‫ﺟــﺎﻣﻌـﺔ ﺳﻌـﺩ ﺩﺣﻠﺏ ﺍﻟﺑﻠﻳـﺩﺓ‬

‫ﻛﻠﻳﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻭﺍﻟﻌﻠﻭﻡ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻭﻋﻠﻭﻡ ﺍﻟﺗﺳﻳﻳﺭ‬

‫ﻗﺳــﻡ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺗﺟﺎﺭﻳﺔ‬

‫ﻣـﺫﻛـﺭﺓ ﻣـﺎﺟﺳﺗﻳﺭ‬
‫ﺍﻟﺗﺧﺻﺹ‪ :‬ﺗﺳﻭﻳﻕ‬

‫ﺃﺛﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺩﺭﺍﺳﺔ ﻣﻳﺩﺍﻧﻳﺔ ﻋﻠﻰ ﻣﺅﺳﺳﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻓﻲ ﻣﺩﻳﻧﺔ ﺍﻟﻌﻠﻣﺔ )ﺳﻁﻳﻑ(‬

‫ﻣﻥ ﻁﺭﻑ‬

‫ﺑﻭﺯﻳﺎﻥ ﺣﺳﺎﻥ‬

‫ﺃﻣﺎﻡ ﺍﻟﻠﺟﻧﺔ ﺍﻟﻣﺷﻛﻠﺔ ﻣﻥ‪:‬‬

‫ﺭﺋﻳﺳﺎ‬ ‫ﺃﺳﺗﺎﺫ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﺍﻟﻣﺩﺭﺳﺔ ﺍﻟﻌﻠﻳﺎ ﻟﻠﺗﺟﺎﺭﺓ‬ ‫ﻋﻧﺎﺑﻲ ﺑﻥ ﻋﻳﺳﻰ‬

‫ﻣﺷﺭﻓﺎ‬ ‫ﺟﺎﻣﻌﺔ ﺍﻟﺑﻠﻳﺩﺓ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺣﺎﺿﺭﺃ‬ ‫ﻣﻧﺻﻭﺭﻱ ﺍﻟﺯﻳﻥ‬

‫ﻣﻧﺎﻗﺷﺎ‬ ‫ﺟﺎﻣﻌﺔ ﺍﻟﺑﻠﻳﺩﺓ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺣﺎﺿﺭﺃ‬ ‫ﻣﺳﻌﺩﺍﻭﻱ ﻳﻭﺳﻑ‬

‫ﻣﻧﺎﻗﺷﺎ‬ ‫ﺟﺎﻣﻌﺔ ﺍﻟﺑﻠﻳﺩﺓ‬ ‫ﺃﺳﺗﺎﺫ ﻣﺣﺎﺿﺭ ﺃ‬ ‫ﺑﻭﺯﻋﺭﻭﺭ ﻋﻣﺎﺭ‬

‫ﺍﻟﺑﻠﻳﺩﺓ‪ :‬ﺟﻭﻳﻠﻳﺔ ‪2013‬‬

 ‫ﺍﻟﻣﻠﺧﺹ‬

‫ ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﺇﻟﻰ ﺩﺭﺍﺳﺔ ﺃﺛﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﺧﻼﻝ ﺃﺑﻌﺎﺩﻫﺎ‬،Servperf ‫ﺑﺎﺳﺗﺧﺩﺍﻡ ﻧﻣﻭﺫﺝ ﺍﻷﺩﺍء‬
‫ ﺷﺎﺭﻙ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ‬.‫ ﺍﻟﺗﻌﺎﻁﻑ( ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬،‫ ﺍﻷﻣﺎﻥ‬،‫ ﺍﻻﺳﺗﺟﺎﺑﺔ‬،‫ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‬،‫ﺍﻟﺧﻣﺱ ) ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬
‫ ﻭﻟﻘﺩ ﺃﺟﺭﻱ ﺗﺣﻠﻳﻝ ﺍﻻﻧﺣﺩﺍﺭ ﻣﻥ ﺃﺟﻝ‬.( ‫) ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬ ‫ ﻣﺳﺗﻌﻣﻝ ﺣﺎﻟﻲ ﻟﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬107
‫ ﺍﻷﻣﺎﻥ ﻭ‬،‫ ﺍﻻﺳﺗﺟﺎﺑﺔ‬،‫ﺍﺧﺗﺑﺎﺭ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺣﻳﺙ ﺃﺷﺎﺭﺕ ﺍﻟﻧﺗﺎﺋﺞ ﺑﺄﻥ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‬
‫ ﻓﻲ ﺣﻳﻥ ﻛﺎﻥ ﻫﻧﺎﻙ ﺗﺄﺛﻳﺭ‬،‫ﺍﻟﺗﻌﺎﻁﻑ ﻛﺎﻥ ﻟﻬﻡ ﺃﺛﺭ ﻣﻌﻧﻭﻱ ﺇﻳﺟﺎﺑﻲ ﻋﻠﻰ ﺍﺗﺟﺎﻫﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻓﻲ ﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺭﺿﺎﻫﻡ‬
‫ ﺃﻧﻪ ﻟﻡ‬t-test ‫ ﺃﻅﻬﺭﺕ ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﺍﻻﺳﺗﻘﻼﻟﻳﺔ‬،‫ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻫﺫﺍ‬.‫ﺑﺳﻳﻁ ﺟﺩﺍ ﻟﻠﻣﻠﻣﻭﺳﻳﺔ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫ ﻭﺍﻟﺫﻱ ﻳﻌﻧﻲ‬،‫ﻳﻛﻥ ﻫﻧﺎﻙ ﻓﺭﻭﻕ ﻣﻌﻧﻭﻳﺔ ﺑﻳﻥ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﻟﻠﺯﺑﺎﺋﻥ ﻭ ﻋﻣﻠﻳﺔ ﺗﻘﻳﻳﻡ ﺍﻟﺟﻭﺩﺓ ﻣﻥ ﻁﺭﻓﻬﻡ‬
.‫ﺃﻥ ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻻ ﻳﺧﺗﻠﻑ ﺣﺳﺏ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﺯﺑﺎﺋﻥ‬

.‫ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬،Servperf ،‫ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬،‫ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬:‫ﺍﻟﻛﻠﻣﺎﺕ ﺍﻟﻣﻔﺗﺎﺣﻳﺔ‬

Abstract:

Using the Servperf model, this study aimed to examine the impact of service
quality through its five dimensions (tangible, reliability, responsiveness, assurance,
empathy) on customer satisfaction. A total of 107 current users of Algeria telecom
services (el-eulma agency) participated in this study. Regression analysis was
conducted to test the relationship between service quality and customer
satisfaction. Results indicated that reliability, responsiveness, assurance and
empathy significantly positively influenced customer attitudes in terms of
satisfaction, while tangible had very small impact on customer satisfaction. In
addition, t-test results showed that there were no significant differences between
demographic characteristics of customers and evaluation of service quality by them
which means service quality’s evaluation does not differ depending the customers
demographic characteristics.

Key words: service quality, customer satisfaction, Servperf, algerie telecom.

 ‫ﺷﻛﺭ ﻭﺗﻘﺩﻳﺭ‪:‬‬

‫ﺑﺳﻡ ﷲ ﺍﻟﺭﺣﻣﻥ ﺍﻟﺭﺣﻳﻡ ﻭ ﺍﻟﺻﻼﺓ ﻭ ﺍﻟﺳﻼﻡ ﻋﻠﻰ ﺃﺷﺭﻑ ﺍﻟﻣﺭﺳﻠﻳﻥ ﻭﺑﻌﺩ‪:‬‬

‫ﺃﻣﺎ ﻭ ﻗﺩ ﺃﺷﺭﻑ ﻫﺫﺍ ﺍﻟﻌﻣﻝ ﻋﻠﻰ ﺍﻻﻧﺗﻬﺎء ﻻ ﻳﺳﻌﻧﻲ ﺇﻻ ﺃﻥ ﺃﺗﻘﺩﻡ ﺑﺟﺯﻳﻝ ﺍﻟﺷﻛﺭ ﻭ ﺍﻻﻣﺗﻧﺎﻥ ﺇﻟﻰ ﺃﺳﺗﺎﺫﻱ‬
‫ﻭ ﻣﺷﺭﻓﻲ ﺍﻟﺩﻛﺗﻭﺭ ﻣﻧﺻﻭﺭﻱ ﺍﻟﺯﻳﻥ ﻋﻠﻰ ﻗﺑﻭﻟﻪ ﺍﻹﺷﺭﺍﻑ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻌﻣﻝ ﻭﻋﻠﻰ ﻛﻝ ﻣﻼﺣﻅﺎﺗﻪ ﻭ ﻣﺳﺎﻋﺩﺗﻪ ﻓﻲ‬
‫ﺇﺗﻣﺎﻣﻪ‪.‬‬

‫ﻛﻣﺎ ﺃﺷﻛﺭ ﻣﻭﻅﻔﻲ ﻣﻛﺗﺑﺔ ﺟﺎﻣﻌﺔ ﻓﺭﺣﺎﺕ ﻋﺑﺎﺱ ﺑﺳﻁﻳﻑ ﺍﻟﺧﺎﺻﺔ ﺑﻣﺩﺭﺳﺔ ﺍﻟﺩﻛﺗﻭﺭﺍﻩ ﻋﻠﻰ ﺣﺳﻥ ﺗﻌﺎﻣﻠﻬﻡ ﻣﻌﻲ‬
‫ﻭﺗﺳﻬﻳﻝ ﻋﻣﻠﻳﺔ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﻣﺭﺍﺟﻊ‪.‬‬

‫ﻭﺷﻛﺭﻱ ﻣﻭﺻﻭﻝ ﺃﻳﺿﺎ ﺇﻟﻰ ﺍﻷﺳﺗﺎﺫﺓ ﺃﺣﻼﻡ ﺧﺎﻥ ﻣﻥ ﺟﺎﻣﻌﺔ ﺑﺳﻛﺭﺓ ﻋﻠﻰ ﻧﺻﺎﺋﺣﻬﺎ ﻓﻳﻣﺎ ﻳﺧﺹ ﺇﺳﺗﻣﺎﺭﺓ ﺍﻟﺑﺣﺙ‬
‫ﺍﻟﻣﻳﺩﺍﻧﻲ‪.‬‬

‫ﻭﻻ ﺃﻧﺳﻰ ﺟﻣﻳﻊ ﺃﺻﺩﻗﺎﺋﻲ ﺍﻟﺫﻳﻥ ﺳﺎﻧﺩﻭﻧﻲ ﻣﻥ ﺃﺟﻝ ﺇﺗﻣﺎﻡ ﻫﺫﺍ ﺍﻟﻌﻣﻝ‪.‬‬

‫ﺷﻛﺭﺍ ﻟﻛﻡ ﺟﻣﻳﻌﺎ‪.‬‬

 ‫ﺇﻫـــــــــﺩﺍء‪:‬‬
‫ﺑﺳﻡ ﷲ ﻭﻛﻔﻰ ﻭﺍﻟﺻﻼﺓ ﻭﺍﻟﺳﻼﻡ ﻋﻠﻰ ﺭﺳﻭﻟﻪ ﺍﻟﺫﻱ ﺍﺻﻁﻔﻰ ﻭﺑﻌﺩ‪:‬‬

‫ﺇﻟﻰ ﻣﻥ ﻛﺎﻧﻭﺍ ﻟﻲ ﺳﻧﺩ ﻓﻲ ﺣﻳﺎﺗﻲ‪ ....‬ﺃﻫﻠﻲ‬

‫ﺇﻟﻰ ﺃﺳﺗﺎﺫﻱ ﺍﻟﻣﺷﺭﻑ ﻣﻧﺻﻭﺭﻱ ﺍﻟﺯﻳﻥ‪...‬‬

‫ﺇﻟﻰ ﺃﺻﺩﻗﺎﺋﻲ ﺍﻷﻭﻓﻳﺎء‪....‬‬

‫ﺃﻫﺩﻱ ﻟﻬﻡ ﻫﺫﺍ ﺍﻟﻌﻣﻝ ﺍﻟﻣﺗﻭﺍﺿﻊ‪.‬‬ ‫ﻭﺇﻟﻰ ﻛﻝ ﻁﺎﻟﺏ ﻋﻠﻡ ‪...‬‬

‫ﻭﺷﻛﺭﺍ‪.‬‬
 ‫ﻓﻬﺭﺱ ﺍﻟﻣﺣﺗﻭﻳﺎﺕ‬

‫ﺍﻟﻣﻠﺧﺹ‬
‫ﺷﻛﺭ ﻭﺗﻘﺩﻳﺭ‬
‫ﺇﻫﺩﺍء‬
‫ﻓﻬﺭﺱ ﺍﻟﻣﺣﺗﻭﻳﺎﺕ‬
‫ﻓﻬﺭﺱ ﺍﻟﺟﺩﺍﻭﻝ‬
‫ﻓﻬﺭﺱ ﺍﻷﺷﻛﺎﻝ‬
‫‪9.........................................................................................................‬‬
‫‪.‬‬ ‫ﻣﻘﺩﻣﺔ‬
‫‪ .1‬ﺍﻹﻁﺎﺭ ﺍﻟﻣﻔﺎﻫﻳﻣﻲ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ‪15 ........................................................................‬‬
‫‪ .1-1‬ﻣﺎﻫﻳﺔ ﺍﻟﺟﻭﺩﺓ ‪16 .........................................................................................‬‬
‫‪.1-1-1‬ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ ﻭﺃﺑﻌﺎﺩﻫﺎ ‪16 .............................................................................‬‬
‫‪.2-1-1‬ﻣﺭﺍﺣﻝ ﺗﻁﻭﺭ ﺍﻟﺟﻭﺩﺓ ﻭﺃﻫﻣﻳﺗﻬﺎ‪16 ....................................................................‬‬
‫‪ .2-1‬ﻣﺎﻫﻳﺔ ﺍﻟﺧﺩﻣﺔ ‪25 .........................................................................................‬‬
‫‪ .1-2-1‬ﻣﻔﻬﻭﻡ ﺍﻟﺧﺩﻣﺔ ﻭﺧﺻﺎﺋﺻﻬﺎ ‪25 .......................................................................‬‬
‫‪ .2-2-1‬ﻋﻧﺎﺻﺭ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ ﻭﻁﺭﻕ ﺗﻘﺩﻳﻣﻬﺎ ‪31 ............................................................‬‬
‫‪.3-2-1‬ﺗﺻﻧﻳﻑ ﺍﻟﺧﺩﻣﺎﺕ ﻭﺃﺑﻌﺎﺩﻫﺎ ‪34.........................................................................‬‬
‫‪ .3-1‬ﻣﺎﻫﻳﺔ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ‪39…………….................................................................‬‬
‫‪.1-3-1‬ﻣﻔﻬﻭﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺧﻁﻭﺍﺕ ﺗﺣﻘﻳﻘﻬﺎ ‪39 ...........................................................‬‬
‫‪ .2-3-1‬ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﻧﻣﺎﺫﺝ ﻗﻳﺎﺳﻬﺎ ‪43…….........................................................‬‬
‫‪.3-3-1‬ﺃﻫﺩﺍﻑ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﻋﻼﻗﺗﻬﺎ ﺑﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ‪53....................................................‬‬
‫‪ .2‬ﺍﻹﻁﺎﺭ ﺍﻟﻣﻔﺎﻫﻳﻣﻲ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ‪57 .......................................................................‬‬
‫‪ .1-2‬ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺍﻟﻧﻅﺭﻳﺎﺕ ﺍﻟﻣﻔﺳﺭﺓ ﻟﻪ ‪58 ..............................................................‬‬
‫‪ .1-1-2‬ﺗﻌﺭﻳﻑ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺃﻫﻣﻳﺗﻪ ‪58 ...................................................................‬‬
‫‪ .2-1-2‬ﺍﻟﻧﻅﺭﻳﺎﺕ ﺍﻟﻣﻔﺳﺭﺓ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ‪62 ...............................................................‬‬
‫‪.2-2‬ﻣﺣﺩﺩﺍﺕ ﻭﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﺭﺿﺎ ‪65 ..........................................................................‬‬
‫‪ .1-2-2‬ﻣﺣﺩﺩﺍﺕ ﺍﻟﺭﺿﺎ ‪65 ..................................................................................‬‬
‫‪ .2-2-2‬ﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﺭﺿﺎ ‪69 .................................................................................‬‬
‫‪ .3-2-2‬ﺳﻠﻭﻛﻳﺎﺕ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ‪74 ............................................................................‬‬
‫‪ .3-2‬ﻧﻣﺎﺫﺝ ﻗﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻌﻪ ‪79 ....................................................‬‬

‫‪ .1-3-2‬ﻧﻣﺎﺫﺝ ﻗﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ‪79 .......................................................................‬‬

‫‪ .2-3-2‬ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ‪85 ........................................................................‬‬
‫‪ .3-3-2‬ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﻭﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺗﻪ ‪90 ..............................................................‬‬
‫‪ .3‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ) ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ( ‪94 .....................................................‬‬
‫‪ .1-3‬ﻧﺑﺫﺓ ﻋﻥ ﺇﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ‪95 ........................................................................‬‬
‫‪.1-1-3‬ﺗﺄﺳﻳﺱ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﺃﻫﺩﺍﻓﻬﺎ ‪95 .............................................................‬‬
‫‪ .2-1-3‬ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ‪96 ...............................................................‬‬
‫‪ .2-3‬ﻣﻧﻬﺟﻳﺔ ﺍﻟﺑﺣﺙ ﺍﻟﻣﻳﺩﺍﻧﻲ ﻭﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ‪97 .........................................................‬‬
‫‪ .1-2-3‬ﻣﻧﻬﺟﻳﺔ ﺍﻟﺑﺣﺙ ﺍﻟﻣﻳﺩﺍﻧﻲ ‪97 ........................................................................‬‬
‫‪ .2-2-3‬ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﻟﻌﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ‪103 ...........................‬‬
‫‪ .3-2-3‬ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻷﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ‪108....................‬‬
‫‪ .3-3‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺎﺕ ﻭﻋﺭﺽ ﺍﻟﻧﺗﺎﺋﺞ ‪115 ...............................................................‬‬
‫‪ .1-3-3‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻷﻭﻟﻰ ‪116 ........................................................................‬‬
‫‪ .2-3-3‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻭ ﺍﻟﺛﺎﻟﺛﺔ ‪124 ...............................................................‬‬
‫ﺍﻟﺧﺎﺗﻣﺔ ﺍﻟﻌﺎﻣﺔ ‪129 ............................................................................................‬‬
‫ﻗﺎﺋﻣﺔ ﺍﻟﻣﺭﺍﺟﻊ ‪134 ............................................................................................‬‬
‫ﻗﺎﺋﻣﺔ ﺍﻟﻣﻼﺣﻕ ‪141............................................................................................‬‬
 ‫ﻓﻬﺭﺱ ﺍﻟﺟﺩﺍﻭﻝ‪:‬‬

‫ﺍﻟﺻﻔﺣﺔ‬ ‫ﻋﻧﺎﻭﻳﻥ ﺍﻟﺟﺩﺍﻭﻝ‬ ‫ﺍﻟﺭﻗﻡ‬

‫‪19‬‬ ‫ﻧﻘﺎﻁ ﻗﻭﺓ ﻭﺿﻌﻑ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺳﺎﺑﻘﺔ‪.‬‬ ‫‪01-1‬‬

‫‪22‬‬ ‫ﺧﺻﺎﺋﺹ ﻣﺭﺍﺣﻝ ﺗﻁﻭﺭ ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ‬ ‫‪02-1‬‬
‫‪30‬‬ ‫ﺑﻌﺽ ﺍﻟﻘﻳﻭﺩ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﺧﺩﻣﺎﺕ ﻭﻁﺭﻕ ﺍﻟﺗﻐﻠﺏ ﻋﻠﻳﻬﺎ‪.‬‬ ‫‪03-1‬‬
‫‪31‬‬ ‫ﺍﻟﺗﻧﺎﻗﺽ ﺑﻳﻥ ﺍﻟﺳﻠﻊ ﻭﺍﻟﺧﺩﻣﺎﺕ‬ ‫‪04-1‬‬
‫‪33‬‬ ‫ﻁﺭﻕ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ‬ ‫‪05-1‬‬
‫‪34‬‬ ‫ﻣﻠﺧﺹ ﻟﻣﺣﺎﻭﻻﺕ ﺳﺎﺑﻘﺔ ﻟﺗﺻﻧﻳﻑ ﺍﻟﺧﺩﻣﺎﺕ‬ ‫‪06-1‬‬
‫‪44‬‬ ‫ﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ ﻣﻥ ﻗﺑﻝ ﺑﻌﺽ ﺍﻟﺑﺎﺣﺛﻳﻥ‬ ‫‪07-1‬‬
‫‪52‬‬ ‫ﻣﺯﺍﻳﺎ ﻭﻋﻳﻭﺏ ﻁﺭﻕ ﻗﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪08-1‬‬
‫‪55‬‬ ‫ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪09-1‬‬
‫‪59‬‬ ‫ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪01 -2‬‬
‫‪82‬‬ ‫ﻣﺛﺎﻝ ﺗﻭﺿﻳﺣﻲ ﻟﻛﻳﻔﻳﺔ ﻋﻣﻝ ﺍﻻﺳﺗﺑﻳﺎﻥ‬ ‫‪02-2‬‬
‫‪86‬‬ ‫ﺍﻟﺗﺳﻭﻳﻕ ﺍﻟﻘﺩﻳﻡ ﻭ ﺍﻟﺗﺳﻭﻳﻕ ﺍﻟﺣﺩﻳﺙ‬ ‫‪03-2‬‬
‫‪97‬‬ ‫ﻋﺩﺩ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬ ‫‪01-3‬‬
‫‪98‬‬ ‫ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ‬ ‫‪02-3‬‬
‫‪99‬‬ ‫ﻣﻘﻳﺎﺱ ﻟﻳﻛﺭﺕ ﺍﻟﺧﻣﺎﺳﻲ‬ ‫‪03-3‬‬
‫‪100‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻛﻭﻟﻣﻭﺟﺭﻭﻑ ‪-‬ﺳﻣﻳﺭﻧﻭﻑ ‪Kolmogrov-Smirnov‬‬ ‫‪04-3‬‬
‫‪102‬‬ ‫ﻣﻌﺎﻣﻝ ﺍﻻﺗﺳﺎﻕ ﺍﻟﺩﺍﺧﻠﻲ ﺃﻟﻔﺎ ﻛﺭﻭﻧﺑﺎﺥ ‪ Cronbach Alpha‬ﻟﻔﻘﺭﺍﺕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪05-3‬‬
‫‪104‬‬ ‫ﺗﻭﺯﻳﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺣﺳﺏ ﺍﻟﺟﻧﺱ‬ ‫‪06-3‬‬
‫‪105‬‬ ‫ﺗﻭﺯﻳﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺣﺳﺏ ﺍﻟﺳﻥ‬ ‫‪07-3‬‬
‫‪106‬‬ ‫ﺗﻭﺯﻳﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺣﺳﺏ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‬ ‫‪08-3‬‬
‫‪107‬‬ ‫ﺗﻭﺯﻳﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺣﺳﺏ ﺳﻧﻭﺍﺕ ﺍﻹﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬ ‫‪09-3‬‬
‫‪108‬‬ ‫ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬ ‫‪10-3‬‬
‫‪109‬‬ ‫ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‬ ‫‪11-3‬‬
‫‪110‬‬ ‫ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ‬ ‫‪12-3‬‬
‫‪111‬‬ ‫ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻷﻣﺎﻥ‬ ‫‪13-3‬‬
‫‪112‬‬ ‫ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ‬ ‫‪14-3‬‬
‫‪113‬‬ ‫ﺗﻘﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﻠﻳﺔ ﻻﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬ ‫‪15-3‬‬
‫‪114‬‬ ‫ﺩﺭﺟﺔ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬ ‫‪16-3‬‬
‫‪114‬‬ ‫ﺗﻘﻳﻳﻡ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪.‬‬ ‫‪17-3‬‬
‫‪117‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫‪P‬‬ ‫‪P‬‬ ‫‪18-3‬‬
‫‪117‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪19-3‬‬
‫‪118‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫‪P‬‬ ‫‪P‬‬ ‫‪20-3‬‬
‫‪118‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪21-3‬‬
‫‪119‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻻﺳﺗﺟﺎﺑﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫‪P‬‬ ‫‪P‬‬ ‫‪22-3‬‬
‫‪119‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪23-3‬‬
‫‪120‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻷﻣﺎﻥ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫‪P‬‬ ‫‪P‬‬ ‫‪24-3‬‬
‫‪121‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪25-3‬‬
‫‪121‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻟﺗﻌﺎﻁﻑ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫‪P‬‬ ‫‪P‬‬ ‫‪26-3‬‬
‫‪122‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪27-3‬‬
‫‪123‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫‪P‬‬ ‫‪P‬‬ ‫‪28-3‬‬
‫‪123‬‬ ‫ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪29-3‬‬
‫ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ ‪ ANOVA‬ﻷﺛﺭ ﺍﻟﺟﻧﺱ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ‪124‬‬ ‫‪30-3‬‬
‫‪125‬‬ ‫ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ ‪ ANOVA‬ﻷﺛﺭ ﺍﻟﺳﻥ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬ ‫‪31-3‬‬
‫‪126‬‬ ‫ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ ‪ ANOVA‬ﻷﺛﺭ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺗﻌﻠﻳﻣﻲ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪32-3‬‬
‫ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪.‬‬
‫‪127‬‬ ‫ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ ‪ ANOVA‬ﻷﺛﺭ ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪33-3‬‬
‫ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪.‬‬
‫‪108‬‬ ‫ﺍﺗﺟﺎﻫﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻧﺣﻭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬ ‫‪34-3‬‬
 ‫ﻓﻬﺭﺱ ﺍﻷﺷﻛﺎﻝ‪:‬‬

‫ﺍﻟﺻﻔﺣﺔ‬ ‫ﻋﻧﺎﻭﻳﻥ ﺍﻷﺷﻛﺎﻝ‬ ‫ﺍﻟﺭﻗﻡ‬

‫‪23‬‬ ‫ﻧﻣﻭﺫﺝ ﺣﻠﻘﺔ ‪QSLP‬‬ ‫‪01-1‬‬

‫‪27‬‬ ‫ﺑﻌﺽ ﺁﺛﺎﺭ ﺍﻟﻼﻣﻠﻣﻭﺳﻳﺔ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ‪.‬‬ ‫‪02-1‬‬
‫‪28‬‬ ‫ﺑﻌﺽ ﺁﺛﺎﺭ ﺍﻟﺗﻼﺯﻣﻳﺔ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ‪.‬‬ ‫‪03-1‬‬
‫‪29‬‬ ‫ﻣﺳﺑﺑﺎﺕ ﻭﻋﻭﺍﻗﺏ ﻗﺎﺑﻠﻳﺔ ﺗﻠﻑ ﺍﻟﺧﺩﻣﺔ‪.‬‬ ‫‪04-1‬‬
‫‪32‬‬ ‫ﻧﻣﻭﺫﺝ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ )‪(la servuction‬‬ ‫‪05-1‬‬
‫‪39‬‬ ‫ﺯﻫﺭﺓ ﺍﻟﺧﺩﻣﺔ‪ :‬ﺍﻟﺧﺩﻣﺔ ﺍﻟﺟﻭﻫﺭ ﻭﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺣﻳﻁﺔ ﺑﻬﺎ‪.‬‬ ‫‪06-1‬‬
‫‪40‬‬ ‫ﺃﻫﻣﻳﺔ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺔ ﺗﻘﺎﺑﻝ ﺃﻭ ﺗﻔﻭﻕ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬ ‫‪07-1‬‬
‫‪47‬‬ ‫ﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ‪.‬‬ ‫‪08-1‬‬
‫‪48‬‬ ‫ﻧﻣﻭﺫﺝ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻔﻧﻳﺔ ﻭ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻭﻅﻳﻔﻳﺔ‪.‬‬ ‫‪09-1‬‬
‫‪50‬‬ ‫ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺍﺕ ‪ SERVQUAL‬ﻟﻘﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪.‬‬ ‫‪10-1‬‬
‫‪64‬‬ ‫ﻧﻣﻭﺫﺝ ﻋﺩﻡ ﺍﻟﺗﻁﺎﺑﻕ ‪Disconfirmation Theory‬‬ ‫‪01 -2‬‬
‫‪66‬‬ ‫ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﻣﻣﻛﻧﺔ‪.‬‬ ‫‪02-2‬‬
‫‪69‬‬ ‫ﺍﻟﻣﻁﺎﺑﻘﺔ ﺑﻳﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ‪.‬‬ ‫‪03-2‬‬
‫‪73‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻭﻻﺋﻪ ﻓﻲ ﺍﻷﺳﻭﺍﻕ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ‪.‬‬ ‫‪04-2‬‬
‫‪74‬‬ ‫ﺳﻠﻭﻙ ﺷﻛﺎﻭﻱ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬ ‫‪05-2‬‬
‫‪80‬‬ ‫ﻧﻣﻭﺫﺝ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ‪Kano‬‬ ‫‪06-2‬‬
‫‪83‬‬ ‫ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻣﺭﻳﻛﻲ ﻟﻘﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ‪ACSI‬‬ ‫‪07-2‬‬
‫‪84‬‬ ‫ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻭﺭﻭﺑﻲ ‪ ECSI‬ﻟﻘﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬ ‫‪08-2‬‬
‫‪75‬‬ ‫ﻧﻣﻭﺫﺝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ‪CRM‬‬ ‫‪09-2‬‬
‫‪96‬‬ ‫ﺍﻟﻬﻳﻛﻝ ﺍﻟﺗﻧﻅﻳﻣﻲ ﻟﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬ ‫‪01-3‬‬
‫‪104‬‬ ‫ﺍﻟﺩﺍﺋﺭﺓ ﺍﻟﻧﺳﺑﻳﺔ ﻟﻣﺗﻐﻳﺭ ﺍﻟﺟﻧﺱ‬ ‫‪02-3‬‬
‫‪105‬‬ ‫ﺍﻟﺩﺍﺋﺭﺓ ﺍﻟﻧﺳﺑﻳﺔ ﻟﻣﺗﻐﻳﺭ ﺍﻟﺳﻥ‬ ‫‪03-3‬‬
‫‪106‬‬ ‫ﺍﻟﺩﺍﺋﺭﺓ ﺍﻟﻧﺳﺑﻳﺔ ﻟﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‬ ‫‪04-3‬‬
‫‪108‬‬ ‫ﺍﻟﺩﺍﺋﺭﺓ ﺍﻟﻧﺳﺑﻳﺔ ﻟﺳﻧﻭﺍﺕ ﺍﻹﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬ ‫‪05-3‬‬
‫‪115‬‬ ‫ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﻣﻔﺎﻫﻳﻣﻲ ﻟﻠﺩﺭﺍﺳﺔ‬ ‫‪06-3‬‬
‫‪9‬‬

‫ﻣﻘﺩﻣﺔ‬

‫ﻟﻘﺩ ﺍﺭﺗﺑﻁ ﺍﻟﻣﻔﻬﻭﻡ ﺍﻟﺗﺳﻭﻳﻘﻲ ﻗﺩﻳﻣﺎ ﺑﺎﻟﺳﻠﻊ ﺍﻟﻣﺎﺩﻳﺔ ﻓﻘﻁ ﺣﻳﺙ ﻛﺎﻥ ﻳﺭﻛﺯ ﻋﻠﻰ ﺍﻹﻧﺗﺎﺝ ﻓﻘﻁ ﻛﻭﻥ ﺍﻟﻌﺭﺽ‬
‫ﻛﺎﻥ ﺃﻗﻝ ﻣﻥ ﺍﻟﻁﻠﺏ‪ ،‬ﻓﻠﻡ ﻳﻛﻥ ﻫﻧﺎﻙ ﺃﻱ ﺍﻫﺗﻣﺎﻡ ﺑﺎﻟﺯﺑﻭﻥ ﻭﻻ ﺑﺗﻘﺩﻳﻡ ﻣﻧﺗﺟﺎﺕ ﺟﻳﺩﺓ ﻟﻪ‪ ،‬ﻣﺎ ﺩﺍﻡ ﻛﻝ ﻣﺎ ﻳﻧﺗﺞ ﺁﻥ ﺫﺍﻙ‬
‫ﻳﺑﺎﻉ ﺣﺗﻣﺎ ﻭﺑﺎﻟﺗﺎﻟﻲ ﻛﺎﻥ ﺗﻘﺩﻳﻡ ﻣﻧﺗﺟﺎﺕ ﺟﻳﺩﺓ ﺃﻣﺭﺍ ﺍﺧﺗﻳﺎﺭﻳﺎ ﻓﻘﻁ‪.‬‬

‫ﺇﻥ ﺗﻘﺩﻳﻡ ﻣﻧﺗﺟﺎﺕ ﻭﺧﺩﻣﺎﺕ ﺟﻳﺩﺓ ﻟﻠﺯﺑﺎﺋﻥ ﻟﻡ ﻳﻌﺩ ﺃﻣﺭﺍ ﺍﺧﺗﻳﺎﺭﻳﺎ ﻛﻣﺎ ﻓﻲ ﺍﻟﺳﺎﺑﻕ‪ ،‬ﺑﻝ ﺃﺻﺑﺢ ﻭﺍﻗﻌﺎ ﺗﻔﺭﺿﻪ‬
‫ﻁﺑﻳﻌﺔ ﺍﻟﻅﺭﻭﻑ ﻭﺍﻟﻣﺗﻐﻳﺭﺍﺕ ﻓﻲ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﻌﺎﺻﺭﺓ‪ ،‬ﻓﻠﻘﺩ ﺃﺩﻯ ﺍﻻﻧﻔﺗﺎﺡ ﻋﻠﻰ ﺍﻷﺳﻭﺍﻕ ﺍﻟﻌﺎﻟﻣﻳﺔ ﺇﻟﻰ ﻅﻬﻭﺭ ﻣﻧﺎﻓﺳﺔ‬
‫ﺷﺩﻳﺩﺓ ﺑﻳﻥ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻣﻥ ﺃﺟﻝ ﺇﺷﺑﺎﻉ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻭﺍﻟﺗﻣﺗﻊ ﺑﺎﻟﻣﺯﺍﻳﺎ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﺍﻟﺗﻲ‬
‫ﺗﻣﻛﻧﻬﻡ ﻣﻥ ﺟﻠﺏ ﺯﺑﺎﺋﻥ ﺟﺩﺩ ﻭﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺯﺑﺎﺋﻧﻬﻡ ﺍﻟﺣﺎﻟﻳﻳﻥ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﻣﻛﺎﻧﺗﻬﻡ ﻓﻲ ﺍﻷﺳﻭﺍﻕ‬
‫ﺍﻟﺗﻲ ﻳﻌﻣﻠﻭﻥ ﺑﻬﺎ‪.‬‬

‫ﻟﻘﺩ ﺗﻣﻳﺯﺕ ﺍﻟﻌﻘﻭﺩ ﺍﻟﺛﻼﺛﺔ ﺍﻟﻣﺎﺿﻳﺔ ﻣﻥ ﺍﻟﻘﺭﻥ ﺍﻟﻣﺎﺿﻲ ﺑﺎﻟﻧﻣﻭ ﺍﻟﻛﺑﻳﺭ ﻟﻠﻘﻁﺎﻉ ﺍﻟﺧﺩﻣﻲ ﻭﺧﺎﺻﺔ ﻓﻲ ﺍﻟﺩﻭﻝ‬
‫ﻭﺍﻻﻗﺗﺻﺎﺩﻳﺎﺕ ﺍﻟﺻﻧﺎﻋﻳﺔ ﺍﻟﻣﺗﻁﻭﺭﺓ‪ ،‬ﺣﻳﺙ ﻓﺎﻗﺕ ﻧﺳﺑﺔ ﻣﺳﺎﻫﻣﺔ ﺍﻟﻘﻁﺎﻉ ﺍﻟﺧﺩﻣﻲ ﻓﻲ ﺗﺷﻛﻳﻝ ﺇﺟﻣﺎﻟﻲ ﺍﻟﻧﺎﺗﺞ‬
‫ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﺃﺩﻯ ﺇﻟﻰ‬ ‫ﺍﻟﻣﺣﻠﻲ ‪ %70‬ﻓﻲ ﺑﻌﺽ ﺍﻟﺩﻭﻝ ﺍﻟﻣﺗﻘﺩﻣﺔ ﻣﺛﻝ ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ ﻭﻓﺭﻧﺳﺎ ﻭﻏﻳﺭﻫﺎ‪،‬‬
‫ﺍﺳﺗﻣﺭﺍﺭ ﻅﻬﻭﺭ ﺧﺩﻣﺎﺕ ﺟﺩﻳﺩﺓ ﺗﺧﺗﻠﻑ ﻋﻥ ﺍﻟﺳﺎﺑﻘﺔ‪ ،‬ﻭﺗﻐﻁﻲ ﺟﺎﻧﺏ ﻛﺑﻳﺭ ﻣﻥ ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺣﻳﺎﺓ ﺍﻟﻳﻭﻣﻳﺔ ﻟﻠﺯﺑﺎﺋﻥ‪،‬‬
‫ﻭﺃﺿﺣﻰ ﻋﺎﻣﻝ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻫﺩﻑ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﺍﻹﻧﺗﺎﺟﻳﺔ ﻭﺍﻟﺧﺩﻣﻳﺔ ﻭﺫﻟﻙ ﺭﻏﺑﺔ ﻓﻲ‬
‫ﺇﺭﺿﺎء ﺍﻟﺯﺑﻭﻥ ﻭﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﻣﺳﺗﻭﻯ ﻣﻥ ﺍﻟﺟﻭﺩﺓ‪.‬‬

‫ﻭﻟﻘﺩ ﺃﺻﺑﺢ ﻗﻳﺎﺱ ﻭﻣﺗﺎﺑﻌﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻋﻥ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺃﻭ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﺍﻟﺷﻐﻝ ﺍﻟﺷﺎﻏﻝ ﻟﻛﻝ‬
‫ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﺍﻟﺭﺍﻏﺑﺔ ﻓﻲ ﺍﻟﺑﻘﺎء ﻭ ﺍﻻﺳﺗﻣﺭﺍﺭ ﻓﻲ ﻧﺷﺎﻁﻬﺎ ﻭﺗﺣﻘﻳﻕ ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ ﻣﺳﺗﺩﺍﻣﺔ‪ ،‬ﺣﻳﺙ ﺃﻥ‬
‫ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻳﻌﺗﺑﺭ ﻣﺩﺧﻼ ﻟﺿﻣﺎﻥ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻳﻪ ﻭﺗﻧﻣﻳﺔ ﻭﻻءﻩ ﻧﺣﻭ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﺣﻳﺙ ﻻ ﻳﻛﻭﻥ ﻫﺫﺍ ﺇﻻ ﻋﻥ‬
‫ﻁﺭﻳﻕ ﺗﻘﺩﻳﻡ ﻣﻧﺗﺟﺎﺕ ﺃﻭ ﺧﺩﻣﺎﺕ ﺗﻠﺑﻲ ﺣﺎﺟﺎﺗﻪ ﻭﺭﻏﺑﺎﺗﻪ ﻭﺗﺗﻼءﻡ ﻣﻊ ﺗﻭﻗﻌﺎﺗﻪ‪ ،‬ﻛﺫﻟﻙ ﻳﻧﺑﻐﻲ ﺍﻟﺣﺭﺹ ﻋﻠﻰ ﺗﻘﺩﻳﻡ‬
‫ﺍﻟﺧﺩﻣﺎﺕ ﻟﻠﺯﺑﻭﻥ ﻓﻲ ﺍﻷﻭﻗﺎﺕ ﺍﻟﻣﻁﻠﻭﺑﺔ ﻭﺍﻟﻣﺭﻏﻭﺑﺔ ﻟﺫﺍ ﻓﺈﻥ ﻣﻘﺩﻣﻲ ﺍﻟﺧﺩﻣﺎﺕ ﻻﺑﺩ ﻭﺃﻥ ﻳﺗﻌﺎﻣﻠﻭﺍ ﺑﺷﻛﻝ ﻓﻌﺎﻝ ﻣﻊ‬
‫ﺍﻟﺯﺑﻭﻥ ﻟﻳﻘﺩﻣﻭﺍ ﻟﻪ ﻣﺳﺗﻭﻯ ﺭﺍﻕ ﻣﻥ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻓﻬﺫﺍ ﺍﻟﺗﻔﺎﻋﻝ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻳﻌﺗﻣﺩ ﺑﺩﻭﺭﻩ ﻋﻠﻰ ﻣﻬﺎﺭﺍﺕ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻳﻥ‬
‫ﻳﻌﻣﻠﻭﻥ ﻓﻲ ﺍﻟﻭﺍﺟﻬﺔ )‪ ،( front office‬ﺃﻱ ﺃﻭﻝ ﻣﻥ ﻳﺗﻠﻘﻰ ﺍﻟﺯﺑﻭﻥ ﻭﻳﺗﻌﺭﻑ ﻋﻠﻰ ﻁﻠﺑﺎﺗﻪ ﻭﻛﺫﻟﻙ ﺍﻟﻣﻭﻅﻑ‬
‫‪10‬‬

‫ﺍﻟﺫﻱ ﻳﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻁﻠﻭﺑﺔ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﻣﺳﺎﻧﺩﺓ ﻟﻬﺅﻻء ﺍﻟﻣﻭﻅﻔﻳﻥ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﺳﻠﺳﻠﺔ ﺗﺭﺑﻁ ﺑﻳﻥ ﺃﺭﺑﺎﺡ ﺍﻟﻣﺅﺳﺳﺔ‪،‬‬
‫ﺍﻟﺧﺩﻣﺔ ﻭﺍﻟﻣﻭﻅﻔﻳﻥ ﻣﻥ ﺟﻬﺔ ﻭﺑﻳﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻣﻥ ﺟﻬﺔ ﺃﺧﺭﻯ‪.‬‬

‫ﻣﺷﻛﻠﺔ ﺍﻟﺩﺭﺍﺳﺔ‪:‬‬ ‫‪U‬‬

‫ﻋﻠﻰ ﺿﻭء ﻣﺎ ﺳﺑﻕ ﻳﻣﻛﻥ ﺻﻳﺎﻏﺔ ﺍﻟﺗﺳﺎﺅﻝ ﺍﻟﺭﺋﻳﺳﻲ ﺍﻟﺗﺎﻟﻲ‪ :‬ﻳﻧﻅﺭ ﺩﺍﺋﻣﺎ ﻟﻠﺟﻭﺩﺓ ﻋﻠﻰ ﺃﻧﻬﺎ ﻣﻔﺗﺎﺡ ﻹﻧﺷﺎء ﺍﻟﺛﺭﻭﺓ‬
‫ﺭﺿﺎ‬ ‫ﻭﺍﻟﺗﺄﺛﻳﺭ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻓﻣﺎ ﺃﺛﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ ﻣﺅﺳﺳﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻋﻠﻰ‬
‫ﺯﺑﺎﺋﻧﻬﺎ؟‬

‫ﺗﺳﺎﺅﻻﺕ ﺍﻟﺩﺭﺍﺳﺔ‪:‬‬ ‫‪U‬‬

‫‪ - 1‬ﻣﺎ ﺍﻟﻣﻘﺻﻭﺩ ﺑﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺃﻫﻣﻳﺗﻬﺎ؟‬

‫‪ - 2‬ﻣﺎ ﺍﻟﻣﻘﺻﻭﺩ ﺑﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺃﻫﻣﻳﺗﻪ؟‬
‫‪ - 3‬ﻫﻝ ﺗﻘﺩﻡ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺧﺩﻣﺔ ﺫﺍﺕ ﺟﻭﺩﺓ ﻟﺯﺑﺎﺋﻧﻬﺎ؟‬

‫ﻓﺭﺿﻳﺎﺕ ﺍﻟﺑﺣﺙ‪:‬‬ ‫‪U‬‬

‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻷﻭﻟﻰ‪ :‬ﻫﻧﺎﻙ ﺃﺛﺭ ﺫﻭ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻋﻠﻰ ﺭﺿﺎ‬
‫ﺯﺑﺎﺋﻧﻬﺎ‪.‬‬

‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ‪ :‬ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻸﺩﺍء ﺍﻟﻔﻌﻠﻲ ﻟﻠﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺇﺗﺻﺎﻻﺕ‬
‫ﺍﻟﺟﺯﺍﺋﺭ ﺑﺎﺧﺗﻼﻑ ﺧﺻﺎﺋﺻﻬﻡ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ‪.‬‬

‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻟﺛﺔ‪ :‬ﺗﻘﺩﻡ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺧﺩﻣﺔ ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻟﺯﺑﺎﺋﻧﻬﺎ‪.‬‬

‫ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺳﺔ‪:‬‬ ‫‪U‬‬

‫‪ -‬ﺍﺳﺗﺧﺩﺍﻡ ﻧﻣﻭﺫﺝ ‪ Servperf‬ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﻣﺅﺳﺳﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻣﻥ ﺃﺟﻝ ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬
‫ﻭﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪.‬‬
‫‪ -‬ﺩﺭﺍﺳﺔ ﻣﺩﻯ ﺗﺄﺛﻳﺭ ﺟﻭﺩﺓ ﺧﺩﻣﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻋﻝ ﺭﺿﺎ ﺯﺑﺎﺋﻧﻬﺎ‪.‬‬
‫‪ -‬ﻣﻌﺭﻓﺔ ﻛﻳﻔﻳﺔ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪.‬‬
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‫ﺃﻫﻣﻳﺔ ﺍﻟﺩﺭﺍﺳﺔ‪:‬‬ ‫‪U‬‬

‫ﻳﻌﺗﺑﺭ ﻗﻁﺎﻉ ﺍﻻﺗﺻﺎﻻﺕ ﻣﻥ ﺃﻫﻡ ﺍﻟﻘﻁﺎﻋﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﺍﻟﺗﻲ ﺷﻬﺩﺕ ﺗﻁﻭﺭﺍ ﻣﺫﻫﻼ ﻓﻲ ﺍﻵﻭﻧﺔ ﺍﻷﺧﻳﺭﺓ‪ ،‬ﻓﻲ‬
‫ﻣﺟﺎﻝ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺎﺕ ﻟﺫﺍ ﻣﻥ ﺍﻟﻣﻬﻡ ﺟﺩﺍ ﺍﻟﻘﻳﺎﻡ ﺑﺑﺣﻭﺙ ﻋﻠﻣﻳﺔ ﺗﺗﻧﺎﻭﻝ ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻘﻁﺎﻉ ﻭﻣﺩﻯ‬
‫ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻧﻬﺎ‪ ،‬ﻓﻲ ﻅﻝ ﺍﻟﺗﻁﻭﺭ ﺍﻟﺩﺍﺋﻡ ﻓﻲ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫ﺃﺳﺑﺎﺏ ﺍﺧﺗﻳﺎﺭ ﺍﻟﻣﻭﺿﻭﻉ‪:‬‬ ‫‪U‬‬

‫‪ -‬ﺍﻻﻫﺗﻣﺎﻡ ﺍﻟﻣﺗﺯﺍﻳﺩ ﺑﺎﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﻧﻅﺭﺍ ﻷﻫﻣﻳﺗﻬﺎ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻔﺭﺩ ﻭﻟﻼﻗﺗﺻﺎﺩ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﺍﻫﺗﻣﺎﻡ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ ﻓﻲ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻣﺩﻯ ﺃﻫﻣﻳﺔ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﺗﺣﻘﻳﻕ‬
‫ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ‪.‬‬
‫‪ -‬ﻛﺛﺭﺓ ﺍﻟﺷﻛﺎﻭﻱ ﻣﻥ ﻁﺭﻑ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﻣﺳﺗﻭﻯ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ‬
‫ﻓﻲ ﺍﻟﺟﺯﺍﺋﺭ‪.‬‬
‫‪ -‬ﺍﻟﺗﺄﻛﻳﺩ ﻋﻠﻰ ﺃﻫﻣﻳﺔ ﺗﻭﻓﻳﺭ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺟﺯﺍﺋﺭﻳﺔ ﻟﺧﺩﻣﺔ ﺗﺗﻼءﻡ ﻣﻊ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻛﺳﺏ ﺭﺿﺎﻫﻡ‬
‫ﻭﺗﺣﻘﻳﻕ ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ‪.‬‬

‫ﺣﺩﻭﺩ ﺍﻟﺩﺭﺍﺳﺔ‪:‬‬ ‫‪U‬‬

‫ﺍﻟﺣﺩﻭﺩ ﺍﻟﻣﻛﺎﻧﻳﺔ ﻭﺍﻟﺑﺷﺭﻳﺔ ‪ :‬ﻁﺑﻘﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻳﻧﺔ ﻣﻥ ﺯﺑﺎﺋﻥ ﻣﺅﺳﺳﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻣﺩﻳﻧﺔ‬
‫) ﻭﻻﻳﺔ ﺳﻁﻳﻑ (‪.‬‬ ‫ﺍﻟﻌﻠﻣﺔ‬

‫ﺍﻟﺣﺩﻭﺩ ﺍﻟﺯﻣﻧﻳﺔ‪ :‬ﺗﻡ ﺇﺟﺭﺍء ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﺧﻼﻝ ﺍﻟﻌﺎﻡ ‪.2013 -2012‬‬

‫ﺍﻟﻣﻧﻬﺞ ﺍﻟﻣﺗﺑﻊ‪:‬‬ ‫‪U‬‬

‫ﻟﻺﺟﺎﺑﺔ ﻋﻥ ﺍﻹﺷﻛﺎﻟﻳﺔ ﺍﻟﻣﻁﺭﻭﺣﺔ‪ ،‬ﺗﻡ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻟﻣﻧﻬﺞ ﺍﻟﻭﺻﻔﻲ ﻓﻲ ﺍﻟﺟﺎﻧﺏ ﺍﻟﻧﻅﺭﻱ ﻣﻥ ﺧﻼﻝ ﺍﺳﺗﻌﻣﺎﻝ‬
‫ﻣﺧﺗﻠﻑ ﺍﻟﻛﺗﺏ ﻭ ﺍﻟﻣﻘﺎﻻﺕ ﺍﻟﻌﻠﻣﻳﺔ ﻭ ﺍﻟﻣﺟﻼﺕ ﺍﻟﻣﺗﺧﺻﺻﺔ ﻓﻲ ﻣﻭﺿﻭﻉ ﺍﻟﺩﺭﺍﺳﺔـ‪ ،‬ﻭﻟﻘﺩ ﺗﻡ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﻧﻬﺞ‬
‫ﺍﻟﺗﺣﻠﻳﻠﻲ ﻓﻲ ﺍﻟﺟﺎﻧﺏ ﺍﻟﺗﻁﺑﻳﻘﻲ ﺑﺎﺳﺗﻌﻣﺎﻝ ﺑﺭﻧﺎﻣﺞ ‪ Spss19‬ﻓﻲ ﺗﺣﻠﻳﻝ ﺍﺗﺟﺎﻫﺎﺕ ﺯﺑﺎﺋﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻧﺣﻭ‬
‫ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﻬﺩﻑ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﺳﺗﻧﺗﺎﺟﺎﺕ ﻭﺍﻗﺗﺭﺍﺣﺎﺕ ﻣﻥ ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﺳﺎﻫﻡ ﻓﻲ ﺗﺣﺳﻳﻥ ﺟﻭﺩﺓ ﺧﺩﻣﺔ‬
‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‪.‬‬
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‫ﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‪:‬‬ ‫‪U‬‬

‫‪ -1‬ﺩﺭﺍﺳﺔ ﻓﻠﻳﺳﻲ ﻟﻳﻧﺩﺓ )‪ (2012‬ﻭﺍﻗﻊ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺎﺕ ﻓﻲ ﺍﻟﻣﻧﻅﻣﺎﺕ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺗﺣﻘﻳﻕ ﺍﻷﺩﺍء ﺍﻟﻣﺗﻣﻳﺯ‬
‫) ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻛﻠﻳﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻭﺍﻟﺗﺟﺎﺭﻳﺔ ﻭﻋﻠﻭﻡ ﺍﻟﺗﺳﻳﻳﺭ‪ ،‬ﺟﺎﻣﻌﺔ ﻣﺣﻣﺩ ﺑﻭﻗﺭﻩ‪ ،‬ﺑﻭﻣﺭﺩﺍﺱ (‪ ،‬ﻫﺩﻓﺕ‬
‫ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﺇﻟﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﻋﺭﺽ ﻭﺗﻘﺩﻳﻡ ﺍﻹﻁﺎﺭ ﺍﻟﻧﻅﺭﻱ ﻷﺳﻠﻭﺏ ﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺷﺎﻣﻠﺔ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ‪.‬‬

‫‪ -‬ﻗﻳﺎﺱ ﺍﻷﺩﺍء ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﻣﻧﻅﻣﺎﺕ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﻅﻝ ﺗﻁﺑﻳﻕ ﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺷﺎﻣﻠﺔ‪.‬‬

‫‪ -‬ﻣﻌﺭﻓﺔ ﻣﺩﻯ ﺍﺳﺗﻌﻣﺎﻝ ﺍﻟﻣﻧﻅﻣﺎﺕ ﺍﻟﺟﺯﺍﺋﺭﻳﺔ ﻟﻣﺻﻁﻠﺢ ﺍﻷﺩﺍء ﺍﻟﻣﺗﻣﻳﺯ‪.‬‬

‫‪ -‬ﺗﻭﺿﻳﺢ ﺗﻁﺑﻳﻕ ﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺷﺎﻣﻠﺔ ﻓﻲ ﻗﻁﺎﻉ ﺍﻟﺧﺩﻣﺎﺕ ﻭﻋﻼﻗﺗﻬﺎ ﺑﺎﻷﺩﺍء ﺍﻟﻣﺗﻣﻳﺯ‪.‬‬

‫‪ -2‬ﺩﺭﺍﺳﺔ ‪Mohammad Mizenur Rahaman (2011) Measuring Service Quality‬‬

‫‪Using Servqual, A Study On Pcb’s (Private Commercial Banks) In‬‬
‫‪Bangladesh‬‬

‫" ﻗﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺑﺎﺳﺗﻌﻣﺎﻝ ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺓ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺑﻧﻭﻙ ﺍﻟﺗﺟﺎﺭﻳﺔ ﺍﻟﺧﺎﺻﺔ ﻓﻲ‬
‫ﺑﻧﻐﻼﺩﺵ"‪.‬‬

‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﺇﻟﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺩﺭﺍﺳﺔ ﺃﻫﻣﻳﺔ ﻭﺃﺛﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﺍﻟﺑﻧﻭﻙ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻓﻲ ﺑﻧﻐﻼﺩﺵ‪.‬‬

‫‪ -‬ﻣﻌﺭﻓﺔ ﺃﻛﺛﺭ ﺍﻷﺑﻌﺎﺩ ﺗﺄﺛﻳﺭﺍ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻓﻲ ﺍﻟﺑﻧﻭﻙ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻓﻲ ﺑﻧﻐﻼﺩﺵ‪.‬‬

‫‪ -‬ﻗﻳﺎﺱ ﻣﺳﺗﻭﻯ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺣﺎﻟﻳﻳﻥ ﻓﻲ ﺍﻟﺑﻧﻭﻙ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻓﻲ ﺑﻧﻐﻼﺩﺵ‪.‬‬

‫‪ -‬ﺗﻘﺩﻳﻡ ﺗﻭﺻﻳﺎﺕ ﻣﻥ ﺷﺄﻧﻬﺎ ﺿﻣﺎﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪Chingang Nde Daniel, Lukong Paul Berinyuy, Using The‬‬ ‫‪ -3‬ﺩﺭﺍﺳﺔ‪:‬‬

‫( ‪Servqual Model To Assess Service Quality And Customer Satisfaction‬‬
‫‪2010), An Empirical Study Of Grocery Stores In Umea.‬‬

‫" ﺍﺳﺗﻌﻣﺎﻝ ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺓ ﻣﻥ ﺃﺟﻝ ﻗﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ" ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﻣﺣﻼﺕ‬
‫ﺍﻟﺑﻘﺎﻟﺔ‪.‬‬
‫‪13‬‬

‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﺇﻟﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺍﺧﺗﺑﺎﺭ ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺍﺕ ‪ Servqual‬ﻋﻠﻰ ﻣﺣﻼﺕ ﺍﻟﺑﻘﺎﻟﺔ ﻓﻲ ‪.Umea‬‬

‫‪ -‬ﺗﺣﺩﻳﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﺩﺭﻛﺔ ﻣﻥ ﻁﺭﻑ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -‬ﺗﺣﺩﻳﺩ ﺃﻱ ﺍﻷﺑﻌﺎﺩ ﺗﺟﺫﺏ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -‬ﺗﺣﺩﻳﺩ ﺃﻫﻡ ﺍﻟﻁﺭﻕ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﻣﻥ ﺧﻼﻟﻬﺎ ﺗﺧﻔﻳﺽ ﺃﻭ ﺗﻘﻠﻳﺹ ﻓﺟﻭﺍﺕ ﺍﻟﻧﻣﻭﺫﺝ‪.‬‬

‫‪ -‬ﺍﺧﺗﻳﺎﺭ ﺍﻟﻔﺟﻭﺍﺕ ﺍﻟﺗﻲ ﻳﻧﺑﻐﻲ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻳﻬﺎ ﻣﻥ ﺃﺟﻝ ﺗﺣﺳﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻠﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -‬ﺗﺣﺩﻳﺩ ﻧﻘﺎﻁ ﻗﻭﺓ ﻭﺿﻌﻑ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ ﻣﺣﻼﺕ ﺍﻟﺑﻘﺎﻟﺔ ﻟﻠﺯﺑﺎﺋﻥ ﻓﻲ ‪.Umea‬‬

‫‪ -4‬ﺩﺭﺍﺳﺔ ‪C.N.Krishna Naik (2010) Service Quality And It’s Effect On‬‬
‫‪Customer‬‬ ‫‪Satisfaction In Retailing In South India.‬‬

‫" ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ )ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺓ( ﻭﺃﺛﺭﻫﺎ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻟﺑﻳﻊ ﺑﺎﻟﺗﺟﺯﺋﺔ"‬

‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﺇﻟﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺷﺭﺡ ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﺟﺯﺋﺔ ﻭﺍﻟﺗﻲ ﻳﻣﻛﻥ ﻟﻬﺎ ﺃﻥ ﺗﺅﺛﺭ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ -‬ﻗﻳﺎﺱ ﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺗﻲ ﻟﻬﺎ ﺇﺳﻬﺎﻡ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ko king lily harr, (2008) service dimension of service‬‬ ‫‪ -5‬ﺩﺭﺍﺳﺔ‬

‫‪quality impacting customer satisfaction of fine dining restaurants in‬‬
‫‪singapore‬‬

‫" ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﺅﺛﺭﺓ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﻣﻁﺎﻋﻡ ﺍﻟﻌﺷﺎء ﻓﻲ ﺳﻧﻐﺎﻓﻭﺭﺓ"‪.‬‬

‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﺇﻟﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﻣﻌﺭﻓﺔ ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺗﻲ ﻟﻬﺎ ﺗﺄﺛﻳﺭ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﺍﻟﻣﻁﺎﻋﻡ ﺑﺳﻧﻐﺎﻓﻭﺭﺓ‪.‬‬

‫‪ -‬ﺗﻘﺩﻳﻡ ﺑﻌﺽ ﺍﻟﺗﻭﺻﻳﺎﺕ ﺍﻟﺗﻲ ﻣﻥ ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﺳﺎﻋﺩ ﻓﻲ ﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻧﺣﻭ ﻫﺫﻩ ﺍﻟﻣﻁﺎﻋﻡ‪.‬‬

‫‪ -‬ﺃﻫﻣﻳﺔ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺯﺑﺎﺋﻥ ﻣﻥ ﺧﻼﻝ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻲ ﺗﺷﺑﻊ ﺣﺎﺟﺎﺗﻬﻡ ﻭﺗﺣﻘﻕ ﺭﺿﺎﻫﻡ‪،.‬‬
‫‪14‬‬

‫ﻣﺎ ﺍﻟﺫﻱ ﻳﻣﻳﺯ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﻋﻥ ﺑﺎﻗﻲ ﺍﻟﺩﺭﺍﺳﺎﺕ؟‬

‫‪ Servperf‬ﺑﺩﻻ‬ ‫ﺍﻟﺫﻱ ﻳﻣﻳﺯ ﺍﻟﺩﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻋﻥ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ ﻫﻭ ﺍﺳﺗﺧﺩﺍﻡ ﻧﻣﻭﺫﺝ ﺍﻷﺩﺍء ﺃﻭ )ﺍﻻﺗﺟﺎﻩ(‬
‫ﻣﻥ ‪ .Servqual‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﺳﺗﺧﺩﺍﻣﻪ ﻓﻲ ﻗﻁﺎﻉ ﺍﻻﺗﺻﺎﻻﺕ ﺍﻟﺫﻱ ﻳﻌﺗﺑﺭ ﻣﻥ ﺍﻟﻘﻁﺎﻋﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ ﺍﻟﻬﺎﻣﺔ‪.‬‬

‫ﺻﻌﻭﺑﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ‪:‬‬ ‫‪U‬‬

‫ﺗﻣﺛﻠﺕ ﺻﻌﻭﺑﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ ﻓﻲ ﺍﻟﺟﺎﻧﺏ ﺍﻟﻧﻅﺭﻱ ﻓﻲ ﻗﻠﺔ ﺍﻟﻣﺭﺍﺟﻊ ﺍﻟﻌﺭﺑﻳﺔ ﺍﻟﺗﻲ ﺗﺗﺣﺩﺙ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ‬
‫ﺍﻟﺯﺑﻭﻥ ‪ ،‬ﺃﻣﺎ ﻓﻲ ﺍﻟﺟﺎﻧﺏ ﺍﻟﺗﻁﺑﻳﻘﻲ ﻓﺗﻣﺛﻠﺕ ﺍﻟﺻﻌﻭﺑﺎﺕ ﻓﻲ ﻋﺩﻡ ﺣﺻﻭﻝ ﺍﻟﺑﺎﺣﺙ ﻋﻠﻰ ﺃﻱ ﻭﺛﻳﻘﺔ ﺗﺧﺹ‬
‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‪ ،‬ﻧﻅﺭﺍ ﻟﻌﺩﻡ ﺗﺟﺎﻭﺏ ﻣﺳﺅﻭﻟﻲ ﻫﺫﻩ ﺍﻟﻣﺅﺳﺳﺔ ﻭﻋﺩﻡ ﺍﻛﺗﺭﺍﺛﻬﻡ ﺑﺄﻫﻣﻳﺔ ﺍﻟﺑﺣﺙ ﺗﻣﺎﻣﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ‬
‫ﺇﻟﻰ ﺻﻌﻭﺑﺔ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ ﻭﻋﻣﻠﻳﺔ ﺷﺭﺡ ﺍﻻﺳﺗﻣﺎﺭﺓ ﻟﻬﻡ ﺣﻳﺙ ﺗﻁﻠﺑﺕ ﻭﻗﺗﺎ ﻛﺑﻳﺭﺍ‪.‬‬

‫ﺗﻘﺳﻳﻣﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ‪:‬‬ ‫‪U‬‬

‫ﺗﺗﺿﻣﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻣﻘﺩﻣﺔ ﻭ ﺍﻟﺧﺎﺗﻣﺔ ﺛﻼﺛﺔ ﻓﺻﻭﻝ ﺗﻣﺛﻠﺕ ﻓﻳﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺍﻟﻔﺻﻝ ﺍﻷﻭﻝ‪ :‬ﺗﺣﺕ ﻋﻧﻭﺍﻥ ﺍﻹﻁﺎﺭ ﺍﻟﻣﻔﺎﻫﻳﻣﻲ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ‪ ،‬ﻭﺗﺿﻣﻥ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﻣﺧﺗﻠﻑ ﺍﻟﻣﻔﺎﻫﻳﻡ ﺍﻟﻣﺗﻌﻠﻘﺔ‬
‫ﺑﺎﻟﺟﻭﺩﺓ ﻭ ﺃﻫﻣﻳﺗﻬﺎ ﻭ ﻣﺭﺍﺣﻝ ﺗﻁﻭﺭﻫﺎ ﻓﻲ ﺍﻟﻣﺑﺣﺙ ﺍﻟﺛﺎﻧﻲ ﺛﻡ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﺍﻟﺧﺩﻣﺎﺕ ﻭ ﺃﻫﻣﻳﺗﻬﺎ ﻭ ﺃﻫﻡ ﺧﺻﺎﺋﺻﻬﺎ‬
‫ﻭ ﺫﻟﻙ ﻣﻥ ﺃﺟﻝ ﻓﻬﻡ ﺟﻳﺩ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭ ﺍﻟﺗﻲ ﺗﻧﺎﻭﻟﻧﺎﻫﺎ ﻓﻲ ﺍﻟﻣﺑﺣﺙ ﺍﻟﺛﺎﻟﺙ ﻣﻥ ﺧﻼﻝ ﺃﻫﻡ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺧﺎﺻﺔ‬
‫ﺑﻬﺎ ﻭ ﻧﻣﺎﺫﺝ ﻗﻳﺎﺳﻬﺎ‪.‬‬

‫ﺍﻟﻔﺻﻝ ﺍﻟﺛﺎﻧﻲ‪ :‬ﺗﺣﺕ ﻋﻧﻭﺍﻥ ﺍﻹﻁﺎﺭ ﺍﻟﻣﻔﺎﻫﻳﻣﻲ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﺗﺿﻣﻥ ﻣﺧﺗﻠﻑ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻷﺳﺎﺳﻳﺔ ﻟﺭﺿﺎ‬
‫ﺍﻟﺯﺑﻭﻥ ﻭ ﺃﻫﻡ ﻧﻅﺭﻳﺎﺕ ﺗﻔﺳﻳﺭﻩ ﻭﻫﺫﺍ ﻓﻲ ﺍﻟﻣﺑﺣﺙ ﺍﻷﻭﻝ ﻓﻲ ﺣﻳﻥ ﺗﻁﺭﻗﻧﺎ ﻓﻲ ﺍﻟﻣﺑﺣﺙ ﺍﻟﺛﺎﻧﻲ ﺇﻟﻰ ﻧﻣﺎﺫﺝ ﻗﻳﺎﺱ‬
‫ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﻣﺧﺗﻠﻑ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻧﻪ ﻟﻧﺗﻁﺭﻕ ﻓﻲ ﺍﻷﺧﻳﺭ ﺇﻟﻰ ﺃﻫﻣﻳﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻓﻲ‬
‫ﺗﺣﻘﻳﻕ ﺭﺿﺎﻩ‪.‬‬

‫‪ Servperf‬ﻓﻲ ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ‬ ‫ﺍﻟﻔﺻﻝ ﺍﻟﺛﺎﻟﺙ‪ :‬ﻭﻳﺗﻣﺛﻝ ﻓﻲ ﺍﻟﺩﺭﺍﺳﺔ ﺍﻟﺗﻁﺑﻳﻘﻳﺔ ﺣﻳﺙ ﺣﺎﻭﻟﻧﺎ ﺗﻁﺑﻳﻕ ﻧﻣﻭﺫﺝ ﺍﻷﺩﺍء‬
‫ﺧﺩﻣﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭ ﺩﺭﺍﺳﺔ ﺃﺛﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ) ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ(‬
‫ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﺃﺧﻳﺭﺍ ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺎﺕ ﻭ ﺍﻟﺧﺭﻭﺝ ﺑﻧﺗﺎﺋﺞ ﻭ ﺗﻭﺻﻳﺎﺕ ﻣﻥ ﺷﺄﻧﻬﺎ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻓﻲ ﺗﺣﺳﻳﻥ‬
‫ﺟﻭﺩﺓ ﺧﺩﻣﺔ ﻫﺫﻩ ﺍﻟﻭﻛﺎﻟﺔ‪.‬‬
‫‪15‬‬

‫ﺍﻟﻔﺻﻝ ‪1‬‬

‫ﺍﻹﻁﺎﺭ ﺍﻟﻣﻔﺎﻫﻳﻣﻲ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬

‫ﻣﻘﺩﻣﺔ ﺍﻟﻔﺻﻝ ﺍﻷﻭﻝ‪:‬‬ ‫‪U‬‬

‫ﻟﻘﺩ ﺃﺻﺑﺢ ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ ﻳﻣﺛﻝ ﺃﺣﺩ ﺃﻫﻡ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﺗﺳﻭﻳﻘﻳﺔ ﺍﻟﺗﻲ ﺗﻌﺗﻣﺩ ﻋﻠﻳﻬﺎ ﺍﻟﻣﺅﺳﺳﺎﺕ‬
‫ﺍﻻﻗﺗﺻﺎﺩﻳﺔ‪ ،‬ﺑﻬﺩﻑ ﺍﻟﺑﻘﺎء ﻓﻲ ﺍﻟﺳﻭﻕ ﻭ ﺗﺣﻘﻳﻕ ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ ﻓﻲ ﻅﻝ ﺍﻟﻧﺎﻓﺱ ﺍﻟﺷﺩﻳﺩ ﺍﻟﺫﻱ ﺻﺎﺭ ﻳﻣﻳﺯ‬
‫ﺍﻷﺳﻭﺍﻕ ﻭﺧﺎﺻﺔ ﻓﻲ ﻅﻝ ﺍﻻﻧﻔﺗﺎﺡ ﻋﻠﻰ ﺍﻷﺳﻭﺍﻕ ﺍﻟﻌﺎﻟﻣﻳﺔ‪ ،‬ﻣﻣﺎ ﺟﻌﻝ ﺍﻟﺩﺧﻭﻝ ﺇﻟﻰ ﺍﻷﺳﻭﺍﻕ ﻭﺍﻟﺣﺻﻭﻝ‬
‫ﻋﻠﻰ ﺣﺻﺔ ﺳﻭﻗﻳﺔ ﻟﻳﺱ ﺑﺎﻷﻣﺭ ﺍﻟﻣﺳﺗﺣﻳﻝ‪.‬‬

‫ﻭﻣﻊ ﺍﻟﺗﻁﻭﺭ ﺍﻟﺗﻛﻧﻭﻟﻭﺟﻲ ﺍﻟﺳﺭﻳﻊ ﺍﻟﺫﻱ ﺣﺩﺙ ﺧﻼﻝ ﺍﻟﺳﻧﻭﺍﺕ ﺍﻟﻘﻠﻳﻠﺔ ﺍﻷﺧﻳﺭﺓ ﻭﺍﻟﺫﻱ ﻛﺎﻥ ﻟﻪ ﺗﺄﺛﻳﺭ‬
‫ﻋﻠﻰ ﻁﺭﻳﻘﺔ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ ﻭﺗﻘﺩﻳﻣﻬﺎ ﻟﻠﺯﺑﺎﺋﻥ ﺑﺻﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﺃﺻﺑﺣﺕ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺗﺗﻐﻳﺭ‬
‫ﺑﺎﺳﺗﻣﺭﺍﺭ ﻣﻊ ﺗﻐﻳﺭ ﺍﻟﻅﺭﻭﻑ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻭ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﻭ ﺍﻟﺛﻘﺎﻓﻳﺔ‪...‬ﺍﻟﺦ‪.‬‬

‫ﻭﺑﺎﻟﺗﺎﻟﻲ ﺻﺎﺭﺕ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻣﺟﺑﺭﺓ ﻟﻳﺱ ﻓﻘﻁ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﻣﻣﻳﺯﺓ‪ ،‬ﺑﻝ ﻋﻠﻰ‬
‫ﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ‪ ،‬ﻭﺍﻟﺣﺭﺹ ﻋﻠﻰ ﺃﻥ ﺗﻛﻭﻥ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺎﺕ ﻣﺑﻧﻳﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﻭﻗﻌﺎﺕ‬
‫ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻟﻛﻲ ﺗﻠﺑﻲ ﺍﺣﺗﻳﺎﺟﺎﺗﻬﻡ ﻭﺭﻏﺑﺎﺗﻬﻡ‪.‬‬

‫ﻭﻟﻣﻌﺎﻟﺟﺔ ﻣﻭﺿﻭﻉ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﺭﺗﺄﻳﻧﺎ ﺗﻘﺳﻳﻡ ﺍﻟﻔﺻﻝ ﺇﻟﻰ ﺍﻟﻣﺑﺎﺣﺙ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫‪ :1-1‬ﻣﺎﻫﻳﺔ ﺍﻟﺟﻭﺩﺓ‪.‬‬

‫‪ :2-1‬ﻣﺎﻫﻳﺔ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ :3-1‬ﻣﺎﻫﻳﺔ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪16‬‬

‫‪ :1-1‬ﻣﺎﻫﻳﺔ ﺍﻟﺟﻭﺩﺓ‬ ‫‪U‬‬

‫ﺗﻣﺛﻝ ﺍﻟﺟﻭﺩﺓ ﺃﺣﺩ ﻣﺻﺎﺩﺭ ﺗﺣﻘﻳﻕ ﺍﻟﻣﻳﺯﺓ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺅﺳﺳﺎﺕ ﻓﻲ ﺟﻣﻳﻊ ﻣﻳﺎﺩﻳﻥ ﺍﻷﻧﺷﻁﺔ‪ ،‬ﻭﺗﻌﺗﺑﺭ‬
‫ﺃﺣﺩ ﺍﻟﺟﻭﺍﻧﺏ ﺍﻟﻣﻬﻣﺔ ﺍﻟﺗﻲ ﻻﻗﺕ ﺍﻫﺗﻣﺎﻣﺎ ﻛﺑﻳﺭﺍ ﻓﻲ ﺍﻟﺳﻧﻭﺍﺕ ﺍﻷﺧﻳﺭﺓ ﺧﺎﺻﺔ ﻣﻊ ﺍﺯﺩﻳﺎﺩ ﺣﺩﺓ ﺍﻟﻣﻧﺎﻓﺳﺔ ﻣﻣﺎ‬
‫ﺃﺟﺑﺭ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻋﻠﻰ ﺍﻻﻫﺗﻣﺎﻡ ﺑﺎﻟﺟﻭﺩﺓ ﻣﻥ ﺃﺟﻝ ﺿﻣﺎﻥ ﻧﻣﻭﻫﺎ ﻭﺑﻘﺎءﻫﺎ ﻓﻲ ﺍﻷﺳﻭﺍﻕ‪.‬‬

‫‪ :1-1-1‬ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ ﻭﺃﺑﻌﺎﺩﻫﺎ‬ ‫‪U‬‬

‫ﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ ﻭ ﺑﻌﺽ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﻣﻬﻣﺔ ﻟﻬﺎ ﻭ ﻛﺫﻟﻙ‬
‫ﺃﺑﻌﺎﺩﻫﺎ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ،‬ﻣﻥ ﺧﻼﻝ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺭﻭﺍﺩ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﺟﺎﻝ ﻭ ﺍﻟﺫﻳﻥ ﺳﺎﻫﻣﻭﺍ ﻓﻲ ﺗﻁﻭﻳﺭ ﻫﺫﺍ‬
‫ﺍﻟﻣﺻﻁﻠﺢ‪.‬‬

‫‪ :1-1-1-1‬ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ‬ ‫‪U‬‬

‫ﻟﻐﺔ‪ :‬ﻭﺭﺩﺕ ﺍﻟﺟﻭﺩﺓ ﻓﻲ ﺍﻟﻠﻐﺔ ﻓﻲ ﻟﺳﺎﻥ ﺍﻟﻌﺭﺏ ﻻﺑﻥ ﻣﻧﻅﻭﺭ‪ ،‬ﺑﻣﻌﻧﻰ ) ﺟﻭﺩﺓ ( ﻭﺍﻟﺟﻳﺩ ﻧﻘﻳﺽ ﺍﻟﺭﺩﻱء‪،‬‬
‫ﻭﻳﻘﺎﻝ ﺟﺎﺩ ﺍﻟﺷﻲء ﺃﻱ ﺻﺎﺭ ﺟﻳﺩﺍ‪ [1] .‬ﺹ ‪.16‬‬

‫ﻓﺎﻟﺟﻭﺩﺓ ﻣﺻﺩﺭ ﻣﻥ ﻟﻔﻅ ) ﺟﺎﺩ ( ﻣﺛﻝ ﺍﻟﻛﻳﻔﻳﺔ ﻣﺻﺩﺭ ﻣﻥ ﻟﻔﻅ ) ﻛﻳﻑ ( ﻭﻛﻳﻔﻳﺔ ﺍﻟﺷﻲء ﺗﻌﻧﻲ ﺣﺎﻟﺗﻪ‬
‫ﻭﺻﻔﺗﻪ‪ [ 2 ].‬ﺹ‪7‬‬

‫ﺍﺻﻁﻼﺣﺎ‪ :‬ﻳﺭﺟﻊ ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ ) ‪ (Quality‬ﺇﻟﻰ ﺍﻟﻛﻠﻣﺔ ﺍﻟﻼﺗﻳﻧﻳﺔ )‪ (Qualitas‬ﻭﺍﻟﺗﻲ ﺗﻌﻧﻲ ﻁﺑﻳﻌﺔ‬
‫ﺍﻟﺷﺧﺹ ﺃﻭ ﻁﺑﻳﻌﺔ ﺍﻟﺷﻲء‪ ،‬ﻭﻗﺩﻳﻣﺎ ﻛﺎﻧﺕ ﺗﻌﻧﻲ ﺍﻟﺩﻗﺔ ﻭﺍﻹﺗﻘﺎﻥ‪ [ 3 ]. .‬ﺹ ‪.28‬‬

‫ﺃﻣﺎ ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ ﻣﻥ ﺍﻟﻣﻧﻅﻭﺭ ﺍﻹﺳﻼﻣﻲ‪ ،‬ﻓﻠﻡ ﻳﺭﺩ ﻧﺹ ﻟﻔﻅﻲ ﻟﻬﺎ ﻓﻲ ﺍﻟﻘﺭﺁﻥ ﺍﻟﻛﺭﻳﻡ ﺃﻭ ﺍﻟﺳﻧﺔ ﺍﻟﻧﺑﻭﻳﺔ‪،‬‬
‫ﻭﻣﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﻘﺭﺁﻥ ﺍﻟﻛﺭﻳﻡ ﺣﻭﻝ ﻣﻔﻬﻭﻡ ﻳﻣﺎﺛﻝ ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ ﻓﻘﺩ ﻭﺭﺩ ﻣﺻﻁﻠﺢ " ﺍﻹﺗﻘﺎﻥ" ﻣﺻﺩﺍﻗﺎ ﻟﻘﻭﻟﻪ‬
‫ﷲ ﺍﻟﱠﺫِﻱ ﺃَ ْﺗ َﻘ َﻥ ُﻛ ﱠﻝ َﺷﻲْ ٍء ﺇِ ﱠﻧ ُﻪ َﺧ ِﺑﻳﺭٌ ِﺑ َﻣﺎ َﺗ ْﻔ َﻌﻠُﻭﻥ ﴾ ﺍﻟﻧﻣﻝ ) ‪ (88‬ﻭﻳﺗﺿﺢ ﻣﻥ ﺍﻵﻳﺔ ﺍﻟﻛﺭﻳﻣﺔ‬
‫‪0T5‬‬
‫ﺻ ْﻧ َﻊ ﱠ ِ‬
‫‪0T‬‬‫ﺗﻌﺎﻟﻰ ﴿ ُ‬
‫ﺃﻥ ﺍﻹﺗﻘﺎﻥ ﻫﻭ ﺍﻟﻛﻣﺎﻝ ﻓﻲ ﺍﻟﻌﻣﻝ ﻭﺍﻟﺫﻱ ﻟﻥ ﻳﺑﻠﻐﻪ ﺃﺣﺩ ﻣﻥ ﺍﻟﺑﺷﺭ‪ [ 4 ]. .‬ﺹ ‪.05‬‬
‫‪5T‬‬

‫ﻭﻓﻲ ﺣﺩﻳﺙ ﻟﻠﺭﺳﻭﻝ ﺻﻠﻰ ﷲ ﻋﻠﻳﻪ ﻭﺳﻠﻡ ﻳﻘﻭﻝ "ﺇﻥ ﷲ ﻳﺣﺏ ﺇﺫﺍ ﻋﻣﻝ ﺃﺣﺩﻛﻡ ﻋﻣﻼ ﺃﻥ ﻳﺗﻘﻧﻪ " ﺃﺧﺭﺟﻪ‬
‫ﺍﻟﻁﺑﺭﺍﻧﻲ ﻭﺻﺣﺣﻪ ﺍﻷﻟﺑﺎﻧﻲ‪.‬‬

‫ﻭﻧﻘﺩﻡ ﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ ﺍﻟﺗﻌﺭﻳﻔﺎﺕ ﻟﺑﻌﺽ ﺍﻟﺭﻭﺍﺩ ﻭﺍﻟﻛﺗﺎﺏ ﻭ ﺍﻟﺟﻣﻌﻳﺎﺕ ﺍﻟﺩﻭﻟﻳﺔ ﺍﻟﻣﻬﺗﻣﻳﻥ ﺑﻣﻭﺿﻭﻉ‬
‫ﺍﻟﺟﻭﺩﺓ‪:‬‬
‫‪17‬‬

‫‪ -1‬ﺗﻌﺭﻳﻑ ﺟﻭﺭﺍﻥ ) ‪ :(Juran‬ﻳﺭﻯ ﺟﻭﺭﺍﻥ ﺃﻥ ﻣﻥ ﺑﻳﻥ ﻣﺧﺗﻠﻑ ﺗﻌﺎﺭﻳﻑ ﺍﻟﺟﻭﺩﺓ ﻫﻧﺎﻙ ﻣﻌﻧﻳﻳﻥ ﻓﻲ‬
‫ﻏﺎﻳﺔ ﺍﻷﻫﻣﻳﺔ ﻳﺗﻣﺛﻼﻥ ﻓﻳﻣﺎ ﻳﻠﻲ ‪ [ 5 ]. :‬ﺹ ‪21‬‬

‫ﺃ‪" -‬ﺍﻟﺟﻭﺩﺓ ﺗﻌﻧﻲ ﺻﻔﺎﺕ ﺃﻭ ﺧﺻﺎﺋﺹ ﺍﻟﻣﻧﺗﻭﺟﺎﺕ ﺍﻟﺗﻲ ﺗﻠﺑﻲ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻭﻣﻥ ﺛﻡ ﺗﺣﻘﻳﻕ ﺭﺿﺎﻩ"‪،‬‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻟﺗﻌﺭﻳﻑ ﻧﺟﺩ ﺃﻥ ﻣﻌﻧﻰ ﺍﻟﺟﻭﺩﺓ ﻣﻭﺟﻪ ﺇﻟﻰ ﺍﻟﻌﺎﺋﺩ‪ ،‬ﻓﺎﻟﻐﺭﺽ ﻣﻥ ﺗﻘﺩﻳﻡ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻫﻭ ﺗﺣﻘﻳﻕ‬
‫ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻣﻊ ﻫﺩﻑ ﻭﺍﺣﺩ ﻫﻭ ﺯﻳﺎﺩﺓ ﺍﻟﻌﺎﺋﺩ‪ .‬ﻭﻟﻛﻥ ﺗﻘﺩﻳﻡ ﺻﻔﺎﺕ ﺟﺩﻳﺩﺓ ﻟﻠﻣﻧﺗﻭﺝ ﺃﻭ ﺗﻘﺩﻳﻣﻬﺎ ﺑﻁﺭﻳﻘﺔ‬
‫ﺃﻓﺿﻝ ﻳﺗﻁﻠﺏ ﻋﺎﺩﺓ ﺍﻻﺳﺗﺛﻣﺎﺭ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﻋﺎﺩﺓ ﻣﺎ ﻳﺗﺭﺗﺏ ﻋﻧﻪ ﺍﺭﺗﻔﺎﻉ ﻓﻲ ﺣﺟﻡ ﺍﻟﺗﻛﺎﻟﻳﻑ ﻓﺎﻟﺟﻭﺩﺓ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻟﺗﻌﺭﻳﻑ ﺗﻌﻧﻲ ﺗﻛﻠﻔﺔ ﺃﻛﺛﺭ‪.‬‬

‫ﺏ‪ " -‬ﺍﻟﺟﻭﺩﺓ ﻫﻲ ﺍﻟﺧﻠﻭ ﻣﻥ ﺍﻷﺧﻁﺎء"‪ ،‬ﺃﻱ ﺍﻟﺗﺣﺭﺭ ﻣﻥ ﺍﻷﺧﻁﺎء ﺍﻟﺗﻲ ﺗﺅﺩﻱ ﺇﻟﻰ ﺍﻟﻘﻳﺎﻡ ﺑﺎﻟﻌﻣﻝ ﻣﺭﺓ‬
‫ﺃﺧﺭﻯ ﺃﻭ ﻋﺩﺓ ﻣﺭﺍﺕ‪ ،‬ﻣﻣﺎ ﻳﺳﺑﺏ ﻋﺩﻡ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺷﻛﺎﻭﻱ ﻭﻏﻳﺭﻫﺎ ﻓﻣﻌﻧﻰ ﺍﻟﺟﻭﺩﺓ ﻫﻧﺎ‬
‫ﻧﺟﺩﻩ ﻣﻭﺟﻪ ﻧﺣﻭ ﺍﻟﺗﻛﺎﻟﻳﻑ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻌﺎﻟﻳﺔ ﻋﺎﺩﺓ ﺗﻛﻠﻑ ﺃﻗﻝ ‪.‬‬

‫‪ -2‬ﺗﻌﺭﻳﻑ ﺩﻳﻣﻳﻧﻎ ) ‪ :(Deming‬ﻟﻡ ﻳﻌﺭﻑ ﺩﻳﻣﻳﻧﻎ ﺍﻟﺟﻭﺩﺓ ﻣﻥ ﺟﻬﺔ ﺃﻭ ﺯﺍﻭﻳﺔ ﻭﺍﺣﺩﺓ‪ ،‬ﺑﻝ ﺃﻛﺩ ﻋﻠﻰ ﺃﻥ‬
‫"ﺟﻭﺩﺓ ﺃﻱ ﻣﻧﺗﻭﺝ ﺃﻭ ﺧﺩﻣﺔ ﻳﻣﻛﻥ ﺃﻥ ﺗﺣﺩﺩ ﻓﻘﻁ ﻣﻥ ﻁﺭﻑ ﺍﻟﺯﺑﻭﻥ"‪ .‬ﻓﺎﻟﺟﻭﺩﺓ ﻫﻲ ﻣﺻﻁﻠﺢ ﻧﺳﺑﻲ ﻳﻔﻘﺩ‬
‫ﻣﻌﻧﺎﻩ ﻋﻠﻰ ﺣﺳﺏ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻭﻣﻥ ﺃﺟﻝ ﻣﻁﺎﺑﻘﺔ ﺃﻭ ﺗﻠﺑﻳﺔ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻳﺭﻯ ﺩﻳﻣﻳﻧﻎ ﺃﻥ ﻋﻠﻰ‬
‫ﺍﻟﻣﺳﻳﺭﻳﻥ ﺃﻥ ﻳﺩﺭﻛﻭﺍ ﺃﻫﻣﻳﺔ ﺑﺣﻭﺙ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻧﻅﺭﻳﺔ ﺍﻹﺣﺻﺎء‪ ،‬ﺍﻟﺗﻔﻛﻳﺭ ﺍﻹﺣﺻﺎﺋﻲ ﻭ ﺗﻁﺑﻳﻕ ﺍﻷﺳﺎﻟﻳﺏ‬
‫ﺍﻹﺣﺻﺎﺋﻳﺔ‪ .‬ﻓﺎﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﻣﺳﺗﺧﺭﺟﺔ ﻣﻥ ﻛﺗﺎﺑﺎﺗﻪ ﺗﻌﻛﺱ ﻫﺫﺍ ﺍﻟﺗﺄﻛﻳﺩ ﺃﻭ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻷﺳﺎﻟﻳﺏ ﺍﻟﻛﻣﻳﺔ‪ .‬ﺇﻥ‬
‫ﺻﻌﻭﺑﺔ ﺗﻌﺭﻳﻑ ﺍﻟﺟﻭﺩﺓ ﻫﻭ ﻋﻣﻠﻳﺔ ﺗﺭﺟﻣﺔ ﺍﻻﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ ﻟﻠﺯﺑﺎﺋﻥ ﺇﻟﻰ ﺻﻔﺎﺕ ﻳﻣﻛﻥ ﻗﻳﺎﺳﻬﺎ‪،‬‬
‫ﻓﻌﻧﺩﻣﺎ ﻳﻛﻭﻥ ﺫﻟﻙ ﻣﻣﻛﻧﺎ ﻋﻧﺩﻫﺎ ﻳﻣﻛﻥ ﺃﻥ ﻳﺻﻣﻡ ﺍﻟﻣﻧﺗﻭﺝ ﻟﻳﺣﻘﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻋﻧﺩ ﻣﺳﺗﻭﻯ ﺍﻟﺳﻌﺭ ﺍﻟﺫﻱ‬
‫ﺳﻭﻑ ﻳﺩﻓﻌﻪ ﺍﻟﺯﺑﻭﻥ‪ [ 6 ]. .‬ﺹ ‪.3‬‬

‫‪ -3‬ﺗﻌﺭﻳﻑ ﻛﺭﻭﺳﺑﻲ ) ‪ :(Crosby‬ﺑﺎﻟﻧﺳﺑﺔ ﻟﻛﺭﻭﺳﺑﻲ ﻓﺈﻥ ﻟﻠﺟﻭﺩﺓ ﻫﻲ "ﻣﻁﺎﺑﻘﺔ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ" ﻓﺈﻧﻪ ﻻ‬

‫ﻳﻭﺟﺩ ﻣﻌﻧﻰ ﻟﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻓﻳﺟﺏ ﻋﻠﻰ ﺍﻹﺩﺍﺭﺓ ﻗﻳﺎﺱ ﺍﻟﺟﻭﺩﺓ ﻋﻥ ﻁﺭﻳﻕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺑﺎﺳﺗﻣﺭﺍﺭ‬
‫ﻟﻠﺗﻛﺎﻟﻳﻑ ﺍﻟﺗﻲ ﺗﻧﺟﺭ ﻋﻥ ﻁﺭﻳﻕ ﺍﻟﻘﻳﺎﻡ ﺑﺎﻷﻋﻣﺎﻝ ﺑﻁﺭﻳﻘﺔ ﺧﺎﻁﺋﺔ ) ﻣﻣﺎ ﻳﺗﻁﻠﺏ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ ﻣﺭﺓ ﺃﺧﺭﻯ(‪،‬‬
‫ﻳﺳﻣﻲ ﻛﺭﻭﺳﺑﻲ ﻫﺫﻩ ﺍﻟﺗﻛﺎﻟﻳﻑ "ﺑﻘﻳﻣﺔ ﻋﺩﻡ ﺍﻟﻣﻁﺎﺑﻘﺔ"‪ ،‬ﻭﻟﻣﺳﺎﻋﺩﺓ ﺍﻟﻣﺳﻳﺭﻳﻥ ﻋﻠﻰ ﻣﺗﺎﺑﻌﺔ ﻫﺫﻩ ﺍﻟﺗﻛﺎﻟﻳﻑ‬
‫ﻗﺩﻡ ﻛﺭﻭﺳﺑﻲ ﺍﻟﻣﻌﺎﺩﻟﺔ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫ﺗﻛﻠﻔﺔ ﺍﻟﺟﻭﺩﺓ )‪ = (Coq‬ﻗﻳﻣﺔ ﺍﻟﻣﻁﺎﺑﻘﺔ )‪ + (Poc‬ﻗﻳﻣﺔ ﻋﺩﻡ ﺍﻟﻣﻁﺎﺑﻘﺔ )‪ (Ponc‬ﺣﻳﺙ ﻗﻳﻣﺔ ﺍﻟﻣﻁﺎﺑﻘﺔ‬
‫ﺗﻣﺛﻝ ﺗﻛﺎﻟﻳﻑ ﺍﻟﻘﻳﺎﻡ ﺑﺎﻷﻋﻣﺎﻝ ﺑﺷﻛﻝ ﺻﺣﻳﺢ ﻭﻣﻥ ﺃﻭﻝ ﻣﺭﺓ‪ ،‬ﺃﻣﺎ ﻗﻳﻣﺔ ﻋﺩﻡ ﺍﻟﻣﻁﺎﺑﻘﺔ ﻓﺗﻘﺩﻡ ﻟﻠﻣﺳﻳﺭﻳﻥ‬
‫ﻣﻌﻠﻭﻣﺎﺕ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺎﻟﺗﻛﺎﻟﻳﻑ ﺍﻟﺿﺎﺋﻌﺔ ﻭﺗﻌﻁﻲ ﺇﺷﺎﺭﺓ ﻭﺍﺿﺣﺔ ﻓﻲ ﺣﺎﻟﺔ ﻣﺎ ﺇﺫﺍ ﺗﺣﺳﻧﺕ ﺍﻟﻣﺅﺳﺳﺔ‪. .‬‬
‫]‪ [ 6‬ﺹ ‪.21‬‬
‫‪18‬‬

‫‪ -4‬ﺗﻌﺭﻳﻑ ﺃﻭﻛﻼﻧﺩ )‪ " (Oakland‬ﺍﻟﺟﻭﺩﺓ ﻫﻲ ﺗﺣﻘﻳﻕ ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ " ‪ [ 7 ].‬ﺹ ‪2‬‬

‫ﺃﻱ ﺃﻥ ﺍﻟﺟﻭﺩﺓ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﺗﻌﺭﻳﻑ ﺗﺭﻛﺯ ﻋﻠﻰ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﺣﻳﺙ ﺗﺣﻘﻳﻘﻬﺎ ﻳﻌﺑﺭ ﻋﻥ‬
‫ﺍﻟﺟﻭﺩﺓ‪.‬‬

‫‪ -5‬ﺗﻌﺭﻳﻑ ﺍﻟﺟﻣﻌﻳﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻟﻣﺭﺍﻗﺑﺔ ﺍﻟﺟﻭﺩﺓ ‪ " ASQC‬ﻫﻲ ﻣﺟﻣﻭﻉ ﺍﻟﺻﻔﺎﺕ ﺃﻭ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺗﻲ‬
‫ﻳﺗﻣﺗﻊ ﺑﻬﺎ ﻣﻧﺗﻭﺝ ﺃﻭ ﺧﺩﻣﺔ ﻣﺎ‪ ،‬ﺣﻳﺙ ﻳﻛﻭﻥ ﻟﻬﺎ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﺷﺑﺎﻉ ﺣﺎﺟﺎﺕ ﺻﺭﻳﺣﺔ ﺃﻭ ﺃﺧﺭﻯ ﺿﻣﻧﻳﺔ "‬
‫]‪ [ 8‬ﺹ ‪.2‬‬

‫‪ -6‬ﺗﻌﺭﻳﻑ ‪ " :ISO 8402‬ﺍﻟﺟﻭﺩﺓ ﻫﻲ ﻣﺟﻣﻝ ﺍﻟﺻﻔﺎﺕ ﻭﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺗﻲ ﻳﺗﻭﻓﺭ ﻋﻠﻳﻬﺎ ﺍﻟﻣﻧﺗﻭﺝ‪ ،‬ﺣﻳﺙ‬
‫ﺗﻠﺑﻲ ﻫﺫﻩ ﺍﻟﺧﺻﺎﺋﺹ ﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﻣﻌﻠﻧﺔ ﻭ ﻏﻳﺭ ﺍﻟﻣﻌﻠﻧﺔ"‪ [ 9 ].‬ﺹ ‪.9‬‬

‫ﺗﺟﺩﺭ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﺍﻟﺗﺑﺎﻳﻥ ﻓﻲ ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ ﻳﺭﺟﻊ ﺇﻟﻰ ﻛﻭﻥ ﺍﻟﺟﻭﺩﺓ ﻟﻳﺳﺕ ﻣﻔﻬﻭﻣﺎ ﻳﻧﻅﺭ ﺇﻟﻳﻪ ﻛﻭﺣﺩﺓ‬
‫ﻭﺍﺣﺩﺓ‪ ،‬ﻭﻟﻛﻧﻪ ﻣﺗﻌﺩﺩ ﺍﻟﻣﺩﺍﺧﻝ‪ ،‬ﻛﻣﺎ ﻳﺧﺗﻠﻑ ﺑﺎﺧﺗﻼﻑ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻳﻥ ﻳﻘﻭﻣﻭﻥ ﺑﺗﺣﺩﻳﺩﻩ‪ ،‬ﻭﺍﻻﺳﺗﺧﺩﺍﻡ ﻭﺍﻟﺳﻳﺎﻕ‬
‫ﺍﻟﻣﻁﺑﻕ ﻟﻬﺎ ) ﺍﻟﺻﻧﺎﻋﺔ‪ ،‬ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻡ‪ ،‬ﺍﻟﺗﻌﻠﻳﻡ ﺍﻹﻟﻛﺗﺭﻭﻧﻲ‪ ...‬ﺍﻟﺦ( ﻟﺫﻟﻙ ﻟﻳﺱ ﻣﻥ ﺍﻟﺳﻬﻝ ﺍﻹﺟﻣﺎﻉ‬
‫ﻋﻠﻰ ﻣﻔﻬﻭﻡ ﻭﺍﺣﺩ ﻳﺣﺩﺩ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﻛﻭﻧﺔ ﻟﻠﺟﻭﺩﺓ‪.‬‬

‫ﻭﻳﻣﻛﻥ ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺳﺎﺑﻘﺔ ﺍﺳﺗﻧﺗﺎﺝ ﺍﻟﺗﻌﺭﻳﻑ ﺍﻟﺗﺎﻟﻲ " ﺍﻟﺟﻭﺩﺓ ﻫﻲ ﺩﺭﺟﺔ ﻣﻌﻳﻧﺔ ﻣﻥ ﺍﻟﺩﻗﺔ‬
‫ﻭ ﺍﻹﺗﻘﺎﻥ‪ ،‬ﻳﺗﻣﻳﺯ ﺑﻬﺎ ﻣﻧﺗﻭﺝ ﻣﻌﻳﻥ ﺃﻭ ﺧﺩﻣﺔ ﻣﺎ‪ ،‬ﺣﻳﺙ ﻣﻥ ﺧﻼﻟﻬﺎ ﻳﻣﻛﻥ ﺗﺣﻘﻳﻕ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‬
‫ﻭﻣﻥ ﺛﻡ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺭﺿﺎﻫﻡ"‪.‬‬

‫ﻗﺎﻡ ) ‪ (Reeves and Bendar 1994‬ﺑﺗﺣﺩﻳﺩ ﺗﺻﻧﻳﻑ ﻳﺗﻡ ﻋﻠﻰ ﺃﺳﺎﺳﻪ ﺗﺟﻣﻳﻊ ﻣﺧﺗﻠﻑ ﻣﺣﺎﻭﻻﺕ‬
‫ﺗﻌﺭﻳﻑ ﺍﻟﺟﻭﺩﺓ ﺗﺣﺕ ﻫﺫﺍ ﺍﻟﺗﺻﻧﻳﻑ ﻭﻓﻘﺎ ﻟﻣﺎ ﻳﻠﻲ‪ [7] :‬ﺹ ‪.4‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺗﻣﻳﺯ )‪(Excellence‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻘﻳﻣﺔ )‪(Value‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﻁﺎﺑﻘﺔ ﺍﻟﻣﻭﺍﺻﻔﺎﺕ )‪(Conformance to Specifications‬‬

‫) ‪Meeting and/or Exceeding‬‬ ‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﺣﻘﻳﻕ ﺃﻭ ﺗﺟﺎﻭﺯ ﻣﺳﺗﻭﻯ ﺍﻟﺗﻭﻗﻌﺎﺕ‬
‫‪(Expectations‬‬

‫ﻭﺍﻟﺟﺩﻭﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ ﻧﻘﺎﻁ ﻗﻭﺓ ﻭﺿﻌﻑ ﻣﺧﺗﻠﻑ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺗﻲ ﺗﻁﺭﻕ ﺇﻟﻳﻬﺎ ﻣﺧﺗﻠﻑ ﺍﻟﺑﺎﺣﺛﻳﻥ‪:‬‬
‫‪19‬‬

‫ﺟﺩﻭﻝ ﺭﻗﻡ )‪ (1-1‬ﻧﻘﺎﻁ ﻗﻭﺓ ﻭﺿﻌﻑ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺳﺎﺑﻘﺔ‬

‫ﻧﻘﺎﻁ ﺍﻟﺿﻌﻑ‬ ‫ﻧﻘﺎﻁ ﺍﻟﻘﻭﺓ‬ ‫ﺍﻟﺗﻌﺭﻳﻑ‬

‫‪ -‬ﺻﻔﺎﺕ ﺍﻟﺗﻣﻳﺯ ﻗﺩ ﺗﺗﻐﻳﺭ ﺑﺷﻛﻝ‬ ‫‪ -‬ﺗﺳﻭﻳﻕ ﻗﻭﻱ ﻭﻓﻭﺍﺋﺩ ﻓﻲ‬ ‫ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺗﻣﻳﺯ‬
‫ﻛﺑﻳﺭ ﻭﺳﺭﻳﻊ‪.‬‬ ‫ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺑﺷﺭﻳﺔ‪.‬‬ ‫)‪(Excellence‬‬
‫‪ -‬ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﻫﻧﺎﻙ ﻋﺩﺩ‬ ‫‪ -‬ﺇﻧﺟﺎﺯﺍﺕ ﻋﺎﻟﻳﺔ‪.‬‬
‫ﻛﺎﻓﻲ ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﻘﺎﺩﺭﻳﻥ ﻋﻠﻰ‬
‫ﺩﻓﻊ ﺳﻌﺭ ﺍﻟﺗﻣﻳﺯ‪.‬‬
‫‪ -‬ﺻﻌﻭﺑﺔ ﺍﺳﺗﺧﺭﺍﺝ ﺍﻟﻣﻛﻭﻧﺎﺕ‬ ‫‪ -‬ﻣﻔﺎﻫﻳﻡ ﺍﻟﻘﻳﻣﺔ ﺗﺗﺿﻣﻥ ﺻﻔﺎﺕ‬ ‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻘﻳﻣﺔ‬
‫ﺍﻟﺷﺧﺻﻳﺔ ﻟﻠﺣﻛﻡ ﻋﻠﻰ ﺍﻟﻘﻳﻣﺔ‪.‬‬ ‫ﻣﺗﻌﺩﺩﺓ‪.‬‬ ‫)‪(Value‬‬
‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﻭﺍﻟﻘﻳﻣﺔ ﻣﺧﺗﻠﻔﺎﻥ ﻓﻲ‬ ‫‪ -‬ﺗﺭﻛﺯ ﺍﻻﻫﺗﻣﺎﻡ ﻋﻠﻰ‬
‫ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺩﺍﺧﻠﻳﺔ ﻭﺍﻟﺧﺎﺭﺟﻳﺔ‪ .‬ﺍﻟﺑﻧﺎء‪.‬‬
‫‪ -‬ﺗﺳﻣﺢ ﺑﻣﻘﺎﺭﻧﺔ ﺍﻷﺷﻳﺎء‬
‫ﺍﻟﻣﺧﺗﻠﻔﺔ ﻭﺍﻟﺧﺑﺭﺍﺕ‪.‬‬

‫‪ -‬ﺍﻟﻣﺳﺗﻬﻠﻛﻭﻥ ﻻ ﻳﻬﺗﻣﻭﻥ‬ ‫‪ -‬ﻳﺳﻬﻝ ﺍﻟﻘﻳﺎﺱ ﺑﺷﻛﻝ ﺩﻗﻳﻕ‬ ‫ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﻁﺎﺑﻘﺔ‬
‫ﺑﺎﻟﻣﻭﺍﺻﻔﺎﺕ ﺍﻟﺩﺍﺧﻠﻳﺔ‪.‬‬ ‫‪ -‬ﻳﺅﺩﻱ ﺇﻟﻰ ﺯﻳﺎﺩﺓ ﺍﻟﻛﻔﺎءﺓ‪.‬‬ ‫ﺍﻟﻣﻭﺍﺻﻔﺎﺕ‪.‬‬
‫‪ -‬ﻏﻳﺭ ﻣﻼﺋﻡ ﻓﻲ ﻣﺟﺎﻝ‬
‫ﺍﻟﺧﺩﻣﺎﺕ‬ ‫‪(Conformance to‬‬
‫ﻳﺭﻛﺯ ﻋﻠﻰ ﺍﻟﺟﻭﺩﺓ ﺩﺍﺧﻠﻳﺎ‪.‬‬ ‫)‪Specifications‬‬
‫‪ -‬ﺍﻷﻛﺛﺭ ﺗﻌﻘﻳﺩﺍ‬ ‫‪ -‬ﺍﻟﺗﻘﻳﻳﻡ ﻳﻛﻭﻥ ﻣﻥ ﻭﺟﻬﺔ ﻧﻅﺭ‬ ‫ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﺣﻘﻳﻕ ﺃﻭ‬
‫‪ -‬ﺻﻌﻭﺑﺔ ﺍﻟﻘﻳﺎﺱ‬ ‫ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬ ‫ﺗﺟﺎﻭﺯ ﻣﺳﺗﻭﻯ ﺍﻟﺗﻭﻗﻌﺎﺕ‪.‬‬
‫‪ -‬ﺍﻟﺯﺑﺎﺋﻥ ﻳﻣﻛﻥ ﺃﻥ ﻻ ﻳﻌﺭﻓﻭﺍ‬ ‫‪ -‬ﺍﻻﺳﺗﺟﺎﺑﺔ ﻟﺗﻐﻳﺭﺍﺕ ﺍﻷﺳﻭﺍﻕ‪.‬‬ ‫‪(Meeting and/or‬‬
‫ﺗﻭﻗﻌﺎﺗﻬﻡ‪.‬‬ ‫‪ -‬ﺗﻌﺭﻳﻑ ﺷﺎﻣﻝ‪.‬‬ ‫‪Exceeding‬‬
‫‪ -‬ﺍﻟﻣﻭﺍﻗﻑ ﺍﻟﻅﺭﻓﻳﺔ ﻗﺩ ﺗﺅﺛﺭ‬ ‫)‪Expectations‬‬
‫ﻋﻠﻰ ﺍﻟﺣﻛﻡ ﻋﻠﻰ ﺍﻟﺟﻭﺩﺓ‪.‬‬
‫ﺍﻟﻣﺻﺩﺭ‪ [7].‬ﺹ ‪4‬‬
‫‪20‬‬

