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  
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 

 
 

 
 
 
 
 

 
 

 
Copyright © 2012.

2012

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 
 

 
 1
 29x2179
978-977-6298-xx-x
 -1
 -2
 2012/xxx


 


 
    

  
  
  2012
 



  

 


 
 8
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 
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5 ‫ﻣﻘﺪﻣﺔ اﻟﻨﺎﴍ‬
9 ‫ﻣﻘﺪﻣـﺔ‬

 13 (1)

17   (2)

17 ‫ ﺣﴫ أﻧﻮاع اﻟﻮﻇﺎﺋﻒ ﺑﺎﳌﻨﻈﻤﺔ‬:‫أوﻻ‬
18 ‫ اﺧﺘﻴﺎر وإﻋﺪاد اﻟﺒﺎﺣﺜﲔ‬:‫ﺛﺎﻧﻴﺎ‬
19 ‫ ﲢﺪﻳﺪ أﻧﻮاع اﻟﺒﻴﺎﻧﺎت اﳌﻄﻠﻮﺑﺔ‬:‫ﺛﺎﻟﺜﺎ‬
20 ‫ ﲢﺪﻳﺪ اﻟﻄﺮﻳﻘﺔ اﳌﺘﺒﻌﺔ ﰲ اﻟﺪراﺳﺔ‬:‫راﺑﻌﺎ‬
23 ‫ﺗﻌﺮﻳﻒ اﻟﺮؤﺳﺎء واﳌﺮؤوﺳﲔ ﺑﺎﻟﺪراﺳﺔ‬:‫ﺧﺎﻣﺴﺎ‬
23 ‫ ﺗﺼﻤﻴﻢ ﻗﻮاﺋﻢ اﻻﺳﺘﻘﺼﺎء‬:‫ﺳﺎدﺳﺎ‬
24 ‫ ﲨﻊ اﻟﺒﻴﺎﻧﺎت وﲢﻠﻴﻠﻬﺎ‬:‫ﺳﺎﺑﻌﺎ‬
25 ‫ إﻋﺪاد ﺑﻄﺎﻗﺎت وﺻﻒ اﻟﻮﻇﺎﺋﻒ‬:‫ﺛﺎﻣﻨﺎ‬
25 ‫ﻧﻤﻮذج ﻟﺒﻄﺎﻗﺔ وﺻﻒ وﻇﻴﻔﻲ‬
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 ‫‪‬‬
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‫‪32‬‬ ‫)‪ (3‬‬

‫‪32‬‬ ‫ﻧﺘﺎﺋﺞ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‬
‫‪33‬‬ ‫أﻫﺪاف ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‬
‫‪34‬‬ ‫ﻓﻮاﺋﺪ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‬
‫‪35‬‬ ‫اﻻﻋﺘﺒﺎرات اﻟﻮاﺟﺐ ﻣﺮاﻋﺎﲥﺎ ﻟﻨﺠﺎح اﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ‬
‫‪38‬‬ ‫ﻣﺮاﺣﻞ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‬
‫‪40‬‬ ‫)‪ (4‬‬
‫‪40‬‬ ‫أوﻻ‪ :‬اﻻﺳﺘﻘﻄﺎب‬
‫‪40‬‬ ‫اﻟﻨﺸﺎﻃﺎت اﻟﺘﻲ ﻳ ﺮﻛﺰ ﻋﻠﻴﻬﺎ اﻻﺳﺘﻘﻄﺎب‬
‫‪40‬‬ ‫اﻟﻌﻼﻗﺔ ﺑﲔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ واﻻﺳﺘﻘﻄﺎب‬
‫‪42‬‬ ‫أﻫﺪاف ﻋﻤﻠﻴﺔ اﻻﺳﺘﻘﻄﺎب‬
‫‪42‬‬ ‫ﻣﺼﺎدر اﻻﺳﺘﻘﻄﺎب‬
‫‪43‬‬ ‫ﺛﺎﻧﻴﺎ‪ :‬اﻻﺧﺘﻴﺎر واﻟﺘﻌﻴﲔ‬
‫‪43‬‬ ‫أﳘﻴﺔ اﻻﺧﺘﻴﺎر‬
‫‪44‬‬ ‫إﺟﺮاءات ﻋﻤﻠﻴﺔ اﻻﺧﺘﻴﺎر‬
‫‪45‬‬ ‫ﺗﻘﻴﻴﻢ ﻋﻤﻠﻴﺔ اﻻﺧﺘﻴﺎر‬
‫‪46‬‬ ‫ﻣﺸﺎﻛﻞ ﻋﻤﻠﻴﺔ اﻻﺧﺘﻴﺎر‬
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47  (5)
48 ‫ﻋﻤﻠﻴﺎت اﻟﺘﻨﻤﻴﺔ اﻟﺒﴩﻳﺔ ﰲ اﳌﻨﻈﲈت‬
50  (6)
50 ‫ﻣﻦ ﺧﺼﺎﺋﺺ ﻋﻤﻠﻴﺔ اﻟﺘﺪرﻳﺐ‬
50 ‫اﻟﻔﺮق ﺑﲔ اﻟﺘﺪرﻳﺐ واﻟﺘﻨﻤﻴﺔ‬
51 ‫أﻫﺪاف اﻟﺘﺪرﻳﺐ‬
51 ‫ﻣﺴﺌﻮﻟﻴﺔ اﻟﺘﺪرﻳﺐ‬
52 ‫اﻻﻋﺘﺒﺎرات اﻟﺘﻲ ﳚﺐ أﺧﺬﻫﺎ ﺑﺎﳊﺴﺒﺎن ﻹﻧﺠﺎح ﻋﻤﻠﻴﺔ اﻟﺘﺪرﻳﺐ‬
52 ‫أﻧﻮاع اﻟﺘﺪرﻳﺐ‬
54 ‫ﻣﺮاﺣﻞ اﻟﻌﻤﻠﻴﺔ اﻟﺘﺪرﻳﺒﻴﺔ‬
55 ‫ﲢﺪﻳﺪ اﻻﺣﺘﻴﺎﺟﺎت اﻟﺘﺪرﻳﺒﻴﺔ‬
55 ‫وﺳﺎﺋﻞ ﲢﺪﻳﺪ اﻻﺣﺘﻴﺎﺟﺎت اﻟﺘﺪرﻳﺒﻴﺔ‬
55 ‫أﺳﺎﻟﻴﺐ اﻟﺘﺪرﻳﺐ‬
56 ‫وﺳﺎﺋﻞ أو ﻣ ﻌﻴﻨﺎت اﻟﺘﺪرﻳﺐ‬
56 ‫ﺗﻘﻴﻴﻢ ﺟﻬﻮد اﻟﺘﺪرﻳﺐ‬
57 ‫ﺗﻜﺎﻟﻴﻒ اﻟﺘﺪرﻳﺐ‬
58  (7)
58 ‫أﳘﻴﺔ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ اﻷداء‬
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58 ‫ أﳘﻴﺘﻬﺎ ﻋﲆ ﻣﺴﺘﻮى اﳌﻨﻈﻤﺔ‬:‫أوﻻ‬

59 ‫ أﳘﻴﺘﻬﺎ ﻋﲆ ﻣﺴﺘﻮى اﳌﺪﻳﺮﻳﻦ‬:‫ﺛﺎﻧﻴﺎ‬
59 ‫ أﳘﻴﺘﻬﺎ ﻋﲆ ﻣﺴﺘﻮى اﻟﻌﺎﻣﻠﲔ‬:‫ﺛﺎﻟﺜﺎ‬
59 ‫ﻋﻨﺎﴏ ﻧﻈﺎم ﺗﻘﻴﻴﻢ أداء اﻟﻌﺎﻣﻠﲔ‬
63 ‫اﳌﺒﺎدئ اﻷﺳﺎﺳﻴﺔ ﰲ اﺳﺘﺨﺪام اﳌﻌﺎﻳﲑ‬
74 ‫ﻫﻴﻜﻞ اﻷﺟﻮر واﻟﺮواﺗﺐ‬
75 ‫ﺗﺴﻌﲑ اﻟﺪرﺟﺎت اﻟﻮﻇﻴﻔﻴﺔ‬
76 ‫اﻷﺷﻜﺎل اﳌﺨﺘﻠﻔﺔ ﻟﻸﺟﻮر‬
77 ‫ﻣﺎﻫﻴﺔ اﳊﻮاﻓﺰ‬
77 ‫ﻋﻼﻗﺔ اﻹﻧﺘﺎﺟﻴﺔ ﺑﺎﻷﺟﻮر واﻟﺮواﺗﺐ واﳊﻮاﻓﺰ‬
 79 
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﺍﻟﻨﺎﺷﺮ‬
‫ﻧﺤﻦ ﻧﻌﻨﻰ ﰲ اﳌﺠﻤﻮﻋﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺪرﻳﺐ واﻟﻨﴩ ﻋﲆ ﻧﺤﻮ ﺧﺎص ﺑﺘﻨﺎول‬
‫ﻛﺎﻓﺔ اﻟﻘﻀﺎﻳﺎ واﳌﺘﻐﲑات اﳌﺘﻼﺣﻘﺔ وﻣﺘﻄﻠﺒﺎت اﻹﺻﻼح اﻹداري واﻻﻗﺘﺼﺎدي‬
‫وﻛﻞ ﻣﺎ ﳞﻢ اﳌﻨﻈﲈت واﻟﺘﻌﺮف أﻳﻀﺎ ﻋﲆ اﻟﺘﺠﺎرب اﻟﻌﺎﳌﻴﺔ اﻟﻨﺎﺟﺤﺔ ﻟﻠﻮﺻﻮل‬
‫إﱃ اﳍﺪف اﳌﺸﱰك ﻣﻊ ﻋﻤﻼﺋﻨﺎ ﰲ رﻓﻊ وﺗﻄﻮﻳﺮ اﻟﻜﻔﺎءات اﻟﺒﴩﻳﺔ ﻣﺮﺗﻜﺰﻳﻦ‬
‫ﺑﺬﻟﻚ ﻋﲆ ﻗﺎﻋﺪة ﺑﻴﺎﻧﺎت ﻣﻦ اﳋﱪاء واﳌﺘﺨﺼﺼﲔ واﻻﺳﺘﺸﺎرﻳﲔ اﳌﺆﻫﻠﲔ‬
‫ﻟﺘﻨﻔﻴﺬ وإدارة ﻛﺎﻓﺔ اﻟﱪاﻣﺞ ﻋﻠﻤﻴﺎ وﻋﻤﻠﻴﺎ ﺑﲈ ﻳﺘﻮاﻛﺐ ﻣﻊ ﻃﺒﻴﻌﺔ ﻋﻤﻞ‬
‫اﳌﻨﻈﲈت‪ ،‬ﻛﲈ ﻳﺘﻀﻤﻦ ﻧﺸﺎط اﳌﺠﻤﻮﻋﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺪرﻳﺐ واﻟﻨﴩ اﻟﻘﻴﺎم ﺑﺠﻤﻴﻊ‬
‫أﻧﻮاع اﻻﺳﺘﺸﺎرات ﰲ ﻛﺎﻓﺔ اﻟﺘﺨﺼﺼﺎت وﻗﺪ ﻇﻬﺮت اﳊﺎﺟﺔ إﱃ ﺗﻔﻌﻴﻞ‬
‫ﻧﺸﺎط اﻟﱪاﻣﺞ اﻟﺘﺪرﻳﺒﻴﺔ ﰲ اﳌﺠﻤﻮﻋﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺪرﻳﺐ واﻟﻨﴩ ﻟﺘﺨﺎﻃﺐ‬
‫اﺣﺘﻴﺎﺟﺎت ﳏﺪدة ﻟﻠﴩﻛﺎت واﳉﻬﺎت اﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺧﻼل اﻟﻘﻴﺎم ﺑﺪراﺳﺔ‬
‫وﲢﺪﻳﺪ اﻻﺣﺘﻴﺎﺟﺎت اﻟﺘﺪرﻳﺒﻴﺔ ﻟﻠﴩﻛﺎت وﺗﺼﻤﻴﻢ ﺑﺮاﻣﺞ ﺧﺎﺻﺔ ﺗﻔﻲ ﲠﺬه‬
‫اﻻﺣﺘﻴﺎﺟﺎت وذﻟﻚ ﻟﺮﻓﻊ ﻣﻌﺪﻻت أداء اﻟﻌﺎﻣﻠﲔ وﺗﻨﻤﻴﺔ ﻣﻬﺎراﲥﻢ اﳌﺨﺘﻠﻔﺔ‪.‬‬

‫‪ ‬‬

‫ﺗﻐﻄﻰ ﻛﺎﻓﺔ اﻟﺘﺨﺼﺼﺎت اﻟﺘﻲ ﲢﺘﺎﺟﻬﺎ اﻟﻘﻄﺎﻋﺎت اﳌﺨﺘﻠﻔﺔ وﻧﺬﻛﺮ ﻣﻦ‬

‫ﻫﺬه اﻟﱪاﻣﺞ ﻋﲆ ﺳﺒﻴﻞ اﳌﺜﺎل‪:‬‬
‫اﳌﻬــﺎرات اﻹدارﻳــﺔ واﻹﴍاﻓﻴــﺔ وإدارة اﻷﻋــﲈل ﻟﻠﻤــﺴﺘﻮﻳﺎت اﻹدارﻳــﺔ‬ ‫=‬

‫اﳌﺨﺘﻠﻔﺔ‪.‬‬
‫اﳌﻬﺎرات اﻟﺴﻠﻮﻛﻴﺔ واﻟﻘﻴﺎدﻳﺔ‪.‬‬ ‫=‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﳌﺤﺎﺳﺒﺔ ﺑﺠﻤﻴﻊ ﻓﺮوﻋﻬﺎ وﲣﺼﺼﺎﲥﺎ‪.‬‬ ‫=‬

‫اﻟﺘﻤﻮﻳﻞ واﻹدارة اﳌﺎﻟﻴﺔ واﻻﺳﺘﺜﲈر‪.‬‬ ‫=‬

‫‪ :‬‬

‫ﻻ ﻧﻌﺘﻤﺪ ﰲ اﻟﺘﺪرﻳﺐ ﻋﲆ اﻷﺳﻠﻮب اﻟﺘﻘﻠﻴﺪي اﻟﺬي ﻳﻌﺘﻤﺪ ﺑﺪوره ﻋﲆ‬

‫اﻟﺘﻠﻘﲔ وإﻋﻄﺎء اﳌﺤﺎﴐات‪ ،‬وﻟﻜﻦ ﻧﺮى أن اﻟﺘﺪرﻳﺐ ﺑﻤﻔﻬﻮﻣﻪ اﳊﺪﻳﺚ ﳚﺐ‬
‫أن ﻳﻌﺘﻤﺪ ﻋﲆ اﳊﻮار واﻟﻨﻘﺎش وﺗﺒﺎدل اﳋﱪات‪ ..‬وﻣﺴﺎﻋﺪة اﳌﺘﺪرب ﻋﲆ‬
‫ﻃﺮح اﳌﺸﻜﻼت اﻟﺘﻲ ﻗﺪ ﺗﻮاﺟﻬﻪ ﰲ ﻋﻤﻠﻪ ووﺿﻊ ﺗﺼﻮراﺗﻪ ﻟﻠﺤﻠﻮل ﺑﲈ ﻳﺆدى‬
‫إﱃ ﲢﻘﻴﻖ اﻻﺳﺘﻔﺎدة اﳌﺮﺟﻮة ﻣﻦ ﺣﻀﻮر اﻟﱪﻧﺎﻣﺞ‪ .‬وﻧﻌﺘﻤﺪ ﰲ اﻟﺘﺪرﻳﺐ ﻋﲆ‬
‫اﻟﻌﺪﻳﺪ ﻣﻦ اﻷﺳﺎﻟﻴﺐ ﻣﺜﻞ‪:‬‬
‫دراﺳﺔ وﻣﻨﺎﻗﺸﺔ اﳊﺎﻻت اﻟﻌﻤﻠﻴﺔ‪.‬‬ ‫=‬

‫اﻻﺳﺘﻘﺼﺎءات وﺗﺒﺎدل اﻵراء واﳌﻘﱰﺣﺎت‪.‬‬ ‫=‬

‫اﻷﻓﻼم اﻟﺘﺪرﻳﺒﻴﺔ‬ ‫=‬

‫ﲤﺜﻴﻞ اﻷدوار‪.‬‬ ‫=‬

‫ﻛﺬﻟﻚ ﻟﺪﻳﻨﺎ ﳎﻤﻮﻋﺔ ﻣﺘﻤﻴﺰة ﻣﻦ ﻗﺎﻋﺎت اﻟﺘﺪرﻳﺐ اﻟﺘﻲ ﺗﻢ إﻋﺪادﻫﺎ‬

‫ﺑﺄﺣﺪث اﻟﻮﺳﺎﺋﻞ اﻟﺴﻤﻌﻴﺔ واﻟﺒﴫﻳﺔ ﺑﲈ ﻳﺆدى إﱃ ﺗﻘﺪﻳﻢ ﺧﺪﻣﺔ ﺗﺪرﻳﺒﻴﺔ ﻋﲆ‬
‫أﻋﲆ ﻣﺴﺘﻮى ﻣﻦ اﳉﻮدة‬

‫‪ :‬‬

‫ﻫﻨﺎك ﻧﻮﻋﺎن ﻣﻦ اﻟﱪاﻣﺞ‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬ ‫‪‬‬
‫وﻫﻰ اﻟﱪاﻣﺞ اﳌﺪرﺟﺔ ﰲ اﳋﻄﺔ اﻟﺴﻨﻮﻳﺔ ﺑﺘﻮارﻳﺦ وأﻣﺎﻛﻦ ﳏﺪده واﻟﺘﻲ‬
‫ﻧﻘﻮم ﺑﺈرﺳﺎﳍﺎ ﰲ ﺑﺪاﻳﺔ ﻛﻞ ﻋﺎم ﻟﻠﻤﺆﺳﺴﺎت واﳍﻴﺌﺎت واﳉﻬﺎت ﰲ أﻧﺤﺎء‬
‫اﻟﻌﺎﱂ اﻟﻌﺮﰊ‪ ،‬وﺑﻌﺪ ذﻟﻚ ﻧﺘﻠﻘﻰ اﻟﱰﺷﻴﺤﺎت ﻣﻦ اﳉﻬﺎت اﳌﺨﺘﻠﻔﺔ ﻋﲆ ﺗﻠﻚ‬
‫اﻟﱪاﻣﺞ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫ﻧﻈﺮا ﻟﺼﻌﻮﺑﺔ اﺣﺘﻮاء ﺧﻄﺔ اﻟﱪاﻣﺞ اﻟﺴﻨﻮﻳﺔ ﻋﲆ ﲨﻴﻊ اﻟﱪاﻣﺞ ﰲ اﳌﺠﺎﻻت‬
‫واﻟﻘﻄﺎﻋﺎت واﻷﻧﺸﻄﺔ اﳌﺨﺘﻠﻔﺔ وﻛﺬﻟﻚ ﻣﻮاﻋﻴﺪ وأﻣﺎﻛﻦ اﻟﱪاﻣﺞ اﳌﺪرﺟﺔ‬
‫ﺑﺎﳋﻄﺔ ﻗﺪ ﺗﻜﻮن ﻏﲑ ﻣﻼﺋﻤﺔ ﻟﺒﻌﺾ اﳉﻬﺎت أو اﳌﺆﺳﺴﺎت أو ﻗﺪ ﺗﻄﻠﺐ ﺟﻬﺔ‬
‫ﻣﺎ ﺗﻨﻔﻴﺬ ﺑﺮﻧﺎﻣﺞ ﺗﻔﺼﻴﲇ ﻣﺘﺨﺼﺺ ﻳﺘﲈﺷﻰ ﻣﻊ ﻃﺒﻴﻌﺔ ﻋﻤﻞ ﺗﻠﻚ اﳉﻬﺔ‬
‫ﺑﺎﻟﺘﺤﺪﻳﺪ ﻟﺬﻟﻚ ﻳﺘﻢ ﺗﻨﻔﻴﺬ ﺑﺮاﻣﺞ ﺗﻌﺎﻗﺪﻳﻪ ﻳﺘﻢ ﺗﺼﻤﻴﻤﻬﺎ ﻟﺘﻠﺒﻴﺔ اﺣﺘﻴﺎﺟﺎت‬
‫اﳉﻬﺔ اﻟﻄﺎﻟﺒﺔ ﺑﺸﻜﻞ ﺧﺎص ﰲ اﳌﻜﺎن واﻟﺰﻣﺎن اﳌﻨﺎﺳﺐ ﳍﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫ﺗﻢ ﺗﺼﻤﻴﻢ وإﻋﺪاد وﺗﻨﻔﻴﺬ ﺑﺮاﻣﺞ ﺗﺪرﻳﺒﻴﻪ ﻗﺼﲑة ﻟﻠﻤﺆﺳﺴﺎت واﳍﻴﺌﺎت‬
‫ﺗﱰاوح ﻣﺪﲥﺎ ﻣﻦ أﺳﺒﻮع ﺗﺪرﻳﺒﻲ )ﲬﺴﺔ أﻳﺎم ﻋﻤﻞ( إﱃ أرﺑﻌﺔ أﺳﺎﺑﻴﻊ‪ ..‬وﻫﻨﺎك‬
‫ﺑﺮاﻣﺞ ﺗﺄﻫﻴﻠﻴﺔ وﻫﻰ ﻣﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ )دﺑﻠﻮﻣﺎت( وﺗﱰاوح ﻣﺪﲥﺎ ﻣﻦ ﺛﲈﻧﻴﺔ‬
‫أﺳﺎﺑﻴﻊ إﱃ أرﺑﻌﺔ وﻋﴩﻳﻦ أﺳﺒﻮﻋﺎ ﺗﺪرﻳﺒﻴﺎ وﺣﺴﺐ ﻇﺮوف اﳉﻬﺔ اﻟﻄﺎﻟﺒﺔ‪.‬‬
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 Copyright © 2012. . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

AN: 801632 ;
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i10 p

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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣـــﺔ‬

‫ﻋﺰﻳﺰي اﳌﺸﺎرك‪....‬‬

‫إن ﻣﻦ أﻫﻢ ﻣﺮﺗﻜﺰات ﻧﺠﺎح اﳌﻨﻈﲈت اﻟﺼﻨﺎﻋﻴﺔ واﳋﺪﻣﻴﺔ اﻟﻴﻮم ﰲ ﻋﺎﱂ‬

‫ﺗﺴﻮده اﳌﻨﺎﻓﺴﺔ‪ ،‬اﻻﻫﺘﲈم ﺑﺎﳌﻮارد اﻟﺒﴩﻳﺔ‪ ،‬واﻟﻨﻈﺮ إﱃ اﻹﻧﺴﺎن ﻋﲆ أﻧﻪ رأس‬
‫ﻣﺎل ﺑﴩي ﳚﺐ اﺳﺘﺜﲈره ﻋﲆ اﳌﺪى اﻟﻄﻮﻳﻞ‪ .‬ﻛﲈ أن اﻟﻈﺮوف اﻻﻗﺘﺼﺎدﻳﺔ‬
‫واﻻﺟﺘﲈﻋﻴﺔ ﻗﺪ ﻓﺮﺿﺖ اﻟﻜﺜﲑ ﻣﻦ اﻷوﺿﺎع اﻟﺘﻲ ﻛﺎن ﳍﺎ ﺗﺄﺛﲑ ﻛﺒﲑ ﻋﲆ اﻋﺘﲈد‬
‫ﻛﺎﻓﺔ ﻧﺸﺎﻃﺎت اﻟﺘﻨﻤﻴﺔ ﰲ اﻟﺒﻼد ﻋﲆ اﻷﻳﺪي اﻟﻌﺎﻣﻠﺔ‪ ،‬ﰲ اﻟﻮﻗﺖ اﻟﺬي ﱂ ﺗﻜﻦ‬
‫ﻓﻴﻪ اﳌﺆﺳﺴﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ واﻟﺘﻨﻤﻮﻳﺔ ﻗﺪ وﺻﻠﺖ ﺑﻌﺪ إﱃ ﺣﺪ ﺗﻮﻓﲑ اﳌﺆﻫﻼت‬
‫واﳋﱪات اﻟﻼزﻣﺔ ﺑﲈ ﺗﻼﺋﻢ ﺳﻮق اﻟﻌﻤﻞ ﻟﺘﻮﻃﲔ اﻟﻮﻇﺎﺋﻒ‪.‬‬

‫واﳌﻨﻈﻤﺔ اﻟﺘﻲ ﲤﻠﻚ ﻣﻮارد ﺑﴩﻳﺔ ﻓﻌ ﺎﻟﺔ وﻗﺎدرة ﻋﲆ اﻟﺘﻜﻴﻒ اﻟﴪﻳﻊ ﻣﻊ‬
‫اﳌﺘﻐﲑات اﻻﻗﺘﺼﺎدﻳﺔ واﻻﺟﺘﲈﻋﻴﺔ واﻟﺘﻘﻨﻴﺔ واﻟﻘﺎﻧﻮﻧﻴﺔ وﻏﲑﻫﺎ‪ ،‬ﰲ ﻇﻞ ﺛﻮرة‬
‫اﳌﻌﻠﻮﻣﺎت وﺗﻜﻨﻮﻟﻮﺟﻴﺎ اﻻﺗﺼﺎﻻت اﻟﺘﻲ ﻃﺮأت ﻋﲆ ﺑﻴﺌﺔ اﻟﻌﻤﻞ ﻳﻜﻮن ﳍﺎ‬
‫ﻣﻴﺰة ﺗﻨﺎﻓﺴﻴﺔ ﻣﺼﺪرﻫﺎ اﻟﻌﻨﴫ اﻟﺒﴩي اﳌﺪرب واﻟﻘﺎدر ﻋﲆ اﻟﺘﻌﺎﻣﻞ اﻹﳚﺎﰊ‬
‫ﻣﻊ اﻟﺘﻐﻴﲑ اﻟﺬي ﻗﺪ ﻳﻨﺘﺞ ﻣﻦ اﳌﺘﻐﲑات اﻟﺒﻴﺌﻴﺔ اﳌﺘﻌﺪدة‪ ،‬ﺑﺈﺿﺎﻓﺔ إﱃ ﻣﺎ ﲤﺘﻊ ﺑﻪ‬
‫إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ ﻓﻴﻬﺎ ﺑﻜﻔﺎءة وﻓﻌﺎﻟﻴﺔ ﰲ وﺿﻊ وﺗﺮﺳﻴﺦ اﻟﺴﻴﺎﺳﺎت‬
‫واﻻﺳﱰاﺗﻴﺠﻴﺎت واﳋﻄﻂ اﳌﻨﺎﺳﺒﺔ ﻟﻼﺳﺘﻘﻄﺎب وﺗﻨﻔﻴﺬ اﻵﻟﻴﺎت اﳌﻨﺎﺳﺒﺔ‬
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫ﻟﻌﻤﻠﻴﺔ اﳌﻮاءﻣﺔ ﺑﲔ وﻇﺎﺋﻒ إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ واﻟﺘﻄﻮر اﻟﺘﻘﻨﻲ واﻻﻗﺘﺼﺎدي‬

.‫واﻻﺟﺘﲈﻋﻲ‬

‫ﳍﺬا ﻋﺰﻳﺰي اﳌﺸﺎرك ﺳﻮف ﻧﻘﻮم ﺑﺎﺳﺘﻌﺮاض ﻷﺳﺎﺳﻴﺎت إدارة اﳌﻮارد‬

‫اﻟﺒﴩﻳﺔ ﻣﻦ ﺧﻼل ﺛﻼﺛﺔ أﻳﺎم ﺗﺪرﻳﺒﻴﺔ؛ ﻣﺘﻀﻤﻨﺔ اﳌﻔﺎﻫﻴﻢ واﻟﻮﻇﺎﺋﻒ اﻷﺳﺎﺳﻴﺔ‬
.‫ﻹدارة اﳌﻮارد اﻟﺒﴩﻳﺔ‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫)‪ (1‬ﻣﺎﻫﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫ﻳﻤﻜﻦ ﺗﻌﺮﻳﻒ إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ وﻓﻘﺎ ﻟﻠﻤﺪاﺧﻞ اﳌﻌﺎﴏة ﺑﺄﳖﺎ‪:‬ﲨﻴﻊ‬

‫اﻷﻧﺸﻄﺔ اﻹدارﻳﺔ اﳌﺮﺗﺒﻄﺔ ﺑﺘﺤﺪﻳﺪ اﺣﺘﻴﺎﺟﺎت اﳌﻨﻈﻤﺔ ﻣﻦ اﳌﻮارد اﻟﺒﴩﻳﺔ وﺗﻨﻤﻴﺔ‬
‫ﻗﺪراﲥﺎ ورﻓﻊ ﻛﻔﺎءﲥﺎ وﻣﻨﺤﻬﺎ اﻟﺘﻌﻮﻳﺾ واﻟﺘﺤﻔﻴﺰ واﻟﺮﻋﺎﻳﺔ اﻟﻜﺎﻣﻠﺔ ﲠﺪف‬
‫اﻻﺳﺘﻔﺎدة اﻟﻘﺼﻮى ﻣﻦ ﺟﻬﺪﻫﺎ وﻓﻜﺮﻫﺎ ﻣﻦ أﺟﻞ ﲢﻘﻴﻖ أﻫﺪاف اﳌﻨﻈﻤﺔ‪.‬‬

‫اﻟﻮﻗﻮف ﻋﲇ اﻟﻌﻨﺎﴏ اﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫وﻣﻦ ﺧﻼل اﻟﺘﻌﺮﻳﻒ اﻟﺴﺎﺑﻖ ﻳﻤﻜﻨﻨﺎ‬

‫ﳑﺎرﺳﺔ اﻷﻧﺸﻄﺔ اﻹدارﻳﺔ‪ :‬واﻟﺘﻲ ﺗﺘﻤﺜﻞ ﰲ اﻟﻘﻴﺎم ﺑﺎﻷﻧﺸﻄﺔ واﻟﻌﻤﻠﻴﺎت‬ ‫‪-1‬‬

‫اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‪،‬‬ ‫أ‪-‬‬

‫ب‪ -‬ﺗﻨﻈﻴﻢ اﳌﻮارد اﻟﺒﴩﻳﺔ‪،‬‬

‫ﺗﻮﺟﻴﻪ اﳌﻮارد اﻟﺒﴩﻳﺔ‪،‬‬ ‫ج‪-‬‬

‫اﻟﺮﻗﺎﺑﺔ وﺗﻘﻴﻴﻢ أداء اﳌﻮارد اﻟﺒﴩﻳﺔ‪.‬‬ ‫د‪-‬‬

‫اﻻﻟﺘﺰام ﺑﺄداء ﳐﺘﻠﻒ اﻷﻧﺸﻄﺔ واﻟﻮﻇﺎﺋﻒ اﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮارد اﻟﺒﴩﻳﺔ‪ :‬واﻟﺘﻲ‬ ‫‪-2‬‬

‫ﻳﺘﻤﺜﻞ أﳘﻬﺎ ﰲ‪:‬‬

‫ﲢﻠﻴﻞ وﺗﺼﻤﻴﻢ اﻟﻮﻇﺎﺋﻒ‪،‬‬ ‫أ‪-‬‬

‫ب‪ -‬ﺗﻨﻤﻴﺔ اﳌﺴﺎر اﻟﻮﻇﻴﻔﻲ‪،‬‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺗﻘﻴﻴﻢ اﻟﻮﻇﺎﺋﻒ وﲢﺪﻳﺪ اﻷﺟﻮر واﳊﻮاﻓﺰ‪،‬‬ ‫ج‪-‬‬

‫اﻟﺮﻋﺎﻳﺔ اﻻﺟﺘﲈﻋﻴﺔ‪.‬‬ ‫د‪-‬‬

‫اﻟﻌﻤﻞ ﻋﲇ ﲢﻘﻴﻖ اﻷﻫﺪاف اﻟﺘﻨﻈﻴﻤﻴﺔ واﻷﻫﺪاف اﻟﻔﺮدﻳﺔ اﻟﺘﻲ ﻳﺴﻌﻲ‬ ‫‪-3‬‬

‫إﻟﻴﻬﺎ ﻛﻞ ﻃﺮف ﻛﲈ ﻳﲇ‪:‬‬

‫أﻫﺪاف اﻷﻓﺮاد‬ ‫اﻷﻫﺪاف اﻟﺘﻨﻈﻴﻤﻴﺔ‬

‫ﻓﺮص ﻋﻤﻞ ﻋﺎدﻟﺔ‬ ‫·‬ ‫اﻟﻜﻔﺎءة واﻟﻔﻌﺎﻟﻴﺔ‬ ‫·‬

‫ﻇﺮوف ﻋﻤﻞ ﻣﻨﺎﺳﺒﺔ‬ ‫·‬ ‫اﻟﻨﻤﻮ واﻟﺘﻜﻴﻒ واﻻﺳﺘﻘﺮار‬ ‫·‬

‫أﺟﻮر وﺣﻮاﻓﺰ ﻣﺮﺿﻴﺔ‬ ‫·‬ ‫اﻟﺒﻘﺎء واﻟﺮﻳﺎدة‬ ‫·‬

‫ﻣﺴﺎر وﻇﻴﻔﻲ ﻣﻨﺎﺳﺐ‬ ‫·‬ ‫ﺗﻄﻮﻳﺮ وﺗﻨﻤﻴﺔ اﳌﻬﺎرات‬ ‫·‬

‫اﺳﺘﻘﺮار ورﻋﺎﻳﺔ ﻛﺎﻣﻠﺔ‬ ‫·‬ ‫ﲢﻘﻴﻖ اﻻﻧﺘﲈء واﻟﻮﻻء‬ ‫·‬

‫ﺣﻴﺚ ﻳﻌﻤﻞ اﳌﺪﻳﺮون وإدارات اﳌﻮارد اﻟﺒﴩﻳﺔ ﻋﲇ ﲢﻘﻴﻖ ﳎﻤﻮﻋﺔ ﻣﻦ‬

‫اﻷﻫﺪاف‪ ،‬ﻻﺗﻌﻜﺲ ﺗﻠﻚ اﻷﻫﺪاف اﻫﺘﲈم اﻹدارة اﻟﻌﻠﻴﺎ ﻓﻘﻂ‪ ،‬وﻟﻜﻨﻬﺎ ﲥﺘﻢ‬
‫ﺑﺘﺤﻘﻴﻖ اﻟﺘﻮازن ﺑﲔ ﻣﺘﻄﻠﺒﺎت ﻛﻞ ﻣﻦ اﳌﻨﻈﻤﺔ‪ ،‬ووﻇﺎﺋﻒ وﺳﻴﺎﺳﺎت اﳌﻮارد‬
‫اﻟﺒﴩﻳﺔ‪ ،‬واﳌﺠﺘﻤﻊ وﻛﺎﻓﺔ اﻷﻓﺮاد اﻵﺧﺮﻳﻦ ذوي اﻟﺘﺄﺛﲑ وﻳﻤﻜﻦ اﻟﻘﻮل ﺑﺼﻔﺔ‬
‫ﻋﺎﻣﺔ أن أﻫﻢ أﻫﺪاف إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ ﺗﺘﻤﺜﻞ ﻓﻴﲈ ﻳﲇ‪:‬‬

