﻫﺫﻩ ﺍﻟﻨﺸﺎﻁﺎﺕ ﻓﻀﻼ ﻋﻥ ﻤﺸﺎﺭﻜﺔ ﺒﻌﺽ ﺍﻟـﺸﺭﻜﺎﺕ ﺍﻷﺠﻨﺒﻴـﺔ
ﻭﺇﺭﺴﺎل ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﺨﺎﺭﺝ ﺍﻟﻘﻁﺭ ﻻﻜﺘﺴﺎﺏ ﺍﻟﺨﺒﺭﺓ ﻭﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﺠﺩﻴﺩﺓ ﺇﻻ ﺇﻥ ﻅﺭﻭﻑ
ﺍﻟﺤﺭﺏ ﻭﺍﻟﺤﺼﺎﺭ ﺃﺩﺕ ﺇﻟﻰ ﺘﻘﻠﺹ ﻫﺫﻩ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺇﻥ ﻟﻡ ﺘﻜﻥ ﻤﻌﺩﻤﺔ.
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ﺍﻟﺠﺩﻭل )(1
ﺍﻟﺘﻭﺯﻴﻊ ﺍﻟﺘﻜﺭﺍﺭﻱ ﻭﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻭﻗﻴﻡ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻹﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ
ﻋﻤﻭﻤﺎ ﺒﺼﺩﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ )ﻥ=(66
ﻤﻘﻴﺎﺱ ﺍﻹﺠﺎﺒﺔ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ
ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ
ﻻ ﺍﺗﻔﻖ
ﻻ ﺍﺗﻔﻖ ﳏﺎﻳﺪ ﺍﺗﻔﻖ ﺍﺗﻔﻖ ﲤﺎﻣﺎ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺍﻟﻔﺭﻋﻴﺔ
ﲤﺎﻣﺎ
2 3 4 5
1
% % % % %
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
0.92 3.95 1.5 1 4.5 3 21.2 14 42.4 28 30.3 20 ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﺘﺸﺠﻌﻨﺎ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻡ
ﻤﻬﺎﺭﺓ ﺍﺴﺘﻤﺎﻉ ﻭﺘﻐﺫﻴﺔ ﻋﻜﺴﻴﺔ
0.87 3.65 - - 10.6 7 28.8 19 45.5 30 15.2 10
ﻭﺍﺘﺼﺎل
ﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ
1.12 3.71 4.5 3 10.6 7 21.2 14 36.4 24 27.3 18 ﻴﺩﺭﺏ ﺍﻷﻓﺭﺍﺩ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺍﻟﺘﻌﻠﻡ
ﻴﺘﻌﻠﻡ ﺍﻟﻔﺭﻕ ﻭﺇﻻ ﻓﺭﺍﺩ ﻤﻥ ﺃﺩﺍﺀ
0.86 3.94 1.5 1 4.5 3 16.7 11 53.0 35 24.2 16
ﺃﻋﻤﺎﻟﻬﻡ
1.11 3.18 4.5 3 25.8 17 30.3 20 25.8 17 13.6 9 ﻴﻔﻜﺭ ﻭﻴﺅﺩﻱ ﺍﻷﻓﺭﺍﺩ ﺒﺸﻤﻭﻟﻴﺔ
0.65 3.69 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
1.02 3.57 4.5 3 9.1 6 27.3 18 42.4 28 16.7 11 ﺘﺩﻋﻡ ﺍﻹﺩﺍﺭﺓ ﺭﺅﻴﺔ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ
ﻤﻨﺎﺥ ﺘﻨﻅﻴﻤﻲ ﻴﺩﻋﻡ ﻭﻴﺩﺭﻙ ﺃﻫﻤﻴﺔ
1.04 3.56 3.0 2 12.1 8 30.3 20 34.8 23 19.7 13
ﺍﻟﺘﻌﻠﻡ
ﺘﺤﻭل ﺍﻟﻤﻨﻅﻤﺔ
0.89 4.17 1.5 1 4.5 3 9.1 6 45.5 30 39.4 26 ﻨﺘﻌﻠﻡ ﻤﻥ ﺍﻟﻔﺸل ﻜﻡ ﻨﺘﻌﻠﻡ ﻤﻥ ﺍﻟﻨﺠﺎﺡ
0.63 4.24 - - - - 10.6 7 54.5 36 34.8 23 ﺘﻌﺩ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻟﺒﺭﺍﻤﺞ ﻓﺭﺼﺎ ﻟﻠﺘﻌﻠﻡ
0.90 3.08 3.0 2 25.8 17 33.3 22 36.4 24 1.5 1 ﻤﺴﺘﻭﻴﺎﺕ ﺇﺩﺍﺭﻴﺔ ﺍﻗل ﻟﻼﺘﺼﺎل ﻭﺍﻟﺘﻌﻠﻡ
0.58 3.72 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
0.99 4.06 3.0 2 4.5 3 13.6 9 40.9 27 37.9 25 ﺘﻁﻭﻴﺭ ﻗﻭﺓ ﻋﻤل ﻤﺘﻤﻜﻨﺔ ﻤﻥ ﺍﻟﺘﻌﻠﻡ
1.27 3.11
12.
8 22.7 15 22.7 15 27.3 18 15.2 10 ﺍﻋﺘﻤﺎﺩ ﺍﻟﻼﻤﺭﻜﺯﻴﺔ ﻭﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ
1
ﻴﻘﻭﻡ ﺍﻟﻤﺩ ﺭﺍﺀ ﺒﺄﺩﻭﺍﺭ ﺍﻟﺘﺩﺭﻴﺏ ﻭﺇﻻ
ﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ
1.04 3.70 4.5 3 9.1 6 18.2 12 48.5 32 19.7 13
ﺭﺸﺎﺩ
1.07 3.61 4.5 3 10.6 7 24.2 16 40.9 27 19.7 13 ﻤﺸﺎﺭﻜﺔ ﺍﻟﺯﺒﺎﺌﻥ ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ
1.05 3.71 3.0 2 13.6 9 13.6 9 48.5 32 21.2 14 ﻨﺸﺎﺭﻙ ﺒﺎﻟﺘﻌﻠﻡ ﺍﻟﺠﻤﻌﻴﺎﺕ ﻭﺍﻟﺠﺎﻤﻌﺎﺕ
0.81 3.64 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
1.09 3.09 7.6 5 25.8 17 22.7 15 37.9 25 6.1 4 ﻤﺭﺍﻗﺒﺔ ﻤﺎ ﻴﻔﻌﻠﻪ ﺍﻵﺨﺭﻭﻥ ﻓﻲ ﺍﻟﺨﺎﺭﺝ
1.04 3.74 6.1 4 3.0 2 24.2 16 43.9 29 22.7 15 ﻴﺭﺍﻗﺏ ﺍﻟﻌﺎﻤﻠﻭﻥ ﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻷﻓﻀل
0.91 3.11 4.5 3 16.7 11 48.5 32 24.2 16 6.1 4 ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ ﻭﺍﻟﺘﺠﺭﻴﺏ
ﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ
1.21 2.94
15. 1
18.2 12 36.4 24 18.2 12 12.1 8 ﺇﻗﺎﻤﺔ ﻤﻌﺎﺭﺽ ﻻﺨﺘﺒﺎﺭ ﻁﺭﻕ ﺠﺩﻴﺩﺓ
2 0
1.13 3.21 9.1 6 18.2 12 24.2 16 39.4 26 9.1 6 ﻭﺠﻭﺩ ﻨﻅﻡ ﻟﺨﻠﻕ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻌﺭﻓﺔ
0.87 3.73 1.5 1 9.1 6 18.2 12 57.6 38 13.6 9 ﺘﻁﻭﻴﺭ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﻤﺸﺎﺭﻜﺔ ﺒﺎﻟﺘﻌﻠﻡ
ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ
0.78 3.30
ﺍﻟﻌﺎﻡ
147
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
ﺘﺎﺒﻊ ﺍﻟﺠﺩﻭل )(1
ﻤﻘﻴﺎﺱ ﺍﻹﺠﺎﺒﺔ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
0.9
3.82 4.5 2 4.5 3 21.2 14 50.0 33
21.
14 ﻟﺩﻴﻨﺎ ﻨﻅﻡ ﻤﻌﻠﻭﻤﺎﺕ ﺤﺎﺴﻭﺒﻴﺔ ﻜﻔﻭﺀﺓ
3 2
0.9
3.70 1.5 1 10.6 7 27.3 18 37.9 25
22.
15 ﻭﺼﻭل ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﺒﺴﺭﻋﺔ :ﺍﻻﻨﺘﺭﻨﻴﺕ
9 7
1.1 12.
ﻭﺴﺎﺌل ﺩﻋﻡ ﺇﻟﻴﻜﺘﺭﻭﻨﻴﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺏ
ﺘﻁﺒﻴﻕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ
3.03 7.6 5 33.3 22 19.7 13 27.3 18 8
9 1
1.1
2.82 12.1 8 33.3 22 24.2 16 21.2 14 9.1 6 ﻨﻌﺘﻤﺩ ﻨﻅﺎﻡ ﺍﻟﺘﺠﻬﻴﺯ ﺍﻵﻨﻲ JIT
8
1.1
3.11 9.1 6 16.7 11 39.4 26 24.2 16
10.