‫‪ :2-1-1-1‬ﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ‬ ‫‪U‬‬

‫ﺗﻣﺗﻠﻙ ﺍﻟﺳﻠﻌﺔ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺃﺑﻌﺎﺩﺍ ﻣﺧﺗﻠﻔﺔ ﺃﻭ ﺧﺻﺎﺋﺹ ﻣﺭﺗﺑﻁﺔ ﺑﺎﻟﺟﻭﺩﺓ‪ ،‬ﺣﻳﺙ ﻳﻣﻛﻥ ﻣﻥ ﺧﻼﻝ ﻫﺫﻩ ﺍﻷﺑﻌﺎﺩ‬
‫ﺗﺣﺩﻳﺩ ﻣﺩﻯ ﻗﺩﺭﺗﻬﺎ ﻋﻠﻰ ﺇﺷﺑﺎﻉ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫ﻫﻧﺎﻙ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺗﻌﺎﺭﻳﻑ ﻟﻠﺟﻭﺩﺓ ﻭﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺇﻳﺟﺎﺩﻫﺎ ﻓﻲ ﻣﺧﺗﻠﻑ ﺍﻟﻛﺗﺏ ﻭﺃﺩﺑﻳﺎﺕ ﺍﻟﺟﻭﺩﺓ‪،‬‬
‫)‪ (Garvin 1984‬ﻣﻥ‬ ‫ﻭﻣﻥ ﺑﻳﻥ ﺃﻫﻡ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺗﻲ ﻻﻗﺕ ﺍﺳﺗﺣﺳﺎﻧﺎ ﻣﻥ ﻗﺑﻝ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺗﻠﻙ ﺍﻟﺗﻲ ﻗﺩﻣﻬﺎ‬
‫ﺟﺎﻣﻌﺔ ﻫﺎﺭﻓﺎﺭﺩ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻭﺗﻣﺛﻠﺕ ﻓﻲ ﺛﻣﺎﻧﻳﺔ ﺃﺑﻌﺎﺩ ﻛﻣﺎ ﻳﻠﻲ‪ [10] :‬ﺹ ‪03‬‬

‫‪ -‬ﺍﻷﺩﺍء )‪ :(Performance‬ﺗﺗﻣﺛﻝ ﻓﻲ ﺧﺻﺎﺋﺹ ﺍﻟﻣﻧﺗﻭﺝ ﺍﻷﺳﺎﺳﻳﺔ‪.‬‬

‫‪ -‬ﺍﻟﻣﻼﻣﺢ )‪ :(Features‬ﺍﻟﺻﻔﺎﺕ ﺃﻭ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻹﺿﺎﻓﻳﺔ ﻟﻠﻣﻧﺗﺞ‪.‬‬

‫‪ -‬ﺍﻟﻣﻁﺎﺑﻘﺔ )‪ :(Conformance‬ﻣﺩﻯ ﻣﻁﺎﺑﻘﺔ ﺗﺻﻣﻳﻡ ﺍﻟﻣﻧﺗﺞ ﻟﻠﻣﻌﺎﻳﻳﺭ ﺍﻟﻣﻭﺿﻭﻋﺔ‪.‬‬

‫‪ -‬ﺍﻹﻋﺗﻣﺎﺩﻳﺔ ) ‪ :(Reliability‬ﺍﺣﺗﻣﺎﻝ ﺃﻥ ﺍﻟﻣﻧﺗﺞ ﺳﻭﻑ ﻳﻌﻣﻝ ﺑﺷﻛﻝ ﺻﺣﻳﺢ ﻋﻠﻰ ﻣﺩﻯ ﻓﺗﺭﺓ ﻣﺣﺩﺩﺓ ﻣﻥ‬
‫‪T‬‬ ‫‪3T‬‬ ‫‪T‬‬ ‫‪3T‬‬ ‫‪T‬‬ ‫‪3T‬‬ ‫‪T‬‬ ‫‪3T‬‬ ‫‪3T‬‬

‫‪T‬‬ ‫ﺍﻟﻭﻗﺕ ﻓﻲ ﻅﻝ ﻅﺭﻭﻑ ﺍﻻﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﻌﻠﻧﺔ‪.‬‬

‫‪3‬‬ ‫‪T‬‬ ‫‪3T‬‬ ‫‪T‬‬ ‫‪3T‬‬

‫‪ -‬ﺍﻟﻣﺗﺎﻧﺔ )‪ :(Durability‬ﻋﺩﺩ ﻣﺭﺍﺕ ﺍﺳﺗﻌﻣﺎﻝ ﺍﻟﺯﺑﻭﻥ ﻟﻠﻣﻧﺗﻭﺝ ﻗﺑﻝ ﺍﻫﺗﻼﻛﻪ ﺃﻭ ﺍﺳﺗﺑﺩﺍﻟﻪ‪.‬‬

‫‪ -‬ﺍﻟﻘﺎﺑﻠﻳﺔ ﻟﻠﺧﺩﻣﺔ )‪ :(Serviceability‬ﺍﻟﺳﺭﻋﺔ ﻭﺍﻟﻛﻔﺎءﺓ ﻭﺇﻣﻛﺎﻧﻳﺔ ﺗﺻﻠﻳﺣﻬﺎ ﻓﻲ ﺣﺎﻝ ﻭﺟﻭﺩ ﻣﺷﻛﻝ ﻣﺎ‪.‬‬

‫‪ -‬ﺍﻟﺟﻣﺎﻟﻳﺔ )‪ :(Aesthetics‬ﺇﻣﻛﺎﻧﻳﺔ ﺇﻏﺭﺍء ﺍﻟﻣﻧﺗﻭﺝ ﻟﺣﻭﺍﺱ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺧﻣﺱ‪.‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺩﺭﻛﺔ )‪ :(Quality Percieved‬ﺇﺩﺭﺍﻙ ﺍﻟﻌﻣﻳﻝ ﻟﺟﻭﺩﺓ ﺍﻟﻣﻧﺗﻭﺝ ﺑﻧﺎءﺍ ﻋﻠﻰ ﺻﻭﺭﺓ‬
‫ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫ﻳﻣﻛﻥ ﺃﻥ ﻧﻼﺣﻅ ﺃﻥ ﻫﺫﻩ ﺍﻷﺑﻌﺎﺩ ﺗﺗﻌﻠﻕ ﺑﺎﻟﻣﻧﺗﻭﺝ ﺍﻟﻣﺎﺩﻱ ) ﺍﻟﺳﻠﻌﺔ( ﻓﻲ ﻣﻌﻅﻣﻬﺎ ﻭﻻ ﺗﻧﺎﺳﺏ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﻫﺫﺍ‬
‫ﺭﺍﺟﻊ ﺇﻟﻰ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺗﻲ ﺗﺗﻣﻳﺯ ﺑﻬﺎ ﺍﻟﺧﺩﻣﺔ ﻋﻥ ﺍﻟﺳﻠﻌﺔ‪ ،‬ﻭﻫﺫﺍ ﻣﺎ ﺳﻧﺗﻁﺭﻕ ﺇﻟﻳﻬﺎ ﺑﺎﻟﺗﻔﺻﻳﻝ ﻻﺣﻘﺎ‪.‬‬
‫‪21‬‬

‫‪ :2-1-1‬ﻣﺭﺍﺣﻝ ﺗﻁﻭﺭ ﺍﻟﺟﻭﺩﺓ ﻭﺃﻫﻣﻳﺗﻬﺎ‬ ‫‪U‬‬

‫ﻟﻘﺩ ﺳﺎﻫﻡ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻭ ﺍﻟﺭﻭﺍﺩ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﺟﻭﺩﺓ ﻓﻲ ﺗﻁﻭﻳﺭﻫﺎ‪ ،‬ﻓﻠﻘﺩ ﻣﺭﺕ ﺍﻟﺟﻭﺩﺓ ﺑﻌﺩﺓ ﻣﺭﺍﺣﻝ‬
‫ﺧﻼﻝ ﺍﻟﺯﻣﻥ ﻟﺗﺻﻝ ﺇﻟﻰ ﻣﺎ ﻫﻲ ﻋﻠﻳﻪ ﺍﻵﻥ ﻭﻫﺫﺍ ﻳﻌﻛﺱ ﻣﺩﻯ ﺃﻫﻣﻳﺔ ﺍﻟﺟﻭﺩﺓ ﻭ ﻗﻳﻣﺗﻬﺎ ﻭﻫﺫﺍ ﻣﺎ ﺳﻧﺣﺎﻭﻝ‬
‫ﺍﻟﺗﻁﺭﻕ ﺇﻟﻳﻪ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﺑﺣﺙ‪.‬‬

‫‪ :1-2-1-1‬ﺗﻁﻭﺭ ﺍﻟﺟﻭﺩﺓ‬ ‫‪U‬‬

‫ﻣﺭﺕ ﺍﻟﺟﻭﺩﺓ ﺑﻌﺩﺓ ﻣﺭﺍﺣﻝ ﻳﻣﻛﻥ ﺗﻭﺿﻳﺣﻬﺎ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -1‬ﻣﺭﺣﻠﺔ ﺍﻟﺗﻔﺗﻳﺵ‪ :‬ﺍﻟﺗﻔﺗﻳﺵ ﻫﻭ ﺃﺑﺳﻁ ﻭﺳﻳﻠﺔ ﻟﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻧﻘﻳﺽ ﻣﻥ ﺍﻟﺣﺭﻑ ﺍﻟﻳﺩﻭﻳﺔ ﻓﺈﻥ‬
‫ﺍﻹﻧﺗﺎﺝ ﺍﻟﺿﺧﻡ ﺃﻭ ﺍﻹﻧﺗﺎﺝ ﺑﻛﻣﻳﺎﺕ ﻛﺑﻳﺭﺓ ﻳﺗﻁﻠﺏ ﻧﻭﻉ ﺭﺳﻣﻲ ﻣﻥ ﺍﻟﺗﻔﺗﻳﺵ ) ﺗﻔﺗﻳﺵ ﺭﺳﻣﻲ(‪ ،‬ﻛﺎﻧﺕ ﻋﻣﻠﻳﺔ‬
‫ﺍﻟﺗﻔﺗﻳﺵ ﺗﺗﻡ ﻋﻥ ﻁﺭﻳﻕ ﻣﻘﺎﺭﻧﺔ ﻭﻓﺣﺹ ﺧﺻﺎﺋﺹ ﺍﻟﻣﻧﺗﻭﺝ ﻣﻊ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻣﻭﺿﻭﻋﺔ ﻣﺳﺑﻘﺎ‪ ،‬ﻭﻛﺎﻥ‬
‫ﻳﻁﺑﻕ ﻋﻠﻰ ﺍﻟﻣﻭﺍﺩ ﻭﺍﻷﺟﺯﺍء ﺍﻟﻣﻛﻭﻧﺔ ﺃﻳﺿﺎ‪ ،‬ﻋﻣﻠﻳﺎﺕ ﺃﻭ ﻧﺷﺎﻁﺎﺕ ﺍﻟﻔﺣﺹ ﻛﺎﻧﺕ ﺗﺗﻡ ﻣﻥ ﻁﺭﻑ ﺍﻟﻌﻣﺎﻝ‬
‫ﻓﺎﻟﻧﻅﺎﻡ ﻓﻲ ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﻛﺎﻥ " ﻣﻭﺟﻬﺎ ﺩﺍﺧﻠﻳﺎ ﻭﻟﻡ ﻳﻛﻥ ﻣﻭﺟﻬﺎ ﻟﻠﻭﻗﺎﻳﺔ"‪ .‬ﻣﺛﻝ ﻫﺫﻩ ﺍﻟﺭﻗﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺟﻭﺩﺓ ﻟﻡ‬
‫ﺗﻛﻥ ﻣﺭﺿﻳﺔ ﻷﻧﻬﺎ ﻛﺎﻧﺕ ﻣﺑﻧﻳﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﻔﺗﻳﺵ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﻧﻬﺎﺋﻳﺔ‪ ،‬ﻓﻳﺗﻡ ﻗﺑﻭﻝ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺫﺍﺕ ﺍﻟﺟﻭﺩﺓ‬

‫ﺍﻟﺟﻳﺩﺓ‪ ،‬ﺑﻳﻧﻣﺎ ﻳﺗﻡ ﺍﻟﺗﺧﻠﻲ ﻋﻥ ﺍﻷﺧﺭﻯ ﺃﻭ ﺇﻋﺎﺩﺓ ﺍﺳﺗﻌﻣﺎﻟﻬﺎ ﻷﻏﺭﺍﺽ ﺃﺧﺭﻯ ﺇﺫﺍ ﺃﻣﻛﻥ ﺫﻟﻙ‪ ،‬ﻭﻟﻬﺫﺍ ﻟﻡ ﻳﻛﻥ‬
‫ﻫﻧﺎﻙ ﺃﻱ ﺇﻣﻛﺎﻧﻳﺔ ﻻﺗﺧﺎﺫ ﺗﺩﺍﺑﻳﺭ ﺗﺻﺣﻳﺣﻳﺔ ﻗﺑﻝ ﻣﻼﺣﻅﺔ ﺃﻭ ﺍﻛﺗﺷﺎﻑ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ‪ [11] .‬ﺹ ‪4‬‬

‫‪ -2‬ﻣﺭﺣﻠﺔ ﺍﻟﻣﺭﺍﻗﺑﺔ‪ :‬ﺗﻁﻠﺑﺕ ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﺍﺳﺗﻌﻣﺎﻝ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻷﻧﺷﻁﺔ ﻭﺍﻷﺳﺎﻟﻳﺏ ﺑﻐﺭﺽ ﺗﺣﻘﻳﻕ‬
‫ﻭﻣﻭﺍﻛﺑﺔ ﺟﻭﺩﺓ ﺍﻟﻣﻧﺗﻭﺝ‪ ،‬ﺟﻭﺩﺓ ﺍﻟﻌﻣﻠﻳﺔ ﻭ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﻳﺑﺩﺃ ﺫﻟﻙ ﻣﻥ ﺣﻘﻳﻘﺔ ﺃﻥ ﻋﻳﻭﺏ ﺍﻟﻣﻧﺗﻭﺝ ﻗﺩ ﺗﻅﻬﺭ ﺃﺛﻧﺎء‬
‫ﺍﻟﻣﺭﺍﺣﻝ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻣﻥ ﻋﻣﻠﻳﺔ ﺍﻹﻧﺗﺎﺝ‪ ،‬ﺑﺣﻳﺙ ﻣﻥ ﺍﻟﺿﺭﻭﺭﻱ ﺃﻥ ﺗﻛﻭﻥ ﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ ﻣﻭﺟﻬﺔ ﻧﺣﻭ‬
‫ﺍﻛﺗﺷﺎﻑ ﻭﺍﻟﻘﺿﺎء ﻋﻠﻰ ﺃﺳﺑﺎﺏ ﺍﻟﻌﻳﻭﺏ ﻭﻟﻳﺱ ﻓﻘﻁ ﺍﻟﺭﻗﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﻧﻬﺎﺋﻳﺔ‪ ،‬ﻣﻥ ﺃﺟﻝ ﺍﻟﻛﺷﻑ ﻋﻥ‬
‫ﺍﻟﻣﺧﺎﻟﻔﺎﺕ ﻭﻣﺣﺎﻭﻟﺔ ﺍﻟﻘﺿﺎء ﻋﻠﻰ ﻋﺩﻡ ﺍﻟﺗﻧﺳﻳﻕ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺎﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻣﺣﺩﺩﺓ‪ [11] .‬ﺹ ‪9‬‬

‫‪ ، (Shewhart‬ﻓﻛﺭﺓ ﺃﻥ ﻣﺭﺍﻗﺑﺔ ﺍﻟﺟﻭﺩﺓ‬ ‫ﺗﺟﺩﺭ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﺃﻧﻪ ﻓﻲ ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻗﺗﺭﺡ ﺷﻳﻭﺍﺭﺕ )‬
‫ﻳﻣﻛﻥ ﺃﻥ ﺗﺳﺎﻋﺩ ﻓﻲ ﺍﻟﺗﻣﻳﻳﺯ ﺑﻳﻥ ﻧﻭﻋﻳﻥ ﻣﻥ ﺍﻧﺣﺭﺍﻓﺎﺕ ﺍﻟﻌﻣﻠﻳﺔ‪ ،‬ﺍﻷﻭﻝ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺍﻷﺳﺑﺎﺏ‬
‫ﺍﻟﻌﺷﻭﺍﺋﻳﺔ‪ ،‬ﻭﺍﻟﻧﻭﻉ ﺍﻟﺛﺎﻧﻲ ﻫﻭ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺃﺳﺑﺎﺏ ﺍﻟﺗﻧﺎﺯﻝ ) ‪ ،(Assignable‬ﺃﻭ ﺃﺳﺑﺎﺏ‬
‫ﺧﺎﺻﺔ ‪ ،‬ﻛﻣﺎ ﺻﻣﻡ ﻣﺧﻁﻁ ﺍﻟﺳﻳﻁﺭﺓ )‪ ،( Control Chart‬ﻣﻥ ﺃﺟﻝ ﺿﺑﻁ ﻋﻣﻠﻳﺔ ﺍﻟﻣﺭﺍﻗﺑﺔ ﻭﺗﺧﻔﻳﺽ‬
‫ﻋﺩﻡ ﺍﻟﻣﻁﺎﺑﻘﺔ‪ [12] .‬ﺹ ‪13‬‬
‫‪22‬‬

‫‪ -3‬ﻣﺭﺣﻠﺔ ﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ‪ :‬ﺍﻟﻣﺭﺣﻠﺔ ﺍﻟﺛﺎﻟﺛﺔ ﻣﻥ ﺗﻁﻭﺭ ﺍﻟﺟﻭﺩﺓ ﺗﺣﺗﻭﻱ ﻋﻠﻰ ﺟﻣﻳﻊ ﺍﻟﻣﺭﺍﺣﻝ ﺍﻟﺳﺎﺑﻘﺔ ﻣﻥ‬
‫ﺃﺟﻝ ﺗﻭﻓﻳﺭ ﺍﻟﺛﻘﺔ ﺍﻟﻛﺎﻓﻳﺔ ﺑﺄﻥ ﺍﻟﻣﻧﺗﺞ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺳﻭﻑ ﺗﻠﺑﻲ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ .‬ﺗﻁﻭﺭﺕ ﺃﻧﺷﻁﺔ ﺃﺧﺭﻯ‬
‫ﺃﻳﺿﺎ ﻣﺛﻝ ﺍﺳﺗﻌﻣﺎﻝ ﺗﻛﻠﻔﺔ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻣﺭﺍﻗﺑﺔ ﻭﺗﺩﻗﻳﻕ ﺃﻧﻅﻣﺔ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻫﺫﻩ ﺍﻷﻧﺷﻁﺔ ﻁﻭﺭﺕ ﻣﻥ ﺃﺟﻝ ﺇﺣﺭﺍﺯ‬
‫ﺗﻘﺩﻡ ﻣﻥ ﻣﺭﺣﻠﺔ ﻣﺭﺍﻗﺑﺔ ﺍﻟﺟﻭﺩﺓ ﺇﻟﻰ ﻣﺭﺣﻠﺔ ﻋﻬﺩ ﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻓﻲ ﻫﺫﻩ ﺍﻟﻣﺭﺣﻠﺔ ﻛﺎﻥ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ‬
‫]‪[12‬‬ ‫ﺍﻟﺗﻐﻳﺭ ﻣﻥ ﻣﺟﺭﺩ ﺃﻧﺷﻁﺔ ﺍﻟﻛﺷﻑ ﺇﻟﻰ ﺍﻟﺗﻭﺟﻪ ﻧﺣﻭ ﺍﻟﻭﻗﺎﻳﺔ ﻣﻥ ﺍﻟﻣﻧﺗﻭﺟﺎﺕ ﺫﺍﺕ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺭﺩﻳﺋﺔ‪.‬‬
‫ﺹ ‪12‬‬

‫‪ -4‬ﻣﺭﺣﻠﺔ ﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ‪ :‬ﺗﺗﻛﻭﻥ ﻣﻥ ﻣﺑﺎﺩﺉ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺗﻲ ﺗﻬﺩﻑ ﺇﻟﻰ ﺗﺣﻘﻳﻕ ﺟﻭﺩﺓ ﺍﻷﺩﺍء ﻓﻲ ﺟﻣﻳﻊ‬
‫ﺍﻟﺟﻭﺍﻧﺏ‪ ،‬ﺃﻱ ﻣﻧﺗﻭﺝ‪ ،‬ﺧﺩﻣﺔ‪ ،‬ﺍﻟﺭﺑﺢ‪ ،‬ﺍﻹﻧﺗﺎﺟﻳﺔ‪...‬ﺍﻟﺦ ﺍﻟﻔﺭﻕ ﺍﻷﺳﺎﺳﻲ ﺑﻳﻥ ﻣﺭﺍﻗﺑﺔ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﺿﻣﺎﻥ‬
‫ﺍﻟﺟﻭﺩﺓ ﻭﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ ﻫﻭ ﺃﻥ ﺍﻷﺧﻳﺭﺓ ﻫﻲ ﻣﺭﻛﺯﻳﺔ ﺍﻟﻣﻧﻬﺞ‪ ،‬ﻣﻣﺎ ﺗﺗﻳﺢ ﺍﺳﺗﺧﺩﺍﻡ ﺃﻣﺛﻝ ﻟﺧﺑﺭﺍﺕ ﺍﻟﻣﻭﻅﻔﻳﻥ‪،‬‬
‫ﻭﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺍﻟﺣﻭﺍﻓﺯ ﻭﺍﻟﺗﺣﺳﻳﻥ ﺍﻟﻣﺳﺗﻣﺭ ) ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻹﻧﺳﺎﻥ(‪ [13] .‬ﺹ ‪5‬‬

‫ﻭﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻳﺑﻳﻥ ﺍﻟﻣﺭﺍﺣﻝ ﺍﻷﺭﺑﻌﺔ ﻭﺃﻫﻡ ﺍﻟﺧﺻﺎﺋﺹ ﻓﻳﻣﺎ ﻳﺧﺹ ﻛﻝ ﻣﺭﺣﻠﺔ‪:‬‬

‫ﺟﺩﻭﻝ ﺭﻗﻡ )‪ :(2 -1‬ﺧﺻﺎﺋﺹ ﻣﺭﺍﺣﻝ ﺗﻁﻭﺭ ﻣﻔﻬﻭﻡ ﺍﻟﺟﻭﺩﺓ‬

‫ﺍﻟﺧﺻﺎﺋﺹ‬ ‫ﺍﻟﻣﺭﺣﻠﺔ‬
‫‪ -‬ﻓﺭﺯ ﺍﻹﺟﺭﺍءﺍﺕ ﺍﻟﺗﺻﺣﻳﺣﻳﺔ‪.‬‬ ‫ﻣﺭﺣﻠﺔ ﺍﻟﺗﻔﺗﻳﺵ ‪1910‬‬
‫‪ -‬ﺗﺣﺩﻳﺩ ﻣﺻﺎﺩﺭ ﻋﺩﻡ ﺍﻟﻣﻁﺎﺑﻘﺔ‪.‬‬ ‫)‪QI (quality inspection‬‬
‫‪ -‬ﺩﻟﻳﻝ ﺍﻟﺟﻭﺩﺓ‪.‬‬ ‫ﻣﺭﺣﻠﺔ ﺍﻟﻣﺭﺍﻗﺑﺔ ‪1924‬‬
‫‪ -‬ﺍﺳﺗﺧﺩﺍﻡ ﺍﻹﺣﺻﺎء‪.‬‬ ‫)‪QC (quality control‬‬
‫‪ -‬ﺍﻟﺗﻔﺗﻳﺵ ﺍﻟﺫﺍﺗﻲ‪.‬‬
‫‪ -‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻣﻧﺗﺟﺎﺕ‪.‬‬
‫‪ -‬ﺗﻛﺎﻟﻳﻑ ﺍﻟﺟﻭﺩﺓ‪.‬‬ ‫ﻣﺭﺣﻠﺔ ﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ ‪1950‬‬
‫‪ -‬ﻣﺭﺍﻗﺑﺔ ﺍﻟﻌﻣﻠﻳﺔ‪.‬‬ ‫)‪QA (quality assurance‬‬
‫‪ -‬ﻧﻅﻡ ﺍﻟﺗﺩﻗﻳﻕ‪.‬‬
‫‪ -‬ﺗﺧﻁﻳﻁ ﺍﻟﺟﻭﺩﺓ‪.‬‬
‫‪ -‬ﺗﺣﺳﻳﻧﺎﺕ ﻣﺳﺗﻣﺭﺓ‬ ‫‪ -‬ﺭﺅﻳﺔ ﻣﺭﻛﺯﺓ‬ ‫ﻣﺭﺣﻠﺔ ﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ ‪1980‬‬
‫‪ -‬ﻗﻳﺎﺱ ﺍﻷﺩﺍء‬ ‫‪ -‬ﺯﺑﺎﺋﻥ ﺩﺍﺧﻠﻳﻭﻥ‬ ‫)‪TQM (total quality management‬‬
‫‪ -‬ﺍﻟﻭﻗﺎﻳﺔ‬ ‫‪ -‬ﺇﺩﺍﺭﺓ ﺍﻟﻘﻳﺎﺩﺓ‬
‫ﺍﻟﻣﺻﺩﺭ‪ [12] :‬ﺹ ‪14‬‬
‫‪23‬‬

‫‪ :2-2-1-1‬ﺃﻫﻣﻳﺔ ﺍﻟﺟﻭﺩﺓ‬ ‫‪U‬‬

‫ﻫﻧﺎﻙ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻧﻘﺎﻁ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺄﻫﻣﻳﺔ ﺍﻟﺟﻭﺩﺓ ﻭﻓﻭﺍﺋﺩﻫﺎ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺅﺳﺳﺎﺕ ﺃﻭ ﺣﺗﻰ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﻭﻅﻔﻳﻬﺎ‬
‫ﻭﺯﺑﺎﺋﻧﻬﺎ‪ ،‬ﻭﻧﺣﺎﻭﻝ ﺃﻥ ﻧﻘﺩﻡ ﺃﻫﻡ ﻫﺫﻩ ﺍﻟﻧﻘﺎﻁ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -1‬ﺗﻭﺿﺢ ﺣﻠﻘﺔ ‪ (quality, satisfaction, Loyality, profit) QSLP‬ﺃﻫﻣﻳﺔ ﺍﻟﺟﻭﺩﺓ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬
‫]‪ [14‬ﻣﻭﻗﻊ ﺇﻟﻛﺗﺭﻭﻧﻲ‪.‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﻣﺻﺩﺭ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ :‬ﻋﻧﺩﻣﺎ ﺗﻌﺭﻑ ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﻧﻬﺎ ﺗﺣﻘﻳﻕ ﺗﻭﻗﻌﺎﺕ ﺍﻟﻌﻣﻳﻝ‪ ،‬ﻓﺈﻧﻬﺎ ﺗﺣﻘﻕ‬
‫ﺭﺿﺎ ﻭﺍﺭﺗﻳﺎﺣﺎ ﻛﺑﻳﺭﻳﻥ ﻟﻬﺫﺍ ﺍﻷﺧﻳﺭ‪ ،‬ﻭﻓﻲ ﺗﻘﻳﻳﻣﻪ ﻭﺣﻛﻣﻪ ﻋﻠﻰ ﺍﻟﺟﻭﺩﺓ ﻓﺈﻧﻪ ﺳﻭﻑ ﻳﻘﻭﻡ ﺑﻌﻣﻠﻳﺔ ﻣﻘﺎﺭﻧﺔ‬
‫ﺗﻭﻗﻌﺎﺗﻪ ﻣﻊ ﻣﺎ ﺗﺣﺻﻝ ﻋﻠﻳﻪ ﻓﻌﻼ ﻣﻥ ﺟﻭﺩﺓ‪.‬‬

‫‪ -‬ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻣﺻﺩﺭ ﻟﻭﻻﺋﻪ‪ :‬ﻳﻣﻳﻝ ﺍﻟﺯﺑﻭﻥ ﻋﺎﺩﺓ ﺇﻟﻰ ﺷﺭﺍء ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﺗﻲ ﺣﻘﻘﺕ ﺭﺿﺎﻩ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﻓﻬﻭ‬
‫ﻳﺳﺗﻔﻳﺩ ﻣﻥ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﺳﻭﻑ ﻳﺣﺗﺎﺟﻪ ﻟﻌﻣﻠﻳﺔ ﺗﻘﻳﻳﻡ ﺍﻟﺳﻠﻊ ﺍﻷﺧﺭﻯ ﻣﻥ ﺃﺟﻝ ﻋﻣﻠﻳﺔ ﺍﻟﺷﺭﺍء‪.‬‬

‫‪ -‬ﺍﻟﻭﻻء ﻣﺻﺩﺭ ﻟﺭﺑﺢ ﺍﻟﻣﺅﺳﺳﺔ‪ :‬ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﺗﻲ ﺃﺟﺭﻳﺕ ﺃﻫﻣﻳﺔ ﺍﻟﻭﻻء ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺗﺧﻔﻳﺽ ﺗﻛﺎﻟﻳﻑ ﺍﻟﺑﺣﺙ ﻋﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻭﻋﻣﻠﻳﺔ ﺇﻏﻭﺍﺋﻬﻡ ﻭﺇﻗﻧﺎﻋﻬﻡ ﻷﻥ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﺍﻟﺫﻱ ﻳﺄﺗﻲ‬
‫ﻟﻠﻣﺅﺳﺳﺔ‪.‬‬

‫‪ -‬ﻋﻣﻠﻳﺔ ﺍﺗﺻﺎﻝ ﻣﺟﺎﻧﻲ ﻟﻠﻣﺅﺳﺳﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ ﻳﻘﻭﻡ ﺑﻬﺎ ﺍﻟﺯﺑﻭﻥ ﺍﻟﺫﻱ ﻟﺩﻳﻪ ﻭﻻء )ﻋﻣﻠﻳﺔ ﻣﻥ ﺍﻟﻔﻡ‬
‫ﺇﻟﻰ ﺍﻷﺫﻥ(‪.‬‬

‫‪ -‬ﺍﺭﺗﻔﺎﻉ ﻣﺷﺗﺭﻳﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻟﺩﻳﻬﻡ ﻭﻻء ﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﻣﺅﺳﺳﺔ ﻭﺧﺩﻣﺎﺗﻬﺎ ﻭﻗﺩ ﺗﻣﺗﺩ ﻟﺷﺭﺍء‬
‫ﻣﻧﺗﺟﺎﺕ ﺃﺧﺭﻯ ﻓﻲ ﺍﻟﺗﺷﻛﻳﻠﺔ‪.‬‬

‫‪ -‬ﻗﺑﻭﻝ ﺃﺳﻌﺎﺭ ﻣﺭﺗﻔﻌﺔ ﻷﻧﻬﺎ ﺗﻌﺑﺭ ﻋﻥ ﺭﺿﺎﻩ ﻭﻭﻻﺋﻪ ﻟﻠﻌﻼﻣﺔ ﺍﻟﺗﺟﺎﺭﻳﺔ‪.‬‬

‫ﺷﻛﻝ)‪ :(1-1‬ﻧﻣﻭﺫﺝ ﺣﻠﻘﺔ ‪QSLP‬‬

‫اﳉﻮدة‬

‫‪4‬‬ ‫‪1‬‬
‫اﻟﺮﺑﺢ‬ ‫وﻻء اﻟﺰﺑﻮن‬ ‫رﺿﺎ اﻟﺰﺑﻮن‬
‫‪3‬‬ ‫‪2‬‬

‫ﺍﻟﻣﺻﺩﺭ‪[14] :‬‬
‫‪24‬‬

‫]‪[15‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻣﺎ ﺳﺑﻕ ﻳﻣﻛﻥ ﺃﻥ ﻧﺫﻛﺭ ﺑﻌﺽ ﺍﻟﻧﻘﺎﻁ ﺍﻷﺧﺭﻯ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺄﻫﻣﻳﺔ ﺍﻟﺟﻭﺩﺓ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﻣﻭﻗﻊ ﺍﻟﻛﺗﺭﻭﻧﻲ‪.‬‬

‫‪ -2‬ﺯﻳﺎﺩﺓ ﺍﻹﻧﺗﺎﺟﻳﺔ‪ :‬ﺇﻥ ﻋﻣﻠﻳﺔ ﻛﺷﻑ ﺍﻷﺧﻁﺎء ﺃﻭ ﺍﻟﻌﻳﻭﺏ ﻭﺇﻋﺎﺩﺓ ﺗﺻﻧﻳﻊ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﻣﺑﺎﻋﺔ ﻭﺍﻟﺗﻲ ﻳﻌﺎﺩ‬
‫ﺇﺭﺟﺎﻋﻬﺎ ﺑﺳﺑﺏ ﻋﺩﻡ ﺟﻭﺩﺗﻬﺎ‪ ،‬ﻳﻌﺗﺑﺭ ﺍﺳﺗﻧﺯﺍﻓﺎ ﻟﻺﻧﺗﺎﺟﻳﺔ‪ ،‬ﻟﻛﻥ ﻋﻧﺩﻣﺎ ﺗﻛﻭﻥ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﻣﺳﻭﻗﺔ ﺫﺍﺕ ﺟﻭﺩﺓ‬
‫ﻋﺎﻟﻳﺔ ﻓﻬﺫﺍ ﻳﻌﻧﻲ ﺃﻥ ﺍﻹﻧﺗﺎﺟﻳﺔ ﺍﻟﻛﻠﻳﺔ ﺳﻭﻑ ﺗﻧﻣﻭ ﺑﺷﻛﻝ ﺟﻳﺩ‪.‬‬

‫‪ -3‬ﺗﻘﻠﻳﻝ ﺍﻷﺧﻁﺎء ﻭﺍﻧﺧﻔﺎﺽ ﺍﻟﺗﻛﺎﻟﻳﻑ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺕ ﺍﻟﻣﺅﺳﺳﺔ ﺗﻧﺗﺞ ﻣﻧﺗﻭﺟﺎ ﺑﻐﺭﺽ ﺗﺳﻭﻳﻘﻪ‪ ،‬ﻓﺎﻟﺟﻭﺩﺓ‬
‫ﺍﻟﻌﺎﻟﻳﺔ ﺗﻌﻧﻲ ﺗﻘﻠﻳﺹ ﺣﺟﻡ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﻣﺳﺗﺭﺟﻌﺔ ﺑﻌﺩ ﺍﻟﺑﻳﻊ‪ ،‬ﺗﻘﻠﻳﺹ ﺍﻟﺿﻣﺎﻧﺎﺕ‪ ،‬ﺗﺻﻠﻳﺢ ﺃﻗﻝ ‪..‬ﺍﻟﺦ‪.‬‬

‫‪ -4‬ﺍﻟﺭﻓﻊ ﻣﻥ ﻣﻌﻧﻭﻳﺎﺕ ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ‪ :‬ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ ﺳﻭﻑ ﻳﻌﺎﻧﻲ ﻓﻲ ﺣﺎﻟﺔ ﻭﺟﻭﺩ ﺃﺧﻁﺎء ﻳﺗﻡ ﻛﺷﻔﻬﺎ ﺧﻼﻝ‬
‫ﺍﻟﻌﻣﻝ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﺳﻭﻑ ﻳﻛﻭﻥ ﻣﺣﺑﻁﺎ ﻋﻧﺩﻣﺎ ﻳﻘﻭﻡ ﺑﺈﻋﺎﺩﺓ ﺍﻟﻌﻣﻝ ﻣﺭﺓ ﺃﺧﺭﻯ ﻭﺭﺑﻣﺎ ﻣﺭﺍﺕ ﻋﺩﺓ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ‬
‫ﻣﻌﻧﻭﻳﺎﺕ ﺍﻟﻔﺭﻳﻕ ﻗﺩ ﺗﺭﺗﻔﻊ ﺃﻭ ﻋﻠﻰ ﺍﻷﻗﻝ ﺗﻛﻭﻥ ﺛﺎﺑﺗﺔ ﺇﺫﺍ ﻛﺎﻧﺕ ﺍﻷﻋﻣﺎﻝ ﺍﻟﻣﻧﺟﺯﺓ ﺗﺗﻡ ﺑﻁﺭﻳﻘﺔ ﺻﺣﻳﺣﺔ ﻣﻥ‬
‫ﺃﻭﻝ ﻣﺭﺓ ﺃﻭ ﺑﺄﻗﻝ ﺍﻷﺧﻁﺎء ﺍﻟﻣﻣﻛﻧﺔ‪.‬‬

‫‪ -5‬ﺍﻟﻣﺳﺎﻫﻣﺔ ﻓﻲ ﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺳﻣﻌﺔ ﺍﻟﻣﺅﺳﺳﺔ‪ :‬ﺣﻳﺙ ﻳﺻﺎﺣﺏ ﺗﻣﺗﻊ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺑﺎﻟﺟﻭﺩﺓ‬
‫ﺍﻟﻣﻁﻠﻭﺑﺔ ﺯﻳﺎﺩﺓ ﺛﻘﺔ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻣﻣﺎ ﻳﻧﻌﻛﺱ ﻓﻲ ﺍﺭﺗﻔﺎﻉ ﻣﺳﺗﻭﻯ ﺍﻟﻭﻻء ﻟﻣﻧﺗﺟﺎﺗﻬﺎ ﻭﺧﺩﻣﺎﺗﻬﺎ‪،‬‬
‫ﻭﻫﺫﺍ ﻳﻌﻧﻲ ﻧﻘﻝ ﺍﻻﻧﻁﺑﺎﻉ ﻟﺩﻯ ﺍﻵﺧﺭﻳﻥ ﺑﺄﻧﻬﺎ ﺍﻷﻓﺿﻝ ﻭﺍﻷﻛﺛﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺇﺷﺑﺎﻉ ﺍﻟﺭﻏﺑﺎﺕ ﻣﻣﺎ ﻳﺅﺩﻱ ﺇﻟﻰ‬
‫ﺯﻳﺎﺩﺓ ﺳﻣﻌﺔ ﺍﻟﻣﺅﺳﺳﺔ‪ [16] .‬ﺹ ‪349‬‬

‫‪ -6‬ﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﺍﻟﻘﺎﻧﻭﻧﻳﺔ ﻟﻠﺟﻭﺩﺓ‪ :‬ﺗﺯﺩﺍﺩ ﺑﺎﺳﺗﻣﺭﺍﺭ ﻋﺩﺩ ﺍﻟﻣﺣﺎﻛﻡ ﺍﻟﺗﻲ ﺗﺗﻭﻟﻰ ﺍﻟﻧﻅﺭ ﻭﺍﻟﺣﻛﻡ ﻓﻲ ﻗﺿﺎﻳﺎ‬
‫ﻣﺅﺳﺳﺎﺕ ﺗﻘﻭﻡ ﺑﺗﺻﻣﻳﻡ ﻣﻧﺗﺟﺎﺕ ﺃﻭ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﻏﻳﺭ ﺟﻳﺩﺓ ﻓﻲ ﺇﻧﺗﺎﺟﻬﺎ ﺃﻭ ﺗﻭﺯﻳﻌﻬﺎ‪ ،‬ﻟﺫﺍ ﻓﺈﻥ ﻛﻝ‬
‫ﻣﺅﺳﺳﺔ ﺻﻧﺎﻋﻳﺔ ﺃﻭ ﺧﺩﻣﻳﺔ ﺗﻛﻭﻥ ﻣﺳﺅﻭﻟﺔ ﻗﺎﻧﻭﻧﻳﺎ ﻋﻥ ﻛﻝ ﺿﺭﺭ ﻳﺻﻳﺏ ﺍﻟﺯﺑﻭﻥ ﻣﻥ ﺟﺭﺍء ﺍﺳﺗﺧﺩﺍﻣﻪ‬
‫ﻟﻬﺫﻩ ﺍﻟﻣﻧﺗﺟﺎﺕ‪ [17] .‬ﺹ ‪127‬‬

‫‪ -7‬ﺣﻣﺎﻳﺔ ﺍﻟﺯﺑﻭﻥ‪ :‬ﺇﻥ ﺗﻁﺑﻳﻕ ﺍﻟﺟﻭﺩﺓ ﻓﻲ ﺃﻧﺷﻁﺔ ﺍﻟﻣﺅﺳﺳﺔ ﻭﻭﺿﻊ ﻣﻭﺍﺻﻔﺎﺕ ﻗﻳﺎﺳﻳﺔ ﻓﻲ ﺣﻣﺎﻳﺔ ﺍﻟﺯﺑﻭﻥ‬
‫ﻣﻥ ﺍﻟﻐﺵ ﺍﻟﺗﺟﺎﺭﻱ ﻳﻌﺯﺯ ﺍﻟﺛﻘﺔ ﻓﻲ ﻣﻧﺗﺟﺎﺕ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻭﻋﻧﺩﻣﺎ ﻳﻛﻭﻥ ﻣﺳﺗﻭﻯ ﺍﻟﺟﻭﺩﺓ ﻣﻧﺧﻔﺿﺎ ﻳﺅﺩﻱ ﺇﻟﻰ‬
‫ﺇﺣﺟﺎﻡ ﺍﻟﺯﺑﻭﻥ ﻋﻥ ﻁﻠﺏ ﻣﻧﺗﺟﺎﺕ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻓﻌﺩﻡ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﻓﺷﻝ ﺍﻟﻣﻧﺗﻭﺝ ﻭﺳﺑﺏ ﺍﻧﺧﻔﺎﺽ‬
‫ﺍﻟﺟﻭﺩﺓ ﺃﻭ ﻋﺩﻡ ﺟﻭﺩﺓ ﺍﻟﻣﻭﺍﺻﻔﺎﺕ ﺍﻟﻣﻭﺿﻭﻋﺔ ﺃﺩﻯ ﺇﻟﻰ ﻅﻬﻭﺭ ﺟﻣﺎﻋﺎﺕ ﺣﻣﺎﻳﺔ ﺍﻟﺯﺑﻭﻥ ﻭﺇﺭﺷﺎﺩﻩ ﺇﻟﻰ‬
‫ﺃﻓﺿﻝ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻷﻛﺛﺭ ﺟﻭﺩﺓ ﻭﺃﻣﺎﻧﺎ‪ [18] .‬ﺹ ‪30‬‬
‫‪25‬‬

‫‪ :2-1‬ﻣﺎﻫﻳﺔ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﺃﺻﺑﺢ ﻗﻁﺎﻉ ﺍﻟﺧﺩﻣﺎﺕ ﻳﻛﺗﺳﺏ ﻣﺭﻛﺯﺍ ﻫﺎﻣﺎ ﻓﻲ ﺍﻗﺗﺻﺎﺩﻳﺎﺕ ﺍﻟﺩﻭﻝ ﺍﻟﻣﺗﻁﻭﺭﺓ ﻭﺣﺗﻰ ﺍﻟﺩﻭﻝ ﻏﻳﺭ‬
‫ﺍﻟﻣﺗﻁﻭﺭﺓ‪ ،‬ﻧﻅﺭﺍ ﻟﻘﺩﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺗﻘﻠﻳﺹ ﻣﻥ ﺣﺩﺓ ﺍﻟﺑﻁﺎﻟﺔ‪ ،‬ﻭﺗﻭﻓﻳﺭ ﻣﻧﺎﺻﺏ ﺷﻐﻝ ﺑﺻﻔﺔ ﻛﺑﻳﺭﺓ ﻫﺫﺍ‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻣﺳﺎﻫﻣﺗﻪ ﻓﻲ ﺗﻁﻭﻳﺭ ﺍﻗﺗﺻﺎﺩﻳﺎﺕ ﺍﻟﺩﻭﻝ ﺍﻟﺗﻲ ﺗﻬﺗﻡ ﺑﻬﺫﺍ ﺍﻟﻘﻁﺎﻉ ﺍﻟﻬﺎﻡ ﻭﻧﺣﺎﻭﻝ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻟﻣﺑﺣﺙ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﻛﻝ ﻣﺎ ﻳﺗﻌﻠﻕ ﺑﻣﻔﻬﻭﻡ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ :1-2-1‬ﻣﻔﻬﻭﻡ ﺍﻟﺧﺩﻣﺔ ﻭﺧﺻﺎﺋﺻﻬﺎ‬ ‫‪U‬‬

‫ﻻﺷﻙ ﺃﻥ ﺍﻟﺧﺩﻣﺔ ﺗﺧﺗﻠﻑ ﻛﺛﻳﺭﺍ ﻋﻥ ﺍﻟﻣﻧﺗﺞ ﺑﺎﻋﺗﺑﺎﺭ ﺃﻥ ﺍﻟﻣﻧﺗﺞ ﻣﺎﺩﻱ ﻓﻲ ﺣﻳﻥ ﺍﻟﺧﺩﻣﺔ ﺷﻲء ﻏﻳﺭ ﻣﺎﺩﻱ‬
‫ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻣﻥ ﺍﺭﺗﺑﺎﻁﻬﺎ ﺑﻣﻧﺗﻭﺝ ﻣﺎﺩﻱ ﺃﺣﻳﺎﻧﺎ‪ ،‬ﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﺃﻫﻡ‬
‫ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﺧﺩﻣﺔ ﻭ ﺃﻫﻡ ﺧﺻﺎﺋﺻﻬﺎ‪.‬‬

‫‪ :1-1-2-1‬ﺗﻌﺭﻳﻑ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﻟﻘﺩ ﺗﻌﺩﺩﺕ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﻣﻔﻬﻭﻡ ﺍﻟﺧﺩﻣﺔ ﺑﺗﻌﺩﺩ ﺍﻟﺯﻭﺍﻳﺎ ﺍﻟﺗﻲ ﻳﻧﻅﺭ ﺇﻟﻳﻬﺎ ﻣﻧﻬﺎ ﻭﻳﻣﻛﻥ ﺃﻥ ﻧﺫﻛﺭ ﺃﻫﻡ‬
‫ﻫﺫﻩ ﺍﻟﺗﻌﺎﺭﻳﻑ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -1‬ﺗﻌﺭﻳﻑ ﺍﻟﺟﻣﻌﻳﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﺳﻭﻳﻕ ) ‪ ":(AMA‬ﺍﻟﻧﺷﺎﻁﺎﺕ ﻭﺍﻟﻣﻧﺎﻓﻊ ﺍﻟﺗﻲ ﺗﻌﺭﺽ ﻟﻠﺑﻳﻊ ﺃﻭ ﺍﻟﺗﻲ‬
‫ﺗﻌﺭﺽ ﻻﺭﺗﺑﺎﻁﻬﺎ ﺑﺳﻠﻌﺔ ﺃﺧﺭﻯ"‪ [19] .‬ﺹ ‪4‬‬

‫∗‬
‫‪TP0F‬‬ ‫‪،servuction‬‬
‫‪P1T‬‬ ‫‪ -2‬ﺗﻌﺭﻳﻑ ) ‪ " :(Eiglier et Al 1997‬ﺍﻟﺧﺩﻣﺔ ﻫﻲ ﻧﺗﻳﺟﺔ ﺃﻭ ﻣﺧﺭﺟﺎﺕ ﻧﻅﺎﻡ‬
‫ﻭﺑﻣﻌﻧﻰ ﺁﺧﺭ ﻫﻲ ﻧﺗﻳﺟﺔ ﺗﻔﺎﻋﻝ ﺑﻳﻥ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺎﺩﻳﺔ‪ ،‬ﺍﻷﻓﺭﺍﺩ ﻭ ﺍﻟﺯﺑﻭﻥ"‪ [20] .‬ﺹ ‪2‬‬

‫ﻫﺫﺍ ﺍﻟﺗﻌﺭﻳﻑ ﻳﻭﺿﺢ ﺃﻥ ﺍﻟﺧﺩﻣﺔ ﻳﻣﻛﻥ ﺃﻥ ﻳﺗﺣﺻﻝ ﻋﻠﻳﻬﺎ ﺍﻟﺯﺑﻭﻥ ﻣﻥ ﺧﻼﻝ ﺗﻔﺎﻋﻠﻪ ﺍﻟﺷﺧﺻﻲ ﻣﻊ ﻣﺧﺗﻠﻑ‬
‫ﻋﻧﺎﺻﺭ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺗﻲ ﺗﻘﺩﻡ ﻟﻪ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ -3‬ﺗﻌﺭﻳﻑ )‪ " : (Kotler‬ﺍﻟﺧﺩﻣﺔ ﻫﻲ ﻛﻝ ﺗﺻﺭﻑ ﺃﻭ ﺃﺩﺍء ﻳﻣﻛﻥ ﺃﻥ ﻳﻘﺩﻣﻬﺎ ﻁﺭﻑ ﺇﻟﻰ ﻁﺭﻑ ﺁﺧﺭ‪،‬‬
‫ﻭﺗﻛﻭﻥ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺔ ﺃﺳﺎﺳﺎ ﻏﻳﺭ ﻣﻠﻣﻭﺳﺔ ﻭﻻ ﻳﻧﺗﺞ ﻋﻥ ﺍﻧﺗﻘﺎﻟﻬﺎ ﺃﻱ ﻣﻠﻛﻳﺔ ﺧﺎﺻﺔ ﻋﻠﻰ ﺍﻹﻁﻼﻕ‪ ،‬ﺣﻳﺙ‬
‫ﺇﻧﺗﺎﺝ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺔ ﻗﺩ ﻳﻛﻭﻥ ﻣﺭﺗﺑﻁﺎ ﺑﻣﻧﺗﻭﺝ ﻣﺎﺩﻱ ﺃﻭ ﻻ ﻳﻛﻭﻥ"‪ [21] .‬ﺹ ‪10‬‬

‫‪ -4‬ﺗﻌﺭﻳﻑ )‪" :(shostack‬ﻣﻳﺯﺕ ﺑﻳﻥ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺟﻭﻫﺭ )‪ (core service‬ﻭ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺣﻳﻁﺔ‬
‫ﺑﻬﺫﺍ ﺍﻟﺟﻭﻫﺭ)‪ (supplementary services‬ﺣﻳﺙ ﺗﻘﻭﻝ ﺃﻥ ﻫﺫﺍ ﺍﻟﺗﻣﻳﻳﺯ ﻫﻭ ﺃﺳﺎﺱ ﻳﻣﻛﻥ ﺍﻻﻋﺗﻣﺎﺩ‬

‫∗ ‪ :Servuction‬ﻧﻅﺎﻡ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ ﻭﻫﻭ ﺍﺗﺳﺎﻕ ﺟﻣﻳﻊ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺎﺩﻳﺔ ﻭﺍﻟﺑﺷﺭﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺗﺣﻘﻳﻕ ﺧﺩﻣﺔ ﻟﻠﺯﺑﺎﺋﻥ ﺗﻛﻭﻥ‬
‫ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺟﻭﺩﺓ ﺣﻳﻧﻬﺎ ﻣﺣﺩﺩﺓ‪.‬‬
‫‪26‬‬

‫)‪ (offering service‬ﻫﻭ ﻋﺑﺎﺭﺓ ﻋﻥ‬ ‫ﻋﻠﻳﻪ ﻓﻲ ﺗﻌﺭﻳﻑ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻓﺎﻟﺟﻭﻫﺭ ﻓﻲ ﻋﺭﺽ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻣﺧﺭﺟﺎﺕ ﺍﻟﺿﺭﻭﺭﻳﺔ ﻟﻣﺅﺳﺳﺔ ﺍﻟﺧﺩﻣﺔ ﻭﺍﻟﺗﻲ ﺗﺳﺗﻬﺩﻑ ﺗﻘﺩﻳﻡ ﻣﻧﺎﻓﻊ ﻏﻳﺭ ﻣﻠﻣﻭﺳﺔ ﻳﺗﻁﻠﻊ ﺇﻟﻳﻬﺎ ﺍﻟﺯﺑﺎﺋﻥ"‬
‫]‪ [22‬ﺹ ‪64‬‬

‫ﺗﻛﻣﻥ ﺃﻫﻣﻳﺔ ﻫﺫﺍ ﺍﻟﺗﻌﺭﻳﻑ ﺃﻧﻪ ﻳﻘﺎﺭﻥ ﺑﻳﻥ ﺍﻟﺳﻠﻊ ﺍﻟﻣﺎﺩﻳﺔ ﻭﺍﻟﺧﺩﻣﺔ ﻓﺈﺫﺍ ﻛﺎﻧﺕ ﺍﻟﺟﻭﺍﻧﺏ ﻏﻳﺭ ﺍﻟﻣﻠﻣﻭﺳﺔ ﻫﻲ‬
‫ﺍﻟﺳﺎﺋﺩﺓ ﻓﻲ ﺍﻟﻌﺭﺽ ﻓﺈﻥ ﺫﻟﻙ ﻳﻌﻧﻲ ﺃﻧﻬﺎ ﺧﺩﻣﺔ ﺃﻛﺛﺭ ﻣﻣﺎ ﻫﻲ ﺳﻠﻌﺔ ﻭﺍﻟﻌﻛﺱ ﺻﺣﻳﺢ‪.‬‬

‫‪ -5‬ﻭﻫﻧﺎﻙ ﺗﻌﺭﻳﻑ ﺁﺧﺭ ﻳﺭﺑﻁﻬﺎ ﺑﺎﻟﻘﻳﻣﺔ ﺍﻟﻣﺿﺎﻓﺔ " ﺍﻟﺧﺩﻣﺔ ﻫﻲ ﻛﻝ ﺍﻷﻧﺷﻁﺔ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﺍﻟﺗﻲ ﻣﺧﺭﺟﺎﺗﻬﺎ‬
‫ﻟﻳﺳﺕ ﻣﻧﺗﺟﺎﺕ ﻣﺎﺩﻳﺔ‪ ،‬ﻭﻫﻲ ﺑﺷﻛﻝ ﻋﺎﻡ ﺗﺳﺗﻬﻠﻙ ﻋﻧﺩ ﻭﻗﺕ ﺇﻧﺗﺎﺟﻬﺎ‪ ،‬ﻭﺗﻘﺩﻡ ﻗﻳﻣﺔ ﻣﺿﺎﻓﺔ ) ﻛﺎﻟﺭﺍﺣﺔ‪،‬‬
‫ﺍﻟﺗﺳﻠﻳﺔ‪ ،‬ﺍﻷﻣﻥ‪...‬ﺍﻟﺦ(‪ [23] .‬ﺹ ‪01‬‬

‫ﻭﻳﻣﻛﻥ ﺃﻥ ﻧﻘﺩﻡ ﺍﻟﺗﻌﺭﻳﻑ ﺍﻟﺗﺎﻟﻲ ﻛﺧﻼﺻﺔ ﻟﻠﺗﻌﺎﺭﻳﻑ ﺍﻟﺳﺎﺑﻘﺔ " ﺍﻟﺧﺩﻣﺔ ﻫﻲ ﻣﻧﻔﻌﺔ ﺃﻭ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻣﻧﺎﻓﻊ‬
‫ﻳﺗﺣﺻﻝ ﻋﻠﻳﻬﺎ ﻁﺭﻑ ﻣﺎ ﻣﻥ ﺧﻼﻝ ﺗﻔﺎﻋﻠﻪ ﻣﻊ ﻁﺭﻑ ﺁﺧﺭ ﺃﻭ ﻋﺩﺓ ﺃﻁﺭﺍﻑ ﺃﺧﺭﻯ‪ ،‬ﺣﻳﺙ ﺃﻥ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺔ‬
‫ﻻ ﻳﻣﻛﻥ ﻟﻣﺳﻬﺎ ‪،‬ﻟﻛﻥ ﻗﺩ ﺗﺭﺗﺑﻁ ﺑﺟﻭﺍﻧﺏ ﻣﺎﺩﻳﺔ ﺃﺛﻧﺎء ﺍﻟﺣﺻﻭﻝ ﻋﻠﻳﻬﺎ‪ ،‬ﻛﻣﺎ ﺃﻧﻬﺎ ﻏﻳﺭ ﻗﺎﺑﻠﺔ ﻟﻠﺗﻣﻠﻙ‪ ،‬ﻭﻳﻌﺗﺑﺭ‬
‫ﺍﻟﺣﺻﻭﻝ ﻋﻠﻳﻬﺎ ﻭﺍﺳﺗﻌﻣﺎﻟﻬﺎ ﺣﻼ ﻟﻣﺷﺎﻛﻝ ﻣﻌﻳﻧﺔ ) ﺍﻟﺧﺩﻣﺔ ﺗﻘﺩﻡ ﺣﻠﻭﻻ ﻟﻣﺷﺎﻛﻝ ﻣﻌﻳﻧﺔ(‪.‬‬

‫‪ :2-1-2-1‬ﺧﺻﺎﺋﺹ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﺗﺗﻣﺗﻊ ﺍﻟﺧﺩﻣﺎﺕ ﺑﻌﺩﺩ ﻣﻥ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺗﻲ ﺗﻣﻳﺯﻫﺎ ﻋﻥ ﺍﻟﺳﻠﻊ ﻭﺗﺅﺛﺭ ﻋﻠﻰ ﺃﺳﻠﻭﺏ ﺗﺳﻭﻳﻘﻬﺎ‪ ،‬ﻭﻟﻘﺩ ﺃﺟﻣﻊ‬
‫ﻋﺩﺩ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻋﻠﻰ ﺃﻥ ﻫﺫﻩ ﺍﻟﺧﺻﺎﺋﺹ ﻻ ﺗﺧﺭﺝ ﻓﻲ ﻛﻝ ﺍﻷﺣﻭﺍﻝ ﻋﻥ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫‪ -1‬ﺍﻟﻼﻣﻠﻣﻭﺳﻳﺔ‪ :(Intangibility ) :‬ﻋﺩﻡ ﻗﺎﺑﻠﻳﺔ ﺍﻟﺧﺩﻣﺔ ﻟﻠﻣﺱ ﻫﻲ ﺍﻟﺻﻔﺔ ﺍﻟﺭﺋﻳﺳﺔ ﺍﻟﺗﻲ ﺗﻣﻳﺯﻫﺎ ﻋﻥ‬
‫ﺍﻟﺳﻠﻌﺔ‪ ،‬ﻓﺎﻟﺧﺩﻣﺎﺕ ﻻ ﻳﻣﻛﻥ ﺭﺅﻳﺗﻬﺎ‪ ،‬ﻟﻣﺳﻬﺎ‪ ،‬ﺗﺫﻭﻗﻬﺎ ﻗﺑﻝ ﺷﺭﺍﺋﻬﺎ‪ .‬ﻓﺎﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻣﺷﺎﻛﻝ ﺍﻟﺗﻲ ﻳﻭﺍﺟﻬﻬﺎ‬
‫ﺗﺳﻭﻳﻕ ﺍﻟﺧﺩﻣﺎﺕ ﺭﺍﺟﻊ ﺇﻟﻰ ﻫﺫﻩ ﺍﻟﺧﺎﺻﻳﺔ‪ [24] .‬ﺹ ‪14‬‬

‫ﻻ ﺗﻭﺟﺩ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ ﺧﻭﺍﺹ ﻣﺎﺩﻳﺔ ﻣﻠﻣﻭﺳﺔ ﻳﻣﻛﻥ ﺃﻥ ﻳﻌﺗﻣﺩ ﻋﻠﻳﻬﺎ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﺍﻟﺗﺣﻘﻕ ﻣﻥ ﺍﻟﻣﺯﺍﻋﻡ‬
‫ﺍﻹﻋﻼﻧﻳﺔ ﻗﺑﻝ ﺍﻟﺷﺭﺍء‪ ،‬ﺑﻳﻧﻣﺎ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﻣﻌﻧﻭﻳﺔ ) ﻏﻳﺭ ﺍﻟﻣﺎﺩﻳﺔ( ﺍﻟﻣﺣﺩﺩﺓ ﻟﻠﺧﺩﻣﺎﺕ ﻣﺛﻝ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‪،‬‬
‫ﺍﻫﺗﻣﺎﻡ ﺍﻟﻣﻭﻅﻔﻳﻥ‪ ،‬ﻭﻣﻌﺎﻣﻠﺗﻬﻡ ﺍﻟﻭﺩﻭﺩﺓ‪ ...‬ﺍﻟﺦ‪ ،‬ﻻ ﻳﻣﻛﻥ ﺍﻟﺗﺣﻘﻕ ﻣﻧﻬﺎ ﺇﻻ ﺑﻌﺩ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺔ ﻭ‬
‫ﺍﺳﺗﻌﻣﺎﻟﻬﺎ‪ [25] .‬ﺹ ‪45‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﺗﻲ ﻗﺎﻡ ﺑﻬﺎ ﻋﺩﺩ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻳﻣﻛﻥ ﺃﻥ ﻧﺫﻛﺭ ﺃﻫﻡ ﺍﻟﻣﺷﺎﻛﻝ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺧﺎﺻﻳﺔ‬
‫ﺍﻟﻼﻣﻠﻣﻭﺳﻳﺔ ﻛﻣﺎ ﻳﻠﻲ‪ [26] :‬ﺹ ‪181‬‬

‫‪ -‬ﻋﺩﻡ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﺗﺟﻌﻝ ﺍﻟﺯﺑﻭﻥ ﻳﺷﻌﺭ ﺑﺎﻟﺧﻁﺭ) ﻋﺩﻡ ﺍﻷﻣﺎﻥ(‪.‬‬

‫‪27‬‬

‫‪ -‬ﻻ ﺗﺳﻣﺢ ﻟﻠﺯﺑﺎﺋﻥ ﺑﺗﺷﻛﻳﻝ ﺃﻭ ﺗﺣﺩﻳﺩ ﺗﻭﻗﻌﺎﺗﻬﻡ ﻧﺣﻭ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ -‬ﺗﺟﺑﺭ ﻛﻝ ﺯﺑﻭﻥ ﻋﻠﻰ ﺗﺷﻛﻳﻝ ﺣﺎﻟﺔ ﻧﻔﺳﻳﺔ ﺧﺎﺻﺔ‪.‬‬

‫ﻭﺍﻟﺷﻛﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ ﺁﺛﺎﺭ ﻋﺩﻡ ﻗﺎﺑﻠﻳﺔ ﺍﻟﺧﺩﻣﺔ ﻟﻠﻣﺱ‪:‬‬

‫ﺷﻛﻝ)‪ :(2 -1‬ﺑﻌﺽ ﺁﺛﺎﺭ ﺍﻟﻼﻣﻠﻣﻭﺳﻳﺔ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ‬

‫ﻻ ﻣﻠﻤﻮﺳﻴﺔ اﳋﺪﻣﺎت‬

‫ﺗﺆدي ﺑﺎﻟﺰﺑﺎﺋﻦ إﱃ‬

‫ﻣﻮاﺟﻬﺔ ﺻﻌﻮﺑﺔ ﰲ ﺗﻘﻴﻴﻢ اﳋﺪﻣﺎت اﳌﻨﺎﻓﺴﺔ‪.‬‬

‫إدراك وﺟﻮد ﻣﺴﺘﻮﻳﺎت ﻣﺮﺗﻔﻌﺔ ﻟﻠﻤﺨﺎﻃﺮة‪.‬‬

‫اﻟﱰﻛﻴﺰ ﺑﺸﺪة ﻋﻠﻰ ﻣﺼﺎدر اﳌﻌﻠﻮﻣﺎت اﻟﺸﺨﺼﻴﺔ‬

‫اﲣﺎذ اﻟﺴﻌﺮ أﺳﺎﺳﺎ ﻟﺘﻘﻴﻴﻢ اﳉﻮدة‪.‬‬

‫ﻳﻨﺘﺞ ﻋﻨﻬﺎ اﺳﺘﺠﺎﺑﺔ اﻹدارة ﻣﻦ ﺧﻼل‬

‫‪ -‬ﺗﻘﻠﻴﻞ ﺗﻌﻘﻴﺪ اﳋﺪﻣﺎت‪.‬‬
‫‪ -‬اﻟﺘﺸﺪﻳﺪ ﻋﻠﻰ اﻟﺪﻻﺋﻞ اﳌﺎدﻳﺔ‪.‬‬
‫‪ -‬ﺗﺴﻬﻴﻞ اﻟﺘﻮﺻﻴﺔ اﻟﺸﻔﻬﻴﺔ‪.‬‬
‫اﳋﺪﻣﺎت‪.‬‬ ‫اﻟﱰﻛﻴﺰ ﻋﻠﻰ ﺟﻮدة‬ ‫‪-‬‬

‫ﺍﻟﻣﺻﺩﺭ‪ [25] :‬ﺹ ‪45‬‬

‫‪ -2‬ﺍﻟﺗﻼﺯﻣﻳﺔ‪ :(Inseparability ) :‬ﺧﺎﺻﻳﺔ ﺍﻟﺗﻼﺯﻣﻳﺔ ﺗﻣﺛﻝ ﺗﻛﺛﻳﻑ ﻣﻌﻳﺎﺭﻱ " ﺍﻟﻧﺎﺱ ﺟﺯء ﻣﻥ‬
‫ﺍﻟﻣﻧﺗﻭﺝ" ﻭ" ﺯﻳﺎﺩﺓ ﻣﺷﺎﺭﻛﺔ ﺍﻟﺯﺑﺎﺋﻥ"‪ ،‬ﻣﻌﻧﺎﻩ ﺃﻥ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ ﻳﺟﺏ ﻋﻠﻰ ﺍﻟﻣﻧﺗﺞ ﻭﺍﻟﺯﺑﻭﻥ ﺃﻥ ﻳﺗﻔﺎﻋﻼ ﻣﻌﺎ‬
‫ﻭﻓﻲ ﺁﻥ ﻭﺍﺣﺩ ﻣﻥ ﺃﺟﻝ ﺇﺗﻣﺎﻡ ﻋﻣﻠﻳﺔ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﻋﻠﻰ ﻏﻳﺭ ﺍﻟﺳﻠﻊ ﻓﺈﻥ ﺍﻟﺧﺩﻣﺎﺕ ﻻ ﻳﻣﻛﻥ ﻟﻬﺎ ﺃﻥ ﺗﻧﺗﺞ‬
‫ﺑﻌﻳﺩﺍ ﺃﻭ ﺑﺩﻭﻥ ﺍﻧﻘﻁﺎﻉ‪ [27] .‬ﺹ ‪06‬‬

‫ﺍﻟﺗﻼﺯﻣﻳﺔ ﺗﺷﻳﺭ ﺇﻟﻰ ﺩﺭﺟﺔ ﺍﻟﺗﺭﺍﺑﻁ ﺑﻳﻥ ﺍﻟﺧﺩﻣﺔ ﻭﺑﻳﻥ ﺍﻟﺷﺧﺹ ﺍﻟﺫﻱ ﻳﺗﻭﻟﻰ ﺗﻘﺩﻳﻣﻬﺎ‪ ،‬ﻭﺍﻟﻣﺳﺗﻔﻳﺩ ﻣﻥ‬
‫ﺍﻟﺧﺩﻣﺔ‪ [22] .‬ﺹ ‪92‬‬
‫‪28‬‬

‫ﺇﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺳﻳﺗﺣﺩﺩﺍﻥ ﺑﺷﻛﻝ ﻛﺑﻳﺭ ﻋﻠﻰ ﻣﺎ ﻳﺣﺩﺙ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺣﻘﻳﻘﻲ ‪( the real‬‬
‫)‪ time‬ﺃﻱ ﻭﻗﺕ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﺑﻣﺎ ﻓﻲ ﺫﻟﻙ ﺗﺻﺭﻓﺎﺕ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺃﺛﻧﺎء ﻭﻗﺕ ﺍﻟﺗﻔﺎﻋﻝ ﺑﻳﻥ ﻣﻭﻅﻔﻲ‬
‫ﺍﻟﻣﺅﺳﺳﺔ ﻭﺍﻟﺯﺑﺎﺋﻥ‪ [28] .‬ﺹ ‪04‬‬

‫ﻭﺍﻟﺷﻛﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ ﺁﺛﺎﺭ ﻋﺩﻡ ﻗﺎﺑﻠﻳﺔ ﺍﻟﺧﺩﻣﺔ ﻟﻠﻔﺻﻝ‪:‬‬

‫ﺷﻛﻝ)‪ :(3 -1‬ﺑﻌﺽ ﺁﺛﺎﺭ ﺍﻟﺗﻼﺯﻣﻳﺔ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ‬

‫ﻋﺪم ﻗﺎﺑﻠﻴﺔ ﻓﺼﻞ اﳋﺪﻣﺎت‪.‬‬

‫ﺗﺆدي ﺑﺎﻟﺰﺑﺎﺋﻦ إﱃ‬

‫اﻻﺷﱰاك ﰲ إﻧﺘﺎج اﳋﺪﻣﺔ‪.‬‬

‫اﻻﺷﱰاك ﰲ اﺳﺘﻬﻼك اﳋﺪﻣﺔ ﻣﻊ ﻣﺴﺘﻬﻠﻜﲔ‬

‫آﺧﺮﻳﻦ‪.‬‬

‫اﻻﺿﻄﺮار ﻏﺎﻟﺒﺎ ﻟﻼﻧﺘﻘﺎل إﱃ ﻧﻘﻄﺔ إﻧﺘﺎج اﳋﺪﻣﺔ‪.‬‬

‫ﻳﻨﺘﺞ ﻋﻨﻬﺎ اﺳﺘﺠﺎﺑﺔ اﻹدارة ﻣﻦ ﺧﻼل‬

‫‪ -‬ﳏﺎوﻻت ﻓﺼﻞ اﻹﻧﺘﺎج ﻋﻦ اﻻﺳﺘﻬﻼك‪.‬‬
‫‪ -‬إدارة اﻟﺘﻔﺎﻋﻞ ﺑﲔ اﳌﺴﺘﻬﻠﻚ واﳌﻨﺘﺞ‪.‬‬
‫‪ -‬ﲢﺴﲔ ﻧﻈﻢ ﺗﻘﺪﱘ اﳋﺪﻣﺎت‪.‬‬

‫ﺍﻟﻣﺻﺩﺭ‪ ، [25]:‬ﺹ ‪.47‬‬

‫‪ -3‬ﺍﻟﻘﺎﺑﻠﻳﺔ ﻟﻠﺗﻠﻑ ) ‪ :(Perishability‬ﺗﺷﺭﺡ ﻗﺎﺑﻠﻳﺔ ﺍﻟﺧﺩﻣﺔ ﻟﻠﺗﻠﻑ‪ ،‬ﻛﻡ ﻣﻥ ﺍﻟﻭﻗﺕ ﻳﻣﻛﻥ ﻟﻠﺳﻠﻌﺔ ﺃﻥ‬
‫ﺗﺧﺯﻥ‪ ،‬ﻓﻌﻠﻰ ﻋﻛﺱ ﺫﻟﻙ ﻻ ﻳﻣﻛﻥ ﻟﻠﺧﺩﻣﺔ ﺃﻥ ﺗﺣﻔﻅ ﺃﻭ ﺗﺧﺯﻥ ﻣﻥ ﺃﺟﻝ ﺇﻋﺎﺩﺓ ﺍﺳﺗﻌﻣﺎﻟﻬﺎ ﻻﺣﻘﺎ‪ ،‬ﻛﻣﺎ ﻻ‬
‫ﻳﻣﻛﻥ ﺇﻋﺎﺩﺓ ﺑﻳﻌﻬﺎ ﺃﻭ ﺇﺭﺟﺎﻋﻬﺎ‪ .‬ﻓﻌﺩﻡ ﺣﺿﻭﺭ ﺍﻟﺯﺑﺎﺋﻥ ﺇﻟﻰ ﺍﻟﻣﻛﺗﺑﺔ ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ ﻳﺟﻌﻝ ﻣﻥ ﺍﻟﺧﺩﻣﺔ‬
‫ﺑﻼ ﻣﻌﻧﻰ‪ [29] .‬ﺹ ‪14‬‬
‫‪29‬‬

‫ﺍﻟﻣﻧﻔﻌﺔ ﻣﻥ ﺍﺳﺗﺧﺩﺍﻡ ﺳﻳﺎﺭﺓ ﺍﻟﻧﻘﻝ ﺍﻟﻣﺅﺟﺭﺓ ﻭﺑﺳﻌﺭ ﻣﻌﻳﻥ ﻫﻲ ﺍﻻﻧﺗﻘﺎﻝ ﻣﻥ ﻣﻛﺎﻥ ﺇﻟﻰ ﺁﺧﺭ ﺧﻼﻝ ﻓﺗﺭﺓ‬
‫ﺯﻣﻧﻳﺔ ﻣﻌﻳﻧﺔ‪ ،‬ﻟﻛﻥ ﻋﻘﺏ ﻫﺫﻩ ﺍﻟﻔﺗﺭﺓ ﻭﺑﻣﻐﺎﺩﺭﺓ ﺍﻟﺳﻳﺎﺭﺓ ﺩﻭﻥ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻓﺈﻥ ﺍﻟﻣﻧﻔﻌﺔ ﻻ ﺗﻅﻬﺭ ﻟﻬﺎ ﺃﻱ ﺃﺛﺭ‬
‫ﻳﺫﻛﺭ ﻭﻋﻠﻰ ﺍﻟﻣﺳﺎﻓﺭ ﺍﻻﻧﺗﻅﺎﺭ ﻣﺛﻼ ﻟﻣﻭﻋﺩ ﺍﻟﺳﻳﺎﺭﺓ ﺍﻟﻘﺎﺩﻡ ﻭﺑﻭﻗﺕ ﻗﺩ ﻻ ﻳﻧﺎﺳﺑﻪ‪ [30] .‬ﺹ ‪44‬‬

‫ﻭﺍﻟﺷﻛﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻳﻭﺿﺢ ﻣﺳﺑﺑﺎﺕ ﻭﻋﻭﺍﻗﺏ ﺻﻔﺔ ﺍﻟﻘﺎﺑﻠﻳﺔ ﻟﻠﺗﻠﻑ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ‪:‬‬

‫ﺷﻛﻝ)‪ :(4 1‬ﻣﺳﺑﺑﺎﺕ ﻭﻋﻭﺍﻗﺏ ﻗﺎﺑﻠﻳﺔ ﺗﻠﻑ ﺍﻟﺧﺩﻣﺔ‬

‫‪ -‬ﻋﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺗﺧﺯﻳﻥ ﺍﻟﺧﺩﻣﺎﺕ ‪.‬‬

‫ﺗﺅﺩﻱ ﺇﻟﻰ‬ ‫‪ -‬ﺗﻘﻠﺏ ﻭﺗﺫﺑﺫﺏ ﺃﻧﻣﺎﻁ ﺍﻟﻁﻠﺏ ‪.‬‬

‫‪ -‬ﻋﺩﻡ ﻣﺭﻭﻧﺔ ﺍﻟﻁﻠﺏ ﻋﻠﻰ ﺍﻟﻣﺩﻯ ﺍﻟﻘﺻﻳﺭ‬

‫ﻗﺎﺑﻠﻴﺔ ﺗﻠﻒ اﳋﺪﻣﺔ‬

‫‪.‬‬

‫ﻳﻧﺗﺞ ﻋﻧﻪ‬

‫‪ -‬ﺑﺭﻭﺯ ﻣﺷﺎﻛﻝ ﺣﻳﻧﻣﺎ ﻳﻛﻭﻥ ﻣﻥ ﺍﻟﺻﻌﺏ ﺍﻟﺗﻧﺑﺅ ﺑﺎﻟﻁﻠﺏ‪.‬‬

‫‪ -‬ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺎﺕ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻣﻧﺎﺳﺏ ﺑﺎﻟﺿﺑﻁ‪.‬‬

‫ﺍﻟﻣﺻﺩﺭ‪ ، [25]:‬ﺹ‪ ،50‬ﺑﺗﺻﺭﻑ‪.‬‬

‫‪ -4‬ﻗﺎﺑﻠﻳﺔ ﺍﻟﺗﻐﻳﻳﺭ ) ‪ :(Variability‬ﻋﺩﻡ ﺍﻟﺗﺟﺎﻧﺱ ﻳﻌﻛﺱ ﺇﻣﻛﺎﻧﻳﺔ ﺍﻟﺗﻔﺎﻭﺕ ﺍﻟﻛﺑﻳﺭ ﻓﻲ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺎﺕ‪،‬‬
‫ﻭﻫﺫﻩ ﻣﺷﻛﻠﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺧﺩﻣﺎﺕ ﺫﺍﺕ ﻣﺣﺗﻭﻯ ﻋﺎﻝ ﻣﻥ ﺍﻟﻌﻣﻝ‪ ،‬ﻓﺗﺳﻠﻳﻡ ﺃﻭ ﺃﺩﺍء ﺍﻟﺧﺩﻣﺔ ﻳﺗﻡ ﻣﻥ‬
‫ﻁﺭﻑ ﻋﺩﺓ ﺃﺷﺧﺎﺹ ﻭﺃﺩﺍء ﺍﻷﺷﺧﺎﺹ ﻳﺧﺗﻠﻑ ﻣﻥ ﻳﻭﻡ ﻷﺧﺭ‪ [31] .‬ﺹ ‪26‬‬

‫ﻫﺫﺍ ﺍﻟﺗﻐﻳﺭ ﻳﻌﺗﻣﺩ ﻋﻠﻰ ﻣﻘﺩﻣﻲ ﺍﻟﺧﺩﻣﺎﺕ ﻛﻣﺎ ﻳﻌﺗﻣﺩ ﺃﻳﺿﺎ ﻋﻠﻰ ﻭﻗﺕ ﻭﻣﻛﺎﻥ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺎﺕ‪ ،‬ﺣﻳﺙ ﻳﻣﻛﻥ‬
‫ﻟﻠﺯﺑﺎﺋﻥ ﺇﺩﺭﺍﻙ ﻫﺫﺍ ﺍﻟﺗﻐﻳﺭ ﻟﻬﺫﺍ ﻋﻠﻰ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ ﺑﺫﻝ ﻣﺟﻬﻭﺩ ﻛﺑﻳﺭ ﻟﺟﻌﻝ ﺧﺩﻣﺎﺗﻬﺎ ﻧﻣﻁﻳﺔ‪ ،‬ﻭﺫﻟﻙ‬
‫ﻣﻥ ﺃﺟﻝ ﺗﺯﻭﻳﺩ ﺍﻟﺯﺑﺎﺋﻥ ﺑﺧﺩﻣﺔ ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ‪ ،‬ﻭﻻ ﻳﻣﻛﻥ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻳﻬﺎ ﺇﻻ ﻋﻥ ﻁﺭﻳﻕ ﺍﺧﺗﻳﺎﺭ‬
‫ﻣﻭﻅﻔﻳﻥ ﻣﺅﻫﻠﻳﻥ ﺃﻭ ﺫﻭ ﻛﻔﺎءﺓ ﻋﺎﻟﻳﺔ‪ [32] .‬ﺹ ‪13‬‬
‫‪30‬‬

‫ﻓﻌﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ ﻭﺟﻭﺩ ﺃﺷﺧﺎﺹ ﺩﺍﺧﻝ ﺑﻧﻙ ﺣﻳﺙ ﺃﻥ ﻫﺅﻻء ﺍﻷﺷﺧﺎﺹ ﻳﺧﺗﻠﻔﻭﻥ ﻣﻥ ﺣﻳﺙ ﺍﻟﻣﺯﺍﺝ‪،‬‬
‫ﺍﻟﻣﻭﺍﻗﻑ‪ ،‬ﺍﻟﺣﺎﺟﺎﺕ ﻭﺍﻟﺭﻏﺑﺎﺕ ﻭﻏﻳﺭﻫﺎ ﻣﻥ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺗﻲ ﺗﺅﺛﺭ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﻣﻣﺎ ﻳﺻﻌﺏ ﺗﺣﺩﻳﺩ‬
‫ﻣﺳﺗﻭﻯ ﻣﻌﻳﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ [33] .‬ﺹ ‪39‬‬

‫ﺟﺩﻭﻝ)‪ :(3 -1‬ﺑﻌﺽ ﺍﻟﻘﻳﻭﺩ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﺧﺩﻣﺎﺕ ﻭﻁﺭﻕ ﺍﻟﺗﻐﻠﺏ ﻋﻠﻳﻬﺎ‬

‫ﻁﺭﻕ ﺍﻟﺗﻐﻠﺏ ﻋﻠﻳﻬﺎ‬ ‫ﺑﻌﺽ ﺍﻵﺛﺎﺭ‬ ‫ﺧﺻﺎﺋﺹ ﺍﻟﺧﺩﻣﺎﺕ‬

‫‪ -‬ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺭﺑﺢ‬ ‫‪ -‬ﺻﻌﻭﺑﺔ ﺗﻭﻓﻳﺭ ﻋﻳﻧﺎﺕ‬ ‫‪ -‬ﺍﻟﻼﻣﻠﻣﻭﺳﻳﺔ‬
‫‪ -‬ﻗﻳﻭﺩ ﻋﻠﻰ ﻋﻧﺻﺭ ﺍﻟﺗﺭﻭﻳﺞ ﻓﻲ ‪ -‬ﻣﺣﺎﻭﻟﺔ ﺯﻳﺎﺩﺓ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬ ‫)‪(Intangibility‬‬
‫ﻟﻠﺧﺩﻣﺔ‬ ‫ﺍﻟﻣﺯﻳﺞ ﺍﻟﺗﺳﻭﻳﻘﻲ‬
‫‪ -‬ﺍﺳﺗﻌﻣﺎﻝ ﺃﺳﻣﺎء ﺍﻟﻌﻼﻣﺎﺕ‬ ‫‪ -‬ﻻ ﻭﺟﻭﺩ ﻟﺑﺭﺍءﺓ ﺍﻻﺧﺗﺭﺍﻉ‬
‫‪ -‬ﺗﻁﻭﻳﺭ ﺳﻣﻌﺔ ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬ ‫‪ -‬ﺻﻌﻭﺑﺔ ﺗﻘﻳﻳﻡ ﺍﻟﺳﻌﺭ ﻭﺍﻟﺟﻭﺩﺓ‬
‫ﻣﻘﺩﻣﺎ) ﻗﺑﻝ ﺍﻻﺳﺗﻌﻣﺎﻝ(‬

‫‪ -‬ﺗﻌﻠﻡ ﺍﻟﻌﻣﻝ ﻓﻲ ﻣﺟﻣﻭﻋﺎﺕ‪.‬‬ ‫‪ -‬ﺗﺗﻁﻠﺏ ﺣﺿﻭﺭ ﺍﻟﻣﻧﺗﺞ‪.‬‬ ‫‪ -‬ﺍﻟﺗﻼﺯﻣﻳﺔ‬

‫‪ -‬ﺍﻟﻌﻣﻝ ﺑﺳﺭﻋﺔ‪.‬‬ ‫‪ -‬ﺑﻳﻊ ﺃﻭ ﺗﺳﻭﻳﻕ ﻣﺑﺎﺷﺭ‪.‬‬ ‫)‪(Inseparability‬‬
‫‪ -‬ﺗﺩﺭﻳﺏ ﻣﻘﺩﻣﻲ ﺍﻟﺧﺩﻣﺎﺕ ﺫﻭﻱ‬ ‫‪-‬ﻣﺣﺩﻭﺩﻳﺔ ﻧﻁﺎﻕ ﺍﻟﻌﻣﻠﻳﺎﺕ‪.‬‬
‫ﺍﻟﻛﻔﺎءﺓ‪.‬‬

‫‪ -‬ﺇﻳﺟﺎﺩ ﺗﻭﺍﻓﻕ ﺑﻳﻥ ﺍﻟﻌﺭﺽ ﻭ‬ ‫‪ -‬ﻻ ﻳﻣﻛﻥ ﺗﺧﺯﻳﻧﻬﺎ‪.‬‬ ‫‪ -‬ﺍﻟﻘﺎﺑﻠﻳﺔ ﻟﻠﺗﻠﻑ‬

‫ﺍﻟﻁﻠﺏ‬ ‫‪ -‬ﻣﺷﺎﻛﻝ ﺗﺫﺑﺫﺏ ﺍﻟﻁﻠﺏ‪.‬‬
‫ﻣﺛﻝ ﺗﺧﻔﻳﺽ ﺍﻷﺳﻌﺎﺭ ﺧﺎﺭﺝ‬ ‫)‪(Perishability‬‬
‫ﺃﻭﻗﺎﺕ ﺍﻟﺫﺭﻭﺓ‪.‬‬
‫‪ -‬ﺍﺧﺗﻳﺎﺭ ﻭﺗﺩﺭﻳﺏ ﺍﻟﻣﻭﻅﻔﻳﻥ‬ ‫‪ -‬ﺍﻟﻣﻌﻳﺎﺭ ﻳﻌﺗﻣﺩ ﻋﻠﻰ ﻣﻘﺩﻡ‬ ‫‪ -‬ﻗﺎﺑﻠﻳﺔ ﺍﻟﺗﻐﻳﻳﺭ‬
‫ﺍﻷﻛﻔﺎء‪.‬‬ ‫ﺍﻟﺧﺩﻣﺔ ﻭﻭﻗﺕ ﺗﻘﺩﻳﻣﻬﺎ‪.‬‬ ‫) ‪(Variability‬‬
‫‪ -‬ﺍﻟﺣﺭﺹ ﻋﻠﻰ ﺍﻟﻣﻌﺎﻳﻳﺭ‪.‬‬ ‫‪ -‬ﺻﻌﻭﺑﺔ ﺗﺄﻛﻳﺩ ﺍﻟﺟﻭﺩﺓ‬
‫‪ -‬ﻣﺭﺍﻗﺑﺔ ﺍﻟﺟﻭﺩﺓ‪.‬‬
‫ﺍﻟﻣﺻﺩﺭ‪ [ 84 ]:‬ﺹ ‪.361‬‬
‫‪31‬‬

‫ﻫﺫﻩ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻷﺭﺑﻊ ﻟﻠﺧﺩﻣﺎﺕ ﺗﻣﻛﻧﻧﺎ ﻣﻥ ﺍﻟﺗﻣﻳﻳﺯ ﺑﻳﻥ ﺍﻟﺧﺩﻣﺔ ﻭ ﺍﻟﺳﻠﻌﺔ ﻭ ﺍﻟﺟﺩﻭﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ‬
‫ﺍﻟﺗﻧﺎﻗﺽ ﺑﻳﻥ ﺍﻟﺳﻠﻊ ﻭﺍﻟﺧﺩﻣﺎﺕ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺟﺩﻭﻝ)‪ :(4 -1‬ﺍﻟﺗﻧﺎﻗﺽ ﺑﻳﻥ ﺍﻟﺳﻠﻊ ﻭﺍﻟﺧﺩﻣﺎﺕ‬

‫ﺍﻟﺧﺩﻣﺎﺕ‬ ‫ﺍﻟﺳﻠﻊ‬ ‫ﺍﻟﺧﺻﺎﺋﺹ‬

‫‪ -‬ﺍﻟﺧﺩﻣﺎﺕ ﻏﻳﺭ ﻣﻠﻣﻭﺳﺔ‬ ‫‪ -‬ﺍﻟﺳﻠﻌﺔ ﻏﻳﺭ ﻣﻠﻣﻭﺳﺔ‬ ‫ﺍﻟﻼﻣﻠﻣﻭﺳﻳﺔ‬
‫‪ -‬ﺻﻌﻭﺑﺔ ﺗﻘﻳﻳﻡ ﺍﻟﺟﻭﺩﺓ ﻗﺑﻝ‬ ‫‪ -‬ﺗﻘﻳﻳﻡ ﺍﻟﺟﻭﺩﺓ ﺑﺛﻘﺔ ﻋﺎﻟﻳﺔ ﻗﺑﻝ‬ ‫‪Intangibility‬‬
‫ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺔ‬ ‫ﻋﻣﻠﻳﺔ ﺍﻟﺷﺭﺍء‬
‫‪ -‬ﺗﺟﺭﺑﺔ ﺍﻟﺧﺩﻣﺔ ﻗﺩ ﺗﺧﺗﻠﻑ ﻣﻥ‬ ‫‪ -‬ﺍﻟﺳﻠﻌﺔ ﻧﻣﻁﻳﺔ ) ﻣﻭﺣﺩﺓ (‬ ‫ﻗﺎﺑﻠﻳﺔ ﺍﻟﺗﻐﻳﻳﺭ‬
‫ﺷﺭﺍء ﻟﺷﺭﺍء‬ ‫ﺑﺷﻛﻝ ﻛﺑﻳﺭ‪.‬‬ ‫‪Variability‬‬

‫‪ -‬ﺗﺗﻁﻠﺏ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻣﻥ‬ ‫‪ -‬ﺍﻟﺳﻠﻌﺔ ﺗﻛﻭﻥ ﻣﺧﺻﺻﺔ‬ ‫ﺍﻟﺗﻼﺯﻣﻳﺔ‬

‫ﺍﻻﺗﺻﺎﻝ ﺍﻟﺷﺧﺻﻲ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬ ‫ﻟﻣﻘﺎﺑﻠﺔ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬ ‫‪Inseparability‬‬

‫‪ -‬ﻗﺩ ﻳﺣﺗﺎﺝ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻠﻭﻗﻭﻑ ﺃﻣﺎ‬ ‫‪ -‬ﺍﻟﺳﻠﻌﺔ ﻳﻣﻛﻥ ﺗﺧﺯﻳﻧﻬﺎ‪.‬‬ ‫ﺍﻟﻘﺎﺑﻠﻳﺔ ﻟﻠﺗﻠﻑ‬
‫ﺍﻟﻁﻭﺍﺑﻳﺭ ﺃﻭ ﺇﺟﺭﺍء ﻣﻭﺍﻋﻳﺩ‪.‬‬ ‫‪ -‬ﺍﻟﺳﻠﻌﺔ ﻣﺗﻭﻓﺭﺓ ﻓﻲ ﻣﺗﺎﺟﺭ‬ ‫‪Perishability‬‬
‫ﺍﻟﺑﻳﻊ‪ .‬ﺑﺎﻟﺗﺟﺯﺋﺔ ﺃﻭ ﻓﻲ ﺍﻟﻣﺣﻼﺕ‪ - .‬ﻻ ﻳﻣﻛﻥ ﺗﺧﺯﻳﻥ ﺍﻟﺧﺩﻣﺔ ﻓﻲ‬
‫ﺍﻟﻣﺧﺎﺯﻥ‪.‬‬
‫ﺍﻟﻣﺻﺩﺭ‪ ] 85 ]:‬ﺹ ‪35‬‬

‫‪:2-2-1‬ﻋﻧﺎﺻﺭ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ ﻭﻁﺭﻕ ﺗﻘﺩﻳﻣﻬﺎ‬ ‫‪U‬‬

‫ﺇﻥ ﻋﻣﻠﻳﺔ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ ﺗﺧﺗﻠﻑ ﻋﻥ ﺗﻠﻙ ﺍﻟﺧﺎﺻﺔ ﺑﺈﻧﺗﺎﺝ ﺍﻟﺳﻠﻊ ﺍﻟﻣﺎﺩﻳﺔ ﺑﻛﺛﻳﺭ‪ ،‬ﻓﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﻫﻧﺎﻙ‬
‫ﺗﻔﺎﻋﻝ ﺑﻳﻥ ﻋﺩﺓ ﻋﻧﺎﺻﺭ ﻣﻊ ﺑﻌﺿﻬﺎ ﺍﻟﺑﻌﺽ ﻣﻥ ﺃﺟﻝ ﺇﻧﺗﺎﺝ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺔ ﻭ ﻋﻣﻠﻳﺔ ﺗﻘﺩﻳﻣﻬﺎ‪ ،‬ﻭﻫﺫﺍ ﻣﺎ ﺳﻭﻑ‬
‫ﻧﺗﻁﺭﻕ ﺇﻟﻳﻪ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ‪.‬‬

‫‪ :1-2-2-1‬ﻋﻧﺎﺻﺭ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﻛﻣﺎ ﺫﻛﺭﻧﺎ ﺳﺎﺑﻘﺎ ﻓﻲ ﺧﺎﺻﻳﺔ ﺍﻟﺗﻼﺯﻣﻳﺔ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ‪ ،‬ﻓﺈﻥ ﻋﻣﻠﻳﺔ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ ﺗﺄﺗﻲ ﻧﺗﻳﺟﺔ ﻟﺗﻔﺎﻋﻝ ﺍﻟﻌﺩﻳﺩ‬
‫ﻣﻥ ﺍﻟﻌﻧﺎﺻﺭ ﻣﻧﻬﺎ ﺍﻟﻣﻧﺗﺞ ﻭﺍﻟﺯﺑﻭﻥ‪ ،‬ﻫﺫﺍ ﺍﻟﺗﻔﺎﻋﻝ ﺑﻳﻥ ﻣﺧﺗﻠﻑ ﺍﻟﻌﻧﺎﺻﺭ ﺃﻁﻠﻕ ﻋﻠﻳﻪ ﺍﻟﺑﺎﺣﺛﺎﻥ ﺍﻟﻔﺭﻧﺳﻳﺎﻥ‬
‫) ‪(Eiglier and Langeard‬‬
‫‪32‬‬

‫ﺍﺳﻡ ﻧﻣﻭﺫﺝ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ )‪ (la servuction‬ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺍﻟﺷﻛﻝ ﺍﻟﺧﺎﺹ ﺑﻬﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﺛﻡ ﻳﻠﻳﻪ ﺍﻟﺷﺭﺡ‬
‫ﺍﻟﻣﻔﺻﻝ ﻟﻛﻝ ﻋﻣﻠﻳﺎﺕ ﺍﻟﺗﻔﺎﻋﻝ ﺑﻳﻥ ﻣﺧﺗﻠﻑ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺎﺩﻳﺔ ﻭﺍﻟﺑﺷﺭﻳﺔ ﻟﻧﻅﺎﻡ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫ﺷﻛﻝ)‪ :(5-1‬ﻧﻣﻭﺫﺝ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ )‪(la servuction‬‬

‫اﶈﻴﻂ اﳌﺎدي‬
‫اﻟﺰﺑﻮن‬
‫ﻧﻈﺎم‬
‫ﻣﻮﻇﻔﻮ‬ ‫ﺍﻟﺯﺑﺎﺋﻥ‬
‫اﻟﺘﻨﻈﻴﻢ‬
‫اﳌﻜﺘﺐ‬ ‫ﺍﻵﺧﺭﻳﻥ‬
‫اﻟﺪاﺧﻠﻲ‬
‫اﻷﻣﺎﻣﻲ‬

‫ﺍﻟﻣﺻﺩﺭ‪ ،[53] :‬ﺹ‪.44‬‬

‫ﻭﺍﻵﻥ ﻧﻘﻭﻡ ﺑﺷﺭﺡ ﻣﺧﺗﻠﻑ ﺍﻟﺗﻔﺎﻋﻼﺕ ﺍﻟﻣﻣﻛﻧﺔ ﻓﻲ ﻧﻣﻭﺫﺝ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ ﻛﻣﺎ ﻳﻠﻲ‪ [34] :‬ﺹ ‪11‬‬

‫‪ -1‬ﺍﻟﺗﻔﺎﻋﻝ ﺑﻳﻥ ﺍﻟﺯﺑﻭﻥ ﻭﻣﻭﻅﻔﻲ ﺍﻟﻣﻛﺎﺗﺏ ﺍﻷﻣﺎﻣﻳﺔ‪ :‬ﻳﻌﺗﺑﺭ ﻣﻭﻅﻔﻭ ﺍﻟﻣﻛﺎﺗﺏ ﺍﻷﻣﺎﻣﻳﺔ ﺟﺯءﺍ ﻣﻬﻣﺎ ﻹﺩﺭﺍﻙ‬
‫ﺍﻟﺯﺑﻭﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻓﻳﺗﻔﺎﻋﻝ ﺍﻟﺯﺑﻭﻥ ﻣﻊ ﻣﻭﻅﻔﻲ ﺍﻟﻣﻛﺎﺗﺏ ﺍﻷﻣﺎﻣﻳﺔ ﻣﺛﻝ ) ﺍﻟﺻﺭﺍﻑ‪ ،‬ﻣﺿﻳﻔﻲ‬
‫ﺍﻟﻁﺎﺋﺭﺍﺕ‪ ،‬ﺍﻟﺣﺭﻓﻳﻳﻥ‪...‬ﺍﻟﺦ( ﻓﻲ ﻛﻝ ﻭﻗﺕ ﺃﻭ ﺟﺯء ﻣﻥ ﻭﻗﺕ ﺇﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻳﻧﺟﺯ ﺍﻟﺯﺑﻭﻥ ﺟﺯءﺍ ﻣﻥ‬
‫ﺍﻟﻌﻣﻝ ﻣﺛﻼ ﻳﻘﻭﻡ ﺯﺑﻭﻥ ﺑﺎﻻﺗﺻﺎﻝ ﻣﻥ ﺃﺟﻝ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﻣﻭﻋﺩ ﻓﻲ ﺍﻟﻣﺳﺗﺷﻔﻰ‪ ،‬ﻭﺧﻼﻝ ﻫﺫﺍ ﺍﻻﺗﺻﺎﻝ‬
‫ﻣﻊ ﻣﻭﻅﻔﻲ ﺍﻟﻣﻛﺎﺗﺏ ﺍﻷﻣﺎﻣﻳﺔ ﻳﻘﻭﻡ ﺍﻟﺯﺑﻭﻥ ﺑﻌﻣﻠﻳﺔ ﺗﻘﻳﻳﻡ ﺍﻟﺟﻭﺩﺓ ﻭﻣﻥ ﺛﻡ ﺍﺗﺧﺎﺫ ﻗﺭﺍﺭ ﺑﺎﻟﺑﻘﺎء ﻭﻓﻳﺎ ﺃﻭ ﻏﻳﺭ‬
‫ﻭﻓﻳﺎ ﻟﻠﻣﺅﺳﺳﺔ‪ ،‬ﻟﻬﺫﺍ ﻣﻥ ﺍﻟﻣﻬﻡ ﺟﺩﺍ ﺃﻥ ﻳﺟﻌﻝ ﻣﻭﻅﻔﻭ ﺍﻟﻣﻛﺎﺗﺏ ﺍﻷﻣﺎﻣﻳﺔ ﺍﻟﺯﺑﻭﻥ ﻳﺣﺻﻝ ﻋﻠﻰ ﺗﺟﺭﺑﺔ ﺟﻳﺩﺓ‬
‫ﺧﻼﻝ ﺣﺻﻭﻟﻪ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ -2‬ﺗﻔﺎﻋﻝ ﺍﻟﺯﺑﻭﻥ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻵﺧﺭﻳﻥ‪ :‬ﻳﺗﺄﺛﺭ ﺍﻟﺯﺑﻭﻥ ﺃﻳﺿﺎ ﺑﺎﻟﺯﺑﺎﺋﻥ ﺍﻵﺧﺭﻳﻥ ﻓﻲ ﺑﻌﺽ ﺍﻷﺣﻳﺎﻥ‪،‬‬
‫ﻓﻳﻛﻭﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻘﺑﺔ ﺃﻣﺎ ﺑﻌﺿﻬﻡ ﺍﻟﺑﻌﺽ ﺃﺛﺎء ﻋﻣﻠﻳﺔ ﺇﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺔ ﻫﺫﺍ ﻣﻥ ﺟﻬﺔ‪ ،‬ﻭﻣﻥ ﺟﻬﺔ ﺃﺧﺭﻯ ﻗﺩ‬
‫ﻳﺳﺎﻋﺩ ﺍﻟﺯﺑﺎﺋﻥ ﺑﻌﺿﻬﻡ ﺍﻟﺑﻌﺽ ﻣﺛﻝ ) ﺍﻟﻣﺳﺗﺷﻔﻰ( ﻭﺧﻠﻕ ﺟﻭ ﻣﻥ ﺍﻟﻣﺭﺡ ﻣﺛﻝ ) ﺍﻟﻣﻁﻌﻡ( ‪ ...‬ﺍﻟﺦ‪.‬‬

‫‪ -3‬ﺗﻔﺎﻋﻝ ﺍﻟﺯﺑﻭﻥ ﻣﻊ ﺍﻟﻣﺣﻳﻁ ﺍﻟﻣﺎﺩﻱ‪ :‬ﺍﻟﻣﺣﻳﻁ ﺍﻟﻣﺎﺩﻱ ﻳﺷﻣﻝ ﻛﻝ ﺍﻟﻭﺳﺎﺋﻝ ﺍﻟﻣﺎﺩﻳﺔ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺃﻥ‬
‫ﻳﺳﺗﻌﻣﻠﻬﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺗﺩﺧﻝ ﻓﻲ ﻋﻣﻠﻳﺔ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ ﻣﺛﻝ ﺍﻟﺳﻼﻟﻡ ﺍﻟﻣﺗﺣﺭﻛﺔ ﻓﻲ ﺍﻟﻣﻁﺎﺭﺍﺕ‪ ،‬ﺍﻟﻣﻠﺻﻘﺎﺕ‬
‫ﺍﻻﻟﻛﺗﺭﻭﻧﻳﺔ ﻟﻠﻘﺭﺍءﺓ ‪ ...‬ﺍﻟﺦ‪.‬‬
‫‪33‬‬

‫‪ -4‬ﺗﻔﺎﻋﻝ ﺍﻟﺯﺑﻭﻥ ﻣﻊ ﺍﻟﻧﻅﺎﻡ ﺍﻟﺩﺍﺧﻠﻲ‪ :‬ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﺍﻟﻧﻅﺎﻡ ﺳﻬﻼ ﻭﻣﻘﺑﻭﻻ ﻭﺟﺫﺍﺑﺎ ﻟﻠﺯﺑﺎﺋﻥ‪ ،‬ﻓﺎﻟﻣﻭﺍﻗﻊ‬
‫ﺍﻻﻟﻛﺗﺭﻭﻧﻳﺔ ﻭﺁﻻﺕ ﺍﻟﺗﺫﺍﻛﺭ ﺇﺫﺍ ﺷﻌﺭ ﺍﻟﺯﺑﻭﻥ ﺃﻧﻬﺎ ﻣﻌﻘﺩﺓ ﻓﺈﻧﻪ ﺳﻳﺗﺟﻧﺏ ﺍﻟﺷﺭﺍء ﻭﻳﺑﺣﺙ ﻋﻥ ﻁﺭﻕ ﺃﺧﺭﻯ‬
‫ﻟﻠﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ :2-2-2-1‬ﻁﺭﻕ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫]‪[35‬‬ ‫ﺇﻥ ﻓﻬﻡ ﻣﺳﺄﻟﺔ ﺍﻟﺗﻭﺯﻳﻊ ﻓﻲ ﺗﺳﻭﻳﻕ ﺍﻟﺧﺩﻣﺎﺕ ﻳﺗﻁﻠﺏ ﺇﺩﺭﺍﻙ ﺃﻣﺭﻳﻥ ﺃﺳﺎﺳﻳﻳﻥ ﻳﺗﻣﺛﻼﻥ ﻓﻳﻣﺎ ﻳﻠﻲ ‪:‬‬
‫ﺹ ‪10‬‬

‫‪ -‬ﺍﻷﻣﺭ ﺍﻷﻭﻝ ﻁﺭﻳﻘﺔ ﺍﻟﺗﻭﺯﻳﻊ‪ :‬ﻣﻥ ﺍﻟﻣﻬﻡ ﺃﻥ ﻳﻛﻭﻥ ﺍﻟﺯﺑﻭﻥ ﻋﻠﻰ ﺍﺗﺻﺎﻝ ﻣﺎﺩﻱ ﻣﺑﺎﺷﺭ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ‬
‫ﺍﻟﺧﺩﻣﻳﺔ ) ﺍﻟﺯﺑﺎﺋﻥ ﻳﻣﻛﻥ ﺃﻥ ﻳﺫﻫﺑﻭﺍ ﻟﻠﻣﺅﺳﺳﺔ ﺃﻭ ﻫﺫﻩ ﺍﻷﺧﻳﺭﺓ ﺗﺄﺗﻲ ﺇﻟﻳﻪ(‪ ،‬ﺃﻭ ﻫﻝ ﻳﻣﻛﻥ ﻟﻠﺻﻔﻘﺎﺕ ﺃﻥ ﺗﺗﻡ‬
‫ﻋﻠﻰ ﺑﻌﺩ‪.‬‬

‫‪ -‬ﺍﻷﻣﺭ ﺍﻟﺛﺎﻧﻲ ﺍﻟﻣﻧﺎﻓﺫ‪ :‬ﻫﻝ ﺍﻟﻣﺅﺳﺳﺔ ﺗﺑﻘﻲ ﻋﻠﻰ ﻣﻧﻔﺫ ﻭﺍﺣﺩ ) ﺳﻭﻕ ﻭﺍﺣﺩ( ﺃﻡ ﺗﻘﻭﻡ ﺑﺧﺩﻣﺔ ﺍﻟﺯﺑﺎﺋﻥ ﻣﻥ‬
‫ﺧﻼﻝ ﻋﺩﺓ ﻣﻧﺎﻓﺫ ﻓﻲ ﻋﺩﺓ ﺃﻣﺎﻛﻥ‪.‬‬

‫ﺟﺩﻭﻝ)‪ :(5 -1‬ﻁﺭﻕ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ‬

‫ﻣﺩﻯ ﺗﻭﺍﻓﺭ ﻣﻧﺎﻓﺫ ﺍﻟﺧﺩﻣﺔ‬ ‫ﻁﺑﻳﻌﺔ ﺍﻟﺗﻔﺎﻋﻝ ﺑﻳﻥ ﺍﻟﺯﺑﻭﻥ ﻭ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺧﺩﻣﻳﺔ‬
‫ﻋﺩﺓ ﻣﻧﺎﻓﺫ‬ ‫ﻣﻧﻔﺫ ﻭﺍﺣﺩ‬
‫‪ -‬ﺧﺩﻣﺔ ﺍﻟﺣﺎﻓﻠﺔ‬ ‫‪ -‬ﺍﻟﻣﺳﺭﺡ‬ ‫ﺍﻟﺯﺑﻭﻥ ﻳﺫﻫﺏ ﺇﻟﻰ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺧﺩﻣﻳﺔ‬
‫‪ -‬ﺳﻠﺳﻠﺔ ﺍﻟﻁﻌﺎﻡ‬ ‫‪ -‬ﺍﻟﺣﻼﻕ‬
‫ﺍﻟﺳﺭﻳﻊ‬
‫ﺗﺳﻠﻳﻡ ﺍﻟﺑﺭﻳﺩ‬ ‫‪ -‬ﺍﻟﺗﺎﻛﺳﻲ‬ ‫ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺧﺩﻣﻳﺔ ﺗﺄﺗﻲ ﻟﻠﺯﺑﻭﻥ‬
‫‪ -‬ﺧﺩﻣﺔ ﻣﻛﺎﻓﺣﺔ ﺍﻵﻓﺎﺕ‬
‫‪ -‬ﺷﺑﻛﺔ ﺍﻟﺑﺙ‬ ‫‪ -‬ﺑﻁﺎﻗﺔ ﺍﻻﺋﺗﻣﺎﻥ‬ ‫ﺍﻟﺯﺑﻭﻥ ﻭﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺧﺩﻣﻳﺔ ﻳﺗﻔﺎﻋﻼﻥ ﻋﻥ ﺑﻌﺩ‬
‫‪ -‬ﺍﻟﻬﺎﺗﻑ ﺍﻟﻣﺷﺗﺭﻙ‬ ‫‪ -‬ﻣﺣﻁﺔ ﺗﻠﻔﺎﺯ ﻣﺣﻠﻳﺔ‬ ‫) ﺇﻣﻳﻝ ﺃﻭ ﺍﺗﺻﺎﻻﺕ ﺍﻟﻛﺗﺭﻭﻧﻳﺔ(‬
‫ﺍﻟﻣﺻﺩﺭ‪ [35] :‬ﺹ‪10‬‬