‫‪ -1‬اﻷﻫﺪاف اﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬
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 ‫‪‬‬
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‫‪ -2‬اﻷﻫﺪاف اﻟﻮﻇﻴﻔﻴﺔ‪.‬‬

‫‪ -3‬اﻷﻫﺪاف اﻻﺟﺘﲈﻋﻴﺔ‪.‬‬

‫‪ -4‬اﻷﻫﺪاف اﻟﺸﺨﺼﻴﺔ‪.‬‬

‫وﻟﻜﻦ ﺗﻮاﺟﻪ اﳌﻨﻈﲈت اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﺘﺤﺪﻳﺎت اﻟﺘﻨﺎﻓﺴﻴﺔ اﳌﺆﺛﺮة ﻋﲇ‬

‫ﳑﺎرﺳﺎت إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ ﲠﺎ ﳑﺎ ﻳﻠﺰﻣﻬﺎ ﺑﴬورة دراﺳﺘﻬﺎ وﲢﻠﻴﻠﻬﺎ‬
‫واﺳﺘﺨﻼص آﺛﺎرﻫﺎ اﳌﺘﻌﺪدة‪ ،‬ﻣﻦ ﺑﲔ ﻫﺬه اﻟﺘﺤﺪﻳﺎت‪:‬ﲢﺪﻳﺎت اﻟﻌﻮﳌﺔ‪،‬‬
‫ﲢﺪﻳﺎت اﳉﻮدة‪ ،‬ﲢﺪﻳﺎت ﻧﻈﻢ اﻷداء اﳌﺘﻤﻴﺰ ﰲ اﻟﻌﻤﻞ‪ ،‬ﻫﺬا ﺑﺠﺎﻧﺐ اﻟﺘﺤﺪﻳﺎت‬
‫اﻻﺟﺘﲈﻋﻴﺔ اﳌﺘﻌﺪدة ‪..‬وﻫﻲ‪:‬‬

‫ﲢﺪﻳﺎت اﻟﻌﻮﳌﺔ‪.‬‬ ‫‪-1‬‬

‫‪ -2‬ﲢﺪﻳﺎت اﳉﻮدة‪.‬‬

‫‪ -3‬اﻟﺘﺤﺪﻳﺎت اﻻﺟﺘﲈﻋﻴﺔ‪:‬‬

‫اﻟﺘﻐﲑات اﻟﺪﻳﻤﻮﺟﺮاﻓﻴﺔ‪.‬‬ ‫·‬

‫· اﻟﺘﻐﲑ ﰲ ﻫﻴﻜﻞ اﻟﻘﻄﺎﻋﺎت اﻻﻗﺘﺼﺎدﻳﺔ ﰲ اﻟﺪوﻟﺔ‪.‬‬

‫· إزاﻟﺔ ﻓﺠﻮة اﳌﻬﺎرات‪.‬‬

‫· اﻟﺘﻐﲑات ﰲ ﻗﻴﻢ وأﺧﻼﻗﻴﺎت اﻟﻌﺎﻣﻠﲔ‪.‬‬

‫· اﻟﺘﻐﲑات اﻟﺘﴩﻳﻌﻴﺔ واﻟﻘﻀﺎﺋﻴﺔ وﺗﻐﲑ اﻟﻌﺮف واﻟﺘﻘﺎﻟﻴﺪ‪.‬‬

‫· اﻻﻋﺘﺒﺎرات اﻷﺧﻼﻗﻴﺔ‪.‬‬
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 ‫‪‬‬
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‫‪ -4‬ﲢﺪﻳﺎت ﻧﻈﻢ اﻷداء اﳌﺘﻤﻴﺰ ﰲ اﻟﻌﻤﻞ‪:‬‬

‫· اﻟﺘﻐﲑ ﰲ أدوار ﻗﻮة اﻟﻌﻤﻞ وﻣﺘﻄﻠﺒﺎت اﳌﻬﺎرة‪.‬‬

‫· اﻟﺘﻐﲑ ﰲ ﻃﺒﻴﻌﺔ اﻟﻌﻤﻞ اﻹداري‪.‬‬

‫· اﻟﺘﻐﲑ ﰲ ﻫﻴﻜﻞ اﳌﻨﻈﻤﺔ‪.‬‬

‫· ازدﻳﺎد أﳘﻴﺔ ﻗﺎﻋﺪة اﻟﺒﻴﺎﻧﺎت اﳌﺮﺗﺒﻄﺔ ﺑﻨﺸﺎط اﳌﻮارد اﻟﺒﴩﻳﺔ ﺑﺎﳌﻨﻈﻤﺔ‪.‬‬

‫· ﺗﻐﲑ ﻃﺒﻴﻌﺔ اﳌﺴﺎر اﻟﻮﻇﻴﻔﻲ‪.‬‬

‫وﲠﺬا ﻧﺠﺪ أن اﻟﻌﻮاﻣﻞ اﻟﻮاﺟﺐ ﻣﺮاﻋﺎﲥﺎ ﳌﻮاﺟﻬﺔ اﻟﺘﺤﺪﻳﺎت اﳌﻌﺎﴏة‬

‫واﳌﺘﻄﻠﺒﺎت اﳌﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ ﺗﺘﻤﺜﻞ ﰲ‪:‬‬

‫اﻟﻌﻤﻞ ﻋﲆ ﺗﻨﻮع ﻗﻮة اﻟﻌﻤﻞ وﺗﺒﺎﻳﻦ ﲣﺼﺼﺎﲥﺎ‪.‬‬ ‫·‬

‫زﻳﺎدة اﳊﺎﺟﺔ إﱃ اﳌﻌﺮﻓﺔ ﻋﻦ اﻟﻌﻤﻞ ﳑﺎ ﻳﺘﻄﻠﺐ اﳊﻜﻤﺔ واﻟﺘﻤﻴﺰ واﳌﺮوﻧﺔ‬ ‫·‬

‫واﻻﻧﺘﲈء اﻟﺬاﰐ ﺑﺸﻜﻞ ﻳﻔﻮق اﳊﺎﺟﺔ إﱃ اﻟﻌﻤﻞ وﻓﻖ إﺟﺮاءات ﻧﻤﻄﻴﺔ‬

‫واﺣﺪة‪.‬‬

‫زﻳﺎدة إدراك اﻷﻓﺮاد ﻟﻘﻴﻤﺔ اﻟﻌﻤﻞ واﻟﺘﻔﺎﻋﻞ‪.‬‬ ‫·‬

‫ﺗﻐﲑ ﻃﺒﻴﻌﺔ اﻟﻌﻘﺪ اﳌﱪم ﺑﲔ اﳌﻨﻈﻤﺔ واﻟﻌﺎﻣﻠﲔ‪.‬‬ ‫·‬

‫ازدﻳﺎد أﻫـﻤﻴﺔ ﺑﺮاﻣﺞ اﻟﺮﻋﺎﻳﺔ واﻟﺘﻮﺟﻴﻪ اﻟﺘﻲ ﺗﻘﺪﻣﻬﺎ اﳌﻨﻈﻤﺔ ﻟﺘﻨﻤﻴﺔ ﻣﺸﺎﻋﺮ‬ ‫·‬

‫اﻻﻧﺘﲈء ﻟﻠﻤﻨﻈﻤﺔ ودﻣﺞ اﳌﻮﻇﻒ ﰲ ﺛﻘﺎﻓﺘﻬﺎ وﻗﻴﻤﻬﺎ‪.‬‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫)‪ (2‬ﺗﺤﻠﻴﻞ ﺍﻟﻮﻇﺎﺋﻒ‬

‫ﺑﻬﺪﻑ ﻭﺻﻒ ﺍﻟﻮﻇﺎﺋﻒ‬

‫ﺣﻴﺚ ﻳﻤﻜﻦ ﺗﻮﺿﻴﺢ أﻫﻢ ﺧﻄﻮات اﻟﻄﺮﻳﻘﺔ اﻟﻌﻠﻤﻴﺔ ﻟﺪراﺳﺔ اﻟﻮﻇﺎﺋﻒ‬

‫ﻓﻴﲈ ﻳﲇ‪:‬‬

‫‪ ‬‬

‫وﻳﺘﻢ ﰲ ﻫﺬه اﳌﺮﺣﻠﺔ ﺣﴫ أﻧﻮاع اﻟﻮﻇﺎﺋﻒ ﰲ ﳐﺘﻠﻒ أﻧﺸﻄﺔ اﳌﻨﻈﻤﺔ‪،‬‬

‫وﻳﻼﺣﻆ أن اﳌﻘﺼﻮد ﺑﺎﻟﻮﻇﻴﻔﺔ ﳎﻤﻮﻋﺔ ﻣﻦ اﻷﻋﲈل اﳌﺘﺸﺎﲠﺔ اﳌﺘﻜﺎﻣﻠﺔ ﻳﻘﻮم‬
‫ﺑﺄداﺋﻬﺎ اﳌﻮﻇﻒ‪ .‬وﻳﻮﺟﺪ داﺧﻞ ﻛﻞ ﻧﺸﺎط أﻧﻮاع ﻣﻦ اﻟﻮﻇﺎﺋﻒ‪ ،‬ﻓﻔﻲ ﻧﺸﺎط‬
‫اﳊﺴﺎﺑﺎت ﻣﺜﻼ ﻳﻮﺟﺪ وﻇﺎﺋﻒ‪ :‬ﻛﺎﺗﺐ ﺣﺴﺎﺑﺎت‪ ،‬وﳏﺎﺳﺐ‪ ،‬وﳏﺼﻞ ورﺋﻴﺲ‬
‫ﺣﺴﺎﺑﺎت‪ .‬وﻻ ﻳﻘﺼﺪ ﺑﺤﴫ أﻧﻮاع اﻟﻮﻇﺎﺋﻒ ﺣﴫ ﻋﺪد اﻟﻌﺎﻣﻠﲔ ﲠﺎ‪ ،‬وإﻧﲈ‬
‫ﻳﻘﺼﺪ أﻧﻮاع اﻟﻮﻇﺎﺋﻒ ﺑﻜﻞ ﻧﺸﺎط ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ أﻋﻼه ﰲ ﻧﺸﺎط اﳊﺴﺎﺑﺎت‪.‬‬
‫ﻓﻴﻤﻜﻦ ﺣﴫ أﻧﻮاع اﻟﻮﻇﺎﺋﻒ ﰲ ﻧﺸﺎط اﻟﺒﻴﻊ ﺑﺄﺣﺪ اﳌﻨﻈﲈت ﰲ‪ :‬ﻣﻨﺪوب‬
‫ﻣﺒﻴﻌﺎت‪ ،‬رﺋﻴﺲ وﺣﺪة ﺑﻴﻌﻴﻪ‪ ،‬ﻣﺪﻳﺮ ﻣﺒﻴﻌﺎت‪ .‬وﻻ ﳞﻢ ﻋﺪد ﻣﻨﺪوﰊ اﻟﺒﻴﻊ ﻣﺜﻼ‬
‫أو ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﻟﻮﻇﺎﺋﻒ اﻟﺘﻜﺮارﻳﺔ‪ ،‬ﻓﺎﳊﴫ ﻳﻨﺼﺐ أﺳﺎﺳﺎ ﻋﲆ اﻟﻮﻇﺎﺋﻒ‬
‫اﳌﺨﺘﻠﻔﺔ وﻟﻴﺲ اﳌﻮﻇﻔﲔ‪.‬‬

‫وﻳﻤﻜﻦ إﻋﺪاد ﺣﴫ اﻟﻮﻇﺎﺋﻒ ﺑﺎﻟﺮﺟﻮع إﱃ اﳍﻴﻜﻞ اﻟﺘﻨﻈﻴﻤﻲ ودﻟﻴﻞ‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﺘﻨﻈﻴﻢ‪ ،‬ﻣﻊ ﻣﺮاﻋﺎة أن ﺑﻌﺾ اﻟﻮﻇﺎﺋﻒ اﳌﻮﺟﻮدة ﺑﺎﳍﻴﻜﻞ ﻗﺪ ﻻ ﺗﻮﺟﺪ ﰲ‬

‫اﻟﻮاﻗﻊ ﻧﺘﻴﺠﺔ إﻟﻐﺎﺋﻬﺎ‪ .‬ﻛﲈ ﻳﻤﻜﻦ اﻟﺮﺟﻮع إﱃ ﺣﴫ اﻟﻮﻇﺎﺋﻒ اﳌﻮﺟﻮدة ﻓﻌﻼ‬
‫ﺑﺎﳌﺮور ﻋﲆ اﻹدارات وﺣﴫ ﻣﺎ ﲠﺎ ﻣﻦ وﻇﺎﺋﻒ‪.‬‬

‫وﺗﻔﻴﺪ ﻣﺮﺣﻠﺔ اﳊﴫ ﰲ وﺿﻊ ﺧﻄﺔ زﻣﻨﻴﺔ وﻣﺎﻟﻴﺔ ﻟﻠﺪراﺳﺔ ﻛﲈ ﺗﻔﻴﺪ ﰲ‬

‫ﲢﺪﻳﺪ ﺧﺼﺎﺋﺺ اﻟﺒﺎﺣﺜﲔ اﳌﺸﺎرﻛﲔ ﰲ اﻟﺪراﺳﺔ ﳑﻦ ﳍﻢ إﳌﺎم ﻋﺎم ﺑﺎﻟﻨﻮاﺣﻲ‬
‫اﻟﻔﻨﻴﺔ ﻟﻠﻮﻇﺎﺋﻒ ﳏﻞ اﻟﺪراﺳﺔ أو ﳍﻢ ﺧﱪة ﺳﺎﺑﻘﺔ ﰲ ﺗﻮﺻﻴﻒ وﻇﺎﺋﻒ ﻣﺸﺎﲠﺔ‪.‬‬

‫‪ ‬‬

‫وﺗﻌﺘﱪ ﺗﻠﻚ اﳌﺮﺣﻠﺔ ﻣﻦ أﻫﻢ ﻣﺮاﺣﻞ اﻟﺪراﺳﺔ‪ ،‬ﻓﺘﺤﻘﻴﻖ أﻫﺪاف اﻟﺪراﺳﺔ‬

‫ﺑﺪﻗﺔ وﻣﻮﺿﻮﻋﻴﺔ وﺷﻤﻮل أﻧﲈ ﻳﻌﺘﻤﺪ ﻋﲆ ﺣﺴﻦ اﺧﺘﻴﺎر اﻟﺒﺎﺣﺜﲔ اﻟﻘﺎﺋﻤﲔ‬
‫ﺑﺎﻟﺪراﺳﺔ واﻻﻫﺘﲈم ﺑﺈﻋﺪادﻫﻢ ﻗﺒﻞ اﻟﺒﺪء ﰲ اﻟﺘﻨﻔﻴﺬ‪ .‬وﻳﺘﻢ اﺧﺘﻴﺎر اﻟﺒﺎﺣﺜﲔ‬
‫اﳌﻨﺎﺳﺒﲔ ﻟﻄﺒﻴﻌﺔ اﳌﻨﻈﻤﺔ ووﻇﺎﺋﻔﻬﺎ‪ ،‬ﻓﺎﻟﺒﺎﺣﺜﲔ اﳌﻨﺎﺳﺒﲔ ﻟﺘﺤﻠﻴﻞ وﻇﺎﺋﻒ ﴍﻛﺔ‬
‫ﻃﲑان ﻻﺑﺪ أن ﻳﻜﻮن ﻟﺪﳞﻢ ﺧﻠﻔﻴﺔ ﻋﻦ ﻃﺒﻴﻌﺔ ﻧﺸﺎط ﴍﻛﺎت اﻟﻄﲑان‪ ،‬وﺧﻠﻔﻴﺔ‬
‫ﻛﺎﻓﻴﺔ ﻋﻦ اﻟﻮﻇﺎﺋﻒ اﻟﺘﻲ ﺳﻴﻌﻬﺪ إﻟﻴﻬﻢ ﺑﺘﺤﻠﻴﻠﻬﺎ‪ .‬وﻳﻀﺎف ﻟﺬﻟﻚ أﳘﻴﺔ وﺟﻮد‬
‫ﺧﱪة ﺳﺎﺑﻘﺔ ﻟﺪى اﻟﺒﺎﺣﺜﲔ ﰲ دراﺳﺔ وﲢﻠﻴﻞ ووﺻﻒ اﻟﻮﻇﺎﺋﻒ‪.‬‬

‫ﻛﲈ ﻳﻠﺰم ﺗﺪرﻳﺐ اﻟﺒﺎﺣﺜﲔ اﻟﺬﻳﻦ وﻗﻊ اﻻﺧﺘﻴﺎر ﻋﻠﻴﻬﻢ وﺗﻨﻤﻴﺔ ﻣﻬﺎراﲥﻢ‬
‫اﻹدراﻛﻴﺔ واﻻﺗﺼﺎﻟﻴﺔ واﻟﺘﺤﻠﻴﻠﻴﺔ وﺗﻌﺮﻳﻔﻬﻢ ﺑﺄﻫﺪاف وأﺑﻌﺎد اﻟﺪراﺳﺔ اﳌﺨﺘﻠﻔﺔ‪.‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪ ‬‬

‫ﳛﺘﺎج ﲢﻠﻴﻞ اﻟﻮﻇﻴﻔﺔ ﻟﺒﻴﺎﻧﺎت ﳐﺘﻠﻔﺔ ﻋﻦ‪ :‬اﻟﻮﻇﻴﻔﺔ‪ ،‬وﺷﺎﻏﻠﻬﺎ‪ ،‬وﻣﻌﺎﻳﲑ‬

‫أداﺋﻬﺎ‪ ،‬وﻳﻤﻜﻦ اﻟﺘﻌﺮف ﻋﲆ أﻫﻢ ﺗﻠﻚ اﻟﺒﻴﺎﻧﺎت ﻓﻴﲈ ﻳﲇ‪:‬‬

‫ﺑﻴﺎﻧﺎت أﺳﺎﺳﻴﺔ ﻋﻦ اﻟﻮﻇﻴﻔﺔ‪ :‬وﺗﺘﻀﻤﻦ ﻣﺴﻤﻰ اﻟﻮﻇﻴﻔﺔ وﻣﻮﻗﻌﻬﺎ واﻟﻘﺴﻢ‬ ‫·‬

‫واﻹدارة اﻟﺘﺎﺑﻌﺔ ﳍﺎ واﻟﺮﺋﻴﺲ اﳌﺒﺎﴍ ﻋﻠﻴﻪ‪.‬‬

‫ﻣﻠﺨﺺ اﻟﻮﻇﻴﻔﺔ‪ :‬وﻳﺘﻜﻮن ﻣﻦ ﺳﻄﺮﻳﻦ أو ﺛﻼﺛﺔ‪ ،‬ﻟﺘﻮﺿﻴﺢ اﻟﻐﺮض ﻣﻦ‬ ‫·‬

‫اﻟﻮﻇﻴﻔﺔ وﻛﻴﻔﻴﺔ أداﺋﻬﺎ ﺑﺎﺧﺘﺼﺎر‪.‬‬

‫واﺟﺒﺎت اﻟﻮﻇﻴﻔﺔ‪ :‬وﺗﺘﻀﻤﻦ ﺗﻮﺿﻴﺢ ﻧﻮﻋﻴﺔ اﻟﻮﻇﻴﻔﺔ ﻫﻞ إدارﻳﺔ أو ﻛﺘﺎﺑﻴﺔ أو‬ ‫·‬

‫ﻓﻨﻴﺔ‪ ،‬واﻫﻢ اﻟﻮاﺟﺒﺎت اﳌﻄﻠﻮﺑﺔ ﻣﻦ اﻟﻮﻇﻴﻔﺔ واﻟﻮﻗﺖ اﻟﻨﺴﺒﻲ اﻟﺬي ﻳﺴﺘﻐﺮﻗﻪ‬

‫ﻛﻞ واﺟﺐ‪ ،‬وﺑﺎﻗﻲ اﻟﻮاﺟﺒﺎت وﻧﺴﺒﺔ اﻟﻮﻗﺖ اﳌﺨﺼﺺ ﳍﺎ‪.‬‬

‫اﳌﺴﺌﻮﻟﻴﺎت‪ :‬وﻳﺘﻨﺎول ﻛﺎﻓﺔ اﳌﺴﺌﻮﻟﻴﺎت اﻟﺘﻲ ﺗﻘﻊ ﻋﲆ ﻋﺎﺗﻖ ﺷﺎﻏﻞ اﻟﻮﻇﻴﻔﺔ‪،‬‬ ‫·‬

‫ﻣﺜﻞ‪ :‬اﳌﺴﺌﻮﻟﻴﺔ ﻋﻦ ﻣﻮارد وﻣﻌﺪات وأﻓﺮاد وأﻣﻮال واﻣﻦ وﺳﻼﻣﺔ اﳌﻨﺸﺎت‬

‫واﻷﻓﺮاد‪.‬‬

‫ﻇﺮوف اﻟﻌﻤﻞ‪ :‬وﺗﺘﻀﻤﻦ ﺗﻮﺿﻴﺢ اﻟﻈﺮوف اﳌﺎدﻳﺔ ﻟﻠﻌﻤﻞ ﻣﻦ ﺣﺮارة‬ ‫·‬

‫ورﻃﻮﺑﺔ وإﺿﺎءة وﺿﻮﺿﺎء وﺗﻌﺮض ﳌﺨﺎﻃﺮ ووﻗﻮف وﺗﻨﻘﻞ وﻏﲑ ذﻟﻚ‪،‬‬

‫ﻛﲈ ﺗﻮﺿﺢ اﻟﻈﺮوف اﻟﻨﻔﺴﻴﺔ ﻟﻠﻌﻤﻞ ﻣﻦ ﺗﻌﺮض ﻟﻠﻀﻐﻮط اﻟﻨﻔﺴﻴﺔ واﻟﻘﻠﻖ‬
‫واﳋﻮف وﻏﲑﻫﺎ‪.‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻮاﺻﻔﺎت ﺷﺎﻏﻞ اﻟﻮﻇﻴﻔﺔ‪ :‬وﺗﺘﻨﺎول ﻣﺴﺘﻮى وﻧﻮع اﻟﺘﻌﻠﻴﻢ واﻟﺘﺪرﻳﺐ‬ ‫·‬

‫واﳋﱪات اﳌﻄﻠﻮﺑﺔ‪ ،‬واﳌﻬﺎرات واﻟﻘﺪرات‪ ،‬واﳋﺼﺎﺋﺺ اﳉﺴﲈﻧﻴﺔ‪ ،‬واﳋﺼﺎﺋﺺ‬

‫اﻟﺸﺨﺼﻴﺔ اﳌﻄﻠﻮب ﺗﻮاﻓﺮﻫﺎ ﰲ ﺷﺎﻏﻞ اﻟﻮﻇﻴﻔﺔ ﻣﺜﻞ اﳌﻈﻬﺮ واﻟﻠﺒﺎﻗﺔ‪ ،‬وﻗﻮة‬
‫اﳌﻼﺣﻈﺔ وﴎﻋﺔ اﻟﺒﺪﳞﺔ وﻏﲑﻫﺎ‪.‬‬

‫ﻣﻌﺎﻳﲑ اﻷداء‪ :‬وﺗﺮﻛﺰ ﻋﲆ ﻛﻴﻔﻴﺔ ﻗﻴﺎس أداء اﻟﻮﻇﻴﻔﺔ‪ ،‬وﲢﺪﻳﺪ اﻟﻌﻮاﻣﻞ‬ ‫·‬

‫اﻷﻛﺜﺮ ﻣﺴﺎﳘﺔ ﰲ اﻟﻨﺠﺎح ﻓﻴﻬﺎ‪.‬‬

‫‪ ‬‬

‫ﺗﺘﻌﺪد اﻟﻄﺮق اﻟﺘﻲ ﻳﻤﻜﻦ إﺗﺒﺎﻋﻬﺎ ﻟﻠﺤﺼﻮل ﻋﲆ اﳌﻌﻠﻮﻣﺎت اﻟﻼزﻣﺔ‬

‫ﻟﺘﺤﻠﻴﻞ اﻟﻮﻇﻴﻔﺔ‪ ،‬وﻣﻦ أﻫﻢ اﻟﻄﺮق اﻟﺘﻲ ﻳﻤﻜﻦ إﺗﺒﺎﻋﻬﺎ ﻟﺘﺤﻠﻴﻞ اﻟﻮﻇﺎﺋﻒ‬
‫ﺑﺎﳌﻨﻈﻤﺔ ﻣﺎ ﻳﲇ‪:‬‬

‫اﻟﺮﺟﻮع إﱃ اﳌﺠﻠﺪات اﳌﻨﺸﻮرة ﻋﻦ ﺗﻮﺻﻴﻒ أﻧﻮاع اﻟﻮﻇﺎﺋﻒ اﳌﺘﻌﺪدة‪،‬‬ ‫·‬

‫وﳚﺐ اﻟﺘﺤﻔﻆ ﻋﻨﺪ اﻻﻋﺘﲈد ﻋﲆ ﻫﺬه اﻟﻄﺮﻳﻘﺔ ﺣﻴﺚ أﺛﺒﺘﺖ اﻟﺘﺠﺮﺑﺔ أﳖﺎ ﻻ‬
‫ﲤﺜﻞ اﻟﻮاﻗﻊ‪ ،‬ﺣﻴﺚ اﺗﻀﺢ أن واﺟﺒﺎت اﻟﻮﻇﻴﻔﺔ ﰲ اﻟﻮاﻗﻊ ﲣﺘﻠﻒ ﻋﻦ‬
‫اﻟﻮﺟﺒﺎت اﳌﺤﺪدة ﰲ ﺗﻠﻚ اﳌﺠﻠﺪات اﳌﻨﺸﻮرة‪.‬‬

‫اﻻﻋﺘﲈد ﻋﲆ اﳋﱪة اﻟﺸﺨﺼﻴﺔ ﰲ ﺗﺼﻮر أﻋﲈل اﻟﻮﻇﺎﺋﻒ اﳌﻄﻠﻮب ﲢﻠﻴﻠﻬﺎ‪،‬‬ ‫·‬

‫وﻗﺪ ﳜﺘﻠﻒ اﻟﺘﺼﻮر ﻋﻦ اﻷﻋﲈل اﻟﻔﻌﻠﻴﺔ اﻟﺘﻲ ﻻ ﻳﻤﻜﻦ اﻟﺘﻌﺮف ﻋﻠﻴﻬﺎ إﻻ‬
‫ﻣﻦ ﺧﻼل ﻣﻼﺣﻈﺔ أداء ﻫﺬه اﻷﻋﲈل ﰲ اﻟﻮاﻗﻊ‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i20 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﲢﻠﻴﻞ وﺗﻮﺻﻴﻒ ﻣﻨﻈﲈت ﳑﺎﺛﻠﺔ‪ ،‬ﻓﻴﻮﺟﺪ ﰲ ﺑﻌﺾ اﻟﻘﻄﺎﻋﺎت ﳎﻠﺪات ﲤﺜﻞ‬ ‫·‬

‫ﺗﻮﺻﻴﻒ ﻟﻠﻮﻇﺎﺋﻒ ﰲ اﻟﴩﻛﺎت اﻟﺘﺎﺑﻌﺔ ﻟﺘﻠﻚ اﻟﻘﻄﺎﻋﺎت‪.‬وﻗﺪ وﺟﺪ ان‬

‫رﻏﻢ وﺟﻮد ﺗﺴﻤﻴﺔ واﺣﺪة ﻟﺒﻌﺾ اﻟﻮﻇﺎﺋﻒ ﰲ ﳐﺘﻠﻒ ﴍﻛﺎت ﻗﻄﺎع‬
‫ﻣﻌﲔ‪ ،‬إﻻ اﻧﻪ ﲣﺘﻠﻒ أﻋﲈل وأﻋﺒﺎء ﺗﻠﻚ اﻟﻮﻇﺎﺋﻒ ﺑﲔ ﺗﻠﻚ اﻟﴩﻛﺎت‪ .‬وﻗﺪ‬
‫ﻳﺮﺟﻊ ذﻟﻚ إﱃ اﺧﺘﻼف ﺣﺠﻢ اﻟﻌﻤﻞ وﻗﻴﻤﺘﻪ واﺧﺘﻼف اﻟﻈﺮوف اﳋﺎﺻﺔ‬
‫ﺑﻜﻞ ﴍﻛﺔ‪.‬‬

‫اﺳﺘﻘﺼﺎء ﺷﺎﻏﲇ اﻟﻮﻇﺎﺋﻒ‪ ،‬اﻧﻄﻼﻗﺎ ﻣﻦ أن ﺷﺎﻏﻞ اﻟﻮﻇﻴﻔﺔ ﻫﻮ أﻗﺪر اﻟﻨﺎس‬ ‫·‬

‫ﻋﲆ ﲢﺪﻳﺪ اﻷﻋﲈل واﳌﺴﺌﻮﻟﻴﺎت واﻟﻈﺮوف اﳋﺎﺻﺔ ﺑﻮﻇﻴﻔﺘﻪ‪ ،‬وﻳﻮﺟﺪ ﻋﻴﺐ‬

‫ﻛﺒﲑ ﰲ اﻻﻋﺘﲈد اﳌﻄﻠﻖ ﻋﲆ ﻫﺬه اﻟﻄﺮﻳﻘﺔ‪ ،‬وﻳﺮﺟﻊ ﻫﺬا اﻟﻌﻴﺐ إﱃ ﻣﺒﺎﻟﻐﺔ‬
‫ﺷﺎﻏﻞ اﻟﻮﻇﻴﻔﺔ ﰲ أﻋﺒﺎء وﻇﻴﻔﺘﻪ وﻇﺮوﻓﻬﺎ‪ ،‬وﺧﺎﺻﺔ إذا اﻋﺘﻘﺪ أن اﳌﻌﻠﻮﻣﺎت‬
‫اﻟﺘﻲ ﻳﺪﱃ ﲠﺎ ﺳﻴﻌﺘﻤﺪ ﻋﻠﻴﻪ ﰲ ﲢﺪﻳﺪ ﻗﻴﻤﺔ اﻟﻮﻇﻴﻔﺔ وأﺟﺮﻫﺎ‪.‬‬

‫اﺳﺘﻘﺼﺎء رؤﺳﺎء ﺷﺎﻏﲇ اﻟﻮﻇﺎﺋﻒ اﳌﻄﻠﻮب ﲢﻠﻴﻠﻬﺎ‪ ،‬وﻗﺪ ﻳﻌﻴﺐ اﻻﻋﺘﲈد‬ ‫·‬

‫ﻋﲆ ﻫﺬه اﻟﻄﺮﻳﻘﺔ ﺑﺸﻜﻞ ﻣﻄﻠﻖ ﻣﺒﺎﻟﻐﺔ اﻟﺮؤﺳﺎء ﰲ أﻋﺒﺎء وﻇﺎﺋﻒ‬

‫ﻣﺮؤوﺳﻴﻬﻢ وﻗﺪ ﻳﺮﺟﻊ ذﻟﻚ إﱃ ﺗﱪﻳﺮ ﻃﻠﺒﻬﻢ ﻣﻮﻇﻔﲔ ﺟﺪد أو ﺗﻀﺨﻴﻢ‬
‫أﻋﺒﺎء وﻇﺎﺋﻔﻬﻢ اﻹﴍاﻓﻴﺔ وﺑﺎﻟﺘﺎﱄ زﻳﺎدة ﻗﻴﻤﺘﻬﺎ وأﺟﻮرﻫﺎ‪.‬‬

‫اﻻﻋﺘﲈد ﻋﲆ اﻟﺒﺎﺣﺜﲔ ﻣﺪرﺑﲔ ﻟﺘﺤﻠﻴﻞ وﺗﻮﺻﻴﻒ اﻟﻮﻇﺎﺋﻒ‪ ،‬ﺳﻮاء ﻛﺎﻧﻮا‬ ‫·‬

‫ﻣﻦ داﺧﻞ أو ﻣﻦ ﺧﺎرج اﳌﻨﻈﻤﺔ‪ ،‬ﻓﻔﻲ داﺧﻞ ﺑﻌﺾ اﳌﻨﻈﲈت أﻗﺴﺎم ﻟﺪراﺳﺔ‬
‫‪Copyright © 2012.‬‬

‫‪ i21 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻌﻤﻞ ﲠﺎ ﺑﺎﺣﺜﲔ ﻣﺘﺨﺼﺼﲔ ﰲ ﲢﻠﻴﻞ ووﺻﻒ اﻟﻮﻇﺎﺋﻒ‪ ،‬وﻳﻤﻜﻦ‬

‫اﻻﺳﺘﻌﺎﻧﺔ ﺑﻤﻜﺎﺗﺐ اﳋﱪة اﻟﺘﻲ ﻟﺪﳞﺎ ﻣﻘﺪرة ﰲ اﻟﻘﻴﺎم ﺑﻤﺜﻞ ﻫﺬه اﻷﻋﲈل‪،‬‬
‫وﻳﻀﺎف ﻟﺬﻟﻚ أﳘﻴﺔ ﺗﺪرﻳﺐ وﺗﻨﻤﻴﺔ ﻣﻬﺎرات اﻟﺒﺎﺣﺜﲔ إذا اﻋﺘﻤﺪ ﻋﲆ ﺗﻠﻚ‬
‫اﻟﻄﺮﻳﻘﺔ‪.‬‬

‫وﰱ اﻟﻮاﻗﻊ ﲣﺘﻠﻒ اﻟﻄﺮﻳﻘﺔ اﻷﻧﺴﺐ ﰲ إﺗﺒﺎﻋﻬﺎ ﰲ دراﺳﺔ اﻟﻮﻇﺎﺋﻒ‬

‫ﺑﺎﺧﺘﻼف ﻇﺮوف اﳌﻨﻈﲈت ﻓﺎﻟﻄﺮﻳﻘﺔ اﳌﻨﺎﺳﺒﺔ ﻟﺘﺤﻠﻴﻞ وﻇﺎﺋﻒ ﻣﻨﻈﻤﺔ ﻗﺎﺋﻤﺔ‬
‫ﲣﺘﻠﻒ ﻋﻦ اﻟﻄﺮﻳﻘﺔ اﳌﻨﺎﺳﺒﺔ ﳌﻨﻈﻤﺔ ﺟﺪﻳﺪة‪ ،‬واﳌﻔﺎﺿﻠﺔ ﺑﲔ اﻟﻄﺮق ﺗﻌﺘﻤﺪ ﻋﲆ‬
‫ﻣﻘﺎرﻧﺔ اﻟﺘﻜﻠﻔﺔ واﻟﻌﺎﺋﺪ ﻣﻦ اﺗﺒﺎع ﻛﻞ ﻃﺮﻳﻘﺔ‪ ،‬وﺗﺘﻤﺜﻞ اﻟﺘﻜﻠﻔﺔ ﰲ اﻟﻮﻗﺖ‬
‫واﳉﻬﺪ واﳌﺎل‪ ،‬وﻳﻌﺘﻤﺪ اﻟﻌﺎﺋﺪ ﻣﻦ اﺗﺒﺎع ﻃﺮﻳﻘﺔ ﻣﻌﻴﻨﺔ أﺳﺎﺳﺎ ﻋﲆ اﻟﺪﻗﺔ‬
‫واﳌﻮﺿﻮﻋﻴﺔ اﻟﺘﻲ ﲢﻘﻘﻬﺎ اﻟﻄﺮﻳﻘﺔ‪ ،‬وﻻ ﳚﺐ اﻻﻋﺘﻘﺎد أن اﻟﻄﺮق اﻟﺴﺘﺔ‬
‫اﳌﺬﻛﻮرة ﺳﻠﻔﺎ ﻫﻲ ﺑﺪاﺋﻞ‪ ،‬وﻟﻜﻦ ﻳﻤﻜﻦ اﻻﻋﺘﲈد ﻋﲆ أﻛﺜﺮ ﻣﻦ ﻃﺮﻳﻘﺔ ﰲ ﻧﻔﺲ‬
‫اﻟﻮﻗﺖ‪ ،‬ﻟﺘﺠﻨﺐ ﻋﻴﻮب ﻛﻞ ﻃﺮﻳﻘﺔ وزﻳﺎدة درﺟﺔ اﳌﻮﺿﻮﻋﻴﺔ ﰲ ﲢﻠﻴﻞ‬
‫اﻟﻮﻇﺎﺋﻒ‪.‬‬