7 ﻨﻅﻡ ﺇﻟﻴﻜﺘﺭﻭﻨﻴﺔ ﻟﺩﻋﻡ ﺍﻷﺩﺍﺀ ﻭﺍﻟﺘﻌﻠﻡ
0 6
ﻭ -ﺘﻁﺒﻴﻕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ :ﻴﺄﺘﻲ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﺒﻨﻔﺱ ﻤﺴﺘﻭﻯ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ ﺇﺫ ﺤﻘﻕ ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻋﺎﻡ ﺒﻠﻎ
) (3.30ﻭﺒﺄﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺘﺸﺘﺕ ﻤﻥ ﺍﻷﺒﻌﺎﺩ ﺍﻷﺨﺭﻯ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) (1.29ﻤﻤﺎ ﻴﻌﻜـﺱ
ﺩﺭﺠﺔ ﻤﻥ ﻀﻌﻑ ﺍﻻﻨﺴﺠﺎﻡ ﻓﻲ ﺇﺠﺎﺒﺎﺕ ﺍﻟﻤـﺩﻴﺭﻴﻥ ،ﻨﺘﻴﺠـﺔ ﻟﺘﺒـﺎﻴﻥ ﺘﻘـﺩﻴﺭﺍﺘﻬﻡ ﻟﻔﻘـﺭﺍﺕ ﺘﻁﺒﻴـﻕ
ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ ،ﻓﻤﺎ ﻴﻌﺩﻩ ﺍﻟﺒﻌﺽ ﻨﻅﺎﻡ ﻤﻌﻠﻭﻤﺎﺕ ﻜﻑﺀ ،ﻴﻌﺩﻩ ﺁﺨﺭﻭﻥ ﻤﺠـﺭﺩ ﺠﻬـﻭﺩ ﻴـﺴﻴﺭﺓ ﻟﺨـﺯﻥ
ﻭﺍﺴﺘﺭﺠﺎﻉ ﺒﻌﺽ ﻤﻌﻠﻭﻤﺎﺕ ﻗﺴﻡ ﺃﻭ ﺸﻌﺒﺔ ﻤﻌﻴﻨﺔ ﺤﺎﺴﻭﺒﻴﺎ ،ﻭﻤﺎ ﻴﻌﺩﻩ ﺍﻟـﺒﻌﺽ ﻨﻅـﺎﻡ ﺘﺠﻬﻴـﺯ ﺁﻨـﻲ
)ﻨﻘل ﺒﻌﺽ ﺍﻟﻤﻭﺍﺩ ﺇﻟﻰ ﻤﻭﺍﻗﻊ ﺍﻟﻌﻤﻠﻴﺎﺕ( ﻴﺭﻯ ﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ ﺃﻥ ﻻ ﻭﺠﻭﺩ ﻟﻤﺜـل ﻫـﺫﺍ ﺍﻟﻨﻅـﺎﻡ ﻓـﻲ
ﺍﻟﺸﺭﻜﺎﺕ .ﻭﻋﻠﻰ ﺼﻌﻴﺩ ﻓﻘﺭﺍﺕ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﻓﻘﺩ ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﺘﻭﺠﺩ ﻨﻅﻡ ﻤﻌﻠﻭﻤﺎﺕ ﺤﺎﺴﻭﺒﻴﺔ ﻜﻔـﻭﺀﺓ(
ﺃﻋﻠﻰ ﻭﺴﻁ ﺒﻠﻎ ) (3.82ﻭﺒﺄﻗل ﺘﺸﺘﺕ ﻤﻥ ﺒﻘﻴﺔ ﺍﻟﻔﻘﺭﺍﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) (0.93ﻤﻤﺎ ﻴﺸﻴﺭ
ﺇﻟﻰ ﺩﺭﺠﺔ ﻤﻘﺒﻭﻟﺔ ﻤﻥ ﺍﻻﻨﺴﺠﺎﻡ ﻓﻲ ﺇﺠﺎﺒﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ .ﺃﻤﺎ ﺍﻟﻔﻘﺭﺓ ﺍﻟﺘﻲ ﺤﻘﻘﺕ ﺍﻗل ﻭﺴﻁ ﺤﺴﺎﺒﻲ
ﻓﻬﻲ ﺍﻟﻔﻘﺭﺓ )ﺘﻌﺘﻤﺩ ﺍﻟﺸﺭﻜﺔ ﻨﻅﺎﻡ ﺍﻟﺘﺠﻬﻴﺯ ﺍﻵﻨﻲ (JITﺒﻠﻎ ) (2.82ﻭﻫﻭ ﺍﻗل ﻤﻥ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭ
ﺒﺘﺸﺘﺕ ﻋﺎل ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) (1.18ﺇﻻ ﺇﻥ ﺍﻨﺨﻔﺎﺽ ﻭﺴﻁﻬﺎ ﺍﻟﺤـﺴﺎﺒﻲ ﻴـﺩﻟل ﻋﻠـﻰ ﺇﻥ
ﺍﻷﻏﻠﺒﻴﺔ ﻴﻘﺭﻭﻥ ﺒﻀﻌﻑ ﺘﻁﺒﻴﻕ ﻫﺫﺍ ﺍﻟﻨﻅﺎﻡ.
148
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
149
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
ﺍﻟﺠﺩﻭل )(2
ﺍﻟﺘﻭﺯﻴﻊ ﺍﻟﺘﻜﺭﺍﺭﻱ ﻭﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻭﻗﻴﻡ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻹﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ
ﺒﺼﺩﺩ ﻨﺠﺎﺡ ﺍﻟﺸﺭﻜﺎﺕ )ﻥ=(66
ﻤﻘﻴﺎﺱ ﺍﻹﺠﺎﺒﺔ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ
ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
0.61 4.53 - - - - 6.1 4 34.8 23 59.1 39 ﺍﻋﺭﻑ ﺠﻴﺩﺍ ﻏﺭﺽ ﺍﻟﺸﺭﻜﺔ
ﺍﻷﺩﺍﺀ
0.98 3.53 1.5 1 15.2 10 27.3 18 40.9 27 15.2 10
ﻓﻴﻬﺎ
0.98 3.68 3.0 2 7.6 5 27.3 18 42.4 28 19.7 13 ﺘﻌﺘﻤﺩ ﺍﻟﺸﺭﻜﺔ ﺍﻟﺘﺨﻁﻴﻁ ﺍﻟﻤﺴﺘﻤﺭ
0.69 3.85 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
ﺘﺤﺩﻴﺩ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﺭﺌﻴﺴﻴﺔ
0.83 4.11 1.5 1 3.0 2 10.6 7 53.0 35 31.8 21
ﺍﻟﻤﻁﻠﻭﺒﺔ
ﺍﻟﻨﺸﺎﻁ ﺍﻟﻌﻤﻠﻴﺎﺘﻲ
1.03 3.36 6.1 4 13.6 9 27.3 18 43.9 29 9.1 6 ﺍﻻﻫﺘﻤﺎﻡ ﺒﺭﻀﺎ ﺍﻟﻌﺎﻤﻠﻴﻥ
ﺘﻘﻴﻴﻡ ﺍﻟﺠﻭﺩﺓ ﻓﻲ ﻀﻭﺀ ﺭﺃﻱ
1.11 3.41 9.1 6 9.1 6 25.8 17 43.9 29 12.1 8
ﺍﻟﺯﺒﻭﻥ
1.16 3.30 10.6 7 12.1 8 25.8 17 39.4 26 12.1 8 ﺍﻹﺼﻐﺎﺀ ﻵﺭﺍﺀ ﺍﻟﺯﺒﺎﺌﻥ ﻭﺍﻟﻌﻤل ﺒﻬﺎ
0.80 3.55 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
1.01 3.41 6.1 4 9.1 6 33.3 22 40.9 27 10.6 7 ﻨﻌﺘﻤﺩ ﻤﻨﻁﻕ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻲ
1.02 3.70 6.1 4 6.1 4 16.7 11 54.5 36 16.7 11 ﺘﺤﺩﻴﺩ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻟﻠﻨﺠﺎﺡ
ﺘﻁﻭﻴﺭ ﺍﻟﺸﺭﻜﺔ
0.96 3.58 1.5 1 13.6 9 25.8 17 43.9 29 15.2 10 ﺘﺼﻤﻴﻡ ﺍﻟﻭﻅﺎﺌﻑ ﺍﻟﻤﻠﺒﻴﺔ ﻟﻸﻫﺩﺍﻑ
0.88 3.50 1.5 1 13.6 9 25.8 17 51.5 34 7.6 5 ﻤﻭﺍﺯﻨﺔ ﺍﻟﻨﻤﻭ ﻭﺍﻟﺘﻐﻴﻴﺭ ﺒﺎﻟﺘﻜﺎﻟﻴﻑ
0.92 3.29 4.5 3 10.6 7 43.9 29 33.3 22 7.6 5 ﺇﺠﺭﺍﺀ ﻭﺇﺩﺍﺭﺓ ﺘﻐﻴﻴﺭﺍﺕ ﻤﺴﺘﻤﺭﺓ
0.81 3.49 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
1.05 3.68 4.5 3 9.1 6 21.2 14 43.9 29 21.2 14 ﻟﺩﻴﻨﺎ ﻤﻌﺘﻘﺩﺍﺕ ﻭﻗﻴﻡ ﻤﺘﻤﻴﺯﺓ
0.94 3.36 3.0 2 15.2 10 31.8 21 42.4 28 7.6 5 ﺍﻟﺘﻌﺎﻤل ﺒﺎﻨﻔﺘﺎﺡ ﻤﻊ ﺍﻟﺼﺭﺍﻋﺎﺕ
ﺜﻘﺎﻓﺔ ﺍﻟﺸﺭﻜﺔ
0.92 3.47 3.0 2 10.6 7 31.8 21 45.5 30 9.1 6 ﺘﻁﻭﻴﺭ ﻤﺩﺍﺨل ﺍﻟﻌﻤل ﺍﻟﻔﺭﻗﻲ
0.92 3.29 3.0 2 16.7 11 34.8 23 39.4 26 6.1 4 ﺃﺜﺭ ﺘﻐﻴﻴﺭﺍﺕ ﺍﻟﺒﻴﺌﺔ ﻋﻠﻰ ﺍﻟﺴﻠﻭﻙ
0.99 3.30 6.1 4 13.6 9 30.3 20 43.9 29 6.1 4 ﺇﺩﺍﺭﺓ ﺭﻀﺎ ﻭﺍﻟﺘﺯﺍﻡ ﻭﺇﺒﺩﺍﻉ ﺍﻟﻌﺎﻤﻠﻴﻥ
0.78 3.42 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
0.95 4.02 3.0 2 4.5 3 12.1 8 48.5 32 31.8 21 ﻗﺎﺩﺓ ﻤﺭﺠﻌﻴﻴﻥ ﻴﻘﻭﻤﻭﻥ ﺒﺎﻟﺘﻁﻭﻴﺭ
ﺍﻟﻘﻴﺎﺩﺓ ﻭﺇﻻ ﺩﺍﺭﺓ
0.99 3.64 4.5 3 7.6 5 22.7 15 50.0 33 15.2 10 ﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ ﺨﻼل ﺃﻨﻅﻤﺔ ﺍﻟﺘﻘﻭﻴﻡ
1.04 3.68 6.1 4 6.1 4 19.7 13 50.0 33 18.2 12 ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻁﻭﻴﺭ
1.04 3.73 4.5 3 7.6 5 24.2 16 37.9 25 25.8 17 ﺘﻁﻭﻴﺭ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﻴﺔ
0.88 3.77 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
150
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
ﻻ ﺍﺘﻔﻕ
ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
ﺍﻟﻌﺩﺩ
0.99 3.44 4.5 3 10.6 7 33.3 22 39.4 26 12.1 8 ﺘﻨﻔﺫ ﺨﻁﺔ ﺘﻁﻭﻴﺭ ﺸﺨﺼﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ
ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺸﺨﺼﻲ
1.01 3.39 4.5 3 13.6 9 30.3 20 40.9 27 10.6 7 ﻴﻘﻴﻡ ﺍﻷﻓﺭﺍﺩ ﻗﺩﺭﺍﺘﻬﻡ ﻹﻨﺠﺎﺯ ﺍﻟﻨﺠﺎﺡ
0.95 3.24 1.5 1 22.7 15 33.3 22 34.8 23 7.6 5 ﻴﺘﻜﺎﻤل ﺘﺨﻁﻴﻁ ﺍﻟﺘﻌﺎﻗﺏ ﻤﻊ ﺍﻷﻫﺩﺍﻑ