‫ﻣﻥ ﺍﻟﻣﻔﺭﻭﺽ ﺃﻥ ﺍﻟﺭﺍﺣﺔ ﻣﻥ ﺗﻠﻘﻲ ﺍﻟﺧﺩﻣﺔ ﺗﻛﻭﻥ ﻣﻧﺧﻔﺿﺔ ﻓﻲ ﺣﺎﻟﺔ ﺫﻫﺎﺏ ﺍﻟﺯﺑﻭﻥ ﺇﻟﻰ ﺍﻟﻣﺅﺳﺳﺔ‬
‫ﺍﻟﺧﺩﻣﻳﺔ ﻭﺇﺟﺑﺎﺭﻳﺔ ﺍﺳﺗﻌﻣﺎﻝ ﻣﻧﻔﺫ ﻣﻌﻳﻥ‪ ،‬ﺃﻣﺎ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﺧﻼﻝ ﻋﺩﺓ ﻣﻧﺎﻓﺫ ﻓﺈﻧﻪ ﻳﺯﻳﺩ ﻣﻥ ﺍﻟﺭﺍﺣﺔ‬
‫ﻭﻟﻛﻥ ﻗﺩ ﻳﺑﺩﺃ ﺑﺈﺛﺎﺭﺓ ﻣﺷﻛﻠﺔ ﻣﺭﺍﻗﺑﺔ ﺍﻟﺟﻭﺩﺓ‪ .‬ﻓﻲ ﺑﻌﺽ ﺍﻷﺣﻳﺎﻥ ﺗﺄﺗﻲ ﺍﻟﻣﺅﺳﺳﺔ ﺇﻟﻰ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻫﺫﺍ ﺑﺎﻟﺗﺄﻛﻳﺩ‬
‫‪34‬‬

‫ﻣﻬﻡ ﺟﺩﺍ ﻓﻲ ﺣﺎﻟﺔ ﺃﻥ ﺍﻟﻬﺩﻑ ﻣﻥ ﺍﻟﺧﺩﻣﺔ ﻫﻭ ﺃﺷﻳﺎء ﻣﺎﺩﻳﺔ ﻏﻳﺭ ﻣﺗﺣﺭﻛﺔ ) ﻏﻳﺭ ﻗﺎﺑﻠﺔ ﻟﻠﻧﻘﻝ ﻣﻥ ﻣﻛﺎﻥ ﺇﻟﻰ‬
‫ﺁﺧﺭ( ﻣﺛﻝ ﺍﻟﺑﻧﺎﻳﺎﺕ ﺍﻟﺗﻲ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺇﺻﻼﺡ‪ ،‬ﺃﻭ ﻋﻣﻠﻳﺔ ﻣﻌﺎﻟﺟﺔ‪ ،‬ﺃﻭ ﻣﻛﺎﻓﺣﺔ ﺍﻟﺗﻠﻭﺙ‪ [35] .‬ﺹ ‪10‬‬

‫‪ :3-2-1‬ﺗﺻﻧﻳﻑ ﺍﻟﺧﺩﻣﺎﺕ ﻭ ﺃﺑﻌﺎﺩﻫﺎ‬ ‫‪U‬‬

‫ﻟﻘﺩ ﺣﺎﻭﻝ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺗﻘﺩﻳﻡ ﺗﺻﻧﻳﻑ ﻣﻌﻳﻥ ﻟﻠﺧﺩﻣﺔ ﻣﻥ ﺃﺟﻝ ﺍﻟﺗﻔﺭﻗﺔ ﺑﻳﻧﻬﺎ ﻭﺑﻳﻥ ﺍﻟﺳﻠﻊ ﺍﻟﻣﺎﺩﻳﺔ‪ ،‬ﺇﻻ‬
‫ﺃﻧﻬﻡ ﻟﻡ ﻳﺗﻭﺻﻠﻭﺍ ﺇﻟﻰ ﺗﺻﻧﻳﻑ ﻣﺷﺗﺭﻙ‪ ،‬ﻭﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ ﺗﻘﺩﻳﻡ ﻣﺧﺗﻠﻑ ﺍﻟﺗﺻﻧﻳﻔﺎﺕ ﺍﻟﺗﻲ‬
‫ﺗﻭﺻﻝ ﺇﻟﻳﻬﺎ ﺍﻟﺑﺎﺣﺛﻭﻥ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﺟﺎﻝ‪.‬‬

‫‪ :1-3-2-1‬ﺗﺻﻧﻳﻑ ﺍﻟﺧﺩﻣﺎﺕ‬ ‫‪U‬‬

‫ﺗﻡ ﺍﻗﺗﺭﺍﺡ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻣﺣﺎﻭﻻﺕ ﻓﻲ ﺍﻟﻣﺎﺿﻲ ﻣﻥ ﺃﺟﻝ ﺗﺻﻧﻳﻑ ﺍﻟﺧﺩﻣﺎﺕ‪ ،‬ﻭﻧﻘﺩﻡ ﻓﻳﻣﺎ ﻳﻠﻲ ﺑﻌﺽ‬
‫ﺍﻟﺗﺻﻧﻳﻔﺎﺕ ﻟﻠﺧﺩﻣﺎﺕ‪ ،‬ﺣﻳﺙ ﺃﻥ ﻛﻝ ﺗﺻﻧﻳﻑ ﻳﺣﺎﻭﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺃﺣﺩ ﺍﻷﺳﺋﻠﺔ ﺍﻟﺗﺎﻟﻳﺔ‪ [35] :‬ﺹ ‪10‬‬

‫_ ﻣﺎ ﻫﻲ ﻁﺑﻳﻌﺔ ﻋﻣﻝ ﺍﻟﺧﺩﻣﺔ؟‬

‫_ ﻣﺎ ﻧﻭﻉ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺧﺩﻣﻳﺔ ﻭ ﺍﻟﺯﺑﺎﺋﻥ ؟‬

‫_ ﻣﺎ ﻁﺑﻳﻌﺔ ﺍﻟﻁﻠﺏ ﻭﺍﻟﻌﺭﺽ ﻟﻠﺧﺩﻣﺔ؟‬

‫_ ﻛﻳﻑ ﺗﺗﻡ ﻋﻣﻠﻳﺔ ﺗﺳﻠﻳﻡ ) ﺗﺯﻭﻳﺩ( ﺍﻟﺧﺩﻣﺔ؟‬

‫ﺟﺩﻭﻝ)‪ :(6 -1‬ﻣﻠﺧﺹ ﻟﻣﺣﺎﻭﻻﺕ ﺳﺎﺑﻘﺔ ﻟﺗﺻﻧﻳﻑ ﺍﻟﺧﺩﻣﺎﺕ‬

‫ﺍﻟﺗﻌﻠﻳﻘﺎﺕ‬ ‫ﺍﻟﺗﺻﻧﻳﻑ ﺍﻟﻣﻘﺗﺭﺡ‬ ‫ﺍﻟﺑﺎﺣﺙ‬

‫ﺍﻟﻔﺋﺔ ﺍﻷﻭﻟﻰ ﻭ ﺍﻟﺛﺎﻧﻳﺔ ﻣﺣﺩﺩﺓ‬ ‫‪ -‬ﺧﺩﻣﺎﺕ ﺳﻠﻊ ﻣﺳﺗﺄﺟﺭﺓ ) ﺍﻟﺣﻕ‬
‫ﻧﻭﻋﺎ ﻣﺎ‪ ،‬ﻟﻛﻥ ﺍﻟﻔﺋﺔ ﺍﻷﺧﻳﺭﺓ‬ ‫ﻓﻲ ﺍﻣﺗﻼﻙ ﻭﺍﺳﺗﻌﻣﺎﻝ ﺍﻟﺳﻠﻌﺔ‬
‫ﻭﺍﺳﻌﺔ ﺟﺩﺍ ﻭﺗﺗﺟﺎﻫﻝ ﺧﺩﻣﺎﺕ‬ ‫ﻟﻔﺗﺭﺓ ﺯﻣﻧﻳﺔ (‬
‫ﺍﻟﺗﺄﻣﻳﻥ‪ ،‬ﺍﻟﺑﻧﻭﻙ‪ ،‬ﺍﻻﺳﺗﺷﺎﺭﺍﺕ‬ ‫‪ -‬ﺧﺩﻣﺎﺕ ﺍﻟﺳﻠﻊ ﺍﻟﻣﻣﻠﻭﻛﺔ )‬
‫ﺍﻟﻘﺎﻧﻭﻧﻳﺔ ﻭﺍﻟﻣﺣﺎﺳﺑﻳﺔ‪.‬‬ ‫ﺇﺻﻼﺡ ﺍﻟﺳﻠﻊ ﺍﻟﻣﻣﻠﻭﻛﺔ ﻣﻥ‬ ‫)‪Judd (1964‬‬
‫ﻁﺭﻑ ﺍﻟﻌﻣﻳﻝ(‬
‫‪ -‬ﺧﺩﻣﺎﺕ ﻏﻳﺭ ﺳﻠﻌﻳﺔ ) ﺗﺟﺎﺭﺏ‬
‫ﺷﺧﺻﻳﺔ(‬
‫‪35‬‬

‫‪ -‬ﻻ ﻳﻭﺟﺩ ﺗﻁﺑﻳﻕ ﻣﺣﺩﺩ ﺃﻭ‬ ‫‪ -‬ﻧﻭﻉ ﺍﻟﺑﺎﺋﻊ‬

‫ﻣﺧﺻﺹ ﻟﻠﺧﺩﻣﺎﺕ ﻓﻘﻁ‪ ،‬ﺑﻣﻌﻧﻰ‬ ‫‪ -‬ﻧﻭﻉ ﺍﻟﻣﺷﺗﺭﻱ‬
‫ﻳﻣﻛﻥ ﺃﻥ ﻳﻁﺑﻕ ﻋﻠﻰ ﺍﻟﺳﻠﻊ‬ ‫‪ -‬ﺩﻭﺍﻓﻊ ﺍﻟﺷﺭﺍء‬
‫ﺃﻳﺿﺎ‪.‬‬ ‫‪ -‬ﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﺷﺭﺍء‬ ‫)‪Rathmell (974‬‬
‫‪ -‬ﺩﺭﺟﺔ ﺍﻟﺗﻧﻅﻳﻡ‬
‫ﻳﺅﻛﺩ ﻋﻠﻰ ﺃﻧﻪ ﻫﻧﺎﻙ ﺳﻠﻊ‬ ‫‪ -‬ﻧﺳﺑﺔ ﺍﻟﺳﻠﻊ ﺍﻟﻣﺎﺩﻳﺔ ﻭﺍﻟﺧﺩﻣﺎﺕ‬
‫‪3T‬‬ ‫‪3T‬‬ ‫‪3T‬‬ ‫‪3T‬‬ ‫‪3T‬‬ ‫‪3T‬‬

‫ﺧﺎﻟﺻﺔ ﻗﻠﻳﻠﺔ ﺟﺩﺍ ﻭ ﺧﺩﻣﺎﺕ‬ ‫ﻏﻳﺭ ﺍﻟﻣﻠﻣﻭﺳﺔ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﻛﻝ‬

‫‪3T‬‬ ‫‪3T‬‬ ‫‪3T‬‬ ‫‪3T‬‬ ‫‪3T‬‬ ‫‪3T‬‬

‫ﺧﺎﻟﺻﺔ ﻗﻠﻳﻠﺔ ﺟﺩﺍ ﺃﻳﺿﺎ‬ ‫"ﺣﺯﻣﺔ "ﺃﻭ ﻣﺟﻣﻭﻋﺔ ﺍﻟﻣﻧﺗﺟﺎﺕ‬‫‪3T‬‬ ‫‪3T‬‬ ‫‪T‬‬ ‫‪3‬‬ ‫)‪Shostack (1977‬‬
‫ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻣﻥ ﺍﻟﺗﻭﺟﻪ ﺍﻟﻌﻣﻠﻲ‬ ‫‪ -‬ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻣﻌﺩﺍﺕ ﺍﻷﻭﻟﻳﺔ‬
‫ﻟﻬﺫﺍ ﺍﻟﺗﺻﻧﻳﻑ ﺑﺩﻻ ﻣﻥ‬ ‫‪ -‬ﺁﻟﻳﺔ ) ﻏﺳﻝ ﺍﻟﺳﻳﺎﺭﺍﺕ(‬
‫ﺍﻟﺗﺳﻭﻳﻘﻲ‪ ،‬ﺇﻻ ﺃﻧﻬﺎ ﻭﺳﻳﻠﺔ ﻣﻔﻳﺩﺓ‬ ‫‪ -‬ﻣﻥ ﻗﺑﻝ ﻣﺷﻐﻠﻳﻥ ﻏﻳﺭ‬
‫ﻟﻔﻬﻡ ﺳﻣﺎﺕ ﺍﻟﻣﻧﺗﺞ‪.‬‬ ‫ﻣﻬﺭﺓ‬ ‫)‪Thomas (1978‬‬
‫‪ -‬ﻣﻥ ﻗﺑﻝ ﻣﺷﻐﻠﻳﻥ ﻣﻬﺭﺓ‬
‫‪ -‬ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻧﺎﺱ‬
‫‪ -‬ﻳﺩ ﻋﺎﻣﻠﺔ ﻏﻳﺭ ﻣﺎﻫﺭﺓ‬
‫‪ -‬ﻳﺩ ﻋﺎﻣﻠﺔ ﻣﺎﻫﺭﺓ‬
‫‪ -‬ﺍﻟﻣﻭﻅﻔﻳﻥ ﺍﻟﺧﺑﺭﺍء‬
‫ﻣﻥ ﺍﻟﺻﻌﺏ ﻣﺭﺍﻗﺑﺔ ﺗﻧﻭﻉ‬ ‫ﺩﺭﺟﺔ ﺍﺗﺻﺎﻝ ﺍﻟﺯﺑﺎﺋﻥ ﺃﺛﻧﺎء ﺗﻘﺩﻳﻡ‬
‫ﺍﻟﻣﻧﺗﻭﺝ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﻻﺗﺻﺎﻝ‬ ‫ﺍﻟﺧﺩﻣﺎﺕ‬
‫ﺍﻟﻌﺎﻟﻲ‪،‬ﻷﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻳﺑﺫﻟﻭﻥ ﺗﺄﺛﻳﺭ‬ ‫‪ -‬ﺍﺗﺻﺎﻝ ﻋﺎﻟﻲ) ﻋﻧﺎﻳﺔ ﺻﺣﻳﺔ‪،‬‬ ‫)‪Chase (1978‬‬
‫ﺃﻛﺑﺭ ﻋﻠﻰ ﻭﻗﺕ ﺍﻟﻁﻠﺏ ﻭﻣﻼﻣﺢ‬ ‫ﻣﻁﺎﻋﻡ‪ ،‬ﻓﻧﺎﺩﻕ‪(...‬‬
‫ﺃﻭ ﻣﻣﻳﺯﺍﺕ ﺍﻟﺧﺩﻣﺎﺕ ﻭﺫﻟﻙ‬ ‫‪ -‬ﺍﺗﺻﺎﻝ ﻣﻧﺧﻔﺽ) ﺧﺩﻣﺎﺕ‬
‫ﻧﻅﺭﺍ ﻟﻣﺷﺎﺭﻛﺗﻬﻡ ﺍﻟﻛﺑﻳﺭﺓ ﻓﻲ‬ ‫ﺑﺭﻳﺩﻳﺔ‪ ،‬ﺑﻳﻊ ﺑﺎﻟﺟﻣﻠﺔ‪(...‬‬
‫ﺍﻟﺧﺩﻣﺔ‪.‬‬
‫‪ -‬ﻳﺟﻣﻊ ﺍﻟﻣﺣﺎﻭﻻﺕ ﺍﻟﺳﺎﺑﻘﺔ‬ ‫‪ -‬ﺧﺩﻣﺎﺕ ﺗﻌﺗﻣﺩ ﻋﻠﻰ ﺍﻟﻧﺎﺱ‬
‫ﻭﻳﺩﺭﻙ ﺍﻻﺧﺗﻼﻓﺎﺕ ﻓﻲ ﻫﺩﻑ‬ ‫ﻣﻘﺎﺑﻝ ﺧﺩﻣﺎﺕ ﺗﻌﺗﻣﺩ ﻋﻠﻰ‬
‫ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ‪.‬‬ ‫ﺍﻟﻣﻌﺩﺍﺕ‪.‬‬
‫‪ -‬ﻣﺩﻯ ﺃﻭ ﺩﺭﺟﺔ ﺣﺿﻭﺭ ﺍﻟﺯﺑﻭﻥ‬
‫‪36‬‬

‫‪ -‬ﺗﻠﺑﻳﺔ ﺣﺎﺟﺎﺕ ﺷﺧﺻﻳﺔ ﻣﻘﺎﺑﻝ‬ ‫)‪Kotler (1980‬‬

‫ﺗﺟﺎﺭﻳﺔ‪.‬‬
‫‪ -‬ﺧﺩﻣﺎﺕ ﻋﺎﻣﺔ ﻣﻘﺎﺑﻝ ﺧﺎﺻﺔ‬
‫ﻭﺧﺩﻣﺎﺕ ﺭﺑﺣﻳﺔ ﻣﻘﺎﺑﻝ ﻏﻳﺭ‬
‫ﺭﺑﺣﻳﺔ‪.‬‬
‫ﻳﺟﻣﻊ ﺍﻟﺗﺻﻧﻳﻔﺎﺕ ﺍﻟﺳﺎﺑﻘﺔ‪،‬‬ ‫‪ -‬ﺍﻟﺧﺻﺎﺋﺹ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻠﻁﻠﺏ‬
‫ﻭﻳﺿﻳﻑ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻣﺧﻁﻁﺎﺕ‬ ‫‪ -‬ﺧﺩﻣﺎﺕ ﻣﺎﺩﻳﺔ‬
‫ﺍﻟﺟﺩﻳﺩﺓ‪ ،‬ﻳﻘﺗﺭﺡ ﻋﺩﺓ ﻓﺋﺎﺕ ﺩﺍﺧﻝ‬ ‫‪ -‬ﺩﺭﺟﺔ ﻋﺩﻡ ﺍﻟﺗﻭﺍﺯﻥ ﺑﻳﻥ‬
‫ﻛﻝ ﺗﺻﻧﻳﻑ‪ ،‬ﻳﺧﻠﺹ ﺇﻟﻰ ﺃﻥ‬ ‫ﺍﻟﻌﺭﺽ ﻭﺍﻟﻁﻠﺏ‬
‫ﺗﺣﺩﻳﺩ ﺍﻟﺷﻲء ﺍﻟﻣﺭﺍﺩ ﺧﺩﻣﺗﻪ ﻫﻭ‬ ‫‪ -‬ﺍﻧﻔﺻﺎﻝ ﺃﻭ ﺍﺳﺗﻣﺭﺍﺭ‬
‫ﺃﺳﺎﺱ ﺍﻟﺗﺻﻧﻳﻑ‪.‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺍﻟﺯﺑﻭﻥ‬
‫ﻳﻘﺗﺭﺡ ﺃﻥ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺗﺳﻭﻳﻘﻳﺔ‬ ‫ﻭﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻘﻳﻣﺔ ﺗﺄﺗﻲ ﻣﻥ ﺧﻼﻝ ﺗﺟﻣﻳﻊ‬ ‫‪ -‬ﻣﺣﺗﻭﻯ ﺍﻟﺧﺩﻣﺔ ﻭﻓﻭﺍﺋﺩﻫﺎ‬
‫ﺻﻧﻑ ﺃﻭ ﻋﺩﺓ ﺃﺻﻧﺎﻑ ﻓﻲ‬ ‫‪ -‬ﺩﺭﺟﺔ ﻣﺣﺗﻭﻯ ﺍﻟﺳﻠﻊ‬
‫ﻣﺻﻔﻭﻓﺔ ﻭﺍﺣﺩﺓ‪.‬‬ ‫ﺍﻟﻣﺎﺩﻳﺔ‬ ‫)‪Lovelock (1980‬‬

‫‪ -‬ﺩﺭﺟﺔ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺷﺧﺻﻳﺔ‬

‫‪ -‬ﺧﺩﻣﺔ ﻭﺣﻳﺩﺓ ﻣﻘﺎﺑﻝ‬
‫ﺣﺯﻣﺔ ﻣﻥ ﺍﻟﺧﺩﻣﺎﺕ‬
‫‪ -‬ﺇﺟﺭﺍءﺍﺕ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺎﺕ‬
‫‪ -‬ﻋﺩﺓ ﻣﻭﺍﻗﻊ ﻣﻘﺎﺑﻝ ﻣﻭﻗﻊ‬
‫ﻟﻠﺗﺳﻠﻳﻡ‬
‫‪-‬ﺍﺳﺗﻬﻼﻙ ﻓﺭﺩﻱ ﻭﺟﻣﺎﻋﻲ‬
‫‪ -‬ﺩﺭﺟﺔ ﺣﺿﻭﺭ ﺍﻟﺯﺑﺎﺋﻥ‬
‫‪ -‬ﺗﺧﺻﻳﺹ ﺍﻟﻘﺩﺭﺍﺕ‬
‫∗‬
‫‪TP1F‬‬ ‫) ‪(FIFS‬‬
‫‪P1T‬‬

‫ﺍﻟﻣﺻﺩﺭ‪ [35] :‬ﺹ‪. 3‬‬

‫∗‬
‫‪First In First Served Or First Come First Served‬‬ ‫ﺍﻟﺫﻱ ﻳﺄﺗﻲ ﺃﻭﻻ ﺗﻘﺩﻡ ﻟﻪ ﺍﻟﺧﺩﻣﺔ ﺃﻭﻻ‬
‫‪37‬‬

‫‪ :2-3-2-1‬ﺃﺑﻌﺎﺩ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﻣﻥ ﺧﻼﻝ ﻣﺎ ﺳﺑﻕ ﺭﺃﻳﻧﺎ ﺃﻥ ﺍﻟﺧﺩﻣﺔ ﻫﻲ ﻋﺑﺎﺭﺓ ﻋﻥ ﻧﺷﺎﻁ ﺃﻭ ﻣﻧﻔﻌﺔ ﻳﻘﺩﻣﻬﺎ ﻁﺭﻑ ﻣﺎ ﺇﻟﻰ ﻁﺭﻑ ﺁﺧﺭ‪،‬‬
‫ﻭﺃﻥ ﺍﻟﺧﺩﻣﺔ ﻟﻳﺳﺕ ﺷﻳﺋﺎ ﻣﻠﻣﻭﺳﺎ‪ ،‬ﺭﻏﻡ ﺍﺭﺗﺑﺎﻁﻬﺎ ﺃﺣﻳﺎﻧﺎ ﺑﺑﻌﺽ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺎﺩﻳﺔ‪.‬‬

‫‪(The‬‬ ‫ﻭﻟﻘﺩ ﻗﺎﻣﺕ )‪ (Shostak‬ﺑﺎﻟﺗﻣﻳﻳﺯ ﺑﻳﻥ ﻧﻭﻋﻳﻥ ﻣﻥ ﺍﻟﺧﺩﻣﺔ ﺃﺣﺩﻫﻣﺎ ﻳﺳﻣﻰ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺟﻭﻫﺭ‬
‫)‪ ،Core Service‬ﻭﺍﻵﺧﺭ ﻳﺳﻣﻰ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻛﻣﻳﻠﻳﺔ )‪(The Supplementary Services‬‬
‫ﺣﻳﺙ ﺃﻥ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺟﻭﻫﺭ ﻫﻲ ﺍﻟﻔﺎﺋﺩﺓ ﺍﻷﺳﺎﺳﻳﺔ ﺍﻟﺗﻲ ﻳﺗﻁﻠﻊ ﺇﻟﻳﻬﺎ ﺍﻟﺯﺑﻭﻥ ﻣﺛﻝ‪ :‬ﺍﻟﺗﻧﻘﻝ ﺇﻟﻰ ﻣﻛﺎﻥ ﻣﻌﻳﻥ‪ ،‬ﺃﻭ‬
‫ﺍﻟﻌﻼﺝ ﻣﻥ ﻣﺭﺽ ﻣﺎ‪ ،‬ﻭﺗﻛﻭﻥ ﻫﺫﻩ ﺍﻟﻔﺎﺋﺩﺓ ﺩﻭﻥ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﺣﻳﻁﺔ ﺃﻭ ﺍﻟﺗﻛﻣﻳﻠﻳﺔ ﺍﻟﺗﻲ ﺗﺩﻋﻡ ﻭﺗﺳﻬﻝ ﻋﻣﻠﻳﺔ‬
‫ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺟﻭﻫﺭ ﻣﺛﻝ‪:‬ﺃﻋﻣﺎﻝ ﺍﻟﺿﻳﺎﻓﺔ ﻭﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻟﻣﺷﻭﺭﺓ ‪ ...‬ﺍﻟﺦ‪.‬‬

‫ﺗﺳﺗﻌﻣﻝ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻛﻣﻳﻠﻳﺔ ﻓﻲ ﺧﻠﻕ ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺅﺳﺳﺎﺕ‪ ،‬ﻭﺗﻌﺗﺑﺭ ﻣﻌﻳﺎﺭﺍ ﻣﻬﻣﺎ ﻟﺗﻣﻳﻳﺯ‬
‫ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﻧﺎﺟﺣﺔ ﻋﻥ ﻏﻳﺭﻫﺎ ﻣﻥ ﺍﻟﻣﺅﺳﺳﺎﺕ‪ ،‬ﻭﻟﻘﺩ ﺃﻁﻠﻕ )‪ (Lovelok‬ﻋﻠﻰ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻛﻣﻳﻠﻳﺔ ﺍﺳﻡ‬
‫)‪ ( The Flower Of Service‬ﺃﻱ ﺯﻫﺭﺓ ﺍﻟﺧﺩﻣﺔ ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺷﺭﺡ ﻟﻠﺧﺩﻣﺎﺕ ﺍﻟﺗﻛﻣﻳﻠﻳﺔ‪ [36] :‬ﺹ‬
‫‪73‬‬

‫‪ -1‬ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‪ :‬ﻫﻲ ﻛﺎﻓﺔ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻲ ﻳﺣﺗﺎﺟﻬﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﺳﻭﺍء ﻛﺎﻧﻭﺍ ﺯﺑﺎﺋﻥ ﺟﺩﺩ ﺃﻭ‬
‫ﺯﺑﺎﺋﻥ ﻣﺗﻭﻗﻌﻭﻥ‪ ،‬ﻭﺍﻟﺫﻳﻥ ﻫﻡ ﺑﺣﺎﺟﺔ ﻣﺎﺳﺔ ﺇﻟﻰ ﻣﻌﻠﻭﻣﺎﺕ ﻋﻥ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﺗﻲ ﻟﻬﺎ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﺷﺑﺎﻉ‬
‫ﺣﺎﺟﺎﺗﻬﻡ ﻭﺭﻏﺑﺎﺗﻬﻡ ﻭﻣﻥ ﺃﻣﺎﻛﻥ ﺗﻭﻓﺭﻫﺎ ﻭﻛﻳﻔﻳﺔ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻳﻬﺎ‪ ،‬ﻭﻣﻥ ﺍﻷﻣﺛﻠﺔ ﻋﻠﻰ ﺫﻟﻙ ﺍﻟﻠﻭﺣﺎﺕ‬
‫ﺍﻹﺭﺷﺎﺩﻳﺔ ﻋﻥ ﻣﻭﻗﻊ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻗﺎﺋﻣﺔ ﺍﻷﺳﻌﺎﺭ‪ ،‬ﻭﺍﻟﺿﻣﺎﻧﺎﺕ ﻭﺷﺭﻭﻁ ﺍﻟﺑﻳﻊ‪ ،‬ﺍﻟﻭﺛﺎﺋﻕ ﻭﺳﺎﻋﺎﺕ‬
‫ﺍﻟﻌﻣﻝ‪...‬ﺍﻟﺦ‪.‬‬

‫‪ -2‬ﺍﻻﺳﺗﺷﺎﺭﺍﺕ‪ :‬ﺗﻘﺩﻡ ﺍﻻﺳﺗﺷﺎﺭﺍﺕ ﻓﻲ ﺍﻟﻐﺎﻟﺏ ﺑﻧﺎءﺍ ﻋﻠﻰ ﻁﻠﺏ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺫﻟﻙ ﻟﻼﺳﺗﺟﺎﺑﺔ ﻋﻠﻰ‬
‫ﺍﺳﺗﻔﺳﺎﺭﺍﺗﻬﻡ ﺃﻭ ﻟﺣﻝ ﻣﺷﺎﻛﻠﻬﻡ‪ ،‬ﻭﻫﻲ ﻋﺑﺎﺭﺓ ﻋﻥ ﺣﻭﺍﺭ ﻳﻬﺩﻑ ﻟﻠﺗﻌﺭﻑ ﻋﻠﻰ ﻁﻠﺑﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻭﻣﺷﺎﻛﻠﻪ‬
‫ﻭﺍﻗﺗﺭﺍﺣﺎﺗﻪ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﺗﺗﺄﻟﻑ ﺍﻻﺳﺗﺷﺎﺭﺓ ﻣﻥ ﻧﺻﻳﺣﺔ ﻓﻭﺭﻳﺔ ﻣﻥ ﻗﺑﻝ ﺷﺧﺹ ﺧﺑﻳﺭ ﺫﻭ ﻣﻌﺭﻓﺔ ﻟﻺﺟﺎﺑﺔ‬
‫ﻋﻠﻰ ﺍﻟﺳﺅﺍﻝ ﻣﺎﺫﺍ ﺗﻘﺗﺭﺡ؟ ﻭﻣﻥ ﺍﻷﻣﺛﻠﺔ ﻋﻥ ﺍﻻﺳﺗﺷﺎﺭﺍﺕ‪ :‬ﺍﻟﻧﺻﺎﺋﺢ ﺍﻟﺷﺧﺻﻳﺔ‪ ،‬ﺍﻻﺳﺗﺷﺎﺭﺍﺕ ﺍﻟﻔﻧﻳﺔ‬
‫ﻭﺍﻹﺩﺍﺭﻳﺔ‪...‬ﺍﻟﺦ‪.‬‬

‫‪ -3‬ﺍﺳﺗﻼﻡ ﺍﻟﻁﻠﺑﻳﺎﺕ‪ :‬ﺗﻣﺛﻝ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺗﻛﻣﻳﻠﻳﺔ ﺍﻟﺩﻭﺭ ﺍﻟﺫﻱ ﻳﻠﻌﺑﻪ ﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﺍﺳﺗﻼﻡ ﻭﻗﺑﻭﻝ‬
‫ﺍﻟﻁﻠﺑﻳﺎﺕ ﻭﺫﻟﻙ ﻋﻧﺩﻣﺎ ﻳﻛﻭﻥ ﺍﻟﺯﺑﻭﻥ ﻣﺳﺗﻌﺩﺍ ﻟﻠﺷﺭﺍء‪ ،‬ﻭﻣﻥ ﺍﻷﻣﺛﻠﺔ ﻋﻠﻰ ﺫﻟﻙ ﻣﺎ ﻳﻠﻲ‪ :‬ﻁﻠﺏ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ‬
‫ﺍﻟﺧﺩﻣﺎﺕ‪ ،‬ﻁﻠﺏ ﺍﻟﺗﺳﺟﻳﻝ‪ ،‬ﻁﻠﺑﺎﺕ ﺣﺟﺯ ﺍﻟﻣﻘﺎﻋﺩ‪ ،‬ﺍﻟﻐﺭﻑ‪ ،‬ﺍﻟﻁﺎﻭﻻﺕ‪...‬ﺍﻟﺦ‪.‬‬
‫‪38‬‬

‫‪ -4‬ﺍﻟﺿﻳﺎﻓﺔ‪ :‬ﻭﻫﻲ ﻣﻌﺎﻣﻠﺔ ﺍﻟﺯﺑﺎﺋﻥ ﻛﺿﻳﻭﻑ ﻋﻠﻰ ﺍﻟﻣﺅﺳﺳﺔ ﺧﺻﻭﺻﺎ ﺇﺫﺍ ﻣﺎ ﻛﺎﻥ ﻋﻠﻳﻬﻡ ﺍﻟﺑﻘﺎء ﻓﻲ ﻣﻭﺍﻗﻊ‬
‫ﺍﻟﺧﺩﻣﺔ ﻟﻔﺗﺭﺓ ﻁﻭﻳﻠﺔ‪ ،‬ﻭﺗﻌﻛﺱ ﺍﻟﺿﻳﺎﻓﺔ ﺍﻟﺟﻳﺩﺓ ﻣﻥ ﺧﻼﻝ ﺣﺳﻥ ﺍﻻﺳﺗﻘﺑﺎﻝ ﻟﻠﺯﺑﺎﺋﻥ ﺍﻟﺟﺩﺩ ﻭﺍﻟﺗﺣﻳﺔ‬
‫ﻭﺍﻟﺗﺭﺣﻳﺏ ﺑﺎﻟﺯﺑﺎﺋﻥ ﺍﻟﻘﺩﺍﻣﻰ ﻋﻧﺩ ﻋﻭﺩﺗﻬﻡ ﻭﻣﻥ ﺍﻷﻣﺛﻠﺔ ﻋﻠﻰ ﺧﺩﻣﺎﺕ ﺍﻟﺿﻳﺎﻓﺔ‪ :‬ﺍﻟﺗﺭﺣﻳﺏ‪ ،‬ﺍﻟﺣﻣﺎﻳﺔ‪ ،‬ﺍﻟﻧﻘﻝ‪،‬‬
‫ﺍﻷﻁﻌﻣﺔ‪...‬ﺍﻟﺦ‪.‬‬

‫‪ -5‬ﺣﻣﺎﻳﺔ ﻣﻣﺗﻠﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ :‬ﻭﻫﻲ ﺗﻘﺩﻳﻡ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻟﻠﺯﺑﻭﻥ ﻟﻠﺣﻔﺎﻅ ﻋﻠﻰ ﻣﻣﺗﻠﻛﺎﺗﻪ ﻭﺃﺷﻳﺎءﻩ ﻭﺫﻟﻙ ﻋﻧﺩ‬
‫ﺯﻳﺎﺭﺗﻪ ﻟﻣﻭﺍﻗﻊ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻓﻌﺩﻡ ﺗﻭﻓﻳﺭ ﻫﺫﻩ ﺍﻟﻣﺳﺎﻋﺩﺍﺕ ﻭﺍﻟﺗﺳﻬﻳﻼﺕ ﺍﻟﺧﺎﺻﺔ ﻟﺣﻣﺎﻳﺔ ﻣﻣﺗﻠﻛﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻗﺩ‬
‫ﺗﺅﺩﻱ ﺇﻟﻰ ﻋﺯﻭﻑ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺯﻳﺎﺭﺓ ﻣﻭﺍﻗﻊ ﺍﻟﺧﺩﻣﺔ ﻭﻣﻥ ﺍﻷﻣﺛﻠﺔ ﻋﻠﻰ ﺫﻟﻙ ﺧﺩﻣﺎﺕ ﻣﺭﺍﻓﻕ ﺍﻟﺳﻳﺎﺭﺍﺕ‪،‬‬
‫ﺍﻟﻌﻧﺎﻳﺔ ﺑﺎﻷﻁﻔﺎﻝ‪...‬ﺍﻟﺦ‪.‬‬

‫‪ -6‬ﺍﻻﺳﺗﺛﻧﺎءﺍﺕ‪ :‬ﻫﻲ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻭﺍﻟﺗﻲ ﺗﻘﻊ ﺧﺎﺭﺝ ﻧﻁﺎﻕ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺭﻭﺗﻳﻧﻳﺔ ﺍﻟﺗﻲ‬
‫ﺗﻘﻭﻡ ﺑﻬﺎ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﺗﻘﺩﻡ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺎﺕ ﻓﻲ ﻅﺭﻭﻑ ﻏﻳﺭ ﻣﺗﻭﻗﻌﺔ ﻣﻥ ﻗﺑﻝ ﺍﻹﺩﺍﺭﺓ ﻭﻣﻥ ﺍﻷﻣﺛﻠﺔ‬
‫ﻋﻠﻰ ﺍﻻﺳﺗﺛﻧﺎءﺍﺕ‪ :‬ﺗﻭﻓﻳﺭ ﺃﻣﺎﻛﻥ ﺧﺎﺻﺔ ﻟﻸﻁﻔﺎﻝ ﻓﻲ ﺍﻟﻣﻁﺎﻋﻡ‪ ،‬ﺍﻟﺗﻌﻭﻳﺽ ﻋﻥ ﺍﻟﺧﺩﻣﺔ ﻏﻳﺭ ﺍﻟﺟﻳﺩﺓ‪ ...‬ﺍﻟﺦ‪.‬‬

‫‪ -7‬ﺇﻋﺩﺍﺩ ﺍﻟﻔﻭﺍﺗﻳﺭ‪ :‬ﻭﻫﻲ ﻗﻳﺎﻡ ﻣﺅﺳﺳﺎﺕ ﺍﻟﺧﺩﻣﺔ ﺑﺈﻋﺩﺍﺩ ﺍﻟﻔﻭﺍﺗﻳﺭ ﺍﻟﺗﺟﺎﺭﻳﺔ‪ ،‬ﻭﻫﺫﺍ ﻳﺗﻁﻠﺏ ﻣﻥ ﺍﻟﻣﺅﺳﺳﺔ ﺃﻥ‬
‫ﺗﻛﻭﻥ ﻓﻭﺍﺗﻳﺭﻫﺎ ﻣﻌﺩﺓ ﺑﻁﺭﻳﻘﺔ ﺩﻗﻳﻘﺔ ﻭﺻﺣﻳﺣﺔ ﻭﻣﻁﺎﺑﻘﺔ ﻟﻘﻳﻣﺔ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ‪ ،‬ﻣﻥ ﺃﻣﺛﻠﺔ ﺇﻋﺩﺍﺩ ﺍﻟﻔﻭﺍﺗﻳﺭ‪:‬‬
‫ﺍﻟﻛﺷﻭﻓﺎﺕ ﺍﻟﺩﻭﺭﻳﺔ ﻋﻥ ﺣﺳﺎﺑﺎﺕ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﻓﻭﺍﺗﻳﺭ ﺍﻟﻣﻌﺎﻣﻼﺕ ﺍﻟﻔﺭﺩﻳﺔ‪.‬‬

‫‪ -8‬ﺍﻟﺩﻓﻊ‪ :‬ﻫﻲ ﻗﻳﺎﻡ ﺍﻟﺯﺑﻭﻥ ﺑﺩﻓﻊ ﺍﻟﻣﺑﺎﻟﻎ ﺍﻟﻣﺳﺗﺣﻘﺔ ﻋﻠﻳﻪ ﻋﻧﺩ ﺍﺳﺗﻼﻡ ﺍﻟﻔﺎﺗﻭﺭﺓ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻭﻣﻥ ﺍﻷﻣﺛﻠﺔ ﻋﻠﻰ‬
‫ﺫﻟﻙ‪ :‬ﺍﻟﺧﺩﻣﺔ ﺍﻟﺫﺍﺗﻳﺔ‪ ،‬ﺇﺭﺳﺎﻝ ﺑﺎﻟﺑﺭﻳﺩ‪ ،‬ﺍﻟﺩﻓﻊ ﻣﺑﺎﺷﺭﺓ‪ ،‬ﺃﻭ ﻋﻥ ﻁﺭﻳﻕ ﺷﻳﻙ ﻣﺛﻼ‪.‬‬
‫‪39‬‬

‫ﺷﻛﻝ)‪ (6 -1‬ﺯﻫﺭﺓ ﺍﻟﺧﺩﻣﺔ‪ :‬ﺍﻟﺧﺩﻣﺔ ﺍﻟﺟﻭﻫﺭ ﻭﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺣﻳﻁﺔ ﺑﻬﺎ‬

‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬
‫ﺣﻣﺎﻳﺔ ﺍﻟﻣﻣﺗﻠﻛﺎﺕ‬
‫ﺍﻟﺩﻓﻊ‬

‫ﺍﻟﺧﺩﻣﺔ‬ ‫ﺍﺳﺗﻼﻡ ﺍﻟﻁﻠﺑﻳﺎﺕ‬

‫ﺇﻋﺩﺍﺩ ﺍﻟﻔﻭﺍﺗﻳﺭ‬ ‫ﺍﻟﺟﻭﻫﺭ‬

‫ﺍﻟﺿﻳﺎﻓﺔ‬
‫ﺍﻹﺳﺗﺷﺎﺭﺍﺕ‬

‫ﺍﻻﺳﺗﺛﻧﺎءﺍﺕ‬

‫ﺍﻟﻣﺻﺩﺭ‪ ،[36] :‬ﺹ‪79‬‬

‫‪ :3-1‬ﻣﺎﻫﻳﺔ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬

‫‪U‬‬

‫ﺗﻌﺗﺑﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﺃﻫﻡ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺗﻲ ﺗﺳﺗﻌﻣﻠﻬﺎ ﺍﻟﻣﺅﺳﺳﺔ ﻣﻥ ﺃﺟﻝ ﺗﻣﻳﺯﻫﺎ ﻋﻥ ﺍﻟﻣﻧﺎﻓﺳﺔ‪ ،‬ﺣﻳﺙ‬
‫ﻳﻣﻛﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺃﻥ ﺗﻘﺩﻡ ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ ﻟﻠﻣﺅﺳﺳﺔ ﺗﻣﻛﻧﻬﺎ ﻣﻥ ﺗﺣﻘﻳﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺳﻧﺣﺎﻭﻝ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻟﻣﺑﺣﺙ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﻛﻝ ﻣﻝ ﻳﺗﻌﻠﻕ ﺑﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ :1-3-1‬ﻣﻔﻬﻭﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺧﻁﻭﺍﺕ ﺗﺣﻘﻳﻘﻬﺎ‬ ‫‪U‬‬

‫ﺗﺳﻌﻰ ﻣﻌﻅﻡ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺇﻟﻰ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﺭﺍﻗﻳﺔ ﻟﺯﺑﺎﺋﻧﻬﺎ‪ ،‬ﻭﻫﺫﺍ ﻣﺎ ﺟﻌﻝ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭ ﻛﻳﻔﻳﺔ ﺗﺣﻘﻳﻘﻬﺎ‬
‫ﺍﻟﻬﺩﻑ ﺍﻷﺳﻣﻰ ﻟﻛﻝ ﻣﺅﺳﺳﺔ ﺗﺭﻏﺏ ﻓﻲ ﺍﻟﻧﺟﺎﺡ ﻭ ﺍﻟﺗﻣﻳﺯ‪ .‬ﻭﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ‬
‫ﺃﻫﻡ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺧﺎﺻﺔ ﺑﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭ ﺧﻁﻭﺍﺕ ﺗﺣﻘﻳﻘﻬﺎ‪.‬‬

‫‪ :1-1-3-1‬ﺗﻌﺭﻳﻑ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﻳﻣﻛﻥ ﺃﻥ ﻧﻘﺩﻡ ﺃﻫﻡ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺧﺎﺻﺔ ﺑﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪40‬‬

‫‪ -1‬ﺗﻌﺭﻳﻑ )‪ " :(Czepiel 1990‬ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻫﻲ ﺇﺩﺭﺍﻙ ﺍﻟﺯﺑﻭﻥ ﻟﻣﺩﻯ ﺗﻠﺑﻳﺔ ﺍﻟﺧﺩﻣﺔ ﻟﺗﻭﻗﻌﺎﺗﻪ ﺃﻭ‬
‫ﺗﺟﺎﻭﺯ ﺗﻠﻙ ﺍﻟﺗﻭﻗﻌﺎﺕ" ]‪ [37‬ﺹ ‪195‬‬

‫‪ -2‬ﺗﻌﺭﻳﻑ )‪ " :(Bitner and Hubbert 1994‬ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻫﻲ ﺍﻧﻁﺑﺎﻉ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﻛﻠﻲ ﻟﻠﺗﻔﻭﻕ‬
‫ﺍﻟﻧﺳﺑﻲ ﺃﻭ ﻋﺩﻡ ﺍﻟﺗﻔﻭﻕ ﻓﻳﻣﺎ ﻳﺧﺹ ﺍﻟﻣﺅﺳﺳﺔ ﻭﺧﺩﻣﺎﺗﻬﺎ"‪ [38] .‬ﺹ ‪54‬‬

‫‪ -3‬ﺗﻌﺭﻳﻑ )‪ " :(Parasuraman et Al 1985.‬ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻫﻲ ﺩﺭﺟﺔ ﻭﺍﺗﺟﺎﻩ ﺍﻟﺗﺑﺎﻳﻥ ﺑﻳﻥ‬

‫ﺍﻹﺩﺭﺍﻙ ﻭﺍﻟﺗﻭﻗﻌﺎﺕ ﻧﺣﻭ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ"‪ .‬ﻭﻫﻲ " ﺍﻟﻔﺟﻭﺓ ﺑﻳﻥ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺇﺩﺭﺍﻛﻬﻡ ﻷﺩﺍء ﺍﻟﺧﺩﻣﺔ"‬
‫ﺣﻳﺙ ﻛﻠﻣﺎ ﻛﺎﻧﺕ ﺍﻟﻔﺟﻭﺓ ﺻﻐﻳﺭﺓ ﻛﻠﻣﺎ ﻛﺎﻧﺕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺟﻳﺩﺓ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻣﺭﺗﻔﻊ‪ [39] .‬ﺹ ‪66‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺳﺎﺑﻘﺔ ﻳﻣﻛﻥ ﺃﻥ ﻧﺳﺗﻧﺗﺞ ﺃﻥ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﺍﻷﺧﻳﺭ ﻫﻭ ﺍﻟﺫﻱ ﻳﺣﺩﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺃﻥ‬
‫ﺍﻟﻘﺭﺍﺭ ﺑﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻻ ﻳﻛﻭﻥ ﻣﻥ ﻭﺟﻬﺔ ﻧﻅﺭ ﺍﻟﻣﺅﺳﺳﺔ ﺑﻝ ﻣﻥ ﻭﺟﻬﺔ ﻧﻅﺭ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻋﻠﻰ‬
‫ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ ﺃﻥ ﺗﺄﺧﺫ ﺑﻌﻳﻥ ﺍﻻﻋﺗﺑﺎﺭ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻗﺑﻝ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺎﺕ ﻟﻬﻡ‪ ،‬ﺑﺎﻋﺗﺑﺎﺭ ﺃﻥ ﺟﻭﺩﺓ‬
‫ﺍﻟﺧﺩﻣﺔ ﺗﻘﻭﻡ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻠﺧﺩﻣﺔ‬

‫ﺍﻟﺗﻲ ﺳﻭﻑ ﻳﺣﺻﻠﻭﻥ ﻋﻠﻳﻬﺎ ﻭﻣﻘﺎﺭﻧﺗﻬﺎ ﺑﻣﺎ ﺗﺣﺻﻠﻭﺍ ﻋﻠﻳﻪ ﻓﻌﻼ‪ ،‬ﻭﻧﺳﺗﻧﺗﺞ ﺃﻳﺿﺎ ﺃﻥ ﺍﻟﺯﺑﻭﻥ ﺑﻌﺩ ﻗﻳﺎﻣﻪ‬
‫ﺑﺎﻟﻣﻘﺎﺭﻧﺔ‪ ،‬ﻳﻌﺑﺭ ﻋﻥ ﺭﺃﻳﻪ ﺇﻣﺎ ﺑﻛﻭﻧﻪ ﺭﺍﺽ ﺃﻭ ﻏﻳﺭ ﺭﺍﺽ ﻋﻥ ﺟﻭﺩﺓ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﻫﺫﺍ ﻳﺩﻝ ﻋﻠﻰ ﺃﻫﻣﻳﺔ‬
‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﺗﺣﻘﻳﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫ﺫﻛﺭﻧﺎ ﺳﺎﺑﻘﺎ ﺃﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺗﻌﺗﺑﺭ ﺃﺩﺍﺓ ﻟﺗﻣﻳﻳﺯ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻋﻥ ﻣﻧﺎﻓﺳﻳﻬﺎ‪ ،‬ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺷﻛﻝ ﻳﻭﺿﺢ‬
‫ﺍﺧﺗﻼﻑ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻋﻠﻰ ﺣﺳﺏ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺗﻲ ﻳﻘﺩﻣﻭﻧﻬﺎ‪.‬‬

‫ﺷﻛﻝ)‪ :(7-1‬ﺃﻫﻣﻳﺔ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺔ ﺗﻘﺎﺑﻝ ﺃﻭ ﺗﻔﻭﻕ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‬

‫ﺧﺪﻣﺔ ﺗﻔﻮق اﻟﺘﻮﻗﻌﺎت‬

‫ﻣﺅﺳﺳﺔ ﻣﺗﻣﻳﺯﺓ‬
‫ﺧﺪﻣﺔ ﻣﺮﻏﻮﺑﺔ‬
‫ﻣﺅﺳﺳﺔ ﻧﺎﺟﺣﺔ‬
‫ﺧﺪﻣﺔ ﻣﺘﻮﻗﻌﺔ‬
‫ﻣﺅﺳﺳﺔ ﻋﺎﺩﻳﺔ‬
‫ﺧﺪﻣﺔ أﺳﺎﺳﻴﺔ‬
‫ﺧﺪﻣﺔ ﺳﻴﺌﺔ‬
‫ﻣﺅﺳﺳﺔ ﻓﺎﺷﻠﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ ،[86] :‬ﺹ ‪.41‬‬

‫‪41‬‬

‫‪ :2-1-3-1‬ﺧﻁﻭﺍﺕ ﺗﺣﻘﻳﻕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﺇﻥ ﻋﻣﻠﻳﺔ ﺗﺣﻘﻳﻕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺗﺄﺗﻲ ﻣﻥ ﺧﻼﻝ ﺇﺗﺑﺎﻉ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺧﻁﻭﺍﺕ‪ ،‬ﻧﺫﻛﺭ ﺃﻫﻣﻬﺎ ﻛﻣﺎ ﻳﻠﻲ‪[40] :‬‬
‫ﺹ‬

‫‪ -1‬ﺍﻟﺧﻁﻭﺓ ﺍﻷﻭﻟﻰ‪ :‬ﺇﻅﻬﺎﺭ ﺍﻟﻣﻭﺍﻗﻑ ﺍﻹﻳﺟﺎﺑﻳﺔ ﺗﺟﺎﻩ ﺍﻵﺧﺭﻳﻥ‬

‫ﻓﻲ ﺍﻟﺑﺩﺍﻳﺔ ﻳﻣﻛﻥ ﺗﻌﺭﻳﻑ ﺍﻟﻣﻭﻗﻑ ﺑﺄﻧﻪ ﺣﺎﻟﺔ ﺫﻫﻧﻳﺔ ﺗﺅﺛﺭ ﻋﻠﻳﻬﺎ ﺍﻟﻣﺷﺎﻋﺭ ﻭ ﻣﻳﻭﻝ ﺍﻟﻔﻛﺭ ﻭﺍﻟﺗﺻﺭﻑ‪ ،‬ﻭﻓﻲ‬
‫ﺍﻟﻌﺎﺩﺓ ﺍﻟﻣﻭﻗﻑ ﺍﻟﺫﻱ ﻳﻅﻬﺭﻩ ﺍﻟﺷﺧﺹ ﻫﻭ ﺍﻟﺫﻱ ﻳﺗﺣﺻﻝ ﻋﻠﻳﻪ ﺑﺎﻟﻣﻘﺎﺑﻝ‪ ،‬ﻭﺗﺷﻳﺭ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺇﻟﻰ ﺃﻥ ﻣﻌﻅﻡ‬
‫ﺍﻟﻌﺎﻣﻠﻳﻥ ﻓﻲ ﻣﺟﺎﻝ ﺧﺩﻣﺔ ﺍﻟﺯﺑﻭﻥ ﻳﺭﺟﻊ ﻓﺷﻠﻬﻡ ﺇﻟﻰ ﻣﻭﺍﻗﻔﻬﻡ ﺗﺟﺎﻩ ﺍﻵﺧﺭﻳﻥ ﻭﻋﺩﻡ ﺇﻅﻬﺎﺭﻫﻡ ﻟﻠﻣﻭﺍﻗﻑ‬
‫ﺍﻹﻳﺟﺎﺑﻳﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﺟﻣﻳﻊ ﻣﻥ ﻳﺗﻌﺎﻣﻠﻭﻥ ﻣﻌﻬﻡ ﻛﻣﺎ ﺃﻥ ﺍﻟﻣﻭﻗﻑ ﺍﻟﺫﻱ ﻳﻅﻬﺭﻩ ﺍﻟﻣﻭﻅﻑ ﻟﻶﺧﺭﻳﻥ ﻳﻌﺗﻣﺩ ﻓﻲ‬
‫ﺍﻷﺳﺎﺱ ﻋﻠﻰ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﻳﻧﻅﺭ ﺑﻬﺎ ﺍﻟﻣﻭﻅﻑ ﺇﻟﻰ ﻭﻅﻳﻔﺗﻪ‪.‬‬

‫ﻭﻳﻘﺎﺱ ﻣﻭﻗﻑ ﺍﻟﻣﻭﻅﻑ ﻧﺣﻭ ﺍﻵﺧﺭﻳﻥ ﻣﻥ ﺧﻼﻝ ﻋﺩﺓ ﻣﻌﺎﻳﻳﺭ ﺃﻫﻣﻬﺎ‪:‬‬

‫‪ -‬ﻣﺩﻯ ﺍﻻﻫﺗﻣﺎﻡ ﺑﻣﺳﺎﻋﺩﺓ ﺍﻵﺧﺭﻳﻥ‪.‬‬

‫‪ -‬ﺍﻻﺑﺗﺳﺎﻣﺔ ﻭﺍﻹﻳﺟﺎﺑﻳﺔ ﻧﺣﻭ ﺍﻟﺟﻣﻳﻊ ﺑﺻﺭﻑ ﺍﻟﻧﻅﺭ ﻋﻥ ﺃﻋﻣﺎﺭﻫﻡ ﻭﻣﻅﻬﺭﻫﻡ‪.‬‬

‫‪ -‬ﺍﻹﻳﺟﺎﺑﻳﺔ ﻧﺣﻭ ﺍﻵﺧﺭﻳﻥ ﺣﺗﻰ ﻓﻲ ﺍﻷﻳﺎﻡ ﻭﺍﻟﻣﻭﺍﻗﻑ ﺍﻟﻌﺻﻳﺑﺔ‪.‬‬

‫‪ -‬ﺍﻟﺷﻌﻭﺭ ﺑﺷﻛﻝ ﺃﻓﺿﻝ ﻋﻧﺩ ﺗﺣﻘﻳﻕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﺍﻟﻌﻣﻝ‪.‬‬

‫‪ -‬ﺍﻟﺗﺣﺳﻥ ﺍﻟﻌﻣﻠﻲ‪.‬‬

‫‪ -‬ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺳﻌﺎﺩﺓ ﻋﻧﺩ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺭﺍﻗﻳﺔ‬

‫‪ -‬ﺍﻹﻳﺟﺎﺑﻳﺔ ﻭﺍﻻﺑﺗﻌﺎﺩ ﻋﻥ ﺍﻟﺳﻠﺑﻳﺔ ﺣﺗﻰ ﻓﻲ ﻣﻭﺍﺟﻬﺔ ﺍﻟﻧﺎﺱ ﺍﻟﺫﻳﻥ ﻳﺻﻌﺏ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻌﻬﻡ‪.‬‬

‫‪ -2‬ﺍﻟﺧﻁﻭﺓ ﺍﻟﺛﺎﻧﻳﺔ‪ :‬ﺗﺣﺩﻳﺩ ﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﻭﻥ‬

‫‪ -‬ﺟﻌﻝ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﺍﻟﺭﺋﻳﺱ) ﺍﻻﻫﺗﻣﺎﻡ ﺍﻷﻭﻝ ﻟﻠﻣﺅﺳﺳﺔ ﻫﻭ ﺍﻟﺯﺑﻭﻥ( ‪.‬‬

‫‪ -‬ﺇﺩﺭﺍﻙ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺯﻣﻧﻳﺔ ﻟﺟﻭﺩﺓ ﺧﺩﻣﺔ ﺍﻟﻌﻣﻳﻝ ) ﺇﻥ ﻣﻌﺭﻓﺔ ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺗﻭﻗﻳﺕ ﻓﻲ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﻳﻌﺗﺑﺭ‬
‫ﻣﻥ ﺍﻷﻣﻭﺭ ﺍﻟﺿﺭﻭﺭﻳﺔ ﻟﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﺫﺍﺕ ﺟﻭﺩﺓ‪ ،‬ﻭﻳﺗﻁﻠﺏ ﺍﻻﺗﺻﺎﻝ ﺍﻟﺷﺧﺻﻲ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﺍﻟﺑﺩء ﺑﺗﺣﻳﺗﻪ‬
‫ﺧﻼﻝ ﺛﻭﺍﻧﻲ‪ ،‬ﻭﺇﻛﻣﺎﻝ ﺍﻷﻋﻣﺎﻝ ﺍﻟﻭﺭﻗﻳﺔ ﺍﻟﺧﺎﺻﺔ ﺧﻼﻝ ﺩﻗﻳﻘﺔ ﻋﻠﻰ ﺍﻷﻛﺛﺭ‪ ،‬ﻭﻻﺑﺩ ﻣﻥ ﺇﺧﺑﺎﺭ ﺍﻟﺯﺑﻭﻥ ﻋﻥ‬
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‫ﺃﻱ ﺳﺑﺏ ﻟﻠﺗﺄﺧﻳﺭ ﻓﻲ ﺍﻹﻧﺟﺎﺯ‪ ،‬ﻛﺫﻟﻙ ﻣﻥ ﺍﻟﺿﺭﻭﺭﻱ ﺍﻟﺭﺩ ﻋﻠﻰ ﺍﻟﻣﻛﺎﻟﻣﺎﺕ ﺍﻟﻬﺎﺗﻔﻳﺔ ﻟﻠﺯﺑﻭﻥ ﻣﻥ ﺧﻼﻝ ﺭﻧﺔ‬
‫ﻭﺍﺣﺩﺓ ﻣﺛﻼ (‪.‬‬

‫‪ -‬ﻓﻬﻡ ﺍﻟﺣﺎﺟﺎﺕ ﺍﻹﻧﺳﺎﻧﻳﺔ‪ :‬ﻛﺎﻟﺣﺎﺟﺔ ﻟﻠﺷﻌﻭﺭ ﺑﺎﻟﺗﺭﺣﻳﺏ ﻭﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺭﺍﺣﺔ ﻭﺍﻟﺣﺎﺟﺔ ﻟﺗﻠﻘﻲ ﺍﻟﻌﻭﻥ‬
‫ﻭﺍﻟﻣﺳﺎﻋﺩﺓ‪ ،‬ﻭﺍﻟﺣﺎﺟﺔ ﻟﻼﺣﺗﺭﺍﻡ‪...‬ﺍﻟﺦ‪.‬‬

‫‪ -‬ﺗﻭﻗﻊ ﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻣﺳﺑﻘﺎ ﻭﺗﻭﻓﻳﺭ ﺗﻠﻙ ﺍﻟﺧﺩﻣﺔ ﻟﻠﺯﺑﻭﻥ ﺩﻭﻥ ﺃﻥ ﻳﺳﺄﻝ ﻋﻧﻬﺎ‪.‬‬

‫‪ -‬ﻳﻘﻅﺔ ﺍﻟﻣﻭﻅﻑ ﻭﻟﻁﻔﻪ‪ :‬ﻭﻳﺗﻡ ﻫﺫﺍ ﻣﻥ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﺍﻟﺯﺑﻭﻥ ﻭﻓﻬﻣﻪ ﻣﻥ ﺧﻼﻝ ﺍﻟﺷﻔﺎﻓﻳﺔ ﺑﻣﻌﻧﻰ ﺃﻥ ﻳﻌﻲ‬
‫ﺍﻟﻣﻭﻅﻑ ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﻠﻔﺿﻳﺔ ﻭﻏﻳﺭ ﺍﻟﻠﻔﺿﻳﺔ ﺍﻟﺗﻲ ﻳﺑﻌﺙ ﺑﻬﺎ ﺍﻟﺯﺑﻭﻥ ‪ ،‬ﻭﺃﻥ ﻳﺗﻘﻣﺹ ﺩﻭﺭ ﺍﻟﺯﺑﻭﻥ ﺑﻣﻌﻧﻰ‬
‫ﺃﻥ ﻳﺣﻝ ﻣﻛﺎﻥ ﺍﻟﺯﺑﻭﻥ ﻭﻳﺭﻯ ﻣﺎﺫﺍ ﻳﺭﻏﺏ ﻫﺫﺍ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ -3‬ﺍﻟﺧﻁﻭﺓ ﺍﻟﺛﺎﻟﺛﺔ‪ :‬ﺍﻟﻌﻣﻝ ﻋﻠﻰ ﺗﻭﻓﻳﺭ ﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‬

‫‪ -‬ﺗﺄﺩﻳﺔ ﻛﺎﻓﺔ ﺍﻟﻣﻬﺎﻡ ﻭﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﺗﻲ ﺗﺗﻁﻠﺏ ﻭﻅﻳﻔﺔ ﻛﻝ ﻣﻭﻅﻑ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻘﺩﻣﺔ ﻻﺑﺩ ﺃﻥ ﺗﻣﺗﺎﺯ‬
‫ﺑﺗﻭﺟﻬﻬﺎ ﻧﺣﻭ ﺍﻟﻧﺎﺱ ﺃﻛﺛﺭ ﻣﻥ ﺍﻷﺷﻳﺎء‪ ،‬ﻭﻳﻛﻭﻥ ﻓﻳﻬﺎ ﻧﻭﻉ ﻣﻥ ﺍﻟﺗﻔﺎﻋﻝ ﺍﻟﺷﺧﺻﻲ‪ ،‬ﻭﺗﺣﺗﺎﺝ ﻛﺫﻟﻙ ﻟﺗﻘﺩﻳﻣﻬﺎ‬
‫ﺧﻼﻝ ﻓﺗﺭﺓ ﺯﻣﻧﻳﺔ ﻣﻧﺎﺳﺑﺔ‪ ،‬ﻭﻓﻲ ﻣﻛﺎﻥ ﻣﻧﺎﺳﺏ‪ ،‬ﻭﺍﺑﺗﻌﺎﺩ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻘﺩﻣﺔ ﻋﻥ ﺍﻟﺗﻌﻘﻳﺩ ﻭﺃﻥ ﺗﻛﻭﻥ‬
‫ﻣﻛﻳﻔﺔ ﻟﺧﺩﻣﺔ ﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻭﺭﻏﺑﺎﺗﻪ‪ ،‬ﻭﺃﻥ ﻳﻣﺗﺎﺯ ﺍﻟﺷﺧﺹ ﺍﻟﺫﻱ ﻳﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ ﺑﺎﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﺗﺩﺭﻳﺏ‬
‫ﻭﺍﻟﺗﻌﻠﻳﻡ ﻭﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﻧﺎﺳﺑﺔ‪.‬‬

‫‪ -‬ﺍﻟﻘﻳﺎﻡ ﺑﺗﺄﺩﻳﺔ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺳﺎﻧﺩﺓ ﺍﻟﻬﺎﻣﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﻣﺷﺗﺭﻛﺔ ﺑﻳﻥ ﻋﺎﻣﻝ ﻭﻋﺎﻣﻠﻳﻥ ﺁﺧﺭﻳﻥ‪ ،‬ﺇﺫ ﺃﻥ‬
‫ﺗﻘﺩﻳﻡ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻭﺍﻟﻘﻳﺎﻡ ﺑﻣﺷﺎﺭﻛﺗﻬﻡ ﻳﺷﻛﻝ ﺟﺎﻧﺑﺎ ﻣﻬﻣﺎ ﻟﻠﻭﺻﻭﻝ ﺇﻟﻰ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﻣﻥ ﺍﻷﻣﺛﻠﺔ ﺗﺭﺗﻳﺏ‬
‫ﺍﻟﻣﻠﻔﺎﺕ‪ ،‬ﺍﺳﺗﻘﺑﺎﻝ ﺍﻟﻣﻛﺎﻟﻣﺎﺕ ﺍﻟﻬﺎﺗﻔﻳﺔ‪....‬ﺍﻟﺦ‪.‬‬

‫‪ -‬ﺍﻻﺗﺻﺎﻝ ﻋﻥ ﻁﺭﻳﻕ ﺇﺭﺳﺎﻝ ﺭﺳﺎﺋﻝ ﻭﺍﺿﺣﺔ ﺇﻟﻰ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﺍﻟﻣﺷﺭﻓﻳﻥ ﻭﺍﻟﺯﻣﻼء ﺍﻟﻌﺎﻣﻠﻳﻥ‪.‬‬

‫‪ -‬ﻣﻣﺎﺭﺳﺔ ﻣﻬﺎﺭﺓ ﺍﻟﺗﺭﻭﻳﺞ ﺍﻟﻔﻌﺎﻝ ﻋﻥ ﻁﺭﻳﻕ‪ :‬ﺯﻳﺎﺩﺓ ﺍﻟﻭﻋﻲ ﺑﺎﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﺗﻭﻓﺭﺓ ﻟﺩﻯ ﺍﻟﻣﻭﻅﻑ‪ ،‬ﺷﺭﺡ‬
‫ﻣﻼﻣﺢ ﺗﻠﻙ ﺍﻟﺧﺩﻣﺎﺕ‪ ،‬ﻭﻗﻳﺎﻡ ﺍﻟﻣﻭﻅﻑ ﺑﻭﺻﻑ ﻣﺯﺍﻳﺎ ﻭﻓﻭﺍﺋﺩ ﺗﻠﻙ ﺍﻟﺧﺩﻣﺎﺕ‪.‬‬

‫‪ -‬ﺍﻟﻌﻣﻝ ﻋﻠﻰ ﻣﻭﺍﺻﻠﺔ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺟﻳﺩﺓ ﻟﻠﺯﺑﺎﺋﻥ ﻋﻧﺩ ﺣﺩﻭﺙ ﺃﻣﺭ ﻏﻳﺭ ﻣﺗﻭﻗﻊ‪ :‬ﺍﻷﺣﺩﺍﺙ ﻏﻳﺭ ﺍﻟﻣﺗﻭﻗﻌﺔ‬
‫ﺗﺅﺩﻱ ﺇﻟﻰ ﺧﻠﻕ ﺃﻋﺑﺎء ﺇﺿﺎﻓﻳﺔ ﻋﻠﻰ ﻗﺩﺭﺍﺕ ﺍﻟﻣﻭﻅﻑ ﻭﺗﺣﺩ ﻣﻥ ﻗﺩﺭﺗﻪ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺔ ﺟﻳﺩﺓ ﻟﻠﺯﺑﻭﻥ‪،‬‬
‫ﻭﻳﺗﻁﻠﺏ ﺍﻷﻣﺭ ﺍﻟﺗﻧﺑﺅ ﻟﺗﻠﻙ ﺍﻷﺣﺩﺍﺙ ﻭﺗﻁﻭﻳﺭ ﺧﻁﻁ ﻁﺎﺭﺋﺔ ﻟﻣﻭﺍﺟﻬﺗﻬﺎ ﻣﻥ ﺃﺟﻝ ﺍﻻﺳﺗﻣﺭﺍﺭ ﻓﻲ ﺗﻘﺩﻳﻡ‬
‫ﺧﺩﻣﺔ ﺫﺍﺕ ﺟﻭﺩﺓ ﻟﻠﺯﺑﺎﺋﻥ‪.‬‬
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‫‪ -4‬ﺍﻟﺧﻁﻭﺓ ﺍﻟﺭﺍﺑﻌﺔ‪ :‬ﺍﻟﺗﺄﻛﺩ ﻣﻥ ﺃﻥ ﺍﻟﺯﺑﺎﺋﻥ ﺳﻳﻌﻭﺩﻭﻥ ﻟﻠﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ ﻣﺭﺓ ﺃﺧﺭﻯ‬

‫‪ -‬ﺍﻟﻌﻣﻝ ﻋﻠﻰ ﺍﻟﻌﻧﺎﻳﺔ ﻭﺍﻻﻫﺗﻣﺎﻡ ﺑﺷﻛﺎﻭﻯ ﺍﻟﺯﺑﺎﺋﻥ‪ :‬ﻭﻫﺫﺍ ﻳﺗﻁﻠﺏ ﺍﻹﺻﻐﺎء ﺇﻟﻰ ﺍﻟﺷﻛﺎﻭﻯ‪ ،‬ﻭﺇﺷﻌﺎﺭ ﺍﻟﺯﺑﺎﺋﻥ‬
‫ﺑﺄﻥ ﻫﺫﻩ ﺍﻟﺷﻛﺎﻭﻯ ﻗﺩ ﺳﻣﻌﺕ ﺑﺷﻛﻝ ﺟﻳﺩ ﻭﺻﺣﻳﺢ‪ ،‬ﻭﻛﺫﻟﻙ ﺿﺭﻭﺭﺓ ﺗﻘﺩﻳﺭ ﻣﺷﺎﻋﺭ ﺍﻟﺯﺑﻭﻥ ﻭﺍﻣﺗﺻﺎﺹ‬
‫ﻏﺿﺑﻪ ﻭﺍﺳﺗﻳﺎﺅﻩ ﻭﺧﻳﺑﺔ ﺃﻣﻠﻪ‪ ،‬ﻭﻛﺫﻟﻙ ﺷﺭﺡ ﺍﻹﺟﺭﺍءﺍﺕ ﺍﻟﺗﻲ ﺳﻳﺗﻡ ﺍﺗﺧﺎﺫﻫﺎ ﻟﻣﻌﺎﻟﺟﺔ ﻫﺫﻩ ﺍﻟﺷﻛﺎﻭﻯ‪ ،‬ﻭﻓﻲ‬
‫ﺍﻟﻧﻬﺎﻳﺔ ﻻﺑﺩ ﻣﻥ ﻗﻳﺎﻡ ﺍﻟﻣﻭﻅﻑ ﺍﻟﻣﺳﺅﻭﻝ ﺑﺗﻘﺩﻳﻡ ﺍﻟﺷﻛﺭ ﺇﻟﻰ ﺍﻟﺯﺑﻭﻥ ﻧﺗﻳﺟﺔ ﻗﻳﺎﻣﻪ ﺑﻌﺭﺽ ﺍﻟﺷﻛﻭﻯ‪.‬‬

‫‪ -‬ﺍﻻﺳﺗﻌﺩﺍﺩ ﻟﻣﻌﺎﻟﺟﺔ ﺃﻛﺛﺭ ﺍﻟﺷﻛﺎﻭﻯ ﺍﻟﻌﺎﻣﺔ ﺑﺻﻭﺭﺓ ﺻﺣﻳﺣﺔ‪:‬ﻋﻠﻰ ﺍﻟﻣﺳﺅﻭﻟﻳﻥ ﻓﻲ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ‬
‫ﺍﻟﺷﻛﺎﻭﻯ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﻣﺎ ﺍﻟﺫﻱ ﻳﺟﺏ ﺃﻥ ﻧﻘﻭﻟﻪ ﻋﻧﺩﻣﺎ ﺗﻘﺩﻡ ﺷﻛﺎﻭﻯ ﻣﻥ ﻗﺑﻝ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -‬ﺃﻥ ﻳﻌﺭﻑ ﺍﻟﻣﻭﻅﻑ ﻛﻳﻔﻳﺔ ﻛﺳﺏ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻳﺻﻌﺏ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻌﻬﻡ ﺇﻟﻰ ﺟﺎﻧﺏ ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫‪ :2-3-1‬ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﻧﻣﺎﺫﺝ ﻗﻳﺎﺳﻬﺎ‬ ‫‪U‬‬

‫ﻟﻘﺩ ﻗﺩﻡ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺍﻗﺗﺭﺍﺣﺎﺕ ﻋﺩﻳﺩﺓ ﺗﺧﺹ ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺍﻟﺗﻲ ﻣﻥ ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﺳﻬﻝ ﻋﻣﻠﻳﺔ‬
‫ﻗﻳﺎﺳﻬﺎ ﻭ ﺗﻘﻳﻳﻣﻬﺎ‪ ،‬ﻛﻣﺎ ﻗﺩﻣﻭﺍ ﻋﺩﺓ ﻧﻣﺎﺫﺝ ﻣﺧﺗﻠﻔﺔ ﻣﻥ ﺃﺟﻝ ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ .‬ﻭ ﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ‬
‫ﺍﻟﻣﻁﻠﺏ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺃﻫﻡ ﻧﻣﺎﺫﺝ ﻗﻳﺎﺳﻬﺎ‪.‬‬

‫‪ :1-2-3-1‬ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﻋﻧﺩ ﻗﻳﺎﻡ ﺍﻟﻔﺭﺩ ﺑﺷﺭﺍء ﺳﻠﻌﺔ ﻣﻌﻳﻧﺔ ﻓﺈﻧﻪ ﻳﺳﺗﺧﺩﻡ ﻣﻼﻣﺢ ﻣﻠﻣﻭﺳﺔ ﻟﻠﺣﻛﻡ ﻋﻠﻰ ﺟﻭﺩﺗﻬﺎ‪ ،‬ﺑﻳﻧﻣﺎ ﻋﻧﺩﻣﺎ ﻳﻘﻭﻡ‬
‫ﺑﻁﻠﺏ ﺧﺩﻣﺔ ﻣﺎ ﻓﺈﻧﻪ ﻻ ﻳﺟﺩ ﺳﻭﻯ ﺍﻟﻘﻠﻳﻝ ﻣﻥ ﻫﺫﻩ ﺍﻟﻣﻼﻣﺢ ﺍﻟﻣﺎﺩﻳﺔ ﻟﻠﺣﻛﻡ ﻋﻠﻰ ﺟﻭﺩﺗﻬﺎ‪ [41] .‬ﺹ ‪289‬‬

‫ﺣﺎﻭﻝ ﺑﻌﺽ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺗﺣﺩﻳﺩ ﺃﺑﻌﺎﺩ ﻟﻠﺟﻭﺩﺓ ﻭ ﺍﻟﺗﻲ ﻣﻥ ﺧﻼﻟﻬﺎ ﻳﻣﻛﻥ ﻟﻬﻡ ﻗﻳﺎﺱ ﺃﻭ ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪(Technical Quality‬‬ ‫ﺍﻗﺗﺭﺡ ) ‪ ( Gronroos 1984‬ﺑﻌﺩﻳﻥ ﺃﺳﺎﺳﻳﻳﻥ ﻟﻠﺧﺩﻣﺔ‪ :‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻔﻧﻳﺔ )‬

‫ﻭ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺗﻧﻅﻳﻣﻳﺔ )‪ ، (Functional Quality‬ﺣﻳﺙ ﺗﻌﻭﺩ ﺍﻷﻭﻟﻰ ﺇﻟﻰ ﻣﺧﺭﺟﺎﺕ ﺍﻟﺧﺩﻣﺔ ﺃﻣﺎ ﺍﻟﺛﺎﻧﻳﺔ‬
‫ﻓﺗﻌﻭﺩ ﺇﻟﻰ ﻁﺭﻳﻘﺔ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ‪ [42] .‬ﺹ ‪522‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻔﻧﻳﺔ‪ :‬ﺗﺷﺗﻣﻝ ﻋﻠﻰ ﻣﺎ ﻳﺣﺻﻝ ﻋﻠﻳﻪ ﺑﺎﻟﻔﻌﻝ ﻁﺎﻟﺏ ﺍﻟﺧﺩﻣﺔ ) ﺍﻟﺯﺑﻭﻥ( ﻣﻥ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ‪.‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻭﻅﻳﻔﻳﺔ‪ :‬ﺗﺗﺿﻣﻥ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﻳﺗﻡ ﻣﻥ ﺧﻼﻟﻬﺎ ﺗﻘﺩﻳﻡ ﺃﻭ ﺗﺳﻠﻳﻡ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻛﻣﺎ ﺃﻥ ﻫﺫﺍ ﺍﻟﺑﻌﺩ‬
‫ﻳﺗﺿﻣﻥ ﻣﻅﺎﻫﺭ ﻋﺩﻳﺩﺓ ﻣﺛﻝ ﺍﺗﺟﺎﻫﺎﺕ ﻭﻣﻅﻬﺭ ﻭﺷﺧﺻﻳﺔ ﻣﻘﺩﻣﻲ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﺍﻻﺗﺻﺎﻻﺕ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬
‫‪44‬‬

‫ﻳﺭﻯ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺃﻥ ﻋﺩﻡ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻣﻥ ﺍﻟﺧﺩﻣﺔ ﻳﺭﺟﻊ ﺑﺩﺭﺟﺔ ﻛﺑﻳﺭﺓ ﺇﻟﻰ ﺳﻭء ﺍﻟﺟﻭﺩﺓ ﺍﻟﻭﻅﻳﻔﻳﺔ‬
‫ﺑﺎﻟﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺟﻭﺩﺓ ﺍﻟﻔﻧﻳﺔ‪ ،‬ﺣﻳﺙ ﻳﻌﺗﺑﺭﻭﻥ ﺍﻟﺑﻌﺩ ﺍﻟﻭﻅﻳﻔﻲ ﻓﻲ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺧﺩﻣﺎﺕ ﻣﻥ ﺃﻛﺛﺭ ﺍﻷﺑﻌﺎﺩ ﺃﻫﻣﻳﺔ‬
‫ﻓﻲ ﺧﻠﻕ ﺍﻻﻧﻁﺑﺎﻉ ﺍﻟﺳﺭﻳﻊ ﻋﻥ ﺍﻟﺟﻭﺩﺓ‪ [41] .‬ﺹ ‪290‬‬

‫ﻛﻣﺎ ﺍﻗﺗﺭﺡ ) ‪ ،(Lehtinen 1982‬ﺛﻼﺙ ﺃﺑﻌﺎﺩ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺗﻣﺛﻠﺕ ﻓﻳﻣﺎ ﻳﻠﻲ ‪ [43] :‬ﺹ ‪267‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺎﺩﻳﺔ‪ :(Physical Quality):‬ﺗﺗﻣﺛﻝ ﻓﻲ ﺍﻟﺟﻭﺍﻧﺏ ﺍﻟﻣﺎﺩﻳﺔ ﻟﻠﺧﺩﻣﺔ‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﺗﻔﺎﻋﻠﻳﺔ‪ :(Interaction Quality ):‬ﺗﺗﻣﺛﻝ ﻓﻲ ﺍﻟﺗﺩﻓﻕ ﻓﻲ ﺍﺗﺟﺎﻫﻳﻥ ﻭﺍﻟﺫﻱ ﻳﻅﻬﺭ ﻣﻥ ﺧﻼﻝ‬
‫ﺍﻟﺗﻔﺎﻋﻝ ﺑﻳﻥ ﺍﻟﺯﺑﻭﻥ ﻭﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ -‬ﺟﻭﺩﺓ )ﺻﻭﺭﺓ( ﺍﻟﻣﺅﺳﺳﺔ‪ (Corporate Quality ) :‬ﺗﺗﻣﺛﻝ ﻓﻲ ﺻﻭﺭﺓ ﺍﻟﻣﺅﺳﺳﺔ ﻟﺩﻯ ﺍﻟﺯﺑﺎﺋﻥ‬
‫ﺍﻟﺣﺎﻟﻳﻳﻥ ﺃﻭ ﺍﻟﻣﺭﺗﻘﺑﻳﻥ ﻟﻠﻣﺅﺳﺳﺔ‪.‬‬

‫ﺟﺩﻭﻝ )‪:(7-1‬ﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ ﻣﻥ ﻗﺑﻝ ﺑﻌﺽ ﺍﻟﺑﺎﺣﺛﻳﻥ‬

‫ﺍﻟﺑﺎﺣﺛﻳﻥ‬ ‫ﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ‬

‫‪Gronroos 1984‬‬ ‫ﺟﻭﺍﻧﺏ ﺗﻘﻧﻳﺔ ‪ -‬ﺟﻭﺍﻧﺏ ﻓﻧﻳﺔ‬
‫)‪Donabedian (1982, 1980‬‬ ‫ﺟﻭﺍﻧﺏ ﻭﻅﻳﻔﻳﺔ‬
‫)‪Gronroos (1984‬‬
‫)‪Czepiel (1990‬‬ ‫ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ‪ -‬ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‬
‫)‪Sachdev and Verma (2004‬‬
‫)‪Sachdev and Verma (2004‬‬ ‫ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ -‬ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ‪ -‬ﻣﻭﺍﻗﻑ ﺍﻟﺯﺑﺎﺋﻥ‬
‫ﺍﻟﻣﺻﺩﺭ‪ [89] :‬ﺹ ‪98‬‬

‫ﺇﻥ ﺍﻟﻣﻔﺎﻫﻳﻡ ﺍﻟﺗﻲ ﺗﻭﺻﻠﺕ ﺇﻟﻳﻬﺎ ﺍﻟﺩﺭﺍﺳﺎﺕ ﻭ ﺍﻟﺑﺣﻭﺙ ﺍﻟﺳﺎﺑﻘﺔ ﺃﺟﻣﻌﺕ ﻋﻠﻰ ﺃﻥ ﻗﺿﻳﺔ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬
‫ﺗﺗﺟﺳﺩ ﻓﻲ ﺃﻧﻬﺎ ﻣﻔﻬﻭﻡ ﻣﺗﻌﺩﺩ ﺍﻷﺑﻌﺎﺩ )‪ (Multidimensional Concept‬ﻭﻻ ﻳﻣﻛﻥ ﺗﺣﺩﻳﺩﻩ ﺑﺎﺳﺗﺧﺩﺍﻡ‬
‫ﻣﻘﻳﺎﺱ ﻓﺭﺩﻱ ]‪ . [41‬ﺹ ‪294‬‬

‫ﻭﻓﻲ ﻋﺎﻡ ‪ 1985‬ﺗﻣﻛﻥ ) ‪ (Parasuraman‬ﻭﺯﻣﻼﺋﻪ ﻣﻥ ﺑﻠﻭﺭﺓ ﻭﺗﺣﺩﻳﺩ ﺍﻟﻣﺣﺩﺩﺍﺕ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺃﻭ‬

‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﺎﺻﺔ ﺑﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﺧﻼﻝ ﺳﻠﺳﻠﺔ ﻣﻥ ﺍﻟﻣﻘﺎﺑﻼﺕ ﺍﻟﺟﻣﺎﻋﻳﺔ ﺍﻟﻣﺗﻌﻣﻘﺔ‪ ،‬ﻭﺍﻟﺗﻲ ﻭﺻﻠﺕ ﻣﻥ‬
‫ﺣﻳﺙ ﻋﺩﺩﻫﺎ ﺇﻟﻰ ﻋﺷﺭﺓ ﻭﻣﺗﻣﺛﻠﺔ ﻓﻲ ﺍﻵﺗﻲ‪ [44] :‬ﺹ ‪47‬‬
‫‪45‬‬

‫‪ -1‬ﺍﻹﻋﺗﻣﺎﺩﻳﺔ ) ‪ :(Reliability‬ﺗﻌﻧﻲ ﺃﻥ ﺍﻟﻣﺅﺳﺳﺔ ﺗﻘﻭﻡ ﺑﺎﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺔ ﺑﺷﻛﻝ ﺻﺣﻳﺢ ﻭﻣﻥ ﺃﻭﻝ ﻣﺭﺓ‪،‬‬
‫ﻛﻣﺎ ﺗﻌﻧﻲ ﺃﻳﺿﺎ ﺃﻥ ﺍﻟﻣﺅﺳﺳﺔ ﺗﻔﻲ ﺑﻭﻋﻭﺩﻫﺎ ﻟﻠﺯﺑﺎﺋﻥ ﻭﺗﺷﻣﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺍﻟﺩﻗﺔ ﻓﻲ ﺍﻟﺣﺳﺎﺏ ‪ -‬ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺳﺟﻼﺕ ﺑﺷﻛﻝ ﺻﺣﻳﺢ ‪ -‬ﺇﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺎﺕ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻣﺣﺩﺩ‪.‬‬

‫‪ -2‬ﺍﻻﺳﺗﺟﺎﺑﺔ )‪ :(Responsiveness‬ﺗﻌﻧﻲ ﺭﻏﺑﺔ ﻭﺍﺳﺗﻌﺩﺍﺩ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻟﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﻭﺗﺷﻣﻝ‪:‬‬

‫‪ -‬ﺍﻻﺳﺗﺟﺎﺑﺔ ﺍﻟﻔﺭﺩﻳﺔ ﻻﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ‪ -‬ﺍﻟﺭﺩ ﻋﻠﻰ ﺍﻟﺯﺑﻭﻥ ﺑﺷﻛﻝ ﺳﺭﻳﻊ ‪ -‬ﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﺳﺭﻳﻌﺔ‪.‬‬

‫‪ -3‬ﺍﻟﻛﻔﺎءﺓ )‪ :(Competence‬ﺍﻣﺗﻼﻙ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻭﺍﻟﻣﻌﺭﻓﺔ ﻣﻥ ﺃﺟﻝ ﺍﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺔ ﻭﺗﺷﻣﻝ‪:‬‬

‫‪ -‬ﺍﻟﻣﻌﺭﻓﺔ ﻭ ﻣﻬﺎﺭﺍﺕ ﻣﻘﺩﻣﻲ ﺍﻟﺧﺩﻣﺎﺕ ‪ -‬ﺍﻟﻣﻌﺭﻓﺔ ﻭ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺟﻬﺎﺯ ﺍﻟﺗﻧﻅﻳﻣﻲ ‪ -‬ﻗﺩﺭﺓ ﺍﻟﻣﺅﺳﺳﺔ ﻋﻠﻰ‬
‫ﺍﻟﺑﺣﺙ‪.‬‬

‫‪ -4‬ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﻟﺧﺩﻣﺔ )‪ :(Access‬ﺗﺗﻣﺛﻝ ﻓﻲ ﺍﻟﻘﺭﺏ ﻭﺳﻬﻭﻟﺔ ﺍﻻﺗﺻﺎﻝ ﻭﺗﺷﻣﻝ‪:‬‬

‫‪ -‬ﻣﻼﺋﻣﺔ ﻣﻭﻗﻊ ﺍﻟﻣﺅﺳﺳﺔ ﻭ ﻣﻼﺋﻣﺔ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻣﻝ‬ ‫‪ -‬ﻭﻗﺕ ﺍﻻﻧﺗﻅﺎﺭ ﻟﻠﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺔ ﻗﺻﻳﺭ‬
‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -5‬ﺍﻟﻣﺟﺎﻣﻠﺔ ) ‪ :(Courtesy‬ﻭ ﺗﻌﻧﻲ ﺍﻷﺩﺏ‪ ،‬ﺍﻻﺣﺗﺭﺍﻡ‪ ،‬ﺍﻟﺻﺩﺍﻗﺔ ﺍﻟﺗﻲ ﻳﺗﻣﻳﺯ ﺑﻬﺎ ﻣﻘﺩﻣﻲ ﺍﻟﺧﺩﻣﺎﺕ‬
‫ﻭ ﺗﺷﻣﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺃﺧﺫ ﺑﻌﻳﻥ ﺍﻻﻋﺗﺑﺎﺭ ﻣﻣﺗﻠﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻭ ﺍﻻﻫﺗﻣﺎﻡ ﺑﻬﺎ ‪ -‬ﻧﻅﺎﻓﺔ ﻭﺃﻧﺎﻗﺔ ﻣﻅﻬﺭ ﻣﻘﺩﻣﻲ ﺍﻟﺧﺩﻣﺎﺕ‪.‬‬

‫)‪ :(Communication‬ﺇﺑﻘﺎء ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﻋﻠﻡ ﺑﺎﻟﺧﺩﻣﺔ‪ ،‬ﻭﻣﺧﺎﻁﺑﺗﻬﻡ ﺑﺎﻟﻠﻐﺔ ﺍﻟﺗﻲ‬ ‫‪ -6‬ﺍﻹﺗﺻﺎﻝ‬
‫ﻳﻔﻬﻣﻭﻧﻬﺎ‪ ،‬ﻭﺍﻻﺳﺗﻣﺎﻉ ﺇﻟﻳﻬﻡ‪ ،‬ﻭﻗﺩ ﺗﻌﻧﻲ ﺃﺣﻳﺎﻧﺎ ﺃﻥ ﻋﻠﻰ ﺍﻟﻣﺅﺳﺳﺔ ﺃﻥ ﺗﻌﺩﻝ ﻣﻥ ﻟﻐﺗﻬﺎ ﻟﺗﻧﺎﺳﺏ ﻣﺧﺗﻠﻑ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﻭ ﻣﺳﺗﻭﻳﺎﺗﻬﻡ‪ ،‬ﻭﺗﺷﻣﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﻁﻣﺄﻧﺔ ﺍﻟﺯﺑﻭﻥ‬ ‫‪ -‬ﺷﺭﺡ ﺍﻟﻣﻔﺎﺿﻠﺔ ﺑﻳﻥ ﺍﻟﺗﻛﻠﻔﺔ ﻭ ﺍﻟﺧﺩﻣﺔ‬ ‫‪ -‬ﺷﺭﺡ ﺗﻛﻠﻔﺔ ﺍﻟﺧﺩﻣﺔ‬ ‫‪ -‬ﺷﺭﺡ ﺍﻟﺧﺩﻣﺔ‬
‫ﺑﺈﻣﻛﺎﻧﻳﺔ ﺣﻝ ﻣﺷﺎﻛﻠﻪ‪.‬‬

‫‪ -7‬ﺍﻟﻣﺻﺩﺍﻗﻳﺔ )‪ :(Credibility‬ﺗﻌﺑﺭ ﻋﻥ ﺍﻟﺛﻘﺔ‪ ،‬ﺍﻟﺻﺩﻕ‪ ،‬ﺍﻷﻣﺎﻧﺔ‪ ،‬ﻓﻬﻲ ﺗﻌﻧﻲ ﺧﺩﻣﺔ ﺍﻟﺯﺑﻭﻥ ﻭﺗﺷﻣﻝ ﻣﺎ‬
‫ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺍﻟﺛﻘﺔ ﻓﻲ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺷﺧﺻﻳﺔ ﻟﻣﻭﻅﻔﻲ‬ ‫‪ -‬ﺍﻟﺛﻘﺔ ﻓﻲ ﺳﻣﻌﺔ ﺍﻟﻣﺅﺳﺳﺔ‬ ‫‪ -‬ﺍﻟﺛﻘﺔ ﻓﻲ ﺍﺳﻡ ﺍﻟﻣﺅﺳﺳﺔ‬
‫ﺍﻟﻣﻛﺎﺗﺏ ﺍﻷﻣﺎﻣﻳﺔ‬
‫‪46‬‬

‫‪ -‬ﺩﺭﺟﺔ ﺍﻟﺻﻌﻭﺑﺔ ﻓﻲ ﺍﻟﺑﻳﻊ ﺃﺛﻧﺎء ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -8‬ﺍﻷﻣﺎﻥ )‪ :(Security‬ﻭﻳﻌﻧﻲ ﺍﻟﺧﻠﻭ ﻣﻥ ﺍﻟﺧﻁﺭ‪ ،‬ﺍﻟﻣﺧﺎﻁﺭﺓ ﻭﺍﻟﺷﻙ ﻭﻳﺷﻣﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺍﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ ﺳﺭﻳﺔ ﺍﻟﻣﻌﺎﻣﻼﺕ ﺍﻟﺗﻲ ﻳﻘﻭﻡ ﺑﻬﺎ ﺍﻟﺯﺑﻭﻥ ﻣﻊ‬ ‫‪ -‬ﺍﻷﻣﻥ ﺍﻟﻣﺎﻟﻲ‬ ‫‪ -‬ﺍﻷﻣﻥ ﺍﻟﻣﺎﺩﻱ‬
‫ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫‪ -9‬ﻓﻬﻡ ﺍﻟﺯﺑﻭﻥ )‪ :(Understanding The Customer‬ﻭﻳﺗﻌﻠﻕ ﻫﺫﺍ ﺍﻟﺑﻌﺩ ﺑﺑﺫﻝ ﺟﻬﺩ ﻣﻥ ﺃﺟﻝ ﻓﻬﻡ‬
‫ﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻭﺫﻟﻙ ﻋﻥ ﻁﺭﻳﻕ‪:‬‬

‫‪ -‬ﻣﻌﺭﻓﺔ ﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺑﺩﻗﺔ ‪ -‬ﺗﻘﺩﻳﻡ ﺍﻫﺗﻣﺎﻡ ﻓﺭﺩﻱ ﻟﻛﻝ ﺯﺑﻭﻥ ‪ -‬ﻣﻌﺭﻓﺔ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺩﺍﺋﻣﻳﻥ ﻟﻠﻣﺅﺳﺳﺔ‬

‫‪ -10‬ﺍﻟﺟﻭﺍﻧﺏ ﺍﻟﻣﺎﺩﻳﺔ )‪ :(Tangibles‬ﻭﺗﺗﻣﺛﻝ ﻓﻲ ﺍﻟﺟﻭﺍﻧﺏ ﺍﻟﻣﺎﺩﻳﺔ ﺍﻟﻣﻠﻣﻭﺳﺔ ﺍﻟﺗﺎﺑﻌﺔ ﻟﻠﻣﺅﺳﺳﺔ ﻭﺗﺷﻣﻝ‬

‫ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﻣﻅﻬﺭ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ‬ ‫‪ -‬ﺍﻟﺗﺳﻬﻳﻼﺕ ﺍﻟﻣﺎﺩﻳﺔ ‪ -‬ﺍﻷﺩﻭﺍﺕ ﻭ ﺍﻟﺗﺟﻬﻳﺯﺍﺕ ﺍﻟﻣﺳﺗﺧﺩﻣﺔ ﻓﻲ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫ﻭﻟﻘﺩ ﺗﻣﻛﻥ ) ‪ (Parasuraman‬ﻭﺯﻣﻼﺋﻪ ﻻﺣﻘﺎ ﻣﻥ ﺩﻣﺞ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻌﺷﺭﺓ ﺍﻟﺳﺎﺑﻘﺔ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻓﻲ‬
‫‪Factor‬‬ ‫ﺧﻣﺱ ﺃﺑﻌﺎﺩ ﻓﻘﻁ ﺑﻌﺩ ﺳﻠﺳﻠﺔ ﻣﻥ ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺃﺳﻠﻭﺏ ﺍﻟﺗﺣﻠﻳﻝ ﺍﻟﻌﺎﻣﻠﻲ )‬
‫‪ ،(Analysis‬ﻭﺃﻁﻠﻕ ﻋﻠﻰ ﻫﺫﻩ ﺍﻷﺑﻌﺎﺩ ﻧﻣﻭﺫﺝ ) ‪ (SERVQUAL‬ﻟﻘﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ [41] .‬ﺹ‬
‫‪296‬‬

‫ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺷﺭﺡ ﻣﻭﺟﺯ ﻟﻬﺫﻩ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﻣﺱ‪ [45] :‬ﺹ ‪62‬‬

‫‪ -1‬ﺍﻟﺟﻭﺍﻧﺏ ﺍﻟﻣﺎﺩﻳﺔ ) ‪ :(Tangibles‬ﺗﺷﻣﻝ ﺍﻟﺗﺳﻬﻳﻼﺕ ﺍﻟﻣﺎﺩﻳﺔ ﻭ ﺍﻟﻣﻌﺩﺍﺕ‪ ،‬ﻭﺍﻟﻣﻅﻬﺭ ﺍﻟﺧﺎﺭﺟﻲ‬

‫ﻟﻠﻣﻭﻅﻔﻳﻥ‪.‬‬

‫‪ -2‬ﺍﻹﻋﺗﻣﺎﺩﻳﺔ ) ‪ :(Reliability‬ﻭﺗﺗﻣﺛﻝ ﻓﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻁﻠﻭﺑﺔ ﺑﺎﻟﺿﺑﻁ ﻭﻓﻘﺎ‬

‫ﻟﻣﻭﺍﺻﻔﺎﺕ ﻣﻌﻳﻧﺔ‪.‬‬

‫‪ -3‬ﺍﻻﺳﺗﺟﺎﺑﺔ ) ‪ :(Responsiveness‬ﺍﻟﺭﻏﺑﺔ ﻟﺩﻯ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻟﺧﺩﻣﺔ ﺍﻟﺯﺑﺎﺋﻥ ﺑﺷﻛﻝ ﺳﺭﻳﻊ‪ ،‬ﺻﺣﻳﺢ‬

‫ﻭ ﺩﻗﻳﻕ‪.‬‬

‫‪ -4‬ﺍﻷﻣﺎﻥ ) ‪ :(Assurance‬ﻣﺷﺎﻋﺭ ﺍﻟﺛﻘﺔ ﻭﺍﻷﻣﺎﻥ ﻓﻲ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻭﻫﺫﺍ ﻳﻌﻛﺱ ﺧﺑﺭﺓ‬

‫ﻭﻣﻌﺭﻓﺔ ﻭﻗﺩﺭﺓ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻋﻠﻰ ﺯﺭﻉ ﺍﻟﺛﻘﺔ ﻓﻲ ﺃﻧﻔﺳﻬﻡ ﺑﺎﻟﻣﻭﺍﺯﺍﺓ ﻣﻊ ﺯﺭﻉ ﺍﻟﺛﻘﺔ ﻓﻲ ﺍﻟﺯﺑﺎﺋﻥ ﻛﺫﻟﻙ‪.‬‬
‫‪47‬‬

‫‪ -5‬ﺍﻟﺗﻌﺎﻁﻑ ) ‪ :(Empathy‬ﻓﻬﻡ ﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺷﺧﺻﻳﺔ‪ ،‬ﻭﻣﻌﺎﻣﻠﺗﻬﻡ ﺑﻠﻁﻑ‪ ،‬ﻭﺍﻻﻫﺗﻣﺎﻡ ﺑﻬﻡ ﺑﺷﻛﻝ‬
‫ﻓﺭﺩﻱ ﺃﻭ ﺷﺧﺻﻲ‪ ،‬ﻭﺍﻟﻧﻅﺭ ﺇﻟﻳﻬﻡ ﻛﺄﻧﻬﻡ ﺃﺻﺩﻗﺎء ﻣﻘﺭﺑﻭﻥ‪.‬‬

‫ﺷﻛﻝ)‪ :(8 -1‬ﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ ﻗﺑﻝ ﻭﺑﻌﺩ ﺍﻟﺗﺣﻠﻳﻝ ﺍﻟﻌﺎﻣﻠﻲ‬

‫أﺑﻌﺎد اﳉﻮدة )‪(Parasuraman 1985 -1988‬‬

‫اﻻﻋﺘﻤﺎدﻳﺔ‬ ‫اﻟﻮﺻﻮل ﻟﻠﺨﺪﻣﺔ ﻓﻬﻢ اﻟﺰﺑﻮن‬ ‫اﻷﻣﺎن‬ ‫اﻟﻜﻔﺎءة‬ ‫اﺠﻤﻟﺎﻣﻠﺔ‬ ‫اﻻﺗﺼﺎل ‬ ‫ﻮاﻧﺐ اﳌﺎدﻳﺔ اﳌﺼﺪاﻗﻴﺔ ‬
‫اﻻﺳﺘﺠﺎﺑﺔ‬

‫اﻷﻣﺎن‬ ‫اﻻﻋﺘﻤﺎدﻳﺔ‬ ‫اﻟﺘﻌﺎﻃﻒ‬ ‫اﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﳉﻮاﻧﺐ اﳌﺎدﻳﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﺍﻋﺗﻣﺎﺩﺍ ﻋﻠﻰ ‪Zeithaml, Leonard A.Parasuraman.‬‬

‫‪L.Berry‬‬

‫‪ :2-2-3-1‬ﻧﻣﺎﺫﺝ ﻗﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﺇﻥ ﻋﻣﻠﻳﺔ ﻗﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺗﻌﺭﺿﺕ ﻓﻲ ﺍﻟﺳﻧﻭﺍﺕ ﺍﻷﺧﻳﺭﺓ ﺇﻟﻰ ﺟﺩﺍﻝ ﻛﺑﻳﺭ ﻣﻥ ﺧﻼﻝ ﺍﻟﻌﺩﻳﺩ ﻣﻥ‬
‫ﺍﻟﺑﺣﻭﺙ ﻭﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﻣﺗﺧﺻﺻﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﻭﺿﻭﻉ‪ ،‬ﻭﺫﻟﻙ ﺑﻐﺭﺽ ﺍﻟﺗﻭﺻﻝ ﺇﻟﻰ ﻧﻣﻭﺫﺝ ﻣﻧﺎﺳﺏ ﻟﻘﻳﺎﺱ‬
‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﺧﻼﻝ ﺍﻷﺑﻌﺎﺩ ﻭﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﻌﺑﺭﺓ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﻧﻘﺩﻡ ﺑﻌﺽ ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﻣﺗﻌﻠﻘﺔ‬
‫ﺑﻘﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -1‬ﻧﻣﻭﺫﺝ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻔﻧﻳﺔ ﻭﺍﻟﺟﻭﺩﺓ ﺍﻟﻭﻅﻳﻔﻳﺔ )‪(Gronroos 1984‬‬ ‫‪U‬‬

‫ﻟﻛﻲ ﺗﻧﺎﻓﺱ ﺍﻟﻣﺅﺳﺳﺔ ﺑﻧﺟﺎﺡ‪ ،‬ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﻟﺩﻳﻬﺎ ﻓﻬﻡ ﻭﺍﺳﻊ ﻹﺩﺭﺍﻙ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻠﺟﻭﺩﺓ ﻭ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ‬
‫ﺗﺗﺄﺛﺭ ﺑﻬﺎ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻓﺗﺳﻳﻳﺭ ﺃﻭ ﺇﺩﺍﺭﺓ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﺩﺭﻛﺔ ﺗﻌﻧﻲ ﺃﻥ ﺍﻟﻣﺅﺳﺳﺔ ﻋﻠﻳﻬﺎ ﺃﻥ ﺗﻘﻭﻡ ﺑﺭﺑﻁ‬
‫ﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺗﻭﻗﻌﺔ ﻭﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺩﺭﻛﺔ ﺑﺑﻌﺿﻬﻣﺎ ﺍﻟﺑﻌﺽ‪ ،‬ﻣﻥ ﺃﺟﻝ ﺗﺣﻘﻳﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﺣﺩﺩ ﺍﻟﺑﺎﺣﺙ‬
‫]‪[46‬‬ ‫ﺛﻼﺙ ﻋﻧﺎﺻﺭ ﺃﻭ ﺃﺑﻌﺎﺩ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺗﻣﺛﻠﺕ ﻓﻲ‪ :‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻔﻧﻳﺔ‪ ،‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻭﻅﻳﻔﻳﺔ ﻭ ﺍﻟﺻﻭﺭﺓ‪.‬‬
‫ﺹ ‪916‬‬
 ‫‪48‬‬

‫ﻭ ﺍﻟﺷﻛﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻳﻭﺿﺢ ﺍﻟﻧﻣﻭﺫﺝ ﺑﺷﻛﻝ ﻣﻔﺻﻝ‪.‬‬

‫ﺷﻛﻝ)‪ :(9 -1‬ﻧﻣﻭﺫﺝ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻔﻧﻳﺔ ﻭ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻭﻅﻳﻔﻳﺔ‬

‫ﺍﻟﺧﺩﻣﺔ‬ ‫ﺟﻭﺩﺓ‬ ‫ﺍﻟﺧﺩﻣﺔ‬

‫ﺍﻟﻣﺗﻭﻗﻌﺔ‬ ‫ﺍﻟﺧﺩﻣﺔ‬ ‫ﺍﻟﻣﺩﺭﻛﺔ‬
‫ﺍﻟﻣﺩﺭﻛﺔ‬

‫ﺍﻟﻧﺷﺎﻁﺎﺕ ﺍﻟﺗﺳﻭﻳﻘﻳﺔ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ‬

‫) ﺍﻹﺷﻬﺎﺭ‪ ،‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻌﺎﻣﺔ‪،‬‬ ‫ﺍﻟﺻﻭﺭﺓ‬

‫ﺍﻟﺳﻌﺭ‪ ..‬ﺍﻟﺦ (‬

‫ﺍﻟﺟﻭﺩﺓ ﺍﻟﻔﻧﻳﺔ‬ ‫ﺍﻟﺟﻭﺩﺓ ﺍﻟﻭﻅﻳﻔﻳﺔ‬

‫ﻣﺎﺫﺍ؟‬ ‫ﻛﻳﻑ؟‬

‫ﺍﻟﻣﺻﺩﺭ‪ [46]. :‬ﺹ ‪.916‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻔﻧﻳﺔ‪ :‬ﻫﻲ ﻣﺎ ﻳﺗﺣﺻﻝ ﻋﻠﻳﻪ ﺍﻟﺯﺑﻭﻥ ﻛﻧﺗﻳﺟﺔ ﻟﺗﻔﺎﻋﻠﻪ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺧﺩﻣﻳﺔ ﻭ ﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻭﻅﻳﻔﻳﺔ‪ :‬ﻫﻲ ﻛﻳﻔﻳﺔ ﺃﻭ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﻣﻥ ﺧﻼﻟﻬﺎ ﻳﺣﺻﻝ ﺍﻟﺯﺑﻭﻥ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ -‬ﺍﻟﺻﻭﺭﺓ‪ :‬ﻣﻥ ﺍﻟﻣﺗﻭﻗﻊ ﺑﻧﺎءﻫﺎ ﻋﻥ ﻁﺭﻳﻕ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻭﻅﻳﻔﻳﺔ ﻭﺍﻟﻔﻧﻳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻷﺧﺭﻯ‬
‫) ﺇﺷﻬﺎﺭ‪ ،‬ﻋﻼﻗﺎﺕ ﻋﺎﻣﺔ‪ ،‬ﺍﻟﺳﻌﺭ‪..‬ﺍﻟﺦ(‪.‬‬

‫‪ -2‬ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺓ )‪SERVQUAL (The Gap‬‬

‫ﻗﺩﻡ ) ‪ ،(Parasuraman 1985‬ﻁﺭﻳﻘﺔ ﺃﻭ ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺓ ) ‪ ،(Servqual‬ﻣﻌﺗﻣﺩﺍ ﻋﻠﻰ ﺃﺳﺎﺳﻳﻥ‬

‫ﻫﻣﺎ‪ [47] :‬ﺹ ‪1399‬‬

‫‪ -‬ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻳﻣﻛﻥ ﺗﻘﺳﻳﻣﻬﺎ ﺇﻟﻰ ﻋﺩﺓ ﺃﺑﻌﺎﺩ‪.‬‬

‫‪ -‬ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻳﻣﻛﻥ ﻗﻳﺎﺳﻬﺎ ﻋﻥ ﻁﺭﻳﻕ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺍﻹﺩﺭﺍﻛﺎﺕ ﻭ ﺍﻟﺗﻭﻗﻌﺎﺕ‪.‬‬

‫‪49‬‬

‫ﻭﻣﻧﻪ ﻓﺈﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ = ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻟﻠﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ‪ -‬ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻧﺣﻭ ﺍﻟﺧﺩﻣﺔ ‪.‬‬

‫ﻭﻳﻘﻭﻡ ﻫﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻔﺟﻭﺍﺕ ﺍﻟﺗﻲ ﻣﻥ ﺧﻼﻟﻬﺎ ﻳﻣﻛﻥ ﻣﻌﺭﻓﺔ ﺃﻭﺟﻪ ﺍﻟﻘﺻﻭﺭ ﺃﻭ ﺍﻟﺧﻠﻝ ﻓﻲ ﺗﻘﺩﻳﻡ‬
‫ﺧﺩﻣﺔ ﺫﺍﺕ ﻣﺳﺗﻭﻯ ﻋﺎﻝ ﻣﻥ ﺍﻟﺟﻭﺩﺓ ﻭﺗﺗﻣﺛﻝ ﻫﺫﻩ ﺍﻟﻔﺟﻭﺍﺕ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [48] :‬ﺹ ‪39‬‬