‫ﻓﻴﻤﻜﻦ اﳉﻤﻊ ﺑﲔ اﻻﻋﺘﲈد ﻋﲆ ﺑﺎﺣﺜﲔ ﻣﺘﺨﺼﺼﲔ واﺳﺘﻘﺼﺎء ﻛﻞ ﻣﻦ‬

‫ﺷﺎﻏﻞ اﻟﻮﻇﻴﻔﺔ واﻟﺮﺋﻴﺲ‪ .‬وﻳﻘﻮم اﻟﺒﺎﺣﺜﻮن ﺑﺎﻹﴍاف ﻋﲆ ﲨﻊ وﲢﻠﻴﻞ‬
‫اﳌﻌﻠﻮﻣﺎت ﺑﺎﺗﺒﺎع اﳌﻼﺣﻈﺔ اﻟﺸﺨﺼﻴﺔ ﻟﺸﺎﻏﲇ اﻟﻮﻇﺎﺋﻒ أﺛﻨﺎء أداﺋﻬﻢ ﳍﺎ‪،‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ إﱃ ﺑﻴﺎﻧﺎت اﺳﺘﻘﺼﺎء اﻟﻌﺎﻣﻠﲔ واﻟﺮؤﺳﺎء‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i22 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪ ‬‬

‫وﲥﺪف ﻫﺬه اﳌﺮﺣﻠﺔ إﱃ‪ :‬ﺿﲈن ﺗﻌﺎون اﳌﺮؤوﺳﲔ واﻟﺮؤﺳﺎء‪ ،‬واﻟﺪﻗﺔ‬

‫واﳌﻮﺿﻮﻋﻴﺔ ﰲ اﳌﻌﻠﻮﻣﺎت اﻟﺘﻲ ﺳﻴﺪﻟﻮن ﲠﺎ‪ ،‬وﺗﻮﻓﲑ اﻟﺘﺴﻬﻴﻼت اﻟﻼزﻣﺔ ﻟﺘﻨﻔﻴﺬ‬
‫اﻟﺪراﺳﺔ وﲨﻊ اﻟﺒﺎﺣﺜﲔ ﻟﻠﻤﻌﻠﻮﻣﺎت وﺗﺆﺛﺮ درﺟﺔ ﲢﻘﻴﻖ ﺗﻠﻚ اﻷﻫﺪاف ﻋﲆ‬
‫درﺟﺔ ﻧﺠﺎح اﻟﺪراﺳﺔ‪ ،‬وﺑﺎﻟﺘﺎﱄ ﻧﺠﺎح إدارة ﻧﻈﻢ اﳌﻮارد اﻟﺒﴩﻳﺔ اﻟﺘﻲ ﺗﻌﺘﻤﺪ‬
‫ﻋﻠﻴﻬﺎ ﻛﲈ ﺳﺒﻖ أن أوﺿﺤﻨﺎ‪.‬‬

‫وﻳﺘﻢ ﴍح أﺑﻌﺎد اﻟﺪراﺳﺔ ﻟﻠﺮؤﺳﺎء واﳌﺮؤوﺳﲔ ﻣﻦ ﺧﻼل ﻣﻘﺎﺑﻼت‬

‫واﺟﺘﲈﻋﺎت‪ ،‬وﳚﺐ إﻗﻨﺎﻋﻬﻢ ﺑﻔﺎﺋﺪة اﻟﺪراﺳﺔ ﳍﻢ وﻟﻠﻤﻨﻈﻤﺔ‪ ،‬ﻛﲈ ﳚﺐ اﻟﺘﺄﻛﻴﺪ‬
‫ﻋﲆ اﻟﺪﻗﺔ واﳌﻮﺿﻮﻋﻴﺔ وﻋﺪم اﻟﺘﺤﻴﺰ ﰲ اﻷﺳﻠﻮب اﳌﺘﺒﻊ ﰲ إﺟﺮاء اﻟﺪراﺳﺔ‬
‫وﻳﺘﻢ اﻟﺘﺄﻛﻴﺪ ﻋﲆ أن ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ ﻟﻦ ﻳﱰﺗﺐ ﻋﻠﻴﻬﺎ أي أﴐار ﺑﺎﻷوﺿﺎع‬
‫اﳊﺎﻟﻴﺔ‪ ،‬ﻷي ﻓﺮد‪ .‬وﻳﱰﺗﺐ ﻋﲆ ﻛﺴﺐ ﺛﻘﺔ اﻟﻌﺎﻣﻠﲔ إزاﻟﺔ أﺳﺒﺎب ﳐﺎوﻓﻬﻢ‬
‫اﳊﺼﻮل ﻋﲆ ﺗﻌﺎوﳖﻢ ﰲ إﻧﺠﺎح اﻟﺪراﺳﺔ‪ ،‬وﻗﺪ ﻳﻜﻮن ﻣﻦ اﳌﻔﻴﺪ أن ﻳﻌﺮف‬
‫اﻟﻌﺎﻣﻠﻮن أن ﻣﻌﻠﻮﻣﺎت اﻟﺪراﺳﺔ ﺳﻴﺘﻢ اﳊﺼﻮل ﻋﻠﻴﻬﺎ ﻣﻦ ﻋﺪة ﻣﺼﺎدر ﻣﺘﻨﻮﻋﺔ‪،‬‬
‫وﻳﺆدى ذﻟﻚ إﱃ اﺳﺘﺒﻌﺎد أﺛﺮ ﲢﻴﺰ ﻛﻞ ﻓﺮد ﻟﻮﻇﻴﻔﺘﻪ وﻣﺒﺎﻟﻐﺘﻪ ﰲ أﻋﺒﺎﺋﻬﺎ‪.‬‬

‫‪ ‬‬

‫وﻳﺘﻢ ﰲ ﺗﻠﻚ اﳌﺮﺣﻠﺔ ﺗﺼﻤﻴﻢ اﺳﺘﻘﺼﺎء ﲢﻠﻴﻞ اﻟﻮﻇﻴﻔﺔ‪ ،‬وﻗﺪ ﻳﻌﺪ أﻛﺜﺮ ﻣﻦ‬
‫ﻧﻤﻮذج ﺣﺴﺐ اﻻﺧﺘﻼف ﰲ ﻃﺒﻴﻌﺔ اﻟﻮﻇﺎﺋﻒ اﳌﺮاد دراﺳﺘﻬﺎ‪ .‬وﺗﻀﻢ ﻗﺎﺋﻤﺔ‬
‫‪Copyright © 2012.‬‬

‫‪ i23 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
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‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺳﺘﻘﺼﺎء أﺳﺌﻠﺔ ﻟﻠﺤﺼﻮل ﻋﲆ أﻧﻮاع اﻟﺒﻴﺎﻧﺎت اﳌﻄﻠﻮﺑﺔ ﻟﺘﺤﻠﻴﻞ اﻟﻮﻇﻴﻔﺔ‪،‬‬

‫ﺑﺤﻴﺚ ﻳﻤﻜﻦ ذﻟﻚ ﻣﻦ إﻋﺪاد ﺑﻄﺎﻗﺔ وﺻﻒ اﻟﻮﻇﻴﻔﺔ وﲢﺪﻳﺪ ﻣﻮاﺻﻔﺎت‬
‫ﺷﺎﻏﻠﻬﺎ ووﺿﻊ ﻣﻌﺎﻳﲑ اﻷداء ﳍﺎ‪ ،‬وﻗﺪ ﳜﺼﺺ ﺟﺰء ﰲ اﻟﻘﺎﺋﻤﺔ ﻟﺘﻌﻠﻴﻖ اﻟﺮﺋﻴﺲ‬
‫اﳌﺒﺎﴍ ﻋﲆ اﳌﻌﻠﻮﻣﺎت اﻟﺘﻲ ذﻛﺮﻫﺎ اﻟﻌﺎﻣﻠﻮن ﻋﻦ وﻇﺎﺋﻔﻬﻢ‪ ،‬ﻛﲈ ﻗﺪ ﳜﺼﺺ‬
‫ﺟﺰء ﻣﻦ اﻟﻘﺎﺋﻤﺔ ﳌﻼﺣﻈﺎت اﻟﺒﺎﺣﺚ ﻣﻦ دراﺳﺘﻪ ﻟﻠﻮﻇﻴﻔﺔ ﻋﲆ اﻟﻄﺒﻴﻌﺔ‪.‬‬

‫وﻳﺮاﻋﻰ ﰲ ﺗﺼﻤﻴﻢ اﻟﻘﺎﺋﻤﺔ اﻟﺒﺴﺎﻃﺔ واﻟﻮﺿﻮح وﺳﻬﻮﻟﺔ اﻟﻔﻬﻢ ﳑﻦ ﺳﻴﻘﻮم‬

‫ﺑﺎﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻛﲈ ﻳﺮاﻋﻰ اﻟﺘﺴﻠﺴﻞ اﳌﻨﻄﻘﻲ ﻟﻸﺳﺌﻠﺔ دون إﻃﺎﻟﺔ ﺗﺆدى إﱃ‬
‫ﻋﺪم دﻗﻪ اﳌﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ أو ﻣﻠﻠﻪ‪ .‬وﳚﺐ ﲡﻨﺐ اﺳﺘﺨﺪام اﻷﻟﻔﺎظ اﻟﺘﻲ ﲢﺘﻤﻞ‬
‫أﻛﺜﺮ ﻣﻦ ﻣﻌﻨﻰ‪،‬ﻛﲈ ﻳﻤﻜﻦ إﺿﺎﻓﺔ ﺳﺆال ﻋﻦ اﻻﻗﱰاﺣﺎت وﻋﻦ اﳌﺸﻜﻼت‬
‫ﻹﺛﺎرة اﻫﺘﲈم اﻟﻌﺎﻣﻠﲔ‪ ،‬وﻣﻦ اﳌﻬﻢ اﺧﺘﺒﺎر وﺿﻮح اﻟﻘﺎﺋﻤﺔ ﻋﲆ ﻋﻴﻨﺔ ﻣﻦ اﻟﻌﺎﻣﻠﲔ‪،‬‬
‫وﺗﻄﻮﻳﺮ اﻟﻘﺎﺋﻤﺔ ﺑﻨﺎء ﻋﲆ ﻧﺘﺎﺋﺞ اﺧﺘﺒﺎرﻫﺎ ﻗﺒﻞ ﻃﺒﺎﻋﺘﻬﺎ ﰲ ﺷﻜﻠﻬﺎ اﻟﻨﻬﺎﺋﻲ‪،‬‬
‫وﻳﺮﻓﻖ ﺑﻜﻞ ﻗﺎﺋﻤﺔ اﺳﺘﻘﺼﺎء ﺧﻄﺎب ﻣﻮﺟﻪ ﻟﻠﻔﺮد ﻳﻮﺿﺢ ﻟﻪ أﻫﺪاف اﻟﺪراﺳﺔ‪،‬‬
‫وﻳﺆﻛﺪ ﻋﲆ اﳌﻮﺿﻮﻋﻴﺔ واﻟﺪﻗﺔ اﳌﻄﻠﻮﺑﺔ ﰲ إﺟﺎﺑﺘﻬﺎ‪ ،‬وﻳﺘﻀﻤﻦ إرﺷﺎدات ﺑﻜﻴﻔﻴﺔ‬
‫اﻹﺟﺎﺑﺔ ﻋﲆ اﻷﺳﺌﻠﺔ‪ ،‬وﳌﻦ ﺗﺴﻠﻢ اﻟﻘﺎﺋﻤﺔ ﺑﻌﺪ اﻻﻧﺘﻬﺎء ﻣﻦ اﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ‪.‬‬

‫‪ ‬‬

‫ﺗﺘﻌﺪد أﺳﺎﻟﻴﺐ ﲨﻊ اﻟﺒﻴﺎﻧﺎت ﻣﻦ ﻣﺼﺎدرﻫﺎ‪ ،‬ﻓﺘﺘﺒﻊ أﺳﺎﻟﻴﺐ‪ :‬اﳌﻼﺣﻈﺔ‬

‫ﻟﻠﺒﺎﺣﺜﲔ‪ ،‬واﳌﻘﺎﺑﻼت اﻟﺸﺨﺼﻴﺔ ﻣﻊ ﺷﺎﻏﲇ اﻟﻮﻇﺎﺋﻒ ورؤﺳﺎﺋﻬﻢ‪ ،‬واﻻﺳﺘﻘﺼﺎء‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i24 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻗﺪ ﲡﻤﻊ ﻋﻦ ﻃﺮﻳﻖ اﺗﺼﺎل اﻟﺒﺎﺣﺜﲔ اﳌﺒﺎﴍ ﺑﺎﳌﺒﺤﻮﺛﲔ أو ﲡﻤﻊ ﻋﻦ ﻃﺮﻳﻖ‬

‫اﺗﺼﺎل ﻏﲑ ﻣﺒﺎﴍ ﺑﺈرﺳﺎل اﻟﻘﻮاﺋﻢ ﺛﻢ اﺳﺘﻼﻣﻬﺎ‪ ،‬وﳚﺐ اﻻﻫﺘﲈم ﺑﺎﻟﺘﺨﻄﻴﻂ‬
‫ﻟﻠﻄﺮﻳﻘﺔ اﳌﺘﺒﻌﺔ ﰲ ﲨﻊ اﻟﺒﻴﺎﻧﺎت‪ ،‬ﺳﻮاء ﻛﺎﻧﺖ اﳌﻼﺣﻈﺔ أو اﳌﻘﺎﺑﻠﺔ أو اﻻﺳﺘﻘﺼﺎء‪.‬‬

‫وﺑﻌﺪ ﲨﻊ اﻟﺒﻴﺎﻧﺎت وﻣﺮاﺟﻌﺘﻬﺎ واﺳﺘﻴﻔﺎء اﻟﻨﺎﻗﺺ ﲠﺎ‪ ،‬ﻳﺘﻢ ﺗﺼﻨﻴﻒ‬

‫ﻗﻮاﺋﻢ اﻟﺘﺤﻠﻴﻞ إﱃ ﳎﻤﻮﻋﺎت‪ ،‬ﲤﺜﻞ ﻛﻞ ﳎﻤﻮﻋﺔ وﻇﻴﻔﺔ ﻳﻜﻮن ﳍﺎ ﻋﺪد ﻣﻦ‬
‫اﻟﻘﻮاﺋﻢ ﺑﻌﺪد ﺷﺎﻏﲇ ﻧﻔﺲ اﻟﻮﻇﻴﻔﺔ‪.‬وﻣﻦ ﺛﻢ ﻳﺘﻢ ﺗﻔﺮﻳﻎ اﻟﻘﻮاﺋﻢ اﳋﺎﺻﺔ ﺑﻜﻞ‬
‫وﻇﻴﻔﺔ ﰲ ﻛﺸﻒ ﲢﻠﻴﻞ اﻟﻮﻇﻴﻔﺔ وﻳﺒﺪأ اﻟﺒﺎﺣﺚ ﺑﺘﻔﺮﻳﻎ اﺣﺪ اﻟﻘﻮاﺋﻢ‪ ،‬ﺛﻢ ﻳﻘﺎرن‬
‫اﳌﻌﻠﻮﻣﺎت اﻟﺘﻲ ﻳﺘﻢ ﺗﻔﺮﻳﻐﻬﺎ ﻛﺸﻒ ﲢﻠﻴﻞ اﻟﻮﻇﻴﻔﺔ ﺑﺎﳌﻌﻠﻮﻣﺎت اﳌﺬﻛﻮرة ﰲ‬
‫ﺑﺎﻗﻲ اﻟﻘﻮاﺋﻢ‪ ،‬وﻳﻘﻮم ﺑﺘﺪوﻳﻦ أي إﺿﺎﻓﺎت ﺗﺮد ﰲ ﺑﺎﻗﻰ اﻟﻘﻮاﺋﻢ‪ ،‬ﺑﺤﻴﺚ ﻳﻀﻢ‬
‫ﻛﺸﻒ ﲢﻠﻴﻞ اﻟﻮﻇﻴﻔﺔ ﲨﻴﻊ اﳌﻌﻠﻮﻣﺎت اﻟﺘﻲ ذﻛﺮت ﰲ ﳐﺘﻠﻒ اﻟﻘﻮاﺋﻢ اﻟﺘﻲ ﻗﺎم‬
‫ﺑﺎﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ ﺷﺎﻏﻠﻮ ﻧﻔﺲ اﻟﻮﻇﻴﻔﺔ‪.‬‬

‫‪ ‬‬

‫ﺑﻄﺎﻗﺔ وﺻﻒ اﻟﻮﻇﻴﻔﺔ ﻋﺒﺎرة ﻋﻦ ﻛﺸﻒ ﻳﻀﻢ ﻣﻌﻠﻮﻣﺎت ﻋﻦ اﻟﻮﻇﻴﻔﺔ‬

‫وواﺟﺒﺎﲥﺎ وﻣﺴﺌﻮﻟﻴﺎﲥﺎ وﻇﺮوف أداﺋﻬﺎ وﻣﻮاﺻﻔﺎت ﺷﺎﻏﻠﻬﺎ‪ .‬وﻳﺘﻢ إﻋﺪاد‬
‫ﺑﻄﺎﻗﺔ اﻟﻮﺻﻒ ﻣﻦ واﻗﻊ ﻛﺸﻒ ﲢﻠﻴﻞ اﻟﻮﻇﻴﻔﺔ‪ ،‬ﺑﲈ ﳜﺪم ﳐﺘﻠﻒ أﻏﺮاض إدارة‬
‫اﳌﻮارد اﻟﺒﴩﻳﺔ اﻟﺴﺎﺑﻖ اﻹﺷﺎرة إﻟﻴﻬﺎ‪ .‬وﺗﻘﻮم ﺑﻌﺾ اﳌﻨﻈﲈت ﰲ ﻋﻤﻞ ﳎﻠﺪ‬
‫ﻳﻀﻢ وﺻﻒ وﻇﺎﺋﻔﻬﺎ‪ ،‬وﻳﻌﻴﺐ ذﻟﻚ ﻋﺪم اﳌﺮوﻧﺔ ﻋﻨﺪ اﳊﺎﺟﺔ إﱃ ﺗﻄﻮﻳﺮ وﺻﻒ‬
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‫‪ i25 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺑﻌﺾ اﻟﻮﻇﺎﺋﻒ ﻧﺘﻴﺠﺔ ﺗﻐﲑات ﺗﻜﻨﻮﻟﻮﺟﻴﺔ أو ﻏﲑ ذﻟﻚ‪ ،‬وﻳﻔﻀﻞ إﻋﺪاد ﺑﻄﺎﻗﺔ‬

‫ﻣﻨﻔﺼﻠﺔ ﻟﻜﻞ وﻇﻴﻔﺔ ﲢﻤﻞ رﻗﻤﻬﺎ‪ ،‬ﺑﺤﻴﺚ ﻳﻤﻜﻦ اﻟﺘﻜﻴﻒ ﻣﻊ اﻟﺘﻐﲑات اﳌﺆﺛﺮة‬
‫ﻋﲆ ﺗﺼﻤﻴﻢ اﻟﻮﻇﺎﺋﻒ أو ﻣﻮاﺻﻔﺎت ﺷﺎﻏﻠﻬﺎ‪ ،‬ﻓﻴﺘﻢ ﺳﺤﺐ اﻟﺒﻄﺎﻗﺔ اﳋﺎﺻﺔ‬
‫ﺑﺎﻟﻮﻇﻴﻔﺔ اﻟﺘﻲ ﺗﺪﻋﻮ اﳊﺎﺟﺔ إﱃ ﺗﻄﻮﻳﺮﻫﺎ‪ ،‬وﺗﻌﺪ ﺑﻄﺎﻗﺔ ﺟﺪﻳﺪة ﺑﺎﻟﺘﺼﻤﻴﻢ‬
‫اﳉﺪﻳﺪ ﳍﺎ ﺗﻮﺿﻊ ﳏﻠﻬﺎ‪ ،‬دون أن ﻳﺆﺛﺮ ذﻟﻚ ﻋﲆ ﺑﻄﺎﻗﺎت وﺻﻒ اﻟﻮﻇﺎﺋﻒ‬
‫اﻷﺧﺮى‪ ،‬وﻓﻴﲈ ﻳﲇ ﻧﻤﻮذج ﻟﺒﻄﺎﻗﺔ وﺻﻒ وﻇﻴﻔﺔ‪.‬‬
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.





:‫اﳌﺴﻤﻰ اﻟﻮﻇﻴﻔﻲ‬
‫ﻣﺪﻳﺮ اﳌﻮارد اﻟﺒﴩﻳﺔ‬
:‫ﻣﺴﻤﻰ وﻇﻴﻔﺔ اﻟﺮﺋﻴﺲ اﳌﺒﺎﴍ‬
‫ﻣﺴﺎﻋﺪ اﳌﺪﻳﺮ اﻟﻌﺎم ﻟﻠﺸﺆون اﳌﺎﻟﻴﺔ واﻹدارﻳﺔ‬
:‫ﻣﺴﻤﻰ اﻟﻮﺣﺪة اﻹدارﻳﺔ‬
‫اﳌﻮارد اﻟﺒﴩﻳﺔ‬
:‫اﻟﻮﻇﺎﺋﻒ اﻟﺘﻲ ﻳﴩف ﻋﻠﻴﻬﺎ‬
‫ ﻗﺴﻢ اﻟﺘﻄﻮﻳﺮ اﻹداري واﻟﺘﺪرﻳﺐ‬،‫ﻗﺴﻢ ﺷﺆون اﳌﻮﻇﻔﲔ‬
:‫اﻻﺧﺘﺼﺎص اﻟﻌﺎم ﻟﻠﻮﻇﻴﻔﺔ‬
‫ﺗﻄﻮﻳﺮ وﺗﻨﻈﻴﻢ وﲣﻄﻴﻂ اﻟﻘﻮى اﻟﻌﺎﻣﻠﺔ وﺷﺆون اﻟﻌﺎﻣﻠﲔ واﻹﴍاف‬
‫ﻋﲆ ﺑﺮاﻣﺞ ﺗﺄﻫﻴﻞ ورﻓﻊ ﻛﻔﺎءة اﻟﻌﺎﻣﻠﲔ ورﻋﺎﻳﺔ ﺣﻘﻮﻗﻬﻢ واﻟﺘﺄﻛﺪ ﻣﻦ‬
.‫ﺣﺴﻦ ﺳﲑ اﻟﻌﻤﻞ ﰲ اﳌﺪﻳﺮﻳﺔ‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﳌﻬﺎم واﳌﺴﺆوﻟﻴﺎت‪:‬‬
‫ﻣﺴﺎﻋﺪة اﻟﻘﻴﺎدات اﻟﻌﻠﻴﺎ ﰲ ﺑﻠﻮرة اﻷﻫﺪاف‪ ،‬ورﺳﻢ اﳋﻄﺔ اﻹﺳﱰاﺗﻴﺠﻴﺔ‬ ‫‪-1‬‬

‫واﻟﺴﻴﺎﺳﺎت اﻟﻌﺎﻣﺔ واﲣﺎذ اﻟﻘﺮارات اﳌﺮﻛﺰﻳﺔ اﻟﺘﻲ ﲥﻢ اﳌﺆﺳﺴﺔ ﻛﻜﻞ‪.‬‬

‫اﻹﴍاف ﻋﲆ ﺗﻨﻔﻴﺬ اﳋﻄﻂ واﻟﱪاﻣﺞ واﻟﺴﻴﺎﺳﺎت اﳌﻘﺮرة‪ ،‬واﻟﺘﺄﻛﺪ‬ ‫‪-2‬‬
‫ﻣﻦ ﺳﻼﻣﺔ ودﻗﺔ اﻟﺘﻨﻔﻴﺬ واﻻﻟﺘﺰام ﲠﺎ‪.‬‬
‫ﺗﻘﺪﻳﻢ اﻻﻗﱰاﺣﺎت اﳋﺎﺻﺔ ﺑﺘﻄﻮﻳﺮ اﻟﺘﻨﻈﻴﻢ اﻹداري واﳍﻴﻜﲇ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬ ‫‪-3‬‬

‫اﳌﺴﺎﻋﺪة ﰲ ﲢﻮﻳﻞ اﻷﻫﺪاف اﻟﻌﺎﻣﺔ إﱃ أﻫﺪاف ﻓﺮﻋﻴﻪ وﻧﺸﺎﻃﺎت‪.‬‬ ‫‪-4‬‬

‫ﻳﴩف ﻋﲆ إﻋﺪاد ﺟﺪول ﺗﺸﻜﻴﻼت اﻟﻮﻇﺎﺋﻒ وﳛﺪد اﻟﺸﻮاﻏﺮ‬ ‫‪-5‬‬

‫ﺳﻨﻮﻳﺎ ﺑﺎﻟﺘﻨﺴﻴﻖ ﻣﻊ اﳉﻬﺎت اﳌﻌﻨﻴﺔ واﳌﺪﻳﺮﻳﺔ اﳌﺎﻟﻴﺔ‪.‬‬

‫ﻳﴩف ﻋﲆ ﻣﺘﺎﺑﻌﺔ ﲢﺪﻳﺚ ﺧﻄﻪ اﳌﻮارد اﻟﺒﴩﻳﺔ واﻟﱪاﻣﺞ اﻟﺘﻨﻔﻴﺬﻳﺔ‬ ‫‪-6‬‬

‫ﻟﻠﻤﺪﻳﺮﻳﺔ‪.‬‬
‫دراﺳﺔ اﺣﺘﻴﺎﺟﺎت اﻟﻌﺎﻣﻠﲔ اﻟﺘﺪرﻳﺒﻴﺔ ﻟﺘﻨﻤﻴﺔ ﻗﺪراﲥﻢ وﻣﻬﺎراﲥﻢ‬ ‫‪-7‬‬

‫اﻟﻮﻇﻴﻔﻴﺔ‪.‬‬
‫دراﺳﺔ ﻣﺸﻜﻼت اﻟﻌﻤﻞ ﺑﻐﻴﺔ ﲢﺴﻴﻨﻪ‪.‬‬ ‫‪-8‬‬

‫اﻟﻌﻤﻞ ﻋﲆ ﺗﻨﻤﻴﺔ ﻗﺪرات وﻣﻬﺎرات وﻣﻌﺎرف اﳌﺮؤوﺳﲔ وذﻟﻚ ﺑﺘﻮﻓﲑ‬ ‫‪-9‬‬

‫ﻓﺮص اﻟﺘﺄﻫﻴﻞ واﻟﺘﺪرﻳﺐ اﻟﻼزﻣﺔ‪.‬‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻌﻤﻞ ﻋﲆ ﺗﻄﻮﻳﺮ ﻧﻈﻢ اﳌﻌﻠﻮﻣﺎت وﺗﺸﺠﻴﻊ اﺳﺘﺨﺪام اﻷﺟﻬﺰة‬ ‫‪-10‬‬

‫وﺗﻄﻮﻳﺮ ﻣﻬﺎرات اﺳﺘﺨﺪاﻣﻬﺎ‪.‬‬

‫اﻟﻌﻤﻞ ﻋﲆ ﺗﻨﻤﻴﺔ وﺑﻨﺎء روح اﻟﻔﺮﻳﻖ اﳉﲈﻋﻲ ﺑﲔ اﳌﺮؤوﺳﲔ‪.‬‬ ‫‪-11‬‬

‫اﻹﴍاف ﻋــﲆ اﳌﺮؤوﺳــﲔ وﺗــﺸﺠﻴﻌﻬﻢ ﻋــﲆ اﳌــﺴﺎﻋﺪة وﺗﻘــﺪﻳﻢ‬ ‫‪-12‬‬

‫اﻻﻗﱰاﺣﺎت واﻵراء اﳉﺪﻳﺪة اﻟﺒﻨﺎءة‪.‬‬

‫إﻋﺪاد اﻟﺘﻘﺎرﻳﺮ اﻟﺪورﻳﺔ اﳋﺎﺻﺔ ﺑﺄداء اﻟﻌﺎﻣﻠﲔ وﺑﺈﻧﺠﺎزات اﻟﻮﺣﺪة‬ ‫‪-13‬‬

‫اﻟﺘﻨﻈﻴﻤﻴﺔ وﺗﻘﻴﻴﻤﻬﺎ ﲠﺪف ﲢﺴﲔ اﻷداء وﺳﲑ اﻟﻌﻤﻞ‪.‬‬

‫ﻳﺸﺎرك ﰲ ﻋﻤﻠﻴﺎت إدارة اﳌﻌﺮﻓﺔ وﺣﺴﺐ ﻃﺒﻴﻌﺔ اﻟﻌﻤﻞ‪.‬‬ ‫‪-14‬‬

‫ﺗﻌﻤﻴﻢ اﳌﻌﺎرف اﳌﻜﺘﺴﺒﺔ وﻧﻘﻠﻬﺎ ﳌﺮؤوﺳﻴﻪ وﻣﺸﺎرﻛﺔ ﻧﻈﺮاءه‬ ‫‪-15‬‬

‫اﻟﺘﺄﻛﺪ ﻣﻦ أن ﲨﻴﻊ ﻣﻬﺎم وواﺟﺒﺎت اﻟﻮﻇﺎﺋﻒ اﳌﺨﺘﻠﻔﺔ داﺧﻞ اﻟﻮﺣﺪة‬ ‫‪-16‬‬

‫اﻟﺘﻨﻈﻴﻤﻴﺔ ﺗﺴﺎﻫﻢ ﰲ اﻟﻮﺻﻮل إﱃ اﻷﻫﺪاف اﻟﻔﺮﻋﻴﺔ ﻟﻠﻤﺆﺳﺴﺔ‬

‫وﺑﺎﻟﺘﺎﱄ اﻟﻮﺻﻮل إﱃ اﻷﻫﺪاف اﻟﻌﺎﻣﺔ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬
‫إي واﺟﺒﺎت أﺧﺮى ﻳﻜﻠﻒ ﲠﺎ ﰲ ﳎﺎل اﺧﺘﺼﺎص اﻟﻮﻇﻴﻔﺔ‪.‬‬ ‫‪-17‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺗﺼﺎﻻت‪:‬‬
‫اﳌﺪﻳﺮ اﻟﻌﺎم‬ ‫‪-1‬‬
‫ﻣﺴﺎﻋﺪ اﳌﺪﻳﺮ اﻟﻌﺎم ﻟﻠﺸﺆون اﳌﺎﻟﻴﺔ واﻹدارﻳﺔ‪.‬‬ ‫‪-2‬‬
‫ﻣﺴﺎﻋﺪ اﳌﺪﻳﺮ اﻟﻌﺎم ﻟﻠﺸﺆون اﻟﻔﻨﻴﺔ‪.‬‬ ‫‪-3‬‬
‫ﻣﺪراء اﳌﺪﻳﺮﻳﺎت‪.‬‬ ‫‪-4‬‬
‫دﻳﻮان اﳋﺪﻣﺔ اﳌﺪﻧﻴﺔ‪.‬‬ ‫‪-5‬‬
‫داﺋﺮة اﳌﻮازﻧﺔ اﻟﻌﺎﻣﺔ‬ ‫‪-6‬‬
‫وزارة اﳌﺎﻟﻴﺔ‬ ‫‪-7‬‬
‫ﲨﻴﻊ ﻣﻮﻇﻔﻲ اﳌﺆﺳﺴﺔ‬ ‫‪-8‬‬

‫ﴍوط ﺷﻐﻞ اﻟﻮﻇﻴﻔﺔ‪:‬‬

‫‪ -1‬اﳌﺆﻫﻞ اﻟﻌﻠﻤﻲ‪ :‬ﺑﻜﺎﻟﻮرﻳﻮس ﻛﺤﺪ أدﻧﻰ ﰲ اﻹدارة‬
‫ﺳﻨﻮات اﳋﱪة‪ :‬ﺧﱪه )‪ (12-10‬ﺳﻨﻮات ﰲ ﳎﺎل اﳌﻮارد اﻟﺒﴩﻳﺔ‪.‬‬ ‫‪-2‬‬

‫اﻟﺘﺪرﻳﺐ‪:‬‬
‫اﻟﺘﺨﻄﻴﻂ اﻻﺳﱰاﺗﻴﺠﻲ‪.‬‬ ‫‪-1‬‬
‫إدارة اﻷزﻣﺎت‬ ‫‪-2‬‬
‫إﻋﺪاد اﻟﻮﺻﻒ اﻟﻮﻇﻴﻔﻲ وﲢﺪﻳﺜﻪ‬ ‫‪-3‬‬
‫ﲢﺪﻳﺪ اﻻﺣﺘﻴﺎﺟﺎت اﻟﺘﺪرﻳﺒﻴﺔ‬ ‫‪-4‬‬
‫ﺗﻨﻤﻴﺔ اﳌﻮارد اﻟﺒﴩﻳﺔ‬ ‫‪-5‬‬
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 ‫‪‬‬
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‫اﻟﻘﻴﺎدة واﻹﴍاف‬ ‫‪-6‬‬