1.08 3.30 9.1 6 10.6 7 30.3 20 40.9 27 9.1 6 ﺘﺤﺩﻴﺩ ﺃﺴﺒﺎﺏ ﺍﻟﻀﻐﻁ ﻭﺘﻘﺩﻴﻡ ﺍﻟﺤﻠﻭل
1.52 3.50 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
1.14 3.33 7.6 5 15.2 10 28.8 19 33.3 22 15.2
1
ﺘﻘﻴﻴﻡ ﺍﻟﺘﺄﺜﻴﺭﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﻋﻠﻰ ﺍﻟﺭﺅﻴﺔ
0
0.99 3.03 9.1 6 15.2 10 43.9 29 27.3 18 4.5 3 ﻤﺭﺍﺠﻌﺔ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ
1
ﻤﺭﺍﺠﻌﺔ ﺍﻹﻨﺠﺎﺯ
ﺍﻟﺘﻘﻴﻴﻡ ﻭﺍﻟﻤﺭﺍﺠﻌﺔ
0.87 3.95 1.5 1 4.5 3 16.7 11 51.5 34 25.8
7
0.93 4.00 1.5 1 7.6 5 10.6 7 50.0 33 30.3
2
ﺘﻘﻴﻴﻡ ﻤﺩﻯ ﺘﻭﻓﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﻨﺎﺴﺒﻴﻥ
0
0.97 3.65 1.5 1 15.2 10 16.7 11 51.5 34 15.2
1
ﺘﻘﻴﻴﻡ ﺭﻀﺎ ﻭﺍﻟﺘﺯﺍﻡ ﻭﺇﻨﺘﺎﺠﻴﺔ ﺍﻟﻌﺎﻤﻠﻴﻥ
0
1.14 3.52 7.6 5 10.6 7 22.7 15 40.9 27 18.2
1
ﺘﻘﻴﻴﻡ ﺘﺤﻔﻴﺯ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻟﻠﻌﺎﻤﻠﻴﻥ
2
0.76 3.58 ﺍﻟﻭﺴﻁ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﻌﺎﻡ
ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻹﺠﻤﺎﻟﻲ
0.71 3.51 ﺍﻟﻨﺠﺎﺡ
ﺝ -ﺘﻁﻭﻴﺭ ﺍﻟﺸﺭﻜﺔ :ﻴﻌﻜﺱ ﺍﻟﺠﺩﻭل ) (2ﻭﺴﻁﺎ ﺤﺴﺎﺒﻴﺎ ﻋﺎﻤﺎ ﺃﻋﻠﻰ ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁ ﻟﻬـﺫﺍ ﺍﻟﺒﻌـﺩ ﺒﻠـﻎ
) (3.49ﻭﻫﻭ ﻴﺄﺘﻲ ﻓﻲ ﺍﻟﻤﺭﺘﺒﺔ ﺍﻟﺴﺎﺩﺴﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﺒﻘﻴﺔ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﻭﺒﺘﺸﺘﺕ ﻤﻨﺨﻔﺽ ﻨﺴﺒﻴﺎ ﺇﺫ ﺒﻠـﻎ
ـﺭﺓـﺕ ﺍﻟﻔﻘــﺩ ﺤﻘﻘــﺭﺍﺕ ﻭﻗـ ـﺱ ﻓﻘــﺩ ﺨﻤــﺫﺍ ﺍﻟﺒﻌـ
ـﻀﻤﻥ ﻫـ ـﺎﺭﻱ ) (0.81ﻭﻴﺘـ ـﺭﺍﻑ ﺍﻟﻤﻌﻴـﺍﻻﻨﺤـ
)ﺘﺤﺩﻴﺩ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻟﻠﻨﺠﺎﺡ( ﺃﻋﻠﻰ ﻭﺴﻁ ﺤـﺴﺎﺒﻲ ﺒﻠـﻎ ) (3.70ﻭﺒﺘـﺸﺘﺕ ﻤﻌﻘـﻭل ﺇﺫ ﺒﻠـﻎ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) (1.02ﻤﻤﺎ ﻴﺩﻟل ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻨﺴﺠﺎﻡ ﻤﻘﺒﻭﻟﺔ ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ ،ﻭﺫﻟﻙ ﻴﺒﺩﻭ ﻤﻨﻁﻘﻴـﺎ
ﺇﺫﺍ ﻤﺎ ﺃﺨﺫﻨﺎ ﺒﻨﻅﺭ ﺍﻻﻋﺘﺒﺎﺭ ﺘﺒﺎﻴﻥ ﺍﻵﺭﺍﺀ ﺤﻭل ﻤﻌﻴﺎﺭ ﺍﻟﻨﺠﺎﺡ ،ﻜﻤـﺎ ﺤﻘﻘـﺕ ﺍﻟﻔﻘـﺭﺓ )ﺇﺠـﺭﺍﺀ ﻭﺇﺩﺍﺭﺓ
ﺘﻐﻴﻴﺭﺍﺕ ﻤﺴﺘﻤﺭﺓ( ﺍﻗل ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻎ ) (3.29ﻭﺒﺘﺸﺘﺕ ﻤﻌﻘﻭل ﻓﻲ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨـﺔ ﺇﺫ ﺒﻠـﻎ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) ،(0.92ﻭﻗﺩ ﻟﻭﺤﻅ ﺇﻥ ﺍﻟﺘﻐﻴﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺤﺼل ﺇﻨﻤﺎ ﻫﻲ ﻤﺠﺭﺩ ﻤﺤﺎﻭﻻﺕ ﺇﺼﻼﺡ
ﺃﻭ ﻤﻌﺎﻟﺠﺔ ﺃﻭ ﺇﻋﺎﺩﺓ ﺘﺄﻫﻴل ﻟﺤﺎﻻﺕ ﺴﺒﺒﺘﻬﺎ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ ﻭﻫﻲ ﻓـﻲ ﺍﻟﻐﺎﻟـﺏ ﺨﺎﻀـﻌﺔ ﻟﻘـﺭﺍﺭﺍﺕ
ﻭﺩﻭﺍﻓﻊ ﺴﻴﺎﺴﻴﺔ ﻤﺜل ﺘﻐﻴﻴﺭ ﺃﺴﻤﺎﺀ ﺍﻟﺸﺭﻜﺎﺕ ﺃﻭ ﺘﻔﻜﻴﻙ ﺒﻌﻀﻬﺎ ﻭﺩﻤﺠﻬﺎ ﻤﻊ ﺍﻟﺒﻌﺽ ﺍﻵﺨـﺭ ﺃﻭ ﺘﻐﻴﻴـﺭ
ﺍﻟﻤﺩﺭﺍﺀ ﺍﻟﻌﺎﻤﻴﻥ ﻋﻠﻰ ﺃﺴﺱ ﺴﻴﺎﺴﻴﺔ ﻭﻟﻴﺱ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻟﻜﻔﺎﺀﺓ ،ﺃﻭ ﺇﻟﻐﺎﺀ ﺸﻌﺒﺔ ﻭﺇﻀﺎﻓﺔ ﺸـﻌﺒﺔ ﺃﻭ
ﻗﺴﻡ ﺠﺩﻴﺩ ﻭﻤﺤﺎﻭﻻﺕ ﺇﺩﺨﺎل ﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﺠﺩﻴﺩﺓ ﻜﺎﻻﻨﺘﺭﻨﻴﺕ ﻭﻤﺭﺍﻜﺯ ﺤﺎﺴـﺒﺔ ﻭﺍﻟﺤﻜﻭﻤـﺔ ﺍﻹﻟﻜﺘﺭﻭﻨﻴـﺔ
ﻭﻻﺴﻴﻤﺎ ﺒﻌﺩ ﻋﺎﻡ .(1) 2003ﻭﻫﺫﺍ ﻗﺩ ﻻ ﻴﺭﺘﻘﻲ ﺇﻟﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻐﻴﻴﺭ ﻜﺎﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻤﺴﺘﻤﺭﺓ ﻭﻤﻘﺼﻭﺩﺓ
ﻟﺘﻁﻭﻴﺭ ﺍﻟﺸﺭﻜﺎﺕ ﻨﺤﻭ ﺍﻷﻓﻀل.
ﺩ-ﺍﺨﺘﻴﺎﺭ ﺍﻷﻓﺭﺍﺩ :ﻟﻘﺩ ﺤﻘﻕ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﺍﻗل ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻋﺎﻡ ﺒﺎﻟﻨﺴﺒﺔ ﻷﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﺍﻷﺨﺭﻯ ﺇﺫ ﺒﻠـﻎ
) (2.81ﻭﻫﻭ ﺍﻗل ﻤﻥ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﺒﺎﻟﻎ ) (3ﻭﺒﺘﺸﺘﺕ ﻋﺎل ﻨﺴﺒﻴﺎ ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ
ﺍﻟﻤﻌﻴﺎﺭﻱ ) (1.09ﻭﻫﺫﺍ ﻗﺩ ﻴﻌﻭﺩ ﺇﻟﻰ ﻭﺠﻭﺩ ﻤﻥ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺒﻌﺽ ﺍﻟﻤﺘﺤﻔﻅﻴﻥ ﺍﻟﺫﻴﻥ ﻻ ﻴﺭﻏﺒﻭﻥ
151
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
ﻓﻲ ﻗﻭل ﺍﻟﺤﻘﺎﺌﻕ ﻜﻤﺎ ﻫﻲ ﻷﺴﺒﺎﺏ ﻭﺘﻘﺩﻴﺭﺍﺕ ﺨﺎﺼﺔ ﺒﻬﻡ .ﻭﻤﻊ ﺫﻟﻙ ﻓﺎﻥ ﺍﻏﻠﺏ ﺍﻹﺠﺎﺒﺎﺕ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻬﺫﺍ
ﺍﻟﺒﻌﺩ ﺘﻌﺒﺭ ﻋﻥ ﺍﻟﻭﺍﻗﻊ ﺍﻟﻤﻠﻤﻭﺱ ﺍﻟﺫﻱ ﻴﺘﻔﻕ ﻋﻠﻴﻪ ﺍﻟﻌﺩﻴﺩ ﻤﻤﻥ ﺘﻤﺕ ﻤﻘﺎﺒﻠﺘﻬﻡ ﻭﻤﻥ ﻤﻅـﺎﻫﺭﻩ ﺘﺭﻫـل
ﺍﻟﻌﻤﺎﻟﺔ ﻭﻭﺠﻭﺩ ﻓﺎﺌﺽ ﻜﺒﻴﺭ ﻴﺼل ﺒﺤﺴﺏ ﺒﻌﺽ ﺍﻟﺘﻘﺩﻴﺭﺍﺕ ﺇﻟﻰ ) (%60ﻴﻨﻁﻭﻱ ﻋﻠـﻰ ﺘـﻀﺨﻡ ﻓـﻲ
ﺍﻟﻤﻼﻙ ﺍﻹﺩﺍﺭﻱ ﻭﺃﻋﺩﺍﺩ ﻜﺒﻴﺭﺓ ﻨﺴﺒﻴﺎ ﻤﻥ ﺍﻟﻌﻘﻭﺩ ﻭﺍﻟﻌﻤﺎﻟﺔ ﻏﻴﺭﺍﻟﻤﺎﻫﺭﺓ ﻤﻘﺎﺒل ﺍﻨﺨﻔـﺎﺽ ﻓـﻲ ﺍﻟﻤـﻼﻙ
ﺍﻟﻔﻨﻲ ،ﻭﺫﻟﻙ ﻻﻥ ﺍﻟﺘﻭﻅﻴﻑ ﻭﺍﻻﺨﺘﻴﺎﺭ ﻻ ﻴﺘﻡ ﺩﺍﺌﻤﺎ ﻋﻠﻰ ﻭﻓﻕ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺤﺎﺠﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺇﻨﻤـﺎ ﻋﻠـﻰ
ﻭﻓﻕ ﺘﻌﻴﻴﻨﺎﺕ ﻤﺭﻜﺯﻴﺔ ﺘﻔﺭﺽ ﻋﻠﻰ ﺍﻟﺸﺭﻜﺎﺕ .ﺃﻤﺎ ﺒﺼﺩﺩ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻷﺭﺒﻊ ﻟﻬﺫﺍ ﺍﻟﺒﻌﺩ ﻓﻘﺩ ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ
)ﺍﺴﺘﻘﻁﺎﺏ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻴﺘﻡ ﺒﺘﻼﺅﻡ ﻤﻊ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻟﺤﺎﺠﺔ( ﺃﻋﻠﻰ ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻎ ) (3.03ﻭﻫﻭ ﻴﻘﺘـﺭﺏ
ﻜﺜﻴﺭﺍ ﻤﻥ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺒﺘﺸﺘﺕ ﻭﺍﻀﺢ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴـﺎﺭﻱ ) ،(1.21ﻭﺤﻘﻘـﺕ ﺍﻟﻔﻘـﺭﺓ
)ﻓﺎﻋﻠﻴﺔ ﻁﺭﻕ ﺍﻻﺴﺘﻘﻁﺎﺏ ﻭﺍﻻﺨﺘﻴﺎﺭ( ﺍﻗل ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻎ ) (2.70ﻭﺒﺘﺸﺘﺕ ﻋـﺎل ﻨـﺴﺒﻴﺎ ﺇﺫ ﺒﻠـﻎ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) (1.19ﻭﻫﺫﺍ ﻤﺎ ﻴﺅﻜﺩ ﻤﺎ ﺘﻤﺕ ﺍﻹﺸﺎﺭﺓ ﺇﻟﻴﻪ ﺁﻨﻔﺎ ﺤﻭل ﺍﻨﺨﻔﺎﺽ ﻓﺎﻋﻠﻴـﺔ ﻁـﺭﻕ
ﺍﻻﺴﺘﻘﻁﺎﺏ ﻭﺍﻻﺨﺘﻴﺎﺭ.