‫‪ -‬ﺍﻟﻔﺟﻭﺓ ﺍﻷﻭﻟﻰ ) ﻓﺟﻭﺓ ﺍﻟﺗﻣﻭﻗﻊ ( ) ‪ :(The Positioning Gap‬ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﻣﺳﻳﺭﻳﻥ‬
‫ﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻭ ﺍﻷﻫﻣﻳﺔ ﺍﻟﻧﺳﺑﻳﺔ ﺍﻟﺗﻲ ﻳﻭﻟﻳﻬﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻷﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ‪.‬‬

‫‪ -‬ﺍﻟﻔﺟﻭﺓ ﺍﻟﺛﺎﻧﻳﺔ ) ﻓﺟﻭﺓ ﺍﻟﻣﻭﺍﺻﻔﺎﺕ( ) ‪ :(The Specification Gap‬ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﻣﺎ ﺗﻌﺗﻘﺩﻩ ﺍﻹﺩﺍﺭﺓ‬
‫ﺃﻥ ﺍﻟﺯﺑﻭﻥ ﻳﺭﻏﺏ ﺑﻪ‪ ،‬ﻭﻣﺎﺫﺍ ﻳﺗﻭﻗﻊ ﺍﻟﺯﺑﻭﻥ ﻣﻥ ﺍﻟﻣﺅﺳﺳﺔ ﺃﻥ ﺗﻘﺩﻡ ﻟﻪ‪.‬‬

‫‪ -‬ﺍﻟﻔﺟﻭﺓ ﺍﻟﺛﺎﻟﺛﺔ ) ﻓﺟﻭﺓ ﺍﻟﺗﺳﻠﻳﻡ( ) ‪ :(The Delivery Gap‬ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ‬
‫ﻣﻭﻅﻔﻲ ﺍﻟﻣﺅﺳﺳﺔ ﻭ ﺍﻟﻣﻭﺍﺻﻔﺎﺕ ﺍﻟﻣﻭﺿﻭﻋﺔ ﻣﻥ ﻁﺭﻑ ﺍﻹﺩﺍﺭﺓ‪.‬‬

‫‪ -‬ﺍﻟﻔﺟﻭﺓ ﺍﻟﺭﺍﺑﻌﺔ ) ﻓﺟﻭﺓ ﺍﻻﺗﺻﺎﻝ ( )‪ :(The Communication Gap‬ﺍﻟﻭﻋﻭﺩ ﺍﻟﻣﻌﻠﻧﺔ ﻣﻥ ﻁﺭﻑ‬

‫ﺍﻟﻣﺅﺳﺳﺔ ﻟﻠﺯﺑﻭﻥ ﻻ ﺗﻁﺎﺑﻕ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻣﻥ ﺗﻠﻙ ﺍﻟﻭﻋﻭﺩ‪.‬‬

‫‪ -‬ﺍﻟﻔﺟﻭﺓ ﺍﻟﺧﺎﻣﺳﺔ) ﻓﺟﻭﺓ ﺍﻹﺩﺭﺍﻙ( ) ‪ :(The Perception Gap‬ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺇﺩﺭﺍﻙ ﺍﻟﺧﺩﻣﺔ ﻣﻥ‬
‫ﻁﺭﻑ ﺍﻟﺯﺑﻭﻥ ﻭ ﺗﻭﻗﻌﺎﺗﻪ ﻣﻥ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫ﻭﺑﺎﺳﺗﺧﺩﺍﻡ ﻧﻣﻭﺫﺝ ) ‪ (Servqual‬ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻳﻣﻛﻥ ﺗﻧﻣﻳﺔ ﺍﺛﻧﻲ ﻭﻋﺷﺭﻳﻥ ﺑﻧﺩ ﺃﻭ ﻋﺑﺎﺭﺓ ﻟﻠﺗﻌﺑﻳﺭ ﻋﻥ‬
‫ﺃﺑﻌﺎﺩﻩ ﺍﻟﺧﻣﺳﺔ ﺍﻟﺳﺎﺑﻘﺔ‪ ،‬ﻭﺑﺎﻟﺭﺟﻭﻉ ﺇﻟﻰ ﺧﺻﺎﺋﺹ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻁﻠﻭﺏ ﻗﻳﺎﺱ ﺟﻭﺩﺗﻬﺎ‪.‬ﻛﻣﺎ ﻳﺟﺏ ﺗﻁﺑﻳﻕ ﺫﻟﻙ‬
‫ﻣﺭﺗﻳﻥ ﻋﻧﺩ ﻗﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﺣﻳﺙ ﺃﻥ ﻫﺫﻩ ﺍﻟﻣﻘﺎﻳﻳﺱ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻷﺑﻌﺎﺩ ﺍﻟﺳﺎﺑﻘﺔ ﻳﺗﻡ ﺗﻁﺑﻳﻘﻬﺎ ﻣﺭﺓ ﻋﻠﻰ‬
‫ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻧﺣﻭ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﻣﺭﺓ ﺃﺧﺭﻯ ﻋﻠﻰ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻣﺳﺗﻭﻯ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻔﻌﻠﻳﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪.‬‬
‫ﺛﻡ ﻳﻘﻭﻡ ﺍﻟﺑﺎﺣﺙ ﺑﻌﺩ ﺫﻟﻙ ﺑﺈﻳﺟﺎﺩ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻠﺧﺩﻣﺔ ﺍﻟﻔﻌﻠﻳﺔ ﻭﺑﻳﻥ ﺗﻭﻗﻌﺎﺗﻬﻡ ﻧﺣﻭ ﺍﻟﺧﺩﻣﺔ‬
‫ﻭﺫﻟﻙ ﺑﻁﺭﺡ ﻗﻳﻡ ﺍﻹﺟﺎﺑﺎﺕ ﻋﻠﻰ ﻣﻘﻳﺎﺱ ﻟﻳﻛﺭﺕ )‪ ( Likert Scale‬ﺍﻟﻣﺳﺗﺧﺩﻡ ﻓﻲ ﻗﻭﺍﺋﻡ ﺍﻻﺳﺗﻘﺻﺎء ﻭ‬
‫ﺍﻟﻣﻛﻭﻥ ﻣﻥ ‪ 5-1‬ﻋﺑﺎﺭﺓ‪ ،‬ﺣﻳﺙ ﺃﻥ ﺍﻟﺭﻗﻡ ‪ 1‬ﻳﺷﻳﺭ ﺇﻟﻰ ﻋﺩﻡ ﺍﻟﻣﻭﺍﻓﻘﺔ ﺍﻟﺗﺎﻣﺔ‪ ،‬ﺑﻳﻧﻣﺎ ‪ 5‬ﻳﺷﻳﺭ ﺇﻟﻰ ﺍﻟﻣﻭﺍﻓﻘﺔ‬
‫ﺍﻟﺗﺎﻣﺔ ﻋﻠﻰ ﻛﻝ ﻋﺑﺎﺭﺓ ﻣﻥ ﻋﺑﺎﺭﺍﺕ ﻣﻘﻳﺎﺱ )‪ [41] .(Servqual‬ﺹ ‪297‬‬

‫ﻭﺍﻟﺷﻛﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻳﻭﺿﺢ ﻧﻣﻭﺫﺝ )‪ (Servqual‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺗﺣﺩﻳﺩ ﺟﻣﻳﻊ ﺍﻟﻔﺟﻭﺍﺕ‪.‬‬

‫‪50‬‬

‫ﺷﻛﻝ)‪ :(10 -1‬ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺍﺕ )‪ (SERVQUAL‬ﻟﻘﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬

‫إدراﻛﺎت اﻹدارة ﻟﺘﻮﻗﻌﺎت اﻟﺰﺑﺎﺋﻦ‬

‫ﺗﻮﻗﻌﺎت اﻟﺰﺑﺎﺋﻦ ﳓﻮ اﳋﺪﻣﺔ‬ ‫ﺍﻟﻔﺟﻭﺓ ﺭﻗﻡ)‪(1‬‬

‫إدراﻛﺎت اﻹدارة ﻟﻠﻤﻮاﺻﻔﺎت اﳋﺎﺻﺔ ﺑﺎﳋﺪﻣﺔ اﳌﻘﺪﻣﺔ‬

‫ﺍﻟﻔﺟﻭﺓ ﺭﻗﻡ)‪(2‬‬
‫ﻣﻮاﺻﻔﺎت اﳋﺪﻣﺔ اﳌﻘﺪﻣﺔ ﺑﺎﻟﻔﻌﻞ ﻟﻠﺰﺑﺎﺋﻦ‬

‫اﻻﺗﺼﺎﻻت واﻟﻮﻋﻮد اﳌﻘﺪﻣﺔ ﻣﻦ ﺟﺎﻧﺐ اﳌﺆﺳﺴﺔ و ﻣﻘﺪﻣﻲ‬ ‫ﺍﻟﻔﺟﻭﺓ‬

‫)‪(5‬‬
‫إدراﻛﺎت اﻟﺰﺑﺎﺋﻦ ﳌﺴﺘﻮى اﳋﺪﻣﺔ اﳌﻘﺪﻣﺔ ﳍﻢ ﺑﺎﻟﻔﻌﻞ‬
‫ﺍﻟﻔﺟﻭﺓ ﺭﻗﻡ)‪(3‬‬

‫ﺍﻟﻣﺻﺩﺭ‪ ،[41] :‬ﺹ‪.299‬‬

‫ﺗﺟﺩﺭ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﻧﻣﻭﺫﺝ ) ‪ (Servqual‬ﻗﺩ ﺗﻠﻘﻰ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻻﻧﺗﻘﺎﺩﺍﺕ ) ﺳﻭﺍء ﻧﻅﺭﻳﺎ ﺃﻭ ﻋﻣﻠﻳﺎ(‬
‫ﻣﻥ ﻁﺭﻑ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻭﺍﻟﻣﺧﺗﺻﻳﻥ ‪ ،‬ﻭﻣﻧﻬﺎ ﻣﺎ ﻳﻠﻲ ]‪ [49‬ﺹ ‪10‬‬

‫ﺍﻻﻧﺗﻘﺎﺩﺍﺕ ﺍﻟﻧﻅﺭﻳﺔ‪:‬‬ ‫‪U‬‬

‫‪ (Servqual‬ﻋﻠﻰ ﺃﺳﺎﺱ " ﻧﻣﻭﺫﺝ ﻋﺩﻡ ﺍﻟﺗﺛﺑﺕ"‬ ‫‪ -‬ﺍﻋﺗﺭﺍﺿﺎﺕ ﻧﻣﻭﺫﺟﻳﺔ‪ :‬ﻳﻘﻭﻡ ﻧﻣﻭﺫﺝ )‬
‫)‪ (Disconfirmation‬ﺑﺩﻻ ﻣﻥ ﻧﻣﻭﺫﺝ ﺍﻟﻣﻭﺍﻗﻑ‪ ،‬ﻭﻻ ﻳﻣﻛﻥ ﺃﻥ ﻳﺑﻧﻰ ﻋﻠﻳﻪ ﻧﻅﺭﻳﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺃﻭ ﻧﻔﺳﻳﺔ‪.‬‬

‫‪ -‬ﺍﻟﺗﻭﺟﻪ ﺍﻟﻌﻣﻠﻲ‪ :‬ﻳﺭﻛﺯ ﺍﻟﻧﻣﻭﺫﺝ ﻋﻠﻰ ﻁﺭﻳﻘﺔ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﻭﻟﻳﺱ ﻋﻠﻰ ﺍﻟﻧﺗﻳﺟﺔ ﺃﻭ ﻣﺧﺭﺟﺎﺕ ﺍﻟﺗﻔﺎﻋﻝ ﻣﻊ‬
‫ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺧﺩﻣﻳﺔ‪.‬‬

‫‪ -‬ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺍﺕ‪ :‬ﻫﻧﺎﻙ ﺃﺩﻟﺔ ﺃﻭ ﺣﻘﺎﺋﻕ ﻗﻠﻳﻠﺔ ﻋﻠﻰ ﺃﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻳﻘﻳﻣﻭﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﺧﻼﻝ ﻣﻘﺎﺭﻧﺔ‬
‫ﺍﻹﺩﺭﺍﻛﺎﺕ ﻣﻊ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺑﺷﺄﻥ ﺍﻟﺧﺩﻣﺔ‪.‬‬
‫‪51‬‬

‫ﺍﻻﻧﺗﻘﺎﺩﺍﺕ ﺍﻟﻌﻣﻠﻳﺔ‪:‬‬ ‫‪U‬‬

‫‪ -‬ﺍﻟﺗﻭﻗﻌﺎﺕ ‪ :‬ﻳﺳﺗﻌﻣﻝ ﺍﻟﺯﺑﺎﺋﻥ ﻣﻌﺎﻳﻳﺭ ﻣﻌﻳﻧﺔ ﻣﻥ ﺃﺟﻝ ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺑﺩﻻ ﻣﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ‪ ،‬ﻓﺄﺣﻳﺎﻧﺎ ﻻ‬
‫ﻳﻌﺭﻑ ﺍﻟﺯﺑﺎﺋﻥ ﺗﻭﻗﻌﺎﺗﻬﻡ‪.‬‬

‫‪ -‬ﻟﺣﻅﺔ ﺍﻟﺻﺩﻕ )‪ :(Moment Of Truth‬ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻗﺑﻝ ﺍﻟﺯﺑﺎﺋﻥ ﻗﺩ ﺗﺧﺗﻠﻑ ﻣﻥ ﻟﺣﻅﺔ‬
‫ﺻﺩﻕ ﺇﻟﻰ ﺃﺧﺭﻯ‪.‬‬

‫‪ -3‬ﻧﻣﻭﺫﺝ ﺍﻷﺩﺍء )‪(SERVPERF‬‬

‫ﺗﻣﻛﻥ )‪ (Cronin And Taylor 1992‬ﻣﻥ ﺗﻁﻭﻳﺭ ﻧﻣﻭﺫﺝ ﺟﺩﻳﺩ ﺳﻣﻲ ﺑﻧﻣﻭﺫﺝ ﺍﻷﺩﺍء ﺍﻟﻔﻌﻠﻲ ﺃﻭ‬
‫ﻧﻣﻭﺫﺝ ﺍﻻﺗﺟﺎﻩ )‪ ،(Servperf‬ﺣﻳﺙ ﻳﻘﻭﻡ ﻋﻠﻰ ﻓﻛﺭﺓ ﻣﺑﺳﻁﺔ ﻭﻫﻲ ﺃﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻳﺟﺏ ﻗﻳﺎﺳﻬﺎ‬
‫ﺑﻁﺭﻳﻘﺔ ﻻ ﺗﺧﺗﻠﻑ ﻋﻥ ﻗﻳﺎﺱ ﺍﻻﺗﺟﺎﻫﺎﺕ )‪ ،(Attitudes‬ﻭﻣﻥ ﺛﻡ ﻓﺈﻥ ﺍﻟﻘﻳﺎﺱ ﻳﺟﺏ ﺃﻥ ﻳﻧﺻﺏ ﻓﻘﻁ ﻋﻠﻰ‬
‫ﺍﺗﺟﺎﻫﺎﺕ ﺍﻟﻣﺳﺗﻔﻳﺩﻳﻥ ﻣﻥ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻧﺣﻭ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﺍﻟﻔﻌﻠﻲ ﻟﻬﺫﻩ ﺍﻟﺧﺩﻣﺔ‪ .‬ﻭﻗﺩ ﺍﺳﺗﺧﺩﻡ ﺍﻟﺑﺎﺣﺛﺎﻥ‬
‫‪ 22‬ﻋﺑﺎﺭﺓ(‪ ،‬ﻭﺍﻟﺗﻲ ﺳﺑﻕ‬ ‫ﻓﻲ ﻧﻣﻭﺫﺟﻬﻣﺎ ﺍﻟﺟﺩﻳﺩ ﻧﻔﺱ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﻣﺳﺔ ﻭﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺗﻲ ﺗﺗﻛﻭﻥ ﻣﻧﻬﺎ )‬
‫)‪ (Servqual‬ﻛﻣﺎ ﺃﻥ ﺃﺳﻠﻭﺏ ﺍﻟﻘﻳﺎﺱ ﻟﻡ ﻳﺗﻐﻳﺭ ﻭﺍﻟﺫﻱ ﺗﻣﺛﻝ ﻓﻲ ﻣﻘﻳﺎﺱ‬ ‫ﺗﻧﻣﻳﺗﻬﺎ ﻣﻥ ﺧﻼﻝ ﻧﻣﻭﺫﺝ‬
‫ﻟﻳﻛﺭﺕ ﻟﻠﻣﻭﺍﻓﻘﺔ ﻭﻋﺩﻡ ﺍﻟﻣﻭﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻟﻌﺑﺎﺭﺍﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻧﻣﻭﺫﺝ‪ [41] .‬ﺹ ‪304‬‬

‫ﻭﻳﻣﻛﻥ ﺍﻟﺗﻌﺑﻳﺭ ﻋﻥ ﺍﻟﻧﻣﻭﺫﺝ ﻓﻲ ﺍﻟﻣﻌﺎﺩﻟﺔ ﺍﻟﺗﺎﻟﻳﺔ‪ [50] :‬ﺹ ‪726‬‬

‫‪SQi = ∑kj=1 Pij‬‬

‫ﺣﻳﺙ‪ SQi :‬ﺗﻣﺛﻝ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﺩﺭﻛﺔ ﻟﻠﻔﺭﺩ ‪.i‬‬

‫‪ :K‬ﻋﺩﺩ ﺍﻟﻌﺑﺎﺭﺍﺕ‪.‬‬

‫‪ :P‬ﺇﺩﺭﺍﻙ ﺍﻟﻔﺭﺩ ‪ i‬ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺄﺩﺍء ﺧﺩﻣﺔ ﺍﻟﻣﺅﺳﺳﺔ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺎﻟﻌﺑﺎﺭﺓ ‪.j‬‬

‫ﻭﺗﺗﺿﻣﻥ ﻋﻣﻠﻳﺔ ﺗﻘﻳﻡ ﺍﻟﺟﻭﺩﺓ ﻭﻓﻕ ﻫﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻻﻓﺗﺭﺍﺿﺎﺕ ﺍﻟﺗﺎﻟﻳﺔ‪ [16] :‬ﺹ ‪414‬‬

‫‪ -‬ﻓﻲ ﻏﻳﺎﺏ ﺧﺑﺭﺓ ﺍﻟﺯﺑﻭﻥ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ ﻓﺈﻥ ﺗﻭﻗﻌﺎﺗﻪ ﺣﻭﻝ ﺍﻟﺧﺩﻣﺔ ﺗﺣﺩﺩ ﺑﺻﻭﺭﺓ‬
‫ﺃﻭﻟﻳﺔ ﻣﺳﺗﻭﻯ ﺗﻘﻳﻳﻣﻪ ﻟﺟﻭﺩﺗﻬﺎ‪.‬‬

‫‪ -‬ﺑﻧﺎءﺍ ﻋﻠﻰ ﺧﺑﺭﺓ ﺍﻟﺯﺑﻭﻥ ﺍﻟﺳﺎﺑﻘﺔ ﺍﻟﻣﺗﺭﺍﻛﻣﺔ ﻛﻧﺗﻳﺟﺔ ﻟﺗﻛﺭﺍﺭ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻓﺈﻥ ﻋﺩﻡ ﺭﺿﺎﻩ ﻋﻥ‬
‫ﻣﺳﺗﻭﻯ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﻳﻘﻭﺩﻩ ﺇﻟﻰ ﻣﺭﺍﺟﻌﺔ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻷﻭﻟﻲ ﻟﻠﺟﻭﺩﺓ‪.‬‬
‫‪52‬‬

‫‪ -‬ﺇﻥ ﺍﻟﺧﺑﺭﺍﺕ ﺍﻟﻣﺗﻌﺎﻗﺑﺔ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ ﺳﺗﺅﺩﻱ ﺇﻟﻰ ﻣﺭﺍﺟﻌﺎﺕ ﺇﺩﺭﺍﻛﻳﺔ ﺃﺧﺭﻯ ﻟﻣﺳﺗﻭﻯ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ‬
‫ﻓﺈﻥ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﻭﻥ ﻟﻣﺳﺗﻭﻯ ﺍﻟﺧﺩﻣﺔ ﻳﻛﻭﻥ ﻣﺣﺻﻠﺔ ﻟﻛﻝ ﻋﻣﻠﻳﺎﺕ ﺍﻟﺗﻌﺩﻳﻝ ﺍﻹﺩﺭﺍﻛﻲ ﺍﻟﺗﻲ ﻳﻘﻭﻡ ﺑﻬﺎ ﺍﻟﺯﺑﻭﻥ‬
‫ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﻫﻛﺫﺍ ﻓﺈﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻋﻥ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﺍﻟﻔﻌﻠﻲ ﻟﻠﺧﺩﻣﺔ ﻟﻪ ﺃﺛﺭ ﻣﺳﺎﻋﺩ ﻓﻲ‬
‫ﺗﺷﻛﻳﻝ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻟﻠﺟﻭﺩﺓ‪ ،‬ﻭﻋﻧﺩ ﺗﻛﺭﺍﺭ ﺍﻟﺷﺭﺍء ﻓﺈﻥ ﺍﻟﺭﺿﺎ ﻳﺻﺑﺢ ﺃﺣﺩ ﺍﻟﻣﺩﺧﻼﺕ ﺍﻟﺭﺋﻳﺳﻳﺔ ﻓﻲ‬
‫ﻋﻣﻠﻳﺔ ﺍﻟﺗﻘﻳﻳﻡ‪.‬‬

‫]‪ [16‬ﺹ‬ ‫ﻭﻋﻠﻳﻪ ﻧﺳﺗﻧﺗﺞ ﺃﻥ ﺍﻻﺗﺟﺎﻩ ) ﺍﻷﺩﺍء( ﻛﺄﺳﻠﻭﺏ ﻟﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻳﺗﺿﻣﻥ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬
‫‪415‬‬

‫‪ -‬ﺃﻥ ﺍﻷﺩﺍء ﺍﻟﺣﺎﻟﻲ ﻟﻠﺧﺩﻣﺔ ﻳﺣﺩﺩ ﺑﺷﻛﻝ ﻛﺑﻳﺭ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﻭﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻓﻌﻠﻳﺎ ﻣﻥ ﻁﺭﻑ‬
‫ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫‪ -‬ﺍﺭﺗﺑﺎﻁ ﺍﻟﺭﺿﺎ ﺑﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﻭﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺃﺳﺎﺳﻪ ﺍﻟﺧﺑﺭﺓ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﺃﻱ ﺃﻥ‬
‫ﺍﻟﺗﻘﻳﻳﻡ ﻋﻣﻠﻳﺔ ﺗﺭﺍﻛﻣﻳﺔ ﻁﻭﻳﻠﺔ ﺍﻷﺟﻝ ﻧﺳﺑﻳﺎ‪.‬‬

‫‪ -‬ﺗﻌﺗﺑﺭ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻣﺣﺩﺩﺓ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺭﻛﻳﺯﺓ ﺃﺳﺎﺳﻳﺔ ﻟﺗﻘﻳﻳﻡ ﻣﺳﺗﻭﻯ ﺍﻟﺧﺩﻣﺔ ﻭﻓﻕ ﻧﻣﻭﺫﺝ‬
‫ﺍﻻﺗﺟﺎﻩ )‪.(Servperf‬‬

‫ﻛﻣﺎ ﺗﺟﺩﺭ ﺍﻹﺷﺎﺭﺓ ﺃﻳﺿﺎ ﺇﻟﻰ ﺃﻥ ﻧﻣﻭﺫﺝ ﺍﻷﺩﺍء ﻗﺩ ﺗﻠﻘﻰ ﺑﻌﺽ ﺍﻻﻧﺗﻘﺎﺩﺍﺕ ﺃﻳﺿﺎ‪ ،‬ﻭﺍﻟﺟﺩﻭﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ‬
‫ﺫﻟﻙ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺟﺩﻭﻝ ﺭﻗﻡ )‪ :(8 -1‬ﻣﺯﺍﻳﺎ ﻭﻋﻳﻭﺏ ﻁﺭﻕ ﻗﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬

‫ﺍﻟﻌﻳﻭﺏ‬ ‫ﺍﻟﻣﺯﺍﻳﺎ‬

‫‪ -‬ﻋﻣﻭﻣﻳﺔ ﻣﺟﺎﻻﺕ ﺍﻟﺗﻁﺑﻳﻕ ﻋﻠﻰ ‪ -‬ﺗﻌﻘﻳﺩ ﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺍﻟﺗﻲ‬

‫ﻳﻧﻁﻭﻱ ﻋﻠﻳﻬﺎ‪.‬‬ ‫ﻣﺧﺗﻠﻑ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ‪.‬‬ ‫ﻧﻣﻭﺫﺝ ﺍﻟﻔﺟﻭﺓ ‪Servqual‬‬
‫‪ -‬ﺿﻌﻑ ﻗﺩﺭﺗﻪ ﺍﻟﺗﻧﺑﺅﻳﺔ‪.‬‬ ‫‪ -‬ﺩﺭﺟﺔ ﻋﺎﻟﻳﺔ ﻣﻥ ﺍﻟﺛﺑﺎﺕ ﻭ‬
‫‪ -‬ﺗﻔﺎﻭﺕ ﻣﻘﺩﺭﺗﻪ ﻋﻠﻰ ﺗﻔﺳﻳﺭ‬ ‫ﺍﻟﺻﻼﺣﻳﺔ‪.‬‬
‫ﺍﻻﺧﺗﻼﻓﺎﺕ ﻓﻲ ﻣﻛﻭﻧﺎﺕ ﺍﻟﺟﻭﺩﺓ‬ ‫‪ -‬ﺍﻟﻘﺑﻭﻝ ﻭﺍﻟﺗﺄﻳﻳﺩ ﻣﻥ ﻗﺑﻝ‬
‫ﻣﻥ ﺻﻧﺎﻋﺔ ﺇﻟﻰ ﺃﺧﺭﻯ‪.‬‬ ‫ﺍﻟﺑﺎﺣﺛﻳﻥ‪.‬‬
‫‪ -‬ﺗﺷﻳﺭ ﺑﻌﺽ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﺟﺭﻳﺑﻳﺔ‬ ‫‪ -‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺗﻔﺳﻳﺭ ﺍﻟﻌﻼﻗﺔ ﻣﺎ‬
‫‪53‬‬

‫ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺇﻟﻰ ﻋﺩﻡ ﺗﺭﺍﺑﻁ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﻣﺳﺔ‬
‫ﺇﺫﺍ ﻣﺎ ﺗﻡ ﺗﺣﻠﻳﻠﻬﺎ ﺑﺷﻛﻝ ﻣﻘﻁﻌﻲ‪.‬‬ ‫ﺑﺷﻛﻝ ﻛﻣﻲ‪.‬‬
‫)‪(Cross Sectional‬‬ ‫‪ -‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺗﻌﻣﻳﻡ ﻧﺗﺎﺋﺞ‬
‫ﺍﻟﺭﺿﺎ‪.‬‬

‫‪ -‬ﻣﺣﺩﻭﺩﻳﺔ ﻗﻳﻣﺔ ﺍﻟﻧﺗﺎﺋﺞ‬ ‫‪ -‬ﺳﻬﻭﻟﺔ ﺍﺳﺗﺧﺩﺍﻣﻪ ﻭﺑﺳﺎﻁﺗﻪ‬

‫ﺍﻟﻣﺳﺗﺧﻠﺻﺔ‪ ،‬ﻧﻅﺭﺍ ﻟﺗﺟﺎﻫﻠﻪ‬ ‫‪ -‬ﻣﻧﻬﺟﻳﺔ ﺍﻟﻘﻳﺎﺱ ﻭﺍﻟﻁﺭﻕ‬ ‫ﻧﻣﻭﺫﺝ ﺍﻷﺩﺍء ‪Servperf‬‬
‫ﻗﻳﺎﺱ ﺍﻟﺗﻭﻗﻌﺎﺕ‪.‬‬ ‫ﺍﻹﺣﺻﺎﺋﻳﺔ ﺍﻟﻣﺳﺗﺧﺩﻣﺔ ﻟﻠﺗﺣﻘﻕ‬
‫‪ -‬ﺗﺟﺎﻫﻝ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺃﺳﺑﺎﺏ‬ ‫ﻣﻥ ﺛﺑﺎﺗﻪ ﻭﻣﺻﺩﺍﻗﻳﺗﻪ‪.‬‬
‫ﺣﺩﻭﺙ ﺍﻟﻔﺟﻭﺍﺕ ﻭﻁﺭﻕ ﺍﻟﺗﻐﻠﺏ‬ ‫‪ -‬ﻳﻘﻠﻝ ﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ ﻣﻥ ‪44‬‬
‫ﻋﻠﻳﻬﺎ‪.‬‬ ‫ﻓﻘﺭﺓ ﺇﻟﻰ ‪ 22‬ﻓﻘﻁ‪.‬‬

‫ﺍﻟﻣﺻﺩﺭ‪ [87] :‬ﺹ ‪.45‬‬

‫ﻭﻳﺭﻯ ﺍﻟﺑﺎﺣﺙ ﺍﺳﺗﺧﺩﺍﻡ ﻧﻣﻭﺫﺝ ﺍﻷﺩﺍء ‪ Servperf‬ﻓﻲ ﺍﻟﺟﺯء ﺍﻟﺗﻁﺑﻳﻘﻲ ﻧﻅﺭﺍ ﻟﺳﻬﻭﻟﺔ ﺗﻁﺑﻳﻘﻪ ﻭﺩﻗﺗﻪ‪.‬‬

‫‪ :-3-3-1‬ﺃﻫﺩﺍﻑ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﻋﻼﻗﺗﻬﺎ ﺑﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﻻﺷﻙ ﺃﻥ ﻗﺩﺭﺓ ﺃﻱ ﻣﺅﺳﺳﺔ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﺳﻭﻑ ﻳﻌﻭﺩ ﻋﻠﻳﻬﺎ ﺑﺟﻣﻠﺔ ﻣﻥ ﺍﻟﻔﻭﺍﺋﺩ‪،‬‬
‫ﺳﻭﺍء ﺗﻌﻠﻕ ﺍﻷﻣﺭ ﺑﺎﻷﺭﺑﺎﺡ ﺃﻭ ﺑﻌﻼﻗﺎﺗﻬﺎ ﻣﻊ ﺯﺑﺎﺋﻧﻬﺎ ﻭﻫﺫﺍ ﻣﺎ ﺳﻧﺗﻁﺭﻕ ﺇﻟﻳﻪ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ‪.‬‬

‫‪ :1-3-3-1‬ﺃﻫﺩﺍﻑ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪U‬‬

‫ﺗﺗﻣﺛﻝ ﺍﻷﻫﺩﺍﻑ ﺍﻷﺳﺎﺳﻳﺔ ﻣﻥ ﺗﻁﺑﻳﻕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [51] :‬ﺹ ‪32‬‬

‫_ ﺗﺧﻔﻳﺽ ﺷﻛﺎﻭﻱ ﺍﻟﺯﺑﺎﺋﻥ ﺑﺎﻟﻧﺳﺑﺔ ﻟﺟﻭﺩﺓ ﺍﻟﺳﻠﻊ ﻭ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪.‬‬

‫_ ﺯﻳﺎﺩﺓ ﺍﻟﻣﺑﻳﻌﺎﺕ‪ ،‬ﺍﻟﺣﺻﺔ ﺍﻟﺳﻭﻗﻳﺔ ﻭ ﺍﻷﺭﺑﺎﺡ‪.‬‬

‫_ ﺯﻳﺎﺩﺓ ﺍﻹﻧﺗﺎﺟﻳﺔ ﻭﺗﺣﺳﻳﻥ ﻧﻭﻋﻳﺗﻬﺎ‪.‬‬

‫_ ﺗﺣﻘﻳﻕ ﺍﻟﻔﺎﻋﻠﻳﺔ ﻓﻲ ﺃﺩﺍء ﺍﻷﻧﺷﻁﺔ ﺑﺳﺑﺏ ﺗﺧﻔﻳﺽ ﺍﻷﺧﻁﺎء‪ ،‬ﻭﺗﺧﻔﻳﺽ ﺍﻟﺗﻛﺎﻟﻳﻑ ﻭﻭﻗﺕ ﺍﻟﺗﺳﻠﻳﻡ‪.‬‬
‫‪54‬‬

‫_ ﺍﻻﺭﺗﻘﺎء ﺑﻣﻘﺎﻳﻳﺱ ﺍﻟﺟﻭﺩﺓ ﻟﻠﻭﺻﻭﻝ ﺇﻟﻰ ﻣﺳﺗﻭﻯ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻌﺎﻟﻣﻳﺔ‪.‬‬

‫_ ﺗﺣﺳﻳﻥ ﺍﻻﺗﺻﺎﻝ ﻭﺍﻟﺗﻌﺎﻭﻥ ﺑﻳﻥ ﻭﺣﺩﺍﺕ ﻭﺃﻗﺳﺎﻡ ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫ﻛﻣﺎ ﺣﺩﺩ )ﻓﺭﺣﺎﺕ ‪ (2009‬ﺃﻫﺩﺍﻑ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [51] :‬ﺹ ‪32‬‬

‫‪ -1‬ﺧﻔﺽ ﺍﻟﺗﻛﺎﻟﻳﻑ‪ :‬ﺇﻥ ﺍﻟﺟﻭﺩﺓ ﺗﺗﻁﻠﺏ ﻋﻣﻝ ﺍﻷﺷﻳﺎء ﺍﻟﺻﺣﻳﺣﺔ ﺑﺎﻟﻁﺭﻳﻘﺔ ﺍﻟﺻﺣﻳﺣﺔ ﻣﻥ ﺃﻭﻝ ﻣﺭﺓ‪ ،‬ﻭﻫﺫﺍ‬
‫ﻳﻌﻧﻲ ﺗﻘﻠﻳﻝ ﺍﻷﺷﻳﺎء ﺍﻟﺗﺎﻟﻔﺔ ﺃﻭ ﺇﻋﺎﺩﺓ ﺇﻧﺟﺎﺯﻫﺎ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﺗﻘﻠﻳﻝ ﺍﻟﺗﻛﺎﻟﻳﻑ‪.‬‬

‫‪ -2‬ﺗﻘﻠﻳﻝ ﺍﻟﻭﻗﺕ ﺍﻟﻼﺯﻡ ﻻﻧﺟﺎﺯ ﺍﻟﻣﻬﻣﺎﺕ ﻟﻠﺯﺑﻭﻥ‪ :‬ﻓﺎﻹﺟﺭﺍءﺍﺕ ﺍﻟﺗﻲ ﻭﺿﻌﺕ ﻣﻥ ﻁﺭﻑ ﺍﻟﻣﺅﺳﺳﺔ ﻻﻧﺟﺎﺯ‬
‫ﺍﻟﺧﺩﻣﺎﺕ ﻟﻠﺯﺑﻭﻥ ﻗﺩ ﺭﻛﺯﺕ ﻋﻠﻰ ﺗﺣﻘﻳﻕ ﺍﻷﻫﺩﺍﻑ ﻭﻣﺭﺍﻗﺑﺗﻬﺎ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﺟﺎءﺕ ﻫﺫﻩ ﺍﻹﺟﺭﺍءﺍﺕ ﻁﻭﻳﻠﺔ‬
‫ﻭﺟﺎﻣﺩﺓ ﻣﻣﺎ ﻳﺅﺛﺭ ﺳﻠﺑﺎ ﻋﻠﻰ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ -3‬ﺗﺣﻘﻳﻕ ﺍﻟﺟﻭﺩﺓ‪ :‬ﻭﺫﻟﻙ ﺑﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﺗﺟﺎﺕ ﻭﺍﻟﺧﺩﻣﺎﺕ ﻋﻠﻰ ﺣﺳﺏ ﺭﻏﺑﺔ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﺃﻥ ﻋﺩﻡ ﺍﻻﻫﺗﻣﺎﻡ‬
‫ﺑﺎﻟﺟﻭﺩﺓ ﻳﺅﺩﻱ ﺇﻟﻰ ﺯﻳﺎﺩﺓ ﺍﻟﻭﻗﺕ ﻷﺩﺍء ﻭﺇﻧﺟﺎﺯ ﺍﻟﻣﻬﺎﻡ ﻭﺯﻳﺎﺩﺓ ﺃﻋﻣﺎﻝ ﺍﻟﻣﺭﺍﻗﺑﺔ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﺯﻳﺎﺩﺓ ﺷﻛﻭﻯ‬
‫ﺍﻟﻣﺳﺗﻔﻳﺩﻳﻥ ﻣﻥ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺎﺕ‪.‬‬

‫‪ :2-3-3-1‬ﻋﻼﻗﺔ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺑﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﺍﻗﺗﺭﺡ )‪ (Parasuraman1985‬ﺃﻧﻪ ﻋﻧﺩﻣﺎ ﺗﻛﻭﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﺩﺭﻛﺔ ﻋﺎﻟﻳﺔ‪ ،‬ﻋﻧﺩﻫﺎ ﺳﺗﺅﺩﻱ ﺇﻟﻰ‬
‫ﺯﻳﺎﺩﺓ ﻣﺳﺗﻭﻯ ﺍﻟﺭﺿﺎ ﺍﻟﻌﺎﻡ ﻟﺩﻯ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﻟﻘﺩ ﺃﻛﺩ ﺣﻘﻳﻘﺔ ﺃﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺗﺅﺩﻱ ﺇﻟﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻟﻘﺩ‬
‫‪ ( Lee Et Al 2000),‬ﻭ ) ‪Saravana And‬‬ ‫ﺳﺎﻧﺩ ﻫﺫﺍ ﺍﻟﺭﺃﻱ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺃﻣﺛﺎﻝ‬
‫‪ ( Rao2007‬ﺣﻳﺙ ﺃﻛﺩﻭﺍ ﺃﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﻣﺑﻧﻲ ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﺳﺗﻭﻯ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ‬
‫ﻁﺭﻑ ﺍﻟﻣﺅﺳﺳﺔ‪ [52] .‬ﺹ ‪37‬‬

‫ﻗﺎﻡ ) ‪ (Su Et Al 2002‬ﺑﺩﺭﺍﺳﺔ ﻟﻣﻌﺭﻓﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﻣﻥ ﺧﻼﻝ‬
‫ﺩﺭﺍﺳﺗﻪ ﺧﺭﺝ ﺑﻧﺗﻳﺟﺔ ﺃﻥ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﻗﻭﻳﺔ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ .‬ﺣﻳﺙ ﺃﻥ ﺯﻳﺎﺩﺓ ﻛﻝ ﻁﺭﻑ‬
‫ﺗﺅﺩﻱ ﺇﻟﻰ ﺯﻳﺎﺩﺓ ﻓﻲ ﺍﻟﻁﺭﻑ ﺍﻵﺧﺭ‪ ،‬ﻭﺃﺷﺎﺭ ﺃﻳﺿﺎ ﺇﻟﻰ ﺃﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻳﺧﺗﻠﻑ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻓﻲ‬
‫ﻛﻭﻧﻪ ﻳﻌﻛﺱ ﻣﺷﺎﻋﺭ ﻭﺃﺣﺎﺳﻳﺱ ﺍﻟﺯﺑﻭﻥ ﺣﻭﻝ ﻣﻘﺩﻣﻲ ﺍﻟﺧﺩﻣﺎﺕ ﻭ ﺍﻟﺗﺟﺎﺭﺏ ﺃﻭ ﺍﻟﺧﺑﺭﺍﺕ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺎﺕ‪،‬‬
‫ﻓﻲ ﺣﻳﻥ ﺃﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻳﻣﻛﻥ ﺃﻥ ﺗﺗﺄﺛﺭ ﺑﺈﺩﺭﺍﻛﺎﺕ ﺍﻟﻘﻳﻣﺔ ) ﺍﻟﻣﻧﻔﻌﺔ ﻧﺳﺑﺔ ﺇﻟﻰ ﺍﻟﺗﻛﻠﻔﺔ( ﺃﻭ ﺑﺗﺟﺭﺑﺔ‬
‫ﺍﻵﺧﺭﻳﻥ ﻭﺍﻟﺗﻲ ﻗﺩ ﻻ ﺗﻛﻭﻥ ﺟﻳﺩﺓ‪ [52] .‬ﺹ ‪37‬‬

‫ﻭﻫﻧﺎﻙ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻣﻥ ﻳﺭﻯ ﺃﻥ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﻓﻲ ﺍﻟﺗﻭﻗﻌﺎﺕ‪ ،‬ﻓﺣﺳﺏ‬
‫‪(Desires Or‬‬ ‫)‪ Pzb (1988‬ﻓﺈﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻓﻲ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﺩﺭﻛﺔ ﻫﻲ ﻋﺑﺎﺭﺓ ﻋﻥ ﺭﻏﺑﺎﺕ‬
‫‪55‬‬

‫)‪ Wants‬ﺃﻱ ﻣﺎ ﺍﻟﺫﻱ ﻳﺟﺏ ﻋﻠﻰ ﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ ﺗﻘﺩﻳﻣﻪ )‪ (Should Offer‬ﺑﻳﻧﻣﺎ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻓﺈﻥ‬
‫ﺍﻟﺗﻭﻗﻌﺎﺕ ﻋﺑﺎﺭﺓ ﻋﻥ ﺗﻧﺑﺅﺍﺕ )‪ (Prediction‬ﺃﻱ ﻣﺎ ﺳﻭﻑ ﻳﻘﺩﻣﻪ ﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ )‪.(Would Offer‬‬
‫]‪ [53‬ﺹ ‪82‬‬

‫ﺟﺩﻭﻝ)‪ :(9 -1‬ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬

‫ﻳﻣﻛﻥ ﺃﻥ ﻳﻧﺗﺞ ﻋﻥ ﺃﻱ ﺑﻌﺩ ﺳﻭﺍء ﻛﺎﻥ ﻋﻠﻰ ﻋﻼﻗﺔ‬ ‫ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺗﻲ ﺗﻣﻛﻧﻧﺎ ﺃﻥ ﻧﺣﻛﻡ ﻋﻠﻳﻬﺎ‬
‫ﺑﺎﻟﺟﻭﺩﺓ ﺃﻭ ﻻ‪.‬‬ ‫ﻣﺣﺩﺩﺓ ﻣﺳﺑﻘﺎ‬

‫ﺍﻟﺣﻛﻡ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﻋﻠﻰ ﻋﺩﺓ ﻣﺳﺎﺋﻝ‬ ‫ﺍﻟﺗﻭﻗﻌﺎﺕ ﻗﺎﺋﻣﺔ ﻋﻠﻰ ﺍﻟﻣﺛﺎﻟﻳﺎﺕ ﺃﻭ ﺇﺩﺭﺍﻛﺎﺕ‬
‫ﻏﻳﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫ﺍﻻﻣﺗﻳﺎﺯ‬
‫ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻟﺩﻳﻪ ﺳﻭﺍﺑﻕ ﻣﻔﺎﻫﻳﻣﻳﺔ ﺃﻛﺛﺭ‬ ‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻟﻬﺎ ﺃﻗﻝ ﺳﻭﺍﺑﻕ ﻣﻔﺎﻫﻳﻣﻳﺔ‬

‫ﺍﻟﺣﻛﻡ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻳﺣﺗﺎﺝ ﺇﻟﻰ ﺗﺟﺭﺑﺔ ﻣﻊ‬ ‫ﺇﺩﺭﺍﻛﺎﺕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻻ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺗﺟﺭﺑﺔ ﻣﻊ‬
‫ﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ‪.‬‬ ‫ﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻣﺻﺩﺭ‪ [53] :‬ﺹ ‪.84‬‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺻﻝ ﺍﻷﻭﻝ‪:‬‬ ‫‪U‬‬

‫ﺣﺎﻭﻟﻧﺎ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻔﺻﻝ ﺍﻹﻟﻣﺎﻡ ﺑﻣﻭﺿﻭﻉ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺑﺎﻋﺗﺑﺎﺭﻫﺎ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﻣﺅﺛﺭ ﻓﻲ ﺭﺿﺎ‬
‫ﺍﻟﺯﺑﻭﻥ‪ ،‬ﺣﻳﺙ ﺗﻁﺭﻗﻧﺎ ﺃﻭﻻ ﺇﻟﻰ ﻣﺎﻫﻳﺔ ﺍﻟﺟﻭﺩﺓ ﻣﻥ ﺧﻼﻝ ﺗﻘﺩﻳﻡ ﺃﻫﻡ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺗﻲ ﻗﺩﻣﻬﺎ ﺍﻟﺑﺎﺣﺛﻭﻥ ﻭﺭﻭﺍﺩ‬
‫ﺍﻟﺟﻭﺩﺓ ﺃﻣﺛﺎﻝ ‪ ،Deming, Crosby, Juran‬ﻭﻟﻌﻝ ﻣﻥ ﺑﻳﻥ ﺃﻫﻡ ﺍﻟﺗﻌﺎﺭﻳﻑ ﻫﻭ ﺃﻥ ﺍﻟﺟﻭﺩﺓ ﻫﻲ ﺗﺣﻘﻳﻕ‬
‫ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻛﻣﺎ ﺗﺣﺩﺛﻧﺎ ﻋﻥ ﺃﺑﻌﺎﺩ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺛﻣﺎﻧﻳﺔ ﺍﻟﺗﻲ ﻗﺩﻣﻬﺎ ‪ Garvin‬ﺳﻧﺔ ‪ 1984‬ﻭﺍﻟﺗﻲ ﻻﻗﺕ‬
‫ﻗﺑﻭﻻ ﻣﻥ ﻗﺑﻝ ﻣﻌﻅﻡ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻭﺍﻟﺗﻲ ﻣﻥ ﺑﻳﻧﻬﺎ ﺍﻷﺩﺍء‪ ،‬ﺍﻟﻣﻁﺎﺑﻘﺔ‪ ،‬ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‪ ،‬ﺍﻟﻣﺗﺎﻧﺔ ﻭﻏﻳﺭﻫﺎ‪،‬ﻛﻣﺎ ﺗﺣﺩﺛﻧﺎ‬
‫ﺃﻳﺿﺎ ﻋﻥ ﺃﻫﻣﻳﺔ ﺍﻟﺟﻭﺩﺓ ﻭﻣﺭﺍﺣﻝ ﺗﻁﻭﺭﻫﺎ ﺑﺩءﺍ ﺑﻣﺭﺣﻠﺔ ﺍﻟﺗﻔﺗﻳﺵ ﺇﻟﻰ ﻏﺎﻳﺔ ﻣﺭﺣﻠﺔ ﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ‪.‬‬

‫ﻭﺗﻁﺭﻗﻧﺎ ﺛﺎﻧﻳﺎ ﺇﻟﻰ ﻣﻭﺿﻭﻉ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺫﻱ ﻳﻌﺗﺑﺭ ﻣﻥ ﺑﻳﻥ ﺃﻫﻡ ﺍﻟﻘﻁﺎﻋﺎﺕ ﺍﻟﺗﻲ ﺷﻬﺩﺕ ﺗﻁﻭﺭﺍ ﻣﺫﻫﻼ‬
‫ﺧﻼﻝ ﺍﻟﺳﻧﻭﺍﺕ ﺍﻷﺧﻳﺭﺓ‪ ،‬ﺣﻳﺙ ﻗﺩﻣﻧﺎ ﻣﺧﺗﻠﻑ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﺧﺩﻣﺔ ﻭﺧﺻﺎﺋﺻﻬﺎ ﺍﻟﺗﻲ ﺗﻧﻔﺭﺩ ﺑﻬﺎ‬
‫ﻭﺗﻣﻳﺯﻫﺎ ﻋﻥ ﺍﻟﺳﻠﻊ ﺍﻟﻣﺎﺩﻳﺔ ﻭﻣﻥ ﺃﺑﺭﺯ ﻫﺫﻩ ﺍﻟﺧﺻﺎﺋﺹ ﻗﺎﺑﻠﻳﺔ ﺍﻟﺧﺩﻣﺔ ﻟﻠﺗﻠﻑ )ﻋﺩﻡ ﻗﺎﺑﻠﻳﺗﻬﺎ ﻟﻠﺗﺧﺯﻳﻥ(‬
‫ﻭﻋﺩﻡ ﻣﻠﻣﻭﺳﻳﺗﻬﺎ ﺃﻱ ﻏﻳﺭ ﻗﺎﺑﻠﺔ ﻟﻠﻣﺱ ﻋﻛﺱ ﺍﻟﺳﻠﻊ ﺍﻟﻣﺎﺩﻳﺔ‪ ،‬ﻛﻣﺎ ﺗﺗﻣﻳﺯ ﺍﻟﺧﺩﻣﺔ ﺃﻳﺿﺎ ﺑﺄﻧﻬﺎ ﻗﺎﺑﻠﺔ ﻟﻠﺗﻐﻳﺭ‬
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‫ﻭﺗﺗﻁﻠﺏ ﺩﺭﺟﺔ ﻋﺎﻟﻳﺔ ﻣﻥ ﺍﻹﺗﺻﺎﻝ ﻭﺍﻟﺗﻔﺎﻋﻝ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻛﻣﺎ ﺗﻁﺭﻗﻧﺎ ﺃﻳﺿﺎ ﺇﻟﻰ ﻋﻧﺎﺻﺭ ﺇﻧﺗﺎﺝ ﺍﻟﺧﺩﻣﺔ‬
‫ﻭﻁﺭﻕ ﺗﻘﺩﻳﻣﻬﺎ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺗﺻﻧﻳﻑ ﺍﻟﺧﺩﻣﺎﺕ ﺣﻳﺙ ﻗﺩﻣﻧﺎ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺗﺻﻧﻳﻔﺎﺕ ﺍﻟﺗﻲ ﻗﺎﻡ ﺑﻬﺎ ﻣﺧﺗﻠﻑ‬
‫ﺍﻟﺑﺎﺣﺛﻳﻥ ﻣﻥ ﺃﺟﻝ ﺍﻟﻔﻬﻡ ﺍﻟﺟﻳﺩ ﻟﻠﺧﺩﻣﺎﺕ ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﻗﻳﺎﺳﻬﺎ‪ ،‬ﻛﻣﺎ ﺗﻁﺭﻗﻧﺎ ﺇﻟﻰ ﺗﻣﻳﻳﺯ ﺍﻟﺑﺎﺣﺛﺔ‬
‫‪ Shostack‬ﻟﻠﺧﺩﻣﺔ ﺍﻟﺟﻭﻫﺭ ﻭ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﺻﺎﺣﺑﺔ ﻟﻬﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺯﻫﺭﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺗﻲ ﻗﺩﻣﻬﺎ‬
‫‪ Lovelok‬ﻭﺍﻟﺗﻲ ﺗﺭﻣﺯ ﺇﻟﻰ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻛﻣﻳﻠﻳﺔ ﻟﻠﺧﺩﻣﺔ ﺍﻟﺟﻭﻫﺭ‪.‬‬

‫ﻭﺃﺧﻳﺭﺍ ﺗﻁﺭﻗﻧﺎ ﺇﻟﻰ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﺧﻼﻝ ﺗﻘﺩﻳﻡ ﻣﺧﺗﻠﻑ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﻣﻬﻣﺔ‪ ،‬ﺣﻳﺙ ﺗﺗﻣﺛﻝ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬
‫ﻓﻲ ﻣﺩﻯ ﺗﻠﺑﻳﺔ ﺍﻟﺧﺩﻣﺔ ﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻛﻣﺎ ﻗﺩﻣﻧﺎ ﻧﻣﻭﺫﺝ ﻋﻣﻠﻲ ﻳﺗﻣﺛﻝ ﻓﻲ ﺑﻌﺽ ﺍﻟﺧﻁﻭﺍﺕ ﺍﻟﺗﻲ ﻳﻣﻛﻥ‬
‫ﺇﺗﺑﺎﻋﻬﺎ ﻣﻥ ﺃﺟﻝ ﺗﺣﻘﻳﻕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻛﻣﺎ ﺗﻁﺭﻗﻧﺎ ﺇﻟﻰ ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺧﻣﺱ ﺍﻟﺗﻲ ﺗﻣﺛﻝ ﺃﺳﺎﺱ‬
‫ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺣﻳﺙ ﺗﺗﻣﺛﻝ ﻫﺫﻩ ﺍﻷﺑﻌﺎﺩ ﻓﻲ )ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‪ ،‬ﺍﻹﻋﺗﻣﺎﺩﻳﺔ‪ ،‬ﺍﻻﺳﺗﺟﺎﺑﺔ‪ ،‬ﺍﻷﻣﺎﻥ ﻭ ﺍﻟﺗﻌﺎﻁﻑ(‬
‫‪ Gronroos‬ﻭﻧﻣﻭﺫﺝ‬ ‫ﻛﻣﺎ ﻗﺩﻣﻧﺎ ﺃﻫﻡ ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﻌﺎﻟﻣﻳﺔ ﺍﻟﺗﻲ ﺗﻌﻧﻰ ﺑﻘﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﺛﻝ ﻧﻣﻭﺫﺝ‬
‫‪ Servqual‬ﻭﻧﻣﻭﺫﺝ ‪ Servperf‬ﻫﺫﺍ ﺍﻷﺧﻳﺭ ﺍﻟﺫﻱ ﻻﻗﺎ ﻗﺑﻭﻻ ﻣﻥ ﻗﺑﻝ ﻣﻌﻅﻡ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺑﺎﻋﺗﺑﺎﺭﻩ ﺍﻷﻛﺛﺭ‬
‫ﺩﻗﺔ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﻧﻣﺎﺫﺝ ﺍﻷﺧﺭﻯ‪ ،‬ﻛﻣﺎ ﺗﺣﺩﺛﻧﺎ ﻋﻥ ﺃﻫﺩﺍﻑ ﺟﻭﺩﺓ ﻭﻋﻼﻗﺗﻬﺎ ﺑﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫ﻭﻻ ﺷﻙ ﺃﻥ ﺍﻟﻬﺩﻑ ﺍﻟﺭﺋﻳﺳﻲ ﻣﻥ ﺗﻘﺩﻳﻡ ﻣﻧﺗﺟﺎﺕ ﻭﺧﺩﻣﺎﺕ ﻫﻭ ﺗﻠﺑﻳﺔ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﺣﻳﺙ ﺃﻥ‬
‫ﻫﺫﺍ ﺍﻷﺧﻳﺭ ﻋﻧﺩﻣﺎ ﻳﺣﺻﻝ ﻋﻠﻰ ﺳﻠﻊ ﻭﺧﺩﻣﺎﺕ ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻓﺈﻧﻪ ﺳﻭﻑ ﻳﺷﻌﺭ ﺑﺎﻟﺭﺿﺎ‪ .‬ﻭﺳﻳﻛﻭﻥ ﻫﺫﺍ‬
‫ﺍﻷﺧﻳﺭ ﻣﺣﻭﺭ ﺍﻟﻔﺻﻝ ﺍﻟﺛﺎﻧﻲ ﻣﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ‪.‬‬
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‫ﺍﻟﻔﺻﻝ‪2‬‬

‫ﺍﻹﻁﺎﺭ ﺍﻟﻣﻔﺎﻫﻳﻣﻲ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﻣﻘﺩﻣﺔ ﺍﻟﻔﺻﻝ ﺍﻟﺛﺎﻧﻲ‪:‬‬ ‫‪U‬‬

‫ﺇﻥ ﺍﻟﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻣﺭ ﻓﻲ ﺃﺫﻭﺍﻕ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺭﻏﺑﺎﺗﻬﻡ ﻭﺯﻳﺎﺩﺓ ﺩﺭﺟﺔ ﺗﻌﻘﻳﺩ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻁﺔ ﺑﺎﻟﻣﺅﺳﺳﺔ‬
‫ﻭﺗﻌﺎﻅﻡ ﺩﺭﺟﺔ ﺍﻟﻣﻧﺎﻓﺳﺔ‪ ،‬ﻓﺿﻼ ﻋﻥ ﺍﺗﺳﺎﻉ ﺍﻷﺳﻭﺍﻕ ﻭﺗﺑﺎﻳﻥ ﺧﺻﺎﺋﺻﻬﺎ‪ ،‬ﺟﻌﻠﺕ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ‬
‫ﺗﺑﺣﺙ ﻋﻥ ﻁﺭﻕ ﻭﺃﺳﺎﻟﻳﺏ ﻭﺇﺟﺭﺍءﺍﺕ ﻣﻥ ﺷﺄﻧﻬﺎ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺯﺑﺎﺋﻧﻬﺎ ﻭﻫﻧﺎ ﻳﻌﺩ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺍﻟﻐﺎﻳﺔ‬
‫ﺍﻷﺳﺎﺳﻳﺔ ﻭﺍﻟﻬﺩﻑ ﺍﻹﺳﺗﺭﺍﺗﻳﺟﻲ ﺍﻟﺫﻱ ﺗﺻﺑﻭ ﺇﻟﻰ ﺗﺣﻘﻳﻘﻪ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻹﻗﺻﺎﺩﻳﺔ‪.‬‬

‫ﺇﻥ ﺃﻛﺑﺭ ﺗﺣﺩﻱ ﻳﻭﺍﺟﻪ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﺍﻟﻳﻭﻡ ﻫﻭ ﺗﺣﻘﻳﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﺗﻅﻬﺭ ﻫﺫﻩ ﺍﻟﺻﻌﻭﺑﺔ‬
‫ﻛﻭﻥ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﺗﺗﻌﺎﻣﻝ ﻣﻊ ﺃﺫﻭﺍﻕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺗﻭﻗﻌﺎﺗﻬﻡ ﻧﺣﻭ ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺟﻭﺩﺓ‬
‫ﺍﻟﻣﻁﻠﻭﺑﺔ ﻓﻲ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫ﻭﻟﻣﻌﺎﻟﺟﺔ ﻣﻭﺿﻭﻉ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺍﺭﺗﺄﻳﻧﺎ ﺗﻘﺳﻳﻡ ﺍﻟﻔﺻﻝ ﺇﻟﻰ ﺍﻟﻣﺑﺎﺣﺙ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫‪ :1-2‬ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﻧﻅﺭﻳﺎﺕ ﺗﻔﺳﻳﺭﻩ‪.‬‬

‫‪ :2-2‬ﻣﺣﺩﺩﺍﺕ ﻭﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﺭﺿﺎ ﻭﻋﺩﻡ ﺍﻟﺭﺿﺎ‪.‬‬

‫‪ :3-2‬ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﻭﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺗﻪ‪.‬‬

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‫‪ :1-2‬ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺍﻟﻧﻅﺭﻳﺎﺕ ﺍﻟﻣﻔﺳﺭﺓ ﻟﻪ‬ ‫‪U‬‬

‫ﺃﺻﺑﺢ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻳﻣﺛﻝ ﺍﻟﻬﺩﻑ ﺍﻟﺭﺋﻳﺳﻲ ﺍﻟﺫﻱ ﺗﺳﻌﻰ ﻛﻝ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻟﺗﺣﻘﻳﻘﻪ ﻧﻅﺭﺍ ﻷﻫﻣﻳﺗﻪ ﺍﻟﺑﺎﻟﻐﺔ‪،‬‬
‫ﻓﺗﺣﻘﻳﻕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻭ ﺧﺩﻣﺔ ﻣﻣﺗﺎﺯﺓ ﻻ ﻳﻔﻳﺩ ﻓﻲ ﺷﻲء‪ ،‬ﻓﻲ ﺣﺎﻟﺔ ﻣﺎ ﻛﺎﻧﺕ ﺍﻟﻣﺅﺳﺳﺔ ﻻ ﺗﻌﻣﻝ ﻣﻥ ﺃﺟﻝ‬
‫ﺗﺣﻘﻳﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺳﻧﺣﺎﻭﻝ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﺑﺣﺙ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﻣﺎﻫﻳﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ :1-1-2‬ﺗﻌﺭﻳﻑ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺃﻫﻣﻳﺗﻪ‬ ‫‪U‬‬

‫ﻟﻘﺩ ﺗﻌﺩﺩﺕ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺧﺎﺻﺔ ﺑﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺑﻳﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻭ ﺃﻫﻣﻳﺗﻪ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺅﺳﺳﺎﺕ ﺍﻹﻧﺗﺎﺟﻳﺔ ﺃﻭ‬
‫ﺍﻟﺧﺩﻣﻳﺔ ﻋﻠﻰ ﺣﺩ ﺳﻭﺍء‪ ،‬ﻭﻫﺫﺍ ﻣﺎ ﺳﻧﺣﺎﻭﻝ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻳﻪ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ‪.‬‬

‫‪ :1-1-1-2‬ﺗﻌﺭﻳﻑ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﻓﻳﻣﺎ ﻳﻠﻲ ﻧﻘﺩﻡ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺧﺎﺻﺔ ﺑﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺍﻟﺗﻲ ﺗﻁﺭﻕ ﺇﻟﻳﻬﺎ ﺑﻌﺽ ﺍﻟﺑﺎﺣﺛﻳﻥ‪:‬‬

‫‪ -1‬ﺗﻌﺭﻳﻑ ) ‪ " :(Peter, Olson, Howard, Sheth 1969‬ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﺍﻟﺩﺭﺟﺔ ﺍﻟﺗﻲ ﻓﻲ‬
‫ﺣﺩﻭﺩﻫﺎ‪ ،‬ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻹﻋﺎﺩﺓ ﺷﺭﺍء ﻣﻧﺗﻭﺝ ﺃﻭ ﺧﺩﻣﺔ ﻣﺎ‪ ،‬ﺗﻛﻭﻥ ﻣﺳﺗﺟﺎﺑﺔ ) ﻣﺣﻘﻘﺔ‪ ،‬ﻣﻧﺟﺯﺓ ( ﺃﻭ‬
‫ﺗﻔﻭﻕ ﺗﻠﻙ ﺍﻟﺗﻭﻗﻌﺎﺕ" ‪ [54] .‬ﺹ ‪220‬‬

‫‪ -2‬ﺗﻌﺭﻳﻑ )‪ " :(Kotler 2000‬ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﺇﺣﺳﺎﺱ ﺍﻟﺯﺑﻭﻥ ﺑﺎﻟﻣﺗﻌﺔ ﺃﻭ ﺧﻳﺑﺔ ﺍﻷﻣﻝ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ‬
‫ﻣﻘﺎﺭﻧﺗﻪ ﻷﺩﺍء ﺍﻟﻣﻧﺗﻭﺝ ﺍﻟﻣﻘﺩﻡ ﻟﻪ ) ﺍﻟﻣﺩﺭﻙ( ﺑﺗﻭﻗﻌﺎﺗﻪ ﺍﻟﺳﺎﺑﻘﺔ ﻋﻥ ﻫﺫﺍ ﺍﻟﻣﻧﺗﻭﺝ"‪ [55] ..‬ﺹ ‪01‬‬

‫ﻭﻗﺎﻝ )‪ (Hoyer And Macinnis‬ﺃﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻳﻣﻛﻥ ﺃﻥ ﻳﻛﻭﻥ ﻟﻪ ﺍﺭﺗﺑﺎﻁ ﻣﻊ ﻣﺷﺎﻋﺭ ﺍﻟﻘﺑﻭﻝ‪،‬‬
‫ﺍﻻﺭﺗﻳﺎﺡ ﻭﺍﻟﺳﻌﺎﺩﺓ‪ ،‬ﻭﺍﻟﻔﺭﺡ ﻭﺍﻹﺛﺎﺭﺓ‪ .‬ﻛﻣﺎ ﺃﻥ ﻫﻧﺎﻙ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺗﻲ ﺗﺅﺛﺭ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫ﻣﻧﻬﺎ‪ :‬ﻭﺩﻳﺔ ﺍﻟﻣﻭﻅﻔﻳﻥ‪ ،‬ﺍﻟﻠﺑﺎﻗﺔ‪ ،‬ﺍﻟﻣﺳﺎﻋﺩﺓ‪ ،‬ﺩﻗﺔ ﺍﻟﻔﻭﺍﺗﻳﺭ‪ ،‬ﺍﻷﺳﻌﺎﺭ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ‪ ،‬ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻗﻳﻣﺔ‬
‫ﺟﻳﺩﺓ )‪ ،(value‬ﻭﺧﺩﻣﺔ ﺳﺭﻳﻌﺔ‪ [55] . .‬ﺹ ‪01‬‬

‫‪ -3‬ﺗﻌﺭﻳﻑ )‪ " :( Hesselink And Wiele 2004‬ﺍﻟﺭﺿﺎ ﻫﻭ ﺣﺎﻟﺔ ﺍﻟﺗﺄﺛﺭ ﺍﻹﻳﺟﺎﺑﻲ ﺍﻟﻧﺎﺗﺞ ﻋﻥ‬
‫ﺍﻟﺗﻘﻳﻳﻡ ﻟﺟﻣﻳﻊ ﺟﻭﺍﻧﺏ ﻋﻼﻗﺔ ﺟﻬﺔ ﻣﻌﻳﻧﺔ ﻣﻊ ﺟﻬﺔ ﺃﺧﺭﻯ"‪ [56] . .‬ﺹ ‪27‬‬

‫‪ -4‬ﺗﻌﺭﻳﻑ )‪ " :( Hansemark And Albinsson 2004‬ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﺍﻟﻣﻭﻗﻑ ﺃﻭ ﺍﻻﺗﺟﺎﻩ‬

‫ﺍﻹﻳﺟﺎﺑﻲ ﻧﺣﻭ ﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﺃﻭ ﺭﺩ ﻓﻌﻝ ﻋﺎﻁﻔﻲ ﻟﻠﻔﺭﻕ ﺑﻳﻥ ﻣﺎ ﺗﻭﻗﻊ ﺍﻟﺯﺑﻭﻥ ﻭﺑﻳﻥ ﻣﺎ ﺗﺣﺻﻝ ﻋﻠﻳﻪ ﻓﻌﻼ‬
‫ﻓﻳﻣﺎ ﻳﺧﺹ ﺗﺣﻘﻳﻕ ﺑﻌﺽ ﺍﻟﺣﺎﺟﺎﺕ‪ ،‬ﺍﻷﻫﺩﺍﻑ ﺃﻭ ﺍﻟﺭﻏﺑﺎﺕ"‪ [55] ..‬ﺹ ‪01‬‬

‫ﻭﺍﻟﺟﺩﻭﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ ﻣﻌﻅﻡ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺳﺎﺑﻘﺔ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻓﻕ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺯﻭﺍﻳﺎ‪:‬‬
‫‪59‬‬

‫ﺟﺩﻭﻝ )‪ :(1 -2‬ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫ﺍﻟﻛﻠﻣﺎﺕ ﺍﻟﺩﺍﻟﺔ‬ ‫ﺍﻟﺗﻌﺭﻳﻑ‬ ‫ﺍﻟﺑﺎﺣﺙ‬

‫ﺍﻟﺗﻘﻳﻳﻡ‪ ،‬ﺣﺎﻟﺔ ﻧﻔﺳﻳﺔ‪ ،‬ﺍﺳﺗﺟﺎﺑﺔ‬ ‫ﺍﻟﺣﺎﻟﺔ ﺍﻟﻧﻔﺳﻳﺔ ﺍﻷﺧﻳﺭﺓ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ‬
‫ﻋﺎﻁﻔﻳﺔ‪.‬‬ ‫ﺗﻭﻗﻌﺎﺕ ﻏﻳﺭ ﻣﺅﻛﺩﺓ ﺭﺍﺟﻌﺔ ﺇﻟﻰ‬ ‫‪Oliver‬‬
‫ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﻭﻥ ﺍﻷﻭﻟﻳﺔ ) ﺍﻟﺳﺎﺑﻘﺔ(‪.‬‬ ‫)‪(1981‬‬
‫ﺭﺃﻱ ﺗﻘﻳﻳﻣﻲ ﺃﻭ ﺇﺩﺭﺍﻛﻲ‪.‬‬ ‫ﺭﺃﻱ ﺇﺩﺭﺍﻛﻲ ﺃﻭ ﺗﻘﻳﻳﻣﻲ ﻳﺣﻠﻝ ﻣﺎ ﺇﺫﺍ‬
‫ﻛﺎﻥ ﺍﻟﻣﻧﺗﻭﺝ ﻳﻣﺛﻝ ﻧﺗﻳﺟﺔ ﻣﺭﺿﻳﺔ ﺃﻭ‬
‫ﻏﻳﺭ ﻣﺭﺿﻳﺔ ﻟﻠﻣﺳﺗﺧﺩﻡ ﺍﻟﻧﻬﺎﺋﻲ‪.‬‬ ‫‪Swan,‬‬
‫ﺍﺳﺗﺟﺎﺑﺔ ﻋﺎﻁﻔﻳﺔ‬ ‫ﺍﺳﺗﺟﺎﺑﺔ ﻋﺎﻁﻔﻳﺔ ﻧﺣﻭ ﻣﻧﺗﻭﺝ‪.‬‬ ‫‪Trawick, and‬‬
‫)‪Carroll (1982‬‬
‫ﻧﺗﻳﺟﺔ‪.‬‬ ‫ﺭﺩ ﻓﻌﻝ ﺃﻭ ﺍﺳﺗﺟﺎﺑﺔ ﻣﻥ ﻁﺭﻑ‬
‫ﺍﻟﺯﺑﻭﻥ ﻟﺷﺭﺍء ﺃﻭ ﺍﺳﺗﻌﻣﺎﻝ ﻣﻧﺗﻭﺝ‬
‫ﻭﺍﻟﺗﻲ ﺗﺄﺗﻲ ﻣﻥ ﻋﻣﻠﻳﺔ ﻣﻘﺎﺭﻧﺔ ﺗﻛﻠﻔﺔ‬ ‫‪Churchill and‬‬
‫ﺍﻟﺷﺭﺍء ﻭ ﺍﻟﺗﻭﻗﻌﺎﺕ‪.‬‬ ‫‪Surprenant,‬‬
‫)‪(1982‬‬
‫ﻋﻣﻠﻳﺔ ﺗﻘﻳﻳﻡ‪.‬‬ ‫ﺗﻘﻳﻳﻡ ﻻﺣﻕ ﻟﻠﺷﺭﺍء‪.‬‬
‫ﺗﻘﻳﻳﻡ ﻟﻠﻣﻔﺎﺟﺄﺓ ﺍﻟﻣﺳﺗﻣﺩﺓ ﻣﻥ ﺷﺭﺍء‬
‫‪ Labarbera and‬ﻣﻧﺗﻭﺝ ﺃﻭ ﺧﺩﻣﺔ‪.‬‬
‫‪Mazursky‬‬
‫)‪(1983‬‬
‫ﺍﻧﻁﺑﺎﻉ ﻣﺳﺗﺧﺭﺝ ﻣﻥ ﻋﻣﻠﻳﺔ‬ ‫ﺍﻻﻧﻁﺑﺎﻉ ﺑﻌﺩ ﺗﻘﻳﻳﻡ ﺍﺳﺗﻌﻣﺎﻝ ﺍﻟﻣﻧﺗﻭﺝ‬ ‫‪Cadotte,‬‬
‫ﺗﻘﻳﻳﻡ‪.‬‬ ‫ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪.‬‬ ‫‪Woodruff,‬‬
‫‪and Jenkins‬‬
‫)‪(1987‬‬
‫ﺇﺟﺎﺑﺔ ﻣﺳﺗﻣﺩﺓ ﻣﻥ ﺍﻟﺗﻘﻳﻳﻡ‪.‬‬ ‫ﺍﺳﺗﺟﺎﺑﺔ ﺃﻭ ﺭﺩ ﻓﻌﻝ ﺍﻟﺯﺑﻭﻥ ﻟﻌﻣﻠﻳﺔ‬
‫ﺗﻘﻳﻳﻡ ﺍﻻﺧﺗﻼﻑ ﺍﻟﻣﺩﺭﻙ ﺑﻳﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ‬
‫‪ Tse and Wilton‬ﻭﺍﻟﻧﺗﻳﺟﺔ ﺍﻟﻧﻬﺎﺋﻳﺔ ﺑﻌﺩ ﺍﻻﺳﺗﻬﻼﻙ‪.‬‬
‫)‪(1988‬‬
‫‪60‬‬

‫ﺭﺃﻱ ﺗﻘﻳﻳﻣﻲ‪.‬‬ ‫ﺭﺃﻱ ﺗﻘﻳﻳﻣﻲ ﻻﺣﻕ ﻟﻼﺧﺗﻳﺎﺭ ﺍﻟﻧﺳﺑﻲ‬

‫ﻟﺷﺭﺍء ﻣﻌﻳﻥ‪.‬‬ ‫‪Westbrook‬‬
‫‪and‬‬
‫‪Oliver‬‬
‫)‪(1991‬‬
‫ﺗﻘﻳﻳﻡ ﺷﺎﻣﻝ‬ ‫ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﺷﺎﻣﻝ ﺑﻌﺩ ﺍﻟﺷﺭﺍء‬
‫‪Fornell‬‬
‫)‪(1992‬‬
‫ﺇﺿﺎﻓﺔ ﺻﻔﺎﺕ ﺃﺧﺭﻯ ﺑﻌﺩ‬ ‫ﻋﻣﻠﻳﺔ ﺍﻗﺗﺭﺍﻥ ﺻﻔﺎﺕ ﻣﻊ ﺻﻔﺎﺕ‬
‫ﺍﻻﺳﺗﺧﺩﺍﻡ‪.‬‬ ‫ﺃﺧﺭﻯ ﺑﻌﺩ ﺍﻻﺳﺗﻬﻼﻙ ) ﺍﻻﺳﺗﻌﻣﺎﻝ(‬ ‫‪Oliver‬‬
‫)‪(1992‬‬
‫ﺍﺳﺗﺟﺎﺑﺔ ﻋﺎﻁﻔﻳﺔ‪.‬‬ ‫ﺍﺳﺗﺟﺎﺑﺔ ﺃﻭ ﺭﺩ ﻓﻌﻝ ﻋﺎﻁﻔﻲ ﻧﺎﺗﺟﺔ‬
‫ﻋﻥ ﻋﻣﻠﻳﺔ ﺍﻟﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﺃﺩﺍء ﺍﻟﻣﻧﺗﻭﺝ‬ ‫‪Halstead,‬‬
‫ﻭ ﺑﻌﺽ ﺍﻟﻣﻌﺎﻳﻳﺭ ﺍﻟﻣﺣﺩﺩﺓ ﻗﺑﻝ ﻋﻣﻠﻳﺔ‬ ‫‪Hartman,‬‬
‫ﺍﻟﺷﺭﺍء‪.‬‬ ‫‪and Schmidt‬‬
‫)‪(1994‬‬
‫ﺭﺩ ﻓﻌﻝ ﺗﻘﻳﻳﻣﻲ ﻟﻣﺳﺗﻭﻯ ﺍﻟﺭﺿﺎ‬ ‫ﺍﻟﺣﻛﻡ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﻛﺎﻑ ﻣﻥ ﺍﻟﺭﺿﺎ‬
‫ﺧﻼﻝ ﺍﻻﺳﺗﻬﻼﻙ ﺃﻭ ﺍﻻﺳﺗﻌﻣﺎﻝ‪.‬‬ ‫ﻟﻣﻧﺗﻭﺝ ﻣﻌﻳﻥ ﺃﻭ ﺧﺩﻣﺔ ﻣﻌﻳﻧﺔ ﺧﻼﻝ‬
‫ﻋﻣﻠﻳﺔ ﺍﻻﺳﺗﻬﻼﻙ ﺃﻭ ﺍﻻﺳﺗﺧﺩﺍﻡ‪.‬‬ ‫‪Oliver,‬‬
‫)‪(1996‬‬
‫ﺍﻟﻣﺻﺩﺭ‪ [89] :‬ﺹ ‪80‬‬

‫ﻣﻥ ﺧﻼﻝ ﺟﻣﻳﻊ ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺳﺎﺑﻘﺔ‪ ،‬ﻳﻣﻛﻥ ﺃﻥ ﻧﺳﺗﻧﺗﺞ ﻣﺎ ﻳﻠﻲ‪ [56] . :‬ﺹ ‪82‬‬

‫‪ -‬ﻭﺟﻭﺩ ﻫﺩﻑ ﻣﻌﻳﻥ ﻳﺭﻏﺏ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﺍﻟﻭﺻﻭﻝ ﺃﻭ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻳﻪ‪.‬‬

‫‪ -‬ﺍﻟﺭﺿﺎ ﻋﻥ ﻫﺫﺍ ﺍﻟﻬﺩﻑ‪ ،‬ﺍﻟﺣﻛﻡ ﻋﻠﻳﻪ ﻳﻛﻭﻥ ﻓﻘﻁ ﻣﻥ ﺧﻼﻝ ﻣﻌﻳﺎﺭ ﺍﻟﻣﻘﺎﺭﻧﺔ ﻛﻣﺭﺟﻊ ﺭﺋﻳﺳﻲ‪.‬‬

‫‪ -‬ﻋﻣﻠﻳﺔ ﺗﻘﻳﻳﻡ ﺍﻟﺭﺿﺎ ﺗﺗﻁﻠﺏ ﺗﺩﺧﻝ ﻋﻧﺻﺭﻳﻥ ﻋﻠﻰ ﺍﻷﻗﻝ ﻫﻣﺎ‪ :‬ﺍﻷﺩﺍء ﻭﺍﻟﻣﺭﺟﻊ )ﺍﻟﻣﻘﺎﺭﻧﺔ(‪.‬‬
‫‪61‬‬

‫‪ :2-1-1-2‬ﺃﻫﻣﻳﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﻳﻌﺗﺑﺭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺍﻟﻬﺩﻑ ﺍﻟﺭﺋﻳﺳﻲ ﻟﻛﻝ ﻣﺅﺳﺳﺔ ﺗﺭﻏﺏ ﻓﻲ ﺍﻟﺗﻣﻳﺯ‪ ،‬ﻧﻅﺭﺍ ﻷﻫﻣﻳﺗﻪ ﺍﻟﺑﺎﻟﻐﺔ ﻓﻲ ﻧﺟﺎﺡ‬
‫ﺍﻟﻣﺅﺳﺳﺎﺕ ﻭ ﺍﺳﺗﻣﺭﺍﺭﻫﺎ ﻓﻲ ﺍﻷﺳﻭﺍﻕ ﻭﺗﺗﻣﺛﻝ ﺃﻫﻣﻳﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [57] . :‬ﺹ ‪14-16‬‬

‫‪ -1‬ﻭﻻء ﺍﻟﺯﺑﻭﻥ ﻭﺍﻻﺣﺗﻔﺎﻅ ﺑﻪ‪ :‬ﺍﻷﻫﻣﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﻣﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻫﻲ ﺟﻌﻠﻪ ﻣﺩﻣﻧﺎ ﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﻣﺅﺳﺳﺔ‬
‫ﻭﺧﺩﻣﺎﺗﻬﺎ ﻭﺍﻻﺣﺗﻔﺎﻅ ﺑﻪ ﻣﺩﻯ ﺍﻟﺣﻳﺎﺓ‪ ،‬ﻓﻔﻲ ﻛﻝ ﺻﻧﺎﻋﺔ ﺃﻭ ﺳﻭﻕ ﻫﻧﺎﻙ ﻋﺩﺩ ﻫﺎﺋﻝ ﻣﻥ ﺍﻟﻣﻧﺎﻓﺳﻳﻥ ﺍﻟﺫﻳﻥ‬
‫ﻟﺩﻳﻬﻡ ﻧﻔﺱ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﻋﻠﻰ ﺍﻟﻣﺅﺳﺳﺔ ﺃﻥ ﺗﺗﺄﻛﺩ ﻣﻥ ﻭﺿﻊ ﺇﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﻓﻌﺎﻟﺔ ﻣﻥ ﺃﺟﻝ‬
‫ﺟﻌﻝ ﺯﺑﺎﺋﻧﻬﺎ ﺭﺍﺿﻳﻥ ﻭﻣﻥ ﺃﺟﻝ ﺗﻣﻳﻳﺯ ﻣﻧﺗﺟﺎﺗﻬﺎ ﻭﺧﺩﻣﺎﺗﻬﺎ ﺃﻳﺿﺎ‪.‬‬

‫‪ -2‬ﺯﻳﺎﺩﺓ ﺍﻟﻣﺑﻳﻌﺎﺕ‪ :‬ﻋﻧﺩﻣﺎ ﺗﺳﺗﻁﻳﻊ ﺍﻟﻣﺅﺳﺳﺔ ﺇﺭﺿﺎء ﺯﺑﺎﺋﻧﻬﺎ‪ ،‬ﻓﻬﺫﺍ ﺳﻳﺷﺟﻊ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﺍﻟﺷﺭﺍء ﺃﻛﺛﺭ‬
‫ﻭﺑﺻﻔﺔ ﺩﺍﺋﻣﺔ‪ ،‬ﻓﺟﻭﺩﺓ ﺍﻟﻣﻧﺗﻭﺝ ﻭﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻧﺟﺯﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ‬
‫ﻣﺗﺎﺣﺔ ﻓﻲ ﻛﻝ ﻭﻗﺕ ﻟﺿﻣﺎﻥ ﺯﻳﺎﺩﺓ ﺍﻟﻣﺑﻳﻌﺎﺕ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ -3‬ﺯﻳﺎﺩﺓ ﺍﻟﺭﺑﺢ‪:‬ﻋﻧﺩﻣﺎ ﺗﻛﻭﻥ ﺍﻟﻣﺅﺳﺳﺔ ﻗﺩ ﻭﺿﻌﺕ ﺟﻣﻳﻊ ﻭﺳﺎﺋﻠﻬﺎ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻣﻥ ﺃﺟﻝ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪،‬‬
‫ﻋﻧﺩﻫﺎ ﺳﺗﻛﻭﻥ ﺟﻣﻳﻊ ﻋﻣﻠﻳﺎﺗﻬﺎ ﻓﻌﺎﻟﺔ ﻭﻛﺎﻓﻳﺔ ﻣﻥ ﺃﺟﻝ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻓﻣﻥ ﺍﻟﻣﻌﻠﻭﻡ ﺃﻥ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﻭﻣﻧﺗﺟﺎﺕ‬
‫ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻭﻣﻁﺎﺑﻘﺔ ﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﻭﻥ ‪ ،‬ﺳﻭﻑ ﻳﻘﻠﻝ ﻣﻥ ﺍﻟﺗﻛﺎﻟﻳﻑ ﻭﻳﺭﻓﻊ ﻣﻥ ﺍﻟﺭﺑﺢ‪.‬‬

‫‪ -4‬ﺗﺧﻔﻳﺽ ﺍﻟﺗﻛﻠﻔﺔ‪ :‬ﺟﻣﻳﻊ ﺍﻟﺗﻛﺎﻟﻳﻑ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻹﻧﺗﺎﺝ ﻭﺍﻟﺗﻭﺯﻳﻊ ﺳﺗﺧﻔﺽ ﻁﺎﻟﻣﺎ ﺍﻟﻬﺩﻑ ﻫﻭ ﺭﺿﺎ‬
‫ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻓﺎﻟﺟﻭﺩﺓ ﺍﻟﺗﻲ ﺗﻘﺎﺑﻝ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﻭﻥ ﺃﻭ ﺗﻔﻭﻗﻬﺎ‪ ،‬ﺳﻭﻑ ﺗﻘﻭﺩ ﺇﻟﻰ ﺗﺧﻔﻳﺽ ﺗﻛﻠﻔﺔ ﺍﻟﻭﻗﺕ‪ ،‬ﺗﻛﺎﻟﻳﻑ‬
‫ﺍﻟﺗﺻﻠﻳﺢ‪ ،‬ﺗﻛﺎﻟﻳﻑ ﺟﻠﺏ ﺯﺑﺎﺋﻥ ﺟﺩﺩ‪...‬ﺍﻟﺦ‪.‬‬

‫‪ -5‬ﺯﻳﺎﺩﺓ ﺍﻟﺣﺻﺔ ﺍﻟﺳﻭﻗﻳﺔ‪ :‬ﺍﻟﺯﺑﺎﺋﻥ ﻓﻲ ﺟﻣﻳﻊ ﺃﻧﺣﺎء ﺍﻟﻌﺎﻟﻡ ﻳﺭﻏﺑﻭﻥ ﻓﻲ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﻗﻳﻣﺔ ﻣﻘﺎﺑﻝ‬
‫ﺃﻣﻭﺍﻟﻬﻡ‪ ،‬ﻭﻓﻭﻕ ﻛﻝ ﺫﻟﻙ ﻳﺭﻏﺑﻭﻥ ﻓﻲ ﺃﻥ ﻳﻛﻭﻧﻭﺍ ﺭﺍﺿﻳﻥ ﻋﻥ ﺃﺩﺍء ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪،‬‬
‫ﻭﻛﻧﺗﻳﺟﺔ ﻟﻬﺫﺍ‪ ،‬ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺗﻲ ﺗﺭﻛﺯ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺳﻭﻑ ﻳﻛﻭﻥ ﻟﺩﻳﻬﺎ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻭﻗﻳﻣﺔ‬
‫ﻭ ﻭﻻء ﻓﻲ ﺍﻟﺳﻭﻕ ﺍﻟﺫﻱ ﺗﻧﺷﻁ ﻓﻳﻪ‪.‬‬

‫‪ -6‬ﺍﻟﻘﻳﺎﺩﺓ ﻓﻲ ﺍﻟﺳﻌﺭ‪ :‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻌﺎﻟﻳﺔ ﻟﻠﺳﻠﻊ ﻭﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻘﺎﺑﻠﺔ ﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺳﻭﻑ ﻟﻥ ﺗﺳﺑﺏ ﺃﻱ‬
‫ﻣﺷﻛﻝ ﻟﻠﻣﺅﺳﺳﺔ ﻋﻧﺩﻣﺎ ﺗﻘﻭﻡ ﺑﺭﻓﻊ ﺍﻷﺳﻌﺎﺭ ﻗﻠﻳﻼ ﻣﻥ ﺃﺟﻝ ﺯﻳﺎﺩﺓ ﺍﻟﺭﺑﺣﻳﺔ‪ ،‬ﻓﻛﻝ ﻣﺎ ﻳﺭﻏﺑﻪ ﺍﻟﺯﺑﻭﻥ ﻫﻭ‬
‫ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﻗﻳﻣﺔ ﻣﻘﺎﺑﻝ ﺍﻷﻣﻭﺍﻝ ﺍﻟﺗﻲ ﻳﺩﻓﻌﻬﺎ ﻭﻋﻧﺩﻫﺎ ﻳﻛﻭﻥ ﺭﺍﺿﻳﺎ‪ ،‬ﻓﺎﻟﻣﺅﺳﺳﺔ ﺍﻟﺗﻲ ﺗﺭﻛﺯ ﻋﻠﻰ ﺭﺿﺎ‬
‫ﺍﻟﺯﺑﻭﻥ ﺳﻭﻑ ﺗﺣﺩﺩ ﻭﺗﻳﺭﺓ ﺃﺳﻌﺎﺭﻫﺎ ﻓﻲ ﺍﻟﺳﻭﻕ ﺑﺳﻬﻭﻟﺔ‪.‬‬
‫‪62‬‬

‫‪ -7‬ﺗﺣﺳﻳﻥ ﺍﻟﺳﻣﻌﺔ‪ :‬ﺍﻟﺳﻣﻌﺔ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻟﻠﻣﺅﺳﺳﺔ ﺍﻟﺗﻲ ﻗﺩ ﺗﻧﺗﺞ ﻣﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺟﻳﺩﺓ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﺃﻭ ﺍﻟﻌﻼﻗﺔ‬
‫ﺍﻷﺧﻼﻗﻳﺔ ﺍﻟﺟﻳﺩﺓ ﻣﻊ ﺍﻟﻧﺎﺱ ﺑﺻﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﺧﻼﻝ ﻓﺗﺭﺓ ﺯﻣﻧﻳﺔ ﻣﻌﻳﻧﺔ‪.‬‬

‫‪ -8‬ﺍﻟﺗﺳﻭﻳﻕ ﻭ ﺍﻹﺷﻬﺎﺭ‪ :‬ﻋﻧﺩﻣﺎ ﻳﻛﻭﻥ ﺍﻟﺯﺑﺎﺋﻥ ﺭﺍﺿﻳﻥ ﻋﻥ ﺍﻟﻣﺅﺳﺳﺔ ﻓﺈﻧﻬﻡ ﺳﻭﻑ ﻳﺧﺑﺭﻭﻥ ﺃﺻﺩﻗﺎﺋﻬﻡ‪،‬‬
‫ﻋﺎﺋﻼﺗﻬﻡ‪ ،‬ﺟﻳﺭﺍﻧﻬﻡ‪ ..‬ﺍﻟﺦ‪ ،‬ﻓﺈﻧﻬﻡ ﻳﺳﺗﻣﺗﻌﻭﻥ ﺑﺗﺟﺭﺑﺗﻬﻡ ﺃﻭ ﺧﺑﺭﺗﻬﻡ ﺍﻹﻳﺟﺎﺑﻳﺔ‪ ،‬ﻭﻫﻛﺫﺍ ﻓﺈﻥ ﺃﺩﻭﺍﺕ ﺍﻟﺗﺳﻭﻳﻕ‬
‫ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﻣﺅﺳﺳﺔ ﺳﻭﻑ ﺗﻧﺧﻔﺽ ﻷﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻳﻘﻭﻣﻭﻥ ﺑﺎﻹﺷﻬﺎﺭ ﺍﻟﻣﺟﺎﻧﻲ ﻟﻠﻣﺅﺳﺳﺔ‪.‬‬

‫‪ :2-1-2‬ﺍﻟﻧﻅﺭﻳﺎﺕ ﺍﻟﻣﻔﺳﺭﺓ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﻟﻘﺩ ﺍﻗﺗﺻﺭ ﺍﺳﺗﻌﻣﺎﻝ ﻣﺻﻁﻠﺢ ﺍﻟﺭﺿﺎ ﻓﻲ ﺍﻟﺑﺩﺍﻳﺔ ﻋﻧﺩ ﻋﻠﻣﺎء ﺍﻟﻧﻔﺱ ﻓﻘﻁ‪ ،‬ﺛﻡ ﺩﺧﻝ ﻫﺫﺍ ﺍﻟﻣﺻﻁﻠﺢ ﺍﻟﻣﺟﺎﻝ‬
‫ﺍﻟﺗﺳﻭﻳﻘﻲ ﻓﺄﺻﺑﺢ ﺫﻭ ﺃﻫﻣﻳﺔ ﺑﺎﻟﻐﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺑﺎﺣﺛﻳﻥ‪ ،‬ﻭﺫﻟﻙ ﻧﻅﺭﺍ ﻷﻫﻣﻳﺔ ﺍﻟﺑﺎﻟﻐﺔ ﻓﻲ ﺍﺳﺗﻣﺭﺍﺭ ﻧﻣﻭ‬
‫ﺍﻟﻣﺅﺳﺳﺎﺕ ﻭ ﺗﺣﻘﻳﻘﻬﺎ ﻟﻸﺭﺑﺎﺡ ﻭ ﻓﻳﻣﺎ ﻳﻠﻲ ﻧﺗﻌﺭﺽ ﺇﻟﻰ ﻣﺧﺗﻠﻑ ﺍﻟﻧﻅﺭﻳﺎﺕ ﺍﻟﺗﻲ ﺳﺎﻫﻣﺕ ﻓﻲ ﺗﻔﺳﻳﺭ‬
‫ﺍﻟﺭﺿﺎ‪.‬‬

‫‪ :1-2-1-2‬ﻧﻅﺭﻳﺔ ﺍﻹﺳﺗﻌﺎﺏ )‪(Assimilation Theory‬‬ ‫‪U‬‬

‫ﺇﻥ ﻧﻅﺭﻳﺔ ﺍﻟﺗﻧﺎﻓﺭ ﺍﻟﻣﻌﺭﻓﻲ )‪ (Cognitive Dissonance‬ﻟــــــ ) ‪ (Festinger 1957‬ﺗﻌﺗﺑﺭ‬

‫ﺃﻛﺛﺭ ﻧﻅﺭﻳﺎﺕ ﺗﻐﻳﻳﺭ ﺍﻻﺗﺟﺎﻩ ﺇﻗﺑﺎﻻ ﻣﻥ ﻁﺭﻑ ﺍﻟﻌﻠﻣﺎء ﻭ ﺍﻟﻣﺧﺗﺻﻳﻥ‪ ،‬ﻭ ﺍﻟﻔﻛﺭﺓ ﺍﻷﺳﺎﺳﻳﺔ ﺍﻟﺗﻲ ﺗﺭﺗﻛﺯ‬
‫ﻋﻠﻳﻬﺎ ﻫﺫﻩ ﺍﻟﻧﻅﺭﻳﺔ ﺗﺗﻣﺛﻝ ﻓﻲ ﺃﻥ ﻋﺩﻡ ﺍﻻﺗﺳﺎﻕ ﺑﻳﻥ ﻣﻌﻠﻭﻣﺗﻳﻥ ﺗﺗﺻﻼﻥ ﺑﻣﻭﺿﻭﻉ ﺍﻻﺗﺟﺎﻩ ﻳﺅﺩﻱ ﻣﺑﺎﺷﺭﺓ‬
‫ﺇﻟﻰ ﺗﻭﺗﺭ ﻭ ﺿﻳﻕ ﻧﻔﺳﻲ‪ ،‬ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﻳﺟﻌﻝ ﺍﻟﻔﺭﺩ ﻳﺧﻔﺽ ﻣﻥ ﻫﺫﺍ ﺍﻟﺗﻧﺎﻓﺭ ﺃﻭ ﻣﺎ ﻳﻌﺭﻑ ﺑﻌﺩﻡ ﺍﻻﺗﺳﺎﻕ ﻓﻲ‬
‫ﺗﻠﻙ ﺍﻟﻌﻧﺎﺻﺭ‪ ،‬ﻭ ﺫﻟﻙ ﻣﻥ ﺧﻼﻝ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺗﻐﻳﻳﺭ ﻣﻌﺎﺭﻓﻪ‪ [58] . .‬ﺹ ‪43‬‬
‫ﻟﻘﺩ ﺷﻛﻠﺕ ﻧﻅﺭﻳﺔ ﺍﻟﺗﻧﺎﻓﺭ ﺍﻟﻣﻌﺭﻓﻲ ﻟــــــ ) ‪ (Festinger 1957‬ﺃﺳﺎﺱ ﻧﻅﺭﻳﺔ ﺍﻻﺳﺗﻳﻌﺎﺏ‪ ،‬ﻓﻧﻅﺭﻳﺔ‬
‫ﺍﻟﺗﻧﺎﻓﺭ ﺗﻘﻭﻝ ﺑﺄﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻳﻘﻭﻣﻭﻥ ﺑﻧﻭﻉ ﻣﻌﻳﻥ ﻣﻥ ﺍﻟﻣﻘﺎﺭﻧﺔ ﺍﻟﻣﻌﺭﻓﻳﺔ ﺑﻳﻥ ﺗﻭﻗﻌﺎﺗﻬﻡ ﻧﺣﻭ ﻣﻧﺗﻭﺝ ﻣﻌﻳﻥ ﺃﻭ‬
‫ﺧﺩﻣﺔ ﻣﺎ ﻭﺃﺩﺍءﻩ ﺍﻟﻔﻌﻠﻲ ﺃﻭ ﺍﻟﻣﺩﺭﻙ ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻫﻧﺎﻙ ﻓﺭﻕ ﺃﻭ ﺗﻧﺎﻗﺽ ﺑﻳﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺍﻷﺩﺍء ﺍﻟﺣﺎﻟﻲ ﻋﻧﺩﻫﺎ‬
‫ﺳﻳﺭﺗﻔﻊ ﻣﺳﺗﻭﻯ ﺍﻟﺗﻧﺎﻓﺭ‪ .‬ﻫﺫﻩ ﺍﻟﻧﻅﺭﻳﺔ ) ﺍﻟﺗﻘﻳﻳﻡ ﺑﻌﺩ ﺍﻻﺳﺗﺧﺩﺍﻡ ﺃﻭ ﺍﻻﺳﺗﻌﻣﺎﻝ( ﻛﺎﻧﺕ ﻗﺩ ﺩﺧﻠﺕ ﺃﺩﺑﻳﺎﺕ‬
‫ﺍﻟﺭﺿﺎ ﻓﻲ ﺷﻛﻝ ﻧﻅﺭﻳﺔ ﺍﻹﺳﺗﻌﺎﺏ )‪ [59] . .(Anderson 1973‬ﺹ ‪43‬‬

‫ﻭﺣﺳﺏ ﻫﺫﻩ ﺍﻟﻧﻅﺭﻳﺔ ﻓﺈﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻳﺳﻌﻭﻥ ﺇﻟﻰ ﺗﺟﻧﺏ ﺍﻟﺗﻧﺎﻓﺭ ﻋﻥ ﻁﺭﻳﻕ ﺗﻌﺩﻳﻝ ﺇﺩﺭﺍﻛﺎﺗﻬﻡ ﻧﺣﻭ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ‬
‫ﺍﻟﺧﺩﻣﺔ ﻟﻛﻲ ﻳﺟﻌﻠﻭﻧﻬﺎ ﺗﺗﻼءﻡ ﻣﻊ ﺗﻭﻗﻌﺎﺗﻬﻡ ﻧﺣﻭ ﻫﺫﺍ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪ .‬ﻳﻣﻛﻥ ﻟﻠﺯﺑﺎﺋﻥ ﺃﻳﺿﺎ ﺗﺧﻔﻳﺽ‬
‫ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺍﻷﺩﺍء ﺍﻟﻔﻌﻠﻲ ﺇﻣﺎ ﻋﻥ ﻁﺭﻳﻕ ﺗﺷﻭﻳﻪ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻟﻛﻲ‬ ‫ﻣﺳﺗﻭﻯ ﺍﻟﺗﻭﺗﺭ ﺍﻟﻧﺎﺗﺞ ﻋﻥ ﺍﻟﻔﺭﻕ ﺑﻳﻥ‬
‫ﺗﺗﻁﺎﺑﻕ ﻣﻊ ﺍﻷﺩﺍء ﺍﻟﻔﻌﻠﻲ ﻟﻠﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺃﻭ ﻋﻥ ﻁﺭﻳﻕ ﺯﻳﺎﺩﺓ ﻣﺳﺗﻭﻯ ﺍﻟﺭﺿﺎ ﺑﺗﺧﻔﻳﺽ ﺍﻷﻫﻣﻳﺔ‬
‫ﺍﻟﻧﺳﺑﻳﺔ ﻟﺣﺎﻟﺔ ﻋﺩﻡ ﺍﻟﺗﺛﺑﺕ ) ﻋﺩﻡ ﺍﻟﻣﻁﺎﺑﻘﺔ(‪ [59] . .‬ﺹ ‪43‬‬
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‫ﻟﺩﻯ ﻧﻅﺭﻳﺔ ﺍﻹﺳﺗﻌﺎﺏ ﺑﻌﺽ ﺃﻭﺟﻪ ﺍﻟﻘﺻﻭﺭ ﺗﺗﻣﺛﻝ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [59] . :‬ﺹ ‪43‬‬

‫ﺃﻭﻻ‪ :‬ﺗﻔﺗﺭﺽ ﺍﻟﻧﻅﺭﻳﺔ ﺃﻥ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺑﻳﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺍﻟﺭﺿﺎ ﻟﻛﻥ ﻟﻡ ﺗﺣﺩﺩ ﻛﻳﻑ ﻟﻌﺩﻡ ﺍﻟﺗﺛﺑﺕ ﻣﻥ‬
‫ﺍﻟﺗﻭﻗﻌﺎﺕ ﺃﻥ ﻳﺅﺩﻱ ﺇﻟﻰ ﺍﻟﺭﺿﺎ ﺃﻭ ﻋﺩﻡ ﺍﻟﺭﺿﺎ‪.‬‬

‫ﺛﺎﻧﻳﺎ‪ :‬ﺗﻔﺗﺭﺽ ﺍﻟﻧﻅﺭﻳﺔ ﺃﻳﺿﺎ ﺃﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻣﺣﻔﺯﻭﻥ ﺑﻘﺩﺭ ﺍﻟﻛﻔﺎﻳﺔ ﻟﻛﻲ ﻳﻘﻭﻣﻭﺍ ﺑﺗﻌﺩﻳﻝ ﺇﻣﺎ ﺗﻭﻗﻌﺎﺗﻬﻡ ﺃﻭ‬
‫ﺇﺩﺭﺍﻛﺎﺗﻬﻡ ﻧﺣﻭ ﺃﺩﺍء ﺍﻟﻣﻧﺗﻭﺝ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺯﺑﻭﻥ ﻳﻌﺩﻝ ﺇﻣﺎ ﺗﻭﻗﻌﺎﺗﻪ ﺃﻭ ﺇﺩﺭﺍﻛﺎﺗﻪ ﻧﺣﻭ ﺃﺩﺍء ﺍﻟﻣﻧﺗﻭﺝ ﺇﺫﻥ ﺣﺎﻟﺔ‬
‫ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﺳﻭﻑ ﻟﻥ ﺗﻛﻭﻥ ﻧﺗﻳﺟﺔ ﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻘﻳﻳﻡ ﺑﻌﺩ ﺍﻻﺳﺗﺧﺩﺍﻡ ) ﺑﻌﺩ ﺍﺳﺗﻌﻣﺎﻝ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ(‪.‬‬

‫ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻭﺟﺩﻭﺍ ﺃﻥ ﻣﺭﺍﻗﺑﺔ ﺃﺩﺍء ﺍﻟﻣﻧﺗﻭﺝ ﺍﻟﺣﺎﻟﻲ ﻳﻣﻛﻥ ﺃﻥ ﻳﺅﺩﻱ ﺇﻟﻰ ﻋﻼﻗﺔ ﺇﻳﺟﺎﺑﻳﺔ ﺑﻳﻥ‬
‫ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺍﻟﺭﺿﺎ‪ ،‬ﻭﻟﻬﺫﺍ ﻣﻥ ﺍﻟﻭﺍﺿﺢ ﺟﺩﺍ ﺃﻥ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﻻ ﻳﻣﻛﻥ ﻟﻪ ﺃﻥ ﻳﻅﻬﺭ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺕ ﺍﻟﻌﻣﻠﻳﺔ‬
‫ﺍﻟﺗﻘﻳﻳﻣﻳﺔ ﺗﺑﺩﺃ ﺑﺗﻭﻗﻌﺎﺕ ﺳﻠﺑﻳﺔ ﻣﻥ ﻁﺭﻑ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ :2-2-1-2‬ﻧﻅﺭﻳﺔ ﻋﺩﻡ ﺍﻟﺗﻁﺎﺑﻕ )‪(The Disconfirmation Theory‬‬ ‫‪U‬‬

‫ﻟﻘﺩ ﺗﻡ ﻗﻳﺎﺱ ﻣﺭﺣﻠﺔ ﺗﻛﻭﻳﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﺃﺩﺑﻳﺎﺕ ﺍﻟﺗﺳﻭﻳﻕ ﺑﺎﺳﺗﻌﻣﺎﻝ ﻋﺩﺓ ﻧﻅﺭﻳﺎﺕ ﺳﻠﻭﻛﻳﺔ‪ ،‬ﻭ ﺗﻌﺗﺑﺭ‬
‫ﻧﻅﺭﻳﺔ ﺍﻟﺗﻁﺎﺑﻕ ﻣﻥ ﺃﻛﺛﺭ ﺍﻟﻧﻅﺭﻳﺎﺕ ﺍﻟﻣﻔﺳﺭﺓ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺍﻷﻛﺛﺭ ﺍﺳﺗﻌﻣﺎﻻ ﻣﻥ ﻁﺭﻑ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻓﻲ‬
‫ﻫﺫﺍ ﺍﻟﻣﺟﺎﻝ‪.‬‬

‫ﺗﻘﻭﻝ ﻧﻅﺭﻳﺔ ﻋﺩﻡ ﺍﻟﺗﻁﺎﺑﻕ ﺑﺄﻥ ﺍﻷﻓﺭﺍﺩ ﻳﺗﻭﻗﻌﻭﻥ ﻣﺳﺗﻭﻯ ﻣﻌﻳﻥ ﻣﻥ ﺍﻟﺧﺩﻣﺔ ﻋﻧﺩﻣﺎ ﻳﻛﻭﻧﻭﻥ ﺑﺻﺩﺩ ﺍﻟﻘﻳﺎﻡ‬
‫ﺑﻌﻘﺩ ﺻﻔﻘﺔ ﺷﺭﺍء‪ ،‬ﻭﻋﻧﺩ ﺍﻟﻘﻳﺎﻡ ﺑﺎﺳﺗﻌﻣﺎﻝ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻓﺈﻧﻬﻡ ﻳﺷﻛﻠﻭﻥ ﺇﺩﺭﺍﻛﺎ ﻧﺣﻭ ﺃﺩﺍء ﻫﺫﻩ ﺍﻟﺧﺩﻣﺔ‪،‬‬
‫ﻭﺗﺣﺩﺙ ﺩﺭﺟﺔ ﺇﻳﺟﺎﺑﻳﺔ ﺃﻭ ﺳﻠﺑﻳﺔ ﻣﻥ ﻋﺩﻡ ﺍﻟﺗﻁﺎﺑﻕ ﻋﻧﺩﻣﺎ ﻳﻛﻭﻥ ﻫﻧﺎﻙ ﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﺗﻭﻗﻌﺎﺕ ﻣﺎ ﻗﺑﻝ ﺍﻟﺷﺭﺍء‬
‫ﻭﻣﺎ ﺑﻌﺩ ﺍﻟﺷﺭﺍء ﻭﺍﻟﺗﻲ ﺑﺩﻭﺭﻫﺎ ﺗﺅﺛﺭ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻟﺭﺿﺎ ﺍﻟﻌﺎﻡ‪.‬‬

‫ﻫﻧﺎﻙ ﺃﺭﺑﻊ ﻣﻛﻭﻧﺎﺕ ﺃﺳﺎﺳﻳﺔ ﻟﻬﺫﻩ ﺍﻟﻧﻅﺭﻳﺔ ﺗﺗﻣﺛﻝ ﻓﻳﻣﺎ ﻳﻠﻲ‪ :‬ﺍﻟﺗﻭﻗﻌﺎﺕ‪ ،‬ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ‪ ،‬ﻋﺩﻡ ﺍﻟﻣﻁﺎﺑﻘﺔ‪،‬‬
‫ﻭﺍﻟﺭﺿﺎ ﻭﻓﻳﻣﺎ ﻳﻠﻲ ﺷﺭﺡ ﻟﻬﺫﻩ ﺍﻟﻣﻛﻭﻧﺎﺕ‪ [60] . :‬ﺹ ‪17‬‬