‫اﻟﺘﻔﻜﲑ اﻹﺑﺪاﻋﻲ‬ ‫‪-7‬‬

‫اﲣﺎذ اﻟﻘﺮارات وﺣﻞ اﳌﺸﻜﻼت‬ ‫‪-8‬‬

‫اﳌﻬﺎرات واﻟﻘﺪرات واﳌﻌﺎرف اﻷﺳﺎﺳﻴﺔ‪:‬‬

‫ﻣﻬﺎرة ﻋﺎﻟﻴﻪ ﰲ اﻟﻘﻴﺎدة واﻹﴍاف‪.‬‬ ‫‪-1‬‬

‫ﻣﻬﺎرة ﻋﺎﻟﻴﻪ ﰲ اﻻﺗﺼﺎل وإﻋﺪاد اﻟﺘﻘﺎرﻳﺮ‪.‬‬ ‫‪-2‬‬

‫ﻗﺪره ﻋﺎﻟﻴﻪ ﻋﲆ اﲣﺎذ اﻟﻘﺮارات وﲢﻤﻞ اﳌﺴﺆوﻟﻴﺎت‪.‬‬ ‫‪-3‬‬

‫ﻗﺪره ﻋﺎﻟﻴﻪ ﻋﲆ اﻟﺘﻮﺟﻴﻪ واﻟﺘﺤﻠﻴﻞ اﳌﻨﻄﻘﻲ‪.‬‬ ‫‪-4‬‬

‫ﻣﻌﺮﻓﻪ ﺗﺎﻣﺔ ﰲ اﻟﺘﴩﻳﻌﺎت واﻟﻘﻮاﻧﲔ واﻷﻧﻈﻤﺔ‪.‬‬ ‫‪-5‬‬

‫ﻣﻬﺎرات ﻣﺘﻘﺪﻣﻪ ﰲ ﳎﺎل اﻟﺘﺨﻄﻴﻂ اﻻﺳﱰاﺗﻴﺠﻲ‪.‬‬ ‫‪-6‬‬

‫ﺑﻴﺌﺔ اﻟﻌﻤﻞ‬
‫وﺳﺎﺋﻞ اﻟﺘﱪﻳﺪ واﻟﺘﻜﻴﻴﻒ‪.‬‬ ‫‪-1‬‬

‫ﺗﻮﻓﺮ أﺟﻬﺰه ﳌﺘﻄﻠﺒﺎت اﻟﻌﻤﻞ‪.‬‬ ‫‪-2‬‬

‫وﺟﻮد ﻋﻼﻗﺎت ﻋﻤﻞ اﳚﺎﺑﻴﻪ‪.‬‬ ‫‪-3‬‬

‫اﳌﻮاﻓﻘﺔ‪ /‬اﳌﺼﺎدﻗﺔ ﻣﻦ ﻗﺒﻞ‪ :‬ﻣﺴﺎﻋﺪ اﳌﺪﻳﺮ اﻟﻌﺎم ﻟﻠﺸﺆون اﳌﺎﻟﻴﺔ واﻹدارﻳﺔ‪.‬‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫)‪ (3‬ﺗﺨﻄﻴﻂ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬

‫إن ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﻳﻌﻨﻲ‪" :‬ﻋﻤﻠﻴﺔ اﻟﺘﻘﺪﻳﺮ واﻟﺘﻨﺒﺆ اﻟﺘﻲ ﺗﻘﻮم ﲠﺎ‬
‫اﳌﻨﻈﻤﺔ ﻟﺘﺤﺪﻳﺪ اﺣﺘﻴﺎﺟﺎﲥﺎ ﻣﻦ اﻟﻜﻮادر اﻟﺒﴩﻳﺔ اﳌﺨﺘﻠﻔﺔ ﻛﲈ وﻧﻮﻋﺎ ﰲ اﻟﻮﻗﺖ‬
‫اﳌﻨﺎﺳﺐ واﳌﻜﺎن اﳌﻨﺎﺳﺐ وذﻟﻚ ﻣﻦ أﺟﻞ ﲢﻘﻴﻖ اﻷﻫﺪاف اﻟﻌﺎﻣﺔ ﻟﻠﻤﻨﻈﻤﺔ‬
‫واﻷﻫﺪاف اﳋﺎﺻﺔ ﻟﻠﻘﻄﺎﻋﺎت اﻟﻌﺎﻣﺔ ﲠﺎ"‪.‬‬

‫‪    ‬‬

‫أن ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﻋﻤﻠﻴﺔ ﲢﻠﻴﻠﻴﺔ ﻣﻨﻈﻤﺔ وﻣﺴﺘﻤﺮة‪.‬‬ ‫·‬

‫ﲥﺘﻢ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﺑﺪراﺳﺔ ﳐﺘﻠﻒ ﺟﻮاﻧﺐ اﻟﻄﻠﺐ ﻋﲇ‬ ‫·‬

‫اﻟﻌﲈﻟﺔ‪.‬‬

‫ﺗﻌﺪ دراﺳﺔ وﲢﻠﻴﻞ ﺟﻮاﻧﺐ ﻋﺮض اﻟﻌﲈﻟﺔ داﺧﻠﻴﺎ أو ﺧﺎرﺟﻴﺎ ﻣﻦ أﻫﻢ‬ ‫·‬

‫اﳌﻮﺿﻮﻋﺎت اﻟﺘﻲ ﺗﺮﺗﻜﺰ ﻋﻠﻴﻬﺎ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‪.‬‬

‫ﺗﺸﻤﻞ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ اﳍﻴﺌﺔ ﻛﻜﻞ‪ ،‬وﲥﺘﻢ ﺑﻜﺎﻓﺔ ﻗﺎﻋﺪﲥﺎ‬ ‫·‬

‫وإداراﲥﺎ وأﻗﺴﺎﻣﻬﺎ ﻛﻞ ﻋﲇ ﺣﺪه‪.‬‬

‫ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﲣﺺ اﳌﺴﺘﻘﺒﻞ وﻣﻦ ﺛﻢ ﻓﻬﻲ ﲢﺘﺎج ﳊﺴﻦ‬ ‫·‬

‫اﻟﺘﻨﺒﺆ واﻟﺘﻮﻗﻊ وﺑﺎﻻﺣﺘﻴﺎﺟﺎت اﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻦ اﳌﻮارد اﻟﺒﴩﻳﺔ ﻛﲈ وﻛﻴﻔﺎ ‪.‬‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻦ اﻷﺑﻌﺎد اﻟﻮاﺟﺐ ﻣﺮاﻋﺎﲥﺎ ﻋﻦ إﺟﺮاء ﻋﻤﻠﻴﺔ اﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ‪،‬‬ ‫·‬

‫اﻟﻮﻗﺖ اﳌﻨﺎﺳﺐ ﻟﺘﻮﻓﲑ ﻗﻮة اﻟﻌﻤﻞ وﰲ اﳌﻜﺎن اﳌﻨﺎﺳﺐ وﺑﺎﻟﺘﻜﻠﻔﺔ اﳌﻨﺎﺳﺒﺔ‪.‬‬

‫إن ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﻳﻌﺪ ﻣﻜﻤﻼ ﳋﻄﺔ اﳍﻴﺌﺔ ﻛﻜﻞ ‪ ،‬ﻓﻴﺠﺐ أن ﻳﻜﻮن‬ ‫·‬

‫ﻟﻪ اﻟﺪور اﻟﻮاﺿﺢ ﰲ ﲢﻘﻴﻖ أﻫﺪاف اﳌﻨﻈﻤﺔ‪.‬‬

‫‪    ‬‬

‫اﻟﺘﻌﺮف ﻋﲇ اﻟﻮﺿﻊ اﳊﺎﱄ ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ ﻟﻠﻤﻨﻈﻤﺔ ﺑﺸﻜﻞ ﺗﻔﺼﻴﲇ‪.‬‬ ‫·‬

‫ﲢﺪﻳﺪ ﻣﺼﺎدر اﺳﺘﻘﻄﺎب ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ ودراﺳﺘﻬﺎ‪.‬‬ ‫·‬

‫اﻟﻮﻗﻮف ﻋﲇ اﳌﺸﻜﻼت اﻟﺘﻲ ﺗﻮاﺟﻪ ﻋﻤﻠﻴﺎت ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‪.‬‬ ‫·‬

‫ﺗﻘﺪﻳﻢ اﳌﻘﱰﺣﺎت واﳊﻠﻮل اﻟﻌﻠﻤﻴﺔ ﻟﻠﻤﺸﻜﻼت اﻟﺘﻲ ﺗﻮاﺟﻪ ﲣﻄﻴﻂ اﳌﻮارد‬ ‫·‬

‫اﻟﺒﴩﻳﺔ‪.‬‬
‫اﻟﺘﻨﺒﺆ ﺑﺄﻋﺪاد وﻣﺴﺘﻮﻳﺎت وﻫﻴﺎﻛﻞ اﳌﻮارد اﻟﺒﴩﻳﺔ اﻟﻼزﻣﺔ ﳌﺨﺘﻠﻒ اﻷﻧﺸﻄﺔ‬ ‫·‬

‫ﺧﻼل اﻟﻔﱰة اﻟﺰﻣﻨﻴﺔ اﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬

‫وﺿﻊ اﻟﺴﻴﺎﺳﺎت واﻟﱪاﻣﺞ اﳌﺘﻌﻠﻘﺔ ﻟﻼﺧﺘﻴﺎر واﻟﺘﻌﻴﲔ وﺗﻨﻤﻴﺔ اﳌﻮارد اﻟﺒﴩﻳﺔ‪.‬‬ ‫·‬

‫اﻟﺘﻌﺮف ﻋﲇ اﳌﻌﺮوض ﻣﻦ اﻟﻌﲈﻟﺔ ودراﺳﺔ وﲢﻠﻴﻞ ﺧﺼﺎﺋﺼﻪ اﳉﻐﺮاﻓﻴﺔ‬ ‫·‬

‫واﻟﺪﻳﻤﻮﺟﺮاﻓﻴﺔ‪.‬‬
‫اﻟﻌﻤﻞ ﻋﲇ ﺻﻴﺎﻧﺔ اﳌﻮارد اﻟﺒﴩﻳﺔ واﻟﺴﻌﻲ ﻟﺮﻓﻊ ﻛﻔﺎءﲥﺎ اﻹﻧﺘﺎﺟﻴﺔ‪.‬‬ ‫·‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪    ‬‬

‫اﳌﺴﺎﳘﺔ ﰲ ﲢﺪﻳﺪ أﻫﺪاف وﺧﻄﻂ اﳌﻨﻈﻤﺔ‪ :‬ﻳﺴﻬﻢ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﰲ‬ ‫·‬

‫ﲢﺪﻳﺪ أﻫﺪاف اﳌﻨﻈﻤﺔ وﺧﻄﻄﻬﺎ ﻣﻦ ﺧﻼل ﺑﻴﺎن اﻷﻋﲈل اﳌﻄﻠﻮﺑﺔ وﻣﺎ ﲢﺘﺎﺟﻪ‬
‫ﻣﻦ أﻓﺮاد ﻹﻧﺠﺎزﻫﺎ وﻣﺎ ﺗﺘﻄﻠﺒﻪ ﻣﻦ ﻣﻌﺎﻳﲑ وﻣﻘﺎﻳﻴﺲ ﻷداﺋﻬﺎ‪.‬‬

‫ﻣﻮاءﻣﺔ اﳍﻴﻜﻞ اﻟﺘﻨﻈﻴﻤﻲ ﻣﻊ ﻫﻴﻜﻞ اﻟﻮﻇﺎﺋﻒ‪ :‬ﺗﺴﻌﻲ اﳉﻬﻮد اﳌﺒﺬوﻟﺔ‬ ‫·‬

‫ﻟﺘﺨﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ إﱄ إﺗﺎﺣﺔ اﻟﻔﺮﺻﺔ أﻣﺎم اﳌﻨﻈﻤﺔ ﳌﺮاﺟﻌﺔ ﻫﻴﻜﻠﻬﺎ‬

‫اﻟﺘﻨﻈﻴﻤﻲ ﻣﻊ اﳍﻴﻜﻞ اﻟﻮﻇﻴﻔﻲ‪.‬‬

‫ﺗﻨﻤﻴﺔ وﺗﻄﻮﻳﺮ ﺳﻴﺎﺳﺎت اﳌﻮارد اﻟﺒﴩﻳﺔ‪ :‬ﺗﻌﻤﻞ ﺟﻬﻮد ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‬ ‫·‬

‫ﻋﲇ ﺗﻄﻮﻳﺮ ﺳﻴﺎﺳﺎت اﻻﺧﺘﻴﺎر واﻟﺘﻌﻴﲔ‪ ،‬واﻟﺘﺪرﻳﺐ واﻟﺘﻨﻤﻴﺔ واﳊﻮاﻓﺰ‬

‫واﳌﻜﺎﻓﺂت‪.‬‬

‫ﲢﻘﻴﻖ اﻻﺳﺘﻔﺎدة اﻟﻘﺼﻮى ﻣﻦ اﻟﻜﻔﺎءات اﻟﺒﴩﻳﺔ اﳌﺘﺎﺣﺔ‪ :‬ﺗﻌﻤﺪ ﺟﻬﻮد ﲣﻄﻴﻂ‬ ‫·‬

‫اﳌﻮارد اﻟﺒﴩﻳﺔ إﱄ اﻻﺳﺘﻔﺎدة اﻟﻘﺼﻮى ﻣﻦ اﳌﺼﺎدر اﻟﺒﴩﻳﺔ اﳌﺘﺎﺣﺔ ﳑﺎ‬

‫ﻳﺘﻄﻠﺐ اﺳﺘﻤﺮار دراﺳﺔ ﻗﺪرات وإﻣﻜﺎﻧﺎت وﻣﻬﺎرات اﻷﻓﺮاد وإﻋﺪاد اﳍﻴﻜﻠﺔ‬
‫اﳌﻨﺎﺳﺒﺔ وإﺟﺮاء إﻋﺎدة اﻟﺘﻮزﻳﻊ اﳌﻨﺎﺳﺐ ﺑﲈ ﳛﻘﻖ اﻷﻫﺪاف اﻟﺘﻨﻈﻴﻤﻴﺔ‪.‬‬

‫اﳊﺼﻮل ﻋﲇ ﻣﺘﻄﻠﺒﺎت اﳌﻨﻈﻤﺔ ﻣﻦ اﻟﻌﲈﻟﺔ‪ :‬ﺗﺘﻴﺢ ﺟﻬﻮد اﳌﻮارد اﻟﺒﴩﻳﺔ‬ ‫·‬

‫اﳊﺼﻮل ﻋﲇ ﻣﺎ ﲢﺘﺎﺟﻪ اﳌﻨﻈﻤﺔ ﻣﻦ ﻋﲈﻟﺔ ﻟﺘﺤﻘﻴﻖ أﻫﺪاﻓﻬﺎ اﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻊ‬

‫ﺿﲈن ﻓﻌﺎﻟﻴﺔ ورﺿﺎء اﻟﻌﺎﻣﻠﲔ‪.‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﳌﺴﺎﳘﺔ ﰲ ﲢﻘﻴﻖ ﺧﻄﻂ اﻹﻧﺘﺎج‪ :‬ﺗﺴﻬﻢ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﰲ‬ ‫·‬

‫ﲢﻘﻴﻖ ﺧﻄﻂ اﻹﻧﺘﺎج ﰲ ﻣﻮاﻋﻴﺪﻫﺎ وﺑﺎﻟﴩوط اﳌﺘﻔﻖ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼل ﺗﻮﻓﲑ‬

‫اﻷﻋﺪاد اﳌﻨﺎﺳﺒﺔ ﺑﺎﻟﻜﻔﺎءة واﳌﻬﺎرة اﳌﻄﻠﻮﺑﺔ‪.‬‬

‫اﳊﺪ ﻣﻦ ﻇﺎﻫﺮة اﻟﺒﻄﺎﻟﺔ اﳌﻘﻨﻌﺔ‪ :‬إذ ﻳﺘﻢ ﲢﺪﻳﺪ اﳌﻄﻠﻮب ﻣﻦ اﻷﻓﺮاد ﺑﺪﻗﺔ وﺑﲈ‬ ‫·‬

‫ﻳﻀﻤﻦ ﲢﻘﻴﻖ ﺧﻄﺔ اﻹﻧﺘﺎج اﳌﺮﺟﻮة ﺑﺄﻗﻞ ﺗﻜﻠﻔﺔ ﳑﻜﻨﺔ‪.‬‬

‫ﻣﻮاﺟﻬﺔ اﻟﻌﺠﺰ ﰲ اﻟﻌﲈﻟﺔ‪ :‬ﲥﺘﻢ ﺟﻬﻮد اﳌﻮارد اﻟﺒﴩﻳﺔ ﺑﺪراﺳﺔ ﻧﻮاﺣﻲ اﻟﻌﺠﺰ‬ ‫·‬

‫ﰲ اﻟﻌﲈﻟﺔ وإﻋﺪاده واﻟﻌﻤﻞ ﻋﲇ ﴎﻋﺔ ﺗﻮﻓﲑه‪.‬‬

‫إﻋﺪاد ﻣﻮازﻧﺎت اﻷﺟﻮر واﳌﻜﺎﻓﺂت‪ :‬إن اﻟﺘﺨﻄﻴﻂاﻟﻔﻌ ﺎل ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ‬ ‫·‬

‫ﻳﺆدي إﱄ اﻹﻋﺪاد اﳉﻴﺪ ﳌﻮازﻧﺎت اﻷﺟﻮر واﳌﺮﺗﺒﺎت واﳌﻜﺎﻓﺂت‪.‬‬

‫اﻟﺘﻮزﻳﻊ اﳌﻨﺎﺳﺐ ﻟﻠﻌﺎﻣﻠﲔ ﻋﲇ أﻣﺎﻛﻦ اﻟﻌﻤﻞ‪ :‬ﻳﺆدي اﻟﺘﺨﻄﻴﻂ اﻟﺴﻠﻴﻢ‬ ‫·‬

‫ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ إﱄ ﲢﻘﻴﻖ اﻟﺘﻮزﻳﻊاﻟﻔﻌ ﺎل ﻟﻠﻌﺎﻣﻠﲔ ﻋﲇ اﻹدارات واﻷﻗﺴﺎم‬

‫اﳌﺨﺘﻠﻔﺔ‪.‬‬

‫‪       ‬‬

‫· أوﻻ ‪ :‬ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﺟﺰء أﺳﺎﳼ ﻣﻦ اﻟﺘﺨﻄﻴﻂ اﻟﺸﺎﻣﻞ ﻟﻠﻬﻴﺌﺔ‪ :‬ﻳﻌﺪ‬
‫ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﺟﺰءا أﺳﺎﺳﻴﺎ ﻣﻦ اﻟﺘﺨﻄﻴﻂ اﻟﺸﺎﻣﻞ ﻋﲇ ﻣﺴﺘﻮي‬
‫اﳍﻴﺌﺔ ﻳﺮﺗﺒﻂ ﺑﻪ ارﺗﺒﺎﻃﺎ وﺛﻴﻘﺎ ‪ ،‬وﻣﻦ ﺛﻢ ﻓﻬﻮ ﻟﻴﺲ ﳎﺮد ﺟﺪاول وأرﻗﺎم وإﻧﲈ‬
‫‪Copyright © 2012.‬‬

‫‪ i35 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺗﺼﻮر ﻣﺘﻜﺎﻣﻞ ﻟﻠﻨﻮاﺣﻲ اﻟﻜﻤﻴﺔ واﻟﻨﻮﻋﻴﺔ اﳌﻄﻠﻮﺑﺔ ﻣﻦ اﳌﻮارد اﻟﺒﴩﻳﺔ ﰲ‬

‫اﻟﻔﱰة اﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬

‫ﺛﺎﻧﻴﺎ ‪ :‬ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ اﻟﺮﻛﻴﺰة اﻷﺳﺎﺳﻴﺔ ﻟﺒﻨﺎء وﺗﻨﻤﻴﺔ اﳌﻮارد اﻟﺒﴩﻳﺔ‪:‬‬ ‫·‬

‫ﻳﻌﺪ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ اﻟﺮﻛﻴﺰة اﻷﺳﺎﺳﻴﺔ ﻟﺒﻨﺎء وﺗﻨﻤﻴﺔ اﳌﻮارد اﻟﺒﴩﻳﺔ‪،‬‬
‫إذ ﺗﺘﻮﻗﻒ ﻋﻠﻴﻪ ﻣﻌﻈﻢ اﻟﺴﻴﺎﺳﺎت اﻷﺧﺮى ﻛﺎﻻﺧﺘﻴﺎر واﻟﺘﻌﻴﲔ‪ ،‬واﻟﺘﺪرﻳﺐ‬
‫وﺗﻮﺻﻴﻒ اﻟﻮﻇﺎﺋﻒ‪ ،‬وﻧﻈﻢ ﻣﻌﻠﻮﻣﺎت اﳌﻮارد اﻟﺒﴩﻳﺔ ﺗﺘﻢ ﻋﲇ ﳖﺞ ﻣﻦ‬
‫اﻟﺘﺄﺛﲑ اﳌﺘﺒﺎدل ﻓﻴﲈ ﺑﻴﻨﻬﺎ وﺑﲔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‪.‬‬

‫ﺛﺎﻟﺜﺎ ‪ :‬ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﻳﻌﻜﺲ ﻋﻮاﻣﻞ وﻣﺘﻐﲑات اﻟﺒﻴﺌﺔ اﻟﺪاﺧﻠﻴﺔ‬ ‫·‬

‫واﳋﺎرﺟﻴﺔ‪ :‬ﻻﺑﺪ أن ﻳﺄﺧﺬ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﰲ اﻻﻋﺘﺒﺎر ﻛﺎﻓﺔ‬

‫اﳌﺘﻐﲑات اﻟﺘﻲ ﲢﺪث ﰲ اﻟﺒﻴﺌﺔ اﻟﺪاﺧﻠﻴﺔ وﻛﺬﻟﻚ اﻟﻌﻮاﻣﻞ اﻷﺧﺮى اﳌﺘﻌﻠﻘﺔ‬
‫ﺑﺎﻟﺒﻴﺌﺔ اﳋﺎرﺟﻴﺔ وﺳﻮق اﻟﻌﻤﻞ ﺑﻜﺎﻓﺔ ﻣﺘﻐﲑاﺗﻪ‪.‬‬

‫راﺑﻌﺎ ‪ :‬اﻟﺘﺨﻄﻴﻂ اﻹﺳﱰاﺗﻴﺠﻲ ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ‪ :‬ﻳﺘﻢ اﻟﺘﺨﻄﻴﻂ اﻹﺳﱰاﺗﻴﺠﻲ‬ ‫·‬

‫ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ ﻋﻦ ﻃﺮﻳﻖ اﻹدارة اﻟﻌﻠﻴﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ إﱄ ﺧﱪاء اﳌﻮارد اﻟﺒﴩﻳﺔ‬

‫ﻋﻦ ﻃﺮﻳﻖ إدارات وأﻗﺴﺎم اﳌﻮارد اﻟﺒﴩﻳﺔ‪ ،‬وذﻟﻚ ﺑﻌﺪ ﻗﻴﺎﻣﻬﺎ ﺑﺘﺠﻤﻴﻊ‬
‫اﳌﻌﻠﻮﻣﺎت ﻣﻦ ﲨﻴﻊ إدارات اﳍﻴﺌﺔ وأﻗﺴﺎﻣﻬﺎ‪ ،‬وﻣﻦ ﺛﻢ ﻳﺮﺗﺒﻂ وﻳﺸﺎرك ﲨﻴﻊ‬
‫ﻣﺪﻳﺮي اﻹدارات اﻷﺧﺮى ﰲ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i36 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺧﺎﻣﺴﺎ ‪ :‬ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﻳﺘﻢ ﻋﲇ ﻛﺎﻓﺔ اﳌﺴﺘﻮﻳﺎت ‪ :‬ﻻ ﻳﻤﻜﻦ أن ﻳﺘﻢ‬ ‫·‬

‫اﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ ﻋﲇ ﻣﺴﺘﻮي اﳍﻴﺌﺔ ﺑﻤﻌﺰل ﻋﻦ اﳌﺴﺘﻮﻳﺎت اﻷﺧﺮى‪،‬‬

‫ﻛﺎﻟﺘﺨﻄﻴﻂ ﻋﲇ اﳌﺴﺘﻮي اﻟﻘﻮﻣﻲ واﻟﺘﺨﻄﻴﻂ ﻋﲇ اﳌﺴﺘﻮي اﻹﻗﻠﻴﻤﻲ‪،‬‬
‫واﻟﺘﺨﻄﻴﻂ ﻋﲇ اﳌﺴﺘﻮي اﻟﻘﻄﺎﻋﻲ‪ ،‬واﻟﺘﺨﻄﻴﻂ ﻋﲇ ﻣﺴﺘﻮي اﻟﻮﺣﺪات‪،‬‬
‫ﻓﻜﻞ ﻣﺴﺘﻮي ﳛﺪد أﺑﻌﺎد اﻟﺘﺨﻄﻴﻂ ﻟﻠﻤﺴﺘﻮﻳﺎت اﻟﺘﻲ ﺗﻠﻴﻪ‪ ،‬ﻫﺬا‪ ،‬وﲥﺘﻢ ﻛﻞ‬
‫اﳍﻴﺌﺎت ﺑﻌﻤﻠﻴﺔ اﻟﺘﺨﻄﻴﻂ واﻟﺘﻨﺒﺆ ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ ﻋﲇ اﺧﺘﻼف أﻧﻮاﻋﻬﺎ‬
‫وأﺣﺠﺎﻣﻬﺎ‪ ،‬وﻣﻊ أن اﳌﻨﻈﲈت اﻷﻛﱪ ﺣﺠﲈ ﺗﻜﻮن أﻛﺜﺮ ﺣﺎﺟﺔ ﻣﻦ اﳌﻨﻈﲈت‬
‫اﻟﺼﻐﺮى ﻟﻌﻤﻠﻴﺔ اﻟﺘﺨﻄﻴﻂ إﻻ أن ذﻟﻚ ﻻ ﻳﻤﻨﻊ اﻷﺧﲑة ﻣﻦ دراﺳﺔ‬
‫اﺣﺘﻴﺎﺟﺎﲥﺎ ﻣﻦ اﻷﻓﺮاد ﻋﲇ ﻗﺪر ﻃﺎﻗﺘﻬﺎ‪.‬‬

‫ﺳﺎدﺳﺎ ‪ :‬اﻟﺘﺨﻄﻴﻂ اﻟﺪوري واﳌﺘﺘﺎﺑﻊ ﻟﻠﻤﻮارد اﻟﺒﴩﻳﺔ ‪ :‬ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻀﻄﻠﻊ‬ ‫·‬

‫اﳍﻴﺌﺔ ﺑﺎﻹﻋﺪاد ﻟﻌﻤﻠﻴﺔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﻣﺮة واﺣﺪة ﰲ اﻟﻌﺎم ﺑﻤﺮاﻋﺎة‬
‫اﻟﺘﻌﺪﻳﻼت اﻟﺘﻲ ﺗﺘﻢ ﺧﻼل اﻟﻌﺎم‪ ،‬ﺗﺮﻛﺰ ﻋﻤﻠﻴﺔ اﻟﺘﺨﻄﻴﻂ ﰲ اﳌﺮاﺣﻞ اﻷوﱄ‬
‫ﻟﻠﻬﻴﺌﺎت ﻋﲇ اﺣﺘﻴﺎﺟﺎت اﻟﺘﻮﻇﻴﻒ اﻟﻔﻌﻠﻴﺔ ﻣﻊ ﺗﻘﻠﻴﻞ ﺣﺠﻢ اﻟﻌﲈﻟﺔ‪ ،‬ﰲ‬
‫ﺣﲔ ﲢﺘﺎج اﳍﻴﺌﺎت اﻷﻛﺜﺮ ﺧﱪة وﳑﺎرﺳﺔ ﰲ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ إﱄ وﺿﻊ‬
‫اﳋﻄﻂ ﻟﻸﺟﻞ اﳌﺘﻮﺳﻂ )ﺳﻨﺘﺎن أو ﺛﻼﺛﺔ( ﰲ ﺣﲔ ﲥﺘﻢ اﳍﻴﺌﺎت اﻟﻜﺒﲑة‬
‫واﻟﺮاﺋﺪة ﺑﺎﻟﺘﺨﻄﻴﻂ ﻃﻮﻳﻞ اﳌﺪى‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i37 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪    ‬‬

‫ﺗﻌﺪ اﳌﺮﺣﻠﺔ اﻷوﱄ ﰲ ﻋﻤﻠﻴﺔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ ﻫﻲ ﲨﻊ اﻟﺒﻴﺎﻧﺎت‬ ‫·‬

‫واﳌﻌﻠﻮﻣﺎت‪ ،‬ﻓﻼ ﻳﻤﻜﻦ ﻟﻠﻬﻴﺌﺔ اﻟﺘﻨﺒﺆ أو ﻓﻌﻞ أي ﳾء ﻣﻦ اﻟﻌﻤﻠﻴﺎت‬

‫اﻟﺘﺨﻄﻴﻄﻴﺔ إﻻ ﺑﻌﺪ اﳊﺼﻮل ﻋﲇ اﻟﺒﻴﺎﻧﺎت اﳌﻄﻠﻮﺑﺔ‪ ،‬وﻳﺘﻄﻠﺐ ﲣﻄﻴﻂ‬
‫اﳌﻮارد اﻟﺒﴩﻳﺔ ﻧﻮﻋﲔ ﻣﻦ اﻟﺒﻴﺎﻧﺎت واﳌﻌﻠﻮﻣﺎت‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﲡﻤﻴﻊ اﻟﻨﻮع‬
‫اﻷول ﻣﻦ اﻟﺒﻴﺌﺔ اﳋﺎرﺟﻴﺔ ﰲ ﺣﲔ ﻳﺄﰐ اﻟﻨﻮع اﻟﺜﺎﲏ ﻣﻦ داﺧﻞ اﳍﻴﺌﺔ‪.‬‬

‫وﻳﻌﺪ ﺣﺼﻮل اﻟﻘﺎﺋﻤﲔ ﻋﲇ اﻟﻌﻤﻠﻴﺔ اﻟﺘﺨﻄﻴﻄﻴﺔ ﻋﲇ اﳌﻌﻠﻮﻣﺎت اﳋﺎرﺟﻴﺔ‬ ‫·‬

‫واﻟﺪاﺧﻠﻴﺔ اﳌﻄﻠﻮﺑﺔ ﻋﻦ اﻟﻌﲈﻟﺔ وﻣﺎ ﻳﺘﻌﻠﻖ ﲠﺎ‪ ،‬ﻓﺈﻧﻪ ﻣﻦ اﳌﻤﻜﻦ أن ﺗﺒﺪأ اﳌﺮﺣﻠﺔ‬
‫اﻟﺜﺎﻧﻴﺔ واﻟﺘﻲ ﲥﺘﻢ ﺑﺎﻟﺘﻨﺒﺆ ﺑﺎﻟﻄﻠﺐ اﳌﺴﺘﻘﺒﲇ ﻋﲇ اﻟﻌﲈﻟﺔ‪ .‬وﰲ اﳌﺮﺣﻠﺔ اﻟﺜﺎﻟﺜﺔ‬
‫ﻳﺘﻨﺒﺄ اﻟﻘﺎﺋﻤﲔ ﺑﻌﻤﻠﻴﺔ اﻟﺘﺨﻄﻴﻂ ﺑﻌﺮض اﻟﻌﲈﻟﺔ ﺳﻮاء اﻟﻌﺮض اﻟﺪاﺧﲇ أو‬
‫اﳋﺎرﺟﻲ‪ .‬أﻣﺎ اﳌﺮﺣﻠﺔ اﻟﺮاﺑﻌﺔ ﻓﺘﻬﺘﻢ ﺑﻮﺿﻊ ﺧﻄﻂ وﺑﺮاﻣﺞ اﻻﺣﺘﻴﺎﺟﺎت‬
‫ﻣﻦ اﻟﻘﻮي ﻟﻀﲈن إﺣﺪاث اﻟﺘﻮاﻓﻖ ﺑﲔ اﻟﻌﺮض واﻟﻄﻠﺐ اﳌﺴﺘﻘﺒﲇ‪ .‬وﰲ‬
‫اﳌﺮﺣﻠﺔ اﻷﺧﲑة ﺗﻮﺟﺪ ﻋﻤﻠﻴﺔ اﻟﺘﻐﺬﻳﺔ اﳌﺮﺗﺪة ﺑﲈ ﻳﺴﻤﺢ ﺑﺎﻟﺘﻌﻠﻢ واﻻﺳﺘﻔﺎدة‬
‫ﻣﻦ اﳉﻬﻮد اﻟﺘﺨﻄﻴﻄﻴﺔ اﻟﺴﺎﺑﻘﺔ‪ ،‬وإذا ﻣﺎ ﻛﺎﻧﺖ ﺗﻨﺒﺆات اﻟﻌﺮض أو اﻟﻄﻠﺐ‬
‫ﻟﻴﺴﺖ دﻗﻴﻘﺔ ﻛﺎﳌﺮﻏﻮب ﻓﻴﻪ ﻓﺈﻧﻪ ﻣﻦ اﳌﻤﻜﻦ ﲢﺴﻴﻨﻬﺎ ﰲ اﻟﺴﻨﻮات اﻟﺘﺎﻟﻴﺔ‪،‬‬
‫وﺑﺎﳌﺜﻞ ﻓﺎﻟﱪاﻣﺞ اﻟﺘﻲ ﻳﺜﺒﺖ ﻋﺪم ﻣﻨﺎﺳﺒﺘﻬﺎ ﳚﺐ ﺗﻌﺪﻳﻠﻬﺎ ﻣﺴﺘﻘﺒﻼ ‪.‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪ ‬‬

‫ﻧﻤﻮذج ﻳﻠﺨﺺ ﻣﻌﻠﻮﻣﺎت ﻋﻦ ﻗﺪرات وﻣﺆﻫﻼت اﻟﻌﺎﻣﻠﲔ ﻣﻦ ﻏﲑ‬

‫اﳌﺪﻳﺮﻳﻦ وﻳﺘﻜﻮن ﻣﻦ أرﺑﻌﺔ أﺟﺰاء‪:‬‬
‫ﻋﻨﻮان وﻇﻴﻔﺔ اﻟﻌﺎﻣﻞ وﺧﱪﺗﻪ وﺑﻴﺌﺘﻪ واﻟﻮﻇﺎﺋﻒ اﻟﺘﻲ ﺷﻐﻠﻬﺎ ﺳﺎﺑﻘﺎ )‪.(HR‬‬ ‫·‬

‫ﻣﻌﻠﻮﻣﺎت ﻋﻦ ﻣﻬﺎرات وواﺟﺒﺎت وﻣﺴﺆوﻟﻴﺎت وﺗﻌﻠﻴﻢ ﻣﺮؤوس ﻣﻦ ﺧﻼل‬ ‫·‬

‫)‪ (HR‬ﻣﻘﺎﺑﻼت ﻣﻊ اﻟﻌﺎﻣﻠﲔ‪.‬‬

‫اﳌﺴﺘﻘﺒﻞ اﳌﺘﻮﻗﻊ ﻟﻠﻌﺎﻣﻞ واﺳﺘﻌﺪاده ﻟﻠﱰﻗﻲ وﻣﺴﺘﻮى أداﺋﻪ اﳊﺎﱄ )ﻣﴩف(‪.‬‬ ‫·‬

‫إﺿﺎﻓﺔ أﺧﺮ ﺗﻘﻴﻴﻢ أداء ﻟﻠﻌﺎﻣﻞ‪.‬‬ ‫·‬

‫‪ ‬‬

‫ﻧﻤﻮذج ﻳﻮﺿﺢ‪:‬‬
‫واﺟﺒﺎت اﳌﺪﻳﺮ اﳊﺎﻟﻴﺔ واﻟﺴﺎﺑﻘﺔ‬ ‫·‬

‫ﻋﺪد وأﻧﻮاع اﳌﺮؤوﺳﲔ اﻟﺬﻳﻦ ﻳﴩف ﻋﻠﻴﻬﻢ وواﺟﺒﺎﲥﻢ‬ ‫·‬

‫ﺑﺮاﻣﺞ اﻟﺘﻨﻤﻴﺔ اﻹدارﻳﺔ اﻟﺘﻲ ﳛﺼﻞ ﻋﻠﻴﻬﺎ‪.‬‬ ‫·‬

‫اﳌﻮازﻧﺔ اﳋﺎﺻﺔ ﺑﺈدارﺗﻪ‪.‬‬ ‫·‬

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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫( ﺍﻻﺳﺘﻘﻄﺎﺏ ﻭﺍﻻﺧﺘﻴﺎﺭ ﻭﺍﻟﺘﻌﻴﻴﻦ‬4)

 

‫ﻫﻮ اﻟﺒﺤﺚ ﻋﻦ اﳌﺮﺷﺤﲔ وﺗﺮﻏﻴﺒﻬﻢ ﻟﺴﺪ اﻟﺸﻮاﻏﺮ اﻟﻮﻇﻴﻔﻴﺔ ﺑﺎﻟﻌﺪد‬

.‫واﻟﻨﻮﻋﻴﺔ اﳌﻼﺋﻤﺔ وﰲ اﻟﻮﻗﺖ اﳌﻨﺎﺳﺐ‬

 
.‫اﻟﺒﺤﺚ ﻋﻦ اﳌﺮﺷﺤﲔ ﻟﻠﻮﻇﺎﺋﻒ‬ -1

.‫ﲢﺪﻳﺪ ﺳﻮق اﻟﻌﲈﻟﺔ اﳌﺴﺘﻬﺪﻓﺔ‬ -2

.‫ﲥﻴﺌﺔ ﻣ ﺮﺷﺤﲔ ﻟﻌﻤﻠﻴﺔ اﻻﺧﺘﻴﺎر‬ -3

 

‫ﻳﻤﻜﻦ ﲤﺜﻴﻞ اﻟﻌﻼﻗﺔ ﺑﲔ ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ واﻻﺳﺘﻘﻄﺎب ﰲ اﻟﺸﻜﻞ‬

:‫اﻟﺘﺎﱄ‬
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 . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or


 
 
 
  
applicable copyright law.
Copyright © 2012.