ﻫـ -ﺜﻘﺎﻓﺔ ﺍﻟﺸﺭﻜﺔ :ﻴﻌﻜﺱ ﺍﻟﺠﺩﻭل ) (2ﻭﺴﻁﺎ ﺤﺴﺎﺒﻴﺎ ﻋﺎﻤﺎ ﻟﺜﻘﺎﻓﺔ ﺍﻟﺸﺭﻜﺔ ﻴـﺄﺘﻲ ﻓـﻲ ﺍﻟﻤﺭﺘﺒـﺔ
ﺍﻟﺴﺎﺒﻌﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻷﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺜﻤﺎﻨﻴﺔ ﺇﺫ ﺒﻠﻎ ) (3.42ﻭﻫﻭ ﺃﻋﻠﻰ ﻤﻥ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺒـﺎﻨﺤﺭﺍﻑ
ﻤﻌﻴﺎﺭﻱ ﺒﻠﻎ ) (0.78ﻴﻌﻜﺱ ﺩﺭﺠﺔ ﺍﻨﺴﺠﺎﻡ ﺠﻴﺩﺓ ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ .ﻭﺫﻟﻙ ﻴﺒﺩﻭ ﻤﻨﻁﻘﻴـﺎ ﻨﺘﻴﺠـﺔ ﻟـﻀﻌﻑ
ﺇﺩﺭﺍﻙ ﺜﻘﺎﻓﺔ ﺍﻟﺸﺭﻜﺔ ﻭﺃﻫﻤﻴﺘﻬﺎ ﻤﻥ ﻗﺒل ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻤﻊ ﻭﺠﻭﺩ ﻤﻴل ﻋﺎﻡ ﻟﺩﻯ ﻫﺅﻻﺀ ﻻﺨﺘﻴﺎﺭ ﺍﻹﺠﺎﺒـﺔ
ﺍﻟﻤﺤﺎﻴﺩﺓ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﻘﺭﺍﺕ ﻏﻴﺭ ﺍﻟﻤﺩﺭﻜﺔ ﻤﻥ ﻗﺒﻠﻬﻡ ﻭﺍﻥ ﻜﺎﻨﺕ ﻤﻭﺠﻭﺩﺓ ﻭﻭﺍﻀـﺤﺔ ﺒﺎﻟﻨـﺴﺒﺔ ﻟﻠﺯﺍﺌـﺭ
ﺍﻟﺨﺎﺭﺠﻲ .ﻭﻤﻥ ﺒﻴﻥ ﻓﻘﺭﺍﺕ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﻟﺩﻯ ﺍﻟﺸﺭﻜﺔ ﻤﻌﺘﻘﺩﺍﺕ ﻭﻗﻴﻡ ﻤﺘﻤﻴﺯﺓ( ﺃﻋﻠﻰ ﻭﺴﻁ
ﺤﺴﺎﺒﻲ ﺒﻠﻎ ) (3.68ﺒﺘﺸﺘﺕ ﻤﻘﺒﻭل ﺇﺫ ﺒﻠـﻎ ﺍﻻﻨﺤـﺭﺍﻑ ﺍﻟﻤﻌﻴـﺎﺭﻱ) ،(1.05ﺒﻴﻨﻤـﺎ ﺤﻘﻘـﺕ ﻟﻔﻘـﺭﺓ
)ﺃﺜﺭ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻋﻠﻰ ﺴﻠﻭﻙ ﻭﻤﻌﺘﻘﺩﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ( ﺍﻗل ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠـﻎ ) (3.29ﺒﺎﻨـﺴﺠﺎﻡ
ﻤﻌﻘﻭل ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) (0.92ﻭﻟﻜﻥ ﻭﺍﻗﻊ ﺍﻟﺤﺎل ﻴﺸﻴﺭ ﺇﻟﻰ ﻤﺴﺘﻭﻯ ﺃﻋﻠـﻰ
ﻤﻥ ﺍﻟﺘﺄﺜﻴﺭ ﻟﻠﺘﻐﻴﺭﺍﺕ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻋﻠﻰ ﺴﻠﻭﻙ ﻭﻤﻌﺘﻘﺩﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻻ ﺴـﻴﻤﺎ ﻤـﺎ ﻴﺘﻌﻠـﻕ ﺒـﺎﻟﺘﻐﻴﺭﺍﺕ
ﺍﻟﺴﻴﺎﺴﻴﺔ ﺍﻟﺘﻲ ﺃﺜﺭﺕ ﺒﺸﻜل ﻋﻤﻴﻕ ﻋﻠﻰ ﺴﻠﻭﻙ ﻭﻤﻌﺘﻘﺩﺍﺕ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻤﻥ ﺨﻼل ﺍﻨﻌﻜﺎﺴﻬﺎ ﻋﻠﻰ ﺍﻟﺸﺭﻜﺎﺕ
ﺒﺸﻜل ﻤﺒﺎﺸﺭ ﺃﻭ ﻏﻴﺭ ﻤﺒﺎﺸﺭ ﺃﺩﻯ ﺇﻟﻰ ﺘﻐﻴﺭ ﻓﻲ ﺍﻟﻨﻤﻁ ﺍﻹﺩﺍﺭﻱ ﻭﻓﻲ ﻤﻭﺍﻗﻊ ﺍﻷﺸﺨﺎﺹ.
ﻭ -ﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻹﺩﺍﺭﺓ :ﻋﻜﺴﺕ ﺇﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺤﻭل ﻫﺫﺍ ﺍﻟﺒﻌـﺩ ﻤـﺴﺘﻭﻯ ﺃﻋﻠـﻰ ﻤـﻥ ﺍﻟﻭﺴـﻁ
ﺍﻟﻤﻌﻴﺎﺭﻱ ﺇﺫ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻌﺎﻡ ) (3.77ﻭﻫﻭ ﻴﺄﺘﻲ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺒﺎﻟﻨـﺴﺒﺔ ﻟﺒﻘﻴـﺔ ﺃﺒﻌـﺎﺩ
ﺍﻟﻨﺠﺎﺡ ﻭﺒﺘﺸﺘﺕ ﻗﻠﻴل ﻨﺴﺒﻴﺎ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) (0.88ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻨـﺴﺠﺎﻡ ﺠﻴـﺩ ﻓـﻲ
ﺍﻹﺠﺎﺒﺎﺕ .ﻭﺒﺼﺩﺩ ﻓﻘﺭﺍﺕ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﻓﻘﺩ ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﻭﺠﻭﺩ ﻗﺎﺩﺓ ﻤـﺭﺠﻌﻴﻴﻥ ﻴﻘﻭﻤـﻭﻥ ﺒـﺎﻟﺘﻁﻭﻴﺭ
ﻭﺍﻹﺭﺸﺎﺩ ﻋﺒﺭ ﺍﻟﺸﺭﻜﺔ( ﺃﻋﻠﻰ ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻎ ) (4.02ﻭﺒﺘﺸﺘﺕ ﻤﻘﺒـﻭل ﻓـﻲ ﺍﻹﺠﺎﺒـﺎﺕ ﺇﺫ ﺒﻠـﻎ
ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) ،(0.95ﺒﻴﻨﻤﺎ ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﺘﻘﻭﻡ ﺍﻹﺩﺍﺭﺓ ﺒﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ ﺨﻼل ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ
ﻭﺃﻨﻅﻤﺔ ﺍﻟﺘﻘﻭﻴﻡ( ﺍﻗل ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻎ ) (3.64ﻭﻫﻭ ﻓﻭﻕ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺒﺎﻨﺴﺠﺎﻡ ﻤﻌﻘـﻭل ﻓـﻲ
ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ).(0.99
ﺯ-ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺸﺨﺼﻲ :ﺠﺎﺀ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﻓﻲ ﺍﻟﻤﺭﺘﺒﺔ ﺍﻟﺨﺎﻤﺴﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻷﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﺇﺫ ﺤﻘـﻕ ﻭﺴـﻁﺎ
ﺤﺴﺎﺒﻴﺎ ﻋﺎﻤﺎ ﺒﻠﻎ )(3.34ﻭﺃﻋﻠﻰ ﺘﺸﺘﺕ ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) (1.52ﻭﻋﻠﻰ ﺼﻌﻴﺩ
ﻓﻘﺭﺍﺕ ﻫﺫﺍ ﺍﻟﺒﻌﺩ ﻓﻘﺩ ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﺘﻨﻔﻴﺫ ﺨﻁﺔ ﺘﻁﻭﻴﺭ ﺸﺨﺼﻲ ﻟﻠﻌﺎﻤﻠﻴﻥ( ﺃﻋﻠﻰ ﻭﺴﻁ ﺤـﺴﺎﺒﻲ ﺒﻠـﻎ
) (3.44ﺒﺎﻨﺴﺠﺎﻡ ﻤﻘﺒﻭل ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) (0.99ﻓﻲ ﺤﻴﻥ ﺤﻘﻘـﺕ ﺍﻟﻔﻘـﺭﺓ
)ﻴﺘﻜﺎﻤل ﺘﺨﻁﻴﻁ ﺍﻟﺘﻌﺎﻗﺏ ﻭﺘﻁﻭﻴﺭ ﺍﻟﺴﻴﺭﺓ ﺍﻟﻤﻬﻨﻴﺔ ﻤﻊ ﺍﻷﻫﺩﺍﻑ( ﺍﻗـل ﻭﺴـﻁ ﺤـﺴﺎﺒﻲ ﺒﻠـﻎ )(3.24
ﻭﺒﺘﺸﺘﺕ ﻤﻌﻘﻭل ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ). (0.95
ﺡ -ﺍﻟﺘﻘﻴﻴﻡ ﻭﺍﻟﻤﺭﺍﺠﻌﺔ :ﻴﻌﻜﺱ ﺍﻟﺠﺩﻭل ) (2ﻤﺴﺘﻭﻯ ﻟﻬﺫﺍ ﺍﻟﺒﻌﺩ ﻴﺄﺘﻲ ﻓﻲ ﺍﻟﻤﺭﺘﺒـﺔ ﺍﻟﺜﺎﻟﺜـﺔ ﺒﺎﻟﻨـﺴﺒﺔ
ﻷﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﺇﺫ ﺒﻠﻎ ﺍﻟﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻌﺎﻡ ) (3.58ﻭﺒﺘﺸﺘﺕ ﻗﻠﻴل ﻓﻲ ﺍﻹﺠﺎﺒـﺎﺕ ﺇﺫ ﺒﻠـﻎ ﺍﻻﻨﺤـﺭﺍﻑ
ﺍﻟﻤﻌﻴﺎﺭﻱ ) ،(0.76ﺃﻤﺎ ﻋﻠﻰ ﺼﻌﻴﺩ ﺍﻟﻔﻘﺭﺍﺕ ﻓﻘﺩ ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﺘﻘﻴﻴﻡ ﻤﺩﻯ ﺘﻭﺍﻓﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﻨﺎﺴـﺒﻴﻥ
ﻹﻨﺠﺎﺯ ﻏﺎﻴﺎﺕ ﺍﻟﺸﺭﻜﺔ(ﺃﻋﻠﻰ ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻎ ) (4.00ﻭﻫﻭ ﺃﻋﻠﻰ ﻤﻥ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻟﺒـﺎﻟﻎ )(3
152
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
ﻭﺒﺘﺸﺘﺕ ﻤﻘﺒﻭل ﻓﻲ ﺍﻹﺠﺎﺒﺎﺕ ﺇﺫ ﺒﻠﻎ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ) ،(0.93ﺒﻴﻨﻤﺎ ﺤﻘﻘﺕ ﺍﻟﻔﻘﺭﺓ )ﻴﺘﻡ ﻤﺭﺍﺠﻌـﺔ
ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺍﻟﺯﺒﺎﺌﻥ ﻭﻜﺎﻓﺔ ﺃﺼﺤﺎﺏ ﺍﻟﻤﺼﻠﺤﺔ ﺒﺸﻜل ﻤﻨﺘﻅﻡ( ﺍﻗل ﻭﺴﻁ ﺤﺴﺎﺒﻲ ﺒﻠﻎ
) (3.03ﻭﻫﻭ ﻴﻘﺘﺭﺏ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻭﺴﻁ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺒﺎﻨﺴﺠﺎﻡ ﻤﻘﺒﻭل ﻓﻲ ﺍﻹﺠﺎﺒـﺎﺕ ﺇﺫ ﺒﻠـﻎ ﺍﻻﻨﺤـﺭﺍﻑ
ﺍﻟﻤﻌﻴﺎﺭﻱ ).(0.99
ﺛﺎﻟﺜ ـ ـ ـ ــﺎ :ﺃﺛ ـ ـ ـ ــﺮ ﺍﻟ ـ ـ ـ ــﺘﻌﻠﻢ ﺍﻟﺘﻨﻈﻴﻤ ـ ـ ـ ــﻲ ﰲ ﳒـ ـ ـ ــﺎﺡ ﺷ ـ ـ ـ ــﺮﻛﺎﺕ ﻗﻄ ـ ـ ـ ــﺎﻉ ﺍﻻﻋﻤ ـ ـ ـ ــﺎﺭ ﻭﺍﻻﺳ ـ ـ ـ ــﻜﺎﻥ:
ﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺓ ﻋﺒﺭ ﺒﻌﺽ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺇﻟـﻰ ﺍﺨﺘﺒـﺎﺭ ﺘـﺄﺜﻴﺭ ﺍﻟﻤﺘﻐﻴـﺭﺍﺕ ﺍﻟﺘﻭﻀـﻴﺤﻴﺔ