‫‪ -1‬ﺍﻟﺗﻭﻗﻌﺎﺕ )‪ ( Expectation‬ﺗﺗﻣﺛﻝ ﻓﻲ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﻭﻥ ﺣﻭﻝ ﺃﺩﺍء ﻣﻧﺗﻭﺝ ﻣﻌﻳﻥ ﺃﻭ ﺧﺩﻣﺔ ﻣﺎ‪،‬‬
‫ﻭﻳﻣﻛﻥ ﺗﺣﺩﻳﺩ ﻧﻭﻋﻳﻥ ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ ﺣﺳﺏ ﻫﺫﻩ ﺍﻟﻧﻅﺭﻳﺔ‪:‬‬

‫‪ -‬ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻟﺩﻳﻬﻡ ﺗﻭﻗﻌﺎﺕ ﺃﻭﻟﻳﺔ ﻣﺑﻧﻳﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺧﺑﺭﺍﺗﻬﻡ ﺍﻟﺳﺎﺑﻘﺔ ﻣﻥ ﺍﺳﺗﻌﻣﺎﻝ ﻣﻧﺗﻭﺝ ﻣﻌﻳﻥ ﺃﻭ‬
‫ﺧﺩﻣﺔ ﻣﺎ‪ ،‬ﻓﺗﻭﻗﻌﺎﺕ ﻫﺫﺍ ﺍﻟﻧﻭﻉ ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻳﻘﻭﻣﻭﻥ ﺑﺈﻋﺎﺩﺓ ﺍﻟﺷﺭﺍء ﻫﻲ ﻗﺭﻳﺑﺔ ﻟﻠﻭﺍﻗﻊ‪.‬‬
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‫‪ -‬ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺟﺩﺩ ﺍﻟﺫﻳﻥ ﻟﻳﺱ ﻟﺩﻳﻬﻡ ﺃﻱ ﺧﺑﺭﺓ ﺣﻭﻝ ﺃﺩﺍء ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﺍﻟﺫﻳﻥ ﻫﻡ ﺑﺻﺩﺩ ﺍﻟﺷﺭﺍء‬
‫ﻷﻭﻝ ﻣﺭﺓ‪ ،‬ﻓﺗﻭﻗﻌﺎﺕ ﻫﻛﺫﺍ ﻧﻭﻉ ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ ﺗﺗﻛﻭﻥ ﻣﻥ ﺍﻟﺗﻐﺫﻳﺔ ﺍﻟﻌﻛﺳﻳﺔ ﺍﻟﺗﻲ ﺗﺄﺗﻳﻬﻡ ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ‪،‬‬
‫ﺍﻹﺷﻬﺎﺭ‪ ،‬ﻭ ﻭﺳﺎﺋﻝ ﺍﻹﻋﻼﻡ‪.‬‬

‫‪ -2‬ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ )‪ (Perceived Performance‬ﻳﺗﻣﺛﻝ ﻓﻲ ﺧﺑﺭﺓ ﺍﻟﺯﺑﻭﻥ ﺑﻌﺩ ﺍﺳﺗﻌﻣﺎﻝ ﺍﻟﻣﻧﺗﻭﺝ‬

‫ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﻭﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺃﻥ ﺗﻛﻭﻥ ﺃﺣﺳﻥ ﺃﻭ ﺃﺳﻭﺃ ﻣﻥ ﺗﻭﻗﻌﺎﺗﻪ‪ ،‬ﻓﻛﻼ ﺍﻟﻧﻭﻋﻳﻥ ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ ) ﺫﻭﻭ ﺧﺑﺭﺓ‬
‫ﺳﺎﺑﻘﺔ ﺃﻭ ﺃﻭﻟﺋﻙ ﺍﻟﺫﻳﻥ ﺑﺩﻭﻥ ﺧﺑﺭﺓ( ﺳﻭﻑ ﻳﻘﻭﻣﻭﻥ ﺑﺎﺳﺗﻌﻣﺎﻝ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﻟﻔﺗﺭﺓ ﻣﻥ ﺍﻟﺯﻣﻥ‪،‬‬
‫ﻟﻳﺩﺭﻛﻭﺍ ﺑﻌﺩﻫﺎ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺣﺎﻟﻳﺔ ﻟﻠﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫‪ -3‬ﻋﺩﻡ ﺍﻟﻣﻁﺎﺑﻘﺔ ﺃﻭ ﻋﺩﻡ ﺍﻟﺗﺛﺑﺕ ) ‪ :(Disconfirmation‬ﻭﻫﻲ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺍﻷﻭﻟﻳﺔ ﻟﻠﺯﺑﺎﺋﻥ‬
‫ﻭﺍﻷﺩﺍء ﺍﻟﺣﺎﻟﻲ ﻟﻠﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ -4‬ﺍﻟﺭﺿﺎ )‪ (Satisfaction‬ﺍﻟﺫﻱ ﻳﺗﺣﺩﺩ ﻣﻥ ﺧﻼﻝ ﺍﻟﺣﺎﻻﺕ ﺍﻟﺗﺎﻟﻳﺔ ﻟﻌﺩﻡ ﺍﻟﺗﻁﺎﺑﻕ ‪ [61] . :‬ﺹ ‪27‬‬

‫‪ -‬ﻋﺩﻡ ﺗﻁﺎﺑﻕ ﺇﻳﺟﺎﺑﻲ‪:‬ﻳﻅﻬﺭ ﻋﻧﺩﻣﺎ ﻳﻔﻭﻕ ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ ﻟﻠﺧﺩﻣﺔ ﺍﻟﺗﻭﻗﻌﺎﺕ‪ ) .‬ﺭﺿﺎ ﻛﺑﻳﺭ(‬

‫‪ -‬ﺗﺛﺑﻳﺕ ﺍﻟﺗﻭﻗﻌﺎﺕ‪ :‬ﻳﻅﻬﺭ ﻋﻧﺩﻣﺎ ﻳﻘﺎﺑﻝ ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ ﻟﻠﺧﺩﻣﺔ ﺍﻟﺗﻭﻗﻌﺎﺕ‪ ).‬ﺭﺿﺎ(‬

‫‪ -‬ﻋﺩﻡ ﺗﻁﺎﺑﻕ ﺳﻠﺑﻲ‪ :‬ﻭﻳﻅﻬﺭ ﻋﻧﺩﻣﺎ ﻻ ﻳﻘﺎﺑﻝ ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ ﻟﻠﺧﺩﻣﺔ ﺍﻟﺗﻭﻗﻌﺎﺕ‪).‬ﻋﺩﻡ ﺭﺿﺎ(‬

‫ﺷﻛﻝ) ‪ :( 1 -2‬ﻧﻣﻭﺫﺝ ﻋﺩﻡ ﺍﻟﺗﻁﺎﺑﻕ )‪(Disconfirmation Theory‬‬

‫‪Disatisfaction‬‬ ‫‪Negative‬‬ ‫‪Perceived‬‬

‫‪disconfirmation‬‬ ‫)‪performance (P‬‬
‫ﻋﺩﻡ ﺭﺿﺎ‬ ‫‪P<E‬‬ ‫ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ‬
‫ﻋﺩﻡ ﺗﻁﺎﺑﻕ ﺳﻠﺑﻲ‬

‫‪Satisfaction‬‬ ‫‪Confirmation‬‬
‫‪P=E‬‬ ‫)‪Expectation (E‬‬
‫ﺭﺿﺎ‬ ‫ﺗﺛﺑﻳﺕ ﺃﻭ ﺗﺄﻛﻳﺩ‬ ‫ﺍﻟﺗﻭﻗﻌﺎﺕ‬
‫ﺍﻟﺗﻭﻗﻌﺎﺕ‬

‫‪Inhanced‬‬ ‫‪positive‬‬
‫‪satisfaction‬‬ ‫‪disconfirmation‬‬
‫‪P>E‬‬
‫ﺭﺿﺎ ﻛﺑﻳﺭ‬ ‫ﻋﺩﻡ ﺗﻁﺎﺑﻕ ﺍﻳﺟﺎﺑﻲ‬

‫ﺍﻟﻣﺻﺩﺭ‪ [91] :‬ﺹ ‪.4‬‬

‫‪65‬‬

‫‪ :2-2‬ﻣﺣﺩﺩﺍﺕ ﻭ ﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﺭﺿﺎ ﻭﻋﺩﻡ ﺍﻟﺭﺿﺎ‬ ‫‪U‬‬

‫ﺑﻌﺩ ﺃﻥ ﺗﻌﺭﻓﻧﺎ ﻋﻠﻰ ﻣﻔﻬﻭﻡ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺃﻫﻡ ﺍﻟﻧﻅﺭﻳﺎﺕ ﺍﻟﻣﻔﺳﺭﺓ ﻟﻪ‪ ،‬ﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﺑﺣﺙ‬
‫ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﻣﺣﺩﺩﺍﺕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭ ﻣﺧﺗﻠﻑ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺃﻭ ﻋﺩﻡ ﺭﺿﺎﻩ‪،‬‬
‫ﻭﻁﺭﻕ ﻣﻌﺎﻟﺟﺔ ﺣﺎﻟﺔ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﻟﺩﻯ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ :1-2-2‬ﻣﺣﺩﺩﺍﺕ ﺍﻟﺭﺿﺎ‬ ‫‪U‬‬

‫ﻳﻘﺻﺩ ﺑﻣﺣﺩﺩﺍﺕ ﺍﻟﺭﺿﺎ ﺗﻠﻙ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺗﻲ ﻳﺄﺧﺫﻫﺎ ﺍﻟﺯﺑﻭﻥ ﺑﻌﻳﻥ ﺍﻻﻋﺗﺑﺎﺭ ﺃﺛﻧﺎء ﻋﻣﻠﻳﺔ ﺗﻘﻳﻳﻣﻪ ﻟﺟﻭﺩﺓ‬
‫ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ‪ ،‬ﻭﺍﻟﺗﻲ ﻣﻥ ﺧﻼﻟﻬﺎ ﻳﺷﻌﺭ ﺍﻟﺯﺑﻭﻥ ﺑﺣﺎﻟﺔ ﺍﻟﺭﺿﺎ ﻭﻋﺩﻡ ﺍﻟﺭﺿﺎ ﺗﺑﻌﺎ ﻟﻬﺫﻩ ﺍﻟﻌﻧﺎﺻﺭ ﻭ‬
‫ﻓﻳﻣﺎ ﻳﻠﻲ ﺷﺭﺡ ﻟﻛﻝ ﺗﻠﻙ ﺍﻟﻣﺣﺩﺩﺍﺕ‪.‬‬

‫‪ :1-1-2-2‬ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‬ ‫‪U‬‬

‫‪ -1‬ﻣﻔﻬﻭﻡ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ :‬ﻳﻘﺻﺩ ﺑﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺗﻠﻙ ﺍﻻﻋﺗﻘﺎﺩﺍﺕ ﺍﻟﺗﻲ ﺗﺗﻛﻭﻥ ﻟﺩﻯ ﻛﻝ ﺯﺑﻭﻥ ﻭﻳﺗﻭﻗﻊ‬
‫ﺗﺣﻘﻳﻘﻬﺎ ﻓﻲ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ‪ ،‬ﻭﻳﺳﺗﺧﺩﻡ ﺍﻟﺯﺑﻭﻥ ﺗﻭﻗﻌﺎﺗﻪ ﻓﻲ ﻧﻔﺱ ﺍﻟﻭﻗﺕ ﻛﻣﻌﺎﻳﻳﺭ ﻟﻠﺣﻛﻡ ﻋﻠﻰ ﻣﺳﺗﻭﻯ‬
‫ﺍﻷﺩﺍء ﺍﻟﻔﻌﻠﻲ ﻟﻠﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ‪ [41] . .‬ﺹ ‪311‬‬

‫‪( Ideal‬‬ ‫ﻭﻳﻣﻛﻥ ﺗﻣﻳﻳﺯ ﻋﺩﺓ ﻣﺳﺗﻭﻳﺎﺕ ﻣﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻧﺣﻭ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ‪ ،‬ﺗﻣﺛﻝ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﻣﺛﺎﻟﻳﺔ‬
‫)‪ Expectation‬ﺍﻟﻣﺳﺗﻭﻯ ﺍﻷﻋﻠﻰ ﻧﻅﺭﺍ ﻷﻧﻬﺎ ﺗﻌﻛﺱ ﺗﻁﻠﻌﺎﺕ ﻭﺁﻣﺎﻝ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻣﻥ ﺍﻟﺧﺩﻣﺔ‪،‬‬
‫ﺑﻳﻧﻣﺎ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﻣﻧﺧﻔﺽ ﻳﻣﺛﻝ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﺎﻓﻳﺔ )‪ ،(Adquate Expectation‬ﻭﻫﻲ ﺗﻣﺛﻝ ﻣﺳﺗﻭﻯ‬
‫ﺍﻟﺧﺩﻣﺔ ﺍﻟﺗﻲ ﺳﻭﻑ ﻳﻘﺑﻠﻬﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻫﺫﺍ ﻫﻭ ﻣﺳﺗﻭﻯ ﺍﻟﺗﺳﺎﻣﺢ ﺍﻷﺩﻧﻰ ﻣﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ‪ [62] . .‬ﺹ ‪176‬‬
‫‪66‬‬

‫ﺷﻛﻝ) ‪ :( 2 -2‬ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﻣﻣﻛﻧﺔ‪.‬‬

‫ﻋﺎﻟﻲ‬ ‫اﻟﺘﻮﻗﻌﺎت اﳌﺜﺎﻟﻴﺔ أو اﳌﺮﻏﻮﺑﺔ ﳓﻮ اﳋﺪﻣﺔ‬

‫اﻟﺘﻮﻗﻌﺎت اﳌﻌﻴﺎرﻳﺔ ) ﻳﻨﺒﻐﻲ (‬

‫ﻋﻠﻰ أﺳﺎس اﳋﱪة‬

‫اﻟﺘﻮﻗﻌﺎت اﳌﻘﺒﻮﻟﺔ‬

‫ﻣﻧﺧﻔﺽ‬ ‫ﺗﻮﻗﻌﺎت اﳊﺪ اﻷدﱏ اﳌﺴﻤﻮح‬

‫ﺍﻟﻣﺻﺩﺭ‪ [62] :‬ﺹ ‪.177‬‬

‫‪ -2‬ﻣﺻﺎﺩﺭ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ :‬ﻫﻧﺎﻙ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻣﺻﺎﺩﺭ ﺍﻟﺗﻲ ﻳﺳﺗﻌﻣﻠﻬﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻓﻲ ﺗﺷﻛﻳﻝ ﺗﻭﻗﻌﺎﺗﻬﻡ ﻧﺣﻭ‬
‫ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﺟﺎﻧﺏ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ،‬ﻭﻧﺫﻛﺭ ﻫﺫﻩ ﺍﻟﻣﺻﺎﺩﺭ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [63] . :‬ﺹ ‪16‬‬

‫‪ -‬ﺣﺎﺟﺎﺕ ﺷﺧﺻﻳﺔ‪ :‬ﻟﻛﻝ ﺯﺑﻭﻥ ﺃﻭ ﻣﺳﺗﻌﻣﻝ ﻟﻠﺧﺩﻣﺔ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺣﺎﺟﺎﺕ ﺍﻟﺷﺧﺻﻳﺔ ﺍﻟﺗﻲ ﻳﻧﺗﻅﺭﻫﺎ ﻣﻥ‬
‫ﺍﻟﺧﺩﻣﺔ ﻟﻛﻲ ﺗﻠﺑﻳﻬﺎ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﺣﺎﺟﺎﺕ ﺗﺧﺗﻠﻑ ﺑﺎﺧﺗﻼﻑ ﺍﻟﺧﺩﻣﺎﺕ ﻭﺗﺧﺗﻠﻑ ﻛﺫﻟﻙ ﻣﻥ ﺯﺑﻭﻥ ﻵﺧﺭ‪ ،‬ﺣﻳﺙ ﺃﻥ‬
‫ﺍﻟﻔﻬﻡ ﺍﻟﺟﻳﺩ ﻟﻬﺫﻩ ﺍﻟﺣﺎﺟﺎﺕ ﺳﻭﻑ ﻳﺳﺎﻋﺩ ﻓﻲ ﺗﺻﻣﻳﻡ ﻣﻧﺗﻭﺝ ﺃﻭ ﺧﺩﻣﺔ ﻣﻧﺎﺳﺑﺔ‪.‬‬

‫‪ -‬ﺍﻟﺧﺑﺭﺓ ﺍﻟﺳﺎﺑﻘﺔ‪ :‬ﺗﺅﺛﺭ ﺍﻟﺗﺟﺎﺭﺏ ﺍﻟﺳﺎﺑﻘﺔ ﻟﻠﺯﺑﺎﺋﻥ ﻓﻳﻣﺎ ﻳﺧﺹ ﺍﻟﺧﺩﻣﺎﺕ ﻋﻠﻰ ﺗﻭﻗﻌﺎﺗﻬﻡ ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ ﺣﻭﻝ‬
‫ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﻗﺩ ﺗﺷﻣﻝ ﺧﺑﺭﺍﺗﻬﻡ ﻫﺫﻩ ﺣﺗﻰ ﻋﻠﻰ ﻋﺩﺩ ﻣﺧﺗﻠﻑ ﻣﻥ ﺍﻟﺧﺩﻣﺎﺕ ﻭﻟﻳﺱ ﻧﻭﻉ ﻣﻌﻳﻥ ﻓﻘﻁ‪.‬‬

‫‪ -‬ﺍﺗﺻﺎﻻﺕ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ‪ :‬ﻭﺗﺗﺷﻛﻝ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺃﻳﺿﺎ ﻋﻥ ﻁﺭﻳﻕ ﺍﻷﺻﺩﻗﺎء‪ ،‬ﺍﻟﺯﻣﻼء‪ ،‬ﺍﻟﻌﺎﺋﻠﺔ‪،‬‬
‫ﻭﻭﺳﺎﺋﻝ ﺍﻹﻋﻼﻡ‪.‬‬

‫‪ -‬ﺍﺗﺻﺎﻻﺕ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺻﺭﻳﺣﺔ ) ﺍﻟﻣﻌﻠﻧﺔ(‪ :‬ﺑﻳﺎﻧﺎﺕ ﻣﻥ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺃﻭ ﻣﻧﺷﻭﺭﺍﺕ‪..‬ﺍﻟﺦ‪.‬‬

‫‪ -‬ﺍﺗﺻﺎﻻﺕ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺿﻣﻧﻳﺔ ) ﻏﻳﺭ ﺍﻟﻣﻌﻠﻧﺔ(‪ :‬ﻳﺗﺿﻣﻥ ﻋﻭﺍﻣﻝ ﻣﺛﻝ ﺍﻟﻣﻅﻬﺭ ﺍﻟﺧﺎﺭﺟﻲ ﻟﻠﺑﻧﺎﻳﺎﺕ‪..‬ﺍﻟﺦ‪.‬‬

‫‪ -3‬ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﻌﻣﻠﻲ ﻹﺩﺍﺭﺓ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ :‬ﻭﻳﺷﺗﻣﻝ ﻫﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﻋﻠﻰ ﺳﺗﺔ ﺃﺑﻌﺎﺩ ﺃﺳﺎﺳﻳﺔ ﺗﻣﺛﻝ ﻓﻲ ﻧﻔﺱ‬
‫ﺍﻟﻭﻗﺕ ﺳﻳﺎﺳﺔ ﺇﺩﺍﺭﺓ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺫﻟﻙ ﻋﻠﻰ ﺍﻟﻧﺣﻭ ﺍﻟﺗﺎﻟﻲ‪ [41] . :‬ﺹ ‪314‬‬

‫‪ -‬ﺗﻘﺩﻳﻡ ﺍﻟﻭﻋﻭﺩ ﺍﻟﻭﺍﻗﻌﻳﺔ ﻟﻠﺯﺑﺎﺋﻥ‪(Relistic Promises) :‬‬

‫‪67‬‬

‫‪ -‬ﺗﻘﺩﻳﻡ ﺻﻭﺭﺓ ﻭﺍﻗﻌﻳﺔ ﻟﻠﺯﺑﺎﺋﻥ ﻋﻥ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻘﺩﻣﺔ‪.‬‬

‫‪ -‬ﺍﻟﺩﻗﺔ ﻓﻲ ﺍﻟﺭﺳﺎﺋﻝ ﺍﻟﺗﺭﻭﻳﺟﻳﺔ ﺍﻟﻣﻭﺟﻬﺔ ﻟﻠﺯﺑﺎﺋﻥ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﺗﻘﺩﻳﻡ ﻭﻋﻭﺩ ﻻ ﺗﺳﺗﻁﻳﻊ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﻭﻓﺎء ﺑﻬﺎ‪.‬‬

‫‪ -‬ﺃﺩﺍء ﺍﻟﺧﺩﻣﺎﺕ ﺑﻁﺭﻳﻘﺔ ﺻﺣﻳﺣﺔ ﻓﻲ ﺃﻭﻝ ﻣﺭﺓ )‪(Error-Free Service The First Time‬‬

‫‪ -‬ﺍﻟﺣﺭﺹ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﺑﻁﺭﻳﻘﺔ ﺻﺣﻳﺣﺔ ﻣﻥ ﺃﻭﻝ ﻣﺭﺓ ﻭﺑﺩﻭﻥ ﺃﺧﻁﺎء‪.‬‬
‫‪ -‬ﺗﺩﺭﻳﺏ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﺑﺩﻭﻥ ﺃﺧﻁﺎء‪.‬‬
‫‪ -‬ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻣﺳﺗﻣﺭ ﻟﻠﺧﺩﻣﺔ ﻟﺗﺣﺩﻳﺩ ﺟﻭﺍﻧﺏ ﺍﻟﺿﻌﻑ ﺃﻭ ﺍﻟﺧﻁﺄ ﺍﻟﻣﺣﺗﻣﻠﺔ‪.‬‬

‫‪ -‬ﺍﻻﺗﺻﺎﻻﺕ ﺍﻟﻔﻌﺎﻟﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ )‪(Effective Communications‬‬

‫‪ -‬ﺍﻻﺗﺻﺎﻝ ﺍﻟﻣﺳﺗﻣﺭ ﺑﺎﻟﺯﺑﺎﺋﻥ ﻟﺗﺣﺩﻳﺩ ﻭﺗﻔﻬﻡ ﺍﺣﺗﻳﺎﺟﺎﺗﻬﻡ ﻭﺗﻭﻗﻌﺎﺗﻬﻡ‪.‬‬

‫‪ -‬ﺗﺷﺟﻳﻊ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﺍﻻﺗﺻﺎﻝ ﺑﺎﻟﻣﺅﺳﺳﺔ‪.‬‬
‫‪ -‬ﻣﻛﺎﻓﺄﺓ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺍﻟﺫﻳﻥ ﻳﻘﻳﻣﻭﻥ ﻋﻼﻗﺎﺕ ﻣﻣﺗﺎﺯﺓ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬
‫‪ -‬ﺗﻧﻣﻳﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻋﻠﻰ ﺍﻻﺗﺻﺎﻝ ﺍﻟﻔﻌﺎﻝ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -‬ﺍﻟﺗﻔﻭﻕ ﻋﻠﻰ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺗﺣﻘﻳﻕ ﺍﻻﻣﺗﻳﺎﺯ ﻓﻲ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ )‪(Exceeding Expectation‬‬

‫‪ -‬ﺍﻟﺑﺣﺙ ﺍﻟﻣﺳﺗﻣﺭ ﻋﻥ ﺍﻟﻭﺳﺎﺋﻝ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﺯﻳﺎﺩﺓ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -‬ﺗﺩﺭﻳﺏ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻋﻠﻰ ﺍﻟﻌﻧﺎﻳﺔ ﺑﺎﻟﺯﺑﺎﺋﻥ‪.‬‬
‫‪ -‬ﺗﻘﺩﻳﻡ ﺗﻘﺩﻳﺭ ﺧﺎﺹ ﻟﻠﺯﺑﺎﺋﻥ ﺫﻭﻱ ﺍﻟﻭﻻء ﻟﻠﻣﺅﺳﺳﺔ‪.‬‬
‫‪ -‬ﻣﻔﺎﺟﺄﺓ ﺍﻟﺯﺑﻭﻥ ﺑﺗﻘﺩﻳﻡ ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺗﻲ ﺗﻔﻭﻕ ﺗﻭﻗﻌﺎﺗﻪ‪.‬‬

‫‪ -‬ﺗﺣﻭﻳﻝ ﻣﺷﻛﻼﺕ ﺍﻟﺯﺑﻭﻥ ﺇﻟﻰ ﻓﺭﺹ ﺑﻐﺭﺽ ﺍﻧﺑﻬﺎﺭﻩ ‪(Problems As Opportunities To‬‬
‫)‪Impress Customers.‬‬

‫‪ -‬ﺗﺩﺭﻳﺏ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﺍﻟﺗﻧﺑﺅ ﺑﺎﻟﻣﺷﻛﻼﺕ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺃﻥ ﺗﻭﺍﺟﻪ ﺍﻟﺯﺑﺎﺋﻥ ﻭﻛﻳﻔﻳﺔ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻌﻬﺎ‬
‫ﺑﻣﻬﺎﺭﺓ ﻓﻧﻳﺔ‪.‬‬
‫‪ -‬ﻣﻛﺎﻓﺄﺓ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺍﻟﺫﻳﻥ ﺗﻣﻛﻧﻭﺍ ﺑﻣﻬﺎﺭﺓ ﻣﻥ ﻣﻌﺎﻟﺟﺔ ﻣﺷﺎﻛﻝ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺃﻭﺟﻪ ﻗﺻﻭﺭ ﻓﻲ‬
‫ﺍﻟﻣﺅﺳﺳﺔ ﺃﻭ ﺃﺧﻁﺎء ﻓﻲ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ‪.‬‬
‫‪ -‬ﺍﻟﺗﺭﺣﻳﺏ ﺍﻟﺩﺍﺋﻡ ﺑﺎﻋﺗﺭﺍﺿﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺍﻻﺳﺗﺟﺎﺑﺔ ﻟﻬﺎ ﺑﺳﺭﻋﺔ‪.‬‬
‫‪68‬‬

‫‪ -‬ﺗﻘﻳﻳﻡ ﻭﺗﺣﺳﻳﻥ ﺍﻟﺧﺩﻣﺔ ﻭﻓﻘﺎ ﻟﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ‪(Evaluating And Improving Service On‬‬
‫)‪The Basis Of Customer’s Expectation‬‬

‫‪ -‬ﺍﺳﺗﺧﺩﺍﻡ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻣﻘﺎﻳﻳﺱ ﻟﺗﻘﺩﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ -‬ﺗﻘﻳﻳﻡ ﺳﻌﺭ ﺍﻟﺧﺩﻣﺔ ﺃﻭ ﺃﻱ ﺧﺻﺎﺋﺹ ﺃﺧﺭﻯ ﻟﻠﺧﺩﻣﺔ ﻓﻲ ﺿﻭء ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬
‫‪ -‬ﺇﺟﺭﺍء ﺍﻟﺑﺣﻭﺙ ﺍﻟﺩﻭﺭﻳﺔ ﻋﻠﻰ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺩﺭﺍﺳﺔ ﺍﻟﺗﻐﻳﺭ ﻓﻲ ﺗﻭﻗﻌﺎﺗﻬﻡ ﻧﺣﻭ ﺍﻟﺧﺩﻣﺔ‪.‬‬
‫‪ -‬ﺣﺭﺹ ﺍﻹﺩﺍﺭﺓ ﻋﻠﻰ ﺗﺣﺳﻳﻥ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﺿﻭء ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ :2-1-2-2‬ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ‬ ‫‪U‬‬

‫ﻭﻳﺗﻣﺛﻝ ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺯﺑﻭﻥ ﻓﻳﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﻣﻔﻬﻭﻡ ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ‪ :‬ﻫﻲ ﺭﺅﻳﺔ ﺍﻟﺯﺑﻭﻥ ﻷﺩﺍء ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻭﺗﺗﺷﻛﻝ ﺗﺑﻌﺎ ﻟﺧﺑﺭﺗﻪ ﺃﻭ ﺧﺑﺭﺍﺗﻪ ﺍﻟﺳﺎﺑﻘﺔ ﻣﻥ‬
‫ﺧﻼﻝ ﺍﺳﺗﻌﻣﺎﻟﻪ ﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺧﺩﻣﺔ ﻣﺅﺳﺳﺔ ﻣﻌﻳﻧﺔ‪ ،‬ﻭﻓﺿﻼ ﻋﻥ ﻫﺫﺍ ﻓﺈﻥ ﻣﺳﺗﻭﻯ ﺧﺑﺭﺓ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ‬
‫ﻣﺳﺗﻭﻯ ﺃﺩﺍء ﺑﻌﺽ ﺍﻟﺧﺩﻣﺎﺕ ﺣﺗﻰ ﻭﺇﻥ ﻛﺎﻧﺕ ﻣﻘﺩﻣﺔ ﻣﻥ ﻣﺅﺳﺳﺎﺕ ﻣﺧﺗﻠﻔﺔ‪ ،‬ﻳﻣﻛﻥ ﻟﻪ ﺃﻥ ﻳﺅﺛﺭ ﻋﻠﻰ‬
‫ﺇﺩﺭﺍﻙ ﺍﻟﺯﺑﺎﺋﻥ ﻷﺩﺍء ﺍﻟﺧﺩﻣﺔ‪ [64] . .‬ﺹ ‪606‬‬

‫ﺣﻳﺙ ﻳﻘﻭﻡ ﺍﻟﺯﺑﻭﻥ ﻋﺎﺩﺓ ﺑﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﺧﻼﻝ ﻣﻘﺎﺭﻧﺔ ﺗﻭﻗﻌﺎﺗﻪ ﻧﺣﻭ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﺭﻏﻭﺑﺔ ﺑﻣﺳﺗﻭﻯ‬
‫ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ ﻟﻬﺫﻩ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﺑﺎﻟﻔﻌﻝ‪ [41] . .‬ﺹ ‪314‬‬

‫ﻋﻧﺩﻣﺎ ﺗﺿﻣﻧﺕ ﻧﻣﺎﺫﺝ ﺗﻔﺳﻳﺭ ﺍﻟﺭﺿﺎ "ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ " ﻛﺎﻥ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﻗﻭﻳﺔ ﺑﻳﻥ ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ ﻭﺭﺿﺎ‬
‫ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ ) ‪ (Churchill And Superenant 1982‬ﻭﺟﺩﺍ ﻣﻥ ﺧﻼﻝ ﺑﺣﺛﻬﻣﺎ ﺃﻥ‬
‫ﺯﻳﺎﺩﺓ ﺃﺩﺍء ﺍﻟﻣﻧﺗﻭﺝ ﻳﺅﺩﻱ ﺇﻟﻰ ﺯﻳﺎﺩﺓ ﺍﻟﺭﺿﺎ‪ ،‬ﻭﺃﻳﺿﺎ ) ‪ (TSE And Wilton 1988‬ﺧﺭﺟﺎ ﺑﻧﻔﺱ‬
‫ﺍﻟﻧﺗﻳﺟﺔ ﺑﻘﻭﻟﻬﻣﺎ " ﻛﻠﻣﺎ ﻛﺎﻥ ﺃﺩﺍء ﺍﻟﻣﻧﺗﻭﺝ ﺟﻳﺩﺍ ﻛﻠﻣﺎ ﻛﺎﻥ ﺍﻟﺯﺑﻭﻥ ﺭﺍﺽ"‪ [65] ..‬ﺹ ‪101‬‬

‫‪ :3-1-2-2‬ﺍﻟﻣﻁﺎﺑﻘﺔ ﻭﺗﻌﻧﻲ ﺍﻟﻣﻘﺎﺭﻧﺔ ﺍﻟﺗﻲ ﻳﻘﻭﻡ ﺑﻬﺎ ﺍﻟﺯﺑﻭﻥ ﺑﻳﻥ ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ ﻟﻠﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ‬
‫‪U‬‬ ‫‪U‬‬

‫ﻭﺍﻟﺗﻭﻗﻌﺎﺕ ﻧﺣﻭ ﻫﺫﻩ ﺍﻟﺧﺩﻣﺔ ‪ ،‬ﻭﺫﻟﻙ ﻣﻥ ﺃﺟﻝ ﺗﻘﻳﻳﻡ ﻣﺳﺗﻭﻯ ﺍﻟﺭﺿﺎ ﻟﺩﻳﻪ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ‬
‫ﺃﻋﻠﻰ ﻣﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻓﺳﺗﻛﻭﻥ ﺣﺎﻟﺔ ﺭﺿﺎ ﻭﺳﺭﻭﺭ ﺃﻱ ﺍﻟﺯﺑﻭﻥ ﺳﻳﺷﻌﺭ ﺑﺎﻟﺭﺿﺎ ﻭﺍﻟﺳﺭﻭﺭ ﻣﻌﺎ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ ﻻ ﻳﻘﺎﺑﻝ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻓﺳﺗﻛﻭﻥ ﺣﺎﻟﺔ ﻋﺩﻡ ﺭﺿﺎ ﺃﻱ ﺍﻟﺯﺑﻭﻥ ﺳﻳﺷﻌﺭ ﺑﺧﻳﺑﺔ ﺃﻣﻝ ﻭﻋﺩﻡ ﺭﺿﺎ‪،‬‬
‫ﺃﻣﺎ ﻓﻲ ﺣﺎﻟﺔ ﺗﺳﺎﻭﻱ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ ﻓﺳﺗﻛﻭﻥ ﺣﺎﻟﺔ ﺭﺿﺎ ﻋﺎﺩﻳﺔ‪ [64] . .‬ﺹ ‪108‬‬

‫ﻭﻳﻧﺷﺄ ﻋﻥ ﻋﻣﻠﻳﺔ ﺍﻟﻣﻁﺎﺑﻘﺔ ﺇﻧﺣﺭﺍﻓﻳﻥ ﻳﺗﻣﺛﻼﻥ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [66] . :‬ﺹ ‪106‬‬
‫‪69‬‬

‫‪ -‬ﺍﻻﻧﺣﺭﺍﻑ ﺍﻟﻣﻭﺟﺏ‪ :‬ﺗﺳﻌﻰ ﺍﻟﻣﺅﺳﺳﺔ ﻟﺗﺣﻘﻳﻘﻪ ﻣﻥ ﺧﻼﻝ ﺗﺣﺳﻳﻥ ﺃﺩﺍءﻫﺎ ﺑﺎﺳﺗﻣﺭﺍﺭ‪ ،‬ﺣﻳﺙ ﺗﻘﻭﻡ ﺑﺗﺭﻭﻳﺞ‬
‫ﺃﻋﻠﻰ ﺟﻭﺩﺓ ﺑﺣﻳﺙ ﻳﻛﻭﻥ ﺍﻷﺩﺍء ﺍﻟﻔﻌﻠﻲ ﺃﻛﺑﺭ ﻣﻥ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﻭﻥ ﻛﻣﺎ ﺗﻭﺿﺣﻪ ﺍﻟﻧﻘﻁﺔ ‪ T1‬ﻓﻲ ﺍﻟﺷﻛﻝ‪.‬‬

‫‪ -‬ﺍﻻﻧﺣﺭﺍﻑ ﺍﻟﺳﻠﺑﻲ‪ :‬ﻭﻳﻧﺷﺄ ﻋﻧﺩﻣﺎ ﻳﻛﻭﻥ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﺍﻟﺫﻱ ﻳﺩﺭﻛﻪ ﺍﻟﺯﺑﻭﻥ ﺃﻗﻝ ﻣﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ‬
‫ﻭﺍﻻﻋﺗﻘﺎﺩﺍﺕ ﻟﺩﻯ ﺍﻟﺯﺑﻭﻥ ﻭﻛﻣﺎ ﺗﻭﺿﺣﻪ ﺍﻟﻧﻘﻁﺔ ‪ T2‬ﻓﻲ ﺍﻟﺷﻛﻝ‪.‬‬

‫ﺷﻛﻝ ﺭﻗﻡ ) ‪ : ( 3 -2‬ﺍﻟﻣﻁﺎﺑﻘﺔ ﺑﻳﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ‬

‫ﺗﻭﻗﻌﺎﺕ‬ ‫ﺍﻷﺩﺍء‬
‫ﺍﻟﺯﺑﻭﻥ‬

‫‪T2‬‬

‫‪T1‬‬

‫ﺍﻟﺯﻣﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ [66] :‬ﺹ‪.106‬‬

‫‪ :2-2-2‬ﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﺭﺿﺎ‬ ‫‪U‬‬

‫ﺑﻌﺩ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﻭﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﻓﻌﻠﻳﺎ‪ ،‬ﻓﺈﻧﻪ ﻳﺗﺧﺫ ﻗﺭﺍﺭﺍ ﻓﻳﻣﺎ ﺃﻧﻪ ﺭﺍﺽ ﻋﻧﻬﺎ ﺃﻡ ﻏﻳﺭ ﺭﺍﺽ‪،‬‬
‫ﻓﺈﻥ ﻛﺎﻥ ﺭﺍﺽ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﻓﺈﻧﻪ ﻳﻘﻭﻡ ﺑﻌﺩﺓ ﺳﻠﻭﻛﻳﺎﺕ ﺗﺎﺑﻌﺔ ﻟﺷﻌﻭﺭﻩ ﺑﺎﻟﺭﺿﺎ ﻭﻣﻧﻬﺎ‬
‫ﺇﻋﺎﺩﺓ ﺍﻟﺷﺭﺍء‪ ،‬ﻭ ﺍﻟﻭﻻء ﻭﻏﻳﺭﻫﺎ‪.‬‬

‫‪ :1-2-2-2‬ﺳﻠﻭﻙ ﻧﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺷﺭﺍء )‪(Repurchase Intention‬‬ ‫‪U‬‬

‫ﺇﻥ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﺣﺩﻳﺛﺔ ﺗﺅﻳﺩ ﻓﻛﺭﺓ ﺃﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﺃﺣﺩ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﻣﻔﺳﺭﺓ ﻟﻧﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺷﺭﺍء‪ ،‬ﺣﻳﺙ ﻗﺎﻡ‬
‫ﻛﻝ ﻣﻥ )‪ Taylor And Baker (1994‬ﺑﺩﺭﺍﺳﺔ ﻁﺑﻳﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫ﻭﻛﻳﻑ ﻟﻬﻣﺎ ﺃﻥ ﻳﺅﺛﺭﺍ ﻋﻠﻰ ﻧﻲ ﺍﻟﺷﺭﺍء ﻓﻲ ﺃﺭﺑﻊ ﺃﻧﻭﺍﻉ ﻣﻥ ﺍﻟﻘﻁﺎﻋﺎﺕ ﻣﻧﻬﺎ ﻗﻁﺎﻉ ﺍﻻﺗﺻﺎﻻﺕ ﻭ ﺧﺩﻣﺎﺕ‬
‫ﺍﻟﻁﻳﺭﺍﻥ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻭﺟﻭﺩ ﻋﻼﻗﺔ ﺑﻳﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻧﻳﺔ ﺍﻟﺷﺭﺍء‪ [67] . .‬ﺹ ‪47‬‬
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‫ﻭﻣﻥ ﺃﺟﻝ ﻓﻬﻡ ﺩﻗﻳﻕ ﻟﻣﻔﻬﻭﻡ ﻧﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺷﺭﺍء‪ ،‬ﻣﻥ ﺍﻟﻣﻬﻡ ﺟﺩﺍ ﺇﺩﺭﺍﻙ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺣﺎﻟﺔ ﻣﺎ ﻗﺑﻝ ﺍﻻﺳﺗﻬﻼﻙ‬
‫)‪ (Pre-Comsuption Situation‬ﻭ ﺣﺎﻟﺔ ﻣﺎ ﺑﻌﺩ ﺍﻟﺷﺭﺍء ) ‪.(Post-Purchase Situation‬‬
‫ﻓﻘﺩ ﺃﺷﺎﺭ ﻛﻝ ﻣﻥ ) ‪ (Patterson And Spreng 1997‬ﺃﻥ ﻓﻲ ﺍﻟﺣﺎﻟﺔ ﺍﻷﻭﻟﻰ ) ﺣﺎﻟﺔ ﻣﺎ ﻗﺑﻝ‬
‫ﺍﻻﺳﺗﻬﻼﻙ( ﻳﻛﻭﻥ ﺍﻟﺯﺑﺎﺋﻥ ﺃﻛﺛﺭ ﻋﺭﺿﺔ ﻟﺗﺄﺛﻳﺭ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻣﺛﻝ‪ :‬ﺻﻭﺭﺓ ﺍﻟﻌﻼﻣﺔ‪ ،‬ﺍﻟﺳﻌﺭ‪ ،‬ﺍﺳﻡ‬
‫ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻭﺍﺗﺻﺎﻻﺕ ﺍﻟﺗﺳﻭﻳﻕ‪..‬ﺍﻟﺦ ﻣﻥ ﺟﺎﻧﺏ ﺁﺧﺭ ﻓﻲ ﺍﻟﺣﺎﻟﺔ ﺍﻟﺛﺎﻧﻳﺔ ) ﺣﺎﻟﺔ ﻣﺎ ﺑﻌﺩ ﺍﻟﺷﺭﺍء( ﻓﻳﻛﻭﻥ ﻟﺩﻯ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺧﺑﺭﺓ ﺍﻻﺳﺗﻬﻼﻛﻳﺔ ﻭﻫﻡ ﺃﺻﻼ ﻋﻠﻰ ﻋﻠﻡ ﺑﺗﻠﻙ ﺍﻟﻌﻭﺍﻣﻝ ﻭﻟﻬﺫﺍ ﻳﻛﻭﻧﻭﻥ ﺃﻗﻝ ﻋﺭﺿﺔ ﻻﺗﺧﺎﺫ ﻗﺭﺍﺭ‬
‫ﺍﻟﺷﺭﺍء ﺗﺣﺕ ﺗﺄﺛﻳﺭ ﺗﻠﻙ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺧﺎﺭﺟﻳﺔ‪ ،‬ﻭﺑﺻﻔﺔ ﻣﺣﺩﺩﺓ ﻳﻘﻭﻣﻭﻥ ﺑﺎﺗﺧﺎﺫ ﻗﺭﺍﺭ ﺍﻟﺷﺭﺍء ﻋﻠﻰ ﺃﺳﺎﺱ‬
‫ﻣﺳﺗﻭﻯ ﺍﻟﺭﺿﺎ ﺃﻭ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﺍﻟﺧﺎﺹ ﺍﻟﺫﻱ ﻳﺷﻌﺭﻭﻥ ﺑﻪ‪ [67] . .‬ﺹ ‪47‬‬

‫‪:2-2-2-2‬ﺳﻠﻭﻙ ﺍﻟﻛﻠﻣﺔ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ )‪(Positive Word Of Mouth‬‬ ‫‪U‬‬

‫ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺩﺭﺍﺳﺎﺕ ﻓﻲ ﺃﺩﺑﻳﺎﺕ ﺍﻟﺗﺳﻭﻳﻕ ﻋﺎﻟﺟﺕ ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ‪ ،‬ﻛﺄﺩﺍﺓ ﺗﺳﻭﻳﻘﻳﺔ ﻓﻌﺎﻟﺔ‪ ،‬ﺣﻳﺙ‬
‫ﺃﺷﺎﺭ ﻛﻝ ﻣﻥ ) ‪ (Sernovitz Et Al 2009‬ﺇﻟﻰ ﺃﻥ ﺍﻟﻧﺎﺱ ﻳﺣﺑﻭﻥ ﺍﻟﺣﺩﻳﺙ ﻋﻥ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﺗﻲ‬
‫ﺍﺷﺗﺭﻭﻫﺎ ﻭﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻲ ﺗﺣﺻﻠﻭﺍ ﻋﻠﻳﻬﺎ ﻭﻳﺗﺣﺩﺛﻭﻥ ﻋﻥ ﺍﻟﻣﻧﺗﺞ ﻭ ﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ‪...‬ﺍﻟﺦ‪ ،‬ﻛﺫﻟﻙ ﻣﻧﻬﻡ ﻣﻥ‬
‫ﻳﻛﻭﻥ ﻣﻔﺗﺧﺭﺍ ﺑﺷﺭﺍﺋﻪ ﻣﻧﺗﻭﺝ ﻣﻌﻳﻥ‪ .‬ﻭﻣﻊ ﺫﻟﻙ ﺍﻟﺑﻌﺽ ﻣﻧﻬﻡ ﻣﻥ ﻳﻘﺩﻡ ﻧﺻﻳﺣﺔ ﺑﻌﺩﻡ ﺍﻟﺗﻔﻛﻳﺭ ﺣﺗﻰ‪ ،‬ﻓﻲ‬
‫ﺷﺭﺍء ﻣﻧﺗﻭﺝ ﻣﻌﻳﻥ‪ [68] . .‬ﺹ ‪25‬‬

‫‪Luck‬‬ ‫ﺑﻌﺽ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻳﻌﺗﺑﺭﻭﻥ ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﻣﻔﺗﺎﺡ ﻧﺟﺎﺡ ﺍﻟﻣﺅﺳﺳﺎﺕ‪ ،‬ﻓﻘﺩ ﺃﺿﺎﻑ )‬
‫‪ ( 2009‬ﺑﺄﻧﻧﺎ ﻛﺯﺑﺎﺋﻥ‪ ،‬ﺳﻳﻛﻭﻟﻭﺟﻳﺎ ﻻ ﻧﺛﻕ ﻛﺛﻳﺭﺍ ﺑﺈﻋﻼﻧﺎﺕ ﺍﻟﻣﻧﺗﺞ ﻟﻛﻧﻧﺎ ﻧﺛﻕ ﺑﺷﻛﻝ ﺃﻛﺑﺭ ﺑﺎﻟﻧﺎﺱ ﺍﻟﺫﻳﻥ‬
‫ﻳﺗﺣﺩﺛﻭﻥ ﻋﻥ ﺍﻟﻣﻧﺗﻭﺝ‪ ،‬ﻭﻣﻥ ﺟﺎﻧﺏ ﺁﺧﺭ ﻭﻣﻥ ﻭﺟﻬﺔ ﻧﻅﺭ ﺑﻌﺽ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻓﺎﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻣﻧﺗﺟﻳﻥ ﻭﺍﻟﺑﺎﺋﻌﻳﻥ‬
‫ﻳﻌﺗﻘﺩﻭﻥ ﻭﻫﻣﺎ ﺃﻧﻬﻡ ﻳﺑﻳﻌﻭﻥ ﻣﻧﺗﺟﺎﺗﻬﻡ ﺑﻔﺿﻝ ﺟﻭﺩﺗﻬﺎ ﺍﻟﻌﺎﻟﻳﺔ ﻓﻘﻁ‪ ،‬ﻟﻛﻥ ﺍﻟﻭﺍﻗﻊ ﺃﻥ ﺍﻟﻧﺎﺱ ﺍﻟﺫﻳﻥ ﻳﺷﺗﺭﻭﻥ‬
‫ﺗﻠﻙ ﺍﻟﻣﻧﺗﺟﺎﺕ‪ ،‬ﻭﻋﺎﺩﺓ ﻟﻳﺱ ﺍﺳﺗﺟﺎﺑﺔ ﻟﻠﻣﻧﺗﺞ ﺃﻭ ﻟﻠﻣﺟﻬﻭﺩﺍﺕ ﺍﻟﺗﺳﻭﻳﻘﻳﺔ ﺍﻟﺗﻲ ﻳﻘﻭﻡ ﺑﻬﺎ‪ ،‬ﺑﻝ ﺍﺳﺗﺟﺎﺑﺔ ﻟﻣﺎ‬
‫ﻳﺳﻣﻌﻭﻧﻪ ﻣﻥ ﺍﻷﻁﺭﺍﻑ ﺍﻷﺧﺭﻯ ﺍﻟﻣﺣﺎﻳﺩﺓ‪.‬‬

‫ﺑﻌﺽ ﺃﺩﺑﻳﺎﺕ ﺍﻟﺗﺳﻭﻳﻕ ﺭﺑﻁﺕ ﻧﻭﻉ ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ) ﺇﻳﺟﺎﺑﻳﺔ ﺃﻭ ﺳﻠﺑﻳﺔ( ﺑﺩﺭﺟﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫ﻓﻌﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ ﺃﺷﺎﺭ ﻛﻝ ﻣﻥ ) ‪ ( Steinkuehler And Williams 2006‬ﺇﻟﻰ ﺛﻼﺙ ﻧﻅﺭﻳﺎﺕ‬
‫ﺗﺟﻌﻝ ﻣﻥ ﺍﻟﺯﺑﻭﻥ ﻳﻧﺧﺭﻁ ﻓﻲ ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﻭﺫﻟﻙ ﻛﻣﺎ ﻳﻠﻲ‪ [68] . :‬ﺹ ‪26‬‬

‫‪ -1‬ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺭﺍﺿﻭﻥ ﻳﻘﻭﻣﻭﻥ ﺑﺎﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﻟﻌﺩﺓ ﺃﺳﺑﺎﺏ ﻣﻧﻬﺎ‪:‬‬

‫‪ -‬ﻣﺳﺎﻋﺩﺓ ﺍﻵﺧﺭﻳﻥ‪.‬‬
‫‪ -‬ﺍﻟﻅﻬﻭﺭ ﺑﻣﺳﺗﻭﻯ ﻣﻥ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﺫﻛﺎء‪.‬‬
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‫‪ -‬ﺗﺧﻔﻳﺽ ﻣﺳﺗﻭﻯ ﺍﻟﺻﺭﺍﻉ ﺍﻟﻣﻌﺭﻓﻲ ﻟﺩﻳﻬﻡ‬

‫‪ -‬ﻟﻔﺕ ﺍﻻﻧﺗﺑﺎﻩ ﺇﻟﻳﻬﻡ‬
‫‪ -‬ﺗﺟﻧﺏ ﺍﻟﺧﻭﺽ ﻓﻲ ﺍﻟﺳﻠﺑﻳﺎﺕ‬

‫‪ -2‬ﺍﻟﺯﺑﺎﺋﻥ ﻏﻳﺭ ﺍﻟﺭﺍﺿﻭﻥ ﻳﻘﻭﻣﻭﻥ ﺑﺎﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﺑﺳﺑﺏ‪:‬‬

‫‪ -‬ﺍﻟﺗﻧﻔﻳﺱ ﻋﻥ ﺍﻹﺳﺎءﺓ‬
‫‪ -‬ﺗﺧﻔﻳﺽ ﻣﺳﺗﻭﻯ ﺍﻟﻘﻠﻕ‬
‫‪ -‬ﺗﺣﺫﻳﺭ ﺍﻵﺧﺭﻳﻥ‬
‫‪ -‬ﺍﻟﺭﻏﺑﺔ ﻓﻲ ﺍﻻﻧﺗﻘﺎﻡ‪.‬‬

‫‪ -3‬ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ‪ ،‬ﻣﻥ ﻁﺭﻑ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺭﺍﺿﻭﻥ ﻟﻠﻐﺎﻳﺔ‪ ،‬ﻭﺃﻭﻟﺋﻙ ﺍﻟﺫﻳﻥ ﻫﻡ ﻏﻳﺭ ﺭﺍﺿﻭﻥ‬
‫ﺗﻣﺎﻣﺎ ﻓﻛﻼﻫﻣﺎ ﻟﺩﻳﻪ ﺃﺛﺭ ﺃﻛﺑﺭ ﻷﻥ ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﻣﻥ ﻁﺭﻓﻬﻡ ﺳﺗﻛﻭﻥ ﺻﺎﺭﻣﺔ ﺃﻭ ﻛﺑﻳﺭﺓ ﺟﺩﺍ‪.‬‬

‫ﻭﺑﺎﻟﺗﺎﻟﻲ ﻳﻣﻛﻥ ﺍﻟﻘﻭﻝ ﺃﻥ ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﻫﻲ ﺳﻼﺡ ﺫﻭ ﺣﺩﻳﻥ‪ ،‬ﻓﺎﻟﻣﺅﺳﺳﺎﺕ ﻳﻣﻛﻥ ﺃﻥ ﺗﺟﻧﻲ‬
‫ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻔﻭﺍﺋﺩ ﻣﻥ ﺧﻼﻝ ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ‪.‬‬

‫ﻳﺭﻯ ) ‪ ( Lue 2009‬ﺃﻥ ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﺃﻭ ﺻﻭﺕ ﺍﻟﺯﺑﻭﻥ ﻫﻭ ﻭﺍﺣﺩ ﻣﻥ ﺃﻛﺛﺭ ﺍﻟﻭﺳﺎﺋﻝ‬
‫ﺍﻟﻔﻌﺎﻟﺔ ﺍﻟﺗﻲ ﺗﻭﻟﺩ ﺍﻟﻣﺑﻳﻌﺎﺕ ﻭﺃﺭﺑﺎﺣﺎ ﻟﻠﻣﺅﺳﺳﺔ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻝ‪.‬‬

‫‪ :3-2-2-2‬ﺳﻠﻭﻙ ﺍﻟﻭﻻء )‪(Loyality‬‬ ‫‪U‬‬

‫ﺇﻥ ﺍﻟﺯﺑﻭﻥ ﻋﻧﺩﻣﺎ ﻳﻛﻭﻥ ﺭﺍﺽ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﻣﻥ ﻁﺭﻑ ﻣﺅﺳﺳﺔ ﻣﺎ ﻓﺈﻥ ﻫﺫﺍ ﺍﻟﺭﺿﺎ‬
‫ﺳﻭﻑ ﻳﺗﺣﻭﻝ ﺇﻟﻰ ﻭﻻء ﻭﻳﻣﻛﻥ ﺗﻌﺭﻳﻑ ﺳﻠﻭﻙ ﺍﻟﻭﻻء ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -1‬ﻣﻔﻬﻭﻡ ﺍﻟﻭﻻء‪ :‬ﻳﻣﻛﻥ ﺗﻌﺭﻳﻑ ﺳﻠﻭﻙ ﺍﻟﻭﻻء ﻋﻠﻰ ﺃﻧﻪ ﺇﺟﺎﺑﺔ ﺳﻠﻭﻛﻳﺔ ﻣﺗﺣﻳﺯﺓ ﻏﻳﺭ ﻋﺷﻭﺍﺋﻳﺔ ﻣﻌﺑﺭﺍ ﻋﻧﻬﺎ‬
‫ﻋﺑﺭ ﺍﻟﺯﻣﻥ ﺑﻣﺎﻫﻳﺔ ﺍﻟﻘﺭﺍﺭ ﺗﺟﺎﻩ ﻋﺩﺩ ﻣﻥ ﺍﻟﻌﻼﻣﺎﺕ ﻓﻲ ﺁﻥ ﻭﺍﺣﺩ‪ .‬ﻭﻳﺗﺣﻘﻕ ﺍﻟﻭﻻء ﻋﻧﺩ ﺩﺭﺟﺔ ﻋﺎﻟﻳﺔ ﻣﻥ‬
‫ﺗﺣﻘﻳﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﺃﻱ ﻳﺻﺑﺢ ﻟﺩﻯ ﺍﻟﺯﺑﻭﻥ ﻭﻻء ﻋﻧﺩﻣﺎ ﻳﻛﻭﻥ ﻗﺩ ﺣﻘﻕ ﺃﻋﻅﻡ ﺩﺭﺟﺔ ﺭﺿﺎ‪ ،‬ﻓﺎﻟﻭﻻء‬
‫ﻫﻭ ﻣﺭﺣﻠﺔ ﻣﺗﻘﺩﻣﺔ ﻣﻥ ﺍﻟﺭﺿﺎ‪ ،‬ﻭﻳﺗﻣﻳﺯ ﺍﻟﻭﻻء ﻋﻥ ﺍﻟﺭﺿﺎ ﻓﻲ ﺃﻧﻪ ﻳﻣﺛﻝ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻟﺗﻲ ﻳﺗﺣﻘﻕ ﻓﻳﻬﺎ‬
‫ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ‪ [69] . .‬ﺹ ‪385‬‬

‫‪ -2‬ﺃﻧﻭﺍﻉ ﺍﻟﻭﻻء‪ :‬ﻳﻣﻛﻥ ﻋﺩ ﺍﻟﺗﺻﻧﻳﻑ ﺍﻟﺫﻱ ﻗﺩﻣﻪ )‪ ( Dick And Basu 1994‬ﺣﻭﻝ ﺗﺻﻧﻳﻑ ﺍﻟﻭﻻء‬
‫ﺍﻷﻛﺛﺭ ﺷﻳﻭﻋﺎ ﻭﺍﻟﺫﻱ ﺗﺿﻣﻥ ﺍﻵﺗﻲ‪ [70] . :‬ﺹ ‪604‬‬
‫‪72‬‬

‫‪ -‬ﻻ ﻳﻭﺟﺩ ﻭﻻء‪ :‬ﻳﻛﻭﻥ ﺍﺗﺟﺎﻩ ﺍﻟﺯﺑﻭﻥ ﺍﻟﺳﻠﻭﻛﻲ ﻭﺍﻟﻣﻭﻗﻔﻲ ﻣﺗﻧﻘﻼ‪ ،‬ﻻ ﻳﻭﺟﺩ ﻣﻭﻗﻑ ﻣﺣﺩﺩ ﻧﺣﻭ ﺇﻋﺎﺩﺓ‬
‫ﺍﻟﺷﺭﺍء ﻣﺭﺓ ﺃﺧﺭﻯ‪.‬‬
‫‪ -‬ﺍﻟﻭﻻء ﺍﻟﺯﺍﺋﻑ‪ :‬ﺣﻳﺙ ﻳﻘﻭﻡ ﺍﻟﺯﺑﻭﻥ ﺑﺎﻟﺷﺭﺍء ﻧﺗﻳﺟﺔ ﻣﺅﺛﺭﺍﺕ ﻣﻌﻳﻧﺔ ﺇﻻ ﺃﻥ ﺍﺗﺟﺎﻫﻪ ﺍﻹﻳﺟﺎﺑﻲ ﻣﻧﺧﻔﺽ ﻭﻻ‬
‫ﺗﻭﺟﺩ ﻧﻳﺔ ﻹﻋﺎﺩﺓ ﺍﻟﺷﺭﺍء‪.‬‬
‫‪ -‬ﺍﻟﻭﻻء ﺍﻟﻛﺎﻣﻥ ﺃﻭ ﺍﻹﺭﺍﺩﻱ‪ :‬ﻳﻛﻭﻥ ﺍﺗﺟﺎﻩ ﺍﻟﺯﺑﻭﻥ ﻫﻧﺎ ﺍﻳﺟﺎﺑﻳﺎ ﻧﺣﻭ ﺍﻟﻌﻼﻣﺔ ﻭﻟﻛﻥ ﺍﻻﺗﺟﺎﻩ ﺍﻟﺳﻠﻭﻛﻲ ﻹﻋﺎﺩﺓ‬
‫ﺍﻟﺷﺭﺍء ﻣﺎ ﺯﺍﻝ ﻣﻧﺧﻔﺿﺎ‪.‬‬

‫‪ -‬ﺍﻟﻭﻻء ﺍﻟﻔﻌﻠﻲ‪ :‬ﺣﻳﺙ ﻳﻛﻭﻥ ﺍﻻﺗﺟﺎﻩ ﺍﻟﺳﻠﻭﻛﻲ ﺍﻳﺟﺎﺑﻳﺎ ﻧﺣﻭ ﺍﻟﻌﻼﻣﺔ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻭﺭﻓﺽ ﻋﺭﻭﺽ ﺍﻟﻣﻧﺎﻓﺳﻳﻥ‬
‫ﺟﻣﻳﻌﻬﺎ‪.‬‬

‫ﺃﻣﺎ ﺗﺻﻧﻳﻑ ﺍﻟﺯﺑﺎﺋﻥ ﺗﺑﻌﺎ ﻟﻧﻭﻉ ﻭﻻﺋﻬﻡ ﻓﻳﻣﻛﻥ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﻧﻣﻭﺫﺝ ) ‪( Gerpott And All 2001‬‬
‫ﺍﻟﺫﻱ ﺻﻧﻑ ﺍﻟﺯﺑﺎﺋﻥ ﻛﻣﺎ ﻳﻠﻲ‪ [70] . :‬ﺹ ‪605‬‬

‫‪ -‬ﺍﻟﻣﺗﻔﺎﺋﻠﻭﻥ‪ :‬ﺍﺗﺟﺎﻫﺎﺗﻬﻡ ﺍﻳﺟﺎﺑﻳﺔ ﻧﺣﻭ ﺍﻟﻌﻼﻣﺔ ﺍﻟﺗﺟﺎﺭﻳﺔ ﺭﻏﻡ ﺍﻧﺧﻔﺎﺽ ﻣﺳﺗﻭﻯ ﺍﻟﺭﺿﺎ ﻋﻧﻬﺎ‪.‬‬
‫‪ -‬ﺍﻟﻣﺗﺷﺎﺋﻣﻭﻥ‪ :‬ﻻ ﻳﺑﺩﻭﻥ ﻭﻻء ﻧﺣﻭ ﺍﻟﻌﻼﻣﺔ ﺍﻟﺗﺟﺎﺭﻳﺔ ﺭﻏﻡ ﺭﺿﺎﻫﻡ ﺍﻟﻣﺭﺗﻔﻊ ﻋﻧﻬﺎ ﻧﺗﻳﺟﺔ ﻗﻧﺎﻋﺗﻬﻡ ﺑﺄﻥ‬
‫ﻋﺭﻭﺽ ﺍﻟﻣﻧﺎﻓﺳﻳﻥ ﺗﺗﺣﺳﻥ ﻋﻠﻰ ﺍﻟﺩﻭﺍﻡ‪.‬‬
‫‪ -‬ﺍﻟﻣﺗﺄﺛﺭﻭﻥ‪ :‬ﻭﻫﻡ ﺍﻟﺯﺑﺎﺋﻥ ﺫﻭﻭ ﺍﻟﻭﻻء ﺍﻟﺣﺻﺭﻱ ﻧﺣﻭ ﺍﻟﻌﻼﻣﺔ ﺍﻟﺗﺟﺎﺭﻳﺔ‪.‬‬
‫‪ -‬ﺍﻟﻣﺧﻳﺏ ﺃﻣﻠﻬﻡ‪ :‬ﻟﻳﺱ ﻟﻬﻡ ﺃﻱ ﻭﻻء ﻧﺣﻭ ﺍﻟﻌﻼﻣﺔ ﺍﻟﺗﺟﺎﺭﻳﺔ ﻟﻠﻣﻧﺗﺞ ﺑﻝ ﻳﺅﺩﻭﻥ ﺩﻭﺭﺍ ﻣﻌﺎﻛﺳﺎ ﻣﻥ ﺧﻼﻝ‬
‫ﺍﻟﺗﺳﻭﻳﻕ ﺍﻟﺳﻠﺑﻲ ﻋﻧﻬﺎ‪.‬‬
‫‪ -‬ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺍﻟﺭﺿﺎ ﻭﺍﻟﻭﻻء ﻓﻲ ﺃﺳﻭﺍﻕ ﺗﻧﺎﻓﺳﻳﺔ‪ :‬ﺗﺗﺣﺩ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻭﻻﺋﻪ ﻓﻲ ﺍﻷﺳﻭﺍﻕ‬
‫ﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﻛﻣﺎ ﻳﻭﺿﺣﻪ ﺍﻟﺷﻛﻝ ﺍﻟﻣﻭﺍﻟﻲ ‪:‬‬
‫‪73‬‬

‫ﺷﻛﻝ )‪ :(4 -2‬ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻭﻻﺋﻪ ﻓﻲ ﺍﻷﺳﻭﺍﻕ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ‬

‫ﺍﻟﻭﻻء‬ ‫ﺍﻟﻣﻧﻁﻘﺔ ‪D‬‬

‫ﻣﺭﺗﻔﻊ‬ ‫ﺍﻟﻣﻧﻁﻘﺔ ‪C‬‬

‫ﺍﻟﻣﻧﻁﻘﺔ ‪A‬‬ ‫ﺍﻟﻣﻧﻁﻘﺔ ‪B‬‬

‫ﺿﻌﻳﻑ‬

‫ﻏﻳﺭ ﺭﺍﺽ‬ ‫ﻣﻧﻁﻘﺔ ﺍﻟﺳﻭﺍء‬ ‫ﺭﺍﺽ ﺟﺩﺍ‬ ‫ﺍﻟﺭﺿﺎ‬

‫ﺍﻟﻣﺻﺩﺭ‪ ،[69] :‬ﺹ ‪.386‬‬

‫ﻳﻣﻛﻥ ﻣﻥ ﺧﻼﻝ ﺍﻟﺷﻛﻝ ﻣﻼﺣﻅﺔ ﻭﺟﻭﺩ ‪ 4‬ﻣﻧﺎﻁﻕ ﺗﺗﻣﺛﻝ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [69] . :‬ﺹ ‪386‬‬

‫‪ -‬ﺍﻟﻣﻧﻁﻘﺔ ‪ :A‬ﺗﻌﻧﻲ ﻫﺫﻩ ﺍﻟﻣﻧﻁﻘﺔ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﻳﺅﺩﻱ ﺇﻟﻰ ﻋﺩﻡ ﺍﻟﻭﻻء ﺍﻟﺣﻘﻳﻘﻲ ﺣﻳﺙ ﺍﻟﻭﻻء ﻓﻲ ﻫﺫﻩ‬
‫ﺍﻟﻣﻧﻁﻘﺔ ﻫﻭ ﻭﻻء ﻗﻳﺩﻱ ﻛﻣﺎ ﻧﻼﺣﻅ ﻓﻲ ﻫﺫﻩ ﺍﻟﻣﻧﻁﻘﺔ ﻋﺩﻡ ﺗﻁﻭﺭ ﺍ ﻟﻭﻻء ﻣﺎ ﺩﺍﻡ ﺍﻟﺭﺿﺎ ﻟﻡ ﻳﺻﻝ ﺇﻟﻰ ﺣﺩﻩ‬
‫ﺍﻷﺩﻧﻰ‪.‬‬

‫‪ -‬ﺍﻟﻣﻧﻁﻘﺔ ‪ :B‬ﺗﺗﻭﻓﺭ ﻋﻠﻰ ﺍﻟﺣﺩ ﺍﻷﺩﻧﻰ ﻣﻥ ﺍﻟﺭﺿﺎ ﺣﻳﺙ ﻳﺑﺩﺃ ﺗﻁﻭﺭ ﺍﻟﻭﻻء ﻟﻛﻧﻪ ﻳﺑﻘﻰ ﺩﺍﺋﻣﺎ ﺿﻌﻳﻔﺎ‪،‬‬
‫ﺑﻣﻌﻧﻰ ﺃﻱ ﺍﺭﺗﻔﺎﻉ ﻓﻲ ﺍﻟﺭﺿﺎ ﻻ ﻳﻐﻳﺭ ﺇﻻ ﺑﺑﻁء ﻣﻌﺩﻝ ﺍﻟﻭﻻء ﻷﻥ ﻫﺫﺍ ﺍﻟﺗﺣﺳﻳﻥ ﻓﻲ ﺍﻟﺭﺿﺎ ﻳﺑﻘﻰ ﻏﻳﺭ‬
‫ﻛﺎﻑ ﻟﻬﺯ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻳﺟﺎﺑﻳﺎ ﻟﺗﺣﻘﻳﻕ ﺍﻟﻭﻻء‪.‬‬

‫‪ -‬ﺍﻟﻣﻧﻁﻘﺔ ‪ :C‬ﺗﺷﻬﺩ ﺍﻟﻣﻧﻁﻘﺔ ﻧﻣﻭﺍ ﻛﺑﻳﺭﺍ ﻟﻠﻭﻻء ﺫﻟﻙ ﺃﻥ ﺍﻟﺗﺣﺳﻳﻧﺎﺕ ﻳﺗﻡ ﺗﺣﺻﻳﻠﻬﺎ ﻓﻌﻠﻳﺎ ﻭﺍﻳﺟﺎﺑﻳﺎ ﻣﻥ ﻗﺑﻝ‬
‫ﺍﻟﺯﺑﻭﻥ ﻭﺑﺫﻟﻙ ﺗﻧﺷﺄ ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ ﻟﻠﻣﺅﺳﺳﺔ‪ ،‬ﺣﻳﺙ ﻛﻠﻣﺎ ﻛﺎﻧﺕ ﺍﻟﻣﺅﺳﺳﺔ ﻋﻠﻰ ﻳﻣﻳﻥ ﺍﻟﻣﻧﻁﻘﺔ ‪ C‬ﻛﻠﻣﺎ ﺍﻷﺛﺭ‬
‫ﺍﻳﺟﺎﺑﻳﺎ ﻭﺃﻗﻭﻯ‪.‬‬

‫‪ -‬ﺍﻟﻣﻧﻁﻘﺔ ‪ :D‬ﻭﺗﻣﺛﻝ ﻣﻧﻁﻘﺔ ﻧﻘﺹ ﺍﻟﻔﻭﺍﺋﺩ ﻷﻥ ﺃﻏﻠﺏ ﺍﻟﺯﺑﺎﺋﻥ ﻗﺩ ﺗﻡ ﺇﺳﻌﺎﺩﻫﻡ‪ ،‬ﻓﺎﻟﺑﺣﺙ ﻋﻥ ﺯﻳﺎﺩﺓ‬
‫ﺇﺳﻌﺎﺩﻫﻡ ﻻ ﻳﺅﺩﻱ ﻟﺯﻳﺎﺩﺓ ﻭﻻﺋﻬﻡ ﺇﻻ ﺑﺷﻛﻝ ﻗﻠﻳﻝ‪.‬‬
‫‪74‬‬

‫‪ :3-2-2‬ﺳﻠﻭﻛﻳﺎﺕ ﻋﺩﻡ ﺍﻟﺭﺿﺎ‬ ‫‪U‬‬

‫ﻣﻌﻅﻡ ﺍﻟﻣﺅﺳﺳﺎﺕ‪ ،‬ﺧﺎﺻﺔ ﺗﻠﻙ ﺍﻟﺗﻲ ﺗﻌﻣﻝ ﻓﻲ ﻗﻁﺎﻉ ﺍﻟﺧﺩﻣﺎﺕ ﺗﺩﺭﻙ ﺃﻥ ﻋﺩﻡ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻗﺩ ﻳﻅﻬﺭ ﻣﻥ‬
‫ﻓﺗﺭﺓ ﺇﻟﻰ ﺃﺧﺭﻯ‪ ،‬ﻭﺍﺳﺗﺟﺎﺑﺔ ﺍﻟﺯﺑﺎﺋﻥ ﺗﻧﻁﻭﻱ ﻋﻠﻰ ﺍﻷﻗﻝ ﺛﻼﺙ ﺃﻧﺷﻁﺔ ﻣﺧﺗﻠﻔﺔ‪ [71] . :‬ﺹ ‪01‬‬

‫‪ -‬ﺍﻟﻘﻳﺎﻡ ﺑﺷﻛﻭﻯ ﻭﻫﺫﺍ ﻳﻣﺛﻝ ﺍﻟﺭﺃﻱ ﺃﻭ ﺻﻭﺕ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ -2‬ﺗﻐﻳﻳﺭ ﺍﻟﻌﻼﻣﺔ ) ﺍﻟﻣﺅﺳﺳﺔ( ﻭﻫﺫﺍ ﻳﻌﻧﻲ ﺍﻟﺭﺣﻳﻝ‪.‬‬

‫‪ -3‬ﺇﺧﺑﺎﺭ ﺍﻵﺧﺭﻳﻥ ﻋﻥ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﻣﻥ ﺧﻼﻝ ﺧﺑﺭﺗﻬﻡ ﻭﻫﺫﺍ ﻳﻣﺛﻝ ) ﺍﻟﻛﻠﻣﺔ ﺍﻟﺳﻠﺑﻳﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ(‪.‬‬

‫ﻭ ﺍﻟﺷﻛﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻳﻭﺿﺢ ﻣﺧﺗﻠﻑ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﻌﺩ ﺍﻟﺭﺿﺎ‬

‫ﺷﻛﻝ) ‪ : (5 -2‬ﺳﻠﻭﻙ ﺷﻛﺎﻭﻱ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫ﻋﺪم اﻟﺮﺿﺎ‬

‫ﻋﺪم اﻟﺘﺼﺮف‬ ‫اﻟﺘﺼﺮف‬

‫ﺗﺼﺮف ﺧﺎص‬ ‫ﺗﺼﺮف ﻋﺎم‬

‫ﺗﺼﺮف ﻗﺎﻧﻮﱐ ﻣﻦ‬ ‫ﺗﻘﺪﱘ اﻟﺸﻜﻮى‬ ‫اﻷﻣﻞ ﰲ ﺗﺪارك‬

‫ﲢﺬﻳﺮ اﻷﻫﻞ‬ ‫اﲣﺎذ ﻗﺮار ﺑﻌﺪم‬
‫أﺟﻞ اﳊﺼﻮل‬ ‫ﻟﻠﻤﺆﺳﺴﺔ اﳋﺎﺻﺔ‬
‫واﻷﺻﺪﻗﺎء ﻣﻦ‬ ‫اﻟﺸﺮاء ﻣﻦ‬ ‫اﻟﻮﺿﻊ ﻣﻦ ﻗﺒﻞ‬
‫أو اﳌﺆﺳﺴﺎت‬
‫اﳌﻨﺘﻮج واﻟﺒﺎﺋﻊ‪.‬‬ ‫اﳌﺆﺳﺴﺔ أو‬ ‫ﻋﻠﻰ ﺗﻌﻮﻳﺾ أو‬ ‫اﳌﺆﺳﺴﺔ أو‬
‫اﻟﻌﻤﻮﻣﻴﺔ‬
‫اﳌﻘﺎﻃﻌﺔ‬ ‫ﺗﺪارك‬ ‫اﳌﻨﺘﺞ‬

‫ﺍﻟﻣﺻﺩﺭ‪ [94]. :‬ﺹ ‪.43‬‬

‫‪75‬‬

‫‪ :1-3-2-2‬ﺍﻟﺷﻛﺎﻭﻱ )‪(Complaints‬‬ ‫‪U‬‬

‫ﺇﻥ ﻋﺩﻡ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﻣﻥ ﻁﺭﻑ ﻣﺅﺳﺳﺔ ﻣﺎ ﻳﺩﻓﻌﻪ ﻧﺣﻭ ﺳﻠﻭﻛﻳﺎﺕ ﻣﺧﺗﻠﻔﺔ‬
‫ﺗﻌﺑﺭ ﻋﻥ ﻋﺩﻡ ﺭﺿﺎﻩ ﻭﻗﺩ ﺗﺄﺧﺫ ﻫﺫﻩ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺃﺑﻌﺎﺩﺍ ﻣﺧﺗﻠﻔﺔ ﻭﻣﻥ ﺑﻳﻧﻬﺎ ﺳﻠﻭﻙ ﺍﻟﺷﻛﺎﻭﻱ‪.‬‬

‫‪ -1‬ﺳﻠﻭﻙ ﺍﻟﺷﻛﺎﻭﻱ‪ :‬ﺇﻥ ﺃﻏﻠﺏ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﺗﻲ ﻗﺎﻡ ﺑﻬﺎ ﺍﻟﺑﺎﺣﺛﻭﻥ ﻓﻲ ﻣﺟﺎﻝ ﺳﻠﻭﻙ ﺍﻟﺷﻛﺎﻭﻱ ﺭﻛﺯﺕ ﻋﻠﻰ‬
‫ﺗﺻﺭﻓﺎﺕ ﺍﻟﺯﺑﻭﻥ ﺍﻟﻣﺭﺗﺑﻁﺔ ﻣﺑﺎﺷﺭﺓ ﺑﺎﻧﻁﺑﺎﻉ ﻋﺩﻡ ﺍﻟﺭﺿﺎ‪ ،‬ﻫﺫﻩ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺗﺗﺿﻣﻥ ﺷﻛﺎﻭﻱ ﻣﺑﺎﺷﺭﺓ ﺇﻟﻰ‬
‫ﻣﻧﺗﺟﻳﻥ ﻭﺑﺎﺋﻌﻲ ﺍﻟﺗﺟﺯﺋﺔ ﻭﺷﻛﺎﻭﻱ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺟﻣﻌﻳﺎﺕ ﺣﻣﺎﻳﺔ ﺍﻟﻣﺳﺗﻬﻠﻙ‪ ،‬ﻣﺣﺎﻛﻡ‪ ،‬ﻣﺅﺳﺳﺎﺕ‬
‫ﺗﻁﻭﻋﻳﺔ‪..‬ﺍﻟﺦ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺷﻛﺎﻭﻱ ﺗﺗﻣﺛﻝ ﻓﻲ ﺇﺧﺑﺎﺭ ﺍﻷﻫﻝ ﻭﺍﻷﺻﺩﻗﺎء ﻭﺍﻟﺯﻣﻼء‪...‬ﺍﻟﺦ‪ .‬ﺍﻟﻌﺩﻳﺩ ﻣﻥ‬
‫ﺍﻟﺩﺭﺍﺳﺎﺕ ﻗﺎﻣﺕ ﺑﺩﺭﺍﺳﺔ ﺍﻟﺷﻛﺎﻭﻱ ﺍﻟﺭﺳﻣﻳﺔ ﻟﻛﻥ ﺗﺻﻭﺭ ﺳﻠﻭﻙ ﺍﻟﺷﻛﺎﻭﻱ ﻛﺳﻠﻭﻙ ﺭﺳﻣﻲ ﻓﻘﻁ ﻳﻌﺗﺑﺭ‬
‫ﺗﻘﻳﻳﺩﺍ ﻭﺍﺳﻌﺎ‪ [72] . .‬ﺹ ‪42‬‬

‫ﻓﺑﺻﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻣﻥ ﺧﻼﻝ ﺍﻟﺩﺭﺍﺳﺎﺕ ﻭﺟﺩ ﺃﻥ ﻋﺩﺩ ﻗﻠﻳﻝ ﺟﺩﺍ ﻣﻥ ﺍﻟﺷﻛﺎﻭﻱ ﻗﺩ ﺗﻡ ﻓﻌﻼ ﺗﻘﺩﻳﻣﻬﺎ ﺃﻱ ﺃﻗﻝ‬
‫ﺑﻛﺛﻳﺭ ﻣﻣﺎ ﻛﺎﻥ ﻣﺗﻭﻗﻌﺎ ﻭﺫﻟﻙ ﺣﺳﺏ ﻣﺳﺗﻭﻳﺎﺕ ﻋﺩﻡ ﺍﻟﺭﺿﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺃﻥ ﺍﻷﻏﻠﺑﻳﺔ ﺍﻟﻛﺑﺭﻯ ﻣﻥ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﻻ ﻳﻘﻭﻣﻭﻥ ﺑﺎﻟﺷﻛﻭﻯ ﺃﺑﺩﺍ‪ ،‬ﻟﻬﺫﺍ ﻭﻋﻠﻰ ﺍﻟﻧﻘﻳﺽ ﻣﻥ ﺍﻟﺷﻛﺎﻭﻱ ﺍﻟﺭﺳﻣﻳﺔ ﺃﻭ ﺍﻟﻣﺑﺎﺷﺭﺓ‪ ،‬ﻓﻬﻧﺎﻙ ﺯﺑﺎﺋﻥ‬
‫ﺁﺧﺭﻳﻥ ﻳﻘﻭﻣﻭﻥ ﺑﺎﻟﺗﺻﺭﻑ ﺑﺷﻛﻝ ﻏﻳﺭ ﻣﺑﺎﺷﺭ ﺃﻭ ﻳﻘﻭﻣﻭﻥ ﺑﻧﺷﺎﻁﺎﺕ ﻣﺧﺑﺄﺓ ﻭﺗﺗﺿﻣﻥ ﻣﻘﺎﻁﻌﺔ ﺑﺎﺋﻊ‬
‫ﺍﻟﺗﺟﺯﺋﺔ‪ ،‬ﻣﻘﺎﻁﻌﺔ ﺍﻟﻣﻧﺗﻭﺝ‪ ،‬ﺍﻟﻘﻳﺎﻡ ﺑﺗﺳﻭﻳﻕ ﺳﻠﺑﻲ ) ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ(‪ [72] . .‬ﺹ ‪42‬‬

‫ﻭﻗﺩ ﺗﺭﺟﻊ ﺍﻷﺳﺑﺎﺏ ﺍﻟﺗﻲ ﺗﺅﺩﻱ ﺑﺎﻟﺯﺑﺎﺋﻥ ﺇﻟﻰ ﻋﺩﻡ ﺗﻘﺩﻳﻡ ﺍﻟﺷﻛﺎﻭﻱ ﺇﻟﻰ ﻣﺎ ﻳﻠﻲ‪ [73] . :‬ﺹ ‪2664‬‬

‫‪ -‬ﻋﺩﻡ ﺍﻟﺛﻘﺔ ﻓﻲ ﺍﻫﺗﻣﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺑﺈﺯﺍﻟﺔ ﺃﺳﺑﺎﺏ ﺍﻟﺷﻛﻭﻯ‪.‬‬

‫‪ -‬ﻋﺩﻡ ﺍﻟﻣﻌﺭﻓﺔ ﺑﻛﻳﻔﻳﺔ ﺍﻟﺗﻭﺟﻪ ﺑﺎﻟﺷﻛﻭﻯ ﺃﻭ ﺍﻟﻣﺟﻬﻭﺩ ﺍﻟﻣﻧﻔﻕ‪.‬‬

‫‪ -‬ﺳﻬﻭﻟﺔ ﺍﻟﺗﺣﻭﻝ ﺇﻟﻰ ﻣﺻﺎﺩﺭ ﺑﺩﻳﻠﺔ‪.‬‬

‫‪ -‬ﺇﺩﺭﺍﻙ ﺍﻟﻌﻣﻳﻝ ﺃﻥ ﺍﻟﺷﻛﻭﻯ ﻗﺩ ﻻ ﺗﺑﺭﺭ ﺍﻟﻭﻗﺕ ﺃﻭ ﺍﻟﻣﺟﻬﻭﺩ ﺍﻟﻣﻧﻔﻕ‪.‬‬

‫‪ -2‬ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺗﻲ ﺗﺅﺛﺭ ﻋﻠﻰ ﺳﻠﻭﻙ ﺍﻟﺷﻛﺎﻭﻱ‪:‬‬

‫ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻣﻥ ﺃﻥ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻳﺗﻔﻘﻭﻥ ﻣﻊ ﺍﻟﻣﻔﻬﻭﻡ ﺍﻟﺭﺋﻳﺳﻲ ﺑﺄﻥ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﻫﻭ ﺃﺣﺩ ﺍﻟﻣﺣﺩﺩﺍﺕ‬
‫ﺍﻷﺳﺎﺳﻳﺔ ﻟﺳﻠﻭﻙ ﺍﻟﺷﻛﻭﻯ ﺇﻻ ﺃﻥ ﺑﻌﺽ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻳﺭﻭﻥ ﺃﻥ ﻫﻧﺎﻟﻙ ﺑﻌﺽ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻷﺧﺭﻯ ﺍﻟﺗﻲ ﺗﻘﻭﺩ ﺇﻟﻰ‬
‫ﺳﻠﻭﻙ ﺍﻟﺷﻛﻭﻯ ﻭﺗﺗﻣﺛﻝ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [72] . :‬ﺹ ‪44‬‬
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‫‪ -‬ﻣﺗﻐﻳﺭﺍﺕ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑﺎﻟﺯﺑﻭﻥ‪ :‬ﺗﺗﻣﺛﻝ ﻓﻲ ﺗﻠﻙ ﺍﻟﺻﻔﺎﺕ ﺍﻟﺗﻲ ﻟﻬﺎ ﺍﺭﺗﺑﺎﻁ ﺑﺎﻟﺯﺑﻭﻥ‪ ،‬ﺗﺗﺿﻣﻥ ﺻﻔﺎﺕ‬
‫ﺍﻟﺯﺑﻭﻥ ﺍﻟﺗﻲ ﻣﻥ ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﺅﺛﺭ ﻋﻠﻰ ﻗﺭﺍﺭ ﺗﻘﺩﻳﻡ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ‪ :‬ﺧﻠﺻﺕ ﺑﻌﺽ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺃﻥ ﺍﺣﺗﻣﺎﻝ ﺗﻘﺩﻳﻡ ﺷﻛﻭﻯ ﻳﺗﻡ ﻋﻠﻰ ﺃﺳﺎﺱ‬
‫ﺍﻟﺧﺻﺎﺋﺹ‬

‫ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﺍﻟﻔﺭﺩﻳﺔ ﻟﻠﺯﺑﻭﻥ‪ ،‬ﻓﺎﻟﺫﻳﻥ ﻗﺩﻣﻭﺍ ﺷﻛﻭﻯ ﻛﺎﻧﻭﺍ ﻣﻥ ﺫﻭﻱ ﺍﻟﻭﻅﺎﺋﻑ ﺍﻟﺟﻳﺩﺓ‪،‬ﻭ ﺍﻟﺩﺧﻭﻝ‬
‫ﺍﻟﻣﺭﺗﻔﻌﺔ‪ ،‬ﻭﻣﺳﺗﻭﺍﻫﻡ ﺍﻟﻌﻠﻣﻲ ﻣﺭﺗﻔﻊ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺃﻧﻬﻡ ﺃﻗﻝ ﺳﻧﺎ ﻣﻥ ﺍﻟﺫﻳﻥ ﻻ ﻳﻘﻭﻣﻭﻥ ﺑﺷﻛﻭﻯ‪.‬‬

‫‪ -‬ﺷﺧﺻﻳﺔ ﺍﻟﺯﺑﻭﻥ‪ :‬ﺗﻠﻌﺏ ﺷﺧﺻﻳﺔ ﺍﻟﺯﺑﻭﻥ ﻭﺍﻟﺻﻔﺎﺕ ﺍﻟﺳﻳﻛﻭﻟﻭﺟﻳﺔ ﻟﻠﺯﺑﻭﻥ ﺩﻭﺭﺍ ﻣﻬﻣﺎ ﻓﻲ ﺳﻠﻭﻙ‬
‫ﺍﻟﺷﻛﻭﻯ‪،‬‬

‫ﻓﺎﻟﺯﺑﺎﺋﻥ ﻳﺧﺗﻠﻔﻭﻥ ﻣﻥ ﺣﻳﺙ ﺍﻟﺛﻘﺔ ﺑﺎﻟﻧﻔﺱ ﻭﻓﻲ ﺩﺭﺟﺎﺕ ﻋﺩﺍﺋﻬﻡ ﻭﺗﺟﺎﻭﺑﻬﻡ‪ ،‬ﻓﺎﻟﺫﻳﻥ ﻳﻘﻭﻣﻭﻥ ﺑﺎﻟﺷﻛﺎﻭﻯ ﻫﻡ‬
‫ﺃﻛﺛﺭ ﺣﺯﻣﺎ ﻭﺃﻛﺛﺭ ﺛﻘﺔ ﺑﺎﻟﻧﻔﺱ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻻ ﻳﻘﻭﻣﻭﻥ ﺑﺷﻛﻭﻯ‪.‬‬

‫‪ -‬ﺍﺗﺟﺎﻫﺎﺕ ﺍﻟﺯﺑﻭﻥ‪ :‬ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺃﻳﺩﺕ ﺩﻭﺭ ﺍﻻﺗﺟﺎﻫﺎﺕ ﻧﺣﻭ ﺍﻟﺷﻛﺎﻭﻱ ﻛﻣﻘﺩﻣﺎﺕ ﺍﻳﺟﺎﺑﻳﺔ‬
‫ﺇﻣﺎ ﻟﻧﻳﺔ‬

‫ﺍﻟﺷﻛﻭﻯ ﺃﻭ ﺍﻟﻘﻳﺎﻡ ﺑﺎﻟﺷﻛﻭﻯ ﻓﻌﻠﻳﺎ‪ ،‬ﻳﺭﻯ )‪ (Singh And Droge 1991‬ﺃﻥ ﺍﻟﺑﻌﺩ ﺍﻟﻣﻌﻳﺎﺭﻱ‬
‫) ‪ (I Should Complain‬ﻳﻌﻛﺱ ﻧﻳﺔ ﺍﻟﺯﺑﻭﻥ ﻓﻲ ﺗﺩﺍﺭﻙ )‪ (Redress‬ﺍﻟﻭﺿﻊ ﺃﻭ ﺇﺻﻼﺣﻪ‪.‬‬

‫‪ -‬ﺍﻟﺛﻘﺎﻓﺔ‪ ( Liu And Mc Clure’s ) :‬ﻭﻣﻥ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﺗﺟﺭﻳﺑﻳﺔ ﺃﻛﺩﺍ ﻋﻠﻰ ﺃﻧﻪ ﻓﻲ ﺣﺎﻟﺔ ﻋﺩﻡ‬
‫ﺍﻟﺭﺿﺎ‪،‬‬

‫ﻓﺎﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻟﺩﻳﻬﻡ ﺛﻘﺎﻓﺔ ﺟﻣﺎﻋﻳﺔ ) ﻛﻭﺭﻳﺎ ﺍﻟﺟﻧﻭﺑﻳﺔ( ﻫﻡ ﺃﻗﻝ ﻋﺭﺿﺔ ﻟﻼﻧﺧﺭﺍﻁ ﻓﻲ ﺳﻠﻭﻙ ﺍﻟﺗﺻﺭﻑ‬
‫ﻭﻟﻛﻧﻬﻡ ﺃﻛﺛﺭ ﺍﻧﺧﺭﺍﻁﺎ ﻓﻲ ﺍﻟﺳﻠﻭﻙ ﺍﻟﺧﺎﺹ ﻭﻫﺫﺍ ﻋﻛﺱ ﺃﻭﻟﺋﻙ ﺍﻟﺫﻳﻥ ﻟﺩﻳﻬﻡ ﺛﻘﺎﻓﺔ ﻓﺭﺩﻳﺔ‬
‫) ‪) (Individualism‬ﻭ‪.‬ﻡ‪.‬ﺃ(‪.‬‬

‫‪ -‬ﻣﺗﻐﻳﺭﺍﺕ ﺧﺎﺻﺔ ﺑﻣﻧﺗﻭﺝ ﻣﺣﺩﺩ‪ :‬ﻭﺍﻟﺗﻲ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑﺳﻠﻭﻙ ﺍﻟﺷﻛﻭﻯ ﻭﺗﺗﻣﺛﻝ ﻓﻲ ﻁﺑﻳﻌﺔ ﺃﻭ ﻧﻭﻉ ﺍﻟﻣﻧﺗﻭﺝ‬
‫ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﺗﻛﻠﻔﺔ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﺃﻫﻣﻳﺔ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺯﺑﻭﻥ‪ ،‬ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﻋﻥ‬
‫ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﺟﺩﻳﺔ ﻭﺩﺭﺟﺔ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﺃﻭ ﺍﻟﻣﺷﺎﻛﻝ ﺍﻟﻣﺗﺭﺗﺑﺔ ﻋﻥ ﻋﺩﻡ ﺍﻟﺭﺿﺎ‪.‬‬

‫‪ -‬ﻣﺗﻐﻳﺭﺍﺕ ﻣﺣﻳﻁ ﺍﻟﺗﺩﺍﺭﻙ‪ :‬ﺗﺗﻣﺛﻝ ﻓﻲ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﻣﺗﺣﻛﻡ ﻓﻳﻬﺎ ﺃﺳﺎﺳﺎ ﻣﻥ ﻗﺑﻝ ﺑﺎﺋﻌﻲ ﺍﻟﺗﺟﺯﺋﺔ‪ ،‬ﻓﻣﻥ ﺍﻟﻣﻬﻡ‬
‫ﻣﻼﺣﻅﺔ ﺃﻥ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻳﻣﻳﻠﻭﻥ ﺇﻟﻰ ﺗﻘﺩﻳﻡ ﺷﻛﺎﻭﻱ ﻳﻛﻭﻥ ﻟﺩﻳﻬﻡ ﺗﺻﻭﺭ ﺇﻳﺟﺎﺑﻲ ﻟﻼﺳﺗﺟﺎﺑﺔ ﻟﺷﻛﺎﻭﻳﻬﻡ‪،‬‬
‫‪77‬‬

‫ﻓﻲ ﺣﻳﻥ ﺃﻥ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻟﺩﻳﻬﻡ ﺗﺻﻭﺭ ﺳﻠﺑﻲ ﻓﺈﻧﻬﻡ ﻳﻣﻳﻠﻭﻥ ﺇﻟﻰ ﺳﻠﻭﻙ ﺧﺎﺹ ) ﺳﻠﻭﻙ ﺍﻟﻛﻠﻣﺔ ﺍﻟﺳﻠﺑﻳﺔ ﻣﻥ‬
‫ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ(‪.‬‬

‫‪ -3‬ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺷﻛﺎﻭﻱ ﺍﻟﺯﺑﺎﺋﻥ‪ :‬ﻭﻗﺩ ﺃﺷﺎﺭﺕ ) ‪ ( Zeithaml 2000‬ﺇﻟﻰ ﻣﺟﻣﻭﻋﺔ ﻣﻥ‬
‫ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺗﺩﻋﻰ ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻹﻧﻌﺎﺵ ) ‪ ( Recovery Strategies‬ﻭﻣﻧﻬﺎ‪ [73] . :‬ﺹ‬
‫‪404‬‬

‫‪ -‬ﺍﻟﻘﻳﺎﻡ ﺑﺎﻟﻌﻣﻝ ﺑﻁﺭﻳﻘﺔ ﺻﺣﻳﺣﺔ ﻣﻥ ﺍﻟﺑﺩﺍﻳﺔ‪.‬‬

‫‪ -‬ﺗﺷﺟﻳﻊ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺗﺣﻔﻳﺯﻫﻡ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺍﻟﺷﻛﺎﻭﻱ ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺗﻌﺭﺽ ﻷﻱ ﻓﺷﻝ ﻓﻲ ﻋﻣﻠﻳﺎﺕ ﺇﻧﺗﺎﺝ ﻭﺗﺳﻠﻳﻡ‬
‫ﺍﻟﺧﺩﻣﺎﺕ‪.‬‬

‫‪ -‬ﺍﻟﺗﺻﺭﻑ ﺑﺳﺭﻋﺔ ﻓﻲ ﺣﺎﻟﺔ ﻭﺭﻭﺩ ﺍﻟﺷﻛﻭﻯ‪.‬‬

‫‪ -‬ﻣﻌﺎﻣﻠﺔ ﺍﻟﺯﺑﺎﺋﻥ ﺑﻁﺭﻳﻘﺔ ﻋﺎﺩﻟﺔ‪ ،‬ﺣﻳﺙ ﻳﺗﻭﻗﻊ ﺍﻟﺯﺑﻭﻥ ﻣﻥ ﺧﻼﻝ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺷﻛﺎﻭﻳﻪ ﻣﺎ ﻳﻠﻲ‪ :‬ﺍﻟﻧﺗﻳﺟﺔ‬
‫ﺍﻟﻌﺎﺩﻟﺔ‪ ،‬ﺍﻹﺟﺭﺍءﺍﺕ ﺍﻟﻣﻧﺻﻔﺔ ﻭﺍﻟﺗﻌﺎﻣﻝ ﺍﻟﻣﻬﺫﺏ ﻭﺍﻟﻼﺋﻕ(‪.‬‬

‫‪ -‬ﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻥ ﺍﻟﺗﺟﺭﺑﺔ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﺷﻛﺎﻭﻱ‪.‬‬

‫‪ -‬ﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻥ ﺍﻟﺧﺑﺭﺓ ﺍﻟﺳﺎﺑﻘﺔ ﻓﻲ ﻣﺟﺎﻝ ﺧﺳﺎﺭﺓ ﺑﻌﺽ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻟﻡ ﺗﻧﺟﺢ ﺍﻟﻣﺅﺳﺳﺔ ﻓﻲ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ‬
‫ﺷﻛﻭﺍﻫﻡ ﺑﻁﺭﻳﻘﺔ ﺻﺣﻳﺣﺔ‪.‬‬

‫ﺇﻥ ﻫﺫﻩ ﺍﻹﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺗﺳﺎﻋﺩ ﻓﻲ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﻟﻌﻼﻗﺔ ﻁﻭﻳﻠﺔ ﺍﻷﺟﻝ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻭﺍﻻﺣﺗﻔﺎﻅ ﺑﻬﻡ ﻁﻭﻳﻼ‬
‫ﻛﻣﺎ ﻳﺳﻣﻰ ﻓﻲ ﺍﻟﺗﺳﻭﻳﻕ ﺯﺑﻭﻥ ﻣﺩﻯ ﺍﻟﺣﻳﺎﺓ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺃﻥ ﻫﺫﻩ ﺍﻹﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺗﺳﺎﻋﺩ ﻓﻲ ﺍﻟﺗﻘﻠﻳﻝ ﻣﻥ‬
‫ﺗﺣﻭﻝ ﺍﻟﺯﺑﺎﺋﻥ ﺇﻟﻰ ﺍﻟﻣﻧﺎﻓﺳﺔ‪ ،‬ﺑﺎﻋﺗﺑﺎﺭ ﺃﻥ ﺧﺳﺎﺭﺓ ﺯﺑﻭﻥ ﺗﻌﻧﻲ ﺯﺑﻭﻥ ﺁﺧﺭ ﻟﻠﻣﻧﺎﻓﺳﺔ‪.‬‬

‫‪:2-3-2-2‬ﺳﻠﻭﻙ ﺗﻐﻳﻳﺭ ﺍﻟﻌﻼﻣﺔ ) ﺍﻟﻣﺅﺳﺳﺔ( ‪(Switching):‬‬ ‫‪U‬‬

‫ﺳﻠﻭﻙ ﺗﻐﻳﻳﺭ ﺍﻟﻌﻼﻣﺔ ﻫﻭ ﺫﻟﻙ ﺍﻟﺳﻠﻭﻙ ﺍﻟﺫﻱ ﻳﻘﻭﻡ ﺑﻪ ﺍﻟﺯﺑﻭﻥ ﻋﻧﺩﻣﺎ ﻳﺗﻐﻳﺭ ﻣﺳﺗﻭﻯ ﺍﻟﺭﺿﺎ ﻟﺩﻳﻬﻡ ﻋﻥ‬
‫ﻋﻼﻣﺔ ﻣﻌﻳﻧﺔ ﺃﻭ ﻣﺅﺳﺳﺔ ﻣﺎ‪ ،‬ﻭﻳﻣﻛﻥ ﺗﻌﺭﻳﻑ ﺳﻠﻭﻙ ﺍﻟﺗﻐﻳﻳﺭ ﻫﺫﺍ ﺑﺄﻧﻪ " ﻣﺭﺣﻠﺔ ﻳﻛﻭﻥ ﻟﺩﻯ ﺍﻟﺯﺑﻭﻥ ﻭﻻء‬
‫ﻟﺩﻯ ﺧﺩﻣﺔ ﻣﺎ ﺛﻡ ﻳﻘﻭﻡ ﻳﺗﺣﻭﻝ ﺇﻟﻰ ﺧﺩﻣﺔ ﺃﺧﺭﻯ‪ ،‬ﻭﺫﻟﻙ ﻧﺗﻳﺟﺔ ﻟﻌﺩﻡ ﺍﻟﺭﺿﺎ ﺃﻭ ﻧﺗﻳﺟﺔ ﻟﻣﺷﺎﻛﻝ ﺃﺧﺭﻯ‪. .‬‬
‫]‪ [74‬ﺹ ‪72‬‬

‫ﻭﻣﻥ ﺃﺳﺑﺎﺏ ﺗﻐﻳﻳﺭ ﺍﻟﻌﻼﻣﺔ ﺃﻭ ﺧﺩﻣﺔ ﺍﻟﻣﺅﺳﺳﺔ ﻧﺫﻛﺭ ﻣﺎ ﻳﻠﻲ‪ [66] . :‬ﺹ ‪111‬‬

‫‪ -‬ﻋﺩﻡ ﺇﻅﻬﺎﺭ ﺍﻫﺗﻣﺎﻡ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺍﻟﺩﺍﺧﻠﻳﻳﻥ ﺍﻟﺫﻳﻥ ﻳﺣﺗﻠﻭﻥ ﺍﻟﻭﺍﺟﻬﺔ ﺍﻷﻣﺎﻣﻳﺔ ﺑﺎﻟﺯﺑﻭﻥ‪.‬‬
‫‪78‬‬

‫‪ -‬ﺍﺳﺗﻐﺭﺍﻕ ﻭﻗﺕ ﻁﻭﻳﻝ ﻟﻼﺳﺗﺟﺎﺑﺔ ﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺯﺑﻭﻥ ‪ -‬ﻋﺩﻡ ﺗﻭﻓﺭ ﺍﻟﻣﻧﺗﺞ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻁﻠﻭﺑﺔ‪.‬‬

‫‪ -‬ﻣﺳﺗﻭﻯ ﺍﻟﺟﻭﺩﺓ ﻣﺗﻘﺎﺭﺏ ﻣﻊ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻧﺎﻓﺳﻳﻥ ﻣﻊ ﺳﻌﺭ ﺃﻋﻠﻰ‪.‬‬

‫‪ -‬ﻋﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺷﻛﺎﻭﻯ ﺍﻟﺯﺑﺎﺋﻥ ﺑﻁﺭﻳﻘﺔ ﺗﺭﺿﻳﻬﻡ‪.‬‬

‫‪ -‬ﻅﻬﻭﺭ ﻣﺷﻛﻼﺕ ﻣﻊ ﺗﻘﻳﻳﻡ ﺍﻟﻣﻧﺗﺞ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﻣﻣﺎ ﻳﺅﺛﺭ ﻋﻠﻰ ﺳﻣﻌﺔ ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫‪ -‬ﺗﻘﺩﻳﻡ ﺍﻋﺗﺫﺍﺭﺍﺕ ﺑﺷﻛﻝ ﻣﺳﺗﻣﺭ ﺣﻭﻝ ﺍﻷﺧﻁﺎء ﺍﻟﺗﻲ ﺗﻘﻊ ﺃﺛﻧﺎء ﺗﻘﺩﻳﻡ ﺍﻟﻣﻧﺗﺞ‪.‬‬

‫‪ -‬ﺍﻧﺧﻔﺎﺽ ﺟﻭﺩﺓ ﺍﻟﻣﻧﺗﺞ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﺩﺍﺋﻣﺎ ﺣﻳﺙ ﻳﻛﻭﻥ ﻫﺩﻑ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﻣﻧﺎﻓﺳﺔ ﺑﺎﻟﺳﻌﺭ ﻋﻠﻰ‬
‫ﺣﺳﺎﺏ ﺍﻟﺟﻭﺩﺓ‪.‬‬

‫‪ :3-3-2-2‬ﺳﻠﻭﻙ ﺍﻟﻛﻠﻣﺔ ﺍﻟﺳﻠﺑﻳﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ )‪(Word Of Mouth‬‬ ‫‪U‬‬

‫ﻭﻫﻲ ﺍﻻﺳﺗﺟﺎﺑﺔ ﺍﻟﺛﺎﻟﺛﺔ ﻟﻌﺩﻡ ﺍﻟﺭﺿﺎ ﻓﺎﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﻟﻡ ﺗﻠﻘﻰ ﺍﻻﻫﺗﻣﺎﻡ ﺍﻟﻛﺑﻳﺭ ﻣﻥ ﻁﺭﻑ‬
‫ﺍﻟﺑﺎﺣﺛﻳﻥ‪ ،‬ﻓﻣﻌﻅﻣﻬﻡ ﺍﻫﺗﻣﻭﺍ ﺑﺎﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻓﻘﻁ ﻭﻟﻳﺱ ﺍﻟﺳﻠﺑﻳﺔ ﺭﻏﻡ ﺃﻧﻬﺎ ﺫﻛﺭﺕ ﻣﻥ‬
‫ﻁﺭﻑ ) ‪ (Dichter 1966‬ﻭ ) ‪ (Arndt 1968‬ﻭﻋﺎﺩﺓ ﻣﺎ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻳﻬﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻥ ﺍﻟﻬﺩﻑ ﻣﻧﻬﺎ‬
‫ﻫﻭ ﺇﻋﻼﻡ ﺍﻵﺧﺭﻳﻥ ﺑﺎﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﺟﺩﻳﺩﺓ ) ﺍﻻﺑﺗﻛﺎﺭ(‪ ،‬ﺑﺩﻻ ﻣﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺯﺑﻭﻥ ﺣﻭﻝ ﺍﻟﻣﻧﺗﺟﺎﺕ ﺍﻟﺣﺎﻟﻳﺔ‪. .‬‬
‫]‪ [75‬ﺹ ‪69‬‬

‫ﻛﻣﺎ ﻭﺿﺢ )‪ (Kotler 1991‬ﻣﻥ ﺧﻼﻝ ﻧﻘﻠﻪ ﻋﻥ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺃﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻏﻳﺭ ﺍﻟﺭﺍﺿﻳﻥ ﻋﻥ‬
‫ﻣﻧﺗﻭﺝ ﺃﻭ ﺧﺩﻣﺔ ﻣﺎ ‪ ،‬ﻳﻘﻭﻣﻭﻥ ﺑﻧﺷﺭ ﺍﻟﻛﻠﻣﺔ ﺍﻟﺳﻠﺑﻳﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﺇﻟﻰ ﺃﺣﺩ ﻋﺷﺭ ﺷﺧﺻﺎ ﻣﻥ‬
‫ﻣﻌﺎﺭﻓﻬﻡ‪ ،‬ﺑﻳﻧﻣﺎ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺭﺍﺿﻭﻥ ﻳﻣﻛﻥ ﺃﻥ ﻳﻧﺷﺭﻭﺍ ﻛﻠﻣﺔ ﺇﻳﺟﺎﺑﻳﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﺇﻟﻰ ﺛﻼﺛﺔ ﻓﻘﻁ ﻣﻥ‬
‫)‪ (Hart, Heskett And Sasser 1990‬ﺑﺄﻥ ﺃﻭﻟﺋﻙ‬ ‫ﻣﻌﺎﺭﻓﻬﻡ‪ .‬ﻭﻧﻔﺱ ﺍﻟﺷﻲء ﺫﻫﺏ ﺇﻟﻳﻪ ﻛﻝ ﻣﻥ‬
‫ﺍﻟﺫﻳﻥ ﻛﺎﻧﺕ ﻟﻬﻡ ﺗﺟﺭﺑﺔ ﻣﻊ ﺧﺩﻣﺔ ﺫﺍﺕ ﺃﺩﺍء ﺳﻲء ﻳﺧﺑﺭﻭﻥ ﺗﻘﺭﻳﺑﺎ ﺍﺣﺩ ﻋﺷﺭ ﺷﺧﺻﺎ‪ ،‬ﻓﻲ ﺣﻳﻥ ﺃﻥ ﺍﻟﺫﻳﻥ‬
‫ﻛﺎﻧﺕ ﻟﻬﻡ ﺗﺟﺭﺑﺔ ﺟﻳﺩﺓ ﻣﻊ ﺗﻠﻙ ﺍﻟﺧﺩﻣﺔ ﻓﺈﻧﻬﻡ ﻳﺧﺑﺭﻭﻥ ﻓﻘﻁ ﺳﺗﺔ ﻣﻥ ﺍﻟﻧﺎﺱ‪ [71] . .‬ﺹ ‪02‬‬
‫‪79‬‬