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬ ‫‪‬‬
‫ﺗﻮﻓﲑ ﳎﻤﻮﻋﺔ ﻣﻦ اﳌ ﺮﺷﺤﲔ ﻟﺸﻐﻞ اﻟﻮﻇﺎﺋﻒ ﺑﺄﻗﻞ ﺗﻜﻠﻔﺔ‪.‬‬ ‫·‬

‫ﺗﻘﻠﻴﻞ ﻋﺪد اﳌ ﺮﺷﺤﲔ ﻏﲑ اﳌﺆﻫﻠﲔ‪.‬‬ ‫·‬

‫زﻳﺎدة اﺳﺘﻘﺮار اﻟﻌﲈﻟﺔ‪.‬‬ ‫·‬

‫اﻻﺣﺘﻔﺎظ ﺑﺎﻟﻌﺎﻣﻠﲔ اﳌﺆﻫﻠﲔ‪.‬‬ ‫·‬

‫ﺗﻘﻠﻴﻞ ﺗﻜﺎﻟﻴﻒ اﻟﻨﺸﺎﻃﺎت اﻷﺧﺮى ﻣﺜﻞ اﻟﺘﺪرﻳﺐ‪.‬‬ ‫·‬

‫‪‬‬ ‫‪‬‬
‫أ‪ -‬اﳌﺼﺎدر اﳋﺎرﺟﻴﺔ‪ :‬وﺗﺸﻤﻞ ﻣﺎ ﻳﲇ‪:‬‬
‫ﻃﻠﺒﺎت اﻟﺘﻮﻇﻴﻒ‪.‬‬ ‫‪-1‬‬

‫ﻣﻜﺎﺗﺐ اﻟﺘﻮﻇﻴﻒ‬ ‫‪-2‬‬

‫اﳉﺎﻣﻌﺎت واﻟﻜﻠﻴﺎت‪.‬‬ ‫‪-3‬‬

‫ﺗﻮﺻﻴﺎت اﻟﻌﺎﻣﻠﲔ‪.‬‬ ‫‪-4‬‬

‫ﻣﻦ إﳚﺎﺑﻴﺎت اﳌﺼﺪر اﳋﺎرﺟﻲ‪:‬‬

‫اﻻﺳﺘﻔﺎدة ﻣﻦ اﳋﱪات اﳉﺪﻳﺪة‪.‬‬ ‫·‬

‫إﻗﺎﻣﺔ ﻋﻼﻗﺎت ﺗﻌﺎون ﻣﻊ ﺟﻬﺎت ﻋﺪﻳﺪة‪.‬‬ ‫·‬

‫ﻣﻦ ﺳﻠﺒﻴﺎت اﳌﺼﺪر اﳋﺎرﺟﻲ‪:‬‬

‫ﺗﻜﺎﻟﻴﻒ ﻣﺮﺗﻔﻌﺔ‪.‬‬ ‫·‬

‫اﻧﺨﻔﺎض اﻟﺮوح اﳌﻌﻨﻮﻳﺔ ﻟﺪى اﻟﻌﺎﻣﻠﲔ داﺧﻞ اﳌﻨﻈﻤﺔ‪.‬‬ ‫·‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ب‪ -‬اﳌﺼﺎدر اﻟﺪاﺧﻠﻴﺔ‪ :‬وﺗﺸﻤﻞ ﻣﺎ ﻳﲇ‪:‬‬

‫اﻟﱰﻗﻴﺔ‬ ‫‪-1‬‬

‫اﻟﻨﻘﻞ‬ ‫‪-2‬‬

‫إﻋﺎدة ﺗﻌﻴﲔ اﻟﻌﺎﻣﻠﲔ ﺑﻌﺪ ﺗﻘﺎﻋﺪﻫﻢ‪.‬‬ ‫‪-3‬‬

‫ﻣﻦ إﳚﺎﺑﻴﺎت اﳌﺼﺪر اﻟﺪاﺧﲇ‪:‬‬

‫اﺳﺘﻘﺮار اﻟﻌﲈﻟﺔ‪.‬‬ ‫‪-1‬‬

‫رﻓﻊ اﻟﺮوح اﳌﻌﻨﻮﻳﺔ‪.‬‬ ‫‪-2‬‬

‫اﻟﺘﻜﻠﻔﺔ ﻣﻨﺨﻔﻀﺔ‪.‬‬ ‫‪-3‬‬

‫ﻣﻦ ﺳﻠﺒﻴﺎت اﳌﺼﺪر اﻟﺪاﺧﲇ‪:‬‬

‫ﻋﺪم دﺧﻮل ﻣﻮارد ﺑﴩﻳﺔ ﺟﺪﻳﺪة‪ ،‬ﳑﺎ ﳚﻌﻞ اﻟﻌﻤﻞ ﺗﻘﻠﻴﺪي )ﻋﺪم‬
‫اﺳﺘﺨﺪام أو اﺳﺘﻘﺪام أﺳﺎﻟﻴﺐ وأﻓﻜﺎر ﺟﺪﻳﺪة(‪.‬‬

‫‪ ‬‬

‫ﻫﻮ ﻋﻤﻠﻴﺔ اﻧﺘﻘﺎء ﻣ ﺮﺷﺢ أو أﻛﺜﺮ ﻣﻦ ﺑﲔ ﳎﻤﻮﻋﺔ ﻣﻦ اﳌ ﺮﺷﺤﲔ ﻟﺸﻐﻞ‬

‫وﻇﻴﻔﺔ ﻣﺎ ﺑﻨﺎء ﻋﲆ اﳌﺆﻫﻼت‪.‬‬
‫‪‬‬
‫ﺗﻨﺒﻊ أﳘﻴﺔ ﻋﻤﻠﻴﺔ اﻻﺧﺘﻴﺎر ﻣﻦ ﻛﻮﳖﺎ ﺗﺆدي إﱃ اﲣﺎذ ﻗﺮارات ﺧﻄﲑة‬
‫ﺗﺸﻤﻞ أﺧﻄﺎء ﳏﺘﻤﻠﺔ ﻣﺜﻞ‪:‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻗﺒﻮل ﺷﺨﺺ ﻏﲑ ﻣﺆﻫﻞ ﻟﺸﻐﻞ اﻟﻮﻇﻴﻔﺔ‪.‬‬ ‫·‬

‫رﻓﺾ ﺷﺨﺺ ﻣﺆﻫﻞ ﻟﺸﻐﻞ اﻟﻮﻇﻴﻔﺔ‪.‬‬ ‫·‬

‫‪‬‬

‫اﺳﺘﻘﺒﺎل ﻃﺎﻟﺒﻲ اﻟﻮﻇﺎﺋﻒ‪ :‬ﺗﺘﻢ ﻫﺬه اﳋﻄﻮة ﺑﻌﺪ ﺗﻌﺒﺌﺔ اﻟﻄﻠﺐ اﻟﻮﻇﻴﻔﻲ‬ ‫‪-1‬‬

‫وﺗﻘﺪﻳﻤﻪ إﱃ اﳌﻨﻈﻤﺔ‪ ،‬وﻣﻦ ﺧﻼﳍﺎ ﻳﺘﻌﺮف اﳌﺮﺷﺢ ﻋﲆ اﳌﻨﻈﻤﺔ وﺗﺘﻌﺮف‬

‫اﳌﻨﻈﻤﺔ ﻋﻠﻴﻪ‪.‬‬

‫اﳌﻘﺎﺑﻠﺔ اﻷوﻟﻴﺔ‪ :‬ﻳﺘﻢ اﻟﺘﻌﺮف ﺑﺸﻜﻞ ﻣﺒﺪﺋﻲ ﻋﲆ ﻣﺪى ﺗﻮﻓﺮ اﳌﺆﻫﻼت‬ ‫‪-2‬‬

‫اﳌﻄﻠﻮﺑﺔ ﰲ اﻟﺸﺨﺺ اﳌﺘﻘﺪم ﻟﻠﻮﻇﻴﻔﺔ‪.‬‬

‫اﻻﺧﺘﺒﺎر‪ :‬ﻳﺄﺧﺬ ﻋﺪة أﺷﻜﺎل ﻣﻨﻬﺎ‪:‬‬ ‫‪-3‬‬

‫أ ‪ -‬اﺧﺘﺒﺎر اﳌﻬﺎرات واﻟﻘﺪرات‪.‬‬

‫ب‪ -‬اﺧﺘﺒﺎر اﻷداء‪.‬‬
‫ج‪ -‬اﺧﺘﺒﺎر اﻻﻫﺘﲈﻣﺎت اﳌﻬﻨﻴﺔ وﻳ ﺴﺘﺨﺪم ﻟﻠﻮﻇﺎﺋﻒ اﻟﺘﻲ ﺗﺘﻤﻴﺰ ﺑﺪرﺟﺔ‬
‫ﻋﺎﻟﻴﺔ ﻣﻦ اﻟﺘﺨﺼﺺ‪.‬‬
‫اﻻﺧﺘﺒﺎر اﻟﺸﺨﴢ اﻟﺬي ﳞﺪف إﱃ اﻟﺘﻌﺮف ﻋﲆ اﻻﻫﺘﲈﻣﺎت اﻟﺸﺨﺼﻴﺔ‬ ‫د‪-‬‬

‫ﻟﻠﻤﺮﺷﺢ‪.‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﴍوط اﻻﺧﺘﺒﺎر اﳉﻴﺪ‪:‬‬

‫اﻟﺼﺪق‪ :‬أي أن ﻳﻜﻮن اﻻﺧﺘﺒﺎر ﻗﺎدرا ﻋﲆ ﻗﻴﺎس ﻣﺎ ﺻﻤﻢ ﻣﻦ أﺟﻠﻪ‪.‬‬ ‫·‬

‫اﻟﺜﺒﺎت‪ :‬أي أن ﻳﻌﻄﻲ ﻧﻔﺲ اﻟﻨﺘﺎﺋﺞ ﻋﻨﺪ ﺗﻜﺮاره ﰲ ﻧﻔﺲ اﻟﻈﺮوف‪.‬‬ ‫·‬

‫اﻟﻔﺤﺺ اﻟﻄﺒﻲ‪ :‬ﻳﺘﻢ اﻟﺘﺄﻛﺪ ﻣﻦ ﺳﻼﻣﺔ اﳌﺮﺷﺢ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﳉﺴﺪﻳﺔ‬ ‫‪-4‬‬

‫وﺧﺎﺻﺔ ﻓﻴﲈ ﻳﺘﻌﻠﻖ ﺑﺎﻷﻣﺮاض اﳌ ﻌﺪﻳﺔ واﳌ ﺰﻣﻨﺔ‪.‬‬

‫اﳌﻘﺎﺑﻠﺔ اﻟﻨﻬﺎﺋﻴﺔ‪ :‬ﻳﺘﻢ اﻟﱰﻛﻴﺰ ﺑﺸﻜﻞ ﻣﻌﻤﻖ ﻋﲆ اﳊﻘﺎﺋﻖ اﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﺮﺷﺢ‬ ‫‪-5‬‬

‫ﻓﺎﳌﻘﺎﺑﻠﺔ ﺗﺘﻢ وﺟﻬﺎ ﻟﻮﺟﻪ ﳑﺎ ﻳﺘﻴﺢ اﻟﺘﻌﺮف ﻋﲆ ﺳﻠﻮك اﳌ ﺮﺷﺢ‪.‬‬

‫اﻻﺧﺘﻴﺎر اﳌﺒﺪﺋﻲ‪ :‬ﻳﺘﻢ اﻧﺘﻘﺎء ﳎﻤﻮﻋﺔ ﻣﻦ اﳌ ﺮﺷﺤﲔ ووﺿﻌﻬﻢ ﲢﺖ ﻓﱰة‬ ‫‪-6‬‬

‫اﺧﺘﺒﺎر ﺗﱰاوح ﻣﻦ ‪ 3‬إﱃ ‪12‬ﺷﻬﺮا ‪.‬‬

‫اﻟﺘﻌﻴﲔ اﻟﻔﻌﲇ‪ :‬أي ﺗﻠﻘﻲ اﳌﻮﻇﻒ ﻗﺮار اﻟﺘﻌﻴﲔ وﲥﺪف ﻫﺬه اﳋﻄﻮة إﱃ‬ ‫‪-7‬‬

‫وﺿﻊ اﻟﺮﺟﻞ اﳌﻨﺎﺳﺐ ﰲ اﳌﻜﺎن اﳌﻨﺎﺳﺐ‪ ،‬إذ ﻗﺪ ﻳﺘﻄﻠﺐ اﻷﻣﺮ ﲢﺮﻳﻚ‬

‫اﳌﻮﻇﻒ ﺑﲔ وﻇﺎﺋﻒ ﳐﺘﻠﻔﺔ وﲢﺖ إﴍاف ﻣﴩﻓﲔ ﳐﺘﻠﻔﲔ ﻳﻄﺎﻟﺒﻮن‬
‫ﺑﺘﻘﺎرﻳﺮ ﻋﻦ أداء اﳌﺮﺷﺢ‪.‬‬

‫‪‬‬

‫ﺗﺴﺘﺨﺪم اﳌﻨﻈﲈت ﰲ اﳊﻜﻢ ﻋﲆ ﻧﺠﺎح ﻋﻤﻠﻴﺔ اﻻﺧﺘﻴﺎر اﳌﺆﴍات اﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﻣﺪى ﻛﻔﺎءة اﻟﻔﺮد ﰲ إﻧﺠﺎز ﻋﻤﻠﻪ‪.‬‬ ‫·‬
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

.‫ﻣﺪى اﻧﺴﺠﺎم ﻧﺘﺎﺋﺞ اﻻﺧﺘﻴﺎر وﻣﻘﺎﻳﻴﺲ اﻷداء‬ ·

.‫· ﻣﺪى ﺗﻨﺎﺳﺐ ﻗ ﺪرات اﻟﻔﺮد وﻣﺆﻫﻼﺗﻪ ﻣﻊ اﻟﻌﻤﻞ اﳌ ﺴﻨﺪ إﻟﻴﻪ‬

.‫ﻣﻌﺪل دوران اﻟﻌﻤﻞ واﻟﻐﻴﺎب واﻧﺨﻔﺎض اﻹﻧﺘﺎﺟﻴﺔ‬ ·


‫ﺳﻮء ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ اﻟﺬي ﻳﻨﻌﻜﺲ ﻋﲆ ﻋﺪم دﻗﺔ ﲢﺪﻳﺪ‬ ·

.‫اﻻﺣﺘﻴﺎﺟﺎت اﻟﺒﴩﻳﺔ‬
‫ﺿﻌﻒ ﻋﻤﻠﻴﺎت ﲢﻠﻴﻞ اﻟﻌﻤﻞ اﻟﺬي ﻳﻨﻌﻜﺲ ﻋﲆ ﻋﺪم دﻗﺔ ﲢﺪﻳﺪ‬ ·

.‫ﻣﺘﻄﻠﺒﺎت اﻟﻮﻇﻴﻔﺔ‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫)‪ (5‬ﺗﺨﻄﻴﻂ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻤﺴﺎﺭ ﺍﻟﻮﻇﻴﻔﻲ‬

‫ﳌﺎذا ﺗﻌﺘﱪ اﳌﺴﺎرات اﳌﻬﻨﻴﺔ ﻋﲇ درﺟﺔ ﻣﻦ اﻷﻫـﻤﻴﺔ ؟ أﻟﻴﺲ اﳌﺴﺎر اﳌﻬﻨﻲ‬

‫ﻣﻮﺿﻮﻋﺎ ﺷﺨﺼﻴﺎ وﺧﺎﺻﺎ ﳞـﻢ اﻟﻌﺎﻣﻞ ﻧﻔﺴﻪ ؟ واﳊﻘﻴﻘﺔ أن ﻫﺬا ﻏﲑ ﺻﺤﻴﺢ‬
‫ﻷﻛﺜﺮ ﻣﻦ ﺳﺒﺐ‪:‬‬

‫أن ﻣﻌﺎﻧﺎة اﻟﺸﺨﺺ وﻣﺎ ﳛﺼﻞ ﻋﻠﻴﻪ ﻣﻦ ﻣﺴﺎره اﳌﻬﻨﻲ ﻳﺆﺛﺮ ﻋﲇ أداﺋﻪ وﻏﻴﺎﺑﻪ‬ ‫·‬

‫وﺟﻮدة ﻋﻤﻠﻪ وﻣﻌﺪل دوراﻧﻪ وﺑﺎﻟﺘﺎﱄ ﻣﻜﺎﺳﺐ أو ﺧﺴﺎﺋﺮ ﻟﻠﻤﻨﻈﻤﺔ اﻟﺘﻲ‬

‫ﻳﻌﻤﻞ ﲠﺎ‬

‫إن اﳌﺴﺎرات اﳌﻬﻨﻴﺔ ﺗﻌﺘﱪ ﻫﺪﻓﺎ إﺳﱰاﺗﻴﺠﻴﺎ ﻟﺘﺤﻘﻴﻖ اﳌﺴﺎواة ﰲ ﻓﺮص‬ ‫·‬

‫اﻟﺘﻮﻇﻒ‪.‬‬

‫إن اﳌﺴﺎر اﳌﻬﻨﻲ ﻷي ﺷﺨﺺ ﻳﻌﺘﱪ واﺣﺪا ﻣﻦ اﳌﺪﺧﻼت اﻟﺮﺋﻴﺴﻴﺔ ﳉﻮدة‬ ‫·‬

‫اﳊﻴﺎة ﰲ ﳎﻤﻠﻬﺎ‪ ،‬وﻟﻘﺪ أﺻﺒﺢ اﻟﻨﺎس اﻵن أﻛﺜﺮ ﺣﺮﻳﺔ وأﻛﺜﺮ ﻗﺪرة ﻋﲇ‬
‫اﳊﺮﻛﺔ ﳑﺎ ﻛﺎن ﻋﻠﻴﻪ اﻷﻣﺮ ﰲ اﳌﺎﴈ وﻫﻮ ﻣﺎ ﻳﻴﴪ ﺑﺸﻜﻞ أﻛﱪ إﺷﺒﺎع اﳌﺴﺎر‬
‫اﳌﻬﻨﻲ وﺑﺎﻟﺘﺎﱄ ﺿﻐﻄﺎ أﻛﱪ ﻋﲇ ﺻﺎﺣﺐ اﻟﻌﻤﻞ ﻟﻜﻲ ﻳﻮﻓﺮ ﻓﺮﺻﺎ أﻓﻀﻞ‬
‫ﻹﺷﺒﺎع اﳌﺴﺎر اﳌﻬﻨﻲ‪.‬‬

‫إن ﻓﺮص اﳌﺴﺎر اﻟﻮﻇﻴﻔﻲ ﻗﺪ أﺻﺒﺤﺖ أﻛﺜﺮ ﳏﺪودﻳﺔ ﺧﺎﺻﺔ ﰲ ﻇﻞ اﻗﺘﺼﺎد‬ ‫·‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫أﻛﱪ وﺑﻄﺊ اﻟﻨﻤﻮ وﻫﻮ ﻣﺎ ﳚﻌﻞ ﲣﻄﻴﻂ اﳌﺴﺎر اﻟﻮﻇﻴﻔﻲ أﻛﺜﺮ أﻫـﻤﻴﺔ إذا‬
‫ﺷﺌﻨﺎ اﻟﻮﻓﺎء ﺑﺄﻫﺪاف اﳌﺴﺎر اﳌﻬﻨﻲ ﻟﻠﺸﺨﺺ‪.‬‬

‫‪ ‬‬

‫ﻟﺘﻜﻦ ﻧﻘﻄﺔ اﻧﻄﻼﻗﻨﺎ ﻫﻲ اﻟﻔﺮد‪ ،‬ﻳﺘﻤﺜﻞ اﻓﱰاﺿﻨﺎ اﻷﺳﺎﳼ ﰲ أن اﻟﻨﺎس‬

‫ﻳﻨﺸﺪون اﳌﻜﺎﻓﺂت واﻟﺘﺪﻋﻴﻢ اﻹﳚﺎﰊ ﻣﻦ ﻋﻤﻠﻬـﻢ‪ ،‬وﻳﻤﻜﻦ أن ﺗﻜﻮن‬
‫اﳌﻜﺎﻓﺂت ﻣﻠﻤﻮﺳﺔ ﻛﺰﻳﺎدة ﰲ اﻷﺟﺮ أو ﻏﲑ ﻣﻠﻤﻮﺳﺔ ﻛﺎﻟﺸﻌﻮر ﺑﻘﻴﻤﺔ وأﻫـﻤﻴﺔ‬
‫اﻹﻧﺠﺎز‪ ،‬وﻧﻔﱰض أﻳﻀﺎ أن اﻟﺴﻠﻮك اﻟﻌﻤﲇ اﻟﺬي ﻣﻨﺢ اﳌﻜﺎﻓﺄة ﺳﻮف ﻳﺘﻜﺮر‬
‫وﻳﺘﻤﺜﻞ اﻓﱰاﺿﻨﺎ اﻟﺜﺎﻟﺚ ﰲ أن اﻟﻨﺎس ﳛﺎوﻟﻮن ﺑﻘﺪر اﻹﻣﻜﺎن زﻳﺎدة‬
‫إﺣﺴﺎﺳﻬـﻢ ﺑﺎﺣﱰام اﻟﺬات وﲡﻨﺐ ﻣﺎ ﻳﻘﻠﻞ ﻣﻦ ذﻟﻚ اﻹﺣﺴﺎس وﻳﻠﺠﺄون ﰲ‬
‫ذﻟﻚ إﱄ ﻋﺪة وﺳﺎﺋﻞ ﻣﻨﻬﺎ ﺗﻨﻤﻴﺔ ﻛﻔﺎءﲥـﻢ وﻗﺪرﲥـﻢ ﻋﲇ اﻟﻌﻤﻞ ﺑﻨﺠﺎح ﰲ‬
‫ﺧﻼل اﻟﺒﻴﺌﺔ اﻟﺴﺎﺋﺪة‪.‬‬

‫وﻳﺆدي اﻷداء اﻟﻔﻌﺎل ﻟﻠﻌﻤﻞ أو اﳌﻬـﻤﺔ إﱄ زﻳﺎدة اﺣﱰام اﻟﺬات‪ ،‬وﻋﲇ‬

‫ﺳﺒﻴﻞ اﳌﺜﺎل إذا‪:‬‬

‫ﺣﺪد أﺣﺪ اﻷﺷﺨﺎص ﻫﺪﻓﺎ ﻛﺒﲑا ﻟﻨﻔﺴﻪ و‬ ‫‪-1‬‬

‫ﺣﺪد اﻟﻮﺳﺎﺋﻞ اﻟﻜﻔﻴﻠﺔ ﺑﺒﻠﻮغ ذﻟﻚ اﳍﺪف‪ ،‬و‬ ‫‪-2‬‬

‫إذا ﻛﺎن اﳍﺪف ﻳﻤﺜﻞ ﺷﻴﺌﺎ ﻫﺎﻣﺎ ﰲ ﺣﻴﺎﺗﻪ ﻣﻦ وﺟﻬﺔ ﻧﻈﺮه ﻓﺄﻧﻪ ﺳﻮف‬ ‫‪-3‬‬
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 
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‫ وﻳﺆدي ﻫﺬا اﻟﺸﻌﻮر‬،‫ﻳﺸﻌﺮ ﺑﻨﺠﺎح ﻧﻔﴘ ﻛﺒﲑ ﻋﻨﺪ ﺑﻠﻮغ ذﻟﻚ اﳍﺪف‬
.‫ﺑﺎﻟﻨﺠﺎح اﻟﺸﺨﴢ‬

‫إﱄ زﻳﺎدة ﰲ اﺣﱰام اﻟﺬات وﺑﺎﻟﺘﺎﱄ اﻛﺘﺴﺎب ﻗﻮة دﻓﻊ ﻫﺎﺋﻠﺔ ﺗﺆدي ﺑﺪورﻫﺎ‬
‫إﱄ زﻳﺎدة اﳖﲈك اﻟﺸﺨﺺ ﰲ اﳌﻬﻤﺔ وﺑﺎﻟﺘﺎﱄ ﻗﻴﺎم اﻟﺸﺨﺺ ﺑﻮﺿﻊ أﻫﺪاف‬
‫ وﻳﻮﺿﺢ‬،‫إﺿﺎﻓﻴﺔ ﰲ ﻧﻔﺲ ﳎﺎل اﳌﻬﻤﺔ وﲢﺪﻳﺪ ﻣﺴﺘﻮﻳﺎت أﻋﲇ ﻣﻦ اﻟﻄﻤﻮح‬
.‫اﻟﺸﻜﻞ اﻟﺘﺎﱄ دورة اﻟﻨﺠﺎح اﳌﺸﺎر إﻟﻴﻬﺎ‬
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫( ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻄﻮﻳﺮ‬6)

‫ﻫﻮ ﻋﺒﺎرة ﻋﻦ ﺑﺮاﻣﺞ ﳐﻄﻄﺔ ﻳﺘﻢ ﺗﻮﺟﻴﻬﻬﺎ إﱃ اﻟﻌﺎﻣﻠﲔ ﰲ اﳌﻨﻈﻤﺔ ﲠﺪف‬

.‫إﻛﺴﺎﲠﻢ ﻣﻌﻠﻮﻣﺎت وﻣﻬﺎرات وﺳﻠﻮﻛﻴﺎت ﻣﻌﻴﻨﺔ‬



.‫ﻋﻤﻠﻴﺔ إدارﻳﺔ ﳐﻄﻄﺔ‬

.‫ﻋﻤﻠﻴﺔ إدارﻳﺔ ﻣﺴﺘﻤﺮة‬

.‫ﲢﻘﻖ ﻓﺎﺋﺪة ﻟﻠﻔﺮد واﳌﻨﻈﻤﺔ واﳌﺠﺘﻤﻊ‬

 

‫اﻟﺘﻨﻤﻴﺔ‬ ‫اﻟﺘﺪرﻳﺐ‬ ‫وﺟﻪ اﳌﻘﺎرﻧﺔ‬

‫اﻟﻌﺎﻣﻠﻮن ﻣﻦ ﻏﲑ اﳌﺪﻳﺮون اﳌﺪﻳﺮون‬ ‫ﻓﺌﺎت اﳌﺸﺎرﻛﲔ‬
‫ﻃﻮﻳﻞ اﻷﻣﺪ‬ ‫ﻗﺼﲑ اﻷﻣﺪ‬ ‫اﳌﺪى اﻟﺰﻣﻨﻲ‬
‫ﻋﺎﻣﺔ‬ ‫ﻓﻨﻴﺔ‬ ‫اﻷﻫﺪاف‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬

‫ﺗﻐﻴﲑ ﻣﺴﻠﻜﻴﺎت اﳌﻮﻇﻒ‪.‬‬

‫إﻛﺴﺎب اﳌﻮﻇﻒ ﻣﻌﻠﻮﻣﺎت ﻣﻌﻴﻨﺔ‪.‬‬
‫ﻋﲆ ﻣﺴﺘﻮى اﻟﻔﺮد‬
‫إﻛﺴﺎب اﳌﻮﻇﻒ ﻣﻬﺎرات ﻣﻌﻴﻨﺔ‪.‬‬
‫زﻳﺎدة وﻻء اﳌﻮﻇﻒ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫ﻋﲆ ﻣﺴﺘﻮى اﳌﻨﻈﻤﺔ‬ ‫ﲢﺴﲔ اﻷداء اﻟﻜﲇ ﻟﻠﻤﻨﻈﻤﺔ‪.‬‬
‫ﻋﲆ ﻣﺴﺘﻮى اﳌﺠﺘﻤﻊ ﻛﻜﻞ‬ ‫إﻣﺪاد اﳌﺠﺘﻤﻊ ﺑﻘﻴﺎدات إدارﻳﺔ ﻣﺆﻫﻠﺔ‬

‫‪‬‬

‫ﺗﻘﻊ ﻣﺴﺌﻮﻟﻴﺔ اﻟﺘﺪرﻳﺐ ﻋﲆ ﺛﻼث ﺟﻬﺎت ﻫﻲ‪:‬‬

‫اﻹدارة اﻟﻌﻠﻴﺎ‪ :‬ﳚﺐ ﻋﲆ اﻹدارة اﻟﻌﻠﻴﺎ أن ﺗﺘﺒﻨﻰ ﻋﻤﻠﻴﺔ اﻟﺘﺪرﻳﺐ وﺗﺆﻣﻦ‬ ‫‪-1‬‬

‫ﺑﻔﻮاﺋﺪﻫﺎ وﻋﻮاﺋﺪﻫﺎ اﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬

‫إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ‪ :‬ﻳﻘﻊ ﻋﲆ ﻋﺎﺗﻖ ﻫﺬه اﻹدارة ﲢﺪﻳﺪ اﻻﺣﺘﻴﺎﺟﺎت‬ ‫‪-2‬‬

‫اﻟﺘﺪرﻳﺒﻴﺔ وﲣﻄﻴﻂ وﺗﻨﻔﻴﺬ وﻣﺘﺎﺑﻌﺔ اﻟﱪاﻣﺞ اﻟﺘﺪرﻳﺒﻴﺔ‪.‬‬

‫اﻟﻔﺮد ﻧﻔﺴﻪ ﻣﻦ ﺧﻼل اﻟﺘﻄﻮﻳﺮ اﻟﺬاﰐ‪.‬‬ ‫‪-3‬‬

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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.