)ﺍﻟﻤﺴﺘﻘﻠﺔ( ﻓﻲ ﻤﺘﻐﻴﺭ ﺍﻻﺴﺘﺠﺎﺒﺔ )ﺍﻟﻤﻌﺘﻤﺩﺓ( ﻤﺴﺘﺨﺩﻤﺎ ﻨﻤﺎﺫﺝ ﺍﻻﻨﺤﺩﺍﺭ ﺍﻟﺒـﺴﻴﻁ ﻋﺒـﺭ ﻤﻘﺎﺭﻨـﺔ)(F
ﺍﻟﻤﺤﺴﻭﺒﺔ ﻟﻠﻨﻤﻭﺫﺝ ﻤﻊ ﻗﻴﻤﺘﻬﺎ ﺍﻟﺠﺩﻭﻟﻴﺔ ﺘﺤـﺕ ﻤـﺴﺘﻭﻯ ﻤﻌﻨﻭﻴـﺔ ) (p<=0.01) ، (P<=0.05ﺍﺫ
ﺍﻨﻁﻠﻘﺕ ﻓﺭﻀﻴﺔ ﺍﻟﺒﺤﺙ ﻤﻥ ﺇﻥ ﻫﻨﺎﻟﻙ ﺘﺄﺜﻴﺭ ﺫﺍ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ ﻟﻠﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻓـﻲ ﻨﺠـﺎﺡ ﺍﻟـﺸﺭﻜﺎﺕ
ﺍﻟﻤﺒﺤﻭﺜﺔ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ ،ﻭﻋﻨﺩ ﺍﺴﺘﻌﻤﺎل ﺒﺭﻨﺎﻤﺞ ﺍﻻﻨﺤﺩﺍﺭ ﺍﻟﺒﺴﻴﻁ ﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻜﻤـﺎ
ﻓﻲ ﺍﻟﺠﺩﻭل ) (3ﺍﻟﻤﻌﺒﺭ ﻋﻥ ﻗﻴﻡ) (Fﺍﻟﻤﺤﺴﻭﺒﺔ ﻭﻤﻌﺎﻤل ﺍﻟﺘﺤﺩﻴﺩ ) (R2ﻭﻜﺎﻵﺘﻲ:
-1ﺍﻅﻬﺭ ﺍﻟﺠﺩﻭل ) (3ﺒﻌﺩ ﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ ﺒﻤﻌﺎﻤﻼﺕ ﺘﺤﺩﻴﺩ) (R2ﻤﻌﻨﻭﻴﺔ ﻤﻊ ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ
ﺍﻟﻤﻨﻅﻤﻲ ﺒﻤﺴﺘﻭﻯ ) (0.01ﻭﺒﻨﺴﺒﺔ ) (%100ﻭﻜﺎﻨﺕ ﺠﻤﻴﻌﻬﺎ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﺅﻜﺩﻫﺎ ﻗﻴﻡ )(F
ﺍﻟﻤﺤﺴﻭﺒﺔ ﻟﻬﺫﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻭﺍﻟﺘﻲ ﻫﻲ ﺃﻋﻠﻰ ﻤﻥ ﻗﻴﻡ ) (Fﺍﻟﻤﺠﺩﻭﻟﺔ ﻭﻗﺩ ﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻟﺘﺤﺩﻴﺩ )(R2
ﻟﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ ﻤﻊ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻨﺠﺎﺡ ) (33.9ﺃﻱ ﺇﻥ ﻨﺴﺒﺔ ) (%33.9ﻤﻥ ﺍﻟﺘﻐﻴﺭ ﻓﻲ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ
ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭﻫﺎ ﺒﺩﻻﻟﺔ ﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ ﻭﻜﺎﻥ ﺃﻗﻭﻯ ﻤﻌﺎﻤل ﺘﺤﺩﻴﺩ ) (R2ﻤﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﻤﻊ ﺍﻟﺭﺅﻴﺔ
ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺇﺫ ﺒﻠﻎ ) (39.01ﻭﺃﺩﻨﺎﻫﺎ ﻤﻊ ﺒﻌﺩ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﺸﻐﻴﻠﻲ ﺒﻠﻎ ) ،(16.2ﻭﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺅﻜﺩ
ﺼﺤﺔ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻷﻭﻟﻰ ﻤﻥ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻟﺘﻲ ﻨﺼﺕ )ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭﺍﺕ ﺫﺍﺕ
ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ ﻟﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ ﻓﻲ ﺍﻟﻨﺠﺎﺡ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ(.
-2ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻪ ﺃﻥ ﺘﺤﻭل ﺍﻟﻤﻨﻅﻤﺔ ﻜﺄﺤﺩ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻅﻬﺭ ﺒﻤﻌﺎﻤﻼﺕ
ﺘﺤﺩﻴﺩ ) (R2ﻤﻌﻨﻭﻴﺔ ﻤﻊ ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﻭﺒﻤﺴﺘﻭﻯ ) (0.01ﻭﺒﻨﺴﺒﺔ ) (%100ﻭﻜﺎﻨﺕ ﺠﻤﻴﻌﻬﺎ
ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﺅﻜﺩﻫﺎ ﺍﻟﻘﻴﻡ) (Fﺍﻟﻤﺤﺴﻭﺒﺔ ﻟﻬﺫﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻭﺍﻟﺘﻲ ﻫﻲ ﺃﻋﻠﻰ ﻤﻥ) (Fﺍﻟﻤﺠﺩﻭﻟﺔ،
ﻭﻗﺩ ﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻟﺘﺤﺩﻴﺩ) (R2ﻟﺘﺤﻭل ﺍﻟﻤﻨﻅﻤﺔ ﻤﻊ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻨﺠﺎﺡ ) (51.1ﺃﻱ ﺇﻥ ﻨﺴﺒﺔ )(%51.1
ﻤﻥ ﺍﻟﺘﻐﻴﺭ ﻓﻲ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭﻫﺎ ﺒﺩﻻﻟﺔ ﺘﺤﻭل ﺍﻟﻤﻨﻅﻤﺔ ،ﻭﻜﺎﻥ ﺃﻗﻭﻯ ﻤﻌﺎﻤل ﺘﺤﺩﻴﺩ )(R2
ﻤﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﻤﻊ ﺒﻌﺩ ﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻹﺩﺍﺭﺓ ﺇﺫ ﺒﻠﻎ ) (46.1ﻭﺃﺩﻨﺎﻫﺎ ﻤﻊ ﺒﻌﺩ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺸﺨﺼﻲ
ﺒﻠﻎ) (20.6ﻭﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺅﻜﺩ ﺼﺤﺔ ﻭﺍﺜﺒﺎﺕ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻤﻥ ﺍﻟﺭﺌﻴﺴﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺇﺠﻤﺎﻻ
ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻟﺘﻲ ﺘﻨﺹ )ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭﺍﺕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ ﻟﺘﺤﻭل ﺍﻟﻤﻨﻅﻤﺔ ﻓﻲ ﻨﺠﺎﺡ
ﺍﻟﺸﺭﻜﺎﺕ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ( .
2
-3ﺍﻅﻬﺭ ﺒﻌﺩ ﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻤﻌﺎﻤﻼﺕ ﺘﺤﺩﻴﺩ ) (Rﻤﻌﻨﻭﻴﺔ ﻤﻊ ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺍﻟﺸﺭﻜﺎﺕ
ﺒﻤﺴﺘﻭﻯ ) (0.01ﻭﺒﻨﺴﺒﺔ ) ،(%100ﻭﻜﺎﻨﺕ ﺠﻤﻴﻌﻬﺎ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﺅﻜﺩﻫﺎ ﻗﻴﻡ ) (Fﺍﻟﻤﺤﺴﻭﺒﺔ
ﻟﻬﺫﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻭﺍﻟﺘﻲ ﻫﻲ ﺃﻋﻠﻰ ﻤﻥ ﻗﻴﻡ) (Fﺍﻟﻤﺠﺩﻭﻟﺔ ،ﻭﻗﺩ ﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻟﺘﺤﺩﻴﺩ ) (R2ﻟﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ
ﻤﻊ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻨﺠﺎﺡ ) (57.7ﺃﻱ ﺇﻥ ﻨﺴﺒﺔ ) (%57.7ﻤﻥ ﺍﻟﺘﻐﻴﺭ ﻓﻲ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭﻫﺎ
ﺒﺩﻻﻟﺔ ﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﻫﻲ ﺘﻤﺜل ﺍﻟﻨﺴﺒﺔ ﺍﻷﻋﻠﻰ ﻤﻥ ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ،ﻭﺃﻗﻭﻯ ﻤﻌﺎﻤل ﺘﺤﺩﻴﺩ
) (R2ﻤﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﻜﺎﻥ ﻤﻊ ﺒﻌﺩ ﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻹﺩﺍﺭﺓ ﺒﻠﻎ ) (54.3ﻭﺃﺩﻨﺎﻫﺎ ﻤﻊ ﺒﻌﺩ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺸﺨﺼﻲ
ﺒﻠﻎ) ،(14.4ﻭﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺅﻜﺩ ﺼﺤﺔ ﻭﺍﺜﺒﺎﺕ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ
ﻭﺍﻟﺘﻲ ﻨﺼﺕ )ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭﺍﺕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ ﻟﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﻨﺠﺎﺡ ﺍﻟﺸﺭﻜﺎﺕ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ
ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ(.