‫‪ :3-2‬ﻧﻣﺎﺫﺝ ﻗﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻌﻪ‬ ‫‪U‬‬

‫ﺗﺳﻌﻰ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻟﻠﺗﻌﺭﻑ ﻋﻠﻰ ﻣﺩﻯ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺗﺟﺎﻩ ﺧﺩﻣﺎﺗﻬﺎ ﻭﺃﺩﺍﺋﻬﺎ ﺑﺷﻛﻝ ﻋﺎﻡ‪ ،‬ﻭﺫﻟﻙ ﻣﻥ ﺃﺟﻝ‬
‫ﺍﻻﺳﺗﺟﺎﺑﺔ ﺍﻟﺳﺭﻳﻌﺔ ﻟﻠﺗﻐﻳﺭﺍﺕ ﻓﻲ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺣﻳﺙ ﺃﺛﺑﺗﺕ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺃﻥ ﺑﺭﺍﻣﺞ ﻗﻳﺎﺱ ﺭﺿﺎ‬
‫ﺍﻟﺯﺑﻭﻥ ﻳﻣﻛﻥ ﺃﻥ ﺗﻛﻭﻥ ﺃﺩﺍﺓ ﺗﺣﻘﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫‪ :1-3-2‬ﻧﻣﺎﺫﺝ ﻗﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﻟﻘﺩ ﻗﺩﻡ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻋﺩﺓ ﻧﻣﺎﺫﺝ ﻣﻬﻣﺔ ﻓﻲ ﻗﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ ﺍﻟﺗﻁﺭﻕ‬
‫ﺇﻟﻰ ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺗﻲ ﻻﻗﺕ ﻗﺑﻭﻻ ﻭ ﺍﻫﺗﻣﺎﻣﺎ ﻣﻥ ﻗﺑﻝ ﻣﻌﻅﻡ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻧﻣﺎﺫﺝ ﻣﺗﻁﻭﺭﺓ ﺃﺧﺭﻯ‬
‫ﺗﺧﺹ ﺑﻌﺽ ﺍﻟﺩﻭﻝ ﺍﻟﻛﺑﺭﻯ‪.‬‬

‫‪ :1-1-3-2‬ﻧﻣﻭﺫﺝ ﻛﺎﻧﻭ )‪(kano‬‬ ‫‪U‬‬

‫ﻳﻌﺗﺑﺭ ﻧﻣﻭﺫﺝ )‪ (kano‬ﺃﺣﺩ ﺃﻫﻡ ﺍﻟﻧﻣﺎﺫﺝ ﻭﺃﺷﻬﺭﻫﺎ ﻓﻲ ﻗﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﺣﺳﺏ ﻫﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﻓﺈﻥ‬
‫ﻣﺗﻁﻠﺑﺎﺕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻳﻣﻛﻥ ﺃﻥ ﺗﺻﻧﻑ ﺇﻟﻰ ﺛﻼﺙ ﺃﺻﻧﺎﻑ‪ [76] . :‬ﺹ ‪313‬‬

‫‪ -1‬ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺿﺭﻭﺭﻳﺔ ) ‪ : (Must-Be Requirements‬ﺇﺫﺍ ﻟﻡ ﺗﺗﺣﻘﻕ ﻫﺫﻩ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﻓﺈﻥ‬

‫ﺍﻟﺯﺑﻭﻥ ﺳﻭﻑ ﻳﻛﻭﻥ ﻏﻳﺭ ﺭﺍﺽ ﺗﻣﺎﻣﺎ‪ ،‬ﻭﻣﻥ ﺟﺎﻧﺏ ﺁﺧﺭ ﻳﻌﺗﺑﺭ ﺍﻟﺯﺑﻭﻥ ﻫﺫﻩ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﻭﺍﺟﺏ ﺗﺣﻘﻳﻘﻬﺎ‬
‫ﻭﺑﺎﻟﺗﺎﻟﻲ ﻋﻧﺩ ﺗﻭﻓﺭﻫﺎ ﻻ ﻳﺯﻳﺩ ﻣﻥ ﻣﺳﺗﻭﻯ ﺍﻟﺭﺿﺎ ﻟﺩﻳﻪ‪ ،‬ﻫﺫﻩ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺿﺭﻭﺭﻳﺔ ﻫﻲ ﺻﻔﺎﺕ ﺃﺳﺎﺳﻳﺔ‬
‫‪ (Not Dissatisfied‬ﻭﻻ‬ ‫ﻟﻠﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﻓﺗﺣﻘﻳﻘﻬﺎ ﺳﻭﻑ ﻳﻘﻭﺩ ﻓﻘﻁ ﺇﻟﻰ ) ﻟﻳﺱ ﻏﻳﺭ ﺭﺍﺽ ( )‬
‫ﻳﻘﻭﻡ ﺍﻟﺯﺑﻭﻥ ﺑﻁﻠﺑﻬﺎ ﺻﺭﺍﺣﺔ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﻓﻲ ﻛﻝ ﺍﻟﺣﺎﻻﺕ ﺗﻌﺗﺑﺭ ﻋﺎﻣﻝ ﻣﻧﺎﻓﺳﺔ ﺣﺎﺳﻡ ﻭﻋﺩﻡ‬
‫ﺗﺣﻘﻳﻘﻬﺎ ﻳﺟﻌﻝ ﺍﻟﺯﺑﻭﻥ ﻻ ﻳﻔﻛﺭ ﺑﺎﻟﻣﻧﺗﻭﺝ ﺇﻁﻼﻗﺎ‪.‬‬

‫‪ : (One-Demension Requirements‬ﺑﺎﻟﻧﻅﺭ ﺇﻟﻰ ﻫﺫﻩ‬ ‫‪ -2‬ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺃﺣﺎﺩﻳﺔ ﺍﻟﺑﻌﺩ )‬

‫ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﻓﺈﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻳﻛﻭﻥ ﺗﻧﺎﺳﺑﻳﺎ ﻣﻊ ﻣﺳﺗﻭﻯ ﺗﺣﻘﻳﻕ ﻫﺫﻩ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺃﻱ ﺃﻧﻪ ﻛﻠﻣﺎ ﻛﺎﻥ ﻣﺳﺗﻭﻯ‬
‫ﻫﺫﻩ ﺍﻷﺧﻳﺭﺓ ﻣﺭﺗﻔﻌﺎ ﻛﻠﻣﺎ ﻛﺎﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻛﺑﻳﺭ ﺑﺎﻟﻣﻘﺎﺑﻝ‪ ،‬ﻭﺍﻟﻌﻛﺱ ﺻﺣﻳﺢ‪ .‬ﻋﺎﺩﺓ ﻫﻛﺫﺍ ﻧﻭﻉ ﻣﻥ‬
‫ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﻳﻁﻠﺏ ﺻﺭﺍﺣﺔ ﻣﻥ ﻗﺑﻝ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ -3‬ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺟﺫﺍﺑﺔ ) ‪ : (Attractive Requirements‬ﻫﺫﻩ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﻫﻲ ﺻﻔﺎﺕ ﺍﻟﻣﻧﺗﻭﺝ‬

‫ﺍﻟﺗﻲ ﻟﻬﺎ ﺍﻟﺗﺄﺛﻳﺭ ﺍﻷﻛﺑﺭ ﻋﻠﻰ ﻛﻳﻔﻳﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻋﻧﺩﻣﺎ ﻳﻘﺩﻡ ﻟﻪ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺟﺫﺍﺑﺔ‬
‫ﻟﻳﺳﺕ ﻣﻌﺑﺭ ﻋﻧﻬﺎ ﺻﺭﺍﺣﺔ ﻭﻟﻳﺳﺕ ﻣﺗﻭﻗﻌﺔ ﺃﻳﺿﺎ ﻣﻥ ﻁﺭﻑ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﺗﺣﻘﻳﻕ ﻫﺫﻩ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﻳﻘﻭﺩ ﺇﻟﻰ‬
‫ﺃﻛﺛﺭ ﻣﻥ ﺭﺿﺎ ﺗﻧﺎﺳﺑﻲ )ﺭﺿﺎ ﻭﺳﺭﻭﺭ(‪ ،‬ﻭﻓﻲ ﺣﺎﻟﺔ ﻋﺩﻡ ﺗﻭﻓﺭﻫﺎ ﻟﻥ ﻳﻛﻭﻥ ﻫﻧﺎﻙ ﺣﺎﻟﺔ ﻋﺩﻡ ﺭﺿﺎ‪.‬‬
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‫ﻭﻳﻣﻛﻥ ﻟﻠﺯﺑﻭﻥ ﺃﻳﺿﺎ ﺃﻥ ﻳﻛﻭﻥ ﻏﻳﺭ ﻣﻛﺗﺭﺙ ) ‪ (Indifferent‬ﻟﻠﻣﺗﻁﻠﺑﺎﺕ ﺑﻣﻌﻧﻰ ﺃﻧﻪ ﻳﻛﻭﻥ ﻻ ﺭﺍﺽ ﻭﻻ‬
‫ﻏﻳﺭ ﺭﺍﺽ ﺳﻭﺍء ﺑﺗﻭﻓﺭ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺃﻭ ﻋﺩﻡ ﺗﻭﻓﺭﻫﺎ‪ ،‬ﻛﻣﺎ ﻳﻣﻛﻥ ﺇﺿﺎﻓﺔ ﺍﻟﻌﻧﺻﺭﻳﻥ ﺍﻟﺗﺎﻟﻳﻳﻥ ﺇﻟﻰ ﺍﻟﺗﺻﻧﻳﻑ‪،‬‬
‫ﺣﺎﻟﺔ ﺍﻟﻣﺷﻛﻭﻙ ﻓﻳﻪ ) ‪ (Questionable‬ﻭﻳﻛﻭﻥ ﻓﻲ ﺣﺎﻟﺔ ﻭﺟﻭﺩ ﺗﻧﺎﻗﺽ ﻓﻲ ﺇﺟﺎﺑﺗﻪ ﻋﻠﻰ ﺍﻷﺳﺋﻠﺔ‪ ،‬ﺃﻣﺎ‬
‫ﺍﻟﻌﻧﺻﺭ ﺍﻵﺧﺭ ﻓﻬﻭ ﺍﻟﻌﻛﺱ )‪ ،(Inverse‬ﻭﻳﻛﻭﻥ ﻓﻲ ﺣﺎﻟﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺣﻛﻣﻧﺎ ﺍﻟﺑﺩﻳﻬﻲ ﺣﻭﻝ ﻣﺩﻯ ﺗﺣﻘﻳﻕ‬
‫ﺃﻭ ﻋﺩﻡ ﺗﺣﻘﻳﻕ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﻛﺎﻥ ﻋﻛﺱ ﻣﺎ ﻳﺷﻌﺭ ﺑﻪ ﺍﻟﺯﺑﻭﻥ‪ [77] . .‬ﺹ ‪05‬‬

‫ﺷﻛﻝ )‪ : (6 -2‬ﻧﻣﻭﺫﺝ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ )‪(Kano‬‬

‫ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﻣﺗﻁﻠﺑﺎﺕ ﺟﺫﺍﺑﺔ‪:‬‬ ‫ﻣﺗﻁﻠﺑﺎﺕ ﺃﺣﺎﺩﻳﺔ ﺍﻟﺑﻌﺩ‬

‫‪ -‬ﻏﻳﺭ ﻣﻌﺑﺭ ﻋﻧﻬﺎ‪.‬‬ ‫‪ -‬ﻣﺣﺩﺩﺓ ﻭﻗﺎﺑﻠﺔ ﻟﻠﻘﻳﺎﺱ‪.‬‬
‫‪ -‬ﺗﺳﺑﺏ ﺍﻟﺳﻌﺎﺩﺓ‪.‬‬ ‫‪ -‬ﻣﻭﺿﺣﺔ‪.‬‬

‫ﻋﺩﻡ ﺗﺣﻘﻳﻕ‬ ‫ﺗﺣﻘﻳﻕ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ‬

‫ﺍﻟﻣﺗﻁﻠﺑﺎﺕ‬

‫ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺿﺭﻭﺭﻳﺔ‬
‫‪ -‬ﻻﺯﻣﺔ‪.‬‬
‫‪ -‬ﻏﻳﺭ ﻣﻌﺑﺭ ﻋﻧﻬﺎ‪.‬‬
‫‪ -‬ﻭﺍﺿﺣﺔ‪.‬‬
‫‪ -‬ﺑﺩﻳﻬﻳﺔ‪.‬‬
‫ﻋﺩﻡ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ [77] :‬ﺹ ‪314‬‬

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‫ﺗﺗﻣﺛﻝ ﺇﻳﺟﺎﺑﻳﺎﺕ ﺗﺻﻧﻳﻑ ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺇﻟﻰ ﻣﺎ ﻳﻠﻲ‪ [76] . :‬ﺹ ‪314‬‬

‫‪ -‬ﺗﻔﻬﻡ ﺑﺷﻛﻝ ﺃﻓﺿﻝ ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻣﻧﺗﻭﺝ‪ :‬ﻳﻣﻛﻥ ﺗﺣﺩﻳﺩ ﺻﻔﺎﺕ ﺍﻟﻣﻧﺗﻭﺝ ﺍﻟﺗﻲ ﻟﻬﺎ ﺍﻟﺗﺄﺛﻳﺭ ﺍﻷﻛﺑﺭ ﻋﻠﻰ ﺭﺿﺎ‬
‫ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻓﺗﺻﻧﻳﻑ ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﻣﻧﺗﻭﺝ ﻳﻣﻛﻥ ﺃﻥ ﺗﺳﺗﻌﻣﻝ ﻣﻥ ﺃﺟﻝ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻷﻭﻟﻭﻳﺎﺕ ﻟﺗﻁﻭﻳﺭ‬
‫ﺍﻟﻣﻧﺗﺟﺎﺕ‪ ،‬ﻓﻌﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ ﻟﻳﺱ ﻣﻥ ﺍﻟﻣﻔﻳﺩ ﺍﻻﺳﺗﺛﻣﺎﺭ ﻓﻲ ﺗﺣﺳﻳﻥ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺿﺭﻭﺭﻳﺔ ‪(Must-Be‬‬
‫)‪ Requirenment‬ﻭﺍﻟﺗﻲ ﻫﻲ ﺣﺎﻟﻳﺎ ﻓﻲ ﻣﺳﺗﻭﻯ ﻣﺭﺿﻲ‪ ،‬ﻟﻛﻥ ﻣﻥ ﺍﻷﻓﺿﻝ ﺗﺣﺳﻳﻥ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ‬
‫ﺍﻷﺣﺎﺩﻳﺔ ﺍﻟﺑﻌﺩ ﻭ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺟﺫﺍﺑﺔ ﻧﻅﺭﺍ ﻟﻠﺗﺄﺛﻳﺭ ﺍﻟﻛﺑﻳﺭ ﺍﻟﺫﻱ ﻳﻣﺎﺭﺳﺎﻧﻪ ﻋﻠﻰ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺛﻡ ﺭﺿﺎ‬
‫ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ -‬ﻳﻘﺩﻡ ﻧﻣﻭﺫﺝ ) ‪ (Kano‬ﻣﺳﺎﻋﺩﺓ ﻗﻳّﻣﺔ ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﻣﻔﺎﺿﻠﺔ ﻓﻲ ﻣﺭﺣﻠﺔ ﺗﻁﻭﻳﺭ ﺍﻟﻣﻧﺗﺟﺎﺕ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﻥ‬
‫ﻏﻳﺭ ﺍﻟﻣﻣﻛﻥ ﺗﻠﺑﻳﺔ ﻣﺗﻁﻠﺑﺎﺕ ﻣﻧﺗﻭﺟﻳﻥ ﻓﻲ ﻧﻔﺱ ﺍﻟﻭﻗﺕ ﻧﻅﺭﺍ ﻷﺳﺑﺎﺏ ﺗﻘﻧﻳﺔ ﺃﻭ ﻭﻅﻳﻔﻳﺔ‪ ،‬ﻓﻳﻣﻛﻥ ﺗﺣﺩﻳﺩ‬
‫ﺍﻟﻣﻌﻳﺎﺭ ﺍﻟﺫﻱ ﻟﻪ ﺃﻛﺑﺭ ﺗﺄﺛﻳﺭ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -‬ﺍﻛﺗﺷﺎﻑ ﻭﺗﺣﻘﻳﻕ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺟﺫﺍﺑﺔ ﺗﺧﻠﻕ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻹﻣﻛﺎﻧﻳﺎﺕ ﻣﻥ ﺃﺟﻝ ﺍﻟﺗﻣﻳﻳﺯ‬

‫)‪ ،(Differentiation‬ﻓﺎﻟﻣﻧﺗﻭﺝ ﺍﻟﺫﻱ ﻳﺭﺿﻲ ﺑﺑﺳﺎﻁﺔ‪ ،‬ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺿﺭﻭﺭﻳﺔ ﻭﺍﻷﺣﺎﺩﻳﺔ ﺍﻟﺑﻌﺩ ﺳﻳﺗﻡ‬
‫ﺍﻟﻧﻅﺭ ﺇﻟﻳﻪ ﻛﻣﺗﻭﺳﻁ ﻭﺑﺎﻟﺗﺎﻟﻲ ﺍﻟﻘﺎﺑﻠﻳﺔ ﻟﻠﺗﺑﺩﻳﻝ ﺃﻭ ﺍﻟﺗﻐﻳﻳﺭ‪.‬‬

‫ﻳﺭﻯ ) ‪ (Kano‬ﻭﺯﻣﻼﺅﻩ ﺃﻥ ﺍﻟﻣﺗﻁﻠﺑﺎﺕ ﻳﻣﻛﻥ ﺃﻥ ﺗﺻﻧﻑ ﻣﻥ ﺧﻼﻝ ﺍﺳﺗﺑﻳﺎﻥ ﻳﻘﺩﻡ ﻟﻠﺯﺑﺎﺋﻥ‪ ،‬ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻻﺳﺗﺑﻳﺎﻥ ﻛﻝ ﺳﺅﺍﻝ ﻟﻪ ﺟﺯﺋﻳﻥ‪ ،‬ﻛﻳﻑ ﺗﺷﻌﺭ ﺇﺫﺍ ﻛﺎﻧﺕ ﺗﻠﻙ ﺍﻟﺧﺎﺻﻳﺔ ﻣﺗﻭﻓﺭﺓ ﻓﻲ ﺍﻟﻣﻧﺗﻭﺝ؟ ﻭﻛﻳﻑ ﺗﺷﻌﺭ‬
‫ﺇﺫﺍ ﻟﻡ ﺗﻛﻥ ﺗﻠﻙ ﺍﻟﺧﺎﺻﻳﺔ ﻣﺗﻭﻓﺭﺓ ﻓﻲ ﺍﻟﻣﻧﺗﻭﺝ؟ ﻓﻲ ﻛﻝ ﺟﺯء ﻣﻥ ﺍﻷﺳﺋﻠﺔ ﻳﻣﻛﻥ ﻟﻠﺯﺑﻭﻥ ﺍﻹﺟﺎﺑﺔ ﻣﻥ ﺧﻼﻝ‬
‫ﺧﻣﺳﺔ ﻁﺭﻕ ﻣﺧﺗﻠﻔﺔ‪ ،‬ﻭﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻹﺟﺎﺑﺎﺕ ﻳﻣﻛﻥ ﺃﻥ ﻧﺻﻧﻑ ﺧﺻﺎﺋﺹ ﺍﻟﻣﻧﺗﻭﺝ ﺇﻟﻰ ﻭﺍﺣﺩﺓ ﻣﻥ ﺑﻳﻥ‬
‫ﺳﺗﺔ ﺃﺻﻧﺎﻑ ﻛﻣﺎ ﻳﻠﻲ‪ [77] . :‬ﺹ ‪05‬‬

‫ﻏﻳﺭ ﻣﻛﺗﺭﺙ ‪I : Indifferent‬‬ ‫ﺍﻟﺟﺫﺍﺑﺔ ‪A : Attractive‬‬

‫ﺍﻟﻌﻛﺱ ‪R : Reverse‬‬ ‫ﺍﻟﺿﺭﻭﺭﻳﺔ ‪M : Must-Be‬‬

‫ﻣﺷﻛﻭﻙ ﻓﻳﻪ ‪Q : Questionable‬‬ ‫ﺃﺣﺎﺩﻳﺔ ﺍﻟﺑﻌﺩ ‪O : One Demension‬‬

‫ﻭﺍﻟﻣﺛﺎﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ ﺫﻟﻙ ‪:‬‬

‫ﺍﻟﺳﺅﺍﻝ‪ :‬ﻛﻳﻑ ﺗﺷﻌﺭ ﺇﺫﺍ ﺣﺻﻠﺕ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺔ ﺑﺳﺭﻋﺔ ؟‬

‫ﻛﻳﻑ ﺗﺷﻌﺭ ﺇﺫﺍ ﻟﻡ ﺗﺣﺻﻝ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺔ ﺑﺳﺭﻋﺔ؟‬

‫‪82‬‬

‫ﺟﺩﻭﻝ )‪ :(2 -2‬ﻣﺛﺎﻝ ﺗﻭﺿﻳﺣﻲ ﻟﻛﻳﻔﻳﺔ ﻋﻣﻝ ﺍﻻﺳﺗﺑﻳﺎﻥ‬

‫ﺍﻟﻌﻭﺍﻣﻝ‬ ‫ﻣﺗﻁﻠﺑﺎﺕ‬
‫ﺍﻟﺳﻠﺑﻳﺔ‬ ‫ﺍﻟﺯﺑﻭﻥ‬

‫ﺃﺭﻓﺿﻪ ﺑﺷﺩﺓ‬ ‫ﺃﺭﻓﺿﻪ‬ ‫ﻣﺣﺎﻳﺩ‬ ‫ﺃﻓﺿﻠﻪ‬ ‫ﺃﻓﺿﻠﻪ ﺟﺩﺍ‬

‫‪O‬‬ ‫‪A‬‬ ‫‪A‬‬ ‫‪A‬‬ ‫‪Q‬‬ ‫ﺃﻓﺿﻠﻪ ﺟﺩﺍ‬

‫‪M‬‬ ‫‪I‬‬ ‫‪I‬‬ ‫‪I‬‬ ‫‪R‬‬ ‫ﺃﻓﺿﻠﻪ‬

‫ﺍﻟﻌﻭﺍﻣﻝ‬
‫‪M‬‬ ‫‪I‬‬ ‫‪I‬‬ ‫‪I‬‬ ‫‪R‬‬ ‫ﻣﺣﺎﻳﺩ‬ ‫ﺍﻹﻳﺟﺎﺑﻳﺔ‬

‫‪M‬‬ ‫‪I‬‬ ‫‪I‬‬ ‫‪I‬‬ ‫‪R‬‬ ‫ﺃﺭﻓﺿﻪ‬

‫‪Q‬‬ ‫‪R‬‬ ‫‪R‬‬ ‫‪R‬‬ ‫‪R‬‬ ‫ﺃﺭﻓﺿﻪ ﺑﺷﺩﺓ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ‪.‬‬

‫ﺑﻌﺩ ﺟﻣﻊ ﺍﻹﺟﺎﺑﺎﺕ ﻳﺗﻡ ﺇﺳﻘﺎﻁﻬﺎ ﻓﻲ ﺍﻟﻣﻧﺣﻧﻰ ﺛﻡ ﺍﻟﺗﻌﻠﻳﻕ ﻋﻠﻳﻪ‪.‬‬

‫‪ :2-1-3-2‬ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻣﺭﻳﻛﻲ ﻟﻘﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ )‪(ACSI‬‬ ‫‪U‬‬

‫ﺗﻡ ﺗﻁﻭﻳﺭ ﻫﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﻣﻧﺗﺻﻑ ﺍﻟﺗﺳﻌﻳﻧﺎﺕ ﻣﻥ ﻁﺭﻑ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺍﻷﻣﺭﻳﻛﻳﻳﻥ ﻓﻲ ﺗﺳﻭﻳﻕ ﺍﻟﺧﺩﻣﺎﺕ‪ ،‬ﻭﻟﻘﺩ‬
‫ﺃﺻﺑﺢ ﺣﻳﻧﻬﺎ ﺍﻷﺳﺎﺱ ﺍﻟﺫﻱ ﺍﻋﺗﻣﺩﺕ ﻋﻠﻳﻪ ﺑﻘﻳﺔ ﺍﻟﺩﻭﻝ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ ﻓﻲ ﺇﻧﺷﺎء ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﺧﺎﺹ ﺑﻬﺎ‪ ،‬ﺣﻳﺙ‬
‫ﻳﺗﻛﻭﻥ ﻫﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﻣﻥ ﺳﺗﺔ ﻋﻧﺎﺻﺭ ﺗﺗﻣﺛﻝ ﻓﻲ‪ :‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺩﺭﻛﺔ‪ ،‬ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﺍﻟﻘﻳﻣﺔ ﺍﻟﻣﺩﺭﻛﺔ‪،‬‬
‫ﺍﻟﺭﺿﺎ ﺍﻹﺟﻣﺎﻟﻲ‪ ،‬ﺷﻛﺎﻭﻱ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﺍﻟﻭﻻء ﺣﻳﺙ ﺃﻥ ﻛﻝ ﻋﺎﻣﻝ ﻣﻥ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻣﻝ ﻳﺭﺗﺑﻁ ﺑﺎﻟﻌﻭﺍﻣﻝ ﺍﻷﺧﺭﻯ‬
‫ﻣﻥ ﺧﻼﻝ ﻋﻼﻗﺔ ﺳﺑﺑﻳﺔ‪ [78] . .‬ﺹ ‪635‬‬

‫ﺣﺳﺏ ﻫﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﻛﻠﻣﺎ ﻛﺎﻧﺕ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻛﺑﻳﺭﺓ ‪ ،‬ﻛﻠﻣﺎ ﻛﺎﻧﺕ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺩﺭﻛﺔ ﻛﺑﻳﺭﺓ‪ ،‬ﻭﻋﻧﺩﻣﺎ‬
‫ﺗﻛﻭﻥ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻭﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺩﺭﻛﺔ ﻛﺑﻳﺭﻳﻥ ﻋﻧﺩﻫﺎ ﺗﻛﻭﻥ ﺍﻟﻘﻳﻣﺔ ﺍﻟﻣﺩﺭﻛﺔ ﻛﺑﻳﺭﺓ ﺣﻳﺙ ﺗﺅﺩﻱ ﺃﺧﻳﺭﺍ ﺇﻟﻰ‬
‫ﺭﺿﺎ ﻛﺑﻳﺭ ﻣﻥ ﻁﺭﻑ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻭﻓﻲ ﺍﻟﺟﺎﻧﺏ ﺍﻵﺧﺭ ﺇﺫﺍ ﻛﺎﻥ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻛﺑﻳﺭﺍ ﻓﺈﻥ ﺫﻟﻙ ﻳﻌﻧﻲ ﺍﻧﺧﻔﺎﺽ‬
‫ﻓﻲ ﺷﻛﺎﻭﻱ ﺍﻟﺯﺑﺎﺋﻥ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﺯﻳﺎﺩﺓ ﺍﻟﻭﻻء ﻟﺩﻳﻬﻡ‪ ،‬ﻓﻬﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﻳﺷﺭﺡ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺗﻧﺎﺳﺑﻳﺔ ﺍﻟﻌﻛﺳﻳﺔ ﺑﻳﻥ‬
‫ﺷﻛﺎﻭﻱ ﺍﻟﺯﺑﺎﺋﻥ ﻭﻭﻻﺋﻬﻡ‪ [78] . .‬ﺹ ‪635‬‬
‫‪83‬‬

‫ﺷﻛﻝ)‪ :(7 -2‬ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻣﺭﻳﻛﻲ ﻟﻘﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ) ‪(ACSI‬‬

‫ﺷﻜﺎوي اﻟﺰﺑﺎﺋﻦ‬ ‫اﳉﻮدة اﳌﺪرﻛﺔ‬

‫رﺿﺎ اﻟﺰﺑﻮن‬ ‫اﻟﻘﻴﻤﺔ اﳌﺪرﻛﺔ‬

‫وﻻء اﻟﺰﺑﺎﺋﻦ‬ ‫ﺗﻮﻗﻌﺎت اﻟﺰﺑﺎﺋﻦ‬

‫ﺍﻟﻣﺻﺩﺭ‪[92] :‬‬

‫ﻳﻣﻛﻥ ﻣﻥ ﺧﻼﻝ ﺍﻟﺷﻛﻝ ﻣﻼﺣﻅﺔ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺛﻼﺛﺔ ﺍﻟﺗﻲ ﺗﺳﺑﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺗﺗﻣﺛﻝ ﻓﻲ‪ [79] . :‬ﺹ‬
‫‪243‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺩﺭﻛﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻣﺣﺩﺩ ﺍﻷﻭﻝ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﺗﺗﻣﺛﻝ ﻓﻲ ﺗﻘﻳﻳﻡ ﺍﻟﺳﻭﻕ ) ﺍﻟﻣﻘﺩﻡ ﺇﻟﻳﻪ ﺍﻟﺧﺩﻣﺔ (‬
‫ﻟﺗﺟﺭﺑﺔ ﺍﻻﺳﺗﻬﻼﻙ ﺍﻷﺧﻳﺭﺓ‪ ،‬ﻭﻳﺗﻭﻗﻊ ﺃﻥ ﻳﻛﻭﻥ ﻟﻬﺎ ﺗﺄﺛﻳﺭ ﻣﺑﺎﺷﺭ ﻭﺇﻳﺟﺎﺑﻲ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ -‬ﺍﻟﻘﻳﻣﺔ ﺍﻟﻣﺩﺭﻛﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻣﺣﺩﺩ ﺍﻟﺛﺎﻧﻲ ﻟﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﺗﺗﻣﺛﻝ ﻓﻲ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﻣﺩﺭﻙ ﻟﺟﻭﺩﺓ ﺍﻟﻣﻧﺗﻭﺝ ﻧﺳﺑﺔ‬
‫ﺇﻟﻰ ﺍﻟﺳﻌﺭ ﺍﻟﻣﺩﻓﻭﻉ‪ ،‬ﺍﻟﻘﻳﻣﺔ ﺍﻟﻣﺩﺭﻛﺔ ﻫﻲ ﻗﻳﺎﺱ ﻟﻠﺟﻭﺩﺓ ﻧﺳﺑﺔ ﺇﻟﻰ ﺍﻟﺳﻌﺭ ﺍﻟﻣﺩﻓﻭﻉ ﻓﻌﻠﻰ ﺍﻟﺭﻏﻡ ﻣﻥ ﺃﻥ‬
‫ﺍﻟﺳﻌﺭ ﻳﻛﻭﻥ ﺃﺣﻳﺎﻧﺎ ﻣﻬﻣﺎ ﺟﺩﺍ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺯﺑﺎﺋﻥ ﺧﺎﺻﺔ ﻓﻲ ﻣﺭﺣﻠﺔ ﺍﻟﺷﺭﺍء ﻷﻭﻝ ﻣﺭﺓ ﺇﻻ ﺃﻥ ﻟﻪ ﺗﺄﺛﻳﺭ ﻗﻠﻳﻝ‬
‫ﻋﻠﻰ ﺍﻟﺭﺿﺎ ﻣﻥ ﺃﺟﻝ ﺇﻋﺎﺩﺓ ﺍﻟﺷﺭﺍء‪.‬‬

‫‪ -‬ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ :‬ﻭﺗﻣﺛﻝ ﺍﻟﺗﻭﻗﻌﺎﺕ ﻛﻝ ﻣﻥ ﻣﺭﺣﻠﺔ ﻣﺎ ﻗﺑﻝ ﺍﻟﺗﺟﺭﺑﺔ ﺍﻻﺳﺗﻬﻼﻛﻳﺔ ﻭﺍﻟﺗﻲ ﺗﺗﺿﻣﻥ ﺑﻌﺽ‬
‫( ﻭ ﺗﻭﻗﻌﺎﺕ ﻋﻥ ﻗﺩﺭﺓ ﺍﻟﻣﺅﺳﺳﺔ‬ ‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻏﻳﺭ ﺍﻟﻣﺟﺭﺑﺔ ﻣﺛﻝ ) ﺍﻹﺷﻬﺎﺭ‪ ،‬ﺍﻟﻛﻠﻣﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ‬
‫ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺟﻭﺩﺓ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻝ‪.‬‬
‫‪84‬‬

‫‪ :3-1-3-2‬ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻭﺭﻭﺑﻲ ﻟﻘﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ )‪(ECSI‬‬ ‫‪U‬‬

‫) ‪ (ECSI‬ﻫﻭ ﺗﺯﻭﻳﺩ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻷﻭﺭﻭﺑﻳﺔ ﻭﺍﻟﺩﻭﻝ ﺑﺄﺩﺍﺓ ﻟﺗﺷﺧﻳﺹ‬ ‫ﻛﺎﻥ ﺍﻟﻬﺩﻑ ﻣﻥ ﺗﻁﻭﻳﺭ ﻧﻣﻭﺫﺝ‬
‫ﻣﺗﺷﺎﺑﻪ ﻟﻠﻧﻣﻭﺫﺝ ﺍﻷﻣﺭﻳﻛﻲ ﺍﻟﺫﻱ ﻳﺗﻡ ﺍﺳﺗﺧﺩﺍﻣﻪ ﻣﻧﺫ ﺍﻟﺗﺳﻌﻳﻧﺎﺕ‪ ،‬ﻓﺿﻼ ﻋﻥ ﻫﺫﺍ ﺗﻁﻭﻳﺭ ﻧﻣﻭﺫﺝ ﻣﺷﺎﺑﻪ‬
‫ﻳﺳﻣﺢ ﺑﺎﻟﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﺍﻟﺩﻭﻝ ﺩﺍﺧﻝ ﺃﻭﺭﻭﺑﺎ ‪ ،‬ﻭﻟﻛﻥ ﻳﺳﻣﺢ ﺃﻳﺿﺎ ﺑﺎﻟﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﺃﻭﺭﻭﺑﺎ ﻭ ﺷﻣﺎﻝ ﺃﻣﺭﻳﻛﺎ‪. .‬‬
‫]‪ [80‬ﺹ ‪39‬‬

‫ﻧﻣﻭﺫﺝ ) ‪ (ECSI‬ﻛﺎﻥ ﻗﺩ ﻁﻭﺭ ﻭﺗﻡ ﺗﺟﺭﻳﺑﻪ ﻷﻭﻝ ﻣﺭﺓ ﺳﻧﺔ ‪1999‬ـ ﻓﻲ ﺣﻳﻥ ﻛﺎﻧﺕ ﻫﻧﺎﻙ ﺩﻭﺭﺓ ﺛﺎﻧﻳﺔ‬
‫ﻣﻥ ﺍﻟﺑﺣﻭﺙ ﺳﻧﺔ ‪ 2000‬ﺗﻡ ﺧﻼﻟﻬﺎ ﺍﻟﻘﻳﺎﻡ ﺑﺗﻌﺩﻳﻼﺕ ﻁﻔﻳﻔﺔ ﻟﺗﻧﻔﻳﺫ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﺻﻠﻲ‪ ،‬ﻭﺷﺎﺭﻛﺕ ﺍﺛﻧﺎ ﻋﺷﺭﺓ‬
‫ﺩﻭﻟﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ‪ ،‬ﺣﻳﺙ ﻛﺎﻥ ﻗﻁﺎﻉ ﺍﻻﺗﺻﺎﻻﺕ ﻣﻥ ﺑﻳﻥ ﺍﻟﺑﺣﻭﺙ ﺍﻟﺗﻲ ﺷﻣﻠﻬﺎ ﺍﻟﻧﻣﻭﺫﺝ ﻓﻲ ﺟﻣﻳﻊ‬
‫ﺍﻷﺳﻭﺍﻕ‪ .‬ﻭﻟﻘﺩ ﺗﺟﺎﻭﺏ ﺣﻭﺍﻟﻲ ‪ 250‬ﻣﻥ ﺯﺑﺎﺋﻥ ﺗﻠﻙ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻻﺳﺗﺑﻳﺎﻥ ﺍﻟﻬﺎﺗﻑ ﻭﻛﻧﺗﻳﺟﺔ ﻟﺫﻟﻙ ﻓﺈﻥ‬
‫ﺣﻭﺍﻟﻲ ‪ 55000‬ﻣﻘﺎﺑﻠﺔ ﺗﻡ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ ﻋﺎﻡ ‪ ،1999‬ﻭﺍﺷﺗﻣﻝ ﺍﻻﺳﺗﺑﻳﺎﻥ ﻋﻠﻰ ﻣﻘﻳﺎﺱ ﻣﻥ ‪ 10‬ﻧﻘﺎﻁ ‪ ،‬ﺗﻡ‬
‫ﺗﻌﺩﻳﻠﻪ ﻻﺣﻘﺎ ﻭﻓﻘﺎ ﻟﻠﻧﻣﻭﺫﺝ ﺍﻷﻣﺭﻳﻛﻲ ) ‪ (ACSI 1-100 points‬ﻟﻳﺻﺑﺢ ‪ 100‬ﻧﻘﻁﺔ ﻟﻐﺭﺽ ﺟﻌﻠﻪ‬
‫ﻣﻼﺋﻣﺎ ﻟﻠﻣﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻣﺭﻳﻛﻲ‪ [80] . .‬ﺹ ‪40‬‬

‫ﻭﺍﻟﺷﻛﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻭﺭﻭﺑﻲ ﻟﻘﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪:‬‬

‫ﺷﻛﻝ )‪ :(8 -2‬ﻧﻣﻭﺫﺝ )‪ (ECSI‬ﻟﻘﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫اﻟﺼﻮرة‬

‫اﻟﺘﻮﻗﻌﺎت‬

‫وﻻء‬ ‫رﺿﺎ‬ ‫اﻟﻘﻴﻤﺔ‬

‫ﺟﻮدة اﳌﻨﺘﻮج‬
‫اﻟﺰﺑﻮن‬ ‫اﻟﺰﺑﻮن‬ ‫اﳌﺪرﻛﺔ‬
‫اﳌﺪرﻛﺔ‬

‫ﺟﻮدة اﳋﺪﻣﺔ‬
‫اﳌﺪرﻛﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ [81] :‬ﺹ ‪.40‬‬

‫‪85‬‬

‫ﺭﻏﻡ ﺃﻥ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻣﺭﻳﻛﻲ ﻛﺎﻥ ﺍﻷﺳﺎﺱ ﺃﻭ ﺍﻟﻘﺎﻋﺩﺓ ﺍﻟﺗﻲ ﺗﻡ ﻣﻥ ﺧﻼﻟﻬﺎ ﺑﻧﺎء ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻭﺭﻭﺑﻲ ﺇﻻ ﺃﻥ‬
‫ﻫﺫﺍ ﺍﻷﺧﻳﺭ ﻳﺧﺗﻠﻑ ﻋﻥ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻭﻝ ﻓﻲ ﺍﻟﻌﻧﺎﺻﺭ ﺃﻭ ﺍﻟﻣﺗﻐﻳﺭﺍﺕ ﺍﻟﺗﺎﻟﻳﺔ‪ [80] . :‬ﺹ ‪41‬‬

‫‪ -1‬ﻓﻲ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻭﺭﻭﺑﻲ ﻣﺗﻐﻳﺭ ﺍﻟﺻﻭﺭﺓ ﻛﺎﻥ ﺿﻣﻥ ﺍﻟﻧﻣﻭﺫﺝ ﻭﺍﻟﺗﻲ ﻣﻥ ﺍﻟﻣﺗﻭﻗﻊ ﺃﻥ ﺗﺅﺛﺭ ﻋﻠﻰ ﺍﻟﻘﻳﻣﺔ‬
‫ﺍﻟﻣﺩﺭﻛﺔ‪ ،‬ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﻭﻻءﻩ‪.‬‬

‫‪ -2‬ﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺩﺭﻛﺔ ﺗﻡ ﺗﻘﺳﻳﻣﻬﺎ ﺇﻟﻰ ﻣﺗﻐﻳﺭﻳﻥ‪:‬‬

‫‪ -‬ﺟﻭﺩﺓ ﺍﻟﻣﻧﺗﻭﺝ ﻭﺗﺳﻣﻰ ) ‪ (Hardware Quality‬ﻭﺍﻟﺗﻲ ﺗﺗﻣﺛﻝ ﻓﻲ ﺍﻷﺩﺍء ﺍﻟﺫﻱ ﺗﺗﻣﻳﺯ ﺑﻪ‬
‫ﺧﺻﺎﺋﺹ ﺃﻭ ﺻﻔﺎﺕ ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪.‬‬
‫‪ -‬ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺗﺳﻣﻰ ) ‪ (Humanware Quality‬ﻭﺗﺗﻣﺛﻝ ﻓﻲ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ‬
‫ﻟﻠﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -3‬ﺷﻛﺎﻭﻱ ﺍﻟﺯﺑﺎﺋﻥ ﺗﻡ ﺗﺟﺎﻫﻠﻬﺎ ﻓﻲ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻭﺭﻭﺑﻲ ﺧﻼﻓﺎ ﻟﻠﻧﻣﻭﺫﺝ ﺍﻷﻣﺭﻳﻛﻲ‪.‬‬

‫‪ :2-3-2‬ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‬ ‫‪U‬‬

‫ﺗﺳﻌﻰ ﻛﻝ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺃﻥ ﺗﻛﻭﻥ ﻋﻠﻰ ﺍﺗﺻﺎﻝ ﺩﺍﺋﻡ ﺑﺯﺑﺎﺋﻧﻬﺎ ﻣﻥ ﺃﺟﻝ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺍﺣﺗﻳﺎﺟﺎﺗﻬﻡ ﻭ ﺗﻠﺑﻳﺗﻬﺎ‬
‫ﺧﺎﺻﺔ ﺃﻥ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺗﺗﻐﻳﺭ ﺑﺻﻭﺭﺓ ﺳﺭﻳﻌﺔ‪ ،‬ﻭﻫﺫﺍ ﻣﺎ ﺟﻌﻝ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺑﺣﺎﺟﺔ ﺇﻟﻰ ﻧﻅﺎﻡ ﻳﺿﻣﻥ‬
‫ﻟﻬﻡ ﺍﻻﺗﺻﺎﻝ ﺍﻟﺩﺍﺋﻡ ﻭﺍﻟﻣﺑﺎﺷﺭ ﻣﻊ ﺯﺑﺎﺋﻧﻬﻡ ﻭ ﻫﺫﺍ ﻣﺎ ﻳﺳﻣﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ :1-2-3-2‬ﻣﻔﻬﻭﻡ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ ‪CRM‬‬ ‫‪U‬‬

‫ﺗﺗﻣﺛﻝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ) ‪ (Customer Relationship Management‬ﻓﻲ ﺗﺑﻧﻲ‬

‫ﺍﻟﻣﺅﺳﺳﺔ ﻟﻧﻅﺎﻡ ﻳﻌﻣﻝ ﻋﻠﻰ ﺍﻻﺗﺻﺎﻝ ﻭ ﺍﻟﺗﻭﺍﺻﻝ ﺃﻛﺛﺭ ﻓﺄﻛﺛﺭ ﻣﻊ ﺯﺑﺎﺋﻧﻬﺎ‪ ،‬ﺣﻳﺙ ﺃﻥ ﻓﻛﺭﺗﻪ ﺍﻷﺳﺎﺳﻳﺔ ﺗﻘﻭﻡ‬
‫ﻋﻠﻰ ﻓﺗﺢ ﻗﻧﺎﺓ ﺣﻭﺍﺭ ﻣﺑﺎﺷﺭ ﺑﻳﻥ ﺍﻟﻣﺅﺳﺳﺔ ﻭ ﺍﻟﺯﺑﻭﻥ‪ .‬ﻛﻣﺎ ﺗﻌﺭﻑ ﺃﻳﺿﺎ ﺃﻧﻬﺎ ﺍﻟﻧﺷﺎﻁﺎﺕ ﺍﻟﻣﻭﺟﻬﺔ ﻟﻠﻣﻌﺭﻓﺔ‬
‫ﻭ ﺍﻟﺗﻔﻬﻡ ﺍﻷﺣﺳﻥ ﻟﻠﺯﺑﺎﺋﻥ ﻭﺍﻟﺗﺭﻛﻳﺯ ﺃﻳﺿﺎ ﻋﻠﻰ ﺍﻟﺗﻔﺎﻋﻝ ﻣﻌﻬﻡ ﻣﻥ ﺃﺟﻝ ﺗﺻﻣﻳﻡ ﺍﻟﻌﺭﻭﺽ ﺍﻟﻔﺭﺩﻳﺔ ﻭ‬
‫ﺍﻟﺷﺧﺻﻳﺔ ﻟﻬﻡ‪ [81] . .‬ﺹ ‪10‬‬

‫ﻭﺗﻌﺭﻑ ﺑﺄﻧﻬﺎ ﺍﻟﻧﻅﺭﺓ ﺍﻹﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺍﻟﺗﻲ ﺗﻬﺗﻡ ﺑﺧﻠﻕ ﻭﺗﺣﺳﻳﻥ ﺍﻟﻘﻳﻣﺔ ﻟﻠﻣﺅﺳﺳﺔ ﻣﻥ ﺧﻼﻝ ﺗﻁﻭﻳﺭ ﻋﻼﻗﺔ‬
‫ﻣﺭﺑﺣﺔ ﻭﻁﻭﻳﻠﺔ ﺍﻷﻣﺩ ﻭﺗﺯﻭﺩ ﺍﻟﻣﺅﺳﺳﺔ ﺑﻔﺭﺹ ﻟﺗﺣﺳﻳﻥ ﺍﺳﺗﻌﻣﺎﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻟﻔﻬﻡ ﻭﺗﻁﺑﻳﻕ‬
‫]‪ [81‬ﺹ‬ ‫ﺗﺳﻭﻳﻕ ﺍﻟﻌﻼﻗﺎﺕ ﺑﺷﻛﻝ ﺃﻓﺿﻝ‪ ،‬ﺑﻣﺎ ﻳﺗﻁﻠﺑﻪ ﺫﻟﻙ ﻣﻥ ﺗﻛﺎﻣﻝ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﻭﻏﻳﺭﻫﺎ‪. .‬‬
‫‪10‬‬
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‫ﻭﻣﻥ ﺧﻼﻝ ﻣﺎ ﺳﺑﻕ ﻳﻣﻛﻥ ﺍﺳﺗﻧﺗﺎﺝ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ ﺗﺗﻣﺛﻝ ﻓﻲ ﺗﺣﺳﻳﻥ ﻋﻣﻠﻳﺔ ﺍﻻﺗﺻﺎﻝ ﻣﻊ‬
‫ﺍﻟﺯﺑﻭﻥ ﺍﻟﺫﻱ ﻳﻣﺛﻝ ﺍﻷﺳﺎﺱ ﻓﻲ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺗﻔﺎﻋﻠﻳﺔ ﺑﻳﻥ ﺍﻟﻣﺅﺳﺳﺔ ﻭ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻧﻅﺭﺍ ﻟﻛﻭﻧﻪ ﻳﺳﻣﺢ ﺑﺎﻟﺣﺻﻭﻝ‬
‫ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﻳﻣﻛﻥ ﺃﻥ ﺗﺳﺎﻋﺩ ﻓﻲ ﻓﻬﻡ ﺍﻟﺯﺑﻭﻥ ﺑﺷﻛﻝ ﺃﻓﺿﻝ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﺗﻘﺩﻳﻡ ﻣﻧﺗﺟﺎﺕ ﻭﺧﺩﻣﺎﺕ ﺗﺅﺩﻱ‬
‫ﻓﻲ ﺍﻟﻧﻬﺎﻳﺔ ﺇﻟﻰ ﺇﺭﺿﺎءﻩ ﻭﺑﺎﻟﺗﺎﻟﻲ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻳﻪ‪.‬‬

‫ﻭﻟﻘﺩ ﻗﺎﻡ )‪ (Lovelock 2001‬ﺑﺈﻋﻁﺎء ﻫﺫﺍ ﺍﻟﻣﻔﻬﻭﻡ ﺛﻼﺙ ﺃﺑﻌﺎﺩ ﺟﺩﻳﺩﺓ ﺗﺗﻣﺛﻝ ﻓﻲ ﻣﺎ ﻳﻠﻲ‪ [82] . :‬ﺹ‬
‫‪217‬‬

‫‪ -1‬ﺇﻥ ﻁﺑﻳﻌﺔ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﺗﻧﻅﺭ ﺑﻬﺎ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺇﻟﻰ ﻋﻼﻗﺎﺗﻬﺎ ﺑﺎﻟﺯﺑﺎﺋﻥ ﻗﺩ ﺗﻐﻳﺭﺕ‪ ،‬ﻓﺗﺣﻭﻟﺕ ﻣﻥ ﻣﺟﺭﺩ‬
‫ﺍﻻﻫﺗﻣﺎﻡ ﻭﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﻋﻣﻠﻳﺔ ﺍﻟﻣﺑﺎﺩﻟﺔ ﻟﻣﺭﺓ ﻭﺍﺣﺩﺓ ﺇﻟﻰ ﺍﻻﻫﺗﻣﺎﻡ ﻭﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﻭﺟﻭﺩ ﻋﻼﻗﺔ ﺩﺍﺋﻣﺔ‬
‫ﻭﺷﺧﺻﻳﺔ ﻣﻌﻪ ﻭﺍﻹﺑﻘﺎء ﻋﻠﻳﻬﺎ ﻟﻔﺗﺭﺓ ﺯﻣﻧﻳﺔ ﻁﻭﻳﻠﺔ‪.‬‬

‫‪ -2‬ﺇﻥ ﻫﻧﺎﻙ ﺭﺅﻳﺎ ﺃﻛﺛﺭ ﺍﺗﺳﺎﻋﺎ ﻟﺗﻠﻙ ﺍﻷﺳﻭﺍﻕ ﺍﻟﺗﻲ ﺗﺗﻔﺎﻋﻝ ﻣﻌﻬﺎ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺑﺣﻳﺙ ﺃﻥ ﻫﻧﺎﻙ ﻋﺩﺩﺍ ﻣﻥ‬
‫ﺍﻷﺳﻭﺍﻕ ﺍﻟﺟﺩﻳﺩﺓ ﻻﺑﺩ ﻭﺃﻥ ﺗﻬﺗﻡ ﺑﻬﺎ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺇﺫﺍ ﺃﺭﺍﺩﺕ ﺃﻥ ﺗﻁﺑﻕ ﻣﻔﻬﻭﻡ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‬
‫ﻭﻓﻠﺳﻔﺗﻬﺎ‪ ،‬ﻭﺗﺷﻣﻝ ﻫﺫﻩ ﺍﻷﺳﻭﺍﻕ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﻣﻭﺭﺩﻳﻥ‪ ،‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺩﺍﺧﻠﻳﺔ ) ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﻣﻭﻅﻔﻳﻥ(‪..‬ﺍﻟﺦ‪.‬‬

‫‪ -3‬ﺇﻥ ﺗﺩﺭﻙ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺿﺭﻭﺭﺓ ﺧﻠﻕ ﺍﻟﺗﻛﺎﻣﻝ ﺑﻳﻥ ﺛﻼﺛﺔ ﻋﻧﺎﺻﺭ ﺃﺳﺎﺳﻳﺔ ﻭﻫﻲ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻭﺧﺩﻣﺔ‬
‫ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻭﺍﻷﻧﺷﻁﺔ ﺍﻟﺗﺳﻭﻳﻘﻳﺔ ﺍﻟﻣﺧﺗﻠﻔﺔ‪.‬ﻓﻣﻔﻬﻭﻡ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ ﻳﺗﻁﻠﺏ ﻣﻥ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺃﻥ ﺗﺟﻌﻝ‬
‫ﺗﻠﻙ ﺍﻟﻌﻧﺎﺻﺭ ﻣﺗﺳﻘﺔ ﻣﻊ ﺑﻌﺿﻬﺎ ﺍﻟﺑﻌﺽ‪ ،‬ﻭﺗﺄﺧﺫ ﺗﻭﺟﻬﺎ ﻭﺍﺣﺩﺍ ﺑﺣﻳﺙ ﻳﺿﻣﻥ ﺩﺭﺟﺎﺕ ﺃﻋﻠﻰ ﻣﻥ ﺍﻟﻣﻧﻔﻌﺔ‬
‫ﺟﺩﻭﻝ)‪ :(3 -2‬ﺍﻟﺗﺳﻭﻳﻕ ﺍﻟﻘﺩﻳﻡ ﻭ ﺍﻟﺗﺳﻭﻳﻕ ﺍﻟﺣﺩﻳﺙ‬ ‫ﻟﻛﻝ ﻣﻥ ﺍﻟﻣﺅﺳﺳﺔ ﻭﺍﻟﺯﺑﻭﻥ‪.‬‬

‫ﺍﻟﺗﺳﻭﻳﻕ ﺍﻟﺫﻱ ﻳﺭﻛﺯ ﻋﻠﻰ ﻭﺟﻭﺩﺓ ﻋﻼﻗﺎﺕ ﺩﺍﺋﻣﺔ‬ ‫ﺍﻟﺗﺳﻭﻳﻕ ﺍﻟﺫﻱ ﻳﺭﻛﺯ ﻋﻠﻰ ﺍﻟﻣﺑﺎﺩﻻﺕ ﻟﻣﺭﺓ ﻭﺍﺣﺩﺓ‬
‫‪ -‬ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﺎﺋﻥ‪.‬‬ ‫‪ -‬ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺑﻳﻊ ﻟﻣﺭﺓ ﻭﺍﺣﺩﺓ‬
‫‪ -‬ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻣﻧﺎﻓﻊ ﺍﻟﻣﺳﺗﻣﺭﺓ ﻣﻥ ﺍﻟﻣﻧﺗﺞ‪.‬‬ ‫‪ -‬ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﻣﻼﻣﺢ ﻭﺧﺻﺎﺋﺹ ﺍﻟﻣﻧﺗﺞ‬
‫‪ -‬ﺭﺅﻳﺎ ﻁﻭﻳﻠﺔ ﺍﻷﺟﻝ‪.‬‬ ‫‪ -‬ﺭﺅﻳﺎ ﻗﺻﻳﺭﺓ ﺍﻷﺟﻝ‬
‫‪ -‬ﺍﻟﺗﺭﻛﻳﺯ ﺑﺷﻛﻝ ﻛﺑﻳﺭ ﻋﻠﻰ ﺧﺩﻣﺔ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬ ‫‪ -‬ﺍﻟﺗﺭﻛﻳﺯ ﺑﺷﻛﻝ ﻣﺣﺩﻭﺩ ﻋﻠﻰ ﺧﺩﻣﺔ ﺍﻟﺯﺑﺎﺋﻥ‬
‫‪ -‬ﺩﺭﺟﺔ ﻋﺎﻟﻳﺔ ﻣﻥ ﺍﻻﻟﺗﺯﺍﻡ ﻧﺣﻭ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬ ‫‪ -‬ﺩﺭﺟﺔ ﻣﺣﺩﻭﺩﺓ ﻣﻥ ﺍﻻﻟﺗﺯﺍﻡ ﻧﺣﻭ ﺍﻟﺯﺑﺎﺋﻥ‬
‫‪ -‬ﻣﺳﺗﻭﻯ ﻋﺎﻝ ﻣﻥ ﺍﻻﺗﺻﺎﻝ ﺍﻟﻣﺑﺎﺷﺭ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬ ‫‪ -‬ﻣﺳﺗﻭﻯ ﻣﺗﻭﺳﻁ ﻣﻥ ﺍﻻﺗﺻﺎﻝ ﺑﺎﻟﺯﺑﺎﺋﻥ‬
‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﻫﻲ ﺍﻟﺷﺎﻏﻝ ﺍﻷﺳﺎﺳﻲ ﻟﻛﻝ ﻣﻥ ﻳﻌﻣﻝ‬ ‫‪ -‬ﺍﻟﺟﻭﺩﺓ ﻫﻲ ﺍﻟﺷﺎﻏﻝ ﺍﻷﺳﺎﺳﻲ ﻟﺭﺟﻝ ﺍﻹﻧﺗﺎﺝ‬
‫ﺑﺎﻟﻣﺅﺳﺳﺔ‪.‬‬
‫ﺍﻟﻣﺻﺩﺭ‪ ،[83] :‬ﺹ ‪.217‬‬
‫‪87‬‬

‫‪ :2-2-3-2‬ﺃﻫﻣﻳﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﺗﺗﻣﺛﻝ ﺃﻫﻡ ﺍﻟﻔﻭﺍﺋﺩ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺗﺣﻘﻳﻘﻬﺎ ﻣﻥ ﺧﻼﻝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﺫﻟﻙ ﺣﺳﺏ ﺑﻌﺽ ﺍﻟﺩﺭﺍﺳﺎﺕ‬
‫ﺍﻟﺗﻲ ﻗﺎﻡ ﺑﻬﺎ ﺑﻌﺽ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﺟﺎﻝ ﻓﻳﻣﺎ ﻳﻠﻲ‪ [73] . :‬ﺹ ‪405‬‬

‫‪ -1‬ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺅﺳﺳﺔ‪:‬‬

‫‪ -‬ﺗﻌﺗﺑﺭ ﺍﻟﻌﻼﻗﺎﺕ ﻁﻭﻳﻠﺔ ﺍﻷﺟﻝ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ ﺩﻓﺎﻋﻳﺔ‪ ،‬ﻓﻲ ﻅﻝ ﺃﺳﻭﺍﻕ ﻛﺛﻳﻔﺔ ﺍﻟﻣﻧﺎﻓﺳﺔ‪.‬‬

‫‪ -‬ﺗﺳﺎﻋﺩ ﺍﻟﻣﺅﺳﺳﺔ ﻋﻠﻰ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﻣﺎ ﻳﻌﺭﻑ ﺑﺎﻟﺯﺑﻭﻥ ﻣﺩﻯ ﺍﻟﺣﻳﺎﺓ‪.‬‬

‫‪ -‬ﺗﺳﺎﻋﺩ ﻋﻠﻰ ﺗﺣﻘﻳﻕ ﺃﺭﺑﺎﺡ ﻭ ﻋﺎﺋﺩﺍﺕ ﻣﺳﺗﻘﺭﺓ ﻭﻣﺳﺗﻣﺭﺓ‪.‬‬

‫‪ -‬ﺗﺣﻘﻕ ﺕ ﻣﻭﻗﻊ ﻓﻲ ﺫﻫﻥ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ -‬ﺍﻟﺗﻘﻠﻳﻝ ﻣﻥ ﺍﻟﺗﻛﺎﻟﻳﻑ ﺍﻟﺗﺳﻭﻳﻘﻳﺔ ﺧﺎﺻﺔ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﺗﺭﻭﻳﺞ ﻭﺍﻟﺗﻌﺭﻳﻑ ﺑﺎﻟﻣﺅﺳﺳﺔ ﻭﺟﻬﻭﺩ ﺟﻠﺏ ﺯﺑﺎﺋﻥ‬
‫ﺟﺩﺩ‪.‬‬

‫‪ -‬ﺗﺣﻘﻳﻕ ﺍﻟﻛﻠﻣﺔ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ‪ ،‬ﺍﻟﺗﻲ ﺗﺟﻌﻝ ﻣﻥ ﺍﻟﺯﺑﻭﻥ ﺷﺑﻛﺔ ﺗﺳﻭﻳﻕ ﻟﻠﻣﺅﺳﺳﺔ ﻭﻧﻭﻉ ﻣﻥ‬
‫ﺍﻟﺩﻋﺎﻳﺔ ﺍﻟﻣﺟﺎﻧﻳﺔ ﻟﻠﻣﺅﺳﺳﺔ ﻭﻣﻧﺗﺟﺎﺗﻬﺎ‪.‬‬

‫‪ -‬ﺗﺯﻳﺩ ﻣﻥ ﻛﻣﻳﺔ ﺍﻟﻣﺷﺗﺭﻳﺎﺕ ﻭﺣﺟﻡ ﺍﻹﻧﻔﺎﻕ ﻣﻥ ﻗﺑﻝ ﺍﻟﺯﺑﻭﻥ ﻋﻠﻰ ﻣﻧﺗﺟﺎﺕ ﺍﻟﻣﺅﺳﺳﺔ‪.‬‬

‫‪ -‬ﺗﺣﻘﻳﻕ ﺍﻟﺛﻘﺔ ﻭﺍﻻﻟﺗﺯﺍﻡ ﻭ ﺍﻟﻣﺷﺎﺭﻛﺔ ﻓﻲ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺑﻳﻥ ﺍﻟﻣﺅﺳﺳﺔ ﻭﺯﺑﺎﺋﻧﻬﺎ‪.‬‬

‫‪ -‬ﺧﻠﻕ ﻭﺑﻧﺎء ﻋﻣﻠﻳﺔ ﺍﺗﺻﺎﻝ ﺫﻭ ﺍﺗﺟﺎﻫﻳﻥ ﺑﻳﻥ ﺍﻟﻣﺅﺳﺳﺔ ﻭﺯﺑﺎﺋﻧﻬﺎ ﺗﺣﻘﻕ ﻧﻭﻋﺎ ﻣﻥ ﺍﻟﺗﻐﺫﻳﺔ ﺍﻟﻌﻛﺳﻳﺔ ﺍﻟﺗﻲ‬
‫ﺗﺳﺎﻋﺩ ﻋﻠﻰ ﺗﻁﻭﻳﺭ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ ﻭ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -2‬ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺯﺑﻭﻥ‪:‬‬

‫‪ -‬ﺍﻟﺭﺍﺣﺔ ﻭ ﺍﻟﺛﻘﺔ ﻓﻲ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﺟﻬﺔ ﺍﻟﺗﻲ ﺍﻋﺗﺎﺩ ﺍﻟﺯﺑﻭﻥ ﻋﻠﻰ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻌﻬﺎ‪.‬‬

‫‪ -‬ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﻣﻊ ﻣﻘﺩﻡ ﺍﻟﺧﺩﻣﺔ ﺗﺳﺎﻋﺩﻩ ﻋﻠﻰ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﻣﻌﺎﻣﻠﺔ ﺍﻟﺧﺎﺻﺔ ﻓﻲ ﺃﻏﻠﺏ‬
‫ﺍﻟﺣﺎﻻﺕ‪.‬‬

‫‪ -‬ﺍﻟﺗﻘﻠﻳﻝ ﻣﻥ ﺗﻛﺎﻟﻳﻑ ﺃﻭ ﺣﻭﺍﺟﺯ ﺍﻟﺗﺣﻭﻝ ) ‪ (Switching Barriers‬ﺣﻳﺙ ﻳﻌﺗﺑﺭ ) ‪ (Kennth‬ﺃﻥ‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﺑﻳﻥ ﺍﻟﻣﺅﺳﺳﺔ ﻭ ﺍﻟﺯﺑﻭﻥ ﺗﻌﺗﺑﺭ ﻣﻥ ﻣﻌﻭﻗﺎﺕ ﺍﻟﺗﻲ ﺗﺣﻭﻝ ﺩﻭﻥ ﺍﻟﺗﺣﻭﻝ ﻣﻥ ﻣﺅﺳﺳﺔ ﺇﻟﻰ ﺃﺧﺭﻯ‬
‫ﻣﻥ ﻁﺭﻑ ﺍﻟﺯﺑﻭﻥ‪.‬‬
‫‪88‬‬

‫‪ :3-2-3-2‬ﻧﻣﻭﺫﺝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‬ ‫‪U‬‬

‫]‪ [81‬ﺹ‬ ‫ﻳﺗﻣﻛﻥ ﺍﻋﺗﺑﺎﺭ ﻧﻣﻭﺫﺝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻛﻧﻅﺎﻡ ﺣﻳﺙ ﻳﺗﻛﻭﻥ ﻣﻥ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺗﺎﻟﻳﺔ ‪.‬‬
‫‪13‬‬

‫‪ -1‬ﻗﻳﺎﺩﺓ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‪ :‬ﻧﻣﻭﺫﺝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻳﺗﻁﻠﺏ ﻣﻥ ﺍﻟﻣﺅﺳﺳﺔ ﺍﺳﺗﻌﺩﺍﺩ ﺗﺎﻡ‬
‫ﻟﻼﺳﺗﻣﺭﺍﺭ ﻓﻲ ﻋﻣﻠﻳﺔ ﺍﻻﺗﺻﺎﻝ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻭﺑﻧﺎء ﻋﻼﻗﺔ ﻁﻭﻳﻠﺔ ﺍﻟﻣﺩﻯ ﻣﻌﻪ ﺗﻛﻭﻥ ﻣﺣﺩﻭﺩﺓ ﺍﻷﻫﺩﺍﻑ‬
‫ﻭﺍﻟﺷﺭﻭﻁ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺿﺭﻭﺭﺓ ﺍﻣﺗﻼﻙ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺗﻧﻅﻳﻡ ﻫﺫﻩ ﺍﻟﻌﻼﻗﺔ‪.‬‬

‫‪ -2‬ﻧﻣﺫﺟﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‪ :‬ﻭﻳﻘﺻﺩ ﺑﻬﺎ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﻧﻅﻡ ﺍﻟﺩﻋﻡ ﺍﻵﻟﻳﺔ ﻓﻲ ﺇﺩﺍﺭﺓ ﻫﺫﻩ ﺍﻟﻌﻼﻗﺔ‬
‫ﻭﺗﺳﻳﻳﺭ ﻣﻠﻔﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻣﻊ ﺍﻣﺗﻼﻙ ﺍﻟﻛﻔﺎءﺍﺕ ﺍﻟﻼﺯﻣﺔ ﻻﺳﺗﻐﻼﻝ ﺍﻟﻧﻣﻭﺫﺝ ﻓﻲ ﺗﺣﻘﻳﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻣﺳﻁﺭﺓ‪.‬‬

‫‪ -3‬ﺗﺑﺳﻳﻁ ﻋﻣﻠﻳﺎﺕ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‪ :‬ﺗﺗﻁﻠﺏ ﻋﻣﻠﻳﺔ ﺍﻟﺗﺑﺳﻳﻁ ﺗﺣﻘﻳﻕ ﻋﺩﺓ ﻣﺳﺗﻭﻳﺎﺕ ﻣﻥ ﺍﻟﺗﻭﺍﻓﻕ‬
‫ﻭﺍﻟﺗﻁﺎﺑﻕ ﺑﻳﻥ ﻣﺣﻳﻁ ﺍﻟﻌﻣﻝ ﻭﻣﺣﻳﻁ ﺍﻷﻋﻣﺎﻝ‪ ،‬ﺑﻳﻥ ﺍﻟﺑﻧﻳﺔ ﺍﻟﺗﺣﺗﻳﺔ ﻭﺍﻷﻫﺩﺍﻑ‪ ،‬ﺑﻳﻥ ﺍﻷﺳﺎﻟﻳﺏ ﻭﺍﻷﻫﺩﺍﻑ‪،‬‬
‫ﻭﺑﻳﻥ ﺍﻟﻛﻔﺎءﺍﺕ ﻭﺍﻷﻫﺩﺍﻑ‪.‬‬

‫‪ -4‬ﺍﻟﻣﺧﺭﺟﺎﺕ‪ :‬ﻋﻣﻝ ﺃﻱ ﻧﻅﺎﻡ ﻳﺟﺏ ﺃﻥ ﻳﺄﺗﻲ ﺑﻧﺗﻳﺟﺔ ﺗﻌﺭﻑ ﺑﻣﺧﺭﺟﺎﺕ ﺍﻟﻧﻅﺎﻡ ﻭﺍﻟﻧﺗﻳﺟﺔ ﺍﻟﺗﻲ ﻳﺣﻘﻘﻬﺎ‬
‫ﻧﻣﻭﺫﺝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻫﻲ ﺧﻠﻕ ﻗﻳﻣﺔ ﻟﻠﻣﺅﺳﺳﺔ ﻭﺍﻟﺯﺑﻭﻥ‪ ،‬ﺗﺣﻘﻳﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻭﻻﺋﻪ‪ ،‬ﺟﺫﺏ‬
‫ﺯﺑﺎﺋﻥ ﺟﺩﺩ‪...‬ﺍﻟﺦ‪.‬‬

‫‪ -5‬ﺗﻘﻳﻳﻡ ﻋﻣﻠﻳﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‪ :‬ﻛﺄﻱ ﻧﺷﺎﻁ ﺗﻘﻭﻡ ﺑﻪ ﺍﻟﻣﺅﺳﺳﺔ ﻋﻣﻠﻳﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‬
‫ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺗﻘﻳﻳﻡ ﻣﺩﻯ ﺗﺣﻘﻳﻘﻬﺎ ﻷﻫﺩﺍﻑ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻭﻛﺫﺍ ﺧﺿﻭﻋﻬﺎ ﻟﻌﻣﻠﻳﺔ ﻣﺭﺍﺟﻌﺔ ﻟﺿﻣﺎﻥ ﻛﻔﺎءﺓ ﺍﻟﻧﻅﺎﻡ‬
‫ﻓﻲ ﺍﺳﺗﻐﻼﻝ ﺍﻟﻭﺳﺎﺋﻝ ﻭﺻﺣﺔ ﺍﻟﻌﻣﻠﻳﺎﺕ‪.‬‬

‫‪ -6‬ﺗﺣﺳﻳﻥ ﻋﻣﻠﻳﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‪ :‬ﺗﺳﻣﺢ ﻧﺗﺎﺋﺞ ﺍﻟﺗﻘﻳﻳﻡ ﻭﺍﻟﻣﺭﺍﺟﻌﺔ ﺑﻛﺷﻑ ﻧﻘﺎﻁ ﺍﻟﺿﻌﻑ‬
‫ﻭﺍﻹﺧﺗﻼﻻﺕ ﻓﻲ ﺳﻳﺭ ﺍﻟﻌﻣﻠﻳﺔ‪ ،‬ﻭﻣﻧﻪ ﺍﻟﻘﻳﺎﻡ ﺑﻌﻣﻠﻳﺎﺕ ﺍﻟﺗﺻﺣﻳﺢ ﻭﺍﻟﻣﻌﺎﻟﺟﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ‪.‬‬

‫ﻭﺍﻟﺷﻛﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻳﻭﺿﺢ ﻧﻣﻭﺫﺝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪89‬‬

‫ﺷﻛﻝ)‪ :(9 -2‬ﻧﻣﻭﺫﺝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ‬

‫ﻗﻴﺎدة إدارة اﻟﻌﻼﻗﺔ ﻣﻊ اﻟﺰﺑﻮن‬

‫‪ -‬اﻣﺘﻼك ﻣﻨﻄﻖ ‪CRM‬‬
‫‪ -‬ﲡﺪﻳﺪ ﻋﻤﻠﻴﺔ اﻹدارة‪.‬‬
‫‪ -‬ﺗﻨﻈﻴﻢ ﻋﻤﻠﻴﺔ اﻹدارة‪.‬‬

‫ﻧﻤﺬﺟﺔ إدارة اﻟﻌﻼﻗﺔ ﻣﻊ اﻟﺰﺑﻮن‬

‫‪ -‬اﺳﺘﻌﻤﺎل أدوات ‪ ) CRM‬ﻣﻨﺎﻓﺬ اﳌﻌﻠﻮﻣﺎت واﻻﺗﺼﺎل(‪.‬‬
‫‪ -‬ﺗﺮﺷﻴﺪ ﺣﻠﻘﺔ ﺧﻠﻖ اﻟﻘﻴﻤﺔ ﻟﻠﺰﺑﻮن‪.‬‬
‫‪ -‬اﻟﺘﺪرﻳﺐ اﳌﺘﻮاﺻﻞ ﻋﻠﻰ اﺳﺘﻐﻼل اﻟﻨﻤﻮذج‪.‬‬ ‫ﺗﺤﺴﻴﻦ ﻋﻤﻠﻴﺔ إدارة اﻟﻌﻼﻗﺔ ﻣﻊ اﻟﺰﺑﻮن‬
‫‪ -‬ﲢﺴﲔ وﺗﺮﺷﻴﺪ ﺑﺮاﻣﺞ اﻟﻌﻤﻞ اﻟﻮﻇﻴﻔﻲ ) ﳕﻮذج اﻷﻋﻤﺎل‪،‬‬ ‫‪ -‬ﺗﻨﻈﻴﻢ وﲢﺴﲔ اﻟﻌﻤﻠﻴﺔ‪.‬‬
‫اﳌﻨﺘﺠﺎت‪ ،‬اﻟﺘﺴﻌﲑ‪ ،‬اﻟﺘﻮزﻳﻊ‪ ،‬اﻟﺮﺿﺎ(‪.‬‬ ‫‪ -‬ﺗﻨﻈﻴﻢ ﳎﻤﻮﻋﺎت اﻟﺘﺤﺴﲔ‪.‬‬

‫ﺗﺒﺴﻴﻂ ﻋﻤﻠﻴﺔ إدارة اﻟﻌﻼﻗﺔ ﻣﻊ اﻟﺰﺑﻮن‬

‫‪ -‬ﺗﻮﻓﲑ ﺷﺮوط اﻟﺘﺒﺴﻴﻂ وﺗﺴﻬﻴﻞ اﻟﻌﻼﻗﺔ‪.‬‬
‫ﺗﻘﻴﻴﻢ ﻋﻤﻠﻴﺔ إدارة اﻟﻌﻼﻗﺔ ﻣﻊ اﻟﺰﺑﻮن‬
‫‪ -‬إﺣﺪاث اﻟﺘﻄﺎﺑﻖ ﺑﲔ ﳏﻴﻂ اﻟﻌﻤﻞ وﳏﻴﻂ اﻷﻋﻤﺎل‪.‬‬
‫‪ -‬ﺗﻨﻈﻴﻢ ﻗﻴﺎس أداء اﻟﻌﻤﻠﻴﺔ‪.‬‬
‫‪ -‬إﺣﺪاث اﻟﺘﻄﺎﺑﻖ ﺑﲔ اﻟﺒﻴﻨﻴﺔ اﻟﺘﺤﺘﻴﺔ واﻷﻫﺪاف‪.‬‬
‫‪ -‬ﺗﻨﻈﻴﻢ وﻣﺮاﺟﻌﺔ اﻟﻌﻤﻠﻴﺔ‪.‬‬
‫‪ -‬إﺣﺪاث ﺗﻄﺎﺑﻖ ﺑﲔ اﻟﺒﻨﻴﺔ اﻷﺳﺎﻟﻴﺐ واﻷﻫﺪاف‪.‬‬
‫‪ -‬إﺣﺪاث ﺗﻄﺎﺑﻖ ﺑﲔ اﻟﻜﻔﺎءات واﻷﻫﺪاف‪.‬‬

‫ﻣﺨﺮﺟﺎت إدارة اﻟﻌﻼﻗﺔ ﻣﻊ اﻟﺰﺑﻮن‬

‫‪ -‬ﺧﻠﻖ ﻗﻴﻤﺔ ﻟﻸﻃﺮاف ) ﻣﺆﺳﺴﺔ‪ ،‬زﺑﻮن(‬
‫‪ -‬رﺿﺎ اﻟﺰﺑﻮن‪ ،‬وﻻء اﻟﺰﺑﻮن‪ ،‬ﺟﺬب زﺑﺎﺋﻦ ﺟﺪد‪..‬اﱁ(‬

‫ﺍﻟﻣﺻﺩﺭ‪،[82] :‬ﺹ ‪.12‬‬

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‫‪ :3-3-2‬ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﻭﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺗﻪ‬ ‫‪U‬‬

‫ﻳﺟﺏ ﻋﻠﻰ ﺍﻟﻣﺅﺳﺳﺔ ﺍﻟﺗﻲ ﺗﺭﻳﺩ ﺍﻟﺑﻘﺎء ﻓﻲ ﺍﻟﺳﻭﻕ ﻭ ﺗﺣﻘﻳﻕ ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ ﺃﻥ ﺗﺣﺎﻓﻅ ﻋﻠﻰ ﺯﺑﺎﺋﻧﻬﺎ‬
‫ﺍﻟﺣﺎﻟﻳﻳﻥ‪ ،‬ﻷﻥ ﺍﻷﺑﺣﺎﺙ ﺗﺷﻳﺭ ﺇﻟﻰ ﺃﻥ ﺗﻛﻠﻔﺔ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﺃﻋﻠﻰ ﺑﻛﺛﻳﺭ ﻣﻥ ﺗﻛﻠﻔﺔ ﺟﺫﺏ ﺯﺑﻭﻥ ﺟﺩﻳﺩ‬
‫ﺇﻟﻰ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻭﻻ ﻳﻛﻭﻥ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﺇﻻ ﻣﻥ ﺧﻼﻝ ﺇﺩﺍﺭﺓ ﻋﻼﻗﺎﺕ ﻁﻭﻳﻠﺔ ﺍﻷﻣﺩ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻭ ﻫﺫﺍ‬
‫ﻫﻭ ﻣﺣﻭﺭ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ‪.‬‬

‫‪ :1-3-3-2‬ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﺣﺳﺏ )‪ (Bigham 2002‬ﻓﺈﻥ ﻧﺳﺑﺔ ‪ %10‬ﻣﻥ ﺍﻷﺭﺑﺎﺡ ﺍﻟﻣﺗﺄﺗﻳﺔ ﻣﻥ ﺯﺑﻭﻥ ﻣﻌﻳﻥ ﻓﻲ ﺍﻟﺳﻧﺔ ﻳﻣﻛﻥ ﺃﻥ‬
‫ﺗﺗﺿﺎﻋﻑ ﻟﻌﺩﺓ ﻣﺭﺍﺕ ﻟﻭ ﺣﺎﻓﻅ ﻋﻠﻰ ﺗﻌﺎﻣﻠﻪ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ ﻟﻌﺩﺓ ﺳﻧﻭﺍﺕ‪ ،‬ﻓﺎﻻﻫﺗﻣﺎﻡ ﺑﺎﻟﻣﺣﺎﻓﻅﺔ ﻋﻠﻰ‬
‫ﺍﻟﺯﺑﻭﻥ ﻫﻲ ﺇﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺃﺳﺎﺳﻳﺔ ﺗﺅﺩﻱ ﺇﻟﻰ ﺯﻳﺎﺩﺓ ﺭﺑﺣﻳﺔ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻓﺗﻛﻠﻔﺔ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺯﺑﻭﻥ ﺟﺩﻳﺩ‬
‫ﺗﺳﺎﻭﻱ ﺧﻣﺳﺔ ﺃﺿﻌﺎﻑ ﺗﻛﻠﻔﺔ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﺍﻟﺣﺎﻟﻲ‪ [82] . .‬ﺹ ‪224‬‬

‫ﻭﻗﺩ ﺑﻳﻥ ﺃﺣﺩ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻣﺩﺧﻠﻳﻥ ﺃﺳﺎﺳﻳﻳﻥ ﻷﺟﻝ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﻭﻫﻲ‪ [82] . :‬ﺹ ‪225‬‬

‫‪ -‬ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺷﻛﺎﻭﻱ ﺍﻟﺯﺑﻭﻥ‪ :‬ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻳﻘﺩﻣﻭﻥ ﺷﻛﺎﻭﻱ ﺣﻭﻝ ﺧﺩﻣﺔ ﻣﺎ ﻏﺎﻟﺑﺎ ﻣﺎ ﻳﻛﻭﻧﻭﻥ ﻣﻥ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺭﺍﻏﺑﻳﻥ ﻓﻲ ﺍﺳﺗﻣﺭﺍﺭ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻭﻗﺩ ﺗﻛﻭﻥ ﻫﺫﻩ ﺍﻟﺷﻛﺎﻭﻱ ﻧﺗﻳﺟﺔ ﺧﻁﺄ ﺍﺭﺗﻛﺑﻪ‬
‫ﺍﻟﺯﺑﻭﻥ ﺃﻭ ﺧﻠﻝ ﻓﻲ ﻋﻣﻠﻳﺔ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻣﻣﺎ ﻳﺣﺗﻡ ﻋﻠﻰ ﺍﻟﻣﺅﺳﺳﺔ ﺿﺭﻭﺭﺓ ﺍﻟﺗﻌﺎﻣﻝ ﺍﻟﺷﻛﺎﻭﻱ ﻭﺗﻠﺑﻳﺔ‬
‫ﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﻭﻥ ﺗﺟﻧﺑﺎ ﻟﺧﺳﺎﺭﺗﻪ‪.‬‬

‫‪ -‬ﺿﻣﺎﻥ ﺍﻟﺧﺩﻣﺔ‪ :‬ﺇﺫ ﺇﻥ ﺿﻣﺎﻥ ﺍﻟﺧﺩﻣﺔ ﻳﺗﻣﺛﻝ ﻓﻲ ﺍﻟﺗﻌﻬﺩﺍﺕ ﺍﻟﺗﻲ ﺗﻘﺩﻣﻬﺎ ﺍﻟﻣﺅﺳﺳﺔ ﻟﻠﺯﺑﻭﻥ ﺣﻭﻝ ﺟﻭﺩﺓ‬
‫ﺍﻟﺧﺩﻣﺔ ﻷﺟﻝ ﺿﻣﺎﻥ ﺍﻟﻣﻧﺎﻓﻊ ﺍﻟﺗﻲ ﺳﻭﻑ ﻳﺣﺻﻝ ﻋﻠﻳﻬﺎ ﻫﺫﺍ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﻷﺟﻝ ﺍﺳﺗﻣﺭﺍﺭﻳﺔ ﻧﺟﺎﺡ ﻫﺫﻩ‬
‫ﺍﻟﺿﻣﺎﻧﺎﺕ ﻓﺈﻧﻪ ﻳﺟﺏ ﻋﻠﻰ ﺍﻟﻣﺅﺳﺳﺔ ﻣﺭﺍﻋﺎﺓ ﺍﻟﺷﺭﻭﻁ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫‪ -‬ﺃﻥ ﻻ ﺗﻛﻭﻥ ﺍﻟﺿﻣﺎﻧﺎﺕ ﻣﺷﺭﻭﻁﺔ ﻛﺎﻟﻣﺑﺎﻟﻐﺔ ﻓﻲ ﻭﺿﻊ ﺍﻟﺷﺭﻭﻁ ﺍﻟﺗﻌﺟﻳﺯﻳﺔ‪.‬‬

‫‪ -‬ﺃﻥ ﻳﻛﻭﻥ ﺍﻟﺿﻣﺎﻥ ﺳﻬﻝ ﺍﻟﻔﻬﻡ ﻣﻥ ﻗﺑﻝ ﺍﻟﺯﺑﻭﻥ ﻭﻭﺍﺿﺣﺎ ﻭﺩﻗﻳﻘﺎ‪.‬‬

‫‪ -‬ﺃﻥ ﻻ ﻳﻛﻭﻥ ﺍﻟﺿﻣﺎﻥ ﺻﻌﺏ ﺍﻟﺗﻧﻔﻳﺫ ﻭﻻ ﻳﺭﻫﻕ ﺍﻟﺯﺑﻭﻥ ﻋﻧﺩ ﻁﻠﺑﻪ‪.‬‬

‫‪ -‬ﺃﻥ ﻳﻛﻭﻥ ﺍﻟﺿﻣﺎﻥ ﺫﻭ ﻗﻳﻣﺔ ﻓﻌﻠﻳﺔ ﻟﻠﻣﺳﺗﻔﻳﺩ ﻭﻻ ﻳﻛﻭﻥ ﻣﺟﺭﺩ ﺣﺑﺭ ﻋﻠﻰ ﻭﺭﻕ‪.‬‬
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‫‪ :2-3-3-2‬ﺃﻫﻣﻳﺔ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﺇﻥ ﺗﻛﻠﻔﺔ ﺟﺫﺏ ﺯﺑﻭﻥ ﺟﺩﻳﺩ ﻳﺗﻡ ﺗﻘﺩﻳﺭﻫﺎ ﺑﺄﻧﻬﺎ ﺧﻣﺱ ﻣﺭﺍﺕ ﺗﻛﻠﻔﺔ ﺍﻹﺑﻘﺎء ﻋﻠﻰ ﺯﺑﻭﻥ ﻭﺍﺣﺩ ﻭﻫﻭ ﺭﺍﺽ‬
‫ﻭﺳﻌﻳﺩ‪ ،‬ﻭﻟﺳﻭء ﺍﻟﺣﻅ ﻓﺈﻥ ﻣﻌﻅﻡ ﻧﻅﺭﻳﺎﺕ ﺍﻟﺗﺳﻭﻳﻕ ﻭﻣﻣﺎﺭﺳﺎﺗﻪ ﺗﺭﺗﻛﺯ ﻋﻠﻰ ﻓﻥ ﺟﺫﺏ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺟﺩﺩ ﺑﺩﻻ‬
‫ﻣﻥ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﻣﻭﺟﻭﺩﻳﻥ ﺃﺻﻼ‪ ،‬ﻟﺫﺍ ﻓﺈﻧﻪ ﻣﻥ ﺍﻟﺳﻬﻝ ﻛﺳﺏ ﺯﺑﻭﻥ ﺟﺩﻳﺩ ﻟﻛﻥ ﻣﻥ ﺍﻟﺻﻌﺏ ﺃﻭ ﻣﻥ‬
‫ﺍﻟﻣﺳﺗﺣﻳﻝ ﺍﺳﺗﺭﺟﺎﻉ ﺯﺑﻭﻥ ﻏﺎﺩﺭ ﺍﻟﻣﺅﺳﺳﺔ‪ [81] . .‬ﺹ ‪14‬‬

‫ﺇﻥ ﻣﺩﺧﻝ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻳﻠﻔﺕ ﺍﻻﻧﺗﺑﺎﻩ ﻟﻳﺱ ﻓﻘﻁ ﻋﻠﻰ ﺃﻫﻣﻳﺔ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﺎﺋﻥ ﻭﺇﻧﻣﺎ ﺃﻳﺿﺎ ﺇﻟﻰ‬
‫ﺃﻫﻣﻳﺔ ﺍﺳﺗﻘﻁﺎﺏ ﺍﻟﺯﺑﺎﺋﻥ ﻣﻊ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺗﻁﻭﻳﺭ ﻋﻼﻗﺎﺕ ﻁﻭﻳﻠﺔ ﺍﻷﺟﻝ ﻭﺣﻣﻳﻣﻳﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‪[81] . .‬‬
‫ﺹ ‪14‬‬

‫‪ :3-3-3-2‬ﺇﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ‬ ‫‪U‬‬

‫ﻳﻣﻛﻥ ﺍﻋﺗﺑﺎﺭ ﻋﻣﻠﻳﺔ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﻷﻁﻭﻝ ﻓﺗﺭﺓ ﻣﻣﻛﻧﺔ ﺃﺣﺩ ﺃﺩﻭﺍﺕ ﺍﻟﺗﺳﻭﻳﻕ ﺑﺎﻟﻌﻼﻗﺎﺕ ﺍﻟﺗﻲ ﺗﺳﺎﻋﺩ‬
‫ﻋﻠﻰ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﻟﺯﺑﻭﻥ ﺍﻟﻣﻭﺍﻟﻲ ﺃﻭ ﻣﺎ ﻳﻌﺭﻑ ﺑﺯﺑﻭﻥ ﻣﺩﻯ ﺍﻟﺣﻳﺎﺓ ﺍﻟﺗﻲ ﻫﻲ ﺃﺣﺩ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺗﻲ ﻳﺳﻌﻰ‬
‫ﺇﻟﻳﻬﺎ ﺍﻟﺗﺳﻭﻳﻕ ﺑﺎﻟﻌﻼﻗﺎﺕ‪ .‬ﻭﻟﻘﺩ ﻗﺩﻡ )‪ (Leonard Berry And Parasuramn 1991‬ﻣﺟﻣﻭﻋﺔ‬
‫ﻣﻥ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﺗﻲ ﻣﻥ ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﻌﻣﻝ ﻋﻠﻰ ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﻭﻣﻥ ﻫﺫﻩ ﺍﻹﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ‪[73] . :‬‬
‫ﺹ ‪402‬‬

‫‪ -1‬ﺍﻟﻣﺟﻣﻭﻋﺔ ﺍﻟﻣﺎﻟﻳﺔ‪ (Financial Bunds) :‬ﺍﻟﻘﺎﺋﻣﺔ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺣﻭﺍﻓﺯ ﻣﺎﺩﻳﺔ ﻟﺗﺷﺟﻳﻌﻬﻡ ﻋﻠﻰ ﺗﻛﺭﺍﺭ‬
‫ﺍﻟﺷﺭﺍء‪ ،‬ﻭﺭﺑﻁﻬﻡ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ ﻷﻁﻭﻝ ﻓﺗﺭﺓ ﻣﻣﻛﻧﺔ‪ ،‬ﻭﻟﻛﻥ ﻣﺛﻝ ﻫﺫﻩ ﺍﻹﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺳﻬﻠﺔ ﺍﻟﺗﻘﻠﻳﺩ ﻣﻥ ﻗﺑﻝ‬
‫ﺍﻟﻣﻧﺎﻓﺳﻳﻥ‪ ،‬ﻭﺗﺄﺛﻳﺭﻫﺎ ﻗﺻﻳﺭ ﺍﻷﺟﻝ ﺷﺄﻧﻪ ﺷﺄﻥ ﻭﺳﺎﺋﻝ ﺗﻧﺷﻳﻁ ﺍﻟﻣﺑﻳﻌﺎﺕ ﺍﻷﺧﺭﻯ‪ ،‬ﻭﻻ ﺑﺩ ﺃﻥ ﺗﺗﻭﺍﻓﻕ ﻣﻊ‬
‫ﻣﺳﺗﻭﻯ ﺍﻟﺟﻭﺩﺓ ﺍﻟﻣﺩﺭﻛﺔ ﻣﻥ ﻗﺑﻝ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -2‬ﺍﻟﻣﺟﻣﻭﻋﺔ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‪ (Social Bunds ) :‬ﻭﺍﻟﻘﺎﺋﻣﺔ ﻋﻠﻰ ﺃﻫﻣﻳﺔ ﺑﻧﺎء ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﻣﻊ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﺑﺷﻛﻝ ﺷﺧﺻﻲ ﻭﻟﻳﺱ ﺍﻋﺗﺑﺎﺭﻫﻡ ﻣﺟﺭﺩ ﻭﺟﻭﻩ ﺑﺩﻭﻥ ﺃﺳﻣﺎء‪ ،‬ﻭﺇﻧﻣﺎ ﻫﻡ ﺃﺻﺩﻗﺎء ﻣﻌﺭﻭﻓﻭﻥ ﺑﺎﻟﻧﺳﺑﺔ‬
‫ﻹﺩﺍﺭﺓ ﺍﻟﻣﺅﺳﺳﺔ ﻭﺍﻟﻌﺎﻣﻠﻳﻥ ﻓﻳﻬﺎ‪ ،‬ﻣﻊ ﺍﻻﺳﺗﻣﺭﺍﺭ ﻓﻲ ﺍﻟﺗﻌﺭﻑ ﺇﻟﻰ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺣﺎﺟﺎﺗﻬﻡ ﻭﺍﻟﻌﻣﻝ ﻋﻠﻰ ﻓﻬﻣﻬﺎ‬
‫ﻭﻣﻭﺍﻛﺑﺔ ﺇﺷﺑﺎﻋﻬﺎ ﺑﺷﻛﻝ ﻳﺿﻣﻥ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -3‬ﺍﻟﻣﺟﻣﻭﻋﺔ ﺍﻟﻣﺗﻭﺍﻓﻘﺔ ﻣﻊ ﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ) ‪ (Customization Bunds‬ﻭ ﺍﻟﻣﻌﺗﻣﺩﺓ ﻋﻠﻰ ﺗﻘﺩﻳﻡ‬

‫ﺍﻟﻣﻧﺗﺞ ﺍﻟﻣﻧﺎﺳﺏ ﻟﺣﺎﺟﺎﺕ ﺍﻟﺯﺑﻭﻥ ﺑﺷﻛﻝ ﻓﺭﺩﻱ‪ ،‬ﻣﻥ ﺧﻼﻝ ﺗﻘﺩﻳﻡ ﺍﻟﺣﻠﻭﻝ ﺍﻟﺧﺎﺻﺔ ﻭﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﻛﻝ ﺯﺑﻭﻥ‪،‬‬
‫ﻭﻳﺗﻡ ﺫﻟﻙ ﻣﻥ ﺧﻼﻝ ﺗﻘﺩﻳﻡ ﺍﻟﻌﺭﻭﺽ ﺍﻟﻣﺭﻧﺔ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺗﻛﻳﻳﻔﻬﺎ ﺣﺳﺏ ﺣﺎﺟﺔ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻣﻊ ﺍﻟﺣﺭﺹ ﻋﻠﻰ‬
‫ﺗﻘﺩﻳﻡ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻌﺭﻭﺽ ﺃﻭ ﺍﻟﺑﺩﺍﺋﻝ‪.‬‬
‫‪92‬‬

‫ﻭﺗﻌﺗﻣﺩ ﻫﺫﻩ ﺍﻟﻣﺟﻣﻭﻋﺔ ﻋﻠﻰ ﺍﻟﻣﺷﺎﺭﻛﺔ ﻭﺍﻟﺗﻛﺎﻣﻝ‬ ‫‪ -4‬ﺍﻟﻣﺟﻣﻭﻋﺔ ﺍﻟﻬﻳﻛﻠﻳﺔ ) ‪(Structural Bunds‬‬
‫ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ ﺍﻟﺫﻳﻥ ﻳﺭﺗﺑﻁﻭﻥ ﻣﻊ ﺍﻟﻣﺅﺳﺳﺔ ﺑﻌﻼﻗﺎﺕ ﻁﻭﻳﻠﺔ ﺍﻷﺟﻝ‪ ،‬ﺳﻭﺍء ﻓﻲ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺃﻭ ﺍﻟﻣﻭﺍﺭﺩ ﺃﻭ‬
‫ﺍﻟﺗﻛﻧﻭﻟﻭﺟﻳﺎ‪ ،‬ﻭﺻﻭﻻ ﺇﻟﻰ ﺗﻘﺩﻳﻡ ﺍﻟﻣﻧﺗﺞ‬

‫ﺍﻟﻣﻁﻠﻭﺏ ﻣﻥ ﻗﺑﻝ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﻭﻣﺛﻝ ﻫﺫﻩ ﺍﻟﻣﺟﻣﻭﻋﺔ ﺻﻌﺑﺔ ﺍﻟﺗﻘﻠﻳﺩ ﻣﻥ ﻗﺑﻝ ﺍﻟﻣﻧﺎﻓﺳﻳﻥ ﻓﺗﺣﻘﻕ ﺍﻟﻣﺅﺳﺳﺔ ﻣﻳﺯﺓ‬
‫ﺗﻧﺎﻓﺳﻳﺔ‪.‬‬
‫‪93‬‬

‫ﺧﻼﺻﺔ ﺍﻟﻔﺻﻝ ﺍﻟﺛﺎﻧﻲ‪:‬‬ ‫‪U‬‬

‫ﺣﺎﻭﻟﻧﺎ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻔﺻﻝ ﺍﻹﻟﻣﺎﻡ ﺑﻣﻭﺿﻭﻉ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺣﻳﺙ ﺗﻁﺭﻗﻧﺎ ﺃﻭﻻ ﺇﻟﻰ ﻣﺧﺗﻠﻑ‬
‫ﺍﻟﺗﻌﺎﺭﻳﻑ ﺍﻟﺧﺎﺻﺔ ﺑﻪ ﺇﺫ ﻳﻌﺭﻑ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻋﻠﻰ ﺃﻧﻪ ﺃﺣﺳﺎﺱ ﺍﻟﺯﺑﻭﻥ ﺍﻟﻧﺎﺗﺞ ﻋﻥ ﻣﻘﺎﺭﻧﺗﻪ ﻷﺩﺍء‬
‫ﺍﻟﻣﻧﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺑﺗﻭﻗﻌﺎﺗﻪ ﺍﻟﺳﺎﺑﻘﺔ ﻧﺣﻭ ﻫﺫﺍ ﺍﻟﻣﺗﻭﺝ ﺃﻭ ﺍﻟﺧﺩﻣﺔ‪ ،‬ﻛﻣﺎ ﺗﺣﺩﺛﻧﺎ ﻋﻥ ﺃﻫﻣﻳﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫ﻭﻧﻅﺭﻳﺎﺕ ﺗﻔﺳﻳﺭﻩ ﻭﻛﻳﻑ ﺃﻥ ﺗﻔﺳﻳﺭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺩﺧﻝ ﺃﺩﺑﻳﺎﺕ ﺍﻟﺗﺳﻭﻳﻕ ﺑﻌﺩ ﺃﻥ ﻛﺎﻥ ﻳﺧﺹ ﻋﻠﻡ ﺍﻟﻧﻔﺱ‬
‫ﻓﻘﻁ ﻭﻋﻠﻣﺎء ﺍﻟﺳﻠﻭﻙ ﻓﻘﻁ‪ ،‬ﻭﻟﻌﻝ ﺃﻫﻡ ﺍﻟﻧﻅﺭﻳﺎﺕ ﺍﻟﻣﺳﺗﻌﻣﻠﺔ ﻓﻲ ﺗﻔﺳﻳﺭ ﺳﻠﻭﻙ ﺍﻟﺭﺿﺎ ﻫﻲ ﻧﻅﺭﻳﺔ ﻋﺩﻡ‬
‫ﺍﻟﻣﻁﺎﺑﻘﺔ ‪ Disconfirmation‬ﻭﺍﻟﺗﻲ ﻻﻗﺕ ﻗﺑﻭﻻ ﻣﻥ ﻁﺭﻑ ﺃﻏﻠﺏ ﺍﻟﺑﺎﺣﺛﻳﻥ‪.‬‬

‫ﻛﻣﺎ ﺗﻁﺭﻗﻧﺎ ﺛﺎﻧﻳﺎ ﺇﻟﻰ ﻣﺣﺩﺩﺍﺕ ﺍﻟﺭﺿﺎ ﺍﻟﻣﺗﻣﺛﻠﺔ ﻓﻲ ﺗﻭﻗﻌﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ )ﻣﺎ ﻳﺭﺟﻭﺍ ﺍﻟﺯﺑﺎﺋﻥ ﻣﻥ ﺍﻟﻣﻧﺗﻭﺝ‬
‫ﺃﻭ ﺍﻟﺧﺩﻣﺔ ﺃﻥ ﺗﺣﻘﻘﻪ( ﻭﺍﻷﺩﺍء ﺍﻟﻣﺩﺭﻙ )ﺭﺅﻳﺔ ﺍﻟﺯﺑﻭﻥ ﻷﺩﺍء ﺍﻟﺧﺩﻣﺔ( ﻭﺍﻟﻣﻁﺎﺑﻘﺔ )ﺍﻟﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﺍﻷﺩﺍء‬
‫ﺍﻟﻣﺩﺭﻙ ﻟﻠﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻭﺍﻟﺗﻭﻗﻌﺎﺕ( ﻛﻣﺎ ﺗﻁﺭﻗﻧﺎ ﺇﻟﻰ ﺃﻫﻡ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺣﺎﻟﺔ ﺍﻟﺭﺿﺎ ﻭﺍﻟﻣﺗﻣﺛﻠﺔ‬
‫ﻓﻲ ﻧﻳﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺷﺭﺍء‪ ،‬ﺍﻟﻛﻠﻣﺔ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﻭﺍﻟﺗﻲ ﺗﻣﺛﻝ ﺇﺷﻬﺎﺭ ﻣﺟﺎﻧﻲ ﻟﻠﻣﺅﺳﺳﺔ ﻳﻘﻭﻡ ﺑﻪ‬
‫ﺍﻟﺯﺑﻭﻥ ﺍﻟﺭﺍﺿﻲ‪ ،‬ﻭﻛﺫﻟﻙ ﺳﻠﻭﻙ ﺍﻟﻭﻻء ﺛﻡ ﺗﻁﺭﻗﻧﺎ ﺇﻟﻰ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﻣﺛﻝ‬
‫ﺍﻟﺷﻛﺎﻭﻱ‪ ،‬ﺳﻠﻭﻙ ﺗﻐﻳﻳﺭ ﺍﻟﻌﻼﻣﺔ ﻭﺳﻠﻭﻙ ﺍﻟﻛﻠﻣﺔ ﺍﻟﺳﻠﺑﻳﺔ ﻣﻥ ﺍﻟﻔﻡ ﺇﻟﻰ ﺍﻷﺫﻥ ﻭﺍﻟﺗﻲ ﺗﻛﻭﻥ ﺩﻋﺎﻳﺔ ﺳﻠﺑﻳﺔ ﻧﺣﻭ‬
‫ﺍﻟﻣﺅﺳﺳﺔ ﻳﻘﻭﻡ ﺑﻬﺎ ﺍﻟﺯﺑﻭﻥ ﻏﻳﺭ ﺍﻟﺭﺍﺿﻲ ﻋﻥ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻲ ﺗﺣﺻﻝ ﻋﻠﻳﻬﺎ‪.‬‬

‫ﻭﺃﺧﻳﺭﺍ ﺗﻁﺭﻗﻧﺎ ﺇﻟﻰ ﻧﻣﺎﺫﺝ ﻗﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻌﻪ‪ ،‬ﻭﻣﻥ ﺃﺑﺭﺯ ﺍﻟﻧﻣﺎﺫﺝ ﺍﻟﺗﻲ‬
‫‪ ،ACSI‬ﻭﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻭﺭﻭﺑﻲ‬ ‫‪ Kano‬ﻭﺍﻟﻧﻣﻭﺫﺝ ﺍﻷﻣﺭﻳﻛﻲ ﻟﻘﻳﺎﺱ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬ ‫ﻗﺩﻣﻧﺎﻫﺎ ﻧﻣﻭﺫﺝ‬
‫‪ ، ECSI‬ﻭﺗﺣﺩﺛﻧﺎ ﻋﻥ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻭﺃﻫﻣﻳﺗﻬﺎ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺅﺳﺳﺔ ﻛﻣﺎ ﺗﺣﺩﺛﻧﺎ ﺃﻳﺿﺎ ﻋﻥ ﺃﻫﻣﻳﺔ‬
‫ﺍﻻﺣﺗﻔﺎﻅ ﺑﺎﻟﺯﺑﻭﻥ ﻭﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻳﻪ‪.‬‬

‫ﻭﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﺍﻟﻔﺻﻝ ﺍﻟﺗﺎﻟﻲ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬
‫‪94‬‬

‫ﺍﻟﻔﺻﻝ ‪3‬‬

‫ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ) ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ( ﺑﺳﻁﻳﻑ‬

‫ﻣﻘﺩﻣﺔ ﺍﻟﻔﺻﻝ ﺍﻟﺛﺎﻟﺙ‬ ‫‪U‬‬

‫ﺑﻌﺩ ﺍﺳﺗﻌﺭﺍﺿﻧﺎ ﻟﻠﺟﺎﻧﺏ ﺍﻟﻧﻅﺭﻱ ﻟﻣﻭﺿﻭﻉ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻣﺧﺗﻠﻑ ﻧﻣﺎﺫﺝ ﻗﻳﺎﺳﻬﻣﺎ‪،‬‬
‫ﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻔﺻﻝ ﺗﻁﺑﻳﻕ ﺑﻌﺽ ﻣﺎ ﺟﺎء ﻓﻲ ﺍﻟﺟﺎﻧﺏ ﺍﻟﻧﻅﺭﻱ ﻋﻠﻰ ﺯﺑﺎﺋﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬
‫) ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ( ﻭﻣﻥ ﺃﺟﻝ ﺫﻟﻙ ﻗﻣﻧﺎ ﺑﺗﻘﺳﻳﻡ ﺍﻟﻔﺻﻝ ﺇﻟﻰ ﺍﻟﻣﺑﺎﺣﺙ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫‪ :1-3‬ﻧﺑﺫﺓ ﻣﺧﺗﺻﺭﺓ ﻋﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬

‫‪ :2-3‬ﻣﻧﻬﺟﻳﺔ ﺍﻟﺑﺣﺙ ﺍﻟﻣﻳﺩﺍﻧﻲ‬

‫‪ :3-3‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺎﺕ ﻭﻋﺭﺽ ﺍﻟﻧﺗﺎﺋﺞ‪.‬‬

‫‪95‬‬

‫‪ :1-3‬ﻧﺑﺫﺓ ﻋﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬ ‫‪U‬‬

‫ﻭﻋﻳﺎ ﻣﻧﻬﺎ ﺑﺎﻟﺗﺣﺩﻳﺎﺕ ﺍﻟﺗﻲ ﻳﻔﺭﺿﻬﺎ ﺍﻟﺗﻁﻭﺭ ﺍﻟﻣﺫﻫﻝ ﺍﻟﺣﺎﺻﻝ ﻓﻲ ﺗﻛﻧﻭﻟﻭﺟﻳﺎﺕ ﺍﻹﻋﻼﻡ ﻭ ﺍﻻﺗﺻﺎﻝ‪،‬‬
‫ﺑﺎﺷﺭﺕ ﺍﻟﺩﻭﻟﺔ ﺍﻟﺟﺯﺍﺋﺭﻳﺔ ﻣﻧﺫ ﺳﻧﺔ ‪ 1999‬ﺑﺈﺻﻼﺣﺎﺕ ﻋﻣﻳﻘﺔ ﻓﻲ ﻗﻁﺎﻉ ﺍﻟﺑﺭﻳﺩ ﻭ ﺍﻟﻣﻭﺍﺻﻼﺕ‪ .‬ﻭ ﻗﺩ‬
‫ﺗﺟﺳﺩﺕ ﻫﺫﻩ ﺍﻹﺻﻼﺣﺎﺕ ﻓﻲ ﺳﻥ ﻗﺎﻧﻭﻥ ﺟﺩﻳﺩ ﻟﻠﻘﻁﺎﻉ ﻓﻲ ﺷﻬﺭ ﺃﻭﺕ ‪.2000‬‬

‫‪ :1-1-3‬ﺗﺄﺳﻳﺱ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﺃﻫﺩﺍﻓﻬﺎ‬ ‫‪U‬‬

‫ﺳﻧﺗﻧﺎﻭﻝ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ ﺇﻟﻰ ﺗﺄﺳﻳﺱ ﻣﺅﺳﺳﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺭ ﻭ ﺃﻫﻡ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺗﻲ ﻭﺿﻌﺕ ﻣﻥ ﺃﺟﻝ‬
‫ﺗﻁﻭﻳﺭ ﻫﺫﻩ ﺍﻟﻣﺅﺳﺳﺔ‪[93] .‬‬

‫‪ :1-1-1-3‬ﺍﻹﻁﺎﺭ ﺍﻟﻘﺎﻧﻭﻧﻲ‪ :‬ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‪ ،‬ﻣﺅﺳﺳﺔ ﻋﻣﻭﻣﻳﺔ ﺫﺍﺕ ﺃﺳﻬﻡ ‪ Spa‬ﺗﻧﺷﻁ ﻓﻲ ﺳﻭﻕ‬
‫ﺍﻟﺷﺑﻛﺔ ﻭﺧﺩﻣﺎﺕ ﺍﻻﺗﺻﺎﻻﺕ ﺍﻟﺳﻠﻛﻳﺔ ﻭﺍﻟﻼﺳﻠﻛﻳﺔ ﺑﺎﻟﺟﺯﺍﺋﺭ‪.‬‬