.‫اﻟﻔﺮوﻗﺎت اﻟﻔﺮدﻳﺔ ﺑﲔ اﻟﻌﺎﻣﻠﲔ‬ -1

.‫اﻟﺮﺑﻂ ﺑﲔ اﻟﺘﺪرﻳﺐ وﲢﻠﻴﻞ اﻟﻮﻇﺎﺋﻒ‬ -2

.‫إﳚﺎد داﻓﻌﻴﻪ ﻟﺪى اﳌﻮﻇﻒ ﻟﻼﺷﱰاك ﰲ ﺑﺮاﻣﺞ اﻟﺘﺪرﻳﺐ‬ -3

.‫ﺗﺄﻛﻴﺪ ﻣﺒﺪأ اﳌﺸﺎرﻛﺔ ﻣﻦ ﻗﺒﻞ اﳌﺘﺪرب ﺧﻼل اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ‬ -4

.‫اﺧﺘﻴﺎر اﳌﺪرﺑﲔ واﳌﺘﺪرﺑﲔ ﺑﻌﻨﺎﻳﺔ‬ -5

 

:‫ﻳﻤﻜﻦ إﺗﺒﺎع ﻋﺪة ﻣﻌﺎﻳﲑ ﻟﻠﺘﺼﻨﻴﻒ ﻫﻲ‬


.‫ ﻫﻮ اﻟﺘﺪرﻳﺐ اﻟﺬي ﻳﺴﺘﻬﺪف أﻓﺮاد ﻣﻌﻴﻨﲔ‬:‫اﻟﺘﺪرﻳﺐ اﻟﻔﺮدي‬ -‫أ‬

.‫ ﻫﻮ اﻟﺘﺪرﻳﺐ اﻟﺬي ﻳﺴﺘﻬﺪف ﲨﺎﻋﺔ ﻣﻌﻴﻨﺔ‬:‫ اﻟﺘﺪرﻳﺐ اﳉﲈﻋﻲ‬-‫ب‬



:‫اﻟﺘﺪرﻳﺐ ﰲ ﻣﻮﻗﻊ اﻟﻌﻤﻞ‬ -‫ج‬

.‫ﺣﻴﺚ ﻳﻘﻮم ﻛﻞ ﻣﻦ اﳌﺪرب واﳌﺘﺪرب ﺑﺎﻟﻌﻤﻞ ﰲ ﺑﻴﺌﺔ اﻟﻌﻤﻞ اﻟﻌﺎدﻳﺔ‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﺰاﻳﺎ ﻫﺬا اﻟﻨﻮع‪:‬‬

‫ﻳﺘﻢ اﻟﺘﺪرﻳﺐ ﰲ ﻧﻔﺲ ﺑﻴﺌﺔ اﻟﻌﻤﻞ‪.‬‬ ‫‪-1‬‬

‫ﻻ ﺗﻮﺟﺪ ﺣﺎﺟﺔ ﻷدوات ﺧﺎﺻﺔ‪.‬‬ ‫‪-2‬‬

‫ﻳﲈرس اﳌﺘﺪرب ﻣﺒﺎﴍة ﻣﺎ ﻳﺘﻌﻠﻤﻪ‪.‬‬ ‫‪-3‬‬

‫ﻗﻠﺔ اﻟﺘﻜﺎﻟﻴﻒ‪.‬‬ ‫‪-4‬‬

‫ﳏﺎذﻳﺮ ﻫﺬا اﻟﻨﻮع‪:‬‬

‫ﻋﺪم ﺗﻮﻓﺮ ﻣﺪرﺑﲔ أﻛﻔﺎء‪.‬‬ ‫‪-1‬‬

‫اﻷﺧﻄﺎء اﻟﺘﻲ ﺗﻘﻊ أﺛﻨﺎء اﻟﺘﺪرﻳﺐ ﺗﻨﻌﻜﺲ ﺳﻠﺒﺎ ﻋﲆ إﻧﺘﺎﺟﻴﺔ اﳌﺼﻨﻊ‪.‬‬ ‫‪-2‬‬

‫وﻣﻦ أﺷﻜﺎل ﻫﺬا اﻟﻨﻮع ﻣﻦ اﻟﺘﺪرﻳﺐ‪:‬‬

‫ﺗﺪوﻳﺮ اﻟﻌﺎﻣﻠﲔ أي ﺗﻨﻘﻠﻬﻢ ﻋﲆ أﻛﺜﺮ ﻣﻦ وﻇﻴﻔﺔ‪.‬‬ ‫‪-1‬‬

‫اﻟﺘﻜﻠﻴﻒ ﺑﻤﻬﺎم وواﺟﺒﺎت ﺧﺎﺻﺔ‪.‬‬ ‫‪-2‬‬

‫ﺣﻀﻮر اﻟﻠﺠﺎن‪.‬‬ ‫‪-3‬‬

‫د‪ -‬اﻟﺘﺪرﻳﺐ ﺧﺎرج ﻣﻮﻗﻊ اﻟﻌﻤﻞ‪:‬‬

‫ﺗﻠﺠﺎ اﳌﻨﻈﻤﺔ إﱃ ﲥﻴﺌﺔ ﻇﺮوف ﺧﺎرج ﻣﻮﻗﻊ اﻟﻌﻤﻞ ﳑﺎﺛﻠﺔ ﻟﻈﺮوف اﻟﻌﻤﻞ‬
‫ﻹﻛﺴﺎب اﳌﺘﺪرب اﳌﻬﺎرة اﳌﻄﻠﻮﺑﺔ ﺑﺄﻗﴫ اﻟﻄ ﺮق وأﻗﻠﻬﺎ ﺗﻜﻠﻔﺔ‪.‬‬
‫ﻣﻦ ﻣﺰاﻳﺎ ﻫﺬا اﻟﻨﻮع‪:‬‬
‫ﻻ ﻳﱰﺗﺐ ﻋﻠﻴﻪ ﺗﻌﻄﻴﻞ ﻟﻌﻤﻠﻴﺔ اﻹﻧﺘﺎج‪.‬‬ ‫‪-1‬‬

‫ﻳﺮاﻋﻲ اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ‪.‬‬ ‫‪-2‬‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻦ ﳏﺎذﻳﺮ ﻫﺬا اﻟﻨﻮع‪:‬‬

‫اﻟﺘﻜﻠﻔﺔ ﻣﺮﺗﻔﻌﺔ‪.‬‬ ‫‪-1‬‬

‫ﳛﺘﺎج إﱃ ﻣﺪرﺑﲔ ذوو ﻣﻬﺎرات ﻣﺮﺗﻔﻌﺔ‪.‬‬ ‫‪-2‬‬

‫ﻳﺘﻄﻠﺐ ﲡﻬﻴﺰات ﺧﺎﺻﺔ‪.‬‬ ‫‪-3‬‬

‫وﺗﻠﺠﺎ اﳌﻨﻈﲈت إﱃ ﻣﺜﻞ ﻫﺬا اﻟﻨﻮع ﻣﻦ اﻟﺘﺪرﻳﺐ ﰲ اﳊﺎﻻت اﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﻋﺪم ﺗﻮﻓﺮ اﻹﻣﻜﺎﻧﻴﺎت اﻟﻼزﻣﺔ ﻟﻠﺘﺪرﻳﺐ داﺧﻞ اﳌﻨﻈﻤﺔ‪.‬‬ ‫‪-1‬‬

‫ﻋﺪم ﺗﻮﻓﺮ اﳉﻬﺎز اﻟﺘﺪرﻳﺒﻲ اﳌﻨﺎﺳﺐ داﺧﻞ اﳌﻨﻈﻤﺔ‪.‬‬ ‫‪-2‬‬

‫اﻟﺮﻏﺒﺔ ﰲ اﳊﺼﻮل ﻋﲆ ﻣﻬﺎرات ﺟﺪﻳﺪة‪.‬‬ ‫‪-3‬‬

‫اﻟﺮﻏﺒﺔ ﰲ ﻣﺘﺎﺑﻌﺔ اﻟﺘﻄﻮر اﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪.‬‬ ‫‪-4‬‬

‫‪ ‬‬

‫ﲣﻄﻴﻂ ﻋﻤﻠﻴﺔ اﻟﺘﺪرﻳﺐ‪ :‬ﻳﺘﻢ اﻟﱰﻛﻴﺰ ﻋﲆ اﳍﺪف ﻣﻦ اﻟﺘﺪرﻳﺐ وﻋﲆ ﲢﺪﻳﺪ‬ ‫‪-1‬‬

‫اﻻﺣﺘﻴﺎﺟﺎت اﻟﺘﺪرﻳﺒﻴﺔ‪.‬‬

‫ﺗﻨﻈﻴﻢ اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ‪ :‬وﺗﺘﻀﻤﻦ ﻫﺬه اﳌﺮﺣﻠﺔ ﻣﺎ ﻳﲇ‪:‬‬ ‫‪-2‬‬

‫ﲢﺪﻳﺪ ﻣﻮﺿﻮﻋﺎت اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ‪.‬‬ ‫أ‪-‬‬

‫ب‪ -‬ﲢﺪﻳﺪ أﺳﺎﻟﻴﺐ اﻟﺘﺪرﻳﺐ‪.‬‬

‫ﲢﺪﻳﺪ وﻗﺖ اﻟﺘﺪرﻳﺐ‪.‬‬ ‫ج‪-‬‬

‫ﲢﺪﻳﺪ ﻣﻜﺎن اﻟﺘﺪرﻳﺐ‪.‬‬ ‫د‪-‬‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺗﻨﻔﻴﺬ اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ‪.‬‬ ‫‪-3‬‬

‫ﻣﺘﺎﺑﻌﺔ وﺗﻘﻴﻴﻢ اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ‪.‬‬ ‫‪-4‬‬

‫‪ ‬‬

‫ﺗﻌﺮﻳﻒ ﲢﺪﻳﺪ اﻻﺣﺘﻴﺎﺟﺎت اﻟﺘﺪرﻳﺒﻴﺔ‪ :‬ﺣﴫ ﻋﺪد وﻧﻮﻋﻴﺔ اﻷﻓﺮاد اﻟﻌﺎﻣﻠﲔ‬

‫اﻟﺬﻳﻦ ﳛﺘﺎﺟﻮن إﱃ اﻟﺘﺪرﻳﺐ وﲢﺪﻳﺪ اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ اﳌﻼﺋﻢ ﳍﻢ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫ﻣﻦ ﺧﻼل ﲣﻄﻴﻂ اﳌﻮارد اﻟﺒﴩﻳﺔ‪.‬‬ ‫‪-1‬‬

‫ﻣﻦ ﺧﻼل ﻧﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ اﻷداء‪.‬‬ ‫‪-2‬‬

‫ﻣﻦ ﺧﻼل ﻧﺘﺎﺋﺞ ﲢﻠﻴﻞ اﻟﻌﻤﻞ‪.‬‬ ‫‪-3‬‬

‫ﻣﻦ ﺧﻼل دراﺳﺔ اﻟﺒﻴﺌﺔ اﳌﺤﻴﻄﺔ‪.‬‬ ‫‪-4‬‬

‫‪ ‬‬

‫اﻟﺘﺪرﻳﺐ اﻟﻌﻤﲇ‪ :‬ﻳﻘﻮم اﳌﺪرب ﺑﻌﺮض ﻃﺮﻳﻘﺔ اﻷداء ﻋﲆ اﳌﺘﺪرب وﻳﻄﻠﺐ‬ ‫‪-1‬‬

‫ﻣﻨﻪ اﻟﻘﻴﺎم ﺑﺎﻟﻌﻤﻞ ﺑﺸﻜﻞ ﻓﻌﲇ‪.‬‬

‫ﲤﺜﻴﻞ اﻷدوار‪ :‬ﻳﻘﻮم اﳌﺪرب ﺑﻌﺮض ﺣﺎﻟﺔ إدارﻳﺔ ﻣﻌﻴﻨﺔ وﻳﻄﻠﺐ ﻣﻦ‬ ‫‪-2‬‬

‫ﳎﻤﻮﻋﺔ ﻣﻦ اﳌﺘﺪرﺑﲔ ﲤﺜﻴﻞ ﻫﺬه اﳊﺎﻟﺔ‪.‬‬

‫ﻧﻤﺬﺟﺔ اﻟﺴﻠﻮك‪ :‬ﻳﻘﻮم اﳌﺪرب ﺑﻌﺮض ﻧﻤﻮذج ﻧﺎﺟﺢ ﻣﻦ ﻧﲈذج اﻟﺴﻠﻮك‬ ‫‪-3‬‬

‫ﰲ اﻟﻌﻤﻞ وﻳﻄﻠﺐ ﻣﻦ اﳌﺘﺪرﺑﲔ ﺗﻘﻠﻴﺪه‪.‬‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻌﺼﻒ اﻟﺬﻫﻨﻲ‪ :‬ﻳﻘﻮم اﳌﺪرب ﺑﻌﺮض ﻣﺴﺄﻟﺔ ﻣﻌﻴﻨﺔ ﻋﲆ ﻋﺪد ﳏﺪود ﻣﻦ‬ ‫‪-4‬‬

‫اﳌﺘﺪرﺑﲔ وﺗﺘﻢ ﻣﻨﺎﻗﺸﺘﻬﺎ ﻓﻴﲈ ﺑﻴﻨﻬﻢ ﻟﻠﺨﺮوج ﺑﺄﻓﻜﺎر ﺟﺪﻳﺪة‪.‬‬

‫دراﺳﺔ اﳊﺎﻟﺔ‪ :‬ﻳﻘﻮم اﳌﺪرب ﺑﻌﺮض ﺣﺎﻟﺔ واﻗﻌﻴﺔ أوﺧﻴﺎﻟﻴﺔ ﲤ ﺜﻞ وﺻﻔﺎ‬ ‫‪-5‬‬

‫أو‪/‬و أرﻗﺎﻣﺎ ﳌﺸﻜﻠﺔ إدارﻳﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﺗﻨﺘﻬﻲ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ اﻷﺳﺌﻠﺔ ﻳ ﻄﻠﺐ‬

‫ﻣﻦ اﳌﺘﺪرﺑﲔ اﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ‪.‬‬
‫اﳌﺤﺎﴐة‪ :‬ﻳﻘﻮم اﳌﺪرب ﺑﺈﻟﻘﺎء ﳏﺎﴐة ﺗﻘﻠﻴﺪﻳﺔ اﻟﻐﺎﻳﺔ ﻣﻨﻬﺎ إﻋﻄﺎء ﻣﻌﻠﻮﻣﺎت‬ ‫‪-6‬‬

‫ﻣﻌﻴﻨﺔ ﳌﺠﻤﻮﻋﺔ ﻣﻦ اﳌﺘﺪرﺑﲔ‪.‬‬

‫‪ ‬‬
‫اﻟﺴﺒﻮرة‪.‬‬ ‫‪-1‬‬

‫اﳊﺎﺳﺐ‪.‬‬ ‫‪-2‬‬

‫أﴍﻃﺔ اﻟﻔﻴﺪﻳﻮ‪.‬‬ ‫‪-3‬‬

‫أﺟﻬﺰة اﻟﻌﺮض‪.‬‬ ‫‪-4‬‬

‫‪ ‬‬

‫ﳚﺐ أن ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ اﻟﺘﺪرﻳﺐ ﻋﲆ أرﺑﻌﺔ ﻣﺴﺘﻮﻳﺎت ﻫﻲ‪:‬‬

‫رد اﻟﻔﻌﻞ‪ :‬ﻳﺘﻢ ﻋﲆ ﻫﺬا اﳌﺴﺘﻮى ﺗﻘﻴﻴﻢ أداء اﳌﺘﺪرﺑﲔ ﺣﻮل اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ‬ ‫‪-1‬‬

‫)اﳌﺤﺘﻮﻳﺎت‪ ،‬اﻷﺳﺎﻟﻴﺐ‪ ،‬اﻟﻮﺳﺎﺋﻞ‪ ،‬اﳌﻜﺎن ( وذﻟﻚ ﻣﺒﺎﴍة ﺑﻌﺪ اﻧﺘﻬﺎء اﻟﱪﻧﺎﻣﺞ‬

‫اﻟﺘﺪرﻳﺒﻲ وﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺘﻢ اﻟﺘﻘﻴﻴﻢ ﻣﻦ ﺧﻼل اﺳﺘﲈرة ﺗﻮزع ﻋﲆ اﳌﺘﺪرﺑﲔ‪.‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﺘﻌﻠﻢ‪ :‬ﻳﺘﻢ ﺗﻘﻴﻴﻢ اﳉﻮاﻧﺐ اﻟﺘﻲ اﻛﺘﺴﺒﻬﺎ اﳌﺘﺪرب ﺑﺎﻟﻔﻌﻞ ﻣﻦ ﻋﻘﺪ اﻟﱪﻧﺎﻣﺞ‬ ‫‪-2‬‬

‫اﻟﺘﺪرﻳﺒﻲ‪ ،‬وذﻟﻚ ﺑﻌﺪ اﻧﺘﻬﺎء اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ‪.‬‬

‫اﻟﺴﻠﻮك‪ :‬ﻳﺘﻢ ﺗﻘﻴﻴﻢ اﻟﺘﻐﲑ اﳊﺎﺻﻞ ﰲ أداء اﳌﻮﻇﻒ ﺑﻌﺪ ﻋﻮدﺗﻪ إﱃ اﳌﻨﺸﺄة‬ ‫‪-3‬‬

‫ﻟﻠﺤﻜﻢ ﻋﲆ ﻣﺪى اﻟﻔﺎﺋﺪة اﻟﺘﻲ اﻧﻌﻜﺴﺖ ﻋﲆ أداﺋﻪ‪.‬‬

‫اﻟﻨﺘﺎﺋﺞ‪ :‬ﻳﺘﻢ ﺗﻘﻴﻴﻢ أﺛﺮ اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ ﻋﲆ ﳐﺮﺟﺎت اﳌﻨﻈﻤﺔ‪ ،‬وﻳﻌﺪ‬ ‫‪-4‬‬

‫ﻫﺬا اﳌﺴﺘﻮى ﻫﻮ اﻷﺻﻌﺐ ﻷن ﻫﻨﺎك اﻟﻌﺪﻳﺪ ﻣﻦ اﳌﺘﻐﲑات )ﻏﲑ‬

‫اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ( ﺗﺆﺛﺮ ﺳﻠﺒﺎ أو إﳚﺎﺑﺎ ﻋﲆ اﻷداء اﻟﻜﲇ ﻟﻠﻤﻨﻈﻤﺔ‬
‫)اﳌﺨﺮﺟﺎت( ﻣﺜﻞ اﳊﻮاﻓﺰ واﻟﻈﺮوف اﳋﺎرﺟﻴﺔ‪.‬‬

‫‪ ‬‬

‫ﳚﺐ ﻋﲆ اﻹدارة ﺣﴫ اﻟﺘﻜﺎﻟﻴﻒ اﻟﺘﻲ ﺳﺘﻨﻔﻘﻬﺎ ﻋﲆ اﻟﱪﻧﺎﻣﺞ اﻟﺘﺪرﻳﺒﻲ‬

‫ﻛﻲ ﺗﻘﺎرﳖﺎ ﺑﺎﻟﻌﻮاﺋﺪ وﻏﺎﻟﺒﺎ ﻣﺎ ﺗﱰﻛﺰ اﻟﺘﻜﺎﻟﻴﻒ ﻋﲆ‪:‬‬
‫ﺗﻜﺎﻟﻴﻒ أﺟﻮر اﳌﺪرﺑﲔ واﳋﱪاء‪.‬‬ ‫‪-1‬‬

‫ﺗﻜﺎﻟﻴﻒ اﻹﻗﺎﻣﺔ واﻟﺴﻔﺮ‪.‬‬ ‫‪-2‬‬

‫ﺗﻜﺎﻟﻴﻒ اﳌﺄﻛﻮﻻت واﳌﴩوﺑﺎت‪.‬‬ ‫‪-3‬‬

‫ﺗﻜﺎﻟﻴﻒ اﺳﺘﺌﺠﺎر اﳌﻜﺎن‪.‬‬ ‫‪-4‬‬

‫ﺗﻜﺎﻟﻴﻒ ﺗﻜﻮن ﻋﲆ ﺷﻜﻞ ﻣﺰاﻳﺎ إﺿﺎﻓﻴﺔ ﻟﻠﻤﺘﺪرﺑﲔ‪.‬‬ ‫‪-5‬‬

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 ‫‪‬‬
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‫)‪ (7‬ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﺍﻟﻌﺎﻣﻠﻴﻦ‬

‫ﻫﻮ ﳏﺎوﻟﺔ ﻟﺘﺤﻠﻴﻞ أداء اﻟﻔﺮد ﺑﻜﻞ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻪ ﻣﻦ ﺻﻔﺎت ﻧﻔﺴﻴﺔ أو ﺑﺪﻧﻴﺔ‪،‬‬
‫أو ﻣﻬﺎرات ﻓﻨﻴﺔ أو ﻓﻜﺮﻳﺔ أو ﺳﻠﻮﻛﻴﺔ وذﻟﻚ ﲠﺪف ﲢﺪﻳﺪ ﻧﻘﺎط اﻟﻘﻮة واﻟﻀﻌﻒ‬
‫وﳏﺎوﻟﺔ ﺗﻌﺰﻳﺰ اﻷوﱃ وﻣﻮاﺟﻬﺔ اﻟﺜﺎﻧﻴﺔ وذﻟﻚ ﻟﺘﺤﻘﻖ ﻓﻌﺎﻟﻴﺔ اﳌﻨﻈﻤﺔ‪.‬‬

‫‪ ‬‬

‫ﺗﺴﺘﻬﺪف اﻟﻌﻤﻠﻴﺔ إﱃ ﺛﻼث ﻏﺎﻳﺎت وﻫﻲ ﻋﲆ ﻣﺴﺘﻮى ﻛﻞ ﻣﻦ اﳌﻨﻈﻤﺔ‪،‬‬

‫اﳌﺪﻳﺮ واﻟﻔﺮد اﻟﻌﺎﻣﻞ اﻟﺘﻨﻔﻴﺬي‪.‬‬

‫‪‬‬ ‫‪‬‬

‫إﳚﺎد ﻣﻨﺎخ ﻣﻼﺋﻢ ﻣﻦ اﻟﺜﻘﺔ واﻟﺘﻌﺎﻣﻞ اﻷﺧﻼﻗﻲ اﻟﺬي ﻳﺒﻌﺪ اﺣﺘﲈل ﺗﻌﺪد‬ ‫·‬

‫ﺷﻜﺎوي اﻟﻌﺎﻣﻠﲔ اﲡﺎه اﳌﻨﻈﻤﺔ‪.‬‬

‫رﻓﻊ ﻣﺴﺘﻮى أداء اﻟﻌﺎﻣﻠﲔ واﺳﺘﺜﲈر ﻗﺪراﲥﻢ ﺑﲈ ﻳﺴﺎﻋﺪﻫﻢ ﻋﲆ اﻟﺘﻘﺪم‬ ‫·‬

‫واﻟﺘﻄﻮر‪.‬‬

‫ﺗﻘﻴﻴﻢ ﺑﺮاﻣﺞ وﺳﻴﺎﺳﺎت إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ ﻛﻮن ﻧﺘﺎﺋﺞ اﻟﻌﻤﻠﻴﺔ ﻳﻤﻜﻦ أن‬ ‫·‬

‫ﺗﺴﺘﺨﺪم ﻛﻤﺆﴍات ﳊﻜﻢ ﻋﲆ دﻗﺔ ﻫﺬه اﻟﺴﻴﺎﺳﺎت‪.‬‬

‫ﻣﺴﺎﻋﺪة اﳌﻨﻈﻤﺔ ﻋﲆ وﺿﻊ ﻣﻌﺪﻻت أداء ﻣﻌﻴﺎرﻳﺔ دﻗﻴﻘﺔ‪.‬‬ ‫·‬

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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬ ‫‪‬‬

‫دﻓﻊ اﳌﺪﻳﺮﻳﻦ واﳌﴩﻓﲔ إﱃ ﺗﻨﻤﻴﺔ ﻣﻬﺎراﲥﻢ وإﻣﻜﺎﻧﻴﺎﲥﻢ اﻟﻔﻜﺮﻳﺔ وﺗﻌﺰﻳﺰ‬ ‫·‬

‫ﻗﺪراﲥﻢ اﻹﺑﺪاﻋﻴﺔ ﻟﻠﻮﺻﻮل إﱃ ﺗﻘﻮﻳﻢ ﺳﻠﻴﻢ وﻣﻮﺿﻮﻋﻲ ﻷداء ﺗﺎﺑﻌﻴﻬﻢ‪.‬‬

‫دﻓﻊ اﳌﺪﻳﺮﻳﻦ إﱃ ﺗﻄﻮﻳﺮ اﻟﻌﻼﻗﺎت اﳉﻴﺪة ﻣﻊ اﳌﺮؤوﺳﲔ واﻟﺘﻘﺮب إﻟﻴﻬﻢ‬ ‫·‬

‫ﻟﻠﺘﻌﺮف ﻋﲆ اﳌﺸﺎﻛﻞ واﻟﺼﻌﻮﺑﺎت‪.‬‬

‫‪‬‬ ‫‪‬‬

‫ﲡﻌﻞ اﻟﻌﺎﻣﻞ أﻛﺜﺮ ﺷﻌﻮر ﺑﺎﳌﺴﺆوﻟﻴﺔ وذﻟﻚ ﻟﺰﻳﺎدة ﺷﻌﻮره ﺑﺎﻟﻌﺪاﻟﺔ وﺑﺄن‬ ‫·‬

‫ﲨﻴﻊ ﺟﻬﻮده اﳌﺒﺬوﻟﺔ ﺗﺄﺧﺬ ﺑﺎﳊﺴﺒﺎن ﻣﻦ ﻗﺒﻞ اﳌﻨﻈﻤﺔ‪.‬‬

‫دﻓﻊ اﻟﻌﺎﻣﻞ ﻟﻠﻌﻤﻞ ﺑﺎﺟﺘﻬﺎد وﺟﺪﻳﺔ وإﺧﻼص ﻟﻴﱰﻗﺐ ﻓﻮزه ﺑﺎﺣﱰام‬ ‫·‬

‫وﺗﻘﺪﻳﺮ رؤﺳﺎءه ﻣﻌﻨﻮﻳﺎ وﻣﺎدﻳﺎ‪.‬‬

‫‪ ‬‬

‫ﺑﺎﻋﺘﺒﺎر ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ اﻷداء ﻧﻈﺎم ﻓﻬﻮ ﻳﱰﻛﺐ ﻣﻦ ﻋﻨﺎﴏ ﺗﻌﱪ ﻋﻨﻪ وﺗﻔﴪه‬
‫وﺗﺘﻤﺜﻞ ﻫﺬه اﻟﻌﻨﺎﴏ ﰲ اﳋﻄﻮات اﳌﲈرﺳﺔ اﻟﺘﻄﺒﻴﻘﻴﺔ اﻟﺴﻠﻴﻤﺔ ﳍﺬه اﻟﻌﻤﻠﻴﺔ‬
‫وﻫﻲ ﺗﺘﻤﺜﻞ ﰲ‪:‬‬
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‫‪ i59 p‬‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬ ‫‪-1‬‬

‫وﻫﻮ اﳍﺪف اﻟﺬي ﺗﺴﻌﻰ ﻟﻪ اﻹدارة ﻣﻦ وراء اﻟﻌﻤﻠﻴﺔ وﲨﻌﻬﺎ ﳍﺬه‬

‫اﳌﻌﻠﻮﻣﺎت واﻟﺒﻴﺎﻧﺎت‪ ،‬ﺣﻴﺚ ﻳﻤﻜﻦ أن ﺗﻮﻇﻔﻬﺎ ﻟﻌﺪة أﻏﺮاض ﻣﻨﻬﺎ ﻣﺎ ﻳﲇ‪:‬‬

‫ﺗﻘﺪﻳﻢ ﻣﻌﻠﻮﻣﺎت ﻟﻠﻌﺎﻣﻠﲔ أﻧﻔﺴﻬﻢ ﻋﲆ ﺟﻮدة وﻛﻔﺎءة أداءﻫﻢ ﻷﻋﲈﳍﻢ‬ ‫·‬

‫وذﻟﻚ ﻟﻠﻤﻌﺮﻓﺔ‪ ،‬وﻟﺘﺤﺴﲔ اﻷداء ﻧﺤﻮ اﻷﻓﻀﻞ‪.‬‬

‫ﲢﺪﻳﺪ ﻣﺴﺘﻮى اﻷﺟﺮ واﻟﻜﻔﺎءات واﻟﻌﻼوات اﻟﺘﻲ ﻳﻤﻜﻦ أن ﳛﺼﻞ ﻋﻠﻴﻬﺎ‬ ‫·‬

‫اﻟﻔﺮد وذﻟﻚ ﻣﻘﺎﺑﻞ اﻷداء‪.‬‬

‫ﲢﺪﻳﺪ اﻟﻮﻇﻴﻔﺔ اﳊﺎﻟﻴﺔ اﳌﻨﺎﺳﺒﺔ‪ ،‬واﻟﻮﻇﻴﻔﺔ اﳌﺴﺘﻘﺒﻠﻴﺔ اﻟﺘﻲ ﻳﻤﻜﻦ أن ﻳﻨﻘﻞ ﳍﺎ‬ ‫·‬

‫اﻟﻌﺎﻣﻞ‪ ،‬أو اﻻﺳﺘﻐﻨﺎء ﻋﻦ اﻟﻌﺎﻣﻞ وﻫﺬا ﰲ ﺣﺎﻟﺔ ﻣﺎ ﱂ ﻳﻜﻦ ﻋﲆ اﳌﺴﺘﻮى‬

‫اﳌﻄﻠﻮب ﰲ اﻟﻮﻇﻴﻔﺔ اﳊﺎﻟﻴﺔ‪.‬‬

‫اﻟﺘﻌﺮف ﻋﲆ اﻷﻋﲈل واﳌﻬﺎم اﻟﺘﻲ ﻣﻦ اﳌﻤﻜﻦ أن ﺗﺴﻨﺪ إﱃ اﳌﻮﻇﻒ وﻫﺬا ﰲ‬ ‫·‬

‫ﺣﺎﻟﺔ اﳊﺎﺟﺔ إﱃ ﻫﺬه اﳌﻬﺎم‪.‬‬

‫ﲢﺪﻳﺪ أوﺟﻪ اﻟﻘﺼﻮر ﰲ أداء اﻟﻔﺮد‪ ،‬واﺣﺘﻴﺎﺟﻪ إﱃ اﻟﺘﻄﻮﻳﺮ واﻟﺘﻨﻤﻴﺔ وذﻟﻚ‬ ‫·‬

‫ﻣﻦ ﺧﻼل ﺟﻬﻮد اﻟﺘﺪرﻳﺐ‪.‬‬

‫إﺟﺒﺎر اﳌﺪﻳﺮﻳﻦ أن ﻳﺮﺑﻄﻮا ﺳﻠﻮك ﻣﺮؤوﺳﻴﻬﻢ ﺑﻨﻮاﺗﺞ اﻟﻌﻤﻞ وﻗﻴﻤﺘﻪ اﻟﻨﻬﺎﺋﻴﺔ‪.‬‬ ‫·‬
‫‪Copyright © 2012.‬‬

‫‪ i60 p‬‬

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‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻓﺎﻟﱰﻛﻴﺰ ﻋﲆ ﻧﻮع ﻣﻦ ﻫﺬه اﻷﻏﺮاض ﻫﻮ اﻟﺬي ﻳﻌﻄﻲ اﻟﺸﻜﻞ اﻟﻌﺎم ﻟﻨﻈﺎم‬

‫ﺗﻘﻴﻴﻢ اﻷداء‪.‬‬

‫ﻓﻌﲆ ﺳﺒﻴﻞ اﳌﺜﺎل إن رﻛﺰت اﳌﺆﺳﺴﺔ أو اﻹدارة ﻋﲆ ﻏﺮض ﺗﻘﺪﻳﻢ اﳌﻌﻠﻮﻣﺎت‬

‫ﻟﻠﻌﺎﻣﻠﲔ ﻋﲆ أداﺋﻬﻢ‪ ،‬ﻓﻬﺬا ﺗﺄﻛﻴﺪ ﻋﲆ أﳘﻴﺔ إﺧﺒﺎر اﻟﻌﺎﻣﻠﲔ ﺑﻨﺘﺎﺋﺞ اﻟﺘﻘﻴﻴﻢ‬
‫وﻛﺬا ﺷﻜﻞ ﻧﻤﻮذج ﺗﻘﻴﻴﻢ اﻷداء‪ ،‬ﻛﺄن ﺗﻜﻮن ﻣﻌﻠﻮﻣﺎت اﻟﺘﻘﻴﻴﻢ وﻣﻌﺎﻳﲑه‬
‫ﻣﻜﺘﻮﺑﺔ ﺑﺸﻜﻞ ﻳﺴﻬﻞ إﻳﻀﺎﺣﻪ وﺗﻮﺻﻴﻠﻪ إﱃ اﻟﻌﺎﻣﻠﲔ‪.‬‬

‫‪‬‬ ‫‪-2‬‬

‫ﻳﻤﻜﻦ أن ﻳﻘﻮم ﲠﺬه اﻟﻌﻤﻠﻴﺔ أي ﻣﻦ اﻷﻃﺮاف اﻟﺘﺎﻟﻴﺔ‪ :‬اﻟﺮﺋﻴﺲ‪ ،‬اﳌﺮؤوس‪،‬‬

‫ﳉﻨﺔ ﺗﻘﻴﻴﻢ‪ ،‬زﻣﻼء اﻟﻌﻤﻞ‪ ،‬ﻓﻄﺮﻳﻘﺔ اﻟﺘﻘﻴﻴﻢ ﻋﻦ ﻃﺮﻳﻖ اﻟﺮﺋﻴﺲ ﻫﻲ اﻷﻛﺜﺮ ﺷﻴﻮﻋﺎ‪،‬‬
‫ﻛﲈ ﻳﻤﻜﻦ ﺗﻘﻮﻳﺔ ﻫﺬه اﻟﻄﺮﻳﻘﺔ ﻣﻦ ﺧﻼل ﻗﻴﺎس اﻟﺮﺋﻴﺲ اﻷﻋﲆ ﻣﻦ اﻟﺮﺋﻴﺲ‬
‫اﳌﺒﺎﴍ ﺑﺎﻋﺘﲈد اﻟﺘﻘﻴﻴﻢ ﺣﻴﺚ ﻳﻘﻊ ﻋﲆ ﻋﺎﺗﻖ ﻫﺬا اﻷﺧﲑ ﻣﺴﺆوﻟﻴﺔ ﺿﺒﻂ وﻣﻮازﻧﺔ‬
‫ﺗﻘﺪﻳﺮات اﻟﺮؤﺳﺎء اﳌﺒﺎﴍﻳﻦ ﺑﺒﻌﻀﻬﻢ اﻟﺒﻌﺾ‪ ،‬واﻟﺘﺄﻛﺪ ﻣﻦ إﺗﺒﺎﻋﻬﻢ ﻟﻺﺟﺮاءات‬
‫واﻟﺘﻌﻠﻴﲈت ﺑﺸﻜﻞ ﺳﻠﻴﻢ ﰲ ﺣﲔ ﺗﻘﻊ اﳌﺴﺆوﻟﻴﺔ اﻟﺮﺋﻴﺴﻴﺔ ﰲ اﻟﺘﻘﻴﻴﻢ ﻋﲆ‬
‫اﻟﺮﺋﻴﺲ اﳌﺒﺎﴍ‪.‬‬

‫وﺗﺘﻤﺜﻞ اﻟﻄﺮﻳﻘﺔ اﻟﺜﺎﻧﻴﺔ ﰲ ﻗﻴﺎم اﳌﺮؤوﺳﲔ ﺑﺘﻘﻴﻴﻢ اﻟﺮؤﺳﺎء‪ ،‬وﻫﻲ ﲣﺺ‬

‫ﺗﻠﻚ اﳌﻨﻈﲈت ذات اﳌﻮاﻗﻒ اﳊﺮﺟﺔ‪ ،‬وذات اﳊﺴﺎﺳﻴﺔ اﻟﻌﺎﻟﻴﺔ ﻣﻦ أﻫﻢ‬
‫ﻣﺸﺎﻛﻞ ﻫﺬه اﻟﻄﺮﻳﻘﺔ أﳖﺎ ﺗﻨﺎﻗﺾ ﻣﺒﺎدئ اﻹدارة ﺑﻌﻜﺲ اﻟﻄﺮﻳﻘﺔ اﻷوﱃ اﻟﺘﻲ‬
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‫‪ i61 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
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‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺗﺘﲈﺷﻰ ﻣﻊ ﻣﺒﺎدئ اﻹدارة وﺧﺎﺻﺔ ﻓﻴﲈ ﻳﺘﻌﻠﻖ ﺑﻮﺣﺪة اﻷﻣﺮ‪ ،‬أﺿﻒ إﱃ ﻣﺎ‬
‫ﻳﻼﻗﻴﻪ اﳌﺮؤوﺳﲔ ﻣﻦ اﺣﺘﺠﺎج ﻣﻦ ﻗﺒﻞ اﻟﺮؤﺳﺎء‪.‬‬

‫أﻣﺎ اﻟﻄﺮﻳﻘﺔ اﻟﺜﺎﻟﺜﺔ ﻓﻬﻲ ﲣﺺ ﺗﻘﻴﻴﻢ اﻟﺰﻣﻼء واﻟﺘﻲ ﺗﻌﺘﱪ ﻧﺎدرة اﻻﺳﺘﺨﺪام‬
‫وﺗﺘﻤﺜﻞ ﻣﺸﺎﻛﻠﻬﺎ ﻋﲆ اﳌﺴﺘﻮى اﻟﺘﻨﻈﻴﻤﻲ اﻷدﻧﻰ ﳌﺎ ﲣﻠﻘﻪ ﻣﻦ ﻣﺸﺎﻛﻞ ﰲ اﻟﻌﻼﻗﺎت‬
‫اﻻﺟﺘﲈﻋﻴﺔ داﺧﻞ اﻟﻌﻤﻞ‪ ،‬ﻛﲈ ﻳﻤﻜﻦ اﺳﺘﺨﺪاﻣﻬﺎ ﰲ اﳌﺴﺘﻮﻳﺎت اﻹدارﻳﺔ‬
‫ﺑﻐﺮض ﲢﺪﻳﺪ اﻻﺳﺘﻌﺪادات اﻟﻘﻴﺎدﻳﺔ واﻹدارﻳﺔ اﳌﺤﺘﻤﻠﺔ ﻟﺪى ﻗﺎدة وﻣﺪﻳﺮي‬
‫اﳌﺴﺘﻘﺒﻞ‪.‬‬