153
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
-4ﻴﺒﻴﻥ ﺍﻟﺠﺩﻭل ) (3ﻤﻌﺎﻤﻼﺕ ﺘﺤﺩﻴﺩ ) (R2ﻹﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ ﻤﻊ ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺍﻟﺸﺭﻜﺎﺕ
ﺍﻟﻤﺒﺤﻭﺜﺔ ﺒﻤﺴﺘﻭﻯ ) (0.01ﺒﺎﻟﻨﺴﺒﺔ ﻟﺜﻤﺎﻨﻴﺔ ﺃﺒﻌﺎﺩ ﻭﺒﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ ) (0.05ﺒﺎﻟﻨﺴﺒﺔ ﻟﺒﻌﺩ ﺍﻟﺘﻁﻭﻴﺭ
ﺍﻟﺸﺨﺼﻲ ﻭﻜﺎﻨﺕ ﺠﻤﻴﻌﻬﺎ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻨﺴﺒﺔ ) (%100ﺘﺅﻜﺩﻫﺎ ﻗﻴﻡ ) (Fﺍﻟﻤﺤﺴﻭﺒﺔ ﻟﻬﺫﻩ
ﺍﻟﻨﻤﺎﺫﺝ ﻭﺍﻟﺘﻲ ﻫﻲ ﺃﻋﻠﻰ ﻤﻥ ﻗﻴﻡ ) (Fﺍﻟﻤﺠﺩﻭﻟﺔ ،ﻭﻗﺩ ﻜﺎﻥ ﻤﻌﺎﻤل ﺍﻟﺘﺤﺩﻴﺩ ) (R2ﻹﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ ﻤﻊ
ﺇﺠﻤﺎﻟﻲ ﺍﻟﻨﺠﺎﺡ ) (40.6ﺃﻱ ﺇﻥ ﻨﺴﺒﺔ ) (%40.6ﻤﻥ ﺍﻟﺘﻐﻴﻴﺭ ﻓﻲ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭﻫﺎ ﺒﺩﻻﻟﺔ
ﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ ،ﻭﻜﺎﻥ ﺃﻗﻭﻯ ﻤﻌﺎﻤل ﺘﺤﺩﻴﺩ ) (R2ﻤﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﻤﻊ ﺍﻟﺭﺅﻴﺔ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺇﺫ ﺒﻠﻎ
) (38.5ﻭﺃﺩﻨﺎﻫﺎ ﻤﻊ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺸﺨﺼﻲ ﺒﻠﻎ ) ،(9.9ﻭﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺅﻜﺩ ﺼﺤﺔ ﻭﺍﺜﺒﺎﺕ ﺍﻟﻔﺭﻀﻴﺔ
ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺭﺍﺒﻌﺔ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ ﻭﺍﻟﺘﻲ ﺘﻨﺹ )ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭﺍﺕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ ﻹﺩﺍﺭﺓ
ﺍﻟﻤﻌﺭﻓﺔ ﻓﻲ ﻨﺠﺎﺡ ﺍﻟﺸﺭﻜﺎﺕ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ(.
-5ﻅﻬﺭﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺘﺤﺩﻴﺩ ) (R2ﻤﻌﻨﻭﻴﺔ ﻟﺘﻁﺒﻴﻕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﻤﻊ ﺜﻤﺎﻨﻴﺔ ﺃﺒﻌﺎﺩ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ
ﺍﻟﺘﺴﻌﺔ ﺃﻱ ﺒﻨﺴﺒﺔ ) (%89ﻭﻏﻴﺭ ﻤﻌﻨﻭﻴﺔ ﻤﻊ ﺒﻌﺩ ﺘﻁﻭﻴﺭ ﺍﻟﺸﺭﻜﺔ ﺍﻟﺫﻱ ﻟﻡ ﻴﻜﻥ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺇﺫ
ﻜﺎﻨﺕ ﻗﻴﻤﺔ ) (Fﺍﻟﻤﺤﺴﻭﺒﺔ ﻟﻪ ) (3.70ﻭﻫﻲ ﺍﻗل ﻤﻥ ﻗﻴﻤﺔ ) (Fﺍﻟﻤﺠﺩﻭﻟﺔ ﺍﻟﺒﺎﻟﻐﺔ ) ،(3.99ﺃﻤﺎ
ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺘﺤﺩﻴﺩ ) (R2ﻟﺘﻁﺒﻴﻕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﻤﻊ ﺍﻷﺒﻌﺎﺩ ﺍﻷﺨﺭﻯ ﻓﻜﺎﻨﺕ ) (0.05ﻤﻊ
ﺨﻤﺴﺔ ﺃﺒﻌﺎﺩ ﻭ ) (0.01ﻤﻊ ﺍﻟﺒﻌﺩﻴﻥ ﺍﻵﺨﺭﻴﻥ ﻭﻫﻲ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﺅﻜﺩﻫﺎ ﻗﻴﻡ ) (Fﺍﻟﻤﺤﺴﻭﺒﺔ
ﻟﻬﺫﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻭﺍﻟﺘﻲ ﻫﻲ ﺃﻋﻠﻰ ﻤﻥ ﻗﻴﻡ ) (Fﺍﻟﻤﺠﺩﻭﻟﺔ .ﻭﻗﺩ ﻜﺎﻥ ﻤﻌﺎﻤل ﺘﺤﺩﻴﺩ ) (R2ﻟﺘﻁﺒﻴﻕ
ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﻤﻊ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻨﺠﺎﺡ ) (13.0ﺃﻱ ﺇﻥ ﺘﻁﺒﻴﻕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﻴﻤﻜﻥ ﺃﻥ ﻴﻔﺴﺭ ) (%13ﻤﻥ
ﺍﻟﺘﻐﻴﺭ ﻓﻲ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻭﻫﻲ ﺘﻤﺜل ﺍﻟﻨﺴﺒﺔ ﺍﻷﻗل ﺒﻴﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ،ﻭﺍﻥ ﺃﻗﻭﻯ ﻤﻌﺎﻤل ﺘﺤﺩﻴﺩ
) (R2ﻟﺘﻁﺒﻴﻕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﻤﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﻜﺎﻥ ﻤﻊ ﺒﻌﺩ ﺍﻟﺘﻘﻴﻴﻡ ﻭﺍﻟﻤﺭﺍﺠﻌﺔ ﺒﻠﻎ ) (12.6ﻭﺃﺩﻨﺎﻫﺎ ﻜﺎﻥ
ﻤﻊ ﺒﻌﺩ ﺘﻁﻭﻴﺭ ﺍﻟﺸﺭﻜﺔ ﺒﻠﻎ ) ،(5.5ﻭﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺍﻨﺨﻔﺎﻀﻬﺎ ﺍﻟﻨﺴﺒﻲ ﻭﻋﺩﻡ ﻤﻌﻨﻭﻴﺘﻬﺎ
ﻤﻊ ﺃﺤﺩ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﺇﻻ ﺇﻨﻬﺎ ﺘﺅﻜﺩ ﺼﺤﺔ ﻭﺍﺜﺒﺎﺕ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺨﺎﻤﺴﺔ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ
ﻭﺍﻟﺘﻲ ﺘﻨﺹ )ﻫﻨﺎﻙ ﺘﺄﺜﻴﺭﺍﺕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ ﻟﺘﻁﺒﻴﻕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﻓﻲ ﻨﺠﺎﺡ ﺍﻟﺸﺭﻜﺎﺕ ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ
ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ( ﻻﻥ ﺍﻏﻠﺒﻬﺎ ﻤﻌﻨﻭﻴﺔ.