‫ﺗﺄﺳﺳﺕ ﻭﻓﻕ ﻗﺎﻧﻭﻥ ‪ 2000/03‬ﺍﻟﻣﺅﺭﺥ ﻓﻲ ‪ 05‬ﺃﻏﺳﻁﺱ ﺃﻭﺕ ﺳﻧﺔ ‪ ،2000‬ﺍﻟﻣﺣﺩﺩ ﻟﻠﻘﻭﺍﻋﺩ ﺍﻟﻌﺎﻣﺔ‬
‫)‪ (Cnep‬ﺑﺗﺎﺭﻳﺦ ‪01‬‬ ‫ﻟﻠﺑﺭﻳﺩ ﻭ ﺍﻟﻣﻭﺍﺻﻼﺕ‪ ،‬ﻓﺿﻼ ﻋﻥ ﻗﺭﺍﺭ ﺍﻟﻣﺟﻠﺱ ﺍﻟﻭﻁﻧﻲ ﻟﻣﺳﺎﻫﻣﺎﺕ ﺍﻟﺩﻭﻟﺔ‬
‫ﻣﺎﺭﺱ ‪ 2001‬ﺍﻟﺫﻱ ﻧﺹ ﻋﻠﻰ ﺇﻧﺷﺎء ﻣﺅﺳﺳﺔ ﻋﻣﻭﻣﻳﺔ ﺍﻗﺗﺻﺎﺩﻳﺔ ﺃﻁﻠﻕ ﻋﻠﻳﻬﺎ ﺍﺳﻡ " ﺍﺗﺻﺎﻻﺕ‬
‫ﺍﻟﺟﺯﺍﺋﺭ"‪.‬‬

‫ﻭﻓﻕ ﻫﺫﺍ ﺍﻟﻣﺭﺳﻭﻡ ﺍﻟﺫﻱ ﺣﺩﺩ ﻧﻅﺎﻡ ﻣﺅﺳﺳﺔ ﻋﻣﻭﻣﻳﺔ ﺍﻗﺗﺻﺎﺩﻳﺔ ﺗﺣﺕ ﺻﻳﻐﺔ ﻗﺎﻧﻭﻧﻳﺔ ﻟﻣﺅﺳﺳﺔ ﺫﺍﺕ ﺃﺳﻬﻡ‬
‫ﺑﺭﺃﺳﻣﺎﻝ ﻣﻘﺩﺭ ﺏ ‪ 50.000.000.000‬ﺩﻳﻧﺎﺭﺍ ﺟﺯﺍﺋﺭﻳﺎ ﻭﺍﻟﻣﺳﺟﻠﺔ ﻓﻲ ﻣﺭﻛﺯ ﺍﻟﺳﺟﻝ ﺍﻟﺗﺟﺎﺭﻱ ﻳﻭﻡ‬
‫‪ 11‬ﻣﺎﻱ ‪ 2002‬ﺗﺣﺕ ﺭﻗﻡ ‪.02B 0018083‬‬
‫‪T‬‬ ‫‪2‬‬

‫ﻭﻓﻲ ﺇﻁﺎﺭ ﺗﻌﺯﻳﺯ ﻭﺗﻧﻭﻳﻊ ﻧﺷﺎﻁﺎﺗﻬﺎ ﻗﺎﻣﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻭﺿﻊ ﺧﻁﺔ ﻣﺣﻛﻣﺔ ﻣﻥ ﺃﺟﻝ ﺧﻠﻕ ﻓﺭﻭﻉ‬
‫ﻟﻬﺎ ﻣﺧﺗﺻﺔ‪ ،‬ﺗﺳﺎﻳﺭ ﺍﻟﺗﻁﻭﺭﺍﺕ ﺍﻟﺣﺎﺻﻠﺔ ﻓﻲ ﻣﺟﺎﻝ ﺍﻻﺗﺻﺎﻻﺕ ﺍﻟﺳﻠﻛﻳﺔ ﻭ ﺍﻟﻼﺳﻠﻛﻳﺔ‪ ،‬ﺃﻳﻥ ﺗﻡ ﺧﻠﻕ ﻓﺭﻉ‬
‫ﻣﺧﺗﺹ ﻓﻲ ﺍﻟﻬﺎﺗﻑ ﺍﻟﻧﻘﺎﻝ ﻭﻓﺭﻉ ﺁﺧﺭ ﻣﺧﺗﺹ ﻓﻲ ﺍﻻﺗﺻﺎﻻﺕ ﺍﻟﻔﺿﺎﺋﻳﺔ ﻣﻣﺎ ﺃﺩﻯ ﺇﻟﻰ ﺗﺣﻭﻟﻬﺎ ﺇﻟﻰ ﻣﺟﻣﻊ‬
‫ﺗﺳﻳﺭ ﻓﺭﻭﻋﻬﺎ ﻭﻫﻡ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ‪:‬‬

‫‪ -‬ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻟﻠﻬﺎﺗﻑ ﺍﻟﻧﻘﺎﻝ ﻣﻭﺑﻳﻠﻳﺱ‪ :‬ﻣﺅﺳﺳﺔ ﺫﺍﺕ ﺃﺳﻬﻡ ﺑﺭﺃﺱ ﻣﺎﻝ ﺍﺟﺗﻣﺎﻋﻲ‬
‫‪ 100.000.000‬ﺩﻳﻧﺎﺭ ﺟﺯﺍﺋﺭﻱ ﻣﺧﺗﺻﺔ ﻓﻲ ﺍﻟﻬﺎﺗﻑ ﺍﻟﻘﺎﻝ‪.‬‬

‫‪ -‬ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺍﻟﻔﺿﺎﺋﻳﺔ ‪ :ATS‬ﻣﺅﺳﺳﺔ ﺫﺍﺕ ﺃﺳﻬﻡ ﺑﺭﺃﺱ ﻣﺎﻝ ﺍﺟﺗﻣﺎﻋﻲ ‪1000.000.000‬‬
‫ﺩﻳﻧﺎﺭ ﺟﺯﺍﺋﺭﻱ ﻣﺧﺗﺻﺔ ﻓﻲ ﺷﺑﻛﺔ ﺍﻟﺳﺎﺗﻝ‪.‬‬
‫‪96‬‬

‫‪ :2-1-1-3‬ﺃﻫﺩﺍﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬

‫ﺳﻁﺭﺕ ﺇﺩﺍﺭﺓ ﻣﺟﻣﻊ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻓﻲ ﺑﺭﻧﺎﻣﺟﻬﺎ ﻣﻧﺫ ﺍﻟﺑﺩﺍﻳﺔ ﺛﻼﺙ ﺃﻫﺩﺍﻑ ﺃﺳﺎﺳﻳﺔ ﺗﻘﻭﻡ ﻋﻠﻳﻬﺎ‬
‫ﺍﻟﻣﺅﺳﺳﺔ ﻭﻫﻲ‪:‬‬

‫‪ -‬ﺍﻟﺟﻭﺩﺓ‬

‫‪ -‬ﺍﻟﻔﻌﺎﻟﻳﺔ‬

‫‪ -‬ﻧﻭﻋﻳﺔ ﺍﻟﺧﺩﻣﺎﺕ‬

‫ﻭﻗﺩ ﺳﻣﺣﺕ ﻫﺩﻩ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺛﻼﺛﺔ ﺍﻟﺗﻲ ﺳﻁﺭﺗﻬﺎ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﺑﻘﺎﺋﻬﺎ ﻓﻲ ﺍﻟﺭﻳﺎﺩﺓ ﻭﺟﻌﻠﻬﺎ ﺍﻟﻣﺗﻌﺎﻣﻝ‬
‫ﺭﻗﻡ ﻭﺍﺣﺩ ﻓﻲ ﺳﻭﻕ ﺍﻻﺗﺻﺎﻻﺕ ﺑﺎﻟﺟﺯﺍﺋﺭ‪.‬‬

‫‪ :2-1-3‬ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ) ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ (‬

‫ﺑﻬﺩﻑ ﺗﺳﻬﻳﻝ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﺧﺩﻣﺎﺕ ﻟﻠﺯﺑﺎﺋﻥ ﻗﺎﻣﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﺈﻧﺷﺎء ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻭﻛﺎﻻﺕ‬
‫ﺍﻟﺗﺟﺎﺭﻳﺔ ﺣﻳﺙ ﺗﺗﻭﺍﺟﺩ ﻫﺫﻩ ﺍﻟﻭﻛﺎﻻﺕ ﻋﺑﺭ ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﺟﺯﺍﺋﺭﻳﺔ ﻛﻠﻬﺎ ﻭﺫﻟﻙ ﻣﻥ ﺃﺟﻝ ﺿﻣﺎﻥ ﺗﻭﻓﻳﺭ ﺧﺩﻣﺎﺕ‬
‫ﻟﺯﺑﺎﺋﻧﻬﺎ ﺑﺷﻛﻝ ﺃﻓﺿﻝ‪.‬‬

‫‪ :1-2-1-3‬ﺍﻟﻬﻳﻛﻝ ﺍﻟﺗﻧﻅﻳﻣﻲ‬

‫ﺷﻛﻝ )‪ :(1 -3‬ﺍﻟﻬﻳﻛﻝ ﺍﻟﺗﻧﻅﻳﻣﻲ ﻟﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬

‫ﺍﻟﻭﻛﺎﻟﺔ ﺍﻟﺗﺟﺎﺭﻳﺔ‬
‫ﺍﻟﻌﻠﻣﺔ‬
‫ﻣﺩﻳﺭ ﺍﻟﻭﻛﺎﻟﺔ‬

‫ﺭﺋﻳﺱ ﻣﺻﻠﺣﺔ‬ ‫رﺋﻳﺱ ﻗﺳﻡ ﺍﻟﻣﺎﻟﻳﺔ‬

‫ﺍﻻﺳﺗﻘﺑﺎﻝ‬ ‫ﺭﺋﻳﺱ ﺍﻟﻣﺻﻠﺣﺔ‬
‫ﺍﻟﺗﺟﺎﺭﻳﺔ‬
‫ﺧﺩﻣﺎﺕ ﺍﻟﺛﺎﺑﺕ‬ ‫ﺍﻟﻣﺣﺎﺳﺑﺔ‬
‫‪Fix‬‬

‫ﺧﺩﻣﺎﺕ ﺍﻻﻧﺗﺭﻧﺕ‬ ‫ﺍﻟﺻﻧﺩﻭﻕ‬

‫‪adsl‬‬
‫‪Kms‬‬
‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻣﻘﺎﺑﻠﺔ ﻣﻊ ﻣﻭﻅﻑ ﻓﻲ ﻗﺳﻡ ﺍﻟﻣﺣﺎﺳﺑﺔ ﺑﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪2013 .‬‬
‫‪97‬‬

‫‪ :2-2-1-3‬ﻋﺩﺩ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﺍﻟﻭﻛﺎﻟﺔ‬

‫ﻳﻭﺿﺢ ﺍﻟﺟﺩﻭﻝ ﺍﻟﺗﺎﻟﻲ ﻋﺩﺩ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺭ ﺑﺎﻟﻌﻠﻣﺔ ﻭﺫﻟﻙ ﺣﺳﺏ ﻣﻘﺎﺑﻠﺔ ﻣﻊ ﻣﻭﻅﻑ‬
‫ﺑﻘﺳﻡ ﺍﻟﻣﺣﺎﺳﺑﺔ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(1 -3‬ﻋﺩﺩ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬

‫‪2‬‬ ‫ﺃﻋﻭﺍﻥ ﺍﻷﻣﻥ‬

‫‪8‬‬ ‫ﻣﻭﻅﻔﻲ ﺍﻟﺧﻁﻭﻁ ﺍﻷﻣﺎﻣﻳﺔ ‪Front Office‬‬

‫‪5‬‬ ‫ﻣﻭﻅﻔﻲ ﺍﻟﺧﻁﻭﻁ ﺍﻟﺧﻠﻔﻳﺔ ‪Back Office‬‬

‫‪15‬‬ ‫ﺍﻟﻌﺩﺩ ﺍﻹﺟﻣﺎﻟﻲ ﻟﻠﻣﻭﻅﻔﻳﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ‪.‬‬

‫‪ :2-3‬ﻣﻧﻬﺟﻳﺔ ﺍﻟﺑﺣﺙ ﺍﻟﻣﻳﺩﺍﻧﻲ ﻭﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ‬

‫ﺳﻧﺣﺎﻭﻝ ﺍﻟﺗﻁﺭﻕ ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﺑﺣﺙ ﺇﻟﻰ ﻛﺎﻓﺔ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﻣﻧﻬﺟﻳﺔ ﺍﻟﺑﺣﺙ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺗﺄﻛﺩ ﻣﻥ‬
‫ﺛﺑﺎﺕ ﺍﻻﺳﺗﻣﺎﺭﺓ ﻭﺑﻌﺽ ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﺍﻋﺗﺩﺍﻟﻳﺔ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻷﺟﻝ ﺇﺟﺭﺍء ﺍﻻﺧﺗﺑﺎﺭﺍﺕ‬
‫ﺍﻟﻣﻌﻠﻣﻳﺔ ﻭ ﺗﺣﻠﻳﻝ ﺍﻟﻧﺗﺎﺋﺞ ﻻﺣﻘﺎ ﻛﻣﺎ ﺳﻧﺣﺎﻭﻝ ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻣﺗﻐﻳﺭﺍﺕ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﻭ ﺗﻠﻙ‬
‫ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻠﺯﺑﺎﺋﻥ‪.‬‬

‫‪ :1-2-3‬ﻣﻧﻬﺟﻳﺔ ﺍﻟﺑﺣﺙ ﺍﻟﻣﻳﺩﺍﻧﻲ‬

‫ﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﻁﻠﺏ ﺍﻟﺗﻁﺭﻕ ﺇﻟﻰ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻭ ﺃﺩﻭﺍﺕ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻭ ﺍﻟﺗﺄﻛﺩ ﻣﻥ ﺍﻋﺗﺩﺍﻟﻳﺔ‬
‫ﺗﻭﺯﻳﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‪ ،‬ﻭ ﺫﻟﻙ ﺑﻐﺭﺽ ﺍﺳﺗﻌﻣﺎﻝ ﺍﻷﺩﻭﺍﺕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ‪.‬‬

‫‪ :1-1-2-3‬ﻣﺟﺗﻣﻊ ﻭﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ‬

‫ﻳﺗﻣﺛﻝ ﻣﺟﺗﻣﻊ ﺍﻟﺩﺭﺍﺳﺔ ﻓﻲ ﺟﻣﻳﻊ ﺯﺑﺎﺋﻥ ﻣﺟﻣﻊ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻣﺩﻳﻧﺔ ﺍﻟﻌﻠﻣﺔ‪ ،‬ﺣﻳﺙ ﺗﻡ ﺍﺳﺗﺧﺩﺍﻡ‬
‫ﺃﺳﻠﻭﺏ ﺍﻟﻌﻳﻧﺔ ﺍﻟﺗﺣﻛﻣﻳﺔ )ﺍﻟﻘﺻﺩﻳﺔ( ﻭﺫﻟﻙ ﺑﺗﻭﺯﻳﻊ ‪ 140‬ﺍﺳﺗﻣﺎﺭﺓ ﻋﻠﻰ ﺯﺑﺎﺋﻥ ﻣﺟﻣﻊ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬
‫ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪ ،‬ﺣﻳﺙ ﺗﻡ ﺍﺳﺗﺭﺩﺍﺩ ‪ 122‬ﻣﻧﻬﺎ‪ ،‬ﻭﺑﻌﺩ ﻣﺭﺍﺟﻌﺔ ﺍﻻﺳﺗﻣﺎﺭﺍﺕ ﺍﻟﻣﺳﺗﺭﺟﻌﺔ ﺗﻡ‬
‫‪ 107‬ﺍﺳﺗﻣﺎﺭﺓ‬ ‫ﺍﺳﺗﺑﻌﺎﺩ ‪ 15‬ﺍﺳﺗﻣﺎﺭﺓ ﻟﻌﺩﻡ ﺍﻛﺗﻣﺎﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻥ ﻛﻝ ﺍﻷﺳﺋﻠﺔ ﻓﻳﻬﺎ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﺗﻡ ﺍﻋﺗﻣﺎﺩ‬
‫ﻟﻐﺭﺽ ﺍﻟﺗﺣﻠﻳﻝ ﺍﻹﺣﺻﺎﺋﻲ ﺃﻱ ﺑﻧﺳﺑﺔ ﺗﻘﺩﺭ ﺏ‪.%76‬‬
‫‪98‬‬

‫ﻭﺍﻟﺟﺩﻭﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ‪:‬‬

‫ﺟﺩﻭﻝ )‪ :(2 -3‬ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ‬

‫ﺍﻟﻣﺳﺗﺭﺩﺓ ﺍﻟﺻﺎﻟﺣﺔ‬ ‫ﺍﻟﻣﺳﺗﺑﻌﺩﺓ‬ ‫ﺍﻟﻣﺳﺗﺭﺩﺓ‬ ‫ﺍﻟﻣﻭﺯﻋﺔ‬ ‫ﻋﺩﺩ ﺍﻻﺳﺗﻣﺎﺭﺍﺕ‬

‫‪107‬‬ ‫‪15‬‬ ‫‪122‬‬ ‫‪140‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫‪%76‬‬ ‫‪%11‬‬ ‫‪%87‬‬ ‫‪%100‬‬ ‫ﺍﻟﻧﺳﺑﺔ ﺍﻟﻣﺋﻭﻳﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ‬

‫‪ :2-1-2-3‬ﺃﺩﻭﺍﺕ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬

‫ﻟﻘﺩ ﺗﻡ ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻻﺳﺗﻣﺎﺭﺓ ﻓﻲ ﻋﻣﻠﻳﺔ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻣﻥ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻭ ﻛﺎﻧﺕ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -1‬ﺍﻻﺳﺗﻣﺎﺭﺓ‪ :‬ﺗﻡ ﺇﻋﺩﺍﺩ ﺍﻻﺳﺗﻣﺎﺭﺓ ﺍﻟﺧﺎﺻﺔ ﺑﻘﻳﺎﺱ ﺃﺛﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ‬
‫‪ (Servperf‬ﺍﻟﻣﺗﻣﺛﻝ ﻓﻲ ﻧﻣﻭﺫﺝ‬ ‫ﺍﻟﺟﺯﺍﺋﺭ ﺑﻣﺩﻳﻧﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺣﺳﺏ ﻓﻘﺭﺍﺕ ﻧﻣﻭﺫﺝ )‬
‫ﺍﻻﺗﺟﺎﻩ ﺃﻭ ﺍﻷﺩﺍء ﻭ ﺍﻟﻣﺗﻛﻭﻥ ﻣﻥ ‪ 22‬ﻓﻘﺭﺓ ﺣﻳﺙ ﺗﻐﻁﻲ ﻫﺫﻩ ﺍﻟﻔﻘﺭﺍﺕ ﻣﻭﺿﻭﻉ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﺧﻼﻝ‬
‫ﺧﻣﺳﺔ ﺃﺑﻌﺎﺩ ﺃﺳﺎﺳﻳﺔ ﺗﺗﻣﺛﻝ ﻓﻲ‪ :‬ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﺃﻭ ﺍﻟﺟﻭﺍﻧﺏ ﺍﻟﻣﺎﺩﻳﺔ‪ ،‬ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‪ ،‬ﺍﻻﺳﺗﺟﺎﺑﺔ‪ ،‬ﺍﻷﻣﺎﻥ ﻭ‬
‫ﺍﻟﺗﻌﺎﻁﻑ‪.‬‬

‫ﺣﻳﺙ ﻗﻣﻧﺎ ﺑﺗﻘﺳﻳﻡ ﺍﻻﺳﺗﻣﺎﺭﺓ ﺇﻟﻰ ﺛﻼﺛﺔ ﺃﻗﺳﺎﻡ ﺗﺗﻣﺛﻝ ﻓﻳﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺍﻟﺟﺯء ﺍﻷﻭﻝ‪ :‬ﻳﺗﻣﺛﻝ ﻫﺫﺍ ﺍﻟﺟﺯء ﻓﻲ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﻟﻠﺯﺑﺎﺋﻥ ﺍﻟﻣﺗﻣﺛﻠﺔ ﻓﻲ ﺍﻟﺟﻧﺱ‪ ،‬ﺍﻟﺳﻥ‪،‬‬
‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺗﻌﻠﻳﻣﻲ ﻭ ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‪.‬‬

‫ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ‪ :‬ﻳﺗﻣﺛﻝ ﻓﻲ ﺗﺣﺩﻳﺩ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﺍﻟﻔﻌﻠﻲ ﻟﻠﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ‬
‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﺫﻟﻙ ﻣﻥ ﺧﻼﻝ ‪ 22‬ﻓﻘﺭﺓ ﺃﻭ ﻋﺑﺎﺭﺓ ﺗﻌﻛﺱ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﻣﺳﺔ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺣﺳﺏ‬
‫ﻧﻣﻭﺫﺝ ‪ .Servperf‬ﻭﻗﺩ ﻭﺯﻋﺕ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺗﺷﻳﺭ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻣﻥ ‪ 1‬ﺇﻟﻰ ‪ 5‬ﺇﻟﻰ ﻣﺩﻯ ﺗﻭﻓﺭ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻭﻛﺎﻟﺔ‬
‫ﺍﻟﻌﻠﻣﺔ‪ ،‬ﺣﻳﺙ ﺗﻡ ﺗﺭﻣﻳﺯ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ﻣﻥ ‪ tang1‬ﻭﺣﺗﻰ ‪.tang5‬‬

‫ﺗﺷﻳﺭ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻣﻥ ‪ 6‬ﺇﻟﻰ ‪ 9‬ﺇﻟﻰ ﻣﺩﻯ ﺗﻭﻓﺭ ﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻭﻛﺎﻟﺔ‬
‫ﺍﻟﻌﻠﻣﺔ‪ ،‬ﺣﻳﺙ ﺗﻡ ﺗﺭﻣﻳﺯ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ﻣﻥ ‪ reli1‬ﻭﺣﺗﻰ ‪.reli4‬‬
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‫ﺗﺷﻳﺭ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻣﻥ ‪ 10‬ﺇﻟﻰ ‪ 13‬ﺇﻟﻰ ﻣﺩﻯ ﺗﻭﻓﺭ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻭﻛﺎﻟﺔ‬
‫ﺍﻟﻌﻠﻣﺔ‪ ،‬ﺣﻳﺙ ﺗﻡ ﺗﺭﻣﻳﺯ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ﻣﻥ ‪ resp1‬ﻭﺣﺗﻰ ‪.resp4‬‬

‫ﺗﺷﻳﺭ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻣﻥ ‪ 14‬ﺇﻟﻰ ‪ 17‬ﺇﻟﻰ ﻣﺩﻯ ﺗﻭﻓﺭ ﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻭﻛﺎﻟﺔ‬
‫ﺍﻟﻌﻠﻣﺔ‪ ،‬ﺣﻳﺙ ﺗﻡ ﺗﺭﻣﻳﺯ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ﻣﻥ ‪ assur1‬ﻭﺣﺗﻰ ‪.assur4‬‬

‫ﺗﺷﻳﺭ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻣﻥ ‪ 18‬ﺇﻟﻰ ‪ 22‬ﺇﻟﻰ ﻣﺩﻯ ﺗﻭﻓﺭ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻭﻛﺎﻟﺔ‬
‫ﺍﻟﻌﻠﻣﺔ‪ ،‬ﺣﻳﺙ ﺗﻡ ﺗﺭﻣﻳﺯ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ﻣﻥ ‪ imp1‬ﻭﺣﺗﻰ ‪.imp5‬‬

‫ﺍﻟﺟﺯء ﺍﻟﺛﺎﻟﺙ‪ :‬ﻭﻳﺗﻣﺛﻝ ﻓﻲ ﺩﺭﺟﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ‬
‫ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪ ،‬ﺣﻳﺙ ﺗﻡ ﻭﺿﻊ ﺳﺅﺍﻝ ﻭﺍﺣﺩ ﻣﺑﺎﺷﺭ ﺗﻣﺛﻝ ﻓﻲ ﺩﺭﺟﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻋﻥ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻭﺗﻡ ﺗﺭﻣﻳﺯ ﺍﻟﻌﺑﺎﺭﺓ ‪.Satisfa‬‬

‫ﻭﻟﻘﺩ ﺗﻡ ﺍﻋﺗﻣﺎﺩ ﻣﻘﻳﺎﺱ ﻟﻳﻛﺭﺕ )‪ (likert‬ﺍﻟﺧﻣﺎﺳﻲ ﻓﻲ ﻗﻳﺎﺱ ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ ﻭﺍﻟﺛﺎﻟﺙ ﻣﻥ ﺍﻻﺳﺗﻣﺎﺭﺓ ﻭﺍﻟﺫﻱ‬
‫ﻳﻧﺎﺳﺏ ﺍﺳﺗﺧﺩﺍﻡ ﻧﻣﻭﺫﺝ )‪ (Servperf‬ﻣﻊ ﺍﻋﺗﻣﺎﺩ ﻣﺳﺗﻭﻯ ﺍﻟﺩﻻﻟﺔ ﺃﻭ ﺍﻷﻫﻣﻳﺔ ﺍﻟﺫﻱ ﻳﻘﺩﺭ ﺏ ‪ 0,05‬ﺍﻟﺫﻱ‬
‫‪ 0,95‬ﻭﺫﻟﻙ ﻟﻐﺭﺽ ﺗﻔﺳﻳﺭ ﻧﺗﺎﺋﺞ ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﻭ‬ ‫ﻳﻘﺎﺑﻠﻪ ﻣﺳﺗﻭﻯ ﺍﻟﺛﻘﺔ ﺍﻟﺫﻱ ﻳﻘﺩﺭ ﺏ‬
‫ﺍﻟﻔﺭﺿﻳﺎﺕ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (3 -3‬ﻣﻘﻳﺎﺱ ﻟﻳﻛﺭﺕ ﺍﻟﺧﻣﺎﺳﻲ‬

‫ﻏﻳﺭ ﻣﻭﺍﻓﻕ‬ ‫ﻏﻳﺭ ﻣﻭﺍﻓﻕ‬ ‫ﻣﺣﺎﻳﺩ‬ ‫ﻣﻭﺍﻓﻕ‬ ‫ﻣﻭﺍﻓﻕ ﺗﻣﺎﻣﺎ‬ ‫ﺍﻟﺭﺃﻱ‬

‫ﺗﻣﺎﻣﺎ‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫ﺍﻟﺩﺭﺟﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ‬

‫‪ 5‬ﻧﻘﺎﻁ ﺣﻳﺙ ﻳﻣﺛﻝ ﺭﻗﻡ ‪ 1‬ﻋﻥ ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ‬ ‫ﻭﻛﻣﺎ ﻫﻭ ﻣﻭﺿﺢ ﻓﻲ ﺍﻟﺟﺩﻭﻝ ﻓﺈﻥ ﻣﻘﻳﺎﺱ ﻳﺗﻛﻭﻥ ﻣﻥ‬
‫ﺍﻟﻣﻁﻠﻘﺔ ﻭﺍﻟﺭﺿﺎ ﺍﻟﻌﺎﻟﻲ ﺑﻳﻧﻣﺎ ﻳﻣﺛﻝ ﺭﻗﻡ ‪ 5‬ﺇﻟﻰ ﻋﺩﻡ ﺍﻟﻣﻭﺍﻓﻘﺔ ﺍﻟﻣﻁﻠﻘﺔ ﻭ ﺍﻟﺭﺿﺎ ﺍﻟﻣﺗﺩﻧﻲ ﻓﻲ ﺣﻳﻥ ﻳﻣﺛﻝ‬
‫ﺭﻗﻡ ‪ 3‬ﺣﻳﺎﺩﻳﺔ ﺍﻟﻣﻘﻳﺎﺱ‪ .‬ﻭﻟﺗﺣﺩﻳﺩ ﻁﻭﻝ ﻣﻘﻳﺎﺱ ﻟﻳﻛﺭﺕ ﺍﻟﺧﻣﺎﺳﻲ )ﺍﻟﺣﺩﻭﺩ ﺍﻟﺩﻧﻳﺎ ﻭﺍﻟﻌﻠﻳﺎ( ﺗﻡ ﺣﺳﺎﺏ ﺍﻟﻣﺩﻯ‬
‫]‪ [5-1=4‬ﻭﻫﻭ ﻋﺑﺎﺭﺓ ﻋﻥ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺃﻋﻠﻰ ﻗﻳﻣﺔ ﻭﺃﺩﻧﻰ ﻗﻳﻣﺔ ﻟﻣﻘﻳﺎﺱ ﻟﻳﻛﺭﺕ ﺍﻟﺧﻣﺎﺳﻲ‪ ،‬ﻭ ﻟﻠﺣﺻﻭﻝ‬
‫ﻋﻠﻰ ﻁﻭﻝ ﺍﻟﺧﻠﻳﺔ ﺍﻟﺻﺣﻳﺢ ﻭﻫﻭ ﻋﺑﺎﺭﺓ ﻋﻥ ﺍﻟﻣﺩﻯ ﻣﻘﺳﻭﻣﺎ ﻋﻠﻰ ﻋﺩﺩ ﻓﺋﺎﺕ ﻣﻘﻳﺎﺱ ﻟﻳﻛﺭﺕ ) ‪ (5‬ﺃﻱ‬
‫‪ ،4\5=0.80‬ﺑﻌﺩ ﺫﻟﻙ ﺗﻡ ﺇﺿﺎﻓﺔ ﻫﺫﻩ ﺍﻟﻘﻳﻣﺔ ﺇﻟﻰ ﺃﻗﻝ ﻗﻳﻣﺔ ﻓﻲ ﺍﻟﻣﻘﻳﺎﺱ ﻭﻫﻲ ﺍﻟﻭﺍﺣﺩ ﺍﻟﺻﺣﻳﺢ ﻭﺫﻟﻙ‬
‫ﻟﺗﺣﺩﻳﺩ ﺍﻟﺣﺩ ﺍﻷﻋﻠﻰ ﻟﻬﺫﻩ ﺍﻟﺧﻠﻳﺔ ﻭﻫﻛﺫﺍ ﺃﺻﺑﺢ ﻁﻭﻝ ﺍﻟﺧﻠﻳﺔ ﻛﻣﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪100‬‬

‫] ‪ [ 1,8 -1‬ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ ﻭ ﺍﻟﺭﺿﺎ ﻋﺎﻟﻳﺔ ﺟﺩﺍ‪.‬‬

‫] ‪ [ 2,6 -1,8‬ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ ﻭ ﺍﻟﺭﺿﺎ ﻋﺎﻟﻳﺔ‪.‬‬

‫] ‪ [ 3,4 -2,6‬ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ ﻭﺍﻟﺭﺿﺎ ﻣﺗﻭﺳﻁﺔ‪.‬‬

‫] ‪ [ 4,2 -3,4‬ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ ﻭﺍﻟﺭﺿﺎ ﻣﺗﺩﻧﻳﺔ‪.‬‬

‫] ‪ [ 5 -4,2‬ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ ﻭﺍﻟﺭﺿﺎ ﻣﺗﺩﻧﻳﺔ ﺟﺩﺍ‪.‬‬

‫‪ -2‬ﻣﺗﻐﻳﺭﺍﺕ ﺍﻟﺩﺭﺍﺳﺔ‪:‬‬

‫ﺃﻭﻻ‪ .‬ﺍﻟﻣﺗﻐﻳﺭﺍﺕ ﺍﻟﻣﺳﺗﻘﻠﺔ‪ :‬ﺗﺗﻣﺛﻝ ﻓﻲ ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ) ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‪ ،‬ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‪ ،‬ﺍﻻﺳﺗﺟﺎﺑﺔ‪ ،‬ﺍﻷﻣﺎﻥ‪،‬‬
‫ﺍﻟﺗﻌﺎﻁﻑ(‪.‬‬

‫ﺛﺎﻧﻳﺎ‪ .‬ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ‪ :‬ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫‪ :3-1-2-3‬ﺍﻋﺗﺩﺍﻟﻳﺔ ﺗﻭﺯﻳﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬

‫ﻟﺗﺣﺩﻳﺩ ﻣﺩﻯ ﻣﻼﺋﻣﺔ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻓﻘﺩ ﺗﻡ ﺃﻭﻻ ﺍﺳﺗﺧﺩﺍﻡ ﺍﺧﺗﺑﺎﺭ ﻛﻭﻟﻣﻭﺟﺭﻭﻑ ‪-‬ﺳﻣﻳﺭﻧﻭﻑ )‪(K-S test‬‬
‫‪one sample‬ﻟﻌﻳﻧﺔ ﻭﺍﺣﺩﺓ ﻭ ﺫﻟﻙ ﻟﻣﻌﺭﻓﺔ ﺇﻥ ﻛﺎﻧﺕ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺭﺍﺩ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻋﻠﻰ ﻋﺑﺎﺭﺍﺕ‬
‫ﺍﻻﺳﺗﻣﺎﺭﺓ ﺍﻻﺛﻧﻳﻥ ﻭﺍﻟﻌﺷﺭﻳﻥ ‪ 22‬ﺗﺗﺑﻊ ﺍﻟﺗﻭﺯﻳﻊ ﺍﻟﻁﺑﻳﻌﻲ ﺃﻡ ﻻ‪ ،‬ﻭﻣﻥ ﺛﻡ ﺇﻣﻛﺎﻧﻳﺔ ﺗﻁﺑﻳﻕ ﺍﺧﺗﺑﺎﺭﺍﺕ‬
‫ﻣﻌﻠﻣﻳﺔ‪ ،‬ﻭﻳﺑﻳﻥ ﺍﻟﺟﺩﻭﻝ ﺍﻟﺗﺎﻟﻲ ﻧﺗﺎﺋﺞ ﻫﺫﺍ ﺍﻻﺧﺗﺑﺎﺭ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (4 -3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻛﻭﻟﻣﻭﺟﺭﻭﻑ ‪-‬ﺳﻣﻳﺭﻧﻭﻑ ‪Kolmogrov-Smirnov‬‬

‫ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫ﻗﻳﻣﺔ ‪ z‬ﻟــ‬ ‫ﺭﻣﺯ ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﺭﻗﻡ‬

‫‪Kolmogrov-‬‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬
‫‪Smirnov‬‬

‫‪0,000‬‬ ‫‪3,800‬‬ ‫‪Tang1‬‬ ‫‪1‬‬

‫‪0,000‬‬ ‫‪3,910‬‬ ‫‪Tang2‬‬ ‫‪2‬‬

‫‪0,000‬‬ ‫‪3,527‬‬ ‫‪Tang3‬‬ ‫‪3‬‬

‫‪0,000‬‬ ‫‪3,507‬‬ ‫‪Tang4‬‬ ‫‪4‬‬

‫‪101‬‬

‫‪0,000‬‬ ‫‪3 ,389‬‬ ‫‪Tang5‬‬ ‫‪5‬‬

‫‪0,000‬‬ ‫‪3,164‬‬ ‫‪RELI1‬‬ ‫‪6‬‬

‫‪0,000‬‬ ‫‪4,009‬‬ ‫‪RELI2‬‬ ‫‪7‬‬

‫‪0,000‬‬ ‫‪3,008‬‬ ‫‪RELI3‬‬ ‫‪8‬‬

‫‪0,000‬‬ ‫‪3,413‬‬ ‫‪RELI4‬‬ ‫‪9‬‬

‫‪0,000‬‬ ‫‪3,418‬‬ ‫‪RESP1‬‬ ‫‪10‬‬

‫‪0,000‬‬ ‫‪2,986‬‬ ‫‪RESP2‬‬ ‫‪11‬‬

‫‪0,000‬‬ ‫‪2,041‬‬ ‫‪RESP3‬‬ ‫‪12‬‬

‫‪0,000‬‬ ‫‪2,302‬‬ ‫‪RESP4‬‬ ‫‪13‬‬

‫‪0,000‬‬ ‫‪4,290‬‬ ‫‪ASSUR1‬‬ ‫‪14‬‬

‫‪0,000‬‬ ‫‪2,540‬‬ ‫‪ASSUR2‬‬ ‫‪15‬‬

‫‪0,000‬‬ ‫‪3,684‬‬ ‫‪ASSUR3‬‬ ‫‪16‬‬

‫‪0,000‬‬ ‫‪3,382‬‬ ‫‪ASSUR4‬‬ ‫‪17‬‬

‫‪0,000‬‬ ‫‪2,396‬‬ ‫‪IMP1‬‬ ‫‪18‬‬

‫‪0,000‬‬ ‫‪2,286‬‬ ‫‪IMP2‬‬ ‫‪19‬‬

‫‪0,000‬‬ ‫‪2,524‬‬ ‫‪IMP3‬‬ ‫‪20‬‬

‫‪0,000‬‬ ‫‪3,092‬‬ ‫‪IMP4‬‬ ‫‪21‬‬

‫‪0,000‬‬ ‫‪4,190‬‬ ‫‪IMP5‬‬ ‫‪22‬‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻳﺗﺿﺢ ﻟﻧﺎ ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﺃﻥ ﻣﺳﺗﻭﻯ ﺍﻟﺩﻻﻟﺔ ﺑﻠﻐﺕ ) ‪ ( 0,000‬ﻭﻫﻲ ﺃﻗﻝ ﻣﻥ ) ‪ ( 0,05‬ﻭﻫﺫﺍ ﻳﺅﻛﺩ‬
‫ﺃﻥ ﺟﻣﻳﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺗﺗﺑﻊ ﺍﻟﺗﻭﺯﻳﻊ ﺍﻟﻁﺑﻳﻌﻲ ﺣﻳﺙ ﺳﻳﺗﻡ ﺍﺧﺗﻳﺎﺭ ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻟﻣﻌﻠﻣﻳﺔ ﻟﺗﺣﻠﻳﻝ ﺍﻟﻧﺗﺎﺋﺞ‪.‬‬
‫‪102‬‬

‫‪ :4-1-2-3‬ﺛﺑﺎﺕ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻓﻳﻣﺎ ﻳﺧﺹ ﺛﺑﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺳﺔ ﻭ ﺍﻟﺫﻱ ﻳﻘﺻﺩ ﺑﻪ ﺩﺭﺟﺔ ﺍﻻﺗﺳﺎﻕ ﺍﻟﺩﺍﺧﻠﻲ )‪(Internal Consistency‬‬
‫ﻓﻳﻣﺎ ﺑﻳﻥ ﻣﻔﺭﺩﺍﺕ )ﺑﻧﻭﺩ( ﺍﻷﺩﺍﺓ ‪ ،‬ﻭ ﺇﻣﻛﺎﻧﻳﺔ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﻧﻔﺱ ﺍﻟﻧﺗﺎﺋﺞ ﺃﻭ ﻧﺗﺎﺋﺞ ﻗﺭﻳﺑﺔ ﻣﻧﻬﺎ ﻓﻳﻣﺎ ﻟﻭ‬
‫ﻛﺭﺭﺕ ﺍﻟﺩﺭﺍﺳﺔ ﻋﻠﻰ ﻋﻳﻧﺔ ﺃﺧﺭﻯ ﻏﻳﺭ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻭ ﻓﻲ ﺃﻭﻗﺎﺕ ﻣﺧﺗﻠﻔﺔ ‪ ،‬ﻓﻘﺩ ﺗﻡ ﺍﻟﺗﺄﻛﺩ ﻣﻧﻪ ﺑﺎﺳﺗﺧﺩﺍﻡ‬
‫ﻣﻌﺎﻣﻝ ﺁﻟﻔﺎ ﻛﺭﻭﻧﺑﺎﺥ )‪.(Cronbach Alpha‬‬

‫ﻣﻌﺎﻣﻝ ﺃﻟﻔﺎ ﻛﺭﻭﻧﺑﺎﺥ )‪(Cronbach Alpha‬‬

‫ﺇﻥ ﻣﻌﺎﻣﻝ ﺃﻟﻔﺎ ﻳﺷﻳﺭ ﺇﻟﻰ ﻣﺩﻯ ﺗﻣﺛﻳﻝ ﺍﻟﻌﺑﺎﺭﺍﺕ ﺍﻟﺗﻲ ﻳﺗﺿﻣﻧﻬﺎ ﺍﻟﻣﻘﻳﺎﺱ ﺍﻟﻣﺳﺗﺧﺩﻡ ﻟﻠﻣﻭﺿﻭﻉ ﻣﺣﻝ‬
‫ﺍﻟﻘﻳﺎﺱ‪ .‬ﺇﻥ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ﺍﻟﻣﻧﺧﻔﺽ ﻳﺷﻳﺭ ﺇﻟﻰ ﺃﻥ ﺃﺩﺍء ﺍﻟﻌﺑﺎﺭﺍﺕ ﺍﻟﻣﺳﺗﺧﺩﻣﺔ ﻓﻲ ﺍﻟﻘﻳﺎﺱ ﻳﻌﺗﺑﺭ ﺿﻌﻳﻑ‬
‫ﻣﻥ ﺣﻳﺙ ﻗﺩﺭﺗﻪ ﻋﻠﻰ ﻗﻳﺎﺱ ﺍﻟﺧﺎﺻﻳﺔ ﻣﻭﺿﻭﻉ ﺍﻟﺑﺣﺙ ﺃﻭ ﺍﻟﻌﻛﺱ ﺻﺣﻳﺢ‪ ،‬ﻫﻧﺎﻙ ﺍﺗﻔﺎﻕ ﺑﻳﻥ ﺍﻟﺑﺎﺣﺛﻳﻥ ﻋﻠﻰ‬
‫ﺃﻥ ﻣﻌﺎﻣﻝ ﺃﻟﻔﺎ ﺍﻟﺫﻱ ﻳﺗﺭﺍﻭﺡ ﺑﻳﻥ‪ 0.5‬ﻭ ‪ 0,6‬ﻳﻌﺗﺑﺭ ﻛﺎﻓﻳﺎ ﻭﻣﻘﺑﻭﻻ ‪،‬ﺃﻣﺎ ﻣﻌﺎﻣﻝ ﺃﻟﻔﺎ ﺍﻟﺫﻱ ﻳﺻﻝ ﺇﻟﻰ ‪0.8‬‬
‫ﻳﻌﺗﺑﺭ ﺫﻭ ﻣﺳﺗﻭﻯ ﻣﻣﺗﺎﺯ ﻣﻥ ﺍﻟﺛﻘﺔ ﻭ ﺍﻟﺛﺑﺎﺕ ﻓﻲ ﺍﻟﻣﻘﻳﺎﺱ‪ .‬ﻭﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻳﻭﺿﺢ ﻣﻌﺎﻣﻝ ﺍﻻﺗﺳﺎﻕ‬
‫ﺍﻟﺩﺍﺧﻠﻲ ﻷﻟﻔﺎ ﻛﺭﻭﻣﻧﺑﺎﺭﺥ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (5 -3‬ﻣﻌﺎﻣﻝ ﺍﻻﺗﺳﺎﻕ ﺍﻟﺩﺍﺧﻠﻲ ﺃﻟﻔﺎ ﻛﺭﻭﻧﺑﺎﺥ )‪ ( Cronbach Alpha‬ﻟﻔﻘﺭﺍﺕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬

‫∗‬
‫‪TP2F‬‬ ‫‪1‬‬ ‫ﻣﻌﺎﻣﻝ ﺍﻟﺛﺑﺎﺕ‬ ‫ﻣﻌﺎﻣﻝ ﺃﻟﻔﺎ ﻛﺭﻭﻧﺑﺎﺥ‬ ‫ﻋﺩﺩ ﺍﻟﻔﻘﺭﺍﺕ‬ ‫ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬

‫‪0,78‬‬ ‫‪0,61‬‬ ‫‪5‬‬ ‫ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬

‫‪0,80‬‬ ‫‪0,65‬‬ ‫‪4‬‬ ‫ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‬

‫‪0,85‬‬ ‫‪0,73‬‬ ‫‪4‬‬ ‫ﺍﻻﺳﺗﺟﺎﺑﺔ‬

‫‪0,86‬‬ ‫‪0,75‬‬ ‫‪4‬‬ ‫ﺍﻷﻣﺎﻥ‬

‫‪0,86‬‬ ‫‪0,74‬‬ ‫‪5‬‬ ‫ﺍﻟﺗﻌﺎﻁﻑ‬

‫‪0,92‬‬ ‫‪0,863‬‬ ‫‪22‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﺑﻳﺎﻥ‬

‫∗ ﻣﻌﺎﻣﻞ اﻟﺜﺒﺎت ﻳﺴﺎوي اﳉﺬر اﻟﱰﺑﻴﻌﻲ ﳌﻌﺎﻣﻞ أﻟﻔﺎ ﻛﺮوﻧﺒﺎخ ‪Cronbach Alpha‬‬
‫‪103‬‬

‫ﻧﻼﺣﻅ ﻣﻥ ﺧﻼﻝ ﻧﺗﺎﺋﺞ ﺍﻟﺟﺩﻭﻝ ﺑﺄﻥ ﻗﻳﻡ ﻣﻌﺎﻣﻝ ﺃﻟﻔﺎ ﻛﺭﻭﻧﺑﺎﺥ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻛﻝ ﺑﻌﺩ ﻣﻥ ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ‪ ،‬ﻭ‬
‫ﺇﺟﻣﺎﻟﻲ ﺍﻷﺑﻌﺎﺩ ﻗﺩ ﻓﺎﻗﺕ ‪ 60 %‬ﺍﻟﻧﺳﺑﺔ ﺍﻟﻣﻘﺑﻭﻟﺔ ﺇﺣﺻﺎﺋﻳﺎ ‪ ،‬ﺣﻳﺙ ﻗﺩﺭ ﻣﻌﺎﻣﻝ ﺃﻟﻔﺎ ﻛﺭﻭﻧﺑﺎﺥ ﺍﻹﺟﻣﺎﻝ ﺏ‬
‫‪ 0,86‬ﻭ ﻣﻌﺎﻣﻝ ﺍﻟﺛﺑﺎﺕ ﺍﻹﺟﻣﺎﻟﻲ ﻗﺩﺭ ﺏ ‪ 0,92‬ﻭ ﻫﺫﺍ ﻳﻌﻧﻲ ﺛﺑﺎﺕ ﺍﻷﺩﺍﺓ ﺍﻟﻣﺳﺗﺧﺩﻣﺔ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﺇﻣﻛﺎﻧﻳﺔ‬
‫ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻳﻬﺎ ﻓﻲ ﻗﻳﺎﺱ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‪.‬‬

‫‪ :5-1-2-3‬ﺃﺩﻭﺍﺕ ﺍﻟﺗﺣﻠﻳﻝ ﺍﻹﺣﺻﺎﺋﻲ‬

‫ﻣﻥ ﺃﺟﻝ ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺗﻲ ﺗﻡ ﺟﻣﻌﻬﺎ ﻣﻥ ﺧﻼﻝ ﺍﻻﺳﺗﻣﺎﺭﺓ‪ ،‬ﺗﻣﺕ ﺍﻻﺳﺗﻌﺎﻧﺔ ﺑﺑﺭﻧﺎﻣﺞ ﺍﻟﺣﺯﻡ ﺍﻹﺣﺻﺎﺋﻳﺔ‬
‫‪ SPSS‬ﻭ ﺍﻟﺫﻱ ﻳﺭﻣﺯ ﺇﻟﻰ ) ‪ ( Statistical Package For Social Sciences‬ﻣﻥ ﺧﻼﻝ‬
‫ﺍﻷﺩﻭﺍﺕ ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬

‫‪ -‬ﺍﻟﺗﻛﺭﺍﺭﺍﺕ ﻭ ﺍﻟﻧﺳﺏ ﺍﻟﻣﺋﻭﻳﺔ ﻟﻭﺻﻑ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﻟﻌﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ‪.‬‬

‫‪ -‬ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﻭ ﺫﻟﻙ ﻣﻥ ﺃﺟﻝ ﻣﻌﺭﻓﺔ ﺩﺭﺟﺔ ﻣﻭﺍﻓﻘﺔ ﺯﺑﺎﺋﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻥ‬
‫ﻛﻝ ﺑﻌﺩ ﻣﻥ ﺃﺑﻌﺎﺩ‬

‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻡ ﻓﻌﻠﻳﺎ )ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‪ ،‬ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‪ ،‬ﺍﻻﺳﺗﺟﺎﺑﺔ‪ ،‬ﺍﻷﻣﺎﻥ‪ ،‬ﺍﻟﺗﻌﺎﻁﻑ( ﻛﻣﺎ ﺗﻡ ﺍﺳﺗﺧﺩﺍﻡ‬
‫ﺍﻻﻧﺣﺭﺍﻑ ﺍﻟﻣﻌﻳﺎﺭﻱ ﻟﻘﻳﺎﺱ ﺩﺭﺟﺔ ﺗﺷﺗﺕ ﻗﻳﻡ ﺍﺳﺗﺟﺎﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ‪.‬‬

‫‪ -‬ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ ﻟﻣﻌﻳﺎﺭ ﻭﺍﺣﺩ )‪.(One Way Anova‬‬

‫‪ -‬ﺍﺧﺗﺑﺎﺭ ) ‪ ( Kolmogrov-Smirnov‬ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﺍﻋﺗﻣﺎﺩﻳﺔ ﺍﻟﺑﻳﺎﻧﺎﺕ ‪ ،‬ﺃﻱ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﺃﻥ ﺍﻟﺑﻳﺎﻧﺎﺕ‬

‫ﺗﺗﺻﻑ ﺑﺎﻟﺗﻭﺯﻳﻊ ﺍﻟﻁﺑﻳﻌﻲ ﺑﺎﻟﺷﻛﻝ ﺍﻟﺫﻱ ﻳﻣﻛﻥ ﻣﻥ ﺗﻁﺑﻳﻕ ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺍﻟﻣﻌﻠﻣﻳﺔ‪.‬‬

‫‪ -‬ﻣﻌﺎﻣﻝ ﺍﻟﺛﺑﺎﺕ ﻛﺭﻭﻧﺑﺎﺥ ﺃﻟﻔﺎ )‪.(Cronbach Alpha‬‬

‫‪ -‬ﺍﺧﺗﺑﺎﺭ ) ‪ (Khi Deux‬ﻟﻼﺳﺗﻘﻼﻟﻳﺔ‪.‬‬

‫‪ :2-2-3‬ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﻟﻌﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ‬

‫ﻗﺻﺩ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻣﺷﺎﺭﻛﻳﻥ ﻓﻲ ﺍﻟﺩﺭﺍﺳﺔ ﺍﻟﻣﻳﺩﺍﻧﻳﺔ ‪ ،‬ﺗﻧﺎﻭﻝ ﺍﻟﺟﺯء‬
‫ﺍﻷﻭﻝ ﻣﻥ ﺍﻻﺳﺗﺑﻳﺎﻥ ﺑﻌﺽ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻌﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻭ ﻫﻲ ‪:‬ﺍﻟﺟﻧﺱ ‪ ،‬ﺍﻟﺳﻥ ‪ ،‬ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‬
‫ﻭﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪104‬‬

‫‪ :1-2-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﻣﺗﻐﻳﺭ ﺍﻟﺟﻧﺱ‬

‫ﻛﺎﻧﺕ ﻧﺗﺎﺋﺞ ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻣﻥ ﺣﻳﺙ ﻣﺗﻐﻳﺭ ﺍﻟﺟﻧﺱ ﻛﻣﺎ ﻳﻭﺿﺣﻪ ﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻭ ﺫﻟﻙ‬
‫ﻭﻓﻘﺎ ﻹﺟﺎﺑﺎﺕ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻋﻥ ﺍﻻﺳﺗﻣﺎﺭﺓ ﺍﻟﻣﻭﺯﻋﺔ ﻋﻠﻳﻬﻡ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (6-3‬ﺗﻭﺯﻳﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺣﺳﺏ ﺍﻟﺟﻧﺱ‬

‫ﺍﻟﻧﺳﺏ ﺍﻟﻣﺋﻭﻳﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﺟﻧﺱ‬

‫‪%60.7‬‬ ‫‪65‬‬ ‫ﺫﻛﺭ‬

‫‪%39.3‬‬ ‫‪42‬‬ ‫ﺃﻧﺛﻰ‬

‫‪%100‬‬ ‫‪107‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫‪+‬ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫ﻧﻼﺣﻅ ﻣﻥ ﺍﻟﺟﺩﻭﻝ ﺃﻥ ﺍﻟﻧﺳﺑﺔ ﺍﻷﻛﺑﺭ ﻛﺎﻧﺕ ﻣﻥ ﻓﺋﺔ ﺍﻟﺫﻛﻭﺭ ﺣﻳﺙ ﺑﻠﻐﺕ ‪ %60.7‬ﻓﻲ ﺣﻳﻥ ﺑﻠﻐﺕ ﻧﺳﺑﺔ‬
‫ﺍﻹﻧﺎﺙ ‪.%39.3‬‬

‫ﺷﻛﻝ)‪ :(2-3‬ﺍﻟﺩﺍﺋﺭﺓ ﺍﻟﻧﺳﺑﻳﺔ ﻟﻣﺗﻐﻳﺭ ﺍﻟﺟﻧﺱ‬

‫ﺍﻟﺟﻧﺱ‬

‫‪42‬‬

‫ﺫﻛﺭ‬
‫‪65‬‬
‫ﺃﻧﺛﻰ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻹﺳﺗﻣﺎﺭﺓ‪.‬‬

‫‪105‬‬

‫‪ :2-2-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﻣﺗﻐﻳﺭ ﺍﻟﺳﻥ‬

‫ﻛﺎﻧﺕ ﻧﺗﺎﺋﺞ ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻣﻥ ﺣﻳﺙ ﻣﺗﻐﻳﺭ ﺍﻟﺳﻥ ﻛﻣﺎ ﻳﻭﺿﺣﻪ ﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻭ ﺫﻟﻙ ﻭﻓﻘﺎ‬
‫ﻹﺟﺎﺑﺎﺕ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻋﻥ ﺍﻻﺳﺗﻣﺎﺭﺓ ﺍﻟﻣﻭﺯﻋﺔ ﻋﻠﻳﻬﻡ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (7-3‬ﺗﻭﺯﻳﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺣﺳﺏ ﺍﻟﺳﻥ‬

‫ﺍﻟﻧﺳﺑﺔ ﺍﻟﻣﺋﻭﻳﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﺳﻥ‬

‫‪%61.7‬‬ ‫‪66‬‬ ‫ﻣﻥ ‪ 18‬ﺣﺗﻰ ‪ 30‬ﺳﻧﺔ‬

‫‪%17.8‬‬ ‫‪19‬‬ ‫ﻣﻥ ‪ 31‬ﺣﺗﻰ ‪ 40‬ﺳﻧﺔ‬

‫‪%15.0‬‬ ‫‪16‬‬ ‫ﻣﻥ ‪ 41‬ﺣﺗﻰ ‪ 50‬ﺳﻧﺔ‬

‫‪%5.5‬‬ ‫‪6‬‬ ‫‪ 50‬ﺳﻧﺔ ﻓﻣﺎ ﻓﻭﻕ‬

‫‪%100‬‬ ‫‪107‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫‪ 18‬ﻭ ‪ 30‬ﺳﻧﺔ‬ ‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﻟﻧﺎ ﺃﻥ ﺍﻟﻧﺳﺑﺔ ﺍﻷﻛﺑﺭ ﻛﺎﻧﺕ ﻣﻥ ﺍﻟﺫﻳﻥ ﺗﺭﺍﻭﺣﺕ ﺃﻋﻣﺎﺭﻫﻡ ﺑﻳﻥ‬
‫ﺣﻳﺙ ﺑﻠﻐﺕ ﺍﻟﻧﺳﺑﺔ ﺍﻟﻣﺋﻭﻳﺔ ‪ ،%61.7‬ﻓﻲ ﺣﻳﻥ ﺑﻠﻐﺕ ﻧﺳﺑﺔ ﺍﻟﺫﻳﻥ ﺗﻘﻝ ﺃﻋﻣﺎﺭﻫﻡ ﻋﻥ ‪ 41‬ﺳﻧﺔ ﻭﺗﻔﻭﻕ ‪31‬‬
‫‪ 50‬ﻭﺗﻔﻭﻕ ‪ 41‬ﻓﺑﻠﻐﺕ ﻧﺳﺑﺗﻬﻡ ‪ %15‬ﻭﺃﺧﻳﺭﺍ ﺍﻟﺫﻳﻥ‬ ‫ﺳﻧﺔ ‪ %17.8‬ﺑﻳﻧﻣﺎ ﺍﻟﺫﻳﻥ ﺗﻘﻝ ﺃﻋﻣﺎﺭﻫﻡ ﻋﻥ‬
‫ﺗﺟﺎﻭﺯﺕ ﺃﻋﻣﺎﺭﻫﻡ ‪ 50‬ﺳﻧﺔ ﻓﻘﺩ ﺑﻠﻐﺕ ﻧﺳﺑﺗﻬﻡ ‪.%5.5‬‬

‫ﺷﻛﻝ)‪ :(3-3‬ﺍﻟﺩﺍﺋﺭﺓ ﺍﻟﻧﺳﺑﻳﺔ ﻟﻣﺗﻐﻳﺭ ﺍﻟﺳﻥ‬

‫ﺍﻟﺳﻥ‬
‫‪6‬‬
‫‪30-18‬‬ ‫‪16‬‬

‫‪40-31‬‬ ‫‪19‬‬
‫‪66‬‬
‫‪50-41‬‬
‫‪ 50‬ﻓﻣﺎ ﻓﻭﻕ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫‪106‬‬

‫‪ :3-2-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‬

‫ﻛﺎﻧﺕ ﻧﺗﺎﺋﺞ ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻣﻥ ﺣﻳﺙ ﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ ﻛﻣﺎ ﻳﻭﺿﺣﻪ ﺍﻟﺟﺩﻭﻝ‬
‫ﺍﻟﻣﻭﺍﻟﻲ ﻭ ﺫﻟﻙ ﻭﻓﻘﺎ ﻹﺟﺎﺑﺎﺕ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻋﻥ ﺍﻻﺳﺗﻣﺎﺭﺓ ﺍﻟﻣﻭﺯﻋﺔ ﻋﻠﻳﻬﻡ‪.‬‬

‫ﺟﺩﻭﻝ)‪ (8-3‬ﺗﻭﺯﻳﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺣﺳﺏ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‬

‫ﺍﻟﻧﺳﺏ ﺍﻟﻣﺋﻭﻳﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‬

‫‪%31.8‬‬ ‫‪34‬‬ ‫ﺛﺎﻧﻭﻱ‬

‫‪%13.1‬‬ ‫‪14‬‬ ‫ﺃﻗﻝ ﻣﻥ ﺛﺎﻧﻭﻱ‬

‫‪%55.1‬‬ ‫‪59‬‬ ‫ﺟﺎﻣﻌﻲ‬

‫‪%100‬‬ ‫‪107‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻹﺳﺗﻣﺎﺭﺓ‬

‫ﻳﺗﺿﺢ ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﺃﻥ ﺃﻏﻠﺏ ﺍﻟﻣﺳﺗﻘﺻﻳﻥ ﻛﺎﻥ ﻣﺳﺗﻭﺍﻫﻡ ﺟﺎﻣﻌﻲ ﺣﻳﺙ ﺑﻠﻐﺕ ﻧﺳﺑﺗﻬﻡ ‪ %55.1‬ﺛﻡ‬
‫ﺗﻠﻳﻬﺎ ﻧﺳﺑﺔ ﺍﻟﺫﻳﻥ ﻛﺎﻥ ﻣﺳﺗﻭﺍﻫﻡ ﺍﻟﺗﻌﻠﻳﻣﻲ ﺛﺎﻧﻭﻱ ﺣﻳﺙ ﺑﻠﻐﺕ ‪ %31.8‬ﻓﻲ ﺣﻳﻥ ﺑﻠﻐﺕ ﻧﺳﺑﺔ ﺍﻟﺫﻳﻥ ﻳﻘﻝ‬
‫ﻣﺳﺗﻭﺍﻫﻡ ﻋﻥ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﺛﺎﻧﻭﻱ ‪.%13.1‬‬

‫ﺷﻛﻝ)‪ :(4-3‬ﺍﻟﺩﺍﺋﺭﺓ ﺍﻟﻧﺳﺑﻳﺔ ﻟﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‬

‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‬
‫‪14‬‬ ‫‪34‬‬

‫ﺃﻗﻝ ﻣﻥ ﺛﺎﻧﻭﻱ‬
‫ﺛﺎﻧﻭﻱ‬
‫ﺟﺎﻣﻌﻲ‬ ‫‪59‬‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻹﺳﺗﻣﺎﺭﺓ‬

‫‪107‬‬

‫‪ :4-2-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﻣﺗﻐﻳﺭ ﺳﻧﻭﺍﺕ ﺍﻹﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺇﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ) ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ(‬

‫ﻛﺎﻧﺕ ﻧﺗﺎﺋﺞ ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻣﻥ ﺣﻳﺙ ﻣﺗﻐﻳﺭ ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ‬
‫ﺍﻟﺟﺯﺍﺋﺭ ﻛﻣﺎ ﻳﻭﺿﺣﻪ ﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻭ ﺫﻟﻙ ﻭﻓﻘﺎ ﻹﺟﺎﺑﺎﺕ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻋﻥ ﺍﻻﺳﺗﻣﺎﺭﺓ ﺍﻟﻣﻭﺯﻋﺔ‬
‫ﻋﻠﻳﻬﻡ‪.‬‬

‫ﺟﺩﻭﻝ)‪ (9-3‬ﺗﻭﺯﻳﻊ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻳﻧﺔ ﺣﺳﺏ ﺳﻧﻭﺍﺕ ﺍﻹﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‪.‬‬

‫ﺍﻟﻧﺳﺏ ﺍﻟﻣﺋﻭﻳﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ‬

‫‪%33.6‬‬ ‫‪36‬‬ ‫ﻣﻥ ‪ 1‬ﺳﻧﺔ ﺣﺗﻰ ‪ 3‬ﺳﻧﻭﺍﺕ‬

‫‪%22.4‬‬ ‫‪24‬‬ ‫ﻣﻥ ‪ 4‬ﺇﻟﻰ ‪ 6‬ﺳﻧﻭﺍﺕ‬

‫‪%26.2‬‬ ‫‪28‬‬ ‫ﻣﻥ ‪ 7‬ﺇﻟﻰ ‪ 10‬ﺳﻧﻭﺍﺕ‬

‫‪%17.8‬‬ ‫‪19‬‬ ‫‪ 11‬ﺳﻧﺔ ﻓﺄﻛﺛﺭ‬

‫‪%100‬‬ ‫‪107‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻹﺳﺗﻣﺎﺭﺓ‬

‫‪ %33.6‬ﻣﻥ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻳﺳﺎﻭﻱ ﺃﻭ ﻳﻘﻝ ﺍﺷﺗﺭﺍﻛﻬﻡ ﻓﻲ ﺧﺩﻣﺎﺕ‬ ‫ﻧﻼﺣﻅ ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﺃﻥ‬
‫‪ 4‬ﺇﻟﻰ ‪6‬‬ ‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻋﻥ ‪ 3‬ﺳﻧﻭﺍﺕ‪ ،‬ﺃﻣﺎ ‪ %22.4‬ﻣﻥ ﺍﻟﻌﻳﻧﺔ ﻓﺗﻘﺩﺭ ﺳﻧﻭﺍﺕ ﺍﺷﺗﺭﺍﻛﻬﻡ ﻣﻥ‬
‫‪ 10‬ﺳﻧﻭﺍﺕ‬ ‫ﺳﻧﻭﺍﺕ‪ ،‬ﻓﻲ ﺣﻳﻥ ﺑﻠﻐﺕ ﻧﺳﺑﺔ ﺍﻟﺫﻳﻥ ﻭﺻﻝ ﺍﺷﺗﺭﺍﻛﻬﻡ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺇﻟﻰ‬
‫‪ %26.2‬ﻭﺃﺧﻳﺭ ﺑﻠﻐﺕ ﻧﺳﺑﺔ ﺍﻟﺫﻳﻥ ﻓﺎﻕ ﺍﺷﺗﺭﺍﻛﻬﻡ ‪ 11‬ﺳﻧﺔ ‪.%17.8‬‬
‫‪108‬‬

‫ﺷﻛﻝ)‪ :(5-3‬ﺍﻟﺩﺍﺋﺭﺓ ﺍﻟﻧﺳﺑﻳﺔ ﻟﺳﻧﻭﺍﺕ ﺍﻹﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬

‫ﺳﻧﻭﺍﺕ ﺍﻹﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬

‫‪28‬‬
‫‪36‬‬
‫‪ 03-01‬ﺳﻧﻭﺍﺕ‬
‫‪ 06-04‬ﺳﻧﻭﺍﺕ‬
‫‪ 10-07‬ﺳﻧﻭﺍﺕ‬ ‫‪24‬‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻹﺳﺗﻣﺎﺭﺓ‬

‫‪ :3-2-3‬ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻷﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬

‫ﺳﻧﻌﺭﺽ ﻓﻳﻣﺎ ﻳﻠﻲ ﺇﺟﺎﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﺣﻭﻝ ﻋﺑﺎﺭﺍﺕ ﺍﻻﺳﺗﻣﺎﺭﺓ ﺍﻻﺛﻧﻳﻥ ﻭﺍﻟﻌﺷﺭﻳﻥ ‪ 22‬ﻭ ﺍﻟﺗﻲ ﺗﻌﺑﺭ ﻋﻥ‬
‫ﺍﺗﺟﺎﻫﺎﺗﻬﻡ ﺣﻭﻝ ﺃﺩﺍء ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻭﺫﻟﻙ ﻋﻠﻰ ﺣﺳﺏ‬
‫ﻛﻝ ﺑﻌﺩ ﻣﻥ ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﺧﻣﺱ ) ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‪ ،‬ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‪ ،‬ﺍﻻﺳﺗﺟﺎﺑﺔ‪ ،‬ﺍﻷﻣﺎﻥ‪ ،‬ﺍﻟﺗﻌﺎﻁﻑ(‪.‬‬

‫‪ :1-3-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬

‫ﻳﻭﺿﺢ ﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﺍﻟﻣﺗﻭﺳﻁﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻹﺟﺎﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﻣﺩﻯ ﺗﻭﻓﺭ‬
‫ﻋﺑﺎﺭﺍﺕ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺇﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (10-3‬ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‪.‬‬

‫ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ‬ ‫ﺍﻻﻧﺣﺭﺍﻑ‬ ‫ﺍﻟﻣﺗﻭﺳﻁ‬ ‫ﺍﻟﻌﺑﺎﺭﺍﺕ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻋﺎﻟﻳﺔ‬ ‫‪1.13‬‬ ‫‪2.43‬‬ ‫ﺗﻭﻓﺭ ﺍﻟﻣﻌﺩﺍﺕ ﻭﺍﻟﺗﺟﻬﻳﺯﺍﺕ ﺍﻟﺣﺩﻳﺛﺔ‬ ‫‪1‬‬

‫ﻋﺎﻟﻳﺔ‬ ‫‪0.86‬‬ ‫‪2.31‬‬ ‫ﻣﻅﻬﺭ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻻﺋﻕ ﻭﺃﻧﻳﻕ‬ ‫‪2‬‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.08‬‬ ‫‪2.62‬‬ ‫ﻗﺎﻋﺔ ﺍﻻﻧﺗﻅﺎﺭ ﻣﻛﻳﻔﺔ ﻭﻧﻅﻳﻔﺔ‬ ‫‪3‬‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.18‬‬ ‫‪2.77‬‬ ‫ﺍﻟﺗﺻﻣﻳﻡ ﺍﻟﺩﺍﺧﻠﻲ ﻣﻧﺎﺳﺏ ﻟﺗﻘﺩﻳﻡ‬ ‫‪4‬‬

‫‪109‬‬

‫ﺍﻟﺧﺩﻣﺔ‬

‫ﻣﺗﺩﻧﻳﺔ ﺟﺩﺍ‬ ‫‪0.47‬‬ ‫‪4.34‬‬ ‫ﻣﺩﻯ ﺗﻭﻓﺭ ﺃﻣﺎﻛﻥ ﺗﻭﻗﻳﻑ ﺍﻟﺳﻳﺎﺭﺍﺕ‬ ‫‪5‬‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪0.94‬‬ ‫‪2.89‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﺃﻋﻼﻩ ﻳﻣﻛﻥ ﻣﻼﺣﻅﺔ ﺃﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻳﻘﻳﻣﻭﻥ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﺗﻘﻳﻳﻡ ﻣﺗﻭﺳﻁ ﺣﻳﺙ ﺑﻠﻎ‬
‫‪ ،0.94‬ﺇﻻ ﺃﻥ ﺍﻟﻌﺑﺎﺭﺗﻳﻥ ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻹﺟﻣﺎﻟﻲ ‪ 2.89‬ﻣﻊ ﺍﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ﻳﻘﺩﺭ ﺏ‬
‫ﻭﺍﻟﺛﺎﻧﻳﺔ ﻛﺎﻧﺕ ﺩﺭﺟﺔ ﺍﻟﺗﻘﻳﻳﻡ ﻓﻳﻬﺎ ﻋﺎﻟﻳﺔ ﺣﻳﺙ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻟﺧﺎﺹ ﺑﻬﻣﺎ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ‪ 2.43‬ﻭ‬
‫ﻭ ‪ 0.86‬ﻭ ﻫﻭ ﻣﺎ ﻳﻌﻛﺱ ﺍﻫﺗﻣﺎﻡ ﺍﺗﺻﺎﻻﺕ‬ ‫‪ 2.31‬ﺑﺎﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ﻗﺩﺭ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ‪1.13‬‬
‫ﺍﻟﺟﺯﺍﺋﺭ ﺑﺗﻭﻓﻳﺭ ﺍﻷﺟﻬﺯﺓ ﺍﻟﺣﺩﻳﺛﺔ ﻭ ﺍﻻﻫﺗﻣﺎﻡ ﺑﺎﻟﻣﻅﻬﺭ ﺍﻟﺧﺎﺭﺟﻲ ﻟﻠﻣﻭﻅﻔﻳﻥ‪ ،‬ﻓﻲ ﺣﻳﻥ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ‬
‫ﺍﻟﺣﺳﺎﺑﻲ ﺍﻟﺧﺎﺹ ﺑﺎﻟﻌﺑﺎﺭﺓ ﺍﻷﺧﻳﺭﺓ ‪ 4.34‬ﺑﺎﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ﻗﺩﺭ ﺏ ‪ 0.47‬ﻭﻫﻭ ﻳﻌﺑﺭ ﻋﻥ ﻋﺩﻡ ﻣﻭﺍﻓﻘﺔ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﺗﻣﺎﻣﺎ ﺣﻭﻝ ﻭﺟﻭﺩ ﺃﻣﺎﻛﻥ ﺗﻭﻗﻳﻑ ﺍﻟﺳﻳﺎﺭﺍﺕ ﺣﻳﺙ ﻛﺎﻧﺕ ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ ﻣﺗﺩﻧﻳﺔ ﺟﺩﺍ‪ ،‬ﻓﻲ ﺣﻳﻥ‬
‫ﻛﺎﻧﺕ ﺩﺭﺟﺔ ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﻌﺑﺎﺭﺓ ﺍﻟﺛﺎﻟﺛﺔ ﻭﺍﻟﺭﺍﺑﻌﺔ ﻣﺗﻭﺳﻁﺔ ﻭﺗﺗﻌﻠﻕ ﺑﻘﺎﻋﺔ ﺍﻻﻧﺗﻅﺎﺭ ﻭ ﺍﻟﺗﺻﻣﻳﻡ‬
‫ﺍﻟﺩﺍﺧﻠﻲ ﻻﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪.‬‬

‫‪ :2-3-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‬

‫ﻳﻭﺿﺢ ﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﺍﻟﻣﺗﻭﺳﻁﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻹﺟﺎﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﻣﺩﻯ ﺗﻭﻓﺭ‬
‫ﻋﺑﺎﺭﺍﺕ ﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺇﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (11-3‬ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‬

‫ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ‬ ‫ﺍﻻﻧﺣﺭﺍﻑ‬ ‫ﺍﻟﻣﺗﻭﺳﻁ‬ ‫ﺍﻟﻌﺑﺎﺭﺍﺕ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪1.007‬‬ ‫‪3.61‬‬ ‫ﺍﻟﻭﻓﺎء ﺑﺎﻟﻌﻬﺩ ﻓﻲ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﻓﻲ‬ ‫‪1‬‬

‫ﺍﻟﻭﻗﺕ ﺍﻟﻣﺣﺩﺩ‬

‫ﻋﺎﻟﻳﺔ‬ ‫‪1.056‬‬ ‫‪2.57‬‬ ‫ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﻣﻌﺎﻟﺟﺔ‬ ‫‪2‬‬

‫ﺍﻻﺳﺗﻔﺳﺎﺭ‬
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‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.177‬‬ ‫‪2.97‬‬ ‫ﺗﻭﻓﺭ ﺍﻟﻌﺩﺩ ﺍﻟﻛﺎﻓﻲ ﻣﻥ ﺍﻟﻣﻭﻅﻔﻳﻥ‬ ‫‪3‬‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪1.030‬‬ ‫‪3.45‬‬ ‫ﺍﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺔ ﺑﺷﻛﻝ ﺻﺣﻳﺢ ﻣﻥ ﺃﻭﻝ‬ ‫‪4‬‬

‫ﻣﺭﺓ‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.06‬‬ ‫‪3.15‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﺃﻋﻼﻩ ﻧﻼﺣﻅ ﺃﻥ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ‬
‫ﺍﻟﻌﻠﻣﺔ ﻛﺎﻥ ﺗﻘﻳﻳﻣﺎ ﻣﺗﻭﺳﻁﺎ ﺣﻳﺙ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻹﺟﻣﺎﻟﻲ ‪ 3.15‬ﻭﺑﺎﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ‪ 1.06‬ﺃﻱ‬
‫ﺃﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻳﻭﺍﻓﻘﻭﻥ ﺑﺩﺭﺟﺔ ﻣﺗﻭﺳﻁﺔ ﻋﻠﻰ ﺗﻭﻓﺭ ﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻓﻲ ﺧﺩﻣﺎﺕ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪ ،‬ﻭ ﻛﺎﻧﺕ ﺩﺭﺟﺔ‬
‫‪ 2.57‬ﻭﺑﺎﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ‪ 1.056‬ﺑﻣﻌﻧﻰ ﺃﻥ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ ﺍﻟﺛﺎﻧﻳﺔ ﻋﺎﻟﻳﺔ ﺟﺩﺍ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ﻗﺩﺭ ﺏ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﻳﻌﺗﻣﺩﻭﻥ ﻋﻠﻰ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﻣﻌﺎﻟﺟﺔ ﺍﺳﺗﻔﺳﺎﺭﺍﺗﻬﻡ ﻭﻣﺷﺎﻛﻠﻬﻡ‪ ،‬ﻓﻲ ﺣﻳﻥ ﺟﺎء ﺗﻘﻳﻳﻡ ﺍﻟﻌﺑﺎﺭﺓ ﺍﻷﻭﻟﻰ‬
‫ﻭ ‪ 3.45‬ﻭ ﺑﺎﻧﺣﺭﺍﻓﺎﺕ ﻣﻌﻳﺎﺭﻳﺔ‬ ‫ﻭ ﺍﻷﺧﻳﺭﺓ ﻣﺗﺩﻧﻳﺎ ﺑﻣﺗﻭﺳﻁﺎﺕ ﺣﺳﺎﺑﻳﺔ ﻗﺩﺭﺕ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ‪3.61‬‬
‫ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ‪ 1.007‬ﻭ ‪ 1.030‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻛﺱ ﻋﺩﻡ ﻣﻭﺍﻓﻘﺔ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﻭﻓﺎء ﺍﻟﻣﻭﻅﻔﻳﻥ ﺑﻌﻬﻭﺩﻫﻡ‬
‫ﺑﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻣﺣﺩﺩ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻋﺩﻡ ﺇﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺎﺕ ﺑﺷﻛﻝ ﺻﺣﻳﺢ ﻭﻣﻥ ﺃﻭﻝ ﻣﺭﺓ ﻣﺎ‬
‫ﻳﺟﺑﺭ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﺍﻟﺣﺿﻭﺭ ﻣﺭﺍﺕ ﻋﺩﻳﺩﺓ ﻣﻥ ﺃﺟﻝ ﻣﻌﺎﻟﺟﺔ ﺍﻟﺧﻠﻝ‪.‬‬

‫‪ :3-3-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ‬

‫ﻳﻭﺿﺢ ﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﺍﻟﻣﺗﻭﺳﻁﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻹﺟﺎﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﻣﺩﻯ ﺗﻭﻓﺭ‬
‫ﻋﺑﺎﺭﺍﺕ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺇﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (12-3‬ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ‬

‫ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ‬ ‫ﺍﻻﻧﺣﺭﺍﻑ‬ ‫ﺍﻟﻣﺗﻭﺳﻁ‬ ‫ﺍﻟﻌﺑﺎﺭﺍﺕ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪1.018‬‬ ‫‪3.66‬‬ ‫ﺇﻋﻼﻡ ﺍﻟﺯﺑﺎﺋﻥ ﺑﻣﻭﻋﺩ ﺍﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺔ‬ ‫‪1‬‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪1.186‬‬ ‫‪3.01‬‬ ‫ﺗﻭﻓﻳﺭ ﺍﻟﺧﺩﻣﺔ ﺑﺳﺭﻋﺔ‬ ‫‪2‬‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪1.013‬‬ ‫‪3.20‬‬ ‫ﺇﺑﺩﺍء ﺍﻟﺭﻏﺑﺔ ﻓﻲ ﻣﺳﺎﻋﺩﺓ ﺍﻟﺯﺑﺎﺋﻥ‬ ‫‪3‬‬

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‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪3.28‬‬ ‫‪3.28‬‬ ‫ﺍﻻﺳﺗﻌﺩﺍﺩ ﺍﻟﺩﺍﺋﻡ ﻟﻼﺳﺗﺟﺎﺑﺔ ﻟﻁﻠﺑﺎﺕ‬ ‫‪4‬‬

‫ﺍﻟﺯﺑﺎﺋﻥ‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪1.624‬‬ ‫‪3.28‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﻼﺣﻅ ﺃﻥ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﺑﺻﻔﺔ ﻋﺎﻣﺔ ﺟﺎء ﻣﺗﺩﻧﻳﺎ ﺣﻳﺙ ﻗﺩﺭ ﺍﻟﻣﺗﻭﺳﻁ‬
‫ﺍﻟﺣﺳﺎﺑﻲ ﺍﻹﺟﻣﺎﻟﻲ ﺏ ‪ 3.28‬ﺑﺎﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ﻳﺳﺎﻭﻱ ‪ ،1.624‬ﺣﻳﺙ ﻟﻡ ﻳﻭﺍﻓﻕ ﺃﻏﻠﺏ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ‬
‫ﺗﻭﻓﺭ ﺍﻟﻌﺑﺎﺭﺍﺕ ﺍﻷﺭﺑﻌﺔ ‪ ،‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻛﺱ ﻋﺩﻡ ﺍﻫﺗﻣﺎﻡ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﺑﺈﻋﻼﻡ ﺍﻟﺯﺑﺎﺋﻥ ﺑﻣﻭﺍﻋﻳﺩ ﺍﻧﺟﺎﺯ‬
‫ﺍﻟﺧﺩﻣﺎﺕ ﻭﻻ ﺑﺗﻭﻓﻳﺭ ﺍﻟﺧﺩﻣﺎﺕ ﺑﺳﺭﻋﺔ ﺃﻭ ﺇﺑﺩﺍء ﺍﻟﺭﻏﺑﺔ ﻓﻲ ﻣﺳﺎﻋﺩﺓ ﺍﻟﺯﺑﺎﺋﻥ ﻭ ﺍﻻﺳﺗﻌﺩﺍﺩ ﺍﻟﺩﺍﺋﻡ ﻟﻼﺳﺗﺟﺎﺑﺔ‬
‫ﻟﻁﻠﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﺣﻳﺙ ﺗﺭﺍﻭﺣﺕ ﺍﻟﻣﺗﻭﺳﻁﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻟﺟﻣﻳﻊ ﺍﻟﻌﺑﺎﺭﺍﺕ ﺑﻳﻥ ‪ 3.01‬ﻭ ‪.3.66‬‬

‫‪ :4-3-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﺑﻌﺩ ﺍﻷﻣﺎﻥ‬

‫ﻳﻭﺿﺢ ﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﺍﻟﻣﺗﻭﺳﻁﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻹﺟﺎﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﻣﺩﻯ ﺗﻭﻓﺭ‬
‫ﻋﺑﺎﺭﺍﺕ ﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺇﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (13-3‬ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻷﻣﺎﻥ‬

‫ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ‬ ‫ﺍﻻﻧﺣﺭﺍﻑ‬ ‫ﺍﻟﻣﺗﻭﺳﻁ‬ ‫ﺍﻟﻌﺑﺎﺭﺍﺕ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻋﺎﻟﻳﺔ‬ ‫‪0.905‬‬ ‫ﺍﻟﺛﻘﺔ ﻓﻲ ﻗﺩﺭﺓ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺑﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ‪2.49‬‬ ‫‪1‬‬

‫ﺑﺷﻛﻝ ﺟﻳﺩ‪.‬‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.040‬‬ ‫‪2.93‬‬ ‫ﺍﻟﺷﻌﻭﺭ ﺑﺎﻷﻣﺎﻥ ﻋﻧﺩ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ‬ ‫‪2‬‬

‫ﺍﻟﻣﻭﻅﻔﻳﻥ‬

‫ﻋﺎﻟﻳﺔ‬ ‫‪0.985‬‬ ‫‪2.50‬‬ ‫ﻣﺩﻯ ﻟﻁﻑ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‬ ‫‪3‬‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.125‬‬ ‫‪2.65‬‬ ‫ﺍﻟﻣﻌﺭﻓﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻥ ﺃﺳﺋﻠﺔ ﺍﻟﺯﺑﺎﺋﻥ‬ ‫‪4‬‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.01‬‬ ‫‪2.64‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫‪112‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﻟﻧﺎ ﺃﻥ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬
‫ﺟﺎء ﺗﻘﻳﻳﻣﺎ ﻣﺗﻭﺳﻁﺎ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ﺇﺟﻣﺎﻟﻲ ﻗﺩﺭ ﺏ ‪ 2.64‬ﻭ ﺍﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ﻳﺳﺎﻭﻱ ‪ ،1.01‬ﻭﻛﺎﻧﺕ‬
‫ﺍﻟﻣﻭﺍﻓﻘﺔ ﻋﻠﻰ ﺗﻭﻓﺭ ﺍﻟﻌﺑﺎﺭﺓ ﺍﻷﻭﻟﻰ ﻭ ﺍﻟﺛﺎﻟﺛﺔ ﻋﺎﻟﻳﺔ ﺣﻳﺙ ﻗﺩﺭ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﻟﻠﻌﺑﺎﺭﺗﻳﻥ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ‬
‫ﺏ ‪ 2.49‬ﻭ ‪ 2.50‬ﻭﺍﻻﻧﺣﺭﺍﻑ ﺍﻟﻣﻌﻳﺎﺭﻱ ﻛﺎﻥ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ‪ 0.905‬ﻭ ‪ 0.985‬ﻭ ﻫﺫﺍ ﻳﻌﻧﻲ ﺃﻥ ﻓﻲ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﻳﺛﻘﻭﻥ ﻓﻲ ﻗﺩﺭﺓ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺎﺕ ﺑﺷﻛﻝ ﺟﻳﺩ ﻛﻣﺎ ﺃﻧﻬﻡ ﻳﻌﺗﻘﺩﻭﻥ ﺃﻥ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻟﻁﻔﺎء‬
‫ﻭﻣﻬﺫﺑﻭﻥ ﻣﻌﻬﻡ‪ ،‬ﻓﻲ ﺣﻳﻥ ﺟﺎءﺕ ﺍﻟﻣﻭﺍﻓﻘﺔ ﻋﻠﻰ ﺑﺎﻗﻲ ﺍﻟﻌﺑﺎﺭﺍﺕ ﻣﺗﻭﺳﻁﺔ ﺣﻳﺙ ﻛﺎﻥ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ‬
‫ﺍﻟﺧﺎﺹ ﺑﻬﺎ ‪ 2.93‬ﻓﻳﻣﺎ ﻳﺧﺹ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻷﻣﺎﻥ ﻋﻧﺩ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻭﺍﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ﻗﺩﺭ ﺏ‬
‫‪ 1.040‬ﺃﻣﺎ ﻓﻳﻣﺎ ﻳﺧﺹ ﺍﻣﺗﻼﻙ ﺍﻟﻣﻌﺭﻓﺔ ﺍﻟﺗﺎﻣﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻥ ﺃﺳﺋﻠﺔ ﺍﻟﺯﺑﺎﺋﻥ ﻓﻛﺎﻥ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪ 2.65‬ﻭ ﺍﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ‪.1.125‬‬

‫‪ :5-3-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ‬

‫ﻳﻭﺿﺢ ﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﺍﻟﻣﺗﻭﺳﻁﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻹﺟﺎﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﻣﺩﻯ ﺗﻭﻓﺭ‬
‫ﻋﺑﺎﺭﺍﺕ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺇﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪.‬‬

‫ﺟﺩﻭﻝ )‪ (14-3‬ﺗﻘﻳﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ‬

‫ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ‬ ‫ﺍﻻﻧﺣﺭﺍﻑ‬ ‫ﺍﻟﻣﺗﻭﺳﻁ‬ ‫ﺍﻟﻌﺑﺎﺭﺍﺕ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬ ‫ﺍﻟﺣﺳﺎﺑﻲ‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪1.058‬‬ ‫‪3.48‬‬ ‫ﺍﻻﻫﺗﻣﺎﻡ ﺍﻟﺷﺧﺻﻲ ﻟﻠﺯﺑﺎﺋﻥ ﻋﻧﺩ‬ ‫‪1‬‬

‫ﺍﻟﺗﻌﺎﻣﻝ ﻣﻌﻬﻡ‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪0.975‬‬ ‫‪3.50‬‬ ‫ﺗﻔﻬﻡ ﺍﻻﺣﺗﻳﺎﺟﺎﺕ ﻭﺍﻟﺳﻌﻲ ﻟﺗﺣﻘﻳﻘﻬﺎ‬ ‫‪2‬‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪0.812‬‬ ‫‪4.10‬‬ ‫ﻣﺻﻠﺣﺔ ﺍﻟﺯﺑﻭﻥ ﻓﻭﻕ ﻛﻝ ﺍﻋﺗﺑﺎﺭ‬ ‫‪3‬‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪0.859‬‬ ‫‪3.87‬‬ ‫ﺍﻟﺗﻌﺎﻣﻝ ﺑﻌﻧﺎﻳﺔ ﻓﺎﺋﻘﺔ ﻣﻊ ﺍﻟﺯﺑﺎﺋﻥ‬ ‫‪4‬‬

‫ﻋﺎﻟﻳﺔ‬ ‫‪0.952‬‬ ‫‪2.13‬‬ ‫ﻣﺩﻯ ﻣﻧﺎﺳﺑﺔ ﺃﻭﻗﺎﺕ ﻋﻣﻝ ﺍﻟﻭﻛﺎﻟﺔ‬ ‫‪5‬‬

‫ﻟﻠﺯﺑﺎﺋﻥ‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪0.93‬‬ ‫‪3.41‬‬ ‫ﺍﻟﻣﺟﻣﻭﻉ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫‪113‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﻼﺣﻅ ﺃﻥ ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻌﺎﻡ ﺟﺎءﺍ ﻣﺗﺩﻧﻳﺎ ﺣﻳﺙ ﻟﻡ ﻳﻭﺍﻓﻕ ﺃﻏﻠﺏ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﻛﻝ ﺍﻟﻌﺑﺎﺭﺍﺕ‬
‫‪ 3.41‬ﺑﺎﻧﺣﺭﺍﻑ‬ ‫ﺍﻟﺧﺎﺻﺔ ﺑﻬﺫﺍ ﺍﻟﺑﻌﺩ ﺑﺎﺳﺗﺛﻧﺎء ﺍﻟﻌﺑﺎﺭﺓ ﺍﻷﺧﻳﺭﺓ‪ ،‬ﺣﻳﺙ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻹﺟﻣﺎﻟﻲ‬
‫ﻣﻌﻳﺎﺭﻱ ‪ 0.93‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻛﺱ ﻋﺩﻡ ﺍﻫﺗﻣﺎﻡ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﺑﺩﺭﺍﺳﺔ ﺍﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ‬
‫‪ 3.50‬ﻭ ‪ ،4.10‬ﺑﺎﺳﺗﺛﻧﺎء‬ ‫ﻭﺍﻟﺳﻌﻲ ﻟﺗﺣﻘﻳﻘﻬﺎ‪ ،‬ﻭﻟﻘﺩ ﺗﺭﺍﻭﺡ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﻟﻠﻌﺑﺎﺭﺍﺕ ﺍﻷﺭﺑﻌﺔ ﺑﻳﻥ‬
‫ﺍﻟﻌﺑﺎﺭﺓ ﺍﻷﺧﻳﺭﺓ ﺍﻟﺗﻲ ﻭﺍﻓﻕ ﻣﻌﻅﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﻣﻼﺋﻣﺔ ﺃﻭﻗﺎﺕ ﺍﻟﻌﻣﻝ ﻟﻠﺯﺑﺎﺋﻥ ﻭﻫﻭ ﻣﺎ ﻳﺅﻛﺩﻩ ﺍﻟﻣﺗﻭﺳﻁ‬
‫ﺍﻟﺣﺳﺎﺑﻲ ﺍﻟﺫﻱ ﺑﻠﻎ ‪ 2.13‬ﻭﺍﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ‪.0.952‬‬

‫‪ :6-3-2-3‬ﺗﺣﻠﻳﻝ ﺑﻳﺎﻧﺎﺕ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﻠﻳﺔ ﻻﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬

‫ﻳﻭﺿﺢ ﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﺍﻟﻣﺗﻭﺳﻁﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﻭ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻟﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻛﻠﻳﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪.‬‬

‫ﺟﺩﻭﻝ)‪ (15-3‬ﺗﻘﻳﻡ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﻠﻳﺔ ﻻﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬

‫ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ‬ ‫ﺍﻻﻧﺣﺭﺍﻑ‬ ‫ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ‬ ‫ﺍﻟﺑﻌﺩ‬

‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪0.94‬‬ ‫‪2.89‬‬ ‫ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.06‬‬ ‫‪3.15‬‬ ‫ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪1.624‬‬ ‫‪3.28‬‬ ‫ﺍﻻﺳﺗﺟﺎﺑﺔ‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.01‬‬ ‫‪2.64‬‬ ‫ﺍﻷﻣﺎﻥ‬

‫ﻣﺗﺩﻧﻳﺔ‬ ‫‪0.93‬‬ ‫‪3.41‬‬ ‫ﺍﻟﺗﻌﺎﻁﻑ‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.11‬‬ ‫‪3.07‬‬ ‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﻠﻳﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﻼﺣﻅ ﺃﻥ ﺩﺭﺟﺔ ﻣﻭﺍﻓﻘﺔ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﻠﻳﺔ ﻻﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ‬
‫ﺍﻟﻌﻠﻣﺔ ﺟﺎءﺕ ﻣﺗﻭﺳﻁﺔ‪ ،‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻧﻲ ﺃﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻳﻌﺗﻘﺩﻭﻥ ﺃﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻟﻡ ﺗﺭﻗﻰ ﺇﻟﻰ‬
‫‪ 3.07‬ﺑﺎﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ﻳﺳﺎﻭﻱ‬ ‫ﻣﺳﺗﻭﻯ ﺗﻁﻠﻌﺎﺗﻬﻡ‪ ،‬ﻭﻫﻭ ﻣﺎ ﻳﺅﻛﺩﻩ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻟﺫﻱ ﻗﺩﺭ ﺏ‬
‫‪1.11‬‬
‫‪114‬‬

‫‪ :7-3-2-3‬ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺗﻡ ﻁﺭﺡ ﺳﺅﺍﻝ ﻭﺍﺣﺩ ﻣﺑﺎﺷﺭ ﻟﻠﺯﺑﺎﺋﻥ ﺣﻭﻝ ﻣﺩﻯ ﺭﺿﺎﻫﻡ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻪ ﻣﻥ ﻁﺭﻑ‬
‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻭﻟﻘﺩ ﺗﻡ ﺍﺳﺗﻌﻣﺎﻝ ﺳﻠﻡ ﻟﻳﻛﺭﺕ ﺍﻟﺧﻣﺎﺳﻲ ﻣﺎ ﺑﻳﻥ ﺭﺍﺽ ﺗﻣﺎﻣﺎ ﻭ ﻏﻳﺭ‬
‫ﺭﺍﺽ ﺗﻣﺎﻣﺎ ﻭ ﻛﺎﻧﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻛﺎﻟﺗﺎﻟﻲ ‪:‬‬

‫ﺟﺩﻭﻝ )‪(16-3‬ﺩﺭﺟﺔ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬

‫ﺍﻟﻣﺟﻣﻭﻉ‬ ‫ﻏﻳﺭ ﺭﺍﺽ‬ ‫ﻏﻳﺭ ﺭﺍﺽ‬ ‫ﻣﺣﺎﻳﺩ‬ ‫ﺭﺍﺽ ﺗﻣﺎﻣﺎ ﺭﺍﺽ‬ ‫ﺩﺭﺟﺔ‬
‫ﺗﻣﺎﻣﺎ‬ ‫ﺍﻟﺭﺿﺎ‬

‫‪107‬‬ ‫‪9‬‬ ‫‪53‬‬ ‫‪16‬‬ ‫‪29‬‬ ‫‪0‬‬ ‫ﺍﻟﻌﺩﺩ‬

‫‪%100‬‬ ‫‪%9‬‬ ‫‪%49‬‬ ‫‪%15‬‬ ‫‪%27‬‬ ‫‪0‬‬ ‫ﺍﻟﻧﺳﺑﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﺃﻥ ﻧﺳﺑﺔ ‪ %49‬ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻏﻳﺭ ﺭﺍﺿﻳﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ‬
‫ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻓﻲ ﺣﻳﻥ ‪ %27‬ﻣﻧﻬﻡ ﻋﺑﺭﺕ ﻋﻥ ﺭﺿﺎﻫﺎ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪ ،‬ﺑﻳﻧﻣﺎ ‪ %15‬ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻛﺎﻧﻭﺍ ﺣﻳﺎﺩﻳﻳﻥ ﺑﻳﻧﻣﺎ ﻋﺑﺭ ‪ % 9‬ﻣﻥ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﻋﺩﻡ ﺭﺿﺎﻫﻡ‬
‫ﺗﻣﺎﻣﺎ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪.‬‬

‫ﻭﺍﻟﺟﺩﻭﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻳﻭﺿﺢ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﻭ ﺍﻻﻧﺣﺭﺍﻑ ﺍﻟﻣﻌﻳﺎﺭﻱ ﻹﺟﺎﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﺩﺭﺟﺔ‬
‫ﺭﺿﺎﻫﻡ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‪.‬‬

‫ﺟﺩﻭﻝ)‪ :(17-3‬ﺗﻘﻳﻳﻡ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪.‬‬

‫ﺩﺭﺟﺔ‬ ‫ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻻﻧﺣﺭﺍﻑ‬ ‫ﺍﻟﻌﺑﺎﺭﺓ‬ ‫ﺍﻟﺭﻗﻡ‬

‫ﺍﻟﺭﺿﺎ‬ ‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬

‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪0.979‬‬ ‫‪3.39‬‬ ‫ﺩﺭﺟﺔ ﺍﻟﺭﺿﺎ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬ ‫‪1‬‬

‫ﺍﻟﻣﻘﺩﻣﺔ ﻟﻠﺯﺑﺎﺋﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫‪115‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﺃﻥ ﺩﺭﺟﺔ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺟﺎءﺕ ﻣﺗﻭﺳﻁﺔ ﻭﻫﻭ ﻣﺎ ﻳﺅﻛﺩﻩ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ‬
‫ﺍﻟﺫﻱ ﺑﻠﻎ ‪ 3.39‬ﻭﺑﺎﻧﺣﺭﺍﻑ ﻣﻌﻳﺎﺭﻱ ‪0.979‬‬

‫‪ :3-3‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺎﺕ ﻭﻋﺭﺽ ﺍﻟﻧﺗﺎﺋﺞ‬

‫ﺳﻧﺣﺎﻭﻝ ﻣﻥ ﺧﻼﻝ ﻫﺫﺍ ﺍﻟﻣﺑﺣﺙ ﺍﺧﺗﺑﺎﺭ ﻓﺭﺿﻳﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ ﻣﻥ ﺃﺟﻝ ﺗﺄﻛﻳﺩﻫﺎ ﺃﻭ ﺭﻓﺿﻬﺎ ﻣﻊ ﻋﺭﺽ‬
‫ﺍﻟﻧﺗﺎﺋﺞ ﻭﺗﺣﻠﻳﻠﻬﺎ‪ ،‬ﺑﺎﺳﺗﺧﺩﺍﻡ ﺍﻷﺳﺎﻟﻳﺏ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﻛﻝ ﻓﺭﺿﻳﺔ‪.‬‬

‫ﺍﻟﺷﻛﻝ ﺍﻟﻣﻭﺍﻟﻲ ﻳﻭﺿﺢ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﻣﻔﺎﻫﻳﻣﻲ ﻟﻠﺩﺭﺍﺳﺔ‪.‬‬

‫ﺷﻛﻝ )‪ (6-3‬ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﻣﻔﺎﻫﻳﻣﻲ ﻟﻠﺩﺭﺍﺳﺔ‪:‬‬

‫ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬

‫رﺿﺎ اﻟﺰﺑﻮن ﻋﻦ ﺟﻮدة اﳋﺪﻣﺔ‬ ‫ﺍﻻﻋﺗﻣﺎﺩﻳﺔاﳋﺪﻣﺔ اﳌﻘﺪﻣﺔ ﻟﻠﺰﺑﻮن‬

‫ﺟﻮدة‬
‫اﳌﻘﺪﻣﺔ ﻟﻪ ﻣﻦ ﻃﺮف‬ ‫ﻣﻦ ﻃﺮف اﺗﺼﺎﻻت اﳉﺰاﺋﺮ‬
‫ﺍﻻﺳﺗﺟﺎﺑﺔ‬
‫اﺗﺼﺎﻻت اﳉﺰاﺋﺮ وﻛﺎﻟﺔ‬ ‫وﻛﺎﻟﺔ اﻟﻌﻠﻤﺔ‪.‬‬
‫اﻟﻌﻠﻤﺔ‪.‬‬ ‫ﺍﻷﻣﺎﻥ‬

‫ﺍﻟﺗﻌﺎﻁﻑ‬

‫ﺍﻟﺳﻥ‪.‬‬
‫اﳋﺼﺎﺋﺺ‬
‫اﳋﺎﺻﺔ‬ ‫اﻟﺪﳝﻮﻏﺮاﻓﻴﺔ‬
‫ﺍﻟﺟﻧﺱ‪.‬‬
‫ﺑﻌﻴﻨﺔ اﻟﺪراﺳﺔ‪.‬‬
‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‪.‬‬

‫ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ .‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ‪.‬‬

‫‪116‬‬

‫‪ :1-3-3‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻷﻭﻟﻰ‬

‫ﻟﻘﺩ ﺗﻡ ﺗﺟﺯﺋﺔ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺍﻷﻭﻟﻰ ﺇﻟﻰ ﺧﻣﺱ ﻓﺭﺿﻳﺎﺕ ﻓﺭﻋﻳﺔ‪ ،‬ﺗﻣﺛﻝ ﻣﺟﻣﻭﻋﻬﺎ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ‬
‫ﻭ ﺳﻧﺣﺎﻭﻝ ﺍﺧﺗﺑﺎﺭ ﻛﻝ ﻓﺭﺿﻳﺔ ﻋﻠﻰ ﺣﺩﻯ ﺃﻭﻻ‪.‬‬

‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺍﻷﻭﻟﻰ‪ :‬ﻫﻧﺎﻙ ﺃﺛﺭ ﺫﻭ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ‬
‫ﺍﻟﺟﺯﺍﺋﺭ) ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ( ﻋﻠﻰ ﺭﺿﺎ ﺯﺑﺎﺋﻧﻬﺎ‪.‬‬

‫ﻭﻳﻧﺑﺛﻕ ﻋﻥ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﺧﻣﺳﺔ ﻓﺭﺿﻳﺎﺕ ﻓﺭﻋﻳﺔ ﻛﺎﻟﺗﺎﻟﻲ‪:‬‬

‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ‬ ‫‪-1‬‬
‫ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬
‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ‬ ‫‪-2‬‬
‫ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬
‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ‬ ‫‪-3‬‬
‫ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬
‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ‬ ‫‪-4‬‬
‫ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬
‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ‬ ‫‪-5‬‬
‫ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫ﻧﻘﻭﻡ ﺑﺎﺧﺗﺑﺎﺭ ﻛﻝ ﻓﺭﺿﻳﺔ ﻓﺭﻋﻳﺔ ﻋﻠﻰ ﺣﺩﻯ ﺛﻡ ﻧﻘﻭﻡ ﺑﺎﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ‪:‬‬

‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ‬ ‫‪-1‬‬
‫ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫ﻻﺧﺗﺑﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﻧﻘﻭﻡ ﺑﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻛﻣﺗﻐﻳﺭ ﻣﺳﺗﻘﻝ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻛﻣﺗﻐﻳﺭ‬
‫ﺗﺎﺑﻊ‪ ،‬ﻧﻘﻭﻡ ﺃﻭﻻ ﺑﺎﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﻟﻼﺳﺗﻘﻼﻟﻳﺔ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﻋﺩﻡ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ ﻭ‬
‫‪P‬‬ ‫‪P‬‬

‫ﺍﻟﻣﺳﺗﻘﻝ ﺛﻡ ﻧﻘﻭﻡ ﺑﺣﺳﺎﺏ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ﻭﺩﺭﺟﺔ ﺗﺄﺛﻳﺭ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻘﻝ ﻓﻲ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ‪.‬‬
‫‪117‬‬

‫ﺟﺩﻭﻝ )‪ :(18-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫‪P‬‬ ‫‪P‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ ﻣﺳﺗﻭﻯ‬ ‫ﻗﻳﻣﺔ ﻣﺭﺑﻊ ﻛﺄﻱ‬ ‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪X2‬‬‫‪P‬‬

‫ﺍﻟﻣﺣﺳﻭﺑﺔ‬

‫‪0.024‬‬ ‫‪39‬‬ ‫‪58.40‬‬ ‫ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻭﺭﺿﺎ‬

‫ﺍﻟﺯﺑﻭﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫‪ 0.024‬ﺃﻗﻝ ﻣﻥ ‪ 0.05‬ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻧﺭﻓﺽ‬ ‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﻼﺣﻅ ﺃﻥ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻧﻭﻳﺔ ﺍﻟﻣﺣﺳﻭﺑﺔ‬
‫ﻭﺟﻭﺩ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻧﻘﺑﻝ ﺑﻭﺟﻭﺩ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻧﻬﻣﺎ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(19-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ‬ ‫ﻣﺳﺗﻭﻯ‬ ‫ﺇﺣﺻﺎﺋﻳﺔ ‪T‬‬ ‫ﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ‬ ‫ﻣﻌﺎﻣﻝ‬ ‫ﺍﻟﺑﻌﺩ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪ R‬ﻣﺭﺑﻊ‬ ‫ﺍﻻﺭﺗﺑﺎﻁ ‪R‬‬

‫‪1‬‬ ‫‪0.018‬‬ ‫‪4.605‬‬ ‫‪0.052‬‬ ‫‪0.229‬‬ ‫ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﻟﻧﺎ ﺃﻧﻪ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺍﻳﺟﺎﺑﻳﺔ ﺿﻌﻳﻔﺔ ﺑﻳﻥ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ‬
‫‪ ∗ R‬ﺑـــــــ ‪، %23‬‬
‫‪TP3F‬‬ ‫‪P1T‬‬ ‫‪1‬‬ ‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻧﻬﺎ ﺣﻳﺙ ﻗﺩﺭ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ‬
‫ﻭﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ ﺑﻠﻎ ‪ %5‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻧﻲ ﺃﻥ ‪%5‬ﻣﻥ ﺍﻟﺗﻐﻳﺭ ﺍﻟﺣﺎﺻﻝ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻧﺎﺗﺞ ﻋﻥ ﺑﻌﺩ‬
‫ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‪.‬‬

‫ﻭﻛﺫﻟﻙ ﻳﺅﻛﺩ ﺍﻟﻧﺗﺎﺋﺞ ﻗﻳﻣﺔ ‪ T‬ﺍﻟﺟﺩﻭﻟﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 6.314‬ﻋﻧﺩ ﺩﺭﺟﺔ ﺣﺭﻳﺔ ﺗﺳﺎﻭﻱ ‪ ،1‬ﻭﻫﻲ ﺃﻛﺑﺭ ﻣﻥ‬
‫ﻗﻳﻣﺔ ‪ T‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻭ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 4.605‬ﻭﺑﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.018‬ﻭ ﻫﺫﺍ ﺍﻷﺧﻳﺭ ﺃﻗﻝ ﻣﻥ ‪ 0,05‬ﻭ‬
‫ﻫﻭ ﻣﺎ ﻳﺅﻛﺩ ﻭﺟﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬
‫ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﻣﻧﻪ ﻧﻘﺑﻝ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ ﺍﻷﻭﻟﻰ‪.‬‬

‫∗‬
‫‪ 0.3<R<0.7‬ﻋﻼﻗﺔ ﻣﻮﺟﺒﺔ وﻣﺘﻮﺳﻄﺔ‪ 0.7<R .‬ﻋﻼﻗﺔ ﻣﻮﺟﺒﺔ وﻗﻮﻳﺔ‬ ‫‪ R< 0.3‬ﻋﻼﻗﺔ ﻣﻮﺟﺒﺔ وﺿﻌﻴﻔﺔ‪.‬‬
‫‪118‬‬

‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ‬ ‫‪-2‬‬
‫ﺍﻟﺯﺑﺎﺋﻥ‬

‫ﻻﺧﺗﺑﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﻧﻘﻭﻡ ﺑﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻛﻣﺗﻐﻳﺭ ﻣﺳﺗﻘﻝ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻛﻣﺗﻐﻳﺭ‬
‫ﺗﺎﺑﻊ‪ ،‬ﻧﻘﻭﻡ ﺃﻭﻻ ﺑﺎﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﻟﻼﺳﺗﻘﻼﻟﻳﺔ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﻋﺩﻡ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ ﻭ‬
‫‪P‬‬ ‫‪P‬‬

‫ﺍﻟﻣﺳﺗﻘﻝ ﺛﻡ ﻧﻘﻭﻡ ﺑﺣﺳﺎﺏ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ﻭﺩﺭﺟﺔ ﺗﺄﺛﻳﺭ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻘﻝ ﻓﻲ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(20-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫‪P‬‬ ‫‪P‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ ﻣﺳﺗﻭﻯ‬ ‫ﻗﻳﻣﺔ ﻣﺭﺑﻊ ﻛﺄﻱ‬ ‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪X2‬‬‫‪P‬‬