‫أﻣﺎ ﻓﻴﲈ ﳜﺺ اﻟﻄﺮﻳﻘﺔ اﻟﺮاﺑﻌﺔ واﻟﺘﻲ ﺗﻌﻨﻲ وﺟﻮد ﳉﻨﺔ ﻣﻦ اﻟﺮؤﺳﺎء ﻳﻌﻤﻠﻮن‬
‫ﻋﲆ وﺿﻊ ﺗﻘﻴﻴﻢ ﻣﺸﱰك ﺑﻴﻨﻬﻢ ﻟﻜﻞ ﻣﺮؤوس ﻋﲆ ﺣﺪه‪ ،‬وﻫﺬا اﻟﻄﺮﻳﻘﺔ ﺗﻔﱰض‬
‫أن اﻟﺮؤﺳﺎء ﻋﲆ ﻗﺮب ﻣﻦ ﻛﻞ ﻣﺮؤوس‪ ،‬وﻟﺪﳞﻢ اﳌﻌﻠﻮﻣﺎت اﻟﻜﺎﻓﻴﺔ ﻟﻠﻘﻴﺎم‬
‫ﲠﺬه اﻟﻌﻤﻠﻴﺔ؛ وﻫﻮ أﻣﺮ ﻏﲑ ﻣﺘﻮاﻓﺮ دوﻣﺎ ﳑﺎ ﳚﻌﻞ اﳌﺆﺳﺴﺔ ﲣﻀﻊ ﻛﻞ رﺋﻴﺲ‬
‫ﻋﲆ ﺣﺪه ﺑﺈﻋﻄﺎء اﻟﺘﻘﻴﻴﻢ ﺛﻢ ﲡﻤﻊ ﻫﺬه اﻟﺘﻘﺎرﻳﺮ ﻣﻊ ﺑﻌﻀﻬﺎ اﻟﺒﻌﺾ ﻹﺿﻔﺎء‬
‫ﻋﻨﴫ اﳉﲈﻋﻴﺔ‪.‬‬

‫‪‬‬ ‫‪-3‬‬
‫ﻛﻢ ﻣﺮة ﺳﻴﺘﻢ اﻟﺘﻘﻴﻴﻢ ﺳﻨﻮﻳﺎ؟‬ ‫·‬

‫ﻣﺘﻰ ﺗﺘﻢ ﻋﻤﻠﻴﺔ اﻟﺘﻘﻴﻴﻢ؟‬ ‫·‬

‫ﻓﻐﺎﻟﺒﺎ ﻣﺎ ﺗﻘﻮم اﳌﺆﺳﺴﺎت ﲠﺬه اﻟﻌﻤﻠﻴﺔ ﰲ ﳖﺎﻳﺔ اﻟﺴﻨﺔ وﻫﻮ ﰲ ﺣﻘﻴﻘﺔ‬

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‫‪ i62 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻷﻣﺮ ﻳﻤﺜﻞ ﲥﺪﻳﺪ ﻟﻌﻤﻠﻴﺔ اﻟﺘﻘﻴﻴﻢ وذﻟﻚ ﻟﻀﻴﻖ اﻟﻮﻗﺖ اﳌﺨﺼﺺ ﳍﺬه اﻟﻌﻤﻠﻴﺔ؛‬
‫ﻓﺈذا ﻣﺎ ﻋﻤﻞ اﻟﺮؤﺳﺎء ﺑﻌﻤﻠﻴﺔ اﻟﺘﻘﻴﻴﻢ ﺧﻼل اﻟﻔﱰة ﻛﻠﻬﺎ وذﻟﻚ ﻳﻮﺟﺐ اﻻﺣﺘﻔﺎظ‬
‫ﺑﺴﺠﻼت ﻋﻦ ﻣﺪى ﺗﻘﺪم اﳌﺮؤوﺳﲔ ﰲ ﻋﻤﻠﻬﻢ وﻫﺬا ﰲ اﻟﻮاﻗﻊ ﻣﺪة أﻃﻮل‬
‫ﻣﻦ ﺗﻠﻚ ﲣﺼﺺ ﳍﺎ ﰲ ﳖﺎﻳﺔ اﻟﺴﻨﺔ‪.‬‬

‫‪‬‬ ‫‪-4‬‬

‫وﻫﻲ ﺗﻠﻚ اﻟﻌﻨﺎﴏ اﻟﺘﻲ ﺗﺴﺘﺨﺪم ﻛﺮﻛﺎﺋﺰ ﻟﻠﺘﻘﻴﻴﻢ وﺗﺼﻨﻒ ﻫﺬه اﳌﻌﺎﻳﲑ‬
‫إﱃ‪:‬‬
‫ﻣﻌﺎﻳﲑ ﻧﻮاﺗﺞ اﻷداء‪ :‬ﲣﺘﺺ ﺑﻘﻴﺎس ﻛﻤﻴﺔ وﺟﻮدة اﻷداء‪.‬‬ ‫·‬

‫ﻣﻌﺎﻳﲑ ﺳﻠﻮك اﻷداء‪ :‬ﻣﺜﻞ ﻣﻌﺎﳉﺔ ﺷﻜﺎوى اﻟﻌﻤﻼء‪ ،‬إدارة اﻻﺟﺘﲈﻋﺎت‪،‬‬ ‫·‬

‫ﻛﺘﺎﺑﺔ اﻟﺘﻘﺎرﻳﺮ‪ ،‬اﳌﻮاﻇﺒﺔ ﻋﲆ اﻟﻌﻤﻞ واﻟﺘﻌﺎون ﻣﻊ اﻟﺰﻣﻼء‪...‬إﻟﺦ‪.‬‬

‫ﻣﻌﺎﻳﲑ ﺻﻔﺎت ﺷﺨﺼﻴﺔ‪ :‬ﻣﺜﻞ اﳌﺒﺎدأة‪ ،‬اﻻﻧﺘﺒﺎه‪ ،‬داﻓﻌﻴﺔ ﻋﺎﻟﻴﺔ واﻻﺗﺰان‬ ‫·‬

‫اﻻﻧﻔﻌﺎﱄ ‪ ...‬إﻟﺦ‪.‬‬

‫‪‬‬ ‫‪‬‬
‫ﳚﺐ اﻻﺳﺘﻌﺎﻧﺔ ﺑﻌﺪد ﻛﺒﲑ ﻧﺴﺒﻴﺎ ﻣﻦ اﳌﻌﺎﻳﲑ وذﻟﻚ ﻟﺘﻌﺪد اﻷﻧﺸﻄﺔ اﻟﺘﻲ‬ ‫·‬

‫ﻳﲈرﺳﻬﺎ اﳌﺮؤوﺳﻮن ﲠﺪف ﺗﻐﻄﻴﺔ اﳉﻮاﻧﺐ اﳌﺨﺘﻠﻔﺔ ﻟﻸداء‪.‬‬

‫ﳚﺐ أن ﺗﻜﻮن ﻣﻮﺿﻮﻋﻴﺔ‪ ،‬أي ﺗﻌﱪ ﻋﻦ اﳌﻘﻮﻣﺎت اﻷﺳﺎﺳﻴﺔ اﻟﺘﻲ ﺗﺴﺘﻠﺰﻣﻬﺎ‬ ‫·‬
‫‪Copyright © 2012.‬‬

‫‪ i63 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻃﺒﻴﻌﺔ اﻟﻌﻤﻞ‪ ،‬ﺣﻴﺚ ﺗﻌﺘﱪ ﻣﻌﺎﻳﲑ ﻧﻮاﺗﺞ اﻷداء اﻷﻛﺜﺮ ﻣﻮﺿﻮﻋﻴﺔ ﻣﻦ‬
‫ﻏﲑﻫﺎ‪.‬‬
‫ﺻﺪق اﳌﻌﻴﺎر‪ ،‬واﻟﺬي ﻳﻌﻨﻲ أن ﺗﻜﻮن ﲨﻴﻊ اﻟﻌﻮاﻣﻞ اﳌﺪرﺟﺔ ﰲ اﳌﻌﻴﺎر ﳚﺐ‬ ‫·‬

‫أن ﺗﻌﱪ ﺑﺼﺪق ﻋﻦ اﳋﺼﺎﺋﺺ اﻟﺘﻲ ﻳﺘﻄﻠﺒﻬﺎ اﻷداء وﻳﺘﻢ اﻟﻮﺻﻮل إﱃ ذﻟﻚ‬
‫ﻣﻦ ﺧﻼل دراﺳﺔ وﲢﻠﻴﻞ اﻟﻌﻤﻞ‪.‬‬
‫ﺛﺒﺎت اﳌﻘﻴﺎس أو اﳌﻌﻴﺎر‪ ،‬أﻳﻦ ﳚﺐ أن ﺗﻜﻮن ﻧﺘﻴﺠﺔ اﻷداء ﻣﻦ ﺧﻼل‬ ‫·‬

‫ﻣﻘﺎﻳﻴﺲ ﺛﺎﺑﺘﺔ ﲣﺘﻠﻒ ﺑﺎﺧﺘﻼف درﺟﺎت وﻣﺴﺘﻮﻳﺎت اﻷداء‪.‬‬

‫اﻟﺘﻤﻴﻴﺰ وﻳﻌﻨﻲ ذﻟﻚ ﺣﺴﺎﺳﻴﺔ اﳌﻌﻴﺎر ﻹﻇﻬﺎر اﻻﺧﺘﻼﻓﺎت ﰲ ﻣﺴﺘﻮﻳﺎت‬ ‫·‬

‫اﻷداء ﻣﻬﲈ ﻛﺎﻧﺖ ﺑﺴﻴﻄﺔ ﻓﻴﻤﻴﺰ ﺑﲔ أداء اﻟﻔﺮد أو ﳎﻤﻮﻋﺔ ﻣﻦ اﻷﻓﺮاد‪.‬‬

‫اﻟﺴﻬﻮﻟﺔ ﰲ اﺳﺘﺨﺪام اﳌﻌﻴﺎر‪ ،‬وﻫﺬا ﻳﻌﻨﻲ اﻟﻮﺿﻮح ﰲ اﻻﺳﺘﻌﲈل ﻣﻦ ﻗﺒﻞ‬ ‫·‬

‫اﳌﺴﺆول ﻋﻦ اﻟﺘﻘﻴﻴﻢ‪.‬‬
‫ﻗﺎﺑﻠﻴﺔ اﻟﻘﻴﺎس‪ ،‬وﻫﺬا ﻳﻌﻨﻲ إﻣﻜﺎﻧﻴﺔ ﻗﻴﺎس ﻫﺬا اﳌﻌﻴﺎر أو ﺗﻠﻚ اﳋﺎﺻﻴﺔ اﳌﺮاد‬ ‫·‬

‫ﻗﻴﺎﺳﻬﺎ ﰲ اﻟﻔﺮد‪.‬‬

‫‪‬‬ ‫‪-5‬‬

‫ﻗﺎﺋﻤﺔ ﻣﻌﺎﻳﲑ اﻟﺘﻘﻴﻴﻢ‪ :‬ﻋﺒﺎرة ﻋﻦ ﺟﺪول ﻳﺼﻨﻒ ﻓﻴﻪ ﻋﺪة ﻣﻌﺎﻳﲑ وﲢﺪد ﻣﺪى‬ ‫·‬

‫ﺗﻮﻓﺮ ﻫﺬه اﳌﻌﺎﻳﲑ ﰲ أداء اﻟﻔﺮد‪ ،‬وﻳﺘﻢ اﻟﺘﻘﻴﻴﻢ اﻟﻜﲇ ﻟﻠﻔﺮد ﺑﺠﻤﻊ اﳌﻘﺎﻳﻴﺲ‬
‫اﻟﺘﻲ وﺿﻌﺖ ﻟﻜﻞ ﻣﻌﻴﺎر ﺗﻮﻓﺮ ﰲ ﻫﺬا اﻟﻔﺮد‪.‬‬
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‫‪ i64 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻃﺮﻳﻘﺔ اﻟﱰﺗﻴﺐ اﻟﺒﺴﻴﻂ‪ :‬ﻳﻘﻮم ﻛﻞ رﺋﻴﺲ ﻣﺒﺎﴍ ﺑﱰﺗﻴﺐ ﻣﺮؤوﺳﻴﻪ ﺗﻨﺎزﻟﻴﺎ‬ ‫·‬

‫ﻣﻦ اﻷﺣﺴﻦ إﱃ اﻷﻗﻞأداء ‪ ،‬وذﻟﻚ ﻃﺒﻘﺎ ﻟﻸداء اﻟﻌﺎم وﺑﻌﻴﺪا ﻋﻦ ﻣﺎ ﻳﺴﻤﻰ‬

‫ﺑﺎﳌﻌﺎﻳﲑ‪ ،‬وﻫﻲ أﻛﱪ ﻣﺸﻜﻞ ﺗﻌﺎﲏ ﻣﻨﻪ اﻟﻄﺮﻳﻘﺔ رﻏﻢ ﻣﺎ ﲤﺘﺎز ﺑﻪ ﻣﻦ اﻟﺒﺴﺎﻃﺔ‪.‬‬

‫اﳌﻘﺎرﻧﺔ اﻟﺰوﺟﻴﺔ )ﺑﲔ ﻋﺎﻣﻠﲔ(‪ :‬ﺣﻴﺚ ﻳﺘﻢ ﻣﻦ ﺧﻼﳍﺎ ﻣﻘﺎرﻧﺔ اﻟﻌﺎﻣﻞ داﺧﻞ‬ ‫·‬

‫اﻟﻘﺴﻢ ﻣﻊ ﺑﺎﻗﻲ اﻟﻌﲈل اﻵﺧﺮﻳﻦ ﺑﺸﻜﻞ ﺛﻨﺎﺋﻲ وﻟﻴﺲ دﻓﻌﺔ واﺣﺪة‪ ،‬وﻣﻦ ﺛﻢ‬
‫ﲡﻤﻊ اﳌﻘﺎرﻧﺎت وﻳﺘﻢ اﻟﱰﺗﻴﺐ اﻟﺘﻨﺎزﱄ ﻷﻓﺮاد اﻟﻘﺴﻢ ﻋﲆ ﻫﺬا اﻟﻨﺤﻮ‪ ،‬وﻳﻌﺎب‬
‫ﻋﲆ ﻫﺬه اﻟﻄﺮﻳﻘﺔ ﻋﲆ أﳖﺎ ﺻﻌﺒﺔ اﻻﺳﺘﺨﺪام وﻫﺬا ﺿﻤﻦ اﻷﻗﺴﺎم اﻟﻜﺒﲑة‬
‫اﻟﻌﺪد‪.‬‬

‫ﻃﺮﻳﻘﺔ اﻟﺘﻮزﻳﻊ اﻹﺟﺒﺎري‪ :‬أﻳﻦ ﻳﻜﻮن اﻟﺮﺋﻴﺲ ﳎﱪ ﻋﲆ ﺗﻮزﻳﻊ ﻣﺮؤوﺳﻴﻪ‬ ‫·‬

‫وﻓﻖ درﺟﺎت ﲢﺪدﻫﺎ اﳌﻨﻈﻤﺔ‪ ،‬ﺑﺤﻴﺚ ﺗﻮﺿﻊ درﺟﺔ وﺳﻴﻄﺔ ﺗﺼﻨﻒ ﻓﻴﻬﺎ‬
‫ﻏﺎﻟﺒﻴﺔ اﻟﻌﲈل وﺗﺄﺧﺬ ﻧﺴﺒﺔ اﻟﻌﲈل ﰲ ﺑﺎﻗﻲ اﻟﺪرﺟﺎت ﰲ اﻧﺨﻔﺎض ﻋﻦ ﻧﺴﺒﺔ‬
‫اﻟﺪرﺟﺔ اﻟﻮﺳﻴﻄﺔ‪.‬‬

‫ﻃﺮﻳﻘﺔ اﻹدارة ﺑﺎﻷﻫﺪاف‪ :‬ﺗﻌﺘﻤﺪ ﻋﲆ أن اﻟﻌﱪة ﺑﺎﻟﻨﺘﺎﺋﺞ اﻟﺘﻲ ﻳﺴﺘﻄﻴﻊ اﻟﻔﺮد‬ ‫·‬

‫أن ﳛﻘﻘﻬﺎ‪ ،‬ﺑﻌﻴﺪا ﻋﻦ ﺳﻠﻮك واﻟﺼﻔﺎت اﻟﺸﺨﺼﻴﺔ ﻟﻪ‪ ،‬وﻫﻲ ﲤﺮ ﺑﺎﳋﻄﻮات‬

‫اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﲢﺪﻳﺪ اﻷﻫﺪاف اﳌﺮاد ﲢﻘﻴﻘﻬﺎ ﻛﻤﻘﻴﺎس ﻟﺘﺤﺪﻳﺪ اﻷداء‪.‬‬
‫‪ -‬ﺧﻼل ﻓﱰة اﻟﺘﻨﻔﻴﺬ ﻻﺑﺪ ﻋﲆ اﻟﺮﺋﻴﺲ ﻣﻦ ﻣﺘﺎﺑﻌﺔ ﲢﻘﻴﻖ اﻷﻫﺪاف‬
‫‪Copyright © 2012.‬‬

‫‪ i65 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫وﺗﻘﻴﻴﻢ اﳌﺴﺎﻋﺪة‪ ،‬ﺣﺘﻰ ﻳﻌﺮف إذا ﻛﺎن ﻫﻨﺎك ﺗﺄﺧﲑ ﺧﺎرج ﻋﻦ ﺳﻴﻄﺮة‬
‫اﳌﺮؤوس‪.‬‬
‫‪ -‬ﺧﻼل ﻣﺮﺣﻠﺔ ﺗﻘﻴﻴﻢ اﻷداء وذﻟﻚ ﺑﻤﻘﺎرﻧﺔ اﻟﻨﺘﺎﺋﺞ اﻟﻔﻌﻠﻴﺔ ﻣﻊ ﻧﻈﲑﲥﺎ‬
‫اﳌﺨﻄﻄﺔ‪.‬‬

‫ﻗﻮاﺋﻢ اﳌﺮاﺟﻌﺔ‪ :‬ﺗﻜﻮن ﺑﺎﻟﺘﻌﺎون ﻣﻊ إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ واﳌﺪراء اﳌﴩﻓﲔ‪،‬‬ ‫·‬

‫ﻫﺬه اﻟﻘﻮاﺋﻢ ﲥﺘﻢ ﺑﺎﳉﺎﻧﺐ اﻟﺴﻠﻮﻛﻲ واﻟﺬاﰐ أﻛﺜﺮ ﻣﻨﻬﺎ ﻣﻮﺿﻮﻋﻴﺔ‪ ،‬ﺣﻴﺚ‬
‫ﲢﺪد اﻹدارة ﺗﺄﺛﲑ ﻛﻞ ﺻﻔﺔ أو ﺳﻠﻮك ﻋﲆ أداء اﻟﻮﻇﻴﻔﺔ وﲢﺘﻔﻆ اﻹدارة‬
‫ﲠﺬه اﳌﻘﺎﻳﻴﺲ وﺗﺴﻠﻢ اﻟﻘﻮاﺋﻢ ﺑﺪون ﻧﺴﺐ‪ ،‬ﻟﻠﺮﺋﻴﺲ اﻟﺬي ﻳﺘﻮﱃ ﻣﻞء ﻫﺬه‬
‫اﻟﻘﻮاﺋﻢ ﺑﻨﻔﺴﻪ‪ ،‬وﺑﻌﻮدة اﻟﻘﻮاﺋﻢ إﱃ اﻹدارة ﻳﻜﻮن ﻫﻨﺎك ﻋﻤﻠﻴﺔ ﻣﻄﺎﺑﻘﺔ ﺑﻴﻨﻬﺎ‬
‫وﺑﲔ اﻟﻨﺴﺐ ﻟﻴﺨﻠﺺ ﰲ اﻟﻨﻬﺎﻳﺔ إﱃ اﻟﺘﻘﻴﻴﻢ اﻟﻨﻬﺎﺋﻲ‪ ،‬وﻳﻄﻠﻖ ﻋﲆ ﻫﺬه‬
‫اﻟﻄﺮﻳﻘﺔ ﻛﺬﻟﻚ اﳌﻼﺣﻈﺔ اﻟﺴﻠﻮﻛﻴﺔ‪.‬‬

‫‪‬‬ ‫‪-6‬‬

‫وﻫﻨﺎ ﻳﻄﺮح اﻟﺴﺆال اﻟﺬي ﻳﻘﺘﴤ ﺗﻮﺻﻴﻞ ﻣﻌﻠﻮﻣﺎت وﻧﺘﺎﺋﺞ اﻟﺘﻘﻴﻴﻢ إﱃ‬
‫اﳌﺮؤوﺳﲔ أو ﻛﺘﻤﻬﺎ واﻻﺣﺘﻔﺎظ ﲠﺎ ﻟﺪى اﻹدارة‪.‬‬

‫ﻫﻨﺎك ﻣﻦ اﳌﻨﻈﲈت اﻟﺘﻲ ﺗﻨﻈﺮ ﺑﻤﻨﻈﻮر ﻋﺪم ﺗﻌﻜﲑ ﺟﻮ اﻟﻌﻤﻞ ﻓﻼ ﺗﺮﻏﺐ ﰲ‬ ‫·‬

‫ﺗﺴﻠﻴﻢ اﻟﻨﺘﺎﺋﺞ وﺗﻌﺘﻘﺪ أن ذﻟﻚ أﻓﻀﻞ ﳍﺎ‪.‬‬

‫ﻓﻴﲈ ﺗﻔﻀﻞ ﻣﻨﻈﲈت أﺧﺮى اﻟﺴﺒﻴﻞ اﻟﺜﺎﲏ وذﻟﻚ ﻟﻌﺪة أﺳﺒﺎب ﻧﺬﻛﺮ ﻣﻨﻬﺎ‪:‬‬ ‫·‬
‫‪Copyright © 2012.‬‬

‫‪ i66 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫رﻏﺒﺔ اﳌﺮؤوس ﰲ اﻟﺘﻌﺮف ﻋﲆ ﻣﺴﺘﻮى أداءه واﻹﻃﻼع ﻋﲆ رأي‬ ‫‪-1‬‬

‫اﻟﺮﺋﻴﺲ اﳌﺒﺎﴍ ﻋﻠﻴﻪ‪.‬‬

‫رﻏﺒﺔ اﳌﺮؤوس ﻛﺬﻟﻚ ﰲ رﻓﻊ ﻣﺴﺘﻮى أداءه اﳊﺎﱄ‪.‬‬ ‫‪-2‬‬

‫ﳏﺎوﻟﺔ ﺧﻠﻖ ﺟﻮ ﻣﻦ اﻟﺘﻔﺎﻫﻢ واﻟﺘﻌﺎون واﻟﻮﺿﻮح داﺧﻞ اﻟﻌﻤﻞ ﻣﻬﲈ ﻛﺎﻧﺖ‬ ‫·‬

‫اﻟﻨﺘﺎﺋﺞ‪.‬‬

‫ﻓﻤﻌﻈﻢ اﻟﺪراﺳﺎت اﳊﺎﻟﻴﺔ ﺗﻔﻀﻞ ﻋﻼﻧﻴﺔ اﻟﻨﺘﺎﺋﺞ ﻋﻦ ﻃﺮﻳﻖ اﳌﻘﺎﺑﻼت‬

‫اﻟﺮﺳﻤﻴﺔ ﻳﻌﻄﻲ ﻧﻮع ﻣﻦ اﻟﺘﺤﻔﻴﺰ‪.‬‬

‫اﻟﻜﻴﻔﻴﺔ اﻟﺘﻲ ﻳﺘﻢ ﲠﺎ إﺧﺒﺎر اﳌﺮؤوﺳﲔ ﺑﻨﺘﻴﺠﺔ اﻟﺘﻘﻴﻴﻢ‬

‫اﻟﴫاﺣﺔ ﰲ ﺗﻘﺪﻳﻢ اﳌﻌﻠﻮﻣﺎت ﻋﻦ اﳌﺮؤوس‪.‬‬ ‫·‬

‫ﺗﻘﺪﻳﻢ أﻛﱪ ﻗﺪر ﻣﻦ اﳌﻌﻠﻮﻣﺎت إﱃ اﳌﺮؤوس‪ ،‬ﻛﻮﺳﻴﻠﺔ ﻟﻜﻲ ﻳﻌﻠﻢ ﻣﺪى‬ ‫·‬

‫ﺗﻘﺪﻣﻪ ﰲ اﻹﻧﺠﺎز‪.‬‬

‫إﻗﻨﺎع اﳌﺮؤوس ﺑﻨﺘﻴﺠﺔ اﻟﺘﻘﻴﻴﻢ‪ ،‬وذﻟﻚ ﻣﻦ ﺧﻼل اﻷدﻟﺔ واﻟﱪاﻫﲔ‪.‬‬ ‫·‬

‫إﻋﻄﺎء ﻓﺮﺻﺔ ﻟﻠﻤﺮؤوس ﻟﻜﻲ ﻳﺒﺪي رأﻳﻪ‪.‬‬ ‫·‬

‫إﺗﺒﺎع أﺳﻠﻮب اﳌﻘﺎﺑﻠﺔ ﻟﻌﺮض اﻟﻨﺘﺎﺋﺞ‪ ،‬وذﻟﻚ ﻛﺴﺒﻴﻞ ﻟﺘﻄﻮﻳﺮ وﲢﺴﲔ اﻷداء‪.‬‬ ‫·‬
‫‪Copyright © 2012.‬‬

‫‪ i67 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬ ‫‪-7‬‬
‫ﳚﺐ إن ﻳﻜﻮن ﻫﻨﺎ ﺣﻠﻘﺔ رﺑﻂ ﺑﲔ ﲢﺪﻳﺪ أﻫﺪاف اﻟﺘﻘﻴﻴﻢ واﳌﻬﺎم اﻷﺧﺮى‬
‫ﻹدارة اﳌﻮارد اﻟﺒﴩﻳﺔ‪ ،‬وذﻟﻚ ﺑﺎﺳﺘﺨﺪام اﻟﻨﺘﺎﺋﺞ ﻛﺄﺳﺎس ﳍﺬه اﳌﻬﺎم ﻓﻌﲆ‬
‫ﺳﺒﻴﻞ اﳌﺜﺎل ﻛﻤﻌﻴﺎر ﻟﻠﱰﻗﻴﺔ‪ ،‬أو ﻣﻨﺢ اﻟﻌﻼوات واﳌﻜﺎﻓﺂت واﳊﻮاﻓﺰ‪ ،‬وﲢﺪﻳﺪ‬
‫اﻻﺣﺘﻴﺎﺟﺎت ﻣﻦ اﻟﺘﺪرﻳﺐ‪.‬‬
‫ﻣﺸﺎﻛﻞ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻢ اﻷداء‪:‬‬
‫ﻳﻤﻜﻦ ﺗﺼﻨﻴﻒ ﻫﺬه اﳌﺸﺎﻛﻞ إﱃ ﻣﺸﺎﻛﻞ ذاﺗﻴﺔ ﺗﺘﻌﻠﻖ ﺑﺎﳌﺴﺌﻮل ﻋﻦ ﻋﻤﻠﻴﺔ‬
‫اﻟﺘﻘﻴﻴﻢ‪ ،‬وأﺧﺮى ﻣﻮﺿﻮﻋﻴﺔ ﺗﺘﻌﻠﻖ ﺑﻌﻤﻠﻴﺔ اﻷداء ﺑﺤﺪ ذاﲥﺎ‪.‬‬
‫اﳌﺸﺎﻛﻞ اﻟﺬاﺗﻴﺔ‪ :‬ﺗﺘﻌﻠﻖ ﺑﲈ ﻳﲇ‪:‬‬
‫ﺧﺼﺎﺋﺺ وﺻﻔﺎت اﳌﻘﻮم‪ :‬وﺗﺮﺗﺒﻂ ﻫﺬه اﻟﺼﻔﺎت ﺑﻤﺪى ﻣﻬﺎرة وﺧﱪة‬ ‫·‬

‫اﳌﻘﻮم ﻟﻠﻤﲈرﺳﺔ ﻟﻠﻤﻬﻨﺔ؛ اﻟﺬي ﻳﺸﱰط ﰲ اﳌﻘﻮم أن ﻳﻜﻮن ذا ﺧﱪة‬

‫ﻋﺎﻟﻴﺔ واﻟﻘﺪرة ﻋﲆ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﲈﻋﻲ‪.‬‬
‫اﻟﺘﺴﺎﻫﻞ واﻟﺮﻓﻖ‪ :‬ﺣﻴﺚ ﻳﻤﻴﻞ ﺑﻌﺾ اﳌﻘﻮﻣﲔ إﱃ اﻟﺘﻌﺎﻣﻞ ﺑﺮﻓﻖ ﻣﻊ‬ ‫·‬

‫اﳌﺮؤوﺳﲔ ﰲ ﻫﺬه اﻟﻌﻤﻠﻴﺔ وﻫﺬا ﳜﻔﻲ اﻟﻨﺘﺎﺋﺞ اﳊﻘﻴﻘﻴﺔ ﻟﻠﻌﻤﻠﻴﺔ‪ ،‬وﻳﺒﻌﺪ‬

‫ﻋﻦ اﳍﺪف اﳌﺴﻄﺮ‪.‬‬
‫ﺗﺄﺛﲑ اﳍﺎﻟﺔ‪ :‬وﻫﻲ اﻟﺰاوﻳﺔ اﻟﺘﻲ ﻳﻨﻈﺮ ﲠﺎ إﱃ اﳌﺮؤوس ﻓﺈذا ﻛﺎﻧﺖ ﺗﻠﻚ‬ ‫·‬

‫اﻟﻨﻈﺮة إﳚﺎﺑﻴﺔ ﺗﻜﻮن ﻧﺘﺎﺋﺞ اﻟﺘﻘﻴﻴﻢ إﳚﺎﺑﻴﺔ واﻟﻌﻜﺲ ﺻﺤﻴﺢ‪ ،‬وﻫﺬا ﻣﺎ‬
‫ﻳﻔﻘﺪ ﻗﻴﻤﺔ ﻣﻌﺎﻳﲑ اﻟﺘﻘﻴﻴﻢ وﻳﻀﻔﻲ ﺟﺎﻧﺐ اﳊﻴﺎدﻳﺔ‪.‬‬
‫‪Copyright © 2012.‬‬

‫‪ i68 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻨﺰﻋﺔ اﳌﺮﻛﺰﻳﺔ‪ :‬وﻫﻮ أن ﻳﻤﻴﻞ اﳌﻘﻴﻢ إﱃ إﻋﻄﺎء أﺣﻜﺎم ﻣﺘﻮﺳﻄﺔ وﻋﺎﻣﺔ‬ ‫·‬

‫ﲡﺎه أداء اﻷﻓﺮاد‪ ،‬وﻫﺬا ﻳﺆﺛﺮ ﻋﲆ اﻷﺣﻜﺎم اﻟﻨﻬﺎﺋﻴﺔ ﺣﻮل اﻟﻌﻤﻠﻴﺔ ﻟﻌﺪم‬
‫ﺗﺒﺎﻳﻦ اﻟﻨﺘﺎﺋﺞ‪.‬‬

‫اﻷوﻟﻴﺔ واﳊﺪاﺛﺔ‪ :‬ﺗﻈﻬﺮ ﰲ ﻋﻤﻠﻴﺔ اﻟﺘﻘﻴﻴﻢ ﻃﻮﻳﻠﺔ اﳌﺪة ﺣﻴﺚ ﻳﺘﻢ‬ ‫·‬

‫ﺑﺎﻷﺧﺬ اﻷوﱄ ﻷداء اﻟﻔﺮد دون اﻟﻨﻈﺮ إﱃ اﻟﺘﻄﻮرات اﻟﻼﺣﻘﺔ ﻷول‬

‫ﺗﻘﻴﻴﻢ‪ ،‬أو ﳞﻤﻞ أداء اﻟﻔﺮد اﻟﺴﺎﺑﻖ وﻳﻌﻤﺪ اﳌﻘﻮم إﱃ إﻋﻄﺎء ﺻﻮرة ﻋﻦ‬
‫أﺣﺪث ﻣﺴﺘﻮى ﻟﻸداء‪ ،‬ﻓﻬﺬا ﻣﻦ ﺷﺄﻧﻪ أن ﻳﻌﺪم ﺧﺎﺻﻴﺔ اﻻﺳﺘﻤﺮار‬
‫ﳍﺬه اﻟﻌﻤﻠﻴﺔ اﻟﺘﻲ ﺗﺴﺘﻬﺪف ﻋﻤﻠﻴﺔ ﲨﻊ اﻟﺘﻐﲑات اﳌﺎﺿﻴﺔ واﳊﺎﻟﻴﺔ‬
‫واﳌﺘﻮﻗﻌﺔ ﰲ اﳌﺴﺘﻘﺒﻞ‪.‬‬