154
%100 %89 %100 %100 %100 %100 ﺍﻟﻨﺴﺒﺔ
%98
ﺍﻟﻨﻤﺎﺫﺝ
ﺍﻟﻤﻌﻨﻭﻴﺔ
53 9 8 9 9 9 9 ﺍﻟﻌﺩﺩ
R2
62.3 13.0 40.6 57.7 51.1 33.9
ﺇﺠﻤﺎﻟﻲ ﺍﻟﻨﺠﺎﺡ
F
**105.78 **9.54 **43.77 **87.34 **67.01 **32.84
R2
39.5 12.6 17.6 41.3 32.3 17.0 ﺍﻟﺘﻘﻴﻴﻡ
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007
155
ﺜﻘﺎﻓﺔ ﺍﻟﺸﺭﻜﺔ
F
R2
ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻤﻌﻨﻭﻴﺔ
ﺍﻟﺘﻌﻠﻡ
ﺘﺤﻭل
ﺍﻟﺘﻌﻠﻡ
ﺘﻤﻜﻴﻥ
ﺘﻁﺒﻴﻕ
ﺍﻷﻓﺭﺍﺩ
ﺍﻟﻨﺠﺎﺡ
ﺇﺠﻤﺎﻟﻲ
ﺍﻟﻤﻌﺭﻓﺔ
ﺍﻟﻤﻨﻅﻤﺔ
ﺘﻜﻨﻠﻭﺠﻴﺎ
ﺩﻴﻨﺎﻤﻴﻜﺎﺕ
ﺍﻠﺪ /13ﻉ / 45ﻟﺴﻨﺔ 2007 ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺩﺍﺭﻳﺔ
-6ﻴﻅﻬﺭ ﺍﻟﺠﺩﻭل ) (3ﻤﻌﺎﻤﻼﺕ ﺘﺤﺩﻴﺩ) (R2ﻤﻌﻨﻭﻴﺔ ﻹﺠﻤﺎﻟﻲ ﺍﻟﺘﻌﻠﻡ ﻤﻊ ﺇﺠﻤﺎﻟﻲ ﺍﻟﻨﺠﺎﺡ ﺒﻠﻎ )(62.3
ﺒﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ ) (0.01ﻭﻫﻭ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﺅﻜﺩﻫﺎ ﻗﻴﻤﺔ ) (Fﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺒﺎﻟﻐﺔ )(105.78
ﻭﻫﻲ ﺃﻋﻠﻰ ﻤﻥ ﺍﻟﻤﺠﺩﻭﻟﺔ ،ﺃﻱ ﺇﻥ ﻨﺴﺒﺔ ) (%62.3ﻤﻥ ﺍﻟﺘﻐﻴﺭ ﻓﻲ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭﻫﺎ
ﺒﺩﻻﻟﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ،ﻭﻤﻊ ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺘﺴﻌﺔ ﻭﺒﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ ) (0.01ﻭﺒﻨﺴﺒﺔ
) (%100ﻭﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺘﺅﻜﺩﻫﺎ ﻗﻴﻡ ) (Fﺍﻟﻤﺤﺴﻭﺒﺔ ﻟﻬﺫﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻭﺍﻟﺘﻲ ﻫﻲ ﺃﻋﻠﻰ ﻤﻥ ﻗﻴﻤﺔ
) (Fﺍﻟﻤﺠﺩﻭﻟﺔ ،ﻭﻜﺎﻨﺕ ﺃﻗﻭﺍﻫﺎ ﻤﻊ ﺍﻟﺭﺅﻴﺔ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻭﺍﻟﻘﻴﺎﺩﺓ ﻭﺍﻹﺩﺍﺭﺓ ﺇﺫ ﺒﻠﻐﺕ )(51.6) ،(54.8
ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ ،ﻭﺃﺩﻨﺎﻫﺎ ﻤﻊ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺸﺨﺼﻲ ) ،(21.3ﻭﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺅﻜﺩ ﺼﺤﺔ ﻭﺍﺜﺒﺎﺕ ﺍﻟﻔﺭﻀﻴﺔ
ﺍﻟﺭﺌﻴﺴﺔ ﺍﻟﺘﻲ ﻨﺼﺕ )ﻫﻨﺎﻙ ﺘﺄﺜﻴﺭ ﺫﻭ ﺩﻻﻟﺔ ﻤﻌﻨﻭﻴﺔ ﻟﻠﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻓﻲ ﻨﺠﺎﺡ ﺍﻟﺸﺭﻜﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ
ﺇﺠﻤﺎﻻ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺒﻌﺎﺩ( .ﻭﻗﺩ ﺒﻠﻐﺕ ﺍﻟﻨﺴﺒﺔ ﺍﻹﺠﻤﺎﻟﻴﺔ ﻟﻠﻨﻤﺎﺫﺝ ﺍﻟﻤﻌﻨﻭﻴﺔ ).(%98
ﺍﶈﻮﺭ ﺍﳋﺎﻣﺲ :ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ :
ﺃﻭﻻً :ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ
-1ﻴﺘﻀﺢ ﺃﻥ ﺍﻟﺸﺭﻜﺎﺕ ﺍﺴﺘﻔﺎﺩﺕ ﻤﻥ ﻋﻤﻠﻴﺎﺕ ﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ ،ﺴﻭﺍﺀ ﺒﺸﻜل ﻤﻨﻔﺼل ﺃﻭ ﻤﺘﻔﺎﻋل ﻤﻊ
ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻷﺨﺭﻯ ﻭﺍﺴﺘﺜﻤﺭﺘﻬﺎ ﺒﺸﻜل ﺃﻓﻀل ﻤﻥ ﺃﻱ ﺒﻌﺩ ﺁﺨﺭ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻟﻠﺘﺄﺜﻴﺭ
ﻓﻲ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻤﻥ ﺨﻼل ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭﺍﺕ ﻓﻲ ﻋﻨﺎﺼﺭﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﺒﻤﺴﺘﻭﻴﺎﺕ ﻤﺘﻔﺎﻭﺘﺔ.
–2ﺘﺄﺘﻲ ﺍﺴﺘﻔﺎﺩﺕ ﺸﺭﻜﺎﺕ ﺍﻹﻋﻤﺎﺭ ﻭﺍﻹﺴﻜﺎﻥ ﻤﻥ ﻋﻨﺎﺼﺭ ﺘﺤﻭل ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻤﺘﻤﺜﻠﺔ ﺒﺎﻟﻌﻤﻠﻴﺎﺕ
ﻭﺍﻟﺒﺭﺍﻤﺞ ﻭﺍﻟﺘﻌﻠﻡ ﻤﻥ ﺍﻟﻔﺸل ﻭﺍﻟﻨﺠﺎﺡ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻟﻠﺘﺄﺜﻴﺭ ﻓﻲ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﺇﺠﻤﺎﻻ ﻭﻋﺒﺭ
ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭﺍﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻓﻲ ﻋﻭﺍﻤﻠﻪ ﺍﻟﻤﺘﻤﺜﻠﺔ ﺒﺎﻟﻘﻴﺎﺩﺓ ﻭﺍﻹﺩﺍﺭﺓ ،ﻭﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﺸﺨﺼﻲ ،ﻭﺜﻘﺎﻓﺔ
ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﺸﺭﻜﺔ ،ﻭﺘﻁﻭﻴﺭ ﺍﻟﺸﺭﻜﺔ ،ﻭﺍﻟﻨﺸﺎﻁ ﺍﻟﻌﻤﻠﻴﺎﺘﻲ ،ﺴﻭﺍﺀ ﺒﺸﻜل ﻤﻨﻔﺼل ﺃﻭ ﻤﺘﻔﺎﻋل ﻤﻊ
ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻷﺨﺭﻯ.
-3ﻴﻅﻬﺭ ﺃﻥ ﺍﺴﺘﻔﺎﺩﺓ ﺍﻟﺸﺭﻜﺎﺕ ﻤﻥ ﺍﻟﺘﻁﺒﻴﻘﺎﺕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ ﺘﻜﻭﻥ ﺍﻜﺒﺭ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺒﺸﻜل ﻤﺘﻔﺎﻋل
ﻤﻊ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﻠﻡ ﺍﻷﺨﺭﻯ ﺤﺘﻰ ﺇﻨﻬﺎ ﺠﺎﺀﺕ ﺒﺎﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﺘﺄﺜﻴﺭ ﻓﻲ ﺘﻌﺯﻴﺯ ﻓﺭﺹ
ﺍﻟﻨﺠﺎﺡ ﺭﻏﻡ ﺇﻨﻬﺎ ﻤﻨﻔﺭﺩﺓ ﺍﻗل ﺍﻷﺒﻌﺎﺩ ﺘﺄﺜﻴﺭﺍ ﻓﻲ ﺍﻟﻨﺠﺎﺡ ،ﻭﻫﺫﺍ ﺃﻤﺭ ﻤﻨﻁﻘﻲ ﻻﻥ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ
ﺒﻤﻔﺭﺩﻫﺎ ﺩﻭﻥ ﺩﻤﺠﻬﺎ ﻤﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻷﺨﺭﻯ ﻻ ﺘﺤﺩﺙ ﺘﻐﻴﻴﺭﺍﺕ ﻤﻬﻤﺔ.
-4ﺘﺒﻴﻥ ﺇﻥ ﺍﺴﺘﻔﺎﺩﺓ ﺍﻟﺸﺭﻜﺎﺕ ﻤﻥ ﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﺘﻤﺜﻠﺔ ﺒﺘﺸﺠﻴﻊ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﻋﻠﻰ
ﺍﻟﺘﻌﻠﻡ ﻤﻥ ﺨﻼل ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻔﻌﺎل ﻭﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻜﺎﻨﺕ ﺘﺤﺼل ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﺒﺸﻜل
ﻤﻨﻔﺭﺩ ﻟﻠﺘﺄﺜﻴﺭ ﻓﻲ ﺘﻌﺯﻴﺯ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻋﺒﺭ ﺃﺒﻌﺎﺩﻩ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻭﻟﻡ ﺘﺘﻤﻜﻥ ﻤﻥ ﺇﺩﺍﺭﺓ ﺘﻔﺎﻋﻠﻬﺎ ﻤﻊ
ﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﻠﻡ ﺍﻷﺨﺭﻯ ﺒﺼﻭﺭﺓ ﺠﻴﺩﺓ ﺒﺤﻴﺙ ﺃﺩﻯ ﺫﻟﻙ ﺇﻟﻰ ﺍﻨﺨﻔﺎﺽ ﺃﻫﻤﻴﺘﻬﺎ ﺍﻟﻨﺴﺒﻴﺔ ﻓﺄﺼﺒﺢ ﺘﺄﺜﻴﺭﻫﺎ
ﻀﻌﻴﻔﺎ ﻓﻲ ﻨﺠﺎﺡ ﺍﻟﺸﺭﻜﺎﺕ.
–5ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﻤﺴﺎﻫﻤﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ ﻓﻲ ﺍﻟﺘﺄﺜﻴﺭ ﺒﺸﻜل ﻤﻨﻔﺭﺩ ﻓﻲ ﺘﻌﺯﻴﺯ ﻓﺭﺹ ﻨﺠﺎﺡ ﺍﻟﺸﺭﻜﺎﺕ
ﺇﻻ ﺇﻨﻬﺎ ﻟﻡ ﺘﻁﺒﻕ ﺒﺸﻜل ﺠﻴﺩ ﺒﺤﻴﺙ ﺃﺩﻯ ﺫﻟﻙ ﺇﻟﻰ ﺍﻨﺨﻔﺎﺽ ﺃﻫﻤﻴﺘﻬﺎ ﺍﻟﻨﺴﺒﻴﺔ ﻋﻨﺩ ﺘﻔﺎﻋﻠﻬﺎ ﻤﻊ ﺃﺒﻌﺎﺩ
ﺍﻟﺘﻌﻠﻡ ﺍﻷﺨﺭﻯ ﻭﻟﻡ ﻴﻜﻥ ﺘﺄﺜﻴﺭﻫﺎ ﺇﻻ ﺘﺄﺜﻴﺭﺍ ﻀﻌﻴﻔﺎ ﻓﻲ ﺇﺤﺩﺍﺙ ﺘﻐﻴﻴﺭﺍﺕ ﻤﻬﻤﺔ ﻓﻲ ﻋﻭﺍﻤل ﺍﻟﻨﺠﺎﺡ.
-6ﻴﺘﻀﺢ ﺃﻥ ﺍﻟﺸﺭﻜﺎﺕ ﻻ ﺘﻭﺠﺩ ﻟﺩﻴﻬﺎ ﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺸﺎﻤﻠﺔ ﺘﺘﻜﺎﻤل ﻭﺘﺘﻔﺎﻋل ﻓﻴﻬﺎ ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﻠﻡ
ﺍﻟﻤﻨﻅﻤﻲ ﻹﺤﺩﺍﺙ ﺘﻐﻴﻴﺭﺍﺕ ﺘﻌﺯﺯ ﻋﻭﺍﻤل ﺍﻟﻨﺠﺎﺡ ﺍﻟﻤﺨﺘﻠﻔﺔ ،ﺇﻨﻤﺎ ﺘﻭﺠﺩ ﻟﺩﻴﻬﺎ ﺠﻬﻭﺩ ﻤﻨﻔﺼﻠﺔ ﻋﻥ
ﺒﻌﻀﻬﺎ ﺃﺤﻴﺎﻨﺎ ﻭﻏﻴﺭ ﻤﻨﺴﻘﺔ ﻭﻏﻴﺭ ﻤﺨﻁﻁﺔ ﺘﺘﻌﻠﻕ ﺒﻬﺫﺍ ﺍﻟﺒﻌﺩ ﺃﻭ ﺫﺍﻙ ﻤﻥ ﺃﺒﻌﺎﺩ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ،
ﻭﺫﻟﻙ ﻻﻥ ﻫﺫﺍ ﺍﻟﻤﻔﻬﻭﻡ ﺃﻭ ﻫﺫﻩ ﺍﻟﺜﻘﺎﻓﺔ )ﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ( ﻻﺯﺍﻟﺕ ﻤﺤﺩﻭﺩﺓ ﺍﻻﻨﺘﺸﺎﺭ ﻓﻲ
ﺍﻟﺸﺭﻜﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ ﻭﺍﻥ ﻭﺠﺩﺕ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺘﻁﺒﻴﻘﺎﺘﻪ ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﺍﻟﻌﻤﻠﻲ.