‫ﺍﻟﻣﺣﺳﻭﺑﺔ‬

‫‪0.000‬‬ ‫‪42‬‬ ‫‪79.331‬‬ ‫ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻭﺭﺿﺎ‬

‫ﺍﻟﺯﺑﻭﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫‪ 0.000‬ﺃﻗﻝ ﻣﻥ ‪ 0.05‬ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻧﺭﻓﺽ‬ ‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﻼﺣﻅ ﺃﻥ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻧﻭﻳﺔ ﺍﻟﻣﺣﺳﻭﺑﺔ‬
‫ﻭﺟﻭﺩ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻧﻘﺑﻝ ﺑﻭﺟﻭﺩ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻧﻬﻣﺎ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(21-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ‬ ‫ﻣﺳﺗﻭﻯ‬ ‫ﺇﺣﺻﺎﺋﻳﺔ ‪T‬‬ ‫ﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ‬ ‫ﻣﻌﺎﻣﻝ‬ ‫ﺍﻟﺑﻌﺩ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪ R‬ﻣﺭﺑﻊ‬ ‫ﺍﻻﺭﺗﺑﺎﻁ ‪R‬‬

‫‪1‬‬ ‫‪0.000‬‬ ‫‪3.428‬‬ ‫‪0.230‬‬ ‫‪0.479‬‬ ‫ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﻟﻧﺎ ﺃﻧﻪ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺍﻳﺟﺎﺑﻳﺔ ﻣﺗﻭﺳﻁﺔ ﺑﻳﻥ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ‬
‫‪ R‬ﺑـــــــ ‪، %48‬‬ ‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻧﻬﺎ ﺣﻳﺙ ﻗﺩﺭ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ‬
‫ﻭﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ ﺑﻠﻎ ‪ %23‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻧﻲ ﺃﻥ ‪ %23‬ﻣﻥ ﺍﻟﺗﻐﻳﺭ ﺍﻟﺣﺎﺻﻝ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻧﺎﺗﺞ ﻋﻥ ﺑﻌﺩ‬
‫ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‪.‬‬
‫‪119‬‬

‫ﻭﻛﺫﻟﻙ ﻳﺅﻛﺩ ﺍﻟﻧﺗﺎﺋﺞ ﻗﻳﻣﺔ ‪ T‬ﺍﻟﺟﺩﻭﻟﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 6.314‬ﻋﻧﺩ ﺩﺭﺟﺔ ﺣﺭﻳﺔ ﺗﺳﺎﻭﻱ ‪ ،1‬ﻭﻫﻲ ﺃﻛﺑﺭ ﻣﻥ‬
‫ﻗﻳﻣﺔ ‪ T‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻭ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 3.428‬ﻭﺑﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.000‬ﻭ ﻫﺫﺍ ﺍﻷﺧﻳﺭ ﺃﻗﻝ ﻣﻥ ‪ 0,05‬ﻭ‬
‫ﻫﻭ ﻣﺎ ﻳﺅﻛﺩ ﻭﺟﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ‬
‫ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﻣﻧﻪ ﻧﻘﺑﻝ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ‪.‬‬

‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ‬ ‫‪-3‬‬
‫ﺍﻟﺯﺑﺎﺋﻥ‬

‫ﻻﺧﺗﺑﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﻧﻘﻭﻡ ﺑﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻛﻣﺗﻐﻳﺭ ﻣﺳﺗﻘﻝ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻛﻣﺗﻐﻳﺭ‬
‫ﺗﺎﺑﻊ‪ ،‬ﻧﻘﻭﻡ ﺃﻭﻻ ﺑﺎﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﻟﻼﺳﺗﻘﻼﻟﻳﺔ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﻋﺩﻡ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ ﻭ‬
‫‪P‬‬ ‫‪P‬‬

‫ﺍﻟﻣﺳﺗﻘﻝ ﺛﻡ ﻧﻘﻭﻡ ﺑﺣﺳﺎﺏ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ﻭﺩﺭﺟﺔ ﺗﺄﺛﻳﺭ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻘﻝ ﻓﻲ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(22-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻻﺳﺗﺟﺎﺑﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫‪P‬‬ ‫‪P‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ ﻣﺳﺗﻭﻯ‬ ‫ﻗﻳﻣﺔ ﻣﺭﺑﻊ ﻛﺄﻱ‬ ‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪X2‬‬‫‪P‬‬

‫ﺍﻟﻣﺣﺳﻭﺑﺔ‬

‫‪0.000‬‬ ‫‪45‬‬ ‫‪107‬‬ ‫ﺍﻻﺳﺗﺟﺎﺑﺔ ﻭﺭﺿﺎ‬

‫ﺍﻟﺯﺑﻭﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫‪ 0.000‬ﺃﻗﻝ ﻣﻥ ‪ 0.05‬ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻧﺭﻓﺽ‬ ‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﻼﺣﻅ ﺃﻥ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻧﻭﻳﺔ ﺍﻟﻣﺣﺳﻭﺑﺔ‬
‫ﻭﺟﻭﺩ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻧﻘﺑﻝ ﺑﻭﺟﻭﺩ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻧﻬﻣﺎ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(23-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ‬ ‫ﻣﺳﺗﻭﻯ‬ ‫ﺇﺣﺻﺎﺋﻳﺔ ‪T‬‬ ‫ﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ‬ ‫ﻣﻌﺎﻣﻝ‬ ‫ﺍﻟﺑﻌﺩ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪ R‬ﻣﺭﺑﻊ‬ ‫ﺍﻻﺭﺗﺑﺎﻁ ‪R‬‬

‫‪1‬‬ ‫‪0.000‬‬ ‫‪4.263‬‬ ‫‪0.217‬‬ ‫‪0.466‬‬ ‫ﺍﻻﺳﺗﺟﺎﺑﺔ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

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‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﻟﻧﺎ ﺃﻧﻪ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺍﻳﺟﺎﺑﻳﺔ ﻣﺗﻭﺳﻁﺔ ﺑﻳﻥ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ‬
‫‪ R‬ﺑـــــــ ‪، %46‬‬ ‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻧﻬﺎ ﺣﻳﺙ ﻗﺩﺭ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ‬
‫ﻭﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ ﺑﻠﻎ ‪ %21‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻧﻲ ﺃﻥ ‪ %21‬ﻣﻥ ﺍﻟﺗﻐﻳﺭ ﺍﻟﺣﺎﺻﻝ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻧﺎﺗﺞ ﻋﻥ ﺑﻌﺩ‬
‫ﺍﻻﺳﺗﺟﺎﺑﺔ‪.‬‬

‫ﻭﻛﺫﻟﻙ ﻳﺅﻛﺩ ﺍﻟﻧﺗﺎﺋﺞ ﻗﻳﻣﺔ ﺍﺧﺗﺑﺎﺭ ‪ T‬ﺍﻟﺟﺩﻭﻟﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 6.314‬ﻋﻧﺩ ﺩﺭﺟﺔ ﺣﺭﻳﺔ ﺗﺳﺎﻭﻱ ‪ ،1‬ﻭﻫﻲ‬
‫ﺃﻛﺑﺭ ﻣﻥ ﻗﻳﻣﺔ ‪ T‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻭ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 4.263‬ﻭﺑﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.000‬ﻭ ﻫﺫﺍ ﺍﻷﺧﻳﺭ ﺃﻗﻝ ﻣﻥ‬
‫‪ 0,05‬ﻭ ﻫﻭ ﻣﺎ ﻳﺅﻛﺩ ﻭﺟﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ‬
‫ﺍﻻﺳﺗﺟﺎﺑﺔ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﻣﻧﻪ ﻧﻘﺑﻝ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ ﺍﻟﺛﺎﻟﺛﺔ‪.‬‬

‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ‬ ‫‪-4‬‬

‫ﻻﺧﺗﺑﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﻧﻘﻭﻡ ﺑﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻛﻣﺗﻐﻳﺭ ﻣﺳﺗﻘﻝ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻛﻣﺗﻐﻳﺭ‬
‫ﺗﺎﺑﻊ‪ ،‬ﻧﻘﻭﻡ ﺃﻭﻻ ﺑﺎﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﻟﻼﺳﺗﻘﻼﻟﻳﺔ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﻋﺩﻡ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ ﻭ‬
‫‪P‬‬ ‫‪P‬‬

‫ﺍﻟﻣﺳﺗﻘﻝ ﺛﻡ ﻧﻘﻭﻡ ﺑﺣﺳﺎﺏ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ﻭﺩﺭﺟﺔ ﺗﺄﺛﻳﺭ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻘﻝ ﻓﻲ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(24-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻷﻣﺎﻥ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫‪P‬‬ ‫‪P‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ ﻣﺳﺗﻭﻯ‬ ‫ﻗﻳﻣﺔ ﻣﺭﺑﻊ ﻛﺄﻱ‬ ‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪X2‬‬‫‪P‬‬

‫ﺍﻟﻣﺣﺳﻭﺑﺔ‬

‫‪0.000‬‬ ‫‪39‬‬ ‫‪78.04‬‬ ‫ﺍﻷﻣﺎﻥ ﻭﺭﺿﺎ‬

‫ﺍﻟﺯﺑﻭﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﻼﺣﻅ ﺃﻥ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻧﻭﻳﺔ ﺍﻟﻣﺣﺳﻭﺑﺔ ‪ 0.000‬ﺃﻗﻝ ﻣﻥ ‪ 0.05‬ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻧﺭﻓﺽ‬
‫ﻭﺟﻭﺩ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻧﻘﺑﻝ ﺑﻭﺟﻭﺩ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻧﻬﻣﺎ‪.‬‬
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‫ﺟﺩﻭﻝ )‪ :(25-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ‬ ‫ﻣﺳﺗﻭﻯ‬ ‫ﺇﺣﺻﺎﺋﻳﺔ ‪T‬‬ ‫ﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ‬ ‫ﻣﻌﺎﻣﻝ‬ ‫ﺍﻟﺑﻌﺩ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪ R‬ﻣﺭﺑﻊ‬ ‫ﺍﻻﺭﺗﺑﺎﻁ ‪R‬‬

‫‪1‬‬ ‫‪0.000‬‬ ‫‪6.08‬‬ ‫‪0.197‬‬ ‫‪0.444‬‬ ‫ﺍﻷﻣﺎﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﻟﻧﺎ ﺃﻧﻪ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺍﻳﺟﺎﺑﻳﺔ ﻣﺗﻭﺳﻁﺔ ﺑﻳﻥ ﺍﻷﻣﺎﻥ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ‬
‫‪ R‬ﺑـــــــ ‪، %44‬‬ ‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻧﻬﺎ ﺣﻳﺙ ﻗﺩﺭ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ‬
‫ﻭﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ ﺑﻠﻎ ‪ %19‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻧﻲ ﺃﻥ ‪ %19‬ﻣﻥ ﺍﻟﺗﻐﻳﺭ ﺍﻟﺣﺎﺻﻝ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻧﺎﺗﺞ ﻋﻥ ﺑﻌﺩ‬
‫ﺍﻻﺳﺗﺟﺎﺑﺔ‪.‬‬

‫ﻭﻛﺫﻟﻙ ﻳﺅﻛﺩ ﺍﻟﻧﺗﺎﺋﺞ ﻗﻳﻣﺔ ﺍﺧﺗﺑﺎﺭ ‪ T‬ﺍﻟﺟﺩﻭﻟﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 6.314‬ﻋﻧﺩ ﺩﺭﺟﺔ ﺣﺭﻳﺔ ﺗﺳﺎﻭﻱ ‪ ،1‬ﻭﻫﻲ‬
‫ﺃﻛﺑﺭ ﻣﻥ ﻗﻳﻣﺔ ‪ T‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻭ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 6.08‬ﻭﺑﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.000‬ﻭ ﻫﺫﺍ ﺍﻷﺧﻳﺭ ﺃﻗﻝ ﻣﻥ‬
‫‪ 0,05‬ﻭ ﻫﻭ ﻣﺎ ﻳﺅﻛﺩ ﻭﺟﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ‬
‫ﺍﻷﻣﺎﻥ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﻣﻧﻪ ﻧﻘﺑﻝ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ ﺍﻟﺭﺍﺑﻌﺔ‪.‬‬

‫ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ‬ ‫‪-5‬‬
‫ﺍﻟﺯﺑﺎﺋﻥ‬

‫ﻻﺧﺗﺑﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﻧﻘﻭﻡ ﺑﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻛﻣﺗﻐﻳﺭ ﻣﺳﺗﻘﻝ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻛﻣﺗﻐﻳﺭ‬
‫ﺗﺎﺑﻊ‪ ،‬ﻧﻘﻭﻡ ﺃﻭﻻ ﺑﺎﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﻟﻼﺳﺗﻘﻼﻟﻳﺔ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﻋﺩﻡ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ ﻭ‬
‫‪P‬‬ ‫‪P‬‬

‫ﺍﻟﻣﺳﺗﻘﻝ ﺛﻡ ﻧﻘﻭﻡ ﺑﺣﺳﺎﺏ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ﻭﺩﺭﺟﺔ ﺗﺄﺛﻳﺭ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻘﻝ ﻓﻲ ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(26-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺍﻟﺗﻌﺎﻁﻑ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫‪P‬‬ ‫‪P‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻧﻭﻳﺔ ﺍﻟﻣﺣﺳﻭﺑﺔ‬ ‫ﻗﻳﻣﺔ ﻣﺭﺑﻊ ﻛﺄﻱ‬ ‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ‬
‫‪X2‬‬‫‪P‬‬

‫‪0.000‬‬ ‫‪48‬‬ ‫‪93.81‬‬ ‫ﺍﻟﺗﻌﺎﻁﻑ ﻭﺭﺿﺎ‬

‫ﺍﻟﺯﺑﻭﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

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‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﻼﺣﻅ ﺃﻥ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻧﻭﻳﺔ ﺍﻟﻣﺣﺳﻭﺑﺔ ‪ 0.000‬ﺃﻗﻝ ﻣﻥ ‪ 0.05‬ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻧﺭﻓﺽ‬
‫ﻭﺟﻭﺩ ﺍﺳﺗﻘﻼﻟﻳﺔ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻧﻘﺑﻝ ﺑﻭﺟﻭﺩ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻧﻬﻣﺎ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(27-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ‬ ‫ﻣﺳﺗﻭﻯ‬ ‫ﺇﺣﺻﺎﺋﻳﺔ ‪T‬‬ ‫ﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ‬ ‫ﻣﻌﺎﻣﻝ‬ ‫ﺍﻟﺑﻌﺩ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪ R‬ﻣﺭﺑﻊ‬ ‫ﺍﻻﺭﺗﺑﺎﻁ ‪R‬‬

‫‪1‬‬ ‫‪0.000‬‬ ‫‪1.524‬‬ ‫‪0.291‬‬ ‫‪0.541‬‬ ‫ﺍﻷﻣﺎﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﻟﻧﺎ ﺃﻧﻪ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺍﻳﺟﺎﺑﻳﺔ ﻣﺗﻭﺳﻁﺔ ﺑﻳﻥ ﺍﻟﺗﻌﺎﻁﻑ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ‬
‫‪ R‬ﺑـــــــ ‪، %54‬‬ ‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻧﻬﺎ ﺣﻳﺙ ﻗﺩﺭ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ‬
‫ﻭﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ ﺑﻠﻎ ‪ %29‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻧﻲ ﺃﻥ ‪ %29‬ﻣﻥ ﺍﻟﺗﻐﻳﺭ ﺍﻟﺣﺎﺻﻝ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻧﺎﺗﺞ ﻋﻥ ﺑﻌﺩ‬
‫ﺍﻟﺗﻌﺎﻁﻑ‪.‬‬

‫ﻭﻛﺫﻟﻙ ﻳﺅﻛﺩ ﺍﻟﻧﺗﺎﺋﺞ ﻗﻳﻣﺔ ﺍﺧﺗﺑﺎﺭ ‪ T‬ﺍﻟﺟﺩﻭﻟﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 6.314‬ﻋﻧﺩ ﺩﺭﺟﺔ ﺣﺭﻳﺔ ﺗﺳﺎﻭﻱ ‪ ،1‬ﻭﻫﻲ‬
‫ﺃﻛﺑﺭ ﻣﻥ ﻗﻳﻣﺔ ‪ T‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻭ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 1.524‬ﻭﺑﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.000‬ﻭ ﻫﺫﺍ ﺍﻷﺧﻳﺭ ﺃﻗﻝ ﻣﻥ‬
‫‪ 0,05‬ﻭ ﻫﻭ ﻣﺎ ﻳﺅﻛﺩ ﻭﺟﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺑﻌﺩ‬
‫ﺍﻟﺗﻌﺎﻁﻑ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﻣﻧﻪ ﻧﻘﺑﻝ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ ﺍﻟﺧﺎﻣﺳﺔ‪.‬‬

‫‪ ‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺍﻷﻭﻟﻰ ) ﻫﻧﺎﻙ ﺃﺛﺭ ﺫﻭ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﻟﺟﻭﺩﺓ ﺧﺩﻣﺔ ﺍﺗﺻﺎﻻﺕ‬
‫ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ(‬

‫ﻻﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﻧﻘﻭﻡ ﺑﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﻛﻝ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﻣﺳﺔ ﻣﺟﺗﻣﻌﺔ ﻛﻣﺗﻐﻳﺭ ﻣﺳﺗﻘﻝ ﻭ‬
‫ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻛﻣﺗﻐﻳﺭ ﺗﺎﺑﻊ‪ ،‬ﻧﻘﻭﻡ ﺃﻭﻻ ﺑﺎﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﻟﻼﺳﺗﻘﻼﻟﻳﺔ ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﻋﺩﻡ ﺍﺳﺗﻘﻼﻟﻳﺔ‬
‫‪P‬‬ ‫‪P‬‬

‫ﺍﻟﻣﺗﻐﻳﺭ ﺍﻟﺗﺎﺑﻊ ﻭ ﺍﻟﻣﺳﺗﻘﻝ ﻭﺑﻌﺩﻫﺎ ﻧﻘﻭﻡ ﺑﺣﺳﺎﺏ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ﺍﻟﻛﻠﻲ‪.‬‬

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‫ﺟﺩﻭﻝ )‪ :(28-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ‪ [X2] khi deux‬ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫‪P‬‬ ‫‪P‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺣﺭﻳﺔ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻧﻭﻳﺔ ﺍﻟﻣﺣﺳﻭﺑﺔ‬ ‫ﻗﻳﻣﺔ ﻣﺭﺑﻊ ﻛﺄﻱ‬ ‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ‬
‫‪X2‬‬‫‪P‬‬

‫‪0.03‬‬ ‫‪120‬‬ ‫‪166.02‬‬ ‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬

‫ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﻼﺣﻅ ﺃﻥ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻧﻭﻳﺔ ﺍﻟﻣﺣﺳﻭﺑﺔ ‪ 0.03‬ﺃﻗﻝ ﻣﻥ ‪ 0.05‬ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻧﺭﻓﺽ ﻭﺟﻭﺩ‬
‫ﺍﺳﺗﻘﻼﻟﻳﺔ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭﻧﻘﺑﻝ ﺑﻭﺟﻭﺩ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻧﻬﻣﺎ‪.‬‬

‫ﺟﺩﻭﻝ )‪ :(29-3‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﻋﻼﻗﺔ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬

‫ﺩﺭﺟﺔ‬ ‫ﻣﺳﺗﻭﻯ‬ ‫ﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ ﺇﺣﺻﺎﺋﻳﺔ ‪T‬‬ ‫ﻣﻌﺎﻣﻝ‬ ‫ﺍﻟﺑﻌﺩ‬

‫ﺍﻟﺣﺭﻳﺔ‬ ‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫‪R‬‬ ‫ﺍﻻﺭﺗﺑﺎﻁ ‪R‬‬

‫‪5‬‬ ‫‪0.000‬‬ ‫‪0.72‬‬ ‫‪0.386‬‬ ‫‪0.621‬‬ ‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ‬

‫ﺍﻟﺯﺑﻭﻥ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﺗﺿﺢ ﻟﻧﺎ ﺃﻧﻪ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺍﻳﺟﺎﺑﻳﺔ ﻣﺗﻭﺳﻁﺔ ﺑﻳﻥ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﻣﺳﺔ ﻓﻲ ﺟﻭﺩﺓ‬
‫‪ R‬ﺑـــــــ‬ ‫ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻧﻬﺎ ﺣﻳﺙ ﻗﺩﺭ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ‬
‫‪ ، %62‬ﻭﻣﻌﺎﻣﻝ ﺍﻟﺗﺣﺩﻳﺩ ﺑﻠﻎ ‪ %38‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻧﻲ ﺃﻥ ‪ %38‬ﻣﻥ ﺍﻟﺗﻐﻳﺭ ﺍﻟﺣﺎﺻﻝ ﻓﻲ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫ﻧﺎﺗﺞ ﻋﻥ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﻣﺳﺔ‪.‬‬

‫ﻭﻛﺫﻟﻙ ﻳﺅﻛﺩ ﺍﻟﻧﺗﺎﺋﺞ ﻗﻳﻣﺔ ﺍﺧﺗﺑﺎﺭ ‪ T‬ﺍﻟﺟﺩﻭﻟﻳﺔ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 2.015‬ﻋﻧﺩ ﺩﺭﺟﺔ ﺣﺭﻳﺔ ﺗﺳﺎﻭﻱ ‪ ،5‬ﻭﻫﻲ‬
‫ﺃﻛﺑﺭ ﻣﻥ ﻗﻳﻣﺔ ‪ T‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻭ ﺍﻟﺗﻲ ﺗﺳﺎﻭﻱ ‪ 0.72‬ﻭﺑﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.000‬ﻭ ﻫﺫﺍ ﺍﻷﺧﻳﺭ ﺃﻗﻝ ﻣﻥ‬
‫‪ 0,05‬ﻭ ﻫﻭ ﻣﺎ ﻳﺅﻛﺩ ﻭﺟﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﻣﺳﺔ ﻣﺟﺗﻣﻌﺔ ﻭ ﺍﻟﺗﻲ ﺗﻣﺛﻝ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬
‫ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻫﻧﺎﻙ ﺃﺛﺭ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ‬
‫ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻭﻣﻧﻪ ﻧﻘﺑﻝ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺍﻷﻭﻟﻰ‪.‬‬
‫‪124‬‬

‫‪ :2-3-3‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ‪ .‬ﻭﺍﻟﺛﺎﻟﺛﺔ‪:‬‬

‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ‪ :‬ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬
‫ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﺑﺎﺧﺗﻼﻑ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻬﻡ‪.‬‬

‫ﻭﻳﻧﺑﺛﻕ ﻋﻥ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﺃﺭﺑﻊ ﻓﺭﺿﻳﺎﺕ ﻓﺭﻋﻳﺔ ﻛﺎﻟﺗﺎﻟﻲ‪:‬‬

‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺍﻟﺟﻧﺱ‪.‬‬ ‫‪-1‬‬
‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺍﻟﺳﻥ‪.‬‬ ‫‪-2‬‬
‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺗﻌﻠﻳﻣﻲ‪.‬‬ ‫‪-3‬‬
‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ‬ ‫‪-4‬‬
‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‪.‬‬

‫ﻧﻘﻭﻡ ﺑﺎﺧﺗﺑﺎﺭ ﻛﻝ ﻓﺭﺿﻳﺔ ﻓﺭﻋﻳﺔ ﻋﻠﻰ ﺣﺩﻯ‪:‬‬

‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺍﻟﺟﻧﺱ‬ ‫‪-1‬‬

‫ﻻﺧﺗﺑﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﻧﻘﻭﻡ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ )‪ Analysis Of Variance (ANOVA‬ﺣﻳﺙ‬
‫ﺗﺑﻳﻥ ﻧﺗﺎﺋﺞ ﺍﻟﺗﺣﻠﻳﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺟﺩﻭﻝ )‪ :(30-3‬ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ ‪ ANOVA‬ﻷﺛﺭ ﺍﻟﺟﻧﺱ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬

‫ﻣﺳﺗﻭﻯ‬ ‫ﻗﻳﻣﺔ ‪F‬‬ ‫ﻣﺗﻭﺳﻁﺎﺕ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺟﻣﻭﻉ‬ ‫ﻣﺻﺩﺭ ﺍﻟﺗﺑﺎﻳﻥ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫ﺍﻟﻣﺭﺑﻌﺎﺕ‬ ‫ﺍﻟﺣﺭﻳﺔ‬ ‫ﺍﻟﻣﺭﺑﻌﺎﺕ‬

‫‪0.06‬‬ ‫‪10.64‬‬ ‫‪1237.91‬‬ ‫‪1‬‬ ‫‪1237.91‬‬ ‫ﺍﻟﺗﺑﺎﻳﻥ ﺍﻟﻣﻔﺳﺭ‬

‫‪-‬‬ ‫‪-‬‬ ‫‪116.34‬‬ ‫‪105‬‬ ‫‪1237.91‬‬ ‫ﺍﻟﺗﺑﺎﻳﻥ ﻏﻳﺭ‬

‫ﺍﻟﻣﻔﺳﺭ‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪106 13453.60‬‬ ‫ﻣﺟﻣﻭﻉ ﺍﻟﺗﺑﺎﻳﻥ‬

‫ﺍﻟﻛﻠﻲ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫‪125‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﺟﺩ ﺃﻥ ﻗﻳﻣﺔ ‪ F‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻫﻲ ‪ 10.64‬ﻋﻧﺩ ﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.06‬ﻭ ﻫﻲ ﺃﻛﺑﺭ ﻣﻥ‬
‫‪ 0.05‬ﻭﻫﺫﺍ ﻳﺩﻝ ﻋﻠﻰ ﻋﺩﻡ ﻭﺟﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻥ ﻣﺗﻭﺳﻁﺎﺕ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ‬
‫ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺭ ﺍﻟﺟﻧﺱ ﻭﺑﺎﻟﺗﺎﻟﻲ ﻧﺭﻓﺽ‬
‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ ﺍﻷﻭﻟﻰ ﺃﻱ ﻻ ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﻧﻭﻉ ﺍﻟﺟﻧﺱ‬
‫ﺍﻟﺫﻱ ﻳﻧﺗﻣﻭﻥ ﺇﻟﻳﻪ‪.‬‬

‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺍﻟﺳﻥ‬ ‫‪-2‬‬

‫ﻻﺧﺗﺑﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﻧﻘﻭﻡ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ )‪ Analysis Of Variance (ANOVA‬ﺣﻳﺙ‬
‫ﺗﺑﻳﻥ ﻧﺗﺎﺋﺞ ﺍﻟﺗﺣﻠﻳﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺟﺩﻭﻝ )‪ :(31-3‬ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ ‪ ANOVA‬ﻷﺛﺭ ﺍﻟﺳﻥ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬

‫ﻣﺳﺗﻭﻯ‬ ‫ﻗﻳﻣﺔ ‪F‬‬ ‫ﻣﺗﻭﺳﻁﺎﺕ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺟﻣﻭﻉ‬ ‫ﻣﺻﺩﺭ ﺍﻟﺗﺑﺎﻳﻥ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫ﺍﻟﻣﺭﺑﻌﺎﺕ‬ ‫ﺍﻟﺣﺭﻳﺔ‬ ‫ﺍﻟﻣﺭﺑﻌﺎﺕ‬

‫‪0.283‬‬ ‫‪1.288‬‬ ‫‪162.16‬‬ ‫‪3‬‬ ‫‪486.47‬‬ ‫ﺍﻟﺗﺑﺎﻳﻥ ﺍﻟﻣﻔﺳﺭ‬

‫‪-‬‬ ‫‪-‬‬ ‫‪125.894‬‬ ‫‪103‬‬ ‫‪12967.12‬‬ ‫ﺍﻟﺗﺑﺎﻳﻥ ﻏﻳﺭ‬

‫ﺍﻟﻣﻔﺳﺭ‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪106 13453.607‬‬ ‫ﻣﺟﻣﻭﻉ ﺍﻟﺗﺑﺎﻳﻥ‬

‫ﺍﻟﻛﻠﻲ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﺟﺩ ﺃﻥ ﻗﻳﻣﺔ ‪ F‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻫﻲ ‪ 1.288‬ﻋﻧﺩ ﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.28‬ﻭ ﻫﻲ ﺃﻛﺑﺭ ﻣﻥ‬
‫‪ 0.05‬ﻭﻫﺫﺍ ﻳﺩﻝ ﻋﻠﻰ ﻋﺩﻡ ﻭﺟﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻥ ﻣﺗﻭﺳﻁﺎﺕ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ‬
‫ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺭ ﺍﻟﺳﻥ ﻭﺑﺎﻟﺗﺎﻟﻲ ﻧﺭﻓﺽ‬
‫ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ‪ .‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﻻ ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺳﻧﻬﻡ‪.‬‬

‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺗﻌﻠﻳﻣﻲ‬ ‫‪-3‬‬

‫ﻻﺧﺗﺑﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﻧﻘﻭﻡ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ )‪ Analysis Of Variance (ANOVA‬ﺣﻳﺙ‬
‫ﺗﺑﻳﻥ ﻧﺗﺎﺋﺞ ﺍﻟﺗﺣﻠﻳﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪126‬‬

‫ﺟﺩﻭﻝ ) ‪ :(32-3‬ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ ‪ ANOVA‬ﻷﺛﺭ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺗﻌﻠﻳﻣﻲ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬

‫ﻣﺳﺗﻭﻯ‬ ‫ﻗﻳﻣﺔ ‪F‬‬ ‫ﻣﺗﻭﺳﻁﺎﺕ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺟﻣﻭﻉ‬ ‫ﻣﺻﺩﺭ ﺍﻟﺗﺑﺎﻳﻥ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫ﺍﻟﻣﺭﺑﻌﺎﺕ‬ ‫ﺍﻟﺣﺭﻳﺔ‬ ‫ﺍﻟﻣﺭﺑﻌﺎﺕ‬

‫‪0.195‬‬ ‫‪1.66‬‬ ‫‪208.13‬‬ ‫‪2‬‬ ‫‪416.27‬‬ ‫ﺍﻟﺗﺑﺎﻳﻥ ﺍﻟﻣﻔﺳﺭ‬

‫‪-‬‬ ‫‪-‬‬ ‫‪125.35‬‬ ‫‪104 13037.33‬‬ ‫ﺍﻟﺗﺑﺎﻳﻥ ﻏﻳﺭ‬

‫ﺍﻟﻣﻔﺳﺭ‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪106 13453.60‬‬ ‫ﻣﺟﻣﻭﻉ ﺍﻟﺗﺑﺎﻳﻥ‬

‫ﺍﻟﻛﻠﻲ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﺟﺩ ﺃﻥ ﻗﻳﻣﺔ ‪ F‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻫﻲ ‪ 1.66‬ﻋﻧﺩ ﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.195‬ﻭ ﻫﻲ ﺃﻛﺑﺭ ﻣﻥ‬
‫‪ 0.05‬ﻭﻫﺫﺍ ﻳﺩﻝ ﻋﻠﻰ ﻋﺩﻡ ﻭﺟﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻥ ﻣﺗﻭﺳﻁﺎﺕ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ‬
‫ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺭ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺗﻌﻠﻳﻣﻲ ﻭﺑﺎﻟﺗﺎﻟﻲ‬
‫ﻧﺭﻓﺽ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ ﺍﻟﺛﺎﻟﺛﺔ‪ .‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﻻ ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ‬
‫ﻣﺳﺗﻭﺍﻫﻡ ﺍﻟﺗﻌﻠﻳﻣﻲ‪.‬‬

‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ‬ ‫‪-4‬‬

‫ﻻﺧﺗﺑﺎﺭ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﻧﻘﻭﻡ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ )‪ Analysis Of Variance (ANOVA‬ﺣﻳﺙ‬
‫ﺗﺑﻳﻥ ﻧﺗﺎﺋﺞ ﺍﻟﺗﺣﻠﻳﻝ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪127‬‬

‫ﺟﺩﻭﻝ ) ‪ :(33-3‬ﺗﺣﻠﻳﻝ ﺍﻟﺗﺑﺎﻳﻥ ‪ ANOVA‬ﻷﺛﺭ ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬

‫ﻣﺳﺗﻭﻯ‬ ‫ﻗﻳﻣﺔ ‪F‬‬ ‫ﻣﺗﻭﺳﻁﺎﺕ‬ ‫ﺩﺭﺟﺎﺕ‬ ‫ﻣﺟﻣﻭﻉ‬ ‫ﻣﺻﺩﺭ ﺍﻟﺗﺑﺎﻳﻥ‬

‫ﺍﻟﻣﻌﻧﻭﻳﺔ‬ ‫ﺍﻟﻣﺭﺑﻌﺎﺕ‬ ‫ﺍﻟﺣﺭﻳﺔ‬ ‫ﺍﻟﻣﺭﺑﻌﺎﺕ‬

‫‪0.075‬‬ ‫‪2.370‬‬ ‫‪289.58‬‬ ‫‪3‬‬ ‫‪868.74‬‬ ‫ﺍﻟﺗﺑﺎﻳﻥ ﺍﻟﻣﻔﺳﺭ‬

‫‪-‬‬ ‫‪-‬‬ ‫‪122.18‬‬ ‫‪103 12584.86‬‬ ‫ﺍﻟﺗﺑﺎﻳﻥ ﻏﻳﺭ‬

‫ﺍﻟﻣﻔﺳﺭ‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪106 13453.60‬‬ ‫ﻣﺟﻣﻭﻉ ﺍﻟﺗﺑﺎﻳﻥ‬

‫ﺍﻟﻛﻠﻲ‬

‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻧﺟﺩ ﺃﻥ ﻗﻳﻣﺔ ‪ F‬ﺍﻟﻣﺣﺳﻭﺑﺔ ﻫﻲ ‪ 2.370‬ﻋﻧﺩ ﻣﺳﺗﻭﻯ ﻣﻌﻧﻭﻳﺔ ‪ 0.075‬ﻭ ﻫﻲ ﺃﻛﺑﺭ ﻣﻥ‬
‫‪ 0.05‬ﻭﻫﺫﺍ ﻳﺩﻝ ﻋﻠﻰ ﻋﺩﻡ ﻭﺟﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻥ ﻣﺗﻭﺳﻁﺎﺕ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ‬
‫ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﻛﺎﻟﺔ ﺍﻟﻌﻠﻣﺔ ﺗﺑﻌﺎ ﻟﻣﺗﻐﻳﺭ ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ‬
‫ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻭﺑﺎﻟﺗﺎﻟﻲ ﻧﺭﻓﺽ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﻔﺭﻋﻳﺔ ﺍﻟﺭﺍﺑﻌﺔ‪ .‬ﺇﺫﻥ ﻻ ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ‬
‫ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﻣﺳﺗﻭﺍﻫﻡ ﺍﻟﺗﻌﻠﻳﻣﻲ‪.‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﺧﺗﺑﺎﺭ ﺟﻣﻳﻊ ﺍﻟﻔﺭﺿﻳﺎﺕ ﺍﻟﻔﺭﻋﻳﺔ ‪ ،‬ﻳﻣﻛﻥ ﺭﻓﺽ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﺗﻲ ﺗﻘﻭﻝ‪ :‬ﻳﺧﺗﻠﻑ‬
‫ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻬﻡ‪ .‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﻻ‬
‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﺑﺎﺧﺗﻼﻑ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻬﻡ‪.‬‬

‫‪ ‬ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻟﺛﺔ‪ :‬ﺗﻘﺩﻡ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺧﺩﻣﺔ ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻟﺯﺑﺎﺋﻧﻬﺎ‪.‬‬
‫ﺍﻟﺟﺩﻭﻝ ﺍﻟﺗﺎﻟﻲ ﻳﻭﺿﺢ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﻠﻳﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬
‫ﺟﺩﻭﻝ )‪ :(34 -3‬ﺍﺗﺟﺎﻫﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻧﺣﻭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‪.‬‬
‫ﺩﺭﺟﺔ ﺍﻟﺗﻘﻳﻳﻡ‬ ‫ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻻﻧﺣﺭﺍﻑ‬ ‫ﺍﻟﺑﻌﺩ‬
‫ﺍﻟﻣﻌﻳﺎﺭﻱ‬
‫ﻣﺗﻭﺳﻁﺔ‬ ‫‪1.11‬‬ ‫‪3.07‬‬ ‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﻠﻳﺔ‬
‫ﺍﻟﻣﺻﺩﺭ‪ :‬ﻣﻥ ﺇﻋﺩﺍﺩ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ ﺣﺳﺏ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ‪.‬‬
‫‪128‬‬

‫ﻣﻥ ﺧﻼﻝ ﺍﻟﺟﺩﻭﻝ ﻳﻣﻛﻥ ﻣﻼﺣﻅﺔ ﺃﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻻ ﺗﻘﺩﻡ ﺧﺩﻣﺔ ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻟﺯﺑﺎﺋﻧﻬﺎ‪ ،‬ﻭﻫﻭ‬
‫ﻣﺎ ﻳﻔﺳﺭﻩ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﻭﺩﺭﺟﺔ ﺍﻟﺗﻘﻳﻳﻡ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﻠﻳﺔ ﺍﻟﺗﻲ ﺟﺎءﺕ ﻣﺗﻭﺳﻁﺔ ﻭﻋﻠﻳﻪ ﻳﻣﻛﻥ‬
‫ﺭﻓﺽ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻟﺛﺔ ﺍﻟﺗﻲ ﺗﻘﻭﻝ‪ :‬ﺗﻘﺩﻡ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺧﺩﻣﺔ ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ ﻟﺯﺑﺎﺋﻧﻬﺎ‪.‬‬
‫‪129‬‬

‫ﺍﻟﺧﺎﺗﻣﺔ ﺍﻟﻌﺎﻣﺔ‪:‬‬

‫ﺑﻌﺩ ﻣﺣﺎﻭﻟﺔ ﺍﻹﻟﻣﺎﻡ ﺑﺎﻟﺟﺎﻧﺏ ﺍﻟﻧﻅﺭﻱ ﺍﻟﺧﺎﺹ ﺑﻣﺗﻐﻳﺭﻱ ﺍﻟﺩﺭﺍﺳﺔ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪ ،‬ﻭﻣﻥ‬
‫ﺧﻼﻝ ﺍﻟﺩﺭﺍﺳﺔ ﺍﻟﻣﻳﺩﺍﻧﻳﺔ ﺍﻟﺗﻲ ﺃﺟﺭﻳﺕ ﻋﻠﻰ ﺯﺑﺎﺋﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﻐﺭﺽ ﺩﺭﺍﺳﺔ ﺃﺛﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ‬
‫ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻋﻠﻰ ﺭﺿﺎﻫﻡ‪ ،‬ﺳﻧﺣﺎﻭﻝ ﻋﺭﺽ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﺗﻡ ﺍﻟﺗﻭﺻﻝ ﺇﻟﻳﻬﺎ ﻭﺑﻌﺽ ﺍﻟﺗﻭﺻﻳﺎﺕ ﺍﻟﻣﻘﺗﺭﺣﺔ‬
‫ﻣﻥ ﺃﺟﻝ ﺗﺣﺳﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺗﺣﻘﻳﻕ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺛﻡ ﺃﺧﻳﺭﺍ ﻋﺭﺽ ﺁﻓﺎﻕ ﺍﻟﺩﺭﺍﺳﺔ‪.‬‬

‫ﺃﻭﻻ‪ :‬ﻧﺗﺎﺋﺞ ﻣﺳﺗﻣﺩﺓ ﻣﻥ ﻭﺻﻑ ﺧﺻﺎﺋﺹ ﻋﻳﻧﺔ ﺍﻟﺩﺭﺍﺳﺔ‪:‬‬

‫‪ -‬ﻧﺳﺑﺔ ﺍﻟﺫﻛﻭﺭ ﻛﺎﻧﺕ ﺃﻛﺑﺭ ﻣﻥ ﻧﺳﺑﺔ ﺍﻹﻧﺎﺙ ﺏ ‪.%21.4‬‬

‫‪ -‬ﺃﻏﻠﺑﻳﺔ ﺯﺑﺎﺋﻥ ﺇﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻫﻡ ﻣﻥ ﻓﺋﺔ ﺍﻟﺷﺑﺎﺏ ﺍﻟﺗﻲ ﺗﺗﺭﺍﻭﺡ ﺃﻋﻣﺎﺭﻫﻡ ﺑﻳﻥ ‪ 18‬ﻭ ‪ 30‬ﺳﻧﺔ ﺣﻳﺙ‬
‫ﺑﻠﻐﺕ ﻧﺳﺑﺗﻬﻡ ‪.%61.7‬‬

‫‪ -‬ﻧﺳﺑﺔ ﻛﺑﻳﺭﺓ ﺟﺩﺍ ﻣﻥ ﺯﺑﺎﺋﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻟﺩﻳﻬﺎ ﻣﺳﺗﻭﻯ ﺟﺎﻣﻌﻲ ﻭﺛﺎﻧﻭﻱ ﺣﻳﺙ ﻗﺩﺭﺕ ﻧﺳﺑﻬﻡ ﻋﻠﻰ‬
‫ﺍﻟﺗﻭﺍﻟﻲ ‪ %31.8‬ﻭ ‪.%13.1‬‬

‫‪ -‬ﻧﺳﺑﺔ ﻛﺑﻳﺭﺓ ﻣﻥ ﺯﺑﺎﺋﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻫﻡ ﻣﻥ ﺣﺩﻳﺛﻲ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺗﻬﺎ ﻭﺗﺭﺍﻭﺣﺕ ﺳﻧﻭﺍﺕ‬
‫ﺍﺷﺗﺭﺍﻛﻬﻡ ﺑﻳﻥ ﺳﻧﺔ ﻭﺍﺣﺩﺓ ﻭ ‪ 3‬ﺳﻧﻭﺍﺕ‪ ،‬ﺣﻳﺙ ﺑﻠﻐﺕ ﻧﺳﺑﺗﻬﻡ ‪.%33.6‬‬

‫ﺛﺎﻧﻳﺎ‪ :‬ﻧﺗﺎﺋﺞ ﻣﺳﺗﻣﺩﺓ ﻣﻥ ﺗﻘﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪:‬‬

‫‪ -‬ﺟﺎء ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻣﻥ ﻧﺎﺣﻳﺔ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ‬
‫‪ ،2.89‬ﺣﻳﺙ ﻭﺍﻓﻕ ﺃﻏﻠﺏ‬ ‫ﺗﻘﻳﻳﻣﺎ ﺇﺟﻣﺎﻟﻳﺎ ﻣﺗﻭﺳﻁﺎ‪ ،‬ﺣﻳﺙ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻹﺟﻣﺎﻟﻲ ﻟﻬﺫﺍ ﺍﻟﺑﻌﺩ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﺗﻭﻓﺭ ﺍﻟﺗﺟﻬﻳﺯﺍﺕ ﺍﻟﺣﺩﻳﺛﺔ ﻭ ﺍﻫﺗﻣﺎﻡ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺑﺎﻟﻣﻅﻬﺭ ﺍﻟﺧﺎﺭﺟﻲ ﻟﻬﻡ‪ ،‬ﺣﻳﺙ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ‬
‫ﺍﻟﺣﺳﺎﺑﻲ ﻟﻬﺎﺗﻳﻥ ﺍﻟﻌﺑﺎﺭﺗﻳﻥ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ ‪ 2.62‬ﻭ ‪ ،2.77‬ﻓﻲ ﺣﻳﻥ ﻟﻡ ﻳﻭﺍﻓﻕ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﺗﻭﻓﺭ ﺍﻟﻌﺑﺎﺭﺓ‬
‫ﺍﻷﺧﻳﺭﺓ ﺇﻁﻼﻗﺎ ﻭ ﺟﺎء ﺍﻟﺗﻘﻳﻳﻡ ﻣﺗﺩﻧﻳﺎ ﺟﺩﺍ ﺣﻳﺙ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ‪ 4,34‬ﻭ ﻫﻭ ﻣﺎ ﻳﻌﻧﻲ ﻋﺩﻡ ﻭﺟﻭﺩ‬
‫ﺃﻣﺎﻛﻥ ﺗﻭﻗﻳﻑ ﺍﻟﺳﻳﺎﺭﺍﺕ ﻟﺯﺑﺎﺋﻥ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‪.‬‬

‫‪ -‬ﺟﺎء ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺑﻌﺩ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺗﻘﻳﻳﻣﺎ ﻣﺗﻭﺳﻁﺎ ﺣﻳﺙ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ‬
‫ﺍﻟﺣﺳﺎﺑﻲ ﺍﻹﺟﻣﺎﻟﻲ ‪ ، 3.15‬ﻭﺟﺎءﺕ ﺍﻟﻌﺑﺎﺭﺓ ﺍﻟﺛﺎﻧﻳﺔ ﻓﻲ ﺍﻟﻣﺭﻛﺯ ﺍﻷﻭﻝ ﻣﻥ ﺣﻳﺙ ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ ﺍﻟﻌﺎﻟﻳﺔ‬
‫‪130‬‬

‫ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ﺑﻠﻎ ‪ 2.97‬ﻭ ﻫﻭ ﻣﺎ ﻳﻔﺳﺭ ﺍﻋﺗﻣﺎﺩ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﻣﻌﺎﻟﺟﺔ ﺍﺳﺗﻔﺳﺎﺭﺍﺗﻬﻡ‪،‬‬
‫ﻓﻲ ﺣﻳﻥ ﺟﺎءﺕ ﺩﺭﺟﺔ ﺍﻟﻣﻭﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻟﻌﺑﺎﺭﺓ ﺍﻷﻭﻟﻰ ﻭ ﺍﻷﺧﻳﺭﺓ ﻣﺗﺩﻧﻳﺔ ﺑﻣﺗﻭﺳﻁﺎﺕ ﺣﺳﺎﺑﻳﺔ ﻗﺩﺭﺕ ﻋﻠﻰ‬
‫ﺍﻟﺗﻭﺍﻟﻲ ‪ 3.61‬ﻭ ‪ 3.45‬ﻭﻫﻭ ﻣﺎ ﻳﺅﻛﺩ ﻋﺩﻡ ﺣﺭﺹ ﻭ ﺍﻟﺗﺯﺍﻡ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﺍﻟﻭﻗﺕ‬
‫ﺍﻟﻣﺣﺩﺩ ﻭ ﻛﺫﻟﻙ ﺇﻧﺟﺎﺯﻫﺎ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻣﺣﺩﺩ‪.‬‬

‫‪ -‬ﺟﺎءﺕ ﺩﺭﺟﺔ ﺗﻘﻳﻳﻡ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻣﺗﺩﻧﻳﺔ‪ ،‬ﺣﻳﺙ ﺣﺎﺯﺕ ﻛﻝ‬
‫ﺍﻟﻌﺑﺎﺭﺍﺕ ﺍﻷﺭﺑﻌﺔ ﻋﻠﻰ ﻋﺩﻡ ﻣﻭﺍﻓﻘﺔ ﺯﺑﺎﺋﻥ ﻫﺫﻩ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻭﻫﻭ ﻣﺎ ﻳﺅﻛﺩﻩ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻹﺟﻣﺎﻟﻲ‬
‫ﺍﻟﺫﻱ ﻗﺩﺭ ﺏ ‪ ،3.28‬ﻭﻫﻭ ﻣﺎ ﻳﻌﻛﺱ ﺿﻌﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻓﻲ ﺑﻌﺩ ﺍﻻﺳﺗﺟﺎﺑﺔ ﻟﻁﻠﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺍﻟﺗﻲ‬
‫ﺗﺗﻣﺛﻝ ﻓﻲ ﺇﻋﻼﻡ ﺍﻟﺯﺑﺎﺋﻥ ﺑﻣﻭﺍﻋﻳﺩ ﺍﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺎﺕ ﻭ ﺗﻭﻓﻳﺭ ﺍﻟﺧﺩﻣﺔ ﺑﺳﺭﻋﺔ ﻭﺍﻻﺳﺗﻌﺩﺍﺩ ﻟﻼﺳﺗﺟﺎﺑﺔ ﻟﻁﻠﺑﺎﺕ‬
‫ﺍﻟﺯﺑﺎﺋﻥ‪ ،‬ﺣﻳﺙ ﺗﺭﺍﻭﺣﺕ ﺟﻣﻳﻊ ﺍﻟﻣﺗﻭﺳﻁﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﺑﻳﻥ ‪ 3.01‬ﻭ ‪.3.66‬‬

‫‪ 2.64‬ﺣﻳﺙ ﺃﺟﻣﻊ ﺃﻏﻠﺏ‬ ‫‪ -‬ﺟﺎءﺕ ﺩﺭﺟﺔ ﺗﻘﻳﻳﻡ ﺑﻌﺩ ﺍﻷﻣﺎﻥ ﻣﺗﻭﺳﻁﺔ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ﺇﺟﻣﺎﻟﻲ ﻗﺩﺭ ﺏ‬
‫ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﺍﻟﺛﻘﺔ ﻓﻲ ﻗﺩﺭﺓ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﺑﺷﻛﻝ ﺃﻓﺿﻝ ﻭ ﺃﺟﻣﻌﻭﺍ ﻛﺫﻟﻙ ﻋﻠﻰ ﻟﻁﻑ‬
‫ﺍﻟﻣﻭﻅﻔﻳﻥ ﻣﻌﻬﻡ ﻭﻫﻭ ﻣﺎ ﻳﺅﻛﺩﻩ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻟﺫﻱ ﺑﻠﻎ ‪ 2.49‬ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻌﺑﺎﺭﺗﻳﻥ ﺍﻷﻭﻟﻰ ﻭ ﺍﻟﺛﺎﻟﺛﺔ‪،‬‬
‫ﻓﻲ ﺣﻳﻥ ﻛﺎﻥ ﺗﻭﻓﺭ ﺍﻟﻌﺑﺎﺭﺗﻳﻥ ﺍﻟﺑﺎﻗﻳﺗﻳﻥ ﻣﺗﻭﺳﻁﺎ ﻭﺍﻟﺫﻱ ﻳﻣﺛﻝ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻷﻣﺎﻥ ﻭ ﺍﻣﺗﻼﻙ ﺍﻟﻣﻌﺭﻓﺔ ﺍﻟﺗﺎﻣﺔ‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻥ ﺃﺳﺋﻠﺔ ﺍﻟﺯﺑﺎﺋﻥ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ﺑﻠﻎ ‪ 2.93‬ﻭ ‪ 2.65‬ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ‪.‬‬

‫‪ -‬ﺟﺎءﺕ ﺩﺭﺟﺔ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺑﻌﺩ ﺍﻟﺗﻌﺎﻁﻑ ﻓﻲ ﺟﻭﺩﺓ ﺧﺩﻣﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻣﺗﺩﻧﻳﺔ‪ ،‬ﻭﻫﻭ ﻣﺎ ﻳﺅﻛﺩﻩ‬
‫ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ﺍﻟﺫﻱ ﺑﻠﻎ ‪ ،3.41‬ﺣﻳﺙ ﻟﻡ ﻳﻭﺍﻓﻕ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻠﻰ ﻛﻝ ﺍﻟﻌﺑﺎﺭﺍﺕ ﺑﺎﺳﺗﺛﻧﺎء ﺍﻟﻌﺑﺎﺭﺓ ﺍﻷﺧﻳﺭﺓ‬
‫ﺍﻟﺗﻲ ﺗﺗﻣﺛﻝ ﻓﻲ ﻣﻧﺎﺳﺑﺔ ﺗﻭﻗﻳﺕ ﻋﻣﻝ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﺯﺑﺎﺋﻥ ﺣﻳﺙ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ‬
‫‪ ،2.13‬ﻓﻲ ﺣﻳﻥ ﻛﺎﻥ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﺑﻌﻧﺎﻳﺔ ﻓﺎﺋﻘﺔ ﻭ ﺗﻔﻬﻡ ﺍﺣﺗﻳﺎﺟﺎﺗﻪ ﺿﻌﻳﻔﺎ‪ ،‬ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ﺑﻠﻎ‬
‫‪ 3.5‬ﻭ ‪.4.10‬‬

‫‪ -‬ﻭﺟﺎءﺕ ﺃﺧﻳﺭﺍ ﺩﺭﺟﺔ ﺍﻟﺗﻘﻳﻳﻡ ﺍﻹﺟﻣﺎﻟﻳﺔ ﻟﻸﺑﻌﺎﺩ ﺍﻟﺧﻣﺳﺔ ﻣﺟﺗﻣﻌﺔ ﻭ ﺍﻟﺗﻲ ﺗﻣﺛﻝ ﺟﻭﺩﺓ ﺧﺩﻣﺔ ﺍﺗﺻﺎﻻﺕ‬
‫ﺍﻟﺟﺯﺍﺋﺭ‪ ،‬ﺟﺎءﺕ ﻣﺗﻭﺳﻁﺔ ﻭ ﺫﻟﻙ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ﺇﺟﻣﺎﻟﻲ ﺑﻠﻎ ‪.3.07‬‬

‫‪ -‬ﺟﺎء ﺗﺭﺗﻳﺏ ﺃﺑﻌﺎﺩ ﺟﻭﺩﺓ ﺧﺩﻣﺔ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺣﺳﺏ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻳﻧﺔ ﻛﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -1‬ﺍﻷﻣﺎﻥ ﻓﻲ ﺍﻟﻣﺭﺗﺑﺔ ﺍﻷﻭﻟﻰ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ‪ 2.64‬ﻭﺩﺭﺟﺔ ﻣﻭﺍﻓﻘﺔ ﻣﺗﻭﺳﻁﺔ‪.‬‬

‫‪ -2‬ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻓﻲ ﺍﻟﻣﺭﺗﺑﺔ ﺍﻟﺛﺎﻧﻳﺔ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ‪ 2.89‬ﻭ ﺩﺭﺟﺔ ﻣﻭﺍﻓﻘﺔ ﻣﺗﻭﺳﻁﺔ‪.‬‬

‫‪ -3‬ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ﻓﻲ ﺍﻟﻣﺭﺗﺑﺔ ﺍﻟﺛﺎﻟﺛﺔ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ‪ 3.15‬ﻭﺩﺭﺟﺔ ﻣﻭﺍﻓﻘﺔ ﻣﺗﻭﺳﻁﺔ‪.‬‬

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‫‪ -4‬ﺍﻻﺳﺗﺟﺎﺑﺔ ﻓﻲ ﺍﻟﻣﺭﺗﺑﺔ ﺍﻟﺭﺍﺑﻌﺔ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ‪ 3.28‬ﻭﺩﺭﺟﺔ ﻣﻭﺍﻓﻘﺔ ﻣﺗﺩﻧﻳﺔ‪.‬‬

‫‪ -5‬ﺍﻟﺗﻌﺎﻁﻑ ﻓﻲ ﺍﻟﻣﺭﺗﺑﺔ ﺍﻷﺧﻳﺭﺓ ﺑﻣﺗﻭﺳﻁ ﺣﺳﺎﺑﻲ ‪ 3.41‬ﻭﺩﺭﺟﺔ ﻣﻭﺍﻓﻘﺔ ﻣﺗﺩﻧﻳﺔ‪.‬‬

‫‪ -‬ﺟﺎءﺕ ﺩﺭﺟﺔ ﺭﺿﺎ ﺍﻟﺯﺑﺎﺋﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﻣﺗﻭﺳﻁﺔ‬
‫ﺣﻳﺙ ﺑﻠﻎ ﺍﻟﻣﺗﻭﺳﻁ ﺍﻟﺣﺳﺎﺑﻲ ‪ 3.39‬ﻭﻫﻭ ﻗﺭﻳﺏ ﺟﺩﺍ ﻣﻥ ﺩﺭﺟﺔ ﻣﺗﺩﻧﻳﺔ‪ ،‬ﻭﻫﺫﺍ ﻳﺩﻝ ﻋﻠﻰ ﺃﻥ ﻏﺎﻟﺑﻳﺔ ﺍﻟﺯﺑﺎﺋﻥ‬
‫ﻏﻳﺭ ﺭﺍﺿﻳﻥ ﻋﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻭ ﻫﻭ ﻣﺎ ﻳﻔﺳﺭﻩ ﺃﻳﺿﺎ ﻧﺳﺑﺔ ﺍﻟﺯﺑﺎﺋﻥ ﻏﻳﺭ ﺍﻟﺭﺍﺿﻳﻥ ﺍﻟﺗﻲ‬
‫ﻓﺎﻗﺕ ‪.%50‬‬

‫ﺛﺎﻟﺛﺎ‪ :‬ﻧﺗﺎﺋﺞ ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﺿﻳﺎﺕ‬

‫‪ -‬ﺍﻟﻔﺭﺿﻳﺔ ﺍﻷﻭﻟﻰ‪ :‬ﻫﻧﺎﻙ ﺃﺛﺭ ﺫﻭ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ‬
‫ﺍﻟﺟﺯﺍﺋﺭ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‪.‬‬

‫ﺑﻌﺩ ﺗﻘﺳﻳﻡ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺇﻟﻰ ﺧﻣﺱ ﻓﺭﺿﻳﺎﺕ ﻓﺭﻋﻳﺔ ﺟﺎءﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻛﺎﻟﺗﺎﻟﻲ‪:‬‬

‫ﻛﺎﻥ ﻫﻧﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺗﺑﺎﻁ ﻣﻭﺟﺑﺔ ﻭ ﻣﺗﻭﺳﻁﺔ ﺑﻳﻥ ﺍﻷﺑﻌﺎﺩ ﺍﻷﺭﺑﻌﺔ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﺗﻣﺛﻠﺔ ﻓﻲ ﺍﻻﻋﺗﻣﺎﺩﻳﺔ ‪،‬‬
‫‪ 0.47‬ﻭ ‪ 0.46‬ﻭ‬ ‫ﺍﻻﺳﺗﺟﺎﺑﺔ‪ ،‬ﺍﻷﻣﺎﻥ ﻭﺍﻟﺗﻌﺎﻁﻑ‪ ،‬ﺣﻳﺙ ﺑﻠﻎ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ﻟﻛﻝ ﻣﻧﻬﺎ ﻋﻠﻰ ﺍﻟﺗﻭﺍﻟﻲ‬
‫‪ 0.44‬ﻭ ‪ 0.54‬ﻓﻲ ﺣﻳﻥ ﻛﺎﻥ ﻫﻧﺎﻙ ﺍﺭﺗﺑﺎﻁ ﻣﻭﺟﺏ ﻟﻛﻧﻪ ﺿﻌﻳﻑ ﺑﻳﻥ ﺑﻌﺩ ﺍﻟﻣﻠﻣﻭﺳﻳﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ‬
‫ﻭﻗﺩﺭ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ‪ 0.22‬ﻛﻣﺎ ﺑﻠﻎ ﻣﻌﺎﻣﻝ ﺍﻻﺭﺗﺑﺎﻁ ﺑﻳﻥ ﺟﻣﻳﻊ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺧﻣﺳﺔ ﻣﺟﺗﻣﻌﺔ ﻭ ﺍﻟﺗﻲ ﺗﻣﺛﻝ‬
‫ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻹﺟﻣﺎﻟﻳﺔ ﺑﻠﻎ ‪ 0.62‬ﻭ ﻫﻭ ﻣﺎ ﻳﺅﻛﺩ ﻋﻠﻰ ﺻﺣﺔ ﺍﻟﻔﺭﺿﻳﺔ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﻫﻧﺎﻙ ﻓﻌﻼ ﺃﺛﺭ ﺫﻭ‬
‫‪ %38‬ﻣﻥ ﺍﻟﺗﻐﻳﺭﺍﺕ ﺍﻟﺣﺎﺻﻠﺔ ﻓﻲ ﺭﺿﺎ‬ ‫ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﺣﻳﺙ ﺃﻥ‬
‫ﺍﻟﺯﺑﻭﻥ ﺭﺍﺟﻌﺔ ﺇﻟﻰ ﺗﺄﺛﻳﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻠﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -‬ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ‪ :‬ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﻸﺩﺍء ﺍﻟﻔﻌﻠﻲ ﻟﻠﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ‬
‫ﺑﺎﺧﺗﻼﻑ ﺍﻟﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻬﻡ‪.‬‬

‫ﺑﻌﺩ ﺗﻘﺳﻳﻡ ﻫﺫﻩ ﺍﻟﻔﺭﺿﻳﺔ ﺇﻟﻰ ﺃﺭﺑﻊ ﻓﺭﺿﻳﺎﺕ ﻓﺭﻋﻳﺔ ﺟﺎءﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻛﺎﻟﺗﺎﻟﻲ‪:‬‬

‫ﻟﻡ ﻳﻛﻥ ﻫﻧﺎﻙ ﺃﻱ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺻﺎﺋﻳﺔ ﺑﻳﻥ ﻣﺗﻭﺳﻁﺎﺕ ﺇﺩﺭﺍﻛﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ‬
‫ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺗﺑﻌﺎ ﻟﻠﺧﺻﺎﺋﺹ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ )ﺍﻟﺟﻧﺱ‪ ،‬ﺍﻟﺳﻥ‪ ،‬ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺩﺭﺍﺳﻲ‪،‬‬
‫ﺳﻧﻭﺍﺕ ﺍﻻﺷﺗﺭﺍﻙ ﻓﻲ ﺧﺩﻣﺎﺕ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ( ﻭﻫﻭ ﻣﺎ ﻳﺅﻛﺩ ﺭﻓﺽ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻭﺑﺎﻟﺗﺎﻟﻲ ﻻ‬
‫ﻳﺧﺗﻠﻑ ﺗﻘﻳﻳﻡ ﺍﻟﺯﺑﺎﺋﻥ ﻟﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺑﺎﺧﺗﻼﻑ ﺍﻟﺧﺻﺎﺋﺹ‬
‫ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ ﺍﻟﺧﺎﺻﺔ ﺑﻬﻡ‪.‬‬
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‫‪ -‬ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻟﺛﺔ‪ :‬ﺗﻘﺩﻡ ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺧﺩﻣﺔ ﺫﺍﺕ ﺟﻭﺩﺓ ﻋﺎﻟﻳﺔ‪.‬‬

‫ﻣﻥ ﺧﻼﻝ ﻧﺗﺎﺋﺞ ﺍﻻﺳﺗﻣﺎﺭﺓ ﺣﻭﻝ ﺍﺗﺟﺎﻫﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻧﺣﻭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻛﻠﻳﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻟﻬﻡ ﻣﻥ ﻁﺭﻑ‬
‫ﺍﺗﺻﺎﻻﺕ ﺍﻟﺟﺯﺍﺋﺭ ﺟﺎء ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻌﺎﻡ ﻣﺗﻭﺳﻁﺎ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻣﻥ ﻁﺭﻑ ﺍﺗﺻﺎﻻﺕ‬
‫ﺍﻟﺟﺯﺍﺋﺭ ﻣﺗﻭﺳﻁﺔ ﻭﻟﻳﺳﺕ ﻋﺎﻟﻳﺔ ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﺭﻓﺽ ﺍﻟﻔﺭﺿﻳﺔ ﺍﻟﺛﺎﻟﺛﺔ‪.‬‬

‫ﺍﻟﺗﻭﺻﻳﺎﺕ‪:‬‬

‫ﻋﻠﻰ ﺿﻭء ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﺗﻡ ﺍﻟﺗﻭﺻﻝ ﺇﻟﻳﻬﺎ ﻳﻣﻛﻥ ﺃﻥ ﻧﻭﺻﻲ ﺑﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -‬ﻣﺣﺎﻭﻟﺔ ﻧﺷﺭ ﺛﻘﺎﻓﺔ ﺍﻟﺟﻭﺩﺓ ﺑﻳﻥ ﻛﻝ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺍﻟﻌﺎﻣﻠﻳﻥ ﻓﻲ ﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻭﺧﺎﺻﺔ ﻣﻭﻅﻔﻲ‬
‫ﺍﻟﺧﻁﻭﻁ ﺍﻷﻣﺎﻣﻳﺔ ‪ front office‬ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺅﺳﺳﺎﺕ ﺍﻟﺧﺩﻣﻳﺔ ﻭﺟﻌﻠﻬﺎ ﻣﻥ ﺃﻭﻟﻭﻳﺎﺗﻬﺎ‪.‬‬

‫‪ -‬ﻣﺣﺎﻭﻟﺔ ﺗﺣﻔﻳﺯ ﺟﻣﻳﻊ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﺭﺍﻗﻳﺔ ﻟﻠﺯﺑﺎﺋﻥ‪ ،‬ﻭﺫﻟﻙ ﻋﻥ ﻁﺭﻳﻕ ﻧﻅﺎﻡ ﺣﻭﺍﻓﺯ ﻣﻌﻳﻥ‬
‫ﻣﺛﻝ ﺍﻟﺗﺭﻗﻳﺔ ﺃﻭ ﺯﻳﺎﺩﺓ ﺍﻟﺭﻭﺍﺗﺏ‪ ،‬ﻫﺩﺍﻳﺎ‪ ...‬ﺍﻟﺦ‪.‬‬

‫‪ -‬ﺇﺟﺭﺍء ﺩﺭﺍﺳﺎﺕ ﻭﺑﺣﻭﺙ ﺟﺎﺩﺓ ﻣﻥ ﺷﺄﻧﻬﺎ ﺍﻟﻛﺷﻑ ﻋﻥ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻣﻥ ﺃﺟﻝ ﺍﻟﺳﻌﻲ ﻭﺭﺍء‬
‫ﺗﻠﺑﻳﺗﻬﺎ ﻭ ﺗﺣﻘﻳﻘﻬﺎ‪.‬‬

‫‪ -‬ﻣﺣﺎﻭﻟﺔ ﺗﻭﻓﻳﺭ ﻓﺭﺹ ﺗﻛﻭﻳﻥ ﻭﺩﻭﺭﺍﺕ ﺗﺩﺭﻳﺑﻳﺔ ﻟﻣﻭﻅﻔﻲ ﺍﻟﺧﻁﻭﻁ ﺍﻷﻣﺎﻣﻳﺔ ﺧﺎﺻﺔ ﻓﻲ ﻣﺟﺎﻝ ﺍﻻﺗﺻﺎﻝ‬
‫ﻭﺍﻟﺗﺳﻭﻳﻕ ﻭﺧﺩﻣﺔ ﺍﻟﺯﺑﺎﺋﻥ‪.‬‬

‫‪ -‬ﺍﻟﺣﺭﺹ ﻋﻠﻰ ﺗﻘﺩﻳﻡ ﺍﻟﺧﺩﻣﺎﺕ ﺇﻟﻰ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺍﻧﺟﺎﺯﻫﺎ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻣﺣﺩﺩـ‪ ،‬ﻓﻌﺩﻡ ﺣﺻﻭﻝ ﺍﻟﺯﺑﻭﻥ ﻋﻠﻰ‬
‫ﺍﻟﺧﺩﻣﺔ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻣﺣﺩﺩ ﻳﺟﻌﻠﻪ ﻳﺷﻌﺭ ﺑﻌﺩﻡ ﺍﻟﺭﺿﺎ ﻭﻋﺩﻡ ﻛﻔﺎءﺓ ﺍﻟﻣﺅﺳﺳﺔ ﻓﻲ ﺗﻘﺩﻳﻡ ﺧﺩﻣﺔ ﺟﻳﺩﺓ‪.‬‬

‫‪ -‬ﺍﻻﺳﺗﺟﺎﺑﺔ ﻟﻁﻠﺑﺎﺕ ﺍﻟﺯﺑﺎﺋﻥ ﻭﺇﻋﻼﻣﻬﻡ ﺑﻣﻭﺍﻋﻳﺩ ﺍﻧﺟﺎﺯ ﺍﻟﺧﺩﻣﺎﺕ‪.‬‬

‫‪ -‬ﺍﻟﺗﻭﺟﻪ ﻧﺣﻭ ﺇﺩﺍﺭﺓ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﻟﺯﺑﻭﻥ ﻭﺇﻧﺷﺎء ﻋﻼﻗﺎﺕ ﻁﻭﻳﻠﺔ ﻣﻌﻪ ﺑﻐﻳﺔ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻳﻪ ﻭﺍﻛﺗﺷﺎﻑ ﺣﺎﺟﺎﺗﻪ‬
‫ﻭﺭﻏﺑﺎﺗﻪ‪.‬‬

‫‪ -‬ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻣﻥ ﺧﻼﻝ ﺍﻻﺳﺗﻣﺎﻉ ﺇﻟﻳﻪ ﻭﻣﻌﺎﻟﺟﺔ ﺷﻛﺎﻭﻳﻪ ﻭﻣﺷﺎﻛﻠﻪ ﺑﺳﺭﻋﺔ ﻭﻋﺩﻡ ﺇﻫﻣﺎﻟﻬﺎ‪،‬‬
‫ﺧﺎﺻﺔ ﺃﻥ ﺗﻛﻠﻔﺔ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺯﺑﻭﻥ ﺃﻛﺑﺭ ﻣﻥ ﺗﻛﻠﻔﺔ ﺟﻠﺏ ﺯﺑﻭﻥ ﺟﺩﻳﺩ‪.‬‬

‫‪ -‬ﻣﺣﺎﻭﻟﺔ ﺗﺣﺳﻳﻥ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﺑﺎﺳﺗﻣﺭﺍﺭ ﻣﻥ ﺧﻼﻝ ﺗﻁﻭﻳﺭ ﻁﺭﻕ ﺗﻘﺩﻳﻣﻬﺎ ﻭﺟﻌﻠﻬﺎ ﺗﺗﻧﺎﺳﺏ ﻣﻊ ﺗﻭﻗﻌﺎﺕ‬
‫ﺍﻟﺯﺑﻭﻥ‪.‬‬
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‫‪ -‬ﻣﺣﺎﻭﻟﺔ ﻣﺭﺍﻗﺑﺔ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻔﺎﻋﻝ ﺑﻳﻥ ﻣﻭﻅﻔﻲ ﺍﻟﺧﻁﻭﻁ ﺍﻷﻣﺎﻣﻳﺔ ﻭﺍﻟﺯﺑﺎﺋﻥ ﻣﻥ ﺃﺟﻝ ﺿﻣﺎﻥ ﺣﺳﻥ ﺗﺩﻓﻕ‬
‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺑﻳﻥ ﺍﻟﻁﺭﻓﻳﻥ‪.‬‬

‫ﺁﻓﺎﻕ ﺍﻟﺑﺣﺙ‪:‬‬

‫ﺗﻭﺳﻳﻊ ﺍﻟﺩﺭﺍﺳﺔ ﺍﻟﺣﺎﻟﻳﺔ ﻟﺗﺷﻣﻝ ﻋﺩﺩ ﺃﻛﺑﺭ ﻣﻥ ﺍﻟﻭﻛﺎﻻﺕ ﻭﺫﻟﻙ ﻋﻥ ﻁﺭﻳﻕ ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ‪ ،‬ﻛﺫﻟﻙ ﻣﻌﺎﻟﺟﺔ‬
‫ﺍﻟﻣﻭﺿﻭﻉ ﻣﻥ ﺯﻭﺍﻳﺎ ﺃﺧﺭﻯ ﻣﺛﻝ ﺃﺛﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻭﺭﺿﺎ ﺍﻟﺯﺑﻭﻥ ﻋﻠﻰ ﺑﻧﺎء ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ‪ ،‬ﺃﻭ ﺃﺛﺭ ﺟﻭﺩﺓ‬
‫ﺍﻟﺧﺩﻣﺔ ﻋﻠﻰ ﺭﺑﺣﻳﺔ ﺍﻟﻣﺅﺳﺳﺔ‪ ،‬ﻛﻣﺎ ﻳﻣﻛﻥ ﺗﻭﺳﻳﻊ ﺍﻟﺩﺭﺍﺳﺔ ﻟﺗﺷﻣﻝ ﻗﻁﺎﻋﺎﺕ ﺃﺧﺭﻯ ﻣﺛﻝ ﺍﻟﺑﻧﻭﻙ ﻭ‬
‫ﺍﻟﻣﺳﺗﺷﻔﻳﺎﺕ ﻭ ﺍﻟﺑﻠﺩﻳﺎﺕ‪ ..‬ﺍﻟﺦ‪.‬‬
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‫ﻗﺎﺋﻣﺔ ﺍﻟﻣﺭﺍﺟﻊ‬
‫ ﻣﻠﺗﻘﻰ ﺍﻟﺟﻣﻌﻳﺔ ﺍﻟﺳﻌﻭﺩﻳﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻟﺗﺭﺑﻭﻳﺔ‬،‫ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺷﺎﻣﻠﺔ ﻓﻲ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻡ‬،‫( ﺑﺩﺭﻳﺔ ﺑﻧﺕ ﺻﺎﻟﺢ ﺍﻟﻣﻳﻣﺎﻥ‬1
.2007 ،‫ ﺍﻟﺳﻌﻭﺩﻳﺔ‬،‫ﻭﺍﻟﻧﻔﺳﻳﺔ‬
‫ ﺍﻟﻣﺅﺗﻣﺭ ﺍﻟﺩﻭﻟﻲ ﻟﺿﻣﺎﻥ ﺟﻭﺩﺓ ﺍﻟﺗﻌﻠﻳﻡ‬،‫ ﻋﻣﻠﻳﺔ ﺗﻁﺑﻳﻕ ﻣﻌﺎﻳﻳﺭ ﺍﻟﺟﻭﺩﺓ‬،‫( ﺃﺑﻭ ﺑﻛﺭ ﻋﺑﺩ ﺍﻟﺑﺎﻗﻲ ﻣﺣﻣﺩ ﺍﻟﻁﻳﺏ‬2
2011 ،‫ ﺍﻷﺭﺩﻥ‬،‫ ﺟﺎﻣﻌﺔ ﺍﻟﺯﺭﻗﺎء‬،‫ﺍﻟﻌﺎﻟﻲ‬
،05 ‫ ﺍﻟﻌﺩﺩ‬،‫ ﺟﺎﻣﻌﺔ ﺍﻟﺟﺯﺍﺋﺭ‬،‫ ﻣﺟﻠﺔ ﺍﻟﺑﺎﺣﺙ‬،‫ ﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ ﺍﻟﺷﺎﻣﻠﺔ ﻭﺍﻷﺩﺍء ﺍﻟﻣﺗﻣﻳﺯ‬،‫( ﺑﻭﻣﺩﻳﻥ ﻳﻭﺳﻑ‬3
.2007
‫ ﻣﺅﺗﻣﺭ ﺍﻟﻧﻭﻋﻳﺔ ﻓﻲ ﺍﻟﺗﻌﻠﻳﻡ‬،‫ ﺟﻭﺩﺓ ﺍﻟﺗﻌﻠﻳﻡ ﻣﻥ ﺍﻟﻣﻧﻅﻭﺭ ﺍﻹﺳﻼﻣﻲ‬،‫ ﺇﺳﻣﺎﻋﻳﻝ ﺷﻧﺩﻱ‬،‫( ﻣﺣﻣﺩ ﺷﺎﻫﻳﻥ‬4
.2004 ،‫ ﺟﺎﻣﻌﺔ ﺍﻟﻘﺩﺱ‬،‫ﺍﻟﺟﺎﻣﻌﻲ ﺍﻟﻔﻠﺳﻁﻳﻧﻲ‬
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11) Blagoje Novicevic, Ljilja Antic, Total Quality Management and
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12) Alejandro Muñoz Casas, Master Thesis In Total Quality Management,
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1T

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1T 1T

‫ ﻣﻛﺗﺑﺔ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻌﺭﺑﻲ‬،‫ ﺍﻟﺟﻭﺩﺓ ﻭﺍﻟﺗﻣﻳﺯ ﻓﻲ ﻣﻧﻅﻣﺎﺕ ﺍﻷﻋﻣﺎﻝ‬،‫ﻋﺑﺩ ﺍﻟﺭﺯﺍﻕ ﺍﻟﺷﺣﺎﺩﺓ ﻭﺁﺧﺭﻭﻥ‬ (16
.2011،‫ ﺍﻷﺭﺩﻥ‬،‫ ﻋﻣﺎﻥ‬،‫ ﺍﻟﺟﺯء ﺍﻟﺛﺎﻧﻲ‬،‫ ﺍﻟﻁﺑﻌﺔ ﺍﻷﻭﻟﻰ‬،‫ﻟﻠﺷﺭ ﻭﺍﻟﺗﻭﺯﻳﻊ‬
135

،‫ ﺇﺩﺍﺭﺓ ﺍﻟﺷﺭﻭﻕ ﻟﻠﻧﺷﺭ ﻭﺍﻟﺗﻭﺯﻳﻊ‬،‫ ﺇﺩﺍﺭﺓ ﺍﻟﺟﻭﺩﺓ ﻓﻲ ﺍﻟﺧﺩﻣﺎﺕ‬،‫ﻗﺎﺳﻡ ﻧﺎﻳﻑ ﻋﻠﻭﺍﻥ ﺍﻟﻣﺣﻳﺎﻭﻱ‬ (17
.2006 ،‫ ﺍﻷﺭﺩﻥ‬،‫ ﻋﻣﺎﻥ‬،‫ﺍﻟﻁﺑﻌﺔ ﺍﻷﻭﻟﻰ‬
،‫ ﺍﻟﻘﺎﻫﺭﺓ‬،‫ ﺩﺍﺭ ﺍﻟﻛﺗﺏ ﺍﻟﻌﺭﺑﻳﺔ ﻟﻠﻧﺷﺭ‬،‫ ﺃﺳﺎﺳﻳﺎﺕ ﺍﻟﺟﻭﺩﺓ ﻓﻲ ﺍﻹﻧﺗﺎﺝ‬،‫ﻣﺣﻣﺩ ﺇﺳﻣﺎﻋﻳﻝ ﻋﻣﺭ‬ (18
.‫ﻣﺻﺭ‬
19) Hela Chebbi and Others, the Association of Technological and
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،‫ ﺍﻟﻁﺑﻌﺔ ﺍﻷﻭﻟﻰ‬،‫ ﺩﺍﺭ ﻛﻧﻭﺯ ﺍﻟﻣﻌﺭﻓﺔ ﺍﻟﻌﻠﻣﻳﺔ ﻟﻠﻧﺷﺭ ﻭﺍﻟﺗﻭﺯﻳﻊ‬،‫ ﺗﺳﻭﻳﻕ ﺍﻟﺧﺩﻣﺎﺕ‬،‫ﻓﺭﻳﺩ ﻛﻭﺭﺗﻝ‬ (22
.2009 ،‫ ﺍﻷﺭﺩﻥ‬،‫ﻋﻣﺎﻥ‬
.2002 ،‫ ﺍﻷﺭﺩﻥ‬،‫ ﻋﻣﺎﻥ‬،‫ ﺩﺍﺭ ﻭﺍﺋﻝ ﻟﻠﻧﺷﺭ‬،‫ ﺗﺳﻭﻳﻕ ﺍﻟﺧﺩﻣﺎﺕ‬،‫ﻫﺎﻧﻲ ﺣﺎﻣﺩ ﺍﻟﺿﻣﻭﺭ‬ (23
24) Veronika Zertova, Analysis of Customer’s Satisfaction in the
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0T

،‫ ﺍﻟﻘﺎﻫﺭﺓ‬،‫ ﺍﻟﻁﺑﻌﺔ ﺍﻷﻭﻟﻰ‬،‫ ﻣﺟﻣﻭﻋﺔ ﺍﻟﻧﻳﻝ ﺍﻟﻌﺭﺑﻳﺔ‬،‫ ﻣﺑﺎﺩﺉ ﺗﺳﻭﻳﻕ ﺍﻟﺧﺩﻣﺎﺕ‬،‫ﺃﺩﺭﻳﺎﻥ ﺑﺎﻟﻣﺭ‬ (25
2009 ،‫ﻣﺻﺭ‬
26) Chandhaluk Heesawat, The Opportunities And Problems In Making
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29) Singh Rajesh, Marketing Culture of Finish Research: An Analysis of
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136

‫ ﻣﻛﺗﺑﺔ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻌﺭﺑﻲ ﻭﺩﺍﺭ‬،‫ ﺗﺳﻭﻳﻕ ﺍﻟﺧﺩﻣﺎﺕ‬،‫ ﺳﻣﻳﺭ ﺣﺳﻳﻥ ﻋﻭﺩﺓ‬،‫ﻋﻠﻲ ﺗﻭﻓﻳﻕ ﺍﻟﺣﺎﺝ ﺃﺣﻣﺩ‬ (30
.2011 ،‫ ﺍﻷﺭﺩﻥ‬،‫ ﻋﻣﺎﻥ‬،‫ ﺍﻟﻁﺑﻌﺔ ﺍﻷﻭﻟﻰ‬،‫ﺍﻹﻋﺻﺎﺭ ﺍﻟﻌﻠﻣﻲ ﻟﻠﻧﺷﺭ ﻭﺍﻟﺗﻭﺯﻳﻊ‬
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‫ ﺩﺍﺭ ﺍﻟﻣﻳﺳﺭﺓ ﻟﻠﻧﺷﺭ‬،‫ ﺗﺳﻭﻳﻕ ﺍﻟﺧﺩﻣﺎﺕ‬،‫ ﺭﺩﻳﻧﻪ ﻋﺛﻣﺎﻥ ﻳﻭﺳﻑ‬،‫ﻣﺣﻣﻭﺩ ﺟﺎﺳﻡ ﺍﻟﺻﻣﻳﺩﻋﻲ‬ (33
.2010 ،‫ ﺍﻷﺭﺩﻥ‬،‫ ﻋﻣﺎﻥ‬،‫ ﺍﻟﻁﺑﻌﺔ ﺍﻷﻭﻟﻰ‬،‫ﻭﺍﻟﺗﻭﺯﻳﻊ‬
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‫ ﺩﺍﺭ‬،‫ ﺗﺳﻭﻳﻕ ﺍﻟﺧﺩﻣﺎﺕ ﻣﺩﺧﻝ ﺍﺳﺗﺭﺍﺗﻳﺟﻲ ﻭﻭﻅﻳﻔﻲ ﻭﺗﻁﺑﻳﻘﻲ‬،‫ ﺑﺷﻳﺭ ﺍﻟﻌﻼﻕ‬،‫ﺣﻣﻳﺩ ﺍﻟﻁﺎﺋﻲ‬ (36
2009 ،‫ ﺍﻷﺭﺩﻥ‬،‫ ﻋﻣﺎﻥ‬،‫ﺍﻟﻳﺎﺯﻭﺭﻱ ﺍﻟﻌﻠﻣﻳﺔ ﻟﻠﻧﺷﺭ ﻭﺍﻟﺗﻭﺯﻳﻊ‬
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2012 ،109 ‫ ﺍﻟﻌﺩﺩ‬،34 ‫ ﻣﺟﻠﺩ‬،‫ ﻣﺟﻠﺔ ﺗﻧﻣﻳﺔ ﺍﻟﺭﺍﻓﺩﻳﻥ‬،‫ﺍﻟﻌﺎﻣﺔ ﻻﺗﺻﺎﻻﺕ ﻭﺑﺭﻳﺩ ﻧﻳﻧﻭﻯ‬
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‫ ﻣﺟﻠﺔ‬،‫ ﺍﻟﺯﺑﻭﻥ ﻭﺍﻟﻣﻔﺎﻫﻳﻡ ﺍﻟﻣﺣﺎﺫﻳﺔ ﻟﻬﺎ ﻋﻠﻰ ﻣﺭﺩﻭﺩﻳﺔ ﺍﻟﻣﺅﺳﺳﺔ‬-‫ ﺃﺛﺭ ﺍﻟﻘﻳﻣﺔ‬،‫ﺟﻣﺎﻝ ﺧﻧﺷﻭﺭ‬ (69
2006 ،10 ‫ ﺍﻟﻌﺩﺩ‬،‫ ﺑﺳﻛﺭﺓ‬،‫ ﺟﺎﻣﻌﺔ ﻣﺣﻣﺩ ﺧﻳﺿﺭ‬،‫ﺍﻟﻌﻠﻭﻡ ﺍﻹﻧﺳﺎﻧﻳﺔ‬
‫ ﺃﺛﺭ ﻣﻭﺍﺻﻔﺎﺕ ﺍﻟﻣﻧﺗﺞ ﻭﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺷﺧﺻﻳﺔ ﻭﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﻟﻠﻣﺳﺗﻬﻠﻙ ﻧﺣﻭ‬،‫ﻣﺅﻳﺩ ﺣﺎﺝ ﺻﺎﻟﺢ‬ (70
،01 ‫ ﺍﻟﻌﺩﺩ‬،26 ‫ ﻣﺟﻠﺩ‬،‫ ﻣﺟﻠﺔ ﺟﺎﻣﻌﺔ ﺩﻣﺷﻕ ﻟﻠﻌﻠﻭﻡ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻭ ﺍﻟﻘﺎﻧﻭﻧﻳﺔ‬،‫ﺍﻟﻭﻻء ﻟﻠﻌﻼﻣﺔ ﺍﻟﺗﺟﺎﺭﻳﺔ‬
2010
71) Don Charlett And Others, How Damaging Is Negative Word Of
Mouth?, Marketing Bulletin, 1995, 6, 42-50, Research Note 1
139

72) Sune Donoghue And Helena M De Klerk, Dissatisfied Consumer’s

Complaint, Journal Of Family Ecology And Consumer Sciences, Vol 34,
2006
‫ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻣﻭﻗﻔﻳﺔ ﻟﺳﻠﻭﻙ ﺍﻟﻌﻣﻼء ﺍﻟﺗﺫﻣﺭﻱ ﻋﻧﺩ ﻋﺩﻡ ﺍﻟﺭﺿﺎ ﻋﻥ ﺍﻟﺧﺩﻣﺎﺕ‬،‫ﺳﺎﻡ ﺍﻟﻔﻘﻬﺎء‬ (73
،(9 ) ‫ ﺍﻟﻌﺩﺩ‬،24 ‫ ﻣﺟﻠﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻧﺟﺎﺡ ﻟﻸﺑﺣﺎﺙ ) ﺍﻟﻌﻠﻭﻡ ﺍﻹﻧﺳﺎﻧﻳﺔ( ﻣﺟﻠﺩ‬،‫ﺍﻟﻣﺻﺭﻓﻳﺔ ﻓﻲ ﻓﻠﺳﻁﻳﻥ‬
2010
‫ ﺍﻟﻣﻠﺗﻘﻰ ﺍﻟﻌﺭﺑﻲ ﺍﻟﺛﺎﻧﻲ ﻟﻠﺗﺳﻭﻳﻕ ﻓﻲ ﺍﻟﻭﻁﻥ‬،‫ ﺍﻟﺗﺳﻭﻳﻕ ﺑﺎﻟﻌﻼﻗﺎﺕ‬،‫ﺇﻟﻬﺎﻡ ﻓﺧﺭﻱ ﺃﺣﻣﺩ ﺣﺳﻥ‬ (74
2003 ،‫ ﻗﻁﺭ‬،‫ ﺍﻟﺩﻭﺣﺔ‬،‫ ﺃﻛﺗﻭﺑﺭ‬8-6 ،‫ ﺍﻟﻔﺭﺹ ﻭﺍﻟﺗﺣﺩﻳﺎﺕ‬:‫ﺍﻟﻌﺭﺑﻲ‬
75) M. Sathish And Others, A Study On Consumer Switching Behaviour
In Cellular Service Provider, Far East Journal Of Psychology And Business,
Vol2, N.2, 2011.
76) Marsha L.Richins, Negative Word Of Mouth By Dissatisfied
Consumers, The Journal Of Marketing, Vol 47, N01, 1983
77) Elmar Sauerwein and Others, the Kano Model: How to Delight Your
Customers, 3rd International Working Seminar on Production Economics,
Austria, Vol 1, 1996
78) Charles Berger And Others, Kano’s Methods For Understanding
Customer-Defined Quality, Center For Quality Of Management Journal,
Vol2, N4, 1993
79) Yong-Jae Park And Others, Measurement Of A Customer Satisfaction
Index For Improvement Of Mobile RFID Services In Korea, ETRI Journal,
Volume 30, N5, 2008
80) Biljana Angelova, Jusuf Zekiri, Measuring Customer Satisfaction with
Service Quality Using American Customer Satisfaction Model, International
Journal of Academic Research in Business and Social Sciences, Vol1, N3,
2011
81) Joanna Waligora, Measuring Customer Satisfaction And Loyalty In
The Automative Industry, Master Thesis, Faculty Of Business Performance
Management, Danmark, 2007
‫ ﺗﺳﻭﻳﻕ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻥ ﺧﻼﻝ ﺍﻟﺯﺑﻭﻥ ﻣﺩﺧﻝ ﻟﺗﺣﻘﻳﻕ ﺍﻟﻣﻧﺎﻓﺳﺔ‬،‫ ﻣﺣﻣﺩ ﺑﻥ ﺣﻭﺣﻭ‬،‫ﺣﻛﻳﻡ ﺑﻥ ﺟﺭﻭﺓ‬ (82
‫ ﺍﻟﻣﻧﺎﻓﺳﺔ ﻭﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﺍﻟﺗﻧﺎﻓﺳﻳﺔ ﻟﻠﻣﺅﺳﺳﺎﺕ‬:‫ ﺍﻟﻣﻠﺗﻘﻰ ﺍﻟﺩﻭﻟﻲ ﺍﻟﺭﺍﺑﻊ‬،‫ﻭﺍﻛﺗﺳﺎﺏ ﻣﻳﺯﺓ ﺗﻧﺎﻓﺳﻳﺔ‬
2010 ،‫ ﻧﻭﻓﻣﺑﺭ‬09-08 ،‫ ﺟﺎﻣﻌﺔ ﺍﻟﺷﻠﻑ‬،‫ﺍﻟﺻﻧﺎﻋﻳﺔ ﺧﺎﺭﺝ ﻗﻁﺎﻉ ﺍﻟﻣﺣﺭﻭﻗﺎﺕ ﻓﻲ ﺍﻟﺩﻭﻝ ﺍﻟﻌﺭﺑﻳﺔ‬
‫ ﻓﺎﻋﻠﻳﺔ ﺇﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺍﻟﺗﺳﻭﻳﻕ ﺑﺎﻟﻌﻼﻗﺎﺕ ﻓﻲ ﺑﻧﺎء ﺍﻟﻭﻻء ﻟﻠﺯﺑﺎﺋﻥ‬،‫ﺃﺳﻌﺩ ﺣﻣﺎﺩ ﻣﻭﺳﻰ ﺃﺑﻭ ﺭﻣﺎﻥ‬ (83
،20 ‫ ﻣﺟﻠﺩ‬،‫ ﺳﻠﺳﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻹﻧﺳﺎﻧﻳﺔ ﻭﺍﻻﺟﺗﻣﺎﻋﻳﺔ‬:‫ ﻣﺅﺗﺔ ﻟﻠﺑﺣﻭﺙ ﻭﺍﻟﺩﺭﺍﺳﺎﺕ‬،‫ﻓﻲ ﺍﻟﻣﻧﻅﻣﺎﺕ ﺍﻟﻔﻧﺩﻗﻳﺔ‬
2005 ،‫ ﺍﻷﺭﺩﻥ‬،‫ ﺟﺎﻣﻌﺔ ﻣﺅﺗﺔ‬،4‫ﺍﻟﻌﺩﺩ‬
84) Mohammad Obeidat, Hani Al-Damour, Principles of Marketing, Dar
Wael for Printing-Publishing, 1st Edition, Aman, Jordan, 2005.
85) David Gauci, Railtion Hill, Goods and Services Differnences in
Television Advertising, Australasian Marketing Journal, 11(2), 2003.
140

،39 ‫ ﺹ‬،‫ ﻣﺟﻠﺔ ﻋﺎﻟﻡ ﺍﻟﺟﻭﺩﺓ‬،‫ ﺍﻟﻣﻔﺎﺗﻳﺢ ﺍﻟﻌﺷﺭﺓ ﻹﺩﺍﺭﺓ ﺍﻟﺧﺩﻣﺔ ﺍﻟﻣﺗﻣﻳﺯﺓ‬،‫ﻣﺣﻣﻭﺩ ﻋﺑﺩ ﺍﻟﻠﻁﻳﻑ‬ (86
2012 ،2 ‫ ﺍﻟﻌﺩﺩ‬،‫ﺗﺻﺩﺭ ﺑﺭﻋﺎﻳﺔ ﻣﺅﺳﺳﺔ ﺍﻟﺗﻘﻧﻳﺔ ﻟﻠﺗﻁﻭﻳﺭ ﻭﺍﻻﺳﺗﺷﺎﺭﺍﺕ ﻭﺍﻟﺗﺩﺭﻳﺏ ﻭﺃﻧﻅﻣﺔ ﺍﻟﺟﻭﺩﺓ‬
‫ ﺃﺛﺭ ﺟﻭﺩﺓ ﺍﻟﺧﺩﻣﺔ ﻋﻠﻰ ﺍﻟﺭﺑﺣﻳﺔ ﻭﺭﺿﺎ ﺍﻟﻌﻣﻼء ﻓﻲ ﺍﻟﻣﺻﺎﺭﻑ‬،‫ﺭﺳﻣﻳﺔ ﺃﺣﻣﺩ ﺃﻣﻳﻥ ﺃﺑﻭ ﻣﻭﺳﻰ‬ (87
،‫ ﺍﻷﺭﺩﻥ‬،‫ ﻗﺳﻡ ﺍﻟﺗﻣﻭﻳﻝ ﻭﺍﻟﻣﺻﺎﺭﻑ‬،‫ ﺟﺎﻣﻌﺔ ﺁﻝ ﺍﻟﺑﻳﺕ‬،‫ ﺭﺳﺎﻟﺔ ﻣﺎﺟﺳﺗﻳﺭ ﻏﻳﺭ ﻣﻧﺷﻭﺭﺓ‬،‫ﺍﻷﺭﺩﻧﻳﺔ‬
.2000
88) Alexander Serenk, the Impact of Expectation Disconfirmation on
Customer Loyalty and Recommendation Behaviour, Journal of Information
Technology Management, Volume Xx, N, 3, 2009
89) Geetika Shefali Nandan, Determinants of Customer Satisfaction on
Service Quality, Journal of Public Transportation, Vol.13, Number.1, 2010
90) Imrah Cengiz, Measuring Custmer Satisfaction: Must Or Not? Journal
of Naval Science and Engineering, Vol.6, No.2, 2010
91) Sarbari Bordia and Others, Student Expectations of Tesol Programs,
Australian Review Of Applied Linguistics, Vol 29, N.1, 2006
92) www.theacsi.org
1T 1T

93) www.algerietelecom.dz
1T 1T

94) sune donoghue and helena m de klerk, dissatisfied consumer’s complaint,

journal of family ecology and consumer sciences, vol 34, 2006
‫‪141‬‬

‫ﺍﻟﻣﻼﺣﻕ‪:‬‬

‫ﻣﻠﺤﻖ )‪ :(1‬اﺳﺘﻤﺎرة اﻟﺒﺤﺚ اﳌﻴﺪاﱐ اﳋﺎص ﺑﻌﻴﻨﺔ اﻟﺪراﺳﺔ‪.‬‬

‫ﲢﻴﺔ ﻃﻴﺒﺔ وﺑﻌﺪ‪:‬‬ ‫أﺧﻲ اﻟﻜﺮﱘ‪ ،‬أﺧﱵ اﻟﻜﺮﳝﺔ‪ ،‬اﳌﺸﱰك )ة( ﰲ ﺧﺪﻣﺎت إﺗﺼﺎﻻت اﳉﺰاﺋﺮ‬

‫أﻗﻮم ﺣﺎﻟﻴﺎ ﺑﺈﻋﺪاد ﻣﺬﻛﺮة ﻣﺎﺟﺴﺘﲑ ﺑﻌﻨﻮان " أﺛﺮ ﺟﻮدة اﳋﺪﻣﺔ ﻋﻠﻰ رﺿﺎ اﻟﺰﺑﻮن " دراﺳﺔ ﺣﺎﻟﺔ ﻣﺆﺳﺴﺔ إﺗﺼﺎﻻت‬
‫اﳉﺰاﺋﺮ ) وﻛﺎﻟﺔ اﻟﻌﻠﻤﺔ(‪.‬‬

‫وأﺿﻊ ﺑﲔ أﻳﺪﻳﻜﻢ اﺳﺘﻤﺎرة اﻟﺒﺤﺚ راﺟﻴﺎ ﻣﻨﻜﻢ اﻟﺘﻔﻀﻞ ﺑﺘﺄﺷﲑ اﻹﺟﺎﺑﺔ اﳌﻨﺎﺳﺒﺔ ﻣﻦ وﺟﻬﺔ ﻧﻈﺮﻛﻢ ‪ ،‬ﺣﻴﺚ أن‬
‫اﺳﺘﻜﻤﺎل اﻹﺟﺎﺑﺔ ﻋﻦ ﻛﺎﻓﺔ ﻋﺒﺎرات اﻻﺳﺘﻤﺎرة واﻟﺪﻗﺔ ﰲ اﻹﺟﺎﺑﺔ ﺳﺘﻨﻌﻜﺲ ﺑﺎﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ دﻗﺔ اﻟﻨﺘﺎﺋﺞ اﻟﱵ ﺳﻴﺘﻢ‬
‫اﻟﺘﻮﺻﻞ إﻟﻴﻬﺎ‪.‬‬

‫ﻋﻠﻤﺎ أن ﻛﺎﻓﺔ اﳌﻌﻠﻮﻣﺎت اﻟﻮاردة ﰲ اﻻﺳﺘﻤﺎرة ﻟﻦ ﺗﺴﺘﺨﺪم إﻻ ﻷﻏﺮاض اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ‪.‬‬

‫ﺷﺎﻛﺮا ﻟﻜﻢ ﺗﻌﺎوﻧﻜﻢ ﻣﻊ اﻟﺘﻘﺪﻳﺮ‬

‫أوﻻ ) اﳋﺼﺎﺋﺺ اﻟﺪﳝﻮﻏﺮاﻓﻴﺔ (‪ :‬رﺟﺎءا ﺿﻊ ﻋﻼﻣﺔ )‪ (x‬ﰲ اﳌﺮﺑﻊ اﳌﻨﺎﺳﺐ‬

‫أﻧﺜﻰ‬ ‫ذﻛﺮ‬ ‫‪ -1‬اﳉﻨﺲ‪:‬‬

‫ﻣﻦ ‪40 -31‬‬ ‫ﻣﻦ ‪30 -18‬‬ ‫‪ -2‬اﻟﻌﻤﺮ‪:‬‬

‫‪ 51‬ﻓﻤﺎ ﻓﻮق‬ ‫ﻣﻦ ‪50 -41‬‬

‫ﺟﺎﻣﻌﻲ‬ ‫أﻗﻞ ﻣﻦ ﺛﺎﻧﻮي‬ ‫ﺛﺎﻧﻮي‬ ‫‪ -3‬اﳌﺴﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ‪:‬‬

‫ﻣﻦ ‪ 1‬ﺳﻨﺔ إﱃ ‪ 3‬ﺳﻨﻮات‬ ‫‪ -4‬ﺳﻨﻮات اﻻﺷﱰاك ﰲ ﺧﺪﻣﺎت اﺗﺼﺎﻻت اﳉﺰاﺋﺮ‪:‬‬

‫ﻣﻦ ‪ 4‬ﺳﻨﺔ إﱃ ‪ 6‬ﺳﻨﻮات‬

‫ﻣﻦ ‪ 7‬ﺳﻨﺔ إﱃ ‪ 10‬ﺳﻨﻮات‬

‫ﻣﻦ ‪ 11‬ﺳﻨﺔ ﻓﺄﻛﺜﺮ‬

‫‪142‬‬

‫ﺛﺎﻧﻴﺎ ﺟﻮدة اﳋﺪﻣﺔ‪ :‬رﺟﺎءا ﺿﻊ ﻋﻼﻣﺔ ‪ X‬ﰲ اﳌﻜﺎن اﳌﻨﺎﺳﺐ ﺣﺴﺐ درﺟﺔ ﺗﻮﻓﺮ اﻟﻌﺒﺎرات اﻟﺘﺎﻟﻴﺔ ﰲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ‬

‫ﻏﻴﺮ‬ ‫ﻏﻴﺮ‬ ‫ﻣﻮاﻓﻖ‬

‫ﻣﻮاﻓﻖ‬ ‫ﻣﻮاﻓﻖ‬ ‫ﻣﺤﺎﻳﺪ‬ ‫ﻣﻮاﻓﻖ‬ ‫ﺗﻤﺎﻣﺎ‬ ‫اﻟﻔﻘﺮات‬ ‫اﻟﺮﻗﻢ‬
‫ﺗﻤﺎﻣﺎ‬
‫ﲤﺘﻠﻚ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻣﻌﺪات وﲡﻬﻴﺰات ﺣﺪﻳﺜﺔ‬ ‫‪01‬‬
‫وﻣﺘﻄﻮرة‪.‬‬

‫ﻳﺘﻤﺘﻊ ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﲟﻈﻬﺮ‬ ‫‪02‬‬

‫ﻻﺋﻖ وأﻧﻴﻖ‬
‫ﲤﺘﻠﻚ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻗﺎﻋﺔ اﻧﺘﻈﺎر‬ ‫‪03‬‬
‫ﻣﻜﻴﻔﺔ و ﻧﻈﻴﻔﺔ‬
‫اﻟﺘﺼﻤﻴﻢ اﻟﺪاﺧﻠﻲ ﻻﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻣﻨﺎﺳﺐ‬ ‫‪04‬‬
‫ﻟﺘﻘﺪﱘ اﳋﺪﻣﺔ‬
‫ﺗﺘﻮﻓﺮ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻋﻠﻰ أﻣﺎﻛﻦ‬ ‫‪05‬‬
‫ﺗﻮﻗﻴﻒ اﻟﺴﻴﺎرات‬
‫ﻳﻔﻲ ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ داﺋﻤﺎ ﺑﻮﻋﻮدﻫﻢ ﱄ‬ ‫‪06‬‬
‫ﺑﺘﻘﺪﱘ اﳋﺪﻣﺔ ﰲ اﻟﻮﻗﺖ اﶈﺪد‬
‫ﳝﻜﻦ اﻻﻋﺘﻤﺎد ﻋﻠﻰ ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﰲ‬ ‫‪07‬‬
‫ﻣﻌﺎﳉﺔ اﺳﺘﻔﺴﺎراﰐ وﻣﺸﺎﻛﻠﻲ‬
‫ﺗﺘﻮﻓﺮ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻋﻠﻰ ﻋﺪد ﻛﺎﰲ ﻣﻦ‬ ‫‪08‬‬
‫اﳌﻮﻇﻔﲔ ﻟﺘﻘﺪﱘ اﳋﺪﻣﺎت ﻟﻠﺰﺑﺎﺋﻦ‬
‫ﻳﻨﺠﺰ ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﺧﺪﻣﺎت ﺑﺸﻜﻞ‬ ‫‪09‬‬
‫ﺻﺤﻴﺢ ﻣﻦ أول ﻣﺮة ﺑﺪون أﺧﻄﺎء‬
‫ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻳﻌﻠﻤﻮﻧﲏ ﲟﻮاﻋﻴﺪ اﳒﺎز‬ ‫‪10‬‬
‫اﳋﺪﻣﺔ‪.‬‬
‫ﻳﻮﻓﺮ ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ اﳋﺪﻣﺔ‬ ‫‪11‬‬
‫ﱄ ﺑﺴﺮﻋﺔ‪.‬‬
‫ﻳﺒﺪي ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ اﻟﺮﻏﺒﺔ ﰲ‬ ‫‪12‬‬
‫ﻣﺴﺎﻋﺪﰐ داﺋﻤﺎ‪.‬‬
‫ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻋﻠﻰ اﺳﺘﻌﺪاد داﺋﻢ‬ ‫‪13‬‬
‫ﻟﻼﺳﺘﺠﺎﺑﺔ ﻟﻄﻠﺒﺎﰐ‪.‬‬
‫أﻧﺎ أﺛﻖ ﰲ ﻗﺪرة ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت‬ ‫‪14‬‬
‫‪143‬‬

‫اﳉﺰاﺋﺮ ﺑﺘﻘﺪﱘ اﳋﺪﻣﺔ ﺑﺸﻜﻞ ﺟﻴﺪ‪.‬‬

‫أﻧﺎ أﺷﻌﺮ ﺑﺎﻷﻣﺎن ﻋﻨﺪ اﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﻮﻇﻔﻲ‬ ‫‪15‬‬
‫اﺗﺼﺎﻻت اﳉﺰاﺋﺮ‪.‬‬
‫أﺟﺪ أن ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻣﻬﺬﺑﻮن وﻟﻄﻔﺎء‬ ‫‪16‬‬
‫داﺋﻤﺎ ﻣﻌﻲ‪.‬‬
‫ﳝﺘﻠﻚ ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ اﳌﻌﺮﻓﺔ اﻟﺘﺎﻣﺔ‬ ‫‪17‬‬
‫واﳌﻬﺎرة ﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ أﺳﺌﻠﱵ‪.‬‬
‫ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻳﻌﻄﻮﻧﲏ اﻫﺘﻤﺎم ﺷﺨﺼﻲ‬ ‫‪18‬‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﻌﺎﻣﻠﻮن ﻣﻌﻲ‪.‬‬
‫ﻳﺘﻔﻬﻢ ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ اﺣﺘﻴﺎﺟﺎﰐ داﺋﻤﺎ‬ ‫‪19‬‬
‫وﻳﺴﻌﻮن ﻟﺘﺤﻘﻴﻘﻬﺎ‪.‬‬
‫ﻳﻀﻊ ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻣﺼﻠﺤﱵ ﻓﻮق ﻛﻞ‬ ‫‪20‬‬
‫اﻋﺘﺒﺎر‬
‫ﻳﺘﻌﺎﻣﻞ ﻣﻮﻇﻔﻲ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻣﻌﻲ‬ ‫‪21‬‬
‫ﺑﻌﻨﺎﻳﺔ ﻓﺎﺋﻘﺔ‪.‬‬
‫أوﻗﺎت ﻋﻤﻞ اﺗﺼﺎﻻت اﳉﺰاﺋﺮ ﻣﻨﺎﺳﺒﺔ‬ ‫‪22‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﱄ‪.‬‬

‫ﺛﺎﻟﺜﺎ) رﺿﺎ اﻟﺰﺑﻮن(‪ :‬رﺟﺎءا ﺿﻊ ﻋﻼﻣﺔ )‪ (x‬ﰲ اﳌﺮﺑﻊ اﳌﻨﺎﺳﺐ ﺣﺴﺐ درﺟﺔ رﺿﺎك ﻋﻦ ﺟﻮدة اﳋﺪﻣﺎت اﳌﻘﺪﻣﺔ ﻟﻚ‪.‬‬

‫ﻏﻴﺮ راض‬ ‫ﻏﻴﺮ راض‬ ‫ﻣﺤﺎﻳﺪ‬ ‫راض‬ ‫راض‬ ‫اﻟﻔﻘﺮة‬ ‫اﻟﺮﻗﻢ‬

‫ﺗﻤﺎﻣﺎ‬ ‫ﺗﻤﺎﻣﺎ‬
‫أﻧﺎ راض ﻋﻦ ﺟﻮدة اﳋﺪﻣﺔ اﳌﻘﺪﻣﺔ ﱄ‬ ‫‪01‬‬
‫ﻣﻦ ﻃﺮف اﺗﺼﺎﻻت اﳉﺰاﺋﺮ‪.‬‬