‫اﻟﺘﺤﻴﺰ اﻟﺸﺨﴢ‪ :‬وﻫﻮ اﻧﺤﻴﺎز اﻟﺸﺨﺺ اﳌﻘﻮم ﻟﺼﺎﻟﺢ اﻟﺮد اﳌﺮاد‬ ‫·‬

‫ﺗﻘﻴﻴﻢ أداءه ﺑﺴﺒﺐ اﻟﻘﺮاﺑﺔ أو اﻟﺼﺪاﻗﺔ أو اﳉﻨﺲ أو اﳌﻮﻃﻦ‪.‬‬

‫اﳌﺸﺎﻛﻞ اﳌﻮﺿﻮﻋﻴﺔ‪ :‬ﺗﺘﻌﻠﻖ ﺑﺎﻟﻌﻤﻠﻴﺔ ﺑﺤﺪ ذاﲥﺎ؛ وﻫﻲ ﺗﺘﻤﺜﻞ ﻓﻴﲈ ﻳﲇ‪:‬‬ ‫‪-2‬‬

‫ﻋﺪم اﻟﻮﺿﻮح ﰲ أﻫﺪاف اﻟﻌﻤﻠﻴﺔ ﻳﻌﻄﻲ ﻧﻮع ﻣﻦ اﻟﻌﺸﻮاﺋﻴﺔ‪.‬‬ ‫·‬

‫ﻋﺪم دﻗﺔ اﳌﻌﺎﻳﲑ وﻋﺪم ﻗﺪرﲥﺎ ﻋﲆ اﻟﺘﻌﺒﲑ اﳊﻘﻴﻘﻲ ﻟﻸداء‪.‬‬ ‫·‬

‫ﻋﺪم وﺟﻮد ﺗﻌﻠﻴﲈت ﺳﻠﻴﻤﺔ وﻛﺎﻓﻴﺔ ﰲ أﺳﻠﻮب اﻟﺘﻘﻴﻴﻢ‪.‬‬ ‫·‬

‫ﻋﺪم دﻗﺔ درﺟﺎت اﻟﻘﻴﺎس ﰲ اﻟﺘﻤﻴﻴﺰ ﺑﲔ اﻟﻌﺎﻣﻠﲔ‪.‬‬ ‫·‬

‫وﻓﻴﲈ ﻳﲇ ﻧﻤﻮذج ﺗﻘﻴﻴﻢ أداء ﻷﺣﺪ ﴍﻛﺎت اﻟﺮﺧﺎم واﳉﺮاﻧﻴﺖ‬

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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪‬‬ ‫‪‬‬
‫)ﻳﻤﻸ ﺑﻤﻌﺮﻓﺔ ﻣﺪﻳﺮ اﻟﺸﺌﻮن اﻹدارﻳﺔ(‬
‫اﻟﺴﻴﺪ‪) ........................................ /‬ﻣﺪﻳﺮ إدارة ( ‪ ....................................‬اﳌﺤﱰم‪،،‬‬
‫ﲢﻴﺔ ﻃﻴﺒﺔ وﺑﻌﺪ‪،،،‬‬
‫ﻳﺮﺟﻰ إﻓﺎدﺗﻨﺎ ﺑﺮأﻳﻜﻢ ﻋﻦ ﺗﻘﻴﻴﻢ اﻟﺴﻴﺪ‪ ........................................ /‬اﻟﺬي ﺗﻢ ﺗﻌﻴﻴﻨﻪ ﺧﻼل‬
‫ﻫﺬا اﻟﻌﺎم ﺑﻤﻬﻨﺔ‪/‬وﻇﻴﻔﺔ‪........................................ :‬‬
‫ﻣﺪﻳﺮ اﻟﺸﺌﻮن اﻹدارﻳﺔ‪ :‬اﻻﺳﻢ‪ ...................... :‬اﻟﺘﻮﻗﻴﻊ‪ ..................... :‬اﻟﺘﺎرﻳﺦ‪/ / :‬‬
‫) ﻳﻤﻸ ﺑﻤﻌﺮﻓﺔ ﻣﺪﻳﺮ اﳉﻬﺔ اﳌﻮﺟﻮد ﲠﺎ اﻟﻌﺎﻣﻞ(‬
‫ﻓﻴﲈ ﻳﲇ ﺗﻘﺮﻳﺮﻧﺎ ﻋﻦ اﳌﺬﻛﻮر أﻋﻼه‪:‬‬
‫اﳊﺪ اﻷﻋﲆ اﻟﺪرﺟﺔ اﻟﻔﻌﻠﻴﺔ‬ ‫ﻣﻌﺎﻳﲑ اﻟﺘﻘﻴﻴﻢ‬ ‫م‬
‫‪10‬‬ ‫‪ 1‬اﻟﺴﻠﻮك‬
‫< ‪ 85‬ﳑﺘﺎز‬ ‫‪10‬‬ ‫‪ 2‬اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﺰﻣﻼء‬
‫‪ 85-70‬ﺟﻴﺪ ﺟﺪا‬ ‫‪5‬‬ ‫‪ 3‬اﳌﻈﻬﺮ اﻟﻌﺎم‬
‫‪ 70-60‬ﺟﻴﺪ‬ ‫‪10‬‬ ‫‪ 4‬اﻟﻨﻈﺎم ﰲ اﻟﴩﻛﺔ‬
‫‪ 60-50‬ﻣﻘﺒﻮل‬ ‫‪10‬‬ ‫‪ 5‬اﻻﻟﺘﺰام ﺑﻨﻈﺎم اﻟﻌﻤﻞ‬
‫> ‪ 50‬ﺿﻌﻴﻒ‬ ‫‪10‬‬ ‫‪ 6‬اﻻﻟﺘﺰام ﺑﻤﻮاﻋﻴﺪ اﻟﻌﻤﻞ‬
‫‪5‬‬ ‫‪ 7‬اﳌﻌﻠﻮﻣﺎت اﻟﻔﻨﻴﺔ‬
‫‪5‬‬ ‫‪ 8‬ﴎﻋﺔ اﻛﺘﺴﺎب اﳌﻬﺎرات‬
‫‪5‬‬ ‫‪ 9‬اﻟﺮﻏﺒﺔ ﰲ اﻟﺘﻌﻠﻢ‬
‫‪5‬‬ ‫‪ 10‬ﴎﻋﺔ اﻻﺳﺘﺠﺎﺑﺔ ﻟﻸواﻣﺮ‬
‫‪10‬‬ ‫‪ 11‬اﻻﻫﺘﲈم ﺑﻤﺴﺘﻮي اﳉﻮدة‬
‫‪5‬‬ ‫‪ 12‬اﳌﺤﺎﻓﻈﺔ ﻋﲇ اﻵﻻت واﳌﺎﻛﻴﻨﺎت‬
‫‪5‬‬ ‫‪ 13‬ﻧﺴﺐ اﻟﻌﻮادم واﻻﻫﻼﻛﺎت ﰲ اﻟﺘﺸﻐﻴﻞ‬
‫‪5‬‬ ‫‪ 14‬اﻻﺑﺘﻜﺎر واﳌﻘﱰﺣﺎت اﳉﺪﻳﺪة‬
‫‪100‬‬ ‫اﳌﺠﻤﻮع‬
‫اﻟﺘﻮﺻﻴﺔ‪..................................................................................................................... :‬‬
‫اﻟﺘﺎرﻳﺦ‪/ / :‬‬ ‫‪ ......................‬اﻟﺘﻮﻗﻴﻊ‪..................... :‬‬ ‫اﳌﺪﻳﺮ‪ :‬اﻻﺳﻢ‪:‬‬
‫ﻗﺮار اﳌﺪﻳﺮ اﻟﻌﺎم‪......................................................................................................... :‬‬
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‫‪ i70 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪ -8‬‬

‫اﳌﻘﺼﻮد ﺑﺎﻟﱰﻗﻴﺔ‪ :‬ﻧﻘﻞ اﻟﻔﺮد إﱃ وﻇﻴﻔﺔ أﻋﲆ ﰲ اﳌﺴﺘﻮى اﻟﺘﻨﻈﻴﻤﻲ ﻣﻦ‬

‫اﻟﻮﻇﻴﻔﺔ اﻟﺘﻲ ﻳﺸﻐﻠﻬﺎ‪ .‬وﻫﻨﺎك ﻣﺪاﺧﻞ ﻋﺪﻳﺪة ﻟﻠﱰﻗﻴﺔ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫اﻟﱰﻗﻴﺔ ﻋﲆ أﺳﺎس اﻷﻗﺪﻣﻴﺔ‪.‬‬ ‫‪-1‬‬

‫اﻟﱰﻗﻴﺔ ﻋﲆ أﺳﺎس اﻟﻜﻔﺎءة‪.‬‬ ‫‪-2‬‬

‫اﻟﱰﻗﻴﺔ ﺑﺎﻷﻗﺪﻣﻴﺔ واﻟﻜﻔﺎءة‪.‬‬ ‫‪-3‬‬

‫اﻟﱰﻗﻴﺔ ﻣﻦ اﻟﺪاﺧﻞ أو اﳋﺎرج‪.‬‬ ‫‪-4‬‬

‫أﻣﺎ اﻟﻨﻘﻞ ﻓﻬﻮ‪ :‬أن ﻳﻨﻘﻞ اﳌﻮﻇﻒ ﻣﻦ وﻇﻴﻔﺘﻪ إﱃ وﻇﻴﻔﺔ أﺧﺮى ﰲ ﻧﻔﺲ‬
‫اﳌﺴﺘﻮى اﻟﺘﻨﻈﻴﻤﻲ ﺳﻮاء داﺧﻞ إدارﺗﻪ أو ﺧﺎرﺟﻬﺎ‪ ،‬ﺣﻴﺚ إن ﻣﻦ أﻫﻢ اﻟﺴﺒﺎب‬
‫اﻟﺘﻲ ﺗﺪﻋﻮ ﻟﻨﻘﻞ اﻟﻌﺎﻣﻠﲔ‪:‬‬
‫ﺗﺼﺤﻴﺢ اﻟﻘﺼﻮر ﰲ ﻧﻈﺎم اﻻﺧﺘﻴﺎر‬ ‫·‬

‫اﻟﻨﻘﻞ اﻟﻌﻘﺎﰊ‬ ‫·‬

‫اﻟﻨﻘﻞ ﻟﻠﺘﺪرﻳﺐ ﻋﲆ اﻟﻮاﻗﻊ اﻟﻌﻤﲇ‬ ‫·‬

‫اﻟﻨﻘﻞ ﻟﺪﻓﻊ اﳌﻠﻞ اﻟﻮﻇﻴﻔﻲ‬ ‫·‬

‫اﻟﻨﻘﻞ ﻷﺳﺒﺎب ﺧﺎﺻﺔ ﻣﺜﻞ وﺟﻮد ﻣﺮض ﻟﺒﻌﺾ اﳌﻮﻇﻔﲔ‬ ‫·‬

‫ﻛﲈ اﻧﻪ ﻫﻨﺎك ﻧﻘﻄﺔ ﳚﺐ ﺗﻮﺿﻴﺤﻬﺎ وﻫﻰ اﻧﺘﻬﺎء اﳋﺪﻣﺔ‪ ،‬ﺣﻴﺚ ﻣﻦ أﻫﻢ‬
‫أﺳﺒﺎب إﳖﺎء اﳋﺪﻣﺔ‪:‬‬
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‫‪ i71 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
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‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺑﻠﻮغ ﺳﻦ اﻟﺘﻘﺎﻋﺪ‪،‬‬ ‫‪-1‬‬

‫اﳌﻌﺎش اﳌﺒﻜﺮ‪،‬‬ ‫‪-2‬‬

‫اﻻﺳﺘﻘﺎﻟﺔ‪،‬‬ ‫‪-3‬‬

‫اﻻﻧﻘﻄﺎع ﻋﻦ اﻟﻌﻤﻞ‪،‬‬ ‫‪-4‬‬

‫اﻟﻌﺠﺰ اﻟﺼﺤﻲ‪،‬‬ ‫‪-5‬‬

‫اﻟﻮﻓﺎة‪،‬‬ ‫‪-6‬‬

‫اﻟﻔﺼﻞ ﻣﻦ اﳋﺪﻣﺔ ﻷﺳﺒﺎب ﺗﺘﻌﻠﻖ ﺑﺎﻟﴩف أو اﻷﻣﺎﻧﺔ‪.‬‬ ‫‪-7‬‬

‫‪  -9‬‬

‫ﰲ ﻫﺬه اﳌﺮﺣﻠﺔ ﻳﻨﺒﻐﻲ أن ﻧﺘﺠﺎوز ﻋﻦ ﻛﺜﲑ ﻣﻦ اﻟﻨﻘﺎط ﻋﻨﺪ ﻣﻨﺎﻗﺸﺔ ﻣﻮﺿﻮع‬

‫اﻷﺟﻮر واﳊﻮاﻓﺰ‪ .‬ﻓﻘﺪ ﻛﺜﺮ اﳊﺪﻳﺚ ﻓﻴﻬﺎ وأﺻﺒﺤﺖ ﻣﻦ اﻟﺒﺪﳞﻴﺎت ﻋﻨﺪﻣﺎ ﺗﻄﺮح‬
‫ﻋﲇ ﻣﺎﺋﺪة اﳌﻔﺎوﺿﺎت واﳊﻮار وﻳﺼﺒﺢ اﳊﺪﻳﺚ ﻓﻴﻬﺎ ﺗﻜﺮارا ﳌﺎ ﺳﺒﻖ‪ ،‬وﻣﻦ‬
‫ﺑﲔ ﻫﺬه اﻟﻨﻘﺎط اﻵﰐ‪:‬‬

‫ﻣﻔﻬﻮم اﻷﺟﺮ وﻣﻔﻬﻮم اﻟﺮواﺗﺐ واﻟﻔﺮق ﺑﻴﻨﻬـﲈ إذا وﺟﺪ ﻓﺮق‪.‬‬ ‫‪-1‬‬

‫ﻣﺪي ﻣﺴﺌﻮﻟﻴﺔ إدارة اﻷﻓﺮاد أو ﺷﺌﻮن اﻟﻌﺎﻣﻠﲔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﺟﻮر واﳌﺮﺗﺒﺎت‪.‬‬ ‫‪-2‬‬

‫اﳋﺼﺎﺋﺺ اﳌﻄﻠﻮب ﺗﻮاﻓﺮﻫﺎ ﰲ ﻧﻈﺎم اﻷﺟﻮر ﻟﻜﻲ ﻳﻜﻮن ﺟﻴﺪا ﻣﻦ وﺟﻬﺔ‬ ‫‪-3‬‬

‫ﻧﻈﺮ اﻟﻌﺎﻣﻞ واﳍﻴﺌﺔ واﻻﻗﺘﺼﺎد اﻟﻘﻮﻣﻲ‪.‬‬

‫‪Copyright © 2012.‬‬

‫‪ i72 p‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/26/2018 5:52 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 801632‬‬ ‫;‪.‬‬
‫‪Account: ns153310‬‬
 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﺪي ﺗﺪﺧﻞ اﻟﻘﻮاﻧﲔ ﰲ ﲢﺪﻳﺪ اﻷﺟﻮر واﳌﺮﺗﺒﺎت‪.‬‬ ‫‪-4‬‬

‫اﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﻣﺴﺘﻮﻳﺎت اﻷﺟﻮر‪.‬‬ ‫‪-5‬‬

‫ﻋﻼﻗﺔ ﺗﻮﺻﻴﻒ اﻟﻮﻇﺎﺋﻒ وﺗﻘﻴﻴﻢ اﻟﻮﻇﺎﺋﻒ ﺑﺎﻷﺟﻮر واﳌﺮﺗﺒﺎت وﻟﻜﻨﻨﺎ‬ ‫‪-6‬‬

‫ﻧﺮي أن ﻫﻨﺎك ﺑﻌﺾ اﳌﻮﺿﻮﻋﺎت اﻟﺘﻲ ﺗﺴﺘﺤﻖ اﳌﻨﺎﻗﺸﺔ واﳊﻮار ﰲ‬

‫اﻟﻮﻗﺖ اﳊﺎﴐ واﻟﻮﺻﻮل ﻓﻴﻬﺎ إﱄ رأي ﳏﺪد وواﺿﺢ‪ ،‬ﻣﻦ ﺑﲔ ﻫﺬه‬
‫اﻟﻨﻘﺎط اﻵﺗﻴﺔ‪:‬‬
‫ﻫﻴﻜﻞ اﻷﺟﻮر واﻟﺮواﺗﺐ ‪ ،‬ﻣﺎذا ﻧﻌﻨﻲ ﺑﻪ ‪ ،‬وﻛﻴﻒ ﻳﻜﻮن ﰲ ﺷﻜﻞ أﻓﻀﻞ‪.‬‬ ‫·‬

‫ﺗﺴﻌﲑ اﻟﺪرﺟﺎت اﻟﻮﻇﻴﻔﻴﺔ واﻟﻌﻮاﻣﻞ اﳌﺆﺛﺮة ﻓﻴﻬﺎ وﻣﺪي اﻟﻌﺪاﻟﺔ ﰲ‬ ‫·‬

‫ﻣﻘﺎرﻧﺔ اﻟﺪرﺟﺎت ﺑﺒﻌﻀﻬﺎ‪.‬‬

‫اﻷﺷﻜﺎل اﳌﺨﺘﻠﻔﺔ ﻟﻸﺟﻮر وأي اﻷﺷﻜﺎل أﻛﺜﺮ اﻧﺘﺸﺎرا وﻛﻴﻒ ﻧﻮازن‬ ‫·‬

‫ﺑﻴﻨﻬﺎ وﺑﲔ ﻣﺘﻄﻠﺒﺎت اﻷﻓﺮاد‪.‬‬

‫اﳊﻮاﻓﺰ وﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺟﻮر‪.‬‬ ‫·‬

‫اﻹﻧﺘﺎﺟﻴﺔ وﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺟﻮر واﻟﺮواﺗﺐ واﳊﻮاﻓﺰ‪.‬‬ ‫·‬

‫ﻫﻞ ﻧﺒﺪأ ﺑﺰﻳﺎدة اﻷﺟﻮر أم ﻧﺒﺪأ ﺑﺰﻳﺎدة اﻹﻧﺘﺎﺟﻴﺔ ؟‬ ‫·‬

‫واﻟﺸﻜﻞ اﻟﺘﺎﱄ ﻳﻮﺿﺢ ﻣﻨﻄﻘﺔ اﳊﻮار ﺑﺎﻟﻨﺴﺒﺔ ﳌﻮﺿﻮﻋﺎت اﻷﺟﻮر‪ ،‬ﻓﲈ‬

‫ﻳﻮﺟﺪ داﺧﻞ اﻟﺸﻜﻞ ﻳﺴﺘﺤﻖ اﳊﻮار واﳌﻨﺎﻗﺸﺔ وﻣﺎ ﻳﻮﺟﺪ ﺧﺎرﺟﺔ ﻳﻨﺒﻐﻲ أن‬
‫ﳖﻤﻞ ﻣﻨﺎﻗﺸﺘﻪ ﻻ ﻟﻌﺪم أﳘﻴﺘﻪ وﻟﻜﻦ ﻷﻧﻪ ﻗﺘﻞ ﺑﺤﺜﺎ‪.‬‬
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

  

‫ﻳﻘﺼﺪ ﲠﻴﻜﻞ اﻷﺟﻮر واﳌﺮﺗﺒﺎت اﻟﺸﻜﻞ واﻹﻃﺎر اﻟﻌﺎم اﻟﺬي ﻳﺄﺧﺬه‬

‫ﻧﻈﺎم اﻷﺟﻮر ﰲ اﳍﻴﺌﺔ واﻟﺬي ﻳﺴﺎﻋﺪ ﰲ ﲢﻘﻴﻖ اﻟﻌﺪاﻟﺔ ﺑﲔ اﻟﻌﺎﻣﻠﲔ وﰲ ﲢﻘﻴﻖ‬
‫ وﻟﻜﻲ ﻳﺘﺤﻘﻖ ذﻟﻚ ﻓﻴﻨﺒﻐﻲ أن ﻳﺘﻮاﻓﺮ ﻧﻈﺎم دﻗﻴﻖ ﻟﺘﺤﻠﻴﻞ‬،‫رﺿﺎﺋﻬﻢ ﻋﻦ اﻟﻨﻈﺎم‬
‫ وﻻ ﻳﻜﺘﻔﻲ ﺑﺬﻟﻚ ﻓﺤﺴﺐ‬،‫اﻟﻮﻇﺎﺋﻒ ﻛﲈ ذﻛﺮﻧﺎ وﺗﺼﻤﻴﻢ اﻟﻮﻇﺎﺋﻒ وﺗﻮﺻﻴﻔﻬﺎ‬
‫وإﻧﲈ ﻳﺘﻢ ﻣﻘﺎرﻧﺔ اﻟﻮﻇﺎﺋﻒ ﺑﺒﻌﻀﻬﺎ ﻟﺒﻴﺎن ﻣﺪي ﺻﻌﻮﺑﺔ أداء وﻇﻴﻔﺔ ﻋﻦ أﺧﺮي‬
.‫وﺑﺎﻟﺘﺎﱄ زﻳﺎدة أﺟﺮﻫﺎ‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫وﳌﺎ ﻛﺎن ﻣﻦ اﳌﺴﺘﺤﻴﻞ أن ﻧﺮﺗﺐ أو ﻧﺴﻠﺴﻞ اﻟﻮﻇﺎﺋﻒ اﳌﻮﺟﻮدة ﰲ‬

‫اﳌﻨﻈﲈت اﻟﻜﺒﲑة وﺑﺤﻴﺚ ﲤﺜﻞ ﻛﻞ وﻇﻴﻔﺔ ﻣﺴﺘﻮي ﻣﻌﲔ‪ ،‬ﻓﻘﺪ اﲡﻪ اﻟﺮأي إﱄ‬
‫ﲢﺪﻳﺪ ﻋﺪد ﻣﻦ اﳌﺴﺘﻮﻳﺎت ) أو اﻟﻔﺌﺎت أو اﻟﺪرﺟﺎت ( وﻳﻮﺿﻊ ﰲ ﻛﻞ درﺟﺔ‬
‫ﳎﻤﻮﻋﺔ وﻇﺎﺋﻒ ﺗﺘﺸﺎﺑﻪ ﰲ ﺻﻌﻮﺑﺔ أداﺋﻬﺎ وﲣﺘﻠﻒ ﰲ ﻃﺒﻴﻌﺔ ﻋﻤﻠﻬﺎ‪.‬‬

‫وﻳﺘﻤﴚ ﻫﻴﻜﻞ اﻷﺟﻮر ﻣﻊ ﻫﻴﻜﻞ وﺷﻜﻞ ﻫﺬه اﻟﺪرﺟﺎت وﻟﺬﻟﻚ ﻓﺄي‬

‫اﺧﺘﻼل ﰲ ﻫﻴﻜﻞ اﻟﺪرﺟﺎت )ﺗﻘﻴﻴﻢ اﻟﻮﻇﺎﺋﻒ( ﻳﺆدي إﱄ اﻻﺧﺘﻼل ﰲ ﻫﻴﻜﻞ‬
‫اﻷﺟﻮر‪ ،‬وﻣﻊ ذﻟﻚ ﺗﻈﻞ ﻫﻨﺎك ﻣﺸﻜﻠﺔ اﻷﺳﻌﺎر اﳋﺎﺻﺔ ﺑﻜﻞ درﺟﺔ وﺑﲈ ﳛﻘﻖ‬
‫اﻟﻌﺪاﻟﺔ ﺑﲔ اﻟﺪرﺟﺎت‪.‬‬

‫‪  ‬‬

‫ﻣﻦ اﻟﺒﺪاﻳﺔ ﻳﻨﺒﻐﻲ أن ﻧﺤﺪد ﺣﺪا أدﻧﻰ ﻟﻸﺟﻮروﺣﺪا أﻋﲇ واﻟﻔﺎرق ﺑﻴﻨﻬﲈ‬
‫ﻳﻮزع ﻋﲇ اﻟﺪرﺟﺎت ‪ ،‬وﺗﺘﻤﺜﻞ اﳌﺸﻜﻠﺔ ﰲ ﻫﺬه اﳊﺎﻟﺔ ﰲ ﺛﻼﺛﺔ ﺟﻮاﻧﺐ ﻫﻲ‪:‬‬
‫اﻟﻔﺎرق ﺑﲔ اﳊﺪ اﻷدﻧﻰ واﻷﻋﲆ وﻗﻴﻤﺘﻪ‪.‬‬ ‫‪-1‬‬

‫ﻃﺮﻳﻘﺔ ﺗﻮزﻳﻊ ﻫﺬا اﻟﻔﺮق ﻋﲇ اﻟﺪرﺟﺎت اﳌﺨﺘﻠﻔﺔ وﻫﻞ ﺑﺎﻟﺘﺴﺎوي أم ﺑﻤﻘﺎﻳﻴﺲ‬ ‫‪-2‬‬

‫ﳐﺘﻠﻔﺔ‪.‬‬
‫ﺗﻄﺒﻴﻖ ﻧﻈﺎم اﻟﺪرﺟﺎت اﳌﺘﺪاﺧﻠﺔ أو اﳌﺘﻼﻣﺴﺔ أو اﳌﺘﺒﺎﻋﺪة وﳊﻞ ﻫﺬه‬ ‫‪-3‬‬

‫اﳌﺸﻜﻠﺔ ﻓﻴﻨﺒﻐﻲ زﻳﺎدة اﻟﻔﺮق ﻛﻠﲈ ﻛﺎن ذﻟﻚ ﳑﻜﻨﺎ‪ ،‬ﻛﲈ ﻳﻨﺒﻐﻲ ﺗﻮزﻳﻌﻪ‬
‫ﺑﺎﻟﺘﺴﺎوي ﺑﲔ اﻟﺪرﺟﺎت أو زﻳﺎدة اﻟﻔﺌﺎت اﻷﻋﲆ ﺑﻤﻌﻨﻲ ﻛﻠﲈ ﺻﻌﺪﻧﺎ أﻋﲇ‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺑﻨﺴﺒﺔ ‪ %10‬ﻣﺜﻼ‪ ،‬وﻣﻦ اﻷﻓﻀﻞ ﺗﻄﺒﻴﻖ ﻧﻈﺎم اﻟﺪرﺟﺎت اﳌﺘﺪاﺧﻠﺔ ﻛﻠﲈ‬

‫ﻛﺎﻧﺖ ﻓﺮص اﻟﱰﻗﻴﺔ ﳏﺪودة أو اﳌﺘﺒﺎﻋﺪة إذا ﺗﻮاﻓﺮت ﻓﺮص اﻟﱰﻗﻴﺔ‪.‬‬

‫‪  ‬‬

‫ﺗﻨﻘﺴﻢ اﻷﺟﻮر ﺑﺼﻔﺔ ﻋﺎﻣﺔ إﱄ أﺟﻮر ﻣﺒﺎﴍة وأﺟﻮر ﻏﲑ ﻣﺒﺎﴍة‪ ،‬وﺗﺘﻤﺜﻞ‬

‫اﻷوﱄ ﰲ اﻷﺟﻮر اﻟﻨﻘﺪﻳﺔ اﻟﺘﻲ ﻳﻘﺒﻀﻬﺎ اﻟﺸﺨﺺ ﻛﻞ ﻓﱰة زﻣﻨﻴﺔ ﻣﻌﻴﻨﺔ‪،‬‬
‫وﺗﺘﻤﺜﻞ اﻟﺜﺎﻧﻴﺔ ﰲ اﻻﻣﺘﻴﺎزات اﻟﺘﻲ ﳛﺼﻞ ﻋﻠﻴﻬﺎ اﻟﻌﺎﻣﻞ ﻣﻦ اﻧﺘﻘﺎﻻت وإﺳﻜﺎن‬
‫ورﻋﺎﻳﺔ ﻃﺒﻴﺔ وأﺟﺎزات ﺑﺄﺟﺮ‪.‬‬

‫وﻻ ﺷﻚ أن ﻫﻨﺎك إﲨﺎع ﺑﲔ ﻛﺎﻓﺔ اﻟﻌﺎﻣﻠﲔ ﻋﲇ اﻟﺮﻏﺒﺔ ﰲ زﻳﺎدة اﻷﺟﻮر‬

‫اﳌﺒﺎﴍة‪ ،‬ﺑﻴﻨﲈ ﻧﺠﺪ أن اﻷﺟﻮر ﻏﲑ اﳌﺒﺎﴍة وان ﻛﺎﻧﺖ ﻣﻄﻠﻮﺑﺔ ﻣﻦ ﺣﻴﺚ اﳌﺒﺪأ‬
‫وﻟﻜﻦ ﻫﻨﺎك ﺑﻌﺾ اﻟﻌﺎﻣﻠﲔ اﻟﺬي ﻳﻔﻀﻠﻮن اﺳﺘﺒﺪال اﻷﺟﻮر ﻏﲑ اﳌﺒﺎﴍة‬
‫ﺑﺄﺟﻮر ﻣﺒﺎﴍة‪.‬‬

‫وﺗﺘﻮﻗﻒ ﻛﻔﺎءة اﻹدارة ﻋﲇ ﻣﺪي ﻗﺪرﲥﺎ ﻋﲇ اﻟﺘﻮازن ﺑﲔ ﻧﻮﻋﻲ اﻷﺟﺮ‬

‫وﺑﺤﻴﺚ ﳛﻘﻖ ﻛﻞ ﻣﻨﻬـﲈ رﺿﺎء اﻟﻌﺎﻣﻞ وﻳﻘﻮي اﻧﺘﲈءه‪ ،‬وﻟﺬﻟﻚ ﻳﻨﺒﻐﻲ إﻻ ﺗﻘﺮر‬
‫اﻹدارة أﺟﻮرا ﻏﲑ ﻣﺒﺎﴍة إﻻ ﺑﻌﺪ اﺳﺘﻄﻼع رأي اﻟﻌﺎﻣﻠﲔ‪ ،‬ﻻﺳﻴﲈ إذا ﻛﺎﻧﺖ‬
‫اﻹدارة ﻗﺎدرة ﻋﲇ ﲢﻮﻳﻞ اﻷﺟﻮر ﻏﲑ اﳌﺒﺎﴍة واﺳﺘﺒﺪاﳍﺎ ﺑﺄﺟﻮر ﻣﺒﺎﴍة‪.‬‬
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 ‫‪‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫‪   ‬‬

‫إن اﳊﻮاﻓﺰ ﻫﻲ ﻛﻞ ﻣﺎ ﻳﺘﺼﻞ ﺑﺘﺤﻔﻴﺰ اﻟﻌﺎﻣﻠﲔ‪ ،‬وﻻ ﺷﻚ أن ﻣﻔﻬﻮم‬

‫اﳊﻮاﻓﺰ ﺗﺒﻌﺎ ﻟﺬﻟﻚ ﻳﻜﻮن واﺳﻌﺎ ﺑﺤﻴﺚ ﻳﺸﻤﻞ اﻷﺟﻮر اﻟﺸﻬﺮﻳﺔ واﳌﻜﺎﻓﺂت‬
‫واﳊﻮاﻓﺰ ﺑﻤﻌﻨﺎﻫﺎ اﻟﺪارج ﻛﲈ ﻳﺸﻤﻞ اﳉﻮاﻧﺐ ﻏﲑ اﳌﺎﻟﻴﺔ ﻛﺎﳌﻌﺎﻣﻠﺔ اﳊﺴﻨﺔ‬
‫واﻟﻘﻴﺎدة اﻟﺼﺤﻴﺤﺔ واﳌﺸﺎرﻛﺔ ﰲ اﲣﺎذ اﻟﻘﺮارات‪ ،‬وﻛﻞ اﳌﺆﺛﺮات اﳋﺎرﺟﻴﺔ‬
‫واﻟﺘﻲ ﲢﺮك وﺗﻨﺸﻂ دواﻓﻊ اﻹﻧﺴﺎن ﻟﻺﺗﻴﺎن ﺑﺴﻠﻮﻛﻴﺎت اﳚﺎﺑﻴﺔ ﲢﻘﻖ ﻫﺪف‬
‫اﳍﻴﺌﺔ‪ ،‬وﺑﺪون اﳊﻮاﻓﺰ ﻻ ﳛﺪث اﻟﺘﺤﻔﻴﺰ أو ﺗﻨﺸﻴﻂ اﻟﺪواﻓﻊ وﺑﺎﻟﺘﺎﱄ ﺗﻜﻮن‬
‫اﻟﺴﻠﻮﻛﻴﺎت ﻏﲑ ﻣﻘﺒﻮﻟﺔ وﻻ ﻳﺘﺤﻘﻖ اﳍﺪف‪.‬‬

‫ﻣﻦ ﻫﺬا اﳌﻨﻄﻠﻖ ﻓﺄن رﺳﻢ أي ﺳﻴﺎﺳﺔ ﻟﻠﺤﻮاﻓﺰ ﻻﺑﺪ أن ﺗﺮﺗﺒﻂ ﺑﺘﺤﻘﻴﻖ‬
‫أﻫﺪاف اﳌﻨﺸﺄة‪ ،‬وﰲ ﻇﻞ اﳌﻔﻬﻮم اﻟﺴﺎﺑﻖ ﻟﻠﺤﻮاﻓﺰ ﻓﺄن ﻫﻨﺎك ﻣﺎ ﻳﺴﻤﻲ ﺑﺎﳊﻮاﻓﺰ‬
‫اﻟﺴﻠﺒﻴﺔ وان ﻛﺎن اﻟﺒﻌﺾ ﻳﺮي وﺟﻮد ﺗﻌﺎرض ﺑﲔ ﻣﻔﻬﻮم اﳊﺎﻓﺰ وﻣﻔﻬﻮم‬
‫اﻟﺴﻠﺒﻴﺔ وﻟﺴﻨﺎ ﻣﻦ أﻧﺼﺎر ﻫﺬا اﻟﺮأي‪.‬‬

‫‪    ‬‬

‫ﻻ ﺷﻚ أن اﻹﻧﺘﺎﺟﻴﺔ ﺗﺘﻮﻗﻒ ﻋﲇ ﻛﺜﲑ ﻣﻦ اﳌﺘﻐﲑات وﻟﻜﻦ ﻣﻦ ﺑﲔ ﻫﺬه‬

‫اﳌﺘﻐﲑات اﻟﻌﻨﴫ اﻟﺒﴩي‪ ،‬واﳌﻔﺘﺎح اﳊﻘﻴﻘﻲ ﻟﻠﻌﻨﴫ اﻟﺒﴩي ﻫﻮ اﻟﺘﺤﻔﻴﺰ ﻣﻦ‬
‫ﺧﻼل اﳊﻮاﻓﺰ ﺑﻤﻌﻨﺎﻫﺎ اﻟﻮاﺳﻊ‪ ،‬وﻟﺬﻟﻚ ﻓﺎﻹﻧﺘﺎﺟﻴﺔ ﺗﺘﻮﻗﻒ ﰲ ﺟﺰء ﻛﺒﲑ ﻣﻨﻬﺎ‬
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 
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫ وﻟﻜﻦ ﻫﺬا ﻻ ﻳﻌﻨﻲ أن اﳊﻮاﻓﺰ ﻫﻲ اﳌﺪﺧﻞ اﻟﻮﺣﻴﺪ ﻟﺰﻳﺎدة‬،‫ﻋﲇ اﳊﻮاﻓﺰ‬

‫اﻹﻧﺘﺎﺟﻴﺔ وإذا أﺧﺬﻧﺎ اﻹﻧﺘﺎﺟﻴﺔ ﻋﲇ ﻣﺴﺘﻮي اﻷﻓﺮاد )اﻟﻌﻨﴫ اﻟﺒﴩي ( وﻟﻴﺲ‬
‫ﻋﲇ ﻣﺴﺘﻮي اﳍﻴﺌﺔ ﻓﺄن اﳊﻮاﻓﺰ ﺗﺼﺒﺢ اﳌﺪﺧﻞ اﻟﻮﺣﻴﺪ ﻟﺰﻳﺎدة اﻹﻧﺘﺎﺟﻴﺔ اﳋﺎﺻﺔ‬
‫ وإذا ﻛﺎﻧﺖ إﻧﺘﺎﺟﻴﺔ اﻟﻔﺮد ﻫﻲ ﺣﺎﺻﻞ ﴐب اﻟﺮﻏﺒﺔ ﰲ اﻟﻘﺪرة ﻓﺄن‬.‫ﺑﺎﻷﻓﺮاد‬
.‫اﳊﻮاﻓﺰ ﺗﺆدي إﱄ زﻳﺎدة اﻟﺮﻏﺒﺔ وﻗﺪ ﺗﺆدي إﱄ زﻳﺎدة اﻟﻘﺪرة‬
Copyright © 2012.

 i78 p

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. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫ﺍﻟﻤﺮﺍﺟﻊ‬
‫ اﻹدارة اﻟﻌﴫﻳﺔ ﻟﺮأس اﳌﺎل‬:‫ إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ‬،‫اﲪﺪ ﺳﻴﺪ ﻣﺼﻄﻔﻰ‬
.2006 ،‫ اﳌﺆﻟﻒ‬،‫اﻟﻔﻜﺮي‬

.2004 ،‫ ﻏﲑ ﻣﺒﲔ دار اﻟﻨﴩ‬،‫ إدارة اﳌﻮارد اﻟﺒﴩﻳﺔ‬،‫أﻣﺎﲏ ﳏﻤﺪ ﻋﺎﻣﺮ‬

‫ اﳌﺠﻤﻮﻋﺔ اﻟﻌﺮﺑﻴﺔ‬،‫ ﻣﻬﺎرات اﻟﺘﻮﺻﻴﻒ اﻟﻮﻇﻴﻔﻲ‬،‫ﳏﻤﻮد ﻋﺒﺪ اﻟﻔﺘﺎح رﺿﻮان‬

.2012 ،‫ﻟﻠﻨﴩ واﻟﺘﻮزﻳﻊ‬

‫ اﳌﺠﻤﻮﻋﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﴩ‬،‫ ﲣﻄﻴﻂ اﳌﺴﺎر اﻟﻮﻇﻴﻔﻲ‬،‫ﳏﻤﻮد ﻋﺒﺪ اﻟﻔﺘﺎح رﺿﻮان‬

.2012 ،‫واﻟﺘﻮزﻳﻊ‬
www.faculty.ksu.edu.sa/.../DocLib3/...
www.ao-academy.org/docs/edarat_mawarad_1512009.doc

 
   

 2007
Copyright © 2012.

i79 p

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