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-7ﺇﻥ ﻤﺠﻤل ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺅﻜﺩ ﺃﻥ ﻟﺩﻯ ﺍﻟﺸﺭﻜﺎﺕ ﺍﻟﻤﺒﺤﻭﺜﺔ ﺃﺴﺎﺱ ﺠﻴﺩ ﻟﻠﺘﻌﻠﻡ ﻟﻜﻨﻬﺎ ﻻ ﺘﺯﺍل ﺒﺤﺎﺠﺔ
ﺇﻟﻰ ﺇﺩﺭﺍﻙ ﺍﻜﺜﺭ ﻷﻫﻤﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﺒﻜل ﺃﺒﻌﺎﺩﻩ ﻓﻲ ﺘﻌﺯﻴﺯ ﻓﺭﺹ ﻨﺠﺎﺤﻬﺎ ،ﻭﻻ ﺘﺯﺍل ﺘﻔﺼﻠﻬﺎ
ﻤﺴﺎﻓﺔ ﺒﻌﻴﺩﺓ ﻋﻥ ﺍﻟﻁﺭﻴﻕ ﺍﻟﻤﺅﺩﻴﺔ ﻨﺤﻭ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﺍﻟﺘﻲ ﺘﻭﺼﻑ ﺒﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻟﻨﺠﺎﺡ
ﺍﻟﻤﺴﺘﻤﺭ ﺒﺤﺴﺏ ﺃﻏﻠﺏ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻜﻤﺎ ﺃﺸﻴﺭ ﺁﻨﻔﺎ ﻓﻲ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻨﻅﺭﻱ ﻤﻥ ﻫﺫﺍ ﺍﻟﺒﺤﺙ.
ﺛﺎﻧﻴﺎ :ﺍﻟﺘﻮﺻﻴﺎﺕ
-1ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﻨﺸﺭ ﺜﻘﺎﻓﺔ ﺍﻟﺘﻌﻠﻡ ﺍﻟﻤﻨﻅﻤﻲ ﻭﺘﺒﻨﻲ ﺭﺅﻴﺔ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﺍﻟﺘﻲ ﺘﺘﻁﻠﺏ ﺨﻠﻕ ﻤﻨﺎﺥ
ﺘﻨﻅﻴﻤﻲ ﻴﺩﻋﻡ ﻭﻴﺩﺭﻙ ﺃﻫﻤﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻓﻲ ﺘﻌﺯﻴﺯ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻭﻭﻀﻊ ﺨﻁﻁ ﻭﺒﺭﺍﻤﺞ ﺨﺎﺼﺔ ﻓﻲ
ﺘﻔﻌﻴل ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺸﺭﻜﺎﺕ ﻭﺍﻟﻘﻁﺎﻉ.
-2ﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺃﻜﺜﺭ ﺒﻌﻤﻠﻴﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ ﺒﺸﻜل ﻴﺤﻘﻕ ﺘﻔﺎﻋﻠﻬﺎ ﻭﺘﻜﺎﻤﻠﻬﺎ ﻤﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻡ
ﺍﻷﺨﺭﻯ ،ﻭﺇﻨﺸﺎﺀ ﻤﺭﻜﺯﻤﻬﻤﺘﻪ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻘﻁﺎﻉ ﻴﺭﺍﻗﺏ ﻤﺎ ﻴﻔﻌﻠﻪ ﺍﻵﺨﺭﻭﻥ ﻤﻥ
ﺨﻼل ﺁﻟﻴﺔ ﺍﻟﻤﻘﺎﺭﻨﺔ ﺍﻟﻤﺭﺠﻌﻴﺔ ﻭ ﺍﻟﻤﻤﺎﺭﺴﺎﺕ ﺍﻷﻓﻀل .
-3ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﺴﺘﺜﻤﺎﺭ ﺩﻴﻨﺎﻤﻴﻜﺎﺕ ﺍﻟﺘﻌﻠﻡ ﻓﻲ ﺘﻌﺯﻴﺯ ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ ﻭﺇﺩﺍﺭﺘﻬﺎ ﺒﺸﻜل ﻴﺯﻴﺩ ﻤﻥ ﻜﻔﺎﺀﺓ
ﺘﻔﺎﻋﻠﻬﺎ ﻤﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻷﺨﺭﻯ ﻋﺒﺭ ﺘﺸﺠﻴﻊ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ﻟﻠﺘﻌﻠﻡ ﻭﺍﻟﺘﻁﻭﻴﺭ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ
ﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻔﻌﺎل ﻭﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺍﻟﻜﻔﻭﺀﺓ ﻭﻓﺘﺢ ﻗﻨﻭﺍﺕ ﺍﻻﺘﺼﺎل ﻭﺍﻋﺘﻤﺎﺩ ﻤﺩﺍﺨل ﺍﻟﻌﻤل
ﺍﻟﻔﺭﻗﻲ ﻭﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻤﻥ ﺍﻟﺘﻔﻜﻴﺭ ﻭﺍﻷﺩﺍﺀ.
-4ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺘﻌﺯﻴﺯ ﺍﻟﺘﻁﺒﻴﻘﺎﺕ ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﻭﺤﺴﻥ ﺍﺴﺘﺜﻤﺎﺭﻫﺎ ﺒﺄﻗﺼﻰ ﻁﺎﻗﺔ ﻭﺩﻤﺠﻬﺎ
ﻤﻊ ﺒﺭﺍﻤﺞ ﺍﻟﺘﻌﻠﻡ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻤﻌﺭﻓﺔ ﻟﺘﺴﻬﻴل ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﻭﺘﻨﻔﻴﺫ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺩﻋﻡ ﺍﻟﺒﺭﺍﻤﺞ
ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭ ﺇﻨﺸﺎﺀ ﻨﻅﺎﻡ ﻤﻌﻠﻭﻤﺎﺕ ﻤﺘﻜﺎﻤل ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺸﺭﻜﺎﺕ ﻭﺍﻟﻘﻁﺎﻉ.
-5ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺘﻌﺯﻴﺯ ﺍﻟﺴﻴﺎﺴﺎﺕ ﺍﻟﺭﺍﻤﻴﺔ ﺇﻟﻰ ﺘﻤﻜﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﻻﺴﻴﻤﺎ ﻤﻥ ﺨﻼل ﺍﻋﺘﻤﺎﺩ ﺍﻟﻼﻤﺭﻜﺯﻴﺔ
ﻭﺘﻔﻭﻴﺽ ﺍﻟﺴﻠﻁﺔ ﻭﺘﺨﻔﻴﻑ ﻭﻁﺄﺓ ﺍﻟﻘﻭﺍﻨﻴﻥ ﻭﺍﻷﻨﻅﻤﺔ ﻟﺘﻤﻜﻴﻥ ﺸﺭﻜﺎﺕ ﺍﻟﻘﻁﺎﻉ ﻤﻥ ﺍﻟﺘﺤﺭﻙ
ﻭﺍﻟﻤﺒﺎﺩﺭﺓ ﻭﺍﻻﻨﻁﻼﻕ ﻨﺤﻭ ﺃﻫﺩﺍﻓﻬﺎ ﺒﺤﺭﻴﺔ ﺍﻜﺜﺭ ﻭﺍﺴﺘﻐﻼل ﻓﺭﺹ ﺍﻟﻨﺠﺎﺡ.
-6ﺘﻭﺴﻴﻊ ﺼﻼﺤﻴﺎﺕ ﺍﺩﺍﺭﺓ ﺍﻟﺸﺭﻜﺎﺕ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻭﺍﺴﺘﻘﻁﺎﺏ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻓﻕ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻻﺴﺘﺤﻘﺎﻕ
ﻭﺍﻟﺤﺎﺠﺔ ﻟﻠﺘﺨﻠﺹ ﻤﻥ ﺍﻟﻔﺎﺌﺽ ﻓﻲ ﺃﻋﺩﺍﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﻤﻥ ﻅﺎﻫﺭﺓ ﺘﻀﺨﻡ ﺍﻟﻤﻼﻙ ﺍﻹﺩﺍﺭﻱ
ﻋﻠﻰ ﺤﺴﺎﺏ ﺍﻟﻤﻼﻙ ﺍﻟﻔﻨﻲ ﻭﺒﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﻔﻌﻴل ﻤﺜﻠﺙ ﺍﻟﻜﻠﻔﺔ ،ﺍﻟﺠﻭﺩﺓ ،ﺍﻷﺩﺍﺀ.
-7ﻀﺭﻭﺭﺓ ﺘﻁﻠﻊ ﺍﻟﺸﺭﻜﺎﺕ ﻨﺤﻭ ﺍﻤﺘﻼﻙ ﺨﺼﺎﺌﺹ ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻜﺨﻴﺎﺭ ﺴﺘﺭﺍﺘﻴﺠﻲ ﻤﻬﻡ ﻟﻠﺒﻘﺎﺀ
ﻭﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺒﻴﺌﺔ ﻤﻀﻁﺭﺒﺔ ﻴﺘﻐﻴﺭ ﻓﻴﻬﺎ ﻜل ﺸﻲﺀ ﺒﺎﺴﺘﻤﺭﺍﺭ ﻋﺒﺭ ﻤﺤﺎﻜﺎﺓ ﺍﻟﺸﺭﻜﺎﺕ ﺍﻟﻤﺘﻘﺩﻤﺔ.
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ﺍﳌﺼﺎﺩﺭ
. ﺩﺍﺭ ﺍﻟﺴﺎﺒﻕ، ﺒﻴﺭﻭﺕ،" "ﻤﻌﺠﻡ ﺍﻟﻠﻐﺎﺕ،(1985) ﺠﺭﻭﺍﻥ،ﺍﻟﺴﺎﺒﻕ .1
"ﺍﻹﺩﺍﺭﺓ ﺍﻟﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻭﺃﺜﺭﻫﺎ ﻓﻲ ﻨﺠﺎﺡ ﺍﻟﻤﻨﻅﻤﺎﺕ، (1999) ﻜﺎﻅﻡ ﻨﺯﺍﺭ ﻋﻁﻴﺔ،ﺍﻟﺭﻜﺎﺒﻲ .2
. ﻜﻠﻴﺔ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻻﻗﺘﺼﺎﺩ ﺒﺎﻟﺠﺎﻤﻌﺔ ﺍﻟﻤﺴﺘﻨﺼﺭﻴﺔ، ﺃﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﻩ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ،"ﺍﻟﻌﺭﺍﻗﻴﺔ
. ﺩﺍﺭ ﺍﻟﺸﺅﻭﻥ ﺍﻟﺜﻘﺎﻓﻴﺔ، ﺒﻐﺩﺍﺩ،" "ﻨﻅﺭﻴﺔ ﺍﻟﻤﻨﻅﻤﺔ، (1989) ﺨﻠﻴل ﻭﺤﻤﻭﺩ،ﺍﻟﺸﻤﺎﻉ .3
. ﺩﺍﺭ ﺍﻟﺤﻀﺎﺭﺓ ﺍﻟﻌﺭﺒﻴﺔ، ﺒﻴﺭﻭﺕ،" "ﺍﻟﺼﺤﺎﺡ،(1974) ﻨﺩﻴﻡ ﻤﺭﻋﺸﻲ .4
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